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IT IS SEPTEMBER 8TH, 2020, 1:30 PM.WE ARE HOSTING THE DALLAS COLLEGE BOARD AUDIT COMMITTEE MEETING TODAY.
I AM GOING TO SHARE MY SCREEN QUICKLY.
[NOISE] NO, THERE'S SOMETHING I WANT TO SHARE THERE WE GO.
[LAUGHTER] WE ARE SHARING THE AUDIT COMMITTEE MEETING AND WE'RE BEGINNING.
I'M GOING TO START WITH A ROLL CALL TO CONFIRM A QUORUM.
[1. Roll Call - Announcement of a Quorum]
CHAIR FLORES, ARE YOU PRESENT?>> TRUSTEE COMPTON ARE YOU PRESENT?
>> TRUSTEE ZIMMERMANN, ARE YOU PRESENT? TRUSTEE ZIMMERMANN, WE DIDN'T QUITE HEAR YOU.
COULD YOU TRY THAT AGAIN. ARE YOU PRESENT?
>> TRUSTEE RITTER, ARE YOU PRESENT?
>> TRUSTEE BRAVO, ARE YOU PRESENT?
>> TRUSTEE JAMESON, ARE YOU PRESENT? DR. MAYER ARE YOU PRESENT?
>> THAT CONFIRMS THE QUORUM FOR BOTH THE FULL BOARD AND ALSO THE AUDIT COMMITTEE.
TRUSTEE ZIMMERMANN, YOU MAY BEGIN BY CERTIFYING THE MEETING.
[2. Certification of Notice Posted for the Meeting]
>> IN ACCORDANCE WITH THE SUSPENDED RULES, WE CERTIFY THAT NOTICE OF THIS COMMITTEE MEETING HAS BEEN POSTED ONLINE FOR AT LEAST 72 HOURS.
ALTHOUGH MEMBERS OF THE BOARD ARE NOT GATHERED IN A CENTRAL LOCATION, WE DO HAVE A QUORUM IN ATTENDANCE OF THIS MEETING BY VIDEO CONFERENCE OR TELEPHONE CALL.
WE ARE MEETING YOU AT CISCO WEBEX SOFTWARE APPLICATION WHICH ALLOWS TO RAY COMMUNICATION FOR INVITED PARTICIPANTS AND THE SWAG IT PLATFORM WHICH ALLOWS FOR PUBLIC VIEWING THROUGH A POSTED WEB LINK.
AS WE WOULD AT ANY IN-PERSON MEETING, MEMBERS OF THE PUBLIC WHO HAVE FOLLOWED THE INSTRUCTIONS ON THE DCCCD BOARD OF TRUSTEES WEBSITE, FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION, WILL BE UNMUTED FOR FIVE MINUTES TO SPEAK.
IF THE SPEAKER SUBMITTED WRITTEN COMMENTS IN ADVANCE, THE BOARD LIAISON WILL READ THE COMMENTS INTO THE RECORD BEFORE OR DURING THE BOARD'S CONSIDERATION OF THE ITEM.
IF YOU WOULD LIKE TO PROVIDE COMMENT AT A FUTURE MEETING CONDUCTED BY VIDEO CONFERENCE OR TELEPHONE CALL, PLEASE FOLLOW INSTRUCTIONS ON THE BOARD'S WEBSITE.
ALL OTHER MEETING PROCEDURES WILL ADHERE TO BOARD ADOPTED PROCEDURES TO THE EXTENT COSTS.
THE COMMITTEE MEETING IS BEING BROADCASTED WITH THE INTERNET AND AN AUDIO RECORDING AND A TRANSCRIPT OF THIS MEETINGS ARE BEING MADE AND WILL BE AVAILABLE TO THE PUBLIC AT A LATER DATE ON THE BOARD'S WEBSITE.
THE SOFTWARE APPLICATION ALLOWS FOR A 1000 PEOPLE TO PARTICIPATE IN THE VIRTUAL MEETING AND OVER 10,000 TO VIEW IT OVER STREAMING.
WE APOLOGIZE IN ADVANCE FOR ANY UNFORESEEABLE DIFFICULTIES AND APPRECIATE YOUR PATIENCE.
CHANCELLOR, CAN YOU CONFIRM THIS MEETING HAS BEEN POSTED.
>> MADAM CHAIR, I CERTIFY THAT THIS COMMITTEE MEETING WAS POSTED ACCORDING TO
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SECTION 551.054 OF THE TEXAS GOVERNMENT CODE.>> THANK YOU. AT THIS POINT, LET'S GO TO THE CITIZENS DESIRING TO ADDRESS THE BOARD.
>> MA'AM, THERE ARE NO CITIZENS WHO'VE SIGNED UP TO SPEAK AT THIS MEETING.
>> THE NEXT BUSINESS COMMITTEE PRESENTATIONS,
[4.A. Update on Search for New Director of Internal Audit Presenter: Rob Wendland]
UPDATE ON SEARCH FOR NEW DIRECTOR OF INTERNAL AUDIT PRESENTERS, MR. WENDLAND?>> YES. THANK YOU MADAM CHAIR.
AS THE COMMITTEE AND THE BOARD, AN UNSUCCESSFUL SEARCH FOR CHIEF INTERNAL AUDITOR IN THE SPRING, WHICH REQUIRED US THEN TO REPOST THE POSITION AND GO BACK OUT IN AN EFFORT TO ATTRACT OTHER QUALIFIED CANDIDATES.
WE HAD RATHER ROBUST RESPONSE OVER THE SUMMER AND OVER THE PAST COUPLE OF WEEKS, WE'VE INTERVIEWED A NUMBER OF CANDIDATES FOR THAT POSITION.
WE'VE CONDUCTED THOSE INTERVIEWS VIRTUALLY, OF COURSE IN COVID-19 HAVING TO DO SO VIRTUALLY.
WE INTERVIEWED A NUMBER OF CANDIDATES OVER THE PAST COUPLE OF WEEK.
WE FEEL VERY CONFIDENT THAT WE WILL IDENTIFY A QUALIFIED CANDIDATE TO TAKE THE ROLE OF CHIEF INTERNAL AUDITOR AND HOPE TO DO THAT IN THE NEXT COUPLE OF WEEKS.
THAT'S ALL I HAVE ON THE SEARCH.
THE NEXT IS THE PRESENTATION OF AUDIT PLAN [NOISE]
[4.B. Presentation of the Audit Plan for Year 2020-21 Presenter: Paul Styrvoky]
HUMBLY HONORED AGAIN, TRUSTEE ZIMMERMANN AND ALL TRUSTEES, DR. MAYER, DR. JOSEPH, DR. FLOYD AND ALL THOSE AS WELL THAT ARE ON THE PANEL TODAY.
I WANT TO TAKE A MOMENT AND THANK YOU ALL FOR SUPPORTING A VIRTUAL GRADUATION CEREMONY THAT EXCEEDED MY EXPECTATIONS.
I KNOW MANY OF THE OTHER STUDENTS THAT WAS JUST A THRILL TO BE ABLE TO SEE OUR NAMES FLASH ACROSS THE SCREEN AND RECEIVE CAP AND GOWNS AND THANK YOU BOXES.
THANK YOU FOR SUPPORTING THAT.
THAT MEANT A LOT TO ME AND OUR STUDENTS.
THANK YOU. I ALSO WANTED TO TAKE A MOMENT TO ACKNOWLEDGE MY TEAM.
I HAVE AN AWESOME TEAM, AMANDA BENSON, EVERY FULLER AND ANTANETTE MALONE.
NOT ONLY ARE THEY SUPERSTARS IN WHAT THEY DO WORK WISE, BUT THEY HAVE KIDS IN SCHOOL.
BETWEEN MANAGING THEIR KIDS AND WORK, THEY'VE BEEN ABLE TO CONTINUE TO DELIVER THE RESULTS THAT YOU DEMAND FROM US IN A VERY HIGH QUALITY.
I WANT TO THANK YOU FOR SUPPORTING OUR TEAM.
MOVING ON INTO WHAT'S ON THE AGENDA NOW IS OUR AUDIT PLAN.
OUR AUDIT PLAN WAS BUILT AROUND A RISK-BASED APPROACH AND ALSO WE TOOK INTO CONSIDERATION THE NEW STRUCTURE OF DALLAS COLLEGE.
THOSE FIVE KEY AREAS IN THE DALLAS COLLEGE STRUCTURE ARE THE PROVOST, STUDENTS SUCCESS, WORKFORCE AND ADVANCEMENT, OPERATIONS AND CAMPUS.
WHAT WE DID IS WE SENT A SURVEY OUT TO YOU, SENIOR MANAGEMENT AND WE ALSO USE THE INTERNAL AUDIT TEAM FOR THE RISK AREAS OF FACILITIES, ACADEMIC AFFAIRS RELATIONS, HUMAN RESOURCES, INFORMATION TECHNOLOGY, STUDENT AFFAIRS, FINANCIAL COMPLIANCE AND BOARD GOVERNANCE.
WE ALIGNED THOSE ALL WITH THE CRITICAL AREAS OF DALLAS COLLEGE AND CAME UP WITH SCORES.
THEN TAKING THOSE SCORES, SINCE THE ORGANIZATION IS CURRENTLY GOING THROUGH A LOT OF RESTRUCTURING, REORGANIZING AND SO FORTH, WE APPLIED PERCENTAGES TO THOSE FIVE AREAS IN TERMS OF AUDIT COVERAGE FOR NEXT YEAR.
OUR PLAN IS, IN FIRST QUARTER, WE'RE TIED UP DOING EXTERNAL AUDIT WORK ON BEHALF OF MCCONNELL & JONES.
BUT WHILE THAT'S GOING ON, WE'RE GOING TO BE INTERVIEWING ALL THE NEW LEADERS AND COMING UP WITH THE QUARTERLY PLANS THAT WE WILL INCLUDE IN OUR STATUS REPORTS TO YOU.
WE DO HAVE SOME STANDARD AUDITS, SUCH AS OUR GRANT COMPLIANCE, PHYSICAL INVENTORY CASH ACCOUNTS, THE COLLEGIATE OF HIGH SCHOOL AND INFORMATION TECHNOLOGY, THAT WILL DO.
BUT AGAIN, THE PROGRAMMATIC AUDITS ARE ASSIGNED A PERCENTAGE BY THE PROVOST, THE STUDENT'S SUCCESS, THE WORKFORCE AND DEVELOPMENT, OPERATIONS AND CAMPUS AREAS ALIGNING AGAIN WITH DALLAS COLLEGE.
DIRECTION OF SENIOR LEADERSHIP IS TO DO PROGRAMMATIC AUDITS AND THOSE ARE WHERE WE LOOK AT OPERATION AND PERFORMANCE.
WE IDENTIFIED LAST YEAR IN PRE-PLANNING DALLAS COUNTY PROMISE AS A HIGH PRIORITY ITEM.
WE HAVE CONTINUED THE CONVERSATIONS WITH THE TEAMS LEADING THAT EFFORT.
I WANT TO TAKE A MOMENT TO THANK PAULLA SANDOVAL, CATHY ROBINSON, MARK FLANAGAN,
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ERIC BAN, ALEXANDER FIELD, [INAUDIBLE] AND MANY OTHERS WHO HAVE SIGNIFICANTLY CONTRIBUTED TO US KEEPING ABREAST THAT WE CAN DELIVER A HIGH-QUALITY PROGRAMMATIC AUDIT.I'D ALSO LIKE TO MENTION THAT EVEN DURING THIS COVID OUTBREAK, WE'VE BEEN ABLE TO CONTINUE TO INVESTIGATE AND REPORT RESULTS TO SENIOR LEADERSHIP SO THAT ACTION CAN BE TAKEN.
WE THOUGHT THE PLAN IS ORGANIZED FOR THE NEW CHIEF TO STEP IN DAY ONE AND EFFICIENTLY AND EFFECTIVELY A LAUNCH BASED ON THE STRUCTURE AND THE PERCENTAGES THAT WE HAVE ALLOCATED.
THE BUDGET DOES CALL FOR THE ADDITIONAL TWO HEADCOUNT AND I WILL LEAVE THAT TO SENIOR LEADERSHIP IN TERMS OF THE TIMING FOR HOW THAT GETS DEPLOYED.
I'LL STOP AND DO YOU HAVE ANY QUESTIONS FOR ME?
>> I DO. SO ON PAGE 6, I DO HAVE THOSE COURSE GIVE US SOME CONTEXT. WHAT'S HIGH? WHAT'S LOW? WHAT'S GOOD? WHAT'S BAD? WELL, NOT BAD.
HOPEFULLY, NOT BAD. BUT FOR THOSE SCORES, THERE'S [INAUDIBLE]. [NOISE]
THERE WAS HIGH, MEDIUM, AND LOW.
WHAT WE DID IS WE USED NUMBERS OF 5, 3, AND 1 TO BUILD A COMPOSITE SCORE.
THE HIGHER SCORE JUST MEANS THAT THERE WAS A GREATER PROBABILITY THAT THERE WOULD BE RISK IN THAT AREA, AND THAT WE SHOULD DEDICATE RESOURCES.
THERE WAS NO AREA THAT WAS AS BAD.
IT JUST GAVE US A WAY TO SORT OUT THAT WE SHOULD BE LOOKING IN THE OPERATIONS AREA, AS OPPOSED TO, LET'S SAY, IN BOARD GOVERNANCE.
>> WHAT WOULD YOU CONSIDER A BAD SCORE?
>> AREAS THAT WOULD HAVE HAD KNOWN AUDIT FINDINGS THAT WEREN'T CORRECTED OVER TIME.
WE, AS A WHOLE, DALLAS COLLEGE HAS A VERY ROBUST SYSTEM OF INTERNAL CONTROLS.
>> BUT IN TERMS OF SCORE, WHAT WOULD [INAUDIBLE] A BAD SCORE?
>> A BAD SCORE WOULD BE LOWS; WOULD EITHER BE A HIGH OR A LOW, DEPENDING ON THE CATEGORY.
WE CAN PROVIDE TO YOU THE SUMMARY OF HOW THESE SCORES WERE MADE UP, IF THAT WOULD BE HELPFUL TO THE BOARD.
>> MS. ZIMMERMANN, I'D LIKE TO [INAUDIBLE].
>> ALL RIGHT. IS IT THAT POSSIBLE GET THAT A COPY FOR EVERYONE?
>> I WILL SEND THAT TO PERLA, AND THEN SHE CAN DISTRIBUTE THAT OUT.
>> FINE. THANK YOU. ANY OTHER QUESTIONS?
YOU REFERENCED DALLAS PROMISE, WHERE IN HERE IS DALLAS PROMISE? I'M NOT SEEING DALLAS PROMISE.
>> THAT WILL BE IN THE PLAN, ON THE PAGE THAT SAYS PROGRAMMATIC AUDITS.
ONE PLANNED ENGAGEMENT THAT WAS IDENTIFIED IN 2019 AND 2020, AND WILL BE REVIEWED, IS DALLAS COUNTY PROMISE.
WHERE THAT WOULD FALL AS A PROGRAMMATIC AUDIT WOULD BE A PERCENTAGE OF ONE OF THOSE CRITICAL AREAS.
>> IN THAT CASE, THAT WOULD BE STUDENT SUCCESS, UNDER DR. JOSEPH.
>> I HAVE A QUESTION, IF I MAY.
I APPRECIATE THE [INAUDIBLE] THAT WENT INTO THE AMOUNT OF INPUT THAT YOU GOT FROM THE BOARD, AND ALSO THE STAFF, IN TERMS OF RANKING THE RISK MANAGEMENT PRIORITIES.
CAN YOU GIVE A LITTLE CONTEXT ABOUT IT? I READ THROUGH THE MATERIALS, THE STATEMENT ABOUT IT SEEMED EXTREMELY GENERAL IN TERMS OF THE REVIEW THAT WAS GOING TO BE UNDERTAKEN.
WE'VE GOT A LOT AT STAKE THERE.
WE'RE INVESTING A LOT OF MONEY THERE.
I WAS WONDERING IF YOU COULD GIVE US A LITTLE BIT OF A CONTEXT ABOUT THE IT IN TERMS OF THE UPCOMING ANNUAL AUDIT PLAN, AND, ALSO, THE CAPABILITY OF YOUR STAFF TO AUDIT AN IT FUNCTION.
DO YOU HAVE ADEQUATE EXPERTISE ON YOUR STAFF TO UNDERTAKE THAT PARTICULAR WORK?
>> I CAN SPEAK SPECIFICALLY TO THAT.
IT, WHAT WE WOULD LOOK AT IS GENERAL CONTROLS.
THAT WOULD LOOK AT APPLICATIONS,
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THAT WOULD LOOK AT SYSTEM SECURITY, THAT WOULD LOOK AT BACKUP AND RECOVERY OR THE HARDWARE.FOR EXAMPLE, THERE'S THAT BIG PROJECT THAT I'M AWARE OF FOR THE CLOSETS, THE IDF, AND SO FORTH.
AGAIN, WE CHANGE THIS FROM YEAR TO YEAR.
IN PAST YEARS WE LOOKED AT CAMPUS LOCATIONS, IN OTHER YEARS WE LOOK AT CENTRAL LOCATIONS.
THAT CAN BE TAILORED, AGAIN, BASED ON THE RISK OF WHAT'S GOING ON WITH OUR MAJOR PROJECTS.
NOW, IN TERMS OF BEING ABLE TO AUDIT IT, I, MYSELF, POSSESS THE CISA, WHICH IS CERTIFIED INFORMATION SYSTEMS AUDITOR.
I ALSO HAVE THE IT CERTIFICATION OF ITIL.
SO I'M VERY COMPETENT TO AUDIT THAT AREA, AND SOME OF THESE GENERAL AREAS CAN BE HANDLED BY OTHER MEMBERS OF THE TEAM.
>> DO WE HAVE ANY MORE QUESTIONS?
>> I BELIEVE TRUSTEE RITTER WAS MUTED.
>> JUST THE WAY YOU LIKE ME, RIGHT? [LAUGHTER] SORRY ABOUT THAT.
I WAS ASKING A QUESTION ABOUT THE FINANCIAL RISK AREA.
