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From YouTube: Interim Joint Committee on Education (9-19-23)
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A
C
D
A
We
have
a
quorum,
we
have
a
quorum,
we
are
duly
constituted
to
conduct
business.
Any
members
have
any
introductions
before
we
get
into
our
business
Senator
Williams.
First.
E
Yes,
we
have
with
us
the
Fayette
County,
classical
conversations
homes
closers
at
Lexington,
classical
conversation
homeschoolers
and
some
of
my
great
nieces
and
nephews
and
I
am
their
greatest
Uncle.
Okay,.
F
Senator
Meredith.
Thank
you.
Mr
chair
a
couple
of
guests
not
asking
to
stand.
One
is
Charlie
Corbett
who's,
a
constituent
of
mine
and
Charlie,
is
a
frequent
visitor
here
to
the
Capitol,
but
with
him
is
his
nephew
and
the
reason
I
asked
this
young
man
to
stand
up
is
we're
here
today
to
talk
about
the
organ
transplant
and
education
and
he
doesn't
look
it,
but
Andy
Wilkins
is
a
double
lung
transplant
recipient
as
a
result
of
cobit,
so
he's
kind
of
a
walking
example
of
how
important
lung
transplants.
A
Welcome
I've
got
a
couple
of
constituents:
I
have
Dr
McCullough
from
the
from
mctc.
If
you
would
stand
to
be
recognized,
I
have
a
feeling
she
might
be
here
for
the
Huron
Consulting
Group
report,
I'm,
not
sure,
and
then
also
have
a
constituent,
Wendy
Fletcher
is
here
and
if
you
could,
if
we
could
recognize
these
people.
A
We
need
a
motion
to
accept
the
minutes
of
our
previous
meeting.
Do
we
have
a
motion?
We
have
a
motion
from
Senator
Meredith
that
we
have
a
second.
We
have
a
second
all,
those
in
favor
say:
aye
oppose
no
eyes
have
it
we're
going
to
get
right
into
our
meeting
today.
We're
our
first
topic
of
the
day
is
coding
day
at
the
Capitol
I
know.
This
is
a
a
good
topic
that
Senator
Givens
is
very
interested
in
and
if
you
could
come
to
the
table
right
now
and
prepare
to
present.
A
A
F
B
J
I
You
would
think
that
folks.
I
H
H
J
I
I
K
G
G
Demand
foreign
state
currently
has
three
thousand
four
hundred
and
thirty
two
open
Computing
jobs
with
an
average
salary
of
seventy
four
thousand
eight
hundred
and
thirty
three
per
year,
and
when
we
think
about
computer
science,
I
kind
of
want
to
just
want
to
let
you
know
that
we're
just
not
preparing
students
just
for
a
tech
job
or
just
going
to
a
tech
company,
but
when
we
think
about
computer
science,
we're
thinking
about
it
a
lot
further
Healthcare
transportation
and
agriculture.
G
So,
just
to
brag
about
Kentucky
a
little
bit.
What
has
Kentucky
been
doing
around
computer
science
around
computer
science,
the
Kentucky
Department
of
Education
develop
a
state
plan
for
K-12
computer
science
in
2022,
as
required
by
Senate
Bill
193
in
2020..
G
G
Speaking
of
Sean,
the
state
of
Kentucky
has
a
designated
State
position
on
computer
science.
So
that's
that's.
A
really
good
position
shows
that
y'all
are
really
prioritizing
computer
science
and
help
coordinating
the
efforts
to
expand.
Computer
science
in
Kentucky
Kentucky
also
passed
a
permissive
and
encouraging
policy
to
allow
computer
science
to
count
as
an
elective
science
course
or
a
fourth
year.
Mathematics,
credit
for
graduation,
but
it's
only
a
district
decision.
G
What
we
would
need
to
do
is
require
all
high
schools
to
offer
a
computer
science
course
I
mean
because
pure
science,
as
part
of
their
K-12
curriculum
to
do
so
here
are
some
of
the
following.
Criterias,
we
at
code
believe
need
to
be
met,
require
all
high
schools
in
the
state
to
offer
one
or
more
computer
science
course
or
courses,
and
provide
public
access
to
the
description
of
the
requirement.
G
G
2023
we're
up
25
additional
States,
which
has
us
at
29
and
there's
a
list
of
the
states
that
I
have
adopted.
Then
all
high
schools
offer
requirement
to
go
even
further.
We
have
seven
states
that
have
a
graduation
requirement
policy
in
place,
as
you
can
see,.
G
Here's
another
approach,
I
know
that
Workforce
has
always
been
an
issue
all
over
the
state,
but
here's
an
approach
that
we
with
that
we
believe,
would
help
help
out
with
the
recruiting
and
retaining
of
a
teacher
to
teach
computer
science.
The
state
approves
a
computer
science
pre-service
participation
program
meeting
the
following
criteria:
that
Co
believes
the
state
requires
all
pre-service
teachers
from
any
subject
area
be
exposed
to
computer
science
content
and
pedagogy
within
the
teachers
pre-service
program.
G
The
state
provides
scholarships
for
pre-service
teachers
to
take
a
computer
science
course.
The
state
provides
funds
to
the
teacher
preparation
institutions
to
establish
pre-service
computer
science,
education
programs
or
the
state
approves
programs
and
institutions
of
the
higher
education
that
are
that
prepares
pre-service
teachers
to
teach
computer
science
and
lists
those
programs
publicly.
H
H
Kde's
Office
of
Education
technology
has
been
the
national
leader
in
providing
access
and
integrating
technology
infrastructure
into
our
school
systems
and
also
into
our
instructional
practices
across
grade
levels
and
across
courses
of
study
through
our
development
of
strategic
Partnerships
Partnerships,
like
the
one
you
see
represented
before
you
today,
we
have
taken
the
the
approach
to
promote
and
accept
computer
science
as
an
academic
and
Workforce
priority
and
that
began
to
take
shape
with
Senate
Bill
107.
All
the
way
back
in
2016.
H
Additionally,
that
prompted
us
to
begin
writing
and
acceptance
of
the
Kentucky
academic
standards
for
computer
science,
which
then
defined
computer
science
in
the
state
of
Kentucky
as
an
academic
discipline
that
encompasses
the
study
of
computers
and
algorithmic
processes,
including
their
principles.
H
Hardware
and
software
designs,
applications
networks,
as
well
as
their
impact
on
society,
and
while
programming
and
coding
is
an
essential
part
of
the
curriculum
studying
computer
science
in
our
schools
goes
well
beyond
programming
again,
like
Cody
mentioned
Senate
Bill
193
in
2020,
the
general
assembly
continued
laying
a
path
for
Progress
for
us
to
take
requiring
that
KDE
annually
report
on
the
access
and
implementation
of
high
school
computer
science
coursework.
H
Additionally,
funding
was
set
aside
and
given
to
the
Office
of
Education
technology
to
promote
computer
science,
Industry
certifications,
advanced
placement
exams
for
high
school
students
and,
additionally,
set
aside
funding
to
promote
teacher
preparation
in
the
computer
science
discipline
that
was
incorporated
into
our
Kentucky
education
technology
systems,
shared
services
budget,
and
that
budget
goes
directly
to
schools
and
districts
to
service
the
student
students
and
teachers.
There.
H
Now,
since
2020
we've
seen
an
increase
of
10
percent
in
the
number
of
students
taking
foundational
computer
science
courses
yearly
with
with
Partners
like
code.org
in
advance
Kentucky
and
our
member
school
districts,
we
launched
out
on
a
course
of
action
that
started
removing
systemic
barriers
to
offering
computer
science
for
our
school
districts.
H
The
approval
for
computer
science
certification
program
is
one
we're
really
proud
of
it's
a
unique
type
of
certification
that
allows
any
High
school-based
certificate,
certified
teacher
to
seek
this
certification
and
become
eligible
to
teach
any
computer
science
course
at
the
high
school
level.
Additionally,
that
funding
goes
directly
into
our
csit
Academy
to
fund
industry,
recognized,
certifications,
advanced
placement
exams
and
those
numbers
have
growing
participation
annually.
H
Cte
Pathways
have
undergone
a
huge
round
of
the
revisions
and
embedding
programming
into
each
and
every
one
so
that
they
meet
the
minimum
standard
for
being
foundational
computer
science
courses
and
again
we
continue
to
prioritize
K-8
learning
opportunities
in
computer
science
because,
as
we
build
the
pipeline,
that's
how
we
get
the
most
competent
students
and
we
exit
the
most
competent
leaders
in
our
Workforce.
H
Our
comprehensive
State
computer
science
plan
covers
K-12
and
is
centered
around
three
ideas:
around
thinking,
learning
and
doing
CS
thinking
programmatically
about
how
we
teach
it,
how
we
prepare
Learners
and
teachers
to
engage
in
these
opportunities
and
then
doing
CS
actually
getting
down
and
participating
in
the
learning
process
and,
as
we
think
about
the
industry,
4.0
skill
demand,
which
is
you
know,
a
very
popular
topic
right
now:
competencies
in
cyber
security
implications
for
data
science,
machine
learning
and,
of
course,
artificial
intelligence
become
more
relevant
than
ever
across
several
industry
sectors
and
then
automation,
generative,
design
and
infrastructure
are
all
aspects
that
continue
to
be
important
but
have
changing
shape
as
we
develop.
H
The
conversation
I
think
about
IBM's
recent
slogan.
That
trust
is
our
license
to
operate
in
the
state
of
Kentucky
with
when
it
comes
to
computer
science.
Relevance
has
to
be
our
license
to
operate,
so
we
need
to
continually
reiterate
and
not
have
some
of
these
Pathways
and
programs
Frozen
in
time,
but
agile
enough
to
change
with
the
needs
of
the
workforce
as
we
move
forward
and
I'm
going
to
turn
it
over
to
Mundy
to
zoom
in
a
little
bit
more
on
some
of
this
stuff.
H
I
My
name
is
Monique
rice
I
am
program
director
of
advanced
Kentucky's
computer
science
initiatives.
Advanced
Kentucky
is
an
initiative
of
the
Kentucky
Science
and
Technology
Corporation,
as
and
I'm
really
happy
to
come
to
you
before
you
today
to
talk
a
little
bit
about
computer
science
in
Kentucky
and
some
steps
that,
in
our
experience,
we'd
recommend
that
we
should
take
to
move
forward.
I
First
of
all,
a
little
bit
about
Advanced
Kentucky,
CS
initiatives.
We
provide
professional
learning
for
teachers
K-12.
We
have
Partnerships
with
Kentucky
Department
of
Education
and
code.org,
but
we
also
have
Partnerships
with
cs
for
all
and
we
work
with
I
code.
Ky
program
is
with
apple
and
we
work
with
Somerset
Community
College
for
additive
manufacturing.
I
All
of
these
Partnerships
and
things
allow
us
to
provide
that
professional
learning,
but
also
advocate
for
computer
science.
We
provide
Pathways
for
teachers
to
earn
the
approval
for
computer
science
that
Sean
mentioned
earlier.
In
fact,
we've
had
well
over
a
hundred
teachers
so
far
come
through
our
programs
and
earn
the
approval
for
computer
science,
regardless
of
what
their
original
certification
is.
