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REVIVING OUR ECONOMY: 

SUPPORTING A 21ST CENTURY 

WORKFORCE 

FIELD HEARING 

BEFORE THE

COMMITTEE ON EDUCATION 

AND THE WORKFORCE 

U.S. HOUSE OF REPRESENTATIVES 

ONE HUNDRED THIRTEENTH CONGRESS 

SECOND SESSION 

HEARING HELD IN Mesa, AZ, MARCH 20, 2014 

Serial No. 113–53 

Printed for the use of the Committee on Education and the Workforce 

( 

Available via the World Wide Web: www.gpo.gov/fdsys/browse/ 

committee.action?chamber=house&committee=education 

or 

Committee address: http://edworkforce.house.gov 

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(II) 

COMMITTEE ON EDUCATION AND THE WORKFORCE 

JOHN KLINE, Minnesota, Chairman 

Thomas E. Petri, Wisconsin 

Howard P. ‘‘Buck’’ McKeon, California 

Joe Wilson, South Carolina 

Virginia Foxx, North Carolina 

Tom Price, Georgia 

Kenny Marchant, Texas 

Duncan Hunter, California 

David P. Roe, Tennessee 

Glenn Thompson, Pennsylvania 

Tim Walberg, Michigan 

Matt Salmon, Arizona 

Brett Guthrie, Kentucky 

Scott DesJarlais, Tennessee 

Todd Rokita, Indiana 

Larry Bucshon, Indiana 

Trey Gowdy, South Carolina 

Lou Barletta, Pennsylvania 

Joseph J. Heck, Nevada 

Susan W. Brooks, Indiana 

Richard Hudson, North Carolina 

Luke Messer, Indiana 

George Miller, California, 

Senior Democratic Member 

Robert C. ‘‘Bobby’’ Scott, Virginia 

Rube ́n Hinojosa, Texas 

Carolyn McCarthy, New York 

John F. Tierney, Massachusetts 

Rush Holt, New Jersey 

Susan A. Davis, California 

Rau ́l M. Grijalva, Arizona 

Timothy H. Bishop, New York 

David Loebsack, Iowa 

Joe Courtney, Connecticut 

Marcia L. Fudge, Ohio 

Jared Polis, Colorado 

Gregorio Kilili Camacho Sablan, 

Northern Mariana Islands 

Frederica S. Wilson, Florida 

Suzanne Bonamici, Oregon 

Mark Pocan, Wisconsin 

Juliane Sullivan, Staff Director 

Jody Calemine, Minority Staff Director 

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C O N T E N T S 

Page 

Hearing held on March 20, 2014 ............................................................................ 1 

Statement of Members: 

Kline, Hon. John, Chairman, Committee on Education and the Workforce 1 

Prepared statement of ............................................................................... 6 

Statement of Witnesses: 

Barton, Cathleen, Education Manager, Intel Corporate Affairs, Southwestern United States, Intel Corporation, Chandler, Arizona .................. 15 

Prepared statement of ............................................................................... 17 

Crow, Michael, Ph.D., President, Arizona State University, Tempe, Arizona ................................................................................................................ 76 

Prepared statement of ............................................................................... 79 

Farley, Christy, Vice President, Government Affairs and Business Partnerships, Northern Arizona University, Phoenix, Arizona ........................ 153 

Prepared statement of ............................................................................... 155 

Hart, Ann, Weaver, Ph.D., President, The University of Arizona, Tucson, 

Arizona ........................................................................................................... 140 

Prepared statement of ............................................................................... 142 

Heumann, Rick, Vice Mayor, City of Chandler, Chandler, Arizona ............. 7 

Prepared statement of ............................................................................... 10 

Lambert, Lee, D., Chancellor, Pima Community College, Tucson, Arizona 31 

Prepared statement of ............................................................................... 33 

Lara, Ernest, A., P.h.D., President, Estrella Mountain Community College, Avondale, Arizona ................................................................................ 149 

Prepared statement of ............................................................................... 151 

Pepicello, William, Ph.D, President, University of Phoenix, Tempe, Arizona ................................................................................................................ 56 

Prepared statement of ............................................................................... 58 

Additional Submissions: 

Mr. Lambert: Meeting Tomorrow’s Workforce Demands Today ................... 167 

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Reviving Our Economy: Supporting a 

21st Century Workforce 

Thursday, March 20, 2014 

House of Representatives 

Committee on Education and the Workforce 

Washington, D.C. 

The committee met, pursuant to call, at 9:00 a.m., at the Arizona 

State University, Polytechnic Campus, 7001 East Williams Field 

Road, Student Union, Cooley Ballroom B, Mesa, Arizona, John 

Kline [chairman of the committee] presiding. 

Present: Representatives Kline, Salmon, Rokita, and Grijalva. 

Staff Present: Janelle Belland, Coalitions and Member Services 

Coordinator; Alex Sollberger, Communications Director; Brian 

Melnyk, Professional Staff Member; Jenny Prescott, Legislative Assistant; and Rich Williams, Minority Education Policy Advisor. 

Chairman KLINE. A quorum being present, the committee will 

come to order. Good morning, and it is a delightful morning. Speaking as a Minnesotan, I can tell you that I am thrilled, absolutely 

thrilled to be here. Welcome to our guests, and thank you to our 

witnesses for joining us today. I would also like to thank Arizona 

State University for hosting our field hearing to discuss ways 

states, institutions, and the federal government can better support 

the 21st century workforce. 

This committee has convened numerous hearings in Washington 

to examine the challenges and opportunities facing the nation’s 

classrooms and work places. Whenever possible, we like to bring 

the voices of everyday Americans to the Capitol to learn their ideas 

on how to move our country. But it is even better when we have 

the opportunity to get out of Washington and into local communities, which is why we are in Phoenix today. 

My friend and colleague, Matt Salmon, invited the committee to 

Arizona’s 5th District to talk to area business leaders, education 

stakeholders, and state officials to learn how people are working together to prepare graduates in the Grand Canyon State for success 

in the workforce. 

The House Committee on Education and the Workforce last year 

advanced legislation we called the Skills Act to revamp the nation’s 

network of job training programs, empower employers, and help 

put more Americans back to work. The committee is now working 

to improve career and technical education, or CTE, by reauthorizing the Carl D. Perkins Career and Technical Education Act. We 

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are also exploring opportunities to strengthen our higher education 

system through the reauthorization of the Higher Education Act. 

One of our top priorities in both these endeavors is supporting 

innovation, whether by encouraging CTE schools to adopt technology that mirrors the tools used in the local workforce or by 

championing policies that help students earn a postsecondary degree in less time with less debt. In fact, Matt Salmon has introduced legislation known as the Advancing Competency Education 

Project of 2013 that lets colleges offer federal financial aid based 

on students’ prior experience and knowledge instead of credit 

hours, allowing students to advance in a degree program faster 

without accumulating as much debt. 

Once again, I would like to thank our witnesses for joining us 

today, and we look forward to a productive discussion. I will now 

yield to Mr. Salmon for his opening remarks. 

Mr. SALMON. Thank you, Mr. Chairman. Good morning, and welcome to this important hearing to discuss ways our education and 

our business communities can collaborate to encourage economic 

growth. I do not care where you go in America, when you ask people what is on their minds, it is get more jobs going in this country. 

I want to thank Chairman Kline for his leadership and for making the trip all the way here to Arizona to do this hearing today. 

I hope I delivered on my promise of fabulous weather. 

Chairman KLINE. You did. 

Mr. SALMON. Particularly given the snow we have been traipsing 

through in D.C. and a little bit of snow in your home state of Minnesota. I want to thank Todd Rokita from Indiana for making the 

trip and my dear colleague from Arizona, Raul Grijalva, for attending this hearing, as well. 

Here in Arizona, we not only enjoy fantastic winter weather, but 

also great traditions of educational opportunities and pro-growth 

business environment. In fact, today we will hear from some of our 

great educational institutions on the innovative ways that they are 

working to deliver education to our students, and as well how they 

are working to connect with local businesses to fill the pipeline for 

tomorrow’s workforce. 

Arizona has a rich history. We need only look to the great seal 

to the State of Arizona to find where our economy was at the beginning of our statehood. The five Cs include cattle, cotton, copper, citrus, and climate. These Cs are still important to our economy, including copper, which accounts for two-thirds of the entire nation’s 

output. However, Arizona continues to evolve and thrive. Our education and our business communities have further developed Arizona into the diverse economy it is today with healthcare, transportation, and innovative industries being core drivers of employment 

through the state. 

Today we are going to hear from the City of Chandler on the 

state of the local economy, as well as how the educational community ties into local business there. Chandler is extremely well 

known for its high tech industry, which makes up 75 percent of the 

manufacturing employees, while the national average is just 15 

percent. Every city in the nation is host to unique workforce industries, so it is important to connect with local businesses to ensure 

that we are meeting the needs of employers. We can then better 

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prepare students with the skills that they need to enter the workforce today and be equipped to adapt to the trends of the future. 

We are also going to hear from Intel, one of the world’s largest 

high tech semiconductor chip manufacturers. Intel has numerous 

inventions that most of us on a daily basis, including the processors 

found in most personal computers, use. They have had a large Arizona presence since 1979. They have almost 12,000 employees in 

Arizona alone, and it is the largest employer in Chandler. They 

continue to grow with the expansion of their 300 million research 

and development site. Without employers like Intel, our high tech 

industry in Arizona would not be anywhere near where it is today. 

I am also looking forward to testimony from the University of 

Phoenix, who has worked for years to make higher education more 

accessible and recently won accolades as a top 10 online MBA program. Phoenix actively engages the business community through 

their Industry Strategy Group as well as their Workforce Solutions 

Department, including engaging businesses such as Microsoft and 

Cisco Systems. 

One of the largest community college networks in the nation is 

here with us today, and that is the Maricopa Community Colleges 

with their Estrella Mountain campus, also with us is the Pima 

Community Colleges. Our community colleges have been such an 

important part of higher education in this state. They work closely 

with our high schools and our dual enrollment programs as well as 

with our universities for seamless transition towards degrees. Of 

interesting note, I met my wife at the community college, and we 

are still married, so it worked out pretty good. 

Another important aspect is their work with community businesses with career and technical education tracks. Chandler Gilbert Community College, just next door to this campus, works in 

tandem with local authorities and law enforcement, fire safety, 

aviation, nursing, and other in-demand career fields to prepare 

their students. 

We are also extremely fortunate today to have representatives 

from our three esteemed public universities: Christy Farley, a dear 

friend and somebody who has advised me on education policy for 

a lot of years, from Northern Arizona University out of Flagstaff. 

Dr. Ann Hart—we are just thrilled to have her. She has been a 

breath of fresh air to come and run the University of Arizona. And 

of course from my alma mater, Dr. Michael Crow from Arizona 

State University out of Tempe. Go Sun Devils. 

I would like to thank ASU for opening their doors for this committee field hearing here at the polytechnic campus, which encompasses high-tech research and education, including the renowned 

Algae Laboratory. ASU is one of largest, if not the largest, university in the nation, and is redefining higher education through the 

new American model. One of ASU’s student-business partnerships 

is with Intel, and they worked together to develop a customized engineering degree for some of the chip makers, Arizona-based employees. 

The U of A is the state’s finest university—excuse me—first university. Michael, I did not mean to give you a heart attack. 

[Laughter.] 

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4 

Mr. SALMON. That was just a reading error. The University of 

Arizona is the state’s first university, operates the state’s only public medical school, and is the largest research institution in our 

state. They also connect with businesses such as Raytheon to work 

toward inspiring the next generation of innovators. And I might 

add that they were Obama’s pick in the final four, and so they are 

probably going to be in the final four. And as an ASU grad, I am 

really proud of them, too. 

Northern Arizona University State has connected with the business community through its business outreach boards locally as 

well as nationally. 

All of the institutions here today provide an excellent educational 

environment for students and continue to be pioneers in higher 

education. All work to think outside the box with new concepts, 

interdisciplinary collaborations, and academic programs that educate our students, provide important research, and help U.S. industry prosper. So it should come as no surprise to anyone in this 

room that the cost of education is on the minds of virtually everybody in America: families, parents, students. And in an effort to address this challenge, I recently introduced bipartisan legislation to 

start a pilot project for higher education institutions to pursue the 

competency-based education model, something NAU offers through 

personalized learning. 

