********************************************* DISCLAIMER: THIS FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND IS PRETTY CLOSE TO 100% VERBATIM. THIS IS AN EDITED FILE BUT MAY CONTAIN SOME ERRORS. THIS IS NOT A LEGAL DOCUMENT, IT MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. ********************************************* October 3, 2025 Faculty Senate ---Denise Reilly: Okay, it's 103, we're going to get started... I think we're already recording, correct Vice President Dennis just? ---Dennis Just: Yes, we are. ---Denise Reilly: Okay... welcome to our October faculty senate meeting... please make sure that you sign in, senators, and sign in if you are a guest... also, if you're a proxy for someone... we have some voting going on today so we want to make sure that everyone signs in... we're going to go around and do welcome and introductions. I see a microphone... I see 2 microphones... so, those of you in the back there that want to... you're more than welcome to sit in the table... you'll be ready to come up on those microphones, but we're going to go ahead and take it around  this way first and I'll walk it down here... So, my name is Denise Riley and I'm faculty senate President and I represent college readiness and student success. ---Dr. Ian Roark: Good afternoon... my name is Ian Roark... I serve as Provost and executive Vice Chancellor of Workforce Development, Academic Affairs, which means I represent all of you. ---David Parker: Good afternoon... David Parker, Executive Director, Enterprise Risk Management, Ethics & Compliance, and the Title 9 Coordinator. ---Emily Besich: Hi, I'm Emily Besich... I'm a Librarian here at the Downtown Campus and I'm representing my colleague Sol Gomez today. ---Kimlisa Duchicela: Hi, I'm Kimlisa Duchicela... I am representing Social Sciences. ---Brooke Anderson: I'm Brooke Anderson representing Writing in the Communication division. ---Crystal McKenna: Hi, I'm Crystal McKenna and I'm representing Science/Climate Action and Sustainability. ---Ally Stacey: I'm Ally Stacey... I'm representing Math and I'm also proxy for Diane Lussier. ---Caroline Torres: I'm Caroline Torres... I'm representing Math. ---Stacy Cousins: Thank you... I'm Stacy Cousins representing Nursing. ---Maggie Goldston: Hi, Maggie Goldston representing English. ---Matej Boguszak: Hi everyone. Matej Boguszak, Math. ---Nolvia Cortez: Hello my Nolvia Cortez, Spanish. ---Emily Halvorson-Otts: Good afternoon... Emily Halvorson-Otts and I am your acting Vice Provost of Academic Affairs. ---Alex Armstrong: Hello, Alex Armstrong and I'm representing Science. ---Sarah Kirchoff: Sarah Kirchoff, I'm representing Applied Technology. ---John Gerard: And I'm John Gerard, Applied Technology. ---Sarah Robinson: Sarah Robinson representing K12 EDU. ---Raymond Ryder: Raymond Ryder, representing Arts. ---Vivian Knight: Vivian Knight representing Business and IT and Hospitality Leadership. ---Jane Hall: Jane Hall, representing Business and I'm serving as a proxy for Karla Lombana. ---Rita Lennon: Hello everyone... Rita Lennon, I am representing Health Professions and I'm the Board of Governor rep. ---Kelly O'Keefe: Hello everyone... my name is Kelly O'Keefe, I am the representative for Workforce Development Lifelong Learning, as well as the president-elect. ---Denise Reilly: We'll take it over to Dennis back there. ---Dennis Just: Yeah... Dennis Just, oh... Dennis Just, representing Science... I'm the faculty senate Vice President. ---Denise Reilly: Awesome... and if we could go to the guests back there, maybe those by the far microphone on my right, your left. ---Greg Loumeau: Greg Loumeau representing Digital Arts. ---Jose Saldamando: Jose Saldamando, I'm the internal auditor for the college. ---Aubrey Conover: Good afternoon... Aubrey Conover,  Vice Chancellor for Campus Operations. ---Theresa Riel: Theresa Riel, Governing Board. ---Nina Corson: Nina Corson, Downtown Campus Vice President, and I welcome you all to campus this afternoon. Thank you for being here. ---Jim Craig: Jim Craig, Dean of Business, IT, and Hospitality Leadership. ---Padma Nair: Padma Nair, representing  Science Division. ---Dana Roes: Hi, Dana Roes, Dean of the Arts. ---Jon Haywood: Jon Haywood with staff council... I'm proxy for Cody Watts, our President. ---Maria Menendez: Jose Maria Menendez, Math faculty, visitor. ---Michael Tulino: Hello... Michael Tulino, registrar, guest. ---Michael Amick: Good afternoon... Michael Amick, Chief Online Learning officer, guest. ---Ken Hosto: Hi... Ken Hosto, representing Access  and Disability Resources, guest. ---Vanessa Arellano: Good afternoon. Vanessa Arellano, Director of the office of the Provost Initiatives and assistant to the Provost. ---Phil Burdick: Phil Burdick, Vice Chancellor for Marketing,  Communications and Strategic Outreach, a guest, ---Jeff Thies: Jeff Thies, Vice Provost Academic Operations, guest. ---Irene Robles-Lopez: Irene Robles-Lopez, Vice Chancellor for the Student Experience, guest. --- I'm Jessica Tinklenberg, Executive Director of the Teaching and Learning Center, I'm here as a guest. ---Lynnae Thandiwe: Hi... I'm Lynnae Thandiwe, I'm the Department  Head for the Paralegal department. ---Josie Milliken: Josie Milliken, Dean of Distance Education, guest. ---Amanda Abens: Amanda Abens, assistant Vice Chancellor for Workforce Development, guest. ---Denise Reilly: Is that it for introductions or are we missing anybody back there? No... okay... thank you so much. There's so many faces that I've only seen through Zoom... so, it's kind of nice to see... [chuckles] people in person. Let's take a look at the minutes for September... and once we take a minute to review these minutes... thank you, Dennis is going to be our driver, as usual... and I'm looking for a motion. [chuckles] Sarah Mo... Sarah Kirkoff moch... Sarah Robinson, sorry wrong... [chuckles] motions to approve the minutes. I have a second.. Okay... Alex Armstrong seconds it. All those in favor... see this is why the senators are in here. All those in favor, raise your hand... like not a  virtual one... oh my goodness gracious... [chuckles] Dennis, do we have a proxy? Can we count? ---Dennis Just: We are two people shy of a quorum. So, if you haven't signed in yet. ---Denise Reilly: Ooh. Or if you're a proxy, can you use 2 hands... [laughs] if you're a proxy? Because I think we had a couple proxies. We're at quorum now, Dennis. ---Dennis Just: Yes. ---Denise Reilly: I believe so... okay... thank you so much. Now, I did... Kelly and I are splitting the secretary role for this semester, and I did take some initiative here to try to condense some of the titles... but whatever you signed in as is what I implicated here... so, if it's incorrect, please let me know... but thanks for approving those. [chuckles] Also, next up, we have requests for agenda modification... I think we were going to modify timing on David Parker's presentation, correct? I think we might... a little bit up on the agenda... so I think we're going to move the AP/BP section, which is last on the agenda... and I think we are going to move it to after Credit Hour SOP, from Emily Halvorson-Otts... and we'll just move that and plug that in right there... okay... thank you. Any other requests for agenda modification, for timing? Great. And request for executive session? Thank goodness... I'm not sure how that would work. Kick everyone... [chuckles] outside the room... that would be a little tough. And Dennis, I'll swing it over to you as Vice President for requests for open forum... or actually, I won't swing it to you yet. Request for open forum? ---Dennis Just: Yes. ---Denise Reilly: Yes... Kelly, go ahead. ---Kelly O'Keefe: Hello everyone. I just wanted to make a quick announcement... so you are hearing a little bit about what's to come in January for All Faculty Day... we are shaking it up a little bit and we heard your feedback... and there was plenty of it to go through a few times... make sure that we're, you know, hitting the mark for everybody. Some people really loved all the entertainment last year... some people appreciated the work that went into it, but really didn't want to sit there and listen to it the whole time, right. So, what we're going to do this year is kind of, flip it around, with the timing of the schedule... and we're going to start out with a nice substantial breakfast instead of doing lunch this year. And breakfast will start at 7:30... and then, you can either sit in the cafeteria at West and have breakfast, or you can bring it to your division meeting... we're going to do division meetings first. And then, after the division meeting... then we're going to go to the Proscenium Theater and have the presentations by our Chancellor and the Provost as well as PCCEA and is it AERC, I think... and so, that's how we're shaking it up. You're going to be done before noon or at noon and you're going to have the rest of the day to do whatever you need to do to prepare for the semester... we do realize it's 2 days before the first day of the semester and so, all faculty day is January 13th... and it just so happens to be my birthday that day. Just want to let everyone know... [audience chuckles] so be nice. [laughs] So, if you have any questions, I'm happy to answer them now, but we're hoping that that's going to fit what everyone's feedback was. And, if you have any other suggestions about details, please, just let me know afterward or by email... thanks. ---Denise Reilly: Kim.lisa Duchicela. ---Kimlisa Duchicela: I just had... I couldn't get it out... it was my birthday this year, so I know how you feel.  [audience chuckles] I wanted to bring up a topic and it came out, like, this week... and that is the roll out of Menlo to all of our computers... and to our our classrooms in the middle of the semester, in the middle of the week, and we all stood there and  had the spinning pizza of death. And I would like somehow for there to be some kind of... I don't know... advance... I know, I know that Isaac sent out a message, but I don't think he foresaw the fact  that it would freeze all of our computers. And I don't know how many tickets they got, but I bet it was a lot... but somehow there has to be some kind of better coordination between IT and us going into the semester... I respect what they do... I honor what they do... but at some point there has to be some kind of balance between our security, which I completely am behind, and our ability to do our jobs... just saying. ---Denise Reilly: Thank you for that, Kimlisa... I want to remind everyone that open forum can be an announcement, can be a sharing, or it can be some issue or concern that you have that is not going to be solved right now, [chuckles] but the powers that be in this room might have the ability to solve those and communicate those later on. Dennis, did you have one, too, or did you want me to? ---Dennis Just: Yes. ---Denise Reilly: Go ahead. ---Dennis Just: Just a quick shout out for the Tucson Classics car show... tickets are only $10 and the proceeds go towards Pima Start. So, please check it out... there's a  link with information in the agenda. ---Denise Reilly: We also have some flyers over there from our Pima Foundation and we also passed them around here. So, we're marketing for our Pima Foundation and Marcy Euler... thank you.. any other requests for open form? [laughing] Thank you so much... I believe someone from  Fine Arts was going to mention... I'm just plugging in here... is there not the Art Gallery Reception tonight? I believe that someone... a senator from Fine Arts was going to mention that... nope on that. So, I believe the art gallery upstairs is having a reception from 5:30 to 7:30... I see her... go ahead, Dana... thank you [chuckles]. Thank you so much... okay. [unintelligible] ---Denise Reilly: We were just wondering if that was a theatrical. [laughs] This is the beauty of having in-person meetings right now is you are able to have that conversation and talk about that, that you can't do in squares. So great... all right, we're moving on to requests for faculty engagement... Dennis, go ahead. ---Dennis Just: Thank you, Denise... so, we have 2 right now... we have the... the first is for the HLC Corrective Action Plan Workgroups. You can see the information here... one's related... one's related to the communication plan... and one is related to the participation plan for faculty PD's... we need 2 department heads, so you can use these Google forms to go and submit. And then also, we have another request for the Student Learning Assessment Committee Workgroups. So, here's a video from Elliot that explains a  little bit about it... and so, if you're interested, you can click on the form right here and put your name forward... thank you. ---Denise Reilly: Okay, we're cruising right on time... I'm going to  switch the President and the Provost report... So, I'm going to defer to my colleague Dr. Ian Roark, who's going to give us a provost report. And Kelly's our timer, so she'll give you the sign  or some kind of a symbol flag something in the air. And that's for all presenters by the way, so just kind of some business is... Kelly will give you the 1 minute warning and whatever format. ---Dr. Ian Roark: Sure. ---Denise Reilly: Okay... one for... whatever format that is... and in addition, if you are presenting in the business items section, you can come on over to the podium and share that. ---Dr. Ian Roark: I get 10 minutes, correct?  