[ Silence ] [ Inaudible Remark ] >> Here. [ Inaudible Remark ] >> Here. [ Pause ] >> Here. [ Inaudible Remark ] >> Here. [ Inaudible Remark ] >> Here. [ Inaudible Remark ] >> Here. >> Ms. Smith, may I ask you to lead us the pledge allegiance, please. [ Noise ] >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty, and justice for all. [ Noise ] >> We have one request to address the board of trustees. Anyone else who wishes to do so? Ms. Thomson here has the forms you can fill out or we won't seek the formality. I have a request from I believe is Yuny Parada to address the board. I think we're gonna use that microphone over there. Dr. Rocha will show you where it is. [ Inaudible Remarks ] >> Welcome to our meeting and we're delighted to have you, so please address this. >> Thank you very much. I wanna thank the board and especially, I wanted to come here to thank you because this is the place where we did succeed in erecting the first monument to the Latino Heritage in Pasadena. I'm so happy. I wanna thank you once again. Please, if you do have some time, it is--the ones that have not seen it, it is in the east parking lot of this building and we also have at the entry of this building, the proclamations we'd received from the people. I wanna thank especially, especially so much Dr. Jeanette Mann. Without you, I would have never done this. Thank you so much. We all did it. A lot of people helped and thank you very much. I did pass over a remembrance of it. So many people have been telling me that this is wonderful and to thank PCC for allowing us to have this. Once again, thanks. >> Well, thank you very much. >> Well, congratulations too. [ Applause ] >> Is there anyone else who wishes to address the board on a non-agenda item? If not, we will then continue into our study session. Dr.-- >> Attacking my-- [ Laughter ] >> Dr. Rocha, why don't you take a moment as we start this and kind of explain the background of what a study session is intended to be and how you see us proceeding this evening? >> Yes I will. First of all, thank you President Thomson and thank you Board of Trustees for creating the study session. We--all of us on staff are very, very grateful to the Board of Trustees for creating this study session because we had asked for an opportunity where we could present ideas and plans in development so that we can do our work as we move forward to recommendations. So, what tonight's--so first of all, we're very, very grateful that you're giving us this time and then as we agree that we thought that the best way to do this is out in the open with all the members of the board and to move forward with the presentations tonight. Tonight, you will hear, we will move in order of these topics and of course, President Thomson will manage and preside over the proceedings. Some of them maybe shorter and some of them will be longer. We have not--we've prepared presentations that are not proposals but that are informatives as a basis for inviting your questions, your feedback, your guidance. At the end of the evening and each one of the presentations, we are asking for no action except to just to conclude the session or the feedback on that particular topic and then to say, you know, thank you very much and we'll take that and continue to work on a formal recommendation that I'll present to you at a later time. So, it's about I think listening and feedback. I've taken my jacket off so it means it's more informal, you know, and so the idea is to try and have the kind of opportunity that we don't normally have in a full formal agenda as meeting. So, and along the way, you'll meet my colleagues, faculty and staff who are responsible for all the good work we'll be presenting with you tonight. So, that's my preempt. >> Okay, well, thank you very much and I do wanna emphasize that--excuse me, we are not taking actions this evening. This is intended to be a dialogue and we encourage people to chime in. Don't be bashful. Not that I had any thoughts for a moment, anybody here would be bashful but don't hesitate to speak up and be a part of a conversation because we wanna hear and we want to get information this evening that we can then use as we do our planning to move forward. So, the first item that a student access and success initiative, Dr. Rocha. >> Okay, I'll set up and Dean Miller is going to introduce his presentation. This has to do with the student access and success initiative which the board approved at the last board meeting. You may wish to turn to Item A at student access and success initiative template and this is kind of the master template, the kind of load stone to almost everything that we'll be talking about tonight. Bob is going to set this up. We're not gonna go through this whole template. Our goal tonight is to try and drill in to a couple of elements of this and to give you a much clearer idea on distance education and the student support that we'll be putting in. But again, you won't hear a proposal. We're offering this so that you can take it in and then give us your feedback. So I turn it over to Dean Miller. >> Oh, thank you very much, Dr. Rocha. First, I'm gonna introduce my colleagues here. One of the great things about these study sessions is that you get to see more people, PCC is an institution with nearly a thousand employees and we've got some incredible people. First, Dr. Leslie Tirapelle and Leslie is now our Interim Director Distance Education but has been in our library for many years as the primary technology lead. We congratulate Leslie just very recently, she received her doctorate from USC in Higher Education Administration. [ Applause ] >> Leslie also has a Master's in Library Science and Technology and a Master's in Information System. So, she is very, very--we're very blessed to have Leslie here participating and then Dr. Brock Klein. I think you know Dr. Klein who's hiding behind the monitor here but Brock is the Director of our Teaching and Learning Center but also the Director of our Title V. So, I'm gonna start this off and then I'm gonna pass it all to Leslie and then over to Brock. As Dr. Rocha mentioned, this is about--well, go back to that one slide real quick, Developing a Community of Practice for Equity-Minded Student Completion. Equity-minded student completion is really where we're talking about here for all the students that we support here at Pasadena City College and this notion of developing a community practice is also quite critical too as we move forward and the definition of community practice will be shared with you a little bit later but also, it's something that's just a broad notion of everything we do in is community. Next please. So, you have seen this before, this is our Project 90 the--which is guiding PCC into the future. These are our student's success achievement goals and targets tied to transfer associate's degree--associate stem degrees, certificates and our basic skill sequence completion. These are lofty, big audacious goals and everything that we do--that we speak to you here tonight about and everything that we do going forward as an institution will be focused on these goals which are a component of the Educational Master Plan which should be coming to you at a later day. >> As Dr. Rocha mentioned, we have the student access and success initiative. This one-page sheet is really our bible if you will, as we move forward in the various areas. This is behind tab A. This evening, the 3 of us are focusing on Access Goal Number 3, Online Education and Online Student Information Systems. After us, you will hear from Ed and [inaudible] Cynthia on SB 1440 in enrollment and management issues and then later on, revenue enhancement. The only reason I mentioned that is to say that our focus as an institution is on the achievement of our student access and success initiative goals. Okay, with that set up, we're going to watch a video that really describes today's students but 3 years ago. This is a video that was produced by Kansas State University. What I mean by that is it's a vision of what students look like today as determined by the Kansas State University people in 2007. Think about what's happened between 2007 and 2010 as you watch this and you know what we are challenged with in trying to capture the attentions and minds and passions of our students today. [ Noise ] >> And there is some audio on this so--uh-oh, it's not buffering. You wanna [inaudible] real quick. [ Inaudible Remark ] >> Yeah, that's true. Well, [laughter]--there it is, here we go--here we go [noise]. [ Pause ] >> Okay, let's move on. This is not going to--because it'll probably just do this-- >> And I just say whether it rack in this, you're seeing good, better and different or IT infrastructure, okay? That we--you know, we have completely competent staff and we're trying to drive a YouTube video, you know, through a machine here and it's difficult to do. So-- >> And we're--yeah-- >> This is completely unrehearsed but, you know, I don't think we've meant to make this point but the point is made. [ Laughter ] >> Yeah. And what worked before is not working now but again, from a technology point of view, these are some of the things that we have to deal with. I think the buffering. What we're gonna do is we'll send you this link. It's worth seeing and it's a description of our students today. Might give it a shot? >> You can give it a shot. >> Alright, let's see. >> We can try it. [ Music ] >> Yeah, let's not. [ Laughter ] >> Yeah, let's move on. Okay. Alright, at this point then, I'm gonna turn over to Leslie who's going to talk about online education. >> So, basically, what the film or what the video clip was going to show you is--what the video clip was going to show you is actually how complicated our students' lives are today. They're juggling so many things. One of the pieces in here talked about a student listing all the things they had to accomplish in the day and it would take 26 hours to do so. And so, this is why our students must multitask and this is why technology is such an integral part of their lives because this is how they're getting through their day and our students who are working, our students who have families. Those students used to be our nontraditional students but they are now our typical student. With the economy, we have more and more students returning to the classroom and we need to cater to them and to make sure that they are reaching their educational goals and so, in order to create this pathway for them, online education sometimes called distance education is key. This provides the equitable access to these students so that they can graduate and move on to their dreams. Not only that, we've got students who in everyday live are dealing with technology. This is integral to how they function and many of them would prefer to learn online. This is a much more comfortable space for them and for both these reasons, the reasons for the working mother and the reasons for the student who is just technologically savvy, it makes them very engaged in the process. They're motivated and a motivated student is going to be a successful student. Now, there is concern that maybe online doesn't produce a successful outcomes--student outcomes but actually, the Department of Education did a recent survey of empirical research, 12 years of it in fact and I believe it's about a thousand research studies they reviewed and they did find than on any average students who are learning online performed better than those receiving face-to-face. You do have that study in your packet. I'm not sure what tab it's under but if you read the abstract, you will see the-- >> It's Tab B. >> Tab B, thank you. >> Yeah. >> You can read the abstract 'cause it is about 90 some pages but you will see that there is no longer this concern that online is inferior to face-to-face. That is indeed not shown to be true. And so, what I wanna show you today is what is the student experience as they are learning online. What do they see? What is going on here at PCC as students take an online class. If I'm a student and I register to--for an online class about a week before the class, I'm sent an e-mail by my instructor and that instructor is welcoming me to the class and pretty much giving me instructions as to how to enter the classroom, when to enter the classroom, and makes me--make sure I have an understanding of what my obligations are as a student. From our home page from PCC, there is a link to Blackboard which is our current learning management system and our students would click that link or the link provided in the e-mail by the instructor and they would log in using their network ID. [Noise] Sorry, and password which they received when they register--when they enroll at PCC. This particular course is an art class that I'm currently enrolled in and this art class is thought by Dr. Sandy Haynes. In this particular course, I don't want it to remember my password. This particular course that I'm taking you to actually won an excellence award--a national excellence award and so we did get into it earlier. Let's wait for it to kick in. It seems like the network here at CEC is much slower than the main campus. [ Inaudible Remark ] >> Yeah, Rick. [ Laughter ] [ Pause ] >> Yeah, we're having a lot of difficulties. Let's cross our fingers that it'll finally come in. >> Can you minimize it. >> Yeah. >> Let's minimize this and then we'll just continue at the presentation. >> Yeah. Let's do that. >> Okay. >> So, then the concern is, do our students actually have access from off campus. And our 2009 student technology survey does show that yes, 90 percent of our students do have access to a computer from off campus. In fact, 88 percent of them have that computer in their own homes and for those students who don't have a computer off campus, we have many labs available for them and the public libraries also offer internet access. So, I think overall access is not an issue anymore. Is there a demand for online? There are most certainly is. In fact growth here at PCC without much of a concerted effort, it's just kind of happened naturally, we have seen increased growth every year. And this past year, we had about 40,000 seats that actually used the online learning system. Now, that is not just fully on--students in fully online courses. Those are also students who are in face-to-face classes whose instructors are using the learning management system to enhance the course. And what's really important about this is what we're really hoping is a vision so that students when they enroll into this college, they have a common experience from the very beginning to the very end. They know that each class they go to, if they ever need to find a syllabus, they also need to find any course information or if they were sick, they know that they can just go to the Blackboard system and they can find their--the information from the course regardless of whether it's face-to-face or not. So, this 40,000 is for face-to-face and fully online students who used the learning management system last year. Now, the bottom chart is basically showing our growth in terms of number of courses. So, in terms of web-enchained, those face-to-face classes that are using it to enhance the course, there're almost a thousand courses doing that right now in a year and in terms of fully online courses that we offer, close to 500 at this point. >> And the trends line? >> Oh, yes. And the trends line. Thank you. And as you can see, growth is forcing to grow exponentially and some research I've seen is for community colleges, we should plan for 11 to 22 percent growth annually at least in this area. >> Do you have a question, Dr. Rocha? >> Yeah. So that we can get the trustees kind of to be able to ask their questions, maybe, you know, we wanna use let's say as a resource part of what we're working on is a migration from the current Blackboard system which you can see is prehensile and to Blackboard 9.1. And so in fact we've been in meetings with Blackboard so that Leslie's work will be largely to pull together a group of 15 power users, that is 15 faculty will be able to work and deliver the course and then come back to you in June and show you the--you know, the courses that they've actually thought in the spring and then to go from there to over the summer to provide training and support for more faculty to come in, volunteer and teach more courses. So, you know, that's what we're trying to drive from the inside out on the distance education and so we're working on a plan that will have money attached to it of what it will we take for 15 faculty to migrate to 9.1 but fast and get over there by February for the spring semester and not to knock this out, teach--you know, teach these 15 sections at least as a demonstration and then to be able to come back and actually show you this on a computer that works. >> Yes. >> So, okay. So--but let me pause right there. Okay, and give, you know, the trustees an opportunity to just kinda debrief on that and just lay anything on the table. Jeanette. >> Yeah. I really want us to be very accurate in our present--in our characterization of this. The study actually says that there is a modest difference, a modest increase in online as opposed face-to-face but it may be due to the instructional method of delivery and then goes on to say that the largest increase, the large better learning is a combination, the mixed classes. >> Hybrid. >> So, I think--and I know it's in the abstract. It does say that there is--online is higher but it's a very, very, very modest and it is dependent upon they say [inaudible] study. Actually, I read this whole thing. >> Oh, you did. >> And it is much dependent on the instructional mode and the subject matter. So, not that I meant I'll oppose to this. >> Yes. >> But I don't want us to think that if suddenly put everyone online, everyone's grade is gonna shoot up. Modest is I think the keyword. >> Yes. >> Right. >> And thank you for noticing that and I--maybe I should have presented it a little better. I really wanted to show that there's--common misconception that online is worse and I just want to show that students are getting an even playing field. They are getting effective teaching in this mode and that the outcomes will be successful and not to fear that they won't be successful in the long term. And, so thank you for clarifying that. >> In fact, the conclusion--one of the conclusions, first 1 on page for Roman numeral XVII in recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective. >> Yes. >> Providing a rationale for the effort required to design and implement blended approaches. And it states further, when used by itself, online learning appears to be as effective as conventional classroom instruction, but not more so. >> Okay. >> So, the point is well taken. >> Yes it is. Geoff. >> It seems more and more that our classes are gonna be using blended forms, what percent do we have classes now use the Blackboard system? Do we virtually all classes have some element that incorporates Blackboard? >> No. And in fact that is the direction we would like to take. >> I see. >> We have approximately 800 hybrid--or not hybrid, web-enhanced courses. In other words face-to-face courses that are using Blackboard to support the course at this moment and the direction we want to go is that common experience I spoke to, so that every course has the--every teacher has the opportunity to use Blackboard to support their-- >> Sure. >> Classroom. >> Well, that's the direction I think we definitely need to move in because students are going to be relying on the web as a resource to enhance their experience with their class. >> Yes, of course. >> And so, I'm glad to hear that that's the direction. >> I think percentage wise, it's a little bit over 20 percent of our course sections annually right now are using some form of LMS to support them but that growth has been very significant over the last 5 years which is why we see the trend lines going up. But the goal is to provide a course shell for every section, for every faculty member who wants to use it, even by the end of this year but certainly by the end of the next year. >> Right. And then I'm hoping we can find a way that--to both incentivize and assist faculty make that transition if they're unfamiliar with how to incorporate the technology in their class. The other point though that I wanna make and ask about is my experience when I talk to faculty too, when you create a distance or online learning experience, it actually isn't less work or you can teach more students more readily, sometimes it's--you can only teach fewer because that interaction with--between instructor and student is much