********************************************* DISCLAIMER: THIS FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND IS PRETTY CLOSE TO 100% VERBATIM. THIS IS AN EDITED FILE BUT MAY CONTAIN SOME ERRORS. THIS IS NOT A LEGAL DOCUMENT, IT MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. ********************************************* February 4, 2022 Faculty Senate... ---Rita Lennon: Yes, we want to get all of Makyla recording... thank you so much for that. ---Makyla Hays: No problem. So, I've shared my link.... my report... as a link in the agenda. Basically, I just wanted to update you on a few meetings that we've had since we reported on the faculty survey in December. When we came back, there really wasn't a whole lot of space between those things. So, the AESC faculty are going to be meeting with the provost every month to six weeks to discuss faculty specific issues brought up through the survey results... and any others that arise or are relevant. So, it gives faculty that... working conditions in communication with the Provost. We've met once and discussed concerns around syllabi that I brought up at our January meeting. And along with the work that goes into creating syllabi... and getting the D2L's all ready before the start of accountability. So, we're looking at ways to honor faculty work, without creating more of a burden on either faculty or leadership. Also, the college is going to be sending out a couple of engagement surveys soon. One of those surveys is going to allow for some custom questions from PCC. This was something that I had brought forward in my role as PCCEA to the administration... and then it got funneled back through AERC. So, AERC is going to be coming up with some questions for all employees... and faculty are part of that conversation... that will get to be included on the survey, so that we can get a really good snapshot of employee morale to send forward to the administration and the board. We have this month basically to come up with those questions... so, it's a pretty tight timeline. But another thing we're working on is training for employee advisors. One of the things that had come up this last semester, was kind of a lack of training for employees who want to serve as employee advisers. And... not only that... a lack of training for employees on what an employee advisor is for them. And... so, I had a conversation with Carleen in HR, and we're looking at putting together a group with... a representative from HR and employee relations. As well as myself... and a couple other members of AERC staff... exempt and nonexempt staff. To kind of run through what that would look like and give people an idea of... what is that role? How would you serve in it... if you were asked to? And what can you expect of somebody who is serving in it for you... if you need one? So, look for that sometime soon. And then the last bit is just a quick class and comp... there was a meeting this morning. PCCEA's goals and... this is something that we've kind of gathered from faculty... but this is what... kind of... I've been sharing on the committee is... we're looking for objective criteria and clear metrics... to move on the salary schedule with no personal negotiations within the system. So, making sure that everybody can look at the system... and know where they're supposed to land... and that it's clear and objective. And then also... there was discussion around performance pay. But right now, Pima doesn't really have a good evaluation system to figure out what that means. And so... at this point... that does not look like it's going to be included Because really... there's no equitable way to do so at this point. So, it's not off the table forever, but it's off the... seems to be off the table for now, But... I know that was a concern I've heard from people. What are we doing with this? [chuckles] So... and then... just... we are going to need your feedback soon, on any proposed system. So, be on the lookout for those things. And when you are asked for feedback... please, be honest and specific when you give your feedback. And when I say that... I would love to hear more than this... I don't like this... or this doesn't seem to work... just tell us... say why? What are your... what are the specific concerns that you have? Where do you feel like there's a hole that could be filled? And I don't know when any feedback is going to be sought after. But... when it is, that's my encouraging... encouragement to you. Just give your specific feedback. And right now, the faculty group is just asking a lot of questions to try to figure out the specifics before anything moves forward. So... that's my report. ---Rita Lennon: Thank you, Makyla. Okay... moving on to the Provost report. ---Dolores Duran-Cerda: Thank you, Rita. Hello, everyone. It's good to see all of you... I hope the semester is coming along smoothly. I just have a couple of things... and I actually have invited a guest from the University of Arizona... faculty member... Felicia Frown-tain... is that how you pronounce it... Felicia? Close? ---Felicia Frontain: Frontain. ---Dolores Duran-Cerda: Frontain... yes... and you may recognize her last name. Her father was a faculty member and... that started Cababi... actually. So... um... so I've invited her to to talk about an event... a community college event, that she is spearheading. But before I do that, I wanted to announce something regarding... we need your help... we need faculty representation. There is a group that's working on the PCC nickname slash mascot, and we would like a faculty member to help with the research on the history of it and the relevance and what it can be now. So, Rita... I'd like to have a call out for a faculty member... maybe someone in history or it doesn't necessarily have to be someone in history... maybe someone who's been here for a while or is just interested in helping with the research on that. So, if... maybe by next week... if we could get us the name of a faculty member who would be interested in participating in this important group that was started by the Breaking Student Barriers Task Force. So, with that, I'm going to now introduce Felicia. She is a faculty member at the U of A's Norton School of Family and Consumer Sciences. And you may remember Rick Rosen, former faculty member here at Pima. He's now also part of that school and has been working with with Felicia. But I'm going to pass the baton to Felicia so she can explain what this Community College Day event is at the U of A, and how we all can help with the students... taking them there... thank you. ---Felicia Frontain: Thank you so much. And Charlotte Padilha, also from the DC... works with us... and she started a fashion major. And the fashion majors... actually the science and technology of fashion. So, it's quite techie... and quite... quite new... and quite exciting, actually. We were given some money for recruitment... just like most programs at Pima... U of A is suffering from enrollment declines as well. And we also needed an infusion. The very first thing we did is sat down and said, where would it be the best place to recruit and bring in students that would get into the spirit? I'm in the Norton School... we're in the College of Agriculture and Life Sciences. We're kind of buried... we're kind of that hidden gem.. and we have 4 very unknown majors to many students that are not in the university system and they are retailing in consumer sciences... family studies and human development... personal and family financial planning, which is Rick Rosen's... and fashion in science and technology, which is Charlotte's. And they are all programs that are experiential and students are career ready when they complete them. We agreed 100%... not even as a committee... the entire school... that we needed to really have better relations with our community colleges. Of course, I spearheaded that... being the daughter of one of the founding members of the DC. So, I grew up on your campus and just love it. But anyways, back to the community colleges. So, we ended up getting a grant from Mr. Terry J. Lundgren, who's the former CEO of Macy's. And when I told him we wanted to start with community colleges, he said, have at it... I think that's absolutely perfect. So, we're having an event on Friday, March 4th... from 11 to 3. We are having a multitude of little mini workshops for students. Essentially, what we want them to do is... we want them to see how they would feel part of a program if they attended the university and selected one of our majors. We wanted them to see that we're very, very different than a lot of the other majors on campus, and that we have a huge sense of community and belonging to a community. So, to keep it safe... we're going to actually have tents outside of our building just in case Omicron is still rearing its ugly head. And what we're doing is... we're actually going to have... they're called gray line coaches... picking up students from Pima... 3 of Pima's campuses. We're going to have a gray line bus tour coming down from Maricopa, from the Mesa campus. And we're inviting any students that are any... are in any related programs that would articulate to our 4 majors or just sound interesting... to please just sign up. And what we have done is provided... well, I shouldn't say we... thank you to the best chancellor and vice chancellor ever, but they have provided our flier for all the faculty... a little blurb about what we're doing and why. And in Eventbrite, the students just fill out an Eventbrite. We will accommodate them, whether it be physical accommodations, food accommodations, what have you. We want to make sure it's a good... a good visit... and they will get a chance to meet with all of our faculty... our advising staff. We're going to have financial advice given there. We've got a ton of scholarships in agriculture... and we're willing to get them going to the community college students because we see them as continuing and not new students into our program. So, we're pretty excited about it. But you know, and I know that we get everybody excited... the faculty are excited... the Deans have been getting just wonderful emails. Students get excited... and then they don't take that last step and go into that Eventbrite... and push that little link... and just fill it out... and it takes about 60 seconds to fill out. So that's where we have a little gap. And I'm hoping to get some advice here or some help or whatever it is on how we can get them to sign up for this event... come meet us... have fun for 4 hours and and then go back to their respective campuses and talk about what they want to do if they do articulate to a 4 year institution. ---Dolores Duran-Cerda: Felicia, maybe if you could put your email in the chat, if you feel comfortable doing that. ---Felicia Frontain: Oh, yeah. ---Dolores Duran-Cerda: These folks have questions. ---Felicia Frontain: Absolutely. ---Dolores Duran-Cerda: And then maybe we can share... you can share the flier and the Eventbrite link and we can pass it on to Rita and the Faculty Senate. ---Felicia Frontain: OK, I will I will get that for you. I don't have it pulled up right now and I don't want to waste your time... ---Dolores Duran-Cerda: Yeah, that's okay. ---Felicia Frontain: because I know I said... I'd keep it brief... yeah, I'd keep it brief. But... I admire what you all do and our Pima community college students. We have a... an outstanding... [phone rings] senior... and... I apologize. We have an outstanding senior every semester... and I cannot begin to tell you... I would say that over 60% of our outstanding seniors were Pima Community College transfers. They're just amazing, I would love to give you some of their success stories someday, maybe... that would be a good project for me to do. ---Dolores Duran-Cerda: Yeah, that's wonderful... thank you so much, Felicia. ---Felicia Frontain: Thank you so much for your time...I know what time is like... I teach full time too... so, thank you. ---Rita Lennon: Thank you so much for coming in and presenting. And yeah, if you share the link and the flyer... we'll be happy