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September 5, 2025 Faculty Senate
 (Note: the video started recording late)

---Brooke Anderson:
And good to see you this
afternoon.... and oh, let's see.

I... I'm presenting on the... behest of our president,
Makyla Hayes, for our PCCEA report today.

And so, what you'll see on the report is... like Denise said, there hasn't
been a lot of time between our first faculty senate meeting

and this one... and so, there's not a lot of updates for you
today, but I did want to take this time to remind everybody

of the... of what PCCEA does, which is that we represent
full-time faculty members at Pima Community College,

and we advocate for the faculty during that meet and confer
process, which is that interest-based negotiation process

that now actually is embedded within our AERC group with the
administration that addresses compensation and working conditions.

And then we also address individual concerns to assist 
faculty and administrators in navigating policy

and purpose changes to improve it... and excuse 
me,  [chuckles]  proposed changes to improve it.

We are advocating for all full-time faculty regardless 
of membership as a reminder and that benefits from

the working conditions and pay that
result from collective advocacy.

So, please consider becoming a member if you are
not... to support the faculty and students at Pima,

teachers in Arizona, and educators nationwide...
there is strength in numbers.

So, I've linked our join PCCEA link to the report today
and then put some reminder links for benefits...

and also, just a reminder that we have both an internal PCCEA page
on Pima's website, as well as an external page with more information....

So, check those out if you have not checked those out before...
and then, if you want to check your membership status,

you can always reach out to me our VP this year... 
or to our membership coordinator, Lisa Werner.

And then I also wanted to make sure to just share 
our leadership team updates for 2025-2026.

We have our fearless new leader, Makyla Hayes,
continuing to do great work as our President.

I'm stepping in to support her this year as Vice President...
and then we have Melissa Bouey for treasurer.

We have Kyler... Kyley Segers is our secretary this year...
Lisa Werner is our membership coordinator.

Julia Fiello is our election coordinator...
and we have Matej Boguszak,

who serves as our web master
and who is also our past President.

We also... remember, our structure has both campus
representatives and division representatives.

So, for PimaOnline it's Kimlisa Duchicela...
Downtown Campus is Matej... East Campus is Kyley...

Northwest Campus is Erin Eichelberger... West C ampus is Liz Rangel
Arriola... and Desert Vista Campus is Pollyanna Wikrent.

So, if you're on any of those Campuses, you can always reach out to that
representative... and then you also have your division representative...

so you... please do notice, we do have some vacant positions 
here... so, if you're interested in becoming a part of the

PCCEA Leadership Team... by all means, reach out to
me and I'm happy to talk with you and work with you

about filling those vacant positions... but we do have Brittany
Griwzow as our Business and Technology representative.

Communications is Erin... so, she serves in a double role there.

And then we have Matej, also of course in math, as 
well as in that double role for Downtown Campus.

And we have Julia in Sciences and we have KimLisa again as
the Education, Humanities and Social Sciences representative.

So, we got some people serving in multiple roles... but yeah,
reach out if you're interested in becoming a representative.

I will let you know... we are going to do some
training this year for our leadership team...

and so, if one of the things that has prevented
you from wanting to become a part,

is because you're not really sure what you would do...
by all means, know that you will get that support this year.

And then, you'll see our items of interest.... this is what was
shared with you last time around in terms of our focus on

shared governance and accountability and funding priorities...
so, you can kind of read through the ways in which

we think about those things... and then, the ongoing AERC 
work... Makyla as our president serves on the AERC board,

and so, we've got that continuing work going.... and
then, just like Denise said, they did meet last Friday

and followed up with the work that they
did this summer... and just a little heads up,

they are hoping and planning to present
to us at the faculty senate in October.

So, there should be a lot of good work happening there...
and do watch for sponsored events and things that

will support this AERC work, because we really want
to hear from faculty, and really lift up faculty voices

when it comes to making decisions about policy and working
conditions... and again, we are stronger together as a team,

like Ian said, I really appreciate that, right... we really work best,
not as adversaries, but as people who are coming together

from our perspectives, to really make
Pima the excellent institution that it is.

So, thank you so much for your time... and you can always
reach out to me or Makyla or any of your representatives,

if you have any questions about PCCEA, what we do,
and how we work with the college at large... thank you.


---Denise Reilly:
Whoops, I muted myself... thank you
so much, Brooke, for that report.

And that was so odd... I saw Makyla in the meeting
for like a second...  [chuckles]  so, I didn't want...

I wanted to make sure I didn't get that incorrect... at this point
right now, before we move on to the business section,

I know Rita, you're up and I want to point out that this
was amazing... last year we had Division Spotlight,

and we decided, we wanted to learn more 
about our own divisions within the college.

We don't really have a chance or opportunity to 
do that, especially if we're based on one campus.

And so, we decided we wanted to highlight the divisions...
but we didn't want to make the decision about

what to highlight for every division... we wanted
that division to make those decisions themselves.

So, this year we decided to put the list out far in advance,
in August... so, every division has a designated month

to provide some kind of a highlight or update... and we've
asked that the faculty senators that represent that division,

assist their Dean in coming up with the presentation... so, we
have our trusty Rita Lennon  [chuckles]  that you're familiar with,

and Rita is going to be talking to us... and so, this is our first
Division Spotlight and this is the Health Professions.

So... Rita, you have the floor.


---Rita Lennon:
Thank you... due to the way that I have my Zoom set up,
I just want to confirm that you can see my screen okay?

And it's not something funky, but it's Center of Excellence in Health
Professions, Okay... Thank you for the thumbs up, I appreciate that.

So yes, my name is Rita Lennon and I'm part of
the Center of Excellence in Health Professions...

and from here on out,
I will be referring that to COEHP...

and we have Health Profession senators... myself, Rita Lennon... 
Stacy Cousins, Nikki Robinson, and Christina Schemp.

And I do believe Stacy and Christina are here, but Nikki, if you
are also here, I'm sorry... you slipped in and I didn't see you.

But let's get started with the presentation... so, I'd like to
start by... and I'm sorry I'm going to be looking off screen,

so, I apologize for that, but I'd like to begin by sharing some
facts about the Center of Excellence in Health Professions.

On the left here, you can see the
programs that are housed in the COEHP.

The number in parentheses shows how many unique 
programs are offered in that subject matter.

The COEHP offers programs as short as one semester
in Workforce Development over multiple years,

and we will offer the first Apprenticeship program here
very, very soon as well... we're very excited about that.

On the right hand side we have some other programs
that are not necessarily part of the COEHP umbrella,

but are very much still health related... the asterisk on the last
2 programs are offered through the Workforce Development,

and they are taught by faculty in the Health Professions...
notably, that sounds weird, but me...  [chuckles]

Elyse Gayda, who is our new program director for medical lab technician,
and Trish Krebs, our program director for medical assistant.

So, we provide a comprehensive selection of Health Profession
programs and I'd like to cover those in those categories now.

So we have a diagnostic focus, which are programs
that include medical lab phlebotomy and radiology.

And if you think about diagnoses, those are the things that
we either draw from your body or we image from your body,

to help the providers determine what is happening to you.

Um, let's see... where am I here?  I did give myself some notes
so I didn't screw up, and look at me... I'm screwing up.  [chuckles]

So also, we have some programs that are more therapeutic,
and so clinical research would be part of that category,

medical assisting, nursing, pharmacy
technology, and respiratory care.

So, therapeutic are those that are helping to find either
a chronic issue and help the patient along with that...

or maybe even an acute issue.

We also have wellness related programs and those focus
on prevention, health promotion and quality of life...

and they include our Community Health, which is coming on
board this semester... I believe actually... I believe next semester...

Fitness and Wellness... and Dental Hygiene... and
we also have Surgical Tech... let's see... there we go...

Nursing, Medical Assisting, and Clinical Research...
and those are interventional related programs.

So, those are things that are trying to either give direct
procedures or hands-on corrective conditions or actions.

Moving on here... here's some quick facts about how many people
in the United States are employed by health professions.

We have about 23.5 million people and that's of...
as of July 2025... so, that's about one in 15.

If you're a math faculty, and I'm a little off
on that, please give me a slide.  [chuckles]

In Tucson, we  have about almost 12,000 people employed
by health professions and we have 148 health organizations.

So, that's things like hospitals, medical facilities,
either outpatient, and our community clinics...

if you think of like El Rio or even MHC, which is
our medical... I'm sorry, Marana Health Center.

Finally, one more statistic to show you... we have about 500,000
healthcare and social assistance employees in Arizona.