more one-on-one and that--and as a result, it doesn't necessarily automatically equate that, oh, we're doing an online class. That means you can teach 200 people in a course section because that would require a faculty member to not sleep for an entire semester to instruct 200 students. >> And yes, I do agree and we actually--the faculty Distance Education Committee and the Academic Senate are--have proposals for course cap limits for instructors who are teaching fully online and those are negotiation item with the union and so that's something that will be on the table but in terms of best practices, yes. Keeping the number limited to a reasonable course size, you know, 30 or--I mean it could be higher, depends on the expertise of the instructor in online. >> But in all-- >> Yeah. >> An instructor teaching one course, 30 times instead of one course to a group of 30 students. >> Yes. And what's key is that that instructor does not take on the load that impinges on the educational experience of the student. So, you wanna make sure that regular contact is there with the student, it's effective and that the learning is actually taking place and that it's not just a place for students go in and teach themselves. >> That is, Ms. Wah? >> Yeah. Just 2 questions. One is, you said that you have 500 online courses now and so with its expectation, which type of courses do you think are best adapted to this and what's the expectation for the increase I guess on those sections or those courses? >> At this point, a lot of our courses that are online are in the BIT area and what I would like to see--the vision I would like to see is a fully online pathway for our transfer in AA students, so that those students who want to receive an AA or who are going to transfer are able to register online--I mean enroll, register, get all the student services online and actually take that pathway through to successful transfer or graduation. So, we are currently looking at the IGETC and see as you transfer requirements to pinpoint those courses that we definitely wanna see in as offerings here at PCC. Now, our instructors, this is optional. They don't have to teach online. This is a choice they make, but there are key instructors in each of these areas who are definitely interested in taking this on. There are some courses that do not transfer to CSU and UC schools, speech would be one of them. It must be a hybrid class because of the performance aspect. The performance piece must be done face-to-face. Another is science labs especially the wet labs. They need the lab portion to be face-to-face. So, in terms of a fully online offering at this juncture for AA graduation, it's not really possible but the future is coming fast and it probably will be possible very soon and then it's our vocational programs I think is where we gonna see a lot of growth actually because those are the--many of those are students who are working full time and who have families so we really wanna focus on those vocational programs so that we can get students their certificate. In terms of actual projections of where we're going to be in a year or 2, I don't actually have hard numbers for that but I do see that there is projective growth just nationwide for community college as they are looking. I read one study around 11 percent at least a year if not more up to 22. Bob has-- >> Yeah. Like I just said-- >> Might have more information. >> Just very quickly. >> If--we are trying to keep this simple tonight so we didn't give you all the stats but if you look at our stats, you'd see growth of 10 percent, 11 percent, 20 percent, 42 percent depending on what's going on. Our process here at PCC is that our faculty through our Academic Senate Curriculum and Instruction Committee bring proposals into what we call CNI. They have worked with their division deans to determine whether or not a particular course is suited for distance education application or online application, whether it be pure online or a hybrid. So working with their deans, faculty [inaudible] and our CNI committee recently underwent if you will, orientation and training as to the types of things to look for as we ramp up the quality of distant education. As Leslie goes on here, she'll talk about the professional [inaudible] plans that we have for our faculty to prepare the institution from the appropriate academic perspective to be able to grow in a manner that we're talking about growth. >> And then just 1 little technology question. So even if you upgrade your software and we have all these students who have access to their own equipment, what assurance would we have that there's going to be sufficient infrastructure and bandwidth for them to communicate. I mean what happens if they're communicating from their home or wherever and there's instability or inconsistency in that bandwidth? >> Right. And part of what we have on the distance education website which is available through the PCC home page is students are--before they enroll, there's kind of a quiz, you know, is online for you. And there's also technical specification so that they can see whether or not they may meet those from the resources that they currently have and if they don't, we refer them to the various labs on campus that could offer them those capabilities so that they could take the online course that they still choose to after they figure out if they have an aptitude for it and they have the technology personally at home. And then another thing that we're gonna speak to later is actually providing Blackboard mobile which is through the hand--the smart phones and most of our students, when you work around campus today, they've got one and so that's another avenue for them to actually--and also iPads or something like that. That's another avenue for them to access their courses. In the future, what we hope to do is before a student takes an online course and we hope to have this in place by next year is to actually have a short term kind of course for them to take to ensure that they learn the mechanics and at that time before they're actually enrolled in a credit course, they learned whether or not they've got that technology available at home so they're not stuck once they're already enrolled in a class. But, did you wanna-- >> Yeah, I just wanna add very quickly, also the learning management system is hosted off campus, active service provider off campus, so--and it's a highly, highly reliable, reliable system so I think the percentage that the system has been down in the last couple of years has been less than 1 percent, significantly less than 1 percent. So being a host off campus having the built-in redundancy, we feel that the technology backbone that supports this is very robust and frankly, it's one of the reason why we put it off campus 'cause we weren't sure that the college technology as it currently exist could support this. >> Sorry, I was speaking from a student perspective. I wasn't sure. >> No, and I was gonna ask from both perspectives too because one is the backbone, the second would be the--does the student have sufficient technical infrastructure and so I just was wondering we're creating sort of have/have not situation here. We're not going to exclude any students. If you don't have technical access or access to the technical infrastructure, then you would be able to what? Go--come on campus and you use the lab. >> Yes. >> Okay. >> Yes. Libraries, any place that has an internet connection, they can get online. >> Dr. Fellow, I think he has his hand up first then Dr. Mann. >> Thank you very much. I have faculty who are teaching 250 students online and doing it very successfully. This is the future of education and you have to get into it and I really respect the approach that you're taking of getting all the classes involve. And I think what you are going to show at the YouTube little clip is that these are much different students then when I was in school. These are technologically, really literate students. They probably know more about technology and computers than they do the English language and the history of their country unfortunately. But students today have no problems getting on Blackboard. Blackboard is a very easy system. We have more problems with faculty learning it. But--and the students are more eon years ahead of faculty but one of the great advantages of this is that you really could--this past week, we have a faculty member break her hip and she was able to conduct classes instead of getting a substitute, she just continued to conduct them over Blackboard 'cause all the students know how to use it. So there're a lot of advantages. And we are now putting together complete graduate programs online and this opens it up to the whole world, these programs. But I'm glad you're moving ahead. This is the future of education and also saves lots of money. We don't have to build buildings, thank you. >> And Dr. Mann? >> Yeah, I would--I think we may have gone a little bit too lightly over these 12 percent of students who don't have access to computers, that would be 3,000 students. I guess we have 30,000 students. If anyone has ever gone to one of the Pasadena Public Libraries, their computer system is actually more archaic and slow than the one on campus so I think we really need to not assume that all students have smart phones, all the students have computers and that there is a significant percentage of--number of students maybe not percentage of students who may not, you know, have access and these are probably the students who might benefit most from it. So. I would hope that maybe we could develop some strategies for these students. At one time, there was a candidate for president of this college several years ago suggested that we should furnish laptops, then it would be probably something else for students who, you know, have financial needs at certain levels. So, I think we touched that. Ms. Wah mentioned--you know, touched it but I think we touched that a little lightly if we would actually drill down a little bit and see who these students are. >> Yes. And do you want to speak to that? >> Maybe we can move on quickly. >> I think Mr. Martin wanted to ask a question first. >> Oh, I'm sorry. >> I wanted to thank the staff as many know from previous meetings, I am a strong proponent of distance ed. This is the future and I wanna make an important point that I think we need to give students credit, an intelligent credit for being able to be self-selecting. Students will know whether they wanna take class online or whether they wanna take it in person in which way they would be best for them for their own reasons. And the more students who take classes online in many ways open up more seats for in classroom students so that they can get those seats. And even when you're looking at these studies and I read the summary. I didn't read all 90 pages. I wonder even if the studies taken into the fact that students are intelligent, they're deciding which teachers they wanna take based on information that's online. They can certainly decide whether they wanna take it hybrid, online, or face-to-face for whatever reasons they have. I've been a proponent of more classes and more local classes and as Dr. Rocha knows from visiting the district recently, it's a long way to the campus and this is a wonderful way to bring classes locally not just into the neighborhood but into your home. So let's give students credit that--and let them decide and make these decisions as to which method is best for them. I think we are as a board needs to promote the general concept of advancing distant education. I think we need to leave it to the staff and to many because our family has experienced online teachers who are obviously thrilled with the online process and communicate quickly with you and it's a wonderful experience. And we've experienced teachers that's--it's kind of obvious that maybe they were dragged there and forced to do it because there's very little communication and if a student sends an e-mail, the replay doesn't come back for 3 or 4 days and it's one sentence written in code or something and so, you know, it's important that even the teaching process in a way be self-selecting because as much as--you can't hold people's noses and throw it down them to get the kind of response that you want, so unfortunately we're in a position of hiring a lot of teachers in the future but as we do hire, we should be building into our screening process perhaps trying to sort out people have desired to do this because I do think there will be an increase demand for it in the future and we certainly don't wanna drag those that don't wanna do it to have to. >> Unless there's somebody else from the board who wants to ask a question or say something but go back to Dean Miller and the group and let them continue with their presentation. >> Anything else? Alright, so just very quickly, I'm not gonna actually go through the course. I just wanted you to see what--actually, I just want you to see what the student basically sees when they come to Blackboard and you know what, I'm not even gonna try now that I look at it because it's still not functioning but please, if you do want me to walk you through a course, do not hesitate to call me and I'd be willing to meet with you and walk you through it. I'm sorry, our technology is not working this evening so. So basically, what I wanna to talk to you about is our phase 1 goals. These are our goals for this year and we have many more goals but these are the biggies. We've got--actually, I've got 11 pages of goals but first of all, we need to upgrade our learning management system to version 9.1. Our current version will no longer be supported by Blackboard very soon and we are contracted with Blackboard through 2012. It is a disservice to our faculty to stay where we are. We're gonna move forward. We're gonna get on the current flat form so that the tool is no longer a barrier to teaching which many of them say it is. It's very clunky, so that it is just the seamless online classroom. We're gonna try to do this by spring of this academic year. We are going to implement a comprehensive professional development program for faculty and we're working very closely with Brock--Dr. Brock Klein on that and incentivising it for our instructors so that they are able to have the time, the resources and so forth to develop excellent online courses. We are gonna employ a 24/7 technical help desk for both students and faculty. We have never had support for students--help us support for students in the past and at 12 o'clock at night when they're doing their assignments and there's a technical glitch, they will have someone to call so that they can proceed with their assignments. And the last thing we're going to start looking into is launching mobile applications for our campus services including Blackboard and let me just quickly show you. [ Silence ] >> Are we funding this all through the new fund? >> What? >> Are we able to fund these initiatives through the new fund that was-- >> Yeah, so well, just generally, the plans that you just saw up on the board, you know, we're working on, you know, the costing of it. >> Right. >> And so that will come-- >> A 24/7 help desk will require some resources, too. >> Right, right. We estimate--I mean if you wanna know a round number, it looks like out of that fund that we authorize at the distance ed, a portion would be 160, 170,000 dollars that will be flushing out for you down the road but it would include the help desk, it would include, you know, all the elements that were on the side there. So--and so this is the--you know, the student information system, the mobile app for it. >> And so, currently there's one community college that actually has an app, an iPhone application for the phone and basically, I'm gonna show you how this works. Sorry, we were--so this is the home page. This is what students see when they go to Houston Community Colleges mobile application and pretty much at this point, it's all information all--they were able to get into the directory, phone numbers and e-mail for instructors. They're able to look up the course catalog to see what classes are offered and I'm just gonna click on to that so that you can see what that looks like. And so here if I wanted to take for example an anthropology class, I could be on the subway right now, trying to figure out what class I'm gonna take and I could see that there's a general anthropology class that I need and this happens to be a multicampus college or districts, so I'm gonna go with the Northwest College and I can see that there is an internet or online course taught by this instructor, Ann Bragdon, and that if I actually click that, I'm able to e-mail this instructor and ask questions if I have questions about this course at this point. The functionality that they don't have currently that Houston hasn't implemented, that many four-year universities have is at this point, I could register for this class. Wouldn't it be great if PCC was the first community college to offer that to their students? I mean the future is so bright. There's so much we could be doing. There's so much innovation that could be happening, not only technologically but in the classroom and I'm really looking forward to being a part of it and how we're going to support that is something that Brock is now going to speak to. Actually I forgot, there was 1 more slide before--I get ahead of myself and I spoke to the student training. [ Inaudible Remark ] >> Oh, thank you. I spoke to the fact that we wanna make sure by next year we have student training, so, the students can make sure that they know how to use this system before they start taking online courses. We want all student services online and this is isn't just for our online students. This is actually for our face-to-face students so they don't have to come to campus for a grievance process, so they don't have to come to campus for counseling session. They could do it synchronous, face-to-face, live via a computer if they choose to. These are all options in addition to the face-to-face options. And we're gonna offer that course shell. The shell is the online environment or classroom for every section that's thought on campus and then this is the point where we definitely--once be up this foundation set, let's start looking at innovation in teaching and learning and make that the focus of our online learning program, Brock. >> Should I sit over there [inaudible]. >> Sure. >> The teacher in me still wants to stand up and start talking [laughter] but he's not going to. He's gonna sit down here. As Bob mentioned, I'm the Director of the Teaching and Learning Center and for the past 10 years, we've focused our attention on developing and evaluating programs, resources and service for the underprepared student. The student comes in at the basic skills level and particular, the first year student. And to drive our learning, we have always had inquiry questions. So in the first year, we had questions like who are our students and how do they define success. We moved down to faculty and that led to inquiry around professional development. We looked at structured supplemental support, tutoring, mentoring and such--and so on for the past 10 years. Last year, we moved to the question of communication. We observed in our center that we are not communicating well with one another especially our students. E-mails go unanswered. Bright shinny brochures, six-paneled brochures go untouched and unread. Students are confused about the last day to drop, et cetera, et cetera. A general question would be how can technology enhance communication teaching and learning? Specifically, we are moving towards 3 questions and the first 1 has to do with social networking and how we can use social networks to build community which is so essential for the success for this group of students that we were working with. The use of cellphones for just in time communication. We have a wonderful guy in our center right now who's piloted a case management program. He doesn't e-mail anybody. He texts students. They respond in minutes and for the first time, this world has opened up to us, a-huh, this is how you get to the students. And then finally, innovative technologies that we can use in and out of the classroom to enhance instruction that can lead us to greater persistence and success among students. For all those things that I talked about, I was really happy that as we were developing the Educational Master Plan, that first year students and technology and professional development rose up as central components and I'm also very, very happy that Dr. Rocha has made