So
we've
had
people
certified
in
English
as
a
second
language.
I
I
I
So
our
first
recommendation
is
to
make
computer
science
foundational.
We
want
to
expand
computer
science
in
grades
k
through
eight.
We
focus
a
lot
on
high
school,
but
we
need
a
little
bit
more.
Laser
focus
on
K-8,
especially
K-5,
where
we
currently
don't
have
a
way
to
measure
how
much
computer
science
is
being
taught
in
those
grade
levels.
I
We
really
think
that
computer
science,
the
study
of
algorithms,
the
study
of
patterns,
the
study
of
the
internet,
the
study
of
all
of
these
things,
not
just
programming,
is
also
puts
for
students,
strengths
in
problem
solving
and
give
them
skills
that
apply
to
not
just
careers
in
coding.
Although
we
need
a
whole
lot
of
more
students
to
do
that,
but
also
careers
in
in
other
areas,
we
think
that
we
should
assist
school
districts
in
developing
that
K-12
CS
plan
that
they
need
to
sit
down
with
the
state
plan.
I
Look
at
what's
going
on
with
their
districts
and
expand
the
computer
science
knowledge
to
all
students.
We
really
think
that
computer
science
needs
a
Rebrand
in
terms
of
being
content
that
is
foundational
and
necessary,
as
opposed
to
things
that
are
just
an
elective
that
certain
kids
take
if
they
fit
a
certain
stereotype.
I
The
second
thing
we
step
we
think
you
should
take
is
we
should
modernize
our
computer
science
Pathways
CTE
has
Pathways
in
computer
science
and
in
lots
of
other
areas
which
are
meant
to
prepare
students
for
a
career
in
that
area.
I
The
computer
science
pathways
have
been
virtually
the
same
for
years
and
I,
don't
know
if
you've
noticed,
but
technology
has
changed
a
lot
like,
even
in
the
last
six
months,
check
GPT
anybody
revitalizing
our
current
Pathways
and
having
new
Pathways
that
address
stuff
like
AI
cyber
security,
Etc
or
what's
needed
in
terms
of
getting
students
better
prepared
to
go
into
these
careers.
I
We
need
to
recognize
those
area,
Technology
Centers
that
offer
computer
science
Pathways
and
provide
incentive
to
those
atcs
that
do
not.
When
we
look
at
our
area,
Technology
Centers,
which
are
centers
for
our
CTE
programs,
we'll
see
that
39
percent
offer
a
computer
science
pathway
and
61
percent
do
not
I
think
that
we
should
have
more,
not
fewer
atcs,
offering
computer
science
Pathways.
I
I
So
this
is
a
slide
of
demographics,
racial
demographics,
the
students
taking
computer
science
versus
the
Statewide
representation.
We
noticed
that
when
you
look
at
racial
breakdown,
White
African-American
Hispanic
not
listed
includes
things
like
Pacific,
Islander
and
other
areas.
We
just
lump
them
all
together,
but
notice
that
we're
pretty
much
on
par
as
far
as
racial
demographics.
I
When
you
compare
to
students
who
are
taking
computer
science
versus
the
entire
State,
however,
when
you
look
at
girls,
you'll
see
that
only
38
of
the
students
who
are
taking
computer
science
are
girls,
we're
nearly
half,
as
we
would
expect
the
students
in
the
state,
our
girls.
We
have
a
big
issue
there
and
we
need
to
look
at
ways
to
address
that.
So
the
third
thing
that
I
want
to
mention
is
we
need
to
encourage
girls
to
participate
in
computer
science.
Raise
expectations
for
all
students
will
help
doing
that.
I
So
I'm
going
to
end
on
our
vision.
We
envision
a
future
where
Computer
Science
Education
is
an
integral
part
of
K-12
curriculum,
providing
all
students
with
Essential,
Knowledge
and
Skills
for
success
in
the
modern
world
and
I'm
going
to
say
one
more
thing
today
is
the
coding.
At
the
Capitol
day
we
had
our
opening
session.
We
have
students
in
room
171
with
a
student
showcase,
demonstrating
what
they've
been
doing
in
their
schools.
I,
encourage
you
to
drop
in
and
visit
those
tables
and
talk
to
those
students.
I
They'll
be
there
until
at
least
three
o'clock
today,
and
we
have
lunch
for
you.
If
should
you
have
time
and
provided
in
room
169,
starting
at
11
30,
so
we'll
have
box
lunches
for
the
legislators
as
well.
Thank
you.
A
Thank
you
so
much
excellent
presentation,
members
I'm
getting
ready
to
do
questions.
The
amount
of
questions
we
can
handle
will
determine
be
determined
on
how
long
your
questions
are
so.
L
L
Thank
you,
Mr
chairman
I
could
probably
ask
questions
for
half
an
hour,
but
I'll
I'll
get
back
with
you
on
some
of
this
stuff
and
I'm
really
interested
in
the
teacher
asked
teacher
preparation
aspect
of
this,
because
I
suspect
one
of
the
reasons
why
we
have
schools
who
do
not
offer
the
courses
is
the
availability
of
teachers
qualified
to
offer
that
I
made
the
ferry
and
get
back
to
that.
A
more
general
question
we're
hearing
a
lot
about
AI
today.
G
Cody
Woody
again
we
have
our
president
Cameron
Wilson
here
from
code.org
that
can
answer
that
question.
M
Thank
you,
Steve
members
of
the
committee
Cameron
Wilson,
for
the
record
president
of
code.org.
So
let
me
repeat
the
question
back
to
you:
want
to
understand
the
implications
of
AI
and
computer
science.
There's
two
broad
categories
in
how
we're
looking
at
this
right
now
ai's
always
been
part
of
computer
science
for
a
number
of
years
through
machine
learning,
it's
in
everything
you're
doing
in
day-to-day
basis.
Is
it
our
phones,
it's
driving
a
lot
of
industry.
M
It's
just
been
part
of
our
world
for
a
while.
Now
the
thing
that's
different.
What's
on
everyone's
Minds
is
around
generative
AI
that
really
burst
under
the
seams
in
a
consumer
way
in
the
past.
You
know
eight
to
ten
months
or
so
and
took
the
World
by
storm.
So
the
way
we're
thinking
about
it
in
terms
of
its
transformation
around
computer
science
and
education
itself,
is
it's
likely
to
change
how
we
think
about
students
engaging
with
computer
science
and
generating
code.
M
We
still
see
a
world
in
which
students
who
need
to
read
code
and
understand
it,
but
they
might
have
new
tools
to
really
help
them
generate
code,
have
ai
tutors
that
sit
beside
them
and
to
help
them
along
the
way
to
the
question
about
teacher
capacity
and
help
augment
the
teacher
experience
and
actually
make
it
a
little
bit
easier
in
the
day-to-day
classroom.
So
that's
like
part
of
it.
How
effects
the
teaching
of
computer
science
itself?
M
How
generative
AI
transforms
industry
more
broadly
I
think
is
just
a
broad,
open
question
and
I
don't
really
want
to
speculate
on
it
right
now.
I
think
we're
all
learning
that
and
I
know
it's.
It's
literally
I'm,
president
of
an
organization
and
I've
been
using
generative
AI
for
different
things
like
helping
establish,
rubrics
around
how
we
think
about
things
or
it's
just
in
a
day-to-day
basis,
we're
all
learning
how
it
might
change
things
and
then.
M
Thirdly,
it's
likely
to
integrate
across
education
and
hopefully,
and
ideally
in
ways
to
make
education
better
as
really
the
opportunity
that
we
see
making
the
teacher
experience
and
removing
some
of
the
root
tasks
that
they
do
or
helping
augment
different
subjects
that
teachers
may
not
have
tons
of
experience
with
as
they're
teaching
to
help
serve
along
as
a
teaching
assistant
with
them.
So
those
are
some
of
the
ways
that
we've
been
thinking
about
it,
which
is
broadly
how
effect
AI
affects
computer
science
in
the
field
and
then
how
AI
is
integrated
across
education
itself.
Thanks.
C
I
C
I
So
so,
assuming
they're
teaching
the
course
for
which
they're
being
trained
if
you're
doing
CS
principles,
for
example,
we
have
meetings
every
month
and
they
have
asynchronous
work
between
the
meetings,
so
my
facilitators,
who
are
also
Kentucky
teachers,
who
have
been
through
the
program
and
teaching
the
courses,
they
lead
these
synchronous
meetings
and
they
go
over
the
asynchronous
work
and
they
do
more
work.
It's
meant
to
be
in
time
so
they're
talking
about
the
lessons
approximately
the
time
that
they
would
be
teaching
them
into
teaching
the.
D
Thank
you.
Mr
chair,
you
mentioned
about,
there's
been
a
fundamental
part
of
the
educational
process
and
and
I'm
good
with
that.
But
I
don't
know
if
that's
something
that
the
legislator
should
be
pushing
but
more
of
a
supporting.
So
this
should
be
something
driven
if
I
understand
from
KDE.
So
you
have
more
flexibility,
because
it's
coding
and
dirt
various
things
changes.
It
gives
you
more
flexibility
to
adjust.
H
I
think
that,
on
on
the
whole,
we
have
a
lot
of
the
systems
already
in
place
to
be
able
to
put
these
types
of
courses
in
right
now
in
our
school
districts,
whether
it's
finding
you
know,
certifying
a
teacher
finding
the
coursework
finding
the
curriculum,
because
we
have
partners
that
are
developing
those
things
with
us.
H
I
think
the
sense
of
urgency
and
the
needed
support
from
this
body
is
to
continue
with
the
Kentucky
education
technology
systems
shared
services
budget,
but
also
by
understanding
that
we
will
be
required
to
continue
to
adapt
these
types
of
courses
and
curriculum
I
mean
very
very
quickly.
We
can't
you
know
there
are
times
where
sometimes
it
takes
two
years
to
get.
You
know
you
know
some
curriculum
changes
across.
We
need
to
be
able
to
create
Pathways
and
systems
that
are
agile
enough
to
answer
the
need.
H
The
needs
and
demands
of
Industry
right
now,
but
also
almost
be
I,
hesitate
to
say
future
proof,
because
we
don't
know
what
the
future
holds,
but
really
I
think
those
types
of
priorities
and
your
support
is
always
needed
in
that
realm.
Thank.
A
N
Thank
you,
chairman
and,
and
my
question
is
both
for
Mr
Jackson
and
Miss
rice.
N
You
know
we
talk
a
lot
about
Workforce,
Workforce
Development
here
in
Kentucky
and
I'm
of
the
opinion
that
as
we
we
talk
about
Pathways,
we
shouldn't
just
start
in
high
school
because
the
the
younger
you
can
get
children
interested
and
that's
and
I'm
not
talking
and
I,
make
this
clear.
N
Every
time
I
say
this:
I'm
not
talking
about
majoring
in
a
subject
or
or
or
creating
you
know
hard
guardrails
in
terms
of
you
know,
identify
requiring
students
to
take
or
or
choose
a
certain
pathway
in
fourth
or
fifth
grade
but
exposure.
