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November 4, 2022 Faculty Senate


---Rita Lennon: 
Welcome everyone to the November
4th faculty senate meeting.

I am your host... I'm just kidding... [laughs]
my name is Rita, the faculty senate President.

Happy Friday... and we all made it through
candy... Halloween candy time... right.

Did anyone gain weight?  Come on you can
tell me.  [laughs]  Did anyone get sugared up? 

Maybe I'm sugared... all right...
you barely made it through Hanukkah.

Okay... so, the agenda has been posted... everybody
has been sent it... I'll go ahead and post it again in chat.

and... let me see... chat.

And please... be sure to sign in... if you're a guest here...
if you're a senator, please be sure to sign in anyway.

All right... the first thing on our agenda,
as always, is welcome and introductions.  

And so, we can... instead of going through about 
50 people introducing ourselves... if you wouldn't mind 

just placing in chat, who you are for 
the college... and which area you represent...  

especially important if you're a senator.

All right... we'll go ahead and let 
those continue to roll in,

and move on to any requests for agenda 
modification or executive session.

Okay... I'm not hearing any... so we'll
go ahead and continue to move on.

The next is for any requests for open forum.


---Xavier Segura:
I have a comment... if I could add to that.


---Rita Lennon: 
Absolutely.


---Xavier Segura:
I just want to give kudos to a lot of the Pima student
life and the phenomenal work that they're doing.

I had opportunity to stop by to the
first ever alumni talks and, you know,

exposing a lot of our historically underrepresented
student populations to a lot of our Pima alumni,

you know, kind of sets the tone and the
model that a lot of these students see,

with a lot of our previous alumni and shows that Pima
Community College is, you know, Paving the way

and setting the tone for our future Generations.

So, kudos to Pima student life and the
student affairs for doing a phenomenal job.


---Rita Lennon: 
Fantastic... thank you so much for that... for sharing 
that information... there's so many wonderful events  

that happen at the institution, you know, on all of
our campuses... it's hard to be a part of all of them.

So, it's nice to hear when we've attended them...
so, please share that information with us for sure.

Okay... so, about a month ago we moved away from
approving meeting minutes here at the Senate meeting,

the monthly Senate meeting... so, those were sent
out to you... unfortunately, I'm sorry... but just yesterday.

So, we'll have until close of business on Monday to
review them... once... the close of business Monday...

well, once we get there... then we will
go into voting to approve them... okay. 

So... right now, I'm just taking any amendments... or...
you know, anything like that... so, just let me know... okay.

I would also like to take a second here
and conduct a moment of silence.

As one of my roles here... I'm the department head
for some of our Health Professions programs...

and one of them that I am so lucky to oversee
is the Medical Assisting Program...

and unfortunately on October 30th they lost a student
who had just started the program on... in August.

She and her boyfriend passed away in a
car accident... and so, it's just a tragedy...

the stories I heard from students when we met with
them... was just that... she was just this bright light...

and so excited to start her life... so, just a tragic moment...
so, if we could just take a moment of silence please.

Thank you... okay... so, we'll go ahead and move on to 
the next part... for those of you who are just joining us...

please be sure that you are signed in... I will send...
I'll share the agenda again one more time just to make sure,

if you're coming in a little bit late...
that you have access to it.

Here you go.

Okay... we've already gone through welcome and 
introductions... if you're showing up a little late...

if you don't mind adding in the chat, just who
you are... what... who you represent at the college.  

If you're a senator, please be sure to 
make that information available...

and we are now ready for reports... and I see our Provost
is here... so, you have the floor... nice to see you.


---Dr. Dolores Duran-Cerda: 
Thank you Rita... nice to see you too...
and nice to see everyone here.

And thank you for the moment of silence
for one of our students... it's a tragic loss  

every time we lose a student or a col... excuse me...
or a colleague... but thank you for all of your support

with each other too... um...
speaking of candy, I have a bag here...

if you would like to stop by my office
and enjoy some extra candy.

So, today I wanted to share a few things with
you... you've already received the report...  

and... as we know that this month
is Native American Heritage Month...  

and we are working on a land acknowledgment...
an official one, for the college... 

so that will be... is currently being worked on with
tribal leaders as well as internal folks at the college.

And... so, that will be coming soon...
shortly... [clears throat]  excuse me.

I also wanted to take this time to introduce a new member
of the Provost office family... and that is Dr Vanessa Arellano.  

Vanessa... are you here?
I think I saw you pop in... yes?


---Dr Vanessa Arellano:
I am.


---Dr. Dolores Duran-Cerda: 
Yes... hi, Vanessa... so I'd like to introduce you to the
faculty... the wonderful outstanding faculty senate...

and so... Vanessa has been at the college
for several years in different capacities...

and she's... right now... is in an acting capacity as director
of provost office initiatives and assistant to the Provost.

So, many years ago we used to have the... I was senior
assistant to the Provost and then that position went away.

And so we're trying this...see how this works... and Vanessa's
been so helpful in the 2 weeks that she's been here...

and you'll probably be seeing her and talking
to her as well... so, welcome Vanessa.


---Dr Vanessa Arellano:
Thank you.


---Dr. Dolores Duran-Cerda: 
You're welcome... also, I wanted to share with all of you that
we are progressing well with the HLC Assurance argument.

Wendy Weeks has criterion leads and groups 
and they have been meeting and have identified gaps.

We also will be doing soon, a call for writer 
or writers... I'm in the process of deciding that.

So, it'll be a call out to faculty... to
staff instructors... and also to staff.

And we may have maybe 2 or 3 writers
collaborating on this... but more to come on that.

Also, I'm resurrecting the HLC project management team...
that was very successful when we've done reports in the past.

and so, it's usually within the provost's office
and we help with logistical pieces,

like, we're working on having community 
forums or town halls within the community,  

and also inviting external members to give progress 
reports on how we're doing with the various criteria.

Also... the Chancellor's goals were officially
approved at the last board meeting...  

and the ac.. there's the academic section...
there's also Dr. Doré's section

over student services and Workforce Development...
and then Dr. Bea with operations...

I would like to, in the near future, maybe
the next meeting if there's time, Rita,

share what the academics... Chancellor's goals are... and how
I'd like to work with faculty Senate in accomplishing them...

and also the Provost goals... they might... I had already done them,
but I'm going to tweak them a bit because the Chancellor's  

goals were adjusted slightly... but, basically 
it's overseeing the Gen Ed redesign, AGEC reimagining,

increasing our transfer rates... really emphasizing
our ABC rates, also known as DFW rates...  

expanding dual enrollment... instilling a digital
literacy fluency task force... among many other things.

But those are some of the pieces that we'll be
working on... and we'll be asking for your help too,

because it's our collective mission in academics... this
part of... you all being part of academic affairs as well.

And then... also, I was asked to provide
an academic faculty hiring update. 

So, I'll share that with you right now... this is at the high
level... we will be providing a full report on November 17th  

at 2 different meetings... one with faculty senate
and administrators... and then also the faculty groups.

So, as a reminder, we put a pause on the
FACT process during the pandemic...

and that had been put into place
to move forward or toward

an overall ratio of one full-time faculty
member to 50 full-time student equivalents.

We're starting to look at the budget now... and of the
November 14 study session will include a budget forecast  

and preliminary parts of the three-year budget 
plan... and a re-look at the process and the ratios.

So, what's taken place so far?  We're finishing from 
last year's approved hires... ASL is currently posted... 

we have 5 off-cycle hires to be in place
by spring... this coming spring 2023...

1 in dental hygiene, 1 in aviation, 2 in nursing, and a 
librarian... the librarian hiring has been ongoing.  

And I also do want to recognize the desire to 
start recruitments in the fall... I know that is crucial, 

so we can get the best qualified faculty 
or candidates to to come to the college.

So, I've solicited proposals from all of the divisions and will be
finalizing the direction we'll be going in the next couple of weeks.

So, I've been meeting with the Deans and the divisions
have brought forward proposals for hiring for fall of 2023... 

and overall there have been 31 regular position requests
and 4 provisional requests... so, that's a total of 35 positions.

Currently for vacancies, there are 32 vacant or filled with
the current provisional... and 7 newly proposed positions.

So, that's an overall high level overview
of the faculty hiring update... as I said,

we'll have a more concrete full report by November 17th...
so, I hope that provides a little bit of an update for you.  

And I think that would be it... that, I know you've received
the the Provost report, so you can go ahead and peruse that.

And if you have any questions right now,
I'll be happy to answer them.

I think Sarah has a question?


---Sarah Jansen:
Thank you... my question relates to how
these hiring decisions get made...

I think several of us have had
questions in the past about this,

so, is any consideration given to areas
where there are no full-time faculty at all...

or is it just the ratio that matters... or what goes
into that that kind of decision process?


---Dr. Dolores Duran-Cerda: 
That's an excellent question Sarah... so, it's not just looking at
the vacancies or... we're also looking at where there's growth...  

where there's a need, definitely... I know that there have
been... there are some divisions that are lacking 

because of either retirements or resignations...
so, we want to make sure that we fulfill that.

Also, where there haven't been... for many years...
a position... so, that is all taken into consideration,

along with the Chancellor's goals, the Strategic plan, enrollment
number, projected enrollment, and like I said areas of growth.

COVID brought... [burp] excuse me... brought up
different variations of where students are going to...

looking at transfer... where students trans... what
areas are they transferring in at the universities.

So, there are various factors... and I'll be happy to share
that criteria with everybody, so it's fully transparent.

Okay... any other questions?


---Rita Lennon: 
Sarah... oh, I'm sorry... you you moved from a hand up to a
thumbs up and I thought it was your hand again... [laughing]

Okay... any other questions?


---Dr. Dolores Duran-Cerda: 
Well, it's good to see everybody... and if I don't see you
before Thanksgiving... have a wonderful Thanksgiving... 

and I'm grateful for all of you.


---Rita Lennon: 
Thank you... we're grateful for you too...
so, right back at you... [laughs]

Okay... the next report is mine, so I've linked to the
report... you know, there was a recommendation in...

from the faculty officers that we kind of give
ourselves a report card... or we provide a report card

about what we've been working on for the month... and
where we are with all of those different action plans.

So, mine... I'm not in La... you know, I'm not sure
if I'm going to continue this format but mine is just

pretty much the entire month... what meetings I had and
what action items would come out of those meetings...

and how we're carrying them forward... so, there's
a lot in there... I do apologize... but it's...

I think it is important for you all to know
what your faculty leaders are doing...

what we're up to and
what we're working on.

So, I'll just briefly touch on... I mean a lot
of these things are going to be presented,  

either today, or have been presented in another's 
reports... so, I won't be going over everything...

What I think is probably the most important item to all 
of us is something that happened at the end of the month,

actually at the beginning of this month... 
and I see Kate is on our call, so she can...  

I will invite her to also speak up, should...
should you have anything more to add.

So... we are working on part of the strategic plan... and
this is for the... the key focus for the '22-23 academic year...  

and it is literally just one single line in the 
strategic plan that says that we will move to a...

a 1-year schedule... this is also part of aligning with
our guided pathway... so, of course, this is going to affect

our programs more than it'll affect others...
but even when we look at transfer programs  

we're going to have to consider that as well...
and so, we're fairly early in the discussion...  

but we are moving forward on this... and so, I
wanted to keep everyone here aware of that...

and also, for you to be sure that you're sharing this
out with your constituents... because it's important  

for us to have a faculty perspective going forward...
there's, you know, some things that Kate and I  

were able to discuss after the meeting...
and even actually during the meeting...

about... you know sometimes it'll make sense... the data
that we're looking at... to go in a different... in a direction.

