********************************************* 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. ********************************************* October 2, 2026 Faculty Senate ---Kelly O'Keefe: Well, welcome everyone. Before we officially get started with our welcome and introductions going around the room,    I'd like to have us take a moment of silence. We've had a couple recent passings... and I've put their names on the agenda, but we have Al Oakland, who was a faculty for the business division and department. And then, we have Fabian Valdez, who is a police law enforcement officer here at Downtown Campus, at PCC PD, and formerly Tucson Police Department. So, we'll go ahead and have one minute of silence for them. Thank you very much... we're going to go ahead and get started... and I apologize, Mike... I should have stood up right then... we have been asked... just to get a couple housekeeping items out of the way... we've been asked to... when we introduce ourselves to stand up with the microphone... so that the recording can show who's talking a little bit better. So, we're going to go ahead and get started with introductions... I'm Kelly Grim O'Keefe... and I keep on tripping over my own name... [laughs] sorry... I'm representing Workforce Development, Lifelong Learning... and I'm also the department head for Health Information Technology. ---Vivian Knight: Good afternoon... good afternoon everyone, I am Vivian Knight... I representing Business and IT division... I'm also the faculty senate Vice President. Thank you. ---Jane Hall: Good afternoon everyone... I'm Jane Hall... I'm business faculty. I'm the secretary for faculty senate and I represent Business and IT division. ---Sarah Abbott: Hello, I'm Sarah Abbott. I'm the department head for AIT. I represent Applied Technology... and I'm the Governing Board of... Governing Board representative... yeah. ---Sean Mendoza: Hello, Sean Mendoza... um, let's see... adjunct faculty for... I'm the adjunct faculty chair... also represent Computer Science, and Business and Industry. ---David Parker: Good afternoon. David Parker, executive director, Enterprise Risk Management, Ethics and Compliance, and the Title 9 coordinator... and if you know anybody with a longer title, I would like to meet them. [laughter] ---Michelle Tong: Hi, it's not me. I have a short title... I'm Michelle  Tong and I'm the Director of Compliance. ---Alex Armstrong: Hi, I'm Alex Armstrong. I'm faculty representative  for Sciences... and proxy today for Cora Varas-Nelson. ---John Gerard: John Gerard... I'm a Building Construction Technology department head, and a representative for faculty senate for Applied Tech. ---Robin Mayer: Robin Mayer with the Adult Basic Education for College and Career Program... full-time instructor. ---Caroline Torres: Thank you. Hello, Caroline Torres, adjunct faculty for Mathematics... senator.. and I'm a proxy here for Ally Stacey and Yvonne Sandoval. Very exciting. ---Jen Switzer: I'm Jen Switzer... I'm here at the Downtown Campus representing Math. ---Michael Nolan: Michael Nolan, Visual Arts. ---Mayra Cortes-Torres: Mayra Cortes-Torres, communications. and  I'm also practicing for Liz Rangel Arriola. ---Eric Winkleblack: Afternoon, Eric Winkleblack, Applied Technology, from the Aviation Technology Center. ---Nikki Robinson: Nikki Robinson representing Nursing. ---Cynthia Howe: Cynthia Howe... I'm Intensive Academic ESL faculty,  and representing the Communication Division. ---Elyse Gayda: Hi, Elyse Gayda, representing Health  Professions MLT and Phlebotomy. ---Lynn Cushing: Hello... Lynn Cushing... I'm representing Radiologic  Technology for Health Related Professions. ---Aaron Kostko: Hello, Aaron Kostko... I'm a full-time Philosophy faculty, representing Humanities and Social Sciences ---Jennifer Wiley: Jennifer Wiley, Humanities department head. ---Gwen Schwarz: Hi, Gwen Schwarz... I'm the faculty fellow for the Accelerate project... and I teach full-time in Writing. ---Elliot Mead: Elliot Mead, communications representative. ---Maggie Golston: I feel like I should do jazz hands or something. Maggie Golston, English and Humanities, and I'm representing Communications division. ---Emily Halvorson-Otts: I don't know if I can follow that up, Maggie... [ding, ding of bell] ---Maggie Golston: Whoo, whoo. ---Emily Halvorson-Otts: Whoo, whoo. Good afternoon. Emily Halvorson-Otts, acting Vice Provost of Academic Affairs and a guest. [ding dong] ---Sol Gomez: Hello, I'm Sol Gomez... I'm a Desert Vista Campus... what am I? Librarian... department head Librarian at Desert Vista Campus ---Emily Besich: and I'm also a proxy for Emily Besich, who's a department head Librarian for Downtown. ---Xavier Segura: Hello everybody... my name is Xavier Segura, professor of Practice, as well as adjunct faculty, serving as a proxy for Miss Paulina Vega, representative for Administration of Justice Studies. ---Ian Roark: Good afternoon, Ian Roark. I think David, you might be right... I thought I had the longest title... I don't know...    Provost and Executive Vice Chancellor of Academic Affairs [big breath] and Workforce Development. ---David Parker: [laughs] Right there... yeah... thank you. ---Kelly Grim O'Keefe: Excellent... can we have the people sitting in the back go up to the mic and introduce themselves, please? ---Michael Amick: Good afternoon, Michael Amick, assistant Vice Chancellor of Digital Learning. ---Dionne Billick: Good afternoon, Dionne Billick, acting Dean of Health Professions... and guest. ---Randy Munsen: Randy Munsen, Humanities and Social Sciences. ---Kate Schmidt: Kate Schmidt, Academic Resources and Services. ---Michael Tulino: Hello everyone... Michael Tulino, Registrar. ---Greg Wilson: Good afternoon... Greg Wilson, Dean of Applied Technology. ---Makyla Hayes: Makyla Hayes, Director of Online Student Success. ---Jessica Tinklenberg: I'm Jessica Tinklenberg, Executive Director  of the Teaching and Learning Center. ---Greg Loumeau: Greg Loumeau, Digital Arts. ---Todd Canale: Todd Canale, Dean of Public Safety... and guest,   ---Denise Riley: Denise Riley, acting Dean of Humanities  and Social Sciences... and past President. ---Dennis Just: Hi everyone... Dennis Just, faculty senate President-elect... and Astronomy and Physics faculty. ---Kelly Grim O'Keefe: Thank you for jumping in there, Dennis... we always... we always miss him back there... [laughs]  but we really appreciate everything you do back there... so, thank you. So... those of you who are presenting at any time during the meeting today... we've been asked if you could go to the stage and present from up there... so, again, for the recording, so that looks a little bit better... It's easier to record... so, just wanted to get that out of the way. Now, as a reminder... the sign-in sheet is linked to the agenda. If you do not have the agenda, please look on our web page...   and/or the Google calendar invite and sign in... and if you are serving as a proxy for someone,   please sign in twice... or three times, depending on... [laughs] the proxies that you're serving. Okay?   So, next on the agenda is to review  and vote for the September minutes. So, if you would all please take a a few moments  to review that and let us know if there's any   modifications that need to  be needed... or need to be done. Any modifications noticed? Okay... so, we'll look for  a motion to approve the minutes from September. Thank you... and a second... thank you. And all those in favor say "aye"... [audience ayes] All those in fa... not in favor say "nay". [no nays] Okay... unanimously the September minutes have passed. Thank you everyone. Next on the agenda is a call for agenda modifications. I don't believe that we're going to need to adjust our agenda today, but if we do, we can always put that in later if necessary. Would anyone like to call for an executive session? And for those senators that are new with us, an  executive session does consist of all senators... and officers, who are also serving as senators...  and it's some... it's a private discussion that's held away from the guests that we have with us today... just so we're clear. No requests... okay.   And now, we'll open it up for requests for  open forum... and I believe we have Dr. Mead.   You ready for open forum? Okay,  come on up to the front... thank you. [lots of mic noise] ---Elliot Mead: Thanks everyone. I want to speak briefly as  a faculty member and department head of our   Developmental Reading and Writing faculty and  courses... particularly as the college continues   its work around 8-week formatting. One challenge we've encountered is structural... Developmental Education functions like a program, but isn't organized as one. Across Developmental Reading, Writing, and into Math... our courses are part of pathways involving curriculum, placement,   advising, and students movement into college level coursework. I'm too short for this microphone... hang on. I was standing on my toes. Thank you. Our, um... let's see... I think that, uh... let's... across development of reading... I've already said this, I'm also a little nervous. We cover a lot of ground. A lot of our students go through our doors... but there is no developmental education program  with dedicated resources or a formal place  in many of the conversations where division... where decisions affecting those pathways are made. I think this makes this a shared governance issue   as much as a curricular one. Our DFC structure gives us faculty governance within disciplines, but important curricular work also happens across DFC's and in the spaces between our existing governance structures. Developmental Education is one example... General Education may be another. The current 8-week waiver rounds have made that gap particularly visible. There isn't a clear process for considering requests that  involve interconnected courses across multiple DFCs or that require program level than... program  level, rather than course level decisions. That's something we're wrestling with now as we try to think responsibly about Developmental Education as a whole. So, my larger ask has nothing to do with 8-weeks... it's that we work together as a college to consider where gaps may exist in our curricular governance structures... particularly where work crosses disciplines, departments, or DFC's... in our particular example, for developmental education... and to assess whether we have the structures and resources necessary for faculty to participate meaningfully before decisions are made. Thank you for your time. ---Kelly O'Keefe: Thank you, Elliot. Any discussion around  what Dr. Meade has brought up today? Okay. Any other calls for open forum?  Yes. ---Cynthia Howe: Actually, I just had something to add... [uninteligible] ---Kelly O'Keefe: Can you use a microphone and stand up, please? Thank you. [chuckles] It's going to be something new for us all to get used to.  [chuckles] ---Cynthia Howe: So, I'm Cynthia Howe, ESL... Intensive Academic ESL. Thank you Michael. Good now? ---Kelly O'Keefe: Good ---Cynthia Howe: Okay. Cynthia Howe, Intensive Academic ESL... and I just wanted to thank Elliot for that... that comment... and um... and add that Intensive Academic ESL fits right into that issue, because we function as a program with interrelated courses for levels of 3 skills that progress... and we do not have program resources... and so, we fall into that same problem... and so, when we're looking at the 8-week exemption process itself and trying to figure out... well, how do we fit into that... that in itself is something that we're dealing with right now. ---Kelly O'Keefe: Thank you Cynthia. Anyone else  like to say anything about this? Okay, this is something that we can definitely continue a conversation about... and if you'd like to, Elliot... you know, brief us on any advancements in the future, that would be appreciated... thanks.  Okay, I'm doing the glass game... can't see up close. [chuckles] So, do we have any requests for faculty engagement? This is a first, right? We're... all the committees at the college must have awesome faculty representation, right? And actually... that might be the case, right? [laughs] We... we've made great strides in that area. Okay. So, we'll go ahead and move on to the reports section... Dr. Roark. ---Dr. Ian Roark: Well... there'll be a need for faculty engagement for cross functional DFC and GenEd work, right? So, stay tuned on that... and then what role, I would just ask, does Senate play... play tonight, right... per our accreditation the Senate has a critical role in curriculum... particularly around general education. Oh, I'm supposed to stand aren't I? ---Kelly O'Keefe: Oh yes, you should. ---Dr. Ian Roark: So, do I have to go on stage also? ---Kelly O'Keefe: No, not necessary... just for the presentations ---Dr. Ian Roark: Okay. I don't know if this... does this count as a presentation? No. Okay. Yeah, you have access to my written report. Karyza Ochoa has been quite ill this past week, and so, I turned it in last minute to Kelly, and then Dennis... so, you may not have had an opportunity to review it. but a number of decisions and discussions still remain around the 2028-2029 academic calendar. How many of you attended the forum on the 25th... our virtual forum? We had 145 attendees, most of whom were full-time faculty... so, the highest ever. We shared the results there, and so I'm giving you estimates, not the exact slides, but estimates of the survey that was done on the the calendar choices... showed  strong consensus, if not very strong majority... as in like over 63... 