Okay, I'm starting... I'll have this timer in front of me, too, just to make sure. Good afternoon everybody... some of you were in the staff council meeting this morning so this may seem a bit redundant, but happy fall... I'm starting to wear my fall colors and I'm excited about the fall colors that will be on Mount Lemon later in October... so, for those of you that are hiking enthusiasts... and even if it's not, it's an easy trail... I highly recommend going to Bear Wallow where you can drive an hour up Mount Lemon and see fall colors... or you can buy an expensive plane ticket and go back east... I also recommend the Huachuca Mountains this time of year as well... so, I am certainly excited about my favorite season in Tucson and southern Arizona... and I hope you are as well... again, thank you for all of the work that you have already done throughout this entire semester... as I've said in a number of occasions,  including a letter that went out today... teaching and learning is the... is at the heart of the mission of the organization... without it, all of the other areas wouldn't have a core function to be supporting you in what you do with respect to teaching and learning... and I'm excited for what everybody in this room... faculty, staff, and administrators, have done so far under the leadership of our Chancellor, Dr. Jeffrey Nasse, and our supportive Board. I would probably say that, Theresa, if you weren't in here anyway, but I would just thank you for attending... Theresa and I actually attended an event... a number of us in this room attended an event yesterday... the Chamber of Southern Arizona's Business Summit and we got to hear a lot from some outside of education speakers about artificial intelligence, about the importance of connecting  with your customer, or in our case who you serve, your learners... and then finally, the President of Raytheon came out and gave an update about global geopolitics with nearpeer competitors China and Russia... and the increasing threat and what is going on here in southern Arizona with respect to how this is an important national security asset... so, it was quite fascinating and Board member Riel was able to join me in a VIP session where we got to meet with all the... so, thank you Board members for attending that. All right, I'm going to go through the agenda items just, really acknowledging... I'm very grateful for the opportunity that Dr. Nasse has given me with a direct appointment... I'm going to acknowledge that openly, that this was a direct appointment. I'm not going to shy away from it... and that those who have worked with me for a long time know that we have a number of work forces over in the Workforce area that we hope to broaden out to other areas, but they're really about things about the character of leadership or what it means to be given great responsibility and be good stewards of what you've been given... and this position, right...is ultimately all of our positions, but this position is, you know, a high-profile position. And that means that it is of course a public position... it is a... it is not mine... I don't own it... this is owned by the community... this is owned by the college community... and that means I'm going to have to work every single day to earn what was already given, right... I've worked very hard, trust me, all the way leading up to it. But I assure you that I will continue that hard work... pardon my  voice, I've got some extra extreme allergies and that also comes for me at this time of year. And so, one of the sayings that we have in the Workforce division under Amanda Abens is, the finish line of yesterday is the starting line of today... and I take that very seriously... that while we have made improvements, we have many more to do... and we will work very hard to continue to earn your support all of across the whole Provost Leadership Team as we move forward under our Chancellor, with our new Chancellor's goals, that the board approved... and then, our Cabinet goals, that were ultimately approved by Dr. Nasse, that will be coming out soon. I'm not going to go over those Chancellor's and Cabinet goals in line item by line item detail... I'm hoping that everybody read the email that Dr. Nasse sent out about his goals... and then the explanation of each one of those goals, which I thought was quite eloquent and well stated. And so, there will be coming forward soon, a series of something new to Pima, which are called the Chancellor's Cabinet goals. So every single Cabinet member, those are the individuals who report directly to Dr. Nassie. We all... each have our own set of goals that really feed up to those macro goals, because those goals were broad and didn't provide a lot of detail.... there are more details provided in the Cabinet goals. I've already shared and given a preview of those with faculty senate leadership... there was some fine-tuning behind the scenes that we are going to be doing before we send those out... but I see that my colleague Phil Burdick is here... and so just real quick, Phil, do you know if we're going to be emailing those out to the college community or do we just forward those through our reporting lines when finalized? Okay, great... so, you're going to... so, there will be forthcoming communication regarding chancellor's cabinet goals as well. And then, really, one of the things that we talked about this morning... and again, Dr. Irene Robles-Lopez... if you want to take a moment of my report, feel free, but if not, that's okay. We are going to be working together, Student  Experience and Academic Affairs. One of the primary goals is around the First Year Experience... and really looking at the current state of the First Year Experience for all of our learners and then how can we work together across Academic Affairs and Student Experience, to ensure that that is something that our learners walk away with saying, "wow", right... at the end of the day... that is an institution that I know loves me, cares about me at every corner, and that I know what my goals are, and that I'm supported in reaching the appropriate resources and programs to meet those goals. That's sort of an ideal outcome of what all of the details around First Year Experience will look like... but again, the title of Executive Vice Chancellor of Academic Affairs and Workforce Development is different and necessarily a somewhat different position than former Provost roles at the institution. In concert with what Dr. Nasse has laid out, it really is  looking at how do we say, there isn't an academic, you know, side of the house and a workforce side  of the house... it really is all of the same house. And the majority of our learners who come to Pima  Community College with the intent to transfer do so because they want the promise of what that bachelor's degree is going to do for them, their households, and their families... and so, ensuring that they're making that transfer choice in a career context is also very important, right? So, we have to ask what agency and what tools are we providing our learners, so that they know why they're choosing that program of study that they're choosing and what it will ultimately lead to in the end for them, both in in terms of career but also continued graduate or professional education. and so, the college scorecard that Dr. Nasse has led that effort, through Dr. Richmond and STAR... that's why there's all those other metrics that are related  to transfer and career on that scorecard as well. So ultimately, we're looking at how well  we're doing with student success and transfer with how well they're actually doing after they get their bachelor's degree. So I'm excited about working with all of you on those things... there are some serious... other serious things here that I think we... we're publicly making aware of because there's a lot of talk going around, and just want to make sure that the college community is aware of some of the things that the college is contending with. We have been in a nearly 3-year negotiation with the city of Tucson on our adult learning centers that are located on the 2 properties that are owned by the city of of Tucson... our El Pueblo Liberty Center and our El Rio Center. Those... oh, I've gone really long already, so I'll just end with there... we are having... because of the difficulty of those negotiations... to develop contingency plans on what does it look like to bring our adult learners onto our... onto our campuses. Equally, our 29th Street facility with both public safety and Adult Ed learners is really, really falling apart in a major way... and so, we are working hard on contingency plans to answer the question, what if that facility is unusable? Where would Adult Ed and where would our Public Safety programs go intermittently, until we hopefully have that GEO bond and get the public safety center of excellence up and running, which is years out... so, these are things that we're working on... and will be... continue to communicate in the appropriate manner once certain parties and certain decisions...have been included in certain decisions, are actually made. And then, at the federal level I just wanted to draw attention to 2 things that we're also having to work on, right... Michael Amick, who's there... sitting there as a guest... we learned that the PimaOnline Strive grant was pulled by the federal government... that impacts a number of our colleagues, right. We know that a lot of our colleagues have lost their jobs because of other grants that have been pulled... and so this weighs on me tremendously each and every day, that we have people who are losing employment because of unreliability and volatility at the federal level and really not knowing what's even going to happen next. So, just really, you know, thinking about with Michael how do we how do we fulfill that vision of a PimaOnline eCampus even though this grant is going away? What are the things that we can do through the college? How can we ensure that we have at least some measure of investment even though that grant is going away... to support the enrollment of 50% of our learners at the institution in online courses? And then, also with adult basic education, 53% of their budget is federally funded... and right now that is in the crosshairs of the budget shutdown and is being used as a negotiating tactic, and this is nationwide... it's called title 2 of the Workforce Innovation Opportunities Act. So, we are facing very real challenges in having to plan for the contingency of... what if Adult Ed loses 53% of its budget? That is core to our mission as a college as well... so, how are we going to ensure some measure of operation and supporting adult moving forward? So, these are some of the things that behind the scenes we have to work really hard and intentional about... I'm grateful for the leadership of leaders like Michael and like Lori, who lead with both strength and humility and putting the their people first and really keeping the focus on the mission at hand. And I'm grateful for all of you that are also dealing with the uncertainty in that level as well. It's really the time for us to come together around our mission, which is to serve our students and serve our community... and as difficult as it is, right, the work is the work and we can be that shining star in our community that gives the promise of education, training, and transfer to those individuals, who want their college and career dreams to be fulfilled. There are other things that we're looking at on here, but I just wanted to make sure I got that statement in before my... before my time, which really just literally ended... ended right now. The other things are pretty proforma... you can go ahead and read through those... but if you have... and I don't know if there's time for questions, or if President wants to continue moving forward, but just thank you for everything that you do, and I look forward to working with all of you in the year... the rest of the academic year ahead. ---Denise Reilly: Thank you so much.... so, 1) I want to say that I have complete confidence in Dr. Roark and the Provost Leadership Team and our Chancellor Nasse. I had to put this on paper before speaking for my president's report... [chuckles] good... okay. Good afternoon colleagues... I'm honored to speak with you today as your faculty senate President. We stand at a pivotal moment in higher education, a time of both profound change and significant challenge, particularly for us here at the community college level at PCC... I want to talk about the current landscape, what's happening out there... and then focus on what it means for us and what we do in here... and my focus in the past has been, what we do in here. The environment we operate in today is defined by 3 major forces... shifting demographics and enrollment, financial pressure, and the question of value... we've seen some positive signs... particularly I think in the last 10 semesters, in terms of enrollment growth, especially in adult learners, those looking for quick career pivots, and clearly seeing the value in our mission... it's a strength we have to lean into. This forces us to focus not just on recruitment, but on student progression and completion... it's not enough to get them in the door, we must ensure that we complete a credential  that leads