********************************************* 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. ********************************************* March 7, 2025 Faculty Senate ---Denise Reilly: Welcome and happy March... can everybody hear me? Making sure we're loud enough here... okay, great. Welcome to March's 7th faculty senate meeting... thank you all for coming in. Thank you Dennis... and we have 4 people on our  team here... we're short 1 today, but we're okay...   we're heavily staffed and capable here... so, we have... so we have Dennis, Kelly, and Rosanne...   and we're just missing Rita this time... so, if we could take a few moments to go into the sign-in sheet  and go ahead and introduce ourselves with the Icebreaker question. What I'm looking at here is that... what is something going well in your classes? And those of you that are not classroom   faculty and teachers, you are more than welcome  to answer that question... in fact I encourage you   to answer that question with... what's going well  in your area? So, much appreciated if you would go   into that space right now... into the chat... as well  as looking at the previous month's minutes... and one change from last month... because as teachers  we monitor and adjust, right... one change we noticed   that would be helpful moving forward is that, Dennis... our great vice-president Dennis Just in the Science division, is going to be sharing all presentations with everyone... so, don't worry about finding anyone to share your presentation... Dennis will get us moving along... and so now, we are just looking for someone to make a motion to approve the minutes, as we're simultaneously signing-in... and Dennis is scrolling us slowly through... thank you Dennis. One added addition we thought that was pretty neat, which is much appreciated... is that Rosanne has added in those in attendance, those not in attendance, as well as guests, in our minutes... so that it's as official as possible. And do we have a motion? I saw Kelly, a bunch of thumbs... but I think that was based on Dennis... that was based on Dennis's sharing, okay... so, I didn't see a motion yet to approve the minutes... I'll wait for that. I'm not sure if we're just reading really thoroughly... [chuckles] oh, thank you... I see Matej is moving to approve the minutes... do we have a second? ---Kelly O'Keefe: I'll second. ---Denise Reilly: Thank you... Kelly O'Keefe second the minutes... senators if you can go in the chat... Dennis is also checking for quorum right now, so if you could go into the chat, and if you could indicate your approval in the chat, that would be great... and we'll see that we have Quorum.. And our meeting is growing by  leaps and bounds... we have 58 in here now. And as we're looking to approve the minutes... and Dennis will come back to us with an official quorum do we have any requests? At the same time, we'll go through request for agenda  modification... do we have any changes necessary? At this point I'll ask if we have anyone needing to motion for executive session. I don't see a motion for agenda modification... I don't see a motion for executive session. Do we have any requests for open forum? I see a hand... Makyla, hey, go ahead.... thank you. ---Makyla Hays: Hi... got in just in time for open forum... [chuckles] so, I learned of an interesting interaction between tools in Google Meet this week that I just kind of wanted to share with everybody, so they could be aware of... I have kind of alerted some... Isaac and Tina and the AERC to see if there's maybe some training that we can send out on this... but in the meantime I just kind of want to share it with people... there's a recording tool in Google Meet, and there is a transcription tool in Google Meet, and when you start a recording, you can also start a transcription. When you end the recording using the recording tool in Google Meet it will automatically... it can automatically end the transcription... but if you use the toggle buttons at the top of the screen to just end the recording, the transcription actually remains on unless you purposely turn it off, and you can tell if the blue microphone is lit... that can cause an issue if people use the meeting after the recording is done, as kind of like a private meeting space ...  because that private conversation then is part of the official transcription record... and so, that can definitely cause a bit of an issue... and I  know of one completely unintentional issue that happened,   where that was exactly the case... and I worked with a colleague, Jamie Irvin, in the Learning Center helped me figure out kind of like, where those pieces are linked, versus not linked... and it really seems to be, if you use the toggle buttons at the top of the meeting space to stop the recording, it does not automatically stop the transcription... so heads up to everybody, that if you are recording and doing transcription, make sure both things end... or best practice might be actually, to go ahead and end the meeting and have the private conversation in a separate Google Meet that you own. So, yeah... something I learned this week and thought I would pass along. ---Denise Reilly: Thank you so much Makyla... I appreciate that many faculty are taking advantage of the open forum, whether that's for an announcement or sharing a new tool, or posing a question or a concern that won't be answered today, but will be transcribed, recorded, and noted in our minutes for possibly administration or those in the areas to follow up with... okay. At this point, do we have anyone else for open form right now? I have an item, but I will wait for anyone else that may have an item before me... and I see lots of faces in here today... this is great... so, without seeing any others, I just want to say... I appreciate so much that, official communications are coming out about our sports teams that are doing really well at the college right now... I had the pleasure of going to a basketball game Wednesday night for the men's game... and tonight is uh the last home game before championships... and so just wanted to pose out there that quite a few faculty are joining, and if any of you want to join ahead of time, a few of us are gathering at Bianchi's, right down the street from West Campus at around 5:15, 5:30 for a bite eat... and then, to hopefully cheer on our Aztecs to winning their last home game here. So, everyone and anyone is welcome to join... anyone, a fan of PCC sports and athletics and any faculty So, that was my open form item... I don't see any others, unless I'm missing something in the chat. Colleagues, do I have anything else I'm missing? If not, I think we're ready to move on. ---Kelly O'Keefe: I don't believe so... go ahead Denise. ---Denise Reilly: Okay, thank you... let's move on to vice-president Dennis Just, who's got a lot of jobs going on right now... but request for faculty engagement... take it away Dennis. ---Dennis Just: Sure thing, thanks Denise... and I'm happy to say we have a very solid quorum currently, so good job... thank you everybody for signing up... I will continue to spam the chat throughout the meeting... so, if you haven't signed up yet, you will have about 50 or 60 more opportunities before we're done here. ---Denise Reilly: Awesome... um... official minutes are approved... is what you're saying? ---Dennis Just: Yes minutes should be approved. ---Denise Reilly: Thank you. ---Dennis Just: Yup, thank you. So, this will not take too long, we haven't received any new requests for faculty engagement, however we still do have one outstanding one and it's a request for 2 faculty members for the academic calendar committee... it's quite an important one as you can imagine... there's a link in the agenda to some more details about it, as well as contact information with Nina and Elvia... and you know,  anyone that's worked with the, you know the... your course schedule... you can recognize how important that... [chuckle] can be... and so, whether anyone on the call is interested ... or if you can bring this back to your uh faculty that you represent... please do so... and we can get 2 people to really give this... have 2 pairs of faculty eyes on this very important committee... and then, as far as faculty emeritus, we did not receive any nominations... and so, that will be that, as far as this particular round of faculty emeritus nominations go... we will still be celebrating our 3 new emeriti in May with our in-person meeting... and then we will have another call... not a full year... but 6 months from now, for essentially a fall round of emeritus nominations and we'll follow up with the timeline and everything regarding to that... thank you. ---Denise Reilly: Thank you so much Dennis... and I believe the faculty engagement request for the academic calendar committee is the second time... so, we're really in need of anyone who... especially those of you that teach multiple different terms... so, 8 week, 16 week, 14 week, and understand the really crucial  aspect of having a fine eye, with looking at dates and deadlines of the... of the year-long calendar far in advance... so, hopefully we'll get some faculty interested in that... so, thank you. At this point we'll go ahead and move on to our report section... and we do have our chancellor... thank you Dr. Nasse... we let you in early because we wanted to make sure you had some time... you're not officially on the agenda, but after Dr. Ian Roark gives his Provost report, I want to give you a few minutes if there's anything in particular you want to say... so, somewhere between 5 to 10 minutes, to let us know about how things are going... I know a lot of us have followed you at the board meeting... and some of us even got the nice fancy copy, which I appreciate... of the hundred... first hundred days of listen... yeah, it's right here... listening and learning... so, I'm sure you can bring up some of these elements here and talk about that   and I know it's... this is on the agenda, and a lot  of different committees... so we'll give you a chance   Chancellor Nasse, right after our first report, which is with our acting Provost, Dr. Ian Roark... and I see you in here... and thank you Dennis, you have it pulled up... see, we're just... we're just going to be fine-tuned today... here we go. ---Ian Roark: She just asked if I could modify the agenda since I have edit access... and just add, number 1 is Dr. Jeff Nasse, Chancellor? Are you good sir with me just going ahead? ---Dr. Jeffrey Nasse: Yes, that's fine... go ahead, no worries. ---Ian Roark: All right... thank you for joining us. ---Dr. Jeffrey Nasse: I'll offer a critique of your remarks, following your remarks. ---Ian Roark: Great, okay... a public critique... excellent... awesome... so, I have just completed, or almost right... today at the end of the day be the first 2 weeks in serving as acting Provost... as well as still continuing as Vice-Chancellor of Workforce Development & Innovation for Pima... also, this is my 10-year anniversary week... so, the first week of March in 2015 is when I started at Pima Community College and had moved to Tucson just a month prior... my family joined me the following June... and we are still loving... and loving living in, and serving in, greater Tucson and Southern Arizona. I've learned a lot these first 2 weeks... I've been talking with many of you, in formal settings and informal settings. Last weekend... I see Dana Roes on the screen... last weekend had the opportunity to see the kiln firing at the Ceramics... at the area at the Center for the Arts... and then go into some basketball game watching with a number that are on here... and then finally, on Sunday, saw the musical, "The Wedding Singer"... that's my wife's, one of her top 10 movies ever... and the play, and the musical was phenomenal... and we had a wonderful time watching "The Wedding Singer" this past Sunday... I think there's still a couple showings left, if I'm mistaken... so, I highly recommend, in addition, if you're able to do some   basketball team watching, seeing "The Wedding Singer"  as well... as far as really starting to set the stage for this transition period, and really stage this role in this office for future success on behalf of living out the vision that our Chancellor, Dr. Nasse, has set forward in his 100 day report... and through a shared governance model that has been expressed, is improving upon, but really needs to be solidified even more at our institution. I am very excited about the foundation that we have the potential to work together to lay for the academic and workforce success of all of our learners, no matter what area of the college they are attending in... no matter what type of program they choose... and no matter what their future goal orientations are... whether that is a future of transfer education and working after that... whether it is becoming an educator and remaining in postsecondary education moving forward... whether it's entering the workforce immediately upon completing a short-term training program, a certificate, or a degree...   we have a lot of great things ahead of  us and we have a lot of challenges, right...   the environment at the federal level in particularly  is reminding us that National level changes   can certainly impact even our day-to-day work and our  experiences with our students and with each other.  