IT RATED VERY HIGHLY, AGAIN, IN THE SCORES.
THERE ARE LOTS OF DEVELOPMENTS OF THE 2021 AUDIT PLAN THAT ARE FINANCIALLY RELATED, BUT ARE WE ADEQUATELY COVERING THE WATERFRONT? WE'RE GETTING READY TO GO OUT AND DO A BUNCH OF BONDS, FOR EXAMPLE, WE'RE GETTING READY TO DO A BIG CONSTRUCTION PROGRAM, FOR EXAMPLE, AND THEN WE'RE GOING TO APPROVE $30 MILLION WORTH OF TAX NOTES TODAY, PROBABLY.
ALTHOUGH, I DON'T SEE ANY OF THOSE TYPE OF PROVISIONS BEING FLAGGED IN THE AUDIT PLAN FOR EXAMINATION, AND I'M WONDERING WHETHER WE SHOULD.
>> AGAIN, IT'S SOMEWHAT GENERAL BECAUSE OF THE NEW STRUCTURE.
WE WOULD GO THROUGH OUR QUARTERLY PROCESS TO IDENTIFY THOSE MORE DISCRETE RISKS.
WE WOULD BUILD IT RIGHT INTO THE PLAN.
ABSOLUTELY. AS I TALKED LAST YEAR, THAT WE ARE PLANNING ON AUDITING AND BEING PARTICIPANT IN THE BOND ISSUE, AND AS WELL IN THOSE MAJOR CONSTRUCTION PROJECTS.
>> THEY'RE NOT IN YOUR AUDIT PLAN THIS YEAR THOUGH, RIGHT? [INAUDIBLE]
>> WE'VE GOT THREE MAJOR [INAUDIBLE] PROJECTS GOING ON RIGHT NOW, BUT WE'RE NOT LOOKING AT ANY OF OUR CAPITAL EXPENDITURES, CONTRACT MANAGEMENT AREAS OR ANYTHING LIKE THAT.
IT SEEMS LIKE THIS MIGHT BE A GOOD YEAR TO DO SOMETHING LIKE THAT, AS WE HEAD INTO THE COMING YEARS.
WE SPENT $1.1 BILLION WORTH OF BOND, IT SEEMS THAT IT MIGHT BE PRUDENT TO TAKE A LOOK AT WHAT WE'RE DOING TODAY ON THE STARTER PROJECT, IF YOU WILL, FOR A MAJOR BOND PROGRAM.
>> WE'LL DEFINITELY BUILD THAT INTO WHAT WE'RE DOING, AND COVER THAT IN THE ALLOCATED TIME. THAT'S A GOOD POINT.
>> YOU'RE GOING TO AMEND THE AUDIT PLAN AND BRING IT BACK TO US?
>> I DON'T THINK WE NEED TO AMEND IT.
I THINK WE CAN JUST DO THAT SINCE THE FINANCIAL AREA IS PART OF OPERATIONS.
WE'LL JUST DO THAT AS PART OF THE 55 PERCENT.
AS PART OF THOSE QUARTERLY, I'D SAY [INAUDIBLE] AUDIT PLANS, WE'LL SHOW EXACTLY THE ACTIVITIES THAT WE'RE WORKING ON.
>> I WAS JUST GOING TO INTERJECT, TRUST ME, RITTER.
I UNDERSTOOD PAUL TO SAY, AT THE BEGINNING, THAT BECAUSE OF THE TRANSFORMATION TO DALLAS COLLEGE, HE WAS GOING TO BE COMING BACK WITH UPDATES ON A QUARTERLY BASIS TO THE AUDIT PLAN.
I WOULD ANTICIPATE THAT YOUR POINT IS WELL TAKEN ABOUT THE NECESSITY OF LOOKING AT SOME OF THESE AREAS.
THEY SHOULD BE INCLUDED IN THE UPDATE THAT WILL BE COMING BACK TO THE AUDIT PLAN.
THEY SHOULD CERTAINLY BE ADDED [INAUDIBLE] [OVERLAPPING].
>> IN AN OFFICIAL SENSE. I MIGHT ALSO ADD, SINCE I'M UNMUTED HERE, I JUST WANT TO POINT OUT THAT IT OPERATIONS, UNDER STATE LAW, ARE SUBJECT TO A STATEWIDE AUDIT ON AN ANNUAL BASIS.
ACTUALLY, THROUGH THE COORDINATING BOARD, THIS BOARD WAS UPDATED ON THE SUCCESS OF THAT AUDIT EARLIER IN THE YEAR.
I BELIEVE IT WAS IN THE SPRING THAT OUR IT OPERATIONS WERE THOROUGHLY AUDITED BY THE STATE-CONTRACTED AUDITOR AND PASSED WITH FLYING COLORS AS WELL.
THAT AUGMENTS THE INFORMATION TECHNOLOGY AND INFORMATION SYSTEMS AUDITING THAT OUR INTERNAL FOLKS DO AS WELL.
[00:20:03]
>> WE WERE MADE AWARE OF THAT INFORMATION AND HAVE FACTORED THAT INTO OUR PLANS.
>> THANK YOU, PAUL. THANK YOU, ROB.
>> TRUSTEE ZIMMERMANN, I HAVE ANOTHER QUESTION.
>> THANK YOU. I'M STILL HAVING DIFFICULTY WITH THESE SCORES BECAUSE THEY ARE NOT IN CONTEXT FOR US THAT I CAN IMMEDIATELY SEE.
ANYTHING THAT'S ABOVE 500 IS CAUSING ME CONCERN.
FOR EXAMPLE, THE FINANCIAL AREAS, THE SUPPORT, THE SAFETY.
TRUSTEE RITTER MADE SOME VERY GOOD POINTS ABOUT WHERE WE ARE FINANCIALLY AND MONEY EXPENDITURES, ESPECIALLY AS RELATED TO THE BOND.
IF WE COULD GET SOME CONTEXT FOR THIS, IF YOU COULD POINT ME TO WHERE IN THE DOCUMENT THERE IS CONTEXT FOR IT.
IT'S JUST [INAUDIBLE] CONCERN FROM A SCORE AT THE RISK AREA TO A SCORE AT THE [NOISE] CRITICAL AREA.
>> AS I STATED BEFORE, I WILL GET THE SPREADSHEET WHICH SUMMARIZES OR WHICH DETAILS A NUMBER OF RESPONDENTS AND HOW THESE SCORES WERE CALCULATED, MS. MARLENA, AFTER THIS MEETING.
>> SO IS THERE ANYTHING IN HERE THAT THESE RISK AREAS AND SCORES THAT THEY GOT THAT SHOULD CAUSE ANY PARTICULAR CONCERN?
[OVERLAPPING] WE EXPECTED A LOT OF HIGHER SCORES IN THE OPERATIONS AREA JUST BECAUSE OF THE FINANCIAL RECORDS AND SOME FISCAL DIVISIONS.
>> IF I COULD, I KIND OF UNDERSTOOD, PAUL, AND CORRECT ME IF I'M WRONG, THAT THE SCORES THAT ARE SHOWN HERE, YOU'LL PROVIDE THE BACKUP AND THE DATA THAT RELATES TO THOSE.
BUT THAT'S MORE OF A FREQUENCY OF THE TIMES THAT IT CITED AS AN AREA WITH POTENTIAL RISK AS OPPOSED TO A HIGH RISK OR A BAD SITUATION.
SO I THINK IT'LL BE HELPFUL, WE'LL TRY TO PROVIDE THE BOARD WITH A COMPLETE KEY THAT SHOWS WHAT THE SCORES MEAN, HOW THEY WERE DERIVED, AND WHAT THEY RELATE TO IN TERMS OF RISK FOR THE ENTERPRISE.
>> AGAIN, THESE SCORES ARE BASED ON WHO REPLIED TO THE OBSERVER.
>> LET ME MAKE [INAUDIBLE] ARE YOU SAYING THAT THESE SCORES DO NOT REPRESENT A LEVEL OF RISK BUT ONLY ABOUT AMOUNT OF TIME TO BE ALLOCATED TO EACH OF THESE [OVERLAPPING] OTHER PEERS.
I THINK IT WOULD BE VERY HELPFUL AND I UNDERSTAND THE TRANSITION PERIOD RIGHT NOW BUT TO HAVE MORE SPECIFIC IN EACH OF THESE THAT HELP COMPOSE THIS OVERVIEW.
AGAIN, PARTICULARLY IN THE BOND AREA AND AS TRUSTEE RITTER HAS SAID, AS WE BEGAN, IT WOULD BE EASIER TO START WITH SOMETHING MORE SPECIFIC THAN TO TRY TO GO BACK AND FILL IN THE GAPS, IF YOU WILL.
>> WE CAN PROVIDE THAT AT THE NEXT AUDIT COMMITTEE MEETING.
>> YEAH, NOT TO GET INTO THE AUDIT PER SE OF WHAT'S THERE BUT AS WE LOOKED AT THE ANNUAL AUDIT EACH YEAR, CERTAINLY FOR US, THERE ARE A LOT OF TRANSACTIONAL AREAS AND RECALL, THE WAY YOU ASSESS RISK IS REALLY BASED ON THE AMOUNT OF MONEY THAT'S FLOWING THROUGH THAT AREA.
IN OTHER WORDS, THE NUMBER OF TRANSACTIONS THAT ARE RECURRING, AND AS WE GET MORE INTO THE BONDS, THAT OBVIOUSLY HAS TO GO UP AS TRANSACTIONS INCREASE AS PART OF THAT PROCESS.
SO THERE ARE TRADE-OFFS, WE HAVE A FINITE NUMBER OF HOURS DURING THE YEAR THAT WE LOOK.
THERE ARE HIGH RISK BASED ON THE NUMBER OF TRANSACTION AND LOWER AREAS THAT WE MAY WANT TO GET TO BUT WE CAN'T.
BUT EACH YEAR IT'S GOING TO BALANCE OUT BETWEEN THE TIME AND DEPENDING UPON THE NUMBER OF EXCEPTIONAL AUDITS, SUCH AS SOMEBODY REPORTING FRAUD OR THINGS OF THAT NATURE THAT IMPACT WHAT'S GOING ON.
SO WE'LL DO OUR BEST TO CLARIFY HOW THAT'S LAID OUT AND THEN THE PROCESS FOR ADJUSTING BECAUSE WHILE THERE IS A PERCENTAGE, AS YOU INDICATED, PAUL, RIGHT NOW, THAT YOU CAN WORK IN.
THAT ASSUMES THAT THERE'S NOT A COUPLE OF EXCEPTIONAL SITUATIONS THAT ARISE, THAT ASSUME A 100 PERCENT OF YOUR TIME, SUCH AS SOMEONE ACCUSED OF FRAUD OR SOME OTHER ISSUE THAT OCCURS.
SO I WANT TO BE CLEAR, AS WE MAKE THESE ADJUSTMENTS, IT'S GOING TO ALWAYS BE BASED ON THE FIXED AMOUNT OF TIME WHICH IS LIMITED, AND THE HOURS THAT WE HAVE, AND THAT EACH YEAR AS WE LOOK AT THIS AS THE BOARD, WE MAY WANT TO DECIDE THAT WE SHOULD UP THE NUMBER OF AUDITORS IN
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CERTAIN AREAS AND COMMIT TO THAT JUST AS WE SEE DEMAND GROWING.SO I SIMPLY ASK THAT WE KEEP THAT IN MIND, THAT AS WE ADD AREAS, THERE IS ALMOST CERTAINLY A TRADE-OFF IN THERE BECAUSE IT'S A BIT OF A ZERO-SUM GAME.
>> [NOISE] IT IS A BALANCING ACT, I AGREE, DR. MAY, AND WE DO THE BEST TO MEET OUR PLAN AS WELL TO SERVICE ALL OF OUR CUSTOMERS.
>> DO WE HAVE ANY OTHER QUESTIONS?
>> JUST A COMMENT. [INAUDIBLE] DURING MY YEARS ON THE BOARD AND I'VE SERVED CONTINUALLY SO THANK YOU FOR THAT, AND I THANK CHANCELLOR, YOU MADE A GOOD POINT.
AS THE NEEDS INCREASE FOR US TO REMOVE CERTAIN AREAS WHERE MAYBE INTERNALLY BETS ON ISSUES YOU ALL MIGHT WANT TO VISIT.
>> VERY GOOD AND AT THIS POINT, DO WE HAVE ANY MORE QUESTIONS?
DOES THE COMMITTEE NEED TO PROVE THE PLAN?
>> NO, PAUL, YOU JUST HAVE TO PRESENT THE PLAN TO THE COMMITTEE.
THAT'S BEEN DONE SO THERE'S NOT A REQUIREMENT FOR FORMAL ADOPTION.
>> VERY GOOD. SO AT THIS POINT, ANYTHING ELSE THAT WE NEED TO DISCUSS? WE'VE GOT THE PLAN DONE AND LET'S SEE.
>> PAUL NEEDS TO REPORT ON THE THIRD QUARTER AND FOURTH QUARTER REPORTS.
THOSE ARE ITEMS C AND D, MADAM CHAIR.
>> EXACTLY. ALL RIGHTY, PAUL, DID YOU WANT TO DO ONE OR THE OTHER, OR BOTH? ALL RIGHTY, MOVING ON TO PART C,
[4.C. Presentation of 3rd Quarter Report for Quarter Ending May 31, 2020 Presenter: Paul Styrvoky]
PRESENTATION OF 3RD QUARTER REPORT FOR QUARTER ENDING MAY 31ST, 2020.THE THIRD QUARTER, WE BEGAN EFFECTIVE WORKING ON MARCH THE 16TH AND CONTINUED OUR NORMAL OPERATIONS USING OUR LAPTOPS AND SO FORTH.
WE STOPPED THE IT AUDIT, WHICH WAS CAMPUS-BASED, SIMPLY BECAUSE WE COULD NOT GO TO THE CAMPUSES.
SO IN NEXT YEAR'S PLAN, WE WILL LOOK AT THE AREAS THAT WE NEED TO REVIEW, GIVEN THE NEW ORGANIZATION AND THE IMPORTANT PROJECTS THAT ARE GOING ON.
WE AUDITED THE CEDAR VALLEY AUTOMOTIVE PROGRAM.
WE FOUND SOME ISSUES THAT WERE COMMUNICATED DURING FIELDWORK.
MANAGEMENT TOOK IMMEDIATE ACTION TO CORRECT THOSE FINDINGS.
I WANTED TO HIGHLIGHT THAT EARLIER THIS YEAR THAT PROGRAM RECEIVED A NATIONAL CERTIFICATION AND THERE WERE NO SIGNIFICANT MATERIAL ITEMS THAT WERE IDENTIFIED.
WE ANNOUNCED SEVERAL AUDITS AND THEN MOVING INTO THE FOURTH QUARTER,
[4.D. Presentation of 4th Quarter Report for Quarter Ending August 31, 2020 from Internal Audit Presenter: Paul Styrvoky]
WE COMPLETED THE AUDITS OF THE COLLEGIATE HIGH SCHOOL.THE HIGH SCHOOL MADE SIGNIFICANT IMPROVEMENTS TO THEIR PROCESS, WHICH RESULTED IN NO FINDINGS AND WE'RE VERY PLEASED.
IT WAS A VERY STRAIGHTFORWARD AUDIT PROCESS AND THE TEAM DID A REALLY EXCELLENT JOB AT RICHLAND.
WE ALSO CONCLUDED AND ISSUED A REPORT FOR DAY TEACHING.
WE CONTINUED TO FIND ISSUES WITH HOW THE PROCESS IS CONSISTENTLY APPLIED AT THE CAMPUS LOCATIONS, IN TERMS OF THE ADJUSTED WORK SCHEDULE AND WHAT AN ADJUSTED WORK SCHEDULE IS, THESE ARE NON-FACULTY EMPLOYEES THAT ARE TEACHING DURING THE DAY.
SO THEY EITHER HAVE TO WORK EARLIER OR IF THEY'RE WORKING DURING THE DAY, THEY HAVE TO COME UP WITH SOME SORT OF ADJUSTED WORK SCHEDULE TO COME IN EARLIER OR STAY LATER, AND WE DID FIND ISSUES THAT REQUIRE A MORE COMPREHENSIVE REVIEW AND FOLLOW-UP MONITORING.
WE WILL PROVIDE THE DETAILS TO THE HR DEPARTMENTS SO THAT THEY CAN TAKE THE APPROPRIATE MEASURES TO CLOSE THE GAPS IN THIS AREA.
THIS HAS BEEN A CONTINUING PATTERN OVER THE YEARS.
>> [OVERLAPPING] EXCUSE ME, PAUL, IF I CAN JUST INTERVENE.
[00:30:03]
PAUL, CORRECTLY NOTED, THIS HAS BEEN AN AREA OF FREQUENT CONCERN.INTERNAL AUDIT HAS DRAWN ATTENTION TO IT, IN PRIOR AUDIT REPORTS.
WE'VE ACTUALLY TAKEN ACTION WITH THE PROVOST, DR. FLOYD, TO PUT AN IMMEDIATE MORATORIUM ON DAY TEACHING OF THE SORT THAT WAS CAUSING THE PROBLEMS AND WE'RE WORKING WITH [INAUDIBLE] AND THE HR FOLKS TO BRING A POLICY TO THE BOARD THAT WILL PROHIBIT THAT PRACTICE IN THE FUTURE.
BECAUSE QUITE FRANKLY, IT'S BEEN ONE THAT HAS NOT BEEN MANAGEABLE AND HAS PRESENTED ISSUES FOR US.
SO WE ARE ADDRESSING IT DIRECTLY.
WE'VE DONE SO WITH AN IMMEDIATE MORATORIUM AND WE WILL BE BRINGING POLICY LANGUAGE TO THE BOARD IN THE FUTURE. EXCUSE ME, PAUL, THANK YOU.
>> THANK YOU, ROB. APPRECIATE THAT.
>> JUST THESE COMMENTS. I HAVE COMMENTS ON.
THANK YOU FOR THAT CLARIFICATION ON WHAT MR. STYRVOKY HAS PRESENTED TO US, BECAUSE YES IT HAS BEEN AN ONGOING ISSUE.
