********************************************* 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. ********************************************* December 6, 2024 Faculty Senate ---Dr. Jeffrey Nasse: This meeting to get feedback on that. So, we downloaded those notes... there are just a couple updates on that. There were some like, kind of strategic things, but there were some things we could take care of in the immediate. Maggie, I believe you brought up, the ability for faculty, department chairs, program leaders to promote their classes, promote their programs internally... talked with marketing today... they are going to provide some template... so, you can do that on your own... that's very easy, right? That's an easy fix that can allow faculty to kind of take the lead in helping, with the enrollment. Rita, you mentioned MyDegree plan, and there was this idea that you had to do this training... I don't know what the training is, or what you're recording, or whatever it is, to have access to MyDegree plan. But in the meeting today with Michael and David Arellano, we're going to just... we just want to give faculty that needed that access, without having to worry about training, because it seems pretty intuitive. Why are we holding it back for training? I mean, hopefully, we don't think there'll be any harm there in doing that. Then there's like more strategic things... what has come up repeatedly, was also mentioned in that meeting, is how we're engaging high schools... and so, I think I'll be working with the team in the spring to really, that's a fundamental break out, that high school recruitment piece... and really get back to really basic, if you will, blocking and tackling... who's assigned to these high schools... how are we engaging them in a systematic way? You know, something that all community colleges should really be doing. So, I just wanted to circle back on that meeting and thank you for the faculty leadership and helping coordinate that, and put that together... because it was extremely helpful... and I don't want to have meetings where we get feedback, and then, we'll kind of close the loop. I see you have your hand raised... [chuckles] Professor Golston, I'll call on you... let me just get through... I only have 5 minutes. [chuckles] I, I only have 5 minutes... I don't even have a tie on. So, just give me... give me a second here. ---Denise Reilly: And our timekeeper is virtual... [laughs] in person, so we're... we're coming at you on all lines. ---Dr. Jeffrey Nasse: It's on the communication brief... as you know, my first 100 days, right... was the Listening and Learning, sessions. So, we're putting that report together, and some of the things I'm talking about now... are coming out right in that report as well. So, in... look for that as we come back in a fresh start new year, to kind of get that report... here's what I learned through that experience. And obviously there's some of the things that we're talking about at the college, right? Some of these areas where we can just get better... things that are going well that we can scale, maybe... and so, all of... all of those, great opportunities. I'd be remiss too, if I didn't recognize our board chair, Theresa Riel, sitting in the back... hello. Let's give her a hand... she's here as a volunteer. To that end, we have 3 new board members coming in, right... So, we'll have a new board member, new board members coming in January and will be giving... beginning that orientation process... they'll be doing things like tours and meeting a lot of you. And so, we want to make sure that we welcome our new board members as they come onboard in January. Yes... Maggie. ---Maggie Golston: Okay... I'm just want... I'm wanting to put this into the record, which I'll do by typing it in a minute... but when last we met, we asked how the Monday after Thanksgiving was chosen as that drop date. ---Dr. Jeffrey Nasse: Yeah. ---Maggie Golston: Whether it could be extended... and then, also... whether it could be sort of super secretly extended... where we didn't drop the students... we just let the drop date pass. ---Dr. Jeffrey Nasse: Uh-huh. ---Maggie Golston: None of that happened... and we never heard back from any leadership. I knew that you guys were going right into a meeting with Phil Burdick and some other people. We never heard anything... we just watched her number called. ---Dr. Jeffrey Nasse: Yeah, let me give you that update... yeah... so, great point... and I asked the same question, you know, why the Monday after Thanksgiving? Seems a little rough. A couple of things... I learned that the actual drop for nonpayment happens in the evening. So, we would be back Monday working, and the drop would occur later that evening. Is that great? I don't know. The other thing is, these are publish dates, and we weren't sure as what would be the gain, as we talked with the team, if we moved that a couple days. And there are some, right... there are systems... now the Jan... the end of December to January 6th... that gives us some time, right... in terms of this system, when we had discussed it, you brought it up, Maggie, or I would say that group brought it up, on that meeting... it was right on top of us, right? We were right there on break... and to move it was going to be a really heavy lift, that just didn't seem feasible at the time. Knowing we were going to be back Monday morning, we felt like, you know what, we're going to live with it this time. Now, your initial question is... how is it selected? That I think, needs to be much more strategic. And that's what I'm talking about... as we go into the calendars for these upcoming dates, right... Summer and fall will be upon us... we really need to think carefully. By the way, even the registration... by my count, we had 6 less days for students to register for the spring classes than we did last year... and last year we didn't drop for nonpayment. So, we have to be really thoughtful about what those think... how that looks in terms of the best experience for our students, of course, and how we can maximize access to the college and enrollment. But that was the decision on maintaining the Monday drop... Maggie. ---Denise Reilly: Thank you so much for your time. ---Dr. Jeffrey Nasse: Happy holidays... have a great break. ---Denise Reilly: And thank you for coming in person and joining us and wearing the polo... let's give him a round of applause... thank you. Almost feel like anyone that's presenting today is just going to have to get a round of applause for coming and presenting. So, up next we have our Provost, Doctor Dolores Duran-Certa that's coming up to the stage, while she gets to the stage, I do want to let you know that it's not... it's not necessarily us on our end... we did a run through for this... I swear... the cameras were all working earlier, but many of you that are probably logged in noticed the Wi-Fi went out here... [chuckles] at Downtown Campus. So when the Wi-Fi went out, we lost our cameras... so, those on Zoom are not able to see us right now. And if I log back into Zoom, I have a feeling I'm going to kick everybody out and have to go through this again, which might be problematic. --—Dr. Dolores Duran-Certa: Good afternoon everyone... it's so nice to be here with all of you... and it's been a while, several years, since we were in this room with faculty senate. And it's always a pleasure to see you... and especially right now, when it's a busy time... I know grades are going to be due soon and you're finishing up your classes. Plus, we have this interesting visit that's going to be happening on Monday... starting on Monday... so, my provost report today is going to focus on that visit. And Chancellor Nasse did, share some of the exciting elements that have happened recently. So, what we're dealing with right now is... and you'll be getting a PimaAll about the branch campus sites, with the new replacement coming in... her name is Doctor Jill Wright from Illinois. She'll be replacing Larry Sanderson, who is going to be dedicated to doing the branch campus sites in a family emergency. So, Doctor Wright will be doing the branch campus visits. However, she's very limited in time and is leaving, going back to Illinois on Tuesday early afternoon, which means we have to redo... make adjustments to the entire branch campus site... so, we're working on that... our team is working on that right now... and later today you'll be receiving a PimaAll, saying what the adjustments are and including the new schedule. I was... I confirmed that it will be today and not tomorrow, but we'll be working throughout the weekend on making sure that the rooms and everything is done... is ready for the new adjustments. So, I'm on camera... yay! Oh, good... excellent. So I apologize, I can't see very well because I had an eye procedure... so, my eyes are dilated and you're all very fuzzy... but you look warm and fuzzy. [laughs] But anyway, so I can't see very well... I have this in big letters, so I can see this. What I'm sharing with you, is a PowerPoint, that has resources... mainly... I wanted to share these resources for you as we prepare for the visit. Many of you already know this backwards and forwards because you were part of the writers and editors... and thank you for your participation in that... but also, just to refresh your memories. So, the resources include the actual HLC guidelines, the assurance argument itself, and then the 3 reports... federal compliance, the branch Campus report and multi- locations report, which includes the dual enrollment sites. If we go to the next slide... [chuckles] this is going to be adjusted. The first one... the whole entire college site visit... that one is going to remain the same. It's the branch campus visit agenda that will be altered. Do I see a hand up? No... okay. Was that Morgan? Did you have your hand up? Oh, nobody... okay, well, I'm seeing things then. [chuckles] So that, just... just know that this one is from before, and it's going to be changed. But please, as the Chancellor said... we need to participation, your voice. Thank you for... in anticipation... thank you for going to the sessions, especially the Criterion sessions 3 and 4... but also, they may be requesting items and it may include that related to faculty... so, if you could please be on standby... we're asking staff and administer as well. Because we have those 2 earlier replacements, they were asking for files and reports, just as recent as a few days ago... and so, we had to stop everything we were doing to comply with that. So, please be patient. ... and if we do need something from you, please be aware that we'll be reaching out to you. And then the last one is more of advice, from the Provost and what we've heard from our consultants, we've had 3 HLC consultants, especially from the mock visit. And that's... please answer the questions concisely and provide concrete examples. So, they're asking questions for a reason... and they want an answer... yes or no or we're working on it. So, maybe starting off with that as an answer and then elaborating by providing an example. Because they don't want to hear the history of things. They want to know what's working, what isn't... and how we can improve things... and what's, what is in the future. Also, let your colleagues know that they can answer the questions... please don't depend on the administrators. You all know the answers.... you've been through the materials... you know the college inwards and outward. So, please volunteer your information... and if there is an awkward pause... or maybe an administrator or some staff person can launch the conversation... but please, feel empowered to speak... and of course, not letting one person dominate the conversation because they'll stop... they'll stop with that person... they did that for the mock visit... if someone was talking too much, they stopped them. And