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October 7, 2022 Faculty Senate

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Uh, thank you. So much.

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Rita Lennon: Recording is in progress. Thank you. Okay, let's start that again. Welcome everybody to our faculty. Senate meeting for October seventh, two thousand and twenty-two. I will ask that you began by introducing yourself via chat

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Rita Lennon: and don't. Forget, senators, to ensure that you are introducing yourself with your full name and the area that you represent and guests, please do the same. Whichever part of the college you represent,

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Allison.

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avaldez99: Which one

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avaldez99: Okay, give me just one second, and i'll come get them.

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Rita Lennon: And if you don't mind m muting your camera, i'm not your camera, but your your uh,

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Rita Lennon: your microphone.

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Rita Lennon: If you are not speaking on the floor.

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Rita Lennon: Okay? Well, that's going on. We'll go ahead and move on to our next step. Here. I'm Sorry, My, My, I have, like, you know all of us do these days. I have like three monitors open, and i'm trying to find which one it is that I need to

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Rita Lennon: to uh to work with work from. So please give me a moment here, and just go ahead and keep talking amongst yourself while I get my stuff open.

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Rita Lennon: Goodness!

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Rita Lennon: So the next thing I have on the on the agenda is um.

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Rita Lennon: If there are any calls for open forum,

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Rita Lennon: not hearing any.

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Rita Lennon: Very good. Okay. What I would like to do next is to go ahead and do a um.

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Rita Lennon: A moment of silence for the tragic loss of Dr. Thomas Mixner, I believe, is how his last name is pronounced,

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Rita Lennon: who unfortunately died on October fifth. So if we could have a moment of silence, please,

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Rita Lennon: Thank you.

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Rita Lennon: Okay, So our for those of you who are just entering the room. Um! We started our roll call and introductions via chat. So go ahead and please continue to do that.

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Rita Lennon: I also like to let you know that our September meeting minutes were approved by email Yay. Great suggestion. Uh, we did have At the time of starting this meeting we had thirty, two who uh approved, and nine who had not voted in time. So next month, hopefully, we'll have

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Rita Lennon: one hundred of us who have had the opportunity to vote.

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Rita Lennon: Okay. So we have already done a request for open forum and not hearing any. Uh, do we have a request for any agenda modifications,

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Rita Lennon: not hearing any. Do we have a request for executive session

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Tawanna Wilson: to? When I see your hand up, I would like to uh request an executive session. Okay, I I move to request an executive session. Very good. Okay.

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Rita Lennon: And

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generally we do our executive sessions at the end of session.

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Rita Lennon: Is that what you would prefer? Or is there something that you would? Is there a modification to the time that you would prefer?

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Tawanna Wilson: Sorry I had to unmute my my, my my apologies. So I moved to have the Uh executive session after the the report section and before the business section

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Rita Lennon: before report and

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Rita Lennon: sorry after report and before business.

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Rita Lennon: Okay,

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Rita Lennon: Thank you to Anna.

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Rita Lennon: So we will move into executive session after our reports are completed. Um, Once the Provost report has completed, we will move into executive session. Executive session is just for senators,

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Rita Lennon: and then we will return to our general meeting for the business items. Okay,

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Rita Lennon: And for those of you who plan to stand by, we appreciate. If you will continue to stand by, and we promise not to be an executive session, for you know, for perpetuity. We understand it is our Friday.

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Rita Lennon: Okay, so thank you very much, Tuana. For that. We'll go ahead and move on to our next item.

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Rita Lennon: I do believe we are all finished with that. So my apologies for looking off screen.

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Rita Lennon: I would like to go ahead and start with reports and Shawn. We have your report first for adjunct faculty.

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Dr. M: Wow, Uh: Okay. So adjunct faculty. Uh, we met today. Um. There was a number of uh items that uh the hedgeunk faculty had uh discussed. Uh and um, I think the the big thing, as as most times is uh the adjunct faculty work with the Aerc.

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Dr. M: I know that Um, Kate and Sarah and Lynn are are doing some work specifically with the terms and conditions for the Uh. To review the at the Employee handbook, and making sure that the uh, the wording is pretty much aligned with the adjunct faculty. Um,

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Dr. M: that that adjunct faculty um verbage uh for both the adjunct Faculty guidebook and also the employee handbook. Also, I think one of the big things, too, for adjunct faculty is that

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Dr. M: uh the adjunct. The uh tiered system uh is found in the full time faculty. Um uh document, but it's not um necessarily loop for adjunct faculty, so it could be kind of tough for adjunct faculty to find that. Uh, that information. So

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Dr. M: uh, those are some of the That's just some of the examples that we had discussed today,

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I think.

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Dr. M: See um. And then also, there were a couple of things uh we talked to also a little bit about some of the topics related to all college council.