WHEN THE AUDITOR FIRST STARTED SPEAKING, I WAS GOING TO ASK THAT THE BOARD GET A REPORT ON WHAT IS HAPPENING IS THIS AREA.
A MORE DETAILED REPORT, BUT SINCE IT'S BEING ADDRESSED INTERNALLY ALREADY, WE'LL SEE THEN THE RESULTS.
ONCE YOU, OF HOW YOU PLAN TO ADDRESS THIS ISSUE WHEN YOU BRING THE POLICY FORWARD FOR FIRST RATING, BUT WE CAN'T HAVE DOUBLE-DIPPING ANYMORE.
>> NO. THANK YOU, MADAM CHAIR.
IT'S A POINT WELL-TAKEN, AND WE'VE TAKEN IT VERY SERIOUSLY.
QUITE FRANKLY, WITH THE TRANSFORMATION OF ONE COLLEGE, THE ISSUES THAT WERE PRESENTED AND IDENTIFIED IN THIS MOST RECENT THIRD QUARTER AND IN PRECEDING YEARS, WAS ONE THAT WERE MORE CAMPUS SPECIFIC ISSUES.
NOW THAT WE'VE REORGANIZED, AND ACADEMIC AFFAIRS FALL UNDER THE PROVOST, WE'RE ABLE TO TAKE IMMEDIATE ACTION TO PROHIBIT THE CONDUCT GOING OR THE OR THE ACTION GOING FORWARD.
WE'LL BE BRINGING A POLICY THAT CONFIRMS THAT IN THE FUTURE.
>> AT THE POINT THAT IT IS FIRST DISCOVERED, IS IT POSSIBLE THEN FOR US TO SIMPLY ASK BACK THE LARGEST OF THE TWO REMUNERATIONS AT THE POINT THAT THEY CAN'T BE PAID TWICE FOR THE SAME TIME.
THAT'S BASICALLY WHAT'S HAPPENING.
IF YOU CAN'T BE PAID TWICE FOR THE SAME TIME, THEN THEY WOULD OWE US BACK SOMETHING OF ONE CLASS OR ANOTHER. YES?
>> I THINK, TRUSTEE ZIMMERMANN, IN A REAL SENSE THAT'S ACCURATE, THE ISSUES ARE MYRIAD.
HOWEVER, WITH THE REPORTING OR THE LACK OF REPORTING AND ACCOUNTABILITY IN THIS AREA.
SO WITHOUT ADDRESSING ON A CASE-BY-CASE BASIS, I'D HAVE TO LOOK AT EACH SPECIFIC CASE TO SEE WHAT REMEDIES MIGHT EXIST.
CERTAINLY, AS I MENTIONED, IT'S BEEN AN ISSUE IN PAST YEARS IN PROBABLY THE TIME FOR COLLECTING OR ATTEMPTING TO COLLECT THOSE MONIES WOULD BE PASSED.
BUT WE'LL TAKE A LOOK AT THE MOST RECENT REPORT AS WELL TO SEE IF THERE ARE ANY ACTIONS WE CAN TAKE WITH RESPECT TO THAT.
>> YEAH. IF I MAY COMMENT THERE, THAT'S A CLASSIC CASE OF SOMETHING BEING DONE FOR A GOOD REASON.
THEN RATHER THAT WHICH WAS INTENDED TO PROVIDE AN OPPORTUNITY TO MEET THE NEEDS OF STUDENTS UNDER UNUSUAL CIRCUMSTANCES, PERHAPS WHEN A FACULTY LAUGHED UNEXPECTEDLY AND WE NEEDED SOMEONE TO TEACH.
UNFORTUNATELY, IT BECAME ROUTINE, AND FOLKS BUILT IT INTO THEIR WORKLOAD.
YOUR QUESTION, I THINK THE FRUSTRATION FOR ME HAVING BEEN HERE AND WATCHED THESE REPEATEDLY YEAR OVER YEARS WHEN L WOULD HAVE TAKEN, BUT SOME OVERSIGHT TO DOCUMENT WHAT WAS HAPPENING AND TO MANAGE THAT IT WAS NOT OCCURRING AND IT TENDED TO HAPPEN AGAIN.
THIS IS A CASE WHERE THE DECISION, IT MAY IMPACT NEGATIVELY DOWN THE ROAD, SOME ABILITY TO OFFER CLASSES.
HOWEVER, THE POTENTIAL FOR ABUSE COMPLETELY OUTWEIGHS THE NEED TO MEET THE NEEDS OF STUDENTS, IN THIS CASE.
WHILE FOLKS MAY AT SOME POINT SAY, "WELL, YOU'RE THROWING THE BABY OUT WITH THE BATHWATER", AND THAT WOULD BE TRUE.
THAT'S WHAT HAPPENS WHEN THERE'S NOT ACCOUNTABILITY AND RESPONSIBILITY WITHIN A PROCESS.
WE'RE TAKING THAT VERY SERIOUSLY.
TO YOUR POINT, I'M SURE IN THE AUDIT, IF THERE WERE CLEAR INDICATIONS OF FRAUD GOING ON WHICH WOULD REQUIRE THE REPAYMENT OF DOLLARS OR SOME OTHER LEGAL ACTION THAT WILL NEED TO BE TAKEN, WE WOULD'VE FOUND THOSE IN THE PROCESS.
HOWEVER, THIS TENDS TO BE PROCEDURAL AND THEREFORE THE REMEDY IS PROCEDURAL AT THIS POINT, TILL WE CAN ADDRESS IT WITH POLICY.
HAVING REVIEWED THE DETAILED WORK,
[00:35:02]
IT WAS AN ISSUE PRIMARILY WITH DOCUMENTATION.WE DID NOT SEE AN INSTANCE WHERE THERE WAS OVERT ATTEMPT TO COMMIT FRAUD OR MALFEASANCE.
IN THE FOURTH QUARTER, WE STARTED ASSISTING MCCONNELL AND JONES WITH THE END OF THE YEAR FINANCIAL AND SINGLE AUDITS.
THAT WILL CONSUME MOST OF OUR RESOURCES FOR THE FALL AS WE DO FIVE MAJOR PROGRAMS, INCLUDING STUDENT FINANCIAL AID ON THEIR BEHALF.
THE ONE MAJOR AUDIT THAT WE DID POSTPONED BECAUSE OF THE PANDEMIC WAS THE PHYSICAL ASSETS INVENTORY, AND WE'RE WORKING WITH THE CHIEF FINANCIAL OFFICER TO SEE WHEN THE APPROPRIATE TIMING FOR THAT WOULD BE.
DO ANY OF THE TRUSTEES HAVE QUESTIONS FOR EITHER THE THIRD OR FOURTH QUARTER? [BACKGROUND]
>> IF THERE'S NO OTHER QUESTIONS, MOVING TO NUMBER 5, ITEMS FOR REVIEW.
>> THANK YOU. AGAIN, THANK YOU FOR THE OPPORTUNITY TO SERVE YOU.
ON BEHALF OF MY TEAM, I THANK YOU FOR THE OPPORTUNITY TO ADD VALUE TO DALLAS COLLEGE.
>> THANK YOU VERY MUCH [INAUDIBLE].
[5.A. Committee Notes 1) Audit Committee Notes for March 3, 2020]
NOW WE'LL MOVE TO NUMBER 5, ITEMS FOR REVIEW.AUDIT COMMITTEE NOTES FOR MARCH 3RD, 2020.
>> NO, MA'AM. IT'S ONLY NECESSARY TO SEE IF THERE ARE ANY CHANGES REQUIRED TO THOSE COMMITTEE NOTES IF ANY OTHER COMMITTEE MEMBERS HAVE CHANGES TO BE MADE.
>> I DID NOT FIND ANY. ANYBODY ELSE? OKAY. LET'S MOVE.
WELL, AT THIS POINT, EXECUTIVE SESSION IS NEXT AND THEY SAID THAT THERE WOULD BE NO EXECUTIVE SESSION.
SO BEING SEVEN, EIGHT MINUTES AFTER TWO, IT DOES LOOK AS IF THE AUDIT COMMITTEE MEETING IS COMPLETE. THANK YOU.
>> THANK YOU, TRUSTEE ZIMMERMANN.
IT'S BRAVO. YOU'RE UP NEXT FOR THE NEXT MEETING, BUT IT IS 02:08 PM AND THAT IS THE EFFICIENT TIME THE AUDIT COMMITTEE HAS ENDED.
FOR THE RECORD, I WILL BRING UP THE EDUCATION WORKFORCE AGENDA NEXT, AND WE'LL BEGIN THAT SHORTLY.
>> IN PARALLEL, WILL YOU DO THE ROLL CALL BEFORE I DO THE CERTIFICATION.
>> I'LL BEGIN NOW. IT IS 02:09 PM.
THIS IS THE OFFICIAL DALLAS COLLEGE BOARD MEETING, EDUCATION WORKFORCE COMMITTEE MEETING, CHAIRED BY MONICA BRAVO.
WE WILL BEGIN THE MEETING WITH A ROLL CALL.
CHAIR FLORENCE, ARE YOU PRESENT?
>> TRUSTEE BRAVO, ARE YOU PRESENT?
>> TRUSTEE RITTER, ARE YOU PRESENT?
>> TRUSTEE JAMESON ARE YOU PRESENT?
>> TRUSTEE COMPTON, ARE YOU PRESENT?
>> TRUSTEE ZIMMERMANN, ARE YOU PRESENT?
>> TRUSTEE WILLIAMS IS NOT PRESENT TODAY, BUT THIS CONFIRMS A QUORUM OF THE BOARD, AS WELL AS THE COMMITTEE.
MS. BRAVO, TRUSTEE BRAVO, YOU ARE ABLE TO START COMMITTEE.
>> THANK YOU, MS. MOLINA. IN ACCORDANCE WITH THE SUSPENDED ROLES, WE CERTIFY THAT NOTICE OF THIS COMMITTEE MEETING HAS BEEN POSTED ONLINE FOR AT LEAST 72 HOURS.
ALL THE MEMBERS OF THE BOARD ARE NOT GATHERED IN A CENTRAL PHYSICAL LOCATION.
WE DO HAVE A QUORUM IN ATTENDANCE AT THIS MEETING BY VIDEO CONFERENCE OR TELEPHONE CALL.
WE ARE MEETING BY USE OF CISCO WEBEX SOFTWARE APPLICATION, WHICH ALLOWS TWO-WAY COMMUNICATION FOR INVITED PARTICIPANTS, AND THE SWAGGER PLATFORM, WHICH ALLOWS FOR PUBLIC VIEWING THROUGH A POSTED WEB LINK.
AS WE WOULD AT ANY IN-PERSON MEETING, MEMBERS OF THE PUBLIC HAVE FOLLOWED THE INSTRUCTIONS.
LET'S CALL IT BOARD OF TRUSTEES WEBSITE.
ANYONE TRYING TO SPEAK DURING THE PUBLIC COMMENT PORTION WILL BE UNMUTED FOR FIVE MINUTES TO SPEAK.
[00:40:02]
IF THE SPEAKER SUBMITTED WRITTEN COMMENTS IN ADVANCE, THE BOARD LIAISON WILL READ THE COMMENTS INTO RECORD BEFORE OR DURING THE BOARD CONSIDERATION OF THAT ITEM.IF YOU WOULD LIKE TO PROVIDE COMMENT AT A FUTURE MEETING CONDUCTED BY VIDEO CONFERENCE OR TELEPHONE CALL, PLEASE FOLLOW INSTRUCTIONS ON THE BOARD'S WEBSITE.
ALL OTHER MEETING PROCEDURES WILL ADHERE TO BOARD ADOPTED PROCEDURES TO THE EXTENT POSSIBLE.
THIS COMMITTEE MEETING IS BEING BROADCAST OVER THE INTERNET AND AN AUDIO RECORDING AND A TRANSCRIPT OF THIS MEETING ARE BEING MADE, AND WILL BE AVAILABLE TO THE PUBLIC AT A LATER DATE ON THE BOARD'S WEBSITE.
THIS SOFTWARE APPLICATION ALLOWS FOR A 1000 PEOPLE TO PARTICIPATE IN THE VIRTUAL MEETING, AND OVER 10,000 TO VIEW IT OVER STREAMING.
WE APOLOGIZE IN ADVANCE, FOR ANY UNFORESEEABLE DIFFICULTIES AND APPRECIATE YOUR PATIENCE.
CHANCELLOR, CAN YOU PLEASE CONFIRM THAT THIS MEETING HAS BEEN POSTED?
>> MADAM CHAIR, I CERTIFY THAT THIS COMMITTEE MEETING WAS POSTED ACCORDING TO SECTION 551.054, OF THE TEXAS GOVERNMENT CODE.
SO WE WILL BEGIN TODAY'S COMMITTEE MEETING WITH OUR FIRST OF TWO COMMITTEE PRESENTATIONS.
WE WILL HAVE A PRESENTATION ON DRIVING THE 2020-21 INITIATIVES FOR EDUCATION AND WORKFORCE.
OUR PRESENTERS WILL BE DR. SHAWNDA FLOYD, DR. BEATRIZ JOSEPH, AND DR. PYEPER WILKINS. THANK YOU, LADIES.
>> TRUSTEE BRAVO, I JUST WANTED TO CONFIRM ALSO THAT THERE WERE NO CITIZENS TO CONFIRM TO SPEAK TODAY.
>> OH, I'M SORRY. I SKIPPED THAT.
>> BUT LET ME GO AHEAD AND LET MEDIA HAVE THE PRESENTER STATUS, SO THEY CAN GO AHEAD AND GET STARTED.
MR. BLACK, YOUR PRESENTER, IF YOU WANT TO GO AHEAD AND SHARE YOUR SCREEN.
>> DRIVING THE 2020-21 INITIATIVES FOR EDUCATION AND WORKFORCE, YOU COULD REALLY ADVANCE TO THE NEXT SLIDE.
WE WANT TO CONTINUE TO BUILD UPON PRINCIPLES THAT WE'VE ESTABLISHED WITH DALLAS COLLEGE, AND THAT'S OUR DESIRE TO CONTINUE TO REMOVE BARRIERS AND INEQUITIES ACROSS OUR COLLEGE.
WE WANT TO ALIGN ALL OF OUR SUPPORT SERVICES SO THAT THEY ARE THE SAME ACROSS ALL OF OUR CAMPUSES PROVIDING EXCELLENT CUSTOMER SERVICE THAT'S EFFICIENT AND ALSO SIMPLIFIED.
WE WANT TO CREATE MEANINGFUL PARTNERSHIPS THAT PROMOTE OUR STUDENTS' SUCCESS AND THAT GOES TO OUR PARTNERSHIPS INTERNALLY ACROSS ACADEMIC AFFAIRS, STUDENTS' SUCCESS, WORKFORCE, AND OUR CAMPUS LEADERSHIP THROUGH OUR PRESIDENTS, AS WELL AS FOSTERING MEANINGFUL PARTNERSHIPS OUTSIDE OF OUR COMMUNITY, BUSINESS, AND CORPORATE PARTNERS.
FINALLY, WE WANTED TO DEVELOP PATHWAYS THAT MOVE STUDENTS FROM EDUCATION TO WORK.
WE'RE ALL ABOUT ENROLLING STUDENTS SO THAT THEY WILL GET A JOB. NEXT SLIDE, PLEASE.
>> GOOD AFTERNOON. TO REALIZE THIS VISION, WE ARE REORGANIZING OUR LEADERSHIP TO ENSURE THAT ACADEMIC STUDENTS' SUCCESS AND WORKFORCE ADVANCEMENT IMPROVES THE STUDENT EXPERIENCE.
TO ACCOMPLISH THAT GOAL, WE ENDEAVOR TO CONTINUOUSLY COLLABORATE WITH THE CAMPUS LEADERSHIP ON OPERATIONS TO DELIVER A SEAMLESS EXPERIENCE FOR OUR STUDENTS.
THIS PARTICULAR SLIDE DEPICTS THE JOURNEY OF A STUDENT WHILE THEY ARE HERE WITH US AT DALLAS COLLEGE.
I WILL GO OVER AN EXAMPLE OF HOW WE COLLABORATE FOR OUTREACH AND RECRUITMENT.
IN ACADEMICS, THE K-12 PARTNERSHIPS CREATE RELATIONSHIPS WITH ISDS, HOME SCHOOLS, PRIVATE SCHOOLS AND CHARTER SCHOOLS, AND PROVIDES DUAL CREDIT PROGRAMMING THAT ALLOWS US TO REACH OUT TO HIGH SCHOOL STUDENTS EARLY ON.
ON THEIR RECRUITMENT AND RETENTION SIDE OF THINGS, WE RECRUIT STUDENTS FROM K-12, HIGHER ED INSTITUTIONS, WORKFORCE PARTNERS, THE LOCAL COMMUNITY AND BEYOND, STRATEGIZING ON HOW TO MOST EFFECTIVELY BRING STUDENTS TO DALLAS COLLEGE AND HOW TO KEEP THEM AT DALLAS COLLEGE.
ON THE WORKFORCE AND ADVANCEMENT SIDE, WE LEVERAGE THE CRM, A RELATIONSHIP MANAGEMENT TOOLS THAT WILL ALLOW US TO RECRUIT STRATEGICALLY AND HAVE PROGRAMS LIKE OPPORTUNITY YOUTH AND WORKREADYU, THAT RECRUIT STUDENTS THAT COME FROM AT RISK POPULATIONS AND SUPPORT THEM TO EARN A DEGREE. DR FLOYD.
>> -GET ME, SO I WAS TRYING TO UNMUTE. SORRY ABOUT THAT.
[00:45:03]
UNDER THE ENROLLMENT KEYS, WE ARE ALL ENGAGED IN THAT AREA AS WELL.UNDER WORKFORCE, THIS IS WHERE WORKREADYU COME INTO PLAY, AND THEY WOULD ENGAGE WITH OUR ADULT LEARNERS TO ENSURE THEY'RE ENROLLED IN PROGRAMS. BUT ALSO, HAVE ADEQUATE RESOURCES THAT ENABLE THEM TO COMPLETE THOSE PROGRAMS. UNDER THE STUDENT'S SUCCESS SIDE, THIS IS WHERE WE WOULD HAVE OUR ADMISSION, ENROLLMENT, AND REGISTRATION PROCESSES, AS WELL AS FINANCIAL RESOURCES.
