********************************************* DISCLAIMER: THIS FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND IS PRETTY CLOSE TO 100% VERBATIM. THIS IS AN EDITED FILE BUT MAY CONTAIN SOME ERRORS. THIS IS NOT A LEGAL DOCUMENT, IT MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. ********************************************* November 7, 2025 Faculty Senate [background talking] ---Kelly O'Keefe: Hello everyone... as we're getting everyone admitted and many of us are on our fifth meeting of the day,... sixth meeting. [laughs] I thought we could just kind of break the monotony up for a little bit on the first couple minutes of this meeting. There is a link at the top of our agenda that is... it says "Thankful Board"...   and it is November, the month of giving thanks, right... so, I thought it might be nice if we went on there and all shared a little note as to what  we are thankful for... and I started it off. You can see my funny little GIF there... or is it JIF? I always get confused, JIF or GIF?  [laughs] Maybe we should start a survey. ---Dennis Just: That's a very spicy question... um... ---Kelly O'Keefe: [Kelly laughs] ---Dennis Just: it's GIF for me, but uh... ---Kelly O'Keefe: Okay. ---Dennis Just: I've gotten in arguments. ---Kelly O'Keefe: Yeah, I think GIF art as well... okay. So, that link should bring you to the Thankful Board... and while we're doing that, we'll go ahead and have everyone sign in. Obviously, Denise is not with us today.... so, I will be running our meeting today, and you know, Rita is not here either... so Dennis and I, we're what you got... [laughs] so hopefully, everything goes well... and if you have any issues getting into any of the forms or links or anything else,   please just throw that in chat and Dennis will be on right on top of that. ---Dennis Just: Yeah. So, Kelly, on that note, the Board of Thanks is "view only" right now. ---Kelly O'Keefe: Oh, that's a bummer... okay... thank you for letting me know. ---Dennis Just: Sure thing... and thanks, Makyla and David. ---Kelly O'Keefe: So, while we're waiting for this, if you would go ahead and sign in for attendance... and... ---Kate Schmidt: Dennis and Kelly, would you mind reposting those links? Like, sign in... I'm assuming you posted before I got here. ---Kelly O'Keefe: Ah, yes... thank you, Dennis. And of course, Zoom is going to make me re-sign in...  so, if I lose you, I'll come right back. [laughs] There we go... the access should be open now... everyone should have editing access. So, while everyone's having fun doing that, we're going to go ahead and get started with the agenda. And if you've not had a chance to review the October meeting minutes, I would ask that you look at those now... and we'll give it just a couple minutes while we're doing multiple things at once to review those minutes from last month... and let me know if there's any modifications or needing to change. I just admitted a couple more people... so, for those who have just joined us, we have a Board of Thanks here... It's a link on the top of our agenda... Thankful Board is what it's named. And since this is the month of thanks, I figured it would be good for us to start on a positive note and share what we're thankful for. And also the sign-in sheet, of course... and if you would, please sign-in on that Google form. Dennis and I were joking before we started about how we always remind everyone to sign-in, and then we forget to sign-in ourselves... [laughs] so, if you would do that, that would be great, thank you... and then we're reviewing the October minutes. So if there's no need for any changes, I will listen for a motion to approve. ---Karla Lombana: Motion to approve. ---Kelly O'Keefe: Thank you, Karla... and second? Thank you, Liz, for your second in the chat box... and if everyone would please vote for approval, aye or nye... and... awesome. That's another one of those ones... which one do you say, right... aye or nye... or aye or nay?  [laughs]  So, we won't go there, right, Dennis? Oh... [laughs] okay, it looks like we probably have quorum... Dennis, are you able to verify that? ---Dennis Just: We do. ---Kelly O'Keefe: Wonderful... and we have a vote to approve the minutes from October... so, we'll go ahead and call those approved. And moving right along... requests for agenda modifications or executive session. Okay, I'm not hearing any... so, request for open forum. I'll go ahead and start... I do have an announcement in regards to All Faculty Day. We've spoken to the Provost and to our Chancellor... and they are on board for us proceeding in the format of the Hot Seat ... and we are going to be collecting questions from all faculty... that is the form that is linked on our agenda that says AFD update.   And what we would like you to do is open that form and present any questions that you would like to ask   the Chancellor, the Provost, PCCEA, or Faculty Senate. And you don't have to put your name... you can be anonymous... that's part of the form... you can just let us know.   We're not collecting your email addresses,  so we won't know who posts the question.   But if you would like to be the one that asks the question during All Faculty Day, we will have that opportunity with a microphone in the audience...so, we'll walk around asking the questions. The Provost and the Chancellor will not know the  questions beforehand... that's why we named it the Hot Seat. And both of them are amendable to that... they're actually quite excited about it. So, if you would please put any questions that you might have that you want asked... and of course, All Faculty Day is January 13th... and we will be starting at 8:00, I believe, and ending at noon. Okay... any other open forum announcements? Okay, so moving right along, Dennis. ---Dennis Just: Thank you, Kelly... so, we have as our one request for faculty engagement from Makyla... the PCC accreditation team.    Oops... not that one, this one... yeah. So the idea is that the college is trying to be more proactive when it comes to these kind of assurance arguments and so, every criterion... you can see all of them down here... is going to have a team that basically is going to look into  essentially, and making sure that we stay on top of our compliance, as well as highlight all the good things that we are doing at the college with respect to that given criterion. So, if this is something you're interested in, there's a lot of options available for you here. So, please check it out... they could definitely use  the help... and so we appreciate it in advance. ---Kelly O'Keefe: Wonderful... thank you. And I've just posted  the All Faculty Day question and answer with   leadership that Hot Seat for All Faculty Day questionnaire Google form in the chat box. So, if you're not in the agenda, you can access it in the chat box as well. And let's see, we'll go ahead and move on to our report section... the first report is Denise's report, she has written it out there and the link is there if you'd like to go ahead and review that... and there's nothing orally that she has asked me to present... so, please feel free to review that on your own. And then next will be our Provost, Dr. Ian Roark. ---Dr. Ian Roark: Can you hear me? ---Kelly O'Keefe: Yes, we can. ---Dr. Ian Roark: All right... good to see all of you... first of all, I ended in staff counsel with this, but I want to make sure I don't forget it... so, I'm going to start with this... I know that I won't see many of you, if not most of you, until after the Tuesday holiday, Veterans Day. So, for any or all of you who have served in our armed forces, thank you for your service... and as we are enjoying  our Tuesday off, keep in mind those who have took that time out of their lives to sacrifice and service of our nation... so, thank you to all of you who may have served, and also, if you know of others who have served, please keep in mind to thank them for their service as well. So, happy Veterans Day all... and also, it's happens to be my birthday... so, I always get a closed college on on my birthday. So, if you're so inclined, no, just kidding... I'm fine for my birthday... we're covered... but um... so with that, um... and by the way, Dr. Nasse's birthday, in case you aren't aware, is the day after... his is on the 12th. So, the key agenda items there... I've got  to pull it up on my screen over here. I'll talk about a couple of things, but the first thing I'm super excited about is... what happened at the East Campus a couple of weeks ago, when we were in asked by the office of the governor, and the Arizona Department of Homeland Security, to do a formal announcement of our partnership  with the Arizona Department of Homeland Security, to launch what's called a regional security operations center, which is hosted by our very own Center of Excellence in IT Cyber Security. So, let me just tell you about how amazing this partnership is...it's an actual work-based learning opportunity for our Cyber Security students... they're on campus... they are employed by the Arizona Department of Homeland Security... and in this regional Security Op Center, they... in real time, watch for real and active threat patterns. This is because the Department of Homeland Security has partnerships with over 65 other state and governmental agencies within the state... and so locally, for example, Pima County, the town of Sahuarita, the city of Tucson,   so on and so forth... our students are watching cyber security threats directed against our own municipalities... and then they are trained to notify the people at the Department of Homeland Security... there will always be one of them there that literally respond to the threat in real time and put a stop to it. So, not only was the Governor present... and she spoke... but also city of Tucson Mayor, Regina Romero, town of Oro Valley Mayor, John Winfield, and the town of Sahuarita Mayor, Tom Murphy... as well as a number of other local and state dignitaries from city councils, town councils, and our industry partners. So, this is the first one in the state of Arizona... we don't know if there's other arrangements across the country like that,   but within Arizona, this is the very first, either at the university or community college level. So, congratulations to Dean Jim Craig, Director Chris Bonhorst, and all of the faculty and staff who make our IT Cyber Security program just another amazing program at Pima Community College. I also put on there, just overtly, right... we're having conversations about dual enrollment at the college... and mitigating the expenses that we have with respect to how fast and how much dual enrollment we offer on an annual basis. And yet, we don't charge for our dual enrollment classes as you as most of you if not all of you know...   as compared to our other community college partners across the state. There are a couple of other colleges that also don't charge for  dual enrollment but they get state funding... and right...   