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         September 4, 2020 Faculty Senate...



         >> JOSIE MILLIKEN:  Good afternoon, everyone.  It's nice to see

    you.

         We will begin with remarks from the chancellor, and then we will

    move into our agenda items.  We have a tight schedule.  I know the

    chancellor also has a tight schedule.  The chancellor has 15 minutes,

    so I don't want to take away any more time from that.

         Chancellor, welcome.

         >> DR. LEE LAMBERT:  Can you hear me now?

         >> There he is.

         >> DR. LEE LAMBERT:  It worked this time.  Sorry about that.

         >> JOSIE MILLIKEN:  Welcome.

         >> DR. LEE LAMBERT:  Good afternoon, everybody.

         It just shows you the limitations our technology world poses us.

         First and foremost, I want to thank each and every one of you for

    making a smooth transition from the summer into the fall.  I think we

    have had very little significant hiccups transitioning into the fall.

    Thank you for that.

         Also thank you for the fact that we are in this new world, and

    all of you have been handling the uncertainty and the volatility of

    all of this.  Unfortunately, I wish I could tell you when this would

    all, we could transition to a more normalized kind of state, but

    that's also uncertain.

         So just thank you all for your patience and persistence through





    that time.

         Josie sent ahead to me a few questions, and I thought I would

    focus in three areas.  One, I will talk about Kendi's work and what I

    think I learned from that and what's important coming out of that.

         Also, I will talk a little bit about the Hyflex model and then

    also talk a little bit about budget.  I think that will take up most

    of our time.

         Let me put this all in a context.  I think you can't really have

    these conversations outside of a larger context.  So Brookings has

    been doing a lot of research lately, a lot of writing on low-wage

    earners, the impact, especially the communities of color, so I

    thought I'd share some of that and talk a little bit about McKinsey

    and talk a little bit about Deutsche Bank and how all of that wraps

    here to Tucson, Arizona, and what we do and then go into the

    questions I just mentioned.  Because they are all connected.

         Brookings did a study and they came back and said there is 53

    million people in the United States, 44% of which between the ages of

    18 and 64 are low-wage workers.  They use the income threshold of a

    little over $16 an hour as part of their calculus for low wage, and

    there are a lot of other pieces associated with that.

         Then if you take that and then you overlay it with the work

    McKinsey has been doing, where they've said the demand for

    technological skills will rise by 55% come 2030, and then Deutsche

    Bank recently released a report talking about how the digital racial

    gap is growing, and that 76% of Blacks and 62% of Hispanics could be





    underprepared for 86% of jobs by 2045.

         Now, think about that.  All of this is going on right now.  I

    really believe that all of this is going to go through the community

    colleges.  Solving this digital divide, solving these racial

    disparities are going to go directly through the community colleges.

         When we talk about that, you contextualize it to Tucson, Arizona,

    we have over 175,000 low-wage workers.  When you break that number

    up, 49% of those folks are Hispanic.  So again, a solution is going

    to go through Pima Community College.

         So are we ready?  Let me pose this passage from Kendi's, a recent

    discussion around Kendi's, How to Be an Antiracist.  And he said, The

    history of racist ideas is the history of powerful policymakers

    erecting racist policies out of self-interest, then producing racist

    ideas to defend and rationalize the inequitable effects of their

    policies while everyday people consume those racist ideas, which in

    turn sparks ignorance and hate.

         That comes out of page 230 of his book.  Then he defined policy

    earlier in his book by saying, I mean written and unwritten laws,

    rules, procedures, processes, regulations, and guidelines that govern

    people.

         All of that data I gave to you earlier, if you just take what

    Kendi is talking about, are a product of a racist system that has

    resulted in these disparities and will continue to exacerbate these

    disparities unless we do something to reverse course or adjust

    course.





         Think about it that way.  So I know the provost has initiated and

    I know the Faculty Senate has also initiated taking a look at these

    issues.

         But I really encourage all of you to seriously take a look at the

    policies we have in place, because they are producing the disparate

    outcomes that our college has also been producing.

         It's not pretty, folks.  We need to just own up to that.  If you

    take, just using Kendi's work, you know, we are just part of the

    problem, as well.

         So what are some of these things we need to take a look at?  We

    have to take a look at the curriculum itself.  If our curriculum is

    no longer relevant to prepare people for the reality of a digital

    future, that's racist.  If you buy into what he's saying, okay?

         So keep that in mind.  In textbooks, the approach that we have

    been using for textbook adoption, is that a problem?  It just goes

    down the line.  I think you have to take everything, grading,

    et cetera, et cetera, and really scrutinize that carefully in the

    context of his work, if you buy into what he's saying, right?  That's

    if you buy into what he's saying.

         And I would say that he's not too far off the mark in all of

    this.  How do I know that?  Look at our outcomes.  Our outcomes are

    disparate.  And nothing we have done -- I'm not just talking about

    Pima but higher ed in general has continued to result in these

    disparate outcomes.

         I think if we are serious about being an institution that has





    really focused on diversity, equity, and inclusion, we will truly

    look at what we have control over.  I recognize that there are a lot

    of pieces of this that we do not have control over.  Grading is an

    example.  We are tethered to the universities.  So we can't just

    change our grading approach unless the universities change their

    grading approach, and this is tied to a larger network of things.  So

    I recognize that.

         But what we have control over, let's really truly look at that

    part of the equation.  Let's try to do something about that.

         Also, Hyflex model.  I think we are moving into the era now where

    different modalities are really ripe for disruption but also

    opportunity, right?  Hyflex is an example of that.

         If you just take things on a continuum or spectrum, from online

    to face-to-face and everything in between, and Hyflex is one of those

    models where, in real time, I, the learner, can come to the classroom

    or decide to be wherever I want to be, because we have built that

    environment where I can engage in real time at a fixed place or at a

    nonfixed place, and we need to think about how we do that.

         That's going to require a lot of technology investment, and I

    know the provost has been looking to do more of that.  So we would

    have to convert classrooms.  But I would say, do we need to convert

    every classroom into that type of environment?  And the answer is

    probably not every classroom, because there will be learners who

    purely want to do an asynchronous online piece.  There will be

    learners who will probably be more engaged in a hybrid model, a





    combination of face-to-face and asynchronous.  And then you have the

    Hyflex model, and then you have learners who really need that

    face-to-face piece.

         I think you overlay that with active learning, project-based

    learning, work-base learning, and all those different approaches to

    create the most rich environment.

         Again, this goes back to what Kendi's talking about too.  If we

    can provide more of those experiences, I think we will be moving

    closer to really addressing the kinds of things that he's talking

    about.  But are we willing to make those changes so that we can do

    that?  That's a big question that we all have to grapple with.

         And then talk about the budget.  So coming into the fall, we had

    built the budget with the assumption that we would be around a minus

    15% in enrollment.  We are essentially sitting right at that number

    about now.  I think as we go through the rest of the year and we

    report our final numbers, we are probably going to come in under that

    number, but for now we are sitting right about there.

         Maricopa is sitting about 14% in the red.  Eastern has reported

    30% in the red.  Now, you are hearing some universities reporting

    positive numbers.  Now, remember the universities recruit nationally,

    and they draw a student body outside of where they are located.  So I

    think that has some impact on those numbers.

         And then you see places like San Francisco City College.  Their

    enrollments are down significantly, as well.  Indiana system is

    reporting enrollments in the negative.  So you have seen a number of





    community colleges reporting negative numbers, and so we need to keep

    that perspective, as well, as we go forward.

         What does this all mean from a budget standpoint?  So if the

    board agrees, I'm hoping that we don't have to furlough or lay off

    anybody for the balance of this year, but we are going to have to

    make decisions during this year to be implemented in the following

    fiscal year that will likely include those things unless we start to

    see some improvement.

         Now, there is some wildcards out there, and you know what some of

    those are.  If those wildcards come to play, that can help change the

    way that we look at all of this, but at the end of the day, we've got

    to do what I set out earlier.  We've got to transform what we do so

    that we continue to be relevant, that we are continuing addressing

    the needs of our community, make sure that we are providing digital

    skills as well as the higher socio-emotional skills and the higher

    cognitive skills as part of what we do.

         With that, I will open it up to one or two questions, because my

    time is just about up.

         >> JOSIE MILLIKEN:  If anyone has any questions, you can type

    them in the chat or unmute yourself.  Here is one.  What are the

    wildcards that you had mentioned?

         >> DR. LEE LAMBERT:  Well, I talked previously to the group

    sharing information on Prop 41.  Also, we have been really advocating

    in Phoenix for some adjustments, at least a temporary adjustment to

    expenditure limit.  So those are two examples of some wildcards.





         If those things materialize, certainly those things help.  But

    I'm not in a position to tell you which way you should lean one way

    or the other.  That's something that you as individual citizens have

    to decide.

         >> JOSIE MILLIKEN:  We have time for one more.  Ken Scott has a

    question.  We will close with Ken Scott's question.

         >> KEN SCOTT:  My question just on the topic of ethical,

    inclusion and, you know, the antiracist stuff, I'm just curious,

    about, like, grading and stuff, my question is -- because I take the

    approach if something is broken, fix it.

         Has there been any complaints brought forward to the college that

    we can actively look at correcting, or are we talking about just

    change for the sake of change?  Because coming from a small town and

    growing up with many minorities, from my standpoint, I think where I

    would like to put in the most effort is reaching the children when

    they are younger and telling them that college is realizable.

         As a college, is that something we can do, work with the schools

    more, work with the schools with a lot of minorities and get them to

    understand that college is not just for White people, college is for

    everybody, and there is no reason why they can't go to college?

