Mar 07, 2023 Education Workforce Committee Meeting

GOOD MORNING. GOOD MORNING.

[1. Roll Call - Announcement of a Quorum]

[00:00:02]

GOOD MORNING. SO WE HAVE A QUORUM IN ACCORDANCE WITH CHAPTER 5.51 OF THE TEXAS OPEN MEETINGS ACT, I CALL TO ORDER THE EDUCATION WORKFORCE COMMITTEE OF THE BOARD OF TRUSTEES, THE DALLAS COLLEGE FOR MARCH 7TH, 2023, AT 9:04 A.M.

MEMBERS OF THE PUBLIC WHO WILL FOLLOW THE INSTRUCTIONS ON DALLAS COLLEGE BOARD OF TRUSTEES WEBSITE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION WILL BE GIVEN FIVE MINUTES TO SPEAK.

[2. Certification of Notice Posted for the Meeting]

AN AUDIO RECORDING AND TRANSCRIPT OF THIS MEETING WILL BE MADE AND WILL BE AVAILABLE TO THE PUBLIC ON BOARDS OF THE BOARDS WEBSITE AFTER THE MEETING LATER DATE.

CHANCELLOR, CAN YOU PLEASE CONFIRM THIS MEETING HAS BEEN POSTED AND CLOSED? MR. CHAIR, I CAN CERTIFY THIS MEETING WAS POSTED ACCORDING TO SECTION 551.054 TEXAS GOVERNMENT CODE.

PERFECT. JUST WANTED.

DO WE HAVE ANY SPEAKERS? NO ONE HAS SIGNED UP FOR ME IN AUDIENCE.

I APPRECIATE MY FELLOW TRUSTEES AND COMMITTEE MEMBERS.

I KNOW IT'S EARLY AND I KNOW I HAVE A REPUTATION FOR TRYING TO PUSH THINGS THROUGH AND I WILL HONOR YOUR YOUR QUESTIONS.

I WILL REMIND EVERYBODY THAT WE'VE GOT A LONG DAY AND WE'RE THE FIRST DOMINO TO FALL IF WE IF WE GO OVER THE CLIFF, DOESN'T HAVE A LEG TO STAND ON.

SO I'M REALLY CONCERNED ABOUT YOU, TRUSTEE BOYS.

SO WE'RE GOING TO WE'RE GOING TO GET THIS THING KICKED OFF, SO I WILL RELINQUISH ANY AMOUNT OF TIME YOU NEED TO DO YOUR JOBS.

AND WE GOT 30 MINUTES OF FLEX TIME ON THE AGENDA, TOO.

YEAH, MICHAEL, I THOUGHT THAT WAS THE YODA THING.

THAT. ALL RIGHT, ALL RIGHT, ALL RIGHT.

SO YOU TELLING ME TO RELAX? I'LL BE GOOD. I'LL TRY.

[4.1. Spring 2023 Enrollment Report]

SHE'S NOT AVAILABLE, BUT WE HAVE OUR VICE PROVOST FOR ENROLLMENT.

DR. JOHNSON. THANK YOU.

GOOD MORNING, EVERYBODY.

THANK YOU FOR BEING HERE THIS MORNING.

AS TRUSTEE MAYOR INDICATED, USUALLY MELISSA PIERCE IS THE ONE THAT DELIVERS THIS THIS PRESENTATION.

UNFORTUNATELY, SHE'S UNAVAILABLE.

SO YOU GOT THE BEATING OVER HERE TRYING TO TO.

PRECIOUS. SO LET ME START BY PROVIDING YOU A BIT OF BACKGROUND AROUND ENROLLMENT MANAGEMENT.

THE DIVISION OF ENROLLMENT MANAGEMENT.

SO ENROLLMENT MANAGEMENT HAS THREE THREE AREAS RECRUITMENT, ADMISSIONS AND TESTING AND FINANCIAL AID.

IN RECRUITMENT, WE HAVE 77 BUDGETED POSITIONS.

ADMISSIONS AND TESTING HAS 117 BUDGETED POSITIONS, AND FINANCIAL AID HAS 68 BUDGETED POSITIONS.

THE BUDGET FOR ENROLLMENT MANAGEMENT IS 1.2 MILLION, AND THE STRATEGIC PRIORITY THAT WE EMPHASIZE FOR THAT AREA IS ENROLLMENT RECOVERY.

WHEN? YOU ASKED ME TO.

THANK YOU. SO WHAT I'M PROVIDING HERE IS SOME INFORMATION ON THE NATIONAL ENROLLMENT LANDSCAPE.

THIS IS DATA FROM THE NATIONAL STUDENT CLEARINGHOUSE FOR SPRING OF 2022, AND HE SHOWED THAT IN SPRING OF 2022, THERE WAS A LOSS OF 7.8% NATIONALLY IN SPRING ENROLLMENT FOR THE STATE.

THERE WAS A LOSS OF 6%.

AND FOR DALLAS COLLEGE, OUR LOSS WAS 4.7%.

SO WHILE WE LOST ENROLLMENT, WE DID BETTER THAN BOTH THE NATIONAL AND THE STATE LANDSCAPE.

IF I COULD, PLEASE. SURE.

SO WE'VE ALWAYS HEARD THAT WHEN THE JOB PICTURE IS STRONG, YOU'RE GOING TO LOSE STUDENTS, AND THAT'S UNDERSTANDABLE.

HOWEVER, A COMMENT THAT I MADE PROBABLY 20 YEARS AGO IS ECONOMY GOOD, BAD OR INDIFFERENT? THERE'S STILL QUITE A FEW STUDENTS OR INDIVIDUALS THAT NEED AN EDUCATION, THAT NEED WHAT WE HAVE TO OFFER.

SO AND I THINK BY LOOKING OVER THE REPORT, Y'ALL ARE REALLY TRYING HARD.

BUT I DON'T MY CONCERN IS THAT WE SATISFY OURSELVES BY SAYING, OKAY, WE'RE TRENDING AS OTHERS ARE TRENDING, SO WE'RE OKAY INSTEAD OF WE CAN NEED TO CONTINUE TO WORK HARD.

AND IT LOOKS LIKE WITH THE REPORT, Y'ALL ARE WORKING HARD.

I JUST WANT TO STATE THAT WE CAN NEVER REST ON SUPPOSED LAURELS.

OH, ABSOLUTELY. I MEAN, 4.7%.

WE I WISH I COULD SIT HERE AND TELL YOU THAT WE'VE GROWN BECAUSE I THINK WE THE CONVERSATION THAT WE ALWAYS HAVE IS THAT ENROLLMENT IS NOT ONLY ABOUT NUMBERS, BUT IT'S THE PEOPLE THAT ARE REPRESENTS OR THE OPPORTUNITIES LOST IN TERMS OF INDIVIDUALS AND FAMILIES THAT DON'T HAVE AN OPPORTUNITY TO ACCESS EDUCATION.

SO YOU'RE RIGHT.

SO ANOTHER QUESTION.

SO IT'S BEEN A FEW YEARS THAT WE SAW A MASTER EDUCATION PLAN.

AND WHAT WAS THE OTHER PLAN? FACILITIES. PLAN.

[00:05:01]

ENROLLMENT MANAGEMENT PLAN AND STRATEGY.

WE ARE WORKING ON ONE.

WE ARE IN THE PHASE ONE OF THAT.

THERE IS A CONVERSATION ALSO WITH MARKETING.

THEY ARE DOING SOME RESEARCH FOR US IN TERMS OF CONSUMER INSIGHTS BRAND.

ETCETERA, ETCETERA. THAT WILL FEED A MORE ROBUST ENROLLMENT MANAGEMENT PLAN BECAUSE.

WELL, YOU HAVE A DIFFERENT ASPECTS HERE.

YOU KNOW, THE CONCERN IS ALSO IS IT TIED IN TO AN OVERALL PLAN TO MAKE SURE THERE'S CONTINUITY, THERE'S CONSISTENCY, AND WE REALLY KNOW WHERE WE'RE GOING BECAUSE OF THE PLAN AND THE STRATEGIES THAT TARGET? ABSOLUTELY. AND THE AS I MENTIONED, THE PHASE ONE APPROACH IS FOR SUMMER AND FALL.

THE IDEA BEHIND THAT IS THAT WE HAVE DATA THAT INFORMS WHAT WE DO MOVING FORWARD.

HOWEVER, WE HAVEN'T HAD THE OPPORTUNITY TO HAVE A LARGER PIECE OF RESEARCH THAT DOROTHY AND HER TEAM ARE WORKING ON TO MAKE SURE THAT IT FEEDS AN ENROLLMENT MANAGEMENT PLAN THAT IS BEYOND INTERNAL DATA, BUT IT ALSO BRINGS INFORMATION AROUND PERCEPTIONS OF THE COMMUNITY, AROUND DALLAS COLLEGE AND ABOUT OUR PROGRAMS AND ABOUT THE FACILITIES AND THE OPPORTUNITIES THAT WE PROVIDE.

SO ALL OF THAT IS IN THE WORKS.

SO, MR. CHAIR, ONCE THAT IS FINALIZED, IF A PRESENTATION COULD BE MADE TO THE BOARD ON THE STUDENT SUCCESS ENROLLMENT MANAGEMENT PLAN, AND I THINK THAT IS IMPORTANT BECAUSE WE AS AN INSTITUTION ONLY AS AN INSTITUTION HAVE NOT ALWAYS WE'VE NOT HAD A COMPREHENSIVE ENROLLMENT MANAGEMENT PLAN.

CERTAINLY IN THE OLD STRUCTURE, THE THEN COLLEGES HAD ELEMENTS OF IT.

THE THE THE THEN DISTRICT WOULD TRY TO COORDINATE SOME OF THOSE THINGS.

BUT BUT THIS WILL BE THE FIRST TIME DR.

JONES AND HER TEAM HAVE BEEN PULLING ELEMENTS TOGETHER.

BUT WE'RE NOT THERE YET.

AND THEN YOUR APPRECIATE YOUR COMMENT ABOUT RESTING ON OUR LAURELS AS I THINK DR.

JOSEPH HAD NO LAURELS RIGHT NOW.

RIGHT. I THINK DR. JOSEPH OUR TEAM CERTAINLY FEEL THAT THAT ENROLLMENT RECOVERY, AS I SAID LAST MONTH, IS ALL HANDS ON DECK.

AND SO AGAIN, SOME OF THE STRATEGIES THAT WE HAVE PUT IN PLACE, SOME OF THE WRAPAROUND SERVICES PART THAT WE TALK ABOUT, DR.

JOSEPH TALK IN GREATER DETAIL AROUND SOME OF THAT PERHAPS AND DEVELOPING A COMPREHENSIVE ENROLLMENT MANAGEMENT PLAN THAT THAT A CROSS FUNCTIONAL TEAM AT VARIOUS LEVELS FEEL THAT RESPONSIBILITY IS SOMETHING THAT DR.

JOSEPH AND THE TEAM ARE WORKING ON.

MR. CHAIRMAN, YOU KNOW, I ALMOST FEEL LIKE THAT ENROLLMENT IS A BYPRODUCT OF DOING EVERYTHING ELSE RIGHT.

I FEEL THAT YOU WHAT I MEAN BY SAYING THAT IS THAT IF YOU DON'T HAVE THE THE CURRICULUM PLAN PROPERLY, IF YOU DON'T HAVE A FACILITIES PLAN PROPERLY, YOU CAN ADVERTISE ALL YOU WANT TO.

YOU CAN CAMPAIGN ALL YOU WANT TO AND YOU CAN HAVE THE BEST ENROLLMENT PUSH FOR EVERYTHING.

BUT IF YOU HAVEN'T, IF YOU REALLY HAVEN'T LAID OUT A STRATEGIC PLAN FOR OVERALL, BECAUSE IF YOU DO THAT, YOU BUILD IT, THEY WILL COME.

AND THAT'S THE WAY I FEEL ABOUT ENROLLMENT.

I THINK THE BETTER WE PREPARE TO DELIVER WHAT WE SAY WE OFFER, THEN THE ENROLLMENT WILL BE THERE.

BUT THE MARKETING CERTAINLY IS AN INCENTIVIZING THING TO ENHANCE.

BUT I SEE ENROLLMENT TO BE A BYPRODUCT OF HOW SUCCESSFUL OUR OVERALL STRATEGIC PLAN IS FOR THE COTTON.

TRUE, BUT STILL FOR ENROLLMENT IS TOO COMPLEX AN AREA AND AN ISSUE TO WAIT.

SO ONCE IT'S ONCE IT'S DEVELOPED AND THE OVERALL PLAN YOU'RE TALKING ABOUT, WHICH I WOULD IMAGINE ARE STRATEGIES AND PRIORITIES REPEATED IN THERE, MAKE SURE IT ALIGNS WITH WHAT'S THERE, THE OVERALL PLAN.

BUT WE STILL HAVE TO ADDRESS THIS BECAUSE EVERY SEMESTER AND EVERY EIGHT WEEKS WE'RE ENROLLING STUDENTS.

SHE CAN HAVE THE BEST PLAN IN THE WORLD TO TO INCREASE ENROLLMENT.

BUT IF SHE DOESN'T HAVE THE PROPER FACILITY OR THE PROPER FACULTY AND THE PROPERTY, EVERYTHING ELSE, ARE YOU GOING TO HAVE AND WE'RE ON THAT ROAD TO.

OKAY. I THINK IT'S AND AND I MEAN, YOU HAVE GOT TO HAVE A GREAT PLAN AROUND FACILITIES AND THE ACADEMIC PATHWAYS AND ALL THAT KIND OF STUFF.

BUT WHAT I SEE THE COLLEGE IS DOING AND I WE ALL FULLY SUPPORT THIS, IS REALLY LOOKING AT, OKAY, WHAT DOES THAT MEAN? NOT JUST BROADLY, WHAT DOES IT MEAN FOR INDIVIDUAL STUDENTS AND WHAT YOU'RE DOING IN CASE MANAGEMENT? YOU KNOW, THE COMMITMENT THAT WE'RE MAKING ON A THIRD PARTY RESOURCE TO ADDRESS THE IMMEDIATE SITUATION, THEN WE'RE SETTING UP SOME TYPE OF CASE MANAGEMENT INSTITUTE OR SOME.