if they want more information, they'll probe you... they'll ask follow up questions. So, that's why I say... you don't have to go into the history of things, because they may ask that. Also, focus on the changes that have been made for continuous improvement and provide examples. And what the mock visit facilitators shared with us is... this is our opportunity to share this... our story, the Pima story. So please, share what your experiences have been and let's tell our story and take that opportunity to do so. So basically, that's what I wanted to focus on for the Provost report. I don't know if there are any questions. I appreciate your patience with all of these new adjustments. It's, kind of a frenetic environment right now, but we're getting there. We've got a handle on it, and you'll be receiving the new, agenda today... thank you. ---Denise Reilly: Okay... I think we have figured this out. So, thank you to those of you joining us via Zoom... that we can see your lovely faces. I see Michael Tulino, Dennis Just, Lisa Werner... you get the shout outs there... and then your virtual faces. So, the more of you that actually have a picture on there, it looks better, because we see you in large screen on 3 different screens in this room right now. So, I'm going to definitely depend on the drivers here... and let me start this again saying, welcome... thank you for coming... I feel like that was a very wonky start... and I don't like that. [chuckles] It's kind of like a redo in the classroom. So, thank you for coming in person and virtual... now, I think we can... we've kind of figured out how to manage the sound and everything else here. So, welcome and let's get started... so, my president report here... it's an ongoing report that just has all the information about what we've been up to, and not just as a president, but really as a faculty senate officer team. So, I want to highlight that November... it feels like September for me... And I want to go up a little bit to the highlight lowlights... I think it's important... and I'm going to go back to what Chancellor Nasse said... so, thank you for gearing me back in the right mindset...I'm very excited. I know the HLC visit is going to be great... I know there's going to be a lot of wonky things, as we just heard about right now with people coming and going, but we do amazing things at this college. I don't think we would have the longevity that we have as faculty, administrators, and the people that are coming here... the community... if it wasn't for all the work that we do... and if it wasn't for the support that we have. So, although there are times that we need to bring up some lowlights to try to figure out how to improve... there is so much great... there's so much greatness happening right now. So, the 3 things that I want to point out this time, and I sandwich this, just like a teacher, right? So the positive, then the middle one, and then the positive... but the first one is the committee repository. We're going to hear about this later, so it's very brief... but, Rita and I... and I can say this because we've been doing this gig for years together...I think we start looking more alike... [chuckles] and she and Brooke... I give credit for roping me into this business in the first place. But, Rita and I have been talking about a committee repository for about 4 or 5 years, and what we've been saying is that every faculty has to be on a committee... and whenever I'm in a meeting where they say... well, some faculty don't join committees and some faculty are on every committee, I say, where's the darn list? [chuckles] Where's the list available to see what's even available... at what time of year... how is it spread out? And so, we have talked about this for years... well, finally, it's coming to fruition... we'll hear about it later... Kate Schmidt and I will report a little bit on it, but it has been a team effort... so, I just want to say it's coming. It is coming... it's not here, but it's coming. And by fall of 2025, we should actually have a web page dedicated to all the different committees across the college, and it's much bigger than the faculty... it's actually college wide. So, it is coming with the help of Chancellor Nasse... with the help of Jeff Silvyn and Nic Richmond, and those teams, and it's been really, really a great experience so far. And I give Kate Schmidt, credit for... [chuckles] I said, why are we doing this this year? And she said... because I've heard you talk about it, Denise, for years... [chuckles] and I feel like we just have to get it done. And I said, thank you... so, that's a great thing. Shared governance is still something we're working towards at the college. There's been quite a few examples in the last semester of attempts at shared governance, but really, not the follow through and the closing the loop that, Chancellor Nasse talks about... like where we all discuss an issue or a problem, but where is the resolve? When does that happen... where's the timeline? And so, that's what I'm going to kind of focus on for the future. And then, the last one was the November Governing Board meeting. I just want to say... and I know Theresa Riel is here right now in person with us... and Chancellor Nasse, the Provost... everybody was there... but it was a great Governing Board meeting... I love going to Governing Board meetings in person when they have awards and announcements and things like that. So, it was great to hear all the amazing things and to kind of remember that, because if you're in the thick of stuff like we are right now, it is easy to just go towards, what do we need fixed... what do we need fix? But when you see that and you see everything from the student that designed the Christmas card that's going to be sent out, it is really a nice thing to realize, wow, we're doing amazing things here. And so it was a great Governing Board meeting. I thought that, you know, with three governing board members going out, I thought it was great that there was a little bit of a tribute for each of those members there, and just the camaraderie in the audience... and I just want to say... it was a great Governing Board meeting. And, the remarks by our Governing Board members... the remaining members, Theresa Riel and Greg Taylor, I really feel like we're we're moving in a great direction, and they're excited to work with 3 new members, and kind of bring them on board... and we also have to remember that those that are leaving...it was a volunteer position. And so, great work with that... and that's my, highlights and lowlights. And without any further ado... okay... oh, I'm done... look at that a minute in advance. [laughing] I'm making up time here... without any further ado, who's next on the agenda? I'm like, Dolores, I don't have an excuse, though... [laughing] about my eyes. I don't know who's next or where things are next. Is that Rita? Oh, great. So, Rita Lennon, my committee repository colleague in crime, is ready to go. ---Rita Lennon: Hello, everyone... nice to see you here... and virtually. My name is Rita Lennon, I'm your Governing Board representative. I have even a shorter report because Denise said what I wanted to say, which was that the last Board meeting was very celebratory, and we were able to see awards for staff, faculty and especially students... that was wonderful. Finally, were... the other key pieces that were brought up at the Board meeting... we're actually going to be talking about in our... [chuckles] in our business section. So, that completes my report. Thank you. ---Denise Reilly: Let's give her a round of applause... [laughs] Now we move on to our adjunct faculty report. So, we're really, trial by fire here, Sean, you're the first one reporting virtually there... like, we've got a, you know, a colleague in the field. And so, let's test your mic and see if we can hear you... go. ---Sean Mendoza: Can you hear me okay... can you hear me? ---Denise Reilly: And we can't hear you... so pause for a second... do we need to? ---Kelly O'Keefe: Sean, I think anyone who's virtually logged in can hear you, but they cannot... ---Denise Reilly: Try again. ---Sean Mendoza: But they can... how about now... can you hear me now? Can you hear me? [laughs] Hello? [unintelligible] My... ---Denise Reilly: I feel like when we're in a classroom, this is what we call the sponge activity. We have something for everybody to be doing in the meantime... [chuckles] ---Sean Mendoza: Uh... let's see... um... [hums something] ---Tal Sutton: On zoom, you can hear it... so. ---Sean Mendoza: Everybody on Zoom... [unintelligible] ---Sean Mendoza: Everybody on zoom can hear me ---Unknown: hear it live. ---Denise Reilly: Okay, so why don't you go ahead, Sean... and we'll just be the ones that don't hear the report. Oh, okay... well, just, my report basically is that... [Unknown, unintelligible] Can you hear me now? [unintelligible, chuckle] ---Kelly O'Keefe: There you go... perfect... thank you Sean. ---Sean Mendoza: All right... okay... so, I'm going to go ahead and, do my report. Basically the... the adjunct faculty report, there... we had 2 visits... actually, there were 2 main guests that spoke today. The first one was, Josie Milliken... she talked to us a little bit about AI... because AI is still, the forefront of [unintelligible bg talking] certainly education and also teaching... and also, Kate Schmidt talked to us also, with regards to, the credit load of the AP that I believe is going to be discussed later on today... so, I didn't want to take away any of the thunder that was probably going to be talked about today, but I did, however... one of the things I did want to, spend today... I just wanted to spend some time, a moment of silence, if you would, for, an adjunct faculty colleague, and a colleague that we all knew because he was on the AERC... he was on the AERC committee, and has also been a long time adjunct faculty member, here at the college, Lynn Maners... and, you know, he... with his passing... I just wanted to just honor him and just take a moment of silence, for a minute... so, if you could do that for a minute, I'd appreciate that. Thank you, everybody, for just a... just a little bit of... for that... a little bit of pause for Lynn, and his, you know, contribution to our institution... he will be missed. And so that ends my report. ---Kelly O'Keefe: Thank you Sean... I'm going to go ahead and text everyone and let them know that you're done, okay. ---Makyla Hays: I get to follow that. [chuckles] Lynn was actually on AERC with us for a couple years... and was always there... and always contributing... and adding things for adjunct faculty... so, it was really sad to hear of his passing. And yeah... okay, now HLC is next week... sorry, I'm Makyla Hayes PCCEA report... I should introduce myself... I just assume everybody knows who I am. The HLC's obviously coming next week, if you haven't heard. We should probably go to some of those sessions. One of the things that the mock reviewers, had a question for us on, that kind of got silence from the room... and everybody kind of looked at each other like... what are they asking? I don't really know. I just wanted to provide a little clarification from you, for you that are here. And I believe something from the Provost office is coming out today or Monday. And it sounds like they're dealing with a lot... so, maybe Monday. But there was a question about how our general education outcomes are assessed... and whether or not all of our courses are matched with federal education outcomes... and why is that? So why are, all of them? And so, after a bit of discussion with Doctor Parker, we figured out that there was a language difference. So we have a general education curriculum, the AGEC... that is assessed through the program review with our Associate of Arts, Liberal Arts... and some of our associates degree that people get... but what