So, even though it's not an official item, I think  a part of this transition period is really   centering on what we're here for, which is teaching and learning success for our students and for our community . So, regardless of what the federal challenges may bring, as long as we keep that at the center and as long as we keep moving forward with our shared governance practices framework and focusing on quality teaching and learning, we will weather this storm together... I've said to a smaller group earlier in the week, that it's often in the greatest  challenges that we are best defined... and I truly believe that for all of higher education,  and specifically the Community College sphere, if you will, across these United States. This is our time to show that we deliver for our communities, that we deliver for our students, and we deliver for our employer partners... and that the work that we do is valuable to all... in terms of also setting the stage for the transition period, have really been talking about... and do a hard look at the Provost leadership team and are we maximized as a Provos leadership team, to really edify your work and to ensure that processes, procedures, policies, practices, are aligned to the greatest extent possible, so that Deans, faculty, and staff instructors can focus on what is core to their work... quality teaching and learning and quality programming... and we have done a lot over the past few years to improve upon that, but we certainly have more to do... I'm a big fan of the book Jim Collins' "Good to Great"... good organizational thinking book, if you've not read it... and one of the takeaways from that book is thinking about the direction that we're heading with the vision that's been set by our Board, by our Chancellor 100 day report strategic planning... is, who's on the bus, in terms of the leadership roles, right... who's on the bus, and are they in the right seat on that bus... and I think that that's one of the things that we have an opportunity before us, with the 2 positions that are posted now, right... we have the Vice-Provost of Academic Affairs... it's been reoriented slightly... a little different than the current role... and then we have the Vice-Provost of Academic Operations, a new role... and the interaction between those 2 roles and the leaders that will be joining our team in those 2 roles, will have an extraordinary impact on the day-to-day focus,   the day-to-day work, and the operations that all of you have to conduct and carry out and work through on a day-to-day basis. So, I'm really excited about these postings... I'm really excited in this case, as we're at faculty senate... about faculty senate representation and just faculty representation generally on both of these roles... I am going to continue to work with the faculty senate officers on, when we have key postings and key roles in the Provost office, how do we engage faculty senate for a more formalized way to include faculty senate representation and faculty representation on all postings moving forward... and then, with respect to the higher learning commission right... we came through... we have the 2 findings, but we are, of course... we passed, right... we did... all of the criteria were met... and we have the 2 findings... and so, really working with the Provost leadership team and ultimately working with and through you on ways that we can meet the mark, with respect to the monitoring report in January of 2027. Ideally, that means that we will have all identified processes and procedures that need need to be fixed, either addressed or a plan in place to address those, so that we have the appropriate data needed... and probably more than just the appropriate data needed... to meet the mark of the monitoring report in January of 2027. And so, we really want to ensure that we have at least one full academic year, if not more, of the evidence needed...   especially if that evidence is data related... if it's an artifact... that really will help meet the mark... then we'll ensure sure that, in the plan that we are developing, there is a time frame for each specific artifact that we have to produce to... to... and demonstrate in the report that that will be documented accordingly... I met with members of the Provost leadership team earlier today to commence the planning framework or the monitoring report framework... and that will be... hopefully, finalized by the Provost leadership team for larger input within approximately a month or less. The final thing that's on there is actually not something that's emanating from the Provost office specifically... but generally, just administration... and I think the format for this is being developed through Phil Burdick in external relations. But many of our institutions, and I know this has been a topic of conversation before here, but many of our institutions, our partner institutions of higher education... have a standardized common email block for signature lines. So, for example... I know that whenever I receive communication from anybody at the University of Arizona... and I have many people with whom I engage on a weekly/monthly basis there... the email signature format is largely, if not wholly the same... and the same goes with colleagues that I interact oftentimes with, from the Maricopa system... and so, that is something that we will begin coming up with ideas about as an Administration and bringing to all of the   various stakeholder groups across the college for  further feedback... for further feedback and input   into that process... and into any potential product... and finally, you see that we have the March 2025 Provost monthly update we may be making changes to, not only the format of this particular report... but also the frequency of this particular report... and we have already asked faculty senate leadership directly what they... what sorts of information they want to see in these sorts of reports, that are coming out from the Provost leadership team... and how often... and so, if you also have any additional input that you would like to see, please... with respect to this report...   please email Karyza Ochoa in the Provost office  directly... you can feel free to copy me in, or not...   she is compiling all of the feedback that we are  getting from faculty with respect to the utility   and the format of this particular monthly report... with that, that closes my formal Provost report to faculty senate on March 2025... and I look forward to the next time I'm able to be here to visit with you...   and with that I believe I turn it over to Dr. Jeff Nasse, our Chancellor for Pima Community College.  ---Denise Reilly: And this is where Dr. Nasse gets the opportunity to publicly critique your first report as acting Provost. [chuckles] ---Dr. Jeffrey Nasse: Well, I... ---Denise Reilly: We appreciate that we have a Chancellor and an acting Provost and many other administrators at the college, that have a strong sense of humor... so, there... you take it away. ---Dr. Jeffrey Nasse: That's right... absolutely right... you have to have a sense of humor... so, thank you Denise... Professor Riley... I really appreciate your leadership and all the faculty senate... and whenever I can, right... I want to come to this meeting, even just to listen... to right... to hear what's happening... and so, just to all the senators and everyone in service to all the faculty, right... Thank you for your service always, first and foremost, to our students, the institution, I really mean that... I get a chance in a variety of ways to interact with our students, with our alumni, and the work that you do inside and outside the classroom, is really, truly transformative, right... that's not just a part of our purpose, I really see it... where you're changing people's lives, literally, through the work that you're doing... and that's happening with you... and you know, whether that's talking with our students who came with us to Washington DC and the impact you're having on their lives... or students in a given program... tonight, I'm going to the Phi Theta Kappa conference... and obviously that's great work from faculty with our students... you mentioned our student athletes, right... I think we're all enjoying the run that both the men's and women's basketball team have been on... it's just really great, the work that faculty are doing, and it really all... you know, I think a lot about the idea of, you know, when I wake up in the morning, you know, what are we doing to build a culture of excellence, right? We talk about centers of excellence but what is a culture of excellence meaning? Part of that is a culture of care, right... a culture of accountability, a culture of communication, and faculty's role in student success is huge there. You heard Dr. Roark talk about strengthening, right... strengthening academic programs... and so, we got to continue to keep working on refining our curriculum, teaching methods, aligning to market industry needs... all of those... transfer pathways, student aspirations, all of those things. I do want to recognize, right... a moment to acknowledge Dr. Roark, right... as now serving as our acting Provost... I know there's been several communications... it's the first time since he's been named that I've had a chance to come to senate, you know, and that was, you know, with Dr Duran-Certa... thank her for her service in that role... but obviously getting lots of input, and thinking about an acting Provost and we've got a lot of talented people at the college so you know...  and so, I was talking a lot with with faculty  leadership and, you know, getting their take, right...   that the Provost, right, represents first and foremost the faculty, as the chief academic officer at the college... and it's a role I love and know well... and I have confidence in Ian's leadership and certainly his commitment to collaboration... and I will tell you that, from a prioritization standpoint and he mentions that... he mentioned this... but really advancing our work in shared governance... so, it's my expectation that under Ian's leadership, right, we're going to continue to strengthen shared governance  at Pima Community College and work together...  we hear... we hear you, right... we hear you talk about clarifying what that means... what does a framework around decision making mean, about responsibility, accountability, communication, and that's important, all towards student success outcomes, right... we're  all... we all kind of need to be rowing in the same direction...   not that we can't have disagreements, that's right, that's group of people we're going to have disagreements...    families have disagreements but  we want to all be rolling in the same direction   towards Student Success outcomes... so, your voice matters, and faculty input is essential in shaping how we do our work...    whether that's policies, whether that's practices, that will really guide us moving forward...  so, I encourage continued engagement in  governance and decision-making process whether, you know, formal meetings, and just informal  communications... but part of that is just listening,   you know, Ian touched on it... I know I've said several statements... there's certainly no escaping, you know,    the work around our high education landscape across the country is certainly, you know...   public education in general, right, is under scrutiny, if not outright attack in some quarters...   so, what does that mean for us is... okay, we're being questioned but just be mindful, right, that our funding reputation the ability to serve students really I believe comes to... are we doing our work, right? Demonstrating efficacy, efficiency, meaningful outcomes... and so, we all want to be moving in that right direction, and our approach is just one of thoughtfulness, right... of course, we want to be compliant with the law... and serve our community... and so, we want to think carefully about how we do those things... and that's what we're trying to do. So, we're all in this together... and certainly faculty play a pivotal role in shaping the future of Pima and where we sit today... your work obviously matters... so, let's continue the dialogue and whenever I can get to senate, you know I will be here, because I do value the insights and all the things that come out... the minutia, all of it... and I encourage ongoing discussions on how we can continue to improve student outcomes and institutional effectiveness. And so, that's touched upon a little bit... I know shared governance is in that report... and thank you again for all your work in general... and also, you know, getting me through that first semester I really appreciate it... and I think it was really healthy for me to better understand the institution, the great opportunities, things that are going great, things we can get better at... it was so helpful... and I'm pleased that the report does kind of lay out... yeah, what did I hear... what did I learn? That's one part of it, but I think more importantly... what do we think we want to do about things, you know... what actions are we going to take? and I think that's exciting and we're in the middle of our strategic planning process, so I think timing just happened to work out well. So, that's exciting... so, I'm eager to... I'll stay as long as I can... probably around 2ish... and just hear what's going on with senate... but always feel free to reach out to this office or anyone and encourage fellow faculty... I always think about when I come to senate is... who's not at the meeting, right... we have some of the usual suspects always, but please reach out to your colleagues, and I know people listen to it recorded and there's  other ways they can kind of get access to that but   always encourage faculty to reach out... and I  always say, this I love... best part of my week is   always visiting classroom to see what's happening... and that's always the fun part... so please, feel free to reach out with concerns questions or just, you know, conversation... so, if I don't see any of you, I'm going to PTK... I probably will miss Bianchi's, but I will be at the basketball game... so, if I don't... but if I don't see you, everyone too... have a have a wonderful weekend. ---Denise Reilly: Thank you so much Chancellor Nasse, we really appreciate,  I think your presence really makes a difference... and the fact that you've come to faculty senate in your first 100 days a couple different times... while I personally didn't get a photo inside  the 100 days, I did make the event index. ---Dr. Jeffrey Nasse: Really... it's not in there? ---Denise Reilly: No... I don't have a photo in here but you did visit my classroom and I just... I can't tell you how much that's appreciated... and I've heard from others whose classrooms you visited and then, of course, I've seen some cool photos of other classrooms that you visited... but really, you know, we've known a long time, anyone who's been a faculty member for a long time, we are the first ones with the students... we are the heart and the soul of the institution... and so, it's just really refreshing to have you validate that...  and just like I said, your presence and the fact that you want to come and I want to throw this out to all administrators as well, because I want you to be aware... these meetings are open, they're public to everybody, they will be published on the website about a week after the meeting... they get transcribed and published, so everyone is welcome... if you want to pop in for 5 minutes for 10 minutes everyone is welcome to do that... we don't... we certainly don't expect those of you... I know that... it makes me happy to see 64 people in here, but we also are very aware that you're all busy and you all have a lot of different things... so, just your presence and popping in here for even 5 or 10 minutes really means a lot. So, I just want to let you know from a faculty standpoint, your presence is noted, it's appreciated, and just that it's really welcome, welcoming that you took the time to listen for 100 days and, listening and learning... and I'm digging the 5 themes that emerged... and I appreciated the Board update that, this last week, with a couple of the themes identified... so, just thank you for your presence at Campuses, your presence online, and wanting to come into some more classrooms... so, anyone else that wants a... wants to show them what your classroom is like... please, please do so... okay. ---Dr. Jeffrey Nasse: Thank you. ---Denise Reilly: Thank you, and I'll see you at the game tonight. [chuckles] ---Dr. Jeffrey Nasse: Yes, for sure. ---Denise Reilly: But as a former Phi Theta Kappa adviser, I saw a bunch of [audio glitch] on the stairs earlier, ran into some former students and it was... ---Dr. Jeffrey Nasse: Oh, yeah... I see your shirt now PTK... ---Denise Reilly: Yes, it's kind of exciting that we're hosting the Regional Conference... it was something we did about 7 years ago, so it's neat... it's a big undertaking... so, thank you... and also to the All Arizona Academic Team that was honored at