these same 3 items central to the student access and success initiative that you are now aware of. Recently--well, still going on actually, Bob and Crystal A. Kollross and Lynn Wright is not here and I collaborated to help the campus understand the Educational Master Plan and then particular Project 90 and we've had a series of workshops when it's gonna be on Friday perhaps our last one, and we worked with about 70 or 80 people. >> And to help them understand the educational master plan and to work with them to create targets that you see in the chart that is in your packet. I think it culminated with Flex Day where we had the entire campus engaged in a structured guided conversation around the educational master plan and then when Crystal and I with the help of Bob and Lynn went to code the feedback and then look for themes. I think a very simple narrative made itself apparent and it was consistent really across all departments and disciplines. And that is--first of all we recognize that students need to--the transition from high school to college is a difficult one. And students need embedded sustained orientations. They need to start right, get into the classes that they need especially Math and English. The path needs to be cleared for them so that they can continue in those sequences as they define a goal and achieve it and that technology and professional development are two threads that can support the institution and help that student move towards completion. We have an extraordinary opportunity right now, you have heard about SASI the Student Access and Success Initiative. I hope you're aware of our good news about Title V, it's a five-year grant from the US Department of Education, this is our third Title V grant and I think I mentioned to Dr. Rocha that I would cry if we didn't get it so, you know, that didn't happen. We got it, I'm thrilled and now that I see the SASI proposal, I see the connection between those two. We also have the good work that was done by the Basic Skills Initiative Action Planning Group and of course we have other resources. The challenge now is to see all of those as one initiative and one mission and to that end, yup. We're bringing people together at Cal Poly Pomona, the Kellogg West Retreat Center very soon, November 6th and 7th. And this is a group of about 25 people we'll have a tech team there, we'll have external evaluators there, and I hope that by the end of the retreat we'll have a group of people who will help us put all of those pieces together and we'll have an understanding of the mission that the college now has to achieve the Project 90 goals. That they'll accept some sort of roles as leaders at different levels to serve as ambassadors for that initiative that they can leave the retreat and spread to their colleagues and to their faculty and their staff what we're gonna be about for the next four or five years and then to take a really active role in making sure that the process is a good one. In my mind all roads lead to professional development and we can challenge people and we can hold them accountable but we have to support them as they take on those challenges. And so I hope those bullets are familiar to you. They are from the Student and Success Initiative and our goal is to create inquiry teams. I mentioned before those inquiry questions, it's a structured process that we've used in the TLC as a--as a very successful professional development tool, it asks faculty and staff, any participant, to create a hypothesis to engage in research, to create a pilot, to engage in action research and then to evaluate what was done, disseminate it and move forward. We have to practice what we preach so we're looking for good practice and for us that would mean action research where we study, apply and evaluate. And so on the studies side that has to do with understanding who our students are and what tools we can use to help them succeed and then applying those with pathways that I was talking about. This interest that the college now has to clear the path for students to complete their goals as well as this concept of learning studios, getting to technologies that are state-of-the-art and helping faculty and staff use them appropriately. And then looking at our achievements and learning to see if we are on the right track and then of course looping around. This last slide I think kind of summarizes and it addresses some of the questions that the board had I believe. On the left you see that the--the four major components of Title V and they of course all have in my mind a technology and professional development thread through them. I've already put together a tech team and we started discussions already about that first year student portal. We're looking at everything from Cerritos College, iFalcon to Valencia College in Florida's life map which is probably the premiere system in the community college system. If you look on the other side you see student information systems and I think there is the connection. Can we create an environment where a single portal, so that a student can easily access information move through the system simply and easily, be empowered to take on their own path, their--their educational goals with the help of course of others online and off--and off and move through the system successfully? We have modularized learning which is an acceleration model, I told you a little bit about case management and how technology is facilitating that process for us and then supplemental instruction, of course we need cooperation from the campus community and so MIS and computing services, the folks in Web production and those who help us with labs and classroom technologies are gonna be critical as we kind of bring all of these things together. On the SASI side we see as I mentioned the SIS, the Student Information Systems of course the work that Leslie and her colleagues are doing in online education and she mentioned already we're--we're actually having meetings right now to provide professional development for those folks. Being an online teacher does not mean you're a good teacher it just means you're teaching online. And so getting faculty to understand that environment and to use it properly and become good teachers in that environment is one of our goals. As I wanted to kinda close it up we started at the beginning with a--an image of students working together and I was sitting at my computer which is right in that corner there and I thought maybe I can capture a photo, I'm not kidding here I walked out to the center I thought to myself maybe I can collect some students who are using technology and this group of students is largely Puente students and it was raining and they were waiting for their class to start, every single student was using a handheld [laughs] and a computer, every single student. All I had to do was ask them to squeeze in so I could take their picture. I think the students have given us a mandate and I think we have to respond, thank you. >> Could you move back to the previous slide? >> Sure. >> And maybe I can just give this a wrap and then as for the trustees any further thoughts or questions. Again, looking at it again, [inaudible] basically what Bob and Brock and Leslie have done is take this and use this as a pull down menu okay? And what they've done is to give you some information that sits behind these blocks on this template, okay? In this slide here, alright, what this is expressing is that you have these pieces, well what's Title V? Title V means that big grant that we just got, right, the 3 million dollar, five-year grant. And the campus support team, that's the existing IT human infrastructure, the MIS Department, the Academic Computing and Web services, Pat Reece and so on, classroom support. And the Student Access and Success Initiative, this also has technology pieces to the SIS, you know, the iPhone app that, you know,--now the iPhone App won't just be if you have an iPhone but it will be web-based so all you have to do whatever you saw on that iPhone you just go to a computer and you'd be able to access every student service that you now have to go into a physical environment, the online, the distance set and faculty learning student. So the logic of this is that we've always had technology in kinds of pieces all over the place and now what this initiative is saying is that we're going to pull it together, use technology as the kind of basis or the bed that is now going to run through the entire program and of course the heart of it is everything that you're looking is not just technology but technology for academic educations. >> So with that, we'll close and but just let me pause right there and ask if there--invite thoughts, comments, questions-- >> Mr. Martin? >> --challenges, anything at all? >> Just wanna sound a warning on the shell 'cause we obviously have five thousand students using online classes. We don't wanna get caught where and I'm not sure what you mean by shell but we don't want it to be a hurdle that those that know what they're doing have to go though. Because then those that know what they're doing, go to some other community college to get their online courses so that they don't have to waste their time going through the shell so-- >> And the concept of that is that every section will have a learning management system portal or shell that content can dropped into it, so if the student is out ill, if a student has to work, if a student for some reason misses an on campus class, they can go to that portal to that shell and pull down information. >> That's fantastic-- >> That's it-- >> I missed--I missed it, another reason--I know-- [ Simultaneous Talking ] >> Yeah. I guess what I'm saying is I think it's good having some training online available if you want to take an on link class, you go there and you go through this but that same barrier may turn people off that know what they're doing and can take it some place else. That was what I was trying to say. >> Okay. >> Other trustees, Mr. Baum? >> It's more--I don't have a question about the direction you're going, it's just how do we as an institution get there? What kind of incentive can we provide to a tenured faculty who has taught for many years who gets good teaching evals to actually find--give them an incentive to integrate technology in to their instruction. >> Well, I think that, you know, as Leslie would tell with more time is that first of all, there is a large group of faculty. Well think of it this way, we have give or take about 350 regular full time faculty. Of those 350 regular full time faculty, I'd estimate now I'm being really kind of rough in my estimates based on my observation, maybe 275 of those faculty teach in disciplines that would be more or less good for online, alright? Of those 275 faculty I would say, 150 to 200 if given the proper training support and IT infrastructure would gladly and willingly commit. So, this is--so what--to get there, what Leslie is setting up is we're gonna start in the spring with the 15 shock troops, okay, the--what's known as--not the Power Rangers, no the Power Users, the Power Users, those 15 will be given support for example just a training course to be able to do this takes about 40 physical hours, you know, of time on task. So faculty will need to be supportive for that and then if that goes well and you'll the results of it, that's one of deliverables on the sheet, then we would set up a, if you will, a training institute over the summer to invite all the rest of the faculty who would willing do so to commit. I think it's a reasonable goal that based on what I'm describing in crude fashion that by the time we hit fall that we would have as many as a 100 faculty ready, willing, able, trained to get their courses on which would be a huge, you know, step forward. And not just for online education, I point out that the good thing about online education is you ought to be able to use it as some of the trustees have pointed out in a physical environment. In other words, you can use it in a hybrid environment, you can use it because you have the screen in front of you and you can be able to teach from those online resources. So what you'll be seeing is the detail on what it would actually take time and money to get one English teacher to be able to teach English 1A online for example. >> Mr. President, you should tell them the greatest benefit as you could stay in your bed in the morning and teach. >> That's right. [ Laughter ] >> You can do it in your bunny slippers. >> Yeah. That's what they do. >> That's right. >> I'm sure you're not speaking for personal experience [inaudible]? >> I'm getting a hybrid and it's wonderful. >> Yeah. >> We good? >> I'd be innocent in knowing with Mr. Pack or our student representative if they have any questions or any comments on this. You are the one who are gonna be directly affected by it. >> Questions not so much, I will say I'm really thrilled at this presentation, I was at--not the last educational master plan meeting, the campus wide meeting that was hosted but the one before that and I can see that they've really taken to heart what was brought out at that meeting and I've very--taken very thoughtful consideration or very thoughtfully considered what the campus gave them as feedback because I'm seeing a lot of that reflected here so I have the utmost faith the team we have working on this is really taking me to the campus and to consideration in a very meaningful way, one and then two, I think, I mean, I'm less concerned about the process of moving the classes online because I mean that's--its' just gonna happen sort of, I will say though that I'm really thrilled about this particular component that was on the page that's up there, the first year student portal, I think that a lot of students that come to PCC have a lot of unanswered questions and we simply don't have the bodies on campus to be and to answer those questions in a meaningful way all the time. So a lot of students just don't have that access and I think providing a first year student portal would wonderful in terms of answering those questions and helping give guidance to a lot of these students who otherwise might be lost during their first year at PCC so I think this is a wonderful proposal and I'm really thrilled and thankful that we have people working so diligently on this. >> Anything to add to that? >> I would just like to echo the sentiments as someone who's currently taking one hybrid class right now. As a student I greatly appreciate the--mostly that a hybrid class enables the students to be able to go back and forth and be able to look at things online that maybe you didn't quite catch in class. I think it leaves lots of room for growth for students and I think the way it seems to be moving forward, is--it's a very positive thing and I also took--Professor Haynes and--if we could have all professors we go through professional development and go through something like that I think it would be something very beneficial for all students. >> Very good. Any faculty members who have comments or questions? A question for you, just Dr. Rocha in terms of managing our time, it's now about 7:15 I believe or closer too and we don't really want to be here until midnight, I'm just wondering is the educational master plan options that U Building is something that you feel is timely and needs to be discussed this evening? >> Right. Well you're-- >> Educational master plan revenue enhancement strategy, I think we definitely have to talk about. >> What we can do is first of all, we'll as we move forward with the facilities issue and Rick is ready, I'll ask my colleagues, we can forgo policy review project 'cause that's just an informal, there's nothing there. And the educational master plan revenue enhancement strategy is really just a reference, I don't think that will take more than 10 minutes, I'll see to it that it doesn't take any more than 10 minutes. SV1440, we had budgeted at about 15 minutes for that. So I would think the one major item id the facility stuff and I do think that would probably take about 45 minutes or so as long as he doesn't use the computer. [ Laughter ] >> I certainly wanna add the--my own thoughts on the presentation we've just observed and been fortunate to have is being quite excellent and really I think did a good job of portraying the challenges and laying out a plan for the future so, thank you. >> Thank you President Thomson. While Rick is setting up there first of all I did want to thank Bob and specially Leslie and Brock part of the study session is the medium, is the message. We wanted to show you the actual human beings, the faculty who are working on this stuff and working with our students and so it at least shows you that we're on it and we'll be developing these plans and bringing them forward to you as formal recommendations. Okay, segue onto facilities. The--Rick is going to start with basically the U Building, alright? And Rick is going to move through a--some information, not a presentation or proposal. >> But since we are faced basically with the situation that the recent engineering report said that while the U Building is safe for use, it is aged and requires--and would not probably stand a, you know, a major seismic event and we should probably--not probably but the report essentially says that we should vacate the building as quickly as possible and explore other options. So, what tonight is about is not telling you what we did but telling you some options that we are contemplating on what to do given that we must move out of the U building by summer and the information that Rick will be presenting has been worked on by Rick and his staff and with Dean Douglass and others in the U building and then Rick will segue on from the U Building since everything with facilities is kind of like playing dominoes, that if you say okay, I'll put it over here then, you know, this set of dominoes. What Rick has tried to do is to set out just in a conceptual way so that we can begin--you know, have it in the back of our minds as we go forward over the next few months, what some of our medium and longer term options are given the fact that in the next six months, we will have to do something with you. So, given that, I thank Rick and turn it over to Vice President van Pelt. >> Thank you and I'd like to introduce Jack Schulman as well, the director of the Measure P project. For those unfamiliar, the U Building sits in the middle of the campus toward the eastern side. So, that is the U Building right over here. In terms of the structure itself, this is how the U Building has been constructed. Now, the challenge that we have deals actually with the way that the building would act in an earthquake and the real challenge deals with these connector pieces and what ends up occurring is that the steel members within the structure would flex more than would be typically constructed these days and what that does is because of the extra flex, it puts stress on these joints. Now, I would point out that the building itself was constructed and was completed right after the Sylmar earthquake. It's gone through the Sierra Madre, it's gone through the Whittier, it's gone through the Northridge earthquake. Not withstanding that, the issue does deal with the steel connector pieces in the U Building. So, as Dr. Rocha pointed out, we are exploring options for how to deal with it. Now, we did explore the possibility of--now, each one of these steel members by the way is also covered in asbestos. So, in order to deal with the U Building, first we would have to take the asbestos off the steel members then we looked at the possibility of strengthening each one of those joints and that means every single joint in the building. It also means constructing stiffeners throughout the building in order to prevent the building from swaying too much. In order to do that, it's likely on the order of about a six to seven month design process then into the division of the state architect and then probably about two years' worth of work. At the end of that and we figured that that is probably about a 17 million dollar project, we will have the U Building back and the U Building as the occupants of the U Building would point out is an obsolete building. So, therein lies one of the problems. Now, we also looked at creating a super structure outside the building. So, what's called an exoskeleton in order to contain the building from over movement. In order to do that, we have to create a steel building around the building and of course, that would require some massive footings again in order to absorb the impact of an earthquake. So, therein lies the