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From YouTube: 2/24/2021 - Assembly Ways and Means and Senate Finance, Subcommittees on K-12/Higher Education/CIP
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A
Chair
the
broadcast
is
unmuted
and
we
are
ready
to
begin
when
you
are
ready.
Thank
you
very
much.
Miss
bond
appreciate
that
so
committee
members
good
morning.
I
will
call
this
joint
committee
of
assemblyways
and
means
and
senate
finance
subcommittee
on
higher
education
to
order.
We
have
a
very
long
agenda
in
front
of
us
today.
Those
wishing
to
participate,
as
noted
on
the
agenda
posted
today,
gives
you
many
opportunities
to
be
able
to
participate
by
pre-registering
online
at
the
designated
website.
A
And
I
am
here
welcome
to
everyone.
Good
morning
today
we
have
the
nevada
system
of
higher
education.
We
have
numerous
folks
in
the
zoom
with
us
to
be
able
to
answer
all
the
questions.
I
believe
we
have
mr
klinger
available
to
start
and
mr
klinger,
if
you
would
introduce
the
folks
that
you
would
like,
if
there's
any
opening
remarks
and
then
I
know
you
have
a
very
comprehensive
presentation
for
us,
so
we
can
go
from
there.
A
Thank
you,
chair
carlton,
for
the
record
andrew
klinger,
chief
financial
officer
for
the
nevada
system
of
higher
education
and
actually,
first,
I
will
turn
it
over
to
dr
rose
to
go
through
the
beginning
of
our
presentation.
A
B
This
morning,
andrew
is
going
to
be
my
wingman,
with
the
powerpoint
presentation
and
he'll
be
sharing
his
screen
momentarily
as
he's
bringing
that
up.
I
just
want
to
thank
you
for
your
attention
today.
I
I
know
you
have
an
awful
lot
of
work
and
I
am
pleased
to
be
with
you,
I'm
just
completing
my
sixth
month
on
the
job
here
in
nevada
and
settling
in
and
getting
to
know
you
all,
and
I
thank
you
for
your
gracious
welcome
to
the
state.
B
So
today
we
just
I
just
wanted
to
get
the
lay
of
the
land.
Everybody
that's
here,
so
we're
all
kind
of
on
the
same
page.
My
goal
is
to
get
through
your
presentation
today.
I
think
it's
important
for
you
to
get
all
the
information
out
onto
the
table
and
then
we'll
go
back
and
different
committee
members
have
already
requested
different
areas
that
they
would
like
to
ask
questions,
so
I
just
thought
it
would
be
much
easier
to
track
that
way
rather
than
stopping
and
starting.
B
B
B
B
I
certainly
have
had
the
great
opportunity
of
traveling
the
state
and
have
visited
just
about
every
dot
on
this
screen
and
those
that
I
have
missed.
I
will
hopefully
be
able
to
visit
in
the
near
future
as
conditions
allow,
but
there
you
see
all
of
our
institutions
and
their
physical
locations
across
the
state.
Next
slide.
C
B
Institutions,
seven
of
those
are
degree
granting
institutions
serving
over
100
000
students
and
I'd
just
like
to
pause
on
this
slide
and
recognize
our
presidents,
who
are
with
us
today
in
the
wings
to
answer
your
questions
about
their
campuses.
I
couldn't
be
prouder
of
the
team
that
I
have
around
me.
B
I
think
we
have
an
incredible
group
of
presidents
leading
our
institutions,
and
probably
I
would
point
out
to
you
one
of
the
most
diverse
groups
of
presidents
in
the
nation
and
it's
a
great
honor
to
represent
them
today
and
knowing
that
they
represent
the
population
of
nevada.
So
thank
you
next
slide
for
those
of
you
who
have
been
in
the
chamber
a
long
time.
You
will
recognize
this
slide.
B
B
We
are
also
keenly
focused
and
I'll
be
looking
at
this,
with
some
data
in
the
slides
upcoming,
keenly
focused
on
closing
our
achievement
gap
and
making
sure
that
all
nevadans
have
the
opportunity
to
excel
to
complete
their
degrees
and
to
contribute
to
our
economy.
B
We're
also,
as
as
you
all
know,
especially
during
a
downturn
focused
on
our
role
as
the
sort
of
front
line
of
workforce
and
there's
a
lot
to
share
with
you
there
as
well.
And
finally,
we
have
goals
around
our
research
capacity
and
that,
of
course,
is
concentrated
on
our
two
four-year
universities
and
dri,
who
are
really
solving
real-world
problems
and
also
experiencing
a
multiplier
effect.
When
you
invest
in
research,
the
rest
of
the
nation
invests
alongside
you
next
slide.
B
With
all
of
you,
and
I've
really
focused
on
doing
three
things
to
advance
them.
First
is
making
sure
that
we
are
adding
key
performance
indicators
and
targets
to
all
five
of
those
strategic
goals
and
can
share
with
you
in
another
setting
what
those
look
like.
Secondly,
I
believe
we
need
strategic
system-wide
initiatives
to
accelerate
our
efforts
in
in
these
accountability
measures.
B
I
won't
go
over
them,
you
have
them
in
the
the
slide
deck,
but
these
are
the
initiatives
that
I
have
launched
since
my
arrival
that
help
us
really
make
quicker
progress
in
achieving
those
five
strategic
goals
and,
finally,
I
believe
in
in
the
21st
century,
higher
ed
doesn't
do
anything
without
strategic
partnerships.
It
is
absolutely
key
to
our
success,
makes
us
better
and
I've
launched
some
really
wonderful
projects
with
superintendent
ebert
and
attend
to
obviously
add
additional
partnerships
through
throughout
my
time
here
in
nevada
next
slide.
B
Really,
the
focus
for
me
this
morning
is
to
share
with
you
who
we
are
as
institutions.
Very,
very
briefly,
of
course,
you
know
our
two
research
universities,
research,
research,
very
high
classification
through
carnegie,
otherwise
known
as
tier
1
universities.
B
B
The
culture
of
our
state,
creating
basically
the
future
knowledge
economy
is,
is
part
of
their
mission
and
they're
moving
forward
on
all
of
that
very
swiftly.
Next
slide,
please.
B
You
also
know,
of
course,
our
youngest
institution
is
nevada,
state
college.
It
was
established
in
2002
and
very
deliberately
established
in
order
to
provide
four-year
degrees
that
meet
critical
shortage
areas,
not
least
of
which
nursing
and
teaching
and
they're
doing
a
tremendous
job
there
in
very
short
order.
They
have
grown
to
300
students
enrolled,
most
of
whom
are
first
generation
and
underrepresented
students,
so
serving
a
very
critical
population,
predominantly
in
southern
nevada.
Next
slide.
B
As
you
know,
they
are
again
the
workforce
workhorse
of
our
system
absolutely
focused
and
and
in
another
opportunity
you
might
hear
them
talk
about
the
ways
in
which
they've
adapted
their
short-term
certificate
programs
in
order
to
get
nevada
back
to
work
at
this
critical
moment.
They
are
also,
of
course,
absolutely
vital
in
terms
of
not
just
training
but
also
transfer.
B
As
a
start,
it's
a
very
approachable,
beginning
to
a
degree
and
and
roughly
70
percent
of
those
students
will
move
on
into
our
four-year
institutions,
they're
also
a
critical
partner
in
remedial
and
developmental
education
and
again
account
for
roughly
50
000
students
in
the
ng
system.
Next
slide,
please,
our
one
internationally
recognized
research
institute
has
two
campuses,
as
you
all
know,
very
much
focused
historically
over
the
past
60
years
on
environmental
research
and
discovery
and
solving
real
world
problems.
B
You
know
this
is
not
abstract
stuff.
Our
scientists
at
dri
cover
40
different
disciplines
for
every
dollar
that
the
state
of
nevada
invests
in
dri.
There
is
a
multiplier
effect
of
almost
five
dollars,
so
it's
a
really
wonderful
investment
in
solving
the
problems
that
our
contemporary
world
faces
next
slide.
Please
next
I'd
like
to
go
over
some
of
our
accountability
data,
so
you
can
see
how
our
students
are
doing,
and
this
really
is
the
work
around
return
on
investment.
B
B
At
the
moment
again,
given
the
downturn,
but
we
have
every
expectation
to
pop
back
up
in
coming
years
next
slide.
This
slide
just
shows
you
the
distribution
of
those
hundred
and
almost
108
000
students.
This
fall,
which
campus
that
they
sit
on
andrew,
went
to
great
effort
to
make
sure
the
color
here
for
each
institution
actually
represents
their
their
official
colors
next
slide.
B
Here
we
begin
to
just
share
with
you
what
the
student
body
actually
looks
like.
Certainly
you
would
see
this
if
you
walked
around
our
campus.
B
It's
very
important
to
know
that
most
of
our
students
at
the
community
colleges
and
at
nsc
are
part-time,
they're,
juggling
very
complex
lives,
with
elders
with
children,
with
jobs,
and
even
at
our
two
four
year,
universities,
you
see
a
plurality
of
students
who
are
there
part-time
again
with
that
juggle
and
it's
important
in
everything
that
we
do,
that
we
recognize
the
complexity
of
our
students
lives
and
make
everything
as
smooth
and
easy
for
them
as
we
can,
as
they
make
their
way
through
their
degrees.
B
Next
slide,
very,
very
proud
to
tell
you
that
we
are
a
majority
minority
institution.
In
other
words,
you
can
see
here
that
in
2014,
the
number
of
students
of
color
outpaced
the
number
of
white
student
matriculants,
and
that
continues
to
be
the
case.
I'm
very
proud
of
this
fact,
because
it
indicates
that
we
reflect
this.
The
student
body
at
entry
reflects
the
state
and
that
will
continue
to
be
true.
It's
important
for
other
reasons
as
well.
B
As
you
know,
this
is
the
trajectory
that
our
nation
is
on,
and
so
nevada
really
serves
as
a
front
line
to
the
future
of
american
institutions,
and
we
have
the
opportunity
to
set
the
tone
to
set
the
standard
for
how
to
serve
our
students.
B
Of
course,
this
is
the
roi
that
you
depend
on
and
what
you
see
here
is
a
a
steady
upward
trajectory
toward
better
and
better
completion
rates,
which
means
that
those
dollars
that
you're
investing
in
us
are
paying
off,
and
it
means
that
we're
deploying
them
strategically
and
thoughtfully.
Those
initiatives
around
advising
around
other
student
supports
co-requisite
support.
All
of
that
is
paying
off
in
our
completion
rates,
and
we
continue
to
see
that
steady
climb,
which
is
exactly
where
we
want
to
be
next
slide,
our
newest
institution
here
again
steadily
moving
upward.
B
Our
next
slide,
and
there
too
you'll
see
that
three
of
our
four
institutions
at
the
community
college
level
are
well
in
excess
of
the
national
average
and
csn
is
working
very,
very
hard
in
making
good
progress,
and,
although
it
may
not
seem
it
to
you,
increasing
your
completion
rate
by
two
or
three
percentage
points
per
year
is
tremendous
and
actually
rarely
seen
nationally,
so
we're
very
proud
of
the
efforts
of
our
presidents
and
their
teams
on
all
of
these
campuses.
Next
slide-
and
this
gets
us
to
the
investment
that
you
have
been
making.
B
So
if
you
just
look
at
the
two
outermost
bars,
you
will
see
that
our
state
contributes
on
a
an
fte
basis
slightly
more
than
the
overall
national
median
investment,
and
for
that
I
think
you
that
makes
a
huge
difference,
regulated
retained,
graduated
and
out
in
their
communities,
generating
jobs
and
contributing
to
our
state.
I
should
also
point
out
to
you
that
it
is
important
to
recognize
that
nevada
passes
less
of
the
cost
on
to
its
students.
You
see
that
number
4644
on
the
far
right.
B
The
national
student
average
share
is
almost
seven
thousand
dollars
and
then
in
the
middle
two
bars.
What
you
see
are
the
witchy
states,
that's
a
a
regional
association
that
represents
the
western
states
and
even
within
that
population
of
states,
nevada
is
sitting
in
a
position
of
protecting
our
students
from
oppressive
costs
and
therefore
protecting
them
from
debt
service.
B
So
again,
thank
you
for
your
contributions
to
what
we
do.
I
think
we're
making
good
on
the
promise
and
we're
grateful
for
your
commitment
to
us
next
slide,
just
want
to
finish
up
my
component
of
this
presentation
by
telling
you
that
there
is
a
lot
more
information
available
to
you
this
year
we
have
produced
what
we
are
calling
our
accountability
report.
B
It
contains
all
of
those
key
performance
indicators
that
I
mentioned
earlier.
It
shows
you,
the
metrics
that
are
aligned
with
our
board
strategic
goals,
and
that
report
should
have
arrived
in
your
offices
a
few
weeks
back
and
then,
if
you
really
want
to
dig
into
the
data,
I
would
invite
you
to
come
to
our
website
there.
You
can
manipulate
the
data
through
our
dashboards
and
and
slice
it
and
dice
it
in
any
way
that
makes
your
heart
sing.
B
B
Thank
you.
Dr
rose
for
the
record
andrew
klinger
g,
financial,
chief,
financial
officer
for
the
nevada
system
of
higher
education
good
morning,
chair
carlton
and
members
of
the
of
the
committee.
B
B
So
our
budgets
are
split
into
basically
two
groups.
There
are
state
operating
budgets
and
then
the
non-state
portion
of
our
budgets.
Obviously
the
state
operating
budget
includes
the
state
appropriations.
B
It
also
includes
a
portion
of
the
registration
fees
that
we
collect
in
the
state
operating
budget.
There
are
both
what
we
call
formula
accounts
and
non-formula
accounts
and
I'll
get
into
that
a
little
bit
as
we
get
into
the
presentation
for
the
formula
funded
accounts,
there's
also
a
what
we
call
performance
pool,
which
is
a
20
carve
out
of
those
budgets,
formula
budgets,
which
has
to
be
earned
back
by
meeting
certain
metrics
on
the
non-state
side.
