********************************************* 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. ********************************************* November 1, 2024 Faculty Senate ---Denise Reilly: Your position at the college, as well as the icebreaker  question, which is... what is your favorite fall tradition? Once everyone has done that, we'll quickly move to approve the October meeting minutes...   if there are no requests for modification at this point, or if there isn't any there aren't any issues with that, please take a look at the October meeting minutes... and this is, of course, for senators to motion to approve. Thank you... without even having to share  what to do, everyone just gets straight to work. ---Kelly O'Keefe: Motion to approve the minutes from October. ---Denise Reilly: Thank you Kelly... do we have a second to approve the minutes? ---Maggie Golston: I will second... and we are at quorum. ---Denise Reilly: Thank you Maggie... if, senators... if you would not mind going in the chat... not if you would not mind... [chuckles] if you wouldn't mind going into the chat and approving the minutes, that would be great... so, we have a... first, we have a motion... we have a second... and I see all the ayes, and approvals right now... I'll let Maggie calculate that, our fabulous secretary... at this point I will ask for any requests for agenda modification or executive session. And I know we probably don't have all our participants yet, but we still have about 37 to 40 people coming in here right now... I'm looking... I'm not in the chat, but I'm sure my trusty officer colleagues would let me know if we have a motion. Moving on to... oh, Rita. ---Rita Lennon: Apologies... I do have something for open session. ---Denise Reilly: Oh, for open forum, next... okay... so, not agenda modification or executive session, correct? ---Rita Lennon: No. ---Denise Reilly: Look at that... [laughs] perfect... so actually, now we'll go on to open forum and you have the floor Rita... and then, I actually have something for open forum as well... so, I'll let you go first, I'll be second... and if I see any other hands, or if we notice anyone else in the chat, we can go third, fourth, and on... go ahead Rita. ---Rita Lennon: Thank you... I have actually two things that I wanted to raise to faculty, and of course, our administration here...   the first one is load forms for full-time  faculty... I ran into an issue this semester and it's not been my first rodeo with this, by any means... where it took 2 months for me to start getting paid on time for my classes... these are not my second week classes, that just began... it's actually my regular, starting in August, courses... and it took 2 months... my thought is... we have this wonderful process for our adjunct faculty, where as soon as a contract is signed by them, we are alerted by a system that a contract is in queue and waiting for us... we don't have that same system for full-time faculty because everything is manually entered... we manually enter stuff into the load and then it manually gets entered into Banner by our master schedulers. Why don't we have a system like that in place for us? Because it would alert our Deans and whomever else needs to know about it before it's 2 months long  that we're waiting to get paid... and me trying to f...   you know, figure out where it is hung up in the system myself... and we're not asking our adjuncts to do that, why are we asking our full-time faculty to do that? So, that's my one thing... second thing is... prop 301 money so recently, which was last Friday at one o'clock in the afternoon on a Friday... there were several of us in Health Professions that  were alerted that we were paid... our salary was paid by prop 301 money for the last 2 years, 2022 to '23... and then '23 to '24... and we were asked to submit some information about professional development, and you know, like what our mission statement is for the program and just some some key data, and you know, so one thing, it was Friday in the afternoon that we're getting alerted this and our deadline was Monday... so that was not okay... second issue was... is that we, you know, none of us were even aware that we were being paid by this...   and, and, and you know... my argument is not that... I'm glad that we're getting paid... so, I don't care where   the money is coming from but just a little heads up that... hey, you're going to need to track what you're doing for professional development, you're going to need to know these things so that you can report out on it, would have been nice to know... one day before we're supposed to do that... so I'm not sure where the miscommunication is but I was wondering how many other faculty were affected by this... was it only Health Professions? Was it more than Health Professions? So maybe, just something in chat... like a, you know, letting us... letting me know of how big of an issue it is, but you know, I'm glad that our Provost is here... I haven't seen who else is here, but just thought I would want to raise that information... thank you. ---Denise Reilly: Thank you Rita... and officers and I were talking recently about open forum... and trying to utilize this time in our meeting, to bring up concerns and issues, where... our job is not currently to solve that problem, that's a bigger discussion than we have for a few minutes... but knowing that many administrators are in here... or many departments are in here, that oversee these areas that we're talking about... it's a great time to find out some of our collective issues or concerns... and see if any of those are followed up on... and so, Rita started with load forms and prop 301 forms... and it does look like there's some in the chat, which I appreciate those of you in here, mentioning if you've had any similar concerns. The one that I wanted to bring up was that... at the beginning of this semester there was potentially a new process for dropping students for non-payment... and I don't know how many others had the same issue where you had to add the students back in, because they were dropped from all their classes for non-payment...   students came into my classes with forms to fill  out, that I had to sign on the first day of class,   where they didn't really know what happened, they just said that "I got dropped, I got dropped"... some were sent to me via email, if the student was in a special population, like veteran services... and so, we asked the questions... officers asked  administration... what happened... why weren't we   notified about this? And if so, we weren't part of  the conversation or the process of what happened...  so, I asked the question... how many students were  dropped... how many students were added back in?   I wanted the data... so actually, 4 different departments, I believe, worked on answering those questions before our last meeting... and the data reflected that there were over 800 drops that had happened...  so, I'm thinking... I had 4, [chuckles] that was... it was a lot of work, to add the students back in... explain to the students what happened... and then, concerns about the lost time in D2L,   where they didn't have access to the course... and  so, with that conversation, we met with financial aide...  we met with the Communications Group... and it turns out that all the other groups really had been notified in a very comprehensive way... but the answer to how her faculty communicated with... they were copied and pasted links to the website... [chuckles] and so, that wasn't really what we would consider good communication, knowing... hey, in the first week of classes you might have a a significant amount of drops... here's the easiest  way to get students back in that really wasn't communicated... so, I found that to be a great conversation and we will get, in November, a kind of a feedback report from Phil Burdick's office, as well as financial aid, to kind of find out what would be the... what would be the communication next time that we'll get... and what would be the specific information for faculty as what we found out was that, in the notification to students   about getting dropped, they... the communication said... refer to faculty to get back... added back into your classes...  and so, [chuckles] obviously we were the ones that  were going to help the students but we didn't know   the best process to do that... is that by virtual  support online... is that going into a center? So, I wanted to bring that up as just something that,  to keep an eye on in the future... and to see if   anyone else had those issues... at this point we're  almost done with open forum, there are 3 items   we've talked about so far... is there anyone else who  has an item for open forum... thank you Maggie. ---Kelly O'Keefe: I just wanted to point out that we have one minute left for this agenda item, okay. ---Denise Reilly: Thank you. ---Maggie Golston: I'm gonna be super fast, like 10 seconds... this is... also has been a problem with 45th day and second 8 week... 10th day... or whatever days it is... we've got to work on this... we need to know how to do this... and how to teach our colleagues how to do this... and it's... and there's a... we just have to do it, thank you. ---Kelly O'Keefe: Denise you're muted. ---Denise Reilly: Thank you. Thank you Maggie as well... I figured out why it was so dark in here... I didn't turn on the second light in my office. So, at this point, thank you... I just want to point out that, in the future, for open form items, we would like... as long as the item is applicable to all faculty or the majority of faculty, we want to hear about it... and when, then we want to hear potentially if there's some solutions or resolutions to that... we do have one item for Faculty Engagement Academic Integrity Code... if you take a look at the link on the agenda, you'll see that Josie Milliken... I do see her here... Kelly can we allot her about a minute please? I can take it out of my time if needed... to speak about the Academic Integrity Code and what the ask is for faculty... she gave me the nod... go ahead Josie. ---Josie Milliken: Thank you so much Denise... yes... so, as you are all aware, we have an AI task force... started about a year ago... and some of you are on it... I see you here, Kelly is on it... and in this work of AI, we've become more and more aware of concerns related to academic integrity... and that has amplified the outdatedness of our Academic Integrity Code... and related processes... we have for example, a system, a platform simplicity advocate, which we are... haven't been consistently utilizing   and could really leverage and sync in with our actual code... so, if you are interested in participating on a work group to address those needs for revision, please let me know, and we'll convene once or twice throughout the remainder of the Fall, and then in the Spring, most likely meet bi-weekly... and asynchronous time is fairly limited, so not a ton of asynchronous time... and it would really value a lot of faculty voice and faculty input as we move forward with that revision. ---Denise Reilly: Okay... thank you so much Josie... and I believe a few of us put the link in the chat to the Academic Integrity Code... by the way, any faculty... or I'm sorry, faculty... any administrators... anyone seeking faculty engagement... we added this component to our agenda just so that, if faculty are interested in joining any of these groups, there's a little bit more information about how, you know, kind of, the time... time needed to get involved in these things and who to contact... so, we're trying to structure that as much as possible... I do see Dr. Dolores Duran-Certa,   I know she is traveling right now, so we might be looking at her in a hotel room... but you are up for the Provost report I believe you are at the HACU conference, so welcome. --—Dr. Dolores Duran-Certa: Yes... thank you Denise... thank you everyone... so, yes... I'm at the HACU conference it's the Hispanic Association for Colleges and University's annual conference... one of the few conferences that has a student track... so, there's like thousands of people here... I'm in the hallway I've stepped out of some sessions to join the senate meeting, and I'm happy to be here... just to go back to the open forum... thank you for for sharing those concerns... so, for the load form, I know it's a manual process, and that did come up a few months ago and Jeff Thies, I don't know if Jeff is here, I can't see all the screen because I'm on my phone... but Jeff and I were talking about that a few months ago about... can we do this? Can we work on something automatic? And I think we can... instead of having it a manual process, but it's going to take time to do... but is Jeff there  by any chance... Jeff Thies? No... okay. That's okay... I'll take it back with him because when he was serving his acting Provost we talked about that, and yeah there's a concern and a complaint and rightfully so... so, I'll follow up on that. Regarding the Prop 301 money... I think that's may be something that Dave Bea's office can address... I don't know if anybody from... if he's there, or anybody there, or HR can address that... the draw for non-payment that Denise and I talked about... it's, I think, the process of... she shared the concern early on and so we got some data and some input... and then, by the time we had the senate officers and admin meeting, we had some answers... and then we're going to have a follow-up update for the, I think it's November 8th senate and admin meeting... and then Maggie your question about 45th day, I didn't catch the whole thing, what was that? ---Maggie Golston: We did talk about it in the same meeting... basically, if there are any problems where a student is accidentally dropped... gets in touch with you... I had one today from a fellow faculty... someone had been ill and they had already been dropped... and there's no clear process... and there a lot of dead ends in the search to get them re-added... and if classes are on D2L, they can't access any course materials... so, we need a better, clearer set of instructions and flow... we should not be emailing dead emails, which I did...  or phoning everyone and getting voicemail, which I did. So, that's sort of where we're at... it's like, when  there are a bunch of students getting dropped, and sometimes there's a mistake... and we need to know how to fix that. --—Dr. Dolores Duran-Certa: Okay, thank you... so, that jogged my memory... so, we did follow up on some pieces... so, Anthony Sovak, who works with D2L and oversees that portion, is going to join the senate officers and admin meeting on November 8th to explain that... and I know, I think it was Phil and Kate that were going to help out with instructions for faculty...   clear step-by-step processes for that... so, we'll  have more information for the November 8th meeting.  So, thank you Maggie for that... so, I wanted to  share some updates with you on a few things... one is the HLC visit, which will be happening December 9th  through 12th, and we have a basic overview of the agenda...  