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May 5, 2023 Faculty Senate


---Denise Reilly:
Thank you for recording... but now take 
a look at our meeting agenda from last month...  

and we will look for a quorum in a 
few minutes and then we'll vote on it.

So, anyone who wasn't here, you can just
review what we talked about last month,

and if you have any recommendations or items that need
to be amended... please let us know and put it in the chat.

And Kelly's right here fixing all the errors... my errors...
not the agenda, not the minutes... my errors.

Okay... I don't see anything right now, but at this point right now,
I think we're going to wait to see how many senators we have in here...

so, I don't think we're going to approve the minutes quite yet...
but we'll come back to that before the business section.

So, back to what I was saying before... I did not think that the
Provost, Dr. Dolores Duran-Cerda, would be here because...

what an exciting day... I was able to stop by for a little
bit before my class started at 10:30 this morning,  

but here at downtown campus is the... there was the ribbon
cutting ceremony for the advanced manufacturing building...

how amazing... it's really looks great... there
were a lot of people out from the community,

and I a lot of people that are in here that were there... you
probably didn't see me because I tried to sneak out the back

before my class started... but I didn't think anyone from the
provost office was going to be here to share the provost report...

but without any further ado, I'm going to pass the mic over...
 unless I've messed up anything else Kelly, please just say so now...

[chuckles]  but I'm gonna pass it over to Delores, who's gonna
share her provost report... and I'm gonna mute myself.


---Dolores Duran-Cerda:
Thank you Denise... and you're doing a great
job by the way... [chuckles]  hang in there.

So, yeah... there may have been a mixup because... for the staff council,
I couldn't join, because it was at the same time as the ribbon cutting...  

but I'm here... and so, I'm glad to be here with all of you...
this is our last faculty senate meeting for the academic year,

which is exciting and sad, because we won't see each other
for a few months... but you deserve the break and it's been

a whirlwind of a semester and academic year, really... so, with that
I wanted to focus the my report today on faculty recognition...

and this being, you know, Appreciation Week... this... these
past couple of... this next... this week and next week...  

so, I wanted to focus on that for you... not only
current faculty, future faculty, but also past.

So, if you'll notice on the first page of my provost 
report I have... Ed Duperret... Edward Duperret,

who had been one of the founding members... faculty
members... at the college and was in counseling...

and he was, I think, the majority of his time at East Campus...
and we became friends... and we'd have coffee in the morning,

you know, periodically... and he would talk about how things were,
and and the importance of the mission of community colleges...

and specifically Pima college... and it being open access...
so, I really appreciate appreciated his friendship...

and I wanted to share the obituary that came out in the
newspaper with all of you... some of you probably knew him

or saw him or ran into him... but he was he was a fabulous
Pima supporter... and so, I just wanted to pay tribute to him.

So, as Denise said, there was a ribbon cutting event
and actually, 2 days of worth of Celebration...

so, yesterday there was breakfast with some representatives
from NC3... and then Nick Pinchuk, who's the CEO of Snap-on...

and just recognizing the Chancellor's work and
vision with the Advanced Manufacturing Building...

and the whole concept of upskilling and reskilling 
our population here in the community...  

and making sure that everybody has a... the equity focus on
everybody having a job and sustainable wages for families.

So, today was the ribbon cutting... and I just wanted
to thank a couple of people... many people really...

but specifically... and Denise I did send you... I forwarded you some
pictures... I don't know if I if you can... if you have access to them...

I just sent them to you... I sent them to Rita, but then I realized
she wasn't here... but there's a picture, if you can show it...

show your screen, of Carmen Cueva... so, she has been
instrumental in the development of the design of the

Advanced Manufacturing Building... she's your colleague
and she was incredible... she's a licensed architect...

she's right now a director of AIT and she just 
really had a vision of what this would look like,

and how it could serve our students... and I just wanted
to commend her... I don't know if you found the picture...

but she's speaking this morning... and I see board member...
board chair, Teresa Riel, is here today in the meeting...

and she also spoke... she opened up the whole ribbon cutting
ceremony... and thank you for your presence and your support.

It's an amazing accomplishment, what the community has
done... lots of people that were there from the community,

internally and externally... so, maybe later you can find 
the picture but it's a really nice picture of Carmen

giving her reasoning of of the Advanced Manufacturing
Building... and there she is... yeah, she was explaining...


---Denise Reilly:
Yup... did I do that?  [chuckling]


---Dolores Duran-Cerda:
You did it great... yes, yes... so, she explained, you know, what the
significance is of this project and how it's a vision for the future

of how we're serving our community, how we're
serving our students... and the symbolism with it.

Oh, that one, not yet... hold on...


---Denise Reilly:
Oh...come on.

---Dolores Duran-Cerda:
So sorry just Carmen for now.

So, in the building there's going to be automated industrial technology,
computer aided design, machining, welding, and an incubator space.

So, if you haven't had a chance to go... there's 3 floors...
it's over 100,000 square feet... and it's just amazing...

and the views are beautiful too... so, it's going to really bring
in a lot of students and support from the community.

So, thank you for sharing that Denise... the picture.

And because it is faculty appreciation week, I wanted to
share... it's also in the provost report... of how students...

and fellow faculty members and staff and administrators can
express their gratitude to faculty through a dig digital note.

And there's a little link to a padlet, where you can draw, text, put
links, or videos of gratitude for all of you... for faculty members.

And because you are the ones who demonstrate the
passion and the empathy and the guidance for our students

throughout the academic year... and you know,
some people say... well, faculty get 3 months off...

well, it's... you're so immersed in... with the grading, with
 advising, with students, all the work, the lesson plans,

thinking of future what... how you can improve your lessons...
or following the trends... it's a lot of work, I remember that...

and so, you need some downtime, because you're not only
dealing with the academic, the pedagogical approaches...  

but also, since COVID, and before COVID... issues with real life,
mental health, or accessing resources for students with food insecurity...

housing security, etc... so, I wanted to share that... also,
I wanted to share... we have some recognitions of the...

I think I shared it last time too... faculty
professional enrichment recognition awards...

one going to David Andres... and then Emily Whittington
too... so, I wanted to congratulate both of them

for their outstanding work in their respective areas... and then the...
I also wanted to share about faculty who are receiving fellow...

faculty fellowship awards for the 2023 United
Nations Sustainable Development Goals...

and I've named them here... Dr. Hannah Abraham-Shea,
Dr. Nahal Rodieck, Dr. Stephanie Hoon, Dr. Jason Post...

so, they all receive the United Nations Sustainable Development
Goals Open Pedagogy Fellowship Awards for this summer.

So, lots of exciting things happening... also, in 
August, we have the Faculty Strategies Workshop... 

Teaching Strategies Workshop... so, be sure to sign up for
that, that'll be August 12th, 8 to 12:30, at the Desert Vista campus...

and then, if you could show, Denise, please
that other picture... and this... I'll end with this.

so, it's been a really nice week for me... so, yesterday in addition
to all of the events leading up to today's ribbon cutting ceremony...

I also went to the University of Arizona, where there was a
luncheon for honoring students who received scholarships...

and in the evening, there was one, particularly for the Spanish
and Portuguese Department... which was where I got  

my masters and PhD... and I wanted to share this 
picture... this was a student, a transfer student... 

so, she started off at Pima... the young lady to the 
right... and she's standing there with her parents,  

who joined her in the ceremon... the ceremony last 
night... and she started off in Pima 20 2016...

and then life happened and didn't... you know...
dropped out for a little bit, and then came back...

and she graduated from Pima last year, I believe...
and now is at the University of Arizona...

transferred into the Spanish and Portuguese department...
and during the luncheon, she and I talked and she was just  

so grateful to Pima College... and in particular to 
the faculty, who helped her, who advised her to go  

to the University of Arizona... she mentioned, she 
had one of our Spanish faculty, Mayra Cortes-Torres...

she expressed gratitude about Jeff Gabbitas, who's head of
the translation studies program... Susie Kuenzle, advisor...

and also she took classes from Tineke Van Zandt... so,
she just was in awe about the faculty at at Pima college

and how they helped her and advised her and guide her
to where where she is now, at the... at the University

in the Spanish and Portuguese department... and why
it's... why I'm sharing this and the connection is that

I help sponsor scholarship... transfer... Pima transfer
scholarship to the Department of Spanish and Portuguese...

and she is the recipient of the scholarship... and with her
parents... so, I just wanted to share that story with you

and the fabulous work that you're doing... and how grateful
this student is... and how many others there are out there,

who are grateful for your work... so anyway, I just wanted
that to be the theme of recognizing and acknowledging...

and the value that you bring to this community,
to the college, and to me personally.

so, I will end there... thank you very much.

---Denise Reilly:
Thank you... did I unshare correctly or no...
[chuckles]  I have too many screens going.


---Dolores Duran-Cerda:
You're still sharing.

---Denise Reilly:
Okay... so, I'm going to unshare... oh,
here it is at the bottom... stop sharing.

Well, I appreciate and I'm... you know... on behalf of faculty I'm sure...
especially the officer team... appreciate all the recognition

that you've given... and all the recognition that's
in the provost report and the announcement...

and I was... and I'm sure many people that are in this call... would
echo that... listening to Carmen's speak this morning was wonderful...

she really acknowledged her faculty team that work all
in the applied technology... but you know, all by first name...

just all the industry and development coming together...
to see it come fruition... and I think if I remember correctly...

Greg Wilson had said, this was
started in 2017... or the Chancellor...


---Dolores Duran-Cerda:
That's right.

---Denise Reilly:
2017... so, to see 6 years later, this is what it looks like...
but the chancellor also gave a shout out to faculty as well...

and so, much appreciated... especially the applied tech
group, especially Carmen... and how much it sounds like

she took the lead in envisioning what it would look like here at Pima...
and got all the faculty together... so, thank you so much for that,

and thanks for the photos... now that I know how to share on
3 screens here...3 screens in Zoom... so, moving along...

of course I have to find the agenda, because I'm 
still in that mode over there... so trying to find this 

to see where we're at next... so, thank you for 
your report... and I think we have Jennifer Madrid,  

who's dean of students, who we mentioned before, 
maybe several meetings ago, that we were bringing  

in student affairs to kind of make sure to have 
the communication bridged really well... with just  

hot topics or things coming up that would apply 
to faculty... so, I think Jen is here and she's ready  

to take the... take the wheel, so to speak.


---Jennifer Madrid:
Yes I am here, thank you... I just put a link to the
document that I'm going to be referencing in the chat,

118
00:13:40,187 --> 00:13:47,911
and I'll also share my screen, so you all can see it as we
move through it... I have a lot to cover in a really short time,

119
00:13:47,911 --> 00:13:55,351
so I do want to... I'm gonna breeze through everything...
can you all see my screen with the document?


---Denise Reilly:
Yes.


---Unknown:
Yes.


---Jennifer Madrid:
Okay, good.

So, I was asked to focus the May report on
providing resources on how to report incidents...

whether it be a student in need of some assistance, resources,
or counseling... or if there's an incident that happens.

