********************************************* 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. ********************************************* April 4, 2025 Faculty Senate ---Dennis Just: All right... well, welcome everyone our esteemed various presidents are unable to be here today, so I will be leading this meeting. I just want to say, thank you for your patience in advance... obviously this is my first time doing this, and so I hope I do an okay job. We do have some important things that we'll be covering... and so, Rita is giving the sign-in sheet in the chat, and we will have the... well, the agenda you can access through the Google invitation on your calendar... and we do have the icebreaker... what's your favorite restaurant in town? I thought maybe get some good use out of that icebreaker too...   find some new places to go check out... but if you could also put in your name and who you're representing... and where you're coming from... and thank you Dolores, appreciate it. [chuckles] So... Monica's is a good pick... unfortunately, mine would have been Ermanos until a few weeks ago... unfortunately they closed down, so... alas, but... okay. Well again, thank you for participating... [chuckles] and I guess we can go through our first item that we'll cover, which is kind of a number of different things... and so, next up it looks like we can review and vote on the previous month's minutes... and so, I am putting them here... you can also access them through the agenda... and so I will, I guess, slowly uh scroll up and down   a little bit until we have a motion to approve, that would be seconded, and then we can vote. ---Rosanne Couston: Question Dennis... where can I find the link to show who has signed in so far? ---Dennis Just: Good question... it is in our folder... I think I can directly message you... ---Rosanne Couston: [unintelligible] ---Dennis Just: in the chat. Okay. I should have given you a DM for it. ---Rosanne Couston: Okay. ---Dennis Just: Thank you... okay, we have a motion to approve... is that motion seconded? ---Kimlisa Duchicela: Second. ---Dennis Just: Seconded... great... all in favor say "aye"... or sorry, type "aye" in the chat I suppose. Okay... I do want to say that we did reach a  quorum... and so, this was a legitimate vote...  and it looks like the "ayes" have it... any "nays"?  Not seeing any "nays"... okay, so it looks like it... oh, whoops... I'm showing the wrong thing... yeah,  so it looks like it's been approved... okay, great.  ---Rosanne Couston: Thank you. ---Dennis Just: All right... do we have any requests for agenda modification, or executive session? ---Kimlisa Duchicela: Does that include the Open Forum? ---Dennis Just: Open Forum will be my next item to call for. Thank you. Okay, I'm going to take that as no request for agenda modification or executive session... do we have any requests for Open Forum? ---Kimlisa Duchicela: Yes. ---Dennis Just: Okay, great... thank you Kimlisa... Rita can you remind me when we will do the Open Forum is that, uh... ---Rita Lennon: Open Forum we can do now... if it were  executive session, we would put it at the end. ---Dennis Just: Okay, thank you... I knew there was something about the end, but that's... okay, thank you... Crystal... I see you have your hand up. ---Crystal McKenna: I was just going to request for Open Forum also, so... ---Dennis Just: Oh, okay... great. ---Crystal McKenna: Whatever line that puts me in. [chuckles] ---Dennis Just: Great, well I... Okay, so yeah... so, Kimlisa, I guess I'll give you the floor. ---Kimlisa Duchicela: Sorry, I had to get that thing... I saw Matej's hand up too... Matej, did you want to get in line? ---Matej Boguszak: I'll get in line behind you. ---Kimlisa Duchicela: Okay... so, my Open Forum came from the department heads meeting this morning in my division, which is Social Sciences Education, SSE... and Humanities... and various other things. So... the request came that there be some kind of  update on where things are with the GE committee... with where we are in the process with all of the paperwork that we put in back in October and November... to find out what's going on with it, and where the college is with the changes coming up for GE. They feel as if the lack of information is becoming stressful as we move forward and coming to an end of another semester, another academic year... and they do not want to have to have a bunch of stuff to do at the last minute, or right at the beginning of the fall semester... there were very tight deadlines back in October and November, and then crickets. So... some kind of update, we hope, is forthcoming... thank you. ---Dennis Just: Great... thank you Kimlisa... uh, Crystal. ---Crystal McKenna: Hello... I was just going to put in a plug for Climate Community Day, which is this Tuesday at Downtown Campus... we have everything from breakfast around 8:40 a.m... it goes through 4 pm... anyone is welcome, and it can be kind of a drop-in, drop-out type of situation... so, I'm going to put the uh agenda in the chat here, and I think we'll probably also talk about this later, but I wanted to plug it twice, so thank you so much. [chuckles] ---Dennis Just: Great... thank you Crystal, and I was just about to... that was me clickity clacking, about to put it in the agenda... so... thank you... I believe Matej had your hand up next... and then Maggie. ---Matej Boguszak: I have some information about the draft academic calendar for '26-'27... is this the right spot Dennis? I know we'd emailed. ---Dennis Just: Well... we don't... so... I guess, yeah... this could be a good time to update on that... that's not part of our business agenda, and so I don't know if... if it's just a few minutes... that seems like fine... otherwise, we can give you a slot for the May meeting...  but I think it's pretty packed, so it might be tough... maybe you could just kind of... ---Matej Boguszak: Okay. ---Dennis Just: give  us the update now. ---Matej Boguszak: So, should we do that now? ---Dennis Just: Yeah, I think so. ---Matej Boguszak: Okay, sounds good... let me try to share. Okay... can you all see me? ---Kimlisa Duchicela: Yes, and we have 2 more minutes on this item. ---Matej Boguszak: Oh, nice... well, I'll fly through it then... I'm not sure why this didn't get on the agenda earlier, this is kind of a close to a final draft... and so, please contact me, maybe... if you have any concerns or suggestions about this... here are some of the priorities that  the academic calendar committee... there's a standing committee that's met at the college ever since I've been here, and these are some of the things we take into consideration when devising the academic calendar... it's nearly impossible to have all the stars perfectly align because of the moving holidays... and so on, and so forth... I think the biggest priority we really try to address is to have a good balance of teaching days... so, for example, the number of Monday/Wednesday meetings in the first 8 weeks shouldn't be more than in the second 8 weeks and these are the kinds of issues we run into for all the different parts of term. Here are the suggested start and end dates for fall 2026... and you see those additional days of faculty accountability well, uh, before and at the end of the semester. And then here, spring 2027... the thing to note there is that it starts after Martin Luther King Day, which over the last few years we've typically started I believe the Thursday before, right? So, that's something to consider... there were... if you'd like more details, there's the link to a draft calendar... and kind of a visual calendar of the extra days of accountability. So, here's some examples of those imbalances that we would have ended up with if we were to start... oh, and I'm so sorry, it looks like this is 2028... is that right? Anyway... so, these are not the right examples but we're already planning out in 2028, and so you can kind of see... if you don't pick the right start date, you can end up with too few days... or more teaching days than necessary... and so, this is part of the reason why it's suggested that we start after MLK. So, are there any questions, concerns, that I can... hang on, I can try to drop the link to this as well. ---Dennis Just: Thank you Matej... maybe we could have the questions in the chat for  now and have a... ---Matej Boguszak: Sure. ---Dennis Just: kind of discussion going there... and so I appreciate that, thank you... and Maggie I know we've got 5 minutes to the adjournment... and so I'll give you a couple of those minutes if you have something to... ---Maggie Golston: Thank you... it will be so... it's so short... on the 17th at 700 p.m. some of your colleagues... lots of your colleagues from writing, will be reading... but the reason I mention this event is not just to invite you, but also to let those of you who were friends with... close to... even waving toward, Joshua Cochran... there will be some memorial... some remembrance of him there... and if you have any questions about that or anything else, email me... thank you. ---Dennis Just: Thank you Maggie and thanks everyone for their contributions to the open forum, appreciate it. Okay... so, let's continue with the agenda, and so... oh, sorry... and, just real quick... as far as requests for faculty engagement, please complete your CCFSSE and have your students complete their CCSSE... that's very important for the college and if you do have any requests for faculty engagement... at the bottom, you can see that there is a... basically this top link here and so, if there's something that you want us to present... that would show up here in future meetings... and so, feel free to take advantage of that. So next up... Dr. David Bea will be presenting on the budget... and so, let you take that away. ---Dr. David Bea: Oh, okay... so you have it up for me... thank you. ---Dennis Just: Oh, right... and thank you... I can make a quick comment about that... yeah, I'll have all the presentations queued up, and just please let me know when you'd like me to go to the next slide. ---Dr. David Bea: Okay, great... and I know we don't have a ton of time, so I'm going to be quick about going through the materials, because I know there's time... that includes time for questions and answers... and I suspect that there may be questions... so, I'll try and leave as much time as I can for that... if you want to go ahead and shoot to slide number... I think we can... just for your all... all your information... the... those who don't know... the budget comes together through a series of conversations with lots of involved parties, and governance groups, things like that... but most principally through study session conversations and action items that happen with the Board. so, this slideshow that I'm going through is... and I... is the presentation that I gave to the Board this last Wednesday... and then, if you want more detail, because I sort of referenced the last time we talked... we talked about X...   is the study... the February study session... on our finance web page there's a section that's for the college budget... that's where we put every... all the new things when we've done something updated that's related to developing the budget, we post links for that... also including when we do taped presentations... in addition, I'll be doing some open forums... you know, All College type Zooms, in Zoom type, probably Google Meets... I don't even know which one it is, but one of those....   one of those tools in the next few weeks... it's by the end of April, I think, at the end of... at the end of this month... we're scheduling 2 different sessions... so feel free to join in those meetings... I'll get into more detail than I will today... but today I'm going to hit the highlights... so, the feedback that we got from the Board throughout the process has been... they would like to have a budget that does not include an increase to tuition and service fees... and does not include a tax increase for our taxpayers... so, that puts constraints on the revenue side of the budget... that doesn't mean that we don't have increased revenues...  they... we still get increased property taxes   from growth in new property... but it means that we're not increasing the tax rate... apples to apples, all things being equal. So, there are some increases on the revenue side... I'll show those in a little bit... but the net increase is not very big... and then, you get into some of the challenges, which is that we're always having to balance the revenues, the operating revenues, with the operating expenses... and so, when we have  constraints on revenues that means that there are   obviously going to be constraints on expenses... so, I'll talk... walk you through that. however, the other things... we have certain priorities, and as you see here, the third bullet down, is that continuing to prioritize the structure that  we built with the new class comp structure, which is ensuring that folks are paid appropriately  based on their market value for their jobs.   