so, the team leader... the peer review team has been in touch with Wendy Weeks and again,   the peer review team, they're the ones that set the agenda, not Pima... so, what I do know and I can   share with you right now is that they... there  will be a session for each Criterion for sure...   and they're usually in the morning the first day that they meet with the ELT... or it could be just the chancellor... so, that's being decided... and then, at the end of the visit there's like a debriefing with the chancellor... probably me too... and maybe some other ELT members... so, that's kind of like the basic framework. Now the Assurance Argument, which is now uploaded thanks to Gayle Bell, to the Assurance Argument System with HLC... that's been uploaded as of, I think, yesterday... and so, it's locked... and once the peer review team reads the Assurance Argument, now they will have access or soon...   then there may be additional sessions that are specific to things that they want to learn a little bit more about. So, once that we know the agenda will be able to share that link with you, and we'll be clear, so you know if it's an open session for everybody... or if it's a session specifically for a small group of people. So, that'll come. ---Kelly O'Keefe: There's one minute left, I'm sorry to interrupt. We just have one minute. --—Dr. Dolores Duran-Certa: Okay, okay real quick, okay... so, the main thing I want to talk to you about Chancellor's goal number 2... you see, you have my Provost goals... you can take a look at that later on your own... but the Chancellor's goal number 2 has to do with increasing enrollment, persistence, and retention... and so, what we're doing with the Chancellor... there are a group of us that are working with him closely... and that's Dr. Irene Robles-Lopez, Dr. Nic Richmond, Phil Berdick, and myself... where we're meeting weekly... and we have... we're going to try this experiment, this pilot, where we're... we have a VFA cohort of new students to Pima and we're going to focus on them and their... track them basically, for the next 2 or 3 years, to make sure that they persist and complete... and so, we're thinking of some strategies... so, working with me, with the Deans... on student success plans that they had created a couple of years ago with faculty's help and department heads... so, they're... we're taking strategies from those... and they'll be working with you, if they haven't already... and which are the ones that really do... are helping, that you're already using... that we can focus on... also, we're thinking of incentives for priority registration, this is completely new... so, priority registration for those new students to Pima, that they can register early, plus an overall early registration drive, or push, for students in general... so, using incentives like a free laptop...   free tuition credit, and gift cards... so, we're working with the foundation, Dave Bea's office, and PimaOnline, who's done this before with free laptops... so, I think these are great ideas... we do need your help in sharing, for example, strategies like reminding students registration opens November 12th... so, those things that we'll be putting them in D2L announcements as well... so, I just wanted to give you a quick update on that... also strategies like early alert systems that's really important... so, I think only 45% of faculty are using it... if we can make a bigger percentage of faculty using early alert, that will help our students with persistence and retention... ---Kelly O'Keefe: Thank you so much for this... --—Dr. Dolores Duran-Certa: And then I want... ahh... ---Kelly O'Keefe: [chuckles] It's almost done... I'm sorry to interrupt... that is our time for this report. I don't know if Denise you have a couple minutes that you want to, you know, give over to our Provost... but that was at our time, okay. ---Denise Reilly: All right, thank you... well thank you for representing us Dr. Duran-Certa, but we do have a full-packed agenda, especially because faculty actually requested an item on the business section that is probably going to have a discussion component to it... Matej, do you have a very quick question? I shouldn't even ask that... I'm sorry... I'm not sure anything is quick that comes out of Matej... go ahead. [chuckles] --—Matej Boguszak: Is this for a specific group of students for a study or some kind of pilot, or is this something for all of our  new students for next year? --—Dr. Dolores Duran-Certa: Good question... I kind of jumbled it up Matej, but it's specifically... it's really for all students... this... these incentives for them to register early... because that helps us with opening new sections or etc... but there is an effort specifically for new students to Pima that we're working on, with too... so, that's more focused on making sure... we'll want to track them and see how we do semester by semester... that we retain them... so, there's 2 efforts going on simultaneously, if that makes sense, okay. ---Denise Reilly: Thank you... thank you Dr. Duran-Certa, and if you don't... --—Dr. Dolores Duran-Certa: Your welcome. ---Denise Reilly: the time in the hallway, we're good... I'm going to jump a little bit, because Sean Mendoza has another meeting to go to... so, go ahead... and your adjunct faculty report... and I know you'll be concise Sean. ---Sean Mendoza: [chuckles] Thank you... thank you Denise... so, a couple things I just wanted to just mention with regards to... we had our adjunct faculty committee meeting today and Dolores was... the Provost was there... so if... there were a couple things... I know she ran out of time... well you know what? If you want to hear the full skinny, it's all in the little video I'll be sharing with you guys... so, those... so, you can capture... you can catch that information off when I share the video out... there are a couple things I just want to share out with everyone... is that, there's that virtual   listening session with the Chancellor, that'll be on Wednesday from 5:30 to 6:30, which is super handy for adjunct faculty, because oftentimes they'll be out of... they should be out of work...   most of the... most of us will be out of work during  the... not out of work... like not... I mean we will... we will be done for the day... and also, there's  the faculty forums on AI, artificial intelligence,   which will be coming up November 14th, that will also be from 5:00 to 6:30... so hopefully, many adjunct faculty... many of my peers... will be joining us for that. Also, let's see... Anna was there, represented Isaac Abbs... Anna did a really great job, sharing with us the new MyPima... I think that one of the big things that came up... there  was a couple things I... that was brought up was...   accessibility for students... especially someone who may be visually impaired... how might they be able to see the new MyPima? And I know, it was great that they're in contact with the ADR, so we're... so I know that... I know some of us who have students that may have that disability   would be interested in seeing how that might help them... might provide, you know... how it might assist them. Also, I think another thing too... that we want... a comment that came up was that the search feature I think is really great in MyPima, this new MyPima... so now, as an adjunct faculty member... actually as any employee... or even a student... if they happen to have a question, they can put it in the search function and boom, it just goes through pretty much everything... and I think for me, you know, it made me wonder if... if maybe we... it might be a way for us to do away with the intranet... you know how sometimes I think everybody has had that experience where you know I know there's that document somewhere on the intranet, where might I be able to get that? So, I thought that that was... I thought it was really good... I think, for the most part, the comments we've heard from the adjunct faculty on the new MyPima seem pretty positive... so, that is it for me... thank you very much for your time. ---Denise Reilly: No, thank you Sean... and we do have... Isaac Abbs and Anna are here today... so, there're... [chuckles] so, you gave us the feedback already, that we might come up with on our own in the business section... so, thank you so much for your report, we appreciate it. All right, I didn't even have to wait for Kelly to interrupt on that one... and I did want to mention Dr. Duran-Certa that I think what was kind of throwing things off a little bit with timing is that, during our open forum the hope is that we just bring up the issues that are concerning... we don't need a response to it... we don't need a solution to it... but we're just bringing it up so that those that are in these meetings have the opportunity to kind of... if that's in your area... if that's an area that you work with... you can take it back to them... and then, of course, this is all this... all these meetings are recorded and they're uploaded to the faculty web page... so, just want to let you know that so you don't feel on the spot to try to come up with solutions... and... --—Dr. Dolores Duran-Certa: Understood, thank you. ---Denise Reilly: Okay, no problem... all right, Kelly... this is my time, [chuckles] my report... at this point right now I did want to share... make sure I'm actually sharing correctly, you can tell me, Kelly, if I'm not... I usually count on you to do that for me... am I in the right section, area? ---Kelly O'Keefe: It looks like you're showing your Zoom ---Denise Reilly: Oh, I don't want that. ---Kelly O'Keefe: sign-in screen. ---Denise Reilly: Eeew... I don't want to show the Zoom sign-in screen... I want to show... [chuckles] a different screen... so, I won't even... I'm not sure I'll even bother with that at this point... I'll... or I'll move my screen for a second here either way I'm gonna stop sharing... so I don't have to worry about this and... stop share.  Okay... so, I wasn't in the area but you can see my  president report... I just want to remind that at the top...   our HLC accreditation support is our top goal...  faculty communication and engagement... so hopefully, the 3 things I talk about relate to these  and All Faculty Day's support and recognition... the Chancellor welcome was definitely a highlight  in October and I can say I was very happy, not only to be honored to speak about the Chancellor, or to welcome him, with a few others... but also, I saw a lot of faculty in attendance... so, I was really happy to see so many faculty in support of our new Chancellor and his welcome... and Marcy Euler's area for doing such a great job with the welcome. The second thing I wanted to bring up were Faculty Awards... so, we've tossed around this idea for a few years that we don't have any institutional awards, which is kind of interesting, since we're a teaching and learning Institution for faculty... and over the years we've had diversity awards, we've had awards for helping a student, we've had kind of a piecemeal awards but we don't have any institutional ones... well we're resurrecting or bringing back the awards that started pre-pandemic... and that was actually through the TLC... kind of Mays Imad, and you... all faculty in here should have gotten an email... I believe it was today, or yesterday afternoon, it might have been... with a save the date for our All Faculty Day in January, based on your feedbacks... faculty wanted to keep All Faculty Day in January, which is fine but it's 2 days before classes... so faculty have decided, or you know, kind of collectively based on surveys and feedback, decided that we need to take the professional development component out of that, and make it a half day... so, that will also be the day where those awards will be given... so, there's a link inside that "save the date,"   that has faculty awards coming back... and you can  see that all the faculty that earned this award,   I think it... or not pre-pandemic... I'm sorry, 2021... but I think that... yeah, thank you Maggie... she was one of the ones that was honored with this award... so, please nominate your colleagues, and we'll see that on faculty... All Faculty Day... and a committee update... I don't think that Kate Schmidt is here today,   but the project and the repository for committees and finding out what committees exist, has been really a quite gargantuan... yeah, you'll know who I'm talking about there... but it's been quite extensive... so, actually the whole college has kind of contributed to this list... and at this time right now, it's a huge list... a lot of... a lot of committees I didn't even know existed... so, right now, where we're at with that... the piece that is important to faculty is really... where is this list... who's going to maintain it... and what faculty, you know, what committees are even out there that need faculty? Well, right now we just found out that the Chancellor has decided that that belongs in the division of STAR... so, STAR is going to house it... going to have the repository... so now, next steps, in November we'll have a meeting with the STAR department, because I'm kind of representing the faculty and what our needs are... but because it's a whole college kind of endeavor, it really doesn't belong in the Provost office... and that, I can tell you that hopefully, hopefully fingers crossed... that by January, or even at our December faculty senate meeting we'll have a more robust update about committees, a repository, and what's available... and I think with that, this ends my report... and going on to my trusty colleague Rita with the Governing Board report. Kelly didn't give me the interruption, so I'm very happy... [chuckles] but by the way, before you say anything Rita... sorry, but we decided that... I know, I know... but we decided that, because Katie Hernandez was so effective recently in a meeting, by actually verbally interrupting... and it was very helpful, and it was respectful... that we would try that... because not everybody that's presenting is able to see Kelly's flags even if she's jumping up and down, everybody doesn't see it... so Kelly will be doing that, you know, when there's a minute remaining... Rita go. ---Rita Lennon: Thank you... okay, hello everyone... I wanted to share some information from the September 26 study session... I realize that we met in October, but I hadn't gone through the entire study session before we met on October 1st... [chuckles] so, I apologize for now just bringing up a study session from September 26th. There were 3 key things that the study session was focusing on and the Board was meeting about. The first one was the Drachman property update... and so, now it has moved into a request for proposal... and what Nina Corson was asking from the Board were some ideas about what they would like to see in this... on this property. One idea from several board members was some some sort of Healthcare Center, that would help both the local   community around the Downtown Campus, students, and they didn't really mention employees, but I'm sure   that that would also be another group, category that they would like, you know, to have service in this health care center. Also, students who are going through the center of excellence in health professions... so, you know, of course, that's my area... my ears perked up, like... oh, what could we do about it? So, that's just one of the ideas for this area... it doesn't mean that it's going to happen, it's just that it's one of the, you know, things that they've earmarked... another option was to move our Police Department into this area... I'm not sure how large this area is going to be, I mean, I know we have 3 properties that we're looking at... so, maybe all of these things could be an option... so, that's one thing I wanted to bring up for you... the other is... Nic Richmond gave a comprehensive planning process on, you know, how we're going to move to this new strategic plan... and instead of having all these different subcategories, now we're moving all of those   subcategories into the larger strategic plan...  and I'm talking like our CASP plan, you know...   so, our Climate Action and Sustainability Plan...  and so, all of these other smaller plans are now going to be moving and feeding into the strategic plan... if you haven't already, I'm sure there's going to be  more meetings that you can attend about that, as we're leading up to the Futures Conference.   