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October 7, 2022 Faculty Senate


---Rita Lennon: 
Welcome everybody to our faculty Senate
meeting for October 7th 2022.

I will ask that you begin by introducing yourself 
via chat and don't forget Senators to  

ensure that you are introducing yourself with
your full name and the area that you represent.

And guests please do the same.. 
whichever part of the college you represent .

Okay... well, while that's going on, we'll go ahead and 
move on to our next step here... I'm sorry my... my...  

I have like, you know... all of us do these
days... I have like 3 monitors open 

and I'm trying to find which one it is that I need to work
with... work from... so please give me a moment here.

Just go ahead and keep talking amongst yourselves...
[chuckles]  but like... while I get my stuff open... goodness.

So, the next thing I have on the agenda is...
if there are any calls for open forum.

Not hearing any.

Very good... okay... what I would like to do next 
is to go ahead and do a moment of silence  

for the tragic loss of Dr Thomas Meixner, I 
believe is how his last name is pronounced,

who unfortunately died on October 5th...
so, if we could have a moment of silence please.

Thank you.

Okay... so, our... for those of you 
who are just entering the room ...

we started our roll call and introductions via 
chat... so, go ahead and please continue to do that.  

I'd also like to let you know that our September meeting
minutes were approved by email... yay... great suggestion.

We did have... at the time of starting this meeting...
we had 32 who approved and 9 who had not voted in time.

So, next month hopefully, we'll have 100% of us
who have had the opportunity to vote.

Okay... so, we have already done a request
for open forum... and not hearing any...

do we have a request for
any agenda modifications?

Not hearing any... do we have a 
request for executive session?

Tawanna, I see your hand up.


---Tawanna Wilson:
I would like to request an executive session.


---Rita Lennon: 
Okay.


---Tawanna Wilson:
I should move... I move to
request an executive session.


---Rita Lennon: 
very good okay... and... generally, we do our executive sessions
at the end of session...  is that what you would prefer...

or is there something that you would... is there
a modification to the time that you would prefer?


---Tawanna Wilson:
Sorry... I had to unmute my mike... my apologies...
so, I move to have the executive session  

after the report section and
before the business section.


---Rita Lennon: 
Before report.. and... so, after report and
before business... okay... thank you Tawanna.

So, we will move into executive session
after our reports are completed...

once the Provost report has completed, we will move into
executive session... executive session is just for senators  

and then we will return to our general 
meeting for the business items... okay.

And, for those of you who plan to stand by...
we appreciate if you will continue to stand by...  

and we promise not to be an executive session for, you 
know, for perpetuity... [laughs]  we understand it is a Friday.  

Okay... so, thank you very much Tawanna for that... 
we'll go ahead and move on to our next item. 

I do believe we are all finished with that...
so, my apologies for looking off screen.

I would like to go ahead and start with reports... and 
Sean we have your report first for adjunct faculty.


---Sean Mendoza:
Wow... okay... so, adjunct faculty... we 
met today... there was a number of items that  

the adjunct faculty had discussed... and I think the big thing,
as most times is... the adjunct faculty's work with the AERC.

I know that Kate and Sarah and Lynn are doing some
work, specifically with the terms and conditions for the...

to review the employee handbook... and making sure that
the wording is pretty much aligned with the adjunct faculty...  

the adjunct faculty verbiage for both the Adjunct Faculty
Guidebook and also the Employee Handbook.  

Also, I think one of the big things
too... for adjunct faculty is that  

the adjunct... the tiered system is found in 
the full-time faculty document...

but it's not  necessarily linked for adjunct faculty... so, it could
be kind of tough for adjunct faculty to find that that information.

So, those are some of the... that's just some
of the examples that we had discussed today.

I think... let's see... and then also,
there are a couple of things...

we talked also a little bit about some of
the topics related to All College Council.

There was... I know there was something that we 
had talked about here at Senate, which was that

Rate My Professor website... and how we 
as a school need to you know create  

an environment that allows us as an institution 
to kind of share some of the great things that  

our faculty are doing, both in and out of 
the classroom... so that's that's something that  

we wanted to try to be able to do... and you know... to 
just sort of like combat or battle against some of that...

I think, you know, in some cases it's like,
misinformation about faculty in general.

So, that is... so, that was... there was that... also,
there was... let's see... there was Nadine Sotomayor

and also Kate... talked a little bit about some of the award
celebrations... that's going to be happening on October 26th.

And that's... there is a "save the date" and
"come celebrate"... I wanted to share that. 

Gee... I'm going to share that in the chat... so, this
way, everybody can get a chance to see... uh...

to see that and participate in that
festivity... those festivities... looks like it's...  

it's going to be from 4 to 6...at the Downtown
Campus in front of the FRC second floor.

So... there was that... that... and... oh...
and that I also mentioned to adjunct faculty  

that today is the 45th day... semester
enrollment reporting begins today.

Got to make sure... we got to get that done... so... I'm sure Dolores
is happy that I said that... [laughs] so, that ends my report.


---Rita Lennon: 
Thank you so much Sean... yeah, I'm sure the registrar's
office is also happy about that too... [laughs]  right.

Very good... okay... well, the next report is my own... the
president report... we do have 5 minutes for our reports .

Sean did well under 5 minutes, so we're
fine there... I do have some things to read...

my apologies... my eyes will be off screen... not looking at
your wonderful faces... I hope you all can hear me very clearly.

So... three days ago KGUN 9 shared input from
our students about their personal feelings

and impact to the lives... their lives...
following the reversal of Roe versus Wade.

Beyond where this issue usually lands,
which is a political debate...

it's important to focus on how unplanned pregnancies
impact students... and employees...

 and how we can ensure their success...
and find ways to remove barriers for them.

During our study session, the fact that 1 out of every 10
pregnant people drop out of Community College was shared.

Also, of teens and young adults who become
pregnant, roughly 45 percent are unplanned.

I want that to sit with you... 45 percent are unplanned for those who
become pregnant between the ages of... teenage life and young adult.

I think the statistic was somewhere around 24... age 24...
that is a large portion of the community that we serve. 

So, I ask that we continue to stay informed... keep judgment
out of the conversation with students and employees...

and instead, replace it with compassion and a willingness
to help them find resources to continue to reach their goals.

The new share that we would continue
gathering feedback at our Senate meeting. 

So, this is part of the entry for...
or the introduction to that...

and Brooke the VP will share more information 
about that in her report which is coming up next.

Also, this week we heard about the tragedy
at the University of Arizona campus

and how one of our own was
attacked while working in his office.

The breaking news will no doubt cause great anxiety
and extreme emotions in the coming days and months.

I ask that we continue as a
community to support one another.

Also, let's find ways to be flexible... for example,
if there isn't a pressing need to be on campus,

and a faculty member would like to work
from home instead... let's allow that to happen.

When working in our offices, let's be sure to leave as a group,
and if possible, try not to stay too late or alone on campus.

I know some of us like to work on weekends, but
maybe that's not the best choice for us at this point.

So, messages from both the University of Arizona and our
Administration ask us to speak up if we see anything.

And I agree... but I also ask that when we speak up, that we can
count on being heard... and what we are sharing is trustworthy.

In the days following the tragedy, I've heard
about how faculty did speak up in the past

and it took weeks, to months, to get anything
or anyone to act on that concern.

That's why I feel we need to dedicate
our next study session to this topic,

and I know some of you go... oh, no... another study session...
but it's an important thing for us to talk about...

We need to raise awareness of the resources we have available
to us and to ensure we all know the protocols to follow...

and to share issues or concerns about past incidents...
so, we can make sure that they don't happen again.

So, we're going to open that
study session up for October 14th.

I know that's right around the corner, but I think that
this is a timely topic and we need to act quickly.

So, our study session will be Friday, October 14th, from
1 to 3... I will ask senators to help me spread the word.

If we can get this in Pima news... Provost if we
can get this out through your office as well...

I think that this would be very helpful... Denise, if
you can share that in your oral report to the board...

you know, all the ways that we can spread the news about
coming together as a community and getting more information.  

That concludes my report.

So, I'm going to go ahead and move over to the next report
which is due... and that is from Brooke, our vice-president.