to get that sent out to all of our students, for sure... especially in those programs. ---Felicia Frontain: Thank you so much, Rita... and I really appreciate your time... and I hope you will have a great semester. Take care... oh... and you can join us... I meant to say that... you're all invited... so... ---Rita Lennon: Okay. ---Felicia Frontain: I'll put that in the link? Okay... buh bye. ---Rita Lennon: Thank you. ---Felicia Frontain: Bye. ---Rita Lennon: Buh bye. Okay... thanks so much for that... and Provost, thank you for giving up your time. We're going to go ahead and move on to our next report, which is the governing board report. ---Denise Reilly: Okay, that came faster than expected... sorry... hello, everyone. I'm compiling notes of, wow... some very interesting board meetings in January and February. So, in this short 5 minute time frame, I will say... looking back at my notes before this meeting, I took 12 pages of notes in January... and I just really looked at what I highlight and I put bold words when I'm in these meetings and... [chuckles] I wrote dysfunctional family... the great divide continues... heated discussion. And that's unfortunate... but that's where it was at in January. And so, I can tell you that it was a very interesting meeting... and a lot of it at the end that would be of note to this group here... was the HLC visit... and the fact that the HLC is coming to visit... and so, I think one of the topics was related to the Association of Governing Boards coming to meet with our group to set kind of some direction and to help the group moving forward. And there was the great divide again among the group of board members who didn't, you know... some thought it was appropriate... some didn't think so. Some thought it was great to get feedback and advice from... to help guide the board with continual improvement. And some felt it was almost like a slap in the face. So it was pretty disturbing to watch. Honestly, I came out of that meeting thinking... if the public view of Pima Community College and if they just got a photo... and it was just a snippet of a board meeting... it was disheartening to think that. because... unfortunately, we all know that if leadership at the top of a college stems down to every group, then when you think about it and there's that much dysfunction at the very top, then it just... it's going to trickle down to us and the students.... that's just where it's going to go. And so... that was where things were at in January. So, while there were some very positive comments and a happy new year, [chuckles] that's how the meeting ended. 0:14:58.931,0:15:03.763 And like I said, it was just a little bit disturbing to look at that... and to figure out where things are going. 0:15:03.763,0:15:09.909 However, the turning point I can say, is that, there was a new board chair voted upon... 0:15:09.909,0:15:15.215 so that... there was even... there was even tension related to when that person was going to start. I mean, it's just that bad. So, I know I've used different analogies like a new football team, but I saw this one as... a family that doesn't even want to get together for the holidays because they know it's just going to turn into dysfunction. However, they voted on the new chair, which is Katherine Ripley. And so we actually just had this last week, the February board meeting. And while there's still some, like... subdued tension in the group, I can say it was a focused group. It seemed like it flowed better. I think people are giving Katherine Ripley a chance to get her feet wet and see where things are going. And I think it seemed like maybe... maybe it's a good change... I don't know. I don't know where the future is at... but I do see that Damien Klitschko has given the college and some... his time for many, many years and is still on the board, and there are many accolades related to his time on the board. And so, I think that was great to hear that... you know, just to kind of remember that this is a group of volunteers. They're all in it for education... you can see the passion in every one of them. It's just the idea that if they could just get on the same page and actually function in a room together, that would really be great. So, I actually look forward to seeing where this goes. and seeing maybe in a change of the person holding the gavel might make a change within the group or maybe future changes along the way... or maybe just... just time for this group to kind of figure things out. So anyhow, in my report to the board this last week, I mentioned all the great things happening with the notable accomplishments... so, I thought it was great. And I think things like what Ken just brought up at the beginning today, which I was already messaging him... send me a snippet of what you're doing in the community. I think they need to keep hearing the great things that are going on because it is a tough job that they have... and they volunteered for this job... but it's not an easy one, especially when there's a lot of tension... and big things at stake. So, I just think we have to keep pushing forward with that. I mentioned our goals as a Faculty Senate officer group this semester... being action oriented... and I really focused on the study sessions that are every month... and kind of how they're aligning with our goals. And really hoping to see not just meetings, after meetings, after meetings... but actually seeing action... and things change. And so I really appreciate that our group, I think, is working really hard. I think administration is working hard and I think the board is wanting to work hard too and wanting to kind of just set us on a great path. And I look forward to the future of that. 0:17:43.675,0:17:48.672 And I can tell you that this last meeting just was a little bit more refreshing than the January one, where I have way too many... way too many things written here that I don't want to share about that meeting. But I do think that we're moving along collaboratively, and I think I'd like to just highlight the great things going on within our groups here at the college... and so, please consider attending those study sessions. because we do plan on those being as action oriented as possible. Last one I mentioned was great... and that was related to professional development, and it was interesting to hear different opinions from faculty... whether it's adjunct or full time faculty, about how they felt about professional development... when it's offered... why is it offered... what are the... what are the incentives for that? And so, we look forward to next month... I see Michael's in here, Amick... for... to meet with Pima Online, or this coming month, with our study sessions to make sure that faculty's goals are aligned with Pima Online's goals and so that we work together to make sure that we're all doing what's in the best interests of students. So, that's the end of my report... thank you. ---Rita Lennon: Thank you, I want to remind everyone that we were a dysfunctional family at one point too... Faculty Senate, We had a pretty toxic environment at one point... and we've cleaned up our act. So, I'm very hopeful that the Board will be able to function a little bit more succinctly as well. There's always hope for improvement and we're... you know... we get behind the continuous improvement model. So that's a good thing for us to remember when we're looking at that. But I appreciate your input, Denise... for sure. Okay... so, the next report is the TLC report. However, it's a recording... [chuckles] because Elliott was not able to join us for her first report. She's traveling... or they are traveling right now. So what I would like to do is... we have the chancellor here... so, Chancellor, I'll go ahead and give the room to you. This was my space for the President report... so what I'll do everyone is... I'll just put my report out through an email. I'm sure you're going to be waiting... you know.. can't wait for me to do that...so you can read what I was going to have to say. [chuckles] Chancellor, you have the floor. ---Lee Lambert: Thank you, Rita, and good afternoon, everybody. I wasn't sure if I was going to be able to make it this afternoon... so... glad I could spend just a few minutes with each and every one of you. First of all... I to say thank you. Welcome back to the first full month of the spring term and... and things look much better from an enrollment standpoint than they did last Spring. It's not where it needs to be, but it's much better than how Fall looked. So that's very encouraging. I thought briefly, I will share what's happening on the federal and state level because what's going on in Washington, D.C. will have impacts on what we do... as well as what's going on here at the state. So real quick. The House passed the COMPETES Act. So, one of the key features of the COMPETES Act is allowing for Pell for short term programing. So right now, Pell is not... you're not Pell eligible for programs that are less than a quarter or a semester long. So, this will allow for shorter term programs and students participating in that to be eligible. This is significant, especially for community colleges... so stay tuned. The Senate did not pass a comparable version, so they're going to have to go and work this out, and we certainly will be doing our part to try to steer that in a direction that's positive for us. At the state level, there are some things happening that we have to pay close attention to. First.. I'll mentioned the dual enrollment piece, which could be very favorable for Pima. Pima's one of two colleges who do not charge for dual enrollment. There's a bill now that will allow for the state to compensate community colleges for dual enrollment efforts that involve low-income... free and reduced eligible students So, it wouldn't cover every student, but it would cover a significant amount of students that we are in service to. So stay tuned for that. The ones that are more challenging for us, you know, we applaud the fact that we have now the four year degree capability. Well, guess what? It has opened up other players to say, we want to now offer associate degrees. So, CTED's... JTED's... are seeking the authority to offer associate degrees. It's kind of hard for us to push back and say they can't have that authority after we just got baccalaureate authority. So stay tuned. And then they're also asking the Legislature to pass a law that would require us to accept their credits. So, if they issue credit at the post-secondary level, we would have to accept those. And so... these are some of the interesting things that are happening in Phenix... that we're working to push back on. But stay tuned in terms of what the implications will be. I'll hit two more federal things and then I'll... and then I'll be done. So... as you're probably been paying attention that through all of the ARPA money, et cetera, Congress allocated $3 billion to the Economic Development Administration out of the Department of Commerce. So they've issued a number of solicitations... one is to build back better. So, the city of Tucson received a planning grant of about half a million dollars. So, Pima's involved and working with the city to help solidify what its actual plan will be, And hopefully the city of Tucson, Pima, and others will receive the larger distribution. This is for revitalization of communities, especially for cities and counties that have been hit hard not just because of the pandemic, but because of what's happened, even going as far back as the Great Recession. Then another component of EDA grants will be the Good Jobs Act, or I should say, the good jobs piece. And that is focused on workforce development and recovery from the pandemic. And so right now Pima... and that... there's about 500 million allocated for that. Build Back Better... there... has a billion allocated for that. So, we are the lead college on a number of proposals. So, we've been asked to do something here locally as well as statewide, and we have been asked by some other states to also participate. So, stay tuned... but a lot of the focus coming out of