And the last thing I want to bring to your  attention was the budget forecast... so, Dave Bea provided a very early budget forecast for what we will be working on in the next couple of months, moving on into the new planning for this budget...  in my report is a link to the entire meeting... it's always available on YouTube through PCC TV stream...  I think I just spit all over myself apologize for that.  But I also have it earmarked where you can watch all these different videos, in case you're just interested in looking at the budget, for  example... so, look for highlights in my report for that.   Okay, real quickly... moving on to the October 9th meeting... there was a wonderful public announcement from, or comment from, Makyla Hayes... and she was talking about how the listening sessions have definitely helped move things forward that the chancellor has done... and one of the things that she really appreciated was all of the different conversations that everyone was really... felt very comfortable to bring things up to the chancellor even though, you know, we're just getting to know him... and so, that's really valuable. Also, she brought up the current hiring processes for faculty... and not necessarily for hiring new faculty, but for those seasoned faculty who are trying to move into the... sorry, my phone's going off... trying to move into an administration or at least a lead position... there's just really not a good process for the way that our leadership skills are being recognized... so, that's something that she raised and that, you know, AERC will be looking more into.   ---Kelly O'Keefe: You have one minute left Rita. ---Rita Lennon: Thank you... darn it, I was hoping to not have that. The foundation gave a wonderful presentation on, about William Warneke... he was a Granite Mountain Hotshot, who lost his life... and so, his family has created a wonderful avenue for students to receive money from the college, you know, through the foundation... also, Jim Craig mentioned that the faculty listening sessions that the chancellor also has done... issues and concerns are already reaching them, so academic affairs is already learning about these  concerns and issues... one of which was that students   are traveling to multiple campuses just to get the  classes that they need completed, in the semesters   that they needed... and so, I love that there's already action that's happening. So, that concludes my report, thank you so much. ---Denise Reilly: Thank you so much Rita... it's so valuable to hear about what's going on big picture-wise with the entire college and the Governing Board... and kind of, from the top down, thank you... Maggie do you have a quick question or comment? ---Maggie Golston: It's super quick... it might be dumb even... when we're talking about the Drachman properties, we're talking about leasing to an existing health care provider or are we talking about taking that on as a function of the college? ---Rita Lennon: Wonderful question... what it is is, we're going to own, as far as I'm... as I can recall and remember... recall and remember... recall, I know... is that we will own the land and then they will lease the... they'll develop and then lease the building... and then, eventually, say 30, 60 years from now, we can decide what we want to do with that building... if we want to continue to develop it in the way that it is... so, they are going to be putting in a request for proposal about what they want to do with that building... if anyone else is here... we are listing the land for development, yeah. So, if anyone else is here and I misspoke, please feel free to speak up at this point. ---Denise Reilly: Looks like John has a comment in the chat... John do you want to say your comment? ---John Gerard: Yes... as far as I know, the college is just going to lease those properties... there's a developer involved that will try to maximize best use for that... and that way the college will not have to necessarily invest heavily in... or expend a lot of money to that project but hopefully, make some money back on it. ---Maggie Golston: Yeah... although tentative incentives are how that can start to come apart is all. ---Denise Reilly: Thank you for that and thank you everybody for your participation... we're going to move to the PCCEA report with Makyla Hayes... I see Makyla down here... down here on my screen, sorry. ---Makyla Hays: So, we have a lot of... a lot of things going on... I've put my report in there... so, I'll let you read most of it... big things are the Leadership Model, we're just keeping an eye on it... and having... starting to have conversation about how is it going... how is it working... how are we monitoring to make sure it's working the way it's supposed to? A few concerns that have been brought to PCCEA that we are talking about with administration are... grading deadlines... so, there's... there's kind of been a trend for a long time about having soft deadlines in your department prior to the college deadline... so that administration can kind of make sure that everybody gets their grades in by the college deadline... but there are some departments that have set it significantly early... and one in particular   this Fall has asked for their grades to be due Friday at 5:00 when they're not really due till Sunday at midnight for the college... due to, I think, the holidays coming up... but we're having a discussion about what types of deadlines should departments be able to set, that are earlier than the college deadline... and how do we make sure that college deadlines are respected, so that faculty have time to do the grading that we need to do in order to get the grades done... so, that conversation is ongoing... but I did want to just bring it up... kind of for the reason the open forum did, is if you're having issues in your area and you're not sure... you're feeling really stressed about it... and you... it's earlier than the college deadline, maybe reach out, and we can see how much this is going on... there's some workflow concerns for faculty leaders that were brought up   where people were getting time sheets and all kinds of things that weren't from their department, maybe they were something they oversaw before, maybe it wasn't even for an area they oversaw before... it's just random, but it's contract approvals for people they don't know what they're teaching because it's not their area. If you are having those issues please talk to your Dean, they probably have to put in something called an ePAF, which is basically a reassignment in Banner to the correct supervisor... and so, start with talking to your Dean... you can also... I'm gonna put her on the spot, but you can let... you can let myself, maybe Kate Schmidt, or someone in HR know that you're getting these... because it's... it seems to be widespread, but we're not sure where it's all happening... so, if it's still happening to you, start with your Dean, and maybe let us know... the other thing is, we heard back from a lot of faculty leaders that there's a lot that faculty leaders do... and so, within that leadership structure we had a lot of people, who were returning faculty leaders, spending a lot of their time training people, who had not done this role before, and helping them understand the system... and so, a group of faculty leaders... not myself... I put like... I just put the document together but they did all the work... filled out a huge list of the things that faculty leaders do... and we've passed that along to the Provost office... and they are working on getting some trainings and figuring out the appropriate avenues to provide resources for our faculty leaders to support them... I did link that list in the... in my report, if you want to look at it... and if you have something that we've missed that you really find important, put a comment please. Pay delays... Rita already talked about... but again, let the Provost office know, maybe Kate Schmidt... I'm going to throw her out there because she likes to help us track down what's going on with that... myself or ESC know we really should be paid within a timely manner... and we need to make sure... we don't know what systematic issues are happening to try to investigate it, if we don't know who all is getting delayed pay... and so, it's really hard... so, if you're having an issue... if you just want to let us know, it can help me collect, maybe some places to look... to figure out why faculty pay is breaking down so bad in some of these areas. ---Kelly O'Keefe: We have one minute left Makyla. ---Makyla Hays: Awesome... I have one more thing... [laughs] internal audit... I just wanted to let you know that we have an internal auditor here at Pima... I don't know how many of the faculty know that... but they work kind of in the compliance area... functionally they report to the chancellor and the board... but he... report supervisor line to legal... so, the internal auditor has gone through something with employee representative groups shared governance... so, AERC just went through the first part of internal audit... we might or might not be done... I haven't seen the report yet... that was great, it was a good... it was a good experience... he is now asking for information from PCCEA, ACES, and AFSCME... we have AP's and BP's that kind of guide how we work within the college structure in the AERC... so, conversations on... with those groups are going to be focused on how we function within those policies and follow the policies... but it will be a different... different look and depth of... in outcome... because we are not technically a college sponsored group... so, it's a different... it's a different process... and we're starting that process now... so, I just wanted to give you a heads up that we were working through that and working with the college... and that's it. [unintelligible] ---Kelly O'Keefe: Oh, good. ---Makyla Hays: Thank you. ---Denise Reilly: And that ends the report... thank you so much Makyla... we appreciate all the beneficial information... it looks like some folks were putting information in the chat about pay and some of the concerns that you have brought up as well... so, I do appreciate the interaction... so, a few less faces, that I want to see more faces on screen, that would be nice... but hey, [chuckles] I can only encourage so much. At this point, we're moving on to the TLC report...  that's with Dr. Jessica Tinklenberg, whose face I see on camera, thank you Jessica. --—Jessica Tinklenberg: You are welcome... good to be with you all... I've put my report in the agenda, so I won't read everything... but I just want to share... the most exciting piece, is that we have hired an instructional designer in the TLC, who will be faculty facing... Dr. Rachel Wedig... their pronouns are "they/them"... will be joining us November 18th... and they will be focused on supporting faculty, as they design and improve their courses in... especially in the learning management system, in D2L... we're really excited to get them onboarded, and we're really excited for your support of this new position that's really going to be focused on faculty success  that leads to student success... and then, so that's completed work, and there's a bunch of other things... I also wanted to mention in terms of our completed work, that as of this afternoon, the POEC PimaOnline Educators Conference has hosted more than 300 participants across 3 days... I'm so grateful for my colleagues, Adam and Brad and Reed, who have overseen that... just an incredibly huge lift... and so, I just want to give them a big shout out... it was an amazing event. And then, in terms of in-process work... a couple things that I wanted to mention... we are in the early stages of creating a needs assessment plan with our Advisory Board... and working with STAR to develop a needs assessment survey... if you have recommended items that you would like us to ask about, I'd love to hear from you on that, so that we can make sure we're best addressing faculty needs through the TLC. And then the last piece is... given the really contentious high energy, however you want to describe it, atmosphere over the next couple weeks... the TLC is hosting a couple of open fora, just on teaching in an election year, and I want to warmly invite you and and anyone else you think might benefit from that, to 2 sessions... one is next Monday at 12:30... and the following Thursday at 4 PM... they're both virtual... I'll be leading those sessions... really, it's just a space for folks to talk, and to get support from each other about concerns that they have... or needs that they have... about teaching in the election season. And I'm happy to answer any questions... but with that I'll conclude my report. ---Denise Reilly: Thank you... you didn't even get the one minute warning there... I'm getting too... --—Jessica Tinklenberg: So efficient. ---Denise Reilly: when I'm making jokes, I'm getting too comfortable... [both laughing] I need to... thank you so much for all that information, we appreciate your monthly report... and now, we will move to the last item in our report section, with Jennifer Madrid, for student affairs report... go ahead Jennifer. ---Jennifer Madrid: Thanks Denise... hi everyone... I am actually putting the link to the report in the chat... but I believe you have it on the agenda as well... so, I wanted to first thank, and give a nice shout out to Renee Forsyth, who is our program coordinator for First Year Experience... so, student affairs and   First Year Experience put on a very successful New Student Welcome last Friday night... some of you may have been there... we had a huge turnout at Downtown Campus... and it's a new student welcome but also open to all students... and altogether the count was over 600 people... that