So, even though it's the end of the semester... especially this time,
you know... students are kind of in that high stress situation

because of finals... finishing out the semester... so, it's still a good
reminder right now, for some of the resources that we have in place.

So, first... I wanted to go back to the BAT overview
and resource training that we provided in the Fall... 

there was 3 sessions that were facilitated by our BAT
team, which is the Behavioral Assessment Team...

and I added a PDF copy of the presentation in the document...
it was facilitated in October, November, and December...

and communicated through the TLC newsletter... we tried
to get as many faculty as possible and all Pima staff,

to attend the the trainings... but it was information
on reporting incidents and counseling services...

so, the presentation's quite long... there's even embedded links
for more information in there... so, I encourage everyone to

over... you know, look over the documents
and see how you can best help students.

There was also a Distressed Student Refresher Training...
there's a PDF copy of that training also included in here...

and that was facilitated by our student affairs
counselors... on how to deescalate situations

where you come in contact with a student in distress... and so again,
this is great information to have, whether it's the classroom,

or anywhere along... around the college that you
run into a student, who may need some services.

The 3rd bullet gives information on the reporting of how we would
report incidents... and tips for when you do submit an incident.

So, we have reporting links for code of conduct violation,
a Title 9 violation, or student of concern.

So, you might hear us refer to "student of concern" or
a "care report"... all of that means that we want to get

a student connected with counseling services... and so, if you are in
a class with a student who, maybe you're handling the situation,

but you realize a student does need to connect with the counselor...
you can use that reporting link to submit a "student of concern"...

and one of our counselors will follow up with one of those students...
you might not necessarily get a report back of what happened, 

but know that our counseling team does reach out to that
student and connect... students and staff can locate these...

these things throughout various places on
our website under the counseling page in D2L...

at the bottom of the of the homepage there's PCC quick links...
there's a link in there for advising and counseling...

this information's listed there as well as
D2L widgets embedded in courses...

and then in MyPima under the students tab and student
resources, students can also find information for our 24 out...

24/7 student wellness assistance program... so, the
difference... I know, I might be running out of time...

but the difference between our counseling services is... our counselors
in the centers provide academic support and short-term connection 

to counseling resource... the student wellness assistance
program is a lot like our company EAP... where a student

can have several sessions with a license counselor... and so, we
really want to connect students there for counseling services.


---Denise Reilly:
Jen... if I can interrupt for 1 second... no, I just wanted to
let you know... we have a little bit of extra time so far...


---Jennifer Madrid:
Okay.


---Denise Reilly:
because we need one... because our president's
not here to give a president report so...


---Jennifer Madrid:
okay good... it's a lot of info.


---Denise Reilly:
I meant to tell you that earlier.

No it's great... it's great, I meant...


---Jennifer Madrid:
Good, thank you... I can keep talking

just interrupt me when you need me to stop.


---Denise Reilly:
but we'll actually have hopefully some time for questions.

but no thank you...


---Jennifer Madrid:
Okay.


---Denise Reilly:
I think this is good info...

and so, I just wanted to let you know,
you don't have to rush it in 5 minutes...


---Jennifer Madrid:
Okay.

161
00:18:06,307 --> 00:18:08,020
[Denise]  You can speak a little longer.


---Jennifer Madrid:
Thank you.

162


---Denise Reilly:
Uh huh.


---Jennifer Madrid:
Thanks Denise.

So, the additional resources on here are...
the first thing is a flyer to our academic counselors,

and what division they are assigned to... because
we do have counselors assigned per division...

there's also a document in here that identifies the quiet room that
that we could use at each campus in case you do run along...

you know, come across a student in distress that needs
kind of that quiet room... you need to get them out of the...

of your classroom or the center or something,
and take them somewhere safe.

and then we have the student wellness assistance flyer as 
well... and all these resources you can share with students.

And then there's an article that was recently published in the Pima
Post that also goes over some of our counseling services...

and then on the 2nd page of the document is some statistics
that we have... up through like mid 2022, on some of the

student wellness assistance highlights that we had... and so,
a lot of it is the trends and the topics that students reach out

to counseling for, which is really important with stress anxiety,
panic... especially heightened because of the pandemic

I'm sure this looks very familiar to all of you, and some of the
things that, you know, students may share with you in the classroom.

So, please share this document with your colleagues... I know, you know,
of course not every faculty is here attending faculty senate meetings

but you're welcome to share this document...
and all these resources as well... and we had...

we'll continue to add some of those BAT trainings in the Fall
when everyone comes back and we start a new semester,

so that this information will kind of be fresh again at that point... so,
the last thing I wanted to add that I didn't put on this document,

was Bruce Westberg, who's our Clery compliance and emergency
manager with the Pima College Police Department...

179
00:20:04,189 --> 00:20:15,040
came out to every student services area at each of the
campuses recently, and helped us identify areas where...  

where we could pull people to... in the case of a
threat on campus... and that was in response to 

the incident that happened a few months ago at
West Campus, where it was a shelter in place...

and we realized in our areas that we didn't have
the proper, you know, layout of what we would do

if we had another lockdown situation, where we would
have to, you know, pull staff our students into that area. 

So, I wanted you to encourage... I wanted to
encourage you all to reach out to Bruce Westberg...

because our Police Department is really helpful with giving
resources... coming out, they'll look all over your area...

and help you with that coordination
as well... so, please utilize that service...

they were really helpful, and it really helped our staff feel a little
more comfortable about what to do in a threat situation.

So, I'll stop there... and I'm gonna stop sharing
my screen in case there's questions in the chat...

but, or I can take questions if
anybody wants to ask anything else.


---Denise Reilly:
Yeah... thank you so much Jen... so, we do have some time... 
there's a lot of... and the great news is Kelly's such a wonderful...

[chuckles]  such a wonderful secretary and communications
coordinator, that she sends out the minutes pretty quickly.

So, all these will be attached in
the minutes... so that, at least  

faculty senators can definitely share them with 
their faculty constituents in their departments  

So, questions for Jen... I'm looking around too... about counseling
students, advising forms, ways to help distress students...


---Kelly O'Keefe:
I'd like to ask Jen if she has the contact
information for Bruce Westberg?


---Jennifer Madrid:
I can put it in the chat... he is a Pima
employee, so I can put it in the chat.


---Kelly O'Keefe:
That'd be great thank you.


---Jennifer Madrid:
Mm hmm.


---Denise Reilly:
Perfect... well, I think it's great to find out how many students
especially use the student wellness assistance...

I think I saw that there were 40 that actually, you know... many that looked
through it... but 40 that actually received Direct Services from there,

which is great... that's really really awesome to hear.


---Jennifer Madrid:
Yeah, that's great Denise... that's a good point... but
there's also... we do notice that it's underutilized.


---Denise Reilly:
Okay.


---Jennifer Madrid:
So please, you know, we contract and pay a lot for
this service, to provide these resources to students... 

so please, point your students to the student wellness
assistance program... and it's not just for counseling...

if a student accesses the SWA, is what we call it... there's
great information in there... about articles, webinars...

and it's not just about Counseling Services it's about, like
caring for aging parents, child care, financial. you know...  

tips, and just planning, you know, retirement... things like
that... so, there's a lot of great resour... resources in there

and I encourage you all to check it out too.


---Denise Reilly:
Good... and I do see a question in the chat
from Diane Lussier... and it just... she asks...

is that service through Jorgenson?
So, the same as our EAP.


---Jennifer Madrid:
It's not through Jorgenson, but it's very similar... so,
think of our EAP... it's very, very similar to the services

that someone would get... where a student could get
up to 6 counseling services for free, per incident.

So... it is a good way to get students connected to counseling
services... more than what we can provide here at the college.


---Denise Reilly:
Jen, can I ask... is there a way to find out what the length of time...
I know a student had asked me and told me last semester...  

a student had asked, and another student had responded to that
student, and said that it took him about 6 weeks to get an appointment.

Do you have any idea what the time frame is... from a
time a student calls to set up those appointments...

to for that kind of follow through... like, what's
the average time that it takes for a student

to get connected with a provider
and actually have an appointment?


---Jennifer Madrid:
I don't, but it should not be that long... so, that really concerns
me... so, if you hear of anything like that please let me know...

because I can contact the provider and let them know this is
what we're hearing... because there have been some situations

where we hear from a student like... I didn't hear back... or
my call got cut off... or something like that... and we can go...  

we don't have access to research ,you know...
a particular student... but our partner does...

and so, if anything like that comes up, you're 
welcome to reach out to me, and I can research  

and kind of get to the bottom of it... because it should
not take that long... it should it should be fairly quick.


---Denise Reilly:
Okay, thank you very much.


---Jennifer Madrid:
Okay, see you in a couple of days... mm, hmm.


---Denise Reilly:
Okay, thanks... and I know that's correct because Diane
even mentioned in here that Jorgenson only takes a few days.

There was one last question I think... and that was...
what happened that caused the shelter-in-place?


---Jennifer Madrid:
We... well, not we... the police department got a call that
there was a student in crisis, that I believe was suicidal...

that was on their way to West Campus... and so,
that alerted, not only our police department, but even

other law  enforcement agencies in the area...
and they all kind of came to campus.

From what I hear, that student actually never made it to
campus... there was intervention that that happened...

before that happened... but it was almost like a tip from,
I think, someone that was closely related to that student...

and so, they were able to intervene on time, get that student,
I believe to the CRC, but I don't want to be quoted on that...

but that's what happened... so, it didn't rise to the level of, you know...
a complete threat and we were able to get people in place and safe...

but then also, I think the shelter-in-place didn't
last I don't think any longer than a half hour...

which was good... but from that, you know, I'm at West Campus
and we pulled students back here and closed the doors...

then we realized like, we don't know if that was safe,
you know... and so, that's what Bruce did... I mean...

he, you know... we would... we were... we had a couple of
people up at the front, you know... I had students back here

but there was a couple people up at the front, who were
opening the doors and letting more students in...

and that's kind of a no-no, right... you'll... if your
area... if you talk to Bruce, you'll hear that...

it's kind of, one of those things, where... if you're a
shelter-in-place, you shut the door, you don't open it.

I know it's really sad... you want to let some people
in... but really, that's one of the things you do...

and so like, even from that, we identified things that
we could have done different... and now going forward,

all of our centers are... know what to do... you know, of course
the situation changes, you know... I'm in my office right now

behind double doors... but if I walked out to the front... to the welcome
desk or something, of course that changes everything, right...

if some... if the threat was to happen right then... but they walk through
those types of scenarios... like, this is where you should go...

this is where your office is located... and you move this way, you
know... you don't have a place, so you're going to have to just run...

or you're gonna... you know, it's just... every area is so
different... and so, I really encourage you all to reach out...

or have your Dean schedule that for your area...
but it was really helpful information.


---Denise Reilly:
Well thanks, Jen... and I think that's important to hear, that we
can identify... okay, what could we have done differently...  

what did we do well... where were some strengths...
and if we're in a situation like that again, you know,  

how would each campus handle a situation like 
that?  And so, I'm glad that you shared that

and I think it's just really cool and transparent to think...
okay, what could we do different, you know, in the future...

what can we learn from it... and bring
the experts in? so, thank you for that.

