Jun 27, 2023 Board Work Session

[00:00:03]

CONFIRM THAT WE HAVE A QUORUM FOR TODAY.

[1. Roll Call - Announcement of a Quorum]

IN ACCORDANCE WITH CHAPTER 551 OF THE TEXAS OPEN MEETINGS ACT, I CALL TO ORDER THE SPECIAL MEETING OF THE BOARD OF TRUSTEES OF DALLAS COLLEGE FOR JUNE 27TH, 2023, AT 9:09 A.M..

MEMBERS OF THE PUBLIC WHO HAVE FOLLOWED THE INSTRUCTIONS ON THE DALLAS COLLEGE BOARD OF TRUSTEES WEBSITE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION WILL BE GIVEN FIVE MINUTES TO SPEAK. THIS SPECIAL BOARD MEETING IS BEING BROADCAST OVER THE INTERNET.

AN AUDIO RECORDING AND TRANSCRIPT OF THIS MEETING ARE BEING MADE AND WILL BE AVAILABLE TO THE PUBLIC ON THE BOARD'S WEBSITE AFTER THE MEETING AT A LATER DATE.

[2. Certification of Notice Posted for the Meeting]

THANK YOU. WE DO NOT HAVE ANY CITIZENS DESIRING TO ADDRESS THE BOARD TODAY.

IS THAT CORRECT, MS.. MOLINA? MADAM CHAIR. GREAT.

[4. Special Presentations (Part 1 of 2)]

SO WE WILL START TODAY'S WORK SESSION WITH A PRESENTATION FROM DR.

FLOYD, DR.

JOSEPH. DR.

LENNON AND DR.

WILLIAMS. IS THAT RIGHT? YES, MA'AM.

YES, MA'AM. AND OTHERS.

AND OTHERS. OKAY.

THANK YOU. THANK YOU ALL FOR BEING HERE.

WHAT YOU'RE GOING TO SEE TODAY IS A LITTLE BIT OF A CHANGE IN APPROACH TO WHAT WE'VE TYPICALLY DONE.

CERTAINLY THERE ARE SLIDES THAT WE'RE GOING TO BE REFERENCING AS A AS A DISCUSSION GUIDE.

BUT REALLY, THIS IS DESIGNED TO HAVE A CONVERSATION TODAY TO REALLY FOCUS ON.

WHAT ISSUES ARE THE BUDGET DRIVERS OR THE APPROACHES THAT WE NEED TO BE TAKE TAKING TO ADDRESS THESE THESE CHALLENGES THAT THE COMMUNITY FACES, THAT OUR STUDENTS FACE, THE BUSINESS AND INDUSTRY FACE, BUT REALLY JUST, YOU KNOW, A DIALOG ON WHAT'S INFORMING THE BUDGET RECOMMENDATIONS THAT THAT WE'RE CONSIDERING.

AND, YOU KNOW, I THINK AND I HOPE AFTER THESE COUPLE OF DAYS THAT WELL, WHAT I BELIEVE IS THAT YOU'LL ALL BE PROUD OF THE WORK THAT IS GOING ON AND THAT WE ALL RECOGNIZE THE CHALLENGES YOU HAVE TO SOLVE AND THAT WHAT THE INITIAL BUDGET THINKING IS, IS A RESPONSIBLE USE OF THE PUBLIC DOLLARS THAT WE HAVE.

AND SO AS WE GO THROUGH THIS, YOU'LL SEE A LITTLE BIT OF FOCUS ON THIS NEXT YEAR, WHAT'S INFORMING US WHERE WE NEED TO INVEST THIS NEXT YEAR? YOU'LL SEE SOME LONG TERM VIEWS, AS I'VE TALKED ABOUT, DALLAS COLLEGE 2030.

AND SO WHERE DO WE NEED TO BE INVESTING NOW TO POSITION US FOR THE INSTITUTION THAT WE WANT TO BE THEN? AND SO AGAIN, IT'S GOING TO BE A CONVERSATION.

SO PIPER, BEATRICE AND SHAWNDA AND BRAD ARE GOING TO BE HERE AND OTHER PEOPLE ARE GOING TO ROTATE IN AND ROTATE OUT.

AND SO SEVERAL DIFFERENT MEMBERS OF THE TEAM WILL BE PARTICIPATING IN THIS.

AND AND I APPRECIATE THE HARD WORK THAT THEY HAVE ALL DONE AND THE THINKING THEY'VE DONE, BECAUSE THIS ALSO REPRESENTS NOT JUST A CHANGE IN IN HOW WE SPEND OUR TIME TOGETHER OVER THE NEXT COUPLE OF DAYS.

BUT IT'S ALSO, QUITE FRANKLY, BEEN A CHANGE IN HOW WE APPROACH DEVELOPING THE BUDGET AND THE RECOMMENDATIONS AROUND IT.

HAS A TEAM.

AND SO AS WE GET INTO IT OVER THE NEXT DAY OR SO, YOU'LL SEE THE RESULTS OF THAT WORK THAT THE DIFFERENCE IS, IS THAT THE EXECUTIVE TEAM HAS BEEN AROUND THE TABLE REALLY HASHING OUT WHAT THE RECOMMENDATIONS ARE, HAVE BEEN DOING HORSE TRADING WHERE NECESSARY, LOOKING FOR EFFICIENCIES AMONGST OPERATIONS.

AND THAT'S A LITTLE DIFFERENT, QUITE FRANKLY.

SO OUR INTERNAL BUDGET APPROACH HAS HAS BEEN VERY DIFFERENT.

SO WITH THAT SAID, WE'LL KIND OF GET STARTED WITH THE CONVERSATION AND THIS SORT OF LAYS OUT WHAT WE'RE GOING TO DO TODAY AND WHAT WE'RE GOING TO DO TOMORROW AS WE GO THROUGH AND THINK THROUGH HOW TO USE THESE RESOURCES TOGETHER.

SO I WANT TO START WITH THIS.

THIS IS THESE NEXT COUPLE OF SLIDES ARE UP ON THE THIRD FLOOR, UP IN THE HALLWAY UP THERE.

AND WE DID THIS AS WE WERE APPROACHING OUR 50TH ANNIVERSARY.

THERE JUST SORT OF LAID OUT THE MILESTONES OF US AS AN INSTITUTION.

AND AROUND THAT TIME, WE BEGAN TO CHALLENGE OURSELVES TO THINK LIKE A FOUNDER, TO THINK ABOUT IF WE WERE

[00:05:05]

WHAT THAT LOOK LIKE TODAY? WELL, IT WOULDN'T BE A 1965 MODEL, BUT WHAT WOULD IT LOOK LIKE TODAY? AND SO YOU SEE, YOU KNOW, IN IN 1965, THERE WAS APPROVAL TO CREATE WHAT BECAME THE TRIPLE CD.

IN 1968, THE FIRST GRADUATES CAME OUT OF THAT.

AND SO THAT THREE YEAR TIME PERIOD, YOU THINK ABOUT WHAT WAS GOING ON TO DEVELOP AND BUILD THIS INSTITUTION, TO BE ABLE TO SERVE THE COMMUNITY IN A NEW AND DIFFERENT SORT OF WAY.

WELL, WE DALLAS COLLEGE WERE ABOUT THREE YEARS OLD, BUILT ON AMAZING LEGACY AND HISTORY OF THIS 50 YEARS HERE. AND SO AS WE TALK ABOUT WHAT WE'VE ACCOMPLISHED OVER THE LAST THREE YEARS AND WE TALK ABOUT WHAT SOME OF THE CHALLENGES ARE AHEAD, AND AS WE LOOK AHEAD TO THE NEXT SEVEN YEARS OR SO, YOU KNOW, CLEARLY IN 1968, THEY DIDN'T HAVE EVERYTHING FIGURED OUT.

THERE WAS A LOT TO COME.

THAT IS TRUE WITH US AS WELL.

AND SO SO I WANT US TO BE ALL I WANT US ALL TO BE MINDFUL OF THAT AS WE THINK LIKE A FOUNDER, BECAUSE WE HAVE ALL BEEN PART OF BUILDING, AGAIN, A BRAND NEW INSTITUTION TO SERVE OUR COMMUNITY DIFFERENTLY THAN WE HAVE IN THE PAST.

AND THIS KIND OF SPEAKS TO WHAT OUR JOURNEY HAS BEEN OVER THE LAST FEW YEARS AS AN INSTITUTION.

SO YOU THINK ABOUT 2019 WHEN WE MADE THE DECISION TO ASK THE VOTERS TO SUPPORT A MAJOR INVESTMENT IN US THAT THEY OBVIOUSLY DID OVERWHELMINGLY.

THEN WE BEGAN THE PROCESS TO FORMALIZE THE CONSOLIDATION FROM THE TRIPLE CD INTO DALLAS COLLEGE.

THEN WE HAD THAT LITTLE GLOBAL PANDEMIC THAT OCCURRED IN THE MIDST OF ALL OF THAT.

BUT IT'S THAT PART TO THE RIGHT THAT WE ARE LOOKING AT NOW.

WHAT'S THE ROAD AHEAD FOR US AND HOW DO WE BUILD AN INSTITUTION THAT IS AS INNOVATIVE AS THEY WERE THINKING IN 1965, WHERE THEY HAD A BLANK SHEET OF PAPER TO BUILD AN INSTITUTION.

AND REALLY, AGAIN, THAT'S KIND OF THE ROAD AND PATH THAT WE'VE BEEN ON.

AND SO, YOU KNOW, CREATING A CULTURE OF INNOVATION DOESN'T JUST HAPPEN.

AND THAT'S WHAT YOU'LL SEE IN A LOT OF THE DIALOG COMING FROM THE TEAM OF WHAT ARE THEY DOING TO REALLY HONE IN ON THAT, FOCUS ON THAT AND CREATE A CULTURE OF INNOVATION.

SO I'D LIKE TO STOP AND PAUSE HERE, AND I WANT TO ASK OUR TEAM TO PLAY A VIDEO THAT ONE OF OUR STUDENTS POSTED WITH NO PROMPTING FOR US.

THIS IS NOT ANYTHING WE ASK THEM TO DO.

IT WASN'T ANYTHING WE WERE ACTUALLY EVEN AWARE OF THAT THEY DID.

BUT I THINK THIS REALLY CAPTURES WHY WE'RE ALL HERE, QUITE FRANKLY, HOW DALLAS COLLEGE IS HELPING.

AS SEEN THROUGH THE EYES OF AN ACTUAL STUDENT.

LIFE CAN CHANGE IN AN INSTANT.

YOU KNOW, I NEVER THOUGHT I'D BE GOING THROUGH THE TRIALS AND TRIBULATIONS THAT I'M GOING THROUGH RIGHT NOW THAT JUST CAME OUT OF NOWHERE.

AND I GUARANTEE YOU THAT MY LIFE WOULD NOT BE IN THE DIRECTION, THE POSITIVE DIRECTION THAT IS GOING.

HAD IT NOT BEEN FOR THE HELP THAT DALLAS COLLEGE HAS GIVEN.

AND THAT IS THE TRUTH.

WHAT A LOT OF STUDENTS AND I'VE SPOKEN TO THEM, THEY'RE EMBARRASSED.

THEY DON'T WANT TO TELL YOU THAT THEY CAN'T PAY THEIR RENT, THEY CAN'T PAY THEIR CAR NOTES BECAUSE THEY'RE AFRAID TO BE LAUGHED AT.

ONE WORD, REGISTRATION.

THAT'S WHAT BEGINS TO CHANGE MY LIFE.

SOME SAY, OH, WHY ARE YOU GOING TO GO BACK TO SCHOOL? WHAT CAN SCHOOL DO FOR YOU? WELL, I WANTED TO SEE.

MY ENTIRE LIFE STARTED TO CHANGE WHEN I OPEN THIS DOOR AND I WALKED IN SCARED.

NOT KNOWING, TOOK MY SIGH, MET MY SUCCESS COACH.

WITHIN TWO WEEKS I WAS REGISTERED FOR SCHOOL AND GOING THROUGH MY CLASSES AND ALL HELL BROKE LOOSE IN MY LIFE AND I WAS INTRODUCED TO THE PROGRAMS THAT WE HAVE.

IF YOU GO DOWN THESE STEPS HERE, I WAS I WAS ONE THAT DID NOT WANT TO TELL YOU THAT I WAS HURTING.

I COULDN'T PAY THE RENT.

MY CAR NOTE DIDN'T HAVE ANY FOOD, BUT YOU'D NEVER KNOW IT TO LOOK AT ME.

UH HUH. THAT'S LIKE A LOT OF STUDENTS HERE.

BUT THIS PROGRAM, YOU WALK RIGHT THROUGH THESE DOORS AND LOOK AT THIS.

[00:10:05]

THIS IS FREE FOR STUDENTS.

YOU DON'T HAVE TO BE HUNGRY.

YOU CAN GET A WELL NOURISHED MEAL.

YOU SIGN IN WITH YOUR STUDENT ID, YOU HAVE A GRAB AND GO.

YOU CAN DO TWICE A DAY, GET A COUPLE OF ITEMS. YOU HAVE YOUR WEEKLY SHOPPING IN HERE AND IF YOU DON'T WANT JUST THIS AND YOU NEED A SHIRT OR TWO, GUESS WHAT? WE HAVE A CLOTHING DEPARTMENT.

WE ARE SO THANKFUL FOR THE DONATIONS OF FOOD, CLOTHING AND MONEY.

BUT WHAT MAKES DALLAS COLLEGE DIFFERENT ARE THE PROFESSORS, EVEN THE POLICE DEPARTMENT.

YOU CAN'T EVEN WALK THROUGH THE HALLS WITH A LONG FACE WITHOUT SOMEONE SAYING TO YOU, HEY, HOW ARE YOU? HOW'S YOUR DAY? WHAT'S GOING ON? THE FACT THAT THEY HONESTLY CARE BECAUSE THEY WANT US TO SUCCEED.

THAT IS WHAT MAKES DALLAS COLLEGE SPECIAL.

HOW DALLAS COLLEGE IS HELPING IS SEEN THROUGH THE EYES OF THAT.

ALL RIGHT, SO WE'RE ADJOURNED.

YOU CAN'T DO THAT. YOU'RE RIGHT.

I LIKE WHAT YOU SAID ABOUT THAT.

YEAH, AND HOW HE'S GREETED.

BECAUSE I KNOW WHEN WE WERE CELEBRATING OUR 50TH, Y'ALL CAME UP WITH THE SLOGAN EVERY PLACE, EVERY TIME, EVERY STUDENT.

AND THAT IS A VIVID EXAMPLE OF THAT.

SO. ALL RIGHT.

GOOD WORK. WELL, AGAIN, I THINK THAT REALLY DOES SAY IT ALL.

WHEN YOU WATCH THAT AND WHEN YOU LISTEN TO HIM AND YOU THINK ABOUT.

HIM REPRESENTING OUR STUDENTS AND THE ISSUES AND CHALLENGES AND NEEDS ARE, AS HE SAID, THAT YOU MAY NEVER SEE.

AND AGAIN, WE CAN'T SOLVE ALL THE PROBLEMS THAT EXIST FOR EVERYONE, BUT WE CAN HELP SUPPORT THEM ON THEIR PATH AND JOURNEY TO A BETTER LIFE. AND SO, ABSOLUTELY, IT'S NOT JUST THE SERVICES THAT WE PROVIDE AND THE INVESTMENTS THAT WE ALL MAKE IN SUPPORTING HIM AND OTHERS, BUT ALSO PHILANTHROPIC COMMUNITY OTHERS THAT COME TOGETHER TO EXTEND THE INVESTMENT THAT WE MAKE.

BUT ABSOLUTELY TRUSTEE FLORES, AS AS HE SAID, THE INTERACTIONS THAT HE HAS WHEN HE TALKS ABOUT THE AMAZING FACULTY HE HAD, THE POLICE OFFICERS THAT HE INTERACTS WITH, THE STAFF THAT HE INTERACTS WITH, THAT'S WHAT WE STRIVE FOR, ABSOLUTELY, IS TO HAVE THAT LEVEL OF CUSTOMER SERVICE WITH EVERY INTERACTION AND SO, AGAIN, I WANT YOU TO THINK ABOUT EDWARD OVER THESE NEXT COUPLE OF DAYS AND THINK ABOUT WHAT WE'RE INVESTING IN AND WHO WE'RE INVESTING IN AS WE THINK ABOUT THESE CONSIDERATIONS.

AND AGAIN, HOW DO WE HOW DO WE BUILD AN EVEN MORE INNOVATIVE APPROACH TO ACCOMPLISHING WHAT WE ACCOMPLISH? AND SO WE'RE GOING TO TALK ABOUT SOME OF THIS LATER ON.

BUT BUT I'M GOING TO USE THE EXAMPLE OF REDBIRD LAST WEEK, WHERE WHERE MANY OF YOU WERE ABLE TO JOIN THAT WE'VE BEEN ABLE TO TREAT AS WHAT WE'RE DOING THERE, TREAT AS A BLANK SLATE TO REALLY COME IN.

AND THE PEOPLE THAT WERE IN THAT ROOM, THE TEAMS THAT WERE IN THAT ROOM THAT INCLUDED ACADEMICS AND WORKFORCE AND CREDIT AND NONCREDIT, THAT INCLUDED OUR GRANTS TEAM, INCLUDED OUR PHILANTHROPIC TEAM AND ON AND ON AND ON.

ALL COME TOGETHER INTO THAT BLANK SLATE TO FIGURE OUT WHAT PROBLEMS ARE WE TRYING TO SOLVE, WHAT DOES THE COMMUNITY NEED? THAT'S THE MINDSET OF OUR FOUNDERS WHEN WE WERE STARTED IN 1965.

AND SO YOU'RE GOING TO HEAR THAT OVER THE NEXT COUPLE OF DAYS OF HOW DO WE THINK ABOUT THE BLANK SLATE THAT WE HAVE AT ALL OF OUR CAMPUSES, OUR COMMUNITY CAMPUSES, OUR OTHER ANCILLARY CENTERS THAT ARE IS NO LONGER BOUND TO WHAT PROGRAMS ARE OFFERED BY THAT COLLEGE THAT NEED TO BE A PART OF WHATEVER WE'RE DOING.

BECAUSE AGAIN, THE REDBIRD EXAMPLE, WE HAD TWO CAMPUSES REPRESENTED WITH DR.

SEABROOKS THERE AND DR. JOSEPH THERE.

AND SO IN THE OLD STRUCTURE THERE WOULD HAVE BEEN AN ARM WRESTLING ABOUT WHO OFFERS WHAT AT THAT THEN COLLEGE.

AND SO WE GET TO REALLY DEFINE NOW A NEW INNOVATIVE APPROACH TO HOW WE DELIVER SERVICES AND PROGRAMS TO STUDENTS. COULD YOU EXPAND ON THAT IN TERMS OF THE BLANK SLATE AND THE OTHER COMMUNITY CAMPUSES? AND LET ME LET ME GIVE CONTEXT TO WHY I'M ASKING THAT.

SO I WASN'T ABLE TO ATTEND, BUT I DID READ THE CHANCELLOR'S MEMO WHERE YOU TALKED ABOUT THAT AND WHAT YOU'RE SAYING THAT'S GOING TO BE HAPPENING AT THE REDBIRD CENTER, IN

[00:15:09]

WE'VE NEVER FOUND THE RIGHT MIX, IN MY OPINION, OF PROGRAMING AT OUR COMMUNITY CAMPUSES.

I THINK THIS IS THE PERFECT MIX AND SPEAKS TO WHAT PEOPLE, ESPECIALLY IN THE LOW INCOME AREAS, NEED.

TO GET A LEG UP. SO COULD YOU SPEAK TO THAT? ABSOLUTELY. AND WE'LL GET INTO DEEPER DIALOG AROUND IT LATER ON AROUND THE COMMUNITY CAMPUSES.

AND THEN ALSO SOME OF WHAT YOU'LL HEAR FROM SHAWNDA AND TEAM WITH THE FRAMEWORK OF THE ACADEMIC MASTER PLAN.

YOU KNOW, THAT'S BEEN A MISSING COMPONENT AND PIECE OF THE DU DALLAS COLLEGE OF WHAT DO WE OFFER AND WHERE DO WE OFFER IT.

BEFORE THAT WAS THAT WAS THAT WAS DONE SEVEN NARROW WAYS.

AND SO THE COMMUNITY CAMPUSES HISTORICALLY HAVE STRUGGLED.

AND I THINK IT'S BECAUSE WE WERE TRYING TO FIGURE OUT WHAT PROGRAMS DO WE HAVE AT THAT COLLEGE THAT IT'S ASSOCIATED WITH THAT WE'RE GOING TO OFFER INSTEAD OF TREATING IT AS A BLANK SLATE OF WHAT PROBLEMS ARE WE TRYING TO SOLVE FOR THIS COMMUNITY AND HOW CAN WE BRING ALL OUR RESOURCES AND PROGRAMS TO BEAR TO DO JUST THAT? SO WE'LL GET INTO GREATER DETAIL AROUND IT, BUT IT'S A SHIFT IN MINDSET AND A SHIFT IN APPROACH LIKE THAT.

GOOD. AND I LIKE TO SEE US TO, AS YOU JUST DESCRIBED, I'D LIKE TO USE AN ACCOUNTING TERM THAT I BELIEVE THAT WHERE WE ARE IN THE LIFE OF THE COLLEGE IS, IS WE NEED TO ACCOMPLISH A ZERO BASED BUDGET.

AND A ZERO BASED BUDGET MEANS NOTHING IN THE PAST GOVERNS WHAT HAPPENS IN THE FUTURE, DOESN'T MEAN THEY DON'T HAVE VALUE AND IT'S TREMENDOUSLY VALUABLE.

BUT IF WE DON'T START WITH JUSTIFICATION GOING FORWARD WITH WHAT'S NEEDED IN THE FUTURE, THEN WE MADE A BIG MISTAKE.

SO I THINK IF WE TAKE TODAY AND TOMORROW AND LOOK AT IT AS IF YOU USE A CLEAN SLATE, I USE ZERO BASED BUDGETING.

YOU KNOW, IF YOU GOT PENCILS LAST YEAR, YOU HAD TO SHOW WHY YOU NEEDED THE PENCILS THIS NEXT YEAR.

AND IT'S THE SAME WAY HERE.

IF WE OFFERED A COURSE.

WE NEED TO KNOW WHY THAT COURSE CONTRIBUTES TO WHAT OUR CUSTOMER WANTS, IN MY OPINION.

AND WHEN I'VE LEARNING MORE ABOUT HIGHER EDUCATION, WE REALLY HAVE TO CUSTOMERS.

WE HAVE THE STUDENTS WHO ARE THERE TO GET EQUIPPED TO TO LEAD THEIR CAREER IN THEIR LIFE AND CHANGE THEIR LIFE.

BUT THEN WE HAVE THE PEOPLE WHO HIRE THEM AS OUR OTHER CUSTOMER.

AND SO WE HAVE TO HAVE A STRATEGIC PLAN THAT THAT HELPS THE STUDENT FOR THE FUTURE.

KNOW WHAT THEY DON'T KNOW TODAY.

BUT WE HAVE TO IT'S OUR OBLIGATION.

I'VE NEVER SAID ON A BOARD THAT HAD AS BIG A JOB AS WE HAVE HERE AS OUR THE SEVEN GOVERNING PEOPLE OF THIS COLLEGE. I THINK IT IT IS PROBABLY THE MOST CHALLENGING OPPORTUNITY THAT EXISTS IN DALLAS COUNTY TODAY.

AND I THINK WE WHY REALLY MAKES ME FEEL REALLY BURDENED TO GET IT RIGHT IS BECAUSE I BELIEVE AS WE GO, WE'LL GO DALLAS COUNTY, AS WILL AS WE GO IN PREPARING FOR THE FUTURE.

EMPLOYERS AND EMPLOYEES WILL GOVERN THE NEW VISITS BY AMAZON AND ALL THE OTHER COMPANIES WHO COME HERE AND SEE WHAT WE'RE DOING FOR THE FUTURE IS WHAT'S GOING TO SET THE PACE OF ANY.

THAT'S A TREMENDOUS BURDEN.

AND THE BLESSING OF IT IS, IS WHAT MAKES IT SOMETHING THAT I DON'T LOSE SLEEP OVER IS BECAUSE WE HAVE THE RESOURCES, WE HAVE THE ASSETS, WE HAVE THE STAFF, AND IT'S A MATTER OF EXECUTION.

SO WE AS POLICY MAKERS HAVE GOT TO BE ABLE TO UNDERSTAND THAT AND DO THAT.

SO I MEAN, TO ME, THIS IS THE GREATEST JOB THAT I'VE EVER HAD.

WELL, I CERTAINLY SECOND THAT PART AND AND ESPECIALLY THE CHALLENGE PART.

AND AND SO I CAN TELL YOU THAT, YOU KNOW, THE LEADERSHIP TEAM AND THE COLLEGE, THE INSTITUTION, EVERYBODY THAT WORKS HERE FEELS THAT PRESSURE AND THAT INTENSITY IN DIFFERENT SORT OF WAYS.

AND AGAIN, THE CHANGE IN APPROACH OF HOW WE SOURCE AND FUND WHAT WE FUND, YOU WILL SEE ELEMENTS OF THE DIFFERENCE OVER THIS NEXT DAY OR SO AS AGAIN, AS WE START WITH THE QUESTION OF WHAT PROBLEMS ARE WE TRYING TO SOLVE, NOT WHAT EXISTED BEFORE, WHAT WERE THE LINES BEFORE, WHAT WERE THE PROGRAMS WHERE? AND WE'LL END TOMORROW WITH THE GEAR SLIDE.

SOME OF YOU MAY RECALL ABOUT SIX YEARS AGO THAT WE SHOWED THE GEARS OF HOW THE ACADEMIC MASTER PLAN, HOW THE FINANCIAL RESOURCES, HOW THE PEOPLE, RESOURCES

[00:20:09]

WE'RE JUST NOW TO THAT POINT WHERE ONE BEGINS TO INFLUENCE EACH THE OTHER.

THE LAST COUPLE OF YEARS WITH THE CHANGE IN THE BUDGET APPROACH, WE WERE MOVING FROM THE OLD.

TO THE KNEE AND WE'RE JUST NOW GETTING TO THAT.

I JUST WANT TO MAKE A COUPLE OF REMARKS.

AND I'M SORRY, Y'ALL, I'M GOING TO ASK THESE GEOLOGISTS AND MY JOB IS ALWAYS TO FIND WHAT'S NOT WORKING SO I CAN FIX IT.

THAT'S THAT'S MY OUTLOOK ALWAYS.

THAT'S HOW IT'S GREAT. AND I LOVE THE VIDEO, EXCEPT I THOUGHT IT STRESSED TOO MUCH.

THE CARETAKER PART OF US.

I DIDN'T LIKE THAT.

I WOULD HAVE PREFERRED THERE TO BE TALK ABOUT HIS VISION FOR HIMSELF AND TAKING CARE OF HIMSELF WITH THE JOB THAT HE'S GOING TO GET WHEN HE GOT.

SECONDLY, DALLAS IS SO DIFFERENT.

THE WORLD IS SO DIFFERENT THAN IT WAS WHEN THIS EDUCATION SYSTEM WAS BEGUN THAT WE DO REALLY HAVE A LOT OF THINKING TO DO AS TO WHAT IS HAPPENING NOW.

LET'S NOT PLAN FOR WHAT WAS IN 2016, 2019.

WHAT'S HAPPENING NOW AND WHAT'S HAPPENING NOW IS WE HAVE A SMALLER STUDENT BODY AND WE'LL CONTINUE TO HAVE THAT BIRTH RATES GOING WAY DOWN.

A LOT OF PEOPLE AREN'T GOING BACK TO COLLEGE.

WE'VE GOT SO MANY PROGRAMS LIKE REACHING BACK FOR PEOPLE THAT DROPPED OUT THAT ARE HELPING.

WE'VE GOT SO MUCH RECRUITING GOING ON.

WE'VE GOT HIGH SCHOOL AND COLLEGE COMBINED.

BUT LET'S BE HONEST, FOLKS, IF YOU READ ALL THE STUFF I'M READING THAT'S OUT THERE, WE WILL ALWAYS HAVE NOW FROM NOW ON, A SMALLER STUDENT BODY AND WE HAVE TO ADDRESS THAT.

THANK YOU. YEAH, I APPRECIATE YOUR COMMENTS.

WE'LL GET INTO SOME OF THOSE.

AND I'M GOING TO TALK ABOUT A LARGER STUDENT BODY HERE IN JUST A MINUTE.

SO YOU REFERENCED THAT ACADEMIC MASTER PLAN A COUPLE OF TIMES.

CONVERSELY, DO WE HAVE A STUDENT SUCCESS MASTER PLAN? AND THEN HOW DOES IT ALL SYNC TOGETHER, STUDENT SUCCESS WITH ACADEMICS, WORKFORCE, ETCETERA, THE MAJOR OPERATIONAL AREAS THAT SERVE OUR STUDENTS AND OUR COMMUNITY? YEAH. SO SO YOU'LL HEAR SOME TODAY ABOUT THE COMPREHENSIVE ENROLLMENT MANAGEMENT PLAN THAT IS BEING LED BY STUDENT SUCCESS THAT CONNECTS WITH THE ACADEMIC SIDE, OBVIOUSLY HAS TO CONNECT WITH THE OPERATIONAL SIDE.

THE INTAKE PIECES.

SO SO YES, YOU'LL YOU'LL SEE HOW THESE PLANS ARE BEGINNING TO COME TOGETHER.

AND AGAIN. NEWLY, NEWLY DEVELOPED NEW WAY OF THINKING ABOUT HOW WE EXECUTE ON THESE THINGS, NOT IN THE NARROW OF THE 7 TO 4, BUT REALLY THAT RIGHT SIDE APPROACH.

SO JUST SO I HAVE IT CLEAR IN MY MIND, WHEN YOU REFER TO THE ACADEMIC SIDE, DOES THAT INCLUDE WORKFORCE DEVELOPMENT OR WORKFORCE DEVELOPMENT? HOUSE IN TERMS OF OUR OVERALL EFFORTS, YOU'LL YOU'LL SEE THAT TOO, BECAUSE AGAIN, BECAUSE PART OF OUR AREA OF GROWTH IS GOING TO BE ON THE NON CREDIT SIDE, QUITE FRANKLY, ON THE WORKFORCE SIDE, OFTENTIMES WHEN INSTITUTIONS TALK ABOUT ENROLLMENT, THEY'RE TALKING ABOUT CREDIT ENROLLMENT.

THERE'S A WHOLE OTHER SIDE THAT WE ARE BETTER POSITIONED TO TAP INTO THAN WE HAVE BEFORE.

SO SO WITH THAT, LET ME LET ME TALK ABOUT LET ME SAY ONE THING TO YOUR COMMENTS, BECAUSE I DON'T I AGREE WITH YOU THAT I AGREE WITH YOU FROM YOU TAKE IT FROM A POSITION, I TAKE IT FROM AN AUDITOR'S POINT OF VIEW.

ANYTIME YOU DO AN AUDIT, MEANING YOU'RE GOING TO REVIEW WHAT'S EXISTING, YOU HAVE FINDINGS.

SO YOU FIND WHAT YOU FIND, WHETHER IT'S ENROLLMENT, INCREASE IN DECREASE, WHATEVER.

THEN YOU DETERMINE THE IMPACT, WHAT YOU PUT A MATERIALITY.

BECAUSE SO MANY TIMES WE WASTE TIME ON STUFF THAT'S NOT MATERIAL.

AND SO YOU HAVE TO DETERMINE THE IMPACT.

AND THE THIRD PART OF THAT IS IN THE MOST CRITICAL OF ALL OF IT IS WHAT'S THE CAUSE? BECAUSE TOO MANY TIMES WE TREAT THE SYMPTOM AND NOT THE CAUSE.

AND SO IF WE WILL SPEND A LOT OF TIME UNDERSTANDING WHAT'S CAUSING WHETHER IT'S DECREASING ENROLLMENT OR LACK OF INTEREST OR WHATEVER THE FINDING IS, THEN YOU CAN WRITE A PROPER RECOMMENDATION OF FIX.

AND SO THAT'S HOW I THAT'S HOW I WANT TO APPROACH EXACTLY WHETHER IT'S THE PRESENT OR THE FUTURE, BECAUSE WE SHOULDN'T BE PUTTING PROGRAMS IN EVEN FOR THE FUTURE IF WE CAN'T DOCUMENT THE IMPACT REWARD.

AND SO FORTH AND SO ON.

SO THAT'S HOW THE FRAMEWORK THAT I APPRECIATE THAT.

AND THE ONLY OTHER THING I'LL SAY REGARDING THE STUDENT VIDEO, THAT'S THE STUDENT'S PERSPECTIVE, THAT'S THE STUDENT'S HEART.

THAT'S WHERE THE STUDENT'S FOCUS IS AND THE IMPACT THAT WILL MAKE.

I DON'T KNOW WHAT ELSE OF HIS STORY THAT HE MIGHT WANT TO SHARE BEYOND WHAT HE DID IN THE VIDEO.

BUT I DON'T WANT TO TAKE AWAY AT ALL FROM HIS PERSPECTIVE, HIS LIFE AND THE IMPACT THAT WE'RE HAVING ON HIM.

[00:25:05]

WHERE DO WE NEED TO BE THINKING ABOUT WHAT ARE SOME OF THE MOONSHOTS THAT WE NEED TO BE CONSIDERING AND THE STRATEGIES AROUND HOW TO GET THERE? SOME OF THE BIG ASPIRATIONAL THINGS THAT WE NEED TO PLAN FOR AND CONSIDER AND THEN RESOURCE APPROPRIATELY.

SO I'LL HIGHLIGHT A FEW THINGS ON THIS ON THIS SLIDE AS WE TALK ABOUT THAT, THE FIRST THING YOU'LL HEAR LATER TODAY, PERHAPS SOME AROUND THE AIRFRAME MAINTENANCE TECHNICIAN NOT TO GET INTO THE WEEDS OF WHAT THAT IS OR WHAT THAT DOES, BUT I WANT TO REFERENCE IT IS THAT WE USED OUR NEW DECISION MAKING FRAMEWORK OF BEING IN THE DIFFERENT SIDES OF THE HOUSE TO IDENTIFY DOES IT MAKE SENSE, IS THERE A NEED FOR THAT PROGRAM AND THEN HOW DO WE SUPPORT THAT PROGRAM? AS WE THINK ABOUT THE NEXT SEVEN YEARS, WE KNOW THAT WE'RE GOING TO INCREASINGLY EXPAND OUR FOUR YEAR DEGREES. WE HAVE AUTHORIZATION TO OFFER FIVE OF THOSE.

WE OBVIOUSLY ALREADY HAVE THE ONE, THE EARLY CHILDHOOD ONE, WHICH WE'LL TALK IN GREATER DETAIL LATER TODAY.

BUT PERHAPS YOU SAW THE HEADLINE IN THE DALLAS MORNING NEWS IN THE EDITORIAL SECTION THAT SAYS, DOES DALLAS COLLEGE HAVE THE ANSWER TO THE TEACHER SHORTAGE? AND IT GOES ON AND TALKS ABOUT HOW WE'RE HELPING THOSE STUDENTS DOUBLE THEIR INCOME AND IT CLOSES WITH THAT.

TEXAS MUST DO WHAT WE CAN TO LOWER BARRIERS, WHICH YOU ALL KNOW IS ONE OF MY FAVORITE WORDS OF HOW DO WE ADDRESS THOSE BARRIERS? AND IT CONCLUDES WITH THE SENTENCE THAT DALLAS COLLEGE UNDERSTANDS THE ASSIGNMENT.

I POINT THAT OUT BECAUSE THE HEADLINE DOES DALLAS COLLEGE HAVE THE ANSWER TO THE TEACHER SHORTAGE? I THINK THAT'S REALLY WHAT WE'RE TALKING ABOUT HERE.

DOES DALLAS COLLEGE HAVE THE ANSWER? ARE WE THE ANSWER AND WHERE WE CAN BE THE ANSWER? THEN WE WANT TO COLLABORATE, PARTNER, RESOURCE APPROPRIATELY TO BE THE ANSWER FOR STUDENTS LIKE EDWARD THAT WE SAW IN THAT VIDEO.

AND SO AS WE THINK ABOUT WHAT SORT OF INSTITUTION WE'RE GOING TO BE AND WHERE WE'RE GOING TO BE BY 2030, YOU SEE UP THERE ARE OUR PROJECTIONS ARE WE'LL HAVE NEARLY 180,000 STUDENTS ENROLLED BY 2030.

AND AND WE WILL TALK ABOUT LATER TODAY ABOUT THE DEMOGRAPHICS OF THE TRADITIONAL HIGH SCHOOL AGE POPULATION IS DECLINING.

THAT IS AN ABSOLUTE REALITY.

AND SO HOW DO WE ACCOUNT FOR THAT AND PLAN FOR THAT? AND WE DON'T LOOK AT JUST THAT NARROW PIPELINE.

YES, MA'AM. HOW DID YOU ARRIVE AT THAT 190,000 STUDENTS? YEAH. SO OUR DATA TEAM HAS DONE PROJECTIONS.

AND WHEN DR. JOSEPH GETS UP AND TALKS ABOUT ENROLLMENT MANAGEMENT PLAN, SHE'LL GET INTO SOME OF THOSE AND SOME OF THOSE DETAILS.

BUT AGAIN, I WANT US TO THINK ABOUT THAT.

HOW DO WE HOW DO WE BUILD TOWARDS THAT AND RESOURCE THAT APPROPRIATELY TO TO BE READY? AND SO YOU THINK ABOUT THAT NUMBER OF STUDENTS TO ADD OVER THAT AMOUNT OF TIME.

AND DR. JOSEPH WILL TALK LATER TODAY ABOUT WHERE WE'RE SEEING AN UPTICK IN OUR SUMMER ENROLLMENT AS AS WE BEGIN TO MOVE IN THE RIGHT DIRECTION.

BUT AGAIN, YOU THINK ABOUT THE NUMBER OF STUDENTS THAT WE PROJECT THAT WE'RE GOING TO ADD BY THAT TIME.

AND SO THINK ABOUT ADDING AN SMU, ADDING A UTEP, ADDING A CU, ADDING A BAYLOR, ADDING A TEXAS LUTHERAN UNIVERSITY, ADDING A UNIVERSITY OF MARYLAND UNDERGRADUATE.

I'M TALKING ABOUT UNDERGRADUATE.

IT'S NOT FAR OFF FROM THAT NUMBER.

ADDING THE ENROLLMENT OF THOSE UNDERGRADUATE INSTITUTIONS.

THAT'S WHAT WE ARE TALKING ABOUT.

THAT'S WHAT WE ARE CONSIDERING, MUCH LIKE OUR FOUNDING BOARD IN 1965.

HOW DO WE PLAN FOR THE GROWTH? HOW DO WE RESOURCE THE GROWTH? HOW DO WE INVEST IN OUR STUDENTS? BUT OF COURSE, BE VERY SMART ABOUT HOW WE DO IT.

AND YOU'LL SEE THAT OVER THE NEXT COUPLE OF DAYS HOW WE THINK DIFFERENTLY ABOUT HOW HAS THE WORLD CHANGED? WHERE DOES OUR HOW DOES OUR FOOTPRINT NEED TO LOOK DIFFERENT BECAUSE OF POPULATION SHRINKAGES IN DIFFERENT AREAS? HOW DOES IT NEED TO LOOK DIFFERENTLY BECAUSE OF THE NATURE OF THE WORK THAT WE DO WITH REMOTE WORK? HOW DOES THAT LOOK DIFFERENT IN TERMS OF SQUARE FOOTAGE THAT WE NEED?

[00:30:01]

AND THE OTHER PART IS ENROLLMENT.

YES, SIR. I DON'T SAY THAT.

ONE OF THE THINGS THAT THAT I FEEL LIKE THAT WE ARE GOING TO INTRODUCE THAT'S GOING TO GENERATE MORE STUDENTS THAN ANYTHING ELSE IS THAT ALL OF US IN OUR LIFE, AS WE'VE LIVED THROUGH LIFE, WE WHEN WE GET TO CERTAIN POINTS, WE REALIZE WE WISH WE HAD DONE SOMETHING A LITTLE DIFFERENT. AND I THINK THAT'S WHERE THE UPSKILLING I THINK THAT TERM NEEDS TO BECOME ONE OF OUR REAL MANTRAS IN ALL OF OUR ADVERTISEMENTS AND ALL THE STUFF WE TALKED ABOUT IS BECAUSE YOU ARE WHERE YOU ARE, DOESN'T MEAN TO STAY THERE THROUGH DALLAS COLLEGE, YOU CAN BE UPSKILLED TO A DIFFERENT LEVEL.

AND I THINK WE WERE TALKING ABOUT THAT THIS MORNING.

I THINK THAT'S ONE OF THE GREATEST MISSIONS WE HAVE BECAUSE WE HAVE THE ABILITY TO TURN ON A DIME FOR SMU AND UTA, AND THEY CAN'T DO THAT. THEY GET PRETTY WELL LOCKED ON A TRACK WE CAN CHANGE.

AND I THINK THE UPSKILLING AND I THINK REDBIRD IS GOING TO BE ONE OF OUR MAJOR ISSUE OPPORTUNITIES TO DEMONSTRATE THAT.

BUT I AGREE WITH YOU THAT WE HAVE THAT OPPORTUNITY ON EVERY CAMPUS AND EVERY COMMUNITY.

BUT ALSO THE FACT IS THAT MOBILITY IN TODAY VERSUS WHEN THE SCHOOLS STARTED WHERE YOU NEEDED CAMPUSES OUT IN THE NEIGHBORHOOD BECAUSE THE PEOPLE DIDN'T EVER TEENAGER DIDN'T HAVE A CAR.

NOW EVERY TEENAGER'S GOT TWO CARS OR AN UBER OR WHATEVER.

SO MOBILITY HAS CHANGED HOW WE GEOGRAPHICALLY LOCATE OUR DELIVERABLES.

SO UPSKILLING TO ME IS ONE OF THE THINGS THAT I'VE REALLY AND I THANK GLORIA FOR THAT.

GLORIA, I'VE SPENT A LOT OF TIME WITH GLORIA, AND SHE SHE'S SO ENTRENCHED IN HER MIND.

SHE KNOWS IT'S LIKE GOD HAS GIVEN HER A MISSION OF UPSKILLING.

AND SO I BELIEVE THAT SHE WE'RE BLESSED TO HAVE HER LEADERSHIP IN THAT AREA AND SO IS OUR COMMUNITY.

SO I THINK THAT'S WHERE THE NUMBERS ARE GOING TO COME FROM.

AND IF I MAY, THAT THAT'S WHEN WE TALK ABOUT AN INSTITUTION OF LIFETIME CHOICE.

IT'S THAT THAT IT'S NOT ONE AND DONE THAT WE SUPPORT THE WHOLE STUDENT A LIFETIME OF THEIR JOURNEY WHERE THEY NEED UPSKILLING, WHERE THEY NEED NEW SKILLS TO BE COMPETITIVE IN THE JOB MARKET, WHERE THEY NEED NEW CREDENTIALS FOR US TO BE THE INSTITUTION OF LIFETIME CHOICE. I JUST WANT TO COMMENT ON SOMETHING YOU SAID.

TRUSTEE FLOYD. SO WHEN WE FIRST INSTITUTED DALLAS PROMISE, WHICH I THINK WAS 2018, CORRECT, THE VALEDICTORIAN OF GRAND PRAIRIE HIGH SCHOOL TOOK ADVANTAGE OF THAT BECAUSE HE HAD NO IDEA HOW HE WAS GOING TO PAY FOR COLLEGE AND ENROLLED.

BECAUSE HE DIDN'T HAVE TRANSPORTATION, HE HAD TO DROP OUT.

SO, YES, THE MAJORITY OF TEENAGERS DO, BUT THERE'S MANY THAT DON'T.

AND IT WAS TRAGIC BECAUSE HE WAS A VALEDICTORIAN.

I EVEN TALKED WITH DR.

MAY AT THAT TIME ABOUT HOW WE COULD HELP HIM GET A CAR BECAUSE THAT WAS A WASTED LIFE.

HE COULDN'T AT THAT POINT CONTINUE.

SO, ANYWAY. IS THAT OPERATION.

WELL, AND SO AND I'LL JUST HIT A COUPLE OF OTHER THINGS HERE AND THEN AND THEN MOVE ON.

BUT BUT THAT WE PROJECT WILL REWARD AWARD OVER 100,000 CREDENTIALS BETWEEN NOW AND 2030.

HOW MANY ARE WE AWARDING NOW? SO EACH YEAR SO WE HAVE 9500 GRADUATES.

THIS YEAR WAS ABOUT 11,500 CREDENTIALS THAT WE AWARDED THIS YEAR.

SO WE SO WE PROJECT THAT THAT WILL CONTINUE TO GROW OVER A PERIOD OF TIME.

AND AND SO WHEN YOU THINK ABOUT THOSE 9500 STUDENTS, THAT AND THE IMPACT THEY'RE WALKING ACROSS THAT STAGE HAS ON THEM, WE'LL TALK ABOUT THAT MORE.

BUT OVER 100,000 OF THOSE LIVES THAT WILL BE CHANGED BECAUSE OF THE DECISIONS WE MAKE.

NOW, YOU'LL HEAR MORE ABOUT INTERNATIONAL AND OUR FOCUS THERE AND SOME OPPORTUNITIES THERE THAT CERTAINLY SUPPORT OUR INTERNATIONAL STUDENTS AND PROVIDE AN OPPORTUNITY FOR OUR OTHER STUDENTS TO HAVE SOME EXPOSURE INTERNATIONALLY AND ALSO HOW THAT CAN IMPACT ENROLLMENTS AS WELL, QUITE FRANKLY. WE'LL TALK ABOUT THE NEW REVENUE PATHS THAT WE WE KNOW THAT WE'RE GOING TO HAVE POTENTIAL FOR TO UTILIZE OUR EXPERTISE, BUT ALSO TO BE ABLE TO GARNER SOME REVENUE FOR SOME OF THOSE THINGS.

BETWEEN NOW AND 2030, WE HAVE THE OPPORTUNITY TO HAVE THE LARGEST ENDOWMENT OF ANY COMMUNITY COLLEGE IN THE COUNTRY ENGAGE IN OUR PHILANTHROPIC COMMUNITY, ENGAGING OUR FOUNDATION.

AND SO WE'VE HAD SOME DIALOG AROUND THAT AND WE'RE GOING TO HAVE MORE DIALOG AROUND THAT IN SEPTEMBER WITH OUR FOUNDATION LEADERSHIP ENGAGING IN

[00:35:06]

BUT THERE'S NO REASON WE COULDN'T HAVE THE LARGEST, LARGEST ENDOWMENT OF A COMMUNITY COLLEGE TO SUPPORT OUR STUDENTS THANKS TO THE SUPPORT OF THE PHILANTHROPIC COMMUNITY.

AND THEN THINGS LIKE AVAILABILITY OF CHILDCARE IN EVERY CAMPUS.

YOU'RE GOING TO HEAR ABOUT THAT TODAY AS WELL.

WE KNOW THAT'S ONE OF THE BIGGEST BARRIERS THAT STUDENTS FACE.

WE CERTAINLY MADE STRIDES WITH THAT, WITH WHAT WE'RE BEGINNING TO DO WITH OUR PARTNERSHIP WITH THE BEZOS FOUNDATION, THE VISA TO LAUNCH THE BEZOS ACADEMY AT CEDAR VALLEY AND MOUNTAIN VIEW WITH WHAT WE'RE PLANNING WITH YMCA FOR DROP IN CHILDCARE DOWNTOWN.

BUT WE KNOW THAT'S AN ISSUE AND BARRIER.

AND SO YOU'LL HEAR MORE ABOUT THAT TODAY.

AND THEN AT THE BOTTOM, YOU SEE SOME OF THESE THESE THINGS THAT I WANT US TO POSITION OURSELVES TO BE IDENTIFIED AS ONE OF THE BEST PLACES TO WORK FOR.

SO WE KNOW THAT BETWEEN THE PANDEMIC AND THE CONSOLIDATION THAT WE'VE HAD ISSUES AND CHALLENGES AROUND MORALE AND OTHER THINGS AT DIFFERENT TIMES.

AND AND WE'LL TALK ABOUT A LITTLE BIT SOME OF THE THINGS THAT WE HAVE DONE AROUND THAT.

BUT THERE'S NO REASON THAT WE SHOULD NOT BE IDENTIFIED AS A BEST PLACE TO WORK FOR OUR EMPLOYMENT.

EMPLOYMENT ENGAGEMENT SURVEY SHOWED THAT THE PEOPLE ARE HERE THAT WORK HERE.

THEY'RE PASSIONATE ABOUT THE WORK.

THEY UNDERSTAND THE MISSION THAT WE HAVE AT DALLAS COLLEGE.

AND SO YOU'LL HEAR THINGS TODAY THAT ARE GOING TO SET US UP AND POSITION US TO ACHIEVE THEM.

THREE THINGS OR DOES IT MATTER? LEADERSHIP ACCORD AND WHAT THE STUDENT SAID ABOUT HOW STAFF AND FACULTY TREAT HIM.

THAT'S WHAT EVERY EMPLOYEE SHOULD BE ABLE TO SAY ABOUT HOW THEY TREAT EACH OTHER ACROSS AND UP AND DOWN.

SO FOUR WORDS IN A COUPLE OF SLIDES AND AND THEN CERTAINLY THE ASPIRIN PRIZE IS KIND OF THE THE ONE THAT DEMONSTRATES COMMUNITY COLLEGE EXCELLENCE.

AND THERE ARE SPECIFIC THINGS THAT YOU HAVE TO DO TO POSITION YOURSELF AS AN INSTITUTION THAT YOU'RE PAYING ATTENTION TO THE DATA THAT MATTERS.

AND AS WE GET INTO WHAT WE'RE DOING WITH OUR KPIS AND METRICS, THAT WE ARE PAYING ATTENTION TO THOSE THINGS IN A DIFFERENT WAY.

SO THERE'S NO REASON THAT WE CAN'T POSITION OURSELVES BY THAT TIME TO BE UNDER CONSIDERATION, TO BE RECOGNIZED AS NOT ONLY ONE OF THE BEST PLACES TO WORK FOR EMPLOYEES, BUT ONE OF THE MOST INNOVATIVE AND BEST COMMUNITY COLLEGES IN THE COUNTRY.

SO, YOU KNOW, THAT'S JUST A LITTLE SNAPSHOT OF.

THE ASPIRATIONAL THINGS THAT I THINK ABSOLUTELY THAT WE CAN ACHIEVE WITH THE FOCUS, THE DEDICATION OF OUR TEAM WITH THE RESOURCE ALLOCATION TO ENSURE THAT WE CAN GET THEM.

BUT CERTAINLY WHAT I REMIND EVERYBODY THAT THAT EVERYTHING THAT WE DO IS GROUNDED ON THE, THE THE PEOPLE SIDE OF THINGS AND GROUNDED ON THE BOARD'S MISSION, THE STRATEGIC STRATEGIC PRIORITIES THAT REFLECT WHAT WE DO AS A COLLEGE.

AND SO EACH ONE OF THESE THINGS REPRESENTS THE PRIORITIES THAT THE BOARD HAS SAID IS IMPORTANT TO US AS AN INSTITUTION. AND SO EVERYTHING THAT WE DO IS GROUNDED ON THESE THINGS.

WHEN WE HAVE THE RETREAT WITH THE BOARD IN NOVEMBER, I KNOW WE'LL SPEND MORE TIME AROUND AROUND THIS AND REVIEWING THAT.

BUT THIS IS WHAT IS INFLUENCING THE RECOMMENDATIONS AND THE WORK THAT WE'RE DOING AROUND THE BUDGET.

YOU'VE SEEN THIS SLIDE BEFORE ABOUT HOW WE BUILD ON THOSE PRIORITIES.

LOOK AT WHERE WE'RE GOING IN 2030 AND THEN ALSO HAVE OUR SHORT TERM I'M SORRY, HAVE OUR STRATEGIC PERFORMANCE GOALS THAT GET INTO THE KPIS AND METRICS THAT WILL THAT I'LL HIGHLIGHT HERE IN JUST JUST A MINUTE AS WELL.

BUT WE ALSO KNOW THAT ALL OF THOSE PRIORITIES AND GOALS COME FROM THE ENGAGEMENT INTERNALLY AND EXTERNALLY TO ENSURE THAT WE'RE PROVIDING AND REPRESENTING WHAT PEOPLE NEED FOR EMPLOYEES TO BE SUCCESSFUL, TO DO THE WORK THEY DO FOR OUR PARTNERS, OUR COMMUNITY PARTNERS, AND THEN, OF COURSE, ULTIMATELY FOR FOR OUR STUDENTS.

SO TRUSTEE IS DONE.

SO AGAIN, WHAT WE DO AGAIN IS GROUNDED IN OUR PEOPLE.

OUR PEOPLE ARE OUR FOUNDATION.

WE HAVE AMAZING EMPLOYEES THAT ARE PART OF THIS INSTITUTION AND WE ABSOLUTELY ARE ON A PATH WHERE WE'RE SEEKING TO CHANGE THE CULTURE.

BACK TO EDWARD AND HIS EXPERIENCE IN THAT VIDEO THAT WE WANT TO ENSURE THAT WE'RE PROVIDING CUSTOMER SERVICE WHEN YOU WALK INTO THOSE DOORS.

[00:40:09]

HR HOW THIS AROUND THE WORDS THAT MATTER AND THE LEADERSHIP ACCORD BECOME ELEMENTS AND FOUNDATIONS FOR THE WORK THAT EMPLOYEES RECOGNIZE HOW THEIR CONTRIBUTIONS FIT INTO THIS.

AND THEN QUITE FRANKLY, WHERE THERE'S ACCOUNTABILITY AROUND THIS.

AND AGAIN, WE TALKED A LOT ABOUT OUR AS WE LOOK INTERNALLY, HOW WE ENGAGE OUR EMPLOYEES, HOW WE'RE TRYING TO GET FEEDBACK FROM OUR EMPLOYEES. AND AGAIN, THEY ARE THE FOUNDATION OF THE WORK THAT WE DO WITH AMAZING FACULTY AND STAFF THAT WE HAVE.

AND SO THE STRATEGIES THAT WE USE TO ENGAGE THEM.

AND SO LET'S TALK ABOUT THEM AND WHO OUR EMPLOYEES ARE.

SO THIS IS JUST A SNAPSHOT OF SOME OF THE DEMOGRAPHICS AROUND OUR EMPLOYEE POPULATION.

AND SO WE KNOW WE'VE GOT ISSUES AND GAPS AND CHALLENGES THAT WE'LL TALK ABOUT LATER TODAY AS WE LOOK AT SIMILAR DATA AROUND THE COMMUNITY, AS WE LOOK AT SIMILAR DATA AROUND OUR STUDENT POPULATION.

AND SO LOUIS WILL TALK A LITTLE BIT ABOUT SOME OF THE STRATEGIES WE HAVE TO ENSURE THAT THERE'S INCREASINGLY BALANCE WITHIN OUR WORKFORCE AND CERTAINLY WITHIN WITHIN OUR ETHNIC DEMOGRAPHICS.

BUT THIS ALSO SHOWS KIND OF WHERE WE ARE IN TERMS OF THE DIFFERENT AGE DEMOGRAPHICS, THE GENERATIONAL, DIFFERENT DEMOGRAPHICS OF OUR EMPLOYEES AS WELL.

SO ON SLIDE 13.

YOU TALK ABOUT? WELL, WAIT A MINUTE.

WHERE IS IT? I'M SORRY.

14 UNDER SOURCING AND ACTIONABLE SOLUTION PULSE SURVEYS.

COULD YOU GO A LITTLE BIT INTO WHAT THAT IS? YES. SO WE DID THE EMPLOYEE ENGAGEMENT SURVEY.

THAT IS SORT OF THE FOUNDATION OF I'VE GIVING US NOW A BASELINE FOR WHERE EMPLOYEES PERSPECTIVE IS.

AND WE GET BASELINE NUMBERS THAT THEN TIE INTO THE EMPLOYEE SUCCESS PART OF OUR KPIS AND METRICS.

AND SO THE THE PULSE SURVEYS ARE GOING TO BE SMALL, TARGETED SURVEYS THAT WE'LL DO OVER THIS NEXT YEAR TO DRILL DOWN EVEN FURTHER.

AND THEN THEN WE'LL COME BACK NEXT YEAR WITH THE COMPREHENSIVE SURVEY.

AND SO WE'RE GOING TO BUILD ON THE ONE THAT WE DID LAST YEAR WITH THESE PULSE SURVEYS TO DIG DEEPER, GET MORE INFORMATION DIRECTLY FROM EMPLOYEES AROUND SOME OF THE ISSUES THAT CAME UP OUT OF THE PRIMARY SURVEY.

THEN NEXT YEAR, DO DO THE COMPREHENSIVE ONE AND THAT THEN GIVES US SOMETHING TO JUDGE WITH OUR INITIAL BASELINE INFORMATION BECAUSE WE'RE NOT NECESSARILY GOING TO BE YOU DON'T TYPICALLY SEE BIG SHIFT, ESPECIALLY WHEN YOU FIRST START.

AND SO THIS IS GOING TO HELP US, YOU KNOW, DIVE FURTHER.

SO THE PULSE SURVEY WILL BE SENT TO EVERYBODY OR JUST CERTAIN GROUPS.

YEAH, YOU KNOW, IT COULD BE.

YES. AND IT COULD BE THAT IF THERE WERE SPECIFIC THINGS IDENTIFIED IN SPECIFIC AREAS THAT WE'RE GOING TO DRILL DOWN FURTHER.

BUT I FULLY EXPECT THAT THERE WILL BE BROAD ONES AS WELL.

OKAY. THANK YOU. GOOD MOVE ON THE.

WHAT IS THE SLAUGHTER? BRICK IS 15.

THE CHARTS THAT YOU HAVE? YES, MA'AM. EMPLOYED BY GENERATIONAL AGE? YES, MA'AM. IS MALE AND SILENT.

UM. MILLENNIALS.

MILLENNIALS. MILLENNIALS.

BUT MILLENNIALS AND SILENT GENERATION.

IT'S THE YOUNGER, YOUNGER ONES.

I CAN'T TELL YOU OFF THE TOP OF MY HEAD, SOMEONE SMARTER THAN I BEHIND ME CAN PROBABLY TELL YOU WHERE THE AGE BREAKDOWNS ARE IN EACH OF THOSE GENERATIONS.

OH, DEAR.

SO YOUR MILLENNIALS, YOUR MILLENNIALS, WE START WITH SILENT.

THIS IS THE 18 TO 23 YEAR OLDS.

AND YOU GO FROM 23 TO 30 FROM THE MILLENNIAL GROUP.

33, SOMETHING LIKE THAT.

BUT THAT GROUP, WE'RE SEEING LESS AND LESS OF THEM ENTER INTO TRADITIONAL WORKFORCE.

SO REAL OPPORTUNITY FOR US TO TAP INTO THAT DEMOGRAPHIC BECAUSE THEY'RE THE FUTURE OF OUR WORKFORCE.

BUT THEY'RE THEY'RE DEFINITELY CHOOSING A DIFFERENT PATH THAN WHAT WE'VE SEEN IN YEARS PAST.

MOST OF THEM ARE WANT TO BE MORE ENTREPRENEURIAL.

SO A REAL OPPORTUNITY FOR US TO TO RECRUIT THOSE AS EMPLOYEES.

[00:45:02]

BUT IF YOU'RE LOOKING AT THAT GENERATION TODAY, IT'S REALLY ABOUT THEIR PATH IS VERY DIFFERENT THAN WHAT WE'VE SEEN TRADITIONALLY.

WHAT. 1928.

YOU KNOW WHAT AGE GROUP.

YEAH. SO ACTUALLY I JUST LOOKED IT UP.

SILENT GENERATION IS ACTUALLY THE OPPOSITE.

EXCUSE ME. SENIOR YEAR.

IT'S THE MOST SENIOR GROUP.

YEAH. ONE FOOT FROM THE GRAVE.

SO YOU'RE BORN BETWEEN 1928 AND 1945.

YEAH. MILLENNIAL IS THE LOWEST.

THE HIGHEST OF THE SILENT GROUP.

THAT'S CORRECT. MILLENNIAL IS LIKE, BECAUSE I'M ON THE CUSP.

SO THE OLD.

THE OLDEST MILLENNIAL IS ABOUT, LIKE, 40 YEARS OLD.

THERE WE GO. SORRY.

THERE WE GO. THERE YOU GO.

SWAGIT. SO WE'RE BEING SMALLEST.

YEAH, BUT THAT MAKES SENSE.

WHY? SILENT HAS THE SMALLEST NUMBER.

YEAH. YES.

THAT MANY, THOUGH, IN OUR WORKFORCE.

SO WE'LL COME BACK TO THAT SLIDE.

BUT. BUT.

SO NOW WE KNOW KIND OF WHO WE ARE AS AN INSTITUTION.

LET'S TALK ABOUT WHO WE SERVE.

AND SO THIS IS WHAT SIMILAR DATA LOOKS LIKE ACROSS DALLAS COUNTY.

AND SO WHEN WE LOOK AT THINGS LIKE THE POTENTIAL HIGH SCHOOL GRADUATES IN THE NEXT SEVEN YEARS, WE SEE THAT THERE'S 363,000 OF THOSE STUDENTS IN DALLAS COUNTY.