included attendees, students and their families, our subject matter experts that did the tabling at the carnival,   and then volunteers... so, it was a great turnout, the Provost hosted a really inspirational light-up   ceremony at the end... and then, there was raffle prizes and tuition awards... so, that was a great success, and kind of celebrated our students as well... and this coming week, November 8th, which is a Friday, is National First Generation College Student Day and because we don't have a lot of students on campus on Friday we're actually celebrating in 2 different ways throughout the week... on Wednesday we'll have tabling at every Campus for new student or First Gen... I'm sorry First Gen students... and we'll be giving out some food and some resources and having students kind of stop by and share their stories... we have banners that they can sign and swag... and just kind of celebrate being First Generation... and that also includes staff... so, celebrate our staff that are First Gen as well... and then the following day on Thursday November 7th, we'll be having a First Gen student panel and dinner at Downtown Campus... so we'll have a panel of 5 First Gen students talking about their experience navigating College here at Pima... challenges, successes, and just family support... and just offering attendees just that support as well. And it's open to families... students and their families... and there's also going to be a bilingual segment of that panel. So, please share this information with your students... it's also in the bottom of my report, which is just some of the student engagement activities that are happening this month... but please share the information with your students... it's so important to celebrate that identity. So, we're really excited about those celebrations... and then, Fall registration begins November 12th... so please remind students in your class... encourage them to set up appointments with their advisers... I put the link in for PimaConnect because every student has an assigned program advisor... they can go to PimaConnect, get in their advisor's calendar, and then schedule that 30 minute one-on-one appointment... but there's also additional resources should they need to get in touch with a with an adviser... you know maybe a little more immediate... so, that there's a link to our academic advising web page as well, in case a student might not know who their adviser is or just has a quick question... we also have same day call back services and other things going on... and then, registration sessions... so, we have committed, and student affairs. to weekly registration sessions for continuing students... and that will be happening one per division and will be... really since the pandemic we've been doing a lot of virtual,  but we know that it's important to get students back in person and on campus as well, make those connections... so, we've committed to offering virtual and in-person registration sessions... and that's kind of like drop-in, where students can get that help kind of in a group setting too. So, the schedule will be coming out for that soon and those will start the week of November 12th and weekly through when the Spring semester begins... and then Super Saturdays, I added the dates for Super Saturdays... we have 2 in December... December 7th and 14th... and then, 2 in January, on the 4th and the 11th... and those are always at Downtown Campus... we've, in the past had them run from 9 to 1, and we're actually extending those hours to 9 to 3, so we can serve more students. So, please just share these resources with students... we're trying to get in front of students as much as possible to prepare for the Spring semester... and we're just looking for other creative ways to connect and get students ready and prepared for January... and then at the bottom is again, some student engagement   activities that are happening, so I highlighted the 2 First Gen celebrations, as well as Popcorn with the Program, Career Cafe, and our Wellness Wednesdays, that always help students with just any kind of wellness activities... and those are run by our counselors... so, that's the end of my report if anyone has any questions? ---Denise Reilly: Thank you Jen... I just see... you don't have to answer them now, but you can respond to them in the chat... I do see some comments and questions in the chat related to your area, or potential student affairs. So, thank you so much for your report... speaking of engagement, [chuckles] and I was trying to do the teacher thing... like hey... I really like seeing everybody's faces, to try to encourage those that don't... it's not just your video that could be on, but you could have a picture instead of the blurb... but I'll take this as an opportunity to tell you about next month then, while we segue over to the business section of our meeting... so, next month is our attempt as faculty senate officers and faculty senate to have a HyFlex meeting at Downtown Campus in the Amethyst room... yes, it's reserved... you've seen all the big TVs... however, I'm a little bit nervous, I'm not your tech expert, that's really Kelly of our group here, [chuckles] so, we probably have to have some run-throughs, but we have requested food from the Provost office... those of you who remember what those meetings were like, where we passed around the microphone... you might get your opportunity once again to do that... however we are going to try to have it so that it's HyFlex, so that you can join virtually if you want... if we run into some issues with that, then we will just go back to the good old virtual, like we're doing right now... but just an FYI for that... those of you that miss that, and miss seeing each other, and seeing each other on face, and the camaraderie before and after... at this point we're segueing over to our business section of the meeting, and our first person is up... by the way, I have made everyone, if you wondered why you're all co-host... everyone that's in the business section... in the case that you didn't send me anything, but you need to present something, you have co-host access... so, we're going to start with Jeff Silvyn, with the complaint process overview request... go ahead Jeff... I saw you here. ---Jeff Silvyn: Yeah, thanks Denise... and actually apparently I didn't read the notices carefully enough, because I'm actually at downtown campus I thought we were already in HyFlex... but it's okay, gets me out of the office. ---Denise Reilly: Oh, no... you're here right now... [laughs] ---Jeff Silvyn: I am. ---Denise Reilly: So, December and May are our attempts as faculty senate.. just to try to bring back the camaraderie... and we are not being told by administration, we have to... but this is something that faculty, we've heard that request... so, I apologize that you came down here, but good to see you. ---Jeff Silvyn: That's okay... I'll just try and read more carefully next time.  Anyway... so, thanks for giving us a spot on the agenda... so, what I thought I would do is just mention... kind of give a quick overview of the office of dispute resources and kind of, complaint process... and then, I also have with us our new... the 2 new people, who've joined the office of dispute resources... and then also, David Parker, who's our chief compliance officer, who had... was involved in a lot of the work on the embedded report... and who I thought could talk about some of the additional steps we're going to take to try and do a better job of getting more information across the college about areas of potential concern... and so, how we can address them. So, let me just start with... so, what does the office of dispute resources do? It's a place where anyone can go to report a concern or a complaint, get assistance with understanding what are the options available to them to have whatever the issue is addressed, get some guidance on process, and then, depending on what choices they make or what's most appropriate for the situation... it might, there might be a referral to another office... so, depending on the nature of the complaint, there are different areas at the college that are best suited to deal with it... so, for example... if it's a grade complaint, that's an issue that's going to get referred to the faculty member, maybe the department head, a Dean... as opposed to, if it's an employee complaint about discrimination, or a pay issue, that's going to involve HR or other offices, right... so, the idea is though that if anyone has any questions or just not sure what to do, there's always a place to go... the office of dispute resources. So, they get the complaints, they assess what's going on, provide options and guidance, refer if necessary. For a specific category of complaints, that's any form of discrimination, the office of dispute resources is the designated investigation office... so, they would conduct fact finding, and then they will document their findings, collect the evidence, and present that information to whoever the appropriate decision maker is. And again, it depends what the issue is... so, if it's involving... when discrimination, it's often going to be... often have an HR component... and often it would be, maybe the supervisor and the HR person assigned to that area, who would look at the information, decide if there's  been a conduct that violates one of the college   standards on discrimination, and then figure out what the appropriate remedy is. So, in that situation they investigate, they report to the decision maker... none of that's really new... that's what the ODR has done traditionally... what the Higher Learning commission when they had their site...  their focus site visit... identified was, that  there was some confusion about the role of ODR   and in particular the role of ODR versus human resources... so, what I'm telling you is not really new,   about what ODR does... but hopefully, what we're  going to do a better job of, is messaging... so, the web pages have been updated with information  about complaints and accessing complaint resources...   we changed the name... it used to be the Office of Dispute Resolution and one of the reasons for that change is   people... because of the name, some people had the expectation that, when they went in, that's the office where, whatever their issue was, was going to be actually resolved... fair enough given the name... that's not actually what they did, it kind of makes sense if you think about it, the folks in ODR don't have the authority to say, discipline  an employee or change a student grade or issue   a financial aid check, right... they don't have the ability to do that... and we probably don't want any single office in the college that has the power to do all the kinds of things you might have to do to solve a particular situation. So, we changed the name, so hopefully that helps a little bit... there's a bunch of meetings like the one today happening to help just kind of remind people how things are supposed to be operating, what kind of the parameters are around that, Tina and I did an informational video that's going to be coming out about all of this. So, the name is new, some of the communication methods are new, the other thing that's new, as I mentioned is, we have 2 new staff people... so, one challenge we had for a little bit is, both of the... there's only 2 people in...   in the Office of Dispute Resources... they both transitioned... one of them retired, and the other one transitioned   to another job at the college... so, there was a period of time where we really had no staffing... obviously not a good situation... that has now been remedied and we have 2 very capable people. So, let me introduce them briefly, and they could perhaps share just a little bit about their backgrounds... so, we have Autumn Cavanaugh and Christine Lancia. ---Autumn Cavanaugh: I'll go ahead and go first... my name is Autumn  Cavanaugh, I started about a little over a month ago... I came from the Juvenile Court Center as  a juvenile probation officer in our intake unit...   so, I've got some experience of motivational  interviewing and looking into different situations,  and conversing with a lot of different types of people... prior to that I worked in Hospitality... usually at the front desk, dealing with guests and a lot of the concerns and complaints from around the resorts would always come to the front desk... so, I got a lot of experience in handling those, resolving those, and following through.   So, I'm looking to combine all of my education and  experience over the past few decades into this job,   and be of service to anyone who needs it. ---Jeff Silvyn: Thanks Autumn and she left out 2 important details... one is that, like many of our students, she is an adult learner... she made a career transition change from hospitality industry... went back to school, went into criminal justice, and now is here... and part of that journey has... was with the assistance of Pima College... so, she kind of knows firsthand what it's like to be a Pima student and an adult learner trying to change career path. Let me answer a question real quickly, just because I saw it in the chat... so, ODR doesn't investigate grade complaints that was one which it would get referred to the appropriate academic staff... the faculty member involved, the department chair, the Dean, to make a review and determination about whether the grading was fair... ODR might have a more active role, if the grade complaint involved elements of a discrimination complaint, right... I got a bad grade because I'm in protected category X, or I'm the victim of retaliation... then there would be a stronger coordination between ODR and sort of the academic staff... but normally for a grade dispute, ODR is not going to second guess faculty member about whether... or try and figure out whether the grading is fair... that's going to get referred to the academic areas of the college. Christine. ---Christine Lancia: Hi, good afternoon... again, I'm Christine Lancia... I am new to Pima College as well as Arizona and Tucson... I moved down here just before the summer from Washington State and received my education in my hometown of Akron, Ohio... so, unfortunately I'm not an alumnus like my colleague. My background is mostly in the US military, where I served as an Inspector General as well as criminal investigations... so, a lot of my experience is doing this type of work by exploring workplace administrative investigations... and dabbled a little bit on the law enforcement side... so, I am happy to be here... especially to serve as a resource for all of our staff faculty and students as that fair and impartial fact-finder... to help, kind of, determine what happened and give that information back to the decision makers to make appropriate decisions as they see fit in their area... but I'm really happy to be here and great to meet all of you... and thanks for the time today. ---Kelly O'Keefe: You got two minutes. ---Christine Lancia: Okay. ---Denise Reilly: Thank you Christine... thank you Autumn... it's really appreciated that you're here, we see a name to a face... and you're getting a lot of welcomes in the chat... thank you... uh, I almost said Dr. Jeff Silvyn... I'm just really throwing you that... thank you Jeff Silvyn for coming in... if we have any other questions... if they're burning questions, we can ask quickly, as Kelly gave the the football warning... the 2-minute warning... otherwise we can ask in the chat... I just really appreciate I haven't had so much time to look through the chat today... but I appreciate that many of you are answering each other's questions and throwing out some additional information in the chat that is  helpful... so, such an engaged group right there... and do we have any any burning questions that I'm missing? My... ---Jeff Silvyn: Let me just mention just 2 really quick things... one is, we really want to try and have a better emphasis on customer service, so that people feel like there's someone who's going to listen to them, take their situation seriously, and be helpful and supportive... so hopefully,  people will have that experience with the office.   