But without understanding the nuances, you
know... maybe there's a lack of resources...

maybe as Sarah mentioned, there's no full-time
faculty in this area and we can't, you know...

can't offer these courses at the same time on several
different campuses in person, if we don't have...

if we don't have the resources for it... and everything that I 
heard from Kate yesterday was... absolutely...

we have to know your perspective, we have to think
of these things... so there was nothing that I heard

that made the back of my... the hairs on
the back of my neck raise or anything.

So, I want to be sure that everyone knows
that the committee that is working on this

are committed to a shared government discussion...
you know... everyone needs to be at the table...

obviously... and Kelly O'Keefe was there
and she provided perspective.

We don't have a lot of faculty on that
committee... but that doesn't mean

that we're going to be making the decisions alone...
you know... as we need to pull in other faculty members

that are in divisions... we're
definitely going to be doing so.

But I just wanted to make you aware of that...
and that's really all the time I want to spend on this.

But Kate, I'll give you a little bit of time
if you wanted to add to that.


---Kate Schmidt:
I mean I think you did a good job summing it up... just...
I don't think that you mentioned that we have engaged in a

memorandum of understanding or agreement with our
software company, Ad Astra... for scheduling.

They are working on developing software
that will help schools do year-long scheduling.

And really, I think the ultimate goal is to make this...
to make it clear what we're trying to off...

you know, make it clear what we're offering to students
and how they can get to... their path through...

I mean it's... a student right now can only see one
semester in advance, right... they can see their pathway,

but as far as where and when courses that
 they need are going to be offered...

they can only... right now,
can only see spring.

So... so, having more transparency to students
and allowing students to plan will help them,

but it will also help us in our efficiencies.

I do want to mention, since you gave
me an open mic... you have to...

it's... you know we have... we have engaged... I think 
we're in our fourth or fifth year with Ad Astra  

and I think are just beginning to use its capacities...
we are rolling out a pilot with all Department heads,

to use Ad Astra to just do
the logistics of scheduling

So, our goal is to eliminate that master schedule
form, which I understand is quite cumbersome,

but our secondary goal is to get department
heads into the, you know, into the software

so that they can look at the rich
data about course scheduling,

and as we move forward and they develop
the year-long schedule, you know... module...

I think all of that will be much... uh...
all of that will start to fit together,

and we'll be able to really use data, make decisions 
about when and where we're scheduling classes

so that students can complete...
getting us to... getting us...

helping us reach our...
you know, our goals. yeah


---Rita Lennon:
And, you know, just in discussions I've had
with some department heads... you know...

that have had the ability to talk to... some are
very strategic in their planning... and no...

we look at, you know, 3 years of data before we
make a decision on opening another section or not

and then others are like, no... literally,
 our whole department just, you know...

well, we don't know what we're doing...
we're just opening up, you know...

based on the resources we have and how many
full-time fac... or in-person faculty we have available.   


---Kate Schmidt:
I think that... right... I mean, I think the big shift
is to not just think about course offerings,  

but to think about programs...
do we have completable programs

at the time, the location, and the modality
that a student wants to complete them in.

It's exciting... we've got... it's a great...
it's a great opportunity... you know...

it's a great... it's a it's one place where I really
believe that we can make a big difference.

It is getting... being a little bit more
intentional with our scheduling...

and I really appreciate the representation
that you bring back to faculty.


---Rita Lennon:
So, with that... thank you... and I think I'm
out of my time... so, I don't want to... um...

I don't want to spend any more time
on this... but please read the report...

there's lots of going on and I want to
make sure that you're all aware of it,

if we can't speak about it in
5 minutes at a senate meeting,

then I definitely want you to be able
to know what's going on in the report.

Okay... so, our next report is Kelly O'Keefe for the...
on behalf of our vice-president, Brooke Anderson.

Kelly you have the floor.


---Kelly O'Keefe:
Thank you Rita...
let me pull it up here.

This is kind of a lengthy report, so I'm
going to try to sum it up as best as I can.

She has 3 major items that she
would like to report in today's meeting

and the first one is on the reproductive
health and bodily autonomy...

faculty senate sponsored study session action 
items... public comment was made to the board  

to let them know that Brooke and Rita both
had a statement... about the study session

during the public statement she mentioned...
or she asked the board in support for this work

for some of the action items that we had discussed...
and if we could share some of the resources with them...

Chair Ripley said... yes... and she updated her
and the Chancellor's sense about the items that follow.

And Chancellor Lambert expressed thanks 
and appreciation for this work.

They also both said to keep the updates coming and to
let them know if there's anything they can do to help.

She also met with Roseanne Couston,
who is a librarian and one of our senators.

She used the resources that we had gathered from the event 
to create a lib guide on sexual and reproductive health...

and I believe that is also linked
in the vice-president's report.

So, if you're interested in looking at that, please go
into the vice-president's report linked on the agenda  

The home page started with a message from the
chancellor... and a message from Brooke and Rita.

So, that's in the lib guide and it's followed by
different tabs that include different information,

like articles on the impact of the Supreme Court's decision,

library resources, College resources...
like the ARC and the food pantry. 

And she just wanted to say a special thanks to 
Roseanne for creating this fantastic resource.

She also met with President Doré and followed 
up with him about what we can do to implement  

some of these other ideas that
emerged from the study session.

During that meeting, president Doré said that he would
organize a meeting for a larger group of employees

to come together to see what we can do...
not just in the senate but across all units

and to make progress towards some of these goals.
Now, some of those ideas were... 

expanding our sexual education reproductive
health offerings for students. 

Currently the ARC and the student
life do offer some resources...

and we want to see what more we can do like adding
sexual and reproductive Health Resources in our libraries

and you can read more of the details
in the vice-president's report.

I don't want to read everything to you verbatim, but
please go ahead and look more into that on her report.

We do have some more community partnering
with organizations like SAAF, Planned Parenthood,

University of Arizona Women and Gender Resource Center,
and the Women's Foundation for the State of Arizona.

So, go ahead and look at that if you would.

There's some other links within her
report for action item number 1.

Let's move on to action item number 2...
the Faculty Senate sponsored study session  
 
on work... faculty workload... is scheduled 
for Friday, November 18th, from 1 to 3...  

and we are hosting the faculty Senate sponsored study
session on faculty workload, so please save the date.  

And be sure to share this with
your faculty in your divisions.

And... faculty working conditions are student learning conditions 
she says... so, if we want to improve student learning conditions,  

we need faculty working conditions 
not to be barriers to student success.

And there's also a feedback form that's linked In the
vice-president's report, so please take a look at that.  

And... you know, include any feedback that 
you have that you would like to contribute

to that faculty workload study session, if you
are unable to attend... and then it says... okay.

So, the feedback form she's asking to have completed
by Monday, November 7th, if possible... okay.

There's also a couple resources in there, like the Faculty 
or Pima Employee Handbook and the Faculty General  

Responsibilities Equity-Minded Faculty 
Workloads... please take a look at that.

And then, action item number 3... and hopefully
I'm within time still... I haven't been checking... okay.  

So, action item number 3, Charter Revision Committee... the...
charter revision committee is continuing to meet bi-weekly.

We are making revisions and asking for stakeholder
input on what kinds of revisions need to be made 

to not only better represent how the faculty
senate functions... but also how to improve

the faculty senate's function within the
college's shared governance structure.

Officers have provided their feedback, as
have other stakeholders across the college 

and now we want senator feedback if possible.

If you would like to make revision suggestions, there is 
a link to item number 3 in the vice president's report,

where she is asking for you to send your feedback in regard to our
Charter and what you think might be beneficial for us to change.

And that feedback is... will hopefully be
completed by Friday November 11th.

So, if you have any feedback in regards to our Charter...
please use that link in her report to make your suggestions

by that date, November 11th... okay...
and I think that's it... how'd I do?  [laughs]


---Rita Lennon:
You did good.
[laughs]

[Kelly: Awesome]   You done good kid...
[Kelly: Thank you]   all right... thank you so much.


---Rita Lennon:
Okay... our next report is Denise Reilly, 
our governing board representative.


---Denise Reilly: 
Good afternoon... happy fall... I'm gonna go back 
to my theme of things that make you go "hmm"...  

but I got stuck with a candy in my mind... and 
then someone wrote about Snickers and I thought...  

goodness gracious, I've been thinking about Almond Joys
since Halloween... so, I'm gonna go off of the candy trend 

and go back to meeting stuff... so, things that make
you go "hmm"... in my report, I'm gonna talk about

what I what I shared... what I noticed... and
what's to come... or what I think is to come.

What I shared in the last Board of governing
report was my role as a communicator...

and our role and our communication
efforts in the faculty senate.

So, really focusing on communication
in general with study sessions.

I did mention the endorse statements both
the "Roe v Wade" and the ARC faculty letter.

So, those are the main things and
components that I shared at the meeting

What I noticed was, in the board Dynamics
there's still a level of uncertainty I would say...

in how involved board members want to be... how much
detail they want to know, in terms of college matters.

That seems to be very iffy... the roles in general seem
to be a little bit convoluted... so, I'm still noticing that.

They're still, often a 3 to 2 vote... and the
behavior in meetings seem to be subdued a bit.

However, it will be interesting in my next part, which is what's to come...
there might be some changes in members with elections coming  up.

And I'll be interested to see what the dynamics would
look like at that point... and that would be of... um...

of note to all the faculty members
here... and to the college in general.

Especially with the HLC recommendations that had to do with
the Board... what I wanted to share is that... [long pause]

how to word this... I've mentioned in the last 2 board meetings
that I think... and this is... this might be part my opinion  

 but this is the faculty perspective that I share... is that
faculty are still the heart and soul of the institution   

and I think that has been forgotten for some time... I think that we
do have a lot of supporting cast and characters at the college  

and a lot of initiatives and...  [laughs]  after listening 
to Dolores's report... a lot of goals coming up.  

So, I do understand that things are industry driven...
that there's a lot of folks that have a hand...

but the institution is a college, so there's
teaching and learning happening at the institution

and so, I'm going to continue to push that my goal
is communicator and I am just to speak truth.

And to do it in a positive manner and
to just continue to represent you all.

To that note on the written report... so, I make 
a written reports typically between 4 to 10 pages,  

to the board in advance... and I just
wanted to let you all know know that 

the faculty notable accomplishments section
is now going to move over to the Provost report.

In communications with the Provost and other officers,
we decided that this would be a better streamline process  

and since... let's be honest... not many people read 
the board of commerce report that I write...

I think it would be better for that information 
to be shared out widely with the Provost...  

and so, any faculty notable accomplishments... I'll work 
with Dolores on this... will be now in the Provost report.

So that, they're more widely and publicly 
shared... and I will continue to include

the teaching and learning center report in my Board report...
because that came out of this... and so, I'm going to end with  

those are the things that make me go "hmm"... 
and you'll hear from me a little bit later... thank you.


---Rita Lennon:
Thank you... those are the things that make me go "yay"...
[laughs]  or maybe it's the Snickers talking 

All right... our next report is
Makyla Hayes with her PCCEA report.


---Makyla Hays:
Hi... um... I apologize for not getting this out to
everyone sooner... I do have a written report to share.  

It's been... it's been one of those weeks
where... you know... life.  

So, I... if I can share my screen 
really quick is that all right?  Okay.

You should have it, yeah.

Yeah, I just wanted to make sure before
I start it... so, here's my Senate report.

The first thing is the college employee satisfaction 
survey results that we all took in the spring.

AERC had worked with STAR and HR to add 
some questions that we would like to see...

about employee satisfaction and everything... and
we've been told that those are going to be shared

sometime this month it looks like... so, possibly
at the study session or hopefully shortly after that.

So, I've gotten some questions about that... so, I just
want to share my update... an overload update...

I had sent out a survey last month and
I had about 70-75 people... I think it was 71.

71 people respond to that survey on overloads.

I have summarized that report and sent it 
on to the Provost's office and finance...  

and... so, we can continue conversations on that topic 
to look for future improvements to the process.

