********************************************* DISCLAIMER: THIS FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND IS PRETTY CLOSE TO 100% VERBATIM. THIS IS AN EDITED FILE BUT MAY CONTAIN SOME ERRORS. THIS IS NOT A LEGAL DOCUMENT, IT MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. ********************************************* March 3, 2023 Faculty Senate ---Rita Lennon: Okay... so, we'll go ahead and get started...  we're... I've asked now for everyone to add in chat, your name and the area of the college that you represent... and soon we should have our sign-in sheet as well. When Lisa Warner does get here... Kelly will you reach out to Lisa and just ask her to add the sign-in sheet, both to the agenda and also to chat. All right, next up... thank you... next up we have requests for agenda modification or executive session... are there any requests for agenda modification? Okay... not hearing any requests for agenda modification... ---Brandy Wright Randolph: Question Rita... I'm sorry I couldn't hit the button I'm trying to count to get the quorum and everything. ---Rita Lennon: Excellent. ---Brandy Wright Randolph: You know, what I sent you... is this the appropriate time or is that on later in the agenda? My apologies. ---Rita Lennon: That's okay this is the appropriate time ---Brandy Wright Randolph: Okay, awesome... and I'm hoping Kelly can go ahead and count... and see, I got up to 12 and then I heard you mention that... yeah, I would just like to propose that the way the minutes are actually approved, be reverted to the original format, where we take the first 5 minutes of the meeting, and be able to review that... I know yesterday when you sent those,   I had complications and wasn't able to see the minutes, and I don't know if other people have that issue, but it would certainly be my request that we revert back to the old way of doing it, where we take the first 5 minutes and just have them reviewed and approved at that point in time. ---Rita Lennon: Very good... okay, I'm gonna go ahead and add that to the last item of our business section, that's where we were vote... so, um... okay, we'll go ahead and add that to our agenda... any other agenda modifications before we move forward? Okay... not hearing any, we'll go ahead and move on to executive session... are there any requests for executive session? Okay.. not hearing any, we'll go ahead and move  forward... are there any requests for open forum? Okay. ---Xavier Segura: I have a request for open forum. ---Rita Lennon: Oh, I'm so sorry... yes, you had your hand up even, how wonderful, thank you. ---Xavier Segura: Absolutely, ---Rita Lennon: Okay, go ahead. ---Xavier Segura: Thank you... President Lennon... so to begin, I want to start off by thanking our advisors at Pima Community College for the fantastic job that they've been doing with our students not only with guiding and advising our students, but a lot of great resources that I've been able to witness with a lot of the interactions that advisors are doing, and how they're interacting with our students... so, kudos to all of our advisors throughout the college as well. Secondly, I do want to give a huge shout out to the career services and employer engagement department as well, for the fantastic internship and workforce job fairs that they've been hosting for our students as well. And lastly, as we all know, Dr Doré's departure is coming up... just want to give a very meaningful and thank you to Dr Doré for the positive impact and the everlasting positive changes that have happened at Pima Community College... and you will be dearly missed, and we wish you the best in your future endeavors as well, sir... thank you. ---Rita Lennon: Thank you... yeah, and for those of you who are  able to attend his event a couple of days ago, it was wonderful to hear... and listen to all the people who he has definitely touched, and will hopefully continue... we'll be able to continue to have a conversation... err... not conversation, but you know, keep in touch as well. Obviously, I'm still flustered... Tom, you have your hand up. No... just checking out all the  buttons, okay... I do that too.   All right... is there anyone else who would  like to provide anything for open forum? Okay... not seeing any, not seeing any in chat... we'll go ahead and move on. So, we have the chancellor here... so, Chancellor you have the floor for remarks and questions and answers. ---Lee Lambert: Well, thank you Rita... I'm gonna have Tom display a PowerPoint that I will just go through very briefly.   Thank you Tom... and I was hoping I'd be able to see everybody, but I guess not... [chuckles] anyways... so, thank you all for having me here this afternoon and I wanted to come and clear up some things with all of you, I know there are some of you who had concerns about some remarks that I made to the governing board as it relates to the budget... and a question that was asked of me during that study session... and so, first and foremost... we're not doing away with transfer education... I want to make that very clear... we're not doing away with transfer education. What I'm about to share with you, I hope we all start to look at that, and think about how we can improve transfer education at Pima Community College... but also recognize that is in the context of the realities of our resources, and balancing the other parts of our mission... so, with that said, Tom, next slide. First thing is... this is directly from the U.S  Department of Education College scorecard... we are not designated as a degree granting institution... as you see on here... we are noted as a certificate granting institution... and simply what that means is... more awards are earned as certificates at Pima, than there are degrees. Now, it doesn't mean that you're not granting degrees... just means that the reality is... more certificates are earned than degrees at the college... next slide please. So, there's a number of metrics that we follow at the college... and we report that data... and you can see here in our voluntary framework of accountability... you see the different measures that we track... and so, I'll just highlight a few of them... so, people who are getting the AA, and then transfer... it's only 8.4 percent in the year, using cohort year of 2015... and then you have a group who get 5.6, who get an AA and do not transfer... then you have a group who gets their certificate and then they transfer... and that's 2.6... but here's the one I want to call the larger attention to, is the "No Award" and transfer rate,   which is 25.8 percent... so, that's in the line with what I was saying during my remarks... more people are... the people who are transferring, more, tend to be folks who do not get a degree... but they will transfer out... so, next slide. And then, if you look at this slide here, this is data that the college reports to the National Student Clearinghouse... and if you... I mean, it's a very busy slide, so let me just go to, just the columns on the far right. Our transfer total... 5,825 over a period of 5 years... that means only 9%, which equals 9% of our students transferring. Look at the number of students who did not transfer during that period of time... 56,529... that's 91 percent of our students who come here to pursue a transfer education, who are not transferring. Next slide please... we also report our data to the Arizona Transfer... so AZ Transfer is how it's referred to. So, next slide... and I want to show you that... you look at our numbers at the top of students who go on to get a bachelor's degree... it's not that many numbers compared to the numbers I just shared with you in terms of the students who come here for a transfer education... then you look at the AGEC types... the 3 main types are the Arts, the Business and the Science... and then if you look at the degree types, we offer 6 degree types at Pima... here are the top 3... and by the way, these top 3 make up the overwhelming majority of degree types that our students are getting here at Pima... I mean, I think it's probab... it's a very high degree.   So, this was the data that I was basing my remarks against. So, I'll stop there... Tom can you  pull that? Any questions about this? All right, I hope all of this is being shared with all of you... are you... have you all seen this data? I'm seeing heads shake "no." Well, that's... I'm hoping that will change very soon...  I think all of you need to see this data... hopefully this data is part of your continuous improvement conversations, because we have to get that transfer rate up...  especially if... at some point in the future,  they start to shift more focus around outcomes... and if the shift starts to be around outcomes, then this is going to be problematic for us as an institution. And so, what are some of the things that we can do to start to move the needle? And there are things already in play... it's my understanding that the Provost has communicated to the Deans to start to set an expectation around faculty advising... I'm not sure if the if that's been communicated to all of you... a lot of work's been done around strengthening our advising model... and I think that's one of the key ways to help move this needle because a lot of our students probably don't understand the full magnitude of moving beyond just getting some credits and then transferring but rather, understanding the value... and they're more in contact with you, than probably anybody else at the college. So, that's why faculty advising is so crucial, that you have to be part of the equation. Now hopefully, your Deans are having these conversations with you as directed by the Provost. Also, you know, the whole DWF rates... that's another important part of the mix here... the attendance taking, the textbooks... we have to figure out a way to lower the textbook cost... you have colleges where students don't have to buy textbooks, because it's built into their fee structure and they just receive the textbooks as a prescription model... or a subscription model, not prescription model, but subscript... so, in other words there's a lot of good strategies out there and if we start to engage and explore those strategies, I think we're going to see the needle moving on these transfer rates... but that's what my remarks were based on... so, I didn't just make them up... I might have not fully stated them accurately, but... but doesn't mean we're going to go from that to... oh, we're going to start, you know, making reductions and things like that... that's not my intent at all... we're not doing away  with transfer... please get that word out. Also... clearly you're not seeing this... I hope that faculty  senate, Rita, will start to engage this data more... and then asking the Provost and the Provost  team to come and talk about the significant...   we... we received this data every year... so, this is not, you know, new stuff... it's a question, is it being shared? Yes, Rita... your hands up. [chuckles] ---Rita Lennon: I have a few questions in chat, but I do want to also remark about the last thing that you shared as well. So, the first question is... can we please have a link to this presentation for the official minutes... but also, just for other senators to be able to review. ---Lee Lambert: Yeah, we'll send you this data ...and this data, you can also get it through Nic's office... Nic Richmond's office. [random sound] And she has the more comprehensive report... so, these are just a few slides that come out of the reports... the Provost also has these reports as well.. ---Dolores Duran-Cerda: And Chancellor... we did share the AZ Transfer report... the Pima report, with faculty Senate officers in our senate and admin meeting. ---Lee Lambert: Okay... great. ---Dolores Duran-Cerda: Then we discussed it. ---Lee Lambert: Excellent. ---Rita Lennon: And then, there's another question from a senator here in the chat... do we have any data on the reasons that students on a transfer pathway do not go on to transfer to an Arizona Institution? ---Lee Lambert: Dolores or Irene or David? ---Dolores Duran-Cerda: Could you repeat the question please? ---Rita Lennon: Sure... do we have any data on the reasons that students on a transfer pathway don't go on to transfer to an Arizona Institution? ---Dolores Duran-Cerda: It's interesting because they do intend... they indicate that their intent is to transfer but for many reasons they don't. We have some anecdotal information... but some of it has to do with "life happens" and they're juggling family... Also, the stark contrast going to a 4-year institution is difficult sometimes... COVID reasons as well. We do see that males are transferring less than females... and I've talked to the U of A Provost about that and we're looking into a joint grant between Pima and UofA to address the male... males that... specifically males of color. I don't know if Irene is here... Suzanne  would like to maybe have other insights. ---Irene Robles-Lopez: Sure, absolutely... this is Irene... I was going to  mention that, of course, as the student moves   through their educational pathway, we do know that there are some of those external factors that do end up impacting students... and so, we are aware of that... and so, we are working on trying to form partnerships with community-based organizations that we can help connect students to... so that, as they do encounter challenges or barriers, we can hopefully connect them to resources that can help them stay focused in school... the other thing that I want to mention is that   this morning I attended the apprenticeship  partnership that we are now engaging with Raytheon, and so, there are other opportunities as well, where students may be finding that, maybe that was their original intent, but as they're moving along their trajectory, they then find that... hey, maybe I want to pursue something different... and so, they may also be moving into other programs... one of the other things that I did want to mention is that as we know, once students stop attending... if they don't end  up transferring... if they don't end up completing...   