03/26/2025 03:30 PM Senate EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| SB20 | |
| SB118 | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| *+ | SB 20 | TELECONFERENCED | |
| *+ | SB 118 | TELECONFERENCED | |
| += | HB 69 | TELECONFERENCED | |
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
March 26, 2025
3:30 p.m.
MEMBERS PRESENT
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Bjorkman
Senator Jesse Kiehl
Senator Mike Cronk
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
SENATE BILL NO. 20
"An Act relating to cardiopulmonary resuscitation education in
public schools; relating to the duties of the Department of
Education and Early Development; and providing for an effective
date."
- HEARD & HELD
SENATE BILL NO. 118
"An Act relating to the Board of Regents of the University of
Alaska."
- HEARD & HELD
COMMITTEE SUBSTITUTE FOR HOUSE BILL NO. 69(RLS) AM
"An Act relating to education; relating to open enrollment in
public schools; relating to school and student performance
reports; relating to school and district accountability;
relating to charter schools; relating to an annual report for
correspondence study programs; relating to the base student
allocation; relating to reading proficiency incentive grants;
relating to wireless telecommunications devices in public
schools; relating to the duty of the legislature to pass a
public education appropriation bill; relating to the duty of the
governor to prepare a public education appropriation bill;
establishing the Task Force on Education Funding; relating to a
report on regulation of school districts; and providing for an
effective date."
- SCHEDULED BUT NOT HEARD
PREVIOUS COMMITTEE ACTION
BILL: SB 20
SHORT TITLE: CPR CURRICULUM
SPONSOR(s): SENATOR(s) GRAY-JACKSON
01/10/25 (S) PREFILE RELEASED 1/10/25
01/22/25 (S) READ THE FIRST TIME - REFERRALS
01/22/25 (S) EDC, FIN
03/26/25 (S) EDC AT 3:30 PM BELTZ 105 (TSBldg)
BILL: SB 118
SHORT TITLE: ADD FACULTY MEMBER UNIV BOARD OF REGENTS
SPONSOR(s): STATE AFFAIRS
03/05/25 (S) READ THE FIRST TIME - REFERRALS
03/05/25 (S) EDC, FIN
03/26/25 (S) EDC AT 3:30 PM BELTZ 105 (TSBldg)
WITNESS REGISTER
ELVI GRAY-JACKSON, Senator, District G
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Sponsor of SB 20.
ZANDER KOTLAROV, Intern
Senator Elvi Gray-Jackson
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Provided and introductory presentation for
SB 20.
DOUG SCHRAGE, Chief
Anchorage Fire Department
Anchorage, Alaska
POSITION STATEMENT: Testified by invitation on SB 20.
JASON DOLPH, Safety Officer
Anchorage Fire Department
Anchorage, Alaska
POSITION STATEMENT: Testified by invitation on SB 20.
BRIAN WEBB, representing self
Anchorage, Alaska
POSITION STATEMENT: Testified by invitation on SB 20.
LINDA IRELAND, DO
Cardiologist
Alaska Heart and Vascular Institute
Anchorage, Alaska
POSITION STATEMENT: Testified by invitation on SB 20.
KRISTIN GEORGE, Executive Director
American Heart Association Alaska
Anchorage, Alaska
POSITION STATEMENT: Testified by invitation on SB 20.
KELLY MANNING, Deputy Director
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Offered an overview of the fiscal note OMB
2796 for SB 20.
MIKE COONS, representing self
Wasilla, Alaska
POSITION STATEMENT: Testified in opposition to SB 20.
MICHAEL LEVY, representing self
Eagle River, Alaska
POSITION STATEMENT: Testified in support of SB 20.
JOE HAYES, Staff
Senator Scott Kawasaki
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Provided the sponsor statement, introductory
presentation, and sectional analysis for SB 118 on behalf of the
sponsor.
JENNIFER CARROLL, Chair
Faculty Alliance
University of Alaska Fairbanks
Fairbanks, Alaska
POSITION STATEMENT: Testified by invitation on SB 118 and
answered.
ANDREA DEWEES, Associate Professor
University of Alaska Southeast
Juneau, Alaska
POSITION STATEMENT: Testified by invitation on SB 118.
KATIE MCCALL, Government Relations Manager
University of Alaska
Juneau, Alaska
POSITION STATEMENT: Offered an overview of the fiscal note OMB
730 for SB 118.
ACTION NARRATIVE
3:30:22 PM
CHAIR TOBIN called the Senate Education Standing Committee
meeting to order at 3:30 p.m. Present at the call to order were
Senators Stevens, Cronk, and Chair Tobin. Senator Bjorkman and
Kiehl arrived shortly thereafter.
SB 20-CPR CURRICULUM
3:31:56 PM
CHAIR TOBIN announced the consideration of SENATE BILL NO. 20
"An Act relating to cardiopulmonary resuscitation education in
public schools; relating to the duties of the Department of
Education and Early Development; and providing for an effective
date."
