[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:00] I wish it can begin. And the commissioner may be joining us. Okay.
[0:08] Thanks, everybody, for joining us today. We will call this meeting to order. We have a few guests, Commissioner Jeffrey Landwood, maybe joining us, Associate Commissioner, Taylor Adams as well. On Zoom, we have Jeremy Shaw, a system for the general, a law clerk, page Lee, and then trustees, Greg Sanderson and Cori Anderson are joining us through Zoom as well. Cori Anderson.
[0:31] Yes.
[0:32] Well, and pedolids will not be joining us as well as Dan Boehl.
[0:37] What about our business is the President's Awards.
[0:41] So I will turn the time over to President Taggart for that.
[0:44] Thank you.
[0:45] I'm going to stand up here.
[0:47] If you have anything to add in some, yes, stand up here.
[0:50] And it's easier for the Zoom people to see this way.
[0:54] On an annual basis in July, even though we operate year round,
[0:59] Once our fiscal year ends on June 30th, the first couple of weeks of July, we do our kickoff
[1:06] the next fiscal year.
[1:07] And it gives us an opportunity to have a couple of days without students, have some really
[1:14] good professional development training.
[1:16] We set the themes that we are going to be working on this next year.
[1:20] We re-emphasize what our strategic plan goals are coming year.
[1:24] And we celebrated how our year ended.
[1:26] We also recognize our employees for longevity at 5, 10, 15, 20, 25, and 30 years.
[1:35] And so we've got that listed in your boardbook, those that we recognize for longevity.
[1:39] We also have four presidents and boards that we give out annually.
[1:44] We open these categories up for all the college community to provide nominations
[1:50] Those then we have a team evaluate those and we select the recipients and those are announced and awarded at this kickoff.
[1:59] We wanted to share with you our four award recipients. One of them is ill and so she won't be here.
[2:07] But we're still going to talk about it. It's nice things. You can say nice things behind people's back.
[2:11] The three first awards align with the college's core values, community, learning, and integrity.
[2:20] So the 2026 community award recipient is Nathan Betcher.
[2:24] Nathan, if you'll come up here, Nathan is our coordinator for our Center for Teaching
[2:31] and Learning.
[2:33] This center supports all of our faculty and staff and providing high quality training
[2:40] materials and because the vast majority of our faculty and come from team
[2:46] three, they really rely heavily on a relatively small team. If you look at the
[2:53] number of students, we serve as a team of four or three. And Nathan has built
[2:59] that team over time. And when we talk about community, everyone, instructors,
[3:07] administrators, administrators, staff that aren't teaching but need to work with students
[3:12] and provide ongoing training came clear across Nathan Bill's community.
[3:19] Comes in, listens to what your challenges are, and one of the comments from the nomination
[3:25] said, we don't think that Nathan's never not thinking about solutions to challenges people
[3:31] are having, and he comes up with great solutions.
[3:34] I can tell you, I speak to our
[3:36] ownership instructor from teaching the evening.
[3:39] They're all master plumbers and master electricians,
[3:42] but they are new on education.
[3:45] They love our Center for Teaching and Learning,
[3:49] saying, hey, our apprentices have been working on it a lot.
[3:53] We have them for three hours.
[3:55] We need to be highly effective for aiming.
[3:57] How can you help me?
[3:59] And the Center for Teaching and Learning
[4:05] That's why he was our recipient for our
[4:11] high level tech. I love working here. It's my favorite job, and I don't see that changing anytime soon.
[4:24] Thank you so much Nathan, you know ultimately the college is a learning institution and so we give an annual learning award out the
[4:36] the 2026 Learning Award when it occurs black, I always want to say black need, I'm sorry
[4:43] Curtis, no one gets my name right most of the time.
[4:47] So Curtis is the program coordinator, not for one program, but for two programs.
[4:53] He is the coordinator and instructor in our information technology program and our network
[4:58] and cybersecurity programs.
[5:00] Curtis has not been with the college that long, a little over two years.
[5:08] And we were in a significant transition point with our IT program, trying to decide,
[5:14] we needed this program stabilized.
[5:18] And in a very short time he not only stabilized it, he has doubled our previous four-year average
[5:26] not on enrollment, not just enrollment, but on graduates.
[5:30] And he's rebuilt partnerships with employers in our region,
[5:36] which has been critical.
[5:37] So now we have employers going, I need your IT graduates.
[5:43] He has done just an incredible job within it.
[5:46] At the same time, he stood up and has built our Network
[5:50] and Cybersecurity Program.
[5:51] He started it with four students and in a very short time he flipped that to 44 students and the graduation rate went from 4% to 72%.
[6:05] And he just has incredible leadership.
[6:09] He knows how to look at what our strategic plan is.
[6:12] He understands the local group completion because our computers make the biggest difference in job placement.
[6:18] They don't complete programs, they might find a job, they're not least sustainable.
[6:23] And Curtis really has embodied those principles.
[6:27] Thank you, Curtis.
[6:34] Terry Weaver, the college's purchasing agent received the college's integrity award.
[6:39] And Terry, again, is under the weather.
[6:43] When she started her position as the purchasing agent, she really was not feeling a whole.
[6:48] We had a fantastic purchasing department.
[6:51] We would have been happy if she came in and I think status quo, but that's not how Terry
[6:56] Rievel is built.
[6:57] She has taken good processes and has improved them and made them every better, or even better.
[7:05] She took the existing board flow and was able to say, hey, I can do more.
[7:11] I have simplified this.
[7:13] I automated this process.
[7:15] I can do more.
[7:15] And so she took over the college store purchasing, which used to be separate, and she just maintains strong integrity, always finding ways to help others stay productive.
[7:30] She's also responsible for a big chunk of our compliance with the college, with the system of higher education, with state procurement laws and policies.
[7:38] We're dealing with taxpayer dollars.
[7:40] and so there's a higher threshold and she just does a phenomenal job
[7:46] and ensuring that we are all compliant and we're doing what we're doing and
[7:51] really has works closely with our physical department to ensure that we're
[7:56] doing everything ethically and that we are doing training on fraud prevention
[8:02] and following what those state laws are. But most importantly is she does
[8:08] everything. A lot of times when you work with compliance people they have to come across this,
[8:14] hey, this is a lie, you're going to do it. She comes across with a smile and people love
[8:18] working with her. People's like, hey, I'm going to do this the right way not just because it's
[8:24] law. I'm not going to let Terry down. And so that's why Terry received our integrity award.
[8:31] The final award we give is the President's Outstanding Employee. This goes to an employee
[8:37] bodies, all three of those principles of community, learning and integrity. And this year we
[8:45] were very, very proud to give the 2026 Presence Award to Fred Frazier. Fred, come on up. Fred
[8:52] is the college's safety, excuse me, security and emergency manager. Fred's been with the college
[9:02] 15 years.
[9:07] He's already retired from one job. Fred was in law enforcement in the great
[9:13] state of Arizona and he moved here and it really hasn't snowed very well in the past.
[9:20] We haven't had a lot of good snow years.
[9:27] Fred's leadership experience and commitment
[9:30] to the Technical College has set us apart as a leader in campus safety.