Those
are
what
we
refer
to
as
the
self-supporting
accounts.
B
They
would
be
grants
and
contracts
and
loan
and
endowments
those
are
accounts
where
the
funding
stays
within
those
counts
generally
and
balances
forward
from
one
year
to
the
other.
You
can
think
of
housing,
sort
of
dormitories
as
an
example
of
a
self-supporting
activity,
where
you're
collecting
fees
from
students,
specific
for
housing
and
all
of
the
expenditures
and
capital
related
to
that
stays.
Within
those
accounts
and
like
I
said
they,
those
accounts,
carry
reserves
and
those
reserves
balance
forward
from
one
fiscal
year
to
the
next.
B
So
the
the
next
slide
provides
just
a
high
level
overview
of
what
fiscal
year
20
looks
like
for
inchi,
and
I
chose
fiscal
year
20
because
that's
the
we
have
audited
financial
statements
for
that.
So
it
made
presenting
this
a
little
bit
easier,
so
that
top
bar
represents
all
of
the
funds
that
we
collect
at
nc.
B
B
You
can
see
if
you
look
at
that
middle
bar
there.
The
state
operating
budget
is
a
little
over
a
billion
of
that
and
primarily
funded
with
state
appropriations.
The
state
appropriations
are
the
the
blue
portion
of
the
bar.
The
red
portion
is
the
tuition
and
fees,
so
you
can
see
in
the
state
operating
budgets.
B
I
generally
say
it's
two-thirds
one-third,
so
it's
two-thirds
state
funding,
one-third
tuition
and
fees.
When
you
look
at
the
bottom
bar,
which
again
are
the
non-state
funds
that
are
not
presented
to
this
committee
are
not
presented
to
the
legislature
but
represent
again
all
those
self-supporting
activities
and
grants
and
contracts.
B
You
can
see
the
breakdown
there
of
how
that
portion
of
our
budget
is
funded.
So
again,
the
red
represents
tuition
and
fees.
The
green
portion
of
that
represents
grants
and
contracts.
So
you
can
see
that
in
the
state
operating
budget
there
are
very
little
grants
and
contracts,
but
on
the
non-state
side
is
where
you
see
those
funds
show
up
and
those
funds
are
typically
restricted
funds.
The
gold
bar
there
represents
the
240
million.
B
Those
are
the
types
of
activities
that
you
would
see
in
that
gold
portion
there
of
that
bar
and
then
from
there
you
see
gifts
and
other
items
on
the
non-fund
side.
B
The
next
next
slide
basically
does
the
same
thing,
but
it
looks
at
the
expenditure
side
of
the
equation,
so
the
previous
slide
was
the
revenues.
This
represents
the
expenditures
so
again,
the
top
bar
represents
all
funds,
both
state
operating
budgets
and
non-state
funds,
and
you
can
see
in
in
these
graphs.
B
The
blue
portion
represents
employee
benefits
and
compensation,
the
red
portion,
supplies
and
services,
and
then
green
is
scholarships,
and
then
the
gold
in
this
case
is
depreciation,
and
so
you
can
see
if
you
look
at
the
middle
bar,
which
is
the
state
operating
budget
portion
of
that
it's
roughly
82
percent
employees,
salary
and
benefits
the
red
portion
there
again
supplies
and
services,
and
then
the
sliver
of
green
there
on
the
end
is
scholarships
and
then
on
the
non-state
side,
you
can
see
again
those
same
activities
on
the
non-state
side,
roughly
52
percent
of
those
funds
represent
employee
pay
and
benefits,
and
just
wanted
to
give
sort
of
that
context
for
the
committee,
because
what
we'll
be
talking
about
next
are
basically
the
focus
on
the
middle
bars
in
both
of
these
sections,
and
we
won't
be
necessarily
talking
about
the
the
non-state
portion
as
we
go
through
the
presentation,
but
just
wanted
to
give
that
sort
of
background
and
context
before
we
move
into
the
rest
of
the
presentation.
B
So
next
I
wanted
to
walk
through
the
governor's
recommended
budget.
First,
I'm
going
to
start
and
there's
a
few
slides
here
that
just
provide
a
very
high
level
overview
of
the
changes
in
the
budgets,
and
these
will
look
familiar
because
these
were
you've
seen
these
in
our
pre-session
hearing.
So
I
don't
need
to
spend
a
lot
of
time
on
them,
but
just
wanted
to
give
you
a
high
level
overview
of
the
changes
in
our
budget
from
21
to
the
governor's
recommendation
for
22
and
23,
and
so
maybe
just
to
explain
the
columns
real
quick.
B
So,
on
the
left
hand,
side
are
the
in
this
case
we're
summarizing
the
formula:
funded
accounts,
the
professional
school
budgets
and
then
all
the
non-formula
accounts
and,
as
I
get
into
the
other,
slides
I'll
break
those
down
that
next
column.
That
says
original
fiscal
2021
that
represents
the
original
legislatively
approved
budget
back
in
the
2019
legislative
session,
the
revised
fiscal
21
column
that
represents
the
changes
after
the
special
special
session
last
summer
that
reduced
not
only
our
budget,
but
all
state
budgets
due
to
the
pandemic
and
then
22
governor
recommends
is
obviously
that's.
B
B
So
overall
for
fiscal
year
22,
you
can
see
that's
a
7.8
decline
when
you
make
that
comparison
and
then
23
again
represents
the
governor's
budget
and
the
same
calculation
there,
comparing
it
back
to
the
original,
legislatively
approved
budget
in
2019,
which
is
a
seven
and
a
half
percent
decrease
compared
to
that
budget.
B
So
this
slide
represents
the
breakout
of
what
we
call
the
formula
budgets.
B
So
these
are
basically
the
teaching
institution
budgets
and,
as
I
get
into
some
of
the
future,
slides
I'll
talk
about
the
fun
the
funding
formula
and
just
some
of
the
components
of
the
funding
formula
and
how
it
works
and
again
same
layout
here
with
the
original
21
the
revised
and
then
the
governor's
recommended
22
and
23..
B
Don't
need
to
walk
through
all
the
numbers
on
this
slide,
but
would
just
highlight
the
green
bar
at
the
bottom,
and
you
can
see
that
the
overall
change
in
budget
for
fiscal
22
is
about
six
four
six
point:
four
percent
decline
and
a
six
percent
decline
in
23
compared
to
the
original
budget
approved
in
2019.
B
and
again
would
just
highlight
here
on
this
slide,
the
numbers
on
the
green
bar
that
represent
the
the
total
there
11.8
percent
decline
in
22
overall
for
the
professional
schools
and
11.5
percent
overall
reduction
in
2023.
B
next
slide
represents
the
non-formula
accounts
for
unlv
unlv
and
unr.
Both
have
non-formula
accounts,
and
then
there
are
non-formula
accounts
that
are
outside
of
the
institutions
that
I'll
get
to
next.
So
this
section
here
represents
the
non-formula
accounts
for
unlv
and
again
we
just
highlight
the
bottom
numbers
there
of
a
12
decline
in
fiscal
22
and
11.8
percent
decline
in
fiscal
23.,
same
information
for
unr
these
rep.
B
This
is
a
list
of
the
you
and
I
unr
non-formula
accounts
and
again
you
can
see
the
overall
changes
there
at
the
bottom
in
green.
I
will
point
out:
there
is
a
footnote
on
here
about
the
unr
engineering
building
debt
service-
that's
not
included
in
this
graph,
primarily
because
I
couldn't
fit
it
on
the
screen,
but
secondarily,
because
that
the
funding
for
that
which
was
originally
a
general
fund,
appropriation
was
taken
out
during
special
session
and
then
in
22
and
23.
B
Again,
no
general
fund
is
appropriated
for
the
unr
engineering
building
debt
service,
the
debt
service
for
that
building
is
still
being
paid
for
by
the
state,
but
it's
being
paid
for
out
of
the
bond
interest
and
redemption
account,
which
is
the
account
within
the
treasurer's
office
that
normally
services
our
general
obligation
bonds.
So
it's
still
being
covered
by
the
state.
B
It's
just
not
being
covered
with
state
general
funds
and
then,
lastly,
these
are
the
all
the
other
non-formula
accounts
within
it
inchi
you
can
see
system
computing,
the
ssog
grant
system
administration
and
again
you
can
see
the
changes
there
for
each
one
of
those
budgets
and
for
this
group
in
total,
compared
to
what
was
approved
by
the
legislature
back
in
2019.
B
Next,
I
want
to
walk
through
just
a
summary
and
again
as
sort
of
a
table
by
table
review
of
the
12
budget
cuts.
So
the
previous
screens
that
I
show
you
are
the
overall
funding
change
the
next
series
of
slides
that
I'm
going
to
show.
You
are
the
specific
reductions
within
each
of
the
group
of
accounts
that
was
asked
for
by
the
governor's
office
when
we
presented
our
budget
and
are
included
in
the
governor's
recommendation.
B
This
looks
at
it
in
broad
categories,
so
the
first
there
is
salary
savings.
This
represents
either
holding
positions
vacant
as
part
of
these
12
reductions
or
in
some
cases
it
represents
position,
eliminations,
followed
by
the
operating
reductions
and
so
the
12
reductions.
When
you
look
at
it
across
inchi
about
55
of
it
comes
from
what
I'll
call
salary
savings
and
again
that's
a
combination
of
holding
positions,
vacant
and
positional
eliminations
with
43
coming
from
other
reductions,
and
then
you
see
a
small
amount
there
in
travel.
B
Next
I'll
give
you
a
summary
of
the
12
cuts
in
the
formula
funded
accounts.
So
again,
this
is
a
list
of
the
formula
funded
accounts
and
here
are
the
specific
12
cuts
for
each
of
the
teaching
institutions,
which
again
makes
up
a
bulk
of
the
cuts
124.6
million.
If
you're
looking
there
at
the
bottom
right
portion
of
that
chart-
and
you
can
see
the
breakdown
for
each
of
the
teaching
institutions
for
fiscal
year,
22
fiscal
year
23
and
then
the
the
total
for
the
the
biennium.
B
Of
that
169
million
total
that
I
showed
on
the
first
line
and
again
you
can
see
the
breakdown
for
each
of
those
institutions
by
fiscal
year
and
then
the
total
for
the
biennium
for
those
institutions.
B
Next,
I
wanted
to
spend
some
time
just
talking
about
the
higher
education
emergency
relief
fund,
so
we're
anticipating
receiving
112
million
in
total
from
the
her
funds.
This
doesn't
include
some
of
the
special
allocations
there's
an
allocation
for
minority
serving
institutions,
for
example-
that
is
not
represented
on
this
table
here,
but
this
is
the
main
portion
of
the
herf
funds
as
we
call
them.
So
you
can
see
here
again,
112
million
total
similar
to
the
cares
act
or
actually
exactly
the
same
amount
as
the
cares
act.
B
29.9
million
of
that
goes
to
students
as
student
aid,
which
then
leaves
a
balance
of
82
million
for
the
institutions
to
offset
from
the
impact
of
the
covid
pandemic
on
the
institutions.
B
This
slide
here
gives
you
a
breakdown
of
a
high
level
breakdown
of
how
those
herb
funds
will
be
used
across
the
system
and
chair
carlton
members
of
the
community.
I
need
to
just
make
a
correction
here,
so
the
the
two
columns
there,
what
you
see
on
the
slide
that
says
fiscal,
21
and
fiscal
22
in
the
handout
that
I
sent
to
your
staff
yesterday.
B
B
The
next
line
is
also
revenue
loss,
but
this
is
revenue
lost
specifically
in
those
self-supporting
activities
that
I
talked
about
earlier.
So
this
is
going
to
be
in
housing,
food
services
and
other
areas
where
institutions
are
facing
declines
as
a
result
of
the
pandemic,
and
so
you
can
see
on
that
line.
It's
27.3
million.
B
So
this
would
be
anything
from
additional
courses
that
the
institutions
need
to
make
to
maintain
social
distancing
for
in-person
classes,
and
you
can
see
that
across
the
system
that
is
14.6
the
next
line:
labeled
emergency
financial
aid,
so
the
institutions
are
planning
on
distributing
8.6
in
emergency
aid
to
students.
So
this
would
be
a
direct
aid
as
well
as
other
assistance
directly
to
students,
and
this
is
in
addition
to
the
29.9
million
of
the
her
funds
that
will
go
directly
to
students.
B
This
is
on
top
of
that
amount
and
then,
finally,
the
last
category
there
is
just
assist
the
institutions
in
covering
other
shortfalls,
a
total
across
the
system
over
fiscal
21
and
22
of
4
million,
and
so
you
can
see
there.
The
the
total
82
million
represents
the
same
amount
that
we'll
receive
in
her
funds
for
the
institution
portion.
B
So
next
I
want
to
spend
just
a
little
bit
of
time
talking
about
the
components
of
the
funding
formula.
I've
in
the
past
I've
sort
of
walked
through
all
of
the
calculations
on
the
funding
formula.
B
So
I'm
not
going
to
do
exactly
that,
but
I
wanted
to
at
least
give
the
members
an
overview
of
the
components
that
are
included
in
the
funding
formula,
because
this,
as
you
saw
in
the
previous
slides
I
mean
this-
represents
the
main
funding
allocation
for
the
the
teaching
institutions
and
so
that
first
bullet
there
general
fund.
Only
so
the
funding
formula
is
what
we
call
a
distribution
formula.
B
So
it
really
takes
the
the
general
fund
only
portion
that
the
state
provides
and
it
allocates
it
to
the
institutions
based
on
what
we
call
weighted
student
credit
hours,
and
so
it
doesn't
have
an
impact
on
the
registration
fees
or
tuition
portion
of
that
it
really
just
distributes
the
the
state
general
fund
to
the
teaching
institutions
that
the
formula
focuses
on
outputs,
or
course
completions
doesn't
focus
on
necessarily
on
enrollments,
and
so
the
major
portion
of
the
funding
formula
is
student
credit
hours.