And I actually filled out a Cares Form
just yesterday... so I want to see...


---Jennifer Madrid:
Nice.


---Denise Reilly:
what... oh, you did... okay... so want to see how that worked
out because it's a you know sometimes you run into situations

that are not emergencies... it wasn't an emergency...
but it was a definite concern of behavior, so I was kind of...

this is an emergency... I don't need to call the police, but 
at the same time, I'm really nervous about this student...  

their behavior is just not normal... so, I look forward to finding out
how that transpires... or how the process works for that, so.


---Jennifer Madrid:
Right... and that's the good thing... so, the bad...
there's several people that get those reports and I'm...

and I get those reports as soon as they come in and there's
a team of us that get them... look at them immediately...

and then, if it's a... if it's a care report or
an incident report or a code of conduct...

I mean there's several of us that read those immediately,
figure out what to do... you know... in some cases it's a...

it's something immediate, we have to jump on right away...
and others, it's a student of concern, like you know...

this person isn't posing a threat to themselves or 
anybody else... but there's something just not quite right...

and we want somebody to connect with that student...
or you know... or we need help... but I think what's really good too

is the document that I shared has the tips in there
for reporting... but there's also information...

I can't remember if it's in that document or in the BAT PowerPoint...
but there's tips in there on classroom management too,

because sometimes it's just talking with that student... and
then if things aren't going good, it's still good to report it,

so that there's a record... and there's a timeline... in case
things do escalate at a later time... but that's exactly it...

I mean... we just want to know, you know, how,
you know... if there is a threat to self or someone else...

and if we can act on it right away... or if it's something,
you know... it's a we just need to know for now...

and connect the student with the counselor, or where...
so, every situation of course is going to be really different

in how we respond... but know that there's
a team that looks at those immediately.


---Denise Reilly:
Well, thank you... that's really helpful... and we have one last
question for you before we move on, and that's from Kelly.


---Kelly O'Keefe:
Hey... I just wanted to check with Jen and see if there was any updates
on adding the Pima County Health Department services to the SWA.


---Jennifer Madrid:
We probably wouldn't add it to the SWA... but
I know that you asked me about the website...

and we can make some
updates to the website soon.


---Kelly O'Keefe:
Okay... so yeah, if we can add it to
both, that would be really wonderful.


---Jennifer Madrid:
Okay, thank you.


---Kelly O'Keefe:
Okay, thank you.


---Jennifer Madrid:
Yeah... thank you Kelly.


---Denise Reilly:
All right... thank you Jen... thank for all the materials and
thanks for your report... and we look forward to you continuing...

or whoever in student affairs... like, your department
continuing to come to our monthly meetings,

and share, you know, the new things going on... or any situa... or
anything being implemented in the department that helps faculty out.

So, next item on the agenda... we have the
president's report, ooh... we get to move on quick...

since our president's not here... I do have to share
that there is... so, my term I guess to explain this...

thank you Jen... to explain this is, my term is up at the
end of December for Board of Governor representative...

so that's the end... so, December of 2023 is the end of
my term... so, we just wanted to throw this out there...

we mentioned it last month... but is there anyone... is there
an interest... we haven't got any emails or any interest

in being the board of Governor's represented...
representative for one semester only...

because it's the end of... it would 
be completing, basically my term.

And I'm looking in the chat, or waiting to see lots of raised
hands... no, not quite... okay... so, we have a backup plan...

don't worry... we have a backup
plan... so, the backup plan...


---Kelly O'Keefe:
There's something in the chat Denise.


---Denise Reilly:
Wait there is something?


---Kelly O'Keefe:
Yes... Diane has said that she would enjoy that.


---Denise Reilly:
Okay... so now, we move forward, so we don't have to go to the
backup plan, possibly... so, Diane... oh, do we have... I'm sorry...

do we have any other interest?  I don't want to, you know,
anybody thinking about it... mulling it over for a few seconds...

needing just a little extra time to... no.


---Kelly O'Keefe:
I do know 1 person that is mulling it over...
but she's not in attendance at this time. 


---Denise Reilly:
Okay... so...


---Diane Lussier:
Denise if I... if I may speak?


---Denise Reilly:
You may.


---Diane Lussier:
I've done it before... I was a Board of Governor's representative
for the faculty senate for 5 years... and so, I've...


---Denise Reilly:
You had a term limit back then?  [chuckles]


---Diane Lussier:
Pardon?


---Denise Reilly:
Was there not a term limit
back then... or was it...  [laughs]


---Diane Lussier:
I'm not sure how it was... I think they reelected
me... I, um... yeah...so, I'm not sure.


---Denise Reilly:
Okay... so a 5-year veteran versus... anyone, anyone...
Bueller... no, no... at least people here get the reference...

students today don't... [chuckles]  they're like what?  I said...
I made a comment about "baby in the corner" recently...

and no one understood what I was talking about... [chuckles]
 now I know I've aged... okay, so I see that Lisa has nominated Diane...

is it Lussier, did I say that correctly Diane?


---Diane Lussier:
I pronounce it Loo-see-ā...


---Denise Reilly:
Loo-see-ā... okay, so I will get that right... okay so I see a nomination...
I see a second... Kelly do we have to do a formal like, vote...

even if Diane is running unopposed?
I'm just checking.


---Kelly O'Keefe:
Well, I do know someone who is thinking about running... so,
I think we should keep the nominations, and then send out  

an official ballot later, for an official vote.


---Denise Reilly:
Okay... I think that sounds great because you're the best... and
I think we can send that out next week, so that we definitely

know by the end of this month, who's where, and what's
going on... so, awesome... all right, thanks Diane Lussier...

and our other potential nomination... so, with
that being said, we have some interest there...

oh, the next thing I'd like to mention is that senate seats 
announcements will occur at the end of the month...

so, our president will be sending out senate seat announcements
to everybody... whether your seat is up, or you know...

everybody whether your seat is... whether you're a new person
to faculty senate, or whether you're a continuing member.

So, that will be sent out by the end of this month... and then,
the other thing that we wanted to mention was to send

faculty accomplishments and anyone in your department that
was awarded a sabbatical, to Rita... yeah, we'll send it to Rita...

to Rita Lennon this month because we thought about our first meeting
at All College Day... our first faculty senate meeting of the year...

kind of mentioning and doing a celebration for faculty
accomplishments... for whoever was awarded sabbatical...

and I think we're... we still have 4 faculty members that
may have been awarded sabbatical for Fall of 2023.

You can correct me if I'm wrong, Dolores or Kate... who's in here...
but I think there are 4... so, we wanted to make sure to recognize that.


---Kate Schmidt:
That's correct Denise... and we could just
get you the Board report and send that.


---Denise Reilly:
Okay... at least you got that... yeah


---Kate Schmidt:
That has all the things in it... yeah.


---Denise Reilly:
What we were hoping to do is just, have a little bit of a
blurb about what the sabbatical was for, or what the project was...

or what the, you know... what the learning was
and so that's what we were we were hoping for.

So, yes... if we get that, then we can maybe
reach out to those individuals... so, thank you.

All right... so, that is the president's report... quick and easy... so,
for the Governing Board report, you can see it attached here...

but I'm going to keep it short and sweet because you don't
want to hear me any more than I'm already talking today.

So, I wanted to mention from the last Board meeting, that it was
pretty celebratory in the acknowledgements at the beginning...

so, there were the 7 students that were awarded
the All Arizona Academic Team... Tuition award...

and so, those were presented at the Board meeting... and it does
feel pretty cool to see that those students were all in person...

and family members there... there were also a few faculty 
members that received awards... there were some folks  

from student affairs that received awards...
so, it was kind of, a large grouping of awards...

and I'm not sure if that's going to occur again in May...
but it was nice to see a lot of awards.

So, that was the way the meeting started... I would say the
couple things that stood out from the last Board meeting, 

which our board... I must say... my first point is, 
they continue to be very engaged... I have seen our  

Board members at many functions, and I think... I don't
attend all these functions, but I go when I'm asked to go...

and I've seen our Board members, I believe, 4 of them
were there this morning at the ribbon cutting ceremony...

I've seen them at the EGTS summit that was last weekend... I've
seen them... so, they've been very public with their time and energy

and in their comments that they're making throughout the
Board meetings, I've noticed that, when they have a topic

that they want to talk about and further discuss... they have
no problem just adding another meeting to the schedule.

so there are a lot of special meetings... it's a new group...a lot of
special study sessions, executive sessions, that are taking place...

I think there were 4 this month... or 3 this month...
special meetings... so, I think they're very engaged...

they want to figure out how to solve problems... they want to
be public with their time and attention... so, that's appreciated.

The 2nd thing I would note is that, there was a lot of
discussion among maybe a few public comments...

and then people talking about the employee representative
group... so, that's kind of a hot topic right now...

about adjunct faculty... and I'm sure Sean may mention this
later on in his report... about employee representative group  

aligning with AEA... and seeing if adjunct
faculty would be interested in forming that...

there's kind of some different opinions that are being shared... 
but I think overall that's a hot topic right now that...

like I said, Sean will probably speak more to in a little bit...
and then, I would say the 3rd thing that stood out is

the discussion of some of the policies... some of the BP's coming
up... some of the AP's... but that's actually in our meeting later on.

So, those I would say are the topics to mention from our
Board... and of course, our Board meets over the Summer,

but we're not a part of the the Summer meetings... so, I anticipate
they'll probably have many special meetings in the Summer,

and then we'll come back in August and find out where things
are at... so, that's the end of my Governing Board report...

and I've think I've... oh, I thought I was going to go straight
to Sean... but never mind, Sean... sorry, [chuckles]

I thought I would link it perfectly for you, but nope... we're going
to go to Makyla... so, Makyla actually... let me link to You Makyla.

So, Makyla has actually been very active in all the study
sessions... she's been at a study session I saw...

she's been on-camera... she's been off-camera...
so, Makyla's kind of been everywhere... so, she can...

so she's next up with the PCCEA
report... so, thank you Makyla.


---Makyla Hays:
Yeah... perfect segue there... my PCCEA report today starts 
with just a section of the email that I sent out last week

after the board study session... so, that works
right in with what Denise was talking about

There was a couple things in there... the first one
I'm going to just gloss right over for a second

because it is on the agenda later... but if you are interested and
you haven't watched it yet, I have links to the study session...

they're all on YouTube for PCCTV... you can link to watch
it yourself... and I always watch it on double speed

if I'm watching it back later saves great time... sounds like
Chipmunks according to my husband... but I find it fascinating.

So, did it... Dr Bea shared some updates on what the budget would
look like with different approvals from the Governing Board...

they won't vote on those until later... so,
there's still a little bit of this wait-and-see

because we're waiting to make sure that all of the things 
line up... like, everything goes before any anything is final.