and so dual enrollment FTSE calculated into part of that funding... so, they're more of the the rural colleges. So, we're having to have conversations about mitigating costs... it's not likely that we would c for dual enrollment, because our school district partners take on expenses too as a part of this relationship... primarily the adjunct faculty, who are teaching the dual enrollment, their primary job is that high school portion of that dual enrollment arrangement... so, the cost center really does lie... a lot of it lies with the school district. So, we met with the area superintendent at their monthly meeting... when I say we: the Chancellor, myself, members of the Provost Leadership Team and the Dual Enrollment Team met with the superintendent and had a really, I think positive and constructive, initial dialogue... we're not thinking about doing this in the immediate term... so, this is not something that, if it went into effect and if our Governing Board approves it, because they ultimately set tuition rates, it would be some time down the road, in order to allow our school district partners and our community partners to prepare. So, those conversations are continuing... So then, the next one is the Tucson Classics Car Show, which is always held at the... the Gregory School on their grass... their lawn... thank you to all of those who volunteered their time and effort    over that weekend to be a part of the Rotary Club's Tucson Classics Car Show. As you're probably familiar with, the primary beneficiary of that was Pima Community College and the Pima Foundation,   but specifically the dollars go to Pima START, which is Success Through Advanced Training and Education. And that's our effort in partnership with the Humberto Lopez Family Foundation to deliver education and training at the center of opportunity... to date, we still believe and haven't found anything to counter that this is the largest single effort   now or ever to educate the unsheltered in our community with college level or non-credit workforce training.   and we have reached hundreds of people through this program over the last four years.   And the funding that we get... we don't know what the total is yet, but the funding that we get from the proceeds will help it stay sustainable for years to come... I of course saw our very own Dr. O'Keefe there... her duty was... I liter... I do not... her duty was selling beer... so, uh, [laughs] so, it was great to see you there, Kelly, and have a little bit of conversation as well... I was on cleanup crew, so I wanted to  be a little bit more physical, so I was breaking down tables, stacking chairs, moving sandbags, taking down signs... I just wanted to make sure I got my steps in and got a lit... I broke a sweat... and I accomplished both. The other bullet's really long and I'm not going to go through all of these... you can read it yourself. I... I've, um... have been advised by members of my team, but also members of faculty leadership, to talk about the workforce development component of my role, and still what that means... so, the actual role of the Provost has been restructured... so, my official title is Executive Vice Chancellor of Academic Affairs and Workforce Development... so, not only do I have the responsibility as serving   as our chief academic officer, but I'm also still the institution's chief Workforce Development officer. So, a good portion of my time will still remain as the single point of contact for Workforce and Economic Development initiatives, in partnership with Business and Industry leaders, Workforce Development leaders, Economic Development leaders, and local, state, and federal government... so, you'll see things there listed each month... a couple of them that I'm very excited about is that we were... I was invited to represent Pima Community College at the Jobs For the Future, or JFF Pathways to Prosperity Institute, last week... and was asked to serve on a keynote panel along the president of Glen... along with the president of Glendale Community College in the Maricopa system... and the president of Arizona Western College. and it was really about innovation and change within the higher education space and particularly how you partner with business and industry to strengthen academic programs at your institution. So, it was really an honor to be invited to speak to that level of opportunity. It was held in Phoenix, so I didn't have to travel too far, but it was a great event. The other things that you'll see there are connections, again to the University of Arizona... and one of the things that I'm very excited about is... really, how I believe committed the new Provost... my counterpart at the University of Arizona, is in working with Pima to strengthen those transfer rates that we've talked about in the past between our two institutions. They're making a lot of changes at the University of Arizona, and you know, I really don't know enough about the details to comment one way or another, but all I can tell you is that, my experience is that when we've had four official...  I've had a number of phone calls and she will text me... I will see, as soon as I text her in the evening when we're emailing, a very responsive partner at the University of Arizona... but our two formal meet... our four formal meetings... that we've had so far with my leadership team and her leadership team... two of those have occurred on Pima Campuses. So, the provost and members of her leadership team have toured the Downtown Campus, as well as the Health Profession Center of Excellence. The last time around, we met at the West Campus at the Center of Excellence for Health Professions because the college of medicine, which has four Bachelor's degrees, which is unusual for a College of Medicine... the College of Medicine met the university's internal challenge to see who could be the first college to partner with Pima and really work on a model that we think is going to lead, something like, there's more announcements to come... but something like the first two years of programs at the University of Arizona actually being done on our campuses and with our faculty... so, when we... if we can reach that kind of paradigm change, just imagine the level of change that will mean  for not only our college but for so many people in our community... as that will allow the cost threshold to come down for that Bachelor's degree and open the door of opportunity to more students. I've got a couple more things and I know there's been a lot of talk about some of these things, and look forward to future and ongoing conversations... the Chancellor's cabinet goals will officially be released, I've been told, now Wednesday... if it doesn't happen, that's because something else went wrong... but I I went through all of those at our most recent   academic forum, which was highly attended, had 117  people there at the peak of the academic forum,   most of them full-time faculty... and I walked through the Chancellor's goals... they were at that time unpublished. There's still been some minor changes and I didn't want to release the video for the forum as I didn't want to get ahead of the Chancellor's email, where that you will actually have the document in hand yourself. But once that email goes out next week, what I... we will soon release the video then thereafter of the academic forum and I really encourage you to read through the Chancellor's cabinet goals in parallel with the Chancellor's goals that were released earlier in the year... and then watch that  video of the forum in case you weren't able to attend. so, you can get more of a deep dive into the rationale and what some of those things mean. But in three large buckets, really looking at an eight-week scheduling model and what what's the model going to be? What is that? It hasn't been predetermined... and what is the timeline for that... and then what's the plan to reach those aspirational goals. The second one of course is Guided Pathways, and we have many pieces in place but we'll still be moving forward on others   over the next three years... this year's focus is on that first year experience piece, right. How are students making decisions about their programs of study, if they're choosing the Associate of Liberal Arts or they're choosing the Associate of Science,  you know, and really working with our student   experience colleagues to implement the career  plan code to a new level... so, that there's always   that career focus with respect to even transfer  and that goal setting... bBut also we know that our   student success courses at Pima Community College  lead to greater success particularly with respect to grades.  That's important because one out of every four students at Pima, unfortunately, does not have first term success. Meaning that for every four students, one of them doesn't pass a single class in their first term with us. And so it's really things like our Student Success courses and other supports from Student Experience, in tandem with our courses and your help, that we really need to get our students to ultimately persist and be retained at the institution. And then finally, AI and Digital Literacy... really looking forward to working with the AI task force of course... but also, another group of people who are going to be helping Dr. Josie Milliken move forward with our finalization of our AI and our digital literacy plans for the institution and what does that look like in programs of study? How do we ensure that Pima graduates, especially those at the associate degree level, can really truly have something that demonstrates to our community partners that they are digitally literate, not only just as a student,   but also in preparation for their career field or as a university student... and all of these things, right... it's at the end of the day about student success... we can talk about the numbers,   we can talk about the data... so for example, only 60% of our students persist from the fall to the spring semester, and by the time we get to the next fall semester, only 40% remain, you know, but what for me what that means is there's a person behind you.. you know, there's more people behind every percentage point that we put out and every percentage point that we can increase means more people's lives are changed, more families get out of that cycle of poverty, and our community only gets better... so, I encourage you to visit with the students that are in your classes now,   to, right... November 10th is around the corner... please work with your students to get them to enroll in the next subsequent class, whether it's with you or whether it's with some other colleague in their intended program of study. Please encourage our learners to come back to Pima Community College. It's because of you and the magic that you have in the classroom that these students lives will be changed. I'm going to end with a true story about this panel... just a couple of weeks ago I got to visit a pre-calculus class. I'm not going to mention the colleague... you know, I don't want to, but it was an amazing experience.   