[9:36] This past year, the system of prior education has been taking a deep look at campus security
[9:41] on all of our campuses, including the Technical Colleges. Now, most of the universities
[9:47] have their own dedicated police force. They were looking at what is being done at the Technical
[9:53] colleges. We have a full 24-7 security department, our main purpose, in-person, 365 at our
[10:04] BDO campus. When students are there during business hours, we have in-person security and then
[10:10] we have security surveillance for other times. No other tech colleges and there are some community
[10:18] colleges that do not have that breadth and depth, and he has built standard, standard
[10:24] operating procedures and has built this team over the past 15 years. We used to have
[10:30] one person, pretty much very business hours, Monday, Thursday, Friday, and no one here
[10:35] in the evening. Well, our evening programs is many times when we have more people on campus
[10:41] and we have this large main campus that's very open, 110 plus acres in multiple buildings.
[10:49] It's just not one building to patrol. And Brett has built such an incredible team.
[10:56] Brett is also, and he does not like me saying this because he doesn't like me.
[11:01] Brett is one of the finest educators I've ever been. He provides ongoing and annual training toward
[11:08] faculty and staff and he does an amazing job of it. Very, very difficult things. He is one of the best
[11:16] instructors on conflict resolution and de-escalation techniques. He talks about different things that
[11:23] we can do, what we need to be looking at. He's been very, very involved in finding the very,
[11:29] very best software programs we can use for reporting agencies and doing notification of emergencies.
[11:36] I think our drills are better than anybody else because we do these drills and then we
[11:43] do a debrief on what worked, what didn't work.
[11:46] A few years ago we realized we did the drill and even though we'd all been trained on
[11:50] our radios, none of us took our radios with us.
[11:53] We couldn't actually do a check-in.
[11:56] And now I remember, I took my radio and those drills are important because when we do have
[12:03] an incident, we go, okay, we know how to do this. We had a shooting that occurred near
[12:09] our campus, and police were on our campus. And I was trying to run through my head, what
[12:17] do I do? And Fred was actually on vacation, and I was texting Fred. He was an LAX. He
[12:25] responded. He was an LAX who was safe. He wasn't boarding because, you know, no one
[12:29] boards on time there. But we really have great, we benefit from that. He works closely with
[12:37] our students with every faculty and staff member. He is seen out, not just with his security
[12:44] team, but he is seen by our entire college. We're very, very proud of his leadership.
[13:05] It's
[13:06] for taking the time and everything you do with
[13:08] been college.
[13:09] Before you take off, I'm going to introduce our food
[13:12] if you wanted to take any with you.
[13:14] You have to go.
[13:15] You need to go too.
[13:16] I'm fine.
[13:16] You're fine.
[13:17] Thank you again.
[13:18] Thank you so much.
[13:20] Thank you.
[13:21] What are the best of you?
[13:22] The culinary students have provided
[13:24] a lovely spread of snacks, as I always do.
[13:27] I'll tell you a bit about them.
[13:28] Kaley Scrobel.
[13:29] I have been in the Otek culinary arts program for over a year.
[13:33] And I'm currently in my senior year of high school.
[13:35] I recently began my elective courses and I'm currently involved in cakes and
[13:39] frustrations. This class I've prepared a pumpkin soil cake and I hope you
[13:43] enjoy it. Ezekiel Adams, he is a first-year culinary student at Otec. I enjoy
[13:49] cooking because it allows me to be creative and will enjoy the other other
[13:53] school food. After graduating high school last year I continued pursuing my
[13:56] passion for culinary oats and I'm currently involved in the pies and pace
[14:00] his course. As part of this class, I've prepared it clear, it's our Colleen, and hope you enjoy them.
[14:06] My goal is to own my culinary certificate, gain the restaurant experience, and eventually open my
[14:10] own restaurant. Finally, we have Quintan Anderson. One of the reasons I enjoy Otec is the people,
[14:16] they inspire me to work harder, try new things, and reach heights I never thought possible. My biggest
[14:21] dream is to become a head chef. I have loved cooking since I was a child and spending time in the kitchen
[14:26] with my parents inspired me to pursue a career in the culinary arts. Through O-Tech, I am developing
[14:31] the skills and experience needed to achieve my goals and build a successful future in the culinary
[14:36] industry. Today, I prepared a risk at sandwich and I hope you enjoy it. Please help yourselves,
[14:43] or take some with you. I'm more done. Miles, do I? Look at you, I can't wait a single
[14:50] We have a few items for Google this afternoon.
[14:57] First, I would entertain in a little bit of boredom.
[15:00] Presley meetings, minutes from June 25th. I would make that motion to just minutes for the 25th June. Thank you, Paul. Thank you, Christine.
[15:14] Excuse me. I will take a vote. All in favour? Good night, sorry. Any opposed? All right. Thank you. Next, we are going to need approval for the fiscal year capital improvements project. To hear more about that, I will turn the time over to Vice President Carl.
[15:32] Well, thank you, Will.
[15:35] So this is an approval we seek from you as trustees every year.
[15:41] It's funding from the state to improve improvements around the campus to take care of infrastructure
[15:47] needs.
[15:49] And like every year, I've provided a list here of some of the past projects that kind of
[15:54] refresh your memory on things that you've approved.
[15:56] And in many cases that have been done all but some of the top items there are still in process either being taken
[16:05] this year or will hopefully be done by the end of this this year. So you can see the most recent one had to do with a
[16:12] downsizing of our boiler in the heat plant. The replacement of the roof on construction tech building and then some of the
[16:21] work that's being done over here in our event center.
[16:24] We'll type purpose facility as it's called now,
[16:27] which will be our event center.
[16:30] So those are some of the most recent things on the list.
[16:33] If you go to the little table, it's kind of small,
[16:38] but not going to go through all of these items,
[16:41] you'll notice that in the top four,
[16:44] there's two items that pertain to this building,
[16:47] one of which has to do with taking care of infrastructure
[16:49] are underneath the building, mostly sewer lines, which are becoming faulty and cracking
[16:57] and creating smells.
[17:00] And so it's something that needs to be taken care of and looked at, and it's not very
[17:05] convenient because it's access to the piping and the infrastructure in this building is
[17:11] extremely difficult, so it'll be a challenge for them to get that done, but that's something
[17:17] that's at the top of our list. That's the number one item. The other is a reruff of this building.
[17:23] And we never know exactly how much money we're going to get. As you can see from that list from
[17:28] last year, we got a pretty sizable amount between those top two items. Those were both funded in
[17:33] the same year. That doesn't always happen. It's usually closer to a million to 1.5 million
[17:39] that we get in funding. So we could expect that maybe the top two, three items might get funded
[17:45] this next year and it kind of depends on how much money is available during the legislative
[17:50] session and they set aside for these types of projects. But the other item has to do with
[17:55] underground electrical distribution cabling and that kind of in connection with the project
[18:00] that we just did with all of the transformers. We took care of the transformers but then we identified
[18:06] that there's weakness in the cabling that's been in place ever since some of those old transformers
[18:12] were there. So we still have, you know, faulty lines in some areas and potential for tripping
[18:19] and failure in those cables. So that's the number two item. And then the update of the
[18:27] electronic door controls across campus, this is a preventative maintenance item. A lot
[18:32] of those have met their life cycle. And we'll probably begin failing if we don't get
[18:43] Does anybody have any questions on any of those four items that I've talked about or anything
[18:47] else on the list?
[18:49] Any Sarah?
[18:50] No question on the last four, but I just noticed that every item on this list is a necessary
[18:54] item.
[18:56] And so knowing that the fund, two questions I asked, knowing that funding for every item's
[19:01] likely not a reality, do you pull funding from somewhere else to make those other enhancements
[19:09] are improvements or do you have to wait and then is there a list somewhere else that goes
[19:14] down all the way to the desired but not necessary?
