[Speaker 6] (0:00 - 0:00)
Oh, goodness.

[Speaker 5] (0:01 - 0:04)
OK, you can't be there. You can't be there. We've got three here in the middle.

[Speaker 6] (0:04 - 0:09)
I watched y'all's video this morning. Y'all did a great job. Will you serve us?

I did. I went and watched it on Facebook.

[Speaker 5] (0:09 - 0:13)
Oh, I'm not in the spot. I brought my strategic decision. OK, I knew something.

[Speaker 6] (0:13 - 0:22)
Yeah, because I asked to see it, and I think it was on Facebook. I think maybe I'm big time engaged is where I clicked on it. It does seem a little off.

But there are a few gaps.

[Speaker 16] (0:22 - 0:27)
Yeah, you need to get in the middle. It's the right, it's the right, you need to go back through it. It's the right number.

[Speaker 9] (0:28 - 0:29)
Yeah. Weston over there. Yeah.

[Speaker 15] (0:29 - 0:31)
Weston's name's not up there. I know.

[Speaker 9] (0:31 - 0:32)
That's his spot, though.

[Speaker 15] (0:32 - 0:36)
Weston's not going to come. OK. He texted and said he's not going to be here for the forum.

Well, how do you like this?

[Speaker 19] (0:37 - 0:38)
It's wonderful.

[Speaker 6] (0:38 - 0:52)
And these chairs. They kind of helped us get our chairs together. These arms will lift up, too.

Oh, good. Yeah, and your chair will warm up. Is Mark going to be here?

I forget how he said. We had the.

[Speaker 5] (0:53 - 0:54)
I don't understand.

[Speaker 9] (0:54 - 0:57)
We had a tutorial on the chairs. Yeah, something does feel off.

[Speaker 6] (0:57 - 1:03)
It's a holiday tomorrow. It was one of those things. There's a way to.

[Speaker 12] (1:04 - 1:05)
I don't know what it is.

[Speaker 6] (1:06 - 1:07)
Hey, get this chair.

[Speaker 19] (1:08 - 1:09)
I didn't go to the training.

[Speaker 16] (1:09 - 1:10)
I would say.

[Speaker 6] (1:13 - 1:18)
And then reach underneath these if you're wanting to raise the. David, I'm doing it again.

[Speaker 7] (1:18 - 1:19)
David.

[Speaker 6] (1:22 - 1:23)
I'm sorry.

[Speaker 7] (1:23 - 1:29)
I switched. I just switched my person here. You'd always go out there.

[Speaker 19] (1:29 - 1:31)
It is the chair. The chair.

[Speaker 11] (1:33 - 1:36)
Every year, on the way back, there'd be a egg fight.

[Speaker 9] (1:36 - 1:37)
Oh, no.

[Speaker 6] (1:39 - 1:40)
Is Lynda going to be here for this?

[Speaker 9] (1:40 - 1:46)
She's on her way. And, I think you said Mark was on his way.

[Speaker 5] (1:46 - 1:47)
I thought so.

[Speaker 6] (1:48 - 1:49)
I thought David was going to be here.

[Speaker 9] (1:49 - 1:51)
Oh, yeah. What about Pam? Do we know?

[Speaker 6] (1:52 - 1:54)
I thought, did everybody?

[Speaker 9] (1:55 - 2:35)
David, is Pam supposed to be here? Everyone except Weston. Okay.

I thought she might be on two wheels. I was on two wheels. Okay.

It's a little after 4. We do have a quorum. Six of us are here.

Seven of us are not. So we're going to call this meeting to order and we're going to turn it over to Lady to walk us through this.

[Speaker 1] (2:36 - 8:10)
Hi. Good afternoon. My name is Lady and I am with PBK Architects.

So we'll start with just a quick introduction of the agenda for today. We're going to be discussing the overview of master plan components, scheduling and future meeting dates, existing campus discussion, visioning overview, visioning statements, prioritization, red dot and green dot exercise. And that will just be a high level introduction.

So diving into the master plan components. So right now we are going to focus this meeting on visioning. We have completed our facility assessment two weeks ago.

Well, not per se, not completed. We've completed the facility walks. We're assessing the information.

We are also working on the campus utilization study as we speak with coordination with facility programming. Next we'll be tackling traffic study, site studies and developing the final master plan. So what is visioning?

Visioning is setting goals. What are the major initiatives for this master plan? What opportunities are there for existing campus?

What do our students need? What are the needs of our facility and staff? Next we'll be diving into site studies, which are visual representations of the solution to the problems that we uncovered during the assessment period.

We'll be analyzing that data and provide complete, sorry, the faces will be grouped and required to complete the goals of the master plan. These site studies will be reviewed with the steering committee and options for each will be discussed as well. The master plan holistically is once the site studies have been approved for the final master plan book will be created.

The book will combine all of the assessment data and the final approved site studies. The final renderings and animation will be in the book, uploaded to the website respectively. The master plan will then be distributed to the Board of Lee College, Board of Regents for approval.

This is the overall schedule overview. Right now, as I said, we are in the process of the campus assessment. We've completed the walks and we'll be assessing that data and analyzing as well.

Quick project update schedule. We are currently here in our visioning meeting with the members. As I mentioned, we're assessing and, you know, the information that we found from the assessment walks, which for next week we'll be providing a quick update on those assessments to everyone.