Even with all of those wonderful employment 
figures, we still have significant workforce gaps

that remain across most areas of healthcare...
I'm not going to point each one of these out for you,

but I know that you probably have
felt the shortage in your life,

either by waiting for a long time to get an appointment
with your provider... or sitting in a waiting room waiting to

go back to see your provider... or even, once you get into
that waiting room, waiting for them to come in and see you.

So this impacts everyone when
we have shortages in this area.

But we do have some ways in which the Center of Excellence is
trying to address these issues and I would like to cover those

as the last thing for my presentation here...
so we have specialized training pathways.

We do offer some unique programs such as the clinical 
research coordinator... and I realize I might be biased

by calling it unique, but I'm really not... we are
actually just one in 5 programs in the United States

that offers clinical research at this level... most clinical research
programs are offered either at the masters or PhD level.

They are catering to physicians and or statisticians.. and so,
we don't have a lot of those who are going to be working

directly with patients... so, that's what's unique 
about our programs is we are training people to

actually work in the medical
facilities with our patients.

We also have the dental lab, that's what DLT stands for,
a Dental Lab Technician... and they are those folks

who build all those really cool mechanics for
our teeth, you know, outside of orthodontics...

so, like a bridge or anything like that is what our DTS would be
working with you about... and they work behind the scenes...

and not usually patient centered... however, that's the group that
we're going to be starting an apprenticeship here really soon with.

We're also improving access to our programs...
so, a lot of our programs have a very specific way

that students can get into our program... it requires a
certain level of courses, certain level grade point average,

and an application, and a wait list, and all those things... so, we're
trying to remove as many of those barriers as we possibly can...

but still remaining with that rigor in our programs.

We're also enhancing our marketing and outreach
approach... so, we've worked really well,

spearheaded by Don Martin, our Dean, and Karen Tam, our
Associate Dean... really enhancing what we offer with Perkins...

so we're... one thing that's been really nice being up here and
I don't know if you can really tell what's going on behind me,

but we have a bullpen... and so, all of our directors 
and um, sorry, department heads... sit here together...

and that really has helped us come together and find
ways to make something like a division-wide decision...

so, it's really been helpful.

We also are doubling our health profession capacity over the
next 5 years... so, something the department heads had to do

just recently, was to come up with a plan of how we
are going to double our health prof profession capacity

in each one of our programs... and they needed
to be approved by our Deans, and then they...

I believe they went to the Provost for...
and Chancellor, for approval as well.

We are also building readiness and resilience, so one of the
ways is... we have created a health readiness certificate,

and we are streamlining the curriculum
in our... to meet our industry needs.

The health readiness certificate is brand new and it will be
coming up here real soon... and the good thing about that is

all of our students will be placed into 
that health readiness certificate first.

They will finish 2 semesters in that certificate and then they will be
able to apply to any one of our programs and transition into them.

Now, if for some reason a student in one of our programs
isn't doing well or it doesn't meet their needs,

they thought they'd liked it and they realize they don't... without
wasting any more time, they can apply to another program

and start immediately... they will not have to retake Gen Eds...
they will not have to wait on a waiting list forever...

they'll just be able to move into that
program... so, hopefully that will help us.

We're also incorporating interprofessional education... and so we
again, as a division, have come together... all of the department heads,

and we have built an interprofessional 
education pathway for our students where

all of us will be coming together and working on this 
program... and what we're trying to promote is...

we don't work in silo when we work in a hospital or 
even a medical facility... we're working alongside everyone.

It's not like I as a researcher am not working with my nurses
and doctors and imaging and all that... we're working together.

So, this is going to help students see
how they will work in the real world.

We are also working  on enhancing curriculum to
address wellness and burnout... burnout especially...

I'm sure as you all have heard the statistics... there was a great
number of us who left the industry during the COVID era,

and even afterwards... many of our health professions
were harmed by COVID, and you know, even passed away...

and so, we need to find a way to address that and to mitigate
the burn... burnout and wellness to ensure that students

who are coming into our programs are not going to face the
same situations that we had when we were dealing with that.

Finally, we want to make sure that you all understand
that we value you and we want to collaborate

with all of our other academic divisions... we know that
our students are better because of the foundations

that you have created for them in our sciences, in our math,
and our languages.... and we want them to continue

to do well in our programs, but we know that it starts with
success in your programs... and so, we would like to find ways

to work alongside you... to maybe contextualize
the information a little bit more or differently.

So please reach out to us.... you can reach out to any of your
senators, but also just the division at whole through our Deans,

to talk about ways that we can collaborate in the future. 
And with that, I do believe I'm done.

But if there is time for questions and if there
are any questions, I would love to take them now.


---Denise Reilly:
We do have a few minutes for questions... Rita.


---Rita Lennon:
No need to be shy.


---Denise Reilly:
Virtual hands here.  [both chuckling]

I think everybody's enjoying reading the words
that started out this semester, potentially.

Let me see if there's any in chat... no, not quite.


---Rita Lennon:
Thank you for your time.


---Denise Reilly:
Well, I want to say, Rita, I really appreciate, you know,
some things that I noted that you mentioned

the universal design it sounds like... that's that idea
that, you know, you can get together and collaborate

with everybody easier if it's designed that way... so, it
sounds like the space that was designed in your area

was thoughtful and intentional... and I also want to
put in a plug this moment for joining the officer team...

many of us are leaving in December, including myself,
Dennis, Rita,  [chuckles]  Kelly's the president-elect,

but one of the things that I've learned over the last few years
in working with this team is how programs operate.

I work in general education, so I didn't necessarily know 
a lot about how our different programs operated,

but having Dennis work in sciences, Rita work in a program, Kelly
work in a program, myself in First Year Experience and General Ed,

it's nice to learn about the other programs and other areas
of the college and how they operate and how they work,

and what you're doing to move the needle... so, that we can
share that with students if they're interested in programs.

So, that's my shameless plug to say, if you're interested in joining
faculty senate officer team to go ahead and nominate yourself

or someone else for that...
and elections will be next month.

So, thank you Rita for being the first... let's give a round of applause,
like a...  [chuckles]  virtual round of applause, for being the first one

to go for a division spotlight here... people
are actually doing the round... nice.  [chuckles]

So with that we'll move on to the next agenda item...
thank you so much for the business section...

and I think we have a report from Dr. Nic Richmond and Gayle
Bell... and I mentioned this earlier, I also want to mention that

as they start talking about the committee repository, that 
they just sent out... or Dr. Nick Richmond, on behalf of STAR,

just sent out a list of dates... and I included those in the agenda,
which were dates for faculty to attend some meetings

with the actual agenda items and what they're about
attached... as well as the data discussions for all employees

in case you can't make the ones for faculty.
So, Dr. Nic Richmond, are you in the house?


---Nic Richmond:
I am... can you hear me okay?
I'm having some audio challenges.


---Denise Reilly:
Yes, we can hear you.


---Nic Richmond:
Okay, great.

My camera has just stopped working, so I apologize...
my technology is all over the place today,

but I'm very glad you can hear me... and thank you very much
for allowing Gayle and I some time on the agenda today

to give you an update on this archive...
if we can go to the next slide, please.

So, this is a very, very super short update... I actually
have a clock going to make sure I don't run over time.

On the archive that's been in the works as Denise
has mentioned... and I want to be very clear,

I am the the nominated spokesperson for the project today, but
Gayle has done all of the work that you're about to see here.

So, credit to Gayle, who's rounded up the
information and created the archive for us.

Now, we're going to share a little bit about the
archive and also about an associated website...

so you can see everything that's going to be coming....
and our goal is to launch the archive this month.

So, you'll have full access to this before the end
of the month.  So, go to the next slide, please.

So, as part of the work, Gail reached out to the different
committees that exists and we formed a master list

of committees and working groups... now, this list
is shorter now than it was when we first started.

We're going to be looking at this to see if there
are other opportunities to simplify here as well,

but we have 27 committees and 36 working groups...
if we go on to the next slide.

Within the archive for each of these different groups, a folder
is available... now, the archive as you can probably guess

from the visuals here is built in Google with the
assistance of IT... so, this should be very easy to use...

it will be a folder available for everybody or drive available 
for everyone to access... and we have it set up so each

committee or working group will have a folder... 
and if we go to the next slide.

Within each folder... most times you will
see a folder for agendas and meeting notes.

Not all committees regularly produce agendas...
they're sometimes kind of mixed in and they put...

and they turn into the notes and things like that...
so, not every committee will have an agenda folder,

but they will all have meeting notes available...
so, if we go into the next slide.

