CHRISTIE WOOD: I verify
there is a quorum. All five of us are here. I’m not sure if we
have any guests. No guests, no public comment. Board, have you had a chance
to review the minutes? And having done so, do you
have any proposed changes? If none, we will accept
the minutes as they are. That takes us immediately
to our first item, celebrating success– foreign language literature
trip, spring, 2018. Aaron Cloyed and Molly Mechaud. Welcome. MOLLY MECHAUD: Hi. Thanks so much for having us. We saw you last when we were
begging for fees to be added to account for this
class, and so we wanted to come back and
tell you how it went. [INAUDIBLE] CHRISTIE WOOD: Closer. Maybe a little closer to it. MOLLY MECHAUD: Are
we too far away? CHRISTIE WOOD: Well,
I don’t know, Andy. What do you think? MOLLY MECHAUD: Hot mic. Hot mic. [INTERPOSING VOICES] CHRISTIE WOOD:
Start talking again. MOLLY MECHAUD: OK. We’re just going to go ahead
with our sound effects. We wanted to introduce
you to our crew. The photo on the
left is our class. We did some team building
just prior to leaving. The photo on the right– we are standing on
an ancient Roman wall around the city of Chester. CHRISTIE WOOD: Yeah,
I think we’ll just– AARON CLOYD: Should we wait? CHRISTIE WOOD: Pause. Take a pause. AARON CLOYD: Right. CHRISTIE WOOD: It’s too
hard to get through. STUDENT: [INAUDIBLE]
Speak loudly. Choose your presentation voice. Speak loudly. AARON CLOYD: OK. We can do that. Let me just shut it down. CHRISTIE WOOD: Sir, can
we turn the system off? There we go. AARON CLOYD: Ah, wonderful. CHRISTIE WOOD: He’s a genius. OK. AARON CLOYD: So in addition
to planning all the trip details and all of that
information that went into it, our first job was to
plan the curriculum. As you remember, it
runs as a regular class. It begins in January and
runs through the end of May. And it’s under that category
of cultural awareness or almost like a diversity category. And so we approach this through
the lens of murder mysteries. And these are the texts
that we ended up choosing. And so we approached
it as, how can we make students aware of as
broad a range of cultures as possible through this
lens of murder mysteries? So the text on your left
is our Scottish text. We were able to meet
with the authorized tour guide in Edinburgh as he
took us around and said, this is where this police
chief goes to work. This is where the
crooks hide out when they go on the
run in this novel. This is where this
detective lives. The text in the middle
is our Welsh novel. We were able to tour– there’s
a small island north of Wales called Anglesey, and we were
able to walk along the streets where the scenes in
this novel takes place. The final novel on
the right takes place mostly in the
underground in London, and part of what we
were working for here is we were working for novels
that not only introduced students to culture, but
they introduced students to the geographical location
of where we were going to tour. And so in each of
the novels, we are able to stand in those
locations and say, remember when this happened? This is where it happened. Remember when this happened? This is when it happened. And so the curriculum
all folded into the trip and it all folded into
this broader experience that we were able
to offer students. MOLLY MECHAUD: So our
travel destinations were Edinburgh, Scotland,
Chester, England, which was our launching point,
then, to visit Anglesey, Wales. And then we wrapped
up in London. We walked a lot. We were joking when
we got back that this could be a wellness class. And this was off of our iPhone,
and I didn’t have my phone with me all the time. So the really best
part of this experience was that we paired students
up and they led tours for three hours at each
location we visited. So one of our students had us
walking 10 miles our first day. AARON CLOYD: Edinburgh, yeah. MOLLY MECHAUD: That
was in Scotland. I was surprised about London–
that we racked up 29 miles. It was over 91 miles
altogether because we used public transport so often. But we got in shape. AARON CLOYD: So here
are a few pictures. The picture on the bottom
left is when we landed. We took off from Seattle
and we landed at 7 o’clock in the morning, and the
rules on the train to Scotland were you cannot fall asleep
because you have to sleep that night when you
arrive in Scotland. Some of us
accomplished that feat. Some of us did not. But the picture on
the bottom right– just one of the pictures of
when we were on the tubes– and somehow, all 20 of
us managed this trip for more than two weeks,
and none of us got lost. We all jumped on the right
tube at the right time. We all jumped on the right
train at the right time. We only had 30
seconds to spare– the picture on the
upper right hand corner. We had 30 seconds to spare
when we landed in London. We all made that train and
made it to Scotland on time. But part of this was
that cultural piece of exposing students
to a different culture, and part of that was just the– stand on the right when
you’re on the escalator. Don’t get run over. And just the cultural
expectations that are there. MOLLY MECHAUD: One overwhelming
gush of our students was how great the food was. In fact, many of them
said that was what they missed when they came home. Contrary to legend and
rumor, London and England– they have really good food. So we were not hungry at all. In fact, some of the
best food we’ve ever had. The only time we did get
complaints about food were when people,
for some reason, ordered nachos and
pizza in Scotland, to which we said, why would
you order pizza and nachos? These just feature a
few of our group tours. On the top right, we
are in a tube station– actually Tottenham Court Road,
where the buskers of our novel used to play and make money. Beautiful mosaics–
this photo in the center is in Scotland with the Ian
Rankin authorized tour guide. And in the bottom left, my
cousins are in parliament. We were able to get
a reception and tours of the Houses of Parliament. Again, more of our group tours. And these featured the students
guiding us and leading us and educating us on where we
were and what we were seeing. AARON CLOYD: The
feedback is [INAUDIBLE].. MOLLY MECHAUD:
Feedback is terrible. AARON CLOYD: So part of this– as we were going
through the tour and as we were traveling
home, part of what we started to recognize– this class is so
robust that it’s more– it should be
about a 6, 9 credit class because it addresses nutrition,
it addresses wellness, it addresses interpersonal
communication, it addresses culture
and critical thinking and literature. And part of the
skills that we were able to learn along the way
were those interpersonal communication pieces. And so there were 20
of us on this trip, and we never left
each other’s side. So there was no alone time. There was no downtime. And we– at times, there
were many of us in this– how many? How many? MOLLY MECHAUD: 14. AARON CLOYD: Yeah, we put 14
girls in the same dorm room when we were in Chester. We won’t do that again. So we learned how to cooperate. We learned how to get along. And what we felt like
is that by the time that we got back, that we
sort of formed this bond, almost like a family. That it went so beyond
the classroom experience that we were able
to do so much work beyond what we
could do in 16 or 17 weeks in the spring semester. MOLLY MECHAUD: And
provide this experience for these students who
never dreamed of undertaking such an amazing holiday. Those two fellows in the
back in that center picture had never been on
an airplane before. Spokane was the biggest
city they’d ever seen, and how fabulous for them to
say that their first plane ride was to London, right? And that Edinburgh is
their favorite city. Yeah, they just–
this is downtime, and they loved hanging out
together and spending time– the Doctor Who lovers up in the
top left found their TARDIS. AARON CLOYD: So part of what
we’re looking forward to is the next trip. And so what we’ve
decided to do is to repeat the same
exact trip in the spring and roll out the same details
and the same travel agenda while everything is
fresh and while we’ve learned some lessons. And so the fees will
be slightly increased to account for
exchange rates, and we need to adjust a couple hotel
rooms as we go along the way. The other piece that
we’re working on is adding professional
tours along the way. And so there’s a
podcast that comes out of London called Murder
Mile, and we just contacted the author
of that podcast. And he’s agreed to
meet with our group and give us a private tour
while we’re in London. And so listening
to the podcast– it will be part of the
curriculum for the next year. The other piece
that’s not here is that we’re hoping
to write a grant to be able to provide
scholarship money for our students next year. And so whether this is
helping them provide– maybe cover the
cost of a passport or cover the cost of the deposit
that will be due in December or help cover some
students’ fees. We’re trying to add on to
everything that went right last year, but also help
as many students that can go on this trip as possible. And so stay tuned