As well as providing preliminary findings from the campus utilization study. The existing campus. So as, oh, I'm sorry.

Some of you remember, oh, why does it keep going back? Okay. We went through the SWOT analysis a couple weeks back and we received feedback from a couple of members.

So I'll be touching back on that towards the end of the meeting. We are needing to come to a consensus on those top priorities. So I will be sending out an email to every one of the board members to provide the ones that were determined to be the top priorities based on that feedback we received.

And then everyone will need to come to a consensus and rank those from the top priority to the least and then we'll deprioritize those. So that email will hopefully be sent out, excuse me, by the end of today, if not tomorrow. Visioning overview.

So what is visioning? The development of a plan, goal, or vision for the future. It's inspiring to all that will be involved in implementing it, strategically sound.

The college has a decent shot at making it happen, documented. It informs the roadmap for all later efforts and communicable, able to hold to others and to other groups. What visioning is not.

Focus on solutions for small problems, ABHAG, although one may come out of visioning, a roadmap. A roadmap comes after visioning informs a roadmap. Specifics and details.

Let's not get too bogged down into the weeds and focus on the bigger picture. So the purpose of visioning is to create a long-term aspirational goal that guides the master planning process and ensures that all decisions and actions align with the overall vision. So the discussion that we have today will help us, PBK, and our team provide a master plan based on what your vision is.

So we'll dive right into the questions that I presented that everybody has on your desk. And this is an open discussion. I want to be sure that we get honest feedback as to what your thoughts are and what your vision is for the future of the college.

So again, please feel free to make any comments or any thoughts that you have.

[Speaker 5] (8:14 - 8:29)
Question about the first page of the synopsis. When you're working on your facility assessment, are you going to be giving us a detailed report on like each classroom and each office?

[Speaker 1] (8:29 - 8:31)
It'll be per building, yes.

[Speaker 5] (8:33 - 8:44)
Okay, so for instance, Bonner Hall, say there's 20 classrooms in there, you're going to tell us about each classroom and how much is being utilized, how many classes per day are in there?

[Speaker 1] (8:44 - 9:02)
Correct, yes. So part of the facility assessment is the actual conditions of the facility and the utilization, excuse me, is the usage of the space. So those are two components that are currently being worked on and we'll provide that data here shortly in the next upcoming weeks.

[Speaker 5] (9:03 - 9:11)
Like this room here, you would tell us how many times a month it's used basically so we have an idea. It's everything on campus, right?

[Speaker 1] (9:12 - 9:12)
Yes, yes.

[Speaker 5] (9:12 - 9:13)
Pack, everything?

[Speaker 1] (9:13 - 9:14)
Correct.

[Speaker 5] (9:14 - 9:14)
Okay.

[Speaker 1] (9:18 - 9:31)
Okay, so diving back to the questions that we had, are there any new academic plans? I know we've discussed briefly an instructional master plan. Is that something that is?

[Speaker 2] (9:33 - 9:50)
We have an instructional master plan developed under Dr. Walser and his team and it is pretty comprehensive from our perspective and we can certainly send that over to you because obviously it's the template for our facilities master plan. Perfect.

[Speaker 5] (9:54 - 9:59)
So y'all haven't met or working together then it sounds like, right? Well at this stage, at this stage.

[Speaker 11] (10:00 - 10:35)
Right. We just haven't gotten to that stage yet, right? So the first thing was to analyze the facilities that we have and how those facilities are being used.

Then Lady will meet with Dr. Walser, go through the academic master plan and try to obtain an understanding as to what our instructional needs are going to be and then try to fit that back into what we have and determine what we still need, see what that gap is if you will.

[Speaker 5] (10:36 - 10:53)
So one of those would be like Mount Bellevue, right? They're going to be factoring that in because we're assuming that we're going to have a decrease in students on this campus once that campus is open in a couple years. That will be something that's part of this, what you're going to be telling them?

[Speaker 11] (10:54 - 11:09)
So the Mount Bellevue campus will be part of this whole discussion as will the McNair Center will be part of this discussion and even the Liberty Center would be part of that discussion as well.

[Speaker 5] (11:10 - 11:34)
Those are already online, but Mount Bellevue is not online yet, but will be in... It hadn't come online yet, so we just want to be sure that that's factored in because we are expecting some of these students be moving out there, right?

[Speaker 11] (11:35 - 11:48)
Right. I mean, and we will have that discussion certainly, and there will be programs that are only offered at Mount Bellevue that won't be offered here, and that's information that we will need to share with them.

[Speaker 1] (11:49 - 11:53)
Correct. Does that answer your question?

[Speaker 5] (11:56 - 11:56)
Yes.

[Speaker 1] (12:02 - 12:24)
Okay. He missed the training. It just takes a little time getting back in the groove, the new building or the new setup.

Are there any new academic programs and initiatives planned?

[Speaker 2] (12:29 - 13:57)
Okay, I'm on? You're on. So you'll notice some things in the instructional master plan, which is very long-term, but as a community college, we are regularly working with industry partners to understand their growing needs, and that changes, you know, quickly.

So, for example, probably the best... Well, the best example I could provide right now would be, you know, we are, you know, we're at the center of the largest petrochemical complex in the world, okay? And so there are a lot of unmet needs, but we're moving into cleaner, you know, energy solutions, too.