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Dr. M: Um! There was, I know there was something that we had talked about here at the at Senate, which is that rate, my professor uh website, and how we, as a how we as a school, need to um, you know,

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Dr. M: create an environment that allows us as an institution to kind of share some of the great things that our our

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Dr. M: uh faculty are doing uh, both in and out of the classroom. So that's That's something that we wanted to try to be able to do. Uh, and you know, uh to to sort of like combat or battle against some of that I I think you know. In some cases it's like misinformation about about faculty in general. So um that is

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Dr. M: uh so. That was there was that. Uh, also there were uh, let's see. There was Nadine uh Sotomayor, and also Kate. Um uh talked a little bit about some of the the award celebration that's gonna be happening uh on October Twenty sixth

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Dr. M: uh, and that's there is a save the date and come, celebrate. I want to share that Gen. On i'm gonna share that uh in the chat. So this way everybody can get a chance to see

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Dr. M: uh to see that and participate in that festivity. Those festivities. Looks like It's um! It's going to be from four to six uh the downtown campus uh in front of the Frc. Second floor. So uh, there was that uh that, and

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Dr. M: oh, and that I also mentioned to uh,

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Dr. M: to adjunct faculty that today is the uh forty fifth day semester enrollment reporting begins today. Gotta make sure we got to get that done. So I'm. I'm sure Dolores is happy. But I said that.

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Dr. M: So uh that ends my report.

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Rita Lennon: Thank you so much, Shawn: Yeah, I'm: sure Uh: the register's office is also happy about that, too. Right? Very good. Okay. Well, the next report is my own. The President report. We do have five minutes for our report, Shawn. You did well under five minutes, so we're flying there

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Rita Lennon: mit Ctl and I do have some things to read my apologies. My eyes will be off-screen uh not looking at your wonderful faces. I hope you all can hear me very clearly. One hundred and fifty.

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Rita Lennon: So three days ago Kagan and I shared input from our students about their personal feelings and impact to the lives their lives following the reversal of Bro. Versus Wayne.

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Rita Lennon: Yeah. Where this issue usually lands, which is a political debate, it's important to focus on how unplanned pregnancies, impact students and employees, and how we can ensure their success and find ways to remove barriers for them

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Rita Lennon: during our study session. The fact that one out of every ten pregnant people drop out of Community college was shared

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Rita Lennon: also of teens and young adults who become pregnant. Roughly, forty five percent are unplanned. I want that to sit with you, Forty five percent

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Rita Lennon: are unplanned for those who become pregnant between the ages of you know, team teenage life and um young adults. I think that the stat statistic was somewhere around twenty-four age twenty-four.

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Rita Lennon: That is a large portion of the community that we serve

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Rita Lennon: mit Ctl. And so I ask that we continue to stay informed, keep judgments out of the conversation with students and employees, and instead replace it with compassion and a willingness to help them find resources to continue to reach their goals one hundred and fifty,

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Rita Lennon: the new share that we uh would continue gathering feedback at our Senate meeting. So this is part of the entry for the the introduction to that and broke the Vp. Will share more information about that in her report, which is coming up next.

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Rita Lennon: Also, this week we heard about the tragedy at the University of Arizona campus, and how one of our own was attacked while working in his office.

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Rita Lennon: The breaking news will no doubt cause great anxiety and extreme emotions in the coming days and months.

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Rita Lennon: I ask that we continue as a community to support one another

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Rita Lennon: also let's find ways to be flexible. For example, if there isn't a pressing need to be on campus and a faculty member would like to work from home instead. Let's allow that to happen

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Rita Lennon: when working in our offices. Let's be sure to leave as a group, and, if possible, try not to stay too late or alone on campus. I know some of us like to work on weekends, but maybe that's not the best choice for us at this point.

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Rita Lennon: So messages from both the University of Arizona and our administration asked us to speak up if we see anything, and I agree, but I also ask that when we speak up that we can count on being heard,

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Rita Lennon: and what we are sharing is trustworthy.

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Rita Lennon: In the days following the tragedy I've heard about how faculty did speak up in the past, and it took weeks to months to get anything or anyone to act on that concern.

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Rita Lennon: That's why I feel we need to dedicate our next study session to this topic, and I know some of you go. Oh, no! Another study session, but it's an important thing for us to talk about. We need to raise awareness of the resources we have available to us, and to ensure. We all know the Protocols to follow

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Rita Lennon: and to share issues or concerns about past incidents, so we can make sure that they don't happen again.

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Rita Lennon: So we're going to open that study session up for October fourteenth. I know that's right around the corner, but I think that this is a timely topic, and we need to act quickly,

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Rita Lennon: so our study session will be Friday, October fourteenth, from one to three. I will ask senators to help me spread the word um if we can get this in him. A news, provost, if we can get this um out through your office as well, I think that this would be very helpful. Um, Denise, if you can share that in your oral report to the Board.