we call General Education Learning Outcomes or GELOs... those are actually more like institutional outcomes that we hope that every student who leaves Pima will actually understand and leave with. They are not the same thing that they were being asked about... so, there's General Education Curriculum Outcomes, and then there are institutional GELOs... or General Education Learning Outcomes... so, if that question comes up when you're in a room with other people, maybe just speak up and clarify that we have General Education Curriculum for our general education students assessed through program review with our associates degrees. And we have institutional outcomes... we call General Education Learning Outcomes that we assess through Course Learning Outcomes and Program Learning Outcomes that all feed up to the top. Hopefully that makes sense. There's two separate things they're calling general education... one is Institution, one is actual General Education Curriculum with the AGEC. So, I'm just going to throw that out there. Other things that PCCEA is focusing on is grading deadlines at the end of the semester, we are working towards a common message from all divisions, with a common date for all divisions. So, working on making sure that adjunct faculty, who teach in multiple areas are actually getting the same message about when their grades are due... and ensuring that, you know, we don't have super early deadlines for some divisions and maybe later deadlines for others. The other thing's we're just keeping an eye on are faculty hiring, which is later on the agenda, so I'll leave that there... BP's, AP's, and SOP's, and stakeholder input, which again on the agenda... so I'll skip that one. And then, we've talked about process improvements to ensure on-time pay. So, that is something we just talked about this... was that this week? That was this week, with the Provost again. And we are really looking for some process improvements to ensure that contracts are processed on time and overload pays paid on time. And if you have any questions about what the AERC is doing, we have our tracker that is linked on my computer report, but not... you can't click on this paper. We are looking at clarification on our sick leave policies... for like, what is abusive, sick leave... that type of thing. We're looking at internal growth structures next semester and talking about what does it mean to be a supervisor... and how do faculty grow, without necessarily moving out of faculty... and then hard to hire areas... we did just vote this morning to approve an SOP in HR on how they're going to evaluate what a hard to hire area is... and there will still be a notification through AERC and discussion with us. I just want to make sure I let you know that for sure. But we worked really hard on making sure... what are the...what are the things that they're looking at? What is the... what are the pieces of data... and how does that process work, so it's clear for everybody? And with that, I think that I have a question... what's up Diane? We're turning on a mic for virtual people. ---Diane Lussier: Thank you Makyla... this is Diane Lussier, Division of Mathematics. I had a question about looking into the abuse of taking sick time. Is there someone at the college that perceives a problem? ---Makyla Hays: There is actually... and it was on the staff side for the most part. There were... there was confusion about...there was a mention that you could be written up for abusing sick leave, but there was no guidance around what that was, or how they could enforce it. So, they were looking for some more clarity on what that meant throughout the college. So, they felt like they could talk to HR if they were seeing an issue... so... yeah. I don't... I haven't heard anything from the faculty side, but I wanted to let you know that clarification was coming. ---Denise Reilly: Let's give the fabulous Makyla Hayes a round of applause. Thank you so much for all your work... and Doctor Jessica Tinklenberg is on her way up, and she will be presenting for a few minutes about what's going on with the TLC. Thank you... Tal, loving the photo while you're logged in there too. So, everybody adjusting their their pictures and their scenes... go ahead Jessica. ---Jessica Tinklenberg: Thanks... I'm Jessica Tinklenberg, I'm the executive director of the Teaching and Learning Center. I'm just going to highlight just a couple things... one thing looking back... you can read the whole list in our report, but one thing looking back... I'm really excited about... we had 47 distinct workshops for a, etc. in the TLC. That doesn't include counting the repeats of those things... so, we were averaging about 3 events a week in support of faculty improvement for their teaching and learning, practices. So, I'm really proud of that... I'm really grateful for my team. Having this particular team allowed us a lot more bandwidth to offer a lot more things. We're looking forward to the Spring. We're going to announce a whole new slate of events through fliers at All Faculty Day and, through a bunch of announcements on our own newsletter and website. And then, one of the big events that we're looking forward to for the Spring is the Spring Teaching Symposium, the first ever Pima Community College Spring Teaching Symposium of this kind from the TLC... [chuckles] with those disclaimers... which will be April 11th... it's going to be 9 to 3 on the Downtown Campus... and virtually accessible... and, we'll be inviting you all, as faculty, to submit possible sessions. And my team will also be leading some sessions on key, defining competencies for success in teaching and learning... and that's going to be our focus, for that Spring symposium. And the last thing I wanted to let you know is that, the TLC is really starting to focus on thinking about more than, one off individual workshops, although we will continue to have these low barrier offerings. But really, to think about partnering with departments, with programs, with divisions, to really meet your very specific teaching and learning needs, to see how we can support you, to see how we can improve, student success rates. So if you, oversee a group of faculty that has a really interesting, unique teaching and learning, conundrum, that you want to, partner with us... I would look forward to hearing from you. And I can connect you with the right member of my team, which I will say one more time, is growing. Very excited... we welcomed Doctor Rachel Wedig as our new faculty facing instructional designer on the 18th, they joined us... and, the great thing about... among many great things about Rachel is that they are a Pima grad... and so, yeah... [chuckles] and so we're excited to have them back... and really, to be available to all of you and your colleagues, as a support for your work, especially in those virtual spaces like D2L... so that we can all make sure we're giving our students the very best educational experience. Those are my highlights. ---Denise Reilly: Thank you so much... let's get a round of applause for Doctor Jessica Tinklenberg. And I believe our next presenter or last in our report section for Student Affairs. I believe that Jennifer Madrid is joining us virtually. ---Jennifer Madrid: Yes... thank you Denise, are you sure? Do you mind if I share the screen? Because I may have to look at them. ---Denise Reilly: You may have to. ---Jennifer Madrid: Can you hear me okay? ---Denise Reilly: They can probably. [unintelligible] ---Kelly O'Keefe: I'm not sure that they're able to hear you Jen... I'm sorry... I thought they had figured it out... but let me go ahead. ---Jennifer Madrid: That's okay. ---Kelly O'Keefe: Hold on just one moment. ---Jennifer Madrid: Okay... but you all can hear me virtually then? ---Kelly O'Keefe: Yes, we can hear you... you can go ahead and start for us, okay? ---Jennifer Madrid: Okay. I'm going to try and take over [clears throat] sharing the screen because I wanted to give a little demo of something... so. Hopefully... it's okay. All right... so, you can see my screen right? ---Kelly O'Keefe: Yes. ---Jennifer Madrid: Okay... all right. Well, I wanted to give an update, about... it's come up already in the few other updates about HLC. So, we are working on getting student affairs staff to go... actually, we have student affairs staff already slated to attend the branch sessions and the criterion session. So, we'll be adjusting that schedule now that that will be done... but we'll also get our students on the new schedule, because we do have... we've been working with students to have that representation as well. One of the mentioned Super Saturdays... those are back. Tomorrow is our first Super Saturday to work on Spring registration... so, that'll be tomorrow, next Saturday, and then January 4th and 11th. So, we have 4 Saturdays that we'll be working... and from 9 to 3... so, we actually extended the hours list for this Spring... it used to be 9 to 1... so now it is 9 to 3. The link there takes you to the Pima website where you can get more information on Super Saturdays. Please share this information with your students. Ideally, we try to target new students on Super Saturdays, but it's open to all students. We also have you register... a registration session for continuing students. The next bullet is Registration Session, so I wanted to share my screen, so I could go through and show you all, what that looks like. If you're talking to your students in the class and they want to get with an advisor, they can certainly schedule the one-on-one meetings with advisors. But if they wanted to come to one of the registration sessions where we kind of help students in a group setting, depending on their program of study... you can go to the Pima website, go to calendars, and if you scroll all the way down, you'll find registration sessions here... and then they're booked out by division. So, if you have a business student, for example, you can click here, and there's registration sessions that a student could RSVP for... and we're hosting them virtually and in person. So, please tell your students about Super Saturdays and registration sessions. The next bullet is our Counseling Support and helping students in distress training. So this is a training that we offer several times a year. We just hosted one a couple weeks ago... hosted by our counseling team... so, here's a link to the Zoom recording... and the address is there as well. So please, review that information, so you also have the tools you need to help the student in distress. And then, down here a little is our Spring registration... oh, I'm sorry... the last one, we have Spring registration incentive program... so, in support and through the Chancellor's office, student affairs... I see here, Ariana worked really hard with our Office of Financial Aid and Scholarships... our, the PCC foundation... to get 10 awards for students for spring registration. So, we will have... we will raffle off at the end of January... five laptops and five $300 awards to students who register, between November 6th and January 15th. ---Kelly O'Keefe: Jen... I'm sorry to interrupt you, but we are at time... if you could go ahead and wrap up that last thought. ---Jennifer Madrid: Oh, I thought I had five minutes. [chuckles] ---Kelly O'Keefe: I see three on the agenda, I apologize. [chuckles] Oh, okay, so I cut... my time was cut... okay, I didn't know that. ---Jennifer Madrid: Well, the rest of the information is on here about student engagement and how to connect students with an advisor. So, thank you. ---Kelly O'Keefe: Thanks, Jen. I'm sorry... we're trying to get back to where we were, I guess. [laughs] ---Denise Reilly: As we move to the business section, I do want to let you know, it's going to be a little wonky... as if this whole meeting wasn't wonky... but we're doing our best. There's lots of food for those who are here in