YOU'RE NOT REALLY TALKING ABOUT THAT, RIGHT? NO, BUT I'M LOOKING AT YOUR YOU'RE FIGURING OUT HOW TO HOW TO CREATE THE BEST POSSIBLE LONG TERM SUSTAINABLE CAPACITY TO ASSIST OUR STUDENTS IN ADDRESSING THEIR CIRCUMSTANCES SO THAT THEY CAN ACCESS ALL THE GREAT PROGRAMS THAT WE HAVE IN PLACE.

[00:10:05]

YES AND YES.

BECAUSE. BECAUSE INDIVIDUALS DO MAKE DECISIONS FOR THEIR OWN INDIVIDUAL REASONS.

AND SO ALL OF THOSE THINGS, ALL OF THESE THINGS HAVE TO LINE UP.

FOR THAT INDIVIDUAL THEN TO SAY, I'M GOING TO DO THIS.

I CAN MAKE IT FIT IN MY LIFE, MY WORK, MY SCHEDULE.

AND SO ALL OF THESE ALL OF THESE ELEMENTS HAVE TO BE IN PLACE NOT ONLY FOR THE ROMAN PERSPECTIVE, BUT, AS I SAID LAST MONTH ALSO FOR FOR PERSISTENCE AND COMPLETION, BECAUSE THEY ARE MAKING INDIVIDUAL DECISIONS EVERY EIGHT WEEKS, EVERY 16 WEEKS, BECAUSE THEIR CIRCUMSTANCES CHANGE, THAT WE'VE GOT TO HELP SUPPORT THEM THROUGH AS WELL.

AND I THINK, YOU KNOW, WHEN YOU ALL MENTIONED IS CORRECT AND WOMAN MANAGEMENT IS NOT ONLY THE THE JOB OF THE STUDENT SUCCESS TEAM, RIGHT? WE CAN PROVIDE SUPPORT IN CASE MANAGEMENT, BUT WE NEED TO MAKE SURE THAT THE RIGHT PROGRAMS ARE AVAILABLE AT THE RIGHT PLACE AT THE RIGHT TIME.

WE HAVE A LOT OF ADULT STUDENTS THAT DON'T RETURN.

AND IF THEIR INABILITY TO COMPLETE A PROGRAM DURING THE WEEKEND, IS THERE AN ABILITY TO COMPLETE A PROGRAM IN THE EVENING? SO THOSE KINDS OF OF CONVERSATIONS ARE HAPPENING TO MAKE SURE THAT WE ARE OFFERING WHAT MEETS THE NEEDS OF THE STUDENTS THAT WE'RE ATTEMPTING TO SERVE.

THAT WAS SLIDE THREE.

THERE YOU GO. ONE LAST THING.

THANK YOU, MR. CHAIR. YOU GIVE ME THE DAMN LOOK.

SO WHAT IS THE ESTIMATED TIMELINE FOR THE END TO END? AND THE REASON I'M ASKING THAT IS BECAUSE WE WERE OFF ON THIS THING OF MOM, MOM TO OR MOM.

SOMEBODY TALKING ABOUT MOM.

A PLAN B TO MOM BACK.

THERE YOU GO. THINK BACK WHEN DR.

MAE WAS HERE. BUT HERE WE ARE.

I'M IN YEARS FORWARD AND WE STILL DON'T HAVE IT.

SO WHAT'S YOUR ESTIMATED TIMELINE TO HAVE THE END TO END? WELL, SO, YOU KNOW, MOM WAS HOW INDIVIDUAL ROLES CONTRIBUTED TO, YOU KNOW, TO THE OVERALL STRATEGIC PLAN.

AND SO WE HAVE GONE FURTHER WITH THAT WITH THE THE FRAMEWORK OF, AGAIN, WHAT I CALL DALLAS COLLEGE 2030 WITH THE FRAMEWORK OF THOSE KPIS AND METRICS THAT WE'VE BEEN WORKING ON AND TALKING ABOUT THAT THEN INCLUDE INDIVIDUALIZED ACTION PLANS AND DEPARTMENTAL PLANS THAT AGAIN, DEPARTMENTS ARE AT DIFFERENT STAGES OF THAT, BUT ALL OF THAT.

SO WHEN WE, YOU KNOW, WHEN WE ROLL OUT THOSE BLUE SHEETS, AGAIN, THOSE KPIS THAT THAT WE'LL TALK ABOUT, THERE ARE DEPARTMENTAL PLANS AROUND EACH OF THOSE THINGS THAT THEN GET DOWN TO INDIVIDUALS AND HOW THEY CONTRIBUTE TO THAT.

SO THAT'S KIND OF THE TIMELINE.

SO THE AND, AND AND I'LL ANSWER THIS IN TWO DIFFERENT WAYS.

THE AND, AND AND AND AND I DON'T KNOW IF WE'RE EVER DONE WITH THOSE THESE THE FIRST BLUSH.

YEAH. BECAUSE OF THE CHANGING CIRCUMSTANCES BUT THE THE COMPREHENSIVE ENROLLMENT MANAGEMENT PLAN THAT IS SOMETHING THAT THAT DR. JOSEPH WITHIN THIS FALL WILL BE COMING BACK LAYING OUT THE DETAILS THAT SPEAK TO THE THE CROSS-FUNCTIONAL TEAM THEY GET TO SOME OF THOSE DEPARTMENTAL ACTION PLANS AROUND THEM I THINK SO THIS FALL AND THIS WILL BE PART OF MY OUR TO I THINK THAT THAT THE SUBJECT WE HAVE WITH THE PAGE GROUP THEIR CHART LAYING OUT THE WHEN THINGS WILL HAPPEN THAT'S THE PART I THINK THAT WILL NOT ALLOW THIS TO FALL THROUGH THE CRACK AGAIN. AND I READ THE CHART.

YEAH. AND THE CHART SHOWS YOU THE ANSWER TO SOME OF THE TIME FRAMES THAT YOU'RE TALKING ABOUT THAT WILL ENGAGE THEM TO DO EXACTLY WHAT YOU'RE TALKING ABOUT.

IT WON'T BE ANOTHER YEAR.

BUT YOU SAID THIS LAST YEAR.

THAT'S RIGHT. AND SO I THINK THAT'S WHY THAT THAT EFFORT IS SO CRITICAL THAT IT PUTS THE HANDS, THE HANDS AND THE MS UNDER AN UMBRELLA OF RESPONSIBILITY AND DELIVERABLE.

AND THAT'S WHAT'S IMPORTANT.

SO BY NEXT FALL, I'M SORRY.

YES. THANK YOU.

OKAY, MR. CHAIR, IT'S YOURS.

WHY ARE YOU TAKING SO LONG? THANK YOU.

IT'S NEVER BEEN MY.

SO THIS SLIDE SHOWS PROGRESSION TO TARGET.

WE SPOKE ABOUT HAVING A 3% ENROLLMENT GROWTH.

SO YOU SEE, WE HAVE A CREDIT AND CONTINUING EDUCATION IN THE TOP.

YOU HAVE. WE'VE MET 94% OF THE TARGET FOR FOR CREDIT AND FOR CONTINUING EDUCATION IS 76.9.

NOW, THIS WAS A SNAPSHOT THAT WE TOOK ON FEBRUARY 21ST BECAUSE WE NEEDED TO PUT THE PRESENTATION TOGETHER.

AS OF THIS MORNING FOR CREDIT, WE'VE MET 95.7% OF THE TARGET AND FOR CONTINUING EDUCATION, WE'VE MET 84.2% OF THE TARGET.

[00:15:04]

NOW, ONCE WE REACH 97%, THAT MEANS WE'RE FLAT.

WE ARE EXACTLY THE SAME LEVEL AS WE WERE LAST SPRING.

ANYTHING BEYOND 97% IS GROWTH.

OKAY. SO IT GIVES YOU AN IDEA OF OF WHERE WE ARE.

REPEAT YOUR NUMBER AGAIN FOR CREDIT FOR CREDIT IS 95.7%.

THANK YOU. I THOUGHT I HEARD A SEVEN IN THERE.

YEAH, 95.7.

NOW, ONE OF THE THINGS TO KEEP IN MIND IS THAT CREDIT AND CONTINUING EDUCATION FUNCTION IN DIFFERENT.

SO CREDIT, AS YOU KNOW, PARTS OF TERM, 16 WEEKS, FIRST WEEK, FIRST EIGHT WEEKS AND SECOND EIGHT WEEKS.

THE SECOND EIGHT WEEKS STARTS IN MARCH 22ND.

SO WE STILL HAVE TIME TO REGISTER FOR SECOND EIGHT WEEKS.

CONTINUING EDUCATION IS IN A DIFFERENT SCHEDULE.

THEY START AT DIFFERENT TIMES.

THEY START, YOU KNOW, EVERY EVERY COUPLE OF WEEKS, EVERY WEEK, EVERY MONTH.

SO WE TRULY WON'T KNOW THE TRUE NUMBER IN TERMS OF ENROLLMENT FOR CONTINUING EDUCATION UNTIL THE END OF SPRING WHEN THEY'RE ABLE TO COMPLETE ALL THEIR ALL THEIR PARTS OF TERM, SO TO SPEAK.

THIS SHOWS, AGAIN, THIS IS A SNAPSHOT AS OF FEBRUARY 21ST.

NOW, THOSE NUMBERS HAVE SOMEWHAT CHANGED.

AND YOU CAN SEE THAT COMPARISON BY STUDENT TYPE FROM SPRING 22 TO SPRING 23.

AND WE ARE WE HAVE GROWN IN TRANSFER IN STUDENTS.

WE HAVE GROWN IN TRANSIENT STUDENTS AND IN OUR BELOVED DUAL CREDIT AND EARLY COLLEGE HIGH SCHOOL POPULATION.

AND WE ARE STILL A BIT BEHIND IN FIRST TIME IN COLLEGE STUDENTS AND RETURNING STUDENTS AS WELL AS IN CONTINUING EDUCATION.

WHAT WHAT DO YOU THINK THE POPULATION OF POTENTIAL IS IN EARLY IN THE DUAL CREDIT PROGRAM? WHAT DO WE WHAT DO WE THINK THAT POPULATION POSSIBILITY IS? DR. CURTIS IS HERE.

SHE MIGHT BE ABLE TO SPEAK TO TWO POSSIBILITY OR ACTUAL THE NUMBER OF JUNIOR SENIORS THAT WE HAVE THAT ARE POTENTIAL.

WHAT IS THAT UNIVERSE LOOK LIKE? SURE. GOOD MORNING. SO WE'RE WE'RE REALLY WORKING ON FOCUSING ON THE RETENTION OF THE STUDENTS.

WE BRING IN A LOT OF STUDENTS AT NINTH GRADE.

BUT AS YOU KNOW, A TRANSIENT STUDENT POPULATION CHALLENGES THAT THEY FACE.

SO GETTING THEM TO THAT JUNIOR SENIOR YEAR IS SOMETIMES CHALLENGING IN TERMS OF CAPACITY.

MANY OF OUR LARGE ISD'S HAVE EXPANDED IN A POINT WHERE THEY HAVE EARLY COLLEGE, HIGH SCHOOLS AND TECHS AT EVERY LOCATION.

SO WE DON'T EXPECT TO SEE A HUGE AMOUNT OF ADDITIONAL PROGRAMING IN THAT MANNER, BUT RATHER LOOKING AT THE STUDENTS THAT WE HAVE AND HOW WE BETTER RETAIN THEM.

THE REASON THE REASON I BRING THAT UP BECAUSE THE THE COST FOR US TO DELIVER A GRADUATE STUDENT IN OUR POPULATION OF STUDENTS IS FAR, FAR MORE EXPENSIVE THAN IT IS FOR SOMEONE WHO IS NOT IN OUR NECESSARY POPULATION.

THE CHEAPEST WAY TO DELIVER THAT IS THROUGH THE DUAL CREDIT BECAUSE THEY'RE STILL LIVING AT HOME.

THEY'RE STILL THERE'S STILL A WAY TO DO THAT.

SO I THINK WE NEED TO SHIFT PERSONAL OPINION.

WE NEED TO PUT INTO REAL HIGH GEAR OF GOING AFTER OUR GROWTH IN THAT DUAL CREDIT PROGRAM WITH THE STUDENTS WHO ARE THE LEAST EXPENSIVE TO GET TO A TO A DEGREED STUDENT.

AND I THINK IF WE DON'T DO THAT, WE'RE MISSING AN OPPORTUNITY OF COST SAVINGS.

WHEN I WISH YOU WELL, I'M JUST GOING TO SAY SO WE'VE WE'VE GROWN DUAL CREDIT BY ABOUT 130 SOMETHING PERCENT OVER ABOUT THE LAST SEVEN YEARS.

AND SO WE DID RAPID EXPANSION, WHICH AGAIN, HAS LED TO SOME FACILITIES CHANGES AND OTHER THINGS THAT WE NEED TO MAKE NOW.

AND DR. KIRKSEY CAN SPEAK TO THIS BETTER THAN I CAN.

BUT WHEN WE LOOK AT THE HIGH SCHOOL POPULATION, WE'RE ON A LITTLE BIT OF A DOWNWARD TRAJECTORY IN TERMS OF OVERALL POPULATION OF AGE OF STUDENTS. AND SO THAT THAT DIPS AND DIVES SPORADICALLY.

SO WE'RE AS WE LOOK AHEAD, THAT'S GOING TO BE ON A DECLINE ONCE THAT POOL IS GOING TO BE NATURALLY A LITTLE BIT SMALLER.

BUT TO YOUR POINT, YOU KNOW, WITH OUR EXPANSION OF OUR DUAL CREDIT, EARLY COLLEGE HIGH SCHOOL P-TECH MODEL, THAT WE CONTINUE TO LOOK AT WHERE WE CAN EXPAND WITH OUR PARTNERS, OUR ISD PARTNERS, AND THEN PROMISE AS WELL AS WE AS WE LOOK TO EXPAND OUR PROMISE PROGRAM.

BECAUSE, YOU KNOW, WE CERTAINLY HAVE CONVERSATIONS ABOUT THE THE COST ASPECT OF OF THAT POPULATION.