for that piece, and we’ll see how the
funding comes together. And it will definitely be
Irish murder mysteries in 2020, so stay tuned, and
we’ll keep you posted. CHRISTIE WOOD: That’s great. Board, any questions
about the spring trip? MOLLY MECHAUD: Yes, I
have a couple students. CHRISTIE WOOD: Oh, please do. Love to hear from you. STUDENT: Do you have any
questions, or should we just– CHRISTIE WOOD: Just go ahead. Tell us your experience. AARON CLOYD: OK. I will start, then. Really the experience
of a lifetime. One of the things that
Molly said specifically in the beginning
of the class was that she hopes that this
is not the first time– or the only time that we
get to travel like this, but that it opens
the world for us. And it really has
done that for me. I already have bought
tickets to Portugal for Thanksgiving break. And it just– the
experience was amazing, and I mean, sorry to sound
corny, but really magical. And the relationships
that I developed with my fellow classmates
is unlike anything I’ve ever experienced while
going to college. You know, I learn about these
historical places in school growing up, but I
had never really had the reality of being
in Westminster Abbey and seeing these entombed
historical figures. I mean, it was emotional. I cried. It was just an incredible
experience, and just how ancient everything is. And I cannot say enough
good things about the trip. I mean, this has been
a true gift for us. So yeah. Thank you. STUDENT: I would just
echo what she said, regarding all the traveling. That was nice. But I also want to say that
Molly and Aaron both did phenomenal jobs of getting
everything arranged, scheduled. Travel was no issue. I was in the Army for
12 years, and we– a lot of young people moving
to other countries a lot, and I’ve seen how much
of a nightmare it can be. And that was my
expectation going in, was it was just going
to be just a nightmare. And absolutely not. Either of them could put
any of your sergeant majors or colonels in
the army to shame, when they’re moving around
the troops and stuff. AARON CLOYD: They
work great together. They complement
each other great. Yeah. CHRISTIE WOOD: Very nice. Well, board– questions. Trustee Dunlap. DUNLAP: I appreciate you
taking these students on an experience like this. I mean, that’s wonderful. But in an effort to look for
a great mystery, which book is the best one of
the three to read? MOLLY MECHAUD:
They’re different. They’re so– would you
like a police procedural? Would you like– CHRISTIE WOOD: Say
yes to that, Jim. DUNLAP: OK, yes. MOLLY MECHAUD:
Historical fiction? DUNLAP: Yes. AARON CLOYD: Not Roman history? Do you like ancient history? No, you don’t want history. MOLLY MECHAUD: OK. AARON CLOYD: Start
with the Ian Rankin– Even Dogs in the Wild. DUNLAP: OK, perfect. AARON CLOYD: Start with that. DUNLAP: Thank you. AARON CLOYD: More of
the police procedural, and then we’ll make other
board members happy. DUNLAP: All right. CHRISTIE WOOD: Trustee Howard. KEN HOWARD: I was just sort of– after I listened to
that, I was really tempted to sign up for next year
until you put that 95 miles up there. STUDENT: It was actually great. It felt great. It was amazing. They took great care of us. KEN HOWARD: I think I might
wait for the bus trip. LITA BURNS: Did
you have anything? CHRISTIE WOOD: Well,
I just had a curious– did you feel safe
the whole time? How was your security? Good? MOLLY MECHAUD: I never
felt in harm’s way. I usually go every summer, and
I’ve never felt threatened. In fact, I feel like
London’s one of the safest places in the world. CHRISTIE WOOD: Good. Great. MOLLY MECHAUD: You’re
always on CCTV. CHRISTIE WOOD: Yeah. MOLLY MECHAUD: You know, yeah. STUDENT: And they
prepared us, too. Be aware– we are going to
be in a foreign country. So we did have many
talks during class before the trip to prepare us
for the potential of danger or whatever. But yeah, I never felt
unsafe for a second. CHRISTIE WOOD: Good. I’m so glad that you presented. We love hearing from you. And sounds like a
very successful trip. So we’ll look forward to
hear next year’s, too. MOLLY MECHAUD: Absolutely. CHRISTIE WOOD:
Thank you very much. KEN HOWARD: Thank you. Christie. CHRISTIE WOOD: Yes. LITA BURNS: Brad. CHRISTIE WOOD: Brad,
did I miss you? KEN HOWARD: Lita. CHRISTIE WOOD: Oh,
Lita, I’m sorry. Go ahead. LITA BURNS: Chair
Wood, I would just like to prompt another
question because I think you would find it of interest. I would like to ask that the
faculty or the students– to describe in a little bit more
detail what the requirement was for the student in their
part of presenting the tour because I think it really
brings closure to what this whole class was about. So if they would
just share with you a brief description of that,
I think you would enjoy it. CHRISTIE WOOD: Sure. STUDENT: So we were given the
writing assignments, obviously, at the beginning of the
class, with the syllabus. After about two or three
weeks into the course, we were each assigned to our
groups of two to plan the trip. And what was it? About halfway through, we
had to– not even halfway. Probably about a third of
the way through the class, we had to submit our
tentative plan of what we would like to do,
going around town, showing the different
landmarks, and make sure they didn’t step
on top of each other. After we were given
the go ahead on that, then we really got to
dig in on the details– find places in the books,
put them on the map, plan the walk, how you’re
going to get there. I probably rehearsed it
mentally in my head five times, so when I got there– 500 times, more like. When I got to Edinburgh,
I was like, oh, I already know where I’m at– city
I’ve never walked in before. It’s pretty handy. So you got to learn a lot
of the city you were doing and the history of it
just before you even got there, which
made it, I think, a much richer experience
because you got to actually know what you were looking at. It was pretty– Ally, do you have anything? STUDENT: The thing that
I forgot to mention was one of the awesome things
about the class was that we were our own tour guides. And so before we actually
went on the trip, like Chris was saying, we
were assigned a location, like a city, and then we had
to pick a few potential sites to give our tour on. And we had a partner in
our class to do this with. And then after we were
approved for our location to give a tour on, once
we were there in the city, we led all 20 people
through these streets that we’d never been on before. But just based on research,
and thank god for Google Maps– and it worked out, and
Chris was the first day. And we walked like
10 miles and saw all kinds of historical,
great, awesome stuff. And yeah. So that requirement
was hugely beneficial because we really got to know
the places that we were staying before we even got
to explore them much because we sort of
explored Google Maps before we got there. And so we were our own tour
guides every single day, pretty much. I think we had one
or two afternoons or something that
were free, but– CHRISTIE WOOD: That’s great. You will always take
that knowledge with you. Very good. Well, thank you. OK. That’s going to take us on
to our constituent reports, and for ASNIC, instead
of Peter tonight, we have Scott filling in. Scott, thank you– filling
in for him on short notice. So thank you. SCOTT KENNEDY:
Yeah, I first wanted to start by thanking you,
Madam Chair, and the board and Dr. MacLennan and
the guests for allowing me to speak tonight. I wanted to start out
by introducing myself. For those of you who don’t know
who I am, I am Scott Kennedy. I am the ASNIC vice
president here at NIC, and I am taking place for
Peter, who, unfortunately, couldn’t be with us tonight. So I wanted to start out
by talking about the events that we’ve been covering so
far in this academic year with student government,
and the first event that I wanted to
cover was the ASNIC retreat that happened recently. It was a great event
in which we were able to learn a lot
about leadership and personal development. And it was a great event
in which I will remember for many years to come. I bonded with the ASNIC
senators and our group, and I feel like we’re going
to have a great team moving on into this year. And then in an effort to
connect with more students, ASNIC has been hosting the
Cardinal Learning Center classes, and we’ve been talking
to students about how they can get involved on campus. And as well, how they can
obtain information to know what’s going on in campus. And yesterday, ASNIC had
its first board meeting for the academic
year, and we confirmed our senate pro tempore. And that was exciting,
and we kind of outlined what we’ve done so far
in our personal achievements since the beginning of the year. And with respect to that, at
the beginning of the year, we developed our purpose
statement, which is as follows. ASNIC is dedicated to improving
student success through student involvement and communication. So far this year, we have
been working towards that by hosting the week of welcome
cruise, in which we had over 200 plus students
attend, and we thought that it was a great success. As well, I had been working
