********************************************* DISCLAIMER: THIS CART FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND MAY NOT BE 100% VERBATIM. THIS IS A DRAFT FILE AND HAS NOT BEEN PROOFREAD. IT IS SCAN-EDITED ONLY, AS PER CART INDUSTRY STANDARDS, AND MAY CONTAIN SOME PHONETICALLY REPRESENTED WORDS, INCORRECT SPELLINGS, TRANSMISSION ERRORS, AND STENOTYPE SYMBOLS OR NONSENSICAL WORDS. THIS IS NOT A LEGAL DOCUMENT AND 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 AND/OR THE CART PROVIDER. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. ********************************************* February 5, 2021 Faculty Senate... >> JOSIE MILLIKEN: Hello, everyone. Welcome to our Faculty Senate meeting on February 5, 2021. I'm glad you're all here. Still letting a few people in who have been in the waiting room, and before we delve into the items on the agenda, we will hear remarks from the chancellor. Chancellor Lambert, when you are ready, please go ahead and come on up to the podium. >> DR. LEE LAMBERT: Thank you, Josie. Good afternoon, everybody. Hopefully you can hear me okay. So first of all, I want to thank each and every one of you for what you do each and every day for our students. Every now and then I get a chance to get just a little more insight into what each of you are doing for our students and for our community, and I really appreciate it. Just quite recently, you know, we had our presentations to the Bellwether committee, and I really got to see some of the great work being done in our programs to serve our students and community. I just want to say to all the Bellwether finalists, thank you for what you do for the college and for all the folks who help support that, behind the scenes, because it really was a true moment, reflection of how well and how far we have come as a college in terms of our support for our students and community. So thank you. Also, as you all know, this morning San Diego Community College District announced that I am one of four finalists for their chancellor position. As I noted in my announcement this morning, that since I have been here, I have been approached just about every year by recruiting firms and I tell them I'm not interested. Some of the major ones, you can imagine across the country, have reached out to me. But I didn't feel the timing was right. I didn't feel that those districts really were the right fit. More importantly, I have really enjoyed being at Pima and the great work that we were doing. But when San Diego came to me, at first I was not wanting to learn more, but then I started to delve in deeper and started to learn more about the district. As you can imagine, it's a fine district. It's one of the probably, if not "the" leader, it is among the leaders in the state of California. If you're familiar with the California system, they support higher education far better than our current state and far better than most states across the country, to be quite frank. They don't look at education from a funding standpoint from the state as a K12 issue. They look at it as a K14. Their dedicated support to K14 education speaks for itself. Some examples of that are they have line-item budgets for homeless students, for food and security. That's coming from the state. So that says a lot about the state's commitment to the realities that our students face each and every day. So I said to myself, if I have an opportunity, this is a once-in-a-lifetime opportunity, based on those things, I decided to put my name in the hat. I'm still not sure that I want to leave, because it's not that I want to leave Pima, and as I go through the process and learn more, and they may or may not offer the job to me, so it's not really in my hands, but even if they did, I have to make sure it's the right fit for myself and my family and so forth. But I want you to know that as long as I'm here, you have my full, 100% commitment to ensure that we're serving our students and our community and remain focused on our commitment to diversity, equity, and inclusion. I was given a few questions by Josie, and so I will just kind of take them in order, Josie, if that's okay? The first question is really about what's it been like over the last 10 months, and in certain meetings you hear the reference to silver linings and things along those lines. Probably how I would characterize things is nothing is good or bad, right? It's really how you make of a situation. It's never a good thing that 450,000 people have lost their lives because of COVID. That's never a good thing. It's never a good thing that we have people in this community who have lost their lives due to COVID. We know right here at Pima Community College, we know at least one confirmed case that one of our own faculty members has passed away. So it's never -- that's not a silver lining. It's not a silver lining for their family and for their friends. So I want to acknowledge that. But at the same time, important things that have come out of the last, now, what, 11 months now, coming up on a full year where I think we have seen us all come together. We have been able to come together, focused on our students and what the faculty, what all of you have done to convert the courses into a virtual format, I mean, that was phenomenal, that all of you invested your time and energy to get familiar, more familiar with the technology tools. I mean, that's phenomenal. The work that the TLC did to ramp up and the support from PimaOnline to help get faculty prepared to go into that modality, that says a lot about each and every one of you and your commitment to our students and our community. So those are the positive pieces, right? Then that our staff, being able to transition from a face-to-face world into a virtual world. They really embraced that. I didn't get a single person at the college pushing back on why we are doing this. So I think those are some of the positives that have come out of this. I hope we take those positive lessons and continue to advance them as we go forward into the future. We know that there is a light at the end of the tunnel. It may be a long tunnel, but there is a light, and we are hoping that we come out on that other side as we move into the fall. As you know, the provost has laid out a plan along with President Doré to build three scenarios. I mean, the first scenario is our ideal scenario, right, to be able to come back, full operation on all of our locations, et cetera. I mean, that's the ideal scenario. But we also know that we have to plan for the fact that we may still be in some type of environment where we still have to be very cautious, so building that 50% scenario. Then we know what today's scenario looks like. So being prepared, that scenario planning I think is very essential as we move into the fall. Now, hopefully, as Dr. Garcia testified before the board this past Wednesday, I'm hoping he's right, that come the fall we can all come back, but we're going to come back to -- I hate the phrase "new normal," but for lack of a better way of describing that, that we're not going to come back the way we went into this. We have learned a lot of lessons. I think it's important for the college to be flexible and allow for some level of working from home. Also to be understanding that if, for some reason, K12 can't come back fully and some of you have responsibilities for your own children, please don't be worried, we will accommodate you. If you have to take care of elderly parents or others, we will accommodate. I want you to know that I want to remain flexible so that way we keep each and every one of you employed. So let me dovetail from that, because I'm going to skip a question, because I think that's a good point to skip a question to this whole class comp piece. Class comp, I just want to, I hope, allay any concerns. This is not a way to either reduce positions or eliminate positions or to reduce people's salaries. People will be held harmless for whatever the market research comes back in terms of where your individual salary or classification salaries fall out. So please don't worry about that. What we are trying to do is make sure we are modernizing our classification system, stay current with where things are going in higher education, that we keep current with the market realities of compensation. Then from this we can build a more effective evaluation system for employees. As you know, our board has expressed interest to go to a performance pay system. In order to do that, you have to have a great foundation around your classification system. Your evaluation systems have to be retooled to align to performance type of approach. Not saying we are going to do that, but that was the charge I was given, and so we can't go there until we have a great foundation for that to happen. I just want you to know that I don't want to see anybody negatively impacted from a class comp study. Let me go back to the question about adjunct faculty. And I don't like that term "adjunct." But I think the work we are doing, those of you who are involved in the committee, and Kate, I believe you're leading our committee work, that we really need to come up with a different way to capture what our faculty do who are working less than full time. Then I'm committed, the provost is committed, the president of campuses is committed and the full administration, we are committed to doing right by our faculty as much as we can, given our available resources. That's why you have seen us do the things we have done up to now, to start to open up and start to provide more professional development, allow for folks to take classes and not have to pay the normal rate, things like that. I want to continue to see what we can do, but at the same time, I have to be honest, we have to always continue to juggle the ball around students, classes, fill rates, and all that, so we are constantly having to work all of those pieces into the mix. That's an ever-going challenge that we will have to work through with all of you. But I'm committed to making sure we support the success of our faculty who work less than part time. I even want to challenge us to come up with a better pay system as well as assignment of load. I have been places where we have what we call pro rata faculty. So even though you might not have a full load, you're on a pro rata contract, and that's based on as close to parity with full-time faculty in terms of compensation. I want to explore if we can pull something like that off. So let me move on to -- and I kind of already touched on this, but I will say more about the COVID pieces. As you know, we have prioritized from day one health and safety of each and every one of you and all of our other employees, as well as our students and the community people who have been in contact with us. But I also recognize that this is hard to be in this environment right now, especially that has gone on this long. I recognize some people want to return back to our campuses, to our offices. I recognize that there is a whole segment of our student population that have been so harshly impacted by the pandemic. I recognize all of that. But weighing all of that in the mix, I don't want to see what happened to TUSD happen to Pima. Maybe it's safer for the students, especially the students who are much younger, but what doesn't get talked about is what about those of us who are not in those younger demographics, right, who happen to be in the environment with those students who may be carrying that virus and not know that. So I think it puts faculty and staff at the most vulnerable point. It may be true that the students aren't the ones being so negatively impacted, as Dr. Garcia said the other night, but staff are and the TUSD situation is a reminder of that. Even though my understanding was they did not get COVID from being at TUSD, nonetheless, they were part of the TUSD family. That's really top of mind for me. The other piece I will say is we have been applying the metrics of the county as well as out of that metrics the AIA came up with its own subset tied to those metrics. Those are tied to the state and the CDC. Well, unfortunately we don't have good examples of other entities following that, especially on the athletic front. I have tried to hold the line around if those metrics are still in the red that we would not allow our athletes to compete indoor or outdoor. And I can tell you that that's not an easy call to make, and it's very disappointing for our athletes and for our coaches. But at the same time, I want to be internally consistent and make sure that we're applying our standards equally. We're not going to allow more classrooms to open up and allow more people to come in, because that's what we're all about, but yet we're going to allow folks to compete on the field or on the court, I don't think that's internally