the Board meeting... those students get a lot of help with the Phi Theta Kappa advisers... the faculty like Kyley Segers... [chuckles] and those that work directly with Phi Theta Kappa and honor students... so, it's much appreciated. Okay... so, moving on to my report here, with the President's report... I segued into it just a little bit... I keep the FS officer goals as... just in there every single time, to just keep in the forefront of my brain that these are our goals, which is to streamline systems and processes, which it sounds like I'm hearing the same thing from Dr. Ian Roark,   I'm hearing the same thing from areas across the college... maybe some more standardization coming into play   increasing communication, which goes along with the Chancellor's goal of communication as something to work on across the college and of course you've heard a bit about shared governance, which was talked about by our Governing Board rep, Rita Lenon this last week... it was also talked about by some of our Governing Board members, as well as Chancellor Nasse... so, that's exciting that we're all speaking the same language... some February highlights that I wanted to point out... we were audited... I did not know, you know... I've worked at the college for 9 years full-time and I've been an adjunct for more years than I... I don't even know... I just go back and say 2004 is when I started as an adjunct faculty member at the Northwest Campus in Psychology... and I can tell you, I had no idea that we had an internal auditor at Pima Community College... [chuckles] so FYI, his name is Jose Saldamando... Saldamando, that's correct... and he reached out to me back in December, saying... hey, I'm the auditor, and I'm going to audit your employee group... and I thought... I didn't even know we had one... so, Kelly O'Keefe, President-elect and I joined him in January... the end of January... and we had a good hourlong meeting, where we talked about ...we were questioned... and I know that some other employee groups are being audited this year... I guess we're just in a cycle... and I asked... well, what is this audit about... where does it go... what do we find out? And he was just trying to find out that all employees were being  represented from a faculty perspective with our group. What I... what we did ask in here, is that a report will come out... I'm hoping by the end of this academic year... or this, you know, by the end of this year... and that it would include information about all the employee representative groups. So, it was not just faculty senate, I believe he might have gone... Makyla can probably attest to this, but it was either AERC or PCCEA in the Fall... was it AERC, both of them? So, I think we were just in the lineup... so, it wasn't something that we were doing odd, but you know when you get an audit, you think... well, what are we doing right... what are we doing wrong? But I can tell you that Kelly and I were pretty impressed with ourselves... but we were impressed with faculty senate, and I don't say that to be our... to talk about ourselves... but I say that because former officers... I think about people like Maggie, that was secretary, and always used to say... wow, we keep really strong records as a group... and I used to think... [chuckles] yeah, we do... and we publicly... we put them up in a timely fashion... our web page is up to date... it's kept up to date... and so, he asked us questions about our procedures and protocols... how do we... if a senator doesn't come to a meeting for several months in a row, what's our procedure, our protocol, to reach out to the Deans... how do we elect senators? And so, it was nice to be able to share all our different processes that we have... and we have a pretty good, you know, working group of faculty senate officers that all take part in this... and so, our website, our attendance... some of the questions we were asked is... are all voices heard... how does that happen? And so, those were things we were able to answer... and so, I just wanted to say that I appreciated that, and some of the things that came out of that conversation, other than the report that we would love to see... to see how we, you know... how we stack up... us and the other employee governance groups. One of the things that Kelly and I were able to do was, reflect on that conversation... well, what is it that we could be doing differently or better? And one of the things that we've already done is we added to our homepage of the website...   we added the faculty senate officer email... because we thought, it's important to have, how can you have... [chuckles] how how can you get ahold of us... our emails are not on there, even though our information is... so, we added that on there... and we also added the faculty  employee... or the request for presentations at meetings... so we added that to our web page... and then,  we'll also be doing some updates to our web page   just for transparency purposes...such as, when does every officer's term end? I think that makes it a little bit clearer, especially because we operate in this odd/even cycle of senators, for 2 years... and we have our systems and processes and protocols... but we want to make sure that we're transparent with those as well... so, that was the first highlight. The second highlight that probably is more of a focus is communication college discussions... and I wanted to share that I put the February meetings, events, planning list of things that I'm doing as faculty senate President, not just to keep a log, and it's not to showcase... oh, this is how busy I am... it's more of a these are all the different conversations that are being had for this position... and I just really appreciate that Ian... that Dr. Nasse... I just appreciate that a lot of the different groups across the college are meeting with faculty senate officers, asking us, what are... what is your process for this... how does this work work... how can we improve this? and one of the highlights is this communication college discussion. Dr. Nasse got a group of faculty and staff together recently in person... [chuckles] I laugh because I'd never seen Sean Mendoza in person... Sean, I know you're here... [laughs] I actually touched him on the arm and said, you're real. [chuckles] I hadn't seen him in person, and it was just neat to meet him in person, because we've worked together for so many years... but a group of us got together and talked about college... the college communication structure... and I just appreciate that that some of the highlights are things that were brought up in the meeting and we all had differing opinions about how we could streamline and better communication at the college... but one of the things I brought up was flow... there seems to be a lack of kind of general flow in the college and consistency among communication. So, some divisions have their own newsletter... it's a quarterly newsletter, it's a monthly newsletter,   it's a weekly newsletter... so, there's just a lot of different communication going on... but how can we benefit better from the communication? And so, one of the things that several officers, as well as,   other faculty... Makyla was in that conversation for AERC... all college council members were in there... and one of the things we mentioned is... there really isn't a large master calendar of all the general events that happen across the college... we all know that certain events happen in the Fall or in the Spring, but there isn't a way to find out about it far in advance... and as faculty, we operate really far in advance... I'm pretty sure that Monday... by Monday I have to submit the Spring schedule for Spring 2026... I know, but that's how far in advance we operate, and so, I know what my schedule is... I know what days I teach in the Fall, all the way through December.   I'm going to put the call out to the rest of the college... all the different operating groups in the college that that's how we operate... our calendars are, you know, set and scheduled so far in advance...   so, if we knew what professional development opportunities were asked in advance... if we knew what the big dates were, it would be really nice... so that we also don't have competing priorities on the same day. Kelly was great to mention that, you know, especially this semester, there were quite a few changes in days, because several events were happening on the same Friday... [chuckles] and so, those things could be warded off, if we actually had a better big structure, and if we could look with a bird's eye view at the calendar far in advance... and I'm not saying it has to be a yearlong, but at least a semester in advance would be really helpful... and those... ---Kelly O'Keefe: Excuse me... I'm sorry to interrupt you, but we're at time... I was trying to find a spot to... ---Denise Reilly: Okay, Perfect... okay, thank you... I'll wrap up in just a sec. So, that's one thing coming out of that is... what has worked, what hasn't worked, and then what could we do different... and I think at this point, looking ahead... how can we have the college move in a far advanced scheduling process to kind of know what events are taking place... and then, the last thing I just wanted to mention, which Ian was here already... but the Provost office and faculty senate leadership are working collaboratively a lot with making sure that we're represented in the VPAO position and the VPAA position... and anything else coming up that is important as far as structural changes in the college... and with that, thank you so much... and I will move on to the... we don't have a Governing Board report by Rita Lennon... or, I'm sorry, we do have a report, but she's not in attendance with us today...   and we thought that was such a thorough report we didn't need a substitute... so, we'll move on.   We also have the TLC and the adjunct reports so now  we'll go ahead and move on to the business section   and one of our new, kind of, procedures this year... we thought about connecting with different areas of the college, so that we know what everybody does, is Division Spotlight... and this month, since Math is one of our larger divisions... Math has the entire time right now. ---Dennis Just: Oh, Denise... I think we skipped the PCCEA report. ---Denise Reilly: Oh my goodness... I'm sorry... okay, Makyla... that's the hand up right there... Makyla my apologies there... moving on to Makyla, and then we'll go on to Math. ---Makyla Hays: I appreciate it. ---Denise Reilly: Gearing up for math, we're just thinking about it in advance... sorry Makyla, go ahead. ---Makyla Hays: [chuckles] No problem... thank you all for being here and I just wanted to kind of give you an update on what I've been working on and keeping my eye on... you may not be aware but there's some things coming out of the federal government that could affect you... I'm pretty sure you're all very aware of this... I'm being sarcastic, of course... but I am trying to keep a an eye on the federal changes and listening to what that might mean for us here at Pima... and we've heard, you know, concerns from you, and I am trying to pass those on to administration...   to Brian Stewart to Ian to Dr. Nasse to Jeff Silvyn... all of the administrators that are involved   with trying to keep track of these things... and  I'm passing your concerns on... to make sure...   and Aubrey and Dave Bea, I can't forget them... I know they're also watching this... but I am trying to keep on top of those things and hear from you what your concerns are. I know there's fear from a lot of people... and what if people  complain about what I'm teaching in my classroom?   So, that's kind of the next conversation that we are wanting to have, is... how do we support you within your classroom as you teach things that students may see controversially in the context of what's being put out by our administration...  not Pima's administration, the US administration. In that, we're also looking at the shared  governance definition as Dr Nasse shared...   we are keeping our eye on that... things are going really well, we just want to make sure there's a written definition... and that it's not relying on who's sitting in which seat, but it's relying on a written and systemize... system... I can't talk... systemic way of collaboration... so that, as those seats change... as different people move in and out of them, that there's an expectation of who should be involved in what conversations... I think this has already been shared, but I'll just quickly say, I've been in contact with our acting Provost about faculty interest through AERC discussions with him    and other administrators... and I've also... was  attending Dr. Nasse's communication discussion   with the faculty senate leadership and I believe staff council was also there and some ACC members. So, we're just working alongside... a lot of what I would say, you just heard... I'm going to just put this out here again, but if you have any pay delay concerns... if there's anything going on this semester that you may not have told us about yet... please let myself, Kate Schmidt, and Andrew Plucker know... you can just send us a quick email and let us know... especially if you haven't been paid yet for something... we really want to get our systems working   to where this is not an issue going forward...  and there are conversations going on in AERC   about things such as... what is committee service... what's required... what is engagement of faculty on campus? We're... we are visiting, and I don't want you to be scared of this, but we are visiting and talking about the 29 hours on campus... it's working for some areas, not working for others... and what we are maybe looking to do is look at maybe, what is it faculty are expected to contribute to, in terms of campus culture... so, when you're on campus, what are you expected to do... what is your presence expected to look like? So that you have an expectation and a purpose for what you're doing when you're on campus... not to add to any of your duties, but to just make it a little bit more clear in policy about why faculty presence matters. And just to be completely clear, we are 40 hour week employees... we... well, we're not hourly but we are full-time employees, right... 40 hours... but 29 of those hours per policy are expected to be on campus in some way or another... so, if you are confused about that, please reach out to myself or a PCCEA representative and just talk through   what that means for us as faculty... also, there is  questions and concerns that I'm hearing come up a lot...  and I touched on this a moment, about academic... not academic Integrity... academic freedom, that one... about academic freedom and what you can teach in the classroom... and what are the laws surrounding that? Jeff Silvyn talked to us a little bit about that last Friday at Dr. Roark's Provost meeting, but... and I believe there's going to be something in the FAQ's, if there's not already, from Jeff and Brian about academic freedom... we have a BP, Board policy, on academic freedom... but we want to make sure that the faculty know, in what ways they're supported in that academic freedom... if you are at all concerned about your area, please talk to your department head, your Dean, myself, somebody... let us... I would love to know what your concerns are, so that I can bring it forward in a coherent way... but especially for our adjunct faculty... just, you know, if you're hearing concerns from them about... I've heard from 2 different people... one adjunct already chose not to return for this semester... and I heard another adjunct is maybe not returning for next semester...   