SO WE WANT TO MAKE SURE THAT STUDENTS ARE NOT ONLY ENROLLED IN COURSE BUT THAT THEY UNDERSTAND, HAVE FINANCIAL LITERACY TO COMPLETE THE COURSE OR TYPE OF STUDY THAT THEY'RE ENGAGED IN, AND THEY HAVE ADEQUATE SUPPORTS IN EACH ONE OF THOSE AREAS TO COMPLETE THE PROCESS OF OBTAINING A JOB, A DEGREE OR CREDENTIAL, OR EVEN TRANSFERRING.
UNDER THE ACADEMIC SIDE, WE ARE VERY EXCITED IN THE ENROLLMENT AREA TO LAUNCH OUR STRATEGIC SCHEDULE MANAGEMENT PROGRAM.
IN THE SPRING, WE WILL LAUNCH OUR SCHEDULE PILOT.
WHILE WE'RE PARTICULARLY EXCITED ABOUT THIS WORK, IT'S BECAUSE IT'S BEEN GOING ON FOR QUITE SOME TIME.
THIS IS REALLY A CULMINATION OF EFFORTS THAT WE'VE BEEN ENGAGED IN SINCE 2015 WHEN WE STARTED THE FACULTY LOAD REVIEW GROUP, AND WE CALLED IT [INAUDIBLE] AT THAT POINT IN TIME, WE STARTED OUR INITIAL BRAINSTORMING.
WE WANTED TO TALK ABOUT HOW WE COULD IMPROVE OUR SCHEDULE BUILD AND SCHEDULE MANAGEMENT, TALK ABOUT IMPROVING OUR SPACE UTILIZATION ACROSS CAMPUSES.
WE WANTED TO FIND A COMMON VALUATION FOR OUR CREDIT AND CLOCK HOUR TO HOPEFULLY IMPROVE GREATER PAY EQUITY ACROSS DISCIPLINES.
WE CONTINUED THIS WORK WHEN WE ENGAGED WITH BCG, AND WE TRANSLATED THE COMPOSITION OF THAT TEAM, SORT OF CHANGED AS WE MOVED TO A POLICY INITIATIVE TEAM, STILL ENGAGING WITH A BROAD GROUP OF FACULTY, A BROAD GROUP OF ADMINISTRATORS, PROFESSIONAL SUPPORT STAFF.
ON SIMILAR QUESTIONS, CONTINUING TO BRAINSTORM, REFINE IDEAS AND PROCESSES, AND THEN PUT FORTH RECOMMENDATIONS.
OUR SCHEDULED PILOT IS THE RESULT OF THIS WORK, AND I'M TRULY GRATEFUL TO HAVE SERVED WITH MANY WONDERFUL FACULTY MEMBERS, ADMINISTRATOR COLLEAGUES AND PROFESSIONAL SUPPORT STAFF THROUGH EACH PHASE OF THIS PROCESS.
IT'S BEEN MORE THAN FIVE YEARS IN THE MAKING WITH BROAD COLLABORATION, SO IT'S EXCITING TO SEE OUR SCHEDULE PILOT BE THE FIRST THING TO LAUNCH THIS SPRING, WHERE WILL BE ENGAGING IN A STUDENT-CENTRIC SCHEDULE THAT IS DATA DRIVEN.
IT WILL ENABLE STUDENTS TO TAKE THE COURSES THAT THEY NEED, WHEN THEY NEED THEM.
SO WE'RE VERY EXCITED ABOUT THAT WORK IN ACADEMIC AFFAIRS. PYEPER.
>> GOOD AFTERNOON, EVERYBODY. I'M GOING TO TALK ABOUT THE NEXT TWO PIECES ON THIS SLIDE, WHICH ARE DECLARING A PATHWAY AND CAREER-CONNECTED LEARNING.
YOU NOTICE THE DOTS UNDERNEATH EACH ONE OF THESE PORTIONS, AND THAT'S YOUR KEY THAT WE ARE ALL INVOLVED THROUGHOUT THIS JOURNEY FOR THE STUDENTS.
IT'S BEEN A REALLY INTEGRATED AND COLLABORATIVE PROCESSES AS WE'VE TALKED THROUGH, HOW THIS SHOULD WORK, AND HOW ALL OF THESE AREAS CAN WORK BEST TOGETHER TO REALLY SUPPORT THE BEST OUTCOME FOR OUR STUDENTS.
OF COURSE, WE'RE ALL INVOLVED IN THAT.
YOU'VE HEARD US TALK BEFORE, AND YOU'VE SEEN PRESENTATIONS ABOUT GUIDED PATHWAYS FOR SUCCESS.
THAT'S REALLY ON THE ACADEMIC SIDE.
THAT PROGRAM PROVIDES MAPS AND PRESENTS PATHWAYS TO STUDENTS THAT REALLY HELPS PROVIDE A HOLISTIC EXPERIENCE FOR THEM THAT WORKS THROUGH THE COURSES, THROUGH THE CURRICULUM.
IT TALKS ABOUT WORKFORCE PREPARATION, AND REALLY, THE FACULTY ARE INVOLVED THROUGHOUT THIS PROCESS AS WELL.
THEY HELP PROVIDE SUPPORT, THEY HELP PROVIDE ADVICE FOR OUR STUDENTS.
BUT ALSO IMPORTANT IN DECLARING A PATHWAY IS THE WORKFORCE AND ADVANCEMENT PIECE OF LABOR MARKET INTELLIGENCE.
WE ARE GOING TO REALLY INCORPORATE THAT AT A MUCH HIGHER LEVEL AND MUCH MORE INVOLVED LEVEL THAN WE HAVE DONE IN THE PAST.
WE'VE HAD THE LABOR MARKET INTELLIGENCE CENTER FOR ABOUT FIVE YEARS NOW, BUT WE ARE REALLY USING THAT NOW TO HELP INFORM OUR STUDENTS ABOUT JOBS AND WHAT JOBS THEY MIGHT EXPECT TO BE ABLE TO OBTAIN WHEN THEY COME OUT AT A SPECIFIC PROGRAM, OR EVEN IF THEY TRANSFER AND GO ON TO A FOUR-YEAR PROGRAM, WHAT'S WAITING FOR THEM IN THE JOB MARKET ONCE THEY'VE COMPLETED THOSE DEGREES AND CERTIFICATES.
LMIC IS A REALLY IMPORTANT PART OF HELPING A STUDENT DECLARE PATHWAY AND UNDERSTAND WHAT THEY'RE GOING TO BE DOING ONCE THEY COMPLETE THEIR COURSES AND THEIR PROGRAMS. ADVISORS ARE ALSO A VERY IMPORTANT PIECE IN DECLARING A PATHWAY.
THEY HELP STUDENTS THINK THROUGH THOSE CAREER CHOICES, TALK ABOUT THE COURSES THEY'LL HAVE TO TAKE, WHAT'S INVOLVED IN THOSE COURSES.
ADDITIONALLY, HELP KEEP THEM ON TRACK AS
[00:50:01]
THEY ENROLL AND THEN CONTINUE THROUGHOUT THEIR PROGRAMS. THE LAST PIECE OF THAT IS THE EMPLOYMENT RESOURCE CENTER.THAT'S A LITTLE BIT OF A NEW THING FOR US, AND WE ARE REALLY TALKING THERE ABOUT PLACING STUDENTS IN JOBS.
IT'S MORE THAN JUST ASSESSING STUDENTS CAREER, INTERESTS, AND APTITUDES.
IT'S REALLY ABOUT PLACING THEM IN A JOB AT THE END OF THEIR JOURNEY, AND THAT'S IMPORTANT FOR US, AND IT'S REALLY WHY MOST OF OUR STUDENTS ARE HERE.
CAREER CONNECTED LEARNING IS THE NEXT PIECE IN THE JOURNEY.
WE'RE ALL INVOLVED IN THAT AS WELL.
THERE ARE MULTIPLE ASPECTS OF CAREER CONNECTED LEARNING AND MANY TEAMS INVOLVED, SO I'M JUST GOING TO PULL OUT A FEW.
BUT WE DO HAVE A LOT OF EXPERIENTIAL LEARNING BUILT IN TO CAREER CONNECTED LEARNING, AND THAT INCLUDES SUCH THINGS AS INTERNSHIPS, AND APPRENTICESHIPS, AND WORKING WITH EMPLOYERS TO REALLY PROVIDE THOSE OPPORTUNITIES FOR STUDENTS.
THEN CONNECTING STUDENTS THROUGH FACULTY, THROUGH THEIR ADVISORS, THROUGH OUR CAREER SERVICES CENTERS AT THE LOCATIONS, AND THEN REALLY HELPING THE STUDENTS BE SUCCESSFUL IN THOSE INTERNSHIPS AND THOSE APPRENTICESHIPS.
WE HAVE A NEW ACADEMIC INCUBATOR THAT IS JUST BEGINNING TO GET UP OFF THE GROUND, AND THAT'S ON THE ACADEMIC SIDE UNDER THE DIRECTION OF DR. GREG MORRIS.
THAT IS REALLY WHERE WE'RE GOING TO START LAUNCHING SOME NEW AND EXCITING PROGRAMS AND OPPORTUNITIES FOR STUDENTS IN HELPING THEM BE CONNECTED IN WAYS THAT WE'VE NOT EVEN BEEN ABLE TO THINK ABOUT BEFORE.
WE HAVE ALSO ADVISERS WHO WILL WORK IN THE VARIOUS SCHOOLS THAT WILL PROVIDE VERY SPECIFIC ADVISING OPPORTUNITIES FOR STUDENTS.
VERY SPECIFIC TO THE DISCIPLINES WITHIN THE SCHOOLS, TO THE JOBS AND CAREER OPPORTUNITIES AVAILABLE ONCE STUDENT COMPLETES A PROGRAM IN A SCHOOL AND THOSE ADVISORS ARE GOING TO EVEN BE HELPFUL IN THE JOB SEARCH PROCESS FOR OUR STUDENTS.
THIS IS ALL VERY GOOD INFORMATION, BUT I HAD A QUESTION FOR DR. FLOYD.
CAN YOU TELL US WHAT HAS BEEN THE FACULTY'S REACTION TO THESE CHANGES.
>> WELL, IF WE'RE TALKING ABOUT CHANGES, AND I'LL SPEAK SPECIFICALLY TO THE CHANGES THAT WE'RE DEALING WITH ENROLLMENT AND THE STRATEGIC SCHEDULE PILOT, I HAVE TO SAY BY AND LARGE THERE HAVE BEEN MANY POSITIVE FACULTY WHO WERE VERY SUPPORTIVE ABOUT THAT INITIATIVE.
THEY UNDERSTAND HOW IT WILL HELP US BETTER SERVE OUR STUDENTS.
BUT IF I'M HONEST, THERE ARE STILL MANY A SIGNIFICANT NUMBER WHO HAVE BEEN QUITE RESISTANT TO THE CHANGE AND NEGATIVE.
I GUESS WHAT'S MOST CONCERNING FOR ME OR DISHEARTENING FOR ME, IS THE COMMENTS THAT ARE ASSOCIATED WITH THE DISAGREEMENT.
I UNDERSTAND THAT WE ALL AGREE TO DISAGREE AT TIMES, BUT IT'S JUST ASSOCIATED WITH COMMENTS THAT WE HAVE NOT ENGAGED IN BROAD COLLABORATION, OR SHARED GOVERNANCE, OR THAT WE'RE SOMEHOW VIOLATING ACADEMIC FREEDOMS. JUST NAVIGATING THOSE PATHWAYS THAT FACULTY MEMBERS HAS BEEN A CHALLENGE AS IT RELATES TO SOME OF THE INITIATIVES.
I WASN'T GOING TO WEIGH IN ON THIS TODAY, BUT IT SEEMS APPROPRIATE TO DO SO.
I THINK DR. FLOYD LAID OUT A REALLY SIGNIFICANT HISTORY THAT WE HAVE HAD HERE GOING BACK, I THINK YOU SAID TO 2015, WHICH SEEMS RIGHT, IT SEEMS LONGER, THAT WE HAVE BEEN ENGAGING AND WORKING VERY CLOSELY WITH OUR FACULTY LEADERSHIP ON THESE TOPICS.
WE'VE HAD TASK FORCE AND TEAMS WORKING TO GET BROAD-BASED ENGAGEMENT.
FRANKLY, I'M NOT SURPRISED THAT INDIVIDUAL FACULTY MEMBERS [NOISE] MAY NOT FULLY APPRECIATE THE DEPTH OF THAT DISCUSSION AND SOME MAY QUESTION WHAT'S GOING ON.
BUT EVERY ONCE IN A WHILE SOMETHING HAPPENS THAT JUST REALLY SURPRISES ME AND I'D SAY DISAPPOINTS ME IN THIS CASE.
I USUALLY DON'T COMMUNICATE WITHOUT FACULTY LEADERSHIP THROUGH ATTORNEYS OR THROUGH COUNCIL, BUT I RECEIVED A LETTER FROM THE ATTORNEY FOR THE FACULTY COUNCIL CHALLENGING A LOT OF THIS WORK THAT WE'VE BEEN DOING, AND THEN INDICATING THAT THEY FELT THAT IT VIOLATED ACADEMIC FREEDOM.
WELL, TWO THINGS I HAVE TO TELL YOU IS DISTURBING ABOUT THAT.
[00:55:01]
ONE, I PROTECT EVERYDAY ACADEMIC FREEDOM, THE RIGHT FOR A FACULTY MEMBER IN THE CLASSROOM TO SHARE THEIR KNOWLEDGE, TO SHARE THEIR EXPERIENCES.THEIR EXPERTISE IS SOMETHING THAT I FEEL IS CRITICAL TO THE SUCCESS, OUR STUDENTS BENEFIT BY THAT, AND EVEN WHEN IT'S CONTROVERSIAL, OUR FACULTY NEED THE ABILITY TO EXPRESS THAT.
BUT WHEN WE SEE AN ORGANIZATION DECIDE TO WEAPONIZE SOMETHING AND TAKE IT OUTSIDE THE CLASSROOM WHERE ACADEMIC FREEDOM IS CLEARLY INTENDED, IT DOESN'T APPLY TO OFFICE HOURS, IT DOESN'T APPLY TO OTHER ENGAGEMENTS, IT DOESN'T APPLY TO COMMITTEE WORK OR TO MANAGERIAL DECISIONS, BUT IMPLY THAT IT DOES ONE WILL PROBABLY DISAPPOINTED, PARTICULARLY SINCE WE'VE BEEN WORKING FOR SO MANY YEARS IN AGREEMENT WITH THIS.
I PERSONALLY HAVE WORKED WITH THE FACULTY COUNCIL FOR SIX AND A HALF YEARS ON THIS TOPIC AND WORK TO PROMOTE EQUITY, ACADEMIC EXCELLENCE, MAKING SURE THAT OUR STUDENTS HAVE THE OPPORTUNITY FOR STUDENT SUCCESS.
WHEN I READ THAT LETTER FROM THE FACULTY COUNCIL'S ATTORNEY, I REALIZED THAT WHAT I TRIED TO DO, AND I THINK WHAT THE FOLKS YOU SEE HERE TRIED TO DO, IS TO OPERATE FROM A POSITION OF TRANSPARENCY AND INTEGRITY.
KEEPING OUR WORD ABOUT WHAT WE SAY AND BEING TRANSPARENT IN OUR WORK.
I HAD TO SAY THIS LETTER CAUSES ME TO QUESTION WHETHER [NOISE] THOSE THAT I'VE BEEN MEETING WITH ARE OPERATING WITH THE SAME TRANSPARENCY AND THE SAME INTEGRITY.
I'M GOING TO BE RESPONDING TO THEM IN A LETTER, JUST SO YOU KNOW, EXPRESSING MY CONCERNS AND REALLY ASKING WHETHER OR NOT WE DO SHARE THESE SAME VALUES BECAUSE THE LETTER THAT I RECEIVED INDICATES THAT PERHAPS WE DON'T, AND THAT MAYBE I NEED TO FIND A NEW WAY OF ENGAGING THE FACULTY LEADERSHIP GOING FORWARD.
IF WE CAN'T WORK ON ISSUES TOGETHER, COME TO THE IMPLEMENTATION AND WORK TOGETHER ON IT, THEN I'M NOT SURE THAT THIS IS WORKING FOR THE BENEFIT OF OUR STUDENTS.
THE FACT THAT WE BROUGHT IN THE LEADERSHIP TEAM [NOISE] THAT HAS BEEN WORKING WITH A GROUP THEMSELVES, SHONDA, YOU'VE BEEN A PART OF THIS SINCE THE VERY BEGINNING AS I RECALL WITH THAT.
SO YOU KNOW THE HISTORY, YOU KNOW THE INSIGHT, YOU KNOW WHAT THE INTENT IS, AND WORK TO CARRY THAT OUT.
I JUST WANT TO SHARE WITH THE BOARD THAT THIS IS AN IMPORTANT ISSUE.
WE'RE NOT GOING TO TRAMPLE ON ANYONE'S ACADEMIC FREEDOM.
WE WILL SEEK TO HAVE INPUT INTO IMPORTANT DECISIONS FROM THE FACULTY.
BUT IF THE WAY WE'VE BEEN DOING IS NOT WORKING, THEN I'LL NEED TO PERHAPS LOOK AT OTHER OPTIONS GOING FORWARD.
I'LL GO AHEAD AND MAKE EVERYONE AWARE OF THIS AND THAT I'LL BE LOOKING AT, AND PERHAPS COMING BACK TO YOU WITH DISCUSSING THIS TOPIC FURTHER IN THE FUTURE.
>> TRUSTEE BRAVO, I HAVE SOME QUESTIONS.
>> THANK YOU. DR. MAY, YOU SAID WE'VE RECEIVED A LETTER FROM THE FACULTY COUNCIL [OVERLAPPING]
>> I RECEIVED A LETTER. IT WAS DIRECTED TO ME.