And we... So we know that we have to offer new programs that support that industry, like cryogenic cybersecurity and cloud computing, which actually we already have cybersecurity and cloud computing, but drone operations and what else we talked about that I'm missing? And one of the things that makes Texas Community Colleges truly unique is our ability to be flexible and to work quickly to prepare for programs that are needed to create the talent pool that our industry needs.

[Speaker 9] (14:00 - 14:04)
Barbara's School will have academic programs that we currently don't have.

[Speaker 2] (14:04 - 14:17)
Yes, I mean, that's the focus. We want to...

[Speaker 18] (14:23 - 14:32)
Yeah. I'm good. We will have respiratory therapy, sonography, cybersecurity, cloud computing, and then there'll be core classes there as well.

[Speaker 4] (14:32 - 15:03)
So one of the things that was helpful when Dr. Walters and Larlene Worley went through the academic plan is how difficult it was because things are changing so quickly and we have to be nimble. And so today you can add these programs that they've mentioned and, you know, in six months there may be two or three new ones. Who knows?

So... Flexibility and adaptation. Kind of hard to know.

Yeah. Okay. Commissioner?

[Speaker 3] (15:04 - 15:36)
I'd just like to say as we're thinking about these programs, we're mindful of what our credentials that are funded by HBA that we need to make sure that we maximize because that's how we're going to get our funding. You know, I know we definitely need to be nimble and respond to industry needs, but we also need to be balancing that with the ones that are highly funded as we're going through this process.

[Speaker 2] (15:38 - 15:53)
And that's particularly the case for our technical and vocational programs because, and I'm not sure if you're aware, but Texas Community Colleges, we cover 95% of all technical and education workforce training.

[Speaker 19] (15:54 - 15:54)
Yes.

[Speaker 2] (15:54 - 16:06)
So that is where we are required to be much more nimble. Doesn't change a great deal on the side of the academic programs that are designed for transfer, but that's where we see the most rapid change.

[Speaker 19] (16:07 - 16:07)
Okay.

[Speaker 1] (16:17 - 16:33)
What is the stated enrollment goal for the next 10 years? I know we discussed about Mount Bellevue and the McNair and Liberty Center. Are we wanting, are we thinking, or are you thinking online, on campus?

Are we trying to move forward to more hybrid?

[Speaker 2] (16:36 - 16:49)
So, again, we're very responsive to the needs of our students and our community partners. Dr. Walzers, did we talk about enrollment growth? We did in your instructional master plan for the next however many years.

[Speaker 8] (16:50 - 17:07)
That's right. We did demographic projections going forward 10 years for our entire service area, looking at population growth, and we have estimates for enrollment growth. In our entire service area by region.

[Speaker 1] (17:08 - 17:13)
Okay. I think that sounds like a follow-up meeting to discuss those projections.

[Speaker 5] (17:14 - 17:17)
Do you have those where we could get a copy of that at some point?

[Speaker 2] (17:18 - 17:22)
The master plan will provide, it's in the instructional master plan.

[Speaker 8] (17:22 - 17:29)
Yeah, it's probably still in the minutes from the time that we presented it to the board last year.

[Speaker 5] (17:30 - 17:36)
Okay. I thought maybe it would change because of Mt. Bellevue or all the dating things that are going on out that way.

[Speaker 2] (17:36 - 17:50)
And again, also, Texas is unique in that, unlike many other states, we are not experiencing a population decline. It's not expected to happen here, that cliff, until 2037. So, those are the latest estimates that I have.

[Speaker 3] (17:51 - 18:45)
I'd just like to let us think, and as we're visioning, too, about how many programs could we offer that are completely online so that a student can complete their degree or certificate totally online. Because I do see that is a wave of the future for us to have online education. I know we've talked about hybrid and the HyFlex classes and face-to-face, but I don't know if we're thinking about just how many, what's more amenable to a student being able to complete a particular program.

I was looking at Sam Houston State University, and they had a whole article dedicated to all of the programs that they have that are completely online. So, I think that's going to be the wave of the future. Correct.

[Speaker 2] (18:50 - 19:31)
Regent Susan Morifantino, appreciate that comment. We believe that, and again, the research that we look at indicates that the importance of a faculty member in the classroom contributes highly to their success. And so, one of the things that we can attribute, I think, to our 80% graduation rate in the incarcerated education program is the fact that they are all taught face-to-face.

And so, we don't see that going away, but we see it blending with the technology and online offerings that we have. Am I speaking out of turn to my team? Okay.

[Speaker 3] (19:32 - 20:20)
Well, I'm not saying we're replacing face-to-face, because I know there's a value for that, but especially when I was teaching, I knew a certain portion of the course was face-to-face, had to have, and then a small portion was online. But, you know, if that works for us and we see, identify a program, I don't know. Our students are unique.

They're not four-year college students. So, I'm not saying we have to be like Sam Houston State University, but I thought it was pretty innovative that they were doing that. And if we find that that's an option for us, that is something to consider.

But I hear you. I appreciate what you just recommended. Thank you.

[Speaker 2] (20:23 - 20:37)
Lady, the only other thing that I would include at this point is that it is part of our vision to receive a level change that would allow us to offer baccalaureate programs.

[Speaker 1] (20:37 - 20:38)
Okay.

