Dec 03, 2019 Board Work Session

[1. Certification of Notice Posted for the Meeting]

[00:00:49]

I CALL TO ORDER THIS MEETING. THIS MEETING IS BEING HELD IN ACCORDANCE WITH CHAPTER 551 AND BEING BROADCAST OVER THE INTERNET AS REQUIRED BY LAW. THANK YOU.

BOARD MAY NOT TAKE FORMAL ACTION ON ITEMS NOT ON THE AGENDA. WE ACT IN ACCORDANCE OF TEXAS

GOVERNMENT CODE. >> MADAM CHAIR, I CERTIFY THE NOTICE OF THE MEETING ACCORDING

[3. Discussion of 2020-21 Strategic Priorities and Challenges Facilitator: Mary Brumbach]

TO THE TEXAS CODE 112514. >> I HOPE YOU APPRECIATE THE BREVITY OF THIS.

THANK YOU. CITIZENS DESIRING TO ADDRESS THE BOARD, DO WE HAVE ANY? I DON'T HAVE ANY CARDS. FOR PURPOSES OF THE MEETING TODAY AND EVERY MEETING, PLEASE REMEMBER IF ANY OF YOU SITTING IN THE AUDIENCE, ANY STAFF NEEDS TO MAKE COMMENTS OR ANSWER A QUESTION GO TO THE MICROPHONE. STRATEGIC PRIORITIES AND CHALLENGES.

WE'RE GOING THROUGH A DIFFERENT PROCESS. I THINK IT IS IMPORTANT FOR THE BOARD TO HAVE OPPORTUNITY FOR DISCUSSION ON OUR PRIORITIES. SO MARY AND HER TEAM HAVE BEEN

GOOD ENOUGH TO MAKE ACCOMMODATION FOR THAT. >> THANK YOU.

MAYBE JUST A COMMENT AS WE GET INTO THIS. THIS IS THE DRIVE OF WHAT WE DO.

IT WILL INFORM OUR BUDGETING PROCESS. OUR PLANNING GOING FORWARD.

THANK YOU SO MUCH FOR -- FOR PROVIDING THIS. >> I'VE BEEN LOOKING FORWARD TO THIS AND TO THE CONVERSATION. TO SET THE TONE THIS MORNING AND THE CONTEXT OF HAT WE'RE DOING, WE WANT TO LOOK AT THINGS THAT WE'VE BEEN LOOKING AT IN TERMS OF CHALLENGES THAT WE'RE DEALING WITH NOT ONLY AS A SYSTEM BUT REALLY AS A COMMUNITY COLLEGE WORLD IS CONFRONTING.

WE'RE NOT DOING THIS BY TELEPHONE, FOLKS, SO BE GRATEFUL.

WE HAVE SLIDES WE LIKE TO WALK THROUGH WITH YOU. I'M GOING TO TALK THROUGH THEM.

IF YOU HAVE QUESTIONS AND COMMENTS FEEL FREE TO DO SO. THIS IS A CONVERSATION TODAY.

WHEN WE FINISH WE MOVE INTO STRATEGIC PRIORITIES. WE HAVE SOME SUGGESTIONS TO YOU OF THINGS WE MAY WANT TO CHANGE. ALSO THINGS YOU MAY WANT TO INCORPORATE.

IT IS OPEN FOR FULL DISCUSSION OF THE BOARD. I REMEMBER ATTENTION PANS ARE SHORT, I'LL TAKE BREAKS. IF YOU OPEN THIS PIECE. CHALLENGE 20, 21.

THE FIRST ONE IS NO NEWS TO ANYBODY BUT WORKERS ARE WANTED. IT IS -- THERE'S EVEN MILLION JOB OPENINGS IN THE COUNTRY THAT OUTSTRIP THE NUMBER OF PEOPLE. THERE'S A MISMATCH BETWEEN THE JOBS AND TALENT. YOU'RE GOING TO HEAR THIS THEME OF SKILLS AS I WORK THROUGH THIS TODAY. MORE THAN HALF OF EMPLOYERS SAY THE LACK OF REQUIRED SKILLS IMPACT THEM. THEY ALSO CHANGING PREFERENCES IN HIGHER EDUCATION.

WE'RE NOT THE ONLY GAME IN TOWN. 46 PERCENT OF AMERICANS BELIEVE THEY NEED ADDITIONAL EDUCATION.

MAJORITY OF THOSE WITHOUT DEGREES ARE MORE LIKELY TO PURSUE EUCATION.

WE HAVE A MARKET OF PEOPLE THAT ARE LOOKING TO UPGRADE SKILLS. ADULTS ITHOUT DEGREES AND LIKELY TO HAVE A GUARANTEED OUTCOME COULD BE THE GREATEST RESONATOR.

ADULTS WITHOUT DEGREES ARE MORE LIKELY TO SECOND EDUCATION AND TRAINING FROM THEIR EMPLOYERS

[00:05:02]

YOU LOOK AT WHO MOVED INTO TOWN. THEY OFTEN ARE DOING THEIR OWN TRAINING OR ARRANGE THROUGH OTHER INSTITUTIONS TO DO IT BECAUSE THEY CAN TURN ON A DIME THAT IS REQUIRED.

ADULTS WITH SOME COLLEGE AND NO DEGREE ARE NO MORE THAN LIKELY THAN OTHERS TO RETURN TO SCHOOL.

QUITE A ROUP OF PEOPLE. THIS IS A SLIDE YOU'VE SEEN BEFORE.

IT HAS NEVER BEEN MORE TRUE THAN JOBS AND INCOME ARE THE REASON THAT 58 PERCENT OF INDIVIDUALS COME TO SCHOOL. IT IS -- IT IS -- IT IS A VERY CLEAR MARKER FOR US.

ON THE NEXT SLIDE, THIS GIVES YOU AN DEA OF HOW WIDESPREADED NEED IS FOR TRADITIONAL

EDUCATION AND TEXAS IS AT THE TOP OF THAT MARKET. >> DO STAFF HAVE THE

[INDISCERNIBLE]? >> THEY HAVE THE ACCESS. >> THEY LOOK AT IT

ELECTRONICALLY. >> THANK YOU. AGAIN, CALIFORNIA AND TEXAS ARE THE DARKER BLUES. THEN -- THAT'S WHERE THE NEED IS.

THIS IS SCATTERED ACROSS. IT IS FROM THE -- FROM THE -- FROM THE CONSUMER SURVEY.

THIS IS 2019 DATA. >> WE'RE NOT SHOWING IT UP ON THE SCREEN.

>> NO, WE'RE NOT. IT IS JUST THIS. THIS IS A CONVERSATION WITH YOU ALL TODAY. THEY DO HAVE ACCESS TO THE POWER PLAY.

>> TALK TO US ABOUT TUITION REIMBURSEMENT OPPORTUNITIES IF EMPLOYEES.

>> THAT CERTAINLY MOST OF THE LARGE YOU -- LARGE ORGANIZATIONS ARE DOING THAT.

ARIZONA. >> SOUTHERN NEW HAMPSHIRE. >> WE GOT HOPES LIKE GRAND CANYON UNIVERSITY LITERALLY AVE HUNDREDS OF EMPLOYEES HERE IN THE DALLAS AREA OF WORKING AND MEETING WITH -- IMBEDDED IN EMPLOYERS. I THINK THAT IS AN AREA THAT WE

HAVE TO EXPAND INTO. >> THERE'S INTERESTING CONUNDRUM IN THAT, SOME RE PAYING ON COMPLETION AND OTHERS ARE PREPAYING IN ORDER TO GET THE COURSES DONE.

AMAZON IS AN EXAMPLE OF THAT. GUARANTEEING. NOT BASED ON COMPLETION.

WE'RE PAYING FOR IT UP FRONT, GET IT DONE. >> AMAZON IS AN EXAMPLE OF A TREND WE'RE SEEING. AMAZON IS NOT OR CREDIT. THEY'RE REALLY FOCUSED ON THE SKILLS AND THE ABILITY OR PEOPLE TO PERFORM AND DO THE JOB.

WE SEE THE SKILL EMPHASIS IS INCREASING PRETTY DRAMATICALLY FROM THE EMPLOYER POINT OF VIEW.

THEY DON'T CARE AS MUCH ANYMORE ABOUT DEGREES BUT KNOW DO CARE A LOT ABOUT THE SPECIFIC SKILLS THAT THEY'RE LEARNING. THE OTHER THING WE'RE SEEING HAPPEN S -- IS -- IS -- IS EMPLOYERS ARE LOCKING IN SCHOOLS.OL TAKE STARBUCKS.

WE HAVE HUNDREDS OF STUDENTS HERE IN THE -- IN THE DALLAS, NORTH TEXAS AREA, GOING TO ARIZONA STATE, BECAUSE THEY HAVE A LOCKED IN RELATIONSHIP WITH STAR BUCKS.

STARBUCKS WILL PAY FOR THAT EDUCATION. WE'VE GOT UBER, 3,000 EMPLOYEES COMING IN. THEY DO THE SAME THING WITH ARIZONA STATE.

OUR ABILITY TO IMPACT. WE HAVE A NUMBER OF COMPANIES. WE HAD AN OPPORTUNITY TO MEET WITH FOLKS AT DISNEY ABOUT A YEAR AGO. THE PRESIDENT DID A GREAT JOB OF EXPLAINING THAT THEY WANT TO UNDERSTAND THE INSTITUTION THAT THEY'RE GOING TO PAY FOR THEIR EMPLOYEES TO GO TO. THEREFORE, THEY'RE LOCKING THAT IN UP FRONT WITH THE -- WITH -- IN MAKING THAT ARRANGEMENT, NOT LETTING NECESSARILY THE INDIVIDUAL STUDENTS HAVE THAT CHOICE. THE COMPANIES ARE MAKING THAT CHOICE.

>> AGAIN, THINGS WE'RE THINKING ABOUT. ON THE NEXT SLIDE IT IS VERY CLEAR THAT EMPLOYMENT OUTCOMES AND AFFORDABILITY AND ACCESS HAVE THE STRONGEST IMPACT ON ENROLLMENT AND THAT EMPLOYMENT OUTCOMES KEEP COMING IN EVERYTHING WE'RE LOOKING AT.

>> COME BACK HERE WITH THE PIE CHART. >> SURE.

>> GET IT OUT THERE. >> TO BE A PERCENT OF -- OF -- OF THE REASON PEOPLE GO TO COLLEGE IS TO GET A JOB. I THINK THAT'S PROBABLY 100 PERCENT OF WHY PARENTS WANT THEIR CHILDREN TO GO TO COLLEGE IS TO GET -- TO GET A JOB. BUT THAT ALSO CORRELATES WITH -- WITH -- WITH WHO IS THE REATEST INFLUENCER OF -- OF MAJORS. THAT'S ALSO EMPLOYERS AT ABOUT

[00:10:02]

GREATEST INFLUENCE ON THEIR DECISIONS. >> EXACTLY.

WHICH WAS A GREAT SETUP FOR THE NEXT SLIDE, DR. MAY, THANK YOU. >> THIS IS THE CENTER ON EDUCATION WORKFORCE AND THE TEAM UP THERE. THEY'RE 1.8 MILLION JOBS ON THE HIGH SCHOOL PATHWAY. 3.5 MILLION ON THE MIDDLE SCHOOL PATHWAY.

THAT'S THE FOCUS WE'RE AT WITH THE ASSOCIATE DEGREES AND THE CERTIFICATES.

ROSE BY 18.2 MILLION. >> THAT'S EQUIVALENT. WHEN WE TALK ABOUT OUR WORK WITH -- WITH HIGH SCHOOLS, THOSE RE VIRTUALLY ALL DESIGNED AROUND THE MIDDLE SCHOOL JOBS.

>> YOU SEE THERE THAT 20 PERCENT OF WORKERS WITH GOOD JOBS HAVE TRAINING.

A SMALL NUMBER. AT BOTTOM, 70 PERCENT OF WORKERS ONLY NEEDED HIGH SCHOOL BACK IN THE 70S. THE RAMP UP ON SKILLS, CREDENTIALS AND EXPERIENCE IS CONTINUING TO CLIMB. THESE SLIDES THAT FOLLOW ARE - WERE PART OF THE WORK THAT -- THAT MATT SIEGELMAN DID WHEN HE TALKED WITH THE WHOLE LACE IN AUGUST ON -- ON FROM BURNING GLASS TECHNOLOGY. IT IS THE SAME THING THAT DR. MAY AND I HAVE BEEN TALKING ABOUT. SKILLS NOT JOBS. THEY'RE DEFINED BY SKILLS.

SKILLS EXPRESS THE JOB MARKET. THEY'RE CHANGING CONSTANTLY. ABOUT THE TIME YOU GOT ONE NAILED, IT IS TIME TO PICK UP ANOTHER ONE. THEY'RE KEY TO UNLOCK MOBILITY AND THE -- MAPPING BETWEEN SKILLS AND JOBS PROVIDES A POWERFUL BRIDGE TOWARDS

EDUCATION. YOU SEE. >> A MAYBE A COMMENT HERE TO THINK ABOUT. OUR TRANSCRIPTS ARE REALLY NOT BUILT AROUND SKILLS.

THEY'RE BUILT AROUND COURSES. THEY DON'T COMMUNICATE VERY WELL THE KNOWLEDGE THAT RELATES TO THE JOB. WE THINK ABOUT WHAT WE'RE LOOKING AT GOING FORWARD IS HOW DO YOU CREATE. YOU THINK OF THE TRANSCRIPT AS BASICALLY A RECEIPT.

THAT'S WHAT IT IS. THAT SAYS YOU -- YOU HAVE PAID FOR SOMETHING AND -- AND 3 COMPLETED IT. IT DOESN'T SAY WHAT YOU KNOW NECESSARILY AND CERTAINLY DOESN'T GET THAT MUCH IN THE SKILLS AREA. SO AS WE LOOK TO THE FUTURE, WHAT WE'RE SEEING IS THE NEED TO BREAK OUT A NEWTH THAT RECORD T DOES HIGHLIGHT THE SKILLS THAT -- THAT NEED TO BE THERE. I THINK AS WE -- WE OVER THE NEXT 12 MONTHS THIS HAS TO BE ON OUR RADAR SINCE EMPLOYERS ARE REALLY TRYING TO GET AT THAT. THEY'RE INCREASINGLY REJECTING TYPICAL -- TYPICAL -- TYPICAL CREDENTIALS IN FAVOR OF SHOW ME AN INDUSTRY BASED CERTIFICATION WHERE YOU'VE GOT SKILLS. THE BIG ANNOUNCEMENT THAT WE DID WITH GOOGLE IS INCREDIBLY IMPORTANT BECAUSE WHAT THAT COMMUNICATED WAS THAT GOOGLE HAD A CERTIFICATE THAT HAD A ARKET VALUE OF OVER 60,000 DOLLARS FOR A SIX MONTH CERTIFICATE IF THE WORKFORCE.

WE -- WE DIDN'T INCORPORATE THE CLASSES. EL CENTRO WERE TO INCORPORATE THAT INTO CLASSES BECAUSE OF THE SKILLS, NOT THE -- THE CREDIT COURSE STAYED THE SAME.

IT DIDN'T HAVE MARKET VALUE WITHOUT THAT CERTIFICATE BEING IMBEDDED IN IT.

AS WE THINK ABOUT THE SKILL LEVEL, HOW DO WE TAKE THAT AND REALLY BRING THOSE TWO TOGETHER

IN A MEANINGFUL WAY. >> SO IF THE DEMAND IS AROUND SKILLS BASED EMPLOYERS AND TRAINING, IS IT NECESSARY OR REQUIRED THAT WE PROVIDE THAT -- THAT -- THAT THROUGH THE -- THROUGH THE CURRENT ACCREDITED ACADEMIC ENVIRONMENT OR SHOULD WE BE LOOKING AT ALTERNATIVE MEANS OF MEETING THAT DEMAND THAT MAY BE MORE FLEXIBLE AND EFFICIENT.

>> GREAT QUESTION. BECAUSE CLEARLY THE FASTEST GROWING PROVIDERS ARE NOT ACCREDITED. THE -- THE MANY -- MANY F THE -- OF THE COMPANIES ARE TURNING TO -- TO ORGANIZATIONS THAT HAVE NO RELATIONSHIP AT ALL WITH ACCREDITER BUT WHAT THEY HAVE IS A VERY TIGHT BOND ITH FOLKS LIKE GOOGLE, APPLE, SALES FORCE, OTHERS WHERE -- WHERE THEY -- THEY'RE ABLE TO DELIVER THAT TRAINING IN A WAY THAT APPLIES TO THE JOB AT HAND AND WHAT THE EMPLOYER IS TRYING TO MEET. OUR GOAL AS A PUBLIC SUPPORTED INSTITUTION S HOW DO WE MAKE SURE THAT WE HAVE OUR EYE ON THAT BALL AT THE SAME TIME, EVEN WHEN THE ACCREDITERS DON'T OFTEN VALUE WHAT -- WHAT IS REALLY VALUED IN THE MARKETPLACE. THAT'S A DISCONNECT AND -- AND

[00:15:05]

A GREAT EXAMPLE IS WEST LAKE. 17,000 FINANCIAL EMPLOYEES ARE IN THE -- ARE -- ONE MILE OF EACH OTHER BETWEEN SCHWAB AND TD AMERITRADE AND FIDELITY. THEY'RE MOVING AWAY FROM DEGREES. FRANK MY THERE'S NOT ENOUGH PEOPLE OUT THERE WITH THE DEGREES TO FILL THEIR -- THEIR -- THEIR WORKFORCE AND AS THAT CHANGES I THINK WE'RE GOING TO SEE US EITHER -- IF WE'RE NOT IN CLOSE CONTACT AND BASICALLY WALKING LOCK STEP WITH -- WITH EMPLOYERS, THEN HE EMPLOYERS WILL FIND SOMEBODY ELSE TO WORK WITH.

>> AS THEY ARE. THE MOVE THAT IS COMING AND THAT SIGELMAN TALKED ABOUT IS THIS HYBRIDIZATION AND JOBS AND MAY APPLY TO WHAT WE DO IN THE TRAINING SPACE.

ONE THING WE LOOK AT, IS CREATING A CERTIFICATE, FIRST APPROACH THAT PEOPLE GET SOMETHING THAT IS MARKETABLE AND BEGIN TO EARN MONDAY AND CONTINUE.

>> PIGGYBACK ON SOMETHING MARY SAID. CERTIFICATE FIRST.

WE DID THIS WITH GOOGLE AT EL CENTRO WHERE THEY GOT THE SIX MONTH CERTIFICATION.

53,000 DOLLAR A YEAR ANNUAL SALARY FOR THE SIX MONTHS WORTH OF -- OF EDUCATION.

SO NOW THE STUDENTS THAT -- THAT -- THAT ARE STILL GOING TO SCHOOL, BUT THEY'RE WORKING AT MCDONALDS AND JPMORGAN CHASE AND THE FEDERAL RESERVE BANK AND BANK OF AMERICA.

THEY'RE -- OUR STUDENTS ARE GOING TO WORK NO MATTER WHAT. IT IS BETTER IF WE'RE ALIGNING THEM WITH JOBS THAT ARE GREAT PAYING JOBS EARLY ON AS OPPOSED TO -- TO LETTING THEN GO THE TRADITIONAL ROUTE THAT IS THERE. BEING VERY INTENTIONAL ABOUT THIS IS GOING TO BE IMPORTANT AS

WE LOOK TO THE FUTURE. >> MRS. ZIMMERMANN. >> ONE THING YOU HEARD PEOPLE SPEAK ABOUT. YOU HIRE SOMEBODY AND THEY HAVE A RESUME AND YOU LOOK AT WHAT THEY ACTUALLY -- HOW THEY CARRY ON IN THE WORKPLACE, THERE'S LOTS OF FOLKS THAT SAY THEY DON'T GET WHAT THEY PAY FOR. YOU COULD HAVE A WONDERFUL EDUCATION ON PAPER BUT IT DOESN'T TRANSLATE INTO THE WORKPLACE. BECAUSE IF YOU DON'T HAVE HE INTERPERSONAL SKILLS, OR THE ABILITY -- THE MALLEABLE TO DO THIS NOW AND THAT LATER -- IF IT TODAY AND YOU MAKE YOUR PLAN, IT NEEDS TO BE COMMUNICATED THAT -- THAT IT IS -- IT IS -- YOU'RE WORKING FOR A COMPANY AND THIS IS WHAT WE NEED. THIS IS A ROUND PEG IN A SQUARE HOLE. WITH TOO MUCH EDUCATION THEN THAT'S WHY -- THAT'S WHY -- THAT'S WHY MORE EDUCATION YOU GET DOESN'T NECESSARILY MEAN THAT -- THAT THREE DEGREES IS

GOING TO GET YOU X AMOUNT OF DOLLARS IN THE WORKPLACE. >> YOU'RE RIGHT ON.