I only had 45 minutes officially booked to be in the classroom, but I was so engaged with what was going on that I stayed in the class for an hour and a half... and just had a wonderful time. and it really was kind of the best part of my week, right... not that I didn't enjoy some of the other things that I went to or engagements, but really just being in the classroom... and I laughed because... when you're the Vice Chancellor of Workforce Development, nobody was inviting me into your classrooms... and now that I've been named as Provost, I get all sorts of invitations into the classroom and I absolutely love it... so, please keep those going... but on the panel, we were asked... the last question we were asked was, you know, as leaders at your college, what's the most favorite part of the job? And I was the last one up... so, the two prior presidents before me said graduation...  and of course, right... that's just an amazing an event... and it's so exciting... but in my mind, I actually had, it's really two... so, I said, it's graduation and classroom visits. And I did tell them that... like it's funny that when you're Vice Chancellor of Workforce Development, you don't get invited into the classroom, but when you're the Provost, you do... even if you still have that workforce part of your title and role... and you know, it's the magic in that class... if it wasn't for the magic that happens in that classroom,   graduation wouldn't even be a thing. So again, thank you so much for the work that you do each and every day in and out of the classroom to ensure our students are successful. We have great days ahead of us at Pima Community College and our students deserve the very best of each minute that we bring. Thank you so much and I hope you have a great weekend. ---Kelly O'Keefe: Thank you Provos Roark.. we really appreciate your coming and spending some time with us... and I would love to have you attend one of my FastTrack live orientations someday... as well as my credit course orientations, even though I teach online, I would love to have you there for my synchronous portions. ---Dr. Ian Roark: Let's get it booked as soon as we can... I'm starting to schedule into February. ---Kelly O'Keefe: Okay, [laughing] sounds good... we'll go for March. Okay... so, we're going to go ahead and skip the BOG report... it is linked in there, since Rita is no long... is not with us. And we'll go ahead and move on to the PCCEA report with Makyla Hayes. ---Makyla Hays: That was faster than I thought it was going to be... so, okay, my light is on now. [laughs] All right.... I have several things to report to you today... if you want to scroll down, we've left the what does PCCEA do... and how can you get a hold of us? Who's representatives right now? You'll notice on the representatives, actually there's a... several vacant areas... we are looking to fill those areas... we have some fun plans, some some good plans to get some faculty feedback on our priorities and to have... host some good conversations about things that are going on throughout the college... but we don't want to miss out on entire divisions... so, if you are a member in one of those divisions,   please reach out and... to myself or Brooke Anderson or Lisa Werner and let us see if we can connect you in. We are going to send out a... like, a voting for the next slate of vacancies shortly, but we're trying to make sure that we have each of those divisions represented... so that we can get everybody's voices. So, if you go down to November updates, you will notice that we had a public comment in October at the board meeting. There was also an email chain that most of you were on, I believe... I had over... I think it was over a hundred emails on that chain.   So, thank you all for participating in that discussion... and then for many of you showing up to the AERC meeting and having your voices heard regarding the policy that is being discussed... we are going to be scheduling those meetings shortly... So, if you said that you were willing and you haven't heard from me... it's been a crazy week. So, I have not gotten those scheduled yet, but it is going to be coming soon. Survey... we sent out an email earlier this week... there's a survey for all faculty to take that is for PCCEA, to get your feedback on how things are going and what our priorities should be for the upcoming year to two years. We used to do these surveys annually in the fall and had kind of a regular report out cycle. So if you've been around for more than maybe five years or so, this might feel familiar to you. But we're hoping to get your feedback by the 24th of November, so that we can compile that feedback and make sure that we   give you a good report out in the spring... we're also looking to share some of those data reports at All Faculty Day and on our website. We'll give a summary to the Chancellor, Governing Board, and to all of you. And with that, we have a couple items that I wanted to share with you. One of them... next Thursday, we're going to host a virtual meeting from 5 to 6 on Google Meet... to just talk about 8-week classes, online education, and give you a chance to give your voice to to those topics. Theresa Riel wants to hear directly from you... so, we're hosting a conversation... she is coming to hear from you as an individual... please know, she does not represent the entire Board and this is not a decision-making thing. She's just curious and wants to give a voice to people. Ongoing items of interest of course are shared governance... we are still having conversations about the aggregate role of the full-time faculty body... and there will be discussions upcoming in the spring that you can join in on. And we are still looking to create an AP or BP on the shared governance structure at the college... that is still a priority of ours. And... so, I think with that... please make sure you join us on the 13th... there will be opportunities for you to give your feedback, if you have strong opinions about the 8-week... about the remote work, that's the words I'm looking for... about the remote work policy or any of those things, there's also opportunities for you to give PCCEA your feedback in the survey that we're sending out, so that we can make sure we represent your voice in the discussions that we're having. and it's not just a small group of people.... so, with that, I think I will end the report... and please email myself or any of your representatives  if you have feedback, concerns, or questions.   ---Kelly O'Keefe: Great... thank you, Makyla... so we're going to move on... we have a couple different reports. and actually, we don't have an adjunct report linked on there... so, Sean, I see that you're in attendance. If you have one, you can go ahead and link it to the agenda... that would be great. Otherwise there is one from the TLC... feel free to read that on your own... and we'll just move on to the business section. We're ahead of schedule a little bit... I hate to say that just too soon... but... [laughs] so, we're going to go ahead and move to the Division Spotlight... and this month we have Adult Basic Ed. So, we have Wendy and Jodie here with us today, and I'm going to mute myself and turn it on over to you. ---Wendy Scheder Black: Thank you, Kelly... hi, everybody... let me go ahead and share. Kelly, I'll replace the current share... share my screen. Okay... can everybody see it yet? ---Kelly O'Keefe: Yes, we can see it. ---Unknown: Yep. ---Wendy Scheder Black: Okay, great... hi... it's good to be here...thank you  so much for the invitation.... Kelly and group... to have a couple of us come here from Adult Basic Education for College and Career, to give you all a snapshot about our program and hopefully bring some new information for everybody here today   that you may not know... my name is Wendy Scheder  Black... I'm the Director for Teaching and Learning   here in Adult Basic Education... and with me co-presenting today is Jodi Perin... Jodi, do you want to unmute and introduce yourself?   ---Jodi Perin: Wendy, thank you... hi everybody, I'm Jodi Perin... I'm a program manager for Adult Basic Education... nice to be here. ---Wendy Scheder Black: Thanks, Jodi.... okay... so, just start at the top... Adult Basic Education... I think people often think about our program, and they think, "Oh yeah, that's... those are the GED classes"... but I really want to start with the message that we are more than that. We are more than just a GED in Adult Basic Education... we deliver basic skills instruction. And when I say basic skills, what I'm talking about is basic skills in reading, writing, math, English language, but also digital skills... I think Ian was talking about the digital literacy that's coming in the college... we need to continue to do more in that realm... and that is a part of all of our classes in Adult Basic Ed. But not only that... that basic skills instruction... part of what we do in every class is intentionally bring in workforce preparation skills,   because our learners are coming to us to get those basic skills... yes... but also to prepare them for careers, careers that they want to open up access to by strengthening these skills and by earning their high school equivalency diploma, if that's what they're seeking to do. Another thing that we do in our program that maybe some don't realize is that we provide pathways to career training opportunities. Most of you have probably heard about IBEST, but there are other things that we do that we're going to touch on a little bit today. So, as far as programs go in Adult Basic Education, we have ABE/ASE... we are... we love our acronyms, but Adult Basic Education and Adult Secondary Education... essentially, it's just, you know, up to high school level at... and then Adult Secondary is at high school level... but students come to us to prepare for their High School Equivalency. You'll often hear us talk about an HSE diploma... that's what that is... shorthand is GED, but GED is just the test, it's not the actual credential that people earn... we also have English classes... in our world, we call them English to speakers of other languages classes. Of course, many of our learners speak three, four, five, six languages... that may not be their second. We have a very large population of ESOL learners in our program... and we also are a Designated Refugee Education Program and Adult Education here... so, when refugees would come into our program... they come into the state of Arizona or into Pima County, they would get directed to our program to learn English. We also have programs called IETs or Integrated Education and Training... and these are models that Jodi's going to touch on a little bit more, where we bring together some career training in with basic skills instruction. We have programs at the jail and we also have Rights & Responsibilities of Citizenship classes. We've been running those for years with some of our great volunteer instructors that we have. Oops. Hang on just a second. Can you all still see my screen okay? I think I just did something funny. ---Kelly O'Keefe: Yes, we can see... ---Wendy Scheder Black: We're still good? ---Kelly O'Keefe: Yes, it says 4530. ---Wendy Scheder Black: Okay, 4530... that's the number... thank you, Kelly. That is the number of learners that we served last year... 4,500 students... we are a big division inside of the college. We have a lot of people coming to us to  study, at multiple locations across the city. And that includes English language learners,  HSE seekers... refugee learners as well. So, this is where we might get some new information out there to you all... hold on I'm gonna minimize that... careful.   