The other thing I'll mention just briefly is, we realize there's a kind of a... if used complaint in a broad...   meaning, there's lots of kinds of complaints  around the college, right... some are serious like discrimination... some are more customer service kind of issues... I didn't get a response in a timely way... or I thought this person wasn't... was unprofessional, there's a broad category... so, one of the things... an effort that David Parker is heading up... is really trying to bring the unit... we're going to bring the units together on a quarterly basis, that deal with complaint and customer service type situations... financial aid, student services, student code of conduct area, Human Resources, etc... and look at the... and periodically then, look at the types of issues that are coming up in those areas... so, we can see, are there any broader trends or themes that we ought to be aware of... to see what kind of adjustments we might need to make, right... might be... maybe there needs to be better training in an area... maybe it's... there's ambiguity about a policy... whatever it is. So, the other change that's come out of preparing for the HLC visit is to have this quarterly review process across different areas of the college... so hopefully, we have a better idea of what's going on and we can be more responsive in making adjustments as necessary. So, we'll see how it works that's the plan... this will be the first quarter where we do it. ---Denise Reilly: Thank you Jeff... and I think you're a perfect segue into our second person that's here, David Parker... to speak about update and input regarding the complaint process... so, we met the new ODR, I'm going to make sure I say this correctly, investigators... am I correct to say that still? Okay... I'm still using the the acronym ODR, whether I... investigators... so, now I believe David Parker is going to talk to us about future things related to the complaint process... so, you have some time now David, go ahead. ---David Parker: And I'm going to try and get us back on track because Jeff talked about a few things I was going to talk about... so, we're partway there... real quickly, when you read the embedded report related to complaints,   there are things that are very important to the college, that are not what the HLC peer reviewers are looking for... for us, what we learned... how we learned... how we did it... who we involved... that's all important... what they want to know is, what's changed...  and so, when you look at the ODR or excuse me, the embedded report related to complaints... if it  looks a little sterile, that's why... but that's also why we talk about some of the things here, just so everybody knows... one of the things that we wanted to do was to make it easier for people to find information... and so, if I'm doing this right, we should see... is everybody looking at the moving Pima website? ---Denise Reilly: Yes you're doing better than me. ---David Parker: Excellent... okay, so under P... About Pima... there's  now a complaint process... a single point main page... anybody can go here and find information very quickly... one of the things that is very important is what's in blue here... I'll mention it in a moment... related to Title 9... if there is any allega... I'll just mention it now... the new regs are much broader... the policy is an interim, but it should be finalized pretty quickly... we'll go back after we've got several months of experience... I know there are things I need to tweak, but we may have another one that goes through the regular process after that... but we'll get the interim one finalized first. Everybody is now a mandated reporter... if somebody comes to you and says something is happening related to sex discrimination, harassment, retaliation... you have... or if you see something you might have... you have an independent obligation to report that to a Deputy Title 9 Coordinator... you can also go to ODR. We tried to take almost any type of complaint and resolve it as informally as we can upfront... anything involving sex or gender cannot go there first... we have to look at it to see if it has to go through a specific process... we can then go back and look at informal resolution... but please, let people know if there's anything that's related to sex or gender... don't try and fix it,  report it... we can then come back. We have quick links to 3 main pages and a new page, the ODR page is just updated information... the resolution information page has information on the different types of complaints or reports...   some information in one place on informal/formal talks about the difference between ODR, HR,   and we threw student conduct in there, even though  HLC didn't request it... it seemed like a good   additional piece of information... and then, just  some general information on how the reviews and   investigations go... how we get to decisions... how we communicate... and then, some outside complaint options   and then quick links... so, this is designed to have something that everybody can get to in one place... very easy to find. The next piece that I wanted to cover is... we have had this first meeting of the complaint assessment team... Jeff mentioned quarterly, we may get there... right now we're doing it bi-annually... the... let's see bi, no... bi-anully... we do it twice a year... we do it about six weeks into each semester... we gather information from different areas of the college, and we... we bring together what are some of the challenges that we're finding and experiencing... along with formal complaints... there are a number of other areas that tend to lead to customer service kinds of issues... and it's not just for those people we serve, it's for us as well... as you'll notice, there's... where we can, we try and identify what is the general trend for the college? If we can tell what our peers are experiencing, we'll report that here... right now, we don't have a lot of reports... we're looking for, in each of these areas, what are the most common kinds of things that are causing frustration... or what's having the biggest impact... barriers can be... or challenges... those can be the things that are causing the frustration... it can also be a barrier to reporting, or getting resolution. We were originally looking at just what are some ideas for opportunities... and then the team would would look at what do we suggest? In many cases, some of the people going through this process are already identifying things... wait we can fix that today... we can work on it today... we don't have to wait for the meeting... And then, out of that are some actions or suggestions that either we're looking at working on, or suggesting that we look at. And then we tend to prioritize those... there are a number of areas related to academics... one of the challenges at the moment is that Emily's having difficulty getting information back to her, and some of that communication will be improved... so in this first one, a lot of this is anecdotal information that she is already familiar with.   You will notice that one of the frustrations on academic affairs in general is already being discussed   and the ePAR process is extremely slow and this ePAF process is getting ready to come online   that should significantly accelerate the process and move a bunch of approval steps that might be necessary. We are also looking for both faculty full-time and faculty adjuncts because the issues may not be the same. What concerns are you having... what's causing you frustration? And yes, everybody's complaining about Pima Guest kicking us off, to the minute, 7 days after we went through the last capture page... and if you use Apple like me, it doesn't always pull up the next capture page, it just lets you think you're connected to the internet. So, 6 weeks into each semester we will gather information... 2 weeks later, we will look at it... because of Suzanne being out on leave, we didn't get anything from student services on this one... so, you can see the broad areas that we are looking at... and how we're trying to figure out, where are the frustrations...   and what can we do to resolve them? Interestingly, nobody put anything into red tape this time. We identified 4 areas that were what we thought was the highest priority... we have a task force that has been working on AI within the academic portion of the college... but we also recognize that higher ed as a whole is behind the rest of the world in figuring out how we can use AI as the college, to actually do things better, learn faster...   whatever it is... and so, there's a suggestion that we look at a broader AI policy, than what we were just doing... a number of these included student communication issues that we can address just by doing better jobs of getting the information in different places... we know that we want to track formal complaints from all over, and how we're going to get that information back into ethics points, the outline, so that we can find it... we're needing to work on that... and then one of the big pieces was this ePAR processing. ---Kelly O'Keefe: We're at 2 minutes David. ---David Parker: Thank you... I am going to put a link in in just a moment that is a complaint assessment survey for all of you to let us know... do you think we're on the right path... are we missing something big? By the way, the complaint assessment review goes to... it goes to the finance and audit committee and to ELT... and so, it's not just a group of people in this area trying to figure out what we ought to be doing, it's working its way all the way up to ELT, and finance and audit, which includes our Board chair and another one of the Board members on it... so, it's being seen... we know that we had some frustrations on this last time... it was our first attempt... we learned from it... we will improve as we go... and one of the things that, like I said... one of the things I really appreciated is... units aren't waiting for this meeting when they identify something... because we're getting a better look at a broader look... they're coming up with solutions, and working on it... and the other is, that there was only one thing that was suggested, that would need higher level of approval, or budget support, if we were to go that way... everything else is within our ability to move forward right away. So, I'm going to stop talking... I'll put the link into the chat, if I did this right... it's my first time doing a form...   somebody please check it and make sure it works... and I'm available for questions... and if anybody wants to talk outside, I'm always looking forward to how we can do this better, please let me know. ---Denise Reilly: Thank you David... it sounds like your area is really... or this area of the college is really looking towards transparency, as well as increasing responsiveness, is what it sounds like to me... so, that is much appreciated... and especially with our upcoming HLC visit... it's great that you have an avenue for faculty to provide feedback. So, at this point right now we have exhausted our complaint process... [chuckles] from a couple different avenues, including meeting those working on this... and now, we will move on to the next item on our agenda, number 3 in the business section is the NA drop process... I believe we have Elvia Bow and Michael Tulino, from the registrar's office. ---Elvia Bow: Hello everyone, good afternoon... thanks for letting us come on here today to talk to you about the NA drop process... I'm dropping a link in the chat... and I would like to share my screen with you as well. And... are you all seeing it? ---Denise Reilly: Yes. ---Elvia Bow: Okay, great... gonna go ahead and walk us through... the purpose of us coming on today is to make sure you all are informed about the non-attending drop process, why we made the changes to hopefully be able to work with you, to have... if you have any feedback for us... and how we can improve this process and make sure you have resources by which you can contact us and submit feedback... we did work with the Dean's group throughout last year to help refine that process, and through some of the feedback, we've already made some changes and revisions.   So, just starting off... a few highlights on the process... beginning last year in Spring we made a change to where faculty no longer needed to submit grades for a non-attending student in order to have them dropped, if they don't attend a course... we're just going off of your attendance now and the register's office is making those drop. So, what we've tried to do to make that a smooth process is make sure that attendance is taken by the drop deadline for each part of term... through some of your feedback, it was brought to our attention that we really needed to extend the drop deadline for 5-week courses, to allow a full 7 weeks to evaluate that time frame. We did make that change and that looks like that is working quite a bit better... there are a few exceptions... so, if there's instances where we go to drop students and we see a full class on there... we do reach out to the faculty to let them know... please take your attendance... we're not going to go through and drop a full class... additionally, we look for students, who have recently added the class beyond the class start date. So, if they're a late add, we're going to go ahead and make sure and give them an extra week to actually attend class. So understandably, sometimes it happens where a student gets dropped, either correctly, or incorrectly, and the student wants to come back in... and the process to do that is to use this form and it's link here in... in this document... the request to add back non-attending students... this is strictly for faculty to be able to add a student back... they can make that request there... and that goes to our student affairs team... and there're super quick about adding students back... now, I do want to point out that there is at times some   confusion with 45th day and faculty withdrawals... so, to your point earlier Maggie, when you were talking about that...    we are working on ways and trying to streamline that process, so that there's not many different processes for faculty to report students, who are dropped... or report students, who have been withdrawn through 45th day...    we're trying to unify that and have one single point for you to be able to submit that information and have that done... so we're working on that... and hopefully, we'll have some more information for you on Spring and how that's going to work... now, of course this doesn't address students that are dropped for non-payment... that is... this is a different process... but we do have a couple links on here for you, if you do have some questions specifically   for us on this, please reach out to this attendance  help email... we'll answer any questions you have and we urge you all to submit your feedback in this NA  feedback form... this is regarding the process itself...   