BUT AS MUCH AS ANYTHING, IT'S THE GETTING THEM COLLEGE CREDIT AND CREATING A COLLEGE GOING CULTURE RIGHT AWAY WHILE THEY'RE STILL IN SCHOOL, HIGH SCHOOL, THOSE THAT THINK COLLEGE ISN'T FOR ME, THEY CAN SEE THAT YEAH, IT IS FOR YOU.

[00:20:01]

I SEE OUR PROVOST IS WAVING BACK THERE BECAUSE YOU'RE ENTERING THE IMPORTANT PART OF THE DISCUSSION AND NOT TO STEAL THE THUNDER OF YOUR.

BUT THIS IS REALLY A MUCH BROADER CONVERSATION THAT IS ABOUT COMPLETION.

WE USED TO ALWAYS JUST WORRY ABOUT ENROLLMENT, ENROLLMENT, ENROLLMENT, BUT WHAT ARE WE DOING TO COMPLETE THEREBY RETAIN THE STUDENTS THAT WE HAVE? THAT'S WHY WE DID THE ENROLLMENT RECOVERY PRESENTATION LAST MONTH.

THAT'S WHY WE'RE ENGAGING IN WRAPAROUND SERVICES.

WE WANT TO MAKE SURE WE'RE NOT JUST BRINGING PEOPLE IN, LOSING THEM ALL ALONG THE WAY, BUT THAT THEY'RE ACTUALLY COMPLETING EARNING THAT CREDENTIAL, THAT DR.

LANE IN WHICH IS TALKING ABOUT AND ENTERING INTO GAINFUL EMPLOYMENT AND CITIZENSHIP WITHIN OUR REGION.

SO THAT'S KEY QUESTION WHAT DO WE HAVE AN IDEA OF THE TOTAL NUMBER OF NINTH THROUGH 12TH GRADERS IN DALLAS COUNTY? I MEAN, WE'VE GOT 23,000 STUDENTS, BUT WHAT PERCENTAGE OF THAT IS THAT TO THE TOTAL POPULATION OF STUDENTS IN DALLAS COUNTY? I WILL HAVE TO CHECK ON THAT IN TERMS OF JUST THE TOTAL NUMBER WITHIN THE COUNTY.

BUT THAT'S SOMETHING THAT WE CAN GET AND MAKE SURE TO SHARE BACK WITH YOU.

THANK YOU. NO, PLEASE.

I CERTAINLY UNDERSTAND US NEEDING TO BE GOOD STEWARDS AND LOOKING AT COST EFFICIENCIES AND WHAT'S THE MOST COST EFFECTIVE WAY TO EDUCATE OUR STUDENTS. I DON'T THINK WE NEED TO BE PENNY WISE AND POUND FOOLISH BECAUSE OF ALL THESE OTHER STUDENTS THAT ALSO NEED TO BE PREPARED FOR THE WORKFORCE.

SO I WOULD NOT BE COMFORTABLE WITH SAYING, OKAY, LET'S PUT OUR FOCUS ON THESE THIS GROUP BECAUSE IT COSTS LESS TO EDUCATE THEM.

AND OKAY, IF THESE MAKE IT THROUGH, OKAY, WE NEED TO PAY ATTENTION AND TREAT EVERY STUDENT EQUALLY AS IMPORTANT BECAUSE OF THE IMPACT THEY'RE GOING TO HAVE THEN ON FULFILLING OUR MISSION OF TRANSFORMING LIVES AND COMMUNITIES THROUGH HIGHER EDUCATION.

IT'S KIND OF THE NO CHILD LEFT BEHIND, THOSE FEW LEFT BEHIND MENTALITY.

SO I WOULD I WOULD HAVE A REAL CONCERN ABOUT JUST FOCUSING, PUTTING INTENSIVE SERVICES ON ONE GROUP OVER ANOTHER.

TRUSTEE RITTER TO YOUR QUESTION, WE HAD 164,000 STUDENTS THAT ARE IN HIGH SCHOOL, NINE THROUGH 12 WITHIN DALLAS COUNTY.

THAT'S GOOD. THANK YOU.

THANK YOU. OKAY.

SLIDE FIVE. SO THIS IS EXACTLY THE SAME INFORMATION AND WE'RE JUST SHOWING THE DATA BY RACE AND GENDER.

YOU CAN SEE IN THE IN THE GENDER SPACE, WE'VE LOST AROUND 3700 FEMALES AND 1200 MALES.

YOU WILL SEE LATER ON IN THE PRESENTATION SOME OF THE EFFORTS THAT WE'RE MAKING AROUND SUPPORTING THESE THESE INDIVIDUALS.

YOU WILL HEAR DURING THE THE BOARD PRESENTATION LATER TODAY A LITTLE BIT ABOUT A NEW PROGRAM THAT IS DESIGNED TO SUPPORT OUR MALE STUDENTS.

THE AS WELL, THE THE RACE DEPICTION HERE SHOWS THAT THERE'S BEEN AN INCREASE IN AROUND 500 HISPANIC STUDENTS FROM LAST SPRING TO THIS SPRING.

SO, AGAIN, THIS DATA IS AS OF FEBRUARY 21ST.

THIS SHOWS THE TOP FIVE ZIP CODES BY LARGEST ENROLLMENT AND SMALLEST ENROLLMENT.

SO THIS IS JUST A LISTING.

BUT I HAVE HERE A MAP THAT ACTUALLY SHOWS YOU THE LOCATION OF THOSE ZIP CODES.

THE ONES IN BLUE ARE THE TOP FIVE ZIP CODES IN TERMS OF ENROLLMENT, AND THE RED ONES ARE THE BOTTOM FIVE.

YES, MA'AM. I THINK IT WAS DURING COVID THAT YOU ALL PRESENTED YOU ALL DID A PRESENTATION THAT SHOWED THE TOP ZIP CODES WHERE WE WEREN'T DRAWING STUDENTS FROM.

AND AT THAT TIME, 75 TO 11 WAS IN THERE.

YES. SO IF Y'ALL DID INTENSIVE WORK THERE, BECAUSE I THINK THAT WAS WE DID THAT WAS THE INTENTION.

IT'S PAID OFF. SO YEAH, AND IF YOU CAN SEE, I THINK THE FOLKS FOR FOR DESIGNING THIS THIS MAP FOR ME AND IT SHOWS ALSO THE LOCATION OF OUR CAMPUSES SO YOU CAN SEE THE PROXIMITY TO TO SOME OF OUR CAMPUSES.

YOU CAN SEE EAST FIELD HAS A LOT OF THE ZIP CODES THAT HAVE GROWTH AS WELL AS MOUNTAIN VIEW.

AND 75 TO 17 IS KIND OF IN BETWEEN, WHAT, (751) 607-5160 IS I THINK IT'S TERRELL IS THAT LIKE THE EASTERN IT'S EAST 40 BORDER OF THE COUNTY IT'S OUTSIDE DALLAS COUNTY.

COULD IT ALSO BE BECAUSE THEY'RE NOT AS POPULATED? YES. YES, THEY WERE.

SO I WOULD LIKE TO SPEND A LITTLE BIT OF TIME ON THIS ON THIS PARTICULAR SLIDE.

IF YOU LOOK IN THE THE MIDDLE OF THE SLIDE, THE TOP MIDDLE IN INTERNATIONAL STUDENT ENROLLMENT, AS YOU MIGHT RECALL, DURING COVID, WE LOST A LOT OF

[00:25:01]

BUT YOU CAN SEE HOW FROM LAST SPRING TO THIS SPRING, WE'VE INCREASED 150% IN OUR ENROLLMENT OF INTERNATIONAL STUDENTS.

SO WE CURRENTLY HAVE 9336 INTERNATIONAL STUDENTS REGISTERED WITH US IN THE SPRING.

NOW, IN COLLEGE FINANCE COMMISSION, THE CONVERSATION THERE IS ALL AROUND OUTCOMES.

IT'S NOT AROUND ENROLLMENT, BUT IT'S AROUND OUTCOMES AND ALL THE DATA POINTS IN THIS SLIDE, WITH THE EXCEPTION OF INTERNATIONAL STUDENT ENROLLMENT, SPEAK TO OUTCOMES. CALL YOUR ATTENTION TO THE THE THE DATA ON THE TOP LEFT FULL TIME STUDENT ATTENDANCE.

YOU CAN SEE THAT WE HAVE INCREASED FULL TIME STUDENTS IN EVERY SINGLE PART OF TERM.

WHAT IS THE IMPORTANCE OF THAT? FULL TIME STUDENTS ARE MORE ENGAGED.

THEY ATTEND TO TO PERSIST AND COMPLETE A HIGHER RATES AND QUICKER THAN STUDENTS WHO ATTEND PART TIME.

SO YOU CAN SEE THAT IN EVERY SINGLE PART OF TERM WE HAVE MORE STUDENTS THAT ARE ATTENDING PART.

SO HELP ME UNDERSTAND THAT THE OF FIVE AND 7%.

DOES THAT MEAN THAT'S THE MONEY OUT OF OUR TOTAL STUDENT POPULATION, IT'S 5% FULL TIME, 7% FULL TIME.

THAT THE INCREASE IS THE INCREASE.

OKAY. THANK YOU. ON THE TOP RIGHT, YOU CAN SEE PERSISTENCE OF STUDENTS LIVING IN POVERTY.

THAT IS TO ME, A WONDERFUL INDICATOR OF THE WORK THAT YOU ALL HAVE SUPPORTED IN TERMS OF SUPPORT FOR OUR STUDENTS.

WHEN YOU SEE INCREASES IN PERSISTENCE OF WHAT WE WERE AT 770 2.5 FROM FALL 21 TO SPRING 22 AND NOW WE ARE AT 73.8 FROM FALL 22 TO SPRING 23.

THAT CONTINUES TO INCREASE AND THAT SPEAKS TO, I BELIEVE, THE SUPPORT THAT IS PROVIDED TO TO OUR STUDENTS.

THE BOTTOM LEFT IS THE OVERALL FALL TO SPRING.

PERSISTENCE HAS INCREASED TWO PERCENTAGE POINTS FROM LAST THIS TIME LAST YEAR.

AND YOU CAN SEE ALSO THE INCREASE IN THE PERSISTENCE OF MALES AND FEMALES.

AND YOU KNOW, AS I MENTIONED EARLIER, WE WILL HEAR LATER ON IN THE BOARD PRESENTATION ON THE MALE ACHIEVEMENT PROGRAM.

AND WE HAVE A VARIETY OF OTHER PROGRAMS THAT SUPPORT OUR FEMALE STUDENTS.

YES, MA'AM. WHAT IS THE IN TERMS OF OUR TOTAL CREDIT STUDENT BODY, WHAT PERCENTAGE IS FULL TIME? UH, GOOD QUESTION.

I WILL HAVE TO WE ARE AROUND.

WE'VE ALWAYS BEEN AROUND 80, 20, SO 80% PART TIME, 20% FULL TIME.

BUT I CAN VERIFY FOR YOU IN THE SPRING.

AND THEN IN TERMS OF THE FEDERAL REPORTING THEY STILL LOOK AT TO INDICATE SUCCESS AS AN INSTITUTION.

THEY LOOK AT YOUR FULL TIME OUTPUT OUTCOMES FOR FULL TIME STUDENTS.

THEY DON'T TAKE INTO ACCOUNT THE PART TIME STUDENTS, RIGHT? CORRECT. YEAH. SO BY THAT STANDARD, COMMUNITY COLLEGES ARE FAILING.

CORRECT. THANK YOU.

CORRECT. JUST A QUICK REQUEST FOR FUTURE UPDATES BECAUSE HAVE YOU SEEN THIS DATA A LOT ON FULL TIME STUDENT ATTENDANCE AND INTERNATIONAL STUDENT.

YOU'VE GOT THE ABSOLUTE NUMBERS UP THERE.

IF WE COULD GET THOSE ON ALL OF THOSE BOXES, IT GIVES US A BETTER SENSE OF THE MAGNITUDE OF WHAT YOU'RE DOING.

SURE. THANK YOU.

I WANTED TO ASK, AT WHAT POINT DO WE DECIDE THE PERCENTAGE CHANGES ARE SIGNIFICANT? YOU ARE STATISTICALLY SIGNIFICANT.

THAT IS THAT IS AN INTERESTING QUESTION.

TIMING CHANGES.

YES. SO I THINK THAT WE HAVE NUMBERS THAT MIGHT HELP US A LOT MORE TO MAYBE GIVE MORE CREDENCE AND WEIGHT TO THIS.

YEAH, WE CAN LOOK AT THE STATISTICALLY SIGNIFICANT NATURE OF THE NUMBERS AS A GREAT AGAIN WITH THAT WITH THE WITH THE DALLAS COLLEGE 2030 FRAMEWORK THOSE KPIS AND METRICS.

AGAIN WE WHEN WE COME BACK WITH THAT WE'VE GOT SOME SOME GOALS, SOME STRETCH GOALS AROUND THAT THAT WILL HELP US JUDGE AND MEASURE KNOW HOW ARE WE DOING IN MEETING THOSE GOALS.

HOWEVER ESSER I AGREE.

HOWEVER, EVEN IF IT'S ONE, IT'S 5 OR 10.

YOU'RE STILL IMPACTING THAT STUDENT.

THE TRAJECTORY OF THEIR LIFE, THE TRAJECTORY OF THEIR FAMILY AND THE TRAJECTORY OF THE COMMUNITY AS A WHOLE.

CERTAINLY WHERE WE WANT THE LARGER NUMBERS, WITHOUT QUESTION.

BUT YOU CAN'T NEGATE HOW WE HAVE IMPACTED THE ONE OR THE TWO OR THE THREE OR THE FOUR.

ABSOLUTELY. SO THIS IS A GOOD INCREASE.

WILL A TAXPAYER BE SATISFIED IF WE ONLY AFFECT ONE STUDENT? I'M VERY HAPPY IF WE ONLY AFFECT ONE STUDENT.

THAT'S TRUE. BUT WE REALLY HAVE TO UNDERSTAND THAT THE TAXPAYER IS LOOKING AT THE RESULTS.

THANK YOU. SO I JUST WANT TO SHARE WITH YOU SOME OF THE STRATEGIES THAT THAT WE'VE UTILIZED AROUND ENROLLMENT RECOVERY.