In conversations with Administration, they are very... you
know, very interested in making sure that people get paid.

I did not ask for names on that survey, so if you are not
getting paid, please reach out directly to administration,

or if you need to come  through 
me... that's fine, but you're...

they have assured me that you can reach out 
directly to them and let them know...

and we will get you paid ASAP...
especially if you're still not getting paid.

There was this... we're not sure
what's going on there.

Maggie... yeah.


---Maggie Golston:
Yeah... I just have a quick question... this is just instructional
hours... or does this include supplemental hours?


---Makyla Hays:
I'm assuming both... if you're doing work for the
college, and you're not getting paid for it yet.

That's... [Maggie: okay]
that's something that we should get.

I'll be in touch.
[laughs]

Absolutely... and I have been told that there's interest in making
sure that everybody's getting paid for the work they are doing.

So, if you... you know... you should be
able to reach out and get that fixed.

If you need assistance doing that, of course,
always... I'm always willing to jump in if I need to.


---Maggie Golston:
Thank you.


---Makyla Hays:
I don't have any special power, but
I'm always willing to support people.

I think I saw a chat... yeah... oh... and then Kate has offered
for you to email her as well if you are not getting paid.

So, that is something I just wanted to share out,
because I neglected to ask for names on my survey.

So, I can't reach back out to you
and find out if you've gotten paid.

That was a complete oversight on my part.

Then... I just wanted to put it out
there for senate collaboration... we've...

I love the collaboration that PCCEA and Senate has, and
we're just committed to continuing that collaboration,  

and making sure that faculty kind of stand
together and we get these things addressed.

So many things kind of overlap between
working conditions and academic side, so...

I just appreciate that and wanted 
to reaffirm my commitment to that.

And then, as your PCCEA faculty rep to the AERC... so, 
I'm not speaking for the entire AERC, but as your rep....

I wanted to bring to your attention some of 
the things that are being discussed at the AERC.  

So, I've taken a quick screenshot of part of our 
tracking system and you can see on the very left...

the Resolution Team status here... these are all of the
things that we are currently working on through the AERC.

There's a lot going on... [laughs]  
a lot of discussions happening...

and I'm not sure who all is aware of all of those things...
so, I want to let faculty know what we're working on.

And some of these are addressed through
policy...and others are just conversations

 to see if they need to be addressed in policy...
and we're working on those.

I've highlighted in my report, some of the things
that you may be interested as a faculty member...

just to let you know what is going on.

So, the first one is the full-time faculty salary 
structure... this is ongoing discussions about  

class and complementation... where things are going... 
we're still talking... we're still working through  

trying to you know make sure we're all on the 
same page and discover what next steps are.

One of the Chancellor's goals was... that was approved at
the last board meeting... included looking into merit pay... 

and that's always kind of an interesting
subject when it comes to education... 

everybody, it seems like, is on board in principle 
but when you actually go to apply it there's a lot of 

potential things that can happen... so, any 
conversations that might impact our pay  

will be looking for... you know, all of the unintended 
consequences and looking through those things.

And then... there is a separate Resolution 
Team on a sick leave PTO buyout that 

we had going on almost two years ago, and it 
stalled... and we're bringing it back...

but it may impact some of these compensation 
discussions... so, it's all just kind of up in the air.

We're figuring out what all might
move forward... and what is possible.

There's going to be a survey coming out... I mean 
we always do surveys... right... at some point soon,  

to see what the faculty priorities are that you
would like faculty on the AERC to advocate for.

So... but we're working on making sure that that 
makes sense first... and then everything we ask you...  

if you want us to advocate for, is in the realm of
possibility... there's a committee on the AP about AERC

and how our meet-and-confer process works...
so, we're going through and clarifying language there

making sure that we are interpreting
policy the same as Administration  

and resolving any of those issues... hopefully... 
and then we have so many things going on...

I'm sorry roles and responsibilities... this may 
affect things like campus hours, remote work,  

advising hours, committee expectations...
all of those things that we do as faculty.

And taking a look at it and making sure that
it's making sense... with our current structure...

with all of our virtual and our online and everything else...
we have not started that team yet but it's gonna be coming up.

Aubry was here last month asking for volunteers for the
hard to hire and credit... Beyond Graduate Hours Committees.

And so those are going to be starting shortly...
I think we have people at this point.

We're making sure we have them
in the areas that we need them from  

And ODR complaint process... I was approached with
concerns about the ODR process when it came to complaints.  

But specifically if a student complained through ODR
and what the faculty can expect to happen.

And there were some other concerns about those complaints...
so, ODR is also reviewing their complaint process.

And so this is a time for us to be
able to address both things.  

And then faculty hiring... Dolores just shared that
there's going to be more information coming out.  

And so, that's great... we're looking forward to that update...
and thank you Dolores, for what you shared today.

And then I believe there's a draft AP or process,
that should be coming out soon, regarding hiring...

for you to comment on when that does
come out... and last but not least... 

the HLC last month was kind of a big deal... and it feels 
like a lifetime ago but I know it was just last month.

So, I did just want to update faculty that the HLC
did acknowledge the receipt of the complaints. 

They did fit the requirements that they
need, in order to look into a complaint.

So, if you hear that they've accepted the complaints...
really, that just means that the format was right...

and they're looking into what we... what we submitted...
the college has 30 days to respond to the HLC

before they decide next steps... I believe
that 30 days is around November 17th.  

And, in the letter I received accepting the 
complaints... was basically saying that

I'm not going to hear any... anything further... all future 
communications will be between HLC and the college...  

but they will post something on their website...
if they decide to move forward with a focused visit

or some other continued investigation
after the college response.

We are... we're trying to also make sure that
going forward, we still have that working relationship  

we're not... we don't want to stop communication...
so,  in our meeting this last month with the Provost 

legal was also there and we were able to have
some discussions about this complaint...

why we felt that that was the right way
to go...  why they maybe felt it wasn't...

and how we can try to move forward...
 and not, you know, get stuck.

And, yeah... so, I... in that conversation, legal made it
clear that they don't believe there was a policy violation, 

and we're trying to make sure that
whatever happened there in that interpretation,

the AP is super clear moving forward.

So, yeah... that is a lot thank you for letting me share... if you
have any questions, obviously, I'm happy to answer them.


---Rita Lennon:
Thank you... we actually have one more report...

so, if there's not any questions,
we'll move forward with that report.

If you do have questions though,
please let us know

Okay not hearing any questions for that report, 
we'll go ahead and move on to the next report.

Our next and final report is our adjunct 
report from Sean Mendoza.


---Sean Mendoza:
All right... so, I went ahead and sent a link to,
hopefully, the agenda, that you guys can see there...

and I will... and it's also linked in there as well in 
the... can I go ahead and share my screen there?

Outstanding... so...


---Rita Lennon:
Yes you can.  [laughs]


---Sean Mendoza:
So, if you take a look at the... okay... so, if
you take a look at the... what was shared...

this is pretty much the agenda that we discussed today...
the adjunct faculty went ahead and discussed...

there were some really key things... some...
the 3 big takeaways was safety at the college...

and again... there was a good number of
adjunct faculty that were surprised... like...

who... who's Dr Cleo... you know... and again...
and I think that there's a lot... also...

 a lot of full-timers as well... where... where Dr Cleo is not 
really... it's not really something that they knew about. 

So, the lieutenant... Lieutenant Gutierrez... 
was there to talk to us a little bit about that...  

and just kind of emphasize that there was...
that if we dialed 2700... also... 27... 206-2700...

or just 2700 from a college phone... and even
for those of us who actually teach online...

if for some reason ours... our online student seems to be 
doing some... or saying some suspicious things,

we can certainly contact you... he also encouraged us 
to contact 2700 as well... and then again if we...  

if there's... if they... if we see something online... or we
see something on campus... either dial 9-1-1 or  2700.

Also, there was... there is a survey that my partner in crime,
Sarah, is... and she and I had put that together...

and really... what it is... it's just a... it's an opportunity to
address some... some policies that are in development...

two of them are the clarifying adjunct
faculty and full-time faculty roles...  

 and then the other one too is about
compensation for adjunct faculty for prep work.

So, there... here are the questions that are 
there again... I know there's a... there's some  

adjunct faculty on this call... please, I encourage you to 
take... to go ahead and take the survey... here you go.  

I'll put that on there as well... so, this way you 
guys can see it... and I've already told Sarah

I've spammed... I'm sorry... I'm not, you know... being former I.T.,
I feel really weird when I say that, but I've spammed the college,

and adjunct faculty... and encourage them
to really complete this... the survey...

and Sarah... looking at it, we've got 27 responses... woo...
yeah... so again, any adjunct faculty that are there

please feel free to take the... to take that... to take the response...
it only takes, I think... like, you know, 2 minutes to do.  

And... so, that was... that was pretty good again... oh, another
thing too is the soft... we have a soft deadline of December 9th.

because at noon... because ... Saturday, Sarah has a meeting... has a
meeting that... where she would like to share this information.

By the way, we got another one... another one completed...
woo... 25 now... so... [laughs]  keep on... keep on doing them.

All right... and then... so, there's that... and then also...
another thing too that was mentioned was...

there was the... let's see... where
is that... oh yeah... the transcript,

because oftentimes... I know that adjunct 
faculty, especially with the tier system... 

there's some big questions as to, you know, how 
many... where do I fit with regards to, you know, my...  

how many classes that have I... have I taken... and so,
here's actually... this is something that was provided by Dina...

Dina Wakefield... and so, she talked to us a little bit
about about this... and she walked us through...

actually, she walked me through...
you know... how to do this online.

So, again... if you... if you want to take a look at the video
and watch our meeting... and here are adjunct faculty antics.

if... you're more than welcome to do that...
I will add that to them to the meeting notes...

or actually... I'll put that in the chat but... that's pretty much what...
that's pretty much the gist of what we discussed. 

and uh... and on a...


---Sarah Jansen:
You just say really quickly... the quick... the
video might be helpful if you're a department head

and you're getting questions from adjunct faculty about like,
where they fall on the tier system and how to find out...  

and that kind of thing... you can direct them 
to this video that'll show them how to do that.

So, you might want to bookmark that link or keep it.


---Sean Mendoza:
Yeah, definitely... and then... I know... I know that Kate was also there
at that meeting... Kate is there anything you would like to add?

No... she say no.


---Kate Schmidt:
No... you you've summed it up.


---Sean Mendoza:
Summed it up... a nice little package...
all right...well, I guess that's it for me.


---Sherrie Stewart:
Sean... can I ask you to do something?


---Sean Mendoza:
Yes, go ahead.


---Sherrie Stewart:
Sorry about that... could you go over the professor
Cleo... perhaps everybody here on this call knew that  

but I have been with the college for a long time but
I've been teaching for 4 years and I had never heard that   

until recently about that sort of target word... so, could you
just explain what that is again in case anybody doesn't know?


---Rita Lennon:
Yeah... I'm gonna ask that you don't do this because
this is a public meeting... so please, put that down. [laughs]

That information...


---Sherrie Stewart:
Oh, I'm sorry, I didn't realize that...
I'm sorry, I apologize


---Rita Lennon:
Sherry, no worries... we're trying to keep this... you
know... so that faculty and staff are aware of this

but that it's not going to get out
 to students or the public community.

So, that information is available to you in
the faculty senate folder in our Google Drive,

and only those who have access to that folder
can see that... so, I will direct you to that folder. 

Sean, you didn't... you know... nothing's wrong here about sharing that information...

but we just don't want that to get out, you know, in case we
did need to use it... that it's not you know spread widely.


---Sean Mendoza:
Okay.

Thank you very much...
that ends by report.


---Rita Lennon:
[laughs]
Thank you so much.

All right... so, now we're moving into
the business section of our meeting

and I'm trying to navigate my billions
of screens... we all do that.