Within each of these folders then we have it separated
out by year for ease of navigation, because otherwise

it's kind of an overwhelming amount of stuff...
and then, if we go to the next slide.

Within each year folder we have the meeting notes and/or
minutes, depending on the folder... PDFed and sorted,

so they're easy to access... very, very simple
to navigate... can we go to the next slide please.

So, that is essentially the archive... we have minutes where... we
have agendas where available... we have minutes for everything.

We have pretty much all of the information available from
all of the different committees and working groups available...

we've got a few gaps still that we're still working to fill, but
essentially, once we open up access to this drive for everybody,

you will all have access to all of the minutes, all of
the committees, the last few years of information,

we'll be updating this annually moving forward.

Now to accompany this, we also wanted to make it a little
bit more transparent, exactly what the committees are...

the composition of the committees, the charge to the
committees, and this is where MyPima comes in...

So, if we go to the next slide please.

We are in the process of building out a STAR page on the
internet... this is going to host a number of different things,

including a data hub, which we're very excited... we're going to
be launching this year, but we're starting it with a committee

and working group charge and membership information.

So, from the STAR area on the internet, once we're ready to 
open this up, you can very quickly navigate to information

on the committees or information on the
working groups.  If we go to the next slide.

Here you can see the pages... it will look for the
committee charge and membership information.

It's just a very simple list of all the different committees
that we have... and if we go to the next slide,

you'll see that we have exactly the
same thing for the working groups.

So again, making it as simple as possible, very easy
to navigate... and then if we go to the next slide,

you'll see an example for one group... we're providing all 
college council here... But if anybody on the MyPima page

selects a particular committee or working group,
it will take them to a document that looks like this...

which provides the charge to the group, providing information
about what that particular committee or working group does...

and we've been gathering that information
from the committee and working group leads...

and then we have a listing of the members of the committee...
in the case of this one, we do have it identified...

who's a faculty member, administration member, staff member,
etc... we don't have that level of information for committees,

but we're working to build that out... also, as we get further
down and have additional kind of improvements around this,

if there are committees where members have particular terms,
we can can include the terms of the members as well.

And then if people are looking for committee opportunities,
it will be very clear where opportunities are going to open up

and when should people be interested in looking
for opportunities on particular committees.

And so that's essentially what we have...
we have the Google drive with all the materials,

and then we have the accompanying MyPima page with
all the committee related information and membership.

Can we go to the next slide?

I just want to make absolutely sure I'm not forgetting
anything, but I'm not... so, that brings us to the end of it.

He'll very politely put my name first, but I want to be very
clear... because I always like to be clear about these things.

Gayle's name should be first... she did all the work and she
was a primary contact for this and she's done a wonderful job.

As you all can perhaps imagine, it is a lot of work trying to
connect with the leads of about 60 different committees,

gather all the materials, all the membership information...
so, praise to Gayle, who's done a wonderful job. 

Excuse me, I'm going all croaky. 
And with that, are there any questions?


---Denise Reilly:
I think we're moving slightly ahead of time... so, we
do... though we only had 5 minutes for this here. 

If we do have any questions,
I know there's a lot of comments.

Nic, I know you're having some tech... technical difficulties, but a lot
of kudos in the chat to you and Gail for really this...   [chuckles]

momentous...  [chuckles]  outcome of something
we've been asking for for some time.

And so, you're getting a lot of encouragement and
a lot of kudos there.  Do we have any questions?

I know that I mentioned earlier that administrative
leadership is going to be looking at next steps...

and I also wanted to put the plug in there that when faculty
requested this and said, we want to know the list of committees...

we don't know what to join... that it not only became an
undertaking to create a repository for committees for 

faculty... it became an all college repository, because the idea
was, well... there are some committees that faculty are not on, 

but it's important to kind of have it all house... so, they ended up
taking on a much larger project than I think we originally anticipated,

but that's no small feat, to look at how many 
working groups and how many committees we have.

So, I just see a lot of shaking heads and happiness here... so,
thank you so much Dr. Richmond and especi... and Gail as well.

And hopefully, in the next few months, we can find
out a little bit more about next steps for everyone,

other than that being on the website, and 
what can we do to to help continue this.

All right... from this point, I think we will look 
at our next item on the agenda, which actually...

let's see, I don't believe Jeff Silvyn is here, 
but I believe we have a trifecta of David Parker,

Isaac Abbs, and Lorenso Trevino... and I see Isaac
in the meeting... I don't know if I see the rest.


---David Parker:
This is David, I'm here.


---Lorenso Trevino:
Lorenso's here.



---Denise Reilly:
David, okay... I hear you all there, so...


---Lorenso Trevino:
Yup, I'm here

go ahead and take it away... thank you.


---David Parker:
Isaac, why don't you go first, 


---Isaac Abbs:
will you start David or do you want me to start?


---David Parker:
Why don't you go first?


---Isaac Abbs:
Okay... so, the AP from IT is 9.01.12... this is regarding to
email... I'm going to tell you we this is our our second meeting...

we met with AERC last Friday and we are already going to... we're
going to change it to be Google Workspace instead of email,

because it's bigger than just email... but really, this is
memorializing what we are already currently doing today...

this really goes hand-in-hand with the fact that the
college owns the email, the college has the right

to pull information out of the email, public
records requests, legal requests, whatnot.

The fact that, when an employee leaves the institution or a
student leaves the institution, the email doesn't go with them.

We've had situations where students and staff have left and then,
you know, a few weeks later... hey, I lost access to my email...

my entire life is in my work email or my student email... and so, this
is really just putting into writing what has always been the practice...

it's just not been written... really, to formalize that,
because people have asked, where's the policy on this? 

and so, this is us putting the policy in place... really around email,
but really it's morphed now into more of Google workspace. 

So, think of this as email, chat, that's, you know,
Google Drive, calendar, those types of things.

Lorenso, is there anything you want to add that I missed?


---Lorenso Trevino:
No, I would just say that most of the
misunderstanding on this is on the student side...

students will attend for several years potentially, and they
use their student email account to sign up for discounts

and all kinds of other things... we are not prohibiting
that, but then they tend to start using the account for

everything else in their life... and then eventually, within the 3 years
when they become inactive, the email also becomes inactive.

So, we need to educate and put in writing this 
policy... make sure that they understand.


---Isaac Abbs:
There any questions?  We'd be happy 
to answer them.  Well, that's it.


---Matej Boguszak:
Hi... thank you... I'm wondering about a couple 
of things here... so, section 1.1.4.1.2 says...

there is a reasonable suspicion that violations of law
or college policy have occurred or may occur...

and that would then be used to authorize inspection,
you know, email snooping, and stuff like that.

And so, this seems very general, right?  We have a lot
of policy... some of it is violated technically all the time.

So, who gets to have reasonable suspicion...
and do they have to provide any evidence...


---Isaac Abbs:
Yeah.


---Matej Boguszak:
of that suspicion...


---Isaac Abbs:
Yeah.


---Matej Boguszak:
and who authorizes this kind of snooping?


---Isaac Abbs:
Yeah, it this comes I think there's really 3 groups
that can authorize this... PD, it's legal, or HR...

like we don't say, right... if we... if something comes to our, you know...
comes up to us and says hey we believe there was a violation.

we immediately work with HR, legal, or police, right... we don't
just jump in and say... hey, let's take a look and see, right...

we work with them... but this primarily
comes from those 3 parties...

it's very similar to like, the records request...
comes from those 3 parties.


---Lorenso Trevino:
Yeah... and so... and also, with ODR, usually an ODR request will
come in... we always have legal involved in that discussion, right.

It's never IT going in to say, "Hey, we
think someone did something wrong."

It's always going to be legal saying, "Yes, I authorized that."

So, if there's any type of e-discovery, it's
very specific coming from that office... or HR.


---Matej Boguszak:
Thank you.


---Lorenso Trevino:
Yeah.


---Matej Boguszak:
Would it make sense to
specify that in the policy?


---Isaac Abbs:
What we'll probably do is refer to... probably the records 
request AP... or the AP that specifies records request...

because there's a clear AP that talks about who can
request this type of data... to whom it goes back to... right?

It can't... if there's... if there's a clear
AP on that... and we can refer to that AP.


---Lorenso Trevino:
I'd also like to point out too that, if an external law
enforcement agency is requesting something, right...

TPD, the sheriff's office, whatever... we can't give
that to them... that still has to go through legal.

