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         March 5, 2021, Faculty Senate...



         >> JOSIE MILLIKEN:  Good afternoon, everyone.  Thank you for

    being here for our March 5, 2021 Faculty Senate meeting.

         We have a pretty good-sized agenda today, and we also know that

    we have a DEI session with Dr. Eddie Moore who created the 21-day

    racial equity challenge.  So we definitely want to be done in time to

    allow everyone who wants to, to attend that.

         Let's start with asking if anyone has any open-forum items or

    agenda modifications?  Any calls for an executive session?

         Okay.  So if you wouldn't mind, please go ahead and sign the

    sign-in form, and I'll go ahead and put a link to it into the chat.

         Also, in the way of introductions, if you could also, in the

    chat, introduce yourselves and your connection to Faculty Senate or

    your role within the college.

         Okay.  Senators and guests, if you would please sign that sign-in

    form.  I pasted another link to it in the chat.  It's also linked to

    the agenda.

         I also created here a Jamboard.  I would love it if you all did

    anything you want with it during the session.  I wanted to begin

    today by just taking a few moments to answer this question in the

    best way you can at this moment.

         So if you're unfamiliar with Jamboard, at the top you see

    navigation arrows left-facing and right-facing.  I'm also going to

    put a link to the Jamboard in the chat.





         On the left, you see all of these different tools.  You can add

    images, you can add a sticky note and the text box, you can add text.

    Just want to take a few moments and to see how are you doing and what

    is your sense of how faculty are doing?

         I'm seeing all sorts of different things here.  A lot of

    recognition that things are tough but that there is a sense of

    optimism, too.  We might want to go to a new frame if people want a

    fresh page.

         Just take a few moments here -- strikes and gutters -- if we just

    take a few moments here, would anyone want to unmute and just speak

    to this whole question in general?

         The reason I pose it is it's been about a year since we went off

    and started working remotely.  The college in many ways shut down the

    in-person services.

         So it's been a very, very challenging year.  I know you have all

    been feeling it.  What are your thoughts?  Does anyone want to

    comment?  Ken?  I see you have your hand up.  You want to unmute?

         >> KEN SCOTT:  Hello.  I was going to say I really enjoy working

    from home.  I feel like I'm far more productive, but I do miss being

    in the classroom and seeing the students.  I do miss getting to hang

    out with other faculty.

         >> JOSIE MILLIKEN:  I'm sensing a lot of that from a lot of

    different people.  Jordan?

         >> Good afternoon.  I'll just kind of jump on the bandwagon there

    a little bit.  I think obviously it's productive-wise, at least for





    me, I can speak at home getting a lot more things done but I think

    you will see long term probably some effects in just the learning

    curve with some of the students because we're doing it via Zoom or

    Google Meets or whatever.

         So I find it's a challenge, but I also find you're probably going

    to see this a lot more post-COVID after some of the relief factors

    with COVID.

         >> JOSIE MILLIKEN:  Yeah.  Thank you so much for that.  We have

    been using the term "post-COVID new normal" instead of "return to

    normal."  We know it's not going to be a return to normal.  We know

    it's going to be a post version of that.

         I hear your pain from sitting so much.  Please don't feel like

    you have to sit still this whole meeting.  Stand up, stretch.  Taking

    a few stretches, a few breaths can really be helpful.

         All right.  Well, I encourage you to keep this going.  But just

    add anything, whatever you want to add.  Perhaps we want to add a

    contest to see who has the most browser tabs open.  I think I would

    be a pretty good contender in a competition like that, just as long

    as it's not the least amount of tabs open.  So let's all take screen

    shots of how many browser tabs we have open and add them to the

    Jamboard.  Also invite pictures of pets and plants and anything else.

         22 open?  Well, see, I have three different browsers open and all

    of them have different amounts of tabs (smiling).

         So let's go ahead and move along, and we'll start with just some

    short announcements.  As you remember, we are co-hosting with the TLC





    cross-discipline conversations, and our No. 2 was just rolled out a

    little over a week ago, and it was EMT opening doors to your

    healthcare career, about two weeks ago.

         It was absolutely fantastic.  Thank you, thanks a lot to our

    Brandy here, who played a major part in that session.  Brandy, would

    you like to -- are you here, Brandy?

         >> BRANDY RANDOLPH:  I'm here.  It was.  It was kind of

    interesting.  It was dropped down, in my opinion, relatively quickly,

    but that's kind of what we thrive on in this field.  It was a lot of

    fun.

         We had two different current students that are in our program.

    We also have a graduate currently in the nursing program.  The things

    I'm hearing back from that is people had no idea how opportunities

    can actually be generated through a program such as EMT.

         Thank you, Josie, and of course Devon who was our moderator.

    There was a whole list of people doing things behind the scenes that

    I have no idea what they were doing but they made it run so smoothly.

    Honestly consider this an endorsement that anyone that has looked at

    those and even if you think you're on the cusp of something that

    would make sense, it will all come together.

         So thank you, Josie.

         >> JOSIE MILLIKEN:  Thank you so much.  Your students are so

    astoundingly amazing.  I mean, I was just blown away.  I want to of

    course say thank you to Kate too for Kate's role in getting these

    going.





         It gives so much to the community, and it's a nice way to -- it's

    an artifact to share with someone and say, hey, here is what Pima is

    doing with this and this.  I'm looking forward to having this growing

    archive of conversations.  If anyone has suggestions for those,

    please send them.  We are taking suggestions.

         The next one is theater arts, and that will be coming probably

    sometime in March.  Stay tuned for that.

         An update on AP 1.01.03.  So this, as you might remember from

    back in December, is the AP that relates to standard operating

    procedures.  So it's basically an AP to determine and outline the

    process for SOPs.  This generated a lot of debate.

         Coming from that, to make a long story short, Joe Brewer was a

    member of ACC at that time, made a move to pull it out of the review

    process which ACC has the authority to do.  From there, it was

    pulled.  At this point, I'm not quite sure what is happening and how

    it's happening, so I have been doing some e-mailing and trying to

    figure that out, because it seems like it might be going to the board

    after all in March, which I know that was not the intent of Joe and

    the Faculty Senate, because the hope was we'd get to see it again

    because of all the concerns.  So I'll keep looking into that and

    hopefully provide a better update in April.

         Faculty Senate Systemic Justice Action Committee update.  Stay

    tuned for an unteaching and unlearning conference coming up that the

    committee is working on with the TLC.  That should be next fall.

         Upcoming TLC event on March 29.  As you might remember, I





    e-mailed all of you about this to seek a vote about whether you would

    like Faculty Senate to sponsor it or not, or co-sponsor it or not

    with the TLC, which basically means we'll just help promote it.

         That did pass, and I sent you an e-mail to let you know.  That's

    coming up on March 29.  It should be really fantastic.  It's about

    information literacy and the importance of historical thinking.  So

    please plan to attend.  It's in the afternoon.

         There are still some futures conference sections.  If you scroll

    down to the bottom of the agenda you'll find meeting dates.  The next

    one is March 11.

         Then I'm so happy and excited to announce that on April 2 we have

    our student panelists coming back who were here in the fall, and all

    of them are excited to come back and revisit us and give an update on

    how they are doing and how students are doing.  Look forward to that.

         Moving into our business items, we have February minutes.  If we

    want, if you need to, you can go ahead and revisit the minutes and

    when we're ready, we will make some kind of a motion perhaps.

         I want to thank too Michele Rohrbach for being here today and

    taking our minutes.  So thank you, Michele.  Thank you also to the

    provost's office for supporting that effort of taking the minutes.

    It makes such a huge difference.

         Rita has her hand up.

         >> Hi.  Hello, everyone.  I was just wondering when we have the

    panel of students come back, is there any possibility we can get a

    more diverse group of students?  It seemed like this group





    represented one area, and I'd love to see like more CTE students

    involved and being able to give their input.

         >> JOSIE MILLIKEN:  Rita, I did really try.  I kind of reached

    out to as many areas as I could.  If you know of any students, I

    would definitely love to add them.  So if you can find any students

    who want to participate, we have four right now, so, you know, maybe

    one or two, that would be fantastic.

         >> Great.  I'll send them your way.  Is that who I should send

    them to?

         >> JOSIE MILLIKEN:  Yes.  If you find volunteers who are

    available April 2, from 1:00 to 3:00, please.

         >> Thank you.

         >> JOSIE MILLIKEN:  Thank you.  That's a very good comment.  I

    totally hear you.

         >> I can round some up from the AJS program.

         >> JOSIE MILLIKEN:  Who is speaking?  Sorry, I can't -- who

    mentioned the AJS program?

         >> Jordan.

         >> JOSIE MILLIKEN:  Oh, hi, Jordan.  That would be great.

         >> How many would you like?

         >> JOSIE MILLIKEN:  I think we would be good with six or seven,

    so if you find any, please just send them to me and we'll go from

    there.

         >> Okay.  Will do.

         >> JOSIE MILLIKEN:  The more student voices, the more diverse,





    the better.  Yes.

         All right.  So these minutes, that's the task at hand.  Have we

    had enough of an opportunity to look over the minutes?

         >> KEN SCOTT:  I motion to approve.

         >> JOSIE MILLIKEN:  Is there a second?

         >> Second.

         >> JOSIE MILLIKEN:  All in favor?

         (Ayes.)

         >> JOSIE MILLIKEN:  All opposed?  And the minutes pass.

         So we'll move into our second business item, policy review of AP

    3.25.03, curriculum.

         I believe we have Dr. Mitchell here and maybe Jason Brown, as

    well?  Please go ahead and begin when you're ready.

         >> I'll defer to Dr. Mitchell.

         >> DR. LAMATA MITCHELL:  Actually, Jason, I was going to let you

    kick off and I can answer any questions.  So you are on the

    spotlight, my friend.

         >> Okay.  Happy to do.

         AP 3.25.03 is the AP governing the college curriculum council.

    We're trying to be a little bit ahead of the curve instead of

    realizing six months after something needs to be reviewed we are

    trying to get it reviewed now and revised and move it through the

    process, not waiting for the deadline.

         The current composition of the CCC has grown over the years, and

    the way it's currently structured, there are a lot of people on those





    meetings.  I think the last meeting we had 43 people on the invite.