3:32:12 PM
ELVI GRAY-JACKSON, Senator, District G, Alaska State
Legislature, Juneau, Alaska, sponsor of SB 20 stated this bill
is the same as the bill she introduced last session with the
exception that it has a zero fiscal note. She mentioned that
Captain Jason Dolph with the Anchorage Fire Department brought
the idea for the bill to her attention. She gave the following
sponsor statement for SB 20. She explained that sudden cardiac
arrest is the third leading cause of death in the United States,
and immediate bystander-administered CPR can more than triple
survival rates. She concluded that the bill would improve health
education, prepare students for emergencies, introduce career
skills, and promote a culture of readiness in Alaska schools.
3:34:15 PM
At ease.
3:34:29 PM
CHAIR TOBIN reconvened the meeting.
3:34:34 PM
ZANDER KOTLAROV, Intern, Senator Elvi Gray-Jackson, Alaska State
Legislature, Juneau, Alaska, provided an introductory
presentation for SB 20. He moved to slide 2 and read the
following:
[Original punctuation provided.]
What is CPR? Importance of Early CPR
• Cardiopulmonary Resuscitation is a first aid
technique to help people who suffer a cardiac
arrest (their heart stops beating). It involves
doing chest compressions.
• Aids in the circulation of oxygenated blood
around the body to maintain the brain and vital
organs until advance medical help arrives.
• If performed immediately, CPR can double or
triple a victim's chances of survival.
3:35:25 PM
MR. KOTLAROV moved to slide 3, a map of the United States
showing the states that require student CPR training. He
discussed the following points:
[Original punctuation provided.]
A little background
• Currently 40 states have a bill that requires
students to have CPR training before graduating
high school.
• Alabama passed a similar bill in 1984.
• Florida was the last state to adopt a similar
bill in 2021.
3:35:52 PM
MR. KOTLAROV moved to slide 4, Trained Students Save Lives, and
discussed the following:
[Original punctuation provided.]
TRAINED STUDENTS SAVE LIVES
• Sudden Cardiac Arrest is a leading cause of death
in the USbut bystander CPR can double or triple
the survival rate.
• Training students in CPR requires minimal
investment in time and cost. According to the
latest science, trainees can achieve acceptable
levels of CPR skills proficiency in 30 minutes or
less.
• Pierson High School in Sag Harbor, NY began its
CPR program in 1994. Amazingly, at least 16 lives
have been saved so far because these students
used their CPR skills in the real world!
3:36:34 PM
MR. KOTLAROV moved to slide 5, What Does SB 20 Do, and shared
the following:
[Original punctuation provided.]
What does SB 20 do?
• It will require school districts to implement an
existing program to instruct public school
students on hands-only cardiopulmonary
resuscitation (CPR).
• The program must:
• Be based on current national, evidence-based
emergency cardiovascular care guidelines for
cardiopulmonary resuscitation.
• Incorporate hands-on practice in addition to
cognitive learning.
• Include instruction in the appropriate use of an
AED (automated external defibrillator), which may
be taught using video or other means if in-person
instruction is not available.
MR. KOTLAROV said industrial experts are available online to
share testimony in support of SB 20 and answer questions.
3:36:55 PM
SENATOR GRAY-JACKSON stated that CPR is one of the most valuable
life skills for young adults, enabling them to make a meaningful
difference in emergencies. She shared that during the interim,
she and her staff visited the Alaska Heart and Vascular
Institute at Providence in Anchorage, where they observed the
positive impact of CPR education in schools. She reported that
doctors highlighted students' long-term retention of the
material and stressed the need to prepare youth for life-
threatening situations. She concluded by urging support for SB
20 to align Alaska with other states in providing students with
essential life-saving skills.
3:38:11 PM
SENATOR STEVENS expressed strong support for the legislation and
praised its connection to the Department of Education. He stated
he did not wish to suggest changes to the bill at this time.
However, he noted that requiring CPR training for university
students could also be a valid consideration for future
legislation.
3:38:43 PM
CHAIR TOBIN agreed with the bill's intent and shared a personal
story of witnessing her sister-in-law perform a life-saving
measure on her young nephew. She emphasized that many people
across Alaska need access to critical life-saving knowledge. She
noted that emergencies can happen at any time, especially to
loved ones, highlighting the importance of preparedness.
3:39:03 PM
CHAIR TOBIN announced invited testimony on SB 20.