YES, MA'AM. AND CLEARLY, THEY'RE NOT ALL GOING TO COME TO DALLAS COLLEGE, BUT THERE'S NO REASON WE SHOULDN'T BE THE INSTITUTIONAL CHOICE QUITE FRANKLY, FOR THOSE STUDENTS. WE'LL TALK MORE ABOUT OUR EMERITUS POPULATION LATER TODAY.

BUT BUT THIS YOU KNOW, THIS SHOWS THE COMMUNITY THAT WE REPRESENT.

SO THERE'S A LOT OF FOCUS ON WHAT'S HAPPENING AROUND JOB GROWTH.

THIS KIND OF SHOWS US WHAT.

WHAT IT LOOKS LIKE HERE IN DALLAS COUNTY.

WE KNOW THAT INCREASINGLY THIS IS A REGION, THE DFW REGION IS AN INSTITUTION OF CHOICE FOR COMPANIES.

WE LOOK AT THE NUMBER OF JOBS THAT ARE PROJECTED TO GROW OVER THE NEXT FIVE YEARS, 460,000.

THAT'S OUR RESPONSIBILITY.

THAT'S SOME OF THAT PRESSURE THAT TRUSTEE BOYD WAS TALKING ABOUT.

HOW DO WE HELP PROVIDE SKILLS FOR PEOPLE TO BE COMPETITIVE IN THOSE JOBS? AND SO, AGAIN, YOU MAY HAVE SEEN ANOTHER HEADLINE THIS MORNING IN THE DALLAS MORNING NEWS THAT SAID TEXAS RANKS AS BEST BUSINESS CLIMATE FOR COMPANIES LOOKING TO RELOCATE OR EXPAND TO COME TO COME TO TEXAS.

AND AND WE KNOW THAT SO MUCH OF THAT GROWTH IN TEXAS IS COMING RIGHT HERE TO THE DFW AREA.

AND SO YOU'LL HEAR MORE CONVERSATION OVER THE NEXT COUPLE OF DAYS ABOUT HOW WE'RE POSITIONING OURSELF TO ADDRESS THAT EVEN STRUCTURALLY.

YOU'LL HEAR FROM ONE OF OUR PRESIDENTS, DR.

SLEJKO, WHO WILL BE REPRESENTING ALL OF OUR PRESIDENTS TO TALK ABOUT THE WORK AND THEIR CHANGING ROLE TO LEAD AND SECTOR DEVELOPMENT.

YOU KNOW, FROM A REGIONAL APPROACH, THESE FIRST.

HOW DO WE KEEP A FINGER ON THE PULSE OF THE EMERGING COMPANIES OR SKILL SETS THAT ARE NEEDED IN THE REGION? ONE OF THEM BEING BIOTECHNOLOGY THAT WE'VE WON THAT GRANT AND THE COLLABORATION, ETCETERA.

BUT HOW DO WE KEEP OUR FINGER ON THE PULSE? WELL, FIRST OF ALL, THAT IS, AGAIN, WE PAY ATTENTION TO THE DATA AND WE'LL BE TALKING ABOUT THAT SOME AROUND HOW WE USE OUR LABOR MARKET INTELLIGENCE DATA AND ALIGN THEM WHERE WE SEE GAPS, WHERE THERE'S JOBS AND THERE'S NEEDS, AND WHERE ARE WE NOT PROVIDING PROGRAMING.

AND I'LL HAVE A SLIDER IN A MINUTE THAT TALKS ABOUT A COUPLE OF THOSE THINGS.

WELL, THAT'S ALMOST EXACTLY WHAT I WHAT I WAS GOING TO SAY WAS THE BIGGEST PRESSURE THAT PREVIOUS CHART, WHETHER YOU HAVE 460,000.

THE BIGGEST PROBLEM WITH THAT FOUR 60.

WE DON'T EVEN KNOW WHAT IT IS.

WE WE DON'T EVEN KNOW WHAT WHAT IS GOING TO WHAT'S GOING TO BE THE DEMANDING SKILL SET OF THOSE EMPLOYED IN THAT 460,000 OVER THE NEXT FIVE YEARS.

GO AHEAD AND SAY YOUR LET'S GO AND SAY YOUR QUOTE.

WE DON'T KNOW WHAT WE DON'T KNOW.

THAT'S RIGHT. NOW WE KNOW THAT WE DON'T THAT WE DON'T KNOW.

AND THAT'S THE GOTCHA OF LIFE.

SO THAT THAT'S WHY OUR CHALLENGE IS WHAT IT IS, IS BECAUSE WE'RE PREPARING FOR WHAT WE DON'T KNOW.

AND BUT THAT'S IF YOU DON'T DO THAT, THEN YOU'RE GOING TO END UP FAILING.

SO. YEAH.

[00:50:01]

THE MEDIAN HOUSEHOLD INCOME.

YES, MA'AM. YOU KNOW, IF THERE'S TWO INCOMES PER HOUSE OR WHAT IS THAT BASED ON? JUST THEN.

THEN THAT'S.

YEAH, THAT'S ANYONE LIVING IN THE HOUSE THAT'S GENERATING INCOME.

SO THAT'S JUST ONE PERSON.

IT COULD BE MORE THAN ONE.

I CAN'T. BEN, COME ON.

IT COULD BE. IT COULD BE MORE THAN ONE PERSON.

THAT'S JUST ANYONE LIVING IN WITHIN THE HOUSEHOLD THAT'S GENERATING INCOME.

SO IT COULD BE ONE PERSON OR IT COULD BE.

BUT THEN THE THE MEDIAN, THE MEDIAN HOUSEHOLD IN DALLAS COUNTY CONSISTS OF 3.2 PEOPLE OR 2.5 PEOPLE OR SOMETHING, RIGHT? THAT'S CORRECT.

OKAY. ISN'T IT QUITE LOWER FOR THE CITY OF DALLAS? UM, GOOD QUESTION.

I'M NOT SURE. I THINK SO.

YOU COULD KIND OF LET US KNOW.

YEAH. OKAY. WELL, UH, ARE YOU ALL IDENTIFYING THE DEVIATIONS ON THAT? LIKE, TAKING INTO CONSIDERATION? BECAUSE I'D LIKE TO KNOW THE ANSWER TO THE QUESTION HOUSEHOLDS WAS A SINGLE FEMALE, AND THAT'S THE ONLY EARNER IN THE HOUSEHOLD. WHAT IS THAT AVERAGE INCOME LIKE OR WHATEVER, AND HOW CAN WE AFFECT THAT? YEAH, THAT'S A GREAT QUESTION.

THE ANSWER IS ABSOLUTELY. SO WE CAN WE CAN PROVIDE SOME OF THAT, THAT BREAKDOWN.

AND YOUR QUESTION ALSO REMINDS ME AGAIN, THIS KIND OF GETS INTO OUR KPIS AND OTHER THINGS.

WHAT ARE WE LOOKING AT? WHAT DATA DO WE PAY ATTENTION TO? AND IT GETS TO THE TRUSTEE FLORES QUESTIONS AS WELL THAT, YOU KNOW, BEN AND I AND PIPER AND OTHERS WERE HAVING A CONVERSATION IN MY OFFICE HERE A COUPLE OF WEEKS AGO OF LOOKING AT THINGS LIKE AVERAGE LIFE EXPECTANCY THAT CAN HAVE A 17 TO 18 YEAR VARIATION WITHIN DALLAS COUNTY FROM ZIP CODE TO ZIP CODE.

SO YOU THINK ABOUT THE DETERMINING FACTORS IN THAT KIND OF SWING IN THIS COMMUNITY.

THERE'S A LOT OF DIFFERENT FACTORS THAT COME INTO PLAY, BUT CERTAINLY POVERTY AND EDUCATION GO HAND IN HAND.

AND THE QUESTION YOU ASK, WHAT ARE WE DOING ABOUT IT IS, IS A LOT OF CONVERSATIONS WE'RE HAVING ABOUT IT AND WHAT ARE WE DOING ABOUT IT? BUT. AND I'M SURE EVERYBODY IS THE SAME WAY.

BUT EVERY TIME I SEE THESE STATISTICS AND SO FORTH, IT RAISES SO MANY QUESTIONS IN MY MIND THAT I'M TRYING TO THINK THAT RATHER THAN WAITING FOR A MEETING, WHEN WE SEE STUFF LIKE THAT, WE MIGHT NEED TO SET UP A PROCESS FOR BOARD MEMBERS TO SUBMIT QUESTIONS AND THINGS THAT THEY WOULD LIKE.

THE STAFF TO LOOK AT AND CONSIDER WHEN WE SEE SOME OF THIS DATA.

BUT CORRECT ME IF I'M WRONG, BUT DON'T NORMALLY LIKE AND I GUESS I'M THINKING ABOUT PAST PRESENTATIONS.

WE HAD CAMPUS PRESIDENTS COME IN.

THEY WOULD COME AND TELL US LIKE, WE ARE FOCUSING ON THIS ZIP CODES BECAUSE THESE ZIP CODES HAVE X AMOUNT OF HOUSEHOLD INCOME.

AND IT WAS ALWAYS LIKE, YOU KNOW, THE MORE POVERTY FILLED.

SO I'M GUESSING WE HAVEN'T SEEN IT IN A WHILE, BUT I'M SURE THE SAME APPROACH IS HAPPENING.

SO YEAH, IT'S INFORMING MANY OF THE DECISIONS YOU'RE GOING TO SEE OVER THE NEXT SEVERAL DAYS THAT INFORM THE RECOMMENDATIONS.

BUT THE THE UPDATE ON THE POVERTY MAPS WILL BE PAID ATTENTION TO IS SOMETHING THAT WE HAVE THAT WE WILL OFFER FOR CONSIDERATION FOR THE NOVEMBER BOARD RETREAT.

YOU KNOW, EIGHT YEARS AGO OR SO, THAT'S KIND OF HOW WE STARTED ONE OF THE RETREATS I'VE REALLY LOOKING AT THE DIFFERENCES IN THE POVERTY RATES ACROSS THE COUNTY.

AND SO THAT'S ONE OF THE THINGS WE WE HAVE AN INTEREST IN DOING IN, IN THE BOARD RETREAT.

YEAH. AND I JUST LOOKED UP THE CITY OF DALLAS INCOME OR INCOME.

SO FOR AN INDIVIDUAL HOUSEHOLD IT'S 31 975 AS OF 2020, FOR A HOUSEHOLD, IT'S 54,007.

SO YES, DALLAS CITY OF DALLAS IS LOWER THAN WHATEVER THAT NUMBER IS.

YEAH, I JUST, YOU KNOW, I ALWAYS MAKE A NOTE AND I'M REAL BAD ABOUT LITTLE PIECES OF PAPER.

BUT SOME OF THESE STYLES I DON'T WANT TO LOSE AND I WANT TO MAKE SURE THAT THEY GET ADDRESSED IN SOMEONE'S CONSIDERED IT.

IT'S NOT TO SAY THAT YOU AREN'T, BUT I WANT TO BE SURE THAT SOME THINGS ARE HAPPENING.

AND EXCUSE ME, BUT I THINK EVERYBODY IN EVERY DISTRICT BECAUSE WE'RE TALKING ABOUT UNIQUE.

DIFFERENT DISHES AND WHAT NEEDS THAT.

[00:55:01]

OR AT LEAST. GET BACK HERE AND SOME HOUSE.

WELL, AS AS WE GET DEEPER INTO THE DAY AND SOME OF THE TEAM BEGINS TO ROTATE INTO THE CONVERSATION, WE'RE GOING TO DRILL DOWN FURTHER ON ON SOME OF THESE THINGS.

BUT AGAIN, WHEN WE LOOK AT NEARLY TWO, 2 MILLION JOB POSTINGS OVER THIS LAST YEAR IN THIS AREA, THIS SPEAKS TO, AGAIN, THE NEED SPECIFICALLY LOOKING AT WHERE IS THE GROWTH, WHERE ARE THE VACANCIES, BECAUSE ULTIMATELY WE WANT TO PROVIDE STUDENTS THE SKILLS TO GET INTO THE INTO THE JOBS AND WE PAY ATTENTION TO WAGES AND WE'LL GET INTO THAT IN A MINUTE.

WHEN YOU SAY UNIQUE JOB POSTINGS, DEFINE THAT FOR.

YEAH. SO THOSE.

WELL, I DON'T KNOW HOW TO BEN HOW DO THEY DEFINE IT? YEAH. HOW DO THEY DEFINE IT? YEAH, IT'S WHEN IT'S DEFINED AS, YOU KNOW, SOMETIMES AN EMPLOYER IS POSTING, THEY MIGHT POST ONE JOB AND THEY'RE TRYING TO THEY'RE TRYING TO GET, YOU KNOW, THEY'RE ACTUALLY TRYING TO FILL TEN JOBS OR OR VICE VERSA.

THEY'RE POSTING IT TEN TIMES, BUT THEY'RE JUST REALLY LOOKING FOR ONE.

SO THE UNIQUE MEANS THERE'S ACTUALLY ONE JOB AVAILABLE PER POSTING.

SO IT'S UNIQUE.

IT REALLY IS ONLY ONE JOB.

IT'S ONE JOB. YEAH.

OKAY. SO SO WHEN WE POST FOR ADJUNCT FACULTY IN A SPECIFIC AREA, WE MAY BE LOOKING FOR A BUNCH OF ADJUNCT FACULTY IN THAT AREA, BUT IN THIS INSTANCE IT WOULD BE ONE UNIQUE THING ANYWAY.

THIS IS JUST SORT OF SPEAKS TO THE TO THE LANDSCAPE WHERE WE LOOK INTO SOME OF THE SPECIFIC AREAS WHERE IS THERE A NEED, WHERE IS THE GROWTH? WE KNOW THAT HEALTH CARE DOMINATES THAT.

AND SO WE'LL HAVE MORE CONVERSATION TODAY AROUND WHAT SOME OF OUR THOUGHTS AND SOLUTIONS ARE.

BUT THAT HEALTH CARE IS THE PRIMARY DRIVER IN TERMS OF WHERE THERE'S NEED FOR A NEED FOR SKILLED INDIVIDUALS WHOSE RANGE THAT.

YEAH. RANDSTAD IS A HEALTH CARE SYSTEM.

STAFFING SYSTEM. STAFFING, STAFFING COMPANY.

AND THEN AGAIN, HERE'S WHERE WE WHERE WE LOOK AT AT WAGE DATA.

AND SO THE BALANCE OF THIS IS WE KNOW THAT THERE ARE.

FAST GROWING OCCUPATIONS WHERE THERE ARE A NEED FOR SKILLED WORKERS IN THOSE AREAS.

BUT THE WAGES MAY NOT BE AS ROBUST AS WE WOULD ALL WANT TO SEE.

YOU KNOW, THIS IS A CONVERSATION WE HAD WHEN WE WERE FIRST BEGINNING TO THINK ABOUT OUR BACCALAUREATE DEGREE AROUND EARLY CHILDHOOD EDUCATION, ESPECIALLY AT THAT TIME. THOSE TEACHERS DIDN'T DIDN'T GET PAID VERY MUCH, BUT WE KNEW THERE WAS A NEED.

SO WE MADE THE INVESTMENT IN THE NEED SO WE COULD HELP SUPPORT THOSE KIDS THAT NEED ACCESS TO EDUCATION.

AND SO THIS THIS IS THE SORT OF THING THAT WE LOOK AT AND WE TRY TO WE TRY TO BALANCE HOW DO WE GET PEOPLE INTO GOOD, HIGH PAYING JOBS AND THEN ALSO WHERE ARE THERE GAPS THAT WE NEED TO FILL AS WELL.

AND SO YOU'LL SEE ON THE ON THE RIGHT SIDE THERE, THIS IS AN EXAMPLE OF SOME OF THE THINGS THAT WE LOOK AT, WHAT WHAT JOBS ARE PAYING REALLY WELL.

AND SO AIR TRAFFIC CONTROLLER, NUCLEAR MEDICINE, TECHNOLOGISTS, RADIATION THERAPISTS, THOSE ARE OUR PROGRAMS THAT WE CURRENTLY HAVE.

SO WE WILL CONTINUE TO USE OUR DECISION MAKING FRAMEWORK TO IDENTIFY THOSE SORT OF THINGS THAT WE NEED TO INVEST IN.

YES, MA'AM. YOU KNOW THAT PRESCHOOL TEACHERS EXCEPT SPECIAL EDUCATION, ENTRY LEVEL $11.12 SEEMS REALLY LOW? YES, IT DOES. I AGREE.

JENNIFER. BUT THOSE ARE $60,000 A YEAR JOB.

WELL, I MEAN, SO.

RICHARDSON. SO WE'RE GOING TO GET INTO WE'RE GOING TO GET INTO WE'RE GOING TO GET INTO THAT.

THAT IS A $60,000 JOB WHERE WE'VE DONE OUR TEACHER RESIDENCY PROGRAM.

WE'LL GET INTO MORE OF THAT.

BUT WHEN YOU RUN THE GAMUT AND LOOK AT THOSE THAT SUPPORT PRESCHOOLS, THAT'S THAT'S KIND OF THE WAGES THAT THEY'LL BE LOOKING AT.

YEAH, BUT THAT'S NOT THAT'S NOT OUR PROGRAM, GREG.

THAT'S NOT OUR PROGRAM. NO. OURS AREN'T MAKING $11 AN HOUR.

OURS ARE MAKING QUITE A BIT MORE.

YEAH. YOU'LL, YOU'LL, YOU'LL SEE WHEN WE GET INTO THAT AND AGAIN THAT DALLAS MORNING NEWS EDITORIAL TODAY THAT TALKS ABOUT WE ARE DOUBLING THE SALARY OF OF STUDENTS AND ON THAT RADIATION THERAPIST.

WE TRAINED X RAY TECHNICIANS AND WHAT WE DO LAB TECHS YESTERDAY RADIATION WHICH GOES INTO THOSE PROGRAMS THAT WE DON'T OFFER.

YEAH I CAN'T UNDERSTAND WHAT DO WE OFFER AND WHICH DON'T WE IN THESE.

[01:00:02]

SO THAT'S WHAT I'M SAYING. WE'RE LOOKING AT THE DATA RUN THROUGH OUR DECISION MAKING FRAMEWORK TO DETERMINE WHERE DO WE NEED TO INVEST.

DOES IT MAKE SENSE FOR US TO INVEST IN AN AIR TRAFFIC CONTROLLER PROGRAM? BUT THAT'S WHERE, AGAIN, WE LOOK AT THE LANDSCAPE AROUND US.

DO THE ENVIRONMENTAL SCAN AROUND US, WHO ELSE IS OFFERING THOSE PROGRAMS AT OTHER INSTITUTIONS AND ARE THEY HELPING SUPPORT THE NEED IN A WAY THAT THAT WE DON'T HAVE TO? OR IS THERE A NEED GREAT ENOUGH THAT WE DO NEED TO THINK ABOUT IT, RIGHT? LIKE FOR AIR TRAFFIC CONTROLLER, IF THERE'S 25 NEEDED, DOES IT MAKE SENSE TO INVEST A LOT OF MONEY FOR $25? BUT I'M JUST SAYING THAT'S THE SORT OF DATA THAT WE'RE WE'RE LOOKING AT CONSTANTLY TO HELP INFORM US.

SO THIS IS THE SLIDE THAT I FAST FORWARDED TO EARLIER THAT JUST SHOWS OUR OUR STUDENT ENROLLMENT AND THE DIFFERENT CATEGORIES THAT REPRESENTS OUR STUDENT POPULATION AND THEN OUR ANNUAL ECONOMIC IMPACT.

THIS WAS OUR IMPACT STUDY THAT WAS DONE A FEW YEARS AGO.

AND SO ONE WAY TO THINK ABOUT UPDATING SOME OF THIS INFORMATION, BUT IT JUST SHOWS THE IMPACT THIS INSTITUTION HAS ON THIS COMMUNITY AND WHAT WE SUPPORT TO THE ECONOMY OF THIS COMMUNITY.

SO, YOU KNOW, AS WE KIND OF PAY ATTENTION TO WHAT'S AROUND US, YOU KNOW, AS WE'RE CONSTANTLY DOING A SCAN OF OF WHAT'S GOING ON, OBVIOUSLY THERE ARE SEVERAL DIFFERENT THINGS THAT WE PAY ATTENTION TO.

THESE NEXT COUPLE OF SLIDES OBVIOUSLY AREN'T GOING TO CAPTURE ALL OF THAT.

WE'LL HAVE MORE DIALOG AROUND HOUSE BILL EIGHT, WHICH IS THE COMMUNITY COLLEGE FINANCE BILL AND HOW THAT IMPACTS OUR OUR BUDGET AS WE MOVE TO OUTCOMES BASED FUNDING MODEL LARGELY.

SO BILL 17 IS THE BILL THAT WAS PASSED RELATED TO THE PROGRAMS AT COLLEGES AND UNIVERSITIES.

AND SO, YOU KNOW, WE ARE WE ARE WORKING THROUGH WHAT THE IMPACT IS ON US AS AN INSTITUTION AROUND THAT SENATE BILL.

1987 IS THE ACCREDITATION BILL THAT DID NOT PASS, BUT THAT WAS THE BILL THAT THAT AGAIN, I'VE TALKED ABOUT QUITE A BIT BEFORE THAT WOULD HAVE BROADENED THE LANGUAGE WITHIN THE STATE CODE ABOUT WHAT ACCREDITORS, COLLEGES AND UNIVERSITIES COULD ENGAGE WITH.

IT SPECIFICALLY SAYS SACSCOC NOW AND WE'VE HAD DIALOG AND CONVERSATION ABOUT DO WE SEEK ALTERNATIVE ACCREDITATION.

AND AS I'VE SAID BEFORE, THERE THERE IS POTENTIAL IN DIALOG WITH THE COORDINATING BOARD FOR A ROUTE AND A PATH THAT THE COMMISSIONER OF HIGHER EDUCATION AND I CONTINUE TO HAVE A DIALOG AND CONVERSATION ON.

SO I SAY THAT THAT THE ACCREDITATION CONVERSATION IS IS ONGOING, BUT NO DETERMINATIONS AT THIS POINT WHAT THAT WILL LOOK LIKE, IF THAT ULTIMATELY MAKES SENSE FOR US OR NOT.

AND THEN, YOU KNOW, AGAIN, WE PAY ATTENTION TO WHAT'S HAPPENING, AS I'VE SAID, AND THE JOB MARKET.

WHAT DOES THAT MEAN IN THE WAY OF OUR PROGRAMS? PAY ATTENTION TO SOME OF THE BARRIERS, SPECIFICALLY FOCUS ON HOUSING AND SECURITY HERE.

YOU KNOW, AS WE DID OUR RFI FOR DOWNTOWN, WE KNOW WE TALKED ABOUT HAVING FOLKS ENGAGE IN WHAT'S HAPPENING IN THE HOUSING SPACE. AGAIN, NOT THAT WE'RE LOOKING TO GET INTO THE HOUSING BUSINESS, BUT WE KNOW THAT'S AN ISSUE TO THINK ABOUT, THAT IT EXISTS IN OUR COMMUNITY.

AGAIN, THE IMPACT OF 6000 PEOPLE A MONTH MOVED TO DFW.

WHAT DOES THAT DO TO INFRASTRUCTURE? WHAT DOES THAT DO IN TERMS OF NEED AND DEMAND FOR OUR PROGRAMS FOR THE UPSKILLING THAT NEEDS TO EXIST? AS PEOPLE COME HERE, WE'RE PAYING ATTENTION TO HOW ATTITUDES ARE CHANGING AROUND THE VALUE OF DEGREES, THE VALUE OF CREDENTIALS, THE VALUE OF EDUCATION, AND WHAT EDUCATION MEANS IN A CHANGING ECONOMY.

OBVIOUSLY, WE'RE PAYING ATTENTION TO WHAT IS SHIFTED AND CHANGED SINCE THE PANDEMIC AND HOW THAT IMPACTS HOW PEOPLE WORK, THE CHANGING NATURE OF WORK, WHAT THE EXPECTATIONS ARE AROUND THAT AND.

YOU'LL SEE THERE THE BOTTOM RIGHT OF THE SLIDE THAT NEARLY 15,000 EMPLOYERS ARE SEEKING AND HIRING FOR REMOTE ROLES.

THAT'S 122,000 JOB POSTINGS ALMOST.

SO WHAT DOES THAT MEAN IN TERMS OF LOCATION AND SPACE OF WHERE PEOPLE WORK AND HOW DOES THAT CONNECT WITH GEOGRAPHY OF WHERE OUR PROGRAMS ARE OR

[01:05:05]

GIVE US AN EXAMPLE OF SHARED SERVICES.

YEAH. SHARED SERVICES THAT WE HAVE OPPORTUNITY NOW OUT OF HOUSE BILL EIGHT SPECIFICALLY THAT WILL INCENTIVIZE WHERE INSTITUTIONS MAY HAVE EXPERTISE, KNOWLEDGE, PROGRAMS THAT ANOTHER COLLEGE COULD BENEFIT FROM.

AND SO IN THIS INSTANCE, DALLAS COLLEGE, IF I'LL USE THE EXAMPLE OF OUR LABOR MARKET INTELLIGENCE CENTER OR ONE OF THE ONLY COMMUNITY COLLEGES IN THE COUNTRY THAT HAS A ROBUST LABOR MARKET INTELLIGENCE CENTER LIKE THIS, AND WE USE THAT DATA.

WE HAVE USED THAT DATA TO HELP SUPPORT CITIES, TO HELP SUPPORT THE COUNTY, HELP SUPPORT OTHER INSTITUTIONS TO HELP INFORM THEM.

HOUSE BILL EIGHT PROVIDES AN INCENTIVE FOR COLLEGES TO COLLABORATE AND SHARE THAT OUR LABOR MARKET INTELLIGENCE CENTER COULD BE A REVENUE STREAM FOR US TO WORK WITH.

ONE OF OUR PARTNER, ONE OF OUR SISTER COMMUNITY COLLEGES AROUND THE STATE THAT DON'T HAVE THAT ROBUST DATA SET.

WE COULD HELP HELP SUPPORT THEM IN THAT AND GET REVENUE FOR IT.

WOULD THIS APPLY TO ACADEMIC PROGRAMS OR WORKFORCE DEVELOPMENT PROGRAMS FOR THE TUITION AND COUNTY TUITION MIGHT NOT BE AS MUCH OF A FACTOR OR NOT IT LESS SO IN THIS STREAM.

BUT BUT THERE ARE OPTIONS AND OTHER PIECES OF HOUSE BILL EIGHT AS IT LOOKS DIFFERENTLY AT DUAL CREDIT AND SOME SOME OTHER THINGS BUT BUT THE SHORT ANSWER IS IS YES THERE ARE THERE ARE MORE AVENUES THAN THERE USED TO BE ABOUT HOW CAN PROGRAMS THAT WE OFFER BE OFFERED IN ANOTHER PART OF THE STATE, ANOTHER REGION, OR WE'LL GET INTO SOME CONVERSATION AROUND INTERNATIONAL OFFERINGS TO DO YOU ENVISION THAT THE LEVELS OF TUITION MIGHT DISAPPEAR, THAT THEY WOULD NO LONGER BE A FACTOR? I DON'T KNOW. IT'S A GOOD QUESTION.

AS WE CAN AS WE CONSIDER WHAT OUR REVENUE MIX MAY LOOK LIKE.

YOU KNOW, CLEARLY WE HAVE A COMMITMENT TO DALLAS COUNTY AND OUR DALLAS COUNTY TAXPAYERS THAT LARGELY SUPPORT AND SUBSIDIZE THE WORK THAT WE DO.

AND SO WE WANT TO RECOGNIZE THAT.

BUT AS WE THINK OUTSIDE OF THAT, WHAT THAT RANGE OF DIFFERENCE MAY LOOK LIKE IS DEFINITELY A CONSIDERATION.

THANK YOU. I THINK I THINK ANOTHER ONE THAT WE'VE TALKED A LOT ABOUT IS, IS OUR TECHNOLOGY THAT WE INVESTED IN MILLIONS OF DOLLARS IN OUR ERP SYSTEM.

THERE ARE COLLEGES WHO NEED THAT CAN NEVER AFFORD THAT SLIDE TECHNOLOGY.

ABSOLUTELY. SO THE THE IT'S ANOTHER WAY FOR US TO RECAPTURE OUR INVESTMENT AND AT THE SAME TIME ELEVATING THE OTHER RURAL COLLEGES THAT WILL NEVER BE ABLE TO AFFORD THE ABILITY TO MANAGE THEIR LOCAL AREAS.

ONE OF THE AREAS THAT YOU TALK ABOUT TUITION, BECAUSE AS I AS I SAID ON THE STATE BOARD, ONE OF THE BIGGEST THINGS THAT I'M AMUSED ABOUT IS HOW WE USED TO TALK ABOUT OUR SEVEN CAMPUSES AND HOW WE HAD THE TERRITORIAL STUFF.

BUT IF YOU JUST ELEVATE YOURSELF UP TO THE STATE LEVEL, THERE'S THE SAME SAME CATFIGHTING GOING ON.

WELL, YOU CAN'T COME OVER HERE AND OFFER THAT IN MIND.

YOU'LL MAKE ME LOOK BAD OR YOU CAN'T COME OVER HERE AND DO THAT.

THAT'S OUR TERRITORY.

THE STATE'S GOING TO HAVE TO DEAL WITH THAT BECAUSE THAT'S NOT IN THE BEST INTEREST OF THE CONSTITUENCY STATEWIDE.

AND SO THAT'LL BE DEALING WITH THE TUITION BECAUSE THERE MAY BE A STATE SAYS, LOOK, YOU DON'T HAVE TO CHARGE A LOCAL TAX, BUT YOU DO HAVE TO REIMBURSE THAT INSTITUTION PROPERLY.

THAT'S PAYING FOR THAT.

SO THERE'S ALL KINDS OF WAYS TO SOLVE THAT.

AND OUR STATE ORGANIZATION, THAT'S WHY I'LL PUT A PLUG IN FOR SEPTEMBER.

IT'S SO IMPORTANT THAT WE SUPPORT THAT CONVENTION AND WE SUPPORT WHAT THAT ORGANIZATION IS TRYING TO DO.

I PROMISE YOU, OF ALL THE COLLEGES IN THE STATE, WE HAVE AS MUCH TO GAIN AS ANYBODY FOR HAVING AN EXPANDED STATEWIDE DELIVERY OF SHARED SERVICES. SO BE THERE UNLESS YOU'RE CRIPPLED.

YOU CAN'T POSSIBLY FOR WELL, FOR A FUTURE DISCUSSION.

AND MAYBE IT WOULD BE PART OF THE RETREAT, I DON'T KNOW.

IN TERMS OF.

ESPECIALLY ON THE TECHNOLOGICAL SIDE.

WHAT TRUSTEE BOYD IS TALKING ABOUT ARE SHARING THE TECHNOLOGY WE PURCHASED AND PUT MILLIONS AND MILLIONS OF DOLLARS IN.

HOW WOULD THAT WORK FOR LIKE A RURAL COLLEGE THAT CAN'T AFFORD IT? BUT THERE'S A LOT OF GROUNDWORK THAT NEEDS TO BE DONE BEFORE YOU CAN EVEN IMPLEMENT THE TECHNOLOGY.

[01:10:04]

BUT THE QUESTION TO PUT ON THE ON THE IN THE ISSUE BIN.

SO BUT IT IS A PERFECT EXAMPLE OF, YOU KNOW, I TOLD THE STORY BEFORE WHEN WE FIRST STARTED TALKING ABOUT INVESTING IN OUR ERP, WE HAD SOME DIALOG WITH SOME SMALL RURAL COLLEGES IN EAST TEXAS THAT, THAT THEY WERE LOOKING TO DO SOME TECHNOLOGY ENHANCEMENTS.

AND WE HAD A CONVERSATION ABOUT HOW CAN YOU, YOU KNOW, GRAB AHOLD OF OUR COATTAIL AND WE CAN, WITH OUR SIZE AND SCOPE, WE CAN LEVERAGE SOME THINGS THAT YOU WOULDN'T BE ABLE TO DO OTHERWISE.

AND THEY WERE HAVING A HARD TIME FIGURING OUT HOW TO DO IT AMONGST THEMSELVES.

AND SO ULTIMATELY WE HAD TO MOVE ON WITHOUT THEM.

NOW THERE'S AN INCENTIVE FOR THEM TO COLLABORATE.

IT'S NOT JUST ONE WAY REVENUE TO THE SPONSORING INSTITUTION, BUT THERE'S AN INCENTIVE COLLABORATION FOR AN INSTITUTION THAT ALSO RAISED THEIR HAND AND SAY, HEY, HELP US OUT. AND SO THE TECHNOLOGY PIECE IS A IS A GREAT EXAMPLE BECAUSE OF THE KNOWLEDGE AND EXPERTISE THAT WE DO HAVE NOW AND BEING ABLE TO DO THIS. AND AGAIN, I WON'T SPEND MUCH MORE TIME HERE, BUT PAYING ATTENTION TO THINGS AROUND US, THERE'S THERE'S ALWAYS ISSUES AROUND PENDING LITIGATION THAT CAN HAVE AN IMPACT ON US, YOU KNOW, NOT PENDING, NOT PENDING LITIGATION ABOUT US, BUT COULD IMPACT US AND OUR STUDENTS. AND SO WE'RE PAYING ATTENTION TO THOSE THINGS BECAUSE THERE'S THINGS THERE RELATED TO THE NORIEGA BILL THAT COULD HAVE AN IMPACT ON ON OUR STUDENTS AND THOSE YOU REMEMBER NORIEGA, WHAT WAS PASSED IN 2001 THAT ALLOWS INSTITUTIONS LIKE OURS TO PAY IN COUNTY TUITION, IN IN RESIDENT TUITION FOR NON RESIDENT I'M SORRY, FOR UNDOCUMENTED STUDENTS.

AND AND SO WE KNOW THAT THAT'S A SIGNIFICANT POPULATION THAT FOR US THAT BENEFITS FROM THAT.

SO WE'RE PAYING ATTENTION TO THOSE SORT OF THINGS.

AND SO I KIND OF WANT TO SHIFT A LITTLE BIT.

AND THIS SLIDE REALLY REPRESENTS EVERYTHING THAT YOU ALL HAVE BEEN TALKING ABOUT THIS MORNING, THAT THERE'S A LOT OF THINGS THAT THAT WE KNOW THAT THAT WE'RE DOING RIGHT.

WE KNOW THAT THERE'S THINGS THAT WE NEED TO WORK ON AND THAT WE'RE PAYING ATTENTION TO.

WE KNOW THAT THERE'S AREAS WHERE WE NEED TO EXPAND, WHERE INDUSTRY IS EXPANDING, ESPECIALLY HEALTH CARE TECHNOLOGIES AND BUSINESS, THE POTENTIAL TO FOR INCREASED FUNDING OF WORKFORCE DEVELOPMENT.

THAT'S AGAIN BACK TO OUR ENROLLMENT MIX AND OUR REVENUE MIX AS WELL.

AND HOW DO WE EXPAND THERE? WE'LL TALK MORE ABOUT ONLINE EDUCATION AND THE IMPACT THAT THAT HAS AND THEN OUR FOUR YEAR DEGREES AS WELL.

BUT ALSO WE'RE PAYING ATTENTION TO WHAT IS COMPETITION LOOK LIKE DIFFERENTLY FROM DIFFERENT PROVIDERS THAT ARE DOING INNOVATIVE THINGS? HOW DOES THAT IMPACT WHAT WE DO? AND THEN ENROLLMENT RECOVERY, WHICH WE SPEND A LOT OF TIME TALKING ABOUT AND WE'LL CONTINUE TO TALK A LOT ABOUT.

AND THEN THE TALENT PIECE.

AND AGAIN, THERE'LL BE A LOT OF DIALOG AROUND TALENT AND HOW DO WE SUPPORT OUR EMPLOYEES, HOW DO WE DEAL WITH MARKET COMPETITION AROUND OUR TOTAL EMPLOYEE BENEFITS PACKAGE THAT WE OFFER? AND THEN EMPLOYEE BURNOUT IS SOMETHING THAT WE'RE WE'RE DEFINITELY MINDFUL OF, AWARE OF THAT SOCIETY HAS BEEN STRESSED THE LAST COUPLE OF YEARS.

THERE'S I MEAN, YOU KNOW, AGAIN, THERE WAS A STORY A COUPLE OF WEEKS AGO ABOUT HOW EMPLOYERS, EMPLOYEES ARE STRESSED OUT JUST AROUND THE COUNTRY, THE CHANGING NATURE OF THE WORK POST PANDEMIC.

CERTAINLY OUR EMPLOYEES ARE NOT IMMUNE TO THAT.

AGAIN, KEEP IN MIND, WE WE COMPLICATED THINGS EVEN MORE SO WITH CHANGING NATURE OF WHAT SOCIETY WAS DEALING WITH IN THE PANDEMIC THROUGH OUR CONSOLIDATION.

THAT'S A SHIFT AND CHANGE THAT WE CERTAINLY HAVE TO BE MINDFUL OF.

SO I'M NOT GOING TO SPEND A WHOLE.

YES, MA'AM. BACK TO THE SLIDE PORTION ON WHERE WE CAN EXPAND OPPORTUNITY TO DEVELOP FOUR YEAR DEGREES IN HIGH DEMAND INDUSTRIES.

WHAT WOULD BE THE ADVANTAGE? UH, TO A STUDENT TO GET A FOUR YEAR DEGREE FROM US RATHER THAN ONE OF THE FOUR YEAR UNIVERSITIES, BECAUSE ARE WE PUTTING OURSELVES IN COMPETITION WITH THE LARGER UNIVERSITIES BY EXPANDING THE FOUR YEAR.

YEAH, NO, GREAT. FAIR QUESTION.

GREAT QUESTION. WELL, FIRST OF ALL, LET ME BE CLEAR.

WE ARE A COMMUNITY COLLEGE.

WE WILL REMAIN A COMMUNITY COLLEGE.

[01:15:01]

AND AS WE CONSIDER WHERE TO OFFER FOUR YEAR DEGREES, WHAT PROGRAMS TO OFFER IN THAT IS REALLY FOCUSED AROUND BACK TO THAT CENTRAL QUESTION OF WHAT PROBLEM ARE WE TRYING TO SOLVE AND ARE WE A SOLUTION TO THAT? AND SO I'LL USE THE EXAMPLE OF THE EARLY CHILDHOOD ONE BEFORE WE LAUNCHED THAT YOU YOU KNOW, WE ACTUALLY WROTE THE LEGISLATION, THE GRANTING LEGISLATION THAT SAID IF REGIONAL UNIVERSITIES CAN COME TOGETHER TO SOLVE THE TEACHING SHORTAGE, THEN WE DON'T NEED TO.

WE WERE A STOPGAP THAT TO TO ADDRESS THAT COMMUNITY CONCERN.

AND SO THE LEE JACKSON WAS CHANCELLOR OF UNIVERSITY OF NORTH TEXAS AT THE TIME.

HE CONVENED THE EDUCATION SCHOOLS FROM THE REGIONAL UNIVERSITIES AND CAME BACK TO US AND SAID, YEAH, WE'RE NOT GOING TO BE ABLE TO DO IT.

AND PART OF IT IS THE NEED IS SO GREAT.

THERE'S SUCH A DEMAND.

AND SO THAT'S WHY OUR SECOND ONE IS AROUND NURSING.

THERE'S A LOT OF FOUR YEAR NURSING PROGRAMS IN THIS AREA AND REGION, BUT THERE'S SUCH A DEMAND AND SUCH A NEED.

AND SO IF WE CAN BE A SOLUTION TO THAT AND THEN FOR STUDENTS, YOU KNOW, ESSENTIALLY IF YOU'RE ASKING WHAT'S THE COMPETITIVE ADVANTAGE OF COMING TO US, I'M GOING TO GO RIGHT BACK TO THAT HEADLINE IN THE DALLAS MORNING NEWS AROUND OUR TEACHER PROGRAM THAT FOR LESS THAN $10,000, STUDENTS CAN GET A FOUR YEAR DEGREE AND DOUBLE THEIR INCOME BY GOING TO WORK WITH ONE OF OUR ISD PARTNERS.

THAT'S THE KIND OF CRITERIA THAT WE'RE GOING TO PAY ATTENTION TO.

AND SO WE HAVE HAD AUTHORIZATION TO OFFER THESE FOUR YEAR DEGREES FOR A FEW YEARS NOW.

AND WE'VE NOT, YOU KNOW, WE'VE NOT GONE WILLY NILLY INTO BUILDING THEM.

BUT OVER THESE NEXT SEVEN YEARS, A SPECIFIC ARGUMENT, WHICH IS THAT I ALWAYS LOOKED AT THIS WHEN I WAS GOING TO SCHOOL ONCE UPON A TIME, THAT SINCE THOSE FIRST TWO YEARS YOU'RE TAKING BASIC STUFF, YOU KNOW, OR WHATEVER, AND THEN YOU FOCUS ON WHATEVER YOU'RE MAJORING IN THAT JUNIOR AND SENIOR YEAR.

AND IT WAS CHEAPER TO GO TO A COMMUNITY COLLEGE TO DO THOSE TWO YEARS.

BASIC STUFF.

BUT YOU HAD TO GO ON TO A FOUR YEAR.

BUT DIDN'T I HEAR YOU SAY THAT THEY MIGHT BE ABLE TO COME TO US AND GET A FOUR YEAR DEGREE FOR $10,000? YES, MA'AM. YEAH, PART OF IT IS WE'RE SETTING OURSELVES UP IN COMPETITION WITH THE DIFFERENT MAJOR UNIVERSITIES COMING ON THAT I THINK WE ARE SETTING OURSELVES UP TO COMPETE, AND I THINK THAT'S A GOOD THING.

AND I THINK WE SHOULD EMBRACE IT.

AND, YOU KNOW, I MEAN, IN THE SAME WAY THAT MORE OPTIONS AND MORE CHOICE AND COMPETITION HAVE REALLY TRANSFORMED PUBLIC EDUCATION IN THIS COMMUNITY, WITHIN THE PUBLIC SYSTEM, YOU KNOW, WE HAVE THE OPPORTUNITY TO BE THAT SAME TYPE OF AGENT OF CHANGE IN HIGHER EDUCATION, WHICH NEEDS A LOT OF REFORM. I MEAN, WE'RE CREATING OPTIONS AND SOLVING PROBLEMS AND PUTTING COMPETITIVE PRESSURE ON UPPER DIVISION SCHOOLS TO PERHAPS DO THINGS DIFFERENTLY OR ALLOCATE THEIR RESOURCES IN A DIFFERENT WAY BECAUSE OF THE PROBLEMS THAT WE'RE SOLVING THAT THEY'RE NOT ABLE TO FOR OUR STUDENTS.

SO, YES, THE COMPETITION AND YES, LET'S RECOGNIZE THAT WE HAVE A POSITIVE ROLE TO PLAY IN THAT.

I THINK IT'S A GOOD THING.

PLUS, WE'RE OPENING THE DOOR FOR STUDENTS WHO WOULDN'T BE INVOLVED IN TRYING TO GET TO A FOUR YEAR BECAUSE OF FAMILY CULTURE.

THEY HAVE NO MONEY, DIFFERENT THINGS, TRANSPORTATION.

SO I THINK WE'RE GOING AFTER SOME DIFFERENT STUDENTS HERE TO.

THAT ABSOLUTELY IS A GOOD POINT.

I MEAN, USING THE EARLY CHILDHOOD BACCALAUREATE EXAMPLE THAT WE TALKED ABOUT EARLY ON, AS WE WERE TALKING ABOUT OUR UNIVERSITY PARTNERS, TALKING TO OUR ISD PARTNERS, AGAIN, WE HAD 17 SUPERINTENDENTS COMING TO US, CAME TO US AND SAID, HELP US OUT.

WE CAN'T FILL THIS TEACHER SHORTAGE.

WHAT CAN YOU DO? CAN YOU BE A SOLUTION TO THAT? AND SO AGAIN, AS WE LOOKED AT THE DATA, THAT THAT FOR SOME STUDENTS TO CONSIDER GOING TO A GREAT TEACHER PROGRAM AT UNT IN DENTON OR TO GO TO TWU WHO HAVE.

TRAINING PROGRAMS, THEY MIGHT AS WELL BE THINKING ABOUT HOW TO GET TO EL PASO THEN TO GET TO DENTON BECAUSE OF TRANSPORTATION CHALLENGES, JOB CHALLENGES, OTHERS.

SO WE'RE PROVIDING THAT RIGHT HERE AT HOME TO GROW OUR OWN AND PART OF GROWING OUR OWN MEANS.

STUDENTS COMING INTO THE PIPELINE THAT MAY NOT COME OTHERWISE THAT WOULDN'T GO TO ONE OF OUR COMPETITIVE UNIVERSITY PARTNERS.

COMPETITION DOES A LOT OF THINGS.

COMPETITION ALSO CHANGES TIMEFRAMES.

A GOOD DEAL IS PHLEBOTOMY.

WE USED TO TAKE FOREVER AND DO IT CHEAPER.

[01:20:04]

YOU CAN HAVE IT IN EIGHT WEEKS.

GUESS WHAT? THEY BORROWED THE MONEY AND WENT IN EIGHT WEEKS BECAUSE THEY WERE ON THE JOB.

BUT NOW WE FOUND OUT WE CAN DO IT QUICKER TOO.

SO COMPETITION CHANGES A LOT OF THINGS.

THE NURSING PROGRAM, EVERYBODY SAID, WELL, TWU IS NOT GOING TO BE HAPPY ABOUT THAT.

I'M SORRY, TWU HASN'T DELIVERED.

THEY'VE HAD YEARS AND YEARS AND YEARS THAT THEY DIDN'T WANT TO MAKE THE INVESTMENT THAT IT TOOK TO MAKE THE DIFFERENCE AND THEY WEREN'T GOING AFTER THAT SAME POPULATION OF PEOPLE. BUT WE ARE WILLING TO CHANGE LIVES ABOUT.

SO I SEE.

I AGREE WITH PHIL, WE'RE DEFINITELY IN COMPETITION.

I THINK IT'S ONE OF THE HEALTHIEST THINGS IN HIGHER EDUCATION TODAY.

IT HAD BECOME A RUNAWAY TRAIN.

ALL YOU READ ABOUT IS HOW HOW THE COST OF HIGHER EDUCATION HAS GOT OUT OF CONTROL.

AND SO I THINK WE'LL BE A LEVELING FACTOR MORE THAN MOST PEOPLE REALLY KNOW.

AND I'M EXCITED ABOUT THAT.

MAKES US RELEVANT.

OKAY. WHEN YOU CREATE SOMETHING LIKE THAT, IT MAKES US RELEVANT AND THAT'S ONE OF OUR PROBLEMS. WE'VE NOT BEEN RELEVANT ENOUGH IN PEOPLE'S EYES.

WELL, THE NEXT FEW SLIDES ARE THE ELEMENTS OF THE BLUE SHEETS, AS I'VE CALLED THEM, THAT WE SPEND TIME OVER THIS LAST YEAR WITH, YOU KNOW, BUILDING ON THE BOARD'S GOALS THAT YOU SEE THERE AT THE TOP WORKING TOGETHER AS, AS WITH THE LEADERSHIP TEAM TO BUILD THE KPIS AND METRICS WITHIN EACH OF THESE GOAL AREAS THAT ARE REPRESENTED HERE.

AND SO YOU'LL SEE TIEBACKS IN EACH OF THE CONVERSATIONS WE HAVE TODAY.

YOU'LL SEE TIEBACKS TO THESE GOALS, TO THESE METRICS THAT WE'RE EVALUATING PROGRAMS AGAIN, THAT WE'RE PAYING ATTENTION TO THINGS, TO THE DATA THAT MATTERS IN A DIFFERENT WAY THAT WE DIDN'T BEFORE. AND WE'RE ABLE TO DO IT COMPREHENSIVELY AND NOT IN THE NARROW.

AND SO THIS ALSO THEN BECOMES A CONNECTOR TO TO EVALUATIONS AND ACCOUNTABILITY AROUND THESE AREAS.

YES, MA'AM. OKAY.

SO ON WHERE YOU HAVE A NUMBER OF AND PERCENT OF WHAT'S YOUR BASELINE? YEAH. WELL, SO SO WHEN WE GET INTO SO THE BLUE SHEETS, THE BLUE SHEETS, WE'RE GOING TO DO THE ANNUAL REVIEW OF THOSE IN NOVEMBER.

HERE'S THE UPDATE OF THE DATA POINTS.

THERE ARE DIFFERENT BASELINES FOR FOR EACH CATEGORY.

EACH AREA WILL BE LOOKING AT THE ACTUAL NUMBERS, THE DATA AROUND THEM.

AND THEN WE'RE TAKING EACH ONE OF THE GOALS, AS WE DID HERE RECENTLY IN GOVERNANCE.

WE'LL TAKE EACH ONE OF THE GOALS IN A QUARTERLY AND DIG DEEP INTO ONE OF THOSE.

SO IT'S GOING TO BE A LITTLE BIT OF A NEW PROCESS FOR US THAT THAT WE'RE TAKING A LOOK AT THE WHOLE ANNUALLY AND THEN WE'RE TAKING A LOOK AT THE GOALS QUARTERLY. BUT IT'LL HAVE IT'LL HAVE THOSE BASELINE DATA AS I WAS JUST SHOWING THIS AS A AS AN ILLUSTRATION OF WHAT'S GOT IN THE WORK.

SO MOVING FORWARD, WE WOULD HAVE 1.11 TOTAL NUMBER OF GOALS AWARDED IN THIS YEAR WAS THIS AND THIS YEAR THIS AND THIS SPENDING, EITHER THIS INCREASE OR STATIC, WHATEVER OUR GOAL IS.

ABSOLUTELY. YEAH, ABSOLUTELY.

OKAY. THEN ON STUDENT PROGRESS, YOU'RE TALKING ABOUT CREDIT CLASSES.

WE'VE GOT LOTS OF WORKFORCE DEVELOPMENT STUDENTS CONTINUING ED STUDENTS.

WHY NOT THE SAME EMPHASIS ON THOSE STUDENTS? YEAH, GREAT, GREAT QUESTION.

AND I'D HAVE TO LOOK AND SEE IF IT'S CAPTURED ELSEWHERE.

BUT IF IT'S NOT, THEN THEN ABSOLUTELY.

WE CAN'T MISS WE CAN'T IGNORE A LARGE SEGMENT OF OUR STUDENT BODY.

SO WE SHOULD BE ABLE TO SEE SOME METRICS PUT IN TO ADDRESS THOSE CATEGORIES.

YES. YEAH. I THINK THE INTENT IS THERE IN THE SECOND COMPONENT WHERE IT SAYS PERSISTING FROM FALL TO FALL IN THE NUMBER OF STUDENTS WHO ARE CONTINUING WITH US, BECAUSE THAT WOULD BE IRRESPECTIVE OF THE GRADE.

THE FIRST 1.21 INDICATES PERCENTAGE OF CLASSES WITH A PASSING GRADE, RIGHT? BUT THE OTHER TWO ARE NOT GRADE SPECIFIC.

SO WE'RE TALKING ABOUT THEIR PERSISTENCE WITH US, MEANING NONCREDIT.

ARE THEY STILL WITH US AND ARE THEY ON THE PATH TO COMPLETE THEIR CREDENTIAL? THANK YOU FOR THAT.

POINTING THAT OUT, HOWEVER.

ME IS NOT A NOT A LAYPERSON, BUT AT A POLICY LEVEL, I DON'T KNOW THOSE DIFFERENT DISTINCTIONS AUTOMATICALLY.

SO IF YOU ALL COULD PUT A FOOTNOTE IN THERE OR SOMETHING TO PROVIDE US WITH THOSE DISTINCTIONS SO THAT IT COMMUNICATES TO US, WE'RE NOT IGNORING THIS WHOLE OTHER SEGMENT OF STUDENTS. YEAH, THAT'S COMPLETELY FAIR BECAUSE WE DON'T WANT TO IGNORE AND AGAIN, EMPLOYEE SUCCESS THAT WE'RE PAYING ATTENTION AND

[01:25:07]

POINT ONE, WE NOW HAVE A BENCHMARK.

WE HAVE A DATA POINT THERE WE DIDN'T HAVE BEFORE BECAUSE THE EMPLOYEE ENGAGEMENT SURVEY, SAME THING AROUND COMMUNITY ENGAGEMENT.

WHERE WHERE ARE WE INTERACTING WITH GROUPS? WHAT WHAT ARE THE DATA POINTS AROUND THAT THAT WE'RE PAYING ATTENTION TO? INSTITUTIONAL EFFECTIVENESS IS THE ONE THAT BRAD AND THE TEAM JUST PRESENTED IN GOVERNANCE HERE THIS LAST MONTH.

BUT I'M SHOWING ALL OF THIS BECAUSE, AGAIN, IT IS A NEW FRAMEWORK FOR US AS AN INSTITUTION TO PAY ATTENTION TO THE THINGS THAT MATTER.

AND THIS GUIDES OUR RESOURCE ALLOCATION OF WHERE WHERE ARE WE NOT HITTING THE MARK AND WHERE DO WE NEED TO SHINE A SPOTLIGHT ON THAT? IDENTIFY WHY WE'RE NOT HITTING THE MARK.

WHERE DO WE NEED TO PROVIDE DIFFERENT RESOURCES OR NOT IN THAT AREA? SO, YOU KNOW, THIS IS JUST, HEY, HERE'S THE LIST OF ALL THE GREAT THINGS GOING ON.

IT'S ALSO THE LIST OF WHERE ARE THE ISSUES AND CHALLENGES.

AND SO IT'S FRONT AND CENTER AND TRANSPARENT BECAUSE IT'S THE REPRESENTS THE HEALTH OF THE INSTITUTION.

HOW ARE WE DOING AS AN INSTITUTION? AND IT CERTAINLY HAS SERVED AS THE FRAMEWORK FOR MY EVALUATION, LEAVING THE INSTITUTION AND AGAIN PROVIDES THE FRAMEWORK FOR THE PERFORMANCE PIECE YOU'LL HEAR A LITTLE BIT LATER TODAY.

IT'S A CASCADE ON WHAT THE LEADERSHIP TEAM AND THEN THE COMPONENT WILL CASCADE LATER ON TO THE REST OF THE EMPLOYEES.

YES, MA'AM. I HAVE A QUESTION ON SLIDE 31.

YES, MA'AM. INSTITUTIONAL EFFECTIVENESS UNDER 4.4, THAT LAST BULLET IMPROVEMENT AND CROSS DEVELOPMENTAL COOPERATION.

HOW ARE YOU MEASURING THAT? YEAH. SO PART OF IT IS GOING TO BE THROUGH DISCUSSION YOU ALL HAVE HAD AND DECISIONS THAT HAVE A LOT OF DISCUSSION AROUND THAT.

THE POST SURVEY. YEAH.

NO, THAT'S THAT MAY BE ONE OF THOSE AREAS WHERE WE'RE DIGGING DEEP AND SPECIFIC AREAS WHERE WE'RE NOT FINDING THAT.

BUT THE REASON I SNICKER IN THE LAUGHS FROM THE OTHER SIDE OF THE ROOM IS, YOU KNOW, AS I TALK ABOUT MY EXPECTATION IS, ESPECIALLY AMONGST THE EXECUTIVE TEAM, THAT WE'RE SWIMMING IN EACH OTHER'S LANES, THAT WE'RE NOT LIVING IN SILOS, WE ARE WORKING TO SOLVE PROBLEMS TOGETHER.

IT'S NOT ABOUT MY AREA, YOUR AREA OR WHATEVER ELSE.

AND THAT CAN BE MESSY AND ESPECIALLY IN HIGHER ED THAT HAS THIS HIERARCHICAL SORT OF LENS OFTENTIMES THAT WE TRY TO CREATE MORE OF A MATRIX APPROACH WHERE THERE IS THIS CROSS FUNCTIONAL WORK HAPPENING TOGETHER.

SO YEAH, SO IT COULD BE SOME PULSE SURVEYS AND SOME OTHER.

IN OTHER WORDS, I THINK IT'S 1 MILLION, BUT YOU DON'T NEED TO SWIM IN MINE, RIGHT? WHAT? YEAH.

STATE OF MIND. YEAH.

SO, YOU KNOW, THAT'S KIND OF THE, THAT'S KIND OF THE OPENER.

WHAT'S GOING TO FRAME THE NEXT COUPLE OF DAYS? WHERE'S THAT? THE THINGS WE'RE PAYING ATTENTION TO.

YEAH. WHICH CAMPUS IS THAT PATH? THAT'S A NICE LOOKING PATH.

I'M SORRY. NO, IT'S NOT MOUNTAIN VIEW.

IT'S THE FUTURE. YEAH.

THANKS FOR ARTHUR.

YEAH. NOBODY WANTS TO.

AND IT IS.

SO ANYWAY, THAT KIND OF FRAMES THE.

THE THINKING, THAT KIND OF FRAMES WHAT WE'RE TRYING TO DO AS AN INSTITUTION NEXT YEAR AND YEARS BEYOND.

AND, AND WHAT YOU'RE GOING TO HEAR FROM THE REST OF THE TEAM OVER THE NEXT DAY OR SO.

AND THEN THE NEXT PART THAT WE'RE GOING TO FOCUS ON IS THE FRAMEWORK AROUND THE THE ACADEMIC MASTER PLAN. REALLY SHAWNDA AND TEAM ARE REALLY TAKING A STEP OUTSIDE OF EXACTLY WHAT TRUSTEE FLOYD WAS TALKING ABOUT EARLIER, TAKING A STEP OUTSIDE OF WHAT HAVE WE DONE BEFORE, BUT REALLY STARTING KIND OF MORE WITH THAT BLANK SLATE.

WHAT DO WE NEED TO DO? WHERE DO WE NEED TO PROVIDE PROGRAMS, AT WHAT LOCATIONS? AND SO THIS IS THE BEGINNING FRAMEWORK OF THAT.

THERE'S STILL A LOT TO DO.

THERE'S STILL A LOT TO FIGURE OUT.

BUT I APPRECIATE SHAWNDA AND THE ACADEMIC TEAM AND THE FACULTY LEADERSHIP THAT HAVE ENGAGED IN THIS CONVERSATION AS WELL.

AND SO YOU'RE GOING TO SEE SOME OF THE WHAT I'VE TALKED ABOUT, THE DALLAS COLLEGE 20, 30 PIECES.

CAN SEE WHAT I CHARACTERIZED AS MOONSHOTS.

YOU'RE GOING TO SEE SOME OF THE THINGS THAT WE HAVE TO STRETCH AND STRIVE FOR, THE ASPIRATIONAL THINGS THAT WE'RE THINKING ABOUT AND PAYING ATTENTION TO.

SO, MADAM PROVOST, ROTATE IN.

GREAT. CAN WE TAKE A BREAK? IF YOU HAVE QUESTIONS. ARE YOU ON A BREAK?

[01:30:03]

OKAY. FIVE MINUTES. AND SO WE'RE RIGHT.

SO WE'LL GO AHEAD TO THE NEXT PRESENTATION FOR LONDON.

YEAH. WELL, AGAIN, THANKS FOR THE DIALOG THIS MORNING.

AND SO WE'RE RUNNING ABOUT 15 MINUTES BEHIND.

AND SO WE WILL GO TODAY AT THE PACE OF CONVERSATION.

AND YOU HELP SET THAT PACE.

BUT CERTAINLY, AS YOU SEE SHAWNDA AND THE VICE PROVOST THAT, AS I SAID EARLIER, HAVE REALLY BEEN TRYING TO LOOK AHEAD, TRYING TO LOOK AT SOME OF THE ASPIRATIONAL PIECES, SOME OF THOSE MOONSHOTS WE TALKED ABOUT HOW DO WE ALIGN OUR SCHOOLS AROUND THAT WORK. AND SO THIS IS GOING TO BE SOMETHING THAT WE'VE NOT DONE BEFORE AS AN INSTITUTION.

AND LIKE I SAY, IT'S BEEN IN CONJUNCTION WITH THE ACADEMIC TEAM AND THE FACULTY AND LEADERSHIP APPRECIATE THEIR ENGAGEMENT.

AND IT'S NOT DONE.

IT'S NOT COMPLETE, BUT IT'S THE FRAMEWORK THAT WE'RE OPERATING ON.

SO WITH THAT, DR.

FLOYD. YES. SO WE'RE GOING TO GO OVER A LITTLE BIT THE INSTITUTION OF THE FUTURE, WHICH IS WHAT WE'RE FORESEEING DALLAS COLLEGE TO BE AND BECOME.

BUT VERY QUICKLY, BECAUSE SOME OF THE VICE PROVOSTS HAVE NOT BEEN BEFORE THE BOARD.

QUICK INTRODUCTIONS.

YOU KNOW WHO I AM. WE'LL START WITH UMI AND THEN COME THIS WAY.

WHOMEVER. VICE PROVOST FOR THE SCHOOL OF HEALTH SCIENCES.

GOOD MORNING. HI.

GOOD MORNING, EVERYONE. MY NAME IS SOPHIE JONES AND I'M THE VICE PROVOST FOR THE SCHOOL OF CREATIVE ARTS, ENTERTAINMENT AND DESIGN.

MIKE WALKER. I AM THE VICE PROVOST OF THE SCHOOL OF LAW AND PUBLIC SERVICE AND THE SCHOOL OF BUSINESS, HOSPITALITY AND WARMTH.

GOOD MORNING. ROB DALLAS AND I LEAD OUR SCHOOL OF EDUCATION.

GOOD MORNING. TERRY DEPAOLA, VICE PROVOST OF E-LEARNING.

GOOD MORNING. TIFFANY KIRKSEY, VICE PROVOST FOR EDUCATIONAL PARTNERSHIPS.