    So part of this effort to redo the AP, to cut that list down to

    really the essential people, it's not a good use of college resources

    for people to be sitting in a meeting when they don't really have

    anything to contribute or they do and there are so many voices there

    they can't be heard.  So we wanted to try and reduce the committee

    down to really the essentials and make it much more streamlined.

         This also goes along in hand with our efforts to streamline the

    curriculum process in general.  So much of the work that was done in

    committee meetings for the CCC is now done electronically through our

    new Curriculog system.

         There has been sort of a functional change that's driving this

    and then there is our recognition that the way we have been doing

    things all along isn't necessarily working.

         I guess I'll leave it at that.  I don't want to read it to you.

    If you have questions, I'm happy to field them and if Dr. Mitchell

    has anything more.

         >> DR. LAMATA MITCHELL:  Sure.  I just wanted to jump in and add

    that what we wanted was a streamlined system or process that reflects

    the one-college model that the chancellor has moved us to.

         When I started working with this team, what I noticed was that it

    was still functioning as if we had six individual campuses, and that

    slowed things down in a lot of respects when it came to moving items

    along with voting, and so we wanted to make sure that we can keep

    things moving at a good clip so that we are not causing angst for





    areas that have created new courses or programs that are waiting to

    get on to the next semester schedule.

         Just before we take questions, Jason, do you want to just go

    through the curriculum work flow with the senate?  We shared that

    document with them.

         >> Sure.  I see Josie is bringing that up.

         I know this looks complicated, but this is actually a lot more

    simple than what we used to do.  It actually fits on a page now.

         Beginning of the process in the top left corner, it's sort of

    what happens prior to anything coming to the curriculum office.

    There is all those discussions between advisory committee members,

    the faculty that are interested in, say, changing a course, input

    from the department head, the dean, and anybody else related.

         Once that's all been settled, it gets entered in the formal

    curriculum approval system, which is called Curriculog.  All of the

    boxes on the form that are that tan color, those are all within the

    Curriculog system.  So there is a Curriculog originator, and I'm

    happy to report we have something like (indiscernible) faculty

    already trained on Curriculog and we are going to be offering a lot

    more trainings in the fall.

         So we (indiscernible) handed that control over (indiscernible) in

    the system and getting them moving to the faculty.  Once it's been

    reviewed and entered by faculty, it gets looked at by Academic

    Quality Improvement for the learning outcomes.  It gets reviewed by

    the division dean to make sure that it's meeting all of the things





    that they had discussed with faculty and that they had input.

         Some items that are, in particular CTE program items, those do go

    to the CTE vice president for his review.  Other items, one of the

    beauties of the system is other items that don't qualify for that,

    so, say, a transfer program or a course, those don't even go through

    that step.  It skips the step and moves (indiscernible).

         Goes to the curriculum office.  We review it for technical

    accuracy, making sure that all, as Dr. Mitchell likes to say, all the

    Is are dotted and Ts are crossed.

         It goes then to the CCC members.  Now rather than having a big

    agenda at the CCC meeting where items have been stacking up for a

    month and then the CCC votes en masse on those items -- and just as

    an FYI, we have had plenty (indiscernible) of CCC meetings over 200

    items.  It's unwieldy.

         So the new process, as an item comes through, CCC members are

    notified, hey, there is an item waiting your approval.  They can look

    at that item from wherever they are on their computer, approve it,

    make comments on it, or put it in a rejection (indiscernible).

         Any item that's rejected we are going to pull and have a

    discussion about in an actual meeting.  But items that are approved

    by a majority of the members are going to move on to Dr. Mitchell's

    approval.  The process moves down to that first diamond where there

    are sort of some questions we need to ask.

         If it's a new or inactivated program it has to go to the Board of

    Governors.  So we facilitate that process through the curriculum





    office.  It would get -- most cases it's going to get HLC approval or

    notification, and then it would have to get (indiscernible) something

    like credits or the program title, it has to go through financial aid

    to get US Department of Education approval for Title IV.

         If it's that second diamond and it's just a modification of a

    program, it would only need HLC approval if it's more than a 25%

    change to the program.  That's a relatively new thing.  25% is the

    new threshold that HLC is using.  We are being compliant in following

    that.  In some cases a program modification will need Title IV

    approval.  In many other cases it will not.

         If the program is changing title, credits, time to complete, if

    it's converting from clock hour to credit or vice versa or it's

    changing its zip code, it must go to Department of Education.

    Otherwise we can just approve it and move it on.

         That box below the two items, that's where all the courses end

    up.  So we can have new courses, modified existing courses, or

    inactivated existing courses.

         Some of those course changes are going to trigger a change in a

    program.  So, say, for example, you're changing (indiscernible) on a

    course and it's a program requirement, we also need to change the

    credits on the program because it's going to change the program most

    likely.

         We're now building a process which we hope to have going by the

    summer.  That bottom diamond a little bit to the right is the course

    seeking gen ed approval.  If a course is seeking gen ed approval for,





    say they want to be a social behavioral science course on the AGEC,

    then we're going to have a work flow that will send that directly to

    gen ed committee members and they'll be able to approve it there.

         That's another time-saving kind of methodology we are using.  We

    are trying to build all these approvals throughout different parts of

    the college into this same process.

         >> JOSIE MILLIKEN:  Jason, thank you so much for all of this

    information.  It's extremely helpful, and this process looks pretty

    fluid, but we would want to spend some time taking a look at it.

         I think we want to kind of focus on the AP.  Are there any

    aspects of this process of work flow we should keep in mind when

    commenting on the AP?

         >> Certainly.  So the CCC members review, that's really the key

    reason or the key thing to think about.  The CCC has had various

    roles at the college over the years.  At this point what it is is a

    body that looks at curriculum and curriculum changes in terms of how

    does that change affect the overall health of the college, in a way?

    What's the big-picture impact of that change?

         It's not so much a body that's looking at the minutiae, like, oh,

    there is a typo in the third line of the description, which is what

    it has been in the past.  It's also not the forum for -- it has been

    in the past the forum for different disciplines or different

    divisions to sort of duke it out over who owns courses and things

    like that.

         It's really a good look by a cross-section of faculty and other





    folks across the college that does this curriculum make sense?  Does

    this change make sense?  Does this new program make sense?  Does this

    new course make sense?

         >> JOSIE MILLIKEN:  I'm seeing a lot of questions coming up in

    the chat that have to do with the AP and the inclusion or lack of

    inclusion of part-time faculty members.

         >> DR. LAMATA MITCHELL:  Sure.  I'm assuming -- go ahead.

         >> JOSIE MILLIKEN:  No, please, go ahead.

         >> DR. LAMATA MITCHELL:  The way that we have structured this is

    that all of the conversation, all of the input that is needed that

    occurs at the beginning of this process, I am making the assumption

    that faculty, your advisory committees, all the disciplines are

    engaged in that conversation under the deans' leadership to talk

    about this before it is put into the system so there are no

    surprises.

         So what we are trying to encourage is a breakdown of those silos

    that all of the parties are engaged in a conversation at the

    beginning of the process and throughout the process before the

    information is put into the Curriculog.

         What doesn't happen occasionally is that a program or course has

    been put together and only when it gets to the CCC meeting do the

    other areas that are affected by it find this out.  So that creates a

    delay because there are other conversations that need to occur and

    other units that need to be involved in that conversation.

         The suggested process now is for all of that to take place so





    that once those conversations have occurred and those gaps have been

    identified when it gets into the system, it moves along in the system

    unless there is a question that is raised by a member of the

    committee that requires us to either pause and reach out to the

    originator for a missing item or we're able to answer that question

    because it was addressed and then we can supply that information and

    it can continue to move.

         For areas that do not have full-time faculty, I'm really going to

    put it back on the shoulder of the dean that oversees that area to

    work with CCC to identify who the representative from that area needs

    to be on this committee.

         Our approach as the curriculum area is that we are not the sage

    on the stage.  We are the guide by the side.  So we're really putting

    this back into the hands of faculty when it comes to the creation of

    your courses and your programs.

         >> JOSIE MILLIKEN:  Thank you.  I do have to say Dr. Mitchell and

    Jason and other members of the curriculum area have been working on

    this for a very long time and invited feedback at an early stage,

    which we provided.

         We sent some follow-up questions, as well.  I just want to

    appreciate how you have involved various groups into the formation of

    this AP and recognize how challenging it is to find a perfect

    representation, which is difficult.  Impossible, actually.  And also,

    the work you put into streamlining the process to make it much more

    lean and effective.





         I wanted to recognize that.  I don't know if -- some might want

    to ask a few more questions about the part-time faculty element, but

    I see that Tal has a hand up.  Tal, please go ahead.

         >> TAL SUTTON:  Thanks.  I have more of a process question or

    governance question about this.

         The process diagram that you showed earlier, I'm curious if that

    sort of counts as an SOP and if so where is that type of information

    going to be housed?

         And the other comment to make is I'm kind of contrasting this AP

    with the general education committee AP that I have seen before

    because I'm on that committee.  This one only addresses membership,

    whereas the general education committee includes responsibilities of

    members as well as the purpose of the committee.

         I know it does have a very brief overview at the start of it, but

    it doesn't sort of go into -- the general education committee goes,

    it's about a three- or four-page AP that goes into more detail.  I'm

    wondering if like the roles and responsibilities and that type of

    information about how to invite guests or other stakeholders, that

    type of information about those processes would probably be housed in

    some SOP if they are not going to be in this AP, which would bring

    up, like, where is that information going to be housed, where can we

    sort of review it to sort of see what it says, and that sort of

    general governance and policy questions about this, and how I feel

    like the college curriculum council AP and the general education

    committee AP are putting important information in different places.





         >> DR. LAMATA MITCHELL:  You're ahead of me, Tal, and I'm going

    to volunteer you for helping us with that, because the next step will

    be working on the SOP and where do we place that so everyone can find

    it.

         The flow chart that we created was basically me asking the

    curriculum office to map out all of the steps so that it is

    transparent so that everybody can see it.  I know that Jason has

    placed it within the Intranet.  It is in the provost's newsletter.

         We would like to get it on the website for the college so it's

    there for everyone, and we are working on that right now.

         So there is more work to be done with the other areas so there is

    more alignment.  That will be working in conjunction with, you know,

    the faculty.  It won't be me in an isolated office coming up with

    these ideas, but really understanding what we used to do, what still

    works, and what needs to be changed so that our processes reflect the

    one-college model so that we can reduce the massive duplication that

    we see in certain areas.

