********************************************* DISCLAIMER: THIS FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND IS PRETTY CLOSE TO 100% VERBATIM. THIS IS AN EDITED FILE BUT MAY CONTAIN SOME ERRORS. THIS IS NOT A LEGAL DOCUMENT, IT MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. ********************************************* February 6, 2026 Faculty Senate ---Kelly O'Keefe: Okay, so we're gonna go ahead and get started. Thank you all for spending the next couple hours with us, or any time that you're able to fit into your schedule. So, as you noticed, we started off with a video, in regards to getting our students excited about our two commencements this year and starting early  by creating some social media... short little videos... getting excited for commencement and hopefully that, in turn, will keep them to the  end of their commencement ceremony, whichever one they attend.... so, if you would please, you know, do so... in that video there is also a QR code, and you can upload your video to that Google folder and we will continue forwarding those to the proper people, so that they're submitted on our college approved social media account. So next... what I would like to do is... for the next minute, until... let's just say, until 1:04, to give us a little extra time... I would like to bring attention to the loss of a colleague... Mark Frederick was a faculty senator and representing   the adult education area... and unfortunately...  he has passed, according, you know... and you see that the email with... that the chancellor sent, and we've been in communication with his partner Sarah... and so, we felt it important for us to recognize him and... and just a moment of silence... however you'd like to go ahead and do that... and we'll go ahead and start now. Thank you. Thank you everyone for remembering Mark and remembering the kind person and respected colleague that he was...    and we have been notified that there will be a service... the link is in the agenda... and just below that link for the service there is a list of places that Mark used to donate to as automatic withdrawals from his paycheck. And so if you are so inclined and would like to make a donation on behalf of him and his family... then please feel free to do so... okay. Next, we will go to, let's see here, the review of our December minutes.... and we need to have those linked on there. So, Jane, if you wouldn't... if you would go in there and link the December minutes again... I'm not sure why those were removed... but we'll go ahead and get those linked on there for your review and come back to that, so that we're not, you know, stalling in too much time here. Do we have any requests for agenda modifications? Okay, I'm not hearing anything. So, do we  have any requests for executive session? Okay, we'll go ahead and move on... we have a couple different items under the open forum area,   and so, we can go ahead and start with the faculty emeritus nomination... and let's start with Eric.   ---Erich Saphir: Thank you... and so just so I don't take too much time, do I have about a minute... or what's the appropriate amount of time? ---Kelly O'Keefe: Sure... you can go ahead and take a minute, Eric. Thank you. ---Erich Saphir: Okay... so, it's my great pleasure to nominate Amy Kramer, whom I've known for decades, for this prestigious recognition. In my 30 years at the college I honestly cannot think of anybody whom I think is more deserving of that than she is. She has really served the college in so many ways... her... this... she created an entire new subd-iscipline, you could say, in economics   that is in use of in almost 100 countries in the world and she has really dedicated so much of her professional career to that. She's really put the college on the map nationally as well as internationally.... she has been a fantastic colleague. She has probably not allowed to say that but... spend tens of thousands of dollars of her own money promoting this cause as well. She has just been a fantastic colleague... she has served her students well. I have the pleasure of being the department head for Econ and Political Science, and so I get to read teaching evaluations,   which are generally quite strong, and even by that  high standard, hers have always been superlative.   So her students have also really appreciated  the passion that she's brought to her job and I think this would be very meaningful for her... and it's... so, I'm just enthusiastically nominating her for that. ---Kelly O'Keefe: Great... thank you so much, Erich... and next we have Sam. ---Samantha Overton: Hi all. Thank you. So, I have the honor of representing a large group of individuals, who are going to be nominating Dr. Kenneth Vorndran for emeritus status. For anyone who doesn't know... he is pretty much the man responsible for Honors at Pima for about 15 years... and for what it is today... he has mentored many, many students... and probably over hundreds of thousand dollars worth of scholarships that they've earned during his time mentoring them at Pima. So, we are going to be submitting several letters and we'll be giving that to him as well from many individuals, Pima... present and former individuals at Pima... and I will also mention that he is a current board member of the Pima Foundation, so he continues to support Pima, even today, and he served for nearly 20 years at Pima Community College... so we're really honored to be able to do this for him. ---Kelly O'Keefe: Wonderful. Thank you so much Sam and Eric... and just so everyone is aware, we will be taking more nominations   for faculty emeritus and then voting on them next month. The next open agenda item, I would just like to mention that we are conducting at the College, a pilot for badging systems... and if you are interested in taking part of that badging pilot, to contact Dionne Billick, and she can... she can go ahead and talk to you about what that all entails, okay.... and then next, Dennis. ---Dennis Just: Thank you, Kelly.... so, we have a number of requests for faculty engagement... you can find these links here... there is... first one related to professional development subcommittee. And so, as you can see on here, this is going to be about the, you know, professional development essentially. Uh, that one has a form where you can fill out some basic information, including what kind of days of the week will work for your schedule... there's also a request related to  what looks like a group that is going to be looking at  student access to course registration  after the registration deadline. I'm sure everyone has encountered that at some point (chuckles)  maybe multiple times every semester. There also will be a committee for reviewing  the faculty senate charter, which is something   that over the last couple years we've identified  some things that maybe need some updating... and so, you can be a part of that by filling out this sheet here. And then finally, Desert View High School is having the Program Showcase Fair with Pima College. And so, you can find some details here, as well as, you know, participation form.  If you click on this link, that'll bring up another Google form for you to fill out to demonstrate your interest.    And just a reminder, since this is the start of a new calendar year... new senate year... if you go to the bottom of any give agenda, you can find links for both. If you want to... this first one is... if you would like to present at faculty senate. And then, the other engagement related one is... if you would like to have people, oop sorry... if you're interested in joining a committee...  that's what this one would be for. So if you have one of those... that... if either of those sound  like something for you... that's uh the kind of forms   that you can use that'll be on the bottom of all the agendas. Thank you. ---Kelly O'Keefe: Wonderful. Thank you Dennis. So, we're going to go ahead and move to the report section. Dr. Roark are you with us? ---Dr. Ian Roark: I am indeed. So, thank you, Dr. O'Keefe.  Good afternoon, faculty senate officers, faculty senators, as well as all of the guests... pardon me... (clears throat) a little bit of allergies there. I do want to start off with, you know, acknowledging something building off the the moment of silence for Mark Frederick... and thank you Kelly for ensuring that we remembered Mark in such a fashion. As you may know, right... his partner is one of our colleagues and is still here at the institution. And it just reminded me that at times where we're all getting along and things are going great... and whatever we're working on at the institution where there may be pockets of disagreement and/or opposing sides, that at the end of the day we are all people and the community college business is a people business. And it really reminded me that there are people that we work with each and every day who are going through things that we don't know about and in some cases going through life things that we do. And so above all, it's just important to remember that whenever we're dealing in a partic... you know, with somebody in a particular   situation there may always be something that we don't know about that is really really, you know,    affecting them in their personal lives... and so, just an appeal to always keep that at the   forefront of our minds and our hearts, that we are a people business and everything we can do to lift up those around us, even as we work through some things with which we disagree, I think is ultimately the character of Pima Community College, in the way that we work and serve our students and our community... I've listed a number of things in the report... as I've said in the past, I'm very open and transparent about things I'm working on. This is the same report that I send to Gabby De Echavarri for my one-on-one meetings with the chancellor. So yes, the... a lot of conversation and a lot of work with respect to dual enrollment and our high school partnerships   is going on.... so the chancellor, myself, Dr. Jeff Thies, and some other individuals have been meeting with our superintendent... particularly those with whom the most dual enrollment is occurring... and as you are aware, one of the chancellor's ongoing goals is reducing ongoing expenditures at the institution... and we really have to start thinking about the ways in which we are also bringing revenue into the institution... and in ways that do not hurt the access portion of our mission... so, we're really having crucial conversations with our superintendent partners in really co-developing, if you will, a regimen where we may assess some sort of tuition and fee regimen for dual enrollment at the institution in order to help mitigate those costs and yet do so in a way that does not harm access to dual enrollment, particularly for students in our community who are on free and reduced lunch... it's been very enlightening to meet with the superintendent and get their perspective on how we are working as partners in education with our school district colleagues. I of course represented... had the opportunity to represent the college at a number of events, including one of them... the Arizona Chamber of Commerce... Arizona Chambers... Arizona Legislative Forecast... with the Chamber, other board member...   with the Chancellor, other board members... and right,  we also hosted the National Coalition for Certification Centers here at the Applied Technology Center of  Excellence on the Downtown Campus. I happen to be in the Automotive Technology Center this afternoon... it says my internet connection is unstable, Kelly... so if I accidentally freeze, just kind of text me.... I also prepared for All Faculty Day, and I really... of course, I'm always a little bit nervous about going onto a stage and and um having to answer questions that I didn't see in advance.... and... but the Chancellor and I both said "yes" to that opportunity to do the hot seat, at... you know, led by faculty senate and the questions that were asked from the audience... we said "yes" to the opportunity   without even consulting each other because...  you're starting to see that we are committed to   more open and clear communication... and of course  we could always get better... uh... better at that,   but I really felt it was a great opportunity to go  unscripted, be challenged, and also, you know,   for you to hear directly... directly from us and in debriefing with faculty senate leaders and with Kelly, really think that that's something that we could... we could see again, in terms of that type of opportunity to visit with all of you. I'm not going to go into the rest of the details of the report except that we spend a lot of time still focus on guided pathways,   first year experience, the no wrong door.... I see from Matej... at least in my chat, that they don't have access to the reports. Is that me, Kelly, that has to gather... or Is that you? Is that good for you? ---Kelly O'Keefe: That's for you... yeah... I think. Can you...can you hear me? ---Dr. Ian Roark: Kelly, can you hear me? ---Kelly O'Keefe: I can hear you. Can you hear me? ---Dr. Ian Roark: I'm gonna have to go off... Yeah, I'm going to go off camera, so that I can at least... the internet's real unstable... let me go off. ---Kelly O'Keefe: Okay. ---Kelly O'Keefe: Okay, Dr. Roark, are you able to hear me? ---Dr. Ian Roark: Yes. Can you hear me? ---Kelly O'Keefe: I can hear you. Yes. ---Dr. Ian Roark: Yeah. I turned my camera off because the internet is really sketchy here for whatever reason. But, you know... again, a lot of opportunity to engage with other external organizations, both locally and nationally... 