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Rita Lennon: Um, You know all the ways that we can spread the news about uh

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Rita Lennon: coming together

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Rita Lennon: as a community and getting more information

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Rita Lennon: that concludes my report. So I am going to go ahead and um move over to the next report which is due, and that is from our Vice President.

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Brooke Anderson: Thank you, Rita.

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Brooke Anderson: I I also just wanted to quickly um do a quick announcement for the ethnic gender and transporter studies. Summit happening, or excuse me the that lecture happening. I I think we we didn't do our quick announcements, or if you, if you said that somehow I spaced it, i'm sorry, so i'll send just a reminder email. It's very exciting. They're having their guest lecture on Thursday night. And then also, there's a luncheon on um,

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Brooke Anderson: Friday. And so I I dropped the link to register. Please do register if you plan to attend, and then also um, encourage your students, your colleagues, to come and let your students know if they want to attend the luncheon, but they can't pay for a seat, because that is actually a fundraiser

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Brooke Anderson: to um email their their names and their email addresses to Francisca.

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Brooke Anderson: Um. I'll send that to you in an email to It's just an update because um she may have actually empty seats available for students. But it will be a little bit last minute when she knows that. So, um, anyways, just a a quick plug for that so? All right, One hundred and fourteen. I've got five minutes

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Brooke Anderson: mit,

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Brooke Anderson: but I wanted to update you on three things in particular that I've been working on in my area, as you know, Rita. Thank you so much for mentioning the study session we had in September on reproductive health and bodily autonomy.

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Brooke Anderson: It was a wonderful session. We had fifty eight people in attendance, and they almost all stayed the whole time, which was really wonderful. We had a

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Brooke Anderson: really great uh group of faculty, you know, ten different faculty that spoke as well as some directors and other services, and I put together a resource folder for everyone that I've linked to the agenda, and I'm working on getting out more widely to our community as well, and that has some statements in it. It has some of the suggestions that were shared at the events

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Brooke Anderson: for um how to support our students in this Post Row V Wayed Era. You know. What What are we already doing? And then also, what what are the ways that we really need to um improve what we do to support

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Brooke Anderson: our students, especially those most directly impacted by this decision to overturn Roe V. Wade. So um, we're talking about women in particular. Obviously parents, um, mothers, people who can get pregnant

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Brooke Anderson: or may not identify as a woman, but have that ability physically to get pregnant. And it was a really powerful event. I found it very healing um and very action-oriented. There's a you'll see in the resource document

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Brooke Anderson: folder that there's a document where i'm gathering feedback. I've also linked

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Brooke Anderson: on the agenda and I can drop it in the chat as well uh a form. We're still collecting feedback like that, you know. Not only did um the Chancellor make a statement that Monday after the study session. But, like Rita, said K. Gun, even featured this work that we're doing at the college

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Brooke Anderson: on the News Um, which is really wonderful and exciting to see. But that's not enough, right. We actually have to keep going and follow up this work. So that is definitely one of my main goals.

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Brooke Anderson: Please do continue to provide us with feedback, and so I've I've got this form for you to fill out. Um. If you have additional feedback for us questions. There's also the possibility that we could form a subcommittee an ad hoc subcommittee on an issue on this issue. So there's a question there about what people think about that. And if you would be interested in serving,

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Brooke Anderson: this could also not just be for Senators, but for anyone at the college that would be interested in serving on such a committee under the Senate.

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Brooke Anderson: Um, So I also I've already worked working with them, Roseanne, to create a lib guide on resources for students and a post Ro. V. Weight era as well as employees, right? Because it Doesn't: just impact students. It impacts employees as Well,

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Brooke Anderson: uh, and then Rita and I are going to continue to work with David. He's agreed to continue to work with us, our president, David Deray, on this topic, and we've got a meeting. It looks like probably scheduled for October twenty, fifth,

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Brooke Anderson: um, and then we're also working on um collaborating with other areas in the college. You've got some other meeting setup, and by all means, if you're interested um do reach out either through this form or through email. If you have some other ideas or questions about this topic

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Brooke Anderson: also. I would love to see us, you know, just like the news story featured students. I would love to see us getting students more involved, hearing from students, and i'm thinking maybe um, we could pursue that through. Acc. Because that is one avenue we have to directly talk with students from the students in it. Um! And then, of course, I just want to make a call. I think this is so important. I plan to make a public comment at the Board on this work, and what we're doing, and what we hope to do in the future. On when

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Brooke Anderson: day anyone can make a public comment. So I would encourage anyone here who's interested in this topic Going like

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Brooke Anderson: to better inform the Board about this, so that the Board can actually do what it can to support this work for us at the college. Please come and make a public comment. Reach out to me if you'd like to coordinate and talk a little bit about what might be a a good thing to say during public comment on this particular topic. Okay,

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Brooke Anderson: Um. So I've only got about a minute left. So we do have the Charter Revision Committee working. I'm reaching out to people about that. We've got another meeting coming up next week. Um, so just stay tuned for that, Probably going to be asking for me more feedback about that as well, and then finally,

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Brooke Anderson: Um! We are also um having a lot of conversations at this college about faculty workload and um. There is an aerc meeting this afternoon which i'll be attending. And this is kind of like my other main goal. This semester is to really continue to talk about faculty workload work on this.