My
focus
is
on
exposure
and
I'm
in
firm
agreement
that
computer
science
should
be
offered
in
all
high
schools,
and
this
is
2023
now
and
and
learning
has
changed
since
I
was
in
high
school
and
we
need
already
to
get
on
board
on
that
now.
N
It's
a
different
world
out
there,
but
I,
don't
I,
don't
know
why
we
don't
go
any
further
and
say
that
even
in
K-8
schools
we
should
have
computer
science
offered
in
those
schools.
You
know
you,
you
talk
Miss
rice
about
the
differentiation
between
girls
and
boys.
I
will
submit
to
you
that
a
lot
of
that
is
socialized
early
on
in
third,
fourth
and
fifth
grade
and
and
and
the
and
the
more
we
drill
down
and
tell
these
young.
N
Ladies,
you
know
in
third
or
fourth
grade
that
they
can
learn
math
and
that,
and
that
math
is,
is
something
that
that
they
should
develop
an
appreciation
for
and
be
encouraged
to
have
delivered
developer
depreciation
for
just
like
boys,
I
know,
Senator
West
and
Senator
Tipton
I
mean
representative
Tipton
are
going
to
talk
about
doing
some
kind
of
numeracy
act
this
year.
N
I
Well
earlier,
I
said
that
we
need
to
make
computer
science
foundational
I
totally
agree
with
you.
It
should
be
something
that
we
teach
to
students.
We
expect
students
to
have
a
working
knowledge
of
photosynthesis.
We
expect
students
to
have
a
working
knowledge
of
British
literature.
We
should
expect
students
to
have
a
working
knowledge
of
how
the
internet
works.
I
We
should
have
us,
we
should
have
students
to
have
a
working
knowledge
of
an
algorithm
and
what
that
means
of
how
to
process
and
how
to
think
of
how
to
break
a
problem
down
into
smaller
parts
and
to
make
that
happen
that
hap,
that
doesn't
just
it
happened
in
high
school
high
school
I
would
propose
is
too
late.
We
need
to
be
bringing
that
stuff
in
together
from
grades
kindergarten,
Pre-K
all
the
way
all
all
along.
It
should
be
part
of
what
we.
H
Do
and
and
just
a
springboard
off
of
that
you
know-
K-8
learning
of
computer
science
is
part
of
our
comprehensive
State
computer
science
plan.
It's
a
prioritized
area,
but
another
part
of
our
oet
shared
services
budget
is
centered
around
the
student
technology
leadership
program
stlp,
which
is
now
in
its
30th
year,
and
that
is
Kentucky's.
You
know
homegrown
Premier
project-based
learning
Organization
for
students,
so
some
students
get
the
opportunity
there.
H
However,
integrated
into
a
curriculum
and
and
program
within
the
school
day
is
always
going
to
benefit
students,
because
they
can
see
how
it
connects
to
all
the
different
structures
of
learning
that
they
do.
E
Thank
you,
we're
not
going
to
take
a
vote
on
this,
but
having
a
computer
science
degree
I
think
well
prepared
me
to
understand
and
use
Mason's
manual
leverage
legislative
procedure
later.
H
J
E
It
worked
out
pretty
well,
but
I
have
a
real
life
example
and
a
short
question.
I
have
a
friend
who,
15
years
ago,
had
an
MSN
bachelor's,
math
Ms
in
computer
science
in
his
20s
and
30s
Humana
computer
company
developed
software
and
his
30s
and
40s.
He
actually
marketed
that
software
and
other
software
all
over
the
world.
In
his
50s
going
through
his
midlife
crisis,
he
decided
that
he
would
wanted
to
teach
high
school
computer
science.
This
is
15
years
ago.
He
was
unsuccessful
in
doing
that.
He
could
not
get
a
certificate.
E
H
I'll
tell
you
what
that
speaks
directly
to
the
situation
that
I
found
myself
in
several
years
ago.
The
only
reason
that
I'm
Dr
Jackson
is
because
I
wanted
to
teach
high
school
computer
science.
I
was
a
high
school
history
teacher,
but
I
saw
the
need.
I
was
working
with
technology
at
our
high
school
and
getting
my
doctorate
plus
the
endorsement
was
the
easiest
way.
I
wouldn't
go
back
on
my
decision.
I'm,
not
questioning
my
decision.
However,
to
to
your
question
specifically
about
your
friend,
we
have
occupation-based
certification
tracks.
H
Now
that
hey
he's
worked
in
the
industry,
he
has
the
experience
as
long
as
he
does
some
a
some
sort
of
mentorship
program
and
some
monitoring
with
a
mentor
teacher.
He
can
qualify
to
teach
at
a
Kentucky,
High
School
in
the
area
that
he
was
in
the
industry,
and
somebody
like
me
who
has
a
background
in
social
studies
or
English
or
whatever
can
join
sign
up
for
the
professional
learning
program
from
Advance
Kentucky
and
within
a
you
know.
H
They
get
the
temporary
provisional
kind
of
certification
for
the
year
that
they
are
in
the
program
and
then
at
the
end
it
is
a
transportable
certification,
and
so
we
are
continuing
to
try
to
move
that
barrier.
That
was
the
biggest
complaint
from
the
get-go.
Was
we
can't
find
teachers
certified
in
this
or
I?
Have
somebody
who
came
from
industry
that
wants
to
teach
this,
but
they
don't
want
to
go
back
and
get
another
master's
degree.
We
have
several
Avenues
to
approach
those
issues
so.
E
H
I
would
have
to
go
back
and
refresh
my
memory
on
that
option,
but
sometimes
it's
not
any.
O
You
Senator
Gibbons
Mr
chairman,
thank
you
and
I
want
to
acknowledge,
first
of
all,
my
appreciation
for
you
allowing
time
because
you've
been
very
generous
in
your
time
and
this.
This
is
a
passion
project
for
me,
as
you
know,
and
so
thank
you
in
advance
for
that.
I
also
want
to
challenge
my
group
of
colleagues
in
the
room,
Senator
Thomas
and
Senator
funky
frohmeyer
and
I
walk
through
the
students
set
up
a
few
moments
ago.
I
encourage
all
of
you
to
do
it
as
it
stands
right
now.
O
Senator
Thomas
is
ahead
in
the
contest
to
learn
how
to
code
he
sat
down
and
did
some
block
coding
with
a
young
lady
who's,
very,
very
patient
teaching
him
how
to
code
and
I
think
he
wants
to
go
back
for
more,
so
I
would
encourage
all
of
you.
Please
go
by
see
the
students
you
have
voters
there
future
voters
there
grab
some
lunch.
This
group
has
worked
so
hard
to
make
it
happen.
O
I
want
to
also
quickly
acknowledge
Mr
chairman,
the
role
that
lrc
has
played
in
making
this
whole
thing
come
together
for
all
of
us,
so
take
advantage
of
that.
I've
got
to
do
a
shout
out
to
KDE
kstc
code.org
president
Cameron,
thank
you
for
being
here
and
helping
lead
this
effort,
Advance
Kentucky
and
so
many
others.
Last
Quick
thought.
What
can
you
do
besides
going
by
and
getting
a
free
lunch
and
investing
some
time
in
these
young
men
and
young
women
learning
how
to
code?
What
else
can
you
do?
We've
had
some
great
ideas
here.
O
Around
policy
making
graduation
requirement
question
mark
factor
into
school
accountability
scores
their
their
quality
of
their
coding
programs.
Second
question
mark
third
question
mark.
Should
it
be
a
requirement
for
each
each
district
to
have
a
K-12
CS
plan
aligning
with
the
state
plan?
That's
the
third
question.
Mark
the
fourth
one
Senator
Williams,
you
just
mentioned
certification
tracks.
So
there's
lots
of
policy
points
we
can
interact
in
so
number
one.
My
charge
is
be
a
policy
maker,
but
number
two
be
a
champion,
be
a
champion.
O
O
There's
a
ten
thousand
dollar
prize
hanging
out
there,
potentially
for
any
of
your
school
districts
that
can
rally
enough
students
to
lead
the
charge.
An
hour
of
code.
Talk
to
your
District
administrators
talk
to
your
schools.
Let's
get
a
lot
of
young
people
to
go
through
that
hour
of
code,
because
that's
when
the
light
bulb
first
goes
off
for
them.
Secondly,
keep
promoting
it
to
students
and
families
It's
a
Wonderful
opportunity
for
someone
to
learn
problem.
O
A
You
are
welcome
and
I
put
you
at
the
end,
purposely
because
I
know
you
I
know
you've
been
a
champion
for
this
issue
for
many
years
and
you're,
a
big
reason
that
that
these
people
are
here
today
that'll
end
this
segment.
Thank
you
for
the
great
presentation.
Thank
you
for
the
good
questions.
Members
thank.
A
There
we
go
and
before
you
start
just
want
to,
let
you
guys
know
you
guys
are
victims,
your
victims,
because
the
the
first
presentation
went
a
little
long.
Our
members
like
to
ask
a
lot
of
questions.
So
you've
got
about
20
minutes.
If
you
could,
please
keep
it
within
that
time
frame.
We
would
appreciate
it
state
your
name
for
the
record
and
proceed
okay.
P
My
name
is
Ben
Foster
I'm,
president
of
the
Kentucky
Association
of
Scholars
I,
want
to
thank
the
members
of
the
committee
for
allowing
me
to
speak
about
the
need
for
reform
in
public
universities
and
colleges,
I'm
testifying
as
a
citizen
of
Kentucky,
not
speaking
in
any
way
as
and
representative
of
the
University
of
Louisville,
so
I'm
assume
you
have
copies
of
the
presentation.
So
first
I
just
want
to
say
on
on
page
two
I
support
diversity,
I've
done
research
that
shows
the
benefits
of
diversity.
I've,
attended
many
diversity.
P
Events
at
the
University
of
Louisville
and
I
agree
with
a
lot
of
what
has
been
presented
at
those
to
go
to
the
next
slide,
though
I
think
a
serious
issue
facing
higher
education
in
Kentucky
is
the
lack
of
philosophical
diversity
and
I'm
going
to
present
some
information
about
that.
On
page
four
see
in
the
past,
I
have
done
a
study.
A
If
you
could
hold
up
one
second,
we're
not
seeing
a
slide
presentation
on
the
screen,
yeah
I-
is
it
supposed
to
be
up
there
is
that?
Are
you.
A
A
P
Okay,
so
please
proceed.
Thank
you.
Thank
you
for
that.
One
of
the
most
pressing
issues
is
the
lack
of
philosophical
diversity
at
universities
in
Kentucky
and
I
did
a
study
a
while
back
looking
at
donations
for
federal
Offices
after
the
2016
election
and
found
that
of
donors
that
worked
for
public
universities.
P
83
percent
of
the
total
donors
gave
to
the
Democratic
party
and
that
included
87
percent
of
the
people
who
donated
from
UK
donated
to
the
Democratic
party
and
also
at
uofl
close
to
86
percent
okay.
So
we
can
have
an
issue
with
that
and
I
wanted
to
show
how
that
may
impact
students
so
on
this
slide,
I'm
just
presenting
some
excerpts
from
a
syllabus
for
English
101
class
and
a
student
sent
this
to
me
and
said
they
were
going
to
drop
this
class,
and
one
thing
that
stood
out
to
me
was
the
last
sentence
about.
