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September 4, 2026 Faculty Senate




---Kelly O'Keefe:
Welcome, welcome everyone.  So, we're 
gonna go ahead and get started for today.

If everyone at this time would go ahead 
and, in the chat box, introduce yourself

and make sure that you click on the attendance 
link to sign in from the agenda...

and Vivian, if you would post that
in the chat box.  Thank you.

And make sure you sign in...  I know, from All College
Day, there were quite a few that I know were there, but

we didn't have them on the sign-in list... so, it's
imperative that we have the correct attendance.

So please do that.  Okay.

And as we're continuing to put things in the 
chat box, we're going to move forward

in the reviewing and voting for the August minutes.

Hopefully, everyone has had a chance
to review those prior to the meeting.

We have a very busy meeting today in the business section...
so, the agenda is going to be modified just slightly

from what we typically do... so, if you would review
those... and if you have already reviewed them,

please go ahead and motion to approve.

Okay, so we have... my chat keeps
on bouncing around... excuse me.

Okay, so Elliot... okay, so we have...
Stacy and Elliot both motioned,

and all in favor of approving August's
minutes, please put that in the chat.

Okay, great.  Thank you so much 
everyone... moving right along.

we'll go ahead and put out a request for any 
agenda modifications or executive session.

And of course, if you... if you would like 
gender modifications or an executive session,

please just unmute yourself because we're 
unable to see everybody all at the same time.

So, if you're raising your hand, 
we won't necessarily see you.

Okay.  So, I'm not hearing anything and I'm not 
seeing in chat... any requests for open forum?

Okay.  And, requests for faculty engagement?
Of course, we have the form that if you have anything

that you would like faculty participation for,
please make sure that you complete that form

and we'll make sure to list it
on the agenda for October.

Dr. Nasse is joining us today and so I'd like for him to go ahead
and have a few minutes to address the faculty senate.

Dr. Nasse.


---Dr. Jeffrey Nasse:
Hi. Thank you,  Dr. O'Keefe.  Good to see everyone.
Can I share my screen real quick, Kelly?


---Dennis Just:
Sure thing. I believe you should be able to share.


---Dr. Jeffrey Nasse:
Great.


---Dennis Just:
Okay.


---Dr. Jeffrey Nasse:
So, good afternoon senators and guests and great to see
everyone on a Friday afternoon here on a long weekend.

So, happy Friday everyone.

Real quick, I know a lot of... I spoke at
length about... are you seeing my screen?

Yes. Okay.


---Kelly O'Keefe:
Yes, we are.  [chuckles]

I saw some heads nodding.  So, I've known in several
opportunities here at the beginning of the semester,

kind of, talk about the strategic 
priorities that came out of last year's goals.

so I won't rehash those here in just a brief time.  As you can
see, I did send in, you know, a version of the PowerPoint,

so you can see those strategic priorities,
long-term priorities, for the college...

and the Chancellor's goals... ladder up if
you will, into those... into those priorities.

So, these are this year's Chancellor's goals...
with that number one goal being proposition 430,

which again, I've had an opportunity to really talk at
length in different... we will be holding information sessions

on each of our campuses... inviting the community, of course,
people working at Pima Community College to attend...

so, you'll hear more about those opportunities to learn
and get others to learn more about the proposition...

and I actually saw some signs out on the road earlier today...
so, that's pretty cool too, in support of our proposition.

So, these are the Chancellor's goals and I guess what I
would ask of Senate is again, to provide some feedback.

There's still an opportunity to make some
adjustments to the Chancellor's goals.

I did in fact, kind of, adjust one of the deliverables
around enrollment... just setting an annual target there.

So, love to get feedback from across the college
on the goals, before we kind of lock those up

and move forward in pursuing it.  There's already 
a lot of work happening towards these goals,

but always, there's still an opportunity here
to make some fine-tuning and adjustments.

So please, if you get the chance, do that... and then just
on 430, a similar message if I could ask the Senate

for anything is to just... to be informed...
this takes you to the website...

and we have flyers and any collateral that you might need
if you are part of a community organization or a group

that  would like to learn more about Proposition
430, let us know... let your supervisor know

or write directly to me and we can connect you to the right
resources and we can come out and meet with those...

with those groups as needed... and try to spread the word.
This is all just about education effort on our part

so people can understand, first of all the great work
we do at the college... and then secondly what this...

what this proposition would allow for the
college... and other than that, just thank you.

I've been around to the campuses here in the first
few weeks of the semester and it's exciting to see

a busy campuses and meet with faculty... I had a listening
learning session at the Northwest Campus this past week

and great conversation with faculty and staff
around a host... a host of issues... a lot of different

conversations happening... and so, I'll be keeping those
up as well... be doing more listening and learning sessions...

so, eager to see folks on on campus.  And
that's it for me.  Have a wonderful weekend.


---Kelly O'Keefe:
Excellent.  Thank you, Dr. Nesse.
And next on our agenda is Dr. Roark.


---Dr. Ian Roark:
Good afternoon... am I audible?


---Kelly O'Keefe:
Yes, you are.


---Dr. Ian Roark:
Okay, good.  So, it's great to see all of you... I know
that it's not been long since we had our last

faculty senate meeting on All College Day, 
so, I didn't submit a written report

because really been focused on like Dr. Nasse kicking 
off the semester going around visiting people

and so really, you know, my report is really, right... my 
Cabinet goals as I introduced them on All College Day

fold up to Dr. Nasse's goals and
then also, the strategic priorities.

So, at the college you're really starting to see a through
line, from our annual like activities and priorities,

all the way up to the strategic plan... roadmap
for resilience 20... destination 2040.

So, just real quick, I'm going to do a brief
reminder... actually, just read our Cabinet goals.

There will be a time, I don't know exactly when
that is, but when the Cabinet goals and the Ch...

the Chancellor's goals and then the Cabinet
goals are sent to the institution in written form...

because there might be some minor tweaks
to some of these, but I've got 6 this year, I...

there were 5 on the PowerPoint slide, but I
really talked about 2 in tandem in my remarks.

So, in partnership with Student Experience my first goal
for Academic Affairs and Workforce Development

is finalize the Serving All Learners by Design model
by developing, coordinating learner centered plan...

a learner centered plan and implementation roadmap that 
integrates career guidance, recruitment & intake,

onboarding, and student support... across credit, non-credit,
dual enrollment, and adult basic education pathways.

It's a lot of words, but basically it means that
no matter what student type arrives at the college,

and no matter what door or online portal they
enter into, they're aware of all of their options

and immediately get the right set of services and fiscal
resources that they need to complete their program of study.

The second... some of this is already underway...
some of you are already involved in this work...

is implement career plan codes that specify career
and course pathways within our transfer degrees...

and connect career plan code assignment
to students through career coaches...

connect you to student success coaches
and other onboarding processes.

My third goal is... establish definitions and a baseline
for career connected learning across all programs.

And that's really like trying to get a better understanding
of who's doing internships, who's doing job shadows,

who has formal work-based learning opportunities
like paid internships or apprenticeships

and then setting that baseline
for that strategic plan priority

of having career connected learning in every 
program of study including our transfer programs.

The fourth goal is increase student success
in online mathematics by 10 points

to reach our 2024/2025 successful course completion
rates... and some of that work is already underway.

I know, number five is advance the 8-week scheduling
model, through completion of the 2026/2027 steps

in the 8-week implementation plan and invite you and 
all of your colleagues to attend the fact... the, um...

academic forum, which is on Friday the 18th...
and this will be pretty much the sole topic

with like subtopics underneath it... but moving
forward with what used to be named Accelerate,

but currently there is the naming contest underway, 
which we are partnering with faculty senate on,

as you are well... are well aware... and then finally...
it was originally 5, but we really thought about, right...

the changes that are coming to education, and really, just how
we all work and live, because of the impact of agentic

and generative artificial intelligence... and so,
implementing that digital fluency / AI framework

for teaching and learning at the
college is also an important goal.

So, I'm excited for... to work with all of you and
to continue to partner with Senate leadership

and Senate as a whole... as well as
faculty... to accomplish these goals

on behalf of our students and student success
at the institution.  I just want to thank all of you

for what you do each and every day to support our
learners, to partner together between faculty and staff

and administrators... and really, also,
what you do in each one of our,

you know through throughout our
community in all of the various roles.

And I would echo Dr. Nasse's call as we've been visiting, you
know, with my team, will see me talking with all of the Deans

about getting to know what groups people are involved
with with the community, so that we can have an army

of ambassadors out there to present Proposition 430
to community groups that you may be affiliated with.

I'm very excited about the possibilities that Proposition
430 will bring to the college and mostly to our students

and to our community members.  So again... it's
Labor Day this Monday, so don't accidentally show up

to anything college related. I hope
that you enjoy your 3-day weekend.

I know that it is well deserved for each and every single one
of you.  And so, just hopefully, you enjoy the little bit of

cooler weather that we've been getting and
thanks for everything again that you do.


---Kelly O'Keefe:
Thank you, Dr. Roark.  So, as you can
see on the agenda hopefully and...

and if you don't have the agenda, can one of my officers
on the team, please post that link to the agenda?

The President report this time is going to be just the written.
So, if you would please go ahead and review that.

It's the same for the Board of Governors report.

We'll want to make sure that you know that
there hasn't been a governing board meeting.

So, there is no report coming from Sarah...
and my report has a lot of information in it.

We just don't have time to do all the verbal 
reports today and I wanted to make sure that our

Chancellor and our Provost did have that time.
So... and thank you to our acting president of PCCEA,

Brooke... Dr. Brooke Anderson, for being
so kind as to give up her time as well.

And there is a PCCEA written report in the
agenda as well... so, you can take a look at that.

As well as our typical written reports from TLC, Adjunct Faculty, and
our newly assembled Professional Development subcommittee.

We're going to jump into the 
business section... Vivian, take it away.


---Vivian Knight:
Yes, thank you.  So, hi everyone.  In 
our August meeting, we discuss moving

all faculty senate officer positions to a 2-year
term which, you know, with the next election.

So, this item's on today's agenda 
for an official vote for the faculty senate.