My bill, H.R. 3136, The Advancing Competency-Based Education 

Project of 2013, allows institutions to tailor instruction to students’ 

unique needs and learning pace. Students will progress when they 

have mastered the requisite knowledge and skills necessary for a 

course rather than just time spent in a classroom. This controlled 

demonstration program could reduce costs and provide opportunities for students to earn their degree on time or early in some 

cases. Perhaps most importantly, this bill would allow certainty 

and accessibility for a broad array of higher education institutions 

to provide this 21st century learning environment. 

The goal for the vast majority of students entering postsecondary 

education is to obtain the skills necessary to be competitive in the 

job market with the critical thinking skills to adapt with an everchanging workforce. 

I look forward to hearing from the experts in these fields today 

on how we can work together towards this goal. I want to thank 

our first panel of witnesses: Rick Huemann from the City of Chandler, Dr. Pepicello from the University of Phoenix. Is it Pepicello? 

Mr. PEPICELLO. Pepicello. 

Mr. SALMON. Okay. Pepicello from the University of Phoenix, 

Cathleen Barton from Intel, and Lee Lambert from Pima Community College who appear on the first panel. Thank you very much. 

And Dr. Michael Crow, Christy Farley from Northern Arizona University, and Dr. Ernest Lara from Estrella Mountain Community 

College for the second panel, and Dr. Ann Hart. 

We look forward to this discussion on ways we can collaborate 

among the education and business communities in providing a 

gateway to 21st century jobs. And I look forward to a productive 

hearing. I will bet you all thought I was trying to filibuster, but 

I wasn’t. 

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Chairman KLINE. I thank the gentleman. I now recognize Mr. 

Grijalva from Arizona for his opening comments. 

Mr. GRIJALVA. Thank you, Chairman, and thank you for holding 

this field hearing, a very important topic and I’m very appreciative 

of the hearing here in Arizona. I know you had to endure leaving 

Minnesota to be with us, and we appreciate the sacrifice. 

To my good friend, Mr. Salmon, thank you for initiating the idea. 

I very much appreciate it. We are glad that the community college 

has provided you with an enriched life of bliss. And the Freudian 

slip about U of A is welcomed as well. 

I used to be a big much bigger booster of the U of A and then 

redistricting happened. So I have like 20 percent of Maricopa in my 

district, so I am working towards something I think we all struggle 

with: bipartisanship and trying to be as representative of all sides. 

Thank you to the witnesses, to the public universities and their 

leadership for being here. It is very much appreciated. For the private for-profit college, Phoenix, for being here. I appreciate it. The 

community colleges, which I think is an important addition in 

terms of the numbers of students that find that to be the most accessible and affordable place to start. And to both of the leaders 

from Estrella and Pima, thank you very much. 

The private sector, how that collaboration and how we are going 

to streamline to ensure we are reviving our economy and the workforce that’s needed for that revival is in tech areas. And to the 

elected leadership, thank you as well, sir, I think that perspective 

in the overall community health and satisfaction levels that we 

need in our communities, your testimony will be very helpful. 

We are talking about a lot of things, but I think one of the areas 

I hope to talk about is adult education and what it means to try 

to bring remediation and assistance, whether it’s for English language learners, GEDs, adult-based education, to give people the 

foundation in order for them to take the next step to prepare themselves for a new expanded and different workforce that is evolving. 

Accountability. I am sure that is an issue that is important, whether it is a discussion of the gainful employment rule or whether it 

is a discussion of what public institutions feel in terms flexibility 

and oversight from the federal government. 

And collaboration, and as we reauthorize the Perkins Act, the 

collaboration that we can use with the Perkins Act as an incubator 

on how we have that collaboration to enact legislation and initiatives and funding for the private sector and public institutions and 

workforce institutions, collaborate and some incubators to look at 

that private/public partnership that everybody talks about that 

maybe needs a little more ‘‘shall’’ rather than ‘‘may’’ in legislation. 

I also want to talk a little bit about as we go forward that there 

is a reviving of our economy that depends a great deal on who we 

as a nation and we as a Congress invest in the growth of this community of ours, and central to this is workforce development. Central to this is the public institutions that will educate that workforce. 

And so this is a timely hearing, Mr. Chairman. I appreciate the 

opportunity to be here, and I yield back. 

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6 

Chairman KLINE. I thank the gentleman. Pursuant to committee 

Rule 7(c), all committee members will be permitted to submit written statements to be included in the permanent hearing record. 

Without objection, the hearing record will remain open for 14 

days to allow statements, questions for the record, and other extraneous material referenced during the hearing to be submitted in 

the official hearing record. 

[The information follows:] 

[The statement of Chairman Kline follows:] 

Prepared Statement of Hon. John Kline, Chairman, Committee on 

Education and the Workforce 

Good morning. Welcome to our guests, and thank you to our witnesses for joining 

us today. I’d also like to thank Arizona State University for hosting our field hearing to discuss ways states, institutions, and the federal government can better support a 21st century workforce. 

This committee has convened numerous hearings in Washington to examine the 

challenges and opportunities facing the nation’s classrooms and workplaces. Whenever possible, we like to bring the voices of everyday Americans to the Capitol to 

learn their ideas on how to move our country forward. But it’s even better when 

we have the opportunity to get out of Washington and into local communities, which 

is why we are in Phoenix today. 

My friend and colleague Matt Salmon invited the committee to Arizona’s 5th District to talk 

to area business leaders, education stakeholders, and state officials and learn how 

people are working together to prepare graduates in the Grand Canyon State for 

success in the workforce. 

Arizona’s economy continues to show signs of improvement. The unemployment 

rate has declined over the last year, and in January the state created 8,300 new 

jobs. To continue this trend, it is critical more young people in Arizona have access 

to the training, education, and hands-on experience necessary to meet the needs of 

the local workforce and compete for in-demand jobs. 

The House Committee on Education and the Workforce last year advanced legislation we called the SKILLS Act to revamp the nation’s network of job-training programs, empower employers, and help put more Americans back to work. 

The committee is now working to improve career and technical education, or CTE, 

by reauthorizing the Carl D. Perkins Career and Technical Education Act. We are 

also exploring opportunities to strengthen our higher education system through the 

reauthorization of the Higher Education Act. 

One of our top priorities in both these endeavors is supporting innovation, whether by encouraging CTE schools to adopt technology that mirrors the tools used in 

the local workforce, or by championing policies that help students earn a postsecondary degree in less time, with less debt. In fact, Matt Salmon has introduced legislation known as the Advancing Competency Education Project of 2013 that lets 

colleges offer federal financial aid based on students’ prior experience and knowledge instead of credit hours – allowing students to advance in a degree program 

faster without accumulating as much debt. 

As the committee continues to examine ways we can boost innovation and support 

a 21st century workforce, it’s important we hear from students, educators, and state 

and local leaders about challenges and opportunities facing the workforce and education system. Your feedback helps inform and strengthen our work in Washington, 

and we are grateful for your input. 

Once again, I’d like to thank our witnesses for joining us today. We look forward 

to a productive discussion. I will now yield to Mr. Salmon for his opening remarks. 

Chairman KLINE. We have two distinguished panels of witnesses 

today, and I would like to begin by very quickly for the record introducing the first panel. I think Mr. Salmon did an excellent job 

of providing the background for each of them. 

So let me just quickly say that in the first panel we have Mr. 

Rick Huemann. He currently serves as the vice mayor of the City 

of Chandler, Arizona, having begun his tenure on the city council 

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in January 2009. Ms. Cathleen Barton serves as the education 

manager for Intel Corporate Affairs, Southwestern United States. 

Mr. Lee Lambert has served as chancellor of Pima Community College since July 2013. I hope that date is right. And Dr. William 

Pepicello has served as the president of the University of Phoenix 

since 2006. 

Before I recognize each of you to provide your testimony, let me 

just very quickly go over our lighting system again. This is the box 

that we have here. When I recognize you, you will have five minutes to give your testimony. There will be a green light that comes 

on. After four minutes, the light will turn yellow, and at the end 

of five minutes the light will turn red, and I would ask you to expeditiously wrap up your testimony if you have not done so. And after 

all four witnesses have completed their testimony, we will, each of 

us, will be given five minutes to ask questions. 

Okay. I would like now to recognize Mr. Rick Heumann for five 

minutes. 

STATEMENT OF HON. RICK HEUMANN, VICE MAYOR, CITY OF 

CHANDLER, CHANDLER, ARIZONA 

Mr. HEUMANN. I am Chandler Vice Mayor, Rick Heumann. I 

want to thank you for the opportunity to provide testimony for today’s hearing. 

Before I discuss the Chandler Education Coalition and its roots, 

I want to give a brief overview on the economic outlook of Chandler 

and the region. Chandler today is a dynamic economic generator 

that has branded itself as the innovation and technology hub of the 

southwest United States, and for good reason. We are a growing 

part of a global economy with a host of companies, like Intel, Orbital Sciences, Microchip, Infusion Soft, QBE, Bank of America, 

and General Motors’ new innovation center. Each of these companies and many, many more have a significant presence in our city. 

The Price-Rudd Corridor is home to many of these firms and consistently makes the top list of hot economic corridors in the Arizona 

development community. The Greater Phoenix Metro Area also 

boasts a tremendous quality of life with mild weather, low cost of 

living, and amenities like golf, trails, and array of other outdoor 

pursuits. 

Chandler also has one of the most stable fiscal positions with 

AAA bond ratings from all three national agencies, one of just two 

cities in Arizona and just 31 cities nationwide to make that claim. 

Finally, Chandler enjoys the second lowest cost of service levels for 

Phoenix metro residents when taking into account property taxes, 

sales taxes, and utility costs. 

Chandler has generated several thousand new jobs in the past 

two years alone, and nearly 23,000 jobs from 2008 to 2013, some 

of our roughest economic years in this country’s history. Many of 

the jobs being created in Chandler and the region fall into the category of STEM—science, technology, engineering, and mathematics. We are truly shifting to a knowledgeable economy. 

With that in mind, our city has partnered with Arizona State 

University, my alumni, and the University of Arizona. ASU recently opened the Chandler Innovation Center in the city’s former 

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ing classes there in unique partnership with local industry. This alliance also includes Tech Shop, a leader in the entrepreneurial 

maker movement. 

The U of A is holding classes in our downtown community center. 

These are master level teaching courses that also include collaboration with our business community through a very intense internship program. U of A also has lab space in our city’s innovation incubator for the Center of Applied NanoBioscience and Medicine. 

Chandler Gilbert Community College partners with many of our 

local employers on specifically defined curriculum, like clean room 

operations for Intel. All these programs are turning out a very educated and prepared workforce. 

But how do we sustain the development of a well-rounded, qualified workforce? We must set our sights on developing educated 

workers literally from birth so they are suitably prepared to enter 

the classrooms ready to learn from day one. That is why in 2011, 

I created the Chandler Education Coalition. In this effort, I envisioned a collaborative systems building effort to support the quality 

of educational opportunity and school readiness in the City of 

Chandler. 

We invited members of the education community, K through 12, 

community colleges, and our state universities. We have corporate 

leaders from several sectors of the economy, and we have a host of 

non-profit organizations at the table, as well. This committee, made 

up of more than 30 organizations, is committed to improving school 

readiness from cradle to kindergarten across the City of Chandler. 

The purpose of the Chandler Education Coalition is to create a 

collaborative support system of community stakeholders to ensure 

all Chandler children, birth through five, obtain the necessary literacy skills for school readiness. We recently partnered with Read 

On Arizona, a statewide public/private partnership of agencies, 

philanthropic organizations, and community stakeholders committed to creating effective continuing services. Read On Chandler, 

like its parent group, will work to improve language and literacy 

outcomes for Arizona’s children in these very formative years. 

Another important component of this endeavor is our relationship with the Arizona SciTech Festival. Chandler has been a leader 

in partnering with the festival organizers at the local level. For the 

past three years, we have held the Chandler Science Spectacular. 