There are 2 major components to that this year, which is that... that means that for a year of experience we want to move you up to the target point for your years of experience... so, that's usually referred to as a step with faculty because we align a step with the structure, to a year of experience, and then... so, the commitment is to try and do that, make sure that the market rates for jobs and for the class structures are in line with market... and I'm going to talk about that as well because there are going to be some changes for that. And then, when able to do so, provide a minimum increase for those who are above their target points... that is for people who are paid above where their target is... where we want them to be make sure that they're paid   according to the market rates based on their years of experience. Okay... we can... and then as... we'll talk about the efficiency piece, because in order to make it all balanced we have to continue to work on doing things more efficiently, reducing some expenses where we can, and I'll talk a little bit more about that... you can go to the next slide... oh yeah, this is where I mentioned this is... and I won't spend a bunch of time on this, but the... when enrollment goes up, the college does net a little bit of additional revenue, so we've been having good performance... as you know the last couple of years things have turned around, and so we're able to factor in a little bit of increased revenue we don't get a lot of additional revenue when enrollment goes up because as new students come in,  you get the tuition for those new students, but then the net between the tuition that you pay, and then adding adjunct faculty, when you have to add a class, then nets it down, so there's a slight increase, but it's not great, it's not like all of a sudden you have this huge windfall, because we have additional costs that come in that are related to those students... I mentioned the levy neutral is what it means when you just get growth in new property, so that's an additional $2.8 billion... the state situation... we don't bank on it... I mean the good news is, we're not reliant on the state, so when they do  cuts we aren't going to be very impacted by that... however, we were a little bit optimistic that there would be some additional revenue coming from the state this year... particularly in the form of support for dual enrollment... the jury is still out on that... the appropriations tend to happen late Ma... that kind of time frame... but where we were sort of cautiously optimistic early in the budget development that we might get some support for dual enrollment... the whisperings around at the state level about the appropriations are... they're very worried about what's going to happen from the federal government... and that they may have big costs pushed to them from the federal government... particularly as related to Medicaid... and making sure that access they provide... continue to provide access, is going to be a huge financial burden if the feds don't help  support that to the degree that they have in the past. So, that's what the state is kind of hung up on... so, we'll wait and see... but right now, we're sort of like... okay, we're building a budget without any expectation from the state giving us additional money... if they do that just helps offset costs and puts us in a better situation... those last 3 are just other ancillary changes that... that happen sort of more normal this year... increases that we get from sales tax based initiatives... those do help support the operating budget, though they are restricted to workforce type programs... we have so many workforce type programs that they just help support the college's operations essentially... and investment revenues being down is a function of the fact that we've spent down some of our reserve balances building up the centers of excellence, so we have fewer reserves on hand and interest rates have been going down. So, the combination of those means that we'll... we can expect a little bit less in terms of investment revenue... so, we have to balance that into the budget as well... okay, go ahead to the next slide. Okay... so, I mentioned the compensation increases and the priorities... the one I didn't mention is... within the pool that we've been talking with the Board about, the pool increase, is also, we're looking to increase the adjunct faculty rate, which affects the regular, I know that there's some adjunct faculty here as well, cuz I saw at least, Sean's name going through... I think with his recommendation for a restaurant...  and then, I know that for overload and so forth,   it also impacts regular faculty, so we're  looking to increase the adjunct load rate 3%... we do keep an eye on competitive rates for that, like principally that's looking at our peer colleges and trying to keep up or be... make progress on Maricopa and Coconino... I'll also point out that while we try to keep pace with them, and try to keep up with them... also, we're a little bit aware that the cost of living is a little bit higher in those locations, and so forth... but we... I was explaining to the Board the other day... we don't look at the average of our peer institutions,   we look at the high end of the peer institutions in terms of competitive rates for the adjunct rate... so, just for you to be aware... the other piece to this is that... I mentioned that we look at market rates... it's been a few years since we implemented class comp... one of the important components of this new structure, to make sure that it stays tied to market is, on a fairly routine basis, to look at the data and see what it says for our comparative institutions that we use for market rate analysis... and what it's telling us is that, we are below market for a number of our positions... positions and then the grades... the bands that those positions are in...   and so the recommendation that we've talked to the  Board about, is also moving up the schedules for staff, that's bands 1 through 4... so, those are  the lowest paid staff jobs in particular... you can think that that's related to minimum wage...  and then, the fact that the labor market is also...   we continue to have very low unemployment, you know,  knocking on wood... we... I think we can see the forest...   or we can see the future doesn't necessarily mean  that that's going to hold true... but at least right now, the unemployment rate is very low, which means that there's a lot of pressure on the lower paid jobs... and in order for us to be able to pay competitively to get the talent e need to come to the college, we need to bump that up a little bit. So, staff... bands 1 through 4... we're recommending will be moved up... and then also, it says, 1 through 5 for faculty... it's actually all the bands other than the doctoral band... so, it's actually... I think it's 1 through 6... and they're all sort of tied to each other a little  bit in terms of how the market rates work. So, as we come together with those final recommendations,  we're still working with AERC, talking with the AERC reps in terms of some other recommendations they  have... so, when I'm saying... this is how the base pool...   there are some specific things that we're  also continuing to talk about... some of which   have some financial implications... so, I can't tell you exactly what it'll be, but I know, you know, roughly it'll look like this... and then, the other thing is to try and make sure that we provide a minimum increase for people... so, even though people might be currently being paid above what their target point is... where we want to make sure they're being paid according to market... that we also understand that annual pressures, that prices go up, that sort of thing... that we want to provide a minimum increase... and it's looking... it's going to be small, but we're looking to have a minimum increase of about 1%... in order to make all of that stuff balance,   we're going to have to look to continue the...  what we've been doing... it's really been a... it's a 3-year plan that we're now in the second year to reduce staff positions through attrition. Again, it's not laying people off, it's not with positions with people in them... the goal is to reduce positions when someone retires, when someone moves to take a different job... how can you consolidate the work that was being done by that position? How can you do things differently, how can you reorganize to be more efficient and eliminate positions... that's because we've done a bunch of benchmarking and our staff per student ratios are... have been misaligned for some time... anyone who's listened to me talk... I say it probably every time I have a conversation about the budget, it's not news... we'll continue to make changes and make adjustments to this as we go... but again it's not to make a dire drastic change, it's looking to do things through attrition... try and be smart... try and reorganize in a way that makes sense... and cut costs as we're doing that... so, okay... we can go to the next slide, and then I'm almost done. You can skip that one that's just some for your information, that's just some of the benchmarking that we've done. I mentioned that this year our goal was to reduce by about $2.5 million on the staff side... we're almost there.   In fact, with the number of positions that I know  that has... just haven't technically been closed yet,  we're pretty much there... but the number for next year, it's going to be a bit bigger at 3 million... it will be a bit harder... so, we're going to have to really continue to do what we're doing... be really thoughtful about reducing positions... making things more efficient... doing things smarter in how we work... but I'm very confident that we can do it through attrition. so... and next slide... lastly, the... you all saw information  about the health benefits the board just approved, what the benefits structure is going to be... unfortunately, while we have revenue pressures, we also have expense pressures... and utilization last year, along with projections for costs of medical care and pharmaceuticals going up... the projections were that we were going to need to increase our funding by about $1.8 million. So, that's why you may have seen the benefits working group got called together, we worked with them, talked to them about some recommendations for how to change our plan structures... how to change the cost shares... and some strategies to put in place to help mitigate that cost increase... so, the... through the feedback we got, and the board approved this... that it's sort of almost an equal share,  where the college is going to fold about $300,000 into the budget... we are going to have about $260,000 of additional employee contributions for the premium structures... that's assuming that people decide to stay in the same plans... if they don't decide to stay in the same plans... if they go into a different plan, that's where you'll have more information in open enrollment coming up soon, where you could have that choice... but if you stay in the same plan... a couple of the plans will be a bit more expensive because that's like trying to rebalance the cost share... those plans are very expensive and a lot of the cost overage   that we've been experiencing has been in 2 of the plans in particular... and then there's some changes to some of the benefits within those plans... and again, that's where the benefits working group communicated... and then they gave a recommendation for what to do... lastly, the other thing, in addition to folding in about a third of the change into the budget is that, over time, because we're self-funded... because we've had pretty good utilization in the past... we are going to be spending down the reserve balance we have in our health funding account... ---Unknown: How are you doing? ---Dr. David Bea: Okay thanks. [chuckles] that's about a one time... one time way to do that. So anyway... so, that's the quick and dirty on the budget and I will stop talking now and ask if there are any questions. There's... again, there's the presentation has the sort of, how the dollars all add up. ---Dennis Just: Great thank you Dr. Bea... please raise your hand if you have any questions, we still have some time... and I saw John Gerard, put in the chat... had asked,  "Will any new faculty or staff PCN's be created?" ---Dr. David Bea: Not on a net basis... there certainly could be a PCN... sometimes you create a PCN because you've got a retirement coming and you want to... you need to fill it, so that there's crossover for training... and then you eliminate it after the fact... but the goal right now is to keep the number of positions flat... or I mean, flat on the faculty side, decrease them on the staff side. ---Dennis Just: I see that, thank you. ---Rita Lennon: I'm gonna interrupt real quick... can everyone be sure your mic is muted? ---Dennis Just: Yes, thank you Rita... Matej. ---Matej Boguszak: Thank you for the presentation Dr Bea... the Board is finally drawing a line on tuition and taxes... so I know you have a you have a tough job to do... my question is about something we had brought up before... so, the faculty schedule currently has 16 steps and staff has 17 steps, or market targets I think you call them now... and we adjusted the faculty schedule to 16 based on wrong information at the time that was provided... and so, you know, the size of each step is is 2.8% for faculty... and then, 2.8% on average for staff on bands 5 through 8...  