So
student
credit
hours,
completed
and
think
of
a
student
credit
hour.
B
As
you
know,
you
take
an
english
101
course
and
it's
three
student
credit
hours.
So
that's
what
that
represents.
The
next
portion
that
sort
of
goes
into
the
formula
is
there
is
a
what
we
call
a
discipline
matrix
and
there
are
various
clusters
within
that
distributor.
I'm
sorry
discipline
matrix
where
the
the
courses
are
weighted,
and
so
there
are
weights
on
the
courses
from
one
all
the
way
up
to
8.8
for
doctoral
programs
at
the
universities,
and
so
just
to
give
you
an
example.
B
Lower
division,
math,
liberal
arts
and
social
sciences
would
have
a
course
weighting
of
one.
But
a
doctoral
program,
for
example,
in
those
same
areas,
would
have
a
course
weighting
of
5.5
and
that
that
is
important
when
you
start
doing
the
calculations
on
the
formula,
because
the
last
item
on
that
list
is
weighted
student
credit
hours
and
basically
what
weighted
student
credit
hours
is
simply
taking
those
those
student
credit
hours
completed
and
you
multiplying
by
the
weight
of
the
course.
B
So
if
it's
a
course
that's
weighted
one
and
it's
a
three
credit
hour
course
that
the
weighted
student
credit
hour
is
simply
three.
So
it's
just
doing
the
math,
and
that
is
really
the
primary
driver
of
the
formula.
If
you
will
is
that
calculation
of
weighted
student
credit
hours
and
that's
how
the
funds
are
distributed
to
the
institutions
is
based
on
those
weightings
relative
to
the
other
institutions.
B
I
talked
a
little
bit
about
the
application
of
the
weighted
student
credit
hours
already
and
just
to
sort
of
reiterate
that
point.
It's
really
each
institution
receives
a
share
of
general
fund
proportionate
to
their
share
of
the
weighted
student
credit
hours
and
you'll.
See
that
as
I
get
into
some
of
the
other
slides
non-resident,
students
are
not
included
in
the
student
credit
hour
calculations,
so
this
is
just
for
students
who
are
residents,
it
doesn't
include
non-residents.
B
Those
tuition
and
fees
obviously
stay
with
the
institutions,
but
they
do
not
generate
weighted
student
credit
hours.
As
I
stated
earlier,
we
have
you,
know,
formula
budgets
and
non-formula
budgets,
so
the
teaching
institutions
are
the
the
formula
funded
budgets.
B
All
the
other
institutions
are
treated
similar
to
how
other
budgets
across
the
state
are
treated
in
that
they
are
line
item
budgets,
so
this
would
be
all
of
the
professional
schools,
as
well
as
all
of
the
non-formula
budgets,
so
those
that
are
both
a
you
know
within
unlv
and
unr,
as
well
as
those
that
are
within
the
system.
Those
are
treated
just
like
other
accounts
across
the
state
and
are
not
included
in
the
funding
formula,
some
other
factors
that
are
important
to
to
point
out
in
the
formula.
B
So
there
are
some
adjustments
that
are
made
within
the
formula.
The
first
is
what
we
call
the
small
institution
factor,
so
this
is
for
institutions,
and
in
this
case
it's
wnc
and
gbc
that
are
smaller.
B
Or
less
weighted
student
credit
hours
so
to
the
extent
that
those
institutions
are
below
that
hundred
thousand
mark
of
weighted
student
credit
hours,
they
receive
an
additional
in
addition
to
the
regular
calculation
for
weighted
student
credit
hours,
they
receive
an
additional
30
dollars
per
weighted
student
credit
hour
for
those
student
credit
hours
below
100,
000
and
you'll
see
that
as
I
get
into
some
of
the
calculations,
there's
also
a
research
factor.
B
So
when
I
talked
about
the
the
course
weights
in
courses
being
weighted
one
or
up
to
8.8
in
the
two
universities,
upper
division
and
graduate
courses
receive
an
additional
10
percent
and
that
is
to
recognize
their
their
research
mission.
So
where,
at
a
community
college,
you
might
see
an
upper
division
course
weighted
at
a
two
at
the
universities.
B
B
The
last
component
of
the
formula
is
what
we
call
the
performance
pool,
and
so
there
are
a
series
of
metrics
that
they
we
establish
goals
for
all
of
the
institutions
we
just
or
not
just
but
we
completed
setting
the
year
nine
and
ten
targets
and
the
metrics
include
things
such
as
degrees
awarded.
So
it
would
be,
you
know,
bachelor's
degrees,
associates
degrees,
masters
and
doctoral
degrees.
It
also
recognizes
certificates.
B
The
really
what
you
do
is
at
the
end,
when
you
calculate
the
budgets
for
the
teaching
institutions,
20
percent
of
that
is
then
taken
out
of
their
budgets
and
placed
into
the
performance
pool
and
those
institutions
have
to
earn
that.
20
percent,
back
by
meeting
these
various
metrics
that
I
talked
about.
B
So
we
look
at
the
weight.
The
fiscal
20
weighted
student
credit
hours
there
and
if
you
look
at
that
second
column,
labeled,
fiscal
20
and
you
can
see
at
the
bottom-
it's
three
million
one
hundred
and
twenty
two
thousand,
so
that
again
represents
doing
the
math
of
how
many
student
credit
hour
completions.
Are
there
times
the
weight
and
that's
across?
Obviously
all
of
the
institutions.
B
That
is
then
compared
to
fiscal
18,
which
is
the
number
that
was
used
when
the
2019
legislature
approved
our
budget.
We
used
the
fiscal
18
calculation
of
weighted
student
credit
hours
again
because
back
then
that
was
the
most
recent
information
we
have
and
so
for
the
calculation
of
caseload
growth.
It's
the
difference
between
a
fiscal
20
and
fiscal
18
so
that
I
guess
it's
the
fourth
column
in
labeled
weighted
student
credit
hour
change.
You
can
see
the
increases
in
additional
weighted
student
credit
hours
when
you
compare
fiscal
20
to
fiscal
18.
B
So
again,
looking
at
the
very
bottom
in
the
green
bar
there
in
fiscal
20,
we
across
the
system
had
almost
146
000,
more
weighted
student
credit
hours.
We
then
you
we
then
take
that
145
000
and
we
multiply
it.
If
you
look
in
the
top
far
right
hand,
column
you'll
see
that
the
the
rate
that
we
used
for
fiscal
year
21,
which
is
the
year
that
we're
in
now,
was
164.61
per
weighted
student
credit
hour.
B
So
that
is
how
we
do
the
math
to
calculate
caseload
growth
for
both
fiscal
year,
22
and
23.,
and
so
you
can
see
again
if
you
look
at
the
bottom
right
hand,
portion
of
that
column
that
generates
across
the
system-
and
you
can
see
the
breakdown
there
by
institution,
but
across
the
system,
24
million
per
year
in
case
load,
growth.
E
So
next
I
just
want
to
talk
about
some
of
the
other
components
of
the
funding
formula
and
I'm
not
going
to
go
through
each
of
the
calculations
on
research,
o
m
or
small
institution
factor
as
I've
done
in
the
past,
but
just
wanted
to
show
you
what
those
calculations
or
what
those
numbers
represent
when
you
look
across
the
system,
so
these
these
represent
all
of
the
decision
units
if
you
will
related
to
the
funding
formula.
So
again,
if
you
start
on
the
left,
hand,
side
and
sort
of
work,
our
way
right.
B
The
first
column
there
m
200
research
o
m.
So
again,
that's
that
portion
that
I
talked
about
when
I
talked
about
the
formula
components.
This
represents
the
additional
research
space
that
both
universities
are
have
brought
online
since
the
last
biennium.
So
you
can
see
there
in
total.
If
you
look
at
the
bottom
there
of
that
column.
Overall,
it's
704
000
and
you
can
see
the
breakdown
there
by
institution,
so
continuing
to
move
right
into
the
m201
column.
B
You
see
the
small
institution
factor
there
for
gbc
and
wnc,
and
the
first
thing
you'll
notice
is
that
those
are
negative
numbers,
and
so
the
question
always
comes
up
well
wait
a
minute.
Why
are
they
receiving
a
negative
number
and
and
the
the
reason
for
that
is,
the
small
institution
factor
is
included
in
their
base.
B
So
when
you
go
back
and
you
look
at
what
was
approved
by
the
legislature
in
2019
and
that
calculation
of
the
small
institution
factor
that
is
rolled
into
their
base
budget
well,
because
both
of
those
institutions
have
grown
since
2018
as
compared
to
20
the
amount
of
that
small
institution
factor
is
then
reduced,
and
so
we
do
that
through
the
m201
decision
unit,
and
you
can
see
the
adjustments
there,
they're
still
receiving
a
small
institution
factor,
that's
included
in
their
base,
it's
just
being
reduced
to
recognize
the
growth
that
has
occurred
in
fiscal
20,
compared
to
fiscal
18.,
again,
moving
still
continuing
to
move
right,
the
the
la
the
next
column
there
m203-
that
is,
that
same
case,
load
adjustment
that
I
talked
about
in
the
the
last
slide.
B
So
I
don't
need
to
spend
any
more
time
on
that.
The
final
column
there
is
the
m220
formula
redistribution,
and
so
what
happens
at
the
end
when
we
make
all
these
various
calculations
is
again-
and
this
gets
back
to
what
I
said
earlier-
about
the
distribution
of
general
fund
dollars
based
on
each
institution's
proportionate
share.
B
This
is
where
that
adjustment
happens,
and
so
what
this
means,
where
you
look
at
this
and
you
see
unr
with
a
negative
number
there,
and
that
is
because
their
proportionate
share
of
the
total
weighted
student
credit
hours
has
actually
gone
down
in
fiscal
20
compared
to
fiscal
18..
So
this
makes
all
of
those
adjustments
to
ensure
that
each
institution
is
receiving
the
same
amount
per
weighted
student
credit
hour
based
on
those.
E
Fiscal
year
20
numbers,
and
then
you
have
the
other
adjustments
for
research
and
small
institution
factor
that
are
then
added
on
once
you
do.
A
That
final
distribution,
so
that's.
E
That's
the
the
funding
formula
at
a
very
high
level,
and
certainly
we
can
get
into
more
detailed
discussions
on
some
of
the
components
of
that,
but
I
want
to
shift
now
to
registration
fees,
so
this
this
table
here
represents.
E
E
E
B
E
2019,
we
also
are
currently
publishing
in
our
procedures
and
guidelines
fiscal
year
24
as
well,
and
this
is
to
make
sure
that
students
understand
what
their
costs.
B
Are
going
to
be
as
they
mature
articulate
through
the
system,
and
so
we
also
have
2024,
obviously
not
part
of
this
biennium,
but
it
is
published
out
there
currently
not
included
in
the
predictable
pricing
model.
Are
the
professional
schools,
so
the
law
school
and
the
two
medical
schools.
They
are
not.
B
School
of
medicine,
there's
a
three
percent
increase
per
year
in
22
and
23.
B
When
you
look
at
the
state
operating
budget
and
the
changes
related
to
those
compared
to
again
fiscal
21,
so
you
can
see
the
changes
there
slightly
down
overall
in
22
compared
to
21
and
then
a
slight
uptick
in
2023.
B
So
next
I
want
to
go
through
the
capacity
enhancements
that
are
included
in
the
governor's
recommended
budget.
So
first
is
so
overall
there's
10.9
million
per
year
in
capacity
enhancement,
funding
that
is
included
in
the
governor
governor's
budget.
This
is
the
same
amount
of
for
fiscal
21
and
remember.
B
22
and
23
we've
hold
them
held
them
flat,
even
though
we
originally
presented
them
as
increasing
in
that
five-year
plan.
So
first
up
is
nevada,
state
college,
which
is
receiving
900
000
a
year,
and
this
is
to
expand
their
teaching
academy
program
and
statewide
efforts
to
collaborate
with
their
community
college
partners
across
the
system.
E
Next
is
the
college
of
southern
nevada
at
5.8
million
a
year
and
again
these
are
related
to
workforce
initiatives
in
health
science
in
advanced
manufacturing
and
dual
enrollment
and
csn
is
also
developing
short-term
training
programs
and
weekend
college
options
as
well,
and
so
that
is
the
the
high
level
of
the
college
of
southern
nevada.
E
A
E
C
A
Funding
formula
so
the
main
item
there,
that
is
driven
by
their
funding
formula,
is
m207
there
in
the
middle
and
that
is
tied
to
and
has
been
tied
to,
the
the
number
of
or
the
amount.
I
should
say,
of
grants
and
contracts
that
dri
receives
or
is
projected
to
receive
in
22
and
23,
and
so
there
are
tiers
to
that
and
the
way
it
works
is
that
from
zero
to
25
million
in
grants
and
contracts,
they
receive
12
percent
state
funding.
A
A
D
Bringing
back
a
new
funding
formula
for
the
desert
research
institute,
given
the
pandemic
and
the
budget
reductions
as
well
as,
frankly,
a
change
in
in
leadership
at
both
dri
and
at
the
system
office.
We
did
not
put
forward
a
new
funding
formula
for
the
desert
research
institute,
but
it
is
still
a
a
priority
for
dri
and
a
priority
for
the
system
that
in
the
next
biennium,
we
would
like
to
bring
back
a
a
funding
formula
that,
frankly
works
better
for
the
desert
research
institute
than.
C
Intentions
when
it
was
put
in
place,
but
we
recognize
now
with
the
history
that
we
have
on
the
on
this
formula-
that
there
needs
to
be
some
adjustments
to
it.
Moving
forward
a
couple
of
the
other
items
that
are
included
in
the
governor's
recommended
budget,
the
governor's
recommended
budget
continues,
the
nevada
teach
program
you
may
remember.