So, on the agenda you can find a link.  So, please take a
moment to complete the faculty center officer term official vote,

and then the survey is very short and your vote will be helping
us formally establish the officer's term moving forward.

So, the survey link is also put in the chat and we will keep the
survey open until everyone has an opportunity to vote.

So, before we adjourn today, I will share
the result with everyone.  Thank you.


---Kelly O'Keefe:
Thank you, Vivian.  We're just going to pause for a
moment to give everyone some time to fill that out.

And it does look like to me that there is the AI and
digital fluency question on this voting form as well.

Just so everyone knows, this is just
the vote for the officer term limit.


---Dennis Just:
President O'Keefe, we have a question in the chat,
from Lisa.  Can you clarify when this will be in effect?


---Kelly O'Keefe:
This would be in... well, it says on the the ballot 
that this would go into effect January of 2027.

So, if you have suggestions on something else, 
that's totally fine.  But what this would do is say

you want all officers to have a 2-year term limit and
that I would be going into my second year as president.

If you would prefer that something else 
happen, then you can say "no" and then we can move

forward from there... and see about Dennis 
starting in January... but being a 2-year term, okay.

So, I'm open to either one... I just want to move
forward with whatever the Senate decides on.

Thanks, Lisa.

Okay.  So, we're going to continue along our 
business section.  We have Amanda Abens

and Ginny Seltenright from Adult Basic Ed and 
they are going to do their division spotlight.

Are you here ADC Abens?


---Amanda Abens:
Hi, Dr. O'Keefe... I am, and I believe Ginny is
providing that spotlight today for Adult Basic Ed.

Ginny, are you on and available?


---Kelly O'Keefe:
We're a little ahead schedule... and she might
be logging in closer to the time she thought.

So, why don't we move ahead and then
we'll just come back... is that okay?


---Dr. Ian Roark:
Yeah, I'll give her a call right now.


---Kelly O'Keefe:
Okay, no problem. Thank you. So, moving on... we have Dr.
Gwen Schwartz with our update for the 8-week initiative.


---Gwen Schwartz:
Hi, everybody.  I want to make sure that I let just 
people know, it hasn't been very long, as Ian said,

but, we have some updates to give to you and want to
make sure that you can share these with your constituents.

So, Dennis, are you controlling slides?
Yeah, I'm just gonna say go.  Okay, go ahead.

All right.  We have finalized our project teams for the year
for the 8-week initiative and I wanted to just have them

listed here, so people could see how extensive this
initiative is... if you haven't figured that out yet.

We have 13 projects at the moment... this is the
first list of them.  Dennis, go to the next one.

And this is the second one.  And under each title
of the project team are those team leaders.

And we are right now, finalizing membership...
and that will come out in the next few weeks.

So, we're inviting people to um express interest through
their deans, and for staff through their staff leadership model.

So, lots of things going on with the 
8week project all over campus.  Okay.  Next,

Want to keep everybody updated on the form that
we have available to everyone called "ask a question."

And in August there was one question asked...
so, I will be reporting on that right now.

The question is on the left of your screen.  How will
the 8-week initiative benefit single working moms,

who are part-time because they can only
take one class?  It was a great question.

It encompassed a lot of issues... and
so, on the right side are some answers...

and those are based on some
of the research that we've done.

One of the benefits is that students can focus on just one
class at a time, and so there's less cognitive overload

is the term that's bandied about often in terms
of 8 weeks and too many classes at a time.

You could take double the number
of courses in one semester.

If you just took one class in an 8-week system,
you would end up with two classes in a semester,

rather than one completed class
per semester as a part-time student.

Other things that are benefits is that, there's shorter wait
time to reenroll after life happens and things get messed up,

and you have to step away for a little while...
the little while that you have to step away from

becomes shorter because there are more 8-week
terms in a year.  There is a potential upside...

not saying it would happen, but it's a possibility...
part-time students could become full-time students,

if they took 2 3-credit classes every 8-week term, including
summer.  There are some risks that are potentials...

and they're big, which is why so many of our projects
revolve around support systems for students.

One of them... the student would need to commit greater amount
of time per week but there are fewer weeks in a term...

and so, thinking about scheduling that
might be hard for some students.

Parenting duties can interrupt your study time and falling
behind can happen fast.  So again, the support systems

that we're hoping to put in place can help students
navigate and manage that potential risk.

And then once again, nationally, we have a lack
of affordable child care.  It's an ongoing issue.

It's not going away anytime soon, and I wanted
to make sure that that's well understood.

So, that's that question for now.  Go ahead, Dennis.
I now have a question for Senate input.

One of our very important pieces of this project
is that communication goes both ways.

And so, what's coming up very soon is the 8-week course
exemption form... and it will be made available to faculty shortly.

Kelly shared it in her President's report as links.
And so, if you haven't taken a look at that,

you really should, because it's pretty extensive and 
there's a lot of work to do in order to exempt a course

depending on the kind of course.  So, the question is,
what information do you think faculty don't yet have,

and need in order to be able to make informed decisions
about which courses to request for exemption?

And I'd love to have a minute to let somebody offer an idea
or feel free to just let me know if you have ideas about that.

We would really like to have your input,


---Kelly O'Keefe:
Brooke.  Go ahead.


---Brooke Anderson:
Hi everyone.  Oh, can you see him?  I'm invincible.
I'm sorry.  I don't know why I'm invincible.  [giggles]

I'll just have my voice ask my... ask the
question.  So, thank you so much Gwen.

As you know, we were just talking a lot about this
in our DFC meeting and one of the things that

came to our attention was the... just the role...
the timing and roll out of the exemption form.

We have some specialty classes that
are definitely going to need exemption,

and I'm not sure about how they're going to meet
some of the deadlines that have been shared,

for filling out that form if they don't
even have the information yet.

I know it was shared with department heads for feedback
but I'm... yeah, my... that's one thing that, you know...

just that timing of making sure that faculty 
have the form and know what they need...

and then, they have the time to gather the data that they're 
going to need in order to fill out that exemption form.

And I'm not sure that we've got that
time built into the process right now.


---Gwen Schwartz:
I hear you, Brooke, and I will take that 
concern up the ladder.  Thank you.


---Kelly O'Keefe:
Any other questions?


---Unknown:
I'm not make[?]...


---Kelly O'Keefe:
Looks like there's a question in chat maybe?


---Dennis Just:
Yeah, there's several questions in the 
chat... Lisa comments in comments...

I do have a lot of students who are only
able to take one 16-week course a term,

because they only have about 15 hours a week to work
on their classes.  How does 8-weeks address this?

If they are taking Chem... if they are taking 
Calculus or Bi... or majors Biology or Chemistry,

they would not have time to take this in 8-weeks.
That is a 30-hour a week commitment.  Thanks.

I am referring to the question
about single mothers.


---Gwen Schwartz:
[chuckles]  Yeah, good question... I will just say really
briefly that not all courses will become 8-week courses...

and so, that's certainly something to
consider when you're thinking in your DFC's

about what courses can be transitioned and which 
ones just cannot.  Thank you for the question.


---Kelly O'Keefe:
Mm hm.


---Dennis Just:
There's also... we need to listen to students... my students were
saying, "Oh, don't take a summer class.  It's too fast-paced.


---Kelly O'Keefe:
Mm hm.


---Gwen Schwartz:
Yes, we do need to listen to students and there is
a plan afoot by one of our project teams to start by

educating students about what the 8-week format will
look like... and then, to collect feedback from them,

so we can make sure we are
paying attention to their concerns.

But we make sure to educate
them first about what's coming.


---Dennis Just:
I figure Maggie's virtual hand might be getting tired...
so, go to Maggie, and then we can hop back to the chat.


---Maggie Golston:
I'm muted.  I'm muted.  I'm not muted anymore.

Hi. First of all, we did this... I just really want to thank
Gwen and tell everybody, she's working so hard...

and making sure that the faculty voice is present 
in all these discussions... so, with that said,

a couple of things came up... one is a concern about where
these forms go... the sort of schoolhouse rock of the forms.

How many faculty are on whatever decision committee?
Will we guarantee that these faculty are somehow related?

Like, I don't feel like, if I were on this committee,
I would not want to answer whether a welding class

could have an exception and I don't think... and vice versa.  So, my
 concern is that there be faculty evaluating these exceptions...

and the last thing is... there was a lot of talk
in our DFC about licensure and externships.

There was not anything in the presentation about articulation
and is there one... is one of these 13 committees

specifically looking at transfer and
articulation... and if not, why not?


---Gwen Schwartz:
Great questions, Maggie.  I can 
answer some of them, I think.

You're asking, I think, about who will be on a committee to
evaluate and assess the requests that come in for exemption.

And I believe Department Heads and Deans have gotten the
standard operating procedure draft and that is open for comment.

So, I suggest you put the comment there.
I do not know, nor am I on that project team,

so I can't answer specifically who will be 
the body that is making those decisions.

I do know that there is an appeals process
built in... so, you could look at that as well.

You also asked about licensure externships
but not about articulation.

CLOS's in courses that are transfer level
courses, should not change in what I've heard.

So that articulations will continue unless a course
becomes something else.  Did I miss anything else?


---Kelly O'Keefe:
Okay.  So, it looks like we have a couple
other comments/questions in the chat box.

Dennis, do you want to go ahead and take care of those
as well?  You were doing such a great job.  [chuckles]


---Dennis Just:
Sure thing... thank you.... so, we have a question... is
there a possibility of incorporating an October break

as we move toward 8-week calendars across programs?
This could help align our academic calendars

more closely with local elementary, middle,
and high schools, which have October breaks.

Having that break would be beneficial for both students
and faculty, especially those with school-aged children.


---Kelly O'Keefe:
Yeah.  So, I can go ahead and take this one.


---Dennis Just:
Thanks.


---Kelly O'Keefe:
Dr. Jeff Thies is presenting on that in
just a little bit here at faculty senate.

So, if we could just hold off from answering all of that and
let him kind of go into, some of the options moving forward,

they'll probably answer some of your
questions.  Okay.  Thanks, Stacy.

and then Makyla... how are those making the decisions,
making sure that this is a faculty-driven conversation

and request and not simply leadership dictated?