69% or 70% when you rounded it, of people preferring the... the calendar that has a fall break versus not... with the implementation of Accelerate. So, we are moving in that direction of a fall semester in 2028 with the implementation of something new to Pima, which is a big deal for us, right... a fall break... we've not had that ever before. Then there... there is the part of that calendar that we've talked about in Senate last time around when Dr. Thies presented it... and that is that, to accommodate that calendar that was presented, the 9-month faculty contract would move to 205 days, as opposed to the current 203, but with no change in days of accountability.   So, it's just distributing the days differently, right? And so, there were some individuals on AERC representing faculty, who expressed some reservations about that... not so much about that decision itself, but that, having to make the decision because of the decision on a calendar, right?  Do we want to set a precedent where your calendar forces us to always have to change days of accountability? Like, we really don't have a say in the matter... and that's a fair point. So, we're going to be putting forward 2 calendars with the Monday start and a fall break... one that changes the 203 to 205 and one that doesn't. In order to accomplish that, we have to start classes before Martin Luther King Jr. holiday. So, what that does is it makes everybody's winter break now look significantly different. So, we'll be putting forward those options... you'll be hearing more from Dr. Jeff Thies, but I think it's important for the group to go into this... for me to go into, at least a little bit more detail on that item today, so that you can be thinking about it as Senate... because we're going to do the same thing that we did for the 4 calendar options, right? We're going to bring it to Senate for discussion, we're going to then go out for   a survey college-wide again, and then we're going to go to AERC. All right. So, that's kind of the... in preparation for a November Board information item... in case you aren't aware in Board policy, the decision on the academic calendar has been delegated by the Board to the Provost... so, it goes as an information item. But we... I don't want to make that sort of decision with all these new ways of doing the calendar without significant input. All right. Also... you know, we have been underway for a Vice Provost of Academic Affairs recruitment. How I operate is for people who report directly to me... I run the recruitment start to finish. So, I serve as the leader of the selection advisory committee. I review all of the applicants myself, like all the other committee members and the whole nine yards. So, it is a little bit of a time-consuming process, if as you know, for those of you that have led selection advisory committees. So, I encourage you please to watch the videos if you did not attend the forum already. The videos were sent yesterday, I believe by Tina Neil, Collegewide. Your input, particularly as faculty senate and senate officers, is crucial to this decision... so, please watch for the video for the 4 finalists and I will be looking forward to reading all of the feedback that we get through that process. Then of course, under the leadership of Dr. Nasse, the college has really been more focused with respect to how we conduct strategic planning... and then, our annual cadence of goal setting. So, prior to Dr. Nasse, there was not the Cabinet goals and not the Chancellor's goals. And Billy speaking for me who was on the strategic planning team for like a decade... this has really been good because now we're looking at... yes, we have these goals... but also we need to set targets and outcomes. So, a lot of robust discussion on my team, as well as at the Cabinet level, on what our outcome should be, and those are going to be finalized after the Chancellor's Cabinet goals are hopefully passed at the Board meeting coming up soon... and then, of course... actually, no... they are... they just passed... sorry I'm mixed up on my timeline. The next thing is... I do get to speak at a lot of different things in this role and so I highlighted many of them there. You know, Michael Amick is here with Digital Learning and really, congratulations to Michael, faculty, and staff that have all been involved in the PimaOnline meeting. So, let's give them a round of applause for their excellent work on that initiative. [applause] And I got to speak... I was asked by the AC4... stands for the Arizona Community College Coordinating Council.    That's the 10 CEOs of all the college districts including Dr. Nasse... so,   but they support what's called the Arizona  Community College Leadership Academy. And of course, Pima, we should be really proud that on that... as fellows in that academy, we have to my right, Dr. Kelly Grim O'Keefe, our faculty senate President... and also Vivian Knight, our faculty senate Vice President. They are... they were selected through a competitive process to be a part of that leadership academy... and so, it was humbling, of course, to be invited on a panel to speak about leadership and not just like, academics   or workforce development, but let's give them a round of  applause for being selected into that academy. [applause] You know, the chancellor likes to go to a lot of athletics games... not that I'm opposed to sports... I was a high school athlete in all sorts of things... but I feel like the arts need executive representation, too. So, I'm making a better effort to get to all of the openings of the Arts... things like SanScript... it's about music events and things like that. So, we're going to kind of spread out the attendance... and it was great to see the Wichita to Oracle opening reception... and I think that if you are at the West Campus, please stop by and look at that beautiful exhibit. You know 2 artists... one of whom resides in Oracle, hence the name from Wichita to Oracle. The other artist is of course deceased and this is in honor of them post humorously. High school council breakfast was great, but I really want to focus in on something that I think again is... we... it's just business as usual here to merge Academic Affairs and Workforce Development... but I think that it's important for all of you to know how many other colleges are looking at what we have done over the years with that... working cross functionally and now merging it under a single person... taking myself out of it... a single point of contact, if you will, for both or a single executive lead. And I think, case in point, this is an example of it... this Albers x ribbon cutting. So, Albers is an aerospace company that has multiple locations across the country... and they chose to expand through a competitive process in Tucson, Arizona. There's lots of reasons why companies make those sorts of decisions. What's the tax rate? Candidly, our tax rate is not as competitive as places like Texas or Florida or other places that these companies seek to go. Climate does matter... and of course we have that, right? Lots... no lots of... no, no natural disasters are very rarely here. But the other part is workforce and it is workforce development is the primary reason why they chose Tucson Arizona... and not only that, they chose it because of Pima Community College... and so Jay Deaver, who is our Machine Technology department head, who's on this campus was a... Greg Wilson was not able to attend, he was traveling... but Jay did show up... and so Jay got to join me as we held a big giant check, representing the thousands of dollars that Albers is donating to our machine technology program... but what's great about it is that Greg, Jay, Amanda Abens, with Workforce, and Denise Kingman, that many of you work with, with Employer Engagement Career Services... they were  already engaged with that company when they were exploring coming here and got to know our people and got to know what we do... and it's that level of engagement with the college that makes a real economic impact in our community. So, I did want to highlight the Albers piece. And finally, she's no longer my employee, but she still is my friend. And that is acknowledging and celebrating the retirement section that again... some of you in this room attended for Laurie Kierstead-Joseph... just an amazing employee of the college... and there it was announced by Marcy Euler at her reception yesterday that there will be a fund in the foundation that multiple employees came forward to give to for Laurie Kierstead-Joseph... it's still taking shape and there'll be more announcements around it. But for somebody to start at Pima Community College as a tutor when they were a student at the University of Arizona in adult basic education, tutoring Adult Ed and ESL students to work her way up at a single institution to become  the assistant Vice Chancellor, I think it is a fitting story to the... to the power of education...   and the power of what we do here at Pima.... and so, even though she's no longer our employee,   she remains a friend, so let's give her a round of applause... [applause] she's not going to watch this video,  [laughs] but even just the small things, like today, make me realize how special it is to work at Pima Community College. So on my way here, I wanted to eat lunch... and so, I stopped at a Subway, and as I'm ordering my Italian BMT sandwich, the young... the young gentleman in front of me was really friendly, really engaging, and asked me what I do. And I said, "Well, I work at... showed my badge... I work at Pima Community College." And he said, "Wow, I went to Pima for 2 years and I graduated in 2024 before going to the university. It was the best decision I made, to go to Pima. What do you... what do you do? Do you... and I get this a lot... What do you teach?" I said, "Well, I used to teach a long time ago... but I'm currently serving as the Provost." To which he said, "I don't know what that is." [laughing] Right? And of course, I got an opportunity to explain what it is. He was like, "Wow, that must be really, really stressful." And I said, "It's actually a lot, it can be." I said,    "But it's really a lot of fun."  But just even, you never know in our communities,   we're asking, right, for a quarter billion dollars  in additional taxes over the next 20 years. The impact that we make, just on regular people in  their lives. And it always... it always reminds me,  whether I'm in formal clothes... I know I'm a little more casual today with the polo shirt,   but whether I'm wearing the badge or whether it's a weekend, like how I conduct myself as a steward of the public funds and the public good matters, right?  That we at Pima Community College are being looked at because of who we are. And thankfully  we have a great reputation and let's keep it that way...   and so, it's just another subtle reminder but I think a special moment of how special this place is...  and it's that way because of all of you. So,  thank you for what you do in our classrooms. For the staff that are here, the administrators, thank  you for what you do in supporting everything we do   that's not faculty related should be to support  the classroom... and if it's not, we need to check ourselves and do something different.  And so with that, thank you very much for   everything and have a great rest of the day and weekend coming up. ---Kelly O'Keefe: Thank you, Dr. Roark. Okay, so next on the agenda is the President's report... and as you'll see on the agenda, it is linked there for you, the full written version.  Just going to touch briefly on what's on there   since we do have a little bit of time today... as opposed to our last... [chuckles] our last meeting.... so the faculty senate charter revision is still  underway, we've gotten about halfway through... the amount that we've reviewed is linked in the President's report for you to provide your feedback on.  If you have any concerns, comments, notes... please leave us a comment on that... we will address them. We're going to follow suit with how Dr. Halvorson-Otts does her meetings and we'll address each feedback that we're given, and let you know how we've addressed it and link it to a separate document... okay. ---Dr. Ian Roark: May I say one more thing? ---Kelly O'Keefe: Yes, please. ---Dr. Ian Roark: Because I don't think we talked about this at the last faculty senate meeting... if we did. There's 2... there's 2 little letters right in front of Emily's name... now the D, R, period. So, she successfully defended her dissertation. [applause] and so she's Dr. Emily Halvorson-Otts. So, congratulations. ---Kelly O'Keefe: That was a great interruption, I love that one. [laughs]  Yes, we're all very proud of you, Emily. So, if you would please review it... It's especially important... it's especially important for all of the senators and officers, right, to look at that charter, but also share it with your constituents in your divisions... because we're representing them. And so, if there's something in there that they're not sure of or they have questions about, we want to make sure that it's clearly written in that charter before we move forward. We're meeting at least once a week until November and hopefully, we'll get some more done on that for you to have another section of review. I would love to have an official vote on it in December, but realistically   I'm thinking it's probably going to be into 2027...  