Last
biennium
this
was
funded
with
a
300
000
dollar
appropriation,
the
governor's
budget.
This
time
includes
a
hundred
and
fifty
thousand
in
each
year
of
the
biennium
to
continue
this
an
important
program
and
so
look.
C
This
is
this
is
a
program
that
allows
students
to
proceed
or
pursue.
I'm
sorry.
A
A
a
teaching
license
while
also
earning
a
stem
degree
as
well.
A
So
next
there
are
there's
two
slides
here
as
it
relates
to
non-general
fund
positions.
So
there
are
various
decision
units
throughout
the
the
inchi
budget
that
include
new
positions.
These
are
all
not
funded
with
general
funds,
so
they
are
registration
fees
or
in
some
cases,
federal
funds,
and
so,
as
you
look
just
kind
of
at
each
one
of
those-
and
some
of
them
are.
B
Up
from
the
last
biennium,
where
the
institutions
received
funding,
but
the
legislature
didn't
approve
specific
positions,
so
we're
coming
back
now
and
asking
for
the
legislature
to
approve
specific
positions
in
each
of
these
categories,
and
so
I
don't
madam
chair
unless
you
want
me
to.
I-
don't
necessarily
need
to
walk
through
each
one
of
these
happy
to
if
you
want
to
otherwise
just
kind
of
wanted
to
give
you
a
general
idea
of
what
these
are
and
and
maybe
during
q,
a
we
can
get
into
more
details
on
these.
So
there's
two
slides
on
this.
B
New,
so,
madam
chair,
unless
you
want
me
to
I'll
move
on
to
the
next
section,
unless
you
want
me.
C
To
thank
you,
mr
klinger.
That's
that's
good
you're
breaking
up
just
a
little
bit
your
screen
is
frozen,
we've
had
the
same
facial
expression
for
the
last
30
seconds
or
so,
but
we're
hearing
your
voice
really
well,
so
you
look
good
but
and
then,
as
far
as
the
the
cip
type
projects
that
you've
got
listed
on
the
next
couple
pages,
we
really
don't
need
to
discuss
those.
Those
will
be
discussed
more
deeply
at
the
cip
level.
C
So
if
you
want
to
go
ahead
and
and
skip
forward
to
millennium
scholarship
financial
aid
programs,
which
those
types
of
things
we'll
be
having
those
conversations
separate
from
this,
so
thank
you
so
much.
E
Yep
you're
welcome,
so
I
will
then
skip
forward
to
slide
60,
which
is
the
financial
aid
programs.
A
A
Is
the
nevada
promise
scholarship
program,
which
does
include
7.3
million
per
year?
We
have
also
been
having
conversations
with
the
treasurer's
office.
I
know
the
treasurer
is
interested
in
introducing
a
bill
that
would
study
the
various
scholarship.
The
state
funded
scholarship
programs
across
the
state,
and
we
certainly
are
open
and
would
like
to
collaborate
with
the
treasurer's
office
on
those
studies.
A
Next
is
the
transfer
of
witchy
into
inchy
and
for
those
of
us
that
have
been
around
long
enough,
we'll
remember
when
which
he
was
in
inchi
and
then
was
moved
out.
So
this
actually
moves
witchy
back
into
enchi,
and
I
think
when
you
look
at
other
states,
they
are
set
up
similar
and
we
think
there
are
just
synergies
here
to
include
witchy
within
the
nevada
system
of
higher
education
as
well
as
there
is
a
an
efficiency
there
as
well.
A
We're
anticipating
that
this
will
save
85
000
over
the
course
of
the
upcoming
biennium,
and
that
you
know
the
nc
office
is
very
small
and
they
are
currently
down
to
one
staff
person,
so
it'll
be
additional
resources
from
them
where
we
can
share
resources
within
our
office
to
help
them
achieve
their
mission.
A
Madam
chair,
this
is
chancellor
rose
I'll
text
him.
Thank
you
very
much
and
we're
just
about
at
the
end
and
he's
been
talking
for
almost
a
solid
hour.
So
I
I
I
think,
we're
it's
not
too
bad
a
spot.
So
let's
give
him
a
moment
to
get
back
in
and
then
I
will
go
ahead
and
open
it
up
for
questions
of
the
committee.
He
was
at
the
unlv
school
of
medicine,
which
is
going
to
be
a
separate
bill
and
a
separate
discussion.
So
that's
fine!
A
So
let's
give
him
a
moment
committee
members
to
get
back
hopefully,
and
if
not
chancellor,
we
can
start
with
some
high-level
questions
and
if
you
need
to
phone
a
friend
in
one
of
your
presidents,
why
I'll
give
you
the
opportunity
to
just
play
hot
potato
with
the
question
and
toss
it
to
one
of
your
presidents?
So
but
let's
give
mr
klinger
a
moment
to
give
back.
A
A
I'm
here
yay
mr
klinger
you're
back
okay
and
complimenting
on.
E
You
for
talking
for
almost
a
whole
hour
and
powering
through
this
whole
thing,
so
we
are
in
a
pretty
good
spot.
I
think
the
only
thing
you
had
left
to
address
was
faculty
faculty
staff
and
the
compensation
slide,
and
your
mission
will
be
complete.
Okay
and
thank
you,
madam
chair,
for
the
record
andrew
klinger,
chief
financial.
C
So
let
me
just
go
to
that
slide
real
quick.
Can
you
see
my
screen?
I
just
want
to
make
sure
this
is
broadcast.
We
can't
you
can't
okay,
maybe
because
I'm
not
sharing
it.
Sorry.
C
C
Okay,
so
we
talked
about
this
a
little
bit
in
the
pre-session
hearing.
The
board
of
regents
created
a
task.
D
Pool
of
at
least
one
percent
and
that
they
do
that
within
the
existing
resources.
So
it
would
be
the
existing
state
operating
budget
plus
the
other
resources
that
they
have
on
their
campus.
And
so
really.
The
ask
for
the
legislature
is
simply
to
include
language
in
the
appropriations
act,
to
ensure
that
we
have
the
the
flexibility
to
do
that.
D
This
just
based
on
the
the
restrictions
of
funding,
but
we
still
do
plan
to
to
move
forward
with
the
recommendations
of
the
task
force
that
the
institutions
establish
a
merit
pool
on
each
one
of
their
campuses.
D
So
with
that,
madam
chair,
I
will
stop
and
stop
my
screen
sharing.
Thank
you
very
much,
mr
klinger
good
job.
We
appreciate
it.
There
is
a
lot
here.
I
always
think
it's
good
to
get
through
the
whole
presentation
that
way
everything's
out
there,
and
then
we
can
start
working
systematically
through
the
different.
D
To
ask
questions
so
with
that
I
have
a
couple
of
high-level
questions
that
may
not
necessarily
fit
into
any
of
these
categories
and
committee
members.
There
is
the
zoom
chat
that
is
available
and
I
believe
everyone
else
knows
how
to
reach
me.
If
you
do
have
a
question,
but
please,
if
I
miss
you,
please
ask
to
be
recognized.
I
want
to
make
sure
this
is
very
complicated
that,
especially
with
our
newer
members,
I
want
to
make
sure
you
have
an
opportunity
to
to
dive
into
this
and
really
understand
it.
D
D
Thank
you,
madam
chair
and
members
of
the
committee
for
the
record
chancellor
rose.
Obviously
I
don't
have
those
numbers
at
my
fingertips,
but
we
could
certainly
provide
you
at
the
very
least,
with
default
rates.
Those
default
rates
of
student
debt
are
collected
nationally
and
reported
nationally,
and
it
will
give
you
a
sense
of
how
nevada
students
are
faring
with
the
total
cost
of
attendance
and
how
they're
managing
that.
So
I
would
be
very
happy
to
ask
my
staff
to
provide
you
with
whatever
information
we
have
about
debt.
D
There's
a
lot
of
discussion
about
this
at
the
national
level
and
here
and
I
just
think
we
need
to
really
understand,
especially
what
the
students
have
been
through
and
what
the
system
has
been
through
since
last
march,
operating
where
the
students
actually
are.
They
made
commitments
towards
debt,
not
sure
if
they
were
able
to
continue
where
they
actually
stand.
So
I
think
it's
an
important
component
for
us
to
make
sure
that
we
have
in
the
discussion
points
on
this
budget.
I
believe
miss
don
darrell,
senator
don
darrell
loop
had
a
higher
level
question.
D
Thank
you,
madam
chair.
I
actually
have
two.
If
I
could
ask
them
the
first
one
is:
is
that
when
we
got
to
slide
55,
we
talked
about
those
non-general
fund
positions,
and
I
noticed
that.
E
A
Somehow
balanced
their
budget
without
doing
that,
I
don't
that's
the
best.
I
can
do
to
ask
that
question.
Thank
you,
madam
chair
to
you
and
through
to
senator
dondero
lupe.
I
appreciate
the
question.
Chancellor.
You
can
go
directly
to
the
members
today.
This
needs
to
be
a
conversation.
Thank
you
chair.
Actually,
I
I
the.
A
I
can't
speak
specifically
to
unr's
decisions,
but
I
do
believe
that
we
have
you
in
our
on
the
line.
If
you
would,
like
president
sandoval
to
answer
that
specifically,
that
would
be
good.
I
I
I
just.
It
was
just
something
that
I
noticed
and
that's
why
I
asked.
A
So,
madam
chair,
I
don't
know
about
the
technological
end
of
this,
but
I
I
think
that
the
process
allows
for
me
to
recognize
president
sandoval
or
a
member
of
his
team
to
respond.
Is
that
correct?
I
believe?
No,
I
think
he
just
has
to
unmute
himself
and
good
morning,
madam
chair
for
the
record
brian
sandoval,
president
of
the
university
of
nevada,
reno
to
you
and
through
you
to
the
to
senator
don
darrell
loop.
So
I
have
vic
reading
who's
who's
here,
as
well
as
head
of
finance
and
a
conversation
with
him.
A
This
this
situation
obviously
preceded
my
arrival
at
unr,
but
I
think
part
of
that
formula.
That
decision
matrix
had
to
do
with
the
number
of
positions
that
we
had
filled
versus
the
other
campuses.
So
it
may
indeed
have
resulted
in
the
elimination
of
some
positions
and
keeping
some
positions
frozen,
but
from
campus
to
campus,
it's
going
to
be
very
different
in
terms
of
how
those
decisions
were
made.
A
I
appreciate
that
answer
and
great
to
see
you,
president.
Thank
you,
senator
it's
great
to
see
you
as
well.
My
second
question
chair,
if
I
could
continue,
is
just
one
that
sort
of
popped
up
this
morning.
A
Coincidentally,
with
us
hearing
this
budget-
and
I
understand
that-
and
I
thought
of
course,
according
to
the
morning
news,
that
it
was
unr.
But
I
understand
after
looking
it
was
actually
and
she
in
general
was
going
to
charge
a
student
surcharge
to
students
due
to
kind
of
a
coveted
surcharge.
And
I.
E
Was
curious
because
I
know
that
we've
gotten
herf
dollars
and
I
see
on
many
of
the
slides-
are.
F
That
they
have
gone
through
what
those
things
will
go
to,
and
so
I
was
just
curious
why
there
was
necessary
why
there
was
a
necessary
surcharge
if
they
were
receiving
those
stunts.
So
if
you
could
address
that,
I
would
appreciate
it.
Thank
you.
Senator
dondero
loop
again
for
the
record
chancellor
rose
I'll
answer.
Half
of
that
question
and
then
yield
to
andrew
klinger,
because
this
is
an
issue
that
predates
my
arrival.
B
Covered
the
entire
loss
that
we
have
experienced,
and
so
there
have
been
difficult
decisions
and,
as
you
know,
our
our
effort
is
always
to
hold
students
harmless
through
this
time.
But
I
I
hope
that
cfo
klinger
can
elaborate
on
this
answer
because
he
would
have
been
here
for
those
early
hard
decisions
that
the
regents
faced.
B
Thank
you,
dr
rose
for
for
the
record
andrew
klinger
chief
financial
officer
through
the
chair
to
senator
dondero
loop.
I
think
the
chancellor
did
a
great
job
of
answering
that
question
and
I
want-
and
I
want
to
point
out
that
the
the
surcharge
is
only
for
fiscal
year
21
and
so
the
board
of
regents
made
a
decision
when
we
faced
additional
cuts
in
22
and
23
not
to
extend
that
surcharge
into
the
upcoming
biennium.
B
And
I
guess
I
would
just
reiterate
what
the
the
chancellor
stated
is
that
when
this
decision
was
made
back
in
the
summer
of
last
year,
this
was
one
component
of
sort
of
a
shared
sacrifice
to
you
know
to
balance
the
inchi
budget
at
that
time,
but
again
just
want
to.
F
Reiterate
that
surcharge
will
not
continue
into
the
next
biennium
okay.
I
appreciate
the
answer
I
just
as
I
look
at
the
prices
of
credit
per
hour,
credit
fees.
I.
B
Honestly,
I,
as
a
student
and
as
a
parent
that
have
paid
those
fees
I
feel
like
they
have
just
thousands
and
thousands
of
percent
percents.
You
know
increased
over
the
years
and
and
so
I'm
just
cognizant
of
the
fact
and
sensitive
the
fact
that
you
know
students
are
trying
to
do
their
best
and
pay
their
fees,
and
so,
if
we
can
use
other
dollars
for
that,
it
would
be
great.
Thank
you
very
much
for.
B
Thank
you
very
much,
so
I
think
one
of
the
overarching
questions.
This
is
a
real
softball
for
you
all,
but
I
think
we
should
give
you
the
opportunity
to
make
the
case
what
type
of
impacts
these
cuts
will
actually
have
to
the
academics
program
and
basically
to
student
services.
F
Matter,
you
know
I,
as
you
all
know,
I'm
a
first
generation
college
student.