         >> DR. LEE LAMBERT:  That's a great question, Ken, but, you know,

    you have to look at everything as a whole, and then break it down

    into its component pieces and understand how all of it works.

         So you go all the way back to K12.  We have been working with

    K12.  That's not something new.  And we have been trying to break





    down these barriers as much as we can.

         And that's not just Pima but I think all of higher education is

    trying to do this.  But the fact still remains we are getting

    disproportionate outcomes.

         And the system, for the most part, I'm not saying there hasn't

    been changes, is rooted in Taylorism, which has been rooted into the

    work of Kudulay (phonetic) and others that go back a ways.  So when

    you start looking at classificating people, ranking people, and all

    of that, that has its roots back to that time.  If you look at our

    system, our system is designed around that.

         As you know, A students, coming out of high school, they get

    access to certain benefits.  Then we also know that being an A

    student does always translate to being the most successful.  And

    that's also backed up.

         But yet we are giving all the rewards to those students in terms

    of scholarships, in terms of not having to borrow money to go into

    debt.  And by the way, student loans is a big problem, and it's

    disproportionately hitting communities of color.  I think it's all

    intersected, and so that's why it's hard to just look at it as one

    piece in isolation.

         Now, it's really about learning.  How do we ensure that students

    are truly learning what we say they should be learning?  And by the

    way, when we do that, you've got to look to what the employers are

    telling us.  There is a disconnect going on.  Employers are saying

    our students aren't coming out with the skills we claim they have,





    but yet we claim that they are getting these skills.  There is a

    fundamental disconnect going on.

         So I think we have to take a serious look at what we are doing.

    Now, we know that we have programs that are better aligned where

    there is more active learning going on, more project-based learning,

    work-based learning.  Nursing is an example of that where they know

    how to do it right.  So should we be thinking more about that?

         People are challenging now just even the basis of lecture and

    whether lecture is also contributing to these disparate outcomes.

    I'm not saying we throw everything out.  That's not what I'm saying.

    I'm saying we need to take a critical look at all of this, and let's

    be honest.  Is it better perhaps that we do OER as much as we can,

    because OER gives greater access to the learning pieces so that

    creates a better, fairer playing field.

         Because a lot of our students of color aren't buying the

    textbooks.  Then when we don't use a common textbook and then we drop

    a course and they are stuck with one textbook, now they have to go

    buy another one, we have just made it even more -- we have just

    amplified the problem, especially for our low-income students.

    That's what I'm getting at.

         Now, I went to a college who didn't have grades.  It was all

    about assessing the learning in a very deep way.

         Now, that was fine because in a closed system where you control

    the baccalaureate side of the equation, you can do that, but we don't

    control that at Pima.  That's why I made the reference to the





    university.

         You make a great point, but I think we need to step back and look

    critically at all of these component parts and bring them back

    together and really start to question that.

         That's assuming we agree with what Kendi is saying, right?

    Remember, I started out by saying that, but I think there is a lot of

    -- he makes very good points, and I think it's important we look at

    that.  As I said to Dolores, and she will tell you this, we have had

    students complain about grading, and we recently had a student

    complain about grading, and we followed our policies and all that.

         I said to Dolores, Have we applied that standard equitably across

    all of our students?  Because on the surface we followed the policy,

    but did we follow the policy in practice?

         And that becomes a difficult question.  It's just like policing.

    Yeah, they violate the law.  They were appropriately arrested.  But

    we are also learning that a lot of people are let go and not

    arrested, even having committed -- so we have to be honest about how

    we do things, and that requires a hard, penetrating look at things.

         I'm just challenging us to do that work, because our community

    needs us to do that work, and again, go back to my earlier point.  If

    we don't do this, our community of color will be left out, they have

    been left out, and it's going to get worse.

         I think we're all committed to doing that kind of work.  So thank

    you.

         >> JOSIE MILLIKEN:  Thank you so much for being here, and thank





    you for addressing the questions that we had.  Very much appreciated.

    You have given us a lot to think about and embed that into our

    discussions.

         >> DR. LEE LAMBERT:  Bye-bye.  Enjoy your Labor Day weekend.

         >> JOSIE MILLIKEN:  Okay, everyone.  Just give me a moment as I

    pull up the agenda.  We will go ahead and start with our items.

         So first thing is you'll notice that this purple link here on the

    agenda has a sign-in -- this blue link has a sign-in sheet, and a

    couple of you have pasted it into the chat, I believe.  This is for

    senators, administrators, everyone here.  If you could just take a

    moment and make sure to fill in the sign-in sheet, that would be

    wonderful.

         We will take a few moments for introductions by typing

    introductions into the chat, and then as for agenda modifications,

    there are a few, but it's mostly just moving things around.  Tal had

    some suggestions, grouping different items in different places, so

    that's really the only agenda modification.

         So if you want to go ahead and type in chat your name and what

    you represent, whether you're faculty, we will take a few moments

    just to review the chat, say hi to everyone.

         All right.  I want to say another welcome.  Thank you for being

    here today.  We have a weekend ahead of us, and I'm sure that

    everyone here has had their fair share of remote meetings this week.

         We do have several, a relatively packed agenda today, so I know

    that we are not going to devote as much time to certain items as we





    would like.

         So just bear with us, and we'll have to move along and stick to

    time.  Otherwise we sacrifice the attention and concentration.  As we

    know, it's very wearing to be in an online meeting for a really long

    time.

         We have Ken Scott is our wonderful sergeant at arms and logistics

    officer.  Ken will keep track of time and let us know when we are

    falling behind.  Thank you, Ken.

         At the beginning, is there a call for an executive session, I

    should ask?  Okay.

         Seems like there is not, so we'll move ahead.  I have some short

    announcements, and then I will check with others to see if you have

    short announcements.  They are relatively quick.  The first is that

    YouTube is hosting our Faculty Senate recordings.  They are private

    and unlisted, so you can't just find them on the web.  You have to

    actually link to them from our Pima page.

         I just wanted to let you know that, because that's a slight

    change from what we have done in the past, and if you have questions

    about that, Mike Rom would be best able to answer them.

         Class schedule search interface update, several people have

    contacted me to express a desire for the term length to be on our new

    schedule search as it is on our old class schedule search page.

    Michael Tulino has confirmed that change is coming within the next

    few weeks or within a month or two, so if you have missed that

    feature, please know that it is going to be embedded into that new





    schedule search page, which I know that faculty and everyone,

    students, very much will appreciate.

         So I wanted to let you know that there is a virtual classroom and

    captioning task force.  Several of you here are on that task force

    and basically Carlos P is leading it.  It began in the summer.  And I

    am on that task force.  What we are doing is we are just

    investigating potential alternatives to Bongo.  We have looked at

    several different options, and we still are investigating that.

    Please just know that that's going on.

         Voting, I wanted to let you know that I have been in touch with

    Libby H, and many of you might be wondering how can we communicate

    with our students about voting?  And the bottom line is that faculty,

    anyone, can encourage our students to vote.  We just can't encourage

    students to vote a certain way.

         So we have worked with Michael Amick to see what we could work

    out with a global announcement, so that's in the works.  Thank you

    very much for Michael Amick's help with that and Libby H's, so there

    will be global announcements but you are all welcome to post

    announcements to home pages.  There are two important dates I feel

    students might appreciate knowing about, and those are October 5,

    which is the registration deadline, and then of course November 3rd,

    our election.

         So I did create some announcement examples.  They are linked to

    the agenda.  So of course I would recommend modifying this and

    putting it in your voice, however you want to contextualize it on





    your announcements pages, but this is the vital information.  Then

    with the help of Keith Rocky, I was able to get these images that are

    licensed for us to use.  So we have permission to use these images,

    and so you're welcome to use this if you'd like or just ignore it if

    you don't.  You're welcome to share it with any of your constituents,

    as well.

         Below that is a Pima voting information page, so that's available

    for you if you'd like it.

         Emeritus honors, as a reminder, Simone G and Brad F will be

    recognized for emeritus status at the September 9 board meeting.

    That is coming up next Wednesday, and you will find the log-in

    information will be on the board's calendar.

         If you're not sure how to find that, please feel free to contact

    me or Brooke Anderson, our Governing Board board rep.

         And then be aware that emeritus nominations are coming up.  We

    have two deadlines a year, November 1 and April 1.  So that means

    that if you know of someone that you'd like to nominate for emeritus

    status, those nominations need to be present at our October meeting

    October 3.

         So please contact me well in advance if you'd like to be on the

    agenda to nominate someone for emeritus status.

         If you miss out on the November deadline, no big deal.  We can do

    it in March.  It's still the same batch of, it still follows the same

    batch of nominations.  If you'd like more information to find out who

    qualifies, please click on or find our AP 5.15.01.





         I want to pause for a moment before the Menti and the Zoom item,

    because Michael Tulino had notified me that he has an update about

    the schedule page.

         Michael, if you would like to go ahead and speak?

         >> MICHAEL TULINO:  Thank you, Josie.  I will make it brief.

         We had about four or five additional features that we added to

    this search page of the schedule of classes yesterday.  Some of you

    may have noticed, and I won't bother you with all the details.  Some

    of them are minor, and some of them enhance the features quite a bit.

         The honors button that has been requested, as well, probably is

    coming by the end of the day.  Take a look for that.  And that would

    allow a student to toggle on a button that says honors courses only

    and then only retrieve the honors courses and the results.