then trying to reach those students when they do stop out can be a challenge... but that is something that we do make an effort to do to try to learn from them um what was happening in their lives that ended up impacting that... their persistence or their retention... and so, as you all know... oftentimes, when you have students that are in class and then are not attending... I'm trying to reach out... and trying to get in touch with them can sometimes be a challenge, but that's something that we are... I'm continuously looking at, to make sure that we have better support systems and as the chancellor mentioned, with us working more collaboratively together, with faculty advising, with their program advisor, with offering these other supports... we can offer more holistic support system and success network to help support our students as they move along. ---Rita Lennon: Thank you... thank you for that information... we do have another question... Makyla, go ahead you have the floor. ---Makyla Hays: Yeah, first of all, thank you Chancellor Lambert for coming and addressing these questions and these concerns... I think it was kind of crucial that as the reaction started, that you knew that those were coming... and I appreciate you coming and giving us that data and starting the conversation... one thing I'm wondering about... this advising and everything else... and it could just be me, but it's a topic to maybe think about... the move that we made from Campus based to discipline based has a lot of strengths, but I do wonder if it has, along with the increased workload and the pandemic and everything else... if it has put us in a place where a lot of us faculty,   especially in supporting areas, like math, and in some other places... if we don't know what all of the areas are to advise our students to transfer... I don't talk to enough people... I talk to a lot of faculty, and I don't know enough about those other areas to do enough advising, I feel like, to help my students figure out how to transfer... and so, it would be, I think, helpful as we look at the redesign of leadership, as well as the workload concerns... if we could think about how we might lighten the administrative load of the faculty, in terms of like, just the little things that we do... and encourage and fund these ways for us to speak between disciplines... so that we can actually give our students good information, and help them understand the pathways... because honestly, I don't know that I fully understand them... up until a couple weeks ago, I didn't realize AGEC wasn't   considered a completion... so, these are all things that I think... you know, faculty want to be on board and everything, but I think we've siloed ourselves so much in some of our functions... but I'm not sure that we are going to be effective without opening up some of those communication lines again. ---Lee Lambert: So, Makyla, thank you for sharing that, and thank you for sharing the overall sentiments that were... that you had received. I think this is exactly why it's important that this kind f data be shared with faculty senate on a regular basis, so that you are in dialogue about the kinds of things, strategies, we can deploy to address gaps that exist at the college. But I know it's hard to do that if you haven't even seen any of this, and there hasn't been conversations around around it... and so, I know the Provost and the folks in student services... and now that Irene will be taking the leadership role, overarching way, we'll make sure to tighten that up. I think the TLC can play a big role in that... it's not that you need to understand... just as, just my thought... it's not that any one of you needs to understand what another discipline does... it's just to understand when a student is interested in a different discipline you know where to direct them or guide them, right... and then, when they ask general questions like... well, should I just finish my AGEC and transfer... or should I stay and get my degre? So, being able to answer questions like that...  we can help with all of that through the TLC... so, I look forward to strengthening all of those components. I think what you'll see is, a lot of your colleagues in the workforce side... this is a big part of what they do as part of their their work... but they're... you know,  more encapsulated in terms of the the program, right...   this is a lot different than on the  Gen Ed liberal arts side of the equation. ---Rita Lennon: Thank you... Irene, you have your hand up? ---Irene Robles-Lopez: Yes, thank you so much Rita, I was just going to speak to Makyla's question. So, I know that the Provost will be reaching out to the Deans and to the faculty a bit more about this, but really, the goal is to utilize your subject matter expertise as faculty in the classrooms, to help support our students... and so, it's not necessarily the approach, as the chancellor mentioned of... you know, having to know everything about the other programs...   or you know, what does that mean... what does that look like? But really, just being able to connect students if they have questions... knowing, you know, who to connect them with and just kind of, you know, handing that student off... but then also using your expertise as faculty in the classroom to also be able to support those students the way that you know nobody else   at the college really can, because you do have that subject matter expertise... so, I just wanted to mention that...   but I believe that there will be more information to come from the Provost. Thank you... [unintelligible] ---Dolores Duran-Cerda: I think I could chime in Rita... that faculty are already doing this... they are already talking to their students, advising them about what's the next sequence of classes they're supposed to take... what about transferring? What about careers and opportunities? The thing is that we haven't done a really good job in documenting that... and so, that's where our efforts are going to be really focused on... in addition to enhancing and providing guidance about those types of questions and advice that faculty can give... but you're already doing it in many ways... we just need to monitor... track it basically... and document it... so, thank you. ---Lee Lambert: Ah... so, Rita... let me just close with this... I know you have to move on with your agenda. Also, another important piece in all of this is, when you look at  the AZ Transfer report... you'll see the the number of credits students receive in the aggregate in certain categories... so, there's direct transfer of credits, there's the elective category, and then the category where no credits transfer... so Pima, and this is not exclusive to Pima, but what you'll see is, too many of our credits transfer as electives... and the problem with that for a student is, that means, not all of their credits are transferring... so, they're paying for something... they're spending a lot of their time, and it's not moving over... so, we've got to figure out a way to tighten that up, so that every credit works... which then creates more of an incentive to stay through till degree, as opposed to transferring early... because of the react... because I'm more incentivized  to transfer at AGEC, because all of that moves over... I'm less incentivized to stay beyond AGEC, because not all those credits are going to transfer. So, I think we have to kind of, you know, grapple with that... I also want to make one last point... I think there's still some folks thinking there's mixed messages here I was only responding to a board question, my comments weren't meant to be literal... I was more talking figuratively, based on a concept... what I'm saying to you... and if I misspoke about the transfer piece, I apologize for that... we are first and foremost... our biggest part of our mission is transfer education... but as I shared in the data, we've got to do better. Now, with that said... most... many community colleges are in a similar situation as Pima, okay... so, this is not unique to Pima... I think a lot of it has to do with... we are an under resourced institution... and so, we have to be more strategic about what we have, and how we use it... especially if we start to get measured by our outcomes and therefore, we can't be all things to all people because we're not getting the kinds of... I mean as you all know, we don't get any state aid... our students don't get state aid... you have a lot of states like California that provide the resources to the institutions, as well as resources to the students themselves... we get none of that in the state of Arizona. So, I just want to thank you all for your time... and here's  one last thing I'll share... I think it may not be proper for me to share the student's name but one of our students has been selected as the 2023 all USA academic team. And that's in large part to to those of you on here who have worked with this student... and the only reason why I don't share the student's name is, I don't know if the student's been contacted yet to let them know that they have just won this award... I don't want the student to find out from someone else. You get what I'm saying, right... otherwise, I would share the name of the student... but this is now... it's just a great example of the great work that's going on at the college... have a great weekend everybody. ---Rita Lennon: Thank you... thank you for being here. ---Lee Lambert: You bet. ---Rita Lennon: Okay... so, moving on to our agenda,  we have the Provost report next. ---Dolores Duran-Cerda: Thank you Rita... and thank you Chancellor for being here... and just to reiterate with what the chancellor was saying about transfer education and our Gen Ed redesign. So, that is part of the Chancellor's goals under academics and it's also part of my goals as a Provost... and in our Academic Affairs Forum, that's after faculty  senate, I'll be sharing more details about that too. So, we are in conversations about it with your officers... faculty senate officers, on a monthly basis... and so, this is important information to continue talking about, and how can we improve. So, everybody received the Provost report... I'll just touch upon 2 things, and then I wanted to share something else... it's not a part of this report but on the first page you'll see about the opportunities that our PCC graduates have to serve as political appointees in the Biden/Harris administration... and we've had students participate in this... these opportunities as interns... and it's just a wonderful way for them to acquire more knowledge about the political system... and negotiations, etc... so, if you have any students or if you'd like to learn more about it yourself,   please contact your colleague Erich Saphir, and he  will be happy to provide some more information. Also, as you know, Denise Riley, in the board reports would share accomplishments of faculty... we've now transferred that over to the Provost report and I'll be asking you later in our academic affairs forums, how else we can better recognize faculty for all of your accomplishments in addition to your teaching... as well as your teaching... but we have here a couple of folks... we have a Japanese instructor instructor, Kazuyo Keller, who presented at the IFLTA conference... and then also Dr Pamela Sulger, who received an award for the 2022 Innovative E-learning Teaching Technology Award... excuse me... at the Instructional Technology Council Conference... so, please take a a look at what they've done... and if you see them, or send them a little note to congratulate them on these efforts. Now, I know I only have a couple of minutes, so the other thing I wanted to share with you is that on February 16th, some of us went to a business breakfast that's put by the United Way Group, as well as Women United, which I'm a part of. The keynote speaker... her name is Dr Valora Washington and she focuses on early education... and this whole event was to promote early education and literacy... but she was very... she was fascinating   because she focused on Generation Alpha... so, forget Generation Z... we're now in Generation Alpha, which are those children who were born  in 2010... and what's different about them is that   their environment is completely 100% digital... we're digital immigrants, right... and children, our children, etc., are different ages, but this group is completely 100% digital... so, we need to be ready when we receive these students eventually...  and we have to be thinking of the future, and be ready for them, as to what their expectations are. So, for example, they're used to mobile devices of course, virtual assistants, they're used to toys and accessories being digital... in fact the keynote speaker said that kids would... of the alpha generation would rather have an iPad than a dog.   I was like... oh, my gosh... [chuckles] I mean, things have changed... also, what they want to aspire to be when they grow up. Do you know what the number one career they want is? ---Rita Lennon: [overlapping from Rita] A YouTuber. ---Dolores Duran-Cerda: A soldier. [laughing] ---Rita Lennon: Yeah... [laughing] ---Dolores Duran-Cerda: Social media influencer... that is what they want to become. So... just keeping in mind, you know, all of these pieces... and I know we've had some conversations on it with faculty internally about ChatGPT and whether we embrace it... whether we resist it... I think we're kind of in consensus that we should embrace it and use it as a tool, but with parameters of course... and I'm talking to the Arizona Community College Provost, or chief academic officers... I asked... actually asked them one of our meetings... and they haven't... they've barely started the conversation... we're way ahead... we're already having discussions  and... on the TLC's put... among other departments, put out some panels and discussions about it... but more about that later... anyway I just wanted to share those pieces with you, and also to do a little plug-in for joining us in the academic affairs forum after this meeting... so, thank you  very much... I don't know if you have any questions... if not. I'll pass it back to Rita. ---Rita Lennon: Thank you so much... and yeah, please come to our... to, not our... [chuckles] it's not mine... but... [giggles] please come to the academic... well I guess because we are all part of academic affairs I can... we can...   we can all take ownership for it, right? ---Dolores Duran-Cerda: exactly. ---Rita Lennon: So, next is my report, but I did want to give the time to the chancellor since he was going to be able to attend... so, I just have 2 things to share with you... and that is that we do need to start gathering our nominations... [unintelligible talking] for Americans... Um... I'm not sure who's... who's talking but I have the power of mute, so I'm gonna go ahead and wield that power. So, we do need to start collecting nominations for emeritus status... so, the AP for that is attached to the agenda... so, if you could please start working with people you know who are eligible for that and getting that documentation in. The first step would be to send it to your faculty senate officers... if you need to have that email address   please let us know and one of the officers...  I'll ask you to add that to chat here soon.  The other thing that I would like to point out  is that we have the UN... it's not unsustainable,   it's actually the United Nations sustainable  development goals... there are 17 goals... and this will be the second year that we are  doing a design challenge... and we need you... we need faculty who are either subject matter experts or have a passion in that area.   I've shared a link, so if you go to the agenda, the UN for United Nations, actually is a link to all 17 categories   the link to sign-up if you want to become a mentor or participate in any other way... is the link that says "faculty needed"... so, please consider doing that, and share that information.   This is a really cool opportunity to work with students from all different areas of the college, who have all different desires and intentions... and work towards mending something,   both for our local community, but also, it could be worldwide... so, consider that.   Next, really... all I wanted to share for this month... and we'll go ahead and turn it on...   turn it over, I should say... to Brooke Anderson,  who is going to provide some more information. ---Brooke Anderson: Hello everyone... and so, I have a couple of updates just on continuing work from a couple of our study sessions this year. So, with the original September study session on reproductive health and bodily autonomy... you all should have received an email from me, sharing with you some of the work that Kelly and Carla and I have been continuing to do on things like a syllabus statement that could better communicate and support students and faculty alike with reproductive health including other kinds of health issues like injury and illness... you know, what are students supposed to do when they have those kinds of issues during a semester. So, the syllabus template, right... is something that we have an opportunity to provide feedback on every year... of course the timing was a little off for us in terms of really being able to organize as a senate, during senate meetings, so... hopefully... if you are in support of some of  those ideas that we shared there that you can...   you provided some feedback... but that feedback was due on Wednesday... so, that's just a little bit of an after the fact update... but also, it's kind of stemmed and interesting topic about you know things like, the syllabus committee being able to take our feedback and put something on that template... is somewhat limited by whether or not the college has policies that support that... and I see that a lot with even the work that I do with Equitable Assessment Practices, right...   