IT USED TO BE THE COMPANIES WOULD USE THE BACHELOR DEGREE AND WE WOULD FIGHT THAT.

THEY USED THE DEGREE AS A PROXY BUT THE TIDE IS TURNING. IT IS THE KNOWLEDGE AND SKILLS AND EXPERIENCE THAT THEY'RE LOOKING FOR. WHEN IT COMES DOWN TO IT, YOU GOT TO HAVE THE BASE FOUNDATION OF INFORMATION, BUT YOU ALSO GOT TO BE ABLE TO APPLY IT IN A REAL LIFE SETTING AND GET ALONG WITH THE OTHER PEOPLE IN THE SANDBOX. THAT'S WHAT PEOPLE ARE TALKING ABOUT. MATT TALKED ABOUT THIS. YOU HAVE SOMEBODY THAT IS GOOD AT MAKING PRESENTATIONS AND ANALYZE DATA. EVERY SKILL CAN ADD 17,000

DOLLARS TO AN ENTRY LEVEL SALARY. >> IN TERMS OF WHAT YOU'RE TALKING ABOUT, JOE, THEM GETTING A CERTIFICATE FIRST, THAT IS THE DIRECTION WE ARE GOING IN IN

SOME OF THE PROGRAMS. >> RIGHT. >> WHERE DOES THE CORE COME IN IF THEY WANT TO EITHER GET TO FULL ASSOCIATES OR TRANSFER FOR THE FOUR-YEAR?

>> GREAT QUESTION. THIS ARE REALLY TWO DIFFERENT THINGS THAT WE DO.

WE'RE -- ASSOCIATE OF APPLIED SCIENCE ARE TO GET PEOPLE JOBS. THAT'S WHAT IT IS.

IF THAT DOESN'T DIRECTLY TRANSLATE IN TO A JOB, WE FAILED.

I DON'T THINK WE'RE CLEAR ABOUT WHAT THE EXPECTATION. WE LEAVE THAT UP TO THE TRANSFER

[00:20:07]

COULDN'T WE DO BOTH END APPROACH? >> AND THEY COULD PICK THOSE UP

MORE QUICKLY. >> I'M IN THAT SITUATION HELPING ME GET CREDITS QUICKER THE EIGHT WEEKS HYBRID. YOU TALK ABOUT UPPER LEVEL MANAGEMENT AND THEY NEED THE

FOUR-YEAR DEGREE. SO WE HAVE TO MERIT BOTH NEEDS. >> I WOULD SAY, YOU MAY HAVE SEEN THE ANNOUNCEMENT BY IBM, THEY'RE ABANDONING THE DEGREE REQUIREMENTS.

APPLE HAS DONE THAT. THEY'RE SAYING THAT DEGREES DON'T NECESSARILY TRANSFER INTO THE SKILL SET THAT -- THAT THAT PEOPLE -- THAT PEOPLE NEED. THEY'RE PROVIDING IN-HOUSE TRAINING. THE SKILLS, THEY WANT US TO DO THAT.

WHEN YOU LOOK AT THE DATA AND I'VE LOOKED AT IT FROM APPLE VIRTUALLY EVERY BIT OF THE INTERNAL TRAINING ARE SOFT SKILLS THAT THEY PROVIDE. IF YOU DON'T ALREADY HAVE THE TECHNICAL SKILLS WHEN YOU SHOW UP, THEY'RE NOT GOING TO HIRE YOU.

>> BUT THEY WANT YOU TO DO IT AT&T'S WAY. >> CULTURE.

>> IF YOU HAVE BEEN AT AT&T'S HEADQUARTERS, EVERY WALL HAS A STATEMENT, HOW CAN I HELP YOU?

>> TO MOVE INTO HIGHER LEVEL OF MANAGEMENT, MY OPINION, YOU STILL NEED A BROADER RANGE OF LEARNING. ANYBODY KNOW HOW TO APPROACH THE MANAGEMENT JOBS?

>> I AGREE -- I AGREE WITH THAT. YOU NEED A BROADER VIEW.

THAT'S WHY ACCORDING TO RESEARCH 70 PERCENT OF MANAGERS FAIL BECAUSE THEY DON'T HAVE THAT

BROAD BASED EDUCATION AND KNOWLEDGE. >> WE GOT TO SUPPORT THAT MORE INTERNALLY OURSELVES. WE HAVE TO TALK ABOUT IT TODAY, THE MULTIPLE FAILED OPPORTUNITIES FOR AN AUDIT PE PERSON.

PART OF THAT IS US. WE SEE THE MORE RESTRICTIVE YOU BECOME, THE POOL NARROWS IT IS HARD TO BRING PEOPLE IN. WE'RE GOING BACK OUT AND WALKING AWAY FROM THE MASTERS REQUIREMENT NOW ON THAT JUST TO BE ABLE TO GET THE POOL. THAT'S BY US.

THIS IS BEING PLAYED OUT BY THOUSANDS OF COMPANIES. >> AS WE GO TO SKILLS ORIENTED TYPE EDUCATION, HOW DOES THAT NOT PLAY WITH OUR 60 BY 30 AND COMPLETION?

>> GREAT QUESTION. WE'VE BEEN CONCERNED ABOUT THAT AND WE ARRANGED FOR A PLANNING SESSION IN AUSTIN THAT MARY IS GOING TO BE RUNNING WITH -- WITH HER TEAM WITH THE COORDINATING BOARD AND TEA. WE INVITED FOUR OTHER COLLEGES TO -- TO -- TO JOIN US TO LOOK AT ENTRY BASED CERTIFICATION AND TRACKING AND APPRENTICESHIP PROGRAMS. MARY SAID SOMETHING IMPORTANT EARLIER. SHE TALKED ABOUT THAT THERE ARE THREE THINGS EMPLOYERS NEED, THAT'S THE KNOWLEDGE WHICH RIGHT NOW WE DO DO OUR COURSES AND DEGREES. SECOND IS SKILLS. ONLY A SLICE OF THEM DO THAT.

THE THIRD PIECE IS EXPERIENCE, IT IS RANDOM WITH US. IT IS NOT INTENTIONAL THAT WE HAVE INTERNSHIPS. SOME DO AND SOME DON'T. WE RELY ON THE COMPANIES.

WE PUT IN WORK BASED LEARNING. THOSE THREE MATTER. WHAT WE KNOW FROM THE EMPLOYERS

[00:25:04]

INDIVIDUALS MOVE INTO JOBS AT THE RILE LEVEL. >> FOUR COLLEGES WERE INVITED.

>> SAN JACINTO AND AUSTIN AND WE'LL BE THE FOUR. >> FIND A WAY TO HELP STUDENTS BE ABLE TO GET THAT RECORDED AND THE DATABASES THAT MAKE SENSE. RIGHT NOW THE LAST COUNT I HAVE, WE HAVE MANY APPRENTICESHIPS THAT GRADUATED OUT OF THE PROGRAMS.

WE HAVE 17,141 IN PROGRAMS IN THE STATE OF TEXAS ALONE. >> IT IS A POLICY PROBLEM.

>> WE WERE ON A CONFERENCE CALL WITH THE NEW AMERICA FOUNDATION THAT HAS DONE A LOT F WORK IN THE APPRENTICESHIP SPACE IN TERMS OF POLICY WORK ON THAT. YOU GOT STATES LIKE INDIANA THAT HAVE A TRACKING SYSTEM FOR APPRENTICESHIPS. WE DON'T IN TEXAS.

WE RELY ON FEDERAL REPORTING.- THE DATA THAT EVEN MARY IS ABLE TO GET, WE HAVE 70,000 APPRENTICES THE GOVERNMENT IS TRACKING. THAT DOESN'T NECESSARILY MEAN THAT'S ALL OF THEM. THOSE MAY NOT BE TRACKED. HOW DO WE TRACK THAT ON

TRANSCRIPTS. >> STUDENTS CAN'T TRANSLATE THAT INTO WHAT THOUGH.

>> [INDISCERNIBLE] OUT OF GRADUATE SCHOOL. WE HAVE HOOPS THAT WE HAVEN'T ISSUED. I HOPE WE WOULD LOOK AT THE REQUIREMENT.

IF IT WAS SO POPULAR WHEN IT WAS FOUNDED AND BEGAN TO DEVELOP, IT WAS GOOD ENOUGH THEN, WHY NOT NOW? WITH A SOLID PHAC CULL AND TRAINING PROGRAM.

>> I THINK THAT'S SOMETHING. YOU GO BACK. I REMEMBER GETTING UP ON CALL FROM BOYD ELTONS WHEN HE WAS PRESIDENT F CEDAR VALLEY COLLEGE OF CALLING ME AND SAYING, I WANT YOU TO -- TO -- TO CONSIDER GOING TO WORK FOR US.

I WAS THE ONLY ONE THEY TRAUKD TO.

TALKED TO OR BROUGHT IN. THEY HAD A RECRUITMENT ARM. THEY WENT OUT AND IDENTIFIED FOLKS THAT THEY WANTED TO HIRE AND BRING ON BOARD IN GRADUATE

SCHOOLS. >> BY THE SAME TOKEN, THOSE HIRED IN ADMINISTRATIVE ROLE, WE DON'T HAVE A ROLE BUDGET ONBOARDING PROCESS FOR THIS. WE DON'T HAVE ONGOING PROFESSIONAL DEVELOPMENT IN TEAMS OF MANAGEMENT SKILLS AND OTHER SKILLS THAT THEY MAY NEED.

WHILE WE HAVE PEOPLE WITH TALENT, WE NEED TO HELP THEM DEV

DEVELOP. >> YOU'RE DOING A WONDERFUL SEGUE.

IT IS A MIDDLE SCHOOL STUDENT. IF THEY'RE DIGITALLY INTENSIVE, IT MAKES A DIFFERENCE.

I THINK WE KNOW MORE THAN EVERYBODY IN THE SPACE. IT IS MORE THAN EDUCATION NOW, ON THE NEXT SLIDE. THIS IS FROM THE HOPE LAB. VERY BOTTOM.

IT IS PAGE 12. >> I'M LOOKING AT BURNING GLASS.

>> GET PAST BURNING GLASS. GOT IT. OKAY.

THANK YOU. >> I CAN'T GET THE PROGRAM TO GET LARGER.

I'M WORKING ON IT. IT IS HUNGER AND HOUSING THAT IS STILL THERE.

WITH OUR AUNT BERTHA CONTRACT, HOUSING COMPLAINTS TO COME UP AS THE THINGS THAT OF MOST CONCERN TO OUR STUDENTS. 46 PERCENT OF COMMUNITY COLLEGE STUDENTSES ARE STRUGGLING TO PAY

[00:30:02]

>> THAT'S A CONVERSATION WE REALLY NEED TO HAVE AS A BOARD. I AM BECOMING INCREASINGLY AWARE AS I'VE BEEN OUT ON CAMPUSES, PARTIALLY BECAUSE WE RAISED THE ISSUE OF WHAT WE'RE OING WITH THE FOOD PANTRIES AND OTHERS BUT IT IS ALSO THE NEED FOR -- FOR STUDENT HOUSING KEEPS SURFACING OVER AND OVER FROM OUR FACULTY AND STAFF CONCERNED ABOUT STUDENT THAT IS DON'T HAVE A PLACE. WE -- WE -- -- WE ESTIMATE THAT ABOUT 8,000 OF OUR STUDENTS

RIGHT NOW TODAY DON'T KNOW WHERE THEY'RE GOING TO SLEEP TONIGHT. >> 12 PERCENT OVERALL.

>> THEY'RE NOT TECHNICALLY HOMELESS. THEY DON'T.

I HAVE A TEXT THAT I GOT LAST NIGHT WHERE A STUDENT IS A REALLY -- IS EXPLAINING THE STRUGGLES THAT LOOSE FACING JUST TRYING TO STAY IN COLLEGE WHEN HE'S BATTLING FOOD AND HE'S BATTLING A LACE TO LIVE. THIS THIS CASE THIS WAS A 3 STUDENT THAT WAS THE TOP OF THE CLASS. SENIOR CLASS PRESIDENT OF HIGH SCHOOL, BUT LIVES IN A VERY REAL WORLD WHERE -- WHERE -- WHERE HE'S SPENDING 45 DOLLARS A DAY TO GET TO CLASS. THAT'S THE REALITY WE'RE SEEING WITH THE STUDENTS. WHILE THIS LOOKS LIKE SOMETHING THAT MAYBE OUTSIDE. SOMETIMES FOLKS SAY, ARE WE IN THE HOUSING BUSINESS? ARE WE IN THE -- IN THE PROVIDING FOOD? WE'RE IN EDUCATION.

THAT'S A BARRIER TO GETTING THE EDUCATION.

>> IT IS PART OF OUR OVERALL LOOK OF IMPACTING INCOME

DISPARITY. >> COULD IT BE SOMETHING FROM

EVERYONE. >> WHEN WE NEED 65 PERCENT, THAT'S NOT A THEORETICAL NUMBER. THAT'S THE REAL NUMBER WE NEED.

JUST TO HAVE THE QUALITY OF LIFE THAT WE NEED IN DALLAS COUNTY AND WE'RE ONLY GETTING 28 PERCENT OF THE HIGH SCHOOL GRADUATES THERE BECAUSE OF THE DECLINING -- DECLINING FAMILY INCOME THAT IS OCCURRING. WE CAN'T DO IT ALL.

I AGREE. WITH THAT, WE DON'T THEY'D TO DO PUBLIC TRANSPORTATION. WE JUST NEED TO PARTNER WITH PEOPLE THAT NEED TO DO PUBLIC TRANSPORTATION.

WE DON'T NEED TO DO THE FOOD BANK.

WE NEED TO PARTNER WITH FOLKS THAT DO THAT.

THAT'S NOT OUR EPERTISE. WE NEED TO FIGURE OUT OUR EXPERTISE NEEDS TO BE HOW DO WE BRIDGE DOTTED LINES? HOW DO WE HELP DO THAT ON BEHALF OF THE STUDENT RATHER THAN HAVE 82,000 CREDIT STUDENTS INDIVIDUALLY TRYING TO FIGURE OUT WHERE THE NEAREST FOOD PANTRY IS.

>> WANT TO MENTION, WE HAD A CONVERSATION IN PREPARATION OF THE FINANCE COMMITTEE MEETING. WE WERE TALKING ABOUT THE BOND AND IMPLEMENTATION. WE NEED TO KNOW HOW DO WE APPROACH PUBLIC PARTNERSHIPS AND FACILITIES AND HOUSING? I WOULD LIKE TO JOIN THAT CONVERSATION SOONER RATHER THAN LATER. HAVE A STRATEGIC CONVERSATION NOT IN THE CONTEXT OF PROJECT A ON CAMPUS B.

WHAT OUGHT WE BE DOING OVERALL ACROSS ALL SEVEN CAMPUSES ON

THAT PARTICULAR ISSUE? >> AT SOME POINT, JOB ROBERTSON AND I HAD A -- A MEETING YESTERDAY WITH SOME DEVELOPERS THAT -- THAT -- THAT ARE DOING PUBLIC-PRIVATE PARTNERSHIPS RIGHT NOW IN OTHER STATES AND OPERATING THEM AS A NONPROFIT AROUND STUDENT HOUSING PRIMARILY.

I WANT TO PUT TOGETHER A TRIP FOR -- FOR -- AND INVITE BOARD MEMBERS TO LOOK AT THESE THAT -- AND WHAT IS HAPPENING OUT THERE WITH THAT WHERE THE INSTITUTION DOESN'T OWN THE STUDENT HOUSING BUT 45 YEARS YOU ENTER INTO A DEAL THAT SOMEBODY BUILDS IT AND RUNS IT AND TURNS IT OVER TO THE INSTITUTION LONG AFTER I'M GONE.

>> WE GOT THE AND FOR IT. >> WELL, I -- AS WE -- AS WE'RE REALLY LOOKING AT THIS ISSUE, AGAIN, I DON'T KNOW THAT WE NEED TO BE BUILDING IT AND RUNNING IT OURSELVES.

BUT WE NEED TO -- WE NEED TO REALLY GET WITH EXPERTS AND KNOW HOW TO DO THIS AND KEEP IT AFORERDABLE.

>> DON'T HAVE IN YOUR HEAD THIS IS THE DORMITORY OF YOUR OTHER EARLIER YEARS. THESE MAY WELL INCLUDE SINGLE STUDENTS BUT MAY WELL BE SMALL FAMILY GROUPS.

[00:35:02]

APPROACH. >> THIS IS ABOUT ALL SEVEN OF THE COLLEGES. OBVIOUSLY WITH WHAT WE'RE PLANNING DOWNTOWN WITH EL CENTRO, WE NEED TO THINK ABOUT THAT FIRST. WE DON'T HAVE LAND AND THINGS IN PLACE AND IF THAT'S IMPORTANT, WHICH I THINK IT IS.

I THINK THE CITY -- THE CITY WOULD HELP US WITH THAT TOO.

BUT THEN THE OTHER SIX COLLEGES, WHAT DOES THAT LOOK LIKE BASED ON THEIR -- THE THE NEED IN EACH AREA.

>> MOVING AHEAD ON THE NEXT SLIDE, THESE ARE NUMBERS THAT YOU'VE SEEN BEFORE. 50 PERCENT ARE HOUSING INSECURE.

12 PERCENT ARE HOMELESS. THE FOOD INSECURITY IS STILL THERE. 54 PERCENT MARGIN.

>> THESE ARE OUR NUMBERS. >> THESE ARE OUR NUMBERS.

>> OW DO YOU DETERMINE THAT? SINCE WE STARTED PROVIDING THE PANTRIES AND THE PARTNERSHIP WITH THE NORTH TEXAS FOOD BANK.

HAVE WE MADE A DENT? >> WE MADE A DENT.

IT IS UNEVEN. I WAS IN BROOK HAVEN YESTERDAY AND -- AND WAS TALKING -- WITH THE -- WITH THE PERSON WHO IS KIND OF WORKING WITH THE FOOD PANTRY THERE AND OVERSEEING THAT. THE ISSUE IS WE HAVEN'T MADE IT TOP LINE ON THE BUDGET. WE LEFT IT UP TO EVERY INDIVIDUAL COLLEGE TO IGURE OUT HOW THEY GO ABOUT DOING IT.

SOME OF THESE THINGS WE NEED TO MOVE OUT OF INSTITUTIONAL BUDGETS AND PUT AT THE TOP OF THE BUDGET WHERE WE TAKE THIS OFF THE TOP TO MEET THE NEED. WITH THE -- THE FOOD BANK HAS THEIR OWN NETWORK. WE NEED PEOPLE TRAINED IN THE SOFTWARE TO DO THE ORDERING AND MANAGE THAT PROCESS, TO KEEP THINGS WELL STOCKED AND PROVIDING THE HEALTHY MEALS THERE. I APPRECIATE THE WORK OUR COLLEGES ARE DOING. I FORGET WHO WAS -- MAYBE IT WAS EL CENTRO THAT DID A CAN DRIVE TO DO THAT -- THAT'S GREAT.

WE CAN GIVE UT 3,000 POUNDS OF FOOD IN A DAY.

A CAN DRIVE WON'T SOLVE THE PROBLEM.

>> SPEAKING OF THE BUDGET. IS THAT WHAT YOU'RE GOING TO BUILD INTO THE BUDGET, A RECOMMENDATION TO BUILD INTO THE

BUDGET FOR 2021? >> YEAH, AND YOU MAY WANT TO ADD TO YOUR STRATEGIC PRIORITIES.