SO I LET ME SHARE WITH YOU A FEW OF THEM.

THIS IS JUST A SAMPLE OF THE ONES THAT WE HAVE PURSUED.

[00:30:02]

COACHES GO INTO CLASSROOMS AND TALK WITH THE STUDENTS ABOUT RE ENROLLMENT.

AND WHEN WE DO THE SNAPSHOT, THEN WE HAD COMPLETED 166 VISITS.

THEY HAD SPOKEN TO A LITTLE BIT OVER 2000 STUDENTS AND THEY WERE ABLE TO ENROLL 1067 OF THEM, 136 OF THOSE WERE FOR SECOND EIGHT WEEKS. NOW, THIS WAS A SNAPSHOT.

AGAIN, THIS IS THIS IS WORK THAT CONTINUES TO HAPPEN.

SO BY THE END OF THE TERM, WE WILL HAVE BETTER FIGURES ON THAT.

THE SECOND CHANCE PROGRAM, WE ARE EXPANDING OUR OFFERINGS IN FEDERAL, STATE AND COUNTY FACILITIES.

FINANCIAL AID STAFF ARE PROVIDING SUPPORT FOR FAFSA COMPLETION, AND IT INDICATES THERE HOW MANY COMPLETERS THAT WE HAVE AND HOW MANY PROJECTED ENROLLMENTS WE WILL HAVE BASED ON ON THESE OFFERINGS.

AND IN TERMS OF MARKETING, THERE'S A MARKETING CAMPAIGN RUNNING FROM JANUARY 30TH TO MARCH 20TH.

WE'RE UTILIZING SEVERAL DIFFERENT TARGET POPULATIONS AND WE'VE REACHED OVER 64,000 STUDENTS AGAIN.

ON THE EFFECTIVENESS OF THIS INTERVENTION WILL BE AVAILABLE AT THE END OF THE SPRING TERM.

WOMEN EMPATHY CAMPAIGN.

AS I MENTIONED EARLIER, WE'VE LOST SEVERAL SIGNIFICANT NUMBER OF WOMEN THAT WERE WITH US IN THE FALL AND THAT RETURN IN THE SPRING.

SO WE HAD DR.

CRUZ'S TEAM CALL AROUND 2526 WOMEN, AND WE HAD 17% OF THOSE RE-ENROLLED, WHICH IS 430 STUDENTS RE-ENROLLED ENROLLED.

AND AS OF LAST WEEK, IF I REMEMBER CORRECTLY, THAT NUMBER HAD INCREASED TO 19% BECAUSE THE CAMPAIGN CONTINUES.

IT'S NOT A ONE OFF.

AND WE HAVE ALSO DONE SOME CAMPAIGNS AROUND AVOIDING DROP FOR LACK OF PAYMENT.

700 670 STUDENTS WERE CONTACTED, 626 MADE PAYMENT ARRANGEMENTS, IS 93.4% WERE CONTACTED.

AND WE THE BASIC NEEDS TEAM ADMINISTERS A SURVEY TO STUDENTS THAT REGISTER TO TRY TO DETERMINE IF THEY HAVE ANY NEEDS THAT THEY NEED SUPPORT.

SO WE HAVE 2395 STUDENTS THAT HAD INDICATED THAT THEY NEEDED SOME SUPPORT.

SO AGAIN, DR. CRUZ'S TEAM IS TEXTING AND EMAILING THE STUDENTS TO CONTACT THEM AND PROVIDE THEM WITH THE SUPPORT THAT THEY NEED.

AGAIN, RESULTS FOR THIS EFFORT WILL BE AVAILABLE AT THE END OF THE SPRING TERM.

AND DR. WILKINS AND I'VE FLOYD HAVE PUT TOGETHER A RAPID RESPONSE TEAM AROUND WORKFORCE AND KEY TO MAKE SURE THAT WE HAVE INTENTIONAL EFFORTS TO DEVELOP SCHEDULES TO SERVE THE NEEDS OF OUR STUDENTS AND COMMUNITY.

AND YOU WERE ABLE TO SEE WHEN I SHARED EARLIER, THE INCREASE IN ENROLLMENT THAT IS HAPPENING IN THE IN THE SEA SPACE.

AND WE FORESEE THIS CONTINUING TO HAPPEN UNTIL THE END OF THE SPRING TERM.

AND THE NEXT SLIDE SPEAKS TO RED ALLIANCE.

THERE WAS A CONVERSATION DURING THE LAST BOARD MEETING IN WHICH YOU APPROVED THE THE THE USE OF THIS VENDOR.

AND WE WHAT WE HAVE UP HERE IS A LIST OF THE INTERVENTIONS THAT THEY'RE PARTICIPATING IN.

THEY'RE BOTH FOR RECRUITMENT AND RETENTION PURPOSES.

THE TOP THREE WE HAVE SOME DATA AVAILABLE IN TERMS OF OUTCOMES FOR THE NEXT FEW.

THE THESE ARE INTERVENTIONS THAT ARE CURRENTLY OCCURRING AND WE WILL HAVE DATA AT THE END OF THE SPRING TERM.

AND THAT'S ALL.

FOLKS, YOU MAY HAVE ANY QUESTIONS FOR ME? I'M MORE THAN HAPPY TO. EXCUSE ME.

THE ONLY QUESTION I HAD HAD TO DO WITH THE OUTREACH TO UNPAID TRANSIENT STUDENTS AND THE MAKING ARRANGEMENTS WITH THESE OTHER STUDENTS, YOU KNOW, A LOT OF PEOPLE WERE OFF ON THEIR MAKING ARRANGEMENTS, BUT THEN THEY CAN'T KEEP IT UP.

HOW ARE WE FOLLOWING UP ON THAT? BECAUSE I NOTICE WE HAVE AN AWFUL LOT OF MONEY IN OUR FOUNDATION, AND I WAS HOPING THAT WE WOULD START MAYBE WIDENING THE ABILITY FOR THESE STUDENTS TO ACCESS THAT.

WELL, WE HAVE EMERGENCY AID.

SO IF STUDENTS WERE TO HAVE ANY NEEDS IN TERMS OF EMERGENCY AID, THEY COULD APPLY FOR THAT.

STUDENTS ENTER INTO PAYMENT PLANS SO THEY DON'T HAVE TO PAY THE WHOLE AMOUNT UPFRONT.

SO THEY ENTER INTO A PAYMENT PLAN AND SO THEY HAVE INSTALLMENTS TO DO THAT.

WE ARE ALSO VERY PROACTIVE ABOUT PROVIDING THEM OPPORTUNITIES FOR SCHOLARSHIPS IF THEY QUALIFY FOR THOSE.

SO THERE ARE A VARIETY OF DIFFERENT WAYS IN WHICH WE TRY TO HELP THEM AS WELL AS OUR FINANCIAL AID.

FOLKS ARE VERY GOOD AT TRYING TO PROVIDE OPPORTUNITIES FOR STUDENTS TO SEE IF THEY QUALIFY FOR FOR SOME MORE AID, IF IF IT'S POSSIBLE.

WELL, I WOULD THINK THAT THEY WOULD ALL QUALIFY FOR SOME AID IF POSSIBLE.

IF THE REASON THEY'RE NOT COMING BACK IS BECAUSE THEY DON'T HAVE THE MONEY TO PAY.

WELL, NOT NOT FOR FINANCIAL AID PURPOSES.

I MEAN, FEDERAL FINANCIAL AID HAS CERTAIN REQUIREMENTS.

I UNDERSTAND THAT. BUT WE HAVE A FOUNDATION WITH AN AWFUL LOT OF MONEY.

AND I'M WONDERING IF IF SOME STUDENTS HAVE ALREADY INVESTED WITH THEIR INVESTING IN AN EFFORT TO GET THEM BACK.

[00:35:04]

THE STUDENTS THAT DROP OUT OWE LESS THAN $500.

THAT'S PATHETIC. NOW, I DON'T KNOW WHAT IT IS HERE.

I'D LIKE TO KNOW THAT.

WHAT IS THE AVERAGE AMOUNT THAT OUR STUDENTS HERE CAN'T PAY? AND SO THEY HAVE TO DROP OUT.

I CAN. I DON'T KNOW THAT, BUT PLEASE LET US KNOW, BECAUSE I BET IT'S GOING TO BE SUCH A SMALL AMOUNT THAT IT'S SOMETHING CAN BE DONE ABOUT IT.

SO YEAH, IT'S CERTAINLY BEEN A.

FOUNDATION. EMERGENCY AID.

I'M GOING TO PUT THIS FROM WHAT YOU'RE TALKING ABOUT, TRUSTEE GARCIA RIGHT NOW WITH BALANCES AND STUDENTS OWE MONEY BECAUSE OF ALL OF THE FEDERAL DOLLARS FROM THE CARES ACT AND THE FACT WE'VE BEEN ABLE TO PAY OFF THOSE BALANCES SINCE FALL OF 2020.

AND WE ARE JUST ABOUT TO PAY OFF BALANCES FOR THIS PAST FALL AS WELL.

SO THE FACT THAT THEY OWE MONEY HAS NOT PLAYED INTO ANYTHING FOR THE PAST THREE YEARS.

HOWEVER, THOSE DOLLARS WILL EVENTUALLY, IN JUNE, GO AWAY AND WE WON'T HAVE THAT OPPORTUNITY AGAIN.

AS FAR AS MONEY IN THE FOUNDATION, YOU DO HAVE A WHOLE LOT OF MONEY IN THERE FOR SCHOLARSHIPS AND FOR AID, BUT THERE ARE RESTRICTIONS AROUND ALL OF THOSE DOLLARS PUT THERE BY THE DONORS.

SO AS WE SET UP A SCHOLARSHIP FUND, THE DONOR HELPS DETERMINE WHAT TYPE OF RESTRICTIONS, WHAT TYPE OF ELIGIBILITY REQUIREMENTS THEY WANT US TO USE WITH THEIR MONEY. SO IT'S NOT AS SIMPLE AS JUST COMING TO THE FOUNDATION, GETTING THEM, GETTING US TO HELP.

THEY HAVE TO APPLY AND MEET THOSE REQUIREMENTS TO BE GRANTED A SCHOLARSHIP.

I UNDERSTAND. BUT WHAT I WAS HOPING IS IF WE COULD FIND OUT WHAT THE AMOUNT IS, MAYBE SOMEBODY CAN MAKE A PRESENTATION TO THE FOUNDATION ABOUT THE SMALLNESS OF THE AMOUNTS, AND MAYBE DONORS COULD BE EDUCATED ABOUT, LOOK WHAT WE'RE LOSING.

THESE PEOPLE HAVE ALREADY GOT THIS MANY HOURS UNDER THEIR BELT.

YEAH, YEAH. WE ACTUALLY HAVE SOME SOME DIALOG WE'LL HAVE LATER TODAY AROUND AROUND SOME OF THAT.

BUT THAT REALLY DOES SPEAK TO THE IMPORTANCE OF THE EMERGENCY AID AND PART OF THIS.

RIGHT, DOCTOR? I WANTED TO SAY SOMETHING.

WHAT I WAS GOING TO MENTION THAT THAT, YOU KNOW, WE'VE BEEN TALKING WITH JOSH WITH THE FOUNDATION TO REALLY LOOK AT BEING INTENTIONAL WITH THE EMERGENCY AID, BECAUSE OUR AID PROGRAM THAT WE OFFER DOES OFFER THAT OPPORTUNITY FOR OUR STUDENTS TO PAY OFF THOSE BALANCES BECAUSE WE KNOW THAT THOSE MONIES ARE GOING TO BE GOING AWAY.

BUT WE HAVE BEEN TALKING ABOUT THAT AND BEING INTENTIONAL TO LOOKING FOR DONORS THAT COULD PROVIDE UNRESTRICTED FUNDS THAT FOCUS ON THAT PARTICULAR PURPOSE.

SO WE ARE HAVING THOSE CONVERSATIONS AS PART OF OUR EMERGENCY AID PROGRAM.

THAT IS ONE OF OUR FOCUSES.

WELL, THANK YOU. YES, I THINK IT WOULD HELP US.

IN ADDITION TO HELPING THE STUDENTS, WE'RE TRYING TO GET PEOPLE TO FINISH AND PRODUCE NUMBERS THAT SUCCEED.

SO IT'S SORT OF A SELF-HELP.

THANK YOU. THANK YOU.

THANK YOU, TRUSTEES.

GREAT QUESTIONS. AND I NEVER WANT TO STEP IN THE WAY OF FURTHERING EVERYBODY'S INPUT INTO THE PROCESS.

DR. JOSEPH, THANK YOU FOR WHAT YOU DO.

MY TAKE AWAY FROM THIS IS THAT IT TAKES A LOT OF INDIVIDUAL EFFORT.

I MEAN, YOU ARE FOCUSED ON EACH INDIVIDUAL STUDENT IN ALL THE CATEGORIES.

AND SO I APPLAUD WHAT YOU'RE DOING AND WHAT YOUR TEAM IS DOING.

AND EMERGENCY AID SIDE, THE NOTES I TOOK WERE FALL WILL LOOK FOR A COMPREHENSIVE ENROLLMENT MANAGEMENT PLAN AND AND THE THREE MS AND AND THE POTENTIAL FOR GROWTH IN THE EARLY COLLEGE HIGH SCHOOL AND DUAL CREDIT.

SO WITH THAT THANK YOU VERY MUCH AND I HAVE A QUESTION A QUESTION.

IN THE NAME. IF I HAD PIGTAILS, THAT'S WHAT YOU'D BE DOING.

MR. CHAIRMAN, BY THE WAY, IF WE HAVE 164,000 HIGH SCHOOL KIDS IN DALLAS COUNTY, BASED ON THE NUMBERS THAT WE SAW TODAY, 14% OF THEM ARE ENROLLED IN EARLY COLLEGE, HIGH SCHOOL.

SO IT'D BE INTERESTING TO KNOW WHAT THE TOTAL MARKET SHARE POTENTIAL IS IN THAT PROGRAM.

YEAH, GOOD THING WITH THAT IS THEY ONLY ACCEPT 125 STUDENTS PER CLASS.