Okay... our first business item is the climate 
information... implementation... plan, 

and the CASP curriculum team
interest... that's a lot to say...

we have Nic Richmond.... and we have Phil Berry
here, who are here to present... so you have the floor.


---Nic Richmond:
Great, thank you... well, hello everyone... thank you
for letting us have time to speak with Senate today

we're here to provide an update on the college's
new climate action sustainability plan.

Now, this was developed last year...
it was approved late in the spring 

and we're working to
operationalize it now.

I would like to take this opportunity to thank
Noah Faye, who co-led the planning process...

and also to thank the other faculty
members who are involved,

both on the climate planning team, and
also on the curriculum subgroup who really

worked to develop the instructional aspects of the
plan... so, thank you everybody who is involved. 

Now, one of the priorities over the summer... as we started
to implement the plan, was to create a sustainability office.

Obviously, we can't do the work if we don't
have staffing and resources to support it. 

We were able to identify an existing vacancy,
which we could repurpose for this function...  

to create a director of the sustainability office... and
I'm very pleased to introduce all of you to Phil Berry,

who is the person we selected to fill this role... he's
only been with the college since Monday of last week,

so he's a very, very new... but he's
really hit the ground running  

and we are very fortunate to
have him here at the institution...

and so with that kind of high level introduction,
it's my pleasure to hand you over to Phil,

who's going to talk about this in more detail.


---Phil Berry:
Thank you... there's a slide... you want
me to share mine or are you sure yours?


---Nic Richmond:
if you could that would be great


---Rita Lennon:
Sorry, I'm mute... you have access
to share screen, so...


---Phil Berry:
Got it... I'm... yes, but I don't know how
to use Zoom, so we're gonna do this.


---Rita Lennon:
I can share screen, no problem.


---Phil Berry:
Okay... thanks because we might
get pictures of my dogs.


---Rita Lennon:
[laughs]


---Phil Berry:
So, um... yeah... it's just... it's a single slide...
so, what I wanted to talk about, you know...  

honestly... almost doesn't need a slide I just wanted
you to have something to take away from the conversation

I mean... we're using the very widely
accepted AASHE sustainability definition.  

AASHE is the association for the advancement
of sustainability and higher education.

Really... all colleges use their Definition of sustainability, and use
their rating system, so, as they... when you look at their definitions...

so there's... there's... in that slide, there is an
address for their... to get to the definition, 

but you could also just do a search for AASHE
sustainably definition... it'll take you there.

the reason this is important is just it's it,,,
you're using the traditional def...

they're taking the traditional definition of sustained value,
which is economics, environment, and social...

and they're applying that in a higher ed situation...
so, to both operations and the curriculum.

So, when we look at what that means... I mean, in an operational
sense, you know... climate change, water, waste, material use, 

energy use, toxic substances, biodiversity... you
know, all those issues are under sustainability...

but also, in terms of the social side of sustainability...
social equity, social justice, environmental justice...

providing educational opportunities to students who come from
underrepresented or economically disadvantaged backgrounds...

gender... sexuality... indigenous cultures... you know... 
cooperative education that involves the student

in a learning laboratory that we're starting to work
on... we have several things that apply to that now.

So, a lot of what we do... what we teach... already is
sustainability... and you know, we're not using that name 

there's nothing wrong with that... it's absolutely fine...
it's the work that matters more than the name.

So, as we talk about sustainability... we'll bring all those things
together... but in your operational... in the operational administration  

of the college and in curriculum... you don't have... not looking
for... to change the name of the things they do, is my point.

So, the elephant in the room is climate change... you
know, it impacts the community... impacts the students.  

Tucson is the second fastest warming city in the United States...
so, you know... the real... the world... the reality that our students  

currently inhabit and will live through, is dramatically different than
what I grew up in... and what many of us have experienced.

So, the belief... the fat... the fundamental foundation of the curriculum
element of the CASP... The Climate Action and Sustainability Plan,

is that their education should equip them to understand 
adapt and be resilient in that changing world.

So, integrating and understanding of climate change into the
curriculum is the most important thing that's on my agenda... 

the most important thing that's in the CASP... there's a link that
Elliott sent into a Google doc that I believe is in the agenda...  

and it's a an invitation... it's an invitation
to join the curriculum committee.

If you don't find it, I'll put my email 
address in the chat before we're done.

And... you know... so, I'd be very
appreciative if you took a look at that.

The other 2 things that you can bring up... there's a lot
of things in the Climate Action and Sustainability plan,

but the power to convene the community on climate and water
issues... we reached out in just the second day I was here

to the city... the county... a number of NGO's... and just
ask them to just come to a meeting and begin to discuss 

how we could create a more sustainable Pima County...
and you know the response was pretty gratifying...  

there's a lot of people who want to engage that... so, we
have a role to play in creating that space for that engagement.

And the last thing to say is reducing our footprint... this
is an enormous amount of work... to reduce our footprint.

but... and so, we could reduce our footprint, and it
wouldn't change the world... that's just the fact of life.

We're not big enough... but reducing our footprint
demonstrates that we believe what we teach...

that we believe the things that we're preaching
to the community... to our students.

So, one thing I would just ask... and I didn't even
think about it until looking at all the people here   

who are clearly teaching courses that have an aspect
of sustainability... I'm gonna put my email address...

and if you're teaching something that you think is... it
focuses on sustainability... has an aspect of sustainability...  

applies to sustainability... that's a really broad 
definition what I was just talking about.

Send it to me... tell me what course you're
teaching... I think I'd be very fascinated to start this,

because I want to put together a list... a 
baseline of all the things we're teaching.

And it would be really helpful to me, if you all 
could send me things that you are teaching,  

or that you know others are teaching, that fit 
that broad definition of sustainability... thank you.


---Rita Lennon:
Thank you, um... Phil, just a follow-up question to that... if it were
just a module in say a course, would you want to know about that...

or does the focus of the course itself need to
be on sustainability in one way or another?


---Phil Berry:
I mean, we have... we've some really really interesting courses
that focus on sustainability... the history of the Yaki people, right?

That's... that... somebody might not call that sustainability...
I do... and then you look at the actual definition it does...

but you know, if you're teaching something...
I think astronomy 101 or astronomy 102.

there is an element in there where they're
talking about climate change...

it's not the subject of the course... but yes,
I mean, maybe there's only one class in it...

you know biology... we have a couple biology
classes where where it's being covered...

and it may not be covered in terms of  climate change, but
it's covered in terms of... we're about to lose a million species.

We have lost 70% of the population of the animal
life on this planet since 1970... right.

When those things are spoken about in
a course... that's sustainability... right.

So, if... we'd have like 2 classes if we talked about
just sustainability as the overall... overarching...

for the only overarching subject... but in this case... we have
a lot... and I'm having a hard time getting my hands around it...

and this is, as Nic said... only my...
the end of my second week.


---Rita Lennon:
[Rita laughs]
Perfect... okay.

Well, we'll definitely get that information to you... so, if you
teach a course that is focused on any level of sustainability...

or even if you have a focus within your course on
sustainability, please get that information to Phil.


---Phil Berry:
Thank you... and I said my
email address is in the chat.


---Rita Lennon:
Great... all right... and then the sign up
form for the cast curriculum team...

I'm trying really hard not to...  [Phil laughs]
duck all over that... that's also in our agenda...

so, if you would like to sign up for
that curriculum team please do so.


---Phil Berry:
And if you have any questions about it... 
I mean Elliot's there for for that,

but I'd be more than happy to
talk to you about that as well...

Noah Fay is always a good person
to reach out to on that as well.


---Rita Lennon:
You've got it... all right... well, thank you so much...

[Rita]  are there any questions on Phil or Nic?
[Phil]  Thank you.


---Rita Lennon:
Okay... I'm not hearing any, 
so we'll go ahead and move on to...

um... actually, I'm getting a request
via text... we're so Savvy here...

there's a request for one of the
presentations to be moved upward...

I guess maybe there's a conflict with another meeting... is
there any problem with that?  Anyone have an issue?  No?

Carla's saying, yeah.

Okay... I'm not hearing any...
so, Denise you have the floor.


---Denise Reilly: 
[laughing]  Sorry to, uh... derail that for just a
minute, but I'm changing locations in a little bit.

So... and did Phil... were there any questions... or did
he finish his report?  Wasn't sure if there were okay.


---Phil Berry:
We're good I'm moving on to another meeting, just like
you... just like... just like... sounds like maybe you are... so...


---Denise Reilly:
 Okay.


---Phil Berry:
 Thank you all.


---Denise Reilly:
Sounds great, thank you.


---Rita Lennon:
Thank you.


---Denise Reilly: 
Okay... so, my notes show
that it's time to talk about The Big C...

the Big C in the room... and some of us
I would consider over-C'd or OC'd.

So... the Big C in the room is committee work...
[chuckles]  and I bring it up laughingly but...

as I present this, I started thinking back...
and I'm sure you could all do the same,

to all the Committees you've  belonged to at the college over
time... the ones that have stayed there for the long term...

the ones that were... just came and came and went...
the ones that turned or changed hands very quickly...

the ones that didn't really come to
fruition or action came out of them...

or the ones that you got to know
people in different departments for.

And so, the problem is the Big C... and I think it's time... I know we're
addressing different issues with faculty workload responsibilities  

but I think it's a time to start looking at 
committee work... and I think the problem is...  

our solution at the college for every problem is 
form a committee, form a committee, form a committee,

form a committee... and I think we're committee 
hungry at the college... and I think at this point  

there's many perceptions around committees... and 
I wanted to just share with you a few of them...

and that we have talked about this with executive 
leadership, with faculty Senate officers,

and some of the perspectives of different folks...
so, I know that you all have perceptions...

but I want to think about... we are asking for transparency, we're
asking for communication, we're asking for accountability,  

and Tal, I'm really enjoying your comment in the chat...
can we form a committee to talk about the Committees?

Thank you for adding humor to my
Friday afternoon... [chuckles]

I think we have this idea that we all want to seat at the table...
so, faculty want to be heard... we want to voice our concerns...

however... and I can share this perfect example...
in one committee I'm in, for the last 2 months...

we sat in silence looking around, looking around,
looking around... every direction... turning cameras off,

because there was a request for a co-chair,
and no one wanted to take it on... and rightly so,

there isn't any extra compensation for it,
there isn't anything that comes along with it,

unless you're just trying to move up the ladder at
the college... and so we want a seat at the table,

but when we're asked we look  the other way
and hope that someone else will do that...

and so... that's really the issue and the problem.

So, some of the perceptions: we have too many committees
and not enough outcomes with the Committees...

what's the difference... what's the difference between
a committee, a task force, a subcommittee.

Do we always have to have certain committees?
What's happening with them?

There's different levels of work with different committees...
some committees meet once a semester...

some meet once a month...
some meet more regularly.

The perception... there is a perception that I was really surprised
by in a recent meeting with a high level executive at the college,

that might have seemed like there are some faculty members that
aren't on any committee...and I think that needs to be dismissed

because, first and foremost, we're supposed to put that on our
load sheets... so, when we submit a load sheet every semester

and our Dean signs off on that... to me, if there's
committee work, that should be listed on there.

So, that's a pretty easy thing to track, if every full-time faculty
member is on a committee... and that's our responsibility

it's in our faculty guidebook, that everyone is on one
college-wide committee... and yes, we're asked to join more

but I think the idea of volunteerism is going a little bit too
far, and I think it's time to just take a look at the Big C.  

So, the problem is the Big C... and
I'm sure you all have thoughts about it,

but what I wanted to share is, that this was brought up 
recently... and a little bit of a background was that

historically, there's been reassigned time 
and maybe stipend work with certain committees.

