Transcript Highlights:

• ><c> renovations</c> We've had academic interior renovations We've had academic interior renovations
• </c> showed you pictures of this academic showed you pictures of this academic program<00:48:10.640><
• Um, it's an aged academic center.
• This of the business academic center.
• </c> other campuses is the STEM academic other campuses is the STEM academic center.<01:46:52.400><c>

Summary: The meeting opened with prayer and the Pledge of Allegiance, followed by a roll call establishing a quorum. The committee then approved the prior meeting’s minutes. Members were reminded to silence cell phones, and the chair noted an informational item on capital plan amendments made by state agencies during the latest revision period before moving to university capital plan presentations. Eastern Kentucky University President David McFaden outlined EKU’s enrollment growth, strong Kentucky student retention, and signature programs in nursing, occupational therapy, criminal justice, education, manufacturing engineering, and aviation. EKU’s main capital priorities were a new health innovation project to support a proposed osteopathic medical program, including a $50 million escrow requirement until accreditation; a collaborative center for health innovation to address outdated health sciences facilities; a $5 million startup request for an air traffic control program; aircraft upgrades for the aviation fleet; and continued asset preservation funding. In response to questions, EKU said roughly 40% of the new health facility would be dedicated to the medical school, with shared simulation space for multiple health programs, and that aviation maintenance needs are currently being met through KCTCS partners but could be expanded if demand grows. KCTCS representatives then described the system’s scale and capital needs, noting service to 107,000 students, extensive dual credit and workforce training, and a network of 342 buildings across 70 campuses. They said prior legislative support, including $277 million in asset preservation and $90 million released for approved projects, had helped with safety, roofs, energy efficiency, and campus security. Their current priorities include about $30 million for systemwide safety and security upgrades, renovations tied to consolidation and footprint reduction under Senate Joint Resolution 179, and broader asset preservation needs estimated at roughly $300 million to $325 million. Members discussed the need to preserve and expand skilled trades training, and KCTCS said its plan includes construction trades and flexible, multiuse facilities that can adapt to changing workforce needs. No votes were taken beyond approval of the minutes, and the presentations concluded with questions and discussion only.

Transcript Highlights:

• That academic coaching is really important.
• coaching provided by four academic coaches in addition to Dr.
• Green, who checks it with them annually and makes that academic plan for their future.
• To academic advising and 360 advising and all of that.
• What you are currently seeing on the screen is a compilation of academic and personal milestones.

Committee: All TASK FORCE ON AUTISM

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• Our values are one and the same, and our joint commitment to advancing freedom and human dignity will
• I yield back. and freedom. We will always remain at and freedom.
• </c> joint commitment to advancing freedom joint commitment to advancing freedom and<00:45:32.480><c>
• Speaker, friends of freedom are grateful.
• With the roaring of the Thunderbirds, Wings Over Wayne celebrated freedom, patriotism, and community.

Transcript Highlights:

• The paper recommended the expansion of academic programs to align closely with the region's workforce
• Oh, by the way, why aren't you meeting these academic standards?
• I'm also serving as chair of the Academic Senate of the California State University.
• Academic Senate has taken a high-priority support position for AB 958.
• Part-time faculty, as you know, make up more than half of our academic workforce.

