*********************************************

                DISCLAIMER: THIS CART FILE WAS PRODUCED FOR COMMUNICATION

    ACCESS AS AN ADA ACCOMMODATION AND MAY NOT BE 100% VERBATIM. THIS IS

    A DRAFT FILE AND HAS NOT BEEN PROOFREAD. IT IS SCAN-EDITED ONLY, AS

    PER CART INDUSTRY STANDARDS, AND MAY CONTAIN SOME PHONETICALLY

    REPRESENTED WORDS, INCORRECT SPELLINGS, TRANSMISSION ERRORS, AND

    STENOTYPE SYMBOLS OR NONSENSICAL WORDS. THIS IS NOT A LEGAL DOCUMENT

    AND MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION.

             THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR

    ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR

    PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE

    HIRING PARTY AND/OR THE CART PROVIDER. THIS IS NOT AN OFFICIAL

    TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM

    CITATION.

                     *********************************************





         November 6, 2020 Faculty Senate...



         >> JOSIE MILLIKEN:  If good afternoon, everyone.  Welcome to our

    fantastic meeting, November 6, 2020.  I'm so happy you're all here,

    and I'd like to turn it over to Chancellor Lambert to speak first,

    since the chancellor has just a limited amount of time, and then we

    will go immediately into our agenda items.

         Chancellor Lambert, thank you for being here, and please go

    ahead.

         >> DR. LEE LAMBERT:  Thank you, Josie, and thank you all for

    having me here.  I want to say first and foremost, we did it.  We

    passed Prop 481, and that's because we all worked together to get it

    done.  So thank you.  A major, major accomplishment.

         I'll be glad to come back to that here a little later if you'd

    like me to.

         The other thing is we weren't supportive or not supportive, we

    just didn't take a position on I think it was Prop 207, the

    legalizing marijuana.  Because that has passed, once that gets fully

    implemented, Pima will receive probably somewhere in the neighborhood

    of about $10 million a year from the sales tax of that passage.

         To just be sensitive about sales tax, sales tax is not like a

    guarantee, you're always going to get 10 million.  It's going to

    depend on how sales come and go, but you get a general idea.

         That's actual new money to the college, which is unlike 481,

    which is not actually new money to the college.  Just unlocks





    existing money that we can use.

         Those are some great things that happened for us this week.  It

    doesn't end there.  We received word early this week and then the

    official public announcement was made late Wednesday afternoon that

    five of our programs have been selected as Bellwether finalists.  So

    that's another phenomenal accomplishment.

         I have been associated with Bellwether going back to my days in

    Seattle, and I don't think any college that I'm aware of has ever had

    five programs identified as Bellwether finalists.

         So I think this is unprecedented that we have five.  I think that

    speaks highly about the work that's been happening at Pima.  Because

    you don't get there if you're not doing great work.

         So we need to take a moment, pause, and really just realize that

    we have come a long ways together.  We have been doing a lot of good

    work together.

         Doesn't mean we still don't have a lot more work to do, but the

    fact that we have accomplished this, and last year we were a

    Bellwether finalist and then we won the Bellwether award, and then we

    also have been identified two cycles in a row as a top 150 community

    college by Aspen.  Truth be told, we actually made it into the round

    to be considered for the top 10.  So both times.

         We have really come a long ways.  I really believe that's because

    there is a new culture that has emerged at the college.  And that

    people are focused on innovation.  People are focused on being more

    creative, trying to do things, focused on the success of our students





    and really trying to help our community and to better things.

         I think all of that speaks positive.  Let's not lose sight of

    that.

         There were some questions that were sent to me in advance, and so

    let me start with the student question.  One of the questions was,

    one of the first items on our agenda is the student panel.  What

    question or questions would you most like to ask our students?

         The first question I would like to ask is a question that I get

    asked a lot, and that is what keeps you up at night?  Sometimes when

    you step back and think about that, what keeps you up at night?

         You know, the answers can be varied in many ways.  Depending on

    where you are at that moment in time in your life.  But I would

    really like to know from students, what keeps you up at night?

         Hopefully we'll learn more.  Obviously we'd love to hear what's

    working for you at Pima?  What's not working for you at Pima?  What

    can we do more to support your success?  Because that's why we're all

    here.  We are here because of you.

         Those are just some thoughts.  Another question I received was

    what message would you like to send our student guests today?  First

    and foremost, keep focused on your journey.  Don't let the pandemic,

    the health pandemic, don't let the pandemic of race, don't let all of

    this social division in our country deter you from your journey, from

    your hopes, dreams, aspirations and goals.

         Keep going.  Don't stop, don't pause if you don't have to.

    Because this is just the way the world is.  Right or wrong.  So work





    through that world.  Then learn the lessons from that and emerge

    stronger as a human being and as a leader as you go forward into the

    future.

         Because I think our world is going to become more volatile, more

    uncertain, certainly more complex and more ambiguous than the other

    way around.

         We have huge challenges, as you all know.  The big issues are

    global issues.  One of the biggest ones is we've got to deal with

    climate change.  That is coming at us fast and furiously.  If we

    don't solve that as a society, as a globe, we may not have a planet.

         If you look at the report coming out of, I think it's the Living

    Planet, they talk about over 60% of all living species have died

    already.  Over 60%.  I mean, how long are we going to continue to

    tolerate that?  We need to look to you as our future leaders to

    really help solve these problems.

         Our responsibility is to give you the tools so that you can be

    those future leaders.

         So please don't give up.  Please keep charging ahead.  Navigate

    through these difficult times.  Because this is how you learn to be

    better.  It's when you're down you learn more about yourself than

    when you're up.

         When you're up and you don't learn what it's like to be down,

    sometimes you don't know how to cope with being down.

         Let's keep that in mind, too.  Those are some of the things I

    would say to our students.





         Then I think question No. 4 and 1, I'm going to merge them into

    kind of one question, Josie, if that's okay.  What question 4 does,

    it talks about coming from the All College meeting, talking about the

    percentage of nondegree seeking students is increasing, so what role

    should faculty play.

         Then coming back to question No. 1, now that the election has

    concluded and we are nearing the final stretch of a fall semester

    that's like no other we have experienced, what would you most like

    faculty know and think about regarding the future?

         And I think those two really intersect very nicely to what I want

    to say.  Some of it is things I have already said, but I will say

    again just for purposes of our conversation.  Let's focus on where

    our opportunities lie to attract more students to Pima Community

    College, so that's one piece of it.  And then the other piece is how

    can we help our current students stay on with us and persist and

    retain through completion and then into postcompletion?

         So when we start thinking about that, we are in a community where

    over 175,000 individuals are considered low wage earners, half of

    which are people of color.

         So that's why social justice, that's why equity is so critical.

    Because if we want to have a more robust community, a more thriving,

    positive community, we've got to make sure we're addressing those who

    have the least in our community.

         That's just the pieces that we know.  What about all the folks

    who don't even earn a wage?  Or who are out of work, right?





         Those numbers are huge.  But it also represents an opportunity

    for us, that if we could shift what we do at the college, more evenly

    spread our offerings throughout the day so that things aren't so

    imbalanced that we might be able to provide more opportunities for

    them to come to Pima.

         So that's why that's important, to understand our demographics

    and then understand what's important to those demographics to want to

    come to Pima and then move through us.

         A lot of that is tied to when do we offer what we offer?  Are we

    offering things that are of interest and are relevant to folks who

    are in the community?  Because what we have noticed in IT, for

    example, we have remade IT, launched cybersecurity, they are growing.

    Even admit our losing enrollment, they are growing.  I think they are

    growing because they have become more relevant to what a segment of

    our community has an interest.

         So we need to keep that in mind, as well.  Engineer term we are

    going to stay in this mode going through spring.  I think it's better

    to just approach it that way than to do what we have seen other

    colleges do.  They tried to plan to all come back.  They didn't have

    a plan to be where we are at, so now they're scrambling.  Well, Pima

    is not scrambling.

         We're not scrambling around all of that.  I think that's the

    safer place to be.  I think moving from that we should be thinking

    about what should fall look like?  Let's start to plan for what fall

    will look like, and then starting to diversify our modalities in a





    way that we can strengthen them.

         I really think the Hyflex model is going to be an ever-growing

    part of the mix and making sure that we identify the number of spaces

    we need at our locations to equip with the appropriate technology

    tools to then offer them in this Hyflex model.

         Then also PimaOnline is going to continue to grow.  Unfortunately

    we are in a state where a lot of those online players find attractive

    for some reason.  So ASU has grown to be a monster online.  We have

    Southern New Hampshire now that has some of their back-office

    operation right here in Tucson, Arizona, and they are also a monster

    in the online space.

         And then Grand Canyon is another big player.  Even though

    University of Phoenix has been on the decline, they are still a major

    player in this space.  They still have I believe over 100,000

    learners, so we can't discount them.  Don't be surprised that WGU

    decides to make a greater presence here.  Then of course we know what

    the University of Arizona did.

         So I don't think online is going to go away.  We need to continue

    to strengthen PimaOnline, bring the quality that we have been

    bringing.  I would hope that each and every one of our faculty truly

    embraces the digital pieces, learn to be able to teach in all

    modalities, because that gives you the flexibility to always meet

    your needs, as well.

         Those are just some of my initial thoughts, Josie.  And that's 14

    minutes.





         >> JOSIE MILLIKEN:  Thank you.  Do you have time for one or two

    questions, or do you need to run?

         >> DR. LEE LAMBERT:  I'll be glad to take a question.

         >> JOSIE MILLIKEN:  Thank you so much.  Are there any questions

    that have come up?  We have our students here.  Sage, Max, Clinton,

    Jessvan.  Do you have any questions for the chancellor?  Please go

    ahead and unmute if you'd like to speak.

         >> I have a question.  While a lot of college students and stuff

    understand that Pima is doing the right thing with keeping classes

    virtual for the spring, what they don't understand is why elementary

    school, middle school, and high school students are able to go back

    but we are not.  Because it's harder to regulate them than college

    students who can regulate themselves.  So what would you say to them?

         >> DR. LEE LAMBERT:  Well, so, other than disagreeing with that

    -- let me back up.  I shouldn't disagreeing.  They have so many other

    considerations than we do, first of all.

         For a vast majority of those kids, if they don't go back, they

    don't get a meal.  It's not just them getting a meal.  Sometimes it's

    even their parents not being able to get a meal.