GOOD MORNING. I'M RENEE TRAN.

I'M THE VICE PROVOST OF THE SCHOOL OF MANUFACTURING AND INDUSTRIAL TECHNOLOGY.

GOOD MORNING. I'M RAGHU KANAKALA, VICE PROVOST FOR THE SCHOOL OF ENGINEERING TECHNOLOGY AND SCIENCES.

SO WITH OUR FIRST SLIDE, WE'RE REALLY JUST GETTING INTO AN OVERVIEW OF WHAT OUR CURRENT ACADEMIC ENTERPRISE LOOKS LIKE.

SO THESE ARE OUR EMPLOYEES AND YOU CAN SEE THEY'RE LISTED BY FACULTY, STAFF AND ADMINISTRATORS, AND WE LIST BOTH FULL AND PART TIME.

SO THIS IS THE WHOLE OF OUR ORGANIZATION THAT WE ALL SUPERVISE TOGETHER.

THIS IS AN OUTLINE OF OUR PRESENTATION THAT BASICALLY WE'RE GOING TO TAKE YOU THROUGH OUR THINKING, THE BACKGROUND FOR SORT OF WHAT BROUGHT US TO THIS POINT, OUR THINKING AROUND THE ACADEMIC MASTER PLAN AND COMPONENTS OF IT, AS WELL AS MILESTONES THAT WE DEVELOPED FOR AN EQUITABLE SPREAD OF PROGRAMS ACROSS THE COLLEGE FOR FACILITIES, MASTER PLANNING, AND THEN ALSO A FULLY DOWNTOWN OPERATIONAL HUB.

SO WE'RE GOING TO GO THROUGH ALL OF THAT AND END WITH OUR REALLY BIG MOONSHOT, WHICH IS THE CONCEPT OF A UNIVERSITY.

SO THE BACKGROUND OF OUR ACADEMIC MASTER PLAN, THIS IS JUST REALLY OUR VISION AND PRIORITIES.

WE CAN'T SEE IT IN OUR FRAMEWORK MOVING FORWARD.

THIS IS OUR COLLECTIVE THOUGHTS THAT'S INTENDED TO PROVIDE OUR PRIORITIES FOR ACADEMICS AS WELL AS INNOVATION EFFORTS THAT WE FORESEE ENGAGING IN IN THE FUTURE.

IT'S DESIGNED TO BE VERY AMBITIOUS.

SO WE DON'T WANT ANYONE TO BE, YOU KNOW, SCARED ABOUT THAT OR LIKE, WOW, WHEN IS THIS GOING TO HAPPEN? THIS IS FUTURE FORWARD.

WE'RE MOVING OUTSIDE OF OUR OPERATIONAL MINDSET AND REALLY VISIONING WHAT IT IS WE CAN BE AND WHAT WE CAN BECOME.

IT'S A DRIVER FOR OUR PLANNING ACROSS THE WHOLE OF DALLAS COLLEGE, AND YOU'LL HEAR US SPEAK TO THAT AS WE'RE ENGAGING NOW WITH COLLEAGUES NOT JUST IN WORKFORCE AND ACADEMICS, BUT ALSO IN FACILITIES WITH THE MASTER PLANNING THERE AS WELL AS IT.

THIS IS A TIMELINE FOR OUR WORK.

SO REALLY THIS IS THE FOUNDATIONAL WORK WE BEGAN TO START TO DEVELOP AS A LEADERSHIP TEAM.

WE HAD OVER FIVE RETREATS AND CONVENINGS SO THAT WE COULD REALLY TALK AMONGST OURSELVES ABOUT WHAT REALLY MATTERED, WHAT THIS SHOULD LOOK LIKE FROM OUR VISIONARY PERSPECTIVES. MARCH AND MAY, WE REALLY STARTED SOME PLANNING IN SCHOOLS.

LEADERSHIP IN EACH SCHOOL LEADER DID THAT A LITTLE BIT DIFFERENTLY, BUT ALWAYS IN MIND WITH KEEPING THE MILESTONES AHEAD THAT WE WANTED TO REALLY WORK TOWARDS IN TERMS OF 2030. WE'RE GRATEFUL FOR OUR FACULTY LEADERSHIP THAT IS SITTING IN THE ROOM THAT REALLY HELPED US COME UP WITH THE CONCEPT OF NEEDING TO INSERT A TIMELINE IN THIS PRESENTATION. OH, YOU STAND UP.

STAND UP. YEAH.

INTRODUCE YOURSELF, JENNIFER.

AND I'M TRYING TO PROCEED.

AND I AM THE FACULTY ASSOCIATION.

ANY TO FILE.

I'M ANDREW PAUL. I TEACH ENGLISH AND A FACULTY ASSOCIATION PRESIDENT FROM.

[01:35:05]

I'M THE EQUITY ASSOCIATION PRESIDENT FOR TODAY'S GRYPHON FACULTY ASSOCIATION AT EL CENTRO.

I TEACH IN ALLIED HEALTH CARE AND MENTAL HEALTH, AND WE'RE MISSING BACK THERE.

BUT I DO WANT TO CALL THEM OUT.

STACY VASQUEZ, WHO IS TEACHING.

HE'S TEACHING. THAT'S BEING DEDICATED TO HIS CRAFT.

SO WE APPRECIATE STACY FOR THAT.

AND SHERRY BOYD, WHO IS FACULTY COUNCIL PRESIDENT AT LAKE.

SHE'S HERE, I GUESS, SHERRY.

SHE IS. SHE WILL BE RIGHT BACK.

SHE WILL BE RIGHT BACK TO GO DO SOMETHING FOR SOME STUDENTS IN THE FIRST YEAR WITH THE STUDENTS.

THANK YOU. THANK YOU.

BUT I THINK THIS IS SO IMPORTANT BECAUSE IN MEETING WITH THE COUNCIL TO GO OVER OUR PLAN, IT WAS REALLY NECESSARY THAT THEY PROVIDE FEEDBACK, BUT ALSO ESTABLISH THE POINT THAT WE'RE AT IN THE PROCESS.

AND SO WE'RE GRATEFUL FOR THEM FOR HELPING US THINK OF PUTTING THE TIMELINE IN HERE TO DELINEATE THERE'S MORE TO COME.

THERE'S MORE COLLABORATION WITH FACULTY TO COME WHEN THEY COME BACK IN THE FALL.

SO WHAT IS ALWAYS IN OUR MINDS WHEN WE'RE ESTABLISHING PROGRAMS, MILESTONES, ANYTHING FOR ACADEMICS IS OUR STATE BY GUIDELINES, MATRIX PRIORITIES. SO YOU'LL SEE THE TEXT IS STRONG AND THESE ARE THE TARGETS THAT HAVE BEEN SET BY THE STATE FOR US TO OBTAIN IN ACADEMIA.

WE HAVE THEN BENCHMARKED OURSELVES BASED ON THOSE TARGETS FOR WHERE WE FORESEE OURSELVES BEING, WHICH YOU'LL SEE A LOT OF THAT IS BEYOND WHAT THE STATE HAS MANDATED BECAUSE WE KNOW WE ARE BETTER AND WE CAN DO BETTER.

SO THESE ARE OUR TRENDS AND GOALS FOR THE NEXT 3 TO 5 AND THEN OF COURSE, 2030.

YOU'LL SEE HERE AND THIS IS SPEAKING TO OUR KPI 1.21, AGAIN, WHERE WE HAVE THAT BENCHMARK DATA.

YES, YOU'RE MOVING A LITTLE BIT QUICK, SO IT MAKES IT DIFFICULT TO ASK QUESTIONS.

SO ON SLIDE, I DON'T SEE THE SLIDE NUMBER OF THE PREVIOUS SLIDE.

YEAH. SO JUST THAT FIRST ONE GROWTH OF DIGITAL AND HYBRID LEARNING, HOW DOES THAT IMPACT THE NEED FOR PHYSICAL FACILITIES? YEAH. IF I MAY, SO MUCH PROGRESS TO BE LEARNING.

ONE OF THE THINGS WE'RE LOOKING AT IS AND YOU'LL HEAR THIS IN OTHER PARTS OF THE PRESENTATION AS WELL, WE'RE LOOKING AT AN INVESTMENT IN VIRTUAL LABS AND SIMULATION BECAUSE WE SEE THAT BEING A CRITICAL PART OF CURRICULUM.

AND SO THAT THAT WILL HAVE A FACILITIES PIECE AS WELL.

BUT THE OTHER THING AS WELL THAT WE KNOW OF HISTORICALLY IS STILL SUSTAINED IS WITH ONLINE LEARNING.

DALLAS COLLEGE WHILST WE MAY THINK OF OUR STUDENTS STUDYING SOMEWHERE ELSE, THE REALITY IS MANY OF OUR OF OUR STUDENTS STUDYING ONLINE ARE STUDYING FACE TO FACE CLASSES AND THEY'RE WANTING TO UTILIZE THE CAMPUSES AS SITES WHERE THEY CAN DO THE LEARNING BECAUSE THAT HAS THE THE STABLE INTERNET THEY NEED, THE HIGH SPEED ACCESS THEY NEED.

AND SO WE ALSO HAVE TO THINK ABOUT THAT.

SO WHAT YOU'LL HEAR ABOUT LATER ON IS HOW WE'RE INVESTING IN LEARNING COMMONS AS A SPACE WHERE STUDENTS CAN GO AND AND DO ONLINE, BUT THEY CAN.

BUT YOU ALSO HEAR ABOUT A NUMBER OF THE SCHOOLS ARE WANTING TO INVEST IN SPACE THAT WILL INCORPORATE THE VIRTUAL AND SIMULATION AS WELL. SO IT'S NOT EITHER OR.

IT'S BOTH. AND YEAH, ABSOLUTELY.

IT'S IMPORTANT FOR US TO KNOW WHAT YOU ALL ENVISIONED BECAUSE WE ARE TALKING ABOUT MORE BUILDINGS.

YEAH, I JUST WANTED TO ASK WHERE DID THIS NUMBER ON YOUR FIRST SLIDE? THE TALENT STRONG TEXAS TARGETS.

DID THIS NUMBER COME FROM THE STATES? STUDENTS COMPLETING POST-SECONDARY CREDENTIALS? YES. THOSE ARE THE TARGETS THAT HAVE BEEN ESTABLISHED BY THE STATE FOR ALL INSTITUTIONS OF HIGHER EDUCATION.

RIGHT. YOU SO SO WE WERE GOING OVER THE KPI 1.21.

SO THESE ARE TARGETS THAT WE HAVE BENCHMARKED BASED ON 1923, 21, 22, AND THEN WE'VE ESTABLISHED THE BLUE DOT TARGETS FOR OURSELVES FOR 24, 25 AND THEN 29 THROUGH 30 SHAWNDA.

YES. BACK ON THE SLIDE ON TALENT STRONG, TEXAS.

I MEAN, THIS IS THE OLD THE UPDATED LABEL FOR THE 60 BY 30 PLAN, RIGHT? SO WE HAVE OUR WHOLE STRATEGIC PLAN UP.

AND I'M LOOKING AT THE FIRST TWO.

I MEAN, TEXAS AGED 25 TO 34 AND THEN 35 TO 64.

AND THE TIMELINE OF THE GOALS ARE ABSOLUTELY IDENTICAL.

BUT IS THE STATE CREATING A DIFFERENT SORT OF POLICY AND EVALUATION FRAMEWORK FOR STUDENTS 25 TO 34 AS OPPOSED TO 35 TO 64? ARE THESE REDUNDANT IN SOME WAY OR REDUNDANT IN THAT WE'RE GOING TO BE BASED ON OUTCOMES? SO IT'S THE IDEA DID THEY COMPLETE THAT DEGREE, CERTIFICATE OR CREDENTIAL THAT IS GOING TO BE MEASURED BY FOR THE STUDENT AND FOR US? SO THEY'RE GOING TO BE DEFINING DIFFERENT OUTCOMES FOR THESE TWO DIFFERENT AGE POPULATIONS IS THAT, YOU KNOW, OTHERWISE YOU JUST HAVE ONE THAT WOULD SAY 25 TO 64, BUT YOU'VE GOT TWO BROKEN OUT HERE. AND I'M JUST BY THE AGE THAT'S WHY IT'S BROKEN OUT JUST 25 TO 34 AND THEN 35 TO 64, BECAUSE THESE ARE THEIR CRITERIA.

[01:40:07]

DOES THAT MAKE SENSE? YEAH, WELL, THEY USED TO JUST GO UP TO 35, RIGHT.

AND THEY EXPANDED IT.

BUT BUT I'M JUST WONDERING WHETHER THEY'RE THINKING ABOUT IN TERMS OF DEFINING OUTCOMES, THIS IS A BIG DEAL FOR US BECAUSE WE'RE GOING TO BE ACCOUNTABLE FOR OUTCOME BASED FUNDING.

YOU KNOW, ARE THEY SEGMENTING THOSE POPULATIONS BY AGE? THEY'RE NOT NECESSARILY STARTING BY ASSIGNING DIFFERENT WEIGHTS OR DIFFERENT VALUES TO THOSE DIFFERENT AGE GROUPS.

RIGHT. BUT THE DIFFERENCE IS JUST THE STARTING POINT FOR THE AGE, AND THAT'S WHAT THEY'RE DENOTING AND DISTINGUISHING.

YEAH. I MEAN, IT'S JUST HOW THEY'RE CAPTURING IT AS MUCH AS ANYTHING.

BUT NO, THEY'RE NOT DIFFERENT VALUES.

IT'S A RECOGNITION THAT WE HAVE ADULT LEARNERS THAT WE NEED TO SERVE.

AND THEN THE PREVIOUS COMMENT TRUSTEE FLOYD MADE ABOUT UPSKILLING.

SO THIS ACCOUNTS FOR OUR WORK IN UPSKILLING THE WORKFORCE, WHEREAS BEFORE THAT WOULDN'T HAVE COUNTED IN THE 60 BY 30, BUT NOW INCLUDING THAT POPULATION EXPANDS OUR REACH.

SO BEFORE THAT WAS NOT AN AGE CATEGORY IN THE 60 30, CORRECT? IT WAS ADDED, YES, BECAUSE REALIZING THE VALUE OF UPSKILLING.

YES. CORRECT. LIKE SOMEONE THAT GRADUATED AT THE AGE OF 42 WITH THE FIRST BACHELOR'S LOSES HER JOB AND NEEDS TO GO BACK.

YEAH. OKAY. THANK YOU.

SO OUR BARRIER BUSTING PLAN IN ACTION TALKS A LITTLE BIT ABOUT SOME OF THE WORK WE'VE BEEN ENGAGED IN, OUR WRITING AND ACADEMICS.

SO THROUGH OUR WORK WITH ACHIEVING THE DREAM, WE REALLY WORKED IN 20.

WE WILL CONTINUE TO WORK IN 24 AND 25 ON OUR LEADERSHIP.

WE'VE BEEN WORKING WITH LEADERSHIP GOALS AND HELPING TO REALLY PROFESSIONALLY DEVELOP OUR ADMINISTRATORS AND CHAIRS.

IN 2425, WE'RE HAPPY TO BE ADDING OUR STUDENT SUCCESS PARTNERS AND REALLY GOING TO BE TAKING A DEEPER DIVE INTO THE DATA BY COMPLETING NOT ONLY THE ICAT SURVEY, BUT SOME NOEL-LEVITZ SURVEYING AS WELL, SO THAT WE CAN BEGIN TO UTILIZE THAT DATA NOT JUST IN THE STUDENT SUCCESS ARENA, BUT IN ACADEMICS AND THROUGHOUT THE COLLEGE TO MAKE SURE WE'RE A DATA INFORMED INSTITUTION, BUT ALSO A DATA DRIVEN INSTITUTION IN TERMS OF WHAT WE'RE MAKING DECISIONS AS TRUSTEE ACHIEVING THE DREAM IS A NATIONAL INITIATIVE AND WE'RE PART OF THAT, CORRECT? BUT ACHIEVING THE DREAM FOCUSES ON THE ACADEMIC CREDIT SCHOOLS, NOT ON WORKFORCE.

THEY PROVIDE PROFESSIONAL DEVELOPMENT THAT WILL HELP YOU WITH ALL OF YOUR STUDENTS BECAUSE IT'S REALLY INCLUSION BASED CURRICULUM THAT HELPS YOU TO REALLY ADDRESS COMMUNITY COLLEGE STUDENTS, BECAUSE THOSE ARE THE STUDENTS WHO HAVE BEEN HISTORICALLY MARGINALIZED.

SO ALL THE PRACTICES, ALL THE DATA THAT THEY REQUIRE YOU TO LOOK AT AND REALLY DIVE DEEPER INTO IS WHO IS UNDERPERFORMING AND WHY, WHETHER THEY'RE CREDIT, NON CREDIT. AND IT'S USUALLY BASED ON SOME HISTORIC MARGINALIZATION, WHETHER THEY'RE IN POVERTY, WHETHER THEY'RE FROM A PARTICULAR ETHNIC CLASS OR GROUP OF INDIVIDUALS WHO THROUGHOUT TIME HAS BEEN MARGINALIZED.

AND THEN IT TALKS ABOUT MEETING THOSE STUDENTS WHERE THEY ARE TO HELP THEM MEET THEIR EDUCATIONAL GOALS, WHATEVER THEY ARE.

AS YOU'RE GOING THROUGH THIS PRESENTATION, CAN YOU PLEASE I KNOW I'M ASSUMING YOU DON'T HAVE IT IN YOUR DIFFERENT SLIDES, BUT IF IT APPLIES TO WORKFORCE AND CONTINUING ED STUDENTS AS WELL, CAN YOU LET US KNOW? YES, WE WILL. WHEN WE GET INTO THE MEAT AND BONES OF THE ACADEMIC MASTER PLAN.

YES. WE'RE GOING TO TALK A LITTLE BIT LATER ABOUT PERFORMANCE MANAGEMENT AND REWARDS AND INCENTIVES BASED ON DATA.

AND I'M LOOKING AT THIS PROCESS YOU'RE DESCRIBING IN ACADEMIC YEAR 24, 25 AND 2526.

AND WE'VE HAD DISCUSSIONS ABOUT HOW DOES THAT PROCESS CASCADE INTO THE WORLD OF FACULTY.

AND WE WANT TO DO IT.

WE WANT TO REWARD OUR BEST INSTRUCTORS AND OUR BEST TEACHERS.

WHEN YOU'RE GOING ABOUT THIS, ARE YOU GOING TO BE ALSO, IN ADDITION TO THINKING ABOUT TARGETS ON BUDGET ALLOCATION, THINKING ABOUT HOW WE GO ABOUT AND DESIGN AND CREATE AN INCENTIVE REWARD PROGRAM BASED ON DATA FOR FACULTY? WELL, I DO THAT.

NO, BUT I DO BELIEVE WE'RE GOING TO HAVE A PRESENTATION ABOUT THAT THAT'LL BE GOING ON IN PARALLEL DURING THIS TIME FRAME, RIGHT? I MEAN, WE'RE NOT GOING TO WAIT FOR THIS TO BE OVER IN 2 OR 3 YEARS FROM NOW FOR THAT TO BE PUT INTO PLACE.

ARE WE GOING TO BE DESIGNED? IT'LL BE GOING ON SIMULTANEOUSLY, YES.

OVER THE NEXT 12 MONTHS AS WE START DESIGNING THE NEW KIND OF PERFORMANCE MANAGEMENT SYSTEM, WE'RE CLEARLY GOING TO BE THINKING ABOUT WHAT'S TO COME NEXT.

IT'S GOING TO TAKE US SOME TIME TO BUILD THAT.

SO OUR PARTNER WITH SHAWNDA TO MAKE SURE WE'RE READY.

THANKS, GINA.

YOU SAID TACKLE AND DIFFERENCES AND SUCCESS ACROSS SCHOOLS AND YOU CITE IN SUCCESS BETWEEN SCHOOLS AND DISCIPLINES WITHIN THE SAME SCHOOL.

CAN YOU GIVE ME AN EXAMPLE OF WHAT YOU'RE TALKING ABOUT? HELP ME BETTER UNDERSTANDING WHAT YOU'RE TRYING TO ACCOMPLISH OR LOOK AT.

[01:45:02]

SO WITH SUCCESS, WE IDENTIFY SUCCESS STUDENTS WHO ARE EARNING A, A, B OR C AND COURSES.

SO WE'RE JUST GOING TO BE LOOKING AT THOSE SUCCESS RATES.

PART OF ACADEMIA IS ALWAYS ABOUT SHARING AND COLLABORATION.

SO IF YOU SEE OUTLIERS, THAT'S WHAT I'LL CALL IT, WHERE THERE'S A REPEATED TREND OF EITHER NEGATIVE PERFORMANCE.

SO IF YOU HAVE A STUDENTS OR A LARGE VARIANCE, WE ALWAYS WANT TO TALK ABOUT THAT AND WHY THAT IS.

IS THERE A BEST PRACTICE THAT ONE INSTRUCTOR IS USING OVER ANOTHER? WHAT EXACTLY IS GOING ON IN THE CLASSROOM? SO ALL OF IT IS IN PURE NUMBERS.

A LOT OF THIS IS QUALITATIVE AND THAT WE'RE MAKING ANALYSIS ABOUT WHAT IS EXACTLY HAPPENING IN THE CLASSROOM, BECAUSE IT'S OUR GOAL TO REPLICATE GOOD PRACTICES AND BEST PRACTICES TO HELP SUPPORT OUR STUDENTS.

SO THAT'S HOW WE LEARN FROM ONE ANOTHER.

SO YOU'RE LOOKING AT WHAT PROGRAMS ARE SUCCESSFUL IN THE SCHOOL AND IDENTIFYING WHAT DISCIPLINES ARE SUCCESSFUL IN OUR SCHOOLS.

CORRECT. AND FOR SOMETHING WHERE YOU DON'T HAVE POSITIVE NUMBERS, THEN YOU WILL CONTINUE OFFERING THOSE PARTICULAR THINGS OR TRY TO MEET THE NEEDS OR.

WELL, THAT'S RIGHT.

AND THAT'S EXACTLY WHAT I'M SAYING.

THAT'S THE ANALYSIS.

RIGHT. SO IF. BEGINS A CONVERSATION THAT NOT I HAVE FROM THIS LEVEL, BUT IT'S VERY MUCH WITHIN THE SCHOOLS, WITH THE DEANS, WITH THE CHAIRS AND WITH THE FACULTY MEMBERS.

SO IF THERE ARE EVEN PROGRAMS, WE'LL STICK WITH THAT OVER DISCIPLINES.

WHAT IS HAPPENING IN THOSE PROGRAMS? WHAT ABOUT THOSE PROGRAMS IS MAKING THEM MORE SUCCESSFUL THAN OTHERS? BECAUSE REMEMBER, OUR GOAL IS ALWAYS TO BENCHMARK BEST PRACTICES SO THAT WE CAN REPLICATE THEM AND ALL BOATS WILL RISE IF WE FOLLOW THOSE PRACTICES.

SIMILARLY, WITH INDIVIDUAL COURSES, WE'LL DO THE SAME THING.

BUT THEN THERE'S PROGRAM REVIEW AND EVALUATION THAT WE'LL ENGAGE IN HOLISTICALLY AS AN INSTITUTION, IN PARTNERSHIP WITH OUR FACULTY TO DETERMINE IF IT'S STILL A VIABLE PROGRAM, IF IT HAS NEGATIVE PERFORMANCE OVER TIME LONG TERM.

OKAY. AND ALSO WE DO HAVE IT ALSO, WE DO HAVE OFFERINGS BETWEEN SCHOOLS THAT SUPPORT OTHER SCHOOLS, LIKE WE HAVE SCIENCES THAT ARE OFFERED IN MS THAT SUPPORT NURSING STUDENTS.

SO IF NURSING FACULTY SEE AN AREA OF IMPROVEMENT FOR OUR STUDENTS IN THESE PARTICULAR AREAS, THEY WILL WORK WITH US TO IMPROVE THE PROGRAMS. OKAY. NOW THIS IS TALKING ABOUT.

WAS BEING OFFERED ON OUR CAMPUSES.

CORRECT. WHAT ABOUT DUAL CREDIT? BECAUSE YOU'RE STILL OFFERING SOME DUAL CREDIT COURSES ON DS OR ISD CAMPUSES OR WHATEVER.

SO WHEN YOU START LOOKING AT THIS INFORMATION, HOW DO YOU WORK WITH THE DIFFERENT SCHOOLS, THE ISD, TO EVALUATE THIS TYPE OF THING? THAT'S A GREAT OBSERVATION AND WE REALLY HAVE FOCUSED WITH THE ACADEMIC SCHOOLS IN CREATING CONSISTENCY.

SO IRREGARDLESS OF LOCATION, WHETHER A COURSE IS OFFERED AT THE COLLEGE CAMPUS OR AT THE HIGH SCHOOL CAMPUS, THAT SAME EXPECTATION RESIDES IN TERMS OF ACADEMIC INTEGRITY. THE EXPERIENCE WE'RE CREATING FOR OUR STUDENTS AND ALSO THE ASSESSMENT.

AND SO WHERE WE SEE THOSE OPPORTUNITIES, IF WE'RE FINDING THAT THERE'S CONCERNS WITH PERFORMANCE OF STUDENTS OUTCOMES OR EVEN THEIR READINESS WHEN THEY COME OVER TO US AT THE CAMPUSES, IT DOES CREATE OPPORTUNITIES FOR US TO KIND OF GO ON SITE AND TO KIND OF PROVIDE THAT REMEDIATION.

AND THAT'S REALLY AN IMPORTANT PART OF AND I'M GLAD YOU MENTIONED THAT THE ACADEMIC EXPERIENCE THAT WE'RE CREATING, THOSE INSTITUTIONS ARE BEING SUPPORTED BY OUR DEANS AND CHAIRS. THEY'RE GOING OUT TO THE HIGH SCHOOLS, ENGAGING WITH THESE CREDENTIALED TEACHERS WHO ARE DELIVERING OUR CONTENT.

SO SIMILARLY, SHOULD WE FIND THAT THERE ARE ISSUES OR REEVALUATION THAT NEEDS TO BE MADE, THIS TEAM STANDS READY TO BE OF SUPPORT AT THE HIGH SCHOOL SITES, JUST AS WE WOULD AT THE COLLEGE LOCATIONS.

AND DO THESE HAVE SPECIFIC PEOPLE IDENTIFIED TO WORK WITH OUR.

SO THAT'S A GREAT, GREAT QUESTION.

SO AT ALL LEVELS, THE ANSWER WOULD BE YES.

THE INDEPENDENT SCHOOL DISTRICTS HAVE TEAMS THAT WORK WITH OUR ADMINISTRATORS SO THAT AT A HIGH LEVEL WE CAN DO APPROPRIATE PLANNING AND KIND OF REMEDIATION.

BUT WHEN WE TALK ABOUT THE ACADEMIC INSTRUCTION, WE DO TAKE ALL OF THE HIGH SCHOOL TEACHERS THROUGH THE SAME CREDENTIALING PROCESS.

SO THOSE PEOPLE ARE SUBMITTING THEIR TRANSCRIPTS, THEY'RE BEING ONBOARDED AND THEY'RE BEING KIND OF HELD TO THAT SAME EXPERIENCE.

SO WE SEE THEM AS BEING A PART OF THE SCHOOL OF WHATEVER SCHOOL, THE SCHOOL OF CADE OR THE SCHOOL OF AMITY.

AND SO WHILE THEY HAVE SUPPORT AT THEIR HIGH SCHOOL SITES TO SAY, YES, I'M A DUAL CREDIT TEACHER AND THIS IS WHAT IT LOOKS LIKE IN THE HIGH SCHOOL WORLD.

THEY ALSO HAVE SUPPORT HERE WITHIN THE COLLEGE TO SAY YOU'RE A DUAL CREDIT TEACHER, BUT YOU'RE ALSO A DALLAS COLLEGE INSTRUCTOR.

[01:50:07]

SO THEY KIND OF HAVE TIERS OF INDIVIDUALS WHO ARE WORKING WITH US, SOME WORKING DIRECTLY ON THE ACADEMIC SIDE WITH THE ACADEMIC SCHOOLS AND LEADERSHIP AND THEN OTHERS WORKING WITH EDUCATIONAL PARTNERSHIPS, OUR TEAM AND EVEN STUDENT SUCCESS AROUND THE SUCCESS COACHES ADVISING AND THINGS OF THAT NATURE.

SO LET ME ASK YOU SOMETHING.

I KNOW AT ONE TIME THERE WAS A PROBLEM WITH.

US NOT BEING ABLE TO OFFER DUAL CREDIT AS SOME DISD AND SPECIFICALLY DISD HIGH SCHOOLS BECAUSE THEY DIDN'T HAVE PEOPLE ON THEIR STAFFS WHO COULD MEET OUR REQUIREMENTS AND SO FORTH.

IS THAT POSING A PROBLEM NOW OR.

SO WE ARE.

LET ME ASK IT LIKE THIS.

ARE WE OFFERING DUAL CREDIT EVERYWHERE THAT WE POSSIBLY CAN AND NO HIGH SCHOOL OR STUDENTS ARE BEING LEFT OUT OF HAVING THAT OPPORTUNITY.

SO THAT'S A JOINT EFFORT, RIGHT? SO WE ARE DEFINITELY EXPANDING DUAL CREDIT AS OUR ISD PARTNERS REQUEST, RIGHT? SO THEY ALWAYS PUT IN THE REQUEST BECAUSE IT'S JUST NOT A MATTER OF WHAT WE CAN DO.

IT'S A MATTER OF WHAT THEY CAN SUPPORT ON THEIR END.

SO THE ANSWER WOULD BE YES, AS LONG AS THEY'RE REQUESTING IT.

WE'RE PROVIDING AND SORT OF BEING RESPONSIVE TO THEIR NEEDS.

ON THE OTHER ISSUE WITH NOT BEING ABLE TO PROVIDE TEACHERS THAT I DON'T KNOW, I THINK THAT WAS BACK IN LIKE 16.

WE HAD A REALLY HUGE ISSUE WITH DISD TEACHERS NOT NECESSARILY HOLDING THE RIGHT CREDENTIALS.

THERE WAS A BIG PUSH BACK THEN THAT INDIVIDUALS WERE GOING TO GET THAT GENERIC MASTER'S IN HIGHER EDUCATION, BUT IT WASN'T DISCIPLINE SPECIFIC.

SO THAT BEGAN A CAMPAIGN THAT WE ENGAGED IN WITH THE ISD TO EDUCATE THEIR EMPLOYEES ABOUT THE CREDENTIALS AND WHAT WOULD BE REQUIRED IF THEY WERE INTERESTED IN COMMUNITY COLLEGE TEACHING.

AND THAT REALLY SOLICITED SOME GREAT NUMBERS.

I KNOW WHEN ANNA WAS STILL HERE, IT WAS ABOUT 220 NEW INDIVIDUALS WERE ONBOARDED THROUGH THAT PROCESS.

SO WE ARE SEEING GOOD RESULTS FROM THAT CONTINUED CAMPAIGN TO JUST REMIND INDIVIDUALS, IF YOU WANT TO TEACH, YOU HAVE TO HAVE CORE CONTENT, SPECIALIZATION AND NOT HIGHER ED. I WAS GOING TO SAY THE MOVE TO DALLAS COLLEGE HAS ALSO HELPED INCREASE THE BANDWIDTH OF FACULTY BEING ABLE TO TEACH AT MULTIPLE ISD CAMPUSES AND ACROSS MULTIPLE ISD'S AS WELL.

IN OUR OLD WORLD, IF YOU WERE A FACULTY MEMBER AT CEDAR VALLEY, YOU WOULD BE LIMITED TO JUST TEACHING IN THE ISD PARTNERSHIPS ATTACHED OR ASSOCIATED WITH CEDAR VALLEY.

SO IN OUR SCHOOL OF EDUCATION, WE HAVE A LOT OF EXAMPLES OF FACULTY THAT ARE TEACHING ACROSS MANY ISD PARTNERS AND MANY ISD SCHOOLS.

I WANTED TO QUICKLY ADD IN OUR CAREER AND TECHNICAL EDUCATION.

SO CTE TRAINING, HIRING CREDENTIALED FACULTY REMAINS A CHALLENGE FOR DALLAS COLLEGE.

SO CAREER AND TECHNICAL AREAS, RIGHT? SO OUR LIKE FOR EXAMPLE, AUTO MECHANIC, ELECTRICAL TRAINING, ELECTRICIANS, CONSTRUCTION TRADES, ROBOTICS, MECHATRONICS.

THOSE AREAS ARE VERY DIFFICULT TO FIND.

CREDENTIALED FACULTY LIKE DALLAS COLLEGE HAS A CHALLENGE WITH THAT.

SO WE'VE WORKED WITH THE ISD TO COME UP WITH A SOLUTION WHERE AND YOU'LL SEE IT IN THE SCHOOL OF MIT.

OUR PLANS FOR EXPANDING CONSTRUCTION TRADES TO CEDAR VALLEY AS A POINT OF CONTACT.

BUT THEN THE ISD'S CAN BUST TOO, SO THE INDIVIDUAL ISD'S WOULDN'T THEN NEED TO HAVE FIVE DIFFERENT CREDENTIALED FACULTY, BUT WE WOULD PROVIDE THE CREDENTIALED FACULTY AND TRAINING LOCATION AT OUR CAMPUS.

SO THAT'S ONE OF THE CREATIVE SOLUTIONS THAT WE'VE HAD TO COME UP WITH TO SOLVE THIS.

BASICALLY, THIS NEW STRUCTURE HAS ALLOWED YOU TO HAVE FLEXIBILITY ACROSS THE DISTRICT ENTIRELY TO ADDRESS THIS SPECIFIC ISSUE.

YEAH, THAT'S TRUE.

I DON'T REMEMBER RECEIVING THIS TYPE OF PRESENTATION BEFORE THE DHCD DID WE RECEIVE THIS TYPE OF PRESENTATION AS TO THE ACADEMIC SIDE, YOU KNOW, IT WOULD HAVE BEEN VERY NARROW WHERE WHERE YOU MAY HAVE BEFORE THAT IT MAY HAVE BEEN CAMPUS SPECIFIC, BUT ABSOLUTELY NOT. NOT NOT LIKE THIS.

SO TO ME, IT IT REALLY SENDS POSITIVE MESSAGES ABOUT YOU ALL ARE GELLING IN THE SCHOOLS OF SET UP AND WORKING COLLABORATIVELY TOGETHER ACROSS AND UP AND DOWN AND WHATEVER WAY TO PROVIDE STRATEGIES THAT WILL GIVE THE BEST OUTCOMES FOR THE STUDENTS.

[01:55:07]

THANK YOU. AND I HAVE TO MENTION OUR OTHER FACULTY COUNCIL PRESIDENT THAT WE LEFT OUT, PROFESSOR AARON KELLY.

SHE ISN'T BACK THERE, BUT I WOULDN'T WANT AARON TO THINK I FORGOT HER.

WE LOVE AARON, SO SHE'LL BE HERE IN ABOUT 30 MINUTES.

30 MINUTES. SHAWNDA REAL QUICK.

YES. CAN YOU. OF COURSE.

ANY PROBABLY SEVERAL OF YOU COULD ANSWER THIS, BUT THINGS ARE CHANGING IN K-12, RIGHT? AND THEY'RE GOING SORT OF UPSTREAM MORE INTO VOCATIONAL EDUCATION.

ALL THESE TECHNOLOGY JUST THEY'RE VERY COMPLEMENTARY TO EVERYTHING THAT DALLAS COLLEGE IS DOING.

WHAT IS IT THAT WE'RE DOING TO SUPPORT THAT DIRECTION IN 12? WELL, I CAN JUST SPEAK TO THE CAREER AND TECHNICAL EDUCATION SPACE.

SO. SO THERE'S HIGH SCHOOL CTE AND THEN THERE'S COLLEGE LEVEL CTE.

SO WE'RE WORKING TO EXPAND DUAL CREDIT, CTE, WHERE THEY WOULD GET COLLEGE CREDIT AND THEN COLLEGE LEVEL CERTIFICATES, WHICH THEN STACK INTO THE AAS, THE CAREER, THE CTE INSTITUTES THAT THE ISD'S ARE BUILDING ARE HIGH SCHOOL CREDIT.

AND THE DIFFERENCE REALLY IS THE JOBS THAT THEY WOULD BE QUALIFIED FOR WHEN THEY COME OUT, RIGHT.

HAVING THAT HANDS ON AND FOR THE STUDENTS HAVE THAT HANDS ON PROPENSITY AND AND PASSION FOR THAT IS A REALLY GOOD STARTING POINT FOR THEM TO BE IN CTE PROGRAMS. AND THEN IF YOU WOULD RECRUIT OUT OF THOSE, FOR THEM TO BE IN OUR CREDIT CERTIFICATE PROGRAMS OR CTE CERTIFICATE PROGRAM.

BUT WE'RE ALSO BUILDING THOSE RELATIONSHIPS NOW TO OFFER MORE DUAL CREDIT, CTE, WHERE WE DIDN'T HAVE BEFORE, SO THAT STUDENTS CAN EARN THOSE CERTIFICATES AND BE COMPETITIVE FOR THESE JOBS THAT REQUIRE CERTIFICATES OR AAS DEGREES.

SO VERY NEAT FUTURE. FOR A QUICK NUTSHELL, WHAT ARE WE DOING RIGHT NOW REALLY QUICK? SO AGAIN, IT'S ABOUT DIFFERENT ENTRY AND EXIT POINTS.

AND IT GOES TO DR. TRAN'S POINT.

WE'VE BEEN NIMBLE IN REDESIGNING PATHWAYS, WORKING STRATEGICALLY, AND MIT IS A GREAT EXAMPLE WITH DIFFERENT ISD'S THAT HAVE DIFFERENT DIRECTIONS, WHETHER IT'S AN INCREASE OF CTE, A REDESIGN OF THE WAY WE'RE FACILITATING P-TECH OR EARLY COLLEGE HIGH SCHOOL, BECAUSE MAYBE STUDENTS ARE INDUSTRY FOCUSED, SOME ARE UNIVERSITY FOCUSED.

SO AGAIN, WE REMAIN NIMBLE TO ADDRESS AND ADJUST TO WHAT OUR K12 PARTNERS NEED.

AND THIS MODEL HAS REALLY HELPED TO CULTIVATE THAT.

OFTEN WE'RE WORKING TOGETHER TO KIND OF SAY, OKAY, WHAT DO WE HAVE AND HOW DO WE ENSURE THAT WE'RE MEETING YOU WHERE YOU ARE? DALLAS GARLAND RICHARDSON SO WE DON'T HAVE REALLY ONE PATHWAY, BUT RATHER, AGAIN, A NIMBLE AND FLUIDITY IN THE WAY IN WHICH WE'RE PARTNERING WITH THEM TO MEET THE NEEDS OF THEIR STUDENTS. IS IT IS IT FAIR TO SAY THAT THE PARTNERSHIP THAT DALLAS COLLEGE HAS DEVELOPED WITH ISD'S, DALLAS AND OTHERS HAS REACHED SUCH A LEVEL OF DEPTH, EVEN INTIMACY, WHERE THEY'RE DESIGNING HIGH SCHOOL PATHWAYS THAT ALIGN TO THE COLLEGE PATHWAYS THAT WE OFFER BOTH IN THEIR SCHOOLS AND ALSO ON OUR ON OUR OWN. AND ABSOLUTELY.

AND IT'S AT THIS LEVEL AND BEYOND.

SO IT'S PLANNING FOR THE HIGH SCHOOL, WHAT'S GOING TO HAPPEN AT THE ASSOCIATE'S LEVEL.

BUT WE EVEN HAVE EXAMPLES WHERE WE'RE TO WHAT UNIVERSITY ARE YOU GOING ONCE YOU FINISH DALLAS COLLEGE? TO WHAT INDUSTRY ARE YOU MAPPED? SO ABSOLUTELY. I THINK THAT IT'S A VERY INTIMATE AND COLLABORATIVE RELATIONSHIP THAT WE'VE DEVELOPED, ESPECIALLY WITH OUR LARGER INDEPENDENT SCHOOL DISTRICTS.

I THINK JUST FOLLOWING UP YOUR CONVERSATION WITH WHAT WHAT I WHAT I'M REALLY LEARNING IS WITHIN THE HIGH SCHOOL OR THE HIGH SEAS, I'M TALKING ABOUT DUNCANVILLE, CEDAR HILL, IRVING, GRAND PRAIRIE, THE CTE PROGRAM AT THE HIGH SCHOOLS IS LIKE EVERYTHING ELSE.

IT'S LIKE THIS.

YEAH. OKAY.

YEAH. AND SO GRAND PRAIRIE HAS GOT THIS MAMMOTH OPPORTUNITY OUT HERE WITH THE CTE.

KIND OF LIKE AMARILLO.

AMARILLO HAS GOT ONE OF THE MOST PHENOMENAL CTE PROGRAMS. I MEAN, IT'S NATIONWIDE RECOGNIZED GRAND PRAIRIE.

DUNCANVILLE AT ONE TIME, 20 YEARS AGO, HAD PROBABLY THE MOST AGGRESSIVE CTE PROGRAM.

AS THE DEMOGRAPHICS CHANGE, IT WANED AWAY AND WENT AWAY AS THE DEMOGRAPHICS CHANGED.

THERE WASN'T A LOT OF PEOPLE COMING IN THERE THAT WANTING TO BE FARMERS AND HOG FARMERS AND CATTLE FARMERS AND ALL THAT KIND OF STUFF.

SO THEY LOST THE WELDING, THEY LOST EVERYTHING.

YOU KNOW, I INVITED THE SCHOOL BOARD MEMBERS FROM DUNCANVILLE TO THE CULINARY DEMO DINNER THE OTHER NIGHT.

THEY LEFT. THEY'RE SO EXCITED AND WENT BACK AND SAID, MAN, OUR CULINARY PROGRAM IS GOING TO GET INTO SECOND GEAR.

OKAY, SO I'VE BEEN TALKING WITH THE CHANCELLOR ABOUT HOW WE GET THIS AGAIN.

AND SO I THINK THERE'S A GREAT OPPORTUNITY TO BOLSTER OUR CERTIFICATION PROGRAM.

[02:00:01]

AND WE I THINK WE DO THAT PERSONALLY.

IT'S JUST A PERSONAL OPINION.

I THINK WE NEED TO HAVE PEOPLE ON CAMPUS 24 OVER SEVEN, AN INDIVIDUAL THAT LIVES IN THAT CTE WORLD BECAUSE THAT'S A DIFFERENT WORLD THOSE COUNSELORS AT THE HIGH SCHOOLS HAVE EMPLOYED.

THEY HAVE LUNCH DAY DUTY, THEY HAVE BUS DUTY.

THEY HAVE EVERY KIND OF DUTY IN THE WORLD EXCEPT CARING ABOUT THOSE KIDS.

LIKE WE'VE LEARNED THAT OUR.

ADVISORS DO ON OUR CAMPUS.

I THINK WE COULD REALLY CHANGE AND MAKE SOME OF THE NUMBERS THAT THE CHANCELLOR TALKED ABOUT.

ENROLLMENT WOULD BE UNBELIEVABLY EXPLOSIVE IF WE GO AND HELP THEM BE BETTER AT WHAT THEY DO WILL MAKE US BETTER AT WHAT WE DO.

AND THERE'S A TREMENDOUS OPPORTUNITY.

I DON'T KNOW ABOUT DALLAS AS PER SE, BUT I CAN TELL YOU THE SUBURBAN AREAS THAT I REPRESENT, I THINK THOSE SUPERINTENDENTS WOULD WELCOME YOU WITH OPEN ARMS AND IT WOULD CHANGE OUR DIMENSIONS TOTALLY.

SO I THINK YOUR QUESTION IS ABSOLUTELY SPOT ON, AND I THINK I'D JUST LOVE TO SEE THAT AMBASSADOR PLANTED ON THOSE CAMPUSES.

OKAY. I'M GOING TO MOVE ON TO TALKING ABOUT THE ACADEMIC MOSS.

AND SO THE ACADEMIC MASTER PLAN YOU'RE GOING TO HEAR A LOT ABOUT OVER THE NEXT TWO DAYS.

BUT REALLY FOR US IN ACADEMICS, IT WAS A CONVERSATION ABOUT 2030, IT WAS A CONVERSATION ABOUT WHAT ARE WE GOING TO DO AND WHERE DO WE WANT TO BE BY 2030? AND THROUGHOUT THESE CONVERSATIONS AND DR.

FLOYD MENTIONED MULTIPLE CONVERSATIONS, WE HAD SPECIFICALLY ABOUT EPIDEMIC MASTER PLAN AS A TEAM.

FOUR PILLARS REALLY EMERGED AT THE CORE OF THESE, THE NEED TO OFFER LEARNING EXPERIENCES THAT CATER TO THE UNIQUE NEEDS, THE VARIOUS STUDENT GROUPS WITHIN OUR COLLEGE COMMUNITY, A CURRICULUM THAT'S RESPONSIVE TO REGIONAL AND LOCAL NEEDS WITH PROGRAMS DESIGNED TO OFFER FAST, FAST TRACKED STACKABLE CREDENTIALS THAT ARE QUICK STABLE TO WORK READY SKILLS, A FOCUS ON THE DIGITAL EXPERIENCE OF STUDENTS.

AND AS YOU HEARD ME SAY, NOT ONLY ABOUT THE DELIVERY, NOT ONLY IN THE DELIVERY OF INSTRUCTION, BUT A DIGITAL EXPERIENCE THAT READY STUDENTS FOR THE WORLD OF WORK AND LIFELONG LEARNING AS WELL.

AND FINALLY, AN ACADEMIC MASTER PLAN FOR THE COLLEGE THAT WOULD BE EQUITABLE IN TERMS OF THE SERVICES, TEACHING PRACTICES AND SPACES THAT WOULD MEET THAT MEET THE NEEDS OF OUR STUDENTS.

THROUGH OUR ONGOING CONVERSATIONS AND DISCUSSIONS AND COLLABORATIVE THINKING, WE IDENTIFIED KEY PROGRAM PRIORITIES FOR THE YEAR 2030.

YOU SEE SOME OF THOSE LISTED THERE.

THESE PRIORITIES EXTEND BEYOND CURRICULUM ENHANCEMENTS AND AIM TO ESTABLISH SUSTAINABLE PROGRAMS THAT SUPPORT STUDENT SUCCESS THROUGHOUT THEIR JOURNEY WITHIN AND BEYOND OUR COLLEGE.

AT THE SAME TIME, AS OUR CONVERSATION HAS PROGRESSED, WE EXPLORED INNOVATIVE APPROACHES TO PHYSICAL SPACES DEDICATED TO TEACHING AND COMMUNITY ENGAGEMENT.

AND THE DOWNTOWN HUB REALLY EMERGED AS AN OPPORTUNITY TO EXPERIMENT WITH IDEAS THAT COULD SERVE AS PROTOTYPES FOR FUTURE SPACES IN OTHER LOCATIONS AS WELL.

NEXT SLIDE. COULD YOU GO BACK TO THE PREVIOUS SLIDE? I'VE GOT A COUPLE OF QUESTIONS.

SO THE DALLAS COLLEGE CAMPUS DID PREP FOR YOUNG PEOPLE.

HOW YOUNG? DOWN? THAT'S IT. SO IT WILL START WITH CAMPS.

BUT REMEMBER, WE'RE TALKING FUTURE NOW.

AND SHOULD TRANSITIONS CARRY A LITTLE BIT DEEPER? MEANING HOW MANY YEARS? WELL, THIS IS A PART OF OUR PLAN FOR 2030.

YOU SAW SOME OF OUR INCREASE IN SUMMER CAMPS THIS SUMMER.

WE'VE OFFERED MORE CAMPS THIS SUMMER THAN WE HAVE SINCE THE INCEPTION OF DALLAS COLLEGE.

BUT AS WE GET INTO THE PLAN, I'LL AD LIB A LITTLE BIT MORE WHERE PEOPLE ARE TALKING, BUT IT DEFINITELY WOULD START DOWN IN THOSE TEEN LEVELS.

I'M NOT GOING TO GO ALL THE WAY DOWN TO EIGHT, ALTHOUGH I KNOW UMI HAD SOME VERY YOUNG STUDENTS IN HIS HEALTH SCIENCES CAMP THIS SUMMER, SO IN A MIDDLE SCHOOL AS WELL.

WE HAD THROUGH ETMS, SO IT'LL DEPEND ON THE CONTENT THAT'S BEING OFFERED, BUT WE'RE DEFINITELY TALKING ABOUT FROM THE SUMMER CAMP FOCUSED ON BUILDING THE INTEREST IN DALLAS COLLEGE AND THE STUDENTS COMMITMENT TO THEIR EDUCATIONAL PROCESS FROM A VERY YOUNG AGE.

SO AM I UNDERSTANDING YOU CORRECTLY IN SAYING IT'S GOING TO BE INCREMENTAL? YES. AND THEN WHAT DO YOU ENVISION BEING IN PLACE IN 2030? BECAUSE THIS IS GOING TO BE INCREMENTAL.

IT'S GOING TO BE INCREMENTAL, AND WE'LL DEFINITELY PROVIDE UPDATES.

REMEMBER, THIS IS VISION.

NONE OF WHAT YOU'RE SEEING NOW IS REAL.

IT'S NOT HAPPENING.

THIS IS A PLAN, A CONCEPT, AN IDEA FOR US TO REALLY FUTURE FORWARD.

[02:05:01]

SO THAT MEANS THE DALLAS COLLEGE CAMPUS IS NOT FULLY GELLED YET AS TO WHAT THAT WILL BE IN 2030.

NO. OKAY. CONCEPTS AROUND IT, MENTORING, TUTORING, SUPPORT, EXPERIENCES, IMMERSED EXPERIENCES.

SO BY THE SAME TOKEN, NONE OF THIS IS FULLY GELLED, BUT WE ALREADY ARE THINKING ABOUT LOOKING AT THE DIGITAL EXPERIENCE DESIGN FOR SUCCESS.

WE'RE GOING TO GET THERE.

OKAY? IF WE CAN GET THROUGH SOME MORE OF THIS STUFF, DO WE? OKAY. WE HAVE A COUPLE OF QUESTIONS, I THINK FROM TRUSTEE RIDDER AND THEN TRUSTEE.

SHE MENTIONED SUMMER CAMPS, AND I'M LOOKING AT THIS LIST OF SPACES AND CREATIVE ARTS AND MEDIA CENTER AND THINKING ABOUT ROJAVA AND ALL THE GREAT STUFF WE DO IN THEATER AND THE ARTS. AND I MEAN, HOW DO WE LIKE, HAVE SUMMER CAMPS AT ALL OVER DALLAS COLLEGE NOW? AND SHOULD WE OR IS THAT SOMETHING YOU GUYS ARE THINK? I MEAN, WHAT AN INTAKE MECHANISM.

I MEAN, WE'VE HAD THE MOST SUMMER CAMPS THAT WE'VE EVER HAD THIS SUMMER AT DALLAS COLLEGE AND I WISH I HAD THE LIST, BUT IT WAS DEFINITELY MORE EXHAUSTIVE AND EXPANSIVE, I BELIEVE. AND VICE PROVOST, THESE ARE YOUR SCHOOLS.

WE COVERED ALL OF OUR PRIMARY CAMPUSES WITH AT LEAST ONE CAMP.

TELL ME ABOUT A CAMP.

WHAT DO YOU MEAN? WHEN YOU TALK ABOUT YOUR CAMP AND I CAN TALK WITH MOUNTAIN VIEW? WE ARE ACTUALLY DOING A MIDDLE SCHOOL AND A HIGH SCHOOL SUMMER CAMP FOR STEM STUDENTS.

AND WE SPECIFICALLY REACHED OUT TO THE HIGH SCHOOL AND THE MIDDLE SCHOOL COUNSELORS.

AND WE ASKED LIKE, WHAT IS THE FOCUS YOU WOULD LIKE TO HAVE FROM A STEM PERSPECTIVE FOR A SUMMER CAMP? AND WE HAD DISCUSSION AND THEY SAID LIKE, OKAY, GAMING IS ONE AREA THEY WOULD REALLY LOVE.

SO WE HAVE TWO SUMMER CAMPS, SEPARATE WHERE THE STUDENTS ARE GOING TO COME, WHERE THE FACULTY MEMBERS ARE GOING TO GIVE A TOUR OF THE CAMPUS FACILITIES, THEN THEY ARE GOING TO GIVE THEM THE OPPORTUNITIES OF WHAT CAREER OPPORTUNITIES ARE THERE IN THIS AREA.

I MEAN, ONE OF THE BIGGEST AREAS OF EXPLORATION IS LACK OF KNOWLEDGE FOR CAREER.

FOR EVERY DISCIPLINE IS ONE WE ARE SEEING THE STUDENTS ARE NOT UNDERSTANDING THE BREADTH OF A PROGRAM.

SO WE WANTED TO MAKE SURE THE CAREER OPPORTUNITIES ARE PRESENTED AND THEN WE MOVE ON TO WE ACTUALLY HAVE A TOUR FOR THE STUDENTS TO THE MUSEUM IN FRISCO WHERE THE NATIONAL MUSEUM OF GAMING IS THERE.

SO WE ARE TRYING TO MAKE SURE THE STUDENTS ARE ADDRESSED ON MULTIPLE LEVELS, TRYING TO CREATE THE INTEREST FOR THEM IN THE AREAS WHILE KEEPING THE EMPLOYMENT AND THE EMPLOYABILITY AS A TARGET AS WELL.

WE HAVE TWO GOING ON MIDDLE SCHOOL AND HIGH SCHOOL.

THEY ARE ALREADY GOING ON.

IN A MONTH. IT STARTS THIS, THIS, THIS MUCH.

OKAY, I NEED THE INFORMATION.

I'VE GOT A MIDDLE SCHOOL STUDENT.

I APPRECIATE THE INTEREST IN SUMMER CAMPS.

AND AS DR. FLOYD MENTIONED, WHERE WE HAVE A FOCUS ON INTENTIONALLY GROWING THAT BECAUSE WE RECOGNIZE THAT'S A SERVICE TO THE COMMUNITY.

WHILE WE'RE NOT GOING TO ENROLL A MIDDLE SCHOOL STUDENT AT THIS MOMENT, WE CREATE THAT CONNECTION TO DALLAS COLLEGE, NOT JUST AT THE STUDENT LEVEL, BUT AT THE FAMILY LEVEL.

MOM, DAD, GRANDPARENT, WHOEVER IS WALKING THEIR STUDENTS TO THE CAMP, THEY'RE BRINGING THEM THERE.

THEY'RE MAKING THE CONNECTION WITH US.

SO WE CERTAINLY INTEND TO CONTINUE EXPANSION OF THOSE PROGRAMS AS WE'VE SEEN GREAT INTEREST IN THE ONES THAT WE'VE BEEN ABLE TO OFFER THIS SUMMER.

TRUSTEE COUNCILMAN HAD A QUESTION.

WERE YOU, SIR, CAN YOU ENVISION A CAMP PROGRAM WHERE WE HAVE OFFERINGS IN EACH OF OUR PATHWAYS? YES. OKAY, I'M DONE.

YOU MADE THE COMMENT THAT.

THIS DOESN'T EXIST NOW.

THIS IS FOR 2030.

FUTURE VISION.

OKAY. I'M LOOKING AT.

THAT PAGE RIGHT THERE.

AND THIS IS FOR YOU, TOO, JUST SO.

YOUR PLANS MOVING FORWARD FOR 2030 SHOULD INFORM WHAT THE BOARD NEEDS TO THINK ABOUT AND LOOK AT WHEN WE'RE TALKING ABOUT WHAT WE WANT TO DO WITH THIS BOND MONEY.

YES, CORRECT ASSUMPTION.

SO WHEN YOU ALL PRESENT THAT THIS IS ALL IN WHAT YOU'RE PROPOSING MOVING FORWARD AND ENOUGH SPACE AND ALLOCATION OF FUNDS TO FUND THIS, ARE YOU ALL HAVING SET PRIORITIES YET? OH, YEAH. NOT ALL THERE YET.

SO WHEN WE GET INTO THE BOND CONVERSATION TOMORROW, WE'LL WE'LL SHOW WHAT'S ALREADY BEEN BUILT OR IS IN PROCESS OF BEING BUILT AND FUNDED AND PROGRAMING AROUND.

[02:10:02]

SO YOU'RE YOU'RE GOING RIGHT TO THE TIME TO THE SLIDE THERE.

BUT BUT WE'LL SHOW WHAT WHAT'S BEEN DONE THEN.

WHAT'S IN PROGRESS? WHAT ARE WE NOT DONE.

OBVIOUSLY THERE'S A LOT AROUND DOWNTOWN THAT WE'RE LOOKING AT.

WHAT IS THE PROGRAMING THAT MAKES SENSE IN DOWNTOWN THAT MAY LOOK DIFFERENT THAN HOW WE ORIGINALLY ENVISIONED IT IN 2019.

AND THEN, YOU KNOW, WE HAD TALKED ABOUT WHAT A PHASE THREE OF A BOND INITIATIVE MAY LOOK LIKE.

AND SO, YOU KNOW, WHAT ARE THE REMAINING DOLLARS AND NEEDS THAT MAY STILL EXIST AFTER WE GET THROUGH A PHASE TWO COMPONENT TO IT. SO, YES, THIS ABSOLUTELY DOES HELP INFORM US.

THAT DOESN'T MEAN THAT WE'VE THAT IT'S ALREADY ALL IN PLACE WHEN WE TALK ABOUT SOME OF THESE FUTURE, YOU KNOW, THESE FUTURE PHASES AS RELATES TO FACILITIES.

AND THEN ONE LAST COMMENT I JUST WANT TO MAKE SO WE DON'T LOSE IT ON THE SUMMER CAMP COMPONENT WHILE WE'RE FOCUSING HERE, OUR STRATEGIES IN K-12 AND BRINGING YOUNGER STUDENTS ON BOARD. WE DO HAVE A MULTI GENERATIONAL APPROACH THAT YOU WILL SEE THAT MORE AS OUR WORKFORCE PARTNERS COME UP AND PRESENT WHEN WE'RE TALKING ABOUT COMMUNITY CAMPUSES.

SO WE'RE NOT TRYING TO EXCLUDE ANY AGE GROUP, BUT REALLY TRYING TO BE RESPONSIVE TO OUR ENTIRE COMMUNITY SO THAT MORE TO COME.

YOU KNOW, YOU JUST YOU DON'T WE DON'T HAVE TO REINVENT THE WHEEL ON SUMMER CAMPS.

SUMMER CAMPS HAVE BEEN USED BY THE ATHLETIC DEPARTMENTS FOR LIFE.

HOW DO YOU THINK THEY GET THE ATHLETES INTERESTED AND THEY COME AND THEY BRING PEOPLE TO THE AND THEN THAT COACH COMES BACK, THAT RECRUITING RECRUITING COACH COMES BACK TO THAT KNOXVILLE CAMPUS ABOUT ONCE A MONTH.

AND SO, I MEAN, YOU'RE TALKING ABOUT A VERY NARROW SECTION, BUT THEY KNOW THAT WORKS AND THAT'S HOW THEY END UP LANDING THOSE KIDS AS SOPHOMORES AND JUNIORS WHEN THEY'RE NOT GOING TO GRADUATE FOR 2 OR 3 YEARS.

AND I THINK IT'S THE SAME THING THAT WE CAN DO FOR TWO REASONS.

ONE IS WE WE HAVE A LOT OF OUR POPULATION.

WE HAVE PARENTS WHO DON'T HAVE THE EXPERIENCE OR THE VISION TO SHARE WITH THEIR STUDENT CHILDREN.

AND WE OWE WE OWE THAT FAMILY THAT THAT EXPERIENCE.

AND I THINK SUMMER CAMPS IS PROBABLY THE ABSOLUTE BEST WAY OF DOING THAT.

PLUS, IT OCCUPIES THEM DURING THE SUMMER AS WELL, YOU KNOW, AND THE PARENTS LOVE THAT.

SO YEAH, I'LL SAY LAST THING ON SUMMER CAMPS AND THEN WE GOT TO MOVE ON.

YES. CHILD CARE.

I MEAN, I THINK IT SOLVES THAT OTHER PIECE OF OUR PEOPLE NEED CHILDCARE.

SO TEACHING THEM EDUCATION, EXPOSING THEM ONE ON ONE.

I UNDERSTAND WHERE YOU UNDER THE SPACES, EVERYTHING ELSE.

BUT WHAT IS YOUR VISION FOR A CENTRAL SOUTH AMERICA CAMPUS? SO WE'RE GOING TO GET TO THAT.

IF WE CAN KEEP GOING THROUGH THE SLIDE PRESENTATION BECAUSE WE'RE NOT.

SHE'S GOING TO GET TO THAT IN SOME DETAIL IN A MINUTE.

OKAY. I THINK THAT WAS LIKE THE BIG PICTURE SLIDE.

RIGHT? YOU'RE GOING TO GO SO LET'S HOLD OUR QUESTIONS.

LET'S TRY FOR AT LEAST LIKE THE NEXT 15 MINUTES.

SO WRITE DOWN YOUR QUESTIONS SO THEY CAN GET THROUGH SOME OF THE SLIDES.

SO JUST TO KIND OF FOCUS ON THIS SLIDE, OUR CONVERSATIONS HIGHLIGHTED SOME EXISTING CHALLENGES RELATED TO PROGRAM ACCESSIBILITY, RESOURCE AVAILABILITY AND THE NEED FOR MODERNIZED LEARNING ENVIRONMENTS ACROSS OUR LOCATIONS AND COLLEGE.