I
very
much
depended
in
my
own
undergraduate
experience
on
small
class
sizes
on
large
numbers
of
advisors
and
student
supports
at
every
level,
or
I
would
not
have
made
it
through
my
own
degree
program,
and
so,
of
course
those
are
the
concerns
that
we
have
and
every
campus
has
tried
to
mitigate
the
direct
harm
to
students.
I
would
have
to
say
that
is
our
collective
goal
in
in
every
instance,
of
cost
containment
or
cut,
is
to
protect
the.
A
Student
experience
to
the
very
best
of
our
capacity
and
and
what
I
can
say
about
that
is
that
that
means
there
are
others
who
will
feel
the
impact.
You
know.
President
sandoval,
for
example,
just
mentioned.
B
The
positions
that
go
unfilled,
that
creates
bigger
workload
for
remaining
faculty
and
remaining
staff.
We
know
we
can't
recognize
a
good
performance
with
increased
salaries
at
a
time
when
families
are
struggling,
and
these
are
very
difficult
trade-offs.
I
mean
I
have
to
say
as
your
chancellor,
that
the
number
one
thing.
D
I
worry
about
heading
into
this
next
biennium
is
the
news
that
we
are
all
reading
nationally
as
we're
preparing
for
enrollment
for
next
fall.
The
data,
the
early
preliminary
national
data
are
suggesting
to
us
that
some
of
our
most
vulnerable
students,
students
who
are
underrepresented,
first
generation.
F
Are
the
ones
that
are
the
most
anxious
about
jumping
back
into
higher
education,
and
so
you
know,
we've
made
so
much
progress
with
these
vulnerable
students
and
closing
achievement
gaps.
And
so,
from
my
perspective,
I
am
quite
concerned
about
how
we
continue
to
grow
our
supports
for
those
students.
So
that
is
where
we
need
to
be
as
a
system
as
our
student
bodies
in.
B
Increasingly,
diversify
and
come
to
us
with
new
needs,
and
the
last
point
I'll
make
on
this
score,
and
there
may
be
others
who
wish
to
chime
in
is.
We
know
that
there
are
going
to
be
lasting
impacts
of
the
pandemic
and
the
economic
downturn.
So
even
if
we,
you
know,
look
something
close
to
normal
in
the
fall
in
terms
of
greater
percentage
of
classes
face
to
face.
B
The
ongoing
impact
to
mental
health
is
one
that
I
have
great
concern
about.
The
ongoing
impact
to
family
budgets
will
continue
for
some
time,
and
so
I
I
do
have
concerns
about
our
ability
to
continue
to
make
progress
and
good
progress.
That
has
been
demonstrated
in
the
slides
that
I
showed
you
this
morning.
B
So
thank
you
for
the
opportunity,
madam
chair,
if
you'd
like
more
detailed
answers
about
the
tough
trade-offs
that
our
campuses
are
making,
of
course
I'd
be
happy
to
yield
to
the
presidents,
chancellor,
I
I
think
you've
made.
I
think
you've
made
a
very
good
case,
but
I
would
not
want
to
cut
off
any
one
of
the
presidents
if
any
of
them
would
like
to
make
a
a
brief
statement.
Knowing
that
we
understand
the
position
you're
in
because
we
know
the
position
the
state
is
in
so.
B
It
looks
to
me,
like
president
hilgerson
might
like
to
chime
in
president.
Hillary
clinton
go
ahead.
Please
aye
president
hillary,
some
for
the
record.
First,
I
want
to
say
that
at
turkey
meadows
community
college,
we
have
made
cuts.
We
have
made
cuts
through
leaving
numerous
positions
frozen,
we've
not
hired
them
back.
It
has
increased
workload.
People
are
wearing
multiple
hats.
B
I'm
very
concerned
that
now
that
we're
finally
making
gains
on
student
success
and
weighted
student
credit
hours
completed
that
we're
going
to
have
to
roll
it
back,
and
I'm
very
worried
about
that,
because
you
know
this.
This
is
difficult,
stuff,
public,
higher
education
at
the
two-year
college
level.
I'm
also
concerned
that
our
workforce
training
programs
are
underfunded.
B
E
E
Of
what's
been
happening
at
tmcc.
Thank
you.
Thank
you
very
much,
president.
I
have
president
whitfield
next,
thank
you,
chairwoman,
and
for
the
record,
this
is
keith
whitfield
from
president
university
of
nevada
las
vegas
good
morning.
Let
me
just
add
to
that
discussion
of
that.
The
way
in
which
we've
been
managing
these
cuts
is
that
they
will
continue
to
deplete
our
reserves
and-
and
that
is
very
disconcerting.
A
I
think
that
we
have,
in
years
past,
been
able
to
actually
survive
and
and
do
very
well
by
having
generated
a
a
reasonable
amount
of
reserves,
and
that
allows
us
to
be
able
to
grow
as
a
newly
minted.
B
Research,
one
institution-
it's
very
important
for
us
to
grow
in
some
very
strategic
areas,
which
include
medicine,
engineering,
the
sciences
and
the
liberal
arts,
and
so
this
will
greatly
impair
our
ability
to
be
able
to
to
move
on
a
continued
path
of
growth.
It
also
slows
down
our
ability
to
do
one
of
the
anshi
goals,
which
is
to
increase
our
advisor
ratio.
B
B
But
it's
still
one
of
our
priorities
and
then
lastly,
I
would
just
say
that
one
of
the
things
that
I
think
that
we
struggle
with
this
state
is
to
be
able
to
try
to
increase
the
the
college
going
rate
and
being
able
to
have
sufficient
faculty
in
those
classes.
Doing
an
outstanding
job
of
providing
an.
E
Education
for
our
students
is
critically
necessary,
so
all
of
these
things
work,
I
think
in
in
concert
to
be
able
to
limit
our
abilities
to
be
able
to
do
some
of
the
things
that
the
state
needs
to
be
able
to
do
as
we
bounce
back.
B
From
the
kofi
pandemic,
thank
you
very
much.
Thank
you,
president
whitfield.
I
believe
I
have
president
sandoval
next.
Thank
you,
madam
chairman
brian
sandoval,
president
of
the
university
of
nevada
reno,
and
to
the
members
of
the
committee.
I
suppose
I
will
adopt
my
reference.
The
remarks
of
president
whitfield,
my
colleague
and
friend,
but
for
our
campus.
It's
going
to
be
very,
very
difficult
as.
E
Well,
we
are
looking
at
a
hundred
plus
frozen
positions
which
will
include
25
to
30
faculty
positions.
It
will
also
include
which
concerns
me
very
much.
Student
advisement
and
student
support
positions,
so
you
know
it
will
indeed
have
an
effect
on
our
mission.
Moving
forward,
I
will
say
that
I'm
very
proud
of
our
students,
faculty
and
staff
they've
worked
very
hard.
They've
been
very
resilient.
E
The
other
issue
that
I'd
like
to
to
bring
to
your
attention-
I
guess
separate
from
the
state
support,
is
the
reduction
in
enrollment,
which
is
going
to
affect
us
at
what,
as
well
from
fall
to
fall,
we're
down
approximately
a
thousand
students,
and
obviously
you
know,
obviously
that's
going
to
have
a
ripple
effect
as
well,
but
we
will,
as
chancellor
said,
we
want.
We
understand
that
we
need
to
have
shared
sacrifice.
We
want
to
to
work
with
you,
but
it
is
indeed
going
to
make.
B
B
B
E
Of
the
similar
comments
that
my
colleagues
have
made,
madam
chair,
the
the
cuts
for
us
at
western,
we
have
made
cuts
in
positions
similar
to
some
of
our
other
institutions,
and
it
has
impacted
us
as
the
smallest
institution.
Within
the
system.
E
Our
team
members
are
carrying
much
heavier
loads
in
terms
of
work
and
we've
had
to
also
freeze
positions
all
at
a
time
when
our
student
demographics
continue
to
change
dramatically
in
terms
of
serving
first-year
and
minority
students,
so
those
have
created
significant
challenges,
but
to
what
president
sandoval
said
earlier,
we're
also
anticipating
less
enrollment
in
the
fall
and
that
will
translate
to
more
budget
challenges
moving
forward.
So
I
just
want
to
echo
some
of
the
similar
comments
that
my
colleagues
have
made.
F
And
and
keeping
us
informed
on
on
what
you're
looking
at
over
this
next
interim.
So
with
that,
I
think
I'm
going
to
go
to
senator
ratty
had
a
question
we'll
start
there.
F
Thank
you
chair
and
again,
I
think
the
looking
for
a
high
level
response
to
this
question.
I
think
one
of
the
things
that
you're
going
to
wrestle
with
that
we
are
also
wrestling
with
is
the
potential
second
or
additional
round
of
stimulus,
that's
being
discussed
at
the
national
level
and
the
timing
of
that
stimulus
and
recognizing.
Sometimes
our
governance
structures
are
not
particularly
nimble,
especially
for
dollars
that
come
in
at
the
last
minute.
F
A
Very
much
and
of
course,
we
are
eagerly
anticipating
additional
federal
dollars,
as
as
we
all
are,
of
course,
and
and
I've
been
in
conversation
within
the
past
few
weeks
with
the
governor's
office
about
some.
You
know
perhaps.
B
Some
guidance
around
how
they
hope
that
we
will
be
using
the
future
dollars,
and
I
know
that
cfo
klinger
has
met
with
the
business
officers
from
all
of
our
campuses
to
begin
to
build
out
a
framework
so
that
we
can
think
about
what
is
the
highest
and
best
use
of
these
dollars
as
a
whole
system
and
and
anticipate
those
dollars
and
be
strategic
about
them.
So
I,
I
think
the
kinds
of
things
that
you
can
see
from
us
as
we
begin
to
craft
a
strategic
framework
for
receiving
that
money.
B
Obviously
there's
the
money
that
goes
directly
to
students
and
for
that
we're
really
grateful,
because
we
know
that
they
are
suffering
and
and
we're
glad
for
that
money.
But
the
dollars
that
go
directly
in
to
the
institutions
will
all
be
monitored
for
compliance
with
a
set
of
strategic
objectives.
And
given
the
moment
that
we're
in
I
think
you
can
anticipate
that,
we
will
be
focused
on
those
kinds
of
activities
that
assist
with
workforce,
that
that
help
us
build
back
our
state's
economy
in
in
the
way
that
only
higher
education
can.
F
Do
and
I'm
also
aware
that
there
may
be
some
in
that
package
future
package-
there
may
be
some
one-time
dollars
that
we
might
be
able
to
use
very
strategically
for
infrastructure.
That
would
then
serve
us
well
beyond
this
next
fiscal
year.
F
So
you
know
how
do
we
use
those
dollars
in
a
way
that
will
have
multiplier
effect
and
that
will
serve
the
state's
interest,
particularly
around
workforce
and
economic
diversification
going
forward,
so
that
might
give
you
a
sense
of
the
kinds
of
things
that
we
will
be
prioritizing
as
a
team
and,
of
course
working
in
close
conversation
with
the
governor's
office
and
and
with
all
of
you.
Thank
you
for
the
question.
F
Thank
you
so
much
madam
chair,
and
I
I
just
have
some
questions
regarding
the
budget
reductions.
Nice
to
see
you,
chancellor
rose
and
thank
you
for
the
presentation.
F
I
think
I
know
the
answer
to
this,
but
I
do
this,
but
I
don't
want
to
make
any
assumptions
so
I'm
going
to
ask,
but
how
were
the
distribution
of
reductions
decided,
because
I
noticed
that
all
of
the
institutions,
with
the
exception
of
great
basin
college
in
nevada
state
college,
had
reductions
from
general
fund
appropriation.
F
So
thank
you
for
the
question
vice
chair.
I
would
actually
prefer
to
yield
this
question
to
andrew
klinger,
who
managed
that
process
directly
with
all
of
the
business
officers.
Thank
you.
Dr
rose
for
the
record
andrew
klinger
chief
financial
officer
through
chair
carlton,
to
assemblywoman.
How
did
ye
so
that
that
process
was
a
decision
made
by
the
board
of
regents
and
what
we
attempted
to
do
and
actually
did
was
to
spread
those
reductions
across
all
of
the
institutions.
F
F
The
capacity
enhancement
for
nevada
state
college
is
what
sent
it
to
13
increase
in
general
fund
appropriations
as
opposed
to
a
reduction
so
part
of
what
I
guess
part
of
what
changes
the
because
I'm
assuming
you're
looking
at
the
overall
changes
in
appropriations
and
and
part
of
what
factors
into
that
is
the
the
case:
load
growth
as
well,
so
the
12
percent
cuts
are
taken
and
then
caseload
growth
is
added
back,
so
it
offs
it
makes
the
numbers
come
out
a
little
bit
different.
F
I
think
that's,
probably
what's
what
you're
looking
at
okay
and
that's
that's
what
I
was
assuming
that
there
was
case
caseload
growth
for
a
great
base
in
college
in
nevada
state
college,
because
I
thought
that
there
was.
Can
you
explain
a
little
bit?
What
caused
that
caseload
growth
at
those
two
institutions?
F
A
So
it's
it's
just
the
the
change
in
that
wage
student
credit
hours
at
the
end
of
the
day
that
impacts
their
proportionate
share
of
funding
overall,
once
you
run
it
through
the
formula.
A
I
hope
that
answers
your
question.
It
did
mr
klinger,
thank
you
and
then
madam
chair
just
lost
questions
on
the
budget.
Reductions.
Yes,
go
ahead.
Okay,
thank
you
and
I
just
wanted
to
kind
of
follow
up
on
what
my
colleague
senator
dondero
luke
asked
regarding
the
budgets
for
the
institutions.
I
also
had
the
same
question
on
with
unr
on
why
they
chose
to
eliminate
the
41
vacant
positions
as
opposed
to
holding
them
vacant.
But
in
addition
to
that,
I
saw
that
they
were
the
only
institution
that
also
had
budget
reductions
to
retirement.