133 and you can see those listed on the Provost report... but one of the things I was really excited about was to be asked by Jobs for the Future to be a guest speaker at the opening session of what is called Elevate... it is a group of community colleges that Jobs for the Future invited to be at the table, in terms of  the future of higher education... and ensuring that whatever that future may be that it doesn't really impact our core mission as community colleges... to reach the learners in our community that we serve, whether it's from Adult Basic Education to Career and Technical Education... all the way up to and including Transfer and General Education... of course. And so, was really honored and excited to be a part of that conversation with Jobs for the Future. And finally... if you ever wonder what most of our time is spent working on, it really is those things   that are related to the Chancellor's and Chancellor's cabinet goals... so, Guided Pathways with the First Year Experience,   and that includes of course looking at our scheduling model as you are aware, with respect to 8-weeks majority in the future and the parts of the conversations that you will have in co-designing that regimen... the No Wrong Door initiative and of course artificial intelligence and digital literacy... and how can we ensure our students are ready for the world that is being challenged at its very core by that transformational technology?   With that, that's the end of my report. I don't know if there's time for questions or not, but I'll turn it back over to Kelly. Thank you, Kelly. Thank you all... and I hope you have a great and restful weekend. ---Kelly O'Keefe: Thank you.  And I believe we do have a minute for questions, if anyone does have anything right now. Otherwise, we'll open up for discussion later. Okay. All right... we'll just go ahead and move on... and I'll be very quick with my President report...  and I'm just going to let everyone kind of read this on their own for any kind of updates that have been happening...  the biggest one is the faculty senate D2L course homepage... and I strongly encourage you all to register for that... it's an auto-enrollment under the discover tab of the D2L global homepage... and agendas will be posted ahead of time... you know, we'll post the minutes there... representation, Google forms, any of the AP's or BP's that are   we're being asked to review for the following  month... and so everything is on there... there's a document that is live, collecting comments  and concerns about any of those AP's... and so, it would be really beneficial, I think,  as a governance group for us to be able to asynchronously work together, as well as meeting  once a month... so, that's why we created this... and all the officers are, you know, part of the creation, and maintenance of this... we'll be posting announcements as well... so, if you have your  notifications set for announcements you'll get a notification  that there's something new on the faculty senate site. Next I wanted to mention that I have attended staff council meeting this morning that went really well... and we're improving upon communications with staff... and also, I attended the faculty senate subcommittee, the adjunct faculty committee... so, we are making sure that there is going to be a review of the faculty senate charter this year, that's one of the goals that we're setting and making sure that the adjunct faculty and full-time faculty and staff instructors... we all come together for the same cause, in support of each other, and support for the college... and we want to make sure that the communication is wide open in that regard. Also, I will let everyone know that we are hoping to improve communications with student senate... and because of that, I have invited student senators and officers to join us here at faculty senate.   They've invited us to student senate and I know staff council and everyone else is really involved   with wanting to open those doors as well... so, if anyone has any questions or comments about that, feel free to let me know... but we'll go ahead and move on just for time sake here.   And I want to double check, Matej, I saw your note that there was no access to the Provost report, was that fixed?   ---Dr. Ian Roark: This is Ian. Can you hear me? I just tried to fix it... so, if you can check the link and see if it works.    ---Kelly O'Keefe: Okay. ---Matej Boguszak: Looks like it's working. Thanks. ---Kelly O'Keefe: Wonderful. Thank you. So, next we're going to go to Sarah Kirchoff, as our Board of Governors rep, giving her report. ---Sarah Kirchoff: Hello. [clears throat] Excuse me. So, there's actually been 2 Board meetings since we've all met... and basically, it was just business as usual, right... they re-did some re-elections... or appointments... and talked about the budget quite a bit... nothing really of note... so, I reported on faculty senate or All Faculty Day... but I will certainly keep you guys posted if there's anything that needs to come to our attention. ---Kelly O'Keefe: Excellent.  Thank you Sarah. And next we have Makyla Hayes with the PCCEA report. ---Makyla Hays: Hi everybody... hopefully your Friday is not quite as crazy as mine has been... I think I'm on meeting 2 1/2 or 3 out of 4 or 5. So yeah, [chuckles] I know Kelly's pretty busy, too... Fridays have become crazy for some reason. So, one of the things I wanted to share on my report is that we have linked the survey results for faculty from the survey that you all took for PCCEA last fall around Thanksgiving... there was about 107 out of 270 faculty responses. not quite half, but more than 100... so, I'm pretty happy with that amount... we have highlighted some trends in those and we've pulled out some of the comments... we did make sure that we did not pull any identifying comments, so if you made a comment and you're like, "Oh, no. I need to go see if they put my name." We did not put your name, so don't worry about that. But you've... you can look and see what the general comments were, what the themes were... and then we pulled out some illustrative comments in some of those categories. There is a lot of pages to it, but we encourage you to go ahead and go look and see what your colleagues say... there was some differences in the scales that were used... we used a 3-point scale instead of a 5-point scale, which had been used in the past.... so, please look at whether it's a positive response versus a negative response... And the neutrals you can kind of group... I prefer to group the neutral with the positive, but you can group them as you see fit. So, ongoing items of interest... we are working on shared governance priorities, still there is a group meeting on shared governance,   you will hear from us soon... there's a decent amount of people it's representatives from AERC,  faculty senate, staff council, different administrators... I'm trying to think... I know we have PCCEA has been asking representation on there... I'm not sure if that's because of where we come from or because of the AERC... so, we definitely have a pretty wide range of people on there... our goal is not to keep that work in house, but we've only had one meeting and it was this week... we will be reporting to the Board what our plan of attack is at least written in March... so, I should have more to give you next month. Accountability... we're still looking at 360 evaluations... I believe administrators are the first within the system, and based on new survey results the funding priorities that we'll be advocating for... and we've already sent this along to Dr. Bea, who I see here... was at the supplemental pay rate... we recognized that that has not increased... so, we are asking for that... but also, it was pretty clear that people wanted us to advocate for a step 17. So we have started those conversations... I don't have answers for you yet, but maybe soon. at least within the next few months, I will have more answers for you. We did meet after the last Senate meeting to discuss the remote work over the summer outside of Arizona or out of the country. There's a form that IT and HR have been working to update... and hopefully you will see that updated form soon. I was looking for Aubrey in here, but there's a lot of names... so, I believe they were supposed to have something to us to review by the end of this week... so, maybe early next week you'll see something. ---Aubrey Conover: Yeah, Makyla... we should have... I think we can review it by the end of this week and we should have it to everyone by next week. ---Makyla Hays: There we go... so, I did get some questions on that today from some departments who were asking to meet with adjunct faculty. So, look for that... and send that out for... if you have faculty, who might be teaching out of state this summer. And we are going to be reconvening on faculty work from the summit topics that I have linked below on the PCCEA report.   So, that's a lot... but there's a lot going on... as always, if you have any questions or there's things that you want PCCEA to advocate for, please let me know or let any of your representatives know. And we do have a meeting next Thursday at Downtown Campus from 3:00 to 5:00. Look for Brooke Anderson's email and invitation on that... we'll send out another reminder next week. Would love to hear from you, thanks. ---Kelly O'Keefe: Thanks, Makyla... anyone have any questions for Makyla or any of the reports that you've heard from? We're ahead of schedule... so, if you have any questions, feel free. Okay. If you have questions later, please feel free to put them in the chat... and a couple of our officers are manning that chat room, so we'll make sure to get to your question. So, thank you for everyone introducing yourself... I apologize... with the scurry of getting started and getting those important things done right away... we just needed to do that right away... so, I appreciate you doing that. And... we're going ahead and moving on to Dr. Bea, who's going to give us a report on budget development. ---Dr. David Bea: Good afternoon... thanks for providing me a little bit of time to give an update... so, mostly I'm going to give an update on the budget and it really turns into sort of a preview of what's coming up, which is the study session with the Board on the 17th, which is going to be on two primary areas... one is to talk about the budget, the development...   and the stuff I'm going to talk about a little bit more detail in a second. The second component is to talk about the upcoming proposed GO Bond election, giving the Board the information of what projects we are identifi... we've identified  the costs, the impacts on taxpayers... so that in March we will be taking that information to them, if all goes according to plan... take that information to them to get formal approval to go forward with the election on the GO Bond. So, I'll probably spend a tiny bit of time at the  end just talking a little bit more about that...   where we're at with that, and what that's going to look like... but back to the budget... and I know I met with the group a couple months ago... and there's not a whole lot different, but tell you a little bit... again, previewing what  the Board study session is going to look like.   We're going to start the presentation talking about, and updating, the Board on how far we've gotten with the chancellor goal number 5, which is to reduce ongoing operating expenses by $4 million... and we've made good progress... I'm confident we'll hit the $4 million ongoing expense reduction by the end of the year. So far we are at... reductions in positions of $1.6 million and about $800,000 of operating expense reductions identified. And again, we're on target and I expect that we will... we have a number of positions that we've identified will be eliminated  by the end of the year and there's some other operating reductions that we have in mind that we should be able to realize. That's really important, to reduce the $4 million going into the upcoming budget, because as I mentioned, those are ongoing expenses. So, it's not a one-time reduction where we just said no travel for through the rest of the year and then count that savings. That's not the kind of savings we're talking about... we're talking about eliminating things that we do not need to fund in the upcoming year... so, those are ongoing important type expense reductions... we'll talk briefly with the Board about enrollment and the positive trend there... and then, always talking about the overarching financial sustainability and stability of the college... where are we at with our  reserves and as we've talked about with this group,  that our reserve balance is at, or very close to the low threshold... and that means that we are not in a position to spend... use reserves to spend down balance to cover, you know, whatever it might be... deferred maintenance, capital projects, those kinds of things that they're mostly on hold going forward until we build up the reserve balance some more. Okay, now let's talk about the operating side of things... so, the priorities going forward that we're going to be talking to the board about are centered around personnel... so, that is... first and foremost, there are two increases of significance. One is employee medical benefits... the actuarial calculations and the amount that we need to set aside for medical benefits for our  employees is going up dramatically... I either  hinted at that or mentioned it at the last meeting, I'm certain, because this was something that we have had on our radar for some time. Some of that is normal known increase... so, last year we were reserve funding a little bit of the medical increase that we experienced last year and then normal increases to medical... David Parker mentioned that it's normal at this point for employers to be experiencing 15 to 20% increases, or certainly not abnormal. Our increases year-over-year aren't quite as much, but we also have to cover for that million dollars that we were using out of reserves. We also have one time... a one-time big increase based on utilization, that we need to fund in the upcoming year.   