IS THAT CORRECT? IN TERMS OF EARLY COLLEGE AND P-TECH? NOW, THAT DOESN'T EXCLUDE STUDENTS WHO ARE AT THE HIGH SCHOOL AND THE DUAL CREDIT IS DELIVERED AT THE HIGH SCHOOL.

BUT IN TERMS OF THE HIGH SCHOOL MODEL, THEY ONLY ACCEPT 125 STUDENTS PER CLASS.

IF I'M NOT MISTAKEN.

YEAH, YOU'RE RIGHT.

KIMLEY-HORN IS STILL 125 STUDENTS PER.

THANK YOU. WHICH IN 2014, WHILE YOU'RE BRINGING THE OTHER PEOPLE UP.

THE CHAIR. MAYOR, WHICH IN 2014 WAS FIGHTING THE SCHOOLS TO TRY TO GET THEM TO ALLOW US TO DO A DUAL CREDIT.

[00:40:02]

AND THE CALL RIGHT NOW, TIMES HAVE CHANGED.

YEAH. WITH 10% OF THE GRADUATING CLASS, GRADUATING WITH A DEGREE FROM US, AGAIN, THAT IS THAT IS TRANSFORMATIVE AGAIN.

AND GARLAND DID NOT WANT TO SEND THEIR.

NEITHER DID HE. ARE WE NOW IN GARLAND IN SEAT? YES. IN 2014.

BUT YOU WEREN'T ON THE BOARD THEN? I'M SURE THE. ACKNOWLEDGMENT WAS NOTED.

THANK YOU. TRUSTEE. FLOYD.

[4.2. eLearning Contributions to Enrollment Recovery & Student Persistence]

WE HAVE OUR PROVOST, DR.

SHAWNDA FLOYD, AND OUR VICE PROVOST FOR E-LEARNING.

DR. TERRY CONTINUE TO.

APOLLO IS REALLY TAKING THE LEAD WITH THIS PRESENTATION TODAY SO WE CAN GO AHEAD AND GET STARTED.

THANK YOU, DR. FLOYD, CHANCELLOR MALONE AND TRUSTEES AND CHAIR MAYER.

THIS PRESENTATION OVERVIEW SOME OF THE WAYS IN WHICH ONLINE LEARNING IS CONTRIBUTING TO ENROLLMENT, RECOVERY AND STUDENT PERSISTENCE.

SO FOLLOWING ON FROM THE CONVERSATION YOU HAD WITH DR.

JOSEPH. SO FIRSTLY, A BRIEF OVERVIEW OF THE OFFICE OF THE LEARNINGS AT MY SHOP IN DALLAS COLLEGE.

E-LEARNING IS SITUATED WITHIN ACADEMICS AND OUR PRIORITIES ARE TIED DIRECTLY TO FOUR PRIORITIES.

OUR PRIORITIES FOCUS ON STUDENT COMPLETION AND ADVOCACY OF A HIGH QUALITY DIGITAL LEARNING EXPERIENCE.

WE WORK WITH SCHOOLS AND OPERATIONAL AREAS SUPPORTING THEIR CURRICULUM ACTIVITY AND OTHER OPERATIONAL ACTIVITY AS IT RELATES TO THE DIGITAL LEARNING SPACE.

AND THE OFFICE OF LEARNING IS STRUCTURED INTO THREE AREAS OR PORTFOLIOS, ALL OF WHICH CONTRIBUTE TO THE RECRUITMENT AND RETENTION OF STUDENTS.

SO WE KNOW ABOUT THE INCREASE IN ONLINE OF THE PANDEMIC, BUT THIS SLIDE IS INTENDED TO PROVIDE MORE INSIGHT INTO THAT CHANGE. THE SLIDE TAKES DATA FROM THREE FOUR SEMESTERS IN THE TOP ROW IN THE DARK BLUE.

YOU SEE THE NUMBER OF STUDENTS WHO ARE ENROLLED IN EACH OF THOSE SEMESTERS BY HEAD COUNT.

SO NO FALL 2020.

I'M SURE YOU CAN REMEMBER WHAT WAS HAPPENING IN FALL 2020.

WE'D LIKE TO THINK ABOUT THAT BEING A PERIOD WHERE EVERYTHING WAS ONLINE, BUT PROBABLY MORE ACCURATELY, WE NEED TO DESCRIBE IT AS A PERIOD WHERE WE WERE KIND OF USING REMOTE EMERGENCY EDUCATION.

YOU KNOW, THERE WAS PEOPLE HAD TO GO ONLINE THAT HAD AN IMPLICATION ON THE TYPE OF COURSES AND LEARNING THEY WERE ABLE TO DELIVER ONLINE BECAUSE OF THE CIRCUMSTANCES.

SO THE OTHER THING THIS TABLE SHOWS IS AN APPROACH, A NEW APPROACH WE'RE TAKING TO CATEGORIZING STUDENTS INTO THREE GROUPS.

RIGHT. I CONFESS AT THIS TIME, THIS IS MORE OF AN ART THAN A SCIENCE AS WE LOOK AT STUDENT PROFILES.

BUT THE SECOND ROW THERE IS THE STUDENTS WHO ONLY ENROLLED IN FACE TO FACE CLASSES.

NEXT, THE MIDDLE ROW IS STUDENTS WHO ONLY ENROLLED IN ONLINE CLASSES.

AND NEXT, WE HAVE A POPULATION OF STUDENTS WHO ENROLL IN BOTH ONLINE CLASSES AND FACE TO FACE CLASSES.

SO THEY'RE COMING TO CAMPUSES FOR SOME OF THEIR CLASSES, AND THEY'RE TAKING ONLINE CLASSES AS WELL.

AS WELL AS. IS THAT THEIR CHOICE OR IS IT THE TYPE OF COURSE THEY'RE TAKING TO MAKE THAT DECISION? IT'S REALLY INTERESTING.

I THINK IT'S MORE ABOUT CHOICE.

RIGHT. AND ONE THINGS THAT I'VE LOOKED AT AND HAVE BEEN LOOKING AT IS THAT THE APPROACH WE TAKE TO SETTING UP AND THEN KIND OF CANCELING SECTIONS.

AND ONE OF THE THINGS YOU FIND WITH ONLINE SECTIONS IS THAT WE'RE DEFINITELY MEETING A NEED THAT'S COMING IN.

STUDENTS. WE ARE CANCELING LESS ONLINE SECTIONS.

NOW, THAT NECESSARILY WASN'T THE CASE IN FALL 2019, BUT THAT'S CERTAINLY THE CASE NOW.

IF YOU COULD GO BACK TO THE SECOND SLIDE, COULD YOU LET US KNOW WHAT YOU MEAN BY DIGITAL SOLUTIONS? OKAY. SO DIGITAL SOLUTIONS IS MARSHAL CREATIVE SERVICES ESSENTIALLY.

SO BASICALLY IT'S MEDIA PRODUCTION.

SO IT'S STUDIOS.

EITHER YOU'VE BEEN VISITED.

LACROIX IT'S WHERE THE BIG STUDIO IS, WHERE WE HAVE ACRYLIC FILMS, BUT WE ALSO HAVE A DIGITAL CONTENT TEAM.

SO THEY KIND OF HELP US WITH MESSAGING THAT OCCURS IN OUR LEARNING MANAGEMENT SYSTEM.

THEY HELP US WITH KIND OF PROJECTS ACROSS THE COLLEGE, CREATING VIDEO AND RICH MEDIA CONTENT FOR EMPLOYEES AND EVEN EXTERNAL AFFAIRS AS WELL. WHAT DO WE USE? MAKE USE OF THESE? YES, TO DO VIDEO INSTRUCTIONAL VIDEOS.

SO IN THE PAST, YES.

BUT BECAUSE NOW IT'S SO MUCH OF THE TECHNOLOGY IS AT THE FACULTIES READILY AVAILABLE, READILY AVAILABLE, IT'S LESS ABOUT THAT AND MORE ABOUT THE CREATION OF THE

[00:45:06]

NOW, ONE THINGS WE DO WE ALSO HAVE IS A DIGITAL ASSETS REPOSITORY.

SO WHAT WE HAVE IS WE CREATE KIND OF PACKETS OF CONTENT INSTRUCTORS CAN USE ACROSS THE COLLEGE.

SO WE HAVE OPEN EDUCATIONAL RESOURCES FOR HISTORY, FOR ENGLISH, FOR PSYCHOLOGY, AND THAT KIND OF COMES OUT IN MY DIGITAL SOLUTIONS TEAM AS WELL.

THAT'S INTERESTING BECAUSE WAY BACK IN THE DAY WHEN IT WAS LACROIX TELECOMMUNICATIONS CENTER, WHAT WAS IT CALLED? LCT YEAH, TO, TO DO ONE TELECOMMUNICATIONS COURSE WHERE YOU PUT THE BIG VCR.

YEAH, BECAUSE I TOOK A COUPLE OF COURSES.

I UNDERSTOOD THAT IT TOOK ABOUT $1 MILLION TO PRODUCE THAT COURSE ALL ALL ON VIDEO.

SO. AND NOW THAT'S NOT THE CASE, CORRECT? NO, NO, NO, NO, NO.

THANK YOU. I HAVE A QUESTION ABOUT THE NEXT SLIDE.

YEAH, THAT ONE RIGHT THERE.

WHEN YOU LOOK AT THE TRENDS ON STUDENTS WHO ONLY TAKE FACE TO FACE AND STUDENTS WHO ARE GOING BOTH ONLINE AND FACE TO FACE.

THERE'S A RECOVERY TREND OVER THESE THREE SEMESTERS.

NOT STRONG ENOUGH TO CALL THE SNAP BACK, I GUESS.

BUT WHAT ARE YOU AND YOUR COLLEAGUES ANTICIPATE WITH RESPECT TO THESE NUMBERS IN THE FUTURE? BECAUSE IT'S GOT A HUGE IMPACT ON HOW WE PLAN FOR THINGS LIKE FACILITIES.

IT DOES SO AND WE'RE GOING TO SEE LATER ON IN THE SLIDES WHEN I DON'T THINK THERE IS GOING TO BE A FUTURE WHEN 100% OF OUR PROGRAMS ARE GOING TO BE FULLY ONLINE.

AND THAT'S BECAUSE THERE'S ALWAYS GOING TO BE A NEED FOR STUDENTS TO HAVE WHAT I CALL THE HAPTIC EXPERIENCE, SO NEED TO TOUCH THINGS.

THEY NEED TO KIND OF KIND OF LEARN HOW TO KIND OF MANIPULATE THINGS OR KIND OF BE IN A REAL SETTING.

AND THAT'S THE OTHER THING.

THERE'S ALWAYS GOING TO BE A NEED FOR STUDENTS TO HAVE TO BE IN AN ENVIRONMENT WHICH IS CLOSE TO, IF NOT THE ENVIRONMENT IN WHICH THEY'RE GOING TO BE WORKING.

SO IN TERMS OF WHAT YOU'RE SAYING, TO GUESS, I MEAN, WE DON'T HAVE A CRYSTAL BALL, BUT IN LOOKING AT THE TRENDS THAT WE'RE SEEING SO FAR AND KNOWING OUR ENVIRONMENT WITH THE DIGITAL DIVIDE STILL BEING VERY REAL, I THINK WE'VE GOT GOOD FOR ME, GOOD GUESS AT 20%.

WE BOTTOM OUT. I THINK A SWEET SPOT IS 25% FOR FACE TO FACE, GIVEN ALL OF THE SORT OF ENVIRONMENTAL CONCERNS.

AGAIN, WITH THAT DIGITAL DIVIDE AND PEOPLE'S ACCESS TO QUALITY ONLINE SERVICES THAT ALLOW THEM TO STREAM AND BE IN LIVE TIME WITH THEIR COURSES.

SO IF ANYTHING, YOU SEE THAT BOTTOM LAYER OF EITHER THE MIX OR THE ONLINE UP BY ANOTHER 5 TO 10%, GIVE OR TAKE AND WHATEVER.

BUT THAT'S WHERE I THINK WE'RE CURRENTLY AT BECAUSE IT'S STILL VERY REAL FOR SOME OF OUR STUDENTS TO NOT HAVE QUALITY INTERNET WHEN THEY'RE AT HOME.

SO THEY COME TO US TO ACCESS IT AS WELL, TO TAKE A COUPLE OF CLASSES.

SO I KNOW THAT I'M AWARE OF OTHER HIGHER ED INSTITUTIONS THAT ARE MAKING SOME POLICY DECISIONS ABOUT WHETHER IN WHICH AND HOW MUCH OF THEIR CURRICULUM SHOULD GO ONLINE, BECAUSE OF THE BELIEF THAT THE ON CAMPUS EXPERIENCE AND THE FACE TO FACE IS AN IMPORTANT PART OF IT.

I MEAN, HAVE WE MADE A POLICY DECISION THAT WE'RE GOING TO PUT ALL OF OUR CURRICULUM ONLINE AND MAKE IT AVAILABLE? I MEAN, IS THAT YOU KNOW, IS THAT AS OPPOSED TO ENCOURAGING ON CAMPUS EXPERIENCE AND BRINGING PEOPLE BACK? BECAUSE THAT'S A THAT'S A PRETTY BIG PLANNING PARAMETER FOR.

NO, WE DEFINITELY WILL NEVER HAVE ALL OF OUR CURRICULUM AND THAT'S SPOKEN TO IN A LATER SLIDE BE FULLY ONLINE BECAUSE OF WHAT IT IS.

AND THAT GOES TO THAT TACTILE EXPERIENCE OF STUDENTS THAT WILL COME UP IN A BIT.

THERE'S SOME THINGS WE JUST CAN'T TEACH EFFECTIVELY, FULLY ONLINE BECAUSE THERE IS A COMPONENT OF LAB OR SKILL TO IT.

AND SO THAT WILL COME UP IN A LATER SLIDE.

BUT WE DON'T TRY TO DICTATE THE STUDENTS CHOICE.

WE VERY MUCH TRY TO MAKE AS MANY THINGS AVAILABLE TO OUR STUDENTS AS POSSIBLE TO FLEX WITH THEIR NEEDS, TO GET THEIR EDUCATION WHILE SUPPORTING THEIR FAMILIES AND LIVING THEIR LIVES. SO WE'LL NEVER JUST SAY WE'RE MOVING FULLY ONLINE.

