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From YouTube: 2/9/2021 - Assembly Committee on Education
Description
For agenda and additional meeting information: https://www.leg.state.nv.us/App/Calendar/A/
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A
Thank
you.
I'm
going
to
call
this
meeting
of
assembly
committee
on
education
and
to
order
february
9th
2021.
so
welcome
everyone
committee
members
for
roll
call,
please
unmute
yourself
and
say
here
or
present
will
secretary.
Please
call
roll.
D
A
Here,
thank
you
and
we
do
have
a
quorum
welcome
to
everyone
here
and
as
well
online,
if
you
haven't
done
so,
please
mute
yourself
to
make
sure
you
have
that
muted
until
unless
you're
speaking
just
to
keep
that
background
noise
down.
Additionally,
committee
members,
please
keep
your
camera
on
so
for
the
duration
of
the
meeting,
so
we
can
ensure
that
we
do
have
a
quorum.
The
meeting
materials
are
available
online
through
the
committee's
website,
through
nellis
on
the
nv
ledge
site
and
just
a
reminder
of
folks
watching
at
home.
A
A
So
the
overview
of
the
meeting,
we
will
have
two
presentations
today,
we'll
have
a
presentation
on
the
nevada
system
of
higher
education
from
our
new
chancellor,
dr
melody
rose
and
then
we'll
have
a
presentation
from
the
dean
of
unlv
school
of
medicine.
Dr
mark
khan,
on
the
covet
19
response
and
vaccination
efforts
at
this
time,
I'd
like
to
open
it
up
for
our
first
public.
C
A
Okay,
thank
you
very
much.
The
second
order
of
business
we
have
is
that
we
have
a
bdr
present
introduction,
so
I'm
going
to
go
ahead
and
do
this
introduction.
We
occasionally
get
bill
draft
requests
that
will
come
to
the
education
committee
and
we
need
to
move
them
onto
the
floor
and
I
will
need
a
motion
for
that.
I
want
to
let
members
know.
A
A
What
we
have
today
is
bdr
34-529
from
the
interim
legislative
committee
and
the
summary
is
an
act
relating
to
education,
revising
requirements
for
teachers
who
provide
instruction
at
a
charter
school
and
providing
other
matters
properly
relating
there
too.
At
this
time,
I
take
a
motion
to
formally
introduce
bdr34.
A
I
have
assemblywoman
miller
vice
chair
miller
has
made
the
motion:
do
I
have
a
second
I'll
suck
it
and
I
have
assemblywoman
gorlo
who
made
the
second?
Do
I
have
any
discussion
on
the
bill?
I'm
a
chair.
D
Yes,
thank
you
so
much,
and
thanks
for
the
summary
of
that,
just
a
clarification
for
the
process,
because
I
know
we're
doing
things
differently
because
of
the
the
restrictions
due
to
public
safety
concerns.
But
can
you
just?
Can
we
just
walk
through
what
we
typically
do
when
we
have
these
introductions
behind
the
bar
on
the
floor
versus
how
we're
doing
it
in
this
virtual
environment?
I
just
think
that
that
might
help
clarify
some
questions
that
have
arisen.
C
Not
hearing
from
amanda,
I
will
go
ahead.
Christy
robusto
committee
policy,
analyst
for
the
record,
so
in
general,
typically
you're
going
to
have
your
bdr
introductions
occur
on
the
floor,
and
that
is
how
it
occurs
both
in
the
pre-covid
normal
legislative
session
arena,
as
well
as
the
current
session
that
is
being
done
remotely
every
so
often
and
what
happens
with
bdrs
that
come
from
legislative
committees
from
the
interim.
So
this
one
is
from
the
legislative
committee
on
education
and
and
was
proposed
and
voted
on
during
their
work
session
back
in
september
of
2020.
C
When
we
get
a
bdr
request
from
an
interim
legislative
committee
that
will
come
first
to
the
committee
that
it's
associated
with,
and
so
what
the
members
are
currently
voting
on
is
simply
to
introduce
the
bdr
so
that
it
can
then
go
to
the
floor.
So
nobody
is
voting
on
whether
they
would
like
the
measure
to
pass
or
not.
It's
simply
a
vote
to
say
we
will
introduce
this
piece
of
legislation
so
that
it
can
go
to
the
floor
to
then
be
able
to
come
back
to
have
a
committee
hearing.
D
Thank
you
that
that
clarifies
part
of
the
process
of
this
bill
from
the
interim
committee.
I
know
I
was
on
that
entering
committee
and
we
we
voted
on
the
recommendations
but
haven't
seen
the
language
and,
if
I
recall
correctly,
for
the
last
two
sessions.
Typically,
when
we
have
an
on
behind
the
bar
meeting,
we
pass
out
hard
copies
so
that
the
members
are
able
to
actually
see
it
and
just
briefly
walk
through
not
just
the
summary
but
actually
see
the
language.
D
And
then,
at
that
time
we,
as
a
committee,
vote
to
accept
that
this
is
a
committee
bill
that
we
will
be
hearing
and
I
believe
the
purpose
of
that
is
so
that
you
know,
since
it
is
a
committee
bill,
the
committee
members
have
a
chance
to
actually
see
the
language
to
say.
Yes.
Indeed,
we
agree
that
this
is
a
committee
bill,
we're
not
agreeing
that
we're
passing
it
or
that
we're.
C
Vote
apologies
couldn't
find
my
unmute
button
christie,
robusto
committee
policy.
For
analyst
for
the
record,
I
am
going
to
have
to
double
check
on
some
of
our
processes
and
procedures
for
you
assemblywoman
tolls,
and
I
will
allow
our
legal
counsel
to
also
jump
in
to
clarify
anything
as
well.
A
And
I
just
for
the
record
serving
this
is
my
third
term
in
the
assembly
I
don't
recall
seeing,
but
I'm
going
to,
let's
take
a
one
minute.
A
A
Okay,
so
we
any
other
discussion
on
the
bill
and
it
was
confirmed
that
the
bdr
language
is
not
public
until
it
has
been
introduced
on
the
floor.
So
after
we
refer
it
from
committee,
it
will
be
re
introduced
onto
the
floor
and
then
it
will
be
made
public.
A
I
did
not
be
here,
assemblywoman
hanson
did
you
have
a
question?
Thank.
C
You
chair
and
I'm
sorry
I
know,
there's
a
lot
going
on
so
you
didn't
see
me
it's
not
a
problem.
I
actually
just
put
my
question
in
the
chat
and-
and
maybe
I
should
clarify
I
should
I
don't
know
if
you
want
the
questions
in
the
regular
chat.
C
A
C
A
A
Copy,
we
don't
get
a
party
to
introduce
onto
the
floor:
okay,
okay,
assemblywoman,
taurus,
yeah
and
chair.
C
I
think
too,
maybe
it
would
be
helpful
for
our
colleagues.
We
can
just
send
out
the
link
later.
A
Yeah
and
that
link
is
available,
but
we
will
make
sure
that
our
that
miss
robusto,
if
you
would
get
that
out
to
the
committee
members,
okay,
all
right
so
we've
had
we've
had
a
motion.
We've
had
a
second
we've
discussed
and
we
are
going
to
go
ahead
and
have
the
committee
secretary
call
your
name
and
say
yes
or
no.
When
we
do
the
roll
call
vote.
D
A
Yes
and
the
motion
passes.
Thank
you
very
much.
Next,
we
will
move
on
to
our
first
presentation.
I'd
like
to
invite
dr
rose,
then
our
new
chancellor
for
enshi
to
begin
her
presentation
when
she
is
ready,
we're
delighted
to
have
you
here
and
we
look
forward
to
not
only
your
presentations
but
questions
afterwards.
So
thank
you.
E
E
I
have
my
colleague
andrew
klinger
cfo,
and
she
with
me
today
and
he's
going
to
be
my
wingman
and
help
me
progress
the
slides,
so
I
I
think
he
needs
to
share
them
and
share
his
screen
and
then
we
will
get
going
from
there
and
because,
of
course,
the
committee
has
received
the
slides
I'm
going
to
zip
through
them.
With
your
permission,
chairwoman,
bilbray
axelrod,
because
I
I
would
really
enjoy
having
the
conversation
and
and
hearing
from
the
committee.
So
I
I
will
flip
through
the
slides.
E
So
again,
today,
I'm
just
delighted
to
be
with
you
and
to
provide
you
with
an
overview
of
the
nevada
system
of
higher
education.