to a sustaining career for a family. This requires a renewed focus on holistic support services... from mental health to academic advising, to remove barriers to success. Financial stability is a constant challenge. While tuition is an issue for 4-year schools and for community colleges, we're being asked to do more with less... and the budget strain directly impacts our ability to  retain, hire, and offer the resources our students need. However, I was excited by the email this morning from the Provost office, and especially a kudos as well to Emily Halvorson-Otts, because when I did see that we are hiring 15 faculty for the next year, it does give us hope and promise that we are doing well. The rise of... [heavy sigh] sorry... we have to track not just retention but genuine student success, transfer, graduation, employment outcomes... and this shift requires better data systems and an institutional culture that is data informed... the question of value has been something that's been brought up, and I'm sure all of you paying attention to the news and looking on things in both sides... it's a very interesting time in our country... perhaps the most fundamental change is the erosion of public confidence in the value of a degree. With rising cost and competition from alternative pathways like boot camp, certifications... we have to continually articulate why a community college is a smart investment... our strength lies in our direction to the workforce, by aligning our curriculum to labor market needs, expanding apprenticeships, micro credentials, utilizing artificial intelligence. I want to acknowledge the profound weight of political and national uncertainty that our students carry into the classroom every day... the volatility in our government and the deep polarization in our national discourse, translate directly into  real world anxiety about federal financial aid, immigration status, healthcare, and job prospects. This pervasive stress and confusion about everything from FAFSA processing delays to the security of their rights, is a significant barrier to learning that we as educators and support staff must be mindful of... our call to action. These challenges are not abstract... they land squarely on our desks... virtually, online or in-person... and in our faculty senate work. The pressure to adapt can feel overwhelming, but it's precisely our collective expertise and dedication that will carry us through. For faculty... this requires a professional flexibility and  willingness to adapt our pedagogical approaches, embracing models like accelerated courses, hybrid  formats, competency based education to meet the needs of the modern non-traditional student. for our support areas... admissions, advising, financial aid, the TLC... your role is to be the human bridge between our students and the complexities of this institution and our systems... you provide the essential wraparound services that make college possible when life outside our walls is not always stable. However, we must also address the delicate issue  of jurisdiction and workload, as the college responds to budget cuts and new demands, there's a risk that essential support functions are subtly shifted to the classroom, putting the burden of complex issues like detailed financial aid appeals and other issues onto faculty. We must insist that clarity is maintained in our roles, ensuring that professional support staff are appropriately resourced to manage the administrative counseling needs of our students so that faculty can focus on the core mission of teaching and learning... it's clear that many of these challenges intersect with the chancellor's strategic goals for the college, particularly around student success, equity, and community engagement. As faculty, we're uniquely positioned to contribute to these goals by innovating our classrooms, mentoring students, ensuring our curriculum remains relevant and rigorous... as faculty, our responsibility is twofold... protect the core. We must fiercely intersec... I'm sorry... we must fiercely advocate for academic freedom and the quality of our institution... of our instruction, I'm sorry... we must ensure that rapid changes in programming and funding do not compromise our educational integrity or the foundation that fosters critical thinking and engagement like Liberal Arts. And 2) embrace agility... we must actively engage in shared  governance which is occurring to help the college adapt. This means working with administration to find sustainable financial models, developing flexible flexible pathways for students, and integrating data into our decision-making about program design and student support. The future of higher education will be defined by the institutions that remain nimble, accessible, and deeply committed to student success... that, colleagues, is our community college mission. Let us commit to working collaboratively across departments and with our administration to meet these challenges head on. Our students, our community, and the future of the institution at Pima Community College depend on it. Thank you. Oh, I still have 2 minutes... [laughs] so, yeah, I had to  have that written out in case I went off script there. So, with my additional faculty senate information, as you can see, Dennis has pulled up the report here.... the topics of interest this last month were in the College Leadership Council meeting that was mentioned a couple times, from a few different people... those are going really well... the Chancellor's goals and an institutional scorecard were shared and updated each Monday... so, hopefully I managed access correctly with that one... and that's something really powerful, we're excited to see and it's just great to have a Chancellor and the executive team at the highest level include faculty and include staff at the table... and to really see where we're going as a large picture institution. And I know all of you here as senators are here because you're wanting to represent your division, but also you're wanting a voice for your area and you're wanting to see the big picture and how it equates to what we're doing in the classroom. The second major update that I wanted to just mention was the committee repository... I hope you saw that email from STAR. That was a big, big work... [chuckles]  big, heavy load... and it's something that faculty leadership have been asking for for a long time. So we're really proud of where that's at now... we have to continue the work and uh... with the AP/BP process as well and I think that'll be discussed a little bit later on... so, I'm just really thrilled that administrators in this room have listened to faculty leaders and have noted the things that we've been asking for for years, for a long period of time... and they're moving on them and moving on  them with great speed, and I appreciate that. The last one is the Chancellor's goal 4 for  FYE... that one with the First Year Experience... I just wanted to mention... that is where, you know, academics and student experience will intersect quite a bit... and at this point right now, you know, faculty haven't... have had limited opportunity to give feedback to that type of programming... the activities... and we're the ones with students on a regular basis, we have direct student contact and we're... we know what their needs or their interests are. They come to us with different thoughts  and ideas... so, it will really be nice to see that we're able to collaborate and look forward  to more collaboration with that group, but also for faculty to offer feedback to the different programming and activities that happen for first year students. And that ends my report... I'm going to move over to.. yeah, 15 seconds, nice. [chuckles] Also, before I go to Rita with the Governing Board report... just wanted to let you know... this is just to share our collaboration. Erika Elias, who's a staff council past President, I think, or past Chair... [chuckles] heard a group of us talking, not that long ago about how much we love pickles, the taste of differing pickles... and so, [chuckles] she brought this at a meeting... at one of the college leadership council meetings and said, "Hey, I had to get these pickle affirmations for you for your office." And so I... yeah, I like creativity and fun in the workplace... so, you can see that we all have our pickle affirmations... I'm going to send these down should you want to keep a pickle affirmation [chuckles] during the meeting... don't feel like you're out of it... you can put your pickle on your name plate as well... so, there you have it.  [laughs] Sorry, I had to lighten the mood with something... all right, Rita. ---Rita Lennon: Thank you. Would you mind doing my time for me? ---Kelly O'Keefe: Yes. ---Rita Lennon: Appreciate you... I got 5 minutes, not 10... okay... thank you. [laughter] Hello everyone. Thank you for allowing me to speak at you for a moment. It's not my favorite thing... I actually like to listen instead of speak out, but what have we got? September 29th, the Board of Governors or the Governing Board had a study session. It's not in your report that's attached to the agenda because... []chuckling] I had to turn in my report on the same day that we were having the meeting... so, you know, timing is everything. The study session was 2-part... it was... it started out learning more about PimaOnline and what we offer to our online learners. I thought it was a very positive meeting... but because I think a lot of us are so used to having to defend the good... we were showing up a little defensive... and we had a lot of faculty representation. In fact, anyone who was here, who is here... who was at the meeting, would you please stand up? I'm not going to stand up because that's it... but anyone else... or raise your hand at least. You don't have to stand up if you don't want to... but at least raise your hand... so, there was several of us here. [Rita] Weren't you there? You were. Thank you. [Denise, unintelligible] ---Rita Lennon: [chuckling] I thought I saw you there... and anyway, it was a wonderful meeting because we got to showcase all of the wonderful things that we're able to do online... and the Provost, we also had Michael Amick... and we had... Josie Milliken was there, but I don't think you presented... anyway, we had several of us represent what we do... and there was an open session for us to actually have public comment, too... so, it was wonderful. I promise I will have that session recorded onto our meeting minutes here soon. We also learned about... [chuckles] or I learned about the Southern Arizona Technology and Entrepreneurship Center... a little bit more about that... the cool acronym is SATEC and they provide mentorship and access to business incubation for all of southern Arizona... and what's really wonderful is, as Ian had mentioned, the Provost had mentioned is that we are one of the very few who offer this outside of a university system... so, that's fantastic. I know I'm sitting right next to 2 people who could  tell you a heck of a lot more about SATEC than I could... so, I will also have some information about that. Finally, we had... on September 10th the Board met for their regular meeting. They had a link to the... [chuckles] windows provided to the presentation about the state and federal regulations that are going to impact Pima... I kind of feel like they're... that's old news, because we have a new week a new day... and there's already some more impact that we have learned about... so, if you would like to learn about the presentation though it is linked... I felt it was important for us to start paying attention to our financial statements, because we need to be a little bit more careful, you know, we need to be good stewards of every dollar that is spent. So, I have attached the June, July, and May statements for you to review if you are interested. And we also hired 93 adjunct in fall for fall 2025... and 14 new fall-time faculty, but I... or full-time faculty, not fall-time, but I do want to mention that that was just for July... so, we probably had hired some more because Denise had mentioned that we had about 31 at our faculty learning academy, so. Anyway, that closes my report... thank you. ---Denise Reilly: Thank you, Rita Lennon... and now we move over to  the PCCEA report... you have a mic already? Thank you. All right with Brooke Anderson. ---Brooke Anderson: ... says it's on. Is it working? Hello... hi, everyone... Brooke Anderson, VP of our union, our faculty union, PCCEA, and I wanted to start by talking about the September Board Meeting... our president, Makyla, in her open comment had mentioned the need for policy around shared governance... and as a reminder, PCCEA has 3 top priorities... shared governance, accountability, and funding priorities... and so, in terms of shared governance, she made that comment to the Board and Teresa is here... and Teresa followed up on that on the Board and said that she agreed and supported that... and said that we would start working on a BP on shared  governance... so, PCCEA will be sure to work with the Governing Board and through the other avenues of the college on the creation of a shared governance BP, that will meaningfully include PCCEA... and so, we had the study session as well, on Monday... and Makyla had sent out an a "call to action" to faculty because we... she knew that