---Brooke Anderson:
Thank you, Rita... I also just wanted to
quickly do a quick announcement for the

Ethnic, Gender & Transborder Studies Summit...
happening... or excuse me the lecture happening... 

I think we didn't do our quick announcements for... if you...
if you said that, somehow I spaced it... I'm sorry. [laughs]

So, I'll send just a reminder email... it's very exciting...
they're having their guest lecture on Thursday night

and then also, there's a luncheon on Friday... and so I dropped
the link to register... please do register if you plan to attend. 

And then, also... encourage your
students, your colleagues to come...

and let your students know... if they want to attend the luncheon
but they can't pay for a seat because that is actually a fundraiser... 

 to email their their names and their email addresses
to Francisca... I'll send that to you in an email too...

it's just an update... because she may have 
actually, empty seats available for students...  

but it will be a little bit last
minute when she knows that.

So, anyways... just a quick plug for that...
so... all right... 1:14... I've got 5 minutes.

So, I've got a lot of exciting information to share with you...
also, make sure you sign in, so we reach Quorum...

and we'll make sure to touch base on Quorum as well after 
reports... but I wanted to update you on 3 things in particular

that I've been working on in my area...
as you know, Rita... thank you so much for  

mentioning the study session we had in September 
on reproductive health and bodily autonomy.

It was a wonderful session... we had 58 people in attendance... and
they almost all stayed the whole time, which was really wonderful.

We had a really great group of faculty, you know, 10 different faculty
that spoke, as well as some directors and other services.

And I put together a resource folder for
everyone that I've linked to the agenda,

and I'm working on getting out more
widely to our community as well.

And that has some statements in it... it has some
of the suggestions that were shared at the event,

for how to support our students in this post Roe v
Wade era... you know... what are we already doing?

And then, also... what are the ways that we really
need to improve what we do to support our students?

Especially those most directly impacted 
by this decision to overturn Roe v Wade.

So, we're talking about women in particular... obviously
parents... mothers... people who can get pregnant,

who may not identify as a woman but have 
that ability physically to get pregnant.

And it was a really powerful event... I found
it very healing and very action oriented.

There's a... you'll see in the resource document... or folder
that... there's a document where I'm gathering feedback

I've also linked on the agenda... and I can drop it in the
chat as well... a form... we're still collecting feedback.

Like that... you know... not only did the Chancellor make
a statement that Monday after the study session...

but like Rita said... KGUN even featured this work
that we're doing at the college on the news,

which is really wonderful and exciting to see... but that's not enough...
right... we actually have to keep going and follow up this work.

So, that is definitely one of my main goals.

Please do continue to provide us with feedback... and so, I've got
this form for you to fill out if you have additional feedback for us...

questions... there's also the possibility that we could
form a subcommittee... an ad hot subcommittee...

on an issue... on this issue... so, there's a question
there about what people think about that.

and if you would be interested in serving...
this could also not just be for senators,

but for anyone at the college that would be interested
in serving on such a committee under the Senate.

So, I also... I've already worked... working with Roseanne to create a
lib guide on resources for students in a post Roe v Wade era  

As well as, employees... right... because this doesn't
just impact students it impacts employees as well. 

And then Rita and I are going to
continue to work with David...

he's agreed to continue to work with us, 
our president David Doré, on this topic

and we've got a meeting... it looks like 
probably scheduled for October 25th...

and then we're also working on collaborating with other areas
in the college... we've got some other meetings set up.

And, by all means if you're interested, do reach
out, either through this form or through email, 

if you have some other ideas
or questions about this topic.

Also, I would love to see us, you know,
just like the news story featured students,

I would love to see us getting students
more involved, hearing from students,

and I'm thinking maybe we could pursue 
that through ACC, because that is one avenue  

we have to directly talk with
students from the student senate.

And then of course I just want to make
a call... I think this is so important...

I plan to make a public comment at the board on this work
and what we're doing and what we hope to do in the future

on Wednesday... anyone can make a public comment... so,
I would encourage anyone here who's interested in this topic  

 doing like... to better inform the board about this... so, that the board can
actually do what it can to support this work for us at the college.

Please come and make a public comment... reach out to 
me if you'd like to coordinate and talk a little bit

about what might be a good thing to say during 
public comment on this particular topic... okay.

So, I've only got about a minute left... so, we do
have the charter revision committee working...

I'm reaching out to people about that... we've
got another meeting coming up next week...

so, just stay tuned for that... probably going to be
asking for me... for more feedback about that as well.

And then, finally... we are also having a lot of
conversations at this college about faculty workload...  

 and there is an AERC meeting this
afternoon, which I'll be attending.

and this is kind of like, my other main goal this semester, is to
really continue to talk about faculty workload... work on this.

And so, we... Rita and I... in consultation with Brandy as well, really
feel like this is a critical conversation to have in a study session.

So, I'm going to take the lead on that and I'm planning a study
session for November 18th, between 1 and 3, on faculty workloads.

and so stay tuned for that... mark that on your calendars
if that's something that you would like to attend.

And I encourage you to reach out to your constituents.  

I will also be reaching out to invite speakers to that event as
well, because there's a lot of issues we need to talk about

when it comes to full-time faculty workloads
and part-time faculty workloads...

and that's a really critical issue for me this semester,  

and so, that's how the Senate is going 
to be working towards that in particular... okay.

I think that's pretty good... I think that's
about 5 minutes... so, thank you Rita.


---Rita Lennon: 
Thank you Brooke... and we will hear more 
about faculty roles and responsibilities  

and recognizing the work that we do outside of the classroom
during Aubrey's discussion when we go into our presentations.

Okay... our next report is the
governing board report with Denise Reilly.


---Denise Reilly:
Hi... thanks Rita... and setting my timer... so, 
thank you all... and I just want to say thank you...  

especially to... I see Board chair Ripley is here... so, not only
do I have the privilege of attending the Board meetings...

and I want to thank you all for entrusting me in condensing
down a 3 hour and 2 minute meeting to less than 5 minutes...

to kind of share with you... [chuckles] my title of this last
Board meeting was called The Good, Bad, and the Ugly...  

because I heard that phrase used a couple of times. 

So, I appreciated that a lot of things were 
said... the student senators were introduced...

and there was a very heartfelt positive message from 
Nic Richmond and I know you all have access to  

the meeting minutes... you all have access to the 
transcripts... so you can watch this at any point.

So, I'm just trying to give the highlights of what I consider
to be kind of the tone and what's going on in the Board.

Nic Richmond's message once again
was compassionate with your colleagues  

to be that way and to get medical screenings as 
soon as possible... there was some focus on the  

Pima missions moment with a large... or kind of
deep presentation into dual enrollment with

Dean, James Palacios, as well as Nic Richmond 
and the team reporting on the just general HLC timeline  

and criteria for regular admin purposes.

In my report I spoke about
my role and what it is that I do,

and talked a little bit about the Chancellor's
message and remarks at All College Day

and the need for just the supportive 
collaborative environment.

and especially with some of the things that Rita
mentioned at the beginning of our meeting,

I think that's really important.

I really appreciated... we had a lot of support... 
there was some discussion after my comment...

and I represent all of you... so, whatever the mood and
the tone is from the group as a whole in general...  

in the large meetings that... or the long meetings that
we have... I take just a snippet and present it to the Board.

And so, I thought that our Board chair, Cat Ripley,
was... said the message was well received... 

the Chancellor also commented that...
we are on the... I'm sorry this is Cat Ripley...  

we are on the front lines of the school and
the faculty, where the core of everything we do...

there are some gaps the Chancellor mentioned...
and it's a team effort... so, just to continue working on it,

and working on that support...
and so, I appreciated that. 

In the Chancellor report, he gave a lot of personal
shout outs to different departments... to individuals...

too many to mention... and really focused
on PCC being a great place to work.

And that we wouldn't have all the accolades that
we're getting right now if it wasn't a great place to work.

And so, he mentioned that we do have our share
of problems... and I appreciated that also, 

Board chair Ripley commented that... we
want to hear the Good, Bad and the Ugly,

and we want to work together as a team to
always to continue to improve and do better

but we want to hear the positive... but we also
want to hear the things that are going on

that we can improve upon... so, I
thought that was much appreciated.