Unfortunately, everyone knows how busy everyone is.  So, it's just taking a little bit longer... we want to make sure it's done right, and we don't want to rush it... so, please offer your feedback on that. Just another reminder with the Discipline Faculty Committee Handbook, that that was approved... and if you need to make any adjustments to the appendices for your DFC, please make sure that you speak with your Department Heads and Deans, and get that included. Next is the AP and BP accountability and oversight... so, of course, we always have AP's and BP's that we're reviewing each month. If you are newer or you just haven't gotten to it yet, please click on that link in that third bullet point and sign up for the faculty senate D2L site... I post announcements on there and I will click that button that sends an email to everyone as well.  [laughs] So, it might be a little overkill, but I want to make sure that everyone sees what we're doing... and the agendas are on there as well ahead of time... and it... like this week for example, if I'm not able to get the agenda to you in a timely manner, you can always go to that D2L site and click on the month that you're looking for and the agenda is in there as well. And it's open to all faculty, all staff, who want to have access to it.   So, if you don't have access to it, please, you know, send an IT ticket in and ask for access to D2L... and make sure you're able to look things up there. If you have any comments or questions about any of the AP's and BP's that are under review, please... [laughs] I'm seeing Maggie shake her head over there... please make sure that you are emailing that Board Policy email address. ---Maggie Golston: Are we no longer gonna discuss them? ---Kelly Grim O'Keefe: We are... it's... it's later in the agenda... yeah. [chuckles] Just as a reminder, like beforehand, before we even get to our Senate meetings, if you have major concerns about it, it's always best to... instead of put it off... just send it right to that email address because that's where it's going to be addressed, okay... primarily... [chuckles] but we will have conversations. ---Maggie Golston: Today. ---Kelly Grim O'Keefe: [laughing] Awesome. Thank you, Maggie. So, full-time faculty definition was presented on last month and this of course is intended to serve as the framework for policy review and ongoing shared governance discussions... so, I just want to make sure that that is stated clearly. And in addition to that, I feel a sense of responsibility to remind all of us, myself included, that when we  are passionate and heated about a certain topic, that we need to maintain our respect and professionalism for those that are working on these things... none of us have ill intent... so, even if it's something you don't agree with,   you can voice your opinion, but please just be respectful and nice to people, because we all want the best for the college, and [chuckles] we're only going to get there by being kind and considerate to each other as well. So, I just wanted to put that little plug in. Um, let's see here. So, just in case you were interested... the full-time faculty work group consisted of   our former senator for Health Professions and  former, former... past President Rita Lennon,   myself, Maggie Golston, who's a senator for  Communications, right... and also, Makyla Hayes,   who was a former faculty member, as we all  know, but is now Director of Online Student Success  and our acting VPAA, Dr. Halvorson-Otts... and every time I say that I'm going to smile. [laughs] So, there is a link to that final draft of  full-time faculty definition in there as well, and I highlighted the sentence right  after it just to bring it to your attention   to please keep in mind that this definition  provides the foundational framework for guiding   policy evaluations and ongoing shared governance  conversations regarding the faculty role... okay.   And that kind of draws us back to that... we're all working to get to the same point at the college...   and so, we just need to remember that when we're... when we're heated and passionate about things. 8-week initiative updates... there are a bunch of different links on there... we're going to have some presentations about that later, so I'm not going to go into too much detail about that, but you have those links available there if you're interested in looking at those. Feedback for that 8-week exemption form was due on September 9th... it was presented many times... and it is finalized, so that link is there... the phase 1 of course is the 8-week exemption request form... and that's going... those forms are to be completed by academic leaders... so, not all faculty need to complete them, which is great because we don't have to worry about who's doing what... it's going to make sure... we're going to make sure that it's done very concisely and in an organized manner, so that no classes are being missed... okay. So, make sure, if you are in that category where you want that exemption, and you want your Department head, or you are the Department head... make sure that that exemption form is completed by November 1st. And the committee decisions are going to be approximately mid December... and then, we'll start into phase 2 next year... next year is the 8 to 16 week combo... okay. Another reminder that faculty awards nominations need to be done. I know we're all really busy and it's like, how do we even fit in one more thing? But look at your colleagues, look at your, you know, your friends and co-workers here. Even if, you know, you're not faculty and you work with faculty, please feel free to nominate faculty for these awards. They're coming from our Provost office and a lot of work went into organizing these awards, so that there is a recognition on a regular basis for us as faculty... so, it really, just... it means a lot for that to happen, and that recognition to be, you know, announced... so, if you can, please do. And then, just a couple more reminders: new and current faculty senators, please register for that D2L site. And technology compliance reminders... D2L accessibility audit is... I believe our college deadline is by the end of this December 2026... but it... on a federal level, it's been extended until April 2027... is that right, David? Okay, thank you. ---David Parker: If I could add? ---Kelly Grim O'Keefe: Please. ---David Parker: The accessibility requirement deadline was moved to April, but we also want to be as least disruptive as we can to the next semester, which we'd be changing things in the middle. We also know that the more challenging things will need extra time... so, that's why our goal is by... we say, end of the year. By the time we go off on winter break, everything should be as accessible as possible... with systems in place to make sure that new things also remain accessible and then that'll give us time to work on the extra things we need to... thank you. ---Kelly Grim O'Keefe: So, don't wait until New Year's Eve? ---David Parker: No... [Kelly laughing] wait until New Years... but you can celebrate it on New Year's Eve. ---Kelly Grim O'Keefe: Okay, sounds like a plan. Just as a reminder also...  commencement news that was announced, I believe in August and September, but just as a reminder for those that may be new or weren't there... the Cabinet did vote in favor of inviting Adult Basic Education and FastTrack students to participate in Commencement ceremonies. So, yes. [everyone clapping] Yeah. Thank you, Dr. Roark for bringing that to Cabinet and making that a priority... we want to make sure that we celebrate all of our students accordingly. And the email went to our new students, that SENSE report... so, if you are teaching an introduction class or like a Student Success class, where new students are coming in, that kind of thing... make sure you remind them to look for that email... we really need a good response rate... and if we get a good response rate, then we're going to have better information to make our college better for those students... and it's not taking any class time... just remind them that they're going to... they should look in their inbox or in their junk file... [chuckles] just in case it didn't go through. But we really need them to fill out that survey... and the college does pay for that survey to be sent out... so, it's something we're actively spending resources on... so we want to make sure that that's being utilized appropriately, too. And the next faculty senate meeting is November 6th and it will be on Zoom only... and I put the link on there as well. We had a little issue last month, as many of you know, that there was different links and some of you were in the wrong link and it was because it was changed in everywhere but one place... [laughs]  and so, unfortunately those things happen... but we think we got everything settled now and that is the link that we'll be using for our Zoom meetings each time. Okay, thank you. Yeah, go ahead. ---Dr. Ian Roark: Sure... couple small things... on the SENSE survey just today, Dr. Nic Richmond asked me if it was okay to do some targeted outreach. So faculty, who have 80% or more students, who qualify for SENSE, will be receiving emails from STAR asking for you... your encouragement to... for students... and then, after... if we don't get enough responses from that effort, then it's going to go down by grade like 50 to 60%... and so on and so forth. The other thing we talked about in a meeting this morning... Dr. Halvorson-Otts was in the same meeting as myself this morning and so was Michael Amick... and really, you know, our Student Experience colleagues are working very hard to expand mandatory advising... and a lot of people... a lot of students... don't even know who their adviser is perhaps I had to get on my own son about that... like, talk to your adviser... who's that... and show them where in MyPima to find it. Please encourage your students to meet with their advisers, so you don't have to worry about which students are under the v... you know, voluntary framework for accountability... just... generally, just be encouraging your students as often as possible to connect with their adviser... particularly as they enroll for the subsequent semester. ---Kelly Grim O'Keefe: Thank you... all right... and just to add to that... and some of you may have heard this from me previously, so I apologize if it's repetitive... but those that haven't and you're teaching new students and you have a program... one thing that I've done is, add an assignment in the HIT 100 course, that they have to make an appointment with their advisor. And that's part 1 of the assignment... by sending an email and making that appointment. And then part 2 is answering questions on how to navigate MyPima... and part 3 is submitting that MyDegree plan. So, it works very well for our programs and if that's something that could help in your area, I just wanted to share it. Does anyone else do anything that could  be used elsewhere that they'd like to share? Okay... so, everyone's going to do  my idea. I'm just kidding. [laughs] Okay. So, next we have Sarah Abbott with  the Board of Governing report. ---Sarah Abbott: The first Board meeting was held on Friday,  September 25th. It had gotten rescheduled...   and it was actually pretty short... there wasn't a lot of business to be had during the meeting. The Chancellor's goals were approved. There was  the Pima Mission Moment was a presentation by  Dr. Allison Landy on the first bachelor's degree... so, she talked about the enrollment and   the exciting things to come for that program  and what it means for our community. And Marcy Euler gave a presentation on the foundation's  assets and investments and all the good work   that is happening there. And that was pretty much it. So, we were only there for an hour. [laughs] Okay. ---Kelly Grim O'Keefe: Okay. Thank you, Sarah... I'm sure there'll be more to report on next month... it has been kind of a slow start regarding the Governing Board meetings, right?  So, hopefully we'll have more to  talk about in that regard next time. We have on the agenda a PCCEA report line and  I reached out and didn't receive one back.   So, is anyone here from PCCEA that would  like to speak to that? Maggie, go ahead. ---Maggie Golston: I'm not sure I can speak to the missing  report, but I can tell you that the PCCEA, we...  at PCCEA, we are undergoing a bit of a revision to our structure and leadership,   which will include our charter being revised. So, if over the next few months...   Brooke has stepped up to do a lot of, sort of, leadership type work, but she's not the President...   because there is no President... which is kind of interesting... but we're seeing how we go. We have therefore... I don't know that we have any other official items to report except that  we are meeting... we are active... and you know, keep an eye out for events...  and you're always welcome to come to  our meetings... and so keep an eye out. That's all I can really say right now. All is well, but it's a building year. As they say, trust the process. [mic noise] ---Kelly Grim O'Keefe: Thank you, Maggie, I appreciate you giving us a little bit of an update. [laughs] and we're fully aware that you were not responsible for the report... so, I apologize if I made it sound that way.  [laughs]  So, I was just reminded by our Vice President, Vivian Knight, here that PCCA is endorsing Prop 430. ---Maggie Golston: Oh, yeah... ---Kelly Grim O'Keefe: So, yes... so very important... and we didn't take an official vote from faculty senate to endorse Prop 430. If you feel that's something that we should do. ---Dr. Ian Roark: You can't do that. ---Kelly Grim O'Keefe: Oh, we can't. ---Dr. Ian Roark: You cannot. ---Kelly Grim O'Keefe: Oh, that's right... because you're extern... oh, sorry. Thank you for reminding me of that. I get... I get a little, crossing the lines here sometimes. Okay. So, if you're interested in learning more about Prop 430, there are more information sessions. There was one last night at the Northwest Campus and I believe the next one is at the East Campus. Is that correct? Okay. And we do have written reports from TLC, Adjunct Faculty, Professional Development Subcommittee listed there. If anyone is from TLC or Sean from Adjunct or the Professional Development Committee is here and they would like to speak to anything in their  reports or add anything... please let us know. Okay, Sean, you're good. ---Sean Mendoza: I'm Good.  [Kelly] All right. ---Kelly Grim O'Keefe: As you noticed, we have Sean here today... in person. Yes... yeah, I just about gasped when he came in. So, it was one... it's wonderful to have you here  in person, Sean. Thank you for attending.   Okay. So, going to the business section, we have our division spotlight and this month we are highlighting Applied Technology and Public Safety... so, we are going to welcome   Greg Wilson and Todd Canale here up to the stage for their presentations. ---Greg Wilson: Good afternoon everybody... I'm going to be pretty quick... I know we only have 7 1/2 minutes,  so I'm going to start my clock. And for Applied Technology, we're really just going to hit on 3 specific areas...   expansion, our growth, and then I'm going to give you some updates.    And I'm not heavy on text so I'm going to tell, maybe not a lot of stories, but a lot of current things that are happening, because there is quite a bit. So, expansion... in January we opened the C building... so, John Gerard... and I do want to highlight the faculty   in the room, because I'm going to brag about  them a little bit... John Gerard, department head  for Building & Construction... and I have to  say, of all the projects that we've gone through   with the expansion of The Center of Excellence  in Applied Technology, this is the one I had   to worry the least about because John has done this professionally... so, I... just kudos to him for... [applause] and if you haven't been through a building  project, there is so much more than you realize. So, expanding from 2,500 square feet to 25,000 square feet is no small feat. And you... April... Missy was present to talk about the... or what was going on in the Center of Transportation   and Logistics... on July 1st, they became part of  Applied Technology... so again, another expansion...   and I'll kind of give a quick highlight  when we get to the updates in a little bit.   And then, also want to introduce Sarah Abbott, Department head for AIT. She and John have done a lot of work with their teams to offer Pathways in Santa Cruz. So, a partnership with South 32 the mine and the Provisional District at Santa Cruz. John and his team actually had 11 students graduate with an Electrician Certificate this summer... and then we are running the programs for both BCT and AIT now. A little bit more about growth... just some numbers... and since I've mentioned Sarah and John,  uh, this doesn't really tell the full story, right...  so, we're up a little bit over last year because our buildings have been open for a bit,   but when you look at the 5-year growth... but I can brag about John, because he has 23% growth today   over the same day last year, and Sarah is up 54% over the same day last year.   Aviation... not to forget Eric... holding steady  at about 1,200 enrollments, which is already huge. And now for the updates... and I have not had a chance to tell the Provost and the Vice Provost about this,  because I just came from a meeting  with JTED in the University of Arizona... so, I'm just going to go through our different programs  and highlight different things that are active right now.    We've done quite a bit... AIT Sarah has done a huge amount of work with Raytheon.   You may have heard the update that Raytheon is looking to hire about 1500 technicians... actually, a little less than that... they're trying to hire 1500 more, and about a thousand are technician level positions and AIT is part of the required pathway to get into those spots. JTED identified 10 students this past year, who came to us... they graduated in May and then came to AIT and took 2 courses from Sarah and her team this summer... and that guaranteed them interviews with Raytheon. I think, a couple of weeks ago they all went through... all offered jobs... and now they're in the position of having to go through all their security checks and the clearance, which can be an ordeal... but it's a model that we want to expand and replicate. I was in the meeting with JTED just right before coming to this meeting... so, we're working on how to do more of that. Automotive... we are going through an internal and an external audit for both pathways in Automotive... the general program as well as Ford asset... as a matter of fact, I have a deadline today that I'll be working on tonight. We're offering FastTrack... so again, also doing non-credit... I saw the students this morning and had time with them. Aviation... we say Aviation but I want everybody to be aware that that's actually 5 different programs. We talk about 1,200 enrollments... we have airframe and power plant... so that's the main meat... that's the certification that we have... but we also offer non- destructive testing, we offer avionics, which is airplane electronics...   structures and composites, and we also have a drone program. So there's a lot going on at aviation if you haven't been there, Building & Construction, again, back to John with the expansion. One of the cool partnerships we have... we are working with industry to offer heavy equipment operations. A couple years ago, John and the team were awarded a federal allocation in partnership with Workforce... so, he was able to buy simulators for heavy equipment operations. We're now working with the Arizona Transportation Builders, which is actually a local organization made up of several industry partners... and we're working with one of them to... we've got simulators, but we also want to get students in the dirt, actually moving Earth. And then the VL3. So, we have a partnership with our facilities group to track all of the data... energy data... across the 5 campuses. We just hired a brand new faculty member for John's team and that's his expertise... he was an industry member... did the same thing at U of A, as well as Roche tissue diagnostics... so, he'll be building that part of our program up. Here's the part that I haven't mentioned to Ian and Emily yet... so, the meeting I just came from with the U of A and JTED... we are working together on aligning our manufacturing pathways... and so, in the meeting we just had, Himat Khalsa, who is the department head for CAD, has worked directly with faculty at the U of A to identify courses that will align... so, we are trying to build an articulation... but overall, the University and JTED and Pima, in alignment with the manufacturing hub... and I'll let others explain that... we are actually identifying specific pathways for manufacturing, where students can be told... hey, if you come through the high schools and JTED, you can then go to Pima and then this is where that leads to... at the University and then here are your industry partners. So, it's going to support the manufacturing hub, but it kind of took a different direction today... so it's actually ramped up. Logistics works with the Gospel Rescue Mission. Like I said, I know Truck Driver and Logistics... the report just happened in April at faculty senate, so I just wanted to continue to mention that. Another big one–Machining... Ian mentioned Jay... Jay is working with Molly and Chris, the Dean of Sciences. So, they are putting in an NSF application. One of the things that industry will always tell us is, yes... we can cover so many technical skills but obviously  they want folks who have professional skill sets...  one of those... one of the big ones  obviously, is communication. And if you're not familiar, when you get engineers working with technicians they can often butt heads, right...  engineers can use software or design and think of whatever they want to... it doesn't mean the technician or the fabricator can actually make it the way the engineer designed. So, part of this application will involve engineers using the software to design, but then they're going to   hand them off to Jay's students and they will actually  fabricate the parts, which is going to open up the door to engineering classes not just happening in the manufacturing building but engineering,  future engineers, and future technicians actually hashing that out and telling each other, okay, this is really how it has to work. So, they'll get  that work-based learning experience for a little bit   before they go to industry... and I'll be fast... quick... I know, I just got a couple more. Optics... we just received a $600,000 gift from the Wyant  Family Foundation... you're probably familiar, right... Wyant is on the building of Optics at the U of A... and we're waiting to see how much match there is...  it may not be the full 50%... so, we might get pretty close to 900 grand for our optics lab, which is on the second floor. Truck Driver... there was the simulator, the IBEST update that Missy gave in April. And then Welding... we are reactivating our CNC and Robotics courses... and then we're making some infrastructure changes. So, I'll leave it at that. [applause] ---Todd Canale: Okay, good afternoon everyone... Todd  Canale, Dean of Public Safety. Dr. Roark, Dr. Grim O'Keefe, appreciate it... faculty senate for having me out here today to go ahead and highlight Public Safety. So, with that being said, Public Safety covers 5 different areas... so, we have Law Enforcement, Corrections,   Fire, EMT, Paramedic, and then Administration  of Justice. So we're going to go ahead and   talk about each of those sections here... So, we'll start off with our Law Enforcement and Corrections. Was that first or was AJS first? Should be the AJS was the first one? We got it, okay. So, we'll start with AJS. So, Miss Paulina Vega is not here. So Xavier, thank you very much for filling in as a proxy for today. So, a lot of good things happening with Administration of Justice...this is a big program for our division. We have numerous courses out in dual enrollment throughout the community... we draw off our courses through Tucson Police Academy, and then also through Open  Enrollment. So uh this year we went ahead with   the optimal pathway... so, we now have an Associate of Arts in Administration of Justice. So, we can go ahead and transfer that straight to one of the 4-year degrees or 4-year universities within the state. In addition, we are maintaining the Associate of Applied Science for Administration of Justice for the Workforce folks. We are looking at also a Corrections pathway... so, as of right now, our Corrections folks go through an academy, about a 6-week academy through Pima County Sheriff's Office, and we run about 5 to 6 of those per year,   and they're awarded 18 credit hours. So, we're looking at transitioning that from a credit course to a non-credit and then offering PLA so we can assign that to the Associate of Applied Science, so we can go on the vocational track for them. So, we'll have a a dual track for the Corrections folks, moving forward with that. In addition to that, we have the Santa Cruz Provisional Campus, where we also offer Administration of Justice and we'll talk a little bit more in detail about that... we just opened an EMT course down there also... with all the activity going... happening in Santa Cruz... and then again, with the non-credit certificate initiative, we had a great meeting last week... so, there's a lot of programs out there that we are looking at maybe offering as non-credit and bringing the subject matter experts in and offering badges and non-credit programs working with the Advisory Committee meetings and the subject matter experts within the community and offering what they need moving forward. Okay, next slide please. Okay, EMT... very proud of this program... it continues to expand... right now we're offering 4 classes Open Enrollment here at the East Campus... getting close to pre-COVID numbers, where we used to offer 6. So, I think we're going to be rolling out a fifth course next semester... and these courses, they're full to capacity. So, as you can see we've had an increase over the last couple years in this program. In addition to that we've opened a course down in Santa Cruz, where 12 folks in that class and that's going to be enduring. So, we're already looking at the January class starting down there as well, and we'll be adding another EMT class here at the East Campus... so, we'll be running 5 courses moving forward.   