the communication, the implementation, anything like that... we want your feedback... we want to make this process better. Again, we'll highlight the dates on the instructional calendar having attendance in by the drop deadline the next business day, is a day that we're dropping that's also highlighted on the instructional calendar and... ---Kelly O'Keefe: You have one minute Elvia. ---Elvia Bow: Thank you so much... I am actually at time there... that is all we needed to share for you... we just wanted to make sure that you have this information... that you have the links and you can reach out to us about feedback... and we'll make sure to keep improving this process and that it works great for everyone. ---Denise Reilly: Thank you so much Elvia... I'm just wondering, is that form found easily somewhere on MyPima? Or I'm looking... ---Elvia Bow: We're working on other ways to have this form readily available... it is on the registrar website again that... the registrar site is linked on this form... if you email  "attendance help," it's going to be on the auto reply...   we're trying to share it out here... and trying to, you know, solicit from you, better ways to have that   readily available in MyPima, might be another option. ---Denise Reilly: Well that sounds like a perfect segue... [chuckles] to go to... the next item on our agenda... I'm sorry I'm not able to keep up with everything going in the chat, but I believe the next item on our agenda is MyPima, beta version... and I think I see the folks that need... that are here to present, I see Isaac Abbs and Anna Becker. ---Kelly O'Keefe: Denise, I see that Maggie had a hand up ---Denise Reilly: Maggie do you have a very brief question or can you put it in the chat? ---Maggie Golston: Yeah... I really think that when it comes to this stuff with these new forms... both for NA 45th day and possibly   drop for non-payment... those should be on the  front page of MyPima Teach... there's no reason   to hide them anywhere else... now I know MyPima is going to change, so that complicates things, but it... let's pretend it wasn't... what possibly could be  more more important than putting that? I mean yeah, okay...   D2L needs to be linked there, but I don't know why we would hide that anywhere, right...   that is stuff... that is frontline stuff, controlling who's in your class, so I would put it on the front page of Teach. ---Denise Reilly: Thank you for that Maggie... you have a  response Michael? I saw the hand this time. ---Michael Tulino: Yes, very quickly, yeah... thank you for that comment... yeah, we're definitely looking at ways to consolidate   I think what you've seen is that we've built  these independent processes as we've modified   the existing business process... and maybe now is a  time to consolidate and we've already started to have   those conversations... definitely with respect to the new MyPima... but we hear you Maggie... yep, loud and clear, thank you. ---Denise Reilly: Thank you Michael... and it sounds like that's, [chuckles] the theme of our meeting... we have... we're chock heavy with a lot of things, but it sounds like workflow and processes in every group that works with faculty, probably needs to be a little bit more front-facing... so, with that we have an update to the MyPima, beta version... and I don't think Anna or Isaac were here earlier, but I believe we had a little bit of feedback from Sean Mendoza in his report... because I think you presented to the adjunct faculty group recently... take it away. ---Isaac Abbs: Alrighty... well thanks for having me, I promise to make this quick... I'm on annual leave and I just landed in California   at my parents house a couple hours ago, so I'm excited to get off this call and get back to what I'm here to do... but really we just wanted an opportunity... as we're getting closer to rolling out the new MyPima, we've had a really great team, a cross collaborative group, working since about April to put this together... Anna just put in the chat, all the different areas that come together... I hope what you see in this short demo is when you really get the people who are the experts in their areas, what coming together as a college can look like, and just really want to show that... we have about 350 students, faculty, staff, who are in a soft launch right now, who are using the system... we've gotten a lot of feedback... we'll be interested in your feedback specifically around timelines... tentatively, we are looking to go in a beta where everybody would have access to the new MyPima, as well as the current MyPima, in maybe about mid November time frame, with potentially a hard cut   over coming back from the winter break...  the feedback we've got, specifically at AERC, was please don't do this during grades or our  learning outcomes... wait till all that's done. And so, really we'd be looking to to go live... come back from the... from the winter break with the new system   fully on board... but once again, open to that feedback... there's some fluidity, but obviously,   if we go live during when students are back, that you know, just trying to figure that all out. So with that, in the interest of time, I want to kick this over to Anna... and she's gonna do a quick demo. And I will monitor and play chat jockey... so, throw any questions in there and I'll try to answer them. ---Anna Becker: Awesome... well thank you everyone for having us... this is the big reveal, the new MyPima... we are extremely excited about that... as Isaac  said, we have many, many people from the college   that came together... really gave it their heart  and soul to try to present what is going to be   the best experience for our users, whether that's  students or employees... so, up at the top we have   these quick link capsules... and these are just categories under which links are grouped to easily find them.    Now it may not be every single link that you are expecting to see from the current MyPima... but the ones that need to be front and center... and I'll just click on a couple... the first 5 links are focused really on students... and then, we have the employee link... and then, here at the end we've got some that are specific to faculty... again, not every single link that a faculty might need but what are those most important ones... Maggie, we can have conversations on whether we need to stick another one up at the top right here... So, this particular section is not customizable by the user that is role-based and we've gotten a lot of feedback about the importance of being able to see what the student sees... and so, to that end we will be showing the student links for employees, but students will not see the employee link or faculty link unless that also applies to a role that they hold. Now we do have some areas where customization is possible and that's really around this widget area down here... and these are quick previews into other systems... so, you can see for example here, student email... if I was a student, I would see my student email appearing here, down at the very bottom... we've got the employee email, where that is populated... and there's a D2L widget... in some cases, where we were not able to provide an integration, but we still thought that it was important to high highlight a particular system... we created a widget for it with a link out... Pima Engage, Pima Connect, My Career Center, some of these other areas... there's some ability to customize the order in which  you put widgets, some will be required, but if they are not you can remove them... you can do some fancy things like putting them in a folder if you want to consolidate your desktop space on your dashboard... we've also got the ability to go from light to dark mode this has really received a lot of positive feedback... you're able to set your settings for privacy in terms of being... who can see you... who can communicate with you... that's available as well... and then we also have some pages...   the pages can provide a little bit more context... pictures, videos, additional links, or information...   and thank you to Michael Tulino and group, who put this page together, based off of the current MyPima... it's been through a few different revisions and reviewed by a few different faculty members as we do presentations... so, we have added to that... and then I'll show you just real quick, one of the employee pages... because ESC and HR really put a big effort to moving a lot of their intranet pages over, even though that isn't the intent   of this particular phase... they did get a lot of  their content over in that area so that's really robust. And down here on the left, we also have tools... so as I mentioned, the quick links that didn't have visibility on the dashboard, you can find here. And then a really great benefit of this  new system is the searching functionality... and I'll look for tuition, for example... so, these are all of the different finds... the first one is a page within this system, but then the next 2 say external... they actually link out to the pima.edu website, which is really great, because you can get... you can get hits from there as well... let's look at tuition... and then tools and other pages... here's the registrar page up here as well... I want to take just a really quick moment to show  you what the mobile app would look like... it's got a great mobile app presence... these widgets are courtesy of our PCC media team... we did a great job. What else can I show you... oh, a couple other  things... announcements... this will be targeted   either to a specific role to everyone... if there was a gas leak for example, we could integrate this with our alert system and announcements would come here... or we could do targeted announcements to specific populations...   financial aid students, veteran students. We have the ability to do tasks, which is something as simple as meet with an adviser, register for classes, employee time sheets are due... and then we've got a nice link with our academic calendar... again, that highlight spring registration beginning... we have a career, sorry a Pima Engage integration, which will allow you to show those calendars if you'd like... and  you have some flexibility there on what you're showing. And then, here in the shortcuts area, you are able to pin any page or tool, so that it allows you to do even more customization. And I will stop there... I know that was kind of  a whirlwind... it's not all of the bells and... ---Isaac Abbs: Anne, if you don't mind I want to grab the share because I do want to show real quick what a student's would look like. ---Anna Becker: Perfect. ---Isaac Abbs: So... and this will be super super fast. ---Kelly O'Keefe: Yeah, we're at 2 minutes right now. ---Isaac Abbs: Okay, not a problem I won't need more than that... I'm on my laptop, so bear with me here. Okay, there... so, real quick... this is a real student's page and you can see the students can see things like their My Account Manager,  their actual grades... I want to show you real quick...   they can see their advisor, their success coach... I also wanted to show you though real quick what the D2L widget looks like... so, they'll see the courses they're logged in... I won't click grades, but if I click grades, you would see this student's most  recent grades... so, just wanted to give you an idea   of what the student will be able to see as an actual student... I have the ability to impersonate users,   and so, that's what I'm doing right now, to show you that... that's all I want to show real quick. ---Denise Reilly: Thank you Isaac, there's questions in the chat, it looks like... or it sounds like you... we'll be able to give feedback to Anna. One thing I noticed real quick that's just... as perusing, I noticed that we're using the terms major and minor in the students... whereas everything else across the college talks about program of study... like My Degree Plan and Pima Connect... so, I'm just... who's looking at those ongoing pieces that could be very confusing for students... to think they have a major and a minor at the community college... is that? ---Anna Becker: Right... I think you're referring to the academic profile widget... that one isn't built out yet... so, that is the sample demo data that we've got from the vendor... so, we'll be making some changes to that too. Pima-ize it a little bit more... good catch. ---Denise Reilly: Awesome, thank you... okay, Michael, do you have something to add to this? ---Michael Tulino: I do... if we can... Anna, can you share your screen again and go back to the faculty page? I know this is... it's probably only going to take 15 seconds here. ---Denise Reilly: That's what they all say. ---Michael Tulino: Don't promise, go back to the fact... ---Denise Reilly: You're not the one ending the meeting at 3 pm. ---Michael Tulino: Those 2 indented bullets underneath attendance tracker... I just added those... those are links to the process guidelines and the form that we had students that we were just talking about... that is how easy we can edit content in the new MyPima. So, I just did that within the last 5 minutes that's all. ---Anna Becker: Awesome, thank you... and that is the beauty is that this content is being controlled by the departments, they are not dependent on IT or web  systems to keep their content current. ---Denise Reilly: Wow... that's a huge upgrade... and thank you, Michael, for keeping it to 15 seconds... [laughs] much appreciated. So, I think we'll... we look forward to the upgrades and changes... enjoy your California time. [laughs] ---Isaac Abbs: Thank you... I appreciate it all... have a good week. ---Denise Reilly: Oh yeah... have a great time. ---Anna Becker: Thank you everyone, goodbye. ---Denise Reilly: Bye Anna... thank you, too... and next, we have... sorry, I'm just... I want to give everyone the time that they deserve... and I think next we have the... sorry, looking here... the AP credit hour 3.2507... we will have to keep the time on this, this was a request by many faculty, who had some serious concerns about the AP that was moved in the Spring... it was moved forward, but now we're finding out that there might be