This three-day collaborative event brings awareness to the world of 

science and includes participation from several small businesses, 

high tech companies, schools, and non-profit agencies. It is very rewarding for me to see the enthusiasm and excitement from kids 

and parents alike, because when we allow our youth to experience 

science activities up close and personal, it provides them with a vision that anything is possible for the future. 

I am personally committed to finding and engaging new partners 

along the way. We envision our education pipeline that will offer 

the opportunity, tools, and resources to every child in our system 

achievement and success. We imagine companies understanding 

our purpose and their role in this process. And we predict 

unparalled success as a community from both an education and 

economic standpoint, a role model for the nation and for the world. 

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With that, I look forward to your questions and comments. 

Thank you. 

[The statement of Mr. Heumann follows:] 

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Chairman KLINE. Thank you. 

Ms. Barton, you are recognized for five minutes. 

STATEMENT OF CATHLEEN BARTON, EDUCATION MANAGER, 

INTEL CORPORATE AFFAIRS, SOUTHWESTERN UNITED 

STATES, INTEL CORPORATION, CHANDLER, ARIZONA 

Ms. BARTON. Good morning, Chairman Kline, Representative 

Salmon, and members of the committee. Thank you for the opportunity to testify on the importance of business-higher education 

partnerships to create a robust workforce development network for 

our nation, for the state of Arizona, and for Intel Corporation. My 

name is Cathleen Barton, and I am the education manager for 

Intel in the Southwest U.S. 

At the core of our education programs and advocacy are our partners, and today I want to talk about three partnership areas: programs to develop the next generation of innovators, programs to 

hire the next generation of innovators, and advocacy and programs 

to support innovative education partnerships. 

Intel is the world’s largest semi-conductor manufacturer and employs 105,000 employees worldwide. More than half of them are 

here in the U.S. And at a time when the call for a revival of U.S. 

manufacturing is the imperative for our nation, we are proud that 

three quarters of our manufacturing and research and development 

is here in the United States. A study by PriceWaterhouseCoopers 

estimates Intel’s total impact on U.S. GDP at $408.5 billion from 

2008 to 2012. 

Intel Chandler, where we manufacture our latest products, is one 

of our largest and most complex sites in the world. We invest $450 

million in R&D each year with a 2.4 billion average economic impact in Arizona, 11,000 employees —over that—are in Arizona. Almost 800 are Ph.D.s, 2,200 have masters in science, and 770 

MBAs. We understand the importance of higher education because 

they are the students we hire to design the technology of the future, conduct our research, and run our factories. 

Intel hires more students from ASU for openings across the U.S. 

than any other institution of higher education. Between 2010 and 

2012, we hired 836 students from ASU and 182 students from the 

University of Arizona and Northern Arizona University. 

Intel also partners with colleges and universities each year to 

hire approximately a thousand summer interns. A new Intel internship experience that was piloted with ASU and Chandler Gilbert Community College is now being evaluated for multi-company 

collaboration. 

Intel’s veteran recruiting team partners with several university 

chapters of the Veterans of America organization in order to support our goal of hiring veteran STEM and MBA talent. This partnership includes both Arizona State University and the University 

of Arizona. 

Intel also partnered with ASU’s College of Technology and Innovation, developing a flexible B.S. engineering program for some of 

our employees whose work schedules are not aligned with a traditional academic calendar. In addition, to support ongoing employee 

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sistance program in 2012, over 300 of them in Arizona’s public and 

private community colleges and universities. 

Partnering to keep our universities and their students up to date 

and competitive is not only good for the technology industry, but 

it is good for our local and national competitiveness. Two elements 

of these partnerships include curriculum development and access to 

new technology and tools. For example, we partnered with ASU to 

develop a curriculum to help students understand environmental 

and high volume manufacturing challenges for the industry. 

Regarding access to state-of-the-art technology and tools, Intel is 

providing 50,000 kits featuring the new Intel Quark technology to 

a thousand universities worldwide. This is our Galileo project, and 

it will enable students to become the new generation of entrepreneurs and inventors in rapidly growing areas, such as the Internet of Things and wearable computing. 

In addition to entrepreneurs and investors, Intel also invests in 

the teacher workforce through partnerships like Intel Math and 

Intel Teach, programs that help teachers become better prepared 

to teach Arizona’s college and career ready standards. We invested 

in Intel Math, an intensive training course for K–8 teachers, and 

partner with the University of Arizona to implement it in Arizona 

and various other states. 

Other successful Intel Math partnerships in Arizona include the 

Arizona Department of Education, NAU, and the Arizona Board of 

Regents. Intel Teach partnerships with higher ed and state departments of education train teachers to develop students’ critical 

thinking, problem solving, communication, and collaboration skills. 

Finally, I would like to mention Intel’s participation in Governor 

Brewer’s Arizona Ready Graduation Rate Task Force. This task 

force is a collaboration of the business and philanthropic community, early education, K–12, higher education partners, including 

the Maricopa Community College District. The task force is focused 

on expanding practices, programs, and policies that decrease the 

number of high school dropouts and increase graduation rates. Key 

areas of focus include scaling successful career and technical education programs, which are demonstrating high degrees of success. 

Another innovative approach being explored to accelerate high 

school education and training and postsecondary credit and degree 

attainment include elimination of college remediation and expanding early college and career high schools and other grade nine 

through 14 pathways models. These programs are delivering significant results in many cases with minority students, students 

who are critically important to a majority/minority population like 

the state of Arizona. 

I want to thank you for the opportunity to provide testimony this 

morning, and I look forward to your questions. 

[The statement of Ms. Barton follows:] 

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Chairman KLINE. Thank you. 

Mr. Lambert, you are recognized. 

STATEMENT OF LEE D. LAMBERT, CHANCELLOR, PIMA 

COMMUNITY COLLEGE, TUCSON, ARIZONA 

Mr. LAMBERT. Chairman Kline, Representative Grijalva— 

Chairman KLINE. Mr. Lambert, could you turn your mike on? 

Apparently they are saying it is not. There we go. 

Mr. LAMBERT. Do you want me to start over? Just keep going? 

Okay. 

Tucson, my home, is the sixth poorest of its size in the U.S. Increasing our competitiveness in an unforgiving economy is a top 

priority, but because of globalization and technological advances, 

we know we are up against firms from across the United States 

and around the world. The approximately $46 million investment 

that the Federal government makes in Pima allows us to achieve 

multiple goals, particularly improving student retention, engaging 

underserved communities, and meeting the needs of area business 

and industry. 

Recently, Pima was awarded two grants to help adult learners 

transition into the workforce. Each contains an element that requires us to engage the private sector. In 2010, Pima secured a 5- 

year grant to provide education and services to low-income individuals so that they could enter the fast-growing healthcare sector. We 

aligned with our key partner, Pima County One Stop, which provides Workforce Investment Act-funded services to nearly 4,000 job 

seekers. More than a thousand people have enrolled in our Health 

Professional Opportunity Grant Program to date, with 210 of these 

formerly jobless men and women finding employment in the 

healthcare industry, making on average just under $12 an hour. 

Similarly, the first three years of our participation in the Trade 

Adjustment Assistance Community College and Career Training 

Grant Program has been extremely successful. As part of a community college consortium in Arizona, Pima prepares students for 

skilled, high wage jobs in the energy sector. This program is geared 

to helping military veterans and other adult learners. Working in 

partnership with the local utility, in this case, Tucson Electric 

Power, we have developed an Electrical Utility Technology certificate, and will be adding an associate’s degree concentration as well. 

Tucson Electric Power or its subsidiaries have hired 63 percent of 

the 50 students taking part in the program. We are working with 

Southwest Gas Corporation to develop a similar program. 

Regarding student retention, many of our students are of extremely modest means, who often are the first in their family to attend college. We strive to keep tuition low, but the reality is these 

students cannot afford to attend college without Federal financial 

aid, including Pell grants. 

Regarding engaging underserved populations, I am proud to say 

that Pima’s adult education program is the second largest here in 

the state of Arizona. Our adult education program serves up to 

6,100 students a year. The high school equivalencies these women 

and men earn give them a chance to climb the economic ladder. 

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ing so that these students are put on a fast track to postsecondary 

credentials. 

Pima Community College is committed to aligning its curriculum 

and services with the needs of industry to keep the talent pipeline 

filled with workers who have the skills business need now and into 

the future. Each of the college’s more than 120 occupational programs is assisted by an advisory committee composed of representatives from local businesses who can provide us with real-time, 

ground-level insights regarding industry needs and emerging 

trends. These insights result in real change in our programs. 

An example of that is we are currently working with a consortium of more than three dozen manufacturers to alter our machine 

tool technology curriculum so it meets the National Institute for 

Metalworking Skills certifications. 

Again, I want to thank you for having me share what Pima is 

doing with the federal investments you have made in community 

colleges. 

[The statement of Mr. Lambert follows:] 

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Chairman KLINE. Thank you. 

Dr. Pepicello, you are recognized for five minutes. 

STATEMENT OF WILLIAM PEPICELLO, Ph.D., PRESIDENT, 

UNIVERSITY OF PHOENIX, TEMPE, ARIZONA 

Dr. PEPICELLO. Chairman Kline, Representatives Salmon, Grijalva, and Rokita, I would like to thank you for the opportunity to 

testify on behalf of University of Phoenix and its parent company, 

the Apollo Education Group. I am honored to represent more than 

a million students, alumni, faculty, and employees. 

With more than 40 years within the academic community, I can 

state unequivocally that the opportunities and challenges facing 

higher education have never been more glaring than today. Major 

economic forces are forcing change within all of higher education, 

a constant global regeneration of new information, and access to 

knowledge is forcing us to embrace lifelong learning. Completing a 

degree program is just the beginning for working Americans today. 

The so-called traditional college student is no longer the majority 

of students. Nearly three-fourths of all undergraduates are considered non-traditional. The 18- to 24-year-old undergraduate who enrolls full time after finishing high school is the exception rather 

than the rule. 

The nature of the workforce has dramatically changed as well. 

Competition for jobs at every level comes from all over the world. 

Accordingly, student expectations have changed dramatically. They 

expect us to offer a foundation that is rich in both academics and 

occupational skills, combined with an approach that is more pragmatic. Knowledge must be portable and cyclical at key intervals in 

career development. 

Today’s adult learners do not enroll in higher education to discover who they are. They pursue education to connect to a desired 

career. They seek access to an economy that will need 22 million 

new workers with postsecondary degrees by 2018. The traditional 

higher education model serves as the foundation for what is the 

greatest system in the world, but the longstanding process of educating only 10 to 20 percent of our nation at the college level and 

then relying on that small group to build our companies and create 

jobs is distant history. 

We commend the president for pushing for greater investment 

and achievement in higher education. Unfortunately, many of the 

policies focus on the traditional model as the primary means of this 

educational delivery. Relying solely on this model could hundreds 

of billions of dollars in public investment, a significant amount 

made all the more significant by the trend of declining investment 

from the public sector. 

Our founder, Dr. John Sperling, believed that the private sector 

had much to offer. In fact, many of the techniques first pioneered 

by University of Phoenix are now considered beset practice by the 

larger educational community. We believe that our 845,000 alumni 

are living proof of the important role in providing access to higher 

education for more Americans, and to help them develop the skills 

to achieve their professional goals. 

Employers want their employees to develop competencies 

throughout their education journey and to demonstrate the value 

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in the marketplace before they graduate. Our programs are a direct 

response to those human capital needs. Our structure allows us to 

adapt quickly to the changing demands of our employer partners 

and our students. For example, we are increasing our use of fulltime faculty for first-year courses, we are making improvements in 

our orientation programs for students, introducing more certificate 

programs, and expanding the use of adaptive learning. We invest 

millions each year in instructional and student advisory services. 

These investments provide a variety of pathways to support our 

students’ career preparation, leveraging the latest technologies to 

provide education that connects more directly to graduates’ employability. 

Our Stackable Credits Programs enable students to get a certificate and earn a certificate prior to completing their degree. Students are more likely to realize earlier returns on their investments in this way, and we expect that they will graduate at higher 

rates, too. 

All of this must be tied, however, to what students require as 

they evaluate their higher education options before they enroll. 