I think in terms of the Board in general,
since this was the first meeting of this year,

it seems that, from my perspective, they might be
having some more study sessions on a regular basis,

and maybe having or want some of the members of the Board 
to communicate more often and have more meetings.

I see that the dynamics have gotten a little 
bit better... it seems to be a lot more collegial.

And in the big picture, what I'm just noticing 
as a faculty member that attends all of these  

and have seen it over the last year... what I'm 
noticing is there's just some that focus,

some board members, on the big picture... and some that 
focus on the small details and it just seems like

a lack of communication and understanding how 
much detail the Board needs to know about things  

to approve... versus in trusting the college to make 
those decisions and I just kind of see that powerplay

in place more often... and that's what I'm noticing
there... so, I just want to thank you again  

for entrusting me to make the decision to talk 
about whatever is the gist of the conversation  

in general from these meetings as well as 
the meetings that we have with leadership  

and I appreciate that you know there's going 
to be continued study sessions about different  

topics along the way and I represent you guys... so, 
whatever is concerning to faculty is concerning to me...

and I'll certainly bring that across... but I do want
to give a huge shout out... I saw 43 seconds, it's okay...

to chair Ripley for being here... I see a lot
of Administrators here and I know we've  

invited over the last year... I can say at least several
times, I've invited... and said come to see a meeting.

So, it really is... it really makes me 
happy honestly to see that you're here.

We invited you and you're checking to see
what we do... and that just makes me happy.

So, I want to say I appreciate that... I appreciate
a lot of the administrators for being here

and such a big group on Friday
afternoon... and thank you Rita

for starting out the meeting with
some great sentiments... thank you.


---Rita Lennon: 
Thank you Denise... yes... I... your job
is not an easy one...  [laughing]

condensing what all we do and trying to
share that meaningfully with the board

and then, you know, reversing that if
that's... doing that reverse is not easy.

So, we appreciate you working so hard to
make sure that the sentiment is shared.

Okay... our next report is the PCCEA report...

I don't know why I said that's so weird,
but...  anyway, with Makyla Hayes


---Makyla Hays:
Thank you... so, I do believe my
report is linked on the agenda...

but, we had a few topics that we've
started a discussion on this year. 

The first one... you've probably heard me say the
word transparency more than you ever want to again,

but I'll keep saying it...  [laughs]
as we keep working towards those goals.  

So, PCCEA is committed to basically
addressing issues of transparency

that basically impacts the ability for us
to be able to do our work effectively.

We had a monthly AERC faculty
meeting with the Provost

where PCCEA was able to bring up some
things that we have had concerns about.

She was very receptive to those things and we appreciate
you taking the time, Dolores, to hear those concerns 

and to commit to working towards more
transparency in the ways that we're not seeing

and I think a lot of it is a miscommunication
in some of those areas.

Some of the issues that we raised were surrounding
hiring and Staffing... I'll go over that in a moment...

sabbaticals... and how to address issues that come 
up most effectively in our monthly meetings going forward. 

So, speaking of sabbaticals... we were just
talking about what are the issues around sabbaticals 

and are we even trying to solve the same problem on
both ends... and what are the the concerns that we have.

So, I think we had some good discussions that...
we'll be following up with that next month.

We were able to briefly discuss 
some of the concerns that fall under HR...  

including questions about how the office of dispute
resolution fits in with HR processes like employee relations,

and we need to have further
conversations about that.

And again, these were good starts to the conversations
but we noted that many of the transparency issues  

that PCCEA has brought up recently, really
aren't under the purview of the Provost.

So, while we very much appreciate her
coming and talking to us about it,

we are going to make sure we have the
right people in the room next time.

So, because she can't fix
what isn't actually hers to fix.

So, that's... that was helpful to identify as well.

In terms of the salary schedule and the class
and comp study... PCCEA through the AERC,

and all the AERC faculty and staff, have started having
conversations about next steps for the salary schedules  

and priorities of what we want to do for next year.

We noted that faculty currently have the slowest
percentage salary growth rate of any of the groups

so we're looking to see if there's any
possibility of getting that adjusted...

salaries for hard to hire disciplines...
additional professional certifications...

those were things that were committed to be addressed...
so, groups are going to be forming on those later...

not too much later, but later...
maybe today.  [laughs]

And then, we've also heard concerns from faculty
about equity, maximum placement at step 12,

the Master's plus 60 column... so, those discussions 
are all being had in these meetings for next year. 

And we're going to be surveying you 
about priorities if they can't all be fixed.  

Late pay... we've heard several concerns lacently...
recently... lacently that's a good word... [laughs] recently,

about pay for overload contracts... and
it's coming from several different areas... 

and not necessarily consistently... so, I've 
sent out a survey... it's linked in my report. 

If you haven't filled it out yet, please do... I think last
time I looked at over 50 responses, which is amazing.

So, spread that word... and then I'm going
to take all of those things next week

and compile them to see if
there's any patterns available...

and let finance and ESC know where we're seeing
issues... so that they can then also address it.

And lastly the hiring conversation... we've 
advocated for more faculty positions in meetings  

with both the Provost and finance... and we're talking about
how we might be able to show some of those needs.

There will be a revised faculty hiring AP that will
go out for 21 day comment... hopefully this fall.

And the hiring process for '23, '24 should
start in the next few months... in November.

Talk with your dean of Faculty leadership
about your discipline staffing needs,

especially if you're taking...
I've heard some divisions taking...

consistently taking over the overload
cap, to keep their program going...

make sure that those
are being advocated for...

I know you're busy, because you're
overloaded with more than an overload

but if you can bring those up
please... please do.

And we've also... at the September AERC meeting,
we've been talking about the direct appointments  

for directors and above and talked through our 
concerns with the SOP on direct appointments.

So, that all is encompassing and I think that 
covers most of it... there's so much more, 

but, read my emails when they come to you 
because I try not to give you too much at once.


---Rita Lennon: 
Provost, if you don't mind, I'm gonna take just a 
second to bring up 2 things that have come to mind. 

The first one Makyla... we, you know, PCCEA
and senate have discussed this in the past...

and... this might be the
time to move on this.

We... you know... I've had the opportunity to
go to several adjunct faculty meetings now

and if you recall... the adjunct faculty is a
subcommittee of the Senate meetings...

so, it's important for us to to keep
this communication line open.

One of the things that they have discussed 
now the last two meetings that I've been there  

are work related issues... things that, you know, 
affect them, you know, their work environment.  

That's not our purview... that's not sentence purview,
it's PCCEA's... actually it's AERC's purview as well.

But that means that we as a group 
cannot talk about those things, or you know...  

we can when it when it affects our ability to teach
effectively... but we can't openly talk about those things...

we can't do much about them... and so, 
that's problematic it might be time that  

we start discussing how we pull the idea
of PCCEA within the senate committee

so that we are working together on these
issues that, you know, greatly affect all of us.  

Another thing that I wanted to bring up quickly 
is that I've had the opportunity to work with  

several Deans on a Dean's Council...
and about Student Success in DFW

they're going to be talking about that in a different
part of our meeting... so, stay tuned for that

However, one of the things I was able to... because I had
all of them in the room and I was able to buy their time...

was this idea of... that several different divisions
work differently... you know, we don't...

there's times obviously that we need to do things
uniquely, because we are unique departments.

There's other times where... there should be an
Institutional process in place for how things are done.

For example... overload pay is one of those things...
it should not be unique to one division versus another...

it should be the standard of how the institution
pays faculty when we've done the work

and are doing the work... and are waiting several paychecks
to get paid for the overload that we are signing up for.

So, I've asked the Deans to work together to find
standardized processes for these things   

and then work, of course, with the Provost
office to ensure that those processes are in place,

so that we are not going... hey, how does it work in your
division... oh, that's not how it works in my division 

and that shouldn't be the way it is... we should
be standardized as much as we possibly can.

Okay... that's all I'm going to say...
I'll give the floor back to the Provost.


---Dr. Dolores Duran-Cerda: 
Thank you so much for giving me
the moment to talk about that.