although their steps are actually flat... and so, could you just address why is it that staff have, you know... get credit up to 16 years of experience or get up to 16 raises for somebody who's in one position over time... and the faculty only 15, right... there's that missing step at the top, it... ---Dr. David Bea: We're continuing to have conversations with AERC about this and I don't want to totally get into the weeds... but comparing faculty to staff schedules... there... it is not an apples-to-apples situation... there are very big differences between staff and faculty... and the schedules themselves are intended to have a certain range associated with them... but we're having that conversation with AERC, while I think we're going to continue to have that conversation with AERC.   ---Matej Boguszak: All right, thank you. ---Dennis Just: [unintelligible], uh... Kimlisa. ---Kimlisa Duchicela: So, David... as I look at this, is it looking like the pe... the staff that are on that top schedule going to be limited to the 1%... or whatever that is? ---Dr. David Bea: So, sort of yes and sort of no... so, in as much as 6 of those schedules I just mentioned, there's going to be lifts associated with those schedules... so, if someone is currently at exactly the top and the schedule is going to go up and it is looking to go up more than 1%... they will be... they will go up more than 1%...   however, if you're at the top of doctorate, which is one of the ones I mentioned that isn't in need of a market adjustment... then if you're at the top of that schedule, then it would be the minimum increase. ---Kimlisa Duchicela: Yeah... I just feel like I need to advocate a little bit for the faculty... probably the staff too... that have been at this institution for a very long time... and then, we're asked to be frozen, and you know, bit the bullet for all those years... and now, you know, we kind of all got raised up for one year and then we get stuck again? I really feel like there needs to be   you know, some kind of, you know... because it affects  everything as you know... it affects our retirement, it affects everything for years and years and years...  so, I just want to put it out there that if, you know...   we could think about some of those that have been here for many years, and are now going to be possibly stuck again... especially what's going on... to just... to just keep us in mind if it's... ---Dr. David Bea: Yeah ---Dennis Just: Thank you Kimlisa... any other questions  for Dr. Bea? We have one minute left. ---Dr. David Bea: Whoa, I did it... I can't believe that. [chuckles] ---Dr. David Bea: Nailed it... [chuckles] always appreciated. ---Dennis Just: Okay... well, we'll move forward in the agenda then... thank you again Dr. Bea. ---Dr. David Bea: All right, thank you all... we'll talk to you all soon. ---Dennis Just: Okay, so next... I jump all the way to the agenda we have a pair of written reports, the Provost and President reports... so, please feel free to check those out if you haven't already... and then, we have Rita, who will be talking about the... representing our Board of Governor's report... and so Rita, take it away. ---Rita Lennon: Thank you very much I'll keep myself to time, I promise... or I might even give Bias a little bit of time. So, in the month of April, we've had 2 sessions with the Board of Governors... the first one was the study session... and the highlight of those two was the budget... so, David Bea has already explained a lot of what was discussed at the study session... his second item was the dual enrollment and Emily Halvorson-Otts gave a wonderful presentation about where we are with dual enrollment... and really, it was to give the Board some insight about... for decision making in the future. I think the hottest ticket item that you should know about is that they're thinking... they're considering   some sort of tuition for dual enrollment... they're looking at different scales, how the foundation can help... but that's all just in the very beginning planning process and decision making,   so they haven't come up with any kind of a plan and they certainly hasn't... haven't brought it to the Board.   On April 2nd we had the regular Board meeting, so that literally was just April or I mean Wednesday... and I'm going to give myself a pat on the back because I got my... [chuckles] my notes in and ready for this meeting, and that was kind of a haul... what a... one thing I want to mention is that our Mission Moment was all about their basketball teams, both the female and male, who had amazing records this time around... and so, we definitely gave them a lot of kudos and a lot of celebration, which was wonderful to see. Awards... there were lots of recognition for those who have received an award outside of the institution... for faculty emeritus... we had Nan Schmidt, Teresa Riel, and Elena Grajeda, who were recognized for their emeritis... we had Makyla Hayes and Kelly O'Keefe, who were recognized for their professional enrichment... and then there was an adjunct faculty, Lisa Grabell, who I wish I would have gotten to know because she sounded amazing... who was also recognized for her contributions to the institution. As far as anything else I want to point out, there was a wonderful conversation about a presentation from Brian Stewart, about our culture of care and how he plans... or he and his team, I should say, are planning to cultivate that.   And finally, I would like to point out what Dave Bea has just presented and that was, how our benefits are going to change, the cost of those benefits... that will be at the very end of the meeting... and so, if you do, you know, follow the link from YouTube... make sure you're watching the whole thing... but then, go to the very end and that's where his presentation is... everything is linked and attached here, so it's for your convenience... and I'll close with that. ---Dennis Just: Wonderful... thank you Rita. ---Rita Lennon: You're welcome. ---Dennis Just: Okay... next up we have our PCCEA report and I believe our president of the PCCA, Makyla Hayes, will be presenting. ---Makyla Hays: Yup... thank you so much, I'm here... I just have a few pieces to share with you and again I might be quick... I'm hoping. We have some priorities for PCCEA that we've been working on, that I have decided to start just making my report in that format. So, one of them is the shared governance model and ensuring a strong shared governance, the second is accountability, and the third being funding priorities... and then I always have our extra AERC work, since the PCCEA has a formal role within the AERC... and I'm trying to call out some faculty specific policies that are being worked on within that section. so the first one is... the Provost and Chancellor are working alongside senate and faculty and AERC to develop a definition of governance and shared governance... to ensure that we have a strong shared governance structure... and that it is clear what that means to all involved... so, having a little bit stronger, you know... what does it mean to be in a shared governance relationship...  what is it when we say that there is input... what is collaboration... and what does that look like... and who has final say? So, that is something that hopefully, by next fall, we should be able to have kind of, something to hold on to. Accountability... there are a few things that I've been working on along with other officers...  one of them being the continuation of the discussion of grading deadlines... there is a 4-day kind of time frame after the semester ends when grades are due... and so, that is a collegewide deadline, and that is the hard deadline... any deadlines before that set by Deans are supposed to be soft deadlines... we've had a lot of conversations about the fact that we don't punish our students for not getting their work in early... we wait until they have missed a deadline... if they are repeatedly missing deadlines, we have other issues and other conversations and we should treat our faculty the same way... you know, if you're grading papers, it is... it... you can't get it all done in 24 hours... and so, we want to make sure that we have four days and  that there may be conversations soft targets, there...   I think there's a little Dean competition  to see who can get stuff in first... but our first priority is making sure our students get quality grades and feedback from our instructors... and that we are ensuring that those that meet our deadlines don't feel like they are somehow behind, because they are meeting a deadline and not getting it in early... so, that conversation is ongoing, but it is supported still by our current Provost... acting Provost... and I see Dolores here, I thank her for her work  in making sure that our Deans know what's going on with that. If you hear something different from your department head or Dean, please let me know. Hours on campus... we are having a little conversation about 29 hours on campus versus being a full-time employee...   what that means... how does that look... what does it  mean to be a full-time faculty at Pima Community College   and are there areas that may need to be here longer than 29 hours or maybe that our commitment on campus looks a little different. There's going to be more conversations on this coming up this fall, but we are having those conversations... so if you are interested in those, or have strong opinions on them, feel free to send me an email and at least give me your name, so I can try to make sure that you are looped into conversations when they occur. Third... the other accountability piece that we're having is having  a more of a norm conversation around compensations   for course development and making sure that it's consistent across divisions. And lastly, Dr. Bea just talked about funding priorities... [chuckles] but I do want to assure you that AERC is working to try to ensure that we have a strong faculty voice in what our priorities are... some of the things beyond what he mentioned that we've been discussing are supplemental pay rate, professional development, and there was a mention of possibly looking into what type of paid leave we have available already for parental leave... but also there is a statewide and Tucsonwide trend of other institutions moving to a fully paid parental leave... and looking at is that something possible for Pima? And then, quick... I because I know I'm running out of time... there is going to be a calculation change on sick leave coming up starting July 1... we currently are getting 5.8 load hours per day... not load hours, sorry... too many conversations at once... 5.8 hours per day, which is related to that 29... that is going to be shifting to 8 hours per day... but you are going to get... we're... Andrew Plucker in ESC is working on   ensuring that if you currently have a leave bank that covers a certain number of days... that that will still cover that number of days... as we move  forward, I'll give you more on that next month in May. and then I'll stop talking... because I'm out of time. ---Dennis Just: Perfect... thank you... appreciate it... okay... and so, you also might notice, we also have TLC and adjunct faculty reports that are written, so please feel free to check those out... but next, we're going to transition to our business portion of the agenda...   and to start us off we will have AnnMarie Condes, who will be telling... spot... spotlighting the science division. ---AnnMarie Condes: Thanks Dennis... okay, I'm going to... I'm going to talk really fast, because we do have a lot going on in science... next slide... [chuckles] so, right now we have 41 full-time faculty, 25 lab staff, and there's our leadership team... and I'm going to give kudos to everybody on this list... we also have 2 department heads, specifically, that run our dual enrollment, our additional locations, Jordan for life... and myself  for physical sciences... all right, go ahead Dennis.   All right... so, as you all probably know we do have climate action sustainability now...   and Crystal is spearheading that, and she's doing a fantastic job... we have 6 new courses added over the last year, and it's serving a lot of our students... and a lot of them are, you know, using this for, you know, their science elective... but in addition to these wonderful courses that she's designing, both online and in-person, she does a lot of... a lot of outreach... and we'll see... if she mentioned it earlier in this meeting... and I believe there's a slide at the very end of this... and she also sends out email blasts with things that are going on in climate action, sustainability... like I honestly just in the elevator at Northwest Campus... bam... [chuckles] anyways, all right, move along... I know I only have like 5 minutes, so I'm talking really fast. So physics... we have a lot of stuff going on with physics... we have the ASCEND Grant Program, which is a NASA supported grant   and I'll talk about that in a little bit... and Dennis runs a whole bunch of other things through our physics department...   