         The third and final piece that is coming soon is basically a

    length of course search option.  In the past, we used to allow a

    dropdown that just gave the student a choice for a part of term.  But

    with the number of parts of term that we have, the fact that we have

    basically eight parts of term that segment each of the 16-week

    options, one for each day of the week, it doesn't really give the

    proper user experience that we were looking for, just to give a

    dropdown list of part of term, because a student could choose Tuesday

    16-week and think they are retrieving all 16-week when in fact they

    are not.

         So what we are likely to go with is an additional search feature

    on that page that would allow a student to choose a begins-after





    date.  They would be able to choose from a calendar widget I'd like

    all classes that begin after October 1, for example.  And that would

    retrieve anything in the system that starts after October 1.  And

    they can choose whatever date they want on that calendar.

         So I think that would accomplish what the end result, the desired

    end result.  I think it also provides a better user experience.

         If anyone has any questions, I'd be happy to answer.  I did see

    another comment in the chat about a location issue that I'll take

    offline and look at too.

         >> JOSIE MILLIKEN:  Any questions?  Okay.  I don't believe there

    are.  I guess we'll go ahead and move on.  If anyone has questions,

    just contact you, Michael?

         >> MICHAEL TULINO:  That would be fine.  I'll stay here today,

    too.

         >> JOSIE MILLIKEN:  Thank you.  So the final short announcement

    is Menti and Zoom.  Last week I e-mailed everybody and sent out a

    survey to find out interest about Menti and Zoom.  This came about

    because of a conversation I had with the provost also last week, and

    the provost was interested in kind of getting a gauge of interest in

    Zoom and Menti.  So I'll share with you, if you just give me a

    moment... hold on one second.

         >> KEN SCOTT:  We have exceeded our time on this area.

         >> JOSIE MILLIKEN:  Thank you.

         >> KEN SCOTT:  Sure.

         >> JOSIE MILLIKEN:  Here we go.  So these are the results, and





    you still have time to vote, but I think the overall consensus is

    that the majority of people are interested in a Zoom account, so

    under that item on the short announcements, you'll find a link.  This

    is a link that the provost sent out a couple days ago, and there is

    an opportunity to sign up for that account.

         Regarding Menti, a lot of, about a third of people were

    interested, and a lot of people are unsure and undecided.

         I believe that's because people may not be familiar with Menti.

    So I actually created a survey to demonstrate, but just because we

    are short on time we will get to that during the president's report

    if we have time, but if not, if you would like more information on

    what Menti is, it's basically a polling tool, really cool, and we all

    can use a free version but it's very limited.

         So this license would allow unlimited use and all sorts of other

    options.  Just be alert to that, and we might be able to demo it.

    We'll see.

         Are there any other short announcements?  We are out of time, but

    I didn't want to take away from anyone else if you have anything

    you'd like to announce.

         Okay.  Let's go ahead and move along with the August minutes.  So

    if you want to take a look at those, and then when you're

    sufficiently ready, we can vote to approve them or not.

         I want to say thank you to Jeanette Valenzuela who took these

    minutes and who is here today taking minutes again.  So that is just

    wonderful and very helpful.  If you want to look at attendance, I





    know this looks different than the format we had in the past, but you

    can click on this attendance link and it logs the attendance.

         When anyone is ready, if you'd like to make a motion or in the

    chat or either, motion to approve.  Rita made a motion to approve.

    Hernan seconded. I believe we heard another second, as well.

         All in favor, type yes.  And just senators need to do this.  All

    in favor?

         All opposed can go ahead and type no.

         And then abstain, anyone want to abstain?  Okay.

         So the motion carries.  Type abstain if you're abstaining.  Thank

    you.

         All right.  The minutes are approved.  So let's move along here.

    Also, one thing I forgot to mention is that we have a few proxies

    here today.  I am a proxy for Brooke Anderson, our Governing Board

    representative, and if you are a proxy, if you could just notify us

    in the chat and, Tal, if you wouldn't mind, just take a note of who

    is a proxy today, shall that would be very helpful.

         So our next item on the agenda is the officer elections.  I tried

    to make this very efficient.  It tends to take a lot of time, so what

    I thought I would do is make a call out for nominations last week, so

    in my Zoom Menti e-mail you saw a call for nominations for officers

    and then the survey closed on Wednesday.

         So we have three nominations.  We have myself for

    president-elect, we have Tal for vice president, and we have Ken

    Scott for sergeant at arms and logistics officer.





         We also want to recognize that maybe some people didn't see the

    e-mail, so we wanted to give everyone here an opportunity if you'd

    like to nominate yourself or nominate someone else, please speak up

    or in the chat.

         Okay.  I'm not hearing anything.  Under the officers' election on

    the agenda, there is a link to a form, and you can submit your vote.

    There is also a write-in section if you want to write in a candidate.

    Also, and I believe Tal can post that link in the chat in case some

    of you don't have the agenda open.  You just have to be signed into

    your Pima Gmail.

         So the link is in the chat.  Two notes about, we are missing a

    secretary volunteer, and so what we will do is we will come back to

    that in October unless someone feels like they'd like to volunteer

    and you'd like to type your name in that other box and type your name

    in.

         So we will review the results of that later, but if you just want

    to take care of that, and only senators, please do this.

    Administrators and guests, no need to vote.  It's just senators.

         So we'll move along to the AP review, and then we will review the

    election results later.

         Seth Shippee, are you here?  And if so, would you like to take us

    through this AP review?

         >> MR. SETH SHIPPEE:  Sure.  Good afternoon, everybody.

         As you have probably heard, there have been some changes to the

    Title IX regulations that are published by the Department of





    Education.  Those made for some pretty significant modifications to

    higher education institutions and how they conduct certain areas of

    their discrimination and harassment investigations and complaint

    resolution procedures.

         So taking that as an opportunity, we have revised the college's

    complaint, discrimination, harassment, and retaliation complaint

    procedures that were previously somewhat scattered under different

    sections of the administrative procedures under a central location

    which is under the authority of the chancellor.

         The reason for that is that previously we had had basically the

    same repeated information underneath a section about students and a

    section about employees and scattered in other areas.  But it was all

    the same information.

         And rather than talk about having this is what it means for

    discrimination against a student, this is what it means for

    discrimination against an employee or community member,

    discrimination is discrimination, so that's all been centralized.

         For the most part, this doesn't change anything that the college

    has already been doing.  Like I said, with the advent of the new

    Title IX regulations, there is a very, very small subsection,

    subsection of a subsection of certain types of discrimination and

    harassment complaints about sex discrimination under Title IX that

    now educational institutions, including Pima, are required to address

    in a very specific way.

         So as you'll see underneath this or as part of this AP, which is





    quite lengthy, there is a section specifically about Title IX.

         Just to highlight some of the changes that that has brought for

    Pima, it's like I said, that sexual discrimination and harassment

    under Title IX is a very specific subset of sexual discrimination and

    sexual harassment claims.  Now, that doesn't mean if something

    doesn't fit within what's called Title IX discrimination that the

    college is powerless to do anything about it.  It's quite the

    contrary.  The college is still going to continue to address all

    complaints of sex discrimination and harassment regardless of whether

    or not it's Title IX, just as we always have before.

         But for the very small percentage that meet a somewhat higher

    threshold of what constitutes this Title IX discrimination and

    harassment, we have these new procedures to follow.

         And so what is new, what is Title IX, sexual discrimination and

    harassment, versus other forms?

         Well, the Department of Education says that to count as Title IX,

    count under Title IX, the discrimination must be both severe and

    pervasive, meaning that the significance of it is it's a high enough,

    passes a higher bar, and it occurs pervasively, so more than once.

         Again, if it doesn't meet that threshold, that does not mean that

    the college isn't going to address it.  We certainly will.  We always

    have and we will continue to do so.  The only thing is if it does

    meet that bar, then we have to follow some additional procedures.

         So there are things that Pima has been doing all along, because

    we think it's the right thing to do, and because Arizona requires





    somewhat similar procedures under the student side of things that are

    now incorporated under this policy as well for Title IX.

         There is a presumption of innocence, basically meaning just what

    it sounds like, that the college will consider people not to have

    actually engaged in conduct until the process has been completed and

    there has been a final determination that has been done.  Nothing new

    there.  That's basically how our procedures operate now.

         We have to have, for Title IX, complaint proceedings, there must

    be separate investigators and separate decision makers and separate

    administrators.  Under a Title IX complaint, although Suzanne

    Desjardin and other deputy Title IX coordinators under her are still

    involved in the process, they will not be the decision makers for

    these.  Those will be a separate group of individuals who will be

    hearing those.

         We also have options now for informal resolution of Title IX

    complaints.  If all the parties agreed previously under the last

    administration, guidance, you could only do the formal resolution

    process if it qualified as a Title IX complaint.  But now we're able

    to offer mediation, other types of dispute resolution if all the

    parties agree to that.

         There also can be no gag orders imposed, meaning that there can't

    be any restrictions on discussing the case if someone is involved in,

    and the reason for that is we really don't want to quash anybody's

    opportunity to gather evidence, talk to people about what they may or

    may not have seen that's relevant to the Title IX complaint.





         Because there is more that needs to be done with this, there is

    some new opportunities here at the college for us to develop what's

    being called the Title IX pool.  So since we do have to have

    dedicated investigators and dedicated decision makers, and also much

    like with other kinds of college proceedings, there is an opportunity

    to have advisors accompany parties to these hearings.

         Those roles will receive some specialized training offered by the

    college on a voluntary basis to participate as members of the Title

    IX pool, meaning that if a participant in a Title IX process does not

    have an advisor, they can request that one will be assigned to them

    who has been trained in these processes, and also we want to ensure,

    and now under the Title IX regulations, we have an obligation to

    ensure, that anybody involved in this process has received very

    specific training about how it's to be conducted, what it does, what

    is or is not permissible to be considered as evidence in the process,

    and how to clearly articulate how the decision-making is done.