I
know
some
of
you
know
us
very
well,
and
this
is
an
opportunity
really
for
me
to
introduce
myself
and
what
we
are
working
on
since
my
arrival
next
slide,
andrew
and
again
just
quickly,
I'm
going
to
share
with
you
the
five
strategic
goals
that
were
adopted
by
the
board
in
2018
and
where
our
progress
is
on
those
five
strategic
goals.
E
I
thought
it
would
also
be
nice
to
spend
a
few
moments
sharing
with
you,
how
we
have
been
handling
kobit
19
in
our
communities,
and
then
we
will
move
to
a
conversation
about
our
community
colleges
and
I'll
round
it
out
with
some
thoughts
to
share
with
you
about
the
initiatives
that
I
have
kicked
off
since
my
arrival
in
august
next
slide,
please
so
again
on
the
five
strategic
goals.
These
should
be
familiar
to
those
of
you
who
have
have
been
paying
attention
to
higher
education
for
the
last
few
years.
E
The
board
adopted
these
with
the
assistance
of
my
predecessor
and
they
are
really
focused
on
how
to
move
higher
education
forward
for
all
nevadans
and,
as
you
all
know,
I'm
a
first
generation
college
student.
So
access
success
and
closing
the
achievement
gap
are
all
very,
very
near
and
dear
to
my
heart,
we're
also
very
committed
to
both
workforce
and
advancing
research
and
bringing
it
home
to
nevada
so
that
we
can
create
a
more
diversified
economy.
E
And
so
those
remain
our
five
strategic
goals
and
in
the
next
slide
I
will
be
sharing
with
you
some
some
high
level
data
about
how
we're
delivering
on
these
schools,
and,
as
I
say,
there
is
more
data
in
the
accountability
report
which
you
should
have
in
your
offices.
And
if
you
really
want
to
dig
in
go
to
our
website-
and
you
can
see
all
the
data
cross
tabulated
by
demographics.
E
E
Things
then
are
fairly
stable
to
slightly
growing
into
this
most
recent
recession.
2018,
of
course,
is
the
last
year
for
which
we
have
official
data
in
from
the
department
of
education
validated
there.
So
that's
why
the
slide
ends
with
2018.,
we'll
be
talking
a
little
bit
later
about
enrollment
patterns
and
and
how
covet
has
affected
them
next
slide.
E
E
As
you
all
know,
of
how
higher
education
measures
outcomes
is,
how
many
students
do
we
matriculate,
retain
and
complete,
and
this
graph
shows
you
where
we
have
been
in
2014
and
where
we
were
most
recently
with
graduation
rates
in
2019,
and
this
slide
goes
over
the
three
four-year
institutions
and
you
can
see
a
steady
progression
of
improvement
with
graduation
rates
in
the
aggregate,
which
I
think
is
a
very
important
directional
change.
I
would
say
too:
these
are
largely
on
par
with
national
median
performance
indicators
for
like
institutions
that
doesn't
mean
we're
going
to
rest.
E
Where
we
are,
I
I
we
have
a
ways
to
go
and
happy
to
chat
with
you
about
the
what
the
levers
are
that
we
need
to
pull
in
order
to
bump
these
graduation
rates
up
next
slide
for
the
community
colleges
you
can
see
here.
There
is
some
significant
variance
across
our
community
colleges
and
again
this
is
graduation
rates
for
the
associates
degree
at
the
four
community
colleges
I
I
know
it
is
probably
a
point
of
interest
that
csn
is
sitting
at
12
while
gbc
is
at
42.
E
I
know
dr
zaragoza
is
working
very,
very
hard
on
this
and
I
have
to
say,
although
it
might
not
feel
like
it,
a
three
percent
improvement
in
five
years
time
is
actually
somewhat
aggressive,
and
I
I
know
that
won't
feel
satisfying,
but
in
terms
of
how
we
move
the
needle
and
how
quickly
we
can
move
the
needle,
that's
not
a
bad
rate
of
change,
so
we
again
can
talk
about
how
to
accelerate
that
change
in
the
q.
A
next
slide
here
we're
paying
close
attention
again.
E
Our
third
strategic
goal
is
to
close
the
achievement
gap,
so
we
should
not
be
seeing
differences
in
retention
and
completion
rates
based
on
race
or
ethnicity,
and
it
is
a
fact
that
this
is
a
challenge
nationwide.
E
I
think
we
can
learn
here,
implement
the
right
strategic
initiatives
and
then
assist
the
rest
of
the
nation
with
this
very
same
objective.
Next
slide
again.
Here
too,
is
just
another
way
of
showing
you
how
many
more
students
of
color
are
coming
into
nc
institutions-
and
this
is
a
huge
shift
in
our
demographics
and
a
very
important
one
for
us
to
be
paying
attention
to.
E
As
we
move
forward,
you
can
see
white
students
basically
flat
over
this
time
period
and
a
major
acceleration
of
attendance
among
our
families
of
color.
So
that's
really
really
critical,
and
what
we
need
to
do
then,
is
to
focus
on
the
retention
efforts
and
the
completion
efforts
to
get
them
over
the
finish
line
next
slide,
just
a
word
here
on
workforce.
Of
course,
every
time
there
is
an
economic
downturn
there's
a
microscope
on
community
colleges.
E
E
But
we
have
all
of
four
of
our
community
colleges
doing
some
very
creative
things
right
now.
Csn,
for
example,
is
about
to
launch
some
weekend
certificates
for
those
displaced
workers
who
maybe
can't
focus
on
retraining
during
the
week,
because
they're
taking
care
of
children
or
watching
over
elders,
so
very
important
that
we
are
agile
and
we
are
shifting
the
way
that
we
are
reaching
displaced
workers
to
support
them
during
this,
this
economic
calamity
next
slide.
E
E
Seen
an
uptick-
and
I
know
from
speaking
with
the
presidents
since
that
time-
that
these
numbers
continue
to
grow
and
one
of
the
things
that
you're
going
to
hear
me
talking
a
lot
about
is
how
to
find
grant
opportunities
where
our
three
research
institutions
can
be
co-pi's
and
applied
jointly.
I've
seen
this
happen
in
other
states
in
small
states,
with
small
infrastructures
like
ours,
we
really
can
be
more
competitive
for
those
big
grants
federally
when
we
have
multiple
institutions
applying
jointly.
E
Next,
please
so
obviously
can't
come
and
chat
with
you
about
higher
education
at
this
moment,
without
sharing
some
of
what
we've
been
doing
since
the
onset
of
the
crisis,
and
as
many
of
you
know,
we
went
fully
on
almost
fully
online
about
a
year
ago,
and
I
always
want
to
give
a
shout
out
to
our
faculty
who,
at
the
drop
of
a
hat,
had
to
move
their
courses
online
in
an
emergency
setting,
and
we
they
really
deserve
our
thanks
and
support,
because
that
is
not
an
easy
thing
to
do
and
our
students
hung
with
us.
E
During
q
a
our
students
are
continuing
their
studies,
some
of
them
under
really
trying
conditions-
and
you
know
all
of
the
disparities
that
existed
for
our
students
around
socioeconomic
indicators
are
exacerbated
by
this
crisis
and
so
differences
in
access
to
high-speed
internet
differences
in
access
to
high-end
technology,
having
a
quiet
space
at
home,
where
you
can
focus
and
study
without
interruption
from
siblings
or
others.
All
of
these
are
disparities
that
have
come
on
under
greater
scrutiny
and
and
well
well,
so
I
think,
has
really
highlighted
many
of
the
strains
that
were
pre-existing.
E
What
I
can
say
about
these
students
is
that
they
are
hanging
in,
and
you
may
have
read
nationally
that
there
are
some
systems
across
the
country
that
have
been
slammed
by
enrollment
declines
in
double
digits,
and
we
have
been
very,
very
fortunate
and
we
should
be
proud
of
our
institutions
because
they
have
continued
to
serve
our
students
so
well
that
we
haven't
seen
that
slide
nationally.
E
Community
colleges
are
upwards
of
15
to
30
percent
losses
in
enrollment.
I
can
tell
you
that
ours,
this
past
fall,
were
about
eight
percent
down
compared
to
the
prior
fall.
So,
yes,
we've
seen
some
erosion
at
the
community
college
level.
We
very
much
expect
those
folks
to
be
back.