3:39:17 PM
DOUG SCHRAGE, Chief, Anchorage Fire Department, Anchorage,
Alaska, testified by invitation on SB 20. He said he is a former
president and lifetime member of the Alaska Fire Chiefs
Association. He is testifying on behalf of the Anchorage Fire
Department and fire personnel across the state. He stated that
hands-only CPR is essential to increasing survival rates from
sudden cardiac arrest in Alaska and emphasized that even in
communities with strong emergency medical services, survival
remains around 50 percent due to delayed response times. He
explained that closing the time gap between a cardiac event and
emergency response depends on community members being trained in
CPR, especially in the home where most arrests occur. He
highlighted that hands-only CPR is preferred in many situations
due to both psychological and scientific reasons, noting that
uninterrupted chest compressions are most effective in
maintaining circulation. He added that the CPR curriculum is
widely available at no cost and that many fire departments are
willing to support schools in delivering training. He also
endorsed the inclusion of automated external defibrillator (AED)
training in SB 20, noting that modern AEDs are user-friendly,
often requiring no prior experience, and that training still
adds important value. He concluded by expressing strong
enthusiasm for the bill and urged its passage this session.
3:44:40 PM
JASON DOLPH, Safety Officer, Anchorage Fire Department,
Anchorage, Alaska, testified by invitation on SB 20. He said he
is a second-generation firefighter and 26-year emergency
services veteran. He shared his extensive background, including
serving as a safety officer with the Anchorage Fire Department,
being a certified EMT and CPR instructor, and operating a CPR
training business. He emphasized the critical need for immediate
CPR during sudden cardiac arrest, citing data showing an 81
percent increase in survival when CPR is performed within two
minutes. He explained that CPR can double or triple survival
chances and that early interventionespecially by bystandersis
essential to bridging the response time gap before emergency
crews arrive.
3:47:02 PM
MR. DOLPH shared a personal account of his first 911 call
involving a cardiac arrest, describing the helplessness of
untrained family members present at the scene and stressing how
training could have made a difference. He explained that only
about 40 percent of out-of-hospital cardiac arrest victims
receive CPR from bystanders, largely because adults often lack
training and time to attend classes unless required for work. He
argued that integrating CPR into schools addresses this gap by
reaching students early, normalizing life-saving skills, and
instilling confidence through peer learning.
3:49:48 PM
MR. DOLPH cited national stories of youth successfully saving
lives with CPR and research supporting that children as young as
nine can effectively learn the technique. He said the ultimate
goal is to create a generation of lifesaving citizens with a
lifelong commitment to cardiac awareness. He compared the death
toll from sudden cardiac arrest to the equivalent of seven daily
commercial plane crashes and asked lawmakers to consider whether
such numbers would prompt urgent action. He concluded by
affirming his support for education, but stressed that in an
emergency, CPR is the only knowledge powerful enough to save a
life, and SB 20 provides that essential opportunity.
3:53:48 PM
SENATOR STEVENS stated that he has known Mr. Dolph's father, the
fire chief in Kodiak, for approximately 50 years and expressed
appreciation for his son's accomplishments. He shared that he
had known Mr. Jason Dolph since childhood and commended him for
becoming a respected and responsible adult. He thanked him for
his contributions to public safety and CPR advocacy.
3:54:30 PM
BRIAN WEBB, representing self, Anchorage, Alaska, testified by
invitation on SB 20. He said he is a paramedic with over 46
years of experience in Alaska EMS and EMS education, testified
in strong support of SB 20. He shared that CPR in schools has
been a long-standing goal for the EMS community since 2005, and
he expressed encouragement at the simplicity and progress of the
current bill. He explained that rural Alaska faces long EMS
response times and a persistent lack of bystander CPR, which
severely impacts cardiac arrest survival. He stated that the
most critical and changeable factor in the state's chain of
survival is bystander CPR and emphasized that every minute
without CPR reduces survival chances by 10 percent.
3:55:50 PM
MR. WEBER addressed previous concerns about cost and class time
by noting that SB 20 only requires skill exposurenot full
certificationand that free or low-cost programs and equipment
are now available. He added that effective CPR can be taught in
30 minutes or less, making it a manageable addition to school
programs. He argued that the bill not only provides life-saving
skills but also strengthens local EMS connections and may help
build Alaska's future EMS workforce. He shared that his own
career was inspired by a school CPR class taught by Norm Miller,
Alaska's first licensed paramedic, and noted that communities
like Hollis, Hydaburg and Klawock have already seen success with
school-based CPR training led by local EMS. He concluded by
citing a recent example in Juneau where a student saved his
father's life just two weeks after a school CPR class, and urged
support for SB 20 as a straightforward, life-saving measure.
3:58:53 PM
LINDA IRELAND, DO, Cardiologist, Alaska Heart and Vascular
Institute, Anchorage, Alaska, testified by invitation on SB 20.