consistent. Now, as things improve, I told the coaches, I have told folks that we'd be willing to be flexible. As things improved, as they did as we came to the part of last year, we started to open up a little more in terms of the services, that you will likely see some of that starting to happen again. We want to open up the computer labs. We want to open up access to the library. Those are some things that may start to open up as we move through the balance of spring, move through the balance of this month. I think, according to Dr. Garcia, things might start to look a little better as we come to the end of this month. So you'll see some of that easing but slowly. The other thing I want to do is as all of us get vaccinated, then allow for the folks who have both shots to start to come back on-site. But we would come back on-site not all of us at the same time but on a rotational basis, because I think it's a lot to go from where we currently are to all of a sudden we just all be back overnight. I think that's too much of a shock to the system, and so we're going to transition folks back in and create a rotation over a few months. But also being mindful, just because we have been vaccinated, we have family members, we have friends who may not have been vaccinated. So we could be carriers and not realize that. So being sensitive to that. Continuing to keep the social distancing, the masking, the hand washing, all the good hygiene practices, will still be applicable as we move through this period of time. So I just want you all to know that, that we're very sensitive to balancing out the safety against the need to get folks back into the classroom. It pains me to see so many of our students being so negatively impacted. I really worry immensely that some of them may never come back to education as a result of this pandemic. So we're going to need to figure out strategies to reach out to those individuals and try to get them to come back into education. So please make sure you bring your ideas forward so that we can turn this around. Unfortunately, our state, just about every district in our state has suffered significant enrollment loss in the community college system. We're in it together, but it's together that we're going to get through all of this. Let me talk a little bit about the innovative and useful initiatives. So I know Brooke Anderson is leading a conversation around contract grading. I think that's a very important example of an innovation that's also tied to the equity conversation. I think as we look at innovation, we should look at it with that in mind. How does embracing new approaches to teaching and learning, whether they are new-new in the sense of contract grading is not new-new, but it's more new to Pima in the sense that only a few of you have been using that approach. Looking at it, how does it help us solve the equity equation? How do other innovations help us create greater equity for all of our students? Not only from an access standpoint but also from a completion standpoint, from a transfer standpoint, from a placement into a job opportunity standpoint. So looking at things like HyFlex. HyFlex gives a lot of flexibility to the learner, because there are going to be learners who can't always come in, but they could, from wherever they are located, come into the classroom. That's happening right there at that moment where you have folks who are in the classroom but also that classroom is flexible enough to accommodate those learners who can't be there that day or that week or maybe not even the whole semester. And so being flexible that way. Also recognizing that just the length of a program and a course, that's all changing too. Colleges are going from 16 weeks to 8 weeks. We have examples of 4 weeks. Pima is known to be doing some of this already. But what if we started to even scale that up even more and look at how we can create greater access for our students and give them that flexibility? Also being willing to offer what we do into the evening and weekend in a more robust way? I know we do evening, I know we do weekend, but I'm talking about a more robust way where I can get my entire program completed in the evening or on the weekend so I never have to come during the day. I think all of those things are going to be important as we go forward. Also, we are very fortunate that at the tail end of the last administration moving into this administration that the CRRSA was passed. So Pima is going to be a beneficiary of additional HEERF funding. And this time, thanks to the incredible work that was done nationally that we were able to factor in a 50% head count calculation into the formula, which is now resulting in more than double the amount that we received through the CARES Act. If things continue on this current trajectory under the current administration we are likely to see even another round of investment to Pima. Then what we are going to start seeing coming out of the administration is investment into recovery, investment into infrastructure. So it will likely be grants similar to tech grants under the Obama Administration that community colleges can start to compete for to help lead the recovery in our respective communities. I'm just so pleased that Pima has been a leader at the state level and here in this community to help come up with a recovery plan for the state and local, and we're going to present this draft plan to the board at a study session, at an upcoming study session, so please stay tuned to that. So so many exciting things going on right now. Right now a lot of positive opportunities, a lot of momentum to build on. So I'm going to stop there, and maybe I can take one, maybe maximum two questions, Josie? >> JOSIE MILLIKEN: Sure. Let's go ahead and see how the length of the first one goes, and we will go from there. If you have a question, please go ahead and raise your hand. I don't see any questions. Go ahead and unmute. >> Hi, Chancellor Lambert. >> DR. LEE LAMBERT: Hi, Sarah. >> Nice to see you. I had some trouble logging in, so I didn't catch the beginning of that. Are you planning to move to San Diego? >> DR. LEE LAMBERT: So right now, I'm just a finalist, Sarah. So there is four finalists for that position. I'm still in the exploration -- I mean, the whole interview process, at least at this level, is as much an exploration process as it is I'm-going-to-go process kind of thing. So I don't know that I would even want the job if they offered it to me, but also, I know that an opportunity to go to the San Diego Community College District, the second-largest district, maybe third-largest district in the state of California, well resourced -- just to give you an example, I didn't say this part, but their operating budget is almost $800 million. Their capital budget, this is for your facilities, they passed two bonds, it's over a billion dollars. So just the level of investment that their community and their state makes into higher education are things that I think I want to explore more. So that's a big part of it. But also, we have done great things here, and we will continue to do great things here. So if I were to leave, if they offered it to me, it would be a hard decision for me to make, because, you know, together we have done so much over the last seven-and-a-half years >> If you did make that decision to move, when would you be leaving? >> DR. LEE LAMBERT: So it would start around July 1 of this year. My interview will take place the last week of this month, and I will know probably within the first week or two of March in terms of that decision point. >> Thank you. >> DR. LEE LAMBERT: Thank you. >> JOSIE MILLIKEN: Well, that might be why we're not seeing a lot of questions. I think people are a little bit maybe stunned with that. Really appreciate your transparency, Chancellor. So valuable to have that. I know this next month many people, including you, I'm sure, maybe most you, are going to feel very unsettled just in anticipation of knowing what's going to happen at the thought of possibly losing you at this college and during this time. So thank you so much. Just please keep us posted. >> DR. LEE LAMBERT: Absolutely, Josie. I will do that. I'm just look at the chat, I like that associate faculty. I like that. Kate, I know you'll take that under advisement as you work with the group. Well, thank you, all, for your time. Thank you for what you do, and please have a great weekend. >> JOSIE MILLIKEN: Thank you. >> DR. LEE LAMBERT: Thanks, Josie. Bye-bye. >> JOSIE MILLIKEN: All right, everyone. So we'll go ahead and start working through the items in our agenda. So there is a sign-in sheet posted to the agenda. I also placed it into the chat. If everyone can take a moment and sign in if you have not done so already. And then as you're doing that, if you wouldn't mind typing an introduction to yourself, like your name and identity or maybe just your identity since we all see your name, type your name if you're showing up as a phone number or just a first name perhaps. We'll take a couple of moments for that. Are there any open-forum items? Are there any requests for an executive session? Okay. Hearing none, we'll go ahead and move along to agenda modifications and short announcements. There were a few agenda modifications, mostly just adding in a few announcements of things but no real business items. So I'm going to be going through those. You'll see the first one is a 21-day equity challenge that is being coordinated by Hilda Ladner, and I believe Hilda is present today. Hilda, would you like to say a few words about the 21-day equity challenge? >> HILDA LADNER: Sure. Thank you for inviting me. How do I follow that, y'all. Are you still paying attention to today's meeting? I sure hope so. Yes, I think that this keynote continues to be really important to us. It will be a little distracting over the next month to continue our efforts, but I know that as faculty and all of the people here will continue to do that. So I'm here to tell you a little bit about our diversity, 21-day racial, equity, habit-building challenge. So what that is is really to address the fact that we all come from our own experiences, including that very limited education that many of us had, if you grew up here in the United States, with regard to learning about equity, about inclusion, about the histories and experiences of others. So what I'm trying to invite everybody at the college to do is to take this 21-day habit-building challenge where you'll be invited to partake to, to participate in a microaction every day. If you sign up for the event, then you got our e-mail hopefully yesterday from the provost's office. This page that Josie is bringing up shares with you a little bit about the concept behind this that helps us to build knowledge and understanding around different issues of equity and inclusion. You can sign up using this web-based tool. That's listed on the e-mail I sent you all. You sign up for this. It will send you a microaction to do. So you'll get a text or e-mail notification. You agree to do the challenge, or you can pick a different option for that day, and then you go through and you do it and then you can reflect on it. I think this will continue to help our efforts. I know that you're already doing so much through the systemic justice committee as well as all of the great work that's coming out of our teaching and learning center. So this is something that I hope everybody will do. We have a couple of events coming up through the month to continue to really encourage everybody to participate. We will do our kickoff next Friday. So if you want to sign up and just get -- sorry, next Thursday -- and learn how to sign up if you haven't already, learn a little bit more about the challenge, we are doing that next Thursday. Then the following week have some conversations about how it's going for everyone. Then on March 5 we're going to have Dr. Eddie Moore, Jr., who is the person who sort of created this challenge. He's going to join us for a keynote presentation and discussion about how America is changing, are we ready, and how do you keep doing this? If we're really building that habit, how do we continue that habit throughout our life to make sure that we're applying an equity lens when we're making decisions about the curriculum that we include in our classes, our teaching practices, our grading practices, all of those ways in which we work with students. So that's the 21-day challenge. I'm happy to take questions if there are any. Otherwise I really encourage you to participate and join us for the different events. >> JOSIE MILLIKEN: Thank you so much, Hilda. What time is that event on March 5? The reason I'm asking is because we have Faculty Senate from -- >> HILDA LADNER: I know. Yes. We scheduled it at 3:00 p.m., so hopefully that allows for