[Speaker 2] (20:38 - 20:45)
The very long process, as Dr. Walser knows all the details, and it's on the horizon.

[Speaker 1] (20:51 - 21:14)
Okay. We'll just go down this list of questions. What do you want your community organization to look like in the next 5, 10, or 20 years?

Well, holistically, the college, how do you want the vision of that to be in the future?

[Speaker 3] (21:14 - 22:08)
I would just repeat the things that we said with an emphasis on eliminating equity gaps that we may have and that we foster persistence and graduation rates that are increased. So, whatever programs we offer, we want to make sure they have jobs and they're high wages for their families, family-supporting jobs. I think we are always mindful of the high-demand industrial credentials that we can do through short-term credentials, as well as those that we are offering that are for degrees, associate degrees, short-term credentials.

I think we need to be looking at more of those because I think that...

[Speaker 7] (22:10 - 22:17)
I would just add to that that basic needs, we need to continue to focus on the basic needs of our students, as well.

[Speaker 5] (22:21 - 22:28)
You said 5 and 10 and 20 years. Are you asking maybe like full-time, part-time, adjunct faculty? Would that be a question that you...

[Speaker 2] (22:28 - 22:28)
Yes, certainly.

[Speaker 5] (22:28 - 22:31)
...that you're trying to get here, maybe? Okay. I have no idea.

[Speaker 2] (22:32 - 22:42)
So, what are the categories, I guess, that you're asking for us to respond to when you're talking about what we look like?

[Speaker 1] (22:44 - 22:52)
Student body, student life, campus life, housing, all of those aspects.

[Speaker 7] (22:52 - 22:56)
Yes, yes, yes. Don't forget child care, child care.

[Speaker 1] (22:57 - 22:59)
That was my next comment. Okay.

[Speaker 9] (23:00 - 23:24)
One thing I would keep in mind is that we're launching the Barbers Hill Branch campus, but I could easily see in 10 years, especially with the growth of Liberty County, we have a vast coverage area, so I could easily see duplicating the branch campus model out into our coverage area, certainly in the 5 to 10 year time horizon.

[Speaker 12] (23:25 - 23:27)
Maybe something along our I-10 property, too?

[Speaker 9] (23:28 - 23:32)
Good point, yes. Yeah, we have 110 acres on...

[Speaker 12] (23:32 - 23:33)
Yeah.

[Speaker 5] (23:34 - 23:37)
Do you have our services?

[Speaker 1] (23:38 - 23:39)
I do.

[Speaker 5] (23:40 - 23:41)
All right, we go?

[Speaker 3] (23:41 - 23:56)
Yes. I'd like to see a regional workforce plan where we're thinking about the whole region, just what is it that we need to be doing to service the region in workforce development?

[Speaker 7] (23:58 - 24:05)
When you speak campus life, athletics, expanding on a great athletic program that we currently have?

[Speaker 4] (24:15 - 24:49)
My comment is more about aesthetics, but when I came to work here in 98, students were still calling this Pele Tech. We're in Pele right now, it's a city, and then there was Goose Creek and Baytown, and they were all merged to become Baytown. And counselors did not recommend students coming here.

They sent them to universities, recommended universities, and we've seen a switch in that. And now we're looked at as a desirable place to go, but about half of our campus still looks like it did in 98.

[Speaker 1] (24:50 - 24:50)
Okay.

[Speaker 4] (24:51 - 25:22)
So I don't want that anymore. And so I want it to be a pleasing and a relaxing and inviting place for students and employees to work. All the buildings, the landscaping, the pathways, again, like in the building committee, I said not a Taj Mahal, but certainly there's a lot of improvement we can make, and it's going to take a while, and it's going to take a plan, one step at a time.

But that's what I'm looking for from you guys to help us prepare.

[Speaker 1] (25:23 - 25:36)
And part of the red dot, green dot, which we'll dive into a little bit later, we'll focus a little bit more on that, on the look and feel of what we're looking the college to be in the future. Certainly.

[Speaker 2] (25:36 - 26:01)
And I would add, and this is maybe more conceptual, that I think we all share the desire to have a college that looks very inviting and enhances the value proposition that we have with those who are interested in attending or that we're recruiting. So it just adds to our brand and that value proposition.

[Speaker 6] (26:03 - 27:03)
The only thing I might add is maybe pursuing this more in the K-12 level as far as exposure to capture the students while they're young, and that it just almost becomes second nature that Lee College is going to be there some way to kind of push down, not an emphasis in just high school, but exposing your elementary students in college in different ways. I know when I was a classroom teacher, I kind of did that with my students so that they could see the difference between paying to go to Lee College and paying to go to Lamar University or paying to go to Rice. Their eyes got about this big when they saw what it cost to go off, but what the value was here.

So if we could maybe just increase the exposure level, plus if you grab the young kids, you're grabbing the parents too, who may have never gone to college, who may go to college too.

[Speaker 1] (27:07 - 27:17)
Next question. Any strategic community or corporate partnerships to consider? I know this has been mentioned previously, the importance of maintaining those partnerships.

[Speaker 2] (27:20 - 27:24)
Growing and advancing those partnerships. All of them.

[Speaker 5] (27:26 - 27:31)
But would that be part of the project vector thing that they might want to help us look at?