Washington will be the revitalization of our communities... with the specific focus around workforce development. So that's my report. Welcome back, everybody... and please, have a great month... rest of the month... I look forward to chatting with with you all, hopefully next month. Thank you, Rita. ---Rita Lennon: Thank you, Chancellor. And just to remind you all that we will have the chancellor here next month and he will have a little bit more time on his... on the agenda with question and answers. So, I'll ask you to send your questions to the officers. I'll put that information in the chat if you don't have that. Thank you, Chancellor. Okay, so what I would like to do at this point is to share the recording of... Let me try to multitask here... that's so... so good for me. Try to share the recording... hopefully you'll be able to hear it. If not, I'll go ahead and send the recording out so we don't spend any more time. But this is Elliot Churilla's recording for the TLC report. Are you able to hear it? No, okay... that's what I was afraid of. [chuckles] I... there's something I need to press in Zoom... and I'm not going to go ahead and waste that time now. Let's... I will go ahead and send this out to everyone. So sorry about that... let's go ahead and move on to the next item. And let me get to that... there we go. So, now we are in the presentations section of our meeting, and our first presentation is Kate Schmidt and Ken Chavez, And they're going to be talking to us about faculty goals and evaluations. ---Kate Schmidt: Is... is Ken here? ---Rita Lennon: I'm not sure. ---Kate Schmidt: it may just be me... but if Ken's here, he should turn up his mic and raise his hand. So... so, we have 3 levels of faculty evaluation, right? We have the full time faculty and there's two levels there... the condensed cycle and a full cycle. You may remember that every full time faculty goes through a full cycle evaluation every 3 years. and the opposite... the opposite two years is a condensed cycle. And then we have the adjunct faculty evaluation. And rather than put this on a presentation, I thought I should refer you to where there are resources online for all of these things. So, I've got some links to paste in the chat... if I can find those. So, there are two really good resources online for evaluation. One is in the... on My Pima... under academic resources and in faculty evaluation. I don't think that that pasted... as a link... did it? ---Rita Lennon: No, it did not. ---Kate Schmidt: Darn... did anybody try to do that? Can somebody else find it and do it right? ---Rita Lennon: Absolutely. ---Kate Schmidt: The second is in My Career Center, which again, I'll try to... I will try to paste again. I don't think this is... this is... this is definitely not a link. But if you're in My... does everybody know how to get into My Career Center? ---Rita Lennon: I would hope so... but if anyone is having trouble or doesn't remember how to get to My Career Center, please... place that in chat. ---Kate Schmidt: So, the only active process right now with the faculty evaluations is that everybody should be having written goals in every... full time faculty member, whether they're on the condensed or full cycle should have written goals in My Career Center. And as we... you know, as we know what we've been advised... as you work with your supervisor, but we are working to... it really... really encouraging people to think about it. Even though some people did not write goals in the fall... this is an annual evaluation... so, think about the things that you set out to do in the fall and make sure those are recorded as goals. So that this is... starts in August and goes through May... so, the things that you had set out.... is that... you know, I have never had a conversation with a faculty member where they haven't been striving to improve in some way. So, those are things that we would look at it goals, whether you're looking at rebuilding a class, adding some kind of element to how you teach in a new modality like virtual, or if you're working on a committee or, you know... subcommittee. I know most people are involved in some kind of leadership. Many people... about half of the full time faculty are involved in some kind of leadership position. So, if you're in a leadership, you need a leadership goal. And if you're a faculty without a leadership position... we just have this one... we need to make sure there's one goal in the system. We used to say 3 to 5... but given the kind of late start date of this and the pandemic, we're really encouraging everybody just to just at least put one in. So, any questions about that before I move on to the other points? ---Dolores Duran-Cerda: Kate... Ken just joined... he's here. ---Kate Schmidt: Oh, great. So, I don't know if Ken knew that we moved a little bit earlier on the agenda? ---Ken Chavez: No. ---Kate Schmidt: Okay... so, Ken I just reviewed the full time faculty and how everybody, regardless of what cycle they're on, is to make sure that they get goals in the system this month. The Faculty Evaluation Work Group met last week. There had been many concerns about... last year... about the final overall rating of Does Not Meet, Meets and Exceeds. The Faculty Evaluation Work Group and others had heard those concerns and made a recommendation to the Provost to eliminate the highest level of the accedes from this year's evaluation. So that when we get to the end of the year... and by the way, the provost accepted this proposal... so, they're in the process of changing that in My Career Center. When we get to the end of the year... every full time faculty member will be evaluated as either Meets or Does Not Meet. And there are some... they... there was a lot of conversation about this and I know there's some people who are on that committee here... if you want to share some of those comments. And the concern was that the rubric that we use for the final evaluation really has not been updated to this new modality of teaching or the reality that we're in hasn't been updated at all in the last 4 or 5 years. We wanted to make... we felt like a Does Not Meet is much easier to document than the difference between Exceeds and Meets. Am I getting that right, Ken? Anything you want to add to that? ---Ken Chavez: No, I think you covered it perfectly Kate... yes. ---Kate Schmidt: So, that's in the process of changing, so the next workflow for the full time faculty, as soon as they make that change, technically within My Career Center, the next workflow will open up. And the next deadline for everybody is the end of March, whether you're in full or condensed cycle... to start your self review process. In the materials, on the evaluation on the internet, they are also links for the adjunct faculty evaluations. And these are also... you know, department heads, whoever is supervising the adjunct faculty needs to ensure that these are done once a year, and the current policy is that... or the current procedures that those are completed in the spring. I do not believe that we have removed or had a conversation about the adjunct faculty because I think they still have an Exceeds... but I would imagine that if we have made that change for full time faculty, we should also make that change for the part time faculty and we'll make sure that that happens too. So Ken and I have held 2 open house sessions over the last 2 weeks for people who had questions about them. We had a few people drop in, but one person suggested that we hold another one. I think we're happy to put another session on the schedule if there are further questions about the evaluation process. The process hasn't changed... I know we do have new faculty, but anybody who's been here for a while, this is the same process that we've used for the past 4 or 5 years in My Career Center. I think there's some interest in improving it, and there was some discussion about figuring out ways that we could do that in the fall. But given the kind of elbow grease that it would take and the time to retrain people... It seemed like it was just... the return on investment for this year would not yield a great new product. So, that is something that I think the faculty evaluation work group will be looking at this spring... about how to move forward and make improvements to that. And I know it was mentioned earlier that there is this conversation in class comp about if compensation is tied to performance, that this tool would really need to be to be reviewed. It was really designed to be a reflective process on improving teaching and learning. And although there certainly are performance elements to it, if the college moved in a direction where performance was tied to compensation, that would be reviewed as well... and changed. Okay... are there any? ---Rita Lennon: Are there any concerns... concerns... feedback? ---Kate Schmidt: Is there an interest in another sort of open house session? I mean, we were... Ken and I are always happy to see people, but we really had less than 5 at each... at each one. ---Rita Lennon: All right Kate, can you tell us... was it mostly full time or adjunct... or was there a good mixture of both? ---Kate Schmidt: It was... I think it was exclusively full time faculty. ---Rita Lennon: Okay. Any interest in having another... additional open house? We all got it? [chuckles] ---Kate Schmidt: Maybe when we send out the next sort of deadline, We'll just schedule 45 minutes of their questions about the next step... that we've got that on... you know, on the schedule. But again, there's nothing... if you set your goal in My Career Center, there is nothing do until the end of March. And Terry, I would love to see you. So we'll put... we'll either meet with you individually or put a session and see who... see who shows up... how's that? ---Rita Lennon: That works... very good. Well, thank you so much for the update that was helpful. Any questions for Kate or Ken? ---Kate Schmidt: And if you think of them later, the other thing that's changed a little bit this year and I should've... I should have mentioned this at the beginning... is it used to be a little bit confusing about where to go for technical support for the faculty evaluation process because the folks that were associated with it in human resources... it's run out of the provost office... the human resource folks were really the very technical people... so if there was a more general timeline or process question, it seemed like people got bounced around. So, we have asked the Faculty Services and Research Center staff, specifically Lynn, to be the point person on fielding questions. And so, in the email that we sent out about faculty evaluation, the efficacy email was at the bottom, and I'm guessing that Diane Miller would be willing to paste that again in the chat. So, if there are questions, that's the first... sort of the first line of defense in getting them answered. And Lynn can help triage them through to who has the... who has the information? I can put... if I have 2 more minutes to put in a plug for the Faculty Services and Research Centers or are assigned to that, that group of employees has upscaled and expanded their ability to support faculty. They have D2L training... they are holding regular sessions on how to set up grade books... and Reed Dickson says that they're fantastic and we've just been... ---Rita Lennon: We know they are. ---Kate Schmidt: Yeah, we... we've just been... you know, as we're... you know... as people are leaving where we can, you know, reconfiguring the jobs that are...that are vacant to ensure that the support from the faculty research centers continues to... continues to match the need of faculty. They are also working virtually really well, and they've set up a Google site with lots of information to get that faculty can use... the leadership structure is there... various processes... and dates and deadlines... and how to find other... how to find other resources at the college. So I'm really, really pleased with the work that Diane's done... and that team has done to upskill and stay current. ---Rita Lennon: Thank you to them... and thank