with seven clubs who are trying to start their
organizations, as well. Kyle Johan, who is our new
coordinator of campus life– he’s been helping
with that and he’s been an amazing resource
for me to reach out to. And then as well, we have been
working on the top 10 events, which we’ve– Peter has been majorly
focused on that. And if you look at
the little pamphlet that we’ve put at your desks,
it outlines all the events that are going to be
happening in this semester, and we thought that they were– what’s great about them is that
it is events that represent each department at NIC. It has athletic events. It has events from the music
department, theater, et cetera. So we felt that
it was a great way for students to kind of
get an experience of all of campus at NIC. And so one of the events
that has been the highlight and what we’re focusing on
right now is the day of service. And at this event,
it’s going to be where students and
staff volunteer with local nonprofits, and
currently, registration is low. But we’ve been
attempting to increase the numbers through
ASNIC awareness, which we’ve been tabling. Today, actually, we just
were promoting the event at the wellness center– excuse me, at the wellness fair. And so I would
recommend or I would ask if you all could
please promote the event so that we could increase numbers
that will attend the event. That would be much appreciated. But other than
that, that’s really all that I have to report. Is there any questions
that you all have for me? CHRISTIE WOOD: Board,
questions of Scott? Well, that was a very
professional report, and you look very professional. We appreciate that at
the board meetings. That’s very nice. SCOTT KENNEDY: Found
out pretty quickly that I was going
to be presenting tonight, so it was exciting. But it was fun. CHRISTIE WOOD: You look great. So thank you. SCOTT KENNEDY: Yeah, thank you. CHRISTIE WOOD: OK,
staff assembly. Cathy Sparks. CATHY SPARKS: Good evening,
board of trustees and President MacLennan. We had a staff assembly
meeting September 13, and we had a couple
of guest speakers. The first one was
Diana Rents, and she reported on the progress for the
integrated strategic planning committee and provided
us with a handout with a framework for the free
implementation committees. And she also
provided information about the new software
that we’re using. It’s called Croa, and it
will provide data for campus. We heard from Deb Ferguson
about the be well NIC, and it’s a new wellness
program for the students that’s provided free for them. And this is the first year
that they’re using it. And they have a website. So if you’re interested in that,
I’m happy to send it to you. The president also
came, and he provided us with some information. He let us know there
was a new committee at the administrative council,
and this is the PC members, and it also includes
division chairs, deans– Sarah Garcia and
Peg Blake, who’s the interim dean of enrollment. He gave us an update on the
expansion of the athletics program. He also let staff assembly know
that there were some changes in the food services. A new company, Sodexo, would
be providing food services for us and for the students. He gave us an update
on the Nice building, and he also invited everybody
to come to a monthly meeting. So he has started a
monthly president’s chat, and Shannon lets us
know when and where that is, which is very nice. It’s an open meeting
for good communication. And we also had
nine new employees, so that was pretty great. CHRISTIE WOOD: That’s good. Very good. Glad. Anything further, Cathy? Board, any questions of Cathy? KEN HOWARD: Thank you. CHRISTIE WOOD:
Thank you very much. Faculty assembly– Joe Jacoby. JOE JACOBY: Thank you,
Chair Wood, trustees, President MacLennan, guests. Taking a shot across Graydon
Stanley’s bow with the tie dye bow tie. CHRISTIE WOOD: Very nice. JOE JACOBY: Although
I think I’m making a great case for the clip on
because my bow tie tying skills could use a lot of help. But at our meeting this
month, we heard an update on the compensation policy. We had a presentation about
the upcoming Northwest Undergraduate Conference
in the Humanities that our faculty are
involved in and our students are involved in. It’s a pretty great event,
particularly focusing on recognizing student work. We got advising updates
from Aaron Cloyd because we’ll be
getting new software. And so he solicited us to let
him know what their needs might be or what our needs are as
we develop this new software and implement it. And then President
MacLennan visited us. He had a very busy day
discussing the evaluation of administrators and
the plan for working with that this fall. And then that was pretty
much that because we just had discussion following,
and then ran out of time. CHRISTIE WOOD: OK. Board, any questions? Good report. Thank you. JOE JACOBY: Thank you. CHRISTIE WOOD: And
finally, senate– Lisa Kellerman. LISA KELLERMAN: All right. Good evening. I’m here for senate
report, standing in for Jessica Adams, who
couldn’t be with us tonight. So at our September
senate meeting, we didn’t have any new business. In lieu of a lengthy
first and second reading for minor changes to
the compensation policy, because we did
want a new version of that to be presented
to you this evening. So in lieu of that, we
did decide, as a body, to approve minor changes to
the previous proposed policy, and we created a
joint resolution to show our support for that. So I’ll just read
that to you now. The North Idaho College Senate
supports compensation policy 30216, as written and presented
to the NIC board of trustees on Wednesday,
September 26, 2018. And that was our meeting. Any questions for me? CHRISTIE WOOD:
Board, any questions? LISA KELLERMAN: All
right, thank you. CHRISTIE WOOD: Thank you. Right. That takes us to our
president’s report. President MacLennan. RICK MACLENNAN: Thank you. Good evening. So a few weeks ago, we had the
opportunity to attend the Boys and Girls Club annual
black and white auction, and we were recognized– NIC was recognized at that event
as one of their key community partners. And I’m really
pleased with this, and there’s a couple of
things that are driving that. One is for the
second year in a row, the NIC Foundation will be
giving first year full tuition and fees paid scholarship to
the Boys and Girls Club Youth of the Year. That started last year. And then this year,
they announced that the NIC Foundation will be
providing $21,000 scholarships to students coming out of the
Boys and Girls Club program. And that’s to be determined. They have two sites, and
actually a third program now down in Plummer– just however that mix works out. And I guess thirdly,
I’ll just mention that this is the
second installment to what will become future
installments of our work with the kids and the staff
at Boys and Girls Club. We– a lot of interest with
Ryan Davis and his staff to start looking at programming
for students at all grade levels and having age
appropriate conversations about what their journey
through school looks like and how it connects to
post-secondary education. And we have a lot of
interesting ideas out there. It’s actually fun
work and rewarding. But again, we were recognized
for that and happy to do it. I just want to send out a
report of some of my activities just a couple of days ago. So I won’t go through
too many of those things. What I didn’t put
on there, but it did occur to me as I was hearing
the presentations tonight is I was invited to attend
the staff and faculty assembly meetings, as you heard. The staff assembly
was a regular rotation where we go and provide
cabinet updates. But I was also asked to
address another concern by both the staff and
the faculty assemblies, and that was the topic that
Joe raised around 360 degree evaluations of administrators. And I appreciated
the opportunity to do that because it’s been
on my list of things to address since coming on board, and
actually made some progress on that last year. But there’s a pretty
strong interest among the two
constituent groups for us to do that and do it now. And so there was some
conversation around that. What we will be doing is we will
be administering a 360 degree evaluation for directors and
above this fall semester. We’re narrowing down the
process for that to happen. But as I was listening
to the concerns that were driving that interest– and I don’t know fully what they
are, but I have some knowledge of some of the concerns– it occurred to me that this is a
good time for us to do a campus climate survey, so that I can
get valid survey results of how NIC’s health, as a campus
community, is going and what are the areas
that we need to work on. So I’ve made that commitment,
also, that in the spring, we will administer a
campus climate survey. And I think between the results
of a 360 degree evaluation, as well as campus
climate survey, we’ll produce some goals of
how we can be a better college and better fulfill our mission. So I thank both the faculty
and the staff assemblies for inviting me to
their assembly meetings to have that conversation. It’s an important conversation. I value and I know we all
