>> Female Speaker: Good evening Board of Trustee's, Pasadena area, community college district, regular business meeting number 5. This is Wednesday, February 17, 2010. Mrs. Thompson, please call the roll. Present. 

>> Male Speaker: Here. 

[ inaudible ] 

>> Female Speaker: Does anybody wish to address us on closed session items? Please let us know. Closed session will consist of two items. Government code 54967, public employee discipline, dismissal, release and government code 54957.6, labor negotiations. Dean Angledinger [assumed spelling] will join us. I see no comments. Let us adjourn to closed session. 

[ silence ] I'm calling open session to order and reporting that no action was taken in closed session. Trustee Martin, would you be so kind as to lead us in the Pledge of Allegiance. 

[ inaudible ] 

>> Martin: If you'll please join with me. I. 

>> Audience: Pledge allegiance to the flag of the United States of America. And to the republic, for which is stands. One nation, under God, indivisible, with liberty and justice for all. 

[ silence ] 

>> Female Speaker: President Sutimoto [assumed spelling], do you have any introductions for us? 

>> President Sutimoto: I'm looking around the room to see and let me just ask, because I came in. is Israel Estrada [assumed spelling] in the audience by any chance? No, OK, when we get to announcements, then we'll discuss that. OK. 

>> Female Speaker: Very good. 

>> President Sutimoto: Thanks very much. 

>> Female Speaker: Thank you. Well let's continue with public comment on non-agenda items. I'd invite Wendy Johnston to the podium. Good evening. 

>> Wendy Johnston: Thank you. Since I didn't know two hours ago I was going to be doing this, I made packets for you. But they are not distributed. I will leave them with Mary. I want to tell you about three web grants, I'm sorry. 

>> Male Speaker: Is this the agenda item that? 

>> Wendy Johnston: No, this is not agenda item. 

>> Female Speaker: That's what I understood it to be. OK. OK, just go ahead. 

>> Wendy Johnston: OK. I'm still here for the agenda item. 

>> Male Speaker: Right. We want to say nice things about you. We want to make sure you're still here for that. 

>> Wendy Johnston: I see. I promise. The coffee is good. We have been writing grants as, partnership grants, with the webs, through the fall and there's been a lot of stimulus money. These grants, I have to tell you, are partnership grants. So the fiscal agent won't be Pasadena City College. The beneficiaries more than likely are primarily our students. The grants cannot be written until there are in fact jobs in the hand. So each of these represents the fact that there are jobs and that community partners have worked together, on a very short turn around time, to write grants and in this case, in health, science and biotechnology, to create a workforce for gapped areas in our, in our service. The first one that will be announced tomorrow, if I may [inaudible], at Griffall's [assumed spelling] in Los Angeles, is a manufacturing tech, bio-tech academy. The partners, there's a long list of partners and I will pass these out for you. There are community partners, there are web partners, workforce investment board, the Pasadena Bio-science Collaborative is a partner and in fact was a critical partner, because they are called a high road collaboration. Every person at the board represents an institution. And it's very hard to find a high road collaboration in biotechnology. So they needed us. We also have the premiere biotech program. We do not however, train manufacturing techs for manufacturing facilities. So we are a partner. There are training institutions, LA Trade Tech, LA Valley College. All of these web grants require existing partnerships. The monies may not be used to create a training program. They may not be used to create a network or a partnership. They work so quickly, that you must show proof that you have existing partnerships. So the fiscal agent is Metro Work Source. The woman who runs that is Gloria Bratton-Moore [assumed spelling]. She's an African-American lawyer and has been very patient with me about what is Web and how do we partner. So I have to say this is a little bit like the camel's nose under the tent. But they needed us. I'm learning and basically it's to put our students into training from a variety of places here. The Boots to Books, the students in Engineering and Tech, the students in the Bio-sciences and get them jobs at Griffall's and Baxter. There will be 300 jobs from Griffall's and 500 from Baxter. We promise to put in place 125. You have to make a promise and with aerofunding, you have to hit very close to your promise. The second is the US Department of Labor. This is a $5 million grant. Someone told me that Mount Sac [assumed spelling] had published their winning that grant for heating and air conditioning today. We also are a partner on a statewide grant. The fiscal agent is CSU San Jose, their institution. I'm sorry, their research foundation. And I have given you a list of the partners here and we worked very hard on this. The CSU's, CSU LA, CSU Domingas Hills [assumed spelling] and Cal Poly Pomona [assumed spelling], can each give training for clinical lab science. It requires not only a bachelor's, but it requires a one year internship in a CLIA certified facility. Those are very expensive. In order get the hospitals on board to give these internships, there had to be a lot of negotiation and some payment. And I'm grateful that Stu sent his wife to our meeting. She tutored us and because she runs the clinical lab science area. One of our adjuncts, Sonjia Malgeme [assumed spelling], does the same at Arcadia Methodist and was able to contribute two internships to this program. The average age of a clinical web scientist is 63. They're obviously graying. We produce about 40 a year. That's not going to cut it. Many of them get jobs in biotech, in clinical research, because it pays more. So we owe the hospitals training more people. We run medical assisting and it's a short hop from medical assisting to clinical lab science. I will give these to [inaudible] and [inaudible]. This is [inaudible]. 

>> Female Speaker: Great. Thank you Dr. Johnston. Thank you so much. So that's it I believe for comments on non-agenda items. Yes, all right. So let's proceed. Approval of the minutes. Yes, yes, how could I forget that. OK. Item D, reports by members of the board, our sub-committees, superintendent, president and chair governance representatives. Let me turn to vice-president Thompson. 

>> Vice-President Thompson: Well let me talk about the presidential search or Adhawk liaison committee at the board and the telephone conference we had with Dr. Stan Hales [assumed spelling], who is the academic search consultant working with us. The things are proceeding quite well on that. He reported to us and we talked on Monday afternoon, that he's already received a number of applications in for the position. I've forgotten the exact number of inquiries they've had, but it has been very, very significant number and people calling up to nominate people and ask questions and all that. So, at the moment we're very confident. Looks very, very positive that we're going to be receiving many applications. A number of sitting presidents have been in discussions with Dr. Hales as well. So, I think we're off to a very good beginning. He, Dr. Hales has meetings set with Jack Scott, the former president of this college and also chancellor of the state system and also with Scott Lay [assumed spelling], of the state, California Community College system, to meet with them and get their recommendations and suggestions and all that. So, things are moving well on that. Oh, excuse me. 

[ phone ringing ] 

>> Female Speaker: Another nomination. 

>> Vice-President Thompson: Yes. 

[ laughter ] Yes. 

[ laughter ] No, that was someone named Carol Thompson. 

[ laughter ] 

>> Female Speaker: Wondering where you are. 

>> Vice-President Thompson: Yes, well no, she knows where I am. I'm sure of that. Oh yes, better call her back in a few moments. Where were we? We, as I said, we're off to the very beginning with the search and we're optimistic about that. One of the issues that has. 

[ phone ringing ] 

>> Female Speaker: Oops. 

>> Vice-President Thompson: Oh forgive me. 

[ phone ringing ] Let me call you right back. 

[ laughter ] 

>> Female Speaker: She's persistent. 

>> Vice-President Thompson: Yes, well it must be important. Anyway. Let me continue this. One issue that has come up is what role the Brown Act is going to have with respect to the board liaison committee, the screening committee. The advice we've been given thus far by Mary Dowell [assumed spelling], our outside consultant is the Brown Act will apply to meetings of the screening committee. And so as a consequence we will begin each of those meetings with an open session for people who may wish to come and ask a question or make a comment. We'll then go into closed session. The closed sessions of course, are not subject to the Brown Act. We just wanted people to be aware of that. One issue that has come up that we need to talk about and is the communication or line of communication between members of the screening committee and the groups that have appointed them or the people who have appointed them, one or the other. And in a case of the three of us, Hillary, Jeanette and I, we are very sensitive to that because we are one shy of a quarrum of the board. And so the concern is that if members of this board have appointed people start talking to the person that they've appointed and sharing confidential information, are we in danger of a suriodim [assumed spelling] Brown Act issue. So, we've got to be very careful about that and I think the, we're still waiting I think, to get a final word from Mary Dowell on this. But I think the feeling at the moment is that the, at least in terms of confidential information, that is to be held in confidence and that there is not to be a discussion taking place between people here who appointed individuals and their members or other members of the screening committee. We have to be sensitive to that. So basically, the line of communication, I think, between the board of trustees and the screening committee, is Hillary, Jeanette and myself and if anybody would like to take the place of any of the three of us, I think we'd probably gladly step aside and let you do exactly that. This is a time consuming task. Just joking. We're very delighted to do it and very serious about it. But it is very time consuming. So, I think unless I've overlooked something, that's the report. 

>> Female Speaker: Thank you, sir. Shall we continue with you? 

>> Vice-President Thompson: I better go. 

>> Female Speaker: [Inaudible]. Student trustee, Avadia [assumed spelling]. Let me go with my other colleagues. Trustee Baum [assumed spelling]. 

>> Trustee Baum: I have a couple of reports to make. First off, I want to thank Vice-President VanPelt [assumed spelling], Dean Miller, Steve and Carlos from the back. Dr. Mann and I participated in a meeting this afternoon to discuss the layout of the board meeting, given our new location and how we can make it a set up that provides the most effective way of deliberation by the trustees and also participation by the shared governance group and participation by the public. And so we are experimenting with a couple of different set ups, including noticeably you'll see where we're sitting around skirted tables, as opposed to the previous furniture that was here and then the layout is set up a little bit differently. And so we welcome any additional feedback. We are eager to have as much input from the shared governance groups, the campus administration, the public is possible, to aid us in our deliberations and so, we will continue to tweak this. We're all in a period of adjustment with a new roster of board members and a new room, in which to operate and we're looking forward to getting it just right. So, is it too hot or too cold or just medium. I'm sorry, we want that kind of feedback. So, thank you to those administrators that came in early this afternoon to help move chairs and tables, to give us an opportunity to try something new. The other, we met as an Adhawk committee of the board. Dr. Fellow, Mr. Thompson and I, with the president of Southern California and CEO of Southern California Public Radio, to review the annual report from Southern California Public Radio to the district about it's operation of KPCC radio station. In your packet and to save time, I won't go over it, but in your packet is a one page collection of the minutes of that meeting that we had last Friday and there is a lot of good news to report. And then a couple of item that I expect we will follow up with as a board. We will be inviting Mr. Davis, the president and CEO of Southern California Public Radio, to present formally to the district, it's annual report. But we'll be, during the agenda items, I will be asking for a couple of follow up items for consideration by the board. And so, we don't need to go over all the details, because they're summarized here in this one pager. Two other things that I need to report on. At the last meeting, I was scheduled to go to Washington DC, to participate in the annual legislative summit of the Association of Community College Trustee's. Well it turns out, the entire city of Washington was shut down and the entire conference, including our presentation by the president, was actually canceled and rescheduled to March 10th. So that meeting did not occur. The, it was such a financial hit though, that we've all negotiated with the organization, with the hotel, the airfare and the ACCT group, that we will be able to recoup the registration fees and either use them for a future conference or transfer them to another trustee. So I will be talking to Dr. Sutimoto [assumed spelling] and possibly Dr. Mann, because the conference has been rescheduled for March 10th and we will be continuing to meet with legislators and I think it is important that Pasadena City College is represented in Washington, during these lobbying trips. So we'll be following up on that. And then I want to make one item clear for me personally, because it became an issue since the last meeting. Was how did I feel, I was asked how I felt about other organizations, including commercial entities, who use PCC as part of their marketing abilities program. And my sense is I just, I want to express myself so I'm clear. I don't think it's appropriate for the college to be engaging in commercial publicity of marketing activities for, for-profit corporations. And that's just a principle that I have that I feel strongly about, both here and at USC where I work. We're a governmental organization. USC is a non-profit organization and we should refrain from spending our own time to promote commercial entities that are not related to the district. I just want to make that clear, that that's my personal opinion and I'm not calling for a policy, but I wanted to state that for the record. 

>> Female Speaker: Thank you, Trustee Baum. Trustee Brown. 

>> Trustee Brown. Yes. Let's see. In light of black history celebration, this past Saturday I attended the Red, Black and Green Honors Luncheon, remembering those who paved the way for Pasadena's African-American firsts. And I'm happy to report that PCC was well represented at the event. We had staff and we had students and the community appreciated that. On February 11, I attended the Latino Advisory Committee meeting, which was very informative and I have been invited to join PUSD High School Drop Out task force, which will meet on the 24th of February. That's my report. 

>> Female Speaker: Thank you. Trustee Martin. 

>> Trustee Martin: First, I should report that the board Adhawk budget committee, now has a meeting scheduled with the Resource Allocation Committee, the RAC committee, and that will be occurring, our first meeting will be on February 25th. The only other item I'd like to report, actually is something I brought up several months ago and I have a copy of it I gave to each of the trustee's and I have a few extras you can pass around. Back at our last board retreat, I had discussed the simple notion of trying to define student success, seeing student success is at least one of our board goals, if not our most important board goal. It's the thing that we put on each of our banners, it's the reason we all do everything that we do. I think in subsequent board meetings, I had brought the notion back again that maybe we should somehow measure student success. I was delighted that institutional research and Crystal, a couple meetings ago, gave me six numbers that I think help us understand student success. So I've retyped the six numbers. It's actually two numbers per year. It's about that simple. One number per year is the total number of successful course completions. So, for those of you who don't have a page and she gave me three years, last year, in '08-'09, we had PC had 133,000 successful course completions. Actually 133,684 successful course completions. And I like knowing that number. I think that's an important number. Not just because it's simple, but it's the reason we all do everything we do here. Is so that more students can successfully complete more courses, whether they're basic skilled, career and tech or transferable, this is why we're here. To give that some kind of additional measure, I thought we should equate it to some finance budget number. Because we're continuously being asked to make budgetary decisions. And so research chose our total unrestricted general fund as a dollar amount. So the only other number on the whole page per year is our unrestricted general fund, which for '08-'09, was approximately a little over $141 million. So, when you divide the number, the dollars by the number of student successes, you find out that it basically costs a little over $1000 of unrestricted general fund for every student's success at passing in city college. Now I think, to me as a board member, that's a tremendously significant number. Because I have repeatedly stated that one of my main goals here is offering as many class sections as we possibly can, for the amount of money we have and I think using these two simple numbers, we get to see both the gross student success, 133,000 last year and we get to see a relative student success of about it costing us about $1000 per success. Which as we know, when we look at '09-'10 and our unrestricted budget goes down, it will be difficult to match 133,000 total student successes, but we should certainly attempt everything we can to make the relative number as high as we possibly can, showing that we're putting all our efforts in the right direction. The other thing I like about these simplistic numbers is we're all pulling on the line the same way. Because it's a student completing a course, it's important that we have good counseling to get the right students in the right courses, it's important that we have good retention. Everything that we do here is for this simple goal. And so I think these are very simple numbers, but on the other hand they're very, very powerful numbers and I think as we make other decisions tonight and in the future, we can now have something to put financial budget decisions in a form of a context. If you're going to pay $20,000 for something, you're talking about another alternative is 20 more student successes next year. I mean, it's a good relative term. So, I appreciate research giving me this, though I can't imagine it took a terrible amount of time, seeings there are just two numbers and they're very simple and there might be better definitions of these things in the future, but I think going forward I am just thrilled to see it and I think it was inspiring to know 133,684 student successes occurred in '08-'09 at Pasadena City College. 