some consequences in some of the language,   and some of the changes... so, I will let Morgan take it away, who's offered to present on behalf of administration. ---Morgan Phillips: I appreciate the opportunity to come and share information with you... I put a link to the presentation in the chat... so, if someone wants to say that, they can look at that later... I'll go through the presentation now, and share what we're working on... and then, can deal with any questions that we have at the end of that time... I'm happy to continue to answer questions in the chat, if people have things that they have questions about there as well. Slideshow... there we go. So, what we're doing here is, we're working to comply with an HLC consultant recommendation that we have an Institutional credit hour definition in our documentation... other institutions have this same information, and so, we were working to create this the AP 3.2507 is related to our credit hour definition... it impacts our class scheduling and it's connected to consumer information as well... the actual AP is linked there at the bottom of the slide... I'm going to talk through it, so I'm not going to pull that up... for the AP, we're connected to the federal definition of a credit hour... so, for the federal definition of a credit hour... in 2011, the US Department of Education added some rules for credit hour definition further refining the Carnegie unit was established in 1906... the primary components that go along with it... it says that a credit hour has a minimum of 1 hour of classroom time and 2 hours of out of classroom time work each week... you should have 15 weeks worth of instruction, that aligns with title 4 requirements that says the semester has to be at least 15 weeks long... other activities such as online work, internships, laboratory work, practica, studio work... anything can be used if you're achieving equivalent outcomes, that's why our student learning outcomes are so important... and then, one of the last pieces is... if you have in-class hours you're allowed to have a 10-minute break for students and still count that as an hour... so, that's a little bit different in class... in our AP section one of the AP basically is mirroring what's in the federal definition 1.1 is really restating the federal definition for us and saying that we follow the federal definition... 1.2 emphasizes... and so, it's really kind of included in 1.1, but we want to make it really clear for everyone that you have to have equivalent outcomes across all your formats... so, whether you're doing online, whether it's dual enrollment, whether it's through some kind of experiential learning... the students have to be achieving equivalent outcomes if they're going  to get equivalent credit for the course... 1.3 has to do with the class times that we're talking about, which says that if your time that you're offering the class in   is adjusted, so I'm doing it in an 8-week term instead of a 16-week term or I'm doing it in a 10-week summer...    you have to adjust the length of the class to match up with the total that you would have in that regular semester. So, if you normally are scheduling in 16 weeks and you do it in 8 instead, your time basically is going to double for the amount of time that students are in class and that we only bother to measure breaks for in-class instruction... so, if I'm measuring hours for a class that's on campus... I have 8 to 8:50 Monday, Wednesday, Friday... that's 3 hours, because now they've got a 10-minute break to get to their next class, in that made-up example that I had. If you're at a job or somewhere like that and you go in at 8 and you leave at 4 that's 8 hours... you don't go through and try and count breaks or something like that for those external situations. In section 2 we tried to provide some options... we were mirroring the Arizona Board of Regions definitions, the ones that the University of Arizona uses... we actually do all of the things that are in the list here already... we wanted to come up with some different names for the different types of things that we do, to be able to clarify for reviewers and for students, what's actually going on... right now, if you look in the catalog, pretty much it says... this many lecture hours, this many lab hours... but one of the things you might notice is... oh... well, for this Math class, it has 2 lab hours and that's giving them a credit... but in this Welding class,   it has 3 lab hours, that's giving them a credit...  but in this Nursing class they have 4 lab hours,   and that's giving them a credit... and there's not really any explanation of... so, why is that a 2 and that's a 3...  this is trying to provide language to go along with those things that we're doing.   Lecture... the word here is talking about the flavor that's our traditional... I'm in the class 3 hours a week...   I have 6 hours of homework to do... so, I get 3 credits for my Gen PSY class kind of situation. Studio means I'm spending more time in class but I still have some out of class I'm doing... so maybe it's a art class, where I'm working with the instructor on my painting and then I finished it off at home, or something like that. 2.3 and 2.4 is basically saying I'm doing all of my instructional time with the instructor, or in my structured activities I'm doing... I'm on a field trip, I'm working at a hospital in a clinical, I'm working in a lab somewhere doing something, and I'm spending all of my 45 required hours in the learning situation... so, I don't really have homework... homework that  I'm going to do... we have private instruction, in that particular case the students, since they're working one-on-one with the instructor, they actually have less time with the instructor than normal... but that means they're going to have more time outside of class that they're doing... that would be like a music lesson that we do. A work experience is in here as a way for students  to get credit for working on a job somewhere... now, work experience can be used in combination with lab clinical field trip to deal with some of those situations, where we have 5 credit hours of lab is 1 credit in class... or 4 credit hours of lab is 1 credit of class... because what we're saying is, in some of these cases the students are doing like... part clinical, part work experience... and so, those 2 things are morphed together in that class. ---Denise Reilly: Morgan, if I could interrupt for just a second, because I know we're going to run short on time, and I don't want to short change the rest of the people on our agenda... so, I want to just cut to, I know that there's a lot of different definitions, but what has changed to why this is different now, and it's affecting some of the faculty that have concerns that brought this forward... I guess that's where I'm at, and needing... I mean, some of the faculty that have internships and programs are the ones super concerned about this... were we not following or complying with something... is this something that's going to affect the HLC? I'm kind of just throwing out some general broad stuff because I just feel at this point we need to figure out like, what has changed... why... were we not practicing this before? ---Morgan Phillips: So, nothing actually has changed... this AP, assuming that we're doing things that we need to be doing for our students, this AP does not change our ability to do exactly what we're doing right now. What's changing, and the place where we have the gap is... we're not clearly stating what it is that we're doing, so people are able to understand what's happening... in the work experience that I was just talking about, we have some situations where students spend a lot of time actually working in a job at an auto dealership, or something like that... that that number is really high... we have other situations where the students might be working in a medical lab and it's actually a very low number because they have very specific kinds of things that they're doing that are connected to the learning outcomes for the programs... and so, that's really low. The number 8 that I was sharing on the presentation, that says you can combine these together... you can combine the different types... and we do that already in some cases, where we say... this class is 2 lecture hours, 3 lab hours... but we only have 2 things that we document for pieces... this gives us more selection for things that we can actually document in our catalog and the place that we're writing things... so, that way whenever a student is doing a class that...  okay, so most of this time you're going to be doing this   with the instructor or under the guidance of  the person that's teaching you at the worksite...   but you're also going to have some independent work that you're doing that match, of however that works out...  we can actually document what that is, and why it's the particular numbers that looking at,   by putting a combination of... this is so much clinical... and this is so much work experience...   depending upon whatever the class is. ---Denise Reilly: At this point, what can faculty do that have some serious concerns... are there areas like... is it just working with your Deans... and working with your groups... is this a separate meeting that needs to take place? Because this is, you know, this came to my attention from several faculty that are affected... and I want to make sure we're representing them and just, I feel like this already passed, but this is one of 39 AP's that passed, which is, you know, a problem in and of itself... and this is just something that I don't think everyone saw the outcome at the beginning when this was passed... unless... [chuckles] unless Makyla has an answer... sometimes she does... so, she might have a response to that... I'm not sure... or Matej, but what can faculty do Morgan? ---Morgan Phillips: So... ---Kelly O'Keefe: You've got one minute ---Morgan Phillips: Most of these things is just a conversation with the Dean, with the Provost office, with whoever the department head is... to make sure that we understand what's happening in the class... and we document it appropriately for whatever it is that we're working on... going forward we will want to document... okay, this is the reason this class is this particular way... and that's what we need to provide... right now, our assumption is, whatever we have in the catalog it's working out to a number right now... so if someone were to ask  me... well, why is that class this way? I'm going to say... oh, well it's showing that they have 4 hours of lab time for 1 credit... and so, that must be because 3 of the hours are clinical and 1 of the hours is preparatory work that the students are doing this pre-college level... I know that one from an LPN discussion that I had. ---Denise Reilly: We need to bring this back in December... or does everybody... or is the suggestion just work with your Deans?   ---Morgan Phillips: It's going to be easier, because everyone's going to have a different something to work with the Deans on that...  and please encourage your Deans to work on this because this is an important thing for us to get done going forward. A lot of the things that are in here are things that, we don't have to change anything that we're doing... we just need to be able to explain why we're doing that, so the HLC thing you mentioned... when someone comes up and says... why are you doing that? And the right answer is not... oh, well... they told me that was what I had to do... the right answer is... oh, we do it that way because our students need this particular thing and this is why we're doing this... so, that's what we need to have. ---Denise Reilly: So, Dr Phillips I think I'm going to respectfully ask that we... that a meeting is set up from your area with faculty leadership to include  those that may be affected, just because I think think this is a larger conversation about seat time and about some other things... and this sounds like this is obviously not going to be solved in the next 16 minutes and I... but I also don't think these... what I'm hearing right now... and what I'm seeing... I just don't think I'm hearing resolution yet or those conversations have happened... so, I'm going to respectfully ask that your group, in the next month, set this... something up, if that's okay. ---Morgan Phillips: Denise, I am more than happy to meet with anyone, any time that you want to have do this... the most important thing that I want you to understand, this particular point is... assuming that we are meeting the minimums for instructional time that the feds have established... we can do anything that we need to do for our students to be successful... and the current AP allows us to do whatever we need to do for our students to be successful... we just document that. ---Denise Reilly: Okay, thank you... Makyla, and then Matej... and then we've got to move on, but I'll... ---Makyla Hays: Yeah, I just... I just think I need to speak up for the people that I know have talked to me... what you're saying Morgan, is great... I... if it was ac... working that way in practice, I think we'd all be on board with it... unfortunately what I'm hearing is several different areas are being asked to change their schedule for this Spring to reduce seat time by 15 minutes in every face-to-face class, because of a calculation that's going out... and there are people that are being forced to redo their entire program credit hours... and asking their students to do significantly more work... not because we're assuming that the faculty was doing something right, but because I don't know if curriculum is getting the message you are saying... that says, we are doing this right, we have to note it correctly... so, faculty are being asked to change their entire programs... versus curriculum asked to change the calculation... and so, there's some major disconnect somewhere... but I would ask that anything for Spring be put on pause until there can be a wider conversation with the people in curriculum with faculty leaders, program directors, and so on... to make sure that we're not asking our students to do 4 times the amount of work that Maricopa is asking them to do for the same classes... and that we don't lose students because we're putting unreasonable expectations and we don't burn out our faculty leaders and faculty by reducing class time when we don't really have to... so, there's some disconnect somewhere, and I don't know where it is, but I do think it's important to get that done and to get it done before   the Spring schedule is finalized with shorter classes than we had this semester. ---Denise Reilly: It's November 1st... I'm going to respectfully make that a bigger conversation Dr. Phillips, because I'm realizing that it's not just faculty leaders... we're talking about program directors... we're talking about other areas... so, I'm going to respectfully ask for a forum of some sorts... and meeting coming from the Provost office area... I think that's your area as well... so, the Provost office, to discuss just this, in some kind of a setting during this month... that's what I think needs to happen, because this is a much larger issue than I think... [chuckles] than I think we can solve or even understand each other in a short period of time... is that... is that? ---Morgan Phillips: There's not a problem with that... Makyla, you can help me... if people have an issue... if they address it with their Dean, and the Dean says... no, no, no, that's not what I'm doing. Please elevate that issue to Dr. Parker, to myself...  