you for upskilling... that's always a wonderful thing to do. You know, cross training is always an important thing in all industries, including ours. So, thank you so much for the update. Ken... I'm sorry that... Kate had emailed me like just before the meeting... and, you know... she needed to rearrange some things... so we were able to accommodate her... I'm sorry, the message didn't get to you. ---Ken Chavez: All is good... all is good. ---Rita Lennon: OK, thanks for being flexible. [chuckles] All right... well, we appreciate your time, everyone, and we'll go ahead and move on to our next presentation, which is accessible slide templates for teaching and educational video creation. How about that for a title? Whoo... I'm spent Anyway... not to compete with the title, but we have 4 presenters.. yeah... we have Angela Hughes, Kayla Shah, Reed Dickson, and Michelle Mire. And of course, I'm going to botch up Reed's name, right? That's the one... so, please... you have the floor. ---Reed Dickson: Okay... thank you so much... so again, this is a group presentation on a team effort to meet a cross college need. I'm going to share my slides as we jump through. We should be able to see a slide that reflects our presentation, and we're going to dive in very quickly to explain the need and some recommended practices... and what's next. So, without further ado. Why do we create New Pima themed templates? We have a resource to share with you today that we hope our faculty and staff will begin to use that address a specific-use case. So, we were getting requests from faculty saying... can we have some kind of a Pima themed PowerPoint or Google slide? More specifically, they were looking at it from multiple use cases. One was virtual teaching within a Zoom or Google Meet for educational videos or for being able to do micro lectures. We also wanted to make sure that as we provided those lines, that they were accessible and one of the issues we've noticed is captioned overlap, which we'll be addressing today. Our approach, initially as a team, was to reach out to marketing... to reach out to ADR. Angela played a huge role at the outset, as did Bryce from marketing, And the team just expanded and we made things happen. Our first version again... we borrowed from the insights of Adam Baldry, who came to the... to Pima, through U of A digital learning, And we reached out to our videographer, Kayla, and to Michelle Mire, who's also on the call today and is going to be sharing a couple of ideas. 0:39:44.568,0:39:48.717 We have a resource page, which we won't dig into because we only have 5 minutes, but you'll see it looks something like this... and we'll press command plus to zoom in. We begin with guidance... that may be helpful on how to create accessible, engaging presentations when you're in a virtual meeting. Some suggestions on how to set up your slides... and we also have the slides themselves for anybody who's on this call. They can simply come in and click on the copy button, and it will load up a request to make a copy. When you click on Make a copy. Process wise, it'll load up a blank copy of that PowerPoint or Google slide template that you can use on your own. And again, returning to our presentation... the goal is to meet a new need, and we came together as a team to meet this need, and we look forward to revising it and improving it with suggestions from you all. I'm going to switch gears now to Kayla Shah, who is our educational videographer, who's going to be focusing on the extended footer... Kayla, it's all yours. ---Kayla Shaw: Awesome... thank you, Reed. I'm want to make sure everyone can hear me because my cat likes to hit the mute button. Okay... so, when we created this template, why did we include such a large, uneditable footer... takes up a ton of space? Well, there's a couple of reasons. The main purpose on my end is ensuring proper margins on PowerPoints for YouTube captions. So, in television media, you have what's called like, your safe zone... you have a title safe... and then you have your content safe. This kind of falls within that same requirement, which is about a one inch on PowerPoint's bottom margin. This will limit or eliminate text overlay... and it will improve both the readability of content and captioning. So, we recommend putting content over multiple slides... because it'll keep the font size what we need... it'll keep the margins what we need... and it'll just overall make everything much more readable. So, I have some examples here from a Pima Online Educators Conference presentation that I did. On the left hand side you can see... with the extended footer, the captions have plenty of room... they are fully readable... there is no text overlay... and it has a lot of breathing room. On the right hand side without the extended footer... I brought text from another slide in there because we did break it in 2 to keep this. And you can see on the bottom of the right hand image... the captions go over the text, It both can dilute or interfere with the student reading the captions... as well as the content being taken away. So, that's one of the main things we wanted to focus on with that extended filter. And moving on... Michelle Mire is going to be speaking about narrating slides. ---Michelle Mire: Hello, everyone. Really quickly, actually... both Reed and Kayla made excellent examples of why you need to narrate your slides. Narrating now is more important than ever. When you are teaching in an online or virtual class or even in-person class, saying what you're referring to by using names and titles... and either tabs... even on your screen while you're online... is a lot more helpful than using just this for that... that we've gotten into the habit... when we're face to face classrooms, we can use our hands to point to stuff. So, make sure that you use directions, you know... things that's on the left of your screen... or the right of the screen... at the top or the bottom... and even during your lessons... not only when you're doing... referring to navigating a page that you're showing as a screen share during your class, but also in your slides... you'll see it on the right of the slide... or the left of the slide... That just helps the students follow what they're... what they're... what you're talking about. And also, it does help people that are taking notes... that maybe they can organize their notes in a way that will give them some cues... in helping them remember what you are speaking of. Definitely check in with your class.... they are your audience. And what better way to get feedback to know if your message is getting through or not, is to ask the audience. Checking in with them during your class or even once a week, they're going to give you some valuable feedback. Also, in closing... just check yourself and have a listen to make sure that you are referring to things that you... that are on the screen. And what better way is just to listen to last week's lesson that you have posted on your D2L page... and listen to it without watching it? Listen to it with the screen turned the other way, or get up and get away from your desk and just listen to how thorough and how smooth either your lesson is or isn't... and that way you can make improvements on what you've got. Thank you very much... Angela. ---Angela Hughes: I also want to point out that, while my priority is advocating for students with disabilities, students without disabilities also benefit from audio description, Like if you've called into a conference with your phone, then you don't have access to the slide deck that we're now viewing. Or if you're joining from a mobile device and you have to flick left and right between the participants list and the slides and the chat window, you might miss some content for a rapid fire presentation like this. So, that's another reason why we also care about not just the description of the presentation, but the slide's source... and how it's structured. Like if you are a student who is joining... reviewing the lecture after the fact and you didn't get to see... or you want to review the after the fact slides... it's great to not only have access to that PDF print ready version, but also the editable document that the instructor started with to edit the content. Because that's how we get access to the structure... like the headings... the alt text on the images. It doesn't always carry over when you're saving something in a print preview... and then posting only that version. Also... the source of where you get the content... if it's a vetted source, then that's the best. And by a vetted source, I mean something that ADR or accessibility checkers were involved with at some point. Like Cengage Unlimited... I joined the class the other day where that content on its PowerPoint slides... where it was great content, the tables were structured, the images were structured, everything was highlighted with the cursor, so you could copy it. And that means that text-to-speech could work on it. Also, open educational resources....we're currently vetting content to be trusted for accessibility. We also appreciate it when folks use templates. Like if you're building a new template for a PowerPoint or a Google Doc... if you could pick from an existing template... those are generally structured with accessibility in mind... rather than slapping together something that has a bunch of screenshots. But even if you do that, make sure to describe them with audio, right? In case, not everybody's looking at those screenshots. And... what do I mean by when it's accessible? I mean, like... it has headings... table structure with a heading row... and heading column indicated. But there could be more on how to construct accessible documents later on in our links. ---Reed Dickson: Thanks so much... I'm just making sure that the topics you shared, Angela, are visible on the slides... I think they got flipped during the presentation. Anything to close with before we move to our final reminders. ---Angela Hughes: That's all on my point. ---Reed Dickson: Okay... so, just again... moving forward, we have resources available to you. Currently, we have these accessible slide templates... we will include them in the chat feed as well. We have a page that walks you through how to use these tools, and we will be doing a workshop through the Teaching and Learning Center titled Accessible Practices and Virtual Teaching and Video Creation. Tentatively on February 18th at 2:00 pm... but we have yet to confirm that. Again, if you use this template, let us know... we want to know if it works or what we can improve on. So, share your design requests... and that's the heart of it. Thanks, folks... and thank you again to this large team that worked across college to make this happen. ---Rita Lennon: Thank you so much for your presentation. I'm so excited about this, I'm so happy to that you were here to share, Please.. if you can... spread the word that they will have... they're going to be collaborating with TLC here real soon. And... I think it's in what? In two weeks? They'll be collaborating with us. So, please share that information. 