Historically, there hasn't been any pay 
for committee work and sometimes there are  

supplemental rate exceptions, but those
are kind of individual and unique.

So, the policy is pretty clear on that... I think it's
pretty easy to find out who's on what committee,

but we've also talked about a repository... and so, I
wanted to share with you what was brought up in our  

last meeting with faculty Senator officers and
leadership at the college... and this was October 18th...

so, just a few weeks ago... and I'm looking
through the notes... the great thing... sorry...

[unintelligible noises off screen, Denise laughs]

Oh, but... it's all Friday afternoon... Nick...
I'm sorry... It'll go away in a second

So, the positive aspect is that we... it's looking like we're going to
have a repository for these meetings in this committee work...  

and Nic Richmond has been tasked with that...
but these are really related to the chancellor goals.

Okay buddy, you're okay... these are
really related to the chancellor goals. 

What Nic Richmond and her team are working 
on, is working on outcomes and goals

for some of the bigger committees at the
college... so, kind of big structure idea.

Right now... in our last meeting, it was talked about 
identifying outcomes for this committee,

what kind of templates are going to be used,
what information is housed for everybody to see,  

versus internal information... so, these are kind of the
inner workings... and I just wanted to share with you 

some of the points that were brought up by
different members of this group that were there...

Brooke brought up the idea of access... can there
be Google forms or some Consolidated access,

so that they can be tracked in a
uniform way... so, kind of uniformity.

I brought up the idea of communication... so, what different
groups are going to be captured within this committee work?

Also, what is being done with this committee work... how does
it get tracked... and how do we communicate the work involved?

Rita brought up the idea of committee goals... what
are the goals and outcomes of the committee...

and how do we track accountability 
for those involved in the Committees?

Kate Schmidt brought up... what are the terms... what is 
the glossary of terms with a common understanding  

of what is a task force?  And I know some of the 
Committees... I mean on our last meeting that we had  

here a month ago, our last meeting, there were 3 
different groups looking for volunteers for the committee...

and so, what are the longevity... what are the time
commitments involved in these committees? 

Tom mentioned an AP... and that maybe the AP needs to be
updated... and the idea that maybe AERC could take that on...

though after looking at Makyla's long list that she shared,
I don't know if that's something else that the AERC needs.

Dolores brought up Equitable, you know, processes...
and Equitable practices... and how each division

needs to be Equitable and do the same things... so, we know
a lot of work is being done at the college in committees...

so, we know that some of the work is within
divisions... some of the work is college-wide...

but I guess the question is... and we're trying to tackle on something
obviously really large here with different perspectives,

but I guess I'm just trying to bring up the, uh... the Big C
at the college and where do we go from here?

Where do we go, where... so, we're not sitting in
meetings and everybody's looking for volunteers...

and we all know that there's certain
committees that were volun-told to be on,

because it influences and applies
to our division or department.

So, I guess I'm asking for some feedback...
we're going to continue to have this conversation,

but we would really like to see some kind
of action and movement forward...

and as Tal mentioned, let's form a committee to
talk about a committee that's not what I want...

but, I don't know if this needs to be a survey 
to go out with some more feedback widely,

but I'd like to just open it up and say... that's kind of
the background... this is something that I would say,  

Rita and I have been talking about for over 
a year... and bringing up for over a year...

where's all the work that's being done at
the colleges... or at the college... I'm sorry...

and then Kelly has graciously started a tracking sheet
and we were starting a tracking sheet on our own,

to just try to see what committees are even out there... we don't
even know... but you know, one solution that we have thought of is...

is it possible that Administration get together and kind
of really decipher what committees are necessary.

We have a lot of Faculty, but what committees
are really needed for faculty input?

Another thought that I heard was... are we hiring so
many people the college that have no experience

or knowledge about the classroom environment
or faculty... that we need faculty represented more

in all the these groups?  Because we're kind
of removed from the classroom, so much.

So, these are the things that I've heard from others, but I'd like to
just bring it open, and I haven't looked at a single chat since Tal's...

so, I'm gonna leave it there and let Rita take
on whatever she wants to for this part.


---Rita Lennon:
I appreciate that... so, some of the things
that I wanted to raise were... there's been...


when we presented the committee spreadsheet and
asking everyone to to share the information on there...


there were some that felt that this could be used against
them... that this could be used in a punitive manner...


and so they didn't want to share this
information... so, that's unfortunate.


Also, is there really department head or
Dean accountability on our load sheets?


This has never been a direction, as I'm a department head,
that we have to confirm that there are rep... that they are...


you know that every faculty member is on a committee...
at least one... and there's certainly no way to determine


you know... this is something I know I've
said before but... we wouldn't... we do not...


we do not allow our students to just show up to class
and not participate... and not turn anything in...


and yet, sometimes we're on committees where people
just they kind of come in... but they turn off their camera...


they don't ever participate... and they're part of a committee.


I don't know if that's necessarily moving the ball forward...
right... so, how... or the needle forward... so, how are we...


if we don't expect that, or allow that, of our students...
then why do we participate in that kind of allowance.


And then, I agree that Denise... what Denise said about...
you know... is this because we're hiring so many people,


who are like separate from the classroom now, and
they just don't have that understanding or perspective,


and that's why we're being asked to be part of so many
committees... or is it finally that what we've been asking for  


with shared governance... and to be part of this 
conversation from the beginning instead of just  


having it presented to us at the end... is that why 
we're participating in so many more committees?


So, that might be a perspective that we review 
as well... so, with that I'm going to stop talking. 


I see Maggie's hand is up... but please, if you 
have questions or comments please share now. 


---Maggie Golston:
Okay... so, this is probably... maybe I'm 
being... okay... a lot of full-time faculty  

put their DFC as their committee on their load 
sheet... the C is for committee... I mean, I guess like...


---Rita Lennon:
Per policy, that actually is...


---Maggie Golston:
right.


---Rita Lennon:
I mean, I'll... I guess Kate... Makyla... is that... isn't that allowable?
That you participate in your DFC and that's part of your committee work?


---Kate Schmidt:
I don't know the answer to that... I guess that's
something we could take back to AERC for clarification,

and look at that policy... I'm thinking that probably in
the group that's looking at roles and responsibilities,

might be able to shore this up a little bit with some clarity... because
I had thought we'd moved away from the actual committees

to talk about service to the college... because there are many
ways that we serve the college that aren't always committees

but the committee is you know, has been part of our
shared governance structure, where we have input from

all employee groups into decisions and that... so that is why
we think committee first when we think about big projects.

Am I cut off or can I say a couple more things?  I mean, this
has been brought up we're looking at the technical piece...

I mean the, you know, the load sheets are basically
pieces of paper that are living in a digital folder...

there's some, you know, there's some
automation technology that we're looking at,

either through FLC... the Faculty loading compensation,
a banner module, or potentially Ad Astra...

although at this point I think it'll probably be through FLC... 
so that we might be able to clean up some of that...

get better data from load sheets... it's a...
that's a very manual process right now.


---Maggie Golston:
Yeah, I agree... I just want to follow up... and Michael,
yes, you are automatically a member of your DFC...

but as a department head, I have not
been instructed not to count that...

in other words, there's some confusion in my division...
and my guess is ...a vast percentage of full-time faculty,

their only committee is their DFC... now, if we're going to 
change that, that seems like it's going to be a big change...

and we need to kind of make it officially... even if it turns out
that it already exists in policy, that you can't count the DFC...

I think so many people are,
that it'll be a big change.


---Rita Lennon:
Yeah... but I think it's time to stop 
allowing this to be of an issue.

You know, I want to share this as well...
and Tal and Matej... see your hands up,

I just want to share this as well... in a meeting with 
our chief of staff recently, I did mention that  

usually Senate is presented with you know a new 
initiative... a request for faculty to serve on a committee

is here at Senate and then Senators raise their hand
and say... I want to join, I want to join, I want to join.

We don't generally have the opportunity to share this with our constituents...
and that's usually because it's being presented on a Friday,

and who has the time to share this information with
constituents on a Friday and get that feedback to us... right.  

And Tom... our chief of staff... whole heartedly was 
shaking his head up and down... he was like, right...

and so, what happens is, we have this very narrow 
perspective of Faculty for... you know... faculty view...

and he was actually challenging us... saying that we 
aren't bringing our constituents view forward...

and so, this is the perception of some on the ELT...
I'm not saying all, and I'm not saying everyone...  

but that's the perception of some on the ELT...
and that's concerning, because we have been...  

you know, we're... this committee... this group,
is to share voices of our constituents...

and if some on the ELT don't feel like we're
doing that effectively, that's concerning...

but, also I agree, that there are some times where we 
are the only ones who are signing up for these things...

and I don't know if that's just because, by proxy, you know...
because we're getting the presentation, we get excited about it

we want to participate... or because we don't really have the time to go
back to our constituents, share the information about the committee,

and then... so, we have been trying in Senate to come up with
different ways... but that's something I wanted you to chew on.

Maggie do you still have a question or did... have you just
not raised your hand... or haven't lowered your hand?  Okay.

I'll go on to Tal next.


---Tal Sutton:
Well, thanks... I guess I just wanted to bring 
in maybe 2 points that come to mind in this...

one is... I think part of the reason, if I remember, when all this
conversation about better organization around committees... 

isn't just the the participation... and... of all faculty, but to better
consolidate and coordinate, just information at the college...

and I just wanted to sort of have one of my points be, that
I think this is an important endeavor in the sense that,  

if... you know... the right hand doesn't know what the
left hand is doing... and Pima has about 17 million hands.

So, it's hard to know what's going on... and so, I think some
effort at consolidating what is being discussed at the college

across all these different workforces, task force groups,
and things like that... would be a very useful thing.

and then the second point to bring up is... I think in this effort, it
shouldn't also just be kind of an analysis of Faculty participation

but also, just committee utility... I think if 
there's a a reflective process to identify...  

are these committees actually
doing something useful?

Or are some of these charges kind of something that can be
done over email and not really necessary for a committee?  

And I hope part of this analysis... part of this initiative...
is included... because I mean, I guess anecdotally...

again, I can only speak anecdotally...
because I haven't gone collected data.

A lot of the complaints that I hear about committee work is, 
well I go to a 2-hour meeting to discuss a you know... 

a 3 paragraph email... you know, just... why am I
spending 2 hours for a very small meeting...

and I think if if we can use this initiative to
actually assess the... how committees function...

and what committees are supposed to do with this college...
and kind of try and really say... have some rubrics,

as to what constitutes enough work to justify a committee
or a task force... so that, when people are asked to join

they're like... oh, I'll actually do something... I'll actually
be able to contribute something when I give my input...  

it's not just like me sitting, twiddling my thumbs
for an hour and 55 minutes... and giving like 5...  

and then 5 minutes of something somewhat useful...
so, just... that's my second point... it's just I think that...

we have to also analyze this from the other perspective
of... critiquing the the committee structures at Pima.


---Rita Lennon:
Okay... thank you.

All right... we are running out of time... I will take Matej and Makyla...
and then, we will have to move on to our next presentation... so, Matej.  


---Matej Boguszak:
Thanks... I was going to stay along
the lines of what Tal started earlier...

we used to have an annual process for faculty to express
interest, at least in these big college standing committees...

and you could, you know, say... so, when there were openings...
the message would go out once a year in the spring...

so, people could sign up for the following year or express
for a second, third choice... something like that.

I think getting back to something like that would be really
helpful, and also provide an opportunity for those folks

that maybe aren't on a committee, to think
about what they would be interested in joining.

It's, um... you know, I think unfortunately it's... we've moved away
from these kinds of regular, predictable, annual processes...

in faculty hiring and meet and confer... in the committee
service... and it would, I think, really help with our organization  

and documentation and transparency... and give 
everybody an equal chance to join the groups

that they're interested in...
so, that's the recommendation.