there's kind of this disconnect between some equity talk at the top... and what practitioners are individually doing in the classroom... but then, where... where is the support in our policies to make sure that there's a connection between all of that, so that we can all move more together towards diversity, equity, and inclusion work, for example? That's something we're all doing, right... how do we make that happen? So, you know...but Josie Milliken, when she was president, and we had the George Floyd incident, and we started that  Systemic Justice Committee... and initially started those syllabi statement recommendations... but the... they didn't... the syllabus committee didn't want   to adopt them for the syllabus... but rather, just let... allow them to be recommendations for faculty but then we also came into this issue of  like, well where do we house those, right... and how do we make sure we're not having these kinds of  choices that we as faculty can make in our syllabi... provide conflicting experiences for students that can cause issues, right... without shutting down   really important progressions and work in that way... so anyways, interesting conversation for us to continue to have, that we could maybe... officers could possibly bring to administration or we could add to a business item maybe at some point... I'll say down the road here is that alignment... also, the faculty workload concerns group has had a meeting... and then we've got another one scheduled for the 15th... so remember, anyone is welcome to join these meetings  senators or faculty alike... so, please help spread the word that we'll be meeting via Google meets on the 15th from 3 to 4... and where we are with that really is just that, we've got... we had some really good conversation and we're working on a questionnaire.   And we... actually, I'm sorry... we had a second  meeting this week... to gather data that we   can use to help provide information to the  appropriate people... so, for example, Nina Corson is now going to be the one who's leading the  revision of our faculty leadership handbook   and so, we are really focusing in this group more on department head roles, both for Pima online and in the other modalities,    to help clarify and provide some good information that can then help support  Nina as she's working to get that committee together and organize that work so, that's a little bit that's going on there... and then finally, just a... the ACC, I don't really have any updates, other than maybe Sean will extend a little bit just on, we are... there is a subcommittee now working on... like I said last month they've had I think one meeting... I wasn't able to go... that was about faculty profiles in our catalog...  and bolstering those, as a way to kind of combat some of the negative perception of things like "Rate My Professor" can put out there. and things like that... so, maybe Sean will talk a little bit about that. I think I'm probably out of time but I did just... if I... if there is a minute or 2 extra,   I did want to invite Kelly and Karla, just if they'd like to add anything to the work that we've been doing together on health and wellness for our students and employees. ---Kelly O'Keefe: I'll just make a quick note that the brochures and  business cards that have been distributed to all   campus's Student Life offices and libraries, are  quickly being distributed and we've already had   to replenish at a couple different campuses... so,  I've heard also from the Pima County Health Department that their patients are picking up... so, actually our students and faculty are taking  advantage of these services now... so all good... all good news on that... on that end, okay... that's all. ---Rita Lennon: That's awesome... I mean, I don't know if we're collecting... if they're collecting data about where is the...  you know the amount of patients are coming from, but if we're contributing just a little bit,    I think that's wonderful... what a win for you guys... awesome, okay... and Karla said: nothing to add...   Brooke and Kelly, happy to be part of this great work... so, we'll go ahead and leave that there. Thank you for your reports... and as you know, Brooke will be stepping away... but she has the rest of the semester... so... so, we get her for April and May... and then the new VP... sorry... president-elect will will take over in Fall Okay... so, with that we have the Governing Board... now, I know that Denise is traveling, so is anyone here to take her report in her place? No... okay... that's all right... that was a little misstep there, I knew she was traveling, I should have secured someone else to do it for her... however, the Governing Board report is attached... and so, if you wouldn't mind taking a moment to read it and there's lots of good things, I'm sure, there for her to report to the governing board next week... okay...  our next report is the PCCEA report with Makyla.   ---Makyla Hays: Awesome, thank you... so, I kept my report pretty  brief because I also knew the chancellor was coming,   and given that I had sent him an email asking him to come and speak... I figured it was appropriate   that I give up most of my time for him to be able to do that... however, I did want to make sure that everybody had seen what I sent him... so, my report I have the clip that he referenced   from the Governing Board meeting in there... I appreciate him coming and trying to give a little bit more context to that... the survey results that I did give him... I have gotten 4 or 5 more people submitting their responses to those and I went ahead and put the survey link in case you wanted to see what that was, if you didn't get a chance, especially if you weren't faculty. And I think what I'm going to do is actually  close that survey... after senate or during senate...   and I may send out a different survey, asking  for feedback based on what we heard today...   and just try to continue that conversation... I do think it's a crucial one... and I hope that, you know, I can just kind of help make sure that the faculty voice is understanding... I think it was important, what we just heard today... I think there's still a few outstanding questions   but I will continue that conversation another time... and then, the other thing I was going to invite you to do is...  we... the Board meetings are back open to the public... they're also virtual...  and I think it would be great for our new board members to hear from you. The last couple times I've been 1-of-1 or  1-of-2 public comments at the board level... and you don't have to come in person, you can still do that virtually if you... you know, have kids at home, or you just don't want to drive across town like I tend to do... but if you want to... I think it would be really neat for the Board to hear something going on in your area... it doesn't have to be anything earth shattering... [giggling] just talk about you... that's such a weird request for faculty, but just come and share something that you do for your students... or share something cool that's happened in your area... or anything. if you haven't met the board members before they don't know what you're doing... so, it's cool information... and I think it would be great for us to hear. I'd love to see 2 or 3 of you join me there, or join me virtually... and that's my time. ---Rita Lennon: Thank you... I was talking... I was having trouble getting off of mute there... okay wonderful... 387 00:43:29,584 --> 00:43:37,489 thank you so much for your report... next we  have Sean Mendoza with the adjunct report. ---Sean Mendoza: All right... so, adjunct faculty... we... went... we discussed quite a few things today... I know that Patrick Moore shared some of the things that's going on with AERC... and there's a survey that the adjunct faculty were looking at... and I believe... okay, this is... this has gone out, right? 391 Or... I can share this with the group... yes... okay...  so... so there was a survey that went up that really   tries to help identify some of the roles that adjunct faculty enfor... and full-time faculty, you know, but what is it that we're specifically... what is it that we do? And also, especially when the survey is compensating adjunct faculty when contracts are canceled. So, if you... if you want to... those of those of you who are adjunct faculty that didn't make the meeting... you can kind of take a look at that... and so, that's something we're hoping to try to get as many people to complete the survey... as much... oh, the survey as soon as possible... so, this way we can... I believe there's... this is part of a discussion that's going to be happening next week. So, if you want to please give that a look, that would be great... also, if you visit the adjunct faculty link as well...   that actually gives you access to the adjunct  faculty doc... I'm sorry the meeting notes...   meeting notes and agenda... and what I've been doing recently, is actually taking the video that was just posted, and then, actually breaking... breaking up specifically the date... sorry the time... timestamp. now for, you know, specific items that are found in the agenda... so, this way, you can get the... you can get the information straight from the horse's mouth... and you get it straight from the person... so, the time stamp is there... so, if you can take a look at it... thank you Rita for joining our group... it was a nice... she provided us that information for the adjunct faculty... so, with regards to the all college council... yes... the all college council is... has identified a governance group... an action group I guess... and John Wesley is going to be chairing that, and James Craig is co-chairing. And they've started... what... a new thing that we're doing as well here at... for all college council, is... we are working with this whole idea of spaces... so, everything... most... the majority of the work that we're going to be doing is going to be done in the virtual space... and then our meetings are going to be just specifically for what it... what is the... what is that... I think the last time we had met with Jeff Sylvan... what is the big ask... what's the ask? So, this way when we leave there, there will be an action item being done... And so, an action item... so, that was one of the action items that happened in that meeting is...   James Craig and John Wesley are going  to be chairing this governance... governance group. I'm sorry there was a question? Is there a question? All right, moving on. So, another thing too, that we discussed in that meeting was faculty profiles, like Brooke had said, there is...   I think this is something that I brought up before... not because I'm on it, but Rate My Professor is... is...  is something that students go to... and I think what we want to do is, we want to   be able to try to identify... how might we be able  to create a resource that allows students to   find out, you know, who is this Sean Mendoza guy...  who is... what are... how might I be able to contact him? What are...what are some of the things that he's interested in... when it... especially when it comes to,   you know, interests, research, papers, that kind of thing... and a lot of that information is actually... we   when we were meeting... a lot of it is already in Banner... so we thought... hmm... maybe   pull from some of that... and honestly, this is a discussion that's in the very early stages... and, um... but Phil Burdick, I believe, is gonna... he's gonna be spearheading that...  he's gonna come back to the all college council and provide that information to us... to try to see, you know,   where the direction we spoke there was a member of IT there... there was... so, we had a... we had a pretty good... we had a pretty good discussion... and... so, yeah... so there's that... and then... and then, last but not least... also...   the adjunct faculty... with regards to AP 1.25.02 lists as one of the employee representative groups... now, the thing is that an employee representative group... the question that I brought up was, what do we want? [chuckling] So... so there was... you know, I mean, there was a pretty good conversation and I... and I... you know, it's important there's a lot of... there's a lot of... you know, adjunct faculty are... were one of a very mixed, very diverse group... some of us... some of uh... some adjunct faculty... this is their only gig... for other adjunct faculty... they have like 2, 3 jobs   to try to keep, you know, make ends meet... so, it does vary... some of them have insurance some not so much, right... and so, we wanna, you know... I, you know, from my perspective, I believe the college has... has tried their best to try to meet the... the needs of adjunct faculty, but still, I mean, like I said... it's the road is still a long ways off, and I think we need to just keep... keep plugging away. So, those are some of the things that... those are some of the things that we discussed, and... I think... yeah, those are really the main... the  main course... and that ends my report... thank you.   ---Rita Lennon: Yes... [chuckles] thank you Sean... you got that right... right... well, just a little bit over time but that's okay... that's all right.  All right, our last report today... I know that there's 2 more on the agenda, however... the TLC report, we do not have a presenter... so, please take a moment and read that report as well. So, David Arellano, you have the floor, and you are telling us all about SEMP. ---David Arellano: Yes, thank you Rita... so, I'm going to pull up a slide deck for you all... and while I'm pulling that up, I'm going to thank  my student affairs colleagues, for allowing me to use this time. So, I take it you all can see that there... and so, good afternoon faculty senate and faculty members. My name is David Arellano and I serve as the dean of enrollment management... and I know many of you, but for those who... that I have not met... just a little bit of background about myself is that I've been with the college 23 years... scary to say... and I started as a student in the year 2000... and I became an employee in 2006... and I've worked at various departments and campuses across the college. I'm also a first generation Latino graduate from Pima Community College... so, I'm proud Pima alumni... and so, with that said... today, I appreciate the time to be able to share an overview of the draft version of the Strategic Enrollment Management Plan with you. All right... so, I want to start with the purpose and  components of a strategic enrollment management plan...   and it's common commonly called a SEMP...  and so the SEMP is really a comprehensive plan   to help the college identify, recruit, enroll, retain, complete, and reskill learners at the institution...   it creates goals that are aligned  with the college's mission and vision, it aligns to the key performance indicators that we use to measure ourselves against, it established actions and strategies that are meserba...  measurable by performance indicators,   and then it's also informed by internal  and external stakeholders and the data. And so, the planning process for a SEMP is very  intensive... and our process that we've used is   based on best practices from EAB, RNL... which are  leaders in the field in enrollment and student success, alongside college processes that we have built out... and the process can be viewed in 4 distinct phases. And so, the first one being the formation and analysis... the second being Golan strategy development... the third being inputs and feedback... and the final being implementation and monitoring. But I think most importantly in this infographic illustrates is that the SEMP is a living document that is continuous and recursive... and so, at points in time... you will revert back to various stages, to gather more data or more information. And so... I'm sorry here... the first phase of that that we went through in that process is the SEMP council...    