And so... and that is a big, big challenge... on top of that, and I remember talking a little bit about personnel salary increases... so, the priority we're going to be talking with the Board about, with the preliminary recommendation being... to provide a year of experience, along with the class comp structure.... a minimum increase that's in the neighborhood of something like 2.5%... and then, a similar probably 3-ish% increase for adjunct faculty load rate   are what we're planning to do on the budget. If we factor in those two, and the fact that we are   really keeping our operating increases to a minimum or zero... again, that's because of the  work we've done to reduce cost increases going... that reduce some of the ongoing expenses. We are however, just on the personnel side looking at an increase in expenses of around $10 million... it's big! And so, it's about $4 million for the salary adjustments and about $6M for the medical cost increases. So, that shifts us into... okay, how would we fund those things? And so, we're going to talk to the board about some proposals... and recommendations that, so... we don't expect any increases, and I'm are hopeful that there won't be decreases in funding from the state... we don't get much from the state... we get a little bit of support for STEM programs, but it's not a whole lot... hoping that there are no decreases for that, because that would also be... would affect us, but again, that's not huge... but the reality is, any revenue increases that we're looking at going forward are going to come from two different sources, either property taxes or tuition. What we're talking to the Board about is trying to get to that $10 million figure in a combination that fits how the college has approached increases to tuition and property taxes in the past, let me walk you through it... property tax first.  So, the growth in new property is about 1.7 million. I just got that number today.   It's a little lower than what we were hoping  for, but not in a... in a... not drastically lowered,   but a little bit lower than we were hoping... so, that's disappointing, but it is what it is... and then increasing by a 2% tax levy increase... we can go up higher than 2%, but 2% is sort of the historical norm at the college. That generates another 2 plus... it's more than 2 1/2 million... that combination gets us to a little bit less than $5 million to address the $10 million shortfall... and then moving over onto the tuition side, we are going to talk to the Board about a general in-state tuition increase of $2.50. That's about a 2... it's really close to a 2 1/2% increase... so, fairly moderate increase in terms of general tuition... but we also are going to talk to the Board about a change... some changes in differential tuition. So, these are for our high-cost disciplines... where we are updating the disciplines that qualify for the differentials A and B... modifying a little bit, which, what the criteria are that lead to qualifying for B... and then increasing the differentials for A and B. And the rationale behind that, and the logic  behind it, is that the differential tuition,   when for those high-cost programs, plus the regular  tuition that goes into it, funds about 20 to 25% of   the direct instructional cost... that's consistent  with the median program and just instate tuition.   So, the idea is to keep those where they're proportionately funding a similar amount of the direct instructional cost. That isn't to say that they're funding the high-cost programs in total... capital costs are not included in that... major equipment purchases are not included in that... so, it's really mostly the direct instruction for high-cost programs. Between the two, the general tuition increase will generate  about a million dollars. the differential changes will generate  about $3 million... so, if you are keeping tabs on your little side notes, that gets us to $4.5 million for property tax increases, about $4 million for the... from tuition increases... and then what we're looking to do is continue to do through attrition and efficiency measures, make up sort of the difference by continuing to do what we're doing, which is looking at staff positions, looking at running more efficiently, and continuing to target a little bit of savings on that side... and it could also come from operating savings... there are other things that can be done, but basically looking to identify some ongoing savings going forward. So again, we have a big target, just to keep things going the way that we're going right now with what we're offering and how we're approaching things... and because of the big increases in costs, we're going to have to come up with some additional revenue. Yeah, Makyla. ---Makyla Hays: Hopefully I'm not stealing your thoughts away, but you talked at one point about the GO Bond kind of re... restructuring our debt, and potentially freeing up some cost. What fiscal year would that hit? That's not next year, right? That would be... 2 years from now? ---Dr. David Bea: It would be 2 years from now, when that first would have an effect. So, let me... Makyla knows probably a little bit more than many of you do... so, what one of the proposed projects within the GO Bond proposals is to refinance our revenue bonds within the GO Bond structure. That will save interest because the interest rates for those bonds will be lower than what they're currently at with the revenue bonds... there's a few different reasons for that, but doesn't... it's not that important for right now. So, it does save an overall cumulative interest. The other thing it does is it takes an operating expense off of our budget and pushes it outside of our operating budget... that frees up about $4 million a year. And when that would happen is for fiscal year '29, I think was it might be '28 that it first hits, but I think it's going to be '29. because there are stipulations with the revenue bonds in terms of when they become what's technically called callable, when you can pay off the lenders... there are restrictions on how soon you can pay those down... it's not a... so, some mortgages have restrictions on them... some of them say that you can pay it off in total at any time. Bonds, like bonds that we issued, typically have 10 years callable dates, which is that you are guaranteeing those lenders that you will be paying them off for 10 years, and then after that, you can repay... you can refinance them in total.    So we would be waiting until the date that we can do that... and that's in 2028...   then it does... and then after that it relieves the budget significantly. Another thing, moving on to the GO Bonds that help... will help is that a number of things that we have in deferred maintenance...   ongoing things that we have to do... repairs and  maintenance... there are going to be things   that are included in the GO Bonds that will  also relieve the pressure because we've had to   pay for those out of operating budgets in the  past... out of our operating budget in the past.   So, there are two things within the GO Bonds that help the ongoing operational side of the college budget. Okay... that gets me to sort of the big... quick and dirty on the budget... again, I encourage you to watch the study session on the 17th. About an hour of it will be on the budget and about an hour of it will be on the GO Bonds. The GO Bonds... we'll be talking a little bit about the history... the last time we did geo bonds at the college was about 30 years ago. 336 Between then and now, we have found a number of different ways to finance and fund different projects around the college... most notably, what I was just talking about is issuing revenue bonds... but paying down our reserve using reserve balance,   that sort of thing, for a number of our other projects... we've gotten some state funding for aviation and some federal funding to do some of the renovations we've done... so, we've we've had in the past some creative ways to fund some of our needs, but going forward we need to... its time and those sources are decreasingly reliable. So, we really need some support from our community to update and renovate and revitalize the infrastructure at the college... and I think we have a good story to tell... again, it's going to be about $250 million unless polling tells us that that number is problematic, but I don't... I don't personally expect that to be what we hear. Again, we're going to go through the sort of history... the why we're doing what, you know... why we're asking the Board? Why we're asking the community to support the college... what the particular projects are, and what the, sort of, the big takeaways like, sort of, 3 bullet points for each of those categories of projects... and then talking about the polling, because we'll have some preliminary polling information before then. And then, obviously, if the board has any questions or concerns, that's their opportunity to tell us that, give us some direction, or ask for some more information  because both the tuition recommendations and the... the GO Bonds, are going to... the plan is to take them to the March Board meeting. All right, with that, I will open the door for  any questions you all might have. ---Kelly O'Keefe: Dr. Bea there are a couple questions in the chat... so, we'll go ahead and first address Makyla's question... do we know what time the study session will  be on Tuesday the 17th? Is it 5 to 7? ---Dr. David Bea: I think so. Give me one sec  and I will confirm that. 5 to 7 is what it is scheduled for. Yes. ---Kelly O'Keefe: Okay... wonderful... and then Rita and Sarah both have questions related to tuition differential. Maybe you can speak to that just a little bit more... the exact question is... can we make the tuition AB decision process transparent? Will there be an appeal process? Should a program move to a tuition category? And then, just wanting to little know a little bit more about the process. ---Dr. David Bea: Yeah... so, it's... I think more public is probably... it's a fairly transparent process, but I think being more public is... is probably a good point... we're going to be walking the Board through how the recommendations come together. I can walk you through it fairly quickly... I'm going to get a little bit boringly technical... what we do is... we take, like again direct instructional expenses for particular disciplines... and then, compare it to the FTSE generated by those particular disciplines to come up with the cost for... per student for each discipline... again, it's just direct instruction... So, it's not like what... how much space they have... it doesn't include the expensive equipment that a particular program might have... it doesn't have that... it's... it just is a function of the... really, it's mostly direct instructional costs. Then what we do is we take the median discipline  for all of the different disciplines at the college and come up with a number... and that number is fairly stable... it's like $3,600 per FTSE. Just throwing that out there because... just so you have an idea. Then to qualify for the discipline... the high-cost disciplines... for discipline A the way it is currently discipline... the high cost discipline the differential A is at least 2 times as expensive as the median discipline. and between 2 and 4 times is differential A... and differential B is more than 4 times more expensive. So, you take that 3,600 and you multiply it by 2 that's 2 times more expensive... and then of course 3 times is whatever. The recommendations going forward is that discipline... that the differential B will be 3 times more expensive and above...   