>> BASIC NEEDS OF STUDENTS. I'M NOT LOOKING AT HOW TO CREATE OUR OWN FOOD BANK. I WANT TO PARTNER ITH THOSE THAT KNOW HOW O DO IT WELL. I WAS BLOWN AWAY WHEN I DID THE TOUR OF THE NEW FACILITY THERE IN PLANO FOR THE TEXAS FOOD BANK. THAT'S AN UNBELIEVABLY SOPHISTICATED OPERATION THAT THEY DO TO DELIVER THE MEALS TO THOUSANDS OF PEOPLE EVERY DAY HERE IN THE NORTH TEXAS AREA.

>> THEY SET UP SIGNIFICANT SELF-HELPS.

>> YEAH. >> [INDISCERNIBLE] RUNS THAT.

>> TURN A T.I. LOOSE ON ANYTHING.

>> DO WE CURRENTLY HAVE ACCESS TO EMERGENCY FUNDS LIKE THE STUDENTS WHO DON'T PAY THEIR RENT?

>> WE DO. >> WOULD YOU MIND SPEAKING TO

THAT ISSUE? >> WE HAVE RAISED MONEY OVER THE PAST COUPLE OF YEARS. THE COLLEGES HAVE RAISED MONEY AND THE FOUNDATION TO SUPPORT AN EMERGENCY AID FUND FOR JUST THAT SORT OF THING. SHORT-TERM FINANCIAL EMERGENCY THAT MAY CAUSE A STUDENT TO DROP OUT OR STOP OUT BECAUSE THEY GOT TO PAY A BILL AND THEIR RENT. WE -- WE STRUGGLED WITH HOW DO WE ADMINISTER THAT IN A FAIR AND CONSISTENT WAY ACROSS THE SYSTEM. AND --

>> RESPECTFUL OF DONOR INTENT. >> ABSOLUTELY.

>> JILL ND I ESTIMATED QUESTION WOULD HAVE TO HIRE A TREMENDOUS NUMBER OF PEOPLE TO AD

ADMINISTER THAT HERE. >> SINCE OCTOBER 24TH, HOW MANY PEOPLE APPLIED FOR EMERGENCY AID?

>> I'LL TELL YOU. WE PLANNED TO LAUNCH OUR FUND LATE OCTOBER AND A WEEK AND A HALF BEFORE THAT THE TORNADOS HIT. SO WE DECIDED TO GO AHEAD AND OPEN IT UP. WE WEREN'T QUITE READY BUT WE DID. WITHIN THE FIRST 24 HOURS WE HAD OVER 150 STUDENTS APPLY FOR EMERGENCY AID.

>> WE HAD TO HAVE STAFF TO SIT DOWN WITH 150 PEOPLE AND EVALUATE THEIR -- THEIR NEED. IF YOU JUST THINK ABOUT THAT, HOW MANY DAYS IT WOULD TAKE, IF WE HAD ONE PERSON TO GO THROUGH THAT OR WE HAD TEN PEOPLE, WE COULD PROBABLY DO IT IN A WEEK.

[00:40:06]

JUST ON A REGULAR BASIS, WE ESTIMATE IT WOULD TAKE 40 OR 50 PEOPLE JUST TO MANAGE THE -- THE -- THE -- THE TERMINATION.

>> WE'RE IN THE GOING TO HAVE A TORNADO EVERY DAY, ARE WE?

>> NO. WE HAVE SMALL TORNADOS.

>> FOR OUR STUDENT, A FLAT TIRE IS EQUIVALENT O A TORNADO N

MANY CASES. >> EVEN IF THE CAR STOPS.

>> YES. >> AN EMERGENCY DOESN'T WAIT.

WE CAN'T WAIT A WEEK TO DECIDE IF WE CUT A CHECK OR PAY FOR WHATEVER THE BILL MAY BE. SO WE PARTNERED WITH -- WITH -- WITH SARAH. YOU HEARD US TALK ABOUT HER SEVERAL TIMES. SHE'S REALLY GOING ACROSS THE COUNTRY TALKING ABOUT THE BASIC NEEDS OF STUDENTS AND THAT'S PART OF THE REAL COST OF COLLEGE.

IT IS MORE THAN TUITION AND BOOKS.

IT IS THESE THINGS THAT WE NEED TO HELP OTHERS PROVIDE.

SARAH HAD GRANTS FROM MAJOR FOUNDATIONS.

SHE'S WORKED WITH A SMALL FILM CALLED EQUITY THAT IS NOW RUNNING AN MERGENCY AID APP. A STUDENT CAN GO ON AND IN A FEW MINUTES, FOUR TO SIX MINUTES COMPLETE AN APPLICATION FOR EMERGENCY AID. IT USES ARTIFICIAL INTELLIGENCE.

THE NEXT QUESTION IS DETERMINED BY THE ANSWER TO THE PREVIOUS QUESTION. THEY HAVE A LIST THAT IS DETERMINED WHETHER OR NOT THEY GET AID.

MAXIMUM OF 500 DOLLARS ONCE A YEAR THAT WE CAN AFFORD RIGHT NOW TO PROVIDE A TUDENT WITH. THAT'S ALL BASED ON OUR FUND-RAISING EFFORTS. WE'VE BEEN DOING THIS FOR A COUPLE OF YEARS AND WE HAVE ABOUT A HALF BILLION DOLLARS.

WITHIN DAYS OF OPENING IT WE ALLOCATED SEVERAL THOUSAND DOLLARS. WE THOUGHT WE'LL PILOT THIS AND SEE HOW IT WORKS. THAT WENT OUT THE WINDOW.

>> THAT WAS TAKING ABOUT HALF OF THE PEOPLE THAT APPLIED OR MADE THE REQUEST. SO -- OF THAT, WITH THE REAL DETERMINATION BEING, THIS WOULD BE A SITUATION THAT WOULD CAUSE THEM TO DROP OUT OF SCHOOL. THAT'S THE PRIMARY DETERMINANT OF WHETHER OR NOT WE'LL AWARD THAT.

WE -- WE -- THE -- THE NEEDS ARE INCREDIBLY GREAT.

>> THEY ARE GREAT. WHILE I HAVE THE MICROPHONE, TODAY IS GIVING TUESDAY. OUR PRIORITY FOR TODAY IS EMERGENCY AID, IF YOU'RE SO INCLINED PLEASE DONATE.

THERE YOU GO. >> ADMINISTERED HROUGH THE

FOUNDATION. >> IT IS.

THIS IS TO SUPPORT THE FOOD PANTRIES THERE.

IT IS HARD TO GET A STUDENT TO OPEN UP ABOUT WHAT THEY'RE FACING. I JUST WANT TO READ A IT OF A TEXT I RECEIVED. IT SAYS, YOU KNOW, HELLO, HOPE YOU'RE DOING AMAZING. I'M SORRY FOR THIS DELAYED RESPONSE. IF I'M BEING HONEST, MY WORLD IS CRAZY NOW. I HAVE TO WORK ALMOST EVERYDAY TO HAVE ENOUGH MONEY FOR MY BILLS AND UBER IS 40 DOLLARS A DAY AND IS STRESSFUL AND MADE SCHOOL HARDER.

SOMETIMES I WOULDN'T HAVE ENOUGH TIME OR ENERGY TO COMPLETE HOMEWORK. I HAD TO DROP A CLASS BECAUSE IF I DID I WOULD -- I WOULD BE IN WORSE ACADEMIC STANDING.

I HAVE THREE CLASSES NOW AND I'M ON TRACK AND GOES ON.

THIS -- THIS IS JUST -- THIS IS ONE OF THOUSANDS OF STUDENTS IN TERMS OF WHAT THEY'RE BATTLING. >

>> [INDISCERNIBLE]. >> WE WORKED WITH HIM.

HE'S AT GRAND PRAIRIE WHICH DOES NOT HAVE AGENCY GUARD ACCESS.

IT IS THE FIRST MILE IS THE -- IS THE HARDEST TO GET TO.

IT IS -- EVERY ONE OF THESE SITUATIONS ARE UNIQUE AND DIFFERENT. HIS FAMILY HAS NO MONEY.

HE DOESN'T HAVE A CAR. IT IS TAKING EVERY PENNY HE MAKES TO PAY FOR -- FOR HIS LIVING AND GOING TO SCHOOL.

>> AGAIN BE ON THE ROAD, IF HE -- IF HE STRUGGLES AND HE'S PAYING FOR IT, THAT'S 40 TIMES 8 IS WHAT?

>> THAT'S GOOD POINT. >> WE ARE PARTNERED WITH HIM.

>> WE'RE PARTNERED WITH HIM AND HAVE FOR SOME TIME.

>> I THINK IT IS IMPRESSIVE WHAT THEY'RE DOING AND WE NEED

[00:45:02]

>> THEY'RE CARS RUN [INDISCERNIBLE] OFF THE LOT.

GOOD DISCUSSION. THIS IS OUR VERY REAL WORLD.

SLIDE 4 WHICH YOU CAN SEE IN THE WHITE IN THE CORNER.

THIS MAY BE NEWS TO YOU BUT THE SUPPLY OF POSTSECONDARY CREDENTIAL TALENT DOESN'T MATCH THE WORKFORCE.

YOU SEE THE 40 PERCENT POSSESS A POSTSECONDARY CREDENTIAL.

65 PERCENT F THE JOBS DEMAND IT.

25 PERCENT OF POSTSECONDARY CREDENTIALS ARE IN HEALTHCARE AND XURNS AND MATH. 70 PERCENT OF THE JOB OPENINGS ARE. THE HIGH SCHOOL RADS THAT EARNED POSTSECONDARY CREDENTIAL, 48 PERCENT AND 57 PERCENT ENROLL IN COLLEGE AND MAY OR MAY NOT COMPLETE.

THIS -- THIS SORT OF LANDSCAPE. SO -- NUMBER OF CHALLENGES.

TURN THE PAGE TO ONE COLLEGE. THIS IS THE CAREER CONNECTED LEARNER NETWORK. YOU'VE SEEN A SLIDE AS IT EVOLVED OVER TIME. IT IS THE ONE THAT INTEGRATES ALL OF THE THINGS THAT WE'RE DOING BEHIND WHAT THE STUDENT NEED ARE. JOE, DO YOU WANT TO SAY ANYTHING

ABOUT THIS ONE BEFORE I MOVE O. >> I GO BACK TO WHAT I SAID EARLIER, THE THINGS TO FOCUS ON ARE THE DOTTED LINES.

THAT'S WHERE OUR EXPERTISE NEEDS TO BE ON THAT.

AGAIN, JUST PICK TRANSPORTATION, DART, IT IS OUT THIS.

IT IS AVAILABLE. BUT PEOPLE DON'T KNOW HOW TO CONNECT TO IT UNLESS WE REALLY MANAGE THAT IN A WAY THAT MAKES THAT EASY IN A PART OF DAY-TO-DAY ACTIVITY.

BUT WE ALSO HAVE -- HAVE TO REACH BACK FURTHER.

WE -- WE REALLY REALIZED THAT IF WE DON'T PARTNER WITH CREDIT AND EARLY COLLEGE HIGH SCHOOLS, STUDENTS WON'T GO TO COLLEGE.

THAT'S THE BOTTOM LINE. WE GOT TO HELP THAT DECISION-MAKING PROCESS STARTING OUT OF EIGHTH GRADE IS REALLY THE TIME, ALMOST OO LATE. IF THE FAMILY AND STUDENT HAVE A PLAN BY TENTH GRADE, ODDS ARE THEY'LL NEVER GET THERE.

PART OF THE REASON IS IF YOU'RE -- IF YOU'RE CERTAINLY -- CERT CERTAINLY MOST OF OUR STUDENTS HELD PELL GRANTS. PELL GRANTS CHANGED THE MODEL.

IT IS BASED ON TAXES FROM PRIOR YEAR WHICH MEANS THAT YOU HAD TO GET IT RIGHT IN THE -- IN THE - IN THE -- BY TENTH GRADE IN ORDER FOR THE STUDENT TO BE ABLE TO ENROLL IN COLLEGE.

IF YOU MESSED UP AS A PARENT, ABOUT 20 PERCENT OF THE PROMISE TO STUDENTS WE SEE THAT THE PARENTS HAVE DONE SUCH A BAD JOB ON THE TAX SIDE THAT EVEN THOUGH THEY'RE ELIGIBLE, THEY'LL NEVER GET FEDERAL AID BECAUSE OF THE WAY THE PARENTS HAVE FILED THEIR TAXES. I TALKEDERS TO ABOUT THIS.

IT IS JUST PROPORTIONATE IMPACTING THE IMMIGRANT COMMUNITY AND OTHERS OUT THERE WHERE THEY'RE GETTING TAX ADVICE WHICH IS FRANKLY FRAUDULENT IN SOME CASES, WHERE THEY'RE TOLD TO FILE THEIR INCOME TAX SEPARATE AND NOT MARRIED AND SEPARATE, BUT SEPARATE. THERE'S ABOUT NINE OTHER THINGS THAT THEY'RE DOING ON THERE. MEANWHILE THE STUDENT IS FILLING OUT THE FASPA MARRIED ON IT AND IT LEAVES UNRECONCILABLE VARIANCE ON THERE THAT THE STUDENT CAN'T RESOLVE NOR CAN THE FAMILY WILL TKE. FROM THAT POINT ON TWO MORE YEARS BEFORE THEY -- THEY CAN SOLVE THE PROBLEM.

SO, IT IS -- IT IS -- -- IT IS A REAL CHALLENGE.

>> COUPLE -- FEW POINTS, WHEN A STUDENT ENROLLS, WE CAN'T WITH THE NAVIGATOR. WHAT DOES THAT INTERFACE LOOK LIKE? HOW DOES TECHNOLOGY USED TO EMBRACE THAT STUDENT'S NEEDS. GREAT ET OF QUESTIONS.

I THINK WE'RE UP TO 14 OR 15. THEY'RE NOT ASSIGNED TO EVERY STUDENT. WE'RE GROWING THIS TO REALLY

[00:50:01]

CHAT ROOM IS CMING. I'VE BEEN BLOWN AWAY BY THE BONDING OCCURRING ETWEEN THE STUDENTS AND THEIR NAVIGATORS SUCCESS COACH IN THAT REGARD. WE STARTED WITH THOSE AS SEPARATE AND THEY BLURRED TOGETHER ND THEY'RE ONE AND THE SAME AS WE DO THAT. SO THE CONTRAST, IF YOU WOULD, BETWEEN -- BETWEEN ADVISORS WHICH ARE -- ARE THERE AT THE COLLEGE FOCUSED ON THE INSTITUTION, THESE ARE REALLY STUDENT CENTRICS POSITIONS THAT ARE REALLY DESIGNED TO GIVE THE STUDENT FROM WHERE THEY NEED TO BE AND STUDENTS DON'T ALWAYS

LIKE THIS. >> THEY CONNECT WITH SOCIAL SERVICES AS NEEDED. THERE'S A DEPTH IN WHAT IS N THE WAY AND WHAT ELSE CAN WE HELP YOU WITH, WHICH IS KEY TO WHAT IS HAPPENING. IT IS THAT VOICE ON THE PHONE

THAT MAKES A DIFFERENCE. >> THINKING ABOUT THIS, SOME QUESTIONS, HOW DO WE EXPAND THIS CALL-CENTER LIKE, WHERE WE HAVE FOLKS TRAINED TO DEAL WITH THESE AND PERFECT A WARM HANDOFF.

WE DON'T HAVE A GOOD HANDOFF SYSTEM IN THE DISTRICT.

IF I TELL MY STORY HERE AND I FORWARDED TO SOMEBODY ON THE CAMPUS, I GOT TO RETELL THAT STORY AGAIN.

QUESTION HANDED OFF SOMEWHERE ELSE.

WE DON'T HAVE MEDICAL RECORD THAT FOLLOW THAT INDIVIDUAL AROUND. THAT HAS TO START WITH THE CALL

CENTER AND THE SOLUTIONS THERE. >> WE DO HAVE PART OF THAT WE WORK WITH WITH THE NONPROFITS. THOSE RECORDS ARE HELD IN CONFIDENCE BUT WE NEED IT ACROSS THE BOARD.

>> WE HAVE THOSE -- THOSE OUTSOURCED TO A THIRD PARTY, IN OUR CASE RIGHT NOW, U.T. SOUTHWESTERN.

BUT THAT'S PART OF WHAT WE NEED TO FIGURE OUT HOW WE DO.

>> AND THE STUDENT RESOURCES, THERE'S A COUPLE OF DOTS THAT I DON'T UNDERSTAND AND I OVERHEARD US TALKING ABOUT.

FAITH BASED ORGANIZATIONS AND CLINICAL AI.

COULD YOU TOUCH ON THOSE? >> THAT'S WHAT WE WERE TALKING.

A PIECE OF TECH. A SPIN-OFF OF PARKLAND HOSPITAL THAT THEY PROVIDE THE CASE MANAGEMENT SOFTWARE FOR 5400 NONPROFITS. WE PAY TO HAVE OURSELVES BUILT IN THE PLATFORM SO AN AGENCY COULD REFER A STUDENT OR A PERSON TO US FOR ENROLLMENT AND EXPEDITE THAT PROCESS AND ALSO BACKWARDS THE OTHER WAY THAT WE COULD TIE IN.

>> PARKLAND BUILT THE SYSTEM. THEY COULD PROVIDE THE HEALTHCARE AND GET THE PRESCRIPTIONS.

THEY WERE WALKING OUT AND NOT GETTING THE PRESCRIPTIONS.

THEY REALIZED THEY NEEDED TO CREATE A NETWORK AROUND THEM.

IT IS NOT SPECIFICALLY HEALTHCARE FOR US.

IT IS GETTING INTO THAT ATRIX OF SUPPORT THAT -- THAT -- AGAIN, IT IS THIS CASE OF WE DON'T NEED TO DO IT ALL.

WE NEED TO GET ACCESS POINTS TO IT.

>> YOUR QUESTION ON FAITH BASED, I OULD COMBINE THAT WITH COMMUNITY BASED ORGANIZATIONS AS WELL.

IT IS NOT JUST ABOUT THE FAITH. WHAT WE'RE LOOKING AT IS WHO -- WHO -- WHO DO WE MEET WITH AND WHO CAN HELP STUDENTS? WE WORK WITH LACK PASTORS. WE WORKED WITH OTHERS.

CATHOLIC CHARITIES AS WELL. THERE'S A REAL DISTRUST PARTICULAR RELATED TO FILLING OUT FEDERAL FORMS. THE IMPORTANCE OF THE FAFSA, STUDENTS AREN'T GOING TO GO TO COLLEGE IF THEY DON'T COMPETE THE FAFSA.

THAT'S A FACT. AND YET, THERE'S SUCH A HIGH LEVEL OF DISTRUST THAT - THAT UNFORTUNATELY IS EXACERBATED BY THE FEDERAL GOVERNMENT WITH THEIR VERIFICATION PROCESS AND THE LETTERS THAT THEY SEND BACK. SO RIGHT NOW 9 PERCENT F OUR STUDENTS ARE GETTING FLAGGED FOR VERIFICATION.

[00:55:04]

>> IF I MIGHT, TO CALL IT A CALL CENTER, THAT WOULD BE A MISTAKE. A CALL CENTER TAKES A CALL AND IT IS DROPPED AND IT IS GONE. YOU GET TO THE NEXT ONE AND GO TO THE NEXT ONE AND GO TO THE NEXT ONE.

I WORKED A CALL CENTER. I UNDERSTAND.

IF YOU ENDED UP WITH SOMEBODY THAT NEEDED SPECIAL ATTENTION THEY [INDISCERNIBLE] YOU FOR IT BECAUSE YOU DIDN'T LEAR THE CALLS. SO IN THE TERMINOLOGY WE NEED TO HAVE SOMETHING MORE CARING. A SERVICE CENTER.

>> I WAS USING THAT FOR EXAMPLE PURPOSES TO KIND OF EXPLAIN.

RIGHT NOW WE OPERATE ABOUT 13 OR 14 SEPARATE ENTITIES WITHIN HE DISTRICT THAT ARE TAKING CALLS AND -- AND DOING THAT.