         I mean, so the impacts are far greater when we start talking

    about low income, disadvantaged, especially in the K12 space.  I

    think they are in a tough, tough spot there.

         But even with that said, and as you know, they are trying to go

    back, I think they put their teachers and their staff in some

    untenable positions.  We know cases where teachers have died from





    this and staff have died from this.

         So I can't imagine putting our faculty and staff in a position

    like that where they have to choose between work or their life.

         So I don't think we have to make that kind of untenable decision.

    I'm going to err on the side of safety.

         And, yes, we are taking a hit for that.  We have lost enrollment.

    But we can weather this storm.  Okay?  Unfortunately K12 is not in

    the same position as we are to do that.

         But also remember, some of the K12 are having to go back into

    what we are doing, and I think one of the things that from my

    observations is we prepared for fall this way.  So we started

    investing in the professional development of our faculty and our

    staff to continue to strengthen their ability to teach in this

    environment.

         Which I think a lot of places didn't do enough of.  Hopefully

    you're having, all things considered, an okay if not optimal

    experience, right, right now.  Because I know every one of our

    faculty, every one of our staff care so deeply for each and every one

    of you, and we want to make sure that you're going to be okay.

         But we also recognize that many of our students are also like

    those K12 students where sometimes, you could come to Pima, go to our

    food pantry, you could access things that you can't do now.  So we

    are very mindful of that, too.

         >> Thank you.

         >> JOSIE MILLIKEN:  Thank you.  I believe we have one more





    question from Jess.

         >> It's not a question, but I want to say I'm very impressed with

    Pima as a whole for being so adaptable and adjusting to the changing

    times.  Not just for COVID but also this new technological realm we

    are moving into.

         I'm just very impressed with how well Pima has been adapting.  I

    know a lot of colleges cling to their old ways and traditions

    stubbornly, but I like that Pima is so open to trying out new things

    and adapting.

         So thank you for that.

         >> DR. LEE LAMBERT:  I appreciate you sharing that.  For me, you

    know, as your chancellor, what's most important to me at the end of

    the day is everyone's health and safety.  That is a prime importance.

         That should always be the case, whether we are in this pandemic

    or not, but it's more apparent now that we are in this pandemic.  I

    realize when we first went into this, some people thought we were

    being a little too conservative and overreacting, hopefully most of

    that is gone now, but again I'd just rather err on that side of the

    equation.  That's about my value set as your leader.

         >> JOSIE MILLIKEN:  Thank you very much for being here,

    Chancellor.  We will definitely let you know what our panelists say

    to answer your question.

         >> DR. LEE LAMBERT:  Have a great afternoon, everybody.  Enjoy

    your weekend.

         >> JOSIE MILLIKEN:  Thank you.





         >> DR. LEE LAMBERT:  Thank you.

         >> JOSIE MILLIKEN:  All right.  Well, thank you Sage and Jess for

    asking those questions.  I will pull up the agenda.  We have a few

    items to get through before we get to the panel so we will get to

    them quickly.

         The first is introductions, so everybody in the chat, if you can

    just type your name and your affiliation with Pima, whether you're a

    student, faculty, staff, administration or guest.

         And then please sign the sign-in form, and you see that link to

    the agenda.  If someone could also put the link to that in the chat,

    I would really appreciate that.

         Then we will move on to agenda modifications and short

    announcements, but first is there a call for an executive session?

    Hearing nothing, we will go ahead and move along.

         For agenda modifications, I did add a few short announcements

    here and I added a few items to the president's report.

         So I will just go through these very briefly.  As you remember

    from the last couple of meetings, we talked about on-time

    registration versus late registration, whether we might consider

    pausing our on-time registration process to offer a late registration

    option.

         We had a very productive meeting with the provost and

    Dr. Mitchell earlier this week and a couple of others, Michael

    Tulino, and it was -- and Kimlisa.  It was -- and a few others.

    David Arellano, probably forgetting someone.  Forgive me.





         We decided to definitely move forward.  We decided a couple other

    things along the way that came up, like D2L access might be nice

    earlier.  At some point I'd love to know what the students here have

    to think about whether being able to register the day after a

    semester starts would help.

         But that's our status at this point, and so we have another

    meeting scheduled for a few weeks from now, and we will continue to

    keep you updated.  If you have any comments for me about that, please

    send them, and we will definitely consider them.

         So we ultimately just want to do what's best for our students and

    best for the college.

         The Faculty Senate systemic justice action committee is moving

    ahead with our hope to share syllabus statements, and then we are now

    looking at assessments.  We will keep you updated on the progress

    with that.

         Then this link here, I actually someone just told me today that

    they have heard that there is increasing plagiarism occurring in this

    pandemic time, and there could be lots of reasons for that.  It could

    be people are, students are stressed.  It could be the increased

    access to technology.  We don't know.

         But I did want to let you know of a resource.  This is something

    that I worked on with instructional designer Kim D a while back, and

    it's a PCC online traffic school for plagiarism.  You can add this to

    your D2L course, any course in D2L you can add it, and then make use

    of it in any way you may find useful.





         It will import as hidden but you can open it up to people.  The

    link here opens up to a PDF with instructions.  I'd like to provide

    better documentation at some point.  I just haven't had the time.

         If that's something you'd like to discuss with me directly and go

    over more fully, I'd be happy to.

         The next item, I'm very excited to announce that Show Tell Give

    has a creative writing contest.  This information is breaking news.

    We first created this flier yesterday.  Feel free to share this with

    anyone.  Student panelists, please share this with all of your

    student colleagues and consider entering.

         This year, the neat thing about it is that the winners, there

    will be 10 winners, and they will win $50 gift cards, each one will,

    and will read December 3 at our Show Tell Give event.  That's being

    made possible by support from the chancellor.

         That is our last open-forum item.  Are there any questions?  That

    was the short announcement.  Are there any questions?

         >> Yes.  Would you be willing to share the flier with me so I can

    put it on the podcast?

         >> JOSIE MILLIKEN:  Absolutely.  We would love that, Max.

         >> If you send it to me, too, I meant to mention it this morning

    in one of the meetings, and I forgot to do that.  I have one more

    meeting I have to get to that I can do that too, as well, or if you

    drop it in the chat we can do it that way too.

         >> JOSIE MILLIKEN:  Okay.  I think I can make a copy of the link

    here, and then I'll put it in the chat and hopefully you can open it





    there, but I'll also follow up through e-mail.

         Yes, any amount of sharing would be great.  I believe it's being

    posted as a D2L global announcement any time now, so you'll see it

    there, as well.  I'm putting it in the chat.  If that link doesn't

    work, just let me know.

         Any other comments, questions about short announcements?  Bearing

    none, we will move forward.  Approval of the October minutes.

         Thank you very much to Jeanette Valenzuela for putting these

    together for us.  I assume you have all had time to look through them

    by now, so if there are any changes, please let us know.

         Otherwise whenever everyone is ready, you can motion to approve

    them.

         >> KEN SCOTT:  Motion to approve.

         >> JOSIE MILLIKEN:  Is there a second?

         >> HERNAN AUBERT:  I second it.

         >> JOSIE MILLIKEN:  All in favor?  Chat or say aye.

         (Ayes.)

         >> JOSIE MILLIKEN:  All opposed?  Was that an oppose?

         >> That was an affirmative aye.

         >> JOSIE MILLIKEN:  Abstain?  The minutes are approved.

         We are now ready to move into our student panel.

         >> KEN SCOTT:  Just for the record, that was Hernan who seconded.

         >> JOSIE MILLIKEN:  Thank you.  I appreciate that.  Was that Ken?

         >> KEN SCOTT:  Yes, ma'am.

         >> JOSIE MILLIKEN:  All right.  So we are moving into our student





    panel.  Brooke is going to co-facilitate this with me, so we both

    have some questions that we collected from everyone.  Thank you so

    much to those of you who contributed questions.

         We will begin with the chancellor's question.  But first I wanted

    to introduce our panelists.  We have, first, Jessvan Hernandez.

    Jessvan is a member of the student senate, holding the positions of

    co-chair and treasurer.  Jessvan is working towards an Associate's

    degree in automated industrial technology, mechatronics.

         Next we have Clinton Ponder-Gilby, Phi Theta Kappa online campus

    liaison, Phi Theta Kappa Southern Arizona VP.  Honors officer.

    Program of study is in transition.

         Sage Hawkins, pronoun preference they/them.  Sage is a sociology

    major with plans to transfer to NAU.  All College Council

    representative.  Breaking barriers student co-chair.  Many of us

    recognize Sage from those meetings.  Secretary for Pima Pride

    Alliance.  Student senator.  Created Student Life Discord, which is

    the share-in-place we have heard so much about.  Fantastic.

    Friendly, passionate, people-driven, funny and kind.

         And then finally we have Max Luevanos.  Max is a premed student

    majoring in neuroscience and led the creation of Peanut Butter & Jazz

    with co-founder Juan Lizarraga.

         Welcome.  I hope, Max, that you will share a link to the

    fantastic Peanut Butter & Jazz YouTube podcast in the chat, because

    we all want to hear about that.  We all want to share about it with

    our colleagues.





         Welcome, everybody.  How we will hold this panel is I'll ask a

    question and give all the panelists an opportunity to answer, and of

    course, panelists, you don't have to feel obligated to answer

    questions, and Brooke will co-facilitate.  Brooke is spotlighting the

    panelists so they should show up for everyone.

         Let's see.  Then also please utilize the chat.  So student

    panelists and everyone else, you're welcome to use the chat, as well.

         So I'm going to begin with the first question and then give

    everyone a chance to answer, and then possibly ask a follow-up

    question and then move it to Brooke.

         First question is the chancellor's question.  What keeps you up

    at night?  Sage, would you like to go first?

         >> Yes.  So homework, No. 1.  And then also kind of like

    uncertainty with how the rest of this semester, the rest of this

    year, I mean, and even next year is going to go.

         >> JOSIE MILLIKEN:  Thank you.  Max, Clinton, or Jessvan?

         >> I was in the same area with just homework, just keeping up

    with my schoolwork.  Sometimes at night is the only time I have to

    work on any of my homeworks.

         >> JOSIE MILLIKEN:  I guess the first question might be are you

    able to get any sleep?  Maybe you're not even getting to that point

    of staying up because you have to stay up and do work.  Yeah, I see

    some nodding.  Looks like there is a lot of sleepless nights.  Thank

    you.