Specifically, the discussion about which 
courses are being submitted for exemption.


---Gwen Schwartz:
Okay.  I'm looking at the question... Makyla do you
mean that the determination will be faculty driven?

Is that what you're asking?


---Makyla Hays:
No, the... it sounded like the order of things was
that the form would be sent out and Deans and

Department Heads potentially, would have access to this form.

[I may heard that wrong.


---Gwen Schwartz:
Yes, you are right.

They do and so does Senate. 


---Makyla Hays:
Then how...

273
Okay. So, the question that I... that I was
asking is... how are faculty bodies like the DFC...

how are we making sure that their input is also included and
it's not just made by department... like, one Department Head

or just a Dean... is there conversation about it
and if not, then maybe there's something there.


---Gwen Schwartz:
Yeah, I think the question was similar to one
that another person just asked, which is...

how are those decisions going to be made
once the requests are submitted?

I can tell you that the group that drafted the form
worked all last spring and through the summer...

and was led by our assistant VP, Emily Halvorson-Otts...
and I think she's online, if she wants to take a question.

Maybe I'm mistaken.


---Emily Halvorson-Otts:
No, I am here... sorry... I had just
gotten a text about something.

So, can you repeat the question?
Sorry about that.


---Gwen Schwartz:
That's quite all right.


---Emily Halvorson-Otts:
Or are you referring to Makyla's question?


---Gwen Schwartz:
Makyla's question. 


---Emily Halvorson-Otts:
Yes.

The expectation is that this is a DFC conversation.
And so, while we are, as you just said, Gwen...

we brought the form appeal and the SOP to the
Academic Leadership Kickoff, to start gathering input.

It was then shared with them.  It has also... it is also linked
on the agenda for faculty senate again for dissemination.

We know that there is a short timeline... and that timeline 
has been worked out with again faculty senate.

And so, right now, we are continuing to expand 
who is getting... or providing that feedback.

The group will then get together, work on the feedback,
such that October 1, the forms are all ready...

processed, all of that cleared up... and it will go to the
DFC's for them to work on completing the documents.

And again, there's essentially 2 rounds... the first one round
is a... we are only... we're asking for an 8-week exemption

because we... you never anticipate
doing some combination of 16 and 8.

And then, after we work through that... in the spring,
we will then do another round of exemptions

for anyone who wants to offer a few
16's, as long... as well as some 8's.

So, that might also help with recognizing
that there is some additional time

based on the direction individuals
want to go.  So, thank you Gwen.


---Gwen Schwartz:
And it looks like we have one more question that I can
see, which is about needing a list of toxic combos.

I agree we need that list.  I just put it
on my list of things to research.

So, perhaps I will be reporting back
in October with that or earlier.


---Emily Halvorson-Otts:
I just found that list recently and I'm going
to be sharing it with the Department Heads

or the Deans here in an upcoming meeting...
so, I just came across that list again.


---Kelly O'Keefe:
Great. Thank you everyone...  [unintelligible noise]
I see... Brooke you have your hand up...

we'll go ahead and take your question as the last one
for this topic and then we'll go ahead and move on.


---Brooke Anderson:
Well, thank you.  Yeah, just to build on what I was saying
earlier and coming back to what we were just talking about.

For example, one of our classes... the SandScript
class, which is our literary magazine...

just in terms of process, we're a little concerned about
having the time, not only for the faculty member

to fill out the form and gather the evidence they need, but
also taking it to the DFC... giving the DFC enough time to

review the request and vote on it in order
to then submit the revision or the form.

So, just kind of thinking through like... I hadn't really thought
about that, until our faculty member who teaches that class

brought it up, just in terms of the involvement of the 
DFC. I think it's really really important and

we want that process but are we building
enough time for our DFCs to talk about that?

You know we meet once a month... so, for example,
our next DFC is not until early in October.

And so, how is how is that going to... timing going to work
out for some of these requests, especially that first one?


---Gwen Schwartz:
Thank you for adding that, Brooke... it is a
very good question... I have not the answer.

Maybe somebody else on this...  [chuckles]  group chat
might have it.  Emily, do you want to speak to that, or no?


---Emily Halvorson-Otts:
I do recognize the time is challenging. 
I will fully acknowledge that.

And I also know that, for us to move forward on identifying
how we allocate resources for course redesign,

this is a critical step in us
moving forward in that process...

and so, it's important for us to keep moving
forward on this as we currently have it laid out.

And again, the forms are in the faculty senate 
agenda... and so, while it is not a perfect form,

this was very much a faculty-driven process already...
and that of individuals in CTE and Transfer...

and I would encourage people to start looking at it now...
it's the beginning of September... start thinking about it...

start thinking about potential data.  We will be working
on clarifying things, adding additional information.

So, I would encourage you to start now.  I've also asked the
Deans to make sure that DFC meetings are happening monthly.

So, you might have to have more DFC 
meetings than you have traditionally had.

And I again, I know it's a heavy lift... and I
acknowledge that and I appreciate all the work.


---Gwen Schwartz:
Thanks everybody for your input.
Keep bringing forward your questions.

Dennis, if you would forward the slide.

All right... okay, we need to get to the next
thing on the naming contest, which is...

faculty senators now have a list of 99 entries
of possible names... 100 were submitted.

We eliminated one because it just had a whole bunch of
8's and nothing else... so we took that one out of the running.

You have 99 to choose from.  I'm going to
ask that you select 3. Not up to 3, but 3...

so that we can avoid the possibility or
help to avoid the possibility of a tie.

So, the link is there in the slide and you have until
the 8th to vote... and then, we will take the top 8...

and we will send it out into the All Pima World for
a vote on our new name and I thank you for that.

You need to take some time to open the
form and scroll through because it's very long.

So, don't just look at the the first screen,
because it keeps going.  Thank you very much.


---Kelly O'Keefe:
Thank you so much, Gwen.  Appreciate
your time and all your work on this.


---Gwen Schwartz:
No problem.  Thanks so much for helping
out.  One more slide, Dennis, I think.

There's the Ask a Question Here... I want to do
this every faculty senate meeting, if it's okay.

I will just remind people... if you have a question and it wasn't
answered or addressed in the way that you wanted it to be...

not necessarily, you got the answer you wanted, but maybe
we didn't understand what you were actually asking.

If we can use the form to log questions, the faculty
communication and collaboration team,

which is being formed now, is the body that is
managing that form.  We check it once a week.

I will report to Senate at least one question,
hopefully more than one a month.

And we'll be making FAQs to answer the ones we cannot
answer at Senate.  So, please keep the questions coming.

The questions that are the hard questions,
maybe we haven't thought of everything.

Obviously, we haven't thought of everything.  So, keep them
coming, please... you're going to help the process work better.


---Kelly O'Keefe:
Great.  Thank you so much.  And we're
gonna jump back to our division spotlight.

I know I saw Ginny join us.  Are you ready?


---Ginny Seltenright:
Yes, I'm here. Ready?  I'm here with
Wendy Scheder Black as well.


---Kelly O'Keefe:
Oh, excellent. Go ahead.


---Ginny Seltenright:
Great... thanks.  Good afternoon, everyone.  I'm Ginny Seltenright...
I am the acting assistant Vice Chancellor in Adult

Basic Education and I'm here with Wendy Scheder Black,
the director of our teaching and learning team in Adult Ed.

Wendy, you're here, right?


---Wendy Scheder Black:
Yep, I'm here Ginny,


---Ginny Seltenright:
Great.  Thanks, Wendy.

Kelly, did you want us to just let you know or whoever's
controlling the slides to pass to the next one?


---Dennis Just:
Yeah, Ginny, if you could just say next
slide, that'd be perfect.  Thank you.


---Ginny Seltenright:
Got it.  Thanks, Dennis.


---Dennis Just:
Yep.


---Ginny Seltenright:
go ahead... next slide.

So, we're going to talk to you a little bit
about the Adult Education Program

and share what we're doing... and
about... a little about our learners.

So, our program offers Adult Basic Education,
what you often hear as students preparing

for the high school equivalency test... and
we also offer English as a Second Language

or English for Speakers of Other Languages...
it's ESOL in our world to our funders.

We... within those two programs, we also
offer IET, Integrated Education and Training.

You may have heard of our IBEST programs... we've
collaborated and worked with other divisions here

to form some IBEST cohorts.

We also offer a Refugee Education Program...
these are students that are all... that programming

is mostly over at the 29th Street location,
due to where that that population is living.

And then, we also offer Citizenship Prep Classes.  We have those
at several campuses and also in some of our public libraries.

You can go to the next slide.

So, the need for Adult Education in
just Pima County is is pretty expansive.

There are 70,000 student... 70,000 adults 18 and over
in Pima County, who lack a high school diploma...

and about 57,000 people who are adults in Pima
County, who speak English less than very well.

So, while the need is quite big  [chuckles]  and our
programming on our... you can go to the next slide...

and we'll talk about the numbers 
of students that we're able to serve.

So, this is a example of a headcount from last fiscal year... we're
serving around 4,200 students through all of that programming.

So our ABE/ASE classes, Adult Basic Education
serving around 1,700 students a year...

about 1,900 ESOL students... and then IBEST
is... it is a subset of the ABE programming.

We're around 371 Refugee Education Program students...
those numbers have been declining with the decline in

refugees being settled into the country... so, that
has changed a bit over the last couple of years.

And then, we also have an Adult Basic
Education program in our county jail.

So, we offer that programming... it's about 180 
students a year for a headcount of around 4,200.

We can go to the next slide.

So, pretty diverse types of learners, diverse types of programming...
and so, our learners study at different times of the day.

We have about 34% studying at the...
we have classes at 9:00 am, 9 to 11:30...

and then, we recently, in the last year opened up
at 12:00 time.  And so we... it's... it's still picking up...

the numbers of students who are
starting to study at that time.

But we're still finding about 18% of our
students choosing and studying at that time.

And then a large percentage, almost
50%, studying at 5:30 in the evening.