So, like you all, we have classes in multiple  modalities... we offer classes in-person, we have virtual classes, online, high flex classes... we like to be near where our learners are, so we have multiple locations around the city as well... we offer classes in the morning and in the evening... and just this recent session, we just started we run 8-week sessions, but this recent session, that we just started a couple of weeks ago... we have launched a new model, where we have afternoon classes too. So, our classes run from 9 to 11:30, from 12 to 2:30, and from 5:30 to 8.... so, we try to be as as flexible as we can to meet learners where they are... so, afternoon classes are one change, that's why it's in orange... but the other change is in our location... so, some of you may know that we have been operating out of Adult Education Learning Centers here in the city: El Rio, El Pueblo, and 29th Street Coalition Center. And these are wonderful locations that are in the neighborhoods where our learners live... we've had those locations for many years, but we are making some changes and we are really excited to share the news that you probably have seen in your email already, that we are going to be moving into Downtown Campus and Desert Vista starting in January... we will continue classes at 29th Street Coalition Center, but all of the rest of our classes   that have previously been at El Pueblo and El Rio will be moving into Downtown and Desert Vista. We are really excited... our students, who are already studying at Downtown Campus love it... and we are really looking forward to further integration with the rest of the college through offering more and more classes at these campuses. So, what that means is... we will no longer be running classes at El Rio or El Pueblo come January. But really importantly for this group, it means that we're going to be integrated into Campuses, where you're all teaching as well. So, we will have Student Services at Downtown and at Desert Vista... and we will have our staff instructors also located in the Faculty Resource Centers at both of those Campuses... so, right now we are in the midst of a big move... and of lots and lots of planning and organizing... but that is a change and we're excited to see that come in January. I'm passing it over to Jodi now, to tell you a little bit more about our programming. ---Jodi Perin: Wendy... um... yeah, Wendy mentioned that we offer Adult Basic Education/Adult Secondary Education Classes. These are classes helping students to prepare to earn their High School Equivalency Diploma. Wendy mentioned sometimes people use the term GED and technically the GED is the test that our students take, but the credential that they earn is the High School  Equivalency Diploma... and there's actually a few   other ways besides taking that GED test that our students can earn their High School Equivalency Diploma. That is something we can help them with in Adult Ed... I'm not going to get into the details about that, but it's pretty cool. We're happy to be able to help our students do that. Um... could you go to the next slide, Wendy? Thank you... also, like Wendy mentioned, we offer English language classes... this is just a little bit more information... we have kind of, two main kinds of English language instruction... the first, English for Speakers of Other Languages... that's for students, typically that have some literacy in the Latin alphabet... we help them develop their reading, writing, listening, and speaking skills in English... and we have multiple levels from beginning to advanced. Our Refugee Education Program is targeted specifically for newly arrived adult refugees, who've been in this country five years or less... and we provide specific support to students who are learning English, who may not have literacy in English or in other languages either... focus on reading, numeracy, civics, and digital literacy. All right, next slide please. For some of our higher level classes for both English and High School Equivalency seekers we have classes that are designated as integrated education and training classes, and that is something we're guided to do by the federal program that helps to fund our work, the Workforce Innovation and Opportunity Act... but we also think it's good practice   and supportive for our students... like Dr. Roark  was mentioning earlier about helping   more members of our community to move out of poverty... and these classes that are integrated education and training involve Adult Education and Literacy, like I just mentioned, that High School Equivalency or English... and they also involve some preparation for Workforce and some specific training for Workforce.    ---Wendy Scheder Black: We'll tell you a little bit more about that. ---Jodi Perin: Thank you Wendy. So, we have two kinds of classes that integrate training... and the first kind, on the left side of the slide, you can see...   they're called IBEST programs... some of you might have heard this before... these are programs where we have hosted change with our faculty partners and our adult education instructors, right...   we've had other programs in the past and it's always evolving... right now we have a partnership with the IT certificate, with the Computer Information Sciences department, and we also have it with the Commercial Driver's License department. And also, we offer 8-week Integrated Education and Training classes... these are not partnerships in the same way...  it's where the Reading and Writing or Math or English classes are contextualized to particular career sectors that are high growth sectors here in Pima County and where we incorporate some kind of Workforce Relevant Training... and the three sectors... there's applied technology, IT and Business, and Healthcare... and ---Kelly O'Keefe: Jody? ---Jodi Perin: yes. ---Kelly O'Keefe: I'm so sorry to interrupt you but we have to stay on schedule and your time is up... I'm so sorry. ---Jodi Perin: Oh, that's okay. ---Kelly O'Keefe: Do you want to go ahead and wrap up what you were saying? ---Jodi Perin: You know what? That was actually the last of the... ---Kelly O'Keefe: Oh good. ---Jodi Perin: the slide that I had. Um... do we have time to pass back to Wendy? ---Kelly O'Keefe: We do... Wendy, do you want to wrap it up? ---Wendy Scheder Black: Yeah... you know what? Thanks, Kelly... it's hard to do in 15 minutes... ---Kelly O'Keefe: Yeah. ---Wendy Scheder Black: when we're so big... I know. But yeah, the last thing I would just say is that really, what we are building is a career pathways program... we are housed under the Workforce Development  Innovation area of the college and our work is to... is to provide education and training for adults in our community, to get on that pathway at Pima College, and to keep going. So we know that many of our students have started with us, but they might well be in your classes right now. And so, that is the kind of benefit that we are happy about this further integration. That's the kind of benefit that we are excited to see more of... with students that we're serving in Adult Ed... and to see them carry on and get into some of these credit programs or career training programs... so, thanks for the time, Kelly. ---Kelly O'Keefe: Thank you. I really appreciate both of  you coming and presenting for us today. That was wonderful information that I'm sure many of us were unaware of... so, thank you. Next on the agenda we have the class cancellation SOP draft... and presenting on that would be Chris, Wendy, and Raymond. ---Christopher Cabello: Thank you, Kelly.... good afternoon, everyone. I did have some slides that I didn't provide to you earlier that have some outline to that... so, Dennis, if you don't mind sharing that or I can share my screen... and I have 10 minutes, but I will be quick with this. ---Dennis Just: Oh, I see... yeah, yeah... I can... I can share that... pass that. ---Christopher Cabello: Thank you... I just put it in the chat. ---Kelly O'Keefe: I'll add those slides to the agenda for you too, Chris. ---Christopher Cabello: Okay... thank you. So, thank you again for allowing me a chance to, kind of, introduce the SOP that the group has worked on. So, in addition to myself, Kelly, Raymond, Wendy, and Emily as our sponsor, has... have been working on this as a class meeting cancellation or late arrival... and Dennis, if you can go to the next slide.   I just want to make sure that everyone understands that this isn't about cancelling a course that's on the schedule of classes, but this is specific to a class meeting, if there is any chance that there's an emergency where the faculty member can't make it on time or just has to cancel class at the last minute. So, the purpose of this is to establish a clear... a consistent process for any of these unexpected delays for instructors that may turn into an absence... and specifically, to  the synchronous class meeting and what procedure   we would follow for those cases or instances. We're trying to make sure that we have minimum disruption to students... that we have timely and transparent communication... and then also just to promote fairness and accountability... so, in the case where maybe a faculty member is consistently late or absent... then this kind of addresses a method or a suggestion of a procedure for department heads and their supervisors to follow up.  So, next one please. So, why does it matter? So, in terms of our current challenge... there's inconsistent communication when   instructors are late or absent... and students  might be left waiting without clear direction. So, we've all heard of the 15-minute rule... so, if your faculty member is 15-minutes late,   then the students waiting outside of the  classroom just disperse and and count that as a   class cancel... a class cancellation... so, we want to make sure that this is basically written down in an SOP, so that students are aware that we have this procedure... but then also, to make sure that they understand that there will not be any negative effect on the students if they leave after 15 minutes of waiting and they don't hear something in terms of communication about the instructor being tardy and what time to expect them to show.  