         Max and Clinton?





         >> Well, for me I focus on what other people aren't focusing on.

    One is getting back and being able to have the community be able to

    touch each other.  And we can't do the open space like we do tabling,

    postering, we can't do that as much.

         I'm working with Sage on some stuff.  I'm working with other

    folks to get that to where we can do it again.  I'd like to be able

    to see our library of searchable forms or fliers.

         We had a domestic violence event through the Honors Club, and if

    we could get that out quickly and easily to the community where they

    search around stuff for domestic violence for Domestic Violence

    Month, that would have been one of I don't know how many could have

    shown up.  We could have gotten a better representation there.

         We wanted to do voter registration information in classrooms, but

    that can't be done.  Supposed to be done in open spaces and it

    doesn't exist.

         Student Life and Student Center have been trying to do something

    to get around that by inviting people into a space.  It's not the

    same as interrupting a person's travel between point A and point B.

         So we're trying to get something like that happening.  That's

    what's keeping me up, how to get our community in touch with each

    other.  Before we had advisors could get us guided easily, but there

    is so much information that Pima College has to get out to the small

    community, small city that we have, that even people in the same

    division don't know what is available in the division for their

    students.





         I'd like to get that connectivity back again.  When you're

    shoulder to shoulder, people walk me down to this person's office and

    other person's office in five minutes.  Nowadays in a virtual world,

    that doesn't happen.

         So connectivity is way, way down compared to what it was when we

    were in person.  I'd like to get back some of that connectivity.

    That's what has kept me up a lot of times.

         >> JOSIE MILLIKEN:  Thank you very much.  In the chat I see a lot

    of people are saying that looks like great suggestion.  So for

    student-centered events and publicity, I think that's fantastic.

         Max?  Would you like to answer this question?

         >> Sure.  I'd say for me it's homework, along with getting used

    to like scheduling recording sessions and coordinating with my

    co-founder, Juan, to edit videos for our podcast.

         It's something I have never done before, so definitely it's taken

    some getting used to.

         >> JOSIE MILLIKEN:  Thank you.  I think all of you said something

    that resonated with all of us.  Sage, you mentioned uncertainty, and

    I have heard from so many people that we are losing sleep over

    uncertainty.  Particularly this week has been particularly tense

    because of the election and I know we are all feeling that, and I

    think this week people are just ready for something to change.

         So I will transition over to Brooke to go ahead and ask the next

    question.  Brooke Anderson is another senator, and Brooke you may

    recognize from the Governing Board representative, or perhaps you





    recognize her as a faculty member you once took a class from.

         >> BROOKE ANDERSON:  Hi, students.  Thank you so much for joining

    us.  I have been working behind the scenes trying to spotlight people

    and never done that before, so I apologize if the screen is going

    kind of crazy back and forth between people as I'm working on

    highlighting you.

         But our second question for you today is what do you find to be

    the biggest challenge or obstacle that you are facing?  I'd like to

    maybe just quickly address too something that two of you shared about

    homework, and a follow-up a little bit that maybe relates to this,

    and that is do you feel like the amount of homework is unreasonable

    and keeping you up hours and setting an unrealistic expectation, or

    is that just the nature of the work required of a student who is in

    college?

         So that relates to the challenges possibly but not necessarily.

         >> From my point of view, are the homework -- I have felt a

    slight increase because of going to an online setting, but I believe

    it's just a part of college life that you're just going to have

    homework, you're going to have sleepless nights, and it just gets

    compounded the more classes you take.  Also depending on what classes

    you take.

         So I think letting, educating incoming students as to like how

    much homework they are expected from a certain course would

    definitely help out, and just having some sort of measuring, like

    you're expected 10 hours a week, 20 hours a week for this one class





    just in homework would be a good measuring device.  That way they

    won't take five classes and be surprised and overwhelmed with the

    amount of homework they would come across.

         As for my own challenges that I'm facing right now is mainly of

    my own creation.  I have thrown myself into so many clubs and

    projects that I am overwhelmed and sometimes at the edge of burnout,

    but it helps knowing that it's from my own creation (smiling).  It's

    my own fault.  It's a great learning experience one way or the other.

         >> As far as homework goes, I think that it's a blend of, like,

    online and then the curriculum.  I think there is some curriculum

    that's much better taught in person, particularly in math classes,

    and it's very, very, very hard to get a handle on online, and math

    class I have been consistently struggling with.

         I think that students shouldn't have to expect doing an

    additional 10 to 30 hours of work a week because a lot of us have

    jobs, we have kids, things like that.  I think that there is a way

    -- I don't know how -- but there's got to be a way we can make it

    more manageable.

         And as far as outside strainers, it's definitely burnout.  That's

    something I do for myself, because being in quarantine is incredibly

    isolating, and, like, all of the panels and stuff I'm a part of is

    how I'm able to get my social interaction.

         >> Yeah, I'll come up with what Sage just said.  The problem is a

    transition.  The brain changes when we go through a change.  We are

    designed for the most part to be around people to some extent.





         Typically the extroverts are used to reaching out, and they don't

    suffer as much.  Introverts don't reach out as much.  That's been a

    strong thing.  This weird mix that I am a strong introvert.  I need

    my break from people.  Gets too close to me, that's much personality

    a lot of times.  I need a break at times.  And now it's hard not to

    be connected 24/7.

         There is times like last month I was two days solid in video

    things.  (Indiscernible) conference.  And today it's like meeting

    after meeting after meeting.  And what I found is when I'm scheduled

    going from one meeting to the next to the next to the next, in fact

    I'm missing one meeting and started another one today, that I don't

    do stuff.  I'm preoccupied but not productive.

         I'm that way anyhow.  But if I write down my list, the stuff, I

    have it here from all the meetings I've been today.  I've got one

    item done.  But I need a break between the meetings to do work and

    the bio breaks.  If I don't do that, I'm in meetings all day and no

    production.

         So that's part of what I see as an issue.  Our classes, it's so

    easy now, because one of the things that kept me from doing too much

    before is if I'm at the West Campus and there's something happening

    at Desert Vista, that's travel time I've got to do on the road.

    Where now I can be it in a meeting with regional the officers.  Most

    of them are in Phoenix, one is in Mohave County, and one is in

    Yavapai County.  We're talking together, and all of a sudden the guy

    says, I have to be in a meeting in two minutes.  Bye, guys.





         And it's that way with a lot of people.  We schedule ourselves so

    much back to back we don't have time to work, we're just preoccupied.

    I think that's an issue.  The time to reflect is not as available to

    us as we may have had in the past.  Driving a car can become

    reflection time.  If you're not driving a car, where does that

    reflection time come from?

         So these are all issues we've got to deal with in the world.  We

    have to make space to think, time to do.  Otherwise we are almost

    nothing but beings.  There is good thing about being a being, but we

    have to be doing as well.

         >> I would agree with you.  I do find that -- well, I mean, I

    often throw that back on myself saying, well, I may have so many

    meetings on Friday or so many class meetings throughout the week, but

    I always try and push myself to be as most productive as possible.

         One thing I found helpful is devising an exercise routine in the

    morning for me to do so that it's one thing that's like I'm not

    thinking about school, I'm not thinking about extracurriculars.  I'm

    just doing that in the morning.  Then I walk my dog, and that's a

    great way of spending a nice time away from the screen.

         >> BROOKE ANDERSON:  Those were excellent answers.  Thank you so

    much, students.  I hear in your responses, you know, a challenge that

    I think a lot of us employees, faculty, administrators, staff are

    experiencing, too, which is because of this virtual environment, it's

    easy to just keep ourselves busy every single hour and not build in

    the time we need to do our homework, to reflect, to have the kinds of





    processing time we need.

         So I really appreciate hearing that from you.  We're all

    experiencing that, and as faculty we can really use that feedback to

    think about how we structure our time, how we communicate our

    expectations to you in the amount of work you do every week for us to

    prepare for class and giving you the time, helping you to create a

    schedule that will build in expectations for the amount of work

    you'll need to be doing and clarifying that.

         So thank you so much.  I'm going to pass it on to Josie for the

    next question.

         >> JOSIE MILLIKEN:  Well, thank you.  As Brooke noted, a lot of

    what you said resonates with us because, you know, we also need the

    time to detach.  We also need the time to just think, and we also

    sometimes feel like we're going -- I think we're going into my fifth

    hour of online meetings today.

         I know many of us are.  And also hearing you say that, just

    emphasizes how thankful we are that even with being that busy, you

    took the time to be here to help us know what we can do better for

    you and to share your experiences.

         We just want to let you know how much we appreciate that.  I

    think I'll go ahead and move to the next question here.

         The next question actually was about challenges, and so I believe

    we were kind of talking about that as we talk about everything else,

    so I'm going to move on to the next one, which are what are one or

    two successes you have experienced?  So we'll turn it from thinking





    about all the difficult things we have been dealing with to thinking

    about what are some things that we can feel thankful for?  What are

    some things to celebrate?

         >> For me, it's a team effort.  I'm a regional officer, and we

    have three conventions a year that we do for PTK in the Arizona

    region.

         Our wakeup call was when COVID-19 hit, we have an event in April

    where we have the international convention, like a once-in-a-lifetime

    opportunity, especially if you're in a two-year cycle at a two-year

    college.  You get one crack at it and that's it.  Our crack for a lot

    of our students was this year.  It's gone for them.

         When we were doing the regional convention we took note of that

    and we did regional conventions based on a virtual thing.  We had the

    backbone of how we always did it in person, and we did a good

    leadership development in the summer.  We learned mistakes.  And we

    had it the first Friday of last month in October.  Friday, that's

    when I was booked up for two days straight on videoconferencing.

         The eight of us did a backbone on that.  Pima College and South

    Mountain Community College were the host colleges for this event.

    And our success is that we did a pretty good job.  I want to get the

    college representation back there from U of A and ASU, colleges want

    to recruit PTK people.  We have like a 94% graduation rate at the

    four-year college level.

         I'd like to get back the sponsorships, because that's part of the

    attraction for the chapters to do these is they get money to go in





    other chapters that funds their activities.

         So it's a future success I'm looking at.  I realize that the

    students and advisors, without them this PTK wouldn't exist.  But

    also administrators.  And would it be useful to administrators to be

    part of this convention, especially at the virtual level?  Because

    advisors have the space to get together and talk about what they have

    successes and plan their future.  Would that be a good flavor for

    some meetings to be at the PTK meetings, even our virtual space where

    you have your own breakout room to be a part of.