issue is that it has in fact dealt well with previous earthquakes and it comes down to as Dr. Dave Douglass would point out, low probability high impact events where the potential failures might take place. So, in terms of the U Building itself and what the issues are, those are the issues and if there are any questions on that, maybe I should pause at that point. >> This is on just the state of the U Building itself so what Rick has described is that you know, the engineers did not one but two reports that said that you know, it's an aged building, you know that the structure needs to be vacated so that it either can be, you know, rehabbed--going there in rehab which will include asbestos removal or you can put this exoskeleton kind of like putting a brace around the whole building, that would be option 2 or as Rick will go on, either way, we've gotta get Dave's and Barbara's people out of there and/or option 3 would be to ultimately take it down, demo it and put a new building, you know, replace it with a brand new building. So, questions for Rick please. Mr. Martin? >> What year was that building completed? >> 1971. Ms. Brown? >> How old is the building? >> How old is the C Building? >> Yeah. >> Well, originally, the C Building was built I believe in 1914 or 18 but it was reconstructed after the Long Beach earthquake in the mid 1930s. >> So, this is the only building that we are having a problem with? >> It is not the only building we're having a problem with. It's the building that has the greatest concern for us. >> What other buildings? >> There are relatively and in comparison with the U Building minor issues with the D, the E, the C particularly the wing of the C building, let me just bring that up. What occurs in an earthquake--let me just zoom in on that. You can see that this part of the C building is a peninsula and what peninsulas do in earthquake is they would tend to swing around. So, what you end up having to do in modern earthquake code is to stiffen these corners in order to absorb the impact that an earthquake would create. >> Mr. Baum. >> Same as Ms. Brown, what about the R building next to that too, is that-- >> Yes. >> It's going--that one right there, oh, that's an older building too, right? >> Well, the R building is actually two buildings. Now, and let me just point out, this is the earthquake report here. This is the engineering report and what they did is on the tier 1, they did evaluate and they did question the R building. The tier 2 said that the R building is not an issue. >> Dr. Fellow. I'm sorry. >> And then my followup is just as we--as I talked to Dr. Rocha and others, as I sit on the board of governors, they talk about capital improvement projects. They identified capital projects as top priority as those that have a safety aspect to them and are we in communication with the chancellor's office about these potential needs to upgrade our buildings for safety. >> Yes, and the issue with going to a category A building is several fold but not least of which is that you cannot make any change to the building. So, the chancellor's office and I have to e-mail from the chancellor's office that I got a few days ago. They say that it goes to the extent that you cannot create a smart classroom out of a non-smart classroom. You cannot take a wall that divides two small classrooms and create one large one. You cannot--now, we have three major programs that are within the U building so we've got the health sciences, we've got natural sciences and we've got the student health center. Okay, it means that in the end, you must have those three. It means that the square footage assigned to those three must remain. It means that you cannot add square footage. You cannot subtract square footage. >> I understand but there--I understand those tradeoffs but it also gets us to the front of the line for state funding if we need it. >> Yes. >> But we wouldn't be able to improve the building in any way other than making it safe. >> Correct. >> You can make code changes but that's the extent of the improvement that can be made. >> Dr. Fellow. >> This brace that Dr. Rocha talked about. Would it withstand a major earthquake or-- >> Well, an issue is, is that from the seismic perspective, the field act would require that the buildings be--that you would be able to evacuate people from the building not necessarily that the building would be usable after the earthquake. And the reality is again, Dave Douglass is a geologist so he can explain this better than I can but it deals with the proximity and the severity and the shape of the earthquake. Even the most modern building will have a point of failure. That's just the way it is. You know, if we had a--you know, an 8.5 or 9.0 earthquake, these buildings--no building is intended to be useful after that. >> Now the idea is that we would be able to get the people out of it. >> And this will be--this summer you're gonna evacuate that building or? >> Pardon. >> This summer, that building will be--it will be all taken out, all this-- >> What, I think what Rick is describing that yes, the U building is a so called tier 1, is it, tier 1, in other words it's the most eminent. It's the one that you gotta work on first. And so the one decision we're getting close to present to you is that A, we ought to get the U building faculty and staff out of there by summer and get them somewhere while we figure out what to do with U. >> I think I actually agree with you, thank you. >> Just on a risk management since we've now documented this. How much risk are we at now, between now and this summer? >> Well, you know, again I'm not an engineer or geologist. We have the report there whereas Rick says. I mean my judgment based on what Rick has presented to me is that yes, there is some risk, if we have a major earthquake not only that building but some of the other older buildings you know will certainly not be anymore usable. The issue is as Rick pointed out, not to my mind it's--what Rick is saying to me is that look, if we have an earthquake of say and you know and I was in Northridge which was a 7.1 event, alright. We lost nobody on campus. But every building was unusable, as Jeanette remembers when we were there that day. So that's what you want actually. What Rick is saying is that we need to get the buildings up to a certain point so that when a major earthquake happens the building will be in disrepair. You will not be able to use it again without you know major repair or replacement but no one will be injured. Everybody will be able to get out of the building and survives the quake. If you have an event over 8, hang on. I mean every--you know with everyone's at risk. >> That's right. >> So what we're hoping is--not hoping but I think based on the engineering report, the quickest we can move out of there is by summer. And so we are speeding ahead. As we say we haven't done anything but we are you know getting close to presenting a plan to you that A, gets them out, okay. And then B, what do we do next which is what Rick is talking about here, so. >> Okay, so with that we move on to the next phase which is the various different options that we're exploring. It does appear that the best option is to move out of the building and to take the building down. It is a functionally obsolete building plus there's a rule that if you're gonna spend more than 50 percent in the rehab of the building you need to replace the building. And that's obviously for economic reasons. So with that in mind what we've done is we've created a chart with different options that we're exploring. Starts with the Pasadena Unified School District, the education center which is there on the corner of Hudson and Del Mar. We did tour that and our estimate is that it's probably a 14-million dollar upgrade because as soon as PCC begins to use it we're gonna have to bring it up to division and state architect in modern code standards that applies to both the seismic as well as the other codes, the electrical, air conditioning and the so forth fire codes. City of Pasadena property, west of CEC and discussions with the city where the ice rink was going to go, that property could become available. It has the advantage that it's immediately adjacent of course to the CEC parking lots except they're in the northwest corner of the main student parking lot. There are no utilities into there and therefore, there is some significant cost that we have yet to work out. Another option which I'll show you here graphically in a second is the portable classrooms which could be in either Lots 5A. Well in fact, let me just show you that now, to get it--so that everybody has their bearings, okay. And I'll just turn the model around. Okay, so now we're looking at the campus from the southeast looking to the northwest. This is Lot 5A right here. Okay, so we have an option and I'll--I can demonstrate that graphically here too. Let me just turn that later on. It goes without saying that this really is a massive computer program. Let me move that out of the way a little bit. Okay, so what you can see here is that we can put portable classrooms in that parking lot there. And I can zoom in so that you can see it. Right now, it's protected by a wall and it's also protected by trees along Del Mar and Bonny so if you come in at a person's level or a car level, basically, what you would see in that scenario is the rooftops but that is another option. We have a further option of putting portables in parking lots 10 or 11, let me just show that those are over here on the far side by child development center. This is lot 10 and that is lot 11. Those are not owned by the district, they're owned by the Burger Foundation so we would have to get their approval in order to do that. Saint Luke Hospital is another one that we're exploring. I signed a-- >> Rick, I'm sorry. Before you go on, again, and then maybe I'd ask Dave to elaborate. So what Rick is saying is that now we are moving pass the assumption that we vacated U. Okay, everybody walks out of U in June, where are they gonna go? >> Rick's, one of Rick's options that he is presenting, one of several options is that we would put portables on lot 5 near the parking structure in the football field or we could put portables or combination put portables over on lot 10 and 11. So let me just you know, since you've got that and I think that the portable idea has been kind of--maybe Dave you can kind of talk about what that option is. >> Yeah, we've been fortunate enough to work really closely with the facilities and to give them an idea what our needs would be we've -- there is lots of issues surrounding this issue as might guessed to move chemistry labs and biology labs and things like that in the portable classrooms but we've come up with some pretty good sort of first rough drafts of what this area might look like. Most of natural sciences programs would be best suited to be in an on campus location like lot 5A because students are taking art classes along with other classes across the curriculum. There are few specialized programs that could go elsewhere, for example, biotech. Largely the students in the biotech program do not take other classes on campus. The rad tech program, it's a similar thing. They're more self contained but in terms of the general sciences courses it's really to our benefit to have a piece of real estate around our campus where we could offer classes. >> Dave, which is a question, you would need to be in that space for as much as five years, is that acceptable space? >> Yeah, we actually took a tour. We went down the Fullerton College and looked their labs and we took a lot of photographs, I came back, showed it to my faculty, they were so excited, these great-looking classrooms. They were in the portables. So, it really sort of reinforces that fact that the U building which my mother says, oh, that's the newest building on campus, isn't that? Is in fact quite obsolete in terms of been able to teach science. We have huge problems with ventilation and things like that, so. There's lots of -- if we fixed it up and did all the things that Rick talked about, we'd still have a 1960s designed building. >> Is--the rad tech you are referring to is that this comment about the radiation? Is that rad tech? >> Probably. >> It says protection from radiation used and I didn't know we had any radiation in campus. >> Yeah, we have a radiation tech. >> Is that part of that program, is that specifically-- >> Exactly, they have x-ray machines and they need some lead lined rooms. >> If you put the portables on parking lots where will people park? >> One of the things is, this is -- that parking lot holds 300 cars or thereabouts. What we have found and as Cindy Smith can attest, for the first time in anybody's memory, we have had zero complaints about parking this semester. >> I like to keep it that way. >> And, but a part of the reason of course is because of our iPass program. Is we have so many students with more than 2000 students commuting, it really does take a lot of pressure off the parking lots and at the moment, there is capacity in the parking lots. >> You ramp up the online classes? >> Right. >> We don't have 300 parking problem. >> So to reiterate what Dave just said is that with the three programs, natural sciences should probably be close proximity to campus or on the campus. The health sciences are relatively independent and then of course the student health center needs to be on the campus and we would have to find a location and I think that it's gonna be possible to do that within existing facilities through some form of rearrangement. >> Mr. Pack. >> Yes, I'm actually, I'm really glad. I was hoping I would get to bring this up at some point, the idea of moving the student health services. Some of us in Associated Students have been talking about this for a while. The idea of the various student services on campus, some of them being very far away from each other to the point where some of us who access one student service don't necessarily know that others on the other side of campus even exist and so one model that we've seen in other colleges--as some of you know I did speech and debate and so we went to a lot of community college campuses in Southern California and so one of the models that we've seen there is like the idea of a student union almost where it's like a cross cultural center and the student health services and like the veteran's resource center obviously have space for that now but many of the spaces are contained within one building or within a small space and so I would just humbly request to that in moving the student health center if that is something that happens that we consider that and perhaps place it in proximity to other student services so that it's most accessible to the students of PCC, not just during this move but also after. >> The student health center, you're talking about, right. Because you know what Nolan is saying is the student health center is in the -- essentially the ground, the first basement, the walkout level of that U building and so they would have to be relocated either to these bungalows or some other place on campus. Rick, do you have any thoughts on that? On the, where we would put the health center? >> There are several different options at the moment but I think that there is gonna be permanent solution 'cause ultimately, we will have to replace the U building because we're gonna have to have biology labs and chemistry labs and the nursing program of course is one of the key programs so, the student health center certainly functions nicely I think in relationship to the health division, the health sciences division so it has to find a permanent home but I think that it's possible in the near term to find a temporary one in relatively unused space by redistributing. >> Okay. >> Just as we're still looking at options where to put temporary facilities, I wanted to make sure we're putting on the table even though I don't know what the status is, there are three parcels that have been for sale right next to the campus that are part of the Ford dealership, the one south of Colorado, the one right on the corner of Hilton [phonetic] Colorado and then one on the east side of the block too and I'm hoping that we're looking at those options as well although I don't know if a Walgreens is now --a strip mall is going--a drugstore is going in across the street now anyway, but there is still that parcel south of Colorado that as far as I know is still available. That's one of the reasons why it's always helpful to have, to take advantage of when property does come available that the college could find usage for it especially in such close proximity to the district, to the campus. >> I think you're looking at that. >> Yes. >>Yeah. Okay. Okay. Any other questions on that? On the bungalows? Portables? Okay, Saint Luke Hospital, I did sign a confidentiality agreement with the new owners of the property. Of course the property went bankrupt, the company that financed it went bankrupt during the meltdown so in order to get the information as far as the property condition, the utilities, the seismic capabilities and so forth, they do require confidentiality agreements so with the signature then we'll get the information to be able to do that study. We are looking at other property within the district and as Trustee Baum just mentioned, one of the properties that readily comes to mind is the Ford but there are other properties that are potential as well in different areas of the district. And then the U building option, the abatement and structural retrofit. In the end you can see that we're estimating it's likely to be more than 17 million dollars. The building is currently valued at 32 million dollars and therefore that does go across the 50 percent line where it becomes economically and legally problematic to try to retrofit it and bring it back. Now, well, are there any other questions on that one? >> So, if we know that--you know--let's just take as a major premise of the syllogism. We know we have to move them out of U as soon as possible. There are several options to do so, one of which is the bungalows and it would cost about 12 million dollars just to get them out of U and into the bungalows by summer. So, and then the other options are listed there and you're gonna knock down what the cause are in those. >> Right, so let me just bring in these other layers. Because the campus actually does have a lot of capacity and what I'll show you is some of the capacity that's possible which is not necessarily to say that I'm advocating for one of these. I'm just saying that there is a lot of capacity. [ Inaudible Remark ] >> True. >> Looks like the least expensive solution right now is 12 million dollars. >> You know, I think it is coming into view that the least expensive option for getting them out and re-situated is the bungalow option. >> Right, so -- and so just the thing that I will be interested in hearing is how are we gonna pay for it, so-- >> Right, which is-- >> And we're gonna get to that in just a few minutes. >> I think he is getting to that. >> Okay, so if we are to take out the U building and we replace it with a new U building, it is possible on that site--the U building is 80,000 square feet, the representation of this building that I drew is 200,000 square feet. Just on that one property. So that's one of the options. Let me just show you another--oops--let me just show you another option over here at the W building. Okay. This is the and I'll get a better view of that. Let me just turn it around. Okay, so to the west of the pool, this is the W building. If the W building came out and we were to put in a new W building, it is possible again to put 180,000 square feet there. That is more than twice the size of the U building. Over here on the corner property and let me -- over here it is possible to create another building up here in parking lot 3 along with the parking structure. Again, I'm not proposing that. What I'm demonstrating is that there is a lot capacity on the campus without having necessarily to go somewhere else with the permanent. So in terms of what Nolan was talking about, the student health center in connection with other things, certainly the W building in connection with health sciences, and then you could bring in the dental and the dental assistant and so forth, programs into one location can make a lot of sense and again, I'm not proposing that, I'm just saying that there are a lot of options that are available on the current campus. So what this would mean is that the buildings that I just showed accepting the parking structure is a drop above 400,000 square feet