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Brooke Anderson: And So we uh Rita and I, in consultation with brandy as well, really feel like this is a critical conversation to have in a study session. So i'm going to take the lead on that, and I'm planning a study session for November eighteenth um between one and three on faculty workloads, and so stay tuned for that. Mark that on your calendars, if that's something that you would like to attend,

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Brooke Anderson: and I encourage you to reach out to your constituents, I will also be reaching out to invite speakers to that event as well. Uh, because there's all There's a lot of issues we need to talk about when it comes to full time faculty workloads and part time faculty work clouds, and that's a a really critical issue for me. This semester

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Brooke Anderson: uh, And so that's That's how the Senate is going to be working towards that in particular. Okay,

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Brooke Anderson: I think that's That's pretty good. I think that's about five minutes. So thank you, Rita.

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Rita Lennon: Thank you. Brock. Um, And we will hear more about uh faculty roles and responsibilities. And uh, recognizing the work that we do outside of the classroom. Um during Aubrey's

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Rita Lennon: discussion, when we go into our presentations. Okay, our next report is the Governing Board report with Denise Riley.

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Denise Reilly: Hi, thanks, Rita, and uh setting my timer. So thank you all, and I just want to say thank you, especially to I see board chair, Ripley, here. Um, so not only do I have the privilege of attending the board meetings, and I want to thank you all for entrusting me in condensing down a three hour and two minute meeting to less than five minutes to kind of share with you.

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Denise Reilly: Uh my title of this last Board meeting was called the Good Bad, and the Ugly, because I heard that phrase used a couple of times. Um! So I appreciated that. Um. A lot of things were said. The student Senators were introduced, and there was a very heartfelt, positive message from Nick Richmond. Um, and I know you all have access to the meeting minutes. You all have access to the transcripts, so you can watch this at any point. So i'm just trying to give the highlights of what I consider to be kind of the tone and what's going on in the board.

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Denise Reilly: Um, Nick Richmond's message once again was compassionate with your colleagues to be that way, and to get medical screenings as soon as possible. Um! There was some focus on the Pima Missions moment, with a large or kind of um deep presentation into dual enrollment with Dean James Pelosi, as well as Nick Richmond and the team reporting on the just General Hlc. Um timeline and criteria for regular admin purposes.

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Denise Reilly: Um! In my report I spoke about my role and what it is. Um, that I do, and talked a little bit about the Chancellor's message and remarks at all College day, and the need for just the supportive collaborative environment, and especially with some of the things that Rita mentioned at the beginning of our meeting. I think that's really important. Um,

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Denise Reilly: I really appreciated. We had a lot of support. There was some discussion after my comment, and I represent all of you. So whatever the mood and the tone is from the group as a whole in general, and the large meetings that are the long meetings that we have. I take just a snippet and present it to the board, and so I thought that our board chair Cat Ripley, was said. The message was well received. The Chancellor also commented that um that we are on the I'm sorry this is a cat, Ripley. We are on the front lines of the school and the

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Denise Reilly: faculty. We're the core of everything we do. Um, There are some gaps the Chancellor mentioned, and it's a team effort. So just to continue working on it and working on that support. And so I appreciated that in the chance to report he gave a lot of personal shout out to different departments, to individuals, to many to mention, and um really focused on Pcc. Being a great place to work, and that we wouldn't have all the accolades that we're getting right. Now, if it wasn't a great place to work, and so he

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Denise Reilly: that we do have our share of problems. And I appreciated that also board chair, Ripley commented, that we want to hear the good bad, and the ugly, and we want to work together as a team, to always to continue to improve and do better. But we want to hear the positive, but we also want to hear the things that are going on that we can improve upon. So I thought that was much appreciated,

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Denise Reilly: I think, in terms of the Board in general. Since this was the first meeting of this year. It seems that um from my perspective, they might be having some more study sessions on a regular basis, and maybe having a want, some of the members of the Board to communicate more often and have more meetings. Um,

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Denise Reilly: I see that the dynamics have gotten a little bit better. It seems to be a lot more collegial. And in the big picture what? I'm just noticing um as a faculty member that attends all of these, and I've seen it over the last year. What i'm noticing is, there's just some that focus some board members on the big picture and some that focus on the small details, and it just seems like a lack of communication and understanding how much detail. The Board needs to know about things, to approve versus

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Denise Reilly: entrusting the college to make those decisions, and I just kind of see that power play in place more often, and that's what i'm noticing there. So I just want to thank you again for entrusting me to make the decision to talk about whatever is the gist of the conversation in general from these meetings, as well as the meetings that we have with leadership, and I appreciate that you know there's going to be continued study sessions about different topics along the way, and I represent you guys. So whatever um

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Denise Reilly: is concerning to faculties concerning to me, and i'll certainly bring that across. But I do want to give a huge shout out. I saw forty-three seconds it's Okay, um to share with me for being here. I see a lot of administrators here, and I know we've invited over the last year.