Absolutely Rita... thank you... and thank you
for the issues that you've brought up...

and also Makyla and Denise...
we'll take them very seriously...

and transparency is something that I deeply support 
and am committed to and will continue with that.

Hello everyone... if my voice cracks I'm I'm still 
getting over COVID but I'm happy to see all of you here

and you have my report... I won't go 
through all of it because I do feel I'd like to  

extend this time to our colleagues Dr Doré and 
chief Michelle Nieuwenhuis because of the tragic loss

that we had at the at the University of Arizona...
and how how close to home it really hits...

I mean, our faculty... we have faculty,
we have staff, we have students...

who are either working or
work with those at the U of A.

So, we're very closely interwoven...
I did reach out to Provost Liesl Folks  

at the U of A to express my condolences 
and support... and she was very appreciative,  

and she's... they're going through a lot right 
now... of course... so, if you have any questions  

about the updates... excuse me... please let me 
know... but Dr Doré and chief Michelle...  

if you'd like to come to the microphone and speak...
or answer any questions... or you know...  

reassurance on protocols that
are in place at the college.

And faculty, if you have questions,
please feel free to ask... so, David... and...


---Dr. David Doré: 
Thank you Dr. Duran Cerda... so, you know...
I do want to... I want to echo Dolores's thoughts...

and, just to.. so that you all know how close
this is to home... one of your senate colleagues

who teaches also at the U of A, was actually giving a lecture
right directly across from the shooting when it occurred.

So, we just want you to know, as the administration,
that our hearts are with everyone...

and... particularly though, we want to assure you...
and we want to go through some protocols... 

so... you know... the important thing is... when you
see something, that you notify us as soon as possible

when you see any kind of behavior
that you think could escalate.

You know... we... as you know, we lived
through the Ryan Schlesinger incident

and I commend our police
on how they handled that.

So, I want Michelle... if she would just very
briefly go over just some basic protocols...

and then... we also have Dr. Desjardin here
to answer any questions in terms of...

from the student code of conduct... and
some of those issues... so... Chief Michelle


---Chief Michelle Nieuwenhuis:
Thank you Dr Doré... what I really want to talk about... is...
we really need to keep the emphasis on prevention...

and, I think the U of A was trying to do that
in that situation, based on some later reports 

that have come out... and, you know, it
kind of starts with our classroom management, 

which I know you all are well versed in that...
and then it kind of goes up a Continuum... 

when you've got behavior that starts getting
outside the realm of classroom management scope... 

and maybe it's a code violation... or maybe it escalates
quickly and it becomes an immediate threat concern,  

either to the individual themselves...
or to the class... or to one of you.  

That's when we want you to notify
the police department immediately.

We go out... we do... we call them check welfares...
but oftentimes, it's a community check welfare,  

because we're assessing the level of
threat this person may be presenting. 

Sometimes it takes a slower path... sometimes 
it's a referral to the behavioral assessment team  

and that team is a broad team with a lot 
of different backgrounds and we look at cases  

and we manage them long term... we've got
cases that we've managed 3, 4, 5, 6 years  

because... oftentimes, those individuals
will kind of come back around.

So, you know... they may go to a lower level of case
management... but we keep those cases on long term,

because that just is kind of the nature
of either people with mental illness

or people who develop, you know... that grudge,
 or that issue, for quite some time.

And so... we understand that case
management can be, you know, very lengthy... 

but... other times, we have things
that come up... and that afternoon

or literally that same day within a couple of hours,
we go out and we have immediate interventions.

And so... you know, we're well trained to 
assess those... determine where we feel the level is...

and understand with that, right... people
are looking at it from an objective lens.

When you're on the receiving end of that behavior... sometimes
your other experiences and things may play into that

and you may have a response that
may be under or over perceived...

and the behavioral assessment team,
really... we just try to look at it holistically.

We look at not just the behaviors that you all
might report... but you know, we broaden that out...

we look at what they're
doing in the community...

if necessary, we can reach out
to other law enforcement agencies

and see if there's behaviors or things that
are being recognized in the home...

if there's mental health history there... and we use those
tools to kind of help inform how we manage that case  

And sometimes it may seem like an immediate 
suspension or expulsion is the right answer...  

and sometimes it is... but oftentimes then, that gives 
us a bit of a blind perspective of the individual  

and if we can try to stabilize that person 
in place... and they can conform their behavior  

to you know college policies... whether that's on the 
employee side or on the student code of conduct side,

that visibility really helps inform us
how that person's doing...

and so, I know, sometimes it seems like an expulsion is the
easy answer, but then it gives us really kind of a blind spot.

And some of those cases that's
absolutely the right answer,

but oftentimes, it's really more of
a monitoring kind of game plan.

And so, I don't want to keep going on I want to
give people an opportunity to ask any questions.


---Dr. David Doré: 
Chief, could you just mention, real quickly, about... kind of,
 locking down classrooms and things of that nature?


---Chief Michelle Nieuwenhuis:
Yeah... absolutely.

So, we had a little bit of a hiccup with the card
readers... and not realizing, during COVID,  

when a lot of people were teaching remotely...
that what we had actually done is 

taken away the ability for people to secure
their classroom door from the inside.

So, our intermediate measure was to take those
outdoor-facing classrooms off of the card reader system,  

and now we just... we're back to manually unlocking
them with a key, which allows you to use that  

push button or that push bar that's on the inside
of your classroom... it allows you to to re-lock that.

And we have a fix for that... but it's going to take
some equipment reconfiguration and install

in order to give you... it's kind of an emergency
button that would override your card reader.

So, the VP's have worked with us on that... all of the
campuses that have had all of their doors addressed

that needed Hardware adjustments...
but should be across the district

every one of those exterior facing classrooms... you should
be able to manually lock your door from the inside.  


---Dr. David Doré: 
And then, one other... and I think maybe you mentioned 
this too... but about office hours and, you know,  

whenever there's any kind of concern about doing 
remote with a student in terms of office hours.


---Chief Michelle Nieuwenhuis:
Yeah, certainly... if you're having an issue 
with a student and you're you're concerned that 

an appointment with the student could get contentious
 or something... my recommendation would be  

to do a virtual office hour with that student... right...
it... and you can either be in your office...  

or you could do it from another location... or you 
could, you know, everybody's got screen savers.

So, yeah... if you have any safety concerns at all
about being in your office space with that individual...

I would recommend you do 
a virtual meeting with that student


---Rita Lennon: 
Thank you... we do have a couple of hands raised... 
I did want to say... there was one question that  

came in to me, so... [chuckles]
I do want to... I will take it...

I'll ask the question after Denise,
but I'll give Makyla the floor next.


---Makyla Hays:
Yeah, I heard you say... all the exterior
facing doors can now have that lock...

I guess my question is... what about the
interior facing doors... if there's something heard,

do they have the ability to lock their room,
if something's going on in a hallway? 


---Chief Michelle Nieuwenhuis:
Yeah, sorry... all classrooms should have
the ability to lock from the inside.  

I think we identified one classroom at
downtown that... some hardware is on order...

and until that gets installed, I don't know
that that classroom has the ability...

and I can certainly let Morgan and Dr Doré know
what room that is... I know we've identified it,

and I know the liaison officer made a recommendation
that... to possibly... for staff that want to transfer  

out of that room until that hardware gets 
installed... for that to be suggested.


---Dr. David Doré: 
But Michelle... just to be clear... whether
that... because the card readers were only on

the exterior doors, we didn't
have the card readers on the interior.


---Chief Michelle Nieuwenhuis:
That is correct... right... so, that's
why the exterior facing doors...

like, that open to the outside
and have card readers on them.

 that's why we had to kind of reverse the
card reader system, and the locking mechanism...

so that they would have that... but
yeah, if you've got an interior classroom  

it should not have a
card reader on it anyway.


---Rita Lennon: 
Sarah.