of space to replace a U building and a W building which combined is about 100,00 square feet. So there is capacity on the campus in order to do other things. Now in terms of the costs, let's just pass the cost. >> Dr. Mann. >> While you're passing the cost, what about the fourth floor of C building? I don't think you can put the student health center [inaudible]. My understanding is there's a lot of unused up there. >> There are a couple of thousand square feet that we are planning on converting over the winter time and what we have to do is create a corridor. There used to be psychology testing labs back there but we have to create a corridor or that sprinkler and so forth and remove some asbestos in order to get to those but I think that they'd make great adjunct offices or something like that 'cause there are, I think that there are about eight small offices in there plus like a common room and a potential conference room. >> Well, I didn't think you would move the student health center there. It seemed to me like there was much more than 2,000 square feet but if you're the expert, you would know. >> Okay. >> So what I've asked Rick to do and you know again, hold on to your hats here. We don't have a proposal. Okay, we're not -- this is not an appropriation but I asked Rick to look at the eminent expenses and all available funds, okay. Whether we're gonna use them or not is not, you know, to be decided tonight but we wanted to give you all the information so that you could, you know, obviously think about it as we work through this. So, that's what I asked Rick to set up. >> I have one question. So how -- okay, so they would be moving out and this summer and I know we're in the process of doing the arts center. What would you be or when would we even decide if we decide to build on campus? What timeframe would that be? >> And that's a multiphased question, because what is possible for us to do is to do design work and to do feasibility studies as we are moving people, so we can multitrack and we can move people into portables or whatever the final decision might be at the same time that we begin the design process for the new building. So the design process--and as we've just learned, the division of the state architect takes a long time--last for the center for the arts, which you know--and for those of you who didn't notice it, this model does show the center for the arts as well. I'm just gonna turn around so you can see it. This is the center for the arts. That took a year and a half from the division of the sate architect, and it took at year to design. So if we took the next year or so for design work, and then we went to the--we'd have to make a decision, but we could go to the state architect and seek permission even during the time that we're seeking funding, raising money or--and I'll point out what the options are in a minute. So it's possible to do this on multiple layers. >> [Inaudible] the 12 million to vacate the building and then--and put the bungalows in the parking lot, do that include demoing the building as well? >> No, it doesn't. >> Okay. >> We have to bring in utilities. It's more than a million dollars to bring in electricity. We have to do sewer, we have to do gas, we have 400,000 dollars worth of [inaudible] of data and telephone infrastructure for all those portables, so no, it's-- [ Inaudible Remark ] >> It does not. >> Okay. >> What process are we gonna follow to reach a decision on this? How are we gonna proceed to that point? >> Which point--are we talking about the overall plan? Are we talking about just for the U Building? >> Well, the overall plan for the U Building. >> Well, I think that the--we have to develop the options further, we need to [inaudible] to Saint Luke Hospital, we need to develop some of those other options and put numbers before you that we--we're pretty confident about, and then we're gonna have to make a decision, and it will have to happen in the relative near term. >> Yeah. And I think, you know again, this is intended to lay out the information fully, so of course, both today and in the next few weeks, we can have this in mind for further discussions. But as you look on Rick's kind of money workup, just to kind of, you know, move us to the, you know, the [inaudible] moving forward, is that, again, I'll put the top of the U Building funding options, assuming that we're gonna move ahead with the bungalows and with, you know, tax tip and insurance, it's gonna be about 15 million dollars to get everybody out of the U Building and resituated. Okay? If we decide together and we recommend to you that eventually--then what's the next step, replace the U Building, you know, Rick is kind of leaning that way and saying, you know, it kind of make sense that whether we have the money or not, that you know, you're not gonna retrofit it, you're gonna put a new building, that the cause of putting up a new U Building would be, give or take, about 65 million dollars. So just to do those two things would be about 80 million dollars, just to do those two things. Okay. So how much money do we have in capital outlay and the other set-asides for exactly these kinds of purposes, okay, which is the reason why we've been financially [inaudible] over year. Other than outside of the projected balance, operating balance, that we presented to you in the adopted budget which is outside of that 18 million dollars, okay, if we used existing measure pay money, the existing capital outlay money, there's about--roughly about 20, 25 million dollars left in Measure P after we finish the Center for the Arts, there's about--as we reported in the adopted budget, about 20, 22 million dollars in the capital outlay accounts, and there's, you know, money in other set-asides and outlay accounts, it comes to about 50. We are not saying--we are not saying [laughter]--not saying take that 50 out and use it. Okay. We're just saying that it's there. Alright? >> Well, that's our money. That's not-- >> Pardon me. >> That's our money, not getting money from the state. >> Yeah, that's our money, that's--you know, money obviously, has come through over the years. And of course, the fiscal management over the years has been right to--you know, that's--you know, set aside money for a rainy day. Well, here's the rainy day. But even with--if--even if we were to throw every available resource at--you know, at the--this, we're still 30 million short. Now, we're--you know, we're working through that [inaudible] options to makeup that sure fall if we thought, you know, this is what we wanted to take on. We won't spend a long time on it today. If there was ever a building that I think that has a donor base--you know, it's the U building, the science and nursing, you know, building, and I think we could so some significant fundraising. But be that as it may, that's why we have to get the U building people kind of snugged up because they're gonna be sitting wherever they are seating for a while, you know, one way or another, even if we were to go right ahead. And Rick has outlined all of these. And then of course, below that dotted line, he's--Ricks has carried forward the 80 million dollars, you know, [inaudible]--to replace the U and do the swing space. And then in this kind of, you know, I'd say next master plan for facilities, Rick has already shown you that if we can replace the W building, which is next on the list--not that we have the money or that we're proposing that--but if we replaced the W building, if we did the rehab on R and C, you know, that's 20, 30, you add all that up, what Rick has lined out is that from soup to nuts to get the campus to where it needs to be over the next 5 to 10 years, it's gonna take about a 185 million dollars. If you assume we have 50 of that, and assuming that we decided--you've decided that we would use that, we'd still have to dig up 135 million in order to put the campus away, if you will, from a facility standpoint for the next 40 years. So we wanted to present this, not as a proposal--and I emphasize that--but as something in context, 'cause we didn't want to just say, here--here's--you know, let's go spend 50 million dollars. But if we do go, you know, spend 50 million dollars--and I'm pretty sure that I'm gonna bring our recommendation back to you that we do need to spend that much--that in a context of a domino effect, if you do that, have the dominoes, you know, that long term, it would take us a 185 million dollars to meet the future needs of the campus, and we're done. And then, Rick has--maybe Rick wants to say a word or two about--assuming that we wanted to do that, and assuming that we wanted to find the 135 million, Rick has lined out some options of where the money would come from. >> One quick question [inaudible]-- >> Yeah. >> That 15 million dollars is not one year. That's spread out--or like--projecting about five years. What--50 million? >> No, the 15. [ Simultaneous Talking ] >> 15 million dollars is most--it is in fact the rental of the portables, which I think is 4 or 5 million dollars. >> Right--wait. So we don't have to find 15 million in this year's budget to make this happen. >> Correct. >> But we would have to find who much in this year's budget to make that happen? >> I think you need about a half of that, probably 7 million dollars or so. >> Because of all the lines and everything else that needs to go. >> Correct. >> Okay. >> We wanted to show the whole amount [inaudible]. >> Yeah. Janet. >> Yeah. I don't see why when we just completely dismissed seeking state funding, as Jeff pointed out, he's on the board of governors, buildings are at the state--its funding, and when we did our first, you know, half of our master plan, the first hundred million, we got substantial amount from the state--I don't know, maybe 50, 60, 70 million dollars. And so, it seems to me like we should at least consider it a little more strongly than this. >> What is on there is option number one, you know. So-- >> But it kind of says--it's kind of a very negative presentation of--this option will take several years, and the outcome is far from certain. >> Part of the reason for that is because it requires a statewide election in order to raise the money through bond in order to fund that. >> At the moment, they do not have additional moneys left over. >> But if we don't put any projects in and get them in line, because I think the problem is we haven't put anything forward in years, we'll never be in line if it does comes forward. >> We do actually have a couple of projects in mind--in line; a V building retrofit as a part of the center for the arts. The V building is right over here, is one of them. And secondly, the potential for our building redo is also--there's the V building right here--that our building, we've also put in line for, because we know that it's gonna come down the pike. However, everything that we hear is that it's, you know, sort of a good luck. >> Well, we don't--we're not in anyway dismissing that. We are pursuing it aggressively, and if, you know, if we can receive state funds to the building, you heard Dean Douglas, and say, well, I think I am hearing that if we weren't able to get the, you know, the so-called safety emergency, this goes to the top of the line, that we'd have to replace the building like for like. >> Correct. >> Well, fair enough. And so, we should be open about that, and you know, that might be a--something we'd consider, which is what I'm hearing you say, you know-- >> I am--but I--at the state level, I have to be candid too, that there's still a lot--it'll still take a few years even for a safety issue building to get through the process. >> Well, I think that's why you see some of the qualified language there, because, you know, our experience--wherever we have been throughout this district on state funded buildings is--it's an arduous process at best. And I don't know if there's a time limit, but you know--oh, yes, on the rentals, I think it's a 54 months rental on the bungalows, but you know, you're--you kind of want to get--science and health are kind like our, you know, our flagships among many of our other programs. And so, you don't want, at PCC, science and health sitting in bungalows any longer than it has to be. >> Although, the people who I know who teach in bungalows actually end up liking them very much-- [ Simultaneous Talking ] >> Then they give up their right to a building, and we give it to somebody else. >> Well, that raises a point though. Bungalows tend to last a lot longer than anybody ever envisions. And I have a lot of concerns about going down that path. Second concern I have, and Jeff is probably [inaudible] about this than I by far, but where is the state gonna get money? They can't even pay for--they can't even fund the schools to operate, let alone get money to build buildings, things like that. So I mean, is it realistic to think in 2010 or 2015 that we're gonna have a state money available to build buildings, other than for emergency situations? >> There is a plan to put an education facilities bond on the 2012 election ballot. >> Good luck with that unless the economy change dramatically-- >> You know, I think what you're likely to see from us based on this--and this input is exactly what we were inviting, and it's very, very helpful to me. But I think what you are likely to see as a final recommendation from us is a parallel strategy, where you pursue every option and you see, you know, who sends the check first, you know, where does, you know--and so, you know, you're likely to see a recommendation that includes go for broke on the state funding, and you know, and get that in line, you--and then a parallel option is to--obviously, to--we have a plan, we'll talk about it very, very briefly today for our capital campaign. We've done it for the senate for the arts. We can do for this building. And you know, it's even possible to borrow money and pay for the debt service out of interest--out of operating, so-- >> Well-- >> One of the issues we're gonna segway into here shortly is alternative--is looking for alternative ways to raise money to provide for--to pay for education period. And I think clearly, we're gonna have to go in that direction as are all community colleges. So I certainly concur with the notion of exploring all options, all possibilities, but I don't think we ought to just lightly pass by, say, look, it may or may not be a real option, or the education center for PUSD or any other existing buildings and maybe it's a matter where we have some combination where part of what is now the U Building goes there and the health center stays on campus and things like that. I don't know what the answer is but I think we have to explore a lot of options and I made reservations about thinking we're gonna get a lot of money from our friends in Sacramento. >> I have two other ideas. One is to consider buildings that aren't necessarily in Pasadena as the Satellite Center where maybe not the health programs that need to be connected to the center of campus are but we can certainly displace other general education requirements whereby again less traffic patterns, less on campus so health centers can back fill in behind. In some place in here, I though I read that these portables that you're talking about were 24 by 40. When I read 24 by 40, there are numerous 24 by 40 bungalows that are under the control of local unified and elementary districts who have their own bond projects that are now coming online. We personally picked up a couple of them and you're basically--they're free. I mean, there--it's just whatever cost to move on. Now, obviously, we're looking at quite a few. >> Yeah. >> But, if we're talking about running, it seems like I would and I'm not sure if these are comparable but if they had been used by public elementary school, they obviously have a very high standard of structural integrity and a really nice building. So, if there's something similar, I would encourage looking for some bungalows where we're not renting them but basically can pick them up for the 7K cost to move them. >> Jean? >> Yeah, but also and I know you're not going to put science clubs on it but we do own eight houses across the street, you know, maybe we could put something like student health center. I know the students wouldn't like it. They have to go east but that would not cost us any thing except the revenue that we wouldn't get--be getting which isn't that much. >> What I think, again, we have excluded no option. We wanted to present them all here. We're running every option down. There is one critical path though that I think that is coming clear out of this information today. And the critical path is we've got to get science and health out of the U Building by summer, okay. And so, we will very shortly, you know, come back and give you that and then, you know, by that time, we'll have an opportunity to confer more and get a better sense of what more global recommendation will be. We're good? Good? President Thomson are we good? [ Inaudible Remark ] >> Mr. Pack? >> Just one comment. I know with the understanding that we're not supposed to reach a decision tonight. I just want to put it up there and say that as a student, I wanna express a little bit of concern with moving the classes there too far away from the campus. Only because no one is, you know there are existing spaces available in the interest of creating an environment where students can go from one class to another in a cohesive way without having to get up and drive somewhere else or, you know, take the bus or shuttle somewhere else. I wonder if having these important programs that students who participate in other parts of PCC, if moving us too far away would be, I guess, disruptive for the learning environment in some ways only because students would have to focus so much energy on moving themselves far away from the campus. And so, I understand and I'm grateful for the eagerness to explore all options. I just wanna put that concern out there. >> Yeah, we got it. I wanna thank Dr. van Pelt and Jack Schulman for putting, obviously, a lot of work, a lot of thought, a lot of effort into this, and the presentation is, I think, certainly gotten our attention to put it mildly in some--it's something. It's obviously very, very important. We have to get Dave Douglass and his gang in safe environment by summer and we'll do that but there are tremendous numbers of issues, many of them monetary associated with us unfortunately, so. But thank you very much for a good presentation. I'd like to suggest we take--take a short five minute break so that we can come back and-- >> You guys are just wimps, we haven't been intense like Mark and I-- [ Silence ] >> Move on to the next agenda item which is the educational master plan, revenue enhancement strategy. >> Yes. >> Dr. Rocha. >> Okay, we're gonna move along with this batch and anyone who runs overtime is gonna have to give me 10 pushups, you know, so. [ Laughter ] >> I'm not sure I will see that. >> Yeah, well--No, you do. You do wanna see that. I would just, you know, one of the parts of the bible here as Bob was saying is I'm going to, you know, just take my script from the Project 90, the Ed Master Plan. I'm not gonna go through this. But what I'm gonna talk about for about 2 or 3 minutes is how these moves into revenue enhancement and I'll ask Elaine to talk a little bit about extension as a part of revenue enhancement. So you should have two sheets. One is the sheet under tap C which is Project 90, and then you should have another sheet that looks like this as the education master plan handout, Revenue Enhancement Strategy, okay, those two [inaudible]. There's a lot of information on this and we're gonna chunk through every--every item of it. Alright, long story short, we presented to you at the last regular board meeting a budget that we adopted of give or take about a 122 million dollars operating expense for the year, okay. We will present--We are on track to present to you an Ed Master Plan in December for your review and consideration and approval that will be the guide for the college, for the next four years as we move to our 90th anniversary. As you can see these goals are ambitious, but in our view achievable. You also see some signature goals up--you know, up at the top and at the end of the Ed Master Plan process we are likely to have more things than we wanted--that we wanna than money that we are going to receive from the state in apportionment. I don't have an exact number but I think, you know, we're running at about 122 million dollars, you know, a year. I think, you know, something on the order if we were--if you will, fully funded, something on