[19:20] I don't know, it's a good question, very good question, and I think honestly I could be
[19:25] mispeaking, I should know this, but there's actually, I think, two categories above necessary.
[19:30] The list of safety, which is number one, and so if you have a life safety issue,
[19:35] It has to be at the top of your list, they will make you make that the first priority, and I can't remember what number two is, I'm sorry.
[19:44] Well, it's good. It means we haven't had so many of those.
[19:45] So necessary is necessary, but it's also not as urgent.
[19:51] And we have a lot of necessary items to your point that are not on this list.
[19:55] The state conducted several years back, an independent study, which identified just short of a hundred million dollars of projects
[20:03] that could be done on our campus to take care of all of the infrastructure needs.
[20:07] I mean, it's an old campus.
[20:09] We're fortunate to be getting a new building.
[20:11] About 8 to 10 million of those required upgrades
[20:15] are in that business building that we're going to be tearing down.
[20:19] So we will eliminate and save the state a lot of money by getting rid of that building
[20:23] because we won't have to do those projects.
[20:27] But we have also invested quite a bit of money
[20:31] as a college to take care of infrastructure needs.
[20:34] If there ends up being significant needs
[20:36] and they're not funded through this process,
[20:38] we make it a priority.
[20:40] And so over the course of the last 10 years,
[20:42] we have really invested in trying to improve our campus
[20:45] and infrastructure and those types of things.
[20:48] And a lot of that's obviously come through this state resources,
[20:53] but we've done that using other dollars as well,
[20:56] discretionary dollars.
[20:58] and whenever we do that we have our board approved that and we report back on you.
[21:04] So if you look at what we're doing with the event center, the old gym, that is a joint project,
[21:12] DFCMs managing the entire project, the DFCM because they own the building at the state building
[21:18] said your roof needs to be replaced. So they're taking care of the roofs of HVAC things. The college
[21:24] through our savings, our fund balance, our discretionary funds, the board approved
[21:30] us to fund the rest of the remodel. And so it doesn't make sense to have a new
[21:35] roof and new HVAC on a building that really cannot be utilized. So we save those
[21:40] funds. We will have water mains break in at one last month break and and those
[21:50] Those costs, they can be anywhere, a break can be anywhere from ten to thirty thousand
[21:56] dollars for a repair.
[21:59] And that's just the repair of the pipe.
[22:01] Fortunately, those both occurred outside of buildings and did not cost flooding inside
[22:06] the building.
[22:07] We had a flood inside this building and it was plus million dollars to repair it.
[22:13] We don't like doing those types of things.
[22:15] So, but we have, even though we were able to keep those things under or necessary because
[22:23] of the preventative maintenance of our incredible facility staff, there's always going to
[22:29] be some unforeseen, but we were able to take care of so many things because for the past,
[22:34] almost seven, eight years, we have had every system on preventative maintenance.
[22:40] That's why after the transformers, they're now saying, hey, we better get those lines taken
[22:44] care of, doesn't give any of us any good to have brand new transformers if our transmission
[22:50] lines in between the main switch are 60 years old.
[22:55] Good question. Any other questions?
[23:01] The reason why we are required by statute to have our board approve this on an annual basis
[23:07] and we have to give them a comprehensive list, even though we know it might just be the
[23:11] top one, two, three, depending on how much funding. They want to see the full list because
[23:16] there are some years where they go, we can fund number one and two. We have enough money
[23:21] to fund its number 12. Is that that fits? And that's happened before. We go, it's necessary
[23:29] so great. They get off and we move it up. And we trust this every single year. The challenges
[23:38] as we've had in this building. Again, it's a very, very old building. As Tyler was suggesting,
[23:44] it's difficult to access underneath the building because this was maximum security.
[23:49] It's cement as 1-inch rebar throughout it. And so you can't, they didn't want anyone tunneling out.
[23:59] So you can't access underneath the building, short of dynamiting.
[24:05] Well, yeah, it would be very, very difficult on how to access underneath this building.
[24:11] But they'll come in with some lateral lines.
[24:14] They have a solution, tap in, and then abandon the old lines filled in with concrete.
[24:20] But it's time.
[24:22] They've tried solutions over the past couple years, and we need to make some plans.
[24:30] It's an interesting complication.
[24:35] Unfortunately, on my end of the building, I don't smell it as much, but he's down on this
[24:39] and smells it all the time.
[24:41] And that has nothing to do with the occupants at this end of the day.
[24:47] But we are going to continue to utilize this building.
[24:50] I had some people, I was at a community meeting, and I had someone going,
[24:54] Oh, are you excited to move your office into the new building?
[24:57] And I said, no, administrators office is going to new building.
[25:02] 100% student-facing, a student support or instruction staying here.
[25:08] We're going to be moving our fiscal team and our HR team into this building.
[25:13] And then we can demo another building we don't need to maintain and do utilities on.
[25:19] So we need to, we want to keep this building operational for more decades.
[25:26] Yes, it's still a functional building, it's quirky.
[25:31] I will mention just so you know as a heads up, one item that's on this list, it's near
[25:35] the bottom of the list, it's the second from the bottom is the demolition of the business
[25:40] building and then the addition of overflow parking for the new pathway building.
[25:46] We actually currently have a request into both DFCM and I think they're working with
[25:50] the legislature to try and get that funded under the pathway building budget.
[25:53] It wasn't initially requested under the pathway of building budget because we were under the impression that we were at budget and there would be no money for it, but as you I think all know that came in about $15 million dollars under budget.
[26:08] And so we're hopeful that they will allow us to use some of those funds to take that building down and put a parking lot there, which would then make us so we didn't have to ask that on this list.
[26:19] So we're keeping our fingers crossed.
[26:24] We're not asking for all $15 million back that's already been appropriated.
[26:27] We just want a little bit of that back supporting the bill date.
[26:31] Because we were good stewards with the money and designed a phenomenal building.
[26:36] That's right.
[26:36] We would have asked for it if we had been under the impression that there were funds still
[26:41] available to address parking needs.
[26:47] Thank you, Tyler.
[26:49] Are there any other questions to cover?
[26:52] If not, I would entertain a motion for the approval of the Capital Improvement Projects
[26:55] Okay, let's move to FY 28 Capital Improvement Projects.
[27:01] Thank you.
[27:01] Thank you.
[27:03] With that, we'll take a vote.
[27:05] All in favor?
[27:05] All right.
[27:06] Hi.
[27:07] Any opposed?
[27:10] Okay.
[27:10] Motion will tell you.
[27:11] Thank you.
[27:11] Thank you.
[27:14] Next on the agenda will be the strategically investment plan of
[27:18] present agitive.
[27:19] Would you mind telling us more about that?
[27:20] Sure.
[27:21] As we've talked about, the Board of Prioritication is
[27:25] is having all the technical colleges go through a modified process that our
[27:31] degree-granting partners have gone through in terms of identifying areas where
[27:37] we can disinvest of existing dollars and reinvest those into more pressing
[27:43] areas. As I shared with you, the degree-granting institutions that was in
[27:47] statute implied law at a report to their local boards, the board of higher
[27:52] education and to the legislature and they're still doing it, how they cut 10% of their budget
[27:59] and then reinvested those dollars. Now in statute the legislature actually took the money out
[28:07] of their base budget. It was held by the system and they had to earn it back. None of our budget
[28:14] dollars have been touched yet. And we don't intend them to be, but there is that potentially
[28:23] good if we do not follow this process. Our process is to cut 5% between fiscal year 27,
[28:31] our current fiscal year and fiscal 2030. And so the framework was created by the Board
[28:41] of higher education. The Commissioner, the Commissioner Landlord, is right. Commissioner
[28:48] Landlord, you're about to say. Commissioner Landlord, you hear this framework during
[28:54] the interim session. Higher education appropriations is aware that the technical colleges are going
[29:01] to leave us. It's interesting that I talk to two legislators on what's the LAC on Tuesday
[29:10] and they both agreed, and they're both on higher education appropriations, they said,
[29:15] yeah, we like not having to put this in the law. Please do it.