PimaOnline was going to be a part of the study session... and she asked faculty to come, that she knows, you know, are really doing good work with PimaOnline to support PimaOnline and to make a public comment, if they felt comfortable... but more than anything, just be a body in a chair to support PimaOnline. And then, those of us she shared it with, shared it with people... other people we know that are PimaOnline advocates and online learning advocates... she did share with us that there is some concern from the Board about success rates... particularly for our developmental learners in those classes... and so, 15 of us showed up... yay, faculty. Like Rita mentioned, 6 of us made comments at the Board... and the... Greg, I think that you know Ian and the Chancellor... and Greg noticed how many faculty turned out in support of PimaOnline... and had noticed that there was some... maybe some tension or concern that the Board does not value or is wondering if there's a lot of support for PimaOnline from the Board... he assured  us that yes, the Board is proud of what we do, knows we do great work, sees it as essential,  and that really they just want to make sure they're stewarding us and filling those gaps with PimaOnline and our online education. I do think there may be some true tension that he was picking up on that is important to acknowledge, you know, we made a big change with turning PimaOnline from  a division into an eCampus... and it was a very, you know, as a former PimaOnline department head, it was a high functioning group, I was super proud to be a part of. I think everybody felt that way, and we have been dealing with the aftermath, and that has fallen on faculty... and so any tension, any defensiveness... I think is coming from that anxiety and work that's been put onto faculty. Teresa also mentioned that we lost our handbook that was such a powerful guide... Josie was such a... she knew that handbook inside and out... we created it collaboratively... it guided our practices... and now we don't have it anymore... it's been archived and it's not there to support our practices with our devi... deans in the divisions... and so, that has created issues for us in our divisions... and so, it would be really wonderful to see that handbook come back and those guiding principles  come back for all of us to support our work. Also, we have some exciting events coming up... so, we have a strategies meeting on October 8th... this will be virtual from 4:00 to 5:00... this is for our executive leaders, but it is open to anyone, member or not, rep or not, to come and strategize with us and how we can build our union, and come together to strengthen our college. So, join us if you can... that's on the report... we have an All Faculty Meeting as well, scheduled for October 16th from 3:30 to 4:30 here. It'll be in-person in RV 170... so that please everyone come, member or not... be in community with each other... share your challenges... share what you're doing... and we have Theresa Riel hosting an appreciation party for us afterwards. So, please come... that's for members... members, she... bring non-member people as well. And if you're interested in maybe joining the union, come join us. There will be drinks, conversation, and snacks provided... and that will be at Dragoon Brewing Company. So, that's all in the report. Thank you very much, okay. ---Denise Reilly: All right, thank you so much, Brooke Anderson... and I do want to, as we bring up our our next item in the Business section here, with division spotlight and I think we have a few people heading up to the podium for that... acknowledge the TLC report and the adjunct report... I did want to also acknowledge how many people came here today. I see our executive director of the TLC back there, Dr. Jessica Tinklenberg... many of you out there... and we're coming up for division spotlight up here. Oh, sorry. ---Jim Craig: [Jim laughs] ---Denise Reilly: Go ahead, Jim Craig. ---Jim Craig: Good afternoon everybody... it's my privilege and honor to introduce you to 3 incredible leaders in the Business, IT, Cyber, and Hospitality Leadership division... to start with, we have Samantha Overton. Samantha is lead faculty in Accounting... she's a brilliant faculty, one of the best we have, and she also is very strategic in her thinking and innovative as you're about to find out... Samantha, go ahead. ---Samantha Overton: Thank you... so, just to kind of highlight what accounting is doing... we're trying to trailblaze a little bit... and with the help of our friendly neighborhood Gemini, I have ironed out something that really encompasses what we're trying to do. We piloted now... I'm in the process of piloting the second course, full flex... and that is really meeting the students where they're at... not just when they enroll in the course, but every single day for every single activity. So, a student can seamlessly switch from online to in-person to virtual for every class, for every assignment, whatever works for them that day... and um I want to say... credit where credit's due... we are not the first to do this. So, Dr. Minke was doing this in engineering several years ago... and then, about the same time last year, Tony... Dr. Sovak and I got this idea that, you know, this would be great... let's try to do this and solve some problems for our students, solve... remove barriers... and for small programs like ours, my enrollment in a course that was normally 14 students, is now at 23. So, it's increased my enrollment in a course that I can only run once a year... and I can generally only run it in one way. Now, I can run it in every way. And so, next slide. Just to show you kind of an example of what one of these courses looks like currently... the course that I'm running, they have a full-build in D2L... and so, they come into, let's say, chapter 4, and it explains to them, here's what you're going to be learning... here's what you need to read about, what you're going to be covering. And then, I give them a checklist if they want it... but they also have a knowledge check that they can all do. They do that before they ever come to class in any way to see if they understood the reading... there's a video to go with it. Then, this is kind of the key piece... the lecture, right?  How do I address that? So I do examples in class... virtually, they can attend and see those  examples... but they also can access this video, which I built in H5P to allow them to watch all of that lecture, all of those examples... and they answer questions as they move through it... so, it's interactive... and then I can see, okay, they understood this, they get the attendance points... I can take the attendance that way and I know they're active in the course... then they have other assignments throughout the course... again they can access those in any way... and the next slide please. And, um... so, at the bottom here of that same course thread they also have a discussion... this discussion is open to the entire course and it allows them to be able to ask questions to me. So, it's not for points. It's not required. It's just a board where they can come in and ask me what  they need to ask me or interact with each other 24/7. So, that is available for them at all times... and you can kind of see, this is the front page, the launch page. That link's available for them to easily access for class... they don't have to go hunt for it... and the same thing with their textbook. And I am keeping stats right now on the course that I'm in... I have a pretty good mix between in-person and virtual. And then around 40 to 50% online participation for my full class... I have 1 or 2 students that tend to not participate in a week, but then they'll participate the next week... and so, those stats are very interesting... and I have seen when someone doesn't make it in-person, they do the virtual... they're switching over to virtual most of the time. I have also seen those that started online decided it worked better for them to actually try to attend because they needed that interaction... so, they switched from online to the virtual and attend when they can. but sometimes they just can't or doctor's appointment or whatever... so, we've removed a lot of barriers and I started the semester with 24 students... I have 22, which is much better than my general kind of attrition at the beginning of the semester... so, I'm pretty excited so far about this course. ---Jim Craig: Thank you. Give her a hand. [audience clapping] The Business department is a foundational pillar of this college, with a tremendous amount of students and success in career and technical education, direct employment, as well as transfer opportunities for our students. The leader of that department is Vivian Knight, who's been a leader for several years for us and she has some exciting news for you. ---Vivian Knight: Hi, good afternoon everyone... I am Vivian and I know most of you here... I'm very excited to present our Business department program portfolio today with all of you... first of all, I'd like to introduce our very first new launched program, which is our Entrepreneurship program that we launched this semester... it is in response to the students and the community's demand that they want to learn how to start a new business... and that's the reason we develop this program, which is very hands-on, very practical, and it will be stackable to our Business Associate degree as well. The second program I'd like to introduce to you is our Basic Business Certificate, which is a program designed for an entry-level business role... and this is also part  of our prison education program, which we offer for the prison population and to help with  successful education in the correctional system... and it's also stackable to our Associate degree in Business. Then we offer 2 associate degrees... the first one is the Occupational... that this is an applied degree built on a very practical way that student can learn the business knowledge... and this is what helps them to be ready for a business world once they graduate. The last degree we offer, which is the one of the largest program within the college, is our Business Administration ABUS program, which is transferring to all the universities as a transfer program... we develop a lot of partnerships with the university not just in Arizona, but also the Catholic  University, which is located at Downtown Campus... as well as other like, Grand Canyon, and we have  other different agreements with all of them... so, there are 2 plus 2 transfer agreement that our students can transfer to university in a very smooth process. The next one I would like to highlight, spotlights our Entrepreneurship program again... which again is re... designed to response  the demand for the community need... and we really emphasize the hands-on approach, which we didn't really develop different courses for creating this program but we developed this program based on our existing courses... and we continue to update and make sure that our curriculum are current to student because they... the Entrepreneurship program is something that they are not just knowing how to build a business but knowing how to operate a business. So, this program will really help them to achieve their goal if they wanted to have their own business. And so there was also support workforce readiness for the small business in Tucson ecosystem. And so, we will be able to help the continue to grow economies here in Tucson. Lastly, let's talk about student outcomes... so, the student really, you know, our graduate will leave with a... with a, you know... leave with a business plan that they would be ready to launch for a business... and that's what we design and incorporate into the curriculum and their practical skill in marketing, in operation, and even business strategy... what really helped them to get ready for, you know... launch the business they want to... and our first cohort already have a student developing their business that it's ongoing. So, I'm very excited and we are in a great partnership with SATEC... we're very happy to have that center that our student will have the resources after the finish  of the program... they will have the resources to help them establish their business and growing...so, thank you all for listening... okay. [audience clapping] ---Jim Craig: Thank you. Jane Hall has been the incredible lead faculty  for our business department for a long time, and she stepped up and took over as the actual department head for our fairly new human resources department. So please, go ahead. ---Jane Hall: Thank you so much Jim... and I just want to say, these are 2 hard acts to follow... I mean, I just have amazing colleagues and an amazing Dean and I wanted to say thank you, Jim, for your vision and willingness to support us being able to roll out all of these initiatives... so, thank you... so, I just want to talk a little bit about our human resources certificate program... I call it our small but mighty program... it is a standalone certificate, and I want... we're... essentially what we're doing is transitioning to a fully 8-week pathway. So, it's nothing novel, but I think it's about time  as we're moving in that direction as a college and the basis for this is one because we can... it's a standalone program... it's a little bit easier for us... and also, just in data that supports that... our retention rates are better in our 8-week and also student preference... we did some surveying of our students last year. And so, just a little bit more about our program and just talk about the structure and just sort of our process here. So, we have a standalone program... it's fully online... we have 6 courses in our program... and as I mentioned what we're doing is we're converting to a fully 8-week pathway... so, we we already have a mixed 16-week and 8-week course offering... so, that's what I was saying... makes it easier for us to do this because we already have that precedent... and our goal is really to improve our students flexibility... a lot of our students are working adults, and being a standalone certificate... like I said, it's just easier to transition to the 8-week pathway and to make ourselves more competitive. And like I said, we're seeing student success rates in our 8-week and our retention rates better in our 8-week. And so essentially the timeline... what we're looking at is to essentially roll out the full pathway fall of 2026. So, the last semester will be teaching 16-week... the format will be spring of 2026.... and we do already, like I said, teach 8-week courses... but what we're trying to do with this, converting our courses to more of a a proportional workload in the 8-week format... and so, this just kind of gives you a sense of what we want to do and how students could take classes... and this will ultimately end up being a rolling pathway, so they can jump in, jump out. Again, makes it... reduces those barriers, makes it flexible... so, you could see basically in 1 semester or 2 terms, they could take 3 courses per term more of an accelerated pathway if if that works for them... a balanced approach... 