the Learning Astronomy seminar, which is wonderful for our students... especially our engineering students... and he also does a lot of star parties, which is awesome... he does field trips to Kitt Peak... and he's very connected to the community in the aerospace and the physics area... and so, give Dennis a holler anytime you have students that that maybe are interested in going further into astronomy or physics... all right, go. So, engineering... Molly is our engineering department head and she has brought some new life to our engineering courses... we now have them on most of our campuses... Engineering 102, which transfers to the U of A, ASU, NAU... and students get really good hands-on learning... ---Mollie Minke: Can I dive... AnnMarie, can I dive in here real quick? ---AnnMarie Condes: Yes... dive, dive. ---Mollie Minke: You'll notice, by the way... I gave you a statics problem to do if you get bored during the meeting... but I also wanted to point this out to you, because of the fact that this is how our engineering textbooks are written... these are the standards used by the universities... we are in an agricultural scenario where we are tipping tractors over... and that is not part of our students lived experience, so AnnMarie mentioned engineering 102 ... what we have done is... we have taken concepts they struggle with in their more advanced classes, and we have them do them as projects... so, they understand how bridges break... they understand how gears work... we are moving towards that level... all of our 200 level lecture classes are taught as HyFlex... I have to shout out to my adjuncts... I'm the only full-timer, so they were willing to take that on, develop HyFlex classes, and teach them in a HyFlex environment... and this is just a picture... students can either come to class, or they can be online any particular day... AnnMarie, I'll toss it back to you. ---AnnMarie Condes: All right... and I'm also going to give a plug from Molly and all the work she's done to bring 3D printers and laser cutters,  and everything else into our engineering classrooms... and with the... with the COE... the new COE, I think I think it's a great support for that... and that's something that, you know, Emily was really passionate about and I think we're heading in the right direction with all the equipment and opportunities that engineering is now giving our students across the district... all right, go. We also have what we call CUREs... so, CUREs was started a couple years ago by Jennifer Katcher... and it's basically bringing undergraduate research into the classroom... and so, there's, now we have... we have monthly training meetings... so, other instructors, whether it's biology, chemistry, physics... anything in STEM... they can begin to offer a CUREs opportunity for our students... and what it is, it's... it also pairs the students up with kind of like an internship with other... either people in... or businesses, research areas... in our area or across the country Next. All right... so, we do have... Dennis had some grant funded, but the grant ended... but the one that we do still have is our ASCEND NASA grant... basically what this is is students take Physics 295... and they can take it for 1 to 4 credits... and they build payloads that we launch into the upper atmosphere... so, you can see the picture on the top right there... we took that from one of our payloads... there's a CAD drawing... so, any student can take this course... i've had biology students... I've had engineering students... I've had a whole bunch of different kinds, because it involves a lot of different kinds of research, whether it's, you know, life science research... whether it's an engineering project... but they work as a team... and what's nice about this grant is, it is funded... and so, we can... we can actually... we can actually buy equipment like 3D printers and PLA or PETG for printers, etc, etc...  we buy Arduinos... students learn to program... so basically, there's a lot of different opportunities  and what's also kind of cool is... the grant indicates that we can offer a stipend... all right go. ---Dennis Just: Wonderful... thank you AnnMarie... we're out of time... ---AnnMarie Condes: Oh, wait... wait, okay... ---Dennis Just: but we're very... ---AnnMarie Condes: All right, go to the next one... okay... one more slide... there's one more really, kind of, important slide... one more? ---Dennis Just: Well, all right. ---AnnMarie Condes: Okay... this right here... I'm gonna plug this because I think it's really an important event that we offer at Northwest Campus... it's Friday May 2nd from 5 to 8:00 p.m... and basically we bring in... there's community members that will be coming... there's... I think... we talked today... Dennis, do you remember how many tables we have...19? Something like that... and then we've got some presentations from some of our student researchers. ---Dennis Just: Wonderful... well thank you again AnnMarie... I think you did a wonderful job highlighting all the fun stuff that's going on   in the science division, thank you... so, next up... Josie will be presenting her spotlight on PimaOnline... and so Josie, take it away. ---Josie Milliken: Good afternoon... and thank you so much to the faculty senate officers for this invitation for PimaOnline to be part of the spotlight... and I am grateful to be here with Dr. Liz Rangel Arriola, who is the online World Languages department head, Spanish faculty, and associate instructional designer... and of course AnnMarie joining us also for this spotlight, who is faculty in chemistry, chemistry department head, and also department head for additional location for physical sciences. So, we can move forward... and this slide is just general information... this is a little bit of a teaser,   because later on today we will provide a more in-depth overview of the PimaOnline campus. So, we can skip this slide and go to the next Just a general sense of our enrollment for spring of 2025... this is from the daily registration report from April 2nd, so a couple days ago... we have about 50% college enrollment... so, that's rounded up from 40... over 49% is ex... is online, and that includes virtual... and then, a third of our entire student headcount is exclusively online... so, the amount of students who never set foot on a campus for spring 2025 is over 30%... and from here, I'll turn it over to Liz and AnnMarie. ---Liz Rangel Arriola: Josie, I thought you were going to work through the next 2? ---Josie Milliken: Okay... so, here's an overview of our digital program portfolio... we have 11 fully online degree options, 17 professional certificates... and our population of students is very diverse... we have working adults, parents, career changers, caregivers, all across the spectrum... generally people who are not able to come to campus and attend in a traditional setting... but who, because of the online option, have the opportunity to attend higher education. And next slide. Some awards that PimaOnline has received, or team members within PimaOnline, we've had several outstanding course awards recently... Geology 101IN distance... the PimaOnline Educators Conference has received some awards over the years... D2L recognized the educators conference in 2023... same as the OLC... many of our students have been awarded recognition for being outstanding... and most recently Ryan Pierce was awarded at our last ITC conference, about earlier this month... so, in early March. Also faculty, many faculty... I wasn't able to list them all, but most recently Vivian Knight from 2023, outstanding e-learning faculty... and then, Newsweek in 2024 ranked PimaOnline a top online college... also in 2025, top online college in the state of Arizona, even over ASU... and then, Forbes also ranked PimaOnline or Pima Community College's online campus as very high in 2024. So, Liz. ---Liz Rangel Arriola: Yes... all right... let's see... so, what makes us such great instructors in PimaOnline? Many of you who teach for PimaOnline know a lot of the different interactions and interactives... that we can include the media support that we have to build our courses, the EdTech tools that we have... so, some of the items that you see on your screen  are familiar to you... but I do want to highlight a few that I was able to pull out, to show you how  we are working to build courses that best support and represent our students... so, if we can go to the next slide. So, here you see an example done by our digital media team, where we're actually using our Pima graduates to present the information at the beginning of every module in courses like VET 230, which is incredible to see them. Next slide. Here we see more use of the e-glass to create video lectures, such as this example that is being done for BIO. Next slide. In this PHT 170 course we're starting to see AI supported video lectures to present information to students. Next slide. We're also seeing audio narrations to support universal design... here we have a course from CIS. Another interesting and great feature is having the page viewing options that our new courses are starting to have, where students can modify it based on their preference  of how they want to focus the size of the text.. whether they want it in dark mode, etc... so, really a cool feature. Next slide. We continue seeing more things done with H5P... and H5P has a very fun function where you can pull in any content, even a YouTube video, and it'll analyze and it'll create different types of interactives, such as a crossword puzzle that you can use to have students do some formative assessments. Next slide and we're also finding new ways to have more small group collaboration, even using simple tools such as Google Docs to help students work together and still have that collaboration, even in the online space... and I'll hand it over to AnnMarie ---AnnMarie Condes: All right... I'm just... we've got one slide left, so I'm really going to... I'm going to emphasize that the PimaOnline Educators Conference... and everyone should get an email... you can attend virtually or in-person... but there's a lot of different workshops that are very, very beneficial, whether you teach in-person, online, hybrid... any modality... I mean, anyone that really uses D2L, which is all of us... is wonderful... I mean, I highly recommend, if you can attend at least part of the Online Educators Conference for 2005... we do have a a STRIVEOnline Grant, which I think is going  to help move PimaOnline forward again.. Also professional development... the TE 125, TE 150, and all of our LEAD courses... they're available... and we recommend that, especially if you're teaching  online, or again, even if you're using D2L, you'll... instructors will learn some ins-and-outs of D2L, to help with their course shells...  and then we are working on a Distance Ed Manual...  I know Josie's on that committee... and basically, we've been going through what is needed to improve and maintain the high quality of Distance Ed... and so, we have been working on that manual, and hopefully, we'll have that done pretty soon, right Josie? [chuckles]   ---Dennis Just: Wonderful ---AnnMarie Condes: Okay. ---Dennis Just: Thank you so much AnnMarie... and it looks like y'all saved the date... [chuckles] and yeah, I think Rita put it perfectly in the chat... and Rosanne just... that was really, really cool... [chuckles] to learn about what y'all are doing there. Okay... next up on the agenda we have Dr. Michael Parker, who will be talking to us about the DFC handbook. ---Michael Parker: Thank you Dennis... so, the DFC handbook, if you don't know, we've been working on this for the past several months here... I convened a group of faculty and some administrators to take a look at it... I spoke to you before... I think it must have been in the fall semester, after we had conducted a survey, gotten some feedback,   found some themes that everybody identified in the open-ended responses that we... with... that people sent back to us... through that survey... we revised it and then presented to faculty senate, I think this must have been in December, the revision that we made based upon that initial feedback... and then, we sent a survey exclusively to faculty senate... and extended that for a little bit... and what you have before you now    is the version that we revised and created based upon the feedback that you sent to us via that survey. So, Dennis... a lot of this... I understand you're driving here? Okay, you can advance it to several there because through several, a lot of it is just the sort of background... they're your members, members of administration... process... what I kind of just described for you... Coded Themes, that was the first time we got feedback... keep going... same thing... [chuckles] keep going... I'll just re... okay, there we go... this is the new stuff... oop. so, if you go back one more time, right there... so, what I've got here are the sort of things that we've done in the course of this. The very first rev... what the link there that says first revision... that's what I presented to you all in December, I think it was. Then we gave you a survey... the survey asked you about how well we had addressed the coded themes, that had come up from the first survey... we got responses to that... and in addition to that, we left an open-ended question... if there's anything else that you have to say about this, please include that... so, that's that link for the survey responses... then we have workgroup responses... all of the individual comments that we received... not all of the individual comments because I only included things that were... actually, people said something   more elaborate than yes or no or not applicable...  