Regarding the policy... here's what we have on committee service...
it's under faculty general responsibilities for full-time faculty...

and I will really hope... I mean I'm a little shocked to hear that
people are counting the DFC as their one required committee...

I mean, one committee is not a high bar people... let's... I mean,
if everybody could just do the one we'd have 250 or more,

you know, people on committees... and then we can
still talk about, you know, having fewer committees

and making it more efficient... but let's just address...
just so everybody's doing at least what's required...

and not, you know... come up with all kinds of new rules about
what faculty may have to do to serve on committees.


---Rita Lennon:
Thank you... Makyla.


---Makyla Hays:
Yeah... thanks Sarah, for your comment... one of the
things that kind of led what we were doing with AERC

is that I felt like we were having similar conversations about...
we have these problems, we bring them forward,

and we have the same conversation multiple
times, but nothing changes in people...

we're getting frustrated that they felt they weren't getting heard...
and it wasn't anyone's fault, it just was that nobody owned it... 

and there was no way to keep track...
and there's so many topics.

So, that screenshot that I shared was actually from
our tracking tool that I... it's just a Google sheet...

and it's it's pretty rudimentary... it's based on Google stuff...
and it's been built for our specific needs in AERC,

and we're still tweaking it... but as much as I I'm gonna kick myself
later for saying this... I absolutely love building systems like that

that kind of help focus information and kind
of streamline, so that people's jobs are easier.

So, I think this could be built up... or maybe there's a tool out
there that does similar things that the college could employ

that we could then use to kind of track everybody...
so that people know what the Committees are...

they know who's on those committees... and that there's
a way for new people who join those committees

to catch themselves up to speed
and be useful right away.

And those are the things that we've kind
of... I've been really playing with in AERC...

and I know we use monday.com... I don't have access,
so I haven't actually seen in to monday.com...

but if if there's, you know, a chance that some of the stuff
we've been doing in AERC can be scaled up a little bit,

I'm happy to have parts of those conversations if I have time...
because I seem to be one of the over committed people.

So... but those are things I love to explore... so.


---Rita Lennon:
Thank you.


---Denise Reilly:
So, to close this up... and thank you guys for your 
comments and ideas... I do want to let you know that,

you know, one of the thoughts we had was... well, new faculty
need to see a list... and our first question was... where's the list?

[laugh]  Where is the repository?  So, that brought up a lot
and that has changed hands from different administrators...

I think 3 different ones were in charge of that last year...
it's now under Nic Richmond so that is going to be built...

however that's built for a different purpose than
what we were talking about necessarily...

that's being built for the chancellor goals and for these large
goals... but while that is being built and that's a tracking tool

we might as well have input on what this looks like...
and by no means, believe me, was the reason for this  

conversation the rationale to give ourselves more 
work... the problem is to now spread out the work

and figure out and communicate what exactly is going 
on, so that we can be effective with our time

and not have 10 different faculty in a committee,
where 2 people can work together and do that.

So, I will send out a survey in the next week or two...
before Thanksgiving to get specific feedback  

that might help guide our conversations
moving forward... thank you.


---Rita Lennon:
Thank you, Denise... okay, very good... there's so much more we
could talk about that and hopefully we will continue this conversation  

because we need to... we need to
get some stuff off of our plate.

Okay... so, we are going to move back to the order
of how things were in the business section...

so, we are now on the discussion with Ken... I hope I'm
saying your last name properly... is it Hosto?  Okay, good...

with AP 2.01.02 and AP 3.26.01...
you have the floor.


---Ken Hosto:
Thank you Rita... and thanks everyone for our time today... I'm Ken Hosto...
I'm the director of our access and disability resources team,

that's ADR to most of you... today my colleague Angela
Hughes and I just hope to share some information

about a few of the colleges administrative procedures and
how important the information pertaining to course materials

and the accessibility of those materials for all college
users is... we'll specifically be referring to AP 20102,

in which the college establishes expectations around 
the accessibility of electronic information...  

specifically how that information pertains to 
users throughout the college, who have disabilities.

And we'll also refer to AP 32601, in which
the college examines course materials...

the selection and implementation
of those course materials.

So, today Angela and I really want to emphasize
how important... how imperative, really it is

for our selected course materials to
be accessible to all of our learners...

In AP201... the college shares... the vendors need to
provide access to electronic information... technology...

especially to those individuals with disabilities... but we know that
typically vendors will try to provide super limited access features

and often, as we explore what that looks like for, lines user 
for instance... the vendor doesn't provide accessible options

for homework or testing modules and often 
they don't even have texts available in Braille  

And then, over on AP326 we know that the college 
establishes faculty... you team members

do have the shared freedom to select course
materials that best benefit our students, right...

but that responsibility remains to ensure that there's 
that effective delivery of that curriculum...  

and that we optimize student learning, while 
being cost effective... but one of the most...

most expensive components of providing access to our 
course materials is preparing accessible course content

after the fact... preparing those course materials that don't
come to us already accessible to all of our students.

So, if we need to prepare or purchase effectively, accessible
materials for courses that aren't already accessible...

that's one of the most expensive components that we have
in our department... and so not cost effective for the college.

So, we'd like to work together... this team, ours and others...
 to ensure that we're choosing accessible materials,

and to help us talk more about that... for those
of you who haven't already worked with Angela,

I'd like to introduce my colleague Angela Hughes,
who works with ADR as a business analyst,

but more specifically she's our coordinator for all
of the accessive technology across the college,

a huge job... so, Angela, do you wanna step in?


---Angela Hughes:
Hi, I'm Angela and I've met a lot of you... some of you...
but I've only worked here for a year and a half,

so I'm still meeting the rest of you... and I would like to plan together
when it comes to finding and implementing accessible materials

and I want to meet you in the areas
that are most opportune for planning...

I think we can all agree that after the semester
starts, on the second day of instruction...

by the way, we need all of your materials remediated to
be different... it's not the most opportune time... [chuckles]

but sometimes it's the first time we get to meet...
so, if I can be part of the planning stages,

and help with selecting which vendors offer the best
product... because when we're looking at the AP,

we see that the course materials that should be implemented
need to be accessible and they need to be a quality product.

Those definitions in the AP, they are kind of vague, and
maybe I can ask for your help in refining those definitions,

so that we can be more clear... and we can have the teeth
when it comes to standing up to a vendor together, to say...

this product is not meeting our standards... and rather than settle 
our standards, would you please modify your product.

We're not the only institution that's doing this, 
but it would be great... for example Cengage is  

working with me and their manager of accessibility to...
and they're actually working directly with the student as well,

to modify the course materials that don't work with the
screen reader that's required in their computer science labs.

So, we have powers to stand up to vendors and influence
change, but it's great if we work together on that.

I like being able to... with my ALT media team... enter
the course material platform for example like...

Pearson, MATHiaU, Cengage... types of materials... ahead
of time... when we are in the process of vetting documents

for their compatibility with the students access needs...
and it's a bummer when an access code is required,

because then I feel like... I'm a student, I have to go find the
access code... buy it... and then get access to the material...

when I know, there might be a way for a college 
personnel to get that access in the vetting stages... 

so that I wouldn't have to go 
through those needs afterwards...  

and I know sometimes publishers are a little stingy with how
many access... unlimited access accounts they give out,

but for accessibility in the planning stages... rather
than the retroactive stages... it would really help a lot.

We are gifted with an ALT media lab at this
college... not every institution has this...

so, we can remediate after the materials are created...
we have a full-time team that is tasked with this.

They're not student work study like at
other institutions... so, we are blessed...

but, we as a whole College end up spending more money
on the whole, which isn't a very efficient use of our dollars,

if we could do it in a more planful... a different way.

So, we have what like 3 minutes 
left?  I see questions are coming in... 


---Ken Hosto:
Do you want to talk, quickly?  I see the questions coming
in as well... but Angela, do you want to just... um... try to...


---Angela Hughes:
Can I mention Ally?


---Ken Hosto:
Nickel tour on Ally... and for those who
haven't already heard about this product...

get them starting, thinking about how it might be... share that
purchase across departments for the benefit of the whole College.


---Angela Hughes:
Yeah... I'm glad you reminded me about
that, I totally planned to talk about that...

So, we have a learning management system that
is compatible with Ally... Blackboard Ally... 

that's... the maker of it is Blackboard...
and maybe you've heard of it...

it's a tool that a lot of universities and community
colleges are adopting across the nation...

and luckily,  University of Arizona and our other state,
public universities have adopted it as well... some of them.

So, there has been an RFP and purchase process already
explored, so we don't have to make it as hard...

but, because they have... we're checking to
make sure they have a cooperative agreement,

so that it would be a little easier for us
to onboard it... however it is expensive.

What access and disability resources has done in prior cases is,
we would purchase a product that renders things accessible

and we would make it available for the entire college...
so that students with and without disabilities...

staff with and without disabilities...
have access to these platforms.

Examples would be Fusion... that's the software package
that includes the JAWS screen reader and the ZoomText

enhancement, enlargement, and contrast tool... that's available
in the software Center for any PC user on our campus to use...

it's already paid for... site license similar to Read&Write, where that's
a tool that is most popularly used as a browser extension...

we paid for it, so all of the tools are available
to students and staff upon download...

and that's where it enables text to speech with highlights...
and speech to text... it's a great tool for students

who want assistance with learning language and
pronunciation... but that's hopefully, something we can do

differently when it comes to Ally... because we're not the only ones
who are going to benefit from it, in access and disability resources.

Ally can convert materials that you post to your learning
management system into a format such as...

if you post a Word... if you post a PDF... it could make a Word document
available at the click of a button, and the student can download that.

It can run checks across your learning management
system to see which areas are in need.

Currently, we're doing that with the eyes of our ALT media team...
and it takes a long time to go through each module and look at...

here's a video... here's a document... here's an HTML... here's
a link to an external site, which ones are my highest priority,

given the students needs I'm checking for?  An Ally can automate
that, which can direct our staff hours to more crucial things

things like... the hours of video captioning that have exploded...
such that $30,000 per year on video captioning

is now going to be $70,000 per year on video captioning
within a couple years... that change has already taken place.

So, we're really hoping that other departments 
would have interest in a tool like this,

that can check accessibility and render accessibility 
in automated ways that save our staff hours.

At the moment of creation, it saves your hours...
and at the moment of remediation, it saves our hours.


---Ken Hosto:
Thank you Angela... I saw Rita... thank you for 
posting a link to that... the Blackboard Ally tool...

and I did see Tiffany... thank you for your question...
and Angela, you can help us with this...

Tiffany asks how do OER resources compare 
to private vendors in terms of accessibility?


---Angela Hughes:
What I've enjoyed about OER resources is...
I guess there's pros and cons, right...

because an accessibility team devoted to needs from
students like ours, would remediate their product,

sometimes within a month of the complaint... like H5P... we 
said your check boxes aren't working with a screen reader,

and then within a month, they said... we noticed the bug... we
issued a fix... and it's going to reflect in real time in your class.

You don't need to change anything, we've posted the update...
however, with an OER resource like a math textbook

with a lot of diagrams, we've had
to remediate these diagrams

and we're posting them in a place that's 
going to be available in perpetuity

but a lot of time has gone into altering the resource...
the great thing is we got access to the resource,

we didn't have to wait until some privilege was granted
to us we had it available because you know it was open.

Sometimes the creator is willing to modify their original text
when we send our contributions... but sometimes they aren't.

So, there's a mixture... but I have enjoyed the access of OER.


---Ken Hosto:
I think a couple of...


---Rita Lennon:
I'm sorry... go ahead.


---Ken Hosto:
I was going to say Rita... a couple of main messages I think
from our team, would be what Angela described of...

let's work together in advance, so that
we're not trying to remediate afterwards...