value all of our employees at North Idaho College, but
like any large organization, there’s always room
for improvement. So I just wanted to
make sure the board was aware of that conversation. That’s all I have. CHRISTIE WOOD: That’s great. Well, as a public
employee– former– retirement’s good. And as supervisor, I
certainly was subjected to the 360 evaluations. I think they’re very helpful. Sometimes, you don’t always
get sunshine and rainbows, but it’s good information, and
anyone should be open to that. I’ve also dealt with the climate
studies in organizations, and I think that you can get a
lot of really good information, and it does guide
you on the areas that you maybe want
to shape and move. So I think those are
great, great things to move forward with, and I’m
glad that you’re doing that. Board, any comments on
the president’s report? Old business. Tab 1– our first
reading or action item on our compensation– excuse me. First reading, not action. Compensation structure policy. Dr. MacLennan. RICK MACLENNAN: OK,
so I could actually ask trustee Murray and trustee
Wood to present this with me, but I’ll just– CHRISTIE WOOD: Trustee
Murray would be happy to. RICK MACLENNAN: I’ll
go ahead and do this. So you have the
background on Tab 1. This policy, in one iteration
or another has come before you. It’s been the
subject of workshop and quite a bit of discussion. The board asked
trustee Murray and Wood to work with the policy. They have done so. It has gone back to the
constituent leaders and staff senate, and you
have that version of it tonight for action. CHRISTIE WOOD: I thought
it was first reading. RICK MACLENNAN: I’m sorry? Well, it is. You’re right. It is first reading and
it’s not for action. CHRISTIE WOOD: OK, thank you. Board, you have the draft
policy in front of you. You’ve all had a
chance to review it. I think if you have
some questions, comments, statements–
now’s a good time. Trustee Howard. KEN HOWARD: I expect I
was one of the ones that had a little more heartburn
about the initial policy than some of the others. And as I read through this,
I think a lot of those have been resolved. I still have some
concern where– the part of the policy that
says the administration may withhold step
advancements only in the event of significant or
unexpected financial needs that result in funding
not being available. It’s the only that
troubles me because I think there may be instances
that we can’t foresee now that have to do with programming
or some other aspects. But as I read the language,
I think that it’s probably broad enough that even
decisions driven by programming or some other need
within it, and I’m comfortable with the addition
of the language dealing with the authority of the board. CHRISTIE WOOD: Trustee Banducci. TODD BANDUCCI:
I’m going to agree with Mr. Howard’s observation. I like where it says we’ll
invite the broad input from the campus community. I do like that it specifically
talks about the board having the final approval. Because of the
businesses that I’m in and what I have
to do, especially with money and things,
there are certain words– never, always, only that
make me nervous often. I should say often
make me nervous. And so the word only
would be my one thing. It can be– again, within
the context of the broader language, that can be unduly
restrictive, depending on how it’s interpreted, or it
could be a point of contention as we try to prove or
disprove whether we have funding that’s available. That would be my concern. CHRISTIE WOOD: I think that
this has taken a while. We’ve gone through this– a lot of reiterations of it. And I think, Ken, that
what you set out to do– you wanted transparency. That was important to you. And I would have to commend
the committee that’s worked on this. I guess that would be
Brad and I, as well. I think we’ve accomplished that. The transparency piece is there
and the final important piece was the board having
final authority. And that’s there, too. So I feel very good about
this, or we wouldn’t have brought it forward. But we’ll certainly listen
to input from the board, and if all of you are
comfortable with it, we will move forward and
wait for second reading. Any comments? KEN HOWARD: I’m not
going to make any motion to change the language. I think, again, as I indicated,
the word only concerns me, but I think the
rest of the sentence is a framework that will allow
the interpretations that we might need in the future. CHRISTIE WOOD: All right. Anything further, board? TODD BANDUCCI: Is there a
need for a second reading? CHRISTIE WOOD: Just
a matter of process. We like to do that. KEN HOWARD: Yeah, I don’t
think that we can do it under the new statute. CHRISTIE WOOD: That’s right. Yeah. OK. Well, this will be back
before us again in October. Thank you to the committee
that worked so hard on this, and I think we
finally got there. Nice work. All right. That takes us to our new
business, Tab 2, our action item– transfer funds for
capital improvement. And we spoke a little bit about
this in the board workshop, and the board has been
tasked with looking at what our priorities
will be, coming off of all of the work that’s
been done on campus for our facilities needs. And we had a really
good workshop, but we realized that we
need to move forward, and in order to do that, we
need to give the president the ability to accomplish that. So I would listen
to the board if you had any conversation
on this comment or if you have a motion. Trustee Howard. KEN HOWARD: I have a
motion, and then we can discuss it, I guess, that
the board authorize transfer of $2,800,000 to
the capital reserve fund from the general fund. That’s my motion. CHRISTIE WOOD: All right. I have a motion. Do I have a second? TODD BANDUCCI: I’ll second that. CHRISTIE WOOD:
Motion and a second. Do I have discussion? Trustee Howard. KEN HOWARD: My understanding
is that from prior audits and that sort of thing– is
that there’s a recommended 15% retention in the general
fund for accounting purposes that is looked at by
people doing audits. And I think it’s
appropriate that we balance our funds as appropriate–
not have too much in one fund and not enough in another fund. And clearly, we’re going to
need to have some of this money over into our building fund. So my earlier discussion
is I thought maybe we could transfer more. But this sounds like we
take 15% of the lowest level of resources that we have
during the course of the year, and then we use that as
a basis upon which then to move money out of the fund. Is that correct? RICK MACLENNAN: That’s correct. CHRISTIE WOOD: And Chris,
just for the audience’s sake, why don’t you explain what the
capital investment fund is. CHRIS MARTIN: Madam Chair,
members of the board– in 2009, the board
established a fund, and it’s been called
numerous things over time. But it’s essentially been
a capital reserve fund that’s restricted by the board. Further use– for the
direction of the board. And that actually is
allocated every year based off of annual tax receipts, and
so when we receive our tax receipts, we take
$2.5 million of that and change, and segregate
that from the general fund, then put it in a designated
fund that the board controls. CHRISTIE WOOD: And
some of the things that we’ve used that fund for–
do you want to talk about that? CHRIS MARTIN: Absolutely. The fund originally helped
acquire the mill site, and most recently
allowed the college to pay cash for the development
and construction of the career and technical education
center in Rathdrum. CHRISTIE WOOD: Great. Thank you very much. Any further discussion, board? All right. We have a motion and a second. All in favor? KEN HOWARD: Aye. CHRISTIE WOOD: Aye. RICK MACLENNAN: Aye. CHRISTIE WOOD: Opposed? Motion carries. Thank you. All right, that takes us
to Tab 3, our action item. We’re going to consider
authorizing preliminary study on gymnasium and parking garage. And this, once again,
goes back to our workshop we held before the meeting,
in which our administration provided us with information
on the possibility of a gymnasium in the future– possible needs on campus
that we have to decide what the priorities are. Board, I would
entertain a motion and I would also
entertain discussion. Trustee Howard. KEN HOWARD: I’d like to make a
motion that the board authorize the administration to utilize
$35,000 from the capital reserve fund to retain
architectural services to complete a preliminary
study on the development and construction of a
gymnasium and parking garage to determine the scope and
preliminary programming and development costs. TODD BANDUCCI:
$35,000 or $34,000? KEN HOWARD: I said $35,000. TODD BANDUCCI: I’m sorry. I’m looking at tab 3, and
it said $34,000 there. Did you want to do
as per the tab or– KEN HOWARD: Oh, I’m
happy with $34,000 here. TODD BANDUCCI: Sorry. CHRISTIE WOOD: The
motion is $34,000. Thank you. TODD BANDUCCI: Thank you. CHRISTIE WOOD: Do
I have a second? TODD BANDUCCI: I will
second that number. CHRISTIE WOOD: I have
a motion and a second. Do I have a discussion? Trustee Dunlap. DUNLAP: Just a question. Is $34,000 adequate to