So we offer our evening classes, our morning classes,
and our afternoon classes at both Downtown Campus,

Desert Vista, and the 29th Street location as well as virtual
classes.  And you can see that's in the where they study.

It's a... it's a mix across all of those
locations.  Go to the next slide.

So, who are we serving?   You can see the majority
of our students are in that 25 to 44 year age range.

These are working adults in the community...
they're coming to us for their Adult Basic skills...

they're up... for Basic Educa... Adult Basic 
Education skills and learning English.

and they're going to go into career training
that Wendy will talk a little bit more about...

and with the... on the path to go into
the workforce.  We go to the next slide.

A little bit more about who our students are... our ESOL
students are coming in mostly at our lower levels.

So, our levels are ESOL 40, 50, 61, and 71... and our
Refugee Education Program at levels 20 and 30.

So you can see their English language skills are at the lower
end, but they're coming to us with high levels of education.

So, this is just a snapshot of one of our more recent
8-week sessions that we had of the numbers of students.

But throughout the year, you can see on the right hand
side that about 500 students came in with their

high school diploma and about 650 are coming
in with post-secondary education degrees.

So,  a large percentage of these people
are coming to us from another place

with their education but coming in with the
low English skills. Can you go to the next slide?

So, in the ABE world... again, our students are coming
in at the basic education level, some of the lower levels.

In our Math they're... let's see, they're... so, the bigger
chunk are starting out in the Math 50 area...

and then in our Reading/Writing... in our Reading/
Writing 61, which would be like the middle level.

I'm going to hand off to Wendy and she's
going to take you through that pathway

and show you how the students move through our levels
and talk a little bit more about the levels themselves.


---Wendy Scheder Black:
Thanks Ginny.  Hi everybody... it's nice to be here. 
Thanks for having us join you today.

I know it's a mix of people, who really know a lot about Adult
Education and some of you who might know a little bit less.

But Ginny presented about our students, some of the demographics,
who we serve, how many people we serve, where we serve them.

But I know that your group would really be interested
in what does our pathway look like, right?

So, we really are... think about Pima College and
the pathway for our learners through our college.

This is that entry spot... this is where people come into
Pima College who really need to develop those basic skills.

So, they're not starting at a 100 level or an even 80 or a 90
level... they're coming into our program really much earlier

skill level than that even.  And so I wanted to present
to you all today what our class levels look like...

because I think it will paint that picture of who
our students are and they're on their way

into many of your college programs.  Next 
slide.  So, you can go back one there.  Yeah.

So, we have classes that we name a 20 and a 30 level. 
These classes are really for our Refugee Education Program.

These are learners who have come to us without maybe even
ever having attended any school in their home country.

They may have come from refugee camps
for their lifetimes until they arrive here.

So, these are learners who not only need to learn English,
but they aren't literate in their own home language,

and they're not familiar with school.  So, these are really great
classes, where they're all at 29th Street where we work really...

we work really closely with our students to create a learning
community, to create a sense of safety and belonging...

and to really help them gain those foundational English
skills and foundational... really... educational skills.

So, as they build those skills, they move forward 
into the next levels.   Go to the next slide.

We cluster these together, a level 40 and a level 50... we're
really looking at a beginning level English language learner

or a beginning... actually our 40's are really just for ESOL students
and our 50's are the beginning level for our ABE students.

These are beginning level students for English
and think about some of those foundational skills

that you might see in adult learners in Math, Reading and Writing.
So, this might be the level where people start in a Math class,

where they're strengthening their basic numeracy skills,
right... and so, these are kind of our foundational levels

for our Adult Education students in our program...
but I want to also emphasize that we are working on

these basic skills and we mean Reading, Writing,
Math, English Language skills, Digital Literacy skills,

but also Workforce Preparation skills... our program
really defines itself as a Career Pathways Program.

We are helping people build their skills to help
them progress and transition into Pima College

to get more education or career training... and to then
move into employment and family sustaining careers.

That's really our goal.  That's what our funders want to
see us do.  And so I'm going to share a little bit more

about how we do that... but I can say, at our at
our foundational skill level 40 and 50 classes,

we are already building in Workforce Readiness skills.
That's things around time management, communication skills,

team building skills... things like that that
are essential for success in the workplace.

And as we go to the next slide and progress
up the levels, we see 61 and then 71/72.

Our Math... highest level of Math classes...
are built into... are broken into 2 levels, 71/72.

But looking at 61 and 71/72... these are
intermediate up into advanced levels.

So, for ESOL,  [clears throat]  that's an intermediate English language
learner at 61... and moving into advanced levels at 71/72.

Students at those levels are really getting ready
to transition into college level coursework.

That's what we're helping build those skills in... and so, in these
61 and 71/72 levels, they also have an additional feature.

They are also what we call Integrated
Education and Training programs or IET's.

And I really want to make sure that that language
is introduced here, because that's something

that's a real driver and a really important
part of what we do in Adult Education.

And in these levels, our students begin to have
contextualized learning around 3 primary sectors...

in our region and in our local plan, these are identified
as priority employment sectors in our workforce...

Health, Business, and IT and Applied Technologies.

So, in all of this level of learning, students are getting
career contextualized work in one of these three sectors.

We also have access to career training,
which I'm going to show you on the next slide.

Can you... almost next slide?

The other thing that lives in this zone is what we have...
Ginny mentioned before... is our IBEST programs.

Students at a 71/72 level are really ready, with support,
to transition into college level programming.

So, our IBEST programs have been partnering with,
for example, our IT Support Tech Certificate,

where we co-teach, we co-plan, and we're integrated
directly into that certificate program.

And this is the skill level that our students are at
to be able to participate in those programs.

And I want to mention that this level you're looking at,
71/72, is about 10% of our learning population.

So, that highest level is a very low
percentage of the total number we serve...

and Ginny kind of showed that 
in an earlier slide.  Next slide.

So, let me tell you a little bit more
about what I mean by IET.

Now this is something that comes from our world
of Adult Basic Education on a national level...

and it's defined as any programming within
Adult Education that includes 3 things...

It includes career contextualized basic skills. what
I said... the Reading, Writing, Math, English, Digital Skills...

it includes Workforce Preparation, which I also mentioned
earlier... but it also needs to include Workforce Training.

Now, if you think about IBEST... IBEST is a model
that includes all those 3 things... all those skills,

the Workforce Prep and the Career Training is the Certificate
Program the students are enrolled in at Pima College...

but because it's only 10% of our total learning
population, we knew that we needed to bring IET's

and access to workforce training to some of
those earlier skill levels, not just the 71 and 72.

So, what we did was we actually have taken
all of our intermediate and advanced classes

and created IET's in those classes.

So, if you go to the next slide, you can see a clearer depiction
of what we mean when we say we're career pathways program.

So, our 61's and 71's are those pre-IET.... they all include training
like OSHA 10, like CPR First Aid, that we've been delivering

through partnership with PSESI... Google Applied Digital Skills
is integrated into all of those 61 and 71 classes, ESOL and ABE.

The training is free for students and I'll tell you,
we've been doing this now for several years...

we get lots of great feedback... the students
really value this career training access.

And we have just added up the years we've
been working with PSESI and gotten to

just over 400 students have been trained in
CPR and first aid through that partnership.

So, that is just an amazing, amazing benefit to the
students in these pre-IET's and a shout out to PSESI.

The next level is what we're just sort of reinventing...
in past years we had a Math bridge program,

many of you might remember that... but we've
been developing a new model of bridge

that's connected to career sectors... and the one
that we are running right now is a health bridge

in partnership with the Nursing department...
where students in our English Language program,

who are interested in pursuing Health Careers can
 join this bridge class held at the center of excellence

at West Campus, where they get BLS training and
the HRP 100 is integrated into their English class.

So, it's that step a little bit further toward that career
training and Pima College Certificate Programs

through this bridge model.  This is an area we are
really excited to be expanding this coming year.

So, you're going to hear more about new models
of bridge coming your way in the coming months.

And the next step in that career pathway is
IBEST... and we've talked a little bit about that,

where our students are actually co-enrolled in that
Career Training Certificate Program here at the college.

So, you can see where we're really intentionally
building into our Adult Education Program,

very clear steps along a career pathway,
where students can explore what's available,

and then take steps toward a
specific health sector direction.

So, if you go to the next slide, I'm going to begin to
wrap up here with 2 more things I want to share.

One is this really powerful number that I want to
make sure everybody here gets a chance to see...

that we worked with STAR to get this data and, you
know, over the last 5 years we've seen students,

who have at some point in time
been enrolled in Adult Basic Education.

They have earned over 15,000
credits here at Pima College.

Some of those students we know about... they're
in those IBS programs... we've transitioned them.

we work closely with them... but some of them we
don't know... they kind of, you know, get what they need

out of our program and they move on into Pima College
and there they are... students earning credits at the college.

So, that is really exciting and we're looking
forward to understanding a little more.

Kelly, I know we're on our last slide here, so let me
just share the last one, which is just a snapshot,

if you can move to the next slide.

This is a snapshot of a student, who was in our English
classes, moved into a health bridge in the spring,

and then, she just started her Medical Billing
and Coding 2 weeks ago at the college.

So, that is just a great way to wrap up what we're
talking about... but that's what we're here to do.

That's what we're building.  And I appreciate
all the collaboration that we have

with so many of you here in the room... and
look forward to more of it in the year to come.


---Kelly O'Keefe:
Yeah.  Thank you so much, Wendy and Ginny... and
AVC Abens, for being here and presenting for us 

about Adult Basic Ed... I'm sure a lot of us found
what you were presenting today very interesting

because we don't always get that
information.  So, thank you so much.

and what a surprise to see Medical Billing and
Coding as your student here.  [laughing]


---Wendy Scheder Black:
Yeah, there's there's more of them
transitioning into programs...

We just happen to know about this student.


---Kelly O'Keefe:
That's great.


---Wendy Scheder Black:
So, thanks for the time, Kelly...


---Kelly O'Keefe:
That's awesome.


---Wendy Scheder Black:
and we appreciate it.


---Ginny Seltenright:
Thanks so much for having us.


