>>The meeting of the Pas [inaudible] Community College District Board of Trustees for November 17th, 2010. Roll call, please, Ms. Thompson. >> Mr. Thompson. >> Present. >> Mr. Baum. >> Here. >> Mr. Martin. >> Here. >> Ms. Brown. >> Here. >> Dr. Fellow. >>Here. >> Dr. Mann. >> Present. >> Mrs. Wah. >> Here. >> Mr. Pack. >> Here. >> Okay. I ask Mr. Miller to lead us the Pledge of Allegiance, please. [ Pause ] [ Inaudible Discussion ] >> Please follow with me. 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 ] [ Inaudible Discussion ] >> Okay. Is there any public comment that anyone from the public wish to address the board on any matter? We are of course precluded from discussing anything that's not on the agenda. So if anybody would like to come and talk to us, just let us know, and accommodate that. The purpose of this evening, of course, is the--what we [inaudible] as the study session, and we've got 3 items listed under this; educational master plan, a draft as it currently stands. Also, review project, and future agenda item is an additional topic. Dr. Rocha, let me turn things over to you, if I may please. >> Thank you, President Thompson, and trustees. Good evening. And we're looking forward to this study session tonight in which the primary topic is the educational master plan. So I actually hope, as we did last summer, have a constructive discussion--I actually had some fun with this, because we've done a lot of work, and it's ready to come out to you and to get your input and feedback. A couple of brief words of introduction, and then we'll get right to the educational master plan which is the primary agenda item. First, as to the policy review project, we are contemplating no discussion of that, but what we did put in front of you was a binder, and thanks to Dean Kollross, put for you a binder that completely updates the board policies and college policies, and you now have that. That will serve as the basis for the ongoing policy review in any recommendations that the administration will be bringing forward to you in subsequent meetings for policy review and possible revision. So that's-- >> [Inaudible] a clarification question. >> Yeah. >> Is this all available online, on the website updated? >> I believe so. Crystal? >> There's 2 tabs in the back which we call the blue book policies which we do not have online that you might wanna take a look at. But everything else is available online. >> Okay, thank you. >> Good. So we wanted you to have that ready to reference, and then you know, [inaudible] if you have any questions as we move forward, but as far as we're concerned, we have covered item number 2; the policy review project. And again, I wanna thank Crystal for her work in putting that together for all of us. And let's see--and of course, we'll come to any future agenda items at the end. In introducing the Ed Master Plan, I did want to briefly describe our day to day, because we had our visitors--our accreditation site visitors, and I wanna say in short that it was an absolute success in every respect, that the team, Bob Miller, Crystal, and Dave, an Ed, and you know, so many people in this room, the first thing I wanna do is to thank them for the work that resulted in today's visit. The report was absolutely impeccable. And that was the judgment of the visitors, both Superintendent President Jose Ortiz from Allen Hancock, and Dan Walden who is Dean of Academic Affairs at Southwest College. And much to say--but I'll keep it very, very short--went through the day, many of the people here were in attendance, and at the end, I had an exit interview with both of the side evaluators, and they gave me their impressions, which they're responsible to do. You will recall--you don't need to have it in front of you right now--that we had 5 recommendations that we needed to speak to, the so-called recommendations 1 through 5, the program--so called program review recommendation, and the distance ed, and the ethics, and so on. Their, you know, brief summary to me was that absolute spot-on progress in every area, and that they see that recommendations 2 through 5 have been discharged fully, which is a really great result. Recommendation number 1, we talked at length on that, which is essentially the program review. Not only the--it's the program review and--I say--I'll take a couple of sentences with this because it's germane to the educational master plan. Recommendation number 1 is an ACCJC jargon, is the link from planning to budgeting. In other words, we're gonna talk to you today about an educational master plan. What the ACCJC requires is documented evidence, not that you just wrote one, but that you're actually using it to guide resource allocations, okay, the link from planning to budgeting. And that was the major recommendation that the commission had given to us twice. In order to make that link, you have to have a comprehensive system of program review. Not some, but all. Every program, every division, every academic program has to complete a program review. And in order to do that, you have to have installed a software system, a tool, and do the training necessary and so on, in order to do the program review so that any department, whether it be--or a program, where it be biology, or for example, basic skills. The visitors said that all that work has been completed, alright, and we've done that hard work. We didn't complete all of the program reviews, but we did present the basic skills which I felt was the most important, because it really serves the most amount of students actually. And we completed that, and so, that's there. So step 1 is program review, and step 2 is where it gets a little complicated. It's--step 2 is the evaluation of the evaluation. Program review is the part that says, well, here's my English department, here's the data that Crystal and iPro have provided. Based on this data, you know, here's where I'm coming out in terms of our--my measurables, my review, and self-evaluation of the program. Step 2 is to have some process, a body if you will, that evaluates the program review that I do in my department, and then says, well, you know, if you will, they're the UN blue helmet or the cop on the beat. They're the independent body within the college, and says we've looked at your program review and good, or not so good, or you know, high priority, low priority, so on and so forth, and I'm speaking just in generalities now without speaking about any specific program. We've put that in place, which is new, and the site visitors acknowledged that. That essentially is the institutional effectiveness committee, okay, which is I think headed up by Cynthia--and who's your co-chair? [ Inaudible Remark ] >> Oh, Jim is co-chair. And Jim was there today. So we have done that. And then the third step is once the IEC has crunched the program reviews, 'cause their job is, you know, people--the reason why program reviews are often done is because the programs will say, well, yeah, good, we do them, but nobody ever does anything with them. Okay. Well, how will you use this in decision making? Well, the third piece is that it actually then is put aside the Ed Master Plan, which we're gonna talk about tonight, and then say, well, how close is it to the core missions, you know, so that we can begin to make some resource allocation decisions on what's the highest priority, the next highest priority, and so on. So I'm happy to report from the accreditation report that we're absolutely on track. They did note that all of our program reviews are not completed yet, as you might expect because we have literally over a 100 to do. >> But the major ones have been completed. And so, we're moving along with that. The way the process goes from here is that I'll receive a draft report from the visitors in a couple--3 weeks, and I don't think it will be any kind of a surprise, and then I'm giving an opportunity to respond. And then the commission meets in January to look at the followup report and make an action. So that was the report of today. I was very, very proud of everyone, all of my colleagues, and they were too, you know, Jose Ortiz, this is his third time back to campus. And in his conversation with me, said the difference is palpable. So think we're making--I can report to you, no BS, that we've made a lot of progress. And that's what the accreditation site visit is about. You can put all the language and literature want on it, but it's about the numbers, it's about what have you did--done, and how can you document that. So I was very, very pleased with that. Now, Ed Master Plan, and so, our plan for this is to very--go very light on presentation--I'm sorry, Trustee Brown. >> I just have one quick question. >> Yes. >> Going back to number 1, that-- >>Yes. >> So what would you say that we--and what would be the length of time that we'll be able to put that evaluation into place, and will we remain on probation until that's done? >> Well, that will be an action for the commission. Well, first of all, we're not on probation, you know, for the record. We're on warning for one recommendation. >> Warning. >> And it does not affect our accreditation status. A warning is an action that says we've made a specific recommendation, we wanna make sure that you've redressed it. Now, certainly, I think that there's a preponderance of evidence that we've addressed. But that's up to the commission to decide in January. As far as your first question, which is the most important one, when will the program reviews get done? Well, we have begun, and we'll start from today, a mobilization to do the program reviews in every corner of the college. What I would like to do, and we'll be talking a little bit about this tonight, is that we expect that--well, as a practical matter, right, we're here in November 17th, I'd like to have these done by March 1st, would be a goal. And that's an ambitious goal 'cause you realize that after December 19th, we're dark until February 22nd, okay, because we have winter session, but our faculty are not in service, at least of them. So you can't hold--one of the problems--another problem I'll get to with our calendar is that in the middle of the academic year, you're dark for 2months. Big, big, big problem we have to address here. But that will come out of the master plan. But I think, Trustee Brown, our goal is to finish every program review by March 1st. >> Thanks. >> So on with the Ed Master Plan. The process tonight is--I've asked Dean Miller, who's been on top of this every step of the way, to have a very short presentation of 10 minutes, and no more than 10 minutes, that--so that everybody is clear and on the same page of where we've been, where we are, and where we would like to go. Again, there's no action item tonight. There's nothing on the docket for you to approve. What we'd like you to do is to take the information in and then to, obviously, give us any and all of your questions and your feedback so that we can move this into a final document and bring it before you. What you have in front of you are the base--the core document is this one that looks like this, and you got it in your packets. And this is the whole Ed Master Plan boiled down--and even boiled down, it's still, you know, 8 pages. The whole backup or supporting materials, this spiral binder which we're not going to go into detail tonight, this is just supporting material. Okay. So we're not going to review this tonight, but it's there for you, we wanted you to show you how much work has been done that we--that we're presenting to you tonight what we feel is a pretty close to completed document. But the core document will be this one. Okay. That's the one that we're going to ask everyone in the college to kinda take in and understand fully. And so, that will be the one we'll refer to again and again. And in introducing Bob, I would say this is what the Ed Master Plan is about for us. First of all, you'll notice that we call it project 90. So we call it project 90 because it points to our 90th university in 2014. And that is a finite--that's 48 months from now. And what we wanted to do is to put very clear finite timelines, not draw them out too much. And this is what we're gonna do in the next 4 years. So that would be--so the project has been titled project 90, and I think everybody has been working hard, and you'll see the actual goals. And the other part of it really is something that we brought to you again and again and again, and that is the idea of transformation. And what does Ed Master Plan is about is the transformation of Pasadena City College into a truly global community college into really, the premier community college in the state of California in terms of its access--in terms of our mission, access and student success outcomes. So that's what we're here to talk about. Any questions in terms of what you have in front of you or anything before we get on with the getting on here? We okay, President Thompson? Trustee Mann? >> I hate to sound like [inaudible], but I take what Dr. Ortiz says with just a little grain of salt, because I was there at the exit interview where I heard him say there is nothing in this college except wonderful things. We are not gonna commend anything special because everything is wonderful, no