WITH THE HORIZON SET FOR 2030, THE ACADEMIC MOSS PROGRAM EMPHASIZES THE NECESSARY STEPS REQUIRED TO BETTER SERVE OUR COMMUNITY, ADDRESS LEGACY ISSUES AND FULFILL OUR COMMITMENT TO EXCELLENCE.

SO IN SUBSEQUENT SECTIONS OF THE PRESENTATIONS, WE'RE GOING TO OUTLINE THREE KEY MILESTONES ESTABLISHED BY THE ACADEMIC LEADERSHIP.

THE FIRST OF THESE IS EQUITABLE, EQUITABLE PROGRAM DISTRIBUTION ACROSS LOCATIONS.

OUR OBJECTIVE IS TO ENSURE THAT PROGRAMS ARE ACCESSIBLE AND AVAILABLE ACROSS VARIOUS LOCATIONS, PROVIDING EQUAL OPPORTUNITIES TO STUDENTS THROUGHOUT OUR COLLEGE COMMUNITY.

NEXT, WE'LL KIND OF LOOK AT INVESTMENT IN INSTRUCTIONAL SPACES, FACILITIES, PLANNING OR LOCATIONS.

AGAIN, WE'RE COMMITTED TO ENHANCING INSTRUCTIONAL SPACES ACROSS ALL OUR LOCATIONS, FACILITATING OPTIMAL LEARNING ENVIRONMENTS FOR STUDENTS AND FACULTY ALIKE.

AND FINALLY, WE'LL TALK ABOUT THE REALIZATION OF A COMPREHENSIVE DOWNTOWN INNOVATION HUB.

OUR VISION ENCOMPASSES THE ESTABLISHMENT OF A FULLY DEVELOPED DOWNTOWN INNOVATION HUB THAT FOSTERS CREATIVITY, COLLABORATION AND TRANSFORMATIVE

[02:15:02]

SO I HAVE THE OPPORTUNITY TO TALK TO YOU ABOUT MILESTONE ONE.

AND AS DR.

PAOLO MENTIONED, THIS MILESTONE REALLY FOCUSES ON LOOKING AT THE DISTRIBUTION OF OUR PROGRAMS ACROSS ALL SEVEN CAMPUSES.

NOW, IF WE LOOK AT THE NEXT TWO SLIDES, YOU'RE GOING TO SEE SOME EXAMPLES OF THE WAY IN WHICH WE'RE LOOKING TO REDISTRIBUTE OUR PROGRAMS BETWEEN NOW AND 2025.

SO THERE ARE SOME CONSIDERATIONS THAT WE WANT TO SHARE IF WE THINK ABOUT THIS REDISTRIBUTION.

ONE OF THE FIRST IS THAT IT'S REALLY BUILT ON STILL THIS IDEA THAT WE WILL CONTINUE TO GROW OUR ACADEMIC TRANSFER COURSEWORK ACROSS ALL SEVEN CAMPUSES.

SO WHILE YOU SEE CERTAIN THINGS HIGHLIGHTED HERE, WE RECOGNIZE THAT ACADEMIC TRANSFER IS A SIGNIFICANT PART OF OUR STUDENTS EXPERIENCE.

AND SO ACADEMICALLY, WE REMAIN COMMITTED TO ENSURING THAT THAT MODEL GROWS ACROSS THE SEVEN CAMPUSES.

THE OTHER THING IS YOU'RE LOOKING AT THE DIFFERENT EXAMPLES THAT WE OUTLINED IS THAT WE WANT TO NOTE THIS IS NOT AN EXHAUSTIVE LIST.

THIS IS NOT A FULLY COMPREHENSIVE LIST.

THERE MAY BE OTHER THINGS OUTSIDE OF WHAT YOU SEE LISTED HERE, BUT THESE ARE OUR FLAGSHIP PROGRAMS THAT WE STRATEGICALLY LOOK TO LAUNCH BETWEEN NOW AND 2025 AT THESE CAMPUSES.

A LOT OF THIS WORK IS DONE IN THIS IDEA OF LOOKING STRATEGICALLY AT THE LOCATION, WHAT EXISTS WITHIN THAT COMMUNITY, WHERE ARE THERE OPPORTUNITIES FOR COLLABORATION WITH INDUSTRY, AND THEN HOW DO WE ENSURE THAT WE'RE POSITIONING STUDENTS WHO ARE LIVING IN THESE AREAS TO HAVE SKILLS TO GO INTO WORK IN THE AREAS IN WHICH THE CAMPUSES RESIDE? SO THAT'S A LOT OF WHY SOME THINGS ARE HERE AND SOME THINGS ARE THERE.

WE'VE ALSO CERTAINLY TRIED TO LOOK AT MAXIMIZING THE AMAZING CAMPUS FACILITIES THAT WE HAVE AVAILABLE TO SUPPORT OUR STUDENTS AS WELL.

THE LAST NOTE I WANT TO MENTION ON OUR CAMPUS LOCATIONS IS THAT IT ALSO TAKES INTO ACCOUNT OUR IMPORTANT DUAL CREDIT, EARLY COLLEGE, HIGH SCHOOL AND P-TECH STUDENT POPULATION. AS YOU ALL KNOW, THE P-TECH STUDENTS ARE ON PATHWAYS THAT LINK NOT ONLY TO THEIR HIGH SCHOOL ENDORSEMENTS, BUT ALSO TO INDUSTRY PARTNERSHIPS.

AND SO AS WE LOOK AT REDISTRIBUTION, REDISTRIBUTION OF PROGRAMS, WE'RE SO SENSITIVE TO ENSURING WE'RE MAINTAINING THAT INTEGRITY AND MODEL THAT ALLOWS THOSE STUDENTS TO CONTINUE TO PROGRESS EARNING THEIR CERTIFICATE AND OR DEGREE, ALSO IN PARTNERSHIP WITH THE INDUSTRY RELATIONSHIPS THAT ALREADY EXIST ACROSS THE SEVEN CAMPUSES.

SATELLITE LOCATIONS. ARE WE NO LONGER CONSIDERING THESE SATELLITE LOCATIONS AS AFFILIATED WITH ONE OF THE SEVEN CAMPUSES, OR ARE THEY CONSIDERED SATELLITE LOCATIONS OF DALLAS COLLEGE? CORRECT? CORRECT. OKAY.

AND SO AS YOU SEE HERE, AGAIN, NOT AN EXHAUSTIVE LIST, BUT RATHER A KIND OF HIGHLIGHT OF PROGRAMING ACROSS THE SATELLITE LOCATION.

AS WAS MENTIONED EARLIER, WE RECOGNIZE THAT THE SATELLITE CENTERS REALLY POSITION US TO BE CREATIVE AND UNIQUE IN THE THINGS THAT WE'RE OFFERING WITHIN THE COMMUNITY TO NOT ONLY INCREASE OUR ENROLLMENT OR INCREASE THE OPPORTUNITY FOR STUDENTS TO ENGAGE WITH DALLAS COLLEGE, BUT TO ALSO MEET THE NEEDS OF THE COMMUNITY IN WHICH THE CENTER LIES. SO WHAT YOU'LL SEE HERE REPRESENTS A DIVERSE KIND OF MIX OF PROGRAMING ACROSS THE CAMPUSES.

AND WE FEEL LIKE BETWEEN NOW AND 25, WE'LL BE POSITIONED TO SEE THESE ACTUALIZED ON THE SITES AS WELL, ARE WE NOT ARE WE NOT OPERATING THE URBAN SOUTH URBAN CENTER AT ALL ANYMORE? WE ARE. AND OUR WORKFORCE PARTNERS ARE CURRENTLY HOUSED THERE.

I KNOW THAT DR.

FREEMAN HAS SOME WORKERS THERE.

SO IN TERMS OF PROGRAMMATIC DESIGN, WE'RE REALLY WORKING OFF OF WHO IS ALREADY THERE AND WHAT PROGRAMS ARE NEEDED.

WE JUST RECENTLY HAD AN ISD VACATE THE SPACE THAT HAD OUR EARLY COLLEGE HIGH SCHOOL THERE.

SO WE'RE REALLY AT THE POINT OF WORKING WITH THE COMMUNITY TO DETERMINE WHAT THEIR NEEDS ARE IN THAT SPACE BEYOND OUR CURRENT NEEDS IN TERMS OF HOUSING EMPLOYEES THAT DO WORK THERE. AND I DON'T KNOW IF YOU WANT TO SPEAK TO THAT.

NO, THERE IS NOTHING ELSE TO ADD.

I WAS SAYING THAT THEY WERE IN THE PROCESS.

THE ISD IS IN THE PROCESS OF STILL MOVING OUT OF THAT FACILITY AND SO WE HAVE OUR NEW STAFF ON THAT'S IN THEIR DISCOVERY PHASE OF DOING SOME PULSE SURVEYING AND GETTING OUT THERE AND FINDING OUT WHAT'S THE NEED OF THAT COMMUNITY BECAUSE WE JUST HAD A DIFFERENT FOCUS PREVIOUSLY.

SO NEXT YEAR, IF YOU ALL GIVE THIS TYPE OF PRESENTATION, IT'LL BE ON HERE ON THIS SLIDE BECAUSE WE WILL HAVE HAD THE OPPORTUNITY TO CANVAS PLUS PROVIDE TIME TO MOVE SOMETHING IN THERE.

WE CURRENTLY HAVE PEOPLE MOVING OUT, SO I THINK WORK FOR YOU AND GED NEED TO ALSO BE AT WEST DALLAS AND PLEASANT GROVE.

JUST A QUICK COMMENT ON THIS SLIDE.

I MEAN, A COUPLE OF YOU WERE ON THIS BOARD DURING THE 2004 BOND CAMPAIGN WHEN A LOT OF THESE FACILITIES WERE BUILT AND PAID FOR.

THIS WAS EXACTLY WHAT WAS ENVISIONED BY IT.

BUT I KIND OF HAD THE SENSE THAT WE HAVEN'T FULLY REALIZED THE POTENTIAL OF THESE SATELLITE CENTERS IN TERMS OF AFFILIATIONS WITH SINGLE COLLEGES.

AND AND NOW AGAIN, ANOTHER BENEFIT OF THE ONE COLLEGE MODEL IS TO BETTER UTILIZE THIS TYPE OF INFRASTRUCTURE.

[02:20:07]

AND WE'VE NEVER HAD THE RIGHT MIX.

I THINK WHAT HAPPENED IS THE CHANCELLOR THAT ENVISIONED THESE SATELLITE CAMPUSES EXITED.

SO WHEN THE NEW CHANCELLOR CAME ON, THEY NEVER REALLY CAUGHT THE VISION AND THEN THE PRESIDENT'S THAT THE CAMPUS WAS AFFILIATED WITH, THEY WERE CHALLENGED WITH FINDING OPERATING DOLLARS FOR THAT COMMUNITY CAMPUS.

SO THAT'S WHY I THINK AND EVER SINCE THEN, THE WAY IT CONTINUED TO EVOLVE, IT JUST NEVER HAPPENED LIKE IT NEEDED TO.

YEAH. OUR AGAIN, OUR STRUCTURE NOW AFFORDS US THAT BLANK SLATE OPPORTUNITY, MUCH LIKE REDBIRD, THAT, THAT WE COULDN'T FULLY REALIZE PREVIOUSLY WITH THE SATELLITE CAMPUS.

WHAT ABOUT CEDAR HILL AGAIN, IN TERMS OF THE SATELLITE, IS IT JUST SITTING THERE? SO AGAIN, ONE WHERE WE'RE LOOKING AT WHAT WILL MAKE SENSE BETWEEN NOW AND 2025.

AND THAT'S WHY WE REALLY SAID EVEN IN THIS PRESENTATION, THIS IS REALLY A KIND OF PROJECTION OF WHAT WE'RE SEEING BASED ON CONVERSATIONS, WHETHER IT BE WITH THE SCHOOL DISTRICTS, WITH INDUSTRY PARTNERS THAT ARE IN THAT AREA.

AND MANY OF THE ACADEMIC VICE PROVOST HAVE BEEN HAVING THOSE DIALOGS TO FIGURE OUT EXACTLY WHAT WILL BE THE RIGHT THING TO PUT THERE.

WE WANT TO MAKE SURE THAT WE DON'T JUST SET SOMETHING THERE THAT ISN'T NECESSARILY GOING TO MEET THOSE UNIQUE NEEDS OF THE COMMUNITY.

SO IT CERTAINLY ALSO REMAINS ON OUR LIST.

AND IF WE CONTINUE WITH THE PRESENTATION WE'RE GETTING INTO FACILITIES PLANNING, WHICH IS THE NEXT SLIDE, BUT THESE ARE CONVERSATIONS THAT WE'RE ENGAGING IN WITH SCOTLAND'S IN THE BACK AS WELL AS WITH MR. RIGHT BECAUSE WE'RE TALKING ABOUT NEW BUILDINGS AND THE BOND.

BUT AS YOU'RE INDICATING, CEDAR HILL, SOUTH IRVING, WE HAVE LOTS OF BUILDINGS EVERYWHERE AND WE ARE STILL IN THE PROCESS AS WE ENTER YEAR 4TH JULY, ONE OF MAKING ASSESSMENTS OF WHAT IS HERE, IS IT WORKING, DOES IT NEED TO SHIFT? HOW MIGHT WE NEED TO PARTNER BETTER EVEN WITHIN OUR OWN FOUR WALLS WITH WORKFORCE, WITH ADVANCEMENT, WITH THE COMMUNITY TO PROVIDE WHAT IS RESPONSIVE TO THEM? AND WHEN I SAY THEM, EACH COMMUNITY IS UNIQUE.

IT'S DIFFERENT. THERE ARE NO TWO THINGS THAT ARE THE SAME.

SO THIS IS A VERY ACTIVE AND ENGAGED PROCESS.

PART OF THIS WAS GETTING SOME THOUGHTS AND IDEAS OUT, WHICH IS WHAT THIS FRAMEWORK IS.

BUT EVEN IN A CALL WE HAD FOR ABOUT A LITTLE OVER AN HOUR THE OTHER DAY WITH SCOTT, HE'S NOW PROVIDED A RESOURCE THAT ALL OF THE BLUEPRINTS FOR ALL OF OUR BUILDINGS ARE RIGHT THERE FOR US TO GO THROUGH WITH HIM.

AND NOW WE'RE GOING TO DO THAT BECAUSE HE HAS A BETTER UNDERSTANDING OF THE VISION AND HOW MIGHT WE ALIGN THIS.

DR. WILKINS IS ENGAGED WITH THIS TO SEE WHAT NONCREDIT PROGRAMS WE MIGHT OFFER IN SIMILAR SPACES AND WHAT THAT MIGHT LOOK LIKE IN TERMS OF STACKABLE PATHS.

DR. JOSEPH IS ENGAGED IN THIS BECAUSE WHEREVER WE PUT PROGRAMS, STUDENTS, STACKABLE CREDENTIALS, WE'RE GOING TO NEED WHAT STUDENT SUPPORTS.

SO ADMISSION, REGISTRATION, ADVISING.

SO THIS IS A TRULY COLLABORATIVE EFFORT, BUT THESE ARE THE THINGS THAT WE'RE CONTEMPLATING AND YOU'LL SEE THE IDEAL APPROACH IS ALWAYS WHAT BUDGET, SCOPE, TIME AND QUALITY. BUT WE'RE LOOKING LIKE, WHAT'S THE REALITY OF OUR SITUATION? DOES THE COMMUNITY NEED THIS TOMORROW THEN WHERE MIGHT WE BE ABLE TO PUT IT TOMORROW AND HOW MIGHT WE BE ABLE TO REPURPOSE A PARTICULAR BUILDING AREA? ET CETERA.

WHILE PROVIDING THE SUPPORTS THAT ARE NECESSARY TO FACILITATE EXCELLENT ACADEMIC AND NONCREDIT PROGRAMING.

THE ONE THING I WOULD ASK THAT.

AS YOU DO THAT AND YOU GET INTO THE DISTRICTS, LIKE IF YOU GET INTO MY CEREAL, YOU SHOULD INCLUDE ME IN SOME OF THOSE MEETINGS.

YOU SHOULD INCLUDE HER WHEN IT'S IN HER DISTRICT AND HERE AND HERE, BECAUSE WE'RE SUPPOSED TO BE IN TUNE WITH OUR SUPERINTENDENTS, OUR MAYORS, OUR CITY COUNCIL.

WE SHOULD BE THE ONES WHO SHOULD HELP CONNECT THAT REALLY NEED OF WHAT THAT THAT REGION NEEDS.

SO DON'T I THINK THAT'S GENERALLY NOT WHAT'S DONE.

WE COME IN HERE WHAT Y'ALL DECIDED, I THINK YOU REALLY WOULD BENEFIT BY ENGAGING THE BOARD MEMBER WHEN YOU'RE IN THOSE FACILITIES IN THAT REGION FOR THEM TO TELL YOU WHAT IS THEIR SUPERINTENDENT, MAYOR AND COUNCIL TELLING THEM AND NOT TO KIND OF GET INTO LIKE WE'RE GETTING TOO MUCH INTO THE OPERATIONAL.

I DON'T THINK THAT'S WHAT TRUSTEE FLOYD IS GOING, BUT WE KIND OF ARE THE EYES AND EARS, SO TO SPEAK, OF THE COMMUNITY IN OUR RESPECTIVE DISTRICTS SO WE CAN HAVE SOME INPUT OR HAVE CONNECTIONS TO PEOPLE THAT CAN HELP IN THAT PROCESS.

SO A TWO WAY STREET, BECAUSE IT'S ALSO OUR OPPORTUNITY TO DELIVER BACK TO THAT COMMUNITY.

[02:25:03]

AND SO NOT ONLY DO WE GET TO DO OUR AMBASSADOR ROLE, IT'S A TWO WAY STREET.

WOULD THAT BE A PORK TRUSTEE BOARD? WHAT WOULD THAT BE? PORK. PORK.

JUST KIDDING. IT WOULDN'T BE.

I DON'T HAVE ANY COLLEGES IN MY DISTRICT.

DO YOU HAVE A I HAVE A LITTLE CENTER IN CEDAR HILLS.

ALL SO THIS DESIGNING FOR THE FUTURE, IS THAT WHAT YOU ALL ARE GOING TO BE WORKING AND HAVE IT FINE TUNED BY 2030? OR DOES THIS MEAN.

I THINK WE'RE ALWAYS DESIGNING FOR THE FUTURE BECAUSE WE ARE ALWAYS ACTIVE WORKS IN PROGRESS, PARTICULARLY WHEN YOU'RE BEING RESPONSIVE TO THE COMMUNITY, POLITICAL INFLUENCES AND OUR STUDENTS.

I MEAN, THE WORLD HAS CHANGED EXPONENTIALLY WHEN IT COMES TO HIGHER ED AND JUST THE LAST THREE YEARS.

SO WE NEED TO BUCKLE UP FOR THE NEXT THREE.

SO I BELIEVE THIS SLIDE WILL ALWAYS BE ACTIVE.

IT'S NOT LIKE DONE.

IT'S A RECURSIVE PROCESS THAT WE'LL ENGAGE IN CONTINUOUSLY AS WE MAKE OURSELVES.

AGAIN, I WANT TO SAY AND I KNOW Y'ALL GET TIRED OF HEARING THIS, YOU CANNOT DO THIS TYPE OF ACTIVITY IN TRADITIONAL SECONDARY EDUCATION SPEED.

IT WON'T WORK.

THE ANIMAL WILL BE DEAD BEFORE YOU GET THERE WITH THE SHOT.

I MEAN, WE GOT TO CHANGE THE GEARS IN WHICH WE WORK.

WE ARE WAY, WAY, WAY TOO SLOW.

WELL, AND THEN, YOU KNOW, WE HAD PREVIOUSLY OPERATED UNDER NO SURPRISES AND TO SOMEWHAT WHAT SOME OF WHAT YOU'RE SAYING WHEN I WAS CONTACTED AND THEN ONE COMMUNITY MEMBER MAKING THINGS VERY VOCAL AMONG COMMUNITY MEMBERS ABOUT WE DIDN'T HAVE CLASSES AT WEST CAMPUS AND GOT A LOT OF CRITICISM, ETCETERA, ETCETERA, AND IT WAS A TOTAL SURPRISE TO ME.

I DIDN'T REALIZE THINGS HAD CHANGED AND I REALLY DIDN'T APPRECIATE THAT.

BUT BY THE SAME TOKEN, I'VE NEVER BEEN ENGAGED AS, YOU KNOW, GIVING SOME IDEAS OR WHATEVER, YOU KNOW, AND I DON'T WANT TO FACE THAT SITUATION AGAIN.

YES, WE'VE ALWAYS APPROACHED CAPITAL INVESTMENT, PLANNING ON A CAMPUS BY CAMPUS LEVEL AND SEEING THIS GROUP UP HERE, YOU KNOW, IT OCCURS TO ME THAT MAYBE WE OUGHT TO BE THINKING ABOUT DOING IT BY A PROGRAM LEVEL OR COLLEGE LEVEL.

AND AND I'M WONDERING WHETHER OUR DEANS, EACH OF YOU, DO YOU HAVE A NOTION OF THE CAPITAL INTENSITY OF YOUR PROGRAMS BECAUSE IT'S GOING TO AFFECT WHERE WE INVEST AND WHAT KIND OF FIXED COSTS WE INCUR, YOU KNOW, AT VARIOUS PLACES? AND ARE EACH OF YOU THINKING ABOUT IT LIKE THAT OR WHAT DOES THAT LOOK? WE ARE AND WE ACTUALLY WANTED THIS TO BE PRICE AGNOSTIC OR NUMBERS LIKE WE DIDN'T WANT THAT IN HERE BECAUSE IT'S SUCH AN ACTIVE WORK IN PROGRESS.

IF WE GO BACK TO JUST BUILDINGS THAT WE HAVE CURRENTLY THAT MAY HOUSE PROGRAMS OR NOT, WE REALLY HAVE TO LOOK AT THE ENTIRETY OF OUR SPACE AND DETERMINE WHAT IS THE BEST FIT FOR THE VISION THAT WE'RE SETTING FORTH THAT MIGHT BE IN BUILDINGS THAT ARE ALREADY HERE, BUT IT MIGHT ALSO BE IN OUR DOWNTOWN HUB THAT WE'RE GOING TO CREATE.

AND SO SOME OF THAT'S BEEN ACCOUNTED FOR BOND WISE AND OTHERS.

SO IT WOULDN'T BE A TRUE COST.

AND SO, YES, WE HAVE SOME IDEAS IN THE BACK OF OUR HEAD, BUT UNTIL WE OVERLAY THIS VISION WITH WHAT WE CURRENTLY HAVE, LOOK AT THOSE BLUEPRINTS AND DETERMINE, OKAY, THIS YEAR THAT THERE THERE'S ALREADY BEEN CONSIDERATION FOR EQUIPMENT AND MATERIALS AND WE HAVE A VERY ACTIVE GRANT WRITING TEAM THAT YOU SEE ACROSS THAT WORKS WITH DR.

FREEMAN'S OFFICE VERY WELL.

BUT THE VICE PROVOST ARE VERY ENGAGED IN GETTING OTHER FUNDS TO SUPPORT THEIR VISIONS, IDEAS AND THEIR SCHOOLS.

SO IT'S SO MULTI-LAYERED THAT WE CAN'T SIT HERE TODAY AND SAY, AND I ONLY WANT TO SAY A NUMBER, BUT BLANK DOLLARS BECAUSE WE HAVE SO MANY THINGS THAT ARE IN PROGRESS AND MOVING PARTS.

AND THAT'S WHY WE'RE LOOKING TO PROVIDE CONCEPTUAL IDEAS TODAY WHILE WORKING IN THE BACKGROUND ACROSS THE COLLEGE.

IS WITH OUR COLLEAGUES TO THEN INFORM WHAT IT WILL ULTIMATELY LOOK LIKE ON A COST LEVEL.

YEAH. YEAH. I MEAN, THAT'S WHAT I WAS GOING TO I MEAN, THAT WAS PART OF WHAT I SAID AT THE BEGINNING OF HOW WE ARE REIMAGINING, HOW WE EVEN DO THE INTERNAL BUDGETING PROCESS AND NOT TO, YOU KNOW, GET IN THE IN THE WEEDS TOO MUCH.

BUT ABSOLUTELY, HISTORICALLY, IT WAS A CAMPUS GEOGRAPHY FOCUSED APPROACH.

NOW IT IS THE PROGRAMMATIC SIDE, THE NEEDS SIDE DRIVING ACROSS ALL OF OUR ASSETS, OUR FACILITIES ACROSS LOCATIONS TO THEN TRY TO INFORM WHERE DO WE NEED TO PUT RESOURCES, WHERE DO WE NEED TO THINK ABOUT INVESTING? SO RESOURCES FOR FOR THIS NEXT BUDGET YEAR AND THEN RESOURCES BEYOND THAT.

SO, YOU KNOW, TAKING THAT A STEP FURTHER, YOU KNOW, YOU ENVISION THAT WE WILL BE BUDGETING BY SCHOOL.

AND I MEAN FROM CAPITAL AND OPERATIONAL POINT OF VIEW.

AND WHAT BUDGET CYCLE WILL THAT HAPPEN? I MEAN, WHEN YEAH, THIS IS THE FIRST THIS IS THE FIRST BUDGET CYCLE THAT WE MOVE INTO, INTO THAT BEING MORE OF A REALITY.

[02:30:05]

SO THOSE TWO, THE ACADEMIC MASTER PLAN AND THE FACILITIES PIECE AND THOSE GEAR SLIDES ARE GOING TO CATCH UP HERE WITHIN THIS NEXT YEAR OR SO.

AND WHAT WHAT MAKES THAT MORE IMPORTANT AND MORE CRITICAL IS.

PERSONNEL AND SETTING ARE HOLDING PEOPLE ACCOUNTABLE AND MEASURING THEIR PRODUCTIVITY AND REWARDS FOR SUCCESS AND LESS REWARD OR NO REWARD FOR FOR FAILURE TO MEET GOALS.

SO IF YOU IF YOU CHALLENGE SOMEBODY, YOU SAY, I'M GOING TO MEASURE YOUR PRODUCTIVITY, BUT I DON'T GIVE YOU ALL THE TOOLS TO MANAGE, THEN THAT'S UNFAIR.

SO AS I SHARED WITH YOU EARLIER, AND JOHN LOST MORE HAIR LAST WEEK IN OUR CONVERSATIONS ABOUT AND WE HAVE TO CHANGE THE WAY WE BUDGET OR IT WON'T SYNC UP WITH THE WAY THE CHANCELLOR WE MEASURED HIM THIS YEAR.

HE CAN'T THEN MEASURE THE NEXT LEVEL IF WE DON'T TIE THE BUDGETING TO THE PROGRAMING AND THE DELIVERABLES, IT WON'T WORK.

SO I MEAN, I THINK THE BOARD WE NEED TO SEE TO DO OUR JOB WITH THE OVERALL BUDGETING COST CENTERS BY SCHOOL ON OPERATIONS AND CAPITAL.

I MEAN THAT'S, THAT'S THAT'S AN APPROPRIATE WAY TO BUDGET FOR AN INSTITUTION LIKE THIS, THE WAY THAT WE ARE NOW STRUCTURED.

IT'S NOT THE WAY WE'VE DONE IT IN THE PAST.

WE HAD THE WRONG PERSON MAKING THE FINANCIAL YES OR NO DECISION IN THE PAST.

DON'T BLAME JOHN. I BLAME JOHN.

JOHN DIDN'T EVEN WANT TO BE BLAMED, BUT JOHN TOOK IT UPON YOURSELF.

I'M NOT AGAINST YOU.

BUT TO TRUSTEE BOYD'S POINT, ESPECIALLY, I'LL SAY OVER THIS LAST COUPLE OF YEARS IN THIS TRANSITION PERIOD FROM THE TRUSTEE TO DALLAS COLLEGE.

OUR FINANCE TEAM, JOHN AND CISCO, WERE OFTENTIMES PUT IN THE YES NO CATEGORY INSTEAD OF THE PROGRAMING DRIVING THE BUDGET PROCESS.

AS I SAID EARLY ON, THEN THE EXECUTIVE TEAM IS AROUND THE TABLE TOGETHER, COLLABORATING TOGETHER.

SO THE RIGHT HAND AND THE LEFT HAND AND ALL THE OTHER HANDS KNOW WHAT WHAT THE NEED IS, WHAT THE ASKS ARE.

AND SO, ABSOLUTELY, THE THE VICE PROVOST YOU'LL SEE HERE IN A MINUTE WHEN SOME OF THEM START TALKING ABOUT THEIR SCHOOLS, ABOUT WHAT THEY'RE LOOKING AT, NOT ONLY DO THEY BEGIN TO THINK ABOUT WHAT THE RESOURCE ALLOCATION NEEDS ARE AND THE FACILITIES NEEDS OVER THESE NEXT FEW YEARS, BUT ALSO AROUND, YOU KNOW, PERSISTENCE, COMPLETION OF THOSE OTHER COMPONENTS AND OF COURSE, ENROLLMENT AS WELL.

SO THIS SLIDE, JUST QUICKLY, WE ALL KNOW WE'RE GOING TO BE BASED ON PERFORMANCE METRICS.

THESE ARE THE FOUR CRITERIAS OR FOUR BIG POT AREAS.

AND SO THIS IS REFLECTED IN THE PLANS GOING FORWARD.

OKAY. WE'RE STARTING WITH MY FEAR AND TREPIDATION.

WHAT ABOUT WHAT A GREAT INDUSTRY TO TALK ABOUT RIGHT BEFORE LUNCH.

BUT LET ME SAY THIS BEFORE WE START WITH WITH ALL OF THE INDIVIDUAL PLANS, EACH OF THE SCHOOLS VICE-PROVOST HAVE CREATED A PLAN.

AND IT IS A PRELIMINARY PLAN.

IT'S AN IMPORTANT WORD TO KNOW.

THIS IS PRELIMINARY WORK THAT WE'VE DONE, AND IT'S BEEN INFORMED BY SEVERAL THINGS.

ONE, WE'VE ALL HAD NOW TO SOME OF US THREE YEARS BEING ENGAGED WITH THESE SCHOOLS.

AND SO NOW THE SCHOOLS ARE STARTING TO TAKE ON A BIT OF A CULTURE.

THEY'RE TAKING ON AN IDENTITY AND GROWING IN CERTAIN AREAS.

SO WE UNDERSTAND THE SCHOOLS FAR BETTER THAN WE DID BEFORE.

THESE PLANS ARE ALSO INFORMED BY SOME OF THE THINGS THAT DR.

DEPAULO MENTIONED, THE THE FOUR PILLARS.

THEY'RE INFORMED BY HOUSE BILL EIGHT AND THE NEW EMPHASIS WITH THOSE VALUE CREDENTIALS THAT'S INFORMED BY THE LMI DATA.

OF COURSE, THAT'S A BIG PART OF WHAT WE WHAT WE'VE CONSIDERED AND AND ALSO, AS WE'RE FINDING OUT MORE NOW WITH OUR DISCUSSIONS WITH SCOTT, WE'RE FINDING OUT MORE ABOUT THE REAL NEEDS THAT WE HAVE ON OUR EXISTING CAMPUSES.

AND THOSE ARE REAL.

AND SO ALL OF THOSE THINGS COME INTO PLAY AS WE ALL PUT THESE THESE PLANS TOGETHER.

SO I'LL START US WITH THE SCHOOL OF BUSINESS, HOSPITALITY AND GLOBAL TRADE.

ONE OF THE THINGS THAT WE ARE REALLY EXCITED ABOUT IS AS WE LOOK OUT AT ALL SEVEN OF THE CAMPUSES, WE'RE EXCITED BECAUSE WE THINK THAT WE'RE GOING TO BE ABLE TO SEE A GENERAL ENHANCEMENT TO OUR TO OUR CLASSROOMS AND OUR LABS.

[02:35:01]

WE'VE GOT ACCOUNTING LABS, SEVERAL AT ALL, SEVEN AT ALL, SEVEN CAMPUSES.

MOST OF THOSE ARE IN NEED OF REPAIR AND THEY NEED TO BE UPGRADED.

AND IN FACT, MOST OF THE EDUCATIONAL SPACES THAT WE HAVE ARE NOTHING MORE THAN TRADITIONAL 50 YEAR OLD CLASSROOMS. AND SO WHAT WE ARE ENVISIONING NOW IS NOT JUST BUYING A BUNCH OF NEW CHAIRS AND PUTTING IN A COUPLE OF PODIUMS AND AND MAYBE A PROJECTOR.

WE'RE LOOKING FOR NEW EDUCATIONAL SPACES THAT ARE MODERN AND THAT ARE PROFESSIONAL BECAUSE THAT'S THE KIND OF SPACE THAT WE NEED, PARTICULARLY IN THIS SCHOOL.

WE NEED TO BUILD MORE INDUSTRY ENGAGEMENT SPACES.

WE WANT TO HAVE A PLACE THAT LOOKS REALLY NICE WHERE WE CAN GET OUR INDUSTRY PARTNERS TO GATHER UP WITH OUR STUDENTS IN THEIR IN THEIR VARIOUS CLUBS AND HAVE AND HAVE MEETINGS.

ONE OF THE THINGS THAT WE KNOW FROM RESEARCH IS THAT A RETENTION STRATEGY, A VERY EFFECTIVE RETENTION STRATEGY IN HIGHER EDUCATION IS ENGAGEMENT OF STUDENTS WITH A PHYSICAL CAMPUS.

EVEN IN THOSE EVEN IN A REMOTE ENVIRONMENT.

IF WE CAN FIND WAYS TO ENGAGE STUDENTS PHYSICALLY WITH THE CAMPUS, THE THE RESEARCH INDICATES THAT WE'RE GOING TO INCREASE RETENTION.

AND SO THAT'S THAT'S ONE OF THE REASONS WHY I WROTE THERE WE'RE GOING TO INCREASE PERSISTENCE BY ABOUT 5% JUST BY HAVING BETTER SPACES, MORE PROFESSIONAL SPACES WHERE OUR INDUSTRY PARTNERS WILL WILL COME IN AND ENGAGE WITH OUR WITH OUR STUDENTS WHO ARE STARTING TO BELONG TO TO MORE CLUBS WITHIN THE SCHOOL. WE'RE JUST GIVING THEM MORE OPPORTUNITY TO DO THAT.

BUT WE CAN'T JUST BRING IN NEW CHAIRS INTO THESE OLD ROOMS. WE'VE GOT TO CREATE SOME NEW EXCITING SPACES.

AND THIS IS NOT ONLY IS IT NOT ONLY GOING TO AFFECT THE CREDIT, IT'S ALSO GOING TO AFFECT THE SEEING IN THE WORKFORCE, FOLKS.

YES, MA'AM. I'M GLAD TO HEAR YOU SAY THAT.

AND I HOPE WE CAN GET THERE.

REFLECTING AGAIN ON THE 1 OR 2 CLASS SESSIONS I ATTENDED AND THAT ACCOUNTING COURSE IN MOUNTAIN VIEW, WHICH I'VE MENTIONED HERE, THE PROJECTOR, THE EQUIPMENT WAS JUST DID NOT PROVIDE A GOOD LEARNING EXPERIENCE.

AND AS A MATTER OF FACT, IT WAS DISTRACTING AT HOW OLD FASHIONED AND BAD IT WAS.

AND THEN ON BLOOMBERG, IT USED TO BE THAT THOSE TERMINALS WERE ONLY, IF I REMEMBER CORRECTLY, 2 OR 3 CAMPUSES.

YOU'RE SAYING NOW THEY'RE AT ALL OF THEM? THAT'S CORRECT. WE BOUGHT WE BOUGHT THE THOSE THOSE TERMINALS.

WE'VE GOT ONE AT EVERY CAMPUS.

NOW, WHEN I SAY I'M SORRY.

AND ARE THEY ARE WE NOW OFFERING CLASSES AROUND THAT AND HOW DO WE MARKET THAT? HOW DO WE LET PEOPLE KNOW? RIGHT NOW WHAT WE DO IS THE ACCOUNTING FACULTY AND SOME OF THE BUSINESS CLASS, THEY FIND WAYS TO ENGAGE THE BLOOMBERG OPPORTUNITIES WITHIN THEIR CURRICULUM. SO IT'S NOT A CLASS OR A CURRICULUM YET.

OKAY. BUT IT WILL BE.

COULD BE. IT'S CERTAINLY ONE OF THE THINGS THAT WE'RE CONSIDERING.

AND I THINK IT I THINK IT PROBABLY WILL, BECAUSE THERE'S GOING TO BE SUCH A GREATER EMPHASIS ON THE RICHLAND CAMPUS.

THE BLOOMBERG LAB IS ONE OF THE SHOWCASE PARTS OF THAT NEW BUILDING THAT THEY JUST BUILT.

IT'S GOT THE RIBBON, RIGHT.

SO, AGAIN, THE BLOOMBERG, IT'S GOT A MASSIVE RIBBON THAT WILL ATTRACT.

IT'S REALLY NICE.

IT'S VERY PROFESSIONAL.

WELL, WHAT YOU JUST SAID IN TERMS OF WE DON'T HAVE CLASSES AROUND THAT YET MAKE SENSE BECAUSE LAST WEEK I WAS LOOKING FOR THE CHAMBER IS GOING TO START A PROGRAM AND WE'RE LOOKING FOR SPACE.

SO ONE. THE ROOMS THAT WERE SHOWN TO US IS WHERE THE BLOOMBERG TERMINALS ARE.

PLUS THE RIBBON. AND I WAS TOLD IT'S NEVER USED.

SO THAT'S THAT'S FOR ME TO FIX.

THAT'S DEFINITELY THAT IS A FORWARD THINKING.

WE'VE GOT TO ENGAGE MORE OF OUR FACULTY.

BUT TO THEIR IN THEIR DEFENSE, IT HAS JUST NOW BECOME AVAILABLE AT ALL PLACES.

SO IT'LL BECOME MORE AND MORE PART OF WHAT THEY DO.

THANK YOU. SO WE'VE GOT THE.

OH, WE WANT TO MOVE ON.

OKAY. I JUST WANTED TO MAKE SURE THAT WE MENTIONED THAT IT'S A GREAT DEAL TO DO WITH WITH BECAUSE IT'S BEEN MENTIONED MANY TIMES WITH SEEING AND WORKFORCE, WE'RE WORKING MORE AND MORE COLLABORATIVELY, COLLABORATIVELY WITH GLORIA AND AND HER WORLD TO MAKE SURE THAT THE SCHOOL OF BUSINESS IS JUST ALONG WITH THEIR WORK AND THEN IN THE SCHOOL OF LAW AND PUBLIC SERVICE.

TWO THINGS TO NOTE HERE.

SPECIFICALLY. WE WE ARE GOING WE ARE LOOKING TO CREATE COLLABORATIVE LEARNING SPACES AT ALL SEVEN CAMPUSES FOR LEARNING COMMUNITIES.

IF YOU RECALL ONE OF DR.

PAULO'S FOUR PILLARS, WE NEED NEW EXCITING CURRICULUM FOR THE HIGH DEMAND GATEKEEPER TYPE COURSES.

AND IN THE SCHOOL OF LAW AND PUBLIC SERVICE, WE ARE WE ARE JUST RUNNING OUT THE YEARS WITH CORE COURSES.

WE'VE GOT HISTORY AND GOVERNMENT AND PSYCHOLOGY AND SOCIOLOGY.

OVER 90% OF THE SCHOOL OF LAW AND PUBLIC SERVICE IS IN THE CORE COURSES, NOT IN THE NOT IN THE LAW ENFORCEMENT, CRIMINAL JUSTICE AND ALL THAT.

SO ONE OF THE WAYS THAT WE'RE GOING TO ENGAGE THOSE STUDENTS IN THE NEW EMPHASIS, WHICH IS GOING TO BE PUBLIC SERVICE, THE SCHOOL OF LAW AND PUBLIC SERVICE.

[02:40:09]

AND SO BUT WE DON'T WANT TO.

IT'S IMPORTANT AS PART OF THIS THAT I WANT TO MAKE SURE THAT WE EMPHASIZE THE PUBLIC SERVICE PART OF THIS.

AND TO DO THAT, WE'RE GOING TO INTRODUCE THESE LEARNING COMMUNITY CLASSES, WHICH IS WHERE YOU TAKE A GOVERNMENT AND A HISTORY CLASS AND YOU PUT THEM TOGETHER AND YOU CONTEXTUALIZE THEM AROUND THINGS THAT HAVE TO DO WITH WITH CIVIC ENGAGEMENT AND AND ISSUES, SOCIAL ISSUES.

AND IT'S A VERY POWERFUL TEACHING TOOL.

AND IT'S A IT'S IT'S GOING TO BE A LOT OF FUN.

WE'RE GOING TO PUT THAT AT ALL THE CAMPUSES.

BUT YOU CAN'T JUST TAKE THOSE CLASSES AND PUT THEM TOGETHER AND STICK THEM IN A CLASSROOM.

YOU'VE GOT TO HAVE MODERN NEW LEARNING SPACES THAT ARE MODULAR AND DESIGNED THAT CAN THAT CAN DO A LOT MORE THINGS THAN A TRADITIONAL CLASSROOM WITH A BUNCH OF DESKS. IT JUST DOESN'T WORK THAT WAY.

AND THEN YOU HAVE TO GO BACK ONE TIME.

THE REDESIGN THAT WE'RE GOING TO SET UP TWO NEW ACADEMIES.

WE'RE GOING TO WE'VE GOT OUR LAW ENFORCEMENT ACADEMY.

IT'S GROWING. WE'RE GOING TO SET UP A SOCIAL WORK ACADEMY AND A PARALEGAL ACADEMY, AND THEY'RE ALL GOING TO WORK IN CONCERT TOGETHER.

TRUSTEE GIVE US SOME INSIGHT IN THE LAW ENFORCEMENT SPACE ABOUT HOW SOMETHING VERY IMPORTANT THAT JUST HAPPENED AFFECTS OUR CURRICULUM AND FACILITIES PLANNING.

DALLAS RECEIVED A $30 MILLION APPROPRIATION THEY'RE GOING TO BE BUILDING FOR DPD AND OTHER REGIONAL POLICE DEPARTMENTS IN DALLAS COUNTY, A STATE OF THE ART LAW ENFORCEMENT FACILITY. SO WHAT HOW DOES THAT AFFECT US? I MEAN, BECAUSE OBVIOUSLY WE'RE GOING TO BE ABLE TO LEVERAGE OFF OF THAT, AREN'T WE? OR WHAT IS IT WHAT DO YOU THINK ABOUT THAT AND HOW IT WILL UNFOLD IN TERMS OF OUR LAW ENFORCEMENT PROGRAMS IN THE FUTURE? YEAH, I DON'T THINK IT'S GOING TO IMPACT US NEGATIVELY.

THEY HAVE NO PARDON ME.

I'M GLAD. I'M GLAD TO HEAR THAT.

YEAH, WELL, IT'S REALLY WELL, YOU PROBABLY KNOW THIS.

THEY'VE STUMBLED A BIT TRYING TO GET THERE AND SO NOW THEY'RE GOING TO CREATE THIS ACADEMY AND IT'S GOING TO I HOPE IT WORKS REALLY WELL.

AND IT'S IN PARTNERSHIP WITH THE DALLAS POLICE DEPARTMENT.

THERE ARE A LOT OF AGENCIES THAT ARE NOT THE DALLAS POLICE DEPARTMENT, WHICH WE WORK WITH A LOT.

AND IN FACT, MORE SO THAN DALLAS.

AND SO IT FIRST THREE YEARS AGO, PART OF MY DREAM WAS, WELL, WE'LL JUST GO MEET.

WE'LL MEET CHIEF GARCIA AND WE'LL JUST HAVE HIM USE US.

WELL, WE MET CHIEF GARCIA, A WONDERFUL MAN, BUT WE DON'T WE DON'T HAVE THE CAPACITY.

WE CAN'T DO THAT.

WE'RE NOT EVEN PLAYING IN THAT SPACE.

AND WE TALK MORE ABOUT IT LATER.

I THINK THEY'RE GOING TO START PLAYING US.

BUT BUT WE'RE ALWAYS GOING TO HAVE THESE OUTLYING DEPARTMENTS.

THEY'RE GOING TO COME TO US FOR CONTINUING ED THEIR REQUIREMENTS THAT THEY HAVE AT THE DALLAS POLICE DEPARTMENT ARE NOT THE SAME AS WHAT YOU HAVE IN THESE OTHER REGIONAL AREAS.

SO I JUST I JUST DON'T FEEL LIKE IT'S GOING TO IT'S NOT GOING TO BE THE DEATH KNELL OF LAW ENFORCEMENT ACADEMY FOR DALLAS COLLEGE.

AND I THINK FROM THE PERSPECTIVE OF THE QUESTION, YOU DIDN'T THINK SO, BUT YOU'RE TALKING ABOUT LEVERAGING PARTNERSHIPS AND HOW WE PARTNER WITH THEM AND HOW WE DO THAT.

AND IT'S TWO DIFFERENT LENSES.

AND THIS IS WHY IT'S SO CRITICAL THAT MIKE SHIFTS BECAUSE.

I FEEL LIKE YOU CAN'T EVEN FOCUS RIGHT ON THE LAW COMPONENT SPECIFICALLY WITH THE SCHOOL THE WAY IT'S CURRENTLY DESIGNED.

SO I DON'T WANT IT TO BE LOST ON US THAT OVER 90% IS SPENT ON THOSE GENERAL EDUCATION COURSES THAT ARE RUNNING THROUGH THERE UNDER CURRENT DESIGN, AND MIKE IS OVER ALL OF THAT.

SO BY CREATING THE ACADEMIES, WE SPECIALIZE THERE BY CREATING BETTER SUPPORT AND PARTNERSHIP FOR GLORIA AND NONCREDIT, WHO IS REALLY BEEN THE PERSON THAT'S OPERATING IN OUR QUOTE UNQUOTE LAW CRIMINAL JUSTICE SPACE BECAUSE OF THE BANDWIDTH THAT'S THERE VERSUS THE BANDWIDTH THAT WAS JUST MIKE TO DO WHAT HE WAS DOING WITHIN THE SCHOOL AND MANAGING THOSE GENERAL TRANSFER COURSES.

RIGHT. AND SO HOW WE FORESEE THAT IS BEING ABLE TO SHARE FACILITIES, PROGRAMING, ETCETERA.

THOSE CONVERSATIONS HAVE BEEN ONGOING SINCE WE BECAME DALLAS COLLEGE AND THAT'S GOING BACK.

AND DR. LANHAM WILL REMEMBER THAT WHEN DR.

MAY WAS HERE, WE ALL TOOK A TRIP AND MET THE NEW CHIEF GARCIA, AND WE TALKED ABOUT THIS.

GLORIA WAS WITH US.

AND SO WE'LL CONTINUE TO MAXIMIZE THE POTENTIAL FOR COLLABORATION IN THE NONCREDIT SPACE.

WHAT I'M HOPEFUL ABOUT IS THE CREDIT SPACE NOW THAT WE ARE SORT OF DECOUPLING THE SCHOOL IN APPROPRIATE FASHION.

AND THIS IS THE EVOLUTION OF WHY WE'RE ALWAYS GOING TO BE IN A RECURSIVE PROCESS OF IMPROVEMENT.

BUT WHAT MIGHT THIS LOOK LIKE IF WE FUNCTIONED BETTER? BECAUSE OFTEN THE CONVERSATIONS WITH MIKE, GLORIA AND I BECAME CIRCULAR WAS LIKE, WELL, WHO'S GOING TO DO THAT? WE HAVE ALL OF THIS OVER HERE.

SO NOW IF I DECOUPLING AND PUTTING, I FORGET WHAT THE TITLE IS OF THE FOLKS THAT ARE MANAGING THE ACADEMIES, DIRECTORS, DIRECTORS OVER THE ACADEMIES, WE HAVE A

[02:45:05]

SO I THINK, MIKE, KIND OF MISHEARD YOUR QUESTION.

I DID. I'M SORRY. THEY'RE GOOD PARTNERS OF OURS.

WE WORK WITH THEM A LOT ON BOTH THE CREDIT AND THE SEA SPACE.

YEAH, WELL, I MEAN, THE LEGISLATURE WOULD NOT PUT $30 MILLION INTO A POLICE ACADEMY, DALLAS COUNTY JUST FOR DPD.

AND WHAT I PERCEIVE AND I HEAR YOU SAYING IS THAT WE'VE GOT GREAT RELATIONSHIPS WITH POLICE DEPARTMENTS THAT ARE NOT BPD.

AND WE ALSO HAVE A GREAT RELATIONSHIP WITH THE UNIVERSITY THAT'S GOING TO BE HOUSING THAT CENTER.

AND THIS IS A HUGE OPPORTUNITY TO INTEGRATE SOME OF THESE TRAINING, BOTH CREDIT AND NONCREDIT, AND I DON'T WANT US TO LOSE THAT.

GLORIA, DO YOU WANT TO SAY SOMETHING? I KEEP LOOKING BECAUSE I DON'T WANT THIS TO BE MISSED BECAUSE THIS IS WHERE WE'RE ALWAYS BLENDING LINES AND CROSSING OVER.

BUT WE HAVE A GREAT RELATIONSHIP WITH DPD.

WHAT MIKE WAS ALLUDING TO IS THEIR MAMMOTH.

SO EVEN WITH WHAT UNT IS TAKING ON, IT'S A LOT FOR ANY ONE INSTITUTION.

AND SO WE ARE ALL GOING TO BE LOOKING FOR WAYS TO PARTNER TO SUPPORT THEIR NEEDS.

BUT GLORIA, I'M GONNA SHUT UP BECAUSE, YOU KNOW, WE ALSO HAVE ALREADY PARTNERED WITH THEM FOR OUR TRUE PATHWAYS INITIATIVE, WHERE WE WORK WITH THEM EARLY LAST YEAR TO BUILD PATHWAYS FOR OUR STUDENTS THAT ARE GOING THROUGH THE PUBLIC SAFETY ACADEMY, WHERE THOSE STUDENTS CAN TAKE UP TO 84 CREDIT HOURS AND THEN TRANSFER TO UNK DALLAS FOR THE REMAINING 36.

SO THIS RELATIONSHIP HAS EXPANDED BECAUSE IT GIVES OUR NON CREDIT STUDENTS TO GO THROUGH THE ACADEMY WITH US A PATHWAY TO A BACCALAUREATE DEGREE SHOULD THEY CHOOSE TO GO THAT ROUTE.

AND THEN MIKE IS RIGHT, WE DO HAVE A VERY STRONG RELATIONSHIP WITH THE DALLAS POLICE DEPARTMENT.

WE'VE HAD IT FOR OVER ALMOST 50 YEARS NOW.

AND SO IT'S REALLY JUST HAVING THOSE CONVERSATIONS AS TO HOW WE CAN CONTINUE TO LEVERAGE THAT PARTNERSHIP.

YOU KNOW, I NEED TO ASK A QUESTION AND NO REFLECTION ON MIKE.

WHY WHY DO WE NOT CONSIDER A SCHOOL OF BUSINESS AND ITS STAND ALONE VALUABLE AND HOSPITALITY? I JUST DON'T SEE THE MIX.

WHEN YOU SAY BUSINESS HOSPITALITY, IT'S LIKE IT'S A CATCH ALL.

WHY DO WE NOT TREAT LIKE THE REST OF THE WORLD DOES? I'M A PROUD GRADUATE OF SCHOOL OF BUSINESS, OF HANKAMER AND BAYLOR.

THEY DIDN'T DARE PUT ME IN THE HOSPITALITY GROUP.

WHY DID WE DO THAT? YEAH, AND THAT'S A FOUR YEAR CONNOTATION.

SO AS WE WERE EVOLVING, WE WERE THINKING ABOUT WHAT DO WE LOOK LIKE AND WHAT IS OUR PROGRAMING.

AND SO IT WASN'T SUCH A STRONG OR ROBUST LIKE FOUR YEAR SCHOOLS THAT HAVE A SCHOOL OF BUSINESS.

IT'S TYPICALLY AUSTERE, LIKE ALL OF YOUR SCHOOLS, AND THERE'S A BIG FOLLOWING AND A BIG ENROLLMENT.

IT WASN'T LIKE THAT.

WE HAVE COMMUNITY COLLEGE, GENERAL ED AND TRANSFER COURSES NOW THAT WE'RE EVOLVING AND SPECIALIZING IN NON CREDIT CREDIT PATHS AND CREATING MORE SEAMLESS PATHWAYS TO A CAREER, IT MIGHT EVOLVE INTO SOMETHING DIFFERENT.

BUT AGAIN, I HAVE TO GO BACK TO RECURSIVE PROCESS.

IF WE NEED TO SHIFT, WE WILL AND WE'LL CONTINUE TO LOOK AT ENROLLMENT TRENDS.

BUT IT WAS BEST TO COUPLE IT TOGETHER BECAUSE OUR LARGEST SCHOOLS ARE STILL GEN ED TRANSFER.

CADE AND ETMS NOT A SCHOOL OF.

ISN'T THIS A LAW ON PUBLIC SERVICE FOR EDUCATION? SO. BUT MY QUESTION, MY REASON FOR ASKING THE QUESTION IS WE'RE TALKING 2030.

SO TO ME, WE SHOULD BE PUTTING SOMETHING IN OUR DISCUSSIONS AND OUR PLANS THAT WE MAY HAVE THE NEED TO TO GROW THAT DIFFERENTLY.

AND THAT'S ALL I'M SAYING IS LET'S, LET'S WE MIGHT TRUSTEE BOY, BUT I THINK WE'LL SHIFT BASED ON SOMETHING I SAID A LONG TIME AGO.

I LOVE YOU TOO, DAD. SO AS WE'RE USING DATA TO INFORM OUR DECISIONS BECAUSE THAT'S WHAT INFORMED OUR DECISIONS AT PRESENT, LIKE WHERE THOSE NUMBERS WERE, WE'LL CONTINUE TO LOOK AT IT AND SAY, JUST LIKE THEY NEEDED TO BREAK IT.

I WAS LIKE, MIKE, WE'RE GOING TO DO THAT.

SCHOOL IS TOO MUCH.

WE AREN'T COMPLETING WHAT WE NEED TO FOR OUR COMMUNITY, I.E.

THE LAW COMPONENT.

SO WE'RE TRYING THE ACADEMIES.

IT MIGHT BE THAT THEY BURST AT THE SCENE AND THEN WE NEED, I DON'T KNOW, A SCHOOL OF BUSINESS OR A SCHOOL OF JUST BEHAVIORAL HEALTH SCIENCES BECAUSE OF MENTAL HEALTH AND THAT COMPONENT OF THE ACADEMY.

I DON'T KNOW WHAT'S GOING TO TAKE OFF, BUT WE'LL CONTINUE TO FOLLOW THE DATA AND THEN EVOLVE.

THE WHOLE THING IS I JUST DON'T WANT US TO ALWAYS MAKE THE FACT THAT THE THE APPROPRIATE SAUSAGE CASING CASING WILL HOLD THE RIGHT SAUSAGE, YOU KNOW, SO.

WELL, I WASN'T GOING TO SAY IT THAT WAY, BUT.

OKAY, BUT BUT, BUT, YES.

AND SHAWNDA AND I TALKED ABOUT I MEAN, AT THE AT THE RISK OF, YOU KNOW, SOME PEOPLE RAISING THEIR BROW SHAWNDA NOT TALKED ABOUT THAT.

IF WE NEED TO ADD MORE SCHOOLS, IF WE NEED TO SHIFT HOW WE HAVE THE SCHOOLS ALIGN, IF WE NEED TO THINK

[02:50:03]

THAT'S ALL. THAT'S MY ONLY PURPOSE OF MY QUESTION THAT WE MAINTAIN AN OPEN MIND ABOUT A YEAR FROM NOW, WE MAY TOTALLY CHANGE THE DIRECTION BECAUSE OF WHAT HAPPENED WITH THE STUDY.

YES, ABSOLUTELY.

ABSOLUTELY. ALL RIGHT.

WELL, FOR THE SCHOOL OF CREATIVE ARTS, ENTERTAINMENT AND DESIGN, WE FEEL IT'S IMPERATIVE THAT WE INVEST IN OUR THEATER SPACES.

WE ARE REALLY TRAINING STUDENTS TO BE ABLE TO WALK RIGHT INTO THE WORKFORCE.

THERE'S A TREMENDOUS INCREASE IN DEMAND FOR OUR THEATER.

TECH PROGRAMS AND OUR OTHER ARTS PROGRAMS ARE CONTINUING TO BUILD ENROLLMENT.

BUT THESE SPACES ARE ALSO IMPORTANT FOR CAMPUS CULTURE.

AS MANY OF YOU KNOW, AND I WAS TALKING EARLIER TODAY, YOU HOST CONVENIENCE IN THESE SPACES.

YOU WANT TO INVITE COMMUNITY IN.

AND SOME OF OUR TECHNOLOGY IS 20 YEARS OLD.

OUR SEATING OR OPERATIONS NEED INVESTMENT.

AND IT REALLY ALLOWS FOR US TO CELEBRATE OUR STUDENTS AND DRAW MORE PEOPLE INTO OUR CAMPUSES.

SO THIS IS A REALLY HIGH PRIORITY ACROSS ALL SEVEN CAMPUSES.

AND THEN BUILDING OFF OF THAT INVESTMENTS IN OUR DESIGN LAB AND CLASSROOM SPACES.

SO THIS ALLOWS US TO EXPAND AND BETTER SERVE OUR ESL STUDENTS, OUR WORLD LANGUAGE PROGRAMS THROUGH ENHANCED LAB ENVIRONMENTS.

WE'RE WORKING ON HOW TO INCREASE SUCCESS RATES FOR OUR TRANSFER STUDENTS.

AS DR. FLOYD MENTIONED, WE ENGLISH IS UNDER THE SCHOOL OF PAIN, AND SO MOST STUDENTS THAT GO THROUGH DALLAS COLLEGE AT SOME POINT TOUCH OUR SCHOOL.

AND WE WANT TO BE CREATIVE AND INNOVATIVE IN HOW WE ARE OFFERING THOSE COURSES, INCLUDING AN EXPANDED LAB COMPONENT.

AND THEN LAST BUT NOT LEAST, OUR CLASSROOM SPACES.

SO AS WE ARE TRAINING STUDENTS TO GO OUT AND WORK IN THE WORKFORCE, ESPECIALLY AROUND ARTS AND TECHNOLOGY, THEY NEED TO BE TRAINING ON STATE OF THE ART EQUIPMENT AND REALLY BUILDING THAT SKILL SET.

AND THEN FINALLY OUR GALLERY SPACES AND JUST ARTISTIC SPACES ON CAMPUS.

WE TALK A LOT ABOUT HOW DO WE INFUSE THE ARTS IN AN INVITING WAY, HOW DO WE INCREASE ACCESSIBILITY? WE HAVE A GROWING PERMANENT COLLECTION OF ART THROUGHOUT THE COLLEGE.

IF YOU HAD AN OPPORTUNITY TO ATTEND ANY OF OUR ARTS EVENTS OR GALLERY OPENINGS THIS YEAR, YOU'LL SEE THAT WE ARE CONTINUALLY ACTIVATING THE SPACE AND WE WANT TO BE ABLE TO OPEN IT TO THE COMMUNITY AND OUR STUDENT BODY WITH EXTENDED HOURS ENSURING WE HAVE SECURITY AND ALSO THAT THERE ARE SPACES STUDENTS MIGHT COME AND STUDY OR ENGAGE IN A PROJECT THEY WOULDN'T HAVE OTHERWISE.

THIS IS ALSO A GREAT RESOURCE FOR OUR COLLEGE AND INDUSTRY PARTNERS WHO COME TO OUR CAMPUS.

WE HAVE OVER 11 GALLERIES, WHICH IS FAR EXCEEDS THE NUMBER OF ANY OF OUR PARTNERS.

AND SO THERE'S OPPORTUNITIES IN EVERY AREA OF DALLAS COUNTY FOR FOR INDIVIDUALS TO ENGAGE IN OUR SPACES.

SO WE BELIEVE IN TOTALITY THAT INVESTING IN THESE DIFFERENT AREAS WILL HAVE DALLAS COLLEGE AS A DESTINATION FOR ARTS AND CULTURE.

AND I'LL TALK ABOUT THAT MORE WHEN WE TALK ABOUT OUR ARTS, CREATIVE ARTS AND MEDIA CENTER AS A PART OF THE INNOVATION HUB.

QUICK QUESTION. ONE OF THE MOST LAMENTABLE DEVELOPMENTS IN PUBLIC EDUCATION IN THIS COUNTRY HAS BEEN THE LOSS OF ARTS PROGRAMING IN K-12.

VISUAL AND PERFORMING IN PARTICULAR.

WHAT KIND OF SUCCESS ARE WE HAVING WITH OUR DUAL CREDIT, EARLY COLLEGE PROGRAMS AND IN YOUR AREA? YEAH, WE HAVE QUITE A FEW OFFERINGS AND DR.

HERSEY CAN TALK MORE SPECIFICALLY, BUT I KNOW WE ARE IN ADDITION TO THE MANY CLASSES THAT FALL UNDER THE SCHOOL OF UMBRELLA, INCLUDING ENGLISH AND LANGUAGE COURSES SPECIFICALLY HONING IN ON THE ARTS, WE'RE WORKING WITH BOOKER T TO TRY TO EXPAND NOT ONLY ENTRY LEVEL ARTS OFFERINGS, BUT MORE ADVANCED AS WELL AS SUNSET AND SOME OF THE OTHER SCHOOLS, AND SPECIFICALLY IN DALLAS THAT HAVE ARTS PROGRAMING.