conduct this study, or does there need to be some
additional space in– RICK MACLENNAN: Well, Chris,
I’ll let you answer that, but I believe that’s
the price that we’ve negotiated for this process. DUNLAP: OK. All right. CHRISTIE WOOD: And then
President MacLennan, if you could just, for
the audience’s sake, give a review of the
workshop and what we’re actually authorizing. RICK MACLENNAN: Trustee
Wood, thank you. This money will be used
to allow the college, in working with our
architectural contractor, to scope out the design– the initial stages of design
and design possibilities that would go into
an athletic facility and adjoining or parking
solution– parking structure. CHRISTIE WOOD: Thank you. And what we’ve learned through
this past year of study on campus– that was an issue. But you, through looking
at facilities and master planning– is that we
do have program needs, and we’re not meeting some
of those program means with our current facilities. Correct? RICK MACLENNAN: That’s correct. Well, let me just add to
that that all of this work has been– is coming from over a year long
integrated planning process where we took a serious look
and a very integrated look at all the planning needs
of North Idaho College. And a big part of that was
the physical plan structure to meet the programming
needs of the college today and into the future. So in so far as we have
a program of athletics and we have that
as part of the work we do in fulfilling
our mission, then yes, this work that
we’re doing right now is supporting the
program needs of the college. CHRISTIE WOOD: Great. Thank you. Oh, trustee Howard. KEN HOWARD: I guess I
just want to make clear that by our authorizing this
expenditure and this study, we are not setting
any priorities. There are a number
of different projects that are being proposed by
the administration, including the Meyer Health
expansion in headland and Lee Kildow and
the campus site plan. And we are not trying to attempt
any priority setting with this. We’re just trying to
accumulate information so that at some
point in the future, we’re able to make a
better informed judgment. CHRISTIE WOOD: Good point. Thank you. President MacLennan. RICK MACLENNAN: Trustee
Wood, trustee Howard, yeah. I’m glad you brought that
up because at least one of the priorities
that’s on the list– Meyer Health and
Sciences Building– we’re fortunate in that the
scoping for that activity was conducted in the actual
original construction of the building. So we’re leapfrogging
over that project to do the scoping
for this project only because that work
is already at the level that we would need it to be. And the same kind of level
for the athletic project has already been done. CHRISTIE WOOD: Very good. All right. Any further questions, board? We have a motion and a second. All in favor? KEN HOWARD: Aye. RICK MACLENNAN: Aye. CHRISTIE WOOD: Opposed? Motion carries. Thank you. Takes us to our
information items. Our monthly financial report– Chris Martin. CHRIS MARTIN: Madam Chair,
members of the board, I’m going to take
this opportunity to share a little bit of
the financial statements and an overview as we go
into a new fiscal year. So just for the sake
of conversation, to see if we can blow this
up just a little bit here, looking at the end of
the prior fiscal year, just on a brief update as we
close out last fiscal year and we jump into
this first quarter, I will make a note that we
are finalizing our audit and waiting on adjusting
journal entries. So these numbers are preliminary
as of September the 18th. But some really
good news to report. Total revenues for
this fiscal year have come in right there,
year to date– $48.1 million on a budget of $47.6 million. RICK MACLENNAN: I’m sorry, can
you zoom that out a little bit. CHRIS MARTIN: I will
do my best here. So again, this is the prior
fiscal year, and again, total revenues– want to point that out
there. $48.1 million was our actuals on a
budget of $47.6 million for total revenues. Came in a little better
than expected there. And then on the expense
line at the bottom there, total expenses for
last fiscal year– $46.1 million on a budgeted
plan of $47.6 million. And so the net income, prior
to the adjusting journal entry for last fiscal year,
currently showing right at $1.9 million dollars. And the board has a
more detailed study that was provided that
shows all the line items. For the sake of display, we
removed some of the detail. Any questions as we kind of
close out last fiscal year? CHRISTIE WOOD: Board,
questions on this? I do appreciate that you
provide these reports to us. CHRIS MARTIN: So we
will be bringing forward the audit for last fiscal year. So these numbers
will change slightly as the audit is
finalized, and we’ll be doing that in
October or November, depending on the availability
of the board and the audit firm. So we’re closing out
last fiscal year. I just want to show
you a quick look into this current fiscal year. TODD BANDUCCI: One quick
question, if I may? CHRISTIE WOOD: Oh,
trustee Banducci. TODD BANDUCCI: I’m sorry. You know, Chris, those
numbers are pretty impressive. You’re at about $47.7
million on the budget, but you come in at almost
$48.2 million in revenue and you’re down at $46.2
million in expenditures. So you’re about $1.5
million under budget. Excess of about another $5
million or so in revenue. So we’re $2 million to the
good. $2 million surplus. CHRIS MARTIN: Almost
in total net income for last fiscal year. TODD BANDUCCI: That’s
pretty impressive. As a percentage,
that’s about 4%. CHRIS MARTIN: As a
percentage, we would actually like to be a little closer
to our forecasted budget, from a forecasting
and percentage piece. But we’re moving in
the right direction if we’re going to
have a variance. You’re right. TODD BANDUCCI: Is there
any particular thing you attributed that to, or is
it all just little teeny pieces? Or are there any
big bites there? CHRIS MARTIN: I think I would
share, members of the board, the big bite there is what
we– we don’t budget in, when we develop the budget, is we
don’t plan for open positions. And so a big driver of our cost
savings throughout the year is as we have open
positions and the time to fill, generally,
that cost savings falls to the bottom line. And so as we have attrition or
changes throughout the year, that’s a portion of what
you’re seeing there. TODD BANDUCCI: I guess
that makes sense, since personnel payroll–
that’s about half our budget. CHRIS MARTIN: Closer
to 70% of our budget. TODD BANDUCCI: Oh, with
benefits, you’re right. I was thinking just
on the payroll side, but with benefits,
yeah, you’re right. So a significant portion. So that would make
a big difference. CHRIS MARTIN: Madam Chair,
members of the board, if I could just share briefly
where we’re looking at FY 2019, the last month that we’ve
closed here is August. We’re still working on
September, obviously. But just to kind of
give you and insight of where we’re at
right now, the revenue that we brought in year to date
is $7.5 million year to date. That’s about 15% of our
budgeted revenue for the year. It’s right on track
with what we would be expecting at this time. You’ll be aware, basically, the
college gets paid twice a year. We get tuition and fees for the
fall and the spring semester, and we receive tax receipts
in a similar fashion. And then if we go
down and just briefly look at our expense line here– TODD BANDUCCI: Chris, may
I ask one quick question? CHRIS MARTIN: Absolutely. TODD BANDUCCI: As you mentioned,
for the fall and the spring semesters, what
sort of percentage do we see for the summer term? CHRIS MARTIN: The
summer is negligible for the overall budget. It’s literally single
digit percentages. TODD BANDUCCI: That’s
what I was wondering. OK, thank you. CHRIS MARTIN: And just to draw
your attention to the expense line, on a budget
of $49.6 million, the college is currently
expensed $5.7 million, which is roughly 12%
of our budget expenses. So we’re right where
we would expect to be. I just want to provide this
update on a regular basis, as we kind of had some
enrollment come in and some tuition, and give you a
snapshot of where we’re headed. CHRISTIE WOOD: Great. That’s wonderful. Trustees, any questions? KEN HOWARD: Your comment
that the summer tuition is negligible and that
number-wise, that’s true, but it looks like we
only saw 42% of what we had budgeted for. CHRIS MARTIN: In the summer? KEN HOWARD: Yeah,
for the summer. CHRIS MARTIN: I believe we
saw more than that from what we budgeted for in the summer. Summer was budgeted as a total– if I can explain summer briefly. KEN HOWARD: Please. CHRIS MARTIN: We budget
summer to be self-sufficient. It stands on its own. And so the expense
line is tied directly to the number of classes
that we’re operating, and there’s not a
large revenue tied to how we offer summer courses. It’s a really one to one
relationship for summer. KEN HOWARD: OK. I mean, I was just
look at the numbers, and you had a
budget of $750,000, and you’ve got an actual
through August of $304,000, and the summer session is over. CHRIS MARTIN: Correct. KEN HOWARD: So we didn’t