So, this helps to define clear roles, not only for the instructors and students, but also for the divisions and any support staff that might be available to notify students. We have a template in there for signage and some  sample language for syllabi... and then also,   this builds transparency and consistency among our units. Next slide please Dennis. So, we are looking for your input... there is a link to the draft SOP in the agenda,   and then when you look at these slides later... the link is up at the top.   We want input and feedback about what is written in that SOP... so, does it balance clarity and flexibility? Are there any barriers or unintended impacts that  are within each of the areas of that SOP?   And then after that we're hoping to get the feedback within the next couple of weeks, so that we can finalize this, and basically have this implemented by the spring semester. We are looking at gathering feedback from many different representative groups... So, this will be shared with the Provost Leadership Team and the Dean's Group later in November... adjunct faculty will also get a chance to review this... the Staff Council, Workforce Development, and AERC... once we get all that feedback, like I said, we will finalize and and consider all the feedback, finalize that, and then have it sent to the PLT for inclusion in an SOP repository, the employee handbook... and then also, there's a suggestion to have this as standard language within the   Simple Syllabus Template for students to see  that, so they're aware of the polic... procedure for   this SOP and class cancellation... so, that was my last slide... so, if there are any questions... or if the remaining workgroup members have anything to add that maybe I missed... now would be a great opportunity. ---Kelly O'Keefe: Chris, I think you did a wonderful job... thank you. I... one thing I will mention is that I did present to the adjunct faculty this morning   as well as the staff council... this SOP draft...  and so everyone has access to the draft and   as Chris mentioned, we would like your input...  so, please go in there, review it, make comments   let us know if you have any concerns with the way things are worded, or any of the processes that we've outlined on there. Does anyone else have anything to contribute? Okay, great... thank you so much, Chris... we appreciate you presenting that. ---Christopher Cabello: Great. Thank you. ---Kelly O'Keefe: So, we'll go ahead and move on to Dr. Josie Milliken, presenting on enabling AI for students. ---Kelly O'Keefe: [unintelligible] Still with us... oh, there you are... [chuckles] there you are. ---Josie Milliken: Afternoon, everyone... hope you're all having a wonderful Friday... and my goal here is to present some information about conversations that have been had regarding Gemini and Notebook LM, and potentially enabling those tools on the student side. So, just a little bit of background... in the summer, so June 30th of 2025, Gemini and Notebook LM were enabled on the employee side at Pima, so that all faculty, staff, etc. were able to access Gemini and Notebook LM through our Google Workspace for Education ecosystem... and then following that time period, there have been trainings through OED and also through the AI community of practice and play. And as that emerged, conversations also arose related to enabling Gemini and Notebook LM on the student side. And so, those conversations... then we decided to work with faculty... and so, Kelly led a workgroup or talked with faculty leadership about what would make sense for a way to collect  and offer faculty feedback and input related to  whether to enable Gemini and notebook LM for students... and so, Kelly attended a academic affairs meeting   with Deans and a plan emerged to offer  a feedback form for divisions and DFC's encouraged to have the conversation about whether to enable these tools... and so the deadline for comments   through that form, was October 31st... and so, here we are now, and all of the comments that were collected... and I'll defer to Kelly to share anything about that feedback... but I did just want to share some of the pros and cons that were discussed, related to enabling Gemini and Notebook LM on the student side. And one important thing to note is that, enabling these tools on the student side very much parallels when these tools were enabled on the employee side... meaning that, other than some emails from Isaac Abbs, it requires actually going to the tools in the workspace or opening Gemini or Notebook LM being logged in, to know that those tools are there... and so, the same thing would happen on the student side. It's just that they would have access to those tools... and some of the pros related to enabling those tools for students is: number one... that students would be able to access these tools within the protected workspace of Gemin... of Google for Education. Meaning there are extra safety and security and privacy safeguards in place... the same ones that that protect our own information and use through the employee side. So, that is something of value should they be using these AI tools for their classwork. Another benefit that was... has been shared is that it gives faculty and students and staff a shared AI literacy language for using these tools... so, faculty, who are bringing  AI into the classroom... by having that same tool, can have that shared language of how to log in and prompting, and the different features of Gemini and Notebook LM.    And so, those are some of the positives that have been shared. On the con side... some of the comments that have been shared is that, by enabling these, are we basically giving a  a free ticket or showing a institution-wide, "go  ahead and use AI all you want" kind of message.   While we know that some faculty prohibit AI use,  while others allow it in some way or another.   And another con shared was that, this would  require some level of student support and training   to be able to provide some resources for students to be able to use the tools ethically, responsibly... to build that foundational AI literacy, and then that advanced fluency... and as a resource for faculty too, to be able to send students to a certain place. And so, members of the AI Advisory Council, and then also, this separate team that Dr. Ian Roark mentioned are prepared to put some pieces in place that would be available at the beginning of spring, to provide students with that resource... so, that's a big overview of the timeline, a little bit of the context, and how we got from there to here. And so I'll turn it over to Kelly to provide any additional information, and then to send out the survey link. ---Kelly O'Keefe: Great. Thank you, Josie. So, the only other information I would add is as as Josie mentioned, I did attend an academic affairs meeting... spoke with Deans, asked for their involvement in bringing this to faculty attention at their division meetings, and within their DFC's of their divisions, and asked them to complete a different Google form explaining some of their concerns... or you know, whether they preferred to do this or not to do this as a division and why? So, received those... that feedback, from just a few areas... so now, we're kind of at the  point that we've been you know... we've tried to get input... we've been talking to as many people as we could... getting their opinions about it... so now, we have this Google form that is linked on our agenda... and the Google form is basically cut and dry, [chuckles] right? Yes, you would like to enable the AI tools for students. No, you would not. And then of course abstain is an option. And you know, this is, you know, we really need to get the feedback on, you know, what you all want as a college... to provide our students... so, please go into the agenda... and it looks like Josie posted it in the chat box as well... so, thank you, Josie... please fill out that ballot and let us know your opinion on enabling these AI tools for our students... okay? And we have no minutes for questions... I'm so sorry... [laughs] but David David Parker said that he would be quick and that if we do have any questions at this moment, maybe we could take them. Okay... how long do you have to do the form, Josie? ---Josie Milliken: Kelly, should we say to the end of the meeting, or would you like till Monday? What? ---Kelly O'Keefe: Let's... let's do until Monday... let's give people a chance that aren't here as well... I would say at least until the end of Monday... at least. ---Josie Milliken: And then Matej, to answer your questions... Google does not charge extra for this, right? I would have to double check with Isaac.... regardless, it's something that the college is prepared to do... but I don't have an exact... I would hate to say the wrong thing. Why would we not enable it? It's a good question. Is this a faculty senate vote? And... ---Kelly O'Keefe: I don't think it's an official faculty senate vote... this is not something that is, I think, needing to be an official vote... I think it's more of a "let's vote as faculty" and get the opinion of what direction we need to be moving. Now, if anyone sees this in a different way, please speak up... this was something that was, you know, last... last few days, we just decided upon to do... so... ---Josie Milliken: I think the conversation was... should we should we offer it as one more opportunity to provide a vote and feedback... and bring it to faculty senate, so... ---Kelly O'Keefe: That was my understanding as well...okay... so, please make voting anonymous. Okay... so, Josie, you have the reigns on that one, right? [chuckles] We'll go ahead and make sure that that's done. Okay... should it not say spring 20... no, because it would be starting in the spring of 2026, I believe, Padma. And Josie, if there's a there's additional questions here in the chat box... if you wouldn't mind kind of reviewing those, and we'll go ahead and move along on our agenda... I'd appreciate that... thank you so much for presenting to us. ---Padma Nair: Kelly, this is... Kelly, this is Padma... I was in... on the form, it is 2025... that's why I mentioned it. ---Kelly O'Keefe: Oh, okay... I misunderstood your comment... yes, it should say 20... well, we're voting in 2025, but it'll be enacted in 2026, right? [chuckles] Maybe we should just make it a little more clear. [chuckles] ---Josie Milliken: It's, it's, it's corrected... thank you so much... that was a... that was a human error on my part. ---Kelly O'Keefe: Thank you... I appreciate you speaking up, Padma. ---Josie Milliken: Thank you. ---Kelly O'Keefe: Okay, so let's go ahead and move on... I believe we have Michael... Dr. Michael Radloff and Tirza Sanders and Dr. Jeff Thies to present to us some of the Bachelor's degree education information and their updates. ---Dr. Jeff Thies: Thank you, Kelly... good afternoon, everyone... I'll get us started. Unfortunately, Tirza is out of the office today and won't be joining us... so, we'll be led by Dr. Michael Radloff. At the end of his brief presentation about the Baccalaureate degree, I'll provide some information on the BPs, the board policies, and the administrative procedures that we've looked at, to make sure that we have edits in place, to account for having a bachelor's degree... as you can imagine, there's different places where we define freshman, sophomore, 100, 200, associate degrees, and what's required for those... that all need to either have new additional information added or edits to the current information... so, I'm going to share screen and get Michael started.   ---Michael Radloff: Soon as I see it, I'll start talking... thanks, Jeff... I'm going to go brief due to time constraints... so, if anybody has any further questions we don't have time for or need additional information,   please, feel free to contact me... thank you. Slide, Jeff. So, we have a Bachelor of Arts degree in education, implementing in the fall of 26. I think most of us probably know that... 120 credits, 32 AGEC, and 28 in addition to an AA... important note about it... at the... when students are finished, they will graduate with a K12 Teacher Certification in Elementary and Special Ed in the state of Arizona... so, they will be qualified to teach, get a job in either area upon finishing.   HL.. as a new program we need to be accredited by the HLC and Desert Vista is hosting   the HLC accreditation visit on November 17th and 18th... need to know that. Thank you. Here's some highlights of the timeline. In 2021, the Senate bill was passed authorizing Bachelor's degrees, with some stipulations, for community colleges. The college subsequently formed a Bachelorette degree committee to investigate. In the spring of '23, there was an extensive application and multi-phase process to vet applicants... and at the end of 2023 this program was selected to move forward... we coordinated with various industry organizations and the University of Arizona leadership as required by the Senate bill... Jeff initiated some college working groups for the BP's, AP's, and a bunch of internal processes. Last April, the ADE approved our program just like the Postbac programs have been approved to prepare teachers for K12 teaching... the Bachelor's degree is doing the same thing, so we go through the same process, and we're currently in the HLC accreditation process... there's several things outstanding that are in progress... testing different systems and Catalog, Website, MyDegreePlan, things like that. Communicating more marketing... marketing plan has been initiated... we're not unveiling any marketing plan yet, until HLC approves us... and after that, I think you'll see a marketing push, but there's stuff going on behind the scenes in preparation for that... and then we have some CLT course development work, but it's minimal. So, while the BA quickly... a massive teacher shortage in the state and in the nation... there's a big diversity gap between K12 students K12 teachers... we believe we can make an impact on that. we're doing the same thing the Postbac's been doing for many, many years successfully... so, the infrastructure is there... the coursework is there... there's minimized, you know, rather than creating a ground-up VA program, this program requires minimal... I don't want to minimize the work that's been done across the institution, but it's mitigated significantly... we have that infrastructure with existing partnerships and and stakeholders, things like that. In terms of the strategic plan... equity, access, get a job, quality, relevance, get a degree, it all connects. AGEC coursework and a Fingerprint Clearance Card can get you admitted into the Bachelor's degree program. The... we call it selective admission because of the Fingerprint Clearance Card... we don't want students completing the program and then not being able to get a Fingerprint Clearance Card and get a job... so, that's why it's called selective... that's what we call it... advising, internal advising... the program staff in the Postbac have been advising for many, many years. They know the ADE, they know the process... students can declare the AA in liberal arts with an education...   elementary education career code and then they can begin their AGEC courses... and there's the email for the teacher education department... they contact teacher education department... you can also refer people or email that address yourself... financial aid will... once we are accredited by the HLC, the college will apply for federal financial aid... and we anticipate that... who knows, maybe sooner than we expect, but certainly by next year we hope, but could be a lot sooner... It's unpredictable... Postbac students will not be eligible for PEL grants after that... they will only be eligible for loans... but all students are eligible for the Arizona Teachers Academy, which provides funding... it's a last chance grant that provides funding for the last two years of coursework. First two years look like any other AA for the most part, right? STU courses, support courses, AGEC courses... there is a new 210 course in the suite of 210 courses   that Amy Davis and her staff are developing for, um... you know... to address the subtle differences between an internal transfer and an external transfer for those students.   And then, the last two years are education coursework in Elementary Ed. and Special Education and field work... and a couple of student teaching experiences... because again, students will graduate with two teacher certifications... so that's 120 credits... there's minimal course, new courses... there's only about three brand new courses in the entire program. There's a lot of interest... there's a growing list, that number is 70... that our staff is keeping... it's probably about 90 by now. And like I said earlier, a marketing plan from the college is going to follow... but there's a lot of interest. Selective admissions does not mean there's a cap on enrollment... we've heard that rumor... it's not true. Bring it on... there's no cap... if you hear that, dispel it, please. And then University of Arizona, we want them to be very, very successful... we're not competing with them. If we were, we wouldn't be doing the workforce a service because we'd be just redistributing what we're currently producing, which is not  enough... so, we want to add to the workforce. And this is a tentative schedule... HLC will give us  a final schedule at some point before they come. Probably won't look very much different than that... some of you are stakeholders in these groups and you already have invites, but this will all be at Desert Vista campus on the 17th. ---Dr. Jeff Thies: Thank you, Michael. ---Michael Radloff: Yes sir. ---Dr. Jeff Thies: I'll take it from here. ---Michael Radloff: All right. ---Dr. Jeff Thies: Appreciate you giving me some time... nice job. ---Michael Radloff: You got it. ---Dr. Jeff Thies: Yep. ---Dr. Jeff Thies: So, the BP's and AP's that I talked about at the beginning... this work started last fall... so, fall of '24. A lot of folks from departments that work with students on the back end... Student Experience, financial aid, registrar's office, CQI... people that work through the AP's and BP's in a lot of other spaces. I had a chance to take a look at what we have and where some changes may need to guide their efforts, and the efforts of putting out a schedule that has 300 and 400 level courses. A schedule that supports what we would define as juniors and seniors, in lieu of our very first bachelor's degree. The work continued into the spring... faculty were involved in different capacities at that point... and some more tweaks were made this summer... and then lastly, this last fall... the month of October we had representatives from each academic division take one last look at all of the proposed edits for the AP's and BP's...    provided feedback from their spaces as  they as they gathered information... and we are here to show you what some of the highlights of these are... the next steps obviously will go to 21-day...  but for now you're going to get a quick look at some of these changes. So, I am going to go directly to the two links that are here... so, when you get this PDF, if you come to this page, you can link to these same two documents... you will have view access, but you can provide editorial comments to your division reps... and I'll show you who those folks are here in just a minute. So, the 25's, I call them, because they're all under BP 325... It's where we started the work. BP325 is titled educational offerings... has a lot of content, not a lot, but has content on there in what we do with respect to what we offer... and the term degree is used, but it's not defined as associate degree... so, we didn't have to make any edits to include the Bachelor's degree... and the teams throughout went into these BP's and AP's with a baccalaureate lens, meaning we're offering a Bachelor's degree, what needs to change? But along the way there might have been things that were recognized, that were already errors of current operations.   And so, what we call process improvement edits were also recommended during the same time. So in some of these, there was no change needed for the Bachelor's degree to start... but we recognized   there were some other edits that would improve  the BP's and the A and/or the AP's moving forward. So, BP 325 just has a very short edit.... and you'll be able to see that when you use the tab on the left side of these... this Google doc when you  have access to it... the only change is... changes were   or are catalogs are updated and adopted  annually... so, that's just a reference to the fact that we do our catalog on an annual basis... and the last is... the Provost, Executive Vice Chancellor   can be delegated the work or his or her designee... so, we're adding that "or designee." As you can imagine, if you're involved in any curriculum work right now, between the new AGEC and the CTE curriculum architecture and just the  general pool of folks wanting to edit things,   there's a significant number of changes going through Curriculog right now... and something like this would provide some more flexibility with respect to to getting through those with the same   rigorous review as we always have... so, the one  that has the most significant change is 3.25.02   and this is the graduation AP... and if you want to see what the graduation AP looks like now, you can use this hyperlink at the title. The three main sections in the... in this particular AP that were edited or adjusted for the Baccalaureate. Section two, we added all of the specific degree requirements for the Bachelor's degree. on this particular... in this particular AP, we already list the certificate in Associates of Arts... all of the associates, essentially, and what their specific requirements are. So, we added the Bachelor's degree... in section six, there's a section on how we handle multiple degrees... or students earning multiple degrees... so, we added some content there about the bachelors. And then number seven... the honors proportion of credits, the number of credits you earn for a two-year degree. we doubled it for the bachelor's degree based on conversations and throughout with faculty and specifically with Kyley and the team that oversees honors. Some process improvements are listed there... we added some AGEC expectations and we added a piece about waving the general education that is in line with what we have to be able to do... we can't always just wave the whole Gen Ed. block, because sometimes the courses in the Gen Ed. are used as prerequisites, and nursing is a great example of that... if I took geology for my Gen Ed. science, that wouldn't really give me the prerequisite skills that the nursing program needs... so, that's just to add what we've had to do on the fly recently.   