HOW CAN WE BECOME A REAL FACTOR IN THAT SPACE? BUT WE WERE TALKING EARLIER ABOUT SUMMER CAMP AND I THINK WE PUT OUT 15 OR 16IN THE SCHOOL OF CADE.

WE ONLY FILLED FOUR, BUT THEY'RE REALLY INTERESTING.

WE HAVE A BLACKSMITH PROGRAM, A BALLET PROGRAM, AN ESL PROGRAM THAT WE'RE RUNNING THIS SUMMER AT VARIOUS DIFFERENT CAMPUSES.

WE WERE TALKING TO DR. SEABROOKS ABOUT HOW MAYBE THE SCHOOL OF CAKE CAN SUPPORT THE BAND PROGRAM AT CDC AS A SUMMER CAMP GOING FORWARD.

SO I THINK WITH SOME REAL INTENTIONAL PLANNING, WE CAN LEVERAGE EXPANDED KIND OF PATHWAY PROGRAMS THROUGH COMMUNITY AND SUMMER ENRICHMENT AS WELL AS DUAL CREDIT.

AND. YEAH, GO AHEAD.

YEAH. AND JUST TO BUILD ON THAT, I FULLY AGREE.

AS WE MENTIONED, K THROUGH 12, THEIR PRIORITIES ARE SHIFTING, BUT WE SEE CTE MORE STEM MORE BEING FOCUSED POINTS.

WE ARE CERTAINLY CONTINUING TO PARTNER WITH THEM TO BUILD THOSE PATHWAYS.

BUT ONE OF THE INTERESTING PIECES WITH OUR EARLY COLLEGE AND P-TECH IS WE'RE WORKING ON ASSOCIATE'S DEGREES, WHICH PRESENTS THAT OPPORTUNITY FOR ELECTIVE CREDITS THAT THEY'RE

[02:55:08]

WE HAVE STUDENTS THAT ARE GOING INTO FIELD TRIPS THAT THE GALLERIES.

AND SO WE'VE TRIED TO BE STRATEGIC TO PRESERVE SOME OF THAT AND TO ENSURE THAT WE'RE CREATING THAT EXPOSURE OPPORTUNITY WHILE STUDENTS ARE STILL ON TRACK TO EARN THEIR ASSOCIATE'S DEGREE OR THEIR WHATEVER THEIR RESPECTIVE CERTIFICATE MAY BE.

SO I CERTAINLY AGREE THAT THE K THROUGH 12 SPACE HAS HAD A SHIFT IN THEIR OVERALL PRIORITIES.

BUT I THINK WE'RE TRYING TO BE STRATEGIC IN FINDING WAYS TO STILL CREATE THOSE OPPORTUNITIES WITHIN THE COLLEGE ONCE WE HAVE THEM HERE.

AND I THINK LEVERAGING THE FACT THAT WE DO HAVE THAT PROGRAMING AND RESOURCES TO DEDICATE, WHEREAS SCHOOL MAY NOT, THEN THEY CAN PARTNER WITH US TO PROVIDE THOSE CLASSES THAT OTHERWISE THEY WOULDN'T BE PROVIDING.

SO WE OFFER A DEGREES IN ARTS AND THEY'RE AVAILABLE THROUGH OUR HIGH SCHOOL KIDS THROUGH OUR EARLY COLLEGE PROGRAMS TODAY.

CORRECT. THANK YOU. SCHOOL OF EDUCATION.

GOT TO GET UP AND DO A DO A DANCE OR SOMETHING TO KEEP THE ENERGY UP.

NO, I THINK MY BIGGEST TAKEAWAY IS REALLY, FIRST, JUST TO SAY THANK YOU TO YOU ALL FOR YOUR INVESTMENT AND YOUR SUPPORT OF THE BACCALAUREATE PROGRAM.

TRUSTEE BOARD FLOYD.

YOU USED THE TERM RELEVANCE EARLIER AND I REALLY THINK THAT SPEAKS A LOT TO WHAT WE'VE BEEN ABLE TO DO IN A PRETTY SHORT AMOUNT OF TIME.

IN THE SCHOOL OF EDUCATION, WE'VE BECOME RELEVANT NOT ONLY AT A STATE BUT AT A AT A NATIONAL LEVEL.

WE'VE SEEN THROUGH THIS RELEVANCE, WE'VE BEEN ABLE TO INCREASE THE AMOUNT OF FUNDING COMING FROM NEW NEW SOURCES, PHILANTHROPY SPECIFICALLY. WE'VE SEEN AN UPTICK IN PARTNERSHIPS.

YOU KNOW, THERE WAS A CONVERSATION EARLIER ABOUT, YOU KNOW, FOUR YEAR COLLEGES AND THE WAY IN WHICH BACCALAUREATE PROGRAMS MIGHT IMPACT THAT.

I WOULD SAY IT'S ACTUALLY ALLOWED US TO DEVELOP BETTER PARTNERSHIPS WITH WITH OUR FOUR YEAR PARTNERS, WITH WITH BEING ABLE TO BE IN THE BACCALAUREATE SPACE.

AND WE'VE BEEN ABLE TO BRING IN INCREDIBLE TALENT TO OUR TO OUR SCHOOL OF EDUCATION TEAM.

REMEMBER THIS, THIS IS A VERY NEW SCHOOL.

AND SO IN A FEW SHORT YEARS, WE'VE REALLY BUILT THE FOUNDATION ON TO SUPPORT A LOT OF THESE INNOVATIONS MOVING FORWARD. AND SO IN THAT SENSE, THREE QUICK, QUICK PIECES THAT I WANTED TO SHARE WITH YOU, AND THESE ARE SOME AREAS THAT WE'RE DOING SOME THINKING ABOUT.

ONE IS EARLY CHILDHOOD EDUCATION AND CHILD CARE PROGRAMS. SO, YOU KNOW, MOVING FORWARD IN 2030 OR SOONER THAN THAT, WE REALLY WANT TO HAVE A CHILD CARE PRESENCE ON EACH OF OUR SEVEN CAMPUSES. AND WE ALSO THINK THERE'S AN OPPORTUNITY TO THINK BIGGER AS WELL.

WE KNOW OUR STUDENTS HAVE LARGE CHILD CARE NEEDS.

WE KNOW OUR EMPLOYEES HAVE LARGE CHILD CARE NEEDS.

SO IS THERE A WORLD WHERE WE THINK ABOUT, HEY, WHAT WOULD IT TAKE TO MEET THE NEEDS OF ALL OF OUR CHILD, OF ALL OF OUR STUDENTS AND ALL OF OUR EMPLOYEES? RIGHT NOW, WE ONLY SERVE WE HAVE ABOUT 150 SEATS ACROSS OUR FOR OUR FOUR CENTERS.

WHICH ALL HAVE WAIT. BUT WE THINK THAT THERE'S AN AVENUE FORWARD WHERE WE INCREASE THAT CAPACITY SIGNIFICANTLY. THE SECOND SPACE WE'RE DOING SOME THINKING ABOUT IS IN THE VIRTUAL REALITY SPACE.

YOU HEARD MY COLLEAGUES TALK ABOUT INCREASED INVESTMENTS IN PHYSICAL SPACES.

PLAYING IN THE FOUR YEAR SPACE MEANS THAT WE HAVE TO MAKE SURE OUR STUDENTS HAVE THE SAME OPPORTUNITIES AS STUDENTS THAT WOULD ATTEND YOUR SMU OR WHATNOT.

AND SO IN IN BRINGING IN MIXED REALITY SIMULATION AVATARS AND REALLY THINKING ABOUT HOW WE MAY USE THOSE AND PUT THEM IN COMMUNITY CAMPUSES, WE THINK THAT WILL HELP LEVEL THE PLAYING FIELD FOR FOR OUR STUDENTS.

AND THEN. SORRY.

NO, SORRY. AND THEN FINALLY, ONE OF THE MOONSHOTS WE'RE THINKING ABOUT, YOU KNOW, IS THIS IDEA OF A OF A DALLAS COLLEGE LAB SCHOOL. THERE'S BEEN TALK EARLIER ABOUT OR THERE WAS A QUESTION RAISED EARLIER ABOUT HOW DO WE THINK ABOUT WHERE IT IS WE MIGHT DO THINGS.

SO WHEN WE THINK ABOUT A POSSIBLE LAB SCHOOL, WE'RE REALLY INTERESTED IN LEVERAGING SOME OF THE EXISTING COMMUNITY INVESTMENTS THAT HAVE BEEN MADE IN THE SOUTHERN SECTOR.

AN EXAMPLE OF THAT TO THE DUAL CREDIT SPACE IS WE HAVE TEXAS INSTRUMENTS HAS INVESTED OVER $60 MILLION IN STEM EDUCATION, COMPLETELY TRANSFORMING, YOU KNOW, CEDAR HILL, LANCASTER INTO STEM DISTRICTS.

AND SO WHAT WOULD IT LOOK LIKE FOR US TO TACK ON TO THAT PARTNERSHIP AND THOSE INVESTMENTS TO DESIGN A BIRTH THROUGH 12TH GRADE

[03:00:08]

IT WOULD BE THE FIRST OF ITS KIND IN THE COUNTRY.

SO THOSE ARE KIND OF SOME OF THE THINGS THAT WE'RE THINKING ABOUT IN THE IN THE SCHOOL OF EDUCATION.

AND WE THINK THERE'S, YOU KNOW, AGAIN, THANKS TO YOUR INVESTMENT, WE'RE OUT OF SPACE WHERE WE CAN EVEN HAVE THESE TYPES OF CONVERSATIONS.

I THINK THAT ONE OF THE THINGS I HAD TO CANCEL OUR APPOINTMENT WHERE WE WERE GOING TO MEET WITH THE CEO OF GIRL SCOUTS, GIRL SCOUTS HAS GOT ONE OF THE STRONGEST STEM PROGRAMS ALREADY EXISTING IN A CAMP ENVIRONMENT.

THOSE ARE THE TYPE.

WE DON'T HAVE TO GO AND RECREATE THE AVENUES.

AVENUES ARE THERE.

ALL WE GOT TO DO IS PLUG INTO THEM AND ALMOST SOME OF THE SAME THINGS.

YOU'RE TALKING ABOUT YOUR CAMPS EARLIER.

IF WE PARTNERED WITH THE ROTARY CLUBS OF THIS COUNTY, THEY WOULD PAY FOR THOSE SUMMER CAMPS AS PART OF THE ROTARY CLUB PROGRAM.

WE WOULDN'T HAVE TO PAY FOR IT.

I GUARANTEE YOU WE SEND KIDS TO HARBORDALE DOWN IN MIDLOTHIAN.

WE SEND HIGH SCHOOL KIDS TO CAMP FOR THAT.

I'VE GOT A MEETING SET UP WITH THE CHANCELLOR WITH THE NEW DISTRICT GOVERNOR OF ROTARY.

2425. THOSE ARE THE THINGS THAT I REALLY WANT YOU ALL TO BE LOOKING AT.

I'M NOT LIKE, SPENDING MY MONEY.

I LIKE SPENDING OTHER PEOPLE'S MONEY.

SO. AND IF IT'S ALREADY GOT THE AVENUE THERE, ALL WE GOT TO DO IS PLUG IT IN AND I CHALLENGE OUR TRUSTEE THAT'S OUR JOB TO FIND THOSE AVENUES TO PLUG INTO.

WE'RE THE ONES OUT IN THE COMMUNITY THAT LIVE IN THESE WORLDS THAT WE'RE IN.

THAT'S WHY WE'RE IN DISTRICT.

WE NEED TO FIND THOSE THINGS AND BRING THEM.

WE DON'T OPERATIONALLY GET INVOLVED, BUT WE BRING THEM TO THE TABLE AND HAND IT OFF AND Y'ALL GET TO SCORE THE TOUCHDOWN.

SO THAT'S WHAT I HOPE WE CAN DO.

AND I IN VIRTUAL REALITY, WE'RE ALREADY SO FAR BEHIND THE POWER CURVE.

WE TALKED ABOUT VIRTUAL REALITY LIKE IT'S SOMETHING NEW.

I'VE BEEN WE'VE BEEN WORKING IN THAT FOR 14 YEARS.

SO THAT'S WHY I SAID WE GOT TO MOVE AT A DIFFERENT PACE.

AND SOME OF YOUR TIMELINES YOU GOT OUT THERE, SOME OF THAT STUFF SHOULDN'T EVEN BE IN 26 AND SEVEN.

IT SHOULD BE IN 24 AND 25, AND IT SHOULD STOP RIGHT THERE, BECAUSE IF WE DON'T PUT THE TARGET BACK THERE, WE'LL FIND A WAY TO MAKE IT MEET THAT GOAL.

AND SO I WANT EVERYTHING COMPRESSED.

I WANT EVERYTHING SUPER HYPER SPEED.

MOVE BACKWARDS.

OKAY. OKAY.

ON THAT NOTE, IT'S FALSE.

20. LET'S TRY AND GET THROUGH THE NEXT THREE SLIDES SO WE CAN TAKE A BREAK AT 1230 FOR LUNCH BECAUSE I THINK WE'RE LOSING PEOPLE AND WE NEED TO TAKE.

THIS IS SO EXCITING. I COULD LIVE ON THIS.

SO JUST THREE MORE SLIDES, BUT I THINK THOSE ARE THE THREE, THE SCHOOLS, THE IMPORTANT PEOPLE TO BE IN HERE IN THE SCHOOL OF ENGINEERING, TECHNOLOGY, MATH AND SCIENCES, HELPING STUDENTS EARN THE CREDENTIALS OF VALUE IN HIGH DEMAND.

I WANT TO TAKE A QUOTE.

DRUMMED UP FROM TRUSTEE FLOYD WHERE HE SAYS, LIKE, WE DON'T KNOW WHAT WE DON'T KNOW.

SO THE FUTURE IS STILL UNKNOWN IN THE EMPLOYABILITY OR EMPLOYER STATE ITSELF.

SO WHEN WE ARE PREPARING STUDENTS FOR THE FUTURE FOR THE SCHOOL OF MS, WE WANT TO STEP UP A NOTCH AND WE WANT TO SAY LIKE, OKAY, WE ARE GOING TO BUILD THE STUDENT SKILL SET IN A HIGH IMPACT PRACTICE AREA.

I MEAN, HANDS ON LEARNING, ACTIVE LEARNING, PROJECT BASED LEARNING ARE SOME AREAS WHERE WE WANT TO ACTUALLY PRESS MORE ON HOW THE DELIVERY HAPPENS.

AND LIKE TRUSTEE VICTOR SAID, TRYING TO BUILD OR HOW TO WORK WITH THE FACILITIES MANAGEMENT ON HOW CAMPUS IMPROVEMENTS ARE DONE AND HOW DO WE MATCH THE PROGRAM IMPROVEMENT TO THE CAMPUS.

WE WANT TO ACTUALLY EXPAND AND IMPROVE PROGRAM LABS AND ENGINEERING ON RICHLAND, BROOKHAVEN AND MONTAGUE CAMPUSES.

THOSE ARE THE CURRENT OPERATING CAMPUSES.

LIKEWISE, WE ALSO WANT TO IMPROVE OUR EXISTING LAB SPACES IN SCIENCES AREA ON MOUNTAIN VIEW CAMPUS AS WELL.

AND BUILDING ON THAT ACTIVE LEARNING, WE CAN CLEARLY LEARN FROM THE RESULTS AND RESEARCH THAT THE HIGH IMPACT PRACTICES WILL ALWAYS YIELD IN STUDENT SUCCESS.

HIGH IMPACT STUDENT RETENTION ARE ALL ADDRESSED AND TOUCHING BASE WITH OUR TRUSTEE FLORES POINT OF HOW DO WE BRIDGE VIRTUALIZATION WITH THE PHYSICAL SPACE? VIRTUAL REALITY TRUSTEE FLOYD SAID IT'S BEEN THERE.

I MEAN, THIS IS NOT NEW, BUT NOW AUGMENTED REALITY IS KICKING IN.

HOW CAN WE USE VIRTUAL REALITY AND AUGMENTED REALITY IN TEACHING OUR OFFERINGS?

[03:05:06]

SO NOW WE WANT TO STEP IT A NOTCH AHEAD AND WE WANT TO CREATE A VISUALIZATION FOR OUR INFORMATION TECHNOLOGY STUDENTS AS WELL.

AND PROCESS.

WE WANT TO CREATE A CYBERSECURITY SECURITY OPERATION CENTER IN COLLABORATION WITH A VIRTUAL CYBER RANGE, WHICH ALSO WORKS THE DUAL THREAT.

AND STUDENTS WILL GET THE SAME EXPERIENCE AS STUDENTS WORKING ON OUR CAMPUSES.

AND THE LAST PART I WANT TO MENTION IS HOW WE CREATE A NEW GAME DESIGN CENTER.

THIS IS MODELED BASED ON OUR ACADEMIC INCUBATOR WHERE WE ARE GOING TO CREATE AN ACADEMIC INCUBATOR TYPE MODEL FOR STUDENTS TO CREATE GAMES.

IT'S A GAME INCUBATOR CENTER TRYING TO DEVELOP THE CREATIVITY AND IMPACT OF STUDENTS TRYING TO MEET THE WORLD.

THANK YOU FOR THE SCHOOL OF HEALTH SCIENCES.

INCORPORATING THE MOST UP TO DATE TECHNOLOGY IS VERY IMPORTANT TO TEACH STUDENTS THE CURRENT AND EVIDENCE BASED PRACTICES TO MEET THE EVER CHANGING HEALTH CARE NEEDS.

AND AS AUGMENTED REALITY, WE PURCHASE 50 HOLOLENS TWO DEVICES SO THAT HOPEFULLY I CAN BRING THOSE DEVICES IN THE FUTURE SO THAT YOU CAN EXPERIENCE THOSE AUGMENTED REALITY.

UNFORTUNATELY, CURRENT HEALTH CARE LAB SETTINGS ARE NOT IDEAL TO INCORPORATE THOSE NEW TECHNOLOGIES, AND WE WOULD LIKE TO HAVE A DESIGNATED SPACE FOR HEALTH SCIENCES LAB AND RENOVATE THOSE SPACES TO MEET THE NEEDS OF OUR STUDENTS. UNFORTUNATELY, CURRENTLY WE ARE USING CHEMISTRY LAB TO TEACH THE SI HEALTH CARE PROGRAM AND THAT WOULD BE A HINDER FOR OUR STUDENTS EDUCATION AND WE WOULD LIKE TO SEE SOME.

I APPRECIATE THAT.

FLEXIBILITY, ADAPTABILITY OF THE FACULTY AND STUDENTS.

WE WOULD LIKE TO SEE SOME CHANGES IN THE FUTURE.

THANK YOU. GREAT SCHOOL BY MIT.

I WANTED TO HIGHLIGHT A COUPLE OF THINGS.

ONE IS THAT WITH THE EQUITY FOCUS THAT YOU'VE MENTIONED, THERE'S ANOTHER LENS TO IT, WHICH IS IF WE CONTINUE TO BUILD PROGRAMS WHERE THE JOBS ARE, THEN WE'RE DISENFRANCHIZING A POPULATION FOR ACCESS TO THOSE JOBS.

SO THERE'S AN INTENTIONALITY WITH THE SCHOOL OF MIT IN EXPANDING SOME OF OUR MORE NORTHERLY PROGRAMS IN THE PAST TO BRING THEM DOWN TO THE SOUTHERN SECTOR, BECAUSE THEN WE CAN TRAIN A DIVERSE POPULATION, WHICH IS ALSO WHAT INDUSTRY IS LOOKING FOR, SO THAT THEN WE CAN ELEVATE ALL COMMUNITIES IN DALLAS COUNTY.

SO WITH THAT, THE CEDAR VALLEY EXPANSION OF CONSTRUCTION SCIENCES, WE'RE ALSO RESPONDING RAPIDLY TO INDUSTRY NEEDS AND THE EMERGING TECHNOLOGIES.

SO ONE AREA OF THAT IS IN OUR ELECTRIC VEHICLES.

THERE ARE CLEAN CITIES COALITION THAT WE WORK WITH.

THE NORTH TEXAS COLLEAGUES SHARED WITH US THAT THERE'S CURRENTLY 78,000 ELECTRIC VEHICLES IN NORTH TEXAS.

THOSE CARS NEED TO BE WORKED ON.

SO WE'RE INFUSING AND.

SPACES WHERE WE CAN TRAIN OUR AUTOMOTIVE TECHNICIANS TO BE ABLE TO WORK IN THOSE ELECTRIC VEHICLE AND HYBRID SPACES.

IN ADDITION, WE'RE RESPONDING TO THE GROWING NEEDS OF THE MANUFACTURING INDUSTRY AS IT UNDERGOES VARIOUS INDUSTRY COMPANIES ARE GOING, UNDERGOING VARIOUS LEVELS OF AUTOMATION, BUT THEN ALSO THE VERY SIGNIFICANT IMPACT OF THE CHIPS AND SCIENCE ACT OF SEMICONDUCTOR EXPANSION HERE IN THE US, PARTICULARLY IN NORTH TEXAS, WHERE WE HAVE FIVE PLUS INDUSTRIES WITH TEXAS INSTRUMENTS LEADING THAT GENERATING OVER 7600 NEW JOBS IN TECHNICIAN CERTIFICATE AND ASSOCIATES TRAINED JOBS.

AND SO WE WILL NEED SPACES FOR THAT.

SO IT WAS A COMBINATION OF EXPANSION OF EXISTING SPACES, BUT THEN ALSO RECOGNIZING THAT IF WE'RE REALLY DALLAS COLLEGE IS GOING TO LEAD IN THESE AREAS, WE NEED NEW SPACES THAT ARE INTENTIONALLY DESIGNED, BUT THEN ALSO FLEXIBLE AND CAN SERVE MULTIPLE PURPOSES.

AND SO I'VE LISTED THREE OF THOSE EXAMPLES.

I WANTED TO HIGHLIGHT THE TRANSPORTATION DISTRIBUTION HUB AT CEDAR VALLEY BECAUSE OF OUR VICINITY TO THE INLAND PORT AND US BEING ABLE TO CAPITALIZE ON THAT AND DALLAS COLLEGE BEING INVOLVED IN THE PROJECT OF TRAINING THESE NEW ROLES IN THE AUTONOMOUS TRUCKING INDUSTRY.

SO THAT'S VERY EXCITING.

BUT WE CAN'T DO THAT IN A SMALL SPACE, RIGHT? WE HAVE TO INTENTIONALLY DESIGN FOR THAT.

SO AND THAT BRINGS US TO OUR VISION 2030 FOR A YES ON THIS ONE, BECAUSE I REMEMBER WHEN WE WERE PUTTING THE BOND PACKAGE TOGETHER, WE WERE.

SENSITIVE TO THE FACT THAT OVER THE COURSE OF OUR HISTORY WE HAVE NOT INVESTED EQUITABLY IN THE SOUTHERN SECTOR COMPARED TO THE NORTHERN SECTOR OF OUR COUNTY.

[03:10:08]

RIGHT. I MEAN, THAT'S GOING TO HELP ADDRESS THAT CONCERN AND THAT'S GOING TO ADVANCE THE THE THE EQUITY PRIORITY THAT THE SPORT HAS.

ARE THERE ANOTHER PROGRAM, YOU KNOW, ACROSS THE BOARD? ARE THERE OTHER PROGRAMS THAT YOU GUYS ARE RUNNING WHERE WE ARE BEGINNING TO INVEST IN THE SOUTHERN SECTOR WHERE MAYBE WE DIDN'T IN THE PAST? JUST A FEW EXAMPLES REAL QUICK, IF YOU COULD.

WELL, THE THE THOSE INVESTMENTS IN CEDAR VALLEY AND AND MOUNTAIN VIEW ARE BOTH BIG, BIG INVESTMENTS VALUED AT ABOUT $20 MILLION.

YEAH. YEAH.

SO THE THE REDBIRD FACILITY THAT WE SAW, WE'RE INVESTING IN SOME ADVANCED ROBOTICS THERE.

SO THOSE ARE NEW CERTIFICATES THAT CURRENTLY DON'T EXIST.

AND WHEN WE TALK ABOUT CREDENTIALS OF VALUE, WE'RE CREATING WHAT INDUSTRY NEEDS AND BEING ABLE TO DELIVER IT IN A RAPID WAY THAT LEADS TO HIGH PAYING JOBS.

SO YEAH, SOMETHING THAT HADN'T BEEN MENTIONED, I MISSED IT.

BUT OUR OUR INVOLVEMENT WITH VETERINARIAN MEDICINE, I KNOW THAT WE HAD AT CEDAR VALLEY HAVE, BUT I MEAN, THERE'S NOTHING THAT'S GROWING FASTER THAN PEOPLE WITH PETS AND YOU CAN'T GET IN TO SEE YOUR VET.

YOU CAN SEE YOUR OWN DOCTOR QUICKER THAN YOU CAN YOUR VET.

SO WHAT'S THAT OPPORTUNITY THERE? DID Y'ALL NOT REALLY ADDRESS THAT TOO MUCH? WELL, VETERINARY MEDICINE, WE DO HAVE A VET TECH PROGRAM AND THAT HAS BEEN GROWING.

AND WE WE HAVE BEEN OFFERING ONLINE EDUCATION 100% ONLINE VET TECH PROGRAM THAT HAS BEEN HIGH ENROLLMENT.

WE HAVE 300 STUDENTS IN THE PROGRAM AND TRY TO MEET THE NEEDS OF THE COMMUNITY AND WE WOULD LOVE TO EXPAND THAT OPPORTUNITY TO THE DUAL CREDIT HIGH SCHOOL STUDENTS IN THE IN THE FUTURE.

AND ALSO THIS INVESTMENT OF BIOTECH AT REDBIRD.

THAT'S JUST THE TECH LEVEL.

THAT'S RIGHT.

WITH YOUR LIKE NURSE PRACTITIONERS AND EVERYTHING ELSE, THEY'RE THE ONES WHO REALLY TAKE CARE OF YOUR ANIMALS.

SO THAT DOESN'T DO MUCH.

I MEAN, I'VE GOT A GRANDDAUGHTER IN NASHVILLE.

THAT'S A VET. SHE'S AT A HOSPITAL THAT'S BIGGER THAN MOST REGIONAL HOSPITALS HERE.

I HAVE MADE MYSELF ENOUGH.

WE DON'T HAVE TO DISCUSS IT RIGHT NOW.

I HAD A QUESTION ABOUT THAT MED TECH PROGRAM.

AND, YOU KNOW, WE'VE INVESTED A LOT OF MONEY IN THAT OVER THE YEARS.

BUT WHEN I WAS LOOKING AT THAT SLIDE ABOUT THE ENTRY MOSS, THE ENTRY LEVEL WAGE IS SO LOW, WHATEVER.

SO. MY CAUTION AND LIKE SO WE DON'T HAVE TO DO IT NOW.

AND I KIND OF HATE TO ASK, BUT I FEEL RESPONSIBLE TO ASK IF THEY'RE LOW ENTRY WEIGHT PROGRAMS COMPARED TO THE MONEY THAT WE'RE INVESTED IN OFFERING THE PROGRAMS AND THE NUMBER OF STUDENTS THAT ARE ENROLLED IN SOME OF THESE PROBLEMS. DOES IT MAKE SENSE TO CONTINUE DOWN THIS PATH? BUT ANYWAY, THAT'S KIND OF WHERE MY HEAD ROTATED AROUND.

AND I'LL JUST EVER SINCE I LOOKED AT THAT CHART.

YEAH, I'LL JUST. WELL, I MEAN, REALISTICALLY AND YOU KNOW, I TELL MY KIDS, IF YOU'RE NOT MAKING IT A MINIMUM OF 20 BUCKS AN HOUR, YOU AIN'T LIVING. I MEAN, I MEAN, YOU'RE DOWN IN THE BASEMENT AND YOU'RE DEFINITELY LIVING IN POVERTY BASED ON THE COST NOW.

SO WHEN I SAW THAT ABOUT THE PRESCHOOL TEACHERS AND SO FORTH, AND THEN I NOTICED ABOUT THE VET TECH PROGRAM, I MEAN, IT WAS REALLY KIND OF STARTLING TO ME BECAUSE OVER THE YEARS I KNOW HOW MUCH MONEY WE'VE INVESTED IN SOME OF THESE PROGRAMS AND THE EXPENSE OF OPERATING AND OFFERING THE PROGRAM.

SO ANYWAY, THAT'S BEEN KIND OF ON MY MIND, SERIOUSLY.

I MADE A NOTE NOW.

YEAH, THAT'S WHAT I'M TRYING TO DO.

I DON'T KNOW IF YOU WANT TO SAY ANYTHING OR.

YEAH, WELL, I MEAN, I JUST. I APPRECIATE THE QUESTION.

IT GOES BACK TO WHAT I WAS SAYING EARLIER.

YOU'RE ASKING THE RIGHT QUESTIONS OF THE BALANCE BETWEEN WHAT IS THE NEED WITHIN THE WORKFORCE, WHAT ARE THE WAGES PROVIDED AND WHAT IS OUR INVESTMENT IN THOSE PROGRAMS. SO ABSOLUTELY, ALL OF THOSE THINGS HAVE TO BE BALANCED FOR US TO FIGURE OUT WHERE WE INVEST.

AND, YOU KNOW, THE NEXT PART IS WHAT DO WE NOT DO ANYMORE THAT WE USED TO DO? SO MOST OF THE STUDENTS THAT ARE ENROLLED IN THAT PROGRAM, I THINK FROM OTHER PARTS OF THE COUNTRY DO THERE IS ONLINE PROGRAM.

[03:15:02]

SO IT'S IMPORTANT FOR THEM TO GET INTO THE FIELD AND WHAT WE'RE SHOWING ARE BASE LEVEL ENTRY SALARIES, BUT IT'S NOT THE TOTALITY OF WHAT THEY COULD EARN.

AND THAT GOES TO THE VALUE OF A DEGREE OR CREDENTIAL OVER TIME AND HOW IT INCREASES SOMEONE'S, YOU KNOW, LIKE LIFE, THEIR LIFESTYLE. FARMERS ARE MAKING A LIVING WAGE.

THAT'S THAT'S MY POINT.

AND $11 OR 13 THAT'S NOT A LIVING WAGE IN THESE DAYS OF TIME.

YOU KNOW, SO SO WE CAN HAVE THIS CONCERN ABOUT DEATH LATER.

NOT RIGHT NOW.

YES. THANK YOU, FANS.

I KNOW. I'M TRYING TO GO TO LUNCH WITH THE PROGRAM AT THE TABLE FOR THOSE ASSOCIATION, AND THEY'RE ADDRESSING OUR CONCERNS ABOUT LOW WAGE.

AND WE HAVE TO MAKE A STRATEGIC EFFORT AT THE ASSOCIATION NATIONAL ASSOCIATION LEVEL TO INCREASE THE WAGE OF THE B.TECH PROGRAM.

AND SO WE'RE TRYING TO BREAK FOR LUNCH.

AND WE KEPT SAYING, WELL, WE'LL CONTINUE THE REST OF THE PRESENTATION AFTER LUNCH.

BUT JUST SO Y'ALL KNOW, WE WILL BE HAVING AN EXECUTIVE SESSION DURING LUNCH.

[5. Executive Session (if required)]

IF WE STAY ON SCHEDULE, WE SHOULD BE BACK BY 130.

WE WILL NOW ADJOURN TO EXECUTIVE SESSION FOR CONSULTATION WITH ATTORNEY REGARDING LEGAL MATTERS FOR PENDING AND OR CONTEMPLATED LITIGATION OR SETTLEMENT OFFERS, PERSONNEL MATTERS, APPOINTMENT APPOINTMENT ASSIGNMENTS TO DELIBERATE REGARDING PROPERTY DELIVERY.

[4. Special Presentations (Part 2 of 2)]

THE HEALTHCARE AND LIFE SCIENCES, BUSINESS AND ENTERPRISE INSTITUTE AND THE CREATIVE ARTS AND MEDIA CENTER.

WE ALSO FORESEE HAVING SPACE FOR LEARNING COMMONS.

EXTERNAL PARTNERSHIP SPACE WHERE WE COULD GATHER AND CONVENE WITH OUR INDUSTRY PARTNERS.

STUDENT SUCCESS CENTER AND EVENT SPACE.

WE OFTEN HAD COMPLAINTS ABOUT NOT HAVING A LARGE CONVENING AREA, SO WE CONTEMPLATED THAT IN THIS DESIGN, THE TECHNOLOGY AND INNOVATION CENTER LARGELY FALLS UNDER RAGHU'S AREA.

BUT YOU'LL SEE HERE WE'LL HAVE SIMULATION LABS, MAKER SPACES.

THIS IS WHERE WE'RE TALKING ABOUT VIRTUAL AND AUGMENTED REALITY AS WELL AS DATA VISUALIZATION AND A COMMUNITY ENHANCEMENT CENTER WHICH WOULD ALLOW THE COMMUNITY TO BE IMMERSED IN SOME OF THOSE INTEGRATED TECHNOLOGICAL EXPERIENCES.

HEALTHCARE AND LIFE SCIENCES CENTER WILL HAVE COMMUNITY CLINICS, OUR SIMULATION LABS, ADVANCED HEALTH CARE TECHNOLOGIES.

THESE ARE ALL THE SPACES BEING MORE SPECIFICALLY DELINEATED WHEN THEY TALKED ABOUT NOT PUTTING NEW PROGRAMS. THESE NEW IDEAS INTO JUST OUR OLD TRADITIONAL CLASSROOMS. THIS IS GIVING YOU A VISUALIZATION OF FACE FORWARD, THE SPACE THAT WE'RE LOOKING AT NEEDING.

BUSINESS AND ENTREPRENEUR INSTITUTE.

WE'LL HAVE THE ACADEMIC INCUBATOR, WHICH WE CURRENTLY HAVE, BUT IT WILL BE AN EXPANDED FORMAT AS WELL AS THE CULINARY AND HOSPITALITY TRAINING INSTITUTE AND THE WORKFORCE TRAINING FOR FINANCE, BUSINESS AND ENTREPRENEURSHIP, WHICH WOULD INCLUDE THAT BLOOMBERG LAB TECHNOLOGY AS WELL.

CREATIVE ARTS AND MEDIA CENTER.

WE'RE REALLY EXCITED ABOUT THIS BECAUSE IT'S THE CULMINATION OF PULLING TOGETHER GALLERY SPACES, PERFORMANCE SPACES AND MEDIA AND VIDEO PRODUCTION.

WE FORESEE IT BEING VERY EXPANDED, BUT ALSO THE GO TO WITHIN OUR COLLEGE INSTITUTION FOR CUTTING EDGE TECHNOLOGY IN THIS SPACE, IN MEDIA PRODUCTION AND NOW MOVING FORWARD.

AND I WANT EVERYBODY TO REALLY THINK FUTURE FORWARD BECAUSE WE'RE GOING TO VISUALIZE A BETTER DALLAS COLLEGE THIS REALLY INTEGRATING US INTO EVERY SPACE THAT WE NEED TO BE IN BECAUSE WE'RE BEING RESPONSIVE TO THE COMMUNITY NOT ONLY WITHIN OUR CURRENT WALLS, BUT THE COMMUNITY THAT WE SERVICE EXTERNALLY THAT CONTINUES TO COME TO US.

AND SO WHEN WE'RE TALKING ABOUT A GLOBAL UNIVERSITY, WE'RE MOVING BEYOND OUR COMMUNITY COLLEGE PHASE, STILL BEING RESPONSIVE, AFFORDABLE, FLEXIBLE AND CARING FOR THE STUDENTS WE SERVE, BUT ALSO FOR OUR PARTNERS THAT ARE COMING TO US.

WE TALKED A LOT IN THIS PRESENTATION ABOUT OUR INVESTMENT IN LAB SCHOOLS, NEW SCHOOLS AND EVEN STEM AND YOUNGER PROGRAMS FOR OTHER STUDENTS, WHETHER THEY'RE IN MIDDLE SCHOOL OR HIGH SCHOOL.

SO WE'RE GOING TO CONTINUE THAT INVESTMENT IN CAMPS AND OTHER PROGRAMING TO BEGIN ENGAGEMENT WITH OUR COMMUNITY.

EARLIER, WE'RE LOOKING AT THOSE METAL LAB SPACES, WHICH WILL INCLUDE THE AUGMENTED AND VIRTUAL REALITY SPACES, PROVIDING IMMERSIVE EXPERIENCES FOR SOME

[03:20:07]

SHE IS OUR ASSOCIATE VICE PROVOST OF INTERNATIONAL AND GLOBALIZATION.

AND THROUGH HER EFFORTS IN THAT AREA IN A VERY SHORT TIME, WE HAVE MADE MANY ENGAGEMENTS WITH OUR COMMUNITY AND THE DIFFERENT CONSULATES THAT SURROUND US. WE'VE BEEN WORKING WITH MEXICO, VENEZUELA, COSTA RICA, CHILE.

YOU'LL NOTICE A THEME.

THERE ARE OTHER SPANISH SPEAKING COUNTRIES, AND THEY'RE ALSO IN CENTRAL SOUTH AMERICA.

WE ARE IN, RIGHT, A HISPANIC SERVING INSTITUTION.

SO THIS IS ALL THE THOUGHT THAT'S GOING INTO THE IMPETUS TO MOVE IN A DIRECTION OF DALLAS COLLEGE BECOMING GLOBAL AND PARTNERING WITH OUR INTERNATIONAL COLLEGE PARTNERS WHO ARE COMING TO US NOW FOR SERVICES.

ROB'S BEEN ENGAGED WITH THE UNIVERSITY OF DURANGO, WE THINK TRUSTEE FLORES FOR THAT INTRODUCTION.

BUT AGAIN, THERE HAVE BEEN OTHERS WHO HAVE COME TO US.

SO THIS IDEA BRINGS US TO GRACE IS NOT REAL, BUT THIS IS A FICTITIOUS STUDENT JOURNEY AND HOW WE FORESEE IT BEING POTENTIALLY FOR A STUDENT IN DALLAS COLLEGE 2030.

SO PERHAPS GRACE BEGAN HER ENGAGEMENT WITH US THROUGH A ROBOTICS SUMMER CAMP.

SHE WENT ON TO ENROLL AND REGISTER WITH DALLAS COLLEGE, SUBSEQUENTLY IN FALL OF 24, AND SHE STARTED TAKING MATH CLASSES IN ADVANCED BIOLOGY.

THROUGH HER ENGAGEMENT WITH DALLAS COLLEGE, SHE BECAME A PART OF OUR CAMPUS PROGRAM, THE PROGRAM THAT'S NOT FULLY REALIZED YET, BUT THAT HAS ELEMENTS OF IMMERSION INTO VIRTUAL AND AUGMENTED REALITY.

ELEMENTS OF SUPPORT FROM FACULTY MENTORSHIP AND OTHER ACADEMIC STUDENT SUPPORTS, AS WELL AS TRADITIONAL STUDENT SERVICES.

GRACE ENGAGES IN THE METAL LAB, WHICH PROVIDES HER OPPORTUNITIES AGAIN FOR SOME OF THAT AUGMENTED AND.

VIRTUAL REALITY, BUT ALSO FOR ACTUAL RESEARCH TO WORK WITH STUDENTS WITHIN THE LAB.

BUT ALSO THROUGH AUGMENTED AND VIRTUAL REALITY WITH OTHER STUDENTS THAT ARE IN SOME OF OUR INTERNATIONAL SPACES WITH PARTNERS WE CURRENTLY ENGAGE WITH IN OTHER UNIVERSITIES. THE CULMINATION OF GRACE'S EXPERIENCE WOULD BE FOR HER TO IMMERSE HERSELF FACE TO FACE THREE MONTHS STUDYING ABROAD WITH THOSE UNIVERSITY STUDENTS, COLLEAGUES AND PARTNERS THAT SHE ENGAGED WITH THROUGH AUGMENTED VIRTUAL REALITY AND OTHER RESEARCH BASED EXPERIENCES FOR ACTUALLY BEING IN THE FOREIGN COUNTRY TO COMPLETE THAT WORK.

SO THIS IS THE UNIVERSITY CONCEPT.

MANY OF YOU MAY BE FAMILIAR WITH HOW WE EVEN HAVE SPACE ON SOME OF OUR CAMPUSES FOR A TEXAS A&M COMMERCE.

IT WOULD LOOK THE SAME.

WE ARE REALLY BEING TAPPED BY SO MANY PARTNERS FOR ESOL, FOR OTHER SKILLS BASED EDUCATIONAL PROGRAMS AND EVEN OUR ARTS PROGRAMS, MOST RECENTLY WITH THE PERUVIAN COUNCIL.

SO THIS IS A VISION OF WHAT IT COULD LOOK LIKE FOR A STUDENT MOVING FORWARD AS WE ENGAGE IN NOT JUST OUR LOCAL COMMUNITY, BUT THE GLOBAL COMMUNITY.

I HAVE A QUESTION. YES.

IS THE TERM DALLAS COMMUNITY UNIVERSITY COMMUNITY OR COMMUNITY UNIVERSITY UNIVERSITY? IS THAT REGISTER ABLE? CAN WE REGISTER THAT NAME? IT'S SAD. I DON'T KNOW.

WHY WOULDN'T WE USE THAT? WHY WOULDN'T WE JUST CHANGE IT IN A MARKETING POINT OF VIEW? WHY WOULDN'T WE GO AHEAD AND REGISTER THAT AS A TRADEMARK? WELL, PRINCETON USES IT.

THAT'S GREAT, DANIEL. SO LET ME DO SOME RESEARCH, BUT WE'LL SEE IF WE CAN FIGURE THAT OUT.

BUT REALLY, IT WAS THE CONCEPT IN KEEPING WITH THE COMMUNITY COLLEGE BUT BRINGING US INTO OUR GLOBAL AND INTERNATIONAL.

YEAH, I MEAN, I THINK YOU'RE BRILLIANT, BUT I THINK WE SHOULD MAXIMIZE THE ABILITY TO TO HELP OTHER PEOPLE WHO WHO DON'T.

IT'S AGAIN, RELEVANCE MAKING US STAND OUT AND BE A PART DIFFERENT THAT WE RECOGNIZE THAT WE'RE MORE THAN A COMMUNITY COLLEGE.

WE'RE NOT TRYING TO BE A UNIVERSITY.

RIGHT. BUT WE'RE A HYBRID.

WELL, THEY DIDN'T PATENT IT AND IT'S FOR THEIR ARTS COUNCIL.

I GOT TO RESEARCH. I CAN'T DO THAT ON THE FLY.

SO. BUT THE INTENT? ABSOLUTELY. WHATEVER ULTIMATELY WE CALL IT, WHETHER IT'S THAT IT'S DALLAS COLLEGE GLOBAL.

BUT BUT THIS REALLY IS TO ENVISION HOW WE CAN POTENTIALLY REACH PEOPLE THAT WE DON'T REACH NOW.

SO DO WE HAVE A STRATEGIC PLAN FOR DALLAS COLLEGE GLOBAL AND WHAT'S THE FINANCIAL MODEL FOR IT LOOK LIKE? I MEAN, WE'RE GOING TO GO RIGHT TO FINANCES.

IT'S ALL ABOUT THE PARTNERSHIP, RIGHT? AND SO THAT'S WHY I WANTED TO HIGHLIGHT EVEN LIKE THE PARTNERSHIP WE HAVE WITH TEXAS A&M COMMERCE, WHERE THEY HAVE SPACE ON OUR CAMPUS FOR THEIR ENGINEERING PROGRAM.

[03:25:02]

WE'RE GIVING THEM SOMETHING THEY NEED.

IN THE CASE OF OUR INTERNATIONAL PARTNERS IS LARGELY LANGUAGE SKILLS BECAUSE THEY WANT TO HAVE A COMMAND OF THE ENGLISH LANGUAGE, BUT IT'S ALSO PRACTICAL SKILLS.

SO IN THE CASE OF THE SCHOOL OF EDUCATION I'M SORRY, ROB, BUT HE MIGHT BE ABLE TO SPEAK TO IT.

MORE SPECIFICALLY, THEY WANT TO FOLLOW SIMILAR EDUCATION PRACTICES AND STRATEGIES THAT WE'RE USING IN THE US.

SO THAT'S A VALUE TO THEM, RIGHT? AND BECAUSE WE'RE GETTING TAPPED FROM SO MANY DIFFERENT ANGLES, WE'RE TRYING TO FIGURE OUT WHAT MIGHT BE THE BEST WAY TO POSITION OURSELVES.

DO WE ASK FOR SPACE ON ONE OF THEIR PARTICULAR CAMPUSES? DO WE ENVISION A DIFFERENT SPACE ENTIRELY? BUT IT'S ALL ABOUT THE CONVERSATION AND THE PARTNERSHIP AND A LOT OF THAT'S GOING ON.

SO DO WE HAVE A TO Z, A STRATEGIC PLAN FOR IT TODAY? NO. BUT BECAUSE OF THE MANY CONVERSATIONS THAT ARE OCCURRING, WE WANTED TO PUT THIS VISION AND IDEA OUT THERE BECAUSE IT'S NOT FARFETCHED.

I THINK I THINK THAT TWO TWO AREAS THAT REALLY, REALLY I THINK LEND ITSELF TO THE INTERNATIONAL ONE IS IN DESIGN. THE DESIGN IS AN AREA THAT IS TOTALLY CONNECTABLE TO REALLY JAZZ UP WHAT WE DO IN RELATIONSHIPS.

AND THE OTHER IS CULINARY.

I MEAN, THERE'S A COMMON LANGUAGE CALLED FOOD.

AND I REALLY THINK THAT THOSE TWO THINGS AND I MENTIONED TO THE CHANCELLOR ABOUT THE CULINARY ASPECT OF CRUISE SHIPS, THERE'S A MAJOR, MAJOR MARKET IN NEED FOR CULINARY HELP IN THE CRUISE SHIP INDUSTRY.

AND IT'S AN INTERNATIONAL GENERALLY THE OWNERSHIP IS INTERNATIONAL PEOPLE.

BUT SO SO TO ME, YOU TALK ABOUT THE STARTING SALARY IN CULINARY.

THEY PROBABLY GET PAID ULTIMATELY MUCH MORE AND LIVE A LIFE THAT'S DIFFERENT THAN MOST CULINARY EXPERIENCES.

SO THOSE ARE THE KIND OF THINGS.

AND THEN JUST LAST MONTH, A PERSON APPROACHED AND SAID THEY HAD BEEN APPROACHED.

YOU TRIED.

16 MILLION STUDENTS IN INDIA.

THEY DON'T HAVE PE TEACHERS.

WE NEED PE TEACHERS TAUGHT THAT CAN GO TO INTERNATIONALLY AND TRAIN.

SO, I MEAN, YOU KNOW, THE CHANCELLOR ALLUDED TO IT EARLIER, THOUGH.

I MEAN, WE'RE CHARTERED WITHIN DALLAS COUNTY.

I MEAN, OUR TAXPAYERS HERE SUPPORT, YOU KNOW, OVER 50% OF OUR REVENUE.

YOU KNOW, AND IF WE'RE GOING TO DO INTERNATIONAL WORK, I'M NOT AGAINST DOING IT.

I THINK THERE'S TREMENDOUS BENEFIT TO IT.

BUT WE NEED TO HAVE A STRATEGIC PLAN AND A REVENUE MODEL THAT IS AT LEAST FULL COST RECOVERY, IF NOT RETURNING PROFIT TO IT.

YOU KNOW ME BETTER THAN THAT IS PROFIT CENTER, NOT RECOVERY.

IT'S PROFIT CENTER.

AND YOU KNOW, THERE'S OTHER I MEAN, THIS IS THERE'S INTERNATIONAL AID, STATE DEPARTMENT DOLLARS TO DO THIS KIND OF STUFF.

I MEAN, THE CONTRACT OPPORTUNITIES WITH GOVERNMENTS AND HOST COUNTRIES THAT WE GO INTO, THERE'S CONTRACT OPPORTUNITIES WITH UNIVERSITIES THAT ARE THERE.

BUT AS LONG AS WE'RE CONTEMPLATED AND WE'RE GOING TO TAP INTO THAT AND BE FULLY REIMBURSED AND WE CAN TELL OUR TAXPAYERS THAT, LET'S GO AT IT NOT ONLY WE'RE AN EXPORT TAXPAYER TO HELP OUR PEOPLE WHO LIVE HERE GET EMPLOYMENT THAT THEY OTHERWISE MIGHT NOT EVEN KNOW ABOUT.

YES, HI.

I'M VERY SUPPORTIVE OF THIS.

IN FACT, WHEN WE HAD THE RETREAT, THAT'S ONE OF THE IDEAS I BROUGHT UP.

AND I REMEMBER PEOPLE LOOKING AT ME LIKE I WAS CRAZY.

BUT I THINK IT'S POSSIBLE.

AND ACTUALLY LEAVING AN AMOUNT BUT THEN CONCERNED THAT IS BEFORE WE DO THAT, I LOVE THE DREAMS WE HAD TODAY.

I LOVED ALL THE PLANS.

BUT DOES ANYBODY PUT PEN AND PENCIL OR MAYBE A CALCULATOR TO IT AND FIGURED OUT WHAT THIS WOULD COST US? THAT'S WHAT I'M CONCERNED ABOUT.

YES, ABSOLUTELY. I LOVE THE DREAM BIG.

I'VE ALWAYS DREAMED BIG.

BUT WHAT'S IT GOING TO COST US? ABSOLUTELY. SO, I MEAN, WE HAVE WE HAVE GENERAL IDEAS OF WHAT COST OF THESE THINGS CAN BE IN EACH AREAS.

AND THAT'S WHAT I WAS SAYING EARLIER, BECAUSE YOU HEARD A LOT OF THE DIALOG AROUND FACILITIES AND THAT SORT OF THING THAT WHEN WE GET INTO THE THE BOND ALLOCATION CONVERSATION AND WHERE THERE MAY BE REMAINING DOLLARS FOR FACILITIES, HOW DO WE ALLOCATE THOSE, WHERE DO WE ALLOCATE THOSE? AND SO WITHIN EACH ONE OF THESE AREAS, THERE'S THERE'S SOME NUMBERS AROUND WHAT WHAT SOME OF THAT MIGHT BE, BUT WE'RE JUST NOT TO THAT THAT PHASE THREE PORTION YET. SO THIS IS SOMETHING THAT DR.

MAY DISCUSSED AS HE WAS EXITING.

HE WANTED TO FLESH THIS OUT, THIS TYPE OF GLOBAL REACH FOR DALLAS COLLEGE.

AND I'M GLAD YOU ALL HAVE FINALLY BROUGHT IT TO FRUITION BY HIRING A VICE PROVOST AND ET-CETERA AND PLUS THINGS THAT I BROUGHT TO THE TABLE IN DIFFERENT AREAS.

SO ARE YOU ALL WORKING WITH THE THE UNIVERSITY IN SALVADOR?

[03:30:04]

DIANA, I WISH YOU COULD BE HERE.

YES. OKAY. BUT SHE'S NOT HERE, BUT SHE'S FOLLOWING UP ON ALL THOSE CONNECTIONS.

AND WE REALLY WANT TO HIGHLIGHT THAT.

WE'RE TRYING TO BRING THE SPANISH SPEAKING FIRST BECAUSE OF OUR HPSCI AFFILIATION.

BUT IN A CLOSE SECOND, WE'RE HAVING OUR ASIAN SPEAKING COUNTRIES BECAUSE WE HAVE JAPAN AND VIETNAM AND WE'RE IN CONNECTIONS WITH.

SO THE QUESTION IS WE HAVE PROFESSIONALS HERE FROM OTHER COUNTRIES, YOU KNOW, A LOT OF SPANISH SPEAKING.

THEY DON'T KNOW HOW TO VALIDATE THEIR DEGREES.

HAVE YOU ALL THOUGHT OF THAT AS A SERVICE OF DALLAS COLLEGE GLOBAL? YES. AND WE WERE WORKING THROUGH THAT INITIALLY WITH DR.

DALLAS AND HIS SCHOOL.

DIANA HAS BEEN BRIEFED ON ALL OF THAT INFORMATION AND IS COMING UP WITH PROCESSING PLANS SO THAT WE CAN CONVENE AGAIN WITH STAKEHOLDERS TO GO THROUGH THE BEST PRACTICES FOR THAT.

AND THAT WAS LARGELY OUR INTERNATIONAL HAD BEEN SO SCATTERSHOT, RIGHT? WE DIDN'T REALLY HAVE AN EXPERT IN THAT AREA THAT COULD SPEAK TO THE SPECIFICS.

SO WE CAN GET LITTLE THINGS AND LITTLE PILOTS OFF THE GROUND.

BUT WE WERE NEVER REALLY ABLE TO STRATEGICALLY SAY, OKAY, WHAT DO WE DO? DIANA BRINGS THAT EXPERTISE AND SHE'S EXTREMELY DETAIL ORIENTED.

SO SHE'S WORKING THROUGH THOSE PROCESSES SO THAT WE CAN TAKE THEM IN A ORGANIZED MANNER TO PEOPLE SO THEY CAN WALK THROUGH THE STEPS AND FOLLOW THROUGH AND BE ABLE TO VALIDATE THEIR CREDENTIALS. SO A COUPLE OF OTHER THINGS.

THE SEVERE NURSING SHORTAGE, PLUS THE ALMOST DEARTH OF AVAILABILITY OF BILINGUAL NURSES IN THIS CASE BY SPANISH ENGLISH.

YOU'RE SMILING BECAUSE THAT IS.

I STARTED THIS? NO. OKAY. SO IN MY ROLE WITH THE CHAMBER, WE MEET PERIODICALLY WITH DR.

SHARIF AND WE'VE DISCUSSED WITH HIM BRINGING NURSES FROM SPANISH SPEAKING COUNTRIES BECAUSE THEY CAN PROVIDE VISAS AND WORK SHORTAGE AREAS.

HOWEVER, THERE'S A VERY STRINGENT LICENSING PROCEDURE PROCESS FOR THE STATE OF TEXAS.

SO THROUGH DALLAS GLOBAL THAT WE WOULD PREPARE THESE NURSES TO PASS THAT EXAM AND THEN HAVE THESE NURSES IN OUR HOSPITALS.

SO THAT'S ONE TRACK THAT I HOPE YOU ALL WILL LOOK INTO.

I CAN SPEAK A LITTLE BIT ABOUT THAT.

AND ACTUALLY IN THE PAST WE WERE ABLE TO ACCEPT NURSES THAT COMPLETED DEGREE IN MEXICO AND THEY WE CONSULT WITH THE TEXAS BOARD OF NURSING AND FIND OUT THERE'S ONE COURSE MISSING FOR THEM TO BE ABLE TO TAKE THE LICENSURE EXAM IN UNITED STATES.

AND WE WERE ABLE TO PROVIDE THE COURSE JUST ONE COURSE THAT THEY NEEDED AND THAT STUDENTS WAS ELIGIBLE BECOME ELIGIBLE TO TAKE THE LICENSURE EXAM IN USA AND ARE NOW PRACTICING IN USA.

AND IT'S NOT ONLY INTERNATIONAL ISSUES BETWEEN THE STATES, EVEN NEW YORK.

THE NURSE PRACTITIONER IN NEW YORK CAN PRESCRIBE NARCOTICS, NOT IN TEXAS.

AND SO WHAT SOME OF THOSE THINGS THAT WE CAN DO BECAUSE I JUST SAW ONE AT UT AND SHE'S NOW NOT ABLE TO DO WHAT SHE COULD DO THERE.

BUT WHAT COULD WE DO TO BRIDGE THAT ISSUE? WE DO NEED TO MOVE. SO THAT MIGHT BE AN OPPORTUNITY TO PURSUE WITH PARKLAND AND MAYBE THE OTHER TRUSTEE BOYD HAS RELATIONSHIPS, AS I'M SURE WE HAVE ALSO WITH THESE DIFFERENT HEALTH TEXAS HEALTH RESOURCES, ONE OF THESE BIG ONES, OR MAYBE THEY WOULD PROVIDE FUNDING FOR US TO RECRUIT AND PREPARE THEM TO PASS THE LICENSURE EXAM AND THEN HAVE A HOPEFULLY NURSES TO HELP ALLEVIATE THAT SHORTAGE.

ANOTHER ONE IS WHEN WE DID THE CONSULAR RECEPTION, THE CONSUL GENERAL DE MEXICO WAS THERE, AS WERE SOME OF THE OTHER COUNTRIES. AND THEN WE MET WITH HIM, REMEMBER, WITH THE I JUST CALL HIM BY THE FIRST NAME OF APOLOGIZE.

I DON'T KNOW HIS FULL NAME. THANK YOU.

BUT HE'S READY TO TO HELP US BRIDGE WITH THE UNIVERSITIES IN MEXICO THAT WE CAN BE STRATEGIC ABOUT TO THEN ESTABLISH PROGRAMS. BUT HE WAS LIKE THE DAY AFTER WE MET WITH HIM OR THAT AFTERNOON, I THINK WE HAD LUNCH WITH HIM OR BREAKFAST.

I DON'T REMEMBER ANYWAY, EITHER THAT DAY OR THE NEXT DAY.

HE HAD ALREADY CONTACTED THE MEXICAN ASSOCIATIONS OR GOVERNING AGENCIES OR WHATEVER THAT HE NEEDED TO, AND THEY'RE READY TO GO.

BUT WE WEREN'T BECAUSE WE DIDN'T HAVE THE VICE PROVOST TIE YET OR ANYTHING LIKE THAT.

SO THERE'S ALL OF THESE POSSIBILITIES OUT THERE TO REALLY MAKE A GO.

AND AS YOU'RE STATING FIRST WITH THE SPANISH SPEAKING COUNTRIES, BECAUSE WE ARE AN HSCI AND THEN BRANCH OUT AND GOOD THING THAT WE HAVE PEOPLE ON OUR TEAM THAT COME FROM OTHER COUNTRIES, NOT SPANISH SPEAKING, BUT THEY CAN HELP US PROVIDE ESTABLISH THOSE LINKAGES.

ABSOLUTELY. SO GOOD JOB.

OKAY. ANESTHESIOLOGIST HERE.

THE CLIMATE TODAY, I DON'T BELIEVE IS SUPPORTIVE OF THIS CONCEPT.

[03:35:06]

IT'S A PRACTICAL I LOVE THE IDEA, BUT I JUST WANT US TO LOOK AT I LIKE TO PUT THINGS IN PERSPECTIVE OF WHAT'S HAPPENING IN THE WORLD.

I THINK THAT'S WHERE AND THIS IS TRUE, IF I COULD.

TRUE. VERY, VERY TRUE.

AND IT'S VERY UNFORTUNATE.

HOWEVER, WHAT USED TO BE CALLED THE THE TREATY BETWEEN MEXICO, CANADA AND THE US CALLED NAFTA AND NOW UNDER THE TRUMP ADMINISTRATION, HAS A DIFFERENT ITERATION AND DIFFERENT NAMES.

THEY THEY AND YOU MIGHT KNOW ABOUT THIS, BUT WE NEED TO HAVE OUR STAFF LOOK INTO IT.

AND THAT WAS A PROVISION THAT WHERE THERE'S WORK SHORTAGES AREAS, THERE'S NOT AS MANY STEPS THAT YOU NEED TO FOLLOW TO PROVIDE THOSE PEOPLE WITH WORK VISAS, IT'S MY UNDERSTANDING. CORRECT. IT'S RELATIVELY EASY.

SO THIS IS WHAT WE NEED TO LOOK AT AND BE READY TO PREPARE TO PROVIDE TO THE INSTITUTIONS.

THIS IS THE WAY YOU CAN DO IT.

THIS IS A SOLUTION.

THAT'S EXACTLY WHAT YOU WERE GOING TO SAY.

WELL SAID. THANK YOU, SEAN.

I WANT TO JUST ASK A KIND OF A PHILOSOPHICAL QUESTION.

IT ALMOST GOES BACK TO THE BEGINNING, SLIDE TWO, AND IT HAS TO DO WITH THE BALANCE BETWEEN FULL TIME AND ADJUNCT.

AND WE'RE LIKE THREE AND A HALF, ALMOST 4 TO 1 ADJUNCT FOR FULL TIME.

AND I IMAGINE THE STORY IS DIFFERENT FOR EACH SCHOOL IN TERMS OF HOW YOU UTILIZE ADJUNCTS BUT UNDER ONE COLLEGE AS OPPOSED TO THE OLD MODEL.

WHAT'S THE DIRECTION OF THE PHILOSOPHY HERE? HOW DO YOU GUYS THINK ABOUT IT? WELL, WE DEFINITELY WANT TO STAY WITHIN THE NORMS IN HIGHER ED AND I WAS JUST AT A CONFERENCE LAST WEEK WHEN A GREAT STATISTIC, BUT WE ALL KIND OF LOOKED AT EACH OTHER, ALL PROVOSTS IN THE ROOM AND SAID, SOUNDS ABOUT RIGHT IN EXCESS OF 60% OF THE PROFESSORIATE IN THE UNITED STATES IS PART TIME.

THEY WENT ON TO SAY THAT THOSE PART TIME EMPLOYEES DON'T EARN A LIVABLE WAGE IN THIS COUNTRY.

SO IT BEGAN A VERY SOMBER DIALOG BETWEEN BOTH TWO AND FOUR YEAR PROVOSTS THAT WERE IN THE ROOM ABOUT KIND OF THE STATE OF HIGHER EDUCATION, THE STATE OF TEACHING, AND WHERE SHOULD OUR ADVOCACY BE.

SO MY ADVOCACY IS ALWAYS WITH FACULTY.

I CAME FROM FACULTY.