meet our– at least our budgeted projection. CHRIS MARTIN: Two
pieces, if I may. Summer crosses the fiscal
year, and so the June revenue that we receive for summer
fell on the prior fiscal year, and the June revenue we’ll
receive in this upcoming year will be applied back to this. So that number isn’t
a full look at summer. Summer crosses the fiscal year. So as we get closer
to June, I would anticipate we’d be closer
to that $750,000 amount. KEN HOWARD: Thank you. CHRISTIE WOOD: All right. Board, any questions? CHRIS MARTIN: Thank you. CHRISTIE WOOD: OK,
thank you, Chris. That takes us to our fall
2018 enrollment update. Graydon Stanley. GRAYDON STANLEY: Thank you very
much, Chair Wood, President MacLennan, and other colleagues
and guests here tonight. Thank you for the opportunity
to provide you with an update. I have my colleague
with me again. You recall Diane Rents helped
support all of this information last time. And I appreciate her
work on this, as well. A little information
I want to give you. You might know that this is the
sixth week of school already. It’s hard to believe that we’re
that far into the semester. And so some of the numbers
that you’ll see tonight are reported as
of the sixth week. We’re using some of the
figures that you’ll also see at PC weekly. We review these two so that
our attention is always on enrollment and on retention. We’re paying closer attention
to that all the time. We’ve certainly switched
from an emphasis right now on recruitment to retention. We have these folks
inside the dorm. We want to make sure we keep
them here and help support them through this semester, and
continuing on into the spring. I would remind you, too, the
official reporting of numbers occurs on October
15, so by the time we get to next
month’s board meeting, we will have those numbers that
we’ve reported in to the state, then, as well. These are not final. There are still
numbers coming in. Once again, we have
late start classes, some which will occur
over the next two weeks. And we still have some of
our dual credit classes that all those
registrations aren’t in. So since the last time
we reported, the numbers have improved a bit
and should continue to improve just a bit more. There are a number of reports
that we have an opportunity to look at. I mentioned last time the
work that Diane and her staff does with Croa– much of that is about those
statistics of our students who we recruit, who we retain– and so we have access
to that information, more often paying close
attention to that. You also asked for more detail
at the last board meeting, so we’ve tried to provide
you with more information than you saw last time. At the end of our presentation,
if there’s other information that you would like next
time around, please let us know, and we’d be glad
to bring you more, as there is a lot more
available to us now. So I’d like to turn
it over to Diane and have her share with
you some of these figures. DIANE: Thank you, Graydon. I really appreciate
your reminders that these are
unofficial numbers. I did take the word unofficial
off the title slide, but that is a good
reminder always. So I wanted to show you this
longitudinal enrollment trend. This is dating
back to fall 2005. This is a comparison of fall
to fall enrollment numbers, and this a 13 year spread. This is a chart that I
have found fascinating, and it clearly shows an increase
in enrollment during the time that we all would recognize
as an economic downturn, in the 2008, 2009,
’10, ’11 years. So as we look at the 2018
fall enrollment, which is not yet final– may
still increase a bit. But it appears over
the past 13 years as though perhaps we are
returning to a normal baseline. So I thought this was
an interesting chart to share with you. That dotted green line
represents head count. That’s individual
actual human beings who are enrolled in the
college for credit classes. And the blue line represents
FTE or a calculation of credits per head count. This is a five year comparison
and one year comparison chart. You can see the five year
average in the top row. ’17 fall total, ’18
fall total, and then the percent change
over five years average and over
the last one year. In those column levels, you
will see our section count. That’s the individual
number of course sections that are offered. Head count represents, again,
those individual unique students who are enrolled. Seat count is a little
different number which represents
the number of people in actual seats in classrooms. So oftentimes, you might
have a single student– single head count–
taking multiple courses, which we would call seat count. Some people refer to that
as a duplicated head count. You might hear that
language, as well. Total credits
enrolled, and then, again, that FTE or full
time enrollment or full time equivalency that is
that calculation of head count and credits. Current head count, as
compared to prior years. We showed you the last
two years– current year and last year of this
chart at our last meeting. Again, those 2018
numbers are unofficial, but as you look at the
ratio of academic transfer, dual enrollment,
and CTE enrollment, you can kind of see
some trends there. This is a five year
trend of head count, and then a five year
trend of credit count of those same
academic students– dual enrollment and CTE. RICK MACLENNAN: Diane, could
you please clarify or confirm for me the 2017
head count numbers– 48,780. That represents a
final enrollment count? DIANE: So once again, yes. RICK MACLENNAN: And so
you’re showing the trend, but you’re not really showing
the apples to apples comparison with this one because we
can’t, because we don’t have the final numbers yet. DIANE: All numbers
that I’m sharing with you that are labeled 2018
fall are not official yet. It is my understanding
from you that you would like to see some trend data. RICK MACLENNAN:
The only reason I bring it up is we have
also, from time to time, done week to week or same
date comparison numbers. I just want to be
clear to the board that these are not same
date comparison numbers. That’s all. DIANE: These are not same
date comparison numbers. This is census data–
official numbers, as compared to where
we’re at today. This is enrollment by division. These are divisions across
the institution– divisions of study. Again, some data
regarding the number of sections, number
of head count, seat count, total credits
enrolled, and FTE. And again, these numbers
are fall ’18– unofficial. Yes, sir. TODD BANDUCCI: Question, please. Let’s just take aerospace. I just want to make sure
I’m clear on something here. I look at that and it
says section count– 17. Does that mean if
there’s a class, it can accommodate 17 students? DIANE: No. That means that within
the aerospace program, there are 17 different
course sections offered. One of those courses
may be offered once or one may be offered
multiple times, and we call those sections. So that’s the difference
between a course and a section. We have not included on here
how many courses they offer. TODD BANDUCCI: So it could be
six courses and 17 sections, if each of them was offered
three and one was offered two, for example? Five of them at three
and one of them at two. That would give you 17. So then if I’m
looking at head count, how do I correlate head
count to the section count? DIANE: We have not provided here
an average number of enrollees per course section. That certainly is
something that we could do, but right now, this
is summary level data. And so we’re just looking
at the number of sections and the total number of students
who are currently enrolled in courses within that program. TODD BANDUCCI: OK. And the numbers–
it varies slightly since I printed this
off, when it came out with the administrative
council minutes. DIANE: It’s a
weekly update, yes. TODD BANDUCCI: No, I understand. OK. So I’m sorry. I’m not trying to be obtuse
here or anything, but when I look at that number
and it says 40, and I’ve got 17 sections,
and there may be 10 to 15 to 20 people per section, right? Theoretically. What does that
number 40 signify? What does that number mean? What do I do with that number? What does it mean to me? DIANE: That’s great. So I would not try to
correlate any meaning between the first column
and the second column. Those are two distinctly
separate things. The first column, we’re
looking at the number of course sections that
are offered to students. In the second
column, we’re looking at the number of students
who are taking courses within that program. TODD BANDUCCI: So
I have 17 sections, but I only have 40 students. DIANE: In the third column– TODD BANDUCCI: That should be
section times seats, right? Third column? DIANE: In the third
column is the number of sections times the
number of students enrolled in each section. Yes. So that’s your total– what you might consider a total
enrollment for that program. TODD BANDUCCI: So I’m looking
at about eight kids per section. DIANE: I am not quick on the
math at the board meeting, but I would probably
say that’s a safe guess. TODD BANDUCCI:
Well, 8 time 17 is– let’s see– 136. So about 7 and 1/2, maybe. Just for quick math. So I’m looking at about seven