Students with career plans, financial plans, and support from employers are much more likely to succeed. Our Phoenix Career Services features a career guidance system to help prospective students 

make more informed decisions regarding their career path and 

their education opportunities. We are also helping prospective students understand tuition and fees for their entire degree program 

and to build a personal plan for how they will be able to pay for 

that education. Our adaptive learning technologies in math allow 

us to adjust to students’ interactions and performance, anticipating 

what the types of content and resources they need will be as they 

progress. 

While we continue to pursue innovation, the regulatory framework that governs our higher education system is somewhat antiquated, burdensome, costly, and often prevents robust innovation. 

The deeply flawed gainful employment regulations are just one example. Substantial revisions and enhancements to existing statutory and regulatory framework must be made by Congress in order 

to effectively measure the return on taxpayers’ investments. And 

any accountability structure should be applied to all postsecondary 

institutions and for the benefit of all students. 

In closing, there are many promising innovations taking route. 

Representative Salmon’s bipartisan legislation on competencybased learning is an excellent example of the type of reforms that 

are needed as Congress moves forward to reauthorize the Higher 

Education Act of 1965. 

I want to thank you once again for this opportunity to have testified. Thank you. 

[The statement of Dr. Pepicello follows:] 

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Chairman KLINE. Thank you. Thank you all for excellent testimony, and we will move now to questions from the panel. I will 

start, and I will start with you, Dr. Pepicello, because you brought 

up the regulatory regime which is out there, and you mentioned 

gainful employment. 

As you know, and I know you know this very well, the Department of Education just a week or so ago released a revised gainful 

employment regulation. How does this compare with the last 

iteration, and what is the impact on the University of Phoenix? 

Dr. PEPICELLO. Well, the impact is probably not the major issue 

for us. We believe that the regulatory environment as it applies to 

higher education should be applied equitably and to all institutions 

of higher education. 

The issues that are addressed in this gainful employment proposal as well as the earlier one are not issues that are isolated 

within the for-profit higher education community. And, in fact, 

gainful employment would have some effect on some of the community college programs that are offered. So our concern is that the 

focus may be too narrow, and we need to see how the implications 

of gainful employment and similar regulations would play out in 

the broader higher education community. 

Mr. LAMBERT. May I add to that? 

Chairman KLINE. Yes, you may. 

Mr. LAMBERT. I support the notion of having an accountability 

system for our nation’s community colleges. I think it is important 

that we be able to say back to the public, to all the folks who invest 

in us, and the students what the return is going to be. I support 

making sure they get livable wage jobs. 

So in concept, I think it is a positive thing. Now, we need to look 

at the mechanics and what the actual impact is going to be. So I 

just want you to know that I am supportive of that, and also the 

AACC. We have developed a voluntary framework for accountability that we are really standing behind as an example of our 

commitment to that. 

Chairman KLINE. Thank you. Ms. Barton, if I could, in your testimony, you talk about veterans’ programs and recruiting. I would 

like you to take a minute and just kind of expand on that. What 

skills do veterans have already that you are looking at, and how 

do your programs help progress these skills towards the direction 

you want to go? 

Ms. BARTON. So I would say that one of the most obvious skills 

are leadership skills. And so, when we are looking for veterans and 

looking to fill positions that require supervision of our employees, 

that would be an area where there is an abundance in skill. 

The other piece would be that in an environment such as Intel 

that is so technology heavy, if you will, the veterans who leave the 

military with technical education and experience is critical because 

we, in fact, can hire directly from the military without any additional postsecondary education in many cases when we are looking 

for people to help us run our manufacturing floor. 

And then, of course, we have ongoing training and development—as I mentioned, the program with Arizona CTI—to continue 

to develop those skills and capabilities whether it is technical, in 

engineering, or in management, like our MBA programs. 

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Chairman KLINE. Great. Thank you. Mr. Huemann, you talked 

about the Chandler Education Coalition, and I wrote down here I 

think you said there are over 30 or so members. Did I get that 

down right? 

Mr. HEUMANN. We have 30 different organizations that are involved, bringing their leaders to the table. So that 30 multiplies 

down amongst their staffs and their groups. 

Chairman KLINE. Well, what kind of decisions does this coalition 

make? 

Mr. HEUMANN. A couple of things we are working on. This early 

literacy program we are working on, we feel it is so important for 

kids to be able to read when they get to kindergarten. And some 

of our socioeconomic areas that are more challenged, it is a struggle. We have kids coming to school, in some cases, 70, 80 percent 

of them are not ready for kindergarten. 

So this program we are rolling out this fall, we will be able to 

go in and tackle getting kids to be able to read from birth to five. 

It is so important. We feel that the kids are not behind that way. 

You start out behind, and you have a challenging time through 

your whole schooling system, and it puts them behind all the way 

through school. 

Chairman KLINE. So the members of this coalition, you get together and vote, or what is— 

Mr. HEUMANN. We get together and work collaboratively. It is a 

public/private partnership. Intel is at the table with us. Many business organizations—our non-profits, our school districts, our private schools, as well, are part of this—to work together in a collaborative kind of effort. And we do vote on certain issues based 

on the topic. 

Chairman KLINE. Okay. Thank you. Mr. Grijalva, you are recognized. The microphones are— 

[Laughter.] 

Mr. GRIJALVA. Mr. Lambert, Doctor, you mentioned the role of 

community colleges. In my opening statement, I talked about adultbased education, and that, what is it, 16, 17 percent of the 16 and 

above residents of our fine state are not graduating from high 

school. And the 18,000 people that are served in adult basic education kind of breaks out to heavy remediation, literacy, high 

school equivalency, and then postsecondary work as well. 

A lot is said about students having to come in and do all this remediation before they can do something else. Adult basic education, 

like it or not, provides that safety net for a lot of students. 

Respond as to how you have integrated that into the college. You 

have one of the largest, if not the largest, adult basic education 

programs in the state, and how you see that as part of this workplace model. 

Mr. LAMBERT. So thank you, Representative Grijalva, for the 

question. So looking at the fact that 78 million baby boomers are 

going to retire, every single individual we have in our society who 

is eligible to work, we need to bring them in and train them properly. So we cannot afford to not keep a focus on training and preparing our adult learners who have not reached that GED and beyond place. So I think that is very critical, first step. 

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I think second step, is we have integrated our adult education 

program better into the fabric of our academic career programs. So 

the first step is to bring them closer into what we are going to start 

calling—I am losing the train of thought here. We are going to integrate the learning into a contextualized environment so that when 

the student comes in, if she or he wants to be an aviation technology mechanic, that is what you are, and we are creating an onramp through an IBES type program that gets you there. And 

adult education feeds through that funnel, if you will, to that pathway. So that is an example, I think, of getting to a better success 

for those students. And as you know, Pima Community College is 

delivering one of the finest adult basic education programs in the 

country. 

Mr. GRIJALVA. The point, and you made it, is it is not just intervention. There is a follow up. 

Mr. LAMBERT. There has got to be a pathway. There has got to 

be a pathway. 

Mr. GRIJALVA. Ms. Barton, I mentioned also what I see as essential down the road, a lot of lip service to the concept, but not context to it, and that is that whole private/public collaboration toward 

identifying what workforce needs are going to be and aligning the 

education. Legislatively, how do we make that not an option, but 

more of a reality? 

Ms. BARTON. I am not sure that you need to legislate that, and 

I think that perhaps today more than ever before, the business and 

education partnerships are much more evident, certainly here in 

the state of Arizona. Both in the policy arena, how we have had 

tremendous collaboration in that area, but also in the program 

area. So I am not sure that is legislative. 

I think there is a natural desire between business and education. 

We see that this is about innovation, economic development, and 

personal prosperity. 

Mr. GRIJALVA. I agree with you. I think the involvement of the 

business community is essential. I was disappointed when we had 

a proposition initiative to raise the amount of funding for school 

children in our public schools—I believe we are 49th in the country—that there was active opposition on the part of the business 

community to that initiative, including billionaires from outside the 

state that funded the effort to undo that. 

I say that because there is also a resource question. Sometimes 

education is idea rich and resource poor. We all have great ideas, 

but we can never implement them because you need something. 

But it is more of a commentary than a question. 

Doctor, with regards to the for-profit, you know, for-profit colleges educate 13 percent of the students in this nation, utilizing 

about 25 percent plus of all the federal aid, whether it is Pell, secured loans, et cetera, and are responsible for about half of the defaults in terms of the loans. 

I mention that because that was the genesis to begin this gainful 

employment rule. And I agree with you, there are some problems 

with that rule. I think it is too soft on the career requirements in 

terms of what gainful employment is, and I think it is too hard on 

other programs that are low cost in which there is no real borrowing going on in the for-profit sector. 

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I mention that because one of the gainful employment programs 

that the Department of Education looked at, 72 percent of the people leaving that program had a debt. And if they did enough work, 

they ended up making less than a person that had dropped out of 

high school. I do not think that is the income of a good career education. 

Chairman KLINE. The gentleman’s time has expired. 

Mr. GRIJALVA. [Off audio.] 

Chairman KLINE. I know you were. 

[Laughter.] 

Chairman KLINE. Mr. Salmon, you are recognized. 

Mr. SALMON. Thank you, Mr. Chairman. Before I ask a question, 

I would like to actually recognize somebody that is here that has 

been a tireless advocate of education across the spectrum in Arizona, and somebody I deeply admire, Dr. Carolyn Warner. Please 

recognize her. 

[Applause.] 

Mr. SALMON. Thanks for being here. My first question is for you, 

Ms. Barton. And it is regarding the strong encouragement from the 

technology industry to increase the number of H1B visas in the 

country, which I do support. I think we have got to meet the demands and be competitive on a global market, so I think it is a 

good request. But it is a Band-Aid for a deeper problem, and that 

is that we are not producing the kinds of people that could be employed in the high tech realm where those needs are. What do we 

need to do to fix that? 

Ms. BARTON. Thank you for the question and the opportunity. 

First of all, I think it is a both/and solution. I do not think that 

we are ever going to not want to hire the best and brightest from 

around the world. 

Mr. SALMON. Of course. 

Ms. BARTON. So thank you for continuing to work on that for us. 

I think the other piece is the increased focus on the college and career ready standards which ensure that all kids will graduate high 

school with the broadest range of choices and be able to pursue 

areas in the technology areas, like STEM. 

I was just talking with someone yesterday at a tribal leaders’ 

conference on education. And she said to me, I was with eight students who had made it from tribal communities to Arizona State 

University, and seven of them said they were not prepared. The 

school prepared them to get there, but not prepared to succeed. So 

I think the preparation in K–12 is critically important. 

And then I think there are some incredibly innovative programs 

in STEM education which get at something that really is important 

to students, and that is they want to do something that matters 

and makes a difference. So getting at programs like the engineering projects and community service that we do with Arizona State 

University and the University of Arizona gives kids a chance to 

apply engineering principles, solve real world problems that are 

identified by community-based organization. So it is kind of STEM 

social innovation, social entrepreneurship, and transformation. 

Mr. SALMON. I saw a statistic that frightened me, and hopefully 

one of you will correct me if it is inaccurate. But any comments 

from anybody on the panel that internationally we rank 24th in the 

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number of baccalaureate degrees in STEM. And as the only world 

super power, that is not acceptable. Any thoughts on that? Anybody on the panel? 

Dr. PEPICELLO. Well, I think it goes beyond that, Representative 

Salmon. It is not just our production of STEM degrees, but it is 

making sure that those degrees are in areas where they are needed. One the things that goes to the partnerships that the University of Phoenix has been very active in is going to employers. 

We have 2,500 partners nationwide, and the way we are developing our curriculum, including forays into STEM, is to go to the 

employers and ask them how it can be that there are so many job 

openings in the country and we still have unemployment. And they 

told us, as you just said, that we are not producing what it is that 

employers are looking for. So we are working hand in hand, not 

taking education to careers, but working it backwards, starting 

with the careers and building our education programs based on 

that. 

Mr. LAMBERT. I think it is also important, Representative Salmon, that we not lose perspective, that STEM is not just at the baccalaureate level, but it is at the sub-baccalaureate level. 