I'M A CHIEF ACADEMIC OFFICER.

WE'RE WORKING ON THAT WITHIN OUR STRUCTURE.

WE'RE STILL WORKING THROUGH THOSE BUDGETARY ITEMS IN TERMS OF HOW MANY FULL TIME FACULTY WE PERCEIVE NEEDING EVEN FOR THIS UPCOMING ACADEMIC YEAR VERSUS ADJUNCTS OR PART TIME TEMPS. BUT IT'S ALSO VERY FLUID AND WHAT THE ENTIRE MARKET WILL BEAR.

SO THERE ARE CONSTRAINTS EVERYWHERE.

AND I'M HAPPY TO SAY THAT OUR NUMBERS ARE AT LEAST REFLECTIVE OF NATIONAL TRENDS, BUT NOTHING TO BRAG ABOUT.

AND SO WE'RE ALWAYS INTERESTED IN PUTTING FULL TIME FACULTY IN ROLES TO THE EXTENT AND DEGREE WE DEFINE THEM.

SO IN SOME AREAS IT'S EASIER THAN OTHERS.

VERONIQUE, AS YOU HEARD FROM HER EARLIER, REAL HARD TIME FINDING FULL TIME FACULTY BECAUSE THEY COULD JUST EARN MORE IN INDUSTRY.

SIMILAR FOR UMI, SIMILAR FOR RAGHU.

SO WE'RE ALL DEALING WITH THE SAME MARKET CONSTRAINTS, BUT FUTURE OF HIGHER ED AND YOU KNOW, KIND OF WENT THAT WAY.

WE DIDN'T FORESEE THE WHOLE ADJUNCT ISSUE GOING AWAY BECAUSE THERE'S NO REAL QUICK RESOLUTION FOR THIS PROBLEM IN TERMS OF FACULTY WHO WANT TO STAY IN TEACHING PROFESSION PROFESSIONS VERSUS RESEARCH PROFESSIONS OR OTHER AREAS IN THEIR CAREER TRAJECTORY WHERE THEY CAN EARN MORE. SO IT'S AN ONGOING CONVERSATION, BUT OBVIOUSLY I WOULD ERR ON THE SIDE OF I NEED FULL TIME FACULTY, JUST GOT TO FIND THEM.

YEAH, BECAUSE ABSOLUTELY THAT'S BEEN A CONVERSATION ABOUT FROM A BUDGETARY STANDPOINT, FROM A RESOURCE ALLOCATION STANDPOINT, THESE GUYS NEED ADDITIONAL FULL TIME FACULTY THAN WE'RE GOING TO PROVIDE THE RESOURCES TO ENSURE THAT THEY CAN RECRUIT THE FULL TIME FACULTY THAT THEY MAY NEED.

IT'S PART THAT BECOMES A CHALLENGE WHERE WE CAN FIND THEM.

ABSOLUTELY. AND IT ALSO GOES TO THE TRAINING AND PROFESSIONAL DEVELOPMENT WE COULD FIND FOR THOSE ALONG THE WAY, BECAUSE I'M EVEN MORE WILLING TO GO BEAT DOWN THE DOORS AND GET TAS AND TEACHING ASSISTANTS AND THOSE WHO ARE PURSUING THEIR PHD CREDENTIALS AND PROVIDING THEM WITH THE SUPPORT AND TRAINING NECESSARY TO MAKE GOOD TEACHERS OUT OF THEM BECAUSE IT'S JUST SO HARD TO FIND.

THANK YOU. SO SHAWNDA, AS WE FLIP TO THE BACK TO THE OTHER DECK, I KNOW THERE WERE QUESTIONS THAT HAD COME UP EARLIER AROUND BSN, SO JUST A COUPLE THINGS YOU MAY WANT TO HIT THERE.

OH, SURE. SO WE ARE VERY EXCITED TO SHARE ABOUT ALL OF OUR VIEW OF THE BSN PROGRAM, AND I APOLOGIZE IN ADVANCE THAT I AM NOT ABLE TO SHARE EXACT DATE THAT WE ARE ABLE TO START THIS PROGRAM, BUT WE ARE DILIGENTLY WORKING TOWARD ESTABLISHING THIS PROGRAM IN 2024.

AND I WANT YOU TO LOOK AT THIS DATA.

92% OF THE DALLAS COLLEGE STUDENTS WHO WANTED TO PURSUE A BSN DEGREE ACTUALLY WANT TO COMPLETE

[03:40:09]

THAT SPEAKS THE VOLUME BECAUSE STUDENTS WANT TO A STUDENT LOVE OUR FACULTY, STUDENT, LOVE OUR PROGRAM AND WE WE HAVE TO MEET THEIR NEEDS.

SO IT IS VERY IMPORTANT TO ESTABLISH THE PROGRAM AT DALLAS COLLEGE TO MEET THAT STUDENT NEED.

AND THIS ALSO OUR BSN COURSES PROVIDE BETTER PATIENT OUTCOMES.

MANY RESEARCH CLEARLY SHOW THAT HOSPITAL WITH HIGHER PERCENTAGE OF THE BACHELOR PREPARED NURSES HAVE LESS ADVERSE EFFECT ADVERSE RESULT AT THE HOSPITAL MEANING LIKE A PRESSURE ULCERS, LESS PRESSURE, ULCERS, LESS INFECTION.

AND ALSO THIS DEGREE IS GOING TO PROVIDE ADVANCED OPPORTUNITY FOR THE CAREER ADVANCEMENT.

SOME STUDENTS MAY WISH TO BECOME NURSE PRACTITIONER, MAY WISH TO BECOME NURSE EDUCATOR THAT WE DESPERATELY NEED, SO THAT THIS WILL GIVE STUDENTS MANY OPPORTUNITY TO MOVE TO THE NEXT STAGE.

AND THIS PROGRAM WILL BE 12 MONTH PROGRAM.

IT'S GOING TO BE 100% ONLINE.

AND AS WE KNOW, THE TARGET POPULATION IS WORKING NURSES.

WE NEED TO BE FLEXIBLE, ADAPTABLE TO MEET THEIR NEEDS AND WE ARE PLANNING TO ACCEPT UP TO 60.

STUDENTS FOR THE FIRST YEAR.

AND ALSO, I WANT YOU TO LOOK AT THIS TUITION 2370 AVERAGE R&B PROGRAM COST NATIONWIDE IS BETWEEN 8000 TO 12 $12,000.

SO HOW COST EFFECTIVE THIS IN OUR PROGRAM WILL BE.

SO I'M VERY EXCITED TO SHARE THIS QUICK OVERVIEW OF THE R&B PROGRAM AND HOPE TO SHARE GREAT NEWS.

I HAVE A QUESTION ABOUT DO WE KNOW THAT WE CAN'T PAY THE INSTRUCTORS? UH, WE HAVE TO.

WE'RE GOING TO HAVE TO PAY MORE TO GET THE INSTRUCTORS BECAUSE THEY CAN MAKE MORE MONEY WORKING THE WEEKEND SHIFT.

SO I DON'T THINK WE CAN CONTINUE TO ONLY CHARGE 2370.

THAT MAY BE WHAT? SO, SO IF WE DOUBLE THAT, IT STILL WOULD BE A 50% BARGAIN FOR ANYBODY? I DON'T THINK I DON'T IN MY MIND, I DON'T THINK WE SHOULD KEEP THE SAME MIND FRAME THAT WE CAN GIVE EVERYTHING AT THE SAME PRICE.

SO OUR ONLY LIMITATION OF THAT IS OUR AUTHORIZATION TO OFFER FOUR YEAR DEGREES BY THE LEGISLATURE WAS UNDER CURRENT TUITION LEVELS AND RATES.

AND SO, SO THAT IS THE CAVEAT IN THE DIFFERENCE.

THE CHALLENGE THAT YOU POINT OUT ABOUT HAVING TO PAY MORE FOR THESE FACULTY ABSOLUTELY IS A REALITY THAT WE'RE GOING TO HAVE TO OFFSET FROM OTHER AREAS THAT MAY NOT BE REFLECTED IN WHAT THESE TUITION COSTS ARE.

AND YOU MADE A STATEMENT THAT IT WOULD BE 100% ONLINE.

YES. WHY? BECAUSE WORKING AS IS, FOR EXAMPLE, WHEN I PURSUE MY MASTER'S DEGREE, IT HELPED ME WHEN I WAS I HAD TO WORK 12 HOUR SHIFT SOMETIMES 60 HOUR, HOUR SHIFT.

AND WHEN IT WAS ONLINE, IT HELPED ME A LOT BECAUSE I CAN COMPLETE THAT ON MY PACE AND THAT'S SOMETHING THAT WE WANT TO PROVIDE TO NURSES AND WE NEED TO BE COMPETITIVE AGAINST THE OTHER UNIVERSITIES AND COLLEGES THAT OFFER THE SAME ONLINE COURSES.

I UNDERSTAND OFFERING IT, BUT I DON'T.

TO ME, I THINK THERE ARE STUDENTS WHO DON'T EXIST TODAY THAT WILL BECOME STUDENTS.

IF WE HAD A RESIDENT PROGRAM, I MEAN, I DON'T THINK I DON'T THINK IT'S A BIG VISION TO TO LIMIT IT TO ONLINE WHEN WE DON'T DO THAT IN ANYTHING ELSE. I MEAN, WE DO SOME BUT I MEAN, WE WE KNOW THERE ARE SOME STUDENTS THAT SAY I WOULDN'T DO IT IF IT WAS ONLINE, BUT I WILL DO IT IF IT'S IN RESIDENCE.

SO I DON'T I DON'T LIKE THE IDEA AT THE OUTSET, THE OUTSET, THE ONE THING.

BUT WE'RE TALKING ABOUT A 20, 30 VISION AND I DON'T WANT AND IT'S KIND OF LIKE EARLIER TALKING ABOUT TODAY AND TOMORROW, WE'RE NOT SUPPOSED TO PUT ANY KIND OF FENCES AROUND ANYTHING.

SO A SLIGHT CLARIFICATION.

SO WE WENT BACK TO REALITY HERE.

SO THIS IS WHAT WE'RE SETTING.

WE'RE DONE VISIONING AND NOW WE'RE GOING INTO SLIDES THAT ARE BACK TO REALITY ABOUT PROGRAMS THEY'RE BRINGING ONLINE AND ON BOARD RIGHT NOW.

AND SO AT THE OUTSET OF THIS PROGRAM, WHEN IT WAS FIRST DEVELOPED, THE CONCEPT IT WAS TO BE FOR AN ADULT POPULATION WHO'S CURRENTLY WORKING AND HOW WOULD WE GET THEM TO THEIR.

BSN YEAH, THIS IS WHERE WE START NEXT YEAR.

[03:45:03]

WE HAD CONVERSATIONS AROUND THE MULTI LANGUAGE ASPECT OF THIS THAT CAME UP A LITTLE BIT IN A PREVIOUS CONVERSATION THAT YOU KNOW, PARKLAND HAS WHAT, 300 OR SO MEDICAL INTERPRETERS.

AND SO WE KNOW THAT CERTAINLY SPANISH, WE KNOW THAT VIETNAMESE IS NEXT.

AND SO HOW DO WE WORK IN THOSE LANGUAGE COMPONENTS AFTER WE BUILD THIS? AND THEN CONSIDER WHAT A WHAT OUR ON GROUND PRESENCE LOOKS LIKE.

AND AND I UNDERSTAND.

AND I. I JUST KNOW THAT TODAY AND THOSE.

CATALINA WAS SAYING, YOU KNOW, HOW IS IT ONCE GOING TO COST ALL THAT? I THINK IT'S REAL CRITICAL THAT WE KEEP OUR MINDSET IN NOT PUTTING ANY FENCES OR BARRIERS OR WE'LL LOSE SOME VISION.

DOESN'T MEAN WE CAN'T WE CERTAINLY CAN'T DELIVER EVERYTHING WE CAN DREAM, BUT WE CAN CERTAINLY REACH MORE THAN WE WILL IF WE START TRYING TO BUILD FENCES.

SO IF WE GET TACTICAL TOO QUICK, THEN THEN WE LOSE THE REAL BENEFIT OF STRATEGIC THINKING AND PLANNING.

SO. SO WE COULDN'T BUILD THE BUILDINGS IN A YEAR OR TWO ANYWAY.

SO I UNDERSTAND THAT.

I JUST DON'T I DON'T WANT US TO SAY WE'RE GOING TO BUILD AN ONLINE NURSING PROGRAM.

THAT'S WHAT I'M THAT THAT BOTHERS ME TO HEAR THAT.

THAT'S ALL I'M SAYING.

I WILL MAKE SURE WE WILL HAVE A FURTHER CONVERSATION ABOUT AND MEET THE NEEDS OF STUDENTS.

WE WILL SURVEY OUR STUDENTS AND WE WILL BE FLEXIBLE TO MEET THE STUDENTS NEEDS.

YOU KNOW THIS WHAT WE JUST SPENT 40 MINUTES TALKING ABOUT.

I'D LIKE TO JOIN THAT DISCUSSION, PLEASE, WHEN YOU GET INVOLVED, BECAUSE I WOULD NOT LIKE TO BE CARED FOR BY A TOTALLY ONLINE TRAINED NURSE.

WELL, SO THIS STARTS US AS A DIFFERENTIATOR, THOUGH.

I MEAN, THIS STARTS AS, AS AS AS SOMETHING FAIRLY UNIQUE IN THE SPACE.

CERTAINLY AT THIS PRICE POINT THAT GIVES US A PLACE TO BUILD ON.

AND THIS IS GOING TO BE ABLE TO SERVE A POPULATION OF INDIVIDUALS THAT WANT TO BE NURSES.

AND THEY TOLD HIS PERSONAL EXPERIENCE IN THIS THAT PROVIDES A PATH, AN OPPORTUNITY THAT FOLKS WOULDN'T HAVE OTHERWISE NECESSARILY, ESPECIALLY, AGAIN, AT THIS PRICE POINT. WHAT JOBS ARE MOST OF THOSE NURSES IN TODAY? IF YOU TOOK THE FIRST 50 PEOPLE WHO CAME ON THE PROGRAM, WHAT ARE THEY DOING TODAY? RIGHT TODAY THEY'RE IN, ARE THEY? NO, THEY ARE. THEY ARE WORKING ALL ENDS.

SO WE ONLY ACCEPT THE WORKING ASSOCIATE ALREADY RECEIVED THE ASSOCIATE DEGREE AND RECEIVED THE ORANGE LICENSE AND THEY HAVE BEEN PRACTICING AS AN ORANGE AT THE CLINICAL RESKILLING AND UPSKILLING AND RESKILLING UPSKILLING.

SO THEY ALREADY HAVE A NURSING.

THEY ALREADY HAVE A LOT OF HANDS ON EXPERIENCE.

THEY HAVE CLINICALS, ALL OF THAT.

THEY JUST BASICALLY WANT THE COURSES THEY NEED TO TAKE THE BACHELOR'S.

THEY NOT ONLY THEY'VE WORKED ON REAL PATIENTS, NOT JUST VIRTUAL PATIENTS, THAT YES, THIS FOCUSED MORE ON THE LEADERSHIP SKILLS, ETHICAL AND LEGAL STANDPOINT AND FOCUSING ON MORE THOSE AREAS.

THEY ALREADY HAVE LICENSE TO PRACTICE AND THEY GOT LOTS OF EXPERIENCE.

SORRY I MISSED THAT. APOLOGIES.

GOOD THINKING. THANK YOU.

OH, YOU'RE GLAD YOU.

GREAT JOB. SO IF DR.

JOSEPH. YES.

TEAM WILL COME ON UP SO AS THEY'RE COMING UP WE.

GOOD JOB. GOOD JOB.

SO NOW HOW DO I FOLLOW THAT WITH ALL THE DREAMS? YEAH, I KNOW YOU DID.

YOU PUT IT OVER.

I'LL PUT IT NEXT TO YOU LIKE WE PUT.

I THINK IT WAS. YEAH, THAT WAS GOOD. WELL.

SO AS WE GET INTO THE NEXT CONVERSATION AROUND STUDENT SUCCESS, WE TALK A LOT OVER THE LAST COUPLE OF YEARS ABOUT STUDENT SUCCESS AND OUR INVESTMENT IN STUDENT SUCCESS. AND SO THERE IS A LOT TO TALK ABOUT HERE.

AND SO, JOSEPH, I WOULD SAY JUST, YOU KNOW, THE USE OF DISCRETION AS YOU GO IN THIS CONVERSATION.

SURE. SO THANK YOU ALL VERY MUCH.

I DON'T KNOW HOW WE'RE GOING TO FOLLOW UP THAT THAT DREAM BIG PIECE, BUT THANK YOU, DR.

FLOYD, FOR CREATING THIS SITUATION.

BUT ANYWAY, SO WHAT WE'RE WHAT WE'RE GOING TO TALK TODAY AND THE STUDENT SUCCESS SIDE, WE'RE GOING TO TALK ABOUT SOME PRIORITIZED STRATEGIES THAT WE ARE GOING TO BE

[03:50:02]

SO EVERYTHING THAT YOU HEARD BEFORE, THERE WAS A LOT OF IDEATION AROUND WHAT IT COULD LOOK LIKE IN 2030.

BUT WHAT WE'RE GOING TO TALK ABOUT IS NOT ONLY HOW WE WILL SUPPORT THAT THAT DREAM, BUT ALSO HOW WE'RE GOING TO IMPLEMENT THINGS STARTING THIS UPCOMING ACADEMIC YEAR.

SO BEFORE WE START, I JUST WANT TO TO, I GUESS, SET THE SCENE.

ALWAYS THE CONVERSATION AROUND ENROLLMENT MANAGEMENT TENDS TO GO TO RECRUITMENT, RIGHT? HOW DO WE GET NEW STUDENTS? THE REALITY IS THAT THE ENTIRE STUDENT JOURNEY TO THROUGH AND BEYOND DALLAS COLLEGE IS NOT ONLY RECRUITMENT, BUT IT'S RETENTION AND IT'S COMPLETION.

SO THE STRATEGIES THAT WE'RE GOING TO BE DISCUSSING TODAY AND WE HAVE DOROTHY JONES WITH US TODAY THAT IS GOING TO PROVIDE US THE INSIGHT ON THE MARKETING SIDE OF THINGS IS ALL ABOUT HOW ARE WE GOING TO SUPPORT THOSE STRATEGIES TO MAKE SURE THAT NOT ONLY DO WE RECRUIT NEW STUDENTS, BUT WE ENSURE THAT THE STUDENTS THAT WE HAVE STAY AND COMPLETE.

SO THAT'S OUR OUR GOAL FOR TODAY.

THE STRATEGIES THAT WE ARE GOING TO BE TALKING ABOUT HAVE BEEN SELECTED, INFORMED BY DATA AND BY FEEDBACK FROM DIFFERENT PARTIES ACROSS THE INSTITUTION. SO WE HAVE WORK TEAMS THAT ARE CURRENTLY STARTING TO WORK ON THE REFINEMENT OF THOSE STRATEGIES SO WE CAN START IMPLEMENTATION IN THIS UPCOMING ACADEMIC YEAR.

SO LET'S START BY.

THIS IS THE MOONSHOT, RIGHT? THIS IS WHAT DR.

LAUREN SPOKE EARLIER IN THE DAY AROUND.

WHERE ARE WE SEEING OUR ENROLLMENT? WHAT WHAT WOULD AN ENROLLMENT LOOK LIKE IN 2030? AND ONE OF YOU AND I CAN RECALL WHO ASKED, WELL, HOW DO YOU GET TO 179,000 STUDENTS? SO HOW DO WE BUILD A MODEL? THIS IS A AN ENROLLMENT PROJECTION THAT MAKES A VARIETY OF DIFFERENT ASSUMPTIONS, LIKE IN ANY MODEL THAT THAT IS BUILT.

SO SOME OF THE ASSUMPTIONS ARE AROUND THE INVESTMENTS, RIGHT? THE INVESTMENTS THAT HAVE BEEN MADE IN STUDENT SUCCESS THAT AS PRESENTATIONS HAVE BEEN DONE IN THE PAST, YOU'RE STARTING TO SEE HOW THOSE INVESTMENTS ARE PAYING OFF IN TERMS OF STUDENTS PERSISTING AND RETURNING.

SO THAT'S ONE PIECE.

THE SECOND PIECE IS WHAT DR.

FLOYD AND HER TEAM JUST SHARED.

IF YOU SAW IN THE DIFFERENT PRESENTATIONS AROUND THE DIFFERENT VICE-PROVOST AND THE PROGRAMS THAT THEY'RE THINKING ABOUT, AND THEY EVEN MENTIONED HOW THAT WILL IMPACT ENROLLMENT AND RETENTION.

SO THOSE KINDS OF THINGS ARE FACTORED IN.

THE MODEL THAT THAT WE HAVE UTILIZED TO PROJECT THESE THESE NUMBERS.

AND WE ARE ALSO COUNTING ON SOMETHING NEW FOR US, WHICH IS THE EFFORTS OF OUR MARKETING PARTNERS THAT ARE REALLY LOOKING INTERNALLY AT HOW WE GO ABOUT MARKETING THESE TYPES OF PROGRAMS FOR TWO POPULATIONS THAT WE MIGHT NOT HAVE REACHED BEFORE.

AND TRUSTEE COMPTON, YOU MENTIONED WHEN WE WERE TOURING REDBIRD AND YOU MADE A VERY IMPORTANT POINT.

WE NEED TO UNDERSTAND WHO WE'RE SERVING.

WE NEED TO UNDERSTAND THE SURROUNDING COMMUNITY.

WE YOU MENTIONED MULTI FAMILY DWELLINGS, MULTIGENERATIONAL HOUSEHOLDS.

HOW DO WE MAKE SURE THAT WE ADDRESS THEIR NEEDS? THIS IS WHERE OUR MARKETING PARTNERS WILL COME IN THAT WILL HELP US THEN MOVE FORWARD THE AGENDA OF PROVIDING OPPORTUNITIES FOR ALL THOSE THAT MIGHT NOT HAVE AVAILED THEMSELVES OF THOSE OPPORTUNITIES BEFORE.

SO YOU WILL SEE A LITTLE BIT OF OF THAT CONVERSATION.

DR. JOSEPH? YES.

I'M SORRY. WHAT IS THE PERCENTAGE OF SINCE YOU DON'T HAVE IT UP THEIR GROWTH EACH YEAR THAT YOU'RE TRYING TO REACH TO GET TO THAT 170? THE FIRST ONE REPRESENTED A 4% GROWTH, RIGHT? 2324 IS WHAT WE'RE IS OUR GOAL FOR THIS UPCOMING YEAR AND THEN IS SIX OF MY PUBLIC MATH.

YEAH. IS BETWEEN 4 AND 5% EVERY EVERY YEAR.

NOW ONE OF THE THINGS TO KEEP IN MIND HERE AS WELL IS THAT THESE NUMBERS INCLUDE CREDIT AND NONCREDIT.

WE'VE BEEN. TALKING ABOUT HOW WE GIRLS ALWAYS CREDIT AND NONCREDIT AND THERE IS A LOT OF SPACE IN THE NON CREDIT AREA TO GROW BECAUSE WE REALLY ARE NOW MAKING INVESTMENTS TO HAVE A BETTER UNDERSTANDING OF HOW TO SERVE THAT POPULATION AND ALL OF OUR COMMUNITY CAMPUSES.

AS IT WAS MENTIONED BEFORE, WE'RE LOOKING AT HOW TO BETTER SERVE THOSE SURROUNDING AREAS AND WHAT KIND OF PROGRAMS WE CAN OFFER IN THOSE SPACES THAT WILL THEN IMPACT ENROLLMENT MOVING FORWARD.

AND SEVEN BEFORE THERE YOU GO.

SEEING. THIS IS WHY SEE FOUR, SEVEN.

THERE YOU GO. YOU SEE? WONDERFUL. THANK YOU.

OKAY. SO LET ME LET ME START WITH WITH THE FIRST PIECE HERE OF THE STRATEGIES.

AND HE TALKS ABOUT MARKETING AND OUTREACH.

[03:55:01]

AND I'M TALKING ABOUT STUDENTS THAT ARE OUTSIDE OF DUAL CREDIT AND EARLY COLLEGE.

SO THOSE ARE YOUR NON CONSUMERS OF HIGHER EDUCATION.

HOW DO WE GO ABOUT ENTICING THEM WITH AN OPPORTUNITY TO TRY HIGHER EDUCATION? AND FOR EXAMPLE, AGAIN, REDBIRD WAS A PERFECT EXAMPLE AROUND VIRTUAL REALITY AND THEY HAD A WHOLE DEMO AROUND CAREER EXPLORATION.

HOW DO WE MAKE SURE THAT THOSE STUDENTS HAVE THE OPPORTUNITY TO FIGURE OUT WHAT IS POSSIBLE AND HOW CAN WE DO THAT IN A WAY THAT IS ATTRACTIVE TO THEM? WE HAVE HEARD FROM OUR ACADEMIC PARTNERS AROUND THE THE PROGRAMS, THE VARIETY OF DIFFERENT PROGRAMS THAT THEY ARE PROPOSING IN A VARIETY OF DIFFERENT PLACES AROUND THE METROPLEX.

SO IT'S NOT ONLY ON ONE SIDE OF TOWN OR ON ANOTHER SIDE OF TOWN, BUT THERE IS OPPORTUNITIES ACROSS THE BOARD.

DR. TRAN TALKED IN PARTICULAR ABOUT HOW TO OFFER IN THE SOUTHERN SECTOR OPPORTUNITIES THAT WERE BEFORE ONLY OFFERED IN THE NORTHERN SIDE BECAUSE THAT'S WHERE THE JOBS WERE. BUT HOW DO WE APPLY AN EQUITY LENS ACROSS THE OUR OFFERINGS ACROSS THE BOARD? NOW, WE ALL KNOW THAT FOR HIGH SCHOOL STUDENTS, THE HIGH SCHOOL COUNSELOR IS A BIG INFLUENCER, RIGHT? THEY TALK ABOUT THEY CAN HELP A STUDENT, THEY CAN GUIDE A STUDENT.

AND WE KNOW FROM OUR RECRUITERS AND OUR SECTOR LEADS THAT THOSE HIGH SCHOOL COUNSELORS DO NOT HAVE A GOOD UNDERSTANDING OF WHAT WE OFFER, NOT ONLY OUR PROGRAMS, BUT OUR SUPPORT SERVICES.

SO ONE OF THE THINGS THAT WE WANT TO DO IS TALK TO THOSE COUNSELORS AND FIND OUT WHAT IS IT THAT YOU KNOW, WHAT IS IT THAT YOU DON'T KNOW AND WHAT ARE THE GAPS? AND WITH THAT INFORMATION, WORK WITH OUR MARKETING PARTNERS TO CREATE A COMMUNICATION STRATEGY THAT THEN THEY WILL BE ABLE TO HAVE THE INFORMATION AT THEIR FINGERTIPS.

SO WHEN THEY ARE VISITING WITH ONE OF THEIR HIGH SCHOOL STUDENTS, THEY CAN HAVE A CONVERSATION ABOUT WHAT IS POSSIBLE, WHAT DALLAS COLLEGE OFFERS, WHAT ARE THE OPPORTUNITIES FOR THEM.

SO THAT'S ANOTHER IMPORTANT PIECE IN THIS MARKETING AND OUTREACH EFFORT.

YES, MA'AM. OH, ESPECIALLY SPECIFICALLY DISD.

CAN THEY INCREASE THE NUMBER OF GUIDANCE COUNSELORS THAT THEY'RE PROVIDING? BECAUSE AT ONE TIME THEY HAD CUT BACK.

I DON'T KNOW. DR.

KIRKSEY, DO YOU KNOW WHETHER THEY'VE INCREASED THE NUMBER OF COUNSELORS? NOT SPECIFICALLY.

THEY HAVE ADDED ADDITIONAL PEOPLE TO HELP WITH DIFFERENT FUNCTIONS OF THE GUIDANCE COUNSELORS HISTORICALLY DID.

AN EXAMPLE IS THEY BROUGHT IN WORKPLACE COORDINATORS IN THEIR 25 HIGH SCHOOLS THAT ACTUALLY HAVE P-TECH PROGRAMS. SO THE GUIDANCE COUNSELORS USED TO DO SOME OF THAT LIAISON LIAISONING AND NOW THEY'VE GOT A WHOLE SEPARATE ROLE TO DO IT.

SO WHILE I DON'T KNOW THE NUMBERS ON EXACTLY IF THEY'VE INCREASED THEIR STAFF, THEY'VE BROUGHT IN SOME ADDITIONAL ROLES TO SUPPORT THE GUIDANCE COUNSELORS GIVEN THEIR SPREAD REALLY THIN ACROSS THE HIGH SCHOOL CAMPUSES.

I STILL OK. THANK YOU, DR.

SMITH. DOGVILLE HIRED TWO SOCIAL WORKERS.

YES. SO THE SOCIAL.

THEY'RE HIRING SOCIAL WORKERS.

SOCIAL WORKERS HIRED A SOCIAL WORKER.

TWO SOCIAL WORKERS AT THE HIGH SCHOOL.

OH, GOOD FOR THEM. IN ADDITION TO THE COUNTY.

THAT'S RIGHT. TO BETTER UNDERSTAND THE REAL ISSUES AND NOT THE GLAZE OVER THE REAL PROBLEM.

YEAH. SO THE OTHER PIECE HERE IS THE STRATEGY AROUND ADULTS.

AND I THINK WE'VE HEARD QUITE A BIT TODAY ABOUT THE DIFFERENT PROGRAMS THAT WE'RE OFFERING ACROSS THE BOARD TO BE ABLE TO TO ATTRACT ADULT STUDENTS AND BE ABLE TO MEET THEIR NEEDS. SO I DON'T WANT TO BELABOR THE POINT.

THE OTHER ONE LAST THING THAT I WOULD LIKE TO MENTION ABOUT ADULT STUDENTS.

WE HAVE WHAT IS CALLED A PRIOR LEARNING ASSESSMENT, WHICH IS ONE OF THE ONE OF THE TOOLS THAT IS UTILIZED TO MAKE SURE THAT ADULTS THAT COME TO US, NOT NECESSARILY WITH A FORMAL CREDENTIAL, BUT HAVE EXPERIENCE.

FOR EXAMPLE, OUR VETERANS ARE A VERY GOOD EXAMPLE OF STUDENTS THAT COME TO US WITH SOME EXPERIENCES THAT IF THEY ARE PUT THROUGH THE PRIOR LEARNING ASSESSMENT PROCESS, THEN THEY CAN GET CREDIT TOWARDS A PARTICULAR CREDENTIAL.

SO WE ARE WE WILL BE LEVERAGING THAT AS WELL TO MAKE SURE THAT THOSE INDIVIDUALS CAN CAN TAKE ADVANTAGE OF OF THOSE OPPORTUNITIES.

SO LET ME SEE WHAT COMES NEXT.

ADMISSIONS AND REGISTRATION, DR.

STEELE. YES.

THANK YOU, DR.

JOSEPH. SO WHILE WE KNOW THAT ADMISSIONS AND REGISTRATION ARE OFTEN FREQUENTLY THE TOP CATEGORY THAT IS ASSOCIATED WITH ENROLLMENT MANAGEMENT, AND WE DEFINITELY WANT TO TALK ABOUT THE FULL THROUGH LINE EXPERIENCE TODAY.

WE DEFINITELY DON'T WANT TO DISCOUNT THAT THERE ARE CRITICAL COMPONENTS RELATED TO THE ADMISSIONS AND REGISTRATION POINT THAT WE WANT TO ADDRESS.

AND SO JUST FURTHER BUILDING OFF OF SOME OF THE COMMENTS THAT DR.

JOSEPH MADE, THE APPROACH TO THIS IS INTEGRATED IN NATURE, AND THAT'S VERY IMPORTANT BECAUSE THAT'S SOMETHING KEY AND

[04:00:09]

AND I'M GOING TO BORROW FROM MY COLLEAGUE, DR.

HILL'S COMMENTS, WHERE SHE ALWAYS TALKS TO US ABOUT IDENTIFYING THOSE CRITICAL PATH PRIORITIES, WHERE WE'RE IDENTIFYING THE THINGS THAT HAVE THE BROADER REACH, THE BIGGEST IMPACT.

WHAT ARE THE THINGS THAT WE NEED TO START WITH FIRST SO THAT WE CAN STOP THOSE LEAKY SPOTS FROM, YOU KNOW, LOSING STUDENTS? THEN WE CAN GET TO SOME OTHER MAYBE MORE NUANCED THINGS ALONG THE WAY.

THAT BEING SAID, IN LOOKING AT WHAT THOSE CONNECTION POINT PAIN POINTS WERE FOR US, THEY REALLY CENTERED AROUND THE WEBSITE AND THE EASE OF NAVIGATION FOR STUDENTS AND THERE AND SOME OPPORTUNITIES FOR US TO IMPROVE THIS.

OUR MARKETING COLLEAGUES BEING AT THE TABLE WITH US TO LOOK AT HOW WE IMPROVE THOSE EFFORTS AND ALSO ACKNOWLEDGING AND ADDRESSING OUR CUMBERSOME APPLICATION PROCESS AS WELL AS OUR ANTIQUATED PAYMENT PROCESSES.

AND SO WE FELT LIKE AS A TEAM, AGAIN, THAT'S NOT THE WHOLE PICTURE.

THOSE ARE SOME OF THE CRITICAL PATH PRIORITIES THAT WE'RE GOING TO BEGIN FOCUSING ON WITHIN THIS AREA.

AND SO SOME OF THE WORK THAT WE'RE LOOKING AT DEVELOPING FROM THAT IS TO CREATE A QUICK APPLICATION, MEANING A SHORTENED APPLICATION.

SO RIGHT NOW, WHEN STUDENTS COMPLETE THE APPLIED TEXAS APPLICATION, THEY ANSWER UPWARDS OF ABOUT 70 OR SO QUESTIONS THAT'S REQUIRED AND OPTIONAL QUESTIONS WE ARE PROPOSING GENERATING SOMETHING THAT'S IN THE BALLPARK OF LESS THAN 20 QUESTIONS.

AND IT'S THOSE QUESTIONS THAT WOULD ARE ONLY NECESSARY, THE CRITICAL THINGS, THE THINGS THAT ARE COMPLIANCE DRIVEN AND THE MOST CRITICAL INFORMATION JUST TO GET STUDENTS INTO THE DOOR.

AND THEN IF WE NEED TO ASK ADDITIONAL INFORMATION LATER, WE CAN DO THAT ONCE WE HAVE SECURED THEM AGAIN, BREAKING BARRIERS, BUSTING BARRIERS FOR ENTRY INTO THE COLLEGE, AND THEN WITH PAYMENT PROCESSES, WORKING WITH OUR OPERATIONS COLLEAGUES, LOOKING AT PAYMENT PROCESSES THAT MAKE SENSE, THAT ARE EASY FOR STUDENTS TO ENTER INTO PAYMENT PLANS AND TO TO MAKE THAT PROCESS JUST LESS CUMBERSOME.

AND LAST BUT NOT LEAST, WORKING WITH OUR MARKETING COLLEAGUES, WHICH YOU'LL HEAR ABOUT MORE COHESIVELY AND MORE ROBUSTLY LATER ON IN THE PRESENTATION, BUT WORKING WITH THEM TO LOOK AT HOW WE CAN REALLY MAXIMIZE LEAD GENERATION AND WORK IN THE ENROLLMENT PIPELINE.

YES. SO ON THESE, ARE YOU ALL GOING TO WAIT UNTIL 2030 OR YOU KNOW? WE'RE BACK TO REALITY RIGHT NOW.

TODAY WE.

WE HAVE CURRENTLY HAVE WORK TEAMS ALREADY WORKING ON THIS.

SO SO TO APPLY IT FOR THIS COMING ACADEMIC YEAR TO TEST YOU OUT.

YES. I'M GOING TO APPLY FOR A CLASS.

WELL, WE DON'T HAVE THE APPLICATION THERE YET, BUT IT WAS A LITTLE BIT OF TIME WORK.

IT'S COMING. I WILL SEND YOU KNOW, WHEN IT'S READY FOR MARKETING.

DO THEIR JOB. SLOW DOWN.

WE'RE STARTING THE WORK THIS SUMMER, THOUGH.

YEAH, THAT'S FOR PERSPECTIVE.

WE JUST KICKED OFF OUR RFP FOR CONTENT MANAGEMENT SYSTEM AND WORKING WITH OUR PARTNERS IN IT AND DIGITAL EXPERIENCE.

THAT PROCESS, WE HAVE TO PICK THE RIGHT VENDOR SO THAT WE CAN IMPROVE THE USER EXPERIENCE ONLINE, IMPROVE THE TOOLS, ONLINE TOOLS THAT WE HAVE ACCESS TO, AND THEN WORK WITH OUR DIFFERENT PARTNERS ACROSS WORKFORCE AND ACADEMICS TO SORT OF STREAMLINE THE CONTENT THAT'S THERE.

SO THE IDEAL THING IS WHEN WE BRING THEM TO THEIR WEBSITE, HOW QUICKLY AND 1 OR 2 CLICKS DO THEY GET TO LEARN MORE, ENROLL NOW, REGISTER NOW.

AND THAT'S ULTIMATELY OUR GOAL WITH MAKING THAT PROCESS VERY EASY AND VERY SEAMLESS.

DO WE HAVE A SYSTEM LIKE THE SALES AND MARKETING SYSTEM IS IN TODAY'S WORLD? IF I GO TO A WEBSITE AND I CLICK ON AN OUTDOOR PATIO SET, YOU KNOW, IN TWO MINUTES, I'M GOING TO HAVE FOUR OF THEM OFFERED TO ME.

WELL, DO WE TURN AROUND? AND WHEN SOMEBODY INQUIRES ABOUT COLLEGE AND THEY ASK ABOUT WHATEVER NURSING DO, WE IMMEDIATELY SEND THEM BACK A DIRECT RESPONSE. SO, SO COUPLE OF THINGS ON THAT.

THAT'S MORE TAGGING IN OUR MEDIA AND OUR SEARCH, WHICH WE DEFINITELY DO HAVE THAT TODAY.

AND WE NEED TO MAKE SURE THAT OUR INFRASTRUCTURE CAN TAG APPROPRIATELY WHEN PEOPLE COME TO OUR WEBSITE SO THAT WE CAN FOLLOW THEM THROUGH THE JOURNEY.

SO WE DO HAVE THAT CAPABILITY IN TERMS OF OUR MEDIA SPEND SEARCHING TO FIND OUT WHO CAME TO US AND HOW TO START WHAT WE CALL IT, RECYCLING

[04:05:05]

BUT WE ALSO HAVE TO UPDATE OUR SYSTEMS TO BE ABLE TO DO THAT FROM A BEGINNING TO THE END OF THE JOURNEY.

SO WE DON'T HAVE A CAPABILITY TODAY.

WE HAVE IT FROM A MEDIA PERSPECTIVE.

SO IF THEY SEARCH ON GOOGLE, THEN WE KNOW PEOPLE FROM GOOGLE HAVE LIKE THEY WANT TO FIND OUT ABOUT NURSING, WE CAN GO TARGET THOSE PEOPLE ABOUT OUR NURSING PROGRAMS. BUT WHEN WE GO TO OUR WEBSITE PARTICULARLY AND THEY'RE SEARCHING FOR NURSING, WE DON'T HAVE THE CAPABILITY TO DRIVE THE MAJORITY OF THAT.

WE'RE AN RFP RIGHT NOW FOR THE CONTENT MANAGEMENT SYSTEM THAT'S GOING TO ALLOW US TO UPGRADE OUR TAGGING CAPABILITY.

SO IT'S WELL, IT'S PROBABLY ABOUT 16 WEEKS.

IN ALL HONESTY. WE DID A VICTIM OF OUR PROCUREMENT SYSTEM.

NO, ACTUALLY, THIS IS MOVING QUITE FAST AND WE HAVE ALL SYSTEMS GO ON THIS ONE.

BUT THIS IS NOT A TYPICAL ISSUE TODAY.

JUST KEPT GOING. NO, I'LL TALK TO SOME.

I'M LOOKING AT HIS PHONE.

YEAH. YEAH. BUT IT'S ON IT'S ON TARGET FROM TIME.

SHE SAID, I'LL ASK YOU NEXT MONTH.

OKAY. SO ONCE YOU'VE GOT THIS NEW APPLICATION SYSTEM IN PLACE OR YOU HAVE A POP UP THAT WILL COME AFTER THEY'VE SUBMITTED THE APPLICATION ASKING, HOW WAS YOUR EXPERIENCE? GOOD. I'M SATISFIED.

BAD OR WHATEVER. YEAH, I THINK WE SHOULD DO THAT.

SO AS PART OF YOUR CONTINUOUS IMPROVEMENT PROCESS SO THAT YOU KNOW, IF YOU'RE ON TRACK, ARE THERE STILL THINGS YOU NEED TO WORK OUT THAT THE STUDENTS ARE IDENTIFYING? GREAT. AND THEN MOVING FORWARD TO THE STUDENT JOURNEY, BEING INTENTIONAL, INVESTING INTO IT, INTEGRATED APPROACH OF CASE MANAGEMENT. SO CURRENTLY WE'RE DOING THAT WITHIN OUR SPECIAL POPULATIONS AND BASIC NEEDS AND OUR MENTAL HEALTH COUNSELING, BUT REALLY BRINGING THAT TO SCALE AND BEING INTENTIONAL WITH UNDERSTANDING WHAT IS THE BARRIERS OR THAT STUDENT NEED RIGHT ACROSS THE BOARD UP FRONT.

SO BEING ABLE TO PROVIDE A HOLISTIC ASSESSMENT OF THE STUDENT'S NEEDS WHERE WE CAN REALLY EVALUATE AND CREATE SOME ACTION PLANS AND IMPLEMENTING SOME BEST PRACTICES WHEN IT COMES TO CASE MANAGEMENT HERE AT DALLAS COLLEGE.

SO I KNOW WE'VE TALKED ABOUT OUR MOONSHOT AND REALLY BEING A SURPRISE INSTITUTION OR EARNING THE SEAL OF EXCELLENCE FOR THOSE ARE SOME OF THE BEST PRACTICES THAT WE SEE AT THOSE INSTITUTIONS AND HOW THEY'VE BEEN INTENTIONAL AND IMPLEMENTED.

SOME STRATEGIC CASE MANAGEMENT APPROACHES ALSO ASSIST OUR STUDENTS IN INCREASING THEIR PROSPECTIVE CAREER PATHWAY EXPLORATION, RIGHT FOLLOWING THEM AND UNDERSTANDING WHAT IS THEIR ACADEMIC JOURNEY AND HOW THAT IS FULFILLED.

AND THEN IMPLEMENTING A WORKGROUP THAT IS, TO DR.

STILL'S POINT, FOLLOWING THAT THROUGH LINE EXPERIENCE OF THE STUDENTS AND THAT LEARNER CARE MODEL, RIGHT? SO WHEREVER OUR STUDENT ENTERS DALLAS COLLEGE, THEY HAVE THE ABILITY TO CONNECT WITH ANY OF OUR STAFF AND KNOW THAT THEY'RE GOING TO BE HAVE THAT INTENTIONAL RESOURCES AND.

THE TYPE OF DETAIL TO WHAT THEY NEED FOR THEIR EDUCATIONAL EXPERIENCE.

AND THEN ALSO, BEFORE I HAND IT OFF TO DR.

STEEL'S UNDERSTANDING THAT WE'RE GOING TO DEPLOY AN ACTION PLAN THAT'S GOING TO BE INTENTIONAL FOR ALL FCIC TO BE REQUIRED TO MEET WITH THE SUCCESS COACH GETS.

TRUSTEE DALLAS SO CASE MANAGEMENT WHICH STUDENTS ARE GET CASE MANAGEMENT ALL STUDENTS, ALL STUDENTS.

SO WE'RE BRINGING THAT TO SCALE SO THAT WE CAN BE INTENTIONAL WITH THAT CASE MANAGEMENT APPROACH.

AND DR. STEEL'S IS GOING TO TALK ABOUT OUR CASE MANAGEMENT STUDIO THAT WE ARE WORKING ON AND WE'RE LEVERAGING CERTAIN PHILANTHROPIC DOLLARS TO BRING THAT TO REAL LIFE.

OKAY. SO ANY QUESTIONS I HAVE ABOUT CASE MANAGEMENT? I'LL WAIT FOR DR. PHIL, YOU CAN.

WELL, WHAT I'LL DO IS BUILD OFF OF ACTUALLY THE COMMENT ABOUT SOCIAL WORK SAYING HOW THE HIGH SCHOOL HIRED A SOCIAL WORKER.

A SOCIAL WORKER. YOU KNOW, CASE MANAGEMENT IS A TOOL, A STRATEGY.

RIGHT. THAT MANY ROLES CAN UTILIZE TO DIG DOWN INTO THE ISSUES OF WHAT IS GOING ON WITH THE STUDENTS TO BETTER UNDERSTAND THEIR SITUATION SO THAT WE CAN MAKE THE APPROPRIATE, APPROPRIATE INTERVENTIONS.

RIGHT. AND SO THAT'S WHY WE CAN CONFIDENTLY SAY THAT ALL STUDENTS ARE RECEIVING CASE MANAGEMENT.

IT'S NOT JUST THE SUCCESS COACHING ARM, IT'S ALL OF THE TEAM MEMBERS THAT SUPPORT STUDENTS, WHETHER THEY'RE IN MILITARY CONNECTED SERVICES AND VETERANS IN TRIO IN OUR HANDS TO HAND FOSTER CARE SERVICES WHEN THEY RECEIVE SERVICES FROM DR.

CRUZ'S TEAM FOR BASIC NEEDS OR DIFFERENT THINGS THAT THEY NEED IN THAT WAY.

AND CERTAINLY FROM SUCCESS COACHES WHO ARE SPENDING THAT TIME AND HAVE THE RESPONSIBILITY TO FOLLOW SUIT.

WHAT WE'RE REALIZING IS THAT WE WANT TO MAKE SURE THAT WHEN WE SAY WE'RE PROVIDING CASE MANAGEMENT, THAT WE HAVE A CLEAR STRATEGY OF WHAT THAT MEANS FOR SERVING DALLAS COLLEGE STUDENTS.

[04:10:01]

IT'S NOT JUST AN ISSUE FOR DALLAS COLLEGE, BUT AN ISSUE IN THE COMMUNITY AS A WHOLE.

AND WE ARE LOOKING TO SERVE AS A HUB FOR THE COMMUNITY TO SAY, YOU CAN COME HERE TO LEARN STRONG RESEARCH BASED CASE MANAGEMENT PRACTICES THAT HELP TO DIG INTO ISSUES AND GET TO THE CORE OF WHAT STUDENTS NEED.

SO TWO QUESTIONS. ONE FOLLOW UP ON CASE MANAGEMENT WANTS TO GET BACK TO SOMETHING YOU SAID.

AT WHAT POINT DO WE ENGAGE THEM IN CASE MANAGEMENT APPROACH FROM THE VERY BEGINNING, ONCE THE STUDENT IS ASSIGNED? AND THAT'S PART OF THE STRATEGY AND THE ONGOING PROFESSIONAL DEVELOPMENT IS TO EQUIP OUR TEAMS TO BE ABLE TO SAY, WHAT DOES THE FIRST MEETING NEED TO ENTAIL? WHAT ARE THE COMPONENTS THAT WE WANT TO MAKE SURE WE COVER IN APPOINTMENT ONE? AND WE'RE ALSO LOOKING AT USING SOME PREDICTIVE ANALYTICS FOR THE FUTURE TO LOOK AT HOW DO WE KIND OF RANK THIS STUDENT HAS RISK FACTORS THAT MAY NEED A BIT MORE INTERVENTION COMPARED TO ANOTHER STUDENT THAT HAS DIFFERENT RISK FACTORS.

AND SO WE'RE BUILDING SUCCESS PLANS FOR EVERY STUDENT BASED ON WHAT THEY NEED.

AND AS PART OF THE CASE MANAGEMENT APPROACH AND WHAT WE NOW BASIC NEEDS IS CREATING A COMPLIMENT TO THAT SUCCESS PLAN, WHICH IS AN ACTION PLAN, RIGHT? SO EVERY STUDENT HAS SOME ROOT CAUSE OF A CRISIS OR WHATEVER THEY NEED AS AN INTERVENTION.

SO WE IMPLEMENT THAT AS PART OF THAT CASE MANAGEMENT APPROACH TO ENSURE THAT WE CAN GET THEM FROM START TO COMPLETION, DEPENDING IF IT'S GOING TO LAST FOR A SEMESTER OR FOR THE WHOLE ACADEMIC YEAR.

SO LOOKING AT ALL OF THE SPECIAL POPULATIONS LIKE DR.

STEEL SUSPENSION, WE IMPLEMENT THAT CURRENTLY NOW.

SO BRINGING THAT TO SCALE AS AN INSTITUTION SO THAT EVERYBODY HAS THAT FULL UNDERSTANDING OF WHAT CASE MANAGEMENT MEANS HERE AT DALLAS COLLEGE IS HOW WE CAN CHANGE THE LIVES OF OUR STUDENTS AND ENSURE THAT THEY CAN STAY RETAINED.

THOSE THE CASE MANAGEMENT PROGRAM INTER INTEGRATE WITH WITH THE STUDENTS WHO ARE ON REMOTE LEARNING IF THEY'RE BEHIND.

YES. SO IF THEY START TO FALL BEHIND IN CLASS ASSIGNMENTS AND STUFF, IS THAT GOING TO TRIGGER SOMEBODY IN CASE MANAGEMENT? THAT'S YEAH, THAT WOULD BE PART OF THE NEXT SLIDE THAT WE'LL TALK ABOUT FOR RETENTION AND PERSISTENCE AND HOW WE WANT TO INCORPORATE SOME OF THOSE ELEMENTS FOR STOP OUTS AND THOSE EARLY ALERTS. SO WE'LL TALK ABOUT THAT IN THE NEXT SLIDE.

BUT AND THE OTHER THING, TOO, YOU HEARD, I THINK WAS DR.

KANAKALA THAT TALKED ABOUT HIGH IMPACT PRACTICES THAT THEY ARE DEVELOPING FOR THE DIFFERENT PROGRAMS. THAT'S PART OF IT, TOO, RIGHT? BECAUSE THERE'S A CONVERSATION BETWEEN WHAT THE FACULTY ARE TRYING TO ACCOMPLISH AND WHAT THEY'RE DOING NOW.

ONE OF THE THINGS THAT WE TALK ABOUT AND I THINK JIM WILL TALK ABOUT LATER ON IN THE INTEGRATION OF SYSTEMS WE HAVE NAVIGATE, WHICH IS A SYSTEM THAT WE USE FOR CASE MANAGEMENT AND IT HAS THE OPPORTUNITY TO HAVE EARLY, EARLY ALERTS.

SO THAT WAY THE SUCCESS WHEN THAT IS IMPLEMENTED IN THE SUCCESS, COACH IS ABLE TO SAY, OKAY, TO YOUR POINT, YOU'RE NOT ATTENDING.

LAST OR YOU FAILED OR YOUR DUAL ROLE BETWEEN THE INSTRUCTOR? EXACTLY. AS A MANAGER BECAUSE THE INSTRUCTOR SHOULD BE ATTENDANT.

BECAUSE I LOOKED AT WITH ONE OF THE PLACES I WENT TO ONE OF THE SOFTWARES, BLACKBOARD TYPE STUFF, AND IT HAD THOSE ALERTS THAT FLEW UP THERE AND SAID, COMPARED TO ALL THE OTHER STUDENTS, THIS ONE HAS FALLEN BEHIND.

THEY KNEW IT EARLY, BUT THE INSTRUCTOR DIDN'T DO ANYTHING ABOUT IT.

HOPEFULLY THERE'S A CASE.

YEAH. OKAY.

SO YOU HAD TALKED ABOUT SOME STRATEGIES Y'ALL GOT FROM EXCELENCIA AND EDUCATION.

SO I'M CURIOUS IN TERMS OF ENROLLMENT, WELL, RECRUITMENT, ENROLLMENT, RETENTION AND COMPLETION, WHAT ELSE HAVE YOU LOOKED AT IN TERMS OF BEST PRACTICES? HAVE YOU LOOKED AT ANY OF THE ASPEN INSTITUTE BEST PRACTICES OR WHAT'S OUT THERE THAT WE COULD REPLICATE THAT WOULD BETTER SERVE STUDENTS? HAVE YOU ALL LOOKED AT IT? YEAH.

SO SO THERE ARE A COUPLE OF THINGS THAT I MENTIONED.

I THINK IN THE RETENTION OR I THINK IT'S IN THE COMPLETION PIECE.

WHEN YOU TALK ABOUT AROUND THE REDUCTION IN NUMBER OF HOURS THAT A STUDENT NEEDS TO, THAT STUDENT TAKES IN THEIR JOURNEY.

SO THAT WAY IT'S LESS TIME.

SO IT'S TIME TO DEGREE AND THE NUMBER OF HOURS THAT THEY COMPLETE.

SO IT IS IT IS A COMBINATION OF THINGS.

WE KNOW WHAT THE TARGET NEEDS TO BE.

THEN THE QUESTION IS WHAT THE STRATEGIES THAT WE PUT IN PLACE TO MAKE SURE THAT THAT HAPPENS.

SO CASE MANAGEMENT IS A PERFECT EXAMPLE OF A TOOL THAT WE NEED TO USE TO MAKE SURE THAT IN THE HAVING CLARITY AROUND WHAT PROGRAM OF STUDY A STUDENT IS PURSUING IS IS THE BEGINNING, RIGHT? BECAUSE IF THE STUDENT DOESN'T KNOW THAT, THEN THEY END UP TAKING COURSES THAT THEY DON'T NEED TO BE TAKING.

SO THAT PART THERE IS A THERE IS A TECHNOLOGY PIECE THAT THAT INFLUENCES THAT.

BUT THEN THERE'S ALSO THE CONVERSATION AROUND CASE MANAGEMENT THAT THE SUCCESS COACHES CAN HAVE THAT CONVERSATION.

BUT ANY OTHER STAFF MEMBER THAT PROVIDES SUPPORT FOR THAT STUDENT, WHETHER IT BE A MILITARY CONNECTED STUDENT OR A FOSTER STUDENT OR AN INTERNATIONAL STUDENT TO HAVE

[04:15:02]

HOW DO WE HELP YOU STAY THE COURSE SO THAT THAT THAT WILL THE BYPRODUCT OF THAT IS THAT THE STUDENTS TAKE LESS TIME TO COMPLETE THEIR DEGREE AND TAKE LESS HOURS.

AND THAT'S A CRITICAL PIECE AROUND WHAT ASPEN LOOKS FOR IN TERMS OF REDUCTION TO TIME TO DEGREE.

AND WHAT DALLAS IS, IS THE THE INDIVIDUAL LEADING OUR EFFORTS AROUND THE SCHOOL OF EXCELLENCE AND WITH THE SEAL OF EXCELLENCE IS ALL ABOUT IS LOOKING AT AT THE AT HOW LATINO STUDENTS PERFORM AND LOOKING AT PERFORMANCE GAPS AND THAT IT WILL HELP US HAVE A LOOK AT THE DATA IN A DIFFERENT WAY.

AND I THINK IT ALSO ALIGNS WITH WHAT DR.

FLOYD WAS MENTIONING EARLIER AROUND ACHIEVING THE DREAM.

SO IT'S ALL HELPING US LOOK AT THE DATA DIFFERENTLY AND MAKING SURE THAT WE HAVE A CLEAR PICTURE OF NOT ONLY WHO WE'RE SERVING, BUT MOST IMPORTANTLY, WHO WE ARE NOT SERVING AND HOW WE GO ABOUT ADDRESSING THOSE GAPS.

AND MORE SPECIFICALLY, YOUR HISPANIC SERVING INSTITUTION.

WHAT DOES THAT MEAN? ARE YOU REALLY HISPANIC SERVING? WHAT ARE CERTAIN INSTITUTIONAL POLICIES, PROCESSES AND PROCEDURES THAT WE HAVE IMPLEMENTED OR HAVE NOT IMPLEMENTED THAT HINDER OR CAUSE BARRIERS FOR STUDENT SUCCESS AND MORE PARTICULARLY FOR LATINO, BUT REALLY BRINGING THAT ACROSS THE BOARD FOR ALL STUDENT POPULATIONS IF THAT.

AND GO AHEAD.

YEAH, I'VE GOT TWO MORE REAL QUICK SO MAYBE ONE MORE.

ANYWAY, SO I KNOW MISS JONES IS NOT PART OF YOUR TEAM, BUT HOW MANY DIRECT REPORTS DO YOU HAVE? I HAVE ONE.

TWO. I HAVE LIKE FIVE.

FIVE IS WHY THE FULL TEAM ISN'T UP HERE.

BUT MY PROBLEM.

NOT A PROBLEM. NO, NO, NO.

THE FULL TEAM IS NOT HERE BECAUSE WE DIDN'T WANT TO OVER.

WELL, YOU SAW WHAT I KNOW.

BUT SEE, I'M SEEING DR.

FLOYD. YOU'RE JUST, YOU KNOW, DOING THINGS YOUR WAY.

IS THAT THE QUESTION? YES. OH, SORRY.

THANK YOU. I LIKE HEARING ALL THIS TECHNOLOGY INVOLVED BECAUSE I THOUGHT MAYBE WE WERE KIND OF OVERBURDENING THE SUCCESS COACHES.

AND BY THE WAY, THE ASSOCIATED PRESS PICKED UP THE STORY FROM THE DALLAS MORNING NEWS AND PUT IT ALL OVER THE COUNTRY, WHICH WAS VERY NICE FOR US.

BUT TELL ME THE NUMBER OF SUCCESS COACHES WE HAVE NOW.

AND WE'RE RIGHT AT THERE'S ALWAYS WE HAVE I THINK WE HAVE A RESIGNATION YESTERDAY OR SOMETHING LIKE THAT.

BUT RIGHT NOW WE'RE AT ABOUT TWO 4240.

HAS THIS NUMBER STAYED HIGHER OR LOWER THAN THIS? ARE WE MOVING FORWARD WITH HIRING? THAT IS ABOUT THE MAXIMUM THAT WE HAVE BUDGETED FOR FOR NOW, YES.

OKAY. THANK YOU.

YES, YOU'RE WELCOME.

OKAY. SO IN TALKING ABOUT THE RETENTION AND THE PERSISTENCE OUTCOMES, RIGHT, LOOKING AT HOW WE CAN REALLY BE STRATEGIC, I KNOW WE TALKED ABOUT THE 131,000 STUDENTS THAT WE HAD STOP OUT. RIGHT. SO REALLY PUTTING AN INTEGRATED APPROACH FOR A WORKING TEAM THAT HAS STRATEGIES ON FOCUSING ON CORE SUCCESS AND COMPLETION FOR OUR STUDENTS.

AND ON TOP OF THAT, FOCUSING ON OUR STOP OUT STUDENTS, RIGHT.

AND PROVIDING CERTAIN STRATEGIES AND WHERE WE CAN REALLY LOOK AT THOSE STUDENTS AND BRING THEM BACK TO THE INSTITUTION SO THEY CAN COMPLETE THEIR CREDENTIAL.

AND LOOKING AT WHAT WE DO IS HAVING OUR STUDENTS HAVE A 73.5% COURSE PASSING GRADES, RIGHT? BUT THEN ALSO OUR RETENTION EFFORTS AND ENSURING THAT OUR STUDENTS ARE RETURNING FALL TO SPRING.

AND I KNOW THAT WE HAVE A 76.25% GOAL FOR THE UPCOMING YEAR, BUT WE SURPASSED THE GOAL THIS PAST YEAR.

OUR GOAL WITH 72% OF OUR STUDENTS TO RETURN FROM FALL TO SPRING, WE WERE AT 74.7%.

SO WE ARE MAKING PROGRESS IN THAT REGARD AND MOVING IN THE POSITIVE DIRECTION.

AND SOME OF THE CONSIDERATIONS THAT WE HAVE IN REGARDS TO THAT IS INCREASING SOME PROFESSIONAL DEVELOPMENT.

AND I KNOW DOCTOR STILLS IS GOING TO TALK ABOUT AND SOME EXTRA GRANT DOLLARS THAT WE RECEIVED, RIGHT? SO, YOU KNOW, AGAIN, LOOKING AT HOW WE'RE LEVERAGING THE INVESTMENT THAT YOU ALREADY HAVE COMMITTED TO US AND DOING OUR DUE DILIGENCE IN THAT, BUT ALSO LOOKING AT HOW WE CAN USE EXTERNAL DOLLARS.

AND SO WE DID SECURE $860,000 FROM AN MDSC GRANT THAT FOCUSES ON INCENTIVIZING STUDENTS BY GIVING THEM REWARDS TO CONNECT WITH THEIR SUCCESS.

COACH AND THAT MATTERS BECAUSE WE HAVE THE DATA THAT SHOWS STUDENTS WHO ENGAGE WITH THE SUCCESS COACH PERSIST AT HIGHER RATES THAN THOSE WHO DO NOT. SO WE'RE TRYING TO LEVERAGE THE DATA, THE OUTCOMES THAT WE'RE FINDING TO INCORPORATE THAT IN OTHER PLACES.

WE'RE ALSO DOUBLING DOWN IN OUR PRACTICES BY REQUIRING FIRST TIME IN COLLEGE STUDENTS TO RECEIVE.

THEY THEY MUST SEE A SUCCESS COACH BEFORE THEY REGISTER.