Legal is going to be the one involved... they're going to give us the yes,
the no, what they want to release from the record standpoint... so.


---Matej Boguszak:
Thank you... the only other places... 1.5.3 mentions
that users are responsible for safeguarding their ID...

so, like their user ID?
Isn't that public information?


---Isaac Abbs:
It's... it's not the user name, it's the identity itself... meaning
the end user is responsible for the combination

of their name and password, right?  So, if somebody was... if
I gave my credentials to somebody else, and now they're using

my email to do malicious activity, I'm responsible...
I gave them... I turned over access to my identity.

We can... we can clear that up to make it clear that that's
what we're referring to... it's not the user name itself, it's the...


---Lorenso Trevino:
Yeah, I think I put in there credentials...
it's already been changed...

it says credentials. 


---Isaac Abbs:
Yeah, okay... okay.


---Lorenso Trevino:
Yeah... so, it's not necessarily the ID.


---Isaac Abbs:
Perfect, yep... thank you...
David.


---David Parker:
I think it's important for people to understand that the nature
of the communication is what's at issue when it comes to

whether something's a public record, not the platform or
forum that is used... so, we're talking about college resources

and the college has the right and has a process
to reasonably review those for a business need.

It's not, the college is going to go snoop and say...
ah, they're accessing their... their whatever account,

as long as it's good legal kinds of
things, we give permissive use.

but at the same time, if you choose to use your own email,
your own chat, your own whatever, for college business,

and somebody asks for it... the college has to ask for
you to get there... so, to a certain extent it is good to,

as you can, segregate your communications...
use the college systems for college business...

use your own for your own business not every communication
is a record... and so, that doesn't mean that they have a chance

to come search everything on your phone....  if if there is
something that needs to be followed up on due to a lawsuit

or a complaint or an investigation... Lorenzo is going
to narrow the research to that particular thing...

they're not just looking at everything
on your computer or in your email...

but it is the colleges and the policy basically says you have
to expect that they could have access to it.. I hope that helps.


---Denise Reilly:
Thank you. I think there were a couple more
AP's that you were going to speak to...

I don't know if that was a... which one
of you is going to speak to that?


---Isaac Abbs:
Go to David.

You get ours... [unintelligible]


---Denise Reilly:
I think... Isaac's waiting to be off the hook... just checking.


---Isaac Abbs:
Yeah, I'm serious.


---Lorenso Trevino:
Cool.

[Denise, Isaac]  [unintelligible]


---Denise Reilly:
David.


---David Parker:
There are two items related... the enterprise risk management
program... we have had a board policy but not an AP.

We now have narrowed the board policy to what's
more policy and created an AP to go with that.

Gary... Gary Holm is my ERM manager... we're starting to
do some really good things... so, you'll see and hear more.

If you have any thoughts on those, 
let me know... we're excited...

earlier today, Dennis mentioned the communication
from Jeff that we have a new director of compliance...

that is Michelle Tong... T, O, N, G.
Michelle started two weeks ago.

So today's her 10th day, well 9th day,
cuz we had a holiday in there.

she comes with an impressive background... she has been
a practicing lawyer... pretty much in the employment

and public sector for 28-29 years... she's a former assistant
general counsel for TUSD and the general counsel for Amphi

over some compliance programs in different places... 
so, she's going to have to learn higher ed...

but she comes with great credentials
and she'll be helping us in that area.

I wanted to talk a little bit about one that has
been added to the list... thank you, Dennis...

and let me explain where we're going and why we're going
there first... you've seen and heard the positions that are taken

by the current administration, whether it's executive 
orders, guidance from the Department of Education,

Department of Justice, any of the others... about what is
interpreted as discrimination and what is not discrimination.

the way that it is currently viewed... and I think it is consistent with
a lot of cases, is that... I use the concept of a closed loop system...

I think Jeff Silvyn uses zero sum gain... that if we are giving
preference or priority to anybody based upon a protected class

that is essentially removing that from somebody 
else... so, when we're looking at employment...

there's a lot of discussion about diversity, equity, inclusion,
social justice, some of those other concepts...

and a lot of the documentation coming out of Washington is
tied directly to those things... and people are reading it as

we cannot have a DEI program, diversity
is not important... all of those pieces.

If they read it carefully, that's not what it says... what it says is...
they believe that many places have used the principles

or the concept of DEI and extended to the point where they are in
fact discriminatory under this definition of a closed loop system. 

The college has chosen not to remove 
all reference to diversity, equity, inclusion...

in fact, we have a board policy, 2.01, on diversity and 
inclusion... we have gone back to our web pages

and some of the other places, as we talk
about diversity and other related concepts,

and we point out, they are very important to us... they
are part of our culture... but the important thing is

that we refer to those in context... what is the message 
that we're trying to convey and how do we say it?

We want to get it across clearly... at the same time,
we don't want to create a big target on the college...

that's creating a lot of problems for other areas... so, we've
gone back through several of the board policies and AP's...

we've tweaked language here and there... we've adjusted
it... none of the real principles have changed.

And then we discovered that we missed AP 2.02.02,
which is faculty hiring, which has a lot of references

to using diversity as a criteria for the selection
advisory committees and for hiring practices...

which by the way, has not been lawful for a
period of time now... but what can we do?

We want to cast a very wide net... we want to... from a
recruiting standpoint, for our employees, for students...

we want to get in front of everybody that we can, from every 
background that we can, including those that may not think of

the college as an appropriate place for them.

And so, when we go through these, we're using that principle, cast
a very wide net... but once they get to the point where we're

looking at applications, we can't then go back and start
using that as criteria, especially if it could be viewed as 

a proxy or code word for things that have
been determined to be discrimination.

So, I've gone through the AP... we have had a small
team work on it... I met with AERC last Friday.

I'm bringing it here today... I would love your input...
some of the things that we have done is... right up front, 

we've included a reference to the policy on
diversity and inclusion at the beginning...

we've also added the references to other titles and policies,
other laws related to diversity and inclusion at the top.

When you scroll down a little bit, you'll see that we cut out
a big block of text, and we don't want to lose the principle.

So, I actually quoted language from... that's a paraphrase,
slight paraphrase, from BP 2.01... and that's the language in blue 

that we're going to take reasonable good-faith efforts 
to make sure that we're hiring and keeping

highly qualified and diverse applicants.

As we move down through it, there are some
places where the language talked about...

we're going to use diversity as a
criteria... that has to come out.

What we can put in is language that talks
about what things we are trying to include.

So, let me use as an example... I've served on several
boards and commissions... usually 5 or 7 members.

I don't want 4 or 6 other people who think just like me.
We don't need 5 or 7 people if they all think like me.

I want people who bring different perspectives, different
backgrounds, different thoughts, different interests...

they approach things from different directions...
and together we can do a much better job.

And so, that's the language that we're trying to bring in... that
we, as we are looking at different groups, who might be part of

selection advisory committees or as we're hiring... what are those
valid college related things that lead to good broad, diverse,

outstanding faculty, who can meet the
needs of the college and our students?

we also... we also said, you know... we need to go back
and review... are we being effective every once in a while?

And so, I included language towards the bottom that 
essentially uses the principles of affirmative action.

There's a lot of people who have different 
opinions on what affirmative action is.

It is not the old days of quotas... we're underrepresented here...
so, we're going to hire people who meet this demographic. 

What affirmative action is, is occasionally, we're
going to look at our hiring and retention practices

and see if there are things that might be causing desperate
results or something that we shouldn't be doing...

and I saw that cut off... thank you.

Essentially, we will look from time to time... are there things that
aren't working... are there barriers in place that we need to address?

and then we will take those and work on
them together to try and get rid of them.

So... I have just a few days before I'm tryin
to finalize this to get it moving forward.

Everybody should at least have access to it... I'm not sure
that I was able to get everybody commenter access...

I try... I at least got the officers, if I did it right... if somebody
wants commenter access, send me an email or a request

and I'll add you to it... please don't try and edit it... for some reason,
Word and Google Docs are not happy together these days,

and it makes things go screwy... put it in a comment
and then I'll come back and try and address it.

So, if that helps, I really appreciate it... and thank you for the
time... this one's very important, but we have to move quickly...

the policy as it's written does is
not consistent with current law.


---Denise Reilly:
Thank you, David... thank you for that explanation,
Isaac, Lorenso, and David for the AP's...

And once again, as Dennis mentioned before, we will try to
get more AP's and BP's per month to streamline the process

and make it a little bit better for reviewing and
updating all of our policies... so, thank you.