Mr. SALMON. Great point. 

Mr. LAMBERT. And as the Brookings Institute report revealed, 

that almost half of that is at the sub-baccalaureate level where our 

nation’s community colleges fill that spot. 

With that said, I think we have got to do a better job of getting 

our young folks to understand that these are important pathways. 

And they have to start to be engaged at probably late elementary 

into middle school. And I do not think we are doing enough at that 

level to create that interest and see that these are great opportunities, not only at the baccalaureate level, but at the sub-baccalaureate level. 

Mr. SALMON. Thank you. Dr. Pepicello, my esteemed colleague 

made some comments about the proposed rule last week, and I just 

thought you might want to respond. 

Dr. PEPICELLO. Well, you know, I think that the basic issues here 

are those of transparency and accountability, and that if students 

understand when they come to an institution what the job possibilities are, what they can expect in ways of return on that investment, that students are by and large capable of making those kinds 

of judgments without having a regulatory imposition there. So I 

think it is both making students aware of what their responsibility 

will be if they go down a certain path, and then having institutions 

be not just transparent, but accountable for making sure that students have that information. 

Chairman KLINE. The gentleman’s time has expired. 

Mr. SALMON. Thank you. 

Chairman KLINE. The gentleman’s time has expired. Mr. Rokita? 

Mr. ROKITA. I thank the chair, and good morning to the witnesses. Thank you for your testimony. I thank my friend, Matt 

Salmon, for organizing us today. I know Matt to be direct and honest, but, most importantly, he wears Arizona on his shirtsleeves. So 

I think he does a great job for the state. 

I also want to say that even though I am from Indiana, I happen 

to know and have a friendship with your governor back when we 

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were both secretaries of state, and also your current secretary of 

state. I know Jan and Ken, like Matt, to be very honest, very direct. And without knowing or getting into the specific policy issues 

that you all have to deal with as Arizonans, I know that honesty 

and forthrightness is a rarity and a prize in our business sometimes. And I just think you are well represented in all those regards. 

I have been in Arizona a few days now, and it is certainly not 

my first trip. I like to think I am more than a tourist. Half my 

mother’s family, in the 1950s, I believe, migrated to Arizona from 

Indiana. And I remember black and white super eight reels that 

my grandfather’s brother showed me, and because they are in black 

and white you would think he was filming the surface of the moon 

until Camelback Mountain came into the viewfinder. So I also feel 

like I have grown up a lot with this area. Ever since 1974 we have 

been spending our Christmases here, so like many of you, I do not 

know snow at Christmas. 

And so, it is just with a great deal of pride that I spent the last 

2 days at tribal communities learning a lot about the educational 

challenges and some of the breakthroughs, and what self-determination and what ‘‘hand up’’ versus ‘‘hand out’’ can do for communities. I spent some time at Great Hearts, a public charter school 

management organization, and learned a lot about what they are 

doing, similar to what we are doing in Indiana. 

I went to the Scottsdale Airport where a lot of aviation leaders 

got together. And aside from literally begging me to help get the 

federal government’s boot off the neck of that industry, they were 

telling me how much they needed air frame and power plant mechanics, how much they needed aviators. Then I went to the Rodel 

Foundation where I visited with your former CEO and many other 

community and philanthropic leaders, Ms. Barton, to learn what 

they are doing and how they are taking the bull by the horns, not 

waiting for any government program or anything else. 

And by the way, this does not just happen in Arizona. I think 

for the first time in perhaps American history, I am seeing more 

private individuals of all political stripes—Republican, Democrat, 

liberal, conservative—come together to tackle this education issue 

that you so eloquently described today. So thank you for your leadership as well. 

In that regard, one thing that continues to percolate as I have 

these meetings and hear your testimony, in the back of my mind 

is still if we are going to be a free society, if we are going to enjoy 

what I believe to be a unique American exceptionalism, and if we 

are going to continue to be a nation of self-governance, I need, we 

need, engaged citizens. We do not need automatons. 

And so, talk to me about what, even though you are going to, for 

example, Dr. Pepicello, take the career and back up from that, how 

you are going to give me an engaged citizenry through what would 

be one career-oriented instruction when we also know that the career that is needed or that the education for a career that is needed 

today might very well change, and probably will very well change, 

next year. And how do I have people that have learned how to 

learn so that they can transition easier? 

Ms. Barton, you first. 

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Ms. BARTON. Thank you, Mr. Rokita. I think that the college and 

career ready standards that teach students critical thinking, problem solving, communication, and collaboration skills, as well as a 

deeper understanding in math and English language arts, is part 

of ensuring that we are teaching children how to learn. 

Mr. ROKITA. So you need a commitment to that as well at Intel. 

You need someone ready to do that. 

Ms. BARTON. We are doing that, and we are a very strong advocate of that. I think there is another really important piece, 

though, and that is in that kind of education that is very student 

centered, there is an opportunity starting at kindergarten all the 

way through university and everywhere in between to make sure 

that we have got students engaged in problem solving and projects 

that matter to their communities and they see the real world application of their education. 

It also starts to develop them and have them see themselves as 

having a place in their communities, and this is important in the 

leadership piece as well. 

Mr. ROKITA. Thank you. And that is not just found in the military. Mr. Pepicello? 

Chairman KLINE. The gentleman’s time has expired. Actually I 

know this trick very well. You talk up until there are two seconds 

left. 

We are not going to have another round of questions for this 

panel because we have another panel coming. So I want to thank 

the witnesses for excellent testimony, and engagement, and the 

questions and answers. I appreciate it very much. You all can 

stand down if you will, and we will bring the next panel up. 

I see the second panel is now seated. It is now my pleasure to 

introduce our distinguished second panel of witnesses. 

Dr. Michael Crow has served as the president of Arizona State 

University since 2002. Is there going to be sort of a war or something going here? I am not sure. 

[Laughter.] 

Chairman KLINE. During his tenure at ASU, he has established 

major trends, disciplinary research initiatives, and witnessed an 

unprecedented academic infrastructure expansion, tripled research 

expenditures, and attainment of record levels of diversity. 

Dr. Ann Weaver Hart is currently serving in her second year as 

president of the University of Arizona. During her first at the UA, 

Dr. Hart successfully led a process to create an integrated strategic 

plan for the university’s academic and financial future. 

Dr. Ernest Lara has served as the president of Estrella Mountain 

Community College since 2007. He has previously held faculty and 

leadership positions at ASU and three of the Maricopa Community 

Colleges. 

And Dr. Christy Farley serves as the vice president of government affairs and business partnerships at Northern Arizona University. Prior to joining NAU in 2004, Ms. Farley served as executive director of the Arizona State Board of Education. 

I think you have all been in here at some point previously, but 

just a reminder, this little box here is controlling our lives for a 

while. When you start your testimony, the light will turn green. 

After four minutes, it will turn yellow, and after five minutes it 

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will turn red, and I would ask you please to wrap up your testimony. Then as you saw, when we ask questions, we stay mostly 

within that five-minute window as well so that everybody has a 

chance to ask questions and we can get everybody involved. 

So we are ready to go. I would now like to recognize Dr. Crow 

for five minutes. 

STATEMENT OF MICHAEL CROW, PH.D., PRESIDENT, ARIZONA 

STATE UNIVERSITY, TEMPE, ARIZONA 

Dr. CROW. Mr. Chairman and Representative Salmon, members 

of the committee, it really is an honor to be here this morning and 

have an opportunity to give you a few minutes of our thinking 

about your objective, which is reviving our economy for the 21st 

century workforce. The name of your committee captures the central crux of the matter, which is the correlation between education 

and the workforce, something which has often been overlooked or 

set as a secondary objective, I think, for many universities. 

And so, looking at our university, Arizona State University, here 

in metropolitan Phoenix, we asked the question, ‘‘How can we connect to business to address their workforce needs?’’ And the most 

fundamental thing that we have focused on is actually reconceptualizing the purpose of the university itself away from an isolated 

ivory tower-laden institution to a frontline institution. The movement of the university to the frontline is both a conceptual and a 

practical exercise that we have been involved with heavily over the 

last 12 years. It focused on resetting the vision of the institution. 

One part of that vision for our institution is taking responsibility 

for the outcome of the social, economic, educational, health, and 

well-being outcomes of our community. Many universities do not 

take that on as a responsibility. We do. For us, that has also meant 

setting new aspirations, design aspirations, for our institution, focusing on use-inspired scholarship, focusing on the university as an 

entrepreneur, valuing place; that is, embedding ourselves deeply 

into the local innovation ecosystem, into the local economic ecosystem, if you will, in ways in which it has altered everything that 

we do. 

For us, this has meant working in new ways on every level. It 

means embedding entrepreneurship as a curricular element into all 

of our colleges, not just our business and engineering college. It has 

meant for us the establishment of a unit focused on what we call 

economic affairs, which is working hand in glove with both companies that we are attempting to retain in Arizona and in the United 

States and companies that we are attempting to grow and nurture, 

and companies that we are attempting to recruit. And so, these are 

new ways for us interact, new ways for us to engage. 

We have also become engaged in the development of a new concept called i-projects where local companies—some of them you 

heard about from the City of Chandler this morning and elsewhere 

in metropolitan Phoenix and around Arizona and around the 

United States—come to us with their problem or their project. Students and faculty work together on this project or this problem. 

Then the company is able to watch these students engage in this 

project, and often then employs these students after their opportunity to solve the specific problem. 

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A little side bar about that is that one of the things that we have 

realized is that the up and coming workforce—I am not a big believer in all of the negative things that people talk about. I tend 

to focus on the unbelievable positive momentum this country has, 

the unbelievable potential that our young people have. And the one 

thing that we have realized in the design of our university is that 

we have kept it too walled, too separate, too disengaged. 

So we have worked really hard to break those walls down so that 

companies and their problems are embedded in our pedagogical 

and educational activities so that the educational experience is 

leading directly to, in a sense, what we heard earlier from Representative Rokita, this notion of the individual that can be engaged in an educational experience where they can learn to learn 

anything, and also be prepared for the workforce. And so, for us it 

is taking on these two things together and restructuring our identity, restructuring how we work, how we are organized, how we 

teach our classes, how we instill entrepreneurial spirit into our students and so forth. 

Relative to the university as a partner, this is really where the 

breaking down of the walls around the ivory tower are most important. Intel, as an example, you heard earlier from Cathleen at 

Intel, how we are working with Intel, but it goes even deeper than 

that. We are a provider of human capital, knowledge capital, ideas, 

solutions, mechanisms for change, catalysts for change. 

And so, what we do is we work in sort of a comprehensive way, 

sitting with a company like Intel, and I can give you the list of dozens, if not scores, of other companies that we are working with in 

this way and saying, ‘‘what is it that you need from us as a partner?’’ You need individuals who are educated across three subjects, 

not just trained for a specific job. You need individuals who have 

capacity to operate on a global basis, the capacity to work in ways 

in which they are not just an engineer, but they are working on 

other kinds of complex problems at the same time, so we worked 

on that. 

To Representative Salmon’s point on STEM education, let me 

just give you a context of how we have worked. In the last 10 

years, we have been able to double the number of graduates graduating from this institution from around 9,000 to almost 19,000. 

We have been able to quadruple the level of research, and our faculty is the same size. We have been able to do that as a function 

of making that our objective. We have been able to do that as a 

function of breaking down the walls. We have been able to do that 

as a function of finding new ways to link with the economic success 

of this community. 

One part of that obviously is STEM, so when you read the national publications that no one is interested in STEM education, I 

do not know where they are visiting. They must be visiting somewhere other than Arizona. So we have seen a massive increase in 

STEM educational activities at our institution, more than double 

the number of majors. For our incoming freshman class, of the ten 

leading majors, seven are STEM majors. 

And so, we have seen unprecedented increases of minority students, young women going into the STEM education fields. This 

has come about as a result, however, not of just saying that we 

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wish it was so. It has come about as a function of the fact that we 

put a mirror on ourselves, changed our identity, changed how we 

do things, and then changed everything along the way. 