2 courses essentially per term and then, they can also extend it out to be more flexible... again, depending on life and work life balance and all of that. And obviously the anticipated benefits... and we've heard this collegewide for our students... just faster completion, flexibility on their part... they can focus more instead of doing the mixed... I'm taking a 16-week and then I'm taking an 8-week. For faculty advisors, this makes our job easier in terms of scheduling, course setup, all of that. And we're going to be providing some targeted training for our faculty... and best practices, specifically for 8-week. We've all taught 8-week, but you know, it is more accelerated. How can we be that support and coach our students because it is going to be a more  accelerated pathway? And then, essentially for the college itself, it strongly aligns with what we're... the direction that we're moving, and guided pathways, efficiency and scheduling, and  enrollment.... and again, just we're hoping to stand out and grow this program, be more competitive, and more student centered. And so again, here's essentially the timeline... what we're doing... we already did the decision, the feasibility of this. We're in the process, [clears throat] excuse me, of the curriculum redesign for again converting our courses to all 8-week modalities... essentially the teach out would be now, between now and spring, and then we're doing some faculty training and support in spring as well... and then, the official launch will be fall of 2026... and then of course we'll come back and do evaluation. And so, just sort of, our process in terms of how we're going about this part of what we're doing here... part of my communication plan is speaking to you all, obviously, but just engaging with all of our stakeholders, students, faculty, leadership, administration, advising, financial aid.... we're working on that currently, to make it the awareness of what we're doing.... we're working on also updating our marketing materials. I'm now in the process of hiring more adjunct faculty to support increased need. We're working on faculty training as well for best practices for a strictly 8-week pathway, and also the master course design. And so, the ultimate goal here is... and how we want to position ourselves is to be flexible, focused, and fast, as far as the certificate pathway... and so, flexibility... the students can focus and obviously they can complete and be career ready much sooner... and just last but not least, I just wanted a quick plug... this just happened last week... so we will be coming on board as an educational partner with SHRM, and that is the Society for Human Resources Management. And so, what that means for us as a program is that we  can reduce those barriers and connect our students now with SHRM certification at a discounted  price... and also for the greater benefit is we'll... this being an educational partner, we'll  be able to offer this service community-wide... so, but specifically for a benefit for our program students. So, just wanted to mention that spring 2026. Thank you so much. ---Jim Craig: Thank you. Give them all a hand. [applause] Thank you. ---Denise Reilly: Thank you all... I want to take a moment to acknowledge the officer team... when we came up with the idea last year, we were trying to figure out how we could learn about each other's programs more across the college, so we could be better with students and explain to them... hey, this might not be the route you're interested in, but what about this one? And so, we came up with the idea of division spotlight... and I want to acknowledge Jim Craig and the Business IT Hospitality Leadership. I wrote that so many times last month in the minutes... [chuckles] I want to recognize that division because you were the first last year that we asked... we said, well... we need to start strong and see what good presentations are... and so I think it's a... it was a tough act to follow, but last year we... it was great and overall faculty senators said you learned a lot and you wanted to continue it... so, this time we just added a little bit more structure by asking the faculty senators... so, those of you in this area, to be the ones to present or help put the presentations together... so it didn't fall squarely on the Dean or others in there... and so, wow, you knocked it out of the park... tough act to follow. I don't know who's in November or December, but we look forward to your division spotlight presentations. And without any further ado, I'm gonna move this over to faculty senate officer elections, with Dennis Just and Kelly O'Keefe. ---Kelly O'Keefe: Okay, the time has come... [chuckles] as you all know, every fall we do elections for faculty senate officers and we are at that time... if you can, please pull out your devices and the agenda. Faculty senators should only be vote voting for officers... and the ballot is now linked to the agenda. Please go ahead and make your selections... and I'll let us know once we have enough votes to call it. ---Denise Reilly: I'll guess this is social time for you back there... [chuckles] connect, connection time back there? [off mic talking, unintelligible] ---Denise Reilly: Yes, thank you... and I think it's an error on the form... by the way, sorry for secretary option 3... I don't know what that... ---Kelly O'Keefe: Oh no, that was just ---Denise Reilly: Okay. No option 3. [chuckles] That's a mystery, senator... we just pull you out of the hat, and [chuckles] that's who gets it. By the way, I'm quite enjoying seeing that many  of you leaned into the pickle affirmations. We're sending the pickle affirmations to  the guests in the back of the room. You can pick out your pickle affirmation...  it's a symbol of collaboration. This is that stretch break... pickle affirmation time... social with a colleague... we will announce at the end of the meeting. You can absolutely leave... that's what I... the joke really was that, she heard us talking and brought that, and I just thought they were fun... so... [chuckles] of course... I think we have the results in now. What? Oh, wait. [chortle] In this in this time frame in our society, should I say anything about results early? [laugh] Should should I be concerned about mentioning anything about results and ballots and measures? [laughs] Sorry, but it's a little bit scary... uh, yes... go ahead Kelly... President-elect Kelly... soon to be President. [laughter] ---Kelly O'Keefe: Okay, so... surprise, surprise... our next President-elect is Dennis Just... [clapping] and the amazing Vivian Knight  is our next Vice president. [clapping] And sitting next to her is just as good, no, I'm just kidding... [laughter] the most excellent Jane Hall, is going to be our secretary. [clapping] And then our new Governing Board  representative is Sarah Kirchoff. [clapping] And then, another huge surprise... our next adjunct faculty representative is Sean Mendoza. [clapping] Thank you. ---Denise Reilly: Okay, at this time we're moving on to Dr. Josie Milliken coming up to the stage to talk about the Academic Integrity Code and revisions to that. ---Josie Milliken: All right... good afternoon faculty senators and guests and Board member Riel. I'm here to speak about the academic integrity code and I have some slides that are attached to the agenda and within them, there are some resources that you can link to, related to what I'll be speaking about today. So... you go to our next slide, which I can control myself. [laughter] So, these are the things I'll be speaking about, is just a little bit about the history and the context of the Pima academic integrity code... and then the work group that commenced about a year ago, and then worked throughout the spring on revising the code... and then, the proposed revision... and then next steps. So, a very brief history and context of our Academic Integrity Code is that, until about 10 years ago, our Academic Integrity Code was fused with our Student Code of Conduct.... and roughly 10 years ago, the decision was made to separate those codes, with the Code of Conduct being overseen by Student Affairs... and then, the Academic Integrity Code being overseen by Academic Affairs... and between then and now, there have emerged some challenges related to trying to follow the current code... one of those challenges is that the code references an outdated position called the Associate Vice Provost of... or excuse me, the Associate Vice Chancellor of Student Learning. And then there's a report attached that's an incident report that people are asked to fill out, to submit incidents that references a Vice President of Student Engagement... and those two positions no longer exist. And there's a mail code where the student is asked, or whoever fills out the report, faculty, it... the mail code is at the Downtown Campus. So, those are... those and some other items have made that code a little outdated. Another component is that we now have and we've had, for the last several years, an Academic Integrity Code portal for submitting incident reports... and so, while that's been used and managed, it is... there's no link between our posted Academic Integrity Code and that portal... and so, the goal of myself and this work group is to... has been to address that, create a proposed revision, and then share it out with stakeholders... with the ideal to bring this new code into effect starting in the spring... we know that academic integrity has... it's always something that we hold dear in academics, because it represents the level of quality that we expect within our academic work... and that has become even more challenging since generative AI has exploded onto the academic scene. And so it really makes this work very timely... so, we had 10 faculty on the work group... we had three staff... one of whom was Seth, Seth Shippee, so we had general counsel present... we had 10 meetings, most of those in the spring... a few in the summer for those who could attend... and then, our outcomes were rever... revised academic integrity code proposal... and then we, in that code, added the Simplicity Advocate link to that code, replacing the link to that outdated form. We also created a faculty guide to the Academic Integrity Code, recognizing that code can be challenging to follow, and distinguishing between lesser academic integrity violations and major... and then where to... how to coordinate the different meetings related to those different levels and the sanctions. Part of the reason it's written that way is to align with our Arizona legislative guidelines related to... or law, excuse me... related to academic integrity and the need for institutions to have codes that allow for students to have legal counsel, attorney, or advisor present if they are part of a major academic integrity code meeting. So there are some things that we are constrained to...  but that doesn't mean we can't have a guide that can help to provide... easier to follow resource to support this work... and so, you'll find all these items linked here. There's the current Academic Integrity Code... there's the proposed revision... at the top you'll see a summary of the changes... there's the Faculty Guide and then there is a form for feedback... and we'd love to get your feedback on those components part of the revision. One of the the pieces that's in the revision that we need to change is calling the point person or point entity, the Academic Integrity Office...and so if you have any recommendations for changing that, maybe Academic Integrity Officer or Provost Point of Contact for Academic Integrity... we'd really love to hear your feedback. And so, the next steps you'll see outlined in the slide... there's been 3 open forums to discuss the academic integrity code revision... there are 2 more... I saw several of you there... in fact several, or at least one of you here is on the work group... Kimlisa... and then, we will... there are stakeholder  meetings... one of which is this one... and then also has been discussed with Academic Division Deans... and then, we will review the feedback, and then make a proposal to the Provost based on the feedback... and that that proposal will include anything that may need further change or if it seems that  we're ready to move forward... move forward for... tentatively to go live spring but we do do need to replace the Office of Academic Integrity reference. So, that concludes my little bit here.  