A
A
Thank
you
vice
chair
again,
melody
rose
for
the
record
and
I
I
would
ask
andrew
klinger
if
he
could
field
this
question
and
if
we
need
them
to
bring
in
the
unr
team
as
well
for
support
yeah
for
the
record
andrew
klinger
chief
financial
officer
through
chair
carlton,
to
assemblywoman
howdy.
I
would,
I
don't
think
it's
a
reduction
in
benefits,
and
I
I
would
actually
defer
to
unr
on
that.
I'm
assuming
it
is
maybe
positions
retiring,
but
I'm
not
positive
on
that.
A
So
I
would
defer
to
unr
on
that
and
madam
chair,
if
I
may
brian
sandoval
president
of
university,
without
reno,
for
for
the
record
speaking
with
vic
reading
our
director
for
vice
president
finance,
we
had,
we
did
not
make
any
changes
to
retirement
benefits
for
individuals
on
campus,
but
we'd
be
happy
to
work
with
your
staff
to
provide
any
more
details.
A
Thank
you,
president
sandoval.
I
I
was
just
curious
because
I
know
that
the
budget
reductions
focused
on
elimination
of
positions
operating
expenses
and
then
there
was
a
category
that
says
retirement.
So
I'm
curious
as
to
what
kind
of
reductions
to
retirements
there
was
and
then
my
last
question
madam
chair
was:
I
saw
in
budget
reductions
that
they're
also
utilizing
10
million
of
investment
income
for
distribution
to
kind
of
offset
the
reductions
can.
Can
you
explain,
mr
klinger?
This
is
probably
a
question
for
you.
A
What
investment
income
is
to
me
sure,
madam
chair,
for
the
record,
andrew
klinger,
chief
financial
officer
and
two
assemblywoman
howdy.
So
during
the
fiscal
year
21
budget
reductions,
we
did
what
we
call
two.
E
Special
allocations
from
our
in
investment
earning
pool
so,
and
maybe
just
to
give
you
a
little
bit
of
background
on
this.
So
what
we
do
is
we
pool
all
of
the
cash
from
all
of
the
institutions,
and
so
this
is
this
is
the
operating
pool
essentially,
and
the
balance
in
that
pool
varies
depending
on
on
the
day.
If
you're
making
you
know,
if
it's
payday,
then
the
pool
is
going
to
go
down.
If
you're
collecting
registration
fees,
the
pool
is
going
to
go
up
and
we
divide
that
pool
essentially
into
three
tranches.
E
The
median
term
piece
of
that
is
invested
in
medium-term
bonds,
and
then
the
short-term
is
is
short-term
bonds
and
short-term
cash,
and
so
we
have
earnings
on
that
pool
that
normally
we
do
distributions
monthly
to
the
campuses
at
a
rate
of
2.75
of
their
balance.
And
so
what
had
happened
is
two
things.
The
the
regents
had
created
a
50
million
dollar
market
fluctuation
account
where
we
had
earnings,
above
that
normal
rate
of
distribution
that
were
set
aside
in
that
market
fluctuation
account.
E
A
21
we
distributed
both
that
50
million
market
fluctuation
reserved
to
the
campuses,
as
well
as
the
the
earnings
in
that
pool
the
other
70
million
that
were
in
excess
of
distributions.
A
A
That's
that's
fine.
Thank
you,
miss
hadiki
and
we
we
know
everyone's
going
to
have
a
lot
of
questions.
So
we
do
appreciate
that
I
think
I
need
to
go
back
and
probably
wrap
up
the
discussion
about
the
the
higher
education
emergency
relief
fund.
There
was
a
a
couple
of
components
of
that
that
didn't
quite
get
addressed.
How
much
of
that
was
used
for
student
aid.
A
A
E
Actually
slide
37,
madam
chair.
There's
a
breakdown
there
of
the
total
award
and
then
the
minimum
amount
is
the
next
column
that
is
required
under
the
act
to
be
distributed
to
students
as
aid
and
so
and
it's
the
same
amount
that
was
required
under
the
cares
act.
So
under
the
cares
act,
29.9
million
was
directed
for
student
aid
and
under
what
we
call
herf
ii
funding.
E
A
So
that's
that's
the
good
history
on
that
and
so
you're
saying
that
these,
the
next
component
of
aid
that
will
come
through
will
be
distributed
along
the
same
lines
as
this.
This
is
for
madam
chair
for
the
record
andrew
klinger.
The
funds
that
you're
seeing
here
these
are
the
funds
that
were
approved
in
december
of
last
year.
Any
additional
future
funds,
I'm
not
sure
how
those
will
be
broken
out.
Yet
so,
if
you're
asking
about.
B
Round
of
funding,
I'm
not
sure
what
the
student
aid
portion
of
that
will
be.
Okay.
I
think
we're
going
to
want
an
answer
to
that
question
for
sure,
so
that
we
understand
what's
going
to
happen,
we've
seen
what
you've
done
in
the
past,
but
I
need
to
have
a
good
idea
of
what
your
plans
are
in
the
future
and
if
I
could
ask
when
I
was
looking
at
the
numbers
of
the
breakdown
unlv
unr
csn,
it's
the
anticipated
allocation.
That
will
be
that's
going,
I'm
not
talking
about
past!
B
I'm
talking
about
future
now,
so
the
anticipated
allocation
that's
going
to
be
going.
There
would
be
a
total
of
about
33
million
to
csn.
B
B
Madam
chair,
for
the
record
cfo
klinger
we
can,
we
can
get
you
that
information
and
I
will
also
say
we
have
on
slide
38,
where
I
provided
the.
E
Summary
we
have
the
breakdown
of
that
by
institution
that
we
can
share
as
well.
Now
is
that
future
funds
or
past
funds
passwords
sorry
yeah.
Those
are
okay,
I'm
talking
about
future
okay
and
we
ended
up
talking
about
round
two
and
madam
chair.
E
We
can
I'll
work
with
the
business
officers
from
the
institutions
and
we
can
get
you
that
information
okay,
because
it's
it's
it's
good
to
see
where
you've
been,
but
I
also
want
to
know
the
plan
on
where
you
think
you
might
be
going
so
that
we
can
compare
the
two
that
I
believe
that
would
be
very
helpful.
E
I
know
majority
leader
had
some
questions
on
their
performance
pool,
so
let's
go
ahead
and
skip
to
the
performance
pool
and
get
those
questions
answered,
and
then
I
know
some
folks
have
questions
about
weighted
student
credit
hours.
Also
we'll
go
back
to
that
in
just
a
moment,
but
majority
leader,
you
had
a
couple
of
questions.
E
E
This
is
typically
an
issue
that
I
I
like
to
ask
questions
about,
and
so
I
guess
I'll
start
by
asking.
If
there's
been
I'm
sorry,
not
the
the
yeah,
the
yeah,
the
performance
cool,
not
the
performance
pay,
I
want
to
make
sure
that
I'm
on
a
performance
pool.
So
I
guess
I'll
start
by
saying.
Has
there
been
recent
conversation
by
the
board
of
regents
about
any
changes
either
in
the
specific
items
or
the
weights
regarded
to
the
performance
pool.
F
F
Dr
rose
for
the
record
andrew
klinger,
chief
financial
officer
that
so
we
have
not
had
a
discussion
at
the
board
or
among
staff
about
changing
the
the
weighted
factors.
F
What
we
have
done,
though,
so
year
eight,
which
is
fiscal
year
20
we
do
have
the
final
outcomes
and-
and
if
you
look
at
those
you'll
see
depending
on
the
campus
there's
some
you
know
some
that
are
close
and
then
some
that
are
not
so
close,
and
so
when
we
set
the
performance
targets
for
years
nine
and
ten,
what
we
did
is
we
reset
all
of
those
targets
based
on
their
their
year.
F
8
actual
so
we
went
through
and
reset
all
of
those
targets
so
that
you
don't
see
you
know
in
some
cases
you
you
see
that
institutions
are
two
hundred
percent
above
their
target.
So,
for
years
nine
and
ten
we
actually
went
back
and
reset
those
targets,
and
I
don't
know
if
that,
if
that's
what
you're
asking
I.
F
I
appreciate
that
madam
chair,
through
you
to
mr
klinger,
so
that's
helpful
and
I
think
I
am
holding
the
1920
year
eight
outcomes
here
and
of
course,
since
2013
every
school
every
institution
has,
except
for
in
two
schools
in
year
13,
but
really
2014
nearly
forward.
Every.
E
E
A
F
F
Flat
they're
remaining
flat
across
the
institutions
and
the
percent
of
funding
that
they
get,
and
I
think
especially
since
I
hear
the
conversation
from
chancellor
rose
talking
about
the
need
to
you-
know,
gear
the
system
to
help
economic
development.
We
have
metrics
within
that
performance
pool
around
economic
development
around
one
to
two-year
certificates,
and
so
I
guess
I'm
just
wondering
when
it
comes
to
those
factors
and
there's
those
weights.
They're
static
and
they've
been
static
for
a
long
time
and
it's
a
big
chunk
of
money.
I
don't.
F
F
If
everyone
just
gets
it
and
they
get
the
same
amount,
I
think
it
might
have
lost
the
intent
of
what
it
was
intended
to
do,
which
was
you
know,
push
each
institution
further
along
year
over
year
in
in
trying
to
you
know,
make
these
targets
more
of
a
you
know,
something
that
isn't
just
going
to
be.
E
Reflect
what
we
need
in
this
upcoming
biennium
and
then,
madam
chair,
I'm
sorry.
I
know
I
had
an
another
question,
but
it
was
on
the
performance
pay,
but
I
can't
recall,
am
I.
F
Going
should
I
I
can
wait,
and
I
know
you
wanted
to
talk
about
weighted
student
credit
hours,
so
I
can
wait
to
talk
about
my
the
other
piece
later,
but
majority
leader,
please
go
ahead
and
address
performance
pay
while
we're
here.
Let's
there,
we've
got
a
lot
of
questions,
so
I'm
I'm
sure
we'll
get
to
them
all
go
ahead.
Okay,
get
get
me
done
with
right.
Get
me
off
the
platform.
F
A
Pointing
back
and
forth-
and
I
think
justifiably
so
about
whose
responsibility
is
it
to
make
sure
that
that
when
we
talk
about
pay
equity
and
the
nc
system,
that
it's
it's
being
funded
and
being
considered,
so
I
think
we're
taking
a
big
step
towards
getting
there.
A
My
one
recommendation
that
I
would
I
would
like
to
see
considered
is,
as
we
look
at,
that,
potentially
that
back
language
being
placed
in
is
that
we,
when
we
look
at
the
salary
compression
issue
and
when
we
look
at
the
ng
salary
study
that
was
produced
a
couple
years
back.
You
know
the
biggest
issue
tends
to
be
around
the
the
classified
and
administrative
faculty
and
their
pay.
A
That
would
focus
on
the
classified
and
administrative
faculty
versus
the
the
dean's
executives
and
and
above,
and
that
might
actually
help
us
exponentially
address
those
those
those
particular
set
of
salaries
where
we
seem
to
be
the
most
where
they
seem
to
be
the
most
stuck
yes
chair,
carlton.
If,
if
I
may
address
that
for
the
record,
melody
rose
chancellor,
I
really
appreciate
your
observations.
A
Majority
leader
I,
having
spent
my
whole
career
in
higher
education,
most
much
of
it
on
the
faculty
side,
I
can
tell
you
that
that
issue
of
salary
compression
is
is
pernicious.
B
B
You
don't
want
to
have
a
whole
group
of
employees
who
are
so
critical
to
the
mission
effectively
stuck
in
place
and
when
we
think
about
the
kind
of
levers
that
we
have
to
improve
student
outcomes.
So
much
of
those
levers
are
are
held
by
by
those
very
individuals
that
you've
just
mentioned,
and
so
it's.
I
really
appreciate
that.
B
I
did
also
want
to
if
I
may
go
back
to
your
previous
observation
about
the
performance
pool
and
its.
You
know
whether
it
continues
to
have
meaning
and
whether
it
needs
to
be
reconsidered,
and
I
just
wanted
to
offer
sort
of
take
a
step
back
and
and
offer
you
a
little
bit
about
my
own
thinking
about
where
we
are
as
an
organization
and
again
I'm
coming
in
new
and
seeing
things
afresh,
which
I
think
I
hope
is
valuable.
B
And
it's
clear
to
me
that
we
are
poised
for
a
very
meaningful,
significant,
comprehensive
strategic
planning
process
and
the
the
observations
that
you've
shared
here
and
other
observations.
I've
heard
from
some
of
your
colleagues
throughout
the
throughout
the
capital
all
point
to
the
fact
that
you
know
we're
we're
going
to
be
anticipating
a
post-pandemic
world.
So
what
should
higher
education?
Look.
E
E
I
I
think
all
of
higher
ed
should
be
asking
itself
these
very
questions,
and
so
just
just
know
that
I'm
having
a
conversation,
of
course
with
all
of
our
stakeholder
groups,
about
launching
a
very
inclusive,
thoughtful
strategic
planning
process.
That
brings
everybody
to
the
table
to
agree
on
where
we
are
going
and
what
we
need
to
get
us
there.
So
I
think
some
of
the
things
you've
pointed
out
to
us
today.
I
I
understand,
and
I
think
they
would
fit
very
nicely
within
that
higher
strategic
planning
conversation.
A
Thank
you
very
much,
chancellor.
I
think
I'd
like
to
go
to
the
weighted
student
credit
hours
right
now,
and
I
know
that
we
have
a
number
of
new
members
on
this
committee
and
this
is
a
very
complicated
formula
and
I've
done
it
a
couple
of
times
and
I
still
have
to
sit
down
with
the
yellow
pad
and
pencil
and
try
to
figure
out
okay.
A
What
exactly
is
this
doing?
So
when
I,
when
I
look
at
the
the
weighted
student
credit
hours
and
and
mr
klinger
will
be
be
familiar
with
with
my
concerns?