so we can actually figure out what it is that's   causing the problem... the 4 times the amount of thing for internships or whatever... If... if there's an adjustment there, that's a catalog adjustment... that's not happening now... so, no one should be doing anything with that, because that's contrary to our catalog... and the 15 minute thing, that's a Dean option thing... and so, the particular Dean that's making the changes... I'm happy to have a conversation with them. ---Denise Reilly: Well... and maybe Deans, I'll be honest... ---Morgan Phillips: I'll do that. ---Denise Reilly: I'm sorry to interrupt but maybe Deans need to be brought into this conversation... because what it sounds like right now, is that there hasn't been some solid communication about the impact of this to the larger group... so, it's not necessarily that we want everybody  to just go to their Dean to figure things out... it's that, everyone collectively has not really had information about this. So, that's why I'm going to ask for a bigger conversation... I'm going to have to move on to the next section of the agenda, but I will ask for the Provost  office to set that up with faculty... so, thank you. So, the next one... we have faculty emeritus feedback... so, going on to Kimlisa and Margie Yungo... and I know that Kimlisa mentioned being very quick. ---Makyla Hays: Kimlisa, your volume... ---Kimlisa Duchicela: My microphone... I... I... well, oh... I am muted... I just want to  make sure you can see it. So, very quickly... and I'm going to rush through this because there's just not that much... but we presented the draft... we sent out the feedback... I got some feedback back... more than I expected... and I have put it into the document, which will now go to Jeff Silvyn... so the AP is still, you know... all of this is still from the last slideshow... but  a few things... some of the feedback, came back   about provisional... there were several people that  were in provisional positions for a very long time... and provisional... your time as a provisional, as a full-time faculty will count... there was some conversation about stronger language about service to students and Student Success, which I think we strengthened a little bit... stronger language about service to the college... but student service...service to our students is prioritized. Nominations can... because there was a... people were not happy with nominations coming in at the end of January... and since, it's not like we have a landslide of emeritus... I put it as, nominations can... are taken at any time between October 1st and February 15th... and they will go to the President... and they need to be processed by the March meeting... and the the wording in the draft is basically that the Senate leadership will decide when, you know... how we're going to process the emeritus as they come in. Faculty can be nominated before they retire... say they've decided they're going to retire, they've got their paperwork in... they're going to, you know, leave at the end of the semester... so that because of the timing of board meetings   and things like that... but if they don't retire... if they... if we grant them emeritus... they don't retire   within 6 months, then they need to go through  the process again with, you know, no guarantee   of being granted emeritus in the go round. Few other things... we removed the only registering between ADD/DROP because of on-time registration... they physically can't register without contacting me... the faculty... and if it becomes a problem we can always readdress it... and I checked in with Isaac Abbs about the strange email... and so, he said that emeritus can keep their existing emails for Pima... and now that that's done... it's gone through the draft stage... we did gather information from stakeholders... I will get put it forward for the legal process... to move it to the 21-day comment... it may not happen until January because of the HLC visit, but it is being processed... so I wanted to let you know that that's where it's at... and also, here is hopefully, a link to it... to the full draft, should you wish to have some fine reading over the weekend... and of course you will always have a chance to re... to re-comment in the 21 day period. So, I think that's about it. ---Denise Reilly: Thank you Kimlisa and thank you... ---Kimlisa Duchicela: You're welcome. ---Denise Reilly: No, thank you for sharing that, and taking this on... I'm going to... I don't know what executive power I have, but at least, the decision I think will really be to communicate... and if that needs to happen with myself or Morgan... to communicate with the Provost office and suggest a meeting in November that invites all faculty and Deans and academic leaders to talk about 3.2507... or sorry if I got that  wrong... but that... I just, there's so much going on in the chat right now... this is not a conversation that everyone's having, it's just a back and forth... and I think that it obviously is a big enough ordeal to have its own... its own area... so let's strive for that, and I will follow up with the Provost to see that that can happen in... within the month... so, at this point right now... and I apologize for those of you've been kind of waiting and waiting but we have our Division Spotlight... so, we had allotted 15 minutes, 5 for CRSS, which was already a lot, or already a short period of time... and then, 10 for  Fine Arts... let's go with the CRSS group right now...   I think we can at least do that... and then Dana... if we have... or I'm sorry, I know I see Dana and Nancy here...  if we need to extend longer... if we need to come back in December... my apologies, if that's the case... but let's see if we can check out these 5 minutes of our division. ---Jeff Thies: Great, thank you Denise... we'll be quick. Good afternoon everyone Jeff Thies, Dean of College Readiness and Student Success... and I have 4 incredible leaders at the college that I work with on a regular basis that are going to cover each of their divisions or departments within the division, so take it away Nicole. ---Nichole Gregory: Thank you Jeff... hello everybody, my name is Nicole Gregory, I'm the director of testing and placement.  Just a quick overview of the testing centers we have 5 main testing centers, one at each campus... while we do offer some limited appointments for live proctored virtual testing... and that's available only to PCC students... so, that's not a widely available thing... we do service the community in addition to this... we also offer EdReady online placement... and this year we have started to use the study path to help students increase placement... so, in addition to the exam that they take at the beginning of using EdReady, they are now able to increase that placement score once they get their individualized study path after the diagnostic... and then finally I wanted to talk a little bit about our upcoming campus closures... we have partnered with the ADR Department in order to use the principles of Universal Design to upgrade our testing centers and create more spaces for low distraction testing... so, I know there have been some questions as to why we are closing and why we're closing so long... it is because it is an extensive redesign of the campuses and so, thank you for your time... I'm going to turn  it over to the next person, who I believe is Ed. ---Ed Gallagher: All right... welcome and good to see everybody I'm here to talk about Learning Centers, which now incorporate also the campus success coaches... so, start with the coaches... 5 coaches, 1 per campus... we have a couple of programs that we're running...  one specifically designed for men of color to hopefully get them engaged and increase their success rates and then strive to finish, which is open to any Pima student... they meet with the coach a couple times during the semester and they have the access to potentially be awarded  a $300 scholarship for the following semester...   if any of you noticed at the beginning of the  semester, our coaching social media campaign...   we're very proud of the work that PCCTV did in  creating our video and our social media outreach...   we'll be doing that each semester... as far as the tutors, we have about 110 tutors across the 5 campuses and virtual... we've seen that number's gone up to 18% of our students now coming through the learning center and about 50% of that use is tutoring... so, about half the students who come into our Learning Centers take advantage of our tutoring... we do drop in appointments, embedded tutoring, and we're always looking for ways to increase our outreach and to target our efforts... so, if you've got some ideas let me know, I'll be happy to talk about it... and finally, our net tutor partnership for our online students and those students, who study in the middle of the night, like I used to when I was going to school... we allow for students to be able to connect up   with the tutor 24/7, 365... their use is about 8% of Learning Center use... so, still not where it should be knowing how much our students struggle... and 70% of their usage is outside of Learning Center hours, most of it between the hours of 10 pm and 8 am... so, if you know students who need some connection or you want your students to succeed better, send them our way... our coaches and our tutors are there   ready to welcome them and get them connected  up to our services... and help them succeed... because students who come to a Learning Center  succeed at a higher rate than those who don't... they persist and are retained at higher rates  than students who don't... and that is Learning Centers. ---Jeff Thies: Thank you Ed... next up is Amy Davis. ---Amy Davis: All right... it's great to be with everybody today, thank you. I'm Amy Davis... I'm faculty and Student Success and department head for Student Success, all modalities, all campuses. So, I want to just really point out a couple images that I have in the slide, that are particularly important when you think about our Student Success courses, and they're really instructional support courses for students   at the start of their time at Pima and for  students who are pursuing a transfer program at the end of their time at Pima... we have  some other courses in between in this area but that's the main bulk of our courses... and so... ---Kelly O'Keefe: we are at one minute. ---Amy Davis: Oh, okay... so, really... we have our first year experience courses, which is are STU 100, 106, or 107 courses that are really aimed at helping students with their college and career transition at the start... and then we have our STU 210 courses, either UA or UT version, that are aimed at helping students with their college and career transition at the end of their program... so, this is support for students it's based on best practices...   we've seen it in our data with retention and persistence... they're psycho-educational based really looking at Learning and Development for Behavior Change to really support students you know across academic skills, career, and personal wellness... and you'll see, I also included just a point there about some of the transfer data... so, our STU 210 courses really help students make that transition to the next part of their academic journey as well. ---Jeff Thies: Thank you Amy...Kristy hit your highlight bullet because you probably only got 5 seconds... so, which one's the most important one you want to talk about? ---Kristy Snowden: All right... I think the most important one would be the Hygiene Fund... so, the College Hygiene Fund will be transitioning to the Hygiene Closet... we're working to collaborate with The ARC and grow this program... so, I'm going to add that link in here for donations... we appreciate your support... that's as quick as I can go thank you Jeff.   ---Jeff Thies: Perfect thank you Kristy thanks everyone. ---Denise Reilly: We appreciate your area thank you so much... and Nancy, I'm giving you the floor, I haven't been able to... Oh, Dana... I'm sorry... I kept messaging in the chat, but I haven't heard back from you. I'm sorry, I have my chat off. Oh, that's okay... so, I wanted to give you the option to present in December, because I feel like we're short changing you... and so, if that is the case, I know that Nancy is presenting, and she is retiring in December. So, if she is willing to come in December she was deferring to you. ---Dana Roes: Tomy... Chris and Nancy both are here, what would you like to do... would you like to just go through it? ---Chris Will: Whatever's easy... whatever's easiest for the the senate. ---Nancy Spauling: Yes... I'm ready now but... ---Denise Reilly: Okay... so, it looks like some people are jumping off to other meetings... so, you can it's I'm just going to leave it to you Dana... the executive decision, but we will have a lot less senators with other meetings, and like I said, I want to give you the actual space that you planned and presented and give you the time. ---Dana Roes: Well, I would love the more senators the better... so, if that is the case, we will come back in December... is that okay with everyone? ---Denise Reilly: I totally apologize, and thank you so much for being flexible... Chris and Nancy we will see you... we will be in person, if all goes well, or HyFlex, ---Dana Roes: Oh, nice ---Denise Reilly: so, either way but I just... I really apologize... I think that I did not expect that what was going to happen, happened... but I have heard I just want all of you all to know, in this meeting right now... that I have heard that it will be taken... the Provost office has already been   communicated with, that there will be a meeting that people... that everyone will be invited to in November   to take this out of this meeting and make it a broader conversation, because it needed to be a broader conversation. So, my apologies, but also thank you so much for bringing it to our attention... and this is really the space to find out that other people are having, you know, the same concern and issue. So, at this point right now I'd like to see if there's... [chuckles] a motion to adjourn. ---Dana Roes: Motion. [unintelligible] ---Denise Reilly: And it looks like everybody will be... and thank you so much... we will look forward to this... this could be your last hurrah, Nancy, as you retire... that we send you out with love... and with the Fine Arts department being maybe front and center... as well as Communications in December. So, thank you so much... thank you everyone for coming... we'll go ahead and stop the recording now. And once again, my apologies... I'll take the brunt of that one, so.