0:48:38.448,0:48:42.653 And we'll go ahead and move on to our next presentation, which is Michael Amick, and you'll be talking about Pima Online structure, initiatives, and support... you have the floor. ---Michael Amick: Thank you. Good afternoon Faculty, leadership, and guests. I'm thankful to be with you today... I'm Michael Amick, the vice president of distance education for Pima Online. The objective of this presentation is to do a walk through and overview of the structure and some of the projects and implementations that Pima Online is working on. So that you are fully informed to participate in the February 18 study session, where Pima Online gets a chance to do some listening and dialoging with you. And because this presentation hopefully will generate a lot of comments and questions. I want to turn it over to acting dean of distance education, Josie Milliken, so she can share some information about a forum that you can utilize during this presentation or after to submit information? Josie. ---Josie Milliken: Thank you, Michael. Thank you, Michael, and it's great to see everyone. And I just put a link in the chat... and as Michael noted, if you could fill out that form... and it's a very simple form... just to let us know what would be valuable for us to provide or be prepared with, and questions you have before we see you again on February 18th. And... and so, one thing you might do with perhaps is keep that survey open throughout the slide presentation that Michael has to share... and then add anything that comes to mind as we go through and any feedback, thoughts, questions you have is much appreciated... thank you. ---Michael Amick: Thank you very much. So we'll get started with this information. Can you see my slides okay? All right... so, what I'm showing here is the current structure of the leadership of Pima Online. When I started here in 2015 and the reorganization of online learning began at the college, not one of these positions was actually in place... and so, I do feel it's hopefully going to be beneficial for us to do a walkthrough of how some of the structure of Pima Online is taken place. Pima Online typically has four unit goal areas, and they are centered one around enrollment growth, and that can take place in various ways among the unit focusing on out-of-state enrollment supporting specific programs in their enrollment growth. Another goal area is to focus on the quality of online learning, and that ranges across the quality of the courses... the quality of the instruction taking place. The third area is the delivery of technology and innovation, and we'll see some of the examples as we go through the presentation And the fourth area is a focus on student success in online learning. So, let's give a little bit of detail to each of these areas so that you feel informed about each one. Pima Online partnerships and operations... this area helps a lot with the overall structure and functionality of Pima Online as a whole. Helps us with purchasing, budgeting, developing our unit, plans, our facility in space that we're in, and staffing. And it also manages the partnerships that we have. The main one is the Pearson Employer Tuition Benefit Partnership that helps bring in out of state students that are working in our online courses. and that unit is almost continually in the process of exploring new possible partnerships. One of the main ones that we are hoping to bring across the finish line and begin partnering with is Acadeum, which... its first implementation will be a course seat sharing in that Pima will have the ability to place empty seats in our online learning courses into an application where other colleges that are having challenges supplying online learning to some of their students, they can be placed into our online courses. That's a little bit about partnerships and operations. The next area many of you have had experiences with, and that's our element of support services that helps ensure that D2L functions up to your needs and expectations. And there's a wide range of work this unit does. Some of the integrations of other applications and how they can have single sign-on or appear directly in D2L. They utilize the IT TDX Help Ticket Request System and just a little plug... if you have any need related to online learning, please use that ticket system because that group will swarm that and get back to you very quickly. And if you send an email to an individual, it may get dropped. Another big aspect that's taking place this year is the contract renewal for D2L, and we are in the process of visiting with them, with our purchasing contracts... to consolidate our services and explore any services that we may want to adopt into the system During the pandemic, the Provost helped us to adopt 24/7 D2L support so that faculty and students can persist in their work in D2L when they need it. Our director, Carlos Carrillo, has been an instrumental pioneer with D2L as they implement an AI Chat Bot that you may have noticed in the lower right hand corner. And we're still working on refining that and getting that to work optimally. One thing to share here that is... shows up on our priority survey of online learners that I'll speak a little bit more about is that our online students... the number one feedback item from those surveys has been... D2L is the most important aspect to them when it comes to their online learning and that they are highly satisfied with its reliability. Moving on to online student success... a fairly newer unit in Pima Online that we have dedicated focus to these goals that we talked about... helping to move forward with increased success for online students. Jacqie Allen is the director... meeting that work has done a tremendous amount of refinement for the orientation to online learning that every student at the institution is enrolled in automatically and they can participate in it as they want to or sometimes they're assigned to by a specific course that they take... or faculty. Jacqie's been meeting with focus groups of students to get feedback from them about their online experiences and has a standing monthly meeting with the Pima Online senators to gather their feedback about the needs of students and online learning. As mentioned, we participate in the PSOL every other year and we will be offering that survey again this spring. It's very interesting in that it compares our student feedback about their experiences in online learning nationally, and we get to compare it to our surveys from prior years... to see where we are improving or where we need to improve. That will be offered to every student taking a online course in this spring semester. And as an incentive, we're giving away 2 laptops for students that do participate. Very excited that we've been able to implement 2 online student success coaches that are directly embedded into some of our courses that have the most challenging success rates and working directly with students to help them towards their success. And we're just starting to get the data from fall semester to see the impact that this work has had in assisting students. Other activities that you may have seen is a YouTube channel that's called Study with Pima... where if you are an online student and you're kind of feeling lonely, you can put on a video of other Pima students that are studying and focused and feel like you're participating with them. And Jacqie has also helped with restructuring of the Connect U orientation. Jacqie also helps... there's a form that anyone across the college can fill out, and she also monitors timely announcements that can be put in the global announcement area of D2L. And that does push to the Pulse Announcements. And we have a Web link there for student resources that we can pass along as well. These might be a little hard to see. The upper left image shows the increase of online enrollments starting about in 2016, and the lower left shows the success rate of students in online courses. And I'm pleased to say that that has pushed forward about 6% since 2015... which is great progress. The overall success rate at the college has also progressed forward, which is good news... but we're really interested in closing the gap between face-to-face success rates and online learning success rates. And so we continue to quest towards that... closing that gap. Another quick information about this success area. These are the students and data from the orientation to online learning. 25% of the students starting this orientation say they're nervous about taking an online class. The rest of this data is showing what the students are sharing at the end of this orientation. They feel more informed about how to navigate D2L... more aware of the virtual college resources that are offered, And glad to see that 70% of them are downloading Pulse Apps... so they have that engagement and feedback method for their online learning. Another area is the Pima Online Quality Online Instruction Area. This is the newest area for Pima Online... has Dr. Anthony Sovak, as the director of Online Quality Instruction. Many of you just saw the great work that Reed Dickson does, and that whole team that just gave us some excellent information and the work that they're doing towards improving quality. There's been collaboration with the Dean's for quality in their virtual courses. We've submitted the Pima Online Educators Conference to be recognized, hopefully for some awards, that was so well structured and done. And Anthony has been very successfully utilizing student workers to gather information about quality assessments that are taking place in our online virtual courses. And just some information here again, that may elicit more questions. There are processes for faculty to participate in a peer review of their online course, to gain more in the methods of instruction and the quality of their course. This is some information about the work from the Educators Conference that we are holding annually, and you can still review those recorded videos... you or other faculty already have access to them. The entire conference was facilitated inside of a D2L course shell... kind of practice what we preach a bit. And also, this group is responsible for the offering and structure of our TEACH 125, which is the certification to teach online, and the expanded professional development of build and lead. And as we heard very clearly in the first study session with Elliot in the TLC... there is a significant need for us to collaborate and integrate our professional development across the college. To that end, we have... Josie and Reed are partnering with the TLC to be offering Mindfulness and Contemplative Practices in Online Spaces, in April, just a little plug for that... and... it's a start to this collaboration that we need to go deeper with. There are a tremendous number of resources that if you reach out to Reed or others in Pima Online... that they can share with you, that range from tips and best practices for teaching... or focus on some of the specific educational technologies that faculty may want to learn more about or seek assistance in utilizing in their courses. We're very fortunate and thankful to have dedicated distance education librarians. Although they do not report directly to Pima Online, they are instrumental in being proactive in their student contacts and part of the engagement interaction that is critical for students knowing that they have support and can go forward with any questions or needs they have. And so thankful they have Keith and Rosanne doing that excellent work to support success and retention. Finally, the Center for Learning Technology does a very significant amount of work for the college and Pima Online in their online course development. And they have so many best practices that they utilize to help ensure that students and faculty will have a high quality, robust course that they can utilize for their their courses and learning. And lately, that has shifted to expand from online learning to include multi-modality, course developments with CTE and the micro pathways that they're developing. We have some new roles in this area with instructional technologists... the digital media producer that you just met... in case you haven't... Kayla Shaw in the last presentation... and thankfully the assistant director position coming into place and the project management of this area of Pima Online is extensive and challenging in ensuring that we continue to create the online courses. You may be familiar with the Associate Instructional Designer Institute that has brought in faculty to do a yearlong training. With... to experience and upskill into instructional designing work... and be mentored and be placed on projects. And as we get towards the end here... I can't help but share it here that Olga Chumakova, an adjunct instructor was one of the first to come into this institute... did the training... and now, 2 years later, is being nationally recognized for her instructional design skills... so, just kudos to her and everyone involved with that project. There's a long range of educational