932
01:34:56,715 --> 01:35:05,212
either through, searching those vendors, who
are going to provide fully accessible materials...

and if we take that search, and we realize...
in the process of examining it... not accessible...  

then we go back to them and we insist that they
make it accessible before we start using those products  

and that's the way that our college needs to really
become wholly accessible, which is our goal of course...

and our goal has been that at the college for many years
now... but then also considering the Ally product...

considering ways that we can work together to rectify
those those challenges... remediate those challenges...

before they're coming up in the moment, right.


---Angela Hughes:
And it's really great if the platforms that we 
vet together can remain stable for a while

[Phil laughs]

because the vetting takes time, right... and I understand
not wanting to fall into a sunk cost fallacy like...

well, we committed to it, so we better see it through.

However the students also enjoy stability... it's the
semester, they had accustomed to one platform...

remains the same platform that they already grew
accustomed to, that they are sharing with, you know...

that advisors are preparing students for... advisors
like ours... then, that's helpful to have some stability.


---Ken Hosto:
And just to put a point to that stability, we've had some
instances where a team member we have on staff,

who can create braille, has put a year's worth of work into
creating braille for a homework platform, let's say...

and now, that's available... that we may be able to use 
for future courses... but then we change platforms...

and we don't use that platform anymore... so now, 
we've spent that year preparing it for a semester

that we had a blind student for instance... 
or in a situation where we purchase a braille book

$35 - 40,000 to purchase a braille book... and then if we
change that resource the next semester or something...

we spent that money and then
we're not using it again after that.

So, that's if we can try to remain... have some
sort of consistency that'd be awesome.  [chuckles]


---Rita Lennon:
Absolutely, just... thank you.


---Ken Hosto: 
Yeah, we want to be conscientious
of your time, thank you.


---Rita Lennon:
Well, this raises a lot of thought, you know... in the fact that
we're just, you know... we try to make these these changes...

957
01:37:32,764 --> 01:37:40,168
and we're trying to do good... but, you know... I'll be honest,
I haven't thought about these things in the past,

958
01:37:40,168 --> 01:37:47,805
but I'm wondering if we could possibly add this as a curricula
step when we are making a new update to a course...

959
01:37:47,805 --> 01:37:59,259
or if we're asking for a new course development... that you know...
the consideration for ADR systems... I'm sorry... tools...  

---Ken Hosto:
Got you.


---Rita Lennon:
is added, you know... have you
considered this?  Has it been... this discussion?

As far as already established courses, I think we're all
going to have to come back to the drawing board...

department heads and and deans... and figure out, you know,
how do we go forward with this... and incorporate you...

and remember to incorporate you... so, it's good.

I see James that you've mentioned... we would have
a study session on this... and I think it's a good idea...

so, I'll be in touch to, you know... our office, or actually... our entire
office or group will be in touch to get that scheduled here soon

I don't know if it will be done in fall semester, but
maybe, definitely in the beginning of spring semester...

we can... we can add that to a study session.


---Ken Hosto:
Appreciate all of you... thank you.


---Rita Lennon:
Thank you for your presentation now... one thing I do want to
double check is... so, you did bring forward the the 2 APs...

was that just to make us aware of the policy or are we looking
at maybe changing that policy... updating that policy as well?


---Ken Hosto:
Both Rita... I think that we would want to keep those established
policies in mind as we're considering... looking at new resources

but would it make sense to come together
to refine the language in those,

to really ensure that the college is considering that accessibility
prospect across all of the materials that we're looking at, right.


---Rita Lennon:
Okay, very good... all right, thank you so much for your
presentation... and making us go, "hmm," as Denise would say.

Okay... so, our next presentation is
the office of dispute resolution...

I don't know if we have... 
Kelsang and Anna are you here?

okay... I don't see them here... however, there is
a form for questions and feedback to ODR...

I want to kind of bring this back
to the HLC's decision recently, the...

it's on our website... it's October 6th...
the letter was sent to us from HLC.

One of the recommendations was that, in our 
2024-2025 Assurance Argument, that we include...

embed... a portion about what we are doing, to improve ODR
and HR, as far as, the processes for submitting a complaint...

and then receiving resolution from that complaint...
how we are... how this resolution is communicated to us.

If you're not familiar with what I'm speaking of, it is on
our website... you can just go to the accreditation website...

and I can... when I stop talking... because I cannot do 2 things
at once... I will add that link to the text, or to the chat as well.

But, you know, just in my discussions with
faculty recently, there's been a lot of...

you know this did come out because of the
unfortunate situation at the University of Arizona...

and where Professor Meixner lost his life... and you 
know one of the things that our institution said was... 

if you see something say something... and when that message
was received, a lot of Faculty reached out to me and said

we have said something... and it wasn't believed
or we didn't hear back from them right away...

or we just weren't even sure what was going on... so, I'm not sure
if that's what ODR was coming to meet with us about today

but I did want to go ahead and open that up to all
of you... so, if you've had a situation in the past,

where you've not heard back from them, or it was
unclear on even how to resolve this concern,

please... thank you, Carla, for sharing the link... please fill out
this information, and I will make sure that it gets back

to both Kelsang and Anna...
and really just ODR.

Okay... all right.

We'll go ahead and move forward then... we do have
one final presentation today in our business section...

and that is our deans are going to
give us an update on Student Success.

So, I see Michael Parker's here... I see... I think I saw 
Josie earlier... yes, that's Josie... you have the floor.


---Josie Milliken:
Good afternoon everyone... we've... a few of us deans
have been meeting over the last several weeks

since the last session... and haven't... and valued Rita's
input very much and we appreciate all of the work that

you have done to contact faculty in areas you oversee
and ask for their feedback about items...

and, the plan for today is to narrow all of those down to 3...
and I believe Kelly... I see Kelly is associated with this item as well

and Kelly may have a form that we can 
use... it looks... it looks like that is the case

and a little bit... another detail to add is that,
when the Provost was speaking earlier

she mentioned that changes to her Provost
goals... and this will, in some version,

be a part of those goals and include a lot of other
pieces... so, for example data and focus groups...

and all of these different things... and so, we will share
more information about how those pieces evolve...

and ask for your input as that goes forward...
so, Michael, would you have anything to add?


---Michael Parker:
I think you've summed it up superbly... but 
I guess one thing that maybe to add to that... 

if we're for polling you on this, we're also interested
in why you would choose a particular thing...  

I don't know what the exact phrasing is of the form, if it
just says... choose your most favorite one or whatever...

but if there's any place where you could say...
okay, here's why I think that this would be effective.

If we did this, I think it would have the greatest effect
because of... you know... I've read the literature...

and this has proven to be an exceptionally
good way to improve student success...

or we implemented something like this in the sociology
department and it made a huge difference.

So, some rationale as to why you would choose
something... and that helps us to determine that...

yeah... that's... that makes it more persuasive... instead of just like,
this is my favorite one, not that anybody would be doing that...

because I like the combination of letters...
I think it's in a great font or something...

and I'm just using that as an exaggerated
version... no one will actually do that...

but if you've got a good reason to
pick one of those, please let us know


---Josie Milliken:
And then, one other piece is that, we'd also like your
thoughts about what next what do we do with these 3... 

and, we've valued and relied on your input
so far, and want to continue to do so...  

so, now that we're... when we exit today and we 
have the 3... now what?  How do we integrate those?  

What are your thoughts about how we might acknowledge
those or promote those or embed those into our work.

So, any of your thoughts about that
would be valuable today as well.

It looks like a Matej and Kelly have questions.


---Rita Lennon:
Sorry, I had myself muted, but I did say your name... I can't
believe you didn't hear me... Matej please, you have the floor.


---Matej Boguszak:
Thank you... I'm just wondering a little bit about
the process... is there anything magic about 3...

and what's going to happen with the remaining items?
It seems they're all pretty, you know, they all have some value...

and I can see also... all kinds of different units at
the college having some role in doing this work...

and so, I'm just kind of wondering, what's with the 3... 
the form also lets us check more than 3.


---Josie Milliken:
So, that is a good question... and the number 3 came out of
a conversation at a couple faculty senate meetings ago

and it was offered by Denise Riley, and suggested whittling it down
to 3... and so, there seemed to be wide agreement about that

and so... another idea too, is that yes, agreed... they're all...
I don't think anyone doesn't see that they are all valuable items...

and of course, this isn't to suggest that... not...
only through... only the 3 should be used...

however, it's meant to... rather than kind of overwhelmed,
it's to say... let's look at these 3 and let's recognize that...

as faculty this is what we've determined are the 3... it doesn't mean
I have to use them, or that I can't use any of the other ideas...  

absolutely not... I think all of the ideas 
hold great value for future discussions  

but if we highlight these 3 and say these were... these 3 came to
the top as widely acknowledged by faculty at this institution

as 3 very successful steps for increasing success among this...
particularly among this community Unity of Learners...

let's recognize that and and let's
spread awareness about that...

and maybe try some of those things, if they
haven't been part of practice in the past...


---Michael Parker:
And I would add one other thing to that that really is course
completion... we need to think of it not as a project,

but as a key performance indicator... so that we could have
any number of projects that are sort of working toward that...  

any more than we have an enrollment project...
or a student learning outcome project...

so, that's one sort of shifting our thinking... I mean, it's been
presented as... what is your DFW or your course completion project...

but really we need to think of it
more as a key performance indicator,

which has a number of projects or activities 
aimed at it, to improve that number.


---Rita Lennon:
Thank you... Kelly.


---Kelly O'Keefe:
Hi, yes... thank you... so, I sent out this survey to the
PimaOnline division, since that's who I represent,

earlier this week... and received some feedback from faculty
within that Division and I thought I would share that

in this environment, so that others can hear... and I know that Josie has
addressed some of those in the PimaOnline department head meeting,

but just so everyone else knows 
kind of what's going on in our division... 

we had some question about... what are the 
prevention steps that are being taken...

so that some of these issues might not even be happening...
advising, course preparation prior to taking online classes...

what's happening with that?  Are we asking students what
their preference is, in order for their success to be improved...

and then, also... are we doing a self-reflection as far as our own
biases?  And you know student agency and assignment creation

and diversity statements in the syllabi and more inclusive 
language... and then teacher presence within the...  

you know... at least in our division
within our online class environments.

So, I wanted to kind of bring that to your attention that that is
a discussion being had in the Pima online division, at least.

And, you know, this survey is not all encompassing...
or this form... this link that I put in the chat there...

it's just something that we came up with to get an idea
from each division, how your constituents are feeling

about what faculty... just faculty, can do... not to mention
what the students perspective is or anyone else's...

but just from our perspective, what are
some action steps that can be taken...

and so, I understand that some some of you
are just now seeing this for the first time...

and if you don't want to complete the Google form right now,
because you want to talk to the people in your division,

that's completely fine... let's go ahead and make it
by next Friday... if you could complete that survey...

and I will link... if it's not already,
I'll link it in the agenda...

so that you can fill that out, once you've had
a time to talk to your division constituents... thanks.


---Rita Lennon:
Thank you... this actually did go out to all faculty senators last week... so, I think everybody's had eyes on it...

and has been asked to... you know, one of the action items of that
email was to talk to your constituents and get their feedback.

So, I appreciate Kelly, you giving them the out, but uh-uh...
[laughing]  I'm not giving you that out...

we've all been given this
information... so, thank you.


---Kelly O'Keefe:
So, everyone is supposed to
vote today, is that right Rita?


---Rita Lennon:
Well, no... I don't... I think this is going to be an ongoing
collaboration... right... I'm... Josie... Michael...

I don't think that we have a hard deadline of today,
but definitely want to get some feedback now.

You know, we were... our goal was to have something
to move forward with at the end of this meeting,

but that does not necessarily mean, my perspective is that... you know we're not gonna... that we're gonna turn it off

and never receive any more information, because,
maybe somebody was out or something, I don't know.