But it looked like the priorities were going to be to move to
the 16 step schedule, that faculty have proposed in AERC...

and that is on the agenda for later... so, I'm going to just say... I'll give
you more in a minute...  [chuckles]  during my the AERC rep report.

It did also look like they were talking about an Adjunct faculty rate...
to the Tier 1 and Tier 2 rate... I think I heard them say 5%.

Again, nothing finalized, until the board finalizes everything...
but that's the numbers that I heard thrown around.

I agreed with Denise, that there's really good questions being asked
by our Board... and I appreciate them asking for more information

on things that they're not sure of... and really looking at
the strategy of what do we want to spend our money on...

that's really going to impact the college... there were
2 presentations back-to-back about properties...

and one of them was the hotel properties at Downtown... if
you haven't seen any of that yet, it's been around for a while...  

we bought those properties a while ago... there was a few options
presented and the costs and how they might go moving forward...

if you're interested go ahead and click on that section...
and then, the one that I really want to talk about is

there was a presentation regarding the Public Safety Division... and
moving them potentially to East Campus as a Center of Excellence...

there were several different proposals given, one of 
them was like a 1-year fix for a little over a million dollars

to the HVAC system to be able to keep them where they're at... 
one of them was about a 6 point something million to fix the HVAC

at the 29th Street area... and then, there was a 17 million
proposal, that would, I believe, be something in the works

over this Summer and affecting Fall... and then a 50... almost a 50...
it's like 48.2 million proposal to build  a full Center of Excellence.

If you have no idea what I'm talking about, I would really encourage
you to go click on the links in my thing that I've linked here...

go watch the discussion, and look through the presentation,
it has it all laid out... especially if you are on East Campus...

because you really need to know what's going on... or what
is on the table for potential future changes for your area.

I... I'm not saying anything is in stone... there's...
they just presented these as options...

but what I did here was... both Wade McLean and Theresa Riel,  asked
for people to come and share what they thought of this presentation.

I am no longer at East Campus... I don't want to speak for the
people of East Campus... I'm all the way up here at Northwest...

so, if you are an East Campus person, especially in Sciences,
Library, or use the tutoring center, testing center, and stuff...

you may want to go watch that, and figure out what you
think... and if you want to do a virtual public comment...

and just help the board with a little bit more information about
your areas and how this type of thing might affect you...

whether you're for it against it... or if there's something that needs
to happen there for your students to continue to be served.

So, just please go watch that, this weekend if possible okay... 
this weekend... and Wednesday is the Board meeting...

you have to sign up by Tuesday night... I believe I have
a link to the public comment in my report as well.

So, if you can't do anything else, come virtually... and after
you're done with your comment you can log off.  [laughs]

So, they usually start at 5:30... you could probably be done by 6:30
or 7:00 and... at the latest... and you just... you don't have to be seen...  

you just have to be heard, with your name on the screen... I'll
be in person if you want to come join me and sit with me.

Okay, the other thing is... if you don't know if you have
an opinion about the whole East Campus thing...

or you don't want to share... I would... I think the Board would
really just like to hear some more positive stories from faculty,

about what we're doing and what our students are doing...
it's the end of the semester, there's good things happening

in all these areas that nobody gets to hear about... so, I would
encourage you to sign up and share something good.

It could be like, a story about one student... it could be
a story about what you're doing with a group of students...

or just what your department is doing to raise success...
so, come share something... come talk.

And then, I see you Lisa... and then, the last thing is ongoing
AERC work... feel free to click through the tracker spreadsheet

that is linked on my report... and go in and look at what
we're doing... you can look at any of our conversations...

and the policy work that we're doing... would love to get emails from
you, letting us know what you think about any of those things...

and if there's something that you're particularly passionate
about, and you want to be involved in the conversation,

please let me know, and I will see if I can get you plugged in...
and with all that, I think everything else I was going to talk about,

we're going to talk about later with
AERC... so, I'm over... I'm done.  [laughs]


---Denise Reilly:
Thank you for the homework Makyla...
[laughs]


---Makyla Hays:
I don't normally ask you very much to give
the... that... but please, please, please go watch.


---Denise Reilly:
All aside... did you have a question Lisa?  I believe
there was a question... so, I wanted to see if we have...


---Lisa Werner:
It was just 1 minute warning.


---Denise Reilly:
Oh, okay... so, I wasn't sure about that... so, once again Makyla, thank
you for the report, and thank you for the weekend homework,

and the Friday night... [laughs]  homework... but it is...
it is appreciated... and it is neat to see people in person.

I will attempt my best to make it this next Board Meeting
in person... should I have no physical ailments at the time.

So, moving right along... and speaking of Board meetings and
excitement... let's go with Sean and the adjunct faculty report...

because there's a lot of stuff stirring up and happening with adjunct
faculty and especially with the employee representative group

I mentioned earlier and the possibilities of that... and there's
been a lot on the movement with adjunct faculty in general...

so, thank you, and take it away Sean.


---Sean Mendoza:
All right... so, for my report, first thing is... I just wanted to just say,
thank you David Parker, for talking, spending some time with us,

the adjunct faculty... to talk about some of the... the policy
review... I thought it was kind of... it was interesting...

There was some... some good... some questions that
were there... and he provided us a pretty good overview...

so, thanks very much for that David... also, we
were looking at... there were some AERC things...  

let's see Patrick brought forward some resolution teams
that are... that adjunct... that he shared with adjunct faculty

about... there's like, if a course is cancelled... that there would actually
get... adjunct faculty would be able to get compensation... yeah...

on the... on that now... so, potentially $150... so, that's
a start... also, another thing too, is getting paid on time...

that is also a big deal for adjunct faculty... making sure we get paid
on time... that's... so, that is again... and these are just proposals...

there were... AERC is in the... is starting some
of those... and then last but not least... there's...

and I think this is also something that's... a discussion that
faculty are working on, which is the cap on the load hours

for adjunct faculty... right now it's... it's 10.5... so, that is
also again, something that we are... that has been brought...  

that's been, you know, told to us... was shared with us by the
AERC rep... and we are all very interested in that developing.

So... so, there's that... also another thing too is...
with regards to the employee representative group...

yes, it's been very exciting... lots of people really
excited about the employee representative group...

now you know... I spoke with the president, who is... unfortunately,
she's not here... but it's really interesting to think of because...  

she and I actually went over the charter... and the charter,
interestingly enough... well, let me back up a little bit...

the... right now, the charter itself, when you... when you
look at it... it makes no reference to some of the things

that we're really interested in... about... or interested about,
which is like... workplace, you know, workplace conditions,

benefits, compensation... those kinds of things... and on
there it just says... we're charged with... well what is that?

Just... just things that we are... let me see, okay... to identify, discuss,
and research issues and topics, relevant to adjunct faculty. 

So, it's very... it's very, you know, broad... and so, what... what I'm
hoping to do this coming Summer, is actually to kind of realign...

is to kind of align the things that the adjunct faculty are
actually... are doing... to make sure that those are the things

that we are covering like, that's tied to workplace... you know, the
workplace... the workplace area... also, benefits and compensation

are actually in our charter... so, we are going to be looking at doing
that... and so, just be on the lookout in the months to come...

we will pro... adjunct faculty will be bringing forward, hopefully,
a new new and improved, and maybe more aligned,

version of what we believe our charge should be... so, some changes,
potential changes to the charter... so, we want to let you guys know about that.

Now with regards to the employee representative group... we...
I am also in the process of working on... looking at a new survey...

I've reached out to the STAR group... I know that we have put
together... had a survey... again, a very preliminary survey

that I shared out with adjunct faculty... and I got 1 person... 1 person...
to actually fill that out... so, we're going to be looking at,

you know, again... another... potentially another survey... to kind
of look at anyone who potentially might be interested in that

and I just wanted to just say that the main thing about adjunct
faculty is, we are a very, you know, transient group...

we... some of us might be here this semester... the next
semester, we might not... so, it's really... it's really difficult for...

it's really difficult to kind of, you know, tie folks... well, get folks to
participate in the survey... but we are... we're looking at trying to... 

to gather that information... and find out, you know, if
the bulk of folks are looking at an ER... an ERG group...

specifically for adjunct faculty... but again, I think that,
looking at the charter... reviewing the charter...

and making sure that, whether an employee representative group
does occur, because again, the requirement for AP 12502

says that 25% of adjunct faculty need to be... need to
be participating... so, that's a pretty good number...

that's a pretty good number of adjunct faculty... so, that might be a...
I just say that it's... it's a little... could be a little bit of a challenge

trying to make that ERG group happen... so, I want to let you guys
know about that... also, another thing too, that came up was...

472
00:52:01,164 --> 00:52:12,130
thank you Makyla for putting that up... so, another thing too is that,
there was a little... there was some question about the evaluation  

because the evaluation that was brought forward there 
does not have the "exceeds expectations" option on there...

so, there... Kate, thank you for clarifying that... that we may be...
that's something that some of us might be looking at revisiting that.

So, just want to just let you guys know that some
of the adjunct faculty are interested in that.

And last but not least... our next meeting is going to be September 1st...
so, we've got some time to try to get some things done  

between now and September... but that is pretty much it... thank
you Denise, for giving me time to talk about adjunct faculty stuff.


---Denise Reilly:
Oh, thank you Sean... there's a lot going on, right...
[chuckles]  there's a lot to crunch into 5 minutes.

I have a question... I'm wondering if our full-time faculty, that
are considered adjunct as well, that teach for overload...

is that part of that 25%?  Maybe Makyla knows better than I do,
being part of the AERC, or someone else that's in that group...

but is that... are the 250 some full-time faculty, also considered adjunct
faculty in this number that needs to get to 25% or do we know?


---Kate Schmidt:
Yeah, Makyla is saying no... I think we we have 
not defined exactly how that would be measured yet...  

but my... I would agree with Makyla, that it would be... what is your
primary employment, you know, employment class with the institution?


---Denise Reilly:
okay.


---Kate Schmidt:
I'm guessing... I mean, we have not discussed that yet... it...
the board policy would still need to be changed to add in

486
00:53:55,573 --> 00:54:00,577
adjunct faculty being able to have an ERG... and then, so
that's... we have not... since it's never happened before,

we haven't developed that process.


---Denise Reilly:
Okay... thanks...
Makyla, do you have a...


---Kelly O'Keefe:
Yeah... I was just gonna say... the intention is that, the group that is being
represented would be able to have a voice in who is representing them.

So, the AP like, full-time faculty... only full-time faculty would vote...
and it needs to be 25% of the full-time faculty approval...

same with exempt staff or non-exempt staff... so, it would not make sense
to have adjunct faculty in... the numbers include the full-time faculty,  

because we're already being represented in
this other employee representative group...

and not through the adjunct faculty group...
so, it would be strictly adjunct faculty.


---Denise Reilly:
Thank you for clarifying, much appreciated... okay, it looks like we're
moving on to the TLC report... and I believe I saw Elliot in the meeting...

but I can't find... is Elliot here?  Oh, hi Elliot.