Summary: The Assembly Higher Education Committee heard a series of bills focused on expanding access to higher education, addressing workforce shortages, student housing, and labor standards on campus projects. AB 662 would create a South County Higher Education Task Force to explore a mixed-use, intersegmental institution in Chula Vista; supporters said South San Diego County is a “college desert,” while the bill passed on a due pass as amended motion to Appropriations. AB 885 would establish a College Access for All Fund to help make CSU and UC attendance more affordable; supporters cited student debt and affordability concerns, and it also passed to Appropriations. AB 730 would provide $15 million to help establish a medical school in the Central Valley to address physician shortages, and it advanced on a due pass motion. AB 1400 would let up to 15 community college districts pilot bachelor’s degrees in nursing; supporters argued it would expand affordable BSN access and keep students local, while CSU, UC, and other higher education groups opposed it as unnecessary and inconsistent with the master plan. The bill passed to Appropriations, with members raising questions about clinical placements, faculty shortages, and possible effects on associate-degree programs. The committee also considered AB 1235, which would require CSU design-build projects to use a skilled and trained workforce, aligning CSU with other public higher education construction standards. Supporters said it would improve safety, training, and local job opportunities, and the bill passed to Appropriations. AB 1247 would restrict contracting out of classified school and community college jobs unless workers meet training and qualification standards and would address pension and training concerns; supporters said it would protect students and classified employees, while school and college groups warned it would disrupt services and add unfunded mandates. The bill passed to Appropriations with one no vote. AB 1470, presented on behalf of Assemblymember Haney, would allow a portion of student housing revolving loan funds to be used for affordable student, faculty, and staff housing in downtown and commercial districts; it was discussed as a housing and downtown revitalization measure, but the committee held off on a motion pending more members. ACA 3, also on behalf of Haney, would require UC to offer limited down payment loans to eligible long-term support staff first-time homebuyers; it drew extensive support from UC workers and unions, while UC and business groups opposed it as costly and outside UC’s mission, and the measure was still under discussion at the end of the transcript.

Transcript Highlights:

• Missing instructional time negatively impacts student learning and overall academic supports.
• Missing instructional time negatively impacts student learning and overall academic supports.
• Missing instructional time negatively impacts student learning and overall academic supports.
• Missing instructional time negatively impacts student learning and overall academic supports.
• Missing instructional time negatively impacts student learning and overall academic supports.

Committee: Senate Education Policy

Transcript Highlights:

• I moved to New Hampshire, among other things, because of the tradition of freedom and all of that that
• </c><00:18:21.520><c> and</c> because of the tradition of freedom and because of the tradition of freedom
• And I think this is a prudent way of ensuring that our freedom can be preserved.
• uh can be of ensuring that our freedom uh can be preserved.<00:21:46.559><c> Um</c><00:21:46.960><c>
• </c> and those receiving care in non-academic and those receiving care in non-academic centers<02:12:

Committee: House Commerce and Consumer Affairs

Transcript Highlights:

• continuing to not address the achievement gap and the disparities in education with the most abysmal academic
• funding flexibility, and making sure that we incentivize innovation and that we are focusing on core academics
• funding flexibility, and making sure that we incentivize innovation and that we are focusing on core academics
• How about they use that for their academic and education achievements? Funding flexibility?
• They have the same academic right to academic materials, and that's what this is doing.

Transcript Highlights:

• gathering in this place, a place of history, a place where men and women have come to defend the freedoms
• because of these courses, but also they've been proven to be effective at helping students succeed academically
• can join athletic teams at any public school in their district as long as they meet the standard academic
• can join athletic teams at any public school in their district as long as they meet the standard academic
• Israel, and around the world celebrate Passover, a foundational message of the Seder is that hope and freedom

Summary: The Senate opened with prayer, the Pledge of Allegiance, doctor and guest introductions, and then took up Committee Substitute for Senate Bill 168, the Tristan Murphy Act, on mental health. Senator Bradley described the bill as a major criminal justice and behavioral health reform measure that would expand pretrial mental health diversion, strengthen treatment-based probation conditions, broaden grant uses for mental health and substance abuse programs, add Hillsborough County to a forensic hospital diversion pilot, require certain DOC mental health evaluations, and create a Florida Behavioral Health Data Repository. Senators from both parties spoke in strong support, emphasizing treatment over incarceration, public safety, data collection, and the Murphy family’s role in advancing the bill. The Senate passed the bill 37-0 and then approved 37 co-sponsors. The chamber then received the Senate’s 2025-26 General Appropriations Bill, SB 2500, with Chair Hooper outlining a $117.4 billion budget that he said reduces spending, preserves reserves, and includes major investments in water quality, transportation, education infrastructure, and reporting requirements. Committee chairs summarized their portions: K-12 funding at $34.7 billion with increases for FEFP, scholarships, VPK, school hardening, and school safety; higher education at $11.5 billion with workforce, nursing, reading, autism, and student aid investments; health and human services with a $1.8 billion increase for Medicaid, mental health, opioid response, disability services, and veterans programs; criminal and civil justice at $7.6 billion for corrections, juvenile justice, law enforcement, courts, and judgeships; transportation/tourism/economic development at about $18 billion including roads, housing, Visit Florida, and cultural grants; and agriculture/environment/general government with major Everglades, water quality, citrus, food bank, and agency IT funding. Members then questioned several budget items, especially education funding formulas, the shift of scholarship dollars below the line, the impact on public school districts, AP/IB and other accelerated program funding, the APD wait list, opioid settlement spending, arts grants, and the My Safe Florida Home and condo pilot programs. Chairs generally said scholarship and accelerated-program dollars were being restructured for transparency and flexibility rather than cut, that school districts would still receive funding based on enrollment, and that APD and other human services issues would continue to be worked out in conference. The budget discussion concluded with remarks praising staff and noting a 4% across-the-board pay raise for state employees and targeted increases for law enforcement and firefighters, followed by a recognition for FAMU Day at the Capitol.