[29:20] And that was the commissioners and the office of the commissioners' emphasis.
[29:25] We don't want to wait and have the tech colleges go through this process
[29:29] and have as part of statute.
[29:31] Following, there was a lot learned through what are,
[29:34] in order to do that, but with some of the on-term.
[29:37] And we said, you know, we're, we look forward to see how this works.
[29:42] Now, the responsibility is on the commissioner's office, and ultimately the Board of Higher Education,
[29:47] to make sure this process is clean, that it has integrity, and that we can report it to the legislature
[29:56] as a way of saying.
[29:58] Okay, if there's an opportunity,
[30:00] So put it in law. Let us know and show that we can make an impact. So the commissioners office working again with the Board of Higher Education and with the institutions said, hey, we do want to see what you've already been doing. We know you all run efficient. Please be able to show we will look at at least consideration what you've done the past two years for fiscal 25 and fiscal 26.
[30:29] And so this is a draft, this is not what has been submitted to the commissioner's office today.
[30:37] We actually put everything that the board had approved and that we were going to do.
[30:42] You'll notice that our target is $780,000.
[30:47] And on this, everything lists, we're showing $1.14 million in cuts.
[30:54] And we didn't want to show, oh, hey, just give us credit for everything in 25 and 26 and
[31:01] we really aren't going to do anything in 27, 28 and 29, because that's just not how
[31:05] we operate.
[31:06] We are always looking, where can we be efficient and leverage those dollars first before we
[31:13] are asking for it, we never know year to year what our appropriation is going to be.
[31:19] We always know at technical colleges and at community colleges when the economy shifts
[31:25] and budgets are cut, our enrollments always go up.
[31:28] Our enrollments have been growing anyway, but we want to make sure we're being as efficient
[31:32] as possible.
[31:34] But you'll see areas of disinvestment.
[31:36] In 25, we eliminated our machine as the apprenticeship program.
[31:39] We only want ample of students and it didn't make sense to have that anymore.
[31:44] or eliminated an HVAC apprenticeship program,
[31:48] we are running a full four-year program
[31:50] and individuals are coming in to get
[31:52] three industry certifications
[31:55] and they were, we had no completers
[31:57] and we had space and very expensive equipment
[32:01] for a four-year program.
[32:03] So we taught that out.
[32:05] They could still give those
[32:06] interesting certifications through customer-fit training.
[32:09] We eliminated our medical scribe program.
[32:11] We taught that out.
[32:12] And the next slide I'm going to show you where we actually reinvested those dollars.
[32:18] We eliminated a graphic designer position in our marketing department, and we about
[32:23] sourced that and saved money there.
[32:25] Last year we eliminated our director of admissions.
[32:30] We eliminated that administrative supervise reposition, combined those duties with some existing
[32:38] positions.
[32:38] We had a math instructor who had been with us for a very long time, was at the top of
[32:44] the salary scale for all faculty he retired we did not replace that position.
[32:50] And then as the board approved last year our software development program last fiscal year.
[32:58] Our software development program is in teach out and we're working on plans on how we're
[33:04] going to reinvest that now teach out for that program is going to take time.
[33:08] So you'll see, in fiscal 27, we'll save $100,000 in fiscal 28, when the program's taught out, we'll have an additional $200,000.
[33:18] We know that much like our math instructor, we will have retirements, we'll have voluntary separations.
[33:25] We take a very close look whenever we have people who leave the college, we make determination, should this position be replaced?
[33:34] or is this an opportunity for us to look at our reinvestment into another area.
[33:41] As we shared with you, we are in the process.
[33:45] We went out with an RFP for our new student information system.
[33:49] We have selected a vendor.
[33:51] We are in the process of working on implementation for that.
[33:56] When that is up and running, you will be eliminating 13 software platforms that we are paying
[34:03] us and add on. Vice President Howard that's 200 and we narrowed it down to 191 because
[34:12] okay we need as much as there's more savings than that but we brought it in line with what our
[34:18] target is. It's 191,000 conservatively that will save that the new software platform actually has it
[34:26] in bed, we don't have to add that on, that's an efficiency.
[34:33] And then we will also be, the college is going cashless July 3rd, 2028.
[34:41] Right now we have a student accounts technician who deals with cash handling, that will be
[34:48] eliminated.
[34:49] Now, the campus grill and our culinary and cosmetology programs have already gone cashless.
[34:57] And we spend a lot of time, energy effort.
[35:01] I mean, our security team has to take cash back and forth from the bank and going,
[35:06] cashless actually reduces risk and liability.
[35:11] Wherever we do cash handling, we have certain procedures.
[35:16] So there's separation of duties and we have to have physical security cameras over that area at all times.
[35:24] And so our food truck, when it's out, it was already built to be cashless.
[35:30] We've learned from our degree-granting partners. We have many of them that are cashless.
[35:36] And so we're going to take the savings from that position and reinvest into some other pressing areas.
[35:41] If you'll go to the next slide, and then we show where we're going to have or we plan to reinvest that.
[35:50] In every case, we want to reinvest in either instructional programs or already understaffed and we've had an increase in enrollment.
[36:02] Or we have an area where we need to make a bigger impact on throughput and we need better retention or direct student services.
[36:09] There, you'll see a couple of areas in there that are critical in terms of being part of the system of higher education and being a state entity.
[36:19] And that's going to be IT, and things like data privacy and some critical areas that are also support.
[36:29] Everything that our faculty staff do, we have to have really strong IT.
[36:34] One of the questions that came up with our initial conversation with Deputy Commissioner
[36:42] Sally Talley, I just just call it a, so much easier.
[36:45] Deputy Commissioner Nate, is he, you want to make sure that we're being very clear on
[36:50] our number of FTE full-time employee equivalents that we are reducing and adding.
[36:57] We actually have a neck gain in the number of FTE with our re-investment after the disinvestment,
[37:04] but we're putting it in the right area.
[37:06] We run very, very efficiently. We do not have staff or we need to have staff,
[37:12] but when this process is done, we're actually by savings and some operational process things
[37:19] that allow us to have frontline people that can work more closely with students.
[37:25] So we're not just cutting staff to that staff and make the remaining staff triple their work to make up for that.
[37:33] We already are very efficient along those lines.
[37:36] Now, again, this is what we sent to the commissioner's office today is paired back.
[37:43] We've already met with them a couple of times over this.
[37:46] This will go to the Board of Higher Education.
[37:48] They will have to final say on, are these plans the direction we want to go?
[37:53] We still are going to report more than the 780,000 requirement, and that was just a target.
[38:04] It really could have been 1% of our budget, like the degree-granting institution set 5%.
[38:09] I'm glad that the target was set at 5%.
[38:13] And this will be updated annually over the next several years, and we'll report on this
[38:20] is what we've done.
[38:21] Now some of it is forward planning, this is what we intend to do, well did you do it?
[38:26] Did those cuts actually take place?
[38:28] Did your reinvestments actually take place?
[38:32] And what was the impact of those reinvestments?