In addition to that, we were a benefactor with...  Amanda Abens was able to help us out immensely   with Workforce Pell, with the new initiatives with  the big beautiful bill and so forth, we were able to  go ahead and condense the 16-week to a 14-week,  making it suitable for the Workforce Pell award with the money and stuff... so, we were able to do that and roll that out. So, a lot of work from the team...  Wright Randolph and his team have done a great job as far as making all that happen...   and again, we are continuing to expand... and this course it is a level one certificate, so it's a class, course, and a program all rolled into  one. It's also required for our fire academy. So, once the students finish this course, they can also test for the national registry and get their national certification too, so they can go ahead and work within the community. Going through some of the listing sessions, we've had  numerous articles with newspapers and blogs so far. We are proud to tout that if you're a paramedic or you're an EMT or a firefighter or law enforcement member in the community, chances are you have gone through Pima Community College... and we're going to talk about law enforcement here in just a moment as far as the reciprocal agreements that we do have. Next slide, please. Okay, Fire Science highlights... we have 26-2... we run 2 Academies a year... and this too is a course that... it's a level one certificate and they'll go ahead and get their Fire 1, Fire 2, ropes, hazmat certificates through the state upon completion... so, it's 16 weeks. We partner with Tucson Fire Academy, our Tucson Fire Department and we use the Public Safety Academy to go ahead and do all the performance evaluations. So, as of right now, we still have 23 students in this academy  and we're looking at graduating them on the 21st of December.  New Schedule and Open Enrollment... so, we are starting to take a look at all of our programs and digging deep. We've had a lot of advisory committee meetings and one-on-one listening sessions with fire departments and they're looking for latest trends, leadership training for their folks. So, we're opening a lot of those courses back up and enhancing the Open Enrollment program, and kind of sprucing them back to the new emerging requirements throughout the... throughout the industry. With that being said, Leadership Focus in 2027, we have folks that are taking courses that have been I'll call it renovated or updated... so, they have to take the courses again in order to teach them. And these are through the National Fire Academy out of Emmitsburg, Maryland, and also through the Arizona  Fire Center of Excellence. So, when the students complete the course, they will be able to get certificates from both entities... so, we're working on getting those folks vetted for that. In addition to that, we have Reciprocals... these are reciprocal agreements with Tucson Fire, Northwest, Rural Metro, and Golder Ranch Fire Department... as I said before, if you have a firefighter that shows up on scene, they have Pima credit hours behind them. Started running some initial numbers and we're looking at in the tens to hundreds of thousands of dollars in award... I don't say awarding, but worth of credit hours that we are providing these communities. So, if you're running a 40 person fire academy through Tucson Fire, for example, and we're offering 20 credit hours per student, and they're doing that a few times a year, we are given the credit for that or they're earning that credit through Pima. So, a great reciprocal agreement with our response agencies. And then, the Outreach Programs had a great conversation again this week with Avra Valley and they're looking the same thing... how can we go ahead and bring these programs out to their locations and have their instructors vetted through our institution to make sure that they're getting the certifications they need. Okay, next slide, please. And the Law Enforcement and Corrections highlights. So, Mr. Juan Alvarez, he was a law enforcement liaison. He would work for Pima Community College for a long time and he has since retired. So, right now we have somewhat of a void between Law Enforcement, Corrections, and myself. So, I'm kind of covering down right now with that... and so I'm getting quite the education on the law enforcement side. A little bit different than fire... but it's been a good ride so far... we are fortunate to do the Corrections Academy on September 4th.   They graduated 20 members of their department... and again, they went through their academy 18 credit hours through Pima Community College. We are looking at converting that from a credit... 18 credit hour course, to a non-credit.  A lot of these courses will go ahead and transcend traditional terms.   So it makes it very, very difficult for us to go ahead and grant the credit hours. So, oftentimes we'll go with PLA... so, I think this will be a win-win both for the college and the community.  And then again, we have reciprocal agreements with Tucson Police Department and Pima County Sheriff... both the Sheriff's office and the corrections agency. Talking with Lieutenant Baca, he runs HR, human resources, for Tucson Police Department... and Chief Prieto has signed off on running a reserve academy for Tucson Police Department. So, what this means is, it'll be a year-long academy for their members that are civilian, but they'll give them the opportunity to attend this academy at night through TPD, Tucson Police Department, and get that 45 credit Arizona Post Certificate, while they're still working for Tucson as a civilian, enabling them to become sworn officers... so, we're in the initial stages of that as we speak. And then, again, we talked about Corrections, non-credit, and AJS Pathway. We're going to pull 18 credit hours out   of that Administration or that Justice Professions  Applied Science degree and enable them to go ahead and apply those 18 credit hours to get that degree in Administration of Justice through the Justice Professions.   Next slide. [ding, ding] And then... is that a hint? Paramedic Program... again, this is our... again this is our flagship of the program. Miss Sharon Hollingsworth and her team just do a phenomenal job. We're waiting for the new Para... Air Force [ding, dong] contract to come out and this is a five-year contract... so, we are teaching... I think we got 5 or 6 classes going on at a time... 50 folks in the current class that we're running. Again, if we have paramedics in the industry, they have gone through Pima Community College, unless they're coming in through a lateral movement from a different department. And these are folks that are worked out of stati... or not station, but... 29th Street Coalition Center. So, it's a big part of the new Center of Excellence... so, when 430 passes, we'll go ahead and start that initiative to go ahead and bring everyone under one roof on the East Campus. Next slide, please. And then in the different modalities, so we have the shift friendly, which means these firefighters, they typically work a one-off, one-on shift, so forth. So, what Sharon has done is she has created different pathways, different schedules for the firefighters to go ahead and continue to work for Tucson Fire, Rural Metro, whoever it might be, and then attend the academy on their off days... this is the shift friendly format. And then we have the accelerated... they can do that in 6 months and they're off shift at that time, and they're actually working Monday through Friday at the 29th Street Coalition Center to get their degree...  not their degree, but their certification and pathway to the National Registry Paramedic.   And then we have the Air Force accelerated... we can actually do that in four and a half months,   because we don't have to worry about fair labors and standards and we can work them a lot more than 40 hours a week. So, that's also an incentive and the Air Force has requested that, and they're looking for more capacity through our division moving forward to really robust up that that program. Next slide. And that is it from Public Safety... so, pending any questions, that's all I have. [applause] ---Dr. Ian Roark: Thank you both for representing your divisions  and the excellence that's... is Greg still there? Yeah, there he is, he's just... great job... and good news on the... on the hub. Another important economic development piece, and our folks are right on the front line. One thing that Todd didn't mentioned about the Air Force is that we are the only community college in the nation that the United States Air Force has asked to do their paramedic training. So, those individuals are from all around the country and they come and they quarter at Davis-Monthan and then come to the 29th Street for the training and then they go to active combat zones. The other piece that Todd didn't mention... sorry, I'm not... it's all these deficits, Todd... I'm not trying to make... no, I'm just kidding. [stumbles over words] No, [laughs] you should be proud. And, and, uh... is that... correct me if I'm wrong, but for Paramedic, the national average for the first time test taking for Pima Community College is in the 90% and above every year... and for the country, it's usually in the 70's. [applause] And so... you saw those Accelerated Academies... this is important because you know, we're having conversations around Accelerate, right? Paramedics... a very intense program, and it's... nothing is missing from it, but there's a condensed version that's 4.5 months and a condensed version that's 6 months, when the regular program is 11... and you want to hear about the results in those as well? The exact same... 90 percentiles all around on those shortened versions of it, as compared to the country, which are in the 70's. ---Kelly Grim O'Keefe: Well, that's great. Thank you for sharing that... yes, and thank you, Greg and Todd both for presenting on that. And does anyone have any questions about either of those areas? It's pretty thorough, wasn't it? It was really interesting... so, thank you for presenting that for us. Next, we have Dr. Halvorson-Otts, presenting for AP 3.25.03 and 3.35.01. [lots of mic noise] ---Dr, Emily Halvorson-Otts: Good afternoon. I am bringing some... forward, a few AP's for stakeholder input and so, they are the College Curriculum Council  AP 3.25.03, linked... these are actual links... and the first one is the original... it is... there's a lot of edits to it. And the College Curriculum Council AP had components of things that really belong in program review for instance... and aspects that need to actually go into a  Student Learning Assessment Committee AP, that we need to develop... because these student learning outcomes are now reviewed within Slack. So, there's been some edits around the work or the charter, essentially of the college curriculum council... and it has also been written to align with our new divisions, as we had... previously it spoke to having a Workforce division and the College  Readiness and Student Success division... and Humanities, Education, and Social Behavioral Sciences division., right? And those have all changed a little bit. So, we now have a Public Safety division that is now represented in there. It shows of course Education and Student Success. So, [someone sneezes] bless you. So we have aligned the divisions and it also now shows that the VPAA is going  to be voting on behalf of the Provost. And so, those are the major revisions, but it's messy, which is why you'll also have a cleaner copy... just because I was getting crosseyed looking at it... and there's been a few comments made on that one by the CCC as well. Here's a Google form to collect any feedback. I do realize I forgot, I think, as I was laying in bed last night at 11 something,   I went... [gasp] I forgot to put a deadline on this... and I just remembered as I was sitting here. So, is 2 weeks reasonable for a deadline for feedback?  So, Friday, October 16th, I believe, is that deadline. Okay. And I just wanted to make sure that it was very clear that we are going through the stakeholder process with this. So, this actually began back in February and April with the CCC... we continued to work on it in... last month. It's going to come back up of course this month as we are getting additional informations. Brought it to Slack... brought it to adjunct faculty this morning... bringing it to faculty senate and GenEd, we will also be bringing it back too.   