THEY'RE NOT REALLY COORDINATED WITH EACH OTHER.

WE OUTSOURCE SOME OF IT WITH -- WITH -- WITH -- FOR TECHNICAL SUPPORT AND OTHER THINGS. WE DON'T UN THEM ALL OURSELVES.

>> IF WE ARE GOING TO DEAL WITH A SITUATION OF TAKING CARE OF PEOPLE, THE IDEA OF THE NOTES BEING COMPLETE BEFORE YOU SENDING THEM ON. THE IDEA OF THEM HAVING YOUR NAME IF THEY NEED YOU AGAIN, IF SOMEBODY CAN'T FIGURE OUT YOUR

NOTES. >> PRETTY MUCH A CARE CENTER.

>> THAT'S RIGHT. >> BECAUSE IF IT IS JUST CLEAR THE CALL, CLEAR THE CALL, CLEAR THE CALL, THEN THERE'S IN -- THERE'S NO -- THERE'S NO TRUE CONTACT.

>> LET ME TELL YOU THE ROBLEM WE HAVE RIGHT NOW.

OUR ADVISORS ARE BOTH MEETING FACE-TO-FACE AND TAKING CALLS.

SO THEY -- THEY HAVE TO DECIDE EVERY SINGLE MINUTE F THE DAY, WHO GETS THE PRIORITY, THE PERSON IN FRONT OF ME OR THE PERSON ON THE PHONE AND THERE HAVE WE KNOW FROM OUR DATA THAT A LOT OF PHONE CALLS NEVER GET RETURNED BECAUSE THEY'RE DURING PEAK TIMES AND THEY GET JAMMED UP.

SO -- SO THINKING ABOUT THAT DIFFERENTLY WITH -- IN TERMS OF

HOW -- >> HOW DO E RELIEVE HAT AND

MAKE THAT WORK. >> IT IS 10:12, AND WE'RE TO WRAP UP NO LATER THAN 10:30. BUT REAL QUICK, IN TERMS OF THE NAVIGATORS AND THE ADVISORS, I HAPPENED TO BE AT THE HIGH SCHOOL TO MAKE THE PRESENTATION ON THE DALLAS PROMISE FOR SENIOR CLASSES. THEY HAVE TEXAS A&M COLLEGE STATION HAD ONSITE ADVISORS AND YOU ASK THEM ANY QUESTION, THEY COULD ANSWER IT LIKE THAT. I ASKED THEM HOW DID THEY GET TRAINED, ET CETERA. THEY HAVE SOMETHING THAT THEY CALL -- THE ADVISORS ARE CALLED -- ADVISE TEXAS.

I THINK IT WOULD BE GOOD TO LOOK AT THEIR TRAINING MODEL AND HOW THEY SET IT UP. THAT'S ANOTHER AREA WHERE I DON'T THINK THERE'S BEEN SUFFICIENT TRAINING FOR OUR ADVISORS, ESPECIALLY THE DIRECTION WE'RE GOING WITH CAREER PATHWAYS, ET CETERA, ET CETERA.

WE WANTED TO GET MORE STUDENTS COMPLETED.

I THINK THAT WOULD BE A GOOD MODEL TO LOOK AT.

I WAS IMPRESSED. >> THANK YOU FOR THAT.

>> MOVING RIGHT AHEAD, AND I PROMISE YOU WE'LL GET TO THIS LAST SECTION, TAKE A BRIEF BREAK AND START THE CTUAL WORK OF WORKING ON HE STRATEGIC PRIORITIES.

THIS EDUCATION PLAN RECOMMENDATION YOU'VE SEEN BEFORE AND THAT PRESENTATION, BUT A QUICK REMINDER THAT THE FIRST ONE WAS -- SHOULD REST THE MOST SIGNIFICANT LABOR MARKET GAPS THROUGH PROGRAM EXPANSION, ET CETERA.

THE SECOND CONDUCT A REVIEW OF THE CLUSTERS TO DETERMINE PRIORITIES FOR OPTIMAL LOCATIONS AND TO EXTEND THE ORGANIZATION TO MEET THE NEEDS OF DALLAS COUNTY WHICH IS WHERE WE'RE LEADED WITH ONE COLLEGE. AS -- TURN THE PAGE.

WE HAVE -- WE HAVE AN EVOLVING APPROACH.

THIS IS A WORK IN PROGRESS. I'LL SAY THAT A COUPLE OF TIMES IN THIS. IF YOU RESTRUCTURE PROGRAM DELIVERY BASED ON GUIDED PATHWAY CLUSTERS AS THEY'RE IDENTIFIED HERE. IT COULD VOLVE INTO A SCHOOLS APPROACH WHICH IS A DIFFERENT WORD FOR US TO USE.

IT IS ADOPTED BY LARGE COLLEGE SYSTEMS, MIAMI-DADE AND MONROE.

YOU SEE WHAT HAPPENS. WE HAVE THE CLUSTERS THAT HAVE BEEN NAMED ALREADY AND IN THE EDUCATION RECOMMENDATIONS, THE NOTION OF -- OF -- OF ORGANIZING AROUND THOSE COULD BECOME SCHOOLS OF AND THIS IS -- THIS IS A -- THIS IS A CONVERSATION THAT IS IN PROGRESS. IF YOU'LL TURN TO THE NEXT PAGE,

[01:00:01]

YOU HAVE YOUR NONCREDIT ARM AND THE REDIT ARM.

>> YEAH -- I DIDN'T GET INTO THAT.

THAT'S ANOTHER PIECE OF THE SESSION WE'RE DOING IN AUSTIN WITH THE COORDINATING BOARD AND -- AND THE WORKFORCE COMMISSION ARE AROUND INDUSTRY BASED CERTIFICATIONS.

STATE LAW REQUIRES THAT -- RIGHT NOW THAT THE SCHOOLS WHILE THEY TRACKED THAT HISTORICALLY, THEY NOW GET FUNDING BASED ON COMPLETION OF -- OF INDUSTRY BASED CERTIFICATION.

SO T.E.A. IDENTIFIED 249 CERTIFICATIONS.

THE LAW REQUIRES THAT THE -- THAT THE WORKFORCE COMMISSION OF THE COORDINATING BOARD AND THE TEA HAVE AGREEMENT AROUND IT FOR WHAT WE AGREE TO RECOGNIZE OURSELVES AT THE COLLEGE THAT'S ON THERE. THOSE 249 DON'T JUST APPLY NOW TO -- TO -- TO PUBLIC EDUCATION. IT ALSO APPLIES TO POSTSECONDARY ON THAT SIDE AS WE LOOK AT THAT. THAT'S PART OF THAT DISCUSSION BECAUSE RIGHT NOW, MOST OF THE CERTIFICATIONS WE RELY ON THE STUDENTS TO PROVIDE IT. WE WORK, WE HAD CALLS WITH T.E.A. OF HOW WE CAN -- WE CAN REALLY -- REALLY DO WHAT -- IS I GUESS AN A.P.I. WHERE WE CONNECT TO THINGS LIKE THE AMERICAN WELDING SOCIETY, THE -- THE -- THOSE RELATED TO HEALTHCARE CERTIFICATIONS AND OTHERS SO THAT WE CAN BRING THAT RECORD IN AND -- AND ON TO THE STUDENT RECORD ITSELF.

THAT'S ANOTHER BIG -- BIG PIECE. >> BIG PIECE THAT WE GOT TO

DEAL WITH. >> THE OTHER THING HERE AT THE END OF THIS IS MAKING CAREER AND STUDENT SERVICE AVAILABLE TO ALL STUDENTS, BOTH CREDIT AND NONCREDIT.

>> A STUDENT IS A STUDENT. MEAN TIMES THERE'S ADULT WORKFORCE. THEY'RE NOT AS VISIBLE AS THEY NEED TO BE. IT WOULD BE POSSIBLE OR SOMEBODY TO DEVELOP SKILLS THROUGH A NONCREDIT PROGRAM AND USE THAT AS A BASE FOR BEGINNING WORK IN CREDIT AND MAYBE FINDING A WAY TO GIVE WORK TO THE SKILLS IN THE NONCREDIT SIDE.

THAT'S PART OF THIS WHOLE CONVERSATION THAT IS GOING ON

ACROSS THE BOARD. >> WELL, FLORES TALKED ABOUT THAT BEFORE, HAVING -- HAVING AN EASY WAY TO GET CREDIT FOR PRIOR LEARNING THAT IS OUT THERE. THE GREAT EXAMPLE IS WHAT WE'RE DOING WITH -- WITH AMAZON AT THIS POINT WHERE YOU PROBABLY SEEN THAT THEY BUDGETED 700 MILLION TO RETRAIN THE EXISTING EMPLOYEES WITH -- WITH -- WITH MAINLY IN THE FULFILLMENT CENTERS BECAUSE THEY KNOW THEIR JOBS ARE GOING TO BE OBSOLETE.

SO WE -- WE GOT A NUMBER OF TRACKS, I THINK NORTH LAKE AND BROOK HAVEN AND DOING A PROGRAM WITH THEM.

NONE FOR CREDIT. THEY CARE ABOUT THE SKILLS AND ABILITY TO DO THE JOB THAT IS THIS.

THEY CARE ABOUT THE QUALITY. THEY WANT THE QUALITY HIGH OR HIGHER. YOU GOT THEM WORKING ON THAT.

>> AGAIN, IT IS -- AGAIN, THIS IS TYPICAL AT AMAZON AT THIS POINT. THEY UNDERSTAND THEY'RE HIGH TURMOIL WITH THE 12,000 PEOPLE FRANTICALLY PUTTING BOXES TOGETHER AND PUTTING THEM ON THINGS TO GET TO CHRISTMAS.

>> YEAH. >> FILLING UP OUR PORCHES AND YOU KNOW, THIS WHOLE UNDERGROUND ECONOMY.

THERE'S -- THERE'S -- THERE'S -- IT IS ALSO THE SENSE THAT THEY'RE MAKING AN INVESTMENT IN THESE PEOPLE WHILE THEY'RE USING THEM IN THESE SETTINGS SO IT IS NOT NECESSARILY GOING INTO AMAZON AT A HIGHER LEVEL, IT IS A CAREER OR START A BUSINESS OR DO SOMETHING ELSE. IT IS PART OF AMAZON'S CULTURE TO -- TO HELP PEOPLE ON TO WHAT EVER ELSE THEY WANT TO DO.

>> ON NUMBER FIVE, DO WE FACILITATE NETWORKS OF STUDENT ADVISORS? HELP STUDENTS ACCESS ACADEMIC AND STUDENT SERVICES? SEEMS LIKE -- OUR STUDENTS ARE SO CAPABLE. THEY'RE ON THE FRONT LINE.

SOMETIMES THEY LIVE IT EVERY DAY.

A LOT FIGURED OUT HOW TO NAVIGATE THIS THEMSELVES.

SO CAN WE FACTOR IN THAT EXPERTISE?

>> I HOPE WE WOULD. THIS WHOLE NEAR PEER I'VE BOEEN THROUGH IT, LET ME HELP YOU. IT MAY WORK WITH SOME STUDENTS.

[01:05:03]

>> WE LOOKED AT IT. THERE ARE AT LEAST TWO OR THREE ORGANIZATIONS THAT WORKED IN THAT SPACE.

WE INVITED THEM IN AND HAD CONVERSATIONS.

WE HAVEN'T NECESSARILY SEEN GREAT FIT YET WITH WHAT WE'RE TRYING TO DO. THAT'S PART OF WHAT WE'RE -- WHAT WE'RE LOOKING AT IS HOW DO WE LEVERAGE BECAUSE -- IT IS TWO FOLD ON IT. BOTH THE -- THE STUDENTS DOING THE -- DOING THE -- THE REALLY -- REALLY DOING THE MENTORING WORK. THERE'S TRAINING FOR THEM THAT HAS VALUE IN THE MARKETPLACE BUT ALSO THEN THEY PROVIDE A SERVICE AND HELP OUT THEIR PEERS. WE TALKED SOME CONVERSATION ABOUT COULD WE USE PHI BETA KAPPA OR OTHER ORGANIZATIONS?

>> IT IS A NEAR-PEER MODEL, BEEN THERE DONE THAT.

>> DO THAT WITH HIGH SCHOOL STUDENTS.

THAT'S A CONVERSATION WE HAD AS WELL.

>> AMAZON IS USING THAT AS PART OF THE MARKETING.

>> YEAH. IT WAS BIG TIME.

THE MIDDLE OF THE COWBOYS GAME. THAT WAS WORTH WATCHING.

>> YEAH, IT IS INTERESTING, JUST BY -- JUST BY CHANCE BECAUSE OF THE ROUTE WE'RE ON WE HAD A CHANCE TO SPEND TIME WITH THE CEO OF WALT DISNEYWORLD. AND HE -- THEY HAD JUST SIGNED A DEAL WITH -- WITH A GROUP CALLED GUILD EDUCATION WHICH IS DELIVERING COURSES TO DISNEY EMPLOYEES AS AN EXCLUSIVE, MEANING THAT -- THERE WERE FOLKS THAT GOT OUT OF THAT.

IT WAS THE LANGUAGE. WE DID THIS AS EMPLOYEE BENEFIT.

WE WANT TO USE THIS IN RECRUITING AND -- AND TYING THAT TOGETHER. SO BEING ABLE TO HAVE A PARTNER INSTITUTION UP FRONT THAT WE CAN USE AND TALK ABOUT THAT BENEFIT AHEAD OF TIME WAS VERY IMPORTANT TO THEM TO DO KNOWING THE COMPETITIVE WORLD IN WHICH THEY'RE OPERATING AND COMPETING FOR VERY RARE TALENT AT THAT LEVEL.

>> TO CONTINUE THIS -- THIS BRIEF THING ON WHAT SCHOOLS COULD LOOK LIKE, YOU HAVE EXAMPLES HERE.

SALT LAKE COMMUNITY COLLEGE IS ONE OF MANY THAT THEY HAVE.

THEY HAVE COMBINED THEIR HEALTH SCIENCES INTO A SCHOOL.

THESE ARE THE KIND OF COURSES AND IT IS PROGRAMS THAT RE OFFERED THROUGH THE SCHOOL. TURN TO THE NEXT ONE, IVY TECH HAS GONE FULLY INTO THE SCHOOL'S BUSINESS.

THIS IS LOGISTICS AND SUPPLY TRAIN AND PROGRAMS THAT WE OF BUT COMBINED WITHIN A SCHOOL SETTING.

>> THEY'RE THROUGHOUT THE STATE OF INDIANA.IA THEY'RE IN ALL AREAS. WHEN YOU LOOK AT IT THIS WAY, THIS AGAIN, WHILE WE'RE TIGHTER GEOGRAPHICALLY, THIS IS -- THIS IS A -- THIS IS BASICALLY, THE COVERAGE OF THE ENTIRE STATE OF

INDIANA AROUND THIS STRUCTURE. >> SO THE -- WORK AT

MULTI-CAMPUS SETTING. >> OH, YES.

GO TO COLLEGE OF NORTHERN NEVADA.

THEY HAVE THREE BRANCH CAMPUSES. AUTOMOTIVE PROGRAM IN THE SCHOOL OF ADVANCED AND APPLIED TECHNOLOGY.

ANTHROPOLOGY PROGRAM, NOT QUITE THE -- THE CAREER TECHNICAL UNLESS YOU'RE - YOU'RE GOING DIGGING.

SCHOOL OF EUCATION. >> YEAH.

>> THERE IS A LOT OF THAT. >> SCHOOL OF EDUCATION AND BEHAVIORAL SCIENCES. IT IS A WAY TO TAKE WHAT YOU'RE DOING AND MOVING IT INTO A MORE COHESIVE MODEL.

JUST FOR -- FOR SHEER, WHAT COULD IT LOOK LIKE HERE ON THE LAST PAGE, IF WE TOOK A SCHOOL OF NURSING AND ALLIED HEALTH, YOU SEE THE CREDIT AND CONTINUING EDUCATION PROGRAMS THAT WOULD BE INCLUDED. IT IS THE WHOLE GAMUT.

STUDENT SUPPORT SERVICES. ADMISSION AND ENROLLMENT AND SUPPORT SERVICES AND THAT COVERS THE WATERFRONT FROM TUTORING ON.

INTERNSHIPS. AND POINT OF CONTACT.

SOME WILL ACTUALLY BE RUNNING FROM A MORE CENTRALIZED APPROACH BUT WE'LL HAVE A -- A -- A -- A LIAISON OR AN OUTPOST THAT IS WORKING WITHIN THE SCHOOL FOR THAT GROUP OF STUDENTS AND THE

STUDENT PROGRAMS. >> JUST ASK THE BOARD AS WE THINK ABOUT -- ABOUT OUR PRIORITIES FOR THE FUTURE, THINK ABOUT -- ABOUT -- ABOUT [INDISCERNIBLE] THEN WE REALLY START WITH THE END IN MIND. IT IS NOT ABOUT THE PROGRAM.

IT IS ABOUT THE JOBS. SO IF WE START THINKING HOW DO WE MANAGE HELPING BUSINESS AND ORGANIZATIONS RECRUIT STUDENTS? HOW DO WE PROVIDE THE SERVICE AND ENGAGE IN THE PLACEMENT AND WORK BACKWARD THROUGHOUT THAT PROCESS?

[01:10:01]

JUST THINKING THERE. >> YEAH.

I DON'T HAVE A -- A FIRM VIEW ON WHETHER THIS WOULD WORK OR NOT.

MY INITIAL REACTION IT MOVES US INTO THE FOUR-YEAR UNIVERSITY MODEL OF STRECK CHURG OUR EDUC-- STRUCTURING PROGRAMS. THIS IS PROBABLY THE WORST BUREAUCRACY YOU COULD IMAGINE. THE PATHWAYS MODEL WAS KIND OF DESIGNED TO BLOW THAT UP A LITTLE BIT.

THEY SAY HEY THE REAL VALUE HERE IS WHAT YOU FIND AT THE END OF THE PATHWAY AND WORKFORCE. WE WANT TO OVERLAY THE BUREAUCRACY MODEL ON SOMETHING 3 THAT IS FUNDAMENTALLY, THE MODERN WORKFORCE AND WORKFORCE TRAINING.

>> I THINK THAT'S FAIR FROM A LANGUAGE STANDPOINT.

>> MAY NEED TO CALL THEM SOMETHING ELSE.

>> BECAUSE THAT'S NOT WHAT WE WANT TO COMMUNICATE.

WHAT WE WANT TO COMMUNICATE IS THAT CAREER CENTERED LEARNING THAT -- THAT IS THERE SO THAT IN FACT WE'RE -- WE'RE REALLY HAVE BUILT UP THE EXPERTISE WITHIN EACH OF THE PATHWAYS IN THIS 3 CASE THAT UNDERSTAND THE LABOR MARKET, THE JOBS, THE EMPLOYERS, UNDERSTANDS WHAT IS NEEDED THAT IS OUT THERE AND REALLY DRIVES THAT -- THAT THROUGH. THAT'S NOT SOMETHING WE -- WE GENERALLY DO NOW. I MEAN --

>> IT IS SCATTERED IF WE DO IT. >> YEAH.

>> MAYBE THE NOMENCLATURE. AS A WAY TO QUANTIFY WHAT IS AVAILABLE IN THESE AREAS IS A GREAT IDEA.

IT TAKES YOU KNOW, 250 THINGS AND BREAKS IT OWN TO TEN.

BUT IT -- SCHOOL, I AGREE. >> WE HAD THAT FEEDBACK AS WELL. I DON'T KNOW WHAT YOU CALL IT, BUT I DO KNOW IT IS NOT THE ONE YOU JUST DESCRIBED, IT IS

OSIFIED. >> ASK THE STUDENTS.

THEY MAY RATHER BE IN THE SCHOOL OF HEALTH, MAYBE MORE MAGNETISM TOWARD DESCRIBING IT THAT WAY THAN CALLING IT A PATHWAY WHICH MAYBE THEY DON'T UNDERSTAND WHAT THAT IS.

>> I THINK WE CHOSE SCHOOL BECAUSE THAT'S MORE THE COMMON LANGUAGE AND YOU'RE CORRECT THAT COMES WITH BOTH -- BOTH -- BOTH POSITIVES AND BAGGAGE IN THAT CONCEPT.