person. Because some of you are presenting virtually and some of you are in-person. If you are here in-person, Rita and I will tell you when you're at time or a minute at time. Those of you presenting virtually, Kelly will be monitoring the time in the chat, and she will let you know, and interrupt when that comes. So at this point right now, one of the things that we instituted this year was division spotlight, and where that came from was that, there's a lot of great things going on at the college, but we don't all know about different divisions, and where do we celebrate that a little bit. So, our division spotlight this month is Communications... and we have, Dean Ken Chavez, and we have two presenters, Lisa Jurkowitz and Jeffrey Gabbitas. And then, at the end of our meeting, due to the last meeting... us, we're running out of time... we will have a division spotlight by the Arts... so, without any further ado is Ken Chavez... I believe I see him virtually... I also see that Jeffrey Gabbitas did a HyFlex... he was in here in person and virtual. And then Lisa's probably in there... go ahead and take it away, Business section. ---Ken Chavez: All right... thank you very. ---Denise Reilly: Oh, and you can share your screen... we've given those rights and responsibilities to you. ---Ken Chavez: Thank you so much. Good afternoon faculty senators, faculty, staff, and administrators. I'm Ken Chavez, the Dean of the Communications division. My team and I are honored to present today the many wonderful aspects of the Division of Communications at Pima Community College. So our vision, in the Communication division that's we've been working on for the last two years is to create... foster a diverse, equitable and inclusive learning environment... one to prepare students for success in an interconnected, rapidly changing world through the teaching of written and oral communication, critical reading and thinking, language learning, and multicultural literacy. Our mission is to educate students as perceptive readers, critical thinkers, thoughtful writers, and articulate speakers. So, we serve nearly 8000 students each semester across all modalities. Our diverse and expansive division offers a wide range of courses, programs, and pathways that significantly contribute to Pima's academic mission. Our courses are integral to nearly every Pima program... providing foundational literacy, writing, communication, and language skills that fulfill CTE and AGEC requirements. We offer a Certificate of Completion in ESL Intense Academic English, preparing students for immediate workforce entry or academic advancement, and a direct employment certificate in Spanish Translation & Interpretation. In addition, our Transfer Pathways in Communication, English, and Translation & Interpretation prepare students for a seamless transition to our university programs. We enrich the student experience by offering program specific engagement... opportunities include student clubs, new student welcome events, completion ceremonies, and alumni mentorship programs. Our division supported scholarships and endowments open doors for tuition and textbook awards, and our experiential learning structure... internships, volunteer opportunities, and career exploration trips, provide practical experience and industry relevant skills. Our student run publications, the Pima Post, online newspaper, and the award winning SanScript Art and Literary Magazine, offer hands on experiences that allow students to apply their skills while fostering a culture of collaboration and creativity. The Communication Division has created partnerships with universities and local organizations to provide funding opportunities to enhance student engagement and drive academic success. The Communication Division also supports faculty through initiatives like the Learn... the Leaders Initiative program and the Connect Ed Conference. Faculty across the Collage can also apply for the Liberatory Writing Across the Curriculum - LWAC fellowships, or attend specialized seminars. We also produce Cababi, an Art and Literary Magazine showcasing the incredible talents of Pima faculty and staff. Together, the Communications Division partners with faculty and staff in the community to enrich our academic community and empower students for lifelong success. Today, we are featuring two key programs the ESL Intensive Academic English Program led by Doctor Lisa Jurkowitz, and the Translation & Interpretation Program led by Doctor Jeff Gabbitas. So I'd like to introduce Doctor Lisa Jurkowitz. ---Lisa Jurkowitz: Thank you very much, Ken. So, we are really fortunate to be able to welcome students from all over the world, who want to learn English... and improve their English skills. Currently, we have a little over 100 students from approximately 24 countries, and we take students from a high beginning level where they're mostly reading, writing, and speaking about personal topics... to advanced... an advanced level where they're writing research papers, delivering academic oral presentations, and analyzing college level reading. So imagine that in only a few semesters they're going from one level, to that... you know, from level 1 to level 4. Students do take a placement test to enter a program... and depending on where they place, they will start at one of our four levels. Our card sequence features four levels of writing and grammar, reading and vocabulary, and listening and speaking. We also offer two pronunciation electives, which we recommend to our ESL students, but these electives are also open to any non-native speaker, who wants to improve their pronunciation. We also have a writing... can you go back one? We also have a writing 101 SE class, which we co-developed with our writing colleagues. It has the same objectives as writing 101 S, but it includes enhanced language support... and the faculty who teach that course are certified in writing and ESL. Our program is designed to provide a strong foundation in academic English. Students who complete our coursework are prepared to succeed in any degree or certificate program, and many of our students do continue their studies at Pima after they take their ESL courses. Although some transfer directly to a bachelor's or master's degree program, others use their skills for, professional advancement. They can return to existing careers, but they're able to move into higher positions or they move into other professions. And of course, we also have students whose goal is personal growth, and our program serves those students as well. At this point, I wanted to just make a few distinctions about our program because sometimes there's a little confusion. So first, is that we are different from adult education in that we are credit based. Our courses are financial aid eligible. We take attendance and assigned homework, give final grades, and we bring our students, as I said before, to a writing 101 level... another distinction is that we are a parallel track to developmental education, we are not below Dev Ed... because the instruction at our final or fourth level is similar to reading 91 and writing 90. So again, students are prepared to go straight into a 101 type course. One of the most rewarding and fun aspects of our program is the completion ceremony, which we host every May. And you can see the smiling faces of our students who are done with their ESL, and they're excited to go into all of these different kinds of careers... so you can see the range, the wide range of academic and career goals that our students have. And it's, really exciting to see where they go next. Do we have time for a tutorial? I'm sorry, a testimonial. [laughs] ---Kelly O'Keefe: You do. ---Lisa Jurkowitz: This is one of our graduates... if we have time. ---Kelly O'Keefe: There's 20 minutes now. It's 15 minutes, actually, I think. Yeah, we have 15 minutes. [video voice starts and stops] ---Lisa Jurkowitz: you ready for it? ---Elizabeth Soto: I'm a student, my name is Elizabeth Soto. I am from Mexico. I will love to talk about what ESL and Pima did for me. It helped me to understand and navigate a new language. I am very happy with the progress I have made, and I am eager to practice outside of the classroom in more professional environment, the ESL program opened the door, has... I have been hired at Tucson Medical Center. The last progress I have made is all thanks to 3 extraordinary professors... I would like to thank Christine Wagner, Nancy Hamadou, and Karla Rendahl for all their hard work. Finally, I would like to share a quote... "Today's beginner is tomorrow's master." Thank you. ---Lisa Jurkowitz: Thank you very much for the opportunity to share. And now I'd like to present my colleague, Doctor Jeff Gabbitas. ---Jeff Gabbitas: Hey, everyone... how do you like that magical disappearing act? I'm just going to get right into it. So that was a great transition. Elizabeth is actually one of my students now in the TRS program... and in order to get into the program, you actually have to pass... take the Webcape, the Spanish Webcape, which is a placement exam... because we want to make sure that our students have proficiency levels, that are sufficient in order to do the tasks in both English and Spanish. The program is Translation & Interpretation... the written form and the oral form, back and forth. We teach also 3 modalities of interpretation as well as the whole program, and this is really cool, it's HyFlex... so, students can, choose how they receive their instruction. The program is 26 credits... it can be completed in one year. And they will receive a certificate for direct employment when they're finished. The.. we also have a pathway with our Liberal Arts degree to the U of A, as well as the Trilingual Interpreter pathway. Next. There are 8 courses in the program... I'll just mention 3. One of the neat things that we've done in the program is... we've aligned 2 of the courses with external certification exams... one is the Medical External Certification exam... and one is a Legal External Certification exam... for example, the legal exam... it's the ACICP... the students actually have to pass that in order to work in the state courts. So when they take this course, they will actually sit for that exam... they just actually sat for it this week. They do it the first weekend in December of every year... so, that's exciting. And then the last course is our capstone course... that gives the students real world experience for translation and interpretation... next. And we have a lot of engagement, student engagement kinds of things... TRS Club... I could talk a lot about that, but, I don't have a lot of time, so... we have... the students get to be involved with the Arizona Translators and Interpreters. We also do a completion ceremony every year that's really fun... as well as, an alumni mentorship program. There also... we have a lot of internships set up around the community with TMC, the Arizona courts, MADD, the MADD panels... also the Speech and Hearing Clinic at the U of A... as well as the Children's Clinic, just to mention a few... next. And this last is a testimonial from one of our students. Ernesto Ibarra: [English Translation] My name is Ernesto Ibarra and I am a graduate of the Program Translation and Interpretation from Pima Community College. I enrolled in the program at the end of 2013 looking for possibilities of improvement personnel and better employment options. I really didn't know the job field and the opportunities for translators and interpreters, but I felt safe because who already had knowledge of Spanish, because I also have Spanish studies from the University of Arizona and fortunately the community college validated the Spanish subjects that I have during the last semester I was studying in the Translation program and interpretation, I managed to obtain an excellent job opportunity. This profession has given me