and we don't want to lose our adjunct faculty over something that may or may not be supported or true, based on our system. So, please... if you're hearing any of those things, pass along that information, so that we can make sure that we have a system of support for our faculty and adjunct faculty... and I think that will conclude my report, but reach out to me if you have anything else that you want to know about or that you wish I would include in my reports. ---Denise Reilly: Thank you so much Makyla... and thank you so much for all the work that PCCEA is doing and for really being articulate about that focus of... what is faculty engagement and faculty presence, because that's a really important conversation to have...  and so thank you so much for doing that work.   And at this point now, we... we've just been gearing  up for this Math [chuckles] Division Spotlight... I guess I was going along with the leaving people for a  cliffhanger here... but I do think I saw James Gray, and I think there might be some other Math faculty that are presenting with Dean James Gray. ---James Gray: Hi everyone... actually it's gonna be Dan Hanselman... and  so, I'll introduce Dan... Dan is Math faculty over at the East Campus... and he is the DFC's co-chair... and so, he's going to be presenting today's presentation. ---Denise Reilly: Thank you so much... thank you Dan. ---Dan Hanselman: Thank you James... thank you... so, this is the division... the math division presentation today. So, I'll start off by describing our structure that we have at Pima Community College in the Mathematics department. At each campus, we have a department head... and then, underneath that department head there are various full-time faculty and numerous adjunct faculty... so, we have... for each of our major campuses: Desert Vista, Downtown,   East Campus, Northwest, West, and Online... we have 2 division department heads as well... we have Robert Foth, for below 151... and we have Tony Vinton for above 151... and we also have a dual enrollment   department head that's Tawanna Wilson... and we can see, there's numerous adjunct faculties. We have a structure set up here at Pima that  defines what the Mathematics department is... Our Mathematics department accounts for  12,272 students... so, we have an incredible...  a large amount of the enrollment here at Pima Community College is in the Mathematics department or is taking class a class in the Mathematics department... Mathematics division also includes ICS, GTM, and all MAT classes as well. Many classes, many students that are enrolled in other areas take math classes as part of... as part of their degree field. So, we can see there's 12,000 math students here at Pima Community College. So, to highlight some of this... math primarily serves other programs... nearly all degrees have some math requirement... the 2 largest courses in the math enrollment are MAT 142 and MAT 151 and we can kind of see looking at this, that MAT 152... or 151 and 142... those account for about 30% of the math enrollment... so, while math is also is the largest enrollment at the school, we also have... our enrollment is spread throughout many different courses... diverse course offerings here at Pima Community College. Students can choose from a list that... some students can choose from a list that contain both math and science classes... for example Paralegal can do that as well. So, here we have a graph showing our success rates at Pima Community College... and the orange line represents our online success rates... and the blue line represents our success rates for our in-person face-to-face classes. The mathematics division is the only division with success rates below 70% for in-person courses... we're currently working to... working our way to... to move that mark up... and you can see our success rates in online classes or in-person classes, have been steadily increasing... our online courses are starting to increase as well   as you see down there at the end of the graph with regards to the last few semesters... this is a few semesters at a time... an average over few semesters at a time, the data points are... because if we were to include in there each semester individually, the success rates in Summertime would be much different than they are in Spring and Fall. So, online enrollment is growing significantly in the math division, as it has for all other divisions... this Spring 46% of enrollments in the math department are online... this is still the same slide thank you... 46% of of the math enrollment... of math enrollments are online, which is an all-time high... we're the second lowest rate of online enrollment in academic divisions, the lowest is being art at around 25%, so, about 46% of math enrollment is online... that's still the second lowest at the college... with online course being returned to the division, we are also working to improve those success rates as well. Note that in Fall 2024 semester, the Chancellor's goal of increasing success rates by 1.5% over Fall of 2023, was met in the math department... this is primarily due to improved success rates for online courses. So, we have different activ... different programs that we have grants for here in the math department as well. So, the goal of active learning grant is so that if anyone were to walk into an active learning math class, you notice that the students are the ones doing the work, rather than the teachers sitting at the class with the bat... sitting up in the front of the class with the students  passively learning... in the active classroom, all the students get up at the board and are working through the problems, rather than watching somebody else work through the problems... and this is a major initiative in the mathematics department at Pima Community College and it is widespread throughout the campus... we learn more by doing things than we do by watching somebody else do them... and that's the preface that we're... the premise that we're  using here in the mathematics Department at Pima. Goals... our main goals is to increase  completion of college level math classes... to do that we're going to focus on getting 2 to 3 additional students per class to succeed...   if we do that... if we have 2 to 3 more successful students per class? That'll account for 3 point... well just 1 student in a 30 person class, will account for 3.3% increase in our completion... or increase in success rate... so, if we had 2 to 3... that's really going to actually do a much better job of increasing success rates here at Pima Community College... the idea of focusing on 2 to 3 students is that, if every teacher can identify 2 to 3 students in their class, who feel they should be passing, should... feel they should be passing, but for some reason are not... by focusing on individual students, we may be able to learn something that will help that individual student, and help us develop broader tools that'll help us reach  other students that may be struggling as well. An example of how one might identify students to approach is apparent in this graph here... so, this graph has a y-axis or vertical axis of Exam 1 Score... and horizontal axis of Homework Grade   and so, we can see that we have some students that are doing a lot of homework, that aren't succeeding in the test... we can see that we have some students that are doing well on the test that aren't doing... that aren't completing the homework... but these students over here in the bottom left of  the graph... these students we could reach out to   and encourage them to do more homework and  hope that that would help them pass the exams,   which would help them pass the class... if we look off to the right, bottom right corner though,   we see that there's a number of students who are doing all the homework, but they are not passing the test. So, this is an area where we want to reach out to improve... we can already have ideas of how we can help the people in the bottom left corner of the graph, but we really need to look at the people that are in the bottom right hand corner, to see what we can do to help them improve on the test  scores, where they're already doing the homework...   is the homework not enough... do we have other ways we can reach the students to help them find success? See here... hold on just a moment here, I apologize. So, standalone development of math courses has shown themselves to be inefficient in helping students... standalone developmental math courses have shown themselves to be inefficient in helping students reach their goal... and often unnecessary... many of our students that come in and go to the 92 course or going into the 95 course, they end up not going on and taking on any other college classes... college math classes... and so, they don't... if they don't find success in the 092 or the developmental math class, they don't continue on, and they don't find success in mathematics... some of them don't graduate... only 17% of students who start MAT 92, complete a college level math course within a year... and only 25% if you go beyond that year... so, people, who are signing up just for the 092 math class, are not finding success in college math... compare that to 66%... 66.1% of students, who go directly into MAT 142 RQ... and we see an incredibly, increase... incredible increase  in success rates, just by pairing that together.  So, the 142 RQ has a co-requisite class that's a  MAT 092 RQ... so, students that test into 092 can actually be placed in 092 RQ with 142 RQ... and  they are... they're already taking that math class,   that college level math class... at the same time as meeting that co-requisite... the developmental math requirement for them. These students tend to find a lot greater success, even than the ones that are just taking the 142 on their own... we can see here, MAT 142 success rate is 60.7, whereas MAT 142 RQ we have a 66.1% increase, that's a 10% increase over just taking 142.   It also takes 2 classes and combines them into 1 semester... so, that also will work to help keep students coming to the school and going to... and continuing with their education here at Pima Community College. In terms of numbers of students, enrolling students directly into MAT 142 RQ or 151 RQ, would translate to nearly 700 additional students completing their college level math per year. So, we will not... we'll just... we will not only see greater success rates within each of these classes... but we'll see a greater success rate for our students completing their math requirement I believe that is our last slide... are there any questions? Or comments... does anybody have anything they'd like to share. ---Denise Reilly: I could have titled this... Thank you Dan I could have titled this... do the math... I was... [chuckles] obviously very impressed with all the data that you shared... and really, you know, recognizing that math is embedded everywhere... [chuckles] everywhere, in just about every program... so, seeing this is really, really appreciated... thank you so much... and us learning about our colleagues and our division spotlight... I mean, the intention is to really learn about what's happening across the college. So, this gives us a little bit of a focus on what's going on in Math... so, thank you so much for coming Dan... and thank you also James, for helping put this presentation together for us. Thank you... okay, our next agenda item is Teaching Excellence and Success with Dr Jessica Tinklenberg, from the TLC, who has, I believe, a survey included in this... oh, thank you... already pulled up... and Jessica, go. ---Jessica Tinklenberg: Thank you so much... I appreciate your time today... this is just, I want to let you know... the beginning of a conversation we're expecting to have, over the next few months, with you-all and with all of our colleagues, around something we're calling Pima Teaching Competencies... and I know that language can be a little angsty producing, or judgy feeling... and so, I really just want to share with you today, that when we talk about teaching and comp... teaching competencies,   and these proposed teaching competencies... what we're really talking about is a way to provide language  for how we answer the question... what do we mean when we talk talk about effective excellent teaching at Pima? I... my first semester of teaching at a community college way back at the dawn of time, at Hillsboro Community College in Central Florida... I was handed the textbook and handed the syllabus and was told, and this is a quote... "learn them up good"... because it's Central Florida... and I didn't know what that meant, right... and that lack of transparency meant that our student... the student in my World Religions class, was probably having a wildly divergent experience from students in other classes... and so, for us... I want to bring this, the new resources and support and expertise of the TLC, into this conversation about what it means to teach at Pima Community College, how are we creating that shared culture of teaching and learning excellence... if we could go to the next slide please... thank you so much. And so, the goals of these proposed teaching competencies are really, first and foremost, to ensure that every student has equitable access to excellent teaching... regardless of program, curriculum, modality... that we want our students to have robust access to teaching that supports them in their goals... and to make sure that all of our faculty know what that is, and know what we mean by our culture of teaching and excellence at Pima... obviously, as in my case at Hillsboro, the... we want to provide great transporta... or transparency  for our instructors as well... not all of our instructors have equal understanding of what it means to be an instructor at Pima and we want to be as transparent as possible, so that they can grow... and so that they can continue to thrive and succeed. From my perspective, and from the perspective of a lot of other support units for academics here at Pima, we want to make sure that we're aligning our support, and we're providing shared guidance with shared sort of focus on key things that will improve teaching practice, and support teaching practice... it allows us to be more effective in our assessment...   