and that SEMP council is a group composed of cost collaborative leadership... conducted what we call a situational assessment that really looks at the internal longitudinal data, it looks at our current data, it looks at student surveys and feedback and some of the reports that we have available through our institutional research office.   We're also... we were also intentional in making sure that, as we developed the SEMP,    that it's also in alignment with existing college plans, and future plans that are being developed.   And so, the SEMP council looked at our external environment, and the forces affecting the college, which I'm going to share more about in my next slide. So, this following slide, I think, really illustrates some what I would say, significant external forces,   impacting colleges Nationwide, including Pima.   And so, in particular, I'd like you to take note of  demographic shifts, including college going rates,  which in Pima County is at 43%, and then drops down slightly in Metro Tucson to 39%   we've had various... hardships and social inequalities exist in our society and across the country  that we face here locally as well... we have increased competition... not only for students, but also for our employees, our faculty, things like that... so, those are all things that, as a college, we need to consider, when we're planning and in our future operations. Taking that data into account  and into consideration... and really looking at the direction of the college  exiting the pandemic there is opportunity for us   to increase enrollment at student success here at  Pima... and so, to capitalize on that opportunity,   the plan has identified goals... first, we want to  improve our head count by four percent annually,   serving roughly 6,000 more students than we do today... this goal is supported by what I would say, parallel goals in the sense that, we have other goals related to persistence and retention of our students... and then followed by doubling our completer counts here at Pima... and just a special note here... these goals are in draft form and may shift up and down in the final version of the plan. So, when we look at those goals, I start thinking  about how can we achieve those goals... and it's really by focusing on the priorities and  strategies that we've identified for our students and those priorities, in my opinion, really represent the commitment that we have as an institution to strengthening our efforts throughout the student journey. So, it will be essential that, you know, we continue to  create access for our students... that we break down those enrollment barriers... and that we connect students to the right resources. Our students need more resources than ever, in that we are able to help them, not only cross the finish line and beyond. And really this relates to the conversation we had earlier about, not only completing AGEC or a degree with us... but moving beyond to transfer and direct employment opportunities. And so, one of the things I'd like to point out... and it's really... I think one of the most critical pieces... has been the input and feedback received for the plan... and so, we had subgroups... about 6 subgroups, that consisted of faculty and staff... that were sent out to, kind of, gather information, do research, and identify strategies. We performed a SWOT analysis... we held a community forum, where we had over 70 participants join us in person, and virtually... to provide their insights, not only on the SEMP, but the future DEI plan... we conducted community focus groups, which were hosted by the United Way, which resulted in an unbiased feedback and insights into the pathways to post-secondary education that our community feel are important... and then we've had presentations to various stakeholder groups... and then our current solicitation of college-wide input, currently ongoing right now. So, one of the biggest challenges in strategic planning and this is for any institution is moving from   the planning phase over to the implementation and management of the plan... and so, the SEMP Council,   which kind of has oversight of this college plan... they have an approach and that approach is to   continuously monitor those strategies that have  been identified, track them through a dashboard, and use tools to assess and evaluate the progress on  those strategies... it's going to entail refreshing   our situation analysis... so, that means reviewing  new data as it becomes available... it means   gathering new and more input from stakeholders... so, having that continuous feedback loop between our stakeholders... it means updating the plan, by either integrating, adding, adjusting, or even sunsetting strategy... some that, you know, just are not providing or resulting in the effort...in the results that we want...   and it could include resetting some of those institutional goals upper up or down... and those priorities... and really, all of those actions result in an annual review and update of that strategic enrollment management plan. And so, finally... I hope you take the time to read and review the draft plan that was emailed out earlier this week... and so, in that email there is access to a feedback form that allows you to provide feedback on the plan, before its finalization. That feedback will be reviewed by the SEMP council,  and then incorporated into the final version of the plan. And so, I want to again, stop here and say, I hope this information has been helpful...   and thank you for your time... and I'll go ahead and  hand it back to our senate president, Rita Lennon. ---Rita Lennon: Thank you David ...do you have a moment or two?  And we're... we're a little bit over time, but I would... wanted to give it to the floor to ask if  anyone has any questions or comments. ---David Arellano: Of course. Keep in mind... if there's no questions now, the  draft narrative plan was sent out to Pima All...   so folks can take time to review... read that... reflect on it... and then submit feedback or questions through that feedback form.   ---Rita Lennon: There is one question in chat... or more of a comment... but I do believe you addressed this...  but let me know if if you have any more that you want to add to this... so, just curious about what the goals are based on... are they tied to any new efforts underway... back in 2013 and 14, the goals like, increase enrollment by 5% per year for the next 3 years and then it's just kind of a dot, dot, dot... to finish it... and it's setting the stage there. ---David Arellano: Yeah, so... so, on that slide, those goals are based on baseline data, right... so, it's looking at our most current  and complete data sets... for the majority of  those... those are going to be institutional data...   for some of those things outside of our realm...  so ,think about K-12 enrollment that might be   coming from our department of education in  the state... and so, it's based on baseline data... but it's also looking at our current environment... and  so, that's why those goals are really so important   and I think, during that situational assessment, that we looked internally and externally to see what's going on... like, we have  a large landscape and there's so many factors   that can influence a student's decision  to come to college... or even stay in college... you know... all the way from the value of a degree to financial... and then even just those things   external to the college, that really impact us... all of us... in our daily lives. So, those have all been taken into  consideration, along with the baseline data,  so looking at historical data... and then also thinking about... where do we want to go as an institution? How can we grow and broaden our impact for our community? So, great question. ---Rita Lennon: Kind of a funny one in chat... and it says, can someone create a user-friendly guide to abbreviations and acronyms? I'm not going to even try and say this... initialisms... initialism. 550 So, I think that that... there should be an Institutional way, like, let's define stuff... like shared governance... and workforce... not workforce... but work groups and task forces and all of those things. Oh my... anyway, that's not really on you. [laughing] ---David Arellano: That's actually great feedback... so, we do that for our students through our first year experience programming. So... ---Rita Lennon: Ah. ---David Arellano: where they can kind of learn the Pima jargon... or the higher ed jargon, right...  like, how do we build their navigational capital here... and that's [Rita: "right"] exactly, so if that's needed for this we will incorporate that in there ---Rita Lennon: I think it's needed institutional wide... that's just my input, but... [laughing] ---David Arellano: I agree. [both laughing] ---Rita Lennon: Makyla, you have a... I'm sorry... I have a... Makyla, you have a question, but we are actually 3 minutes over time... so this will be the last question I can take for this. ---Makyla Hays: Cool... my question is more of a... tell me later possibly... but I was reading through the SEMP, and I noticed that there was a lot of very general statements about how we were going to do things... like, reach out to more high schools... increase our communications with these things... and so, I guess I'm wondering... is there a point in time... is there going to be like a dashboard of "here's where we're at" and this is how much we need to increase to be able to reach these goals... like, are we reaching 50 high schools, and we need to reach 70... or are we reaching 20, and we need to reach 100? Like, how far off are we in some of those goals that are very open? And I think that's my only comment... and I know you can't answer that all now... but maybe you could tell us when that would be coming... or if it's coming.  ---David Arellano: It's a great question I want to answer it  just really quick... we do have that information...   it's embedded in the strategy... so, we break  that down... I'll just give you a quick example...   one of those strategies is to increase  our presence at the high schools... well, that strategy is, through our dual enrollment office... we've hired 5 high school transition coaches..  that are embedded out at the high schools, to  get them to Pima... and so, there's been metrics,  to assess their work as well... so, that you can get  down into those strategies... so, love it... thank you. ---Rita Lennon: Thank you... knowing where those 5 high school transition staff are would be great... that doesn't need to be answered right now... but I'll put that in the... I'll put that in my feedback. [chuckles] Okay... so, we do have... before we move on to our next presentation... David, thank you so much for being here... I'm sorry... I didn't tell you that... so thank you so much for providing that information. We do have 3 elections, or votes, that we need to collect... I'm not going to spend any time on this, we have the form for both the VP and president-elect... they're hyperlinked into the agenda so please, senators... go in and cast your votes... we'll be... we'll be counting them later on in the meeting... and we also have the vote for the charter revision... and the charter revision is linked, as well as the Google Google form... try saying that fast... for us to collect that data as well... so, please senators, go in and do that... and up next we have "Exploring Baccalaureate Degrees" with Ian Roark... so, Ian you have the floor. ---Ian Roark: Great, and so... I have a slide deck that I'm going to go through... do I have rights to share my... do I have the ability to share screen? ---Rita Lennon: You do. ---Ian Roark: Okay good... enter loop. Rita, is that... is that visible enough? ---Rita Lennon: It... it... yes, that... now it is... it's still in the, you know... not in the... ---Ian Roark: Yes... I'm gonna... I'm gonna leave it in that format, because then I... then I... lose faces... ---Rita Lennon: I remember that... [chuckles] okay. ---Ian Roark: I'll leave that here... so, good afternoon everybody... for those that... I don't know... Ian Roark... I serve as the Vice-Chancellor   of Workforce Development and Innovation for Pima and I'm really excited today to give an overview of our exploration 593 01:05:32,630 --> 01:05:38,388 and possible implementation of plans for offering baccalaureate degrees at Pima Community College... 594 01:05:38,388 --> 01:05:45,855 and then entertain any questions... I have a 17 slide slide deck that I'm not going to be able to go through all of it today... 595 01:05:45,855 --> 01:05:53,875 so, that will be shared in hyperlinked PDF format... or has already  been shared by Vanessa Arellano... Dr. Vanessa Arellano to Rita   596 01:05:53,875 --> 01:05:58,860 to send out to the group, following the meeting today or you may have already have it.   597 01:05:58,860 --> 01:06:06,059 So, it's a very exciting time at Pima, as we look at another new model for our new majority learners   598 01:06:06,059 --> 01:06:10,737 that we will be able to offer, with the possible offering of baccalaureate degrees. 599 01:06:10,737 --> 01:06:16,379 I know that many of you have been interested in this,  and hoping for this for a long period of time. 600 01:06:16,379 --> 01:06:20,942 There has been a committee that has been put  together, that have been asked to lead... 601 01:06:20,942 --> 01:06:25,477 and the committee is composed of the individuals  that you have on your screen there, 602 01:06:25,477 --> 01:06:34,918 including Rita, as faculty senate president... this group will have various subgroups   603 01:06:34,918 --> 01:06:40,557 that will manifest over time and take on different pieces of the implementation effort, 604 01:06:40,557 --> 01:06:46,499 after we receive various approvals for what we may... what we may offer... but for right now...  605 01:06:46,499 --> 01:06:51,423 we have 3 faculty, 3 deans... but we also have finance in the room from the onset...    606 01:06:51,423 --> 01:06:59,157 and there's very key fiscal reasons as to why... as wellas Wendy weeks, who oversees both CQI...  607 01:06:59,157 --> 01:07:05,340 but now CQI includes our accrediting  regimen as well, you know... and then finally   608 01:07:05,340 --> 01:07:11,163 Vanessa Arellano is helping me with project  management aspects... and I know she's on today,  609 01:07:11,163 --> 01:07:17,755 so thank you very much, Vanessa... for your roll... so really,  just as quickly as I can, I'm going to talk about the context...   610 01:07:17,755 --> 01:07:21,538 what we're calling the application in the rubric and I know that there are faculty on this meeting, 611 01:07:21,538 --> 01:07:27,960 who have already been engaged with  that application in rubric, as well as the timeline. 612 01:07:27,960 --> 01:07:32,759 So really, one thing... one key takeaway... there's  going to be a few that I'll say are key takeaways... 613 01:07:32,759 --> 01:07:38,341 one key takeaway is that the way that the State of Arizona has authorized the offering 614 01:07:38,341 --> 01:07:44,013 of baccalaureate degrees for community colleges is in a very specific Workforce Development context 615 01:07:44,013 --> 01:07:49,978 and we'll talk a little bit about Senate Bill 1453, as the overriding framework for that.  616 01:07:49,978 --> 01:07:53,881 So, the way that we are going to be approaching  this exploration of possible implementation is   617 01:07:53,881 --> 01:08:00,000 preparing our community for the future of jobs... not only is as they exist in our community now, 618 01:08:00,000 --> 01:08:07,733 but how are circumstances in the labor market and technologies shaping Industries differently, 619 01:08:07,733 --> 01:08:14,626 so that we may have new and exciting jobs we haven't thought about coming around into baccalaureate degree regimen... 620 01:08:14,626 --> 01:08:16,542 to be able to pivot and meet those. 