No... it's not a vote... Tal is asking in chat...
"is filling out the survey the vote?"

I don't think it's the vote... I think what we're
going to have to do is compile this information...

Josie... Michael... please tell me to be
quiet if this is not your plan of attack,

but... I think we were going to compile this information over the...
and then, at the next meeting... decide what our top 3 were

and probably come back in December... I don't want to wait
too long though, so maybe we can communicate this out

in a different modality than
at a meeting in December.


---Josie Milliken:
So, what we... one of the... from what I'm remembering
from our meetings is that we had... the idea was that...  

senators would share the information with constituents
and have those conversations prior to this meeting...

and that this form was to... based on those conversations...
input those that... those choices into the form

and then come out of it today with 3... but it's an iterative flexible
process and again it's fact... we want it to be faculty driven...


---Rita Lennon:
so, if that doesn't seem like it's going
that way then we can wait... I think.

How many people have... [chuckles]  I'm putting you out on the...
and James I see your hand up and I apologize for continuing to...

has everyone had the opportunity to speak with your
constituents and have an idea of what the top 3 are?

Is there anyone who has not?

Check the no, is that you have not been able 
to speak to your constituents, I'm assuming.

I'm not... and this is not in any way like, calling anyone out...
we're just, you know, we're just having a conversation about.


---Sarah Jansen:
Yeah, I... Rita, I recently lost access to that
list and I contacted my Dean about it...

so, I have no way of communicating
via email with my constituents


---Rita Lennon:
Oh, wow.


---Sarah Jansen:
I have been using the adjunct faculty meeting but those
are not my specific, constituents within my division.

So, I have some challenges with this one... I will say that Sean Mendoza
shared the survey today at our faculty committee meeting.

So, we'll definitely be able to bring that to Josie, if
that's the person we need to get this to... or you.

but yeah... there are some challenges I think with constituent
communication... at least for adjunct faculty senators...  

and like, getting access to those email lists.


---Rita Lennon:
Okay... thank you...
James you had a comment.


---James Sheldon:
Yeah... so, I had the opportunity to share some
of these items with the PCCEA executive board 

and we had a pretty lively discussion... and I think 
like, we really liked a lot of these suggestions,  

and recognized that these are things
that a lot of like, faculty currently do...

I think the main thing that folks were concerned about is
just that, as we like, are working to define the full-time and

part-time faculty role that these items not be like,
additional required things added to faculty workload

but rather just like, things that perhaps were like,
committing to finding ways to support faculty, 

who choose to like, build these into their practice and
also, there were 2 other things that kind of came up

one was just the importance of having support staff like, you know,
coaches, advisors, counselors, etc... to help with these things,

so that it's not just all on the faculty.

And then the second concern folks had was just that
in particular, a lot of these things for adjunct faculty

might be going like above and beyond 
what they're contracted to do

and this might not be necessarily a realistic expectation
if we're expecting all individual faculty to do the things

that we vote on today... and I know from like, talking to...
from what I'm hearing from the folks working on this...

that's not really the intention but I just wanted to kind of
bring this up as a potential concern moving forward...

to make sure that we take that aspect
and perspective into account.


---Josie Milliken:
Thank you, James... I appreciate the comment
and that has never been discussed... it's all about...

the focus has really been on students and the wealth 
of experience that faculty have in working with students.

I think earlier... I believe it was Denise or Rita shared
that faculty are the heart and soul of the institution...

and have that connection, more than any
other pers... employee at the college... 

and so, what are some... how can we collaborate?
What are some... some pedagogical strategies...

or general strategies... that you found to be
successful?  And that in itself has great value?

The idea has never been to make it punitive, or...
and required expectation or write it into policy.

That's absolutely not been any part
of the conversation at any point...

and so, I appreciate the question... and no...
I can just verify that that's not the intent at all.


---Rita Lennon:
And also, there was discussion in
one of our meetings recently that... 

the dean's council meeting, that...
we don't necessarily have to land on 3...

I mean, maybe over time we could
address all of these suggestions...

and... you know... ensure that they...
that we can do something with them.

They might morph over time... and then
there was definitely the discussion about  

bringing in student perspective... and... Michael,
did you want to talk more about that...  Michael Parker?


---Michael Parker:
Sure... I know on the one hand... so, Brooke
Anderson did something last year... one of our...

she started some research project that she was taking a
look at... working with STAR... that complemented the DFW data...

you know... with students who did not successfully 
complete a course with attendance tracking...

um... to see, okay... really... if a student pers... not
 persist... not in the strict term that we're talking about,

but... stays in a class until the very
end... they typically pass the course.

Most students who get D's or F's on the other hand,
are the students who just sort of disappear...  

who either actually formally withdraw
from the class... or who disappear.

So, she's got some data on that, you
know, we can take that and then

in addition... the registrar... I think...  Michael,
I think this is you... who implemented the survey...

so that whenever students withdraw from
the course, they're asked a series of questions.

Why did... why are you withdrawing
from the course... X, Y, Z?  

We got our first results of that yesterday...
and I just got them for the division...

so we could take a look
and summarize that data.

And it kind of aligns with what you know... for the
most part... why students are leaving their courses...

and this is just my eyeballing it... is because
things come up their job requirements change...

they have to do X, Y, or Z... it's not because,
boy, this this instructor is a monster...

and I can't stand their presence... or anything
like that... it's mostly really about things that are...

yes, exactly... life happens... things that 
are kind of out of our control as instructors. 

Unless we were to say... oh, if you're about to drop 
this course, did you know we have a food pantry?

Here are some resources... we could direct 
students perhaps to those kind of things  

but for the most part... at least, in my division... 
and this included online... I got the online ones  

for any things that were... prefixes that
would be covered in my division...

it was... students were... [laughs]

I'm gonna need to read whatever you said there...
I'm a real Yosemite Sam or something, Tal.

The... the... that's really what was going on...
but we can follow that up... so, we could possibly  

do some some focus groups... after we do that
initial analysis of the data that we've received...

do some follow-up... do some
focus groups, kind of things.

And I do think that, although it's
not been directly related to this,

we do poll students on... what are 
some engaging practices that are occurring?

And that's the CCSSE survey... the Community
College Survey of Student Engagement.

So, that's a source of information...
even though we've been doing it for years...

and it isn't directly related to this project... it's something
that we could use to kind of look at these things.

So, I think what we're in now is... we're just
gathering data from a number of different sources,

and we'll kind of... I'll jam it together and
come up with some possible things... 

and what you probably will notice... and I think
I saw this from the sciences... you know...

we would like the faculty to focus on
things that they have control of...

yes, we should have wrap around services... yes,
we should expand our food pantry to each campus...

yes, we should do all of those things... but those are
the kind of things that require an Institutional response...

and we should be doing them... and there are
efforts underway to improve those services

but also if you could think... here's
something that you can do in your class...

and one that comes to my mind is... you know... 
I... and like just making assignments transparent... right.

Using things like rubrics or
 explicating an assignment sheet...

or if you evaluate students on writing, at least
spend some time talking about what you expect...

your expectations are for writing... not
assuming that they've got any other problems too.

So, yes... I think that there will be an opportunity...

one, we already have some of this information from 
students via the CCSSE and this newly implemented  

survey that asked them whenever they
withdraw from the class... why they did it...

and in addition to that we could do some
follow-up with focus groups to say...

okay, here's a pattern that we just detected it in here...
we think it's worth following up on X, Y, or Z...

you know, what kind of service, you know,

if the fact is that most students
are leaving because life happens...

how could we better support these students to ensure that,
you know, you are continuing in your courses or whatever.

So, yes... there will be opportunities 
to engage students at a later date.


---Rita Lennon:
Thank you... sorry... can't get to
my mute quickly enough.

All right... so, I think at this time
it would be very valuable for us...

for those of us who've had the opportunity to speak to
our constituents and have the feedback of the top 3

that our group has come forward with.

Please, fill out the survey, so we have
some data that we can walk away with.

If you have not yet done so, I will encourage 
you to do so this next week and then get that data in...

you know... sometime early next week,
so that we can also include that information.

And then... we'll continue working on this...
I do realize we're 5 minutes behind 

and I just wanted to make sure... all right,
Tal raised his hand, so we'll go with Tal...

and then if there's any more questions or comments,
we'll probably need to leave them in chat,

and adjourn for today... Tal.


---Tal Sutton:
Sorry... I'll try to be quick... just, this thought
struck me going through these lists...

it's hard to... the... it's somewhat hard to know
the scale in which we're referring to these.

Like maybe, when people are asked
about these different topics,

they could be hearing very different things...
you know... just as a quick example...

when I was reading... the very... what seemed
at first read as like a very small thing, like...

scheduling time immediately before
and after classes to help students, like...

you know... is that just trying to sort
of make sure that all faculty know

everywhere that that's a good best practice?

Or is this talking about like..
hey, can we talk to the schedulers  

about like, revamping how we structure things to 
make sure that there is... when you are scheduled  

to have a class, you will have a solid 20 minutes 
before and 20 minutes after before that classroom  

is occupied by another class... like, are... it's 
kind of hard to know exactly the scale at  

which we're talking about for some of 
these items... we're all... as well as, like,

what types of resources could be
allocated for these types of initiatives

and so, that's just one example of how each
of these things could be viewed very differently

depending on what scale you're looking at, with
what resources you're thinking about throwing at it

and so, that's just a struggle in these
conversations... like, just to sort of ask...

you know, we didn't ask the math faculty to look at it,
but like, I kind of walked away feeling a little like...

unsettled... like, how well did they... could 
they really consider this laundry list of things... 

without kind of a deep dive into what
we might really mean by each of them.

So, just something... maybe that's just
a note to Michael to sort of consider...

but I don't want to hang... keep us here longer.


---Rita Lennon:
Nice video... we all want to stay here
all night long and drink Margaritas later.

No, I agree that, you know, definitely... this is definitely
the beginning of a conversation and, you're right...

none of this stuff can be considered
without... you know... the resources...

but I think... at least my perception
from the meetings were...

that we're just trying to get a perspective
of what is important for... from faculty...

about promoting student success,
especially in the marginalized groups...

of course for all students... but you know,
especially in those marginalized groups.

Did I misspeak about that?  Is that
what this... the goal of this list was?

You know... this started from us,
as far as I recall... in August.

This was the first survey was... what
do you think are important to us?

This is that list... and now we are
just trying to minimize the work.

Again, it's not necessarily that this is going to be the only 3
that we are going to ever work on but it's the starting point.

I see you open your mic,
Michael... so please.


---Michael Parker:
Yeah... that's what I would say...
I think that, you know, we approached...

I think it was a much larger group than just faculty
senate... it was that meeting where it was...

everybody... you know, the Provost hour... 
or whatever ...what do you think would do that?

And then... as... stepwise process,
to kind of narrow it down... refine it...

and... and that would be legitimate feedback
too, Tal... to kind of say like...

all right, what what exactly
do you mean here, by that?

And hopefully, at the end we'll have some very
concrete evidence-based practices that say...

okay, here's what we do...
it will be high impact...

it won't take any effort... not ...or
minimal effort... and it will just be huge.

So, that's the ideal situation... high
impact... easy low-hanging fruit,

that's going to just make a huge difference... don't 
know if such a thing exists but that's where we are.


---Rita Lennon:
Okay... so, I don't have the actual, you know, I just 
have the aspect of the form of what you can collect.

I haven't looked at the
other... the data side of it.

So... hopefully, everybody's had the opportunity
to do so... yes... thank you ... so... um...

if that's the case, then it is 3:10... we have
gone through all of our presentations 

So, I will ask for someone
to motion for us to adjourn.

Motion to adjourn is in chat... thank
you... Tal... we have a second.

All right... everyone have a wonderful weekend please
and put this information in if you haven't already.

And we'll see you in December.