the Faculty Senate meeting tap-in and people can join us after. >> JOSIE MILLIKEN: We will be efficient on March 5. Thank you so much, and we look forward to that event. Thank you for letting us know about the challenge. All right. So moving down in our agenda, a couple of announcements. I'm going to share my screen so that we can come and look at the agenda. The cross-discipline conversations, you might remember this item about a month or so ago at one of our meetings, I brought up how we were developing these cross-discipline conversations so that disciplines can understand what's happening in other disciplines to just have a better understanding of what's happening in the college and having a better sense of context. So the first one happened on January 22. It was fantastic. There is a link to the YouTube. We had the help of PCC TV, and it was about TuSimple. Jay Lau there and Jim Craig and Missy and it was just a valuable presentation. I know I'm forgetting a few names, so if I did, please type it into the chat. And Kate played a tremendous role in facilitating this and getting this started. The next one, I'm so excited, is going to be on February 18. That one will feature our own Brandy Randolph, and it will be in relation to the health information technology and the vaccinations and what the college is doing to become involved and help with that endeavor. So, Brandy, are you here? If so, could you just say a few brief words? >> BRANDY RANDOLPH: I can say a few brief words. Thank you. Currently we are working with Tucson Medical Center and the Pima County Health Department. I was glad I made it here on time because I have been there every morning and we have processed through close to 6,500 people this week with the vaccinations. It's just an opportunity for our students to get out and engage with the public and, you know, the physicians and the nurses and everyone that's part of that, they get to have those one-to-one conversations with them. If I say anything else, y'all aren't going to join us on the 18th for the cross-discipline conversation. So if that's good, Josie, I will turn it back to you. But just say there are some pretty exciting things going on in the field of emergency medicine. >> JOSIE MILLIKEN: Thank you so much, Brandy. Really appreciate it. I'd like to take a moment here, Joi Stirrup has an announcement about the Festival of Books. >> JOI STIRRUP: Thank you, Josie. I appreciate it. This year the Festival of Books will be virtual. I wanted to highlight there was a signup in the Pima News yesterday. If you're interested in participating, please follow the signup link. It is March 6 and 7. You have the opportunity to submit original work that was already prerecorded, or if you're also interested, we have the opportunity to host live discussion sessions. If you'd like more information, please follow the link in Pima News or you can reach out directly to me at jstirrup@pima.edu. Thank you so much for letting me announce this during your meeting. >> JOSIE MILLIKEN: Yeah. Thank you so much for keeping us informed and letting us know about it. I love your background. >> JOI STIRRUP: Thank you. I forgot to change it out for the meeting. This is one of the ones we use to get our students excited in the virtual Zoom for starting classes. >> JOSIE MILLIKEN: Oh, okay. It's lovely. Thank you so much, and our next meeting is March 5, so that will be right in time to send a reminder to everyone. >> JOI STIRRUP: Thank you. >> JOSIE MILLIKEN: Next item, I will go through these quickly so we can catch up on time, we have cross-listing update. Yesterday Dr. Mitchell and several, Sierra, Marcos, several other faculty met together and discussed the cross-listing situation. It was a very meaningful discussion, and there are lots of things to consider on the back end, and so the next step is that Dr. Mitchell will work with Dr. Raj Murthy and see what kind of information we need to know to understand the larger context related to cross-listing. AP 1.01.03, this was an item, a review back in December, and we had a long conversation about this particular AP. Anyway, at this moment it has been pulled from the agenda for the board in the review process, and there is some conversations going on regarding what might be done and other possibilities to ensure that the AP addresses all of the concerns. Faculty Senate systemic justice action committee is meeting for the first time this spring on Monday, so I will have more to report on that next time. There is a Futures Conference coming up. There is an invitation, it came out in Pima News, but there is an invitation at the bottom of the agenda. You'll see this is from Pima News, and there is a link there that goes to the live stream. As you'll see, the very first one is February 19, which is two weeks from today, from 8:00 to 10:00 a.m., and that's the mission fulfillment framework. Just be sure to mark that on your calendars, and then the other dates follow throughout the spring. So moving along, the TLC has three VLCs. One of them is already in progress. It's Truth, Reconciliation, and Reparation. I believe they have had one, but there are several sessions. I'm not sure if they are accepting people late into that group, but you could also check. There is the Contract Grading VLC that our own Brooke Anderson, along with Frankie Rollens, are leading, and that one starts next Wednesday. I'm excited to see how it goes. My understanding is that that one is full. Then there is Navigating Microaggressions, which is one that I'm leading from March 2nd to March 23rd. So there is still room in that, so if you're interested, please sign up, or if you have questions about it, please feel free to e-mail me and I'll let you know more information. Finally, emeritus nominations due February 15. Please e-mail them to me. I know we have at least one maybe two already. So it's your opportunity to nominate someone for this cycle. Please e-mail me if you're interested in doing that. We are at the minutes, the first item of our business section. So if you wouldn't mind, please go ahead and take a look at the minutes if you haven't already, and then we'll wait for a motion. As you'll see, these are not the most elaborate and detailed minutes that you have seen in Faculty Senate. That is because we were without a note taker, and so there's very sparse annotation in there from, we'll just say, someone. >> KEN SCOTT: Motion to approve. >> JOSIE MILLIKEN: Thank you. We have a motion to approve. Any discussion? Anyone second? >> Second. >> JOSIE MILLIKEN: All in favor? Type or say aye? (Ayes.) >> JOSIE MILLIKEN: All opposed? Typers say oppose and abstain. All right. The minutes are approved. That was January. We'll go back to our agenda for the policy review item. This is one that we have seen quite a few times throughout the last year. This is BP 3.02. This is a brand new board policy on academic freedom. So as a Faculty Senate, we have had a lot of time to look at this and offer feedback. I attended several sessions with the group, and I know that this group has worked incredibly hard on this board policy. Any comments, questions? Kate is here, so, Kate, would you like to say anything in relation to this policy? >> KATE SCHMIDT: I guess I could just sort of talk briefly for those who may not know the history of this. You know, academic freedom in general was defined, I don't know, around 1940 by the AAUP and is really a professional courtesy, a professional standard in academia. You know, as such, we are required to follow academic freedom as part of our compliance with HLC. It's in the integrity criterion. I think it's 2D talks about academic freedom. We have always had reference to academic freedom, but it was in the FPPS, so whenever we started to move from FPPS to a policy or personal handbook, we had an opportunity to say, is this really the right place for it? Yes, it impacts personnel policies, but it's really a bigger philosophy. So it seemed like the most appropriate place was a board policy. We have spent more than a year with the charge of following the AAUP language and intention as much as possible to create something for Pima. It is currently in the 21-day review process, so I will paste that link in the chat. This link will be good also for the BPs that I think Dave Bea is going to present for feedback. So as part of that process, the 21-day period will end on February 10. Ted and I will take a look. If there are significant things to review, we will bring that group back together to review and respond to all comments. There has also been some concern expressed about ensuring that we are following the other mission of the college, access for students. I think this is in particular on textbooks and the potential cost for textbooks. I think we need to put some clarifying language either in the BP or in an AP or just in some sort of written guidance. I expect we will have a little more discussion about this. It's not an easy topic. It's not black and white. So I expect even once it's in place we will continue to have opportunities to discuss how it applies in particular situations at the college. >> JOSIE MILLIKEN: Thank you, Kate. Are there any questions? >> MARGARITA YOUNGO: I sent a No. 6 suggestion for the 21 review, and I just want to say that I think we need maybe to add that one, because it's much more clarifying. I think it's a key point. So what I want to ask Kate is, Kate, so this goes back to you folks and then you run it by the AERC? Is that correct? >> KATE SCHMIDT: No. You, as I understand it, submitted a comment to the e-mail address that's on the website that I posted. >> MARGARITA YOUNGO: I did. >> KATE SCHMIDT: We haven't seen those yet officially. Once it closes, all comments will come back to our stakeholder group, which was Ted Roush, myself, and members that you guys identified from senate, and then we joined kind of late in the game as we were close to the final drafts with some leadership from PCCEA as well. So we will take a look at those comments, and then I think there will need to be some other documentation sort of to allay people's concerns about some other access issues. It may end up in the board policy or it might be in an AP. That, we just have not determined yet. But, Margie, part of this process, which is a wonderful sort of thing in place to maintain shared governance, is every single comment we get has to be formally and publicly responded to. So in the past when I have worked on this, it's been sort of a spreadsheet where you review the comments and we sort of write the response from that group. Then that's posted up on the website. So you will get feedback either way. >> MARGARITA YOUNGO: All right. Thank you. >> JOSIE MILLIKEN: All right. Any other questions, comments? You can please do send those to the e-mail address that I believe Kate has posted into, well, the link. You can view the link that Kate has posted into the chat, and then there is an e-mail that you send comments to. No longer the form but an e-mail. I don't think we have any questions. We will move along to the other policies up for review, and I believe David Bea is here. David, are you here? I don't think David is here. >> DR. DOLORES DURAN-CERDA: He was here. >> JOSIE MILLIKEN: Okay. Well -- >> DR. MITCHELL: I can see him. Perhaps he can't hear us. >> DR. DOLORES DURAN-CERDA: Josie, I will text him. >> JOSIE MILLIKEN: Well, in the meantime, are there any comments or questions that you would like to express regarding this board policy? >> DR. DAVID BEA: Can you hear me now? Sorry about that. Yeah, I think I was in between having a phone for part of it and the computer for part. So I'll go through both of these policies. These are modifications to currently existing policies mostly to codify what's already in process and to strengthen some of our financial sustainability and stability policies from a college financial standpoint. So the first one, really, the only significant add is that it includes certain obligations that we are specifying in board policy that we will take as part of the budget process. These are things we already include in the budget process, but there are obligations like bond covenants and certain liabilities that we want to be more transparent or be transparent and clear with the board and make sure that the board is committed to properly handling those liabilities. So the key liabilities for our standpoint are pension plan-based liabilities. So Arizona State Retirement System and the Public Safety Retirement System, the latter in particular has certain contributions that the college needs to maintain a certain funding threshold or we have certain funding threshold goals we are running through with the board and with the finance audit committee. And we want to make sure that the board is committed to doing that as part of the budget process. It's