And just very quickly, two things as recommendations for the 

committee to consider: one, find innovative institutions and find 

ways to rally around them. Everyone is trying to change the entire 

system. That will not work. Second, hold universities accountable 

for all of their products—private universities, public universities, 

for-profit universities, all of them—who they graduate, how they 

graduate, how they are employed, what their debt is, how they 

work in the economy. Hold everybody accountable. Everybody. 

[The statement of Dr. Crow follows:] 

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Chairman KLINE. Thank you, Dr. Crow. 

Dr. Hart, you are recognized. 

STATEMENT OF ANN WEAVER HART, Ph.D., PRESIDENT, THE 

UNIVERSITY OF ARIZONA, TUCSON, ARIZONA 

Dr. HART. Got it. I appreciate it. 

Chairman KLINE. A little cooperation here. 

Dr. HART. A little cooperation between— 

Dr. CROW. We are not playing them in the tournament yet. 

Dr. HART. It will be years, Michael. Years. 

[Laughter.] 

Dr. CROW. We are coming up from another bracket. 

Dr. HART. Well, unlike Nick Johnson, my vertical jump is not 47 

inches, but we are working at it at the University of Arizona. 

I am so honored to have the opportunity to speak with you this 

morning and talk with you about the role the University of Arizona 

plays in helping our state and our nation and our world to meet 

the challenges that we are facing. 

I also want to thank the committee for the work that you are 

doing with the reauthorization of the Higher Education Act. Congressman Salmon knows we appreciate your attention and thought. 

We have at the University of Arizona an internal task force that 

brings together those interested in the University’s issues. Congressman Salmon, thank you for taking the time to meet with our 

task force and speaking with them about ways in which we can be 

good partners. 

Now, in our brief five minutes here today, I want to focus on just 

three key issues related to our shared interest in the role of higher 

education in advancing the well-being of our nation. And I am 

going to limit my remarks to those with the hope that we will have 

a chance to extend this dialogue over time in the years to come. 

The first is of great interest to all of us, and it is, in fact, STEM 

research and education. And as you have heard from my colleagues 

from other institutions, just being able to be successful with the 

students who are already interested in STEM makes a huge difference in the quality and numbers of young people who come out 

of those majors. As the public land grant research university and 

in the sense —a super land grant. We have a medical school, but, 

no, we have two medical schools. 

You can imagine how deeply engaged and involved we are in the 

pipeline of talent from the STEM disciplines and how invested we 

are in discoveries of high-tech and high-wage fields that are so important to the well-being of our state and nation. And these are 

also high-income and compensation skills. 

So in the STEM disciplines, the U of A has a tremendous contribution in medicine and healthcare, in space sciences and optical 

sciences in which we lead the world in many of those important 

issues, in land and arid environments and water studies, which are 

critical to two-thirds of the agricultural lands around the world, 

and a focus on defense and security. And our research enterprise, 

which is currently over 600 million a year in external funding, is 

a huge economic driver in the state of Arizona. And overall, with 

the spinoff and amplifying effect, about $8.3 billion in the Arizona 

economy alone. 

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Now, because of our high level of achievement in those high tech 

fields, we are not engaged or involved in remedial education, and 

rely for that —those fundamentals—very, very tightly in our partnerships with community colleges and with our other higher education institutions. We are a system of providers that together and 

working closely together have a big impact on a positive future. 

A second of the major initiatives at the University of Arizona 

that I want to highlight this morning is an initiative we call 100 

percent engagement. As you know, the process of taking formally 

acquired learning from a laboratory or a classroom and applying it 

to new settings is a very, very difficult process to achieve. And we 

are committed at the University of Arizona to making sure that 

every one of our students has a carefully structured and formal experience, require them to do that, and to take what they are learning and apply it in many, many, many settings, a critical way in 

which we help to create opportunities for students to be more than 

a student. And as my colleagues have emphasized, a critical step 

in the effectiveness of higher education. 

Our students work with world class scientists and scholars, with 

partners from industry and business. Our UA students learn cutting-edge work in their fields. One example I would use is the University of Arizona-led OSIRIS–REx Mission, which will be bringing 

a soil sample back to Earth from a near-Earth asteroid, and which 

involves students directly from the undergraduate level in all the 

scientific disciplines, but also engineering, management, information science, public relations, and communication, where students 

are working directly in those important fields. 

And then finally, our partnerships with local industry, as you 

have heard, are very deep and extend into the high-tech fields that 

are so much a part of the University of Arizona’s commitment to 

synergy in all aspects of our high-tech industry and the application 

of education to our future. 

[The statement of Dr. Hart follows:] 

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Chairman KLINE. Thank you, Dr. Hart. 

Dr. Lara, you are recognized. 

STATEMENT OF ERNEST A. LARA, PH.D., PRESIDENT, 

ESTRELLA MOUNTAIN COMMUNITY COLLEGE, AVONDALE, 

ARIZONA 

Dr. LARA. Chairman Kline, Representative Grijalva, Representative Salmon, Representative Rokita, thank you for the opportunity 

to testify before the committee today. I am Ernie Lara, president 

of Estrella Mountain Community College, and I appreciate the 

committee’s interest in the vital role community colleges play in 

the economy through our workforce development. 

Estrella Mountain Community College offers transfer-ready academic courses and job-specific occupational training to the western 

metropolitan Phoenix population. Estrella Mountain is surrounded 

by six distinct municipalities. We make it our mission to determine 

the workforce needs of our community, our region, and our state. 

We are committed to the type of systemic, meaningful engagement and participation in the environment that provides insight 

into unmet needs, emerging industries, and new markets required 

for trained workers. Our faculty and staff are involved with local, 

regional, and national advisory boards and associations to keep 

abreast of emerging issues in industries. 

We are data driven. Routine environmental schemes identify 

needs and potential workforce opportunities. As one of the 10 Maricopa Community Colleges, we benefit from our Office of Workforce 

Development, which leverages expertise in the greater Phoenix 

work base and ongoing research regarding issues and trends. 

Estrella Mountain is working to fulfill the needs of energy in the 

mining sectors as a lead partner in the Arizona Sun Corridor and 

Energy Consortium. Alignment to engineering programs provides a 

labor pipeline for our energy partners. Sequence certificates allow 

students to climb a career ladder directly into higher paying jobs, 

while gaining the necessary education. 

Credentials are earned at three different points in the program: 

basic training, industry fundamentals, and job specific. And they 

are stackable, supported by trade adjustment, assistance community college, and career training or TAC grant. Five colleges, including Chandler Geller Community College, are working with 

each other, workforce entities, and our industry partners to create 

best practices training programs that prepare workers for the jobs 

of today and tomorrow in the energy industry. 

Estrella Mountain is finalizing curriculum for certificates and a 

degree in cybersecurity information assurance, and is planning on 

offering these programs in the fall of 2014. We have begun the 

process to receive designation as a center for academic excellence 

for 2-year colleges. The new cybersecurity information assurance 

program is built on the foundations of the college’s strong networking and information technology programs. Students will earn 

credentials in these fast-growing and high-demand fields. 

Transferring to a 4-year institution is an important part of preparing the workforce for a 21st century career. Estrella Mountain 

offers the Maricopa Pathways Program and provides students and 

their families time and cost-saving options in high demand degree 

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programs with our nearest 4-year transfer partner, Arizona State 

University, ASU. 

Community college students who meet certain requirements are 

offered tuition incentives and guaranteed admissions into specified 

degree programs on transfer to ASU without loss of credit. Students will have earned an Arizona general education curriculum, 

an associate’s degree, while at the community college. Students and 

their families save time and money. 

Pell grants are vital to the students at Estrella Mountain. Pell 

Grants often go further at a community college because costs are 

generally less and students have a lower income on average. If Pell 

or other federal aid programs were cut, over half of Estrella Mountain’s degree/certificate seeking students would not have access to 

the funding they need to attend college. 

In closing, I would like to point out that Estrella Mountain, like 

Chandler Gilbert Community College, is one of the 10 Maricopa 

Community Colleges. Together, the Maricopa colleges are the largest provider of workforce training in the state. We generate an estimated $3 billion in annual direct and indirect economic benefit 

within our county through the increased skills learned at Maricopa, 

the increased output of businesses due to these skills, and through 

the higher earnings of our students. We know that two-thirds of all 

jobs available in Maricopa County will require the skills we teach, 

and we are training students in 95 percent of the highest demand 

occupations. 

Thank you for the opportunity to speak to you today. I will provide additional materials for your reference in the record with the 

Chairman’s permission. Mr. Chairman, I yield. 

[The statement of Dr. Lara follows:] 

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Chairman KLINE. Thank you very much. Thanks. 

Ms. Farley, you are recognized. 

STATEMENT OF CHRISTY FARLEY, VICE PRESIDENT OF GOVERNMENT AFFAIRS AND BUSINESS PARTNERSHIPS, NORTHERN ARIZONA UNIVERSITY, PHOENIX, ARIZONA 

Ms. FARLEY. Thank you, Mr. Chairman, and members. Thank 

you for having us here today, and we are glad to have you in Arizona. We appreciate the opportunity to talk about the success of 

Northern Arizona University. And you have heard the themes 

throughout the morning of change and collaboration. So those really are, as President Crow mentioned, integrated from the inside of 

our university out. 

And NAU’s main campus in Flagstaff positively impacts the Arizona community in a number of ways. For northern Arizona, from 

the basic standing, we are the largest employer in that region. Our 

faculty and staff have made Flagstaff their home, and they are engaged in the community in a number of ways. 

Institutionally, we are a significant partner throughout the state, 

engaging enterprises that address community and statewide needs. 

From our High Country Conference Center in Flagstaff, which supports the nationally-recognized Hotel and Restaurant Management 

School at Northern Arizona University that was built in partnership with City of Flagstaff and a private hotelier, Drury Hotels, 

who was attracted to the area to be on our campus to support this 

project. That is one example of the combination of educational opportunities along with business opportunities and support for the 

community. 

In addition, we have the Keim lab that partners with TGen 

North. Al Keim has been nationally recognized as an expert in the 

field of biodefense agents, and we do a lot of infectious disease research. We have recently signed an understanding with the Flagstaff Medical Center to facilitate research on infectious diseases 

and population health in the northern Arizona community. And we 

are recognized as experts in land management and forest health, 

and support not only Arizona, but our tri-state group of Colorado, 

New Mexico, and northern Arizona on those areas. 

The universities can no longer afford to operate as silos who are 

simply responsible for imparting education. We are integrated in 

the communities in a number of ways. To explain the ways that we 

have adapted, I want to touch on two particular programs through 

Northern Arizona University. 

We are nationally-recognized for our statewide delivery methods 

throughout the state. In the old days, that used to mean flying faculty all over Arizona to work with the community colleges to impart bachelor’s degrees and master’s degrees. That model is very 

different today as we move from taking faculty to the site, through 

ITV, through online delivery. And I want to thank Congressman 

Salmon for advancing the discussion of competency-based education. 

Northern Arizona University is very proud to talk about our progressive model of competency-based education, and in the spring of 

2013, we received approval from the accrediting body to move forward with this project. We then received permission from the U.S. 

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Department of Education through the model of competency-based 

education and awarding credits for those competency demonstrations in order to begin providing financial aid for the students in 

that program. 

So it just began over the summer. We now have approximately 

122 students enrolled in this competency-based education program. 

And what it is a program geared towards adult learners where 

prior learning competencies are assessed and credits awarded. Faculty members from the specific fields of study contact students at 

least weekly to help guide their learning, and assessments are 

measured through rigorous testing, including writing-intensive 

projects and at least one presentation. 

As detailed in H.R. 3136, introduced by Congressman Salmon, direct measures of learning would include projects, papers, exams, 

presentations, or portfolios. These are all demonstrations of success 

that are looked for in the workforce, and we believe adequately assessed and measured by universities in order to establish direct assessment and learning. We support the pilot program. 

The cost for the personalized learning program at Northern Ari- zona University is $2,500 for 6 months’ worth of education. So as 

has been outlined, individuals may enroll at any time. They take 

an assessment to ensure that they can manage those competencies 

of learning in this delivery method, and they can advance based on 

the skills that they come in with and their dedication to move 

through the programs. We currently offer three degrees: computer 

information technology, small business administration, and general 

liberal studies. 