---Elliot Mead:
Hello... I was definitely not unprepared
for this... okay... [unintelligible]


---Denise Reilly:
But I know you wear a lot of hats here...
so, I'm thinking PTK meeting... [laughing]


---Elliot Mead:
Nope... that was this morning Denise... but
yes, of course you remember that... so, yeah...

so I have just a couple of announcements and plugs for you, you
know... links for you to go to... so, definitely click on that link

in the overall meeting agenda... but I'll start off just by promoting
the Transforming Hispanic Institutions for Justice and Equity VLC...

here is the book... there are 8 sections going that are planned... and so,
many thanks to the the tons of offices and people that came together

to make this a reality... but there's about 60 folks signed up so
far... administrator, staff, and faculty across these 8 sections.  

There's still room for more... so please do, you know, check out the
registration form... send me an email if you have any questions.

but it's a great opportunity to talk about a lot of the things
that we're seeing and experiencing in our classrooms...

and thinking about, what's the difference between being an HSI
and being an Institute that actually serves our Hispanic students..

so, the book covers all kinds of topics from, you know, even things
like the Governing Board... and you know, grant applications...

all the way down into curriculum and pedagogy... so, it's just
a really... well, the book is just a beautiful document...

and the conversations, so far, I have heard, are quite inspiring.

So, that's my 1st plug... my 2nd... Dr Dolores Duran-Cerda
already covered this, but Faculty Appreciation Padlet...

and head out to the faculty resource and service centers.... so,
I'm just going to give a quick shout out to Nadine Sotomayor,

who came up with the idea of the Faculty Appreciation
Padlet... if you haven't had had a chance to go to it,

please check it out... it is adorable... students left
hand-drawn portraits of their professors, Bill Murray gifs...

it's just an incredible... Professor Luis Leon... we need to
figure out what he's feeding his students to comments

 he just had like, a ton of students commenting...
so, it's just an all around heartwarming document. 

and then again, a big props to the libraries, the learning centers,
and the... oh gosh... the student life, and the veteran centers,

who all hosted little mini-stations where students could come and leave
notes... they were amazing... so just get a... if you get a chance,  

those have all been compiled in the
campuses... and please check them out.

One more plug for links to go to, is the Teaching Strategies
Workshop... that'll be on the 12th in Desert Vista...  

you've already heard about that... but there are some links
and things, if you... if you were to maybe check it out

or coming into the meeting a little early and didn't hear us cover
that before... and that's kind of it for my things to click on...

and upcoming events... but I did want to leave off this
semester and look forward to Fall with some numbers.

So, we just sent out... well not we... Tomoko in the Teaching and
Learning Center, just sent out notices to our Fall's certificate recipients...

and we got some numbers from that... so, we counted 381 unique
college employees, of course, people attend more than one...

but we whittled it down to 381 unique college employees who
attended at least one TLC session... these are faculty, staff,  

and administrators... we awarded 59 educational technologies
certificates, 37 anti-racist inequitable pedagogies,

23 contemplative pedagogies, and 14 global learning certificates
in the Fall... and of course we'll have some assessment

and use of data ones this Spring... and hopefully some
sustainability ones... because that's our new certificate.

Of the 381 unique folks participating... 45% were adjunct faculty,
23% were full-time faculty, and 17 were exempt full-time staff. 

So, I did some napkin math... I think that's about
1/3 of our full-time pop... faculty population...

but we... what we don't count are people who facilitate
events, and we'll need to get some better numbers on that.

So, as a quick reminder and another shameless plug before
I conclude... all of our events are led and coordinated by us...

so, if you want to see something... you've got
a workshop idea kicking around in your head...

we've got an information gathering form if you want to do
some brainstorming... please don't hesitate to reach out...

we'd be glad to think about, you know, what kind of workshop
or virtual learning community... if you want to get a book club

or a VLC started... if you're thinking, I know this 
person at UA, who would be a great speaker...

you know, let us know... we'd be glad to talk with you and
start thinking about... what are some of the possibilities.

I will say that, you know, again...we're really trying to work
to bring out the amazing stuff that you're already doing...

and so, our focus is just trying to promote that
kind of community of teachers among us.

So, that is it for today... unless you have any questions.


---Denise Reilly:
Well, thank you so much Elliot... I could spend a while...
this is really cool, this Faculty Appreciation Week Padlet...

so, thank you to the whole group that came up with this...
I will take it as another homework assignment...  [laughing]

fun homework assignments from Makyla, from Elliot...
and taking a look at this... but this is really cool...

so, much... I appreciate... we appreciate that you
are appreciating faculty... so, thank you very much.

544
Lots of appreciation going around... so, before we head on
to the business section, and we hear from our AERC reps,

we're going to take a quick, short jump on over to "approving
the minutes"... hopefully, I think I heard from Brandy,

who's in the meeting, that we have quorum now... so,
do we have anyone here who's... are we... oh, shoot,

how am I supposed to say this, sorry... I just lost this here... do I
have to wait for someone to like, motion to approve the minutes? 

Yes I do... I believe that's the case.


---Kelly O'Keefe:
I'll motion it.
[laughs]


---Denise Reilly:
Thank you Kelly.  [still laughing]

I need to spit this out, okay... so, we have a motion... oh, we
have 2 motions... can we just... oh, there we go... all the seconds.

Okay... so, if everybody in the chat could just hit approve or not
approve or abstain... great... and we'll get that done... perfect.

All right thank you, Brandy... I'm sure you're on it... and
I think we're moving on over to the business section,

which is titled salary proposal... proposal from the AERC faculty
reps... I'm not sure who that whole group is, but go for it.


---Matej Boguszak:
I can take that one... hi everybody, happy Friday... I'll share my
screen and then, at some point, I think Makyla will take over.

Just checking... can you all see this?


---Makyla Hays:
Yes.


---Matej Boguszak:
Okay, thank you... well, here it is... happy Friday... happy Cinco de
Mayo, I think... the AERC had a very productive year of policy...

and one of the things that your full-time faculty reps have
been working on is, just understanding what happened

to our salary schedule last Summer... there was a lot of confusion,
lots of questions, and once we worked through that,

we really got busy proposing, you know, ways to
address some of the shortcomings that were identified.

So, we are now ready to share those with you all... my apologies to
all the adjunct faculty and staff that this does not affect right now...

but there should be something 
positive in the works for you as well.

And I'm clicking next... and it's not going
next... hang on a second... okay.

So really, the most glaring issue that we saw with these... with this new
20 step setup, instead of 16 steps, which is what we had previously...

was that our annual raises, when a step is approved, are really much
smaller than before... and they're also much smaller than those for steps.

So, the current design, our step would be worth 2.25%, 2 1/4% increase...
and for staff, currently, it's somewhere between roughly 2.7 and 3.4%. 

So, that's really one thing we wanted to address, because that
really doesn't sound like much, but it has big effects over time.

Here's a quick graph to sort of illustrate that... so, the blue line
is the salary progression that we're on now, currently with this

new 20 step schedule... and the green line is what we
would be proposing... now, a step is not always a year,

there's no guarantee we'll get a step every year... but just to
kind of give the... give you an idea how the system is designed.

And so, before we progress much faster... or today, a staff
member, for example, that starts at around 50,000,

would progress much faster over time, than a faculty member...
so, that was really one major thing we tried to address

through this proposal... some of the other problems
identified were that the salary ranges for the left, sort of,

the left 3 most grades for faculty with only a bachelor... some of
our CTE faculty, especially... and then faculty with a masters,

but without any additional graduate credits... they were
reduced and some of it was sort of market alignment...

but other times the terminology was not really very clear, 
and really seemed flawed... so, I mean, we could get into that,

but we tried to address that part... we heard a lot from the few folks
that were affected by the removal of the master plus 60 column...

and then, the... one of the other really largest problems that the college
is still currently facing is, we have a cap in place at step 12 currently...

and even though the plan is just sort of gradually lifted
over time... it really results in some... or resulted this year,

and would again result next year, in some major
inequalities with like, how much of a raise people get...

really disadvantaging some of our more senior faculty... so, here's
that comparison again... here's a view of our, the current salary schedule

that we have... and you can kind of see the cap there at step
12... so, it's almost as if that bottom part of the schedule  

was kind of a promise for the future... but it's not 
really in effect... and so again, for transparency  

we understand that the cap is there for budgetary 
reasons... but it has to be addressed sooner than later.

On the left, you also see how you are placed on the salary schedule
and that's where it gets a little complicated, because of how 

your years of prior experience, prior to starting at PCC, are counted...
and then you get one step for each year at PCC up to the cap.

All right... so, here is the proposal that we are making... 
so, it adds in the Masters plus 60 column again...  

you can see some of the values are changed a little bit...and
then, the equivalent cap would have been at about step 10.

And so, if the, you know... if the board approves and the cap is
lifted by one step for all the employees that would mean that

the new cap for next year would be at Step 11... so, you can
see that here... there's also a change... we would be going

back to the previous way of calculating the years of experience...
so, that's what makes this a little bit more complicated.  

But again... the big change here is that, before we were getting 2.25%
per step... you can kind of think of it as like, an annual raise...

and now it would be more 2.9%... which again, it's
much more in line with what the staff currently have.

So, just for transparency, I'm going to go through this fairly quickly...
this is... these next few slides compare our current salary,

the 20 steps to the 16 steps we're proposing... it also marks
the market medium that the consultant provided us...

and then where the PCC cap is... so, I wish it would be as
simple as just, you know, you're going to move over one,  

and down one up to the cap... but again, because of how prior
experience is counted... especially if you have many years

of experience prior to PCC... it gets a little bit more complicated,
okay... so don't... it's not quite just right one and down one.

For faculty with a master's degree, we actually had
2 market comparisons... 1 for a market median

with people with less than 7 years of experience
and another with more than 7 years of experience...

and so you can see both of those here... and part
of the goal here in adjusting these scales...

and they're adjusted upwards, you can see a little bit...

is that people sort of reach that market median or sort of the
higher market median, by around the middle of the schedule.

All right... so really, one of the key things was to preserve these ties
to the market, while also addressing some of the inequities

we saw with the schedule... so, for a faculty that have more
graduate credits, which is how currently, that's the only way

that you can progress horizontally... and we're also
working on, you know, providing some alternate ways

you can essentially reach that market
medium faster with more education.

All right... so here are those scales... then for
the folks that were at Masters plus 45 before...

now we reintroduced the Masters plus 60 column... 
you'd either be moving to the left... if you have, you know,

a Masters plus 45... and to the right,
if you have a Masters plus 60.

And then finally, here's the PhD column... for that one
we only had that one market median comparison...

you see there is a slight change here... for a few
hundred bucks for the first couple of steps...

but really, for all of our current people, everybody would
see an increase for next year... and then in the long run  

you can sort of count on those larger increases for
each step... and I think Makyla will take it from there

and just kind of give you the 2-year overview of... okay, so what
happened last year... and what are we proposing for this year...

and how does that kind of all fit together?  You'll see,
it's still fairly consistent... this is not a huge revolution...

but in terms of overtime, that effect of reaching
the top faster... that is really significant...

and that would be a big positive
change, I think, for the faculty.