With that, we'll move on to eLumen... with Dr. Jeff Thies.


---Dr. Jeff Thies:
Good afternoon everyone... this should be quick.

eLumen is the database tool that we use
for course learning outcomes assessment

and program learning outcomes assessment...
we also use it for the program review process.

We were notified from their president at
the end of the summer, early August, that

they would no longer be able to offer us that tool,
moving forward after this academic year.

So, we are in the process, the initial process of, thinking
through what our next tool should look like.

One of the goals of CQI from the back-end system side
of things is to... A) either replace it with a standalone tool

or B) replace it with a tool that incorporates multiple
systems that we use... think about Acalog and Curriculog

for the catalog and for the curriculum process...
it could replace Ad Astra for a scheduling process.

So looking at that potential tool in the future as well...
we just wanted to give the faculty a heads up

that we're going to be moving on that fairly shortly... as a
matter of fact, some of you on this call may have already

received a calendar invite to look at a particular tool that 
does do the all-in-one or the all-encompassing option.

Doesn't mean we're, you know, going in that direction, but
we wanted to get the process moving sooner rather than later.

And just to let you all know that it wasn't something we
decided.... it was something... they got bought out, essentially,

or they merged with another company... and so, we need to move
on from them... and we've got this year to take care of that, so.

That's the update, and kind of, the news of what's going
to be coming down over the next couple of months,

with respect to replacing our assessment tool.
Any quick questions?


---Denise Reilly:
That was a lovely two minutes, Jeff.
So, [unintelligible]


---Dr. Jeff Thies:
I know David went over, so I was
just trying to pull us back in.


---Denise Reilly:
All right... I appreciate it...
I see a question from Maggie.


---Maggie Golston:
Hi, Jeff.


---Dr. Jeff Thies:
Hey, Maggie.


---Maggie Golston:
I'm just curious whether... okay, so... the second
option is obviously more appealing to me.

Can D2L do a lot of the work of gathering and 
archiving and working with assessment data?


---Dr. Jeff Thies:
Yeah... it's a great... it's a great question... and that is 
part of what we want the new tool to be able to do 

is talk to D2L in a way that... as you have assignments created
in D2L, that assessment data is pulled directly from D2L.

So, that will be part of what we're looking for in a new tool...
we've met with IT... they're on board with the concept

of an all-in-one tool as well, right... because the fewer systems
we have to navigate and maintain a connection to Banner with,

the better, I think we're all going to be moving
forward...but yes, that is a critical piece,

we want to be able to reduce the duplication of effort, right?... so,
be able to pull directly from our LMS is a critical piece of that.


---Maggie Golston:
That is the best news I've heard all day.  Thank you.


---Dr. Jeff Thies:
Happy... happy to share.


---Denise Reilly:
Thank you... any other questions for Dr. Jeff Thies?

Who, by the way, thank you for adding in the icebreaker...
I've wrote down earlier my my favorites personally: hustle,

lively, intense, blur, and learning... seems like we're...  [chuckles]
moving very fast at the beginning... Rita, you have a question?


---Rita Lennon:
Real quick... thank you so much... one of the question... one
question that I have... I'm sorry, microphone is up... I apologize.

Will... whatever we're looking at, it's going
to be really important, obviously, I'm sure...

I'm saying something that you're already thinking
about... and the team is about archiving...

and so, will there be a way for us to archive,
either with an eLumin before they shut us out,

or integrate our what we've been collecting
over the years into the new system?


---Dr. Jeff Thies:
Yes, absolutely... we'll be able to archive what we have in eLumin...
we've got a year to take care of that... that is on the radar... 

and then be able to figure that out with whatever the new
tool is, with respect to balancing the old with the new.

It's a great point though, Rita.


---Denise Reilly:
Thank you so much. And I mean, I was thinking about this...
Jeff came by my office yesterday when I was here

and I realized that, it seems like every year we're just going to
have to get used to 3 or 4 different, like, new systems it seems...

and last year it was Simple Syllabus... and then, you know,
companies just merging or getting bought out... and new tools...

I feel like we're... part of our job is going to be... what
subscription service is best for the college and for faculty.

So, I hope that we're able to get widespread faculty input in
every single one of these systems that we'll be operating in.

So, thank you for that, Jeff...  and moving on to our next report,
we're, uh... oh, we're making a comeback with Dr. Ian Roark, who...

thank you... Dennis has a presentation
about guided pathways update... go for it.


---Dr. Ian Roark:
Good afternoon again... thank you, Denise and team... there...
since I do have a few more minutes than originally allocated,

a couple of things I forgot to say in my other report and that is that...
here again, there were things that leadership brought to our

attention that really needed to be re-examined or reworked... so,
I believe Dr. Thies is also leading soon, or has already put it together...

a work group on on weight list practices, right... how can we
improve the wait list for a better and more seamless process

for students but also a process and operations
that are more navigable for faculty as well.

So, 2... 2... more to come on that... and then also, pulled
together a... Jeff pulled together a team for 8 week...

an 8 week course scheduling steering committee... and you think
about, you know... potentially moving to majority 8 weeks.

What does that look like for Pima... what are best practices
nationally? More things coming... more to come on that.

And then... also forgot to mention that there are some other
things that are mentioned, in either the cabinet's goals,

the chancellor's goals, or both.. and there's really a good
through line through those that are not necessarily related

100% to guided pathways... perhaps have
touch points or perhaps are are distinct.

So, another piece that was mentioned in the cabinet
goals is the expansion of baccalaureate degrees at Pima...

so, really excited of course about the Bachelors of 
Education, and the now 2026 projected launch, right...

there's a lot of things that have to happen 
in order for that to come to full fruition...

but one very exciting thing is, we already got our 
email from the higher learning commission

to schedule our site visit for the bachelor's degree... and it's
going to be later in this fall that that's going to take place. 

So, that's actually moving forward very nicely... and so,
that allows us now with the processes and procedures

that we're building to launch that bachelor's degree... think
about the fall of 2027... and what other bachelor's degrees

should we and could we be bringing to the table? 
And of course in a way that doesn't unnecessarily

upset the balance and newfound relationship
that we're having with our academic leadership

at the University of Arizona... so then,
now with respect to Guided Pathways...

Guided Pathways is going to be a topic, with the primary topic
for the  first academic forum on September, I believe 19th.

So, this is just a high-level overview, so that 
we're not, not talking about it until September 19th,

but at least starting conversations
and putting it on your... on your radar.

The first topic at that academic forum is also going
to be a who's who on the Provost leadership team.

So, we've gone through a number of changes 
over the past six and a half months...

and so, there will be an opportunity for each of 
the members of the Provost Leadership Team

to give some information about themselves...
what they do, what they oversee...

so that we can become more clear about,
who do you need to go to for XYZ issues?

And we know that that'll take a little bit of time to get a good
cadence on that, but at least we'll have the who's who on the

Provost Leadership Team and then Guided
Pathways 101 for our first academic forum.

But with respect to guided pathways, and
I've talked about it a number of times, right...

in talking with the team and talking with many of you, it's
not a one-and-done item... It's a monumental change

in a large number of practices, a large  number
of systems, a lot of things at the college,

and they all have to come together in a nice way... and I think it
really does behoove us to recognize the work that has been done.

A lot has been done with respect to many elements of Guided
Pathways and so, it's not like we're starting from scratch.

We have an opportunity... I've sort of said before...
we have an opportunity to complete the puzzle...

we have a lot of the puzzle completed... we have some other
pieces over here... and now it's just time to put it all together

and then iterate for continuous improvement thereafter...
but that banner year of 2027-2028 is really the convergence

of a lot of things that will need to be discussed and
decided this year... so, it's tricky and a little complicated,  

because things that we work on now or commence now
or submit to the Higher Learning Commission now,

won't be fully ready due to our catalog schedule, due to our
schedule schedule... and you and our calendars until 2027-2028.

So really, this year is important in order to
prepare for the convergence of a lot of things

for that particular academic year... so, looking at our
transfer pathways and which model will work best...

and that's something that we'll have further conversations 
with the University of Arizona, the other universities,

and all of you about... but really thinking about the number
of choices that even a new freshman at Pima has to make

with respect to their general education courses based on
their future projected degree at a future projected college,

within a large university... there's a lot of there's a lot of room
for error in the current system or extraneous course taking

that may not transfer as part of a regular program
of study... and only as an elective, for example.