and have kids per section, and I’ve still got
to think about what that head count means to me. And Graydon, I– yeah. I guess where I’m looking at
is how many seats do I have? How many butts do I
have in the seats, and how much excess
capacity do I have? DIANE: Thank you for your
language choice, Mr. Banducci. I will repeat it back to you
because you have said it to me. I didn’t want to
be disrespectful, but that is a language
choice that we use in the office in
institutional research. The seat count is also
called butts in seats, yes. The head count are the number
of individual students. So remember, those 40
students may be taking more than one course section. Those 40 students may be
taking more than one– TODD BANDUCCI: About 3 and
1/3, based on your numbers. DIANE: Yes, and so the
instructors in our aerospace program, for example– and I just do want to clarify
that’s a very high tech program that is
very deserving of or is to be expected to have
lower enrollments because of that. It’s a very high tech program. TODD BANDUCCI: I took
aerospace engineering. I understand. DIANE: Yes. But those aerospace instructors
will see those same 40 students in several different
classes or course sections throughout the day and
throughout the week. So those 40 students
are the number of students who are enrolled
within courses in the program. TODD BANDUCCI: Is there a
way for me to tell, then– and maybe you have
this data– it’s just hard to reflect
all on one table. One of the things we
looked at really hard when we looked at
the CTE facility was getting from the
Headland building to the new facility– was
increasing the capability, reducing the wait lists. How may people could we put
into a section, if you will. And then we’ve created
some new classes– collision repair or whatever. How would I know what my
capacity is per section? And it may vary by section. Some particular
classes may be 8. Some may be 12. Again, that’s a very– aerospace– and I have
full comprehension, understanding what my
bachelor’s and master’s are and what I did in the
world with the military. I worked with NASA for a
year, so I get this one. My master’s is electrical
engineering, so– space ops. So having said that, how
do we know how full we are? That would be my curiosity. DIANE: Sure. And we do have
many different ways that we can slice
and dice our data. This is just a high
level picture for you. You can tell me if it’s
too detailed or not detailed enough. We certainly do have
capacity reports or what we might call fill rate. That would be looking at
each one of our sections, which, as you can see, as our
grand total for this fall– we have almost 1,400
different course sections. And each one of those has
an identified capacity, and as a calculation, then,
of the number of students who are enrolled within
that course section, we have what we might
call a fill rate. But I’m not sure that
that level of detail is what you’re looking for. CHRISTIE WOOD: But
probably trends. If you are aware of trends. If we have programs where
you’re seeing low enrollment, and you’ve been pretty good. But Lita’s certainly good
about that in the past. If we have low
enrollment and maybe it’s a program that we need
to transition out of, which I don’t think that Todd’s
suggesting that or any of us are suggesting that. But it does pique our interest
when we see low numbers and we try to understand them. But 1,400– I don’t
think, board– do you want 1,400
different reports on– OK. Then we will just rely on
you to give us the trends. TODD BANDUCCI: Well,
I wasn’t quite looking for that fidelity,
but I’m trying to get just an understanding
of what I’m seeing, so I can understand the numbers. DIANE: That kind of
information does exist, but in the interest
of your time, I wanted to just
provide you an overview, and I am certain, Mr. Banducci,
that you do understand an aerospace program. But I do want to speak to
the audience and the public that just because our
aerospace program may have an average of seven
students in a course, that doesn’t necessarily reflect
on the rest of the programs in our institutions. TODD BANDUCCI: No,
and to contrast, a humanities class might
have 30 or something. DIANE: That’s correct, yes. CHRISTIE WOOD: Dr. Burns
wanted to make a statement. LITA BURNS: Chair
Wood, trustee Banducci, if I could maybe just
offer a very simplified explanation of what
we would be seeing, there’s probably a total of
40 students currently enrolled in our aerospace
program, and that’s what I would refer
to as the head count. Typically in our career and
technical education courses, because they have lab
components to them, the typical cap of those
programs for lab is about 16. Also, what is typical of our
career and technical education programs is that in the
first year of the program, we see higher enrollments
than in the second year. We know that students drop out. They do all sorts of things. And so if we were going to
divide those numbers out, I would say that in our first
year of aerospace programs, our fill is probably
somewhere between 12 and 16. In our second year of a
program, it’s probably more like between 7 and 12. And so it really is
a variable there. Just in general, I
would have to tell you– and this is something
we’ve been struggling with since the economy has
improved– our programs are not full. We want them full. We are doing everything
we can to attract students to get us to the top number
in every single program that we have. We are not currently
there, but we are continuing to work on it. TODD BANDUCCI: If I may. None of this was to be critical. It’s more for my
edification to understand what I’m looking at and so
that I can make sense of it. I get statistics and all that,
and I want to see the numbers. And I just want to– you’re trying to relay
information to us, and I want to understand
what you’re giving us. DIANE: Yes, thank you. I very much desire that
you do understand it. I have a vested
interest in presenting you this information. I would like to share a
few more slides with you. CHRISTIE WOOD: Trustee
Howard had a comment. DIANE: Yes, I’m so sorry. KEN HOWARD: Hopefully more of
an observation than a question. This is a very helpful slide
that you’ve got up there. I’ve got to tell
you it impresses me that the math, computer
science, engineering, and natural sciences
courses are so robust. I did not expect that. And that speaks well of the
students that are coming here and the kinds of courses
that they’re taking and their preparation to go on. I was, quite frankly, pleasantly
surprised with those numbers. CHRISTIE WOOD:
Thank you, continue. DIANE: OK, in this
slide, you’ll see– again, the grand total
is exactly the same as you saw in the
previous slide– just a different
perspective of the data. This is enrollment
by location, and I ask that you give me just a few
moments to explain this slide, as there there may be
some questions that can be cleared up. You can clearly
see that there is layout by county, by our
service counties, especially. At the very bottom of this
table, you will see two rows– one that looks at
online enrollments, and one that looks at dual
enrollments in the high schools in our service area. And so those two rows were taken
out of the county calculations because we wanted to take
a look at them separately. So those two rows
are not included in those county calculations. So if a student was enrolled
in an online course, then that section count– well, that section
count is those courses that are offered online. Head count are those
students who are– number of students who are
taking those online courses. Seat counts, as Mr.
Banducci so eloquently said, butts in seats. TODD BANDUCCI: Well,
that’s your guys’ term. DIANE: If it gives a
clearer explanation, I’m happy to use it. Total credits enrolled– FTE. And then I just want to make
note that that final row there– the dual enrollment
in the local high schools– I need to be very clear
with you that that is not the full picture of our
dual enrollment, which I will show you momentarily
in the next slide. That represents
only those students who are enrolled in dual classes
at their local high schools. If a student in the
dual enrollment program came to our campus here at
North Idaho College, where we’re standing today, and
took some courses, that student would be wrapped
into the Kootenai County row. And that is because this
is section based data, rather than student based data. So those sections are
offered here on campus. Dual enrollment students
may enroll in them, whereas those sections
in the high schools are offered at their
local high schools. So we pulled them out. CHRISTIE WOOD: Trustee Banducci. TODD BANDUCCI: And maybe this
is more for the audience, but just for the edification,
we have our facility in Bonner’s Ferry, we have our
facility in Sandpoint, we have our facility in Kellogg. Obviously, we have the workforce
training center in Post Falls. We have our main campus
here in Kootenai County. Can you elaborate a
little bit on a couple of the other counties that
you have reflected there, as to what that’s representing? DIANE: I will defer to Dr.