the opportunity to develop as a professional, grow and above all it has brought me a lot of personal and, I repeat, work satisfaction. While crossing the subjects of this program, I had the opportunity of being president of the Translation and Interpretation Club, in which we had the opportunity to travel in the Club to the Congress Annual of the American Translators Association in the city of Chicago. That's when I met more translators, more translation professionals, and that allowed me to bond with them, get to know them and further open that range of opportunities and knowledge. doing a retrospective In recent years, I can affirm that the Translation and Interpretation program that I studied at the Community College almost ten years ago It came to change my life in terms of work. ---Jeff Gabbitas: Thank you very much. ---Denise Reilly: Thank you so much. And now, we move back to the... [chuckles] in-person component. I do want to say... we had a great run through on Monday. [laughs] We actually tested the Zoom and Kate Schmidt was in her office just over there and we could hear every single thing. So unfortunately, I feel bad, like those of you that came in person, we got the...shhh... I hate to say that, but the short end of the stick, because we're having trouble listening to everybody that's virtual. So, our apologies, but we promise we did not blindly come in today just thinking it was all going to work easily. We spent an hour and a half here on Monday testing the technology that currently is not functioning like the way we wanted it to at this point. But let's give a warm welcome and round of applause to, Nina Corson, who was instrumental in helping us set up this meeting. ---Nina Corson: Thank you. Thank you so much for being here... it's really nice to have faculty senate here at our Downtown Campus. So, welcome to those of you who are not usually at the Campus. I hope you enjoy some of our Christmas decorations [unintelligible] our holiday decorations for our holiday party that we had yesterday. Please take advantage of the photo booth. Denise asked that we leave it up... and it makes for some fun photos. So, I was asked to come today and give a few campus updates. So I speak a little bit about Downtown Campus and also provide some of the updates that my colleague campus vice presidents asked me to share... so, if you can go to the next slide. Okay... I'm too close... I mean, is the camera not following me? Is it following me or no? Okay... all right... thank you. Adam... here at the Down... let me start at the Downtown Campus. Maybe the biggest sort of thing that we're struggling with here at the Downtown Campus, are those motel properties that we bought along Drachman. So, the college purchased them about 6 years ago... it's kind of been struggling with what to do with them. I'm going to just give you the short version. Thought about several different ideas on and off over the years. About a year ago, the board directed the college to form a committee of external... and of mostly external, external and internal individuals to kind of study the issue and see if there is any external funding that could be used to develop those properties. Ultimately, the college put out an RFQ to identify, a private developer that might like to do a land-lease option with the college. We had a developer come forward. Unfortunately, the project that they wanted to do would not benefit the college. It was a really, pretty bad deal for the college... plus, they wanted the land for like a century, and we just weren't going to... you know what... we couldn't move forward with that. So then, the board had to decide... well, what next? So the RFP, that RFQ, the land-leasing, they didn't work out... and I mean, this all just happened like 2 weeks ago. And so, the Board held a special meeting to kind of discuss... what next? The Drachman properties, if you're not familiar, they are right here along Drachman in the blue and the college owns the rest of this sort of, white highlight. Okay... if you can go to the next slide. So, the Board asked me to talk about what we'd... what would happen if they didn't... like, what's the status... like if we just sit on them... what are the detriments to the college... if we sit and wait for a while? Well... having boarded up buildings on your property is really not safe. It has posed a... some significant safety challenges for this campus. I... these are pictures of things that| happened just over the last month... we had a fire over here inside the Tucson Inn yard... we had somebody break in... I think this is the Copper Cactus... and they vandalized... and you can see where the fence gets cut. This is a huge time... [sigh] takes a lot of time for our police and our facilities to kind of keep these safe... they have to go in and clear them... they have broken into at least twice a month that we know of... it's not safe to have people in there... it's not safe for the campus to have this kind of facility on our property. Additionally, our neighbors are really not very happy with us. I don't... there's a neighborhood right across the street, and they have to look at these boarded up, fenced up buildings now for 6 years. So ultimately, the board voted for the college to demolish the properties... you may have seen that in the news... we are moving forward with that process. I can tell you there was a lawsuit filed by the historic... some of the historic folks... and we will see where that takes us... I don't think that it's going to go anywhere... I think it'll be over pretty quick and everything will be fine. Adam... but I wanted to give you that update, here at the Downtown. Okay. Thank you. A few other campuses... so, Northwest Campus has had a lot of food trucks. I think that's been really fun for the Northwest Campus.. and the East Campus has picked up on that as well... and they've really been rocking it over there, bringing in different food trucks... and this is an advertisement that they put out for the Campus... different... you know, like 5 or 6 different food trucks going out there on different days. Jade Borne did want me to let you know that the... they call it the East Campus Task force... they're trying to get the Center of Excellence for Public Safety out at East Campus. But instead of just focusing on that Center of Excellence, they're really taking a whole look at the Campus and trying to figure out the long term vision and plan for the Campus... and that is still taking place and working. Over at Desert Vista, the Culinary Restaurant is scheduled to open up in February, so we're looking forward to that. Next one... over at West Campus their big, big... like big excitement over at West Campus... is all that construction is finally wrapping up, and Aubrey shared a couple of pictures, so that you all can have a little sneak peek at what it's going to look like. This is the new West Campus Community Room... it's really nice... West Campus has never really had a nice Community Room like we have here. That's kind of what it looks... what it looks like right now... look at that... I love these lights. There's also a new West Campus Faculty Space that will be available for all faculty, not just the ones working in that building... and that's kind of what that looks like. Thank you Aubrey, for those pictures. So, campus engagement... I was just... as a CVP it's really important to me to have a campus culture. You're laughing at the photo. A strong academic campus culture around here for our students. And we can only do that if our academics are actually engaged in the Campus. So, I appreciate those of you that come to Campus, talk with our students, walk around, say hello. We've been trying to get, everyone, all employees at the Campus to say hello to a student if you come within about 10 feet of them... and it really it works. I know that a lot of you in this room have relationships with students that are not in your classes, that you just happen to know... so, thank you for that. I was going to encourage you to attend all the holiday parties, but they're all over. They happened Wednesday at Northwest, Desert Vista, and East. And then, of course, Thursday, just yesterday we had our holiday party and all the decorations are still up for you. West campus was not able to have one... and Aubrey wanted me to tell you that he is looking forward to being able to hosting these kind of parties in that new Community Room that you just saw... so, that'll start, in the Fall. I was also going to make a plea to... it's all about the HLC today... to please look for those emails from your Campus Vice-Presidents at East, Desert Vista, and West Campus, because that's where they're doing the focus Branch Campus visits. All of the things here at Downtown are the full college accreditation. But East, Desert Vista, and West Campus are doing the Branch Campus visit. So, if you are a faculty member at one of those 3 campuses, please try to help out as you can. Thank you. I think I'm done. ---Denise Reilly: Let's give Nina a round of applause for those fun photos that I hope you will continue to take today with the VW bus that's up... but thank you so much. And I believe that our... not I believe, but Kate Schmidt can confirm that our All Faculty Day will be... oh, looks like we're going... All Faculty Day will be at West Campus... so, maybe we'll be able to check out some of those cool spaces that are there. So, the next item that we have here on the agenda is BP's and AP's... and just right here. So, the reason I just have this up here is that we've put a quick pause based on what had happened with this last AP and the number of AP's that were academically focused, that we have not had the time to really review. So, I just want to let you know that these will still be going through these are BP's and AP's that really do not concern so much of us in academics, but I wanted to put them in here for you to know that these are going through the 21 day comment period... the minor updates... but I also want... can you scroll up one second, Rita... or just for... not one second... one, one notch up? I also want to let you know the policy, or the procedure, I should say, not the policy... the procedure should be changing at some point. And I know that, Doctor Dolores Duran-Certa... I know that, Jeff Silvyn will be getting together after the HLC visit. Obviously, that's the big that's the big hurdle to tackle right now first. But after that, we'll be looking at... because this is what I get... and I wanted to just show you this... because every month at a very, not in a very procedural or structural way, I get an email that says... if after reviewing these, your governance group decides that you need more, you know, you need to talk about this. And what I always do is email back and say... who's presenting about these topics, who's coming to faculty senate? And oftentimes, what I get is... [chuckles] would you look through them and you tell us what you have questions about or comments? I have no way of gathering that feedback... it doesn't come to me from the offices. So, it's very challenging for me to say... hey, faculty senators, come look through all these and then tell me if you have any questions, and then I have to find out who the sponsoring unit is and ask for it. It's a very... it just doesn't make any sense for something at such a high level to not have a structured procedure and process that makes logical sense for everybody, or that's very transparent for everyone to see. So that, I imagine that in February when we have our next faculty senate meeting, the first... first week of February, I imagine that by then, when there are some academic AP's and BP's, that we will also have a better way of finding out what the... what the process is going to be. So, I've put that major request out there to administration... let's work on this process. And so, that's what that's up