Some
of
them
simply
made
the
decision
that
learning
online
was
not
great
for
them
and
they
wanted
to
sit
it
out
and
come
back
when
things
returned
to
normal,
so
we're
sitting
in
a
pretty
good
spot
in
terms
of
student
grades
and
completion
and
so
forth.
E
We're
not
seeing
dropout
rates
change
much
on
account
of
covid
we're
not
seeing
even
grades
change.
Much
on
account
covet.
We
have
seen
one
of
the
assembly.
Women
asked
me
to
talk
about
whether
we're
seeing
more
f's,
more
unsatisfactories
and
there's
a
slight
uptick
of
unsatisfactories,
but
there's
a
bigger
uptick
in
the
letter
a
that
has
been
assigned
to
students-
and
it's
interesting-
I
I
think
faculty
are
are
being
very
understanding
of
the
conditions
that
our
students
are
living
through
last
thing.
E
I'll
say
about
this,
and
we
can
come
back
to
it
if
you'd
like
to
is
that
we
just
launched
that
ng
a
mental
health
task
force
last
friday,
and
it
is
an
internal
working
group
with
experts
from
all
of
our
campus,
that
I
have
asked
to
come
together
to
study
the
mental
health
impacts
to
our
students,
staff
and
faculty,
and
really
try
to
identify
some
solutions
and
supports
that
we
can
surface
and
scale
because,
of
course,
the
impacts
of
cobit
are
not
going
to
go
away
anytime
soon,
and
some
of
the
mental
health
challenges,
of
course,
are
layered
onto
pre-existing
challenges,
and
we
need
to
be
attentive
to
these
so
I'll
move
to
next
slide.
E
I
just
thought
it
was
important
for
us
there's
so
much
conversation
right
now
around
our
community
colleges,
and
I
wanted
just
to
kind
of
level
set
with
the
committee.
Some
of
the
things
that
are
important
to
know
our
community
colleges
are
what
are
referred
to
as
comprehensive
community
colleges,
meaning
that
they
do
certificate
programs.
That's
the
retraining,
upskilling
for
displaced
workers
that
usually
comes,
in
short
terms
like
small
bite
certificate
programs.
E
A
very
important
aspect
of
what
we
do
around
workforce
for
the
most
part,
however,
these
community
colleges
are
offering
associates
degrees
and,
as
you
see
from
the
slide
here,
92
percent
of
the
students
who
showed
up
on
our
community
college's
doorsteps.
This
fall
declared
that
they
intended
to
get
an
associate's
degree
and
so
that
you
know
may
be
related
to
nursing.
It
may
be
related
to
hvac
many
of
those
most
of
those
associates
degrees,
of
course,
are
workforce
related,
but
we
don't
just
train
at
community
colleges.
E
Almost
all
of
them
are
enrolled
part-time.
They
are
juggling
work,
they
are
juggling
families.
These
are
students
that
have
a
lot
going
on
and
they
really
need.
Our
supports
about.
57
percent
are
female,
which
is
approximately
the
national
average
and
58
are
students
of
color
next
slide
again.
The
community
colleges
are
very
often
times
a
pathway
to
a
bachelor's
degree,
and
we've
got
a
few
statistics
for
you
here.
One
of
the
things
that
anshi
has
really
focused
on,
and
I
could
I
can't
take
any
credit
for
this.
E
You've,
probably
all
seen
this
news,
but
I'm
putting
it
in
every
slide
deck.
I'm
doing
right
now.
We're
really
really
proud
of
csn,
pulling
down
a
nearly
seven
million
dollar
department
of
commerce
grant
to
work
with
the
city
of
las
vegas
to
erect
a
workforce
training
facility.
So
right
on
schedule,
I'm
really
excited
about
that
and
when
you
see
folks
from
csn,
please
give
them
a
big
shout
out
next
slide.
E
What's
next
for
inchi,
one
of
the
things
that
I
wanted
to
share
with
you
is
that
while
we
began
the
slide
deck
with
those
five
strategic
polls-
and
she
is
very
focused
on
them-
I
drew
the
presidents
together
for
an
all-day
retreat
in
the
fall
and
asked
about
how
we
can
accelerate
our
delivery
of
those
promises.
E
And
what
you'll
see
on
on
what
you'll
see
in
a
moment
is
that
we
have
focused
on
establishing
metrics
and
targets
for
each
of
those
five
strategic
goals.
So
the
presidents
are
now
working
collaboratively
with
me
to
assign
themselves
targets
for
achieving
those
five
strategic
goals,
because
you
know,
if
you
can't
measure
it
you're
never
gonna
achieve
it,
and
that
will
also
allow
us
to
be
clear
about
when
things
are
working
clear
about
when
we
need
to
pivot
and
to
be
accountable
to
all
of
you
and
presenting
that
data
going
forward.
E
So
I'm
really
proud
of
that
effort,
that's
underway,
and
then,
if
we
go
to
the
next
slide,
what
you
will
see
is
that
we've
got
those
strategic
goals
and
what
you
can
see
here,
I'm
sorry
it's
a
bit
messy.
It's
a
work
in
progress
is
that
I
am
working
with
the
presidents
to
assign
these
strategic
initiatives
and
the
strategic
partnerships
again.
That
will
accelerate
our
work,
and
so
I
just
want
to
pull
out
one
example
for
you.
I
am
passionate
about
dual
credit.
E
I
supported
it
and
was
part
of
the
development
of
dual
credit
in
oregon
and,
as
you
know,
we've
been
offering
dual
credit
to
some
of
our
high
school
students,
but
it
is
not
working
seamlessly
and
it
is
not
working
in
an
equitable
fashion.
In
my
view,
you
should
not
have
your
dual
credit
offerings
or
price
point
have
any
relationship
to
your
zip
code
and
so
working
with
superintendent
ebert.
E
She
and
I
have
put
together
a
task
force
to
identify
the
barriers
to
equitable
dual
credit
access,
and
then
we
will
be
working
with
our
boards
to
move
forward
in
terms
of
any
policy
changes
that
might
be
needed
to
get
truly
accessible
participation
in
dual
credit
for
all
nevada
and
high
schools.
So
next
slide
just
this
is
again
I'm
not
going
to
go
into
detail
on
all
of
these.
You
have
these
materials,
but
the
next
few
slides
show
you
some
of
these
strategic
initiatives
that
we're
working
on.
E
I
already
mentioned
the
mental
health
task
force.
This
fall
all
first-year
students
across
inshee
will
be
enrolled
in
college-level,
math
and
english
and
with
or
without
correct
support.
So
we
are
moving
away
from
that
antiquated
remedial
model
that
was
really
challenging
for
students
and
had
carried
some
stigma
with
it
and
really
moving
all
of
our
students
forward
and
giving
them
whatever
level
of
support
they
need.
In
order
to
succeed,
the
advising
initiative,
also
something
that
was
initiated
before
my
arrival
is
trying
to
get
our
advice.
E
E
I
think
this
is
the
last
slide
of
its
kind.
I
am
working
very
carefully
with
all
of
the
campus
chief
diversity
officers.
I
am
a
big
believer
that,
if
you
can
see
it,
you
can
be
it
and
one
of
the
best
ways
to
move
the
needle
on
student
achievement
and
closing
the
achievement
gap
is
to
have
professors,
advisors,
other
support
people
on
campus,
who
look
like
our
students,
and
so
in
the
coming
weeks,
you're
going
to
be
hearing
more
from
my
office
about
moving
forward
in
equity
initiative,
around
hiring
and
retaining
representative
faculty
and
staff.
E
Of
course,
we're
going
to
keep
on
keeping
on
with
our
workforce
development
efforts
and
building
the
support
for
our
two
r1
institutions,
in
bringing
knowledge
to
the
state
of
nevada
and
to
beyond
that,
and
that
is
it
for
me
I'll,
take
a
breather
madam
chair,
and
see
what
kind
of
questions
your
committee
might
have
for
me.
A
Thank
you
so
much
dr
rose
before
you
take
that
breather.
Sorry
before
you
could
you
give
the
committee
a
little
background,
I'm
very
impressed
with
your
background
and
the
diversity
that
you
bring
you
you
kind
of
mentioned
it
really
quickly,
but
if
you
would
just
give
a
30-second
60-second
background
on
yourself,
I'd
appreciate
that.