and then, the differential A will be 2 to 3 times more expensive... so, it's not... it's not changing the methodology very much. that methodology, by the way, has been in place for some time. And then, identifying how much the recommended differential tuition is, is a function of looking at what proportion of the costs of the disciplinary sort of direct instruction... what percentage of the costs are funded by instate tuition versus the differential tuition? And so, the increases in the differential are basically set so that the differential tuition plus regular tuition covers between 20 and 25% of those direct instructional costs... and so, because it's a quite rational model, like it's really the numbers just kind of you... they generate... they're very consist... they're quite consistent over time. High-cost disciplines tend to be high-cost disciplines year over year over year... they don't change too much in terms of the multiplier... they change a little bit... and then, what has happened is because we haven't modified the differential costs in a while, those high cost programs have gone up a bit more... and so, the recommendation to increase the differential is just to get to that 20 to 25% threshold, that is essentially what is true for non-high-cost disciplines. I know that was a lot... but they... it's basically their models... the models basically spit out what the answers are.   And I think that gets to some of the  questions that Rita was asking. ---Kelly O'Keefe: Right... so, thank you for answering that... because your  answer included... it really comes down to the numbers to determine what programs have the differential... would that then lead to us not having an appeal process if a program was put into one or the other? ---Dr. David Bea: Yeah, that's a... that's a good interpretation, because then you get into... well, what would you be appealing? You know, they are high cost or they are not high cost kind of thing... and then it gets into a, you know, a weird argument possibility that then... who argues better... it would be problematic for a number of reasons for that. ---Kelly O'Keefe: Okay, great. ---Dr. David Bea: And that's why the rational model is actually... that's why you want a model like that, because it really helps make sure that you don't get into, you know, sort of subjective determinations. ---Kelly O'Keefe: Yeah. Thanks. Makyla. ---Makyla Hays: I don't know if this is for you or for someone else, but I'm just thinking of programs that are smaller programs where they're worried about the tuition impacting their enrollment. Would that be something that perhaps the foundation could help fund some scholarships for the difference or something along those lines for a short bit, to get students used to it? ---Dr. David Bea: Yeah, I... the conversations like that have been happening about, you know, there are scholarships available internally, there are scholarships available through the foundation... and that would be one possibility... I... let me also say one other thing. When I say that there's a differential tuition, I want to be really clear... because again, it's not something that most of us spend much time on... it is only a differential charge for  a course that is labeled with that disciplinary prefix. So, a Nursing student who takes a Biology  class because it's part of the required classes,   doesn't pay differential tuition for the biology  class, it's just for the nursing class. And because of that, and looking at what sort of  typical pathways look like, and typical semesters...   it's more like 2/3 of these high-cost, in high-cost programs... even on the high end, it tends to be 2/3 of the classes would be at the high... at the differential rate... and 1/3 would be at the non-differential rate. So, it doesn't... you know, if you... it's not 30, you know, 30 credits per year times the high-cost tuition... It's a significant amount less than that as well... so, it sort of mitigates in a few different ways. Again, it's not to say that it doesn't have an impact on students in those high-cost disciplines... but it isn't... it certainly is not high... it is not differential tuition like you might see at the university where they're looking to really hit   high-cost programs with, you know, covering a huge proportion of the cost... that's not what our differential does. It just helps support keeping things on a on a fairly steady basis. Matej ---Matej Boguszak: Hi... thank you for coming to present on the budget development. My question is about the 2 1/2% proposed minimum increase... and if you could talk a little bit more about that. What my thoughts were, that that's quite large to what we had the last 2, 3 years. I think last year was 1%... 2% the year before then, right... it's a good chunk of money for somebody who's at the top of the... top of the schedule... so, it would seem like, you know, like a significant expense in a year where we have other challenges... like the healthcare cost... it's also more for a good chunk of step... staff than their   just regular year of experience would be... for faculty it's almost as much a step or year of experience, which is 2.8%. So, I was just wondering about the... your thoughts on the 2 1/2% proposal. ---Dr. David Bea: Yeah, the observations are accurate... it's higher than we've done lately... one of the things that it gets to is recognizing that, you know, inflationary costs that are impacting the college, that are impacting people around the world and/or around the country. True for our employees. The other thing that now that we've gotten sort of a more mature phase in of our class comp structure, we've got more folks toward the higher end, and who might not be getting as big of an increase in the 2 1/2 minimum, makes sure that people get 2 1/2 minimum... 2 1/2% minimum... I can't say that that's what the Board's going to approve. That's what we're taking forward to the Board... but what it does do is it ensures that folks get a pretty decent increase no matter where they are in the scale. ---Matej Boguszak: Is this a... would it be... would your raise be the maximum of the 2 1/2% in a year of experience or the minimum? ---Dr. David Bea: Yes it is... 2 1/2% is the minimum... so, if you're... if you... a year of experience or a step is higher than 2 1/2, you get the higher amount. ---Matej Boguszak: Mm Hmm. ---Kelly O'Keefe: Okay... thank you... I appreciate the questions and the great discussion we've had. Thank you Dr. Bea for presenting and answering those questions. ---Dr. David Bea: You're welcome... and I know you were ahead of time and I probably blew that... so, sorry. ---Kelly O'Keefe: We're right on schedule now, so we're good. [chuckles] ---Dr. David Bea: All right. Thank you all. We'll give you more updates in the future. ---Kelly O'Keefe: Okay, great... sounds good. And we are going to switch gears and do we have Dr. Lisa Jurkowitz and Dr. Jeff Gabbitas and Leigh Ann Rangel in the room here? ---Leigh Ann Rangel: Yes --Jeff Gabbitas: we're here. ---Kelly O'Keefe: Okay, great... we're going to go ahead and start with Dr. Jurkowitz. ---Lisa Jurkowitz: Hi there. Good morning everybody... good afternoon everybody... and thank you for the opportunity to speak about the Intensive Academic English as a Second Language program. You can go to the next slide please. And the next slide. [chuckles] So, we welcome about 100 students per year from all over the world who want to improve their English. We take students from a high beginning level, where they're mostly talking about personal topics... to an advanced level, where they're doing research papers and oral presentations... a lot of readings of an academic nature... and the time frame varies, depending on when students... I'm sorry... depending on where students place. So, some students only need one semester... and others need the full 4 semesters to get through the program. We have in our core sequence, 4 levels of Writing and Grammar, Reading and Vocabulary, as well as Listening and Speaking. And we also have 2 pronunciation electives which are open to ESL students, as well as non-native speakers, who are in any program.   We have a Writing 101 SE class as well which has the same course learning objectives as Writing 101 S. And I can't actually see the bottom of the slide... yes... so, the class offers enhanced language support. So, it's similar to 101 S, but it has more language support and the course is taught by faculty, who are certified in both writing and in ESL. Thank you. The program is designed to provide  a strong foundation in academic English, and our coursework prepares students to succeed in any discipline that they choose... many of our students do continue their studies at Pima... although some transfer directly to a Bachelor's or a Master's degree... and others use their skills  to enhance their professional careers. Thank you for the next slide. I do want to make a couple of distinctions about our program... so, we are different from adult education ESOL... ESOL is English for speakers of other languages... because our program is credit based and it has financial aid eligibility, we take attendance, give homework, and assign final grades and we bring our students up to a Writing 101 level. Another distinction is that we are a parallel track to Developmental Education because we bring our students... so, the instruction at the final level, the last level of ESL, is similar to Reading 91 and Writing 90. So, we're not really below DevEd, we're parallel to DevEd... and one of the most important things that we can do as a college is to get our non-native speaking students into the most appropriate track for their success. Next slide, please. Every year in May, we have an annual completion ceremony. You can see the wonderful graduates that we have the last 3 years, and their interests are all over the map... so, you can see their academic and career goals of the students that we've had in the last 3 graduation ceremonies. You can go to the next slide. I have a little clip... I shortened it... It's a longer video, but I shortened it for time constraint purposes. So, hopefully it plays... it's about 30 seconds. Oh, no... in the slideshow mode, it should have a little button for playing. Oh no. [sighs] Okay. Hmm... all right... well... in any case, we love our students and they have have done wonderful things and gone on   to do great things in in terms of careers  and studies and we're very proud of them. So, thank you all for your support in helping them get to the right place and allowing us to serve them. 478 So, my colleague, Cynthia Howe is a senator... she's here, I believe... and, we thank you very much for your time. ---Cynthia Howe: I'm here. Thank you all. [both chuckle] ---Kelly O'Keefe: Great... thank you so much... Dr. Gabbitas. ---Dennis Just: Oh, yeah... I'm sorry, Kelly, if I could just say real quick, I'm sure we can share the video after the fact... Lisa. So, if you wouldn't mind sending it to me directly, I'll be happy to. ---Lisa Jurkowitz: Of course... sure... thank you so much. ---Dennis Just: Thank you. --Jeff Gabbitas: Hi everyone. Thanks for being here. Oh wait, mine should be not Humanities and Social Sciences. ---Lisa Jurkowitz: It's right after... --Jeff Gabbitas: It's right after the other... yeah, yep, yep. Okay... so, if you can just go back one slide... sorry... there you go. So, I'm Jeff Gabbitas... I'm the department head  for Translation and Interpretation Studies. I'm going to just do this as quickly as I can.  So, in order to get into the program, there is a... all of the students have to demonstrate an ability... a proficiency, ability with Spanish, because otherwise they can't really be successful in the program... so, they take a... the Webcape exam... and if they score over a 601, they can then enter into the program... the program is... we go from English into Spanish and Spanish into English in terms of translation and interpretation... and the courses are all taught in a high flex modality. So, the students can actually come to the classroom, they can Zoom in from home, or they can watch the Zoom recording afterward  or they can actually take the course online... the program has... it's 26 credits... it's 2 semesters... a student can complete it in 2 semesters for direct employment... there are also other pathways that a student may take such as transferring to the UofA's BA in the Translation and Interpretation at... in the Spanish program there. We'll go to the next slide. In the Translation and Interpretation program, we have 8 courses... and I won't talk about all of them, but I want to draw your attention to 3 of them in particular... the 161, the intro to Medical Interpreting... and the 162, Intro to Legal Interpreting are both aligned with an external certification exam. So, the students will actually take this exam and I'm happy to to report that we have an 86% pass rate in the Medical Interpreting exam and a 60% pass rate in the Legal Interpreting exam. And just to kind of... so that you have a kind of a gauge on that one, if you... the state average is a 25%. So us being at 60% pass rate is quite significant and we're very proud of that. Also, we have our our cap... we also offer a capstone course... it's kind of our internship course... where the students will get to have real world experience translating and or interpreting. Go ahead, the next next slide. The students also have a lot of opportunities to... for engagement and extracurricular support. There's a TRS club... there the students are involved in the Arizona Translators and Interpreters organization. We also have a new student orientation, as well as a completion ceremony in May. And you can... it's really fun because we actually cape all of our graduates, because they're all superheroes... and what do you do with superheroes? You cape them... so, that's what we do. also the volunteer opportunities students have to interpret at different functions... and then, this is actually pretty exciting... I really love this... we offer internships as part of that capstone course... and we have them... we have a bunch of internships set up. We have, for example, we send 6 students to the 3 different courts in town... we also have them at the children's clinics... the... we have a students at TMC, at the UofA, and the Speech and Hearing Clinic for the MADD panels.   