[38:35] So this is again, this is a healthy thing for us, it's something that we've always done.
[38:40] We have always shared that with the board.
[38:42] We didn't.
[38:43] We're lost in traffic.
[38:45] This is clear to this clear, so this has actually been very healthy for us to have this
[38:50] is part of the process. There is no action by the board, but I want you to be familiar
[38:54] with this, because it will be on a future agenda for the board of higher education.
[39:01] Commissioner, anything I left out? I think that...
[39:04] I think it's important to go back to your original point about why it was beneficial for
[39:10] us to simply say, let's just do this process on our own. One of the things is you've already
[39:15] one ounce. It was a 5% target instead of 10%, which gave us some wiggle room. Also, we made it a
[39:22] four-year process, instead of a three-year process. With a planning year. The planning. Which the
[39:28] degree-grading institutions didn't have. And then those those two years of look back, which the
[39:33] degree-grading institutions didn't have. That's hard to negotiate with the legislature when they're
[39:37] trying to pass legislation to do something like this. Whereas, what's doing on our own initiative,
[39:45] we get the benefit of them seeing the tech colleges leading out on doing something like this
[39:49] without the legislature feeling like they have to, but also then we maintain that flexibility.
[39:54] And as we go through this process, if there's a need to pivot or adjust, we can do that without
[40:00] having the legislature involved, which we can't do with the degree-grading institutions of the way
[40:04] the laws are written. So there are some advantages, but it is not an easy process. And it puts you as
[40:10] a board of trustees and the president in a position to have to make some hard decisions.
[40:14] What we were less concerned about that with the tech colleges, simply because your business
[40:18] model is built around doing this anyway.
[40:21] So we were pretty confident, especially with a four-year runway, that a normal course
[40:26] of business would likely be targets without much intervention from having to do anything
[40:32] differently than you normally do.
[40:33] It's true.
[40:35] I couldn't say that about the degree range institutions.
[40:38] So you're in a much better position for this to just be smooth sailing.
[40:43] It also gives an opportunity to highlight, I think, how tech colleges operate, and really
[40:49] that it is the model that we're trying to get degree granting institutions to operate
[40:52] under.
[40:54] Well, you know, you have this conversation about insights into budget for the degree for
[41:00] granting institutions.
[41:00] I mean, it's very straightforward with tech colleges.
[41:03] So thank you for the, you already do, but this is well thought out.
[41:06] This is looking really good.
[41:07] But
[41:10] you may have for me
[41:15] that this is healthy and
[41:22] re-grading to take the more of the pain
[41:24] of the process.
[41:26] It's good.
[41:28] You've been a good job with it.
[41:29] I will tell you that as we started this process, the University and Community College
[41:37] Presidents were very, very good.
[41:39] But they all, their documentation is public when it's presented to the Board of Higher Education.
[41:46] But I was able to corner a couple of them and say, hey, what's the best way to approach this?
[41:52] And they said, oh, that's a good question.
[41:54] We struggled with that.
[41:56] This is what we did.
[41:58] That's perfect.
[41:59] Thank you.
[42:00] And they gave, again, one of the benefits of being part of a system of higher education.
[42:07] It's kind of like how the older kids wear out mom and dad and the other kids, from there
[42:12] not to.
[42:16] I will bring you in the lessons.
[42:18] Yes.
[42:19] We really would, I'm fine with them taking the kids, not just kidding.
[42:25] I did not say that out loud.
[42:26] I don't think that did I know.
[42:28] We learn from what they're doing and you know, they learn from us as well.
[42:38] There's no other questions. I'll just keep moving. It's got along. There's another agenda
[42:43] items. There's an information discussion packet. I encourage everyone to review this information.
[42:49] If you haven't had a chance to do so, we're welcome to have a discussion. If anybody has any points
[42:54] of request.
[42:57] Chair, I just do want to direct everyone to please take a look at the Strategic Year
[43:05] and year report. You know we have you approve our strategic plan every single year and we make sure
[43:13] that it aligns with the Board of Higher Education's strategic plan with the system's strategic plan
[43:19] and that it aligns with what our mission and role is in the direction receiving from the legislature
[43:25] but we also want to make sure that it's being in the needs of our students and our and our broader
[43:30] community. While we report on this quarterly, I would like that we keep our strategic plan
[43:40] just a handful of key critical areas.
[43:47] We were able to meet all of our strategic plan goals
[43:51] this year. They do make a difference. We just received our preliminary report from the
[44:00] growth funding and performance funding and we were able to meet those benchmarks, but
[44:08] growth is growth.
[44:10] I'm less concerned about that, but that performance funding is based on our students completing and going to work.
[44:17] That is our mission.
[44:18] And with this leadership of this board, the past four years have said we want to have a culture of completion at ARC and
[44:27] we protect. You don't want to just out our chest and say, we serve 20,000 students a year,
[44:33] sort of 7,900. And yes, I can say that's almost doubled since COVID.
[44:40] People coming
[44:41] in the front door are not building our students that complete and go to work. That's our mission
[44:47] is completers. And with your direction and keeping us just our eye on the prize, we have been
[44:53] able to build that that culture of completion. As I mentioned to you that and vice president
[45:00] The virtual who, by the way, is at our accrediting body. He sits on the commission. He's been attending commission meetings. He is listening online in the airport in Atlanta. And so I'm not going to put him on the spot. His will hear airport background noise. But he shared that during COVID in fiscal year 20, we were struggling to get 1,000 graduates. And we thought, well, it's out there.
[45:29] that by 2029 will have 2,000 graduates.
[45:34] So our goal last fiscal year was 1,850, 2,215.
[45:43] That's what matters.
[45:46] That's the long lasting impact.
[45:49] We donate to our, we have scholarship students.
[45:53] Our scholarship donors want to know who's graduating.
[45:56] That's why they keep giving money.
[45:58] Our employers want graduates.
[46:00] It's their invested in making sure that the curriculum meets their needs for a graduate,
[46:06] whether it requires the licensure or not.
[46:09] That's the impact on community, those graduates, so celebrate.
[46:17] Anyway, thank you, and we'll continue to report quarterly on our new fiscal year goals,
[46:23] but they do make a difference.
[46:25] They're not just nice to have, and hey, what are we going to do anyway,
[46:30] and what's easy for us to achieve?
[46:31] We wanted to make sure that it's really impacting the community and students.
[46:36] One other thing I do want to mention that I will stop talking and the commission is going well, that's never happened.
[46:44] What's the one amount?
[46:45] Yes.
[46:47] Well, our next board meeting is October 24th.
[46:52] Yes.
[46:55] There is, and you may have received emails on this, but I do want to mention this and
[47:00] we'll send out additional information.
[47:02] Save the date for Monday, October 19th.
[47:06] This is the annual trustee summit that's held at the University of Utah.
[47:13] And so if you can attend that, it is very, very good training.
[47:17] There will be trustees from the other system, degree-granting and technical colleges, and
[47:24] the Board of Higher Education will be there.
[47:27] As I've shared with you, legislation changed this past year as a result of some audit, where
[47:34] there is a need for our trustees to be more involved in certain areas, where it has, in
[47:42] the past, just been kind of delegated to the President and you report to the trustees.
[47:46] trustees need to be more involved in some really critical areas of our colleges and universities.
[47:54] And so the Board of Higher Education is updating their policies and their guidance
[47:59] in how that works. The past statute and past policies were really prescriptive on,
[48:08] this is the role of the Board of Trustees, this is the role of the President.