P
Also,
I
want
to
give
an
example
related
to
the
University
of
Louisville,
the
Wednesday
after
the
election
day
in
November
24.
When
excuse
me,
2004,
when
George
W
Bush
was
reelected,
a
conservative
student
entered
the
class
sat
down.
This
was
before
class
began,
but
heard
the
instructor
talking
to
other
students
about
the
results
of
the
election
and
how
disappointed
they
were,
and
the
professor
said
something
like
it
was
due
to
those
fundamentalist,
Christians
voting
on
Family
Values.
So
we
ought
to
have
AK-47s
and
take
care
of
it.
Okay.
P
Now,
obviously
the
professor
was
joking,
but
that
led
me
to
be
more
active
about
trying
to
create
some
diversity
on
campus
to
have
views
that
are
Beyond
just
what
a
certain
view
is:
okay
and
another
incident.
Recently
we
had
a
Christian
Student
left,
a
pamphlet
just
on
a
desk
in
a
back
of
a
classroom
stating
a
Christian
view
of
sexuality
in
the
classroom,
a
Christian
view
of
sexuality
in
that
classroom.
P
So
a
professor
and
department
chair
at
the
University
of
Louisville,
said
on
an
episode
of
his
non-uofl
podcast,
come
to
one
of
my
classes
with
that,
I
will
drag
your
behind
into
my
class
me
and
my
50
odd
students
will
stomp.
You
beat
you
within
an
inch
of
your
life
and
then
drag
you
out
of
the
room
and
deny
that
we
did
it
now.
P
P
Now
that
same
person
was
asked
to
be
a
speaker
at
a
conversation
on
diversity
and
inclusion
in
2015,
and
that
person
stated
at
that.
Our
white
brothers
and
sisters
need
to
get
beyond
the
point
where
we
are
just
hiring
safe,
Black
and
Hispanic
folks,
and
in
relation
to
those
folks,
the
person
then
said
that
you
folks
are
tokens.
You
are
no
good
to
any
of
us.
You
take
us
down
dangerous
paths
and
you
are
no
good
for
diversity.
P
Okay,
again,
that
is
an
administrator
saying
this
at
a
university
event
and
the
uofl
president
hugged
the
person
after
he
spoke
okay,
so
the
professors
have
the
right
to
free
speech.
We
have
certainly
right
to
Free
Press.
However,
when
we
have
administrators
that
are
frequently
pointed
to
as
an
expert
on
race
and
those
type
of
matters
making
those
type
of
comments,
then
it
creates
a
an
atmosphere
of
not
necessarily
fear,
but
something
that
cheers
that
will
chill
free
speech
and
debate
on
campus.
P
One
thing
that
can
result
from
this
type
of
of
an
attitude
is:
there
was
a
actual
advertisement
for
a
professor
in
2015
at
the
University
of
Louisville.
That
stated
that
they
are
an
equal
employment
opportunity,
employer
and
then,
at
the
end
of
the
statement,
it
said
this
position
will
be
filled
by
an
African-American,
Hispanic,
American
or
Native
American.
P
You
know
just
the
fact
that
someone
would
think
that
that
was
appropriate
or
legal
leads
to
the
to
me.
The
impression
of
what
pressure
is
coming
from
administrators
and
the
general
atmosphere
at
the
University
of
Louisville.
Okay.
P
Another
issue
with
our
public
universities
is
official
statements
that
appear
to
be
political
in
nature,
rather
than
educational
and
searching
and
the
search
for
the
truth.
We
had
a
an
official
statement
that
came
out
just
a
couple
of
days
before
the
2018
general
election.
P
That
said
that
we
must
fight
against
oppression
and
we
must
speak
against
policies
that
will
repress
and
deny
the
rights
of
others,
and
that
included
a
proposed
policy
to
define
gender
at
Birth
measures
to
stop
immigrants
from
crossing
the
border
into
our
country
and
at
the
end
they
said,
I
encourage
all
of
us
to
stand
collectively
and
individually
for
the
values
that
lead
us
to
a
more
just
and
inclusive
Society.
P
Okay,
another
example
is,
after
the
Brianna
Taylor
verdict,
the
same
Department
issued
a
statement
saying
that
we
need
to
channel
our
rage
and
paying
into
action.
We
need
to
contact
our
legislators
to
hear
our
voices
through
direct
contact
and
by
voting
okay,
and
we
had
a
blanket
email
asking
uofl
employees
to
sign
something
saying
we
support
the
black
lives
matter,
movement
and
principles.
P
Recently,
one
of
the
Departments
sent
out
a
notice
about
the
decision
to
overtone
to
overturn
the
Roe
versus
Wade
decision,
and
they
said
that
reproductive
Health
Care
is
a
basic
right
which
has
been
threatened
by
this
decision
to
overturn
the
the
decision.
P
Okay,
okay,
so
I'm,
sorry
that
in
themselves
may
not
be
bad,
but
when
I
look
at
this,
these
are
statements
that
come
across
that
are
alternate
views
of
those
type
of
issues
and
here's
all
of
them.
I
could
find
it's
blank.
Okay,
so
based
on
that,
I
think
there's
evidence
of
overwhelming
bias
at
Kentucky,
public
universities
and
a
lack
of
diversity
and
I.
Think
legislative
action
is
needed
to
address
these
issues.
Thank
you.
A
Okay,
is
that
all
that
is
that
all
the
speakers
you
have
no
one
and.
A
A
R
R
Yeah
David
Randall
Nas,
director
of
research,
co-chair
West
coach
here
at
Tipton,
distinguished
members,
I'm
delighted
to
be
able
to
testify
building
off
of
the
testimony
of
Professor
Foster
on
the
need
in
Kentucky.
Just
briefly
saying
that
there
are
a
variety
of
National
Association
of
Scholars
model
bills,
we
would
recommend,
particularly
in
the
Civics
Alliance
model,
Higher
Education
Code.
R
We
then
have
a
variety
of
other
bits
of
legislation
that
we
think
would
be
very
useful
for
reforming
the
public
university
system,
including
a
campus
intellectual
diversity
act,
a
Chinese
influence,
transparency
act,
a
college
Finance
is
act.
You
know
all
about
transparency
and
accountability,
institutional
neutrality,
non-discrimination,
deep
politicization,
Civic
knowledge
and
since
there's
only
five
minutes,
I
will
stop
here
and
say.
Thank
you
very
much
and
go
on
to
my
boss,
president
Peter
wood.
Q
Well,
I'm
Peter
wood.
The
president
of
the
National
Association
of
Scholars
I,
appreciate
this
opportunity
and
realize
that
very
limited
amount
of
time
here
so
I'll
be
speaking
and
I
think
broad
terms.
My
Organization
for
the
last
36
years
has
attempted
to
steer
American
higher
education
onto
a
better
path.
Q
What
I
mean
by
that
is
that
we
are
champions
of
liberal
education
as
the
centerpiece
of
what
higher
education
should
be,
and
by
liberal
education
we
mean
the
kinds
of
Education
that
Fosters
intellectual
Freedom,
it
searches
for
the
truth
and
which
prepares
citizens
for
virtuous
citizenship
or
not
in
any
way
opposed
to
the
Practical
side
of
higher
education,
such
as
we've
just
heard
from
the
preceding
people,
testifying
on
the
need
for
better
computer
science
instruction
at
all
levels.
That
fits
with
our
idea
of
what
liberal
education
should
be.
Q
I
would
think
that
what
we
stand
for
would
be
uncontroversial
with
most
American
people,
but
it's
not
that
way
on
most
college
campuses,
where
higher
education
for
the
last
several
decades
has
first
drifted
been
leaned
into.
Maybe
stampeded
is
the
better
word
for
today
into
a
view
that
intellectual
freedom
is
a
sham,
that
the
cause
of
social
justice
means
that
we
should
overlook
the
tried
and
true
standards
of
searching
for
truth
and
preparing
people
for
virtuous
citizenship.
Q
Something
more
like
global
citizenship
is
the
cause
that
has
captured
the
hearts
and
minds
of
a
fairly
large
percentage
of
our
College
faculty
and
our
administrators.
Now
Kentucky
policy
makers
have
the
opportunity
to
join
a
emerging
national
movement
legislatures
in
many
states,
have
now
taken
up
parts
of
this
and
trying
to
figure
out
how
to
steer
American
higher
education,
especially
public
colleges
and
universities,
back
on
course,
in
in
the
moment,
or
two
that
I
have.
Let
me
just
mention
a
few
possibilities.
Q
One
is
that
Kentucky
could
benefit
from
creating
autonomous
centers
of
intellectual
freedom
on
its
campuses.
This
is
a
lot
of
brand
new
idea
in
2016
Arizona
created
what
it
called
the
school
of
Civic
and
economic
thought
and
Leadership
that's
become
a
model
around
the
country.
Numerous
states
are
now
establishing
these
Kentucky
should
take
a
close
look
at
what
has
been
done
in
other
states
and
see
if
it
fits
Kentucky's
needs.
Q
These
centers
are
now
to
be
found
in
places,
including
Florida,
Ohio,
Texas
and
Tennessee,
and
Ohio
has
just
created
by
legislation.
Five
new
centers
along
these
lines.
What's
all
that
about?
Well
again,
I
don't
have
too
much
time
to
say,
but
it's
to
create
within
the
campus,
a
kind
of
protected
Island
in
which
people
can
really
Express
their
free
opinions
without
fear
of
censorship
or
faculty
members
losing
their
jobs,
and
so
on.
Q
Second
thing
that
Kentucky
might
take
into
consideration
is
creating
an
American
history
and
government
general
education
requirement.
If
it
did
so,
it
would
be
joining
10.
Other
states
that
have
just
in
the
last
few
years
created
that
kind
of
requirement.
If
Kentucky
required
undergraduate
syllabus
transparency,
the
third
idea
it
would
be
following
Texas
model.
If
you
created
a
system
mode
post
tenure
review,
it
would
look
at
laws
passed
in
Texas,
Florida,
North,
Dakota,
South,
Dakota,
they've
all
passed,
restrictions
against
inculcating
diversity,
equity
and
inclusion
ideology
as
part
of
a
requirement
in
campus
training.
Q
These
kinds
of
reforms
are
not
simple
and
easy
to
make,
but
the
future
of
the
America's
youth
is
going
to
go
beyond
coding
to
learning
how
to
speak
up
to
your
key
values
as
a
state
and
as
our
nation
that
is
at
risk
in
American
higher
education,
it's
unfixable
when
it
comes
to
the
private
colleges
and
universities,
but
the
public
colleges
and
universities
over
which
you
have
Direct
Control
should
be
reformable,
and
it
will
take
a
big
effort
to
do
that
now.
Just
as
a
coded
to
all
this.
Q
Colleges
and
universities
are
in
the
grips
of
the
professional
culture
that
cannot
be
reformed
simply
by
passing
legislation.
Something
has
to
be
done
at
the
level
of
governance,
which
is
the
boards
of
Trustees
of
colleges
and
universities
have
to
be
filled.
Those
seats
with
people
who
understand
the
problems
and
are
determined
to
fix
them
and
I
will
see
the
rest
of
my
time
to
whatever
questions
might
follow.