E
That's
very
kind
chair
and
yes
for
the
record
chancellor
rose,
so
you
all
know
that
I've
spent
25
years
in
higher
education
in
oregon.
I
ran
the
oregon
university
system.
There
was
a
campus
president,
but
I
always
like
to
say
that
the
most
important
things
about
me
are
really
not
on
my
resume,
although
this
group
might
be
interested
to
know
that
my
phd
is
an
american
government
and
my
expertise
is
women
in
politics,
so
nice
to
be
speaking
to
a
majority
female
legislature.
E
My
personal
background,
though
I
I
think,
does
equip
me
for
this
job
in
an
important
way.
So
I
was
born
in
l.a
to
a
very
young
mom
and
a
family
filled
with
generations
of
addiction
challenges
and,
as
a
result,
my
little
brother
and
I
got
kind
of
dragged
all
around
the
state
of
california.
E
If
you
go
to
college-
and
I
guess
the
rest
is
history,
because
I've
never
left-
and
you
know
my
north
star
is
making
sure
that
policymakers,
like
you,
understand
that
the
transformational
power
that
higher
education
has,
I
know
it
because
I
lived
it
and
in
this
job
I'm
trying
to
advance
it
to
the
state
of
nevada.
So
thank
you
for
asking.
A
Thank
you-
and
I
I
did
want
my
committee
and
and
the
public
to
to
know
your
background,
because
I
I
do
think
it's
it's
unique
and,
and
I
think
it's
going
to
really
bring
something
to
ensie
and
I
look
forward
to
working
with
you
in
the
future.
I
have
a
number
of
questions,
but
I
know
my
committee
members
do
as
well.
A
I
have
starting
with
assemblywoman
gorlo
and
then
I
will
move
to
assemblywoman
torres
and
then,
if
anybody
else
has
a
question,
if
you
want
to
raise
your
hand,
I
can
write
you
down
right
now.
A
Am
I
missing
anyone
else,
okay,
and
if
it,
if
it
comes
up,
I
can
add
you
to
the
queue
okay,
so
we
will
start
with
assembly.
Woman,
gorlau.
C
E
E
We
we
want
them
to
be
at
100,
and
I
can
tell
you
that,
for
the
r1
institutions,
unr
is
right
around
the
national
average
and
unlv
is
slightly
below
the
national
median
of
graduation
rates
for
four
years,
and
I
think,
with
our
new
president,
dr
whitfield
you're,
going
to
see
a
laser
like
focused
on
focus
on
that
moving
that
needle
and
you
know
one
of
the
things
that
I
think
helps
with
our
completion
rate.
E
So
I'll
start
with
the
positive
one
of
the
things
that
helps
in
nevada,
with
our
completion
rate
is
actually
our
low
price
point.
So
in
in
my
budget
presentation
a
few
weeks
back,
I
I
thanked
the
money
committees
for
being
generous
and
investing
in
our
higher
education
systems
that
allows
us
not
to
pass
too
much
of
the
price
along
to
students,
so
that
is
contributing
to
our
success.
The
kinds
of
things
that
get
challenging
and
show
up
in
graduation
rates
for
all
institutions
is,
you
know
it's
a
whole
mix
of
variables.
E
E
How
much
have
we
invested
in
advising
how
much
have
we
invested
in
culturally
specific
services,
and
I
think,
with
dr
whitfield's
arrival,
if
you
saw
his
state
of
the
state
just
or
state
of
the
university
speech
just
last
week,
you
would
have
heard
him
talk
about
this
focus
around
culturally
specific
equitable
services
for
our
students,
because
that
becomes
very,
very
important
when
you're
talking
about
first
generation,
students
and
I'll,
tell
you
a
really
quick
example
from
my
own
experience.
Obviously
I'm
a
white
woman,
but
as
a
first
generation
college
student
I
got
to
campus.
E
E
I
was
lost,
and
so,
if
you
think
about
those
challenges,
often
with
first
gen
students,
we
think
about
the
challenges
as
being
financial
but
they're
also
about
having
this
not
having
the
social
capital
or
the
social
know-how
to
navigate
a
system
that
your
parents
didn't
go
through,
and
I
I
believe
very
firmly
that
dr
whitfield
will
move
that
needle
on
on
change.
Changing
the
outcomes
in
terms
of
nsd,
which
you
asked
about
specifically
I'm
pleased
to
see
that
those
numbers
are
going
up
and
they're
going
up
pretty
quickly
in
terms
of
completion.
E
That's
growing
in
double
digits
every
year
will
very
frequently
have
the
trouble
of
like
just
just
you're,
on
a
hamster
wheel
of
trying
to
keep
up
with
the
student
population,
and
I
think
that's
one
of
the
things
that's
contributing
to
nsc's
graduation
rate.
But
again,
the
the
margin
of
increase
year
over
year
is
what
we
want
to
see.
So
I
have
faith
that
these
are
moving
all
in
the
right
direction.
I
mean
I've
seen
places
around
the
country
that
are
moving
backwards
in
completion,
so
nevada
should
be
proud.
A
Sure
you
know
you
can
go
directly
to
our
members.
Thank
you.
C
Real
quick
with
these
rates,
those
are
students
that
have
completed
in
four
years.
Do
we
have
any
data
that
might
show
a
student
that
might
have
taken
an
extra
year,
especially
since
you
mentioned
the
time
constraints
that
a
student
might
have
so?
Do
we
have
any
of
that
information?
Who
might
finish
one
or
two
years
afterwards.
E
We
we
absolutely
do
like.
I
can't
pull
it
out
off
the
top
of
my
head,
but,
as
you
know
actually
traditionally,
we
actually
we
do
measure
in
six
year
increments.
For
that
very
reason,
and
at
an
institution
like
unlv,
even
a
four-year
institution,
you're
going
to
see
a
fair
number
of
part-time
students
and
they
take
longer
to
finish-
and
so
that's
another
variable
kind
of
pulling
on
the
completion
rate
is
that
you've
got
students
who
are
who
are
juggling
an
awful
lot.
A
If
you
could
have
that
sent
over
to
the
committee
and
we'll
make
sure
that
we
get
it
out
to
our
committee
members,
I
think
you'd
all
be
interested
in
that.
So
thank
you.
A
C
Thank
you
thank
you,
chair
and
thank
you,
someone
woman's
holes,
so
my
question
is
just
if
you
could
talk-
and
I
know
we've
met
extensively
both
during
the
intro
and
recently
a
session
has
started
if
you
could
talk
a
little
bit
about
the
work
that
the
different
institutions
have
done
to
help
with
our
teacher
pipeline,
because
I
think
this
is
really
critical
when
we're
talking
about
how
we
ensure
that
we
have
enough
teachers
in
the
classroom
that
we're
also
considering
what
we're
doing
to
grow
our
own
here.
E
Thank
you,
assemblyman
tolls
again
for
the
record.
Chancellor
rose.
I'm
really
glad
you
asked
me
that
question
so
you
know,
because
I've
shared
with
you
in
the
past
that
I
have
a
partnership
emerging
with
superintendent
ebert,
we're
already
delivering
on
the
dual
credit
task
force,
but
she
and
I
actually
convened
a
meeting
about
two
weeks
ago
with
our
deans
of
education
and
some
of
her
policy
experts
to
one
analyze
the
gap.
E
To
begin
the
conversation,
not
just
about
the
the
gap
right,
we're
producing
about
800
students,
teachers
a
year,
the
state
needs,
I
think,
2
400
a
year,
so
there's
a
there's,
a
significant
gap
and
even
though
nsc's
teacher
prep
program
is
growing
and
it's
growing
quickly,
it's
not
growing
fast
enough
to
collapse
that
that
gap.
So
we've
had
one
meeting
with
that
team.
E
She
and
I
then
followed
up
and
agreed
that
we
need
here
to
a
joint
task
force
that
will
be
charged
by
shoe
and
I
to
identify
the
challenges,
identify
the
barriers
and
come
back
to
to
her
and
to
me
with
recommendations
for
change
this
one
likely
won't
surprise.
You
will
eventually
need
an
investment.
E
Obviously,
to
get
from
800
to
2400
is
a
pretty
big
delta
and,
as
you
also
know,
the
problem
isn't
just
having
enough
teachers,
it's
which
teachers
and,
as
I
mentioned
earlier
in
my
presentation,
you
know
it's
so
important
that
instructors
look
like
the
kids
in
their
classrooms
and
in
order
to
get
that
right,
we
have
to
be
super
intentional
about
growing
our
own
teacher
core,
and
so
I'm
really
grateful
to
superintendent
eber
for
working
together
with
me.