So, really thinking about, what's the best model for 
a transfer pathway and that is going to include

some of the things that relate to the first year experience
bullets, which are transfer in a career context, right...

really empowering and giving agency to students through
increased guidance and increased information

about the career landscape for the 4-year degree
and helping them make educated choices

with respect to their transfer pathways... true story...
I'm not... and I don't make decisions on anecdotes,

but it's just interesting when anecdotes, you know,
sort of confirm what you do see systematically...

on Super Saturday, June 7th, when my son went through
the process, right... he had a number of friends,

which was also cool, there on that super Saturday... well, my
son declared Business, so I think Vivian's on and some others

just know that my son is a proud bis... you know Business
pathway and that was clear... really became clear for him

on that super Saturday... but all of his friends, they didn't have 
their dad or their mom or anybody else there with them...

most of them were there by themselves... and
we would hear things like, from his friends...

well, I made... why did you choose what you chose?
I don't know, it just sounded good.

Like, wait, correct... so, how many of our students are
declaring what they declare because it just sounds good?

And it doesn't mean that within the first semester,
students make an impermeable choice, right...

that never ever moves again... or you know, can't
be... can't be changed in a movable choice...

can't be changed in any way... it means that they at least,
have to make some sort of sense of where they're going...

and we... also gives us the opportunity to think
about meta-major structures at the institution...

and if they change their minds, they change their minds... but
initially setting goals, and then working towards those goals,

so that that that they're not burning through their courses
or their financial aid, early on in their educational career.

So really, a lot of work to be done around our transfer 
pathways model... but in that career context bringing...

implementing career codes or career choice 
codes, as some call them, to really fill in the gap

with what happened when we removed concentrations...
so, when we removed concentrations there should have been

the implementation of career codes... because that will help
advisors... that will help program faculty... that will help all of us

really know from a data perspective, at an individual level,
and at a macro level, which students are on which pathway,

which will further hone the guidance around...
the guidance and support they need around

ensuring they're taking the correct courses to meet the
major at the university that aligns to that career code.

There's a lot of work that has to be
done with respect to career codes, right.

In the workforce development world, standard occupational
codes are assigned by the Department of Labor...

and we need to see a through line from program choice
to classification of instructional program or CIP code

to the SOC code... and really thinking through what that
sort of structure looks like for transfer pathways...

so that there is that career alignment all
the way... all the way through to the experience.

With respect to First Year Experience in partnership with
Student Experience... you know, better leveraging...

the tools we already have, such as the Career Coach software
as a part of the onboarding process at the institution...

so that learners all have the access in the agency and
then the information they need to be making that choice

in partnership with their advisers and then in the
future, as they move into student success courses.

Required STU... we know that student success courses
work... we know that our student success courses

lead to better student outcomes in terms of persistence and
retention... and so, there already sort of has been a requirement,

if you will, but there's been a lot of leeway and exceptions
and workarounds to student success courses...

but if we know that the regimen works... and we know
that it does, we should really be giving that opportunity

for our learners to take their student success course early within
their program... so, we're thinking about and talking through

what that would look like, and perhaps, what it would
look like for student success course to be required

before learners on pathways take their 12... their 13th credit... so,
12 credits or before, is what what we're thinking about, right.

There's still a lot of conversation to occur
and a lot of work to be done in that respect.

So those are some of the things that are very... that
you'll see in the Cabinet goals for Academic Affairs

as it relates to Guided Pathways with Fidelity... there's a
lot of other things with respect to Guided Pathways as well

that we'll be talking about throughout the years to come and
subsequent years as well, because this is a multi-year initiative.

So again, Academic Forum on September 30th
from 1:00 to 3:00, with 2 focus points...

Guided Pathways being the second program item...
the first is who's who on the Provost Leadership Team.

And I'm not monitoring chat... I'm not really good at 
watching chat whenever I'm talking in a virtual meeting. 

So, if there's something I need to address
in chat, please let me know... and I saw...

a hand go up.


---Denise Reilly:
There was a hand from Kimlisa.


---Dr. Ian Roark:
Okay... Kimlisa.


---Denise Reilly:
Kimlisa, do you have a question?


---Kimlisa Duchicela:
Yeah, actually I do, but maybe it's better for the forum... but very
quickly, the... what about the people that aren't on pathways?

What about the folks that just pop in to take, as I was
just told by ASU for my daughter... to take a Biology

and a different class here at Pima next summer? Are they
going to have to... last Pathways, people, it was a thing...

it was really hard... they were like,
"No, you have to be on a pathway"...

and the student was like, "No, I just don't
want to take three classes"... so, you see...


---Dr. Ian Roark:
it's a... it's a great point, right... because there is a certain number
of students... and again, I think a career coach structure

will help us better identify who those learners
are... right now, it's very difficult to do so.

So, if we have the mechanisms in place to better identify
what the actual goals or purpose of attending Pima are,

we can talk through those conversations, right... I'm not making
a decision right now, Kimlisa, I'm just talking out loud.

So, I want to clarif... you know clarify... to me, it just 
really sort of makes sense that the required STU

is for first time in college pathway oriented students,
whether they're CTE or whether they are transfer oriented...

and also there's other things, right... some programs, it may
not, you know... if a program is less than 12 credits, right...

and there's no stackable program afterwards... we have
to think about other other common applications, right...

so, let's start with the ideal, and then let's talk about the
exceptions... but also, let's not make so many exceptions

that the original intent is just diffused and we're no
longer serving the majority of our students well.

So, it's good points and those things will all
be taken into consideration... thank you, Jeff.


---Denise Reilly:
And the rest of the things in the chat are just some comments
about some specific programs and the Academic Affairs forum.

I do want to... I do want to make a comment Ian and
this is something that can be answered in the forum,

but I think it's something to know ahead of time... you
mentioned this widespread use of a tool called career coach,

and my question would be... I understand the rationale of
having a code for students and having them in specific areas...

the question would be, what is going to be done with that
information?  We collect a lot of information from students,

but how is that going to move the needle
in terms of the transfer process and what...

like, how is that data going to be used by
either advisors or counselors or others?

You mentioned faculty advisors like working with students... 
exactly kind of the logistics of how that is going to be used

would be important to know, I think.


---Dr. Ian Roark:
Absolutely... and of course some of those are going
to be procedural things under student experience...

part of those are going to be under Academic Affairs and then
part of course a partnership and overlap of the Venn diagram,

if you will... so, so noted and members
of my team, also, please note that...

as we're putting together the
content for September 19th.


---Denise Reilly:
Thank you so much.


---Dr. Ian Roark:
Yeah, absolutely.


---Denise Reilly:
We have one more minute... do we have
any other questions about this item?

It does sound... I really appreciate that we have a longer period of
time to discuss this Guided Pathways and any of the changes...

As Kimlisa mentioned,  [chuckles]  it wasn't the easiest
when it first rolled out several years ago with a lot of...

but I think that... I think having structured
pathways for students and... is really important

as far as trying to move the needle with increasing
our transfer rates... so, thank you for that.

And the next we have is the AGEC redesign...
and there's also a feedback form...

and I just want to mention with Dr. Michael Parker coming
up, that I really appreciate... something I've asked is that

everyone who requests to present and wants to gather widespread
 feedback from faculty, bring the form with you...  [chuckles]  

so that faculty can actually fill out the form while we're
in a meeting, or when there's a few minutes of time.

It's much easier than trying to ask people
later on to comment on something.

So, it's much appreciated that, I think both Michael Parker and Dr. Josie
Milliken, both have feedback forms attached to their presentations.

So, thank you... Mike... Dr. Parker, go ahead.


---Michael Parker:
Well, good afternoon everybody... I hope that you've had a
good start to your semester, restful weekend last weekend,

and have this one coming right up here... so, I'm here to
talk to you about AGEC... the AGEC Reimagined Initiative,

and I'll give you a spoiler alert... we're done... but we'll
go through the whole slide deck to take a look at that.

Whenever I say we're done, I'll get to the complicated part
of that in a minute... but in terms of reviewing courses,

and all of the governance pieces of it that involve faculty revising
courses after we looked at that first... our existing course bank...

that work was completed last May by the Gen Ed 
committee... so, if I could get the next slide please.

All right, so this is the retrospective part... way back in...
you know this even started before February 21.

I think if you look at the policy that I linked there, it's
an ABOR policy... in about 2019, ABOR first started...

and ABOR, Arizona Board of Regents, that's the governing body,
who oversees the 3 state universities: ASU, NAU, and UofA...

adopted a policy directing the 3 state universities
to create a program of general education...

and there was some emphasis upon civic engagement in there,
civic duty about our constitutional republic, that sort of thing.