This year, this is kind of exciting... this year is our very first year that I've actually been able to get internships set up for every single student in the course... so, the students haven't had to go out and find their own... I've got them for them.  So, that's really exciting. Next slide. So, this was the testimonial of one of our students and he... I really wanted you to hear this because his experience is very similar to a lot of experiences here... but since we don't have the video here, I do want to just say...   a lot of our students, it's interesting when you go to the courts, our students are actually the ones that are working there. And so, that's really, really kind of a... and and at TMC... if you go into TMC, it's the Pima translation and interpretation students that are actually getting those jobs... so... and I've... I have a lot of friends in the community that just rave about this program and recognize that it is actually, probably for the price, the very best translation and interpretation program in the country. And I say that humbly, but I also want to make sure that it's clear that that actually is the case. So anyway, I think that's all I'm going to say at this point. ---Kelly O'Keefe: Thank you, Jeff... I appreciate your presentation as we all do. And we'll go ahead and move on to Leigh Ann Rangel. ---Leigh Ann Rangel: Hi everybody. I'm Leigh Ann Rangel. I'm one of the academic directors in Humanities, Social Sciences, and Education division. I'm going to just go through... give you a division overview for anybody that's new or unfamiliar with our division... and then, give you some cool things that are happening in our division. So, next slide, please. Okay... so, I'll start with a division overview... and you can move on to the next slide. Okay, so... so, our departments... we are one of the largest, if not sometimes the largest division, sorry. We have Anthropology/Archaeology/GIS... Education... Economics & Political Science... Philosophy, Humanities, and Religion... Social Services, Psychology... Ethnic, Gender, Transborder Studies, & Sociology... and History. Okay, next slide. We have a number of degrees and certificates... of course we have the associates of Arts. students can focus on any one of our departments and then earn an associates... associate of Applied Sciences and Social Services. We also have the basic Social Services certificate... and we have a Field Archaeology certificate, which we're very disappointed...   it's slated to be deactivated at the April  Board of Governors meeting. Okay, next slide.   We also have the Associate... the AAS in Early Childhood Studies, Child Development Associate Certificate, Early Childhood Assistant Educator Certificate, and then of course, we have the Post-Baccalaureate certificates, the Elementary Teacher, Secondary Teacher, Special Ed (Mild-Moderate Disabilities),  and then the... an additional K-5 Literacy Endorsement. Okay, next slide.  We have 3 amazing learning centers... we have the ARC Resource Center and Food Pantry,   we have the Archaeology Center, and the VOTE Center... and I would... if anybody wants any more information, please feel free to reach out to me about these. Next slide. I also like to point out the student clubs, because of course, we want our students to be more engaged    and I should... I think this really shows student engagement and faculty commitment to being advisers of these clubs. We have the Archaeology Club... Ethnic, Gender, Transborder Studies Club, Native American Student Association Club, Philosophy Club, and then PCC Young Democrats, and PCC TPUSA... and of course the faculty advisors are named right there. Next club, I mean, sorry, next slide. [chuckles] And I want to thank our faculty senators for our division... Julie Andrews, Aaron Kostko... both of them are new to the division... and... somewhat newish... and Sarah Robinson. Okay, next slide. All right... so, we'll move on to division highlights. We want to welcome our acting division dean, who... she will start February 9th... and that's Denise Riley, which you all know. So, we're excited to welcome her. And then, next slide. Okay... and so, the other big news that I'm sure most of you are familiar with is the Education division or the Education portion of our division will be moving into its own division, and it will include the current Education area, and then adding Student Success... and then, yay... we're... we will have a Baccalaureate program that is slated to start fall 2026. All right, next slide. The other thing we're pretty excited about,  because we've been moved about in this division...   we will have a Social Sciences and Humanities Hub... we will be moving in the next month or so... it's in, at West Campus in the Santa Rita or (A) building, first floor... it'll include our division admin offices. Some of the West Campus faculty will also have offices there... there will be some adjacent classrooms. We already have the VOTE center and then hopefully  some of the other classrooms or classes that are   part of our division will move their classrooms into these adjace... er, their classrooms into these adjacent classrooms. It also includes the VOTE center and then there's a picture here and there's a large central community space in the middle that was recently re-carpeted and we will be getting new furniture for that as well. But we do hope to be offering more events coming together as a division... so, there's a lot more in the works. Next slide. Okay, so... in regards to some of our...  what's going on in some of our departments...   another round of applause for faculty members and staff members that have... will be part of upcoming publications. Helen O'Brien is... will be... is one of the co-authors on the Hohokam Specialized Land Use Along the Can͂ada or Can͂ada del Oro Excavations at the Rooney Ranch Site... and that will be published in the fall of 2026. We're over time. I've already gone over my 7 minutes. ---Kelly O'Keefe: Yes. I'm so sorry.  [chuckles] ---Leigh Ann Rangel: Oh my god, all right... well, I'm welcome to, or you're welcome to share my presentation with everybody... and if you want to just like quickly go through the slides and then, people can, if you have any questions, please feel free to contact me. ---Kelly O'Keefe: Yeah, questions about going to Ireland, I want to go. ---Leigh Ann Rangel: I know, and Germany. [both chuckling] ---Kelly O'Keefe: Thank you so much for your presentation, we love hearing about different programs at the college and we appreciate your time and recognition to our 2 new senators for your area. So, thank you. ---Leigh Ann Rangel: Thank you. ---Kelly O'Keefe: We're going to go ahead and move along... we have Dr. Thies next and he is going to talk to us about the graduation split program. ---Dr. Jeff Thies: All right. Good afternoon everyone. Hope your Friday is going well. For those that attended, hopefully all of you did... last May... you've noticed over the years that we keep getting busier and fuller at graduation... and so, the decision was made last fall to split our graduation into 2. It will still be at TCC... there will be a 10:30 a.m. and a 4:00  PM session... obviously, providing time to usher folks out    and get new folks in... and all the other fun onboarding stuff that we do to get ready for both ceremonies. So, we are at a point now where we have to make the critical decision of, which divisions or which programs graduates go into which ceremony... and so, we've worked with a little Gemini AI and had some discussions and small group and wanted to bring you what the current look is... and obviously we need to wrap this up fairly soon. As you can imagine, we want to make sure that the graduation speakers, plural... because we're going to have 2 now... represent each ceremony, right... so, we don't want 2 coming from the same ceremony. So... looking to get any feedback, not your personal preference... we obviously couldn't make everybody's personal preference, but if there's anything with respect to the divisions and the split that you find challenging from a structural perspective... happy to hear anybody's feedback there... we do want to make this final decision fairly quickly... to turn around and and make sure we can start recruiting for those graduation speakers. And it has been asked, of course, faculty will choose one... they don't have to go to both, that's not the expectation. so you would choose the one that makes the most sense for you, and the students that you teach... obviously you'd be welcome to come to both... nobody's going to keep you from coming to both. Makyla. ---Makyla Hays: Sorry... it wouldn't un-click [chuckles]... I have noticed  that Honors is listed in ceremony one. Are they their own graduation? Like, do they have a certificate that is standalone or is that something that we would see in both?    ---Dr. Jeff Thies: Yeah... and so that's a great point... the Honors for those that aren't aware... Honors is a certificate that students... an academic certificate that students can earn alongside their degree or certificate. So, that would be one that we would want to... we had a brief conversation about making sure that the Honors students went, not with Honors, as it's stated here... so, we  could probably just erase that from the list... and since it's only 10 on the list, it's not going to make a significant, but we would have Honors students make sure they go to where their program of study is. But yes, that's a good point... the Honors doesn't make  sense on that list from that standpoint. Mate, ---Matej Boguszak: Thank you. Have you talked to the students  or their families about the times? You know, 10:30 a.m. even 400 p.m., right... that's in the middle of people's workday. It's always so, you know, beautiful to see the families come and support the students. Any... have any conversations been had on that? Like maybe doing 2 different nights... or I don't know.   ---Dr. Jeff Thies: Yeah... the piece about doing 2 different evenings  is a challenge because now we're renting the facility for 2 different evenings... whereas today, you know, when we split it in one day, we have it for the day   and it's... it's going to be the same whether it's 1, 2, or perhaps even 3 maybe... with a little challenge with some staffing. that has been discussed... there is the challenge of it being a day... and it's a weekday. I think for future ceremonies that'll be something that continues to be considered. As we all know, our graduation has always been during the weekday... so, to do it during the day is new. It... and it's understood that that could be a challenge for families and people that are working. Experiences at at other community colleges and universities lead us to say that this has happened at other places as well. And circling back to your question, Matej... I am not aware of a conversation that went out to students regarding this. ---Matej Boguszak: Okay, yeah... maybe something to consider. Is this still at the Convention Center or what's the venue? ---Dr. Jeff Thies: Yes. Yeah,  correct. It's still at the TCC. ---Matej Boguszak: Might be half empty now. [chuckles] Thank you. ---Dr. Jeff Thies: I'm not sure who was next... I'll go with Maggie and then Rita. ---Maggie Golston: Hi... I just want to echo... I was typing while Matej was talking, cuz we have a mind meld, but I really... this really saddens me, in terms of access... for so many students, especially those in programs, this is their last graduation... these are big, big celebrations for the families in our community... and these are people who are not salaried, but are often hourly employees... I really urge us to rethink this... either consider finding a larger venue or doing it on a Saturday.    I don't know... I know that we're going to run into like cro... you know, other graduations happening on Saturdays, but I just can't imagine that this won't be a real barrier for our students and their families. Thanks. ---Dr. Jeff Thies: Thank you, Maggie... and I'll take that back to the group that's meeting to plan this out. Rita. ---Rita Lennon: Yeah, I think, you know... we know that this has been a problem there is... people who leave like halfway through the ceremony. People have to leave because they don't... they can't find parking... so, I appreciate that you guys are trying to find a solution. It may not work for everyone, but we got to pilot something to see how it's going to work. Kimlisa, I'm sorry I used the word pilot... I know how much you love that word. Hey, I was also wondering... heavy work for like the Board members... the President, all the people who are up on stage. Are they going to be there the entire day? Will it be a long day for them? ---Dr. Jeff Thies: That's my understanding.  