---Makyla Hays:
Yeah... thanks... so, what I wanted to do was give you a bit of
a snapshot in time of why we're presenting something new...

and not just having us move up... just not... just changing the 2.25
to 2.9... so, what I've done is, on the top row or the top section...  

you'll see the 2021 to 2022 comparison... so, prior
to Class & Comp... and then, with Class & Comp...

and you can see the minimum values of those schedules...
and then, the maximum is on the far right...

and then, the compression step is where a majority of
the faculty were... so, step 6 in 2021... just under 40%  

of our faculty were sitting at at step 6... so, 
that's where most of us were getting paid at...

and then, when we adjusted everything, we ended up with about
42% of our faculty at step 12... so, a large amount moved up

because we had been frozen for so long... and we
had 35% of our faculty still getting paid on Step 0.

And those are people that were already
being paid more than the cap allowed...

I'm going to explain that cap again here in just a minute,
because my understanding of what the cap was

was not what the college was intending... and I 
have a feeling a lot of you are probably where I was.

So, when I get into my examples, hopefully, that will
 become more clear... so, I just wanted to show you 

that the percentages as we look... as we go from bachelors's
to doctorate... the percentages of these changes 

were all over the place... on the... in the gray columns next
to the 2022, there was not really a consistency in growth...

or between those things... and a lot of it is because we
lost the Masters plus 60 column... they were compressed...

but also because of just how the system inside was
built for how you move from column to column.

So, after we move to the new columns, I wanted you to see at the bottom,
2021, which is the prior system... compared to the new system.

So, you can think of it as like, a 2-year improvement process...
that wasn't what we were going for, but we want to make sure 

that we do get a system that's internally equitable between
faculty... but also between faculty and the staff...

and it was fairly apparent after we were placed on it, that
the staff got a little bit of a different deal than we did...

so, that's kind of the motivation for changing this... but while
we're at it, we wanted to make these numbers a little bit clearer,

of how they worked... and so, you can see the percentages
are a little bit more of a pattern going up...

we reinstated the Masters plus 60... and really, the drop from the
maximum for most of the areas is a little bit more in our favor.

Again, we have just under 40% were on step 6... 43% would
be at Step 11 next year... and that 35% that were at Step 0

is going to drop to 23% at Step 0... so, that's less people,
but there's still a good amount of people at that Step 0.

So, you know, if there was money to move the cap up
further then that Step 0 would be less of an impact,

which after a year... another year or 2... my hope
Is that we can get everybody off of Step 0,

and everybody would be paid appropriately on the salary
schedule... but it depends on budget and what's available.  

So, we posted this link in the agenda... so, please go...
take your time like, really looking into these numbers.

But I want to show you some examples of 
what happens... so, if we could go to the next.

Pass, okay... so proposed changes for next year... then I will give
you examples, I forgot my order here... oh, go back...whoa.

I'll do this one... that's fine... okay... so, we're looking for 16 steps,
because it's more in line again with what staff were getting...

not just to go back to what we had before...
that just happened to be the same number.

The ties to the market medians were preserved...
and again, the ranges... we tried to preserve those...

because that was what SEGAL tied their market research
to... the lower end was shifted up just a little bit...

and the higher end is... looks like it was going down just a little
bit... the staff have this percentage rate, was... when they get a

position increase... when they move to a higher position...
they have a 7 1/2% minimum increase to their salary.

So, what we did was... if you... on our regular schedule, 
we actually bumped it up from bachelor's to master's,

master's to master's plus 30... so, another master's degree-ish...
masters to master plus 60, another master's degree-ish...

and then master's plus 60 to doctorate... those are all 8%
increases in the columns... and so, it kind of gives again,

another little bit of internal equity between faculty and staff on
that... but because the percentages were all random in a sense...

in the schedule we're currently being paid on, it did bring some
of those values down a little bit on the printed schedule...

but keep in mind, no faculty will make less money...
so, I just want to guarantee that for a second...

All right... if we can go to the
examples I think that'll help.

So, the first example... this is where most people are going
to be at... where, not necessarily the masters plus 15...

but where you look at the schedule, you can find your current salary... and
then, you look at the next schedule and you can find your current salary.  

So, what I wanted to do is, walk you through really 
quick... how those were being calculated...

and I have 5 examples... so, I'm going to go a little quick... so,
the first one... masters plus 15 determines the grade you're on, 

your prior experience in... for this year, the current
schedule, you would have initially been placed on step 4...

because you had 5 years... and then, you had worked
here for 3 years... so, initial step 4 with 3 years at Pima

puts you on step 7 of the Masters plus 15 column...
and that pay on the schedule is 60,158.

Next year, because we're going down to 16 steps and
the hiring range is going back to what it was before...

the initial step would only be 3 for 5 years, step 3... but now you've
got 4 years at Pima, so it just happens that you're on step 7 again...  

but it's a step 7 of a totally different scale
and your pay would actually be $64,002...

so, it's still set 7 but it's actually a $4,000 
or almost $4,000 increase for that person.

So, this is easy to figure out, if you were on the schedule
before, and you're on the schedule again...  [chuckles]  

and you don't have one of the weird situations... so now,
let me take you through the weird ones... if you will.

So, this one... I pulled some examples of situations that might
actually occur here... so, somebody in the doctoral column,

with 4 years prior experience, never worked at Pima before...
they were hired last year... and now, they've worked here for a year...

So, 4 years prior experience would have been step 4 this past year...
and no steps... so, they are on step 4, they're getting $70,595.

Then for the proposed move, now they are only at step 2 for their
initial... thanks Lisa... but they are going to get 1 step at Pima...

so now, they're only on step 3... well, step 3 of that column is now
less then what they got paid this past year... they will not get paid less.

So, what instead, they will get whatever minimum
increase the college decides that they're getting...

I put $1,000 because it was the lowest
of all the things I heard Dave Bea throw...

I think it will be more, but I put $1,000, just because
it was a low one... and I didn't want to overpromise.

So, let's say it's $1,000, then they would get $1,000 more than the
$70,000 they got last time, and they would be placed on set 0.

Next year, they would probably... they would move up to the
final step of 4... next year... and that step 4 is going to be

more than what they made this year... and so, they
would kind of slide back into step 4 on the schedule...

and then progress from there in
the future... okay, next example.

This one, Masters plus 60... it's a new column... so, as
you can guess, it's probably gonna be Step 0.  [chuckles]

This person has been here a long time and they came in with a lot
of experience... so, they would have initially been placed this year...

they would have been at step 20, because they have initial step 6,
15 years at Pima... they're above 20 anyways, when you add those.. 

and we capped at 12... so, the pay on the schedule at cap
12 was $75,306... that is the pay they're going to receive,

because it's more than they were making before... but
they're not a step 12 person they are a step 20 person...

meaning that if the cap were totally removed, they would
get paid at step 20... the cap is almost like a dampener...

stopping anybody from moving up and if you
would have been placed above that, you're at a 0...

and those are not at 12 forever... if you were at 12 now...
if that makes sense... you just push down...

but so, they're paying you at 12, but you're called a 0, because
they have kept your years of experience in a bank somewhere.

When we move to this new system, you're still going to get paid
above, or at a step below, what you earned based on your years...

you would have been at the top at 16... but we're capping at 11... that's
still a rise... so, you will still be paid on the number on the salary scale,

but you will be labeled as a step 0, because you
deserve to be on 16, but we're paying you on 11.

I hope that makes sense... so, the money
is there and... can I have a couple minutes?

Just like 2 minutes left and
I'll speed... if that's okay, Denise... yeah?


---Denise Reilly:
Yeah, 2 minutes... my napkin math is not as strong 
as those of you presenting, your napkin mat...

so, I think a lot of us are going
to have to sit with this a little...


---Makyla Hays:
I just want to talk... [interference]  and maybe you
can watch the review on the part that you want,

and then slow me down to like half speed.  [laughing]


---Kelly O'Keefe:
That was that was why I was laughing, Denise, because
my math is not as good as Makyla's.  [laughing]


---Denise Reilly:
Yeah,  [unintelligible]
[Makyla, Denise, Kelly talking over each other]


---Makyla Hays:
I will walk you through anything you've seen.


---Denise Reilly:
It'll give us your final thoughts on why it's so... what are next
steps? I know this is being presented to this group right...

there we go... see that's a slide I'm looking for, thank you.


---Makyla Hays:
Yes... that's why I wanted to go there... there are a couple
more specific examples, if you want to go through...  

if I didn't get to yours... and I can talk you through those later,
but we are looking for whatever the minimum increase is...

so, if it's $1,000 that's what I based all my examples
off of... but it's likely to be higher, maybe $2,000 or 2%.

I don't know where he's going to go with it... if the schedule
is lifted for cost of living, the entire schedule would go up...

and all of the money would go up... and so, that would be
helpful, because if we were able to do that most people  

would fall back into, not being on step 0... we 
are still looking at how to move people over, transfer,  

how to address the hard to hire disciplines like nursing, aviation,
and some of our others, that have been struggling to hire people.

Nursing in particular was paid on a very... a much higher
schedule... I think it was almost a 30% increase

over what the rest of the faculty were getting... and so, they
were... they are struggling to recruit for their positions.

We are talking through options, figuring out what those
disciplines are, and what they all have in common...

the conversations have started and I believe there's interest 
in getting it moving... but we're... it feels slow-going... 

but I think we're about to go over that hill,
to where we can actually make movement.

And it looks like our horizontal progression, moving beyond graduate
credits, may actually kind of coincide with that hard to hire group.

Maybe industry certifications or possibly looking at the market rate
difference, and seeing if they start maybe over a column for minimum...

or preferred qualifications... we're talking about all kinds of
stuff... but again, we're still in the... there's so much of this

and how do you address all these different needs... but it's
very slow going... we're... and so, we're trying to get to that...

but that's really crucial that we can get to it.


---Denise Reilly:
How much time... [unintelligible--both talking]


---Makyla Hays:
Huh!


---Denise Reilly:
If I can ask real quick... for the ending of this academic year,
is there anything that's being voted on... or anything that here

as faculty senators anyone can do... or is this all ongoing and
future work that's going to happen in the next academic year?


---Makyla Hays:
Listing these... depending on what happens in Summer...
I'm assuming that it's going to be next year, unfortunately.

This schedule that we're talking about right now... Dr Bea
presented to the general idea... he did not put the schedule up,

but he presented that this is the money that would
be needed to move people over to this schedule...

and so, we're hoping that if the Board votes for it,
that we would be able to get paid on this schedule,

and have that 2.9% adjustment going forward...
plus any market adjustment of the schedule...

so, it would be a more fair system and a best system
would be to move that cap and get rid of it...

we are going to push to move that as high as
we can, but it's budget dependent at this point.

We are looking at reducing the number of people on
Step 0 with something like this, from 90 down to 58...

so that's, you know, not a huge amount, but it's getting better...
and then I included about how much people would get...

that it looks like there'd be 58 people on Step 0,
getting whatever that minimum increase is...

and about 200 people would get an average of
about $3,900... if I'm calculating things correctly.