         That's something that I'd like to push that at the state level to

    see if we can start that up.  But that's one of the successes getting

    our connectivity back to many some extent.  We don't have the

    participation we had originally when we were shoulder to shoulder

    because that starts at the community level, at the community college

    level, and that has to come up somehow to be able to get

    recruitments.

         >> I'll say that because of everything being virtual, I have been

    able to join a lot more committees and clubs, and through those I

    have been able to like voice my concerns and my opinions.

         And then before COVID, because of like Pima's class structure, I

    have actually been able to get through almost half of my degree in a

    little over a year, so I'm pretty excited about that.

         >> JOSIE MILLIKEN:  So you said the path to your degree has sped

    up?

         >> Yeah.  Because I don't have to worry about being at specific





    campuses, for instance, Pima East offers so, so many less classes

    than it used to before, I'm able to do things I wouldn't be able to

    prior to COVID.

         >> JOSIE MILLIKEN:  Wow, that's fantastic.  So you'll be moving

    on -- when is your targeted graduation date?

         >> So it should be, I'm hoping, I could do it by next fall really

    if I wanted to, but I'm probably going to slow down and probably next

    spring.

         >> JOSIE MILLIKEN:  Good to know we'll have you with us for a

    while longer.  But I appreciate that.  That's good for us to know

    that this environment has facilitated a faster path through the

    pathway.  Thank you.

         Max?  Jessvan?  Please jump in if you would like to answer this

    question.

         >> Yes, earlier, a few weeks ago, my club advisor, Aaron Holley,

    was able to reach out and make connections with an industry leader in

    Tucson that their work environment matches almost perfectly with our

    course outline for the mechatronics, the AIT program, and besides

    then we have been making other connections and getting other

    companies directly interested in Pima and our students, and we are

    able to pretty much get our students directly hired by these major

    companies like Roche, Lasertel, Process Control Systems, and help

    students directly get a job almost immediately from graduation.

         Just the connections we have been making is also helping develop

    and refine our coursework and eliminate some of that gray area where





    students, like, how can this help me get a job?  Where is this

    applicable?

         And we found that, we have been finding all these companies that

    are willing to work with us to show them exactly what that might be.

         >> JOSIE MILLIKEN:  Excellent.  Well, thank you so much for

    sharing that.  Max?  Would you like to answer this question?

         >> Yes, yes.  Just to clarify, I think the question was like

    what's a benefit that I have received from, like to virtual?

         >> JOSIE MILLIKEN:  Or a success, either way.

         >> Well, I will say definitely one small thing that is nice was

    every month I would have to purchase a bus pass at the -- not Student

    Life.  The bookstore.  West Campus bookstore.  On the bright side,

    that's money saved right there.  Another thing that I will say, at

    least for me, virtual hasn't all been like, oh, man, dread.

    Definitely when it first came in last semester, and still obviously

    occurring this semester, I have -- it's kind of helped me, like, slow

    down and be more self-reflective on how exactly I guess I'm spending

    my time.

         Because when I would be taking the bus or when I would be -- at

    least for me, since I didn't have the luxury of driving or being able

    to drive around, a lot of the times when I would be at Pima, I would

    always be looking at my watch, all right, what time is it?  I have to

    be here, here, here, here.

         So it was very fast-paced for me when I was in-person at Pima.

    Now it's slowed down and that's a nice benefit.





         >> JOSIE MILLIKEN:  Thank you so much.  I saw some heads nodding

    when Max, you mentioned riding the bus.  How many of you fell into

    that same category having to buy the bus pass?  Yeah, that's so

    valuable to know and up in the chat we talked about the value of

    having a campus-to-campus shuttle.  Appreciate you sharing that with

    us.

         I will turn it back over to Brooke to ask the next question.

         >> BROOKE ANDERSON:  Thank you, students.  I appreciate and,

    Sage, knowing about the fact that virtual actually has helped you get

    more involved.  That makes me think about the potential that we have

    with our virtual environment to increase student involvement.

         Max, it's so nice to know, as well, that what Clinton said it

    becomes easy to schedule us back to back to back, it also is a

    powerful tool for reflection to be able to be meeting virtually and

    actually as a way of creating time and space if we just don't fill it

    with something else, right?

         So my next question to you is about your experience with virtual

    learning, particularly in class.  And when we are talking about

    virtual we are talking about the asynchronous classes you may be

    taking rather than in person or fully online where you're meeting

    with your professor and your classmates in person online.  So what we

    would like to know is your thoughts about the virtual class

    experience.

         Would you continue enrolling in virtual classes if face-to-face

    classes were an option?  Or not?  What do you think of the virtual





    modality and its potential to become an option at Pima?

         Max, yeah, go ahead and start us off.

         >> I think definitely realizing that virtual classes can be held

    on Zoom, definitely if we go back to in-person and perhaps I have to

    take a class that would be at Pima East or -- I live, I still live

    with my parents, I'm lucky enough to still live with my parents, and

    we live essentially in front of Mount Lemmon, and so it's really far

    out.  I go to the West Campus.

         Some of the other campuses, Northwest, oh, I wouldn't even

    imagine going there, but like Sage was saying, one of the reasons why

    I would register for virtual class would be to, if I needed to take a

    class at another campus, only offered at another campus.

         >> I personally would probably not continue enrolling in virtual

    classes except for the classes that are only offered at a specific

    campus.  However, I think that that's something that Pima can change

    and start offering, you know, more similar classes at each of their

    campuses.

         But there are some that I would do virtual or online, such as

    certain electives or language credits, ones that don't, hmm, require

    as much of an active engagement, but as far as math and sociology go,

    it's not the same to do it in a virtual environment.

         >> You can't have your cat in a classroom.  Just saying.

         >> I know (smiling).

         >> One thing, definitely the labs, I do need to do the labs.

    Engineering is where I got really hurt the most, I think, not being





    in a lab.  We can't have Met Lab on our computers unless we're

    willing to pay the licensing fee, which Pima College can afford so

    much easier than a student on their own can.

         There is definite reasons why I would be back in the school

    shoulder to shoulder.  I do like the ability to get the -- I had a

    term for it.  Like if I go to advising, listen to a crowd of people,

    hear the issues they have going on, some of that stuff does apply to

    me.  I just hadn't thought about it or didn't know that I could get

    it taken care of.  I like those kinds off intrinsic stuff I don't

    know we have.  That happens in a classroom.

         Software, they're getting better dealing with crowds of people

    and say the lobby for -- we do a convention and have people in the

    lobby.  If we go to a real convention we clump.  So the real crowd is

    there and we can see who is around us to some extent.  We go to

    people I want to talk.  I want to talk to this person about this

    subject.  I see two guys together, I need to talk to each at the same

    time, I clump there.

         Some of the software options are getting better doing that.  But

    there is still a long ways to go to do the same thing.  I have done a

    lot of my recruiting for the different clubs shoulder to shoulder

    because I can see people, I hear what they are talking about and see

    what connections we have and how they might benefit.  For

    scholarships, go to honors.  Looking for research teams, go to PTK.

    Because we have those.  It's structured into our systems.  Yeah, so

    recruiting is a lot better shoulder to shoulder.





         Extra information I wouldn't get otherwise is better shoulder to

    shoulder.  Building team in a classroom for studying is easier

    shoulder to shoulder for me than it is trying to do a discussion.

    Yeah, there are lots of reason to go back to the face-to-face.

         I recognize in the future that there is benefit healthwise to

    keep more space between people, so I see probably more workers being

    home doing counseling work and advising work to some extent from

    home.  Makes it easier on the space use.  Which also means if we want

    to connect with them, they may have to schedule stuff for us.  If I'm

    going to be at Northwest at that time, they have to schedule a room

    there to be private so we're not disturbing other people and people

    aren't hearing my business.

         I see changes that are going to come up about this.  This is

    going to be here for a long time.

         Again, on the convention side, we are looking how to maintain a

    virtual aspect of that when we are face-to-face, because face-to-face

    will come back for that reason, but we also need to have a virtual

    aspect of that.  So this is going to be a blend like we have never

    seen before or even expected because of this.

         >> BROOKE ANDERSON:  Thank you, Clayton.  Jessvan, did you want

    to add in?

         >> Yes.  For myself I would continue online learning.  There are

    at the moment some classes do benefit from being in a physical

    setting like the engineering.  My AIT classes, as well.  Pima has a

    lot of these hands-on courses that necessitate being in person.





         However, a lot of these other classes like history, math,

    writing, all these classes that just have a learning component, just

    paperwork component, benefit more from an online setting because the

    teacher can show more things directly to each student instead of

    having a chalkboard at the distance.

         Now everybody has it right in front of them.  There is no

    excuses, like I'm sitting too far, someone's head is in the way, the

    projector doesn't work, et cetera.

         At the moment there is a balance of what classes are better or

    which ones are worse, but I foresee just in the future having an

    entirely online course even for the engineering and mechanical

    aspects of it.

         So I believe improving on the online classes would benefit

    everybody in the future.

         >> BROOKE ANDERSON:  Thank you for that.  Josie?  Go ahead and

    take it.

         >> JOSIE MILLIKEN:  Well, thank you.  It's so helpful for us to

    know what you like, what you prefer, what you think works well.  I

    hear kind of shades of different in each of you.

         It seems clearer in some circumstances with some subjects, online

    can work really well.  Other subjects like math it's helpful to be

    there, you know, watching the instructor write out, you know,

    equations and how to solve them, being able to ask questions right

    then and there without having to press unmute.

         So we hear you, and we will consider that at the time when it





    comes to be free enough to go fully face-to-face, whether we should

    continue a virtual option and what subjects it's most appropriate

    for.

         I'm seeing that we are at about 2:00, and I want to be respectful

    of your time.  I'd love to hear about 15 more minutes from you, but

    are you able to stay another 15 minutes or do you need to go?  Okay.

    Max, is that okay for you, too?

         >> Yeah, my thumbs up was saying, yes, I can stay.

         >> JOSIE MILLIKEN:  Thank you.  We are learning so much.  We will

    go off script.  We won't have time to ask all of our questions so I

    will pick one and I think we will have time for one or two after

    that.