problems, nothing, et cetera, so on. Now, that may have just been BS, but he'd hope that's what the whole campus heard. >> Right. >> So I hope that he was more honest with you, or that whatever happened between the time he writes his report and the commission vote doesn't have [inaudible]-- >> Yeah. Well, I don't think there will be any surprise. I've repeated verbatim what he said. And what he said--and of course, it's a little bit different in exit interview for a followup report and for a complete self-evaluation. But again, he said 2 through 5--because we've got right to it--2 through 5 discharge, one, is still a working progress. So I don't want to--you to leave tonight thinking that, you know, the whole thing was a slam dunk. But having said that, I think it was every inch of progress that we could have possibly made. So we will get their report--the written report soon. I don't think it will be any surprise, anything different that what I'm telling you tonight. >> I hope not--I hope that's what he [inaudible]-- >> And I think that--you know, this was [inaudible] repeated to the people in the room and to Miller. But--yeah, that's my hope. I'm with you on that one though, you know. And that's why actually, in this case, as I insisted in talking to the team beforehand, and I insisted on an exit interview in which they--you know, they weren't gonna leave until they told me where we were on each one of the 5 recommendations, so-- [ Inaudible Remark ] >> So I won't--you know, again, let them write their report and do their stuff. But we did what we needed to do, so-- >> And I definitely would commend everyone, because I know this is a stressful matter, and the staff and you and everyone has done an outstanding job, and I just want you to know that I do appreciate it, and the school appreciates it. >> Thank you. Okay. And without any further ado, I introduce Dean Miller to set this up, and then we'll just have a completely unrehearsed dialogue. [ Laughter ] >> Unrehearsed? >> Okay. Can everybody hear me? I think I'm--I'll be fast if I stand up [inaudible]. Alright. >> Is this the audio cast? >> Oh, that's true. That's right, documented for [inaudible]--thank you. >> Then you need to speak in the microphone. [ Noise ] >> Okay. The first thing I would like to say is this is a draft document, maybe typos and everything that's in here, we're cleaning those up, this is just a draft that's content we actually kid as hot off the press as of yesterday. >> So, that's it. Alright. So I'm gonna go through this very, very quickly, not only because I've got limited time, but because I just wanna sort of remind everybody where we've been and what's going on here. So the purpose of our Education Master Plan, these were the outcomes that we all agreed to the process that we wanted to have happen; funding sources, our technology, our master--to inform all of the things that we do from a technology and facilities planning staff--facilities planning point of view, and also, to inform our staff in needs, et cetera. The process to get us here, you will recall, included all of these major steps. And this process began--you won't remember--April of 2009, when this board approves the creation of Education Master Plans. So we have now been through all of these steps, some 14 or so months later. It included a very significant community outreach component, some of these slides in here primarily for Trustee Wah, who was not part of this at the time. But just to remind everybody that we had a very, very extensive internal and external scan process including a lot of time out in the community. Then the environmental scan document is critical to this whole process, and it reviewed and looked at the items that you see here, everything from workforce trends and employment trends to enrollment trends to what's happening in our area high school districts, et cetera. So it really took a look at us, both locally, on an original basis, on the state level, on the national basis, and now, international level as well. In the environmental scan, there were some major trends that popped out of this. Everything from, you know, the shifting age patterns that we're dealing with right now, the increase need for a highly skilled professionals, the fact that the awards rates have been declining steadily over the years--now with SB 1440, I think that's gonna begin to change--population growth, et cetera. But these were some of the major trends that were in the environmental scan. As far as opportunities for the college, what came out of the scan was the ability for us to look at what the niche program opportunities in our service area might be, and how we could basically leverage those opportunities. Basically, the need for us to develop a more agile and flexible organizational culture--not just an organization, but the culture of flexibility and agility as we go forward, the addressing new ways and learning, et cetera. So these are sort of some major findings and opportunities related to that. From a workforce trend and employment point of view, it talked about the so-called talent gap and the demand for the highly skilled workers. It talked about where some of these hot jobs exist right now, education healthcare, information technology, certainly, the green jobs as well, what employment opportunities exist for those with associate degrees versus others and the like. So there's a lot of that information within the environmental scan. It also helped us to identify what the top 10 "hot jobs" are for community college graduates. And so, you'll see what those are, and we have several of these programs, and then several of programs, we don't have right now. So again, this is an opportunity as we go forward to take a look at these things. We did this web-based survey, and six key themes sort of came out of this survey, and we're in this survey, and there was over a thousand responses to this--about 1,027 to be specific, actually--and it was--it looked our facility--queried people on our facility needs and the funding and what an efficient education related to and issues among those lines. These are some of the key themes that came out of that. Okay. The overall needs and directions, stronger connections with our partners, our K-12, and our four universities, better technology tools, everything--in terms of technology in the classroom, technology out of the classroom, technology for us to all better do our jobs from an enterprise resource program point of view, and the absolute need to increase our support in the areas of basic skills and transfer. And then of course, we added CTE to that as well, Current Technology Education. Okay. There was a--a very significant faculty program assessment component. And without getting too much into this, it consisted of the evaluation inputs in this process, then once we reviewed all of those inputs, we looked at that in the context of is the program we're looking at strong growth potential, stable growth, or frankly, no growth potential, then we had our faculty and our division deans basically develop recommendations; should we extend and enhance, should we discontinue, should we add a new program, and all of these informs the so-called service delivery model. What will our strategic plan look like to accomplish this, what will we need for this facilities point of view, staffing is obviously very critical, technology, and above all else, budget to support all these. So this is sort of the program assessment model that we used as we looked at all of our programs. Faculty program assessment, this is just our different divisions. Let's--we won't get in to the numbers, the arrows mean, you know, that we have growth or no growth, or you'll notice, no one said that nothing was growing, or that everything was either neutral, nothing was decreasing. The evidence doesn't quite point that out, but that's sort of a mindset that people have, if you well. This is sort of looking at it from a division point of view. Then in terms of--let's look it some growth projections. Now, this is an interesting slide, and I would say that the section in the report that is growth projections is really an interesting one to read. Because what it basically says is that on average, our college grew--between 2003 and 2009, by 3.9 percent. There were ups and downs along the way. The real seeming average is about--is a .86 percent. But the state, the chancellor's office says that we're gonna grow at 0.75 percent between now and going into the future years. The reality is, as you look at the report, is that in fact, we are going to be growing at a much faster rate than that, and that we're gonna have to make some decisions about what programs we will support in relation to our growth. Because no matter what amount of review enhancement we do, there's a good chance that we won't be able to enhance revenue enough to keep everything going in the same manner we're going now. And I'll just leave the report to that. But the state uses that .75 percent growth factor. And again, there's a good discussion of it in the report here. So what are the program critical needs in the opportunity areas? Well, the critical needs that came out of the process; basic skills, transfers counseling, and those are the--ssome of the opportunity areas that were identified. Strategic issues, okay, well, I'm just gonna run through these--I'm not gonna read them, but during our process, we basically identified 15 strategic areas that we wanted to address going forward through the process. In that regard, we call them top--the top five, the second tier 10, and then the bottom 43, 'cause there was a total of 58 in total of all the different themes that we looked at. And what we discovered through the process is that it's very fluid. There is a top 5, there was a top 10, but in reality, there's really 58 planning items that we have to address, and we did address. Now, in terms of how we addressed it--you've seen this from last week, so I'm not gonna spend any time on this, except to say that there was well over a thousand people, and probably closer to 1500, community, faculty, staff, managers, who looked at all the information through a 3-step process. And you'll note that the similarities from each one of these side by side comparisons of the whole EMP effort, the tasking effort on campus and the [inaudible] activity came up with a lot of very common themes and priorities of major things that we need to work on. So this led us to the actions and implementation and what is our vision. Well, our vision is to take PCC to the highest level by our 90th Anniversary, which would be 2014-15--excuse me. So what does that mean? Well, in the case of project 90, we have primary academic achievement targets, and we want to be number one in the state in transfers, number one in associate degrees, number one in STEM degrees, and number one in certificates awarded, and number one in the so-called basic skills continuation or progression rates. So that's our big bold goals that we are saying, that these are our project 90 benchmark targets that everything is gonna be tied to from the planning and program implementation point of view. This, you'll--this is actually what the student success achievements are. Without getting into all the numbers, these are the actual targeted goals for each one of these categories as we go forward between our baseline of September, 2010 in our target of 2014-15. The basic skill sequence completion rate is a fascinating look, and they take--they'll take a lot more time to talk about that. But really, the completion rates are strikingly low, not only here at PCC, but throughout the state. And this is a major, major challenge area for every institution. >> So these are our targets. Now, what--we also have these things called signature goals which I talked about a little bit last week. But what do we wanna be known for? Well, we wanna be known for guaranteed enrollment for all in-district high school students, and how--and it's about something we wanna try to work towards--transfer--the premier trends for cutting edge learning environment, a sustainable college community, these are the things--these are our signature goals we wanna be known for. Now, we boiled all of these down into our mission critical priorities, and we'll take just a few seconds for you to read those--they're in this document, and they are--they start on the front page--but these are the things that are mission critical for us to achieve our student achievement success target goals for project 90. Institutional effectiveness and what that means and how we support that, enrollment management, technology, pathways, curriculum response that the market needs; these are mission critical items. So the question is how do we get there? Well, we have created five--a five-year action plan for 15 actions, again, that are in the 8-page document, and I won't go over this now, but you'll--I will say that if you go to the far, right, the mission critical area [inaudible]--the alphabet relates to the alphabet on the first page there. So that's what the mission critical relates too. The time frame--very, very aggressive time frame. If we're gonna meet these targets, we have to be very aggressive in how we attack these things. So you