---Kelly O'Keefe:
Thank you.  All right, so we're going to go
ahead and move along with our agenda...

and next, is Dr. Richmond available or Gayle Bell?

Okay... I'm not seeing either on the participant list here,
so we're going to go ahead and skip that for now.

But just as a quick reminder to everyone,
the SENSE report, or the SENSE survey rather,

is going to be coming out shortly to... new to
Pima students... and we're just hoping that

you will remind students that might be getting
these emails, to complete those surveys,

because of its importance to how the college
moves forward with our new students.

Next we have Dr. Jeff Thies... and Dr. Thies will be
presenting on the academic calendar for 2028-29.


---Dr. Jeff Thies:
Great.  Thank you, Kelly.  Appreciate the
opportunity to provide an encore presentation.

For those of you that were it, live and
in person on May 1st back in the spring.

A lot of this information will be repeat,
but that doesn't mean it's a bad thing.

Perhaps you had time to think about it over the summer...
we'd really like to make sure we get faculty feedback...

there will be a survey on the last tab.

So in general, the academic calendar
is a committee that meets every year...

and we tend to start early in the fall, looking
at the academic calendar for 3 years out...

so, '26/'27 and '27/'28 have already been
approved and put into the systems.

Last year we were looking at '28/'29... and given the
work that was being done with the 8-week model,

the discussion of the potential for a fall break,
added to the meticulous work that that team does

with respect to taking the actual calendar...
looking at all of our parts of terms,

looking at when holidays exist, and also making
sure we meet some of our internal policies,

one with respect to financial aid and others with
respect to seat time.  Next slide please, Dennis.

So, our typical process last fall led us to
2 conclusions, which it typically does...

it was... should we start on Thursday the 24th,
or should we start on Monday the 21st?

Those tend to be the 2
most popular start days.

The reason we do not start on the same
day of the week every academic year,

is because we are trying to maximize
what's in the table to the right.

If you look at the table to the right,
you'll notice a few things.

There isn't a 14-week because we were
planning this with the assumption that 14-week

would be very minimal, if it existed, by '28/'29 based on
the 8-week work that was being discussed last fall.

So, we really took a hard look
at 8-week 1 and 8-week 2,

which if you're looking at the table, you'll
see the highlighted blues and yellows.

The challenging days and times or dates lead
to uneven 8-week 1 for the Monday only classes,

or for the Monday/Wednesday and Tuesday/Thursday.

If I'm teaching an 8-week that meets on Monday/Wednesday,
I would only end up with 15 days, instead of 16.

And if I was doing a Tuesday/Thursday,
I would actually be picking up that next day.

And I know some of you are thinking, why don't you just move
the day 1 or the other... and then that solves that problem.

It doesn't, unfortunately... a lot of bright minds are
at the... at the spreadsheet moving things around

as best we can, to figure out
how this can all work.

So, you can see the other piece... we wanted to make sure
that 5-week is... we do have some 5-week programs

that run a 5-week model.  We always want to make sure they
maximize their days as well... so, you see those after the 16. 

So, what's in green next to the FA is Financial Aid...
we met our 49% mark that we need for 8-week 1...

8-week 1 essentially has to be 49%
of the total days of the fall semester.

And so, that's one of the things
we're always looking to do as well.

The other piece that's a bit of a challenge in the
fall, that we don't see in the spring is the fact that

Veterans Day switches every year, right... it's not
always a Friday or it's not always a Monday...

and then this particular year it happens to be a Friday... and
in that 5-week 3, you'll notice that there's only 4 Fridays

as a result of that... and things
get a little worse on the next slide.

But in general we're looking for a clean slate. We do have
a clean 16 this fall, but the 8-week is a bit off-kilter...

which implies that what has to happen is... then your 
actual seat time... if you're in an... a fully in-person class,

your seat time has to be adjusted, right?  Because
you're only meeting 15 days instead of 16 days.

So, we have to make sure that the schedule 
makes that adjustment for seat time.

Doesn't mean we try and, you know, put in a 16th day, because
that means we have to add a 17th day everywhere else.

So, this is what a fall break would...
or a no fall break, Thursday start...

similar to what we did this year would
look like in '28/'29.  Next slide please.

Similarly, I said we would look at
August 21st meet, starting on a Monday.

Same thing... our upper right, we have the Financial Aid
taken care of, if we start in this particular space...

8-week 1,  8-week 2, and 16 are cleanish... I say "ish," only because,
if you are teaching a 16-week you would have an extra day...

that's not always necessarily a bad thing when you're
teaching... but it is one of the things you have to think about

when you are teaching maybe a
Monday/Wednesday and a Tuesday/Thursday.

So, the really critical One here is what happens to that 5-week 3,
Friday only... if you were teaching a Friday only class

and you were teaching a 5-week class, this essentially
guarantees that it's going to have to be a hybrid...

because you're only going to be able to meet 3 Fridays,
because of when we start... and because Veterans Day

gets kicked to the third 5-weeks with this start 
date, you end up with a Friday off for Veterans,

a Friday off for Thanksgiving, and there's 
only 3 other Fridays before we have to end.

If we go to the next Friday at the end,
that would put a lot of you into winter break,

probably like around the 21st, 23rd... which 
is not what we're looking to do either.

So, pros and cons on the left.... we've, you know, 
heard from both in this this particular space.

Typically, in a regular year, this would be the
end of our conversation.  We'd get feedback.

Our academic calendar committee would then let 
the Provost know... here's our recommendation.

And even our team was split, like... is it better to go on Monday,
August 21st, or wait and start on Thursday August 24th?

The August 24th aligns better with U of A. So that's
always, you know, in the back of some people's minds...

and the August 21st has a cleaner 8-week and 16-week
model... but that challenging 5-week 3 for Friday.

So, let's talk about the question that
was asked earlier.  Next slide please.

We couldn't finish without introducing
a fall break.  So, in general... next slide.

The pros and cons and there's others
that may be very specific to your space,

but these are the general pros
and cons across the board.

If we are a predominantly 8-week model...
so, 8-week and 8-week is about 80% of our CRNs.

Having that break in between a first 8-week and a second
8-week not only supports the mental health for our students,

but also our faculty and staff... and secondarily, it also
supports us being able to move students, support students,

and ensure that students have met prerequisite
requirements to continue into 8-week 2,

which we currently can't do in the fall
because there's not enough time.

So, example is... if I take College Algebra
in the first 8-week and don't pass it,

but I'm scheduled to take Trigonometry in the
second 8-weeks, there is no system in which

that automatic drop for me, the student, happens...
so, I am in that Trig course in the second 8-weeks,

until I have a conversation, which means typically,
if a faculty catches it conversation happens...

if the student doesn't think through.
So that's... those are some of the pros.

The cons... we don't want to push it any further into winter break.
So that means we have to start earlier... about a week earlier.

And the previous summer, summer '28 ends on the 10th.
So, starting it earlier means, summer ends as fall begins

with this fall break... so, one of the things there is, we
would have to significantly reduce the number of CRNs

that use those, what I call, the last 2 weeks of summer, right...
so, they're listed there... 10-week, 8-week 2, and 5-week 2. 

8-week 2, not a whole lot of reason why 8-week 
2 is used over 8-week 1, they don't pair in the summer...

so, not as big there... the 10-week
and the 5-week 2 are the big ones

because we know that there are some scenarios
where a 5-week 1 and a 5-week 2 pair well together,

especially if you're in like Aviation where
that's actually part of the full 5-week model.

And then, the other piece I mentioned earlier is...
if we start before even the 21st, the potential to lose

what we would call those courses for transfer students
that tend to come from the University of Arizona.

General, kind of, acknowledgements of some pros
and cons if we were to implement a fall break.

So, let's revisit what happens on Monday and Thursday, 
those previous 2 with a fall break.  Next slide, please.

So, here's the Monday, August 14th.
Couple of unique things about this...

it's a pretty, you know, just like it was before... starting
on Monday, this fall... the fall that we're discussing...

fall of '28... Monday's the cleanest, as far as you all
having the exact amount of course days you expect

in the part of term... i.e. 8, 16, and 5. 
There are a couple caveats on that Friday...

Interestingly, the way we were able to keep that  as clean
as possible is, the break is actually a split week break...

It's still a full week, but we would actually end on Tuesday,
8-week 1, start a break on Wednesday the 11th, 

and then start 8-week 2 on Wednesday the 18th... so, it's still
a full week, it's just not your typical spring break full week. 

Some back and forth, you know, that helps with...
kind of half-helps with people that have perhaps kids

that are in the K-12's that have a mi... there's no way we can
match what K-12 does cuz some of them have 2 weeks,

some of them have 1 week, some start so early their fall
break is probably now or within the next couple of weeks... 

so, things to think about there.

So, the other big one is in blue and that is the fact that currently
in the employee handbook a 9-month faculty contract...

the start day, which is your first day of
accountability, typically before All College Day... 

until the last day of your days of accountability, which is
graduation... the amount of contract days does not change...

it's just the time that it's spread, right... from beginning to
end, would now be 205 days on this particular schedule...

and in the employee handbook, it
says that it should not exceed 203.

So, that would be something that would have to
change if we were to go with this particular model.

It is the cleaner of the 2 except for those
2 things... it has a tough Friday in 5-week 3,

and it has that employee... the number of
contract days going from 203 to 205.

And the other option, Thursday... next slide, please.
Oh, yeah, sorry... I forgot, we got these slides for these.

So, accountability days will look like this...
if you went with that Monday, August 14th.

You'd have 2 prep days, that's pretty
standard... and All College Day.

You'd start... you'd have that fall break kind of in that
middle.  You'd have 80 days of classroom time.

The fall would end, and then
you'd have 2 days to grade.

That part is pretty standard... that's with us 
having an All College Day on Friday, August 11th.

Now, next slide.

All right... so, here's how Thursday looks... some things that are
better.... I mean, I don't know, better or worse, maybe just different.

The fall break is the standard week, right... so, 
you have the week off, Monday through Friday...

the backend Saturday through that Friday... 
and it has the very same spread... gotcha, Kelly...