Transcript Highlights:

• That academic coaching is really important.
• There's five hours a day where students have access to scheduled time with an academic coach and Dr.
• In addition to academic coaching provided by four academic coaches in addition to Dr.
• Green, who checks it with them annually and makes that academic plan for their future.
• What you are currently seeing on the screen is a compilation of academic and personal milestones.

Committee: All TASK FORCE ON AUTISM

Summary: The meeting opened with routine business, including approval of the January 13, 2026 minutes, and a brief recognition of Autism Awareness Month. The task force then heard a presentation from the University of Arkansas College of Education and Health Professions on two student support programs: the Empower Program for non-degree-seeking students ages 18–24 with mild intellectual disabilities, and the Autism Support Program for degree-seeking students with autism. Speakers described academic coaching, peer and career coaching, residential supports, person-centered planning, internships, and scholarship/fee structures, noting that both programs charge a $5,000 per-semester fee and rely on scholarships and fundraising to offset costs. Members asked about dorm arrangements, individualized plans, and how students transition in and out of supports; presenters explained that Empower students remain in the program throughout, while Autism Support Program students may enter or leave services as needed. The committee next heard from Pulaski Technical College’s 3D program, a three-year transition and post-secondary program for students with intellectual and developmental disabilities focused on culinary, baking, and hospitality training. Presenters outlined integrated classes with traditional students, faded support over time, internships, and outcomes such as 97 students enrolled since the program began, 57 graduates, strong completion rates, and many graduates obtaining and retaining jobs in the food service industry. Members asked about how success is measured, why rates are not 100 percent, the role of integrated classes, tuition, and community partnerships; staff explained that grading includes technical and professional skills, tuition is $5,700 per semester, and scholarships such as GETS and FAFSA help reduce costs. They also noted plans to expand offerings and pursue accreditation through the Inclusive Higher Education Accreditation Council. Finally, the task force received a presentation from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, community activities, and advocacy. Leaders described a long-term vision tied to the Cato Springs mixed-use development, where housing, jobs, clinical services, and community amenities would be integrated in a “live, work, play” model. They discussed a residential program, a new vocational program called Program Forge, community events, and the challenges of the “services cliff” after age 21, especially for adults with complex support needs. Members and parents spoke about the importance of trained direct support professionals, ABA-based supports, and the need for better funding and service models for adults. The meeting ended with announcements about upcoming autism-related events and a request for future discussion on task force appointments and broader issues around ABA oversight and misuse.

Transcript Highlights:

• As part of that effort, 29 academic programs were identified for closure or consolidation. 29 academic
• This spring, every college completed an academic portfolio review.
• The plans for the 26-27 academic year are due from the deans.
• Academic and bring it into a hands-on approach.
• There's about 2,000 rows, about 2,000 academic programs.