[Speaker 4] (27:32 - 27:37)
I don't know what project vector is going to, I don't know, I'm not sure yet.

[Speaker 7] (27:37 - 27:50)
And I don't know if it's vector, but it's just the partnership with the city, with the school districts, with the county, different things, but not specifically for a project that the city has already worked it on, but it's the partnerships themselves.

[Speaker 5] (27:50 - 27:57)
Do you think it might not happen at all, or just us? Because they may be wanting some of our facilities, and that would...

[Speaker 4] (27:57 - 28:27)
I just don't know. I mean, we don't know yet. That's all I'm saying.

We don't know yet. But we've got all the area in Amherst County that is growing by leaps and bounds. Companies are coming in there every other month, building facilities, distribution areas, we're going to have to be, again, listening to what their needs are so that we can supply the workforce for them.

[Speaker 5] (28:28 - 28:49)
Okay. Would we want to ask them to look at us getting out of 909 Decker at some point? Maybe we can kind of figure that in here?

Because that might be something we ought to look at, whether we do it with the city or not, is get out of that building, maybe, and to see if that might be something in the next five or ten years.

[Speaker 2] (28:49 - 28:53)
We're already working with PBK to consider and provide recommendations on that.

[Speaker 1] (28:54 - 29:10)
That is correct. So, it'll be part, working hand-in-hand with the facility assessment and the utilization study to determine what will happen to that property. So, we're studying it, and it's in the works.

And we will provide a suggestion for that.

[Speaker 7] (29:11 - 29:35)
Maybe also the, I don't know to what extent, the Baytown Chambers County Economic Development Foundation, just to continue to, if we already have a good relationship, but just to continue to grow, because they have some, all the growth information about what's coming, what's planning as far as industry, commercial, and we would need to know that kind of information, too.

[Speaker 2] (29:35 - 29:36)
That's a very good suggestion.

[Speaker 7] (29:36 - 29:40)
The Baytown Chambers County Economic Development Foundation would also be useful.

[Speaker 2] (29:40 - 29:47)
So, we're also members of the Economic Alliance. I don't know if you just said that. But also, the Greater Houston Partnership, as well.

[Speaker 1] (29:52 - 30:05)
Okay. So, I'll bring up the question, or the comment up again, regarding the athletic program. Is there any sports programs that you're looking into expanding?

[Speaker 2] (30:05 - 30:13)
The administration is not making a recommendation, too.

[Speaker 1] (30:13 - 30:13)
Okay.

[Speaker 7] (30:15 - 30:25)
I don't have anything specific. I just know it's changed a lot over the last couple of years. And I think that it has brought much more recognition to the college, to the campus.

[Speaker 18] (30:25 - 30:26)
Okay.

[Speaker 7] (30:26 - 30:41)
A lot more community involvement. And so, nothing specific, but absolutely continue to grow it if it's nothing more than just getting businesses to sponsor, advertise, that kind of stuff, just to bring the recognition.

[Speaker 1] (30:42 - 30:42)
Okay.

[Speaker 4] (30:43 - 31:11)
Lady, can we go back to the other one? Yes, ma'am. I was thinking about other universities that we don't already have an agreement with.

And this is not my, I don't know about this, Dr. B, but other universities, I know we talked to A&M, U of H, Texas, I mean, other universities that we don't have an agreement with for transfer and things like that. Would we want to put that on the list of some of the partnerships that we want to maintain or look into?

[Speaker 2] (31:12 - 32:07)
Well, we want great partnerships with all of our universities. And we strategically look at where our students go, where the largest percentage of our students attend. And I'll lean on Dr. Walzers and his team, but I would say that one thing that we're interested in is establishing potentially a university center on campus that would allow us to offer shared, would allow the university to come teach here and teach the third and fourth year of classes. We're very interested in that in engineering, in areas that, again, that our industry partners need and that will add economic prosperity and improve the, ensure that our students are earning high labor market outcomes.

[Speaker 3] (32:08 - 32:13)
That with Lamar University at one time.

[Speaker 2] (32:13 - 32:16)
We have a number of established partnerships.

[Speaker 3] (32:16 - 32:20)
Yeah. For sure. With their engineering program, I just happen to remember that.

[Speaker 8] (32:22 - 32:54)
I was just going to add that Dr. Laurelaine Worley and Nicole Tunmire analyzed where our students go. And now on our website, a student can pick, transfer to a specific university and get a curriculum plan that's really designed with courses that transfer without losses to that university. So you'll see, you know, like a biology transfer to UH Downtown, which has courses that are specifically chosen because we know UH Downtown will accept them.

[Speaker 3] (33:02 - 33:06)
Well, that's great. We're going on the days where students have 90 hours and they only need 50.

[Speaker 2] (33:09 - 33:23)
I do think it would be very important and a priority for PBK to really look at that instructional master plan in detail. Has a lot of information that answers a number of questions that you have.

[Speaker 1] (33:24 - 33:31)
Okay. And last but not least, what is the best way to address any current issues?

[Speaker 17] (33:35 - 33:41)
Aside from communication? Yes.

[Speaker 9] (33:47 - 33:48)
A bucket of money somewhere.

[Speaker 1] (33:49 - 34:03)
Funding. That can be one, yes.

[Speaker 2] (34:03 - 34:34)
Well, it seems that you're saying what is the best way? To address those issues. Correct.