>> I HAVE A QUESTION ABOUT BEING SCATTERED.

WE'RE SCATTERED BECAUSE THAT'S HOW OUR STUDENTS SHOW UP TO US.

NOT EVERYBODY LIVES WITHIN A MILE OF A CAMPUS THAT COULD BE

HEALTH AND ALLIED. >> THEY DON'T HAVE TO.

THAT'S SPOT ON AS PART OF ONE OF THE CHALLENGES WE ARE TRYING TO OVERCOME WITH THIS. THE DISTRICT WASN'T DESIGNED IN A WAY THAT ALLOWS EVERY COLLEGE TO OFFER EVERY PROGRAM.

SO BECAUSE EACH -- EACH -- EACH COLLEGE HAS ITS OWN UNIQUE PROGRAMS OUT THERE, CERTAINLY WE WANT TO KEEP THAT.

IT WOULD BE SILLY O REPLICATE. I PICK ON CEDAR VALLEY BUT WITH VET TECH ELSEWHERE. THAT MAKES NO SENSE TO DO THAT.

BUT BECAUSE OF THAT, THAT DOESN'T MEAN THAT -- THAT ONLY STUDENTS LIVING NEAR AND AROUND CEDAR VALLEY COLLEGE WILL ENROLL IN THE VET TECH PROGRAM. THEY COULD BE FROM ANYWHERE DOING THAT. IF YOU THINK OF A VERTICAL PATHWAY IS REALLY SUPPORTING THAT STUDENT, NOT THE PROGRAM NECESSARILY IN THE SAME WAY. HOW DO WE INSURE NO MATTER WHERE THEY LIVE IF THEY GET THE DEGREE, THEY COULD GET THAT AND COMPEL, HEY CAN TAKE ADVANTAGE OF IT OR -- OR -- OR ELSEWHERE, NOT NECESSARILY ALL GOING TO THAT ONE LOCATION.

>> THING TO THINK ABOUT WITH HEALTHCARE, EVERY CAMPUS HAS SOME ELEMENTS OF HEALTHCARE THAT WE HAVE NOW.

THIS IS A WAY TO BRING IT TOGETHER.

>> CREDIT AND NONCREDIT. >> BOTH ARE EQUALLY IMPORTANT FROM A -- FROM AN EMPLOYER POINT OF VIEW.

HOW DO WE REALLY ALIGN THOSE. >> LET ME --

>> THERAPY ON HERE. >> THANK YOU.

>> STILL HAPPENING AT MOUNTAIN VIEW.

>> YEAH. >> IN TERMS OF THE COMMENTS.

>> THIS IS A TRUNCATED LIST. I THINK WE HAVE OVER 30

SOMETHING. >> 150 DIFFERENT AREAS.

>> THE STATEMENTS MADE. IF IT IS SET UP IN SCHOOLS AND MAYBE IT IS ANOTHER NAME PUT TO IT, HOW ARE YOU SETTING IT UP SO

IT IS NOT [INDISCERNIBLE]. >> I DON'T KNOW.

I HAD ENVISIONED A COUPLE OF THINGS THAT CONNECTED SO THAT WE'RE NOT GOING TO CREATE A SEPARATE FOR EXAMPLE LABOR MARKET FOR EACH ONE OF TEM. WE'LL SHARE THAT.

WE'RE NOT GOING TO CREATE A SEPARATE CURRICULUM DEVELOPMENT PROCESS FOR EVERY SINGLE ONE. WE'LL HAVE ONE THAT OVERARCHES ALL OF IT. WHEN WE LOOK AT THE ABILITY O SCAN THE MARKET, LOOK AT WHERE THE GAPS ARE, LOOK AT WHERE THE OPPORTUNITIES ARE, THAT WILL BE MORE CENTRALLY DRIVEN ACROSS

[01:15:05]

>> IT IS A WORK IN PROGRESS BUT AMONG THE LAST COLUMN HERE.

>> I'M TELLING YOU ALL WE KNOW HERE.

>> THIS IS WHERE WE ARE. WE KNOW THAT -- THAT PROGRAMS NEED SUPPORT AND LABOR MARKETS INFORMATION DEMAND AND INDUSTRY ALIGNMENT, PROGRAM ASSESSMENT. NEW PROGRAM IDENTIFICATION IS NOT AN ISOLATED THING T ALL. CURRICULUM DEVELOPMENT, SCHEDULING STAFF AND FACULTY AND PROFESSIONAL DEVELOPMENT WILL ALL BE EMBEDDED. SOME WILL BE DIRECTLY RELATED TO THE PARTICULAR DISCIPLINE GROUP IN THE FACILITY OR WHATEVER T IS. THE IMPORTANT THING IS THAT -- THAT -- JUST AS WE TALKED ABOUT SIGNATURE DISTRIBUTE -- FOCUSED AND DISTRIBUTED. WE TALKED ABOUT HE WAY PROGRAMS WOULD BE PUT TOGETHER, SOME OF THE SCHOOL OF NURSING AND ALLIED HEALTH FOR EXAMPLE WOULD BE AVAILABLE ON ALL CAMPUSES.

IT MIGHT BE IN THE FOUNDATION COURSES.

IT MAY BE IN SPECIFIC CONTINUING EDUCATION THINGS.

IT IS STILL ABOUT PROVIDING THE EDUCATIONAL NEEDS OF THE COMMUNITY BUT IT IS -- IT IS -- IT CREATES A COHESION THAT WE DON'T HAVE RIGHT NOW. RIGHT NOW WE HAVE SEVEN OF

EVERYTHING. >> LET ME, LET ME, LET ME PLAY

OFF THAT A LITTLE. >> YEAH.

>> LET'S TAKE NURSING. WE REALLY OFFER IT ATOR FOUR LOCATIONS. EACH OF THEM WERE GRAPHICALLY BASED AND NOT AGAIN LOOKING AT THE OPPORTUNITY OF -- OF HOW WE MAKE THAT AVAILABLE ACROSS THE ENTIRE COUNTY.

>> WEST SIDE OF THE COUNTY TOO. >> AS WE THINK ABOUT THIS, THIS

GETS AWAY >> WE HAVE THIS DISCUSSION 1/2 YOU. ON THE LEFT-HAND COLUMN WE HAD STRATEGIC PRIORITIES. I LOOKED AT THINGS WE MAY WANT TO CHANGE. IN THE MIDDLE COLUMN, IT IS RECAP OF ISSUES. LANGUAGE YOU MAY WANT TO USE ND MAY NOT. THIS IS AN OPEN DSCUSSION.

LET ME GO THROUGH THESE SECTION BY SECTION AND MAKE NOTES OF WHAT YOU LIKE TO CHANGE. WE WON'T TRY TO WORDSMITH SOMETHING THIS SIZE. WE'LL GET THE ESSENCE ND COME BACK TO YOU WITH WORDING THAT WILL WORK.

WE'LL JUST WALK THROUGH IT, IF THAT'S OKAY WITH YOU.

TO BEGIN THE IMPACT DISPARITY THROUGHOUT OUR COMMUNITY, WE HAVE TARGETED UNDERSERVED COMMUNITIES THAT SEEMS TO BE DEFINITELY WHAT WE'RE ABOUT. UNDERNEATH THAT DEMONSTRATES A VALUE AND EDUCATION FOR LIVING WAGES AND CAREERS WAS SOMETHING WE NEEDED TO DO AND MAY WELL BE3 ON OUR WAY TO GETTING THAT DONE.

IT IS A QUESTION. EDUCATION AND SCHOLARSHIP SUPPORT. THIS IS ONGOING AND TO ENGAGE WITH PARENTS AND STUDENTS. THESE ARE THE PIECE THAT IS GO INTO THAT. AS WE'VE TALKED TODAY, UNDER THE CURRENT AND EMERGING ISSUES, SOME THINGS TO THINK ABOUT.

INCREASE THE SUPPORT FOR STUDENT LIFE ISSUES WHICH WE DISCUSSED INCLUDING HOUSING, FOOD, HEALTHCARE, MENTAL HEALTH, CHILDCARE AND EMERGENCY AID, A BIG PART OF OUR DISCUSSION TODAY. THAT'S ONE.

ANOTHER WAY TO CLOSE THAT GAP WHICH IS THE LAST MILE SITUATION THAT MANY OF OUR SOCIAL SERVICES ARE DEALING WITH WHICH IS -- THEY GOT DARK TRANSPORTATION. HOW DID THEY GET TO THAT DARK? WHAT IS THE LAST MILE SITUATION? LIKE A GUY PAYING 40 DOLLARS A DAY TO USE UBER. TO DEVELOP STRONGER PARTNERSHIPS WITH NONPROFITS WHICH ARE IN OUR SPACE.

WE HAVE SOME RELATIONSHIPS WITH THEM, EL CENTRO DONE EXCELLENT WORK. IT IS NOT WIDESPREAD.

BOTH ARE LOOKING TO EXPAND. THEN TO INCREASE THE WRAP AROUND SUPPORT FOR PROMISE STUDENT WHICH IS HAS EMERGED AS AN ISSUE. THESE ARE STUDENTS THAT ARE STILL FIRST GENERATION COLLEGE. WE REALLY CONTACT THEM AND

[01:20:01]

THEY DON'T HAVE THE NETWORK, MAYBE SOMETHING WE SHOULD THINK ABOUT. THIS IS A BEGINNING PLACE, PERHAPS, AGAIN, IT IS OPEN. THOUGHTS?

>> MAYBE JUST ASK A QUESTION RELATED TO THIS.

RIGHT NOW THIS IS AN IMPORTANT ITEM BUT -- BUT I DON'T KNOW THAT WE -- WITH COOKED IT INS AS CENTRIC TO EVERYTHING THAT WE'RE DOING. AS WE THINK ABOUT THE PROBLEMS WE NEED TO BE SLVING, WE -- WE HAVE THIS OPPORTUNITY WITH THE ORGANIZATION GOING TO ONE COLLEGE.

HOW DO WE -- DO WE - MAYBE AS WE JUST THINK ABOUT THIS, WHAT DO WE NEED IT TO LOOK LIKE SO THIS BECOMES CENTRIC TO WHAT WE'RE DOING AND WHAT WE'RE THINKING ABOUT RATHER THAN JUST DOTTED LINES THAT ARE OUT THERE CONNECTING IN ALL CASES BUT REALLY A PART OF WHO WE ARE. THAT MAKE SENSE?

>> THE IMPACT OF THE DISPARITY THAT'S THE PROBLEM WE WANT TO SOLVE. ARE WE ABLE TO ADDRESS THAT

ISSUE AND SOLVE THAT PROBLEM? >> DO YOU THINK THAT GOAL IS TOO BROAD IN THE SENSE WE COULD EFFECT THE ISSUE.

ARE THERE FACTORS OUTSIDE OF OUR CONTROL THAT -- THAT CAUSE US TO NOT -- NOT FOCUS INTENTIONALLY ENOUGH WITH OUR STRATEGIC PLAN ON THINGS THAT ARE IN OUR CONTROL?

>> I THINK THAT'S A SUB-BULLET HERE.

IT IS THE RIGHT QUESTION. WHAT DO WE NEED TO PAY ATTENTION TO KNOWING THAT -- THAT THE ULTIMATE GOAL IS TO INCREASE THAT -- THAT MEDIUM FAMILY INCOME AND ELIMINATE INCOME DISPARITY. YOU'RE RIGHT, THAT'S NOT -- THAT'S -- THAT -- THAT DEFINES THE BIG GOAL.

IT DOESN'T GET AT WHAT WE NEED TO BE DOING.

>> IT IS WHAT WE TALKED ABOUT THROUGH HIGHER EDUCATION.

IT CAN -- I THINK -- YOU'RE RIGHT.

IT COULD GET DIFFUSED. THIS IS OUR EDUCATION COMPONENT

AND THE SUPPORT FOR TOSE. >> WHAT IS THE PERCENTAGE OF THE STUDENTS WHO ARE LIVING IN POVERTY? THAT ARE CHARACTERIZED AS ECONOMICALLY DISADVANTAGED?

IS IT 80 PERCENT. >> 82 PERCENT.

>> 82 PERCENT. >> AND FREE AND REDUCED LUNCH.

>> IT IS HIGHER PERCENT. THAT'S WHAT IT IS IN K12 RIGHT NOW ND THE DISTRICT BUT WE GET A DISPROPORTION NAT HIGHER

LEVEL. >> 65 PERCENT OF THE STUDENTS ARE DEALING WITH POVERTY OR CLOSE TO IT.

WE LOOK AT THIS GOAL. DO WE WANT TO RECAST THE GOAL AROUND -- AROUND -- AROUND CREATING AND MEASURING THE EFFECTIVENESS OF STUDENT SUPPORTS THAT -- THAT WILL HELP THEM OVERCOME THE BARRIER THAT POVERTY IS TO ACHIEVING AN EDUCATIONAL OUTCOME. THAT'S WHAT WE CAN CONTROL.

>> I THINK THAT -- THAT -- THAT -- THAT YOU HAD TO GO FOR WHAT TWO OR THREE YEARS NOW AND BECAUSE WE HAD THIS GOAL, THEN -- THEN THE ADMINISTRATION HAS IDENTIFIED THOSE AREAS FOR OUR STUDENT THAT IS IMPACT. NOT COMMUNITY AND STUDENTS AND THE COMMUNITY AS A WHOLE WHERE THE DISPARITY LIES AND WHAT THE NEED ARE. WE CAN'T DO EVERYTHING, I THINK IT IS IMPORTANT TO HAVE A GOAL ON THIS, BECAUSE IT IS SUCH AN

ISSUE IN OUR COMMUNITY. >> THE ONE IS LINED THROUGH THAT DEMONSTRATES THE NECESSITY AND THE LIVING WAGES AND CAREER, SEEMS TO ME TO BE THE GOAL. I MEAN, THE INCOME DISPARITY IS -- IS -- IS AWFULLY BROAD. WHAT IS OUR ROLE IN THAT? OUR ROLE IN THAT IS TO SHOW THE NECESSITY AND PROVIDE THE EDUCATION FOR THE LIVING WAGE. I'M JUST THINKING MAYBE WE'RE BACKWARDS ON THAT, WITH A GOAL. THAT'S WHAT WE ANT TO HAVE HAPPEN. WE WANT FOLKS TO WALK IN OUR DOORS CAN AND GET EMPLOYED AND MAKING A LIVING WAGE.

BUT MORE THAN THAT I THINK WE WANT TO GET THEM IN THAT LIVING WAGE EVEN BEFORE, BECAUSE THEY'RE GOING TO WORK ANYWAY.

LET'S HELP THEM GET THAT -- GET THAT -- GET THAT -- A CREDENTIAL OR A CERTIFICATION RIGHT UP FRONT.

THAT'S THE SOLUTION. >> RIGHT.

>> SEVERITY OF THE PROBLEM. >> WE WOULD NEED WORDING IN THERE, THE GOAL IS THROUGH. AND I THINK IT IS STILL IMPORTANT TO HAVE THE - THE LANGUAGE IN THERE AND WE WANT

IMPACT INCOME DISPARITY. >> COMBINE THE TWO.

>> IT MAKES IT MORE CLEAR WHY WE HAVE THAT.

[01:25:03]

>> ANYBODY FLIPPING BURGERS UNDERSTANDS THAT CAN'T BE THEIR LIFE'S WORK. THERE HAS TO BE MORE.

ANYBODY DOING THAT, THE IDEA OF THE INCOME DISPARITY, YOUR FIRST JOB SHOULD TEACH YOU TO SHOW UP ON TIME, SHOW UP CLEAN, SHOW UP READY TO WORK, SHOW UP AVAILABLE TO WHAT THE REQUIREMENTS OF THE JOB ARE. LOTS OF TIMES IF THAT'S FLIPPING BURGERS, THAT'S NOT THAT HARD TO DO, BUT AT THE POINT THAT THEY DECIDE YOU NEED MORE THAN -- MORE THAN 9.75 AND CAN'T TAKE A HOLIDAY BECAUSE YOU CAN'T MAKE YOUR RENT, THAT'S WHEN THE QUESTION COMES IN, IS THERE SOMETHING BETTER? THOSE PEOPLE ARE THE ONES THAT WE NEED TO HIT THE HARDEST WITH INFORMATION ABOUT WHAT -- WHAT EDUCATION CAN DO FOR YOU.

>> YOU KNOW, WITH US, THIS NEEDS TO BE TOP OF MINE.

THIS NEEDS TO BE ON THE TIP OF 0 EVERYONE'S TONGUE ABOUT HOW WELL ARE WE DOING WITH WITH THE SALARIES FOR OUR GRADUATES? HOW WELL ARE WE DOING WITH THE PLACEMENT RATES FOR -- FOR OUR GRADUATES IN THERE? THIS IS GOAL WE'RE AT.

THE SLIDE, AND 58 PERCENT OF THE STUDENTS COME HERE WITH ONE

THING ONLY ON THEIR MIND. >> THEY DON'T WANT TO FLIP

BURGERS FOREVER. >> THERE'S SIMPLE STATEMENTS THAT COVER THE WHY OF WHY WE EXIST.

THIS IMPACT INCOME DISPARITY HAS BEEN CENTRAL, IN FACT IT IS DRIVEN AN ENORMOUS AMOUNT OF CHANGE THROUGHOUT OUR SYSTEM.

I'M HEARING PERHAPS WE NEED TO NARROW THAT SOMEWHAT.

I'M NOT SURE. THE CONVERSATION IS HERE AND DEFINITELY WILL REMOVE THE STRIKEOUT DOORS IF YOU DON'T MIND, KEEPING UP WITH EVERYTHING.

>> I WOULD SUGGEST KEEPING THAT AS THE GOAL THAT IS THERE NOW.

MOVING THE TRIKEOUT UP TO THE TOP BECAUSE IT IS -- IT IS IMMEDIATELY COMMUNICATES HOW WE'RE WANTING TO -- ONE WANTS TO IMPACT THE DISPARITY AS - LETTING PEOPLE KNOW THE VALUE, ET CETERA. WHILE WE'RE ADDING, WE DON'T NEED TO REMOVE THE BULLETS THERE, BUT I SEE THE IMPORTANCE

OF -- OF ADDING THE OTHERS. >> MAYBE NOT DEMONSTRATE THE NECESSITY AND VALUE BUT CHANGE IT SO WE IN FACT ARE -- ARE --

ARE HELPING OUR GRADUATES. >> I THINK THAT'S A DIFFERENCE.

THIS WAS -- THIS IS MAKING THE CASE THAT WE'RE THE PLACE TO COME. THIS IS ABOUT AN OUTCOME THAT WE WANT TO BE FOCUSED ON NOW ABOUT LIVING WAGES AND CAREERS.

IT IS CAREER CONNECTED LEARNING APPROACH.

SO WE CAN REWRITE THAT. >> THE TWO SENTENCES, THOUGH, FIT TOGETHER, IF WE DEMONSTRATE THE NECESSITY AND VALUE AND EDUCATION AND LIVING WAGES AND CAREERS AND TARGETING DESERVED COMMUNITIES AND INDIVIDUALS. THAT'S -- THAT TO ME SEEMS LIKE MORE OF A -- MORE OF A FLOW BECAUSE WHAT WE WANT TO DO AND

WHO WE WANT TO DO IT WITH. >> YEAH.

>> I THINK YOU'RE RIGHT ON. ONE-TWO PUNCH.

GOOD POINT. THAT'S WHY WE'RE DOING THIS.

>> YOU MENTIONED EARLIER, IT WAS A STUDENT THAT TEXTED YOU ABOUT CONCERN, CONCERN MY WORRY IS, THAT STUDENTING TEXTING YOU AND HOW MANY -- 1 PERCENT, 10 PERCENT, 20 PERCENT, THERE'S PROBABLY ANOTHER 50 TIMES THAT AND THEY'LL SAY, GIVE ME A JOB

AND I WON'T WORRY ABOUT IT. >> I KNOW THE STUDENT.

I'VE BEEN -- YEAH. >> ONE OF OUR POSTERS.