They're committed to being at both... our employees... I can't speak for the Board members. I know, sometimes we have a Board member missing, even when we do one. So, I'm not sure how the Board feels about being at both... I'm hoping that they can all attend both. But the expectation is that everything else is just being duplicated. ---Kelly O'Keefe: Okay, we're just about at time here. So, I see that Makyla has one last question. Maybe make the larger ceremony the 400 p.m. rather than the 10:30 a.m. as a suggestion. So, maybe we can bring that back as well. And Maggie says that Kino has 3,200 and an 11,000 seat venue. So, thank you both ---Dr. Jeff Thies: for the information... thank you. ---Kelly O'Keefe: Adding that. Yes. So, we're going to go ahead and move on to Dr. Tinklenberg and Adam Baldry, who have some news for us about the TLC Pima Teaching Competencies and slides are included on the agenda as well. ---Jessica Tinklenberg: Thank you very much... yeah, if we can go to the  slides please. That's awesome. Thank you so much. Yes, just providing a quick update to you all, as work progresses on the Pima... draft Pima Teaching Competencies. This is work we've been engaged in for more than a year together... in community... and that we've been bringing to you regularly. So, we just wanted to provide some updates... as background, the proposed teaching competencies are a way that we can   provide common language about what good teaching  looks like, and how we can best support it. To try to not make it be everything but to say  these are the values that we share at the college...   and these are the ways that we're going to  provide really targeted support to all instructors,   so that every student has an equitable access to a good quality education. So, these are the 5 that have been part of this working draft... that Pima instructors are student centered, literate in relevant learning technologies, community-minded and collaborative, reflective, and committed to ongoing growth and development in their teaching. And they are structured this way, not because they're in any particular order, although we did have some great conversation about that in December, about the order... and ending with that commitment to growth as sort of like completing the circle, right... but to think about them broadly as sort of a framework, a structure, for how we think about teaching and learning here at the college, and how we make sure that we're providing robust support for great teaching at the college. So, we can... that's... those are the draft competencies... I wanted to share a little bit about our work to date. Like I said, this process began more than a year ago... shortly after I arrived, we conducted a needs assessment.... and got pretty robust responses about what faculty see as their real strengths and their real needs, in terms of teaching and learning... we've been working, this initial review was with our advisory board, some faculty fellows. We met with Deans... we met with them to just sort of share the initial framework and to use that as an impetus to think about the kinds of resources that we needed to create. And then... since then, we've really been seeking your feedback in a wide variety of venues to make sure that, you know, we're sharing with you the ideas that we're having and that you're having to support this work. And we've been... and then, building on that, and really using that, and so we've been... had this... a feedback form since the very beginning... we've met regularly with senate and provided updates to y'all. Our adjunct faculty meeting, I had some time to spend with them this morning, which was lovely. We met with AERC in January... I thought that was a very productive and useful meeting as well.   We've brought this to department heads to think  about how this might intersect with their work.   We've met with individual programs... it was  the focus of our spring '25 teaching symposium...   it will be the focus of our spring '26 teaching symposium... as we try to gather more examples and ideas of of success... and in ways that you've been already doing this good work and just giving it a name and a space to share. So, among the excellent feedback that we've received already is, you know... that question that I think is reasonable... how will this be used in faculty evaluation? And I'll mention a little bit more about how we're thinking about that... certainly one of the things that we've... because we have such a diversity of instructors, you know,   in such a wide variety of backgrounds and areas of expertise, we wanted to make sure that we're making space so that every faculty member can really see themselves in this framework... we want to avoid both providing so many examples that we overwhelm people... [chuckles] but... and then, also so few examples or opportunities to improve, that people get hyperfocused on one and sort of lose the broader framework. How can we better connect to existing structures, policies and all those kinds of things I think is just a really critical piece... and how can more faculty participate in this process? And we've been trying to address those that are... that we've been hearing over the past year by limiting the jargon, by increasing accessibility, by changing the order of the items as I mentioned earlier, by increasing opportunities for feedback, by the addition of collaboration as a term to that competency that used to say, Pima instructors are community-minded... but we were reminded that that can sometimes make it sound like only the exterior community is what we're thinking of, but actually the internal community and collaborations are inside... are extra important as well... so, we wanted to add that collaborative piece... we're working on next steps to align with evaluation structures. We've developed... we're in the process of developing  a faculty-led group to work on an overriding   teaching philosophy and that's part of what you all were invited to participate in earlier in the faculty development subcommittee. They... they're going to be leading on some of that work to make sure that we've provided both the philosophical boundaries and the sort of more practical boundaries to understanding what good teaching looks like and the development of a new website... and I'm going to go ahead and pop that in the chat. Oh, this is our Pima... new Pima TLC website... and when you click on that link, you'll see to the left there's... at the left there's a little button that says Teaching  Competencies... that website was developed by   my colleague Adam, who couldn't be with you  today... so, I'm standing in on his behalf.   but to provide really practical guidance... examples of how this can be done well in every current division at the college... and I'm really grateful that he took the charge on that, but those examples come from you all... and so, I'm really grateful for you all too, for helping us see all the various ways that this broader competency framework can be employed successfully at the college. We can go to the next slide. Thank you... next steps... we're going to meet back with our own advisory board to talk a little about strategic plan and implementation. We are going to be... like I said, this faculty group will be working on an overarching teaching philosophy   that will sort of serve as the... I don't know... preamble or the the guidance that accompanies these teaching competencies   as a more practical integration... that as I said, is going to be part of our spring teaching symposium focus. We're in early conversations about the possibilities of proposing a faculty fellow or so...   for making sure that faculty voice is central as we work on the implementation strategy and the curriculum. Working for faculty senate's approval and the Provost approval coming later in this semester... and then really spending the summer building out the curriculum... if you're not familiar with this piece of it, those 5 competencies will each have a pathway with sort of an introductory class, some opportunities for electives, and a capstone... and we're hoping to be able to then have faculty, who complete that pathway, be badged in a way that has metadata and is portable, so that faculty can put it on their LinkedIn profile... and if somebody hovered over that sticker, which sometimes just looks like a sticker, if they hover over it,   what they'll actually see is the curriculum that that faculty member followed in order to be certified in that pathway... and so, hat'll be part of the TLC summer work. And then beginning in the fall, the faculty evaluation work group... the ARC, HR, the office of the Provost are going to enter into then, greater conversation around how this might inform formal evaluations, observations, informal conversations about teaching, in a way that really helps be provide transparent guidance about what great teaching looks like at Pima and how to be successful. Last slide I think. Yes, one more please. Your feedback continues to be welcomed... you can use this to see the teaching... the competencies page. And at the bottom of that page, there is a QR code there that allows you to provide feedback... that competencies page also has click links that you can use to offer some additional examples if you'd like to... for a competencies framework. ---Kelly O'Keefe: Great. Thank you so much Dr. Tinklenberg. [lots of crosstalk] Those of us who have all been in the same meetings together today... [chuckles] this isn't the first time we've heard it... [Kelly] and it gets better every time... so appreciate that. ---Jessica Tinklenberg: Well, I'm glad it's not getting worse. [both laugh] C I know. ---Jessica Tinklenberg: Thanks, Kelly. ---Kelly O'Keefe: You're welcome. So, we're going to go ahead and move on... and next we have Joey Spray to give us a presentation for business, on our new LMS for OED training. Joey ___Joey Spray: Hi... thank you... and thank you for inviting me...  it's nice to just be able to introduce myself as well... I'm the new director of OED here in the HR department... and really, not only are we launching the new LMS,   but we're talking about college directed training refresher that is coming out next week.    So on the next slide, you'll see,  the official date is actually Monday. And we're doing a couple of things different this year... so, we wanted to make sure that everyone had all of the information.   This spring semester, again, starting on Monday, we're looking at launching the college director training refresher  for full-time faculty, staff, and administration.   So, if you've got some adjunct faculty or temporary employees that are working on your team,   they might not get that notification, that we have  to do the training this week or this month... they'll be doing that in the fall semester and  that's helping us to kind of manage the traffic going through the new learning management system that we're using for our internal training here. So, again, this spring it's just full-time faculty, staff, and administration.   On the next slide, we'll also talk about a couple other changes, too. We're doing 2 different audiences... we're having the employee audience, that would be about 1 hour worth of training, so, several different courses... we have these state and federal mandates that we need to take, like FERPA and Title IX.   And then, you do have some internal titles that are more specifically developed for us here in the college. Then we do have the supervisor session... so, if you have any direct reports that are reporting to you, you'll take all of the same trainings that the employees will take, but then you'll also have some supervisory specific information. So, again, in the spring, I want to say this a couple of times... we're only talking about full-time faculty and full-time staff at this point. On the next slide, there's just kind of some screenshots here to let you know that on Monday you will receive an email,    an automated email from the system, that you can kind of read through the email a little bit, but there's a big blue button down near the bottom... and if you click that, it will take you right into the view assignments, where it'll tell you the assignment for College Directed Training. On the next slide, once you click that big blue button, you'll see that it'll take you into the LMS or Percipio... and it has a banner at the top and near the button at the top, right... you can see on the screenshot there there's a green circle with a check mark and that is actually a journey that I have completed already, but when you're first launching it, there's a "start journey" button right under that, you click it and it'll take you into a different training.   