there for... so, it's informational only. And our next presenter is Doctor Dolores Duran-Certa, who says that we're not as blurry anymore, which is great. So she's making her way up here. She is going to talk about the revision of the definition of a credit hour, AP 3.25.07... I requested that we get an update about this... so, we have a few minutes for this... thank you. --—Dr. Dolores Duran-Certa: Thank you Denise... and you're less fuzzy right now, so I'm be able to see you better. So, thank you for this opportunity. I wanted to, share with you an update on the revision of a definition of a credit hour. And thank you to Denise and the other senate officers who really, put forward the need to have a more robust stakeholder input, conversation... and, Rita, I believe it was you that recommended that we use the same process for every academic AP or BP that comes through... to make sure that everybody is aware and has feedback and input that's incorporated into an AP. So we can go to the next slide, please. So about a year ago, Sandy Veltri, one of our HLC consultants, realized that we didn't have an official AP on a definition of a credit hour... we only had the SOP and it was called Course Types. And I have a link there so you can go through the slides later and really go into depth as to what... what I've put there as resources. So, we started working on an AP and it did go through the process, but of course there were 39 other AP's at the same time... by the time it got to senate, it was in April and you were bombarded with a whole bunch of AP's, and of course, the end of this semester, too. So, it wasn't fair for you... and we needed to have a more in-depth conversation because several faculty in several divisions, were impacted. And so, it was later this... oh, a few months... a couple of months ago, when you tried to make some changes and then curriculum said, you know, you need to make these changes first according to the AP that was approved by the Board back in May, and that started all the conversations... so, fortunately we... Next slide please. We did have, at the request of your senate president... to have... come to the senate meeting... I think it was in November. I was at a conference, so I was only there for the morning part or the first part of the meeting did not, unfortunately, attend to the later part, but there were lots of questions and it became that... obvious that we needed, a deeper conversation about it. So then, we had... we held a faculty forum that was dedicated just to this AP, which went very well. I think they were like 135 faculty that showed up on a Friday afternoon. So, that tells you a lot as to how important this was to everyone. So thank you for your voice... for sharing your concerns. We took notes... also, a survey was sent out about your concerns and we took those into consideration. So, the week of the... of November 5th through 14th, I met with some of our ELT members, TLC, the Provost leadership team, and of course, our senate president and officers. Then we had that first, initial faculty forum. Next slide, please. As I said, we sent out surveys... many of you in the faculty forum expressed an interest in being a part of a stakeholder input group... so, we took your names down. I assigned Wendy Weeks, Vanessa Arellano, and Emily Halvorson-Otts, to lead the rewrite. We followed the approach that AERC uses, where there is, like, a framework that's presented, and then, everybody launches and really digs in to providing feedback and more of the messaging part. So, that has taken place and we've been holding meetings, weekly meetings with the stakeholder input, which has been very, very effective. And we're very close to having finished the rewrite of the AP... we can go to the next slide. I gave an update at a second virtual faculty forum about what we had done so far, but we had some common challenges and themes... as you can see there, there were categories and descriptions, the minimums of 160 hours, ratios, the minimum contact hours, and then minimum hours per semester. Next slide please. And of course the categories... this may change. So, at our last meeting that we had with the stakeholder input group we talked about practicum versus internships versus job shadowing. So we'll probably add internships or something similar to this list of categories. Next slide please. So as I said we're holding weekly meetings... we're getting more feedback... we're continuously revising the AP. We... on the 25th we open a draft rewrite... everybody provided their comments by this past Monday, and we incorporated, folks comments... some of them we didn't because we needed more conversation about it, but they're all taken into consideration. So the goal is... and we're well on our way... by December 18th, we will have a finalized version of the rewrite, and that'll be shared with the Chancellor and with the Board also. Next slide please. So that's... that'll be the end of the first phase... the next phase is the actual implementation of the AP. And so that will be developed by the 31st... I need to assign a lead for this. I haven't done that yet, but I will soon... it'll probably be an administrator with a faculty as leads, co-leads. Each Dean will then be responsible for working with the faculty for a public facing SOP, because it's going to be different, depending on the various divisions. So, that'll be the next step to work on. And of course, we want a shared governance model where everybody has input. And then the ea... just so you know, the SOP, that public facing SOP, will entail rationales behind each ratio. And who's going to be verifying seat time because we didn't have that before. Next slide, I think that's it. So, that's an overview of the work that's been done in November and this part of December. So, a lot of fast work... but it was so needed... and thank you for all of your input and your patience in this. We... as Rita suggested, we need to follow this kind of approach for all AP's and we will do that. ---Denise Reilly: So, let's get a round of applause... --—Dr. Dolores Duran-Certa: I think Maggie has a question. ---Denise Reilly: We may not have time for questions unless it's a quick comment. ---Maggie Golston: This is just a quick comment... I really, really deeply thank you, Dolores, and your entire team for the spirit of collaboration, the acknowledgment that this was big and that we had to kind of come together and fix it... and, it's just really been amazing working with Wendy and Vanessa and Kate and just everybody and Emily... I really appreciate this approach. I hope we follow it... and create a, sort of a cover sheet that that gives the provenance of each AP and BP as we vote on them. I think it's important that we have this kind of accountability, and transparency. So thank you, you're awesome. --—Dr. Dolores Duran-Certa: Well, thank you Maggie, very much appreciate it. ---Denise Reilly: A round of applause. --—Dr. Dolores Duran-Certa: Thank you, President too... for really, leading this effort as well. ---Denise Reilly: Thank you so much for Doctor Duran-Certa. And next up in our presentations, which we really appreciate. And I do see that Doctor Halvorson-Otts is also here too. So appreciate all the in-person support from administration as well. So next, coming up to the stage we have Doctor Michael Parker, who's going to talk about something super exciting called the DFC Handbook revision. And I believe we have some time allotted on All Faculty Day for DFC meetings, about an hour and a half for division or DFC meetings. So take it away Michael. ---Michael Parker: Well, thanks for that introduction, setting me up for a riveting presentation. Faculty... the discipline faculty committee, formerly known as CDAC there was a new version that was created back.... I don't know if this was the first version or not, but it was something like 2019... that was the approval date for it, for June 2019, the manual mandated a 3 year review, but hadn't done that... and we did it this year. So, in any event... next slide please. Everybody know what the DFC is... Discipline Faculty Committee? That's the portion of the governance body that... where faculty oversee curriculum at the discipline level... and it complements things like the College Curriculum Council and the General Education Committee. So, here I've got an outline of of how we did it... according to the provisions laid out in the DFC Manual. We've got membership... requires that we get a faculty from each division. We couldn't get volunteers from each division, but we wanted the work to proceed... so I've got the membership listed there... it also calls for 2 academic deans. The process that we use, the revisions that we made and then our next steps. So, next slide please. There you go... here's everybody who's there... and you can read at your leisure. I don't know that I need to read those names out to you, but, did you... are you nodding saying, yes, read the names out loud? ---Denise Reilly: No, do not read the names. ---Michael Parker: Okay... that's everybody who's there. Oh, goodness, I didn't put the person's name up there... I'll update that. I asked Denise to make this a live document, so that I could make updates to the slide show. Next slide, please... next slide, please. Then the other thing... it also requires a minimum of an academic Dean and I recruited Ken Chavez, who was speaking just a short time ago, and Chris Cabello, who is the acting Dean of Sciences... they contributed as well. Other thing... so, I'll just go ahead and then as the slides catch up to me, they can catch up to me. The way that we did it is, we developed a survey and it was a very simple survey that asked probably 3 or 4 questions. I don't remember exactly what the questions are, but they were open ended questions... they said something like, what's working? What's not? The things that aren't working, would they be helped by revision? If so, how would you advise them? Something like that. So, we administered the survey... I think we released it on October 1st, is what that says. We received 22 responses... then, we took those open ended responses and we coded them into themes that we found across the board, in what faculty suggested needed to be revised about the DFC handbook. So, could you advance the slides? All right. Good. There. That's what I did. I think the next slide describes... if you could go there... the different things that people said required revision... adjunct faculty roles. And if you contributed, maybe you recognize your own comments up here. The appendix, that was one thing that said... in that that handbook... it said each DFC will create an appendix that will be presumably appended to this document... never happened. Defunct roles... so, it was kind of fortuitous that we didn't do it last year, but we did it this year, because it referred to discipline coordinators, discipline standards, faculty... those roles no longer exist. Something that people said... meeting frequency... and I think the meeting frequency has survived in oral culture. It used to be the AP was... is that you met a minimum of twice and it was on All College Day and All Faculty Day... this handbook mentions nothing about those, so we added 3 days in our revision... that they would be All College Day, All Faculty Day and Data Day. And working to align those 3 major days with other college processes so that you may remember at one point you would go to All College Day and you would receive a curriculum packet, and you would do all of your work and all the things that needed to get done. and it seemed like a very convenient way to do things. Next, please Process and resource alignment, review and revision of document... it's just, previously the document was owned by the Deans Council... so, that's probably one reason there was nobody in charge of it. So, whenever everybody's in charge of things, nothing