A PROMISE PROGRAM. >> YOU SAID THAT I FIGURED IT

OUT. >> SO MANY OUT THERE THAT WE DON'T KNOW ABOUT AND CAN'T KNOW ABOUT BECAUSE THEY'VE GONE OUT

IN THE WILDERNESS. >> YOU'RE SO RIGHT.

I HEAR FROM THE ONES THAT ARE DETERMINED TOO PLOW THROUGH.

I WORRY ABOUT THE ONES THAT -- 3 THAT GIVE UP AT THE FIRST, THE

ONES THAT DON'T. >> THAT'S RIGHT.

THEY JUST GET LOST. IT JUST TAKES ONE.

THEY BUILD THESE HOUSES OF CARDS TO GET THERE.

ONE CARD GOES AND SCHOOL IS WHAT GOES FIRST.

IF I'M HEARING SOME SENSE OF CONSENSUS HERE, CHANGE THE ORDER OF ONE AND TWO. ARE THERE ANY -- ANY -- ANY IN

[01:30:05]

WHAT WORDSMITH IS NEEDED? >> COMBINE ONE ND TWO.

IS THAT WHAT YOU SAID? IT IS -- IT -- IT CAN BE

COMBINED. >> I THINK IT NEEDS TO BE COMBINED. STRENGTHEN.

SHORTEN THE LANGUAGE ON ONE. MAKE TWO, THE OPENING FOLLOWED UP BY -- BY TARGETING UNDERSERVED.

>> WE COULD GET THAT. WE'LL GET THAT FIXED.

ON THIS MIDDLE COLUMN, DO YOU WANT --

>> WHAT IS THE DIFFERENCE IN ONE AND OUR IN THE MIDDLE

COLUMN? >> THIS IS ABOUT THE PIPELINE.

THAT'S THE -- THAT'S THE K THROUGH 12 BRINGING THEM FOR THE. AGAIN, IT COULD EASILY BE PART OF THAT. BUT THIS IS SPECIFIC TO OUR PARTNERSHIP FOR SCHOOL DISTRICTS, ET CETERA WHICH HAS

DRIVEN THAT. >> THAT'S A GOOD QUESTION.

WE HAVE DIFFERENTIATED STUDENTS NOT ONLY BECAUSE THEY'RE IN THE SPOTLIGHT. IT DOESN'T MEAN -- I MEAN, ALL STUDENTS DESERVE THE - THE SUPPORT THAT WE'RE -- THAT WE'RE -- WE'RE GIVING THEM BUT WE ARE PAYING PROBABLY MORE ATTENTION TO THEM THAN WE -- THE OTHER -- THE OTHER POPULATIONS IN THERE AND REALLY AND TRULY THAT'S A FAIR QUESTION THAT WE REALLY NEED TO BE LOOKING AT HOW WE SUPPORT EVERY STUDENT GOING

THROUGH TIS. >> ONE THOUGHT OF THIS.

SEEING HOW THESE STRATEGIC MANS PLAY OUT IN OTHER -- IN OTHER -- IN OTHER LARGE ENTERPRISES. YOU START WITH A STRATEGIC SET OF PRIORITIES. WE GOT ONE TWO AND THREE AND FOUR HERE. THEN YOU -- YOU IDENTIFY AND MAP TO EACH OF THOSE STRATEGIC PRIORITIES, CURRENT AND EMERGING ISSUES. THEY'RE NOT -- THESE ARE NOT MAPPED. THEY'RE -- THEY'RE -- MAYBE THEY RELATE. THEY'RE NOT EXPLICITLY MAPPED.

SO THEN -- THEN THE THIRD COLUMN BECOMES SPECIFIC ACTIONS WHICH ADDRESS THE EMERGING ISSUES. WE LOOK AT -- WE LOOK AT -- THE -- AT THE DARK STRATEGIC PLAN OR THE AIRPORT STRATEGIC PLAN, THEY WILL HAVE STRATEGIC PRIORITIES LABELED NUMBER ONE.

IMPACT THE DISPARITY WILL BE ONE A AND THEN EACH PRIORITY THAT IS IDENTIFIED IN COLUMN ONE WILL HAVE A THIRD NUMBER ATTACHED TO IT. THEN A FOURTH.

THEY IT ACTUALLY ATTACH THOSE 3 PRIORITIES TO KEEP OTHERS IN THE BUDGET AND THEY USE THE SAME MAPPING PARADIGM IN -- IN THE PERFORMANCE REVIEWS OF THE CHANCELLOR AND -- AND -- FOR -- THE EXECUTIVE OF THE ORGANIZATION AND -- AND THOSE PRIORITIES FLOW DOWN IN THE ORGANIZATION AS WELL AND USED IN PERFORMANCE REVIEWS AND SENIOR STAFF.

IT IS ONE TING. ONE SET OF -- OF -- OF -- OF -- HIGHLY LINED FOR THE BUDGET. AND VALUE PER CHANCE.

I THINK WE GOT SOME OF THAT ON PAPER.

>> I THINK THAT'S WHERE WE'RE MOVING TO.

>> THIS ACTION COLUMN IS A NOTE TO S ABOUT WHAT WE DO WITH THE

STATEMENTS. >> I WILL SAY THAT IS PROBABLY IN SOME CASES ANOTHER LEVEL DOWN COMPARED TO A DARK OR -- OR EVEN A VFW IMPORT OR -- WE'RE SO MUCH MORE COMPLEX BOTH IN TERMS OF

DELIVERY OF WHAT WE DO. >> THIS IS MEASURABLE ACTIONS THAT SOMEBODY IS ACCOUNTABLE FOR.

YOU DO A GREAT JOB IN YOUR ANNUAL PERFORMANCE REVIEW.

WE'VE CAPITULATED WHAT WE'VE DONE.

THERE'S ANOTHER LEVEL OF UTILIZATION.

>> YEAH. >> I HEAR WHAT YOU'RE SAYING.

I THINK THAT'S PART OF THE -- OF THE GOAL.

WE WANT THIS TO BE THE EAL DRIVER AND USE IT FOR THAT

PURPOSE. >> CAN YOU GET THE AIRPORT STRATEGIC PLAN SO WE CAN VISUALLY SEE WHAT THEY'RE

TALKING ABOUT. >> YES.

THE ARCHITECT OF THAT IS CHRIS POINT WHO IS THE CFO ND BEEN

CFO OF THE AIRPORT ND 12 YEARS. >> EXAMPLES OF HOW THEY HANDLE IT. WHAT HAS HAPPENED BECAUSE OF STRATEGIC PIORITIES, IT DRIVES BUDGET, EVEN WHEN OUR GRANTS ARE REPORTED, IT IS WITH THE STRATEGIC PRIORITY ATTACHED TO THEM. THIS HAS BECOME IF YOU WILL THE SCAFFOLD OF EVERYTHING WE'RE DOING.

I HAVE PEOPLE ALL OVER THE COUNTRY SAYING HOW DO YOU DO THAT? IT IS SO CLEAR ABOUT WHAT MATTERS AND WHY WE'RE HERE. WE CAN -- WHAT WE WILL DO WITH

[01:35:03]

WE DON'T NEED TO CALL STUDENTS SEPARATELY ON THIS.

WE'LL REORDER THESE AND GET THESE UNDER THE IMPACT INCOME DISPARITY AND WE'LL COME BACK TO YOU WITH IT.

MAYBE WE INCLUDED TOO MUCH. MAYBE WE HAVEN'T GOTTEN SOMETHING IN THERE. THIS IS THE FIRST RUN OF WHAT WE NEED TO DO BASED ON THE WORLD WE'RE IN RIGHT NOW IF THAT IS

OKAY AT THIS POINT. >> I ASK CURRENT AND EMERGING ISSUES FOR US TO CONSIDER. I DON'T THINK WE'VE IDENTIFIED OTHER. I THINK THEY'RE IMPORTANT TO FOCUS ON ALSO BECAUSE THESE ISSUES DON'T DIMINISH, THEY

CONTINUE. >> ET'S BE SPECIFIC.

>> CAN YOU BRING US METRICS? CAN YOU BRING US METRICS FOR THE

STRATEGIC PRIORITIES? >> WE COLLECT -- AS WE'VE DONE BEFORE, AS WE'VE DONE SOMETIMES BEFORE, I THINK THIS IS WHAT HAPPENED AS A RESULT OF THIS. WE CAN DO THAT.

WE'RE NOT AT THE POINT OF THE ONE TO ONE YET.

>> I'LL SHOW YOU SHORTLY, WE'RE DEVELOPING A REPORT CARD TYPE OF FORMAT THAT IS FRONT AND BACK SHEET WITH THE -- WITH THE -- WITH THE -- HOPEFULLY GETTING AT THE METRICS HAT REALLY MATTER AROUND -- IT IS ORGANIZED AROUND THIS TO SOME EXTENT BUT WE ALSO ALLOW FOR THE -- FOR THE -- FOR THE -- FOR THE -- FOR THE COORDINATING BOARD METRICS THAT ARE -- THAT ARE IN THERE AS WELL. SO -- I HAVEN'T SEEN A DRAFT IN A FEW WEEKS. WE'LL --

>> WE'RE WORKING ON IT. >> AND THAT.

>> OKAY. LET'S MOVE ON TO THE NEXT ONE.

>> STREAMLINE NAVIGATION THROUGH OUR SYSTEM AND BEYOND.

THIS IS -- THIS IS DESIGN IMPLEMENT STUDENT GUIDED PATHWAYS, MAKING K THROUGH 12, ET CETERA.

MUCH OF THAT WORK IS DONE. WE'RE AT A POINT OF ITS FULL IMPLEMENTATION AND WE'RE -- WE'RE EVEN -- WE'RE EVEN THINKING ABOUT WHAT IS NEXT FORWARD.

IT CAN STAY. IT CAN GO.

CREATE CONSISTENCY AND INFORMATION PROCESSES AND PROBABLY BE SOMETHING THAT IS ON MY TOMBSTONE.

>> WE CAN REALLY THINK ABOUT DESIGN OF US DIFFERENTLY AS WE HAVE HERE. MAYBE AS WE THINK THIS STREAMLINING THROUGH OUR SYSTEM THAT WORD SYSTEM IS REALLY IMPORTANT AND -- BUT SO IS THE PHRASE BEYOND.

I ALSO THINK PRE, THAT WE HAVE TO REALLY NGAGE FOLKS IN THE

PROCESS. >> GO AHEAD.

>> WHERE DO WE SEEK, WE PROBABLY DON'T, SPEAK TO 3 ACTUALLY ADVISORS NAVIGATING. I DON'T SEE THOSE -- ALTHOUGH NAVIGATION IS THERE, I DON'T SEE WHAT WE'RE TALKING ABOUT.

OUR EXPECTATION OF ADVISORS IN TERMS OF THEM BEING FULLY TRAINED AND THE NAVIGATORS. UNLESS IT IS IN THE PRIORITY IT

DOESN'T HAPPEN. >> THAT'S A GOOD POINT.

>> IT IS A GOOD POINT. IT GETS BACK TO -- TO -- TO STRUCTURE HERE IN SOME WAYS. I MEAN, WE NEED A GROUP OF ADVISORS THAT ARE FREE TO FACE-TO-FACE WITH STUDENTS WHEN THEY'RE THERE. WE NEED A GROUP THAT CAN HANDLE PHONE CALLS AND -- AND DEAL WITH IT THAT WAY.

I MEAN -- THE TWO ALMOST ARE THE SAME.

>> I THINK WE NEED TO SET A NUMBER OR A RATIO AS A GOAL BECAUSE -- IT IS EASY TO TALK ABOUT IT ANYMORE.

WE NEED ADDITIONAL. IF WE SET A GOAL OF 300, 400 TO

ONE NOW. >> NO WE'RE AT LIKE ONE TO 7 OR

800. >> PROBABLY MORE LIKE A

THOUSAND. >> RIGHT NOW.

>> WE MAY [INDISCERNIBLE]. >> [INDISCERNIBLE].

ADD MORE. >> WE COULD PUT THAT IN THE LAST FEW BUDGETS TO MEASURE SUCCESS IN AN AREA AND THAT HAS BEEN IDENTIFIED, PUT A NUMBER WITH IT.

WE BUDGET FOR THAT NUMBER. >> RIGHT.

MAYBE LOOK AT HOW WE EVALUATE THAT PROCESS.

>> AND ALSO BUILDING TRAINING. DON'T JUST -- IF THEY WANT TO DO IT OR THEY DON'T WANT TO DO IT, WE HAVE TO HAVE A TRAINING

[01:40:03]

WHEN WE HIRE NEW ADVISORS. >> [INDISCERNIBLE] IS CRITICAL.

OTHERWISE YOU'RE, WHAT DO I DO NEXT?

>> WE'RE DEALING WITH THE ADVISING AND AND A H NAVIGATE P.

[INDISCERNIBLE] IF YOU HAVEN'T IDENTIFIED WHO IS GOING TO HELP.

>> THAT STUDENTS FIRST IMPRESSION OF US.

>> YEAH. >> SO IT IS INTIMIDATING.

PARTICULARLY IF YOU DON'T HAVE THE IDEA OF IT -- THIS IS REALLY WHAT YOU WANT TO DO. THIS IS SUPPOSED TO BE A WELCOMING HOLDING IN AND HELPING YOU BECOME PART OF THE FAMILY IF YOU WILL TO CONTINUING EDUCATION.

>> THAT'S WHY OTHER STUDENTS MAKE A BIG DIFFERENCE.

IF I CAN DO IT, YOU CAN DO IT. HERE I AM.

I'M DOING IT. WELCOMING WITH A STUDENT VICE, RATHER THAN SOMEBODY RAY AROUND THE TEMPLES.

THE IDEA HAT YOU KNOW, YOU HAVE TO BE OLD AND WELL SEASONED TO BE ABLE TO DO THIS. IT IS LIKE, NO THE STUDENT

VOICES. >> IT MAY A TIERED APPROACH.

>> HAVE PEER ADVISORS AND ADVISORS AND NAVIGATORS.

SOMEBODY HAT LOOKS LIKE THEM, ALREADY BEEN THROUGH IT.

MADE IT THROUGH IT. >> I DID IT AND YOU CAN TOO.

>> WE DO THAT WITH THE STUDENTS AND OLDER ADULTS AND SOME OF

WHOM WILL BRING -- >> PART OF THIS ONE TOO.

MAYBE JUST MARY AS WE THINK ABOUT IT, OBVIOUSLY, STREAMLINE NAVIGATION. THAT'S BROAD THROUGH THE SYSTEM AND BEYOND. IN THIS ARE WE MEETING THE STUDENTS NEEDS? IT IS A WHILE SINCE WE DID RESEARCH THERE. THIS IS ONE THAT WE PROBABLY NEED TO HAVE AN ONGOING RESEARCH TO REALLY LOOK AT WHAT HAPPENED.

THE POINT IN TEAMS OF DATA AND QUANTIFYING I.

THAT'S NOT QUANTIFIED BY NUMBERS.

IT REALLY IS A PERCEPTION OF SATISFACTION, IF YOU WOULD, BY

THE USERS. >> IT IS A STUDENT EXPERIENCE STUDY. PERHAPS NOT -- NOT --

>> OUR STUDENTS. TO IDENTIFY WHERE WE HAVE [INDISCERNIBLE] AND AVE UNFATS CUSTOMER SERVICE, ET CETERA.

I THINK WE NEED TO SERVE OUR STUDENTS ON A REGULAR BASIS.

>> GLAD YOU SAID THAT, THAT'S ACTUALLY PART OF THE DISCUSSION FOR THE BUDGET AS WE GO FORWARD TO BEGIN TO REALLY BUILD A -- YOU KNOW HOW WE HAVE AN AUDIT AGENDA EACH YEAR.

WE UNDERSTOOD TO RESEARCH THIS DOING THE SAME THING THAT REALLY IS ER IS CREATING. THAT WAS THE ORIGINAL INTENT OF INSTITUTIONAL RESEARCHERS. I THINK THEY HAVEN'T EVOLVED THAT WAY WITH THE CREDITORS BUT TO REALLY CONDUCT SERIOUS STUDY ABOUT THE BARRIERS AND WHAT IS WORKING AND NOT WORKING.

>> I WOULD STREAMLINE AND FACILITATE.

>> CREATE A RESEARCH AGENDA DESIGNED TO GET AT THE STUDENT

EXPERIENCE. >> BEFORE WE LEAVE THIS PAGE, THE THREE THINGS THAT HAVE BEEN CALLED OUT THAT ARE IN PROCESS, TRANSFER TO BACK LUR RAT. WE HAVE CO-ENROLLMENT GOING ON IN NURSING WITH TEXAS TECH AND OTHERS.

IT END UP. IT IS SUPPOSED TO BE FAST TRACK

INSTEAD OF FAST TRACKED. >> OUR TRADEMARK.

>> THEY END UP COMING IN THE HOSPITALS WITH BADGES FOR BROOK HAVEN AND TEXAS TECH, THE HOSPITAL SEEMS THEM AS A POTENTIAL BS IN GRADUATE, INSTEAD OF WONDERING IF THEY'RE GIVING UP SPACE FOR THE ADN. IT IS PART OF THE SOLUTION.

AND THE FAST TRACK COMPLETION OF CORE REQUIREMENTS WHICH REFERENCES THE QUESTIONS YOU HAD IF THEY GET A CERTIFICATE FIRST, HOW DO WE FILL IN THE GAP WITH THE CORE IN A WAY THAT IS APPROPRIATE? IT BRINGS THEM INTO A PLATFORM.

>> SO THE BOARD UNDERSTANDS. WE NEED TO BRIEF THE OARD ON

[01:45:05]

OTHERS. >> THE EFFICACY IS PERHAPS PART OF OUR RESEARCH AGENDA. IT WON'T BE HE STUDENTS ALSO HOW THEY'RE PROCESSING T - THROUGH THE SYSTEM AND HELP ELIMINATE THAT. THE OTHER THING THAT IS THERE IS THE MASTER SCHEDULE PROCESS AND THE INCLUDE ADD WHICH IS COMING ALONG. LASTLY THE NEW SYSTEM.

STUDENT RECORDS AND PROVIDES TRANSCRIPTS ON DEMAND AT NO COST ELECTRONICALLY. THAT UNTANGLES A BUNDLE, INCLUDING THE FACT THAT STUDENTS ARE GOING FOR JOBS IN HEALTHCARE COULDN'T GET THEIR TRANSCRIPTS FAST ENOUGH TO QUALIFY FOR THE JOBS THEY WERE GOING TO BE OFFERED.

>> THIS IS ABOUT STREAMLINING AND FACILITATING NAVIGATION THROUGH AND BEYOND. MAKES SENSE.

PERHAPS THESE ALSO COME UNDER THIS.

THIS ONE IS ONE OF OUR SHORTER LIST OF THINGS.

N I NEED THE FEEDBACK TOO.

>> WE NEED A BULLET HERE AROUND THE CAREER RESOURCES TO GET PEOPLE IN JOBS. I MEAN, THAT NEEDS TO BE THE NUMBER ONE PRIORITY IS THAT WE PUT PEOPLE IN JOBS AND THAT WE'RE ENGAGED WITH RECRUITERS THAT WE'RE SUPPORTING -- WE'RE SUPPORTING INSTITUTIONS BUILT WITH THAT END IN MIND.

>> I THINK WE NEED O HAVE -- WHILE YOU'RE GETTING ALL OF THIS FEE FEEDBACK.

>> IN CERTAIN AREAS, MIDDLE SKILLS OKAY.

YOU GO TO UPPER MANAGEMENT. YOU GOT THE DEGREES.

I DON'T THINK YOU SHOULD FOCUS FROM DEGREES.

>> I GO BACK TO WHAT MATT TALKED ABOUT.

>> IT WAS A DEGREE PLUS. >> IT REALLY IS TAKING A LOOK WITH -- WITHIN THE DEGREES AT THE SKILLS THAT ARE THERE.

ARE THEY THE RIGHT ONES? SO YOU POINTED OUT WE'RE TALKING AND DOING WORK WITH EL CENTRO, HOW DO YOU EMBED A TRAIL HEAD IN MARKETING COURSES KNOWING THE JOBS REQUIRES IT.