7's and 9's... 9's and 7's... it doesn't have the 203 to 205
challenge... but does have the... if I'm in a lot of 8-weeks

or 8-week 1 and 8-week 2, that split of 15 and 17,
instead of everything being 16 is a bit of a challenge.

Next slide, please.

All College Day would move to a Monday... that would
accommodate you still having 2 grading days at the end.

2 prep days... we'd start on the 17th... you'd
have a week, 79 days of classroom time,

which is the number we typically go for, 79...
sometimes it's 80... fall ends, and then 2 grading days.

And the last slide.

So, the committee wants to receive and review
all feedback from the faculty on September 15th.

When we sent out the survey in May, we did not
get a large end... we got a very, very small end.

And so, this is our second attempt to ask all of you
to give us your feedback on what you think is best...

using the survey that will be on the last slide.

We'll present those 2 options, and pros
and cons, to the Provost on the 17th...

and then, submit the final decision for... as an
 informational item, to the October Board meeting...

and that would be due on September 24th.

So, that's our next steps as a committee and in working with
the Provost team and getting things into the October Board.

Keep in mind, we want to start working on '29/'30 now and
we want to make sure we close the door on '28/'29 first.

And you can just put that next slide up
for me, Dennis... and that's the survey...

and when this gets linked out, that's a live survey link...
you can just give us your feedback on both concepts....

Monday, Thursday better... fall break, no fall break.
We'd love to hear what you have to think.


---Kelly O'Keefe:
Thank you.  Ian, go ahead.


---Dr. Ian Roark:
Yeah, just to reiterate... the Monday start with a fall
break, which would require the 9-month contract

to move from 203 to 205 days, does
not change the days of accountability.

So, just to make sure that everybody knows... I'm sure that
most caught that, but just be aware that it does not change...


---Dr. Jeff Thies:
169 stays 169.  We're not... we're not adding days to
your days of accountability.  Thank you Provost Roark.


---Kelly O'Keefe:
Great... thank you.  So, please click on that survey so you
can offer your feedback... we're always asking for faculty

involvement and contributions from faculty 
on college-wide initiatives and changes.

So, this is your opportunity... so, please make sure that you
complete that survey and all of the surveys that you're receiving...

I know there's a lot of them.

So, moving forward, we have former President of faculty senate,
Rita Lennon, to present on the full-time faculty definition.


---Rita Lennon:
Former... former President  [laughs]  to be exact.
Sorry.  Hello... and thank you Dr. Grim O'Keefe.

Although if there were a vote for that today, I think it
should be O'Keefe Grim.  Just saying... just saying.

Senators... as you may recall, AERC leadership convened
a group of AERC faculty members, senate officers,

and administrators to a summit in
July of 2025... a year ago, July.

So, in that summit, the overarching goals were to refine
practices for consistency and reviewing policy carefully

for today's Pima Community College.

We had some major areas of focus...
I'll try to run through this list pretty quickly.

we talked about... we weren't making decisions about
them, but we were talking about contract relationships

and the roles of the full-time
faculty member on campus.

We talked about things like online versus 
in-person teaching, and should there be a balance?

Should it be a division-based balance?
Should it be a college-wide decision?

Presence on campus was discussed.
What is the faculty role in campus culture?

How to balance teaching and responsibilities?

And yes, we are all on the same slide. I promise...
[laughs]  I'll get to the next slide here in a second.

Presence on campus... I already talked about... days of 
accountability, office hours, grading days, service to a college,

compensation for non-teaching for additional
projects, supplemental assignments.

This was a big one, curriculum versus course
development versus course maintenance...

and how we all get paid for that and if that should
be a division decision or a college wide decision...

and the faculty workload creep.  Next slide, please.
[laughs]  That was a big introduction, I'm sorry.

So, our first goal was to define the full-time faculty's role.
We began by identifying and compiling current policy,

faculty workbooks, online statements, the
TLC Teaching Competencies, hiring templates,

faculty evaluations, and the faculty leadership toolkit.
We then agreed that we were to define the role,

and we weren't trying to replace
policy or to negotiate expectations.

Once we had a workable draft, we sent it to senators
and the faculty for feedback.  Next slide, please.

I'm going to have you go ahead
and advance one more slide, please.

So, using the feedback that's appearing here
on your screen... the draft was redeveloped

and now creates a shared definition for full-time 
instructional faculty... it documents the work

that extends beyond the classroom and provides a
framework for future discussions.  Next slide please.

So, what I'm here to do today
is to ask for your endorsement.

If you do need the link to the actual proposed
full-time faculty... oh, that's a lot, definition.

I can put that in the link... um, I'm sorry... I can put that in chat,
but I don't know if everyone, Kelly, will have access to it.

So, maybe if one of you all do it, I think that
that would be a better, cleaner way to do it.

But that completes my... 
my presentation. Thank you.


---Kelly O'Keefe:
Excellent.  Thank you.  Do we have any questions or comments
for Rita or any of us that were on that committee?

Okay... please go ahead and complete
that as well.  Okay, so um...

okay, you're welcome, Makyla. We're happy to
keep that going...  [chuckles]  so, moving along...

thank you so much, Rita... we have, Emily Halvorson-
Otts... and I almost made you a doctor already...

got a [unintelligible comment]  couple weeks, I think,
right?  Almost.  [unintelligible comment]  [laughs]

So, Emily is going to go ahead and
report on the DFC Handbook,

the standard operating procedures
for the LMS, and on-campus presence.


---Emily Halvorson-Otts:
Yes... and Michael Amick will also support the SOP one.  So,
I just wanted to close the loop on the DFC handbook updates.

And, if we could go to the
next slide that would be fabulous.

So, in November 7th I brought DFC updates to faculty senate...
and we had started working on the DFC appendices.

originally that deadline was in December 1st as we started
them earlier in October with the... possibly September...

with... within the Deans and DFC's...
but we needed more time...

so, some of the appendices continued
to come in throughout the spring.

the handbook was then approved by the Provost in June,
and it says, soon will be posted on the teaching resources

MyPima page under "shared governance" and "getting involved"...
and in fact it's been submitted to be posted there

as a reference document for all of you now.  It's just going
through the approval processes that needs to happen.

So, I just believe that's actually my
entire presentation on that.  It's truly just...

Oh, wait.  No, there's one more
slide... so, next slide, please.

So, please again, review the handbook... ensure
your DFC has an appendix... and if it is needed,

please again, use that template to create your
DFC appendix, just in case one is missing.

And if you do, there's the folder where
they were submitted and then email it to

Diana Morris-Murphy and myself, and we will make 
sure it gets uploaded to the current version.

So, with that, that is my quick update... I'm
just closing the loop on the DFC handbook.

So, are there any questions on that?

We can transition to the SOP for the LMS.

All right.  So, I believe it was last March...
I presented on the SOP for the LMS...

and at the time, I spoke about some goals...
and these goals are still very much relevant.

So, the first goal that the SOP for the LMS...
again, our Learning Management System...

is connected to what was the Chancellor's goal, number one at
the time... and it's now still going to be a Chancellor's goal,

which is growing enrollment and improving student
persistence... and as we think about this goal,

it is really about how we connect to the students 
through this active of D2L grade book usage,

ensuring there's calendars and deadlines and
expectations... so, providing that framework 

to support a student as well as the information that they
need... so that they are aware of how they are doing. 

So, and that in connects to the next
goal.... so, the next slide as well.

So, last year's goal was using student success
data to identify instructional strategies

and course-level interventions... and finalize and continuing
evidence-based teaching and learning competencies. 

And while that was technically a cabinet goal for last year...
to me, this is something that should just be embedded

in how we work and operate operate.  So, we should
constantly be using that student success data.

And the goal again is, this fall that we are using
active grade book... active D2L grade books...

so that we have leading indicators of our student success metrics...
that in conjunction with attendance taking metrics,

so that we can identify students that are struggling 
before it's too late... so that we can intervene...

and making that again, just
part of the ways that we work.

And one of the ways we do that, is by creating this SOP for the
LMS.  And with that, I'm going to turn over to Michael Amick.


---Michael Amick:
Thank you so much... go ahead to the next slide.

So again, a reminder of some of the wise and Emily doing
a great job of sharing why we're advocating for this.

And some of that is also included in the SOP... not only
providing clarity for faculty about what the expectations are..

and how to go about them... also again, more
information about what our students are sharing with us

as to how this helps them towards their
clarity of how they're doing, where they're at,

and especially, with multiple courses, coordinating
where they're at and what they need to do.

And one of the aspects of this now is... getting towards that
goal of utilizing the LMS in all of the modalities that we offer...

and so, we can keep going to the next slide.

And so, as Emily was mentioned, this was shared with
faculty senate last year... and over the course of last year

it was brought to faculty senate officers, the faculty senate,
the distance education committee helped structure this...

AERC faculty, the Deans and the Provost Leadership
Team... so that we could have a fully vetted information

of what to bring into the SOP... after the March Senate
meeting, it was released to faculty to capture feedback...

and mostly Emily, Kate, and I spent the summer going
through all of those comments and incorporating

very helpful feedback to provide, as clear as possible,
the expectations and to address specifics where needed

for ultimate clarity... and so, that document
that's listed there in that link will reflect

how each of those comments were resolved and
in what way.  You can keep going to the next one.

And I'm trying to catch up on my...
okay, so the SOP has been finalized.

It will be posted in the Academic Affairs MyPima area...
and so please, start using the SOP to know how to...

what the expectations are... and for, you know,
across all modalities it has some base aspects

that are already present, like Emily said... that for 
example... that the syllabus is there, simple syllabus...

the grade book is utilized as a tool in your course...
any announcements that you may have is placed there,

it's considered best practice to indicate how you're going
to use the LMS... like, I'll be placing my PowerPoint here

after it's presented and putting in timely grades.   Also, the
expectations about ADA compliance is listed there as well.

And so, ultimately again, this is what our students
have been sharing with us... that they'll even have

conversations like... oh, wow... for example, 
Dr. O'Keefe, I love how everything is in there...

and then, I have another instructor where it's just not as
complete... or they're trying to rely on their Pulse app,

that gives them notifications or has the calendar
of when things are due... and they can't rely on that

if we're not unified in our utilization.
So, thank you for all of your feedback

and helping us bring this into place,
so we can go forward with its use.