         So more to come on that.  So watch your mailbox, Tal, because we

    will be pulling you into that.

         >> JOSIE MILLIKEN:  So we are running low on time.  I do see a

    couple more questions in the chat.

         Would anyone like to voice a comment?

         >> I see a comment from Lisa Warner.  It's a question asking

    about bringing in discussion of curriculum changes.

         So as a curriculum item, say it's a -- not all curriculum items





    are going to require discussion, right?  If we are inactivating a

    course that hasn't been run in years that nobody is hot to teach

    anymore, that doesn't really need a discussion.  So it would just

    flow through this process and people would approve it and it would

    get done.

         We have other things where there is controversy or questions or

    maybe there is some error in what was submitted.  In that case, a

    member of the CCC would have the opportunity -- in fact, anybody

    that's in the approval chain, including the dean, AQI office,

    potentially the CTE vice president, any of those people could kind of

    hit cancel on it, and what that will do is, one, it alerts our office

    so we follow up on, hey, why did you say, is there a question we can

    answer or do we need to connect you with the faculty who wrote this?

         The other thing is if someone at the CCC says no on an item, what

    we do is we will put that item on hold essentially, and when we have

    the monthly CCC meeting, that discussion (indiscernible).

         So it's a paradigm change from every item going to CCC and being

    discussed to only those items that somebody feels needs discussion.

    It's hopefully going to increase our speed, which has been one of the

    major criticisms of curriculum over the years.

         The other thing I want to throw in quickly is that the new system

    is completely transparent.  Anybody that's a user of the system can

    get in there, they can see where any curriculum proposal is, at what

    step it is, the comments made on any proposal that they originated.

    It's way more transparent than what I used to call the black hole of





    curriculum where you would throw paperwork in at one end and at some

    indeterminate point in time later the course would appear out the

    other end.

         >> DR. LAMATA MITCHELL:  Jason, I think you might be able to

    answer this last question very quickly.  Is there a timeline for

    approval.  I know you send e-mails to remind us along the way that

    something is in our queue waiting for our approval.

         >> The system will automatically send, if you are an approver in

    an approval process, it will send you an e-mail every Tuesday and

    Thursday saying, hey, there is items waiting your approval.  We have

    time limits on every single step.  This is another new thing we have

    never done before.

         People in the approval chain get, with the exception of CCC,

    everybody else gets seven days.  If you haven't approved it after

    seven days, you're going to be notified, you will be notified before

    that happens, but you will be notified, hey, this item moved on

    without your approval.

         So for us it's really good because we have known that there are

    certain, I won't say individuals but there are certain positions

    where there have been bottlenecks in the old curriculum process where

    things would sit for weeks or months and not get approved, and we

    just didn't have a good idea about that.

         This will help with that problem.  In general, courses go through

    a lot quicker than program changes or new programs probably take the

    longest.  Those are going to take probably close to a year.  When you





    look at from creation of the idea for a new program all the way

    through its development through its curriculum approval process,

    getting approved by the board, et cetera, et cetera, that's probably

    going to be about a year out for a program.  That's the longest.

         The shortest would be a minor program change or most course

    changes.  So a change to a course where you're just changing maybe

    some of the outline or one of the CLOs on the course, that can go

    through -- I think it has the potential to go through in a few weeks.

    Then it would happen that it would be effective the following fall

    semester.

         >> DR. LAMATA MITCHELL:  Madame President, I know that time is

    short, but if there are any other questions, please have everyone

    reach out to either myself or the curriculum office and we will be

    happy to answer those questions.

         >> JOSIE MILLIKEN:  Okay, that it would be great, and then submit

    comments to the 21-day period, as well.

         One more to clarify, we were stuck on this item, one

    representative from the Faculty Senate and in parentheses one of the

    division faculty representatives will also serve in this role.

         So is that two representatives for Faculty Senate, one just

    Faculty Senate and then another one that's -- what is the intent

    behind that?

         >> DR. LAMATA MITCHELL:  The wording is probably not as clear as

    it could be, but we were talking in the team that sometimes a member

    of CC also is a faculty senator, so we wanted to address that, that





    it could be that the faculty senator is not only representing Faculty

    Senate but they're also representing the division.

         >> JOSIE MILLIKEN:  Got it.  But that would be one less member if

    someone was to serve a duplicate representation?

         >> DR. LAMATA MITCHELL:  It could well be, yes.

         >> Yes, it was part of our effort to keep the number down so we

    didn't just throw one extra person on.  The other piece of that is

    largely the administrative voting members of the committee are now

    either not voting or not there at all.

         It didn't make sense to us, for example, with the deans to have

    all the deans on CCC because all the deans are already approving

    items, they already have an approval (indiscernible) in the process,

    why would they need to vote twice?  They can certainly come to the

    meeting if something within their division is coming through and

    speak about it or speak against it, but having them habitually having

    to come to a monthly meeting didn't seem to be a good use of college

    resources.

         >> JOSIE MILLIKEN:  Some might argue that having someone serve in

    two roles, having each person serving just one role they are

    responsible for representing the faculty voice in relation to that

    area like their DFC or Faculty Senate that it's much more, having

    people designated in those roles gives that person a much more, a

    clearer sense of who they are responsible for in terms of

    representation of voice.

         So just something to add, and I would add that comment that





    clarifying that would probably be a good idea.

         >> DR. LAMATA MITCHELL:  Okay.  Sounds good.  Thank you.

         >> JOSIE MILLIKEN:  Thank you for your time, and Dr. Mitchell, if

    you wouldn't mind staying because the next item also has your name on

    it, and it is the fall -- I believe our next item anyway is -- let's

    see, fall re-entry.

         We know we have Dr. Dolores Duran-Cerda and Dr. Doré here as well

    to address that item.

         >> DR. DOLORES DURAN-CERDA:  Okay.  Thank you so much.  As Josie

    said, Dr. Doré and Dr. Mitchell are here to join me in this part of

    our conversation and update on things.

         So we also went this morning to staff council and relayed the

    same information and answered any questions.  We are here to answer

    your questions as well.

         Earlier today there was a Pima All sent from the chancellor

    regarding the fall plans, and just to reiterate, there is going to be

    an all college virtual meeting on Friday, March 12, which I believe

    is next Friday, at 3:00.  Dr. Doré and I will be joining the

    chancellor in talking a little bit more about the fall planning and

    answering any questions.

         As usual, you'll be able to ask questions in the chat feature,

    and Lisa Brodsky and her team will capture those and send some of

    them our way.  If we can't get to all of those questions we will

    create an FAQ.

         Just to repeat, so at the last board meeting, I presented three





    different scenarios regarding the fall semester and the fall

    schedule.  One was that we would be in full operation of post-COVID

    new normal.  As Josie said, we're never going to go back to that

    last, before COVID.  It's now different, and it's going to be

    face-to-face and hybrid and also virtual and online.

         Plan B is to open up 50% of the college, and that not only

    includes courses but also student services and academic support.

    Plan C is to pivot back to where we are right now, which is mostly

    virtual and online with a handful of hybrids.

         That was back in February that I presented this.  And Dr. Doré

    talked about the safety protocols for each of those scenarios.

         At that time we had said that the most likely scenario would be

    plan B, opening up 50%.  And at that time I asked Dr. Mitchell and

    also the deans and the department heads to work on that possible

    scenario that we thought would be most likely.

         However, we have been receiving positive, I guess, projections

    for the fall semester and including at that same board meeting

    Dr. Francisco Garcia, who is Pima County's chief medical officer,

    came and gave his observations, looking at trends locally, statewide,

    nationally too, and said that 70 to 75% of Pima County residents

    would be vaccinated by midsummer and we have been seeing the push

    nationally.  I'm getting my second dose on Tuesday, so I'm looking

    forward to that.

         So a lot of good things are trending in the hopeful, optimistic

    way, and so looking also at the University of Arizona, what their





    plans are for the fall, and the K-12 school districts, it looks like

    everybody is pretty much going to be going back to having classes

    on-site.  It would look odd if we were the only ones in town that

    were not doing that.

         However, I want to point out, and I know Dr. Mitchell and Dr.

    Doré will say the same thing, our first priority has been from the

    very beginning, because it's been just about a year now, and will

    always be, the safety and health of employees and of our students.

         So keeping that in mind and all of the different benchmarking and

    data, metrics, et cetera, the chancellor decided that, you know, for

    publishing our schedule for the fall, we are going to publish the

    plan A, which is the full operation of post-COVID new normal.

         So I went back to Dr. Mitchell and the deans and the department

    heads and kind of helped redirect our approach in that sense, but

    still preparing for plan B and plan C still, 50% and then pivoting to

    what we are right now.

         So we are still working on the three scenarios, but the published

    schedule coming up soon, live in a week or so, will be that full

    operation of post-COVID new normal.

         So with that, I'd like to pass it on to Dr. Mitchell if she has

    anything else to add regarding the fall schedule, and then to Dr.

    Doré to talk about the safety protocols for the scenarios.

         >> DR. LAMATA MITCHELL:  Well, I will just open it up to

    questions after Dr. Doré talks about the safety protocols.

         As you know, everything has been in flux for us, and I really





    appreciated the patience of the department heads and the faculty

    members, as well, with us not being able to give you definitive

    answers until now.

         We will complete our work on our plan A and then we will go back

    to our plan B, which is now the 50%, what that will look like.  We

    think that we have our plan C down pat, but we want to make sure that

    there aren't any gaps that we have overlooked so that if we have to

    pivot to one of those, we can do it as smoothly as possible.

         But other than we are still working on things, it goes live I

    believe March 19th, so the vice president of PimaOnline, one of the

    deans, has volunteered to join us, we are looking at the schedule

    college-wide to see what that looks like.

         We have really paid attention to e-mails and feedback that you

    have shared with us from your students about what would best meet

    their needs.  Some students have identified 100-level courses that

    just do not work for them as online and asking will any of those be

    offered in the face-to-face?

         So where we have the resources, we have tried to match the three

    instructional delivery modes that we have right now, PimaOnline,

    asynchronous, virtual, which is synchronous, and the face-to-face to

    meet those student needs where they have identified that those three

    works for them.  The deans have been tasked, as they have been

    building the schedule, to look at not just enrollment numbers but

    completion numbers.