---Sarah Jansen:
Thanks so much Michelle... and I don't know if this is a question
for you so much as for our administrators who are here... 

but, unfortunately... faculty stalking
happens a lot more than we talk about 

you know, I have a number of friends
and colleagues who've experienced it  

I've been fortunate enough not to have experienced it  

and just the amount of anxiety that a faculty 
member goes through when they have an in-person office,

and you know, they're sort of like a 
sitting duck in a lot of ways...

and I'm just curious... are there procedures... processes...
in place that could temporarily relocate a faculty member  

like, to a different office where they feel safer... and has
that been something that's been done in the past?

Is there an infrastructure for that?
So, I'm just wondering about that.


---Chief Michelle Nieuwenhuis:
Yeah... it has happened in the past... we had a counselor, 
I think, out at East Campus that we relocated to like... 

I believe another campus temporarily, because of 
an ongoing issue that was related to a student  

and that student's father... and in trying to seek 
out that counselor, was coming onto the campus.

So, yeah, I believe we... yeah... in cases like that, we've 
worked with Administration to relocate people.  

Sometimes, not even to the same
campus, but a different campus.

So, yeah... we would definitely... we would
definitely do that in... if a case warranted it.


---Rita Lennon: 
Denise.


---Denise Reilly: 
Hi, thank you... thanks for coming and
presenting... I know this is a difficult topic,

but I didn't... I saw Michael Amick here... so, I was
kind of glad to see him representing PimaOnline...

I see Josie here as well.

I wanted to just say... I, you know, whether, you know,
no matter what happens with the study session

and what people come together... but I don't want it to
be forgotten that students online also pose a potential threat.

6 years ago I had a student who
threatened to come after me...  

threatened to come and sue me... and come to me
personally... the student didn't have a profile picture,

because it was a piece of art, which was okay at the
time... but I had no idea what the student looked like...  

I reached out to administrator after administrator... I realized,
there was a lot of reorganization going on at the time...

and it was multiple and multiple attempts of
showing the writing... the inappropriateness...

the videos that were being posted...
it got to the point where it wasn't until  

I was personally threatened to come after me at
my home that... and I will always be thankful to  

Brian Stewart, for being an administrator
that said, you're done... you're done here...

you're not responding to the student
anymore... you're absolutely done.

So, I just... you know... don't want that to
be forgotten as a part of a conversation...

that when we're talking about, you know,
physically being concerned...

I didn't... I mean... I was thinking...  is he going to find me
at the grocery store... I don't know what he looks like.

The student had ADR accommodations and
was saying things were related to a disability.

So, it was very complicated and I reached
out to everyone for for weeks and weeks,

and it wasn't until week 7 of an 8-week class
that I finally got the help... and it was really difficult. 

So, just... please... in the, you know, thinking 
of everybody and thinking of the modalities of online...

especially, not knowing what a student looks 
like... when there are those escalating situations

that support is really, really needed... I felt until
that point came, where I was threatened personally,  

to come to my home... um... I just...
you know... everything's out there now.

People can find anyone's address... anyone's phone number...
so, I just wanted to bring that up for the online folks

and for those that... I mean... when I was talking to Rita
the other night, and she shared with me what had happened...

I told her that story and said... this makes 
me think of that, and how scared I was at the time,  

that someone was going to come after me... and it was, 
you know, just based on classroom and that was it.

So, thank you... sorry.


---Chief Michelle Nieuwenhuis:
Yeah... thanks Denise... we actually helped an adjunct faculty
with that exact situation in the last couple of months...

and it got referred to that... and we... the person
lives in LA... and the harassment and things

it was related to somebody reporting
that this individual seemed suicidal...

so, we facilitated a check welfare on that
person and that seemed to trigger him...

and then he began really verbally
attacking the instructor online

and, I met with her personally... we talked about a 
game plan with the liaison officer at the campus  

where she does teach in person... and yeah... I'm 
sorry that your situation wasn't resolved more quickly

when it occurred... but yeah... we 
had one of those this semester,

and I felt like we were pretty good about making her 
feel supported and provided her with some options...

and... you know, make sure that she was comfortable
with... the officer was going by her classroom for a while...  

and if necessary... if we have to like,
to find a picture of that individual

and share that with you, so that you can
identify that person... we can do that.


---Denise Reilly: 
Thank you... the student did get a hold on their account
and they registered classes the next semester... [laughs]

but that's kind of... yeah...
so, I appreciate the support.


---Chief Michelle Nieuwenhuis:
Yeah.


---Rita Lennon:
So, one of the questions that was raised was...
if a student moves from pro... like maybe they're fired...

you know... quote, unquote... fired from one program 
and they move into another one.

There's really no documentation that faculty
can see... or a program director can see... 

about why they were removed from the
program... and if this is an ongoing issue.

So, I've had students who've actually
taken part in my program...

or have interviewed them to be part of my program...
and then hear from other program directors...  

oh... by the way... that person... blah, blah, blah...
I heard that they're going into your program.

There's nowhere in our system for
us to see documentation like that

and I realize of course there's
FERPA and  HIPAA issues,

but... we should be able to see something like 
that... some sort of a flag... so that, you know,  

this doesn't just continuously happen... where we're bouncing...
we're having students bounce from another to another.

I don't necessarily, Michelle, need an answer
for that because I don't know if there is one yet...

but maybe during our study session, we 
can explore that more... and, you know...  

and come up with some sort of a process... Lisa will
be the last question, because we do need to move on...

and we are going to have a study
session on this topic as well.


---Lisa Werner:
Okay, yeah... I think one thing we need to look at again,
is our code of contact... to make sure things are explicit.

I've had some very... a couple...
2 very unsettling things that happened,

and what the student was doing, which...
I'm not going to say anything here, but...

I think... I know 10 people have thought... oh, that's
very inappropriate... outrageous in the classroom...

it didn't fall under the...
the things... anyway.  [laughs]


---Rita Lennon: 
The code of conduct... you mean?


---Lisa Werner:
The code of conduct... right... so then, hands tied...
right... so, I do think we need to look at that.

Another thing we need to look at is... I'm not sure, you
know... obviously, we, you know, I'm so grateful and it's...  

you know... that we have Michelle... and that, you know, 
we have, you know, the police have our backs here  

I have had cases in the past with a stalking... 
and... blah, blah, blah... where it was solved very  

beautifully by Betty Elasowich, which meant... 
most you probably don't even know who she was...  

she was at the West Campus and she was 
the dean of student development, I think it was...

and she also had background as a psychiatric 
nurse... anyway... and so, she was an administrator...  

and in one case, the student... you know,
we met with the student to... you know... 

and it was a very, I think, loving and supportive...
you know... explanation to the student of what is  

appropriate in the classroom... what isn't... and they're,
you know... at the end the student was thanking us.

So, a student who I had before... that other students
were terrified of... was able to toe the line after that.

and so... and then that's like...
that's what we want to see... right.

Because we know some of our
people have mental health issues...

and we never know which ones might
be dangerous, or not... so, worth... right.

and so, that can be scary... but some, you know...
sometimes that's the case where, you know...

we can provide the right support, but 
in this case here... that... with this...

the way the student code of conduct was written at the time,
and so forth... it just kind of everything fell into place.

And it doesn't seem like that as
much as it used to... thank you.


---Rita Lennon: 
Thank you.

Okay... at this time, I appreciate all of our guests...
I'm sorry, we don't have any more time for questions...

but, Suzanne... we are going to
have a study session in a week,  

541
00:52:03,651 --> 00:52:06,968
So, hopefully... we'll be able
to respond to it at that point.


---Dr. Suzanne Desjardin:
I just wanted to share a resource...
can I just put it in the chat?


---Rita Lennon: 
Of course you can... a resource
is always wonderful.


---Dr. Suzanne Desjardin:
I wanted to know what the message
was that students were sent

which was compared to the Pima...


---Rita Lennon: 
Oh, that's wonderful... thank you.


---Dr. Suzanne Desjardin:
It includes a lot of links and resources
that were not included in the other.

So, I wanted you all to have it... thank you.


---Rita Lennon: 
Thank you... truly appreciate that...
that's wonderful.

Okay... so, at this time, we are done with our reports 
section... and we are going to move into executive session...

 just senators... the first thing we will do is take roll call
to make sure that we have all of our senators in there.

I'm the one who's been trying to move
senators into the breakout room.  