A
We
have
a
lot
of
ground
to
cover
and
the
rest
of
this
meeting
so
the
way
I'm
going
to
handle
this
segment
I'm,
going
to
allow
five
minutes
for
questions,
we're
going
to
have
a
hard
stop
at
five
minutes
of
questions
and
I'm
going
to
take
these
questions
in
order.
So
if,
unfortunately,
if
the
person
above
you
takes
too
much
time,
then
the
people
at
the
bottom
will
lose
out.
So
representative
bojanowski
is
first
up
all.
S
Right
so
Dr
Foster
I
have
concerns
about
higher
education
I'm
concerned
that
two-thirds
of
our
students
have
mental
health
disorders,
that
we
don't
have
enough
pre-service
teachers
to
meet
the
needs
in
our
classrooms
and
that
we
need
to
do
whatever
we
can
to
ensure
our
Workforce
is
trained
for
new
jobs
that
are
being
created
in
companies
like
Ford's
blue
oval
plant.
But
you
don't
address
any
of
my
concerns.
Instead,
you
have
a
list
of
grievances
dating
back
to
2004..
You
claim
that
some
students,
faculty
and
staff
feel
marginalized.
S
Yet
the
solution
presented
by
your
colleague
in
writing
in
our
documents
has
nothing
to
do
in
ensuring
that
no
student
staff
or
faculty
feel
marginalized.
He
states
that
state
laws
can
restrain
University
administrators,
but
they
cannot
change
their
hearts.
It
would
come
to
Great
surprise
to
the
excellent
University
presidents
that
we
have
in
Kentucky
that
they
do
not
have
the
capacity
in
their
hearts
to
ensure
that
no
members
of
their
University
communities
are
marginalized.
Do
you
not
see
the
irony
of
this
presentation.
P
No
I
don't
see
the
irony
of
this
presentation
and
I
do
know.
People
who
feel
marginalized
and
people
who
have
left
because
of
the
certain
ideological
balance.
So
no
I
do
not
see
that
and
I
would
like
to
see
people
educated
properly
and
when
you
mention
the
jobs
that
are
coming
with
Ford
or
whatever
I
think.
We
really
need
to
think
about
what
is
being
taught
and
what
is
being
told
and
in
some
way
kind
of
forced
on
our
students
and
the
other
members
of
the
university
community
representative.
A
J
Thank
you
Mr
chairman,
so
many
questions
but
I'm
going
to
try
to
be
fast
and
Mr
wood.
This
was
in
your
letter
and
I'm
just
going
to
drill
down
on
one
thing.
You
have
a
number
of
recommendations
at
the
end,
including
getting
rid
of
some
areas
of
study
and
I,
have
a
constituent
who
is
very
curious
about
what
the
criteria
would
be
for
determining
what
areas
are
legitimate
and
what
are
not.
Q
The
universities
might
well
provide
insurance
for
mental
health
services
and
allow
the
the
private
sector
that
offers
such
Services
the
opportunity
to
provide
them,
but
filling
up
University
bureaucracies
with
therapists,
I
think,
is
a
terrible
idea,
and
we've
experienced
that,
in
the
form
of
the
encouragement
that
the
of
the
therapeutic
side
of
the
University
gives
to
those
who
would
replace
academic
standards
with
concern
over
the
quote.
Harm
Mike,
which
then
means
psychological
harm
done
to
students
who
hear
opinions.
They
disagree
with
I
think
there
is
certainly
a
place
for
therapy.
Q
The
number
of
students
who
self-report
us
suffering
various
forms
of
mental
illness
is
quite
concerning,
and
there's
a
very
Broad
and
deep
discussion
about
why
this
particular
generation
of
students
has
such
a
high
incidence
of
mental
disturbance.
But
the
university
is
not
really
the
place
in
which
that
kind
of
therapy
can
be
effectively
offered.
Students
need
to
be
referred
to
people
who
are
competent
and
capable
of
addressing
the
needs
of
the
students
directly,
rather
than
trying
to
be
places
that
where
they
can
do
all
things
for
all
people.
A
N
Is
this
Mr
Foster?
Yes,
sir
Mr
Foster
I'm
a
strong
believer
in
higher
education
and
it's
my
understanding
having
been
on
all
State
University
campuses
that
they
value
what
I
would
call
the
amphitheater
of
ideas.
N
I've,
never
known
any
of
the
eight
state
universities
here
to
to
silence
or
or
repel
any
discussion
on
any
subject
on
any
point
of
view,
I
think
they
would
be
surprised
and
would
vehemently
disagree
with
you
that
that's
what's
going
on
on
their
campus
today,
I
think
when
I
hear
you
propose
that
we
don't
talk
about
issues
involving
diversity
or
inclusion.
N
I
think
you
frustrate
higher
education
when
you,
when
you
propose
that,
because
education
is
to
Enlighten
us
and
hear
all
kind
of
different
ideas
and
thoughts
and
opinions,
we
don't
have
to
agree
with
them.
But
that's
what
education
is
education,
enlightens
us
and
my
statement
to
you
is
not
a
question,
but
when
you
talk
about
going
back
or
relying
upon
the
Tennessee,
Texas
or
Florida
model,
I
will
tell
you
that
that
I
don't
believe.
N
History
should
be
required
to
teach
students
that
slavery
was
good
to
them
and
that
it
provided
them.
Skills
that
benefited
them
I
think
that
would
be
a
distortion,
a
reality
of
slavery
and
one
that
I
would
oppose.
I.
Don't
think
history
should
teach
us
that
there
were
some
good
things
that
came
out
of
the
Holocaust,
because
I
think,
if
you
look
at
what
the
Holocaust
really
meant
I
would
hope.
N
We
would
never
go
back
and
repeat
that
so
I
find
your
and
your
colleague
statements
today
alarming
I
think
it
distorts.
What
learning
is
really
all
about
and
I
hope.
We
certainly
don't
go
in
the
direction
that
what
we're
seeing
in
States,
like
Tennessee
and
Texas
and
Florida,
because
I
think
that
is
not
education
at
its
core.
A
That'll
have
to
be
the
final
word.
Thank
you
for
the
presentation.
Obviously
we
we
know
that
we
are
not
going
to
come
to
a
conclusion
in
a
half
an
hour
on
this
particular
subject.
Thank
you
for
the
information.
Thank
you
next
on
our
list.
A
No,
we
we've
had
we've
we've
been
told.
We
need
to
keep
it
within
two
hours
and
so
we've
gone
over
before
and
so
we've
we've
had.
We've
been
requested
to
keep
it
within
two
hours,
so
we're
going
to
keep
moving
right
at
this
point,
I'm
available
to
stay
okay.
A
Before
you
get
started
just
just
you're,
not
new
here
so
Hannah,
you
know
that
you
know
the
deal.
You
were
supposed
to
have
a
lot
more
time
here
in
this
segment.
I
can
tell
you
this
will
not
be
the
only
meeting
on
the
Huron
report.
We'll
come
we'll
come
back
to
this
subject
at
a
later
date,
but
if
you
could
keep
your
comments
to
35
to
40.
A
Gonna
I'll
leave
that
much
time
for
questions
at
the
end.
C
A
And
before
you
start,
if
you
want
to
go
ahead
and
state
your
name
for
the
record,
make
sure
your
green
light's
on
you
all
can
start
on
this
side,
while
she's
working
on
the
computer.
If
you
want
to
go
ahead
and
start.
T
Yes,
sir,
thank
you
thank
you
for
having
us
Senator,
West
and
co-chair
Tipton.
I'll
get
us
started
today
and
before
I.
Get
to
the
topic
of.
Why
we're
here
also
we'll
just
take
a
moment
to
say
that
I
have
been
asked
about
a
presidential
search,
so
I'll
address
that
really
quickly.
We
do
have
three
finalists
for
the
kctcs
president
position
and
our
Board
of
Regents
will
be
meeting
next
week
to
interview
those
finalists
and
we
should
have
the
candidate
announced
by
September
29th
next
Friday.
Y
A
Y
T
Yes,
so
I
have
been
making
my
rounds
in
the
interim
and
trying
to
meet
with
every
legislator.
So
if
I've
met
with
you
already,
thank
you
if
I
have
not
met
with
you,
please
know
that
I'm
coming
for
you.
T
We
have
lived
and
breathed
this
year
on
study
for
the
last
year
and
luckily
I'm
here
with
the
experts
today.
I
would
never
try
to
steal
credit
from
president
Stivers
or
say
that
we
were
ahead
of
this
body,
but
actually
our
Board
of
Regents,
ahead
of
Senate
joint
resolution,
98
that
came
out
last
session
did
see
the
need
to
take
a
comprehensive
look
at
our
system
and
our
16
colleges
and
our
system
office.
T
I,
don't
want
to
assume
that
everyone
on
this
committee
knows
the
history
of
kctcs,
so
I'll
briefly
run
through
it
before
1997
Kentucky
did
have
trade
schools
that
were
under
the
labor
cabinet
of
Kentucky,
and
then
there
were
the
community
colleges
that
were
under
UK
in
1997.
Governor
Patton
decided
that
he
wanted
these
two
to
merge.
So
the
general
assembly
met
in
a
special
session
and
voted
to
pass
the
post-secondary
Education
Act
of
1997,
which,
among
other
things,
created
kctcs
and
set
goals
to
be
to
be
reached
by
2020..
T
So
of
course,
here
we
are
today
in
2023
and
the
2020
goals
are
still
in
place.
So,
of
course,
it's
time
to
for
this
body
to
go
back
and
look
at
those
and
see
where
we
are
and,
of
course,
due
to
several
leadership
changes
in
recent
years.
Kctcs
and
our
governing
board
saw
this
and
thought
that
they
needed
to
look
and
see
what
we
are
doing
really
well,
what
we're
not
doing
so
well
and
what
we
need
to
change.
So
that
is
the
basis
of
the
Huron
study.
T
Our
board
voted
to
move
forward
with
it
in
2022
the
contract,
Review
Committee
of
this
body,
approved
it
in
November
of
2022
and
ever
since
then,
we've
been
working
diligently
to
look
at
every
aspect
of
our
system.
With
that
brief
introduction,
I'm
going
to
turn
it
over
to
my
colleagues
here
and
I
will
pass
it
down
to
our
general
counsel,
Pam
Duncan.
V
V
V
V
That's
what
I
want
for
our
students,
the
ability
to
dream
of
A,
New,
Path
and
a
new
way
forward,
and
so
this
this
project,
as
Hannah
said,
we
have
lived
and
breathed
for
a
year
now
and
will
continue
to
live
and
breathe.
For
many
months
more,
it
began
as
a
committee
of
our
Board
of
Regents,
the
resource,
optimization
committee.
V
W
You
Pam.
Thank
you
very
much.
Thank
you
very
much
to
the
interim
joint
committee
on
education.
Hopefully,
that's
working,
it's
an
honor
to
be
presenting
here
to
you
today
in
the
Commonwealth
and
we'll
be
sharing
with
you
a
summary
of
the
work
that
kcts
has
done
since
the
beginning
of
this
year,
and
really
wanting
to
assess
physical
resources,
academic
programs,
administrative
support
structures
really
to
identify
opportunities
for
enhancement.