know, again, because of time, I'm not gonna go through each one of these right now. We can certainly read them and we--as we go through our discussion, we can talk about them, but you know, it's [inaudible] increase number of courses, the comprehensive online, again, things through our student access and success initiative, we're already working on work--now that we've got an Education Master Plan, and we'll have [inaudible] it, we can now complete our facilities master plan, huge emphasis on professional learning and professional development, and the action item number four relates to that. Five is go back and refine our technology plan now in the context of our Educational Master Plan, develop and adopt a college sustainability plan, the partnership work which we are already working on with PUSD and some other districts right now, counseling, big issue how we're gonna support that, both in terms of face to face and using technology, revenue enhancement program and how we're gonna deal with that, adoptive program, viability policy, in other words, how we're gonna go about determining what our programs we need to--we can continue with and grow versus those that we need to keep the same, or perhaps let go because of high priorities. Underperforming students policy, the center for excellence in terms of--well, establishing centers of excellence relative to our policy implementation plan, and the [inaudible] effectiveness, the guaranteed access to in-district students, the robust business outreach and engagement program to enhance our offerings, that's it. So the next step is we work on implementing these action items, we work towards our student success and achievement targets, and we recognize that the whole--this is all about a service delivery model that informs the strategic facility staffing and technology plans, all of which supports budget. Without reading it, this is the table of contents. It's in the back [inaudible], but you'll see the framework--or the design, I should say, of the table of contents, and these are the elements of the plan, and it leads us to the beginning. This is certainly not the end. The whole--the Educational Master Plan kicks us off--you know, the work that we've accomplished is nothing compared to the work that we will be accomplishing going forward to make all this happen. So I don't know if that was 10 minutes or not, but I tried to be quick. Questions, comments? >> God, thank you, Brown. It was actually 13 minutes and 44 seconds now. [ Laughter ] >> But who's counting? >> Just--you know, for the sake of keeping us on plan. >> Thank you. >> So that's it. You know, we just opened this up, we have some other thoughts, but the important thing here is to hear from the trustees. Trustee Baum? >> Sure. First off, I wanna express my true enthusiasm for the work that's been done. It's been a 180 degree difference from where I had anticipated we were going, and I really can sense the direction and the work that's going into this. And then as I look down these goals, this is exactly where I'd hoped the college would be heading with this. So my hat's off to Bob and you and the rest of the team, especially also--just try on stylistic note, I want to point out. Your slide has Mig's [phonetic] name on the front of it, and this was prepared by Mig, that as I feel, it's really prepared by the college, and Mig consulted on it. And so, in future things, I want it to be clear that this is a plan by our college and our constituents and our community for PCC, not something that a consultant gave us to do. Number two is--the other thing is where we were before--I saw a lot of different goals and directions where we're heading based on different groups and interested parties, whereas now, I see a plan that's integrated that has actually taken all the input from all the constituent groups and moves us forward. My question was going to be two-fold; one, what is--what will the adoption of this do to our current existing strategic planning procedures, because this clearly sets out a plan, and we've had these procedures in place, we do our retreats and adopt the long range goals and things like that, and how will it impact that, because in my sense, it all--it should actually probably replace much of that activity. And then number two, I put in a question to all the constituent groups. As you could see, each of these things will actually have concrete consequences, and we need to know--because when we say we're turning the college to a five-day a week scheduling, that's gonna impact everybody, and I don't--what has happened in the past is somebody will come back to us a year and a half from now and say, I had no idea that man I was gonna have to teach at this, or that we weren't gonna be able to do that, and I wanna make sure that all the constituent groups are informed and understand that once we just determine this direction, we intend to implement it, and it will require some adjustments. I think everybody will share the idea that it puts us in the right direction. So what does do to our existing strategic plan and have all the constituent groups really understood the actual impacts of what this new direction--these directions will take us? >>Well, I'll surely turn it over to my colleagues for the second part. As to the first part, Trustee Baum, I think you put your finger on it. What the plan will do is to guide our strategy in every sense. So for example, one of the actions is revenue enhancement. Well, we know that we're going to have--to want to do more things, which [inaudible] ambitious plan that we have money for. So, one of the strategies is revenue enhancement. But if I could, you know, the most important thing, and the really--the major changing shift that this plan will unable us to do will be to guide the staffing, the faculty and the staff, for the college--for the next--the most important decision we make together, the most important decision you make, or who are gonna be our teachers and who are gonna be our staff supporting students. That's it. In fact, I don't know what the number is, but I think what--90 what percent of sellers? [ Inaudible Remark ] >> Nine--you know. So--and everything else is just, you know, copy paper, you know. So in the past, what the plan will do--remember back to those program reviews--we'll be doing the program reviews, and we will be authorizing a large number of searches over the next few years. But those searchers, rather--begin the strategy, rather than in the past, kind of well, you know, who retired, who did this, who can, you know, and so on and so forth. The decisions about the faculty and staff hiring will be measured against the plan. And so, the searches will be improved on a priority basis. >> Right. Could just--because what's happened that I've experienced in the past, sometimes, a faculty member will invite me to coffee, and they'll say here's the--our plan for basic skills, and we agreed to do these four things. How will be able to integrate this over that so that we understand--that everybody will understand this is the plan, and this is how we're gonna attack the issue of basic skills or transfer or things like that. The--and then what does that do for the plans that we've adopted in the past? >> Yeah, it's really an excellent question, and one of those [inaudible] movements that Crystal and I had several weeks ago as we were kind of coming to the landing on this thing which is this plan will be loaded into our [inaudible] stream program--planning and program review system. >> This plan will represent a big chunk of the strategic planning process that we've done, and it will then allow operationally from the operational areas of the divisions and departments up to the tactical planning level that will allow us to map everything that happens from the bottom all the way to the top, this being a good chunk of what the top is. So all of the faculty, all of our administrators, our managers, supervisors, as they're putting their plans together, they're gonna be able to map very specifically condition critical item, whatever, [inaudible]. And so, we will load this into the planning system is the answer. And then on an annual basis, what the strategic planning team will do is they'll be updating and tweaking our plan, because as obviously as we know, just because it's done today, doesn't mean that tomorrow, something changes, and it doesn't need to be worked on. So that's kind of what we're talking about. Right, Crystal? [ Inaudible Remark ] >> I can say that we have had Bob and Crystal and Dr. Rocha, of course, come and speak to us in academics and at meetings to review this planning system. The faculty have also been very much involved in the sessions in which we've discussed these various aspects of the master plan. But you're right, that we do need more discussion so that this fully permeates down to faculty ranks, and the staffing ranks as well. And so, yes, we will be going through an adjustment and our own educational process as we go through this. >> Trustee Fellow. >> Yes, Mr. President. Also, I read this thoroughly, and one thing that came to my mind, and it's really an offshoot of what we discussed last session here, which was online instruction, and then the data and the studies that were presented by the president showed that hybrid online courses really, the most effective way students learn today. And you do have this in the document which I like, but I need some clarification. When I look at hybrid online courses, it means 5 to 8 weeks are online. The rest is in a classroom. And like A2.2, you have developed hybrid online courses to expand the availability of transferring CTE courses. I don't know--you're still in a classroom. I don't know how you expand just by putting five weeks online. And also, you talk a lot about hybrid, which I like very much. But then, when you get to the action plan, we're talking about launching online programs which really aren't mentioned--unless I didn't see it--in the strategic planning--mission critical priorities and strategies, mostly hybrid. But then, hybrid is never mentioned in the action plan of--but online courses are. So I thought there wasn't a--. [ Simultaneous Talking ] >> No--well, I think you--the point is well-taken. Go ahead. >> Yes. The point is very well taken. And at the moment, the faculty thinking relative to hybrid is not--the model basically is if you meet three times a week, maybe you would meet once a week in person, that kind of a thing. But as we were explaining today during the accreditation visit, have very thorough long discussion on distance and online education, is that we're trying to establish a structure where we can be very flexible in terms of what the design would be. So when we look at action item number two, for example, develop a comprehensive online education curriculum, what that's meant to say--and we can be clear about that--is online in the broad umbrella phrase of online hybrid whatever would happen using the online technology. But perhaps, we need to be very--we need to be clear about that, and we will. Our faculty is really in a very positive way, engaging distance education right now, and we have an incredible interim distance education director, Dr. Lesley [inaudible], and she is really working--doing an incredible leadership job. And we have a number of great faculty members who are engaged. So I anticipate there's gonna be a number of models that develop and evolve over the next few years as all these rolls out. >> [Inaudible]--I would probably rewrite A2.2 because hybrid courses don't expand availability of transfer. An online course does. It opens it up to the whole world. So I would kind of rewrite that or do something with it. >> Yeah, right? Okay. Good. >> I would just say that one way hybrid classes do expand the availability of courses is the way we do it in science where the lecture component is online, the laboratory components in the classroom, and so, if you free up a classroom one day a week, you have the opportunity to offer additional classes within that space. And the second thing I would like to say is please come to the fourth floor of the new building on the Friday morning, and you'll see that we do schedule a five days a week. [ Inaudible Remark ] >> I think Trustee Mann was next, and then Trustee [inaudible]-- >> Excuse me. I just wanted to comment on something else, and it's kind of on the same lines. I was very pleased to see and hear are the maximum use of the facilities for classroom scheduling, and I think that is a very, very worthwhile, you know, goal, but I think that it probably--individual faculty may not really understand, or at least what--my use of maximum means. So for example--and I keep referring back to this little trip that Jackie Jacobs and I took when we looked at the different departments and what they did with their, you know--for housing the adjuncts. We went to one department. It had all these little beautiful offices. I mean, I don't think the governor has a nicer office. One person, one person, over a hundred faculty, one office which was a storage room. And I'd understand those kinds of conditions have changed, but I think we really, really, really need to be serious about using our space in the most effective ways. And when we have rooms that the vice president didn't even know existed, and we have facilities that are just so underutilized, I think that that's a really wonderful goal, and I hope the faculty will buy into it. 