THINK ABOUT IT FROM A SKILL POINT OF VIEW AND NOT -- NOT JUST -- NOT JUST CHUNKS OFE AGG. THAT ADDS BY JUST ADDING A FEW SPECIFIC SKILLS INTO EXISTING DEGREE STRUCTURES.

>> I DON'T KNOW IF IT WOULD BE UNDER THIS PRIORITY BUT WE NEED TO HAVE LANGUAAVGE SPEAKING TO THAT.

YOU KNOW. NOT JUST THE MIDDLE SKILL PREPARE FOR UPPER LEVEL JOBS TOO.

>> DEGREE-PLUS IS A GOOD TERM. >> THAT'S WHAT HE TALKED ABOUT.

>> WE NEED BOTH. WHEN WE LOOK AT 65 PERCENT OF

THE JOBS, BOTH ARE IMPORTANT. >> WE'RE FALLING SHORT IN BOTH

AREAS. >> LITTLE BUT FAR GREATER ON THE MIDDLE SKILLS THAN THE BACK LAR RAT.

WE NEED ROUGHLY 33 PERCENT, WE'RE SITTING AT 29 PERCENT.

WE'RE CLOSER ON THE BACK LORE RHETT BUT THE GAP ON WHAT OUR

BREAD AND BUTTER IS FOR GREATER. >> WE DON'T NEED IT BACK.

>> ABSOLUTELY. >> HE BEYOND IS TO WORK CAREERS AND MORE HIGHER EDUCATION, WHATEVER.

IT IS THROUGH AND BEYOND. >> OKAY, BEYOND IS NOT DEFINED.

>> I JUST REALIZED THAT. >> IT IS.

>> LET'S CLARIFY THAT. PART OF THAT IS ALSO BUILDING IN THE KNOWLEDGE SKILLS AND THE EXPERIENCE PIECES TO REALLY THERE TO. SO.

>> WE'LL BRING THIS BACK TO YOU.

>> GREAT. >> YES.

>> ONE THING. THIS GREEN LIGHT THING IS REALLY -- IT IS GROUNDBREAKING. I KNOW THERE'S SO MANY THINGS, AUNT BERTHA AND OTHER -- OTHER SOFTWARE TOOLS THAT ARE BEING DEVELOPED TO SUPPORT OUR STUDENTS.

I THINK IT IS IMPORTANT TO SEE THE INTERFACE.

[01:50:03]

YOU COULD DO ALL KINDS OF STUFF WITH IT.

IT HELPS TO UNDERSTAND HOW THIS TECHNOLOGY IS GOING TO BE USED

ON A LOT OF ISSUES. >> WE WOULD DO THAT.

I WAS TALKING TO TIM MARSHALL, THE U.S. DEPARTMENT OF EDUCATION HAS ASKED US TO DEMONSTRATE. THE WHITE HOUSE HAS ASKED US TO

COME UP. >> MAYBE WE NEED TO DO A

DEMONSTRATION FOR THE BOARDS. >> SO THE BOARD NEEDS TO SEE IT

TOO. >> MORE PLANNING.

I'M SURE LIKE WHEN WE HAD TO DO SOMETHING WITH OUR E-MAIL STUFF THAT THEY LEFT IT UP TO I.T. TO SHOW US WE COULD HAVE A SIMILAR SESSION BETWEEN THE BOARD MEETINGS AND WHATEVER.

>> WE COULD DO IT. PROBABLY SOONER RATHER THAN LATER. I DON'T KNOW WHEN THE CHRONICLE

IS COMING OUT. >> ONLY [INDISCERNIBLE].

>> MOST STUDENT FACING APPLICATIONS, WE ASK THEM TO GO VISIT. THIS IS CODED AS MY COMMUNITY SERVICES. YOU COULD TAKE ADVANTAGE OF THAT. THERE'S THE PATH.

YOU SEARCH THE WEBSITE IF GUIDED PATHWAYS.

YOU COULD SEE WHAT IS PRESENTED AS THEY'RE PRESENTED TO THE STUDENT RIGHT NOW. THAT -- YOU KNOW, THOSE THINGS ARE EASY TO FIND. IT WILL MAKE THE DEMO THAT MUCH

EASIER. >> JUST TO SHOW.

THOSE CONTINUE TO EVOLVE AS WE PROVIDE INPUT BACK TO -- BACK TO -- BACK. LISTEN TO US IN TERMS OF DESIGN.

THAT'S A GREAT EXAMPLE. WE PROBABLY HAVE A LOUDER VOICE

THAN ANYBODY ELSE. >> YOU NEED TO REALIZE, YOU COULD GET ON AN APP. THE NATIVE, THE DIGITAL NATIVES.

WE'RE NOT DIGITAL NATIVES EXCEPT FOR [INDISCERNIBLE].

>> WE WOULD BE HAPPY AT ANY TIME.

THEY'RE ALL LIVE NOW. >> GOOD.

>> WHAT ARE YOU ADDING TO HERE? JUST TO REITERATE QUICKLY.

>> WHAT WE'RE ADDING IS SOMETHING ABOUT CAREER RESOURCES AND THAT -- THAT WHOLE COMPLEX OF HINGS THAT GOES WITH THAT BECAUSE IT IS -- THAT HAS TO BE HERE FOR THE NAVIGATION TWO THROUGH AND BEYOND. WE'RE ALSO -- I JUST LOST IT.

WE'RE GOING TO EXPLAIN BEYOND. MAYBE AN END NOTE.

THAT KIND OF THING. ALSO WORKING FROM -- FROM -- FROM -- FROM THE MIDDLE -- THE SKILLS PIECE OF THIS NEEDS TO COME IN HERE AS WELL. WE GET STATEMENTS RELATED TO THAT THAT COME IN AND WE'LL BRING IT BACK TO YOU AS POSSIBLE SENTENCE TO ADD. SKILLS KNOWLEDGE AND EXPERIENCE

ON THAT. >> GOALS AND ADVISORS.

>> A GOAL FOR THE RATIO. >> IT NEEDS TO BE EXPLICIT ABOUT NAVIGATORS AND ADVISORS. WE THNEED THEM TRAINED.

>> E MAY HAVE THAT INCLUDED UNDER THE SECTION.

>> WHEREVER IT FITS. >> STAFF PROFESSIONAL

DEVELOPMENT. >> BEFORE YOU MOVE ON TO THE NEXT ONE, YOU COULD GO BACK TO THE FIRST OE.

I APOLOGIZE THAT I DIDN'T -- IN THE DISCUSSION FORGOT TO COME BACK ON THE ONE LIST ON WHAT IS CURRENTLY THERE.

COLLEGE SUPPORT, ET CETERA. THIS IS FOR -- THIS IS FOR

STUDENTS THAT COME TO US. >> RIGHT.

>> THIS IS PROBABLY NOT THE PLACE FOR -- FOR EMPLOYEES BUT -- BUT KIND OF ISSUE IT TO COME BACK TO IT.

I THINK WE NEED TO BE DOING THAT FOR EMPLOYEES TOO, ESPECIALLY IN THOSE AREAS WHERE WE HAVE SHORTAGES OF TRAINED EMPLOYEES.

>> OUR EMPLOYEES. >> YEAH.

>> OUR EMPLOYEES. I'M ALKING ABOUT THE I.T.

COURSES WHERE WE DON'T HAVE THE FACULTY FOR THAT.

>> WE'LL ADD THAT IN. MOVING RIGHT AHEAD.

>> YOU GOT A NEW AME FOR THESE INTEGRATED HIGHER EDUCATION NETWORKS. I THINK YOU SEE HOW IT HAS DEVELOPED. STRENGTHEN THE CAREER LEARNER NETWORK AND IMPLEMENT ONE COLLEGE ORGANIZATION.

THIS ONE IS -- IS PART OF WHERE WE ARE NOW.

THE CAREER CONNECTED IS EVERYTHING WE'RE TALKING ABOUT.

>> YEAH AND HOPEFULLY THAT TRANSITION WHILE -- WHILE -- WE FRAMED IT FROM AN INSTITUTION CENTRIC, WE REALLY MOVED THIS NOW TO THE STUDENT CENTRIC NETWORK.

WE ALWAYS DESCRIBED IT THAT WAY. BUT -- BUT -- BUT I THINK THAT THE LANGUAGE HERE OF THE CAREER CONNECTED LEARNER NETWORK IS

[01:55:03]

>> I'M SURE WHEN YOU COME UP WITH FINALS, YOU'LL MAKE KREBBINGS BECAUSE THERE'S TYPOS IN HERE.

>> PLEASE. LOOK AT IT SO MANY TIMES YOU

JUST [INDISCERNIBLE]. >> CNSISTENCY, RIGHT HERE IN THE TITLE. THIS STRATEGIC PRIORITY IS

ORGANIZATION. >> YAH.

>> SO I WOULD -- I WOULD SUGGEST IT ON THIS ONE, ON THE PRIORITY IN PARENTHESES, YOU PUT STUDENT CENTRICS.

STUDENT CENTRIC SPEAKS MORE POWERFULLY.

>> OKAY. TECHNOLOGY AND SOFTWARE SUPPORT.

>> THIS IS DIFFERENT THAN THE TECHNOLOGY YOU HAVE ON THIS

SIDE. >> REDESIGN STAFF AND ORGANIZATIONAL STRUCTURE TO SUPPORT ONE COLLEGE.

>> TAKE OUT AND BETWEEN THESE REDESIGN AND SAFF.

>> THANK YOU. >> WHAT HAPPENS WHEN YOU WORK AT 3 IN THE MORNING. I LOOKED AT REMOVE BARRIERS AND ASSESS NEEDS. WE JUST GOT A OND ELECTION PASSED AND WE PROBABLY HAVE DONE A LOT WITH THIS.

IT WILL PROBABLY REEMERGE AT SOME POINT.

MAYBE IT CAN COME OFF. I DON'T KNOW.

>> WHAT ABOUT SUSTAINED -- SUSTAIN NETWORK DEPLOYMENT OR

IMPLEMENTATION. >> THIS IS ON FACILITIES NEEDS.

>> FACILITIES. >> YES.

>> MAKE TAKE FACILITIES OUT OF THERE, IT IS A STAFF ISSUE.

>> LISTENING TO THIS CONVERSATION, THERE'S SO MUCH OVERLAP BETWEEN -- BETWEEN -- BETWEEN -- BETWEEN -- BETWEEN THE CHIEF PRIORITIES. WE'RE ON THE THIRD ONE.

THERE'S SO MUCH ABOUT -- I'M WONDERING WHETHER WE HAVE A CRISP ENOUGH DEFINITION OF THE PRIORITIES TO LEND ITSELF TO -- TO DISCREET IMPLEMENTATION ACTIONS AND NETWORKS.

ANOTHER WAY TO THINK ABOUT IT, OKAY, WE TALKED THIS MORNING ABOUT -- ABOUT A COUPLE OF EXTERNALLY FOCUSED THINGS, ADDRESSING POVERTY AND YOU KNOW SUPPORTS.

THOSE ARE THROUGH COMMUNITY COLLABORATION.

THOSE ARE TWO BIG EXTERNAL THINGS WE'RE WORKING ON.

WAY OUR BUDGET IS SET UP. IS TH- WE GOT OPERATIONAL THINGS RELATING TO OUR HUMAN CAPITAL THAT CHANGE AS WE MOVE TOWARD ONE COLLEGE SYSTEM AND -- YOU KNOW, SCHOOLS AND ALL OF THAT.

THAT'S THE LABOR SIDE OF THE HOUSE.

WE GOT A ILLION DOLLAR CAPITAL, BILLION DOLLAR-PLUS CAPITAL PROGRAM THAT ACCOMPLISHES OUR FACILITIES AND I.T. AND THOSE THINGS. I'M JUST WONDERING WHY -- WE WANT TO THINK ABOUT -- ABOUT REORIENTING OUR BUCKETS.

WHAT ARE THE TOP TWO OR THREE EXTERNAL THINGS THAT WE'RE TRYING TO IMPACT? SET UP STRATEGIC PRIORITIES AND FIT THE STUFF IN THERE. TAKE WHAT DOESN'T RELATE.

WE HAVE A GOULASH AND WE NEED TO BE ORGANIZED AND TRACK THEM AND HAVE METRICS AND BE ACCOUNTABLE FOR THEM.

>> WE'RE THINKING LIKE ON THAT TOO.

THIS REALLY IS THE GOAL OF GETTING MORE SPECIFIC, MORE -- BETTER METRICS RELATED TO WHAT IS THERE.

WHEN WE DON'T HAVE CLEAR METRICS, HOW DO WE EVALUATE PA

GOING FORWARD. >> THEY'RE THE MOST GRANULAR PART. ANYTHING THAT IS LISTED AS A PRIORITY -- OR IS A REOCCURRING ISSUE.

WE OUGHT TO HAVE A TIMELINE ATTACHED TO IT.

EVEN AS IF WE'RE GOING TO COMPLETE PLANNING BY X DATE.

THAT'S A METRIC. YOU KNOW WHETHER YOU DID IT OR NOT. THERE'S SO MUCH.

THERE'S SO MONEY OVERLAP. >> WE'RE MANNING THE FACILITIES STUFF. IN TERMS OF DRIVING IT FORWARD AND SEEING, IS THERE ACCOUNTABILITY IN PROGRESS IN THESE AREAS WHEN THEY'RE ALL MIXED TOGETHER LIKE THIS.

>> THOSE ARE GOOD PINTS. LET'S WORK THROUGH THIS AND THE SECOND ITERATION COME BACK. WE COULD ADDRESS THAT.

>> SURE. >> THANK YOU.

>> WE -- AND -- WE APPRECIATE THAT TOO.

WE REALLY HAVE BEEN BUILDING OFF OF THE PAST WHERE WE STARTED WITH A BLANK SHEET OF PAPER A FEW YEARS AGO AS YOU RECALL.

[02:00:01]

>> WE SEE THESE MAPS IN ONE PRIORITY.

>> THAT'S SOMETHING I'LL KEEP IN MIND COMING BACK TO YOU.

WE LOOK AT IT CRITICALLY THAT WAY.

JUST QUICKLY ON THE CURRENT AND EMERGING ISSUES.

SELECT AND IMPLEMENT THE PIECES. THAT'S ALMOST OPERATIONAL.

WE GOT TO DO IT. WE CAN'T RUN THIS PLACE WITHOUT IT. THE CONTINUED APPROPRIATE PARTNERS AND TUDENT NEEDS. WE PROBABLY COVERED THAT IN ANOTHER ONE. REBRANDING TRIPLE CD, HAS TO HAS BEEN. IT IS NOT -- IT IS -- IT IS GOING TO HAPPEN. IT IS SUPPORTING THIS.

>> YEAH, WE'RE -- THIS IS A BOARD AGENDA ITEM TODAY DEALING WITH -- WITH RELATED TO THAT. THAT'S -- THAT'S -- THAT'S -- I

DON'T KNOW THAT -- THAT -- >> THAT DOESN'T BELONG HERE.

>> IT PROBABLY DOESN'T. >> I AGREE.

>> THAT'S A BIT OPERATIONAL. >> WE BROUGHT THEM TO YOU.

>> REATE IMPLEMENT A NEW BUDGET ALLOCATION MODEL TO SUPPORT ONE COLLEGE ORGANIZATION IS INTEN.

IT ILL CHANGE THE WAY WE BUDGET.

IT IS THERE TO LET YOU KNOW, IT IS AN EMERGING ISSUE.

THE BOND PROGRAM AND CREATE ENHANCED WELCOMING ENVIRONMENT AND VISIBLE FRONT DOOR AND SERVICES THAT ATTRACT COMMUNITY ENGAGEMENT IS SOMETHING WE HAVE TO DEAL WITH BECAUSE OUR COLLEGES ARE ISOLATED. THEN PREPARE FOR NEW ROLES RESULTING FROM THE ONE COLLEGE CHANGE I THINK IS VERY MUCH PART OF -- OF THIS -- THIS IMPLEMENT THE ONE COLLEGE ORGANIZATION THAT -- THAT IS PART OF THIS. I THINK -- I THINK THE SAME THING YOU ARE, WE NEED TO -- WE THEY'D TO RESHAPE THESE A BIT AND BRING THEM BACK FOR THE NEW ERA.

I THINK WE NEED A STRATEGIC PRIORITY THAT IS FOCUSED ON DEVELOPMENT. WE NEED TO ADD A PRIORITY.

THERE'S TOO MUCH GOING ON IT IS VERY IMPORTANT THAT THE EMPLOYEES NEED TO UNDERSTAND CLEARLY VERSUS HEARING IT THROUGH THE PHONE LINE AND IT GETS TOTALLY DISTORTED FROM WHAT IT REALLY IS AND TWO, BECAUSE WE DO HAVE THE POSSIBILITY THAT WE WILL HAVE TO RETRAIN EMPLOYEES TO FILL THOSE AREAS.

WE JUST NEED TO HAVE A -- A MORE ROBUST PROFESSIONAL DEVELOPMENT PROGRAM IF WE DON'T HAVE IT AS A SEPARATE STRATEGIC PRIORITY AND SCATTERED THROUGHOUT. FOR THAT.HAVE A COHESIVE PLAN -

>> NO. THROUGHOUT THE DISTRICT, I WOULD SAY THAT'S TOP OF MINE FOR -- FOR MOST EMPLOYEE GROUPS.

I WOULD SAY PARTICULARLY TODAY, THAT IS --

>> THAT'S WHERE WE WOULD, YOU TALK ABOUT THE ACULTY DEVELOPMENT CENTER, WHATEVER YOU CALL THAT.

THAT'S -- WE HAVE TO QUIT TALKING ABOUT IT.

WE -- >> WE ACTUALLY HAVE [INDISCERNIBLE] BE IN THIS -- IN THIS ONE AND - AND -- AND ANOTHER ONE THAT FOLLOWS. SEVERAL STATEMENTS ABOUT PROFESSIONAL DEVELOPMENT, AND I CAN COLLAPSE INTO THAT.

>> THERE ARE ACTUALLY MODELS. ENTIRE STATES THAT PUT THAT IN FOR -- FOR ENTIRE STATE SYSTEMS TO DO THAT.

>> THERE'S A NUMBER OF THINGS. >> WE'LL WORK WITH THIS ONE AND BRING IT BACK TO YOU. THE NEXT ONE IS PRY HEAR PROVIDER. THE SUPPLY CHAIN THROUGH THE REGION. AGAIN WE HAVE A LINE OF BUSINESS AND INDUSTRY WORKFORCE AND REQUIREMENTS.

IT IS WHAT GOES WITH IT. EXPANSION OF SMALL BUSINESSES WHICH WE'RE THE BUSINESS OF. AND RESPONDING TO SKILL STEPS.

AND SUPPORT BUSINESS AND INDUSTRY INNOVATIVE SOLUTIONS WHICH IS A NEW NE THAT MAY OR MAY NOT GO IN THERE.

UNDER CURRENT AND EMERGING ISSUES, IT IS THE EMPLOYER DRIVEN EDUCATION MODELS TO IMPLEMENT APPRENTICESHIPS.

THIS -- EXPAND -- THIS IS ALL ABOUT THE SKILLS AND EXPERIENCE DEVELOPMENT CONVERSATION WE HAD TO EXPAND REGISTERED APPR APPRENT APPRENTICESHIPS.

THE MEETING IN AUSTIN, HOW DO WE CAPTURE THAT AND RECORD IT AND REALLY GET CREDIT FOR IT, US AS WELL AS THE STUDENTS.

THE FINAL ONE TO DEVELOP AN INNOVATION HUB SUPPORTING SMALL BUSINESS DEVELOPMENT, ENTREPRENEURSHIP, TECHNOLOGY APPLICATIONS AND ACCESS TO CAPITAL, ALONG WITH DEMAND AND SKILLS NEED AND HIGHER EDUCATION AND OTHER PARTNERS.

WE ARE IN THOSE CONVERSATIONS NOW.

WE JUST HAD A REALLY GREAT ONE WITH UNT ON HOW TO WORK TOGETHER. WE'RE THINKS OF SMU AND OTHERS.