If you don't mind, guests... just please, be here...
where... I'm going to hold this to a half an hour...

so, it is 1:53 now... so, we will be back 
before 2:30... if my timing is right...

and, thank you so much for being here with us... if you 
want to come back in, we will let you in... I promise  

we'll all work hard to let you back in... okay... 
so, we're going to move in... I'm opening the room now.

Does anybody know how I go into the breakout room?
[laughs]  That's hilarious... let's see if I can...

Yeah... that's interesting... I can't find a 
place for me to go into my own breakout room  


---Kent Burbank:
You should be able to click on the breakout 
room button... and it should have a place for... 

where it says join...
on the... like a blue...


---Rita Lennon: 
Right... like the... oh, there I am... okay...
thank you so much... [laughs-]  thanks Kent.


TRANSITION TO AND FROM EXECUTIVE SESSION


---Rita Lennon: 
Thank you so much for all of you who have stayed here
and allowed us to go into executive session. 

We are back now... so, we will 
go on with our business section.

Makyla.


---Makyla Hays:
Before I... we start that... can I motion to add
an agenda item in the business section  

for a senate endorsement of 
a letter from the AERC to the HLC?


---Rita Lennon: 
So, we have a motion on the
table to add an agenda item...


---Tal Sutton:
I second.


---Makyla Hays:
Sorry... and that was from the AERC faculty.


---Rita Lennon: 
AERC faculty... okay... thank you...
okay... we have a second... okay.

All those in favor... say aye. 

[multiple voices saying "aye"]


---Rita Lennon: 
Longer to think about it?
Nay.

Having heard none...
anybody who abstains?

Thank you so much... okay... we will add this
item to the end of our business section, 

and we will go ahead and move on
to our very first section, which is...

very first item, which is the AERC group...
Aubrey, you have the floor.


---Aubrey Conover:
Thank you so much for your patience.

Thank you, yeah... so, just real briefly... 
hopefully you may have received the brief  

descriptions that I wrote up, but between the 
AERC and the Provost office there's a couple areas

that we would like to put together some groups
 to start discussing policy that might be developed,

looking at current policies, seeing if it's appropriate,
and seeing what needs to be added. 

So, the 3 areas are... what are they? 
Faculty roles and responsibilities... 

recognition of faculty work outside of credit hours...
and hiring faculty for hard to hire disciplines.

I'm going to take these in reverse order because 
the first one's the most complicated.

So, the first one... hiring faculty for hard to hire
disciplines... as many of you know, we currently  

have a different salary structure for nursing 
faculty given the demands in the field for their area. 

This committee is going to be looking at 
how we went about doing that...

determining if the... [small sneeze]  excuse me...
current structure is appropriate...

and to see if there are other fields that would meet
that criteria that we would also be looking to develop.

So... this is a kind of a new field for us
we haven't done anything like this in the past...

really, the nursing kind of came out of the dean
working with the faculty and kind of advocating for it.

And, we'd like to put some structure around it and see if there
are other areas that might benefit from this type of structure.

So, that is one of the area... so, representation...
again, from anyone would be great...

but, if you have an area, especially in a field
that you might fit in one of these categories,

it would be extremely helpful to
have your voice on the committee.

So, that is the first one... I could take questions on each
one or go through all 3... any thoughts on what's...

maybe questions on the first one?
Any questions on the first one?  Okay, cool. 

The second one... recognition effective...
works outside of credit hours.

So, as you all know... the recent class in comp
really focuses like, our traditional pay structures...

focusing primarily on degree
achievement to move up...

whether it be Associates, Masters,
Doctoral degrees, Bachelor degrees.

We recognize that there are fields outside
of the normal academic structure

where Masters and Doctorate
might not even exist for those fields...

but there are industry credentials that are very time
consuming, but essential for the work that needs to be done.

We'd like to put together a structure
that can financially recognize those...

you know... it's it's going to take a lot of work,
but it probably will involve figuring out a system   

by which we can recognize worthwhile credentials
that are directly applied to the field... 

look at the time it takes to take and achieve those
credentials.. and apply it to some kind of hour structure.

But, again... this is something new for us... so,
we're really going to be doing some benchmarking... 

seeing what's out there... and seeing
what opportunities there might be. 

[dog barking]  Sorry... my dog goes absolutely
nuts every time FedEx arrives and...

[Rita laughing]


---Aubrey Conover:
Any questions on that one?

All right... I do not see... oh, and for that one... especially 
for anyone teaching in a field that doesn't fit in our norm,

of the Masters, Doctorate... please, please, please, think
about volunteering, or asking your colleagues to volunteer...

because that is one that, you know, is 
not a world that I'm very well versed in.

We really need experts in the field that can
help speak to some of those credentialing.

I see Tal's hand up.


---Tal Sutton:
Thanks Aubrey... just speaking from 
experience as a former vice-president,

and knowing what disciplines are
particularly hard to fill at senate,

 I just want to make sure... I'm assuming a lot of
the fields that you would like representation from

are sort of the... not the transfer side of the college... and
the Senate tends to be well represented by the transfer side...  

transfer faculty... and so you might need to additionally...
or ask Rita to sort of reach out to the fewer senators here 

that I think you might be speaking about
more directly... just to keep that in mind.


---Aubrey Conover:
Thank you... I appreciate that... I absolutely... we'll make
sure we do an extra plug out there to those departments.

Yeah... that's very good to recognize.

All right... not seeing other questions,
I'll move on to the last one.

The last one's a little bit more broad... and is going
to be looking at some of our current policies

and determining if there's other ones...
really, I think the notion behind it is...

we all kind of recognize that the role of a
traditional faculty member has changed...

I mean, it was changing before COVID, but especially
after, you know, and during COVID...

relative to what their role is
within the college... on campus...

if they're an online instructor as well
as in-person... if they're only online.

What does advising look like... what 
does commitment to the college look like?  

What is... what should the balance be between the 
different things that they're being asked to do.

So, this group's going to be really looking 
at, you know, what should the expectation of  

the institution be of full-time faculty 
who are hired into a more traditional...  

um... uh, yes... adjunct faculty... for any of them... 
especially, yeah... adjuncts are always welcome...  

we'd love to hear your voice... yeah... so, for... you
know... really, I think we're trying to find some balance 

between the new expectations... you know...
we have Health Sciences... [cough]  excuse me...

moving into a realm where they're not
going to have a dedicated office... you know...

what does that mean when we talk about time
on campus... and we talk about advising hours?

What is a reasonable expectation... and for those who are
teaching primarily online, what should advising look like?

So, those type of questions that
we're going to be asking.

We will look at current policy and see what it says... and see if it makes sense.

You know... at the end of the day we want to find a balance
and to make sure that we're serving our community

in a way that really uses the strengths
of everyone to their best abilities,

and not have policies honestly that people
aren't following... and no one's enforcing.

So, we really want to find something that
works for everyone... so, it's going to be...

it's going to be a kind of a broad conversation...
and, you know... some of our first meetings will be, 

identifying what kind of key components we 
want to look at... and kind of going from there.


---Kate Schmidt:
Aubrey... can I interrupt quickly?  We had...
just to be clear, we had divided up this work

and that... I think you're describing
the full-time faculty.


---Aubrey Conover:
Yeah... well, I'm sorry... yes.


---Kate Schmidt:
Because the adjunct faculty group has formed
and we meet for the first time this afternoon.


---Aubrey Conover:
Yeah, sorry... to be clear...
the other... you know... all...

the first two committees though... I would love...
if you feel, you know, you're connected to those that work...

you're more than welcome to participate... 
but Kate's absolutely right...

this one's going to be really looking at the full-time
faculty role... and those... those expectations.

Um... Matej


---Matej Boguszak:
I just wanted to amplify Aubrey's call out... we really
need your expertise... these are important projects. 

So, if you know... or if you know a colleague who isn't
represented here... please consider getting involved.


---Aubrey Conover:
Thank you Matej.


---Rita Lennon: 
Tal.


---Tal Sutton:
I just need some clarification... I feel like this 
conversation is absolutely important,

but I feel like this conversation also needs to be
done in cooperation with... even like facilities...

I mean like... in terms of like, what is the
post-COVID instructor's responsibility.