Burns on that question. LITA BURNS: Chair Wood,
trustee Banducci– Benewah County– that would
be our location at the tribal center in [INAUDIBLE]. I almost said Pullman. And to be honest with you– TODD BANDUCCI: Is
that in Worley? LITA BURNS: Yes. TODD BANDUCCI: Or Plummer? LITA BURNS: Plummer, I’m sorry. Plummer. That’s why I got my
Ps mixed up there. Plummer, yes. TODD BANDUCCI: I
misled you there. My bad. DIANE: No, that’s OK. But to be quite
honest with you, I am not clear about
Nez Perce County. Oh, LC. TODD BANDUCCI: Got you. DIANE: Thank you. Yeah, our class is
at LC because we do have our health professions
courses that are down there. CHRISTIE WOOD: And
a follow up, Lita– Dr. Burns, sorry. Looking at our outreach
centers, do you see anything coming
forward from president or from administration
on how healthy they are? Something that we maybe
need to take a look at? Are they still viable? What do you see in the future? LITA BURNS: Chair Wood,
we talk about this often, and we understand that
our numbers in the course sections that we offer
in those centers is low and the enrollment
is low, particularly in Bonner and in Kellogg,
at our Kellogg center– the Silver Valley center. We also understand,
though, the importance of our presence in
those communities because it is our presence
that is the avenue for people to come to North Idaho College. The fact that we
have the ability for them to be advised up there,
for them to explore community college, for them to take their
dual credit classes in those centers, for them to just
utilize the computers for whatever their needs are. So we offer all of those
services, which we really think is that access point
to higher education and to those communities. So it continues to
be important to us. Despite the enrollment
numbers, those centers continue to be important to us. CHRISTIE WOOD: Dr. MacLennan. RICK MACLENNAN: Trustee Wood. Thank you, Dr. Burns. I would also add that we
have a lot of enrollment that drives from those communities
to the Coeur d’Alene campus or to the Rathdrum campus
as a result of their entry into our courses and programs
at these outreach centers. So it is incredibly
valuable, and if you go to these communities
and talk to the folks who are participating
in our programs, they’re very passionate. We just hired a new
coordinator who just began out in the Silver Valley, and
there was a nice article in the local paper. They are passionate about
building those programs and building the
services out there, and it does afford
an entry point to, again, first generation
students who would not otherwise be in college. They may have no awareness until
they hit those outreach centers that they’re college material
or that college is even an answer for them. So there’s another
value proposition there in those many
conversations that we consider, as well. CHRISTIE WOOD:
Well, I would have to tell you I’ve spent some
time up in Sandpoint quite a bit lately, and the
people that I’ve met up there for various
meetings– and I it’s a big deal in that community. And I would have to imagine
that the other communities feel the same way, and it
is a necessary thing. But we always want to analyze
it to make sure it’s affordable. Carry on. DIANE: One final slide
for you, and this is representative of the full
picture of dual enrollment. You can see that there– and this is just head
count because we’re not focusing on sections here. There are 403 students enrolled
in courses in our Coeur d’Alene campus– 348 online. And then you can see
the further breakdown of different high
school locations throughout our
service area below. And those are in a ranked
order, by head count. We have a total right now
of 1,223 students enrolled in dual courses. RICK MACLENNAN: And again,
those are enrollments that are still building. DIANE: Thank you, yes,
again, for that reminder. Our dual enrollment
office tells me that we are expecting quite
a few additional enrollments to add to that. CHRISTIE WOOD: Questions, board? Trustee Murray. MURRAY: Graydon, you had
mentioned late start programs. Do we use adjunct for that,
or how is that staffed? GRAYDON STANLEY: Thank
you, trustee Murray. I’m going to defer
that to my good friend. I’m just directing
traffic up here, so I’d like to defer that to
my great friend, Dr. Burns. LITA BURNS: Chair Wood,
trustee Murray, we actually use both adjunct and full time
faculty for our late start classes. It just depends on the location
of the late start classes. So in the high
schools, often, when we’re delivering to
the high schools, it will be the high
school teachers that start those late start classes. On our campus, though,
they’re primarily full time. But also adjunct
faculty on campus. So it really is
course dependent. MURRAY: OK. Thank you. The other comment,
more, is we’ve asked for this information that– one further request
would be since some of us are going digital and that last
slide was really hard to see, is there a chance of
getting– even if they’re preliminary numbers– a copy
previewed prior to our board meeting so we can actually look
it up and frame our questions? GRAYDON STANLEY:
Trustee Murray, we’d be glad to provide that to you. We’ll do that in the future so
you’ll have that opportunity. MURRAY: Thanks so much GRAYDON STANLEY: And
we’ll change the font size on the screen. MURRAY: No, I don’t need
it if I’ve got it here. GRAYDON STANLEY: Thank you. TODD BANDUCCI: I have just
an observation, if I may. CHRISTIE WOOD: Trustee Banducci. TODD BANDUCCI: One
of the things– we’re looking at this and I
think one of the successes that we’re having, as
I’m looking at– and again, I’m referring back
to the administrative council minutes, which kind of got
me going in some of this– precipitated my call
to Graydon and let him know I was going to
ask some questions tonight because I had some curiosity. It’s that I think we’re doing
a good job of serving a very diverse group of students. I mean, I’m looking
at this and we’ve got 20 students in the
millwright program. We’ve got about 18
students in culinary arts. We’re full in the
cyber security. I don’t know what that
number is, but we’re full. So I’m thinking it’s
a comparable number. Medical assistant
program is full. You’ve got the farm techs. You’ve got collusion repair,
they’re talking about here, which, by the way, we
always try to figure out how many are coming from K tech. Three of the four
are matriculating, it says, from K
tech to our program. I’ll still try to get better
numbers at the next meeting of more of who’s coming over. But what a diverse series of
courses and areas of study. My goodness, we’ve
got the whole– we’ve just got a lot
covered there, I think. A lot of offerings. If a person is interested
in trying to get a job, we’re sure giving them a lot of
different opportunities– paths to choose from. DIANE: I would
say, Mr. Banducci, that that speaks to
how well North Idaho College is fulfilling its
mission as a community college. TODD BANDUCCI: I would agree. I would wholeheartedly agree. CHRISTIE WOOD:
Thank you very much. Good presentation. Board, that takes us to
the board chair report. It’s very short. I was unable to travel
to Boise for the meeting with the community
college consortium, but the president,
of course, attended. And I did get an email from
Jerry G of the meeting minutes, and I will forward
those all on to you, so you can see what
discussion was had, and then follow
up questions, you can direct to the president. I have been in contact
with one trustee from Eastern Technical–
is that correct? What is it called? TODD BANDUCCI: Community
College of Eastern Idaho. CHRISTIE WOOD: Thank you. It used to be Tech. OK. College of Eastern Idaho. And what she relayed to me
is that all five of them were up for election, and only
one of them has an opponent. So the majority of their
board will be returning. I haven’t heard anything
yet from CWI or CSI, as far as the elections. Maybe somebody else has. This board looks like
you’re looking at us. We’re staying. And so for continuity’s
sake, the people that we’ve been working
with in the consortium– it looks like the majority
will be staying. And that is all of my report. Do I have some remarks
for the good of the order? Trustee Banducci. TODD BANDUCCI: Two things. Chris– when we might
get our next update on the new building? CHRIS MARTIN: Madam Chair,
members of the board, we’re happy to provide
a report at any time, and we can definitely put that
in to the next month’s agenda, if that’s the will of the board. TODD BANDUCCI:
Yeah, I don’t know. Maybe every other
month or something. Just a little bit of an update. Second thing, and maybe
this is to Graydon because I know he
did some work out in Post Falls as part of
their chamber and everything. Have we talked to
anybody out in Post Falls about their agreement with
the cable to get us back on TV out there? I touched on that last
month, but I’m not going to let that one go. Who has contacts? Who knows people? CHRISTIE WOOD: I think Laura
addressed that last month. TODD BANDUCCI: And
I didn’t see Laura. Is everything OK? CHRISTIE WOOD: Well, I’m sure. TODD BANDUCCI: I just
didn’t see her tonight. Is she traveling or something? CHRISTIE WOOD: OK. TODD BANDUCCI: I was hoping
it wasn’t health or anything. CHRISTIE WOOD:
Board, any comments? Questions? All right. Meeting is adjourned.