W
So
we
want
to
share
with
you
the
opportunities
that
were
identified
and
prioritized
by
the
college
Presidents
by
the
system
and
by
the
Board
of
Regents,
and
then
the
next
steps
that
kctcs
is
going
to
do
in
moving
forward
with
the
work.
So
that's
our
agenda
for
today
and
we
will
keep
it
moving
and
keep
it
quick
per
instruction.
W
So
so,
as
mentioned
already
in
Pam,
I
think
did
a
really
nice
job
outlining
this
kctcs
engaged
us
to
assess
the
current
state
organization-wide,
and
in
order
to
do
so,
we
met
with
over
2
300
individuals.
We
conducted
over
90
interviews,
20
focus
groups,
17
Town
Halls,
all
across
Kentucky.
W
So
we
got
to
see
your
wonderful
Commonwealth
driving
through
the
state
and
going
going
institution
College
to
college,
and
we
reviewed
a
great
deal
of
data
that
was
provided
by
kctcs
and
compared
it
to
to
its
peers
and
so
the
outcome
of
the
interviews,
the
data.
The
analysis
were
about
47
academic
space
and
financial
and
organizational
opportunities,
totaling
almost
19
to
43
million
dollars
in
Revenue
generation
and
cost
savings
and
you'll
find
out
more
about
those
here
today.
W
So
I
know
it
just
outlined
the
overall
objectives
and
summary
of
the
work.
But
we
wanted
to
highlight
to
you
really
what
the
actual
objectives
of
the
project
were,
that
kctcs
set
off
with
so
kctcs,
certainly
recognized
that
finding
optimized
resources
and
efficiencies
in
operations
and
organizational
alignment
would
really
support
their
strategic
plan
and
support
student
services
and
employee
advancement
and
something
that
really
is
at
the
heart
of
kctcs.
It's
something
that
has
resonated
for
us.
Certainly
in
doing
this
work
from
the
beginning
of
students
at
the
core
and
how
kcts
thinks
about
it.
W
Students
thinks
about
employee
employability
in
the
community
and
it's
student,
true
student
focus
and
so
ultimately
really
knowing
that
our
charge
was
to
always
keep
in
mind.
Kctcs's
mission
of
enhancing
the
quality
of
life
and
economic
Vitality
of
the
Commonwealth,
by
serving
as
the
primary
provider
of
College
and
Career
Readiness
is,
is
the
mission
opportunities
in
support
of
the
objective
were
identified
through
the
lens
of
what
would
it
mean
for
kctcs
in
Financial
opportunity
in
benefit
recognition
in
productivity
impact
risk
mitigation,
cultural
impacts?
W
W
Thank
you.
So
we
also
recognize
we
can
go
to
the
next
slide.
Thank
you.
So
we
also
recognize
that,
while
we
have
discussed
the
project
overview,
the
objectives
provided
a
bit
more
clarity
on
these
three
areas
that
were
our
true
areas
of
focus
and
homing
in
on
to
really
surface
those
key
opportunities
and
really
these
three
areas,
the
key
to
understanding
and
painting
the
picture
that
kctcs
truly
wanted
to
be
thorough
in
their
approach
and
application
of
seeking
efficiencies
across
the
board,
and
that
was
our
charge.
W
So
the
areas
of
focus
included
first
assessing
space,
everyone's
favorite
topics,
space
across
the
colleges
to
see
where
there
could
be
underutilized
space,
perhaps
repurpose
space
and
really
a
lot
of
this
was
under
the
lens,
especially
under
the
changes
that
covet
brought
and
knowing
that
online
education
and
how
that
was
applying
now
to
education
really
was
impactful
in
those
pivots
that
happened
during
covet
and
how
that
impacts.
Space.
Second
analyzing,
the
academic
programs.
In
order
to
understand
how
much
it
costs
to
educate
a
student.
What
is
that
true
cost
to
educate
a
student
at
kctc?
W
Yes,
what
programs
or
areas
are
growing
and
do
they
correspond
to
the
needs
of
the
market
in
which
they
serve
and
back
to
that
Community
forward,
Mission
at
kctcs
and
and
the
student
and
meeting
the
student
needs
and
third,
looking
across
the
organization
at
the
organizational
structure
and
Staffing
to
identify
high
levels
of
opportunities
where
the
structure
could
be
adjusted
to
gain
efficiency
and
collaboration?
And
so
I
mentioned
earlier
the
extensive
engagement
at
the
colleges
in
order
to
surface
these
opportunities.
W
It
was
as
it
was
very
important
that
the
voice
of
Casey
TCS
Was
Heard,
and
so
we
kind
of
recapped
that
whoever,
if
we
haven't
been
clear
about
that
already
so
the
engagement
all
of
the
interviews,
the
town
halls,
the
conversations,
the
emails,
the
meetings,
the
data
that
was
all
used
to
surface
these
opportunities,
and
so
with
that
I
am
going
to
turn
it
over
to
my
colleagues,
Veronica
and
Chris,
to
talk
more
specifically
about
those
47
opportunities
that
were
found.
How
that
prioritization
happened.
What
opportunities
were
chosen,
then?
W
How
is
kcts
moving
forward
in
the
future,
so
Chris
and
Veronica
I'll
turn
it
to
you.
X
Great
thank
you
and
if
you
can't
hear
me,
let
me
know
so.
As
Pam
and
Jennifer
mentioned,
we
have
been
working
with
kctcs
since
earlier
this
year,
and
the
focus
of
the
main
of
the
last
phase
of
work
really
was
those
blue
steps
that
you
see
here.
The
first
part
was
the
assessment,
so
Jennifer
already
noted
all
the
engagement
that
we
conducted
across
the
organization
to
ensure
that
voices
were
being
heard.
We
heard
areas
of
opportunity,
strengths
of
the
organization
across
the
board.
X
This
is
where
we
collected
quantitative
data
as
well
and
the
data
analysis
and
then
any
additional
qualitative
data
that
we
can
gather.
The
next
step
was
identification
so
through
these
efforts,
through
this
engagement
through
all
of
this
data,
analysis
really
identified
or
worked
through
identifying
a
list
of
up
close
to
50
opportunities
for
kctcs
to
consider
across
the
board.
X
So
we
laid
out
the
47
opportunities
that
we
identified
and
then
the
Board
of
Regents
and
the
president's
leadership
team
worked
together
to
prioritize
the
opportunities
that
they
would
like
to
as
a
leadership
team
move
forward
with
in
the
next
calendar
year
and
again,
we'll
touch
on
that
in
a
couple
of
slides.
But
currently
kctcs
is
in
the
design
and
implementation
phase
of
those
prioritized
opportunities.
X
Huron
is
supporting
several
of
those
opportunities
as
well
to
continue.
Conducting
analyzes
continue
engaging
the
community
at
large
to
ensure
that
kctcs
continues
having
the
tools
to
move
this
forward
as
well,
and
then
on
the
next
slide.
You
can
see
here
I'll
quickly,
touch
on
that
opportunity,
identification
stage,
because
that
was
such
a
critical
component
of
the
work,
as
I
mentioned
this.
This
really
focused
on
both
the
qualitative
and
the
quantitative
components
and
data
gathering
with
kcgcs.
So
we
conducted
the
interviews
the
focus
groups.
X
We
met
with
colleges
at
Large
to
really
ensure
that
voices
were
being
heard.
On
the
previous
slide
that
you
saw
in
the
engagement
we
had
in
an
anonymous
email,
so
individuals
could
send
in
any
additional
feedback
if
they
were
not
able
to
attend
these
conversations
and
So.
Based
on
that,
we
ultimately
identified
this
list
of
47
opportunities
which
I'll
share
on
the
next
slide
and
then
throughout
additional
conversations
prioritized
ultimately
as
well,
but
I
will
turn
it
over
to
Chris
to
walk
through
the
overview.
So.
U
Through
all
that
work,
we
identified
47
opportunities.
There
are
a
number
of
opportunities
per
work,
Stream
So.
We
had
this
list
here
on
the
left
for
from
the
space
utilization,
work
stream,
the
academic
programming,
work
stream
and
the
financial
and
organizational
structure
work
stream,
and
then
we
also
did
identify
a
few
other
opportunities
that
didn't
necessarily
fit
into
one
bucket
perfectly.
You
can
see
all
47
opportunities
there.
U
Some
of
them
are
highlighted
in
green,
which
are
ones
that
we
think
have
a
financial
benefit,
either
that
being
cost
reduction
or
Revenue
enhancement
and
then
there's
another.
A
bunch
of
opportunities
there
as
well,
that
are
are
not
highlighted
in
green
and
those
are
strategic
opportunities
or
process
Improvement
opportunities
which
there
may
be
some
benefit
financially
but
harder
to
quantify.
U
So
through
this
process,
we
shared
with
the
president's
leadership
team,
the
PLT
and
the
board.
How
do
we
take
47
opportunities
and
really
prioritize
which
which
ones
to
move
forward
with
47
would
be
too
many
to
act
on
immediately.
So
let's
pick
the
hive
value
ones
first,
get
through
those
and
then
slowly
chip
away
at
the
rest
of
them.
So
through
this
we
then
narrowed
it
down
to
we
being
the
the
Royal.
U
We
here,
the
the
kctcs
leadership
team
and
board
work
through
a
privatization
process
to
narrow
it
down
to
on
the
next
slide
these
opportunities.
Here
we
had
those
47
and
you're
seeing
about
seven
here,
it's
not
really
a
one
to
one,
because
there
was
a
few
opportunities
that
kind
of
can
be
bundled
together,
but
then
the
ones
here
that
are
being
prioritized
by
the
team
are
space
utilization
and
digging
one
or
two
layers
deeper
than
what
we've
identified
so
far.
U
We
did
find
through
enrollment
Trends
and
through
the
use
of
online
courses,
and
things
like
that.
There
are
some
spaces
that
may
be
not
fully
utilized
the
way
that
they
they
used
to
have
been
so
they
there's
opportunities
there
to
look
at
things
differently.
There
may
be
opportunities
to
look
at
P3
agreements,
there's
a
lot
of
community
activities
happening
within
the
different
colleges
and
on
the
different
campuses.
So
looking
at
those
different
agreements
is
all
kind
of
bucketed
within
that
space
utilization
group.
The
next
is
looking
through
the
Capital
Construction
process.
U
The
third
is
academic
programming
here
on
Steam
built
a
very
comprehensive
and
complex
model,
with
a
lot
of
different
pieces
of
data
student
data,
financial
data,
enrollment
data,
indirect
costs,
direct
costs.
All
of
that
and
the
next
layer
of
that
is
giving
that
to
the
chief
academic
officers,
the
cios
at
each
of
the
colleges
and
making
sure
that
they
can
now
make
data
informed
decisions
about
their
programs,
which
programs
need
to
be
invested
in
more,
which
ones
are
maybe
high,
cost
that
there's
opportunities
to
reduce
costs.
Where
are
your
current
programs
aligning
with
the
market?
U
Are
there
opportunities
to
to
grow
certain
programs,
or
are
there
programs
that
don't
currently
align
with
the
market,
and
maybe
we
should
consider
sunsetting
those
so
that
model
will
be
used
there
for
for
the
cios
to
make
those
decisions?