And if there's someone we are missing... an  important group, please let us know that as well. I'm also bringing forward the AP on General Education 3.35.01. There... the first document is the documented changes. It is the work that was done in the GenEd Committee and this AP really was working to align with the new AGEC, as well as the requirements with the Bachelor's degree. There is the current copy and again there's a Google form... and so, we will keep with the same deadline of 2 weeks for that. And here is the work that was happening alongside that AP... this actually started last year, and then due to someone having to step away, it unfortunately got stuck in some inboxes, is how I'll just put it. And so, it is being revitalized and we are bringing it back to the GenEd committee... of course brought it to adjunct faculty... it's the whole same list, it's just a little different order, so I won't go through it all. And again, if there's another group that we are missing that we need to bring it to to get stakeholder input as we continue to develop and write it... please let  us know... because we are... our goal is to finalize   these this fall, so that they can then go out  for 21 day comment as well. Any questions? [mic noises] ---Kelly Grim O'Keefe: Thank you, Emily. So, next on the agenda, we have an update from Dr. Gwen Schwartz, who is our faculty fellow for the 8-week initiative, now named officially... final call... Acceler8. [laughs] And just as a side note... Emily, at at this point, we still have the All College Council? I'm not sure where that's going. We do have an appointment... we have a meeting scheduled this month, so you might want to include them. ---Dr, Emily Halvorson-Otts: Thank you.  ---Kelly Grim O'Keefe: Yeah. ---Gwen Schwartz: All right. You're going to hear some repetition here, I think... so, I will speed through some of this. I'm always going to try to provide some "what's coming next" items... this is what you probably have heard already once,   but even if you're not in the room right now,  and this is someone listening to this later,   we're finding that, the more often we can say similar things, but maybe in a slightly different way,    we might catch some more people,  who are unaware of what's happening. So, Phase 1 of the exemption form for classes... this is out to Deans right now and not sure whether   department faculty have gotten it yet or not... so, this is coming... and Phase 1 is really for courses that people do not think should ever be taught in 8-weeks. Okay. Phase 2... and it's due November 1... so this is super timely... people are working on this already.  Decisions will be made by December on that. Next  spring, Phase 2 starts... and that's the request to have  some sections of a course happen in16-weeks and some happen in 8-weeks... and justifications for that. Those decisions will be made by the end of spring. Okay. And this is just a little bit more detail because some people haven't seen this yet, including a lot of people, just, who are in a department... higher level folks have been working on the form for a long time, but department members might not know... so, here it is. There are different types of reviews that will be done once exemption form requests are in. The first type is an expedited review because there are real needs for this kind of class to stay the way it is. And there are accreditations or regulations that mandate that so many hours happen. The second kind is also expedited and that's because of external partnerships... we have to align with their calendars. The third type is also expedited... so, lots of things might happen here... we need to avoid clock hour violations... so, that's another type. Type D is "other" [chuckles] and it's a weighty "other." It's where my... most of my department falls... and that will require some more heavy lifting, to explain... if a form is being requested, why this course shouldn't be taught in 8-weeks. And so, the number 2 evidence and narrative, kind of gives you the the categories of what's going to be required for people to be able to explain why that course should not be taught in 8-weeks. Okay... update on the form that's called "Ask a Question"... this is open to everybody all the time. And the question that we want to address this month is... it actually came to us through a number of people... one was a Dean... in a Dean's meeting and another was just a faculty who submitted to the form... and it's about... why are we doing the exemption process before we're working on pathway mapping for a schedule? And so, I really wanted to address this because it has an important implication for how our order of operations is working for the whole big initiative. So, we need to know what courses will be exempted, meaning, they're going to stay, I use my hands a lot, 16-weeks, the long course, right... we need to know that, before we can start imagining how we might build class schedules into these 8-week blocks... and the reason is that, when you have students, who take what's called a mixed schedule that's forced upon them, really... there are major problems that occur in their heads and probably ours too... in terms of what you can handle... what the capacity is for learning, when you're really paying so much attention to... okay, I have to do this for so many hours and now I got to do this... but it takes this many hours and so many more days. And so, we really need to know what the exemptions are first... and then, we will go back to how those program pathways were designed... and we will mess with them... and I'm using the "we," because it's going to be a complete institution-wide collaboration as far as I know right now... that's a very big distinction. So, cognitive overload for students is what we're  trying to keep in mind first and foremost. All right. My question for you today... are we reaching  faculty with information about Acceler8? Do you feel like people are starting  to know a little bit more about it? I'm getting the stink eye from some  people, [laughing] which is really important. I'd... I'm also getting the feeling that faculty senate at this institution is not a place   where discussion spontaneously happens very easily... and that's fine. So, if anybody would like to offer some suggestions, you know where I am. But that's a question that I have as someone, who is leading this team... to get the word out about information that's important for faculty. Okay. Okay. ---Kelly Grim O'Keefe: Questions? Great. Thank you. Hey, so... ---Gwen Schwartz: Yeah, here... here you go. ---Dennis Just: Thank you, Gwen... Dennis Just, faculty senate, President Elect... I just had a question to clarify this slide in particular. Phase 1 sounds like it's the courses that would be 100% moved to 16-week? Phase 2 is those that have a few sections remaining 16-week. What about ones where there are more than a few or half or even a majority of sections that should be staying 16-week in order to serve students? ---Gwen Schwartz: That's probably my error... and inaccuracy on my slide. So, I don't know if there are limitations about the percent for having 16-week and 8-week for one type of class. Thank you. Somebody else had something over there. ---Kelly Grim O'Keefe: Elliot, did you have a question or a comment? [laughter] ---Elliot Mead: Just, um... from the perspective of someone who is overly invested as a faculty senator, a department head, right... in a number of spaces... I feel like information is sometimes really free flowing... and I know that communication is a big endeavor at a college of our breadth. Sometimes I do think that the communication issues, and I realize I'm on a a soap box about shared governance lately, but I think, sometimes the communication issue I have... issues that I see at our college aren't because we're not trying to communicate about these, but because of the way that our communication structure filters down when this is a shared governance decision, but it has to filter through, you know... and this is not a knock, I know my Dean is working very hard... as a department head I'm working very hard, but it is difficult sometimes to make it feel like information is flowing back and forth, when it comes from my Dean to me... then into the department, if that makes sense. And it just... I don't think that I... I don't have a solution, so I hate to bring this up, but I also feel like, if there was a better way to reach us as discipline groups, that that might help some of this. I just take it as a general thought. Thank you. ---Maggie Golston: You may, okay. [lots of mic noise] Uh, you may have seen me whispering and that might have been what caught your attention, Gwen, and I apologize... but my question was about PR and marketing... we have not replaced that apparatus. ---Gwen Schwartz: So, can I stop you for a sec... ---Maggie Golston: Uh huh. ---Gwen Schwartz: and say... there is a project team working on projects on marketing and PR.... and that is not part of my purview. ---Maggie Golston: No... I got you, but it's... but it will affect  internal as well as external communication... and I'm just worried about, particularly  where resources are sitting... where the... where's the money at for the balloons or whatever?  Not balloons, I hate balloons, but you know, I really think this is a big hole that we're going to start seeing the results of if we don't have a PR office that's fully functional... and I think that that creates a problem both for us internally to share information, but much more importantly, you know, there are high school sophomores, who should know what Acceler8 is... and they won't. ---Gwen Schwartz: So, yeah, I can say that that's coming... there is another project team doing some of that work right now and they have deadlines that are coming up. So, when I know what they have accomplished, I will certainly be sharing that with you and anybody else in the room who wants to chime in, who knows anything, can. [chuckles] ---Sean Mendoza: Is this thing on? All right. Actually I wanted to go back to your original question... is information about Acceler8 reaching all levels of  faculty? And you know, from an adjunct faculty standpoint, there's many of us that, you know... a lot of us travel, a lot of us are, you know... have other responsibilities outside of the college... and so, there's probably a group of people that are very engaged with what's happening at the college, and they know all about it... but then there are other faculty that  show up, they teach their class and they go, right...   and I think it's important that... and it's... there's something we had commented with earlier on, is that... as long as there are different... different vehicles from which adjunct faculty and full-time faculty... actually any faculty can provide feedback and also hear about their... where their questions have been answered... and it's really great that you put that on the, you know, the D2L shell. By the way, I showed that yesterday, I showed that today. So, and I think that it's... it's important that if we have something like that, people who can engage, and will engage, have a place to go. But I think it's also important that, you know, when somebody shows up and they go... hey... how come nobody tells me about this Acceler8 thing? Well, didn't you know? Didn't you get the emails? Didn't you... didn't you get all the things that have been happening at the college? And then, there comes a time where, you know, as faculty, we have to be responsible for what it is that we choose to engage in... because you know, if you don't inform yourselves, then you might end up at going to a Board meeting and go... hey, you know, nobody ever told me anything... and that would... that would not be good. And so again, you know, yes... I think we need to work hard... and there are vehicles that are in place that allow us to communicate... but we have to also, as faculty and adjunct faculty, have to take ownership in... in, you know, being part of the communication structure. ---Gwen Schwartz: Thank you. ---Dr. Ian Roark: I just want to make sure Maggie, is this on? Can you hear me? Are you referencing the lack of an Assistant Vice Chancellor over that area? Right. So, yeah... and I can't speak to specifics on that, but I'll certainly be in conversation with Dr. Nasse accordingly... and I have been very impressed with how the unit  leads for all of those areas that report to that future Assistant Vice Chancellor have been very responsive to Academic Affairs. And I think if Liz Jurman is connected, if Michelle's connected, like on that marketing piece to that workgroup, then I think we'll be in a good... in a good space...  I think the dedication and hard work of all of the staff in that unit is not wholly dependent... and I get your point, right... we need the position to have a fully functional office. So, I will take that back to the Chancellor as well. ---Dr, Emily Halvorson-Otts: May I add to that? Liz Jurman is working on the mark. We have 13 groups and Liz German has really stepped up in her in her role and her leadership... it has been very impressive... and she is leading... is it the external or internal marketing? No, the student marketing... yes. And Michael Amick is also helping with some of the internal marketing. And we... in previous faculty senate meetings I have mentioned that if you go into MyPima and you type in Academic Affairs and it'll pull up our SOPs... well, we are expanding that so that it will have a section for SOPs, but it'll also have information on  Acceler8... it will have the forums that we've been doing with ability to view them... and I'm not saying that that's going to sort all, you know... address all of the communication challenges but it will help to at least, alleviate some of it. So, there are some thoughtful efforts around this... and we can always do better. ---Gwen Schwartz: Thank you. I believe we had a question from online. ---Dennis Just: Yes, I think more of a comment. So, Lisa Werner, faculty senator, has commented that... ---Lisa Werner: [unintelligible] ---Dennis Just: Oh, there you go. ---Lisa Werner: You know, I'm sorry, I just... now I am interjecting. I thought I took my hand down, but now I put my hand back up. But anyway, this is more on the... I think we have a situation in Biology ma... from Biology major students... where, so far we have been really scratching our heads and putting together a pathway that would work in 8-weeks because we have courses where, first of all, our students are all over the place in Math but they generally are not starting out at Calculus and they have to get through Calculus... and the Math classes are 5 credit classes.  