how are we growing together? It gives us some key measures for how we're growing together as educators... and by far, the most important thing is, these proposed teaching competencies give language to who we are and what we mean when we say... this is a Pima educator... and that we can share within departments and programs... and of course, beyond the college... and those are really the goals of these proposed competencies. And as we're thinking about them, and talking about them... so, of course, you're wondering... what the heck are they, Jessica? If we could go to the next slide... thanks. And these are really quite broad, and intended to be so, because there are many ways to be successful. if you don't know anything else about me, you've probably heard at least my tagline... there are many ways to be successful... and that's what we want here too... we want every educator to find places where they're already being successful... and places where they can grow... and just to provide lots of language that supports that... resources, obviously... workshops, and so forth that support that... for across  these competencies... so, we're talking about Pima instructors  being student-centered... relevant... or literate and relevant learning technologies... reflective... committed to ongoing growth... and  community-minded and collaborative. As I said, these are broad categories, there's a document at the end of this short presentation that gives you some examples, possibilities, ideas... for how these might be demonstrated by individual faculty members, instructors... these are suggestions to open up conversation... not intended to be a checklist... like you have to do all these things. but really just to start that conversation... and to really get us talking, with us around the same language, of what teaching...  what teaching at Pima is like... so, those are the 5 that we are proposing and we are coveting your feedback on what you think about these... whether you think they'll be relevant to your work as instructors... whether they will provide you guidance on how to grow... and and provide guidance of course for department heads, and program administrators as well, about how to talk with your faculty about what great teaching looks like... and so, on the next slide, if we could... I'll just mention a little bit about our process so far... these were drafted, revised, and reviewed with the Teaching & Learning Cent... the Teaching Learning Center Advisory Board... and we're grateful for their support in this work,  which includes members of the faculty... and we've been kind of on a road show talking  to departments, programs, academic leadership, anyone who has paused long enough to listen...  we've been reviewing them with faculty fellows   and talking about how they can incorporate them in their work... and demonstrate some some ways that it could be successful in the classroom... and we've been doing an ongoing feedback form about whether you see these as being valuable to your work as instructors at the college. Up coming... we'll be back in April... I had 5 minutes today, so we're going to come back and get some feedback next month as well... we're going to be bringing this to AERC... on April 11th we're hosting the inaugural teaching symposium... and the teaching symposium will also be an opportunity for us to introduce a broader swath of the faculty to these proposed competencies and get their feedback on, sort of, on the ground... whether it works for them... and then, we're hoping that moving forward, ongoing  conversations and revision, through the early Fall...  and hoping to get support from the Provost office, and other necessary offices as well as,   of course, from senate... to sort of agr... come to some agreement, that these are... this is the language, or some new version, or revised version of this, is the language that we want to use as we're building a culture of excellent teaching. I think I did it... the last slide... [chuckles] is the... and this is in the agenda... again we value your thoughts and feedback... so, if you could share with us, some of that, we'd love to hear from you... and then, you can see, like I said, a longer document at that link, that suggests some possible ways... or some areas in which these competencies   might be demonstrated... whew... that's the time I have for today... I appreciate you all so much... and I look forward to being back in April and having further conversation about this with you-all. ---Denise Reilly: Thank you, Dr. Jessica Tinklenberg... what I really appreciate is, [chuckle] I've been asking any group that presents,   please give us your feedback form... please give  us an area during the meeting... so, I really will ask faculty from here on out... whenever we have  a presentation and someone is soliciting feedback,   take a minute to just... [chuckles] go in there, put your  initial thoughts in there... if it can't happen during a meeting   and then afterwards, but really... take this opportunity to get your voice heard... and I think this is a great example as Dr Ian Roark mentioned earlier, about shared governance...   hey, this affects us all... so, let's find out what that common language should be and let's talk about that now... and Jessica, we'll be coming back in April for a longer presentation, after some feedback is... has been given to this group... so, next on our agenda item is committee repository... and we have Dr. Nick Richmond, as well as, I believe... oh, I'm sorry I didn't have a question but... we have also Gayle Bell, who's going to talk about the committee repository. Did you have a question related to the TLC, Matej? ---Matej Boguszak: Yeah... is there time for questions on these items? ---Denise Reilly: We have a quick minute for a question on this, go ahead. ---Matej Boguszak: Sure, well thank you so much Jessica... I think these are great competencies, and I definitely, kind of, support the spirit of this... I did hear a couple of questions from people about how these would be used, or what, kind of, the purpose is? And so, I think your first slide answered some of that... and the document says, right... that it's a broad framework for ensuring all students equitable access to success, right... so, that's a big deal... and it also talks about how it should help faculty understand teaching values, needs, and expectations of the college... and so, given that these are very general, right. How is somebody community-minded enough, or  how is somebody reflective enough? Is there, right... is there an intention to make these a little bit more specific? Or have them be part of... just to encourage discussions   within the the DFC's, or for the... to focus the work of the TLC, or perhaps to incorporate them into the evaluation process, since it talks about expectations... so, if you have anything else to add along these lines that would be helpful, thank you. ---Jessica Tinklenberg: Yeah, thank you so much... we recognize in the TLC that, you know... and are grateful for the shared governance structure... there's certainly no push right now to make these sort of, you know, mandatory language for mandatory evaluation, in fact I think that we're not there yet by a mile... we're hoping that as these conversations blossom and grow, that this will become sort of, shared understanding of teaching, and that that will probably show up in other kinds of aspects of of culture... including perhaps the formal evaluation process and so forth... but again, we recognize that there are faculty bodies that are in charge of that... and we respect that work... our job really is just... we're hoping to provide some language and framework for having conversation... and then kind of, using our own expertise, sort of guide, where that might happen next, and how that might impact the culture but for me it's really about, thinking about, what we mean and starting with that development of shared language... I don't have a secret agenda here... ah-hum... just really... just to start this conversation going. ---Denise Reilly: And I want to thank you for that because this really sounds like, Matej, they answered your questions... this is very initial... [chuckles]  initial work, and the importance of filling out that survey and asking those additional questions... are there going to be sub-bullets underneath that... what does that that look like? So, thank you for that... and thank you for returning in April, Jessica, to give us an update of where things are moving along. My apologies, but I did the intro before and I do see Dr. Nic Richmond, and I think Gayle Bell's in here too... yes... so, they are ready to rock-and-roll and talk to us about the committee repository... so, take it away. ---Nic Richmond: Great, thank you very much... hello there everybody, thank you for giving us the opportunity to speak with you-all today about progress on the work to develop a committee and working group system. Now this is a... an idea that initially came up through faculty senate... and thank you all for highlighting this opportunity for improvement for the institution... a group of us have been meeting on and off since earlier this academic year, including Denise, your president... Gayle and myself from STAR, representatives from legal, who were... who have a strong involvement in committee work, and also Kate Schmidt... and we've been looking to try and develop a better way to track committees and working groups... and specifically, 3 main aspects of this we're trying to address. So, we want to establish a strong way for tracking committee membership, charge statements, and related details, so there's good transparency about what committees and working groups we have, and what they do... we want to establish a process for soliciting volunteers to the committees in a more structured way than the somewhat haphazard   kind of one committee needs something one week, and then the next week a different committee is looking for membership... then we want to establish a committee archive, so that we have a One-Stop shop   for people to go and look at materials and see  what different committees have been doing... where we're at so far is, we have... we sent out a survey so people could submit/forward the names of their   committees or working groups, so we could just  establish a list, which we didn't have original.  So, through that work we've... we've identified about  79 different groups... this is a slight moving target   because for some of them we don't have contacts  and we're not sure if they might fall off that list... but at the moment of that, we have 28 standing  committees, 51 working groups, and then there are   14 that have somewhat limited information... so,  they're the ones that we think may go away or may not,  depending on what we find out... now, as part of this, we did some work to define what we mean by a committee and standing committee... so, we have  some development documents we put together that are subject to change as things move forward... but  Gayle... if you could please drop the link into the   proposed approach document... then you have access to the definitions and kind of what we're thinking at the moment, so you can provide your feedback if you have any... and Gayle has reached out individually to each of these identified groups to start building up an archive of their materials from the last 2 years, plus anything from the current year. So, that's going to contribute to our archiving work, and it says in the report we provided, that we have 9 groups so far, but I actually have an update on that because we've been doing some catch up on that this week... as it currently stands, we have archive materials from 15 of the committees and 7 of the working groups. For a small number, the work is in progress and we have 38 at the moment, where we don't have any progress... what I would share with that though, is that this is a relatively new initiative... people aren't   used to providing their committee material, so  there's always a little bit of time to encourage people  to kind of get involved and understand  what's needed... we have an executive leadership   team meeting on Monday and we're going to share the list of committees and the status gathering the materials with the executive leadership team, so they can support their teams in providing the requested information. We have a tracking sheet for that and Gayle will drop the link to that in the chat as well, so you will have access. We want to be as transparent as possible, so you'll be able to see there, the list of the groups and the status of gathering the materials from those different committees... we've also started work on a website layout... most likely to be located on the internet   but we'll see where that lands... we found an example  college that we really liked how they presented   their committee information and we're moving in  that direction, where there will be a summary webpage   for each committee, that lists the charge, the  membership, and term related information... and then, I've already tested on the archive but we have  a Google Drive established, we're working with IT   on the records retention related needs for that, to ensure that we are compliant with the rules around record retention... but in a way that's hopefully very easy and not too burdensome to take care of, and that's really where we're at. So, next steps for us is to continue working with the different committees to gather in their information... we're going to work on the process maps, to support the process for gathering membership to the committee... so if you take a look at the approach document, there's a process mapped out in there currently, which as I say... we may refine... if you had feedback on that please let us know... and we'll work to build out the website structure... the goal is to have the book of the information rounded up by the end of this spring semester... we want to have everything up and running including the processes to gather volunteers ready for the start of the next academic year... so, once we move into next year, we'll be firing on all cylinders and everything will be in place. And that's essentially where we're at right now... and with that I would be happy to take any questions. So, actually before I open it up for questions, I've mentioned her name a couple times... I want to give lots of credit to Gayle Bell, who is the point person for this project... she is taking care of reaching out to all the committees, she's taking care of all the tracking   and doing a wonderful job taking lead on this  project... so, thank you Gayle for your work...   and with that, I'm happy to take any questions,  or if they're difficult, I'll send them to Gayle. ---Denise Reilly: Well, the good news is... when you don't see a lot of hands up, that means you've had such a thorough presentation...   