It's
just
it's
it's
a
it's!
It's
a
constant
growth.
It's
it's
exponential!
It
doesn't
seem
to
ever
flatten
out,
and
especially
this
year
with
the
pandemic
and
the
changes
in
education
and
how
students
accessed
education
for
the
weights
to
still
go.
E
Up,
I
think
I'm
just
having
a
hard
time
with
that
we've
seen
so
many
other
budgets
through
this
cycle
basically
say:
okay
hold
us
harmless,
keep
us
flat
and
we
can
move
forward,
but
with
weighted
student
credit
hours,
we're
still
increasing,
and
I
just
have
some
concerns
about
that,
and
I
guess
I
want
to
give
you
the
opportunity
to
make
your
case
on
why
weighted
student
credit
hours
are
going
up
when
we
know
the
issues
that
are
facing
the
students
trying
to
access
education
right
now
and
believe
me,
we
hear
from
them
that
they
are
paying
full
fare
for
an
education
while
they're
sitting
in
their
parents
basement
or
living
room.
E
Thank
you,
madam
chair,
for
the
record.
Melody
rose,
chancellor
I'll,
give
you
again
the
high
level
component
of
this
and
then
yield
to
andrew
klinger,
who
is
masterful
with
our
funding
formula
in
a
way
that
I
will
probably
never
be.
I
would
say
a
couple
of
things
about
that.
First
of
all,
just
the
sensitivity
to
our
students.
I
absolutely
share
that
concern
right.
I'm
a
mother
of
four
two
of
them.
C
Are
in
college
currently,
so
I'm
also
a
consumer
of
college
educations
and
having
the
same
conversations
around
the
dinner
table.
So
I
I
share
that
worry,
as
I
understand
it.
Of
course,
the
these
weighted
student
credit
hours
and
the
increase
that
you
see
there
really
reflect
our
growth
over
the
past
two
years,
so
any
pullback
in
enrollment
that
we
might
experience
in
the
fall,
and
you
heard
several
of
the
presidents
indicate
their
concerns
about
some.
Some
warning
signs
about
fall.
C
Enrollment
are
aren't
going
to
be
reflected
there
in
that
calculation,
so
we
are
trying
to
acknowledge
that
there
has
been
growth
in
our
classrooms
over
the
past
two
years,
and
we
understand
you
know
that
every
student
that
we
add
is
a
great
achievement
for
the
state,
but
he
or
she
also
has
impact
on
the
classroom
and
every
aspect
of
support
services
on
campus,
and
so
we
are
trying
to
make
sure
that
we
are
reflecting
all
of
the
scaffolding.
That's
necessary.
C
It's
it's
instruction
but,
as
I
like
to
say,
every
single
person
who
works
on
a
college
campus
is
delivering
education,
so
the
people
that
are
cleaning
the
classrooms
to
the
people
who
are
teaching
in
the
classrooms.
C
We
need
to
take
care
of
all
of
them
to
make
sure
that
we're
serving
our
mission.
So
andrew
may
have
more
to
say
about
the
specifics
of
that
calculation,
but,
of
course
we're
reflecting
an
increase
over
the
look
back
period
and,
if
I
may,
mr
klinger
so
I'll
I'll,
just.
E
C
Of
labs
and
a
lot
of
equipment,
space
we'll
get
to
o
m
and
all
of
that
later
on,
but
here's
the
thing
they're
not
going
to
labs.
I
know
you
still
have
to
maintain
it
at
a
certain
level,
but
if
students
aren't
actually
accessing
those
labs,
we're
still
increasing
the
cost,
and
I
understand
it's
a
look
back,
but
it's
a
two-year
look
back
so
you've
just
got
one
year
of
that.
You've
got
a
year
where
they
sat
dormant.
C
But
what's
so
critical
to
know
is
that
that
15
or
20
percent
that
are
continuing
to
meet
in
person
are
the
lab
related
courses,
so
they're
the
they're,
the
things
that
simply
cannot
be
delivered
online.
Where
that
infrastructure
that
you're
pointing
to
is
actually
still
in
use-
and
I
I
appreciate
that
question
very
much
and
we'll
we'll
ask
andrew
to
fill
in
where,
where
I've
left
off.
C
Thank
you,
mr
klinger.
Thank
you,
chair
carlton,
for
the
record
andrew
klinger,
chief
financial
officer,
and
so
I
think
the
chancellor
did
a
great
job
of
answering
that,
and
I
think
part
of
it
and-
and
you
know
this
obviously
so,
is
that
you
know
the
20
for
fiscal
20.
When
we
calculate
those
weighted
student
credit
hours,
I
mean
that
was
right
at
the
beginning
of
the
pandemic.
C
C
C
So
they
still
do
need
the
funding
for
those
labs,
and
I
appreciate
that
mr
klinger
and
I
I
think
what
you're
hearing
just
just
from
you,
I
won't
speak
for
anybody
else
on
the
committee,
is
that
you
know
we're
looking
at
a
very,
very
tight
budget
schedule
and
I'm
looking
at
a
weighted
student
credit
hour
that
if
the
calc,
if
we
redid
the
calculation,
it
would
be
a
different
number
for
next
year
and
there's
a
possible
savings
there
that
I
would
like
to
be
able
to
to
analyze
and
and
be
able
to
wrap
my
arms
around
so
I'll,
be
asking
fiscal
staff
to
work
with
you
to
just
get
an
idea
of
where
we
really
are.
A
C
Multipliers,
I
think
I
especially
for
the
new
members
of
the
committee.
I
want
to
make
sure
that
they
understand
how
these
multipliers
work.
So,
if
you,
whatever
documents
you
have
that
you
could
provide
to
mr
casara-
are
mr
lizer,
mr
hearts,
whoever
you're
working
with
on
actually
how
you
adjust
those
weights
to
get
a
little
bit
better.
C
Feel
I'd
like
that
information
available
to
the
committee
as
as
we
move
forward,
and-
and
thank
you
much
very
much
for
answering
the
questions
for
me
committee
members-
is
there
anyone
else
who
has
a
particular
question
on
weighted
student
credit
hours,
especially
our
newer
members?
If
you
have
a
question,
please
ask:
I
have
a
question:
senator
gantzer,
yes,
senator
ganzar
go
ahead!
Thank
you,
madam
chair.
You
know
in
talking
about
the
weighted
student
credit
hours
I
mean.
First
of
all,
I
think
it's
a
good
thing
that
they're
going
up.
C
That
means
we
have
more
students
who
are
attending
college
and
when
unemployment
rises,
individuals
tend
to
go
back,
and
so
they
get
retooled
right.
So
our
community
colleges
before
your
institutions
will
see
a
rise
in
enrollment.
So
I
thought
what
might
be
helpful
is
a
couple
of
things.
C
One
is
to
get
a
look
back
a
little
further
and
flashing
going
back
to
sort
of
the
recession
era,
and
you
can
see
how
there
was
a
rise
in
in
credit
hours
at
that
time
and
then
sort
of
so
we
can
kind
of
compare
that
to
what's
happening
now
and
I
would
agree,
there's
probably
a
fall
off
because
of
because
of
covid,
so
we
may
want
to
look
at
semester
to
semester
over
the
last
year
year.
I
guess
it'd
be
about
a
year,
because
I
think
what
you'll
see
is
that
we
may
have.
C
The
system
may
have
had
more
students
in
the
fall,
but
then
it
probably
weakened
during
the
spring,
because
they
were
probably
hopeful
that
we
would
be.
The
university
would
be
fully
on
or
in
person,
but
they're
still
online,
but
there
might
be
an
increase.
This
coming
fall
so
as
vaccinations
roll
out.
I
would
imagine
that
enrollment
will.
D
D
That
might
be
helpful
because,
again,
I
know
they
have
so
many
fixed
costs
and
the
concern
is
that
we,
we
cut
them
even
more
when
we
may
be
able
to
anticipate
that
the
enrollment's
going
to
be
returning,
so
those
two
snapshots
going
back
to
recession
and
how
it
increased
and
then
maybe
three
semesters
within
anticipation
of,
what's
going
to
happen
in
fall
of
21.
D
thanks
and
just
to
clarify
the
senator
you're,
just
looking
at
credit
hours
you're,
not
looking
at
weighted
student
credit
hours,
you're,
just
looking
at
credit
hours
in
general
how
they
increased
during
the
recession.
I
I
think
just
look.
I
think
either
way
it
will
work,
because
the
weights
are
really
around
the
type
of
programs
that
we
wanted
to
make
sure
we
wanted
to
encourage
students
to
take,
and
we
want
to
make
sure
we
have
the
support
and
they're
also
more
expensive.
So
when
you
look
at
like
stem
education,
it's
more
expensive.
D
So
I
think
if
we
look
at
credit
hours,
that
probably
would
work
fine,
because
this
this
formula
wasn't
in
place
until
I
think
it
was
probably
13
and
now
I'm
thinking
about
it,
yeah.
That
might
be
helpful
and
just
we
know
one
other
comment
on
the
performance
pool
the
way.
So
I
was
on
the
committee
for
the
performance
pool,
I
believe
senator
keffer
was
on
there,
I'm
not
sure
who
else,
but
it
ended
up.
We
were
trying
to
incentivize
certain
types
of.
C
D
D
Okay,
thank
you.
Anyone
else
any
comments
on
weighted
student
credit
hours
as
we
move
forward
mad
and
terrified.
If
I
could
yes,
please
go
ahead,
thank
you,
and
this
is
just
again.
I
wasn't
here
in
this
committee
last
session
or
when
the
funding
formula
was
created.
D
So
I
just
have
a
few
questions,
but
is
this
the
most
equitable
way
to
distribute
the
dollars,
because
I
was
looking
at
it
looks
like
there's
been
higher
enrollment
or
enrollment's
been
growing
at
some
of
the
smaller
colleges,
but
because
of
the
way
the
weights
are
distributed
for
the
credit
hours
they
might.
Although
they're
experiencing
higher
enrollment,
they
might
be
getting
less
in
general
fund
appropriations
because
their
credit
hours
are
weighted
less.
D
Thank
you,
madam
chair,
and,
and
thank
you
majority
leader
for
the
question.
Again.
Melody
rose
for
the
record
and
I'll
just
give
the
high
level
answer,
which
is
that
there
are
a
couple
of
different
variables
at
play
here.
One
is
just
growth,
so
you
can
see
if
you
look-
and
I
don't
recall
the
slide
number
at
this
point.
But
if
you
look
at
the
slide
deck
you'll
see
that
nevada
state
college,
for
example,
has
been
at
a
very
steep
increase
year
over
year
in
terms
of
its
enrollment.
D
That's
what
you'd
expect
to
see
in
a
new
college
and
and
they've
definitely
delivered
on
that.
So
you
know
there's
the
growth
calculation
itself,
but
then
separate
from
that
is
the
waiting
for
different
kinds
of
programs,
and
I
think
that
if
I
understood
her
correctly,
I
think
this
is
where
senator
gantzer
was
making
her
point
about
the
kinds
of
things
within
our
portfolio
of
academic
programs
that
we
try
to
incentivize.
C
Are
high
cost
programming
and
those
can
be
things
you
know
like
your
hvac
and
your
engineering
programs.
So
I
think
I
think
there
are
two
variables
at
play
here
and
you're,
seeing
the
combination
of
those
rolled
up
into
the
into
the
outcome,
and
I
think
that
might
be
the
reason
for
what
you're
describing
as
something
that
on
on
balance
appears
inequitable.
But
once
you
dig
into
the
various
components
of
the
formula
you
can
see
how
we
get
there
and
I
don't
know
if
cfo
klinger
has
further
refinement
to
offer
sure.
Thank
you.
C
Dr
rose
for
the
record
andrew
klinger,
chief
financial
officer
to
assemblywoman
howdy
and
I
think
assemblywoman.
What
you're
getting
to
is
the
question
of
you
know
when
you
look
at
the
universities
as
an
example,
and
you
look
at
lower
division
courses
in
you
know:
liberal
arts
math
social
sciences,
those
co.
Those
courses
are
weighted
a1,
but
if
you're
looking
at
the
science
cluster,
for
example
in
the
universities,
they're
weighted
at
a
two,
so
I
think
your
question
is
the
relativeness
of
those
weights
you
know
are
they
are?
Is
that
accurate?
C
And
so,
when
the
formula
was
put
in
place,
those
weights
were
determined
by
looking
at
cost
studies
that
had
been
done
in
other
states
and
establishing
those
relative
weights
to
each
other
based
on
those
other
studies.
So
it
was
what
we
call
a
cost
cost
informed
calculation.
We
didn't
do
our
own
cost
study,
for
you
know
just
the
time
and
expense
of
doing
a
cost
study,
so
it
was
cost
informed.
C
C
And
thank
you
very
much
miss
howdy,
so
committee
members,
we
we
knew
this
was
going
to
be
a
long
discussion
and
that's
why
we
have
a
rollover
for
this
particular
item.
We've
had
the
chancellor,
the
president's
mr
klinger
with
us
for
two
and
a
half
hours
going
over
everything.
We
do
have
some
folks.
E
In
the
queue
for
public
comments,
the
senate
does
not
have
floor,
but
the
assembly
does.
C
D
Here
I
think
it's
a
good
stopping
point
to
allow
people
to
digest
this
even
further.
Ask
more
questions
and
come
prepared
at
the
next
meeting
to
continue
the
conversation
on
the
items
that
are
still
listed
for
us
to
discuss.
So
chancellor,
do
you
have
any
closing
comments
before
I
open
it
up
for
public
comment?
D
Thank
you,
madam
chair,
for
the
record.
Melody
rose,
chancellor
of
the
nevada
system
of
higher
education.
I
I
just
want
to
thank
all
of
you
for
your
deep
consideration
of
our
proposal
today
and
for
the
dialogue.
I
think
it's
been
a
very
helpful
conversation
as
as
again
your
new
chancellor.