THAT'S WHY IT WASN'T NECESSARY THAT I USUALLY DON'T SHARE THOSE LETTERS WITH THE BOARD THAT ARE DIRECTED TO ME, AND ACTUALLY DR. TAYLOR AS SUCH AND ON THAT, SO I WILL BE RESPONDING TO THAT FROM THE ATTORNEY REPRESENTING THE FACULTY COUNCIL, AND THAT'S WHAT IT SAID IN THE INTRODUCTORY LETTER TO THE PERSON WHO WAS REPRESENTING.
>> CAN YOU SHARE THAT LETTER WITH THE BOARD PLEASE.
I KNOW WE'RE DEALING WITH IT ALSO DOING SOME BACKGROUND WORK IN THAT.
>> I WOULD NOT HAVE A PROBLEM WITH YOU SHARING THE LETTER WITH [NOISE] THE BOARD.
NOT IN A PUBLIC SETTING NECESSARILY, BUT THE BOARD'S ENTITLED TO SEE THE LETTER CERTAINLY.
>> SO DID I UNDERSTAND YOU CORRECTLY TO SAY, CHANCELLOR, THAT THE LETTER IS COMING FROM THE FACULTY COUNCIL?
>> IT'S FROM THE ATTORNEY FOR THE FACULTY COUNCIL.
BUT THE ATTORNEY REFERENCED THAT THAT'S ACTUALLY HE SAYS HE IS REPRESENTING THE FACULTY COUNCIL [NOISE] AND THE TCCTA, THE TEXAS COMMUNITY COLLEGE TEACHERS ASSOCIATION.
>> SO YOU RECEIVED A LETTER FROM AN ATTORNEY WHO SAID HE'S WRITING ON BEHALF OF THE FACULTY COUNCIL, IS THAT [OVERLAPPING]
[01:00:03]
[OVERLAPPING] I SHOULD CLARIFY, ROB, I CAN'T GO INTO THIS.
IT'S REPRESENTING ALSO A SPECIFIC INDIVIDUAL, BUT THAT'S A DIFFERENT DISCUSSION AND A DIFFERENT ISSUE ON THAT, AND THAT'S ONE THAT WE'LL BE LOOKING [OVERLAPPING] INTO THE SPECIFICS.
I CAN'T GO INTO THAT ISSUE. I DON'T INTEND TO.
>> NO, WE'RE NOT GOING TO DISCUSS INDIVIDUAL EMPLOYMENT SITUATIONS IN THIS SETTING, BUT THE LETTER CONCERNED A FACULTY MEMBER, AND THEN REPORTED TO BE ON BEHALF OF THE TEXAS STATE BETWEEN COLLEGE TEACHER'S ASSOCIATION AND THE FACULTY ASSOCIATION.
>> OKAY. I'VE MENTIONED THIS MORE THAN TWICE IN TERMS OF OUR FORMAL RELATIONSHIP BETWEEN THE FACULTY COUNCIL AND THE DISTRICT.
THIS HAS BEEN AN ISSUE THAT I'VE GRAPPLED WITH REALLY EVER SINCE I WAS AN EMPLOYEE.
NOW, THE FACT THAT WE'VE GOTTEN A LETTER PURPORTED TO BE FROM THIS ATTORNEY, OR PURPORTED TO BE ON BEHALF OF THE FACULTY COUNCIL.
NOT BEING ABLE TO READ THE LETTER, IT JUST CAUSES CONCERN BECAUSE WE WANT ALL OF OUR EMPLOYEES TO THRIVE, WHETHER THEY BE FACULTY, WHETHER THEY BE ADMINISTRATORS, WHETHER THEY BE SUPPORT STAFF, ETC.
I'M ASSUMING THIS COULD TURN OUT TO BE POSSIBLY A NEGATIVE SITUATION IN TERMS OF A REAL US-THEM TYPE OF SITUATION, OR AM I READING TOO MUCH INTO THAT?
>> NO, THAT'S NOT WHAT I'M SAYING IT AT ALL, ALTHOUGH, CERTAINLY BLIND-SIDED ME.
I'VE HAD A GREAT RELATIONSHIP.
AMONG MY FAVORITE MEETINGS IS THE REGULAR ENGAGEMENT OF OUR FACULTY LEADERSHIP, AND IT HAS BEEN OVER THE YEARS, AND I'VE LISTEN TO THEM AND RELIED ON INPUT.
I MEAN, YOUR QUESTION, YES, THERE IS NOT A SPECIFIC FORMAL RELATIONSHIP THAT EXISTS, BUT IT'S BEEN ONE OF CONVENIENCE THAT THEY HAVE BEEN RECOGNIZED BY THEIR COLLEAGUES, AND I HAVE FOUND THEIR INPUT HELPFUL AND IT RELIED ON THE BULK FOR INPUT REPRESENTATIVE OF THEIR COLLEAGUES, BUT ALSO FRANKLY, HAVE GROWN TO APPRECIATE MANY OF THEM ON AN INDIVIDUAL LEVEL, THEIR INDIVIDUAL KNOWLEDGE, SKILLS AND ABILITY, AND EXPERTISE WHICH WE'VE BEEN ABLE TO LEVERAGE IN OTHER AREAS AS WELL.
I THINK IT'S THAT DISCOVERY THAT I FOUND PARTICULARLY HELPFUL AND ENGAGING, SO DON'T LET ME PAINT THAT THIS HAS BEEN A NEGATIVE RELATIONSHIP AT ALL.
FROM MY PERSPECTIVE, IT HASN'T.
I THINK THAT'S WHY I'M SO DISAPPOINTED AT THE APPROACH THAT WAS TAKEN HERE AND SURPRISED ME.
>> IN TERMS OF MY CONCERN, IT WAS 2-3 YEARS AGO THAT FACULTY ASSOCIATION ACTUALLY FORMALLY PASSED A RESOLUTION THAT WAS COMMUNICATED TO YOU AS CHANCELLOR OF THE DISTRICT, BASICALLY TAKEN A STANCE AGAINST EVERYTHING.
THE BOARD WAS WANTING TO DO AS REGARDS STUDENTS SUCCESS, AS REGARDS DALLAS COLLEGE, AS REGARDS POLICIES WE WERE LOOKING AT, ETC.
NOW, A LETTER THAT WHO KNOWS WHAT POSSIBLE OTHER THINGS MIGHT COME FROM THAT LETTER.
IT JUST REALLY CAUSES ME CONCERN THAT WE ALL NEED TO BE ON THE SAME TEAM BECAUSE WE'RE ALL TRYING TO IMPACT STUDENT SUCCESS, AND WE'RE TAKING THE BEST DIRECTION WE HAVE DECIDED ON BASED ON DATA, BASED ON MANY OTHER THINGS, NOT JUST WILLY NILLY OVERNIGHT, WE DECIDED TO GO THIS ROUTE.
NOW, FOR A LARGE SEGMENT OF OUR STAFF AND A VERY IMPORTANT PART OF OUR STAFF.
ONE, THEY ALREADY PASSED A RESOLUTION A FEW YEARS AGO GOING AGAINST WHAT WE'RE TRYING TO DO, AND NOW, THERE'S A LETTER COMING FROM AN ATTORNEY.
WHAT CAUSES ME CONCERN TOO, IF THIS DOES TURN OUT TO BE A WE-THEM SITUATION, WHICH HOPEFULLY, IT'S NOT, THEN ALL OF THE THINGS THAT MY UNDERSTANDING IS MOST OF WHAT HAPPENS WITH FACULTY ASSOCIATION WORK THAT DOES NOT HAVE A FORMAL RELATIONSHIP WITH THE DISTRICT.
WHAT DOES COLLEGE IS TAKING PLACE ON TAXPAYER DOLLARS, TAXPAYER MONEY, TAXPAYER EQUIPMENT, TO THEN POSSIBLY US HAVING TO GO TO DEFEND SOMETHING ON THE TAXPAYER DOLLAR.
I DON'T KNOW IF I'M MAKING SENSE HERE, BUT IT JUST REALLY CAUSES ME CONCERN.
I'LL LOOK FORWARD TO SEE THAT LETTER, BUT [OVERLAPPING]
[01:05:05]
>> I GATHER WHAT YOU'RE SAYING, AND OBVIOUSLY, AT LEAST FROM MY EXPERIENCE, IT HAS NOT BEEN AN ADVERSARIAL RELATIONSHIP.
I HOPE THAT'S NOT THE CASE THAT'S THERE.
YOUR POINT IS CERTAINLY TAKEN.
THE RESOLUTION WAS ACTUALLY SENT TO THE BOARD.
PREVIOUSLY, THAT WAS NIGHT BACK.
I WAS COPIED ON IT WHEN IT WENT TO THE BOARD, ADDRESSING THOSE ISSUES AS IT RELATES TO BOARD POLICY AND WHAT'S THERE.
WELL, SINCE THEN, THAT WAS CERTAINLY A FORM OF INPUT INTO THE PROCESS.
WHETHER THAT WAS THE RIGHT WAY TO DO THE INPUT, I THINK, WAS QUESTIONED AND CERTAINLY, MANY OF THE FOLKS THAT I WORKED WITH INDIVIDUALLY WERE NOT SUPPORTIVE AS OF THAT LEADERSHIP, BUT THE FACT OF THE MATTER IS WE KNOW THAT THERE ARE DIVERSE VOICES OUT THERE.
I UNDERSTAND THAT, THAT THERE ARE FOLKS THAT MAY DISAGREE WITH SOME OF THE DIRECTION, AND THERE IS CERTAINLY A WAY TO COMMUNICATE THAT, BUT I THINK TO DR. FLOYD'S POINT, WHEN IT'S NOT DONE IN A RESPECTFUL CIVIL WAY AFTER THEIR COLLEAGUES HAVE ALREADY BEEN WORKING TO HELP US COME TO AGREEMENT AND HOW WE GO FORWARD.
THAT'S TROUBLING IN AND OF ITSELF, BUT THEN, TO BASICALLY TAKE A POSITION THAT QUITE HONESTLY, I JUST HAVE TO TELL YOU, IT'S INDEFENSIBLE, AS IT RELATES TO ACADEMIC FREEDOM.
I'VE BEEN IN THIS BUSINESS A LONG TIME.
WHAT WAS OUTLINED IN THAT LETTER HAS NOTHING TO DO WITH ACADEMIC FREEDOM.
THAT'S HARMFUL IN MORE THAN ONE WAY BECAUSE CERTAINLY, I WILL DEFEND IT WITH YOU, MADAM CHAIR, AND MEMBERS OF THE BOARD, THAT WE NEED THAT RIGHT AND WE NEED TO DO SO, BUT WHEN YOU START WATERING DOWN THE IMPACT, WHEN YOU START USING IT FOR OTHER THAN WHAT IT ACTUALLY IS, THEN THAT MAKES IT EASY TO BE SWEPT OUT, PUT UNDER THE RUG WHEN I THINK IT IS IMPORTANT.
I THINK FOLKS NEED TO QUESTION, WHY WE WOULD WANT TO PUT SOMETHING THAT IMPORTANT AT RISK? I THINK YOUR QUESTIONS ARE VALID.
I'M SURE THERE ARE OTHER QUESTIONS THAT NEED TO BE RAISED AS IT ADJUST TO THIS, BUT LET ME CIRCLE BACK WITH YOU IF WE COULD.
I DON'T WANT TO READ MORE INTO THIS RIGHT NOW THERE IS, AND I FEEL LIKE I PROBABLY COMMENTED MORE THAN THERE IS, SO IF I COULD CIRCLE BACK AND HAVE A CONVERSATION LATER, WOULD THAT BE APPROPRIATE, MADAM CHAIR?
>> MS. MOLINA, IF YOU COULD PLEASE PROVIDE US AGAIN WITH THE RESOLUTION.
I APOLOGIZE IF I MISSPOKE AT THE RESOLUTION THAT THE FACULTY ASSOCIATION SAID TO THE BOARD A FEW YEARS AGO ON THE DIRECTIONS WE WERE TAKING WITH REGARD TO EQUITY, INCLUSION, STUDENT SUCCESS, ETC.
I CERTAINLY HOPE THAT THIS LETTER BEARS OUT TO BE NOTHING, THAT WITH CONVERSATION, THINGS CAN BE UNDERSTOOD, AND WE GET A GREATER UNDERSTANDING OF WHAT THE ISSUE IS, BUT I AGREE WITH YOU, DOCTOR MAY.
THERE'S NO WAY I DON'T THINK THAT ANY OF US WOULD EVER SUPPORT INFRINGEMENT AND ACADEMIC FREEDOM, BUT BY THE SAME TOKEN, THERE ALSO HAS TO BE RESPECT FOR ADMINISTRATIVE FREEDOM.
THAT'S WHAT NEW ADMINISTRATORS GET PAID FOR.
FACULTY GET PAID TO TEACH, ADMINISTRATORS GET PAID TO RUN THE OPERATIONS OF THIS DISTRICT.
OFTENTIMES, I THINK SHARED GOVERNANCE GETS DISTORTED SOMEWHAT BECAUSE SHARED GOVERNANCE, YOU CERTAINLY ALLOW PEOPLE IN DIFFERENT GROUPS TO PUT FORTH WHAT THEY THINK WOULD WORK BEST, AND THE ADMINISTRATORS ARE THE ONE WHO ARE THE BOAT SPOTS, AND HAVE TO MAKE THE DECISION, SO THERE'S ALSO HAS TO BE RESPECT FOR ADMINISTRATIVE FREEDOM VERSUS ALWAYS USING SHARED GOVERNANCE IF YOU'RE GOOD AT SOMETHING, WHICH IS HOW I VIEW IT SOMETIMES.
TO SAY, "OKAY, WELL, THIS ISN'T SHARED GOVERNANCE," ETC.
NOW, WE'LL CONTINUE ON A SOAPBOX ABOUT THAT, BUT AGAIN, I HOPE THIS LETTER JUST TURNS OUT TO WANT TO AIR SOME CONCERNS.
I KNOW THAT YOU'RE ALWAYS OPEN TO DISCUSSING WITH ANY OF OUR EMPLOYEE GROUPS.
IT JUST CAUSES CONCERN, AND I HOPE THROUGH TALKING, THEN EVERYTHING CAN BE UNDERSTOOD AND WE'RE ALL OKAY VERSUS IT GETTING ELEVATED.
THAT IN MY OPINION, IN WAYS IT DOESN'T NEED TO GET ELEVATED TOO BECAUSE WE ARE TALKING ABOUT THE TAXPAYER DOLLAR,
[01:10:04]
AND DIFFERENT ACTIVITIES TAKING PLACE ON THE TAXPAYER DOLLAR, AND NOW POSSIBLY, THE TAXPAYERS, THEIR DOLLAR MIGHT END UP GOING IN OTHER DIRECTIONS, WHICH HOPEFULLY THROUGH COMMUNICATION, THAT WON'T HAPPEN.>> ARE THERE ANY OTHER TRUSTEES THAT HAVE COMMENTS OR QUESTIONS?
>> MONICA, CAN I MAKE A BRIEF ONE, PLEASE?
>> FIRST OFF, I WOULD JUST SAY TO THE FACULTY AND THE FACULTY ASSOCIATION THAT AS A BOARD MEMBER, I WELCOME YOUR COMMENTS DIRECTLY AND AT THE LAST [INAUDIBLE] THOROUGHLY ENJOYED GETTING TO KNOW THE LEADERSHIP OF THE FACULTY ASSOCIATION.
I GUESS IT CHANGES EVERY YEAR OR TWO, BUT I VALUE THAT RELATIONSHIP, I VALUE THAT INPUT, I THINK IT HELPS MAYBE A BOARD MEMBER IN FULFILLING MY POLICY RULE.
I WOULD ALSO SAY THAT CHANGE IS DIFFICULT AND WE ARE GOING THROUGH AN UNPRECEDENTED AMOUNT OF CHANGE RIGHT NOW WITH TEACHING MODALITIES, AND DEALING WITH COVID, AND EVERYTHING THAT WE'RE ADDRESSING THERE, WITH THE MOVE TO ONE COLLEGE.
WITH THE NEED THAT THIS BOARD SEES, QUITE FRANKLY, TO ADDRESS SOME VERY, VERY IMPORTANT ISSUES LIKE SCHEDULING AND FACULTY LOAD THAT WE'VE BEEN WORKING ON FOR THE PAST TWO OR THREE YEARS, I WOULD JUST SAY TO THE FACULTY, AND WE WANT TO HEAR FROM YOU, AND THEN PLEASE KNOW THAT THAT DOOR IS OPEN, BUT ALSO PLEASE KNOW THAT THIS CHANCELLOR IS EXECUTING ON THE POLICY DIRECTION THAT THIS BOARD IS SET, AND WE SEE IT IS AS VERY, VERY IMPORTANT TO MAKE THE MOVES THAT ARE BEING DISCUSSED HERE.
I BELIEVE THE SUPPORT, I KNOW FROM ME, AND I BELIEVE A MAJORITY OF THIS BOARD, [INAUDIBLE] AND I HOPE WE CAN CONTINUE TO MOVE FORWARD TOGETHER ON THIS, AND ONE MORE TIME, WELCOME YOUR INPUT. THANK YOU.
>> JUST TO CLARIFY, MR. WINLAND, I AGREE WITH TRUSTEE RITTER, WE WELCOME THE INPUT OF OUR EMPLOYEE GROUPS AND POLICY POWER EMPLOYEES TO COMMUNICATE WITH BOARD MEMBERS.
>> IF MEMORY SERVES, MADAM CHAIR, INQUIRIES TO THE BOARD SHOULD BE DIRECTED THROUGH THE CHANCELLOR, TO THE BOARD AS A WHOLE, AND THAT'S HOW POLICY PROVIDES AS OPPOSED TO DIRECTLY TO BOARD MEMBERS.
>> THANK YOU FOR THE CLARIFICATION.
>> QUESTION ON THAT, ROB, THOUGH, ARE YOU SAYING THAT THE BOARD CAN'T RECEIVE A RESOLUTION VOTED ON BY THE BOARD OF THE FACULTY ASSOCIATION AND WE CAN'T CONSIDER THAT IN OUR POLICY DELIBERATIONS? YOU'RE NOT SUGGESTING THAT, ARE YOU?