And they were also advised to create, among other 
things, something called American Institutions,

which was related to that... and at this point, the 3
universities have adopted general education curriculum.

and I don't know if you subscribed to the local newspaper,
but of all things, somebody wrote an editorial

about the general education program at the University of
Arizona, which is something that you don't frequently see...

that that seems to rise to that level... so, even though
in early discussions where after the, that policy passed,

and the universities assured AZ transfer, which is the
group that is legislatively... is a response to legislation

that says something to the effect you have to make it easy
for students to transfer between community colleges

and universities in Arizona... the way to enact that is AZ
transfer... even though the university said, we will continue 

to accept the AGEC in the form that it's currently in...
in perpetuity, or whatever... we have no reason not to do that. 

The AZ transfer steering committee decided
that it was time to revise the AGEC...

and in part, not only was it because it was a good 
idea to to make sure that the general education

that was being offered at the community colleges, aligned
pretty well with what was being offered at the universities.

The other thing to think about is that,
once the AGEC had been first implemented

sometime in the early 1990s, I believe... it had not been revised since
then... so, it' been pretty much a static thing between 1990 and 1922. 

And I've given you links, as I said, to 2 things there...
1)  the policy of ABOR... you can also follow that page

and see what all of the general education programs
look at the... look like at the different universities.

And then the second one is just the redesign...
the link to AZ transfer redesign.

So, if I could get the next slide, please.

All right... here are the major changes... here's
what we currently have right now in the AGEC,

and this will be the last year for this that's
currently in the catalog... there are 3 AGEC's:

AGEC A for students who intend to transfer after they
leave a community college into a liberal arts major.

AGEC B, students who tran... who intend to
transfer and major in Business at a university.

And AGEC S for those who are in
Science, Engineering, and STEM fields.

One of the big things, one of the more dramatic
revisions that that was originally envisioned

and which carried through to the end of the review process
is that we will be going from one A... 3 AGEC's to 1.

So now, regardless of what a student intends to major at
at a university, they have a single AGEC that they'll take.

So Science students, STEM students, Business students,
Liberal Arts students... all going to take one.

There was a reduction from 35 to 37 credit hours, down to
32-35... the elimination of special requirements C, G, and I.

One of those is cultural awareness, global
historical awareness, and intensive writing.

And another thing that was eliminated... and the reason
for that was articulated... it was too hard to track

in sort of backend type things, you know... whether...
and that's the most information that I have on that...

that's the reason why we got rid of C, G, and I... and there
was some consternation some sort of concern about that,

but I think that we found a way to retain at least the
C and G elements of it, through a different means...

the same effect through a different means... elimination
of options category, which was... you would complete

X number of credit hours in the distribution categories...
and then there would be this remainder and you would take

something from options and we had a whole group
of subcategories that were included in that options...

one big loser of that... I mean not loser, like one person
felt they lost out... I won't say that they're losers,

that it was decided... there used to be a number of CIS courses
that were part of the science options category that was eliminated.

So, and finally, to kind of align with the new ABOR policy,
we created something called Institutions of the Americas,

but it departed, I think, pretty significantly
from what is included in the ABOR policy.

So, those are the major changes.
Next slide, please.

And now, I'm going to get into just the process that
we went over to get to us to the point we are now.

Summer 2022, the AZ Transfer Steering Committee formed
a subgroup that included AZ Transfer Steering Committee

members plus some recruits... I served on one of those
groups to develop the Arts and Humanities category.

Got together and began discussing how
we were going to create those criteria.

In fall of 2022, AZ Transfer recruited through ATF list
serves, I think people to serve on the different groups,

who were going to develop the criteria... those
were completed and submitted in December.

Then in spring of '23 collected feedback
from all of the community colleges on those.

And you may recall way back when during that period, you would
have received a survey from the.. with the AZ Transfer logo

asking what you thought about those draft criteria....
then between spring of '23 and fall of '23...

spring of '23 and fall of '23, the AZ Transfer Committee,
Steering Committee, adopted new criteria

with some revisions based upon the feedback that they had
gotten... changed a few things... and then also released

a statewide implementation timeline with a
fall '26 roll out... so, that was that part of it.

Then we go from the sort of external processes,
statewide processes, to the internal ones...

and if I could get the next slide, please.

And this is what the General Education Committee
has been doing for the past couple years.

So, spring and summer of 2024, reviewed all of the existing
coursework that was in the general education curriculum,

using the then current catalog, to say, "Here's everything
that's in general education. Let's take a look at it

and see if it makes the cut based upon
these new criteria that we've been given."

And in our initial review, we focused exclusively on course
learning outcomes... we didn't take a look at the whole outline...

we didn't ask people for syllabi, anything like that...
we just looked at the course earning outcomes.

Did that over spring and summer. 
Next slide, please.

We released the results to the different academic divisions
on All College Day and each of the results were were coded

based on how closely we thought they aligned with the
criteria... some were kind of off, some needed no revisions.

Okay, I'm going to speed this up... then we gave people the
opportunity to resubmit it and provide additional information,

since we didn't look at anything beyond the
close, those red and yellow submissions...

we created a mass process where we could then take
those courses that didn't need any course revisions... 

and then get them through in one fell swoop.
Next slide, please. 

Spring of '25, we looked at the red and yellow submissions...
we collected submissions for Institutions of the Americas.

We wrapped that work up in May... and as an end, we've
got the revised AGEC curriculum in the '26-'27 catalog.

Next steps for the general education
committee are CTE General Education.

I provided a way if, if... and please, this is
just the product of my imagination alone...

if we want the CTE Gen Ed curriculum to align with the 
AGEC, there's a possible way it could do there with retaining,

you know, most of what is currently in there... and then,
the other thing that I was going to say... again,

part of those special requirements, there was some concern...
worry... about the elimination of those Cultural Awareness

and Global Historical Awareness courses... it turns out that
the Institutions of the Americas is another way of doing that...

and I've given you some numbers about courses that currently carried
that designation, that ended up in the Institutions of the Americas. 

And I've got questions... and I guess I probably
have about 30 seconds for questions.


---Denise Reilly:
I appreciate that you included a Google 
form for any questions... and then, this...

I think my question is going to be... where does this
move forward?  Is this housed under the Provost office? 

Are you taking this initiative forward
or continuing with that Dr. Parker or...


---Michael Parker:
No, this, this is me bidding adieu to this particular
project... Ken Chavez is now the co-chair, 

administrative co-chair of the Gen Ed Committee and
he is also working with Jim Craig, over Business and IT...

so that they'll... because the focus
is on that CTE General Education.


---Denise Reilly:
Perfect... so, no, it would be great to have a couple months
from now... possibly an update on where this is at,

based on the changes and what's needed to come next.


---Michael Parker:
And that would be the other thing... I think there were two
elements of it... there is still work, I imagine, being done

on the AGEC redesign, but it's stuff like the registrar and
CQI, entering stuff in banner, but the governance work is done.


---Denise Reilly:
Okay... lots of backend work to do... I can see
from Dr. Jeff Thies... so, thank you so much.

Much appreciated for that report... and we're moving on
to Dr. Vanessa Arellano for the program review process.


---Vanessa Arellano:
Thank you so much Madame President...
thank you, Dennis, for sharing the screen.

Good afternoon faculty senate, and happy Friday.

Thank you for allowing me the opportunity to talk about some of
the program review key enhancements that we have made.

this has been a continuous focal point for process
improvement at our institution over the last 3 years. 

Dennis, next slide please. 
Thank you.

So, I'm going to give a overview of the intent and purpose
of program review here at Pima Community College.

Also, talk about the key enhancements that we have made
that are effective and that we will continue to make

in our strategic efforts to meet the needs of our students...
of our... and of our community and some next steps as well. 

Next slide please.

So, here at at Pima, we have really focused in on program
review as a systemic and institutionalized process

to comprehensively evaluate programs for effectiveness, student
success, alignment to larger transfer goals, also workforce needs.

And we have been really talking about... under the 
leadership of Dr. Ian Roark and Dr. Jeffrey Nasse,

about the need for alignment to market driven 
curriculum and market driven programming...

so, that will be integrated as a part of the 
purpose and intent of program review.

Program review will continue to be a data driven process... so,
taking into consideration qualitative and quantitative data.

We want that input and feedback from various stakeholders,
including our business and industry partners,

workforce development and innovation... we want to talk to our
business and industry and economic development leaders as well.