         Right now, as I said, this is a very lengthy document.  It's been

    out for the 21-day comment period already.  This actually is the last

    day of the 21-day comment period.  However, we didn't really get any

    comment.  We received one from someone outside of the college.

         So Jeff Silvyn and I were discussing it this morning, and to make

    sure everyone has a full opportunity to review it, make your comments

    and to ask questions, we are going to extend this out for another 21

    days.  There should be something in maybe another Pima All, or it

    will be published someplace, not exactly sure, I can get back to you,





    Josie, where that will be published.

         It's already out there.  If you go back and look at previous

    communications, it's posted in the normal location and still

    accessible there.

         I don't want to take up too much more of your time, but if anyone

    has any questions now, I'm happy to answer.

         >> JOSIE MILLIKEN:  If anyone has questions, would you like to

    type them into the chat or unmute yourself.

         I don't see any questions, but if anyone has any comments that

    come to mind later, you can submit them through the public chat

    and/or contact Seth Shippee.

         Thank you very much.

         >> MR. SETH SHIPPEE:  You're welcome.  Feel free to contact me or

    if you have questions about participating in the Title IX pool, what

    that might entail and how to take the training for that, you can

    contact Michelle Wilkerson in HR or Suzanne Desjardin, our dean of

    students.

         >> JOSIE MILLIKEN:  Thank you very much.

         We have a presentation by Daniel Lantz-Leppert, acting

    educational technology manager.  One thing before we get to that is

    that if you're a proxy, you can submit your election choices twice.

    So you can submit them once for yourself and once for your proxy.

    Only do it twice or an extra time for the proxy that you have.

         So moving right along.  For Hyflex, the reason this came about is

    that in the virtual classroom and captioning task force, we kept





    hearing Hyflex, Hyflex, it's the college's future.  So I thought if

    that's where we would likely be going, we definitely need to spread

    the word and all be familiar with this term and its full implications

    so we can prepare and know what to expect and add to the dialogue and

    contribute.

         So I invited Daniel Lantz-Leppert here, and Daniel has a

    presentation.  So I'm going to make Dan a co-host.  So, Dan, I can

    either share the slides that you sent to me or you can share them and

    go through them.  What would you prefer?

         >> I think I'm going to go ahead and share from my end, if that's

    okay.

         >> JOSIE MILLIKEN:  That would be perfect.  Wonderful.  Thank

    you.

         >> I do want to thank Josie for giving me this opportunity to

    address you today.  It's been a long time coming, I think, but I'll

    just try to stay within my 10 minutes so I won't take too much time

    for introductions.

         The definition that I'm using for Hyflex comes from a group that

    some of you may be familiar with, which is EDUCAUSE.  EDUCAUSE is an

    international organization of IT professionals within higher

    education.

         The definition that they put forth is that it combines

    face-to-face and online learning, that its activities are offered in

    person at the same time synchronously online as well as

    asynchronously online, implying that somehow the lessons are being





    captured so that students can go back and review those at a later

    time, or for those who can't attend in person or synchronously can

    view the information when they are able.

         We actually do have a couple of Hyflex classrooms at Pima

    College.  Some of you may be familiar with one down at Desert Vista

    Campus, F204 or West Campus in C207.  The classroom in C207 has

    actually been in use with some of our dual enrollment classes where

    we had faculty teaching from West Campus and students out at Ajo High

    School participating in that class.

         As you can see, there are two very different looking rooms, so

    there is no standard room setup for a Hyflex classroom.

         That said, there are two parts that help define Hyflex

    classrooms.  One is the hardware.  IT will make sure that the

    hardware is compatible with our current standard classroom hardware

    so that we don't have to change anything out.  The second component

    is software, and our goal is for the hardware to be software

    agnostic.  So we will work to ensure that the hardware works with

    whatever software is selected, and that's why in part we are very

    glad to be participating with Josie and Elena and others on that

    committee.

         It very much needs to be led by faculty and academic leadership.

    That's my personal philosophy, that we can put all the technology out

    there in the world, does all the coolest things that people have told

    us, but if it doesn't meet your instructional needs, not assisting

    the students with learning, then we haven't done our job right.





         As Josie had mentioned, we are working with Carlos Carillo on

    this multi-disciplinary group, looking at the videoconferencing,

    lecture capture, and captioning software.

         Earlier this summer, I participated with Michael Parker in a

    group of faculty and a focus group that helped us define ideal

    functionality within a Hyflex classroom.  Those functional

    requirements that he had come up with, that the group had come up

    with, is that both instructors and students must be able to see and

    hear each other clearly.  The camera or cameras must be capable of

    different framings, long shot, medium shot, closeup of different

    things, depending on what the students need to see.

         Instructors and students need to be able to share smart board,

    whiteboards, or equivalents.  Students and instructors need to be

    able to share their screens.  And the instructor must be able to

    divide students into groups.

         Now, this again was just the best thinking of a small focus

    group, and we certainly welcome any feedback from you as to items we

    may have missed, areas that need more explanation or if you have

    other questions.

         To this end, again, it being faculty and academic leadership

    driven, we will be looking to campus and academic leadership to help

    us prioritize which classrooms will be upgraded, in part because

    these classrooms will take more resources to establish.  It takes a

    little bit longer to get all the hardware correct, depending on what

    the need is for each different classroom, because while many





    classrooms may need the same setup, we know that there are certainly

    circumstances where our standard setup won't work for every

    classroom.  So we need to be able to ensure that we are meeting the

    needs of those specific disciplines.

         It also takes more funds to set up these classrooms, because we

    are adding more complicated technology.  Again, Ed Tech and IT's role

    is to support the software that's been chosen by the faculty and to

    ensure that the hardware works with the selected software.

         We are already in collaboration with the faculty resource centers

    to begin establishing demo classrooms or demo spaces at campuses so

    we can provide training opportunities on this new equipment as we

    begin to install it.  It's also a good place for us to gather

    feedback about this is the system that we think is working based on

    the feedback that we have gotten from the faculty.  Can we have some

    assistance in reality checking that.  Can we have some faculty come

    in and test this out, let us know, are we on the right track or have

    we missed something?

         And to that end, we are going to be upgrading the faculty

    resource center at West Campus later this fall, so that will be

    technically our third area, but it will definitely be a place where

    we will be looking for faculty to assist with testing within that

    environment.

         I know that's a lot of information in a very short amount of

    time, but are there any questions for me?

         >> JOSIE MILLIKEN:  This will extremely helpful, Dan.  Thank you





    so much.  And I think the main idea here was to get, shall to provide

    a taste of what this is and to become familiar with it, and to begin

    thinking about it.

         So we do have a short amount of time, but we did have one

    question from Hernan, and it was, are there opportunities to become

    involved?  And you did kind of indicate that in that feedback bullet

    point.  Can you offer any other opportunities for faculty to become

    involved?

         >> Yes, certainly as we begin classroom upgrades, one of the

    first steps that we do is we try to -- we have a kickoff meeting with

    the stakeholders of that space, so we reach out to the faculty and

    the academic leaders of the disciplines that are using that space to

    get their input about, you know, this classroom has been identified

    for an upgrade, and we want to know what do you need?  What do you

    want in this space?  Again, because if it's not working for the

    faculty, then we have not done our job right.

         >> JOSIE MILLIKEN:  Thank you.  I think we have come to the end

    of our questions.  We have reached time.  Very much appreciate you

    being here and willing to work with our schedule.  I'm guessing that

    if anyone has questions, it's okay if they contact you?

         >> Yes, very much so.  I will take any and all questions offline.

         >> JOSIE MILLIKEN:  Perfect.  Thank you.

         >> Thank you again for this opportunity, and have a good rest of

    your meeting.

         >> JOSIE MILLIKEN:  Thank you.  All right.  Our next item is





    related to on-time registration.

         So this is also called extending registration deadlines in our

    agenda.  So how this came about is that in a department head meeting,

    Kimlisa, and I believe Kimlisa is here, Kimlisa had proposed the idea

    of maybe we should think about changing our on-time registration and

    allowing a little bit of a window, a late registration.

         In the past, around 2012 in the Faculty Senate, if you were here

    and remember back to that time, a task force formed, and it was

    Faculty Senate-driven, and there is a lot of research and data done

    at that time to suggest this task force was worth pursuing, and that

    task force was related to let's move to late registration.

         So at that time, which then brings us to around 2014, 2013, the

    task force was working, and at that time it was determined that

    moving from late registration to on-time registration made a lot of

    sense.  The context was different, the world was different.

         Well, now we know everything has shifted, so I think it's a good

    time, as Kimlisa suggested, to rethink, okay, on-time registration

    made sense for the last six or seven years, but what about now with

    the pandemic and all the other factors and, you know, the resources

    that we have?  Would it be helpful for our students?  Would it work

    with our institutional processes to temporarily suspend as a pilot or

    perhaps return to late registration but perhaps really shortening

    that window to maybe one day or two days or three?

         So I wanted to -- this is not a time to actually come to a

    resolution.  This is more of a time I thought today to have a few





    minutes to get a sense of what you all thought.

         Michael Tulino is here who can offer Michael's perspective, and

    we have David Arellano who is here who can offer additional

    information.  But first, what questions, what ideas, what thoughts do

    you have?

         Kimlisa, would you like -- Kimlisa was on the original task force

    back in '13/'14.  So Kimlisa did jot out a lot of really valuable

    reasons.  If you'd like to share some of the reasoning, that would be

    fantastic.