         My next question is you have an audience of faculty and

    administrators here and some guests.  What can we do to help you move

    further along your academic path?  What can we do to increase our

    support for you?  Allow you to have a higher quality educational

    experience?  Please just let us know any of your immediate thoughts

    on that.

         >> So there are a couple of things.  No. 1, making sure the same

    type of resources are offered at different campuses.  Even in a

    virtual environment, I feel like we could find a way to safely

    facilitate like a food drive where students can come pick up food.

    It would be great to also have a clothing bank or something where

    students can get the things they might not normally be able to afford

    right now.





         And also increase accessibility and the shuttle we were talking

    about would do exactly that.  It would be make it easier to get from

    campus to campus.

         >> JOSIE MILLIKEN:  Fantastic ideas.  Thank you so much.

         >> I think setting up a system of standards.  I know teachers

    have a lot of freedom in the way they teach their own courses.  But I

    think what would help a lot with just setting a list of standards of

    -- because I have heard complaints of some teachers just being

    monotone, droning on for one or two hours, and then just closing the

    classroom, versus others who are more free form but they end up not

    teaching and not achieving the goal of what the student wanted to

    learn.

         So I think it would help a lot just having a system of standards

    where the teachers can still have some freedom of their teaching but

    also making sure that the student learns and interacts with them and

    properly learns the material.

         >> JOSIE MILLIKEN:  So well stated.  Point taken I think.  You

    know, you came to the class for what you need, and it's to be

    delivered to you clearly and engagingly.  Thank you.

         Max?  Clinton?

         >> What I see is even though there are certain formats that don't

    work for me on online, I talk to other people that do great for them.

    I don't do well on what I call the blog space where you blog twice a

    week and submit something, but other people love that forum.  So

    keeping options open that can work for somebody or at least enough of





    the population is going to be a benefit.

         If we can find some way to get more connectivity of the

    information we need, I'm going to keep working on that and I'm sure

    we're going to keep looking at different technologies or ways of

    doing it.

         Even in the face-to-face, I have seen people in one division have

    resources in their own division that they are duplicating because

    they didn't know they had it in there.  So in this information

    connectivity is somehow going to have to happen.  I don't know what

    that's going to take.

         This is a small city.  We don't realize it, but we are a small

    city inside of Tucson, Arizona.  Pima County is part of this city.

    That's one of the things that I'm asking.  I don't know how it's

    going to happen, because everybody is probably struggling with the

    same thing right now.

         I know from connection with other community colleges that their

    student engagement is down this year because COVID-19 hit them hard.

    Adjusting to it was different for them.

         Pima honors and PTK here at Pima Community College, we had

    advisors that started us with a D2L cell, started us with a virtual

    way of doing projects.

         So when COVID-19 hit, and we were already hitting the road

    working this stuff and learning some of the stuff we like and don't

    like about the environment, and then we have to start throwing in

    Zoom or Google Meets and other forums to add on to that.





         I think that Pima College is, in a lot of ways, is in better

    place than some of the other community colleges I have talked to or

    around or heard from.  It's because, I think, some of the people

    looking ahead and doing the stuff that's more virtual.  We didn't

    realize it was going into the future basically.  We are in a better

    spot for us than if we had been like the other colleges and hadn't

    done this because the advisors that we have.

         Connectivity is so important.  I don't know what's going to

    change to make that better for us, but we are a large small

    community, and there is so much information here.  How we are going

    to get it to the right people?

         >> JOSIE MILLIKEN:  Just to clarify, you said so many great

    points, the main point you want to convey to faculty, administration,

    is finding the right resource to answer, addressing your needs?

         >> Right, because when I'm shoulder to shoulder, I'm hearing

    stories that pertain to me that I didn't know I could get solved

    there at Pima College.  It's because I'm overhearing conversations

    that I realize I can ask this question when I get to my time with the

    counselor or with the advisor.

         But also on some of the connectivity we started it before

    COVID-19 hit in, and so we were kind of practiced in doing certain

    habits before it kicked in, so that helped us out in our connectivity

    with each other.

         And talking to PTK communities from other parts of the state that

    didn't have this ahead of time, they're scrambling.  Here we have a





    dedicated base, teachers already funneling students to us.  And so I

    mean there is just different things, like I say, we already had in

    place, and when Discord hit, Dr. Daisy got on to the PTK site for us

    that was set up, it was used as a redirection site.

         Honors, we needed to do the same thing in that.  But like I say,

    this community has come together in ways that has helped us out on

    our connectivity, but there is still so much to do that was a problem

    before now.

         I don't know how to get around that, because as I say, it's been

    a human condition.  Getting certain large number of people,

    communication breaks down.  So I don't know how we're going to get

    around that.  I just don't.  It's something that would help us if it

    we can get around that connectivity.

         >> JOSIE MILLIKEN:  Thank you.  I know many of people here are

    writing down notes or typing notes.  Definitely helpful information.

         A lot of people here are unfamiliar with Discord.  I think it's

    that -- Sage, would you like to speak to that?  Because you're one of

    the initiators?

         >> So, yes, thank you.  So Discord is another platform of social

    media.  It is basically, I would consider it a chat forum.  On there

    we have a channel dedicated to each of the clubs Pima has to offer.

         We have resources for advisors, you know, general conversations.

    Students can share their art with each other, can listen to music

    together.  Right now we are using it as a way to create and

    facilitate community while we are not able to be with one another.





         >> JOSIE MILLIKEN:  Thank you so much.  I have heard so many

    things about it recently that's been of huge help.  I know that your

    work has been appreciated.

         Jessvan and Max, would you like to answer this question?

         >> Could you repeat the question, please?

         >> JOSIE MILLIKEN:  You have an audience here of faculty and

    administrators.  What can we do for you to make your experience

    better?

         >> Well, hmm.  I will say I'm honestly not sure.  I mean, to me,

    there is only so much you can do in the virtual environment, I think.

    My high school very much put me, prepared me, put me to the mindset

    of when it comes to your professors or people that you interact with

    the college, many of the times they are not all going to be the same.

    So it is up to me to adapt and overcome.

         Ultimately, I guess, to an extent, education is in my hands.  I

    really don't know.

         >> JOSIE MILLIKEN:  I understand.  If something comes to mind,

    though, please share.  We want to know.  We're here for you.

         Jessvan?

         >> Yes.  I first started Pima my first time around 18 years ago.

    Back then I was so horribly lost (smiling).  In the whole system,

    getting the money for Pima, everything was just a mess.  I just felt

    so lost.

         This time around, it's almost ridiculous that I actually have too

    much help (smiling).  Pima already offers so many things, and the





    students are just not aware of what's available to them.

         I know the site of, like the scheduling, the time management

    calculator, I didn't know that existed, so I imagine a significant

    number of students also don't know about such things.

         So I'm slowly learning like we have these problems and when we

    research possible solutions we have discovered that a solution

    already exists.  Someone is already in charge of solving that

    particular problem or issue, and we were just not aware of its

    existence.

         Although it's a difficult problem to address, early in the year

    for our student senate, we came up with a possibility of starting a

    YouTube channel, just addressing benefits or systems that Pima has.

         One particular talk about just what clubs are available or how to

    make a club or another one if you're having financial issues, what

    can you do?  Just talk to each subject comes up and make it more

    accessible in that manner versus just like, look, this is all we

    offer, good luck.

         That's just an idea that we were mulling about.

         >> JOSIE MILLIKEN:  So having more direct assistance or not just

    being let loose into the forest without any sort of a map, but like a

    clear sense of direction?

         >> Yes.  Probably just like a guided tour of some areas.

         >> JOSIE MILLIKEN:  I'm seeing some nodding.

         I hear you, you know.  Not knowing about resources that have been

    here, we just don't know, that's getting increasingly complex when we





    have Google Drives, and we talk about that amongst faculty and

    administration all the time is, that was there?  Who has it?  Who

    owns it?  What folder?  So hear you.

         We are already at 2:16.  My final question to you is -- this has

    been so valuable for us.  We haven't done this, so we need to do this

    at our Faculty Senate on a recurring basis.

         Would you be willing to join us at some point in the spring and

    answer our questions again?  Help us understand what works for you?

         >> Absolutely.

         >> Definitely.

         >> JOSIE MILLIKEN:  Well, thank you.  I will definitely be in

    touch.  In the meantime, feel free to contact me if there is anything

    that you'd like to share.  I'm here.  I can communicate it out to

    Faculty Senate.  We can work together to address your needs, because

    we hear things in our circles, but we don't often hear directly from

    you about these topics.

         Thank you for being open and honest and vulnerable.  I know it's

    a nerve-racking thing when you have an audience of people that could

    be your instructor.  So your risk in doing so is commendable, and you

    taking the time to do this is commendable and we are all thankful for

    that.

         You're welcome to stay for the rest of the meeting, but we don't

    expect you to.  So we will leave it up to you and just hope you have

    a great weekend.

         >> Thank you for having us.





         >> Thank you so much.

         >> Thank you.  I'd like to stick around and see how things

    progress.  That would be kind of cool

         >> JOSIE MILLIKEN:  Absolutely.  You are always welcome.  These

    meetings are public.  If I can put you on our mailing list, you can

    come as often as you want.  We always meet this time the first Friday

    of every month except for breaks.

         >> Unfortunately that's when my biggest workload is for the clubs

    is on the first and third Friday, but the first Friday got one more

    thing on there.

         >> JOSIE MILLIKEN:  All right.  Take care.  We will be in touch

    soon.

         Okay.  So I think I neglected to actually specify the sign-in

    form, which is linked to the agenda.  I'm going to place a link for

    that in the chat, because I would love everyone here, guests, our

    student panelists, to please sign in so that we have a record of

    everyone who came here today.  That would be great.

         At this point in our meeting, I have created this survey here,

    it's called -- anybody here can answer this.  It's a Faculty Senate

    fall 2020 survey.

         Basically, this is just something to let us know what you'd like

    us to do, what you think we should be focusing on at this time.  We'd

    just love to hear your ideas.

         Sometime between now and the end of the meeting, if you could

    take the time to fill that out, that would be great.  If you want to





    do it later in the day, feel free.

         Moving on to the president's report, I wanted to share that we

    have two APs, and I will go ahead and share my screen if I can

    actually pull them up.

         So this one, AP 3.25.03 is being revised.  This is the curriculum

    AP.  Several of us officers were -- I was asked to provide input on

    how this AP should be revised.