SO WE'RE STARTING TO DEVELOP THAT WORK THIS FALL SO THAT WE'RE NOT LEAVING THAT VULNERABLE POPULATIONS SUCCESS TO CHANCE SO THEY WON'T BE ABLE TO

[04:20:09]

THEY THEY HAVE TO SEE A SUCCESS COACH THEY CAN SEE A SUCCESS COACH ONLINE THAT THEY COULD VISIT VIRTUALLY DOESN'T HAVE TO BE FACE TO FACE RIGHT NOW.

IT'S NOT REQUIRED AT ALL. IT'S NOT REQUIRED AT ALL.

THAT'S CORRECT. COMPLETION.

AND THEN OUR LAST SLIDE AGAIN IS JUST TO LOOK AT THE COMPLETION COMPONENT.

AND WHILE, YES, WE HAVE THE OPPORTUNITY HERE TO INCREASE THE NUMBER OF COMPLETERS THAT WE HAVE, WE WANT TO REDUCE THAT TIME TO DEGREE, REDUCE THE NUMBER OF HOURS THAT STUDENTS ARE ACQUIRING IN EXCESS OF THEIR DEGREE REQUIREMENTS.

IT'S CRITICAL THAT WE REALLY MAKE SURE THAT WE'RE SPEAKING TO THE ASPEN ALIGNMENT.

WE WANT TO FOCUS ON POST COMPLETION SUCCESS, THAT IT'S NOT JUST ABOUT COMPLETING FOR THE SAKE OF COMPLETING.

IT'S NOT ENOUGH JUST TO SAY YOU GOT A CREDENTIAL, BUT WHAT CAN YOU ACTUALLY DO WITH THAT CREDENTIAL? CAN YOU ARE YOU ABLE TO SUCCESSFULLY TRANSFER? WHAT ARE THE MEDIAN INCOMES THAT YOU'RE ABLE TO THEN EARN AFTER RECEIVING A CREDENTIAL FROM DALLAS COLLEGE? AND SO SOME OF THE THINGS THAT WE'RE LOOKING TO FOCUS ON NEXT YEAR WILL START WITH LOOKING AT HOW WE'RE FOCUSING ON PROGRAM OF STUDY SELECTION, BECAUSE THE THE WAY TO GET A STUDENT TO THE END FASTER IS TO START THEM OUT EARLIER WITH A VERY CLEAR PATH.

SO WE'RE DOING SOME VERY FOCUSED WORK ON PROGRAM OF STUDY DECLARATION.

WE'RE ALSO LOOKING AT THOSE STUDENTS WHO TRANSFER TO UNIVERSITIES BEFORE ACQUIRING A CREDENTIAL WITH US AND MAKING SURE THAT WE HAVE THOSE RELATIONSHIPS WITH THE UNIVERSITY INTACT SO THAT WE CAN GET THE REVERSE TRANSFER CREDIT.

WE ARE LEVERAGING QUITE A BIT OF TECHNOLOGY TO DO MORE AUTO AWARDING TO TO WORK WITH BOTH THE REVERSE TRANSFER STUDENTS.

AND FOR THOSE STUDENTS WHO DIDN'T REALIZE THAT THEY WERE AT THE POINT OF ALMOST OBTAINING A CREDENTIAL.

SO JUST BEING VERY STRATEGIC IN ENSURING THAT WE ARE ACCOMPLISHING BOTH COMPLETION AND POST COMPLETION SUCCESS.

AND SO DO YOU RECORD DO YOU HAVE THE ABILITY TO RECORD A NOTE ON CERTIFICATIONS, WHETHER THEY PASS THE REQUIRED EXAM TO BE CONSIDERED CERTIFIED HVAC? LIKE FOR LICENSURE, NOT ON THIS TRANSCRIPT.

WE DON'T HAVE THAT YET IN A IN A IN A IN A TRANSCRIPT IN A ON OUR TRANSCRIPT.

BUT WE WE HAVE BEEN WE WERE WORKING WITH OUR TRUE PATHWAYS COLLABORATIVE TEAM THAT INCLUDES OUR CTE COLLEAGUES AS WELL AS OUR ACADEMIC COLLEAGUES TO LOOK AT WHAT THAT TRANSCRIPTION COULD LOOK LIKE AND LOOKING AT WHAT'S HAPPENING ACROSS THE COUNTRY OF COLLECTING THAT INFORMATION.

AND SO WE'RE STILL THAT WORK IS STILL IN PROGRESS, I THINK IT'S FAIR TO SAY, BUT WE HAVEN'T YET COME UP WITH A FINAL SOLUTION.

WELL, I HAVE SOME OF THAT.

I HAVE SOME OF THAT. I HAVE SOME OF THAT IN THE BRIEF IN TERMS OF DECREASING THE TIME TO COMPLETION.

SO RIGHT NOW, IT WAS NINE HOURS.

NOW IT'S 81.

YES. YES. OKAY.

AND IT STILL TAKING THEM ON AVERAGE, FOUR YEARS.

THAT'S CORRECT. AND THE TARGET IS 3.5 AND THEY'RE GETTING WAS 71, 71 HOURS AND AND TAKING 3 TO 5 YEARS.

WHEREAS WE'RE WE'RE PROJECTING THAT IT WILL TAKE THAT AMOUNT OF TIME BECAUSE OF THE NATURE OF THE THINGS THAT WE'RE MENTIONING TO YOU AND THAT THAT THAT ASPIRATIONAL GOAL IS BUILT ON FROM LOOKING AT DATA FROM ASPIRATIONAL COLLEGES.

SO ASPEN AWARD WINNING COLLEGES, THESE ARE THE RANGES WHERE THEY FALL WITHIN THE HOURS OF COMPLETION AND THE TIME TO DEGREE.

SO WE DID REFERENCE THAT IN LOOKING AT THE THE DEGREE OF TIME THAT IT WOULD TAKE US TO GET TO A REALISTIC SPACE.

SO WHEN DO YOU THINK YOU'LL BE IN THAT SPACE? WHEN DO YOU THINK THEY'LL REACH THE TARGET? ANY IDEA? (325) 323-2532 71 AND 3.5.

AND I ASKED BECAUSE AND I BRING THIS UP A LOT OF TIME, SO FORGIVE ME.

WHEN I WAS AT EL CENTRO TAKING CLASSES DURING THE NOON HOUR TO BUILD UP TO THE 60, THE MINUTE I HAD THE 60, I WAS OUT OF THERE.

I WASN'T GOING TO TAKE A COURSE MORE THAN I NEEDED FOR A DEGREE.

SO HOPEFULLY WITH THE SUCCESS COACHING THING, STUDENT WILL STUDENTS WILL REALLY UNDERSTAND.

YOU JUST NEED X NUMBER OF HOURS AND TO ONLY TAKE WHAT'S ON YOUR DEGREE PLAN AND THEN GET OUT OF HERE.

IF YOUR PLAN IS TO GO FOR THE BACHELOR'S OR JUST MAYBE FOR THE CERTIFICATE.

ET CETERA. ET CETERA.

SO HOPEFULLY THAT'S REALLY BEING EMPHASIZED TO THEM DURING THE SUCCESS COACHING OR WHATEVER IT IS, HOW YOU TOUCH THEM AND ADVISE THEM ON WHAT IT IS THEY NEED ACCORDING TO THEIR DEGREE PLAN. YEAH.

AND IT GOES BEYOND JUST A SUCCESS COACH HAVING THAT CONVERSATION FOR SURE.

[04:25:03]

THAT'S RIGHT. A LOT OF THEM HAVE CONNECTIONS, OBVIOUSLY THAT YOU WERE MILITARY CONNECTED STUDENT AND YOU TALK TO THE VETERAN, YOU KNOW, MILITARY CONNECTED STAFF.

THAT'S WHERE THEY HAVE THEIR CONVERSATIONS.

THAT IS ALSO EMPHASIZED THERE.

THIS IS WHY WE'RE TALKING ABOUT CASE MANAGEMENT ACROSS THE BOARD.

SO THERE ARE SOME SOME SPECIAL POPULATIONS THAT NEED A LOT MORE SUPPORT.

SO EVERYBODY HAS A SUCCESS, COACH, BUT OTHERS MIGHT NEED A LITTLE BIT MORE SUPPORT.

SO THE IDEA IS EVERYBODY IS IS IS GROWING IN THE SAME DIRECTION, REGARDLESS OF WHERE THE STUDENT CHOOSES TO TO FIND OR SEEK ASSISTANCE.

AND LASTLY, I WOULD SAY IT TRANSITIONS TO THE NEXT GROUP THAT'S PRESENTING.

THE OTHER THING THAT IS CONTINGENT UPON IS THE TECHNOLOGY THAT WE'RE LEVERAGING AND USING TO REALLY STREAMLINE THE INFORMATION.

AND SO OUR COLLEAGUES FROM IT ARE GOING TO COME UP AND TALK ABOUT THAT.

SO IT TAKES MORE.

SO THERE IS A LITTLE BIT HERE.

I JUST SO I DON'T KNOW IF JIM IS GOING TO TALK ABOUT IT HERE A LITTLE BIT.

OH, YEAH. SO THIS IS THIS THIS IS JUST ILLUSTRATES THE VARIETY OF DIFFERENT TECHNOLOGIES THAT THAT WE USE AND THAT WE THEY ARE ALL THE DIFFERENT INTEGRATIONS THAT NEED TO HAPPEN TO MAKE SURE THAT CASE MANAGEMENT IS ACTUALLY EFFECTIVE ACROSS THE BOARD.

SO IT JUST GIVES YOU AN EXAMPLE OR AN IDEA.

BUT JIM IS GOING TO TALK ABOUT IT IN MORE DETAIL WHEN HE HAS A CONVERSATION WITH RON AND ABOUT ISTUDIO.

SO WE USE ANY STUDIOS WHERE STUDIOS THERE IN UTAH.

I DON'T THINK WE USE IT ANYMORE.

STUDIOS. WE'RE GOING TO PROBABLY RETIRE THAT.

I GOT A QUESTION ABOUT YOUR YOU KNOW, THE.

THE STUDENTS WHO GRADUATE ALL AGAIN, I'LL GO BACK INTO THE OLD DAYS AND THE OLD WAYS OF HAVING AN EMPLOYMENT CENTERS.

I KNOW THERE'S ALL KINDS OF TECHNOLOGY AND KINECT AND ALL THIS KIND OF HANDSHAKES AND ALL THAT KIND OF STUFF.

DO WE OFFER ANY TYPE OF ORGANIZED EMPLOYMENT CENTERS AS A COLLEGE, OR ARE THEY BY CAMPUS OR WHAT? WELL, WE HAVE WE HAVE A PRESENCE ON EVERY CAMPUS, AND WE HAVE SO THERE ARE A COUPLE OF THINGS WE HAVE A CAREER FUNCTION ON ON THE STUDENT SUCCESS SIDE THAT PREPARE STUDENTS FOR INTERVIEWS FOR HELPS THEM WITH RESUMES, ETCETERA, ETCETERA, AND HELPS THEM GET INTO HANDSHAKE.

RIGHT. TO YOUR POINT. AND WE ALSO HAVE IN PARTNERSHIP WITH WORKFORCE, THEN THEY ARE THE ONES THAT MAKE THAT CONNECTION WITH THE EMPLOYER.

SO WE HAVE CAREER FAIRS IN PERSON SOMETIMES ON CAMPUSES.

SO THERE'S A VARIETY OF DIFFERENT WAYS, DEPENDING ON HOW THE STUDENT WANTS TO ENGAGE, WHETHER THEY ARE MORE THE FACE TO FACE TYPE OF APPROACH OR THEY ARE COMFORTABLE ON THE VIRTUAL. SO THEY ARE BOTH PLACES AND THERE'S A PLACE WHERE THEY GO ON EACH CAMPUS.

SO I'VE ATTENDED THE ONE OUT AT AT CEDAR VALLEY WHERE THEY REALLY MAKE IT A REAL EVENT.

WE DON'T SEEM TO DO THAT AT EVERY LOCATION WE DO.

WE HAVEN'T WE HAVEN'T BEEN EVERY WE HAVEN'T BEEN EVERY LOCATION.

AND I DON'T KNOW IF I KNOW BEN IS HERE, BUT KAREN IS IN YOUR AREA.

IT IS IN MY AREA. SO BUT IT'S A IT'S A GOOD POINT THAT YOU BRING UP.

AND SO WHERE I WOULD SAY THIS IS AN OPPORTUNITY WHERE WE NEED TO LOOK AT HOW WE'RE INVESTING IN THAT SPACE.

AND I SAY THAT BECAUSE RIGHT NOW CAREER AND TRANSFER ARE INTERTWINED.

SO THE SAME TEAMS THAT ARE PROVIDING THAT CAREER DEVELOPMENT, SKILL DEVELOPMENT, MARKETABLE SKILL DEVELOPMENT, INTERVIEWS, RESUMES, THEY'RE ALSO ASSISTING STUDENTS WITH TRANSFER APPLICATIONS AND THOSE KINDS OF PIECES.

SO THAT MAY BE PARTIALLY WHY YOU MAY SEE THE TEAM, BUT THEY MAY BE DOING DIFFERENTIATED TASKS JUST DEPENDING ON THE SCHEDULE.

BUT WE DO HAVE A ROBUST CAREER SERVICES SCHEDULE OF OFFERINGS FOR STUDENTS AND THEY DO QUITE A LOT WITH THE RESOURCES THAT WE HAVE.

IT'S TO ME IT'S JUST KIND OF LIKE, YOU KNOW, GETTING THE BALL UP TO THE GOAL LINE BUT NOT SCORING AND GETTING THE JOB IS THE REAL CRITICAL PART.

SO I JUST DON'T KNOW IF WE HAVE FROM THE WORKFORCE SIDE, DO WE? WE HAVE VENDORS HOLDING JOB FAIRS ON EVERY CAMPUS.

I JUST KNOW JOE REALLY PLAYS UP HIS CAP SIGNING AND HIS SIGNING DAY AND ALL THAT.

DO WE DO THAT AT OTHER LOCATIONS? ABSOLUTELY. AND I THINK THERE ARE SEVERAL PRESIDENTS IN HERE THAT CAN TALK TO CAN SPEAK TO THAT.

I KNOW THIS YEAR ESPECIALLY, I'VE SEEN QUITE A FEW AT EASTFIELD.

AND I THINK PRIMARILY THAT WAS IN MIT AND WORKING WITH THE CAMPUS, BUT INCLUDING OUR EMPLOYER RESOURCE CENTER, WHICH FALLS UNDER BEN'S DIRECTION.

THE MARTHA FERNANDEZ LEADING THAT EFFORT, A VERY CLOSE PARTNERSHIP BETWEEN EMPLOYER RESOURCE CENTER, WHO GOES OUT AND FINDS THOSE JOBS, FINDS THE EMPLOYERS.

[04:30:09]

WE USE TO CONNECT THOSE.

BUT THEY PARTNERED DIRECTLY WITH OUR CAREER AND TRANSFER STAFF TO MAKE ALL THAT WORK.

SO DO WE HAVE THE ABILITY WITH TECHNOLOGY TO, FOR EXAMPLE, IF WE'VE GOT.

100, 200 STUDENTS GRADUATING WITH THESE CREDENTIALS.

SO WE HAVE THE ABILITY TO TO DOWNLOAD THAT AND DROP IT ONTO EMPLOYERS.

I DON'T KNOW THAT THE HANDSHAKE ALLOWS US TO DO LIKE A DRAW, BUT I THINK THERE IS THE ABILITY TO CONNECT STUDENTS WITH SPECIFIC CREDENTIALS WITH THE EMPLOYER SEARCHING FOR THAT.

OKAY. THANK YOU.

OKAY. SO SOME OF THE INFORMATION.

YOU KNOW. THIS WORKS IN MY WORLD EVERY DAY BECAUSE I DON'T HAVE TIME FOR IT.

BUT CAREER SERVICES AND SO FORTH.

AND I'VE BEEN TO A NUMBER OF EVENTS LATELY, AND ONE OF THE THINGS THAT I NOTICED WAS THAT WE'VE GOT A LOT OF OUR VENDORS OUT THERE AND, YOU KNOW, THEY'RE PUSHING THEIR BUTTONS.

BUT ANOTHER THING THAT I NOTICED, IT BECAME VERY POPULAR TO DO MARKETING OR TO SAY YOU'RE OUT AND YOU'RE TRYING TO HELP THEM FIND A JOB AND SO FORTH.

BUT ANOTHER THING THAT I'VE NOTICED ABOUT THE WHOLE THING, THE PEOPLE THAT ARE MANNING THESE BOOTHS AND PROVIDING THESE SERVICES, THEY'RE NOT REALLY THE PEOPLE WHO HAVE PULLED WHAT I CONSIDER A PULL WITH THESE COMPANIES.

WITH THE END OF THE DAY, YOU SPEND AN HOUR TALKING TO THOSE PEOPLE AND IT DOESN'T RESULT IN A JOB.

IT RESULTS IN RUNAROUND OR A LOT OF BUSY WORK FOR YOU TO DO OUTSIDE OF THE PROGRAMS THAT WE OFFER THAT OFFER.

STUDENTS INTERNSHIPS.

PAID INTERNSHIPS.

THESE COURIER SERVICES.

HOW MUCH OF IT REALLY RESULT IN A JOB FOR THE STUDENT? ARE WE GOING THROUGH THE MOTIONS TO SAY, WE DID THIS AND WE PROVIDED THESE SERVICES, BUT ARE WE WASTING PEOPLE'S TIME OR DO THEY REALLY GET A JOB? YEAH, I MEAN, CLEARLY THE INTENT FOR OUR STANDPOINT IS TO GET PEOPLE INTO JOBS NOW.

AND EVEN WHAT TRUSTEE BOYD WAS BRINGING UP A MINUTE AGO, THE DATA TO BE ABLE TO SEE WHAT HAPPENS TO OUR STUDENTS, HOW DO THEY GO THROUGH OUR PROGRAMS, WHERE DO THEY END UP IN THE WORKFORCE? THE DIFFICULTY IN BEING ABLE TO TRACK THAT IS A CHALLENGE NOT JUST FOR US AND EVEN EVEN AS WE TRY TO FIGURE OUT IN HOUSE BILL EIGHT THAT MOVES TO THIS OUTCOMES BASED FORMULA, THIS HAS BEEN A STATEWIDE CONVERSATION THAT IS A CHALLENGE FOR THE STATE TO BE ABLE TO DO THIS AND EVEN TRY TO.

WE'VE HAD RECENT CONVERSATIONS THE LAST WEEK OR SO, EVEN FOR US TO CAPTURE SOME OF THE CREDENTIALS ON THE WORKFORCE SIDE THAT MAYBE WE DIDN'T ALWAYS FULLY CAPTURE BECAUSE THE STATE PROVIDED NO VALUE TO THOSE THAT THEY WILL NOW IS LEAVING US AND OTHER COLLEGES AROUND THE STATE TRYING TO FIGURE OUT HOW WE ACCOUNT FOR THAT, HOW WE CAPTURE FOR THAT AND CAPTURE THAT.

AND CERTAINLY FOR US TO UNDERSTAND WHAT HAPPENS TO OUR STUDENTS AFTER THEY LEAVE US WHEN THEY GO INTO THE WORKFORCE, WHAT JOBS DO THEY GO INTO? WHAT POSITIONS DO THEY GO INTO? AND THEN WHAT WAGES DO THEY ACTUALLY GET? DO YOU HAVE SOME. YEAH.

AND YOU KNOW, I JUST WANT TO SPEAK A LITTLE BIT TO IT BECAUSE THE BEST WAY IN PERSON TO TALK AMONGST OURSELVES TO GET A JOB IS REALLY WITH THE EMBEDDED, YOU KNOW, APPRENTICESHIPS IN PROGRAMS. AND WE ARE DOING THAT.

ROB IS SOMEWHERE I CAN'T SEE AS A WORK BASED APPRENTICESHIP FOR TEACHING, BUT THAT'S REALLY THE WAY.

SO IT'S NOT TO DISSUADE OR TAKE AWAY FROM ANY EFFORTS HERE, BUT CAREER SERVICES IS STILL VERY TRADITIONAL.

IN OUR INITIAL PLANNING FOR THIS MERGER, WE WERE REALLY FOCUSED ON PROVIDING CONSISTENT STUDENT SERVICES ACROSS ALL OF OUR CAMPUSES, MEANING THEY HAVE SIMILAR SERVICES AT EACH CAMPUS.

THE CAREER SERVICES WOULD BE A NEXT LEVEL, BUT I BELIEVE THAT'S SOMETHING WE'RE GOING TO CONTINUE TO BUILD UPON AND DEVELOP SO THAT OUR STUDENTS NOT ONLY REALIZE JOBS, BUT WE

[04:35:07]

IT'S NOT JUST ABOUT HAVING A CAREER FAIR.

THAT'S OLD SCHOOL, RIGHT? IN THE 90S, THAT'S WHAT WE DID IN MY COLLEGE.

THEY BROUGHT HIM TO THE GYM.

HE WALKED AROUND. SOMETIMES YOU GOT TO INTERVIEW ON THE SPOT AND THE REAL DEAL IS GETTING THESE STUDENTS INTO SPACES WHERE THEY CAN HAVE HANDS ON SKILLS ACQUISITION, DEMONSTRATE THAT THROUGH THE APPRENTICESHIP AND THEN GET THE JOB WITH THAT.

FLOYD YEAH, PRETTY MUCH EFFECTIVE FROM A FROM A FORMER CROW OR AIR IN THIS FROM INDUSTRY.

CAREER SERVICES IS REALLY IMPORTANT FOR THE EMPLOYER BECAUSE WE NEED SOMEONE TO GO THROUGH THAT PROCESS AND SAY I HAVE CANDIDATES FOR YOU THAT MEETS YOUR HIRING NEEDS.

THEY DON'T HAVE TIME TO COME ON CAMPUS AND GO THROUGH HUNDREDS OF CANDIDATES.

THEY JUST DON'T HAVE THE RESOURCES TO DO IT.

SO THEY'RE DEPENDING ON THAT CAREER SERVICES OFFICE TO SAY, HERE ARE MY TOP 20, HERE ARE MY TOP 25, HERE ARE THE STUDENTS WHO ARE COMING THROUGH THE PIPELINE THAT YOU SHOULD GET TO KNOW. THEY NEED THAT FILTER.

AND IT'S THE IT'S THE PIPELINE FOR THEM.

OTHER THAN AN INTERNSHIP TO HOW THINGS GET GET GOING.

FROM A HUMAN RESOURCES PERSPECTIVE, IT IS CRITICAL.

OKAY, GREAT. SO WE HEARD A LOT ABOUT ENROLLMENT MANAGEMENT.

AND I JUST WANT TO SPEND TWO SLIDES ON HOW WE ARE GOING TO BE SUPPORTING THEM FROM A MARKETING EFFORT.

AND SO I'M GOING TO BREAK THIS SLIDE UP INTO THREE AREAS.

IF YOU LOOK AT THE VISUAL.

SO THE FIRST AREA IS AROUND FOUNDATIONAL RESEARCH.

SO STUDENT PERSONAS AND AWARENESS WE ARE EMPLOYING UPON A BRAND EQUITY STUDY THAT WILL ALLOW US TO UNDERSTAND WHAT OUR BRAND EQUITY IS AIDED AND AIDED OUR LOYALTY REGARD.

AND WE'RE GOING TO BE TESTING THAT WITH ABOUT 1000 COMMUNITY LEADERS, PARENTS AND, YOU KNOW, OUTSIDE OF THE DALLAS COMMUNITY COLLEGE NETWORK.

WHAT THAT WILL TELL US IS SOME PROOF POINTS ABOUT OUR VALUE PROPOSITION AND VALIDATE SOME THINGS WE KNOW, BUT ALSO SHED LIGHT ON SOME THINGS WE MAY NOT KNOW FROM AN OUTSIDE PERSPECTIVE.

LOOKING IN, THAT'S IMPORTANT BECAUSE FIRST OF ALL, YOU HAVE TO HAVE TOP OF MIND AWARENESS OF DALLAS COLLEGE BEFORE WE CAN EVEN CONSIDER DALLAS COLLEGE. SO UNDERSTANDING THAT IS IMPORTANT.

THE SECOND PIECE, WHICH IS A CRITICAL POINT.

ENROLLMENT IS OUR SEGMENTATION STUDY THAT'S GOING TO BE GOING CONCURRENTLY.

WE'RE GOING TO BE TALKING TO 5000 OF OUR EXISTING STUDENTS.

AND THE REASON IT'S 5000, BECAUSE WE WANT TO TALK TO PEOPLE FROM OUR DUAL CREDIT ALL THE WAY UP TO EMERITUS ADULT LEARNERS, TRANSFER STUDENTS, TRANSIENT ALL OF THOSE DIFFERENT POPULATIONS AND MAKING SURE THAT WE HAVE ENOUGH SAMPLE SIZE THAT GIVE US CONFIDENCE THAT THE INFORMATION THEY'RE TALKING TO US ABOUT IS VALID.

THINGS WE WILL LEARN ARE LIKE, WHAT ARE THEIR TRIGGERS TO COME TO DALLAS COLLEGE? WHAT ARE THEIR BARRIERS TO COME TO DALLAS COLLEGE? WHAT'S THEIR LIFESTYLE AND BEHAVIORS? ATTITUDES? HOW DO THEY RECEIVE THEIR MEDIA? HOW DO WE REACH THEM? WHEN YOU TALK ABOUT RETENTION, PERSISTENCE AND COMPLETION, WE'RE GOING TO BE ABLE TO TEST KEY MESSAGE POINTS AND UNDERSTAND WHAT IS IMPACTFUL TO THEM.

THAT BECOMES IMPORTANT.

SO WHEN WE SPEND MEDIA, WE WANT TO SPEND MEDIA IN WHICH IT GETS TO INTEREST AND ENGAGEMENT.

THE NEXT TWO, WE WANT TO SPEND OUR MEDIA WITH TARGETED MESSAGING, NOT WE WANT TO KNOW THAT IT'S ALREADY VALIDATED AND THEN USE IT IN THE MEDIUM THAT CAN REACH ADULT LEARNERS BECAUSE THAT'S THE MEDIUM WE ALREADY KNOW THAT THEY'RE LIVING IN, OR TO REACH PARENTS AND DUAL CREDIT STUDENTS BECAUSE WE KNOW THAT'S WHERE THEY'RE MOST ACTIVE AND THEN DO IT WITH CREATIVE THAT CONNECTS WITH THEM.

SO THAT IS THE PROCESS WE'RE IN RIGHT NOW.

WE'RE GOING TO BE FIELDING THOSE STUDIES OVER JULY AND AUGUST OF THIS YEAR SO THAT WE CAN AT LEAST START TO IMPACT OUR MEDIA SPEND IN THE FALL TO IMPACT OUR SPRING ENROLLMENT.

WHAT DOES THAT ALLOW US TO DO? IT ALLOWS US TO SPEND OUR DOLLARS MORE EFFICIENTLY, EFFECTIVELY, AND IN A MORE TARGETED WAY.

THAT MEANS FROM THE TIME YOU SEE A SOCIAL MEDIA AD ON FACEBOOK, I WILL NOW BE ABLE TO TRACK IT ALL THE WAY TO OUR WEBSITE.

OKAY, SO THAT'S THE LEVEL OF INTEREST AND ENGAGEMENT.

AND THEN THE NEXT PHASE IS GO TO THE LAST THREE WHICH ARE CONSIDERATION, INTENT AND CONVERT.

THAT IS WHAT WE'RE HOPING OUR DOLLARS ARE DOING BECAUSE WHAT IT WILL THEN SAY, HOW DO I LEARN MORE? AND THEN WE PASS THAT ON TO THE STUDENT SUCCESS SIDE TO LEARN MORE ABOUT THE COLLEGE OR REGISTER.

NOW THAT'S WHERE THE DIGITAL EXPERIENCE BECOMES VERY IMPORTANT.

[04:40:02]

AND THAT'S ALL AROUND PUTTING THE RIGHT MESSAGE WITH THE RIGHT CREATIVE IN THE RIGHT MEDIA CHANNEL AND TRACKING THOSE DOLLARS ALL THE WAY TO LEARN MORE, CLICK ON THE WEBSITE OR REGISTER NOW OR ENROLL NOW.

SO FROM A MARKETING PERSPECTIVE, THAT'S WHAT WE'RE HOPING TO.

WE CALL THIS PERFORMANCE MARKETING BECAUSE, ONE, WE'RE NOT JUST GOING TO BE SPENDING DOLLARS ON TV AND DIGITAL AND SOCIAL, BUT NOW WE'RE GOING TO BE ABLE TO PUT ANALYTICS BEHIND IT.

WHAT IS OUR RETURN ON AD SPEND? WHAT IS OUR COST TO ACQUIRE A NEW STUDENT? AND THAT'S THE LEVEL OF RIGOR WE WANT TO ADD TO WHAT WE'RE CURRENTLY DOING WITH DR.

SHAW'S TEAM IN TERMS OF ALL THE DATA ANALYTICS WE HAVE AROUND STUDENTS.

SO THE OTHER LAST PIECE IS WHAT KIND OF TACTICS WE'RE GOING TO BE ADDRESSING.

GEO TARGETING AND ZIP CODE TARGETING IS PROBABLY ONE OF OUR MOST EFFICIENT AND EFFECTIVE WAYS TO SPEAK TO OUR DIFFERENT STUDENTS, POTENTIAL STUDENTS AND OUR DIFFERENT LOCAL AREAS.

DALLAS IS SO DIVERSE AND IT BECOMES VERY COMPLEX.

BUT WHEN YOU HAVE LIMITED DOLLARS LIKE WE DO, THE BEST WAY TO DO THAT IS THROUGH DIGITAL MARKETING AND ZIP CODE TARGETED MESSAGES.

AND SO THAT'S WHERE WE'RE ACTUALLY GOING TO BE DOUBLING DOWN ON THAT, INVESTING MORE BECAUSE WE KNOW WE'RE THEN HITTING OUR DISCRETE POPULATIONS THAT MAY NOT BE ON SORT OF TV MAIN MAIN MEDIA.

SO NEXT THING IS WE TALKED ABOUT CROSS COLLABORATION ACROSS ALL OF OUR DEPARTMENTS.

WELL, CAMPUS WAYFINDING INCLUDES SCOTT AND FACILITIES IT WITH JIM AND DR.

LUCKETT THE CAMPUS PRESIDENT'S ENROLLMENT STUDENT SUCCESS.

AND I WANTED TO JUST HIT ON A COUPLE OF THINGS THAT ARE IN PROGRESS SINCE OUR UNIFICATION BUT ALSO WILL BE MOVING FORWARD LEARNING.

WE HAVE NOW COMPLETED OUR WAYFINDING AND LEARNING COMMENTS ABOUT TUTORING SERVICES.

WE'VE UPGRADED THAT AND ALMOST FIVE OF THE SEVEN COLLEGES.

THE OTHER TWO WILL BE COMPLETED IN THE NEXT COUPLE OF MONTHS.

WE HAVE STREAMLINED WHERE MARKETING MATERIALS ARE IN THE STUDENT SERVICES CENTERS, SO THERE'S NOT A LOT OF CLUTTER SO STUDENTS KNOW EXACTLY WHERE TO GO TO TO LOOK FOR ACTIVITIES ON CAMPUS.

WE'VE ALSO BEEN WORKING ON INTERACTIVE MAPS SO THAT WHEN YOU THINK ABOUT ENROLLMENT, WE NOW HAVE A VISUAL REPRESENTATION OF WHAT EACH OF OUR CAMPUSES LOOK LIKE INTERNALLY, HOW TO FIND FINANCIAL AID, WHERE TO GO TO PARK, HOW TO FIND EMERGENCY SERVICES. ALL OF THAT WILL BE COMPLETED, I BELIEVE, BY THE END OF AUGUST IN TIME FOR OUR FALL ENROLLMENT.

AND THEN THE LAST THING IS THAT WE ARE CONTINUING OUR EFFORTS TO FINALIZE ALL OF OUR EXTERIOR CAMPUS SIGNAGE.

MOST OF THE COLLEGES HAVE THAT DONE.

WE HAVE A FEW THINGS THAT WE'RE WAITING ON PERMITS, BUT OTHER THAN THAT, THAT IS WELL ON THE WAY.

SO JUST WANTED TO SHARE WHAT WE'RE DOING TO ENHANCE THE STUDENT EXPERIENCE ON CAMPUS AND INSIDE THOSE WALLS.

WITH THAT, I'LL PITCH IT TO YOU, JUSTIN.

YEP. SO THIS SLIDE HERE, I ASKED JUST TO PUT IN HERE ONE.

SO IF YOU NEED TO STRETCH, YOU NEED TO WAVE YOUR ARMS, YOU NEED TO DO WHATEVER.

BUT THIS OBVIOUSLY IS A VISUAL REPRESENTATION OF EVERYTHING THAT WE'VE BEEN TALKING ABOUT, OF HOW DO WE SUPPORT STUDENTS AND FOR STUDENTS.

NOT ALL STUDENTS.

THE STUDENT SUCCESS MEAN CROSSING THAT STAGE.

IT CAN MEAN DIFFERENT THINGS, BUT WE KNOW WHAT THE IMPACT THAT THAT HAS ON ON OUR STUDENT LIVES.

SO SO WITH THAT WE'LL PIPER AND TEAM I THINK WE'LL ROTATE IN WHAT WE'RE GOING TO TALK A LITTLE BIT ABOUT WHAT.

THANK YOU. THANK YOU.

YES, I UNDERSTAND.

WELL.

[04:54:08]

[04:54:13]

SO THAT MEANS WE HAVE LESS THAN A MINUTE FOR SLIDES.

I DON'T THINK WE'RE GOING TO MAKE IT, BUT WE'RE GOING TO TRY.

SO THANK YOU FOR ALLOWING MY TEAM AND ONE OF OUR CAMPUS PRESIDENTS, DR.

SLEJKO, TO COME VISIT WITH YOU THIS AFTERNOON.

WE'RE GOING TO SHIFT A LITTLE BIT.

WE'VE BEEN TALKING ABOUT STUDENTS AND INTERNAL STUDENT ENROLLMENT MANAGEMENT ACADEMIC OUR SCHOOLS.

WE'RE GOING TO SHIFT A LITTLE BIT AND TALK MORE ABOUT GOAL THREE, WHICH IS COMMUNITY ENGAGEMENT AND HOW WE LEVERAGE PARTNERSHIPS TO STRENGTHEN OUR COMMUNITIES, OUR WORK WITH OUR EMPLOYERS. AND WE'RE GOING TO TALK A LITTLE BIT ABOUT HOW WE ARE BEGINNING TO DO THAT AND WHAT YOU'RE GOING TO SEE IN THE FUTURE.

SO I'M GOING TO LET MY TEAM INTRODUCE THEMSELVES VERY QUICKLY AND WE'LL START DOWN THE WITH GLORIA.

HI. GLORIA SMITH, ASSOCIATE VICE CHANCELLOR, CAREER CONNECTED LEARNING.

[04:55:03]

HELLO. KATHY ACOSTA, SENIOR DIRECTOR, ADVANCEMENT DEVELOPMENT, COMMUNITY PARTNERSHIPS AND ANYTHING ELSE.

I'VE BEEN MCGILL, ASSOCIATE VICE CHANCELLOR OF ECONOMIC OPPORTUNITY.

ROY BROWN VICE CHANCELLOR FOR WORKFORCE INITIATIVES.

INTRODUCE ME. JUSTIN CUNNINGHAM, ASSOCIATE VICE CHANCELLOR OF INNOVATION AND BUSINESS STRATEGY.

THANK YOU ALL. SO WE ARE GOING TO START OUT TODAY AND YOU'VE TALKED SOME THROUGHOUT THROUGHOUT THE MORNING ABOUT SOME OF OUR SLIDES.

SO I THINK WE CAN MAKE UP A LITTLE TIME AND SKIP A COUPLE OF THESE AND SPEND MORE TIME ON SOME OF THE NEW THINGS THAT WE HAVE JUST LAUNCHED.

AND I'M GOING TO START WITH SECTOR DEVELOPMENT.

SECTOR DEVELOPMENT.

YOU HEARD ME MENTION AT YOUR RETREAT WHEN YOU MET AT PEGASUS PARK BACK IN WHATEVER MONTH THAT WAS, AND IT WAS A CONCEPT AND IT WAS SOMETHING WE WERE TALKING ABOUT DOING.

WE KNEW WE WERE GOING TO DO IT, AND WE HAVE SINCE LAUNCHED THAT EFFORT.

WHAT IS SECTOR DEVELOPMENT? YOU HAVE AN ENTIRE SLIDE TO READ ABOUT THAT AND WE WON'T READ THAT.

BUT THIS IS REALLY A WAY THAT WE ARE GOING TO ENGAGE MORE INTENTIONALLY AND MORE FULLY WITH OUR EMPLOYER PARTNERS AROUND HIGH NEED INDUSTRY SECTORS IN THIS REGION.

DALLAS COUNTY AND BEYOND.

WE HAVE ALWAYS DONE WORK WITH EMPLOYERS AND PARTNERS AND DONE THAT IN A VARIETY OF WAYS, BUT IT'S BEEN VERY TRANSACTIONAL, TYPICALLY SOMEWHAT SCATTERED, AND SECTOR DEVELOPMENT IS A WAY THAT WE ARE GOING TO PULL THAT TOGETHER, MUCH MORE COORDINATED EFFORT AND A MUCH DEEPER RELATIONSHIP SO THAT WE CAN FULLY UNDERSTAND THE NEEDS OF OUR EMPLOYER PARTNERS AND BRING THAT BACK INTO OUR INSTITUTION SO THAT WE CAN DESIGN PROGRAMS THAT WORK FOR THEM AND PREPARE OUR STUDENTS FOR EMPLOYMENT OPPORTUNITIES, FOR INTERNSHIPS, FOR APPRENTICESHIPS, AND JUST ENGAGE THEM MORE FULLY ACROSS THE BOARD. WE STARTED THIS A LITTLE BIT AND YOU'VE BEEN A PART OF THIS WITH THE BIOTECH INDUSTRY AND THAT WAS REALLY OUR FIRST ENGAGEMENT AT THE SECTOR LEVEL.

AND YOU SAW THOSE FOLKS THAT CAME HERE AND HAD ASKED DALLAS COLLEGE TO REALLY TAKE THAT ANCHOR INSTITUTION POSITION WITH THAT SECTOR TO LEAD A GRANT PROPOSAL, WHICH WE DID.

IT WAS FUNDED AND NOW WE ARE CONTINUING THAT WORK AND BUILDING THAT INDUSTRY SECTOR THAT DID NOT EXIST IN THIS COORDINATED FASHION IN DALLAS OR THIS REGION BEFORE.

SO WE'RE GOING TO START I'M NOT GOING TO GO THROUGH THE SLIDE.

WE'RE GOING TO QUICKLY JUMP TO EXAMPLES AND SOME UNDERSTANDING OF WHAT IS HAPPENING IN THE SECTOR DEVELOPMENT WORK AND HOW WE PRETEND OR HOW WE PRETEND, HOW WE INTEND TO FURTHER THAT OVER THE NEXT YEAR WITH OUR PRESIDENTS LEADING THOSE EFFORTS.

SO I'M GOING TO START WITH BEN, WHO IS ON FIRST WITH BIOTECH AT AND OUR PRESIDENTS WERE THERE TO HELP LAUNCH THIS SECTOR PARTNERSHIP LAST WEEK. AND BEN'S GOING TO TALK A LITTLE BIT ABOUT HOW THAT HAPPENED AND WHAT'S GOING TO TAKE PLACE FROM THIS POINT FORWARD.

YEAH. EXCELLENT.

SO, YEAH, AS PIPER MENTIONED, ALMOST TWO YEARS AGO NOW, SOME OF THE INSTITUTIONS AND ORGANIZATIONS INVOLVED IN LAUNCHING THIS BIOTECH INITIATIVE IN DALLAS COUNTY IN THE REGION CAME HERE AND PRESENTED TO YOU, ASKED US TO GET INVOLVED.

FAST FORWARD ALMOST TWO YEARS.

WE DID RECEIVE THE FDA GOOD JOBS CHALLENGE GRANT.

OF COURSE, A PART OF THAT WORK HAS BEEN TO WORK WITH INDUSTRY ASSOCIATIONS TO BRING EMPLOYERS TO THE TABLE, KEEP THEM AT THE TABLE.

SO OFFICIALLY WE LAUNCHED THIS SECTOR PARTNERSHIP.

JUST LAST WEEK WAS THE FIRST MEETING.

WE HAD ABOUT 15 OR SO.

INDUSTRY PARTNERS CAME AROUND THE TABLE AND SAID, HERE ARE OUR WORKFORCE NEEDS.

THESE ARE THE PROBLEMS. THESE ARE THE THE BINDING CONSTRAINTS TO GROWTH FOR US AS A AS AN INDUSTRY.

THOSE OF US IN THE PUBLIC SECTOR REPRESENTING DIFFERENT K-12 COMMUNITY COLLEGES, ETCETERA, SET BACK AND JUST LISTEN.

OUR JOB WAS TO LISTEN IN THIS MODEL.

WHAT'S UNIQUE ABOUT THIS MODEL, THE REASON WE'RE DOING THIS IS THIS IS INDUSTRY LED.

WE'RE SEEDING IT RIGHT.

WE'RE MAKING AN INVESTMENT, BUT INDUSTRY IS GOING TO RUN WITH IT AND WE'RE GOING TO BE THERE TO RESPOND TO WHAT THEY NEED.

SO AT THE END OF THE MEETING, INDUSTRY AGREED TO BE CHAMPIONS OF CERTAIN INITIATIVES.

INDUSTRY IS GOING TO CARRY THAT FORWARD AND WE'RE GOING TO RESPOND ACCORDINGLY.

SO JUST A LITTLE BIT MORE ABOUT THE BIO BIOTECH EFFORTS.

WHAT YOU'RE SEEING JUST IN THE LAST FEW MONTHS IS FOLLOW ON INVESTMENTS, BOTH PUBLIC AND PRIVATE, SINCE WE JUMPED INTO THE MIX WITH WITH WORKFORCE

[05:00:06]

SO YOU SEE UTA IS PLANNING SOME BIG INVESTMENT IN BIO MANUFACTURING.

A LOT OF THE COMPANIES WE WORKED WITH LAST WEEK AND HEARD FROM OUR BIO MANUFACTURING.

SO EVEN SINCE WE STARTED THIS, THINGS ARE STARTING TO TREND IN A CERTAIN EVEN NICHE WITHIN THE BIOTECH AND LIFE SCIENCES SPACE.

AND SO WE'LL BE RESPONDING ACCORDINGLY WITH THAT AND IN PART BY LOOKING AT RELAUNCHING OUR BIOTECHNOLOGY ASSOCIATE'S DEGREE IN CONJUNCTION WITH THE SCHOOL OF HEALTH SCIENCES.

SO WE'VE DONE THIS WORK FOR A LONG TIME IN A DIFFERENT WAY.

AND DR. SLEJKO IS GOING TO TALK ABOUT THAT IN JUST A MOMENT.

THERE'S ALSO BEEN A CONCERTED EFFORTS OVER THE YEARS, PRIMARILY BY WORKFORCE BOARDS.

THERE ARE THREE WORKFORCE BOARDS THAT SERVE THIS REGION THE DALLAS COUNTY BOARD, THE TARRANT COUNTY BOARD AND THE NORTH CENTRAL TEXAS WORKFORCE BOARD.

AND THEY'VE PARTNERED IN SOME SECTOR EFFORTS.

WHAT THAT'S LOOKED LIKE IS USUALLY A REPORT THAT CAME OUT EVERY COUPLE OF YEARS THAT TALKED ABOUT THE NEEDS OF A PARTICULAR SECTOR AND THE ONES THAT THEY HAD SELECTED FOR THAT A COUPLE OF YEARS TO FOCUS ON IN TERMS OF WHAT THEY NEEDED FROM A WORKFORCE TALENT PIPELINE, WHAT KIND OF JOBS THEY WERE GOING TO HAVE TO FILL, HOW MANY THEY EXPECTED TO FILL.

IT WAS VERY, AGAIN, VERY TRANSACTIONAL, LOTS OF EFFORT PUT INTO THAT, BUT VERY LITTLE INFORMATION THAT WOULD HELP GUIDE OUR WORK WITH THOSE INDUSTRY PARTNERS.

SO THIS YEAR WE HAD THE OPPORTUNITY TO BECOME RECOGNIZED AS WHAT'S KNOWN AS A REGIONAL CONVENER FOR THESE SECTOR PARTNERSHIPS. AND AGAIN, THIS WAS A GRANT PROPOSAL TO TO THE TEXAS EDUCATION AGENCY, WHICH IS NOT A FUNDER THAT TYPICALLY FUNDS HIGHER EDUCATION.

THEY ARE K-12, BUT IN THIS CASE, IT'S A JOINT EFFORT BETWEEN TIA, THE COORDINATING BOARD AND TEXAS WORKFORCE COMMISSION TO FUND THIS WORK. THEY SEE THE IMPORTANCE OF COLLABORATION ACROSS THE BOARD SO THAT WE CAN MEET THESE INDUSTRY SECTOR NEEDS.

SO AGAIN, THIS IS SOMETHING THAT BEN AND HIS OFFICE ARE HEADING UP AND I'LL LET HIM TALK JUST A LITTLE BIT ABOUT THAT.

SO OVER THE NEXT 18 MONTHS, WE'LL BE CONVENING A NUMBER OF OUR PARTNERS THAT WE CURRENTLY WORK WITH EVERY DAY K-12, EDUCATIONAL NONPROFITS. ET CETERA.

DALLAS REGIONAL CHAMBER TO WORK TOGETHER ON WHAT ENDS UP BEING A WORK BASED LEARNING OPPORTUNITY IN PRIMARILY TWO SECTORS HEALTH CARE AND HYG. BUT THE IDEA IS TO GET EVERYBODY ON THE SAME PAGE ABOUT WHAT IS THE BEST PATH, WHAT IS EVERYBODY'S ROLE IN MOVING TO STUDENTS INTO EVENTUALLY A GOOD PAYING JOB IN EITHER HEALTHCARE IT OR THE CHOSEN SECTORS? AND SO WE'VE TALKED ABOUT BIOTECH.

WE'RE NOW TALKING ABOUT HEALTH CARE AND IT AND THEN WE'LL EVENTUALLY ROLL OUT OTHER SECTOR FOCUSED CONVENINGS.

WE GOT WE GOT THE GRANT OR WE APPLIED FOR THE GRANT.

WE GOT THE WE GOT THE GRANT. WE RECEIVED THE GRANT.

YES. CONGRATULATIONS.

YEAH, THANK YOU. THAT'S THE FIRST CONVENING OF THAT GROUP IS IS JULY THE 12TH.

I THINK THAT ON THE CALENDAR TODAY.

SO WE'LL BEGIN THAT.

WORK WITH ALL THE PARTNERS INVOLVED.

I THINK THE IMPORTANT PIECE OF THIS IS THAT THERE ARE A LOT OF PARTNERS INVOLVED.

THIS IS NOT JUST ABOUT DALLAS COLLEGE, BUT IT'S ABOUT HOW WE AS THE ANCHOR INSTITUTION, PULL ALL THESE PIECES TOGETHER TO BENEFIT OUR STUDENTS, OUR EMPLOYERS AND THE COMMUNITY AT LARGE.

BEN MENTIONED THE SECTORS THAT WE'RE WORKING ON WITH THE GRANT AND WITH BIOTECH.

CULINARY IS ANOTHER EXAMPLE THAT HAS BEEN MENTIONED IN HERE TODAY.

THAT'S A SECTOR WE'VE BEEN WORKING WITH FOR A LONG TIME AND A VARIETY OF WAYS, AND THEY WILL CERTAINLY BE A PART OF THIS.

BUT DR. SMITH IS HERE BECAUSE SHE HAS WORKED WITH THE CONSTRUCTION INDUSTRY SECTOR FOR MANY, MANY, MANY YEARS.

AND WE ASKED HER TO COME TODAY AND SHARE A LITTLE BIT ABOUT THAT WORK AND HOW THAT WILL TRANSITION AS WE MOVE MORE INTO THE SECTOR DEVELOPMENT MODEL.

DR. SWAGIT. SO, YES, THIS IS JUST ONE EXAMPLE OF WORK THAT WE'VE BEEN DOING BEFORE.

WE KNEW TO CALL IT SECTOR DEVELOPMENT.

BUT I'M GOING TO TELL YOU KIND OF A STORY THAT STARTS IN THE MIDDLE AND THEN THE CIRCLE WIDENS AS WE'VE GOTTEN MORE INCLUSIVE, MORE COMPREHENSIVE, AND AS WE NAVIGATE TOWARD THIS MODEL, THIS NEXT GEN SECTOR PARTNERSHIP MODEL.

SO OF COURSE, WE STARTED WITH COLLEGE PROGRAMS. WE HAD CONSTRUCTION PROGRAMS. KIND OF THE FIRST PIECE WAS WE HAD TRAINING PARTNERS.

MANY OF YOU ALL HAVE BEEN ON THIS JOURNEY.

SO CONSTRUCTION EDUCATION FOUNDATION IS ONE OF OUR PRIMARY PARTNERS AND THEY BROUGHT INDUSTRY REPRESENTATION TO THE TABLE AND SAID, HEY, WHAT IF WE SHARE SPACE? WHAT IF WE SHARE RESOURCES? SO OFF WE WENT ON A VERY LONG JOURNEY WITH THEM OVER THE YEARS.

THE NEXT ITERATION THEN IS WE HAD AN OPPORTUNITY TO WORK TOGETHER WITH THEM TO BUILD A NEW FACILITY, AND IT WAS DRIVEN AS MUCH BY THEIR NEED AS OURS.

[05:05:09]

WE'D OUTGROWN IT. WE NEEDED MORE TECHNOLOGY, AND INDUSTRY CAME WITH US AND SAID, LET US HELP YOU MAKE THE CASE.

WE'LL COMMIT RESOURCES FROM INDUSTRY AND YOU'LL MAY RECALL WHEN CHRIS PECK FROM GE DUNN CAME TO THIS TABLE AND SAID, WE COMMIT WITH INDUSTRY TO BRING FUNDS TO THIS PROJECT IF YOU'LL APPROVE IT.

SO WHAT THAT BROUGHT WAS JOINT VISIONING FOR WHAT A FACILITY SHOULD BE, YOU KNOW, A VERY HIGH TECH PROFESSIONAL LOOKING FACILITY.

THE BUILDING IS A TEACHING TOOL, BUT THOSE WERE SHARED VISIONS, SHARED GOALS, AND WE LAUNCHED A JOINT FUNDRAISING CAMPAIGN.

SO THEY HAD A CAMPAIGN MANAGER FROM INDUSTRY AND WE UTILIZED OUR FOUNDATION AND SAID ENOUGH.

AND WE WE DID AN EXTENSIVE FUNDRAISING CAMPAIGN WHICH BROUGHT $2.3 MILLION TO THAT BUILDING PROJECT.

SO THAT WAS THE NEXT LAYER.

AND THEN OUT OF THAT KIND OF CAME THIS IDEA THAT, WELL, DALLAS COLLEGE CAN HELP US KEEP SOLVING PROBLEMS. THIS WAS ONE PROBLEM WE SOLVED, BUT NOW WE'VE GOT THESE WONDERFUL TRAINING FACILITIES AND REALLY A LOT OF OTHER PLACES HAVE TRAINING OPPORTUNITIES.

BUT THE PROBLEM IS THE ATTRACTING TALENT TO THE INDUSTRY.

SO WE KIND OF SHIFTED AND STARTING TO SOLVE BIGGER PROBLEMS ABOUT HOW DO WE GET PEOPLE IN THE PIPELINE.

SO WE'RE ENGAGING IN FOR OVER A YEAR NOW, A COUPLE OF PROJECTS TO DO THAT.

BUT SO AS THIS THE NEW BUILDING AND THE PANDEMIC AND THEN WE EMERGED AS DALLAS COLLEGE.

SO WHAT KIND OF STARTED AS A NORTH LAKE STORY IS THE DALLAS COLLEGE STORY NOW? AND WHAT CAME WITH THAT WAS A VICE PROVOST OF A SCHOOL OF MIT AND A DEAN IN CONSTRUCTION.

AND SO WE'VE HAD A MINI TEAM LIKE STEPHEN POPPY, DR.

POPPY, THE ASCEND INSTITUTE, TIM ROY AND I HAVE BEEN WORKING REALLY CLOSELY.

WE WE HAVE DONE FOCUS GROUPS.

WE MEET WITH INDUSTRY PROFESSIONALS.

WE DO TOURS STILL TO THIS DAY.

BUT ONE OF THE FIRST THINGS WE HAD TO DO WAS BECAUSE WE NOW HAD A DALLAS COLLEGE VIEW WAS TO SAY WE'VE GOT MORE CONSTRUCTION PROGRAMS HAPPENING ALL ACROSS OUR COLLEGES.

SO WE STARTED TAKING OUR PARTNERS THAT ONLY KIND OF KNEW, YOU KNOW, THE NORTH LAKE PIECE, BUT WE TOOK THEM TO SEE THE BRAND NEW CEDAR VALLEY HVAC LAB.

WE TOOK THEM TO EASTFIELD AND TO MOUNTAIN VIEW TO SEE WELDING.

SO IT'S LIKE AND WITH THAT CAME, WE'VE GOT TO SERVE THE WHOLE COUNTY.

JUST CAN'T JUST BE A NORTHWEST CORNER OF THE COUNTY THING.

SO WE STARTED TALKING DALLAS COUNTY, THEN WE STARTED TALKING ABOUT WE HAVE TO BE A REGIONAL AND THAT CAME FROM INDUSTRY.

INDUSTRY DOESN'T RECOGNIZE COUNTY LINES.

YOU KNOW, A LOT OF THEY KIND OF SEE DFW.

SO WE HAD TO START THINKING REGIONALLY, NORTH TEXAS AND SOME OF OUR NEWER PROJECTS, THEY WANTED A REGIONAL APPROACH THAT DROVE PEER COLLABORATION. SO IN SOME OF OUR ONGOING PROJECTS RIGHT NOW, WE'VE GOT TARRANT COLLINS, NORTH CENTRAL TEXAS, AS FAR SOUTH AS TSTC, RED OAK AND WACO. SO EXPANDING THAT AND THEN A RECENT MILESTONE IS WE'RE STARTING TO SEE INTEREST FROM OUTSIDE THE CONSTRUCTION INDUSTRY.

SO BUSINESS LEADERS, ECONOMIC DEVELOPMENT LEADERS LIKE HILLWOOD, A DEVELOPER, IS INTERESTED IN SOLVING THE.

PROBLEM WITH US. SO JUST IN TIME NOW WE HAVE A MODEL THAT WE CAN USE THIS NEXT GEN CYCLE PARTNERSHIP TO, TO HELP US BUILD CONSISTENCY, PUT A PROCESS, ROLE, CLARIFICATION, BE ABLE TO SCALE IT MORE EFFICIENTLY, REPLICATION AND IT WON'T TAKE US THIS IS LIKE 30 YEARS OF A CIRCLE. AND SO HOPEFULLY WITH OUR NEW MODEL, WE CAN DO THIS A LOT FASTER.

AND I'LL REFERENCE AGAIN THE THE NEW MODEL THAT YOU'RE HEARING ABOUT.

AS I'VE TALKED ABOUT BEFORE, PART OF THE PRESIDENT'S NEW RESPONSIBILITY IS TO BE A SECTOR LEAD.

AND SO I'VE NOT DONE ASSIGNMENTS FOR ALL OF THE SECTOR LEADS YET.

WE'LL BE DOING THAT OVER THE NEXT FEW MONTHS.

BUT KRISTA IS A GREAT EXAMPLE WITH THE WORK THAT SHE HAS DONE PREVIOUSLY WITH THE CONSTRUCTION INDUSTRY.

AND SO WHAT SHE WHAT SHE WAS ABLE TO DO THERE, NOW SHE HAS RESPONSIBILITY TO DO ACROSS THE REGION.

AND SO SHE REALLY IS REPRESENTING THE ROLE THAT THE REST OF THE PRESIDENTS ARE GOING TO BE DOING.

OKAY. SO ONE MORE THING. I'M SORRY, I'M PAST MY TIME, BUT TODAY THERE WAS A QUESTION ABOUT, WELL, DID THE COMMUNITY CAMPUSES STILL ALIGN WITH THE MAIN CAMPUSES? AND IT WAS LIKE, WELL, NOT REALLY.

SO THIS IS A GREAT EXAMPLE AS LIKE, I WILL BE THE VOICE OF CONSTRUCTION, POSSIBLY NOT BECAUSE OF NORTHLAKE, BUT BECAUSE I'VE BEEN ASSIGNED THAT SECTOR. AND SO SOMEBODY ELSE MIGHT GET A SECTOR THAT HAS NOTHING TO DO WITH THEIR CAMPUS AFFILIATION AT ALL.

RIGHT? THAT'S CORRECT.

AND IT WILL BE ACROSS THE REGION.

SO IT'S NOT BOUND BY A CITY, A CAMPUS LOCATION, A COUNTY.

[05:10:01]

IT WAS A LONG, EXTENSIVE PLANNING PROCESS TO GET US TO THIS.

AND THE FACULTY WERE INVOLVED.

ABSOLUTELY. THERE'S ALSO A DIRECT CONNECTION BACK TO THE PRESENTATION YOU SAW EARLIER FROM OUR ACADEMIC SCHOOLS.

AND, YOU KNOW, THEY WILL BE CRITICAL IN THIS PIECE.

WE ARE SOLVING PROBLEMS FOR OUR INDUSTRY PARTNERS AND OUR EMPLOYER PARTNERS AND OUR COMMUNITY PARTNERS.

BUT AT THE SAME TIME, WE ARE BUILDING OPPORTUNITIES FOR OUR STUDENTS.

AND SO WHAT WE LEARNED THERE DEFINITELY WILL INFORM WHAT WE DO HERE IN OUR SCHOOLS AND OUR SERVICES AND THEN VICE VERSA.

SO IT'S GOING TO BE A TWO WAY STREET.

SO THE LAUNCH LAST WEEK IS PHASE ONE.

OUR PRESIDENTS ARE INVOLVED AS OBSERVERS IN THIS BIOTECH SECTOR LAUNCH.

AND NEXT WE WILL BEGIN DOING MORE INTENSE PROFESSIONAL DEVELOPMENT AROUND THE MODEL AND HOW WE WILL ROLL THAT OUT ACROSS MULTIPLE SECTORS IN DALLAS DALLAS REGION. WE'LL MOVE NOW ON TO TALKING A LITTLE BIT ABOUT OUR COMMUNITY CAMPUSES AND WHAT WE'RE DOING IN THE COMMUNITY WITH THOSE PARTNERS.

YOU ALL, MOST OF YOU SAW REDBIRD LAST WEEK AND THE MODEL YOU SAW AT REDBIRD IS WHAT WE INTEND TO REPLICATE ACROSS ALL OF OUR COMMUNITY CAMPUSES AND CENTERS FROM THIS POINT FORWARD.

WHAT IS THAT MODEL? IT'S DALLAS COLLEGE.

IT'S NOT JUST WORKFORCE AND ADVANCEMENT.

IT'S NOT JUST ONE ASPECT OF WHAT WE DO.

YOU SAW THE INTEGRATION OF EVERYTHING THERE.

YOU SAW ACADEMICS, YOU SAW STUDENT SERVICES, YOU SAW OPERATIONS AND THE SUPPORT IT REQUIRES TO DO WHAT WE NEED TO DO IN THE COMMUNITY.

AND YOU SAW OUR EFFORTS TO REALLY ADVANCE INDIVIDUALS AND THAT ENTIRE COMMUNITY PARTNERS INVOLVED.

SO WE WON'T SPEND A LOT OF TIME ON THIS SLIDE UNLESS ANYBODY HAS A QUESTION.

YES, MA'AM. SO IN THE PRESENTATION THAT DR.

FLOYD AND HER TEAM MADE THIS MORNING, THEY TALKED ABOUT WHAT WAS GOING TO HAPPEN AT THE COMMUNITY CAMPUSES.

SO BY WHAT YOU'RE SAYING, DOES THAT MEAN WHAT THEY SHOWED US WAS JUST ON THE ACADEMIC SIDE, NOT ON THE WORKFORCE AND WORKFORCE YOUTH SIDE, BECAUSE IT DIDN'T INCLUDE ANY OF WHAT YOU'RE TALKING ABOUT? SOME OF IT, THEY WERE FOCUSED ON THE ACADEMIC PIECE AND WHAT THEY WERE GOING TO OFFER IN THE CREDIT REALM THERE.

BUT IT IS DEFINITELY AN ALIGNMENT PROCESS BETWEEN ALL OF US TO FIGURE OUT WHAT'S GOING TO WORK BEST.

THAT ACADEMIC MASTER PLAN THAT YOU SAW THIS MORNING AND THAT INITIAL LOOK AT THAT IS AN INITIAL LOOK FOR MOST OF US AS WELL.

SO WE ARE ALIGNING WITH THAT AND MAKE SURE WE BUILD THE PATHWAYS AT THOSE CAMPUSES THAT WILL LEAD INTO WHAT THEY PLAN TO OFFER US AS CREDIT AS WELL.

OKAY. I'D LIKE TO ENGAGE IN SOME DISCUSSIONS WHEN YOU ALL PLAN TO INTRODUCE THESE MODELS AT EACH OF THE COMMUNITY CAMPUSES ON HOW WE CAN ENGAGE THE COMMUNITY IN A GREATER WAY THAT HOPEFULLY COME OUT. YOU ARE READING OUR MINDS, SO WE'LL MOVE ON TO THE NEXT SLIDE ABOUT HOW WE'RE GOING TO DO THAT AND I'LL PASS IT OVER TO IRIS AND KATHY.