THIS IS A DIFFERENT ROLE FOR US. IN THE INNOVATION HUB WHATEVER

[02:05:02]

IT IS WHAT DALLAS OUNTY NEEDS BUT WE ALSO HAVE OTHER PARTNERS THAT WANT TO PLAY WITH US IN THIS SPACE.

WE NEED THE AVENUES TO DO IT. >> WE SEE WHERE IT EVOLVES.

PARTICULARLY SMU AND THAT SPACE WITH THEIR SCHOOL OF ENGINEERING. THEY GOT TWO MASTERS PROGRAMS IF THEY WANT TO HELP WEAVE INTO THIS.

ONE IS IN DESIGN THINKING AND THE OTHER IS RELATED TO MASTER MACRO SPACE AND THAT WORKS. WE'RE GOING TO HAVE A PLANNING SESSION COMING UP FOR SMU. WE ALREADY DONE IT WITH UNT.

WE HAVE THIS PARTICULARLY SUPPORTING THE CULINARY AROUND URBAN AGRICULTURE WITH THE RESEARCH CENTER THERE AT COLT

ROAD AND BUSH. >> IS IT GOING TO BE SOMETHING MORE THAN MASTER GARDENER CLASSES?

>> RIGHT. IT IS APPROPRIATE AND WE KNOW, I SAW IT TEN YEARS OR SO AGO IN LOUISIANA WHERE ALL OF THE CHEFS WERE GETTING EVERYTHING FROM ROOFTOP GARDENS DOWNTOWN.

HOW DO WE PROMOTE THAT? >> PARKING CONTAINERS BEHIND THE RESTAURANTS THAT ARE VERTICAL GARDENS.

>> TEXAS IS ONE OF THE STATES THAT DOESN'T HAVE SYSTEM COLLECTING THE DATE AS OPPOSED TO INDIANA OR SOUTH CAROLINA WHERE THEY ROUTINELY COLLECT THAT.

THAT'S THE MEETING ON THE 17TH WHERE WE BROUGHT TOGETHER --

>> TRI-AGENCY EFFORT. >> TO GET GREAT SUPPORT FROM BRIAN DANIEL WHO IS THE CURRENT CHAIR OF THE TEXAS WORKFORCE COMMISSION. HE WAS A FORMER ECONOMIC DEVELOPMENT LEAD FOR GOVERNOR IN THAT.

SO HE GETS IT IN HIS OWN BOARD. SO WE PUT TOGETHER A LIST.

THIS IS WHERE WE'RE INVITING THE COORDINATING BOARD AND T.E.A.

AND OTHER COLLEGES. THE OAL IS -- IS TO DEVELOP WHAT NEEDS TO BE TRACKED. HOW DO E BEGIN TO COLLECT THAT

AND REPORT THAT? >> HOW DO WE GET IT DONE?

>> IT MAY REQUIRE LEGISLATIVE CHANGES.

WE DON'T KNOW. >> WE GOT THE GREEN LIGHT PLATFORM IS PERFECT TO DOING IT. WE'RE WORKING ON THAT FOR OURSELVES RIGHT NOW. THE -- THE GOAL WOULD BE TO -- TO HOW DO WE -- HOW DO E MAKE THIS A STATE PRIORITY? I DON'T THINK I DON'T THINK LEGISLATION IS ARE REQUIRED.

WE'LL CREATE THE PERMANENCE OUT THERE.

THERE'S STATUTE RELATEUTD TO TH INDUSTRY BASED CERTIFICATIONS.

THERE'S A LAW THAT REQUIRES THE WORKHORSE COMMISSION TO AGREE.

THAT'S THAT LIST OF 249 THAT WE'LL NEED TO START TRACKING OURSELVES THAT -- THAT IS INTERNAL.

THE TROUBLE IS THE T.D.A. DEVELOPED A LIST AND SENT IT TO THE WORKFORCE COMMISSION AND THEY NEVER RESPONDED BACK TO THEM. T.E.A. SAID THAT'S THE LIST.

SO -- SO ANYWAY, I THINK THAT'S PROBABLY GOING TO HAVE SOME

REFINEMENT GOING FORWARD. >> EMERGING ISSUES.

>> ARE WE SAYING THAT WE WANT TO GO AFTER SOME EXCLUSIVITY TYPE OF AGREEMENTS THAT -- THAT WE WANT TO DEAL WITH EMPLOYERS

ON A ONE-ON-ONE BASIS LIKE THAT? >> IT IS A BENEFIT THAT EMPLOYERS ARE PROVIDING TO EMPLOYEES.

WE'RE -- WE ARE LOCKED OUT FOREVER FROM UBER AND STARBUCKS AND WALMART EPLOYEES, THEY WON'T COME TO US BECAUSE OF THE EXCLUSIVE AGREEMENT THAT THE EMPLOYERS ARE PROVIDING ALREADY, UBER, STARBUCKS AND SO FORTH WITH ARIZONA STATE.

WE WANT TO FIND THE NEXT COMPANIES THAT --

>> RIGHT. >> TO BE COMPETITIVE.

I THINK, AGAIN WE'RE CONTINUING TO TRACK COMPANIES.

THESE ARE JUST EXAMPLES. >> THESE ARE VISIBLE ONES.

WE DON'T SEE THE ONES IKE SOUTHERN NEW HAMPSHIRE, THEY'RE STEALTH HEN THEY GHUM AND SIGN THE DEALS WITH THAT.

>> THEY EVEN PUT [INDISCERNIBLE] ON THEIR BUSES.

>> I WOULD HAVE TO ASK, A COUPLE OF YEARS AGO WE MET WITH ARIZONA STATE AND THEY TOLD US PRECISELY HOW MANY THAT IS RESIDENTS WERE -- WERE WORKING AT STARBUCKS AND ENROLLED IN CLASSES. WE HAVE NO WAY OF KNOWING.

ARIZONA STATE VOLUNTEERED THAT. >> I THINK THE PIECE HERE, TRUSTEE JAMESON, WE GOT TO ADAPT TO THIS ENVIRONMENT AND BE MORE

[02:10:06]

GET QUICKLY. >> CAN WE SERVE AT EVERY POINT

AND EVERY STATE? >> THAT NEEDS TO BE AGAIN A BIG PART OF THE -- OF THE OBJECTIVE. AGAIN, SOME HAVE -- DON'T -- DON'T THINK ABOUT THIS TRADITIONAL PROVIDERS.

AT&T LOCKED IN TWO -- TWO ENTITIES, GEORGIA TECH OR -- FOR ALL OF THEIR DEGREES IS ASSOCIATED WITH AT&T AND THEN AUDACITY, IS A MOOT PROVIDER TO DO THAT.

OTHER COMPANIES ARE DOING IT. WHAT WAS THE COMPANY I MENTIONED YESTERDAY? LOCKING IN -- IN AS WELL.

PROVIDERS OWN EXCLUSIVE. THIS IS GENERAL ASSEMBLY AND CODING. PEOPLE ARE GETTING EDUCATION WHERE THEY CAN GET IT QUICKLY. EFFICIENTLY AND IT MAKES A DIFFERENCE TO THEIR EMPLOYER. WE OT TO MAKE SURE WE'RE IN

THAT LIST. >> WE'RE NOT CURRENTLY SET UP

TO DO THAT, RIGHT? >> NO.

>> SO BY HAVING THIS PRIORITY, THEN WE BUILD A -- A FRAMEWORK,

AND BE ABLE TO MOVE IT QUICKLY. >> MAKE SURE IT STAYS ON OUR

RADAR. >> TIM, WHAT DOES IT COST TO DO THAT? DO WE HAVE THE CAPABILITY TO SERVE A NATIONAL EMPLOYER WITH 250.

>> WE'RE OUT THERE WITH APPRENTICESHIP PROGRAMS.

>> THEY'RE TAKING TRADITIONAL CREDIT AND NONCREDIT COURSES ONLINE. WE WOULD HAVE TO CHANGE SOME OF OUR POLICIES AND PROCEDURES AS TO HOW WE GO FORWARD WITH FACULTY IN THAT ENVIRONMENT. LIKE SOUTHERN NEW HAMPSHIRE, YOU DON'T HAVE TO LIVE IN NEW HAMPSHIRE TO TEACH FOR THEM.

FOR THE UNIVERSITY OF PHOENIX, I USED TO TEACH FOR THEM WHEN I LIVED IN JACKSONVILLE FLORIDA. OUR FACULTY ARE FROM THIS AREA.

WE WOULD HAVE TO CHANGE THE POLICIES AND PROCEDURES.

WE'RE -- [INDISCERNIBLE] THAN OTHER INSTITUTIONS TO DO THIS BECAUSE OF THE STRUCTURES THAT WE HAVE IN PLACE ALREADY.

>> AND THERE ARE TECHNOLOGIES, BUT MORE LIKE WE'RE GETTING INTO AND FIGURING OUT HOW TO TRACK AND GO FORWARD MORE THAN ANYTHING ELSE AS WE EVOLVE WITH OUR NEW PLATFORM AND THAT -- THAT WILL -- THAT -- WE'LL BAKE THAT INTO THE MODEL.

IT IS ACTUALLY MORE OF AN ORGANIZATIONAL PROBLEM AND A RELATIONSHIP ISSUE THAN ANYTHING ELSE THAT -- THAT -- THAT WE'VE SEEN OUR MARKET AS INDIVIDUAL STUDENTS COMING TO US RATHER THAN EMPLOYER, PARTICULARLY IN THE C SUITE WHERE THEY'RE MAKING THESE DECISIONS. WE TENDED TO WORK FOR HR SIDE OF THAT. THAT'S NOT WHERE THESE DECISIONS

ARE BEING MADE. >> ON OUR RADAR SCREEN.

I THINK IT IS WHY IT IS IMPORTANT TO BE INCLUDED.

>> IF YOU CAN GET ONE, THEN THE NEXT 12, 19 MONTHS, ONE NATIONAL

>> WHO IS STARTING TO THINK ABOUT MOVING.

>> I'M CONSCIOUS OF OUR TIME. WE GOT TEN MINUTES.

WHAT I LIKE TO SUGGEST ON THIS LAST ONE BECAUSE IT INCLUDES A LOT OF PROFESSIONALS. LET ME REWORK THAT -- THAT -- AND BRING THAT BACK TO YOU. WE AVE THAT FOCUS.

IT DOES SAY -- SAY HIGH PERFORMING WORK ENVIRONMENT AND LEADING TO EMPLOYEES AND STUDENT SUCCESS.

I THINK -- I THINK THIS ONE, BECAUSE OF OUR CONVERSATION MAY BE WISE TO BRING IT BACK TO YOU AS A EPARATE THING ON PROFESSIONAL DEVELOPMENT. THIS ONE CUTS ACROSS LEADERSHIP AND MANAGEMENT SCHOOLS TRAINING FOR ADMINISTRATIVE POSITIONS DESIGNED TO BUILD AN INCLUSIVE ENVIRONMENT FOR STAFF AND CAREER PATHWAYS AND PROFESSIONAL DEVELOPMENT, AND LEARNING IN TODAY'S ENVIRONMENT AND MIX OF STUDENTS AND OUR FACULTY PIECE.

THOSE WE MENTIONED OR THE ADVISORS WILL COLLAPSE INTO

ANOTHER -- >> WE'LL BE COMING BACK WITH SOME MORE GRANULAR TYPES OF THINGS HERE BUT WHETHER OR NOT THIS IS PART OF THE BOARD PRIORITIES OR NOT.

I'LL GIVE YOU AN EXAMPLE. WITH OUR WORK, WE'RE LOOKING AT THE COLLEGE AND ONE THING WE UNCOVERED IS A LACK OF CAREER PATHWAYS THAT ARE OUT THERE FOR -- FOR -- FOR EMPLOYEES AND -- THAT 35 PERCENT OF OUR SUPERVISORS HAVE TWO EMPLOYEES OR LESS THAT THEY'RE SUPERVISING WHICH IN ITSELF LIMITS THE -- THE OPPORTUNITY -- THE OPPORTUNITY FOR THAT.

[02:15:02]

IT ALSO WHERE WE HAVE NINE LAYERS WITHIN THE -- WITHIN THE -- WITH THE ORGANIZATION, ZERO DOWN FOR THAT, MEANING THE ABILITY TO ENGAGE IS -- IS SOMEWHAT LIMITED ONCE -- ONCE -- IT IS VERY LIMITED ONCE YOU PROBABLY GET BELOW FIVE OR SIX

LEVELS IN THE ORGANIZATION. >> SO THESE ARE THINGS THAT WE'LL BE COMING BACK WITH. NOT NECESSARILY POLICY, BECAUSE THERE MAY BE A GOOD REASON AND WE DON'T KNOW NOW AND WE'RE NOT TRACKING THIS, WE HAVE ANECDOTAL EXAMPLES OF LOSING PEOPLE BECAUSE OF A LACK OF A CLEAR PATHWAY THAT IS OUT THERE.

THAT'S SOMETHING THAT WE -- THAT WE --

>> THAT WE HAVE. >> I WOULD ADD TO THIS.

WE HAVE BEEN CONDUCTING A WIDE RANGE OF -- OF SESSIONS WITH OUR EMPLOYEES. WE HAVE CAFES GOING ON AND COMBINED GROUPS OF STAFF TOGETHER ALL ABOUT WHAT IS THIS ONE COLLEGE WE WANT TO BCOME? ONE THEME COMING THROUGH IS EXTRAORDINARILY POSITIVE FOR THE -- FOR THE -- FOR THE DIRECTION WE'RE HEADED. THE OTHER IS THE -- IS THE WANT TO BE ENGAGED ND HAVE OPPORTUNITIES TO GROW WITHIN THE ORGANIZATION IS ALSO COMING THROUGH VERY STRONGLY.

WE HAVE THAT -- WE THAT DATA NOW THAT IS BEING COLLECTED OUT OF THIS PROCESS. LET'S BRING THIS BACK TO YOU.

I'M AWARE THAT WE GOT FIVE MINUTES LEFT.

IF THAT WORKS. >> I GOT SOME I LIKE TO PUT ON

THE TABLE. >> SURE.

>> FOR THEM -- THE NEXT ITERATION OF THE PLAN TO SEE IF WE AGREE. WE NEED DIVERSITY, EQUITY AND INCLUSION IN THAT TO INCLUDE THE EMPLOYER RESOURCE GROUPS.

WE DON'T HAVE AN OFFICIAL ARRANGEMENT WITH OUR EMPLOYEE COUNCIL CURRENTLY. WE NEED TO LEGALLY HAVE -- HAVE -- HAVE -- HAVE A CONNECTION BETWEEN THEM.

I DON'T THINK WE HAVE ANYTHING THAT IS POLICY AND PRACTICE BUT NOT NECESSARILY POLICY. QUE WE NEED TO LOOK AT THOSE ISSUES. THAT'S STRATEGIC PRIORITY AND INCLUDE THE EMPLOYEE RESOURCE GROUP.

>> DID THE LAST ONE GET AT THAT?

THAT WAS PART OF THE INTENT. >> I THINK IT HAS TO BE SEPARATE. I DON'T THINK IT NEED TO BE -- YOU HAVE TO GO LOOK THROUGH A BUNCH OF BULLETS FOR IT TO JUMP OUT AT YOU. IT IS TOO IMPORTANT N ISSUE.

>> THIS LAST ONE IS TO EXPLORE APPROPRIATION.

>> THAT'S WHAT I'M TALKING ABOUT.

>> YOU HAVE TO GET OWN TO THE LIST.

>> I THINK IT NEEDS TO BE A WHOLE SEPARATE PRIORITY BECAUSE -- IT IS TOO IMPORTANT AN ISSUE FOR -- TO JUST MAKE IT A BULLET POINT BECAUSE WE DON'T GET THERE AND WE DON'T GET AND WE DON'T

GET THERE. >> WE BRING IT BACK TO YOU.

>> THAT COULD BE INCLUDED, YOUR REMARKS EARLIER, JOE, TO WE LOOK AT OUR POSITION ND DO THEY NEED THE MASTERS, ET CETERA.

I TALKED ABOUT PROFESSIONAL DEVELOPMENT.

THEN WHILE IT IS IMPLIED IN THERE, NOWHERE IN THERE IS THE WORDING AND TEACHING AND LEARNING IN ANY OF OUR STRATEGIC PLANS. SO POSSIBLY DO A PURPOSE STATEMENT, A STATEMENT TO THE STRATEGIC PLAN.

LEARNING AND INSTITUTION, HOW YOU WANT TO WORDSMITH IT.

IT IS IMPORTANT THAT THOSE WORDS BE IN THERE.

>> WE CAN LOOK AT THAT. ANY OTHER THINGS FROM THE TRUSTEE AS WE GO INTO -- INTO 2.0?

>> I THINK I USED THE WORD GOULASH EARLIER.

YOU HAVE A LOT OF COOKS IN THE KITCHEN ON THIS.

IF YOU -- IF YOU WANT TO IMAGINE THE DIFFERENT TAXONOMY AND LOSING THE INTEGRITY OF THE CONTENT THAT WOULD MAKE IT MORE INTELLIGIBLE ND ASSESSABLE AND AMENABLE TO LOOSE AND A STRATEGIC MANNING PROCESS THAT CONTEMPLATES THE BUDGET AND ALSO PERFORMANCE REVIEWS. BRING IT -- I WOULD ENCOURAGE IT TO BRING IT TO US AS A RECOMMENDATION.

THIS THING EVOLVED. WE GOT ALL OF THE IMPORTANT STUFF THERE. IT IS NOT JUST [INDISCERNIBLE].

ANY OF THE CONTENT, HOW YOU ORGANIZE IT AND MAKE A BROAD

CHANGE IN THE ORGANIZATION. >> SURE.

>> WE CAN CERTAINLY LOOK AT THAT.

>> THIS IS THE BEGINNING -- THIS WAS THE BEGINNING SESSION ON OUR STRATEGIC PLAN FOR THE COMING YEAR WHICH WILL DRIVE BUDGET ABOUT WHEN THAT PROCESS BEGINS.

IT IS NOT A COMPRESSION PLANNING SESSION.

WHAT DID YOU THINK OF THE FORMAT.

[02:20:02]

YOU LIKE TO SEE A COMBINATION? >> COMBINATION.

>> PLANNING IS GOOD. I LIKE THIS TOO.

IT IS COMPRESSION PLANNING HELP3 US GET TO THINGS QUICKLY.

HOWEVER, IT DOESN'T GIVE US ENOUGH OPPORTUNITY FOR DISCUSSION. SO MAYBE -- MAYBE COMBINATION.

>> THIS IS ALMOST -- THIS MAY BE A PRECOMPRESSION PLANNING.

WE'VE DONE IT. >> YEAH.

>> EVERYBODY WALKS THROUGH THE ISSUES.

>> THAT MAKES SENSE. >> THEN WE MOVE INTO SOMETHING

ELSE. >> WE HAVE THE DISCUSSION AND CAN CAN GET DOWN INTO SOMETHING THAT COMPRESSION PLAN.

>> NOW WE READ THIS AND WE DIDN'T HAVE THIS COMING IN SO YEAH. IF WE WOULD HAVE HAD THIS COMING IN, I THINK OUR -- WE COULD HAVE EVEN HAD MAYBE A BETTER

DISCUSSION. >> E'RE GOING TO HAVE A SECOND ITERATION JANUARY 17TH. WITH ANY LUCK WE'LL DO THAT.

YES. >> IS IT POSSIBLE TO GET THE

DRAFT TO US A WEEK BEFORE? >> YEAH, WE'LL DO THAT.

>> WE WANTED TO GIVE YOU THE CONTEXT AND PROVIDE WITH WHAT WE'RE THINKING AND OPEN DISCUSSION WITH YOU AND MOVE TO

WHAT NEXT. >> AND WE'RE MOVING THIS UP.

WE REALLY WANTED TO GET THIS DONE SO THAT WE CAN USE THIS INFORMATION BECAUSE THE COLLEGES NEED IT FOR THEIR PLANNING.

WE NEED IT FOR EVERYBODY. JUST TO BE CLEAR, WE NEED O

BEGIN THE PROCESS IN NOVEMBER. >> RIGHT.

>> WE HAVE THAT AS A STANDARD DATE FOR THE COMING YEAR.

* This transcript was compiled from uncorrected Closed Captioning.