oh, there it goes... [chuckles] there had to be one, sorry... it's okay to tease... Matej go ahead. ---Matej Boguszak: I'm sorry... thank you so much for this... the January and  August timeline... is your thinking that you would include   in August for that semester... for the following Spring semester, for the following year... could you talk a little bit about the timelines? Thank you. ---Nic Richmond: Yeah, so the thoughts around those 2 dates is... at the start of each semester, aligned with All College Day and All Faculty Day, we can put out a call for volunteers... both on the faculty side, and also for other positions on committees. As I'm thinking about it, that would be for that full semester... so, gathering volunteers at the beginning of the year for those committee meetings during the course of the Spring and onwards... depending on how long the particular terms last, for which the volunteers are being sought... if there's feedback on that though, if it would make more sense to the group for us to be gathering volunteers in the Fall for Spring openings in committees, we can certainly look into doing it that way as well. Any feedback on what works best around the timelines, we're all for... so, if you have kind of suggestions, guidance from your perspective that would be great. ---Denise Reilly: Thank you so much Dr. Richmond... and thank  you so much Nick and Gayle... this is a heavy lift...  and as Gayle put all the documents in the chat for everyone to look at... and I see that many of you are in there. It is... it's a lot of work... but it's a faculty-driven initiative... if we're out to be on a committee, we need to have [chuckles] an area where people can see a list of committees, what's been done, and then we can really be transparent about the work that's being done, or whether committees exist, or don't exist, as Nick was mentioning, some may just go away... and I know that I saw the look on a few of your faces, with 79 committees at the college... that's a lot... [laughs] that's a lot... do we need 79? I don't know... but at the same time, this is a starting point... I saw Ian shake his head... this is a starting point to actually collect where we're at right now and get to the point as Matej mentions... this kind of flow and cycle of... here's where there's  committee recruitment... here's the time of year... and so, I just want to say thank you to that... to your office, to STAR, for really doing the heavy lifting of archiving this, and kind of digging through... so, thank you so much for today... and thank you for coming, and giving us the update... much appreciated... and next, we have our HLC corrective action plan survey... I put down the Provost leadership team because I know there's quite a few in here... so, I wasn't sure who exactly was going to present... oh, Ian has a hand before... I'm doing this thing where I'm presenting the group and then there's a question... so anyways, after Ian's   done with his question, we have the HLC corrective action plan with the PLT go ahead. ---Ian Roark: So, I know I'm your guest and I know I've remained here and I'll remain here till about 10 minutes to the hour... am I allowed to ask questions? I'm honestly answering that as an ex. ---Denise Reilly: Yes, you are allowed. ---Ian Roark: I am not on enate, okay... or make a statement... on this one I've been pretty open with everybody I've spoken to so far about the requirement for full-time faculty to serve on committees... I think that this work that Dr. Richmond and Gayle are leading is also going to help, you know, assess whether or not that should actually be a requirement... and then that... are there other things that can stand-in and take the place of that particular requirement? Because the reason I shook my head "no," on the number of committees is... I don't think there needs to be commit... enough committees, so we can meet that requirement... we need to ensure we have the right committees for decision-making at the institution,   and then assess whether or not we need to have that as a requirement for engagement on the part of faculty as opposed to multiple forms of engagement that could meet some sort of requirement instead. So, just know that that's what I'm thinking and would love any and all feedback on that. ---Denise Reilly: Thank you for that... that's something that's been brought up before, you know, a faculty member had asked at one point... if I sponsor a club and meet with students once a month, shouldn't that count as engagement? And so, those are kind of the questions and I appreciate that you bring that up, Ian, because from a bigger perspective it's not just housing committee work, it is... okay, now let's look at what, you know, are we being intentional, and do we need all of this at the college... and what else could work in its place? So, thank you for that perspective. Okay, now we have the PLT, the Provost Leadership Team, and I see quite a few of you in here but I think it's... uh... I think it's Emily Halvorson-Otts... I think we also had maybe, Melissa Stoddart... maybe Vanessa Arellano... so, whoever wants to take it away, go for it. ---Emily Halvorson-Otts: It will be me, thank you so much Denise... so, I'm Emily Halvorson-Otts, and I appreciate all of your time, and your willingness to give us a few moments... if you were able to attend last week's Academic Affairs Forum, you already heard all of this... and so Denise, I believe you are running the slides, so could you just keep moving forward to the one that says, "Faculty Feedback Needed"? All right... so, you should have access to these slides in the agenda, it is a summary again of what we spoke about last week. We are seeking feedback for the Criterion 3A and 4B concerns, where we need to develop an action plan... so we can address the HLC Monitoring Report in January of 2027... so, we're here just as a quick reminder that we are seeking your feedback through this survey, as well as these faculty forums... and so, we had one yesterday, and then we have 2 more coming up... and so, this is just a quick reminder that we are looking for your feedback and guidance   to develop that action plan... if you have any ideas,  feel free to also add them to the chat... and with that said, I will answer any questions... or I will turn it over to the next individual... and thanks for squeezing us in. ---Denise Reilly: Absolutely Emily... and one of the things definitely to mention is, it's much appreciated that you're having all these sessions and sharing these... faculty... if we as faculty senate officers... and I say this myself as president, are asking for, anyone who presents to us that wants feedback, if they include a survey... it would not look good on faculty if we don't have anyone actually responding to these... so, I am going to put out a call to faculty, if we want to have our voices heard and want to be engaged, even if it's just, things are going on track, much appreciated... please fill that out... because that really shows that we are interested in that shared governance and that perspective. So, thank you Emily... and thank you for the Provost Leadership Team for sharing this... and hopefully, we'll see some of you at some other sessions... oh, I see a hand up from Lisa... go ahead, Lisa. ---Lisa Werner: Yeah, I already right took a look at the survey... I'm so glad... thank you, Emily, for including us... and I'm wondering if there's... I think it's really good... I'm going to try to attend these virtual sessions as much as possible... I think I missed one already due to conflict... but anyway, I'm still not sure, like, I guess, where would I read to get more background, so I can make the most informed contribution possible? ---Emily Halvorson-Otts: Yeah... ---Lisa Werner: I mean, because I just think we're great, right... what's the concern? [laughs] ---Emily Halvorson-Otts: First of all, I'm going to just do a shout out, because I love your background... I was judging at the SARSEF science fair this week too. But if Denise will go up a slide for me... or whoever is running this... you will see in the presentation again that should have been shared in the agenda that HLC reaffirmation visit report is the current report with those concerns. So, if you want more details than are what listed in this... these summary slides that's where you can find that. and I believe Vanessa just put that in the chat as well. ---Lisa Werner: That's perfect. ---Emily Halvorson-Otts: And so did Melissa, so... and again, I'll just say thank you, Denise, for putting the plug for the survey... we recognize surveys are time consuming but that's why we wanted to try and capture as many ways of gathering input... because we also recognize many of you can't participate in the virtual event. So again, thank you so much for your time and your feedback. ---Denise Reilly: Thank you Emily... and thank you to all of you on the Provost Leadership Team here for joining us. And now, we will move on to general counsel... I gave you that title, so I didn't accidentally give you another one this time... Jeff Silvyn, who's been patiently waiting for BP's, AP's process... I know these... these exciting items right here... Jeff are you there? ---Jeff Silvyn: I am, thanks Denise... good afternoon everybody... so, you might recall just to set the context here... so, you might recall that... I think it was at the last faculty senate meeting... Kate Schmidt shared some work that's been underway to collect input from faculty, about how the board policy and administrative procedure and SOP. standard operating procedures, development and revision updating process could be made more productive... a more positive experience... and so out of collecting that information, we came up with several steps we thought that could be taken, that would accomplish those goals, that was in a chart that was in the... you can go ahead and move the slide if you don't mind.  There we go... that was in a chart that Kate shared the last time... and so, today I just wanted to give you a quick update on a couple of aspects of this... so one is, we... based on the feedback, we revised the policy development form, so when any unit of the college is working on a board policy or AP, there's a form they follow... the form has 2 purposes, it kind of lays out the steps that are followed for the process... and it collects information about the work that went into the development of the... or updating of the the policy document and who was involved, so, we have a record of all that... so, we've added some categories to that, so that it provides better more robust information. So, a couple of examples of that... one is, there's now a summary and reason for the changes section... so, the lead who's bringing forward the effort can provide an explanation for what they're trying to accomplish... why these changes were being proposed... another example is, there's a section that provides more information about stakeholder involvement, who the stakeholders were and how they were engaged.. Another change that will be made in... so that... so there's been revisions to the form and we will post the form, along with the proposed changes... so that when people make... review the document of the proposed changes, and are thinking about making comments they have an idea of what process was followed, and they could comment on that process as well... including information like... hey, you missed this important stakeholder group, you really should get perspective from group Y... to inform the work, which would be helpful feedback. So, I guess it's good news... you all are going to be our first test case... so, for... before the April faculty senate meeting...  the further proposed revised version of the AP on credit hours is going to come back to this group... along with the updated proposal... process form... so, that... and we will post both of those after the faculty senate meeting. so, this is kind of the pilot test case... and so, we'll... we will certainly appreciate feedback about what you think... was it helpful... are there other changes we ought to think about? The second... one of the second changes... the second of the changes we're making, is trying to rebalance the allocation of items under review... and what I mean by that is... so, if you total up the number of BP's and AP's, it's between 180 to 190 items that we're supposed to get through every 3 years. if you look at the number of faculty senate business meetings that you have every year, it's about 8 meetings. So, if you do the math, you get about... we have to have 8 items going to faculty senate every one of your meetings. So, we put a calendar together... if we took the current review dates for all AP's and BPS's over the next 3 years, what would that look like? Well, what might not be surprising is, because we did so many of them kind of, toward the end of the 3-year cycle to make sure we were caught up in time for HLC... of course, when you look at this calendar, the first year's not bad at all... the second year starts to get a little uncomfortable  and by the time you get to the third year again, its...  everything is crammed in there because of the schedule we have... so, we are going to do a rebalancing of that... and I share that calendar with the faculty senate officers... I need to do that with some of the other units around the college that are... have a significant number of AP's and BP's... and this master scheduling effort that we're going to try and do is... change the schedule, right... because it's... they have to be reviewed at least every 3 years... so, we need need to take some that are currently set  out from 3 years now move them back into year 1 or 2, so that we can have a more spread out even allocation of items for review. The other thing we'd like to achieve with this effort is... cluster the items that will be of most interest to faculty during the academic year when faculty  senate is scheduled to meet... and also look for ways to cluster AP's and BP's that deal with related concepts, so that way related items are being   reviewed at the same time... I think that will make the review process a little easier. So, I don't have that yet, but that's what's in the works, is a rebalancing of this calendar, So, the idea would be to finish that, so that we have enough time... have that done, that work done, so that when  when the Fall comes and everything's going back into  full-swing, we could see this is what the projected   calendar looks like for the next 3 years... to help people plan better and get us on a more orderly, evenly paced, review process. So, the idea will be to finish the work on the rebalancing the calendar, hopefully by the end of this academic year... certainly kind of, by the beginning of Summer... so, like I said, everyone can plan and we'll be ready to roll in the Fall, and have that hopefully, better pace... so, those are the... a quick update on the... 2 of the aspects of the improvement work   that are underway and kind of, where we are. ---Denise Reilly: Thank you so much Jeff Silvyn... and notice this item on the agenda doesn't have an including Q&A, because I'd asked Jeff to just give us a quick update of where we're at with this process, so that you could take some time to learn about it, read through the materials, but we are definitely taking a look at the rebalancing... and this is once again, another thing brought up through faculty and through faculty senate as something   that could use a little bit of improvement... and I just appreciate the areas working with us to really address this concern. So, thank you very much... Kate, do you have a quick question? We're a little bit... ---Kate Schmidt: Real quick, for Jeff, I just want to make sure... Jeff, you said that the credit hour AP is going back through... did you mean emeritus? Because my understanding is the credit hour has already gotten there. ---Jeff Silvyn: I'm sorry... yeah, you're right... I'm sorry. ---Kate Schmidt: Okay... I just didn't want people to expect credit hours... ---Jeff Silvyn: You're right. ---Kate