---Denise Reilly:
So, you mentioned the summer... and I'm only asking this
because we do have to get to the other presentation.


---Makyla Hays:
I know, I'm talking.


---Denise Reilly:
No, but of course everybody in here is very interested because,
you know, it's your time and money... but what... okay, thank you...

[unintelligible]  it's like you're putting a slide in there before I open
my mouth... so, vote on a proposal and give your feedback...

and that's all in this form that faculty...


---Makyla Hays:
Yeah, it's a very short form, basically... who are you?
Not name, but like, what's your role?

And then what do you think... and, what are your thoughts?
Like yes or no... and then give me some... give us some words.

Here's what we know... we presented this and we kind of talked
through it, figured out what might be feasible for the college...

and got... we think a workable system... but we don't want
to just do that... so, we want to now give that to you all...

please share it with the people that you represent and send in
everything... all your feedback... there will be no hard feelings...

and I know some of you are going to say... that cap is killing me...
it's not fair... put it in there please... please, please, please...

I will not take it personally... put it in the chat... put it in 
the stuff... the more feedback we get, the more we can  

pull together and figure out what really needs to be
fixed from this, before we start paying people on it.

So, if you see a significant issue with any 
of it... please, please, please, put it in there.

If nothing else, it'll give us something to think about
and figure out how we can make it work, okay.  


---Denise Reilly:
So, this is great thank you so much for your
whole AERC team for presenting this...

759
01:25:57,587 --> 01:26:03,350
and including this, so we can really mull it over and take
time this weekend... more homework... just joking...

760
01:26:03,350 --> 01:26:08,565
you can take it the next week... when would you like this by?
I don't see a date here, but you might have it on another slide.

When would you like... i could...


---Makyla Hays:
You don't have it...

I would say sooner is better... I'm... I usually give some sort of
public comment on Wednesdays... we... I don't need it by then,

but anything you can give me... if there's something I
need to ask the Board for, I need to do it by Wednesday...  

but I will... we will continue to collect feedback 
on this until we're paid on it... [chuckles]

and then after that, we can still take your feedback
and see if there's things we need to fix.

So, it's not too late ever, but sooner is... well, is welcome.


---Denise Reilly:
And I see we're being asked.. so Matej says...
by the end of the semester, early next week...

so, that makes sense... before the next board meeting...
so, that your voices are heard and being represented...

and yes, it'll take longer than my napkin math brain can handle right
now...  [chuckles]  but we will have... those of us that are not...

not that we don't like math, we do... but we can
really look this over because it's very detailed...

and thank you so much for the report
and advocating for us from the AERC...

we have a couple more groups to present, and I know that
Lisa, we're a little bit behind on time, so our apologies...

my apologies... it looks like we are up with Josie and Michael...
Josie Milliken and Michael Parker for the Gen Ed study session...

and then, here we go... and I think they're both...


---Lisa Werner:
I had a question, question... okay, I... so we are meant
to share this, right... with our constituents... the...


---Makyla Hays:
Yes, please.


---Lisa Werner:
Correct... okay, thank you... 
so sorry.


---Makyla Hays:
That's okay, yes... please share it with
them because we want their feedback.


---Denise Reilly:

And it'll be in the notes that are usually sent out fairly early
next week... Kelly's nodding... so, she usually sends them,

sometimes Fridays... but some... but Mondays or Tuesdays of next
week... so, if you want to let your faculty constituents know before

 there's a survey coming out that's really important to fill 
out, if you want your voice heard about money... [chuckle]  

that might draw some attention... okay... so moving on to the 
Gen Ed study session... I think we have... and thank you so much...

we have Josie and Michael...
I think I saw them both here.


---Josie Milliken:
Yes, good afternoon everyone... nice to see you... happy
Friday... we are here simply to announce and remind everyone

that the faculty senate study session on general education
 is next Friday, May 12th, from 1 to 2:30 pm...

and the purpose of it is to share the progress that's
been made with the AGEC and the changes...

and to discuss a vision for the future of the Gen Ed program...
 and so, we plan to discuss the current state of the AGEC's

assessment and pedagogical practices... and some
opportunities for growth... really hoping for feedback...

and looking at areas like transferability, alignment with instate institutions
in terms of transfer, use of high impact practices in curriculum,

and so, we are also going to look at faculty surveys and have a
discussion about how we can bring all of that input together  

and use it to inform the vision for general 
education at Pima Community College.

So, we hope you will attend, and encourage other faculty
to attend... and I'll turn it over to Michael Parker.


---Michael Parker:
Excuse me... thank you Josie... I think you said it all... so,
that's it, we... you've allotted 15 minutes of time for us,

so I could either run out the clock or just say... go on
to the to the next group of people... but that's the idea...

we've collected a couple of surveys... we asked you what you
thought about it, you know, in general, about general education...

and also about the criteria from the AGEC... we'll reflect
back to you what we've seen there, and then talk about some  

potential areas, as Josie noted... assessment, pedagogy, all
of that kind of thing... but that's it... so, like I say... up to you...

should I run out the clock or should we proceed?


---Denise Reilly:
I'll interrupt right there... thank you so much Josie and Michael...
and did we all receive a link for next Friday's study session?

Just... so, all faculty... was it sent out to everybody?


---Josie Milliken:
It has not been sent... I do have a link that Rita shared... probably
would be best though just to wait for the invitation to come from Rita.


---Denise Reilly:
Okay... sounds good... thank you so much... we appreciate
it... and hopefully, we'll see a lot of you next Friday.

And moving on... sorry... another screen here...
moving on... oh, thank you... so, Brooke is here...

and Brooke Anderson is going to... Brooke and Kelly are both
going to talk about a syllabus statement recommendation...

and the form is attached here.


---Brooke Anderson:
Thank you Denise... hello everybody... I sent out an
email a week or so ago, with some information about

the syllabus statement recommendations... hopefully,
you've had a chance to review them and think about it...

and so Kelly and I and Karla are... have brought this
to the senate today to ask for a vote of support,

and just a little more background information about this is,
if you remember, we had the systemic justice committee

when Josie was president... and we came up with these
recommended syllabi statements that the senate voted on,

and the Provost approved... to increase ideas for faculty
about how to frame their syllabi in more equitable ways.

And so, since we had the overturning of Row V Wade...
and the study session on Reproductive Rights...

this addition that Kelly, Karla, and I have added to this
document is really a kind of continuation of that work,

where we have a new statement now, that is about 
a recommended way of of supporting students,

who may find themselves pregnant or maybe
even dealing with a serious illness in class...

and this was a great conversation Kelly, Karla, and I had that
it actually stemmed out of a really interesting document

that the Vet Tech program uses, that was really informative,
and helping us think through a kind of general statement

that faculty could use or adopt, you know, in whatever way
 makes best sense for their discipline, to their own syllabi....

and so, what you'll see is... these are just recommendations...
if you've read through the document, it's just meant to give ideas

for faculty... and if the senate approves... we've met with Kate and
Diane... and Kate would like to put this document in MyPima 

in a very visible place, which would be on that little section
in MyPima, where we have our syllabus templates...

because even though this document was approved in 2021, it's kind
of gotten lost and I don't know that faculty are really even aware

that we've got this document with some of these syllabus
statement examples... and so, that would be a really great way

to kind of put this in a place that's not just widely
accessible to the public but is widely accessible to faculty...

and so, that's a little bit of information about 
what we've... we're bringing here to you today.

Kelly or Karla, did you want to add anything?


---Kelly O'Keefe:
I went ahead and put the link in the chat box for everyone
to access... if you would please click on that link

and vote whether you are in favor of endorsing the syllabus statement
document... or not... or abstain, we'd appreciate it... thank you.


---Brooke Anderson:
Yeah, thank you, right... I think that's all we need 
to do... I mean, if it could formally go through that

"I put on the table" formal request to vote... and
then, I think we need a second... and then, we...

if there is a second, then we do the form...
but I don't know if we need to get that official.


---Kelly O'Keefe:
Well Brooke, if you put it on the table, I'll second it.


---Brooke Anderson:
Okay... so, on the table...  [both laugh]  thank you
and thanks in the chat for that too... great.

And then, let's see... did I see a comment about access...
are we having some access issues, or no?


---Denise Reilly:
Yeah... it's says links that needs permission... but  that's
from Morgan... is it because he's not faculty possibly?


---Unknown:
Don't know.


---Denise Reilly:
Or is it reading the language?


---Brooke Anderson:
Yeah... and is that the link from Kelly that he may be referring to?


---Denise Reilly:
I'm not sure.


---Brooke Anderson:
The document is...


---Kelly O'Keefe:
I'll look at it.


---Brooke Anderson:
The docent is linked in the form too.


---Kelly O'Keefe:
Okay.


---Brooke Anderson:
Okay... thanks for clarifying James.


---Denise Reilly:
Okay.


---Brooke Anderson:
All right... and I think that's that's it... unless Karla wanted
to say anything... I'm not sure if Karla's here today...


---Karla Lombana:
No, I'm good, you guys... you guys got it.
[chuckles]


---Brooke Anderson:
Great, thank you everyone.

---Denise Reilly:
Thank you so much Brooke and Kelly and Karla, for 
working on that... and I think everybody's probably

filling out the syllabus statement recommendation 
addition forms right now, so we'll move right along...  

so, thank you so much to compliance policies...
and I think we have David Parker here patiently...

been here the whole time, to talk about some of the 
AP's and BP's here that I think are attached right here.

Oh, thank you... so, you're already getting going.


---David Parker:
Well, thank you... and and by the way, if I have one recurring nightmare,
it is that I'm part of a presentation panel of 4 with 15 minutes each  

and when they get to me, I have 2 minutes left... so, 
thank you to those who had short presentations...  

all the pressure came off ...for those of us who
haven't met yet... and I think I know most of you...

I came to the college about 2 1/4 years ago... putting together
enterprise risk management and compliance and ethics...

and in January, I was asked to begin being the Title IX
coordinator... so, we've had a co-coordinator model,

with 1 person in the student side and 1 person in
the employee relations side, deputy coordinators...

and the new rules are going to require 1, and I got
the distinct impression nobody wanted to do that...

plus it kind of fits in the compliance piece... so, we now have
1 Title IX coordinator and everybody else are deputies.

When the new rules came through... let me go to the
next slide... when the new rules came through in 2020...

prior to that, we hadn't had regulations related to Title IX...
37 words in the law, and dear colleague letters from 

the Department of Education that said... this is what we
believe it says... this is what we believe you ought to do...

it did not have force of law... the Trump Administration
decided to change that and put it into regulation...

so, in 2020, that arrived... it arrived in the Summer and it had
to be ready for the Fall... and so, there was a very fast process,

to put together the... to put together the administrative
procedure... we use uh what they refer to as a

1 policy, 2 process procedure... I'll show the flow in just a moment...
but it's 1 policy for discrimination, harassment, retaliation...  

but then, there's 2 processes because they create for anything
that meets the definition of Title IX sexual harassment...

a very defined hearing process... they have a lot of things that
we have to do... or at least you have to implement these things

in your policy... and then they have a few things where they say
you can't do those things... but we then create the policy.