She said she serves as the current Governor of the Alaska
Chapter of the American Cardiac College of Cardiology and has
been a cardiologist for 20 years. She emphasized that 70 percent
of cardiac arrests occur in the home, not in public venues,
making it crucial for both adults and children to know CPR. She
stated that delayed bystander CPR often results in poor outcomes
before patients reach the emergency room and that immediate
action is essential, as survival decreases by 10 percent for
every minute CPR is not performed. She shared two examples: one,
a 50-year-old woman who survived a sudden cardiac arrest in the
stands during a volleyball game thanks to immediate CPR and AED
use by a nurse; and another, a local student whose CPR was
delayed due to misidentification of cardiac arrest symptoms as a
seizure. She explained that CPR education also teaches students
to recognize emergencies and call 911 effectively. She described
her ongoing work teaching hands-only CPR to youth through the
Boys and Girls Clubs in Anchorage, the Matanuska-Susitna Valley,
and remote communities such as Nome and Kotzebue, supported by a
grant from the American College of Cardiology. She stated that
SB 20 would ensure all students graduate with the skills to
respond in emergencies and help close the CPR knowledge gap in
Alaska. She concluded by urging passage of SB 20, noting that
CPR education empowers students to act as multipliers by sharing
their skills with family members and expanding life-saving
awareness within communities.
4:03:51 PM
SENATOR KIEHL referenced written testimony expressing concern
that hands-only CPR may not provide adequate oxygenation or
prevent CO2 buildup without rescue breaths. He asked for
clarification on the medical evidence comparing hands-only CPR
to traditional CPR with rescue breathing.
4:04:40 PM
DR. IRELAND explained that including rescue breaths in CPR often
discourages people from participating in training. She
acknowledged that CO2 levels can rise without rescue breaths but
emphasized that chest compressions alone have been proven
effective within the critical 10-minute window before EMS
arrives, particularly for neurological outcomes. She noted that
other EMS professionals could further address the issue.
4:05:24 PM
SENATOR STEVENS noted the bill's reference to automated external
defibrillators (AEDs) and asked for clarification on how AED use
compares to hands-only CPR, especially given earlier comments
favoring hands-only CPR.
DR. IRELAND stated that AED use is the next step in the life-
saving process after calling EMS and performing CPR. She
emphasized that AED application significantly increases survival
chances. She noted that modern AEDs are user-friendly and often
come with training devices for practice. She agreed that AEDs
are critically important and should be incorporated alongside
CPR education.
4:07:09 PM
KRISTIN GEORGE, Executive Director, American Heart Association
Alaska, Anchorage, Alaska, testified by invitation on SB 20 and
said the organization is proud to support the legislation. She
explained that cardiac arrest, unlike a heart attack, results
from an electrical malfunction that stops the heart's pumping
function. She stated that nearly 90 percent of out-of-hospital
cardiac arrest victims do not survive, but early CPR can double
or triple survival rates. She emphasized that hands-only CPR can
be taught in a single class period using accessible resources
and that training students equips them to provide immediate aid
until EMS arrives. She urged swift passage of SB 20, noting that
over 40 states already require CPR training for graduation and
that Alaska must not wait another year to join them.
4:09:08 PM
KELLY MANNING, Deputy Director, Division of Innovation and
Education Excellence, Department of Education and Early
Development, Juneau, Alaska, offered an overview of the fiscal
note OMB 2796 for SB 20. She stated that the bill carries a zero
fiscal note. She explained that the Department will develop
regulations to guide local curriculum adoption as required by
statute and does not anticipate any additional costs at this
time.
4:10:27 PM
CHAIR TOBIN opened public testimony on SB 20.
4:10:47 PM
MIKE COONS, representing self, Wasilla, Alaska, testified in
opposition to SB 20. He said he is a retired paramedic with 22
years of experience. He expressed strong opposition to SB 20's
exclusive focus on hands-only CPR. He stated that while he has
taught CPR and advanced cardiac life support (ACLS) and
performed life-saving interventions, hands-only CPR does little
to remove carbon dioxide or deliver oxygenboth critical to
sustaining life. He acknowledged that hands-only CPR may be
effective in the first few minutes after collapse, but stressed
that without oxygen, brain damage begins within four minutes. He
argued that students should be trained in full CPR, including
rescue breathing, and urged the legislature to let schools
decide which method to teach to maximize survival chances.
4:13:43 PM
MICHAEL LEVY, representing self, Eagle River, Alaska, testified
in support of SB 20. He said he has been an emergency physician
in Alaska since 1989 and medical director for the Anchorage Fire
Department and other EMS agencies. He expressed frustration that
Alaska remains one of the few states without a CPR education
requirement, despite years of advocacy. He stated that 519
Alaskans experienced cardiac arrest in 2023, with only 54
discharged with good neurological function, and emphasized that
early bystander CPR significantly increases survival rates. He
described school-based CPR training as a low-cost, high-impact
intervention that empowers students, strengthens communities,
and enhances public safety.
4:15:37 PM
CHAIR TOBIN closed public testimony on SB 20.