And in the body of the page, they'll normally be blue next to the course, like an arrow that has a play button. And once you've completed it, you'll see those green check marks. And so I wanted to show you that... where that green emblem is at the top in the banner section, that'll actually show you your progress throughout... and then once it is done, that certificate will be gold and you can click it and you'll receive a certificate of completion there. One point here I want to show as well, is that we now have our own widget. You no longer have to go through the MyCareer Center to get into the learning platform. Look for the widget in MyPima that is MyLearning by Percipio. So, keep your eye on that astronaut and you'll go right into the learning management system or Percipio. So, just to wrap this up... the next slide here is a quick reminder on those dates.   The assignment will be sent next week... you can sign-in and take training and break it up if you'd like to. It will retain your location in the course so you can come right back and pick up where you left off. The final due date, so we're giving you 4 weeks to complete the training, is March 6th. We'd like everyone to be done by then. That gives you a week before spring break,   and when everyone returns from spring break,  you're going to start getting those reminder emails.    And actually, the system is set up to send you a few reminder emails with the big blue button to link in there...  but after spring break, we are going to be sending the reminder email saying,   Hey, if you don't complete this, this will  be escalated to employee relations. I really don't want to have to do that... I don't want to have to think about it over spring break, so, I'm hoping... I'm asking... I'm begging everyone to try to get this done before March 6th... and then, we'll do that.  And there's my final reminder that again, some folks are going to be taking this training in the fall.    So, if you've got some adjunct faculty members that you're working with, don't stress them out.  Just let them know it's coming in the fall... after that, my very last slide is just those final reminder dates. And if there's any questions or comments, feel free to reach out to myself directly or I'm also on the OED@pima.edu email. So, you can just write there and we'll make sure you get the answers to any questions. ---Kelly O'Keefe: Thank you, Joey. And we do have a question in the chat... Sarah Robinson would like to know   if the deans and department heads are aware of this process, so they can inform their faculty for next week.  ___Joey Spray: So, we've been trying to send out  information everywhere we can. I do not know specifically who all has received that message... so again, I'm writing notes down now here, that I can send something out today... a little bit more communication on that, and they'll receive that as well. ---Kelly O'Keefe: Wonderful. Thank you. Is there any other questions for Joey? We have a couple more minutes here. ___Joey Spray: I was trying to give you some time back. [both laugh] ---Kelly O'Keefe: We appreciate that. Will the videos be from the same company as last time? ___Joey Spray: So, there's a combination of Skillsoft. So, yes, some of the Skillsoft videos will be there, but they have been updated. And then, for the Pima specific content, we've created those ourselves and those are new. ---Kelly O'Keefe: Nice... can't wait to see those. [laughs] Wonderful. Okay. Rita says, "How will you manage adjuncts teaching in fall only?" ___Joey Spray: So that's one of the things that we're looking at for tracking is that it will be the adjuncts that are teaching at that time. So, we'll be taking that list there. ---Kelly O'Keefe: Okay. And it looks like there's a lot of comments of thanks in the chat there for you. And Dennis loves to see what Robert Davi has been up to recently. [chuckles] So yeah. Okay. So, if there's no more questions, we'll go ahead and move on. ___Joey Spray: Thank you. ---Kelly O'Keefe: Oh, Rita says, "Sorry, spring only, [chuckles] not fall only. Yeah. So, okay, we'll go ahead and move on to our next topic. We have Dr. Conover and Matej to give us AERC updates. ---Matej Boguszak: Really? [chuckles] I don't know if Aubrey is here... I was not aware that there's a presentation. ---Kelly O'Keefe: Okay. So. ---Matej Boguszak: Was that like a leftover from last time maybe or is that a regular thing? ---Kelly O'Keefe: It's a regular thing, mm hmm, but that's okay... if there's nothing to report on this time, it's okay. If there's something that you do find out later and you'd like to have it posted on the D2L faculty senate page, for example, please let me know and I can do that. Okay? ---Matej Boguszak: Okay. ---Kelly O'Keefe:All right... thanks Matej. ---Matej Boguszak: Yeah, apologies everybody. Or if Aubrey is here, I don't know if he was in touch with you about anything. Thank you. ---Kelly O'Keefe: Okay. Thanks. Not a problem. Hey, everyone's excited to have 10 extra minutes, right? [chuckles] Okay. And so, let's move on to the AP/BP and improvement process deliverables. I believe we have David Parker, Michelle Tong, and Dr. Thies here to help us present with that. ---David Parker: Why don't we let Dr. Thies go first. ---Kelly O'Keefe: The floor is yours. ---Dr. Jeff Thies: All right, I'm back. Okay, so we had two scenarios... we have a significant number of AP's are in the 21-day right now. The majority of them are from the presentation I did back in November... they are a result of the bachelor's degree moving forward and some of the tweaks we need to make with some of the AP's... I presented on that based on the fact that we were looking at many of the AP's from a Baccalaureate lens... we did fix some other things along the way... for example, the Honors program noted that we reference in the graduation AP that we graduate with honors of different levels... and a lot of institutions have moved away from that... especially when you have an honors certificate, it's a little challenging for people to understand the difference between the two... so, we looked at what other institutions do and the Honors suggested we move to Graduating With Distinction... you'll notice that that's what the Maricopa system uses as well. That way, a student that's earning their Honor certificate and Graduating With Distinction, it's clearcut, you know, on both terms. but there are some other examples of, you know, changes we made... and again, we discussed those in November. Happy to respond to any of those that are in 21-day now, as a result of that previous conversation. The two that I did want to bring up are result of the HLC visit from 2 years ago or December of '24. One is brand new and one is a rewrite and that  is... the rewrite is the additional location.   The primary changes in the additional location AP have to do with changing the names as we've reorged at the institution. we have different titles... and so, making sure that the titles fit with what we're doing now... AP 3.25.08. So, there's some of that language in there... the major change is in reference to the expectations of our additional locations faculty... a lot of which is dual enrollment... but they might be additional locations, you know, through prisons or other places   and what the expectations are for the faculty in that space. So, we revamped the list and made it more of a  sub-bulleted list right there, if you could stop.   This is what all faculty are required to do.  Thank you, Dennis. Of those 6, I think 2 of them are new.    The other 4 just existed as individual C and D's up above... so, we look to compile everything in that one space. And this just helps us in the dual enrollment space and other additional location spaces to make sure that the instructors or the faculty in those spaces understand what the expectations are if you're going to operate at an additional location.   The other AP that it's new is the academic calendar AP.... sorry, Dennis. ---Dennis Just: 3.2. ---Dr. Jeff Thies: Thank you. You're on it. 3.10.05, Gotcha... when we had our consultants come before our a big HLC visit in December of '24... They asked about this and all we had was an SOP... we have an excellent group of faculty and staff and administrators that work on the academic calendar committee every year... they've been doing that for a long time. They work a few years out... they're working on the '28/'29 calendar as we speak... and so, this just codifies the work that they've done... it was mentioned that the SOP that we've always had that is attached here, could use an explanation of who is on that committee... so, that is something that we will be working on next week at our next academic calendar committee... I happen to be on that committee now as well. So that SOP will work to guide or present, maybe codify who exactly represents that particular committee moving forward...  so, we will add that content at our next meeting. And those are the 2 new ones, newish I should say... along with the ones that we covered last November. And maybe... I'll stick around so after David goes, you know, I'm happy to take questions and... yes Matej, go ahead. ---Matej Boguszak: Do we have anybody here to speak to AP 21... 2.01.02 the interim one on the ADR standards? ---David Parker: Yep, we're coming up next. ---Dr. Jeff Thies: Yep, that's David, and his team's getting ready to have a whole... ---Matej Boguszak: Fantastic. ---Dr. Jeff Thies: Yep. They got a presentation and everything on it.  ---Matej Boguszak: Thank you. ---Dr. Jeff Thies: All right. Well, let's just turn it over to David... and then obviously 21-day, you still have opportunities to put comments in there as well... thank you. ---David Parker: And we're all excited, because instead of 10 minutes, we could go up to 15... so, we'll jump through it. [chuckles] I know I'm the last thing between you and the end of the meeting... so, we'll try and make it good and relevant... leave time for questions... as you notice, there's a bunch on this list as we had just talked about, having a cadence that would try to even those out... and the AP and BP's for those are part of this list... and so, it moves to 5 years   instead of 3 years for the standard review...  we can always do things earlier. Michelle will be working on a calendar at the beginning of each year to spread things out, but this was a time when we needed to move a lot through to get ready for something that's coming up in June. And that's why you're seeing so many... these are all up for 21-day comment. The AP on SOP's does have one other concept tweak... to give you an example, AP 2.03.01, which is discrimination, harassment, retaliation is our longest AP because it has everything related to title 6, title 7, title 9 discriminate all in one place... so, the current language says you can't affect rights or process to that extent in an SOP, and we tweaked the language to say that, if the AP permits it then you can, and then you link the SOP to it. So, to give you an example when they changed the definition of hazing... we don't have to go through the entire process again of   21-day comment for that update... we would still  provide all the information, still have reviews,   and we consult a lot of people when we do that, but it would let those go through, and we could adjust those. AP 2.02.02, which is faculty hiring, is back for 21-day comment again... there were some good comments that resulted in a few tweaks to the language... and so, even though some people would consider those more minor, we put it back up for another 21-day comment... if you want to see the response to those comments, just go to the bottom of the draft AP page and you'll see it's still posted there, so you can see that. The one we wanted to talk to you about today is 2.01.02... and this is basically a rewrite of it because the rules changed. Basically, the purpose stayed the same... everything else was updated. If you think back, you know, 1973... we had section 504 of the rehab act, that started making accommodations for people who needed things... in 1990, the ADA came along... we've been working on making physical spaces available. I joked with a group earlier that I live on a corner and when they came and jacked out the the sidewalk by my house   so that they could put in a ramp, if I had a day of discomfort... but now, everybody is really happy that that ramp is there.    When I go visit my kids in Europe, there is no such thing as accessibility... if you are disabled, you have challenges everywhere. This is part of life and this is simply now moving from physical accessibility to digital accessibility online. It's the next natural extension and the DOJ adopted this standard a couple of years ago and it's to be in place now by April 24th. And Michelle, why don't you go through the slides as quickly as you can, and then we'll talk about a few more concepts. ---Michelle Tong: Okay... thank you very much everybody. As David said, this is a new law that the government, the federal government, has given us... the purpose of the law is well-meaning... it... what they want is like David said... for disability access, physical access, and we've all kind of gotten used to that... they said... if you're a government entity, federal,   state, local, town, whatever it is... and/or a university is receiving federal funding like our college, or a public college, you need to provide access equally to somebody who is disabled and not disabled... and the reason for that is because you're providing services for people and they shouldn't have to... if they're disabled, they shouldn't have to call themselves out and say, "Hi, you need to give me an accommodation"... and they shouldn't have to also wait in order to get the same services, when they're taxpayers, as people who are getting them immediately. So, the intention is a good one... it does require  a few tweaks in the way that we do things, but I am not technologically savvy... my kids make fun of me and call me a boomer, but if I can figure this out,   and it takes an extra couple of minutes, then everybody can figure this out. So, here's what you need to know... this is the law... it goes into effect as David... David said this April. We are not going to leave you alone in this process...  