We want to ensure that our programs are relevant and we continue
to promote this culture of inquiry as we go through the

program review process... and really from a place 
of curiosity... so, that way we can take this,

this program review process as a strategic development
opportunity to look at the program's trajectory,

identify areas for improvement, and innovation and
align them to long-term planning for the institution. 

And next slide please.

Some of the key enhancements that we have made that will be
effective for this year's program review cycle, that being 2526...

the program recommendations committee was previously
led by Dr. Nic Richmond and she did an outstanding job

with, not only setting the foundation for the PRC,
but also, really just facilitating an excellent process.

However, with our new structure within academic affairs and
workforce development, we have 2 Vice Provosts and 2 AVC's,

and we collectively decided that we want to bring the program
recommendations committee back to Academic Affairs.

Dr. Jeff Thies will be leading this as the chair... and
it will be grounded again in a culture of inquiry.

Anybody that knows Dr. Thies, knows that he will be really
taking this from the perspective of of looking the data

and making data-driven decisions... with this 
change, all programs will now go through the PRC...

some of you may remember, those of you that 
are in the PRC have served previously,

some programs went directly to the Provost based on,
enrollment, completion, number of jobs in the community.

Now all programs will go through the PRC to really
ensure that we have diverse stakeholder input,

and that we're looking at each and
every single program area holistically.

This is going to be another big one here... previously we
had a a faculty voting model as a part of the PRC,

and in thinking about our opportunity for continuous
improvement.... we want to make a strong comprehensive

recommendation to the PRC... so now, it will be... instead of
a voting model we will have a qualitative recommendation

taking into consideration the various feedback from all members
of the PRC, with the Provost being the ultimate decision maker...

and the Provost as chief academic officer
has always been the ultimate decision maker.

Another big change, and this is an incredible one...
with our new model that we have with Academic Affairs 

and Workforce Development being under one umbrella.... we
have made intentional efforts to meet the needs of workforce...

so, all Deans with CTE programs will now meet with
Workforce Development, specifically AVC Abens.

So, it's an opportunity to look at each program in an innovative
way... and have dialogue regarding business and industry.

Lastly, cross-functional collaboration will be prioritized...
so, we will continue to have strong faculty representation, 

that was part of the call out... workforce, STAR, finance,
CQI, and a new addition, will be the student experience.

That is an area that had previously not been represented within
our program recommendations committee and now they will.

Next slide please.

So, I just wanted to provide you with information on which
programs will be going through the program review process.

We had an orientation earlier today... we have a call
out for faculty participation to serve on the PRC. 

And lastly, I had convened a group for AP 3.25.05
for program review in the spring... however, we put...

decided to put a halt on that until we had our our leadership
on board and we will... I will convene that group again.

So, I would expect that AP 3.25.05
will come to a faculty senate.

And with that, I don't know if I have time
to take any questions, Madame President,


---Denise Reilly:
We don't, but we can always, since this is part of
potentially guided pathways... hopefully this will be

or potentially brought up in the academic forum or at
a future faculty senate meeting... thank you so much.


---Vanessa Arellano:
Thank you. 


---Denise Reilly:
We appreciate it.

Okay, last but not least, we have Dr. Josie Milliken 
to share with us some draft AI guidelines,

a feedback form, and related resources... 
she's got it all... thank you, Dr. Milliken.


---Josie Milliken:
Thank you so much Denise, and good afternoon everyone... and
I am here to share about these AI guidelines for instructional use.

Attached to the September faculty senate
agenda you'll find three documents.

You'll find, both this document that's being shared and then
you'll also find a feedback form related to these guidelines.

And then you'll also, as is being displayed right now,
you'll see this AI at Pima page in our MyPima area.

And so, we are wanting to make people aware of this page because
at this time, it is serving as our go-to place for all things AI.

And these guidelines are linked directly in this resource,
along with our communities of practice and play...

and our vision and guiding principles.

So, the guidelines for the instructional use of AI piece came
about mostly this summer, because we enabled Gemini

and NotebookLM on the employee side at Pima.

And then, there became an increase in questions
related to instructional use, like... what should the...

what should the awareness be in terms of how we're 
using Gemini and NotebookLM with curriculum,

with our work in the classroom... what's
appropriate to upload into these tools?

And so, that initiated work over the summer in putting together some
guidelines and Dr. Kelly O'Keefe was heavily involved in this work,

and Emily and Kate and I and Dr. O'Keefe and Evan
Goldberg and Isaac met a few times in the summer

to put some some plans together and then
Dr. O'Keefe shared it with faculty leadership

and there were conversations in that realm as well... and
so, the question was... how do we share these guidelines

for awareness and for feedback, because the call is...
has been clear for just something to provide governance

and awareness and oversight... so that
there are some guidelines for AI use.

And so, from there we developed a plan, and that plan was for
academic divisions to have conversations on All College Day,

and perhaps in subsequent meetings related to
 these guidelines and reviewing the guidelines

and having conversations in academic divisions and
then, offering feedback through the feedback form.

So, as part of this communication and awareness
piece, I'm speaking to this item with all of you today

to see if there are any questions anyone has,
if there are any comments anyone has,

and also, just to encourage for comments
and feedback to be shared through the form.

Just for awareness, there are only 2 comments in
the form that have been submitted in the form so far,

and would just love to get a wider swath of input from faculty,
those of you who are seeing AI play out directly in the classroom.


---Denise Reilly:
And I hope that one of the responsibilities of 
faculty senators is to share the information

from our faculty senate meeting to your constituents 
or your divisions... so hopefully, that widespread

widespread, sorry... share next week will 
garner some more feedback from faculty.

But thank you so much for the resources shared. 
Do we have any questions for Dr. Milliken?

Thank you for all that work and and spearheading and
continuing to kind of evolve...  [chuckles]  these practices...

and evolve what the future of AI and where 
where things are going... so, thank you for that...

and thank you for providing
all the resources with you.

With that, I have just a few closing remarks for
the group. Please make sure that you signed in.

We had at one point 60 people in the meeting... I think
we're down to 40 some at this point... 47 now.

So my closing remarks... number one... the faculty
emeritus is opening the application on October 1st...

so, even though October 3rd is our meeting, I will probably
ask Kimlisa... Kimlisa Duchicela of Social Sciences

had a large hand in revising that... and so, we'd
like to hear about some of the revisions in there...

so, that will be October 3rd, but the application opens
on October 1st... so, we'll hear more about that.

Second announcement I have is that our October meeting on October
3rd is face-to-face in the Amethyst room at Downtown Campus...

so, that will not be livestreamed at the 
same time... it is just an in-person meeting...

so, that's the option... that's the only option,
and modality... but it will be recorded for you

and there will be a gathering afterwards... there's 
a lot of great things to celebrate right now.

We will have a gathering, I'm not sure... somewhere
close by... but about 35 people attended in May, 

and it wasn't just for faculty, it was faculty, staff, administrators...
and I wanted to share some of that exciting news... 

one being that Dr. O'Keefe is not here today because
she is currently walking at her doctoral degree ceremony. 

So, when you see her next month, make sure
to give her a big congratulations for that.

Second, you know, another announcement going on...
so, I know I'm going to put this guy on the spot,

but our Vice President just got engaged... so, congratulations
to Dennis Just for that... so, lots of great things to celebrate.

I don't know what's going on. Rita... I'll have
to get... I feel like I'm rounding out our team. 

And last but not least... yeah, I have a big birthday coming up
in October... so, if you join us at the after gathering in October,

then potentially you can have a piece of amazing cake that
I've already asked... if you don't know Gayle Bell is an amazing,

fabulous baker... and so, I've already put the plug in and
asked her... hey, you know, I love carrot cake, right.  [chuckles]

So hopefully, we'll be celebrating lots of great things
to come... Rita, I'm sure there's something great too, but

but we have lots of great things going on... I just
appreciate all of you and coming to these meetings.

And I also want to say a huge thank you to the Provost office,
the leadership of Dr. Nasse, of Dr. Roark and the team.

I just really see a lot of great things to come... I mentioned
this in August, that we have great reason to be happy

as faculty at Pima Community College right now... things
are going well in terms of our voices, in terms of structure,

in terms of streamlining things...
and just more than anything, support...

we're getting support for the work that we're doing
in the classroom with students and we just...

I really appreciate that we're being heard and not only just
being heard, but there's action coming along with it.

So, thank you to the Provost Leadership Team,
who I noticed are all here as well...

and just for your hands-on and and responsive
approach, I just want to say thank you for that.

And with that, that ends our September virtual meeting...
we will see you in person in October... thank you all.