>> Female Speaker: All right, thank you. Dean Liggins [assumed spelling]. No report. Dr. Bickley [assumed spelling]. 

>> Dr. Bickley: Brief report. The academic senate has been on hiatus during the winter inter-session. We resume with our meetings starting on March 1st. So we'll look forward to bringing forth back to you some of our, going to be a busy agenda that day. Thank you. 

>> Female Speaker: Thank you. Mr. Lindeman [assumed spelling]. 

>> Mr. Lindeman: Yes, ma'am. At this time, classified days planning is still going forward and that's about the extent of our report this evening. 

>> Female Speaker: Terrific. Thank you. President Sutimoto [assumed spelling]. 

>> Male Speaker: Would you like to go first? 

>> Female Speaker: No, please [inaudible]. 

>> Male Speaker: I just had a couple introductions to make tonight. I'd like to introduce Michael Lance. If you would please stand up. He's our chief justice. Worked very hard bringing item on the agenda today. Also have a couple others. There's Jason Herbert, I see in the back. He's VP for academic. If you'd like to stand up. Members of the sustainability committee have come here and the student population will come to show some support. 

>> Female Speaker: Thank you. And we have Mr. Lance on our yellow cards, as well. President Sutimoto. 

>> President Sutimoto: Thank you very much, Dr. Bradbury-Wong [assumed spelling]. Just a couple of quick announcements. Three of them. This Sunday, Pasadena Forward sponsors, along with PCC, the Pasadena Marathon, which will include a bike ride, a 5K run and a fun walk. And this will be occurring right out in front. The start and finish out in front of Pasadena City College on Colorado. So, I'm hearing that Mayor Bogart, as last year he rode in the bike race and he will do so again this year. And of course, board members are invited to attend and I will be there running in the 5K or limping or whatever it is, from start to finish. Also, this is a wonderful announcement to let you know, Commission on Dental Accreditation, CODA, took action at it's February 4, 2010 meeting and granted PCC's Dental Assisting, Dental Hygiene and Dental Laboratory tech programs accreditation status of approval without reporting requirements. So therefore, the next site visit for the programs is scheduled for 2016, which is wonderful. Congratulations to those programs. My last announcement. Yes. 

[ applause ] And I will say that I was honored to participate in some of the accreditation visit and these programs just are incredible. The people that are in them, I can't go into all of the details of the individuals, but they are spectacular and what they did to make sure that the programs were accredited at this level, you can be very proud of as a board. And as the community at large. So thank you very much CODA for providing us with that highest level of accreditation. Last announcement, Dr. Rick VanPelt [assumed spelling], has been named a member of the advisory committee for the Water Integrated Resource Plan for the city of Pasadena. This effort for the city is designed to assure that Pasadena has an adequate supply of quality water to meet the needs of the community in the years ahead. So congratulations Dr. VanPelt. And that's the end of my report. Thank you, Dr. Bradbury-Wong. 

>> Dr. Bradbury-Wong: Terrific. Thank you. I'll just pick up the rear here. I am the board chair on the accreditation committee, so once again, thank you to Crystal and Bob for this fine report. I have offered some mark ups on it that I hope will be useful. Two items that I would flag as possibly helpful, if you think it through. Number one, rather than the idea of it coming to us simply annually, to the board, we might consider semi-annual. I think that the two readings has been helpful in the past. And one on metrics. As we look more closely and burrow into data on basic skills, I thought it might be helpful to find and actually track data on where our basic skills students are actually coming from. I have in mind, some of you may know, I'm on the homelessness board here, with Marv Gross, Union Station and you know, some of our studies have suggested that you know, as few as fifty people have been the cause of millions of dollars in emergency health care and knowing who these people were just allowed us more degrees of freedom in addressing it in a very timely and cost effective way. That's the idea behind the suggestion and I'll pass this to Mr. Miller. And again, thank you for your fine work. I know that trustee Thompson actually attended the last meeting. 

>> Trustee Thompson: I did indeed and I really have to echo what you've said about Crystal and Bob. They are doing a wonderful job leading the effort on that. The entire group. Everybody there was very enthusiastic and it's not a topic I think that one would ordinarily get too enthusiastic about, but they were really into it, obviously enjoying it. Realized the significance of it for the college and are doing a fabulous job. And so I think we need to tip our hats to Crystal and Bob and say thank you. 

>> Dr. Bradbury-Wong: Thank you. 

>> Female Speaker: [Inaudible] I know that this isn't on the agenda, so we cannot discuss this accreditation report, but will it be coming, it will be coming back to us before it is sent. Is that correct? 

>> Dr. Bradbury-Wong: That is correct. In fact, this was sort of for your first kind of look through and we'll bring it back on the 3rd and then we need to send it off after that to the accrediting commission as a final report. 

>> Female Speaker: So, if we have any comments on this, we should give it to the committee? 

>> Dr. Bradbury-Wong: Yes, you can send through Bob or to Crystal. 

>> Female Speaker: I think in the past we have tended to have it on as an agenda item, so that there can be an open discussion of it and give comments, rather than each board member having to comment individually. There won't be time for that. Is that what I'm? 

>> Dr. Bradbury-Wong: No, there is time. In fact, you can still, we expect to have it as an agenda item on the 3rd, because we will be mailing it off for the deadline of the 15th, so. 

>> Female Speaker: And but will we not have to approve it before it goes? 

>> Dr. Bradbury-Wong: You don't necessarily approve it, much like the self-study. It is more of a transmittal of the document. 

>> Female Speaker: All right, thank you. So I'll save my comments until. 

>> Dr. Bradbury-Wong: Pass them to Mr. Miller and then the 3rd is the big red flag day for our discussion of this. Trustee Fellow, you weren't here at the last meeting. As Trustee Baum suggested, we're in the midst of the experiment and part of the experiment is I'm asking you to flag, well if you want to make a comment, I'm going to try to hold a roster. It still remains difficult quite frankly to be looking both places, but that's the experiment again for next time. So, approval of consent items. Item X. I'll take a memo, excuse me. 

>> Male Speaker: [Inaudible] approval of minutes. 

>> Dr. Bradbury-Wong: Is that not what I said? Minutes, minutes. 

>> Male Speaker: Minutes. 

>> Dr. Bradbury-Wong: That's minutes is what I meant. 

>> Male Speaker: Move approval of the minutes. 

>> Dr. Bradbury-Wong: Thank you. Can I have a second? 

>> Female Speaker: Second. 

>> Dr. Bradbury-Wong: Any changes to offer? Student trustee Avadia [assumed spelling]. 

>> Trustee Avadia: I have, I just have a clarification. 

>> Dr. Bradbury-Wong: Go ahead. 

>> Trustee Avadia: On item D, where it reports Mr. Thompson, it says the primary function of the contracts and policies committee is to review contracts that come before the college. It's, the committee won't be reviewing all the contracts, it's all the contracts that come into the college won't be reviewed by this committee, right. It would be the viewing procedures for contracts or how do you, is that or is it true that the committee's going to be reviewing contracts? 

>> Mr. Thompson: I think we're going to be looking more at the contracts. 

>> Trustee Avadia: Oh, OK. I just wanted to clarify that. OK. That was the only clarification I needed. 

>> Dr. Bradbury-Wong: Anybody else? Let's call the question, student trustee Avadia Oh trustee Mann? 

>> Trustee Mann: Did we have a motion to support these minutes? 

>> Dr. Bradbury-Wong: Yes. Do you have a comment on the minutes? So let's call the question, student trustee Avadia All those in favor, please say, aye. 

>> Audience: Aye. 

>> Dr. Bradbury-Wong: Anybody against? Any abstentions? Maybe trustee Fellow would wish to abstain. 

>> Male Speaker: Well you don't have to abstain, but [inaudible]. 

[ laughter ] 

>> Dr. Bradbury-Wong: Item F, approval of consent items. Page 3. There were a couple of changes. We have a revised consent item in 122B and we have a revised proposed annual calendar of meetings. But that's not part of the consent. 

>> Male Speaker: No. 

>> Dr. Bradbury-Wong: So just revised item 122B. Let me go around an ask if anybody wishes to comment on consent items. 

>> Male Speaker: Oh, I think we'd asked to have 123B handled separately because it's a very significant issue and I think we need to have a slight or a short presentation and be able to give our thanks for another job very well done. I have a question about 119B. 

>> Dr. Bradbury-Wong: 119B and we'll come back to it. 

>> Female Speaker: Did you say we have a revised calendar in consent items? 

>> Dr. Bradbury-Wong: It's not in the consent items. 

>> Female Speaker: OK. That was my question. 

>> Male Speaker: 7S. 

>> Dr. Bradbury-Wong: 7S. OK, then let's have a motion to approve all items except for 123B, which we're going to pull for a separate vote. 

>> Male Speaker: Motion to approve. 

>> Male Speaker: Second. 

>> Dr. Bradbury-Wong: Then trustee Baum, 7S. 

>> Trustee Baum: I just wanted to call out the ASPCC lobby committee and wanted to single out for praise the associated students for devoting considerable resources to send 50 students to Sacramento to lobby on behalf of community colleges at a time the district is actually pulling back from sending people on lobbying activities. It's a real true sign of leadership that the students are willing to dig into their budget to invest to send such a large delegation to Sacramento so that the voices of students can be heard. And so I just wanted to offer my appreciation to the associated students for taking this effort, making this effort. 

>> Dr. Bradbury-Wong: Very good. 

>> Trustee Baum: And then I and to encourage them to think now that the Washington legislative conference has been rescheduled from March 10th to 12th, maybe you might want to send somebody there for that as well. 

>> Dr. Bradbury-Wong: So we have a motion and a second. Oh, we need to look at budget augmentation 119B. 

>> Male Speaker: The question I have on that is we have a math engineering science achievement program that's $48,623. I'm just curious as what is included in that program. What are we getting for the $48,000? 

>> Dr. Bradbury-Wong: President Sutimoto. 

>> President Sutimoto: Yes, thank you Dr. Bradbury-Wong. We may have two people who can answer that, but let me first refer to Dr. Jacob, San Mesa. 

>> Dr. Jacob: That's the Mesa program that we have and it's matched from the state. So we get usually $89,000 from the state and then we furnish part of it and it's to encourage our students to, help our students in math and science and engineering programs. 

>> Male Speaker: How are they helped? 

>> Dr. Jacob: They get mentoring, tutoring and supplemental instruction. They attend conferences and it's connected with the state program. 

>> Male Speaker: OK, thank you. 

>> Dr. Jacob: Yes. 

>> Dr. Bradbury-Wong: Are we ready to vote? Student trustee Avadia 

>> Trustee Avadia: Well, I have been trying to go through the revised calendar that was in our packet, because you said there's some, this consent item includes the revised calendar. Is that this calendar? No. 

>> Male Speaker: No. 

>> Dr. Bradbury-Wong: I confused you. It is, that is the calendar, but it's not part of the consent items. 

>> Trustee Avadia: OK, then I'm fine. Thank you. 

>> Dr. Bradbury-Wong: Yes, we will come to it though, because it has important stuff on it. 

>> Trustee Avadia: OK. 

>> Dr. Bradbury-Wong: Very good. All those in favor of approving the minutes with that one exception, consent items. 

>> Audience: Aye. 

>> Dr. Bradbury-Wong: Any nays? Abstentions? Motion passes to approve the consent items. Yes, so 123B. Ratify grant applications center for applied biological technologies. 

>> Male Speaker: Yes, I think Miss Johnston is still here, hopefully, and able to come up and tell us about this. And again, I preface this by saying I have no doubts or reservations whatever, about going forward with this, but I think it's such a significant item that we ought to have a short presentation, so we know more of what it is we're applying for, why we're applying for it and what it's going to do for our students. 

>> Male Speaker: May I add a question to that, as you're rolling through and it would help me and I think maybe some of the new ones, to just briefly get the difference between external grant, cash in kind contribution, other cash. And those definitions, from somebody, just so. I know we have some new board members and I need a refresher. So, I always use them as my excuse. 

>> Miss Johnston: The grant is, from the state, is $205,000. That is state money. We are required to match, dollar for dollar, real or in kind, cash or in kind. Cash match is considered to be salary, benefits, space, utilities, rent. There's a limited number of things that are cash match. All of the match that I've presented and we are over-matched, is cash match. Because it's all for facility use. The office. My office now is hosted by the Pasadena Bioscience Collaborative. For 3 years I was at Cal Tech and for 3 years before that I was at Huntington Medical Research Institutes. So, it's leveraged money. It is the worth of the space. The college pays a portion of my salary and a portion of my benefits and in that sense, we get more use out of the grant than if I were taking my entire salary and benefits out of the grant. Which is a good thing, I think. The, we have five points of performance on a mission, which is for workforce development in the biosciences. In LA Orange County, that is how it's been before, now we are to name our region. The state would like to cut the number of fully funded centers, but they would like to fully fund those that they fund. We took a 46% cut this time, so sustainability was easy to write, because I used everybody else's leveraging for keeping my work plan going. I guess it proves that if you write a lot of grants, the people who have those will help you when your own is being cut. The meeting that I went to last week in Sacramento, was to put out the, to launch the 2010 report from the California Healthcare Institute, which is one of our largest bioscience, I guess they're lobbying, I'm not quite sure when to use that word. It's a trade organization. And the data from the Department of Labor and SEC wage data, good, hard data, indicates that the biggest cluster in bioscience, biomedical, in the state, is in the Bay area. And just behind that is Los Angeles, just behind that is Orange County, 4th is San Diego. Were you surprised? I was very surprised. 

>> Male Speaker: Yes. 

>> Miss Johnston: The next is the Ventura area with AmGen [assumed spelling], the Sacramento area I believe is 7th and the 6th one is Riverside, San Bernadino. So in southern California, we have the majority of these clusters. I have been working with the chancellor's office, to try to put centers, such as ours, where the cluster are. That would seem to make a lot more sense than the fact that I have 28 colleges to give, to spread with my grant monies and the Ventura Center had 8. Doesn't seem like there was much geographical understanding in the chancellor's office. So we're attempting to redo the way these centers are allocated. We are hoping for 8 instead of 6. The points of performance to develop a workforce for biosciences are first with the K-12 and for that we have the AmGen Outreach Program. We served 80 schools, 12,500 students last year, with a 3 week curriculum. The next point of contact is with the community colleges and I'm responsible to 28 of them at the moment, for leadership and developing a workforce. The third is the universities. We have extensive partnerships, as you can see, with the stem cell grants and the web grants. They take, they hire our students, because they run labs. They take our students in career ladders. They donate equipment, we donate equipment back. We have a long and healthy relationship. The fourth point of contact is industry and again, we have hiring relationships and we have equipment donations. And they tell us what we should be training for. And the fifth is economic development and in this case, we have the Pasadena Bioscience incubator, where Pasadena would like to make biosciences a stronger economic driver. The last thing I'll tell you is that in this state, with the new 2010 information, in high tech, high wage industries, biosciences is just a hair behind IT. So we're very proud of where we have gone and I'm proud that I could surprise you with the fact that LA and Orange County are up there number 2 and 3. Did that answer your question? 