'Cause a lot of people are gonna be inconvenienced, and I'm sure that in the new building, there's people here on a Friday morning--but I know a lot of other places, there aren't. >> Yeah. Well, it's a good point. First of all, I appreciate you pointing it out because we have put--it's an example of how we've put real things on--in this plan. >> Right. >> And of course--and some difficult things, and this is one of them. One thing I'd say is that--in answering the question, I'm looking around to see--I know we had some deans--we're at work on this as we speak. The deans, for example, had a--or have an ongoing meeting to--and are working with Rick on just the classroom inventory situation. And we're tearing it down in a way that I think we haven't done in the past. And so, they're working on that. But I think the larger thing that you raised, Trustee Mann, is that when you have a plan like this, you can never impose it. You must teach it. What we have in front of us is an education project, not to students, but for ourselves. The first thing that we have to do is to actually educate ourselves, first of all, in the plan itself, and then start to look at the implications one--major one of which is you've raised. And I might--and I'm actually taking off from this 'cause I know we've discussed this at executive committee, and maybe I asked Lyle to talk a little bit about--you know, Lyle had a good thought when we're talking about this on Monday. >> It's only the one I've had actually. [ Laughter ] >> Well, I just wanna see if you were, you know-- [ Inaudible Remark ] >> I know we're not-- >> You can't remember that one good thought, Lyle? >> I can't remember what it was. >> It's not a personnel action. [ Laughter ] [ Inaudible Remark ] >> Yeah, I gave you some safe ground to walk on for a change. >> Yes. >> But anyway--but you had a great thought on Monday about, you know, you have a plan like this, but it's really an educational project. >> Well, it is, isn't it? And we're talking about roughly two thousand employees when we count all of our--everybody that works for us on one status or another. Organizations often, when it goes through major change like this, are well-equipped to device new ideas and new plans, transitioning that to the employees so that employees understand it, and I'm talking about--we're talking about employees at all levels and--who understand their role in it and understand how they contribute to it is a different matter. There is an education component to it that gets to--as the president said, really moving employees from where they are and what they're doing and pivoting to what they need to be doing. That means the things that they're currently doing, maybe they're not done going forward, [inaudible] stuff, because there's only so much capacity in an organization to do work, and this idea of reskilling employees. >> And these are adult learners. These aren't--this is andragogy. This isn't pedagogy. This is a different group of people that learn differently. And so, when we understand what the new plan is and what the skill sets are that you associate with that, we look at the skill sets that we have, compare the two, that's the delta, that's the learning partner, re-skilling side, which we'll work very diligently to accomplish. Fairly large communication piece and we've talked about that, but all those things come together and then we can move the organization in the direction that we intend to move it. So there's a lot of work to do there. But, fortunately, we have an excellent plan and what we're looking at years in excellent shape of a plan so we've got something to work with in that regard. So those are just a couple of considerations. >> President Thomson. >> One thing is not clear to me is what do you see as a role of the board in this? I mean, we could spend a study session on almost each of these action items or the main listing of A through L that you've got here of mission critical priorities. And so question number one is how do you anticipate the board interacting with you on these issues and some of these things like your item D, The Pathways: K-12, Two-Year, Four-Year and Community Connections, it's all very allotable but I--not clear to me how you're gonna achieve these things. And, again, what's the role of the board? How do we work with you on this? How do we get the necessary background education we need to be able to make a sensible decision as to whether to move forward? >> Well, I think the--there's two things I'd say President Thomson. One is that the board can be clear in terms of adopting this as our goals and making that statement which is extremely important. But the second and probably the most important in the ongoing part is the accountability. And Bob can speak a little bit more but what this plan sets up is a score card so that the trustees periodically, rather than, for example, having to have, you know, mirrored reports and reports and reports, that one conception of it would be that the trustees regularly on a quarterly basis and while you--you know, you said you were going to do this on Action 14, where are you in quarter one, quarter two, quarter three? So we've and certainly, the signature goals, the things that are important to you as trustees since you're the direct representatives of the public constituents are in here and if there is anything else that we need to get in it. But, primarily, what we would ask the trustees to do is to exercise its judiciary responsibility as the accountability authority. So this is the plan. This is what you said you were gonna do. We're not going to, you know, get into the tall grass of how do you do it this way or how do you do it this way bu, you know, we'd like to have you, you said you were gonna do this, you know, and that's where you come in. You said you were gonna do this 15 actions. Where are you? And that's what we're trying to set up for the trustees and maybe-- >> Yeah, and I would--actually, Dr. Rocha and I had a really good conversation on this exact topic this afternoon. So what's the board's role in all this? And what we concluded--at least my interpretation of what we concluded--is we just need the board's support, the board to have our back, so to speak, as we work our way through this process, through our shared governance, working with the, you know, with our faculty, with our classified group, our students and et cetera. But there's a lot of--as had been noted, there's a lot of challenging, significant, actionable actions in here that results in giant change. So, certainly, what Lyle just talked about is a big part of this, but at the end of the day, there's gonna be some challenging decision. I mean, I can see Mr. Baum getting several invitations for coffee in his future as some of the stuff begins to roll out. And I don't mean to single him out. He just mentioned earlier. There's just a lot here. And, you know, it's a very exciting time to be working here at PCC, to be very honest with you, because this team of faculty, this team of support staff, this team of managers, whatever we are, this board, we are setting the stage for the future that this global college we're talking about. But it's gonna be a challenge. It's gonna be a three to five year push to get all these done. But it is major, major transformation and that's not easy. It's just gonna take a lot to get there. >> May I just follow up one-- >> Sure. >> Point first. That's fine and I agree with that and I think it makes a lot of sense. But there are issues in here like again, I go back to the pathways K-12, et cetera. I don't think the administration, faculty, whoever, the college can do that without the trustees being involved. >> Absolutely. >> I mean, the interaction with K-12, for example, Jeanette, Berlinda, and I wanna know what you're doing, Geoff wanna know what you're doing, and how that works out and we have, I think potentially, a very positive, need vital role to play and how we do that. >> I think-- >> And why do the rest of us trustees not wanna know why k-12-- >> No, no, no, I just-- [ Laughter ] >> Just because we don't live in Pasadena, why would we not be interested in K-12? >> That wasn't-- [ Inaudible Remark ] >> I know that. I know and I wasn't--the point that-- >> No, I understand. I'm just kidding you but I can't let it go 'cause that's obviously a hot-- >> I was going to say that we're gonna look at Temple City and other places too, but I won't say that now. [ Laughter ] >> Well, it's really an extremely strong point and I know that there's a lot of good work that's occurring now with some of the districts relative to the pathways, relative to the relationships that we're talking about. We--in the [inaudible] the other day we talked about a grand opportunity that focuses in very specifically on El Monte Union High School, two of them. So, yes, I think it's a great point. I think that we will be calling upon you to do that. I think we've actually talked about visiting superintendents, visiting the board members, joint board meetings, things like that. >> One thing that--I'm sorry. I ought to be quiet for this [phonetic]. >> Go ahead, go ahead. >> One thing I was gonna raise this evening was we need to have suggestions, input from board members as to where we don't wanna have our study sessions. We're here this evening because we were not able to find a spot in the San Marino or in parts of Pasadena, so we're here. It's a wonderful location and all that, but, John, find location for us to have a study session. >> We got one set up with El Monte that should be coming fairly soon. >> That's exactly the point. I think we need to do that and help us reach out into these communities so that we know we're communicating with them and connecting with what they see their needs would be so. I'm sorry. >> Can I follow up on that? >> Go ahead. I'm not gonna forget what I was gonna say. [ Laughter ] >> Very good. Trustee Wah was -- >> Okay, I--it's just--it was on these pathways. Numerous high school students and all our feeder schools take advanced placement courses. And if they successfully complete the big test in May, they get a college credit. And I know, I've heard from numerous high school students that they just as soon take a college course or an online college course where they may be some intermediate task and they know how they're doing and it isn't like an all or nothing, and the ultimate achievement at the end is the same, the college credits. Many of these would--so I'm looking at the D, pathways. This isn't a specific goal but I think it overlaps a little bit of D and perhaps a little bit of G enrollment management. And at the same time, it may ultimately feed indirectly into our STEM because many of the AP courses come in, you know, bio and calculus and some of those STEMesque kind of courses. And so, I would just suggest to the team as we're thinking about it, and I don't know how the math works if they're sitting, you know, if they're getting high school ADA sitting on their campus online. >> Right. >> There could be some potential cost savings for these high school districts because we're bridging that gap. I don't know how--if the math will help us or hurt us. But it certainly, functionally, would be something I think some high school people would be interested in and might feed item D specifically and some of the other goals ultimately as well. >> Now, would we-- >> Just as a partial answer to that. We did go through a major revision of our AP credits last spring through the C&I Committee and so we are just now beginning the process of making sure that students are well informed on the AP credits that they can receive at PCC. And the statewide senate is now contemplating a similar statewide template for students to make use of CLEP credit, an international baccalaureate credit. So those would be coming soon. >> So, kind of what I was asking at is, if I'm taking AP calculus, what's the difference between taking AP calculus or taking calculus, whatever number that is, math, whatever, at PCC where at least I know I'm turning in homework and doing intermediate work and I know, hey, I can pass this rather than walking in on a Saturday morning when I have a cold and the whole semester was shot 'cause I failed. >> No, that--I'm sorry. >> That's a very good question. That's exactly the types of questions that students bring to us in counseling and all we can tell them is that here's, well, one way in which you can cut your time short at PCC if, indeed, it works to your benefit. And let's look at the pros and cons of petitioning for that credit. >> Trustee Wah. >> Well, I just wanted to congratulate you, Dr. Rocha and the staff, on an excellent plan. I've kind of looked at it online before I even joined the board and I thought it was exciting. And I was just recently at a meeting where I talked about the educational master plan being talked about and how it was a great point of view and exciting time for--to be on the board and to be part of the community so just a couple of comments. I also am really excited that