THESE ARE THE ONLY COURSES WE OFFER BECAUSE WE TRY TO BE RESPONSIVE TO STUDENT PREFERENCE.

PLUS WE CAN'T. AND YOU'LL SEE THAT IN A LATER SLIDE.

YOU'RE GOING TO SHOW US SOME DATA ON COMPARATIVE PERSISTENCE METRICS BETWEEN ONLINE AND IN-PERSON LATER.

MAYBE NOT IN THIS SLIDE SHOW, BUT WE CAN DO THAT IN A FUTURE.

WHAT'S YOUR TAKE ON THAT? ON IT DEPENDS, RIGHT? IT DEPENDS ON THE DISCIPLINE, QUITE HONESTLY, IT DEPENDS ON THE POPULATION OF STUDENTS.

THAT IS DEFINITELY NOT AN EXACT SCIENCE.

AND SO I WOULD REALLY HAVE TO LOOK BROADLY.

THERE ARE SOME AREAS IN JEANETTE THAT, YOU KNOW, IT'S PRETTY CONSISTENT WHEN YOU LOOK AT THE ONLINE EXPERIENCE AND THE FACE TO FACE EXPERIENCE, BUT IT REALLY LENDS ITSELF MORE NATURALLY TO THE STUDENTS LEARNING TYPE.

SO IF THE STUDENT IS COMFORTABLE AT HOME READING AND ENGAGING AND RESPONDING TO DISCUSSION BOARD AND PARTICIPATING IN GROUP ACTIVITIES AT SCHEDULED TIMES, YOU WILL SEE THAT PERSISTENCE RATE BE WITHIN LIKE A PERCENT OF EACH OTHER 72% AND 73% ONLINE FACE TO FACE TO SAY WHAT DR.

[00:50:06]

MUCH BECAUSE THERE'S MORE THE STUDENT NEEDS BY WAY OF ENHANCEMENTS OR SUPPORT, AND SOMETIMES THAT'S AVAILABLE.

WE DO OFFER ONLINE TUTORING SERVICES AS WELL AS FACE TO FACE TUTORING SERVICES.

BUT AGAIN, IT'S REALLY ABOUT THE STUDENTS AND WE GET SOME HELP FROM THAT WITH OUR STUDENT SUCCESS COLLEAGUES, UNDERSTANDING HOW THEY LEARN, HOW THEY'RE BEING ADVISED INTO EVEN IF THEY WANT TO TAKE AN ONLINE CLASS, WHETHER OR NOT IT MIGHT BE THE BEST CHOICE FOR THEM GIVEN THEIR ACADEMIC TRAJECTORY AND PAST EXPERIENCE.

SO IT'S A LOT THAT GOES INTO IT.

SHORT ANSWER, IT DEPENDS.

WE CAN BRING YOU SOME HARD NUMBERS IN A FUTURE PRESENTATION.

FUTURE PRESENTATION.

OKAY. I SEE.

I WONDER IF I CAN JUST FINISH OFF ON THIS SLIDE.

SO POST-PANDEMIC.

WE ARE SEEING AN INCREASE IN STUDENTS FOR ONLINE CLASSES AND STUDENTS WHO COMBINE THE SELECTION OF FACE TO FACE CLASSES WITH ONLINE IN THE SAME SEMESTER BEFORE THE PANDEMIC, ABOUT HALF THE STUDENTS IN ANY SEMESTER WOULD STUDY AT LEAST ONE ONLINE CLASS.

NOW THAT'S ABOUT 75% OF STUDENTS WILL STUDY AT LEAST ONE ONLINE CLASS.

THIS SLIDE COUNTS STUDENTS.

BUT TO GIVE YOU FURTHER INSIGHT INTO THE FALL OF 22, SO THE LAST FOUR, WE TAUGHT APPROXIMATELY 10,000 SECTIONS AND 41% OF THOSE WERE ONLINE.

COMPARE THAT TO 28% IN FALL OF 2019.

COULD YOU REPEAT THAT AGAIN? YEAH. SO IN FALL OF 22, WE TAUGHT APPROXIMATELY 10,000 SECTIONS.

AND SO LAST FALL, 41% OF THOSE SECTIONS WERE ONLINE.

IN FALL OF 2019, THAT WAS 28% OF SECTION FOR ONLINE.

THANK YOU. SO DEEP LEARNING CONTRIBUTIONS.

SO THIS PRESENTATION FOCUSES ON TWO WAYS ONLINE LEARNING CONTRIBUTES TO COLLEGE PRIORITIES, ENROLLMENT RECOVERY, WHERE WE'RE ADDRESSING DECLINING ENROLLMENT AND STUDENT PERSISTENCE, WHERE WE'RE FOCUSED ON RETAINING STUDENTS AND HAVING THEM COMPLETE CREDENTIALS.

SO LET'S START WITH CONTRIBUTIONS TO ENROLLMENT RECOVERY.

ONE OF OUR PRIMARY GOALS IS TO EXPAND THE NUMBER OF ONLINE PROGRAMS ACROSS THE COLLEGE.

IN E-LEARNING, WE WORK IN PARTNERSHIP WITH SCHOOLS TO LOOK AT THE WAYS OF STANDING UP NEW ONLINE CREDENTIALS.

AND AT THE SAME TIME, WE TAKE A LOOK AT EXISTING CREDENTIALS THAT MAY NOT BE OFFERED FULLY ONLINE AND WORK ON WAYS OF MAKING THEM AVAILABLE ONLINE.

ONE OF THE PROBLEMS WITH DATA FROM OUR PAST WAS THAT CREDENTIALS WERE LISTED IN TERMS OF SEPARATE COLLEGES.

AND WHEN I BEGAN AS VP IN NOVEMBER OF 2020, ONE OF THE FIRST THINGS I DID WAS AUDIT THE ONLINE PROGRAMS WE HAD WE WERE OFFERING IN 1920.

THIS WASN'T EASY AND I GOT TO 84, BUT THEN TRYING TO DETERMINE WHAT PROPORTION THEY REPRESENTED WHILE TOTAL CREDENTIALS WAS EVEN MORE CHALLENGING BECAUSE GIVEN OUR CREDENTIALS WERE ORGANIZED DIFFERENTLY ACROSS THE SEVEN COLLEGES, IT WAS REALLY HARD TO GET THE INFORMATION.

SO THAT'S WHY YOU'VE GOT THE QUESTION MARKS AROUND THE CREDENTIALS.

ON THE TOP ROPE TODAY WE HAVE A MUCH CLEARER UNDERSTANDING OF THE AWARDS WE OFFER.

WE OFFER SOMEWHERE IN THE REGION OF 500 CREDENTIALS AND CREDIT, AND WE HAVE ROUGHLY ABOUT 230 THOSE ON THE SCREEN.

THOSE KIND OF LABELS SHOULD BE CHANGED AROUND.

SO WE HAVE ROUGHLY ABOUT 230 AWARDS, THE AWARDS, AND WE HAVE ROUGHLY 129 DEGREES THAT WE OFFER.

NOW TODAY, 107 CREDENTIALS ARE OFFERED ONLINE.

SO OUT OF THAT 500 TOTAL CREDENTIALS THAT WE OFFER, ROUGHLY 20% ARE OFFERED FOR THE ONLINE TODAY.

SO LOOKING AT 2013 AND WORKING WITH COLLEAGUES AND ACADEMICS ON WHAT THE FUTURE HOLDS FOR ONLINE LEARNING, WE'RE LOOKING AT AN ASPIRATION AND AMBITION OF THE PROPORTION OF CREDENTIALS OFFERED ONLINE BEING CLOSER TO 60%, SO THAT WOULD BE APPROXIMATELY 300 CREDENTIALS IN THE FUTURE ACROSS THE SEA AND THE CREDIT SPACE BEING OFFERED FULLY ONLINE.

AND PART OF THIS IS WE'RE FOCUSING ON OUR FUTURE GROWTH ON PARTICULAR AREAS, BUT WE'RE NOT LIMITED TO THESE AREAS.

THESE ARE JUST EXAMPLES OF THEM.

IN TERMS OF BUSINESS, ONE OF THE THINGS WE'RE LOOKING AT WORKING WITH THE SCHOOL OF BUSINESS IS WHAT ARE THE NEEDS OF SMALL BUSINESSES AROUND ENTREPRENEURSHIP OR JUST THE BASICS OF RUNNING A SMALL BUSINESS COMPUTING, I.T., OBVIOUSLY EDUCATION, WORKING WITH THE SCHOOL OF EDUCATION AND MANAGING PEOPLE AND PROJECTS.

THAT SEEMS TO BE A REALLY HOT TOPIC IN THE SPACE OF ONLINE LEARNING THAT WE'RE GETTING INTO AS WELL.

[00:55:09]

WHY CAN'T WE HAVE 100% OF CREDENTIALS OFFERED FULLY ONLINE? GONNA SPEND TOO MUCH TIME ON THIS.

BUT BASICALLY IT GOES BACK TO THE NEED TO GET YOUR HANDS ON THE KNOBS AND SWITCHES AND DIALS AND KIND OF NUMBERS.

AND THEN THERE'S ALSO THIS KIND OF NEEDING TO BE IN THOSE ENVIRONMENTS FOR PART OF THE EXPERIENCE AS WELL.

SO NEW PROGRAMS AND THIS IS JUST A FLAVOR OF THE NEW PROGRAMS WE'RE WORKING ON.

WE LOOK AT STACKABLE CREDENTIALS THAT CAN BE COMPLETED IN A SHORT TIMEFRAME AND A LINK TO IN-DEMAND INDUSTRIES WHEN IT COMES TO BUILDING PROGRAMS. I MENTIONED WE WORK WITH SCHOOLS TO BUILD FROM SCRATCH OR TO ENHANCE EXISTING PROGRAMS THAT MIGHT BE FACE TO FACE, BUT WE'RE ALSO LOOKING AT VENDOR PARTNERSHIPS WITH SHARED REVENUE MODELS, AND IT'S NOT ENOUGH TO JUST BUILD.

WE'RE ALSO WORKING WITH COLLEAGUES IN THE TEAM AND MARKETING ON TARGETED MARKETING MARKETING.

THAT CONVERSATION WE HAD EARLIER IS WE CAN'T JUST FOCUS ON GETTING THE STUDENTS IN.

WE NEED TO BE TARGETED IN WHAT STUDENTS SHOULD GET IN, WHAT ARE THEY DOING, AND THEN ALSO THE CONVERSATION ABOUT PERSISTENCE.

WHAT ARE. WOULD YOU ANSWER ONE QUESTION FOR ME? JUST WHAT IS LMI STAND FOR? I'M SORRY. LABOR MARKET INTELLIGENCE.

SO IT'S BILL MCGILL AND HIS TEAM THAT WORKS WITH PIPER'S AREA.

SO THAT'S LOOKING AT THE DATA IN THE REGION OF WHAT DOES THE MARKET NEED? AND THEN WE LOOK AT HOW OUR PROGRAMS ARE DONE.

SO THE EXPANSION OF PROGRAMS IS ALSO SUPPORTED BY WORK, INTRODUCING QUALITY STANDARDS FOR TEACHING ONLINE.

PREVIOUSLY SPREAD ACROSS THE CAMPUSES.

AGAIN, WHEN I FIRST STARTED, WE FOUND 11 QUALITY FRAMEWORKS IN USE FOR ONLINE LEARNING ACROSS SEVEN CAMPUSES.

11 AND NOW WE HAVE ONE, WHICH IS THE ONLINE TEACHING FRAMEWORK.

THE ONLINE TEACHING FRAMEWORK IS BEING DEVELOPED THROUGH OUR ONLINE LEARNING USER GROUP, WHICH IS A GROUP COMPRISED OF FACULTY AND ALSO INCLUDES SCHOOL DEANS, CHAIRS AND LEADERS IN E-LEARNING.

YOU HAVE THE STANDARDS LISTED HERE AND YOU CAN SEE THE STANDARDS COVER THE BASICS OF COURSES, THOUGH THROUGH IMPORTANT WAYS.

FACULTY ARE EXPECTED TO ENGAGE WITH STUDENTS IN ONLINE COURSES, GIVEN FEDERAL REQUIREMENTS CONCERNING THE INTERACTIONS BETWEEN FACULTY AND STUDENTS IN ONLINE COLLEGE COURSES.

I THINK MY ACADEMIC COLLEAGUES ARE SICK OF ME CONSTANTLY GOING ON ABOUT REGULAR AND SUBSTANTIVE INTERACTION.

THE FEDERAL REQUIREMENTS FROM JULY 2020 KIND OF TALK ABOUT THOSE REQUIREMENTS AND ARE VERY SPECIFIC IN TERMS OF WHAT'S EXPECTED AND REAL KIND OF DISTINCTION.

THE FEDS ARE TRYING TO GET US TO KIND OF BE CONCERNED ABOUT IS THIS DISTINCTION BETWEEN ONLINE EDUCATION, DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION.

AND WE'RE ACCREDITED FOR ONLINE EDUCATION, FOR DISTANCE EDUCATION.

WE'RE NOT ACCREDITED FOR CORRESPONDENCE EDUCATION.

SO MOVING ON TO TALK ABOUT PERSISTENCE.

SO PERSISTENCE PREVIOUSLY WAS BROADLY VIEWED AS SOMETHING STUDENT SERVICES DID.

IN CONTRAST, IN DALLAS COLLEGE, PERSISTENCE IS A COLLEGE WIDE CONCERN AND AN ACTIVITY WE ALL EXPECTED TO CONTRIBUTE TOWARDS IN NOVEMBER.

YOU HEARD ABOUT THE NEW LEARNING MANAGEMENT SYSTEM.

D2L'S BRIGHTSPACE.

THIS IS A.

IS ONLINE LEARNING, BUT IT'S MORE THAN JUST A PLACE WHERE ONLINE CLASSES ARE HOUSED.

IT BUILDS COMMUNITY OUTSIDE OF CLASSES.

IT PROVIDES ACCESS TO OUR RESOURCES, SERVICES AND PEOPLE, ALONG WITH FACULTY, COLLEAGUES FROM STUDENT SERVICES AND WORKFORCE, HELPS SELECT THIS NEW LEARNING MANAGEMENT SYSTEM ON THE BASIS OF ITS CONTRIBUTION TO A MORE GLOBAL STUDENT EXPERIENCE.