If we need really nicely designed virtual spaces
to conduct virtual classrooms, rather than just like...

I'm going to set up my stuff in a face-to-face
classroom and that's what I have... like...

I feel like... yes... I think this is useful
to have a conversation about...

but... if we're going to change the structure
or the responsibilities of the instructor

then we want to map that... we want to make sure
that the needs of... to fulfill those new responsibilities

that are slightly different responsibilities...
are addressed at the same time.


---Aubrey Conover:
Yeah... and Tal, you bring up a great point and actually...
you know... an example of that already came up 

when we were talking about the space in the
new Health Science Center of Excellence.

One of the things that the faculty identified very
quickly, was the need for a many more... [clears throat]

if they weren't going to have their own individual 
office space they needed private spaces 

where they can meet with 1 or 2 or 3 students 
at a time... and so... they went I think from 4 of those,

to about 12 of them... because, yeah...
if we aren't assigning a specific space,  

you know, how do we adjust to that reality?
And, as well... if people are teaching online,

I think that's a great example of something 
we need to take into account for.

Are there questions I might be able to answer?

All right... I think that's all I got.


---Rita Lennon: 
Okay... if there's no more questions for this...
first of all, this is important this is all about us.

We couldn't ask for a better committee 
concerning our our concerns.

So, please... advocate for this...
recruit... talk to your constituents

and make sure, especially like, what has been
raised... those who are not serving on a committee...

please recruit those... I mean, we spread ourselves
very thin, but we also have colleagues 

who are not yet serving on a committee
or maybe not serving on 10 this semester

and so really, their voice should be heard
and they definitely should be contributing...

and... we not... we need to make sure that we're 
also looking for the groups that fit this...  

these particular subgroups very clearly
as well... so, Aubry, thank you so much,

and I'll do what I can to recruit
and we appreciate you being here.

We are going to move on... I didn't realize that
we are now out of time for our regular session.

I do apologize for that... but we are going
to go ahead and move on to the next item,

which is the Arizona transfer and the AGEC redesign
with Michael Parker... Michael, you have the floor.


---Michael Parker:
Thank you Rita... good afternoon everybody... I will
be pretty brief, we have one big update to provide...

well, we... royal we... I have one big update to provide
to you and that is that we formed our steering committee.

So, you recall... whenever I came
 to visit you last September,  

I solicited volunteers for who was interested 
in this Gen Ed redesign subcommittee

they're not subcommittees... steering committee... Rita
graciously helped me out by Distributing a Google form

where I asked a couple of questions...
after we had collected those, both Rita and Brooke  

helped me select a first-rate crew... so, I'm... thank you...
thank you both... Rita and Brooke... for the help there.

They helped me see things that I wouldn't 
have thought of otherwise.

Things that I thought maybe were just pieces of
information like, what kind of committee do you want?

Which one of the distribution areas do you want to serve on, 
and you know they helped me see that

if somebody expressed interest in more than one...
that meant that they were taking a pretty broad, 

comprehensive approach to general education... and not
just looking at their own area... so, thank you to them.

And that's what we're doing on setting up the first meeting...
many of the people are on the call right now,  

who ended up on the committee... and I do
have to say too... contrary to what I expected,

I think most times, trying to recruit people
to serve on committees is like pulling teeth,

but I expect because people recognize the importance of this
work, and where I hope engaged and enthusiastic about it...

we got many more people expressing interest
than we had slots on the committee

So, that was very pleasing... I look forward to working with
the group on that... in addition to those distribution areas, 

I was approached by the... I hope I get this right... climate
action and sustainability plan curriculum subcommittee.

Hopefully, I've got the parts
of that acronym correctly.  

And, you know, they undertook a pretty
big analysis... whatever you want to call it...

and they had recommendations... may
have things that they have to implement...

and they asked if they could have representation on the
committee... and I said... yes, that that seemed appropriate.

We were going to enlist their perspective somehow...
so, we've got one person from that group 

who's serving as a... by virtue of being on that
committee, since that's such a big curricular reform.

That person is going to be there... that's Maria 
Pereira... and I hope I said that correctly.

So, we've got the committee formed... we're going to
meet next Friday sometime and begin our work there.

The first thing that we'll do... our first project is...
we've got to solidify our project plan

for how we're going to conduct this self-study and reform
that will culminate in a white paper sometime next spring.

That's what's happened at the PCC level...
at the Statewide level...  

if you serve on a ATF you might have received an 
invitation... ATF... if you don't... the Articulation Task Force...

that's the discipline groups that get together and
ensure that our courses transfer to the state universities.

We might have received a request to serve on the
statewide group, who is articulating the criteria  

for the different distribution categories... and
I'm facilitating the one for arts and humanities...

and I saw that some people did volunteer from
PCC... so, I've seen who's been on there,

So, there will be some folks who, you know, that
that would be what's happening at the Statewide level...

will draft those... send them to the general
education articulation task force.

I hope that, you know, we've had a couple of change 
in plans... how this is going to work...

send it to the Gen Ed articulation task force, who will 
then distribute it to the community colleges  

then they'll take it back for feedback to the... to once
again... to the general education articulation task force...

and that will then be forwarded to...
you know.. a series of groups...  

this AGEC redesign subcommittee of the AZ transfer steering
committee... lots and lots of groups and committees...  

and all of this kind of thing... and maybe
I'll get you a flowchart for that sometime.

So, that's where we're at... that's where we're at at PCC...
and that's where we're at at the Statewide level.

You know, we're going to be relying heavily. in terms
of the research and the literature that's out there.

I'm sure many of you are probably familiar with the
American Association of colleges and universities,

they're really the leaders in liberal education and 
general education and you can see their imprint...  

their influence, all over the recently adopted...
and by recent, I mean in 2021...

adopted changes to ABOR,
Arizona Board of Regents, policy.

So, I think that's something that I'll probably do as part of,,
you know, transparency... and keeping everybody up on things...

the sort of literature that we're going to be reading... maybe
I'll publish a reading list or something work with reading...

and say... here's what everybody's taking a look at...
so, you know what the committee is looking at,

and you can... even though you didn't make it onto the 
committee if you applied... I encourage everybody

who didn't... there will be ample opportunity to 
participate in other ways but you can see what...   

you can read what everybody else is reading... so, maybe
we'll have a giant book club or something like that, 

of reading all of the AAC in your literature... 
and that's it... does anybody have any questions?

Excellent... then I yield my time.


---Rita Lennon: 
Thank you so much... I appreciate that.

Mine's gonna be fast as well... mine is the next discussion
point here about the assurance argument for HLC.

As you know, part of our standard
pathway with their... with the HLC...

we have to provide evidence that we are doing
the right thing, for... with all of those Criterion.

We have 5 Criterion... we
have several sub Criterion...

and I'm going to add... I know that's the
very general way of me to put that, but...

I'm going to add the information about
the Accreditation Assurance Review,

so that you can review that on your
own... it's also linked in the agenda.

Basically, what it boils down to is, we have
committees that have been identified

and Wendy Weeks is spearheading this work...
well, alongside a lot of other people...

I'm just saying that she presented this
information to the board a few weeks ago

and during that discussion I was
able to reach out to her and ask her...

hey, would you like some faculty... because
the last time we did our arguments, we...

our insurance arguments... we actually had 
faculty on every one of those committees

and she graciously agreed... very excitedly actually agreed...
and so, now we're working to find faculty

who can fill the need in all of these criterion... and so, 
I come to you again, as your fearless leader...

I'm kidding... it's close to election time
and it's after 3 o'clock, so I'm being silly...

but, I will ask that you consider participating on these, 
you know, 1 or many... just kidding... at least 1.  

Also... though, you know... again, we spread
ourselves very thin as sen... as senators

I can't even say words anymore,
because that's how thin I'm spread

but, I do appreciate if you would
reach out to your constituents

and also spread the word to everyone you know.

If you are on a certain floor, you see faculty
from other parts of the of the college...

please let them know that
we need to do this work.

What's good about this is, we have about 2 years...
so, that's something that you need to consider

it's going to be probably 
about a 2-year commitment

Gaps in all of these areas
have already been identified...

and the teams that you will be working
with have already been identified...

and so you'll be working not alone on these
things but with a group of other people.