Right. So we're talking about issues, but we're needing to focus on what are the best ways. Do you know what the issues are?

Well, that were facilities and paid funding and student success goals and, you know, all that. You could teach us.

[Speaker 4] (34:34 - 34:45)
I guess I would ask, Dr. V, are you, I hope I'm phrasing it right, are you satisfied with the information from the Faculty Assembly?

[Speaker 2] (34:48 - 35:34)
The Assembly? Yeah, the Assemblies, the other ones. I am, because I regularly meet with the Assembly Presidents, which is, you know, my way of formally addressing the needs of each of the Assemblies through shared governance, right?

So I meet with them every other week, and if anything comes up, they have my cell phone number, and we can discuss it. But they represent all of the employees, and then we have a student government association, and there are many different ways that we use surveys, focus groups, as you well know from the foundation board meeting. And there are, you know, yes, a variety of channels in which we collect information.

[Speaker 1] (35:43 - 35:48)
Any additional comments regarding your vision for the future of Lee College?

[Speaker 2] (35:52 - 36:00)
Well, did you want us to try to respond to that question of best way? And I would invite all of my team members to speak to that.

[Speaker 1] (36:00 - 36:03)
Anybody? This is an open discussion.

[Speaker 12] (36:03 - 36:11)
Well, once we get the issues down, there's going to have to be a way of doing prioritization, too. What's first? What's second?

What's third? You have to be able to just prioritize correctly.

[Speaker 2] (36:12 - 36:16)
But what is the best way to address current issues?

[Speaker 12] (36:16 - 36:21)
That's going to beat that drum. Identify and prioritize.

[Speaker 16] (36:22 - 36:40)
To be honest, I mean. The best way is to continue communicating the way we are today and continue to improve it. That's the best way to do it.

I agree. Because that's the way we know to do it, right? Right.

Just continue to improve communications. Close gaps when you find them. That's what we're doing today.

So I think we're doing a pretty good job and we can always do better.

[Speaker 17] (36:44 - 36:53)
You tried. I saw you. You were like, I'm not going to say nothing.

I'm not going to say nothing. You were doing it. You were working.

You were biting down and you couldn't take it no more. Good job.

[Speaker 1] (36:53 - 37:56)
So to piggyback from what Philip said, I mean, I'm sorry, John, we have to find those issues, determine them, and prioritize, correct? So that takes me to our next slide. Moving forward, we'll be prioritizing, again, like I mentioned earlier, those issues or problems we determined during the SWOT analysis.

I'll be distributing those again and prioritizing what is more important. And then we'll move forward with the red dot, green dot exercise. Pam, you made comments about the aesthetics of the campus.

So this will tie into that. We'll be providing images of inspirational images or presents per se to kind of get your thoughts going as to what you see the college looking like in the future. So that'll be one of the next exercises that we do for the aesthetics of the campus.

And I'm not sure if Scott is on. Scott is our designer with PBK, if he has any comments.

[Speaker 15] (37:57 - 38:19)
Can I ask, and I apologize for being late, but I was held up. Has there been a discussion within your group or even today in the part of the meeting that I missed about the impact of our future branch campus that we're going to have in Mount Bellevue and growth in satellite campuses, which could include the Liberty? There has been.

Okay. I don't want to go through it.

[Speaker 2] (38:20 - 38:25)
Well, we did it all for you, actually, because you were not here and we wanted to make sure your voice was represented.

[Speaker 15] (38:25 - 38:29)
Okay. I'll just, I'll look it up online.

[Speaker 1] (38:33 - 38:45)
So that brings us to the end. The master plan will be a success if we communicate, as Gilbert stated, identify issues, address those issues.

[Speaker 4] (38:46 - 38:47)
Find some funding.

[Speaker 1] (38:47 - 38:48)
Find some funding.

[Speaker 2] (38:51 - 39:16)
Addresses the needs of our students. Correct. And not just our students, but recognizing that 50% of high school graduates go nowhere, which is an issue that we need to address, that we own, but also the even larger number of citizens in our community that have some college, but no degree.

And those are populations for our culture that we own.

[Speaker 7] (39:18 - 39:29)
We don't lose sight of it. Once we start working on it, you don't put it on the shelf. You continue to review it.

You revise it. You update it. And then you continue to reprioritize it so we can get it done.

[Speaker 6] (39:31 - 40:10)
Can I just ask one question, kind of going back to the aesthetics? Sure. How often do you have to kind of refresh?

You know, when does a building become stale and uninviting? How long? Is there like a, is there kind of a maintenance plan or schedule that you, you know, I know that some people get tired of their home and they remodel it.

But is there like a timeline or something where a building, once you've made it look a certain way, that it is no longer appealing to a student, so you need to step in and do something else?

[Speaker 1] (40:10 - 40:33)
I think part of our goal is to design a facility that is timeless. You know, that the trends will change, obviously, just like clothes change, you know. So I think our purpose and our goal is to design a timeless facility.

And Jason, correct me if I'm wrong, if you want to chime in, he's online.

[Speaker 10] (40:34 - 41:56)
Sure. Good afternoon, everybody. I've been listening in.

I'm Jason Mooney with PBK. Yeah, I'll just kind of add to that. You know, we sort of take pride in our design effort when we come onto a university or college campus with really trying to fit into the context of what's there.