>> NO, I'M NOT SUGGESTING THAT.
CERTAINLY, IN THAT INSTANCE, I BELIEVE THE POLICY WOULD CONTEMPLATE THAT A BOARD MEMBER RECEIVING THAT [INAUDIBLE] WOULD DIRECT THAT TO THE CHANCELLOR [INAUDIBLE].
>> I GUESS THAT'S THE DIFFERENCE BETWEEN MAYBE FORMAL AND INFORMAL INPUT.
THIS IS VERY TROUBLING TO HEAR.
OBVIOUSLY, WE CARE ABOUT OUR RELATIONSHIP WITH THE FACULTY COUNCIL, WE CARE ABOUT EMPLOYEES' SUCCESS.
SO WE ALSO HAVE TO REMEMBER THAT STUDENT'S SUCCESS IS ALSO VERY IMPORTANT TO US, AND SO HOPEFULLY, ALL OF THIS CAN GET RESOLVED.
I THINK I JUMPED IN THE PRESENTATION SO I DON'T KNOW WHO WAS NEXT. [OVERLAPPING]
>> MS. BRAVO, TRUSTEE JAMESON HAS A QUESTION OR COMMENT IF YOU WANT TO CALL ON HIM.
>> YES, TRUSTEE JAMESON, DIDN'T SEE YOU.
>> I DON'T WANT TO BELABOR THE ISSUE, I KNOW WE'RE GOING TO BE GETTING BACK WITH SOME MORE INFORMATION.
BUT AS OPPOSED TO BEING CONTACTED AS SOMEWHAT OF A SURPRISE BY LEGAL COUNSEL, ISN'T THERE MORE OF A FORMAL PROCESS [INAUDIBLE] EVENTS OR TO DISCUSS THINGS BEFORE IT COMES MORE AS NOT A SURPRISE BUT AS A LOGICAL NEXT STEP IF THERE'S LEGAL COUNSEL INVOLVED, OR AM I CONFUSING THAT WITH MORE OF THE CORPORATE TYPE FUNCTION?
>> YEAH. HOPEFULLY, I WAS CLEAR.
I THINK THAT'S WHAT PERSONALLY DISAPPOINTED ME, TRUSTEE JAMESON, WAS THAT WE HAVE HAD ONGOING CONVERSATIONS, THERE HAD BEEN DIALOGUES ON EVERY ONE OF THESE POINTS AND ISSUES OUT THERE, AND THAT IS THE PROPER WAY TO ENGAGE AND HAVE THAT SO THAT WHILE I'M STILL CHARGED WITH MAKING DECISIONS, I DEFINITELY WANT THE INPUT AND ENGAGEMENT OF OUR FOLKS THAT ARE IN THERE.
AGAIN, I'M REACTING A LITTLE BIT OUT OF DISAPPOINTMENT AND
[01:15:05]
SURPRISE BECAUSE WE HAVE HAD LITERALLY YEARS OF THESE CONVERSATIONS WHICH IS HOW WE SHOULD BE DOING IT.I THINK THAT IT'S ALSO DISAPPOINTING THAT WE'RE NOT SEEING FOLKS HELP OUT OUR NEW LEADERSHIP AS THEY IMPLEMENT THESE CHANGES GOING FORWARD BUT RATHER HAVE CHOSEN TO BE COMBATIVE WITH THEM.
I THINK IT'S AT MULTIPLE LEVELS.
WE WANT CERTAINLY RESPECT AS IT DEALS WITH THE BOARD, AS IT DEALS WITH OUR FACULTY, AND THE FACULTY OF LEADERSHIP, BUT WE ALSO WANT TO DEAL WITH EACH OTHER RESPECTFUL AND IN CIVIL MANNER ACROSS THE ENTIRE ORGANIZATION.
SO I THINK THERE'S SEVERAL THINGS AT PLAY HERE.
AS YOU KNOW, WITHIN ORGANIZATIONS ARE BOTH FORMAL AND INFORMAL LINES OF COMMUNICATION, IT'S BETTER IF YOU CAN DEAL WITH THINGS IN THE INFORMAL WAY WHEN YOU CAN, AND WHEN YOU FORMALIZE THEM, YOU MAKE THEM FORMAL, NOT LEGAL.
THAT WOULD BE THE ULTIMATE GOAL.
>> DO WE HAVE ANY OTHER TRUSTEE COMMENTS OR QUESTIONS? I DON'T SEE THAT. I DON'T KNOW WHO WAS NEXT ON THE PRESENTATION OR IF YOU WANT TO CONTINUE WITH IT.
>> SURE. WE STOPPED AT CAREER CONNECTED LEARNING.
IN TERMS OF SUPPORT FOR OUR STUDENTS WHO, AS YOU ALL KNOW, OUR STUDENTS FACE A VARIETY OF DIFFERENT OBSTACLES THAT PRECLUDE THEM FROM EITHER BEING SUCCESSFUL OR CONTINUING THEIR STUDIES.
IN STUDENT'S SUCCESS, THAT'S THE KIND OF WORK THAT WE'VE DONE FOR QUITE A LONG TIME, MAKING SURE THE STUDENTS HAVE ACCESS TO COMMUNITY RESOURCES, TO HEALTH AND WELLNESS SUPPORT, AFFINITY GROUPS, ETC.
BUT IN THIS NEW STRUCTURE, WE ALSO WORKED TOGETHER TO ENSURE THAT STUDENTS HAVE SUPPORT ON THE ACADEMIC SIDE, TUTORING SERVICES FOR EXAMPLE, AND ALSO ENSURING THAT THE FACULTY ARE AWARE OF ALL THE SUPPORTS AVAILABLE FOR STUDENTS SO IF THEIR STUDENTS HAVE A NEED, THEY ARE KNOWLEDGEABLE IN TERMS OF WHERE THEY NEED TO REFER THEIR STUDENTS FOR SUPPORT.
IN TERMS OF WORKFORCE AND ADVANCEMENT, AS I MENTIONED EARLIER, WORKREADYU IS A PROGRAM THAT SUPPORTS STUDENTS AT RISK AND HELPS THEM NAVIGATE CAREER CHOICES, HELPS THEM IDENTIFY FOOD, FINANCIAL RESOURCES TO HELP THEM REMOVE BARRIERS TO COMPLETION.
BUT THE OTHER PIECE THAT IS VERY EXCITING IS THAT WE ARE ALSO TRYING TO REMOVE THE BARRIERS BETWEEN CREDIT AND NON-CREDIT PROGRAMMING, SO STUDENTS HAVE THE ABILITY TO NAVIGATE BETWEEN THE TWO WORLDS THAT BEFORE WERE COMPLETELY SEPARATE, AND NOW, WE ARE TALKING ABOUT A STUDENT EXPERIENCE REGARDLESS OF WHICH WAY THEY WANT TO GO. DR. FLOYD?
>> IN TERMS OF SECURING A WELL PAYING JOB THROUGH OUR WORKFORCE AREA, JUST ENSURING THAT WE HAVE THE RIGHT DATA, THE LABOR MARKETS KNOW WHERE THE JOBS ARE SO THAT WE CAN DIRECT AND DRIVE STUDENTS IN THAT DIRECTION TO EDUCATE THEM BETTER ON PROGRAMMING.
ALSO WORKING THROUGH AREAS LIKE THE ACADEMIC INCUBATOR, ALLOWING US TO TEST OR PILOT NEW PROGRAMS THAT WILL BE LATER SUCCESSFUL IN A MORE SCALED MANNER THROUGHOUT OUR SCHOOLS.
IN TERMS OF THE STUDENT'S SUCCESS COMPONENT, CAREER PLACEMENT SKILLS LIKE INTERVIEWING, HELPING THEM PREP THEIR RESUME, WE'LL WALK THROUGH ALL OF THESE PROCESSES WITH OUR STUDENTS SUCCESS PROFESSIONALS, AND OF COURSE, OUR FACULTY IN THE ACADEMIC AREA BEING THE CONTENT EXPERTS, BEING THOSE WHO HAD HELD JOBS IN THE PROFESSION OR HAVE THOSE PROFESSIONAL ASSOCIATIONS, CAN HAVE SHARED EXPERIENCES WITH THOSE STUDENTS THROUGH THE CLASSROOM AS WELL AS OTHER VEHICLES.
IN TERMS OF TRANSFER, MAKING SURE THROUGH OUR WORKFORCE ARM THAT WE'RE IN INTERNSHIPS AND APPRENTICESHIPS THAT WILL GIVE OUR STUDENTS ACTUAL EXPERIENCE IN THE WORK ENVIRONMENT THOUGH OUR STUDENTS SUCCESS AREA.
WORKING WITH TRANSFER SERVICES, MAKING SURE WE HAVE ROBUST TRANSFER CONNECTIONS THAT CAN REALLY EXPLAIN TO STUDENTS WHAT THEY NEED TO GO THROUGH TO COMPLETE THE TRANSFER PROCESS.
AGAIN, WITH OUR FACULTY IN THE ACADEMIC AREA, WHETHER IT'S THROUGH EXPERIENTIAL LEARNING OR AGAIN, JUST PERSONAL EXPERIENCE, SHARING THAT WITH THE STUDENTS TO BETTER INFORM THEM ABOUT THE PATH THAT THEY'RE PURSUING VIA TRANSFER.
THAT'S THE CLOSE OF THIS PARTICULAR PRESENTATION, I KNOW WE HAVE ONE MORE.
>> [INAUDIBLE] BUT JUST A COMMENT.
[01:20:01]
I THINK THEY'VE PUT TOGETHER VERY, VERY WELL.IT CERTAINLY LOOKS LIKE ALL OF THE FOCUS WHICH CERTAINLY WAS AND IS CERTAINLY THE INTENTION OF THE BOARD IS WE DO JUST EVERYTHING THAT WE CAN BEST PRACTICES TO ASSURE THAT OUR STUDENTS, ONCE THEY COME IN, ALSO CAN EXIT OUT HAVING BUILT THEIR GOALS, AND DOING THAT BEFORE AND BEYOND THE CLASSROOM.
IT LOOKS LIKE YOU'VE CERTAINLY SET UP THE MECHANISMS FOR THAT, AND THANK YOU SO MUCH FOR THIS PRESENTATION.
I WOULD BE INTERESTED IN HEARING MORE ON ADVISORS.
I KNOW THAT RIGHT NOW, WE ARE SPORADIC ACROSS THE CAMPUSES IN TERMS OF ADVISOR TO STUDENT RATIO.
IS THERE A PLAN TO GET THAT TO BE MORE CONSISTENT AND HOPEFULLY, TO GET IT IN BEST PRACTICE WHICH IS FOR GENERAL ADVISING? IF I'M NOT MISTAKEN, I THINK, DR. JOSEPH, YOU GAVE ME THIS NUMBER.
IT'S 350 STUDENTS TO ONE ADVISOR.
SO MAYBE AT A FUTURE PRESENTATION, IF YOU ALL COULD REPORT OUT ON THAT PARTICULAR ASPECT OF STUDENTS SUCCESS, I THINK WOULD HELP.
>> SURE, CHIEF FLORES, WE'LL CERTAINLY WORK ON THAT PRESENTATION FOR YOU.
>> THIS SEEMS LIKE A WELL THOUGHT OUT PLAN IN TERMS OF PROGRESSION, BUT I WISH YOU ALL WOULD THINK ABOUT THE PEOPLE THAT GO THROUGH THIS PROCESS, THAT MAY BE A YEAR AFTER THEY LEAVE AND MOVE FORWARD, EITHER TO A JOB OR A FOUR-YEAR INSTITUTION, THAT YOU ALL WOULD TRACK THAT JUST SO WE CAN DETERMINE HOW SUCCESSFUL IT'S BEEN.
>> [OVERLAPPING] YEAH, MAYBE I'M THE BEST ONE TO COME IN ON THAT ONE.
FRANKLY WHAT WE NEED TO BE FOCUSING ON IS WHETHER OR NOT OUR GRADUATES GO ON TO GET JOBS, OR HOW SUCCESSFULLY THEY'RE ABLE TO TRANSFER INTO A FOUR-YEAR INSTITUTION, AND THEN GET A JOB, BECAUSE JOBS MATTER ALL THE WAY THROUGH THE PROCESS.
REALLY AS YOU CAN HOPEFULLY TELL TRUSTEE COMPTON, AND THE OTHERS THAT THIS GROUP IS WORKING TOGETHER, NOT IN SILOS, BUT COLLABORATIVELY ACROSS IN A WAY THAT I THINK DOES ALLOW US TO BE ABLE TO GET AT THESE ISSUES MORE EASILY THAN IN THE PAST, AND IN THE REDESIGN THAT WE'RE DOING.
IS IT THERE YET? IN SOME AREAS, BUT NOT AS ROBUST AS WE NEED.
WE CAN TELL YOU WHAT'S HAPPENING IN CERTAIN AREAS BECAUSE OF THE DEPARTMENT OF LABOR DATA, OR SOME OTHERS THAT MAY BE OUT THERE, OR SOME TRANSFER WITH THE NATIONAL STUDENT CLEARING CHANNELS, BUT THERE ARE STILL TOO MANY THAT WE DON'T KNOW, AND IT'S THAT'S THAT IS GOING TO MAKE THE DIFFERENCE OF US BEING A GOOD INSTITUTION OR A GREAT INSTITUTION.
SO THANK YOU FOR BRINGING THAT UP.
>> WELL, THANK YOU SO MUCH FOR THIS FIRST PRESENTATION.
I THINK WE'RE READY NOW FOR THE SECOND PRESENTATION, WHICH WILL BE ON FALL 2021, RETURN TO CAMPUS.
SO IT'LL BE PUT ON BY DR. FLOYD AND DR. JOSEPH.
>> DR. JOSEPH YOU STARTING OR YOU WANT ME TO GET IT STARTED?
>> I CAN START, BUT THE PRESENTATION ISN'T UP. [NOISE]
>> LET ME KNOW IF YOU'RE HAVING DIFFICULTY.
>> I CAN'T SEE IT AT MY HOUSE.
[01:25:31]
>> DOES MEDIA SERVICES KNOW WHICH ONE TO PULL UP MS. ELENA?
>> THAT LOOKS LIKE IT. [NOISE]
>> CAN WE GO TO THE NEXT SLIDE, PLEASE? [LAUGHTER] WHAT WE ARE ATTEMPTING TO DO HERE IS TO SHARE WITH YOU SOME OF WHAT WE HAVE BEEN DOING IN TERMS OF ENROLLMENT, AND THE IMPACT OF THAT ON RETURN TO WORK.
OUR STAFF HAVE DONE AN INCREDIBLE JOB.
THEY'VE BEEN VERY SUPPORTIVE OF OUR STUDENTS.
THEY'VE BEEN VERY CREATIVE, AND SOLVED PROBLEMS IN VERY, SOMETIMES TRYING CIRCUMSTANCES.
ALWAYS CONTINUING TO PUT OUR STUDENTS FIRST AND FINDING WAYS IN WHICH WE COULD SUPPORT THEM EVEN IF IT WAS REMOTELY.
>> THE FEEDBACK TO DATE FROM MY STUDENTS HAS BEEN VERY POSITIVE.
THEY REALLY APPRECIATE THE EFFORTS THAT WE'VE MADE, AND WHAT WE'VE DONE TO HELP THEM, BUT THEY'VE ALSO EXPRESSED A REAL NEED FOR MORE JUST-IN-TIME SUPPORT.
SO WE'RE HEARING A LOT BACK FROM THEM THAT THEY CAN'T GET A HOLD OF INDIVIDUALS WHEN THEY NEED TO OR [INAUDIBLE] THEY HAVE A QUESTION AND THEY SEND A EMAIL, THEY DISCUSS LAG TIME AND RESPONSE.
WE'VE ALSO HEARD A REAL OUTCRY FOR A NEED OF SOME PERSONALIZATION TO THE SUPPORT THAT WE ARE PROVIDING THEM.
SO WE'RE IN A PANDEMIC ERA, WE ALL KNOW THAT WE'RE ALL REMOTE, SO IT'S JUST HEIGHTENING THE CHALLENGES THAT YOU WOULD FACE REALLY NORMALLY AND ON A DAY-TO-DAY BASIS, AND IT'S REQUIRING US TO RESPOND TO THESE NEW IN DIFFERENT [NOISE] [INAUDIBLE].
IF YOU COULD ADVANCE TO THE NEXT SLIDE?
>> OUR STUDENTS ARE REALLY SHARING WITH US THAT THEY ARE THANKFUL FOR ALL THE EFFORTS THAT THE STAFF HAVE PUT IN PLACE, HOWEVER, THAT THEY NEED A LITTLE BIT MORE HELP.
THAT THEY NEED SOMEONE TO HELP THEM FACE TO FACE WHEN POSSIBLE.
THE LIBRARIES ARE OPEN AT CERTAIN TIMES, AND TUTORING, AND COMPUTER LABS AND SOME CAMPUS SERVICES.
HOWEVER, THERE IS A SIGNIFICANT NEED FOR MORE FACE TO FACE ENGAGEMENT.
LET ME SHARE WITH YOU A LITTLE BIT OF INFORMATION.
IN TERMS OF OUR ENROLLMENT, THE LARGEST REDUCTION IN ENROLLMENT COMES FROM 75211.
THAT'S A ZIP CODE THAT I AM VERY FAMILIAR WITH, BECAUSE AS YOU KNOW, I WEAR TWO HATS AND IT IS THE ZIP CODE THAT MOUNTAIN VIEW SERVES.
AS YOU KNOW 75211 HAS ALSO BEEN THE ZIP CODE WITH THE LARGEST NUMBER OF COVID-19 CASES.
WE ALSO HAVE A PRETTY HIGH UNEMPLOYMENT RATE, WHICH IS HIGHER THAN THAT OF DALLAS COUNTY.
THAT USUALLY CORRELATES TO A SIGNIFICANT NEED FOR TECHNOLOGY, OR THERE'S LACK OF TECHNOLOGY AVAILABLE, THE DIGITAL DIVIDE IS VERY PRESENT IN THAT AREA.