>> Male Speaker: I think you've done very well. You know, I think again, I wanted to have this dealt with separately, just because I think it's such an important topic and such a marvelous achievement of recognition for this college, that we are so intimately involved with all this. I mean, you can go through the numbers and look at how much money Stanford University, University of California, more recently Cal Tech, have made from their intellectual property, much of which is the bioscience field. So it's timely, it's important and it's a great opportunity for our students and so I'm be very pleased to make a motion we approve this item and put with that our heartfelt thanks to you for your leadership. 

>> Miss Johnston: I would like to say thank you back. Because you, as a board, have understood that this is a regional grant. That this isn't just PCC. That this is developing networks and partnerships. And every grant that we write now, has to have high school holding hands with community college, with universities, with the workplace and or else there's no point in submitting the grant. Because those are the relationships that win. Thank you. 

>> Male Speaker: Madam President, I will second that vote. 

>> Female Speaker: Very nice. Trustee Baum. 

>> Trustee Baum: I have a couple of questions for the administration. One is the other cash match and what's the source of that $150,000? 

>> Female Speaker: The source of that is that I have a match from Cal Tech for laboratory space, for the AmGen high school program. 

>> Trustee Baum: So it's not coming out of the PCC operating budget, general fund. 

>> Female Speaker: I'm sorry. 

>> Trustee Baum: That's not coming out of the PCC general fund. 

>> Male Speaker: No it don't. 

>> Female Speaker: No, that is, they are giving me space worth. 

>> Trustee Baum: No, the cash match, though. The cash that. 

>> Female Speaker: No. 

>> Trustee Baum: Not the space. 

>> Female Speaker: No, those are. 

>> Trustee Baum: They [inaudible] income. 

>> Female Speaker: The matches, one match is from PCC for part of my salary and part of my benefits. The other matches are for rent, rent on spaces that I can use, but don't have to use. 

>> Trustee Baum: I just want to be clear that it's not coming out, because. 

>> Female Speaker: [Inaudible] cash. 

>> Trustee Baum: Right. I just, because this is great, I'm pleased to support it. We did have also a similar, not a similar, but another proposal for small business development center, that we had an extensive discussion on. So then my other question is, what's the administration's recommendation to the board on this proposal? 

>> Female Speaker: On this particular proposal, we are recommending that it's supported by the board and it's approved and passed forward and mainly because what it does for our community and for our students. But also because the way this grant is put together, it is a partnership and so in bringing this number of people together there's a sinergy, so we would recommend that you approve this consent item. 

>> Female Speaker: Let's call the questions. Student trustee Avadia 

>> Trustee Avadia: Aye. 

>> Female Speaker: All those in favor of supporting this grant proposal, please signal with an, aye. 

>> Audience: Aye. 

>> Female Speaker: Any nays? Any abstentions? Congratulations, Dr. Wendy and fingers crossed. Dr. Johnston and fingers crossed. 

>> Male Speaker: I'll do what I can at the Board of Governors, to get this approved. 

>> Female Speaker: Item G. [Inaudible] commemorative monument discussion with possible action. President Sutimoto. 

>> President Sutimoto: Yes, I think we have some individuals who wish to speak to this topic. Let me invite Miss Parada [assumed spelling] to the podium. Good evening, Uni [assumed spelling]. 

>> Uni Parada: Good evening. Good evening board members and I'm Uni Parada, member of the President Latino Advisory Committee and also Pasadena Latino Forum. Roberto Martinez, Robert Monson [assumed spelling] and Daisy Chilian [assumed spelling] is here with me. Thank you. I am very pleased to [inaudible] the agenda today and it is an honor to be here requesting your endorsement to erect the first monument in the city of Pasadena, recognizing Mexican heritage. I brought with me layout of the location. I expect this monument to be completely done by the end of March, if everything runs as I have planned. And as I mentioned before, it will be free of cost to PCC. And in a personal note, I'd like to let you know that my children will be listening to this audio of this presentation and your endorsement will make them very happy. 

[ laughter ] If you have any question, I will answer them. 

>> Female Speaker: Very good. Let me entertain a motion, first of all. 

>> Male Speaker: Motion to approve. 

>> Male Speaker: Second. 

>> Female Speaker: Dr. Mann was the second. Anything to offer for my colleague? 

>> Male Speaker: Again, I just want to thank the leadership of the Pasadena Latino Forum in pursuing this and bringing this to our attention and giving us the opportunity to participate in a partnership with you, to recognize the Mexican-American community and heritage in Pasadena. So thank you so much. 

>> Female Speaker: Thank you. 

>> Female Speaker: Dr. [inaudible]. 

>> Female Speaker: Hi, I want to voice that thanks and I think it's extremely important that this is the first monument to recognize a mixed American community in Pasadena. It's my understanding that once we've started, there may be, there may be more. 

>> Female Speaker: Oh, yes. 

>> Female Speaker: And I do want to say that I was at a community meeting with Miss Martina and Uni and heard a discussion of education, a history of education in Pasadena where there was no mention at all of a Mexican-American community or the Mexican children or the Mexican schools and I think that it is very much overdue and I very much applaud you for coming forward so quickly and for everything you have done. 

>> Female Speaker: Thank you very much. 

>> Female Speaker: Let's call the questions. Student trustee Avadia 

>> Trustee Avadia: Aye. 

>> Female Speaker: All those in favor signal with an, aye. 

>> Audience: Aye. 

>> Female Speaker: Any nays or abstentions? Thank you very much. 

>> Female Speaker: Thank you. 

>> Female Speaker: The motion passes. 

[ applause ] Budget update, item H. Presentation and discussion. President Sutimoto. 

>> President Sutimoto: Yes, thank you Dr. Bradbury-Wong. I would like to turn this portion of the agenda over to Dr. VanPelt, who will discuss Art Trans [assumed spelling]. 

>> Dr. VanPelt: Thank you. We've been warned and in fact in the most recent community college update, that the state is running out of cash again and in fact, they're projecting $2.7 billion in shortfall for this particular fiscal year. And they're also predicting that by the end of March, the state will be out of money and have to dip into it's emergency reserves. And toward that end and PCC traditionally has applied for and done the paperwork for tax revenue anticipation note, which essentially allows us to borrow against future tax revenues coming into the district. Last year was the very first year that we actually signed the paperwork. We took out a $10 million loan. We've paid back $5 million so far and by June the 30th, we pay back the other $5 million. Odessa Walker [assumed spelling] and I went to a workshop with the various different agencies that belong to LACOE, the Los Angeles County Office of Education, where they started to propose what the program will look like this year. And it's difficult for us to be able to project exactly where we're going to be, because the state doesn't have any idea itself where we're going to be. In order to qualify, we have to show a negative cash balance in at least one month. Thus far we haven't. We're expecting however that we will be owed $16 million in deferred allocation and that may not come to us until October. We have also been warned that the budget may be late and considering the fact that the state is already working on potential IOU's, the administration proposes that we at least do the paperwork in anticipation of the signing of the document. If and when that occurs, if we do our cash projections and it shows a negative cash position some month, we would come back to the board for approval at that point. But this is just a heads up that we would be going down the same path that we have for many years in the past. 

>> Dr. Bradbury-Wong: Then, should I entertain a motion to. 

>> Male Speaker: It's not for action. 

[ inaudible ] 

>> Dr. Bradbury-Wong: All right, well thank you for the update. 

>> Male Speaker: Can I ask a question? Will you give us some sense of what the interest rate is? I mean I know you're not going to know the interest rate right now, but just some sense of either historically or what it's based on or? 

>> Dr. VanPelt: Well, the interest rate that they're projecting is on the order of 1%. They're also projecting that we can earn a half a percent. Now, all that's still subject to working it out of course, but they're expecting that there won't be any arbitrage involved at all and in fact, there would be a cost to borrow the money. But it's a negligible cost. So it could be half a percent. 

>> Dr. Bradbury-Wong: All right. Thank you Dr. VanPelt. 

>> Female Speaker: I do have a question. 

>> Dr. Bradbury-Wong: Oh. 

>> Female Speaker: Did I hear that half of a million is still outstanding? 

>> Dr. VanPelt: Five million. 

>> Female Speaker: Five million is still outstanding. 

>> Dr. VanPelt: We have it in the bank. We haven't used it. It's ready and the truth is that if we want to just turn it back today, we could. But we have to turn it back by June the 30th. 

>> Female Speaker: OK. 

>> Male Speaker: So then that just makes the question, so what are we earning on that $5 million in the bank right now? 

>> Dr. VanPelt: Right now it's pretty much a push. So it's essentially cost free to us. So the interest rate and what we're earning is about neutral. So basically what we've got is a $5 million line of credit. 

>> Dr. Bradbury-Wong: All right. The next item, authorization to negotiate and enter into agreement with the Los Angeles County Metropolitan Transportation Authority. Discussion with possible action. I have a number of speakers who wish to speak to this item. Here is what I would suggest. If President Sutimoto there is a presentation that we should hear first, let's do that. And let me flag for the speakers. We can't allot more than 30 minutes all in total, therefore you might consider how to make your remarks as brief as possible. So that we can hear from everybody. All right? Thank you. President Sutimoto. 

>> President Sutimoto: Yes. Thank you Dr. Bradbury-Wong and again, let me ask Dr. VanPelt to give us some brief information on this particular item and then we can listen to our presenters who are in the audience. So Dr. VanPelt. 

>> Dr. VanPelt: OK. Thank you. This was an idea that actually came to us from the student body and in particular I'd like to thank Michael Lance, who came forward with the idea and in fact, did a lot of the work with Metropolitan Transportation Authority. A number of community colleges have entered into agreements to do this. Certainly the Los Angeles Community College district has done it, Rio Hondo [assumed spelling] has done it, a number of other agencies have done it as well. The idea is that the Metropolitan Transportation Authority would like to encourage student ridership and they would like for that to be cost neutral. Their idea is that if they can get students to covert from driving their vehicles, single person vehicles, to mass transit as students, that they would continue to do that after they graduate from college. So they're viewing this as a cost neutral program. What they essentially do is they calculate the number of fulltime students, not fulltime equivalent, fulltime students, that are at PCC, which is somewhat over 8700. They then multiply that times the monthly permit fee, which is $36. That's at the reduced rate. The higher rate is about $57. They then divide it, they do various different pieces of math and they took a study that Institutional Planning and Research did in conjunction with the students, that showed 19% of the students take public transportation. We negotiated that down to 15%. They do the math and then they come up with a number, which is on the order of $170,000 to $180,000. Now, what they're expecting is that 15% of the students would be taking public transportation through MTA. That includes all the regular MTA, it includes the rapid bus and all the rail systems. The cost is up to us. They give us 8700 passes. In other words, one for every fulltime student. However many that we can sell is good for us and it helps to defray the costs. In the case of Los Angeles Trade Tech, they have sold their entire allotment. Now of course Trade Tech is in a slightly different position geographically in terms of mass transit, but nonetheless, the goal is to encourage as much student ridership as possible. The funds for this initially and understand that there's going to be you know, a certain level of risk that someone has to assume at a certain point. We're expecting that and currently I think that we've sold 1700 passes as year-to-date, but we're expecting that we should be able to sell and by way of example because we don't know, 2500 passes at $40 would equal $100,000. That would mean that we would have to subsidize for $71,000. We currently have a program that has a very modest subsidy and it requires some steps on the part of the students and it requires monthly passes. Understand that this is a semester long pass. So from the time that the program starts until graduation day, is covered in this first program. That's all that it covers. Then we can roll over the agreement later on. The source of the funds that we're proposing initially to launch the program is from the parking fund. Now the education code specifically permits the use of the parking fund to subsidize mass transit and students to take mass transit. We have a cash position in the parking fund at a positive balance of about $1.6 million. Now, that would include maintaining the parking lots and the parking structures, it would include adding security cameras and so forth. But the anticipation is, in order to get the program started, that we would take whatever subsidy and presumably be on the order of $70,000 or $80,000 for this year, just to get it started. I know that the students are working in to try to find grant money and other sources of funds to make this a sustainable program. Also understand that as this program becomes more popular, we would actually have to pay more money to MTA. However, we would also presumably be able to offset that with increased sales of the passes. Let's see here. Does that address everything? Certainly that's a brief presentation. I know the students have other things they'd like to talk about, but I think that gives the, at least the financial highlights. 

>> Female Speaker: Great and we can come back to questions as well, after we hear from the students. So let's start with Mr. Michael Lance. Also called, chief justice or supreme ruler is it? 

[ laughter ] Welcome. And we, as we do with all speakers, we'll use our timer. Thank you. 

>> Michael Lance: So I guess basically I'll start off with just a brief you know, history and some you know, facts relating to the program. But you know, I would appreciate maybe if we could reserve maybe half of the student comments for after we see what the discussion brings forth in terms of questions from the board. If that would be possible. 

[ inaudible ] So basically, this program, during the last joint Board of Trustees, Associated Student's meeting, I mentioned that we went on a retreat to northern California and we met with the student leaders from other community colleges and basically I saw that there was basically this common theme among these southern California community colleges providing this mass transit for their students. Most notably was Santa Monica City College and they have a program with a big blue bus. Basically the students are able to ride any line, any time, with their student ID's. So this got me thinking about trying to implement something like this at Pasadena City College, because I had met a number of students who articulated their concern with transit and cost of transportation and getting to PCC. As you know, two thirds of our students come from outside of district and this pass would cover all of Los Angeles county. So basically, moving forward, we've talked negotiating with Metro and we've come to this point, as Dr. VanPelt said, where we're at this point where we can just push forward with this program. Hopefully it will be able to sustain itself over the next few years. Hopefully permanently. And basically, I think that the program will be able to unify many common themes that the and goals of the institution. Trustee Martin, you mentioned earlier that student success is the reason why we're all here and I think that this program would help for that. I mean, for the cost of less than $20 a student, you can provide this subsidy or transportation. To go along with that, I'd like to provide a statement that one student emailed with. Basically, her name is Jennifer Song. She said, I feel this program should be approved because like myself, I lived on a fixed budget, paying for books, classes and gas. This program I feel would really help me out a lot with finances and other students as well that are struggling with paying for school. So as you can see, this would allow many students access to the campus, to be able to persist and pursue an education with fewer obstacles. It would go along with the campus wide theme of sustainability, reducing our carbon footprint. It would reduce traffic and parking congestion and it would provide students with an increased quality of life and an ability to succeed. Also going along with that, basically you know, the cost, the market price of these passes would be well over a million dollars at it's lowest cost. Basically $36 per month and our students typically receive or purchase the passes at $57. So, at a cost of between $1 million and $2 million, we can receive all of those passes for basically, as Dr. VanPelt said, between $170,000 and $180,000. So with that, I'd like to basically let the other students express their support or their position on this. Thank you. 

>> Female Speaker: Great [inaudible]. Thank you. 

[ applause ] Here's what I thought I heard and what I would like to propose. I have four other students wishing to speak, so the idea of half and half from Mr. Lance, I think is a good one. So, let's hear from Travonne Fields [assumed spelling] and then Eric Richia [assumed spelling] and then we'll open up to colleagues questions, concerns, whatever and then I'll invite the final James Walker and Nolan Peck to speak. 