The
next
group
is
the
org
structures
and
Services
Group.
There
is
the
system
office
and
16
colleges,
there's
people
around
doing
different
Financial
duties
and
I.T
duties
and
HR
duties,
and
all
of
that,
so
the
next
step
is
really
understanding
who's
doing
what
on
the
college,
campuses
versus
the
system,
office
and
understanding.
U
If
there's
opportunities
to
structure
the
administrative
work
differently
than
currently
there's
a
lot
of
different
models
out
there
across
the
country,
different
systems,
doing
different
things,
whether
that
be
shared
services
or
Regional
models
or
pod
models,
or
looking
at
different
types
of
opportunities
there.
So
there's
a
group
working
on
that
the
next
one
is
strategic
sourcing.
So
this
is
how
do
we
leverage
the
size
and
scale
of
the
entire
system
to
get
the
best
contracts,
get
the
best
pricing
and
save
money
there?
U
The
second
to
last,
one
is
data
strategy,
there's
a
lot
of
data
to
make
decisions
across
the
system.
But
how
do
we
make
sure
that
that
data
is
the
most
clean
consistent?
What
one
college
is
saying
is
Apples
to
Apples
to
what
another
college
is
saying:
data
wise,
so
making
sure
that
we
have
clear,
consistent
data
and
the
last
one
is
a
project
management
office.
There's
a
lot
of
different
initiatives
happening.
U
There's
a
lot
of
people
involved,
there's
16
colleges,
there's
a
system
office,
and
so
this
project
management
office
really
just
provides
some
cohesion
to
all
of
the
different
initiatives
and
accountability,
to
make
sure
that
all
those
projects
aren't
just
sitting
on
a
shelf
and
don't
move
forward
and
that
the
different
opportunities
identified
through
this
process
and
other
initiatives
are
implemented
and
making
sure
everyone's
kind
of
looped.
In
on
that.
U
So
there's
all
of
those
are
the
ones
that
the
team
is
moving
forward
with
through
huron's
expertise
and
and
our
knowledge
of
this
work
we've
been
asked
to
help
with
a
few
of
pieces
of
it,
and
then
the
kctcs
team
is
is
pushing
forward
on
the
other
ones,
and
this
group
here
approved
that
contract
about
a
month
ago.
So
we
are
just
kind
of
getting
started,
but
just
to
give
you
a
quick
overview
of
where
that
stands
and
where
we're
going
over
the
next
few
months.
U
U
The
next
I
kind
of
talked
about,
but
the
organizational
structures.
And
how
do
we
think
about
administrative
effort
across
all
of
the
system,
office
and
16
colleges
and
are
there
opportunities
to
do
things
differently?
Their
org
structure,
wise
and
the
last
one
is
I
also
just
mentioned-
is
that
project
management
office
so
of
that
list
on
the
previous
Slide?
U
The
whole
team
is
moving
forward
with
that
and
huron's
working
on
the
side.
To
help
with
these,
the
goal
of
huron's
role
is
to
really
help
the
kctcs
team
feel
like
they
can
own
things
and
move
forward
with
things,
and
our
role
slowly
starts
to
transition
where
we
kind
of
Fade
Into
the
background
and
let
the
cios
and
the
team
Drive
things
once
we
help
them
stand
it
up
and
be
autonomous.
There
I
think
we
have
one
last
slide,
just
a
quick
little
overview
of
our
timeline.
U
You
can
see
the
the
long
blue
boxes
slowly
start
to
fade
away
as
we
get
later
on
to
this
project,
and
that's
intentional.
Our
goal
is
to
stand
things
up,
give
people
the
data,
help
them
make
the
decisions
and
then,
as
those
decisions
are
working
through,
we
slowly
start
to
fade
into
the
background
and
let
the
team
own
it
so
I
think
that
is
our
last
slide,
and
so
we
will
take
any
questions.
A
T
Sir,
they
should,
and
we
also
have
available
the
full
240
page.
We
have
I'm.
Sorry,
we
have
the
presentation
available
for
the
members
right
now.
We
have
the
240
page
report
that
we
are
happy
to
distribute
to
all
members
if
they
wish
to
have
it,
and
we
also
have
the
brochures
which
include
the
top
12
priorities
that
we
just
mentioned
that
are
moving
forward
as
we
speak.
A
Z
Z
Many
of
you
have
listened
to
my
testimonies
over
the
last
20
years
and
other
committees
as
a
nurse
practitioner
or
as
an
advocate
for
sound
public
policy
on
a
variety
of
topics.
But
some
of
you
may
only
know
me
as
of
now
former
kctcs
Regent.
For
that
reason,
I
felt
the
need
to
be
clear
on
this
point.
Z
In
that
role,
I
do
have
information,
I
believe
can
help
you
consider
what
you've
heard
here
today
and
at
the
very
least,
I
feel
that
by
saying
it,
it
will
feel
fulfill
my
obligation
to
look
out
for
the
best
interests
of
every
kctcs
student
faculty
and
staff
member
and
the
taxpayers
who
fund
this
tired,
decades-old
system
that
desperately
needs
Innovation
modernization
and
resource.
Optimization.
Z
We
picked
we
chiseled
away
and
away
for
months
as
a
committee
with
kctcs
staff
and
four
of
their
college
presidents,
serving
as
our
advisors
and
then
with
the
entire
Board
of
Regents
to
develop
the
RFP
that
you've
heard
about
today
to
choose
the
correct
vendor.
At
the
end
of
that
year
of
work,
our
committee
and
the
Board
of
Regents
voted
unanimously
to
approve
this
Huron
project.
Z
Z
Today,
you've
heard
testimony
from
Huron
a
world-class
organization
with
a
world-class
reputation
who
came
to
Kentucky
and
did
exactly
what
the
Board
of
Regents
asked
them
to
do.
Show
us
where
we're
failing
our
students,
our
talented
faculty
and
staff,
our
Workforce
employers
and
taxpayers
of
the
Commonwealth
show
us.
We
asked
where
we
have
opportunities
to
better
ourselves
and
give
us
qualitative
information,
as
well
as
Quantified
data
and
Benchmark
us
against
the
best.
Z
This
deep
dive
into
resources
helped
me
question
and
uncover
75
million
dollars
in
funds
that
were
owed
back
to
the
16
million
or
to
the
16
colleges
in
chargebacks
that
had
been
withheld
by
the
previous
system
administrators.
It
also
helped
the
board
drive
a
quality
improvement
project
surrounding
online
learning
education
as
one
of
the
college
presidents
who
hated
me
for
even
asking
the
question
initially
told
me
later.
Z
You
helped
us
see
that
we
had
some
room
for
improvement
where
we
thought
we
were
okay,
but
as
a
result,
we've
now
closed
that
gap
for
our
students
and
that
friends
is
what
it's
all
about,
striving
to
always
be
better.
Sincere
thanks
is
owed
by
me
and
our
board
to
former
kctcs
board
chair
Lisa
Damaris.
Z
For
encouraging
us
to
keep
asking
these
hard
questions
and
to
Pam
Duncan
general
counsel,
Hannah
Rivera,
our
board
liaison
and
Buddy
Combs,
our
acting
VP
of
Finance,
who
all
answered
our
Relentless
questions
and
who
have
tirelessly
fought
from
within
kctcs
for
as
long
as
I've
known
them
to
make
kctcs
better.
But
after
three
years
of
being
told
by
others
that
I
just
quote
wasn't
asking
the
right
questions.
Z
I
know
that
without
these
people,
my
questions
would
have
certainly
gone
unanswered
and
those
75
million
dollars
in
funds
would
have
continued
sitting
in
a
hidden
row
on
a
spreadsheet.
In
the
system
office
Huron
data
is
now
in
hand.
The
board
had
set
forth
its
2023
Spring
retreat
and
subsequent
board
meetings
to
prioritize
a
dozen
specific
projects
that
have
carried
out
to
completion
will
have
an
enormous
fiscal
impact
for
taxpayers
in
Kentucky,
in
fact
over
40
million
dollars
in
savings,
and
this
will
make
kctcs
more
efficient
and
more
responsive
to
Kentucky's
overall
Workforce
needs.
Z
Z
That
cannot
be
done,
in
my
opinion,
with
a
16
times
over
duplication
of
effort.
That
cannot
be
done
when
dual
credit
scholarships
are
only
awarded
to
the
top
of
the
class
college-bound
students
discriminating
against
those
middle
group,
students
who
are
highly
capable
of
earning
a
technical
skill
certificate,
but
are
not
immediately
college-bound.
That
cannot
be
done
where
there
is
a
distinct
Act
of
advising
between
colleges
and
their
Regional
Partners
to
assure
every
hour
taken
it
not
only
transfers
but
counts
toward
a
degree,
thus
helping
that
student
complete
their
degree
in
a
timely
fashion.
Z
I'm
almost
done
I
promise.
As
a
mother
of
dual
credit
earners,
I
can
attest
to
the
fact
that
dual
credit
actually
costs
many
parents
like
me
more
money,
not
less.
You
should
be
asking
for
Data
Tracking
that
complete
for
completion
dates
of
degrees
for
transfer
students,
as
you
may
be,
as
dismayed
as
me
to
find
out
that
a
four-year
degree
still
takes
four
years
to
complete,
even
after
you
transfer
in
dual
credit
hours
to
most
of
the
regional
universities,
offering
bachelor's
degrees.
Z
Speaking
of
dual
credit
and
dual
credit
scholarships,
you
should
definitely
be
questioning
how
many
students
in
kctcs
colleges
are
dual
credit
Learners,
which
in
case
you
didn't
realize
taxpayers
like
me,
pay
for
twice.
We
pay
for
seek
funding
to
the
high
school
plus,
half
tuition
to
the
colleges
or
universities,
where
those
same
students
earn
those
college
credits,
even
when
they
never
step
foot
on
a
college
campus.
Z
Z
People
who
raise
concerns
should
not
be
pushed
out
of
conversations
passed
over
for
promotion
or
unfairly
compensated,
even
with
their
exceedingly
exemplary,
exemplary
performance
reviews,
year
after
year.
These
behaviors
are
not
professionally
damaging,
and
these
behaviors
are
professionally
damaging
and
serve
as
a
warning
to
anyone
else.
Z
A
Z
Ask
the
right
questions
then
ask
them
again:
stop
letting
decades-old
political
Tides
can
content
to
ebb
and
flow,
but
never
really
move
hold
back.
What
should
be
Kentucky's
poverty,
fighting
warship,
which
is
kctcs,
some
of
the
best
people
I
know,
have
given
their
lives
to
kctcs
and
I'm,
proud
to
have
served
alongside
them
and
with
them
they
deserve
better
Kentucky
deserves
better.
That's
why
I
came
today
and
that's
why
I
thank
you
now
for
your
time
and
your
attention.
K
N
N
It
seemed
to
me
that
there
were
three
important
questions
missing
and
maybe
they're
there
so
help
me
out
here:
number
one:
you
know:
how
are
we
going
to
track
more
students
to
kctcs
I
I
didn't
see
that
discussed
here.
Num
number
number,
two:
what
kind
of
offerings
are
we
going
to
add
to
KCT
kctcs
in
the
future?