technology tools that we utilize for immersive learning, and some of those are listed here. And again, we have resources to assist faculty... whether it's the subject matter expert, as they design these elements into the course 1:05:15.716,1:05:19.741 or those just interested in exploring and utilizing them. Couple of quick images from some of our latest courses... this is Building Construction Trades. You can see a little bit of what the course structure is like... seeking to have it more engaging and attractive environment for both the faculty and the students, and the lower left hand image is utilizing the 360 degree camera that allows students to walk through areas... walk through labs... get pre-informed about their environment and space, and come with enhanced knowledge and more equipped to function in those areas. Another course example from Culinary 130 teaching culinary online. Again, this is being recognized with the instructional design work that Olga did, and I just wanted to share a couple of these visual examples of these amazing learning spaces that CLT is creating. Oh, and I spoke too soon.... the last area is the Pima Online Department heads and the dean of Distance Education. This is the faculty leadership that helps guide online learning at the institution. It is a model that I am always excited about and so thankful and pleased that we have at the institution... these leaders, supervised hire, and mentor online faculty as a colleague. They have been incredibly successful in building the structure and procedures that we have in Pima online from a faculty perspective, and it's just such a solid piece of helping us accomplish our goals in online learning. In fact... just one example... not only were they instrumental in helping implement the OER initiative that is now being worked on as a college wide implementation. Just this past fall... where so much has been in flux because of the pandemic... the 2 weeks prior to the fall 2021 start... their close monitoring and oversight and responsive scheduling caused them to need to add 47 additional sections of online learning courses. And you can see here the amount of enrollment and impact that that had by their work. During those two weeks, over 1000 enrollments and tuition dollar amount of 265,000 that that yielded. So, that is a whole bunch of information. Thank you for allowing me to share it... and I'm hoping it gives you deep questions and areas of interest, and I look forward to our study session on the 18th. And finally... my final slide is again... just want to continue to celebrate... in case you hadn't heard... Pima Online will be receiving 3 of the 5 national awards at the Instructional Technology Council Conference in a couple of weeks. Congratulations again to Kimlisa, as a distinguished online educator. We're so proud of our student, Webster Rose... and I had mentioned Olga and her accomplishments with the course. Thank you for having us, Rita. ---Rita Lennon: Thank you so much for coming and sharing all of that awesome information. I look forward to our study session as well, and I'm going to share the link here. And I promise this is the real link, not the party link. And this will be our study session... so please, review this information. Come with lots of questions and thoughts and... you know... issues, concerns, whatever... bring it all. This is not just for senators we can... you know... this is direct for faculty... all faculty. So, if you have someone who is not a senator but would also like to join... please have them come to this. We want to... you know... we want to stretch as far and wide as we possibly can with these studies sessions. That was an interesting way to put it, wasn't it? Okay, our final presentation, we do have a 5 minute presentation with Anthony Sovak, and he's going to talk about a syllabus statement for virtual classes. Anthony, you have the floor. ---Anthony Sovak: Hey, thanks everybody.... nice to be back... I'll try not to take too long on this. I'm going to post a link in the chat here. For those of you who don't know me... I'm the director of quality online instruction for Pima Online. And prior to that, I was... my assist... I'm sorry... this goes here... this goes here... there we go. and prior to that, I was Pima Online's department head for many years and full time faculty in writing... and faculty senator... and probably the worst secretary faculty senate has ever had. So... in my current role, I provide bandwidth for continuous improvement and other... the online quality assurance practices for Pima Online... and recently, virtual courses as well. And it's in that role that I'm here today... I'm going to share my screen just to kind of go over some of this. So, today I wanted to share that I intend to recommend to the Syllabus Template Committee, and I think that's a group led by Kate Schmidt... to... that we include some sort of boilerplate language regarding synchronous sessions for virtual courses. And so today, I just appreciate the opportunity to explain my rationale for that and invite you to give feedback on... and input into that statement... or that recommendation. Essentially, this emerges because during quality assurance reviews of virtual courses this semester, essential information about virtual sessions was difficult| to locate, or missing entirely, in many courses. And here we're talking about... when and where are we going to have this virtual synchronous session? What tools and technology are we going to use during those virtual sessions? What... how do I participate in them? What are my behavior expectations? And that sort of thing. These items were all listed on the virtual course readiness checklist that was shared with everyone, but were... difficult to locate. What I mean by that is I have student workers who we call quality specialists, and they review courses... and reviewed interim materials and they were instructed to look at syllabus materials, "start here" materials, welcome announcements, and spend 10 minutes looking for the information and to note what they could or couldn't find. And so it's our actual students looking for the information, which isn't to say that this information isn't being shared in 64% of our classes, but that they couldn't find it in the first 10 minutes of looking for it.... and so that, to me, was a problem. And so I wanted to recommend standardizing the location of that information and modeling some instructions. I asked those students to share with me versions that they liked... that they thought were succinct and easy to understand... and have modeled this on that... and just kudos to accounting, because that was the one they liked... they liked the one from accounting. So, I shared this with a virtual course quality work group, which consists of several deans, and they recommended bringing a sample of it here. This is... part of this is modeled after the syllabus template. If you see something in red... that already exists in the syllabus template... there's nothing I can do about it. The blue is what I've added. I added here, for example... "virtual" is actually not listed as one of the example modalities in the syllabus template. So, I thought we should add that. And then coming down here underneath office location hours for virtual courses... please include the dates, times and the format of virtual class sessions. It was recommended to me to provide example text edit. I'm doing so cautiously because I don't want to dictate what you have to use or what you don't have to use. I've used the example of Zoom because I know... for virtual classes, Zoom is the one that's already designed for accessibility. So, if you have to have an accommodation, you may be required to switch to Zoom. So, my recommendation is for Zoom right now. And for each one of the things that I have added... one being the dates, times and formats of virtual sessions... another being what the course technology is required for those sessions... I've given examples... ... and finally, what the participation and attendance looks like for the virtual course. Because this varies too... that last one varies quite a bit. And again, this last one is the one where I'm most skeptical because I did talk with every dean and lots of faculty about virtual courses, and some very much one want this to be, you know... cameras on... mics on... this is the same as an in-person class, and others have a more flexible camera policy... mic policy. It's more like a pseudo synchronous thing. And I'm not here to tell you what to do with all that, but simply to state that I'd like you to tell the students at these particular points in the syllabus. one being under course specific attendance or participation... one being under course technology. Some of this may seem straightforward, like if you're taking a virtual course, you're going to need a webcam, a microphone, speakers... and yet we should still state that. 1:14:53.180,1:14:57.459 And we also should state things like when we're using software, like if we're going to be heavily using Jamboard or Drive or Mentee or whatever it is... those should also be stated. And so again, I do provide the examples because that was a request was made several times to me... but I also want to just say this... I say... Example Text to Edit... so I'm not saying this has to be the exact thing, but just to explain those things in those spaces. So, I have this document open and I know you've been in here a long time. I don't require immediate feedback, but if this is something that you're interested in, please do share it and comment directly as you can. Unless you want to talk right now, and that's fine, but I just want to invite you to participate afterwards. ---Rita Lennon: Thank you. Ken you have a question, but I also want to say we're a couple of minutes behind our schedule. We do have six emeritus nominations to review. So, maybe Ken, if you could add that to a question in the document? If it has to be asked right now... I completely understand that... but also you can take a chance to look at this form. And what's our deadline, Anthony, to get this information to you? ---Anthony Sovak: Well, that's a great question. If he or she could tell me, I keep saying... ask for feedback on the syllabus template or someone else from the syllabus template workgroup is here... they can say that When I spoke with Kate, she said she would ask for feedback on that. And at that point, I think it's like a couple of weeks... so, I'd say 2 weeks. ---Rita Lennon: Okay... so, what we'll do is... we'll reach out to Kate Schmidt, ask her when their next meeting is and get a deadline to you all... so you know that deadline... Ken go ahead and ask your question. ---Ken Scott: I want to make a statement that... a few of us are considering also adding a brief statement in there that students are not allowed to attend the virtual class while driving. ---Rita Lennon: Uh... yeah, that's a good point. ---Ken Scott: Serious... we've got a lot of that. ---Rita Lennon: My goodness. ---Ken Scott: So, I don't know if that's something that maybe you would also be amicable to us including as a basic statement... but... it's illegal. ---Rita Lennon: Yeah... okay. Okay, I'm not sure of the legality of that, and I'm not.... but yes, it's unsafe. It's an unsafe practice for sure. Okay... thank you so much for that information. [chuckles] All right... well, we're going to go ahead and move into our business items then... we are at 2:30 or 2:29... I guess... on my watch. And we do have 6 to go... so, I'm really hopeful that in the next half an hour, we'll be able to get through it. I bet we'll get through it a lot faster if I stop talking. So, what we will be doing is looking at each one of these nominations. I have some things out before, both in the agenda and also in a quick email to senators... again... only senators can vote on these... and if you are a proxy for a senator, you cannot... you can only submit one vote... you cannot do both. Brooke, I'm going to go ahead and open the floor to you... because first of all, as vice president, this is one of her responsibilities... but also she's the first presenter. So... please, you have the floor. ---Brooke Anderson: Thanks Rita... hello, everyone. So, let me... let me see... I will share the form with everyone. And... we can get started... and so... maybe... actually if... as I start, I don't know if... I know Raymond and I both are here to just say a couple of brief words in support of Mark. and then... you know... I do think, especially in the... just thinking about our time... just keeping comments short would be good. And that really, what's most important is, we vote. The vote needs to be... 75% of people who are here have to vote yes.... that we... ---Rita Lennon: Of the senators? ---Brooke Anderson: Yes.... right....excuse me... I'm sorry... senators... have to vote yes to move a faculty emeritus nomination forward for consideration. So one second here. Okay... and so today, based on the number of senators here... that means we need 20... 