Our science classes are 4 credit with a lab... so, that is more work than a typical 4 class. And having a... those 2 at the same time in 8-weeks doesn't work so well. And we really want to... we have lots of data saying you want to just get people started with Math and take a Math class every semester or every, you know... session until they get through it, because it works much better and all sorts of very, you know, just specific things. And so, it is quite likely the case, but we would like to have most of our majors courses really at 16-weeks, but some 8-weeks, just so, for scheduling because if people really are taking all their other courses 8-weeks, there may be times where it's... that we really need to have at least some classes in 8-weeks, but mostly 16-weeks. and then... but I understand that the deadline for that is going to be in the spring... and we can probably, you know, discuss more with you on this, to make sure we are thinking about it correctly. ---Gwen Schwartz: Thank you Lisa. ---Lisa Werner: Yeah... and we are still in discussions with ourselves too. [chuckles] ---Gwen Schwartz: Of course, I think we all are... I appreciate your question... ---Lisa Werner: [unintelligible] ---Gwen Schwartz: and we will be working with you soon. ---Lisa Werner: in chemistry and math and physics, it's complex. [chuckles] Thank you. ---Xavier Segura: Hello... so, kind of getting at the questions, I guess, for Senate input... kind of just piggybacking off of what Sean said, you know, I appreciate the communication from East Campus   and how the commodity is there... and you know, one of the things too, that kind of lost my interest looking at the emails is  when colleagues kind of "reply to all" and there's flyers and there's communication going back and forth. And so like, that's kind of new to me... and one of the things is is what we did at the University, is just create a faculty feed of what's going on and what's important. And this is new... something they started doing is actually checking to see which faculty actually looked at the feed and scroll and see how much time... and so, we kind of got scolded... you got scolded or talked to if you didn't look at the feed... and I happen to be one of those. [laughter] So that was another thing too... to kind of just get engagement, I would say just kind of, perhaps the idea of creating a faculty feed... I don't know if departments do that, or that would kind of be through the TLC, but just kind of having in that faculty feed, important items that are going on. Hey, can we get your input, priority  deadlines that are coming up? And then, we also just have little reminders for grades... when they're due and such. ---Gwen Schwartz: Thank you so much. Yeah, that's a really good idea. I had a similar thing at my... one of my previous institutions, and it happened because we had a communications director for the whole college, and I know we don't have that here. So, I think working through the Provost office and figuring out how our Division Deans   helping faculty keep track of what's happening and what they need to be doing and I'll certainly take that to Emily's group of Deans  and try to... try to do a better job. Thank you. ---Sean Mendoza: Test, okay... so, there's also one more thing too that I wanted to... there's also one more thing too   that I wanted to add... and I... and I know... uhh... well, let me just go ahead and say it. Basically, there are a number of adjunct faculty that come to me and also to members of the AERC... and they say, "Hey, Sean, could you bring this up?" Because they're still fearful that if they were to say something that may be contrary to what the group  or maybe their boss or somebody were to say... where, you know, their perspective of where they want to go... contrary to that, they may no longer be working at the college. There is still that fear of adjunct faculty losing their positions, simply because they might be outspoken, for you know... on a particular topic. So, there have been... believe me, there are times where, you know, I get a text or I get a message... hey, Sean could you type this in? And I go, "Yeah, sure." And then... and honestly, that's what those of us that are in leadership, we provide that vehicle for adjunct faculty that, you know, that can... we want their voice to be heard... and it's important... I think it's important, and if we... if we have a vehicle like what's being proposed, I would really like it to be, to a certain degree, be anonymous. So, this way there would be, you know... somebody might be, you know, would be free to voice their opinion. And I know that, you know, sometimes it's easier to cast stones at things, but at the same time, I think it's important to hear those voices as well. ---Kelly Grim O'Keefe: Great. Thank you so much, Sean... and thank you everyone for your contributions on that discussion. That was great. Thank you, Gwen. We appreciate you presenting on that. So, we're going to go ahead and move on with the agenda, so that we stay on time, because we have been kind of lax today with our agenda... and now we're right on time. So, we're going to continue forward with Dr. Halvorson-Otts with the 8-week exemption forms... and this is something that she and I worked on together... so, I will be here with her as well. ---Dr, Emily Halvorson-Otts: Thank you, Dennis. So, Gwen already  spoke to this a little bit... and I wanted to make sure, as well as the group,  wanted to make sure that we were closing the loop as we have brought this forward to faculty  senate for a few different meetings. And so... I wanted to first... wow, if I stand... okay. First, I have got to give credit to every single one of these individuals... this was very much a team effort. It was very collaborative and I really tried to serve as facilitator... and we would not have gotten to today without them.   So, my utmost gratitude to every single individual who worked on this. and you can see that there are a large number of faculty... it's predominantly faculty in fact... and as well as several of your faculty senate reps... leadership, as well as  representatives. Did you want to say anything? Okay. So, just an overview of this development... as you might recall, we started working on our shortened terms... student success or shortened terms, as I like to refer to it, but officially known as Acceler8, right. Last fall... and in the spring, we formed an Academic Affairs group that had about 60 people, that was meeting throughout the the semester... that broke up into 4 different groups. And one of those groups was the 8-week exemption group, which I was leading. And then, because of knowing that this was such an important domino piece for figuring out faculty resources, figuring... determining who was going to receive CLT course requests for instance or professional development support. This needed to be done quickly as it's a domino piece and  because of that, the group continued in the summer   to work on developing the forms... and then, in the fall Kelly joined the team... or I should say Dr. Grim O'Keefe since we're being very official today. And we added additional cross-functional members to the team.. and in conjunction with faculty senate we developed the timeline that we had... and the... as was mentioned earlier today, the forms had been brought to faculty senate a few times. We asked for feedback up through September 9th... and from September 10th to September 30th the group met 7 times. That was... not everybody could be there every single time, but we always had at least 4 of us... and continued to get lots of feedback on it... and so, that was a lot of work, and that's why I'm so grateful to the entire group.   And as we were working on it... literally on Wednesday we said... oh, we need to work on a rubric. So, that is our next stage, and so we will be continuing on that. Just left. Give me your mic. Okay. So, I have already touched on the timeline some and we discussed the forms and we submitted the feedback... the... actually, I've really already touched on this didn't I? Exemption form... academic... so, the exemption forms were shared out yesterday with the Deans... I have asked them to share them with all of the faculty on item 5. It is now... between now and Sep... November 11th for Phase 1.. we'll get into that. And then by 12/18, the end of the semester, I believe it's November 1st. What did I say? ---Kelly Grim O'Keefe: November 11th. ---Dr, Emily Halvorson-Otts: But I meant November 1st. Thank you. ---Kelly Grim O'Keefe: It's on there. I just want to make sure everyone heard it. ---Dr, Emily Halvorson-Otts: Thank you for that correction. Yes. And so, this is Phase 1. Dennis was asking about that. Phase 1 again is for courses that cannot be  taught in 8-weeks at all. Do you want to add? ---Kelly Grim O'Keefe: I think the only thing that I would like to add  just coming from a faculty perspective is, you know, if you think that your class is going to fit into this Phase 1 exemption category... make sure that you are in direct communication with your department head and your Dean... and... to make sure that you're all on the same page and that, if they are going to complete the exemption form, that it's done sooner rather than later, because the last thing you want to do is wait until Halloween, right... [chuckles] to put together your form and then have questions about it. And of course, as faculty, we always tell our students the same thing... don't wait [chuckle] till last minute... but it's harder to remember sometimes on our side of things. So, you know... make sure that if you're  going to submit that you do it early. ---Dr, Emily Halvorson-Otts: So again, this is Phase 1 courses that cannot be taught in 8-weeks. And on this, these are all links so that you have the 8-week exemption form... it is a hard copy that was very intentional to make sure that people could look at it, have a hard copy, think about what needed to be done, and it is going to be submitted by a Google form... and the Google form is identical. But that way it's easier to upload everything... everything's getting submitted. You get the confirmation that it was submitted as well. There is the standard operating procedure and the appeal process... and that Google form is also coming very soon. Again, this was a lot of work in a short period of time... and so, some of these things are still coming, but the key components were... are definitely here by the deadline we said they would be, which is the 8-week exemption form,   SOP, and the appeal process, based on all of your feedback. And again, we decided, we need to do an a rubric... and that was a decision this week that we decided. So, that is coming very soon, and we already have a few drafts. ---Kelly Grim O'Keefe: Yeah. And just a clarifying point, the the appeal process for 8-week exemption is for those that submit the 8-week exemption form and are denied. ---Dr, Emily Halvorson-Otts: Right. ---Kelly Grim O'Keefe: Right... [chuckles ] I hate using that word, but basically you're getting the... no, this can be an 8-weeks rejection kind of thing. So, that's what the appeal process is for... I wanted to make sure that that was very clear. ---Dr, Emily Halvorson-Otts: And I should also point out that the SOP line, outlines the submission process but also who is reviewing the forms as well... and it was intentional and this again was very much driven by faculty. We have some permanent members, which is the VPAO, the VPAA, and someone from student experience. And then we have ad hoc, where we bring in people with expertise around that particular discipline. So that, we are bringing in the Division Dean and faculty into that space as well as the program adviser, to ensure that everybody felt like their feedback was heard, we captured every single comment on every single one of these forms... and that is what these links are. So that we didn't simply just click the button and say, thanks for your feedback... right? And it felt like it went into a void. And so, we have captured all of the feedback that was provided... and that feedback helped us really think about and develop the language... and we've modified even the group, the evaluation group, and just thinking about... John Gerard was really like... this needs to be a Google form... and so, it's now a Google form as well. Anything you want to add, Kelly? And due to your feedback... we can go forward again.  