just making sure that that all gets done appropriately. Then the second one is taking and consolidating our currently existing investment procedures, which have been vetted by the finance audit committee and we run them through the finance audit committee which has board representation on it on a regular basis, but it really puts it up into the board policy level and sets out a target for the amount of reserves that we have on hand. This is basically to follow best practices in terms of financial stewardship. We want to have a certain amount of reserves on hand in terms of cash for emergency needs and then in terms of having just base funds available should there be some unexpected emergency or emergent need. So what we are targeting, we are setting forth the target of a 75% of our operating, our expected annual operating expenses to be in reserves. We are already above this threshold, incidentally, so this isn't going to change any practice at the college. What it is, it will set a threshold for us to monitor. The policy, what it does, is if the board does approve or we have circumstances, they get us below that reserve threshold, it would trigger in the budget process where the finance staff and administration would take to the board a plan for how we would plan to get back to that 75% threshold. Again, we are already above it, so it's just setting a certain threshold that maintains strong financial reserves, which are important from an accreditation standpoint and also from a credit rating and creditor standpoint. So that's the purpose of these. There will be slight modifications to the language, just to clarify some things on the latter one, but for all intents and purposes how I described it is what will come out in the final versions from the early comments we've received. >> JOSIE MILLIKEN: Thank you. Are there any questions for David Bea? Comments? Requests for clarification? >> MATEJ BOGUSZAK: Thank you, Dr. Bea. Actually, you answered a couple of my questions in your introduction, so that was great. On item No. 4 here, is this something new that we would be, the board would be kind of designating certain reserves to be invested in particular areas? Is that something we do again already, I imagine, and it's just spelling it out? >> DR. DAVID BEA: Yeah, exactly. It's putting it up at the board level, but there are already set procedures in terms of how we invest our surplus funds. >> MATEJ BOGUSZAK: Thank you. >> JOSIE MILLIKEN: Any other questions? All right. Well, as a reminder, these two policies are up for public 21-day review, so please send along your comments or questions if any come to you after this meeting. Thank you so much, David Bea, for being here. We really appreciate your time. Moving along, Kate mentioned in the chat that she would like to thank the faculty who worked on the board policy group, and then typed their names all into the chat. Please take a moment to take a look. Karie Meyers, Ken Scott, Maggie Golston, Mona Carriman (phonetic), Karie Meyers -- >> KATE SCHMIDT: That was a bad cut-and-paste job. >> JOSIE MILLIKEN: Okay. Kirk Metland (phonetic), Kimlisa Duchicela. That's everyone, right? All right. I want to take a moment too in regards to note takers to recognize that we are very grateful to the provost's office and to Katie Hernandez, because Katie is here taking notes today which is such a nice thing. Thank you so much, the provost's office, and to Katie. Our next item is the vaccination distribution update. Ouatfa is here again, and Ouatfa was here back in January to provide an update. We look forward to hearing about anything else we should know at this point. There are two items that Ouatfa e-mailed to me that I attached to the agenda. One of them is a COVID-19 vaccination update, and the other one is the vaccination FAQs that we compiled after our last meeting, took the FAQs, and then from there Ouatfa created a document. So on that note, Ouatfa, please go ahead and present to us whatever you feel like we need to know or what you'd like us to know. >> OUATFA CHUFFE-MOSCOSO: Okay. Thank you so much, Josie. Thank you all for having me again. After our last meeting, there has been a lot of improvements on vaccination. A lot of information has been provided by Lisa Brodsky, who I thank a lot for providing for keeping us all informed and providing great information. So a lot of concerns about the prioritization have been already resolved. Now everybody from Pima Community College is able to register under the 1B. The Pima County Health Department have strengthened their role, and the Arizona state also has been helping to expedite vaccination to the best of their abilities. On that note, the group 1A continues to be vaccinated, and I'm happy to report that although they had been doing it, they confirmed that our medical, dental students, nursing and dental clinic, that they are eligible to receive their COVID-19 vaccine, and they can register under the healthcare workers. So that was one of the questions listed in the questions that I received. So I was happy to report that they are safe now. I understand that about 70 students from dental have already received the vaccination. Holly can provide additional information. And then some of the nursing students who have been already doing some of their practicals at hospitals and clinics, they have also received their COVID-19 vaccination. I send the information to Yolanda so she can share it with the rest of the students who are at risk so they can get their vaccination. The report that I sent you has the most current -- well, it has the numbers through February 1st on the numbers in Pima County. Those numbers are still good. To date they have only increase about 10%, so we are still on schedule. From the last time that I presented, there has been some modifications to the -- there have been some modification to the priority. They actually subdivided group 1B.1D. They actually subdivided that into .1 and .2, because they wanted to address the number of individuals 70 years and older, but they needed vaccination, and now they are having 1B.1.D.2 for members from the 65 age group. So that may not be part of the report, but I just wanted to let you know that as of yesterday, that's when the Pima County Health Department recognized the need to further prioritize people 70 years and older and then 65 and older. So they are expanding that group. As far as vaccinations, you can see on the report, we are still in line with some of the other states in the country that are moving along with the vaccination efforts. There is five or six that are ahead of us, ahead of Arizona. But at least we are not behind. We are moving along, and that's really good news. So that's everything. I wanted to concentrate today mostly on vaccinations, because I didn't want to take more time than what I needed to do. Just fairly quickly, I just want to let you know that the cases in Pima County have been dropping. Those of you who watched Dr. Garcia at the board meeting, he acknowledged that there has been a decline in cases in the last three weeks. However, we are still not at the number that could move us into -- we are moving into the right direction, but we are not at a place where we can actually -- we haven't met the criteria for the Pima County to move us into a more open scenario. The positive percent positivity still 12.9 as of today, so we are moving along in the right direction. However, the number of deaths, they are declining, but that's at a smaller rate that we are still seeing a lot of deaths in the county. I'm hopeful. And I just wanted to share with you just to remind everybody as the Super Bowl is happening this weekend, make sure that you exercise safety and follow safety protocols, maintain distance, wear your mask, and wash your hands. We don't want to -- I'm very hopeful that this will not create another surge in the number of cases in Pima County. We will be able to see how good people in Pima County were around Thursday or Friday. That's when we would expect seeing reports of people being tested and reporting positive tests of COVID-19. Actually, before I take my questions, I just wanted to share with you environmental health and safety, besides COVID, we have continued with our normal duties and responsibilities. EHS and the college partner with the City of Tucson to host household hazardous material collection events. We are going to be having 40 bins throughout the year. West Campus and Downtown Campus and I believe East Campus, as well. The first one is going to be happening February 13 from 8:00 to 12:00 at West Campus. Next Thursday you will see the entire list of events in the Pima News. So that concludes my report, and I'm happy to take any questions. I just need to sign off at 2:15 to go to another meeting, but hopefully I did good, Josie (smiling). >> JOSIE MILLIKEN: Yes. Thank you. Of course. Thank you so much for keeping us informed. To see how much has changed, I'm just thinking back to the last time you were here, which was just a couple weeks ago, much has changed. I'm sure that so much will change again before we meet back in March. So thank you. We have just time for a couple. We are still a little behind in our agenda, so if you have a question, please go ahead and unmute and speak. >> I was wondering on what site do medical students sign up on to get the vaccine? >> OUATFA CHUFFE-MOSCOSO: You know what? Let me go ahead, and I actually I sent the link to Yolanda, but I know we have more students. Let me -- I'm going to post the link that people can sign in. But I think if they just follow the same protocol, the same website from the Pima County that has been posted, then students should be choosing healthcare. This is what was sent to me. You know what? I'm probably just going to, just to make sure that I'm not rushing providing incorrect information, I'm going to send that information to Josie, and she can share it with everybody in this group, okay? >> JOSIE MILLIKEN: Thank you so much. Thank you for asking the question, Lynn. All right. I don't see any other questions. I haven't heard anyone asking questions or taking themselves off mute. I think we all have had so many As to our Qs over the last several weeks. Thank you so much for being here, and we look forward to seeing you next time. >> OUATFA CHUFFE-MOSCOSO: Thank you so much. Have a nice weekend. Bye-bye. >> JOSIE MILLIKEN: You too. Our next item is Dr. Lamata Mitchell is here, responding to some concerns related to scheduling and cancellations, specifically in relation to the fall, the spring 2021 current term. Dr. Mitchell, thank you for being here, and please go right ahead. >> DR. LAMATA MITCHELL: Of course. Good afternoon. Madam Faculty Senate President, if you don't mind, I will go through these questions that were sent to me, and then open the floor if there are any other questions. The first question posed was asked about the processes involved with decisions to cancel courses. Before the pandemic, the deans had agreed that there needed to be a 12-day period for cancellation so that they had time to reach out to students to let them be aware of other sections that were still open that they could enroll in. So the decision was made that any section that had 12 or fewer students, that was a section that we would cancel once we helped those students find another section. In light of the pandemic, a consensus was to make that five students, if there was anything, was fewer than five students, that's the section we would cancel after reaching out to those students and helping them find another section. So we were very strategic in the creation of the schedule. We used the data that we got from STAR that told us to anticipate a 15% or slightly higher decline in enrollment. We also looked at the data that we had from Ad Astra Platinum Analytics that tells us here are the students that are signed up for these programs, here is the percentage of students that have already taken the course that is needed in the sequence of this program, here is the percentage of those who will still need this course next semester or will need the next course in a sequence next semester to help us create the schedule. Of course the enrollment was lower than we anticipated. I think our enrollment was like 20% decline. So we did have to make some last-minute cancellations. What we worked very diligently on was to make sure that we did not lose students. So the deans and department heads and their teams, some of the teams, reached out personally to the students to let them know that this particular section was being canceled, but here is another section that looks as if it will meet your schedule. Can we assist you in enrolling in that section? So there was concerted effort not to lose students. Unfortunately this time we did not have the latitude to hold on to sections