Schmidt: coming back again. ---Jeff Silvyn: that's the AP that kind of triggered the discussion... you're right... ---Kate Schmidt: All right. ---Jeff Silvyn: emeritus is the AP that we're piloting this with... you're right... sorry about that misstatement. ---Denise Reilly: No problem, thank you for the quick clarification on that... Makyla, do you have a quick comment... question? ---Makyla Hays: Yeah... my question is kind of related to, I guess, the original linked presentation... I see this is only really the one slide now... but when I looked on Monday night, or Tuesday, when it originally got sent out to senators, I had seen a   much longer presentation... and my only comment,  if you might be working on it, or changing on it... but I saw all of the representative groups, like staff council and faculty senate on the revision calendar I did not see AERC... and I was wondering  if you could please add us when you add the others ---Jeff Silvyn: Yup... fair. ---Denise Reilly: Good catch on that, thank you... and we do have one of our officers, Dennis... I'm just going to point you out right now, who's going through that calendar, to try to lump the academic items together... he's taking the first kind of... first deep dive look at it... and then we'll all be kind of circulating with that... so thank you so much, both of you, for your quick clarifications... and thank you, Jeff, for coming in and talking about this... he'll be coming in further at/or... coming in in April or May, I'm not sure... or if he knows that or not yet... but we'll see you back in April or May... [chuckles] thank you... and next we have the registrar's office... I think Elvia Bow and Michael Tulino, just wanted to chat   for just a minute about maybe some upcoming changes in  technology or upcoming something... sorry, I can't tell which one. ---Michael Tulino: Upcoming and those that have already been accomplished, so thank you for the time, appreciate it. Good afternoon everybody... myself and Elvia are here to join you... ---Elvia Bow: Hello. ---Michael Tulino: we will be very brief, just a few topics. Thank you all for your work and commitments  towards our state mandated 45th day requirements,   we should be wrapping those up today... hopefully  by 5:00 pm... so, appreciate all of your time. We do know that there was some server issues later  in the afternoon, yesterday... and into the evening...  we responded, and IT responded fairly quickly... and so, some of you that experienced probably longer than comfortable waiting times on the rosters per individual student, should have seen that those things were remedied late last night and/or this morning... so apologize for that but we are monitoring carefully... and thank you for your patience. Second from that, we wanted to make sure that you were aware, we did communicate, mainly to the student affairs team   this Wednesday, that we went live with our new e-form solution for students... and that is not only going to mean that most of our registrar related forms that are currently in fillable PDF formats where students have to access them on the web and/or MyPima, download the form, fill out the form, figure out a way to sign the form, figure out a way to upload the form to our portal... all of those steps are now gone and compressed into one, where the student would click on a link... either on the public website or on MyPima, and they'd access the form directly on the web, they... actually the forms come pre-filled with a lot of the information   relative to the student record already, so they  don't have to type redundant information... very easy to follow, scrollable, very mobile friendly... and students can attach documents directly on that form, submit very quickly and easily... and we launched that tool Wednesday afternoon   and we've already seen hundreds of submissions by  students and we've already been processing those submissions   very quickly and efficiently... so, we're very happy and proud that, not only are we able to provide   a much more easy to use interface for students, and that's the main goal... but also the efficiencies [clears throat] excuse me... the efficiencies that we will see from a staff and a registrar team perspective, that will be able to respond quicker to students, because we're not struggling, kind of, managing documents on our own... so, if you'd like, I can forward those those bits around, so you can see some technical details. I wanted to mention... very, very appreciative of our IT colleagues that have contributed, our web systems colleagues that have contributed... this has been a 2 plus year journey for us... and I don't over-exaggerate that... from inception to vetting a vendors to selecting a vendor... and so, a long arduous process, and then about a 8 month implementation, so we're very proud to have launched this week... and thank you to all the colleagues that helped support that... finally, wanted to mention that we have been exploring   a couple of options related to, specifically hybrid  courses, and the lack of availability of attendance tracker  for the non in-person days of the week...  that is otherwise known as rolling attendance...   we do have, I think, a good option that going to  explore with IT next week... and we'll definitely   be in communication with you, in terms of leadership, and/or others that have brought those issues forward... we do believe we have, hopefully, a pretty slick and easy solution to some of the challenges that you've been experiencing with hybrid course attendance... with that, I will say... we'll be available for any questions if you have any... thank you. ---Denise Reilly: Thank you so much Michael... and thank you for explaining what's going on... and you may not have seen this, but quite a few people were very excited about... [chuckles] the changes happening and the, you know, kind of ease for students to fill out documents and submit forms online... that's really appreciated... and do I see any hands up for questions? I saw a cute dog come in the picture but anything... [laughs] I did not see any hands up... okay, well thank you so much to you and Elvia for your presentation... and moving right along, we will go to CLO and grade alignment follow-up... this is because last month we tabled the item and I just wanted to bring it forth to a followup with Dr. Michael Parker to talk a little bit about what the issues were, and to see where to go from here... so, I see Dr. Michael Parker, take it away.  ---Michael Parker: Thank you Denise, as... yeah, thanks... as Denise just mentioned, I suppose I don't have to refer back to it    since it was seconds ago... I came to you in February... at February meeting, and presented some data to you... this is about aligning our 2 deadlines that we have at the end of the semester... one of which is the final grades, which, I've since spoken to Michael Tulino and I asked him to remain on here so that I could call on him, in case there was any need for clarification... 4 business days after the end of the term, the last day... our CLO deadlines are 7 days after the end of the term... this last Fall, that resulted in a situation... and this one was unique for the the grade submissions... they typically don't fall on weekends but on weekdays... but because things were compressed, we needed to get them done because of when the college closure began... it resulted in a situation where the grades were due on Sunday the 22nd of December, and the close were due   on Wednesday December 25th, which was during a college closure... and the reason why I bring it to faculty senate and I remember participating at this... I don't know how many years ago... if it was 8, 9 years ago, something like this... it was brought to the faculty senate and asked when do you want... how do you want to manage these deadlines? And for the closed submission it was arrived at 7 Days afterward... so, this was one that faculty voted... faculty senate voted and participated in... so, I bring it back to you... and whenever Denise got wind that I was going to do this    over the summer, she approached me and said that I needed to... recommended that I speak to the faculty leadership... and by that, she meant the department heads, since they're the ones who are department heads, academic directors... since they're the ones responsible for rounding these grades and close up... and I administered a survey... and I think you could find it in last month's minutes... where in the presentation that I had there... I had a slide deck that I brought to you... I had 2 topics... it would be  under the thing of DFC handbook revision book.   But I think very quickly, I can add the opening... now the computer's done something very strange.  I administered it to the faculty leadership at one of our monthly department head meetings... I received 27 responses... 92.3% of the respondents said they supported aligning the due dates, so that there would be a single date for both grades, final grades... and close submissions... and whenever I stop talking, I'll put the open-ended responses in the chat too... I've got a link there because I asked a  number of questions... what are the advantages...   what are the disadvantages, you know, of doing  these things... do you support it, etc? And I got the... hey, there we go... Denise or Dennis Just... thank you Dennis... has put it in there. It seemed like there was overwhelming support for it and one of the questions that came up last time was   what exactly I meant by aligning the 2 deadlines? And what I mean by that... what I would propose is that   we align... we move the close submission deadline so that it matches the grade submission deadline... not come up with an average or anything  like that, because speaking to Michael, there are critical things that need to happen, you know, whenever the grades get submitted One... students just want to know what their grades are...  that's a key piece of information... and it could be something that contributes to enrollment... they wait to find out what their grades are before they're enrolled. So, we want to keep that one as early as possible or at least that's what I would recommend... and I don't think we have a lot of latitude in moving that around, based on my conversations with Michael... but the closed submission deadline, we can move that one to align with that... and I think that the advantages are, once again, it allows us  to put a period on the semester and say, your work is done...   you know, dust off your hands or whatever...  and you can put that semester behind you.  So, those are the things that came up... some  other things that came up were, the idea about   division setting division deadlines ... and I think  that we... that, what the request was maybe that there would be some consistency... last semester, I think, in an effort to avoid that weekend deadline   some of the Deans might have set them at Friday, or  something like that... but that was the message   that I took away is that, there were some questions that you you had about what I meant by it... and what you wanted to do, you know, about setting division deadlines... and there are advan... I mean we're in the middle of 45th day right now... it helps to have an initial deadline, so that you could say, this person has gone radio silent, we have no idea whether they're going to turn anything in. so we need to take some sort of action... but those are the questions that I took away from that... the clock ran out... so, I'm bringing it for you again today... and thank you Dennis for putting that presentation in there... nothing has changed since then, except the  things that I've just described to you here, where, what I actually meant... whenever I said, aligning is taking that close submission deadline and aligning it with the final grade deadline, and the things  that you had asked about... yes, we can come up with   a consistent college-wide division deadline... then it's not really a division deadline it's deadline number 1, I suppose... college deadline number 1... and college deadline number 2... Maggie. ---Maggie Golston: Hi... I think it wasn't just last semester... so, I have to express some concern here, about the division deadlines... and I appeal to you, as a former writing instructor with a 5-5 load to teach... that, and there are in the division... we're sort of not talking about, talking about... there are writing emphasis courses there... I teach an I-Course in that Division... and so, that is sort of why I think, there's an impasse here... it's not about aligning the CLO date per se... it's about allowing divisions we already have created as short a window as we can possibly manage with the hard deadline per the registrar, to move that up by another day, right... to make a soft or division deadline... much less to generate consequences unilaterally as a division Dean, seems way out of hand, okay... that seems like a much bigger thing than than you're sort of representing here... and it is ongoing... and there have been attempts to wreak consequences on faculty who were late on the soft deadline. So, I think that, while... if the vote today, or if the vote were limited to just unifying the CLO deadline and the grade deadline... hard deadlines... I could absolutely  vote in favor of that... but I am not going to vote in favor of  shortening the grading window of people who are teaching 5 or more classes and grading 5 or more, you know, bundles of paper, any more than it already is... because we're already... my... the faculty I supervise, the folks that I work with... we're already pulling 15-hour days at the end, or whatever... we can't do another thing... and it doesn't matter that it's inconvenient like it's inconvenient for everybody, this end of the semester... and I can't afford personally, or the people I work with, can't afford another day... we just can't do it... and that would be a working conditions concern, right... it shouldn't be by division, because it is... you're asking people to work unpaid or even unrecognized overtime, that's not healthy for them... thanks. ---Denise Reilly: Thank you Maggie... it sounds like that's the consensus... is aligning the actual hard deadlines is probably not going to be a major concern especially now that we know we're aligning them to the actual grades, we're not making something up... so, thank you for that...Makyla, I see your hand up and then Brooke... and then, we'll have to go to the other topics and figure out if that's the vote today... so, go ahead Makyla. ---Makyla Hays: Yeah, I was just going to also clarify that the main concern... the CLO and the grade alignment got rolled in that's fine... but that was not actually the concern... [chuckles] the main concern was the fact that there... that there was a hard deadline set by the College of when grades needed to be in... and that divisions were setting deadlines prior to that... and as far as I can remember, there's always been a soft deadline... as long as it's a soft deadline, with a...   