ends up happening. There were specific references, you know, that could have been just like, what about this line right here that we really couldn't turn into a code? We made revisions of those as needed. And some things we decided were out... outside the scope of the DFC handbook, so somebody said, we want... this should include training on how to, create credit hours or something... the very thing that we're talking about right now... it's like you need to be able to include here something about how... what's the appropriate ratio of hands-on lecture to laboratory time. We decided that's really not within the scope of the DFC handbook... that's more like professional development or something. Next slide. Okay... we made the revisions based upon feedback... we sought to align it with all of these new policies and handbooks that are now published, like the new Leadership Handbook, the AP on Faculty Qualifications, etc., etc... and CQI SOP's because there used to be something called The Curriculum Procedures Manual... no longer exists... it is now all SOP's on the CQI website. So, we sought to align everything with these now exist... documents that exist, instead of these defunct ones. Next one please. So, this touches on what you were talking about, Denise. It says that we need to document the meetings. And whenever we looked at the SOP on... or not the SOP... the AP on committees, it says that the meeting minutes should be published, you know, so that anybody can access them. So, where the DFC minutes ended up getting published, I don't know if it'll be on this web page that you're working with Nic to create or whatever it is... but we've thought that could be some possibility. And I already did that. Next slide, please. And there you will find the original document, and a red line, and struck through document... the revised document. I will also provide just a clean copy of the document. So you could see that just as it is, but give you all of those different points of comparison. Okay... next slide please. Solicit feedback from Faculty Senate... that's one of the things that we need to do as part of the process. So, we will get feedback from you, using the Google Form and presenting it to you today. We will leave that form open through January 21st, so that you have ample time to do it... that hopefully gives you sufficient time. The process also says that you share it with the curriculum office, which is now CQI... we'll share it with them, collect their feedback... and then, I think, after we collect all that feedback, we'll make final revisions. And then, whatever feedback we get from the senate, we will say... here's what we decided... we are taking this and we didn't take that. That's it, I think... that's the end of my presentation. And then, present to the final... the Provost final approval. Am I under five minutes? ---Denise Reilly: You are so good, thank you... let's give them a round of applause. [chuckles] Also, just to note... my first faculty senate meeting I ever attended, in 2016, was at West Campus, where Doctor Michael Parker was the President of Faculty Senate. So, he did enjoy his old stomping grounds up here. Did we have a quick question from Tal or Matej, or was that just a...? Kate and I are coming up to the stage. ---Tal Sutton: Just trying to get back into the old habits... Tal Sutton, Math faculty, Downtown Campus. So just... I think this is more just to help me kind of visualize the direction of this... I liked a lot of the changes that you mentioned, but, it kind of sounds like what this is meant to serve as is... DFC's are kind of not really formally operational units at the college, but kind of operational units of the college. So, is this to sort of be understood as the SOP for DFC's? Is that sort of how we could visualize how it would integrate into the functioning of the college? ---Michael Parker: I, yeah... I mean, I think that that works as a way to, you know, describe it... used to be an AP... I mean, and that's something that we could consider too, is that we just turn it back into an AP that I think was probably deleted at some point. But yes, we... whenever we looked at that, I mean, it's like the Robert's Rules of Order. Here's what this... how these committees in sort of a broad framework should operate. And it could be akin to an SOP... so, I don't know if it fits... we can call it a SOP to kind of integrate it and use consistent terminology. And I think that that's... that was one of the points is that... we've got handbooks, we've got SOP's, and all of this kind of thing, if that helps, certainly we can, I don't know, call it something other than a handbook and reserve the term handbook for things that have some broader approval or whatever. ---Tal Sutton: I mean, I guess it's... is that you're getting at what my question is really just... we have so many different names for so many different things that it would just be nice for consistency in some regards to just have... and again, I don't know if it needs to be officially changed, that name, but just to help me, at least me conceptualize what this document does in the... what it serves for the college. ---Michael Parker: Right... right? I mean, would it help if it were a manual... or does that add one more? --—Matej Boguszak: Thank you Michael... Matej Boguszak... Mathematics. I noticed... so, at the discipline standards faculty, you mentioned is a defunct position, but the AP on faculty qualification says that each year, DFC should designate, a liaison to the Faculty Qualifications Office, which previously was called Discipline Standards Faculty. So, it's just something I noticed that we're still supposed to have something like that. ---Michael Parker: Right, there are 2 things, because the leadership manual also says that the department head serves as the, you know, the contact with that. So, we could just say that the DFC elects one, we could make some decision... how do we do that? Because we've got one document that says... this is a department head responsibility to serve as a liaison between the discipline and these things. And then we've also got the AP that says, you just need to have a representative... so, we can... if you have advice on how to reconcile those... [laughs] ---Maggie Golston: The new faculty policy that just went through... Kate's doing something else... but Kate's thing... designates hiring manager, which is most obviously department head as the liaison. So, that's something we might... we'll just put it in the survey for Michael, let him worry about it. ---Kate Schmidt: Maggie, I heard my name... what... do I need to pay attention to that? ---Maggie Golston: There are, monsters in your house right now, eating all your favorite sweaters. ---Kate Schmidt: Need to be... we need to be careful of the term hiring manager... is that what you were saying? ---Maggie Golston: No. ---Kate Schmidt: Okay, I'll catch up later... I'll watch the video later. ---Maggie Golston: Okay. ---Denise Reilly: Okay... we're going to move on to the next section because we're not cutting... Matej always has a question... [laughing] I, like you Matej... you're great but... we're going to move on to the next section because Fine Arts got cut short last time... So, we can have an after conversation if needed... sorry, but we've got to keep to the time... because our meeting ends at 3:00 and so... Oh, look, we've gone incognito... lost everything... this is fun. [chuckles] But hey, go ahead, ask your question now. Are you seeing this all Makyla... or no? Like, do you see... on your screens? Okay. ---Kate Schmidt: We had... we have 2 topics that we're covering... 2 things that really are not related, but Denise and I have been working on. One is our FACTS process... the faculty allocation process. We have come multiple times to talk about the tool that we built... that tool will now be in Pima reports... probably sometime in the Spring... so, that it... so that we've got that increased transparency... that was a goal. We have used that tool, applied it, and made decisions about hiring faculty for Fall 2025. The list is in the PowerPoint, if you have access to it, because it doesn't seem like they have access here. Okay... and there are still, outstanding... Health Professions is still under review, but everything that's been approved for a regular hire has a committee identified, and with the expectation that we will post those positions before we break for Winter break, please let me know if you have any comments or questions about that. I'm not sure if we have time now, but email me or we can get those... if they're broad questions, we can make sure we're communicating about that process. ---Denise Reilly: Yeah... and to follow up on the DFC, I think we'll make sure that in February we have allotted time, more time for discussion or questions related to that update right there. So, as we pull this up, there we go... as we pull it up... we're going to move on to the next component... so, that was about fact... as Kate said, both her and I have been working on these kind of larger scale projects, and there's a few people in the Zoom component of our meeting that have been instrumental in this. I don't want to leave anyone out, but I think Doctor Nic Richmond is in here right now... Jeff Silvyn, I believe, was here earlier, but could not, be here at this point right now. So, as we move through... that's what Kate was just talking about, approved hires. But we can go on over to the committee update. Or the committee? Yes... thank you... committee work. So, all we wanted to bring up here is what I mentioned in my report earlier, is the excitement about the inventory of work groups and committees... that's to come. When we collaborated and got STAR involved in it, along with legal, to figure out what is the definition of a work group... what's the definition of a committee, a task force? It... it's got a little bit more complicated... but at the same time, the project that we started, which was intended for faculty, to just see what's available, as far as committees are concerned, is actually becoming much larger and it's going to be used by everyone at the college. So, in a great way, while it's taking a little longer than expected, it will be utilized by everybody. Anything else? ---Kate Schmidt: I think that's it... we may have another slide. I mean, there's some draft documents that have come from... the project is now officially by the Chancellor. [clears throat] The project has been, allocated or given to... STAR is the lead... the Chancellor made the decision that because this is now a college wide, interest, that STAR is taking the lead. They have drafted some documents that are linked here about what... how we define things and how we will be, collecting minutes and agendas and having those published. And they're, they're also going to be responsible for keeping that archive. And I did chat with Nic... Nic is... believes that the DFC's can be included very easily. ---Denise Reilly: And if we can click on the committee sample web page, the last one we wanted to show... I know all those that you can see it here, but the committee sample web page, all of this, just to stress, is all in draft... it is just the first time we're publicly saying, we've been working on this. [chuckles] And that's what a mock up could look like... so, it looks like we'll get access to that. Nic, do you have anything to add quickly before we move on to our Fine Art spotlight? ---Nic Richmond: Thank you both... No, not really... I would just say that for everyone here, if any of you have any comments or feedback based on the documents that have been posted... that would be wonderful. All feedback, ideas, and input would be very much welcome. ---Kate Schmidt: Nic, can you repeat what you said? We didn't have a mic on you? ---Nic Richmond: Oh, certainly... can you hear me now? ---Kate Schmidt: Yes. ---Nic