So we're not, we're not interested in coming in and dropping something that doesn't fit at all on the campus, but something that works within the context, but also brings it a little forward into a more modern aesthetic. And we want it to feel like it's part of the fabric, but also something new and something fresh. And there's not really, to answer the question directly, there's not really a perfect time or a real set guideline for kind of when it's the right time to do that.

A lot of times, either program growth will dictate when a new building needs to come online or when something needs to be refreshed or there may be a system failure or, you know, something needs to be replaced. It's the life cycle of something has been met and it's time to renovate at that point. Usually those are the kinds of things that trigger renovations or completely new buildings.

But again, we try to kind of design something new and fresh that's within the context of what has come before so that we can sort of speak to the past while looking to the future, if that makes sense.

[Speaker 1] (42:02 - 42:32)
So that wraps up my presentation. I think for our next meeting, as I mentioned earlier, we'll be reporting preliminary assessment findings, as well as reporting on preliminary utilization findings. And another meeting that we're in the process of scheduling is the instructional plan meeting with facility programming before the end of May, hopefully, if not here early in the summer.

[Speaker 4] (42:34 - 42:50)
Any questions? So I don't know who to direct this to, but evidently there are more tours planned other than the one that's already on the books for making. So what are those tours for?

[Speaker 12] (42:51 - 42:52)
Oh, the other buildings?

[Speaker 4] (42:54 - 42:56)
We only have three more buildings together.

[Speaker 12] (42:56 - 43:05)
Yes, we have several, three or so buildings every time we meet.

[Speaker 14] (43:05 - 43:05)
But I think there's three more.

[Speaker 12] (43:07 - 43:12)
I think at least three, yeah. Yeah. There's actually three or four.

[Speaker 14] (43:13 - 43:52)
The reason for those tours, right, is to give all the board members a chance to see buildings that maybe you haven't seen since 2000. I mean, you are busy, and so I think it's been an interesting process. And every building committee, and Gilbert may want to speak to this, staff has tried to ask for feedback, right?

That wasn't with the whole board, though. Find out, you know, what do you like, what do you don't like about the buildings that you're seeing now, because it's going to all play into this matter. We have five more.

There'll be some decisions that y'all need to make about how you want them. Look, I think Pam, you made the comment earlier, right? Pam just thought we were finished.

No, we have five more, Pam, five more.

[Speaker 4] (43:52 - 43:53)
Okay.

[Speaker 12] (43:55 - 43:56)
Five more tours.

[Speaker 5] (44:02 - 44:03)
Building area.

[Speaker 12] (44:08 - 44:24)
Gray Science Building, yeah, or Gray Science Building, and McNair Campus. We're going to take a tour. I was going to say, we haven't done the McNair Center, yeah.

Britt Hall, we haven't gone through yet.

[Speaker 3] (44:26 - 44:40)
If we can't, I know that you guys had a document that you were looking at, and maybe they were talking points about what we wanted to see, but can we get that every time that we make a tour so that we have information?

[Speaker 12] (44:40 - 44:44)
Yeah, that's this right here, the strategic facility plan.

[Speaker 3] (44:45 - 44:51)
Okay. Got to pull it off the shelf, I guess. Okay.

[Speaker 1] (44:52 - 45:11)
And those tours will help everyone better understand, you know, once we deliver the facility assessment as to why we made certain recommendations, you know, because a lot of you, maybe you haven't stepped foot in some of those buildings, so it'll, you know, help better understand why we recommended what we did.

[Speaker 5] (45:19 - 45:23)
Get a new roof, for instance, or power separation or something.

[Speaker 12] (45:26 - 45:27)
Yeah, we can do that.

[Speaker 5] (45:29 - 45:30)
Yeah, that's a great point.

[Speaker 1] (45:31 - 45:32)
And Mark, that'll be...

[Speaker 5] (45:32 - 45:33)
We've done a lot to these buildings.

[Speaker 1] (45:34 - 45:41)
That'll be also part of the facility assessment that PBK provides. We'll note those upgrades or updates as well.

[Speaker 6] (45:43 - 45:43)
Mark, you're not on.

[Speaker 1] (45:44 - 45:46)
Okay, I see what you're saying.

[Speaker 5] (45:46 - 45:49)
When you're walking through, it's nice to know what you're looking at.

[Speaker 1] (45:49 - 45:49)
Know beforehand, yes.

[Speaker 5] (45:50 - 45:53)
Maybe if it's got a problem, you can kind of focus on it a little bit.

[Speaker 2] (45:54 - 46:29)
Lady, I'm going to go back to this meeting and the facilitation of the meeting and the plans and how this was put together. Again, I can't stress how important it is to probably have reviewed the instructional master plan, because it's so important to this discussion. But also, you know, I think that there's benefit to speaking to administration to ask them some of the detailed questions, and then to then invite the board and to visit with the board, too, as well, when we feed some of this into for the board to consider.

[Speaker 1] (46:29 - 46:30)
Okay, yep.

[Speaker 2] (46:30 - 46:36)
That's my recommendation. But I do think the instructional master plan has to be reviewed first.

[Speaker 1] (46:36 - 46:44)
Yes. As I mentioned earlier, we'll be scheduling a meeting to discuss that and, you know, taking account for the utilization study.