SO JUST AS YOU SPOKE, MOST OF YOU GUYS SPOKE UP THIS MORNING.

WE ARE AWARE THAT THIS IS A GREAT MODEL THAT WE'VE DONE AT REDBIRD.

HOW DO WE REPLICATE THAT? WILL REQUIRE US TO REENGAGE THE COMMUNITY FROM A DIFFERENT PERSPECTIVE THAN WE DID WHEN WE HAD THE CAMPUSES THAT WERE ASSOCIATED WITH THE COLLEGE.

AND TO REITERATE WITH THEM THAT THIS IS DALLAS COLLEGE AND HOW WHAT ARE THE NEEDS NOW, WE HAVEN'T ACTUALLY DONE A SURVEY SINCE, YOU KNOW, PRE PANDEMIC AND THE COMMUNITIES HAVE CHANGED, THE NEEDS HAVE CHANGED.

AND WE WANT TO HEAR FROM THE COMMUNITY AND WE WANT EVERYONE TO BE INVOLVED TO GIVE US FEEDBACK AND INSIGHT TO WHAT THOSE NEEDS ARE.

AND THEN WE'LL TAKE THAT INFORMATION TO RESTRUCTURE THE PROGRAMING, TO ALIGN WITH THE THE PLAN THAT DR.

FLOYD AND HER TEAM SHARED THIS MORNING, WHICH WILL SET US UP WITH WHAT ARE THE RELEVANT OUTCOMES AND WHAT IS THE IMPACT THAT NEEDS TO BE MEASURED THAT WILL SERVE THESE COMMUNITIES BEST. AND I'LL HAND IT OVER TO KATHY TO MOVE INTO A LITTLE BIT ABOUT THAT WORK AND HOW WE'VE ALREADY BEGUN SOME OF THOSE EFFORTS.

SO I WILL BRIEFLY TOUCH ON SOME WORK THAT WE'VE ALREADY DONE WITH OUR COMMUNITY PARTNERSHIPS.

AND SO WE'VE HEARD TODAY WORDS LIKE COLLABORATION, STRATEGIC POLL SURVEYS, AND WE WITH COMMUNITY ENGAGEMENT ARE USING THE SAME METHODS TO MAKE SURE THAT WE CONNECT.

AND WE'RE VERY INTENTIONAL WITH THE WORK THAT WE DO WITH OUR COMMUNITY PARTNERSHIPS.

AN EXAMPLE OF THAT IS WE WENT TO OUR COMMUNITY PARTNERS AND WE WERE ABLE TO COLLECT 100 SURVEYS.

THROUGH THOSE SURVEYS, THEY TOLD US WHAT THEY NEEDED TO STRENGTHEN THEIR NONPROFIT.

SO WE TOOK THAT INFORMATION AND WE CREATED TRACKS OF MICRO TRAINING SESSIONS, AND WE WERE ABLE TO OFFER THOSE MICRO TRAINING SESSIONS TO THESE NONPROFITS AT NO COST. THE REASON WE WERE ABLE TO USE NO COST IS BECAUSE, NUMBER ONE, WE USE DALLAS COLLEGE EXPERTS.

[05:15:02]

THEY ALSO WANTED TO KNOW HOW DO I IDENTIFY DONORS, HOW DO I FUNDRAISE? AND SO OF COURSE WE HAVE IN HOUSE GRANT EXPERTS.

SO WE TAPPED THOSE EXPERTS AND THEY SUPPORTED US WITH THOSE MICRO TRAINING SESSIONS.

THE TRAINING SESSIONS HAVE BEEN VERY SUCCESSFUL AND I HAVE TO GIVE A SHOUT OUT TO MY TEAM BECAUSE THEY'VE DONE AN EXCEPTIONAL JOB IN CONNECTING MONICA FRAZIER AND JONATHAN ESTRADA HAVE DONE A PHENOMENAL JOB IN CONNECTING WITH OUR NONPROFITS.

ANOTHER WAY THAT WE'VE CONNECTED WITH OUR NONPROFITS IS FINDING AND ASSESSING HOW CAN WE SUPPORT YOU WITH THE RESOURCES THAT WE HAVE AT DALLAS COLLEGE? SO WE HAVE DISCOVERY MEETINGS WITH INDIVIDUALS THAT WE WORK WITH IN THOSE DISCOVERY MEETINGS.

THERE'S ALWAYS AN OPPORTUNITY TO PARTNER WITH THEM.

SO, FOR EXAMPLE, JUST THIS WEEK WE PARTNERED WITH AT&T PERFORMING ARTS CENTER.

AND SO WE CURRENTLY HAVE A YOUTH PROGRAM THAT'S TAKING PLACE AT THE WEST DALLAS CENTER.

IT'S A WEEK LONG PROGRAM THAT'S FREE TO THE COMMUNITY FOR THE AGES OF 13 THROUGH 17 BECAUSE THERE IS SUCH A GOOD PARTNER OF DALLAS COLLEGE. WE ASKED, HEY, IS THERE ANY WAY WE CAN TAKE THIS TO THE PLEASANT GROVE CAMPUS? AND DUE TO THE CONSTRAINTS OF THEIR BUDGETING, THEY SAID, WELL, WE CAN'T GO DIRECTLY TO PLEASANT GROVE, BUT WE'RE HAPPY TO HAVE ANOTHER WEEK IN JULY AND WE WILL BUST OR TRANSFER INTO STUDENTS TO THE WEST DALLAS CENTER.

AND SO WE JUST FIND THOSE CREATIVE WAYS TO MAKE SURE THAT WE IMPACT OUR COMMUNITIES.

NOW, SOMETHING THAT WE'RE VERY EXCITED ABOUT ALSO IS WE LAUNCHED COALITIONS, AND THOSE COALITIONS ARE VERY INTENTIONAL BECAUSE THROUGH THE SURVEYS THEY TOLD US THAT THEY WANTED TO PARTNER WITH LIKE MINDED PEOPLE THAT WERE IN THE SAME FIELD THAT THEY WERE IN.

SO THROUGH OUR COALITIONS, WE DEVELOPED OUR SOCIAL SERVICES NETWORK AND THEN OUR FAITH BASED NETWORK AS WELL.

AND SO WE'RE WORKING TO ENHANCE OUR RELATIONSHIPS WITH OUR FAITH BASED ORGANIZATIONS AND OUR NONPROFITS.

WE ARE ALSO THIS YEAR LAUNCHING OR THIS SUMMER LAUNCHING OUR FAMILY NETWORK.

AND OUR FAMILY NETWORK CONSISTS OF FOUR GROUPS.

AND THOSE FOUR GROUPS ARE REALLY GOING TO HELP US GET A GOOD PICTURE OF WHAT MULTIGENERATIONAL FAMILIES NEEDS ARE.

AND SO CURRENTLY WE HAVE A PULSE SURVEY AND WE'RE WORKING WITH OUR OUR TRUSTED NONPROFITS THAT WORK DIRECTLY WITH FAMILIES TO MAKE SURE THAT WE HEAR THEIR VOICE. AND THEN ONCE WE HAVE THAT PULSE SURVEY AND AND THE OUTCOMES OF THAT, WE'RE WORKING WITH RESEARCH INSTITUTE TO HAVE A VERY FOCUSED, DEDICATED FOCUS GROUP TO TAKE A DEEP DIVE INTO WHAT THE NEEDS ARE.

IT MAY BE MEDICAL NEEDS, IT MAY BE STUDY NEEDS.

AND SO WE'RE REALLY EXCITED TO BE ABLE TO LAUNCH THAT FAMILY WORKER NETWORK.

AND THAT'S JUST THREE OVERARCHING AREAS THAT WE'VE BEEN ABLE TO CONNECT WITH COMMUNITY PARTNERS.

SO ALSO BACK TO OUR COMMUNITY CAMPUSES FOR JUST A MINUTE.

AND I WANTED YOU TO INTRODUCE OUR NEW MANAGING DIRECTORS THAT WE HAVE HAD IN PLACE FOR ABOUT SIX WEEKS.

LADIES. WAIT, WAIT, WAIT.

YEAH. WOULD YOU GUYS GO AHEAD? I'M ERIKA LOPEZ.

I AM THE MANAGING DIRECTOR AT WEST AND SOUTH IRVING.

AND MY NAME IS GABRIELA AYALA, AND I'M THE MANAGING DIRECTOR FOR PLEASANT GROVE AND GARLAND CENTERS.

THANK YOU, LADIES. THANK YOU FOR BEING HERE.

AND WE ACTUALLY ENGAGE THE COMMUNITY IN HIRING THESE TWO INDIVIDUALS FOR THOSE CAMPUSES.

SO WE HAD SOMEBODY FROM EACH OF THOSE COMMUNITIES THAT SERVED ON THE SEARCH TEAM AND HELPED US FIGURE OUT WHAT IS IT THAT WE NEED THERE AND HOW WE MOVE THAT FORWARD.

SO YOU'VE HEARD MULTIGENERATIONAL AND A LOT OF DIFFERENT CONVERSATIONS.

IT STARTED LAST WEEK WHEN TRUSTEE COMPTON ASKED THE QUESTION ABOUT APARTMENTS THAT WERE CLOSE TO REDBIRD.

AND IT'S SOMETHING THAT WE'VE BEEN TALKING ABOUT AND THINKING ABOUT WHEN WE'VE TALKED ABOUT COMMUNITY CAMPUSES AND HOW WE MAKE BETTER USE OF THOSE FACILITIES AND REALLY ENGAGE THE PEOPLE THAT LIVE THERE AROUND THOSE CAMPUSES.

SO, ROY AND GLORIA, YOU HEARD FROM THEM, I GUESS, IN THE JUNE BOARD MEETING EARLIER THIS MONTH.

SO WE DON'T HAVE TO GO MUCH IN DEPTH.

BUT EXPANDING OUR EMERITUS PROGRAM IS DEFINITELY A PIECE OF THAT MULTI GENERATIONAL MODEL THAT WE PLAN TO IMPLEMENT AT OUR COMMUNITY CAMPUSES. YEAH, WE PRETTY MUCH KILLED THAT HORSE ON JUNE 6TH, SO WE'RE NOT GOING TO BEAT IT FURTHER HERE.

BUT THIS IS JUST KIND OF A RECAP IN THIS SLIDE, WHAT WE DISCUSSED THERE.

SO UNLESS THERE ARE ANY QUESTIONS, SHOULD WE JUST MOVE TO THE NEXT.

I NEED SOMEBODY TO REACH OUT TO ME SO I CAN COORDINATE A MEETING WITH THE AS I HAD MENTIONED AT THE JUNE BOARD MEETING, I THINK ABOUT THE DIRECTORS

[05:20:01]

AND THEN TWO SATURDAYS AGO, I MET WITH A GROUP OF EMERITUS POTENTIAL STUDENTS THAT ARE VERY EXCITED TO HEAR THAT POSSIBLY EMERITUS WILL COME TO WEST CAMPUS. I NEED SOMEBODY TO REACH OUT AND COORDINATE A MEETING WITH.

OKAY, WE WILL WE WILL GET THAT DONE.

MAKE A NOTE. OKAY.

ANYBODY ELSE ON EMERITUS BEFORE WE MOVE ON, I JUST WANT TO KNOW WHEN I CAN TAKE MY BEGINNING COMPUTER COURSE.

WE WILL SEND YOU THE SCHEDULE.

GOOD. SO WITH EMERITUS AND YOU HEARD A LOT THIS MORNING FROM OUR ACADEMIC PARTNERS ABOUT WORKFORCE AND CTE.

SO WE'RE GOING TO TALK JUST FOR A MINUTE ABOUT THE RAPID RESPONSE TEAM AND WHAT THAT IS LAST FALL.

DR. FLOYD, NOW WE'RE LOOKING AT NUMBERS WHICH WE LOVE TO DO, BOTH ENROLLMENT NUMBERS AND REVENUE NUMBERS AND REALLY SEEING A GAP IN SEE REALLY A TREMENDOUS GAP IN REVENUE AND ENROLLMENT IN KEY. AND PART OF THAT WAS OUR TRANSITION.

YOU KNOW, PART OF THAT WAS WHERE WE LIVED AT PREVIOUSLY.

THE PREVIOUS COLLEGES VERSUS NOW SEE LIVES WITHIN EACH SCHOOL AND THEY'RE JUST, YOU KNOW, DISCONNECTS AND GAPS AMONGST EVERYBODY ABOUT HOW WE WERE OFFERING SEE HOW WE WERE THINKING ABOUT KEY.

SO DR. FLOYD AND I ASKED OUR TEAM TO QUICKLY GET TOGETHER FORM THIS RAPID RESPONSE TEAM AND HURRY UP AND GET SOME THINGS ON THE BOOKS BECAUSE WE WERE IN A BASE FUNDING YEAR AND WE NEEDED TO HAVE SOME KEY OFFERINGS GOING ON, BUT ALSO FIGURE OUT LONG TERM HOW WE DO THIS BETTER.

AND SO AGAIN, REALLY GOT TO STEP UP AND LEAD THIS RAPID RESPONSE TEAM.

AND HE STILL IS. AND SO HE'S GOING TO TALK JUST FOR A MINUTE PAST OUR TIME ABOUT THAT.

OKAY. SO JUST VERY QUICKLY, AGAIN, THIS WAS THIS WAS BORN OUT OF OUT OF NECESSITY BECAUSE THERE WAS A GAP.

AND AS PIPER MENTIONED, IT WAS PARTIALLY DUE TO OUR RESTRUCTURE, BUT MORE IMPORTANTLY, THE PANDEMIC DISPROPORTIONATELY AFFECTED CONTINUING EDUCATION AND CONTINUING EDUCATION STUDENTS. THEY WEREN'T AS EASY TO FLIP TO AN ONLINE ENVIRONMENT.

AND SO THE COLLEGE WAS STRUCTURED AT A TIME WHERE ENROLLMENT WAS WAY DOWN AND SEE EVEN FURTHER DOWN IT WAS IN CREDIT.

AND SO WHEN WE TRIED TO GET IT GOING, THE INFRASTRUCTURE WASN'T THERE TO SUPPORT THE REBUILD OF IT.

SO THAT'S WHEN WE DECIDED TO STEP INTO THIS GAP, PULL TOGETHER THIS CROSS-FUNCTIONAL TEAM THAT CONSISTS OF THE VICE PROVOST, THEIR CONTINUING EDUCATION COORDINATORS THAT THEY HAVE ON THEIR SIDE. SO A LOT OF PEOPLE IN ACADEMICS ALSO STUDENT SUCCESS FOLKS AND COLLEGE OPERATIONS FOLKS, EVERYONE WHO KNEW ANYTHING ABOUT CTE OR HAD ANY ANY ANY INFRASTRUCTURE THAT COULD HELP SUPPORT THE REBUILD.

AND SO WE KIND OF INFORMALLY CONVENED THAT GROUP FOR A WHILE AND WE MADE SOME PROGRESS.

AND THEN THEN WE GOT A LITTLE MORE SERIOUS ABOUT IT IN THE EARLY SPRING AND STARTED HAVING REGULAR CADENCE TO OUR MEETINGS AND REALLY WORKING TO KIND OF CREATE THOSE TRUE PATHWAYS MODELS, RIGHT? SO THAT WE HAD INSTRUCTION THAT COULD BEGIN IN CONTINUING EDUCATION AND ROLL INTO CREDIT IN A SEAMLESS FASHION SO THAT WE COULD KIND OF OPEN UP THE FUNNEL TO OUR CREDIT PATHWAYS, BUT ALSO ADDRESS THE NEEDS OF THOSE TRADITIONAL SEEING LEARNERS.

SO THAT'S KIND OF WHERE WE'VE GONE FROM THERE.

NOW WE'RE LOOKING TO STEP IT UP ANOTHER NOTCH AND BECOME EVEN MORE STRATEGIC ABOUT WHAT WE DO HERE.

OKAY. QUESTIONS ON THAT.

OKAY. SO A LOT OF THIS WORK AND YOU HEARD OUR CHANCELLOR TALK ABOUT IT THIS MORNING IS REALLY ABOUT CREATING A BRIDGE TO INNOVATION AND DALLAS COLLEGE BEING AN EVEN MORE INNOVATIVE PLACE THAN WE ARE TODAY.

WE ARE REALLY WORKING HARD TO CREATE THAT CULTURE OF INNOVATION.

AND IT'S NOT JUST ONE AREA.

IT'S NOT JUST ONE GROUP.

IT'S NOT JUST STUDENTS.

IT'S ACROSS THE BOARD BEING INNOVATIVE AND CREATING A PLACE WHERE OUR STUDENTS, OUR FACULTY, OUR STAFF ARE ABLE TO INNOVATE AND BE SUPPORTED IN THAT WORK.

SO JUSTIN CUNNINGHAM IS GOING TO LEAD US THROUGH A COUPLE OF SLIDES HERE ABOUT INNOVATION.

YEAH, SO I WAS ON A CALL THIS MORNING WITH SOMEONE FROM SAINT LOUIS, I THINK, AND THEY ACTUALLY SAID SOMETHING THAT RESONATED WITH ME AND I TOLD THEM I WAS GOING TO QUOTE THEM THIS AFTERNOON BECAUSE I THOUGHT IT WAS REALLY GOOD.

BUT THEY SAID DALLAS IS REALLY BECOMING A PLACE THAT UTILIZES INNOVATION FOR ECONOMIC DEVELOPMENT.

RIGHT. AND YOU CAN SEE THAT IN SOME OF THE STUFF WE'RE DOING IN FAIR PARK AND THE CONVENTION CENTER IN THE FACILITY THAT'S SO GOOD AS BUILDING WITH ALL OF THE INNOVATION

[05:25:01]

YOU CAN SEE THAT THERE'S A LOT OF LIKE ENTREPRENEURIAL MINDED PEOPLE WHO ARE WHO ARE FINDING DALLAS AS A PLACE TO BE.

LAST WEEK, WE HAD ONE OF THE LARGEST VENTURE CAPITALS FROM SILICON VALLEY TALKING TO US ABOUT MOVING TO DALLAS BECAUSE HE SEES THE POTENTIAL OF DALLAS.

AND I THINK THIS IS REALLY A GREAT TIME FOR.

DALLAS COLLEGE TO KEEP THAT MOMENTUM.

IT'S HAPPENING WITHIN THE CITY AND PUSH FORWARD.

SO WHEN I'M LOOKING AT A COUPLE DIFFERENT THINGS THAT WE WOULD LIKE TO DO IS AS A GROUP AND PART OF THIS IS, IS GOING WITH THE SECTOR DEVELOPMENT STRATEGY IS WE'D LIKE TO START A CONVENING WHERE WE CAN BE AT THE TABLE WITH CEOS IN THE AREA WHO ARE TALKING ABOUT INNOVATION AND WHAT THEIR COMPANIES ARE DOING AND WHAT'S IMPORTANT TO THEM, BUT ALSO UNDERSTAND THEIR WORKFORCE NEEDS SO THAT WE CAN COLLABORATE WITH THEM INSTEAD OF REACTING TO THEM.

I THINK A LOT OF WHAT WE SEE IN MY GROUPS AT LEAST, IS, IS WE'RE ANSWERING THE CALL AND TRYING TO HELP EVERYONE AND BECOMING MORE STRATEGIC IN WHO WE'RE WORKING WITH, WITH THE RESOURCES THAT WE HAVE SO THAT WE CAN HAVE MORE IMPACT IS SOMETHING THAT'S GOING TO BE IMPORTANT MOVING FORWARD.

I THINK ANOTHER THING THAT'S REALLY IMPORTANT IS CREATING AN ENTREPRENEURSHIP SORT OF ECOSYSTEM WHERE WE HARBOR CREATIVITY AND COLLABORATION. AND THIS IS INTERNALLY WITH EMPLOYEES, BUT ALSO WITH STUDENTS.

YOU KNOW, WE SAW PRAVEEN PRESENT HIS PITCH LAST WEEK OR EARLIER THIS MONTH TO THE BOARD, BUT I'M STILL GETTING EMAILS FROM HIM 2 TO 3 TIMES A WEEK TRYING TO FIGURE OUT WHAT THE NEXT STEP IS.

AND WE'D LOVE TO BE ABLE TO CREATE AN ENTREPRENEURSHIP PATHWAY TO WHERE PEOPLE LIKE PRAVEEN, WHO MAYBE HAVEN'T STARTED A COMPANY YET BUT ARE INTERESTED IN, CAN GET THE RESOURCES TO HELP THEM INCUBATE THEIR IDEA.

WE'D ALSO LIKE TO BE ABLE TO ACCELERATE THEIR IDEA TO WHERE IT TURNS INTO A COMPANY.

AND THEN WE'D ALSO LIKE TO ROLL THAT INTO CREATING A MODEL WHERE WE CAN PROVIDE FUNDING IN SOME WAY SO THAT THEY HAVE SEED MONEY TO GET STARTED.

NOT ONLY WOULD THAT HELP THEM START THEIR BUSINESS, BUT IT WOULD ALSO LOOK GOOD FOR THEM WHENEVER THEY TRY TO RAISE MORE MONEY OR GO TO A BANK TO GET A LOAN IF THEY HAVE AN INSTITUTIONAL INVESTOR BACKING THEM.

AND I THINK ANOTHER THING THAT THAT WE REALLY NEED TO LOOK AT IS IP WITHIN OUR OWN SYSTEM.

I THINK DR. FREEMAN PRESENTED LAST WEEK HER GRANT DASHBOARD AS SOMETHING THAT THEY'VE CREATED AND UTILIZED ON MY SIDE AS WELL.

WE'VE ALSO CREATED A GRANT MATRIX WHERE WE HAVE ABOUT FIVE DIFFERENT SPREADSHEETS THAT ARE ALL WORKING TOGETHER TO TO TRACK BASICALLY EVERY MOVEMENT WITHIN A GRANT. AND WHAT DOES THAT MEAN? WELL, WE'VE HAD A LOT OF PARTNERS SEE THESE SPREADSHEETS AND LOVE THEM.

AND THESE COULD BE OPPORTUNITIES FOR US TO GENERATE REVENUE BY TURNING THESE INTO SOFTWARES OR OR OR PRODUCTS THAT WE CAN PROVIDE TO THE MARKET.

NOT ONLY WOULD IT BE A REVENUE GENERATION GENERATOR, BUT IT COULD ALSO HELP US INTERNALLY BY GIVING OUR EMPLOYEES A SYSTEM, A PRODUCT THAT'S EASIER TO USE THAN HAVING TO RELY ON MULTIPLE SPREADSHEETS.

THIS WAS A QUICK INVENTORY ASSET ANALYSIS THAT WE DID.

SO MY COLLEAGUE AMY MACKENROTH AND I WENT THROUGH AND DID ABOUT 17, 18 INTERVIEWS WITH THE VICE PROVOST PEOPLE FROM STUDENT SERVICES, REALLY ALL AROUND THE COLLEGE.

AND WHAT WE DID IS BROKE DOWN SORT OF WHAT IS HAPPENING WITHIN THE COLLEGE, WHAT PEOPLE THINK IS INNOVATIVE, WHAT'S ALLOWING THEM TO BE INNOVATIVE, WHAT'S SORT OF KEEPING THEM FROM BEING INNOVATIVE.

AND YOU CAN KIND OF SEE WHERE WE ARE ON OR WHERE WE THINK WE ARE ON SOME OF THESE INNOVATIVE IDEAS.

SO THE FIRST COLUMN IS HOW WE ARE COMPARED TO OTHER COMMUNITY COLLEGES, OTHER PEER INSTITUTIONS.

SO EXAMPLES, WORKDAY, SALESFORCE, VIRTUAL REALITY, THOSE ARE THINGS THAT OTHER COMMUNITY COLLEGES MIGHT BE DOING.

HIGHER EDUCATION.

THE DCVC IS AN EXAMPLE OF THAT.

NOT MANY HIGHER EDUCATION INSTITUTIONS HAVE A CO-WORKING SPACE OR A PLACE FOR SMALL BUSINESSES TO GO WORK.

AND THEN WE LOOK AT THE CORPORATE SIDE WHERE WE THINK WE'RE BEING INNOVATIVE AT THOSE CORPORATE COMPANIES WHERE, YOU KNOW, THE TEACHER APPRENTICESHIP PROGRAM IS IS AN

[05:30:07]

AND SO THIS IS KIND OF A FIRST, YOU KNOW, BROAD STROKE OF GOING.

AND TRYING TO FIGURE OUT WHAT'S INNOVATIVE WITH IT.

DALLAS COLLEGE SO THERE'S MORE WORK TO DO ON THIS, BUT WE WANTED TO GIVE YOU A QUICK SNAPSHOT OF WHERE WE ARE.

SO TO THE CHANCELLOR POINT EARLIER, THERE IS A LOT OF INNOVATION GOING ON IN DALLAS COLLEGE INSIDE OUR SCHOOLS, INSIDE STUDENT SUCCESS, INSIDE OPERATIONS, AND WE NEED TO START CAPTURING THAT.

THAT'S WHAT THIS IS.

AND A LOT OF INNOVATION THAT TOUCHES ALL OF OUR STUDENTS IS REALLY GOING TO MAKE AN IMPACT FOR THEM AS THEY COME THROUGH OUR DOORS AND COMPETE WITH US.

THAT'S IT FOR OUR.

SO OUR GRAND TECH EMPLOYERS.

SO I DON'T THINK WE'RE GOING TO GET THROUGH ALL 20.

20 SOMETHING FLIGHTS.

SO IS EVERYBODY OKAY WITH GOING THROUGH 430 AND THEN AT 430, SWITCHING TO THE 40? WHY DON'T WE JUST TABLE THE AMOUNT OF TIME THEY NEED FOR US NOT TO BE ABLE TO AS WELL BECAUSE THEN IT ALL BACK TOMORROW SCHEDULE.

SO IF YOU CAN GET THROUGH AT LEAST NOT JUST IN THE NEXT 20 OR 30 MINUTES, IS EVERYBODY OKAY WITH THAT? YEAH, WE HAVE ONE.

WE HAVE THAT ONE POLICY ITEM THAT WAS SCHEDULED FOR.

IT MUST BE FROM THE MEETING.

I DON'T KNOW. SO THAT'S WHY I'M SAYING IF WE CAN GO TO ABOUT 430, THEY'RE NOT GOING TO FINISH LITERALLY, THEY'RE NOT GOING TO FINISH, BUT THEY CAN AT LEAST GET SOME OF IT AND THEN WE'LL FINISH THE REST IN THE MORNING BECAUSE OTHERWISE WE'RE ADDING THE WHOLE PRESENTATION TILL TOMORROW MORNING.

SO IS EVERYBODY OKAY WITH THAT? OKAY. ALL RIGHT. BRAD? YEP. HERE WE GO.

ARE WE GOING TO DO THIS? SO NOW. THANK YOU.

SEVEN SHORT HOURS AGO, WE SAW A COUPLE OF SLIDES FROM THE CHANCELLOR THAT ARE HANGING ON THE THIRD FLOOR UP THERE THAT TALKED ABOUT DEFINING POINTS.

WELL, WE'RE GOING TO TALK ABOUT NOW.

THESE ARE THINGS THAT MAY NEVER MAKE THE POSTER, BUT THESE ARE CORE ENABLING TECHNOLOGIES AND PROCESSES THAT THAT WILL ALLOW THINGS TO HAPPEN IN WAYS THAT HAVEN'T HAPPENED IN DALLAS COLLEGE. AND THAT'S WHAT WE'RE ABOUT WHEN WE'RE TALKING ABOUT.

AGAIN, WE APPRECIATE YOUR TIME ON THAT.

SO OUR FIRST ONE, WE'RE GOING TO TALK MARKETING A LITTLE BIT MORE NOW.

DOROTHY IS BACK IN SEPTEMBER, SO SHE'S GOING TO SAVE SOME OF THIS FOR SEPTEMBER.

BUT SHE'S GOT BUT BUT SHE'S GOT SOME IMPORTANT THINGS JUST TO GO.

SO IF YOU'VE SEEN THE MOVIE GONE IN 60S, THAT IS THAT IS THE SEEING.

WELL, REALLY QUICKLY, WHAT I HOPE YOU'VE SEEN THROUGH TODAY WITH WORKFORCE AND ACADEMICS AND STUDENT SUCCESS IS THAT YOU'VE SEEN MARKETING HAS BEEN EMBEDDED IN EACH ONE OF THOSE PRESENTATIONS AND THAT WAS VERY INTENTIONAL FOR THE WORK THAT WE'RE DOING.

I'VE ALREADY TALKED TO YOU ABOUT NEW CAPABILITY AROUND OUR SEGMENTATION AND OUR MARKETING EFFORTS.

I NOW WANT TO PIVOT TO OUR COMMS SIDE.

I'M A COMMUNICATIONS OUTREACH AND EVENTS, AND FROM THAT PERSPECTIVE IT'S PRODUCTIVITY.

SO OUR PRODUCTIVITY EFFORTS ARE AROUND DOING A CAMPUS WIDE MASTER CALENDAR ON ALL EVENTS ACROSS THE CAMPUS SO THAT WE CAN MAP, WE CAN ACTUALLY MAXIMIZE OUR TIME EFFORTS AND EFFICIENCY TO HAVE US SHOW UP IN THE RIGHT PLACES AT THE RIGHT TIME AND NOT OVERBOOKED AND ALIGNING THAT WITH OUR DIFFERENT LEADERS.

ANOTHER NEW CAPABILITY COMING OUT OF OUR COMMS TEAM IS WE HEARD A DR.

WILKINS TALK ABOUT ENGAGING FROM AN INDUSTRY LEVEL WITH THE COMMUNITY.

WELL, HOW DO WE ENGAGE THE COMMUNITIES WHERE OUR CAMPUSES ARE FOR OUR EVENTS THAT WE'RE DOING? SO THIS IS ALL AROUND HOW DO WE PENETRATE THE MARKET ON PARADES IN A MORE ACTIVE LEVEL OR EVEN SOME EVENTS WE'RE DOING, MAKING SURE OUR LOCAL AREAS ARE PARTICIPATING IN OUR EVENTS.

SO I'M LEADING THE EFFORTS TO BRING THE STRATEGY TO THAT, BUT ALSO THE RESOURCES TO MAKE THAT HAPPEN.

AND ANOTHER AREA THAT I'M RESPONSIBLE FOR IS ON COMMUNICATIONS IS BRINGING A SPEAKERS BUREAU.

WE'RE LOOKING AT HOW DO WE TAKE OUR STRATEGIC PRIORITIES AND FIND OUR ANCHOR TOPICS THAT WE HAVE SUBJECT MATTER EXPERTS WITHIN OUR CAMPUS AND ACTUALLY MAKE SURE THEY'RE MEDIA TRAINED, MAKE SURE THAT WE HELP THEM WITH CONTENT TO DELIVER IN SPEAKING ENGAGEMENTS, AND THEN PROACTIVELY SEEK OUT OPPORTUNITIES

[05:35:06]

SO I JUST WANTED TO HIGHLIGHT A FEW THINGS THAT OUR TEAM IS DOING ON A ON A COMMUNICATIONS EVENT SIDE.

AND I'LL BE BACK IN SEPTEMBER TO TALK WITH YOU ABOUT MY WHOLE TEAM AND ALL THE WORK THAT WE'RE DOING.

SO I'M A PITCHER TO START WITH A QUICK NOTE.

SO YOU HAD ASKED TRUSTEE FLORES.

DOROTHY WAS UP HERE WITH STUDENT SUCCESS.

SO EMBEDDING THOSE TEAMS, WHAT WE'RE WHAT WE'RE WORKING TOWARD ARE THROUGH OPERATIONS IS A TEAM OF SHORTSTOPS MULTI-POSITION UTILITY PLAYERS WHO CAN KIND OF PLUG AND PLAY WHEREVER THE NEEDS ARE.

SO AS THE SYSTEM CONTINUES TO EVOLVE, WE'VE GOT TEAMS THAT ARE READY AND ABLE TO JUMP INTO WHERE SOMETHING MAY NEED A LITTLE QUICK FIX, JUMP OUT, GO BACK IN FOR A PROCESS AUDIT. SO THAT'S WHY YOU SAW DOROTHY UP HERE EARLIER, BECAUSE THESE TEAMS ARE BECOMING TIGHTER IN THEIR RELATIONSHIPS AS WE CROSS THESE THREADS.

CROSSING THREADS IS A BAD THING.

SO THAT'S A SHORT WE'LL GET AFTERNOON.

I'M GOING TO SHARE JUST A BRIEF UPDATE WITH YOU ON THE CAMPUS LEADERSHIP ADVISORY TEAMS AND THE WORKS THAT THE PRESIDENTS ARE DOING.

AS WE ALL KNOW, COMMUNICATION AND BUILDING TRUST ACROSS OUR CAMPUSES OR IS SO IMPORTANT.

AND SO WE COME TOGETHER TO FORM THE CAMPUS LEADERSHIP ADVISORY TEAMS. THESE TEAMS MEET EACH MONTH ON THE FIRST AND THIRD WEDNESDAY.

THEY'RE LED BY OUR PRESIDENTS.

IT IS A GROUP OF CROSS-FUNCTIONAL INDIVIDUALS THAT TALK ABOUT THE ISSUES THAT ARE IMPACTING OUR CAMPUSES.

SO YOU CAN SEE HERE ON THE RIGHT HAND SIDE OF THE SLIDE, MY RIGHT, THE INDIVIDUALS THAT ARE INVOLVED IN THE CAMPUS LEADERSHIP ADVISORY TEAMS. AND SO WE MEET AND WITHIN EVERY.

EVERY MEETING, WE START THE MEETING OFF WITH A REVIEW OF THE DALLAS COLLEGE LEADERSHIP RECORD AND THE VALUES.

WHAT DOES THAT DO? THAT REALLY GROUNDS US IN THE WORK THAT WE NEED TO BE DOING IN SOLVING SOME OF THE ISSUES THAT ARE COMING BEFORE US.

SO IT'S LIKE A ROUND ROBIN.

EVERYONE GETS TO BRING AN UPDATE OF WHAT'S GOING ON IN THEIR AREAS AS WELL AS THOSE CONCERNS THAT THEY'RE HEARING.

AND SO WE WORK COLLABORATIVELY TO RESPOND TO THOSE CONCERNS.

NOW, ALL OF THIS IS NOT SOMETIMES NEGATIVE.

SOME OF THESE ARE WINS.

AND SO SOME OF THE THINGS THAT WE WANT TO SHARE OUT IS SOME OF THE GREAT THINGS THAT ARE HAPPENING ON OUR CAMPUSES.

SO THIS TEAM COMES TOGETHER AND ABLE TO DO THAT.

AND THE GREAT THING ABOUT THIS IS TRANSPARENCY.

WHAT'S HAPPENING IN THE IN THESE MEETINGS THAT WE WANT TO SHARE ACROSS OUR CAMPUSES.

AND SO THERE ARE TWO NOTE TAKERS IN THE MEETINGS.

THEY TAKE THE MINUTES.

THESE MINUTES ARE REVIEWED AND POSTED.

AND SO AS WE LEAD THE MEETINGS, WE ARE ALL ON THE SAME ACCORD.

SO WHEN WE TALK ABOUT CONSISTENT COMMUNICATION, THIS IS ONE WAY THAT WE'RE ABLE TO DO THAT, THAT WE ALL KIND OF HAVE AN OUTLINE OF WHAT THAT WHAT SOME OF THOSE DECISIONS WERE.

NOT ALL ARE RESOLVED, BUT WE BEGIN TO WORK AS A COLLABORATIVE TEAM TO SOLVE SOME OF THOSE.

THE MOST IMPORTANT THING IS TO LET THE CAMPUS CONSTITUENTS KNOW THAT WE HEAR THEM AND WE'RE RESPONDING TO THEM.

SO THE TEAM DOES MORE THAN JUST THE TWO MEETINGS A MONTH.

THEY'RE ENGAGED IN OPPORTUNITIES TO SHARE ENGAGEMENT ACROSS OUR CAMPUSES, WHETHER THAT BE LUNCHES, WHETHER THAT BE SUPPORTING OUR ATHLETIC TEAMS, OUR FACULTY ASSOCIATION. MY PRESIDENT MIGHT INVITE US TO BE THERE TO JUST MEET AND TALK WITH THE FACULTY.

WE DO THAT AS A TEAM.

WE ALSO WORK IN SOME OF THE COMMUNITY ISSUES.

BUT THE MOST IMPORTANT THING IS TO BUILD A CULTURE OF TRUST AND THE PRESIDENTS HAVE INITIATIVES THAT ARE BUILT AROUND A LOT OF THIS WORK. BUT THE MOST IMPORTANT THING IS TO MAKE SURE THAT WE ARE IMPROVING CAMPUS MORALE AND ON TOP OF THAT, TO SUPPORT OUR CHANCELLOR AND SUPPORTING HIS INITIATIVE, MAKING DALLAS COLLEGE THE BEST PLACE TO WORK.

SO THAT'S KIND OF WHAT WE DO.

WE DO SO MUCH MORE, YOU KNOW, IN THE SETTING OF I KNOW WITH THE TIME CONSTRAINTS, I JUST WANT TO KIND OF GIVE YOU AN OVERVIEW OF THE IMPORTANT WORK THAT IS DONE.

AND SO A LOT OF THIS IS A SHOUT OUT TO OUR SENIOR DIRECTORS OF CAMPUS ADMINISTRATION BECAUSE THEY DO A LOT OF EXTRA EFFORT.

AND SOME OF OUR AND ALSO OUR ADMINISTRATORS, EXECUTIVE ADMINISTRATORS, ADMINISTRATORS ALSO.

SO AND THEN AS I CLOSE THIS, THE PRESIDENTS WORK COLLABORATIVELY AS ONE ACROSS THE SYSTEM SO WE DON'T TRY TO UP ONE OVER THE OTHER. WE SHARE OUR SUCCESSES WITH EACH OTHER TO MAKE SURE IF IT'S HAPPENING AT ONE CAMPUS, THEN WE CAN REPEAT THAT AT THE OTHER CAMPUS.

IF THERE'S AN ISSUE AT ONE CAMPUS, THEN WE KIND OF SHARE OUT HOW THOSE ISSUES ARE RESOLVED AT, YOU KNOW, AT THE OTHER CAMPUSES.

[05:40:05]

WE TALK ABOUT CONTINUOUS IMPROVEMENT.

WE'RE GETTING BETTER.

WE'VE BEEN DOING THIS SINCE MARCH.

AND I THINK THAT THESE GROUPS, WHEN WE COME TOGETHER, IT'S A GOOD FEELING WHEN WE'RE IN THE ROOM TOGETHER AND SHARING THE WORK THAT WE NEED TO DO.

SO THAT'S JUST A HIGH LEVEL OVERVIEW OF THE CAMPUS LEADERSHIP ADVISORY TEAM.

THANK YOU. YEAH, WELL, GOOD AFTERNOON.

ONE OF THE THINGS THAT WE'RE WORKING ON WITHIN THE HUMAN RESOURCES FUNCTION, AS YOU CAN IMAGINE, THERE'S A LOT GOING ON OVER THE LAST COUPLE OF MONTHS, BUT WE'RE BUILDING TOWARDS PUTTING IN PROCESSES THAT WILL ALLOW US TO ACHIEVE THE GOAL OF BEING A BEST PLACE TO WORK.

AND JUST TO GIVE YOU SOME CONTEXT, WE CONSOLIDATED THE SEVEN CAMPUSES INTO A CENTRALIZED FUNCTION.

WE DIDN'T NECESSARILY TAKE THE TIME TO GO BACK AND REVAMP ALL OF OUR HR PROCESSES TO MATCH UP TO THIS NEW REALITY.

THEN WE TOOK THE LIBERTY OF PUTTING IN WORKDAY, TRY TO ADDRESS SOME OF THOSE PROCESS CONSTRAINTS IN TRANSACTIONAL PROCESSES.

BUT WHEN YOU DON'T HAVE A TEAM THAT'S CAPABLE OF DELIVERING THAT, IT JUST REALLY CREATES A LOT OF NOISE IN THE SYSTEM.

LET ME GIVE YOU AN EXAMPLE.

60% OF OUR HR ASSOCIATES HAD NEVER WORKED IN HR BEFORE THE TRANSITION.

SO WE'RE KIND OF BUILDING CAPABILITY AS WE GO.

THEY'RE WORKING EXTREMELY HARD, BUT NOT NECESSARILY EFFICIENTLY.

SO WORKDAY ALLOWS US TO GO BUILD SOME OF THAT.

SO FROM A DELIVERABLES STANDPOINT, WE'RE HAVING TO GO BACK AND REVAMP SOME OF OUR PROCESSES IN THE RECRUITING SIDE.

I TALK A LITTLE BIT MORE ABOUT THAT IN A SECOND HERE, BUT WE'RE REALLY LOOKING AT HOW WE ACTUALLY SERVICE THE COLLEGE FROM A RECRUITING PERSPECTIVE.

WE'RE ACTUALLY LOOKING AT EXPANDING OUR CAPABILITY FOR LEADERSHIP DEVELOPMENT.

BIG AMOUNT OF WORK THAT WE'RE GOING TO DELIVER HERE IN THE COMING YEAR WILL BE FOCUSED ON HOW DO WE ADDRESS LEADERSHIP CAPACITY.

THAT'S A DELIVERABLE FOR THE GENE.

AND THEN WE'RE GOING TO BE LOOKING AT OUR PROCESSES AS IT RELATES TO ONBOARDING NEW HIRES TODAY, BECAUSE THAT PIECE IN THAT FIRST YEAR DETERMINES A PERSON'S EXPERIENCE. DO THEY WANT TO STICK WITH US? AND WE KNOW THAT TODAY WE CAN DO CERTAIN THINGS EFFICIENTLY AND CERTAIN THINGS WE CAN'T, AND WE HAVE TO GET BETTER AT THAT, PARTICULARLY ON THE ONBOARDING SIDE.

AND THEN HOW DO WE LEVERAGE OUR EMPLOYEE RESOURCE GROUPS? HOW DO WE USE THEM TO BE AMBASSADORS FOR RECRUITING AND BETTER LEVERAGE THEIR RELATIONSHIPS BOTH IN THE COMMUNITY AND WITHIN THE COLLEGE TO BE LIKE MENTORS OR AMBASSADORS TO OUR NEW HIRES? SO WE HAVE LOTS OF OPPORTUNITY IN HUMAN RESOURCES THIS YEAR.

AND THE OTHER PIECE IS HOW DO WE NOT JUST FOCUS ON THE COMP STUDY AND REALLY START BUILDING OUT A TOTAL REWARD STRATEGY? AND THAT'S A LARGE BODY OF WORK FOR US TO DELIVER HERE IN THE NEXT 12 MONTHS.

SO PEOPLE, PROCESSES AND TECHNOLOGY.

HOW I'M TRYING TO FRAME IT OUT BECAUSE WE DO NEED AN INVESTMENT IN ALL THREE OF THOSE TO DELIVER WHAT WE WANT TO DELIVER TOWARDS BEING A BEST PLACE TO WORK.

I PUT A LITTLE SNAPSHOT HERE ON DEMOGRAPHICS JUST SO YOU CAN SEE WHERE WE ARE TODAY, BECAUSE THIS IS KIND OF OUR BASELINE, IF YOU WILL.

SO AS WE START LOOKING AT HOW WE CAN GET BETTER AT CREATING THIS BEST PLACE TO WORK, THIS IS KIND OF OUR STARTING POINT ON WHERE WE ARE AND WE KNOW WE HAVE SOME AREAS OF OPPORTUNITY, BUT NOW WE HAVE SOMETHING THAT WE CAN LOOK AT OUR PROGRESS YEAR OVER YEAR.

SO LET'S TALK A LITTLE BIT ABOUT TALENT ACQUISITION AND WHAT WE WANT, WHAT WE WANT TO MOVE FORWARD WITH.

THE DEI TEAM UNDER DR.

PARKER AND DR.

ALFREDO SAN JUAN HAVE COME TOGETHER TO PUT TOGETHER A 12 MONTH RECRUITING STRATEGY.

THAT'S NEVER HAPPENED BEFORE.

SO NOW WE'VE GOT TWO BRIGHT PEOPLE WORKING TOGETHER TO REALLY SAY, HOW DO WE CHANGE, HOW WE RECRUIT, HOW DO WE LEVERAGE TECHNOLOGY, HOW DO WE LEVERAGE OUR COMMUNITY PARTNERSHIPS? HOW DO WE REALLY HAVE A STRATEGIC PLAN AROUND RECRUITING? AND WE'RE ALSO INVESTING IN HOPING TO INVEST IN INTERNAL RECRUITERS.

WE'VE NEVER HAD THAT BEFORE, AND THIS WILL BETTER SUPPORT OUR EFFORTS WHEN IT COMES TO FACULTY STAFFING, WHEN IT COMES TO ADMINISTRATIVE STAFFING, IT COMES TO OUR GENERAL STAFF.

AND WE'RE HOPING THAT BY PUTTING SOME GOOD METRICS IN PLACE AND THE TECHNOLOGY THAT WE'RE ABLE TO SHORTEN THAT TIME TO FIELD, INCREASE THE QUALITY OF THAT THAT CANDIDATE EXPERIENCE.

A LOT OF TIMES CANDIDATES BACK OUT BECAUSE, HEY, IT TOOK US TOO LONG TO GET BACK TO THEM OR THE MANAGER DIDN'T FOLLOW UP WITH AN EMAIL.

I MEAN, IT'S A COMPETITIVE ENVIRONMENT.

SO WE HAVE TO REALLY RECRUIT NOT JUST POST OPPORTUNITIES, BUT ACTUALLY ENGAGE CANDIDATES IN THE PROCESS TO SAY, WE WANT YOU AT DALLAS COLLEGE, PLEASE COME JOIN US.

SO WE'RE GOING TO PUT SOME PROCESSES IN PLACE TO HELP DRIVE THAT GOING FORWARD.

[05:45:06]

WE MENTIONED THIS IN THE LAST BOARD MEETING AS WE WERE KIND OF TALKING ABOUT THE CHANCELLOR'S GOALS AND OBJECTIVES AND HOW DO WE FLOW THIS DOWN TO THE NEXT LEVEL.

SO WE'RE TALKING ABOUT LOW TWOS AND THREES AND I WANT TO KIND OF FRAME IT UP INTO THE NEXT GENERATION OF PERFORMANCE MANAGEMENT.

AND THAT MEANS THAT WE'RE GOING TO HAVE TO REVAMP OUR PROCESS TO INCLUDE A COUPLE OF THINGS.

ONE IS A PERFORMANCE COMPONENT THAT'S BASED ON BEHAVIORS AND LEADERSHIP COMPETENCIES, WITH THE OTHER AXIS BEING ACTUAL CLEAR PERFORMANCE GOALS.

SO YOU TAKE THOSE TWO COMPONENTS AND YOU COME UP TO AN OVERALL RATING, AND THEN WE WOULD DESIGN PROCESS SO THAT LINKS TO THE ACTUAL COMPENSATION RECOMMENDATION, BUT IT CREATES A LOT MORE ACCOUNTABILITY ON NOT JUST ACHIEVING RESULTS.

IT'S HOW YOU ACHIEVE THOSE RESULTS.

ARE WE ACTUALLY KIND OF LIVING THE ACCORD, IF YOU WILL, LIVING OUR VALUES, IF YOU WILL, IN SAYING WE'RE DOING BOTH.

WE'RE ACTUALLY DRIVING PERFORMANCE, HOLDING OURSELVES ACCOUNTABLE AND LINKING THAT TO FUTURE PAY.

NOW, THERE ARE SOME COMPONENTS THAT WE HAVE TO WORK OUT TO MAKE SURE OUR GOALS AND OBJECTIVES ARE CLEAR AND THAT WE'RE ALL ALIGNED TO THOSE WE HAVE TO DO THOSE HERE IN THE NEXT COUPLE OF WEEKS TO BE READY FOR THE AUGUST BOARD MEETING.

BUT WE BELIEVE WE CAN WE CAN GET THAT ACCOMPLISHED.

THE OTHER COMPONENT OF THE NEXT GENERATION PIECE FOR US IS WE HAVE TO MODEL THIS AS THE L2 AND L3 LEADERS AND GETS THIS RIGHT AND OUT OF THE BOARD WON'T BE PERFECT, BUT WE HAVE TO KIND OF MODEL THIS BEHAVIOR.

WE'LL GET THE LEARNINGS THAT WE NEED BEFORE WE ROLL OUT MERIT PAY BELOW THE L2 L3 LEVEL.

THIS IS A KIND OF A PILOT, IF YOU WILL, TO GET THE LEARNING TO MAKE SURE WE'RE READY.

AND THERE'S A LOT OF LEADERSHIP TRAINING ON GOAL SETTING, HOW WE ACTUALLY MEASURE PERFORMANCE AND WE GET CALIBRATED ON PERFORMANCE.

SO THERE'S A COUPLE OF DIFFERENT PROCESSES THAT WE'RE PUTTING IN PLACE ALONG THE WAY TO MAKE SURE WE HAVE FAIR AND EQUITABLE ASSESSMENTS, INCLUDING A THREE 60 SURVEY THAT WILL SUPPORT GETTING FEEDBACK OF OUR LEADERS.

SO WE HAVE SOME INSIGHT JUST BEYOND JUST ONE ASSESSMENT.

SO WHY CHANGE NOW WHEN YOU GO HERE? LET'S JUST GET HERE.

WELL, PART OF IT IS, IS NOT JUST GETTING ALIGNMENT WITH THE CHANCELLOR'S GOALS, BUT WE HAVE A REAL OPPORTUNITY AS WE BUILD OUR CULTURE TO PUT IN MORE ACCOUNTABILITY.

PEOPLE ARE ASKING FOR HOW DO WE CREATE MORE ACCOUNTABILITY AND RECOGNIZE OUR KEY TOP PERFORMERS.

THIS PROCESS REALLY DOES THAT.

IT ALLOWS US TO LINK THOSE PEOPLE WHO ARE DRIVING PERFORMANCE AT THE COLLEGE OR THIN, BUT AT THE SAME TIME LEVEL THE PLAYING FIELD WHEN IT COMES TO ACTUALLY BEING CALIBRATED WITH OUR MORE VIGOROUS PRODUCTS.

SO I THINK IT'S DELIVERING ON THE PROMISE OF THE LEADERSHIP ACCORD, ALSO RECOGNIZING TOP PERFORMANCE AND CREATING A CULTURE OF REWARD AND RECOGNITION.

WHAT QUESTIONS DO YOU HAVE? DO WE HAVE QUESTIONS? ARE WE GOOD FOR THIS STOPPING POINT OR DO YOU ALL WANT TO GO A FEW MORE SLIDES? I'M GOOD FOR STOPPING POINT MYSELF, BUT I HAVE A COMMENT TO MAKE.

OKAY. SO LOOKING AT I DON'T KNOW WHY MY SLIDE NUMBERS ARE OFF FROM WHAT'S ON THE SCREEN, BUT THE SLIDE 67 THAT I HAVE THAT SHOWS THE DEMOGRAPHIC LANDSCAPE. IT SHOWS THE RACE, ETHNICITY AND THEN THE STATE OF TEXAS.

THE METROPLEX, DALLAS COUNTY DALLAS COLLEGE STUDENTS AND DALLAS COLLEGE EMPLOYEES.

SO FOR THE HISPANIC, IT'S IN RED.

EVERY TEAM THAT HAS COME UP HERE TO MAKE A PRESENTATION.

CERTAINLY IT'S FAR DEFICIENT IN REFLECTING THE HISPANIC NUMBERS.

ONE OF THE TEAMS EVEN CAME OUT AND EVERYBODY WAS AN ABC ONE EXECUTIVE DIRECTOR, ONE SENIOR DIRECTOR, AND THE SENIOR DIRECTOR HAPPENED TO BE HISPANIC AND I THINK POSSIBLY PUT ON THE TEAM JUST SO IT WOULDN'T BE A COMPLETE SHUT OUT.

THIS TEAM THAT'S BEFORE US NOW, THERE'S NONE.

THE ACADEMIC TEAM THERE WAS NONE WHERE 41.78% OF DALLAS COUNTY WHERE 45.4% OF DALLAS COLLEGE WHERE 21.9% OF DALLAS COLLEGE EMPLOYEES.

AND I'VE BEEN POINTING OUT TO YOU, WITH ALL DUE RESPECT, CHANCELLOR, HOW OFTEN DO I POINT OUT TO YOU THE DEFICIENCIES IN OUR HIRING NUMBERS OF OUR OF OUR COMMUNITY? HOW OFTEN? OFTEN.

JUST ABOUT EVERY BOARD MEETING, CORRECT? YES, MA'AM. I KNOW THAT STATE OF TEXAS PASSED A CERTAIN LAW,

[05:50:10]

AND NOW I UNDERSTAND WHY WE'RE NOT GETTING HIRED.

WE'RE NOT IN THE LEADERSHIP POSITIONS.

WE'RE NOT IN THE LEADERSHIP POSITIONS.

WE'RE NOT AT THE DECISION MAKING TABLE.

AND NOW I'M CALLING THIS EXCLUSION BY DESIGN.

SEVERAL YEARS AGO, WE HAD A PRESENTATION ON THE FACULTY NUMBERS, A DIFFERENT NUMBERS.

THE FACULTY NUMBERS I REMEMBER AT TWO OF THE COLLEGES WERE LESS THAN 10%.

ONE WAS 4%.

AND I CAN TELL YOU WHICH COLLEGES ON HISPANIC FACULTY, ONE OF THEM WAS 4% AND ONE OF THEM WAS SIX.

AND AT THAT TIME I SAID WE HAD EXCLUSION BY DESIGN.

AND I'M JUST.

I'M LIVID TO KNOW THAT WE STILL HAVE EXCLUSION BY DESIGN.

WE DON'T HAVE AT THE DECISION MAKING TABLE.

THAT WAS LIKE AN IMPACT THESE NUMBERS AND BE RESPECTFUL TO WHAT WE REPRESENT IN THIS COUNTY AND THE STUDENT DEMOGRAPHY AND ON DOWN THE LINE. DO I HAVE TO WAIT ANOTHER 30 YEARS? I'M NOT GOING TO LIVE ANOTHER 30 YEARS TO BE THE VOICE OF THIS BOARD.

FOR INCLUSION EQUITY.

THIS IS INSULTING.

THIS IS OFFENSIVE NOT ONLY TO ME AS AS AS A TRUSTEE REPRESENTING ALL MY CONSTITUENTS, THE LARGER NUMBER, WHICH ARE HISPANIC.

BUT IT'S INSULTING AND OFFENSIVE TO EVERYBODY IN THIS COUNTY BECAUSE WE NEED MORE OF OUR STUDENTS.

WE'RE GOING TO BE THE BACKBONE.

WE GET OUR NUMBERS.

BUT IF WE HAVE PEOPLE AT THE DECISION MAKING TABLE TO PROVIDE EQUITABLE OPPORTUNITIES, WE'RE NEVER GOING TO GET THERE AND WE'RE ALL GOING TO DROWN BECAUSE MY COMMUNITY CANNOT GET TO WHERE THEY NEED BECAUSE WE DON'T HAVE PEOPLE AT THOSE DECISION MAKING TABLES.

AND THEN THOSE WHO DO GET THROUGH SAY, WELL, WHY? YOU'RE NOT GOING TO HIRE ME ANYWAY.

WHY? AND LIKE I TEXTED YOU WHEN MY GRANDSON SAYS, I KNOW.

I TELL HIM, I KNOW, YOU KNOW, BUT WHAT ARE YOU GOING TO DO ABOUT IT? WHAT ARE YOU GOING TO DO ABOUT IT? WELL, LET ME RESPOND.

THE REASON THIS IS UP HERE IS BECAUSE WE ALL ACKNOWLEDGE, AS I SAID IN MY MORNING COMMENTS, WE ACKNOWLEDGE THAT THERE'S GAPS AT EVERY LEVEL.

THAT'S WHY THIS IS UP HERE IN RED.

IN FRONT OF EVERYBODY TO DEMONSTRATE THAT WE HAVE TO PUT SYSTEMIC THINGS IN PLACE THAT WE HAVE NOT PUT IN PLACE AS AN INSTITUTION OVER A PERIOD OF TIME TO ADDRESS THIS.

AND SO AS LOUIS HAS BEEN TALKING ABOUT HR TRANSFORMATION, TALKING ABOUT RECRUITING, TALKING ABOUT PROFESSIONAL DEVELOPMENT, TALKING ABOUT THE WAYS TO SYSTEMICALLY PUT THINGS IN PLACE THAT WILL HELP SUPPORT AND ADVANCE ALL OF OUR EMPLOYEES, BUT CERTAINLY RECOGNIZE WHERE WE HAVE GAPS WITHIN, CERTAINLY WITHIN OUR HISPANIC POPULATION THAT IS UNDERREPRESENTED.

THAT'S WHY THIS IS FRONT CENTER.

THAT'S WHY THIS IS IN RED LIKE I DO ANY GOOD.

WE'RE NOT THERE. WE'RE NOT AT THE DECISION MAKING LEVEL.

TRUSTEE GARCIA WAS NEXT.

OKAY? I DON'T BELIEVE IN EMOTIONAL OUTBURSTS.

I PRIVATELY VISIT WITH YOU SEVERAL TIMES OVER THIS SAME TOPIC.

SO IT ISN'T JUST ONE PERSON COMPLAINING.

AND I THINK WHAT'S MISSING IS A DIRECTIVE FROM YOU THAT WE MUST FOCUS ON THAT, THAT WE MUST TOTALLY AIM PART OF OUR RECRUITMENT TIME AT THIS TIME, BECAUSE WE ARE ALREADY WAY AHEAD ON THE OTHERS, ON FINDING HISPANICS.

I BELIEVE THAT'S WHAT'S MISSING.

THE LEADERSHIP FROM THE TOP.

READING THIS DIRECTIVE TO HIRE MORE LATINOS? WELL, CERTAINLY, AS LEWIS REFERENCED, PART OF THE RECRUITING STRATEGY IS TO BE IN PLACES THAT WE HISTORICALLY HAVEN'T BEEN IN, IN THE WAYS TO RECRUIT HISPANIC EMPLOYEES THAT SYSTEMICALLY WE HAVE NOT BEEN.

THAT IS ABSOLUTELY A MANDATE.

WHEN WHEN I DID MY PRESENTATION BACK IN MAY, AS PART OF MY EVALUATION, I LED WITH THIS AS A RECOGNITION AND REALIZATION THAT THAT THIS IS AN AREA OF CONCERN.

AND IT IS IT IS.

I KNOW WHEN I SAY THAT IT'S NOT SOMETHING THAT'S GOING TO CHANGE OVERNIGHT.

I UNDERSTAND THE REACTION TO THAT.

WE DIDN'T GET HERE OVERNIGHT, BUT WE HAVE NOT HAD SYSTEMIC THINGS IN PLACE AS AN INSTITUTION.

WE'RE NOT HIRING WAS DONE INDIVIDUALLY, SEPARATELY.

AND SO THESE ISSUES AROUND COMPENSATION, THESE ISSUES AROUND ENSURING THAT WE HAVE A DIVERSE WORKFORCE.

[05:55:02]

AND THAT'S YOUR DIRECTIVE? YES, MA'AM. OKAY.

WE HEARD IT. YEAH.

THIS THIS PIECE WAS INCLUDED AS A DIRECTIVE.

SO WE WERE UNDER THE GUIDANCE OF THIS IS SOMETHING WE'RE ADDRESSING AND WE DO THE BUDGET REQUEST THAT WILL BE DISCUSSED TOMORROW AS A RECRUITMENT TEAM WITHIN THE IN THAT RECRUITMENT TEAM WILL BE RESPONSIBLE FOR MAKING THESE NUMBERS LOOK DIFFERENT THAN THEY LOOK TODAY.

THIS SLIDE IS A SNAPSHOT IN TIME, AND THESE ARE THE RESULTS THAT ANY OF US WANT.

I MEAN, I DON'T AGREE WITH THE SUGGESTION AND THE CONCEPT OF EXCLUSION BY DESIGN, BECAUSE THAT IMPLIES THAT THERE'S AN INTENT TO EXCLUDE.

AND THIS BOARD HAS EXHIBITED NOTHING BUT THE OPPOSITE OF THAT INTENT IN OUR STRATEGIC PLAN AND IN WHAT WE HOLD THE CHANCELLOR ACCOUNTABLE FOR.

AND I BELIEVE ALSO IN WHAT WE HOLD THIS ENTIRE STAFF ACCOUNTABLE FOR IN THEIR DIRECTION.

WE'RE NOT THERE YET, BUT I BELIEVE WE ALL WANT TO GET THERE AND WE'VE STILL GOT MORE WORK TO DO.

BUT WE HAVE BEEN MAKING PROGRESS, AND I THINK THAT'S IMPORTANT TO BE ACKNOWLEDGED.

SO, MADAM CHAIR.

WITH THAT. YEAH.

THAT WE WOULD GO TILL 430 AND THEN WE CAN START WITH THE IT PORTION TOMORROW TO BRING THAT IN.

THEN WITH THE BOND PIECE AND THE BUDGET PIECE.

OKAY. SO THEN WITH THAT IT WILL ADJOURN THE WORK SESSION, I THINK FIVE MINUTES TO SET UP.

SO LET'S WALK OVER TO THE OTHER ROOM AND HAVE ONE ITEM OF BUSINESS DONE.

* This transcript was compiled from uncorrected Closed Captioning.