that only had two or three students. In the past we would have let that go, but this time we were not able to do that because we wanted to make sure that the schedule that we built and put out there was balanced with the student needs and so that we could address questions that were coming to us from the members of the board as well as from the community. So how did the divisions that depend on each of those courses coordinate with scheduling cancellation? The deans work very closely with each other, particularly those areas that are dependent on the gen ed courses. Then they use that information as they sit with the department heads and their leadership team to look at what they are offering for the next semester. I think that process has tightened up over the last two semesters with the virtual environment where we have had to make sure that we are not creating obstacles for each other as we put the schedule together. The question about the targeted number for sections offered, this is where we rely upon the data that is available from STAR and from Platinum Analytics so that we can see the suggestion that is made, this is the number of courses that you offered last semester, here is your enrollment, that's what the Platinum Analytics data shares with us. Here is where we suggest that you make some reductions or here's where we suggest that you make some additions. So they would look at courses that are out there, and they will see how many students signed up for the course. They can tell us, you are only offering four sections of this course where based on what we see with the predictive analytics you're going to need maybe five or four more sections or you're offering seven sections in this area, but based on what we see, you only need five or four. And we align that with the information that we have from STAR, and of course the deans and the rest of you know the idiosyncrasies that the data cannot pull up. So in some cases, even though the data is suggesting an addition, you know you don't have the human resources to make that addition, or we don't have the classroom that is available at the time that you know that the students would most likely sign up for it. Or you will see that although they are making a suggestion for a reduction, it's actually a cross-listed course. So if the data is looking at that course standing on its own and it seems to be low enrolled, when we look at the cross-listed enrollment, the class is fine. So, you know, we don't just depend on the data blindly without having that conversation and doing that deep dive to make sure what we see in front of us actually reflects the reality of what students need. Is there an expected split between online, virtual, hybrid, face-to-face? Not when we started out. We were just more concerned about making sure that we could transfer those face-to-face courses into virtual courses and keep the students moving through their educational journey. For the spring schedule and for the fall schedule, the deans and I, along with assistance from the schedulers, will review that schedule to look at it district-wide. We have asked the vice president of online, Michael Amick, to join us in that review so that we can make sure that there is a balance. We know that in some disciplines, the attrition rate for the online version is high, but we also know in some disciplines for the virtual/face-to-face or hybrid there is a converse. The attrition rate in those is high. So we want to make sure that we are offering flexibility to our students, but we are also identifying the areas where we need to ensure that there are wraparound services and scaffolding to help the students to be successful in the completion of the course or the completion of the program. The final question was that January 13th, the chancellor at the board meeting, said that we shouldn't limit ourselves to building a schedule that just focuses on high school graduates but we should also focus on our adult learners. You're asking, how do we handle this when our day classes fill and historically night and weekend classes haven't as much? What we have done, we being the deans and myself, have actually looked at the programs and the courses that we know will run successfully in the evenings or on the weekends. A few semesters ago we tried that, and those areas have had success. But we know that it is driven by the discipline and is driven by the student availability. STAR sent out a survey to students to see what was the need and interest for weekends and evenings. We have taken a look at that. But in the midst of trying to create three scenarios for the board as to what we are doing in the fall, we haven't done a deep dive on that, but we have certainly looked at it to look at the areas where the students have said I'm in this program, and I work full time, so if it was offered on a Saturday or if it was offered in the evening or if it isn't already offered online, doing so would meet our needs. So I'm going to say just one last thing. The information that was presented, that it was unprecedented number of cancellations for the semester, was not strictly so. There is a one-point difference between the cancellations that we had to do in the fall and the cancellations that we have had to do for the spring. Unfortunately it was 1% more we had to do in the spring. We were hoping for it to go in the opposite direction. But we are being very intentional about how we put the schedule together. In the past we have simply rolled the schedule, and if it goes, then that's great. If it doesn't, then we make some adjustments. What we are trying to do is align that with what the students say they need, when they say they need it, so that when that schedule becomes live, we don't get the usual, I was taking this course last semester during the day, and now you have shifted it to the evening and I can't take it and that slows me down from completion. So those are some of the things that we take into consideration as we are building the schedule. So I'm going to pause there and take any questions. >> JOSIE MILLIKEN: Thank you so much, Dr. Mitchell, for taking time to actually address the specific questions one by one. That was very, very helpful. Brooke, do you have a question? >> BROOKE ANDERSON: I do. Thank you, Josie. I was wondering if we're doing anything to track how successful we are at keeping those students that we have to cancel their classes? You know, I know in our department students don't always check their e-mail before a class starts, right? And then a lot of the times they don't have the right phone number or the right phone number isn't listed. So we may be doing our best effort to reach out to them and make sure that they know there is other classes available to them, but are we tracking in any way or do we have a way of tracking how many of those students we actually end up losing and how many of those students we actually end up successfully serving in another class? >> DR. LAMATA MITCHELL: Actually the VP for student affairs is online, so I might let her answer that question, she knows more detail than I. I know that we depend heavily on them to give us that kind of information, but as they constantly tell us, if the e-mail or the phone number has changed, a lot of our students are homeless or couch surfing, it makes it difficult for us to keep up with them. I know some of the deans have kept a list of students' names and they have tried to move heaven and earth to find those students. I know that student affairs also has moved heaven and earth to find those students. But until we can find another way to keep up with those students -- because they are not always comfortable giving us their cellphone number, you know. So we would happily text them if they were comfortable doing that, but many, many of them are not comfortable doing that. So that's one of the big hurdles that higher education still faces. How do we get ahold of those students whose information has changed since last semester and we need to encourage them to come back and complete their education and talk to them about the resources that have been put into place to help them be successful. I'm going to turn it over Dr. Robles-Lopez just in case she has something to add. >> DR. IRENE ROBLES-LOPEZ: Brooke, that's an excellent question. So in student affairs, we absolutely work to try to find other options for those students. As you can imagine, we're working with continuing students, to keep them enrolled, working with brand new students to help them get in through the enrollment funnel, get scheduled into classes. So oftentimes it does depend on the availability of other options for students. Being at the course that was their first choice has now been canceled, sometimes other options are a good fit and sometimes they are not. So again, that's one aspect. Just as Dr. Mitchell mentioned, we do have a lot of students, again, we know the socioeconomic impact that COVID has had on students, we do have students that sometimes use kind of a month-to-month cellphone and have limited minutes, so sometimes even within the same semester their number may change, they may not have access, or you reach the number and you receive the recording that it's not active or they are not available. So we do see some of that, but we absolutely do work in trying to get students into another class, making sure that they stay enrolled. If they are not able to take, if they were going to enroll full-time, maybe are not able to, then trying to keep them enrolled in as many credits as we can to ensure they are making progress while it also fits the needs that they may have in regards to family responsibilities, work responsibilities. So we absolutely are doing that. I know the deans also, a lot of them have kept lists, as Dr. Mitchell had mentioned, to try to reach out to those students in looking at, okay, we canceled this course which was this day, this time. What can we offer then or what do we have available that's kind of similar to that time frame that would work for the students. It really is a lot of communication going back and forth, and several people trying to reach those students. But again, there are times that we are successful and there are other times that because of scheduling, days, responsibilities, it doesn't work out. But it's something that we are all very cognizant of and definitely working. The challenge of COVID right now just creates another layer of barrier for all of us, unfortunately. But thank you, very good question, Brooke. >> MARGARITA YOUNGO: Do you folks have any idea about possibly sending out a survey to our students to see if they're ready to come back or if they are thinking of dropping, have a little survey maybe with three or four questions? Then maybe on that survey you could get contact numbers? By that, you'd get two pieces of information for us? >> DR. IRENE ROBLES-LOPEZ: Thank you, Margie. I know in the fall semester, you all may remember this, fall and the summer, so STAR, Dr. Nic Richmond's team, sent out several surveys to students to ask for feedback on their thoughts. I can definitely contact Dr. Richmond about that. I know that -- I have met with her several times over the last semester, and so of course they are always looking to see what feedback can we get from students, what information can we get from students, because that also helps to inform how we plan to move forward. So I can definitely take that forward to her to see if there are any stages right now, any surveys and any planning stage that may go out to those students so that we are able to capture that data and information. So thank you, Margie. >> MARGARITA YOUNGO: Thank you. Because I took the bus one day and the bus driver told me, I remember you from three years ago. I didn't finish my math class. I want to come back. How do I do that? Questions like that where we could capture these nontraditional students that way? >> DR. LAMATA MITCHELL: And thank you for that question, Margie. One of the challenges we have found is that some of our students are just survey shy. And so if you could spread the word with the students in your classes, ask them not to hit delete when they see that call to fill out a survey, if they would just fill it out so that we can hear their voices and their desire, that would be of great help. Because sometimes when we send surveys out, we get such a paltry response. When I have asked students, did you see the survey? They're like, yeah, but, you know, I just moved on to other things and hit delete. If we just remind them of the importance of their voice in this situation, I think that this will help greatly. And I really want to thank all of you for your patience and your flexibility. I know that this has been, like, a roller coaster ride. I personally am probably the only one in my family that does not enjoy