4:15:53 PM
CHAIR TOBIN said she received full CPR certification during high
school along with other requirements. She asked whether SB 20
prohibits any school from offering additional training to
students.
SENATOR GRAY-JACKSON said she did not know the answer to the
question.
4:16:16 PM
CHAIR TOBIN opined that SB 20 does not say schools cannot offer
more training because it is just the minimum required. She asked
whether schools could offer more training.
4:16:25 PM
SENATOR GRAY-JACKSON stated she was unsure and therefore did not
care to respond. She said she would find the answer and report
back to the committee members.
CHAIR TOBIN stated that having an answer would address concerns
mentioned by Mr. Coons.
4:16:43 PM
CHAIR TOBIN held SB 20 in committee.
4:16:53 PM
At ease.
SB 118-ADD FACULTY MEMBER UNIV BOARD OF REGENTS
4:18:08 PM
CHAIR TOBIN reconvened the meeting and announced the
consideration of SENATE BILL NO. 118 "An Act relating to the
Board of Regents of the University of Alaska."
4:18:30 PM
JOE HAYES, Staff, Senator Scott Kawasaki, Alaska State
Legislature, Juneau, Alaska, provided the sponsor statement,
introductory presentation, and sectional analysis for SB 118 on
behalf of the sponsor.
[Original punctuation provided.]
Senate Bill 118
Sponsor Statement
"An Act relating to the Board of Regents of the
University of Alaska."
The University of Alaska has a mission to inspire
learning, advance and disseminate knowledge through
teaching, research, and public service, and emphasize
the North and its diverse peoples. The University of
Alaska Board of Regents is an eleven-member board
responsible with crafting policy and fulfilling the
University's mission. Senate Bill 118 would add one
tenured faculty member to the Board of Regents for a
two-year term after a thorough selection process. The
addition of a faculty member would help the Board of
Regents advance its mission and provide representation
to this key stakeholder group.
Currently, there are six states that require one or
more faculty regents to be a voting member of their
University Board of Regents. These states believe that
the interests of the institution are best served when
a faculty regent is granted voting representation. The
Northwest Commission on Colleges and Universities has
stated that the University of Alaska system should
"create a space for inclusive dialogue as the Board of
Regents deliberates on the future of the University of
Alaska System." One way to ensure that this inclusive
dialogue occurs through fiscal stressors and
organizational challenges is through the addition of a
seat for a qualified faculty regent.
Our University of Alaska has navigated the most
challenging of fiscal and social challenges over the
last decade. Through sweeping budget cuts,
programmatic changes and challenges, and recovery from
the COVID-19 pandemic, the Board of Regents has been
in the driver's seat making the tough decisions for
the University's future. Adding one faculty member
would provide better representation to this important
constituency, allow our University to provide faculty
the same parity and respect currently granted to
students as a critical stakeholder group, and create
greater dialog on the Board when making decisions for
years to come.
Please join me in supporting SB 118 so the University
of Alaska can make the most informed decisions
possible and better fulfill their mission of inspiring
learning and disseminating knowledge.
4:21:30 PM
MR. HAYES moved to slide 2, University of Alaska Board of
Regents Membership and began the presentation for SB 118, and
discussed the following points:
[Original punctuation provided.]
University of Alaska Board of Regents Membership
• 10 Regents serve 8 -year terms
• 1 Student regent:
• Serves a 2-year term
• Has full board powers
• Must have 2.5 cumulative GPA
• 2 students are elected by their campus and then a
nominee is selected by the Governor
• Current Role of Faculty with the BOR:
• Faculty Alliance makes a report at each BOR
meeting
• Able to be called on to answer questions
• Does not have full speaking rights as a Regent
4:22:12 PM
MR. HAYES moved to slide 3, State by State Comparison, a map
depicting State Board of Regents Membership for each US state.
He said 24 state university systems have student regents and six
of those 24 also have faculty regents.
4:22:27 PM
MR. HAYES moved to slide 4, Examples: Oregon, Pennsylvania, and
West Virginia, and provided the following information:
[Original punctuation provided.]
Examples:
Oregon, Pennsylvania, and West Virginia
Oregon State University and University of Oregon
Trustees Board has 15 members, including 11 at-large
members, 1 faculty member, 1 student member, and 1
staff member all appointed by the Governor.
Pennsylvania State University
Trustee Board has 38 Members, including 6 at-large
members, 9 alumni-elected members, and 6 agriculture
members. In addition, the Board elects 6 members-one
of which is a faculty member.
West Virginia University
Board of Governors has 17 members, with 13 at-large
members, 2 faculty members, 1 student member, and 1
staff member.
4:22:46 PM
MR. HAYES moved to slide 5, and continued with examples of
university systems for Florida, Kentucky, and Tennessee:
[Original punctuation provided.]