Richmond: Okay, great. I don't have anything to add... you both gave a wonderful summary... thank you both. All I would say, though, is that if any of you have any feedback about the direction of the ideas to the proposed approach, the proposed structure, or ideas and input are very much welcome. So, please just reach out to us if you have feedback or comments. ---Denise Reilly: Okay... thank you very much. And now, we're moving on to our last component, which is actually virtual. So, I think Maggie is going to have to stay put there with that. And that would be from the Fine Arts department... I see Dana Roes, Doctor Dana Roes. I also see, I believe, Nancy Spalding, which... can I just start by saying that... this is Nancy's last month here at the college, and she is retiring... and I know that your group virtually cannot see us... in the run through it worked on Monday. collectively going to do some kind of standing ovation for you, Nancy, for all your years of service here. And I know that you can't be here right now because you're at your own retirement celebration party at West Campus. But I would like this group to stand up in honor of, Nancy Spaulding and her years of service here at the College. ---Nancy Spaulding: Thank you very much. ---Denise Reilly: And now we'll hear from you all. ---Dana Roes: Okay... thank you, Denise, for having us back again. And I apologize that we're not there in person, but as Denise just said, we are celebrating Nancy's retirement. Also with us is Maryann Green to talk about theater. But before I pass the baton to them, I just want to remind everybody we are a fantastic resource to bring your students to, to offer extra credit or integrate into an assignment. All students get to see every one of our performances for free. They are guaranteed a free ticket with showing their student ID or giving their A number... so, please take advantage of us. Today we're going to feature Nancy Spalding and Fashion... and also Maryann Green to talk about theater. But as you know, we also have music, dance, digital arts, and visual arts. And tonight at 7 p.m.and tomorrow, we have a dance recital in the proscenium theater. And then all next week will be featuring music... so. please check out our calendar... We also have our own website, PimaArts.com, if you want to see what we're offering and when... check out our events. And I'm trying to be fast and quick because I know we're already almost out of time. So I'm going to quickly pass the baton to... I see Nancy's slides are up so she'll talk... and then followed by Maryann Green. And thank you again for having us... thanks. You're on Nancy. ---Nancy Spaulding: Thank you so much, everybody... I so appreciate your kind words and it's been a pleasure working at the college and being part of the Fashion Design department. I've seen a lot of changes here in 17 years, and I think we're in pretty good shape. As I get ready to hand over the ship to a new... new person... thank you all very much. So, I put together this quick PowerPoint with some ideas of links, and information for students... and I use it as a marketing piece, not only in my signature line and in my email, but everybody in our department has it... all of our students now have it... and this is a living document that can be updated on the fly. Every link has some sort of live component to it. So, if you click on fashion with a purpose... that will take you to the PimaArts, we have a QR code. We've got pictures from some of our runway events. Okay... we can go to the next slide. So, this gives students and people who are interested in our program information about our degree and what we do here in our department. We... before the pandemic, we had a very strong fashion club, and I took students to New York, Los Angeles, Las Vegas. And we had great fun doing that with students... and they really got to see an up close, experience of the fashion industry. So that was really great... and we're going to revamp it for the Spring 2025 semester. One of the things that I was able to do in my time here was to implement technology. We have a great partnership with Tukatech in Los Angeles... that's for digital pattern making... and we have a lot of equipment in our lab. Tukatech's been a great partner with our students and with our program. But this gives students the information about the degree, what we have in our lab, and so forth... and some of the fun things that we have for students. Okay, the next slide please So, we also have transfer agreements... our strongest transfer agreement is with ASU/FIDM in Phoenix and Los Angeles. ASU bought the Fashion Institute of Design and Merchandizing in Los Angeles last year. And we now have a 2+2... it's not really called that anymore, but a transfer program with ASU where our students can transfer once they finish an Associate of Arts and Fashion to ASU. The great thing about this opportunity for them is that students who transfer to the Phoenix campus can do a semester in Los Angeles at the the ASU campus there, which is located in the heart of the fashion district in downtown Los Angeles. We also have a transfer with the University of Arizona, with their Fashion Industries and Science Technology degree. One of our students, former student Samantha Franco, is there now, and we have several other students that are in that program at the U of A. We've also had students go to Columbus College of Art and Design, the Fashion Institute of Technology in New York City. I have a student that just wrote to me, and she is telling me how much she loves it in New York. One of my students, who graduated from Columbus College of Art and design is the senior technical designer at Kohl's. So, our students do go places after they complete their degrees here at Pima. So, we've been able to get some very positive transfer agreements in place with some of the best schools in the country for fashion. We are... we have a transfer agreement with Cal Poly in Pomona, California... but, they're changing their program, so the next person will work that out, but they've been great to work with as well. Okay, the next slide, please. ---Kelly O'Keefe: Thank you Nancy... if we're going to get out on time, we're going to need to go to the next presenter for the Arts division. ---Nancy Spaulding: Thank you. ---Maryann Green: Hi, I'm Maryann Green... I just wanted to say a few words about the theater program, and some exciting things that we've got in progress. The first one is our noviceship program, in which we have... we invite students who have been through the first 2 levels of our stagecraft and design program for the theater... they apply for a noviceship in which they're able to design a technical component for one of our main stage productions, so they can be the costume designer or the set designer, with one of our faculty as mentor. And, we've actually been able to use the Pima Foundation to pay those students a small stipend, so that they get a little bit of stipend and they also get to put that main stage design on their resume. The second thing I wanted to talk about was our connections with the community. Our auditions classes are able to audition for local theater companies. Several of our actors get hired each year, to perform, in community theaters. And those are paid positions. We've also started relationships with our city and with Arizona Theater Company, in which our students... sort of a pipeline from the noviceship to the internship with Arizona Theater Company... and so our city. And then, the last thing I just wanted to mention really quick, was our work with the high school students. We have 2 high schools that are doing dual enrollment for our theater productions class, Empire High School and Southpoint High School. We do a senior day, where they get to come and be a theater college student for a day, and then they meet with the faculty advisors and the financial aid advisors, so that this will be our second year we're doing that. In... either in the Spring or next Fall, we're going to do a play-in-a-day, where all the high schools bring, a few of their actors and technicians and all the high schools get mixed up and and create a play in a single day, in which they perform that night. Oh, and one last thing... I wanted to talk about cross-curricular... Dana mentioned opportunities for working with other departments to bring students, to see the shows and also to integrate our show's topics into your curriculum. We've had really great success with the English department so far. Last year we did Richard the Third, and then this year we did Dracula, and we were able to work with Jen Wiley's English classes to integrate those. And we would love to expand that program. So if you see something that we're offering that you think could relate to what you're doing, we would love to, work with you to set up some cross-curricular opportunities for your students. Thank you. ---Denise Reilly: Thank you so much to the Fine Arts Department... for their presentations... unfortunately, we're not able to see, or not all of us are able to see, all of the chat. So, I know that there's a lot of congratulations going round about Nancy. I have a quick question, though... how many years of service have you had here, Nancy, at the college, ---Nancy Spaulding: 17. ---Dana Roes: 17. ---Denise Reilly: Oh, now we can... that's okay... someone will show fingers up or something at some point. So, 17... so just wow, that's just so amazing and great. And I'm glad that Fine Arts... thank you for coming and being here with us, even though you are celebrating retirement. And thank you so much for sharing what's going on your area. Before we adjourn, I would like to request that... I want to say thank you... Thank you to all those of you that came in person... thank you to the outgoing senators. We actually have a group of outgoing senators right now... so we kind of mix it up. I see Chuck Wacker and Adrian Snellgrove here in person. So, I just want to say thank you so much to all of our outgoing senators for this next term. And then welcome to our incoming senators... so, the make up is going to look a little bit different come January. I also want to say thank you to one of our faculty senate officers is outgoing... but she's not going far. Maggie Golston is a super great representative for the AERC, so she'll be remaining in that role there. And then, we also have Rosanne Couston and Dennis Just, who are going to be joining our officer team, that you'll see a little bit more of come January. So, at this point right now... I know this was a little bit wonky and I do want to say a thank you, though... Rita, who is the driver... Marcos, in tech... Nina Corson, fabulous Nina. Like I said, we... it worked all... and functioned very well on Monday when we did the run–through... but unfortunately everything didn't work out today. So with that being said, I would like to say that, at the very bottom of the agenda... so those of you in Zoom land, [laughs] but also here at the bottom of our agenda, there's a link to faculty senator exchange... and in that exchange we added a question and that relates to this particular meeting. Right now, I don't want to wait until March or April of next year to remember... well, did we like that or we did not like that? The idea was... if this worked well, this time, that we would do this again in May, and make it a more celebratory meeting... maybe celebrating faculty emeritus or some of the other, potentially sabbatical... like, kind of making it a more celebratory thing. But we need your feedback on whether people would come in person, or not, to that type of event... so, that's my ask for senators. And do we have a motion to adjourn? I see Sarah Robinson with a motion to adjourn and a second by Kimlisa... so, our meeting will be adjourned... we'll stop the recording. And those of you live here in person, let's eat. Thank you so much.