[48:12] Those policies are going to be changed where it says the Board of Higher Education will
[48:18] delegate what the roles and responsibilities are of the Board of Trustees and the President.
[48:23] So President can say, well, outside of your lane, the Board of Higher Education says that's
[48:27] your lane, that's your lane.
[48:29] And President, this is your role.
[48:32] And so this is going to be a critical opportunity.
[48:35] There will be ongoing training that you will be receiving as members of trustees.
[48:43] I don't know if you or Taylor want to talk about some of the restructuring and your emphasis
[48:51] on support forms.
[48:53] Absolutely.
[48:54] Yeah, thank you, President.
[48:55] I think the best way to think about it is, and largely, it probably won't feel too different
[49:02] other than there's been some clarification about your role as trustees and in particular
[49:08] the concept being you're not only here to support the institution, support the president,
[49:16] set a vision for the institution and talk about its mission but you now statutorily have
[49:21] a responsibility to oversee the institution, to regulate the institution and that you have
[49:32] institution has been good stewards with its resources.
[49:35] So that means that you have a heightened responsibility to ensure that not only is the
[49:41] institution healthy financially, but that the institution is meeting its obligations with
[49:50] regard to state law, state policy, that you're ensuring that your role with internal audit
[49:59] for example, is to the level where you have direct sight lines into where the areas of high
[50:05] risk of the institution. What are the findings that auditors have made that need to be addressed?
[50:10] How is the progress going on that? You have a heightened responsibility in terms of the performance
[50:15] of a president setting expectation for the president every year and then assessing the president's
[50:20] performance. You have now responsibility to sign off annually on the budget for the institution
[50:26] as well as setting budget policy.
[50:29] So these are all responsibilities that are new.
[50:32] And as the President said, we'll be doing ongoing training on
[50:37] what this looks like for you on a more specific setting
[50:42] and running an institution.
[50:45] The President remains the chief executive officer of the institution.
[50:49] Your job is not to run Ogden Weaver Tech.
[50:52] That's the President's job.
[50:53] But your oversight role is now more clarified.
[50:58] It's a double edged sword because that means you have this head responsibility, but also,
[51:04] and this is why we wanted the legislature to clarify this.
[51:07] If there's something that happens in an institution which is unlikely, given how well this institution
[51:12] has run, the question will eventually be, well, happened at the oversight level.
[51:18] You know, where you meeting your responsibilities as a board, and our job now in our view is
[51:26] we're here to make sure that you have the necessary support and guidance resources
[51:31] so that you never have to answer, we didn't know what we were supposed to do,
[51:34] or we weren't put in a position to have the kind of oversight we need.
[51:39] So in addition to the fact that you have been well supportive and continue to be well supported
[51:43] by the leadership of this institution and your role as trustees,
[51:47] We've made internal changes in the commissioner's office to give you much more ongoing guidance
[51:56] and support from our office.
[51:58] So, Taylor, Adams, Katie, Mazzie from my office, we've changed their responsibilities and
[52:04] duties and also shifted things out of my office to make sure that now their primary responsibilities
[52:09] and duties are to assist you in meeting your responsibilities and trustees.
[52:15] And this is not us coming in and saying, we're spying on you to make sure you're doing
[52:19] your job.
[52:20] This is us saying, how can we help you do your job?
[52:22] How can we make sure you have the resources necessary to meet this obligation?
[52:26] How can we help you understand the scope of your responsibility?
[52:29] How can we help you understand the difference between what the president's responsibility
[52:32] is, your responsibility, the Board of Higher Education's responsibility?
[52:36] Do you need resources in order to meet this obligation?
[52:39] Do you need information you don't have?
[52:40] Can we help you get that quickly?
[52:43] Can we help put you in a position to make the right decisions and to be at the right level
[52:47] of oversight and not too far down in the weeds to where you're taking up all your time
[52:51] spending significant amounts of your bandwidth on stuff that probably isn't necessary.
[52:58] This is all things that we're going to be helping you with on an ongoing basis.
[53:02] So yes, we've done annual training for trustees and it's gotten better over the years
[53:09] but meeting once a year to talk about your responsibilities just isn't enough.
[53:13] So the idea here is that you'll always now have a resource that will be here to help guide and support you in your role with trustees and help you learn the different responsibilities.
[53:22] So you'll be seeing a lot more of us, and that's only in a support role.
[53:26] And we hope that you feel that increased support.
[53:29] I think that if this works the way it's supposed to, you'll find that your job while the responsibilities have increased,
[53:35] the level of support has made your job hopefully even easier than would be for it.
[53:45] Thank you, Commissioner.
[53:47] Yes, I must need what it is.
[53:52] But do you answer a two-part question for me, yes, or two questions, I guess.
[53:58] One is, who in the community scream and loudest for what graduates, and the second is, I noticed
[54:05] we were state and just was a 15 new degree, say, to stab it, the community asked
[54:13] them for anything that we don't offer. Great questions. Great, great questions.
[54:21] So, well, that, I think.
[54:25] After this, the majority of this board represents
[54:28] business industry, but I will tell you, the loudest one happens to be your
[54:34] employer. And it's not one person from Northrop Grumman. It's about 12 different departments
[54:40] that all report to a different senior vice president in Washington DC. Aerospace defense
[54:46] and then their subcontractors and advanced manufacturing is very, very big in this area.
[54:54] And it's getting continued. And it's getting bigger and bigger. And so wherever we see someone
[55:01] one who can soak up all of the automation technicians coming out of Davis Tech and Ogden
[55:08] Weaver Tech.
[55:09] If one employer can take all of our current graduates, we are leaving everyone else that
[55:15] works at Frisinius and Otto Lee Shortman.
[55:20] And so automation will be a continued biggest emphasis plumbing and electrical.
[55:26] the need for electricians is huge. That again has to do with just not construction.
[55:33] That really has to do, again, with aerospace events. I know that it's a hot button ticket to talk about data centers.
[55:41] But even if we don't talk about data centers, as we look at Project Gigawatt,
[55:48] Project Gigawatt will not happen without electricians.
[55:52] There's, you may have seen in the paper, there was an announcement.
[55:56] Many of you are aware of high tech and whole tech.
[55:59] We've talked about their part, their building small modular reactors in Brigham City,
[56:08] that will go all over the country and eventually here in Utah.
[56:12] That production facilities in Brigham City, before they selected Utah,
[56:18] I thought they spent a full week with Art and Weber Tech, Davis Tech, and they had more land in Bergen City.
[56:26] They're moving forward with some really dynamic things.
[56:30] They just signed an agreement with USU in terms of research and the engineering level,
[56:37] but that's going to take all three technical colleges.
[56:40] And that was said in the press release.
[56:42] It's going to take all of our technical colleges across the state in order to
[56:47] need that need. So energy, aerospace and advanced manufacturing are our two biggest needs. That
[56:54] doesn't mean that there's we don't have pressure for the other areas. I'm getting a lot of
[56:59] pressure for cybersecurity. All of our health programs are in high pressure. And then we have this
[57:06] thing called the Olympics coming in 2034. And someone who's on the regional and state Olympic
[57:14] the community reminds me our bread and butter
[57:17] for our Olympic venues is our hospitality and service industry.
[57:25] What are we doing to build that infrastructure now?
[57:28] And so we're working on those areas.
[57:30] The cool thing is all of these,
[57:32] when we have these conversations,
[57:34] is we think about it in terms of our regional partnerships.
[57:38] So instead of us having a conversation
[57:41] about this is what we're gonna do at our level
[57:43] but we understand you figure out what you need to do.