Examples: Florida, Kentucky, and Tennessee
State University system of Florida
17 members total including 14 at-large members
appointed by the Governor, the Chair of the Advisory
Council of Faculty Senates, the Commissioner of
Education, and the Chair of the Florida Student
Association.
Kentucky State University
11 voting members, including 8 at-large members, 1
faculty and 1 staff regent elected by their respective
governing councils, and 1 student regent.
Tennessee University System
18 members total, including 12 at-large members, 1
faculty member, 1 student, and 4 ex-officio members.
4:22:56 PM
MR. HAYES moved to slide 6, University of Alaska Faculty
Representation Act, and discussed how the act would work in
Alaska. He addressed the following points:
[Original punctuation provided.]
University of Alaska Faculty Representation Act
How It Works
• Increases the number of Regents from 11 to 12
• 2 nominees from the Faculty Senate of each of the
three main campuses are put forward
• Governor selects one appointee, subject to
confirmation by the Legislature
• Faculty must be a tenured, full -time, UA
employee
• Serves a 2 -year term
• Has the full powers of a regent for voting,
travel, and entering executive session
• Majority vote needed for a motion of the Board to
carry
4:23:34 PM
MR. HAYES moved to slide 7, University of Alaska System, a map
of Alaska with the location of University of Alaska Anchorage
(UAA), University of Alaska Fairbanks (UAF), and University of
Alaska Southeast (UAS) campuses in three corresponding font
colors:
University of Alaska Statewide (Administration)
UAA (Green)
Kodiak College
Kenai Peninsula College
Kachemak Bay Campus
Military Programs
Anchorage Campus
Chugiak-Eagle River Campus
Matanuska Susitna Campus
Prince William Sound C.C.
UAF (Blue)
Bristol Bay Campus
Kuskokwim Campus
Northwest Campus
Chukchi Campus
Interior-Aleutians Campus
Fairbanks Campus
College of Rural and Community Development
Community and Technical College
UAS (Purple)
Juneau Campus
Sitka Campus
Ketchikan Campus
4:23:53 PM
MR. HAYES moved to slide 8, UA System Governance Flow Chart. He
said the flow chart shows how the Faculty Senates work to get
the Faculty Alliance member who then goes to the Board of
Regents to speak. It shows how the governance groups for the
students work through the Coalition of Student Leaders, and the
councils for staff work through Staff Alliance.
4:24:16 PM
MR. HAYES moved to slide 9, Benefits of a Faculty Regent, and
mentioned the following:
[Original punctuation provided.]
Benefits of a Faculty Regent
• More than a "seat at the table"
• Faculty can enter executive session, travel for
Board meetings, and can vote
• Improves the ability for faculty to provide
stakeholder interest
• Held to a standard of professionalism -they can
recuse themselves from a conflicted vote
• Ensures that faculty, like students, are given a
voting interest in University affairs
4:25:12 PM
SENATOR STEVENS expressed strong support for the proposal,
stating it is long overdue. He noted that students already serve
as voting members on both the State Board of Education and the
Board of Regents and adding a faculty member makes sense given
their important role. He appreciated the explanation of the
faculty selection process. He asked whether there has been
consideration of also adding a staff member to the Board of
Regents.
4:25:47 PM
MR. HAYES responded that adding a staff member to the Board of
Regents has not been considered at this time. He noted that the
board structure has not changed in 50 years and that the current
effort focuses on establishing a faculty regent, an initiative
that has been pursued for about a decade. He stated that adding
a staff member could be considered in the future, depending on
how the faculty regent proposal progresses.
4:26:11 PM
SENATOR KIEHL noted that the standard term for a regent is eight
years and acknowledged the rationale for limiting a student
regent's term to two years due to the nature of student
enrollment. He questioned why the bill proposes only a two-year
term for a tenured faculty member, given their long-term
presence and experience within the university system.
4:26:49 PM
MR. HAYES explained that Senator Kawasaki proposed a two-year
term to allow more faculty members across the three Major
Administrative Units (MAUs) to serve as regents. He stated that
shorter terms would increase opportunities for participation and
bring a broader range of expertise and perspectives to the Board
over time.
4:27:22 PM
SENATOR STEVENS asked for clarification regarding whether
serving a two-year term would prevent the faculty regent from
being reappointed.
MR. HAYES responded that, as written, the bill does not prohibit
reappointment. He stated that the governor would not be
restricted from reappointing a faculty regent if they chose to
do so.
4:27:47 PM
CHAIR TOBIN stated that SB 118, page 2, line 9, says each Regent
serves until a successor is appointed and qualifies. She stated
her belief that this allows for the flexibility that Mr. Hayes
stated.
4:27:58 PM
SENATOR KIEHL stated that one benefit of longer regent terms is
the opportunity to learn both the university system and the
board's internal processes, which enhances effectiveness. He
compared this to legislators, who often become more effective
after a few years in office. He expressed interest in whether
the sponsor would consider a longer term for faculty regents
than the current two-year proposal, which matches the student
regent term.