>> Travonne Fields: Hello. 

>> Female Speaker: Good evening, Travonne. 

>> Travonne Fields: How are you doing? My name's Travonne Fields. Well, I would like this to be passed because I honestly spend a lot of money trying to travel to school every day. I don't stay in this area actually. I stay twenty minutes away in Lakeview Terrace. My bus ride is around two hours and fourteen minutes every day and I'm a fulltime student. So I'm here every day from pretty much early morning to night and I spend, if I don't have a bus pass this month, I spend at least $7 a day alone traveling. So in a week, I'm spending over $40 or more. So it to me, it would really help me, especially because I don't have to pay for a month, I can pay for four months and a whole semester and travel where I need to. That's basically it. 

>> Female Speaker: Got it. Thank you. 

[ applause ] Mr. Eric Richia. Rickia. 

>> Eric Richia: Hi, thank you. I am on the student sustainability committee. I'm the director of progressive transit. This is kind of one of my things. At the beginning of last semester, I'd been driving to school the previous semester of school, but I decided to be more sustainable I'd start taking public transportation. I was living in the San Fernando Valley at the time. Since then I've moved closer to school, but I started taking the Metro Red Line and the Metro Gold Line to school every single day. Took me about an hour and half to get to school and it was costing me about $5 a day, because that's what it costs to take the rail for an all day pass. So, I was doing that a week. It was about $20 a week. So I figure it's costing about $80 a month. I found out there was a month long pass, so I got that. That was $57 and then I found out later that there's a student pass, but you have to wait a month to get that. So for the first couple months I was spending between $60 and $80 a month to travel on the Red Line and that wasn't even including the bus or anything. And then I finally got the student rate, but that was still $36 a month, for fulltime students. So it was costing me, for the whole semester it ended up costing me between $150 and $200 to travel and I was already spending $400 in tuition, then a few hundred dollars on books. So I mean, this is a very significant portion of my expenses for school. But I was willing to make the commitment because I wanted, I was concerned about sustainability, I was concerned about the causes of us driving, since LA is such a car town. And I thought it was disappointing that the student discounted pass, which is $36, which is a significant savings, I didn't find out about that until after two months. So, when Michael first told me about this, I thought this was amazing. You know, I'd known for a while that the LA schools had this and Santa Monica had this, but I hadn't really heard any interest about this from Pasadena. We conducted a transport survey with Crystal Colross [assumed spelling] earlier from records. She was great on that. Thank you very much. And we found out that approximately 75% of the students we surveyed were interested in this pass and 50% said that if they were offered it at a discounted rate, they would be interested in buying it. So, that was 50% of students. Right now we have somewhere around 19% of students currently taking the bus. So imagine that many more thousand students, they wouldn't be driving to school, they wouldn't have to worry about parking, wouldn't have to worry about the carbon emission, the footprints. You know, it's when you're riding on the Metro, I realize they had, instead of having to drive to school half an hour everyday to and back, so it was an hour every day, I had an hour longer to study and it was less stressful. So actually found I enjoyed riding the public transportation. I mean, I grew up in the Valley. I never took public transportation in my entire life before this point. So, it's not like anywhere else you go. You take the subway everywhere. So I really hope you guys take this into consideration, because I think it's an excellent opportunity for us. It's very low cost. It may cost the school $100,000 or so. You were discussing the budget earlier and saying $1000 per student success. So, this is a real good deal right here, so. Hopefully you guys appreciate it and thank you for allowing me to speak. 

>> Female Speaker: Very good. Thank you. 

[ applause ] 

>> Male Speaker: Very good. 

>> Female Speaker: I'd like to entertain a motion to get it on the table. 

>> Male Speaker: I move to authorize the district to enter into negotiations with the MTA. 

>> Male Speaker: Second. 

>> Female Speaker: Let me take that from Trustee Fellow. Questions? Comments? Trustee Baum, then Fellow and then Mann. 

>> Trustee Baum: I have a few questions about it's implementation and how we're going to do that. Because I'm a little fuzzy on the numbers. We would actually purchase 8700 semester long passes for a cost of about $175,000. How will be distribute those? Who will be in possession of those? And how will it be determined who can purchase the price of those and who can purchase those? And then, what happens if we only sell 2500? What happens to the remainder of them? 

>> Female Speaker: Dr. VanPelt. 

>> Dr. VanPelt: There were a lot of questions there. 

[ laughter ] 

>> Trustee Baum: You've identified where the money would come from. 

>> Dr. VanPelt: Right. 

>> Trustee Baum: Who would be in possession of 8700 individual passes? 

>> Dr. VanPelt: Student Business Services. The bank. 

>> Trustee Baum: And so and they would be, do we offer other vouchers and things for sale through the bank like that? 

>> Dr. VanPelt: They currently do. It's a much more modest subsidy program, I think it's $5 a month. But what they do is they would have the student come in and prove that they're a fulltime student, because that is one of the contractual points. If they are then they're going to get a sticker that goes on their student ID. 

>> Trustee Baum: And that's what will be the equivalent of a pass. 

>> Dr. VanPelt: Correct. 

>> Trustee Baum: OK and then who will actually, who will determine the price of those passes? 

>> Dr. VanPelt: We're going to work that out with the students. We have 8700 passes you know. 

>> Trustee Baum: Eighty seven hundred stickers. 

>> Dr. VanPelt: OK, but they're, they call them iPasses. 

>> Trustee Baum: Right. 

>> Dr. VanPelt: And if they were sold, for instance, so I mentioned earlier, by way of example at $40, which is about a monthly, it would be about a 75% discount right or 80% discount. If we sold 2500 of them, we would have earned $800,000. But if 50% of the students bought them. 

>> Trustee Baum: If we sold 2500 at $40 [inaudible]. 

>> Dr. VanPelt: Right. Right. But if more students bought them then the subsidy would be lower. The idea eventually is that we would have so many students purchasing them. 

>> Trustee Baum: And what's the price they're offering them to us for? 

>> Dr. VanPelt: Well see, what they do is it goes through the formula. We negotiated 15% down from the 19%. They do the math at $36 a month, multiply it out semester, then they multiply that by 19%. 

>> Trustee Baum: I'm just trying to get to the point. You're projecting $175,000, so what is it and we get 8700 passes, so what would that be? What does that amount to per pass that we're paying? 

>> Male Speaker: Twenty dollars and eleven cents. 

>> Trustee Baum: Twenty dollars. 

>> Dr. VanPelt: Right. 

>> Trustee Baum: So, if we sold them for $40. 

[ laughter ] Can we actually make money on this deal? 

>> Dr. VanPelt: Well, theoretically that is possible. However, practically it's not going to occur that 100% of the students buy them. 

>> Trustee Baum: They have to be a fulltime student? 

>> Dr. VanPelt: Fulltime student. We can do it for everyone else, but what happens is the cost would shoot up. 

>> Trustee Baum: Oh, OK. 

>> Dr. VanPelt: Because they're going to do the same 19%, 15%. 

>> Trustee Baum: So the total population is that 8700 identified fulltime enrolled students. 

>> Dr. VanPelt: Correct. 

>> Trustee Baum: And we know that we won't, not every fulltime student would buy this pass. 

>> Dr. VanPelt: But we do have a pass available and it's possible after a month that we discount it, by 25% and then the second month, so maybe in April, we would be able to sell them for $15. I mean there are creative ways for us to mitigate whatever losses we might expect. 

>> Trustee Baum: But we're not able to say, well we really only project about a 50% purchase rate by students, so we only want to buy 4500 passes? 

>> Dr. VanPelt: No. 

>> Trustee Baum: That's all my questions right now. 

>> Female Speaker: Trustee Fellow. 

>> Trustee Fellow: I just first of all wanted to thank Michael for bringing this forward and I also want to praise the students who spoke, they're very articulate and appreciate that. As one who and this is very close to my heart today, as one who takes three freeways to get to the university and today there was an accident on all three of them and it used to take me 28 minutes, now it's one hour to get to work. We have just complete gridlock in California and anything we can do to get people off the road, I'm for. Our legislature should be embarrassed by the transportation methods we have in southern California. So I'm 100% behind this and I really do appreciate you bringing it forward. 

>> Female Speaker: Trustee Mann. 

>> Trustee Mann: Yes, I also want to thank the students for bringing this forward. I had a series of questions which I sent to Dr. Sutimoto and most of them have been answered by Mr. VanPelt, except one, which I would like to raise. When we built the parking structure on the corner of Delmar and Hill, we issued certificates of deposit or whatever, which were to be retired by the parking fund. Have we retired them or will this in any way effect our ability to retire them? 

>> Dr. VanPelt: No. The certificates of participation. 

>> Trustee Mann: Participation. 

>> Dr. VanPelt: And that the current note is due to mature in 2013, but those are taken from the revenue streams. This is a fund balance that we're drawing down from. 

>> Trustee Mann: All right, so they have already been taken out before you go into the fund balance? 

>> Dr. VanPelt: That's right. 

>> Trustee Mann: OK, that was my only concern. So I think this is, I think this is a great thing. I very supporting of it. 

>> Female Speaker: Student trustee Avadia 

>> Trustee Avadia: How many students currently purchase the subsidized passes that we do offer right now? Just to give us an idea. 

>> Dr. VanPelt: Thus far, this fiscal year, about 1700 passes have been sold. But they're, and there are various different kinds of passes. There are senior passes and I mean, it's difficult for me to break down, but about 1700. 

>> Trustee Avadia: OK, I just had a second question. If we do authorize this agenda tonight, by when would it be implemented? Or have you guys spoke with MTA about that? 

>> Dr. VanPelt: Yes. MTA is very anxious to go and it's important for us, it's not possible to do it for February, because the students you know, for this last week of February from the 22nd to the 28th you know, it doesn't make sense. But what we did was we negotiated that week out of the contract. MTA would like to do a press conference and a kick-off and get the Mayor Bogart and you know, everybody and anybody, to participate, because this is a big deal for MTA as well. And they want to get as much mileage out of it as possible. So the idea would be the March passes would go on sale typically February the 25th. Therefore the idea is for us to start to sell them before the 25th of February, so that students don't have to purchase a monthly pass. For the same price, they can buy the whole semester pass. 

>> Trustee Avadia: I would just like to say, this program I would support 100%. I wanted to commend Michael Lance for putting this together. I've seen the hard work he's put into it and I think that this actually encapsulate a lot of what we try to do. Because a lot of what we, essentially what we do here is that we say OK, how do we help the students once they're here. But we actually address how they going to get here, and I think that this program absolutely addresses that and I would be 100% in support of this. 

>> Female Speaker: Very good. 

>> Female Speaker: I don't want us to forget that we have two more comments from students. Trustee Thompson. 

>> Trustee Thompson: Just one question. Do we have to purchase 8700 tickets? 

>> Dr. VanPelt: That is the way that the system works. And you're really not purchasing 8700 in one sense, you're really paying 15% of that. So 85% of them are essentially given to us for free in the one hand. The way that they. 

>> Trustee Thompson: So in other words you're buying them at a discount. 

>> Dr. VanPelt: That's correct. 

>> Trustee Thompson: Yes. But you have to buy the full number we need. 

>> Dr. VanPelt: Correct. That's just the way the program works. I tried to explore that with MTA but they said no, this is the way that the system works and it's the way that the entire LA CCD has done it and Rio Hondro [assumed spelling] and others. 

>> Trustee Thompson: So our intent is to buy the tickets and then sell them what, $36 for this semester, is that the price? 

>> Dr. VanPelt: We'll work that out with the students. What we want to do is maximize the impact and obviously to the extent that we can include more students, then it's more beneficial to everyone. 

>> Trustee Thompson: Well it sounds like a great program and again, kudos to the students for helping to put this together. 

>> Female: Trustee Martin. 

>> Trustee Martin: My question comments mostly have been answered. I too want to commend the students. Another phenomenal job putting this altogether and finding this out and I certainly, totally share the goal of mass transit. My concerns really go to the specifics of the details of the deal and to MTA. I looked into carpooling here myself from my area, in trying to improve sustainability and all those other good things and found out that though I only live just south of Temple City, it takes about two hour and three buses to get here, if I catch it just right. So I have some significant issues with MTA that have nothing to do with the price of the buses. 

[ laughter ] I think it's ridiculous. Some of the schedules and I'm not all that far from the Almonty [assumed spelling] bus station. So, I'm you know, I'm sitting here thinking we're going to back to $70,000 to $80,000 that we're going to spend, which is equivalent to 70, 80 student successes and the people that live in my area, probably aren't going to take advantage of it because it doesn't make sense to spend that kind of time trying to get here. It's almost faster to ride your bike. On a non-rainy day, which is another viable alternative. I'm wondering if we can't use the same money to create an active carpool system that somehow helps people know other people in the area, where we can get three or four riders in a car coming from all areas the MTA has decided not to serve. My other complaint goes to the fact that MTA throws the entire risk of this program on PCC and yet, I'm sure they'll be the first one at the speaker podium taking all the success for the phenomenal thing that they're doing. They've got nothing to lose in this deal. They're getting all the credit, they're going to get more riders one way or another. It's a no lose for them. So you know, I don't really, I think I am confident in our administration and the students did everything possible to come up with the best deal they possibly could. I mean, I want to commend you and you, because you whittled it down to fifteen, but from a straight business deal seeing who has the wins and the losses on this, you know, I wish there was a way we could collaborate with the other community colleges, use a little larger leverage on MTA and share some of the risks in this project. Because there's no reason that I can see for them not to share the risk, except that they're picking this off piece by piece and therefore are the big gorilla at the table and we don't have the clout that we need to negotiate a better deal. So, you know, I'm kind of on the fence on this one, because I appreciate what the students have done, I appreciate the concept. I'm concerned about the $70-$80K. I don't think it's going to benefit people. My particular area for the reason stated, maybe we could try it a one year and see if there's a way we can encourage our administration to collaborate with the other community colleges and maybe other institutions in this area and if we can negotiate with MTA on a bigger scale, so that if they're going to get all the credit at the microphone, at least they're coming in with some of the risks in this too, which would be even a better deal for our students. So that's where I'd like to see this go. 

>> Female: I know that Trustee Brown also has a comment and Dr. VanPelt will have some answers. But I want to bring back in the student voices, because we love them so much. James Walker, would you take the podium please. Good evening, James. 

>> James Walker: Good evening. My name is James Walker. I am a student here at PCC. And I'm here today, I have a couple of thing I'd like to say. First of all, the financial side of it is fairly obvious. It's been discussed by my fellow students. I would much rather spend the money on the books I need to take my classes, than the transportation to get here for the classes. And indeed, publicity is an important thing. As mentioned, there's a subsidized system in place already, which I knew nothing about. In my previous semester, I actually spent as much on transportation as I did on books, as I did on actually being enrolled in the classes and that's a significant thing. Especially when times are tough. I think the other thing I'd like to talk about is this concept other people much more eloquent than myself will discuss the environmental impact, the sustainability, but as a community, as a student body, it's important I feel for us as students, to feel we are interacting and having an influence on how the college runs and our partnership with you as the board, with the administration, with the associated students. I think it's very impressive that this is being driven by the associated students. I think it stand well to the cooperation that is possible and sometimes as a member of the student body, it can feel as if what happens to us is very distant. This is not, obviously you have a financial consideration to look at, but I think it's worth bearing in mind. Things like this speak well to the students that you are working interacting with the student body and really working to make our experience at PCC that much easier to deal with. And that's pretty much all I have to say, except just to respond to your comment. I don't think, I understand that credit at the podium is a business concept, but to the students, we don't care. We just want to be able to get to class. 