SO IN E-LEARNING, BEYOND THE PROGRAM BUILDING, WE'RE ALSO LOOKING AT WAYS IN WHICH TECHNOLOGY CAN SUPPORT THE PERSISTENCE OF STUDENTS AND INTERRUPT YOU. JUST GOING BACK TO THE LAST SLIDE, WHEN WE WERE TALKING ABOUT FOLLOWING THE STUDENTS, IS THAT SET UP IN THE PROGRAM SO THAT, YOU KNOW, THE COMPUTER KICKS OUT SOMETHING ABOUT THE STUDENT AND KICKING UP AND THAT'S HOW WE FIND OUT OR A PERSON.

OH SO I THINK IT'S SUPPORTING EXPANSION THROUGH STANDARD SLIDE.

IT WAS ENGAGED WITH STUDENTS REGULARLY AND ACTIVELY.

I WAS MORE CONCERNED ABOUT HOW DO WE DECIDE WHAT'S THE BEST WAY TO DO THAT? OH, I'M SORRY. SO IN THE STANDARDS, RIGHT, SO THERE ARE KIND OF GUIDELINES THAT WE KIND OF OFFER.

[01:00:03]

THAT'S WHAT I WANTED TO KNOW. OKAY.

SO THERE ISN'T A TYPE PRESCRIPTION BECAUSE THAT DIFFERS BASED ON THE COURSE AND THE INTERACTIONS OF COURSE, THE FACULTY MEMBER HAS WITH THE STUDENT.

BUT THERE IS ONE. AND HOW DO WE KNOW ABOUT IT, WHOEVER'S MONITORING THE STUDENT.

SO YOU'RE ASKING WHETHER OR NOT THAT INTERACTION IS OCCURRING BETWEEN THE INSTRUCTOR AND THE STUDENT? YEAH. WELL, WHOEVER IS FINDING OUT THAT THIS STUDENT ISN'T KEEPING UP OR THE STUDENT IS FALTERING IN SOME WAY.

OKAY, SO THAT'S PART OF THE WORK OF INSTRUCTORS ARE KIND OF MONITORING THEIR STUDENT'S PROGRESS AND MAKING REFERRALS TO SUCCESS COACHES AS APPROPRIATE. BUT AS YOU'LL SEE IN THIS NEXT SLIDE, THAT'S WHAT I WAS ABOUT TO SAY.

I THINK WE'RE GOING TO DISTINGUISH WHAT HE'S GOING TO TALK ABOUT IN THE NEXT SLIDE, IS GOING TO SPEAK TO HOW WE ALL ACTIVELY ENGAGE IN SUPPORTING THE STUDENT IF THEY SEEM TO HAVE FALLEN BEHIND AND NEED A NUDGE.

WHAT THE STANDARD SPOKE TO IS REGULAR AND SUBSTANTIVE ENGAGEMENT BY THE FACULTY WITH THE STUDENT AND THE CLASSROOM THAT DISTINGUISHES THAT COURSE FROM JUST BEING SOMETHING WE SET OUT IN SPACE AND ALLOWED SOMEONE TO SELF PACE AND COMPLETE A CORRESPONDENCE COURSE.

WE DO NOT DO THAT.

SO IT'S CONCERNED ABOUT WE DO NOT DO THAT.

THAT'S WHY IT'S REGULAR AND SUBSTANTIVE.

AND IF IT'S NOT OCCURRING RIGHT, WE'LL KNOW THAT.

AND THERE'S CONVERSATIONS WITH CHAIRS, DEANS OTHERWISE TO SPEAK TO THAT IN THE FIRST IMMEDIATE KNOWING IS WHEN THE STUDENTS COMPLAIN, HEY, I HAVEN'T HEARD FROM MY PROFESSOR, BUT THAT'S DIFFERENT FROM WHETHER OR NOT OR HOW MUCH THE STUDENTS, WHICH IS THIS SLIDE.

OKAY. THAT'S WHAT I WAS TRYING TO SEPARATE OUT.

YES. YES. I DON'T WANT TO BE THE OTHER.

YES. WELL, WE'RE ON THE SAME PAGE.

SO IN TERMS OF SUPPORTING STUDENT ASSISTANCE, SO BRIGHTSPACE IS COMING ON BOARD AND IT'S A VERY SOPHISTICATED SYSTEM.

IT'S ONE OF THE REASONS WE SELECTED THE SYSTEM.

SO ONE OF THE THINGS WE'RE ABLE TO DO WITH THE SYSTEM IS WE CAN MONITOR THE BEHAVIOR OF USERS, STUDENTS IN THE SYSTEM, AND WE CAN USE THAT BEHAVIOR TO TRIGGER AUTOMATED PROCESSES.

SO, FOR EXAMPLE, IF WE SEE A STUDENT GETTING REALLY HIGH GRADES, WE CAN SEND THEM AN AUTOMATED MESSAGE, MAYBE EVEN A BADGE THAT SAYS, WELL DONE, GREAT JOB.

YOU GOT AN F, I IMAGINE WE'RE SEEING A SEQUENCE OF GRADES THAT THE TREND IS DOWN.

YOU KNOW, WE CAN FOLLOW UP WITH THE STUDENT, WE CAN LOOK AT THOSE GRADES AND THE SYSTEM CAN KIND OF EITHER REACH OUT TO THE STUDENT, CONTACT THE SUCCESS COACH, OR WE CAN CONTACT THE SUCCESS COACH AND SAY, HEY, FOLLOW UP WITH THIS STUDENT.

AND THE OTHER THING AS WELL, WE CAN IF THE STUDENT IS NOT LOGGING IN AND THAT'S A PRIME INDICATOR OF SUCCESS.

IF A STUDENT IS NOT LOGGING IN, WE CAN REACH OUT AND SAY, IS EVERYTHING OKAY? AND ONE OF THE THINGS WE'RE LOOKING AT RIGHT NOW IS HOW ARE WE ACROSS THE SYSTEM ARE GOING TO BE DOING THAT FOR STUDENTS.

AND ONE THINGS WE'RE LOOKING AT IS THERE'S A DEBATE.

IF WE'VE GOT 16 WEEK CLASSES THAT ARE ONLINE, WE HAVE EIGHT WEEK CLASSES THAT ARE ONLINE, YOU KNOW, TWO DAYS GOING BY IN A 16 WEEK CLASS WHERE YOU DON'T LOG IN, PROBABLY OKAY.

BUT TWO DAYS GOING BY WHEN YOU DON'T LOG IN AND AN EIGHT WEEK CLASS, THAT'S A FLAG FOR US.

SO ONE OF THE THINGS WE'RE LOOKING AT IS HOW DO WE DISCRIMINATE THE CLASSES STUDENTS ARE IN? WHAT THAT MEANS FOR THE TRIGGERS THEY GET AND HOW MANY TRIGGERS DO WE TRIGGER THE STUDENT DIRECTLY? DO WE TRIGGER A SUCCESS COACH AT THE SAME TIME? SO THESE ARE THE KINDS OF THINGS WE'RE LOOKING AT WITH THIS SYSTEM.

AND THESE WEREN'T THINGS HAVEN'T BEEN THINGS WE'VE BEEN ABLE TO DO WITH OUR HISTORIC SYSTEMS. SO THAT'S PART OF THIS UPDATING PIECE THAT WE'RE DOING IS THE COMPUTER WILL LIVE STREAMING AND UNMUTED.

THERE'S A MUTE SYMBOL UP HERE.

NO, NO, WE'RE FINE.

OKAY. THANK YOU.

AND THIS WORK REPRESENTS THE NEW NORMAL.

IT'S ABOUT A JOINED UP STRATEGY ACROSS OPERATIONAL AREAS.

FROM THE START, WE THOUGHT IN WORKFORCE AND ADVANCEMENT, OPERATIONAL AREAS AND STUDENT SUCCESS.

AT THE TIME, WE WERE SELECTING A NEW LEARNING MANAGEMENT SYSTEM BECAUSE WE KNEW IT WAS GOING TO BE BIGGER THAN A SYSTEM JUST BETWEEN INSTRUCTORS AND STUDENTS.

WE'RE LOOKING AT WAYS IN WHICH STUDENT SUCCESS COACHES ARE GOING TO BE TENANTS IN THE SYSTEM, SO THEY'LL LOOK IN EVERY DAY, YOU KNOW? AND SO TO THIS WORK, IT'S WE'RE AND AROUND BRIGHTSPACE PARTICULARLY, WE'RE CONSTANTLY KIND OF WORKING ON QUESTIONS LIKE HOW DO WE PROMOTE STUDENT SERVICES, HOW DO WE CONNECT AND INTERVENE AND SUPPORT STUDENTS AS NEEDED? HOW DO WE MONITOR STUDENT PROGRESS? AND THESE ARE CONVERSATIONS THAT MY, MY, MY AREA, MY OFFICE EITHER LEADS OR IS A PARTY TO BUT AROUND THE TABLE ARE GATHERED PEOPLE FROM STUDENT SUCCESS AND OTHER OPERATIONAL AREAS TO HELP FIGURE THIS OUT AND THAT'S IT.

[01:05:03]

TALK A LITTLE BIT ABOUT THE COMPETITIVE LANDSCAPE THAT WE DALLAS COLLEGE IS IN AND THE E-LEARNING SPACE.

AND, YOU KNOW, ARE WE INVESTING ENOUGH TO BE COMPETITIVE? HOW DO WE CREATE A PREFERENCE FOR DALLAS COUNTY TAXPAYERS WHO ARE PAYING FOR ALL THIS INFRASTRUCTURE TO DO E-LEARNING? AND I'M REALLY INTERESTED IN YOUR THOUGHTS.

OKAY. SO TWO THINGS I TALK ABOUT IN THE TIME WE HAVE HUGE EXPANSION OF ONLINE LEARNING, AND IT'S NOT THE SAME ACROSS THE HIGHER EDUCATION SPACE.

IF YOU LOOK AT FOUR YEAR SCHOOLS, THE MASS KIND OF EXPLOSION HAS BEEN IN THE GRADUATE CLASSES.

OKAY, SO THAT'S NOT OUR MARKET.

BUT IF YOU LOOK AT KIND OF YOUR YOUR PERSON'S GLOBAL, EVEN YOUR ASU, THEY HAVE UNDERGRADUATE DEGREES, BUT THEY'RE REFOCUSING AND THEIR FOCUS SEEMS TO BE VERY MUCH ON THE GRADUATE MARKET AND WHAT THEY HAVE TO OFFER THE GRADUATE MARKET.

SO I THINK THERE IS THAT COMPETITIVE EDGE THAT WE'RE NOT IN THAT MARKET.

WE'RE IN A MARKET THAT'S REALLY ABOUT THE WORK AND LIFTING PEOPLE INTO THE LIVING WAGE.

I THINK WHEN YOU LOOK AT OUR LOCAL COMPETITION, OKAY, SO IPEDS DATA WAS RELEASED FOR FALL OF 21. OKAY.

SO THAT'S A REALLY GOOD KIND OF INDICATOR OF WHAT'S.

I THINK WE WERE NUMBER 12 ON THAT LIST OF ALL ONLINE INSTITUTIONS.

DALLAS COLLEGE WAS NUMBER 12 ON THAT LIST IN THE ONE AREA.

NATIONAL COACH.

THE NATION. RIGHT.

THE ONLY OTHER COMMUNITY COLLEGE WITH A HIGHER NUMBER OF ENROLLMENTS WAS IVY TECH.

WE WERE NUMBER TWO. BENEATH US WAS LONESTAR, RIGHT.

AND SO WE HAVE ROUGHLY BASED ON THE ENROLLMENT DATA, RIGHT.

THE DATA WE'RE DOING WELL NATIONALLY.

YOU KNOW, WE ARE OFFERING A COMPETITIVE KIND OF PIECE LOCALLY.

WHAT'S INTERESTING IS IF YOU LOOK AT DATA RELATED TO TARRANT AND COLLIN, THE PROPORTION OF THEIR ONLINE, IT'S MUCH SMALLER.

ROUGHLY ABOUT 20% OF THEIR OFFER IS ONLINE.

AND ALSO THE VOLUME OF PROGRAMS THEY HAVE IS SMALLER COMPARED TO OURS AS WELL.

SO I THINK TO INCREASE THAT COMPETITIVENESS, THAT WORK AROUND INCREASING THE NUMBER OF ONLINE CREDENTIALS BY 2030 IS CRITICAL.

THE COMPETITION COMES IN.

WHAT DOES THE MARKET WANT? WE KNOW THE MARKET WANTS TO DO MORE ONLINE, BUT IT'S ALSO IMPORTANT THAT THE MARKET HAS THE SAME QUALITY OF EXPERIENCE IN AN ONLINE PROGRAM AS IT WOULD IN THE FACE TO FACE EXPERIENCES.

YEAH, WE'VE TALKED A LITTLE BIT ON THE FINANCE COMMITTEE AND ABOUT THE IMPLICATIONS OF THE RECOMMENDATIONS OF THE COMMUNITY COLLEGE FINANCE COMMISSION AND THEIR EMPHASIS ON SHARED INFRASTRUCTURE AND LEVERAGING THE INVESTMENTS THAT RELATIVELY WEALTHY COLLEGES LIKE DALLAS COLLEGE MAKES.

SO WHAT DO YOU SEE AS THE REVENUE OPPORTUNITIES FOR US, OR DO WE EVEN HAVE A BUSINESS MODEL TO MORE BROADLY MONETIZE OUR INVESTMENT IN? SO IT'S INTERESTING.

IF YOU ASK ME THIS QUESTION, WE TWO YEARS AGO I WOULD HAVE SAID THE COURSES THAT THE PROGRAMS, THE EDUCATION OFFER, I ACTUALLY THINK IF WE'RE LOOKING AT OUR FUTURE, WHAT WE NEED TO BE EXPLORING IS THE INNOVATION WE'RE DOING IN THE SUPPORT WE'RE OFFERING STUDENTS.