the order of about 140 million dollars would just get us where we need to be. So we're about--we're trying to develop a revenue enhancement strategy that overtime over the next four years would be roughly about 10 percent of our operating. It is a 122 million roughly give or take about 10 percent of that 12 to 15 million dollars-ish in revenue that does not come from state apportionment, alright. So that's we're developing. We're gonna present a proposal for that tonight but on the revenue enhancement strategy this is just an informative that shows you the elements of the strategy that we are working on as we speak. You have a business services, of course, and, you know, I don't need to read it to you but--and then I'll skip over college advancement and external relations for the present moment. Elaine will just say a comment or two about extension. International students are a component of that and then some miscellaneous items, for example the flea market. Anything that can generate revenue is a part of the strategy. Let me work out from the bottom. International students, right now we have about 1200 international students that generate, give or take, about 5 million dollars and non-apportionment revenue from nonresident tuition. Okay, give or take. If we went to about 10 percent international students or about 3000 of our 10,000 that revenue would go, you know, around 16, 17 million dollars. Not all of that money would be, if you will, could come over to the general fund because I don't know it have to be used for sections and support for those international students. But a good amount of that money could come over. So if we were running at about 3,000 international students I would estimate that we would be able to bring over about 3 to 4 million dollars a year over to, if you will, the general fund for operating. >> And that would be--And I wanna be clear to on the international students will provide a very detailed strategy on that, but bringing in international students does not displace domestic students, does not. It actually enhances domestic students because it enables us to open up sections, especially in math and science that we normally would not have the money to open. So that's--I'll just leave international students right there, you know, more to come. And business service is, you know, Rick's area, and at another time Rick will develop a plan for how we develop business services, everything from, you know, credit cards to licensable goods and so on and so forth. Can you make, you know, 10 million dollars out of that? No. Can you make a million? Yes. Okay, so it starts to add up. Now let me just go before I--asking Lynn to comment about extended learning contract education, and so on. College advancement and foundation. Lisa is not here tonight because she's seemed to her family. She has an uncle who's ill. But I know Lisa and Trustee Baum were at the state department [inaudible], state college foundation's symposium last week. And I left your information in your packet that you will not--that we will not go over in detail here, but what I wanted to point out from that information that Lisa and Geoff brought back that, basically, we're at a turning point that there are many professionals in the field of development and advancement who is saying that we really have a lot of untapped opportunities. And this is the time to invest in those. Again, Lisa, as you know, hard at it. We're--You know, we're working hard on the foundation area. We hope again. We feel that it's a realistic goal, for example, to raise about a million dollars a year and just kind of annual giving, planned giving that is from states and so on and so forth, all these things that we've never touched really before, and that's what the symposium was about, and then, of course, extension in contract education. Contract education, we really haven't done much up. We actually have zero contract education. One of the experts in the area, I think the Dean--there you are Dean Hodge is here and he's had wonderful ideas in this area. We're not ready to make a proposal to you, but we have zero dollars coming in from contract education. This is--Contract education is going to an employer like CVS Pharmacy and saying, you know, we will train your incumbent workers, going to an employer like Marriott and saying, "We will teach English to your incumbent workers." And you make a contract for it and you provide the instruction and some of the money from the contract comes in as subsidy to the general operating fund. So we're working on very, very detailed plans on that and that's an opportunity. So what I'll do is I'll just ask Elaine briefly to talk a little bit about extended learning and then we'll just close it off there and ask for your thoughts and comments, and ideas. So Elaine. >> Oh, thank you Dr. Rocha. In putting this together, I started with external relations and extended learning and that was amazing to pull the different pieces of the college and put them down, and then outline to try to capture and indeed look at the very many ways that revenue--that moneys are coming in to the college. In particular, as Dr. Rocha said in terms of extended learning which we've called it our community education classes, right now, we're talking a lot internally, just discussion about broadening whatever it is we decide to do collectively in the college to more of an extension look along the lines of what UCLA, or UCS, or some of the other bigger schools would do, how that eventually will look will be determined. Definitely, all the work that Rick Hodge has done with contract ed the proposals, and looking at that in terms of what that might look like for us. Continuing education credits. I actually do have a couple of courses that you have continuing ed units attached to them. That is an area that can be broadened a great deal in terms of meeting the needs of those that need to continue with their law or education, medicine, what they need to do to maintain their credentials and licenses. And then, of course, our feed-based classes which have expanded tremendously, again, both online classes as well as those that are within bricks and mortar. And it's nice because within extended learning, we actually have a few [inaudible] going on even right now. We do run the [inaudible] tech program. It's to allow individuals within the community in that field to prepare to take their boards. We are now starting one up for dental assisting and that will be working in conjunction with our health sciences department. Again, for individuals that need to comply with the new state and federal regulations for working in the dental assisting office. So there are some exciting opportunities there afoot. So all of that taken together allows us some beginning discussions as to how we indeed can maximize the many ways of bringing in those dollars in the campus, so. >> In here, you know, I might turn to Trustee Baum. Trustee Baum and I were at the inauguration for President Nikias at USC and it was an interesting that, you know, on his inauguration day, he announced that the two gifts totaling a hundred million dollars on that one day. So that wasn't a bad day's work for a new president, but I do think it's actually possible, if you will, I don't wanna be parochial to USC or UCLA eyes, are development operation, you know, to make it a really professional development advancement operation. I happen to think--you know, don't worry about very specific plan, but I do happen to think based on what we've done with the Center for the Arts and based on what I've learned about the community, and based what I think is possible in terms of development that it would be possible to raise 20 or 30 million dollars for the U Building. I think that's within the realm of possibility. So with that, I just would ask Trustee Baum to share his thoughts on the conference and the foundation. >> This was a conference of all the community college foundations for up and down the state and I was invite to attend for--because of my state-wide role, and it just shows that as you could see by the research that's been compiled and presented, there are certain standard best practices that are being employed not only across our state but across the country with respect to maximizing revenue and advancing the fundraising operations of institutions. And it just--how do you staff such an operation? How much time should the president devote to fundraising? What types of opportunities are there and what are the most fruitful ways to do it? And there's so much potential and now as you all know, the time--community colleges have never been more prominent in the community and the people's appreciation for the service that the other colleges provide, that it's we're still gearing up to speed. And we've had one of the longest established foundations in the state. Yet as an institution, candidly, and speaking among friends here, we have not really invested the effort--the energy and the resources into building a fully professional functioning fundraising in advancement office at PCC when we all know Ming Hsieh, who was one of the gifts that was announced to USC on Friday is a resident of this district. His company is a technology company that I'm sure can benefit with--through partnerships between our students and is a cogent technology that is based in this district. I know Dr. Bradbury-Huang had talked about building relationship with him for some time. So there are--I think our district is uniquely positioned to have a lot of great potential for us to tap. But we have to have somebody who, for example, works in plan giving. I come across articles all the time about some great person that was a wonderfully, successful individual in business or philanthropy and I have a PCC Google Alert, and it says "And she went to PCC," and I was thinking like, have we ever had an operation that can actually reach out and connect with somebody whose educational career started at PCC, and in a plan giving way realize could PCC possibly a benefit to--could be remembered in the state planning of an individual such as that. >> So the--for example, and this is just another example. There's a gentleman name H. Russell Smith, his wife Jean Smith passed away last year. Russell Smith was one of the cofounders of Avery Dennison and she has a PCC connection. He's one of the most important--Russell Smith, thank goodness is still with us, is one of the most important philanthropists in this community was a chairman of the board of Pomona College founder in support KCET. I don't know if anybody--if we've ever had the resources to actually make a contact through because we know his wife was a PCC alumna to do that. So there's opportunity. It's--I think there is some low hanging fruit to be head out there, but is gonna require some investment by the district. And you'll see by these reports, this is common practice up and down the state. Tony is familiar with what--what they are doing at Cal State Fullerton and we're all--this is a community that is oriented toward philanthropy and we should do it. Now I will divert a little bit to--as I look at these elements one thing I get queazy about sometimes is the business services side of it and in the way--I know this aren't proposals, these are just what's on the table. >> Right. >> And I have seen at times you can get--the tail begins to wag the dog because, oh, you know we have an opportunity to make 5,000 dollars because so and so wants to film a commercial in our quad that then takes that facility out of circulation to out students and I wanna make sure that we don't oversell ourselves in ways that can either impact our students access to facilities or instructions--or that we just put a for rent sign on the district for any commercial entity that wants to come by. I come across occasionally a YouTube video or something like that promoting some product that was shot at PCC and that makes me cringe because people are either using our campus as site either sanctioned or unsanctioned ways to use it. And so I wanna make sure that we hold tight on it. I've talked to Nolan and others. I hate the bizarre kind of swampy feel of our quad during the day where people are hacking everything from sunglasses, to tie dye, to jewelry that has nothing to do with helping--providing real services to the students and I feel that the people come in and just prey on our students' potential costumers that the revenue must be nominal that--that's not justified. So, that's my personal feeling about that. It helps us maintain our brand of an elite and prestigious institution and not having, you know, macrame in jewelries and sunglasses outside the president's office. >> If I make just comment on that. Trustee Baum and also you're absolutely right. The list to design more to say, this is kind of what's happening not necessarily the sanction or say that this is an area that should be brought. >> Absolutely. I take that as just like you said with the previous one just putting things out on the table. >> Right, right. >> Trustee Mann? >> I have a couple of comments. First of all, I--how can I say this. I think things for the revenue pretty much accounts from the students. I like to say the food concessions, the vending machines, the bookstore, we should not really look at those as revenue sources because if our students are using it that's just an extra cost for us and I have been told ever since I've been on the board, well, the profit from the bookstore actually goes to student activities which is in a ways okay, but I--although I know we do generate funds. I'm much more comfortable generating funds from the people who runs based from us from the flea market are from people who, you know, come and get their hair done in cosmetology. >> Right. >> So although I know this is a source of revenue, I hope we wouldn't look at as a way of generating revenue. The other thing I wanted to bring up is I don't see the tennis courts here and I did not know that we we're charging people to use the tennis courts. I know before the tennis courts were torn down and moved, they were open to the community and was a service that we as a community college provided. And I don't remember the board ever proving, charging for the use of tennis courts. So I would like at sometime for someone to come back and--you know, and maybe explain what happened because I've had a lot of complaints from people who have in my district who use to come over here and play on the tennis courts and they've been waiting for years for them to reopen and now they are locked. And then I found out that's because you have to pay rental on them. It's very unusual actually for, I think, a college or a school to lock up their tennis courts like this. >> Okay. Well, I think we had mentioned at it last meeting, so I know Rick is working on with--barely taken the folks on athletics on bringing--making a policy and procedure for that's-- >> Right. So I guess the point of all that was I think like kinda of what Geoff was saying but in different way. We are community college and there are certain facilities that I think college--the community has--had access to our--as--used to have had access to and maybe we should stop and think. One of the persons who complained to me about having--not being able to use the tennis courts is someone who could make a very substantial gift to the college if courted. But if they have--if they can't use that tennis court they're not go--do you see what I'm saying? I think it's-- >> Yeah. No. And I think, you know, many colleges have and it's time for us to think about a--you know, a community use policy. One of the things that we're faced with, you know, facilities use, for example a track where people like to walk in the morning or jog in the morning or tennis or the basket--you know, outdoor basketball court, we absolutely have no problem whatsoever with, you know, members of the community is that, you know, taxpayers support an institution coming on and using that for recreational purposes. But A, you have to have some kind of a policy so that, you know, not just the few people--you know, it's not a first come first serve. And then B, what would happen and I don't know if it's here but I--you know, we're working on this. You have to have a policy that enables you--do supervised views which does cost some money and also discriminates the use between purely, you know, your constituents who wanna come and just have a good time and play tennis and somebody who wants to come and use the tennis court to coach tennis and you know-- [ Simultaneous Talking ] >> And--or to bring people under the track and coach runners which happens frequently. So we're working on a policy that would enable, you know, all the constituents of the members to be able to, you know, use the facilities for free. But also enable those who wanna use them for, you know, some kind of a, you know, personal which is okay too. But the permit that use and be able to generate at least the cost of cleaning up afterwards, so. But no, this is helpful. Are there other issues that we should keep in mind as we develop, you know, the revenue strategy? And again, I think that the big components of this are gonna be international students, the contract education, the extension, and the raising of money through the foundation. So those are the big four. >> I have one question for you. Going back to international students, you said that increasing the amount of students would not displace in-district students, I--could you kinda dwell in that for clarification? >> Sure. Well, in international student pays the what we called a nonresident tuition rate, which I think is about what? 250 units? >> 244. >> Okay, good, about 250 dollars a unit as opposed to the 26. So it--you know, a cost--they pay tuition of over 5,000 dollars a year just to come. Because each additional student doesn't cost 5,000 dollars educate because, you know, if you put up one section, you have the teacher and so on. Not all those costs from the tuition have to be given to expense to provide for those students. Those students mix in which is also the educational benefit. Those mix in with our community students, our domestic and in-district students. So, you know, I think what happens is that those students are taking--or most of our students frankly are from the Pacific Rim countries, most of our--the [inaudible] of our students from the Pacific Rim. They come here for very specific purposes, but most of them tend to go into math and science and want the, you know, upper division math and science. There's also an impact on ESL, you know, and that type of thing. Well, the students opened sections for those students, which they have paid for out of their own pocket. In other words, we have not--we never take a dollar out of state money or district money to pay for the education of an international student. >> When we opened a mass section, an upper level mass section it's not completely populated by international students but it's also--our domestic students are able to take that section, it's one of the ways actually that we've been able to, you know, really be at the state of the art in Math and Science because we're able to open sections that for example at west L.A I could never open 'cause they didn't have a population for Physics and upper division Math and higher level statistics and so on. So the impact though, there is a natural impact and we're not saying that we're just going to open the door and go from 1200 to 3000. We would have to have a--a plan because if you bring international students on then you do have to see to them, you know, and they have to be in the community housing. The last part that I'd say with--with that trustee Brown is that it goes back to distance ed., alright, and that is you can teach non-residents online entirely so that it is possible for someone in Korea to take an online associate degree with us and take it entirely online and never have to set foot on campus or at least to come here just occasionally in a hybrid fashion. Also, non-resident students also include veterans who are not in the State of California so they would be able to take online courses and so on and they would pay non-resident tuition if they were nit California residents but they would have the GI Bill Montgomery benefits that would enable them to pay those things. So--so there are, you know, pretty successful models that are throughout the state and how international students help the revenue situation. >> Well I did fully understood about the revenue, I was just having problem understanding how if they would come traditionally which is what I was alluding to. It would definitely displace