roller coaster rides. So I appreciate all of you being on this ride with me and for sharing your insights. I mean, you are in the trenches with the students that we serve. You hear from them what their needs are and what their concerns are. That certainly helps us as we try to put together a viable schedule that does not create more obstacles for them. But I know that this has been -- this has been hard for everyone, but especially for you who have probably been asked by students and by your neighbors, what is Pima doing in the fall? Are you opening up? I'm waiting for you to open up. And you have to shrug your shoulders because everything is so fluid and it's hard to make a definitive plan right now. We have pushed back the go-live date by two weeks. And what I mean by the go-live date is when the schedule is available for students to see so that they can plan what they are taking in the fall. But we definitely want to meet the registration date so that we don't slow things down for students or cause them to become discouraged and to go elsewhere. So I will keep you posted, but thank you for your continued patience and for your diligence in working with the department chairs and the deans as we try to get this done and get it done in a timely manner. >> JOSIE MILLIKEN: Thank you so much, Dr. Mitchell, and you're right. Until you said it, I didn't think about it, but it's true, what is Pima doing? What's going on now at Pima? Now I'm going to think of your comment every time I hear that. I'm sure you hear it just as much if not more. >> DR. LAMATA MITCHELL: I do. Unfortunately I have -- my husband loves to talk to young people, particularly in the grocery store, despite the fact that we are supposed to stay six feet away from each other, and he will always ask what are they doing, what are they doing, and if they are high school students or hesitant, he's like, you need to look at Pima. So when he says that, he's, like, my wife can help you. I'm like, oh, my goodness, because I know what the first question is going to be: Are you opening up in the fall? So I have told him the next time you say that, I'm going to stamp on your toes. I need you to stop until we have a plan that I can share (smiling). But in all seriousness, the community knows that we are their college and we care deeply about them, and we want to keep them safe. But it's also the provost's, my job, and others' to make sure that all of you are safe, too. That all goes into the building of the schedule and what we are putting together for the fall. >> JOSIE MILLIKEN: Thank you so much. Yes, that's true. It's understandable that the community would want to know. I'm sure that everyone works in a school, public school, University of Arizona, hears the same thing. Yes, thank you. The next item we have is the president's report. That is my item. So I'm going to share my screen again. I have several items here, and let me go through the second to the fourth, because they are mostly updates and volunteer calls. Elvia asked me to provide this information. There was an info session about this during the All Faculty Week, but not everyone was able to attend. So there is an update. Please just take a few moments on this update. I can't open it at the moment. This will go to attendance-taking training if you're logged in, and that's very helpful for new faculty. So department heads, if you have hired new faculty or you are, this is fantastic way to help those faculty understand the attendance tracking so that alternative to sending a PDF and e-mails and screen shots. Please know about that and share that information widely. Attendance-tracking updates, you can go ahead and take a look at this for those. The biggest one is that there is going to be some kind of a software update in March. So that's very soon. Hopefully the hope is that this one will improve things. Finally, related to this item, is that Elvia would love to have volunteers for the student notification e-mail. We are all familiar with that e-mail that goes out to students when they are marked as absent for a certain period of time. That e-mail is going to be revised, possibly be a little more or a lot more student friendly, not so much so intimidating. So volunteers are needed for that. So please, if you are able to volunteer, e-mail Elvia Bow. Ebow@pima.edu. Please share that also with faculty. There is a proctoring work group and alternative assessment work group that's currently started. It started a couple weeks ago, and it's led by Jeff Thies. I'm on that group and look forward to finding ways to ensure that equity is considered in terms of proctoring due to concerns that have arisen related to various things that impact the equity of the proctoring that's done during exams. Alternative assessment came about in our recent meeting, and you'll be hearing more about this soon. One of the ways to enhance equity and perhaps enhance quality of instruction is to offer alternative assessments as opposed to equity. So that will be something that we are all going to be asked to consider for those of us who use proctoring. PCC TV volunteers for graduation event. I sent this in the e-mail that I sent out with the agenda to all faculty. This is an opportunity to contribute to the graduation event coming up in May by offering some footage of your classes. Not so much like recorded sessions of your teaching unless there was like a fantastic moment. Logically it would probably be 10 seconds or less, and it's something that will go into a little medley, a video medley, that will be shown for graduation. So you can e-mail Tom Casey whom I referenced in the e-mail I sent to all faculty with the agenda, or you can fill out this form. Please fill it out by February 16. That is also information that you can share with all faculty. Coming back up here, we are a little behind on time, so this is, just quickly, Dr. Desjardin contacted me regarding this advising, counseling, and student engagement, and sent me this presentation asking me if perhaps we'd like to hear more about this in March, our March 5 meeting. I did hear that Dr. Desjardin is here. We might be able to take care of it quickly now, or we can decide to bring it back as an item in March if there is interest. Dr. Desjardin, if you would like, would you go ahead and say anything you'd like in relation to this item? >> DR. SUZANNE DESJARDIN: Thank you so much, Josie. Hello, everybody. Thank you for giving a little bit of time today. We did want to provide an update to all of you on the reorganization that's gone on in student affairs and what we have been doing with our advising and counseling model and our student engagement area, which is leading co-curricular engagement. So again, as Josie said, if you all would like me to talk through some main points from the presentation today, I could do that or we can certainly, if you'd like to take the time to look it over and then have me come back next month and go over highlights and any questions you may have, we can go that route, whatever you all would prefer. But one of the big things that I think you have heard from other leadership today and throughout, since we have had to pivot, you know, everyone hates these words, postpandemic, we basically virtualized pretty much overnight over spring break. Because we had our virtual services model already in place, we were able to quickly train our staff within 24 hours to virtualize. We have throughout the process been putting into place, as we reorganize our structure, different pieces with technology so that we can serve our students. We have actually been able to track our student data, so whenever you have students that you may hear say that they are having difficulty getting ahold of an advisor or counselor or someone in Student Life or Student Engagement, First Year Experience, we actually have ways we can track individual student cases, and we can actually go in and find out what information was provided, what contacts did they make with who and when, and that's something we absolutely want to do because we don't want students to get lost in the different ways to get connected. We also have 24/7 services available both in counseling and through our virtual services as well in addition to our full-time team members. So those are some quick highlights. But in terms of walking through the structure to the divisions, we have been very pleased to be able to organize our teams in ways that better support faculty and support students with the goal of trying to reduce our advising ratios, our advising caseloads. We are not completely done hiring staffing in this area. We still have three program advisor vacancies, one for applied technology, one for health-related professions, and one for nursing that are currently in recruitment. But that's kind of in a nutshell some highlights. I'm happy to go through the presentation next time if you would prefer. Like I said, I know that you all probably have not had a chance to go through it in detail. >> JOSIE MILLIKEN: Thank you so much. I think what might work best, and it's such a nicely done presentation, and it was so informative and I love how it breaks down the advisors. It's just a valuable document. And so what I think might work best is everybody take time to review it on your own, get a sense for what's in it and what's new. Then we can return in March and give any attention to it that might be after people have had a chance to review it, might be on people's minds, and that way you wouldn't have to do a full presentation and could just respond to any questions that might come up from reviewing that presentation independently. Does that sound... >> DR. SUZANNE DESJARDIN: Yeah, that would be great. Thank you. >> JOSIE MILLIKEN: Thank you so much for being here and for keeping us informed. We will move along to the next item unless there are any questions for me about any of these items or... >> I had a quick counseling/advising question, mostly advising. This is Lisa. Every semester I always have a significant number of people that end up in my classes that really should be in a different class. Most of them claim and it may not actually be the case but they were advised to be in this class. I was just wondering, is there a system for tracking, you know, advisors and who said what so that, you know, people can get feedback? I realize it's extremely difficult to know what classes there are for every single program, and fortunately we have guided pathways and a lot of other queues now, but mistakes happen and it would be better if we're learning from my mistakes if our advisors are actually making them. I admit students may be self-advising and thinking otherwise, but... >> DR. SUZANNE DESJARDIN: Great question, Lisa. Actually, when you all go through the document, you'll see what we have done with the reorganization is we have actually not only assigned program advisors to STEM, right, so anybody who is in a science-related area, is going to have a caseload of students, and then we have our enrollment advisors who are typically the folks that when we are back on campuses you would see doing the primary role of staffing the student services centers. So those folks are doing a lot of the outreach that you heard Dr. Lamata Mitchell and Dr. Irene Robles-Lopez talk about earlier when we are doing the outreach to students, outreach campaigns to try to figure out who are the students who haven't come back and why, and who are the students who have applied for admission and haven't finished all their steps to matriculate and register. They are doing that kind of work, and now they are also supporting the divisions. So by having students sign in for same-day service through Qless, which is one of the virtual things we put into place in July, and we have had over 20,000 student service transactions since July through Qless, what we actually have on Qless is the student identifies when they sign in, what is their program of study so that we actually get them to the right team member, and we make sure that someone from either the program advising, counseling, or enrollment advising team for that program of study is actually servicing that student, and then in Banner we make notations about the advising, and then through Starfish Pima Connect which is our other system, those are some other places we keep notes. As you mentioned, one of our challenges is that, yes, students can absolutely self-advise. They don't always have to check in. It does make it a little bit challenging, but certainly if there is something coming forward as a misadvising, those are the things we absolutely take very seriously and we investigate fully. Always from that perspective of teaching opportunities for employees, if there is something missing that we need to get people updated on so there isn't misinformation happening, but also to make sure