4:28:56 PM
MR. HAYES said he would share the suggestion with the bill
sponsor.
4:29:04 PM
SENATOR KIEHL asked a procedural question regarding the
appointment process, noting that the bill places limitations on
whom the governor may appoint. He questioned whether a person
could hold tenure at more than one major academic unit (MAU) and
potentially fill two slots.
4:29:43 PM
MR. HAYES stated his belief that under the current University of
Alaska system, a faculty member cannot hold tenure at more than
one campus.
SENATOR STEVENS stated that tenure is tenure throughout the UA
system.
4:30:10 PM
MR. HAYES deferred the question.
4:30:24 PM
JENNIFER CARROLL, Chair, Faculty Alliance, University of Alaska
Fairbanks, Fairbanks, Alaska, answered questions on SB 118. She
said no, a professor cannot have tenure at more than one of the
universities as they are separately accredited. She stated her
belief that affiliation is possible, but tenure rests at the
university of main employment.
4:31:09 PM
CHAIR TOBIN announced invited testimony on SB 118.
4:31:30 PM
ANDREA DEWEES, Associate Professor, University of Alaska
Southeast, Juneau, Alaska, testified by invitation on SB 118.
She stated that she is a professor, an alumna of the University
of Alaska (UA) system, and an elected vice president of United
Academics, the faculty union. She emphasized her deep roots in
Alaska and her long-standing role at the University of Alaska
Southeast (UAS) since 2012. She strongly supported the idea of
adding a faculty regent to the Board of Regents, asserting that
faculty perspectives are essential to informed decision-making,
especially given the unique challenges faced during the pandemic
and budget cuts from 20192020.
4:32:19 PM
MS. DEWEES explained that faculty have critical insights into
teaching, research, accreditation, and broader educational
trends, and that their active involvement in university and
community life would benefit board deliberations. She noted that
faculty consistently put students first, often prioritizing
student needs over their own. She supported the inclusion of a
faculty regent alongside the student regent to strengthen shared
governance and provide timely, expert input.
MS. DEWEES acknowledged some concerns raised by colleagues
regarding the impact of serving as a regent on their teaching
and research responsibilities. She suggested that a two-year
term, as proposed, could help balance those demands and allow
for equitable rotation among campuses.
4:34:51 PM
SENATOR STEVENS questioned the standards required for current
Regents appointed by the governor, recalling at least one
instance where an appointee had no university background or
understanding of how a university operates. He emphasized the
value of having someone from within the university system serve
on the board, noting that a faculty regent would be just one
voice among many, not a dominant influence. He asked for
clarification on whether there are any formal requirements for
board membership, such as being a college graduate or having
academic experience.
4:35:34 PM
MR. HAYES confirmed that there are no formal qualifications
required to serve as a regent. He stated that appointments are
made at the governor's discretion and must be confirmed by the
legislature.
4:36:05 PM
JENNIFER CARROLL, Chair Faculty Alliance, University of Alaska
Fairbanks, Fairbanks, Alaska, testified by invitation on SB 118
and answered questions. She said she is an Associate Professor
of Rural Development in the Department of Alaska Native Studies
and World Development at the University of Alaska Southeast.
4:40:18 PM
MS. CARROL stated that faculty from all three universities have
supported the faculty regent proposal for some time. She focused
her testimony on her experience as Chair of the Faculty
Alliance, the system-level body for faculty shared governance
composed of faculty senate leadership from each university. As
Chair, she has attended all public Board of Regents meetings and
committee meetings this academic year and raised two key points:
the need for consistent input on academics, and the distinction
between shared governance and the role of a faculty regent.
MS. CARROL explained that while her relationship with the board
has been constructive, her input as Alliance Chair is limited to
after-the-fact consultation, which she described as
"consultation theater" rather than true collaboration. She
frequently had to prompt the board to consider educational
issues and the role of faculty in policy decisions. She cited
the board's recent work with consultants on a systemwide
attainment framework that failed to incorporate faculty input or
address the core role of education.
MS. CARROL emphasized that the Alliance Chair represents both
faculty governance and academics, but a faculty regent would
focus solely on educational policy and bring that perspective
earlier into board discussions. She also highlighted the issue
of continuity, noting that the Alliance Chair rotates annually,
which limits relationship-building with board members. A two-
year term for a faculty regent, as proposed, would strengthen
long-term engagement. She concluded by expressing strong support
for the bill and thanked the committee for considering it.
4:41:34 PM
SENATOR KIEHL asked what exactly does shared governance govern
within the university system.
MS. CARROL explained that each university has a Faculty Senate
with formal bylaws and a structured governance process. Faculty
senators are elected from their respective academic units, and
each senate includes leadership roles such as president,
president-elect, and past president, as well as committees. She
described the process as organized and deliberative, similar to
legislative procedure, where issues are discussed in committees
and brought forward as motions for vote.