[Speaker 4] (46:46 - 46:55)
I guess equipment and technology. Do you hear that from faculty or staff on a regular basis as to we need this or we wish we had this?

[Speaker 2] (46:55 - 46:55)
Yes.

[Speaker 4] (46:55 - 46:58)
Or we would be more effective in the classroom if we had this?

[Speaker 2] (46:58 - 47:09)
Yes. And again, we also get a lot of feedback from our advisory councils, right? So who are already in industry and tell us this is the kind of equipment you need.

[Speaker 4] (47:10 - 47:19)
Okay. So that becomes rolled in where? Is it in the instructional plan?

Is it going to be part of this plan?

[Speaker 2] (47:19 - 47:28)
Well, it goes into curriculum development. It goes into requests for those equipment, that equipment, and our budget. Dr. Ennick, you want to talk more?

Yeah.

[Speaker 8] (47:29 - 48:09)
I mean, those are current needs. Right. I mean, for instance, we wanted to put a computer lab in John Britt Hall simply because with AI, suddenly there are government classes and social sciences classes that could really benefit from having a computer lab, but we don't have the connectivity or the electrical power to support a computer lab in John Britt Hall, and so we can't do that.

So it's not in the instructional master plan because it's a current need, and the instructional master plan is really focused on projections, but we're aware that it's a current unmet need.

[Speaker 4] (48:10 - 48:28)
I guess I want to make sure that we have a method by which we learn of those needs timely, so that we're addressing them when we can, or when we have the money, or when we make it a priority. You may already have that in place. It's just that I don't know it.

[Speaker 2] (48:30 - 48:30)
We do.

[Speaker 13] (48:33 - 49:10)
A lot of things are being updated right now, like even on buildings, furniture, everything else, instructional plans, and you constantly hear from all the instructors of how other things, like some of the visual aids, some of the other things that they put in the rooms and stuff like that, how it's actually made better class, better instruction time, all the above, even when it comes to being able to have a student sitting in a seat and have a conducive area, you know, where he can actually do testing and do everything else that is needed to be able to get your degrees. We get both positive and negative feedback on all that constantly when we're walking the campus, so we look it all up and see what we can do.

[Speaker 1] (49:16 - 49:19)
Okay. So that wraps up. So, John, your floor.

[Speaker 5] (49:20 - 49:23)
Right. Well, I'm going to see where you're at. That's on the next tour.

[Speaker 12] (49:26 - 49:27)
The old Houston power?

[Speaker 5] (49:27 - 49:30)
I'm not sure where you're at, to be honest with you. Oh, the OHLP? Okay.

[Speaker 9] (49:35 - 49:41)
So, other comments? And I guess we are adjourned until next time.

[Speaker 2] (49:41 - 49:43)
We're not doing the exercise?

[Speaker 9] (49:43 - 49:44)
I don't know.

[Speaker 2] (49:44 - 49:47)
Are we? What exercise? The red-green?

No.

[Speaker 1] (49:47 - 49:50)
So that'll be a future meeting. Yes. That'll be a future meeting.

[Speaker 4] (49:51 - 49:52)
We were pretty excited about doing that lighting.

[Speaker 1] (49:53 - 50:21)
Oh, well, actually, since you bring it up, is there a preference? There is to do that in person. I mean, typically, you know, we post images and you guys come up and stick stickers, green, red, and, you know, what you like.

Is that something that you're leaning more towards having it in person, interactive? Well, we can always do that. I mean, we've done it also virtually.

But it's your preference.

[Speaker 5] (50:21 - 50:25)
You mean, individually? Or do all the red bring it up?

[Speaker 1] (50:25 - 50:26)
No. So, PB...

[Speaker 5] (50:26 - 50:27)
Together.

[Speaker 1] (50:27 - 50:35)
Yes. PBK would come and post images and everybody would take stickers and come stick to what your preferences are or your likes are.

[Speaker 9] (50:36 - 50:46)
But if we did it virtually, each of us would get a file to... Okay. No, I'm...

No, I agree. I agree.

[Speaker 1] (50:46 - 50:50)
Yes. That would be my suggestion. Yes.

[Speaker 9] (50:51 - 50:51)
Yeah.

[Speaker 1] (50:52 - 50:53)
Correct.

[Speaker 9] (50:53 - 51:06)
Yeah. And I guess what I would suggest in that case is that, I mean, yeah, nine schedules are tough to coordinate. And it may very well be that if there's one or two that can't make it, they can do it virtually.

Their part virtually.

[Speaker 1] (51:06 - 51:10)
Okay. Yeah. Definitely, we can accommodate for that.

Okay.

[Speaker 2] (51:14 - 51:22)
I do think, again, that a meeting with administration would be helpful in the visioning process to provide more information.

[Speaker 1] (51:22 - 51:32)
Okay. I will take that feedback. Well, that's all that I have for today.

Thank you for your time.

[Speaker 9] (51:33 - 51:33)
Thank you.

[Speaker 1] (51:33 - 51:33)
Thank you.

[Speaker 9] (51:34 - 51:37)
All right. We're adjourned until 6 o'clock.

[Speaker 8] (51:38 - 51:39)
What shall we do?

[Speaker 9] (51:40 - 51:41)
Eat. Eat food?

[Speaker 11] (51:42 - 51:43)
Go in the building.