>> Male: You missed my comment. I don't care, it just bothers me that MTA's doing this and has all this credit to gain. We're not using the fact that they want that credit to negotiate a better deal. That was my concept. 

>> James Walker: I entirely understand that. 

>> Male: I don't really care about us getting the credit. I care about our students getting here. 

[ laughter ] That's why I'm here. 

>> James Walker: All right, well thank you for your time. 

>> Male: But, I'm with you. 

>> Female: Thank you, Mr. Walker. 

[ applause ] And finally, Mr. Nolan Peck. 

>> Nolan Peck: Hello everyone. Surprise that I'm talking here about this particular issue. I just as a student who takes the bus to PCC, I have to say I really personally like very, very excited about this particular policy. You know like thousands of students drive to school to achieve their student success every day, so I think that like when we begin, as we're beginning this new year, this would be a really fantastic way to offer students a new option in terms of their transportation policy. First again, I have to thank Dr. VanPelt and Michael for working so hard and getting this whole thing done. I think it's fantastic that they were able to pull all of this together in such a really complete way. And to give everybody an idea of the scope, as a Metro rider, PCC is really central in Los Angeles and we're connected to a lot of places. So we have the 187 that goes all the way out to Montclair and then we have the 780 which goes all the way to Hollywood, which connects to the 720 which goes to Santa Monica. We literally in Pasadena are connected right here to all parts of Los Angeles through MTA and foothill which this pass would offer. And so, I think that's not even to mention like the local students that would benefit from the Pasadena lines. And so I think in terms of like satisfying this need of access to alternative transit, it would definitely give the students access to the surrounding community and encourage local students to explore the bus passes. Because like you know, what incentive does somebody who lives like say 15 minutes away driving have to take a 25 minute bus ride? Like unless they get this really heavily subsidized pass and I think it would encourage people who live in the area to take the bus more. I already do but you know, there are others. And I think too the big picture thing for me here is this helps PCC take advantage of it's unique situation to create a new generation of students that is really open to taking public transit and it I mean, really comfortable in navigating Los Angeles county on the bus. And so I think that's really fantastic. And so in terms like to address some of the stuff that's been brought up so far I guess, like Eric's issue like the other bus pass not being so available, I would love to see this with the success of this project evolve into something like an opt in, like the parking pass. I think that would be fantastic. And definitely a great way that students can just like as they're clicking and paying all their other fees, can just pay for this pass. So it would be rad. And in terms of I mean like again, as a bus user, I think that would just make our lives so much easier. And then in terms of the routes not being as convenient, because I know exactly how that is, I used to live in Arcadia. Getting to PCC from there is not the easiest thing in the world. But I think that as we increase our ties with Metro, we can use the collective strength of PCC Metro users, to encourage Metro to take really proactive actions to change the routes and I will be the first to sign up to help lobby Metro to change the routes so that PCC students can like get better routes. And I would like any and all of the administrators and trustees here to join me in that process. Because obviously like contending with Metro, getting them to change routes, is no small task. But I think that PCC as a huge learning institution, has the capacity to do that and by taking this step forward and strengthening those ties with Metro, I believe that that will give us really tremendous ground to encourage Metro to make those changes. And so I think that we would be able to solve a lot of those issues just by entering in this program and saying hey, if you want us to stay in this program, you know, we're going to need a little help here with the routes. So surprisingly enough, I'm not so much here to talk about the sustainability related impacts of this. I think we all know that taking public transit is better, but I really just would love for us to all in this policy, look at the bigger picture of what it will do for the students and what it will do for future generations of students in terms of public transit. The bigger picture of what it can do in reshaping all of the routes around the area to come to PCC and Pasadena. And thank the board for their enthusiasm and support of this policy. I mean, the support that's been demonstrated during discussion is really admirable and I'm thrilled that this has come to the table. So I cannot wait to see what kind of decision we reach and I hope that I'll be able to buy one of these passes for myself in the spring. 

>> Female: Terrific. Dr. VanPelt. 

[ applause ] 

>> Dr. VanPelt: Just to address a couple of the points that Mr. Martin brought up. We did have discussions with MTA about where the students live and what we intend to do is give them the data, as far as where the clusters of students are and they did say that they would look to redo their routes in order to take better advantage of the PCC students. So we'll continue to work with them on that. The other thing is, in terms of the risks that MTA is taking, a student normally is going to pay $36 a month for four months, so that's $144 minimally and a lot of them, as you heard, are paying more than that, $50 or $57. Therefore, if we actually did sell and got students to ride, say we got 2000 students, that would be about $300,000. So automatically it's you know, about a 40% discount. On the other hand, if we got 4000 students, that would be about $600,000. Therefore, what MTA is trying to do is they are trying to encourage ridership. They're trying not to lose money below what they're currently making, but the reality is that they will. And what they're going to do is they could easily subsidize us a number of hundreds of thousands of dollars per semester. 

>> Female: Thank you. Trustee Brown, did you have any? 

>> Trustee Brown: Actually, yes. OK, I have a question for, so do you really think we can get 2000 students to ride? 

>> Dr. VanPelt: Yes. 

>> Trustee Brown: OK. What impact is that going to be on the students that are currently parking? Because we do pay for parking, right? 

>> Dr. VanPelt: Yes. 

>> Trustee Brown: How is that going to balance? 

>> Dr. VanPelt: You're asking whether the revenues for parking will drop? 

>> Trustee Brown: Yes, that's my question. 

>> Dr. VanPelt: And the answer is yes. 

>> Trustee Brown: I know. So, what are we going to do about that? 

>> Dr. VanPelt: Well right now what we do and we are in the business of serving students first and foremost, when we give a student a parking permit, it's permission to search for parking space. 

[ laughter ] 

>> Male: By the way, there's a history there. It didn't used to be that way and the student trustee some odd years ago, who's now a member of elected school board someplace else, led a movement to make it a headhunters pass with unlimited number of permits. So just for student history, we used to limit the number of permits so you would be guaranteed, but on a student movement we agreed, because that's what the students wanted, to go to this other system, so. Little bit of PCC trivia there. 

[ laughter ] 

>> Trustee Brown: OK and one more question. So, yes you didn't answer the question. 

>> Dr. VanPelt: Well the answer is that we're trying to make the students more successful and looking for parking space is one of the great frustrations at PCC. So, Dr. Mann was talking about the certificate of participation. As that note is retired, it's possible for us to weather that storm as well. To where we could expect less money because we have to spend less money. You know, a part of the sustainability movement is that there are, there are certain economies that are uncomfortable but you have to take them in order to move forward. And essentially what we have to do is create a new normal. We have to adjust to you know, life in southern California and having more students taking public transportation, while it may lower our parking revenues, is clearly beneficial in the long run for all concerned. 

>> Trustee Brown: OK. Now, the $175,000. That PCC will have to bring that out? Up front? 

>> Dr. VanPelt: We pay for that up front. 

>> Trustee Brown: And we will be able to recoup it? 

>> Dr. VanPelt: Well we and what I'm saying is that I would expect that we can recoup more than half of it at least and to the extent that we're more successful, we would be able to do better. I think it is unreasonable to expect that we would fully recoup it. I think that there is going to be a subsidy. But to the extent that more students participate, that subsidy would be lower. We will have 87 of these passes that we can sell. Did I say 8700? 

>> Male: 8700. 

>> Male: You meant 8700. 

>> Dr. VanPelt: 8700. 

>> Female: Trustee Thompson. 

>> Trustee Thompson: I, for the reason that have been expressed, I think it's a terrific program and we ought to support it. It is in the interest of student success and I think that's really important. One challenge I would make to our students and to all of us is that when the Gold Line was built from downtown Los Angeles to the eastern boundaries of Pasadena, the last thing we really wanted was for that to stop there. But we made a strategic decision at that point in time, it was either build it and have it stop there because that was the extent of the money or not build anything. So we went that far. But it doesn't serve Arcadia, Monrovia or anyplace out east from there. So put in your sights the thought of when, particularly if you go back to Washington next month, put into your sights the idea of talking to your members of congress about extending the Gold Line to Claremont or preferably yet to the Ontario Airport. Another good activity for you to get behind. 

>> Female: Trustee [inaudible]. 

>> Male: Well I have a question [inaudible]. 

>> Female: Trustee [inaudible]. 

>> Male: My question is what is the term of the arrangement? Is this a one semester arrangement and then there'd be another report that comes back on the success of this for the next semester? 

>> Dr. VanPelt: That's correct. This one goes through commencement and then we have an option to renew it. So this, this part of the agreement ends at commencement. 

>> Male: Because I really do appreciate these students, who once again are just the most remarkable presentation of PCC. I do support the concept and I wish, while they're still here at PCC, we could get them to work with some of these other community college districts to really try to get what I think that we need for this to really work long term and that is a better deal. So you know, I'm willing to support it tonight, because it's a one time thing and we'll see a report and get to see how it's going and see where the Gold Line ends up and how things work, knowing that in some ways it may or may not cost us 70, 80 student successes on one end in hopes that it'll bring us more student successes on the other end. But for the next one and the next one after that, I need you people to broaden our negotiating power so that we can bring this in and not cost students, future student successes by having to subsidize it so much. So, they've demonstrated to me enough good faith that I have enough confidence to try this for them and so and I certainly agree with the concept. But like I said, it's not serving a lot of the students that I want it to serve. 

[ laughter ] So, we'll let you work on that, too. 

>> Female: OK. Trustee Baum. Trustee Mann. 

>> Trustee Baum: One question and then one point. I was glad to hear that it covers the foothill transportation. Does it cover the Pasadena Arts bus system? 

>> Dr. VanPelt: No, it doesn't. But that's a nominally costed program anyway. I think it's 25 cents a ride. So it's very nominal. 

>> Trustee Baum: It's more, I think it's 50 or 75, but I think I would like to see it, have an arrangement with the city of Pasadena to get some kind of similar cost effective savings. And again, just echoing. For me, I'm supporting this. For me to support it in the future, the responsibility is going to be on the students and the administration. I'm going to set a guideline in my mind at 50% of the costs have to be covered. That I'm willing to allocate, because we're in tough financial times, a 50% subsidy of district funds to support this. It is district funds. But it's district funds. 

>> Male: Those are district funds. 

>> Trustee Baum: Yes. OK, but let me make my point before I get corrected. I want to see a 50% of the money that we put forward, returned back in purchases. If the students are not buying these passes, then I don't see a reason to continue this program. So I want to see at least 50% of the funds covered. So that I'm going to put the responsibility on the associated students, seats of change, the sustainability committee, to make sure there is a sufficient number of students buying these passes and while the administration. Because it is a problem to me to have heard from a number of students today that they didn't even know we had a student subsidized monthly pass available. So there is a communication problem here and if I'm going to make to vote to award $175,000 of district funds to this program, you better get working to get the word out so students buy this. Our chief justice was very effective. I got three email messages through the Facebook group, to make sure that students showed up at this meeting and so I want a similar, all full court press, in communicating to students to get them to adopt and purchase these passes. Otherwise, for future semesters, it will be very difficult for me to continue to support it. 

>> Female: Trustee Mann. 

>> Trustee Mann: I just want to make a very brief point. We heard a couple of years ago about the difficulties that students were having getting to campus because MTA buses do not run on time. People would miss buses, they would come in late for class and so on. So I hope as we're negotiating this, we're using part of the leverage to try to improve the quality of the service. 

>> Male: Madam chairman, I call the question on this. 

>> Female: Student trustee Avadia 

>> Trustee Avadia: Aye. 

>> Female: All those in favor signal with an, aye. 

>> Audience: Aye. 

>> Female: All those against. Any abstentions? And we have one, no. The motion carries. 

[ inaudible ] 

>> Male: Can I make an announcement real quick? 

>> Female: Yes. 

>> Male: I would just like to give a big round of applause to our chief justice Michael Lance, because he singlehandedly. 

[ applause ] Yes, he singlehandedly took on this project and it's not in his job description to do so. But so I think this is a really good example of student leadership, which he didn't have to do it, but he did it anyway. And I think in behalf of every student, I would like to thank Michael Lance for taking this on. 

>> Female: Very good. 

>> Female: Yes? 

>> Female: President Bradbury-Wong. I didn't hear what the vote was. What was the vote again? 

>> President Bradbury-Wong: It was six in favor and one against. The motion therefore carried. 

>> Female: Thank you. 

>> President Bradbury-Wong: Item J. Career and technical education annual report, presentation and discussion. President Sutimoto. 

>> President Sutimoto: Yes, thank you Dr. Bradbury-Wong and I would like to ask Dr. Jackie Jacobs to take the podium. And this is behind, in your folder, you should have a green folder. It has information about CTE. Thank you Dr. Jacobs. 

>> Dr. Jacobs: Thank you president Sutimoto. And good evening board president Bradbury-Wong and members of the board and our audience that will be left. 

[ laughter ] The career, the annual report of the Career and Technical Program, will be presented in two parts. You have received already your packet and there were part one you had some white sheets in there and then you had a booklet like this for part two with data. I will briefly go over some highlights from the first part, part one and then we will open it up for questions for part two. 

[ silence ] For part two. First though, I want to thank Dean [inaudible] for and her staff, for the report. They were the office of the report, of course. And I want you to see the team. We have in your packet, you have the organizational chart of the instructional area. And the organizational chart for the instructional area shows that it's this one, you have this. It's not. OK, this is it. You received it I think previously and we put another one in there. And you will note that our Dean Liggins [assumed spelling] is, in terms of the Career and Technical Program, the CTE program, is listed, is noted. And there are many other deans there. We have thirteen instructional areas and out of the thirteen, that's including the library and of the thirteen instructional areas, nine of these areas are have what we call career and technical programs, are CTE programs. And you have another sheet that I just want to call to your attention. It says, Career and Technical Education Programs by divisions. And I want you to see the team of people that actually work with the dean. First of all, I think everybody knows the dean, but I want you to stand anyway. This is Dean Ellen Liggins and she is the captain of the team, the CTE team. And the other members of the team you have are Dr. Don Paxton [assumed spelling] with business and well I think I'll let you tell the areas that you represent. 

[ inaudible ] OK. Thank you, and if you have questions later, you know who to ask about those particular programs. OK and we have for our engineering and technology, we have Mr. Doug Hanes. 

[ inaudible ] 

[ laughter ] OK. Thank you. And Dr. Barbara Thorne [assumed spelling] who is the dean of health sciences was not able to be here this evening and you have met her, but she will be here at a future meeting in case you would like to meet her again. But the programs in the health sciences include nursing is the main program and then you have the three dental programs that you heard about tonight, that got their full accreditation that we're so proud of and also we have the radiologic technology program, as well as the medical assisting programs. And then in the library and I don't know if she had to leave, MaryAnn. OK, she was here but she was a little ill and she said she may have to leave. But we do have from the library the one program and that's library technology. All right. In the natural sciences, Dr. Dave Douglas [assumed spelling]. 