         If we know that in one particular instructional delivery mode in





    a particular area we lose the students at the 45th day, then maybe

    that isn't a delivery mode that we should be putting the majority of

    our offerings in.  We have to go back and look at that, look at the

    data, and see if we can get more feedback as to what it is that is

    missing, that helps the students remain successful in whatever

    instructional delivery mode they have signed up for.

         So I'm going to turn it over to Dr. Doré at this point.

         >> DR. DORÉ:  Thank you, Dr. Mitchell.  Before I begin, I

    actually wanted to -- I'm looking at Brandy Wright.  I wanted to

    acknowledge and thank Brandy who is serving on our vaccination

    strategy group, so we are looking at a number of issues.  It's really

    valuable having you on there, Brandy, so thank you.

         So as the provost said, we are really adjusting every day, and we

    continue to plan.  It really is the academic schedule that really is

    driving all of our contingency plans at the campuses.

         I just want to keep reiterating that you can rest assured that we

    will be, come the fall semester, we will be following all of the CDC

    guidelines, we will be following Pima County health guidelines and so

    forth.

         You may have seen that the state of Texas is now doing away with

    masks and so forth.  Well, that's actually inconsistent with CDC

    right now.

         I just want to emphasize that both plan A and plan B, right, both

    of those plans will require that we will not be able to maintain

    social distancing in our classrooms and on our campuses.  And so





    that's an important component to this whole plan with the

    understanding that the CDC will be lessening those social distance

    restrictions, because really the only plan that we can really pivot

    back to and maintain this strict six feet in every classroom and so

    forth is our current modality that we are in right now.  Just wanted

    to point that out.

         So what we are planning to do under any of the scenarios is we

    will continue to require masks on campus.  That's our plan right now.

    There is a number of reasons for this.  You know, many of you are

    being vaccinated or have been vaccinated.  I have had both of my

    vaccinations.  But, you know, so I'm feeling a little more

    comfortable, but I wear a mask to protect everyone else, right?

         And we don't want to discriminate on our campuses between, okay,

    who might have got a vaccination and who didn't get a vaccination in

    that kind of blatant way.  So we are going to err on the side of

    safety and require the masks at our campuses.

         Likewise, we will be continuing strict cleaning protocols, but as

    we have more and more people on the campuses, it becomes more and

    more difficult to kind of turn around time really quickly when one

    class leaves and so forth.

         So in addition to our cleaning staff, we will have lots of

    cleaning supplies available throughout the college, throughout the

    campuses so that when, and this is how I would feel, you know, when

    you come into your space, probably you want to clean it off anyway,

    right?  If you go to a gym and they say they are cleaning the





    machines, well, I'd like to clean the machine before I get on it,

    anyway.

         So we'll kind of take that same approach.  We're going to have to

    have flexibility, so we will have some distancing requirements in

    those areas where people are not able to wear masks, right?  So if we

    have a lot of folks on campus, we are going to have to allow people

    to eat on campus.  In those circumstances, we are planning to have

    one person at a table, for example, eating.

         You know, there is a lot of questions about enforcement and so

    forth.  So we are planning for all of those issues in terms of

    enforcement.  We have had to deal with enforcement issues now in

    terms of masking, and so the deans, you know, they have some good

    experience in that area already.

         Then we certainly will be meeting with -- I know the academic

    senate only meets once a month, but we will be following up with

    Josie, president, and meeting really regular because we want to keep

    you up to date on how these plans shift and change.

         Again, we appreciate the flexibility that you all have in terms

    of our planning.  But, you know, everything is being done to protect

    your safety and to protect the safety of our students.  That's kind

    of where we are, and we are more than happy to take any questions.

         >> JOSIE MILLIKEN:  We are now at the 2:00 hour, so being mindful

    with time, I see there is a lot of really good comments in the chat,

    particularly which is a lot about virtual and the lack of uncertainty

    and not knowing about how many students are going to want, actually





    love and appreciate those virtual classes and are going to want to

    keep taking classes virtually.  I guess we have a lot to find out, as

    do many other, all the other institutions that are in the exact same

    situation.

         So what questions do you all have that you would like to voice

    that haven't been addressed in the chat?  I think, Lisa, you have

    your hand up.  Is that from earlier, or is that a new...

         >> I'm sorry.  I thought I took it down.  That's from before.

    Sorry.

         >> DR. DORÉ:  If I could just respond, and I will take that up,

    and Dr. Duran-Cerda, we should take this up in terms of even CRRSA

    funding.  You know, if we are requiring masks, that could definitely

    be an issue that some faculty may need some projection systems and so

    forth.  I think that's something we should be looking at in the

    classrooms to have something to help, you know, a public address

    system or something in the classroom, could do some portable stuff.

         >> DR. DOLORES DURAN-CERDA:  That's a good point, Dr. Doré.

    Thank you, Brandy, for being a part of the vaccination strategy

    group.  I'd also like to recognize Josie and Gloria Coronado from

    staff council.  They are both on our federal funds, the CRRSA funds

    group, and talking about ways, how we can use those funds best for

    our students and for our employees.

         One more thing -- sorry?

         >> DR. LAMATA MITCHELL:  I was just going to volunteer

    Dr. Michael Parker to bring that up on the committee that he's





    serving with that has been discussing the technology that is needed

    in the classrooms.

         >> DR. DORÉ:  Thank you.

         >> DR. DOLORES DURAN-CERDA:  Thank you so much.

         >> DR. DORÉ:  That's an excellent suggestion.  I really

    appreciate that, about the public address system.

         >> DR. DOLORES DURAN-CERDA:  Just one more comment and I know we

    need to go on to the next items in the agenda, so Josie shared at one

    of our meetings, I think it was the CRRSA funds meeting, a report

    from the Chronicle of Higher Education on faculty burnout, it's a

    national study, during this pandemic time.

         I just want you to know that we understand, we know that you have

    been going through really difficult up-and-downs, lack of certainty.

    All year long you have gone above and beyond being creative and

    innovative with your students and juggling so many other home and

    personal responsibilities.

         So we thank you.  We truly, truly thank you.

         I shared that report with the deans, with the provost's office

    team, and also with the ELT so that they understand where you are

    coming from and the hard work that you have done throughout the year.

    Just wanted to share that with you.  Thank you.

         >> JOSIE MILLIKEN:  Thank you so much for taking that report to

    heart.  It's a pretty long report.  I'll link it to the agenda so

    everyone here can have access to it as soon as I have a few moments

    to go find it.





         No.  Thank you.  People are exhausted, I know that, but with that

    still spirit of optimism, maintaining that.  So I believe we have

    pretty amazing faculty here.  I'm very grateful for that.

         Ken, you have your hand up and then we have Jordan and then we

    might need to bring this item to a close.

         >> KEN SCOTT:  I was going to say that the way that Pima has

    responded to the pandemic has been phenomenal.  I think we have done

    a really good job right up till now.

         This is a vaccine, not a cure, and it's awesome that grownups are

    able to get it but kids aren't.  And so I think part of it was just a

    shock that one week we were told by the chancellor that we weren't

    going to be forced into the classroom and then two weeks later we

    were told we either had to go back to the classroom or we were out of

    a job.

         Those of us who have kids, we don't want to go back into the

    classroom and risk exposure to hundreds of people every week and then

    bring home whatever to our kids who can't get the vaccine.

         So as a parent, that's my concern is I kind of have to decide do

    I risk the safety and welfare of my children or do I continue to work

    for Pima College?  There is a lot of us in that boat right now.  It

    would have been nice if we were given the option.  I understand we

    want to put student success first but we also need to put health and

    welfare first.

         Those are my thoughts.

         >> DR. DOLORES DURAN-CERDA:  I understand, Ken.  Thank you for





    sharing that.  I know that others have that concern.

         But I think that's why we are preparing for the three scenarios.

    You'll hear, if you can be a part of the all college meeting next

    Friday, you'll hear from Dr. Francisco Garcia who will share with you

    the data and the metrics.

         We would not do anything to put anybody in harm's way, and

    following the CDC guidelines -- if they say we shouldn't bring people

    back, then we won't.  But thank you for that, and we are keeping all

    of these factors in mind.

         I don't know if anybody else from the ELT group want to say

    anything.

         >> DR. DORÉ:  Yeah, I mean, I would just follow up with what

    Dr. Duran-Cerda said.  Again, these are all contingency plans, and we

    will be prepared to pivot in order to ensure the safety of all.

         >> JOSIE MILLIKEN:  Thank you.  And I think we just have to kind

    of recognize -- we're kind of adjusted to uncertainty.  It's been our

    last year, right?  So I think that while we recognize that this is

    the new plan, we know it could change.

         I think that any questions we have I kind of put them in the

    question box for now but recognize that things may, a month from now,

    we may have a different plan.

         I think too what I have heard and maybe Dr. Mitchell or Dr. Doré

    or Dr. Dolores Duran-Cerda, if you could maybe respond, but I have

    also heard that if anyone does have specific needs to discuss them

    with their supervisor and that they will make sure that those needs





    are met.

         So there is no blanket statement that everybody, you know, for

    everybody, but there is recognition that, yes, there are cases where

    people have specific needs.  By speaking with the supervisor, we can

    make sure that those needs are taken care of.

         Am I correct in that?

         >> DR. DOLORES DURAN-CERDA:  Yes, that is correct.  So if there

    are particular needs, please talk to your supervisor, your dean, your

    department head, and it will be taken as a case-by-case basis.

         I also wanted to share with you too, so our facilities folks have

    actually not been in quarantine.  They have been on the clock on-site

    every single day since last year.  I recently found out that there

    are two police officers from Pima who are single mothers with

    children and have not had a day off since last year.

         It's a really complex issue and of course, like I said, safety is

    our priority and health for everybody, and we are just going to do

    the best that we can and pivot when necessary.  But we are truly

    aware of all the different possibilities and your concerns.

         Thank you for that.

         >> DR. DORÉ:  And I also wanted to remind, as well as the

    facilities, so many of our CTE faculty have been working for months

    and months and months as well.  I just wanted to really commend all

    of their work on-site.

         >> JOSIE MILLIKEN:  Well, thank you so much.  I know we have to

    move on to another item, but I don't suspect this conversation, this





    discussion topic is going away.  I'd like to tentatively make plans

    to revisit it in April and see where we are by then.

         Would that -- you're all nodding.

         >> DR. DOLORES DURAN-CERDA:  Definitely.  Yes, please put us on

    the agenda.