20 approvals...20 yeses... to move someone forward... to move the nominee forward. So... well, I guess I'll go ahead and start and then Raymond can go ahead and chime in a little bit If he wants to... but a lot of us moved this nomination forward... as you see, there's a lot of nominators on this form. I know Mark's Dean Steve also would have liked to join in, but we missed the vote timing wise on that a little bit. But I know he also is a great supporter of Mark for the status of faculty emeritus. As you can see from the writeup... he is not only a fabulous teacher... devoted educator for over 39 years... 21 of those of Pima... but started for us in the role of department head his very first semester at Pima, has served as a leader for our college in a lot of different ways. He really is a faculty advocate to working with the TLC and the faculty... faculty help hours. And encouraging the people he's always supervised with department... as the department head... being a support for our part time faculty. And I now am serving in the department head roll that he had... and he is such a wonderful mentor and guide. And you know, he's still with us part time as a faculty member... and is still there with generous advice. And constantly participating in professional development activities. Very active member of our college... a performer, a leader in the community, and a fabulous teacher and has not only taught in his own discipline... but in student success, And that he also... let's see... he has just really been an innovator in online education and is so student centered... has some really fabulous online courses that he's designed... and work that he does with students to really encourage and support them at the institution. So Raymond, do you want to add anything? ---Raymond Ryder: I would just like to say... he's been just a marvelous mentor. And I think not just to adjuncts, but also to his students. And he was remarkably available. It's like, any time he was even slightly available, the door to his office was wide open and you knew that you could... you know, drop in and chat. But I served under him, you know... so many, many years as an adjunct and then as full time. And he just always was such a mentor... and also very upfront with what was coming up down the road, for instance, as an adjunct, I really appreciated... he would tell you like two months ahead... you know... it looks like one of my courses might not be fully enrolled, and so I might need to reassign something that you're doing. But he'd give you... you know... weeks of advance notice and so I really appreciated everything he did... and he's still accessible. ---Brooke Anderson: Thank you, Raymond. All right... next on our list of faculty senate nominations is... Let's see Rita Lennon... speaking on behalf of Christina Felty. ---Rita Lennon: Yes, so unfortunately, those who nominated or put the nomination forward for Christina. [beeping] My apologies... Let me turn off the timer. Oh, stop. [chuckles] We're not able to make it here. So, they just wanted to say that pretty much... they would have reiterated everything that they had placed in the letter. She was just a... she is a phenomenal colleague. Amazing work in the community and also to her students... accessible to her students, and just wants to ensure that everything that they are wanting to succeed in, that she's there to help them and guide them along the way... along with her adjuncts and other faculty in her area. So, I won't take up too much time with that... just that they were so pleased to be able to nominate her. So, if we can go ahead and move on to the next one... I don't know if Jennifer Katcher is here yet, but let's let's see. Let me admit here... Jennifer, are you here? I don't see her answering... so, we'll go ahead and I can talk about Mike Tveten all day long. I don't know... if anyone has had the opportunity to work with Mike... he's amazing. Let's see... Lisa, are you here to speak... oh... Lisa? Yes, please speak on Mike. ---Lisa Werner: If Jennifer comes in... interrupt at any point... but Mike is incredible... was incredible. I just can't believe he left us... but you know, he was here quite a long time. He was well-established before I started teaching... he was a great mentor to me when I started. He also was one of the people who developed sort of a repository of all the best practices and worksheets and handouts and PowerPoints and labs and, you know... in biology the labs are a really big deal. I mean, they're a huge part of how we teach and he had developed like, the best way to teach everything. And this is all available... and there is one thing, he... one of the things he always worked tirelessly to ensure. You know, he was also involved in the community... Jennifer could speak more to that, but there are, especially at the Northwest Campus, a number of different science things... [laughs] they did up there. Let me chime in on that... so, we have a STEM fest that we do every year... and we... also Earth Day... and both of those he helped spearhead... once those who had started those had retired. So... amazing work. I mean, we're talking 4000 students between the ages of fourth grade and eighth grade, coming to the Northwest Campus to learn about all types of different sciences... math, engineering, all of the STEM. So, I... as a research coordinator... I got to work in that a lot. So... well, my program is research coordination. So... yeah, we honestly could go on and on and on and on and on about Mike Tveten and how deserving he is, both in his contributions here at the college but also in the community... but... um... I will digress. [laughs] And Lisa, thank you for putting some information out there as well. I'm sorry Jennifer wasn't here... I'm sure she would have had some other remarks to make. But we do have our next group... and Brooke... since the microphone... do you mind if I just go ahead... or do you want me to be quiet... and you can just say it? ---Brooke Anderson: It's fine... if you want to go ahead and just move through people... it's fine with me. ---Rita Lennon: Okay... so, the next one we are with is Mickey... I'm going to mess up her name... Levend... Levendusky... uhh. And we have Diane here. ---Diane Lussier: Hi. Happy Friday to you all. I'm here to talk about my wonderful colleague Mickey Levendusky, who is a member of the college math faculty for over 30 years, department chair for 15 years. She was on countless textbook... countless committees. Her favorite committees were very student centered... textbook committees, hiring committees... and so forth. She was also a mentor for many, many years to new faculty coming in. Mickey, back in 1991, applied for a grant and received a grant to purchase computers... believe it or not. And helped develop computer based instruction, computer based homework, computer based quizzes. Now, of course, we can't imagine not using a computer to reinforce learning, But this was really... really something new at the time... and it brought the first set of computers to Pima College for students to use in coursework. So, in some ways, she pioneered the computer based math instruction at Pima Community College. She also did a lot of research on study skills... she presented current research... and methods in and study skills at national conferences, but also to faculty at Pima College... and she also led for students and student success on study skills. And one other thing that she did is... Mickey was a member of the American Mathematical Association of Two Year Colleges... we call it AMATYC for short. And back in '92, she was on... started on a committee for 20 years... on how to attract minority participation in the field of studying mathematics at community colleges. So, she really... and so the committee really focused on underrepresented groups and attracting students and also attracting faculty from underrepresented groups. So, she was working on that at the national level in mathematics education. And many of you know, Mickey, and she's enjoying retirement. Please, senators consider... oh, yes, that's right... Okay... MIckey was never afraid to say exactly what's on her mind. She told the deans just exactly what she thought. Please consider MIckey for faculty emeritus... and thank you so much for considering her. [very soft] Thanks Rita. ---Rita Lennon: I thought I hit mute. [laughs] ---Brooke Anderson: I hit it with you. [laughs] I'll go ahead and just... yeah, I'll move us on. So, our next the faculty emeritus nomination is for Silvia Kolchens and believe Trina is going to speak on her part ---Trina Shartsis: Yeah, I don't know what more I can say... there were three letters of nomination on Silvia's behalf. She just recently retired and it's been such a great loss to our department. She has been a mentor in many different ways to adjunct faculty, full time faculty. She was definitely willing to take on the role of Department Head when we had this restructure, and she really shaped it into something wonderful and she was just so great to work with, and she has always been very supportive of all her first... faculty colleagues. She's worked with Deans over all these years and has seen the college grow and shaped and changed so much. She is always so available to her students and has always been there for them. But one of the things she also really excels at is outreach. She is so involved in the community and bringing chemistry education to grade school... high school level... as well as teacher education in the Pima community as... in general. And so, I think she's just a great person and would be a wonderful person to nominate for this honor. ---Brooke Anderson: Thank you so much. All right, our last person on our list for emeritus nomination is Scott Collins... and James is here to speak on his behalf. ---James Sheldon: Yes, thank you, Brooke. So... I've had the pleasure of working with Scott Collins here at West Campus and. I've really been personally inspired by his dedication, devotion to the college. He was here... from my estimate... 