we're going to take some of these board meetings out to the community and I wanna volunteer Area 5 as being one of those for an upcoming one. And I think this is a good opportunity for us to take the educational master plan out on a road show and then to get feedback from the community on the things that they--that are important to them. And just a couple of things that have come to me that are important so I just wanna bring them up and things that personally are important. I like that you talked about the agility and I think that it's important to have goals, but I'm just--I'm--I guess--I'm sorry, this is a huge undertaking and I see that everyone really looks up to the task and I, you know, no one's looks downtrodden so everybody looks like they're really excited about it which is good. I'm just a little worried that it's such a huge buy. We're a little bit behind. I'm reading the 2009 technology plan that you submitted that I looked--was submitted or done at the college and it's--it does look like we're really running to catch up on technology which is gonna be probably a really significant tool for you to be able to achieve some of these. So it's--I worry about the agility maybe and I just wanna say that once you get things in just to make sure that you have some sort of a system to make sure that we truly can be agile and quickly make that turn so that we are able to respond to what's happening and to put our students at the forefront of the marketplace rather than react to issues. The other thing I wanted to ask about and I'm sure this will come in implementation, but I saw in the scan, the environmental scan that I was given previously, how we are doing a lot of--we have a huge population, I guess, that comes to us that still--that needs some remedial help. And so, since I've been on this board, I've been listening to KPCC non-stop, so today they just happened to be talking about a partnership with Long Beach, Cal State Long Beach and Long Beach College--City College, and the Long Beach high schools and how they're really--they're doing the co-teaching model and they're really integrating and making sure that they have this strong partnership. So I just wanted to put that out. >> Yeah. Well, first of all, thank you. I mean, I think the agility issue is, you know, is part of the education process, you know, that agility implies that perhaps we're not as agile as we want to be right now and that implies change and all of us for various reasons resist change. And the only way you can get us to be more agile is if we see that it's in, you know, enlighten to self interest. And so I think that's--but we are moving ahead as, for example, we talked about the distance ed. We are--the senate brought forth its recommendations for the, you know, the conversion and the rules and regulations if you will for distance ed. That's done, you know. And, in fact, we did that for the accreditation today. Leslie's kind of power group is moving forward. And so, our conception of it was that, again, rather than to kind of insist on agility of--in everyone, is to invite people in, you know, who want to do this and at the beginning. And so I think the--we'll have a group of faculty who are working on it now over the winter and we'll be able to show you really how agile they'd become and that will start the--we'll keep doing that and, of course, you reach that tipping point where everybody it kinda gives the way and people feel as if, oh, no, no, it's kind of my--in my benefit now to, you know, learn how to do, you know, the full Microsoft Office suite or online education and so on. You know, as to--you know, the other--okay, [inaudible]that was point one. And then point two was what Trustee Wah refreshed on-- >> Alright. I talked about the partnerships and-- >> The pathways. >> Co-teaching. >> Yeah, you know, in fact, the thing that I'm perhaps proud of stuff in the early going is our progress on basic skills which are those students that you were talking about, that almost two-thirds of our students who come to us not able to assess a college level in English or Math. And that's our college right now. So, first thing, we made a huge step forward to actually put the real steps on a piece of paper 'cause even that sometimes is controversial because it doesn't look good, you know, in one sense if you don't have the context for it. And so our faculty was willing to kind of look at it and say, okay, this is where we are and so that, I think, is a good thing. And then we actually--and completed the Basic Skills Program Review, thanks to Crystal and the group in Basic Skills. And from that, we lined into this plan already, the basic skills goals that you see over the next four or five years. And then, of course, you've already--we already brought to you the student access and success initiative that has very, very specific roles. And the last point too is that I'm really excited that Cal State LA is our biggest feeder school. And I've been working closely, personally, with Jim Rosser. In fact, we have a series of meetings coming up in which we're, you know, I've talked with Ed and the faculty about this, what we call the alignment project which is key. So we're, you know, we're active on it, but, you know, thanks for that. And I think--I don't know whether Vice President Jacobs, I think I skipped over you. You had a-- >> It was back to when Mr. Martin was talking about the courses and how, you know, getting credit with the high schools and here too. When we had the academies, you know, we started that and we--that kind of [inaudible] out, you know. But the idea is we do have quite a few things going with pathways, with the career and technical programs. We have the tech program and I think that some of the things that maybe we should share with you so that you can see that we do have definite pathways already worked out where faculty from PCC and faculty from this school, mainly not just PUSD but from--throughout the district. They have been on retreats and they worked out the curriculum with the pathways all the way. And so some of that, I think if you see it, you will see that we are along the line--going along the lines that way. Plus, right now, we have an English project going on where we actually are teaching our--one of our courses 100. They are getting credit for their senior year English and also if they come to PCC, we worked it out so they won't have to take that course. They will be able to go into our English 100 composition. So we have these partnerships and pathways, you know, we're working on. >> And part of the challenge is to take all these to scale. We have been working very diligently. It's been a great year, the English Division, the Math Division, under Dr. Jacobs' leadership, a lot of this curriculum mapping and things that are happening, a lot of things are in teaching and learning center. There's some exciting things going. But the challenge is how do we take this stuff to scale? How do we get out into the community beyond making everybody come to us? How do we go out to them? And that's all part of what's embedded in here. But we are making progress. And I think the exciting news is that people are really getting engaged and they are excited to be part of the discussion right now. But there's a lot of work to be done. >> That I think is an excellent point that Dr. Jacobs is making. I mean, I think we--I personally--certainly I think every board would really enjoy having presentations at different meetings. I mean, the things, for example, that Wendy Johnson is doing in the bioscience program, a tremendous part of things and we ought to have presentations by those groups so we know and the can public know what we're offering and I think it'd be fabulous. >> We should be happy to. >> I've been very patient and I'm not a patient person. [ Laughter ] >> You did very well. >> Yeah. I've got these bids, they're very relaxing. [ Laughter ] >> But what happens is the longer I wait the more marks [inaudible] sheet of paper. Each mark is a point. So I'm really responding to President Thompson's question about, you know, what can the board do [inaudible] can put their mind back there. I think there's a couple of other things besides accountability. First of all, in looking just through the summary I saw three or four places where there needs to be a policy to kind of like with sustainability. We haven't know, as far as I know and I've been chairing this committee, we have no overall sustainability policy. I think if we had it that would--that would at least point a direction and in fact in several times, it mentions a developed policy. So there's a role that the board has to look as the policy making body, to look at this, develop it and then get [phonetic] that. The second thing is kind of like the other side of this. There are in--in--well, I'll say in California and in community colleges particularly enormous bureaucratic barriers and hurdles that have to be, you know, passed. And maybe there's somethings if it's not required by the state of the board can help remove. And so, if we find these things which, you know, I'm not required by the education code or something at that, then a lot of things re barriers, I think, simply because they've always been done that way or, you know, you know what it is. But a lot of these things if you look at them are in the board would have the authority to say no that isn't really required let's, you know, let's move it and I think it's--although I had a binder just like this and I took everything out and threw it away when we went up online. I think it's--it is important for us to kind of have this understanding of what's really--what's really required again and what isn't. So, for example, the organizational meeting has to be on a certain day. That comes off the education code. We can't change that. But there may be 15 other things that we're doing and so I think that's something else the board [inaudible]. The board can help by removing these barriers. Two more other points. This facility isn't someone's district. It's in my district and the next time we meet here maybe it'd be nice if we would do some outreach to the community and there's a very vibrant looking of community just [inaudible] to the east and we do have accounts person there. And also there's a little town called Sierra Madre over there and so maybe we could do that. And then the last thing which I think is the real good thing about the master plan. I think there's been a lot of individual, and I'm sure Dr. Jacobs would agree with this, individual faculty, individual board members trying to do something like on these pathways. But if one person changes then the whole things collapses and I'll give you an example. When Susan Kane was on the school board, she and I and a researcher from Cal State L.A., we're working on an idea and a proposal to do just what they're doing at Long Beach to take something high school community college and Cal State L.A. And actually, we even have found the funding source and this [inaudible] person was getting ready to write the grant and Susan lost her--was not re-elected and the whole thing collapsed because it had no institutional support. And I think with this plan, it is where to--if we we're to start again, we would have a structure so that--so when people come up with ideas, I think they're--they won't be so dependent on an individual particularly when you go out into the community and particularly when you're dealing with elected officials because you do have this turn over and you do have this change. >> Well, those are wise points that we take very, very seriously and I thank you for them. I think the--you know, that's why, you know the major transformation is that this is a--that's it about the plan that we're establishing a structure that will abide. And that as we learn it and take it in that it is not subject to perhaps, you know, the, you know, some--as you say, individual personal actions. And actually, my sense of it too is that staffing for faculty and for staff, classified staff, retention and recruitment will be easier with this plan because I think that people will feel as if they understand more clearly what the college is about and what--and as Lyle says, what their role is, what--how does this, you know, plan affect what I do in terms of my service to students from my teachings so no. This is exactly the kind of input that we needed and both Mary and Bob are taking copious notes and that will be incorporated into the next version of it. See. Trustee Pack. >> Thank you. I have a couple of specific questions actually on items A, C, H, I and K. >> Which one's? >> First, I guess, starting with items A and C since they're on the same page because it's the beginning of the document but also because it correlates really long with some of the stuff that happened at the SA [phonetic] students meeting today. We placed on our agenda the item class sizes and we've got probably the biggest turnout of student audience members that we've had in the time that I've been involved with AS. We had 24 people in that little conference room and there were a lot of things that were covered during the discussion but there were concerns about--on class sizes and availability and so on, 82.2 on the