And then B... AP 3.25.11, which is just the one that  describes degrees, certificates, and awards. This actually went live last year and already has the Bachelor's degree information in there, which is why it didn't need any changes, specifically to the Bachelor's degree... but it does have some edits based on AGEC. And my timer is telling me very quick on this one... so, these five AP's... not a whole lot of changes, nothing substantial... The ones I would say to highlight and take a look at... 3.10.01 the Admissions... we have definitions of what a junior and senior are. PLA and Transfer... small editorial changes on the transfer... ensuring that 300 and 400 level courses,  when we bring those in... so, say you have an education class from another university... the registrar's office will not be doing that articulation... I would, we would obviously reach out to the subject matter experts in education to do that. Let's see... academic standing... no changes based on the Baccalaureate but a few small process improvements and same with the grading... so, really not a whole lot of edits based on the Bachelor's degree, but take a look, when you get a chance, at these  two documents and see what edits are proposed.   Little dogs are barking... that means it's time to end... and with that, I'll finish with this document or this slide. When you do get a chance to review and see, obviously you'll get a chance to review when they go on 21-day... but in advance of that, this list provides the leads, the faculty leads from each division that were part of the most recent conversation,   regarding these AP's and BP's. Thank you. ---Kelly O'Keefe: Thank you, Dr. Thies... so, the link that we were given goes to a PDF and everyone but me... [chuckles] is able to access it. So, if you would be able to share a a link with us to the slide presentation, then they could access all the other links as well. ---Michael Radloff: Drop that in, Jeff? ---Kelly O'Keefe: Great... thank you... so, we'll go ahead and keep moving on... and let's see, our next  presentation is by Emily Halvorson-Otts and it is on the DFC Handbook... Emily. ---Emily Halvorson-Otts: Good afternoon... thank you for this time.  So, go ahead and move forward on this slide. So, as many of you are aware, under Dr. Parker's leadership last year, the work group convened to update the DFC Handbook... they collected some feedback and they made a presentation to all of you... collected additional feedback...  revised and updated the handbook... and then they presented in April... after gathering or doing   that last submission or presentation, they are... Dr. Parker was working on a final version that he presented to the Provost and provided to me... and recognized that there was some changes that... some of which were substantive, that still needed to  be addressed... so, it was turned over to me to   continue that work group and so I reconvene the  work group this fall and we will move forward. Thank you... and so, I just wanted to give credit to all of those individuals that again are on the work group,    that were able to provide input again on these changes... so we can go forward again. All right... so, here are the updates... the first one,  which I would... is not substantive was that   in the prior DSC handbook, it lists... it indicated  that CQI had a Google site... and instead it has now   been updated to a MyPima page... and then, the other update that was done, or next step... it really wasn't an update,  it was the next step or progression in this development of the DOC handbook was creating this appendix template. In the slides, there are links to everything and when you... if you were to click on that appendix template link, you will see that it forces you to make a copy of it... that preserves the original. And this was shared back with the Deans in September... so hopefully, you have seen it by now. So, it's been out there for quite a while, which is why this... given that it was mid to end of September it was shared with the Deans... 12/1 seemed like a reasonable timeline, because it was a good three months plus... and there is the link to the folder. If there are some challenges of course of meeting that deadline, please reach out. And so that appendix template is based on all of the information that is currently listed in the DFC Handbook, that needs to be indicated for each DFC... it's everything from  listing who is on... all the representatives on the DFC... how your adjunct faculty representative  is recruited... and the purpose of the DFC. As well as, if you have any subgroups and that... I did get a question on that. And so those would be subgroups that you con... that you have constantly in, as a permanent part of your DFC. For instance, you might have... I'll go to my own division that I used to oversee within Life Sciences...   they had subgroups that worked on specific types of curriculum for instance. So, if you have this permanent standing group or subgroup... so, that's the appendix template... and the next slide. So, the draft DFC Handbook, that is again a link and... but I thought it would just be easier to just screenshot what the actual changes are... so, these are the more substantive changes and this is what the work group developed... so, the courses of like content from different DFC's... you can see it refers to this Curriculum Procedures Manual that doesn't really 100% exist anymore, right... it's... there's some references to it on the CQI homepage... and so, the DFC work group outlined what needs to be done based on what is now on that CQI homepage... so, you can see that it's really now the responsibilities of the DFC's and academic Deans, to review if there is like content from these different DFC's in curriculum... and then... that is also something that the College Curriculum Council is also looking for, through curricular submissions. So, that's the first substantive update. And now, if I can go to the next slide. Here are two other substantive updates... one  is regarding class size... so, you can see that   a statement was added that the class size may be impacted by either accreditation requirements or safety regulations. And then, there was a statement added under recruiting, hiring, and developing faculty, that the liaison might be the department head, because that is what is currently outlined in the Department Head Leadership Handbook... so, the next slide please. So, those are the substantive changes and so  at the end of this there is a Google form asking   for feedback on these substantive changes... so, if we get sub... need to keep updating this, we will then go ahead and update again, come back to you... otherwise we will move on to Provost approval...   and then I have given you also a link to what is... what the final version will look like... it's a Google doc that is linked and there's already spaces on there for all of the appendices... and one of the locations I would like to add this to   is that academic affairs SOP landing page... it's a great place for those handbooks and SOP's. And as I had mentioned at the last faculty senate, you just go into MyPima, type in SOPs at the top and it's one of the first links right there. All right. And if you can go to the next slide. And there in fact is the DFC Feedback Google Form... unless there's any questions, I can pass it back to Dr. O'Keefe. ---Kelly O'Keefe: Do we have any questions for our Vice Provost of Academic Affairs? ---Emily Halvorson-Otts: Matej. ---Matej Boguszak: Hi, thank you... just really quick, are... is the blue text the only changes that have been made since the April version? ---Emily Halvorson-Otts: We're... MyPima was added? So, if we go back on the slides. ---Matej Boguszak: Yeah, in the in the document. ---Emily Halvorson-Otts: Yeah, yeah... that's what I'm saying... the only other... in the document, the blue words that you see here are the changes. The other changes are where it says on the fourth slide... CQI has a MyPima page not a Google page... so, MyPima is in there as well now... and that... and you'll see that that is also in blue in the draft DFC Handbook.   So everything that is in... been changed is in blue. ---Matej Boguszak: Awesome... thank you. And no, no deletions, right? ---Emily Halvorson-Otts: No, no deletions... no. ---Matej Boguszak: Thank you. ---Kelly O'Keefe: Thank you, Matej. Anyone else have any questions? Okay. ---Emily Halvorson-Otts: All right. Thank you. ---Kelly O'Keefe: Thank you so much for presenting that. And dare I say that we are ahead of schedule. Denise would be very proud, right everyone? [chuckles] So, the last on our agenda, but certainly not least, is AP/BP and improvement process deliverables by David Parker and Jeff Sullivan. ---David Parker: Good afternoon. Thank you for inviting us to talk about where we are. You have links to three that are currently open for  comment through the 12th, probably the 13th or 14th.    Angie doesn't necessarily stop it right on the absolute date... just in case somebody needed to get something in. The faculty hiring one... I believe we talked about how the additional additions... additional... I'm doing well with words today. It's been a long week... the extra language and changes to section four at the bottom. So, we had worked as a collaborative team on some of the language on one through three, due to the federal changes, and getting the policy consistent with just current law, let alone the guidance... but AERC had wanted to do some updates   to the provisional faculty piece... so, the posted  interim would not have section 4 changes, those were added to go through the normal process at the same time... so, that's why this differs from the   the one that's posted as an interim... if anybody has questions, and we have time at the end, I'll be happy to answer those. We also wanted to give you an update on the planning and process right now, on how we will propose changing how the college updates and schedules the updates for AP's, BP's, etc. There's been questions and requests from both this body as well as AERC, two groups that want to spend time in certain areas that directly affect them... that we don't hit the groups with huge numbers at the same time. And we worked with Dennis on some concepts that he had brought forward. Michelle Tong, our new director of compliance, is the one that's working most directly on this. As we go back and we look at what other institutions are doing... what works with our AP's and BP's, we see very few of them that... it... we're going to update the ones that need an update as they go, but if they don't have changes, 5 years really doesn't make a difference over 3 years. And so, we're looking at moving to a 5-year time frame for the cadence, or cycle for review, the automatic review. But if they need to be updated before that, we do that... and then it would start a new 5-year cycle for those. We are also looking at grouping thematically... so, as an example, all of the ones for that affect student affairs should be done in time... so, if they're updated, we can then update the student handbook [chuckles] before the new   academic year, so people know what's coming on. So we're looking at how to adjust them by theme,  not necessarily by organizational structure... there is a desire to decide whether or not we need all of the AP's, we have a lot of them... can some of them be combined? Could some things move to SOP?    