anytime that somebody gave more than those those   quick responses we've included a response to what  we've done... and I could just emphasize some of the   things that came out of it... the... again there  were some themes that came up, one was... who should elect... how should the faculty co-chair be elected, r selected... and apparently there's some discussion   you know or some differences in how it's done  within different divisions, based upon the fact that  every other committee is... chooses a faculty  co-chair... the members do through elections...   we said we would do the same thing there... and I  think there was something strong strongly implicit.   Okay, we'll try and pause... I'm... this is kind of  distracting... can you not get to the things that   I've shared with you there... is that what that  is about? I saw something pop up in the chat, like... we will pause to let Michael. ---Rita Lennon: Yes... I guess the second revision folks are having trouble getting to that. ---Michael Parker: Okay... I'll get... I'll get into it after I kind of, go through and talk through it . ---Rita Lennon: Makes sense. ---Michael Parker: So, the sake... that was one thing it was the faculty co-chair... there was some confusion about whether or not we intended... whenever we said we wanted common agendas for the 3 different days we've identified where DFC's would meet. what we meant by that is not that we would get really granular agendas, but if there is something that everybody needs to do or most everybody needs to do at a particular time, we would have a common agenda... and we would provide the support for that   and really, I'm thinking back to a time, those  of you who have been here a while may remember   that on All College Day, you used to walk up and  pick up a curriculum packet from Jenny Conway, who had courses of lists... lists of courses that needed to be reviewed... you know, any of those kind of things   and something else that might come up on All Faculty Day, would be a list of... what we're aiming for   is all of the faculty hires that we're getting...  so no, we're not going to get down to defining what   everybody does on that day, but we want to as  much as possible try and define the work so it occurs in predictable times... at All College Day you should expect to do this... on All Faculty Day you should expect to do this... then day-to-day you should expect to do that... working the best... and I think that will be something that this new Vice-president of academic operations will do   is trying to make the... line all of those things up... that's what we meant by that... and I'm trying to think... what were some other ones in there... oh, there was something we had removed... initially removed... the one section of the DFC responsibilities that said something about input on course scheduling...   we took it out of one place... but then, we left it in some other ones... our reasoning was there, is that we didn't imagine that the course... the schedule of classes is something that the DFC would vote on as a body, where particular courses were not scheduled but nonetheless because we left it in some places and because people thought that it was important... at least more than one person... we restored those sections to it... so, it's back in there... Then the appendix... you know, we tried to specify what that is... there's still some things that need to be determined, but we have written within the document that we will get the precise information about how to get these things out and said, on all... that will be part of the common agenda for All College Day... there'll probably be a different due date but that's one of the things we're taking care of. So, you could see that those are the things that kind of come to mind... we revised it based upon that faculty senate feedback...   you can see the responses to each one of the  the comments that people had in there...   sometimes it seemed like people were saying... well, there are things that need to be addressed... but we determined that it was sort of outside the scope of the DFC handbook, which we saw as really, a Robert's Rules of Order for DFCs, defining the membership or bylaws, however you would like to put that...    a generic bylaws for all DFCs... so yes, there might be problems, things that should be resolved,  but we kind of left it... we figured it  was outside the scope of this thing. So, that's the summary... if you could go to... advance to the next slide please. Present final version to faculty senate, April... this is kind of the final version because I haven't yet present it to the Provost, who may ask for revisions... but I think I'm presenting you  the thing, but it's gone through these 2 or 3 revision steps... since we started this project, you know, back in September I think... presented for Provost's final approval and then we will publish it on the college internet. And does anybody have any questions? I will get it so that those other documents are accessible to everybody at PCC... and you can take a closer look at them... but does anybody have any questions? ---Dennis Just: Thank you Michael... any questions? Okay... Raymond Ryder asking in the chat... is there a link we can access? I believe that's the... I guess that would be from  the previous slide... once those are given access.   ---Michael Parker: Right. ---Dennis Just: Perfect. ---Michael Parker: I'll do that okay... thank you very much... ---Dennis Just: Appreciate it. ---Michael Parker: have a good... good weekend all. ---Dennis Just: Thank you too Michael. Okay... next up to tell us about the... give us updates on the Teaching & Learning Center... Dr. Jessica Tinklenberg. ---Jessica Tinklenberg: Thank you very much... Ii appreciate being with you all here today on behalf of my TLC colleagues. If you're not familiar with the new sort of formulation of the TLC, let me just... I'll remind you... we have all members of the ALT team Adam, Brad, and Lucy... who are Academic Learning Technologies team... Reed Dickson, online innovation... Tomoko Laura, who is our administrative assistant... Mike Rom in media... and our new instructional designer, Rachel Wedig, who's a faculty-facing instructional designer. So, we are all coming to you today with thanks for the feedback that you've given us, as we continue to, sort of, think about this prop... the proposed Pima Teaching Competencies framework... so, next slide please... I'm basing this conversation today around questions and  conversations that we've had over the past month...   since my very, very brief introduction at senate last month... and so, I wanted to share with you... so, in quick, sort of... in response to those questions, so that we're all kind of getting on the same page, and moving forward together... and one of the first questions, which is obviously a reasonable question for the purposes of transparency is... why suggest something like a shared framework for what good teaching looks like at all...and really the answer is, that... is what we have heard the... our colleagues in the faculty are interested in... and I speak for myself as well, I am a new faculty member to the institution, I'm teaching Introduction to the Old Testament this semester... and so, I also want to understand how to be the most effective teacher I can... and so, that feedback that we've gotten from a wide variety of sources from... feedback from workshops... from teaching strategies workshops... from a survey that we put out a few weeks ago... and got some feedback on... we saw a real clear understanding of the faculty needs around sort of shared framework for understanding  what good teaching looks like. And of course, the college also has needs and goals around excellent teaching... and some need for development   around those things... and we want to be able  to provide as targeted a feedback as we can...   597 but as targeted a support as we can... we wanted  to provide some research informed language...   one of the things, as I've shared this framework with people... people will say to me... "Oh yeah... I didn't know what that meant, but now I see... I do a lot of those things already." I'm like "Absolutely you do... [chuckles] we're just helping to provide some of the language that might support why this is research informed practice... and then, really, it was important to us as a community college that all of our colleagues, regardless of what they  teach or how they teach or where they teach,   can find this broadly applicable to their teaching practice... so that's why we've come forward in using information that you have offered to us... and we're grateful for your feedback, to sort of think through with you what might be a shared framework that we all have input into and we all have understanding of, that can guide our teaching practice, and really ensure access and success, regardless of a faculty member's background or prior preparation and no matter where our students engage with Pima... so, we can go to the next slide. So, that said... we really want the proposed framework to make sure that our students have more equitable access   to excellent teaching... that regardless of where  they engage or the modality in which they engage, there is this sort of shared understanding of what great teaching looks like. We want to provide greater transparency to all our instructors... I mentioned this last time, but especially for our adjunct instructors... sometimes there isn't a lot of robust onboarding to a teaching culture of a new institution... and so being really transparent... this is what good teaching looks like at Pima... allows all of our instructors to be successful. It aligns our support and guidance... and the support and guidance of so many other units that support faculty teaching and learning. It allows us to really have an enhanced focus... and all be pushing in the same direction... the Provost has been saying lately, like... we're all, you know, rowing in the same direction, right... and we want to be part of that as well... and above all, to really build a shared language and culture of teaching  that is within the college, that we see altogether as important... but also beyond the college, as we think about, if somebody says, "Well, what is the Pima educator like?" We can point to these things... next slide. Another great question that lots of folks have asked is... why phrase them this way? And you'll see when I get to the next couple slides that they're phrased in, in a sort of "Pima educators are" or "Pima instructors are"... and we do that for 3 reasons... there's more probably, but  these 3 are important, because these allow us to have,   sort of, demonstrable artifacts and behaviors... I'm putting in there, a whole big list that is growing in the chat, of examples and ideas, of ways to either demonstrate these various competencies that you may not have thought of... or ways to... ideas for growth in these particular areas... somebody asked me... well, gosh, do we have to do all those things? No... [chuckles] no, in fact, really... it's important that you see yourself in there as already doing great things... and then, maybe this is an area where I can, you know... add something new or set a new goal for my teaching... in my yearly teaching goals... there's strength-based...  like I said, we're already doing a lot of these things, and doing them well... and I want you to see  yourself in that... and they're stated positively...   like I said, when we talk to people outside of Pima or even inside of Pima, we want to be able to say...   hey, this is what we are... this is what we're  good at... this is what we strive to be... next slide.  So, these are the 5 competencies, I'm going to just walk through these really quickly... like I said, you can see lots more examples and ideas in that first document that I put in the chat.   