[57:46] These are conversations that we have together now.
[57:49] President Malibu will be here Monday to spend part of his morning with us here at Ogdenby
[57:54] Burtek.
[57:55] But he and I in the two weeks that he's been here have seen each other once a week.
[57:59] And we talk about this already.
[58:03] As we built this out, it is what do we do in collaboration?
[58:07] This is my role.
[58:08] You're going to do this.
[58:09] How can I make sure that when a student finishes it, if there's a role for an associate
[58:12] or bachelor's degree, how do we build this up front?
[58:17] In the past, we just built them in silos
[58:19] and then create that they would articulate.
[58:22] That model doesn't work anymore
[58:24] in order prior education.
[58:26] Players don't want it, and students don't want it.
[58:29] And so, then I answer your question.
[58:31] Those are the two biggest areas where they're screaming.
[58:34] You know, when going back,
[58:37] when I'm old, going back a few years
[58:41] And he talked about the great sucking sound, you know, that was going to happen.
[58:46] We've seen that as a Salt Lake airport expansion, and it sucks so many people out of this craftsmanship system.
[58:56] And then as that started coming to completion, we started seeing that same sucking sound hearing that same sucking sound with all of the Amazon centers.
[59:06] and now if we start building data centers,
[59:11] it's a feel than the...
[59:17] We would have to... Currently, if you were to build something
[59:20] a quarter of the size that was provided in Box Other County,
[59:24] you're pulling electricians from all over the intermountain west
[59:27] and probably flying people in other places.
[59:31] The interesting thing about high tech for their electricians,
[59:35] A lot of the service that they do in other areas are union plants, so they have to have
[59:42] union electricians.
[59:43] The first question they asked is, who can you connect us with, who runs union electrician
[59:48] programs in Utah, and I said, that's still me.
[59:52] Ognerweaver Tech is the partner with IBEW for the Utah Electrical Training Alliance.
[59:58] That is a...
[1:00:04] I can talk to one person and they're going to be able to help us. Now, they'll need the independent contractors as well. Five years ago, if you would have told me welding would be one of our biggest program, the demand has not gone down. And data's tech just added a new welding building. The demand for welders continues to go down.
[1:00:30] go up in in our community. And Virgilin does a great job taking care of Rich Cash and Box
[1:00:38] Elder County. Three very very big programs. There are line programs, we all need full programs,
[1:00:47] but occasionally I get a large manufacturer calling me that says, hey, I've had a position,
[1:00:54] I've had a position open.
[1:00:56] I've had five positions open for two months,
[1:00:59] and I've only had one person from your school apply
[1:01:02] what's going on.
[1:01:03] What do we need to do differently?
[1:01:05] I get those calls.
[1:01:07] So we do talk to the high schools,
[1:01:09] and everybody about that,
[1:01:10] and try to entice these students.
[1:01:12] I'm constantly doing that,
[1:01:13] selling drugs and selling.
[1:01:15] Okay.
[1:01:16] I mean, no, it's okay.
[1:01:17] It's okay.
[1:01:18] She's a pharmacist.
[1:01:19] I know.
[1:01:22] He's young adults.
[1:01:23] they don't know what they're doing and like what do you talk about? Well, tech is right here
[1:01:28] and I'm always giving them numbers to call the councilor and then the school because
[1:01:33] they don't understand they have an opportunity right in our backyard with this tremendous look at
[1:01:38] the jobs the needs. I mean you know it's a need to communicate. That's interesting. That's something
[1:01:45] that the president Malin and I were talking about because he's invested in putting some navigators
[1:01:51] in Weber and Ognes school district to talk about those opportunities.
[1:01:57] And he says, I want them talking about technical colleges, because just getting someone to sign up
[1:02:02] and they're not going to do well, just doesn't help me, doesn't help anybody in the university community.
[1:02:08] They have a bad experience at Weber State, they may or may not go anywhere else.
[1:02:13] And he says, so how can we work together?
[1:02:16] And we know that it goes through really interesting cycles, and it really depends on individuals in our high schools.
[1:02:29] It's interesting, Trustee Talover and I, during our side on graduation, anyone that walked by that had a graduate medal, I would say high school.
[1:02:39] We had most of the service and some construction on our side, the most high school graduates we had that were attending graduation, kind of caught me off guard.
[1:02:50] I'm used to it being odd in her ben moment. We were high school.
[1:02:56] There he is, a counselor and I talked to a parent who said, hey, my daughter is way ahead on her contract not graduate.
[1:03:06] She's can be done for a semester of her senior year.
[1:03:12] She's last year she was finishing her junior year.
[1:03:15] Her counselor said, you have to enroll now at Audembourg Tech.
[1:03:19] Didn't give her an option.
[1:03:20] And he says, as a parent, this is awesome.
[1:03:23] Because I don't want her screwing around.
[1:03:25] She's a good kid and she's smart. That's why she's done her early.
[1:03:29] And we have to do that.
[1:03:31] Now, we do have some limited staff.
[1:03:33] We do have some high school people.
[1:03:34] But if you look at all the high schools in charter schools, it's a lot for one and a half people to take care of on an ongoing basis, but we are still trying our best.
[1:03:44] I don't like being the best kept secret. I hate when we have someone that says, I wish I would have done this in high school.
[1:03:54] I think it's the council, it's exactly what you said, maybe it doesn't matter.
[1:03:57] Is councilor sometimes it's a teacher?
[1:03:59] Yes, and the teachers, those are the educators, they're the first people to talk.
[1:04:04] So, I will let you know Paul that for the new APEC center, also called the Catalyst Center
[1:04:12] or I don't know what it's going to be called, the Taggers Center of Excellence.
[1:04:21] We have been even with their application, and now that there's been funding, we have
[1:04:28] space identified for us to put full programs in this space.
[1:04:33] Now this does two things.
[1:04:35] One, it allows it's easier for the student to access post-secondary education and not
[1:04:41] just do it as exploration but for meaningful certificates.
[1:04:45] The second thing it does is it reduces the demand of the need for the high school student
[1:04:50] to be on our campus, and if it's a high demand program, we can immediately backfill that with adults.
[1:04:56] So we are targeting programs that have waiting lists that will be replicated.
[1:05:01] They have the space, they have the infrastructure, we have the funding for equipment,
[1:05:06] and we'll put staff in there, and that way we have another ability to partner.
[1:05:11] Now, we could just sit there and go, well, this is ridiculous.
[1:05:14] You go ahead and do your catalyst APEC center and we'll do our thing.
[1:05:18] We had the conversation of how do we do this in collaboration before they put their application in.
[1:05:26] Then I got a call from their board chair to say, is this going to work?
[1:05:30] We want to make sure that we're partnered.
[1:05:32] It's a good thing that the board chair is not afraid to call me.
[1:05:36] Speed dial.
[1:05:37] Speed dial.
[1:05:38] and said, you don't want to apply if this is going to put a sideways with what we're trying to do together
[1:05:44] between the school district and the technical college and our university partners.
[1:05:49] And we learned from some other catalyst centers where that had been done in a silo
[1:05:56] and it caused friction down the road and we didn't want that to happen in our community.
[1:06:02] And as the organizational district looks at their future doing the same thing.
[1:06:06] I think they're learning from what Weber School District is doing.
[1:06:09] We've shared what can we do to continue.
[1:06:12] We have this great model with OTAQ High School on our campus that is making a substantial difference.
[1:06:19] This is going to be a little bit different model.