Well, if they move to SOP, how do people find them, and know what's there? So... so, we have to answer that question before we move to the concept of maybe some of this can be carved out to SOP and the AP is on the longer... longer cycle. We know that especially faculty senate and AERC watch certain things more closely and want to have time to digest those things. So, how we scatter those out through the years is important, so they're not all coming up at the same time. Certain ones might feed into others, so we want to keep those fairly close... but we're talking about inviting each of those teams to include a representative in the earlier discussions... so that when it gets to the team, you've already had some input    seeing how we can do that well... what our goal is is that when we get to the time for the 21-day comment, it doesn't stop because we didn't consider things we should have considered... we want to make sure that people have the opportunity for input... if we need to do more work, that's fine, but we want to make sure we're as prepared as we can when it's posted, so we can move that forward. It also means that we have a lot of them that are on a similar cycle right now... and if we just make them all five years, they'll all come up at the same date again... and so the question is, how can we identify which ones we should just move up? So next year we should be doing the ones that need a look right now, or within the next year... the ones that need a look right now or the ones that are easy, do a review, maybe it's a minor,   and now it starts a new 5-year clock... and then we'll move some into the next year and some into the next year. And so, the goal is to have that cadence be fairly balanced and fairly even... it does mean every time we do an update early on the cycle, it moves it from one year to the next or to another one... but we can we can manage that well. So those are the concepts of what we're trying to do at the moment... Michelle has not quite finished flushing out the schedule... we... she will be contacting Dennis to go back over... his input was really good at helping us get started with this concept... but we're hoping that those things are already fairly soon... and so that they can actually make it through the update process for those board policies and AP's on how we do updates yet this academic year. So with that, I'll stop and see if there are any questions. ---Kelly O'Keefe: I see that Makyla has posted a question in the chat box... Makyla, do you want to unmute yourself or would you like me to just read it? ---Makyla Hays: Sure... yeah... I'm wondering if it's actually worth, actually restarting this review cycle if something's updated, rather than just leave it in the intentional grouping that we already have it in and then hopefully it would just be   a quick double check review... but I worry that if we start resetting cycles when we have to review something, that all of the work in planning them out actually could get undone after a couple years and then we'd have to just redo it... so, I'm wondering if we plot out when they're reviewed... and we just review it on that cycle and update as needed. ---David Parker: It, it's possible... we could also look at ones that have been reviewed and approved recently... and then just extend those from three to five as a starting place... because we are going to move anything up that needs to be moved up... if we need to do a change, we're going to do it now, not wait until the next time on the cycle.   The cycle is for the things that might get  lost because we didn't have to do an update. Did that answer your question? I see a puzzle. ---Makyla Hays: I just... yeah, no... I just... I just want to make sure that... like, it seems like if we're going to schedule these out so that they are all reviewed on a certain cycle... that they just stay that way and then when the review cycle's over you just start again... and then that way there's a continuous review and you don't just have... you don't have to constantly go back and remaping it. That was my thought... but that's my only suggestion to what I've heard. Thanks. ---David Parker: Appreciate it. ---Kelly O'Keefe: Thanks, Makyla... Matej. ---Matej Boguszak: Uh, thank you... I have some questions about the provisional faculty section... and again, thank you, David, for working and getting faculty input on the... on this AP in general... and actually incorporating it. I think it's, you know... I'll still say it's a little sad that Pima is kind of blowing in the political winds with these kinds of policies, but um... but I appreciate all the feedback that's been incorporated. For provisional faculty... okay, so it says that provisional are full-time regular faculty members. Did somebody look into that as we had discussed in the AERC? My understanding is that in legal and HR speak, regular means kind of an ongoing indefinite permanent contract... that's what Google says too... including its AI, that's always displayed now. Is that right? Do we want to suggest to people that they're regular employees, if they're expected to serve no more than one year? ---David Parker: That would be a good item to include in the comments... we still have another five days before then, and then that will cause it to have an official review of that. ---Kate Schmidt: Matej, I'll make it in the comment right now because I know we had that conversation in AERC... that our understanding of those terms is they were actually mutually exclusive... you were either provisional or you were regular. So, I'll make sure that it gets... I think we just didn't catch it in this final draft... so, I'll make sure it's in the comments so that when we bring it back to that group, we... it gets reviewed. ---Matej Boguszak: Thank you. The other comment is... it appears that... so... provisional faculty members could be hired in an... using an internal process, only if there is no time to run an external process... that that stipulation was removed? Could somebody comment on why that was removed? ---David Parker: I just put in what the AERC asked to do... so, I need to let somebody on AERC answer. ---Matej Boguszak: I don't... okay... I don't think we had, right... this kind of came last minute... and then, I thought there were going to be more discussions before this went out... on just on the provisional faculty. ---David Parker: Sounds like that may be another one to be put into comments. ---Matej Boguszak: I'm gonna send in that comment. ---David Parker: so it can be addressed formally. ---Matej Boguszak: Okay. Thank you. ---Kelly O'Keefe: And then, it appears that Maggie has a question also... Maggie, do you want to unmute? ---Maggie Golston: It's in the chat, but I'm concerned that we are not in compliance with this policy at this time... and is there a plan to rectify that situation before we put this into effect, creating an actionable item for the college? ---David Parker: Are you referring to the first updates, sections one through three... or the provisional? ---Maggie Golston: The provisional. ---David Parker: I'm not sure... that was language that was worked through by AERC and we added it in. ---Maggie Golston: Yes, I was there... [chuckles] I expressed the same... as was a provisional faculty, whose experience at the college violates this, right. And so, and I don't know if she's alone or if there's a whole cadre of people, but you create a tort, right? If you put this into effect before you fix it... because then they can sue. ---David Parker: That would be another good thing to put in as a comment, so we can address it formally... because I don't have a way to do that. I wasn't involved in the actual language or discussion that worked up to that language, so... but that will give us an opportunity to address it formally. ---Kelly O'Keefe: Great. Thank you so much, David. Does anyone else have any questions? I think one of the main takeaways is... if you see something, report it in your comments, right. [chuckles]. So... ---David Parker: Actually, even... this is an important point, I've been coming to AERC and faculty senate and staff council early, which means when we get to the point where we're putting these up for comments, sometimes we get no comments. It's important that you say... thank you for the early discussion, we like this, or this is good, or whatever... so we can show the HLC that the comment process is working... so, that's the side effect of coming early is, sometimes we don't get any comments... we want to make sure that it actually shows that it's working. ---Kelly O'Keefe: Yeah... excellent point... I know that came out in an email too, I believe... asking, if you review them and everything looks good, and you don't have any comments... to even comment that and email that too... okay. So, as faculty senators, you know, this is one of our responsibilities, right... to talk to people in our areas that we're representing... and do this kind of work... so, please make sure you go in there, review it. If it looks good to you and you don't have any concerns or comments, then please email that. Otherwise, you know, please email your concerns as well and those can be addressed before they're... before they're approved. So, we have an extra 16 minutes and I'm guessing that you all probably want that back to go do whatever you're going to finish doing before you leave for the weekend... [laughing] Carla's got a big thumbs up... I know... I see some smiles. So, I will stay if anyone has anything else to... that they would like to talk about, but we can go ahead and look for... and I don't think we need to... motion to adjourn, do we? Nope... I think we decided that... okay. So, thank you everyone for coming... and I will see you next time... have a great weekend and happy Veterans Day.