I'm not going to be done by then, but I'll have it in by the regular... and the leadership is fine with that... that seems fine... but this last year, this last semester... we had, like you said, the Sunday night was the deadline. So, I believe the grading deadline for one division was Thursday or Friday at 5:00... and the semester ended on Wednesday... and there was communication at first... and it did get walked back, and it got resolved... but there was communication at first that if adjunct faculty did not meet that deadline, that they may not be asked to return in the future... and that's just not really something that we can ask them to do... and so, we had this conversation with the Provost, Dolores, to bring this up and say... this is too much and we need to make... walk this back and make it soft deadlines again... and respect the time a faculty needs to put in at the end of the semester... we're required to have academic work through the end of finals ... we need to make sure that people have time to grade. So, I just wanted to reframe the focus of the initial conversation... so, thank you. ---Denise Reilly: Thank you... and Brooke, go ahead... and then, we'll see if this is... it sounds like we're ready to vote if needed for the CLO alignment with the final deadline... but that the soft deadlines need to still be discussed within the divisions, or with Deans, to figure out a solution for that... that doesn't need to necessarily be voted on at faculty senate... but go ahead Brooke, you go first. ---Brooke Anderson: Yeah, thank you... yeah, I think what would be nice to be clarified, where I think there is some confusion going on is, it seems like we're not being clear about who that deadline is for... and that for some reason div... some division leadership has interpreted the deadline as for them, rather than for faculty, right... so then, they go... oh, well, we have to give our staff time to meet the deadline, and reach out to faculty if they haven't met the deadline... but what I would like clarified is, that is the faculty deadline...  and then, if a faculty member doesn't meet the deadline, then the Deans and administrative staff can reach out to faculty and check in like... why didn't you meet the deadline, right... and so, I think that that is what the college really needs to get back behind... that deadline, as my colleagues have just articulated, is a faculty deadline, not a staff or administrator deadline... and so, please correct me if I'm wrong, but I think that information needs to get clearly communicated to Deans, and the staff that are supporting them, right... it isn't their deadline, it's faculty's deadline. ---Denise Reilly: Does that sound like... Dr. Parker, does that sound like something that you can take back to the Deans? I think Brooke is also clarifying... this is our deadline, so we are at... are you asking us to align, or to vote to align, the CLO with the final grade deadline, knowing... and with that knowledge, that that's a faculty deadline? Does that sound accurate Dr.Parker? ---Michael Parker: Right... that's when everything needs to be done... ---Denise Reilly: By faculty. ---Michael Parker: that's what I'm saying when I return it to you... yes, by faculty... so, when... if you align the grading... that's what I'm asking you, and I bring this information to you... there are... associated issues with this, I guess... and what you do as a faculty senate is entirely up to you... whether or not we take... we leave the deadlines as they currently are, so that one is 7 days after, and 4 days after... I understand that you have concerns about people setting internal deadlines, or that there would be an initial deadline, that allows people to identify outliers that need to  be addressed or whatever... so, yeah... that, I mean...   I'm trying to understand what you're saying... and whatever you say, it's a faculty deadline, and not a staff deadline. What... what do you mean exactly by that? ---Denise Reilly: Faculty, adjunct and full-time faculty, have that date... ---Michael Parker: Correct. ---Denise Reilly: Let's say Friday at 5:00 P pm... today at 5:00 pm to submit their grades... now, that doesn't mean there isn't something else that needs to be done after that, if those don't get submitted... but that's the faculty deadline... I guess that's the... that's what it sounds like... that's the alignment that we want to happen... not that week or 4 days, or however  long it is to align correct? ---Michael Parker: Right, right... so that they occur in a single day... so that we are not asking department heads to come in on... during a college closure... and ensure that that deadline is met... that's what I'm talking about... so, taking that CLO deadline, which almost always falls during a college closure in the Winter... I mean, either we blow that deadline and say... well, we'll return to it in January... or we say... let's move them up... or we say... department heads, you are responsible for coming in on December 25th and ensuring that those, you know, CLO's are submitted... what I'm saying is that they would be a single deadline... that the grades and the CLO's are submitted like, today... today it is 45th day... imagine that you also had to submit something else... it would all occur on a single day, and the work of the semester is done.  ---Brooke Anderson: Well, can I just chime in here for a hot second  too, with... so, let's compare it to teaching, right...   we don't harp on our students if they haven't  turned in their work before the deadline, right...  we don't go... you haven't turned... the deadline is  tomorrow, you haven't turned in your work yet...   are you going to turn in your work? We give them till the deadline... and if they haven't submitted by the deadline, then we reach out, right... now, I hear what you're saying, Michael... the, you know... now what... is that technically... because I don't think that's how departments are necessarily like, translating this either... a department head responsibility... or is it a Dean responsibility... if faculty are not meeting that deadline... isn't it a Dean's responsibility and the Dean staff? Like, if faculty are done, they're off contract, you know, I mean, I know we have as department heads   because I am one... we do do some additional off-contract  days, right... so, I know, like with Christmas, this gets messy, because we're actually closed, like you're saying... but let's say in May, right... many department heads still take those off-contract days... days after the semester, right... so, yes, right... if a faculty member doesn't meet a deadline, and they are still working, then they would reach out... but if they were not working, then that's a responsibility of the Dean and his staff, is my understanding, not of the department head. [3 people talking unintelligible] the department head is... is, you know, it depends on if the department head is working or not... right. ---Denise Reilly: I'm going to interject here for just a minute, cuz I know we're short on time, and we still have one more presentation, Isaac's been patiently waiting... obviously this is a bigger conversation, but it sounds like we're adding in another element, which is important... whose responsibility is it? We're in a new faculty leadership model... and so, one of the concerns originally when Michael Parker brought this up to our... to faculty senate, to align the deadlines, I said, why are we voting on aligning deadlines, when not all of us are responsible for following up with that stuff? So, it makes sense that we want to be supportive of something, but if we don't understand the structure and who's responsible for what? I know Dr. Parker, you're going to think, she's... [chuckles] she's doing this again to me... but I would say that we need to have a separate meeting about this... and with the Deans, potentially faculty leadership, and where this lies... because, until we know whose responsibility is it to follow up with that... that's another element that isn't being talked about... so, I think most people are... most here are saying the deadlines should align... but then it becomes, who follows up with that... so, can we... or can we add this as a major topic in April... mha... mha... Dennis you'll be responsible for that one in April... [chuckles] but can we add this as either a larger discussion, or at least have the discussion outside of this meeting, about those elements, first... before taking any kind of a formal vote? I understand the need for a vote, because we want to do that before the Fall starts, if that is to happen... and we want to align it... but we also have to make sure that this isn't happening on weekends, on holidays as well... is that something that we can agree to table and not vote today on something? And I... and maybe take some of the comments and feedback that are in the chat, that kind of clearly articulate this to the Dean group or have a group of faculty speak to the Dean's group about some of the concerns here? And with that I'm going to have to unfortunately... please, anyone with the hands up if you can put your information in the chat... it'll be transcribed... it'll be given there... but I do...  I feel like I do need to give the security topics,  and I know that Lorenso and Isaac have been waiting here and we still will probably go over by a few minutes... but I want to at least give them a little bit of time to talk about just their quick updates with technology... go ahead. ---Isaac Abbs: Thanks everyone... we'll keep this very, very brief... we really just wanted to talk about a couple things coming up... some have already started, due to necessity, more so, than the original time plan... and that's the student MFA that started with students optional enrolling last or this week and then, through next week, and then, with a mandatory cut over on the 17th. I want to clearly mention, we do know that Spring Break... this is by design... unfortunately, we were attacked by threat actors... students were compromised in a fishing attack... and many students had their personal information compromised... and so, this necessitated the need to move this up... we don't expect students to be doing a lot over Spring Break, but we expect bad actors who compromised accounts, to be doing activity over Spring Break because they won't recognize that...   and so, allow Lorenso and team to better monitor  that... I'm happy to say, as of today, week one...   we're already about a thousand students enrolled, so we know that it's possible, and they can do it... for students who don't have phones, we have hardware  tokens available to them... we'll be... those will be available at Campus at the Learning Centers... and be available for students who need them... I know I ran through that super super quickly, but I do want to pass it over and introduce Lorenso Trevino, our chief information security officer, to get anything I missed with student MFA and talk about the other few changes on the horizon. ---Lorenso Trevino: Thanks Isaac... and, you know, out of respect of everyone's time, I'll make quick as well. Yeah... I think you hit everything for student MFA... it'll... just in case anyone's wondering... it'll be exactly the same as faculty and staff multi-factor authentication in terms of the roll-out and how students use it. So, it'll also help us in... just to throw it out there... help us with some of... some fraud detection that is going on with student enrollment. So, there's a lot of good to that side... the next couple of items, one really minor update... Windows 11 is being rolled out... that'll happen in Octo... by October of this year... Windows 10 is going into support by Microsoft, so we have to transition to Windows 11... password reset is coming out this... later this month... and basically, what that'll do is, it'll align us with password requirements at our industry best practice, or industry standards in terms of length and complexity... current... our current identity management solution does not allow for that... we're upgrading that and that'll kick off sometime this month...  it'll also allow you to set password questions...  and your password questions, along with your MFA,  will allow you to do password resets on your own,   so answering a question, and then using your  multi-factor authentication, and you can reset...   self-service reset your own password... and the last item here is LastPass... LastPass is a password management solution that we're going to be rolling out to faculty and staff in March... this is an optional item, but it's gotten really good reviews, at least from the individuals who have taken advantage of it thus far... because then, once you have LastPass and you've reset your password, you only really have to remember 2 passwords, because then, LastPass manages all the rest of them... you remember your LastPass password and your computer login password and you're good. So, that's all I have, unless there's questions for myself or Isaac. ---Isaac Abbs: And given time, you're also more than welcome to email us questions. ---Lorenso Trevino: Absolutely. ---Denise Reilly: Well, thank you... we saw the email come out... and so, students definitely will be coming to us that first week... [chuckles] after Spring Break saying... I can't get in... I can't get into the class... so, thank you for sending us the instructions so that we can help students as well... and it does help that we've already been doing this ourselves. So, thank you for this... and do we have any questions related to IT? And I just... I want to say, I so appreciate those of you putting in the additional comments in here... it sounds like we're in line with AERC... and I definitely think they're the more experts in working and wage... [chuckles] working conditions and wages and things, that relate to kind of, some of the deadline stuff that might be concerning... so, thank you for continuing to put that in there... those all get transcribed. Do we have any questions for IT though? So, coming back to LastPass, MFA for students...  [chuckles] everyone's saying there's no questions, it's 3:03... [chuckles] it's time to go... hey, that's the great thing about being at the end of the presentation... but nice to meet you, Lorenso... thank you... and thank you Isaac. At this point right now. ---Isaac Abbs: You're welcome...thank you for your time. ---Denise Reilly: Thank you... and at this point right now, we will table the items... I'll talk to Dr. Parker, you're still here, if we need to kind of align with AERC and have a more robust conversation sometime very soon... or if AERC is already working on this, and doing that work... I think it's important to look at all these factors related to the deadlines that are kind of coming to fruition with a large group of faculty here. So, I think we'll continue that conversation but not have a vote today... so, what we did decide from the last meeting is we don't need a vote to adjourn... so at this point, right now... thank you all for coming... a reminder, April is a virtual meeting via zoom, and Dennis will be taking that on... the VPAO interviews are that day... and I'm on that selection committee... so Dennis will be running that... and just a reminder that our May meeting is in-person only at Downtown Campus... that's on the website as well... so, just as a reminder... Sean, I might see you again... so, thank you all... this meeting is officially adjourned.