         A lot of the difficulty, of course, about revising it comes from

    the fact that what's happening in the curriculum area is evolving a

    little bit.

         So obviously some decisions have to be made before this AP can be

    fully revised.

         But we did offer some suggestions about membership.  This is the

    current AP and not the draft.  But we did offer some thoughts on how

    the membership should be given and the overall idea is to shrink

    membership down and while also being fully representative of all

    areas.

         So this is being discussed not just amongst faculty but also

    deans and administrators.

         So we will keep you posted on how this thoughts or concerns or

    suggestions about that, be please go ahead and send them to me or

    Jason Brown is the one and Dr. Mitchell are managing this process.

         So that is that item.  The other one is the emeritus AP.  Just a

    real quick note here.  The deadline for revising this is Monday,

    November 9.  Kate and I have been discussing this for a while and





    came to the conclusion that nothing really needs to be changed, but

    perhaps there are things that we can change about our charter to just

    ensure some accountability to make sure that when those emeritus

    deadlines come up that someone takes the time to bring them forward.

         So that is all I have to say about the APs.  This is what I'd

    like to call our seventh-inning stretch, our time between business

    items and our reports.

         So before we move to reports, are there any questions?

         >> KATE SCHMIDT:  Can I say something quickly about that AP?  The

    difference between the process on those two APs is they are actually,

    as I understand it, the curriculum one has been rewritten and it's

    going through the revision process, but we have a regular review

    process for all board policies and APs, and that's why the emeritus

    at is being looked at, is that every three years we need to make sure

    we are still on track.

         So we were asked specifically to make sure that was the case.

    And the only changes we intend to make is update the language of the

    various committees involved since those names have changed.

         >> JOSIE MILLIKEN:  This is for the emeritus?

         >> KATE SCHMIDT:  Exactly.  Sort of two different processes.  I

    just didn't want anybody thinking that we bring it to senate the day

    before the revisions have to be done if it was something major.  It's

    just a review.

         >> JOSIE MILLIKEN:  Thank you, Kate, for clarifying.

         So if anyone wants to share some thoughts or feedback related to





    the AP, please e-mail Kate and I and we can take a look.

         Any other questions or comments before we move into our eighth

    inning?

         Hearing none, I will move forward and I wish I had a big

    Jumbotron to display to show you some of those seventh-inning stretch

    games like the peanut cup one.  I have been looking and I'll keep

    looking so we can make our seventh-inning stretch a bit more

    engaging.

         I will go ahead and move to the next agenda item which is our

    first report, and that is the provost's report.

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

         >> JOSIE MILLIKEN:  Would you like me to present the report and

    pull it up or would you just like to speak?

         >> DR. DOLORES DURAN-CERDA:  I will just go ahead and speak.  I

    won't cover all of it.  Everybody has it.  I will add a few things

    and highlight some others.

         Thank you.  And I'd like to thank you for having the students and

    the panel.  This was insightful and enlightening for all of us, I

    think, all faculty, any staff and administrators that are here today,

    because it really shows us or gives us, captures what students are

    going through, what they are thinking, what obstacles they are

    facing, what things we can celebrate with them about, and how we can

    improve our services to them.

         So I really thank the students for being here, and I hope you

    will continue this dialogue.  If you need to reach out to any one of





    us or to me as a provost, my door is always open.  I know Dr. Dori

    too who oversees student affairs and workforce, he's president of

    campuses, I'm sure he's willing to talk to anybody, as well.

         So thank you for that.  That was excellent.  Very, very helpful,

    and I'm going to share some things with the chancellor, too.

         Just a couple of things regarding spring.  The chancellor did

    mention about how in the spring we would probably be mostly in the

    same mode, virtual and online, with a few hybrid classes.  That will

    continue the same.

         Then I think there has been some rumors or rumblings about the

    possibility of canceling spring break.  Don't worry, that's not going

    to happen.  We looked into it.  I reached out to the University of

    Arizona.

         The reason why they are doing it, because they have canceled it

    and they are having a series of reading days throughout the semester.

    But they have different conditions than we do, because they have

    residence halls.  We don't have that.

         It just seems like it would be a disruption.  And plus I think

    everybody needs a bit of a break since we didn't have a break since

    last spring semester (smiling).  So we are going to go ahead and keep

    our spring break.  No worries about that.

         Just today the Faculty Senate officers and Kate and Dr. Mitchell

    and I had a meeting to talk about, start planning for All Faculty Day

    in January.  We are still in the planning stages.  We haven't decided

    everything.  But just to give you an idea of what we are thinking





    about as a theme, it's Shaping the Future of Pima Together, Creating

    a Culture of Innovation and Inquiry.

         So I think I captured the right words, Josie, right?

         Those are our thoughts, and we will be updating or Josie and

    Brooke and Joe and Tal will be updating you as time progresses and we

    get more details.

         But we will have Faculty Senate meeting, DFC meeting, division

    meeting.  We want to start off with the DFC meetings before the

    division meetings, because sometimes the division meetings kind of

    eat into the DFC and we want to make sure you have time for both.

    But more to come on that later.

         Before I go on to anything else, Morgan is here and he wanted to

    share an update on the instructional design update.  Morgan, I will

    pass it on to you for a couple of minutes.  Are you there?

         >> MORGAN PHILLIPS:  Yes.  I just wanted to briefly mention that

    we had a phenomenal response to the forums that we conducted, and we

    are currently still sorting through the over 5,000 comments that we

    received, prepare a feedback survey to share with the college

    community.

         We hope to have that information available and distribute it

    before the end of next week.  We also have a student forum scheduled

    for next week where we will be talking with probably some of the same

    students you were talking with today.

         Then we will have additional input and feedback opportunities as

    we move to the next steps after our survey.  Thank you, Dolores.





         >> DR. DOLORES DURAN-CERDA:  Thank you, Morgan.

         Any questions for Morgan?

         Okay.  At this point I'd like to ask Kate to join us too to chime

    in about the Striving For Excellence in Teaching Award.  This is

    something that the provost's office and TLC are working on together.

         Kate, why don't you go ahead and remind everybody.

         >>  KATE SCHMIDT:  Sure.  And they have a copy of your report,

    has the instructions how to either nominate yourself or somebody else

    for this award.

         There will be ten awardees.  The Pima Foundation has given us a

    thousand dollars, so each awardee will receive $100.  But the goal of

    this particular award is to really honor those who are working on

    improving their teaching.  Even if you've tried something new and

    spectacularly failed, still nominating yourself about what you've

    learned from that particular experience or intervention that you

    tried is an absolutely valid, a valid application for this award.

         Are there questions about that?  The nominations are due on the

    16th of November.  So just a week away, and there will be another

    reminder next week coming from the office of the provost and it's

    been in the Pima News I think almost every week.

         >> DR. DOLORES DURAN-CERDA:  Please make sure to take this

    opportunity and to either nominate yourself or colleagues, but we

    really appreciate all the work that everyone has done to make

    progress in teaching and learning for our students and our students

    that have voiced it to all of us today.  If you have any questions,





    please let Kate know.  Okay.

         So we will go on to a couple more things, and then we are coming

    towards the end of the meeting and there are other reports to go

    through.

         I wanted to let everybody know about Dr. Lamata Mitchell, it's

    also in my report, so she, her title formally was assistant vice

    chancellor for student learning, but now that she has assumed the

    curriculum office duties and all of the committees, curriculum

    council, academic standards, gen ed committee, and as you know, Bruce

    has a different position and a different title, he's no longer

    associate provost, Lamata is now the vice provost which is actually

    the title we used to have before associate provost.

         So she's in that capacity, and just wanted to let you know that.

    We already talked about some shifting changes in the curriculum

    office and the way things are done.  We want more faculty input and

    specifically in the committees, because I think there were more staff

    and administrators when it really should be driven by faculty.

         And then a reminder that the EGTSS department is holding the

    fifth annual Raquel Rubio-Goldsmith lecture.  The speaker is Ericka

    Hart.  And she will deliver the keynote presentation on Friday,

    November 13th, from 10:00 to 1:00.  So we hope you'll be able to join

    us.  The title of the presentation is Racial and Social Justice 101.

         Of course this is very timely with all of the things, the civil

    unrest that have been happening in the recent months, and how

    important it is to share beliefs and ideas on equality and equity and





    justice.

         So I think I will leave it there, because I think you have a lot

    of information in the provost's report.  Please let me know if you

    have any questions now or please reach out to me.

         I have been very successful, and I really enjoyed having my

    virtual provost's office hours.  I encourage you again, you can see

    the listing there of the upcoming ones to come meet with me.  Even

    though it's 10 minutes but it's still very fruitful and beneficial

    for me and I have been following up on some things that have come to

    me, so I appreciate that opportunity to dialogue with you.

         Faculty, also staff, and administrators and students.  I have

    already met with some students.  Those of you that are here today,

    please know you can sign up as well for my virtual office hours.

         With that, I will take any questions.

         >> I have a question.  There was an issue that came up in Faculty

    Senate, I think it was a few months ago, don't remember for sure,

    about cross-listed courses.  I have been hearing rumblings, we were

    going to talk about it again in senate, but I have been hearing

    rumblings that the college is going to be doing away with those.

         I wanted to hear more about that because I have concerns because

    there are certain classes, classes I teach, that would not run unless

    they are cross-listed because they wouldn't get sufficient

    enrollment.  There is even a class that I want to propose that

    probably wouldn't run if it wasn't cross-listed.

         A concern I have is how does that jibe with we're trying to offer





    an interdisciplinary education, and yet we're doing away with

    cross-listed courses.  I'm concerned about this, and I wondered if

    you have any more information

         >> DR. DOLORES DURAN-CERDA:  Sure.  This is something that

    Dr. Mitchell is working on, as she is now overseeing the curriculum

    office.

         I believe there had been some discussion in the curriculum

    council, I think some of you are part of that council, back in the

    spring semester.  So it's being picked up again as a conversation

    with the deans, and the deans will be talking to faculty.  So it's

    still in the initial stages.

         There are some classes that are being looked at that could be

    problematic for cross-listing, but it won't happen until there is

    communication with you as faculty and with the deans.  It's in the

    preliminary stages.

         In fact, what we could do for the next Faculty Senate meeting we

    could ask Dr. Mitchell to provide an update on that so everybody is

    clear where we are and what the status is.  Would that be helpful?