[1:06:23] As we've shared with you, we now have technical education concurrent enrollment,
[1:06:28] where it is district instructors teaching our content, our curriculum,
[1:06:33] and they're receiving the same credit.
[1:06:35] We're looking at not just one model,
[1:06:38] you basically come here on campus,
[1:06:40] but multiple models for how can we help these high school students
[1:06:44] access this training early, complete certifications,
[1:06:48] and you're getting your job ready,
[1:06:51] and you're getting university credit for every single one of them.
[1:06:56] You may have just seen USU just announced
[1:06:58] Our full operations, graduates get 50 credits towards a bachelor's degree.
[1:07:10] And they've said we've been doing this.
[1:07:14] We've been working with your students for over four years, validated this.
[1:07:19] They don't ask the question, well what textbook do you do?
[1:07:22] They're doing this based on actual outcomes and performance of our graduates.
[1:07:26] and they go we can line that up with all of this coursework and it's it's it's
[1:07:34] phenomenal and so they have those opportunities present Mal and I will sit down
[1:07:39] and we'll be working on a plan. What do we want to do?
[1:07:46] It's so great for us to be at this point.
[1:07:50] We hate losing any student.
[1:07:57] The current rule that I have some concerns about.
[1:08:01] The commissioner knows
[1:08:02] that we've had discussion.
[1:08:06] Half of weavers in momentum.
[1:08:11] 17,000 plus students. Out of
[1:08:15] that 50% went to college. First year 50% dropout. In part of it is you've got high school
[1:08:25] teachers teaching and the courses. I'm not giving it the college rigor that it needs.
[1:08:33] We're not requiring the same things that they do at the college level so I would look at
[1:08:39] and personally I'm just saying I would look at carefully and make sure that
[1:08:44] its apples and apples it's not. Yeah and we have to do that to make sure it's validated so
[1:08:50] and they're actually employer-ready.
[1:08:52] And we probably will not see the breadth and depth.
[1:08:55] You're going to see with the Gen Ed, it's hot.
[1:08:59] This is gonna be very, very specific
[1:09:02] or awful skills.
[1:09:03] Now, we do have a model that we have done in both org.
[1:09:06] It's currently in August school district
[1:09:08] and we've done part of this in Weber School District.
[1:09:13] And that's our AM STEM program.
[1:09:15] Those are taught by district employees,
[1:09:17] but they are teaching our manufacturing technician program.
[1:09:20] and they are all trained through our program and are validated.
[1:09:25] There is also a difference.
[1:09:27] We have an instructor that visits both Ben Lomit
[1:09:30] and Auden High School's programs once and twice a week.
[1:09:34] I'm sure the training is equivalent to everything that students
[1:09:38] experience on campus.
[1:09:40] Yeah, that's the same level of outcomes.
[1:09:44] They take the same tests.
[1:09:46] And then we've been validating that through,
[1:09:48] If they're hired directly out of that program because it's the exact program that we do on campus, we ask and we survey the employers.
[1:09:58] Did they have the same set of skills?
[1:10:01] It has been phenomenal.
[1:10:04] And those instructors are giving up their zero hours or coming in.
[1:10:08] We don't teach it during the day.
[1:10:10] They come in and teach it from 7 a.m. to 8.
[1:10:13] Now we are investigating and we've been talking about.
[1:10:17] We already have articulated agreements.
[1:10:19] Students can take the course and we'll get rid of it.
[1:10:22] This actually, for us, on technical education CTE, our concurrent enrollment actually raises
[1:10:29] the bar.
[1:10:31] Instead of us just saying, well that's 80% of what we teach, but you're following the state
[1:10:36] board of education standard, it's close to what we're doing.
[1:10:40] This actually now validates, it's 100% to 100% or we don't transfer it.
[1:10:45] So it doesn't show up as transfer credit.
[1:10:47] It actually shows up as college at an excellent hand.
[1:10:51] But it is an incumbent on us to actually go
[1:10:54] and let the student know, ain't very enrolled
[1:10:57] and not be protected.
[1:10:58] This counts for both high school and for the Tech College.
[1:11:01] And it's our job to say, this is what you do with it next.
[1:11:05] And if we don't, and we just pray that they're gonna come here,
[1:11:09] they may come to us two to three years later.
[1:11:11] And it's not gonna be technical skills
[1:11:14] if you haven't applied them or built upon them in two to three years, they're going to need them.
[1:11:19] And we're just setting students up for a failure.
[1:11:22] It's still like you thought it through with.
[1:11:24] Well, I've present Morrison shared all the concurrent enrollment data with our K-16 Alliance
[1:11:32] because the superintendents are very interested in expanding up because they have a lot of parent
[1:11:37] asking for, we need more and more, and he says, hey, listen, this is what the data really
[1:11:42] shows I want to be open and honest and transparent with that. And so we need to continue to look at it.
[1:11:47] Concrete a role that does have something nominal benefits and you can have every story we say
[1:11:53] where to start will have. The parents who just say, well, I have fond of it. The parents were really
[1:11:58] did make a difference or students that probably would have been successful at a university setting,
[1:12:04] had they never taken a career at all. Those are the ones that are really benefiting from it.
[1:12:08] We want to make sure that we flip the script on those students who didn't think that they were college material, whether it's a technical college or community college or university.
[1:12:18] Superintendents have said that's our biggest concern. Are those students we know will be successful and think I can never do that and we know they can. What are you doing for them?
[1:12:31] The kids that are 3.6, the GPA and above that are going to go to college anyway, they're
[1:12:40] worried about that.
[1:12:41] 2.6, the 3.4 student who they know, not a lot of graduate yet out, they go, there's more
[1:12:50] options here.
[1:12:52] So, we have those conversations.
[1:12:53] Keep pushing it, though.
[1:12:54] So, as for the data, and as we start sharing as we roll this out, be critical of it.
[1:13:00] Just say, is this really making it different?
[1:13:02] You've been doing this for two years.
[1:13:04] How many students have enrolled?
[1:13:06] Of those that enrolled, how many completed?
[1:13:09] How many went to work?
[1:13:11] How many?
[1:13:12] In fact, all of them.
[1:13:18] The nice thing about technical education, confirmed enrollment, then I'll stop talking.
[1:13:25] Is this stuff we were doing anyway, but did not receive any additional funding?
[1:13:30] The system said you're doing a concurrent enrollment, you're not accessing any of the existing
[1:13:34] funding because the legislation doesn't permit it, it does not include technical education.
[1:13:40] Statues was changed, board policy was changed, we can now access additional funds to be able
[1:13:45] to now do that with our district partners.
[1:13:49] before we couldn't even access those funds and we didn't ask for it. We didn't know we said, well that's not us. It is us.
[1:14:01] The foods they gave were cold. If there's nothing else I would take a motion to agenda.
[1:14:09] Thank you, Christine.
[1:14:12] You can get Bret and I have it sidebars and I can just talk after that.
[1:14:18] No, it's important.
[1:14:19] Bret and I talk a lot.
[1:14:21] I don't know.
[1:14:27] The stir some additional interest.
[1:14:30] If there's any kind of onsite, some of the employers that are really
[1:14:36] and they would have been able to let the internships
[1:14:43] close.
[1:14:48] And that ends now, which is
[1:14:51] the change name it used to be
[1:14:57] between smellings
[1:14:58] I'm just gonna have to do this for you.
[1:15:00] Okay, and that was never, that was sitting. Thanks, everyone. I'm going to ask you because he's disease. We have.
[1:15:06] of thermal as the ballad.