hybrid courses and then on C 2.1 on growing distance learning. You know, I'm open. I love technology. I'm completely open to online classes and hybrid classes and so forth. I mean, I'm reading an electronic version of this off of my iPad. I am all about it. I would be remising my responsibilities as student trustee though if I didn't bring forward some of the concerns that students have with distance ed, particularly some of the students who have taken classes online and say that they're--they're I guess difficult in some ways especially, I guess, in math classes we got that feedback. So as we move forward with this, I hope that we can, obviously without including the text specifically in this document, move forward with the understanding that we will monitor very closely how well students receive online classes and hopefully, perhaps with the online and hybrid classes, have some sort of uniquely tailored evaluation process. I know that professors got evaluated but I think an online class obviously must be evaluated from the very different way and hopefully we can really build on that as students express the concerns like those that we received at the meeting today. That sort of--is the reason I passed out this little resolution thing that we had earlier which is that some students brought forward concerns to us and they really--this group of students that came happen to be very adamant about maintaining availability to physical classrooms with actual professors in terms of that learning environment. And, of course, as the learning environment becomes more technologically advanced, we will have all kinds of hybrid classes and online classes and then advanced classrooms. I just wanted to bring that concern forward and say that I hope that we really closely monitor the advancement of online and hybrid classes so that students are not under service and that the quality of the education [inaudible] is not compromised and we're really paying attention to what the students are asking for when the classes are taken. >> I appreciate it. >> Yeah. So that was really just a comment on items A and C and then on H, sustainability of course might've had issue. I think this list is great. I spoke with actually our vice president for sustainability and she was very impressed with how intuitive some of the things are--that were included in the plan. I just have a couple of, I guess, comments on semantics and then I guess the general ideas that we have under actual action items. So it says right now, we want to adopt a campus-wide initiative to integrate sustainability principles into faculty development. And I notice in some of the other areas institutional effectiveness if I'm not mistaken. The language includes not only faculty but also management and staff and I hope that [inaudible]. >> Gorgeous [phonetic] facility. >> Okay. >> Okay. Alright. >> I'm sorry. Ha, ha, ha, on facility development. Okay, so my mistake. Hopefully then I think and I've, we've talked about this extensively in the shared governance sustainability committee. Is anyone else--no, no one else [inaudible]. We--we're interested in pursuing like a professional development in regards to sustainability so not just in a way that we run facilities but in the way that we get sustainability into the classrooms. Also though with the people that are in other capacities besides professors and so I hope that perhaps we can include a point on that as this document evolves or changes. >> Also on H3 we have create baseline targets for recycling water use and so forth. Personally, just coming from a student perspective and someone that's really, really been involved in the sustainability movement on campus, I've seen a lot of emphasis on her cycling which is really important and good. I've seen less emphasis in the time that I've been at PCC the one actual reduction. And so, I hope that we can also include at some point language that's not just baselines for recycling water use and garbage cost but perhaps waste reduction as well as waste diversion which are both very important. So, I guess, I don't know what happens with that feedback with the protocol is that-- >> Alright. >> I'm just-- >> Thank you. >> Well, first of all thank you Nolan, I appreciate it. We've talked many times about the sustainability goals, okay. There's a process for that. And we're constructing it together now. And I think that what will come out of this process will be a comprehensive sustainability plan for a college wide definition of sustainability that proceeds by consensus. One of the challenges of any ed master plan whether sustainability or anything else is that you have to proceed by consensus. In other words, what I prefer in a plan in terms of sustainability or class size may not be what the consensus is. So in terms of sustainability, I think as you know, we'll actually be more aggressive in many areas. I was just--Jackie [phonetic] and I were at the automotive advisory group yesterday and we were--who is the representative of the city, who is there? [ Inaudible Remark ] >> Yeah, Judy [phonetic] and exciting really just, you know, cutting edge stuff with electric charging stations for, you know, the new electric cars and so on. So think that we will have one of the nationally leading programs in sustainability. But I think the important thing for us to do is to create a process to arrive at a college wide consensus and this is not a legislative bill, okay, that you kinda put, you know, kinda ornament size and why I want my thing, I want, you know, and that kind of thing. This is a plan for what's going to get us to the essential goals of that is how we educate all of our students and equip them to go into a global society with a degree, with an award. As to the first thing, you know, I welcome the resolution. It's interesting on the class size. I'll leave aside the academic debate, I'm not aware that that occurred. But the academic, you know, there is--that's a [inaudible] primarily issue, you know, from the academic senate. So the academic senate is the one that will--is in the process now of looking at the enrollment class limits that are appropriate and that's governed by the senate's curriculum and instruction committee. What's interesting is that in the run up to winter, okay, we are now being besieged on the other side of students. I get way more students that coming in to my office saying, "I can't get my class. Will you please let me in?" Now, you recall in the fall or actually in August we did ask faculty to let a few extra students in. That led to a chain that led to the, you know, the group that you talked to. So there you go, there you go. There's only tough decisions to make here. So, on the one hand, great, okay. We wont make that mistake again of letting a few more students into every section but neither do we have the funds to just add sections to winner which means that, okay, great, you know, and the senate will look at the class limits moving forward into the, you know, next year. It's very, very different thing. So there's a custom made example of what's the plan. The issue is not class size, okay. That's an academic issue for a faculty member to make, not being posed. But the issue is how do we get the majority of our students through to a degree and transfer? >> If that becomes your criteria, then maybe sometimes yes, you do add a few more students to a class on a judicious basis because there are number of students who need a class in winter to transfer and will not get it because the classes are now closed. And we've agreed, you know, the resolution says don't increase the size, fair enough. But, you know, those are the difficult things that we're trying to move through with this plan so that we can get a clear [inaudible] star for what's gonna guide very, very specific policy in this particular area so. >> Oh, yeah and I thank you for that. I agree. I'd--I'm not against the class I just personally-- >> No, no, I know-- >> I think it was a great decision. >> If [inaudible] presented, I just wanted to-- >> Of course, right. I mean, I'm--it's my duty to bring forward student concern so I did. On sustainability, I'm completely open to whatever definition the campus chooses. My concern on that is who is encouraged to implant sustainability? So whatever definition we decide, I just wanna make sure that it's all inclusive and that were not necessarily targeting facilities or, you know, faculty in the classrooms and that everybody really is encouraged professionally-- >> Right. >> To integrate sustainability. Definition is I've--that's a discussion for another time. The other thing that I just wanted to bring forward and this is more of just like a personal, I guess, philosophical question that I have on revenue enhancement strategies and then on K, curriculum responsive to market needs. We have I2 which is develop stronger partnerships with corporate interests and then also I8, explore corporate sponsorships. And so, before I think about that too much more, I'm just interested in seeing what your vision is for what that looks like and to what extent that's going to affect student life on campus. >> You know, well, there's a couple of example prior to the most common examples is that many schools now, for example, have licensing agreements with banking relationships credit card companies. We need a new scoreboard on the Robinson Stadium for [inaudible] we do so we might talk to Pepsi or Coke to, you know, sponsor a scoreboard. Those kind--those are the kinds of things so. >> Okay. Now, I just wanna make sure that as we move forward it's nothing that's sort of incentivizing us to sell things to students like actual products particularly for dealing with credit card companies and things of that nature. And then my question on K, and this is--this really is just a language question, we have curriculum that's responsive to market needs. And I ask what about the term market because I'm interested in what we mean by that whether the market is the students in which case I would hope that it might just same responsive to student needs or if we mean market like the job market or the global market? I just-- >> Yeah. >> I have a personal concern with the idea of the commodification of education and I'm interested in seeing what your take on who the market is. >> Well, the intent is to imply and this seems to be clear curriculum responsive to employer work place needs. In other words, we want to have--we wanna provide course content that will result in jobs transfer because employers have needs along this line. That's what's it's meant to imply. >> Okay, I'm just--thank you for that clarification. >> Geoff. >> I have a couple of points. First off to--just to [inaudible] off the point about the marketing and the corporate sponsorships too. A lot of those things for implementation, that will be a role that the--you'll bring something back to the board to approve specific guideline. So that wouldn't-- just because when we adopt the plan the actual implementation aspects will be brought back to the board for review and direction too. Number two, paying [phonetic] off a point that Dr. Mann made, I was just personally pleased to see action 8 and action 9 but action 8, in particular the issue that I've raised about the access to counseling services because I strongly feel that body for body that there--that's a place where we can get an enormous impact in service--providing tools for success to our students. And I see Dean Olivo and President Martinez here and I just--I'm really gratified to see that as an action that we will be taking. And whether we're not here or not, this will be here if we adopted. And then the last thing I wanted to say is paying off something that Trustee Wah raised is that--is once this is adopted, I really am grateful for the approach that President Rocha and Dean Engeldinger raised about how we need to educate our campus community about this. >> The other side of it as Dean Wah--as Trustee Wah raised is I would like to make sure that we have a comprehensive communication plan for this once it is adopted and not that--or we need to put a press release out so that the Star News has it. There are elements too things that I wanna make sure everybody in the community knows about and it's the signature goals that this district has adopted a plan that will A, guarantee enrollment for in district students. B, make PCC the primary transfer college and that--and so, I'm hoping at some point there'll be a plan brought back to us and we [inaudible] comprehensive not just a press release but using all the tools in our toolbox from websites to the campus report to the tag lines on KPCC. I think those could be leverage much more powerfully to actually articulate what direction to call and just going in and the values that we hold dear. And so that there is that comprehensive community--communication effort in place once this has been adopted. >> Now, we'll see that, you know, behind us you see part of the emerging communication plan, the proud pass global future. >> Right. >> Which is not a complete comprehensive plan yet but the beginning of a theme that we will announce and to view the plan itself and also educate the public-- >> Right. >> About what it is we do and what is our main