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Denise Reilly: I can say at least several times. I've invited and said, come to see a meeting. So it really is. Um!

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Denise Reilly: It really makes me happy honestly to see that you're here. We invited you, and you're checking to see what we do, and that just makes me happy. So I want to say I appreciate that I appreciate a lot of the administrators for being here, and such a big group on Friday afternoon. And thank you, Rita, for starting out the meeting with some great sentiments. Thank you.

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Rita Lennon: Thank you, Denise.

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Rita Lennon: Yeah. I uh your your job is not an easy one, condensing what all we do, and and trying to share that meaningfully with the board. And then, you know, reversing that if that's doing that reverse is not easy. So we appreciate you uh working so hard to make sure that the sentiment is shared.

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Rita Lennon: Okay, Our next report is the Pca report. I don't know why I said that so weird. But anyway, with Mikhail Hayes.

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Makyla Hays: Thank you. Um. So I do believe My report is linked on the um agenda. But, uh, we had a few topics that we've started discussion on this year. Um! The first one you've probably heard me say the word transparency more than

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Makyla Hays: you ever want to again. Um, but i'll keep saying it um as we keep working towards those goals. Um, So Pcc. Is committed to basically addressing issues of transparency. Um,

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Makyla Hays: That basically impact the ability for us to be able to do our work effectively. Uh: we had a monthly Adrc faculty meeting with the Provost, where Pca was able to bring up some things that we um have had concerns about.

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Makyla Hays: She was very receptive to those things, and we appreciate you, taking the time to learn to hear those concerns, and to commit to working towards um

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Makyla Hays: more transparency in the ways that we're not seeing, and I think a lot of it is a miscommunication in in some of those areas. Um, some of the issues that we raised were um surrounding, hiring and staffing. I'll go over that in a moment.

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Makyla Hays: Um sabbaticals, and how to address issues that come up most effectively in our monthly meetings going forward. So, um!

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Makyla Hays: Speaking of sabbaticals, we were just talking about. What are the issues around Sabbaticals? And are we even trying to solve the same problem on both ends. And what are the the concerns that we have? So I think we have some good discussions that we'll be following up with that um. Next month

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Makyla Hays: we were able to briefly discuss some of the concerns that fall under Hr. Um, including questions about how the office of dispute resolution fits fits in with Hr. Processes like employee relations, and we need to have further conversations about that. And um Again, these were good starts to the conversation, but we noted that many of the transparency issues that Pcca has brought up recently really aren't under the purview of the provost. So, while we very much appreciate her coming and talking to us about it.

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Makyla Hays: Um!

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Makyla Hays: We are going to make sure we have the right people in the room next time, so because she can't fix what isn't actually her is too fixed. Um! So that's that was helpful to identify as well.

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Makyla Hays: Um in terms of the salary schedule and the class and comp study um pca through the and all the eight year, C faculty Um and Staff have started having conversations about next steps for the salary schedules and priorities of what we want to do for next year.

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Makyla Hays: Uh. We noted that so faculty currently have the slowest percentage salary growth rate of any of the groups. Um, So we're looking to see if there's any possibility of getting that adjusted

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Makyla Hays: uh salaries for hard to hire disciplines, additional professional certifications. Those were things that were committed to be addressed. So groups are going to be forming on those later. Not too much later, but later, maybe today. Um! And then um!

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Makyla Hays: We've also heard concerns from faculty about equity. Maximum placement, staff, step twelve, the masters plus sixty columns. So those discussions are all being had in these meetings. Um for next year, and we're we're gonna be surveying you about priorities if they can't all be fixed

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Makyla Hays: um

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Makyla Hays: late pay. We've We've heard several concerns recently recently, recently. That's a good word um recently about pay for overload contracts.

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Makyla Hays: Um, and it's coming from several different areas and not necessarily consistently so I've been out a survey. Um! It's linked in my report. If you haven't filled it out yet, please do. I think last time I looked at it over fifty responses, which is amazing. So spread that word. And then i'm going to take all of those things next week and compile them to see if there's any patterns available, and let

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Makyla Hays: um finance and esp know where we're seeing issues so that they can then also address it Um.

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Makyla Hays: And lastly, the hiring conversation. We've advocated for more faculty positions in meetings with both the Provost and finance. And uh, we're talking about how we might be able to show some of those needs. Uh, there will be a revised faculty hiring Ap. That will go out for twenty one day. Comment: um!