I
come
from
a
state.
E
D
Thank
you
so
much
madam
chair,
and
that
last
little
conversation
was
so
valuable.
It
got
me
thinking
just
about
the
same
way
that
in
your
story,
chancellor,
it
was
teachers
who
reached
out
to
you
that
changed
the
course
of
your
future,
in
that
same
way
how
teachers
could
reach
out
to
students
who
could
be
potentially
part
of
that
teacher
pipeline,
recognizing
that
talent,
mentoring
up
into
those
roles.
D
I
think
that's
a
a
beautiful
vision,
and
I,
if
I,
if
I
may,
just
with
a
little
indulgence,
stop
for
a
minute
just
to
reflect
on.
As
I
look
at
this
powerpoint
I
like
powerpoints,
but
I
got
particularly
excited
about
this
one
because,
having
taught
in
the
system
of
higher
education
for
16
years,
these
are
more
than
just
slides.
D
I
I've
seen
the
transition
of
our
student
population
to
see
more
first
generation
more
diversity
to
see
those
increased
graduation
rates
is,
if
I
just
may
reflect
on
that
those
successes
are
seen
and
realized,
and
we
still
have
much
further
to
go,
but
I
think
it's
really
good
to
acknowledge
that
success,
because
that
came
from
setting
those
goals.
I
remember
when
we
first
had
those
conversations
10
years
ago
about
the
need
for
more
diversity,
inclusion
and
then
to
see
the
results
of
that.
D
I
just
think
it's
and
credit
transfers,
thank
god
for
better
credit
transfers.
D
So,
but
thank
you
for
that
indulgence,
madam
chair,
to
move
on
to
a
quick
question
on
page
11,
you
talked
about
research
and
you
talked
about
the
investment
of
dollars
and
I
I
I
personally
would
like
to
learn
more
about
this,
and
I
think
it
would
benefit
our
committee
to
understand
what
that
impact
is
on
our
states
just
how
significant
that
is
to
have
you
know:
research,
expanded
and
recognized
at
our
universities,
and
so
what
is
that
economic
impact
to
our
state?
How
does
that
translate
to
jobs?
E
Thank
you
very
much,
assemblyman
tolls,
I'm
happy
to,
and
of
course,
if
the
chairwoman
would
like
at
another
time,
we
can
dive
more
deeply
into
this,
because
I
think
research
very
oftentimes
is
is
the
aspect
of
our
mission
that
perhaps,
as
we
understood
and
it,
it
feels
a
little
bit
amorphous
so
very
frequently,
and
it
is
the
case,
certainly
at
dri,
for
example,
that
there
is
a
huge
multiplier
effect
to
the
economics
of
research.
E
So
let's
just
talk
about
the
money
part
first
and
then
we'll
talk
about
the
lives
involved
in
this,
and
I'm
very
much
aware
that,
of
course
we
have
our.
My
colleague,
dean
khan
is
going
to
be
speaking
to
you
here
shortly
and
can
elaborate
very
frequently
the
multiplier
and
at
dri
the
multiplier
effect.
The
state's
investment
is
about.
You
know
a
a
one
to
three,
so
you
invest
a
dollar
dri
turns
that
into
three
and
and
the
way
that
research
multiplies
like
that,
of
course,
is
is
several
hold.
E
One
is
that
you
know
sometimes
the
basic
research
that's
going
on
at
our
research
institutions
will
translate
into
tech
transfer,
so
it
spins
out
into
a
new
corporation
that
pays
taxes
that
hires
nevadans
that
moves
our
economy
forward.
So
there's
a
very
clear
economic
impact
to
research
investment,
but
I
would
also
say
that
there's
a
very
clear
impact
of
research,
investments
on
quality
of
life,
so
I
think
about
some
of
the
research
that's
going
on
in
our
medical
schools.
I
think
about
the
research
going
on.
E
You
know
if
we
haven't
personally
benefited
from
a
medical
breakthrough,
somebody
in
our
family
has
and
the
other
one
that's
easiest.
I
I
think
is
anything
related
to
the
environment.
We've
heard
from
president
biden
very
recently
that
he's
going
to
try
and
move
our
economy
from
a
coal
base
to
a
solar
based
energy
development
system,
we're
sitting
in
a
really
great
place
for
that
opportunity,
and
we
have
scholars
on
these
three
campuses
who
are
experts
in
that
field
and
and
it
will
be
very
impactful
to
the
quality
of
our
lives
moving
forward.
E
E
So
sometimes
we
think
about
these
as
being
isolated
activities,
and
I
can
tell
you
again
just
as
a
scholar
myself,
I'm
a
political
scientist
did
a
lot
of
research
written
multiple
books.
I
always
had
students
on
my
research
teams
and
participating
in
a
research
activity
as
an
undergraduate
is
considered
a
high
impact
practice.
E
A
Thank
you,
dr
rose,
and
I
know
we
do
have
another
presentation,
but
I
do
have
a
couple
of
questions
that
I'm
I
wanted
to
ask.
I
I
too
am
very
excited
about
the
opportunities
that
the
three
unr,
unlv
and
dri
will
be
working
together
for
those
research
dollars.
I
I
know
I
was
excited
when
I
saw
the
that
unlv
had
the
first
room
temperature
super
conductor,
so
that
was
very
exciting
and
we're
just
amazing
amazing
stuff.
A
I
have
two
questions
one
is
you
mentioned
the
audit
that
an
audit
was
done.
I
think,
right
before
you
came
that
you
looked
at
the
transfers
and
we
were
able
to
see
that
people
weren't
losing
credit.
I
have
two
questions.
Was
that
internal
or
external,
and
did
they
look
at
anything
else?.
E
That
was
an
internal
audit
that
we
conducted
for
ourselves.
Of
course,
we
have
traditional
audits
going
on
all
the
time,
auditing
all
kinds
of
functions
on
all
of
our
campuses
and
and
external
audits,
of
course,
so
that
was
a
separate
activity
really
to
demonstrate
to
ourselves.
If
our
policies
of
linking
two
and
four-year
institutions
were.
A
Thank
you,
okay,
thanks
for
that
clarification,
my
other
question
was,
if
you
could
just
quickly
list,
if
you
can,
you
mentioned
that
csn
has
the
weekend
certificate,
what
other
public
private
partnerships
are
going
on
within
enshy,
because
I
do
believe
that
this
is
really
the
key
to
our
workforce.
Diversification
is
to
to
get
you
know
the
great
jobs
of
the
future
right
to
to
people
right
where
they
need
them.
E
Well
again,
I
see
dr
khan
on
the
screen
here,
and
so
I
I
would
be
remiss
if
I
I
didn't
point
out
what's
going
on
at
unlv.
So
this
morning
I
shared
at
lbgea.
For
example,
the
harry
reid
research
part
is
a
great
example.
You've
got
that
filled
with
some
of
the
top
industries
and
they
are
there
working
alongside
our
researchers
for
advancement
and
expansion
of
our
economic
diversity.
E
So
that's
an
example,
and
she
took
the
lead
on
creating
a
partnership
specifically
with
mgm,
to
be
able
to
offer
them
just
in
time
degrees
so
that
they
could
their
employees
could
advance
through
the
corporation
more
quickly,
as
you
can
imagine,
given
what
the
last
year
has
looked
like
for
them.
E
We
haven't
had
as
many
of
their
employees
move
through
as
we
hoped
in
our
first
year,
but
I
know
that
that
number's
going
to
climb,
so
the
list
is
actually
quite
long
of
what
we
call
p3s
public-private
partnerships
and
again
we'd
be
pleased
to
provide
you
with
a
memo
or
come
back
and
give
a
presentation
on
that.
Specifically,
let's.
A
Start
with
that
memo,
I
think
all
of
our
members
would
be
interested
to
see
that
and
we'll
go
from
there.
We
have
a
113
days
left.
Is
that
right?
So,
okay?
Well
any!
If
we
don't
have
any
other
pressing
dying
questions,
we
will
move
on
to
our
next
presentation,
which
I'm
very
excited
about,
and
thank
you
so
much
dr
rose
for
coming,
and
we
expect
great
things
from
you
and
I
think
you
are
up
to
the
challenge.