621 01:08:16,542 --> 01:08:24,725 For example, Southern Arizona in particular, has become a hotbed for electric vehicle component manufacturing. 622 01:08:24,725 --> 01:08:29,653 That's something very new... and there are going to be some  new businesses moving into our region that will be a part of 623 01:08:29,653 --> 01:08:36,900 that new supply chain for the national  effort to move our vehicles to all electric. 624 01:08:36,900 --> 01:08:41,526 And finally, the demographic shifts, meeting  the needs of New Majority Learners... 625 01:08:41,526 --> 01:08:45,901 one thing that I think many of us have heard about, and I don't have a slide on this... but the rapidly   626 01:08:45,901 --> 01:08:52,915 declining birth rates in Pima County and how birth rates... we are upside down with birth rates compared to death rates...   627 01:08:52,915 --> 01:09:01,647 and so, in about 2025 or 2026, you're going to see a massive fall off in the number... just the sheer number of high school students 628 01:09:01,647 --> 01:09:07,555 that are graduating in our community... so, we can no longer rely on the direct to High School enrollment 629 01:09:07,555 --> 01:09:13,080 as the fiscal sustainability for our institution...  and so baccalaureate degree regimen can't only   630 01:09:13,080 --> 01:09:18,240 speak to those that are coming to us from high  school, but really also has to be suited to the   working learner, that is increasingly going  to be the profile of the student at Pima. So, the premise for this was in 2021 was Arizona Senate Bill 1453... I'm going to go through the details of that bill...   it will be hyperlinked and I highly recommend everybody read the actual bill... and that link, when you get it, will take you there... so, it really outlines the community college's  baccalaureate degree regimen as a Workforce Development specific effort... and so, one of the key aspects is, we have to show through the data, that whatever baccalaureate degree regimen we offer as real jobs at the end of it... and that we won't be accountable, once we launch, for reporting those labor market outcomes directly to the Arizona legislature, in perpetuity for as long as we offer bachelor's degrees. We also have to show that there's relative student demand for the degree program that we intend to offer... and then finally, they put guard rails on Coconino Community College, Pima Community College, and Maricopa Community College District very specifically, because we reside in the same metropolitan area in the same county as one of our 3 state universities... so, there's very  clear guardrails and guidance on how that we must ensure  that we are not unnecessarily duplicating  something that the University's already offer. That is a very crucial point to keep in mind...  that we can't just offer anything we want to...  if you... if you'll read the law, you'll see very  clearly what options the universities do have to counter our plans, should they choose to. The next important guardrail, of course, is... what our creditor says about the Higher Learning Commission. I've been asked a lot, since we've started down this road, you know, Maricopa is launching 7 ba... I think they're up to 7 now...   that they have have announced that they're going to be offered... why is Maricopa able to offer 7? And one thing I'd like to point out is the last point on this slide bill. We are an associate degree granting institution  through the higher learning commission... so, that's the highest level that we are accredited to offer currently... the Higher Learning Commission allows institutions   to offer 2 awards above their current level... so for us, that would be the baccalaureate degree level, before we have to go through a revision of our mission and student body, which is not a full reaffirmation   or full reaccreditation, but it is altering the characteristic of the institution, and it is a robust process... and the HLC's own guidance says you have to offer the 2... get those going... and then go through this process for the 3rd, the 4th, the 5th and so on. Back to the law real quick... down the road, we will only ever be able to offer 10% of our total offerings at the baccalaureate degree level, and that's the Arizona State law... so, there are parameters... the difference is in the structure between the Maricopa district and Pima. We are 1 college with 1 accreditation, whereas Maricopa has 10 colleges under its district... each one of those colleges are independently accredited, which means that Maricopa can offer up to 20 baccalaureate degrees, before any one of their colleges has to go through this mission and student body review through the Higher Learning Commission. So, that's another key point I really want to drive home and hope individuals take to heart, as to some of the constraints that we have, even though there are lots of opportunities with this. So, the committee was formed late spring... really started  getting over the summer of 2022... and get a lot of homework, read a lot of literature, attended a lot of webinars, and wanted to get educated about our work before just jumping into it And so, out of that came our process through a phase 1 application and the phase 2 application, which I believe all faculty have seen the emails going out about that... and we receive our phase 1 application and we did a minor extension until Monday... so, we suspected we will get some more in... so, the phase 1 application was really   meant, before you go down and do all the work in phase 2... to make sure that you're really a good candidate, if you will... based on the parameters and especially the labor market analysis, with respect to moving forward with potential baccalaureate degree offering. So, there's really only 4 things that were honed in on with the phase 1 application, you can see them on this slide... labor market analysis... competitor and collaborator analysis... to ensure that there's not that unnecessary duplication... I'm in an intentional focus on closing barriers. The phase 2 application is much more robust  and really takes program areas, teams, and faculty through the steps that they would have to do with the Higher Learning Commission anyway, with respect to what they expect of community colleges when it comes to offering baccalaureate degrees... and there's an actual link there that you can read the HLC has really good guidance for all of the different attributes that we need  to consider should we go down this road. But then finally, I'm not going to go through  all of this... every single flag, there's more steps   underneath every single one of those, but there's  a lot of activity that has to take place this year.   Seems like some latent latency if you will,  during 2024... and that's because those are the   waiting on the HLC process, and then having an HLC  visit, submitting the program to Department of Ed...   and then finally, fall of 2025 projected launch for a bachelorette degree regimen, hopefully with our first 2. There's lots of different approvals that have to occur, up to and including our Board of Trustees... to be clear, our state universities do not have a veto over what we want to offer... or they do not have any approval... but what they can do is, they can protest directly to our governing board, should they not be satisfied with the direction that we are going with our baccalaureate degree regimen and that is definitely a consideration. So, we're... with respect to communication... I know this is the first week of March, but January/February was student senate,  faculty senate, staff council... I think this is the last stakeholder group that we were able to get scheduled with... and then, we're going to be having yet another meeting with the University of Arizona Provost... and Dean Dolores Duran-Cerda has been organizing those... and we'll be giving them enough... we've already had one meeting with them about this... and then, we'll be giving them an update on our progress. I believe the LOTUS started in March... am I correct Madam Provost? ---Dolores Duran-Cerda: Yes, that's March 16th. ---Ian Roark: Okay, thank you... and then, the community forum is actually going to be done through the Futures Conference. And then, we're also not listed here... we got some feedback from the area Chambers of Commerce... and getting the business perspective on what they want to see from their Community College with respect to baccalaureate degree offerings... and then, moving forward once the programs are selected to put together.. then all of these different subgroups will be convening... to take care of the various aspects that we will need to be doing. So, I think I hit my... I tried Rita, to stay within bounds on my time, I hope I did okay on that... and are there any questions... if we have time. ---Rita Lennon: There's... yup, we have a couple minutes for questions, for sure. 704 01:16:26,460 --> 01:16:31,361 Any questions? 705 01:16:32,820 --> 01:16:34,237 Wow. ---Ian Roark: Good... so, I'm very excited about this to close, as I'm really excited... we've got some great ideas coming in from various academic areas. We used... we've encouraged creativity... we've encouraged mashups... so, thinking about the jobs that maybe takes 1 or more academic area working together, to put together interesting baccalaureate degree regimen... and so, I think right now, if I had to guess... Vanessa, correct me if I'm wrong... I think we have about 10, that we know of... is that correct? ---Vanessa Arellano: Around that Ian. ---Ian Roark: Yeah... so, well... so, a little less than I thought... but I think... but that's okay... I think that the parameters were clear to individuals, when they started looking at this. And then, some Deans have communicated to me that they do want to have baccalaureate degree offerings, but we're not ready right now to move forward in their particular area... but others had multiple presentations coming out of their... proposals coming out of their area. So, let's look forward to updating this group... thank you for all that you do for our college for our students and for our community... and look forward to giving this group an update moving forward. ---Rita Lennon: Very good... thank you so much... okay... yeah, I agree  Matej put in, "I muted myself"... that's awesome. I agree that I think this is an exciting area... and  that we're hopefully gonna do this thoughtfully.   And it sounds like, you know, obviously with the  phase 1 and phase 2, we we definitely have. So, I'll stop giving my 2 cents... [chuckling] so, I'm gonna move on to our next presentation, which is the financial report and the capital  project plan with David Bea and David Doré. You have the floor. ---Dr, Doré: Hello... oh... hello, everyone... ---Dr. Bea: If you really want to start, and then I'll follow. ---Rita Lennon: Okay. ---Dr. Bea: So, sorry David. ---Dr. Doré: Are you are you ready for me Rita? ---Rita Lennon: Yes, please... you have the floor Dr. Doré. ---Dr. Doré: Well, I'm sorry, I couldn't hear you. ---Rita Lennon: I'm sorry. ---Dr. Doré: So, I'm just gonna give a quick update and then... on our centers of excellence... and then, I know, Dr Bea is going to provide some info as well. So, go ahead, Andrew... you can go on to  the next slide... so, and this is really...   I gave this presentation to the board as well... and just so you know that our centers of excellence really are aligned with all of our education facilities master plan, our strategic plan, our Chancellor's goals, and then our Diversity, Equity, Inclusion plan. And I just want to go over some of these items here with you. So, you're all aware of kind of  where we are with every everything   In terms of the Aviation Technology Center... as you all know, we have completed the Aviation Technology Center... we are very close now to completing the advanced manufacturing building... all the fencing is down. I was in that building today... if you want to mark your calendars for May 5th, we will be doing the ribbon cutting for the advanced manufacturing building on May 5th... we're also going to bring in a speaker on May 4th as well, so it'll be a 2-day event... we've had a number of issues with the science labs... and so that has been delayed... we're going to get a... some final information on Monday from the... from our contractors, in terms of completion... we're still hoping that we can get this completed by May... and I want to really... I want to commend the science people, who have been incredibly flexible because this has been one of our most challenging projects, with regard to the science labs...   and we... we're pretty close now to having completed the hospitality... we're planning on having all of that completed by summer of 2023... the health professions and construction... we are planning on having the construction completed in Fall of 2024... and then in the spring of 2025, to have that... to have our faculty and our staff in that as well. And we've completed all... there was a lot of abatement that we had to do... and so, the demolition should be completed in the month of April... and then, we just had a meeting with our architects for the motel properties... and we're now at the programmatic stage... and I know that our board is very interested in... I believe we'll have some study session for the board to take a deeper dive... because since that project was completed. you know... 3... we have 3 new board members, who really don't know too much about what's going in there... so we hope to provide a little more background for the board as well. And... is that the last one Andrew? And that... and that's the last one. The one thing I did want to say, since I  maybe if I have 30 more seconds is...   I wanted to really commend... some of us  were in San Antonio, and at the Bellwether... and our post-bacc faculty... and our STU faculty... just the, you know, one of the things is... the faculty continues to innovate and innovate... and be, I think, some of the best in the nation... so I just really want to commend our faculty, because I was so impressed by the the work that I saw being showcased... and I also want to give a shout out to Board chair, Riel, who was so engaged the entire time with our faculty... so, thank you so much to Board chair, Riel, who's really, I think... really highly invested in Pima Community College. So, thank you Rita ---Rita Lennon: Thank you, Dr Doré... okay, I think  Dr Bea... you have... you have the floor.  ---Dr. Bea: Okay, great... and just to confirm  that you can see my screen okay. ---Rita Lennon: Yes... yes, I can. ---Dr. Bea: That Zoom, that... splitting the screen and things. Okay... so great... happy to be here this afternoon... I don't have a whole lot of time, so I... and I don't know Rita, if you shared this document with everybody... but if not, we'll share it with you all. I'm not going to go through every number on these slides... I think we all don't want to die that kind of a death... so, I'm just going to hit the highlights. So first, to start out with sort of a quick overview of where the college's overall financial position is... we gave a presentation at the January Board meeting to the Board, sort of outlining where we finished the last fiscal year. So, we just finished up the annual financial reporting and audit cycle and so we report that out to the board... and also to the finance audit committee... overall there was a good performance from the college with a couple of asterisks... so, looking at the overall performance... I'm just going to again skip ahead... feel free if you have any questions of any of this stuff you can email me and I can follow up... but we finished the year with an increase in net position that's sort of like... we added to our overall bottom line reserves, if you will, by about 28 million dollars. So, that's a really healthy performance... it's uh similar... a little bit better than what we did in fiscal year 21... but the asterisks that I mentioned is that a lot of that was because we had a lot of federal financial aid that was... or federal aid that was coming in through the higher education relief funds... the COVID relief funds... that helped support some of our... it did basically 3 main things... first and foremost, it provided some direct financial support for students. So, you see if you look at the reports, that the grants were up a lot... and financial aid/scholarships was up a lot. That's because of a direct pass-through to students from the... of that federal aid... the other thing that is notable is that there are additional expenses, that we use some of the higher ed relief funds to both buy supplies materials and equipment related to COVID response... and bolstered are in IT  infrastructure, a fair amount... so we took the opportunity recognizing that the world is shifting more online to really bolster the network infrastructure and the wifi infrastructure throughout the district... and then the other thing that we did with that is help offset losses from enrollment... so, that was an eligible expense if you will, or lost revenue was an eligible use of the federal fund... so it helped support the fact that we lost revenue... so, that's important because that means, that's not sustainable... that's not a going forward situation... and we need to, when we move into talking about the budget, is address the budget from a sustainable standpoint of what our realistic normal revenues are with our realistic normal and predictable expenses. That's how we budget, and I'll get to that in a second. Anyway, the key things to think about when you look at the net position... so, this is the sort of overall financial picture for the  college, at a point in time as of June 30th.  The key things to look at on the overall  Financial Health is kind of up here, in the, how much does the college have in terms of cash and cash equivalence in short and long-term Investments. So, that is essentially like I referred to in a number of conversations... when you talk about your personal finances you have your your monthly budget, where you have your salary coming in, and then you have your utility expenses and your food expenses and your closing expenses, that sort of thing... that's normal operating stuff... if you're setting aside money into a savings account to have available to new capital Improvements to deal with emergencies that pop up...   that is, the reserves... what we call reserves... but it's sort of like your personal savings that you have for the rainy day fund or something like that... so, our reserves are very healthy the college... is has strong credit ratings...  has strong financial ratios... those are things...  the financial ratios are reviewed by the higher ed...  or the HLC... as part of the accreditation process   we have to provide that information routinely... so, they track whether an institution is falling short financially... or is having challenges financially... because that then becomes... it sort of becomes a sign of symptoms and problems that will happen academically soon thereafter... so, if you don't have enough money to pay your employees... your employees start going away... you can't provide the classes that you're supposed to be doing from an accreditation standpoint for example, at the extreme... so, our information is all strong and solid... that's because we do a pretty good job of planning out and handling the challenges that we know we're facing. So, things like reducing state aid over time... and how we've adapted to that... dealing with expenditure limitation, etc.   The other one that's worth looking at is this  one down here called unrestricted net position... that's the overall... does the college have, again,  reserves out... over and above the liabilities that have...   and the liabilities primarily here are related to our pension plan retirement programs...  the Arizona State Retirement System and Public Safety Retirement System. I'm not going to get into that, that's accounting gobbledygook... this is the chart, that I think from a straight forward standpoint, portrays the best picture... so, this is what I was talking about with our reserves... sort of our savings account if you will. We do invest this money... and what we have is a Board policy that says that, the college will maintain reserves at 75% of its operating budget. So, if you look at this chart, that's indicated  with that little red dot... and so, what it's saying is...  we want to have that much money on hand for contingencies, for emergencies, for anything that might come up, to make sure that we're running on solid financial footing... and anything above that then... we can talk about reinvesting in capital, typically in capital reinvestment... so, in capital budgeting and going back to what David was just talking about... that is a lot of the upcoming projects related to the centers of excellence and the enhancements for some of the centers of excellence are funded from accumulated reserve balance... so, we're not planning to go out for debt... we're not planning... we're planning to do those projects with accumulated fund balance... those are one-time expenses... anything that's an ongoing  expense, we like to operationalize within the budget. So... anyway, as you can see... this has grown over time... that's going to start going down in the next couple of years... particularly because the Allied Health expansion and renovation projects at West Campus are going to be cash funded. Anything that we decide to do with the hotel properties will also be cash funded... so those will be coming out of these reserve balances... but overall a very strong financial picture of where we're at right now. Okay, moving into the budget... this is budget season and we are in conversations with the board study sessions... and then the big... first big decision with the board is coming up next week, with the decision on whether to increase tuitions. So, we've had study sessions talking about how does the budget work, what does the budget look like? Generally speaking this year, we're approaching it from what's called an incremental standpoint, where we say... okay, here's where we're at current year... so, fiscal year 23... here's what things... here's what the current year budget looks like... and then, we talk to them about what's changing for next year.   And then we fold in any other  priorities that we want to hit. Basically what we're trying to do in the upcoming  year is fold in contractual obligations that we have...   so, these are increased license costs for our system licenses... any expected utility cost increases,  which shouldn't be that big... those are particular, but the contractual increases for systems can be significant. Increased benefits costs... so, the college will be... where the proposal is going to the Board is, we do have an increase in benefit costs of about $700,OOO and the budget that we're putting in front or the proposals that we're talking to the Board about  absorb that... and don't push those costs to employees in the form of premium increases.   So, we're looking to keep the benefits plans the same as they are currently, in terms of benefits... uh... participant costs which is important, because those increased costs the college... the college is absorbing a significant amount of increased cost this year and we've been doing that historically for a significant period of time... that is not the normal practice... lots of Institutions   and organizations share that burden and push some  of those costs increases over time to employees...   and we've tried not to do that... the other thing  that we're looking to do is fold in the new class   comp structure... and the first priority is to add a year of experience for everybody... and with the... also the intent to increase the caps by a year...  so, it's recognizing that people who have been here   for another year, have been here for another year... and move them up the class comp structure appropriately... because those are now tied to how many years of experience you have in your position. This slide shows... if you do that, and you put the contractual obligations that I mentioned... and you include the revenue increases that we're going to get without doing anything... so, we have additional income coming in from Investments... we have additional income expected from prop 207, marijuana money... and we have additional revenue expected from property taxes, from new properties... so, we get those revenues, and we can... we have to project what they're going to be... but we get those without doing anything. The Board also has the ability to increase tuition and to increase the property tax levy... and so, that's where the conversations with the Board come... and so, what this chart essentially shows, is that if we don't increase the revenues, we have a little bit of a structural deficit... and again, that's including the contractual obligations that are going up in the year of experience... so, it's folding in what we are currently doing... just doing what we're currently doing... adding a year in this new world... we have a little bit of a deficit. So, the point around this is to say... okay, well we, without getting additional revenues, we have a bit of a problem...   down at the bottom... 1.6 million dollar deficit... what that translates into is roughly about 20 plus positions... any reduction that you have at the college that would be of this significant size, of a million to 2 million. There is no way to do a reduction like that without personnel reduction... so, the conversation with the board is... okay, structurally right now without additional revenues, we have some deficits coming. However, they have the ability to increase revenues... so, the proposal going for tuition is a modest tuition increase of $3...   and we've also talked to them about what a 2%, or and we can go all the way up to a 4% tax levy increase. What those kind of revenues generate... and what that would enable us to do... and with the number one priority being continue to fold-in and make progress on the new... on the implementation of a new class comp structure. So, we put caps in place... those were not intended... are not intended to be permanent... those are... okay, it takes a lot to invest to get the new class comp  structure in place... and then, so we went as far as we could... I would say, sort of theoretically, or hypothetically, we went about 90% of the way with putting those caps in pretty high up at the 12-year point for staff and faculty... but there are other things... there's the lifting the caps... and then there are other things in terms of things that we know we want to improve... and the faculty group is working on discussions about what priorities would be... supplemental rate is under conversation, changing the structure from   the 20-step structure that it currently is, to something that's a little bit more like what it used to be, with 16 steps and what the implications would be... so, once we get information from the Board in terms of the revenues available... then we'll continue those conversations about what the priorities will be going forward for compensation. That was a lot... this is just a high level... David gave you the quick and dirty of what's going on in terms of the tangible projects that are going on with the centers of excellence... we do plan out our capital projects, particularly the big ones,   over the course of years... if they're big projects, one-time type projects, like building a building or whatever. Again, those are one-time expenses and we try to fund those out of the reserve balances... we don't operation those... operationalize those expenses. Deferred maintenance is something that ideally we'd like to have operationalized in the budget... we have some money in the budget already but it probably needs to be... over time, increased a little bit over time, to get a little bit more money into deferred maintenance. Okay, next steps... I mentioned the March budget... eah... trying to be too fast... the March board meeting where the board will consider a tuition increase and they will consider the recommendation to update... or update, you know, do the benefits that I mentioned. So again, keeping the premium structure the same and then... giving us the authorization to go forward with those increased costs that I mentioned in funding those from the college side of compensation... and then, April there's going to be a study session   or sorry, it's actually... this is outdated already... there will be a study session in March...   that is updating the Board on where we were with class comp... where we've gotten with the new class comp...   like, where we were before the class comp... how the class comp structure rolled out... and where we're at with that... and what the upcoming priorities are going to be. So, that's on the 22nd, I believe... and so, that's going to be an interesting and important conversation, that will then lead into more conversations in that, related to taxes and then compensation decisions later on, before the Board gets the preliminary budget in May and then adopts in June. Okay, that's all... I'm sure there are questions and I tried to get this into 5 minutes, but I don't think I did... sorry for that Rita. ---Rita Lennon: I know, I... and we we get it... there's never enough time... we're always backed up against time. ---Dr. Bea: There's a lot of good stuff today...  I was like, that's a lot of stuff to go through. ---Rita Lennon: It is... I know... we're popular, but we only... you know, we only meet once a month, so it does get to be a problem on how to share all  this information... I have something I would like to say...   if this is not against the board policy, so  much as... how do we fit ourselves in as senate   to have a annual discussion with you, where we are considered a stakeholder in the financial decisions that are being made at the institution... so we can provide feedback, and you know, thoughts... that maybe aren't yet articulated to you, as this... the discussions going forward... it's a lot, sometimes. ---Dr. Bea: Yeah, it... and I don't know if I have a definitive answer... other than, you know, I think that I'm happy to come and talk with you all. Again you have so many things to talk about... but this becomes sort of like, another thing in some of the other academic decisions...   curriculum all of those things are high priority...  the other challenge comes in and maybe Aubry's   going to say this... is that, when it gets to working conditions that we have the AARC groups are working on that. So, there are things I think it... it's like a little bit of here and there... and you know, other than that, you know... I do, do... also do... typically, I don't think I have any scheduled this year... but college-wide conversations... where feedback is welcomed... and obviously I participated and joined your group, talking about the department chair... and we've got a group working on that... so, there's a lot of things... there's a lot of different pieces that you...   it's more like you guys would be interfecting  with the budget through those mechanisms... ---Rita Lennon: Mm hmm. ---Dr. Bea: probably more than you realize... and that gets then folded into how the budget works... but I'm also happy to come back and have a conversation about...  