we have plans, and an implementation plan... and that's what we're going to talk about today... but I wanted you to know that this is something where the government is adopting something that the  worldwide web has put together and has been around   since 2018, and even before that... on how the websites should be made accessible. And we have... there's multiple levels when you go to this... it's... the cool name for it is the WCAG, the WCAG 2.1... when you go to this link, there's different levels in there and our college is going to be level double A. They already have another one out there... but the government hasn't adopted it... it just came out in '25. It took them 7 years to adopt this one... so, we'll see when that new one becomes available, but I wanted you to know, so that we can be planning for it. Next slide, please. So, the next few slides are going to give you... you can read them on your own... but they're going to give you an idea of what's included... the  gist is, if it's on a website or on a cloud-based application, whether it be phone or computer... or if it's on a digital learning platform, whether it be for students or employees... it needs to be accessible... and we can't circumvent that by hiring a third-party vendor or contractor to type it all in for us. If it's something that the college is sponsoring, we need to provide equal access to people who have disabilities. Next slide. This just gives you an idea that it's everything... it's not just text... it's going to be any... anything that is on the website   needs to be accessible... and if it's a document that links to the website, same thing. And then, I... the next slide will show you that it... that it covers some of the things that you might not have thought of when you're in D2L...some of these areas are going to be things that you would normally do, that you just need to do one extra step and do an accessibility checker on it before you send it out to students. It doesn't matter if you only have 3 students in the class and you know that they're not disabled. The law says, you might not know, and they shouldn't have to call themselves out and say, "Hey, I need a little assistance." If they don't  want you to know about a disability they have,   they should have the ability just to get access when you're sending out things like quizzes or knowledge checks. Next slide, please. There's very few exceptions... if it's an individual document that is going to be password protected for that individual, you don't have to go in and change... and make it accessible... like when you get your paycheck and you have to type in your special passcode just to get your paycheck... they don't... that doesn't have to be accessible because it's just for you. If it's something where somebody is adding something to the college that we don't control, like we put a post out there that says, "come to the game"... and then somebody else writes "go Aztecs," we don't have to make the "go Aztecs" accessible, that's their problem... they wrote it in there... we control what we control. But the good news is, there's some grandfathered things in there as well... any social media post that existed before April 24th, we don't have to go back and fix. Next slide. Same thing with content that we've put out there... as long as it's not being used for a service that is available after that April 24th date. So, if it's historical information... if it's something like when you have your PowerPoints for your faculty senate meetings   from before April 24th... they can stay there, you don't have to go back and fix them and make them accessible. But if you have a form that you created before April 24th for sign-in and then you're going to continue to use that... you're going to have to update that form, because it's a service, for accessibility. If you can't move something to archived content... and you don't have to write this down, because we have a bunch of resources, including an SOP that clarifies all of this for you... but if you can't move it to archived content, the next slide tells you that... Go ahead, Dennis. Thank you. The next slide tells you that, as long as we can clarify that whatever this document is, was created before April 24th, even if we just have to put a date on there... we don't have to go back and change it, again, unless it's used for a service that's going to continue after April 24th... the next slide tells us that there are going to be some times when, if you can't provide exactly the same thing, but you can do  a conforming alternative version, the government says,   it's not really okay, it should be the same,  but we're going to deem you to be compliant. So, they're not saying it's equal, but they say if  you have something like for faculty members,   you might be teaching students something that  is a... I don't know, an application or something   that they need to know out in the world when they graduate... that may not be accessible because it's by owned by a private entity... and if you can't make it accessible, then you can come up with   a conforming alternative version... and we're going  to have a process working through our access and   and disability resources group, to make sure that it meets that exception, and then we can continue our teaching.   The goal is not that we stop what we're  doing and stop the services we're providing... the goal is that we just come up with an extra step of thinking to make sure that it meets everybody's needs. And then the next slide. This is the plan, because we only have a couple of months to implement this... so, we don't want you to be surprised. The plan is, first let's get this AP up and going, so it's clear to the world that we are going to follow this rule... and then, let's start coming up with our processes and we have a team of leaders, who the chancellor has asked to come together to make consistent standard operating  procedures across all the different areas. So, we're going to have them come together and come up with these processes... and we're also, while we're doing that, going to be inventorying everything that we have... and we've actually been looking at hiring an external bot that will come in and audit, to tell us where our content is not compliant, so that we can go out to those individuals and get things adjusted quickly. And then we will... once we get everything ready to go, we're going to start training people... you'll see that in the next couple of weeks... and you'll have some information about that going forward. And then, we should be ready to go by April 1, because the goal is that we don't have to wait until April 24th to do this.   We want to get those audits out there, know what... where we stand, and then be able to say, "Okay,  starting on April 1, no April Fool's joke... let's move forward with the things the way that they should be,   so that we know that we have a constant  plan on what needs to change." And then by tax day, another day that's in everybody's mind, we'll have everything clear for grandfathering and then we'll be ready to go by April 24th. And then the next slide. ---David Parker: Very quickly, um, let me... let me jump to a couple of thoughts because we're almost out of time. Okay. We may have to think a little bit differently about how we create content that will be for the outside world or for general here. So, whether it's public content going to the outside, to the public... front-facing public, whether it's for our employees, whether it's for our students, we have to make it accessible... even if it's password protected like M{yPuma, it has to be accessible because it's for a broad audience. Does not affect emails that you're sending to somebody, a document you're sharing with somebody, it's where you're making it electronically available to the broader audience. The Word versions... Word, Microsoft versions... Word, PowerPoint, have accessibility checkers built in... the Google versions do not... we have a... an add-in called Gradle that you can use to create an accessible version through Gradle and then make that into a PDF... it will be accessible. Tony Sovak is leading a team with Kate to go through our D2L and other LMS elements... and they believe they're already 85% of the way through updating things. Michelle said... noted that we're going to be contracting with a service that will essentially crawl all those pages and give us heads up as to what we need to do ahead of time... we'll have a link for the outside world or for employees if there's a document or a website that's not accessible... let us know, we'll fix it. I anticipate the biggest challenge will be embedded links, and especially faculty who like to use outside resources, and either in D2L have a link to to a public something out there they want to use especially old things... or even if they just share it with their class...I think that's going to be the biggest challenge... but let's stop there... I see Makyla's hand... and Michelle and I, ADR... all available to answer any questions and we'll have tools... so, Makyla. ---Makyla Hays: Yeah, just a quick thought... I know for myself, like, the biggest thing for me is going to be that I always, like... you know, we always get the ADR requests  for note taking, especially in math class.   And so, anything I write on the board, I then PDF and I post for my students... and my students who need note-taking, appreciate having the notes that I have written in a PDF immediately available to them after class... it works out really well... it's always worked out well... they're not accessible   because they're handwritten notes on a SmartBoard  document that is then turned into a PDF... so, I... this is my question. ---David Parker: I anticipate that that... yeah... ---Makyla Hays: It's a single [unintelligible] ---David Parker: Prep me... afterwards, I think that will all work out. ---Makyla Hays: Okay, that's going to be the biggest thing for myself, that I know is, I know they're not accessible   but not providing them actually might cause more accessibility issues for my students. ---David Parker: Okay. ---Matej Boguszak: Yeah, I have a comment along similar lines and this might be a bigger problem in some disciplines than others, but I share scribbles from shared whiteboards online from the... from class and all kinds of stuff all the time that is not accessible, and I don't see any feasible way to make it accessible, unless I can just send it out to some email and they'll send it back to me in a few minutes, and it'll be accessible... I also think that maybe there's... I there's probably not enough awareness... on what these standards really are as far as just even making an announcement in D2L to students... and I mean, maybe we should just deactivate a bunch of tools in D2L or D2L should make it easier to have the stuff that we post be automatically accessible... I don't know about recordings of like, study sessions with students. I mean, I can just take all that away... people used to learn with chalkboards and that's it, no notes. But uh, yeah, I just don't see how this is going to work. ---David Parker: I think we can get together with... Yeah. I think we should get together with Makyla and Matej... ---Matej Boguszak: And I appreciate the attempt. ---David Parker: and 1 or 2 others with these concerns... we can work through some ideas... Michelle will put it in the in the chat, the URL for the page that's already up... available to give you some resources... we're going to be enhancing it. Please keep looking... look at the AP... give us some  ideas... we think we have a good starting place... it may not be the finishing place... it's interim because we have to have something up, but we're going through that process of updating it right now. ---Kelly O'Keefe: Thank you, David and Michelle. ---David Parker: All right... I think, Kelly, we are out of time. ---Kelly O'Keefe: Yeah, I know we're... we are at time and want to be respectful of everyone else's time and day, but we really appreciate the time you've took to present  that to us and answer any questions that we have. Please make sure that you ask David or Michelle any other questions that might come up. And as a reminder, any of the AP/BP review comments and concerns can be put on that Google doc. And even if you've read them and you have no comments,  please put that on the Google doc, so we can show that our process is working at the college for reviewing these policies and procedures, okay. If there's nothing else, I'm gonna go ahead and say we're done. [laughs] So, thank you everyone for showing up on Friday afternoon at a busy time of the year... and have an excellent weekend.