Are there any questions? Anything I can help with? All right... well, thank you so much. [clapping] ---Denise Reilly: Thank you, Josie... [clapping] thank you, Josie... Dr. Milliken, former faculty senate president as well. [chuckles] So, as you're making your way back, our next presentation is coming from... actually this was our switch in presentations. Ooh, it is switching literally [laughing] as we...  as we look at the agenda... it is moving. Okay. [person off mic] I'll get on there. ---Denise Reilly: Okay. So, if you could make your way to the stage, or you can be there if you like... Dr. David Park... or... [laughs] who was... this is where the printout does help... so, Ken Hosto, Jose Saldamando, and David Parker, you're up next... Okay... and you're on the agenda... [laughs] in the moved position. ---David Parker: All right... good afternoon... let me give you  an update, while they're coming, about... what we're working on in changing the AP/BP management process... and then we'll talk about the individual AP's that are coming up. So... you'll recall that with COVID, they kind of fell by the wayside in getting their standard cadence of review... and then with COVID, they all came through with a rush... and now, they all have about the same renewal date, which means we are sending through many of them at the same time... and this body has probably been the one that has been the most vocal... but they've all been vocal... there's too many coming through at once... and Dennis had actually put together a suggestion on how we might be able to do that better. So, here's some things that are happening... not everything is finalized, formalized yet... but the management of AP/BP maintenance is moving to my compliance area.... Michelle Tong is our new Director of Compliance. Michelle has been a practicing lawyer for 28 1/2 years... she's a former assistant general counsel for TUSD, general counsel and HR director and over compliance for Amphi... very competent, new to higher ed. And so things are different... she's asking lots of questions and we're working on ways that we can improve that process and the monitoring and keeping them moving... part of that is, we'll be asking some questions, like, does everything need to be this in an AP... or can we reduce a number and move some things to SOPs? If we do that though, we have to have a place where the SOP's can be found and seen. And so we're asking those questions as well... we're also looking at how often we need to review them. What should the cadence be? And as we look around, 10 or excuse me, 5 years seems to be common for those that just don't change a lot... but there's also those, who we need to look at on a more frequent basis, and especially the ones related to regulatory hiring, those kinds of practices... and so, we're looking at what should that be... and then we will also look at how can we organize?  When in the year we should be looking at each of those. So, as an example... the ones that deal with students, should we be looking at those in the late... keep getting my seasons wrong... in the late fall? And then, as we come into the spring, maybe now that means we can be looking at the Student Code of Conduct for the next year and updating it for the next year. And so, we're looking at those practical things... originally, we were thinking about doing it by department, but it seems to make more sense to look at it thematically. So, if you have ideas on that, please let me know. We're trying to figure it out. One other comment... I've been coming to you early on some of them to get your input... I really appreciate it... but what that means is, when it comes... gets posted for 21day comment, it may not get comments. We need to show HLC that the comment process works.  So, even if there's one that we worked on and you like it, and we say thank you, it's good, whatever... but put it in comments, so that we can show that it's working. There is one that we've talked about specifically that's on its way through, not yet for posting... it's getting really close... AP 2.02.02, which is faculty hiring... I worked with teams from H... or from AERC, and from here. We put up an interim one because we had some things in the current one that weren't exactly legal and we needed to get off the website... and I committed that we would move that through the normal process quickly. AERC asked us to pause briefly, so they could add some things to section 4 on provisional faculty that they'd been working on, and they just needed to get a vote so it could go through and we just do it all together... they did that last week... it's getting all finalized, packaged up, and it'll go for 21day comment, and you'll be seeing that one coming. I really appreciate your work on that, and I'll step away and let the others speak on theirs. ---Jose Saldamando: Thank you, David... good afternoon everyone, I'm Jose Saldamando... I'm the director of internal audit, and today I'm going to be talking about some of the updates that were provided, that were made actually to the internal audit related policies... so, there were 3 items that were actually updated on the policy. Basically the first one is basically to reflect the new Institute of Internal Auditors Mandatory Guidance. The new guidance is... it's related to the Global Internal Audit Standards... this replaces the old standard, which was the International Standards for the  Professional of Practice of the Internal Audit. The primary reason they pretty much changed the  mandatory guidance, is to make it more simplified... is basically, now we have 5 domains with 15 principles... the other reason was basically to address emerging risks. We're talking about cyber security... we're talking about digital transformations. And then the last item... the reason they actually updated this guidance, is to enhance the internal audit quality... basically completed more self assessment on annual basis and also completing a external assessment every 5 years. The other update that was actually provided... completed on this policies, is basically to add additional definitions, just to give a little bit... the reader... a little bit more information on what exactly there are certain terms used on the policy. And then the last item that was updated is, provide clearer roles and responsibilities of internal audit. So, pretty much this is the updates that were completed into this policy. So, if you have any questions, I'm happy to answer. Yup... thank you... okay. ---Ken Hosto: Thanks for having me here, y'all... I'm Ken Hosto... I'm the director for Access and Disability Resources, and I'm here looking at AP 3.46.02 with you today... this AP is really specific to the processes that are associated with students providing information to our department to support any reported disabilities that the students may be requesting accommodations for.... this year's really minor updates strengthen the language regarding the responsibility of the student to provide documentation that supports any reported disabilities. And then likewise, the updated language really confirms that ADR might need additional supporting documentation if a student is making a transition from one program of study over to another program of study. For instance, if a student is going into nursing, but had been in advanced manufacturing, those accommodations are going to look quite different likely... and because of that, we may need some additional information from a student just to help us make decisions around what access might be needed as they transition into that new program. Remembering... we're thinking about access, disability access,  removing barriers with those accommodations. the rest of it really is after that, mostly clarifying language... some changes in the grammar and some readability issues. And that's really those changes for AP 3.46.02. You've had a chance to look at them or if you have any questions, I'm happy to answer those. Or if you want to reach out to me directly via email, I can help answer questions that way as well... thank you all. [Ken off mic] Thank you. [clapping] ---Denise Reilly: Thank you so much for the AP/BP and improvement process deliverables. And I appreciate that... and I can give some kudos over here to Dennis Just for really taking a hard look at the AP/BP process, and kind of coming up with and streamlining it, as that was something that faculty had... [chuckles] mentioned in the last year... it was a really really tough one... to look at all those AP's and BP's... and so, collaborating with legal, and collaborating with the different stakeholders... it is definitely a work in progress but it's def... I've seen improvements already... so, this is great... so, thank you. And we have Emily Halvorson-Otts with credit hour SOP's. ---Emily Halvorson-Otts: All right... speaking of AP's and BP's... so, I am closing the loop on the work from last year... specifically the SOP that we finalized in the spring... and I am going to give an  overview... many of you probably don't remember this because there were around this time last year, a lot of concerns were coming up around the credit hour S... AP, excuse me. And so a working group worked on updating that AP... and through that process, there was a suggestion to create this SOP. And in May, the Board of Governors approved the newest version of the credit hour AP that we are utilizing for our new curriculum that's being submitted... so, the SOP... we had this  working group throughout the spring semester. I presented a draft in April... and we then also presented that SOP at the academic leadership kickoff. It... we got good feedback... there were many of the individuals in this room were part of that working group... and I wanted you to be aware that that SOP can be found on the MyPima page. There's a direct link... however, the easiest way to do it is go into MyPima, type in SOP, and you'll see an Academic Affairs link that says Academic Affairs Standard Operating Procedures page... and both the CTE architecture SOP is there, as well as the credit hour SOP. As part of the SOP, the group decided to also create this Course Determination Guide... and that is linked in the SOP... and this really provides a framework to help support faculty for developing their curriculum. We recognize that that's only one resource... there's many resources in helping support you... but we really wanted to try and document a way to think about what type of credit course... type of course you should be utilizing... what the credit hour to contact ratio should be as well... and then as part of that, we ended... we recognized we also need to update the seat time calculator... so, we pulled in Makyla Hayes, who created this fantastic seat time calculator... And there's links to both of these documents  in the presentation that was also presented at the Academic Leadership Kickoff... and it now aligns with the new credit hour AP... and we will be utilizing that new seat time calculator for our scheduling for the next academic year. And so, with that... oh, and also, as I am now leading the College Curriculum Council, we have talked to them about utilizing this AP and those associated documents as a reference guide... so, we are actually integrating those into our work. And then, I'm open for questions... and I put a link for a Google form, so that we can find out if there are ways that we can also support you in implementing the work around this new AP... so with that, I just wanted to, like I said, close the loop for all of you. ---Denise Reilly: Matej. ---Matej Boguszak: Matej Boguszak, Mathematics... thank you for all your work on this and hearing the concerns and everybody who's worked on it. My main concern last year was with the seat time calculator, and that it was... the default was to recommend the seat time based on a 15-week semester as in the credit RAP, and so that resulted in, like, for example the 4 credit classes I teach losing 15 minutes out of every class, right... so, has that been addressed and is the default in the calculator now our 16-week semester? ---Emily Halvorson-Otts: My recollection is, is that it is now  the 16-week calculator... yes. And I see Kelly, who is on the team, also shaking her head...  