So, that's my... that's it... that's the gist of it...
and I'm going to share the sign-up in the link here...

but it's also attached to the agenda... 
and so, I yield the rest of my time to Elliot

Elliot, I don't know if you're still here with us...

I always feel like a medium
when I say that... [laughs]

Elliot are you here with us... again, 
like I said, I'm being Punchy... I'm sorry.

Okay... well, what we will do is we'll rearrange and 
we do have the Student Success DFW update from...  

and I'm sorry, I just collectively called you the Deans... 
maybe you can guys can go create a band afterwards...  

and name yourselves the Deans... Josie 
I see you're still here... I do believe...  

Jim was here at one point... but 
please, take the... you have the floor.


---Josie Milliken:
Okay... Rita... only if you promise to 
be the drummer


---Rita Lennon: 
Okay... I'll do that.
[laughs]


---Josie Milliken:
So, this will be brief... as you all hope... may 
remember... we did a survey with all faculty  

on all college day to get information about action 
steps from faculty about what we could do

to fulfill that strategic goal of improving
success rates... particularly for at-risk students  

and populations... and that work continues... we've 
been working on whittling it down as we discussed  

at the last faculty senate meeting... and Denise 
suggested whittling it down to 3.

And so, we've had some valuable meetings,
and Rita has been included, which has been

just a real valuable addition
to these these Dean's meetings

and so the next step is that we
are going to bring, on November...

the first... the November 4... we'll be back 
and share this whittled down list

and then ask you all to select 3... and Rita I believe, will 
share that list prior to the meeting, so that

all the faculty senators can have an opportunity to 
discuss those different action items with faculty.

Rita... Michael Parker...
anything else you would add?

Okay... I think that's it.


---Rita Lennon: 
Thank you so much... let's see... I haven't seen Elliot 
come back into the room... I'm looking for her.  

Noah, you were here for a 
while... Noah... hey, are you here?

Okay... well, because we're past time... and
unfortunately, it was our fault for going past time.

What I will do is... I will ask Elliot if they can come
to our next meeting and share this information.

Okay... so, the last thing we have before we can
adjourn is the AERC faculty letter to the HLC.  

We need to vote on this...
so, I do need a motion for that.


---Joe Brewer: 
I motion to endorse.


---Rita Lennon: 
Okay... I'm sorry... I'm gonna
need a little bit more than that... 

I'm gonna need... I need a motion to endorse
and then, what we are endorsing, please.


---Joe Brewer: 
Oh... motion... ah... motion to endorse a letter
sent by faculty members of the AERC to the HLC.


---Rita Lennon: 
Thank you so much... do I have a second?


---Raymond Ryder: 
I'll second that.


---Rita Lennon: 
Thank you Raymond.

Okay... so, senators... I do believe...
oh, and there's Elliot... okay...

I do believe... oh, Tal...
you have a question?


---Tal Sutton:
I was just wondering...
are we in discussion now?


---Rita Lennon: 
We are... we've gone through the motion
that's on the table, so we can have discussion.


---Tal Sutton:
Okay... so, I think I'm right in
remembering the conversation.

Do... do we... this might need to
be an amendment to the motion...

but do we want this vote to be conducted 
via a virtual Google ballot?


---Rita Lennon: 
That's how it would be conducted...
yes... we will do a Google ballot.


---Tal Sutton:
And then... I guess... in terms of timeliness,
I would just like to include an end time

for when you can submit said vote... maybe by the
end of business today... or something like that.

Just to address the time constraints
that people want to stick to

regarding the timeline that people
want to stick to regarding this. 


---Rita Lennon: 
Okay, would you like to modify
the motion on the table?


---Tal Sutton:
That would be my recommended modification... to say
that this vote will be done through a virtual ballot

that will be sent out to the senators... 
and the senators respond by 5 pm today?

And I said that as a question
because I don't know.


---Rita Lennon: 
Is that your motion?


---Tal Sutton:
If my motion can include
shoulder shrugs, then yes.


---Rita Lennon: 
I don't know how we would add
that to the meeting minutes,

but, we can at least value
your shoulder shrug here.

So... the new modified motion is to vote
on the AERC Faculty letter to the HLC...

and voting will close at 5 PM... is that?


---Tal Sutton:
I think the first person who made
the motion... we need to accept.

844
01:20:33,093 --> 01:20:34,575
[Rita]  you're right.
[Tal]  before the modification.


---Rita Lennon: 
Thank you so much...


---Joe Brewer: 
I will accept those modifications.


---Rita Lennon: 
Okay... so now, the motion on the table is to
vote on the AERC Faculty letter to the HLC...

with voting closing at 5 pm
close of business on Friday.

Thank you.

Now that... no shoulder shrugs in there for you.

Do I have a second?


---Makyla Hays:
You need a second... I'll second.


---Rita Lennon: 
Thank you, Makyla... all right... so, at this time
senators will receive a vote by Google.


---Brooke Anderson:
So, I will be sending the voting form
through the faculty senate list serve,

so that this voting form
will go only to faculty senators.

Then I have added that the votes will need to be submitted
by 5 PM to be counted... and I'm hitting send now


---Rita Lennon: 
Thank you so much.


---Brooke Anderson:
And I just have to say... I don't know how 
people are doing now, but it is a rain...

it is hailing crazy loud and so I'm sorry I'm like 
going like this because I've got my computer  

all the way up... maximum volume... and I'm here
and still having issues hearing... so, I apologize.


---Rita Lennon: 
Okay... thank you.


---Makyla Hays:
Rita, it looks like Lisa has a question.


---Rita Lennon: 
I'm sorry... I was looking on my other screen...
I have 52 screens around me... my apologies... Lisa 


---Lisa Werner:
I think you need 53 screens... so... so, if I'm a
proxy for somebody today, how does that work?

Are they... is this... if this is going out to everybody in senate,
they will get this, but they may not know to look for it.

So, should I somehow vote for them?  Or...


---Rita Lennon: 
I mean honestly Lisa, if you hadn't discussed this with
them and didn't know how they were going to vote, 

I don't know if... I don't know if a
proxy vote should be recognized.


---Lisa Werner:
All right.


---Rita Lennon: 
I appreciate that... raising that question though.


---Lisa Werner:
I think I know how they would vote...
but you know... considering...

you know... maybe... you know...
I thought I knew, but... um...


---Rita Lennon: 
Has everyone received the 
ballot now?  Okay... thank you.

Okay... since we have given it a 5 o'clock deadline,
I don't know if we need to close here... 

Brooke what do you think?  As vice-president 
do you want to do a count before we adjourn?


---Brooke Anderson:
Sure... should I announce?  We have 15 
responses... oh, make that 16 responses so far.

We have 31 senators in senate today, 
which means to endorse the letter we need...  

17 responses for yes... and we did actually just reach
17 responses voting yes in support of the letter.

So, what that means is... voting will remain open
until 5... we will still welcome responses,

but at this time, we do have a majority
voting to endorse this letter.


---Rita Lennon: 
Okay.

Very good... so, since we have a majority, we do not
need to wait any longer for that in the general meeting.

I'm waiting for some words... strung together.

[multiple voices] Motion to adjourn.
 [laughter]


---Wrand:
I win.


---Rita Lennon: 
I think we should do it like as a chorus.
[laughs]


---Makyla Hays:
I'll second Brandy's motion.


---Rita Lennon: 
Okay... thank you so much everyone for being here with
us... thank you for those guests who hung out with us... 

and we appreciate you being here
and we appreciate your time.

Elliot, we did wait for you,  and what we're going to do
is ask that you come back in November to present.

I know that you had to go meet with
a student... will that be okay?

I'll reach out to her... we won't...
we won't wait for that... okay.

Thanks so much everyone, have a wonderful weekend... don't
forget, it's Tucson Meet Yourself... go meet yourself.  [laughs]


---Cynthia Howe: 
Thank you.


---Rita Lennon: 
In the rain.


---Cynthia Howe: 
Bye everyone... thank you.


---Rita Lennon: 
Bye everyone.


---Wrand:
Thank you.