So, this went through very fast... it went through
during the Summer... used the expedited process...

and when I was asked to take on this role... started with the training
and reading it... I realized there's some things we need to fix...

first of all, there's areas that might be a little bit hard to understand...
you read one area and you think it means something...

and you get down to another area and it kind of
says except for this... there's some things in there

that technically weren't legal.. such as, in the section 14 for
Title IX sexual harassment, it talks about how witnesses

and parties, who don't cooperate and testify in the hearing,
could be subject to discipline... they have an absolute right  

not to participate... and you can't hold it against 
them... you can't infer anything from that...

the law has changed a little bit... the original rule 
said... if a party or a witness won't testify and...  

or won't submit to cross-examination, that
you disregard everything that they've said...

you can't consider it... well, the 6th Court... 6th Circuit Court 
of Appeals struck that down... and the Department of  

Education isn't enforcing it... so, we now have
the option of saying... yes, we will consider it...

but we... the hearing officer decides what weight to
put in... so, I'm going through and clearing up the AP 

to comply with those rights... now, the Biden 
Administration is doing the exact same thing...  

they're coming out with a new set of rules...
they're going to change the definition of sexual...

Title IX sexual harassment... it will be much broader...
but they may not have the hearing process...

or they may make the hearing process optional... we will, when
we see those rules come out, probably in May, most likely,

I guess probably in June... I don't think 
they're going to get them out in May.

We will then have to start this whole process over again to implement
the new regulations, probably by the beginning of August.

So, I may just be starting the discussion... we'll still
proceed with these until the other ones get in place...

but if it comes out that fast, we will have to do this process
during the Summer when a lot of groups aren't meeting.

Hang on... let me hang up my smartphone,
 so it doesn't kill the mic, just in case.

We'll have to move the process through in an expedited manner...
and so, I'm going to be hoping that there's some people

from different representative groups who will work with me during
that process... we'll do the best job we can... we'll get them in place...

and then if we need to go back, we'll review it
with the larger groups... and go back through

and make any changes that we need to.

So, this is a very, very high level simplified flowchart... if you
think of... on the far left the... any prohibited discrimination,

retaliation, or dis...harassment... doesn't matter what
the source... you would normally think of the whole...

and then you would back up and you'd start looking at a subset...
and then you'd look at a subset... and you'd look at a subset.

With this, it's easier to start with the smallest subset...
and that's... what is Title IX sexual harassment?

A sexual assault... anything that's a VAWA crime... so, dating violence,
domestic violence, bullying, stalking, those kinds of things...

and then, what they referred to as hostile environment...
and that definition is a much narrower definition...

it is something that is sex or gender based, that is severe,
pervasive, and objectively offensive... it has to be all 3

now that doesn't mean, if it doesn't fall into here,
we don't review it and investigate it and handle it...

it just doesn't go through this process... it goes 
through the normal code of conduct process.

Has to be part of our educational program in the US... so, if
we have somebody on study abroad and they're overseas,

it doesn't apply... you go code of conduct process...
or it has to be on our property... if it falls in that group,

the only way to deal with it is this hearing process...
all the way to its appeal process... that's the only option.

You'll notice in the kind of yellowish orange, that I put a box around
the next box down, which is covered under Section 13 of the AP,

which is any other sex or gender-based
discrimination that doesn't meet that narrow set...

and many times it might be Title IX and Title VI or Title VII and policy...
but if it's sex or gender, and it's not that top box, it falls here...

and then we have everything else... those bottom 2 boxes typically
will go through whatever the code of conduct process is...

and then, any review or appeal of that is through the
standard code of conduct process... but you'll notice,

there's a dotted line that goes up, and then can come back over
and down.... so, let's say that there's a complaint that comes in...

you review it and you believe some of it is Title 
IX sexual harassment, and some of it's not.

Instead of all of... if it's out of a common set of circumstances...
instead of those going through 2 different processes...

one faster, one slower... somebody agrees to cooperate
on one, but does, "I don't want to do the other."

The Title IX coordinator can elevate those things that are not
Title IX sexual harassment, and handle them all at the same time.

Now, what that means... it'll go through the hearing process...
it also means that the respondent has higher rights,

because that's part of the due process for this is... trying...
the Trump Administration trying to have a fully equal right  

between complainant and respondent... after 
the hearing though, the hearing officer can defer  

those non-Title IX sexual harassment things back 
down to the normal process for a decision maker...

or they can make a decision and if they do on it, then 
the appeal or review would go to the other one...

you like this... unless the person who normally would do
the review refers it back to the the appeal panel of 3 people, 

who would hear that... so, that is the simple version...
we've all been having to do process maps for STAR...

so I decided to try and map out, just the Title IX sexual
harassment process... and that's what it looks like.

This is an extremely long AP... it's like 68 pages long... and in
this case, the top 3 lines or rows of this are different people

doing things or different decision points... and
then, the bottom one is is the appeal process.

There's one thing that I'm adding that is not just clarification,
and it's right here... and this is the point where somebody does  

an appeal and they submit it... if today, they put in a proper
appeal, they do what they need to to have the appeal heard.

Then that would go to an appeal panel of 3 people... what I've put
in there is, if the Title IX coordinator believes that it's not,

we can use a single appeal officer to ask the question of...
did they submit a proper appeal?  Not hear the merits...

just they submitted it in compliance with the policy... and if
the answer is yes... then we appoint the 3 people process.

So, as we go through... we're trying to make it clear...
we're trying to make it fully comply with the law...

we may not even make it through the process before the new rules
come out... there were 244 excuse me... 224,000 comments made

on the new regulation... proposed regulations for the change that
are coming up... but we will do our best to include the groups.

So, let me stop here... do you have any questions
related to this one... this is a substantial change...

it's going through the whole regular process.


---Denise Reilly:
David, just for the interest of time... thank you so much
for sharing this... but we have about 7 more minutes...

and I think there's still 2 more... 2 more topics
to cover here... so, is it appropriate for...

how would you like faculty senators to ask you questions,
If not... if we don't have time for it in this meeting?

Would you like them to email you... would you...?


---David Parker:
Email, phone call... I am a little distracted right now today,
because I have 3 more work days before I leave for France

to go see our kids and celebrate our anniversary...
so, do it quickly, and we'll address it as best we can...

and email works... just remember I'm dparker8...
dparker, David Parker is an adjunct faculty member...

and are the other 2 the board policy and the other AP?


---Denise Reilly:
I believe so.


---David Parker:
I have those and they're much shorter.


---Denise Reilly:
Okay, great... do we have any questions if we have time for that,
I'm... my apologies... I don't mean to cut that short... let's see.


---David Parker:
No problem.


---Denise Reilly:
He had to say that... this is the longest AP
I've ever seen... thank you David, okay.

So, no specific questions it sounds like at this moment... but yes,
thank thank you David... I know that, you know, we'll run short on time...

but okay, we're ready for your next one.


---David Parker:
Yeah, I'm going to try and do this in 3 minutes and
 leave time for everything else... and get out on time.

We have a Board policy and an AP on compliance...
we're broadening that out to the more common term today,

and what the federal standards include, and that's both
compliance and ethics... when you look at the standards today,

we say that we have to have... the chancellor delegates to an
appropriate individual.. we're saying a chief compliance officer

because that's what the standards use today... that
person needs to be at a senior management level

to be consistent with what they
require under the federal guidelines.

One of the things that was not clear, is that the
compliance... chief compliance officer, has access

to whatever records are necessary to
do that job... so, we've added that in.

We already have an affirmative duty to report... it's under
the employe handbook section on whistleblowing...

this just puts it into policy, it already is a mandatory
responsibility... it already has confidentiality,

we just make it clear here... and retaliation for reporting 
is already in place... doesn't even matter if it's a mistake,

as long as it's done in good faith, no retaliation... we're adding the
contractors and consultants are held to the same standard as employees...

and that the CCO would be responsible for annual information and
education... we added into the AP a little discussion of the purpose,  

so, the compliance program has essentially
3 pieces... 1 is encourage integrity and ethics,  

another is to make sure everybody understands their
responsibilities in whatever area we have for compliance...

whether it's a report, whether it's a way we do something,
a control... people know what it is and we have a way

to make sure that we're doing it well... and then, the 3rd piece is
where internal audit tends to look for an area to do a deep dive...

I think of that as the macro risk assessment
and review... the compliance program is more...

they have the micro... I think of this more as the macro...
where we're looking across the institution for where might

fraud or abuse be occurring... we do have in an addition...
right now the chief compliance officer tries to stop fraud

and prevent it from occurring again... but if another department
or area is responsible for that, it would be monitored...

we'll also work with contracts to make sure appropriate provisions
are put in... and the chief compliance officer has an affirmative duty

to report fraud or abuse... as consistent with law and policy
as well... so, it's not just everybody has a duty to report it,

and the chief compliance officer has a duty... because
all of these things are basically there already,

it's going through as a minor update... it's not
putting any new provision on anybody other than

the chief compliance officer... and that
person will have that responsibility anyway.

So, any questions on this one?

I appreciate the time to to let you see what we're doing...
and if you have thoughts, please share them...

that's why I'm here... is to get good
input from all across the institution.


---Denise Reilly:
You did a great job on those last 2, moving right along... so,
dparker8... and enjoy your trip to France... and congratulations.

And it looks like... I'm just double-checking to see if
there's any... oh no, everybody's just wishing you well...

and...  [chuckles]  practicing their French with you in
the chat... so, enjoy and thank you so much for sharing.

So, before we finish and wrap up, which like I said, you did
a fabulous job... and everyone has a great, great summer...

because it looks like the top 3 themes from our
icebreaker question at the beginning were "travel."

So, whether you're going to the Pacific Northwest, France,
San Diego, or on a cruise... and the 2nd one was "Family"... 

so, some of you are going to a wedding, 
or just hanging out with your family...

and the 3rd one was "Home Projects"... so, someone sewing
curtains... and someone else is doing the honey-do list...  

but it looks like we're all excited for the summer... so, thank
you... I guess we'll have to close this meeting in a minute,

but I hope everybody has a great end of the semester,
before we look for someone to adjourn...

yes, sleep Makyla... don't worry we know you're sleeping...
but you gave us too much homework to think about sleep yet...

all of you... [chuckles]  you, Elliot, the AERC... and I see
Karla has a motion to adjourn in the chat... and everybody.


---Kelly O'Keefe:
Uh... Denise... before we... before we adjourn...


---Denise Reilly:
Yes, please.


---Kelly O'Keefe:
I wanted to let you know that we have
voted in favor of the syllabus statement.


---Denise Reilly:
Oh, thank you so much.


---Kelly O'Keefe:
So, we had quorum and we voted in favor of it.


---Denise Reilly:
Okay, awesome job... all right everybody, see you at graduation have
a happy May... and enjoy the travels and family and home projects.