You
you
heard
at
the
beginning
of
the
session.
How
are
we
talking
about?
N
You
know
doing
something
different
with
our
K-12
education
here:
Kentucky
and
adding
computer
science
in
all
high
schools
and
in
K-8
I
mean
that's
something
that
we're
thinking
about
doing
I
didn't
hear
anything
about.
You
know
what
what's
new
on
the
Forefront
that
we
should
add
to
kctcs
and
then,
thirdly,
how
we're
going
to
graduate
more
students
from
kctcs.
You
know
how
we're
going
to
get
more
students.
N
There
I
mean
those
are
three
three
critical
questions
and
I
must
tell
you
that
I
asked
those
questions,
because
what
I
came
away
with
from
your
initial
presentation
is
that
this
report
was
very
academic
in
nature,
but
it
did
like
pragmatism
in
terms
of
how
we're
going
to
fund
this
billion
dollar
institution
in
a
way
in
the
future.
That's
going
to
yield
significant
benefits
to
Kentucky.
So
if
I'm
missing
that,
please
answer
those
questions
for
me.
U
I
can
go
so
as
as
we'll
we'll.
Let
you
see
the
240
page
report
in
there
is
is
a
lot
more
than
than
what
we
were
able
to
present
one
of
the
key
things
that
we
didn't
talk
too
much
about
to
answer.
Your
question
would
be.
U
We
did
a
market
positioning
analysis
which
is
looking
at
the
number
of
jobs
offered
within
the
region
and
what
that
looks
like
over
the
next
10
years
and
then
tried
to
align
that
with
the
current
programs
offered
at
kctcs,
and
the
goal
was
to
identify
programs
that
you
don't
currently
that
kcts
doesn't
currently
offer
where
there
may
be
opportunities.
So
I
think
that
answers
the
hopefully
your
first
two
questions
about.
How
do
we
attract
new
students
and
and
look
at
new
programs.
V
I
want
to
add
to
that
higher
process
is
about
making
kctcs
really
kind
of
move,
Beyond
its
Toddler
clothes
into
its
adult
clothes.
We
are
still
laboring
under
policies
and
procedures,
academic
programs
and
other
processes
that
are
sometimes
10,
15
and
20
years
old.
O
That's
going
to
sound
like
a
criticism,
but
it's
an
observation,
and
maybe
you
can
correct
or
or
help
tell
me
where
I
am
wrong
and
I'm
I'm
reading,
specifically
from
the
blue
tab
that
you
have
in
front
of
us
and
I.
Don't
I,
don't
intend
for
this
I
intended
this
to
be
a
constructive
criticism.
Your
verbs
concern
me
you've
picked
out
12
things
that
you've
listed
here
and
your
verbs
concern
me
and
and
I
mean
it
again
in
a
positive
way.
But
let's
just
use
number
five,
for
example,
review
current
academic
offerings.
T
Yes,
sir,
thank
you
for
that
question.
I
want
to
emphasize
to
this
committee
that
here,
on,
as
a
as
a
firm,
was
brought
on
to
do
assess,
collect
data.
Do
the
town
halls
all
of
the
information
that
we
presented
with
earlier,
what
they
identified
in
their
47
opportunities
and
then
further
addressed
in
these
12
opportunities
that
we
are
moving
forward
with
immediately
they
are,
they
are
doing
those
verbs
identifying
evaluating.
T
It
is
ultimately
up
to
our
College
presidents,
our
16
College
presidents,
our
system
president
and
our
Board
of
Regents
to
take
that
information
and
make
the
decisions.
It
is
not
huron's
responsibility
as
the
firm
to
say
these
are
the
programs
that
need
to
go.
They
are
simply
collecting
the
data
and
Reporting
on
that,
and
then
it
is
leadership's
responsibility
to
determine
what
programs
need
to
go
or
what
buildings
need
to
close
Etc.
So
I
I
want
to
make
sure
that
this
committee,
realizes
Huron,
is,
is
the
backbone
of
this
study.
T
T
A
N
Mr
Joe
I
want
to
second
that,
because
that's
my
point
is
I
I
again
I
see
this
is
very
academic,
with
no
beat
on
no
meat
on
the
bone
at
all
as
to
how
kctcs
is
going
again,
I
mean
attract
more
students,
graduate
more
students
and
have
new
offerings
that
are
going
to
be
beneficial
to
the
state
of
Kentucky
in
the
long
run
so
I.
Second,
with
Senator.
A
A
T
I
believe
that,
ultimately,
that
lies
on
the
shoulders
of
the
kctcs
president,
who
is
reports
to
the
governing
board
or
kctcs
Board
of
Regents,
but
all
the
16
colleges
presidents
report
up
to
the
system
president.
So
ultimately,
as
a
system-wide
study
in
my
mind-
and
please
correct
me
if
I'm
wrong
here,
because
there
may
be
different
interpretations.
But
to
me
it
would
be
ultimately
the
system
president
responsible
for
ensuring
completion.
Y
Thank
you
for
this
opportunity.
In
fact,
I
did
have
an
opportunity
myself
to
serve
on
the
Gateway
Community
and
Technical
College
Foundation
board
from
2014
to
2018.
During
that
cycle
there
was
a
president
replacement
and
Fernando
is
currently
the
president,
but
I
will
second
what
I'm
hearing
from
Senator
Thomas,
Senator,
West
and
Senator
Givens
I
completely
respect
the
poverty
fighting
warship
growing
up
in
demossville
and
myself,
recognizing
that
our
president's
divers
is
from
a
very
impoverished,
Eastern
Kentucky.
Y
We
need
so
much
more
from
kctcs.
We
need
so
much
more
and
I'm
going
to
beg
you.
That
is
one
reason.
I
am
here.
As
a
senator
I
have
Bracken
County
I
have
Pendleton
County
and
I
have
Southern
Campbell,
County
I
beg
you
and
I
and
I
can't
say
that
I
recognize
the
value
of
a
project
management
office.
When
we
have
the
Office
of
the
President
of
kctcs.
Y
Bureaucracy
makes
me
shiver
and
I'm
just
again
excited
to
hear
where
we
go
from
here:
timelines
metrics
students,
they
change
lives
and
my
son
is
a
Gateway
Community
and
Technical
College
welder.
However,
we
double
paid,
we
double
paid,
maybe
triple
paid,
and
that's
not
right.
So
thank
you
so
much
for
this
great
great
work.
Keep
it
up.
L
You
Mr
chairman,
and
thank
you
all
for
coming
and
presenting
this
today.
I've
got
some
comments
that
I
do
have
a
question
if
we're
going
to
meet
the
workforce
challenges
of
Kentucky,
if
we're
going
to
address
the
issues
of
poverty
in
improving
quality
of
life,
kctcs
plays
a
vital
role
in
that
and
it's
like
it's
like
a
team
that
practices
you
got
to
continually
strive
to
get
better
and
I'm,
going
to
make
a
comment
and
don't
take
offense
at
this.
L
If
kctcs
chooses
not
to
implement,
General
Assembly
may
choose
to
implement.
So
keep
that
in
mind.
Here's
my
question:
it's
for
the
here
I
folks
that
here
I
was.
We
have
16
colleges
and
70
campuses.
Was
there
any
evaluation?
Did
you
look
at
the
feasibility
possible
efficiencies
of
consolidations
possible
consolidation
in
your
review.
W
So
I
would
say
at
this
point
the
scope
of
the
work
wasn't
the
potential
consolidations,
though
I
will
say
the
work
that
we'll
be
doing
in
the
organizational
design
will
be
as
Chris
outlined
it,
which
is
looking
where
there
could
be
shared
services
where
there
could
be
if
it's
a
pod,
as
we
mentioned
a
regional
model.
What
that
might
look
like
is
absolutely
something
that
that
we
will
be
looking
at
in
this
next
phase
of
work
and
I.
W
Think
I
know
just
personally
I
heard
a
lot
about
implementation
today
and
I
think
it
might
be
helpful
too,
when
you
think
of
the
timeline
this
next
phase
of
work
is
is
for
academics,
and
in
answer
to
some
of
your
questions
and
comments
earlier
of
how
do
we,
how
does
kctcs
plan
for
the
future?
How
do
you
think
about
the
future
and
employing
your
your
graduates
and
meeting
the
needs
of
the
workforce?
That's
exactly
what's
happening
in
this
next
phase
of
work.
W
Now
that
we're
working
on
with
each
of
the
colleges
and
looking
at
the
academic
programs
and
understanding.
Where
might
there
be
gaps?
Where
do
you
have
some
of
those
going
forward,
needs
that
maybe
aren't
captured
right
now
in
programs
and
so
can
be
Forward
Thinking
and
then
on
the
program.
Man
management,
side
of
the
management
office
side
to
you,
senator
from
Meyer
I,
think
that
what
the
goal
of
that
is
to
provide
exactly
what
you're
asking
for,
which
is
accountability
and
I
think
that's.
W
What
everyone
here
is
asking
for
today
is
accountability
and
the
goal
of
setting
up
that
management
office
is
reporting
so
that
you're
well
apprised
that
the
Regents
are
well
apprised.
That
leadership
is
well
apprised
of
where
things
are
going
well,
where
there
could
be
a
little
hiccup
along
the
way,
and
things
need
to
progress
more
quickly
how
the
path
towards
implementation
is
being
moved
towards,
because
there
is
a
plan
for
a
path
towards
implementation,
and
that's
something
that
kcts
has
been
very
strong
about
in
in
our
in
their
charge
to
us.
W
But
I
do
think
that
that
accountability
piece
is
something
that's
ranked
true
from
us
in
the
beginning,
in
our
charge
of
work
is
how
can
now
that
we
have
these
opportunities?
How
can
kctcs
remain
accountable?
Yes,
the
president
is
going
to
have
a
big
charge
on
their
plate
when
they
join
a
lot
on
their
hands.
So
what
is
that
side
partner
to
make
sure
things
are
running
and
it
doesn't
become?
W
You
know
a
Dusty
A
Dusty
study
on
the
show,
often
so
that's
our
charge
and
then
to
hand
that
over
for
kctc
has
to
run
in
to
have
that
for
sustainability
for
the
future,
so
that
any
future
opportunities,
any
things
that
are
enacted
upon.
There's
that
same
same
level
of
accountability
that
you
can
ensure
as
you
go
along
in
reporting.
A
Thank
you
so
much
that'll
have
to
be
the
the
last
word
excellent
presentation.
We
know
that
this
will
be
a
subject
that
we
come
back
to
on
a
regular
basis
as
we,
especially
as
we
get
closer
to
session,
but
thank
you
for
your
presentation
today.
A
As
a
public
service
announcement
to
the
members.
It's
a
decision
of
the
chair.
We
are
attempting
to
stay
within
at
the
two
hour
limit
the
reason
we're
doing
that
as
members
from
West
Kentucky
East
Kentucky.
They
schedule
other
meetings.
We
have
other
committee
meetings,
there's
leadership
meetings.
We
have
meetings
in
our
offices
and
we're
trying
to
keep
everyone
on
task
on
schedule,
so
they
can
schedule
those
and
we
don't
mess
up
the
rest
of
the
day.