[ inaudible ] And that's the program you've been hearing so much about. Biotechnology. However, in that area, it's not exactly CTE, but we are developing what we call the environmental studies program and it starts with natural sciences, but it will be interdisciplinary in the end. So math or business and some other areas will probably be a part of the environmental studies. And then we have Dr. Onwine [assumed spelling]. All right, you're here. 

[ inaudible ] Thank you. And visual arts [inaudible] studies. [Inaudible]. 

>> Male: In the visual arts and media studies, we cover the areas of digital media, interactive multimedia design, computer assisted photo imaging, graphic design. In the areas of journalism, photo journalism, public relations and printed media, also we have certificate in photography and [inaudible]. 

>> Dr. Jacobs: Thank you. Those represent our credit programs. However, we do have one credit program at Community Education System, Mr. Hodge [assumed spelling]. 

[ inaudible ] OK and you're last but not least, of course. Social sciences. Dr. Finkerbine [assumed spelling]. 

>> Dr. Finkerbine: Mike Finkerbine, dean of social sciences and in career and technical education we have the child development program, offering several certificates in conjunction with the child development center, which is run by [inaudible] which is our field practice facility for our [inaudible]. 

>> Dr. Jacobs: Thank you. And we have three types of certificates. You may note on this sheet that's listed. We have certificates that say, certificate of achievement and that's if you have eighteen units and above, that you can get our certificate of achievement. And that particular program, those programs usually are entry level. Train people to go into entry level jobs. Then we have our occupational skills certificates. Those are seventeen or less units. They're short term courses and they help people to refresh or get up on the cutting edge of a new technology and so that's what they're used for. And then in the nine credit. They can do both. They can get jobs and then just get up on the cutting edge. For instance, they have drapery. And in the drapery program, I've saw people there who were learning to make drapes and then they got jobs in areas where they made drapes. And then there were some who went into business for themselves, in the drapery business. And real estate and decorating houses. So they take these programs and do much with them. Now, what happens, how do we operate. We operate with the captain here, the dean and all of the deans that you saw here tonight, work together as a team. So the captain here or the dean, acts as the administrator. She helps with the grant proposals and actually writing them and then overseeing them. She also deals with the budget in terms of federal, state and private funds that we get. In terms of curriculum, she also helps them to develop the curriculum and works with the faculty and advisory committees, along with the deans, in carrying out the total operation for career and technical education. There was a concern or at least we will just share some of the programs with you in terms of the education master plan. How our programs, in terms of the CTE, mesh or how they will interface or be a part of this master plan. Well we don't have the findings yet and I know we will have those by June, for this particular plan. But what happens is, we have looked at the draft of the scan, environmental scan and as we always do, programs are selected based on labor market information that the CTE office gets and we get for the whole nation. We also get local global, local information about job opportunities. What is needed. We get it form our advisory committees, the businesses and industries locally. So for instance, one program that we bought recently, the anesthesia technology, our Huntington Hospital is very instrumental in bringing that to our attention. And then happened to actually develop the program. So same way with biotechnology. We recently in the fall, we offered our first photo vo tech program in engineering and tech. It's going well and we hope to expand that. Also, I mentioned the environmental studies already. So this is what we're doing in terms of some of the ways in which the master plan will give us direction. And we will be looking at the findings that will be in the plan and we will be addressing those needs and of the local community as well as the broader community from the other information that we will receive. What's working? That's what you want to know. How well are the programs working? Now, you have one indicator in your packet and it's the Art 2010 Report. You will note at the top that we're moving in the right direction for our programs in terms of the program completion. In '06 we had program completion as 71.4% and then we moved up to 72.2 for our '07-'08 and '08-'09 we're at 73.1. I'm sorry, yes, 73.1. So we're going in the right direction. It may be slow, but that's the direction we want to go. Now, as to some of the data we would like to see is how we measure up with other colleges and that information, we went on the Web, downloaded 400 pages of the report and then we got to the statement that it's not complete yet. It's not on the Web yet. But when the chancellor's office puts it on the Web, we will certainly share that with you, so we can see how we are doing with our sister institutions. Other institutions that we're being compared to. But this is just how we're doing ourselves in terms of the actual completion of these courses. And so that's one measure. Then we have programs that are very popular and they're always well enrolled. I won't name all of them but you have our sheet that says, work needs and trends, if you would see, workforce needs and trends. And then it shows you the ones that we have here that are in line with the Manpower Incorporated data that we collected and they're programs that you have already heard that were listed. And then you will see other programs that in terms of the ones that are highly enrolled. We're working with the community also with a lot of these programs. In fact with the city, one is being developed now with the water and power company, with the city of Pasadena, it's going to be their academy. And so that's one that we are anxious to get started and [inaudible] Potentino [assumed spelling] has been very instrumental in trying to help us get that one going. With all the things that's happening, we also have needs to improve and that's what we are looking into. And so when we get to our master plan, it will help us also in looking at some of the areas that we should be working in that we're not. But we have some low enrolled programs and what we're doing with those is that we will be having program reviews so that we can see all of the programs that are low enrolled and try to analyze why. We also want to increase our tracking to, develop rather, a tracking system so that we will be able to find out where our students are going, those that do not complete the courses. We have a lot of students that take course, get into programs. They do not get the certificates and that's why you see in the data some of the programs do not have completed. Because they leave before they complete. But and a lot of them by word of mouth, we find that they've gone to jobs. Because they just came and they just needed certain things. But we want to have a tracking system so that we can truly find out if they are going to jobs or if they're just dropping out. So then we want to be able to expand our programs. We have need and we have many needs rather, in areas that are growing fast and that there's a need. Nursing for instance. We get 600 applications and we can only fill 60 spots. Ten percent of the applications that we get. We probably could, if we offered the courses, offered the programs in a different way. This is something that we'll look at. We only have the day programs, but if we had evening programs, if we get enough to have faculty and had evening programs and weekends, we could at least double the number of nursing positions that we have. All of our allied health programs are impacted. But we have only 18 students we can take into a dental hygiene program. Because we don't have the chairs and the space in order to do this. So we have a lot of room in which we hope the master plan and then the facilities plan will help us to expand these programs. Because these programs, the health area, education, business, are some of the areas where they, they're saying they're the fastest growing programs and we want to be ready for those particular programs. Then there's another area, when we had, they also call this voc ed, but we have named it, it's been renamed CTE. But in the voc ed office, there was economic development and which included contract ed. Education. And we've heard a little about workforce development and some are connected with the biotech and some you know, the weird groups and that are working. But we want to and we need to develop our contract education area, because that's another area that could help us campus wide. It could bring in a pool of money and we know that there are schools right around us who have contract ed programs that are donating at least a million or more dollars, to the general fund, that we could have. And another thing that's really appalling is that some of these schools have clients, right here in Pasadena and they have the clients because we're not offering contract ed. And so I do hope that you will support us and that we can get contract ed going. Because it's no need of us not to be able to have funds coming in that will support our other programs. With that I'm going to stop and see if you have questions that you would like to ask. We have the data part and most of the data you would note, will be self explanatory. But if you have questions, we'll be happy to answer them. 

>> Female: Could you signal with a hand raise if you have questions. OK, Trustee Brown. The only one. Go ahead trustee. 

>> Trustee Brown: Yes, I only have one question. In the programs you define and actually you illustrated here, programs that are doing well and then others that are really not doing good at all. Is there a plan as to what we are going to do with these programs? 

>> Female: [Inaudible] not doing well. 

>> Trustee Brown: Yes. 

>> Female: Well we're really looking at taking a good look at program discontinuance. Some programs there's either no employer interest or student interest in and we need to take those off the inventory and replace them with cutting edge programs. So yes, we're looking at them. Some will be discontinued, some will be revised or revamped to match employment trends and needs and others, for example the one that comes to my mind, medical assisting, you'll see that the numbers are fairly low on enrollments. Yet there are many, many jobs in that area. As a matter of fact, labor market research shows that the demand for medical assisting workers is very high. So we need to do more marketing to the students on campus and also in the community, about our medical assisting programs, to build that program up. 

>> Trustee Brown: I actually had another question. The programs, when students according to this sheet, students enroll, but then they just drop out. Is there a mechanism in place to actually know what's going on? If 50 students enroll and none receive a certificate, then is there something going on as to what's happening and how soon are these classes closed or what's the story? 

>> Female: Well, we've been trying for a few years to put an electronic tracking system in place where we can find out as students leave programs why they're leaving. We are told by faculty, that they're leaving to get jobs, but we don't have any evidence of that. So an electronic tracking system that would show that would be very helpful. Then in career and technical education, it's very interesting. A student can take one or two courses in an area and have enough skills to go to work and that's what they want to do and there's no way to stop them or prevent them from doing that. And the third problem is we have, we had, sort of an arduous application process for the certificate. It's not an automatic thing. Students can complete a series of courses and have earned their certificate but they don't know it and so they don't apply. So combat that, we're doing in classroom instruction where we help the students track their progress, like ed plans. The business department does this very well. They have little in classroom ed plans and the teacher does a little lecture for ten minutes or so on what to do next to keep the student in the program and then ultimately applying for the certificate. 

>> Female: Trustee Baum. 

>> Trustee Brown: Thank you. 

>> Trustee Baum: I have a couple of questions, but one gets to the point that Dean Liggins just made too, because we've had this report before. We know what we need to, why aren't we doing it? You know, we know we need to have ed plans, we've had some of these similar observations made in previous years, why aren't we doing it? 

>> Female: The electronic tracking system, which would help us achieve our goals a little faster, is it was delayed because we were redoing the infrastructure and we were asked to wait until that was done and then come back and a system will be design for us. Hopefully that will happen very soon. But until we have something in line that where we can track student progress, we're going to see these gaps in student success. 

>> Trustee Baum: So it's just my expectation that we implement and then track back to the board what the implementation of these things. Otherwise we'll come back next year and say, well we need to implement a tracking system and we need to do better advising and things like that. 

>> Female: You know, tracking systems are very interesting. You can put something in systematically, electronically, but if somebody is not putting data into that, it doesn't matter. So ultimately, it's very nice to have, but you have to have somebody there watching it, monitoring it and going after students and checking. So, I realize that in your computer and information systems area and Don Paxton [assumed spelling] is here, that he has a number of wonderful faculty that actually have developed systems where they're monitoring their students, talking with them. The faculty themselves are actually on top of what's going on with those students. Telling them what the next classes are, making sure they're enrolled and then if in fact they don't show, they're connecting with them and asking them what's next. There probably needs to be not just a system in place that tracks, but there has to be more professional development perhaps involved in what needs to happen, so students do stay enrolled and complete the program. So I think that's the other piece of this. We can get systems in place, because we do have some of them already. And I'm thinking about some of your faculty particularly, Dr. Paxton, that do that work. 

>> Female: The BIT program. 

>> Female: Yes, the BIT program in particular. 

>> Trustee Baum: I just have a couple of just informational questions, too. One is, I think I brought this up in the past, I want to make sure we understand the process for an individual in the business community would like to participate with a program, how they can get involved with a counsel and also a list, a report to the board of all the community members who are volunteering their time as part of our counsel. So I would like that. I don't want an answer right now, but I'd like a report back to the board on that. 

>> Female: Are you referring to advisory committees? 

>> Trustee Baum: Advisory committees. 

>> Female: We have a list already and I think Bob has it. I shared it with him so that he could use it. 

>> Trustee Baum: Right. I would like to, it to be shared with the board so I could say oh you know, so and so and so, this is the program. I had a request just so that my colleagues know, from a resident in my district, who is a senior executive with a solar technology firm, that wanted, just out of the blue just said, I'd like to participate and support PCC's development of and I understand from this meeting today that there's a new photovoltaic [assumed spelling] program. So who's on that industry advisory committee and could this person be put in touch? 

>> Female: Sure. 

>> Trustee Baum: To possibly be a member of that industry advisory committee and what would be the best process to have that individual follow up. And so. 

>> Female: Well, if he or she contacts me, I will put him in touch with the division dean. 

>> Trustee Baum: Right. 

>> Female: I can then ultimate get him on the advisory committee. 

>> Trustee Baum: So is that the way we should do that? 

>> Female: And let me ask Dean Liggins, if you can provide so that in the next board report, at least in written material, we can give the board information about the advisory committees here, for the chairs of those committees and the participants. 

>> Dean Liggins: Sure. 

>> Trustee Baum: OK and then just to use it as an illustration, I was interested in the report on the programs that are low enrolled and one that is of a particular interest to my district is fire technology, having been largely consumed by the station fire and it says it's low enrolled. We know that firefighting is actually a very attractive profession. So why would that, a program like that, seem to be in low demand and or are we just ceding this program to Rio Hondo, which we know another local district that has a very successful firefighting program? 

>> Male: Good evening. The presentation of the numbers are a little confusing. Our fire technology program is full every semester, 160 students, we offer four segments of the lecture course every semester. They are filled by the time the doors are open and the courses are overwhelmingly popular. I think the report may have supplaud the data. What happens is they go to academies from our program. We have two certificates. Certificate of achievement and then a special one that we developed by the demand of the students, which is a program designed to get them ready for academies. And those students come in and go on and then in service. So we have a wonderful program. 

>> Trustee Baum: So would we characterize fire technology as a low enrolled, low demand program or a high enrolled? 

>> Female: I have a recommendation. 

>> Female: We haven't had many completer's and that doesn't mean the students aren't there, it means they're either not applying for the certificate and going through that process or they're leaving before they actually earn enough units to get the certificate. 

>> Female: I have a recommendation for us. It seems that the conversation becomes bewildered when we're not sure which data is correct and so on. So in addition, there's notes here about the need for findings from the educational master plan. It would make sense to me to bring this back to us with more rigorous, robust data that we all feel is trustworthy and then have a more focused conversation on how do we address some of the weak points. 

>> Trustee Baum: And then just my last point would be, we had a great presentation by Crystal about the program review process that's being developed and so I wanted to see that is CTE going to be part of that revised program review process. And so we can actually monitor this on [inaudible]. 

>> Female: Is there a quick answer to that? 

>> Female: [Inaudible] so if you look at the draft report [inaudible], you'll see we clearly separate out certificates for program review. 

>> Female: Does that work for you, president [inaudible]. 

>> Female: So it's done more frequently than the others. Certificate programs, by Title 5, have to be reviewed every other year. So we do the review more frequently than the other programs. 

>> Female: I think what's important too, given we're in our accreditation recommendation, that we have consistent data in how we review the CTE programs, certificate programs as well as the other. I think for us, it makes the difference that we do have consistent data so we can do some comparisons. So understanding that we have to do a two year, every other year review, is one thing that may be somewhat separate, but we do have what we would consider to be periodic reviews through our normal planning and program review process that will also provide us with data that hopefully is consistent data for comparison. So Crystal, thank you. We will look at that. 

>> Female: And we will follow through and bring it back the questions that you have and any other questions that you may have or any other information, we'll be happy to bring that back to you. We do want to bring the findings once we get the findings from the master plan and we do know about the program review and we will be following through with the process in terms of the data for that and checking that. 

>> Female: Anything else? 

>> Female: And this is very helpful as a big picture, just seeing so many people on that work chart, is itself enlightening. And the scope. But I think a more focused conversation around you know, the issues that are being raised with robust data, will be very helpful. So thank you, Dr. Jacobs. 