And that's all.


---Kelly O'Keefe:
Okay... does anyone have any questions...


---Michael Amick:
Absolutely.


---Kelly O'Keefe:
in regards to the SOP for the LMS?

Okay... it's awfully quiet.  That's okay.

We have one more coming from our Acting Vice Provost
of Academic Affairs on an on-campus presence...

just a quick report, right?


---Emily Halvorson-Otts:
Yes, a quick report... and I don't have a presentation
because this is really been a conversation...

and so, the Deans and I have started
discussing faculty on-campus presence...

mostly because we miss
seeing faculty on Campus.

We see a lot of you... and we're seeing
some of you we do not see very often.

And so, we want to create a much
more vibrant campus community.

We want our students to be
able to connect with you.

In fact, I have a Gallup poll that just came out 
this week that talks about how Gen Z students...

and we have some of those Gen Z students.

It's survey shows how human connection to school
drives engagement and future readiness.

The report says that students who feel
engaged, supported, and connected at school

are more than 5 times as likely as their least engaged
peers, to look forward to school most days,

that's 75 to 14%... they're also more likely to be thriving today,
73% of them, and to feel prepared for their future, 81%.

And that is through those human connections...
it is everything, from when I get and walk around,

to saying hello and helping a student... hey, just saying
hi to them... that helps increase their students...

their sense of belonging, their desire to be here.
Asking them where they... if they need help, right?

It's also the ability for us to all connect with one
another and engage in critical vital conversations.

We all know that sitting here... this is a really 
convenient way to bring all of us together

across the many campuses... but we also know
there is such a vibrancy when we are in-person

and near each other... and being able
to connect in a very different way.

I can also tell you, in my previous office I had faculty, who
would come to me and say... Emily, I miss my colleagues...

I'm not seeing some of them... so, we really want to see
more of our campus colleague... our faculty on our campuses.

So, we're discussing on-campus presence... we are
looking to increase engagement on on-campus.

And my light went out and that's
why I flick my arm like that.  [chuckles]

And so, we're discussing increasing on-campus
engagement in the spring... that's the projected timeline.

We know we have things to work out, because of different
ways of teaching... and at the same time, the policy says

instructional faculty... it doesn't distinguish by
what modality, it just says instructional faculty,

should be on a campus or a campus site for
29 hours... we're not going to be monitoring

and walking around with a checkboard... like,
where are you?  But we want to be seeing you.

And to me, a campus site is also your dual enrollment
locations for your additional location visits.

That's part of this work that's so vital... it's... some of you do
your student office hours in places that are learning centers.

To me, that also counts.  So, it's not meant to 
be... you have to be seated in your office...

it is being part of the campus community.  And 
so, the Deans and I have started discussing that...

so that we all have the same consistent message and
that you're hearing the same thing from us as well.

And we will start to bring it out
to all of you very soon.


---Kelly O'Keefe:
Dr. Roark, go ahead.


---Dr. Ian Roark:
Yeah... thank you.  Thank you, Emily, and thank you to those of
you who have been talking with me about this particular issue.

All I would add is... if you please review the PCCEA
linked report to the faculty senate agenda.

This was a really great conversation that we had with
PCCEA leaders that I think gives some further context

through the working conditions components of that...
and you know, it is likely that we will be looking at that

part of the employee handbook through AERC 
during the course of this academic year.

And one of the things that I... you know, told the 
PCCEA colleagues in the room was that we really

also want to use it to broaden the opportunity 
around that section that lists mandatory committee

participation and task force... like, there should 
be other things added to that list that will also

then, right... be adjacent to the number of hours 
on campus... so that, you know, there there are

lots of different things that we can do together 
as academics to make the campus life more vibrant...

and then, those things should all be counting towards the,
you know... the on-campus engagement requirements.

So that it's more than just an arbitrary number... it really is
about the spirit of what we're trying to accomplish with this,

which is, right... to have a vibrant campus culture,
we need...we need people... we need people on campuses

and engaging with each other
and engaging with our students.

So, thank you Emily for your report and I just wanted to
kind of draw attention to that PCCEA component as well.

So, thank you President O'Keefe... thank you.


---Kelly O'Keefe:
Thank you... and just want to bring this all back together...
you know, we were talking about, with just Rita,

we were just talking about the definition of full-time faculty,
right... and then, now we're talking about campus presence.

And so, the definition that we came up with was really...
the driving force to bring all of this together...

and like Rita said... the hours of 29 hours on-campus
although it is in policy is something that we all discussed,

and have been looking at...and this is simply
a conversation right now, that's being had.

So, it's not something to, you know,
get too upset about or worried about,

but we do want you, you know...
you to be part of the conversation.

So, if you have some concerns or questions
about it, please make sure that we know them...

and we can make sure to
get those answered.  Okay.

We're going to go ahead and move on if there's nothing
else.  Does anyone else have any questions?


---Emily Halvorson-Otts:
I do see a question in the chat.


---Kelly O'Keefe:
Oh, okay.


---Dennis Just:
Yeah. Sarah Robinson has written... what about
full-time instructors who only teach online?

Will they be on-campus as well?
Has that been part of the conversation?


---Emily Halvorson-Otts:
So, yes, it has been part of the conversation.
We also, as the Provost spoke to, right...

we're also going to be engaging AERC around the conversation...
and again, the policy says instructional faculty

it doesn't say instructional faculty "except for"...
it just says instructional faculty...

and we want all faculty to be part of our campus
communities... to make it a vibrant space

for all of us and our students... so
yes, it is part of this conversation.

There just hasn't been a... how are we going to...
how are we going to do that, right?

Because it is a much larger conversation than just the Deans
and I... there's something there that we've started engaging in.


---Kelly O'Keefe:
Thank you, Emily.  And Lisa, I see
you've got your hand up.  Go ahead.


---Lisa Werner:
Right... yeah... so, a couple of the PimaOnline
faculty, who teach completely online,

have brought up to me that they... that the
PimaOnline is also defined as a campus.

So that then, from at least that point of view, would mean 
that those people, as long as they're, you know,

29 hours a week actively involved in their online teaching,
which of course, everybody does way more than that...

that that would fulfill that... and so, I just
wanted to bring that out, put that out there...

you know, any comments
of course, welcome.


---Dr. Ian Roark:
President O'Keefe, would you would...
would you mind if I just make a brief remark?


---Kelly O'Keefe:
Absolutely.  Please do.


---Dr. Ian Roark:
Yeah, so... Lisa and all... that will be a continued part of the
conversation... and why I think it needs to go to AERC.

And you know, in talking with a number of individuals,
including Michael Amick and also legal, right... it...

the policy is developed in the context of a specific site...
and that's why we want to have the conversation,

because the policy was developed long before, you know,
online was at the level that it is for our students...

and long before the... you know, the pandemic and also,
right... that's why Go... the we... the... to me the number 29

was developed in a context that's also not current...
so, that's why the conversations do need to continue
 
because there's a lot of moving pieces on it...
and why the AERC component is important.

and we should all be looking for ways that we can be
involved in-person as a part of our vibrant campus culture.


---Kelly O'Keefe:
Excellent... thank you.  And I think I heard the chat box
going off, but I'm not sure if there's a question or not.


---Emily Halvorson-Otts:
Just a thank you for my...
for me responding to a question.


---Kelly O'Keefe:
[laughing]  And I see that Tammy Dew, one of
the HIT adjunct faculty, mentioned how Emily...

found her on campus looking for the division meeting at
All Faculty Day last year and walked her directly to the room,

and how wonderful that was.  So, just little things like that
I'm sure, are not so... they're wonderful for students of course,

but they're also wonderful for our new faculty joining...
joining the college as well... and other staff.

Okay, we did the online question and then...
okay... maybe policy... yeah... and you know...

that's... that's something that of course is going to
be brought to AERC and review of the policy...

so, thank you all for your comments and questions... and we're
going to go ahead and move on to our next presentation.

Thank you both Emily and Dr. Roark, for
speaking to those items... and Michael Amick.

So, Dr. Elliot Mead and Dr. Josie Milliken are going to be
presenting on the curriculum integration of digital learning and AI.


---Josie Milliken:
Hello everyone and good afternoon.  You saw me a lot in
the spring, and I came to faculty senate several times,

each of which, I think, one was on academic integrity,
and the rest were on our digital fluency framework.

And you might remember that the... one of the
Chancellor's Cabinet goals for 2025/2026 was related to

finalizing and commencing a digital fluency framework...
and one piece of that was to integrate AI and Cyber Security

into all relevant programs for implementation in the fall of 2026.
And then earlier today, you heard the Provost speak about

a Chancellor's goal also related to digital fluency,
to build upon the work that was done last year.

It's really hard to believe that it was 4 years ago... it was
November of 2022 when that version of Chat GPT

was released publicly... and it really changed so much.  And so,
I'm grateful that we are actually formalizing this work

so that we can address the changes that have
come about with AI and with Cyber Security,

and the skills that we know are needed to be
successful in career and life and academics.

So, the piece that Dr. Elliot Mead and I are here today
to speak about is that AI and Cyber Security piece...

and since the spring, we've been working in various ways to
develop some AI and cyber security domains and competencies

to give us a shared common framework
when we're working with curriculum.

So from here, I'm going to turn it over to Dr. Elliot Mead,
who's been heavily involved in shaping this work.


---Elliot Mead:
Yeah, thank you... is there a document that we can pull up?
I'm realizing, I don't have anything on my iPad, 

so I can't share the competencies in particular... but,
yeah... just moving off of what Dr. Milliken said...

this was an ongoing project, of course, to develop these
competencies and then get a wealth of feedback.

So, the compet... the competencies themselves were
developed originally around just kind of reviewing

these national... kind, national and international frameworks...
anything from UNESCO, Achieve the Dream, and EDUCAUSE,

kind of, large major, you know... educational organizations
like that... and then, since then, they have been looked at,

reviewed by our committee, as well as by you guys...
and we've also sought different rounds of feedback.