students but now that you explained that it would be more on computer website or whatever then that's a different story but as far as if it would be the traditional where they would be in class then that was the clarification I needed. >> No I--Trustee Brown I think your question is quite to the point and I assure that the plan that we bring forward would demonstrate that not only would it not displace students but it will enable us to serve our industry students better. >> Thanks. >> So, but we, you know, that's not tonight. We've--we're working on that. >> Mr. Fellow? >> I just wanted to support Geoff on something he said that--that has bothered me walking on camp--is the hockey going on in the quad. I think I'd never seen a college that has so much things for sale and--cause' I always think a quad to be very quiet at a university so that you could study, but I'd rather see you have these flee markets or antique things every Saturday and Sunday like the college of the desert and to--to see that. [ Inaudible Discussions ] >> We have the flee market once a month I guess it is and I think that's very successful and profitable for the college. But I think we--we need to have a policy in place that you can't just have someone who wander on the campus and start selling glasses or whatever might be. >> We understand. Sherry is shaking her head there, I know there's a--I want us to look at the policy so that maybe we limit it to non-profit organizations or some kind of time, place and manner or other types of-- >> That's--that's what I was going to say but we're--but I think we--we do understand what I'm saying is we need to have a policy in place to address that so people cannot just wander on the campus but also what you--what we will have to have is someone to win forces. >> Exactly. >> Because otherwise you have people coming on, they're gonna be there and sell things and nobody is gonna be really authorized or have the time or the desire to go and chase them off or make then take out a permit to do it. So also we will need probably to check the City of Pasadena and see what requirements they may have for permits for things like that too. So anyway, the one thing I wanted to mention too is the foundation. The foundation has been in existence as was pointed on for quite sometime and they've really done a very good job over the years of raising, you know, modest amounts of money from different sources. They have done a fantastic job in terms of raising money for the Center for the Arts. I don't know what the exact numbers are right now but through the efforts of Elaine Chapman, Ana Mae Jones and others, Irene they've done a really good job. They recognize and the board recognized them and Shirley Bird is in the audience with us tonight. The board recognizes that it has to change it has to now really gear up and go out and raise very significant amounts of money for the operation to college or for other purposes like that. So they're excited about looking forward to it and I think with Lisa stepping into the role there they're get off to a very good beginning but yeah, we're gonna have to find ways to get money just for the operation of the college that we've never had to worry about before. >> Yeah I wanted to just--one point I did forget to make about that too is in where we as the college can make investments to help the foundation do its job is--is in the technology piece too, we're--from my understanding is we'll willfully behind and even having a--a system where we can track who went to school here, who graduated from here and where they are five years later and that whole process can be--its technology driven and for us to be able to do even an annual campaign. Sid Tyler asked to have breakfast one time and he gave me a solicitation letter from a college in Pennsylvania that he had once made a donation to. It was an annual direct mail campaign that he felt obliged to support he say, "Are we doing this at PCC?" As far as I know we don't do any annual fund campaign for us to support the district and--and technology would make that much more feasible for us to undertake. >> Again that is something that has been recognized by the foundation staff and board and they're addressing but you're quite right there is no list of--of alumni from PCC as to where they are or when they graduate and all that so and that's the very logical source of income for a foundation to go to, people to turn to so they--they're gonna get on it but they need a lot of--a lot help. >> Trustee Brown? >> I do have a question, as I was reading through the information that Dr. Rocha provided regarding the college of advancement. One of the points that was brought out was the fact that most of the colleges don't have a staff to do exactly what we're talking about. I know we just brought Lisa on board, are we full of staffs so we could actually provide the service that we need to continue to pursue these resources such as the alumni and it takes you know continuity, do we have that or do we is this something we're gonna have to address? >> No we don't have it. But that's exactly what we're working on now. Lisa and the current staff are and the foundation as Bill alluded to are working on a very, very specific strategic plan. It's not just planning 'cause the foundation and Lisa are charged with actually raising money this year and of course the raising of the money will be the seed money for--so for example when you say staff, well planned giving is a professional specialty, you know, it's, you know, tax accounting, you know, and there are professionals who, you know, specialize in that area, you know, event planning and--and permitting that we're talking about, annual giving, the technology, portions of it. So we will be adding these pieces as we go through--I don't think that, you know, the plan is to significantly add the staff this year. I think this is to work with the foundation, have vigorous activity that's already ongoing such as the Center for the Arts and to develop a network and then frankly this is where the--the trustees come in because I think one of the areas where we have not and I say staff is not gonna do a good job is to maximize the networks you have with your constituents and to--and to do, you know, events and other kinds of road shows out in the, you know, out in our areas that get us into, you know, contact with--with people that we ought to know. So, you know, I expect as we move in to, you know, the next full year that we'll begin to add, you know, this piece and then that piece. The idea is that at the end of the four-year period is yes to be, you know, a full, you know, engined development office. >> Okay. >> Mr. Pack? >> Just--just I guess express a student feeling on this list. >> I'd like to thank Dr. Rocha and the administration for providing this really robust and diverse list of options for moving forward and also to thank you for minimizing the amount of fund raising proposals where students become the target of these [laughter] people that are on campus, I mean it's not fun to be the prey of credit companies who are asking you to sign up and so forth. So thank you for producing this proposal without doing too much of that. >> We do have a proposal that as you graduate, we put a bar code tattoo but that's-- [ Laughter ] [ Inaudible Remark ] >> You know that's voluntary. With your permission President Thomson, if there are no other comments on this area, then we'll segue into our last portion which is enrollment management and primarily, SP1440 'cause we didn't want to leave you in your thinking caps, the latest on SP1440. I'll just set this up with--without a minute and then turn it over to my colleagues and maybe we'll have no more than 10 minutes or else we're doing push ups. [ Laughter ] >> Okay, let me set it up this way. And here's a--okay, here's the audience participation portion. This is a quiz. Okay. [ Laughter ] >> And I think they wanted you up there. >> I guess. >> What is in the last current year for which we have statistics, this is available on the website, the database website California post secondary research. 2008, there were 73,132 degrees awarded by the California State University in the 23 campuses. >> Okay. >> 73,132 degrees awarded by the California State University, okay--73,000. What was the number one bachelor's degree? [ Inaudible Remark ] >> Business. >> Business. >> Yeah, right. >> Number two is communication. >> Well here's what I've got. I've got business administration and all things that are called business administration, 14,527 that makes 20 percent of the entire total, okay. Number two on the 2008, although it may be different for examples say at Fullerton or, you know, at Monterey. Liberal arts was number two but it goes from 14,000 to 5,365 degrees and number three was psychology with 4,800 degrees. So those three majors in the CSU where most of our students transfer to, business, psychology and liberal arts make up one up one-third of the bachelor's degrees awarded in the CSU. And then the top 10, the criminal justice, sociology, communication, English, biology, nursing, health and PE, those are top 10, alright and those are the top 10. So one of the things--I point that out because the logic of SP1440 is how do we track our students onto associate degrees that will give them guaranteed seats into the CSU for one of these degree programs that I just mentioned? So it's about the degrees and the Padilla bill says if you follow a transfer associate degree program, you get a seat and of course that is invaluable because in the CSU business for example, almost every business program is impacted in the CSU, even if you can transfer into the school, you can't get into the major. So anyway, I just kind of give that as a show and tell and I turn it over to my colleagues, clocks going. >> Okay. >> Jacky? [ Laughter ] [ Inaudible Remarks ] >> Tonight you know who is presenting and what they will be presenting. We have our--an Ad Hoc Committee and we decided that three people would report out tonight and they will basically deal with senate bill 1440, Padilla and also the--we call it a companion of the AB 2302. We will first have the enrollment management dean, Dr. Alquaddoomi will briefly just cover the 1440 and a few comments about what's happening with it. Then we will have our dean of counseling--no, the second one will be our president-- >> President. >> --of the Academic Senate, Mr. Martinez will look at what the academic senate is doing and what we're doing at PCC. And then the third speaker will be our dean of counseling, Dr. Olivo who would--Cynthia Olivo--who will deal with the plans we have for PCC. And they are aware that they have gone from 15 minutes to 10. So thank you. >> Stop. >> Okay. >> Okay. Our board of trustees, President Rocha, ladies and gentlemen, we bring you good news tonight so we're gonna close it with good news and the good news comes from Sacramento. SB1440 and the AB2302 really is a fantastic opportunity for all students to make a gateway to transfer to the California State University System. Dr. Jack Scott in a letter that's sent to the Community Colleges spelled out the SB1440 in a very exact and a very well defined way. It is a guaranteed admission to a CSU campus by creating an associate degree for transfer of 60 units, 42 of which I get in general ed and 18 units of a major. The transfer is guaranteed to a junior status in the CSU and the students will have a priority consideration to other majors if they choose to do so. The AB2302 again by Dr. Jack Scott, the assembly bill 2302 requires that they California Community Colleges work collaboratively with the CSU to inform our students and the general public. We have a mission to share that information with our community and our students so they'd be aware of it and also to entice the UC to join in this dialogue to say to them would you join the bandwagon and see what we can do. The state, the chancellor's office, both Dr. Scott and Dr. Reed, are taking this very seriously. They want us to start in fall of 2011 which is very few months away from here. They've -- so that's the commitment that they're challenging us with. They're saying we want you to start in Fall 2011 and to make that commitment solid they've created a statewide joint implementation task force to do so. The join task force for the implementation actually came out on October 7th 2010 and it's co-chaired by Ephraim Smith from--the CalState University Executive Vice Chancellor and Chief Academic Officer and Eric Skinner who is the Executive Vice Chancellor for the program. So there's a lot of seriousness in implementation, not just it's a bill that's coming out but to really challenge the Community Colleges to make it a reality for our students by Fall 2011. I will turn over to the-- >> Well, because this is an academic and professional issue, this to some extent comes under the purview of the academic senate so just to inform you that our PCC policy number 4060 provides the criteria for the associative degree, for both the AS degree and the AA degree including general education. Fortunately, we have extensive experience in developing, integrating and monitoring these associate degrees and so we are in good position to develop new associate degrees for transfer. Just to inform you that currently, at the present time, we have a large number of associate in arts and associate in science degrees in a variety of majors. The AA degrees are really what we are concerned about at this point and currently we do indeed have AA degrees in these fields. You can see business, communication arts, English literature and the rest of the list as you can see and this is simply a continuation. And just to let you know that these AA degrees were developed 3 years go. They went into effect in the fall of 2009 and these are the results of changes in title 5 regulations that went to into effect again in the fall of 2009. >> So these are currently on the books. What we are going to do, as you can see on this slide, is appoint an ad hoc committee, the ad hoc committee on the Student Transfer Achievement Reform Act, the STAR committee in short, we will appoint a faculty chairperson for that committee at the academic senate meeting on Monday, and call for faculty volunteers to serve on this committee. There will also--we will also call upon resource experts from Admissions and Records, from counseling, and from other important offices on campus. And again, either modify our existing AA degrees, or develop new degrees, again, along the lines that Dr. Rocha spoke about just a moment ago. Thank you. >> The ad hoc committee has a goal to develop three to five associate degrees for transfer, and we'd like to focus on those majors with high demands by students to be our priority. And we would like to develop a method to include students who are midstream, who can also benefit from this opportunity. And how will we inform students? We work--we will work closely with our experts, including Dina Chase from the Transfer Center. She is developing an FAQ. And then Juan Gutierrez on the Office of Public Relations will help us to inform students, given all of our, you know, social networking and the other ways that we inform students. We will also have open public forums to inform students, faculty, and staff about these new degrees. As more students become aware of this opportunity, we should be, you know, ready to offer more core courses so that students will be able to take the classes they need in order to get this degree. And I think that sums up our presentation. If there are any questions, we'd be happy to answer them. [ Simultaneous Talking ] >> You know, Dr. Rocha--Dr. Fellow had some comments on this via an email--excuse me--with respect to SB 1440, but if you wanna share any of those thoughts with us this evening. >> I'll be--yes. I love Sacramento. I--this is a wonderful bill, but you know, Sacramento has got to be realistic too, that state universities need money to accept transfer students. What's happening right now, and I'm grappling with this issue with the state university, is many of them--and CalState Fullerton is the largest campus in California right now--is gonna undergo impaction, which means PCC students are not going to get into--they [inaudible] be able to get into CalState Los Angeles, and if they can guarantee every student a seat there, that's wonderful. If you want to--we will be accepting students outside once we have serviced our service area in Orange County, but students from PCC are gonna have to have a 3.75 GPA probably. So students have to be told this. It is very competitive, and I think it's wonderful. I think Senator Padilla did a wonderful thing with this. But the state's got to realize money has to come forward. Universities don't run, you know, they need money to function. >>Yeah, we are very well aware of the service--the local admission, and what we tell students in counseling is that the other CalStates are not closed off to you. You just have to meet higher admission criteria. And that is for the next fall. And so, we do encourage our board members, especially those who serve on the statewide Board of Governors, and our President, to advocate for us, so that the local admission policies will be changed for the CSU. And I understand that means more resources are needed there as well. >> And some of the units right now, the majors are going to go to higher numbers. It's gonna be 39-unit major. And if next year their money doesn't come forward, it's gonna be very tragic in the state universities. >> Yeah. One of the ideas that the senate has proposed to the President is perhaps the idea of forming a lobbying effort to speak to the--I don't know, we will speak to the CalState system as a whole, or to the individual campus--campuses, but to talk about their various admissions rule and their service areas, designations, that you're right, we are going to find is a challenge to our students. It's also important I think to recognize that the UC system in AB 2302 has been requested to participate in this new trends for degree process, but it is a request put to the UC system as a constitutionally independent entity. They can decide whether to go along with this new system or not. >> You know, what's even very exciting right now with the chancellor of the CalState system and--Chancellor Scott, and the chancellor of the UC system is that--what's coming out very soon as they're going to get down on high schools. They believe the high schools are not teaching English, they're not teaching histories, students are not prepared, and the chancellor now is you've got to get your act together, and the universities also have to work closely with the high schools. >> Yes. And we were under this new bill where we're expecting a shift in our enrollment, because some of our students are gonna start looking at their options and deciding the long term goal of where do I wanna be. So we need to act accordingly to try to see how we can maintain our enrolment in light of this new bill. >> For example, if a student wanted to go to CalPoly Pomana, they should enroll at Citrus College because they have the local guarantee to CalPoly Pomana. >> And we don't want them to. >> Right. [ Laughter ] >> Dr. Mann? >> Yeah. Dr. Rocha, just for everyone's [inaudible], can you tell us which university--or which of the CalState Universities we are [inaudible] our service area. >> Well, I think our number one link is CalState LA, and that's the one that we send the most students too. >> We also have guarantees to those CalState that are still growing their enrollment. East Bay is one of them. And-- >> East Bay? >> East Bay used to be CalState Hayward, but these are the CalStates that have said--indicated we will take Pasadena students. >> I think Dina Chase has something to say. >> A little bit to this. Hello, everybody. CalState LA is gonna be our service area, number one. Northridge at this time has indicated that it will take transfer statewide. We assume that in a very short time, they would probably close off, and I don't think the PCC would be one of their service areas any longer. When we look at our numbers, our main--our major destination to the CSU is CSU LA. However, if you look at the number of transfers to CalPoly and Northridge, they equate practically to transfers to CalState LA. If you look at all of our transfers statewide to all the other campuses, they exceed our transfers to CSU LA. What I anticipate will happen, particularly with some of our border schools like Arcadia and Temple City, Arroyo, for those students who do want to go to CalPoly, they're gonna be swayed to go to Mt. Zach or Citrus, which is very