         >> KIMLISA DUCHICELA:  Yeah, the reason I brought this forward is

    because so much has changed in the way we deliver things.  Especially

    in our online and our virtual environment, many times we are using

    resources that are embedded into the class.

         So if a student comes into my History 141 a couple days late,

    that student doesn't have to wait to meet up with me in the

    classroom.  That student has many of those resources right there

    ready to go.

         One of the issues also with on-time registration is that

    oftentimes now we are starting before the U of A.  U of A, it used to

    be always we started about three days after the U of A, as you guys

    all probably remember, but now those students are coming to us and

    asking to get into classes because they have found out that what they

    were looking at at the U of A just isn't going to work for them.

         And we have the barrier that they can't get into a course without

    contacting us, and then we contact an advisor.  Sometimes I have been





    able to get them to do it by going through the thing in MyPima.

    Sometimes not.  Sometimes I go directly to department heads who have

    to talk to faculty.

         In this new reality where we have so much already there, ready to

    go for the students, where we have limited resources as far as -- you

    know, I have two people that I go to for like 60 students that need

    to get into classes, those types of things.  I think it's time to

    have a conversation about this again, because we want the

    enrollments, and we are in a new reality that has been able to adjust

    and have things ready for those students to do the minute that they

    get enrolled in the course, especially during virtual, but definitely

    in the online environment.

         That was my main thing with that.  It takes a lot of time for us

    to get students in the class, and if they just had that extra three

    days, we would be able to pick up a lot of students from the U of A

    that probably some of them just turn away.

         So the late start of the U of A, U of A is starting after us, has

    changed things.

         That's my two cents.  I'll be here.  I'm going to hang out, so if

    you have any questions.

         >> JOSIE MILLIKEN:  Thank you so much, Kimlisa.

         Does anyone have any questions -- thank you for being here, too.

    Does anyone have any questions for Kimlisa or any questions or

    thoughts you want to offer input, give your perspective, please chime

    in.





         Please unmute yourself.  We have a lot of comments about

    supporting the idea about the U of A, it makes sense.

         Ken, did you have a comment you wanted to share?

         >> KEN SCOTT:  I think that really makes sense for online,

    because if they come in a day or two late, who cares?  It's online.

    Many students haven't started yet anyways.

         That makes a lot of sense.  Would take the burden off faculty,

    and it would take the burden off advisors.

         I don't know about virtual or face-to-face when we go back to

    face-to-face, because if they have missed a class, then they should

    speak to the instructors about getting caught up.

         >> JOSIE MILLIKEN:  We have a comment from Lisa, and then we will

    go to Mary.

         Lisa said, it took a week to register my son, and by the time all

    of the roadblocks were removed, the classes he needed were full.

           That would be in support of extending the registration

    deadline.

         Mary?

         >> Yeah, I was going to say I think having late start classes can

    take care of people that need to start late.  I think we should be

    the ones, faculty should be the ones to decide whether it's

    appropriate in a particular class for a student to add late.

         I have several classes where, if a student doesn't start that

    first day, they are already behind.  Like I said, I think it should

    be the instructors that decide who can add the classes late.





         If we are worried about the U of A students, then we should look

    at our scheduling and go back to having our days, our semesters

    either start with the U of A or have a lag after the U of A.

         Those are two, to me, separate issues.

         >> JOSIE MILLIKEN:  Thank you.  I don't know if we could divide

    it up that way.  That might be very confusing for students I'm

    thinking to know about which students they can register late for and

    which not.  I understand the idea behind it.

         That was one of the driving reasons behind the move to go to on

    time is we found a high percentage of students who registered late

    experience a lower level of student success compared to those who

    registered on time.  And so it has been a finding that drove the push

    to go to on-time registration.

         >> KIMLISA DUCHICELA:  I would also say to that, and this goes

    back to my point about the fact that the world has changed, the world

    has changed, and the fact of the matter is that a student at a U of A

    or any other university can take a class anywhere in the state.  When

    we are competing with somebody like a Rio Salado or other online

    university, they are not going to wait for two weeks to take a class

    if they really want to get started.  They are going to register

    elsewhere.

         It has shifted, and I think we need to really be aware that Pima

    is not the only game for the students that are in town anymore.  It

    just is what it is.

         And that has been one of my worries, because I see the students





    going elsewhere.  So, yeah, we are supposed to be able to add them.

    Sometimes it works; sometimes is doesn't.

         And I saw that, Ken.  I'm just saying, just remember that

    competition is fierce, and COVID is making competition even more

    fierce.  Thank you.

         >> JOSIE MILLIKEN:  I think we have enough comments in the chat,

    and I encourage administrators to take a look at those.  I think how

    we would want to approach this, David Arellano suggested we do a STAR

    report and look at success levels to compare them and see what might

    be smart.

         A comment in here is that a lot of our classes are recorded right

    now, and so missing a class, that can be addressed.  We also have to

    think about systemic and social justice and know what population of

    students is left behind because of on-time registration.  A lot of

    the hurdles our students face to even get registered.  What happens

    if that comes after registration date?

         Nancy asked can't we do overrides?  We can, but that's an

    additional step for the student.  And not all faculty will allow

    that.

         >> DAVID ARELLANO:  I think this is a great question.  I think

    really looking at it from how does the college find balance between

    grabbing that enrollment versus student success, so one of the main

    drivers, going back through some of the documents from the Faculty

    Senate work group back in 2013/'14 was that PCC data indicated there

    was lower course completion rates for students who earned a C or





    better for students who registered late compared to those who

    registered on time.

         So there was a data component I think that highlighted a certain

    issue.  I think it's appropriate that you mention some of our

    previous conversations.  Maybe working with STAR to look at our

    internal data to see if that issue still remains and if it was

    corrected by the on-time registration.

         But at the same time, kind of echoing what Kimlisa said, we are

    in a different environment now, and I think it's worthy of looking at

    it.  And also know since then there has been increase in compliance

    measures and processes, things like that.

         So I think it's important when we look at the data but also to

    look at the logistical pieces like scheduling, because one of the

    components was with the scheduling, if you had on-time registration,

    you would offer it later parts of term, like increase 14-week

    courses, cancellation periods were adjusted.

         So scheduling now becomes a complexity or a question you need to

    look at.  Title IV disbursements, IT, the systems there, registrar

    systems, marketing, communication.  And folks brought it up already,

    just the modality, right?  Differences between online, the virtual,

    and then when and if we go back to in-person and Hyflex even being

    presented today.

         So I think there is a lot of questions, and I think they are

    great questions.  I think a good starting point is looking at the PCC

    data, looking at the research, benchmarking, to see if that's changed





    since that time frame.

         >> JOSIE MILLIKEN:  Thank you so much.  It is very complex and a

    lot of factors to consider.  We have to boil it down to what's going

    to be most helpful for our students.

         At least we are starting the conversation, and various people

    here can take from it what they'd like, and maybe we can start moving

    on having that conversation at a more in-depth level with some

    numbers.

         Thank you very much, David, for being here and thank you, all,

    for offering your thoughts.

         So we are going to move along to our next item.  This is an item

    that we talked about back in August.  This is the principles of Pima,

    and Matej presented on this in August.  This is the principles that

    we all received in your e-mail back in the spring.  We are revisiting

    it in the fall.

         Matej could not be here today, but I believe McKayla is here in

    Matej's place.  I'm going to pull those up.  We had a really good

    conversation back in August, and we talked -- we had a really good

    discussion.  So today the idea is not to continue that discussion too

    long.  We have very limited time.  But more to discuss, do we, as a

    Faculty Senate want to endorse these principles or do we not?  We do

    have a form that's prepared if we want to vote on that, but we just

    wanted to kind of decide what we want to do.

         So I'll turn it over to McKayla.

         >> I think I mainly want to answer questions.  It looks like you





    guys have already had this discussion, so basically we want to make

    sure that we have signatures saying, yes, this is what faculty want

    PCCEA to advocate for.  So if these principles resonate with you, if

    you could put your name on it, it would help us know that we have the

    backing of the faculty on these principles.

         If anybody has any questions, I'll do my best to answer them.

    I'm not completely sure what all the conversations have already

    happened, because I'm not usually at senate.  I'm here to answer

    whatever you need or give more information where it needs to be

    given.

         >> JOSIE MILLIKEN:  Thank you for being here.  I know in our

    discussion last time, a lot of people had questions about the purpose

    of them, kind of why these came out when they did.

         And I know that Matej and I had a conversation this morning and

    that one of the ideas that Matej would like to emphasize is that

    these are kind of a foundational document so that when we have a

    foundational set of principles so that when faculty are in dialogue

    related to the classification and compensation study or other

    elements that these can be a set of unified principles that would

    underlie that work and be something to reference.

         I just wanted to add that little piece from Matej, because I know

    that question came up a lot last time.

         So would anyone else want to chime in either with questions for

    McKayla, general thoughts, or whether you think that the senate

    should endorse or not endorse?





         I see there are a lot of items in the chat about registration,

    still.  I appreciate everyone's interest in that topic.

         Can we move now to Principles for Pima?  What are your thoughts?

         >> This is Jenny Ryan.  I'm proxy for Marjorie Nelson today.

    This is one issue that she feels very strongly about, and she did

    want to voice her support for it.  I just feel like I need to say

    that Marjorie, at the very least, is in support of this.

         >> JOSIE MILLIKEN:  So Marjorie is in support of this.  Okay.

    That's good to know.  Thank you, Jenny.  That's one in favor.

         What about others of you?  What are you thinking?