         >> JOSIE MILLIKEN:  Thank you so much.  Our next item is related

    to the budget.  We like to have Dr. David Bea here once a year to

    give us a budget update.  I know this year is particularly, we are

    particularly interested.  It's of particular relevance.  It always is

    but now more than ever.

         Dr. Bea, would you like to go ahead?  I can pull up your

    presentation or I can give you, make you a co-host, whatever you'd

    prefer.

         >> DR. DAVID BEA:  Either.  Whichever is easier for you.  It

    probably would be good to pull it up.

         I know you guys have had a lot of rich discussion already, so I

    will do my best to make sure -- I'm not going to go through every

    slide.  There is a lot of reference slides in there and a lot of

    information that if you go back to conversations we recently had with

    the board, you'll get a lot of the same information as what's in the

    slide.

         Sort of starting it out -- did you co-host me?

         >> JOSIE MILLIKEN:  I did.  I thought this way you could control

    the slides.

         >> DR. DAVID BEA:  It says I'm still disabled.  Maybe if you just





    throw it up, I'll tell you which slide to go to.  There are only two

    I'm going to focus on, I think.

         >> JOSIE MILLIKEN:  Okay.  Sounds good.

         >> DR. DAVID BEA:  So the first couple of slides really talk

    about what the long-term challenges have been for the college from a

    budgeting standpoint.  They should be very familiar, which is that

    our enrollment is driving all of the challenges at the institution.

         When you think back to our peak enrollment at 2011, we are now

    below 14,000, and then looking at the declines that we have had

    related to COVID, which are closer to 18, 20%.

         So the institution, the ongoing challenges for the institution

    are the same as they have been from a structural standpoint, which is

    that we are very overdeveloped and overstaffed compared to the size

    of our enrollment, but that we are working through that.

         In the past, the challenges have been expenditure limitation, and

    fortunately the amazing support from our community make that not be

    the primary challenge going forward, but it still is something to

    understand that in expenditure limitation doesn't just create money,

    it enables us to spend money that we get in from tax-based revenue

    sources in a more effective way in our operations.

         But if you look at that sort of gray line towards the top where

    that one little dot is, that's the tax-based revenue growth which is

    growing very slowly.  It's going to increase a little over a million

    dollars next year, so it doesn't just have a flow of money coming in,

    it just means that we can redirect some of that money more directly





    towards operations and the direct support of our students.

         The next couple of slides are the ones I really want to focus the

    conversation on.  When we look at the budget year over year, what we

    do is we sort of start with where we are at in the current year and

    then we say, what do we know we have to address and change for next

    year?

         So that means what revenue changes that we're looking at and what

    expenditure changes we are looking at.  That's what this slide hits.

    I will boil this down real quickly.  Keep in mind that while I say a

    bunch of negative stuff, it's not all negative news.  Bear with me.

    I will get to the positive news in a second.  I had that conversation

    with staff council this morning, and I said I know there is some bad

    news but we have some good news too.  Bear with me on that.

         If you look at the top part of this slide, you get the reality of

    what the decline in enrollment and also some of the things that we

    want to keep doing, such as providing the student success courses at

    no tuition for students that we have a decline in tuition of around

    $7 million year over year.

         Hopefully that will turn around if enrollment bumps back up in

    the fall.  A lot of that loss can go away, but that we've got to, we

    are sort of like calibrating and saying, okay, we realize this, and

    if this is going to continue, this is the reality that we are facing.

         So that's the negative $7 million that you see sort of about a

    third of the way down.  The good news, couple of good pieces of

    information, so Prop 207, that's the legalizing marijuana proposition





    that passed, there are actual estimates we will get some money from

    that proposition in this coming year.  We weren't sure if it would

    flow in, how soon it would come in to the college, so the estimates

    are we will get about $2 million in this coming year.

         Property taxes, that's without increasing the property tax rate,

    so that's what's called levy neutral.  That's just from growth in new

    properties.  That doesn't impact current owners.  It just is the new

    properties that come on to the tax rolls.  We are expecting about

    $1.3 million from that.

         Again, those two are $3.5 million in good revenues, increases,

    but they are offset by losses of about $8 million, so it's a net

    negative in the revenue sense of about $4.5 million.

         Moving down, we know there are some expenditure increases.

    Medical, costs for medical are going to go up this year.  We are

    going to also have an increased cost for short-term disability

    program, which is going to be an enhanced benefit to people where

    short-term disability will now cover from when the employee leaves

    all the way to when long-term disability will start.

         That takes away the need to, like, look for donated leave or to

    go a couple of weeks without pay.  We think it's a big improvement to

    the disability insurance program for the college.  It's an

    enhancement, but it's going to come at a cost.  There is also an

    increase to the Public Safety Retirement System cost.

         Those are the sort of known benefits increased costs.  We will

    have a slight increase in scholarship expenditures, and then some of





    the costs related to the change and transition of our licenses,

    things like that, that are enabling some of the better online and

    distance education opportunities, making virtual delivery of

    instruction, those kinds of things, so there increased costs

    associated with that.

         So those things are sort of the known changes year over year.  If

    you take the net, it's a negative $9 million.  So that's where, okay,

    that's the bad news.  And then on top of it, we have priorities to

    increase salaries, compensation, recognizing the value that our

    employees are providing to the community is always a high priority of

    the budgeting process and the board and the chancellor.

         We also have a figure -- so it shows what a salary pool increase

    is.  These aren't commitments.  These aren't even what we are going

    to be proposing.  These are just place holders so you get an idea the

    size of that.

         Really what I would look at with the salary pool increase, for

    every 1% it's about $1.1 million of additional costs, so if it was a

    3% increase for the salary pools, that's a $3.3 million increase.

         Similarly then with adjunct, for every 1% increase there is, it

    would increase the cost by about $200,000.  Then the last thing is we

    are going through this class comp study, and we have made it really

    clear to people this is not intended to reduce positions.  The class

    comp study is looking to make sure that our system is effectively

    recognizing people for the work that they are doing in terms of

    market wages, market-based wages, and then having an effective





    compensation program going forward in time so that people aren't all

    stuck at step 1, et cetera.  So you know we are in the middle of

    that.  It won't be resolved by the time this budget year comes, but

    one of the things we are looking to do is to create a pool of funds

    from which we can start addressing those changes.

         Since we are not looking and we have made the commitment that we

    are not going to reset people downward if their pay is above the

    grade scale, what the new grade scales are, they will be kept at that

    level spot, but if that's the case and we know that there are

    positions that are probably under market level and we are going to

    have to adjust things upward, it's going to be an increased cost.

         So what we are looking to do in the budget is put some funds in

    there.  So you all are quick and astute enough to do the quick math

    and say that is all not good news from a financial, from a math

    standpoint.

         The good news is that the federal funds coming in from CRRSA

    which is the Coronavirus Response and Relief Supplemental

    Appropriations Act, CRRSA, we actually just received our

    institutional allocation yesterday, which is good news.  So what that

    money is intended to do is help defray the losses that colleges have

    experienced, help support the colleges in ramping up the support that

    they need to get students back.

         I think as Dolores mentioned earlier, that Josie and Gloria are

    representing both Staff Council and Faculty Senate on a group that's

    talking about what the priorities are.  The idea is to bring these





    funds in and use the funds both to help us cover up for those losses

    and build the budget that's more stable that doesn't just have a big

    reduction in it, but we have this sort of stabilizing force coming

    from the federal government, and then investing in the ways that we

    can ramp up the safety protocols to help enable the fall semester,

    ramping up to if we are back to regular on-site delivery, which I

    think our community is pining for, students are pining for, but we

    want to do it in a safe and effective way.

         So there are a couple of initiatives that we are looking to fund

    out of this and fold into the budget.  One of them is -- (muted

    audio).

         >> JOSIE MILLIKEN:  Dr. Bea, your sound went away.  We can't hear

    you.

         >> DR. DOLORES DURAN-CERDA:  You're muted, David.  Dave?

         >> JOSIE MILLIKEN:  We can't hear.

         >> DR. DOLORES DURAN-CERDA:  I'll text him.

         >> JOSIE MILLIKEN:  While we are waiting for that to get

    corrected, Jordan has had his hand up for a very long time.

         Jordan, would you like to take this opportunity to voice your

    question or comment?

         >> Actually, I will just hold off because I want to reform my

    question.

         >> JOSIE MILLIKEN:  Okay.

         >> Thank you, though.

         >> JOSIE MILLIKEN:  You're welcome.





         >> MATEJ BOGUSZAK:  Looked like a fascinating explanation.

         >> JOSIE MILLIKEN:  I think we are getting the sound situation

    covered, judging by what I see on Dr. Bea's face, expressions.

         Matej, were you going to say something?

         >> MATEJ BOGUSZAK:  No, thanks.

         >> JOSIE MILLIKEN:  Maybe what we can do at this point, because

    it doesn't look like we are making progress, is shift to our emeritus

    nominations item?  Then we will see if -- are you back?

         >> DR. DAVID BEA:  Can you hear me now?  I think so.  Sorry about

    that.  That was a weird blip.  I'm using my phone's audio and

    something blipped on my phone, I guess.

         Anyway, I don't know how long I was monologuing to you (smiling).

         >> JOSIE MILLIKEN:  I think at this point, because of time, we

    want to possibly move it into questions.

         >> DR. DAVID BEA:  I got through the things I think that are

    critical to touch on.  So that's great.  Sorry about that.

         >> JOSIE MILLIKEN:  That's okay.  It's never happened to any of

    us.  (Laughter.)

         >> DR. DAVID BEA:  It wasn't a dog bark today, so yay.

         >> JOSIE MILLIKEN:  Just wait.

         So who has a question?  I don't see any hands up.

         Okay.  Matej?  Please go ahead.

         >> MATEJ BOGUSZAK:  Thank you, Dr. Bea.  I was wondering about

    those Prop 207 funds and what the expected revenues are?  I believe

    you mentioned those are expected to go up quite significantly over





    the next few years, more than just 2 million?

         >> DR. DAVID BEA:  Yeah.  So 2 million is what the state is

    calculating for this upcoming budget, and then what we have estimated

    on an ongoing basis is closer to 10 million.  So that's actually

    really good news because that gives us the bridge.