MS. CARROL noted that some decisions require administrative
approval, and others may be elevated to the Faculty Alliance,
which represents systemwide faculty interests. The Alliance
addresses a wide range of issues, including academics and topics
like graduate student funding. She emphasized that the Alliance
Chair must consider all constituent perspectives, which can
limit the ability to speak freely as an individual faculty
member. She clarified that the Alliance Chair role is not
designed to be a speaking participant in board deliberations,
often limited to providing brief reports and speaking only when
invited, which differs significantly from the role envisioned
for a faculty regent.
4:44:33 PM
SENATOR KIEHL stated that he needed a more basic explanation of
what shared governance actually governs. He acknowledged that
the earlier description focused on processes and committees, but
he was looking for a clearer understanding of the substancewhat
decisions or areas are actually covered by shared governance. He
noted that faculty involvement in both shared governance and the
proposed faculty regent role could be seen cynically as seeking
"two bites at the apple," and admitted he lacked sufficient
understanding to assess that critique.
4:45:30 PM
MS. CARROL explained that at many universities, faculty hold
primary responsibility over academic matters, especially
curriculum and curricular processes. Faculty governance
typically controls how academic programs are developed,
reviewed, and maintained. In other areas, such as advising
policies, there is shared responsibility with administration.
Some issues, like parking policies, fall entirely under
administrative control, with faculty input limited to
recommendations or resolutions.
MS. CARROL disagreed with the idea that having both shared
governance and a faculty regent amounts to "two bites at the
apple." She clarified that the Faculty Alliance Chair attends
Board of Regents meetings to provide updates and limited input,
often after decisions have already been made. In contrast, a
faculty regent would serve as a full board member and offer a
deeper, ongoing academic perspectiveparticularly on curriculum,
educational quality, and the faculty-student relationship. She
emphasized that while both roles may touch on similar topics,
the scope and influence of each are fundamentally different.
4:48:16 PM
CHAIR TOBIN asked whether, based on current knowledge and
experience, there are any tenured, full-time faculty at the
University of Alaska Anchorage (UAA), University of Alaska
Fairbanks (UAF), or University of Alaska Southeast (UAS) who do
not live near their associated campuses or who reside in
locations extremely far from them.
4:48:40 PM
MS. CARROL replied yes.
CHAIR TOBIN asked for examples.
4:48:49 PM
MS. CARROL requested clarification of "far from." She mentioned
a person living in Nome where there is a little campus.
SENATOR STEVENS mentioned there is a very small campus in
Dillingham.
CHAIR TOBIN asked whether the estimated $1,000 travel cost in
the fiscal note reflects the average travel expense for a
tenured faculty member, selected by the governor, to serve on
the Board of Regents and travel to each Board of Regents
meeting.
4:49:39 PM
MS. CARROL stated that the $1,000 average travel seemed
reasonable. She stated that although some tenured faculty live
in rural Alaska, they represent a small minority. She expected
most selected faculty would likely travel from Fairbanks,
Anchorage, or Juneau.
4:50:17 PM
CHAIR TOBIN asked Ms. McCall to explain the basis for the $1,000
travel cost assumption in the fiscal note. She acknowledged that
the figure was averaged across nine members but emphasized that
Board of Regents members can come from any location in Alaska.
She requested clarification on how that variability was factored
into the fiscal note's development.
4:50:58 PM
KATIE MCCALL, Government Relations Manager, University of
Alaska, Juneau, Alaska, offered an overview of the fiscal note
OMB 730 for SB 118, appropriation to the University of Alaska.
She stated that the estimated fiscal impact to the university
from SB 118 is a $4,000 annual increase in travel costs due to
the addition of a 12th member to the Board of Regents. She
explained that the cost estimate, shown on page one of the
fiscal note, uses unrestricted general funds (UGF) starting in
FY 26 and continuing annually. The $1,000 per-meeting estimate
is based on four regular meetings held in February, May,
September, and November, with the assumption that not all
regents travel to every meeting. She noted that in FY 24, the
total board travel cost was $36,000, which was divided by nine
members to estimate the $4,000 annual increase; regents receive
no compensation, but they are reimbursed for per diem and
travel.
4:53:19 PM
CHAIR TOBIN noted time constraints but stated she would follow
up later. She expressed interest in understanding where current
regents are flying from. She questioned whether using only one
year of data provides an accurate reflection of average travel
costs, given the varying locations of regents.
MS.MCCALL said she would be happy to follow up.
4:53:45 PM
CHAIR TOBIN opened public testimony on SB 118; finding none, she
closed public testimony.
4:54:12 PM
CHAIR TOBIN held SB 118 in committee.
4:54:54 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 4:54 p.m.