So, I'm just going to read off a little list that I have here
of just the the the kind of multiple rounds of feedback

that we've gotten... survey responses to community
workforce surveys, faculty surveys, student surveys. 

We did a survey through faculty senate as well... and two
focus groups... and another community workforce group.

So, lots of input, and again, that community outreach... because
not only are we thinking about our students and our classes here,

of course, but thinking about how these...
the things that we're doing in our classes

and the things that our students are learning 
are of course translating out into, you know,

the workforce... and are filling needs
that the workforce is seeing right now.

So, we met and we incorporated that feedback in what
is the final, final draft... there were many of them.

You see some of them just in the... in the
screen share, right now in the tabs.

And a couple of priorities just to kind of point out that
we ended up making... one is just on the screen there,

you'll see in bold, humanity, right?  One
of the comments that we received a lot of,

and decided to just, kind of, bring into the overarching and
guiding principles, is that humanness... that human element...

and the human interaction with this technology. 
And of course, we really worked to think about

how this... these competencies might apply
across all areas and what might make sense

in a kind of growing capacity and in a changing
capacity, because AI is of course changing so quickly.

So, you'll see that there are some areas where we
move into effective use and AI foundations, right? 

And we feel that there are areas that are
really right now, moving in and using

and thinking about these things with that use capacity...
and you'll also see domains and competencies

that are more around critique and evaluation and things 
like that... and the goal here is... is that even if we're

not actively using it and and saying that we're using
AI in class, we're still thinking about it in some way.

And so, one example might be... I might have my students in a
writing class, for example, they might... I might ask them to

not use it for brainstorming... here's one example... but
think about, you know, the ethical concerns of, you know,

using a technology to brainstorm around critical
thinking, but later on I might ask them to use it

for organizing their thoughts or something like that...
so, just to kind of separate out that notion of

where students use the technology and then
where they think about it, evaluate it, or critique it.

Again, it's kind of framed in that human...
that human technology interaction.

So, not every course... not every you know, program...
will find itself immediately captured in here,

but we do hope that, just through our continued
conversations with both you all students...

all of these focus groups, and thinking about the workforce
too, that this is a good broad place to start with.

Oh gosh, let's see... am I missing anything at this point,
Josie?  I feel like...  [laughs]  the goal is really that we've...

gotten all of this feedback and we are presenting them
here... mainly for, you know, authorization, right?

A notion of support on these... and then again, the goal is
to move forward and think about what support structures

we can put together to actually start really implementing
these things... and providing and getting of course

Pima College to provide us with the
resources to do these at scale in our areas.


---Josie Milliken:
Thank you so much Elliot... and you will see us
again on Data Day, which is September 18th.

And so, one of our asks is... we'd love to get support...
just in using these as a common framework

that will help us to collective... collectively provide
that overarching guidance for conversations

related to outcomes and curriculum... and so, from there,
I think someone created a form... I think it was Jane.

Is there... are there any questions
that we can address?


---Kelly O'Keefe:
Okay. Well, thank you for your presentation
both Dr. Milliken and Dr. Mead.

We do have this ballot that I encourage all senators
to utilize... I've linked it in the chat box also.

And this is to provide an official vote from the Senate
to support the integration of AI and digital fluency

into already existing curriculum.  So, if you would
go ahead and cast your vote and of course,

if you are serving as proxy,
please vote twice.  Jane, go ahead.


---Jane Hall:
Yes, thank you, Kelly... just so you know, the ballot
being presented right now is a former version...

I did update that for Josie's request.
 So, that link is actually in the chat.

So, just wanted to... when you actually click
on the link, it's going to... there you go.

It's been updated.  Just wanted
to clarify that.  Thank you. 


---Kelly O'Keefe:
Excellent... thank you so much.

Okay, and we're heading towards the home run stretch 
here... and we have a few AP/BP's to review.

I'm hoping that we all were given a chance, I know,
before... to review these and submit any

comments or questions to the...
to the email that is provided.

So, is there any questions on BP 1.20?

We do have a couple representatives here to answer 
questions if you have any.  Thank you, Dennis.

Okay... I'm not seeing any questions or hands go up... I know
it's a a slow scroll, but there's not much changed, right?

So, we'll go ahead and move on.
AP 5.15.02.

Okay... no hands or questions
being posted on this one.

It is a little bit longer, but I'm hoping that everyone
had a chance to review these before the meeting.

Makyla, go ahead.


---Makyla Hays:
Sorry, I had some thoughts in the chat that you can read,
but the first one, and the biggest one, is in the handbook...

we don't call it disciplinary action, we call it
corrective action.  So, the language should match.


---Kelly O'Keefe:
Excellent observation... thank you.  Can we make sure
that that gets noted in the notes and minutes, Jane?

And we'll forward those com... that comment...
also in the email.  Thank you so much.

Okay.

And we'll go ahead and move on to AP 9.01.13... and I see,
Makyla, you went ahead and put a couple things in there

in regards to this AP... do you want
to go ahead and speak to those?


---Makyla Hays:
That was what I was thinking.
I was talking to the first time.


---Kelly O'Keefe:
[unintelligible]  Okay.


---Makyla Hays:
I will... we can put this in.


---Kelly O'Keefe:
[unintelligible, laughs]  


---Unknown Male Voice:
We'll get that done.


---Makyla Hays:
Is this out for 21-day comment

or is this... is this being reviewed here
prior to going to 21-day comment?


---Kelly O'Keefe:
My understanding is that it's a 21-day comment.


---Makyla Hays:
Okay.  Then I'll submit it by email as well. 


---Kelly O'Keefe:
Okay.  Wonderful.  Thank you. 

Any other comments or questions about
these in AP/BP's in review?  Yes, David.


---David Parker:
Just a quick note.  I'm going to put the link in the chat to make
it easier to find, but we have added to the main policy page.

So, if you go to the one that talks about where the policies
are... and it's a page that has the BP's, AP's, all the others...

at the top, there's a new paragraph... in that paragraph
is a link to the list of BP's and AP's, that are planned

to be updated during this fiscal year... obviously, it's a plan...
things change... and they're scheduled throughout the year,

but that... that's now a planned schedule that
everybody can look at and see what is on the list.


---Kelly O'Keefe:
Perfect.  Thank you so much, David... and I'll go ahead
and post that on our faculty senate D2L page as well...

so, there's multiple ways to access it.
Thank you.  Okay.

So, we have one last thing on the agenda,
but before we get to the results of our voting...

I do want to bring to your attention some good
news that I did add in the president's report...

but I wanted to make sure that we celebrate
something in the open here at faculty senate.

It was brought to the attention of executive leadership,
that our students from the Marketable Skills Achievement

and Adult Basic Ed areas that are completing their programs
were not invited to commencement in recent years...

and that seemed that it needed to change. 
So, it was suggested that that go to cabinet...

and it was brought to cabinet by our
Provost and voted upon and passed.

So, good news... all of our students from FastTrack Courses,
Workforce, MSA, and Adult Basic Ed will now be getting to

join all the other students in walking across the
stage at commencement.  So... Dr. Roark, yes.


---Dr. Ian Roark:
Yes... thank you for that great news, Kelly... and of course, I had
called Kelly earlier this week to let her know the good news...

she's the one that brought it to me.  So, President O'Keefe,
Dr. O'Keefe, Grim, Kelly...  [laughing]  thank you.


---Kelly O'Keefe:
[laughing]  Whatever


---Dr. Ian Roark:
Yeah... and to all of you, I think... to, you know... and I spoke
with Laurie Kierstead-Joseph, who, as many of you know

is retiring on October 1st and Amanda...
and then, my Provost Leadership Team...

our Provost Leadership Team will be discussing this.

I don't think this would have happened 10 years
ago or 11 years ago when I was brand new

and Workforce Development was one of the stepchildren
at the institution... and the same with adult ed right... like,

we have come so far as a college because of all of you,
frankly, who have been working with Adult Basic Education,

like presented earlier, with Workforce Development.... it's taken
faculty working with these areas that used to be quote,

alternative... and really working with us to to really
make no distinction between who is a student.

For those that know that, when I present nationally
and I talk about this work that we're doing at Pima,

I'll say a learner is a learner, is a learner... it doesn't matter
what modality, doesn't matter what program that they are in...

all of our students are precious and they
deserve equity and equality from all of us.

and you, the faculty, have really stepped up with this respect...
and so, to me it's more than just symbolic that this is happening...

this is a real, real I think feather in the cap for Pima Community
College, in terms of how we're leading the country

on eliminating the distinctions and hierarchicalizing...
dehierarchicalizing students by their chosen educational path.

So, thank you to all of you for making
this... helping make this a reality.


---Kelly O'Keefe:
Yeah, thank you.  Okay.  And now I'm going to turn it
over to Vivian for the results of our 2 official votes.


---Vivian Knight:
Okay. Thank you.  So now, we have a result... and for the first
vote item, which is officer terms.. all the senators have voted.

So, we received 32 votes, with 30 votes in favor 
of moving family senate officer to 2 years term.

We also received 27 votes in favor of keeping 
the current 2026 officers in place for another year

beginning in January 2027.  So, based on the voting
result, we will transition to the new 2-year term structure

for all Senate officers and keep the
current 2026 officers in place for 2027.


---Kelly O'Keefe:
Great.  Thank you.


---Vivian Knight:
You're welcome.  And so, for AI and digital fluency survey that
just conducted earlier... let me double check one more time.

So now, we also... we have 29 votes... with that 29 votes,
there's 26 votes in favor of supporting the integration

of AI and digital fluency into our existing curriculum.

So, that means.


---Kelly O'Keefe:
Perfect.


---Vivian Knight:
Yes, our senators supported
this approach, that's great.


---Kelly O'Keefe:
Okay, thank you so much Vivian.


---Vivian Knight:
You're welcome.

---Kelly O'Keefe:
Wonderful job everybody.  

Thank you all so much for spending the
last couple hours here with faculty senate.

And I hope you have a wonderful 3-day weekend. 
I now adjourn this meeting.  Bye everyone.