I wanted to make sure I always want to make sure that I'm providing accurate information, which  is why I said I want to confirm that... so yes. ---Matej Boguszak: Thank you. ---Emily Halvorson-Otts: That's my understanding... yes. All right. Any other questions? ---Unknown: [off mic, unintelligible] ---Emily Halvorson-Otts: Yeah... it is a few places but it's buried right now and so it is on the CQ web... CQI website, which again is buried essentially.... Jeff has shared it out in his scheduling documents with the Deans... and we can work on putting  it maybe on that SOP page. ---Unknown: [off mic, unintelligible] ---Emily Halvorson-Otts: Yeah. ---Unknown: [off mic, unintelligible] ---Emily Halvorson-Otts: Yep... you... ---Unknown: [off mic, unintelligible] ---Emily Halvorson-Otts: have it. Exactly. ---Unknown: Okay... I'm okay. ---Emily Halvorson-Otts: All right... thank you. ---Denise Reilly: [applause] Thank you, Emily. Next up, we have Phil Burdick, who's going to talk to us about email signature. As he makes his way up to the stage, [chortle] Rita is singing for us... yes, it's Friday. [laughter] We're in person and this stuff just doesn't  happen virtually... [laughs] go ahead, Phil. [laughs] That's why you all have... yeah, we don't have faces most of the time on there... go ahead. ---Phil Burdick: Good afternoon everyone... thank you for inviting me here this afternoon... my topic is on email signatures. In the agenda... thank you every... Denise for including it in the agenda... is kind of a draft email explaining the rationale... and then on the second document... a little more explanation on the rationale... but just to give you a little bit of brief background, we began developing an email template over the summer... it was an effort to just continue our work to strengthen the college's brand and identity... we developed an email generator over the summer... took it to different groups to get some feedback... really appreciate the feedback of AERC, the staff council, all college council... based on that feedback, we made some revisions to the generator... and some people have already begun using it... and I would invite you to give it a spin and see if you like it. At this point we're not really taking, you know... we're making tweaks but we're not doing a redesign, as people are already using it... and it seems to be working, you know, fairly well. The reason that we feel, that the college feels, a consistent email signature is important... it's a part of how we present ourselves to the community... all of our communication, the vast majority of it now, is electronic... and we want to make sure that we project a consistent brand, a consistent identity to our community, to our students, to families... a consistent email signature is... we're not any... by any means unique... it's required at Maricopa Community Colleges. It's also expected at ASU, UofA... some of the other community colleges... and so I think, you know, we want to make sure that we bring this to the community, to our internal community... when we presented at AERC, there was concern about making this a requirement... we heard those concerns... and so, we are forming a work group then to have a deeper conversation about making this a requirement for the college and their email communication. So, with that background, happy to answer any questions. ---Maggie Golston: Sorry about that... Maggie Golston, English... AERC representative. Phil, I thought we ended this conversation with the resolution that this would not be required at the AERC meeting... why is it back? ---Phil Burdick: The resolution of the conversation was to form a committee and have a deeper conversation about this. ---Denise Reilly: If I can jump in here real quick, Maggie... I want to say that, Phil was supposed to present last month to faculty senate. So, [laughs] when, I know that happened, but I said, "Well, let's just keep it on there so that you can share with us the information that you would have shared last month." So, I just wanted to clear that up to make sure, you know, it wasn't any change from last month, it was just that we never got that presentation last month. ---Maggie Golston: In that case, just to give a summary of what hap... what the AERC representatives had to say... there were some profound concerns about morale... but also about academic freedom, freedom of expression... we were deeply concerned as a faculty, as representatives of the faculty, we felt that this was a solution in search of a problem as well... in my 15 years at the college I have never seen someone with an, I don't know, election sticker or a swear word or anything like that in their signature... and also, I think it's been a place where some faculty really do raise awareness in their subject... a good quote, right... or a good... it's a really great place to encourage people to enroll in your next semester's class. I really don't understand this... I don't understand the impetus for it... if it were a format question, that would be different... we're all going to have a logo, but this expressly directs us, what we can and cannot include in that signature. And we had... 3 of us... 2 of us are here, but also AERC representative, Eric Aldridge, had significant concerns... thank you. ---Kimlisa Duchicela: Yeah, I thought it had gone away, too... I always... It always sets me off when I hear the term "we," without a context of who "we" is. You said "we" want to do this, but you didn't exactly say... is it the Chancellor, is it the Provost? How... who is we? And then the other thing is... I, you know, I'm... in all my time here, I've never really seen an unprofessional signature line. And it seems to me that this is, as Maggie eloquently said... a solution in search of a problem. It's very important to me to maintain my individuality in my signature line when I talk to my students. Sometimes for online students, you know, that is a way for them to get to know me much better... I am an individual... I think I'm pretty professional and I want to portray that  in a medium that by definition doesn't have that kind of personal touch to it... It's all text... I want to make it me... I want to put my history... little logo there... and I want to put those things there... and students, you know, they're not going to scroll all the way to the end of that big long signature anyway,...and they don't need my email cuz they're just going to hit reply... it just feels... it feels intrusive. and it... and in a way kind of insulting that the  college thinks that we're unprofessional. So, that's my 2 cents on that... and I  really hope it just dissipates... goes away. ---Unknown: in here... thank you. ---Phil Burdick: So, my 2 cents as well... I've heard the UofA mentioned twice now... I know faculty at the UofA... when I was there... I certainly wasn't compelled to use a signature and I know that they currently aren't doing it. The people that build instruments for, you know, space satellites... are not being told, despite their credentials and being at an institute of higher education, that they have to sign a certain thing to their communications. I think it's very inappropriate. [mic being fumbled] And sorry... I have one more thing to be a little more constructive too... all of these issues, I believe, you can address by having standard operating procedures or policies... or you know, things like that, right... you don't compel people for their speech, you tell them what they can't do, because this would be inappropriate, you know, it might be illegal in the case of some political things, and stuff like that... so, I think there's a solution and I think you could, you know, do that and not, basically, compel  us to have to sign our emails a certain way. ---Matej Boguszak: I would like to respectfully suggest, as a colleague mentioned, that we all have limited time... and perhaps this is not an issue that we should be spending all of our time, AERC time, your time on... and yeah... so, just that... and then, my question is... is your intention to discuss with this resolution team that has formed, the goal is still to make this a mandatory signature? ---Phil Burdick: Yeah, I think given the feedback, it was important to have a larger conversation about it... and then hopefully come to some kind of consensus about it. So I don't think any decision has been made about whether to make this mandatory. ---Denise Reilly: Thank you so much, Phil. ---Phil Burdick: Thank you. [applause] ---Denise Reilly: Next up, we have Dr. Kelly O'Keefe and Kimlisa Duchicela, speaking of AP's again... and go for it. ---Kelly O'Keefe: Yeah, go ahead and come on up, Kimlisa... so, Kimlisa really spent a lot of time working on this AP... and oh, thank you, Denise. And so really, I'm going to let her speak to this... and then, if I can help out in any way Kimlisa, let me know, okay. ---Kimlisa Duchicela: Of course... so, it's that season again... It's time to start doing faculty emeritus. So, I wanted to very quickly go over the fact that we do have a new AP... all this is linked for you but just to be clear we changed it up... we did some very key things... we did 15 years instead of 20 years, 10 years, full-time and your provisional years count... we have a new set of ability to nominate before somebody is completely retired... that way they don't lose their emails and  things... and then of course we added in the new candidate must be in good standing with the college... just because we want emeritus to be somebody... that designation to be somebody, who's  just a stellar part of the college. We do have some other things in there... the contributions,  the new focus is on teaching, excellence, mission, alignment, leadership... and we did change up  the timeline... so now, the timeline is just open... it opened... [chuckles] I don't know what day it is... it opened on Wednesday... and it's basically open through February... that's the window... you can turn it in at any time... and then it should be finalized by March. And the nominations now go directly to the senate... I'm assuming that that would go to the Senate President. There are some responsibilities for the nominators... you need to complete a packet... you need to check with HR on standing, and on time and service... any objections as we go through the process, say the ELT knows something that we don't know... then those would be in writing... so the ELT is still involved, still has a voice in this... senate and ELT will collaborate and if they come to an impasse, it goes to the Chancellor. The approval and recognition is... senate approval, then it goes to Ian as the Provost, who will pass it on to the ELT. The Chancellor will be in there if needed... and then, it will go to the Board, who will do... who will finalize this. And then, because this is one of our peers and somebody that's been with us for all this time, we want to be able to have a a larger recognition... and that would mean that these faculty, these emeritus faculty, will have their recognition at All Faculty Day or All College Day, depending on the timing. So, the new things... there's new benefits, with email, with tuition waivers, instead of 6 credits you can take unlimited professional activities. The other things like access to the library, training events are all in there... so, I feel like the... it's really been tightened up. it has really made it much more seamless... and has gotten to where we want it to be. So, here is a summary of the major changes... if you have any questions about that or the way to do it, please let me know. And if there's any questions, I don't think so.... but now's the time, so start thinking about who you would like to nominate for emeritus. ---Rita Lennon: I just have a real quick question... is this retroactive? So, those who just received emeritus, will they get the new stuff? ---Kimlisa Duchicela: I think... I have no idea... I don't think it's... I don't think the policy is retro, but I don't see any reason why you can't  recognize them at All Faculty Day. ---Rita Lennon: Okay. ---Kimlisa Duchicela: I don't see any reason for that whatsoever. ---Rita Lennon: And can we throw a gym membership in too? ---Kimlisa Duchicela: I... [laughs] Matej. ---Matej Boguszak: Um... oh, I'm sorry. ---Unknown: [off mic unintelligible] ---Kimlisa Duchicela: I can't hear you. ---Theresa Riel: Okay, sorry... I got my old email back because just recently, after... I was looking up... I needed a document from 2019 and it was there... so, maybe... they did it for me, hopefully they could do it for everybody, after having turned it off for 5 years... just saying. ---Kimlisa Duchicela: That would be... that would be fabulous... we'll have to run that through IT. Okay... no...okay. ---Kelly O'Keefe: So, as Kimlisa mentioned, if you do want to nominate someone for faculty emeritus this year, feel free to go ahead and send that to me in email form... there is no template... there is no specific way of, you know, filling out a form or anything like that... we really wanted to leave that up to the individual to express their feelings and why they feel this other individual deserves faculty emeritus status. So, if you want to email that to me or you can email it to the faculty senate officer email that's fine as well... thank you. ---Denise Reilly: Thank you Kimlisa... did we give her a round of applause? I don't think we did. [applause] Okay. [laughs] In addition to that round of applause, I just  want to acknowledge that, you know, the AP... or the SOP that Emily talked about, the AP... when things  are done really well and with a consistent time frame... and with all the stakeholders, they turn out really, really well for faculty, for