Committee: Joint Higher Education Institutions Committee

Summary: The Higher Education Institutions Committee met at NDSU and heard an extensive presentation from President David Cook/President Stewart and NDSU leadership on the university’s priorities, including enrollment, student success, research growth, and use of New Horizons funding. Leaders emphasized NDSU’s land-grant mission, its role in workforce development, and its goal of becoming more distinctive through strategic planning, recruitment and retention, commercialization, and partnerships. They highlighted that NDSU awarded 2,370 degrees in 2025, produces a large share of the state’s engineering, nursing, and agriculture graduates, and reported strong outcomes for graduates staying and working in North Dakota. They also noted enrollment headwinds, competition from other institutions, and the need to manage tuition waivers more carefully through a scholarship optimization effort. Provost Sherry Vale outlined academic stewardship efforts, including review or consolidation of low-producing programs, strategic hiring tied to institutional priorities, faculty workload policy changes, and expanded online and regional offerings. She said the university is using New Horizons dollars to strengthen advising, student support, and programs in engineering, agriculture, and health. NDSU leaders also described new or expanded academic offerings such as robotics and automation, artificial intelligence, material science and engineering, nuclear engineering certificates, accelerated nursing, nurse practitioner certificates, a Master of Health Administration, and a clinical research master’s program with Sanford Health. They stressed that these investments are intended to improve student completion, meet workforce needs, and increase return on public investment. The committee also heard testimony from students and recent graduates who described the value of NDSU’s education, mentorship, internships, research opportunities, and support services. Alyssa Hodges spoke about pharmacy education, public health work, and campus support as a parent and student; Ethan Blessy described engineering coursework, internships with Marvin, and career preparation; and Aiden Freolic discussed neuroscience research, federally funded projects, and plans for graduate study. Their testimony was followed by presentations on partnerships with Gateway to Science for K-12 STEM outreach and with Sanford Research on biomedical research, clinical trials, obesity research, and a joint biostatistics hire. NDSU also highlighted systemwide shared services, Governor’s School programming, and research growth, including a reported 8% increase in research expenditures from $199 million to $215 million. No bill votes were taken; the meeting was informational and featured presentations, testimony, and discussion of future planning and partnerships.

Transcript Highlights:

• OSPI also maintains a statewide academic assessment system designed to determine if students have mastered
• A lot in the news these days about the southeast part of our state doing well in academics.
• Personally, I struggled academically following COVID-19 disruptions.
• As a result, I've been content with my academic performance for the past three and a half years.
• As a result, I've been content with my academic performance for the past three and a half years.

Summary: The committee heard Senate Bill 6192, which would expand structured literacy and numeracy requirements, add a third-grade math intervention process similar to the existing reading “gate,” create annual STAR teacher bonuses for selected math and ELA teachers, and require updated teacher endorsement standards. The sponsor, Sen. Braun, said the bill is meant to refocus districts on core academics and use research-based instruction while still allowing local flexibility, especially in math. OSPI said it supports the bill’s goals but raised concerns about the teacher award structure and access to student-level data. ESD representatives also flagged implementation issues with the award program. Testimony was split: some parents, students, and reading advocates opposed the bill as too prescriptive or too reliant on phonics and standardized testing, while others supported stronger academic intervention and accountability. No vote was taken. The committee then heard Senate Bill 6206, a pilot program to incentivize child care providers to serve children of first responders through grants administered by the Department of Commerce, with local matching funds and a report on recruitment and retention outcomes. Sen. Dhingra said the bill addresses a major barrier for police, firefighters, EMTs, and crisis workers, especially women leaving the field because of child care challenges. Testimony from law enforcement officers, union representatives, and a national law enforcement child care foundation strongly supported the bill, describing unpredictable schedules, last-minute overtime, and the need for nontraditional and sick-child care. Senator Wilson asked about existing non-standard-hours child care bonuses and whether the proposal should instead be housed at DCYF; staff explained the current subsidy program and that this bill would create a separate Commerce pilot. No vote was taken. Finally, the committee heard Senate Bill 5346 on student mobile device use in public schools. The bill would add mobile devices to digital citizenship instruction, direct OSPI to compile research and best practices, and require reports on school policies limiting phone use during instructional hours, with final recommendations due in 2028. Sen. Leas argued that phones are distracting, harm learning and mental health, and should be restricted in schools while still teaching responsible use. Testimony was largely supportive from students, parents, educators, and researchers who described improved engagement, fewer disruptions, and better school climate under phone restrictions; several urged a stronger bell-to-bell statewide policy. Opponents raised concerns about emergency communication, student safety, and local control. The hearing on the bill was closed without a vote.