But this feedback is all from instructors at Pima College... full-time faculty, adjunct faculty, ABECC instructors across the board... telling us that these are things that are their priorities that matter to them... and also that they need support for, and need a better understanding of... a more transparent understanding of. So, in terms of Pima instructors are student centered... 75% of our instructors said in a recent survey that we did... a needs assessment said that, student success is their biggest motivation... this does not surprise me at all... we are very motivated by student success, and we want to keep that at the center of our teaching practice... next. Relevant and learn... literate and relevant learning technologies... again, working with our colleagues in PimaOnline   and this new TLC team to really make sure that we are consistently developing our our literacy...   trying to keep up, even though things move fast... next please Reflect...reflexivity and reflectiveness... setting goals and collaborating on teaching ideas... and building a culture of assessment... obviously, this is something that not only us but our external accreditors care very much about...   and we want to be a part of that as well...  next please. Committed to ongoing growth and development... when we asked the question, what do you want from the TLC? the number one answer was, help to grow as an instructor... and again, we want to be able to target that feedback to your on... your growth and development... next please. And then, community-minded and collaborative... I was grateful for all the folks who shared that they want more time to work with other faculty and we want that to be a value at this institution, for certain... that we work together and we're better together... including understanding our service obligations for full-time faculty as valued as a part of community-mindedness ... next please. Just so you don't think that this is just a wild hair that Jessica had... this framework is encouraged... a competencies based   framework is encouraged by lots of organizations when they talk about continuing professional development... some of those are on there... on  that slide... and then next slide... and then, lots of other schools are using this framework, including our colleagues at Maricopa, who are about 2 years ahead of us here... but I'm working closely with their executive director for that system to get some advice and feedback on how to make sure that this is successfully implemented here... and then, Broward College, the Chancellor's former school... a bunch of other community colleges, and then several other teaching and learning centers that are sort of, in the... in... top-notch in the country in terms of equity-minded, accessible teaching practice... next Denise. This is some information about our past work and then, what what we're hoping is upcoming... we're willing to... just to that... second to last one on the upcoming work... we are committed to ongoing conversations... we recognize that we're working together to sort of, together decide on a framework... we have no plans to push anything until, you know, we believe in shared governance and we certainly recognize that there are faculty committees that need to be a part of this conversation... this is really just a starting out place to give us some shared language to talk about... and I want to  be clear on that, that nobody's pushing anything... [chuckles]  that we'll take the time it takes to make sure that this is a successful way we can support all our educators. I see that I'm at time... but just click to the last slide if you wouldn't mind. You have this opportunity... again, as I asked last time, to provide feedback on the proposed competencies, and anything else you'd like us to know... that's also on that ideas sheet... and you can come to the symposium, April 11th, and join us for the symposium... one of the sessions will be about the proposed teaching competencies... and give you a little bit more research and framework in that presentation... whoo. ---Dennis Just: Great... thank you Dr. Tinklenberg... Makyla... it's a quick question... we could... I'll adjourn quickly. [chuckles] ---Makyla Hays: Yeah... really quick... I think that on your list of people that you want to talk to, I think it's going to be really important that you speak to our faculty evaluation group. ---Jessica Tinklenberg: Yes. ---Makyla Hays: I know that that's not necessarily... well, it wasn't... it didn't seem like it was necessarily one of the things that you were saying that we would be evaluated on these competencies... but it reads very much like, if all of our students are going to have access to these things, which is the framing that it seems to be... then this really needs to go through that group... and I'll reserve more comments for AERC, but I'm just a little concerned about... like I am totally fine with TLC having this framework and these competencies... I'm concerned about the broader application of it... and that's the conversation that I'd like to have at some point. ---Jessica Tinklenberg: Yeah, I love that... and I appreciate that... again, this is just a way to get conversation going... I absolutely agree that as we sort of think about how this could be... and if it should be, sort of, a culture of Pima sort of thing that there are definitely conversations to be had about how it will be employed or or used... and I totally get that... again, this is um an opportunity to start a conversation... we're not pushing any agenda here. ---Dennis Just: Great... well, thank you again Jessica... and thank you Makya... next up we've got the CCSSE and CCFSSE surveys... because that's clearly how you would say that string of letters... Dr. Nic Richmond and Gail Bell will present... take it away.    ---Nic Richmond: Great, thank you... and thank you faculty  senate for giving us a few minutes today, to provide an update and make an ask related to these  surveys... and I'm totally with you in terms of the   pronunciation of that second one, but we have the  Community College Survey of Student Engagement   and the Community College Faculty Survey of Student Engagement... CCSSE and CCFSSE, I've occasionally heard... faculty CCSSE is also a common one... personally, I try and say it with the F in the middle, is just a mess, so I won't even attempt that one for today but the there's a couple key things I want to mention about these surveys... so, these are really important to us this year... now, we typically administer these surveys every 3 to 4 years, so it's been a few years since we did it last time... and these surveys give us critical input as it relates to student engagement and the student experience... and hearing from both student  participants and faculty gives us really valuable insights from both of those perspectives... and because this year and next, we're working on the development of the next education master plan and the next strategic plan... this is a really important avenue for us to get input and hear from faculty and students in a way that will hopefully give us really meaningful information to inform the planning process... this is also a big investment for the institution... if you're in the report actually displayed here we spend about $17,000 on this when we do these surveys... so, there's a lot of investment, and it's a big time commitment... it takes about 30 minutes, or 20 to 30 minutes, for a student or a faculty member to fill out the survey... and some of you may remember from many years ago pre-pandemic, we used to have a mandatory list of classes we would survey. There would be no options, people would just show up, armed with a stack of papers and administer in classes, and take 40 minutes of class time... what we're doing this time is that the survey is open to all students and all faculty... anybody can complete this via a link that was sent out and the information of how to find the link is in the report... if you scroll down a little way... and so, rather than barging into your classes, we are instead seeking voluntary participation in a way that works for you and your classes... this could include setting aside 30 minutes of class time and having your students complete it during a class  session... it could also include encouraging them   outside of classes to to participate in the survey...  whatever really is going to work for you, but we are making the ask... if you can please encourage your students to whatever way makes sense for you in your class   to participate in the survey... and for you yourself to fill out the survey as well if you haven't.   We're offering a few incentives as you see listed there... so for students who participate in this  they can get up to a $300 educational certificate from the Pima Foundation... thank you to the foundation for providing that. We also have incentives for faculty... so, you could win lunch with the Provost or lunch with the Chancellor or a $75 restaurant gift card, also from the foundation... and this is just a small token of appreciation because we do understand, this is a big time commitment for both you, individually, and for your classes... but I cannot stress enough how valuable these insights will be to our planning process... so, I very much hope that you'll be able to do that... and I want to also take the opportunity to apologize... we did not communicate as effectively about this survey as we could have done this go around... and I'm sorry about that... you should have heard about this in detail much earlier in the year... now the survey is open until April the 18th in terms of our incentives and all the opportunities here... we technically have a little bit of wiggle room after that,   so, if we don't... still don't have the response  rates we need, we may be reaching out individually   to try and see what we can do to increase  participation... but if you scroll a little further down, I believe the bottom of page 2 and onto page 3... we do have targets of the number of responses that we want to receive. These are based on the sample size for a 95% confidence level for a kind of regular homogeneous sample... of course there's lots of diversity among both our faculty and our student bodies, so that's an underestimate really... we'd like to exceed these figures to ensure we're hearing from the full range of students and faculty at the institution...   these are kind of like a minimum lines in the sand... and with thanks to Gail, who's taking point on this and doing a wonderful job on all the...all the details that go into administering these surveys. Current response rates for CCSSE we have 192 and for the faculty CCSSE we have 101, so we're below those targets still, so we have a ways to go... but I also know that there may be people who've got incentives tied to that end date of around April the 18th as well... so, if there's class activities, etc... so, we're sure this number will go up... but basically we apologize for the somewhat short notice... we thank you for your assistance... and if you are able to fill this out yourselves... I see the timer going off, thank you Rita... and encourage your students... that would be appreciated... thank you all very much. ---Dennis Just: Thank you Nic... and for anyone winning those prizes... lunches with Ian or Jeff... you now, from the top of this meeting know where to go... ---Unknown Voice: Marcum. ---Dennis Just: because we got a lot of good options... ---Unknown Voice: anywhere... ---Dennis Just: and suggestions... thank you again... Kimlisa will be telling s next about the AP and BP related to the emeritus... I have both documents opened and so if you want me to move to particular things, just let me know, okay? ---Kimlisa Duchicela: Yeah, I'm... I'll go with the proposed changes that... the one you've got up now... everybody can see the... it's posted for comment until the 8th... so, you have 4 more days to comment... and I brought this several times to senate, so you're probably familiar with it for now... but this document that's linked in there that says AP5... this one... is... has basically the... the differences between the new policy and the old policy... this has the change from 20 years to 15 years... it has the retirement announcements... and the... but you still do need to be retired to get emeritus... it focuses not just on excellent teaching,   which is very much part of this... but also, other contributions that you make to the college... if you can scroll down a little bit more. Really, the big thing in here is... a couple changes with standing... this was a recommendation that came to us from HR... the new policy makes it ex... explicitly states that the candidate must be in good standing with the college, because we want to protect the quality of the emeritus  candidates... the nomination time is a little more wide open... and it's really up to the faculty senate president when they come into... when they come into the flow for the senate to vote on... but everything has to be done and finalized in March... Matej asked about good standing... that would be that there aren't  any issues that would be kind of protected behind HR going on with the faculty that people don't know about... just in case... you know, it could happen... and perhaps the faculty... hopefully, this will never ever happen or be an issue... but perhaps the faculty is retiring for reasons other than just being ready to retire... no, not really corrective actions,   but something much more serious than that... corrective actions means that it's been taken care of and it's over with... but the... the way this is laid out is that, the... will go to HR and then, if there is some kind of issue, HR will let senate and ELT know...   and then, it becomes a collaborative conversation about, you know... do the faculty still want to give this person emeritus? The old policy had the nominator just writing a letter... but now, it's incumbent upon the nominator to put together a package that shows that the candidate meets the requirements, including time... they'll forward it to HR... if there is any issue with HR then the HR will reach out to senate and ELT... because a lot of times stuff that's HR is kind of protected,   as it should be... and the objection process is more collegial... it isn't just stopped with ELT... there has to be a conversation between ELT and the senate officers. The approval process... the new... the finalist goes to the Governing Board after everything is resolved... and the old policy, the nominations went directly to them after the ELT... so now, it's much... it's a much clearer policy...    