         So this is kind of a bridge year, if you think about it, that we

    have to somehow get from the current year to two years when we have a

    little more money coming in from other sources.  The CRRSA funds will

    help us with that and 207 helps a little bit.

         >> MATEJ BOGUSZAK:  Thank you.  So regarding the CRRSA funds, I'm

    sure it's really complicated, but what are roughly the rules on what

    we can and cannot spend those on?

         Can we just spend them on some of things whether operational or

    not that's been our regular budget on?  And then as a result, now we

    will have our own money to spend on other things?  Is that correct?

         >> DR. DAVID BEA:  Yeah.  It's a combination.  So essentially

    what the money is for is to offset the lost revenues to help support

    students and get students back to education.

         I mean, restrictions are a lot more onerous than that, but as you

    pointed out, what we are looking to do is relieve the restrictions

    which gives the college the flexibility to use the money in other

    critical ways.

         In other words, we are using the money to offset the lost tuition

    revenue.  That means we can use property tax revenue, other revenues

    to pay for the institutional things.  And one of the ways to do that





    is actually charging indirect costs recovery to the grant so that

    that then frees up the money.

         So it covers the federal restriction, and we are good from an

    auditing and appropriate use standpoint, but then we have a little

    bit more flexibility to use it for more general needs at the college,

    which is what our critical need is.  Our critical need is to cover

    the basic things that we do, and lost tuition revenue is the cause,

    so covering that will be one of the first purposes.

         Then we have the other restrictions are going to be covered like

    the room sanitization systems, building the HyFlex classrooms, those

    are completely consistent with the regulation.

         >> JOSIE MILLIKEN:  Thank you.  We need to move along in interest

    of time.  I don't want the reports to get shorted.  Again, I know

    people are leaving right at 3:00.

         Dr. Bea, if there is any remaining questions, whom is best to

    reach out to?

         >> DR. DAVID BEA:  Just e-mail me.  You can e-mail me or Carrie,

    either of us, or pass it through Dolores.  She'll get them to me,

    too.

         And, you know, the ongoing conversations happen regularly at the

    board meetings, study sessions.  There won't be any surprises that

    come through if you just pay relative attention to what's going on.

    Tuition is not an increase this year and property taxes won't be

    increased.

         So right now it's just kind of going through a normal flow, and





    then May is the important budget conversation.

         >> JOSIE MILLIKEN:  Okay.  Thank you.  We will probably see you

    at the board meeting then next Wednesday.

         >> DR. DAVID BEA:  Yep.  All right.  Thank you.  Sorry about the

    sound.

         >> JOSIE MILLIKEN:  All right.  So we are going to be moving into

    emeritus nominations, and I'm going to not share the agenda in hopes

    that you'll consult it and just pull up the different biographies and

    information unless any of the nominators would like me to share any

    of those.

         So I'm hoping everyone had a chance to read those nominations on

    your own so that we can move through this pretty quickly.  I did make

    a voting link that should help to speed things up.

         I'm putting into the chat a form, and this you can use to submit

    your votes.  We have three nominees and four nominators.  That means

    that two nominators nominated the same person.  We will start with

    that person, who is Dr. Gail Gonzales.

         We have Dr. Randy Munson and Dr. Tineke Van Zandt here to present

    on behalf of Dr. Gail Gonzales.

         Let's start with Dr. Randy Munson.

         >> Good afternoon, everybody.  I'm honored to nominate Dr. Gail

    Gonzales for faculty emeritus status.  My presentation is going to be

    short.

         Dr. Gonzales has proven herself year after year to be an

    outstanding educator in the field of psychology at Pima Community





    College.  Her innovative and student friendly teaching methods have

    drawn large numbers of students who have found her classes exciting,

    rewarding, and enlightening.  Students often cite her class as their

    best experience while being a student at the college.

         Dr. Gonzales has endeavored to make herself readily available to

    students, and more often than not, as I passed her Northwest Campus

    office on the way to my own, I found that she would be conferring

    with one or more of them.

         I'm going to diverge from my written narrative just for a second.

    Just to paint a picture for you, I'm on my way back to my office, I

    have had enough, whereas Gail Gonzales would be just cranking up.

    She would be having students in her office, in the hallway.  And it's

    part of this idea of building community that I'm going to get to in

    the next paragraph.

         Dr. Gonzales' reputation as a teacher and scholar are well known.

    What might not be so well known are her tireless efforts to build

    community on whatever campus she calls home.  For example, on the

    Northwest Campus, Dr. Gonzales organized luncheons and other

    socialized events including a tea time for anyone that wanted to

    attend.

         Now picture this.  She, through her efforts, managed to get

    someone like me, I'm an elderly reclusive coffee drinker, and yet I

    was drawn into this community and I drank tea with other folks in the

    building.

         Her door is always open to anyone who needs help, advice, or





    simply to talk.  I cannot name anyone who is as universally trusted,

    loved, and respected on the Northwest Campus by students, faculty,

    staff, and administration as is Dr. Gail Gonzales.  I'm confident

    that the same holds true on the other campuses of the college as

    well.

         Again, I'm honored to nominate Dr. Gail Gonzales for faculty

    emeritus status.

         >> JOSIE MILLIKEN:  Thank you so much.  And on that note, I'd

    like to bring forward the other nominator for Dr. Gail Gonzales.

         Dr. Van Zandt?

         >> Hi.  I'm Tineke Van Zandt, anthropology faculty, and unlike

    Randy, I never got to be on a campus, the same campus as Gail

    Gonzales.  So when he said at the end that he was sure people on

    other campuses felt the same way, I'm one of those people.

         I met Gail Gonzales when I first started as full-time faculty at

    Pima because she was running the faculty learning academy that year,

    and that's just one example of the many things she did in service to

    the college.  I also worked closely with her one year when we were

    both working hard on program review.  She was doing psych, and I was

    doing anthropology, another kind of service to the college.

         Like what Randy said what really always impressed me was that I

    only got to see her a few times of year, but it was always as if we

    were just stepping back into an ongoing conversation.  She was always

    welcoming, she was always there as somebody I could count on and ask

    questions about, and I got to see how she supported students and how





    she supported other faculty basically every time I saw her.

         Two quick examples.  She got two sabbatical projects, and on

    those sabbatical projects, she developed these computer-based flash

    cards to help students learn difficult topics.  She started with

    psychology and statistics, but then in true Gail Gonzales fashion

    branched out into bringing in faculty members in other disciplines to

    include flash cards in other aspects of math and writing to help her

    students.

         She also always encouraged her students to do their own original

    research in psychology and contribute that to the student research

    symposium that Dr. Dianna Repp organizes every year.  So Gail

    Gonzales' students from both her classes at Pima and the U of A would

    present these projects that Gail had helped them with, helped them

    craft solid research projects, figure out how to present them.  Then

    she would volunteer as one of the faculty and staff volunteers.

         So everywhere you went, there was Gail at one of the symposium

    events.  She was giving people directions, signing people in,

    encouraging her students, chatting with her colleagues.  When you'd

    leave, you'd feel that every single person had been touched and

    helped by Gail in some way.

         So that was why I nominated her.  She was an important presence

    in my 20-plus years at the college and helped the college, helped

    students, helped her colleagues in so many ways that we can just

    scratch the surface here.

         Thank you.





         >> JOSIE MILLIKEN:  Thank you so much, both of you.

         Tal, if you are here, would you mind just unmuting and taking a

    moment to explain the special manner in which emeritus voting occurs,

    the threshold and the 75%?

         >> TAL SUTTON:  Sure.  Just based on how we approved the

    mechanism for approving emeritus and to send it on forward to the ELT

    is that the verbiage is 75% of those in attendance approve, which

    does mean abstentions count as nos.  Just to sort of give you a

    heads-up.

         The denominator is fixed in this calculation.  The denominator is

    the number of people here.  Only yays count in the numerator and so

    nos and abstentions are equivalent just based on the wording of how

    the process was defined.

         >> JOSIE MILLIKEN:  All right.  So higher threshold, just

    remember that when we vote it's not majority, it's a higher majority,

    so it's more like a super majority.

         So please take care for that when you vote to keep that in mind.

    Every vote really matters.  It is just faculty senators.  Good

    question, Sandra.  It is just faculty senators who vote in this.

         If you want to take a moment to mark your vote for Dr. Gonzales,

    and then we will move along to the next candidate, Dr. Gary Mechler.

    Dr. Dennis Just is here to speak on behalf of Dr. Gary Mechler.

         >> Hello, everyone.  Thank you for giving me this opportunity.

    Very honored to be able to nominate Dr. Mechler.  Gary, good friend,

    wonderful colleague.





         I'd just like to say that Gary has been an absolute, has done so

    much service for the college.  He was actually the first full-time

    astronomy faculty here at Pima, which is pretty wild I think to

    consider.  I was debating whether or not to frame it this way, but he

    has been teaching at the college, at Pima, for almost exactly one

    Dennis.  He started two months before I was born (smiling), and I

    don't think of myself as a spring chicken anymore.  Since January of

    1984.

         He's just been really just putting in the work for the college.

    He's been an excellent colleague, as well, both just an absolute

    pleasure to work with.  He's stepped up and helped me out as the

    department head in astronomy.  He's picked up sections that suddenly

    were unstaffed at the last moment.  One in particular, Desert Vista,

    that was going to be very difficult for me to fill, but he stepped

    right up and took it.

         When I got to the college, he was like a mentor to me.  There

    aren't that many astronomers floating around.  It was very important

    and helpful for me to find myself at this college to be able to just

    have a pint and hang out with him and have him kind of show me the

    ropes.

         Finally, he has done a tremendous service to the students, more

    than anything.  More than any of my other, like, colleagues, I'll

    say, I can certainly speak for myself, he really, really takes it

    seriously that he teaches students how to think critically, you know

    what I mean?  Our astronomy classes are gen eds.  We're not training





    astronomers.  We're training students to go out into the world with

    knowing how to think critically, being more scientifically literate,

    and Gary really, really puts that to practice and I really personally

    strive to try to make my teaching as good as that.

         Even though I say we are not training astronomers in our classes,

    sometimes we are, I currently have a grant right now with a student

    who, because of Gary's encouragement, Gabby Newcomb, because of his

    encouragement, she is currently now studying asteroid regulus

    (phonetic), basically the soil on asteroids with U of A faculty in

    the planetary science department there.  Gary has just been a

    wonderful person for the students.