A
Thank
you
take
care,
okay,
so
next
we
will
go
to
the
unlv
response
to
covet
19
presentation.
We
have
dr
mark
khan,
dean
of
unlv
school
of
medicine
on
their
covet
19
response
and
vaccination
efforts.
Dr
khan,
you
are
ready
to
begin.
F
Thank
you,
madam
chair,
madam
vice
chair
committee
and
and
guests.
What
what
I
think
I'd
like
to
do
is
I
will
talk
about
our
covert
response,
but
I
want
to
give
just
a
brief
background
on
the
school
of
medicine
itself.
F
So
we,
as
you
know,
began
planning
for
school
of
medicine
at
unlv
in
2014,
our
founding
dean
was
hired
a
year
after
we
recruited
our
first
class
in
2017,
and
this
year
we
will
have
our
first
match
where
our
medical
students
learn,
where
they're
going
to
be
doing
their
residencies
and
our
first
graduation
next
slide
please.
F
So
our
mission
is
simple:
we
care
for
the
community,
we
do
that
through
education,
patient
care,
research
and,
importantly,
community
engagement
and
running
through
this
are
two
themes.
One
is
people
planning
and
process,
and
the
other
is
diversity,
equity
and
inclusion,
and
the
reason
I
include
this
slide
is
just
to
show
you
really
what
we're
about
at
the
school
of
medicine.
We
want
to
care
for
our
community
and
covid
really
provides
a
nice
example
on
how
a
school
of
medicine
and
an
academic
health
center
can
do
just
that
next
slide.
F
F
Importantly
construction's
well
underway
for
our
new
hundred
and
thirty
thousand
square
foot
medical
education
building.
That
is
a
p3
with
a
private
development
corporation
who
have
been
very
generous
in
their
donation
to
the
university
and
engine.
If
I
could
have
the
next
slide,
here's
a
artist
rendering
of
what
our
new
building
will
look
like
this
is
in
the
las
vegas
medical
district.
So
not
only
will
this
be
the
front
place
for
our
school
of
medicine,
but
this
will
also
be
an
impetus
for
economic
development
in
the
medical
district
itself.
F
We
anticipate
housing.
We
anticipate
restaurants,
gyms,
etc
to
come
in
the
area
really
because
of
the
medical
education
building
and
the
medical
school
itself.
Next
slide.
F
We
have
some
new
initiatives,
I'm
an
md
mba
we're
going
to
start
our
md
mba
program,
we're
going
to
have
a
combined
mdmph
or
a
degree
in
public
health
and
a
phd
we're
working
on.
I
had
a
meeting
today
an
early
accept
program
with
our
honors
college,
so
we
can
take
the
best
and
the
brightest
students
in
and
around
las
vegas
and
convince
them
to
stay
here
at
unlv
and
eventually
practice
medicine
in
the
state
of
nevada.
F
I've
talked
about
our
community-based
clinics
and
I've
talked
about.
We've
talked
about
economic
diversity,
diversification
at
my
previous
job,
I
developed
a
tech
commercialization
program
and
we're
working
with
blackfire
and
the
harry
reid
center
and
the
other
schools
and
units
in
the
university
to
bring
that
sort
of
program
here,
as
well
with
the
medical
school
next
slide.
F
So
we
have
some
things
in
the
works:
we're
awaiting
notification
on
our
final
accreditation.
F
F
I'm
not
going
to
go
through
that
in
any
great
detail,
but
I
include
that
just
to
bring
up
the
the
point
that
you
know
we're
a
team
we're
a
team
at
the
school
of
medicine,
we're
a
team
with
our
community
partners,
we're
a
team
with
the
other
schools
in
the
university,
we're
team
with
enshy
and
we're
a
team
with
our
community.
So
next
slide.
F
So
now,
let
me
talk
about
next
slide.
Okay,
now
let
me
talk
a
little
bit
about
covet,
so,
as
chancellor
rhodes
showed
in
an
early
slide
in
the
very
beginning
of
the
pandemic,
we
were
out
in
front
offering
curbside
testing
and
we
were
one
of
the
first
people
to
actually
do
testing
for
covid.
F
Now
what
convalescent
plasma
is
is
once
a
patient
is
sick
with
covalent
and
recovers
their
plasma.
The
liquid
part
of
their
blood
contains
antibodies.
That
can
be
useful
for
very
sick
patients
who
are
suffering
with
covid,
so
that
required
a
partnership
with
umc
our
partner
hospital
with
vital
and
blood
services
with
the
icu
etc.
But
we
were
the
first
in
the
state
to
or
to
offer
convalescent
plasma
as
a
treatment
for
patients
suffering
with
the
covet
virus.
Again,
our
medical
students
contacted
patients
to
see
if
they
would
be
willing
to
donate
plasma.
F
We
also
had
cooperation
with
the
nursing,
school
and
schools
of
public
health.
Finally,
once
the
first
vaccines
became
available
from
pfizer,
we've
been
on
the
front
line:
vaccinating
frontline
workers,
including
health
care
providers,
police
fire
and
we're
now
actively
involved
in
getting
the
enchi
community
vaccinated
and
clark
county
school
district.
We
intend
we've
already
vaccinated
somewhere
around
24
000
people.
We
expect
that
to
continue
well
into
the
summer
and
our
goal
is
to
be
involved
in
vaccination
until
each
and
every
eligible
person
in
southern
nevada
is
vaccinated
for
this
potentially
fatal
disease.
F
Let
me
talk
a
little
bit
now
about
the
virus
itself.
Let
me
talk
about
some
things
that
are
up
and
coming
in
the
virus
and
then
I'll
be
available
for
questions
so
right
now
we
have
two
vaccines
that
are
approved
under
emergency
use.
One
is
the
pfizer
vaccine.
F
That's
a
two
dose
vaccine
given
three
weeks
apart
and
that's
the
vaccine
that
requires
really
cold
temperatures.
It
requires
minus
80
degree
storage
at
unlv.
We
have
two
freezers
that
can
accommodate
such
cold
storage
and
we're
a
storage
site
really
for
the
southern
nevada,
health
district
for
administration
and
deployment
of
pfizer
vaccine
in
the
united
states
and
in
nevada.
We
also
have
the
second
moderna
vaccine,
that's
also
given
in
two
doses
four
weeks
apart
and
that
doesn't
require
temperatures
quite
as
cold
within
the
next
week
to
10
days.
F
It's
expected
that
the
fda
will
grant
emergency
use
authorization
to
a
vaccine
developed
by
johnson
and
johnson.
That
is
a
different
type
of
vaccine.
It's
not
an
mrna
vaccine
and
therefore
doesn't
require
the
super
cold
temperatures.
The
other
advantage
of
the
j
and
j
vaccine
is.
It
only
requires
one
dose
so
we're
as
soon
as
those
vaccines
are
available.
F
We
plan
to
be
administering
that
vaccine
as
well
again,
it's
a
bit
more
efficient
and
the
j
j
vaccine
is
going
to
be
easier
to
get
into
the
community
because
a
it
only
requires
one
dose.
So
you
don't
have
to
track
people
and
make
sure
they
come
in
for
their
second
dose
and
b.
It
doesn't
require
the
ultra
cold
storage
that
requires
special
freezers
in
order
to
administer
the
vaccine.
F
The
fda
is
also
approved
under
emergency
use,
monoclonal
antibodies,
those
are
really
antibodies
that
are
made
in
the
lab
that
are
targeted
to
the
corona
virus,
our
partner
hospital
at
umc
and
our
intensive
care
unit.
Doctors
are
giving
these
monoclonal
antibodies
to
patients
who
qualify
and
in
the
patient
populations
that
are
eligible
to
receive
these
antibodies.
F
The
outcomes
are,
the
national
outcomes
are
rather
surprisingly
positive.
F
I
just
met
with
the
ceo
at
umc
we
meet
regularly
and
I'm
happy
to
report
that
the
outcomes
of
our
patients
with
covid
are
are
better
than
the
national
average,
and
that's
really
a
tribute
to
the
nurses,
the
respiratory
tax,
the
pharmacist
and
the
doctors,
all
of
whom
are
taking
care
of
this
very
unique
and
sick
population.
F
F
We
intend
again
to
continue
to
be
one
of
the
primary
sources
for
vaccination
for
the
virus.