D
Obviously
we
are
passionate
about
what
we
do
and
we
want
to
continue
to
deliver
on
our
promises
and
on
your
investment
and
look
forward
to
doing
that
collaboratively
with
you
and
welcome
any
further
follow-up
questions
that
you
may
have
and
we'll
get
back
to
you.
Those
things
we've
already
committed.
Thank
you,
madam
chair,
and
thank
you
very
much,
chancellor,
so
with
that
committee
members,
we
will
take
this
up
again
at
our
next
scheduled
time.
So
please
review
this.
Go
through
it.
If
you
have
any
questions,
please
reach
out
with
that.
D
If
I
could
ask
broadcast
services
to
give
us
a
moment,
it
is
now
exactly
10
30.
we're
on
time.
We'll
give
it
a
moment,
or
so
I
know
we
have
some
folks
queued
up
for
public
comment.
Please
public
commenters,
remember
that
you
do
have
a
time
limit
of
two
minutes
so
with
that
we'll
give
it
a
moment
and
then
we'll
start
queuing
up
public.
D
D
C
D
E
Sandoval
and
president
of
the
tmcc,
because
of
their
compassionate
staff
at
tmcc
at
the
drc
disability
resource
center-
I
am
blind
or
visually
impaired,
but
I'm
totally
blind.
The
staff
at
the
drc
at
the
mcc
was
able
to
accommodate
my
needs.
His
name
is
thomas
kearns,
awesome
staff
and
at
unr
I
know
that
with
president
sandoval
is
on
board.
It's
going
to
do
well,
so
thank
you
so
much
and
madam
chair,
I
just
want
to
say
thank
you
for
the
accessible
website.
E
E
E
E
E
There
were
many
aspirations
that
we
have
say
increasing
the
diversity
of
our
faculty
to
better
serve
our
diverse
students
that
we
now
will
have
to
put
on
hold,
as
we
wait
for
the
budget
to
increase
where
we
might
be
able
to
hire
in
these
positions
again.
So
there
are
trade-offs
when
we
think
about
the
budget
cuts
now
and
the
long-term
impacts
on
what
we
can
do
for
the
state.
E
E
Call
it
with
the
last
three
digits
one:
eight
four,
please
slowly
state
and
spell
your
name
for
the
record.
You
will
have
two
minutes
and
may
begin
yeah.
My
name
is
jeff
profit
spelled
j
e,
f,
f,
last
names,
p,
r,
o
p-r-o-f-f-I-t-t,
I'm
the
business
manager
of
sheet
metal,
local
88
here
in
las
vegas.
E
I'm
also
the
chairman
of
our
apprenticeship
program,
and
one
thing
that
I
wanted
to
put
on
your
guys's
radar
for
consideration
is
the
excess
credit
fees
as
a
whole.
I
think
that
I
don't
think
any
student
in
the
battle
or
anywhere
else
for
that
matter
should
be.
You
know
charged
more
for
doing
more
and
in
our
case
specifically
here
at
our
apprenticeship
program
and
not
just
our
apprenticeship
program,
but
many
of
the
building
trades
apprenticeship
programs,
both
here
in
the
south
and
in
the
north.
E
Our
apprentices
are
being
charged,
excess
credit
fees
when
we
we
encourage
them
as
a
committee
to
go
on
and
get
their
associate's
degree
get
their
bachelor's
degree,
and
we
actually
pay
for
that
through
our
apprenticeship
program.
We
fund
those
things
so
when
they
do
go
on
and
do
those
extra
things
they're
being
charged
excess
credit
fees.
So
I
would
like
to
I'd
work
with
anybody
to
you
know
to
to
make
the
process
better
or
just
outright
eliminate
excess
credit
fees
in
the
state
of
nevada,
which
I
think
is
the
best
option.
E
So
as
you
go
through
your
budget
process,
I
and
you
know,
through
this
legislative
session.
I
hope
that
you
would
look
at
the
excess
credit
fees,
and
I
thank
you
for
the
time.
Madam
chairman
and
thank
you,
mr
the
next
caller.
Please.
E
E
Csn's
budget
reduction
committee
has
determined
that
the
governor's
budget
cuts
will
decrease
course,
offerings
and
increase.
Graduation
timelines,
increase
class
sizes
and
decrease
student
retention,
limit
student,
advising
mentorship
programs,
tutoring
service
and
very
likely
slow
student
progress
and
reduce
faculty
recruitment
and
retention,
and
very
likely
reduce
the
number
and
frequency
of
classes.
While
a
federal
relief
package
may
improve
the
original
budget
forecast,
the
additional
funds
will
not
entirely
address
the
12
percent
state
budget
reduction.
E
Please
consider
how
these
proposed
cuts
will
affect
institutional
operations
and
in-state
goals.
Finally,
as
you
analyze
potential
solutions
to
address
this
problem,
please
consider
that
in
one
semester,
full
four
full-time
faculty
members-
that's
29
of
full-time
faculty.
In
my
department
passed
away
before,
I
thought
I
understood
the
value
of
employee
benefits,
but
these
deaths
have
made
me
realize
how
affordable
and
quality
health
care
benefits
can
improve.
Our
quality
of
life
having
affordable
and
quality
benefits.
E
E
E
E
Other
words:
we
recommend
that
the
template
language
in
the
2021
appropriations
act
be
replaced
with
the
affirmative
statement
recommended
by
the
enchi
performance
pay
task
force.
That's
it
in
a
nutshell,
a
win-win
situation
and
an
easy
get
for
all
of
you
on
the
committee.
Thank
you
for
your
time
and
attention
to
our
concerns.
E
Caller,
with
the
last
three
digits,
eight
five
three
please
slowly
state
and
spell
your
name
for
the
record.
You
will
have
two
minutes
and
may
begin:
doug
unger
you
and
ger
government
affairs
for
southern
nevada,
nevada
faculty
alliance
during
this
pandemic
year,
while
absorbing
unprecedented
emergency
funds,
funding
cuts,
ranging
from
18
percent
to
24,
depleting
reserves
and
in
proposing
this
current
budget
to
sustain
our
institutions.
E
Despite
a
further
12
percent
reduction,
the
nevada
system
of
higher
education
and
its
capable
leaders
maintain
our
role
as
a
vital
resource
for
our
students
in
our
state
faculty
have
done
our
parts
radically,
transforming
the
ways
we
teach
remotely,
while
still
training
in
skills
and
guiding
careers.
The
best
we
know
have
nevada
students
deserve
applause
for
the
way
they
have
responded,
adapted
and
overcome
difficulties
of
this
house
health
crisis
for
their
education,
as
in
the
curtis
mayfield
song.
We
just
keep
on
keeping
on.
As
I
know
all
of
you
do
too.
E
Amid
so
many
petitions,
urgencies
and
human
concerns.
During
these
extraordinary
times
the
faculty
I
represent.
Thank
you
even
as
we
come
to
you
also
with
petitions.
First,
to
support
the
ng
budget
as
presented
and
recommended
by
the
governor,
which
is
the
stripped-down
minimum.
We
need
until
this
god-awful
pandemic
remains
and
we
can
recover.
E
Second,
we
ask
you
to
remove
from
appropriations,
as
you
did
in
2019,
the
language
prohibiting
performance
or
merit
pay
that
found
its
way
once
more
into
the
govrec
budget
and
then
approve
ng's
authorization
act,
language
for
the
long-term,
flexible
use
of
state
funds.
We
ask
this
better
to
retain
faculty,
especially
diverse
younger
professors.
Our
schools
are
in
danger
of
losing
if
they
can't
reward
performance.
E
E
E
Good
morning,
legislators
for
the
record:
laura
naumann,
l,
a
u
r,
a
naumann
anderson
nancy,
a
u
amazon,
mary,
a
n
n.
I'm
an
associate
professor
of
psychology
and
the
faculty
senate
chair
at
nevada
state
college.
I
represent
over
200
full-time
academic
and
administrative
faculty
and
over
600
part-time
instructors.
E
I
wanted
to
highlight
a
few
areas
that
relate
to
the
budget
presentation
you
heard
today.
First,
I
wanted
to
provide
some
concrete
examples
of
how
budget
cuts
impact
our
day-to-day
operations
on
slide.
34
cfo
klinger
presented
how
our
institutions
have
and
will
continue
to
respond
to
the
12
percent.
Statewide
statewide
cuts
asked
of
all
agencies.
E
A
bulk
of
the
cuts
have
resulted
in
frozen
or
completely
eliminated
positions.
What
this
means
in
practical
terms
is
that
we
are
unable
to
hire
key
support
staff
like
advisors,
financial
aid,
representatives
or
student
success.
Tutors
that
help
progress,
our
students
to
degree
completion
in
a
timely
fashion.
E
More
problematic
is
the
impact
on
hiring
instructional
faculty,
especially
full-time
tenure-track
faculty,
who
are
key
to
increasing
student
success.
The
typical
search
time
to
hire
a
phd
trained
faculty
actually
takes
two
years.
The
first
year
is
having
those
faculty
positions
approved
through
an
annual
budgeting
prioritization
process,
and
then
it
takes
a
full
academic
year
to
hire
new
tenure
faculty.
E
This
creates
problems
in
terms
of
planning
ahead
to
try
to
meet
the
needs
of
our
students.
In
fact,
both
president
sanderfall
sandoval
and
helgerson
echoed
the
sentiment
that
our
faculty
and
staff
are
doing
more
with
less.
They
have
increased
workloads,
quote
they're
wearing
many
hats
and
quote
doing
more
than
their
fair
share.
E
E
I
began
getting
involved
in
faculty
advocacy
because
I
want
to
help
serve
nevada
state
and
make
it
the
place
that
I
want
to
spend
for
the
bulk
of
my
career.
But
I
want
to
echo
my
colleagues
that
it
has
been
very
demoralizing
to
not
see
any
increases
in
merit
to
recognize
the
hard
work
that
we
have
been
doing
over
the
past
decade
and
beyond.
So
I
would
like
to
again
encourage
the
legislature
to
add
the
necessary
appropriation
language
that
will
allow
and
she
to
use
its
own
pools
of
money
to
establish
a
merit
pool.
E
Call
her
with
the
last
three
digits
837,
please
slowly
state
and
spell
your
name
for
the
record.
You
will
have
two
minutes
and
may
begin
good
morning.
This
is
kent.
Urban
e-r-v-I-n,
representing
the
nevada
faculty
alliance,
the
independent
association
of
faculty
at
nc
colleges
and
universities.
Statewide.
E
We
work
to
empower
faculty
to
be
fully
engaged
in
our
mission
to
help
students,
succeed,
church
carlton,
chair
brooks
and
committee
members.
Thank
you
for
working
through
the
nc
budget.
In
these
difficult
times,
higher
education
is
an
investment
in
nevada's
future
faculty
and
staff
have
worked
hard
to
maintain
a
positive
learning
environment
for
students,
while
moving
online.
E
Our
main
nc
budget
priorities
are
first
to
fund
government
for
nc
in
full
and
then
restore
as
much
as
possible,
with
federal
american
rescue
plan
funds
or
other
available
funds.
The
enrollment
growth
caseload
maintenance
items
are
essential
to
all
seven
instructional
budgets.
Any
temporary
drops
for
the
current
year
are
from
those
are
based
on
those
from
past
level.
E
So
past
growth
and
the
pandemic,
enrollment
growth,
enrollment,
drops,
are
concentrated
in
out
of
state
and
international
students
and
those
students
are
not
part
of
the
resident
weighted
student
credit
hour
formulas
for
state
funding
with
the
rollout
of
vaccines.
We
are
all
anxious
to
be
fully
open
in
the
fall
and
we
expect
to
see
enrollments
rebound.
E
Second,
the
capacity
enhancements
for
the
two
and
four-year
colleges
to
expand
career
and
technical
education
programs
are
important
to
support
the
governor's
workforce,
development
initiatives
and
third
and
at
no
cost
to
the
general
fund,
to
start
to
fix
our
well-documented
faculty,
salary,
compression
and
inversion
issues
by
adding
the
requested
back
language
to
the
appropriations
act.
This
implements
the
nc
performance,
pay
task
force,
recommendation
for
nc
to
internally
fund
the
compensation
system
for
academic
faculty
and
professional
staff.
I'll
note
that
classified
staff
have
a
funded
merit
step
system
in
government.
E
This
only
works
at
both
state
and
non-state
funding
can
be
used,
and
that
requires
the
appropriations
act.
Language.
This
is
very
important
to
us
to
start
a
long-term
process
even
if
deferred
in
this
budget
crisis.
Details
are
in
our
written,
exhibit
despite
great
efforts
to
save
student
programs.
The
12
across
the
board,
cuts
to
nc
budgets
will
have
very
serious
negative
impacts.
It
will
result
in
fewer
and
structured,
larger
class
sizes
and
fewer
available
course
section
times.
E
The
professional
school
and
non
other
non-formula
budgets
are
hit
worse
because
of
no
offsets
from
enrollment
growth
for
the
deep
cups
last
year,
use
of
one-time
reserves
and
federal
relief
funds
mitigate
the
impact,
but
the
reserves
are
gone.
The
federal
relief
funds
are
largely
restricted
for
student
support
and
for
direct
covert
related
expenditures,
and
we
are
expecting
now
additional
layoffs,
as
higher
increases
are
not
enough
to
cover
the
shortfalls.
E
E
Broadcast
services
do
we
have
anyone
else
sure
this
is
michael
from
broadcast.
The
comment
line
is
open
and
working.
However,
we
have
no
callers
left
at
this
time.
Thank
you
very
much,
michael.
I
appreciate
all
of
your
assistance
today.
Thank
you
committee
very
much
for
your
time
and
attention
and
to
the
chancellor
and
to
all
the
presidents
good
job.
We
appreciate
it
and
we
will
let
you
know
as
soon
as
we
can
schedule
our
round
two
on
this
discussion.
This
meeting
is
adjourned.
Everyone
have
a
great
day
thank.