Transcript Highlights:

• As a former DOC director put it, uh, he, as the head of the department, still had your freedom.
• </c> the department still had your freedom. the department still had your freedom.
• You've lost your freedom still in that situation, but it's obviously a very different situation than
• You've lost your freedom still in that situation, but it's obviously a very different situation than
• You've lost your freedom still in that situation, but it's obviously a very different situation than

Transcript Highlights:

• So it applies the Public Employees Collective Bargaining Act to student employees enrolled in an academic
• enrolled during academic breaks if they're enrolled at the institution immediately before or after the
• requirements, the amount of tuition or fees, the academic calendar, and admissions.
• The striking amendment includes just the non-academic student employees at Western Washington University
• The striking amendment includes just the non-academic student employees at Western Washington University

Summary: The House Appropriations Committee held public hearings on several bills related to artificial intelligence, student employee bargaining, and online safety. For HB 1170, staff explained that the bill would require certain large generative AI providers to offer provenance detection tools and include latent or optional manifest disclosures in AI-generated audio, image, and video content, with enforcement by the Attorney General under the Consumer Protection Act. Committee discussion focused on whether the bill would apply to AI-generated text code, and staff clarified that it would not. Testimony from the Washington Technology Industry Association opposed the bill as written, citing enforcement ambiguity, definition changes, and interoperability concerns, while noting support for continued work on the issue. For HB 1570, staff described the underlying bill as extending collective bargaining rights under the Public Employees Collective Bargaining Act to student employees at several state higher education institutions, with a striking amendment narrowing the bill to non-academic student employees at Western Washington University and listing covered job classifications. Staff estimated the original bill’s fiscal impact at about $1.5 million per biennium, reduced to roughly $200,000 per biennium under the striking amendment. Testimony from labor and student representatives supported the narrowed bill, emphasizing student worker safety, organizing support, and the need to move forward after prior union votes. The committee also heard substitute HB 1833, which would create the Spark Act grant program in the Department of Commerce to support innovative uses of AI, with grants requiring a state benefit and shared technology, and with Commerce consulting the Attorney General’s AI Task Force. Staff estimated administrative costs of about $160,000 per year plus grant funding that could bring total annual program costs to roughly $660,000 to $1.6 million. Representative Keaton said an amendment would update dates and incorporate changes. Testimony was generally supportive from industry and retail representatives, who framed the bill as a pro-innovation public-private partnership. Finally, the committee heard a proposed third substitute for HB 1834, which would prohibit addictive feeds for minor users and restrict push notifications during evening and school hours unless parents consent, while allowing all users to limit feeds and privacy settings. Supporters, including the Attorney General’s Office, Children’s Alliance, and a parent who lost a child to social media harms, argued the bill would protect children and reduce behavioral health costs. Opponents from technology, civil liberties, and industry groups raised constitutional, privacy, and vagueness concerns, warning that age determination could function like age verification and that the bill could restrict access to beneficial content. No votes or executive action were taken; the committee concluded public hearings and announced amendment deadlines for upcoming executive sessions.

Transcript Highlights:

• MMI does have a, uh, academic requirement.
• person to have to go home because they can't withstand the rigor of the academics.
• This fall, we are heading into our first year with a full academic program.
• We are minimalist in every way except the academic program.
• So we've put everything into the academic program.

Transcript Highlights:

• </c> the summer academic enrichment program. the summer academic enrichment program.
• It's going to happen in the cutting edge of academic research.
• It's going to happen in the cutting edge of academic research.
• It's going to happen in the cutting edge of academic research.
• It's going to happen in the cutting edge of academic research.

Summary: The meeting focused on a House counteroffer to a higher education budget and policy agreement, with Ken Savory walking members through spreadsheet changes and Mr. Hopkins reviewing policy items. On the budget side, the House adjusted several appropriations and savings targets, including state grants, child care grants, student teacher and shortage area grants, student parent support, spinal cord injury and traumatic brain injury research grants, dual training grants for legal cannabis employers, and University of Minnesota cannabis research. The House also noted no change to Minnesota State, alignment with the Senate on the summer academic enrichment program, and that remaining state grant parameters would continue to be negotiated. On policy, the House said some items were agreed to and grayed out, including campus sexual misconduct policy and treatment of appropriations. The House kept its original position on the NN Mayo Clinic Partnership and did not include K-12 direct admissions or the College Financing Literacy Act. It also proposed adjusting OHEI appropriations for competitively and legislatively named grant programs so administrative cost reserves would conform to 10% and 5% parameters when current law is below those levels. The committee then heard testimony in support of continuing the spinal cord injury/traumatic brain injury grant program at its current level. Joey Carlson described his spinal cord injury, his career path, and how the program helped advance research and industry connections, while Matthew Broadick argued the program has produced clinical trials, FDA approval-related progress, jobs, and strong return on investment. He also said the program belongs at the Office of Higher Education rather than the Department of Health because its mission better fits research and innovation. Members asked about the program’s long-term home, and the witnesses defended OHE’s role. No votes were taken; the chair thanked the House for the offer, said it would be reviewed, and recessed the meeting.