POVERTY IS SOMETHING THAT IS, AGAIN, VERY PRECEDENT AT THAT ZIP CODE.
NINETY FIVE PERCENT OF ELIGIBLE PUBLIC SCHOOL CHILDREN QUALIFY FOR FREE AND REDUCED LUNCH.
THIS IS A DEMOGRAPHIC THAT WE'RE HERE TO SERVE, BUT UNFORTUNATELY, WE CANNOT SERVE EFFECTIVELY REMOTELY.
SO WE NEED MORE INDIVIDUALS THAT CAN PROVIDE FACE-TO-FACE ENGAGEMENT WITH OUR STUDENTS.
IF YOU CAN GO TO THE NEXT SLIDE, PLEASE?
>> SO I'LL WAIT TILL ALL THE NUMBERS GET UP.
[01:30:04]
YES, UNTIL WE SEE THE NUMBERS.THANK YOU. WHAT WE WANTED TO DO WAS PROVIDE A SNAPSHOT OF A TYPICAL WEEK FOR THE BOARD SO THAT WE COULD PROVIDE SOME CONTEXT WITH NUMBERS, AS TO THE AMOUNT OF STUDENTS THAT WE'RE TRYING TO SERVICE IN A REMOTE ENVIRONMENT.
AS DR. JOSEPH WAS JUST SAYING, THIS IS BY NO MEANS TO CAST DISPERSIONS OR NEGATIVITY ON EVERYONE WHO IS WORKING EXTREMELY HARD, IT'S JUST WE WEREN'T SET UP AS A ONLINE INSTITUTION, SO WE HAVE TO BRING LIGHT TO WHAT'S ACTUALLY OCCURRING.
THESE ARE NUMBERS FROM JUST ONE OF OUR MANY CALL LINES DURING THE WEEK OF 8/17, WHICH WE ALL KNOW IS ONLY FOUR DAYS BECAUSE THAT WAS CONFERENCE DAY.
THEY WERE 6,342 CALLS PRESENTED ON THIS PARTICULAR ADVISING LINE, 5,250 OF THOSE CALLS WERE ABANDONED.
THIS MEANS IT WAS EITHER DROPPED, THE STUDENT GOT OFF THE LINE BECAUSE THE WAIT TIME WAS TOO LONG.
THERE COULD BE A MYRIAD OF ISSUES THAT OCCURRED THAT CAUSED THE ABANDONMENT.
OUT OF THOSE 6,342 CALLS, 818 WERE HANDLED, OR RESOLVED, AND AT THE TIME OF THIS DATA PULL, 274 WERE IN PROGRESS.
SO THERE'S A REAL NEED TO PROVIDE SUPPORT FOR OUR STUDENTS BECAUSE WE CAN SEE THEY'RE REACHING OUT.
THEY HAVE QUESTIONS AND WE NEED TO BE ABLE TO BETTER PROVIDE SUPPORT FOR THEM.
WE'RE DOING A LOT OF GREAT THINGS BUT WE NEED TO DO MORE. NEXT SLIDE?
>> THE SOLUTION WE'RE PROPOSING IS TO BRING BACK ADDITIONAL STAFF FOR FACE-TO-FACE INTERACTION WITH STUDENTS.
ALLOW US TO BETTER UTILIZE OUR TECHNOLOGY TO MONITOR OUR STUDENT INTERACTIONS, AND CONSIDER THE USE OF AN EXTERNAL PHONE BANK TO HANDLE ROUTINE REQUESTS FROM STUDENTS.
THE CRITICAL RESPONSE OFFICE HAS DONE A GREAT JOB OF EVALUATING SPACE TO ENSURE THAT RETURNING TO CAMPUS FOR A LARGER NUMBER OF STAFF WILL BE A SAFE SITUATION.
IN TERMS OF AN EXTERNAL FALLBACK, WE ARE IN THE PROCESS OF WORKING TO GET INFORMATION FOR A CALL CENTER THAT WE COULD PUT IN PLACE IN THE NEAR FUTURE.
IN TERMS OF UTILIZING OUR TECHNOLOGY BETTER, WE KNOW, AS DR. FLOYD MENTIONED, WE WERE NEVER SET UP TO BE AN ONLINE INSTITUTION ONLY, HENCE OUR TECHNOLOGY SOMETIMES IS NOT WORKING IN OUR FAVOR TO BE ABLE TO SUPPORT STUDENTS IN THIS VERY DIFFERENT ENVIRONMENT.
>> IN TERMS OF RETURNING TO CAMPUS, THE RESULTS THAT WE'RE SEEING AND WE SAID RETURNING TO CAMPUS EQUALS HAPPIER STUDENTS, BUT IT REALLY EQUALS MORE SUCCESSFUL STUDENTS.
HAVING MORE STAFF RETURN TO CAMPUS WILL ALLOW FOR A GREATER OVERSIGHT OF STAFF.
WHAT WE MEAN BY THAT IS A LOT OF THE ISSUES AND CONCERNS THAT ARE COMING UP ARE NEW.
WE HAVEN'T REALLY ADDRESSED THEM THIS WAY IN THIS FORMAT, MANY OF THEM HAD TECHNOLOGY IMPLICATIONS OR EITHER IMPACT THOSE AREAS.
IN A REMOTE ENVIRONMENT IT USUALLY TAKES A FEW PHONE CALLS, SEVERAL E-MAILS, AND WE COME UP WITH A SOLUTION, BUT WE'RE LOSING TIME.
HAVING PEOPLE PHYSICALLY PRESENT WILL BE ABLE TO IMMEDIATELY STRATEGIZE RESOLUTIONS TO THE STUDENT CONCERNS, AND IMMEDIATELY IMPLEMENT THEM.
IT'LL BE LESS PROTRACTED TIME GOING BETWEEN PHONE CALLS AND E-MAILS, AND WE'LL ALSO BE ABLE TO PROVIDE MORE PERSONALIZED SUPPORT AND INTERACTIONS FOR STUDENTS.
DR. JOSEPH COULD SPEAK MORE TO THIS, BUT I BELIEVE RIGHT NOW THEY CAN ONLY SEE HOW MANY STUDENTS PER DAY?
>> SIX. EACH ADVISOR CAN ONLY SEE SIX STUDENTS PER DAY.
YOU ONLY HAVE TWO ADVISORS AVAILABLE IN A PARTICULAR LOCATION, THEY CAN ONLY SEE 12 STUDENTS IN ONE DAY.
>> WHEN WE LOOK AT THAT IN THE CONTEXT OF EVERYTHING AND EVEN OUR ENROLLMENT NUMBERS AND HOW WE'RE DOWN SEVEN PERCENT, WE JUST KNOW THAT WE CAN DO BETTER.
THIS IS ONE EFFORT IN THE RIGHT DIRECTION TO HELP SUPPORT OUR STUDENTS IN REAL TIME FACE-TO-FACE. NEXT SLIDE.
>> I WAS LOOKING BACK AT THE VOLUME OF CALLS THAT WE'VE BEEN GETTING, AND ARE WE HANDLING ALL THESE CALLS TELEPHONICALLY OR ARE ZOOM MEETINGS AND VIRTUAL MEETING PLATFORMS BEING USED IN OUR STUDENT ADVISING AND COUNSELING SERVICES?
>> SO WE'RE USING A COMBINATION OF THINGS.
IN THIS PARTICULAR DATA THAT DR. FLOYD SHARED IS ALL PHONE CALLS.
THOSE ENGAGEMENTS ARE OCCURRING FOR REGISTRATION, FOR ADVISING.
SO THOSE ARE ABOVE AND BEYOND THOSE PHONE ENGAGEMENTS THAT YOU SAW IN THAT SLIDE.
[01:35:11]
>> I RECALL HEARING STUDENTS EXPRESSING, EVERYBODY EXPRESSING CONCERN ABOUT RETURNING TO CAMPUS TOO EARLY AND A HIGH LEVEL OF INTERACTION AND THE RISK OF COMMUNITY SPREAD IS STILL VERY MUCH WITH US.
I'M WONDERING, WE GOT PHONE CALLS WHICH HAS BEEN DONE FOR DECADES AND WE'VE GOT ZOOM OUT HERE, WHICH DOESN'T SOUND LIKE WE'RE SYSTEMATICALLY USING IN THE STUDENT SERVICES AREA, AND WE'VE GOT THE OPTION OF BRINGING PEOPLE BACK, WHICH IS WHAT'S BEING SUGGESTED.
I'M WONDERING WHETHER WE MIGHT WANT TO MAKE SOME INVESTMENTS IN RAMPING OUR USE OF TECHNOLOGY UNTIL WE HAVE A LITTLE MORE VISIBILITY INTO THE HEALTH ISSUES AS PART OF OUR STRATEGY.
>> WELL, LET ME SPEAK TO THAT.
I THINK THAT IS THE PART OF THE STRATEGY AND IT'S A COMPLEX ONE.
BECAUSE WE DON'T HAVE THE CAPABILITY WITHIN OUR OWN SYSTEMS TO MANAGE INDIVIDUALS WHO ARE USING THEIR OWN PERSONAL DEVICE FOR THIS, BUT WE CAN FORWARD A PHONE HERE AT THE OFFICE TO THAT NUMBER, BUT IT WILL NOT ROLL OVER TO ANOTHER NUMBER.
SO THAT IF THE PERSON IS WORKING WITH THE STUDENTS, THERE'S NO CAPABILITY OF CAPTURING THAT.
BECAUSE THESE ARE PRIVATELY OWNED BY THE INDIVIDUAL, LET'S SAY ONE-PERSON, WHICH THEY DO THIS CALL 6, 8, 10 TIMES, THEY FILL UP THE PERSON'S VOICE MESSAGE.
SO THE ABILITY FOR OTHER SOLID MESSAGES THAT WE COULD AUTOMATICALLY FORWARD IT, BUT THAT WOULD MEAN A TRUSTED READER, ONE OF YOUR FAMILY MEMBERS THAT WAS TRYING TO CALL YOU WOULD GET FORWARDED TO ANOTHER ADVISER THAT'S OUT THERE.
SO OVER ALL, OUR TECHNOLOGY SYSTEM IS NOT REALLY SET UP IN A WAY AND WE ARE LOOKING, THAT IS A PRIORITY TO INVEST AND MAKE THAT HAPPEN.
SECONDLY, YOU MENTIONED ZOOM, BUT A LOT OF OUR OWN EMPLOYEES DON'T HAVE THE BANDWIDTH BECAUSE OF WHERE THEY LIVE AND THEIR ZIP CODES AND OTHER THINGS TO ACTUALLY BE ABLE TO DO TELECONFERENCING.
SO THEY ARE THEMSELVES RESTRICTED TO PHONE OR TEXT.
AGAIN, THIS IS UTILIZING THEIR OWN PERSONAL TECHNOLOGY AND EQUIPMENT AT THIS TIME TO GET THERE.
EVEN IF WE WERE TO BUY EVERYONE A GIGABIT TO THEIR HOMES, THERE ARE PARTS OF THE COMMUNITY THAT SIMPLY DON'T HAVE THAT CAPABILITY AS WE WORK TO EXPAND THAT OUT.
SO I APPRECIATE EXACTLY WHERE YOU'RE COMING FROM AND WE'RE LOOKING AT THIS FROM EVERY ANGLE.
ONE OF THE REASONS WHY, THAT WE DO NEED EVEN TO HANDLE, WE HAPPEN TO USE WEBEX AS WE ARE HERE IN THIS CASE, OUR CONVERSATION DO MORE THAT WE HAVE MORE RELIABLE BANDWIDTH ON OUR CAMPUSES THAN PEOPLE DO IN THEIR HOMES.
SO EVEN TO ACCESS THAT SOME PEOPLE NEED TO COME BACK TO THE LOCATION EVEN IF IT'S NOT ENGAGING IN FACE TO FACE.
I HAVE TO SAY, WE ARE GOING TO CONTINUE TO WORK ON THIS ISSUE, BUT TO YOUR POINT, LOOKING AT THAT, BUT WE HAVE NOT YET FULLY PLANNED OUT THE TIDE ABOUT PERMANENT LONG-TERM INVESTMENT IN PEOPLE WORKING FROM HOME, NOR HAVE WE ESTABLISHED REQUIREMENTS FOR WHAT IT WILL TAKE TO WORK FROM HOME.
IF YOU WERE TO APPLY FOR A JOB FOR WORKING REMOTELY, THERE WOULD BE CRITERIA ABOUT BANDWIDTH THAT YOU WOULD NEED TO HAVE WITH THE OTHER EXPECTATIONS OR THEY WOULDN'T HIRE YOU IN THE LOCATION.
THAT'S NOT HOW WE WENT ABOUT THIS.
SO OUT OF FAIRNESS TO OUR FOLKS, I THINK THEY'RE TRYING THE BEST THEY CAN, BUT THE TRUTH IS THAT WE DON'T REALLY HAVE A DESIGN STRUCTURE ON THE TECHNOLOGY SIDE THAT'S HELPFUL IN THAT PROCESS.
I THINK THAT'S AN AREA THAT WE'RE WORKING ON.
THE SHORT RUN I LOOKED AT IT AND BEATRIZ, YOU GOT INTO SOME OF THE NUMBERS.
THERE ARE SOME REAL PROCESS WHERE WE CAN DEAL WITH PEOPLE REMOTELY.
WE'VE GOT A 5.4 INCREASE IN DUE CREDIT FOR EXAMPLE.
A 10.7 INCREASE IN EARLY COLLEGE HIGH SCHOOLS.
WE'RE SEEING TECHNOLOGY BASED MAJORS UP 8.6 PERCENT, AND THEN YET, THEN WE LOOK AT DECREASES IN MINORITY MALES, DECREASES IN THE ZIP CODES WITH THE HIGHEST NUMBER OF COVID CASES, OVERWHELMINGLY A HUGE DECREASE THERE,
[01:40:01]
WHICH ALSO CORRESPONDS TO THE LEAST AMOUNT OF TECHNOLOGY AND THE HIGHEST UNEMPLOYMENT RATES.SO AS WE LOOK AT THE COMPLEXITY OF THIS, I DO THINK THAT TECHNOLOGY IS A HUGE PART OF THE SOLUTION THAT WE NEED TO BE INVESTING IN.
I KNOW WE'RE GOING TO BE DOING SOMETHING SHORT TERM AND OVER THE LONG TERM TO ADDRESS THIS ISSUE, YOU'RE SPOT ON. WE'D HAVE TO GET THERE.
BUT AT THE SAME TIME, I THINK RIGHT NOW WE'RE DEALING WITH A CRISIS WHERE WE'RE LEAVING A LOT OF PEOPLE BEHIND AND LOCATIONS THAT ARE ALREADY DISADVANTAGED JUST BECAUSE OF WHERE THEY LIVE IN OUR COMMUNITY.
>> I DIDN'T WANT A POINT TO GO UNNOTICED FROM OUR TEAM MARSHAL.
WE DO HAVE A CHATBOT THAT'S BEEN ACTIVATED AND THEY'VE HANDLED THOUSANDS OF QUESTIONS THROUGH THE CHATBOT AS WELL.
SO WE DO HAVE A [INAUDIBLE] APPROACH EVEN IN PLACE RIGHT NOW.
>> THAT'S GREAT. I READ ABOUT A COALITION OF EDUCATIONAL INSTITUTIONS THAT IS GOING TO BE BLANKETING DALLAS COUNTY COLLABORATIVE STRATEGY FOR ADEQUATE BANDWIDTH FOR DISTANCE EDUCATION SO THAT WE'RE THE WE'RE PART OF THAT, RIGHT?
I THINK MARSHAL REPRESENTS US IN THAT GROUP.
HE HAS A MEETING WHERE THE REAL RING LEADER OF THIS IS MICHAEL HINOJOSA , WHO'S JUST BEEN OUTSTANDING AND ADVOCATING AT THE LOCAL, STATE AND FEDERAL LEVEL.
QUITE HONESTLY, AS COMMUNITY COLLEGES FOLKS SEE US AS A RESOURCE, NOT AS HAVING NEEDS FROM A POLICY PERSPECTIVE.
SO HAVING SOMEONE LIKE DR. HINOJOSA AND KATE WALSH ADVOCATING AND KNOW BY THE WAY, WE NEED THIS FOR COMMUNITY COLLEGES TOO, I THINK RESONATES EVEN MORE THAN US ADVOCATING.
WE DO ADVOCATE FOR OURSELVES, BUT IT'S GREAT TO HAVE HELP IN THAT COMMUNICATION.
VERY REALLY QUICK, WE ACTUALLY NOW OVER THE LAST WEEK WITH COLLABORATION, WE'VE MADE AN OPEN CALL CENTER IN REGION 10 WHERE WE'VE GOT TO TAKE ALL REQUESTS AND ANY DOUBTS [INAUDIBLE] THAT NEEDS INTERNET CONNECTIVITY.
WE RECEIVED OUR FIRST FOLLOWERS [INAUDIBLE] MEETINGS THAT HAD BROUGHT US THROUGH THAT BUT ALSO OFFERS MEETINGS ON OUR WEBSITE, ACCESS TO THE DEVICES THEY CAN TAKE HOME AND USE IN THEIR HOUSE.
OTHER THAN THAT, WE ALSO GIVE THAT DEVICE OPTION TO ANY FACULTY OR STAFF MEMBER THAT DOESN'T HAVE ACCESS AT ALL.
IT IS A HOT SPOT, SO IT DEPENDS ON THE CELLULAR, IT'S NOT COMPARED TO THE HIGH-SPEED WIRELESS.
BUT WE'RE WORKING ON THAT ALSO.
IN RP, WE GOT EIGHT RESPONSES FROM THE LOCAL CARRIERS FOR A HIGH-SPEED WIRELESS AND HIGH-SPEED WIRED CONNECTIVITY IN THE HOME.
THOUGH YOU'LL HEAR MORE ABOUT THAT AS WE MOVE ON SLIGHTLY IN THAT SECTOR.
THAT'S THE COLLECTIVE WE OF ALL THE ORGANIZATION DOUBTS.