         Independent of all that, he's had an illustrious career.  Even

    before Pima, he's been doing science education outreach, more than

    half a century of work towards that.  And he's also co-founded the

    International Dark-Sky Association, which is this amazing gigantic

    truly international organization that tries to beat down on light

    pollution in different places so that everyone can kind of see the

    night sky a little better, which is just an amazing thing.  I'm

    frankly awed that he was one of the co-founders.  Like I said, this

    thing is gigantic.

         I think between his service to the college, him being such an

    excellent colleague and his service to students more than anything,

    continuing to this day, he's an adjunct in astronomy and he's doing a

    wonderful job with that.

         So I feel like this is kind of exactly who emeritus status is





    for, so I hope you'll vote for Gary.  So thank you.

         >> JOSIE MILLIKEN:  Thank you.  Please remember to read the

    nomination submissions too that everyone submitted, and Dennis, there

    has been some chatter about the cats behind you.  How many are there?

    Looks like two or --

         >> There are two.  These two are a pair right now.  Then there is

    a third one floating around who almost hopped on me, but I usually

    don't put on a jacket when I'm in this room because of the cat fur.

         >> JOSIE MILLIKEN:  They're a lot closer than it looks like they

    are.  You're able to reach back there at any time.  Very smart.

         >> They are my TAs when I teach.

         >> JOSIE MILLIKEN:  Perfect.  So we have one more nomination, and

    Joe and Monique from library are here to nominate Becky Moore and

    asked that I provide this image, as well.

         >> Awesome.  Thank you so much, Josie.  This is Monique

    Rodriguez, librarian from Northwest and faculty senator.  Like Josie

    said, my co-nominator here is Joe Brewer, librarian from Downtown and

    also faculty senator.  We are so honored to take a quick moment to

    speak on the nomination of retired educational support faculty

    librarian Becky Moore.

         At the time of her retirement in 2019, Becky was "the"

    longest-serving PCC employee with a whopping 47 years of service to

    the college.  Those years consist of literally thousands of students

    who she served and impacted, years of historical knowledge of Pima,

    and not only having the firsthand account of the development and





    growth of the college but also being a part of that process during

    the college's formative years and all the way through her retirement.

         In 1972, for example, she worked to establish cataloging

    standards for the PCC library as well as establishing library

    technical services, which created the foundation of the library

    catalog for books and resources, and of course grew to the other

    campus libraries before they were established in the subsequent

    years.

         Becky was also instrumental in the creation of the college's very

    first integrated library system, which is a resource planning system

    for the library used to track items and books and enable patron

    borrowing and so much more.  It actually provided the groundwork for

    the infrastructure that we still use today at PCC.  To ensure that we

    preserve the institutional memory of Pima, she worked towards the

    creation and curation of Pima Community College's archive, as well.

         Following all this foundation work, Becky then shifted to a

    change of focus and impact in which our colleague Joe is going to be

    highlighted for you.

         >> JOE BREWER:  Thanks.  Yes, in the late '90s, Becky moved to

    East Campus and her professional focus did change to her great love,

    which has always been teaching, mentoring, and serving students.  She

    helped pioneer the first information literacy instruction sessions at

    the campus.  Her methods helped students develop their topics and

    think outside the box and contemplate different perspectives, all

    while they located high-quality material from library databases.





         In doing so, her hallmark was always active learning.

    Instruction is a one-to-many activity but Becky also excelled in

    helping students individually.  Her student-centered approach which

    appealed to our diverse population promoted lifelong learning, and in

    fact it was an ongoing occurrence that students now at the University

    or in jobs and the workforce would return to East Campus to thank her

    for her guidance.

         In 2019 she received the East Campus Distinguished Faculty Award.

    Until her retirement, Becky taught 60 sessions a year, directly

    teaching well over 2,000 students in her career and team teaching

    with faculty across many disciplines.  She shared her tools and

    methods with her colleagues, including me, and both here and beyond.

         Becky loves music and was active in a group that provided

    scholarships for needy music students at the University and she was

    involved in all levels of that organization.  She has presented of

    course at various conferences.

         Finally, she served people in the Tucson community who visited

    East Campus for their reading, research and assistance, giving them

    the kind of attention she gave each of her students.

         So we submit to you that Becky Moore deserves recognition for her

    long, compelling, diverse and positive service for students, staff

    and faculty here at Pima Community College as well as to the Tucson

    community.  We strongly recommend Becky Moore to the Faculty Senate

    for consideration and recognition with this honor.

         Thank you.





         >> JOSIE MILLIKEN:  Thank you so much to all the nominators, not

    just for nominating colleagues but also sharing so much about the

    impacts your colleagues have had on, our colleagues have had on the

    college.  This is learning and not knowing.  We don't know all of

    these specific details and tremendous accomplishments and

    achievements from various areas, so it's really pretty incredible to

    see.

         So thank you for that.  It's also motivating and inspiring for

    those of us who don't plan to retire right anywhere near now

    (smiling).

         Thank you.  And please, everyone, if you're a faculty senator,

    vote.  There is a voting link on the agenda, and I have also pasted

    it into the chat.  We will take a look at those results later.

         For now I want to move into the president's report.  I will go

    through it very quickly because we have about 15 minutes.

         We have a follow-up related to last time.  If you remember,

    Dr. Desjardin was here and presented briefly on advising and

    counseling engagement.  We determined because of the tightness of the

    agenda today that it wouldn't be wise to have her back for questions

    because it was mostly just different questions, and so please contact

    Dr. Desjardin for any questions you have.

         And she did ask me to let you know that they have reorganized to

    better support the divisions, and if people want to get connected to

    their program advisors or counselors as well as how to connect with

    how they would like Dr. Desjardin and her team to connect with





    faculty regarding co-curricular engagement to let her know.

         Again, please share questions, and if you feel like you'd like to

    have this on the agenda in the future, please feel free to let me

    know.

         Call for volunteers for AP 5.15.01, and that is I believe it's

    our emeritus, our emeritus process.  There were some thoughts maybe

    we should adjust some of the numbers.  There were a few faculty this

    year who were, they asked if, nominators asked if they could nominate

    these retired faculty members and they just missed it by, like,

    months.  So there is thought maybe we don't need it to be 20 years,

    maybe we can adjust it.  So it's worth revisiting at least, and so

    that is going to be underway.

         Kate has volunteered to be part of that effort and Lisa Warner

    has also volunteered to be on that group.  If there are any others

    who want to volunteer, please let me know or Kate know, and we will

    make sure that that gets going.

         >> KATE SCHMIDT:  I anticipate that would not be more than

    (indiscernible) any changes.  That might help people be willing to

    volunteer.

         >> JOSIE MILLIKEN:  So not going to take a very long time.  Just

    a real quick meeting and probably won't take too much of your time

    but a very meaningful project to contribute to.  So thank you.

         Proctoring work group and alternative assessment update.  That

    group is still meeting.  We're moving into the recommendation stage.

    It's been really good discussions, really meaningful focused on





    equity and concerns about proctoring from our students.

         Finally, call for volunteers, Habitat For Humanity home building.

    I have been talking with Dean Greg Wilson about the work that the BCT

    is doing with the Habitat For Humanity home building houses and they

    are going to have a work Saturday soon where people can volunteer to

    come out, so we'd like to invite Faculty Senate to come out and help

    for a couple hours.

         When I have more information, when that would be, the more

    specifics of what people would be doing.  I will definitely let you

    know.  Please be alert to that.

         And now, I wanted to note one more quick thing is that if you

    like FAW courses but have always felt I don't want to be tied into

    one singular sport for the majority for all of the semester, know

    that it's changing in the fall and now you'll be able to have a

    selection.

         So if you enroll in group fitness, then you can only have to take

    any of the assortment of offerings that week but they don't have to

    be the same.  So if you like tennis, for example, you can take tennis

    and Pilates, and the next week you could take whatever else, and

    yoga, you can visit me in yoga but not have to be tied to visiting me

    all the time more than you already are.

         I just wanted to let you know about that, because it's really

    fantastic and exciting and something different.  All of us can enroll

    in FAW classes for $10.

         Moving along to our reports, let's go ahead and begin with Matej





    and the PCCEA report.  I'll turn it over to you, Matej.

         >> MATEJ BOGUSZAK:  Thank you, Josie.  Good afternoon, everybody.

         So first I'd like to just provide a quick update on the AERC,

    some of it is more interesting, some not.  Some of the policies we

    have been working on are performance management and there is a new

    coaching policy which really gives supervisors some informal tools

    and guidance before they actually reach for the big hammer when there

    are issues.

         So then there is some more minute stuff so there has been

    confusion about the 2021/'22 academic calendar and whether the

    graduation ceremony still counts as that 169th day of accountability,

    just silly stuff honestly, but many of us are working regardless.

    For me it's all kind of a wash.  Days of accountability are really

    fundamental to our contract and working conditions, so right now

    there just seems to be a proposal to add an extra day to the calendar

    so we are just working through that.

         Another silly one is if somebody just stops showing up for work,

    how soon does the college consider it as their recognition without

    notice.  Is it three days, is it five days?  Juicy stuff, we have had

    discussions like this.

         More seriously, the counselors and other student affairs staff

    are being limited in their teaching.  There is a six load hour cap

    per semester for all employees teaching as adjunct faculty, and

    student affairs wants to limit their staff to three.

         The reason that's being given is that (indiscernible) of





    "business needs," and mind you we are talking about teaching outside

    of the regular workday, so like all nine classes let's say on

    weekends or evenings, and so it's just really hard to understand how

    that all fits together.  And we don't want to have one class of

    employees just being singled out for different cap than all the other

    employees.  That's another example of what the AERC has been working

    on.

         Second, PCCEA had a wonderful first meeting with Carleen

    Thompson, our new vice chancellor of HR.  We shared a little bit of

    the history here, answered some of her questions.

         We touched on 360-degree evaluations that we have mentioned a few

    times.  We have stressed the importance of communications and

    planning with regard to that class and comp study and especially

    involving those various committees early on so that once the

    consultant actually comes back with some recommendations that those

    groups can get started as soon as possible on implementing those and

    updating all the related policies.

         I have said this the last couple of months, but I have heard zero

    about the progress of that class and comp study.  I understand --

    actually, there is one thing, there is a list I believe of colleges

    that they were going to compare Pima Community College to, so the

    steering committee had a chance to review that list.  But again,

    nothing concrete for class and comp at this stage.