Transcript Highlights:

• The Student Academic Success Subcommittee will now come to order.
• On the left side, it's the list of all the academic, like where you are for academics, and then across
• And on the left side, it's the list of all the academic, like where you are for academics, and then across
• It's the list of all the academic, like where you are for academics, and then across the X-axis is where
• This is a nice chart if you want to sort of plug and play what academic, where you start academically

Summary: The Student Academic Success Subcommittee met to discuss Florida’s current “sports choice” rules and high school NIL policy, then heard and passed HB 151. FHSAA officials and Sarasota County Schools staff explained eligibility rules for student-athletes, including GPA, age, semester limits, physicals, insurance, and the different participation options for traditional public, charter, home education, Florida Virtual, and private school students. Members focused on how controlled open enrollment works, whether private school students can play at public schools and vice versa, transfer timing and capacity limits, recruiting restrictions, and the role of local district policies. Sarasota officials said about 400 students in their county participate through non-traditional athletic arrangements, and FHSAA said statewide there are 5,460 non-traditional student-athlete forms on file out of roughly 280,000 student-athletes. The committee then reviewed Florida’s high school NIL framework. FHSAA said students in grades 9-12 may enter NIL deals, with no income cap, but they are barred from agreements involving adult entertainment, alcohol, tobacco/vaping, cannabis, controlled substances, gambling, weapons, political or social activism, and NIL collectives. Students must have a written contract and cannot use school logos or uniforms without permission. FHSAA said about 25 students statewide had NIL deals so far, and Sarasota was first to file. Members raised concerns about recruiting, taxes, financial literacy, mental health, and whether students should be treated as employees, while district staff said they provide education and financial literacy resources but do not review contracts. After the discussion, the committee took up HB 151 by Rep. Abbott. The bill allows students at FHSAA-member private schools to participate in sports at another member school when their own school does not offer that sport, and it removes the current 200-student enrollment limit. An amendment clarifying the private-school language was adopted without objection. A public witness from a small private school supported the bill, saying it would let the school join FHSAA without losing local athletic access for its students. Despite some members raising fairness and funding concerns, the bill passed on a 15-0 vote and was reported favorably.

Transcript Highlights:

• Students attained some level of academic achievement on the list.
• We're also committed to innovation and academic excellence in our research enterprise.
• The cuts to general academics and institutional enhancement funding would...
• To that, we'd like to see additional investment made to the general academic formulas.
• None of our academic buildings have generators; we have...

Bills: SB1 , SB 1

Committee: Senate Finance

Transcript Highlights:

• Our General Academic Institutions enroll students from around the globe and are nationally recognized
• You know, academics left to their own devices often want to stay in their own lane.
• This presentation is specifically geared toward our general academic institution.
• Of course, they have the academic thing, and my big deal is don't duplicate. efforts.
• We focus on skills, crafts, and trades, as well as those who... seek academic transfer.

Bills: SB1 , SB 1

Committee: Senate Finance

Transcript Highlights:

• As part of that effort, 29 academic programs were identified for closure or consolidation. 29 academic
• This spring, every college completed an academic portfolio review.
• The plans for the 2026-27 academic year are due from the deans.
• Academic and bring it into a hands-on approach.
• There are about 2,000 academic programs.

Committee: Joint Higher Education Institutions Committee

Transcript Highlights:

• The first page is our subsidized for academic year 2024-25.
• Non-administrative, so the academic buildings.
• Atala, our VP of academics, that we're doing that.
• Either the academics in high school are not challenging enough...
• bill is focusing on our highest academic achieving students.

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.