To just briefly mention, we are a partner with the University of 

Arizona at the Phoenix Biomedical Campus to respond to the growing healthcare workforce needs in Arizona. Northern Arizona University has provided the only public physical therapy program in 

this state, and we have now added physician’s assistant, and will 

add occupational therapy on that site in the fall of this year. 

So in order to address those workforce needs, we have met with 

the healthcare providers to see how best we can fit that niche in 

partnership with the College of Medicines existing in the state and 

to add to the need for nurses and other fields. 

Mr. Chairman, members, I know I am out of time. I am happy 

to answer questions. 

[The statement of Ms. Farley follows:] 

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Chairman KLINE. Thank you. Thanks to all the witnesses. As always, we are going to run out of time pretty quickly. 

Let me start the questioning with you, Ms. Farley. I do not know 

why I tend to go to the last person who spoke. But what you are 

talking about is innovation and how you provide the instruction to 

provide reason. And we are very interested in the competencybased model. It is incredible how hard it has been, how some 

schools have really had to struggle through the sort of government 

morass in order just to get the approval to start this. 

So my question to you is what can the federal government do to 

ensure that we are not standing in the way? And I am thinking 

of that from the administration’s perspective, but also legislatively. 

What can we do to free that up? 

Ms. FARLEY. Well, Mr. Chairman, I think that it has been a 

struggle to be able to get to this point, not only through the regulatory side of the financial aid that is awarded, but through the accreditation process. I would like to think that we now have a very 

strong program, but it is still fitting—we have stretched the circle 

for the peg to fit in to be more of an oval to award credits in order 

to comply with financial aid. But as these programs evolve, we 

have to think differently about how students can be eligible for financial aid in order to adjust to the competency-based education. 

So awarding credits works in the short term, but it does slow the 

ability of us to add additional degrees quickly because we have to 

de-structure that education and pull apart the pieces to show how 

the competencies and the direct assessment match with the award 

of credit. So it is a time consuming process, which slows the entrance of degrees. 

I think that with adequate accountability measures, pilot programs certainly offer an opportunity for innovation to occur more 

quickly for us to gather data on that and then to provide demonstration of success. And I think that we will quickly be able to 

do that. 

Chairman KLINE. So, Dr. Crow, you wanted to say something. 

Dr. CROW. Yeah. Just very quickly, one idea that comes to mind, 

and Dr. Lara mentioned it, we put in place these pathway programs which move from community college into the university as 

automatic admission and automatic moving forward. 

One thing that the committee might think about is encouraging 

the military, in particular, to have these exact same pathways. So 

in your case, helicopter pilot training, all the things that you went 

through, there was no automatic movement of those things you had 

done in the military that then would move you exactly into the university in a particular position. 

As far as I know, that has never been done on the level that it 

could be done. And so, one thing that the committee might do is 

encourage the military and the universities to build these automatic pathway programs, then to move into the corporate world 

where we do the same thing. So what Christy is talking about is 

it takes too much time to do it on a one-person-by-one-person-byone-person kind of basis. We need to make it systematic, and then 

there would be a way for this to occur. 

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Chairman KLINE. I am thinking in terms of a Marine helicopter 

pilot, we can do just about anything. So it would be pretty easy to 

set that up. 

Dr. CROW. I am sure that we would do that. 

[Laughter.] 

Chairman KLINE. Dr. Hart, picking up how this works here, but 

I was interested when you said you do not do remedial education. 

One of the things that we hear and I hear as I travel around the 

country is how many students show up for college, and they are 

just not ready. They simply are not ready. And so, they have to 

have remedial education. You have apparently got an arrangement 

with the community college. Could you take a minute and explain 

how that works, how that system works? 

Dr. HART. Sure, I would be happy to. And as my colleagues on 

the panel here this morning have said, all of us are engaged in 

those innovative programs that provide a pathway. 

One of the worst things I think you can do to a young person is 

admit them to a university for which they are unprepared to succeed, help them borrow money and invest their time and energy, 

and then say farewell and watch them flunk out, with no degree 

and the debt that goes with that. And as you know, that is a downward spiral for a young person to get involved in. 

So like ASU, we have partnerships with our community colleges, 

including the 10 Maricopa Community Colleges, that involve, as 

you have heard, dual admission so that when students complete 

the program at the community college that brings them to a level 

of achievement, then they can make a smooth transition and be 

successful. And when they walk and receive that degree after those 

four years, nobody asks them how they spent their first two. A degree from the U of A is a degree from the U of A, and those are 

critically important. 

And my colleagues and I are very concerned about the number 

of high school graduates who do not even take a curriculum that 

allows them to be eligible to apply for admission to our institutions. 

Chairman KLINE. Thank you. My time has expired. Mr. Grijalva? 

Mr. GRIJALVA. Ms. Farley, the accreditation for the competencybased education programs, and congratulations on that. The accreditation process is different from the other regulatory issues 

that you mentioned in terms of financial aid and how financial aid 

can be more flexible in order to adjust to this. Two different things? 

Ms. FARLEY. Congressman Grijalva, yes, they are two separate 

things. The accreditation of our academic programs is a process 

that we go through, and it affects the basic programs that we have 

on the Flagstaff campus. So that is a separate issue which we were 

able to navigate prior to being able to work out all of the issues 

related to financial aid. 

Mr. GRIJALVA. Thank you. The advisor for the subcommittee on 

our side of the aisle, Mr. Williams is an alumni of NAU and he 

didn’t want me to say anything, but I thought I could— 

Ms. FARLEY. Congressman Grijalva, thank you. We had a nice 

chance to visit in advance, and we are happy to see our alumni in 

great positions. 

Mr. GRIJALVA. Well, you should have seen the— 

[Laughter.] 

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Mr. GRIJALVA. Very easy. Dr. Hart, the financing of a public institution like University of Arizona, the corresponding reduction at 

the state level in terms of support for the university, how do you 

compensate for that reduction? And how does that impact the 

course offerings, the adjustments that are having to be made for 

the demands for a new workforce? How do you compensate for 

that? 

Dr. HART. It is a very complex question, thank you, Congressman. I appreciate the opportunity to respond. As you know, our 

funding here provided by the state of Arizona for the public universities—the three of us, and our community colleges have other 

challenges as well—has been reduced by about 40 percent since 

2008. And we have been able to gradually adjust to some of those 

cuts with increases in tuition, but we do not cover the difference. 

The delta is much larger than the 2008 state funding would have 

provided. 

So we are doing a number of things at the University of Arizona, 

diversifying our revenue streams that support the key activities. 

And at the University of Arizona, that includes major high tech 

partners who work with us to provide a world class education, but 

also fill the needs of their workforce. I will use as an example we 

have one of the world’s leading mining engineering programs. Dr. 

Mary Poulton is someone that I think some of you have already 

met. And we, in fact, are taking your congressional staffers to our 

mine. We are the only program in the country that has one. And 

we have a very, very tight partnership with the mineral extraction 

industry that leads us to be able to do more high tech world class 

things, but also provide a workforce that is 100 percent employed 

when they graduate at an average of about $80,000 a year. Those 

are huge partnerships. 

Then we have to cut our overhead. We are constantly in a position of doing more and better with less of our total revenue going 

to the business of running our institutions. 

Mr. GRIJALVA. Is there a tipping point? There’s a tipping point, 

I assume? 

Dr. HART. I think there would be a tipping point. If we reached 

the point where the balance of our ability to deliver the programs 

and the research that is so critical to the prosperity of our nation, 

and with so little support from the state, there will be a point 

where we will just have to say what is that relationship and how 

might we have to revise it. 

Mr. GRIJALVA. Dr. Crow, you described that scenario, the pathways. Thank you. You talked about the alignment that has to happen, with regard to the military as an example, you go down to the 

corporate world. What prevents the public institution from doing 

that now? 

Dr. CROW. Well, nothing prevents it. It is basically a lesson 

learned. It is something we should have been doing that we have 

not been doing. We have been now applying it in a new way. Part 

of it is the academic culture itself, which is where I started my 

comments. So in most academic cultures, the dealing with community colleges or the military or something is someone else’s business. 

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And so, now we realize it is not someone else’s business, it is our 

business. And so, that has been the prevention up to this point has 

been ourselves. And can we do it? The answer is yes. 

Mr. GRIJALVA. Dr. Lara, we have ten seconds left. The chairman 

is strict about that. How many students in the pathways? And you 

mentioned savings. What are the savings? 

Dr. LARA. Right now we projected approximately 12,000 students 

in the pathway programs that are moving to Arizona state universities. And we have also figured that it is about a 60 percent savings if they complete the first two years with us and then transfer 

to Arizona State University. 

Chairman KLINE. Thank you. Mr. Salmon? 

Mr. SALMON. Thank you. I am going to piggyback on a question 

that Mr. Grijalva had. The state of Arizona’s Constitution says, and 

I am going to paraphrase, that higher education should be as close 

to free as possible. Given the fact that the funding levels at the 

state have so dramatically dropped in the last several years, how 

do you meet that obligation? And I am asking both you, Dr. Crow 

and Dr. Hart. 

And I have a second question I would like you to address, too. 

I am going to try to get it all in so I can cheat the system. 

[Laughter.] 

Chairman KLINE. That is not going to happen. 

Mr. SALMON. The second question is, one of my top priorities is 

international trade, and especially for the Arizona economy. I think 

that would really bolster our economy. We have relied way too 

much on home building and good weather, and I think we have to 

diversify dramatically our economic development portfolio. And I 

would like to ask how the universities can help us to get more 

international trade in the state of Arizona. 

And then thirdly, and this would be more for you, Dr. Hart. My 

son just finished his fourth year of medical school, and one of my 

biggest concerns is residencies. We are woefully inadequate here in 

Arizona with the number of residency spots that we have. And we 

know that typically speaking, where a person does their residency, 

that is where they are going to stay. And I would like to know, I 

have co-sponsored a bill that would dramatically increase the number of residencies across the country, and I would like to hear your 

thoughts on that. So, Dr. Crow? 

Dr. CROW. Quickly on the first two questions, on the issue of the 

cost of instruction being as close to free as possible, obviously all 

of us are deeply committed to that. There is commitment and there 

is actually figuring out how to do it. 

In our particular case, it has focused on an unbelievable focus, 

unrelenting focus on innovation. So for instance, where we had 

been suffering relative to incoming students relative to math, it is 

not so much their lack of preparation. It is their lack of understanding the rigor they are about to encounter. It is the rigidity of 

the rigor with which we have presented it. So we have in that particular area, math alone, freshman math, now completely changed 

the way that we do everything through the introduction of adaptive 

learning systems. 

And so, we are introducing technology, reorganization of the university, restructuring of the institution, analytics, tools, everything 

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you can possibly imagine. And we have continued to keep the university accessible in relative terms through those activities and a 

deep commitment to financial aid. We could spend more time on 

that at some point. 

To your second question, international trade, probably the three 

most important things that we can do to stimulate international 

trade, which is, as you know, a way to generate new capital in the 

United States rather than just recycling the capital that we have, 

are basically export-oriented startups. So ASU has received about 

$400 million in venture capital for export-oriented startup companies in the last few years in battery technology and materials technology and device technology. They are all export or export-oriented. Some of them, in fat, are export only. 

Working these new technologies invented in the United States, 

developed in the United States, sold first overseas, and then working our way back to American markets, that is one part of the 

strategy. The second part of the strategy is international students, 

international students, international students, with huge incentives 

for them, once, in a sense attracted from the best and brightest 

around the world, to stay in the United States and to apply their 

wares. 

And then I think finally relative to international trade is the university actually being involved, all the universities being involved, 

in the actual acquisition of foreign direct investment in the U.S. for 

trade back to other countries. And so, we are involved in a number 

of these missions and ventures. And so, that is the way that we are 

working. 

Just a small point. We run an office now in of all places, Congressman, Ho Chi Minh City in Vietnam in collaboration with the 

American government, the Vietnamese government, and 40 companies, with our main partner being Intel, which help the businesses 

they have in the United States to be more successful. So you have 

to be able to operate on that kind of scale also. 