We
as
an
academic
health
center
intend
to
be
on
the
front
lines
with
the
most
modern
treatments,
including
newer
drugs,
including
monoclonal,
antibodies,
etc,
to
treat
patients
suffering
for
the
disease
with
the
disease
and
in
conclusion,
you
know
we
want
to
be
really
a
major
part
in
helping
southern
nevada
get
through
this
dire
pandemic.
So
with
that,
madam
chair,
I
thank
you
for
your
time
and
attention
and
I
am
open
to
questions.
A
Thank
you
very
much,
dr
khan.
I
know
we
have
a
question
from
assemblywoman
assemblyman
flores.
If
you
would
like
to
you,
have
the
floor.
C
Great
thank
you,
madam
chair,
and,
first
of
all,
I
just
wanted
to
say
thank
you
and
I
don't
really
have
a
question.
It's
more
of
a
comment.
I
know
the
unlv
school
of
medicine
has
stepped
up
in
so
many
different
ways.
C
I
think
you
you
were
being
humble
and
and
maybe
not
necessarily
highlighting
just
how
much
amazing
work
you've
done,
particularly.
We
worked
closely
with
dr
coley
and
I
just
wanted
to
highlight
dr
coley,
because
I
know
the
nevada
hispanic
legislative
caucus,
the
black
legislative
caucus,
the
non-profits
families.
C
I
know
you
were
instrumental
in
running
that
patient
support
program
still
are
involved
in
all
that.
So
for
those
of
you
who
don't
know
it's
just
you
know
we
stepped
up
in
such
an
amazing
way.
I
just
want
to
say
kudos
to
you.
I
don't
know
that
I
had
an
opportunity
to
necessarily
say
with
the
pandemic
happening
and
everybody
just
working,
but
I
just
wanted
to
say
thank
you
for
all
the
amazing
work
you're
doing.
F
Really
appreciate
the
kudos
again,
it's
our
mission,
it's
what
we
do
and
you
know
we
all
know
that
this
virus
has
disproportionately
affected
at-risk
populations
and
you
know
moving
forward.
I
hope
that
this
is
a
message
to
all
of
us
to
really
address
disparities
in
health
care
which
are
real
and
again.
I
thank
you
for
the
kind
comments
well.
C
C
I
don't
want
to
believe
the
point,
but
really
thank
you
so
much
to
the
unlv
school
of
medicine
for
stepping
up
throughout
the
pandemic
and
continuing
to
step
up
every
single
day.
I
know
dr
culley
and
I
worked
together
closely
throughout
the
last
several
months
and
her
students
worked
together
with
us
closely.
They
delivered
medicine
to
coven,
19
patients
and
gloves
and
masks
and
cleaning
supplies.
They.
I
think
the
school
of
medicine
really
went
above
and
beyond
to
ensure
that
we
kept
nevada
safe.
C
F
F
One
of
the
things
that
has
not
been
challenging
is
to
be
able
to
message
why
we're
here-
and
I
really
thank
all
of
our
partners
for
really
working
together
during
this
crisis-
there's
really
nothing
like
a
crisis
to
break
down
silos,
and
that
certainly
is
clear
here
in
nevada.
So
I
appreciate
the
kind
comments.
A
D
Yes,
man
of
chair-
and
I
have
the
little
icon
to
raise
my
hand-
is
that.
Are
you
able
to
see
that
on
your
side.
D
People
in
school-
okay,
thank
you
so
much
so,
just
to
just
to
add
on
to
that
theme
in
terms
of
being
one
nevada,
I
wanted
to
also
say
thank
you.
Some
of
your
students
who
started
a
food
delivery
program
actually
made
that
inspirational
way
up
to
my
class
at
unr.
D
We
were,
you,
know,
transitioned
to
online
and
we're
feeling
a
little
depressed
over
it
all,
and
we
were
inspired
by
that
story
and
it
led
to
a
end
of
the
semester
project
to
challenge
them
to
find
a
way
to
give
back
in
their
community
modeled,
after
the
way
that
your
students
started
a
program
to
respond
to
covid.
D
So
thank
you
for
sharing
that
inspiration
with
our
state
and
the
ways
that
those
ripple
effects
worked
their
way
through
our
student
body
into
the
community
and-
and
so
I
wanted
to
just
ask
you
quickly
about.
D
I
saw
on
your
leadership
team
on
the
last
page
that
we
have
two
associate
deans
for
diversity,
equity
and
inclusion,
and
in
the
same
way,
that
we
have
this
conversation
with
the
chancellor
of
and
she
just
how
incredibly
important
it
is
to
see
continued
advancement
and
not
only
in
school,
but
also
just
in
those
higher
paying
jobs.
D
I
wondered
if
you
could
supply
to
this
committee,
where
we
are
statistically
in
terms
of
the
demographics
of
students
enrolled
at
unlv
medical
school
and
how
that
compares
nationally
and
what
goals
have
you
set
out
in
order
to
increa
increase
that
that
demographic
participation.
F
Personally,
thank
you
for
the
kind
comments.
There's
you
know.
Food
is
a
way
to
get
to
people.
I
learned
that
with
my
25
years
in
new
orleans-
and
this
is
also
a
really
good
food
town
here
in
las
vegas.
So
you
know
when
we
talk
about
a
diverse
workforce
in
healthcare,
it
really
is
essential.
The
moral
issues
of
disparities
in
health
care
are
real
and
the
fact
that
one
can
predict
disease
outcome
based
on
a
zip
code
is
troubling
at
best.
In
addition,
we
all
know
that
diverse
teams
solve
problems
together.
F
I'm
sorry
are
better
able
at
solving
problems,
and
for
that
reason,
diversity
is
really
one
of
our
critical
missions
and
that's
why,
on
my
early
slide
with
our
strategic
plan,
diversity
and
equity,
equity
and
inclusion
really
run
through
all
the
themes
and
run
through
everything
that
we
do
when
you
ask
about
the
school
of
medicine,
62
percent
of
our
student
body
are
in
a
group
that
is
otherwise
underrepresented
in
medicine.
Now
most
of
those
students
are
first
are
made
up
of
first
generation
college
students.
We
also
have
a
large
latinx
student
population.
F
We
honestly,
when
you
look
at
the
population
of
las
vegas,
we
do
fall
short
on
african
americans
and
we
have
targeted
outreach
programs
to
get
into
our
community.
Because
again
I
want
a
medical
school
class
and
I
want
a
medical
school
faculty
whose
demographics
parallel
the
population
that
we
serve
diversity,
is
critical
for
getting
rid
of
disparities
in
health
care
and
it's
critical
for
becoming
effective
problem
solvers.
So
I
thank
you
for
the
question.
A
I'm
not
seeing
any
hands
going
up.
I
have
a
couple
questions
one
I
was
in
and
if
you
said
it
and
I
missed
it,
I
apologize
what
is
the
completion
date
for
the
new
building.
F
The
new
building
is
currently
expected,
we're
expected
to
get
occupancy
of
the
building
somewhere
late
summer,
early
fall
of
2022,
so
the
building
is
going
to
be
about
two
years
of
head
ahead
of
schedule.
Groundbreaking
was
about
four
months
ahead
of
schedule
and
because
of
availability
of
workers
and
availability
of
supplies.
F
F
Sorry
I
forgot
to
do
that.
I'm
new
mark
for
the
record
mark
khan
dean
unlv
school
of
medicine.
My
apology.
A
Not
at
all,
we
have
people
who
have
been
testifying
for
20
years.
Who
still
forget
so
don't
worry
about
that
at
all.
My
other
question
was
I'm
very
excited
to
see
in
2021.
We
will
have
our
first
graduation
and
folks
going
into
the
residency.
A
What
and
I
know
that
when
unlv
medical
medical
school
part
of
the
the
opening
class
they
they
would
interview
them
and
make
sure
that
they
had
an
intent
at
a
connection
to
nevada
into
las
vegas,
in
particular
to
make
sure
we
we
grow
our
own
and
keep
our
own,
which
is
a
an
issue
that
obviously
we're
dealing
with
with
many
different
industries.
We
were
just
talking
about
teaching,
so
where
do
we
anticipate
these
residencies?
Are
they
staying
in
state?
And
what
do
you
think
that
matriculation
will
look
like
in
your.
F
Opinion
yeah,
so
thank
you,
madam
chair.
Certainly,
our
mission
is
to
increase
the
number
of
physicians
in
nevada
and
we're
a
very
mission-based
school,
because
of
that
nearly
all
of
our
students
are
from
nevada.