26 and a half years, and he's just made remarkable contributions. There's a couple of things I wanted to really highlight. He was instrumental in the redesign of the higher level mathematics course sequences... like Calculus 1, 2 and 3. And he was really particularly devoted to these courses. He worked on the redesign... he served as a discipline coordinator and online master course lead... and he worked to mentor faculty who taught these courses. In addition... just, like, prioritized... you know... recruiting people to teach these courses that had, you know... engineering and physics backgrounds to bring, like, real world practical experience into these courses. He served as discipline standards faculty, where he worked on those requirements to help bring in diverse faculty into those course teaching. He really emphasized educational technology. He helped start what we call the emporium model, where students worked on coursework independently in a computer lab. He also really emphasized using classroom technology. A quote from a student was... he'd dual wield the smart pen in one hand and the computer mouse in the other. Like, if only we can all be so deft in our classroom teaching with these... you know... innovative new technologies. In addition, I really wanted to highlight his long term service advocating on the behalf of faculty college... colleagues. This is not just limited to... but it's exemplified by, his tenure as PCCEA vice president, president and also immediate past president... over the course of 6 years, And... yeah... I've just been really amazed... by everything that he has done, and all of my experiences working with him, and I'm pleased to offer this nomination... along with my colleagues... for the Senate's consideration. ---Brooke Anderson: Fantastic, thank you so much... I will post the link again in the chat... in case anyone has lost it. Please do vote for your nominee... it is a secret ballot... so, the form is not going to record your email or name. and you will be able to vote on each person, whether you support it with a YES... you do not support it with a NO... or you choose to abstain. Do just remember... if you choose to abstain, that is basically a NO because we have to have at least 20 votes to move someone forward. ---Rita Lennon: And Brooks dog is pleading with you to please vote. ---Brooke Anderson: I'm sorry... yes, I've been... I've been left to dog sit somehow, while I try to do this... it's a little bit maddening. ---Rita Lennon: It always happens.... don't worry... that's how we live our lives right now is... you know... the great act of balancing. Okay, so we will leave it to all of you to to vote now. Also, I wanted to share with you that we have at least 3 more nominations that will be on our agenda for March, which is amazing, I... I'm really impressed with how many nominations that we've received thus far. I think the last time we had this many was 2018... looking back at those... so, I think that's great for us. I'm going to be quiet now so you can concentrate and. [reads chat and laughs] Oh, really, sir. Yeah, I know my dog is always snoring in the background. I'm not sure if you can hear it or not...I don't know... I don't know how well my microphone picks up... but I'm kind of thankful that I use the laptop microphone just for that reason. Hopefully, you don't hear that. Okay... so we have... really that was... that was all we had... I'm so impressed... I thought for sure we were not going to get through everything. So, since we have time back in our meeting, as you guys are voting, I'm going to go ahead and share Elliot's report... her recording. Let's see if I can do it this time... so, I'm going to share my screen. ---Reed Dickson: You see the check box in the lower left corner, to do computer audio... ---Rita Lennon: I don't. So let's see... ohp... there it is. I was... that was what I was doing wrong... I see it now. Thank you for sticking around... to make sure that I got this done... okay, here we go. ---Elliot Churilla: Hi, everyone, I'm Elliot Churilla, and I'm going to be talking about the TLC today. I apologize I can't meet you in person today as I'm traveling, but I look forward to seeing you all next month. So because I'm not actually here today. Please do send by any thoughts or questions you have about this report to echurilla@pima.edu Or just at the top of, you know... your email search bar type in Elliot Churilla... and I should pop right up. Okay, so as this is our first report and I'm not technically here... again... this time, I'll largely recap what we've been up to this past year. And next time I hope to have a much shorter message and some more immediately timely information for you all. And I'll be glad to answer any questions and take feedback then too. So without further ado, this year, the TLC has worked to streamline our operations based off a wealth of data and input that we've received from across the college. So, that means that we looked at everything from... what times do we... are most... are the majority of our offerings really engaging with folks? What times are bad for faculty to meet up... stuff like that? We're looking at participation. What are the topics that people really wanted to participate in? What are the lesser participated topics? Who is attending these? Who are we missing? Right? So, we're looking at all of that and we're trying to think like long term, right? How can we really create our college wide conversation about teaching and learning? So, to that... here's some of the things that we've done. We've added a full... a full time staff member to our team. So, a huge shout out and thank you to Tomoko Lara, who joined and is now kind of like, really responsible for organizing our folders and files and and turning this into a well-oiled machine. You might... some of you might know her as adjunct math faculty, too. We've also rolled out 3 new certificates, and with them we're really looking at building kind of sustainable, recurring curriculum for each. So, knowing that... you know... we kind of return to the same topics over and over again, we really want to just kind of streamline those and those offerings and make sure that they're offered in regular bouts throughout the semester and the year. We're also partnering with other professional development opportunity, granting programs and initiatives across the college. So, basically, that means we're reaching out to Pima Online folks... to the Students Student Learning Assessment Work Group, to the Open Education Task Force... right. And we're all kind of working together toward a more strategic, unified, transparent, college wide professional development kind of program and plan. So... you know, making sure that we're all talking together and really uniting our efforts, so that we can support faculty to be faculty. [laughs] And we're also really excited... we're working on ways to diversify the ways that we offer content and opportunities, right. So, beyond... so, with a foundation, of course, of workshops and virtual learning communities, but also more asynchronous offerings... shorter videos and podcasts, and TED talks... and things like that. All the way through to kind of bigger, longer, and ongoing endeavors like getting up problem solving cohorts... and fellowships. So, lots of really cool ways that we are working on creating more and more opportunities for folks to engage... just given the time that we have. Do we want to just do some quick learning? Do we want to do quick learning and take on a long term project? So, just again... create more opportunities for us to engage with the scholarship of teaching and learning. And so, to all of that... I just want to end with a short conversation Kate Schmidt and I had about the name Teaching and Learning Center, and we kind of joked that really, there's no Center at all, right? There's a couple of folks working in an office together at West Campus... and then there's me and my home office behind me. And so... what we really are, is... the Teaching and Learning Collective. And I really like that name, right? Because we're a small group who does kind of organizing right, like putting things on calendars and getting things up and going. But the actual development of us is faculty development... I love that word... as faculty doesn't come from the center, right? It's really just the process of all of us engaging with one another about the art and practice of teaching and learning. And so that's really just my clogs that, you know, we're here organizing but it's all of us that are the Teaching and Learning Center. So, if there is a topic or event you'd like to see... or if you're thinking... you know, I never really had a workshop in me, but I'd love to do a TED talk... something like that... if there's a project event topic, right? Anything of the sort, even if you're in the initial stages of working it out. Please do reach out with a proposal. We'd love to talk with you and get things up and going. So, thanks so much for your time... and I look forward to actually meeting you next month. Hi, everyone. ---Rita Lennon: It was so good we're going to listen to it again. [laugh] All right. That was great. So, we will... as part of our collaboration... what came out of our study session last month was that we do want to have a report every month from the TLC, whether they call that the center or the collective. I like the collective... that's that's a cool new name. I don't know if they're asking for a vote. [laugh] I gave my 2 cents anyway, Brooke, were we going to share any information from the votes, or do we want to do that at a later time... or not at all? ---Brooke Anderson: Well, I think that's your your call as president... right Rita?. ---Rita Lennon: [Rita laughing] ---Brooke Anderson: We had some discussion about what the senate charter really... really meant in terms of the process. So, it looks like everybody has voted and I can barely hear myself at this moment. I don't know if you guys are being drowned out by a whining dog. But... yeah... [dog whining] ---Rita Lennon: She just want your attention... I mean, I get it. ---Brooke Anderson: So, I mean... I am happy to share... if... um... if that's what we want to do, Rita. ---Rita Lennon: Well, you know, we're only as strong as making decisions... as a... if we make them as a group. So, what do you think... we could definitely share the data if you want this information... please do... okay. I do want to share a little story that Brooke and I... it won't be long I promise... but a little story that Brooke and I remembered from a couple of years ago of someone who was nominated and they didn't move forward... they didn't have enough votes... and the person who had nominated them came to a meeting later and told us that we all... well, he did... he used some... some... unchoice words. And so, I thought... well, that's not very collegial. We understand how passionate we are for our nominations and for our faculty colleagues, and we want to push them forward... we want to move them forward, for sure. But there are some times that not everyone feels that way. So please, we'll try to keep this collegial... if the person that you voted for or nominated doesn't get... doesn't move forward. I can't imagine that that's going to be the situation... but who knows? Okay... with that... do you want to go ahead and...? ---Brooke Anderson: Sure... I'll share the results... all right... so, we had 26 senators vote... and that's how many signed in today. So, that's... oh... that said 27 senator's votes.. so... So... Mark was approved with 25 yeses. Christina was approved with 23 yeses. Mike was approved with 24 yeses. Mickey was approved with 24 yeses. Sylvia, made it with 20... so, that's... that was the cutoff... so, yes... Sylvia has been approved with 20 yeses. And Scott was approved with 21 yeses. So, we are moving everyone today... forward... and we... like Rita, said... we have more for next month. ---Rita Lennon: Very cool. I'm happy that we can move us forward now, that does not necessarily mean that all of our nominations will receive emeritus. Now it's up to the ELT to review... make sure that they truly are eligible based on the AP. And, then there will be an announcement. I think there's a formal announcement both at the board... the provost also likes to announce in her newsletter. And then also... we will have... I think that those who were nominated... who do receive emeritus... will also have a formal letter explaining that they were... that they've received the status. I don't think I'm missing anything... I'm really happy that we moved all 6 forward. Yeah... Denise asks who our note taker, was today... I do believe Katie is here. If she's not, she can definitely do it... maybe from our recording. Was there something specific that you needed, Denise? Before we close... ahh... it looks like she might be frozen. Okay... well, with that, I think we have covered our agenda... so... let's hear it... a motion? ---Dr. Christina Waddell: I motion to adjourn. ---Rita Lennon: Thank you. ---Unknown: I second. ---Rita Lennon: Thank you... okay... with that, we can go ahead and move on to our Friday evening and... um... and also our weekend... have a wonderful weekend everyone. ---Dr. Christina Waddell: You too.