that we help students understand as well the importance of making sure they check in with an advisor or counselor so that we help keep them in on track. In a nutshell, we can typically investigate, and I would say send us any of those student cases you want us to look at and certainly let students know who the STEM team is if you have any questions. >> Yeah. Can you do it by student rather than advisor? Because there is a thing it's almost like if you have seen Men in Black, it's almost like they are zapped and they can no longer remember who they talked to. (Laughter.) >> DR. SUZANNE DESJARDIN: So on the very last slide of that handout that Josie shared with you all, we created a student affairs newsletter. On our newsletter, it's actually under my signature line also, so I can shoot you an e-mail, Lisa, so you'll have it, but on that last slide, the link to our newsletter is there and I will put it in the chat. You can actually download a flyer for program advising and it tells you who are all the program and enrollment advisors assigned to the divisions. What we have done is an alpha split by last name. That's how you can tell who was a student assigned to. You would know from the flyer, by looking at the flyer and the student's last name who to refer them to directly. >> That's cool. Sometimes there are patterns of something that suddenly emerge you have enough students coming in and saying the same thing and you realize, aha, it is a thing. >> DR. SUZANNE DESJARDIN: Let Emily know, because we definitely have program advising members rotating to the dean meetings so they can get those updates, as well. So if there is something new or coming down the pike, that team is well-informed and communicated out as needed. It's also in Pima Connect. There is a slide in the presentation, as well, that I shared with you about Pima Connect and what the support network looks like, and it shows you who the program advisor assigned to that student is as well. You all would be able to refer a student to Pima Connect and they could look up who their program advisor is too. Those are some quick ways to find out. >> JOSIE MILLIKEN: Thank you so much. We only have 15 minutes left for -- thank you, Dr. Desjardin. We only have 15 minutes left for three reports. That's not a lot of time. Matej, is it something that could wait until March or is it something you would like to ask today? >> MATEJ BOGUSZAK: I'll wait till March. Thank you. >> JOSIE MILLIKEN: All right. So let's go ahead and move along to our reports. First up we have our provost's report. That is provost and executive vice chancellor, Dr. Dolores Duran-Cerda. Please come up and... >> DR. DOLORES DURAN-CERDA: Thank you, Josie. Thank you, everyone. It's great to see all of you. And thank you for your resiliency and optimism during these difficult times. Just to let you know, I had my vaccine this morning, so I'm little -- I'm very happy that I did it, and it was a very smooth process over at Kino, but my arm feels a little sore. So if you see me going like this, that's why. I feel a little bit light-headed, but I'm happy to be here with all of you as we go through senate and the provost's updates on things. It's kind of a lengthy report, so I won't go through all of it. I will just do some highlights because I know we have two other reports. But I wanted to follow up on a question that Margie Youngo made and that Dr. Mitchell had answered. I hadn't talked to Dr. Mitchell about this. Yesterday I believe I met with Dr. Nic Richmond from STAR, and we are developing a survey that will be going out to faculty hopefully by the end of this month. That's to help determine student tech needs, because I know a lot of students may not know or maybe people think that we have run out of devices for students that we can loan out to them, but from the CARES Act we still do have about 200 devices, laptops, iPads, ordering more hotspots. So you will be receiving a survey so you can even give us their name so we can reach out to them directly. Also, any tech needs that you, as faculty, need. For example, web cams or microphones, things like that. We want to keep track of that. Hopefully with the new federal funds that will be coming, we can address those needs for you and for the students, too. I just wanted to start off with that. So the provost's report starts with lots of accolades for your colleagues, and we are very, very, very happy with all the different accomplishments that have been made, especially the Bellwether award. I know a lot of you here on the call participated in developing them. We had five different programs that were finalists. That's highly unusual for one institution in one year to have five different programs up for finalists. Congratulations to everyone involved. Last year we did receive the award for developmental education and the redesign and the math faculty were involved with that. Congratulations for that, too. Also, I wanted to repeat what we had shared at All Faculty Day. That's the Striving for Excellence in Teaching awards. Congratulations to all of the faculty that received those awards. Brooke Anderson, Eileen C, Cathy Christensen, Maggie Golston, Ana Jimenez, Linda C, Cindy L, Robin M, Molly McCoy, Monique Rodriguez, and James Sheldon. So thank you for your dedication to teaching and learning, and I know there were several of you that have been nominated. So all of you received kudos for that. Also in PimaOnline we have several people to acknowledge, as well. Robert F from the Instructional Technology Council received recognition, the award for outstanding eLearning faculty. Wonderful news. Congratulations, Robert. Anthony Sovak, a former colleague of yours, in writing, and also Elliott C created a new OER writing 101S course online. We are very grateful for that. Elena G, Mida T, and Liz V, worked on converting some Spanish courses to the OER format. Jeffrey G from the translation studies program converted courses to the online format using OER, too. A lot of innovation and accomplishments that I'd like to express my gratitude and appreciation for that. We also had some library research award winners, and the award winners are listed here. These are for recognizing those who have shown exemplary library research skills and information literacy. Also one of your colleagues at West Campus, faculty librarian and department head Chris Schipper. So we congratulate him for having published an article in Inside Higher Ed. Long live the libraries. That's excellent. I will be having my virtual office hours starting up soon, February 12, so please feel free to sign up. This is for anyone at the college, faculty, staff, students, administrators. We haven't included yet but I just wanted to let you know verbally the vice provost, Dr. Mitchell and I, have been talking about it was so nice to go to all the division meetings, but maybe what we could do is host a little conversation time with the vice provost and provost specifically for faculty, associate faculty, if we use that term, and also full-time faculty to come in and check in with us and touch base. So we will be sending out more information about that. We are thinking of calling it Tea and Cafe Con Leche with the Provost and Vice Provost, something like that. You will be seeing more information regarding that. Also wanted to highlight this month being National Black History Month. You can see all the robust programming we have in relation to our brothers and sisters from the African American community, our students, our colleagues, and the community in Tucson. Please try to embed some of these programs and some readings and history about African Americans in your courses if possible. Hilda did a nice job in explaining what the 21-day challenge is, so I won't go through that. You can read it on your own. And the other diversity, equity, and inclusion events that have been planned for the next couple of months. I know I need to go, I will continue really quick so you have other updates regarding the learning centers, faculty services, the library, et cetera. Testing, I won't go through that. Syllabus template survey. It's a very robust report, as you can see. Then Dr. Mitchell has already talked about the summer and fall schedules. Just wanted to let you know that Dr. Doré, Bill Ward from facilities, and I are working very closely and sticking to the guidelines, CDC guidelines, Pima County guidelines, national, as well and state guidelines, just to remind you that our No. 1 priority is to keep you and your students safe and healthy. So any decision we make is going to be regarding that. Also wanted to mention we have our vaccine strategy group, vaccination strategy group, and we have included one of your colleagues here, Faculty Senate Officer Brandy Wright. He's representing you and is on this committee and is helping us with his insights and experience, so we are very grateful for that. Also acting dean of health professions, Yolanda McCoy Stokes, so we have added two of your colleagues to this. One last thing, so we can go on, so with guided pathways, we have been talking a lot during the meeting about that, I just wanted to let you know that we are pivoting from Complete College America, that model, which was helpful at the beginning, you know, to get us started, but I think moving into the AACC, which is the American Association of Community Colleges pathways model is a much better fit for us because it includes a critical piece that was missing from Complete College America, and that was the equity piece. You can read about it here. So we are continuing with guided pathways and you'll get more information, but I think this is a much better fit for our college and what our vision is on social justice and equity for our students. That completes my summary in case anybody has any questions or should we go on, Josie, to the next reports since we are running out of time? >> JOSIE MILLIKEN: I hate not asking for questions after you present, so I will just see if there are questions >> DR. DOLORES DURAN-CERDA: If not, you can always send me an e-mail too or come to my office hours. >> JOSIE MILLIKEN: I hope I didn't discourage anyone from asking questions by saying that. Well, thank you. >> DR. DOLORES DURAN-CERDA: Get your vaccine. >> JOSIE MILLIKEN: And we wish you the best for the healing of the arm as quickly as possible. >> DR. DOLORES DURAN-CERDA: Thank you. >> JOSIE MILLIKEN: When is the second vaccine? >> DR. DOLORES DURAN-CERDA: March 9, 9:00 a.m. We will see how that goes. >> JOSIE MILLIKEN: Well, congratulations, and keep us posted. We will hear back from you right before you take the second one. >> DR. DOLORES DURAN-CERDA: That's right. Thank you, everybody. Have a nice weekend. >> JOSIE MILLIKEN: So our next item that we have on our agenda is the PCCEA report with Matej. >> MATEJ BOGUSZAK: Thank you, Josie. Thank you, Provost. Hello, everybody. Good afternoon. I don't have any fancy screen share for you, but it's a little bit thin again this time, as there are some developments but no concrete results really yet. The All Employee Representative Council has met for the first time last Friday with the new reps and we have some wonderful new representation. We already kicked off a few of these resolution teams to start working on some topics. Some include Title IX updates to our complaints, policy and discrimination, harassment. So those should be pretty straightforward. Then HR suggested some tweaks to our performance management and disciplinary action formerly called policy, and also including some new guidelines for coaching. Informal steps that typically happen before people get formally written up. So that's of course of great interest to everybody, and we had just revised those policies a couple of years ago, so that's certainly going to take some interesting discussion. We will keep you updated. We are also starting a discussion on remote work policies, working from home, especially as we start slowly reopening, just to make sure that again we have equitable opportunities for everybody and just kind of treating, you know, people in similar situations similarly, right? We did start a conversation on a possibility, so this is a little complicated, but for faculty to transfer some portion of sick leave into annual leave. We currently don't get any annual leave, because that's again a long story. All the other employee groups do. We have lots of time off during college breaks and when we are not on contract over the summer, but generally when we are teaching classes, right, we are expected to be here, but other employees do have this opportunity to transfer some sick leave to annual leave and then there is also an option to have, in cases of emergency, to buy out some of that annual leave. So we are exploring ways to, especially now with this fluid situation, people perhaps having some