colleagues, for students. So, I hope that the processes and the revisions for the AP and BP process continue to improve, because it's just.. it's good work. So... next up we have the AERC updates with Dr. Aubrey Conover and Matej Boguszak. Not unfamiliar with the mic. [laughter off mic] Well, in senate it would be Matej... he usually has  a question or a comment, but Aubrey too. ---unknown: [unintelligible off mic] ---Denise Reilly: That was a joke. ---unknown: [someone talking off mic] ---Matej Boguszak: Familiar with the mic... good afternoon, everybody... I was notified on short notice this week that I... I'd be stepping in to apparently give an update on some of the policies the AERC has reviewed recently... and the ones that we're working on. I don't think we need to go through every single one... some are just sort of minor wording changes and clarification. On the short-term disability, there's a change that  it actually kicks in earlier than it did before... so on the 15th day of disability instead of the 61st... but one thing that was taken out, and this is something that we were told was pretty much  never used is there is a period of protected service, where if somebody goes on disability, that the college would hold their position and sort of guarantee that they'd, you know, hire them back at the same rate for that position... and that period was 1 through 5 years depending on your length of service at the college... and that was from our understanding or the way it was reported to us really not something that was doable administratively... I mean, you can't just hold a position vacant not hire somebody for it. So, after some discussion, we thought it would be reasonable to just have it up to 1 year, and then have that taken out. That table that's been struck out... it's not... it was missing from the file that went out for review... so that should be updated pretty soon, so you see what is the table that was actually taken out. Let's see... ethical standards... so, one important addition was to clarify that no it's not okay to get engaged with minors here... or with our students in our classes or students in like, in athletics or other activities, right... so, it says nonacademic, I think activities or something like that... if you can think of a better way to phrase that, please send that in. Can we get... oh... scroll... let's see what do we got for sick leave? For the librarians, there's a different date on which you get sick leave... at this, you know, July 1st instead of September 1st... there our work location was pretty much one sentence... and so, now it's maybe one page... the stuff that was added was to note that there is a possibility of a remote work arrangement... and a reference to the big SOP that we have... and then, the other addition was to clarify that we're not allowed to work outside of the country, pretty much at all.... you know, there's tax laws and things like that... so this was really never in policy and we had kind of a discussion and maybe not all employees thinking especially of maybe... adjunct faculty... full-time faculty... other employees... may not be aware that that's a thing... so, I'd really recommend that there be some you know, significant communication to everybody that... no, you just can't work for the college, even remotely, if you're outside of the country... too bad. Let's see... corrective action... there was some minor... this is not any big change... so, I mean have a look... this is mostly guidance for for temporary employees and how that process should work. And David mentioned the faculty hiring AP... there's a media relations policy we had discussed about how employees should sort of, emphasize that they're speaking in their personal capacity when they speak to the media... and we were, you know... we're still working on the exact language. I think that's it... I just found out a couple of days ago that apparently there was an error... the hourly supplemental rate for faculty went up by $2 after like 10 years.... and the department head rate, which is tied to it, and it's always $1 higher, was not changed. Any department heads here? I don't know... so, it's my understanding... I haven't been part of this... it's my understanding we asked to have it fixed and there was some... that, the answer wasn't just yes... so, we're following up on that. If anybody's in the room who could perhaps follow up with the appropriate people to get that fixed... thank you. And I think Aubrey has part two. ---Aubrey Conover: All right... so, I'm going to talk a little bit about what other things we have going on, but to Rita's point about the gym membership, please remember we have our wonderful gyms across the campus... I encourage you all to use them. I'm in there... they're beautiful... and there aren't a lot of you all in there, and I'd love to see more smiley faces... so, just a little plug.. So, as many of you know, we've had some bigger conversations around faculty and policy... everything from work locations, time on campus,  online versus in-person teaching, those different pieces. So, we've convened a group of leadership from you all, from the Provos office, and we've had a couple different conversations... those conversations are ongoing... we didn't want you to hear about it from someone to say, "Oh, they're talking about this thing and they're to come back and say, everyone has to teach in person on Saturdays, all day long." Nothing is going to be decided finally in those groups... it's an opportunity for leadership to get together, brainstorm best solutions, bring it back to you all and say, "This is the issue, this is where we're trying to get to, what do you think?"  And we'll work together collectively to make that happen... so, we just want to let you know that those conversations are ongoing and that'll be something we're working on throughout the semester, moving into next semester. So, I think that was about it, unless there's any questions on any of these or anything else policy-wise that we can answer. ---Denise Reilly: It's a tough one, knowing... oh, go ahead. ---Rita Lennon: I just have a real quick question about the... not, you're not able to work if you're out of country... what about study abroad? ---Aubrey Conover: Give, like how would study abro... help me out there... so, give me an example. ---Rita Lennon: There's always a... ---Aubrey Conover: Oh, when you're going for work. Yeah. ---Rita Lennon: Yeah, right. ---Aubrey Conover: If you're on a work related thing, that's a little bit different... so, if you're going to a conference somewhere for example, you're going on behalf of the the college as a work related thing... you're not actually working in that space... it's a little bit confusing. Now, the one I would talk about that we need to work with folks over the summer is... if you are going to Alaska for the summer and you want to teach online that entire time, we need to have those conversations, because technically you're going to fall under the state tax reporting for that state after get... and all states have different rules about... is it 3 weeks, 6 weeks, 8 weeks? Some of those different things. I know we have faculty, both adjunct and full-time regular, that teach classes over the summer and sometimes they're traveling... so, we're going to continue have those conversations with individuals to make sure that we're following the correct state laws in those locations, that type of thing... Kimlisa. ---Kimlisa Duchicela: Yeah, I'm just confused because it feels like Pima struggles with this out of state thing... and then, all these other universities around the world seem to just do their thing, you know, and we kind of... we scatter to the wind. So now... just to go and teach in the summer, we're going to have to file all this paperwork and do all this thing. I just don't quite understand that cuz you're in  a temporary space... you're not living there... you're not residing there... you're just getting an Airbnb for a couple of weeks. Really? ---Aubrey Conover: Yeah... and for some... it depends on the state, right? So some states have laws that kick in relatively quick for state tax reporting. So it's not... it's not us putting that on the traveler... it's we're trying to obey those laws. So, that's where... and how other places are doing it if they're working through every state regulation... it could be. I don't know how they're doing it, but that's one thing that we need to be aware of... just so we're following the law. ---Kimlisa Duchicela: And like, we travel, we do research, we leave the country in the summers... and over Christmas, and things like that... and maybe we'll answer an email... so, I mean, it just... it's becoming extremely restrictive. ---Aubrey Conover: Well, that's one of the things that we do identify  in this policy, those quick emails, phone calls, and stuff like that, those don't count... those are not considered substantial work... and so we're trying to define that, you know, kind of smaller things that you do all the time when we travel because it's not... yeah, it's impossible to tell somebody like don't check, you know, don't check your phone, don't check text. That's not reasonable... so, where to find a balance, but we are bound by those laws. We got lots of hands... [chuckles] ---Denise Reilly: Wow... and here I thought no one was going to raise their hands because they're standing between you and... [laughing] ---Aubrey Conover: So far. ---Denise Reilly: you and the end of this meeting. ---Samantha Overton: I only have one thing... so, Nexus makes sense to me and not turning a blind eye to Nexus makes sense. The question I think about the study abroad... there are the courses that go abroad... and those instructors are actually working for 10 days abroad... and so you're right, internationally that may be something we end up having to look at... that's an issue. ---Aubrey Conover: Yeah... so, we'll have Andrew Plucker, who is much more the expert than I on this, because we've had a lot of conversations... and it's still... it is a little bit unclear because there are different... there seems to be exceptions for different types of work too, if you're traveling on behalf of the college... so, we'll work on those and have him come answer all your questions, because I want to get ahead of it before the summer hits... Maggie, it look like you had a question. ---Maggie Golston: First of all, I was going to... I was going to basically say the same thing... like, I don't think we've solved that study abroad thing. And the reason I was going to say it is... I think what we did... what you... bless you... you both have done a thorough job, but what we didn't explain is... you could be, you know, arrested for working illegally in a country. It's to protect you, right? I mean, you know... you seen Midnight Express? I have... like, yikes. So anyway, like that's part of it is that we... it's to protect us... and yeah, that's all I had to say. ---Aubrey Conover: Yeah... and we'll continue to work with you all to make sure it's as clear as we can make it, and... and again, this is not something that Pima wants to do to you... we just want to follow the laws and make sure we're all on the same page... and we're at time... thank you all. ---Denise Reilly: Thank you. Round of applause for... [clears throat] [applause] So, it's been an interesting meeting... I feel like we've been waxing and waning from like, seriousness to... [laughs] laughter ... to very serious topics... to close, just want to remind you, we have challenges ahead. I mentioned enrollment, financial stability, value and purpose... and kind of, the call to faculty is protecting the core and embracing agility, and standing together and weathering these challenges... I want to acknowledge a few people before we leave. One, the direct appointment and congratulations to Dr. Ian Roark on his Provos position. [clapping] I also want to acknowledge... it's really important when we have our meetings and we have great attendance, but I also want to acknowledge Governing Board member Theresa Riel for coming here today. [clapping] I would like to acknowledge longtime senators and  faculty who have weathered a lot before my time here... and have consistently advocated for solid  communication, follow-through, and speed. And that email this morning from the Provost office with faculty allocation was a great example of what we're seeing right now... and I want to acknowledge all the senators and faculty that have kind of really been pushing for support to this level. So, thank you all, those ones here... yeah, you can give yourselves a round of applause. [clapping] I want to acknowledge my own team here... Rita, Kelly, Dennis... and not just during the meeting, but their support outside the meeting... especially in the last few years. Change is good... it's great for an institution and it's great for groups and employee governance groups. So, I am thrilled that, you know... Kelly, Dennis, Vivian, Jane, and Sarah are going to lead the pack in January. Give them a round of applause. [applause] And last but not least... if you're interested in connecting with colleagues in a little social time, this is open to everyone, at Brother John's, at 3:30... there will be cake. Thank you. [talking and laughter] There were a lot of cake references I could have made there. [laughs] Thank you... meeting is adjourned.