active in recruiting in those schools right now. So I think we're gonna have our job cut out for us. >> Well, you know, what's interesting too--and I get, you know, the--we're very, very fortunate to have Trustee Fellow at CalState Fullerton, and of course, Trustee Mann from CalState Northridge--if it takes it, then [inaudible] 90 to go up to Northridge and talk to some people up there. But what's interesting, these issues I think will be addressed quite quickly in this task force. About the linkage, and you know, the guarantee seats and so on, that's just--you know, just as the questions tonight which are really helpful. The first meeting of the task force will raise these questions [inaudible]--yeah? What? And so--and I think that's one--and I think it will get addressed. What's interesting, of course, is that they're now--the logic of the master plan is saying to CSU's, well, now, you're going to go back to a service region concept, alright, but of course, the community colleges, which used to be okay, only in-district students, is still, you know, ecumenical. You know, anybody can come, and so on. So I think there will be some--we don't know what they are, but I think there will be some reverberations throughout the system. The final thing though is that what I am so proud of with the work the faculty and staff are doing is that no matter what happens--and it's embedded like limestone in our master plan--we wanna get a student a degree, you know, because we give the student a degree whether they, you know, they get them in LA or get into--you're not gonna go wrong. You're gonna find some place--and of course, I don't know what the numbers are, but we transfer a significant number of students to private schools, and you know, USC and our Center College of Design, and so on. >> So, I think no matter what happens, we are in front of the curve so that our students will be able to make their way in whatever, you know, seats open up. But yeah, we're gonna have to do some real advocacy to, you know, make agreements. >> We'll be closely watching what the task force recommendations are and once we know them I think it'll be essential to move quickly to be able to provide those degrees for our students and give them the maximum opportunity possible. You know, depending on what those, those markers are, whether it's GPA, whatever it is. I mean, we're gonna have to move quickly. The good thing is that we have a lot of courses. We have a lot of courses. Students have a good option. So once we know the bottom line of what the task force recommendations are, we can move quickly to shift around those course requirements in order to satisfy the associated requirements that Cal State is requiring and then move them on in the transfer process. >> Berlinda then Geoff. >> Yeah. The question that I have is actually from the student perspective. I know students that are pretty focused. Well, they come to PCC and because they are already focused they will get their degree but I'm more concern about the students that take four and six years to get where they need to go. How is this information? How do you plan to get these students or present information to them to let them know, okay, we really want you to get you're degree 60 units within two years. You can stay hear in six years. How, and I know one of the problems that we've always had is that we don't have enough counselors to talk to the students, what is gotta be the new mechanism that you will implement to ensure that all this students are getting this information that is out? >> We have--we have some great work planned through the educational master plan and also those of us in student and learning services have been working on our program review for enrollment services specifically looking at how do we help students enroll at PCC. One of the ideas is to provide students based upon what they indicate on their application, provide students with information about what is available for them to achieve the goal that they listed. So, that's one way, provide information to the student at the onset. And then continued to reinforced those messages when students achieved milestones such as after they take an English course that's a perquisite to college level and say you are on your way with or, you know, somehow use messaging to communicate with the student instead of always having the student have to come in person to stand in the counseling line to see one of our 14 counselors >> Thank you. >> Well, there is no question to that. Moving forward in the ed planned that will be adding counselors. So, you know, that counseling will be bulked up. But the other part of your question is back to, you know, the other template the student access some success template. You notice there we have the so called curriculum maps but what the senate and the faculty will be doing is making the 60 unit programs. Okay. And then what you're talking about, you know, which is a great question is, okay, I see my 60 unit program but how am I gonna get through this in less than six years, okay. And right now the students have to hunt-and-peck for courses and just pull this and pull that and try. So, a curriculum map would be, most students need to take 12 units of semester, four courses--yeah, four courses by enlarge in order to qualify for financial aid. So 60 units, so we're trying to construct curriculum maps so that ideally a student could, instead of just taking this course and that course and this course, a student will be able to take four courses, four courses, you know, 12 units a semester for five semesters. >> Okay. >> Okay. So you would actually do it in two and a half years. So, and that again is conceptual and then the work would operational working with the divisions and the deans and actually scheduling the classes in such a way that, you know, for example English and Math weren't scheduled at the same time which is now sometimes the case not all the time. >> So those--you know, there's a--again I'd say the Ed master plan of go for the degree, the SB 1440 go for the degree, it's wonderful because it really does, you know, cause us to look at all that, you know, and gives us something to hang on to. >> Geoff. >> [Inaudible] Geoff. >> Just building on Berlinda's point, so correct me if I'm wrong. If it's working right in the way and we're able to implement the way Dr. Rocha describes it, it actually becomes a more efficient way so that more courses are available for our students and it doesn't--we don't--people don't lose access, they gain access 'cause more seats are available because students aren't taking classes they don't need to--and so that will open up a class in that. And by the same token, it's supposed to be a more efficient way for the CSUs to manage that too because they would have that guaranteed transfer that there will be no question what standing a student is when they transfer so that they won't have students taking classes once they get to the CSUs that they don't need. So if it works right, it will open up access for everybody. >> Right. Yes, yes. >> Noland then Linda. >> Yeah, I also just will say because this issue is something that many issues but this issue in particular is something that's very close to student's access to counselors and so forth and so I would again just sort of point back to the first presentation we received and again like echo that sentiment that, you know, Jamie and I went to the last educational master plan review on the campus light level and both of us talked a lot about some sort of interactive curriculum map where students can see before them what their educational career will look like at PCC. And so, based on the presentation that we saw earlier and the feedback that we're getting I think that's really been taken to heart and I feel very reassured that the administration and the staff working on this project are taking that into account and the need for students to help or get that direction, you know, I think that that's been very thoroughly [inaudible] and addressed outside of this meeting. >> Linda. >> You know, I think that I do agree that this is going to I guess result in higher efficiency in delivery of services in students, so I was just wondering are we willing to then say or provide that guarantee to the students that you will as long as you follow this program, you will get through in 2 years or whatever they're goal timeline is. You will get through and we'll guarantee that you'll get all the classes that you need. Instead of, you know, and historically we heard that students can't get through because they can't get classes. >> Right, well I think with--it's a two-step approach and you know the first step is that and the faculty work with the deans to develop the programs, you know. First you got to set out what 60 unit transfer associate degrees do we want and get those you know mapped and get those to the curriculum process and step 2 is now that you have a program how do you take an individual student through that program in 5 semesters and that's an operational question that first of all right now we can't do that, okay. But that will be the part where I will ask the deans and the faculty to work together to make some changes that you know to move to an exclusively student-centered class schedule and then Nolan was mentioning distance ed. The prime users of distance ed are students who are already enrolled at your campus from students in Kansas. So most students use distance ed to take that 3rd or 4th course and you know and fill out their schedule and that's where that comes in where right now, for example, we're in some cases where everybody wants to have their classes on you know Monday and Wednesday at 9 o'clock you know so there's no rooms available, so. Yeah, so that will be the key and one of the things I'll be--you know as they're working on the curriculum is working on models that will try some cohorts as early as the fall because what I'd like to see is you're not registering for one course, you're registering for 20 at a time, you know, and you've got the map right there and you're just gonna move right through it so. >> If I could-- >> Just one quick question so what about a student that is not able to take all the classes like it's a mom and they're working or whatever, what is the alternative to that? >> Well I think those students will not be left behind, not every student. In fact, probably, at the beginning not even close to the majority of students will vote with their feet to take these transfer associate degrees so and of course the majority of our students coming in are--you know two thirds of our students come in having to take basic skills courses before they can even get to the to 20 unit program, I'm sorry 20 course program so that issue will still continue to--and on the whole separate as the others were talking about the basic skills initiatives trying to get those students successfully to college level so nothing will change for those students who can't take 12 although I think if there's out you would know better than I that most students if given the opportunity to take a 12-unit load will do so. It's always in the benefit of students to take a 12-unit load if they can but when they can't sometimes it's because they choose not to but more often it's because they physically can't, that they physically can't get the course that they want. >> Dr. Fellow >> I just wanted to--first of all, I think Belinda made an excellent point before about the counselors and moving students through the system. I just want to tell you a little story. Last year I think it was the chancellor, Chancellor Reed got very aggravated with the San Diego State because students don't want to leave. They love San Diego and they went through and they had hundreds of students that were there 6, 7, 8, 10 years and so the chancellor told the president and eventually had to do this. They just went through their units and they said you have 40 units in history, you're a history major and you're out of here. Here's your degree and get out 'cause they have, they're just--they're taking up room. >> On that note too, one of the things that we discussed at the--one of the EMP meetings is sort of like an electronic program where you could--the computer would just target who is eligible for a degree and award it to them basically so that it's--not necessarily without their consent but to just give them some sort of alert that says oh, you're eligible for this degree. Do you want to take it and please leave like that type of thing. >> Again, if we had a more sophisticated technological infrastructure we could do an automatic degree audit and then a student could see how far they are and we could also then search for students who meet certain criteria and then alert them hey, did you know you're eligible for this. >> We do that now. We do that in the degree center. We prescreen target transcripts students with 45 units or more. We have a homegrown tool that basically identifies if the student has completed courses in the CSUGE requirements or the IGETC and then we notify them that, you know, this what you're missing or this what you've got so it's time to consider you're next options. Since 2005, we've prescreened just over 12,000 transcripts and about three quarters of those students we found weren't eligible for a degree and they weren't eligible to transfer and they were referred to counseling to get help. About another eighth of those we found had already gone ahead and petitioned on their own and then an eighth of those hadn't gotten a clue and we were able to invite them to apply for the degree. [ Laughter ] >> You know, I'd like to add as soon as we find out which degrees we're gonna start as the associate degree for transfer, I think what Dr. Rocha is suggesting is really the way to go, working with the deans, knowing what degrees we wanna offer, we would target these courses that are needed and create these cohorts of cluster of sections and then offer enough of them without creating an overlap or a conflict in time and or days. So I think we can do it as soon as we know that--you know, and it can an experimental project in the beginning but I think we can--along those times, we can succeed. >> Jeanette? >> Yeah, I wanna just follow up on what Dr. Fellow said. But my son was a student at Berkeley, you had to have say for example, 126 units to graduate and you had 140--you were out whether you graduated or not and I know there has been some discussions in the state of imposing the maximum amount of units that you can take on a community college. I mean we're early stages, maybe you need 60--maybe 90 or something like this. And I think that would be a good thing. I was really shocked a couple of years ago when I went to one of the departmental division graduations, I won't say which division it was and here were student, they were honoring. This student who is our top student in, you know, X has 160 units, you know. [ Laughter ] >> And like this student could have, you know, a bachelor's degree and almost a master's degree if they had--why do they need 160 in a community college. So--but I guess what I'm saying is I think that discussion is actually beginning and not just from Chancellor Reed and the community college level of maybe we do need--you know, we need policy from the chancellor's office or we need legislation that says that you can take this many classes and then that's it. Or if you come 20 years later for upgrading but not 160 units. >> Yeah. I think-- >> And in the CSU, they call it the super senior. That's the title. [ Laughter ] >> Right. I think that's coming. Anything else on this topic? >> The last thing I'd say for the record on this 'cause it has come up in discussions of faculty, I think it is significant and a completely salutary development that we are moving forward and now, you know, we are a degree-granting institution and we're moving in that direction. But given the--you know, the first--the top 10 majors, alright, we have over 60 programs at the college, you know, so we are getting some input from faculty that are saying, some anxiety that the implication of SB 1440 is that you're--if you're not gonna get on this degree train, you're gonna be cut or you're out or so and so on so forth. That's not my reading of the bill and that certainly is not where we're going in this master plan. So, in fact, if anything I think our master plan that is emphasizing the award of degrees will make it easier for smaller programs such as, you know, theater and languages and so on, to survive because we will be able to offer the core programs much more efficiently and use the savings to--you know, to use--to subsidize the programs and continue to enroll the programs that we hold dear. So I do wanna make clear just as an official administrative statement as they say everywhere I go that, you know, everyone in the family is gonna stay in the family and no one's gonna get pushed out the door, okay? And so I just wanted to do that. And-- >> Remind us of the timeline on the educational master plan. >> Yes, well I think we're--I just talked with Bob and I think we're on track. >> We're definitely on track. Should have a plan to the board by the first week in December. As was mentioned earlier tonight we're just wrapping up our educational master plan faculty-based accreditation task team meetings. We've mentioned 70 to 80 people that are the core people that they have gone out throughout the college campus and have talked a great length with their faculty and other staff colleagues so we're doing fine. >> Certainly, all those points out the importance of the educational master plan and the roadmap we're gonna need to tackle a whole lot of problems or a whole lot of challenges I should say as we move forward. >> Well I think I wanted raise your expectations but I think the work that has been done, the broadening of the participation is making it a really, really useful document so you know I think we, there is no doubt that we'll be bringing it to you in December on schedule and we'll be able to take it from there and finalize it. >> No, I think you said we were not going to address the policy review project, the ongoing-- >> Correct. >> Projects, okay. So we have future agenda items and additional topics, anything that anybody wants to put on the agenda for our future topic, Geoff. >> The only thing I was gonna say is given the importance of the educational master plan does it make sense to have it and the adoption of it in a two-step process so one we have almost the study session to really go through it point by point so that we don't try to do it in a half an hour and then vote to approve it. What we do at the board of governors is what we call the first reading. >> Sure. >> And then we bring it back for approval at the next meeting or something like that. >> Open, I just think that as a document will be ready as Dean Miller said at the first meeting of December but certainly we're open to uh whatever works. >> I think that's a very good point as we made though because it's gonna be an awful lot to digest and I think if we can do have perhaps the first presentation of it and then come back the following meeting and have the followup questions and vote of at time, it would be better to digest than have a more sensible and thorough discussion. >> We'll go with that. >> We don't have any external deadline on the master plan. >> No, we don't. I mean I think we had always intended to try and get the bulk of it done before anybody breaks for, you know, the holidays. >. But there is the issue we only have the one meeting in December. >> Right. >> So if there were a way to, you know, get it to us perhaps the second meeting in November or something like that or--but we can work-- >> [Inaudible] we beat time, place, and manner. [ Laughter ] >> Yeah, right. [ Inaudible Remark ] >> Well, you know-- >> I think that will be accomplished >> If you will, trustees, why don't we take that helpful suggestion under advisement and I'll consult with staff to see if perhaps we can get us to at least the meat and potatoes of it to the study session in November. >> Well, work on that. >> Yeah. >> Any other future agenda items anybody wants to mention? I wanna thank staff and my fellow trustees and everybody else for an excellent study session. I think this has demonstrated quite vividly the importance of this, the value of it. We've had a terrific discussion. I think we made a lot progress this evening so thank you all very, very much. I think without--unless somebody else really want to stay a bit long we are adjourned. >> I think everyone wants to stay longer. ==== Transcribed by Automatic Sync Technologies ====