         So finally, this is maybe a little bit uncomfortable but I'd just

    like to take a little straw poll here.  So expenditure limitations





    have been lifted and we can expect enormous influx of cash from the

    feds, and then over the next few years we can also expect some

    revenues from Prop 207 that are nothing to sneeze at, and so I think

    it is high time that we ask that the college finally fund real raises

    for faculty and employees who do their jobs satisfactorily, not just

    the chancellor and a few select district administrators.

         So I'm not talking about also just a 1% COLA like we've got every

    couple of years maybe that doesn't even keep up with inflation.  We

    all earned a step way back in 2014, the Step Progression has been

    suspended ever since and that's never happened in the history of

    Pima.

         And at the same time our workload, you all know this, has been

    going up ever since and especially over the last year.  So I think a

    step or something equivalent, we can call it whatever it's called at

    the end.  It could be a bonus or COVID pay or doesn't really matter,

    but I think it really would do wonders in terms of employee morale,

    satisfaction, productivity, right?  Maybe you wouldn't have to teach

    as many overloads or feel like you need to teach as many overloads to

    keep up.

         Retention overall, right?  We wouldn't lose as many people

    looking for greener grass elsewhere.  So I do not think it can wait

    another two years until this class and comp study is done.

         As you have seen, the budget is still challenging, right?

    Enrollment is a challenge and Pima has been losing more students on

    average relative to its size as a percentage than other Arizona





    community colleges.

         But the situation truly is very different now this year because

    of all these new developments.  So I certainly don't want to get

    anybody's hopes up, but the AERC will formally start this discussion

    next Friday, and I just, you know, kind of wanted to get a quick

    temperature reading of the room.

         So do you believe, if you agree that we should actually try

    asking for the first time in seven years for something more than like

    a 1% COLA, can you nod or clap or comment, raise your hand?

         >> JOSIE MILLIKEN:  Sorry to interrupt you, but since we have the

    Jamboard and so let's --

         >> MATEJ BOGUSZAK:  Perfect.

         >> JOSIE MILLIKEN:  People can be free to be a little more

    anonymous than in a chat and it's all recorded, why don't we use the

    third frame on the Jamboard to share people's responses.

         Are you okay with that?  Matej, are you okay with that?

         >> MATEJ BOGUSZAK:  Oh, yes, of course.  And feel free to just

    anonymously e-mail me, as well.

         This is Faculty Senate, but I really think, I mean, this affects

    all of our employees.

         >> JOSIE MILLIKEN:  I appreciate the energy and emotion you're

    showing, because I believe that it reflects what many other faculty

    are feeling about that very frustrating feeling of being in that

    situation and coming back to that sense of feeling exhausted.  It

    does add to that.





         I did put another link to the Jamboard in the chat, and I'll go

    ahead and share my screen.  Does this help to get a read of the room?

         >> MATEJ BOGUSZAK:  Yeah, this is great.  Thank you, everybody.

    I feel like I wouldn't be doing my job as your essentially union rep

    if I wasn't asking you this question and then asking our college this

    question.

         >> JOSIE MILLIKEN:  Thank you.  I'll keep this open, and just as

    one little aside, we did have a class and comp meeting this morning,

    and several of us here today were there, Tal, Ken, Kate,

    Dr. Mitchell, and Aubrey are all on that team.  I don't know if I

    missed anyone.

         It was an interesting meeting, and we are going to have a

    follow-up meeting to figure out the nature of the situation.  So more

    to report on that.  Don't mean to leave it vague, but in the interest

    of time we can have that discussion definitely in April.

         Moving along, let's go to Brooke Anderson and the Governing Board

    report.

         >> BROOKE ANDERSON:  Hello, everyone.  I don't have much to

    report for everyone since the last board meeting was before our last

    senate meeting.

         So the notes I shared with you last time were from the last board

    meeting.  The next board meeting is next week.  You can see a link to

    -- shoot -- to what looks like a not exactly right board report.

    I'll have to link that right.  For some reason it looks like a draft

    and not necessarily the final one.





         But jeez, sorry about that, everyone.  Let me just look at that

    for a minute.  Yeah, it is not complete.  So I will correct that.

    There is a lot more I have shared with the board for March about

    faculty accomplishments, so please keep sending those to me.  I've

    got a lot this time around from science and from applied technology

    and from communications on this one.

         Those have been great, and I plan to focus a lot of my time next

    week on highlighting some of the awesome things that faculty are

    doing around the college.  Other than that, yeah, you can sort of

    just read through what I'm sharing with them about the things that

    have been happening with senate.

         Then let me know if you have any questions, comments, feedback

    for me.  That's it.

         >> JOSIE MILLIKEN:  Thank you, Brooke.  I'm right now putting the

    link to the report you cc'd me on that you sent to Andrea.

         >> BROOKE ANDERSON:  Yeah, thanks.

         >> JOSIE MILLIKEN:  I'm putting that in our March folder and will

    put up a link to it in just a moment here.

         >> BROOKE ANDERSON:  Thank you so much.  I'm going to blame it on

    having my second COVID shot yesterday.  I'm completely out of it

    today.  I apologize for that, everyone.  Thank you, Josie.

         >> JOSIE MILLIKEN:  No one has ever made that mistake ever before

    (smiling).

         We have our last item.  I know many of you have to go, but we

    don't also want to miss out what the provost is going to speak on for





    the provost's report.

         Dr. Dolores Duran-Cerda, please go right ahead when you're ready.

         >> DR. DOLORES DURAN-CERDA:  Thank you.  I know we only have a

    couple minutes left.  Everybody received the report, but I'd like to

    ask Kate Schmidt to address page 5 on faculty evaluations to give an

    overview, and then to address any questions that you may have.

         So, Kate?  It's yours.

         >> KATE SCHMIDT:  Sure.  Is my mic (indiscernible) okay?

         >> DR. DOLORES DURAN-CERDA:  Yeah, we can hear you.  Page 5.

         >> KATE SCHMIDT:  (Indiscernible.)  We know that last year the

    provost, Dr. Duran-Cerda, extended the evaluation process by one

    year.  So we're now coming up on that year, and in spring as we

    typically do both finish up both the full-time and part-time faculty

    evaluations.

         So (indiscernible) your evaluation, the step to completing it,

    whether you're (indiscernible) or a full cycle, the next step is due

    by the end of March.  I'm going to try to paste into the chat the

    (indiscernible) aids that are now available in My Career Center that

    have the work flow, how to complete those next steps and how to find

    the step that you're on.

         There are also some nuances.  If you are in (indiscernible) there

    is a separate form that's available on the My Career Center tutorials

    for faculty site that has to be completed by the end of the

    evaluation cycle, which is when you meet for your (indiscernible)

    conference.  That's irrespective of whether you're in the full cycle





    or in the condensed cycle this year.

         >> DR. DOLORES DURAN-CERDA:  Are there any questions for Kate

    regarding faculty evaluations?

         >> KATE SCHMIDT:  I'm seeing a comment from (indiscernible) that

    doesn't have anything to do with evaluation but I'm happy to address

    it.

         >> DR. DOLORES DURAN-CERDA:  Kate, go ahead.

         >> KATE SCHMIDT:  I don't know -- I guess I want to make sure,

    I'm sure there are other questions about evaluation.  I don't know if

    you're coming off of the call --

         >> I just had a quick question.  Nancy Hamadou.

         Is there going to be an e-mail sent out to all faculty reminding

    them of this and how the process works?

         >> KATE SCHMIDT:  Not to all faculty.  We will be sending it only

    to (indiscernible) because some people completed it last year or have

    completed it since then.  (Indiscernible) any e-mail reminder that

    the next step is due.

         >> DR. DOLORES DURAN-CERDA:  We'll send you a reminder for sure.

         >> KATE SCHMIDT:  I'd like to also (indiscernible) we have been

    having some good conversation about the sort of the (indiscernible)

    of the evaluation tool itself that it may focus more on going through

    a process rather than using it to really reflect on how to improve

    teaching.  Looking at Matej is leaving a subcommittee there that's

    looking at adding questions (indiscernible) student evaluations that

    come out for every course.





         I know (indiscernible) but this semester have fully implemented

    (indiscernible) new software for student evaluations, and every class

    will have those, will have the opportunity for students to provide

    feedback.

         (Indiscernible) last semester (indiscernible) very small pilot

    group participating.

         >> DR. DOLORES DURAN-CERDA:  Thank you, Kate.  One more quick

    thing, and then I'll let you go.  You'll see in the provost's report

    that the vice provost and I are launching a new kind of way to get

    together, so we call it Cafe Con Leche and Tea with the provost and

    vice provost and this is for faculty, full-time, adjunct faculty and

    staff instructors who would like to pop in and share some concerns or

    ask questions.  I still have my virtual office hours, but this is

    particularly just for faculty.  My office hours are for any employee

    or student.

         That's it.  If you'd like to ask me any other questions related

    to the report, please get ahold of me.  Thank you, everyone.

         I'll pass it back to Josie.

         >> JOSIE MILLIKEN:  Thank you so much.  I regret that the reports

    had to be sped up.  Definitely appreciate all of you and wish we had

    more time and look forward to hearing more in April.

         Again, if anyone feels like, have lingering questions, please

    reach out to those presenters related to the items for which you have

    questions for.

         I wanted to share some happy news to end our meeting today.  We





    have all of our responses in, so we have Dr. Gail Gonzales with 100%

    yes, we have Dr. Gary Mechler with basically 97% yes, and Becky Moore

    with 90% yes.

         So we have passed all of these emeritus nominations.  They have

    all gone through.

         So thank you very much.  Happy news to enter the weekend with to

    know that we have some new emeritus status faculty that are going to

    be recognized within the next several months as we work these

    nominations through the cycle.

         Thank you, everyone, so much for being here.  Please enjoy the

    weekend.  Please relax.  I believe we need one more vote before we

    officially end this meeting.  Anyone want to --

         >> Move to adjourn.

         >> JOSIE MILLIKEN:  Thank you, Sean.  Second?  Anyone second?

         >> They seconded online.

         >> JOSIE MILLIKEN:  All in favor, type or say aye in the chat.

         (Ayes.)

         >> JOSIE MILLIKEN:  All opposed?

         Have a great weekend.  See you in April.  Bye, everyone.

         (Adjournment.)





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