95 PERCENT NON-PROFIT AND GOVERNMENT CHAMBER OF COMMERCE.
WE'RE MOVING ON IT, IT JUST TAKES TIME TO GET THESE THINGS THAT ARE LARGE THAT CAN COVER NISDS.
IT TAKES A WHILE TO GET THOSE THINGS MOVING WHEN WE WANT TO TELL A PROVIDER WE NEED THIS 45,000 OF ANYTHING [INAUDIBLE]
>> I HAD A COUPLE OF QUESTIONS.
BASED ON THE LEVEL OF PHONE CALLS THAT YOU'RE RECEIVING, 12, THAT'S NOT VERY MUCH.
DO YOU ALL HAVE ANY IDEA WHAT THE PERCENTAGE INCREASE THAT REPRESENTS FROM THESE TYPES OF SERVICES THAT WE OFFER BEFORE WE HAD THE PANDEMIC?
>> NO, I COULDN'T PROVIDE YOU AN ANSWER TO THAT.
>> YEAH. BUT IT'S THE SAME PEOPLE THAT WERE WORKING BEFORE TRUSTEE COUNTDOWN, I THINK WHAT'S CHANGED IS THE ENVIRONMENT.
BUT I HAVE TO SAY, SOME OF THIS COULD HAVE BEEN GOING ON BEFORE AND WE WEREN'T TRACKING IT IN THE SAME WAY THAT WE'RE TRACKING NOW EITHER.
WHAT WE HAVE IS BETTER DATA, OR WHAT'S OCCURRING ACROSS THE DISTRICT.
WE KNEW THIS WAS A WEAKNESS AND YOU MAY RECALL IN EARLIER PRESENTATIONS THAT I'D MADE, I TALKED ABOUT SPECIFICALLY, THIS IS AN AREA WHERE WE NEEDED TO ADD A SUBSTANTIAL NUMBER OF PEOPLE.
[01:45:01]
THAT SOME OF OUR CAMPUSES, IF WE LOOK AT IT FROM A CAMPUS BASE, HAD A RATIO OF PEOPLE HELPING OUT IN THE SPACE OF ABOUT 1-300.EVEN THOSE RATIOS ARE NOT AS ROBUST AS I WOULD LIKE TO SEE.
AS WE MOVE FORWARD, THAT IS ON AS WE MAKE WITH SOME OF THE SAVINGS THAT WERE OCCURRING IN SOME OF THE AREAS, WE ARE AND WILL BE REINVESTING IN THIS AREA SPECIFICALLY BECAUSE WE JUST NEED MORE STUDENTS, BASING PEOPLE TO HELP OUT OUR STUDENTS THROUGH THIS PROCESS AND I THINK THIS HAS BROUGHT IT TO LIGHT.
>> CAN WE GET THAT SAME DATA FOR ALL OF OUR CAMPUSES?
>> THIS IS ALL OF OUR CAMPUSES.
>> OKAY. SO THE 6,000 CALLS, I THOUGHT WE WERE JUST TALKING ABOUT ZIP 0211.
I MEAN, THAT'S WHY I WAS STARTLED.
>> NO, IT'S FOR ALL THE CAMPUSES, BUT IT'S FOR ONE PHONE LINE.
WE RECEIVE DATA FOR ALL THE MULTIPLE PHONE LINES BUT WE JUST EXTRACTED THE ADVISOR LINE.
THERE ARE OTHER CALLS THAT EVEN OCCUR DURING THAT TIME PERIOD ON DIFFERENT PHONE LINES.
BUT WE DIDN'T WANT TO MAKE THE PRESENTATION, THERE ARE LOTS OF PHONE LINES WHERE THE CALLS COME IN FOR CUSTOMER SUPPORT AND STUDENT HELP.
WE USE THE ADVISING LINE BECAUSE THAT'S OUR PRIMARY FIRST-LINE FOR STUDENTS TO CALL IN AND BE ADMITTED INTO CLASSES.
>> OKAY. SO THAT 6,000, THAT WAS CALLS THAT WERE COMING INTO, BASICALLY, THE DISTRICT COLLECTIVELY?
>> YES. OVER THAT FOUR-DAY PERIOD, FOR THE ADVISING LINE.
>> THEN YOU WERE TALKING ABOUT ZIP CODE 211 AND I'M ASSUMING THAT YOU ALL ARE ABLE TO IDENTIFY WHERE THE CALLS CAME FROM BY ZIP CODE?
>> ONLY IF THE STUDENT IDENTIFIES THEMSELF WITH A STUDENT ID.
IF THEY JUST USE A GENERIC NAME, THEIR NUMBER COULD BE A CELL PHONE NUMBER THAT EXISTS IN MONTANA.
SO THEY ONLY WAY WE'D KNOW IS IF THEY GAVE US THEIR STUDENT ID NUMBER AND THEN WE CAN TRACK IT BACK BY THEN.
I DON'T KNOW IF ALL THE TIME THE ADVISORS WOULD ASK THAT INFORMATION OR MAYBE ASK THE NAME AND QUESTION AND SATISFY THE FORM.
>> LET ME SAY THIS, YOU SPECIFICALLY IDENTIFIED ZIP CODE 211, BECAUSE THAT SEEMS TO BE A MAJOR PROBLEM BECAUSE OF WHAT'S GOING ON IN EACH AREA.
BUT I'M JUST A LITTLE CURIOUS WHAT THOSE NUMBERS LOOK LIKE, FOR INSTANCE, IN THE ZIP CODES THAT I REPRESENT, WHAT THOSE NUMBERS WERE LOOKING LIKE.
>> [OVERLAPPING] YES, LET'S SEE WHAT WE CAN PULL TOGETHER ON THAT.
TIM'S RIGHT, ANY STEP WE TAKE IS INADEQUATE, AGAIN, KEEP IN MIND WE ARE RELYING ON MOSTLY PEOPLE USING THEIR PERSONAL PHONES AT THIS POINT AS WELL, AND THEIR TRACKING AND REPORTING OF THAT.
WE'RE GOING TO GET BETTER, BUT IT DOES, I THINK DIRECTIONALLY, CREATE AREAS OF CONCERN THAT WE NEED TO FOCUS ON.
SOME AREAS WHERE WE CAN LOOK AT THE ENROLLMENT PATTERNS THAT ARE THERE AND WHERE THEY'RE COMING FROM AND QUITE HONESTLY, THERE'S NO CONCERN AT ALL.
THEY'RE EXCEEDING WHAT THEY'VE DONE IN THE PAST.
SO WHAT WE REALLY FOCUSED ON ARE AREAS WHERE WE'RE SEEING WEAKNESS IN THE ENROLLMENT.
>> ALSO, WHEN WILL WE HAVE THE DATA ON OUR ROMAN FIGURES RIGHT NOW? WAS IT [INAUDIBLE] [OVERLAPPING]
>> YEAH. WE CAN TELL YOU EXACTLY WHERE WE ARE TODAY.
BUT I WILL SAY TOO, THAT IS NOT REPRESENTATIVE OF THE FALL SEMESTER.
THE FALL OF 2020 IS PLAYING OUT VERY DIFFERENTLY THAN THE FALL OF 2019.
I THINK YOU CAN APPRECIATE WHY THAT THERE ARE A LOT OF STUDENTS, PARTICULARLY IN CERTAIN PARTS OF THE COUNTY THAT SIMPLY COULDN'T COMMIT TO COME BACK TO SCHOOL UNTIL AFTER TODAY.
THIS IS WHEN SCHOOLS STARTED BACK IN K12.
THEY WERE WAITING TO SEE HOW THAT WAS GOING TO BE HANDLED.
[01:50:01]
SOME OF THEM ARE STILL WAITING.WE HAD BOTH WHAT WE CALL, I GUESS, FLEX 1 OR REGULAR ENROLLMENT, AND WE'RE DOING A FLEX 2, WHICH WE'RE STILL ENROLLING IN THAT.
RIGHT NOW, DR. JOE, EVEN THOUGH WE'RE UP IN ALL THESE AREAS, WE'RE DOWN OVERALL.
WE'RE UP INTO A CREDIT, EARLY COLLEGE HIGH, WHAT'S HAPPENING THERE? WE ARE DOWN OVERALL SEVEN PERCENT WHERE SOME OF THESE HARD-HIT AREAS ARE REALLY, REALLY DOWN SUBSTANTIALLY THAT'S IN THERE AND AREAS WHERE THERE ARE A LOT OF KIDS GOING TO PUBLIC SCHOOLS WHERE THE PARENTS COULDN'T COME BACK AS EARLY.
BUT THEN ONCE YOU MENTIONED VERY QUICKLY THE FLEX STAGE AND HOW THAT'S GOING TO WORK AND HOW WE BELIEVE THAT THAT'S GOING TO MAKE A DIFFERENCE FOR THE FALL SEMESTER.
>> SURE. FLEX 2 TERM DOESN'T START TILL OCTOBER AND WE ARE ACTIVELY ENROLLING STUDENTS IN THAT TERM.
AS OF TODAY, WE ARE 8.6 PERCENT UP FROM WHERE WE WERE THIS TIME LAST YEAR FOR FLEX 2.
THERE IS A VERY CONCERTED EFFORT IN THE PART OF THE STUDENTS' SUCCESS STAFF TO ENSURE THAT STUDENTS THAT FOR WHATEVER REASON WE'RE UNABLE TO ENROLL IN OUR REGULAR TERM ARE DIRECTED TOWARDS FLEX 2.
THAT'S WHERE WE'RE SEEING SOME INCREASES.
AS DR. MAY MENTIONED, WE HAVE A LOT OF STUDENTS THAT ARE CONCERNED.
WE HAVE A LOT OF STUDENTS THAT BECAUSE OF THE CURRENT SITUATION, UNEMPLOYMENT, ETC.
THERE IS A NEED FOR THEM TO WORK RATHER THAN GO TO SCHOOL.
THEY MIGHT HAVE HAD SOME OTHER CHALLENGES ALONG THE WAY.
WE'RE INTENTIONALLY WORKING WITH, FOR EXAMPLE, OUR PROMIS STUDENTS THAT WERE UNABLE TO START ON THE 16-WEEK TERM AND ROUTING THEM TO THE FLEX 2 THAT GIVES THEM A LITTLE BIT OF TIME TO START IN OCTOBER.
AS TIM MENTIONED EARLIER AS WELL, WE HAVE A DEVICE LOAN PROGRAM THAT WE WILL BE ABLE TO ALLOW STUDENTS TO BORROW A DEVICE AND A HOTSPOT IN THE EVENT THAT THEY DO NOT HAVE ONE, THAT WILL HELP THEM THEN TO ENROLL IN ONLINE CLASSES AND HAVE THE TOOLS THAT THEY NEED TO BE SUCCESSFUL.
>> THANK YOU. THIS IS A JOE OR A JOHN ROBERTSON QUESTION.
BASED ON WHERE WE ARE NOW, IS IT TRACKING WITH OUR BUDGET?
>> I'LL LET JOHN ANSWER THAT ONE.
I THINK [INAUDIBLE] IS WELL WITHIN OUR PLANNING PARAMETERS THAT WE HAD ANTICIPATED AS WE PULL THIS TOGETHER.
BUT JOHN, ANY SURPRISES THERE? IS JOHN HERE?
>> SORRY, I HAD TO UNMUTE [INAUDIBLE].
THIS IS WITHIN OUR BUDGET OF WHAT WE DID WHEN WE WENT BACK AND WHAT THEY ADDED IN THE BUDGET YOU APPROVED IS WE WERE LOOKING AT A DECREASE ACROSS THE BOARD, STATE APPROPRIATIONS TO WEAKEN, AND PATCHES.
WE FULLY EXPECT THAT WE'LL BE WITHIN A LINE OF THIS OF WHAT WE BUDGETED EVEN WITH THE DECREASES.
>> I BELIEVE THAT TRUSTEE JAMESON ALSO HAD HIS HAND UP WITH A QUESTION.
>> WELL, A QUICK QUESTION ABOUT THE PHONE CALLS THAT WE'RE GETTING.
IS THERE A WAY TO CATEGORIZE SOME OF THOSE CALLS PERHAPS LIKE A FREQUENTLY ASKED QUESTION SPOT ON OUR WEBSITE.
IT CAN HELP ELIMINATE A THOUSAND CALLS A DAY.
HOW MANY PEOPLE YOU HAVE ANSWERING THEM, YOU'RE JUST NOT GOING TO GET TO ALL OF THEM, AND WE CAN SEE THAT BY THE NUMBER OF CALLS.
THERE'S GOT TO BE SOME WAY THAT WE COULD AT LEAST GET THE INFORMATION THAT IS IN A LARGE PERCENTAGE OF THE TIME, QUESTIONS THAT ARE BEING ASKED, A MORE BLANKET RESPONSE AVAILABLE.
>> [OVERLAPPING] SORRY, GO AHEAD.
>> [OVERLAPPING] WHAT WE'RE DOING THERE BECAUSE IT'S PRETTY COOL ACTUALLY.
>> WE USE THAT INFORMATION TO FEED THE CHATBOT.
THERE ARE SOME PARTICULAR QUESTIONS THAT WE CONTINUE TO GET ON A REGULAR BASIS THEN THEY ARE PROGRAMMED INTO THE CHATBOT.
YOU'RE RIGHT, WE DO USE THE INFORMATION THAT WE GET IN THOSE QUESTIONS TO DO THAT WORK.
[01:55:09]
>> [OVERLAPPING] WE HAVE TO UNDERSTAND THAT EACH YEAR, EACH FALL, WE START OVER HALF OF OUR STUDENT POPULATION.
HALF OF OUR POPULATION [INAUDIBLE] , IS NOT AWARE OF OUR PRESENCE ON THE WEB.
THEY DON'T KNOW A LOT OF SEARCHING ON THE WEB.
THEY'LL CALL THE FIRST NUMBER THAT YOU SEE AND PROBABLY GET US THAT WAY BECAUSE THAT'S AN INTERMEDIATE RESPONSE AND WHAT WE'VE BEEN ABLE TO EFFECTIVELY CAPTURE IN THE PAST BECAUSE WE'VE HEARD HERE ANSWERING THE CALL.
WHEN WE DO IT REMOTELY, THERE'S WHAT DR. MAY SAID IN THE PAST OR THE HANDOFF ISSUE WITH SOME OF OUR SYSTEM HANDING OFF TO A PERSONAL PHONE.
THEN ALSO, WE'RE EXPERIENCING A LOT MORE CALLS IN THE EVENING THAN WE'VE EVER HAD BEFORE.
WE HAVE TO CONDITION OUR WORKFORCE TO ENTER THEM IN THE EVENING AND THAT SEEMS TO BE THE THOUGHT NOW WHERE MORE SO THAN IN THIS PAST, WE'RE SEEING MORE CALLS AT SPECIFIC [INAUDIBLE].
>> I THINK IT HAS A LOT TO DO WITH, I JUST WANTED TO REITERATE THE SCAFFOLDED APPROACH.
WE HAVE E-MAIL ADDRESSES, THAT STUDENTS E-MAIL AND DIFFERENT PEOPLE MAN.
WE HAVE A LOT OF INFORMATION THAT'S OUT THERE IN ADDITION TO THE PHONE LINES, IN ADDITION TO HOLDING TEENS' MEETINGS AND VIRTUAL COLLABORATE SESSIONS.
IT'S VERY MUCH A NOT-JUST-ONE-THING, IT'S NOT JUST THE PHONE CALLS, BUT PART OF THIS IS AS HELPING TO REORIENT OUR STUDENTS TO HOW WE'RE ENGAGING IN BUSINESS DURING THE PANDEMIC.
IT'S MULTIPLE AVENUES, THE CHATBOTS THERE.
BUT WE'RE REALLY PULLING OUT EVERYTHING TO JUST TRY TO SERVICE THEM AND MAKE SURE WE CAPTURE THEIR QUESTIONS AND ANSWER THEM.
>> I THINK ALSO IT'S IMPORTANT TO REMEMBER THAT THIS IS REALLY THE FIRST TIME WE HAVE ROUTED ALL OUR NUMBERS TO ONE PHONE NUMBER.
WE'VE NEVER DONE THAT BEFORE BECAUSE WE'VE EVER DONE THINGS SEVEN DIFFERENT WAYS.
THIS HAS BEEN OUR FIRST TIME DOING THIS AS ONE.
THERE ARE A LOT OF LESSONS LEARNED AND TIM COULD PROBABLY TELL YOU A VARIETY OF DIFFERENT THINGS THAT HE IS LIKE, "OKAY.
NO. WE NEED TO FIGURE THIS OUT OR DO THIS A LITTLE BIT DIFFERENTLY." BUT ALL THAT TO SAY THAT IT'S BEEN A LEARNING EXPERIENCE FOR ALL OF US, AND I AM CERTAIN THAT WE WILL GET BETTER AT IT.
BUT I JUST WANTED TO MAKE SURE THAT YOU ALL UNDERSTOOD THAT THIS WAS OUR FIRST TIME DOING THIS AS ONE IN THE MIDDLE OF A PANDEMIC, SO BEAR WITH US.
>> I DON'T SEE ANY MORE HANDS UP OR QUESTIONS. WAS THIS IS THE LAST SLIDE?
>> THANK YOU SO MUCH FOR YOUR PRESENTATION.
>> OKAY. THE NEXT ITEM ON THE AGENDA ARE THE COMMITTEE NOTES FROM THE AUGUST 4TH EDUCATION WORKFORCE COMMITTEE.
IS THERE ANY COMMENT ON THE NOTES? SEEING NO COMMENTS.
WE'LL GO AHEAD AND ADJOURN THE EDUCATION AND WORK FORCE COMMITTEE MEETING.
IT IS NOW 3:29 PM, AND IT'S SUFFICIENT TIME THAT THE EDUCATION WORKFORCE COMMUNITY HAS ADJOURNED.
TRUSTEE RITTER, DO YOU WANT TO TAKE A SHORT BREAK BEFORE WE BEGIN YOUR COMMITTEE MEETING?
TEN MINUTES OKAY FOR EVERYBODY?
>> WELL, WE CAN MEET AT 3:40. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.