         >> KEN SCOTT:  I guess it's just been a while there has been so

    much stuff going on, I just -- I can't remember why and what the

    purpose and what this was going to be used for.

         >> Good question.  So it has been a while.  I can't even tell you

    when we wrote these at this point.  I think it was before the COVID

    shutdown stuff happened, but basically it was to unify the idea of

    what PCCEA was going to be representing faculty for.

         That is the biggest thing.  So we can go back to these

    principles, as we go to advocate for faculty, and say, Okay, this

    principle is going to guide how we decide we want to go on this

    policy item or in the class and comp study, making sure there is

    faculty input and how we are going to gather that faculty input and

    just kind of giving us a guiding document of these are the

    perspectives that we want to make sure we represent in our advocacy

    of faculty.





         If you guys could as individual faculty members or as a senate or

    any sort of support that says, yes, these are the things that we want

    PCCEA to stand up for and work towards, that would be helpful for us

    as we go into a season of making sure we have class and comp study

    and then we have that instructional transformation task force people

    are going to be working on.

         There are a lot of committees coming up where it seems that we

    have some major things coming down for faculty.  I just want to make

    sure that PCCEA is representing faculty the way faculty want.

         >> KEN SCOTT:  Thank you very much.

         >> No problem.  I'm sure Matej has a lot more to say on it, but I

    think that summarizes most of it.

         >> JOSIE MILLIKEN:  I see some more comments of support.  What

    about anyone else want to chime in?  Ken says I don't see a reason

    not to support it.  Raymond says collective support from the senate

    would carry more weight than individual support.

         So are we ready to vote -- we do have a Google form that we have

    available.  Tal can share the link, if Tal wouldn't mind.

         Before we do that and we actually vote whether or not to endorse

    the principles or not, would anyone want to offer any final comments?

         Tal is asking support it being used synonymously with endorse.

    Any thoughts about whether we endorse or support?

         >> Sara, I see your comment about diverse faculty.  I totally

    understand that.

         Because we have already voted on this as PCCEA and have started





    collecting signatures, we can't really change what we have here, but

    Matej made it a point in his e-mail to let us know we could maybe add

    to it.

         So it's not something we don't agree with.  We obviously would

    like to support diverse faculty.  But if senate wanted to say

    something about that, as well, we could maybe tack that on at the

    end, an amendment.  I don't know exactly how that works, but I'll

    make sure to bring that back.

         >> JOSIE MILLIKEN:  Does anyone have any thoughts about whether

    to support means anything different than endorse?  What language do

    we want to use?

         Tal, I'd say -- okay, endorse.  Raymond suggested endorse.

    Endorse.  Several comments for endorse.

         Tal is making a quick edit to the survey, and we'll post that

    link in the chat.  And only senators, please vote.  Of course if

    you're a proxy, then you vote.  If you're a senator and a proxy, then

    you can vote twice.

         We'll just wait for the link.

         >> Am I the one providing the link or is someone else?  I just

    wanted to make sure.

         >> TAL SUTTON:  I just want to be clear.  I think we just need a

    motion.  As a point of order, we just need this to be motioned and

    seconded before we move to a vote.

         >> JOSIE MILLIKEN:  Thank you, Tal.

         >> TAL SUTTON:  And have an opportunity for discussion.





         >> JOSIE MILLIKEN:  Anyone have a motion to support, endorse the

    Principles for Pima?

         >> I move that we endorse the principles.

         >> JOSIE MILLIKEN:  Second?  Second.  So is there a discussion

    before we share the survey?

         >> TAL SUTTON:  Following Robert's Rules of Order during a

    virtual classroom, I don't think Robert ever envisioned this.  It's

    very strange.  Anyway...

         >> JOSIE MILLIKEN:  We're doing our best.  There needs to be a

    Google version.

         >> TAL SUTTON:  Yes.

         >> JOSIE MILLIKEN:  I don't hear any discussion.  I think we're

    ready to share the link.

         >> TAL SUTTON:  Okay.

         >> JOSIE MILLIKEN:  There's the link.  So take a moment, and

    express your perspective.  And then we will see how the votes tally

    up.

         I guess in the meantime I can move ahead with our, a few of the

    president's report items and tick them off our list.

         So please as you're voting if you wouldn't mind just keeping your

    ears open.

         So I was contacted by Michael Smith, the fiscal principal analyst

    and working with a consultant group, and the educational and

    facilities master plan is going through a mid-cycle review.

         Various groups have already met with Michael Smith and the





    consultant, and so now or soon the Faculty Senate, a limited amount

    of members of Faculty Senate, maybe between five and ten, have been

    asked to meet with Michael Smith.

         And so the officers are I hope planning to meet so we should have

    three to five people there, and I would like, though, to get a sense

    of whether anyone else would like to volunteer for, to just meet.  It

    should be about an hour-long meeting.  We'll hope to find a time that

    works well for everyone.

         What we will do is basically have a conversation of, okay, a lot

    has changed since 2015.  A lot has -- tremendous amount has changed

    even since 2018.  So do these plans need to be revised?  Do we revise

    them with the facilities plan?  The pandemic has brought some new

    realities.  Do we need better HVAC systems, other systems to prevent

    the spread of viruses?

         It's also a time of systemic change or do we need to revisit our

    educational master plan and think about how do we change our

    policies, how do we change our planning with these factors?  How do

    we consider the context of 2020 and integrate that moving forward?

         So it's a really valuable process.  What will happen is that the

    results or the recommendations will be presented to the board in the

    December meeting.

         So if you are interested, would you please type your name into

    the chat.

         I'm not seeing anyone.  Apparently I wasn't very persuasive.

    Yes, Ken, because you're an officer, so you'll definitely be invited.





         So James Sheldon, thank you.  You still have more time, so if you

    want to mull it over, then please reach out to me within the next

    week or so, and please let me know that you'd like to be involved.

    It's a really valuable time to express our perspectives on these

    plans moving forward.

         Moving along, I just wanted to give you a quick Faculty Senate

    systemic justice action committee update.

         We did write out a charge, and I'll just share my slides like

    this.  Our charge is to cultivate a liberatory -- it's a draft, so

    it's a work in progress.  Cultivate a liberatory institution by

    examining current practices and policies related to curriculum,

    academics, and governance.  Identifying ways to foster more

    equity-focused practices.  Working to shift policies and practices to

    support and promote equity, diversity, and inclusion, and

    facilitating social justice best practices at the college.

         We have met a couple of times.  We have some projects underway,

    and we are looking re-examining syllabi, looking at other things,

    identifying that what areas within the Faculty Senate purview we

    might take a look at.

         So I look forward to continuing the work with that group.  If

    you're interested in hearing more about it, please feel free to

    contact me.

         Finally, we have a call for volunteers, the revision of seat

    location process.  This came about because Tal recognized that a lot

    of divisions have shifted since we last revised our election





    procedures.

         So it's a little bit more complex now.  So we wanted to -- Tal

    suggested starting a work group to work on revising the charter.  We

    did have a work group before, but the members who were participants

    have since left the college or left Faculty Senate.

         Tal, would you like to add any thoughts on that before we move

    along?

         >> TAL SUTTON:  Sure.  When we were creating the new seat

    allocation, we settled in on using divisions as the sort of unit to

    determine the number of senate seats, thinking those would create

    large enough pools where it's not a huge strain to ask at least some

    number, some subset of those number to participate rather than asking

    departments of one or telling departments of one, guess what, you're

    a senator, or have an election amongst yourself who was going to be

    the senator.

         So we made that decision, that's what we went with, but we didn't

    realize divisions would be as fluid as they are turning out to be.

    This is back when the reorg of the college was happening, and the

    divisions were stated and given.

         Since then, we have already had -- it seems like what can trigger

    a division to change or get absorbed or absorb other departments is

    hard to predict.  So our charter doesn't take that into account,

    making it a little bit hard to sort of be able to write down who your

    constituents are if you got elected by a division that, say, got

    split in two or who you are representing if your division gets





    merged, which is most likely is going to be happening with science

    and mathematics.

         So we just don't have the language in there, because we didn't

    realize that it was needed, so we just need a group of us to sort of

    come up with flexible language that will make it clear who your

    constituency is if the people who elected you somehow got changed due

    to the changes at the college.

         >> JOSIE MILLIKEN:  Thank you, Tal.  So there is a link to the

    charter right there if you want to take a look at our current

    process.

         Who would like to volunteer to be on that committee?  Hernan, are

    you still interested?  Good.  Thank you, Hernan.  We have one

    volunteer.

         Can we get another?  We'd like to have at least -- okay, so James

    Sheldon.  Thank you.

         Anyone else?  All right.  So if anyone else would like to

    volunteer, please contact Tal to express your interest.

         Okay.  So we will move along.  I just wanted to share the vote

    from our Principles for Pima.  What we had was 27 responses, and we

    have 88.9% yes, and we don't have any nos, but we have 11.1% abstain.

    The motion, the endorsement carries, and going forward we can

    recognize that Faculty Senate does endorse the Principles of Pima.

         Thank you, McKayla.  Can everybody just type a yes in the chat to

    indicate that you're still awake.  No?  (Smiling.)  Okay.  Thank you

    so much.  I didn't know how to interpret the silence and I just want





    to make sure you're all here.  All right.

         McKayla, are you still here?

         >> I'm having issues, but yes, I am.

         >> JOSIE MILLIKEN:  Are you providing a PCCEA report or...

         >> I do have a small update.  There wasn't much else on the

    principles that he wanted to put on there, but I had a couple of

    things for us to share.  Do you want me to do that now or later?

         >> JOSIE MILLIKEN:  Go ahead.  We can jump to that now since

    you're still here.