>> Dr. Jacobs: OK. 

>> Female: [Inaudible]. 

>> Female: I only had one more observation. This organizational chart, I know that throughout all of the meetings that we had, went out to the different areas and speaking to people, one thing that came out was that PCC does not, this I should say, this is what came out of the meeting that, this organizational chart is not reflective of the Latino constituents, which is 33% of our students here are Latinos and I don't see one person here on this chart, that has a Latino name and I think it's something we need to consider now that we are changing the way we do things. We need to make sure that we're representative of this, that we're more diverse. So that our students could feel you know, like they can learn from someone that looks like them. So I think that it's important that now we begin to, while we do what we need to do, we consider having a more representative faculty, staff, deans and everything on campus. Thank you. 

>> Female: Thank you. Thanks [inaudible] and I know you need to leave if you want to. 

>> Female: So, item K, media broadcasting of board meetings. Let me check with my colleagues from the media committee whether you feel we have enough time to give this adequate attention this evening. Or should we bring it back? 

>> Male: My sense is we should have a brief report. There is no, we're not able to take action because of the way it's agendized and so we will be requesting it be brought back for action at a future meeting. But we do have the benefit of the report provided that's in our packets, so I think we could just see if they have a quick report and then see if there's any questions. But then save any more detailed discussion for when we're ready to take action. 

>> Male: Well, my comment as well, because this was an item that I think I've been trying to get on the agenda for some time and I don't know why we ended up with things on the agenda that say discussion only. Why can't we say discussion and possible action? I mean, that gives us the freedom to do something, like the project that we had to have brought back for the monument again. That strikes me as just not very efficient. So let's not have that occur again, please. 

>> Female: We will have it on for discussion [inaudible]. 

>> Male: But I think we can have the discussion. I'd like to have the discussion and if see where the direction is going and I think that'll give guidance, direction to staff as to what it needs to do, if anything. 

[ silence ] 

>> Female: Yes, we're going to have him do the presentation at least. So, Mr. Miller, a quick presentation, overview. 

>> Mr. Miller: Absolutely. First of all, good evening members of the board. Thank you for this opportunity to briefly go over this presentation. And I think in the interest of time and understanding the importance that this subject has in the minds of many of our board members and the community in general and not withstanding the editorial that was in the Star News today, which I'm sure most of us saw, this is a timely topic. Basically, staff, including myself, Dr. VanPelt, several members of our television, our maintenance staff, web production staff, what have you, collectively met a number of times this over the last three or four months and did some extensive research. The report, the essence of that is in the Power Point that you have in your packets. What I tried to do is, I tried to if you will, condense a lot of complex information into a few slides, giving you a number of options to consider. But frankly, there are two bottom lines to this. The first bottom line is what I just called option one, which is the webcasting and the cable delivery option, that would either be live or what I live to call tape delayed or delayed for future broadcast. Where in fact, the district would acquire the equipment necessary, it would be mounted in this facility and for a cost of between $31,000 and $41,000 we could install that equipment. The difference in differential is that in line item called lighting, that line item called facilities modification, it's not known at this point exactly how much of either would be necessary, so I built in a contingency there of say $10,000. So it's somewhere between $31,000 and $41,000 would buy us the ability and an install base to have video production capability that we need. It would allow us to encode our signal to webcast and to move things forward. So that's one option. Option number two is a less expensive option. It is working through the Pasadena Community Access Cable Corporation, otherwise known as PCAC, where they would actually bring in their remote production equipment here and for roughly $700 per meeting, bringing us to $15,400 per annum, they would provide a production service for us, which would include the encoding and airing, in a tape delayed only fashion. In other words, somewhere, anywhere from say four hour to twenty four hours delayed. Because they would have to take the video tape, the board meeting back, encode it and then prepare it for web, for basically webcasting for us. This would not be indexed if you will, for future use. It would just strictly be the airing of the video. However, we have the audio casting that continues to be available. So, the bottom line to this one is, for roughly $19,000, we could have a one year pilot, $15,400 of that would be the actually rental of the facility from PCAC, the what's known up there the outcast encoder server and software for $2700, we would have to acquire and the video capture card and again, the lighting and facilities cost is somewhere, it's not exactly known. But I'm saying for anywhere from $19,000 to $20,000 maximum we could actually pilot this for a year and go from there. The rest of these slides I will not go over now. They include the ability to do this service called Granacus [assumed spelling] for indexing and other types of services that would be available. Many other cities and school districts, what have you, that broadcast their meetings, use this Granacus service for the purposes of managing the media content, dispersing that content, adding additional content to the broadcast, etcetera. Not necessary that we go over that tonight, unless the board wants to. I would certainly be available to answer any questions the board has right now. Thank you. 

>> Male: Bob, one question if I may is, and Jeff Baum may know as much about this as anybody, because he used to serve on the PCAC committee for the city. In fact, chaired it I think at one point in time. But we actually have a dedicated channel on Charter Communications, what is it, channel 96 I think now. They've just gone around and rearranged all of the numbers of their channels. I realize that doesn't serve certain areas, but what would be, what do we have to do to be able to utilize the channel 96 on Charter Cable? 

>> Male: First of all, just mention that I too was a former chair of PCAC, many, many, many years ago. So I had the distinction and honor of trying in helping get that organization off the ground. To answer your question, through the efforts of Juan Gutierrez [assumed spelling] and others, the college recently acquired access to PCC channel 96. We would be able to take the broadcast or the video taped board meetings and distribute it on channel 96, which serves Pasadena and Altodena [assumed spelling], through Charter Communications. Since we own that channel, we would have access and the ability to program it, the board meeting, at consistent times, for whatever length of time that was necessary. There's a number of other things that Juan and others have planned for that channel, including the airing of telecourses and what have you. But we'll be able to access channel 96 that way. In addition to that we'll have the webcasting capability and depending on the board's directive this evening and going forward, we will be in touch with all the other cable providers in the other communities within the district. One thing we know from past experience with public educational and governmental access channels, is that there is a requirement that these channels do provide institutions of higher education, school districts, what have you, access. However, what becomes a little more challenging is the length of the meetings. We cannot guarantee to them that the meetings will always be a two hour meeting or a three hour meeting or four hour. So sometimes getting consistent time slots is challenging. However, the good news is technology has marched forward, so with the ability of webcasting, a lot of people would be able to access it that way, plus the cable. 

>> Male: Good, I have other comments, but I'll wait until we get to the comments from other people and other remarks. 

>> Female: Dr. Mann. 

>> Dr. Mann: Yes, we spoke briefly before the meeting. The last time we discussed this, one of the concerns that was raised is that we do serve [inaudible] municipalities. I represent Saramadre [assumed spelling], does Saramadre get Charter Cable? 

>> Male: No, it does not. 

>> Dr. Mann: Oh. And so there's you know, like what? A third of my district maybe that would not have access. And it was also my understanding that and there was questions about San Marino and all the other districts. So I, my hesitation here is until we know number one, is it possible to you know, to all these, does Saramadre even have a [inaudible]? 

>> Male: Yes it does. 

>> Dr. Mann: OK. We know if they would be willing to do this, how much it would cost, but even more importantly, would there be like a regular broadcast. Because last time we were told, well one week we might air your board meeting, one month we might air it at 6 o'clock in the morning and then the next meeting we might show at 2 o'clock at the middle of the night. And to me, that is not making it available to the public. Now I do also represent Pasadena, but I really feel that unless we can broadcast our meetings to the entire district, we should probably just consider the webcast. Because that anyone can see at any time by going to their computer. 

[ inaudible] 

>> Male: Just a couple of quick things. The committee did discuss the possibility, there's obviously a number of factors at play, but having cameras in this chamber changed the dynamic of our deliberation. We have to keep that in mind. There is an issue of access to the coverage and is the webcasting sufficient. I think anybody, the way technology has developed over the last five years, more and more people are watching video content online, through You Tube and Hulu [assumed spelling] and other sources and that is universally accessible through the library network throughout the district if somebody and through people's homes, the access to broadband is growing tremendously. Then there's of course, the cost at a time with limited budgets. You know, is this worth the investment. So those are three obvious areas of consideration that the board will need to make. That being said, as a committee, we discussed this and agreed that it is worth considering on a pilot basis to develop a system where, a program where we might be able to televise the meetings with a minimal cost to the district, to see and then revisit it and see how it's impacting all those various factors. That the people have access to it, does it change the quality of the dialog and the dynamic within our meetings and is it cost effective. So those are the things that when we bring it back for discussion, I hope that we can have a fruitful deliberation. But the committee did feel that it was worth considering as a pilot endeavor. 

>> Female: So specifically, are you offering option one or two? I'm not. 

>> Male: Option, no, no. Me personally? 

>> Female: No, your committee or what we're going to think about. 

>> Male: We didn't have this report. 

>> Female: OK. 

>> Male: When we met on Friday. I would personally recommend option two, which is the same package that is offered to the Altadena town counsel, an outside firm, a city owned chartered firm will come, video tape the meetings and then they're actually the ones that are operating the channel 96 for us right now. The channel 96 is run through the PCAC. We give them the content, they're the ones that control it anyway, so. 

>> Female: That helps whittle things down. 

>> Male: Yes. 

>> Female: Trustee Martin. 

>> Trustee Martin: Well, I had, I'm a little confused between option one, option two and the webcasting and channel 96. You've got to kind of straighten me out and then I have another question after that if I may. 

>> Male: OK, first of all, we first need to create a product. Obviously. So we have to have the production capability to do that. Option one speaks to owning the equipment that would make that possible. Option two speaks to renting that equipment through PCAC, working with Don Ropella [assumed spelling] who's a great guy by the way and basically using someone else's facilities. This is made possible through the Pasadena Community Access Cable Corporation and their facilities. So that's basic. In order to create the content, once we created the content, then we have the question of delivery. We have two options to deliver. Option one is through cable. Cable distribution, which has been around for you know, a decade or more, fifteen, twenty years. Option two is webcasting. The broadband delivery through the Web. Both option one and option two, provide cable and webcasting delivery potential. The only difference with option two is, is that it would not necessarily, it would not be live at the moment. PCAC cannot provide a live signal if we use their server. However, if we tweak this a little bit and we have our own server and encoder, we actually could do it live if the board wanted it to be a live feed. Costs a little bit more money but it's possible and it's buried within this presentation here which we won't take the time to look at. But it is feasible and possible if live is something we want to do. Did that answer your question? 

>> Trustee Martin: Well yes and no. Yes, I understand the cost of developing content, because I can see it here. I'm a little confused if there's any cost in the distribution either through cable or Web. 

>> Male: Oh thank you, that's a good point and I neglected to mention. If we go with the option one. 

>> Trustee Martin: Which is cable, because we you know, we're talking about two different things and there's an option one and an option two under each. Right? So it's a little confusing. A and B. 

>> Male: Yes, let me try this again. 

>> Trustee Martin: Cable or Web. C and W or something. 

>> Male: Both provide, the delivery can occur via both cable and Web, no matter how we create the content. We can distribute in both ways. 

>> Trustee Martin: OK. 

>> Male: In fact, I would strongly recommend that we do that for all kinds of reasons. If we go with option one where we purchase the equipment, then we're looking at an additional annual staffing cost of approximately $3500, which is what it would cost to have an additional technician here to operate the automatic pan and tilt cameras and to do those types of things. So it is more expensive, let me put it this way, there's more upfront money out of the pocket with our first option, than there would be with the second option, which is all of those expenses. In an essence, what PCAC is doing for us in the second option is they're not charging us for the use of the equipment. They're just charging us labor. It's a wonderful deal and it's part of the whole community access, under subsidization concept. 

>> Trustee Martin: I think I understand the figures for content. 

>> Male: Right. 

>> Trustee Martin: Between two, but is there any cost associated with distribution either through cable or Web? 

>> Male: At the moment, there is not. However once we answer Dr. Mann's question with a little further research, we'll find out if in fact there is or not. There shouldn't be but we do not have the exact answer to that yet. I do have all the contacts that we need to contact to get that answer. We can relatively quickly pull that information together. 

>>Trustee Martin: OK. So then my last comment question is, of course I am and have been very concerned about again, $1000 per success. I don't want to spend a lot of money doing this if it's costing students success. On the other hand, is there a way that the filming of the meetings could be part of student success, ie, can students in a class, in broadcasting, which happens to be unfortunately one of the career techs that is on the low enrollment list. 

[ laughter ] 

>> Female: [Inaudible]. 

>> Trustee Martin: Can the one that's still in the class, come, film the class and be getting credit. In other words, we're offsetting cost by making it an instructional tool and if the camera bounces one or twice or the lighting isn't exactly right because it's a student in training, I mean you know, for the purpose of the way I look, it can only help. 

[ laughter ] So you know, is there a way we can make this part of a class where it actually pays for itself and no matter what happens, at least students are learning and getting student success for it? 

>> Male: It's an interesting question and I can certainly talk to Don Ropella at PCAC. If we look at option two and see what flexibility he might have to use some of our telecommunications students or our TV radio students for this purpose. And certainly, if we go with the first option of if you will, owning the equipment, we certainly can talk to Carmen Pareka [assumed spelling] in the telecommunications program, TV radio program, and see if Carmen's students can augment the staging services people that we have here to do that. And I think it's a good point and certainly something I'd be very happy to research. 

>> Female: Unless your comment is pressing, I'm inclined to say this is great information. It's going to come back to us for action. We have a recommendation. We might even have another recommendation from the committee rather from just you personally. Thank you Mr. Miller. 

>> Female: I have, I just have a very basic question. If I might ask it? And that is when, the last time we discussed this, I remember we were told, well when you get in the new facility it would cost a lot to modify this room, which is a room you know right downstairs we used to meet. But when we get in the new facility, we're going to you know, get a new building or tear down a building, it's going to have everything already. There's going to be a camera in it, there's going to be the wiring, everything will be ready to go. I am assuming, since we're now talking about buying a camera, installing lighting, that that did not happen. Is that correct Dr. VanPelt? 

>> Dr. VanPelt: We have [inaudible] electricity in place to handle it. 

>> Female: OK, so it would just be, that was the cost that would have been saved. Thank you. 

>> Dr. VanPelt: Can I just, I'll be brief. I think there are a lot of details that need to be investigated further. But I don't want us to lose sight of both the letter than we got from the League of Women Voters today and also the editorial in the past in the Star News. Both encouraging us to move on and to televise or broadcast in some fashion, our meetings. This is a public institution and the business we do it out of the public. I think the more we can make ourselves available to the public, particularly since our topic is education, I mean what really is more important in this nation at this time than education. And the more we can do to make ourselves visible, let people know what we offer, I think it's a marvelous idea if we can work with Charter or the PCAC and/or both of them and have students from our school be interns. We met over at Cape or Southern California Public Radio last Friday morning, as Jeff was saying. Tony, Jeff and I. They've got a wonderful track record of having interns here, now working for them in permanent positions. And so if we could do something like that here, look at that as one of the options as how we put this together, I would think that would be terrific. So thanks to Mr. Martin for another very good thought. But realize it has to come back. I guess my plea would be it comes back sooner rather than later and that we work to find ways to move on with this. This is the 21st century and I think we ought to be on the airways. 