Dr. HART. Thank you. I appreciate the question. I will just add 

to what my colleague has already said, that the question of as close 

to free as possible also is relative for different families. And while 

the Constitution does not recognize that, all of us have worked 

very, very hard to take maximum advantage of the Pell Grants, 

which are huge, but also large proportions of institutional aid. 

And in Arizona, that aid comes from our institutional budgets, 

and we are and continue to remain very, very committed to that. 

Our in-state students, in fact, pay a tiny proportion of the sticker 

price of tuition at the University of Arizona, and up to 50 percent 

of last year’s entering class of freshmen who were in-state students 

paid no tuition at all. 

The challenges that presents for us is in balancing the world 

class institutions that we represent against trying to keep those 

costs down for the individual families as much as possible. And 

there are many policy initiatives that would be helpful to us in 

making that happen. So it is critically important, and we focus on 

it a lot. But we need partners in our federal government as represented by this committee, but also in our state leaders to see 

what those needs are. 

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In regard to international trade, it is interesting that you would 

ask. Dean Joaquin Ruiz is leading a delegation right now represented by and including Mayor Stanton and others to Mexico 

City to advance and establish trade there. And we are deeply engaged, especially in our high tech and science fields, how that trade 

among our countries could be advanced. 

We personally have been invited by DP World in Dubai to be a 

partner with them, and our huge alumni base in the Arab Gulf 

states is working with us to make sure that we at the University 

of Arizona are represented in the future of the economies in that 

part of the world as well. 

Chairman KLINE. The gentleman’s time has expired. 

Dr. HART. GME, we will get back to that. 

Chairman KLINE. Yes, the residency question will have to wait 

for another day. Mr. Rokita? 

Mr. ROKITA. That was a good trick, Matt. Residency in ten seconds. 

Dr. HART. Residency in ten seconds? We not only have a lower 

number of graduate medical education slots per capita than other 

states, but the national policy is critical. In 1996, Congress placed 

a cap on the number of Medicare-supported residencies. Our major 

population growth has been since then. And so, the support is unbalanced and deeper in parts of the country with a flat or declining 

population. 

Mr. ROKITA. So you heard the federal government is broke. You 

heard we have $17 trillion in debt driven by 60 percent of our 

spend is in Medicare, social security, net interest for ourselves and 

other countries, and the smorgasbord of other welfare entitlement 

programs. So if the residencies are the priority and they are Medicare-funded right now, what is not a priority in Medicare? Where 

would you see the shift? 

Dr. HART. Where funds would be taken from in order to invest— 

Mr. ROKITA. Instead of printing the money. 

Dr. HART. Well, you do not have print the money, but we need 

to be partners, and also encouraging the healthcare providers who 

sponsor some of our GME sites— 

Mr. ROKITA. So public/private partnerships? 

Dr. HART. So partnerships are huge. 

Mr. ROKITA. Okay. Thank you. 

Dr. HART. And our medical schools need to be involved with 

those providers. 

Mr. ROKITA. Thank you. Dr. Crow, I want to get to your testimony. I appreciate that. You mentioned at the end of your testimony two points. The first one was— 

Dr. CROW. The first one of the points that I made? 

Mr. ROKITA. Yeah, to reiterate, at the end of your testimony you 

said two take-aways. What was the first one again? 

Dr. CROW. The second one I know was about transparency. The 

first one was to focus on innovative institutions. That is, right now 

what happens in the policy making process, people tend to want to 

correct everything at one time. It is not possible. Find the 

innovators. Work with them. Move on. 

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Mr. ROKITA. So hold everyone accountable was your second point. 

You rattled off real quick. I just want to make sure we have it for 

the record some things to— 

Dr. CROW. Oh, three things. So it is about you are held accountable for graduation, you are held accountable for the performance 

of your graduates, and you are held accountable for the debt defaults of your graduates. And what I mean is that at some scale 

in some ways, everybody has to be accountable. 

Mr. ROKITA. Right, right, right. So on this gainful employment 

regulation concept that you are familiar with— 

Dr. CROW. Yes. 

Mr. ROKITA.—you say that should apply to you, too. 

Dr. CROW. I think everything should apply to everyone. 

Mr. ROKITA. Great. Do you agree with that, Dr. Hart? 

Dr. HART. Yes, and we are very proud of our outcomes. 

Mr. ROKITA. Great. Thank you. Dr. Lara? 

Dr. LARA. Yes. We also agree that the gainful employment— 

Mr. ROKITA. So not just the for-profits is what I am getting at. 

Dr. LARA. It applies to all of us. 

Mr. ROKITA. Great. For the record, Ms. Farley agrees. Thank you 

very much. 

What percentage of your total—I am going to try to go real quick 

here. What percentage of your total spend in a budget every year 

is on teachers’ salaries? 

Dr. CROW. You mean on the faculty itself? 

Mr. ROKITA. Yes, as a percentage— 

Dr. CROW. My instructional costs within the institution are about 

half the institution’s operating— 

Mr. ROKITA. That is teachers’ salaries. That is faculty salaries. 

Dr. CROW. Well, it is the faculty, the librarians, the instructional 

activity. The teachers, the instructors, the faculty members, we 

have about 3,000 faculty members. It would be about 75 percent of 

that half. 

Mr. ROKITA. Okay. Doctor? 

Dr. HART. About $700 million of our 7.18 billion is directly general fund unrestricted and goes to the education— 

Mr. ROKITA. What percentage is that of your total spend? 

Dr. HART. That is about 50. 

Mr. ROKITA. Fifty? Doctor? 

Dr. LARA. Our percentage is very close. Ours is about 51 percent. 

Mr. ROKITA. Oh, so a pattern here. Ms. Farley? 

Ms. FARLEY. Yes, we would be in the same pool. 

Dr. HART. Congressman, I would add that in our case, those 

other dollars are restricted and are often from the federal government and research grants. They are not dollars that are just spent 

on other things than supporting education. 

Mr. ROKITA. Right, right. So my question goes to tenure, I guess. 

Is tenure past is prime? 

Dr. CROW. So tenure is basically an urban myth in the following 

sense. Tenure is not lifetime employment. Tenure is lifetime ability 

to pursue any idea you want to pursue without being interfered or 

crushed by— 

Mr. ROKITA. So you are for tenure still. That is not a problem. 

Does it hinder competition? 

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Dr. CROW. No. So we are for what we call tenure with responsibilities. So we dismiss tenured faculty members on a regular 

basis for their non-performance, including yesterday. 

Mr. ROKITA. Thank you. Dr. Lara? 

Dr. LARA. I would agree. Tenure is something that is important, 

but also Maricopa Community Colleges has just instituted new 

policies on the way we evaluate faculty. So it is critical that they 

are performing. 

Mr. ROKITA. So you are recognizing change is needed in the tenure process. 

Dr. LARA. Yes, I believe changes are needed. 

Mr. ROKITA. Mr. Farley? 

Ms. FARLEY. Congressman, I would say that we have already integrated those changes into the tenure process to make sure that 

it is not a problem and making sure that we have quality tenures. 

Mr. ROKITA. When was the last time you got rid of a tenured professor? 

Ms. FARLEY. Mr. Chairman, I would have to look at that because 

I do not do that academic side of the house. 

Mr. ROKITA. Fair enough. Dr. Hart, I think you will have the last 

word. 

Dr. HART. We have two faculty right now involved in the process. 

And the issue is that we need to make sure that we have post-tenure review and that we use our own policies to take action when 

faculty are not performing. 

Mr. ROKITA. Yes. So this panel seems, Mr. Chairman, to have the 

courage to do that. I appreciate your leadership. 

Chairman KLINE. The gentleman’s time has expired. All time for 

questions has expired. 

We have got a couple of closing statements, and I am going to 

turn to Mr. Salmon first for any closing remarks that he might 

have. 

Mr. SALMON. I think that the panel or the members of the delegation up here, the members of the committee, I think have been 

given a rare treat, to be able to see in America how education leaders are pioneering new things, breaking outside of existing paradigms, and focusing on not just education outcomes, but employment outcomes. 

And I am really proud of the job that our universities are doing 

in the state of Arizona. I think they are second to none. I mean 

that from the bottom of my heart. I have had a chance to work very 

closely over the years with Dr. Crow, and to say I am one of his 

biggest fans would be the understatement of the world. I am really 

proud of the way you have shaken up the way of thinking here in 

Arizona about higher education. And I think it is becoming infectious across the land. I think it is a good thing. 

And, Dr. Hart, you know, what a breath of fresh air. Welcome 

to Arizona. We are so thrilled to have you and excited to work with 

you. I have known Christy for a lot of years and Dr. Lara. You 

guys, you exemplify everything that we want to see happening in 

education as we move forward. And it is just an honor to have you 

here. 

I asked for this field hearing because I knew that you would not 

disappoint, that you would show this panel and hopefully the rest 

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of America that some really wonderful things in higher education 

are happening in Arizona. I am proud of my relationship with the 

University of Phoenix, too, who testified in the first panel. And 

they have tried some very, very innovative things that pioneered 

online programs that have been replicated successfully all throughout the country, actually the world. 

But, Mr. Chairman, thank you so much for bringing this committee to Arizona. I am proud of what we got here, as you can see, 

and I am just thrilled that you got a taste of what I have been seeing for a very long time. Thank you. 

Chairman KLINE. I thank the gentleman. Mr. Grijalva? 

Mr. GRIJALVA. Thank you, Chairman, and I really appreciate the 

hearing. And it was a very good hearing and a very good dialogue 

as we proceed on the path to reauthorization of the Higher Education Act. In doing so, I think a lot has been learned. For one 

thing, I think the issue is accountability for that 140 billion investment that taxpayers make in our higher education and colleges 

across this country. 

And we hear during this reauthorization a lot about increased accountability, expanded accountability, new means to deal with the 

issue of accountability. And I think that exploration is worth undertaking, but it must, as you said, extend to all. 

And I thank the people who are here with us today. Congress 

would need to expand that gainful employment, that applies to career colleges right now, mostly community colleges and for-profits, 

so we need to expand what that definition is in terms of information. 

I do not think it is wrong to ask for-profit colleges in this rule 

what is your placement rate and how do you define placement. Do 

you count short-term placements? Question. What percentage of 

students default on their federal loans? Question. Do any of your 

professional programs lack programmatic accreditation? Question. 

What percentage of your income comes from all types of federal aid, 

including military and veterans education? Question. I think that 

question is applicable to all, and everybody is accountable for that. 

I want to thank the institutions here today in Arizona facing the 

cuts that they faced at a state level, particularly the universities. 

They have been able to in many ways increase opportunity, the diversity of students, and careers, and degrees that are available now 

are more. And I think the discussion about the tipping point is a 

very valid discussion for the people of Arizona as to do they want 

to continue to expand this growth, or are we going to reach a point 

where we begin to shrink? 

I want to thank you again. I think that this hearing is important, 

Mr. Chairman, as you lead us down the discussion of the reauthorization of that and Carl Perkins. And I think that is an opportunity 

do some collaboration with the private sector to look at internships 

and to look at some other partnerships that we are not doing now. 

So with that, thank you so much. Appreciate your presence here. 

And to all the witnesses, thank you. I yield back. 

Chairman KLINE. Thank you. I want to thank the witnesses for 

really great testimony, great discussion. As you could tell by the 

way we were going through this, we are looking at reauthorizing 

the Higher Education Act, and we want to, in that process we want 

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to make sure that we are addressing some of the issues of accreditation that were raised here today, innovation, and making sure 

that colleges and universities, whether they are for-profit, not-forprofit, land grant, and so forth, have the ability to be responsive, 

and adaptive, and meet the needs as they see them developing. 

And it has been our observation that in some cases that has proven 

to be very hard to do because of federal law and regulation. 

So I thank the witnesses for shedding some light on that. And 

I must say that perhaps secondly to the fine colleges and universities in Minnesota, I have been very impressed with what I have 

seen here in Arizona. 

There no being no further business, the committee stands adjourned. 

Mr. GRIJALVA. Thank you, Mr. Chairman. 

[Additional Submissions by Mr. Lambert follow:] 

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[Whereupon, at 1:56 p.m., the committee was adjourned.] 

Æ 

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