We decided... we needed... oops, we got, went too far. ---Dennis Just: Yes. ---Dr, Emily Halvorson-Otts: Did we go to... all right. Yes, this is it. And due to your feedback, we decided it was confusing to have the same form for the Cycle 1 and the Cycle 2. So, we made a whole another set of forms in between September 10th and September 30th and developed these as well. So this is... the Phase 2 timeline will be determined later this fall, for the spring semester. And so, it is very clear that this is when you're requesting to teach a combination of 8- and 16-weeks. So, the form's a little different and we've clear... so that it's very clear as to what you need to do... and of course Google forms will be coming for all of these as well. Associated SOP... using the same language, the appeal process, just like Kelly said... if you get denied to do the combination, you get to appeal... and then, an evaluation rubric will also be coming. Did you have anything else you'd like to add? Okay. And because we know this is a heavy lift, we wanted to make sure that it was aware that there is support for you... and Gwen has put together that D2L website... Sean mentioned it... he shared it in the adjunct faculty meeting this morning... and there's a lot of resources in there... there is a link because there is a requirement for benchmarking some of the 8-week majority institutions... and I went and found links for every single one of those, and made sure that there were links on that page for everybody, so you wouldn't have to go find those schools. So, to try and just assist you with that. And then, of course, your Deans are also available to provide some of that administrative support for you as well. Anything else you'd like to add, Kelly? ---Kelly Grim O'Keefe: Yeah, they... I think the majority of us that have worked on this, in this workgroup, are willing to help those who are filling out the forms. So, if you're filling out the form and you're like, "What does this mean? It's not clear to me or what... does this even pertain to me?" Whatever. You know, you can always come back to Emily's slide here and see who's on the workgroup... and my suggestion would be... hey, go to the person that's within your division, right? And they might be able to help you a little bit better than those that aren't associated with the same kind of disciplines that you are. ---Dr, Emily Halvorson-Otts: Any questions? ---Kelly Grim O'Keefe: Great. Thank you. All right. [lots of mic noise] Okay, so we are going to move on to almost our last item on the agenda... Policy Review Process Update summary. And as you can see on the agenda, we had 7 AP's and BP's... one we've removed to review further and bring back to the senate in November... and then an SOP as well. ---David Parker: Good afternoon. If I can just... we know that we're running way behind, so we're ready for a reader digest version. The discussion here and many other places for the last year and a half or so has been that we're trying to make sure that the AP's and BP's move forward on a schedule that we don't overwhelm this body, AERC, staff counsel... and Michelle has been working very diligently on that... if you go to the policy website. So, clicking on Leadership and Policies... and then on Policies at the top... it's in line, doesn't stand out real greatly but... but there is a link that shows the plan for the year... these are the ones we intend to do. Some of them will move a little later. Some will come in that weren't on the list... that's just the the nature of it. But one of the other things that we talked about and we have our first one today... is that some AP's are very long and they have a number of items in them that are just process. And so, we've talked about taking those things that are process and moving them out. Our first example is today... it's AP 3.10.03. If I remember correctly, it's the student verification for distance learners.   This is becoming a very big issue across the nation. I mentioned ghost students this morning in staff council and people didn't know what that was... we call it fraudulent students. And so, this is... how do we make sure that students, who are doing the work, are the real student who registered... and then also, that the person who registered is a real student because there's a huge issue of  fraud in Open Enrollment... Maggie. ---Maggie Golston: I have a few comments but... and one of them is on this one... you specify in the policy online/distance learning. I think it's very important to point out that "all" students use D2L... and "all" students active participation can be done on D2L   including fully in-person classes. So, I don't know why we're looking to borrow trouble by limiting this policy to fully online people only. ---David Parker: It's for federal compliance. It's a required piece and the... ---Maggie Golston: No... no... I'm not saying I object to the policy. I'm saying, it should cover all students. ---David Parker: Effectively, it does because the proper classes that we put in place for this... ---Maggie Golston: Okay, ---David Parker: are the policies that affect every person. So, you have to have an online account. you have to have dual... ---Maggie Golston: Right. ---David Parker: authentication, all of those things that happen. But the reason it has a title it has is because of federal compliance. ---Maggie Golston: But it says somewhere in the paragraph that it applies to students engaged in online/distance learning. I think that's misleading and it should be to all students. ---David Parker: Please put those in the comments. And this is one of those things that I'd like to also ask. I know this is strange, but if you like the things that are there, if you think we do a good job, please make a comment, also. and the reason for that is, we're trying to show HLC that our process works... and that means that we're getting in front of a lot of people... a lot of people are reading them. And Maggie, I'll talk to you separately as well, just to make sure I'm understanding fully what it is that you're asking... but yes, please put it in. We did link both the SOP and the AP, so you can see them both. We realized this morning that we need to put the SOP where people can see it. ---Maggie Golston: Do you want... I also have a comment on the AP 3.10... you talk about one of the criteria that would except for students, who... and one of the... one of the things is student preparedness. Now, I'm under the impression that we're an open enrollment institution, so, I would recommend that we remove that, because while they can't take transfer level courses, they can go to Adult Basic Ed, right? So, why again would we look to borrow trouble and suggest that our admissions were selective? ---David Parker: Let me get with you separately and see exactly what it is that you're looking at. Today was just intended to be a, let you know what's here, and then get the comments. ---Maggie Golston: Sorry, I'm sorry... we were confused, because all the policies were on the agenda, and I was told at the beginning of the movie... at the meeting,  that we would be discussing them. ---David Parker: Okay... and we're happy to... let me let Michelle  give some information on where we are with these and then we'll come back and see what the comments are for all. ---Michelle Tong: Thank you, David. Okay, real fast... I just wanted to say... I came here last December when I first started with the college, and my first involvement was meeting with faculty senate leadership, to talk through some of the struggles that you all felt when you were dealing with so many policies coming with you at once. So, I came to you in December with an idea on how we were going to make this more reasonable. Sorry, there's a fly flying around my head. And so, I just wanted to recap with you what we decided last year, and then talk through and get some feedback on where we're going, as you're starting this year. So, we talked about spreading out the policies over 5 years... check... we've done that. That should enable there not to be so many coming through at once. Oh, yay.. thank you. We also talked, as David mentioned, about moving some of the more mundane processes that would require policies to come back to you into a standard operating  procedure. .. but I did hear some feedback   about wanting to make sure employee rights  and responsibilities were kept in the AP's... so, we put in some safeguard language that said...  those will not move out of an AP unless the AP   specifically directs that they do so into an SOP and it would link to the SOP. So that you... I just wanted to reassure you all that that's... the plan was that rights and responsibilities remain in the AP's...   and then, we talked about the greater transparency...  and so, as David mentioned, we have that policy review schedule posted for fiscal year '27... so, you can go there and see that. And then, I wanted to talk through that process of moving things over to the SOP... so, if you'll go to the next slide, I wanted to show you the thinking and get a little bit of feedback. And the thinking is that the safeguard is in there... so, your rights and responsibilities will always come back through the different employee groups to make sure that we are getting input and if anything is going to be removed,   it's going to come through as a 21-day comment on the AP. So, I wanted you to  see that... the who and the what are going to remain in the APS, but I wanted to show how the... how those internal processes are going to move over to the SOP. And we're going to try to keep the language   as much as possible the same... but there, as David said, are some very wordy policies out there... so, I wanted to let you know that I do plan to bullet point some... and this 3.10.03 was one that was very wordy. So, bear with me... the information is all in there, it's just bullet pointed... hopefully a little bit more clear as well. And then I wanted to show you what's coming down the pike. Next slide please. We did the calendar... we talked about that as well... and so, what... we didn't post the calendar because we wanted the flexibility that if there's a lot in one month, we could move some over to the next month. But generally we have, as you can see... in October we have the Provost policies... we were dealing with the student policies first... and then, we have some more coming up out of athletics and the Provost for November. And then, you'll start seeing the ones that we talked about, with the employee ones coming through in time for them to go to the Board meeting before. Anybody who has contracts would know what all their terms of employment are... and then, we have the IT... and remember, IT now is not just the technology part, but is also dealing with all of the different web services and all of the communications and public information... and so we've got that broken out... that's why it looks that way. And then, you can see, we have some where we're trying to spread some of those student ones out, because there were a lot... and so anything that dealt with kind of a police matter like sex offenders on the campus, things like that... we put them out to the police month... the safety and security month instead. So, that's what it looks like for this year and we wanted that flexibility to be able to move things around. So, you shouldn't get more than 10 max a month. Right now we have less... we pulled one off... and then we'll continue to make sure that it's not overwhelming... but I wanted to show you on the next slide, we're also trying to get through some that are very standard... they're not going to require a lot of changes and bring them in at the same time as others that may require a little bit more thought, so that you're not overwhelmed all at once as well... so you can see here, we have some that are no changes recommended and those are the more standard policies... we have some that are minor revisions and those are just title changes. And then, we have some that might require a little bit more review... and that's going to be the ones that are transitioning over to the SOP... and then, we pulled the one for next month on the program review, so it's on my slide, but it was pulled... and so, that's the process we're going through, and I wanted to get some feedback, if there were any concerns on that. ---Kelly Grim O'Keefe: I think it's fairly obvious how much planning and work has gone into this. So, thank you so much. Let's give her a round of applause. [applause] Thank you, Michelle... and I will just add one more thing, David. Dennis just had a lot to do with working with Michelle and organizing all of these AP's and BP's for us to review. So, thank you, Dennis. [applause] ---David Parker: And if there is discussion today on any of them, this one in particularly... while we're not experts on the issues, we're helping shepherd them through... Michael Amick and Michael Tulino, the Michael show today, [laughter] can give specific answers on the student ID verification. ---Kelly Grim O'Keefe: Excellent. Thank you so much. We appreciate you coming and speaking to us about these things. And we are 2 minutes over, but I want to just throw out there before we convene the meeting here. We have a question at the end of our agenda if we as a faculty senate are interested in having any kind of holiday gathering after our December meeting. We're thinking of possibly like Culinary Dropout because Brother John's is no longer... so, maybe Culinary Dropout. If you have other thoughts about that, maybe other areas that you think might be better... please let the faculty senate officer team know through our email. And I'll also post something from our faculty senate D2L site, where everyone can kind of give their input on that as well. So, I'll send that an email and an announcement. And that being said, have a wonderful October. Thank you everyone. Have a great day. [applause]