         >> That would be very helpful.  Thank you so much.

         >> DR. DOLORES DURAN-CERDA:  You're welcome.

         Any other questions?

         >> JOSIE MILLIKEN:  We will definitely plan for that for

    December, December 4.  I see that all of our students have stayed,

    and so I just wanted to offer your, extend your offer of asking

    questions to our student panelists to see if any of them would like





    to ask questions of the provost.

         >> DR. DOLORES DURAN-CERDA:  Yes, please.  Back in the day I used

    to be a student senator, too.  It's hard to juggle obviously classes,

    homework, and I just want to say how much we appreciate you and

    admire you.  You're serving your fellow students as well as taking

    your classes and perhaps working and having other responsibilities at

    home and elsewhere.

         So we really appreciate all the multitasking that you're doing

    and as the chancellor said we support your journey.  You have all of

    us here, your faculty, staff, the counselors, advisors,

    administrators.  We're here to support you.  Please feel free to ask

    any questions right now or later.

         Sage says it's hard to juggle but it's so worth it, honestly.

    Sage, thank you also for being on the breaking student barriers task

    force and being a co-chair of that.  That's really huge.

         >> So I have a question.  Do you know if we are going to be

    addressing Pima's mascot?  If so, when and how?

         >> DR. DOLORES DURAN-CERDA:  Good question.  So yes.  We are

    addressing the mascot.  Actually technically I found out we don't

    have a mascot.  We have a nickname.  So that's one thing.

         Secondly, thank you, you and Paul Schwalbach and the athletic

    director, Jim Monaco, participated in a webinar that addressed being

    culturally sensitive to mascots and what it entails.  And I think you

    shared with us some of the questions that you asked and how much it

    costs.  Actually, it's very costly.





         We'd like for the breaking student barriers task force to have a

    voice in that, but it probably will be part of the marketing team

    that will be looking at the branding and talking to students, to the

    Pima Community and external community, because it also influences the

    external community.

         We have mentioned in this breaking student barriers task force

    how our current mascot or nickname could be perceived and interpreted

    as culturally insensitive.

         So we don't want to propagate that, but at the same time it has a

    lot of history so some community members may see it as why are we

    changing it.  We have to have an informed dialogue with everybody.

         So we will be looking at it.  Actually, it started a couple years

    ago, the discussion, and even looking at certain symbols or mascots

    that had to do more with the desert, desert life kind of thing.

         So we will be taking that up.  I don't know exactly what the

    timeline is, but you, as students, and the breaking student barriers

    task force, will have a say in it, as well.

         >> Fantastic.  Thank you.

         >> DR. DOLORES DURAN-CERDA:  You're welcome.

         >> If I can add to that too, being an Aztec can be a positive

    thing.  I know when we were down in Nogales with my daughter's band

    for a football game, they incorporated their mascot actively on the

    field and it was done in a positive way.

         If we could do the same thing I'd really, really like to see

    that.





         >> DR. DOLORES DURAN-CERDA:  Good point.  Thank you, Clinton.

         >> The biggest problem with the mascot is it's from another

    culture we have no tie to.  If we wanted to keep the Aztecs, we'd

    have to do some sort of acknowledgement like, yes, we are using this

    even though we have no stake in it.

         It's really good to hear it's not a physical mascot and just a

    nickname.  I feel like that's going to be a lot easier to change.

    And there is also so much more diversity we have in the Sonoran

    Desert that we can use.

         >> DR. DOLORES DURAN-CERDA:  I agree with you, Sage.  We have to

    keep in mind many of us do have Aztec blood in us.  It's our

    ancestors.  I have Aztec and Mayan.  It's part of one's identity.

    But it's the way it's portrayed and how we use it that we have to be

    very careful and sensitive about.

         But you're right.  There are a lot of other things in the Sonoran

    Desert that can be used to represent the college.  Anyway, lots of

    good topics to discuss and talk about.  Thank you.

         >> KEN SCOTT:  I just want to throw out there, I was actually

    being serious, a fall break would be fabulous for students and

    faculty alike.  I think spring break just gives them a chance to

    mentally destress.

         If we could somehow have a fall break again halfway through term,

    give the students a chance to take a break, you know, get that mental

    pressure off, take a deep breath, relax, come back charged.

         >> DR. DOLORES DURAN-CERDA:  Uh-huh.  That's a good point, Ken.





    That's something we can explore.

         How do others feel about that?  Having a fall break?

         I know K-12 system recently has incorporated that, right?

         >> I hate the idea, but whatever.

         >> DR. DOLORES DURAN-CERDA:  Okay.

         >> BROOKE ANDERSON:  I like the idea.  I'm on board with Ken.  It

    would be really nice to have a fall break.

         >> I would say I'm very surprised to find out that a few of the

    faculty members here are in favor of it.  So if you are all in favor

    of it, then I will say yes, as well.

         >> DR. DOLORES DURAN-CERDA:  We'll take a look at it.  If we were

    to do it it would be a couple years from now because our schedules

    have already been set, but we will have to do more exploration and

    get feedback from the community, internal community and external

    community.

         It's something to think about.

         >> HERNAN AUBERT:  I would say a fall break could be as simple as

    extending the week of Thanksgiving.  You know, instead of doing the

    two or three days at the end, you know, just extend it for a whole

    week.

         >> BROOKE ANDERSON:  Yeah.  I'd like to add to what Hernan is

    saying.  I think the thing that's so nice about spring break for us

    is it falls exactly halfway, and so especially for those who teach or

    take students, students that take eight-week classes, that timing is

    so nice for a break, I think the Thanksgiving break tends to fall at





    the end of the semester.

         I'm a little worried if we added a break at that time that

    students might just not come back because there is so little time

    left in the semester, it might kind of take the wind out of the

    sails.

         And then, you know, as faculty, that break might kind of hurt

    momentum a little bit.

         >> HERNAN AUBERT:  That is true.

         >> DR. DOLORES DURAN-CERDA:  And I think the U of A, in my

    communication with them, they said that they actually students that

    leave for Thanksgiving are not coming back and they are going to do

    their classes remotely from Thanksgiving on to the end of the

    semester.

         So that's something that U of A is doing right now.  But we'll

    think about that.  We'll talk more about the possibility of having a

    fall break.

         But it would probably be, like I said, a couple years from now if

    we were to do it.

         Thank you, Hernan.  Any other questions?

         >> I actually wanted to add to the fall break discussion.  I

    teach a class, and I know I have had a lot of students actually have

    to skip class during fall break because they have children, and they

    can't get -- No. 1, it's so expensive for day care during the day,

    especially for fall break.  I mean, a lot of these places are

    charging hundreds of dollars for, like, four hours a day.  I think





    that's really, really difficult for students.

         You know, possibly even talking to Pima about some sort of day

    care program or something for students that need it, as well.  Even

    if we can't align a fall break with USD, having something where

    parents can drop off children might be something that would be really

    great for students and faculty.

         >> DR. DOLORES DURAN-CERDA:  Thank you for raising that.  Just so

    everybody knows, I think we have talked about it, about the

    possibility of having day care, so we are seriously looking at the

    Desert Vista Campus, piloting, having at least that open probably

    -- I'm not sure if it's the community room or another space, but

    looking into having a day care center there, and then depending how

    that goes -- I know Edgar and David Dori -- I don't know if Dr. Dori

    is still on the line, would you like to chime in about that?  David?

    Are you there?  Maybe he's left.  Okay.

         >> Is there any discussion on bringing back the day care through

    the adult ed program?

         >> DR. DOLORES DURAN-CERDA:  I don't know actually, because I

    haven't been directly involved with the conversations, but we could

    add that to the conversation.

         I know they were looking at partnering with an agency and looking

    at Desert Vista, the starting point, and then looking maybe Downtown

    Campus, too, depending on where the need is.

         >> It's all over.  All three could work.

         >> DR. DOLORES DURAN-CERDA:  Yeah, I agree.





         >> KEN SCOTT:  So these are great topics.  I do want to throw it

    out there that we are over time by about a good ten minutes.

         >> JOSIE MILLIKEN:  Thank you, Ken.  I was just going to say the

    same thing.  Some valuable things came up, the Aztecs and fall break

    that wouldn't have come up if there wasn't an opportunity for

    questions, which we are trying to develop a community, a culture of

    inquiry.  So this is what we need.

         >> DR. DOLORES DURAN-CERDA:  Yeah, this is great.

         >> JOSIE MILLIKEN:  Thank you.  We will continue these topics.

    Curriculum for December, Aztecs, discussion about mascot during

    breaking barriers, and fall break, we will all be sure to follow up

    on that.

         Our next agenda item is the Governing Board board report.

    Brooke, would you like me to show the report or would you just like

    to speak to it?

         >> BROOKE ANDERSON:  I will just speak to it, and for those of

    you interested in going to it, go ahead.  I kind of got a new

    approach in our new virtual environment to not just tell you what I

    wrote.  You can read that.  But talk more to what happened at the

    meeting.

         So I did just share our website has changed, so I shared in the

    chat, I will share it again because I know we are a talkative group

    today and I want to make sure everybody can quickly link to the board

    meeting.  The website has changed so I have found it more difficult

    to navigate to the board meeting page.





         Remember, the video is recorded and there is a transcript, and

    you can link to the agenda to see the reports and also actually look

    at the presentations, as well.

         This month was a really wonderful, upbeat meeting.  Everybody

    thanked Mark Hanna for his service.  It was really touching to see

    how many of us really valued his leadership on the board over the

    last six years.

         Even public comment was just really wonderfully positive.  We had

    a student come back and thank us for immediately serving and meeting

    that student's needs and requests from the October meeting.

         Matej's group was wonderfully positive and celebratory of course

    because of our wins in the election with our propositions that will

    benefit us financially.

         And then of course celebrating Cat Ripley joining the board and

    thanking Ethan Orr for running, as well, and a celebration of the

    positive way in which that election was conducted.  Really everybody

    appreciated, shared appreciation to both Cat and Ethan for running an

    upbeat, positive, issue-focused campaign.

         So that was the public comment.  I find for us the most valuable

    part of the board meeting tends to be the administrative reports.

    They give us a good opportunity to have a better sense for the larger

    things happening at the college and updates on the initiatives.

         So if you go to that link I shared, you'll see Bruce Moses did an

    update for athletics.  This meeting was a little more routine.  I had

    a sense of stability from it, because a lot of these reports were





    just continuous updates from months before and what's going on.