The
few
that
aren't
have
distinct
and
defined
connections
to
nevada.
We
would
like
our
students
to
come
back
and
practice
here.
F
I
you
know,
we
won't
know
where
our
students
are
doing
their
residencies
until
the
third
friday
in
march
match
day,
and
I
hope
that
many
of
them
stay
here.
Part
of
the
reality,
though,
is,
is
that
we,
as
a
region
and
as
a
state,
don't
have
a
lot,
don't
have
as
many
spots
for
residency
training
as
other
states,
and
we
have
to
work
together
to
change
that
part
of
that
also
is
some
of
the
specialties
that
our
students
might
want
to
go
into.
F
A
And
thank
you
and
let's
continue
to
have
those
conversations,
because
I
think
this
is
a
an
issue
because
we
are
worried
that
we'll
send
our
students
away
and-
and
you
know,
for
whatever
reason,
not
get
them
back
so
we'll
continue
to
have
this.
This
conversation,
if
you're
agreeable
to
that
absolutely
thank
you,
madam
chair.
Absolutely,
and
are
there
any
other
questions?
A
I
know,
and
many
of
you
probably
saw
in
the
chat
my
vice
chair
had
a
question
for
dr
rose
and
I
didn't
see
it
I'm
not
sure
if
she's
able
to
come
back
on,
but
we
do
have
andrew
klinger
on
and
I
think
that
you
will
suffice
for
now.
If
that's
okay
with
you
vice
chair.
B
Yes,
it
is
thank
you
chair.
My
question
was
because
I
was
actually
very
impressed
and
I
wanted
to
really
salute
the
work
that's
being
done
by
enshi
to
reduce
the
amount
of
remedial
courses.
B
We
know
that
this
had
a
huge
impact
on
graduation
rates,
specifically
students
of
color-
I
I
I
know
I
think
it
was
just
last
year
when
so
a
professor
from
california
called
me
panicking,
because
of
laws
that
their
legislature
was
trying
to
put
in
around
remedial
courses
that
was,
as
chancellor
rose
said,
going
in
the
wrong
direction.
B
So
I
I'm
glad
to
see
that,
but
with
that,
we
know
that
students
will
still
need
some
supports,
because
again,
the
original
intent
of
remedial
was
is
to
bring
our
students
up
to
the
level
of
where
they
need
to
be
so
just
eliminating
that
classification
doesn't
mean
we
still
don't
have
students
that
need
some
of
those
support.
So
if
we
don't
have
the
remedial
classes,
what
types
of
supports
or
interventions
will
be
available
to
the
students
to
make
sure
that
they
are
able
to
you
know,
be
successful
in
the
college-level
courses.
B
A
B
Okay,
so
chancellor,
did
you
hear
the
question?
No,
I
I
did
not
okay,
so
I
I
acknowledged
and
commended
you
all
for
your
work
around
reducing
remedial
courses
and
because
of
the
impact
we
know
it
has
on
graduation
rates
and
on
us,
particularly
students
of
color.
I
even
mentioned,
because
I
know
you
for
california
that
a
professor,
a
dean
had
called
me
last
year
concerned
about
some
legislation
going
in
the
wrong
direction
around
remedial
courses
that
was
possible
in
in
california.
So
my
question
is
so
again
I
I
applaud
you.
B
Thank
you
for
no
worries
recognizing
that,
but
of
course,
the
original
intent.
The
goal
of
remedial
courses
we
know
is
to
bring
students
up
to
the
level
so
that
they
can
be
successful.
Sometimes,
students
are
still
behind,
maybe
lacking
some
skills,
so
we
without
remedial
courses
that
doesn't
change
the
fact
that
we
still
have
students
that
need
some
supports
and
interventions.
So
my
question
is
what
types
of
supports
and
interventions
will
be
available
to
those
students.
E
E
What
was
in
place
when
I
went
to
college
and
those
of
course
always
had
a
stigma
around
them
and
for
the
reasons
that
I
think
you're
suggesting
oftentimes
biases
filtered
in
in
the
assignment
of
particular
students
to
remedial
courses.
So
it's
an
equity
agenda
as
much
as
anything
else,
so
the
trend
has
been
to
move
away
from
remedial.
E
We
know
it
doesn't
work.
We
know
it
serves
to
reinforce
stereotypes
that
were
pre-existing
and
the
the
replacement
is
what
we
call
co-requisite
so
I'll
just
pull
an
example
out
of
out
of
the
air.
It's
not
a
precise
example,
but
it
gives
you
a
sense
of
how
the
model
works.
I
have
two
daughters
in
college
right
now.
E
It's
the
assignment
of
like
an
adjacent
coach
or
an
adjacent
class,
is
invisible
to
the
rest
of
the
people
in
that
class,
so
that
my
daughter
chloe
gets
what
she
needs
without
announcing
it
to
everyone
in
writing
101.
B
And
follow-up
chair
the
chancellor
with
that,
and
I
appreciate
it
because
it
sounds
closer
to
much
of
the
k-12
model
that
sometimes
students
receive
services
without
everyone,
knowing
and
certainly
in
college,
without
you
taking
a
semester
and
spending
money
on
classes
that
ultimately
won't
for
graduation.
B
Are
there
some
some
some
data
right
now
about
where
this
has
been
successful?
Or
have
we
done
it
long
enough
here
in
nevada,
where
we
have
some
indication
of
the
success
rate
compared
to
the
traditional
remedial
classes,.
E
E
So
this
has
been
an
all
system
effort
that
has
gone
on
for,
I
believe
about
almost
two
years
to
align
this
practice.
I
across
every
institution,
so
that
it's
seamless
for
all
of
our
students,
but
it
is
based
on
national
models.
So
we
could
certainly
provide
you
some
of
the
national
data
and
national
models
that
we
are
implementing
in
the
fall.
If
that
would
be
helpful,
if.
B
It
would
be
chancellor,
and
one
final
question-
is
the
onus
for
these
services
on
the
student
or
is
it
on
the
school,
so
obviously
in
k
through
12,
it's
on
the
on
the
school
and
the
educators,
so
is.
Is
that
the
same
model?
It
would
be
with
the
colleges
where
we
as
counselors
or
will
identify
and
and
reach
out
to
students,
and
if
it's
tutoring
or
or
extra,
however,
that
actually
looks.
E
Yes,
it's
and
it's
also
shifting
internal
resources
at
the
institutions,
as
you
might
imagine,
during
budgetary
times
like
these,
for
example,
I
just
got
a
request
from
one
of
the
institutions.
Recently,
that's
gearing
up
for
this
new
practice
fall
that
needs
to
shift
some
of
its
internal
resources
to
support
this
agenda.
E
We've
said:
why
are
these
students
failing
and
what
I've
been
trying
to
do
in
my
career
is
to
flip
that
narrative
and
to
ask
ourselves:
how
are
we
failing
these
students
and
so
with
this
shift
from
remedial
to
co-wreck?
I
think
that's
exactly
what
we're
doing
we're
saying.
We
need
to
meet
you
where
you
are
and
provide
you
with
what
you
need
to
be
successful
at
our
institution.
E
B
A
Thank
you
thank
you
and
thank
you
for
coming
back
on
dr
rose,
and
I
believe
dr
conn
are
you
still
on.
I
am
okay.
I
just
wanted
to
make
sure
that
it
was
clear
that
I
would
like
to
continue
to
have
this
conversation
about
residencies,
and
so,
if
you
could
send
over
data
on
that,
I
would
sure
appreciate
it
and
if
there's
something
that
we
can
do
during
this
session
to
facilitate
increased
residencies
here
in
nevada
or
at
least
get
that
get
the
conversation
started.
A
A
All
right
well,
thank
you
very
much
and
you
are
free
to
go.
I
won't
be
calling
you
back
we're
going
to
go
ahead
and
move
on
to
public
comment.
Thank
you.
Thank
you.
Thank
you.
So
much,
please
remember
to
clearly
state
and
spell
your
name
and
limit
your
comments
to
two
minutes.
Our
broadcasting
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service.
Please
add
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first
caller
with
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comment
to
the
meeting.
A
All
righty
do:
are
there
any
comments
from
the
members
before
we
adjourn,
I'm
looking
I'm
looking.
Okay,
then
we,
our
next
meeting,
will
be
thursday
february
11th
at
1
30..
This
concludes
our
meeting
for
today
meeting
is.