where are we with the budget... or where are we with   the financial challenges... I can talk about state issues, you know... whatever... ---Rita Lennon: Yeah ---Dr. Bea: I just know that time is limited. ---Rita Lennon: Right... and you know there has been  discussion about study session... you know, maybe it's just the promotion of those other forums... so that, you know, it is the students and senators. ---Dr. Bea: Mm hmm. ---Rita Lennon: Senators and faculty are directed that way... obviously, students need to be in there as well. I'm so sorry that we don't have more time to talk  about this, but we do have 3 more presentations we're going to try and get through in the next, whoo... 17 minutes... okay... so, thank you so much. ---Dr. Bea: And Rita, if you have questions that you want me to follow up on, I'll... you know, just... if you want to gather them and send them to me, I'll make sure that people in the committee that... you know, I'll get... like, we can send out... we used to do those little newsletters... I assume sometimes people read those... but that's like... you know, I... we can provide information... either I'll have a budget for them... and I can answer those questions... or I can, you know, write up a response, you know, that gets out... here's some questions we're hearing... here's what to with some of that. ---Rita Lennon: Okay... absolutely, I... ---Dr. Bea: I'm happy to do that with the feedback you might get. ---Rita Lennon: Sure I could be that conduit... so if you have any questions about the... you know, budget, financial state of the institution, where we're going... what are directions... any questions for David... please let me know... just send them to me. I'll put my email address, if you don't have it already... okay, as I'm doing that, I'm going to look over here... and I'm going to see that we are now at the AZ Transfer in AGEC redesign update with Michael Parker... you have the floor. ---Michael Parker: Good afternoon everybody... I expect I'll be able to make up some of the... that lost time there, and yield the floor to the next group. So, I'll do my part to make sure these 3 presentations get done. One... since I last spoke to you I said I was going to send you some surveys... I did that shortly after. We've gotten some responses on those, but we'd like to get more... we had about 33 responses to each one... and to remind you, one of them is about the statewide criteria that are in draft form... and we're... I'm collecting that on behalf of the college... and we'll present that to, you know, through the general education standing committing, not the redesigned task force... the general education curriculum... the general education standing committee will summarize that data, and then send it up to AZ Transfer... then there will be listening sessions at the AZ Transfer Summit to hear back... that's another place where people can provide feedback on the statewide criteria... they'll be sent to the drafting... the work groups within... that consisted of a number of Community College faculty gathered together to draft the things that you see before you on that survey... I facilitated the one for arts and humanities... then it will go to the AZ Transfer steering committee for a vote on June... then we'll be able to begin implementation   or start reviewing our courses through these new criteria, beginning next Fall... with the Fall of 25 roll out date... so that's one of them... the other one is... solicits faculty feedback on some of the essential learning outcomes that have been identified by the American Association of Colleges and Universities... and just ask your opinion on what you think general education should be... I'm going to send both of those out to you, after I finish my little presentation here, so that, you know, maybe... while you're sitting here... when you should be paying attention to what somebody else is saying you could fill out this survey... I'll also send something out... I'll ask the Provost office to send something out on Monday morning... get it out there again... we did get some feedback... we held a summit drafting session, where we began the revision of BP 3.35, which will form the aspirational statement of what we believe general education should do... that faculty can point to, students can look at, advisors, whoever... so that whenever we want to know what general education   does at Pima Community College... that's what we'll point to... and we are definitely not going to put in there that it's just something to get out of the way before you get to the majors. Fun fact... maybe fun fact... we asked Chat GPT what the... you know, the philosophy should be and it spits something out, kind of generic... and well... I'm not going to impugn that... I have great moral and reservations about using chat GPT to do this work but if that's what we need to do... that and a combination... maybe the Ouija board and the, you know... the magic 8 ball... we'll come up with some recommendations for you. So, speaking of recommendations... we're drafting that, we'll get that to you, you know, some point in the future... were devoting the month of March to kind of, research... we've divided our... the steering committee is divided in subgroups... in curriculum,  pedagogy, assessment, and 21st century skills... those groups are all going to do some research and  come up with initial recommendations. We'd like to present that in some forum... and I've asked Rita  if faculty senate would be willing to sponsor a study session. Whether we come here for that or we go through some other forum like a town hall... the group would like to present you with some initial recommendations, that we plan on putting into the thought paper that we'll submit on June 30th. March is going to be devoted to that research... April, start to formulate it... put it into some form that is... that helps you see what we've been working on... the data that we've been collecting, gathering, and analyzing... and you know put that there... April will be kind of going from those recommendations to a sort of more coherent form... you know, we're brainstorming and drafting... and then we hope to have a draft of the white  paper... thought paper... by the end of April so that we could say... okay, have we missed anything?  And then, we'll revise the draft and we have to have it in by June 30th. This would just be a series of recommendations and whatever recommendations we come up, with will then... we're presenting them to you early and often... so that we don't, you know, go wildly astray... and then, we'll go through the governance process for... as we go through the implementation phase, starting next Fall. But right now we're looking at "best practices""... what do we think makes for a great general education program... we're doing all that.  One other thing... I've... we've been working... we  created a student survey, that would be a baseline   measure of how students perceive general  education... and we drafted a a survey for that... that's in Stars hands now... we're going to make  some quick revisions to it and distribute that out. and then we can kind of compare what our faculty  believe general education should be and what our   students perceive it is... hopefully, we'll be lucky  and they align perfectly but if not we'll see   places where we can improve our practice in our  program of general education... so, how am I on time? ---Rita Lennon: I think we're on time... I think we're at time, I should say. ---Michael Parker: Awk... I wanted to get under 10 minutes... sorry, I thought I'd have something for you. ---Rita Lennon: That's okay. ---Michael Parker: Oh, by the way... in case nobody knows... since we're talking about abbreviations, AGEC stands for the Arizona General Education Curriculum... and I think it would be worth taking a look at some of the things that the chancellor said earlier today... you can't complete a transfer degree without completing the AGEC... but you can complete the AGEC without completing the transfer degree. So, I don't know if it's possible to have... to ever be... have more transfer degrees than you have AGEC certificates. So, there's that... thanks. ---Rita Lennon: Thank you Okay, we do have 2 more presentations... if you can stay behind, I would appreciate it, senators... but, we will see what we can do... so, Kate  Schmidt, you have the floor, to talk about CCSSE.   ---Kate Schmidt: Sure... I'm presenting with Suzanne and we can try to make it brief, but I saw Dr  Parker try to make it brief, and it's not always possible... we can't rush all of these things... but you may know that the college engages in surveys every 2 years... they administer a nationally normed survey called the CCSSE... one that's a companion survey... that I think we refer to as the CCFSSE, because it's got the F in there, which stands for faculty... and the SENSE survey... and so, I think a few months ago, Jeff Thies was here talking about the work he'd done at the SENSE survey and then there's a... there are portions of this that speak to concerns around race and ethnicity... and that piece is being conducted by... in terms of being conducted... looking at the data, making some recommendations. So, that's the project we had... Suzanne was... Suzanne was assigned to The CCSSE and I was assigned to the CCFSSE... and we realized that we... we really... there are really some things in common... it made sense to look at these together. So, this is all part of our strategic plan priority, where  we're using this data that we obtained from the... in, you know, the last academic year... we, you know...we... I think this was talked about earlier in the... in the present... in the pre... in this meeting... we often have a lot of data and we don't always dig into it as deeply as we could. So, this is an opportunity... the college just runs this every 2 years, it's an opportunity to look at our... the students perceptions of their experiences here... and the faculty's perceptions of the student... the students experiences. Yeah... I'm skipping all over, sorry Suzanne... they told me to go fast... so, the CCSSE... do you want to go back to the CCSSE page?   CCSSE is looking, you know, looking at returning students... SENCE was new students... CCSSE looks at returning students... asks about our institutional practices and their behaviors that are strongly correlated with high impact practices and student learning and retention. So, that's a... you know, that's asking the students, who are returning to Pima... then they ask the faculty, sort of, companion questions. So what, you know... here's what the students are experiencing... what do the faculty think the students are experiencing? So, that's in brief, these 2 surveys... we are... we looked at the results from last year... our, you know, first thought was... we were... we were being asked to make some recommendations... but our first thought was... let's take a look at these questions and see if they're measuring any of the things that we are already trying to do... any of the initiatives in the strategic plan... anything in the Chancellor's goals and the Provost goals... so, when you look at our our spreadsheet... column J is where we started doing that work, of aligning things that were... you know, initiatives were already doing... that might be measured by these questions... and you should have links to all of these... and I can paste them in the chat. The second... the second thing we did was... we brought together a cross-functional team to just look at our... look at the data and identify some notable areas... so, we looked at those... the green areas, the kudos... that we... that we wanted to observe... yellow areas, where we might want to dig in a little bit deeper... and red areas, or kind of areas of con... you know, areas of concern. so, so... do we want to skip ahead to the... okay... so, we documented it... we're making some additional recommendations for actions, and we're vetting these recommendations with you today, So, one of the things... I know you've been asked for a lot of feedback... one of the things that will be pasted in the chat, and probably on the agenda, is a feedback form about this work. So, let's start... we'll, I think, want to probably focus on Kudos... these are things that we observed in the data that we need to celebrate. The first one is, how often do students communicate with you. right... by email? So, students are saying they do this often, or very often... 77% of the time... faculty are saying it's often... that this happens very often... you know, 86% of the time... so, both very positive numbers... I think that's a... that's something that we can be proud of about the way that we're communicating... that this is a good system that's working for communicating with email with students. The next one is about feedback... how often are students getting prompt feedback about their performance? The faculty are perceiving that as a little bit higher... but students perceiving that as pretty high, often or very often, is almost 80% of the students getting feedback, which we know is one of those keys to success, that we're giving frequent feedback. What's our last one? Okay... how much coursework in the selected course section emphasize students   using information they have read or heard, to do something new. So again, these are... these are high... almost 3/4 of the students... and are also very closely aligned... what the students are experiences is what the faculty perceive they're experiencing. So, we did have some, you know... we did have some other observations... I think in the interest of time, we've got those all on the sheets that we're sharing. And, do we want to just skip to our recommendations? So, really a look at one of our recommendations is a look at the... at service learning... and that's certainly going to be part of that general education refresh in the high impact practices that Dr Parker just talked about. There were some yellow areas in referrals... and again we realized that that's because of the way the question is, you know, is asked... that a faculty member is talking about their perception of how often they make referrals... the student is talking about their individual experience... but it did seem like a place that we could look at and really shore up... that we make sure all faculty understand what we have as resources to refer students to make that clear... and then finally, supporting some career planning. So, we're looking for, you know... we're looking for feedback by next Friday... so, that we can wrap up this section of the work...   but we also really... I think this is on the next slide... want to make it clear that this is   data that's available for you to use if you're working on college-wide initiatives, or projects, that's available through star... it's actually the 2018 is online... I think, this 2021-22 will be online soon, if it's not now... so that this is one more place where we can, you know... where we can use data to make decisions as we're planning some of these initiatives... that we want to be looking at the data that we've got available to us. So Matej, I saw your questions in the chat... there is... I don't know that we would be able to get to that granular level... there is the possibility of... we have a relationship with the organization that runs the survey, that we can... we can contact them for customized reports, but my guess is that they did not ask specific questions... but that may be a recommendation for follow-up... and really, what the... those questions were really about the... the referral to those various resources... so, I don't know that we've got specific...   