         Dr. David Dori, our president, updated us on the COVID protocols

    and what's happening at the college in that area, and one positive

    note from his presentation was we have no COVID cases that have been

    caused from being on campus at Pima.

         So I found that to be a wonderful thing to celebrate.  So our

    protocols are working and keeping our community, our staff, our

    faculty, our administrators, our students safe and healthy, which is

    great, great news.

         We had a health and wellness update that was more oriented

    towards what's happening for employees, so if you're interested in

    that, I would definitely take a look at that.

         Some of the things that were highlighted were the popularity of

    online yoga and some of the other healthy programs that we have for

    our employees.

         But most importantly what I found to be a very, very beneficial

    update was the student wellness report from Irene Robles-Lopez and

    Susan Desjardin, and what they shared (indiscernible) our teach tab,

    in case you didn't know, but we have a student wellness resources

    little widget area on the teach tab in MyPima, which is great, so

    that's a nice quick place to go if you need to get your students any

    resources related to wellness.

         I think that's a wonderful movement towards some of the things

    the students were speaking to today in terms of that need for

    connectedness.  There are so many resources we have, and the





    challenge really is making sure that people know about those

    resources, especially our students.

         We had an enrollment management update.  Nic Richmond gave

    another update on demographic information, so forecasting enrollment.

    Jeffrey -- sorry, I'm butchering his last name.  Jeffrey, our chief

    human resources officer, gave an update on human resources advisory

    committee, and then David Bea gave us a budget update, which was

    finally a more positive future-focused update, looking into the

    future.

         So that was really, really nice.  A couple things that I also

    found valuable from the chancellor's report was that he did make a

    statement in which he is committed to open admissions, and I really

    appreciated him saying that.  Of course he shared some of the things

    he shared already with us this morning about the Bellwether awards,

    which is wonderful.

         He also recognized the value of contract grading, which spoke

    deeply to my heart, someone who is a strong advocate for contract

    grading and something I use in my classes and really work to lead and

    help faculty with.  He shared that his college used contract grading,

    and when he has taught, he uses contract grading.  I found that to be

    a very encouraging part of his report.

         Yeah, that's pretty much it other than -- yeah, I think that's it

    for this month.  So if there is any questions or any conversation,

    I'm happy to have that conversation.

         >> AUBREY CONOVER:  Could I just mention or if you want to





    mention the direction the board gave on the health-related center of

    excellence?

         >> BROOKE ANDERSON:  I'm so sorry, my dog is right here, and I

    have no idea what you just said.  Would you mind repeating yourself.

         >> AUBREY CONOVER:  The board did give us some direction on the

    center of excellence for health sciences at West Campus, which will

    impact faculty in the J and H building, because we are looking to

    move towards remodeling those buildings as part of that movement

    towards the center of excellence.

         Now, this is not something that's going to happen soon or

    quickly, and we will absolutely be engaged with those of you who

    either teaches or have offices in those areas as we look at the

    planning and development over the next several years.

         I wanted to make sure we got the word out to faculty, especially

    those who might be, have offices in that area that it is going to be

    a change that we will be looking towards in the next probably two to

    three years.

         >> BROOKE ANDERSON:  Thank you, Aubrey.  Thank you for that

    reminder for faculty.

         And I will say just as another encouragement, Josie did such a

    wonderful job collecting innovative things that faculty are doing,

    and I shared that with the board.  I know she had already shared that

    with the chancellor.

         Again, please, please send me the things that you're doing, the

    things that your area is doing, especially when it comes to these





    sort of future forward inquiry-based imaginative things that we are

    doing in our areas.  The board really appreciates hearing all of the

    work that we are doing, you know, as individuals, publishing, doing

    our own projects, but also ways in which we are moving the college

    forward in innovative ways in our areas.

         Again, always keep me in mind.  Send those updates to me.  I love

    sharing those things with the board.  I know that they really love

    hearing it, and it's a nice way to kind of get a public word out to

    celebrate the kinds of innovative things that we are doing.

         I know there is so much that we are doing that is really

    spectacular and it deserves attention and deserves to be spotlighted.

    So send me, send me, send me stuff.

         >> KEN SCOTT:  We are out of time again.  I'm sorry.

         >> JOSIE MILLIKEN:  Thank you so much, Brooke, and thank you to

    the provost too for always being here and your presence is so

    valuable and thank you, Brooke, for your years of representation at

    this point with the Governing Board and just sharing everything that

    we are doing with the Governing Board.  So appreciate that.

         >> BROOKE ANDERSON:  Thank you, Josie.

         >> JOSIE MILLIKEN:  Absolutely.  Thank you very much.

         Our final item is the PCCEA report.  I didn't see Matej here at

    all today, so...

         >> MATEJ BOGUSZAK:  I'm here.  I joined a little late.  Sorry.

         Well, good afternoon, everyone.  What a week.  First, I really

    want to say I enjoyed and appreciated the student panel today.  Thank





    you, Sage, Max, Jessvan, and Clinton for taking time out of your day

    and sharing these perspectives with us.  It's really such important

    information for us to have.  Be easy, keep a cool head over the next

    few days.  That goes to all of us, I think, and hopefully some

    uncertainty and stress levels around the election subside sooner than

    later.

         We do have amazing certain news for Pima, though.  As Brooke

    mentioned, Mark Hanna will be passing the baton to Cat Ripley who was

    elected to our Governing Board to represent District 1.  Really we

    are truly fortunate to have a leader of her caliber and experience

    serving this important oversight capacity.  So please join PCCEA in

    congratulating her.

         Voters also passed Props 207 and 481 which honestly represent a

    sea (phonetic) change in the college's finances with additional

    revenue from 207 and expenditure limit relief from 481.  For the

    first time in a decade or so, we will actually be in a position to

    decide where to make much-needed major investments in our college,

    and the default reply won't always be, oh, there is no money.

         So PCCEA will be following the budget development process closely

    over the next few months and keep you updated.

         The class and comp study is underway.  This will be a long-term

    process.  You have probably seen e-mails from Aida inviting you to

    faculty focus groups.  One is next Friday from 11:00 to 12:00, and

    another one is Thursday, November 19, from 8:00 to 9:00 in the

    morning.





         Apparently HR is selecting attendees, which seems a little odd if

    the goal is to get representative information on faculty views, so we

    are working with HR to make sure that there are open opportunities

    for all faculty to provide the same kind of information to the study.

         There is supposed to be an additional Town Hall and survey, and

    so please just look for opportunities to participate at this critical

    early stage.  You have also heard from Morgan today at senate about a

    parallel effort, and again, I strongly just encourage you all to stay

    informed and participate to make sure we are moving in the right

    direction.

         Other than that, an AERC faculty resolution team met this

    morning.  Unfortunately I had to miss that one.  But they discussed

    adjustments to our leave policy in light of COVID, just like tweaks.

    And so we have also met with administration a few weeks ago along

    with Josie and Tal to discuss the BP on academic freedom that's

    supposed to be going to the board in January for first reading.

         We have discussed this in senate a couple times before, and it

    sounds like we are all on the same page that it is the discipline

    faculty as a body who will continue to select textbooks and

    materials.

         And that's all, folks.  Have a great weekend.

         Any questions?

         >> HERNAN AUBERT:  Good question.  Do we expect to get some kind

    of an invite from HR to this meeting that is supposed to be happening

    next Friday?





         >> MATEJ BOGUSZAK:  I'm not quite certain.  I haven't heard back

    on my latest e-mail.  But so if they are still selecting people for

    these focus groups, then the people selected I suppose would get the

    invite.

         I just had a hard time understanding why we would be even -- it's

    just a link, right?  Let's just open it up to everybody.  So just

    look for more information from HR on this over the next few days, I

    would say.

         >> KEN SCOTT:  If you filled out the form requesting to be part

    of that, then you should get an e-mail from HR, but you had to put

    your name in the hat first.

         >> MATEJ BOGUSZAK:  Right, and I'm happy, if anybody needs that

    link, please let me know.  I'm happy to forward that or search your

    e-mail for a message from Aida Vasquez.

         >> JOSIE MILLIKEN:  Thank you so much for all you do and for

    being here today.  I have no idea, but you are Denise Reilly today.

    So I changed your name a little bit on the Zoom.

         Anyway, we are at our end.  I just want to say one thing before

    we look for a motion, and that is that thank you, everyone, for being

    here today.  Thank you to our students who stayed the whole time.  We

    are so grateful for you being here.

         The last time we met in October I said that the next time we met

    would be after the election, and here we are after the election, and

    I'm sure that between now and December we will also still, so much is

    going to happen between now and then.





         I will be in touch in the meantime soon communicating about

    various things, so look for that.

         Otherwise, I think that we are at the end of this session.  I

    think we just need one more thing.

         >> HERNAN AUBERT:  Motion to -- what is it?

         >> KEN SCOTT:  Adjourn.

         >> HERNAN AUBERT:  Adjourn.

         >> KEN SCOTT:  I second.

         >> JOSIE MILLIKEN:  There is a motion to adjourn.  All in favor?

         (Ayes.)

         >> Reminds me of the scene from Blazing Saddles.

         >> JOSIE MILLIKEN:  (Laughter.)  Anyone abstain?

         All right, everyone.  Thank you so much, and have a great next

    few weeks and take care, stay safe, be well.

         >> DR. DOLORES DURAN-CERDA:  Bye, everybody.

         (Adjournment.)





                         *********************************************

                DISCLAIMER: THIS CART FILE WAS PRODUCED FOR COMMUNICATION

    ACCESS AS AN ADA ACCOMMODATION AND MAY NOT BE 100% VERBATIM. THIS IS

    A DRAFT FILE AND HAS NOT BEEN PROOFREAD. IT IS SCAN-EDITED ONLY, AS

    PER CART INDUSTRY STANDARDS, AND MAY CONTAIN SOME PHONETICALLY

    REPRESENTED WORDS, INCORRECT SPELLINGS, TRANSMISSION ERRORS, AND

    STENOTYPE SYMBOLS OR NONSENSICAL WORDS. THIS IS NOT A LEGAL DOCUMENT

    AND MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION.

             THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR

    ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR

    PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE

    HIRING PARTY AND/OR THE CART PROVIDER. THIS IS NOT AN OFFICIAL

    TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM

    CITATION.

                     *********************************************