mission is about so absolutely. No, this is great. This is very helpful. [ Inaudible Remark ] >> I think Dr. Fellow then and Ms. Wah. I think it [inaudible]. >> Thank you, just two vote. One is with [inaudible] brand. >> With Ms. Brown. >> We need to brand ourself. >> All right. >> That's the big key word today. I just want to get back to Jeannette and Nolan talked about, the sustainability. As you know, in my other life I do influence state and federal water policies and we're gonna be probably have to deal with the water policy here dealing with sustainability because by 2020, and I just gave a talk in Los Angeles about this, the state is mandated that each person in this room and institutions have to cut water consumption by 20 percent. So we really gotta look in the next few years how we gonna use reclaimed water to water the laws and it is a big--it is a state mandate so that's something we're gonna have to deal with. >> Yeah. We, in fact, we we're just discussing last week the grey water and also black water kind of systems that we're putting in and we're working closely with the city on, you know, in just those kinds of things. So that's why I think and you're experience on that and other trustees will be very helpful because this would--what I would ask us to do is not to make a list of sustainability items but to make a true sustainability plan. What is the college and community going to achieve by when in terms and these things are clear by now in terms of alternative energy, solar, transportation, so on and so forth. . So, we're deeply, deeply committed to it so. >> Ms. Brown? >> Thank you. Well, I am definitely impressed with this plan. I think it's a great plan. Now, I'm always liking plants but summer of 2011 is really right around the corner and I see we have some ambitious states here. And I really, really am happy to see action 2 and I sort of put action 5 together because there into one. Are we really prepared to begin and get this financially push through and get it going because it seems like we need to define that. So, when is--when are we gonna really talk the real thing? >> Yeah. The sure answer is yes. We're doing that so maybe if I can fill in the details on the actual actions that are starting right now. >> Yeah and I wanna circle back to something that Nolan said too regarding the EP 'cause that's an example of things that are starting now. But as a result of our Title V grant, the student access and success initiative activities and even to a limited degree our PSI [phonetic] activities, we are and Dr. Rocha was just given a day or two ago a physician description for a, if you will, a technology manager, a contract person that will work by a personal services [inaudible] for a period of time to begin to develop technology plans and work with our in-house MIS staff, our instructional academic computing staff, our web production staff to begin to put together a comprehensive plan for not only achieving the goals that our in title 5 or title 5 grant and in our student access and succession of an issue grant, but begin to work with the campus community to develop the foundation in the underpinnings for the technology plant upgrade that update that plan that Trustee Wah mentioned a few minutes back. So that's a concrete example of something that we are working on right now because of the funding that the board is provided through the student access and success initiative and because the federal money we have for title 5. We have an opportunity to pull some money together that would help us to do that. The other idea of course is to bring in some, if you will, talent that looks at things significantly from outside perspective and not--is not burden, if you will, with all the things that have occurred internally. So bring in that fresh blood, my term, nobody else is to try it and to help. But we've--I've been talking with Vice President van Pelt and President Rocha and others about the need to make sure that we bring our existing staff along and it's part of this process. So that's an example of something that we do now because, for example, we can't go out for an ERP until we have a technology plant because the ERP is a piece of the technology plant. It's not the technology plant. So this is why we're bringing this expertise in. It's been a busy week as everybody knows but hopefully early next week, Dr. Rocha will be able to take a good hard look at that and we'll continue to massage that. And within a reasonable period of time, we're hoping by January we'll have this person onboard and do it. In fact, I've got a meeting with Dean Engeldinger. He may not know this about how we're gonna approach the process for the--for flying the position-- >> Until now. >> --early next week, exactly. So that's an example of how we're moving forward. If I can circle back to the DE thing, I look at Jaime 'cause I thought maybe Jaime still there today. Were you there when Leslie and Professor Heinz did their distance education presentation? >> I was but I did not attend the AS meeting today and so no one-- [ Simultaneous Talking ] >> Okay, I see what you're saying. Anyway the point was all the things that you were concerned about were addressed, duh, duh, duh is cross teased in terms of the plan that the academic senate distance education committee put forth with their recommendations and now the implementation side of the academics and the DE committee and our distance education staff on evaluation, on quality controller, all of these issues because they are absolute, no doubt about it, accreditation mandate issues that we must comply if we're gonna be in this business. And one of the hot bottom items that our creditors were looking at these days are online programs everywhere. And 'cause as I read the literature now, the hot phrase is productivity. How do we increase productivity in order to get more people to the system but we'll just have online? Well, what creditors are saying, yes and no. Yes, you can have all the online you want as long as you can maintain the quality standards that we insist upon. And I'm very proud to say that the plan of the academic side, e-community came up with and our implementation team is very up to the challenge of doing it well. And I do believe in the few years will have the best distance education programs in the California community college. >> Thank you. That's very comforting. I wish I had known that earlier and doing that meeting but I'll research or relay that information to students [inaudible]. >> And I'd be happy to come or actually Leslie would be happy to come and share whatever we needed to share with the associate students. >> Thank you. >> One thing we've not talk a lot about this evening is money. >> Yeah. >> And all these things or at least many of these things, most of them are gonna required money. And so one of the things we have to take--[inaudible] thoughtful look at quite soon also is how are we gonna end up--how much money is gonna be needed and where do we find it and how do we go about getting it. We've talk about the PCC foundation and certainly they're excited and Ms. Bird here and Anna Mae is here and they can tell you about that. So, that's one potential avenue to look for money but I doubt if that's really gonna be sufficient and force when. I think the State is gonna be very reliable anytime soon to be a significant source of new income. So, we've got--as we go through these things, look at how much will we need as best we can estimate that, where we think we might be able to get it, and how soon, et cetera? So, it's now close to 8 o'clock. [Inaudible] I'm just wondering how much more if you think we needed to cover on this [inaudible] >> Well, certainly, we're here for the board. >> I would ask President Thomson basically the question for the members is where we go from here and what you would suggest as a timeline. We're completely open. We feel we have a pretty good next to final draft in front of you and the input that you've given us, we will go back to our shops and incorporate this into the final but we feel that this is pretty close to soup and so we're just trying to--you know, we're on our next meeting, next formal business meeting. It's December 8th and our next business meeting after that-- >> January 19th. >> --is January 19th. So without in anyway insisting on one path or another, we certainly feel we're ready but we just wanted to query the members about where you thought we go from here. >> Is there a deadline by which must adopt this? >> There is not--the only deadline is the need just to-- >> Yeah, informed. >> Just to finish the plan and go to work, so in my personal opinion the sooner the better. But we have a contractual obligation that we do not wanna go beyond December 31st--right, this is on, right? So we definitely wanna have it approved. The way the plan was--because of the time it takes to actually do the proofing, get this [inaudible] of you, we want it what you have. We needed the January 19th. Now if the board were willing to allow staff to basically just, you know, do the spell check to the words [inaudible], make sure that it's written well and package it then I think we've be in the position on December 8th for the board to approve it, if in fact we need--you wanted it picture perfect then it might put us in the January 19th because of the holiday schedules and things like that. Well, unlike what happens in Washington, occasionally, I do think it'd be a good idea if we actually read the plan before we vote our plan. [ Laughter ] >> So, that's--So how long do you think--it's gonna take long? >> No. >> I have a question. >> Sure. >> In one sense are we--like we do with policies, we're really adapting this? >> Yes. >> Yes. >> Yes, of course. >> And this is the procedures that would be brought to us for further kind of ratification after that's done? And I believe that we should be able to adopt this in short order and then I expect periodically as you need our--as you need our approval, we'll review the nitty-gritty of what this means when you say--I'm sure that all students who plays in developmental Math, English, and ESL have access to sustained orientations and that--if that's a policy, well--because this will be our policy role as opposed to implement in the actual management of the goals. >> And the--If the board so chooses the approval of what, you have to say essentially the core document, you know, that is would not preclude the road shows. You know, in fact, it would make, I think, the road shows more valuable 'cause we were--as Bob said, we were out on the road, now we brought it back. Now we have a completed document. If the board were to approve and say December 8th and we have an approved document and of course an educational master plan is always already in progress. In other words, in fact, we were talking with the creditor today about what they call replanning, that each year you have to revisit the plan and so on and so forth. So to bring out to the public in terms of, you know, the direct contact communication, say, well, this is where we're going, what now--you know, very specific, you know, where do you see yourself in it and what are your needs? I think would be extremely helpful. So that would be one possibility. >> Yeah, in essence, I see this kind a like, we're setting the grid iron, you're gonna call the place and actually get us to that goal and that--but keeping us informed as long as they're within the guidelines we provide. One other, just kind of quick issue on branding that I wanted to bring up. I got an e-mail recently from the Vision 2020 Committee and I presumed we are going--we are eliminating all reference to Vision 2020 including the website and that I hope we have--we've replaced that with PCC Project 90 that then Vision 2020 will direct to, because I don't want any confusion 'cause when we did go out to the public before, we branded this Vision 2020 and that say--that would be a brand confusion. >> Absolutely. [ Inaudible Remarks ] >> I think we need to make it clear that if we use the approach that Trustee Baum is suggesting, the plan is a dynamic document. We go out to the public and we forget feedback that suggest we missed something or overlooked at or whatever else we can always change the document and indeed that he--response for organization in our position would have an obligation do exactly that. So it's not gonna be forever set in concrete or whatever. >> Right. >> But I would assume that these goals, these signature goals, and these achievement areas and targets, and these actions are not changed--not up for--revision on an ongoing basis that we've established these general parameters. >> I think that's correct. But I guess going back to some of the community meetings that we have before I would like to--I think be [inaudible] have an answer or at least to have somebody there with an answer. If you got a question, whatever it might be whether it's dealing with hiring a faculty staff and managers committed to serving underperforming students, how will do that? What does that mean? How are we gonna address underperforming students. What's the remedy if you will for making them or transforming them from underperforming into performing students and things like that? So it's that