it's much more faculty senate driven... emeritus really comes from the faculty not the ELT.  Recognition takes place on All College Day or All Faculty Day depending on the timing... and then, before it just went to the Board... since this is coming from their peers... they they really should be recognized in front of the peers. And we added some benefits... changed them up a little bit... the old policy was 6 credits per semester,   now it's pretty much wide open if there's space... professional activities are added in... the new policy allows emeriti to apply for research and teaching opportunities, although they do   have to cover those costs themselves... before it was just limited to presenting papers... and if you can go down a little bit... is that it? Other than that, it's pretty much the library and all of the other things are still there... the one thing that is not resolved, and we're waiting for Isaac Abbs on is, information about the email... if it... if they'll just retain their Pima email or if there's going to need to be... remain being an emeriti email...  so we kind of left that open... it is out for comment... I've heard from Matej, of course... [chuckles] I hear Matej's read every policy at this college. So... and then, once that's over, we'll get it all wrapped up... it's been a long haul, but hopefully, it'll be ready to go, when... at the end of this 21 days... so, if you have questions. ---Dennis Just: Thank you very much Kimlisa... very interesting... I appreciate your work with this. ---Kimlisa Duchicela: Thank you. ---Dennis Just: Okay... so, next... Emily Halvorson-Otts will be presenting on this SOP, related to credit hours... and so, Emily, take it away. ---Emily Halvorson-Otts: All right... thank you so much Dennis... this will actually be quite short... so, I'm sure that all of you remember the credit hour AP from last fall, that I had the opportunity to participate in re-drafting, that we brought to you back in February... and the previous Provost, Dolores Duran-Cerda, assigned me to be in charge of the draft SOP for this, that many of you provided that feedback, as we were working on the credit hour AP... and so, we've been working on this... so, if you can go to the next slide... please, Dennis, thank you. This is the team that volunteered, that has been graciously working on this... so, I wanted to make sure that I gave kudos   to all of those individuals who have put their time, effort, and just their thoughts into this process, because we could not have gotten to this point without this very collaborative, shared governance process... and I will go to the... and Dennis go to the next slide for me... not, I will go... yeah, blood, sweat, but no tears... yes, exactly, Rita. And so, the team is now requesting stakeholder input on the draft... draft... e-draft SOP by April 25th... we wanted to make sure we gave you plenty of time to do that... and so, that is a link to the draft SOP. In particular we're looking for... we definitely need feedback on one of the categories... the group was... didn't... struggled to get some of that information... and so, you'll see some TBD with yellow highlights... but that draft SOP is open for anybody to add comments to... you will also note in there, it talks about a rubric that the team is now going to start working on, to help identify what the credit hours should actually be... and then, we've also determined that there should probably  be another SOP for doing the auditing of all of the courses, which I anticipate will likely fall under the VPAO... but it might end up with the VPAA... so, we will see. So, I am done and if there is any questions, I'm happy to answer them to the best of my ability.  ---Dennis Just: Thanks Emily... yeah, we do have a couple minutes if there's any questions. Trying to learn from you about giving that right  amount of time applause, to let people say what... ---Emily Halvorson-Otts: Perfect. ---Dennis Just: Well, in any event you know how to get in touch with Emily. ---Emily Halvorson-Otts: All right. ---Dennis Just: She's uh... yeah, she's the... ---Emily Halvorson-Otts: All right, thank you so much Dennis. ---Dennis Just: Thank you. Okay, moving on... Dr. Milliken will be back now to tell us about PimaOnline grants. ---Josie Milliken: Thank you Dennis... it's great to be back and  this time I am happy to share a little bit about   our STRIVEOnline campus grant and the shaping  together of our PimaOnline campus... there have been many questions about the grant and about the PimaOnline Campus and what exactly that means... and so I'm happy to be here today with both Dr. Jacqie  Allen, our director of online student success, who actually had the vision for this grant... and did the  majority of the writing... and moved it forward... and then TJ, who is our online engagement coordinator...  so, I'd like to turn it over to both of them. ---Jacqie Allen: Thank you so much Josie... and good afternoon everyone... I'll go ahead in the chat and put in our email information... if you'd like to contact any of us... another person that's connected to the grant is Andre Bernal, he's the grant manager... he wasn't able to be with us here today... so, I'll take the few first slides and then I'll hand it over to TJ. So, if you could move it to the next one please... thank you so much. So, the STRIVEOnline grant is a $3 million grant across 5 years... it is... we were awarded the grant in October, 2023,   and that was year 1... the grant runs from October to September... and you can see that we're currently in year 2 of the grant...  and it is an HSI designated grant a title 5 grant for the college. Next slide please thank you. So, any opportunity we can share data, we like to... especially about our online learners... and we'd like to share that currently we are almost at 44% of our spring enrollment... you can see when I pulled that data from the daily register report, it is online... and then about 4 1/2% is virtual for our enrollment... so, a high volume of enrollment at our college with online and virtual... another piece of data that we like to share is... currently in spring, as of a few days ago, we have about 6,050 exclusively online students... so this is taken from in... how many students are only taking online courses at that current time when we look at that data... and it's typically about 6,000 per semester in fall and summer...   or I'm sorry fall and spring... and then, another  piece of data that you'll hear about a little bit later...  [clears throat] oh, sorry... is that we were able to expand  our online success coaching... and so, this brought on support for 7 additional subjects... and 670, you know, more students that have been able to be served in a coaching support capacity.   Next slide please. So, the grant overview the year 1 was really about  getting together the staffing and looking at the   different technology and programs that we wanted  to implement... currently, in year 2 we are able to   start implementing several of the initiatives...  we've hired several people as you can tell, with Andre and TJ... we have 2 online success coaches... we also have a peer mentor, that's a part of one of the initiatives as well, that TJ will talk about... and just the program development is currently underway... so, we're implementing several of these different opportunities right now... and then, years 3 and 5, we look at expanding these opportunities and assessing them to really see, you know, how they're working for our students and for the staff in PimaOnline, and the faculty... and then, what it would look like if possible to institutionalize some of these efforts at the college after the grant. Next slide please... thank you. One of the initiatives was a... is a virtual success center and this idea was really gathered from the online student success council that we had before the grant was awarded... and also feedback from students... we gathered lots of different types of feedback before, you know, looking at what we wanted to have in the grant... and so, this is is considered like a one-stop shop, to offer student services and support in one place... it's guided to offer videos and previews and additional resources and support that are not currently listed in D2L... we are continuing to develop this... it's really in its initial   development phase right now... we are hoping  to launch something in the summer, but we are currently looking at what our possibilities are and how this would look and where it could actually sit... and so that it works best for our students... you can see the visual there is just a demo that we have of that so far. Next slide please... thank you. And then, the last slide before I hand it over to TJ is... another big component of this grant is expansion and enhancing of our media lab that is at the Northwest Campus in the G building... and so, the opportunity for Steve Bayless and his team to really, you know, build a really nice innovative media lab, that incorporates different opportunities for faculty to come in and have a great workspace, right... for recording...   there's going to be a large green screen area... an area for, you know, interviewing... and meeting with others...  and then interactives where you can be recorded as you're at the board... specific to maybe like math courses... and so really, this is to help create engaging content... really looking at the 3 different areas of production... pre-production, during, and then post-production... and having the ability to just provide better opportunities for faculty. Next one... and I'll hand it over to TJ, thank you. ---TJ Fisher: Great thank you Jacqie... so, I'll try to make this really quick for the next couple slides... we are also developing, right now... this semester we have C2L as our virtual community... so, this is a space that allows for peer-to-peer connections where students can connect with each other, ask questions, and then we're hoping that this creates a better sense of belongingness among students, which would help to increase retention and persistence for students. These are embedded in the courses that are online... coaches are also embedded in so students can interact with this through a widget that's available on the homepage in the course... and then coaches can offer a bunch of   different engagement opportunities like workshops and low stake polls to get students to go into the space and learn more... and then the space also allows for live sessions, so students can create study sessions with one another. Next slide please. So, right now... here's our numbers for that space, that virtual community space... we have 11 different academic communities, and we also have one peer-to-peer space where all the students are invited to... right now we have over a thousand active members, we have a lot of students creating posts and connecting with each other, doing conversations, reacting to things... but what's really important here is also that large number at the bottom, there's 9,000 views... so, that's passive engagement... where typically, in an in-person class where students might learn from each other... if someone's like, raising their hand and like, getting that info from each other... we don't really see that, and there's no numbers to that, but in here, when a student asks a question, and students are viewing that... if we see a spike in views, we know... oh, this might be really important for them... next slide please. We're also... another layer of support that we're adding with the grant is a peer mentoring program... so this peer mentoring program offers like, for volunteer... you have a group of volunteer mentors... so students can be mentors as long as they have experience in online classes... and then it goes