         >> I lost track of where we were in the agenda.

         So the few things I wanted to share for PCCEA was that there is a

    class and comp selection going on that Aida from HR sent out.

         Matej and I had a conversation with Jeffrey about the selection

    of faculty on that committee, and the difference between nominations

    and voting for your representative.

         So in the process it looks like now there is going to be, and I'm

    not sure on the process of how yet, but it looks like both PCCEA and

    senate will be reached out to provide people to serve on that

    committee, as I guess our voice of who we want representing us in

    this committee.  The rest, they are selecting from the nominations

    and the commitment is for a diverse faculty from different areas, and

    different stages in their employment.

         It sounds great.  If we have the ability to at least choose a few

    representatives on the committee so that we're choosing our own

    people to put in charge of this huge thing, then PCCEA is a little





    happier about that.  But again, I don't know the process for that

    just yet.

         So I will say this conversation took place after the staff

    announcement was made, so I don't know that staff is necessarily

    getting the same opportunity, though they are, staff council is

    represented in some way, but they didn't choose who was on there.  I

    don't know if that makes sense, the whole, like, nomination versus

    voting for who's representing.

         So if there is any questions on that, I don't have much more

    answers, but I'm willing to expand on that.  So that was one thing.

         The second piece was that the instructional transformation task

    force that Morgan is heading up is supposed to be starting back up

    again, and Matej is on that committee.

         I don't think there is any update on it yet, but it does look

    like it's supposed to be starting up pretty soon.  So keep an ear out

    for that.  If you are on the task force, hopefully you already know

    about this.

         Then just a reminder that if you have something that's coming up

    from policy, especially the newly rewritten handbook policies, to

    submit that to AERC or PCCEA.  We have already recently discussed

    what office hours should look like in the virtual environment and had

    some discussions.  I think the deans came to an agreement on what

    that would look like so it was more uniform across the college and

    following policy.

         So if you have questions on that, please e-mail me or ask me now.





         What does sick leave look like during this virtual environment

    and how do you use the sick leave if you have to be out?  ESC

    apparently has a formula for how many hours to take if you have to be

    out for your class, so contact them.  I don't have the formula, but I

    know they have one that they have been using.

         So if you contact them, they can tell you how many hours you

    would actually need to take if you're going to be out for a period of

    time, a small period of time or a large one.

         AERC is also going to be looking at the Title IX implications and

    policy with Seth and Jeff, and they came to AERC and have talked to

    us, so it sounds like there are a few policies that will need to be

    updated.

         And the last piece is donated leave.  It is spelled out a little

    bit in the Pima Alls, and it says basically that it's an FMLA

    eligible event.  Basically what we wanted to make sure was clear is

    if you think you need donated leave, please ask ESC about

    eligibility, because it may not just be a (indiscernible) and FMLA

    leave.  An FMLA qualifying event is not necessarily the same thing as

    using FMLA.  That language might be a little bit confusing in Pima

    All e-mails, and we just want to clear that up.

         That was a lot, and I don't know how quickly these normally go.

    I will open it up for questions on anything I mentioned.  Looks like

    Morgan has an update in the chat about the instructional

    transformation group starting next week, and that it's a steering

    group.





         >> JOSIE MILLIKEN:  Thank you, Morgan.  Thank you, McKayla.

    Thank you for being here.

         Any further questions for McKayla?

         >> Matej and I are always available by e-mail if you think of one

    later.

         >> JOSIE MILLIKEN:  Thank you very much.

         We have Tal with, Tal contacted me to alert me to some breaking

    news.  I guess our election results are in.

         So we're going to turn it over to our election center.  Tal,

    Anthony would normally be doing this because he's secretary, but as

    awkward as it is, even though Tal is a candidate, Tal was available.

    Ken's a candidate, too.  So we are doing the best we can.  If anyone

    objects to Tal revealing the results, please share.  Otherwise, Tal,

    please go ahead.

         >> TAL SUTTON:  Trying to set up -- I got a new computer, so I'm

    trying to figure out settings.  I don't know if it's letting me share

    my screen.

         >> JOSIE MILLIKEN:  On the bottom you should see an option to

    share screen.

         >> TAL SUTTON:  Yeah, but I have security issues that my computer

    is preventing me.

         >> KEN SCOTT:  Dolores will have to get going pretty soon, I

    don't know if you saw the comment from her.

         >> JOSIE MILLIKEN:  Okay.  We'll go there next.

         >> TAL SUTTON:  I'm sorry.  I can't seem to share the results.





    Are you able to call up the results?  It's a very boring pie graph.

    It instructs you that if a circle is entirely shaded blue that it's

    100% in the circle that's shaded blue.

         So the results were -- there we go.  26 responses.  No one had

    -- there were no write-in candidates.  So with sort of -- it's clear

    that these carry.

         So Ken Scott will continue to be sergeant at arms, I will be the

    vice president, and Josie will be the president-elect, which does

    mean we will have an election in October for an ACC rep since she

    will simultaneously be president-elect and president.  So there will

    be that election in October.

         >> JOSIE MILLIKEN:  We also need -- thank you very much.  We also

    need a secretary.

         Secretary, now that the provost has been so generous, and we are

    so grateful to provide a note taker, the secretary's job has been

    scaled down without that huge responsibility.

         So really what the secretary would do is indicate and be aware of

    quorum, provide any other necessary assistance, take -- I can't think

    of anything else at the moment.  Just kind of catalog and maintain

    our notes.  It would be wonderful to have a secretary, so please

    consider nominating yourself in October.

         And for the ACC rep, what that means basically is that you'd be

    an executive officer.  You get one course release.  You attend all of

    the ACC meetings with Brooke, our Governing Board rep.  And you

    attend the Faculty Senate officer with administration meetings and





    attend the Faculty Senate officer meetings.

         I really encourage any of you to step forward and indicate your

    interest in those positions over the next couple of weeks before we

    meet in October.  You can reach out to me, let me know you're

    interested, and we will go from there.

         I had one other thing to say about that, I thought, but I believe

    we can move along to the provost's report.

         Provost, would you like to present your report?

         >> DR. DOLORES DURAN-CERDA:  Yes, thank you.  Can you all hear me

    okay?  Fantastic.

         Well, welcome back, everyone, to the fall semester.  I know we

    saw each other on All College Day, but now we are in the middle of

    the fall semester, beginning part of it.  I hope it's been a smooth

    couple of weeks for all of you.

         I'd like to thank you again for your dedication and commitment to

    our students and to each other and your hard work as we continue with

    the college's mission in this really difficult time during the

    pandemic period.

         I know you're juggling many responsibilities, you know,

    professionally and personally, and you're doing such a great job.

         So I just want you to know that you have my support and the

    college's leadership support and just continue being the rock stars

    that you are in this virtual world.

         You have made lots of adjustments, you have been very patient.

    Thank you, thank you for that.





         Before I get on to the report, I wanted to just update you a

    little bit about the spring schedule.  You may have heard a little

    bit from your deans or from your department heads.

         What we are looking for regarding the spring schedule is to

    follow the same mode that we are right now, which is virtual and

    online and just a handful of classes that are hybrid or face-to-face

    because of the requirements for accreditation, like nursing and

    aviation, et cetera.

         But our plan is to continue this way.  However, if things do get

    better, I have asked the deans and Lamata to work with them on

    working with a plan B, which would be if things get better, maybe

    open up a little more classes that are hybrid and perhaps more

    eight-week, more 16-week classes, so we are making sure we are

    covering our bases, whatever the situation may be.

         As you know, it's been fluid and we have gone back and forth with

    the fall schedule throughout this summer, but I think we are in a

    good place right now, because we are keeping as a priority the health

    and safety of our students and our employees.

         So that is our main concern, of course.

         You heard the chancellor talk about the challenges that we are

    having with the community and low-wage workers and how we need to

    support and help them and actually Pima is the key to helping our

    community members.

         We have seen an enrollment decline.  Of course, we anticipated it

    and we had prepared for a 15% decline, and we are just about there,





    but what I wanted to mention and point out too is that because we

    have seen a decline in our Black and Brown students, we have to

    understand why that is, what are some possibilities, and that they

    may not come back, because this is a difficult time, as we know, and

    many of them are essential workers, so they are at the front line and

    they don't have the time to take classes and study.

         Also, there are challenges with technology, and I'm so grateful

    to the IT department and working with academics so that we can

    provide these devices through the CARES Act funding to our students,

    and now we are opening it up to faculty and adjunct faculty and staff

    in case they need support with access to technology too.

         But let's just keep in mind some of our students have had two or

    three jobs and maybe they lost their jobs at the beginning of COVID,

    got behind on their bills, and so now they are trying to catch up

    with their bills and taking more jobs, so they don't have time to go

    to class or enroll at Pima.

         Just keeping in mind all of these different nuances of this new

    reality.  And at the end of my provost report, there is a link to an

    article that I think you'll find interesting, and the chancellor

    mentioned it, too.  It's from Deutsche Bank.  I think it's very

    telling where we are.

         I know we have had lots of discussions about Zoom licenses.  I

    want to reiterate that all faculty, full-time, adjunct, staff

    instructors have access to get Zoom licenses if you wish.

         So there is a link there so you can access them.  We have several





    licenses, so please make sure that if you need one that you get one.

         I don't know if this will be what we will be using in the

    upcoming semesters, because I heard that Google Meets is going to be

    coming out with a breakout room feature too, so we will see where we

    are going with this.  As Josie mentioned, she's on this group,

    working with Carlos C, PimaOnline, and members of IT and other

    faculty to look at what are the options and technology for

    instruction.