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Makyla Hays: Hopefully this fall and the hiring process for two thousand three hundred and twenty four should start

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Makyla Hays: in the next few months in November. Uh, with your Dean of Faculty leadership about your discipline. Staffing needs um, especially if you're taking. I've I've heard some divisions taking

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Makyla Hays: consistently taking over the overload cap to keep the program going. Make sure that those are being advocated for um.

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Makyla Hays: I know you're busy because you're overloaded with more than an overload. But if you can bring those up, um, please please do,

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Makyla Hays: and we've also um at the September C meeting. We've we've been talking about the direct appointments for directors and above, and talked through our concerns with um the sop on direct appointments, so that

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Makyla Hays: all is encompassing, and I think that covers most of it. There's so much more. But read my emails when they come to you because I try not to give you too much at once.

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Rita Lennon: So if you don't mind, i'm gonna take just a second to bring up two things that um have come to mind uh the first one, Mikhaila. We, you know Pca. And Sen, and have discussed this in the past, and and you know this might be the time to move on this. We

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Rita Lennon: you know I I've had the opportunity to go to several adjunct faculty meetings now, and if you recall the magic Faculty as a subcommittee of the Senate meetings Um, so it's important for us to to keep this communication line open. Um! One of the things that they have discussed. Now, the the last two meetings that I've been there are a work related

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Rita Lennon: issues, things that you know affect them. You know their work, environment.

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Rita Lennon: That's not our purview. That's not sentence, purview It's Pccas. Actually it's a erc's purview as well. Um but that that means that we, as a group, cannot talk about those things, or you know we can when it when it affects our ability to teach

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Rita Lennon: effectively. But we can't openly talk about those things. We can't do much about them. And so that's that's problematic, and might be time that we start discussing how we pull the idea of Pca um within the Senate

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Rita Lennon: Committee, so that we are working together on these issues that you know greatly affect all of us.

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Rita Lennon: Another thing that I wanted to bring up quickly. Is that uh, I've had the opportunity to work with several deans on a Dean's Council and um about suit success. And Dfw: they're going to be talking about that in a different um part of our meeting. So stay tuned for that um. However, one of the things I was able to, because I had all them in in the room, and I was able to by their time. Uh! Was this idea of that? Several different divisions work differently. You know we don't There's There's times, obviously, that we need to do things uniquely, because we are you

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Rita Lennon: departments. There's other times where there should be an institutional uh process in place for how things are done. Um, for example, overload pay is one of those things. It should not be unique to one division versus another. It should be the standard of how the institution pays faculty. When we've done the work and are doing the work and are waiting several pay checks to get paid for the overload that we are signing up for. So I've asked the Deans to work together to find um standardized processes for these things, and then we're,

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Rita Lennon: of course, with the Provost office to ensure that those

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Rita Lennon: uh processes are in place, so that we are not going, hey? How does it work in your division? Oh, that's not how it works in my division, and that shouldn't be the way it is. We should be standardized as much as we possibly can. Okay, that's all. I'm going to say. Um, i'll give the floor back to the provost. Thank you so much for giving me a moment to talk about that. Absolutely, Rita. Thank you and thank you for the issues that you've brought up, and and also Mikhaila and and Denise will take them very seriously. And uh transparency is something that I deeply support and and permitted to, and will continue with

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Dolores Duran-Cerda: that. Um, Hello! Everyone with my voice cracks. I'm! I'm still getting over Covid, but i'm happy to see all of you here

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Dolores Duran-Cerda: and um you have my report. I won't go through all of it, because I do feel i'd like to uh extend this time to our colleagues uh Dr. Dre and uh chief uh Michelle newen heis because of the tragic um lost that we had at the at the University of Arizona,

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Dolores Duran-Cerda: and how how close to home it it really hits. I mean our our faculty. We have faculty, we have staff. We have students who are either working or

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Dolores Duran-Cerda: work with um, those at at the U. Of A, So we are very closely interwoven. I did reach out to Provost Lesl folks at the Uba to express my condolences and support, and she was very appreciative. And

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Dolores Duran-Cerda: um she's they're going through a lot right now, of course. So um! If you have any questions about the update, excuse me, please let me know.

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Dolores Duran-Cerda: But uh, Dr. Jury and Chief Michelle, if you'd like to uh, come to the microphone and and uh, speak or answer any questions or re, you know, reassurance on protocols that are in place at the college and faculty. If you have questions please feel free to ask.

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David Dore: So, David, and thank you. Thank you. Dr. Then I set up so. Um, you know I I do want to. I want to echo Dolores's thoughts, and just to, so that you all know how close this is to home One of your Senate colleagues, who uh teaches also at the at the U. Of A. Was actually giving a lecture right directly across from uh the shooting when it occurred. So, um! We just want you to know as the administration that that that our hearts are with everyone, and and we particularly, though

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David Dore: we want to assure you, and we want to go through some protocols. So you know the important thing is when you see something that you notify us as soon as possible when you see any kind of behavior that you think could escalate? Um. You know we, as you know, we we lived through the Brian Schlesinger incident, and and I commend our police on how they handle that. So I I want Michelle. If she would just very briefly go over just some basic

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David Dore: protocols. And then we also have Dr. The Shardan here to answer any questions in terms of from the student code of conduct and and and and some of those issues. So uh, Chief Michelle,

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michelle nieuwenhuis  she/her: Thank you. Dr. Direct.