through a matching survey process where people who are mentees that want a mentor, they're  matched with a mentor that has similar background to them,   or similar interest to them... and then, this is another like low stick way for students to connect with each other. Oh my gosh, one minute... let's go ahead and go next. [chuckles] For... so, on top of the layer of our peer mentoring program we're also expanding coaching... so, we've hired 2 additional coaches with the grant... that's given us 7 additional classes that we can embed coaches within. And like Jacqie said earlier, that gives us 670 more students that we're serving in the spring with these additional coaches. Coaches provide a bunch of different resources for students... they interact with students on scale, they text message students, they communicate over email, they do workshops, and they also have a lot of different group sessions and one-on-ones with students. Faculty can also request that a student meets with a coach through Pima Connect.. And final slide so that we stay within time. So, what you can do... if you want to learn more about any of the things that our grants doing, please feel free to request a demo from us... also, we... if you do have coaches in your course right now, we would love to hear your feedback... get more best practices from coaches. and also, if you have students that you think would make a really good mentor in the future, please create that awareness... let them know... hey, there are mentorship opportunities out there... so have them take advantage of that... and of course, sharing any feedback with us, so that we can improve any of these programs: coaching, peer mentoring, and the community... virtual community space. And now that is time. ---Dennis Just: Wonderful. ---Josie Milliken: And I did see that Andre and Michael Amick were able to join and I do see we have one question... so, Dennis, do we have time or... ---Dennis Just: Yeah. ---Josie Milliken: is that like... ---Dennis Just: Yeah, that... that's fine, yeah. ---Josie Milliken: So, Jacqie would you like to take this one? We have... what does the outlook for this grant look like in the context of the federal funding uncertainties... or... ---Michael Amick: You wouldn't mind jumping in with that, if that's okay... quickly? ---Josie Milliken: Sure, go ahead Michael, ---Michael Amick: Hey everybody... thank you so much... the Title 5 grant is listed and the college is very aware that it is one of the most high risk as far as being unfunded or ending... and so, the grant team has been supplying the executive leadership with all information that we can related to this grant...  that is why Andre and I were late coming to this meeting... because we were having one of those meetings... I'm trying to supply information about this so that the college can really understand the finance details of the grant... and one of the things they're trying to work on is a contingency or response plan of just what that would look like... it's very difficult... but the college has identified this Title 5 grant as one of the highest at risk for being defunded... unfortunately you can see it's some of the most wonderful work   being initiated to support our online students, especially now that we have such a large exclusively online... and so, we're... it's a hard shadow to have over this exciting work... thank you. ---Dennis Just: Thank you Michael and Josie and Crystal for your question... very cool stuff, this STRIVEOnline... I'm very... it was a lot of fun to... [chuckles] hear about. ---Josie Milliken: I think we're out of time, but I did put the information in the chat... so please, join us on April 24th from 2 to 3:30... and learn more in depth about the grant and have a... more of an opportunity to ask questions if you have any. Thank you so much. ---Dennis Just: Thank you, yeah... and thank you Jacqie and TJ for your presentation. Okay... and finally... David Parker will be telling us about AP 2.03.01, which this access denied... should disappear, thank you... and can we kind of zoom in a little bit? ---David Parker: Can we pull up the PDF of the slides... or would you like me to do that? ---Dennis Just: Oh, I have the PDF of the slides up right now... if you want me to maneuver to a different part, just let me know. ---David Parker: If you...well you've got the AP... if you can go to the slides that I sent ---Dennis Just: Oh... slides? I do not have a slide deck from you but... ---David Parker: Oh, okay... let me share then if I could. ---Dennis Just: You got it. ---David Parker: Let me figure out how to get to the right share, just a moment... there we go. Thank you for letting me slide in at the end of the day and it is especially hard following the cool graphics of the last couple of presentations... [chuckles]  but we have... up... several updates that are coming up... and this is only one of them... you'll see an AP 2 point... oh, excuse me... BP 2.01, diversity and inclusion will be coming up with just a minor tweak of language... the campus... Stop Campus Hazing Act has come through, so the hazing one is going to go through... there's a lot of just catching up with some of the changes. One of the big reasons for this one right now is... we had the new title 9 regs, that were vacated by the court... and what that means is... it's as though they never existed... so, we had put together a new AP, incorporated all the new regs, and then, all of that went back to what it was before... now, we were ready for that... we just put the old AP back up... but that was before we changed the name of ODR from  Office of Dispute Resolution to Office of Dispute Resources...   and there were some other things that were clarifications... or some program experience, but another big driver is... we're reviewing everything that we're doing in light of the new federal changes... and as we go back and we look at it, we're asking the question... what's the purpose of whatever statement we're making... what's the context... and then, how do we say that well? We're actually looking at it as... can we restate some things better as we go along? And this is just one of those things... in a moment I'll talk about how Title 9 has now been defined to not include gender...   but our policy on discrimination, harassment,  retaliation, still includes gender... so, first of all, title 7, which applies more to employment... there's a recent case... the Bostock case on gender...   the regulations tend to say... you have to do this... you may do this... or you can choose between these...   and then, there's a lot of space until you get over to the "and you shall not do these things."   Our policy really hasn't changed... our commitment to a discrimination free community... and a place for both our employees and our students, has  not waned... but some of the process may change... all of the language as to what was prohibited before is still prohibited, that hasn't changed... we do have a couple of state laws that weren't specifically  referenced... to give you an example if a student   might have expulsion as a potential consequence, that student has the right to have a lawyer represent them. If a respondent is one of our police officers... a peace officer bill of rights provides extra things... not really changing anything, we're just putting into the AP that we recognize those... and we include any extra requirements that are there... there could be some confusion over... well some things might have gender, but Title 9 isn't gender anymore... well, somebody might be making a complaint couched in the terms of gender and it's really sex... so, anything gender, sex... still goes to a Title 9 coordinator, whether it's me one of the deputies, for review first... just to make sure we understand which process has to be used before anybody tries to fix anything... if somebody makes a complaint, you don't try and fix it, you pass it on... we figure out which process... then, depending upon   what it is and what the processes allow, we can  either decide if it's the sexual harassment process,   or one of the other college processes... and move forward with it... and then I mentioned the other references, definitions... we added Title 6 as a definition... we referenced it, but we didn't have a definition... those kinds of things. So, Title 9, sexual harassment... that's this very prescribed processed, formal complaints, hearing all of those things... a very narrow area... it was being expanded to include gender... it's back to sex only... but the college still prohibits gender discrimination, same as it always has, it's just a matter of which process is used... is it a college process or it is a per prescribed process... and so, if something comes in it will move just as fast,   may even move more quickly to get to resolution,  because it's an easier process... but nothing in the commitment of the college has changed... the one... think of it as a rights difference is...   currently, if there's an allegation that, if it was found to have actually occurred, would be Title 9 sexual harassment...  so, just taking the allegations, looking at it... if proven, this would fall under it. but there's these other collateral kinds of  things that occurred at the same time, came out of the same set of circumstance... the Title 9  coordinator can decide to pull all of those in to one process, just resolve it all together, instead of having parallel processes. Currently the way it's worded, if you get to the end and there's an appeal, the Title 9 process goes through... the Title N piece goes through the Title 9, and everything else goes back through a college appeal process to people who have not been involved in the process yet... we haven't ever had this happen, but as we looked at it we said... you know, it just makes sense, that if it all gets pulled into Title 9 and it goes all the way through the Title 9 appeal process... actually has elevated rights... all of the appeal will just be done through that same process. Instead of going back to a single person in the college, it's the 3 member appeal panel... and so, that's the the one process... it actually raises the rights of the respondent in that case. So, let me quit sharing so I can actually see everybody and look at you over here... those are the big changes... the title 9 regs had caused us to put together a new pregnancy AP... pregnancy and related conditions. Those rules went away, but there's some good stuff there... we're keeping it all... we're updating the AP to remove the   references to Title 9... and that will keep going... and I told you about some of the other pieces... there is a federal changes group that meets weekly... the work coming out of that is following everything...   we have FAQs for students and for employees... they're working on one for faculty for more of the academic questions  because we know people have questions about...well, what does this new executive order or this new case mean for us? just watch those FAQs, we'll make sure that they stay up to date... so, I have used my time and is there anything I can answer please? I'm bringing this early... this isn't 21-day comment yet... if you see something you think we ought to be looking at, let me know... I'm coming here first... you'll still have the other option for 21-day comment... the danger of my bringing it early is that then, nobody comments... so, when it comes to 21-day comment, please say... "I looked at it... looks good." So we have something there. [chuckles] ---Dennis Just: Thank you David... any questions? Yes, Rita. ---Rita Lennon: David, thank you for bringing this early that's always nice to to have it ahead of time to think. When we're talking about Title 9, I believe, you said... I want to make sure... in the definitions... is it what's defined as sex and what is defined as gender? ---David Parker: It does talk about what sex... I don't remember if it has specifically gender, but gender includes more than just biological sex... it's how people identify and... ---Rita Lennon: Like the social construct... yeah, okay. ---David Parker: So... ---Rita Lennon: Okay, I appreciate that, thank you. [David] Sure ---David Parker: And once again, gender discrimination is still prohibited. ---Dennis Just: Very good thank you for clarifying... good  question Rita... any other questions for David? ---David Parker: I look forward to any comments anybody has... thank you. ---Dennis Just: Copy that, thank you so much... okay well, that brings us to the end of our agenda... thank you everyone for your patience with me kind of trying to run the show... and we do not need to formally motion to adjourn... so... but before I do I just want to add one more request... if you haven't signed in, please do so. Thanks Rita... but otherwise... I hope you all have a wonderful weekend, wonderful rest of your day, and I'll see you next time. so... but before I do I just want to add one more request... if you haven't signed in, please do so. Thanks Rita... but otherwise... I hope you all have a wonderful weekend, wonderful rest of your day, and I'll see you next time.