         I wanted to mention also that I'm going to be holding virtual

    office hours.  In the past I have had conversations with the provost

    at the various campuses, so I want to keep us being connected.  You

    will get more information, but what I'm thinking is having office

    hours twice a month, and you just pop in and we can express your

    concerns or if you have questions or even suggestions, please feel

    free.  My virtual door will be open to talk to all of you.

         I'm really happy that senate is working on the social justice

    committee, and I wanted to share with you and the chancellor has

    mentioned it several times too that we are launching a breaking

    student barriers task force.

         Dr. David Dori and I are the executive sponsors for that,

    co-sponsors, and we are still identifying the membership and the

    co-leads, but I wanted to share with you the charge.

         Am I able to share the screen, Josie?  Do I have that capability?

    If not, I can send it to you later, and you can share it with senate.

         >> JOSIE MILLIKEN:  I have opened you up for co-host.





         >> DR. DOLORES DURAN-CERDA:  Okay.

         >> JOSIE MILLIKEN:  At the very bottom in the middle.

         >> DR. DOLORES DURAN-CERDA:  I see.  Can you see this?

         >> JOSIE MILLIKEN:  Yes.

         >> DR. DOLORES DURAN-CERDA:  Great.  So this is the actual charge

    for the breaking student barriers task force, and I just wanted to

    share that with you so you can see what we will be looking at as a

    group.

         It's looking at policies, processes and systems.  We want to

    remove any obstacles or barriers students encounter in regards to

    enrollment, inclusion, and belongingness, retention, success.  So,

    for example, if you look at the first bullet, and we did this when we

    started the dev ed redesign committee.  We did a literature review,

    so we read several articles -- because we had people from different

    backgrounds.  This will be faculty, staff, administrators, and we'd

    like students to be on this group and perhaps a community member,

    too.

         So just so everybody has the same foundation to work on these

    issues, we are going to have a bit of a literature review at the

    beginning and then discuss the essential components of each of the

    articles and see what we want to focus on from those.

         We're also going to be looking at the student experience from the

    beginning, as they initially come to Pima, they contact us through

    registration, through graduation, and all the different kinds of

    students.  New students, continuing students, transfer students,





    et cetera, as you can see there.

         Also looking at curriculum, instructional materials, and teaching

    practices.  Very important too is reviewing our policies and

    practices.  I know we have reviewed them in the past years and we are

    continuously reviewing them.  But I think we need to take a deeper

    dive, especially in this new environment, what is it that's holding

    up the students?  What are the obstacles they are facing?  I know

    there was an earlier conversation about late registration, on-time

    registration.  That's an example of what we need to be revisiting and

    really looking at data and seeing what are the best possibilities for

    our students.

         Looking, taking a look at what kinds of uncomfortable

    conversations we need to have within our own colleagues or units,

    departments, and within the college as a whole.

         Having Town Hall meetings with students and communities, so we

    have had, in the summer, we had a Black community forum which went

    extremely well.  I'm going to be talking about another forum that's

    the Asian-American forum.  We will have student forums.  We had a

    couple of weeks ago DACA forum with the community and our students.

    That went very well, too.

         So we will have a series of continuous Town Hall experiences like

    that.

         And of course we want to make sure that we have safe places for

    our students and for our colleagues, as well, and so that's the

    charge.  We may be adding a little more, but that's basically the





    essence of it.  I just wanted to share that with you.

         So I will go back, stop sharing.  Thank you, Josie, for allowing

    me to do that.

         I don't want to go through all of the report, because you have

    access to it.  But there is a new section for the adjunct faculty

    fellow who works with Kate Schmidt and Mays Imad and the teaching

    learning center, Lisa S.  So she'll always have a little section

    here.  We have information about faculty services and resource

    centers.  They have gone completely online and they have services

    available for you and for all faculty as a whole.

         We have updates on testing and placement and as well as the

    library updates, libraries have real time online chats services

    available for you and for students, which I think is wonderful.

         Curbside pickup for books, DVDs, laptops, tablets.  They have

    been instrumental in the distribution of devices for students and now

    faculty and staff.  So they are the ones keeping track of all of

    that, and they have been working closely with IT.

         If you'd like for a librarian to visit your class, either

    asynchronous class or synchronous class, they are happy to help you

    create a tutorial or to visit the class itself.

         The learning centers have tutors available virtually for all

    students, and they are now accepting essay dropoffs for review by the

    writing tutors, so this is an excellent feature for our students so

    they can get help.

         We have our first coming virtual HSE graduation ceremony coming





    up at the end of September, so please consider participating in that.

         I'd also like to congratulate the new PimaOnline associate

    instructional designer training academy and our own Josie Milliken is

    part of that.  So let's congratulate her for being one of these six

    new associate instructional designers.  This was funded by one of the

    foundations, Thomas R. Brown Foundation, and they are helping us

    institute this training academy.  So we are very excited about that.

         Something else about PimaOnline, we have saved almost $5 million

    for our students, which is incredible, in savings for textbooks.

    This is OER, so we need to continue our efforts and making sure that

    our students, especially right now, it's so difficult right now for

    them to find the resources to buy textbooks when we can offer them

    for free.

         So let's keep up with that initiative, and I thank you for those

    that have already instituted that.

         The diversity, equity, and inclusion office has lots of

    professional development opportunities.  There is a webinar coming up

    on bias against Asian and Asian-American students.  After that

    webinar there is going to be a live discussion with Dr. Daisy

    Rodriguez Pitel and with Hilda Ladner.  I encourage you to sign up

    for that.  I think there are three different opportunities for that

    particular webinar.

         There is an LGBTQ cultural responsive workshop as well.  I had

    signed up for one in April, but it was canceled due to COVID, but

    fortunately we have several more opportunities so I signed up for





    that.  I also signed up for the bias against Asian and

    Asian-Americans.

         So in these pandemic times, there is just a lot of frustration

    and stress and civil unrest, and so we really need to calm down, look

    at everyone as our colleagues, as our friends, as humans.  We are all

    humans, we are all going through the same experience, and we should

    be supportive of each other.  These are excellent opportunities for

    us to realize and be aware of what the challenges are that everyone

    is going through.

         There is also going to be an event called Conversations on Race

    that's going to be for students, talking about identity, leadership,

    and social justice.  So that's exciting.

         International education, if you'd like to help out students to

    practice their English, they have conversation partner opportunities

    so I hope you can take advantage of that, as well.

         There is more information about college-directed training, so

    that's going to be hopefully completed by June 30th.  Actually, I

    think we changed the date to give it more extension, so I will

    correct that.

         Very important for our students, and I think that's available for

    staff, too.  So Student Life and academic support and success have

    been working on this to provide a suicide awareness co-curricular

    discussion on September 10.

         So there is a registration link if you're interested or if you'd

    like to pass that on to your students.  As I said, we're in





    challenging times, so this is another way to help our students.

         Lastly, we have a wonderful group of new faculty that have joined

    us, and we are excited about them.  I met them at the faculty

    learning academy.

         I hope you are gradually getting to meet them in your respective

    departments.  Faculty fellow Valerie V has taken over the faculty

    learning academy and welcomed them, along with Mays Imad and Kate

    Schmidt.

         We are very excited about this new group of faculty, so hopefully

    if you haven't met them you have a description of who they are and

    where they come from and what department they are in, and please say

    hello to them.

         Then the last part of it was the article that I had mentioned

    from Deutsche Bank that the chancellor had also cited.

         I know it's a lot of information.  I know these provost reports

    are long.  But I think it's an opportunity for me to share in all the

    different units to help you, support you, and to our students and to

    our student services staff.  You can always refer back to it for more

    information.  I hope you will visit me during my virtual office

    hours.  I'd love to talk to you and get your ideas.

         Josie, I think I have taken enough time.  I think that's about

    it, unless there are questions.

         >> JOSIE MILLIKEN:  I know you have a meeting to runoff to.  We

    just are appreciative of your support for faculty, for Faculty

    Senate, for the college, and your leadership.  We want to thank you.





    Thank you for being here.  We look forward to seeing you in virtual

    office hours which I'm sure we will hear about in more detail soon.

         Otherwise, we'll see you next Faculty Senate meeting if not

    before.

         >> DR. DOLORES DURAN-CERDA:  Excellent.  Perfect.  Thank you,

    everyone.  Have a wonderful weekend.  Take care.  Bye-bye.

         >> JOSIE MILLIKEN:  We have one more item and that's the

    Governing Board report.  Brooke is not here.  I will make it quick.

         Brooke just asked me to reference the linked report in the notes,

    and to remind you that the Governing Board meeting is September 9.

    There is not a huge update because there hasn't been a Governing

    Board meeting this academic semester yet.

         So that brings our agenda items to a close.  We have reached

    three minutes outside of our scheduled end time, so it's that moment

    of the meeting where... we could just hang out or someone could make

    a motion.

         >> KEN SCOTT:  Motion to adjourn.

         >> HERNAN AUBERT:  Love your cigar, man.  Second.

         >> JOSIE MILLIKEN:  I don't think we need a Google survey for

    this, but everybody who wants, votes to end the meeting, please do so

    in the chat or speak up.  Anyone who doesn't, say.  Anyone who wants

    to abstain, please abstain.

         Thank you.  Looks like the motion has passed.  This brings an end

    to our meeting.  Thank you so much for being here.  Thank you so much

    for all you do, hard work, dedication, so valuable, and I will be in





    touch and see you in October if not before.

         Please stay safe this weekend.  Stay hydrated.  Take care and be

    well.

         (Adjournment.)





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