that specific about the experience that the student had in the resources... but we can go back through and look. Absolutely... that's a great recommendation. So, Suzanne was... ---Dr. Suzanne Desjardin Oh, I wanted to just say Kate, right now... can you all hear me... because I'm on my second device? The college right now... we have partnered with Temple University, and we have put out the Hope Impact Survey. So, for the first time we're part of an Arizona Community College Consortium that's doing that... and it's a survey that does a really deep dive into what are the barriers that students are encountering in their higher education experience? And so, all those links are posted right now for students... we have it posted in Pima Engaged... students have been sent out emails with the link... we can certainly share with faculty... but to Matej's point, we're really excited that we're going to have a consortium of data that's going to be a statewide database as well as a national database... because the survey is  set up just kind of like, CCFSSE and SENCE and CCSSE in that we're going to get a really large set of data, to kind of drill down... what are these deeper barriers students are having outside of the classroom, that are impacting their success at Pima... and course, at whatever other schools they're attending. So, just wanted you all to know about that. ---Rita Lennon: Thank you... I know we're 1 minute to the end of the meeting, but we do have one more presentation... that's always the hardest spot to be in... so David, I appreciate you... if you wouldn't mind, go ahead and take the floor. --David Donderewicz: Sounds good... I'm gonna share my screen real quick... and we might have had one too many Davids, right? I don't know if y'all can see my screen or not? ---Rita Lennon: Yes we can. --David Donderewicz: All right. All right, cool... I'll make it quick, and I'll also... Rita, if you want to just put the presentation also in the agenda, and then folks can look at it too... it's got view access for  everybody... but I'll go ahead and get us going So, I'm here to present the Criterion 4... I'm David Donderewicz, the executive director of financial aid and scholarships. I'm glad to get a chance to talk with you all, and this presentation is going to be done with the Board on Wednesday. It will be done by Elliot Mead instead of myself... probably a better one on next next week, if you have time for that, at the board meeting... but more or less, looking at Criterion 4 and giving an update on kind of how the process is going, and how we're moving forward with the HLC... so, before I get started really, I just want to make sure that we all know what Criterion 4 is, teaching and learning, and its evaluation and improvement. So, that means the institution demonstrates responsibility for the quality of its educational program, learning environment, support services and evaluates their effectiveness... and has processes designed to promote continuous Improvement. So really, looking at where we're going, we have to look back where we were... I refer you guys   over to the 2018 assurance argument, that... that  should be on the website... really get a good idea of kind of, where we've been and how we've  communicated back and forth with HLC in the past   in regard to reviews and so forth... but really, just kind of looking at the main aspect of Criterion 4, it's assessment and program review... and so, we did see some gaps in our 2018 assurance argument... but since 2020 we have been cleared of all monitoring items in that criterium... really the points that I want to make on this slide, as you see assessment of program review... is really, that we look at assessment... the more participation we have, the better we get with assessment... also, looking outside the classroom into co-curricular on how we assess that and how we help students move towards their ultimate goal in education and then kind of referring back to Michael  of our general education outcomes.  Would that also program review? And I'll just kind of state this point directly from the HLC themselves... and this is one of their main keys to this criterion... the institution maintains a practice of regular program reviews and acts upon those findings... so really, one is that you use those findings and you use that data to make the decision in regard to that specific program... so, whether good or bad, you're a data driven decision or your decisions coming from the data you receive... and also one of the things we did want to look at as well is just the transparency of the program review process... and making sure that all stakeholders are aware of where we are at in the process, and making it clear to all folks as as we move forward. What we've really been doing with the Criterion 4, there's more or less 2 things we've been doing...  one is we've been prepping, or we prepped  for the visit... HLC focused visit in February... in regard to that, we're basically looking at making sure everything was set up for that visit,   in regard to some of the assessment and  curriculum review of our off-site locations.   So, basically we're working with all faculty and instructors that are on our site, to make sure that... see, their processes aligned with our College processes... we're kind of pending the review... or the response from, or actually  the report from the review on how we would respond to that, but you know, we've put some stuff here, and depending on anything that happens in that... that report, that they do send us... really, anything we might have to supplement when we respond back to them... or any additional things we have to do in evaluation process. So, that was really what we focused mainly in February on... the next thing we really focused on was really gathering   all the stakeholders, in regard to Criterion 4, and really getting those folks and our subject matter experts together in a group... so we make sure that we can move forward as we we look to gather this information. So, on this slide here, you'll see that there's 3 core components... and those 3 core components make up Criterion 4...  and then under each core component may be sub-components under there... you'll see these arrows that are pointing down to boxes... and that really gives a good thing... a good reference point, of which evidence would be good to kind of go with those core components, in regard to how we move forward with the assurance argument that we're looking to do. So... so, you'll see simple things like, you know, our transfer policies in regard to 4A. So, those are kind of the list of evidence that really kind of, show that we're doing this, other than just the narrative of us saying that we're doing this. Within the core components and the criteria, there's also assumed practices... so, being accredited by the HLC... the HLC does assume that we do certain things and we might be able to do it a little differently, but we do do this at the institution... so, things such as, you know, instructors having authority over grades, how we transcribe or trans... transcript credits at the institution... kind of, those things that when you think about an Institutional, or your function at the institution, those main things that all institutions do those are assumed practices, in a sense that the HLC believes that we're doing those. And I know we're a little over here... so, thank you for staying with me. Really, from those meetings that we've had with our stakeholders, we've really started to gather that evidence, in regard to Criterion 4 to make sure that we could... we can kind of lay out how we do Criterion 4, and meet each core component, sub-component of that criterion. So really, we're focusing our attention on gathering that information... but then also looking at that to see where we might have potential issues or gaps, limitations, to kind of address. So really, we're taking that evidence and all the documentation that we have... we're working with our editors to then go ahead and start writing the assurance argument that will be sent over to the HLC... and really, once we get that draft of that assurance argument, that's when we're going to kind of go back and look through those gaps, to see, you know, what... which areas we might need to improve on and if we can improve on in those areas prior to the submission of the assurance agreement... the assurance argument... sorry... one other thing that we are doing... I know that Dolores, she has scheduled a Data  Summit 2.0, to talk about some of the criterion in I think, core component 4 C3... and so, that Data Summit will be March 31st.  So, I know some of the Deans and others  will be invited to that to talk that through. So... Jeff, you know that's kind of what  we've been doing with the Criterion 4...   getting that stuff documented, gathering  the information, and the evidence. Now, we're ready to kind of shift that over to... to start writing that assurance argument...  and I'll just give a quick props to our  team... and I'll turn it back over to Rita. But our lead Stacy Naughton, Dom Dominguez, Rita, myself, and Stephen Ebel, which we missed that guy... and then our editors are Elliot Mead and Michelle Matthews... so, so... thank you. ---Rita Lennon: Thank you... I know that you had the terrible task of  trying to get all that information into us   but I appreciate you sticking around and doing that for us... so, you know, if you didn't catch it from the presentation,, this is like, our wheelhouse this is why it's so important that we hear what's being said about 4A... and when all of you attend the next meeting, which I know you're excited to do, on academic matters, starting at 3:15, we're actually going to start gathering some data for 4.A and 3 different areas... so, please consider attending,   so that we can gather that data from you... okay, I know we're 8 minutes behind... we are going to quickly go over the election results... I'd like to share... this is also the in the agenda. Denise Riley is now our president-elect, so she's not  here, she's traveling today, but congratulations to her. Maggie Goldston, who is actually also not here today, is now our new vice-president... [clapping] so, good for her. Both of them will start in Fall... and then our charter revision ...we have been approved for our revision... so, yay... you guys all voted in our revisions... wonderful... thank you so much, for everyone who provided feedback in that... and worked throughout the semester, the last 2 semesters, on the revision. Okay... so now, we do have one more item that has been added to the agenda... we realize that if you are not a senator, you may not want to stay any longer, that's perfectly fine... this is actually a vote for senate... so, we understand if you need to head out... But Brandy go ahead you have the  floor and you can bring up the last item.  ---Brandy Wright Randolph: Thank you Rita... yeah, the... as mentioned before when we started this it was the revision of the minutes for faculty senate... so, if we're able to re-implement that original way it was done, where we take the 5 minutes to review that... if other people weren't here... that didn't hear what I said initially, I had some issues trying to get those notes myself in there and I... and I think this does put an undue burden on yourself in going through those... and if it's something we can do at the initial part of the meeting, I think that's just going to benefit your time, as well as the time of the group, that are all of us in here...  and I can't attest that we have a quorum right now... we did originally, but there were 72 people when we started, and I notice now there's only 24... and I can't confirm if everyone there is a senator... I'm going to try and see. ---Rita Lennon: That's a good point... well, even with 24. ---Rita Lennon: Yup... with 24, we would, provided the rest left... that we're not... ---Rita Lennon: It looks like everyone here is actually a senator, so that's surprising... thank you everyone. ---Makyla Hays: I'm a senator but I am not... ---Rita Lennon: Right, you're an ad hoc... but we're actually at 24, and we really only needed... 21? ---Brandy Wright Randolph: 22... ---Rita Lennon: 22. ---Brandy Wright Randolph: 21 plus 1... yep. ---Rita Lennon: Okay... so, I think we're good to vote... or actually... so, the motion has been made to revert to how we used to do meeting minutes, which is to put them on the agenda... and then, vote for them as part of our meeting... and one other senator... I'm not sure, I don't remember who it was... but one other senator said... what's nice about doing it the old way is, you can kind of refresh your memory about what happened,   because it has been 4 weeks ago... you may have forgotten... and so, that might be the case.   So, the motion now, like I said, as it stands... we do have time for conversation... well, I mean, it's 311... so, I get it if nobody wants to have a  long-standing conversation but does anyone want to... Michael, I think you... thank you for  putting the second on... does anyone have   any discussion points that they want  to bring up, before we move on to a vote. [cough] Oh... oh, Sean... you do? ---Sean Mendoza: Yeah... because, you know, I was the one that  originally brought it up, to have it be done, the new way. ---Rita Lennon: Okay... all right. ---Sean Mendoza: So, the main thing is that... yeah, you know... I will bend to the will of the committee because... or to the group because every group is going to be different... I just think that it had... and yes, there are some challenges... there's some technical challenges sometimes... but if we are able to overcome them... typically 5 minutes... usually ends up ballooning to 10... and if we look at how much time we have right now, it would... if we would have done it, we would have basically been only over a couple of minutes. So, just... I'm just putting that out there, but I will bend to the group... but I just want to just say that... that.. that's... because you know another thing too is that not everybody is able to stay at our meetings... and if we are able to do that online as well... then that way, you don't have to necessarily... I mean, you you can go to your meeting and still be able to vote... and so, it just means that offline, when we're not at these meetings... we're going to have to... we're going to have to do some homework. So just... I mean I just wanted to just say that and... yeah... all right, there you go ---Rita Lennon: [chuckles] Okay... thank you, there was a recommendation   Oh well, now... well, now you're... now you're changing your recommendation. So, Matej did say... how about at the end of the meeting, so we can have a brighter start... but I'm good with any option... and then he has now mentioned that he is now inclined to agree with Sean.. but this is not a high priority issue   for him personally... okay, so is there anyone else who would like to add. [chuckles] ---Brandy Wright Randolph: I'm taking that as Matej and Sean say, yeah... it's good, let's do it the old way... maybe just my interpretation... [Rita laughs] but I think we should call for the vote, because I know you have to be in a meeting in 2 minutes and I have another department meeting in 2 minutes... and didn't want to belabor this point or take everyone's time, because now I'm going to be late to that, because I need 5 minutes in-between... so, is that it? Do you call for a vote Rita? ---Rita Lennon: it's already been on the... it's on the table... so now, we need to... so, we've motioned, we seconded, we discussed. Now we're voting... and I already see that there's some senators, who are taking... so now, the question is... do... what the motion is is... do we revert to the old way, and just vote in our... approve our minutes at the next senate meeting? So, please go ahead and cast your vote... [laughs] in chat. ---Brandy Wright Randolph: We only needed 2 no's... so, yeah... I don't think we need to do any more. ---Rita Lennon: Never mind... yeah, you're right... there's several no's. Okay... so, we will continue doing the senate meeting minutes as they are now, where I'm going to distribute them sometime...   you just added more work to me, Sean... so, don't dance  too fast. ---Brandy Wright Randolph: It's okay, I'm gonna bring it up in April again... so... [Rita laughs] It'd be the last thing I do as VP, Rita...  save you a little bit of time and effort. I don't think there's enough knowledge about what goes on with that... so. ---Sean Mendoza: Rita, if you want... ---Rita Lennon: .All right, very good... okay, so I need to head over to my other meeting, but thank you so much... can I have a motion to adjourn? ---Brandy Wright Randolph: Motion to adjourn. ---Sean Mendoza: Second? ---Brandy Wright Randolph: Got you Sean. [chuckles] [Rita] Thanks Dora... ---Rita Lennon: All right... 3:15 is when we adjourned... thank you so much. ---Diane Lussier: Thank you, bye everyone. ---Rita Lennon: Bye everyone.