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michelle nieuwenhuis  she/her: Um: Yeah. I What I really want to talk about um is the we really need to keep the emphasis on prevention. Um! And And I think the U. Of A. Was trying to do that in that situation based on

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michelle nieuwenhuis  she/her: some later reports that have come out, and you know it. It kind of starts with our classroom management, which I know you all are well versed in that, and then it kind of goes up a continuum. When you've got behavior that starts getting outside the realm of

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michelle nieuwenhuis  she/her: classroom management scope um, and maybe it's a code violation, or maybe it escalates quickly, and it becomes an immediate threat concern either to the individual themselves or or to the class, or to to one of you. Um!

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michelle nieuwenhuis  she/her: That's when we want you to notify the police department Immediately we go out. We do. We call and check welfare, but oftentimes it's it's a community check welfare because we're assessing the level of threat. This This person may be presenting

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michelle nieuwenhuis  she/her: um. Sometimes it takes a slower path. Sometimes it's a referral to the behavioral assessment team,

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michelle nieuwenhuis  she/her: and that team is a is a a broad team with a lot of different backgrounds, and we look at cases, and we manage them long term.

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michelle nieuwenhuis  she/her: Uh, we've got cases that we've managed three, four, five, six years, because oftentimes those individuals will kind of come back around. So you know, they may go to a a lower level

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michelle nieuwenhuis  she/her: of case management. Um, but but we keep those cases on long term, because that just is kind of the nature of either people with mental illness or people who develop.

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michelle nieuwenhuis  she/her: You know that that grudge or that issue uh for for quite some time. Um. And so so we understand the case. Management can be, you know, very lengthy, but other times we have things that that come up. And that afternoon, or literally, that same day, Within a couple of hours we go out, and we have immediate interventions. Um! And so you know we're we're well trained

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michelle nieuwenhuis  she/her: to assess. Those

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michelle nieuwenhuis  she/her: determine where we feel the level is uh in, and understand with that right people are looking at it from an objective lens. When you're on the receiving end of that behavior. Sometimes your other experiences and things may play into that, and you may have a response that um, maybe under or

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michelle nieuwenhuis  she/her: over perceived um in in the behavioral assessment team. Really, we we just try to look at it uh holistically. We look at not just the behaviors that that you all might report, but you know we broaden that out. We look at what they're doing in the community. If necessary, we can. We can reach out

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michelle nieuwenhuis  she/her: uh to other law enforcement agencies, and see if there's behaviors or things that are being recognized in the home. If there's mental health history there, and we use those tools to kind of help. Inform of how we manage that case. Um! And sometimes it may seem like

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michelle nieuwenhuis  she/her: an immediate suspension or expulsion is the right answer, and sometimes it is but oftentimes, then, that gives us a bit of a blind perspective of the individual; and if we can try to stabilize that person in place, and they can confirm their behavior

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michelle nieuwenhuis  she/her: to you know college policies, whether that's on the employee side or on the student code of conduct side. That visibility really helps inform us how that person is doing.

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michelle nieuwenhuis  she/her: Um. And so I know. Sometimes it seems like an expulsion is is the easy answer; but but then it it gives us really kind of a blind spot. Um in some of those, some of those cases that's absolutely the right answer. Um! But oftentimes it's really more of a monitoring kind of game plan. Um, And so I I don't want to

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michelle nieuwenhuis  she/her: keep going on. I I want to give people an opportunity to ask any questions. Could you just mention real quickly about kind of locking down classrooms and and things of that nature?

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michelle nieuwenhuis  she/her: So we had a little bit of a hiccup with the card readers, and not realizing during Covid, when a lot of people were teaching remotely that what we had actually done is taken away the ability for people to secure their classroom door from the inside. So our intermediate measure

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michelle nieuwenhuis  she/her: was to take those outdoor facing classrooms off of the card reader system.

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michelle nieuwenhuis  she/her: And now we just we're back to manually unlocking them with the key which allows you to use that push button or that

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michelle nieuwenhuis  she/her: that push. Bar. It's on the inside of your classroom. It allows you to to re-lock that and we have a a fix for that. But it's gonna take some equipment uh reconfiguration and install in order to give you the It's kind of an emergency button that would override your card, reader. So uh the Vps have worked with us on that all of the campuses that have had all of their doors addressed that needed hardware adjustments

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michelle nieuwenhuis  she/her: uh, but should be across the district every one of those exterior facing classrooms that you should be able to manually lock your door from the inside,

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David Dore: and then one other. And I think maybe you mentioned this, too, but about office hours, and you know, whenever there's any kind of concern about doing remote um with with a student in terms of office hours.