AND I'M TALKING TO MY PEERS AT THE STATE AND I'M CURRENTLY INVOLVED IN A PROJECT WITH ALL PEERS ACROSS ALL THE STATE REVIEWING THE STANDARDS FOR FOR DISTANCE EDUCATION IN THE STATE. WHEN I'M TALKING ABOUT THE THINGS WE'RE DOING WITH OUR SYSTEMS, HOW WE'RE KIND OF WRAPPING AROUND SERVICES AND HOW WE'RE CONNECTING STUDENTS TO THOSE SERVICES, THERE IS A HUGE GAP IN WHAT YOU SEE SMALLER INSTITUTIONS IN THE STATE DOING, THEN THEY'RE NOWHERE NEAR THIS KIND OF LEVEL OF KIND OF AMBITION AND INNOVATION.

I WOULD SAY THAT WE'RE WORKING.

I MEAN, IT'S AN A&M THING. I MEAN, YOU'RE TALKING WE'RE TALKING HERE ABOUT ACADEMIC OFFERINGS.

AND I TOTALLY AGREE WITH YOU ON STUDENT SERVICES THAT THERE'S OPPORTUNITIES FOR US, GIVEN OUR CAPACITY AND THE SKILL OF OUR STAFF AND EVERYTHING ELSE TO, YOU KNOW, TO TAKE THE LEAD ON SHARED INFRASTRUCTURE AND AND ACTUALLY GET PAID FOR IT TO RECOVER OUR COSTS.

AND I'M JUST WONDERING IF WE'RE ARE WE BEING HIGHLY INTENTIONAL ABOUT THAT APPROACH ON OUR ACADEMIC OFFERINGS SIDE? BECAUSE YOU KNOW WHAT, WHAT WE'RE BUILDING HERE.

[01:10:01]

AND I THINK THAT SPEAKS TO OUR RANKING BEING NUMBER 12 AND THAT TOP LEVEL AS A COMMUNITY COLLEGE AMONGST ALL FOUR YEARS AND TWO YEARS, BUT THE ONLY PERSON IN FRONT OF US SO I'M LISTENING KEENLY WAS IVY TECH.

AND I THINK WE'RE POISED WITH OUR PARTNERSHIP WITH WORKFORCE LIKE WE'VE NEVER BEEN BEFORE BECAUSE IVY TECH, ANYBODY IN THE NATION KNOWS THAT'S WORKFORCE NATION.

YOU WANT TO LEARN ABOUT WORKFORCE.

AND A LOT OF THEIR EXPANSION IN THEIR ONLINE HAS BEEN IN THAT SPACE.

I KNOW THEIR PROVOST, I KNOW ALL THOSE FOLKS.

SO THAT'S WHERE WE'RE FINALLY POISED ORGANIZATIONALLY TO GET DOWN TO BRASS TACKS AND DO THAT WORK.

BUT WE'RE AT THE FOUNDATIONAL LEVEL OF HOW WE'RE PUTTING THOSE PIECES TOGETHER TOGETHER TO OFFER THOSE CERTIFICATES, THOSE STACKABLE CREDENTIALS IN MORE OF A WORKFORCE SPACE, AS IVY TECH DOES.

YEAH, AND, YOU KNOW, IVY TECH IS INDIANA AND IT'S STATEWIDE.

YEAH. AND AND SO WITH AN EMPHASIS ON THAT WORKFORCE SIDE, AS DR.

FLOYD SAID. BUT THAT'S WHY THAT SLIDE IS SO IMPORTANT THAT TERRY WAS SHOWING WHERE WE'RE GOING.

WE'RE ALREADY DONE TO DEVELOP ONLINE PROGRAMS AND WHERE WE'RE GOING TO BUILD NEW ONLINE PROGRAMS, BECAUSE BEFORE HISTORICALLY WE OFFERED A COLLECTION OF ONLINE COURSES, BUT THERE IS ABSOLUTELY A SEGMENT OF THE POPULATION THAT COMPLETE ONLINE PROGRAMS IS SOMETHING THAT WILL BE OF INTEREST TO THEM.

AND CERTAINLY ON THE WORKFORCE, THE WORKFORCE SIDE OF THINGS.

AND YOU'RE RIGHT, WHAT WE ARE, WHAT WE HAVE BUILT AND WHAT WE ARE BUILDING, VERY FEW OTHERS IN TEXAS.

THERE'S A COUPLE THAT ARE INVESTING, BUT BUT VERY FEW ARE FOCUSING THE WAY THAT WE'RE FOCUSING.

SO WHAT DOES THAT MEAN TO A SMALL RURAL COMMUNITY COLLEGE IN TEXAS IN A COMMUNITY THAT THERE MIGHT BE A NEED, LABOR MARKET INTELLIGENCE DATA MIGHT SAY THAT THERE'S A NEED IN THEIR COMMUNITY FOR THESE PROGRAMS, BUT THEY'RE NOT GOING TO BE ABLE TO TO DEVELOP IT.

I DO THINK THERE IS OPPORTUNITY.

THROUGH WHAT? IT CERTAINLY HOPE WILL COME OUT OF THE LEGISLATURE WITH SOME OF THAT COLLABORATIVE THING THAT WE COULD PARTNER THEM WITH THAT LOCAL COMMUNITY COLLEGE TO OFFER SOMETHING IN THAT AREA THAT COULD HAVE A REVENUE IMPACT.

WELL, JUST ONE LAST QUESTION.

THE I ASKED ABOUT THE ADVANTAGE FOR DALLAS COUNTY RESIDENTS.

I MEAN, OUR DO OUR DALLAS COUNTY RESIDENTS RECEIVE DISCOUNT TUITION FOR E-LEARNING AS THEY WOULD FOR IN-PERSON? YEAH, IT'S THE SAME SAME COUNTY IN COUNTY, SAME SAME WAY WITH GREENE COUNTY OUT OF COUNTY, WHATEVER.

ONE OF THE DALLAS COUNTY RESIDENTS GET THE COUNTY RATE RIGHT.

THEY WOULDN'T BE COUNTY. JUST MAKE SURE I UNDERSTAND.

SO TUITION FOR E-LEARNING, YOU KNOW YOU HAVE IN COUNTY OUT OF COUNTY INTERNATIONAL, THAT'S OUR TUITION STRUCTURE.

RIGHT. AND THAT TUITION STRUCTURE APPLIES TO E-LEARNING IN THE SAME WAY IT DOES FOR TYPEKIT.

RIGHT? THAT WAS MY QUESTION.

SO OKAY, I HAVE TWO TWO COMMENTS.

ONE, I AGREE WITH WHAT PHIL SAID.

I THINK I DON'T THINK WE SHOULD TALK ABOUT IT.

I THINK WE SHOULD IMMEDIATELY HAVE A PLAN OF A WHOLESALE RETAIL PRICE.

I REALLY THINK WE SHOULD HAVE AN INTENTIONAL EFFORT TO TO OFFER THIS.

I'VE BEEN TO SEVERAL CONVENTIONS LATELY AND I THINK IT A VERY OPPORTUNITY TIME TO VISIT WITH PEOPLE FROM OTHER COLLEGES.

AND THEY ALL SAY, MAN, WE'D LOVE TO HAVE A LOT OF WHAT YOU ALL HAVE.

AND I SAID, WELL, WE CAN FOR A PRICE.

YOU KNOW, OUR ERP SYSTEM, MODULAR, THEY CAN HAVE THAT.

SO I THINK WE NEED TO HAVE THAT.

AND IT'S ALMOST A SEPARATE IT'S PART OF MARKETING, BUT IT'S ALSO A SEPARATE ENTITY THAT ESSER AND I TALKED ABOUT ABOUT HOW WE OFFER THESE SERVICES BECAUSE WHAT YOU'RE BUILDING IS SO GREAT, BUT IT CAN BE EXPANDED.

THE OTHER AREA THAT I WANTED AND I'VE BEEN PUSHING REAL HARD ABOUT IS I WANT US TO TAKE THIS DELIVERABLE DELIVERY TOOL THAT YOU ALL HAVE BUILT, ESPECIALLY WITH THIS ENHANCED MONITORING PART OF IT, TO ENSURE MORE SUCCESS.

I WANT US TO WE DON'T HAVE TO ORIGINATE AND DEVELOP EVERY PROGRAM THAT WE SELL ONLINE.

WE NEED TO BE PURCHASING FROM A WHOLESALE PERSON WHO IS OFFERING CRYPTOCURRENCY, DIGITAL MARKETING, WHATEVER, AND WE CAN THEN CAN THAT AND RAN THAT UNDER DALLAS COLLEGE AND GET MORE REVENUE.

BUT YET IT GIVES US VISIBILITY AND IT'S A MARKETING TOOL, BUT IT'S ONE THAT MAKES MONEY, DOESN'T COST MONEY.

AND SO WE BUY THE CAN PROGRAM AT ONE PRICE.

WE WRAP IT AROUND, WE DELIVER IT THROUGH THE SYSTEM Y'ALL CREATED, AND ALL OF A SUDDEN WE START MAKING REVENUE AND NOT EXPENSES.

[01:15:05]

I'VE BEEN, ESPECIALLY IN CRYPTOCURRENCY AND DIGITAL STUFF, THAT WE DON'T HAVE TO GO AND HIRE SEVEN PROFESSORS TO PUT THAT COURSE TOGETHER.

LET'S GO BUY IT.

I TRY.

I FOLLOW MIT, CORNELL AND ALL OF THEM.

THEY'VE BEEN OFFERING THIS FOR THE LAST 2 OR 3 YEARS AND I GUARANTEE YOU NOT ONE OF THOSE COURSES WERE DEVELOPED AT THOSE UNIVERSITIES, BUT THEY'RE GETTING ALL THIS VISIBILITY AND ALL THIS RECOGNITION. BUT REVENUE IS MORE IMPORTANT.

SO CAN WE DO THAT? SO I, I THINK IT'S ACTUALLY PART OF WHAT WE'RE EXPLORING.

AND I THINK THE SO AND JUST A CORRECTION BRIGHTSPACE IS A SYSTEM THAT WE WE'RE PARTNERING WITH THE VENDOR.

SO THEY WE HAVEN'T BUILT A SYSTEM.

WE'RE USING THEIR SYSTEM TO DO THE COURSES IN TERMS OF THAT KIND OF PURCHASING OF THE CONTENT.

I THINK THE ODDS ARE YOU'RE NOT GOING TO LIKE IT.

IT DEPENDS.

AND THE REASON BEING IS THAT, OKAY, SO WE PURCHASE THE CRYPTOCURRENCY KIND OF CONTENT, THE LIKELIHOOD OF SOMETHING IN THE DIGITAL RELATED TO CYBER OR IT THAT CAN CHANGE IN SIX MONTHS.

AND SO THERE IS AN INVESTMENT YOU HAVE TO MAKE AS AN INSTITUTION IN KEEPING THAT CONTENT UP TO DATE.

SO WHAT MANY INSTITUTIONS DO IS ACTUALLY DO THE REVENUE SHARE WITH EXTERNAL AGENCIES.

WE'RE KIND OF EXTERNAL VENDORS.

SO YOU PARTNER WITH SOMEONE, YOU SHARE THE REVENUE AND IT'S THEIR RESPONSIBILITY TO KEEP THE CONTENT UP TO DATE.

I AGREE. THAT'S FINE WITH ME, BUT JUST DO IT.

YEAH, WELL. IN THE PAST, AS WE HAVE EXPLORED THOSE WHICH WE WILL CONTINUE TO EXPLORE SPECIFICALLY IN THIS SPACE, HAS BEEN OUR OUR TUITION MADE IT DIFFICULT FOR SOME OF THESE PARTNERS TO WANT TO DO REVENUE SHARING BECAUSE THERE'S NOT AS MUCH REVENUE TO SHARE, QUITE HONESTLY.

THANK YOU. SO WE ARE ACTUALLY TALKING TO SOME OF THOSE FOLKS TRUSTEE FLOYD RIGHT NOW, JASMINE CUNNINGHAM OR BOND, BOTH IN CONVERSATIONS ABOUT HOW WE COULD DO THAT AND APPROACHING IT MAINLY FROM THE SIDE OF CONTRACT TRAINING AND HOW WE DO THAT.

PARTNER WITH THEM, SHARE REVENUE WITH THEM.

THERE ARE CONVERSATIONS AND PLANS GOING ON, BUT IT'S A COST THING THAT WE'RE TRYING TO WORK THROUGH AS WELL.

SO WILL IT BE PART OF BRIGHTSPACE AND BE ON THAT PLATFORM? NO, IT WOULDN'T LIVE IN THE ACADEMIC PIECE OF OUR INSTITUTION.

IT WOULD LIVE MORE IN THE INNOVATION AND CONTRACT TRAINING.

JUST LET IT LIVE. YEAH.

THANK YOU. THANK YOU.

BEFORE YOU. THESE ARE HAVING REVENUE.

THAT NOTWITHSTANDING MY TAKEAWAYS FROM FROM THIS PRESENTATION WHERE BEFORE WE WERE SILOED IN TERMS OF HOW WE DEALT WITH THINGS, NOW IT'S THE WHOLE DISTRICT AND I APPLAUD YOU FOR THAT.

THE OTHER THING, THE THE ABILITY IN REAL TIME TO TRACK A STUDENT AND MITIGATE AND MONITOR AND FIX THOSE KINDS OF THINGS. SO I REALLY APPRECIATE WHAT YOU'RE DOING VERY MUCH.

DR. FLOYD, THANK YOU VERY MUCH.

THANK YOU. TRUSTEES.

AT THE END OF MY PRESENTATION, TERRY, I'M GOING TO BANG THE GAVEL JUST FOR YOU BECAUSE YOU LIKE MIGHT NOT FOR ME.

I'M A GIVER, SO WE'LL DO THAT.

BUT THANK YOU VERY MUCH.

THANK YOU. TRUSTEES. YOU HAVE NUMEROUS PRESENTATIONS, A MOTION REPORTS, E-LEARNING CONTRIBUTIONS, ITEMS TO REVIEW.

DO WE NEED AN EXECUTIVE SESSION? NONE OF THIS. NOT IN THIS COMMITTEE.

SO HEARING NONE OF THAT, THE IT IS NOW 1023 AND THE EDUCATION WORKFORCE COMMITTEE OF THE BOARD OF TRUSTEES IS NOW ADJOURNED.

TERRY.

* This transcript was compiled from uncorrected Closed Captioning.