>> Male: [Inaudible] what I'd like to do is then work with Dean Miller and then bring back to a future meeting a recommendation that for consideration by the entire board. And my hope is that if we would be able to act on it in time, that it could be factored into next years budget. It's not something I think that we need to do for the next meeting, have up and running for the next meeting, but that we can budget and plan for the next fiscal year. 

>> Female: Thank you, Mr. Miller. 

>> Mr. Miller: Thank you. 

>> Female: OK, so the next two items, L and M, are requests by trustee Baum, for future agenda items. 

>> Trustee Baum: Just and this goes back to our request for how we get things on the agenda for discussion and whether it's staff, so we can give clear direction to the administration for the investment of staff time. I have requested it as a future agenda item, a report on the progress of Pasadena City College toward the OSHER [assumed spelling] grant. Just a really quick billboard for the rest of my colleagues. The OSHER foundation made a pledge two years ago, of a $50 million, to establish a $50 million endowment for community college scholarships. It's a statewide endowment. The catch was they gave $25 million up front and then they're counting on the colleges to raise $50 million to match that. So their $50 million and then the colleges would raise $50 million for a total endowment of $100 million. The challenge is that challenge expires on June 30, 2011. So we are about 15 months away from the expiration. Each college has been given a fundraising goal and several colleges have already met their fundraising goal. Our is to the tune of about $900,000. So what I would like is a discussion so that the board can provide direction, as well as deliberate on what priority PCC should place on the completion as a goal for the OSHER challenge. 

>> Female: Very good. It's $900K, that's our goal or that's what we've met. 

>> Trustee Baum: No, that's what we've been at. We've only raised $500 and that was my pledge. 

>> Male: OK, just quickly on that. Elaine can elaborate if we want her to, but this was on the foundation exec committee's agenda, what, a week ago. And there was a long discussion about it. So my suggestion would be that this be something that the liaison committee to the foundation also discuss and take up with the foundation to find out where they are and communicate with you as well on it. 

>> Trustee Baum: Right, so I want to authorize the administration to pursue, I want the board to authorize the administration to invest some staff time into pursuing this. Also the foundation for the California Community Colleges, which is the fiscal agent for the challenge, has offered to present to our district as well. 

>> Female: So what we need is a motion to bring this back for fuller discussion. 

>> Male: Right. 

>> Trustee Baum: [Inaudible], I move that we authorize the committee to pursue it and the administration to bring it back as a discussion for possible action item by the full board. 

>> Male: Second. 

>> Female: All those in favor. 

>> Audience: Aye. 

>> Male: Aye. 

>> Female: Any against? 

>> Male: I'm in favor, I just have a question for when it comes back and that would be if we meet our $900,000 goal and the collective state doesn't, what happens to the money we raised. I don't need to know that now, I just want to make sure that's part of the report coming back. That's all. 

>> Female: Very quickly. The sub-committee is meeting with the foundation board officers next Wednesday, so it will be a topic for discussion then. And certainly should be a good one to bring back. Because that will be a more fuller discussion about their positions on the OSHER grant. 

>>Trustee Baum: And I would encourage that we reach out to the state foundation to participate, to present so that some of these questions can be answered firsthand by the folks managing it. 

>> Female: So we'll get it on the agenda and then we'll make some invitations. 

>> Male: And it could be a report back before we then have discussion, but it ultimately I'd like the board to, I want action taken by the board. 

>> Female: Sure. Of course. I need to know who the OSHER people are. I doubt that I'm the only one. But that will be part of the thing when it comes though? 

>> Male: Yes, it's a good foundation. 

>> Female: Method by which enrollment numbers are computed and reported to the state. 

>> Male: The question is to follow up on the audit that we just received, our annual audit. For two years in a row we've had a finding that we need to sharpen our procedures for reporting enrollment data and so I would like to direct the administration to come back to us with a report. Not necessarily a discussion item, but a report on how our plans to address that finding in our annual audit. 

>> Male: I move approval of staff time for that. 

>> Male: Second. 

>> Female: I just wanted to double-check. Is that not already just part of the process? Is this an unusual request given the audit? Don't we always just follow up like that? 

>> Female: We do have a response to that. I don't, my question would be, do you want a written report or an oral presentation? 

>> Male: I want a written report right now. My concern had been, it was in the audit a year ago and then there was an audit this year and there's always a response to the audit. I'd like a, before the next year's audit, that get a report back to the district as what we're doing to mitigate this issue. 

>> Female: Got it. OK. 

>> Male: Right. So if we could get a written report saying, this is the steps we've taken to work with faculty to ensure that we have accurate reporting, then we can decide if we want to bring it back for a discussion. 

>> Female: Got it. So a little different from usual. We have a motion and a second. All those in favor. Student trustee. 

>> Male: Aye. 

>> Female: All the ayes. 

>> Audience: Aye. 

>> Female: Any nays? Any abstentions? All right. Future board meetings dates and items. Yes, so this actually, trustee Martin, was your question from way back when. So I draw your attention to the proposed annual calendar of meetings. Everybody has red. I don't but, so the track changes indicate some of the changes in play given conversations among the board officers. Let me just explain briefly what they are and then open up for questions or conversations. OK, so May the 3rd would be a regular board meeting, March the 17th, here we would being evaluation of the superintendent president. The conversation among the officers was that we would invite a state of the college or realistically a state of the PACCD, the Pasadena Area College District, you know, state of the college, both as a public item and then we would also have opportunity in closed session as we normally would, to converse with the president and hear a swat analysis essentially that will also help us as we think about our presidential search and what all is needed. So that's how we wish to move on that. What that means therefore is that the typical evaluation, the quantitative one that would come to us, we would look at that instrument, say yes, yeah or nay and then proceed to do it. We would for reasons of the unusual nature of president Sutimoto's current position, we would not do that in the usual way. 

>> Female: [Inaudible] to discuss the method of evaluation when you're talking about the dates. I think that there needs to be board discussion on how we're going to evaluate the president. That that should not be listed when we're talking future dates. 

>> Female: I'm flagging that for you so that we can have that conversation. 

>> Female: Right. 

>> Female: I think it's important to flag it because we know that we want to meet our own policies. 

>> Female: It's on the schedule. It's on the schedule. Right there. 

>> Female: So I'm explaining how we have been thinking about it. Begin evaluation of president. OK, so then April. So strategic planning retreat dates, that's the one for the college, to which we send some representation, that date would remain as March the 19th. 

>> Male: The April 14th, that's the one I was confused about. Because that's the second Wednesday and that's usually we just have first and third and one of them is the retreat. Did you have something, was there, is that just a slip up in the change or was there a thought behind that? 

>> Female: I think that's just a slip up in the change. We would just have the first. 

>> Male: So there really isn't a 14th, right? 

>> Female: That's right. That's right. 

>> Male: OK. 

>> Female: Is that right? 

>> Male: [Inaudible]. 

>> Female: This is the confusing part. Because you were potentially moving, there was a potential for moving the 21st to be in May, for the presidential interviews. Which then would allow us to have a first Wednesday and a third Wednesday as usual. So it depended upon whether or not you choose to move your spring board retreat for the presidential interviews. We were a little concerned about having two board meetings in a row [inaudible] to be honest with you. If you did move the 21st, we could still have that as a regular board meeting, to conduct business. 

>> Female: Right, so the idea of that right now is chances of that being a retreat are very slim and therefore we could consider that as a regular business meeting on the third Wednesday. So the second Wednesday, I don't know how that slipped in there. We don't need it. 

>> Male: With the exception of that second Wednesday which you clarified, I mean I just, it all looks pretty clear and understandable to me and I would assume that if you move the retreat because of issues the officers are dealing with and know of, then we could go back to regular meeting. That's what I would assume. We approved regular meetings first and third Wednesday, so. The only thing that confused me was that second Wednesday. 

>> Female: OK, good. Then the only other thing that I would ask that at your leisure, take a look at the search and selection process revised. This is for the superintendent president search. You'll notice at the end of that we are flagging as potential interview times, for us as a board, would be the latter part of May, with the ideal being that we would be able to announce the new president before graduation. So just keep that in mind as you schedule your days. This interviewing period, as you may recall, is going to be more extensive because, just so many days will be required. 

>> Female: So then that's it. I leave it, I leave it at that. 

>> Female: I have a question. 

>> Female: Go ahead. 

>> Female: I think I understand this, I just want to make sure. The strategic planning retreat is for the whole college. Normally the board meets and discusses the issues that they want raised at strategic planning retreat and gives directions to their representatives. Will we be doing that then at a regular business meeting, since there is no retreat planned in advance? That's what we normally do at our spring retreat. 

>> Female: That's right. When the officers discussed this, it seemed to make most sense to just stick to the normal meeting schedule. We have already a number of goals, the strategic planning process itself is shifting. We didn't see any need to have a board retreat to create more goals at this point. 

>> Female: That answers my question. 

>> Male: For May 6th, one question I have, so we're not going to have the joint meeting with the associates students? 

>> Female: That would be an overstatement. We're keeping, what's important is that we're keeping this date during the day. It's precisely for students, but also for faculty. We're trying to signal a desire that you know, would be more inclusive. And so we'll work with the AS board around that agenda. 

>> Male: OK. 

>> Female: But it's not solely or primarily for. 

>> Male: Sure. 

>> Female: The AS board. You're certainly welcome and we will work with you around agenda items [inaudible]. 

>> Male: Is there still a possibility of having the joint that day or [inaudible]? OK. 

>> Female: Again, I think that is something that the whole board should discuss and not a decision to be made by the officers. We have practice in meeting with the students again once a year, so I'd like to suggest as a future agenda topic for us to discuss whether or not we want to have a meeting with the students. 

>> Female: Great, we can certainly take it as a future agenda item. To reiterate. It is not not a meeting with the students. We're simple signaling that it is neither solely nor primarily for the students. 

>> Female: I'd still like it as a future agenda item. 

>> Male: Just for clarification, my understanding too is for that noon to 1 hour, it's still going to be focused on student business as we have in the past, but then we've also, we'll have other agenda items to discuss during that time as well. 

>> Female: Right, but as I said, I'd like this as a future agenda item. Because I think that's a decision, the entire board decided to meet with the students, I think the entire board should be the one to decide not to meet with the students as we have in the past. Which is what I've heard you say. We're going to meet with the students and other folks. 

>> Female: Right. I won't repeat myself. Anything else? 

>> Female: Yes. I have a couple of other things. 

>> Male: Are we on future agenda items? 

>> Female: I don't know. 

>> Female: This is still on future agenda, future dates and agenda items. Oh no, it's future agenda items. 

>> Female: This is only board meeting dates. 

>> Female: Actually it says, future board meeting dates and items. 

>> Male: Which means we probably could cover the topic you just asked, as long as you keep that as an agenda, any one of these meetings we can discuss that when you feel we have time. 

>> Female: Right, but let's put it as a future agenda item. 

>> Male: I was just going to quickly note what I said before. I have a work conflict on March 3rd. So, I most likely will not be here for any of the meeting unless you're telling me it's going to go to one of those 11 or 12 o'clock ones. I'm sure my other meeting will get over in plenty of time, I can be here for the board, future board meeting dates and times. 

>> Female: And this is just a reminder. The March 3rd meeting, Daniel Espano [assumed spelling] will be here for presentation on the education master plan and a portion of the environmental scan. 

>> Female: It's also when the accreditation draft comes back. But you'd already flagged that for us and we had this conversation last meeting, too, so. 

[ laughter ] 

>> Male: I'm just letting you know. 

>> Female: All right. 

>> Female: I hate to belabor, I do have another point though. If we're going to meet on April, pardon me, on March the 3rd and look at the draft of the accreditation report, if we're going to approve it, unless we approve it at that meeting, we're going to have to have a special meeting because it's due March 15th and we don't meet again until March 17th. So the meeting on March 3rd we will receive a draft and [inaudible]? 

>> Female: You received a draft in this package right? 

>> Female: Yes, but there was no, there was no opportunity to discuss it. 

>> Female: You were able, but you are able to give your feedback into [inaudible]. 

>> Female: OK, I just asked a question. Are we? 

>> Female: We will not have a special, we're certainly not planning to have a special meeting for the accreditation report. 

>> Female: So there will be no opportunity for board review and discussion of the accreditation report prior to when we're asked to act upon it? Is that correct? 

>> Female: I would imagine that we would have discussion, will be an agenda item for discussion and action. 

>> Female: Right, I got it. 

>> Female: Future agenda items. We've heard from you, trustee Mann. Other agenda items? Trustee Baum. 

>> Trustee Baum: I've got a couple, one, and a number of these I think are already in the works we referenced earlier. But one is the meeting with the KPCC, SCPR leadership. 

>> Male: I'm sorry, which leadership? 

>> Trustee Baum: The leadership of KPCC. For their annual report. 

>> Male: Oh, OK. 

>> Trustee Baum: But also as a result, the something new with the move of KPCC's studios from our campus to the Raymond Avenue location, it has raised the issue of the use of that space in the media center in our building. So I wanted a report on the administration's plans for that space. Because we need the ability to retake over the station at some point and rebroadcasting. Has that been factored into, so a report on the space and the media center and how it's going to be used. The other one and it's part of my. 

>> Male: Excuse me, Jeff, could I suggest something on that? Why doesn't the media sub-care media committee take that up and then bring it to the board. 

>> Trustee Baum: Well, because it's a campus space issue. I think the administration's dealing with this right now. 

>> Female: [Inaudible] appreciate that you allow the administration to determine what [inaudible] campus are. 

>> Trustee Baum: Right. 

>> Female: [Inaudible]. 

>> Trustee Baum: Right, that's what I'm saying. I want a report from the administration. 

>> Male: OK. 

>> Trustee Baum: As to the plans for the space. As opposed for the board determining that. And then it could weigh in. We have fiduciary responsibilities about the ability to broadcast the station. 

>> Female: We'll make sure we [inaudible]. 

>> Trustee Baum: Yes, so anyway. I want a report from the administration. The other one is, that came up in our, is I wanted to request a report from the administration on the funds paid to the district by Southern California Public Radio, since the inception of the agreement, so we know what resources have actually been transferred and how they've been allocated. When is a, we talked also about just a report on the district's plan, now that we've retaken control of channel 96, just a report on how the district is using that channel is my request. 

>> Female: [Inaudible]. 

>> Trustee Baum: That one's fine as a written report. We talked about the agendized action on item for television board meetings. And then it's at one point, when we're done with tweaking the room, do we want to agendize that for discussion and feedback from the various groups so we can move on that. 

>> Female: Tweaking the room. 

>> Male: Yes. 

[ laughter ] No, what I wrote in my notes is shall we agendize for discussion possible action an item provide clear direction on how the board room, board meetings are to be set up and conducted. If that's necessary. 

>> Male: I like leaving that to the board president, so at least you know. 

[ laughter ] You know. You get a little variety. 

>> Male: OK, that's fine. I just. 

>> Female: I have one more agenda item. The I would like to put on for the next meeting, the PUSD parcel tax. In the past the board has taken positions on library bonds, the city supported our bond and I would like to put this on as an agenda item. And since the election is in May, I don't think we have time to have a delayed discussion. I'd like to put it on as a for consideration for possible action at the March 3rd meeting. 

>> Female: Other agenda items? All right. Move to adjourn.