financial needs and in need of flexibility to take time off and take care of things, we are exploring some new policy there, just to provide that same opportunity to the faculty that other employees already have. Another one, there is going to be a team on some adjunct faculty issues, including perhaps a new name, it sounds like, so we've got Sean and James working on that. Let's see. PCCEA and senate were also approached about, or I should say Josie and I, about this idea to take advantage of a federal tax incentive for employers to help their employees pay off some student loans. This was my understanding in the CARES Act for the first time and it was now extended to 2025, I'm not sure if there was part of CRRSA or some other act, and I believe Josie has approached the administration with this, and I will work with the AERC to get that folded into our compensation discussions in the spring. There are a few others things on the radar but those are kind of the highlights. The other hat I have is as a rep on the faculty evaluation work group, and there is some good news, student feedback is finally coming back, those course evaluations I think will be the new term we use for those. We have some new software, evaluation kit, and so look for some communications on all of that. And so as part of this switch, we are also forming a subgroup to review that standard set of questions we ask students about their experience with the course and the instructor. We don't necessarily anticipate making any changes. We'd just like to consider the options, maybe make some improvements. And also, the big new thing would be to create a bank of optional questions, sort of preapproved questions for perhaps departments to use or even individuals to use and put in their student course evaluations just to ask about specific topics, like if it's a lab course or virtual course or maybe you're trying some new OER materials or something like that, and want the feedback from students. So it would be nice if it was all in one place. This was originally a project that came out of senate many years ago, and so I just wanted to put a call out if there is any interested senators or people in your departments if you'd like to ask, if anybody is interested in being involved with this group to look at a question bank for these course evaluations, please let me know or probably also -- yeah, I would probably be the easiest contact. Don't contact Kate. She gets way too many e-mails already. There is really no news on the class and comp study. I don't believe there were any meetings, at least not that I'm aware of, although there may be some work going on in the background. The performance pay that the chancellor mentioned, and I'm sorry to keep everybody, as it's 3:00, but this bubbles up periodically, some of you who have been here for a while may remember this, it tends to sort of fizzle out due to no really concrete ideas on how to actually do something like that, right? As a concept, it sounds great but really difficult to implement, especially in education. So the last iteration of this, when the Step Progressions Plan for all employees were suspended in 2014 by the board to look at new evaluations and include some performance-based elements, the faculty and the administration agreed to a revised Step Progression Plan in 2017 and the board approved it, and it was commented on as an example of a performance-based plan. And as you all know, that has not been included in the handbook or there is no intention to actually go forward with that approved plan. So we are still waiting. I said I think at the start of fall we are eager to have these conversations early, because they will be difficult and long and complex, and so again I would encourage wherever this interest is coming from on a different evaluation for faculty or some kind of performance-based criteria for pay, let's start that conversation sooner than later, because there is lots of work to do. And I'm sure, you know, I'll keep you updated and we will certainly get everybody's feedback on that important topic, too. But nothing imminent for now. That option the chancellor mentioned on nonstandard contracts, maybe working an extended contract like 10 or 11 months or actually a reduced contract if there is a need by the employee or the college, that's actually an option for the faculty already and your pay is prorated, so if you check the faculty workload policy in the employee handbook it has some of those provisions. We're happy to again sit down with the administration reps and the AERC if the chancellor has some other ideas on how to execute that in the future. Finally, PCCEA invites you to a happy hour, a social hour, in a couple of weeks, so following Josie's regular session to breathe and relax, I'm not going to get the name correctly, at 5:00 p.m. two weeks from now. We sent out an invite for hopefully a fun virtual -- it's not another Zoom meeting. It's a different kind of platform that should hopefully be a little more fun. Please join us if you'd like, and, you know, whether you have questions or just kind of want to hang out and socialize a little bit. All right. I'd be happy to take any questions before we adjourn. >> JOSIE MILLIKEN: Can we do a check to make sure people are still awake? Go ahead and unmute and say, yes, I'm still awake, or type into the chat. >> KEN SCOTT: Awake. >> KATE SCHMIDT: Awake. >> MATEJ BOGUSZAK: Almost put everybody to sleep. Once that news comes along about pay, I'm sure people will be paying more attention. Nice to see everybody. >> It always wakes people up, right, money? Even though some Nobel laureate, and I can't find it, said money is not a good incentive with the helping professions. It leads to unethical behavior. >> MATEJ BOGUSZAK: I'm sure you can all imagine all kinds of incentives we could inadvertently introduce. >> JOSIE MILLIKEN: Thank you. I'm so glad people are still awake. I didn't check every one but there were several dozen comments or one dozen. We will wrap up pretty soon but we don't want to give Brooke Anderson any short amount of time. If you could just do some stretching and maybe stand up a second and then we can give Brooke our full attention and we only have -- Brooke will be our last item. Apologize we are going over, and if we can just turn it over to Brooke. >> BROOKE ANDERSON: Thank you, Josie. Hello, everyone. I will not keep you long. So I have linked the board report to the agenda, so you can take a look at it there. I will just spend a little bit of time talking about the board meeting and some of the topics that were covered that you might be interested in going to and hearing on your own if you haven't already watched the board meeting. There was a COVID update. A lot of this has already been mentioned today. There was a prediction by Dr. Francisco Garcia that we would be back to a near-normal state in the fall. As we know, this is having a big impact in our departments. Department heads are being asked to schedule face-to-face classes for the fall. So I definitely recommend taking a listen to that and definitely giving your department heads and your deans feedback on going back to the classroom face-to-face. Like the chancellor said, they are saying it will be up to us. No one will be forced to go back to the classroom. So that was a really important update that I think is really worth watching. Then also Jonathan Peyton gave a legislative update on a lot of different bills that he is tracking and working on. I will just give you a couple of topics that were being watched. There is a Bill 2136, that's the Goodwill Bill, they are calling it, that has to do with adult education, and that is of some concern because of the way that the funding is written in the bill. Peyton expressed a lot of concern about this and the chancellor said it's a great idea but definitely they are concerned with some of the language in that bill. That's a good one to keep on top of if you're interested in keeping up with the legislative action happening and the ways in which we are lobbying at the college. There is also a bill, 2021, that has to do with dual enrollment that they expressed a desire to have that passed. That was put on hold in the past. There is another bill that has to do with four-year Bachelor's degrees being offering at community colleges. Our more rural counterparts are really in favor of this bill. So the chancellor also expressed, along with Peyton, some support for this bill, but they were also somewhat concerned about student interests and making sure that that bill is written right so that students are not taken advantage of. There was some information about expenditure limitation at the state level, so they expressed they weren't too concerned about this since our local ballot measure passed. However, there is a lot of talk happening at the state level in regard to expenditure limitation. It's another one to watch out for, think about, with the college. Then there is two more things that they mentioned. One was a Bill 2597, has to do with the way we count credits, and this they thought would be quite beneficial for us if it passes, because of the ways in which our partnerships right now with companies like Caterpillar, we can't really get credit for those. This bill could change that. Then finally, Peyton said that Prop 207, that passed, the one about marijuana, supposedly at the state level he interjected that he thought a lot of legislators looked down on that and are concerned about that, sounded like an ethical/moral sort of debate happening between personal people. So interesting. We are supposed to benefit from that. Legislature is somewhat concerned about that. I thought that was a good point to note that you might want to follow. There was a re-entry plan for the fall, as well, which again laid out those plans, A, B, and C. Libby Howell talked about the Coronavirus Response and Relief Supplemental Appropriation Act of 2021 and when it means for Pima. That was a super interesting presentation as well because she talked a lot about the ways in which we will benefit from this. There was a budget update from David Bea, including a review of the last year. Then an enrollment update from David Arellano. Then just to wrap up, the next board meeting is March 10. Please do continue to send me your faculty notable accomplishments. The last month I had so many, so many cool things that we are doing that I had to keep some of them off and save some of them for March. So that is awesome. We are doing so many cool, innovative things. Please keep sending them to me. You know, I can only take so many minutes, five minutes at the board meetings, so I ended up having to just kind of highlight a couple of the notable accomplishments that I included on this month's report. But do take a look at that. Take a look at what people are doing across the disciplines, lots and lots of cool things going on. Yes, I'll have more for next month. And again, even though I already have a nice, long list, I welcome your contributions. And I reached out to the deans this time, too, which also helped to boost our notable accomplishments and all the deans had really positive, wonderful things to say about what was going on in their divisions. All right. That's it. Thank you. >> JOSIE MILLIKEN: Thank you so much, Brooke. Do take a moment to look through the Governing Board report, because there are several of faculty and Faculty Senate who are here right now who are recognized in the report. I guess Ken Scott did an Excel workshop, had something to do with turkey. Thank you for documenting all of that, Brooke, because that's there and it's the record of the incredible things that faculty are doing. That's just so nice. So very grateful for that. On that note, are there any questions or comments for Brooke? Are there any motions related to it being 3:12 p.m. on the first Friday of February? Motion to adjourn from Tal Sutton and someone else. Seconded by Sean. All in favor? >> BROOKE ANDERSON: Aye! >> JOSIE MILLIKEN: Any discussion? Oops. Little bit out of order for me. You can tell it's Friday. All opposed? Didn't think so. Please have a beautiful weekend. Soak it in and take care, give care, and hold care. See you in March. (Adjournment.) ********************************************* DISCLAIMER: THIS CART FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND MAY NOT BE 100% VERBATIM. THIS IS A DRAFT FILE AND HAS NOT BEEN PROOFREAD. IT IS SCAN-EDITED ONLY, AS PER CART INDUSTRY STANDARDS, AND MAY CONTAIN SOME PHONETICALLY REPRESENTED WORDS, INCORRECT SPELLINGS, TRANSMISSION ERRORS, AND STENOTYPE SYMBOLS OR NONSENSICAL WORDS. THIS IS NOT A LEGAL DOCUMENT AND 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 AND/OR THE CART PROVIDER. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. *********************************************