type of thing I think we have to be a little bit prepared for and prepared to receive input on topics like that and not just to [inaudible]. >> I do think President Thomson would be--again, a normative process to have an approved plan and we continue to make amendments. My senses and, you know, this is not complete yet but in talking to the community, there're two examples. For example if we were to go Trustee Martin's area they would receive--they've already seen, you know, last year but they may say something like, "Well, we want more of a presence or we want--you know, we want you to put this here, okay." That would be valuable input that we would take in but it wouldn't--it doesn't displace the master plan in all of the areas I think that we're likely to get to community to say we need this. You know, Trustee Mann's area we're working on the health center and so on. And so if the community comes forward and says, "Well, we would like you to take a look at St. Lukes and--you know as a possibility for a health center." We would say "Great." And we would incorporate that but we wouldn't have to displace or change the plan. The other thing is if the trustees are amenable. And of course having us do our work so that we can bring back a completed document for you on December 8th, does not preclude the possibility, you know, putting that on agenda does not preclude the possibility that, you know, we bring it to you on December 8th and then trustees say, "Well, you know, we think we still need one more shot at this and let's take a little bit more time." But if we did bring it forward and if you did approve it, one kind of time deadline thing is pretty soon we're getting up to the deadline for authorizing, hiring for next year, especially faculty searches, the recruitment season will begin. So the sooner that we could have your guidance on that the better. >> What is the pleasure of the board? Would you like to have the administration go forward and refine the document and assume that we're going to take action on this on December the 8th? I know Mr. Martin has a conflict that will [inaudible]. >> I'm excited about the document and my only regret is I have a conflict with another board meeting on December 8th so I won't be here. >> What he's really trying to say tactfully is he's invited to dinner at [inaudible]. >> Well, it's not that the food, at this board of meetings [inaudible]. Well, that would solve my problem. You said out of district, right? [ Laughter ] >> Right. >> I would just assume we do that because actually we could all start in and it picked us to death and it could take us months to finish it. >> No kidding. >> And as a former English professor I could kill you with it. [ Inaudible Remark ] >> So I just assume--I mean, you know, I could give you 500 changes that need to be make. So I would just assume that we do more like what Mr. Baum said, you know, kind of approve in principle, read it. I think we should read it. If we see something major I think we should bring it up otherwise we can improve it. And then it can always be adjusted and changed as long as this is--we all agree with everything in here. I think that was a good suggestion. >> Ms. Brown? >> Definitely, I really would like to say something forward and I think it's all pretty clear here and whatever work they're gonna do it shouldn't be that different. So I would like to see this go forward so we could get to work really. >> Ms. Wah? >> I concur. I think that this faculty had agreed to embark on a very ambitious plan. I think they should just go ahead and get started. And, you know, I agree that if we go out on road show and of course, this is pretty comprehensive, but if for some reason the community comes up with something that we may have missed, it's gonna be a good test of our agility in whether or not we can make these changes. [ Laughter ] >> Right. Dr. Fellow, Mr. Pack, any comments? >> Academia moves very slow. I would say just run with it and let's do it. [ Laughter ] [ Inaudible Remark ] >> Yeah, I think you have your direction on that. And as--Are we then [inaudible] including our discussion of this topic this evening? >> Yes. >> No one wants to spend their hours so on this? >> No. >> I do have--Are we moving on to something else? >> Yes, okay. >> Okay. I know that we don't have introductions on the agenda but I think it's a very important introduction that maybe Dr. Rocha should make because I think our homecoming queen is present with us. [Laughter] And maybe you could introduce our homecoming queen. [ Laughter ] [ Inaudible Remarks ] >> To whom can I give that? Wait a second, is it vice president of student [inaudible]? [Laughter] Now who's the substitute by [inaudible]? >> That's one. >> We have your AS president. >> Well, perhaps I will--thank you for Trustee Mann and I yield to Trustee Pack. >> Well, thank you, Dr. Mann for bringing that up and it's been--definitely an adventure, that's for sure. I'm really--I'm really glad that the courier wrote about the whole process so people would understand why Angela and I both run in terms of challenging traditional binary gender roles and all of that. So it's been a process and I learned a lot and [laughter] thank you for allowing me to speak on that. >> And just to make it clear you are the homecoming queen. >> That is correct. Angela Liao actually was homecoming king so we switch up a little bit. >> Oh, amazing. >> As you see on the cutting edge. >> Any other-- >> Rose, by any other name? >> We just do have some--do you want to talk about the league conference? No? >> Well, yeah. I just wanted to point out the league conference is--starts tomorrow. Dr. Rocha does a welcome, is that correct tomorrow? >> Well, Trustee Thomson and I. And you have--you registrate--you are all registered of course. >> Except me but that's okay. Mary's gonna take care of it tonight. >> Alright, okay. Well, and you--you know, it starts tomorrow. Actually the first public kinda public agenda items starts in the afternoon and there will be a welcome reception tomorrow afternoon. We've given you the list and we will send out again tomorrow the list of agenda event. You go to the Pasadena Convention Center. You'll be assigned in where you get your badge and your, you know, registration packet and so on. So that does begin tomorrow. And the two big events would be--well we have a booth. The two big events are--yeah to welcome tomorrow. We have a booth in the exhibitor's area and then on Friday afternoon the luncheon with David Rust, or for David Rust our alumni of the year honoree. In fact David Rust is now the very much awarded CNN cameraman. He was kind enough. He's in town now and he was kind enough to come on campus and was with our journalism students yesterday, you know, so those are two highlights. I should also say just following on. I did put a note to the board officers that there's a--the legislative conference in February, I think I have a flyer on it here and so any trustees who are interested in going can get the information from me and will, you know, obviously have a contingent going. And then also Thursday, December 9th at 6 o'clock in the Creveling Lounge will be the holiday social, an event that the board of trustees is sponsoring, college wide. We'll also be having Michelle K. Washington who is our Rose Princess and her family will be there that evening among many other things. I know--And I also wanna give--let David give a shout out for his management association of that. >> Yeah. That's the morning of Wednesday the 8th. I announced it last time at the meeting as well. But you're all invited to please come. >> And you know what, I brought it with me but I can't find in my pocket. David would you just take a second, you gave me--this is an example of what's goes on around here. You gave me the sheet of students from, I think, Cal State who had transferred to other colleges and of course I don't have their names, but could you give me the trustees a sense of what that was? >> Yeah, a couple of weeks ago we have Carlos Guiterrez and Cal State LA, [inaudible] give a talk to our British students at noon and one of his slides was of they track their students as they start out at community college, they go Cal State LA and they go to colleges beyond and they tracked 11 of their students for this--this is called the [inaudible] program, got PhDs this year and five of those were transfers from PCC, so 5 out of the 11. >> And they went to what schools? >> Mostly East Coast ideally types schools including Harvard was one of them, Pennsylvania-- >> Cornell and, you know, it's really-- >> --phenomenal. >>--just amazing and that's our [inaudible]. >> One other announcement to be made too I think that Dr. Mann assumes the acting role as the president of California Community College League this weekend at the conference or the convention or some--congratulations on her. >> And I was asked to put a plug too on Friday evening after you go to the [inaudible] reception and dinner for the PCC Jazz on ensemble, that will be a reception hosted by the board of governors and everybody is invited to that along with the reception row. And then Saturday morning, PCC has played a very big role in a special session on serving veterans that will have policy makers from Sacramento and Washington as well as Community College leaders. That will be at 8 a.m. Saturday morning so I look forward to see everybody there. >> Ms. Brown? >> On a different note I'm not sure if this is the appropriate time but I would like to request something to be on the agenda is that okay? >> Okay, that's just fine. >> Okay, so basically what I would like to ask if we could have the Ujima and the Puente program, give a report as to how they're doing. I've been sort of thinking of the need of possibly increasing the amount of students that are accepted to the program that is if it is which I think it is successful. If it is successful then I'm sure there are programs that are not really that successful and I would like to see a report so that my colleagues and us could make a decision if that will be something we could do. >> I'm happy to do it. We will see if we can fit it in next time. >> Well, thank you. >> Okay, 'cause I know that Kiara [phonetic] and [inaudible]. >> James. >> James. >> James, James, yeah. I know Kiara and James were on it and would be more than happy to come and offer report work. We're very closely on expanding those programs. >> Thank you. >> I'm sorry. [ Inaudible Remarks ] >> I just wanted to add that-- >> Come to the mic. >> --we have PCC student veterans will be attending the session on Saturday morning. >> Come to the mic. Come to the mic. >> No one's [inaudible]. You're gonna be picked up otherwise. >> So we have 18 student veterans who will be attending the session on Saturday morning with Bobby McDonald, Ms. Hosting and then I will be sure to have James and Kiara put together a report on Puente and Ujima. >> Thank you. >> One another short matter, Mary Thomson has sent an e-mail asking us to give her dates when we can be available for retreat in the month of January of next year. >> Also, and John Martin I'm gonna make this open-ended just to not to offend you once again. But we need to find a date for joint meeting with our Pasadena unified school district and also if we can find one for other joint meetings, other school districts or however you like to see us address that would be fine as well. And again just to mention briefly that we do want each trustee to give Dr. Rocha suggestion for places in your districts where we can have the study sessions so that we can move our operations around the entire Pasadena Community College district area, so that would be fine. And finally I'm gonna circulate and by e-mail, next few days. The current committees that we have and if you can--and the people who were serving on them if you let me know whether you wanna stay on, don't wanna stay on, want be on some other [inaudible], whatever I'd appreciate that as well. So anybody else, Dr. Douglas, Mr. Martinez, [inaudible]? >> Well, if we're all making plugs. I'm very happy to announce that Nolan and I will be partnering for our first state of the student address on November 30th so that will be the first one of the year. You'll hear about that after that we'll see how that goes. >> Excellent. >> Anybody else have announcements or anything? >> Linda. >> Dr. Mann? >> Just I'd like to follow up on asking the trustees to respond. This room that we are in is virtually the only meeting room--big meeting room in East Pasadena and that's one of the reasons why we have this big room. If those--we're here when we build this facility, remember we ask the neighbors of the community what they wanted and they said a meeting room. It's either this of the Hastings Ranch Library which is a very small facility. So I think that's really important. The only problem that we have is usually charge groups so much to meet here at the grass roots groups simply can't afford it and I've made this blog over and over again. But I hope that's something that we can at some point address. >> Thanks. >> Anything else this evening that we've taken up? If not we are then adjourned. >> Thank you. >> Thank you. ==== Transcribed by Automatic Sync Technologies ====