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michelle nieuwenhuis  she/her: Yeah, certainly, if if you're having an issue with a student and you're you're concerned that uh an appointment with the student could get contentious or something. My My recommendation would be to do a virtual office hour with that student. Right

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michelle nieuwenhuis  she/her: it, um! And and you can either be in your office, or you could do it from a another location, or you could. You know everybody's got screensavers? Um.

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michelle nieuwenhuis  she/her: So yeah, if you, if you have any safety concerns at all about being in your office space with that individual I would recommend you do a virtual meeting with with that student.

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Rita Lennon: Thank you. We do have a couple of hands raised. I didn't want to say There was one question that came into me, so I do. Wanna I will take it. I'll ask the question after Denise. Um, but i'll give him a kilo the floor next.

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Makyla Hays: Yeah, I heard you say um. All the exterior facing doors can now have that lock? Um, I guess my question is, what about the interior facing doors? If there's something heard, do they have the ability to lock their room? If something's going on in a hallway.

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michelle nieuwenhuis  she/her: Yeah. Sorry that that all classrooms should have the ability to lock from the inside. I think we identified one classroom at downtown that some hardware is on order.

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michelle nieuwenhuis  she/her: Um! And until that gets installed I don't know that that classroom has the ability, and I can certainly um

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michelle nieuwenhuis  she/her: Let's uh Morgan and Dr. Dre know what room that is. I know we've identified it, and I know the liaison officer made a recommendation that to possibly for for staff that want to transfer out of that room until that hardware gets installed. Um for for that to to be suggested.

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David Dore: But Michelle, just to be clear whether that because the card readers were only on the the exterior doors, we didn't have the card readers on the interior? That is correct, right? So that that's why the exterior facing doors right that open to to the outside and have card readers on them. That's That's why we had to kind of reverse, the the

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michelle nieuwenhuis  she/her: the car meter system, and and the locking mechanism, so that they would have that. But yeah, if you've got an interior classroom, it should not have a card reader on it anyway.

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Rita Lennon: Sarah

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Sarah Jansen (She/Her): thanks so much. Michelle and I don't know if this is a question for you so much as for um Our administrators who are here, but on unfortunately, faculty stocking happens a lot more than we talk about. You know. I have a number of friends and colleagues who've experienced it. I've been fortunate enough not to have experienced it,

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Sarah Jansen (She/Her): and just the amount of anxiety uh that a faculty member goes through when they have in person office, and you know they're sort of like a sitting duck in a lot of ways, and i'm just

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Sarah Jansen (She/Her): curious Are there procedures processes in place that could temporarily relocate a faculty member like to a different office, where they feel safer. And has that been something that's been done in the past. Is there an infrastructure for that? So i'm just wondering about that.

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michelle nieuwenhuis  she/her: Yeah, it has happened in the past. We had a counselor. Um, I think, out of these campus that we relocated to, I I believe, another campus temporarily because of an ongoing issue that was related to a student, and that students father, and in trying to seek out that counselor, it coming onto the campus. So yeah, I I believe we Yeah, in cases like that, we've worked with administration to relocate relocate people, sometimes not even to the same campus, but a different campus.

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michelle nieuwenhuis  she/her: So yeah, we would. We would definitely, uh we would definitely do that in in if a case warranted it.

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Rita Lennon: Denise.

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Denise Reilly: Hi, thank you. Um. Thanks for coming and presenting. I know this is a difficult topic, but I didn't. I I saw uh Michael Amy here, so I was kind of glad to see him. Um, representing Pima online. I see Josie here as well. I wanted to just say I, you know whether

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Denise Reilly: you know, no matter what happens with the study session and what people come together. But I don't want it to be forgotten um that students online also um pose a potential threat. Six years ago I had a student who threatened to come after me, threatened to come and sue me and come to me personally. The student didn't have a profile picture because it was a piece of art which was okay at the time, but I had no idea what the student looked like. Um! I reached out to administrator after administrator. I realized there was a lot of reorganization going on at the time,

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Denise Reilly: and it was multiple and multiple attempts of showing the writing, the inappropriateness, the videos that were being posted. It got to the point where it wasn't until I was personally threatened to come after me at my home. That um, and I will always be thankful to Brian Stewart for being administrator that said, you're done. You're done here. You're not responding to the student anymore. You're absolutely done. So I just you know don't want that to be forgotten as a part of a conversation that when we're talking about, you know, physically being concerned, I didn't, I mean, I was thinking, is he going to find me at the grocery store. I

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Denise Reilly: I don't know what he looks like. Um! The student had adr accommodations and was saying Things were related to a disability, so it was very complicated, and I reached out to everyone for for weeks and weeks, and it wasn't until week, seven of an eight-week class that I finally got the help, and it was really difficult. So just please, in that, you know, thinking of everybody and thinking of the modalities of online, especially not knowing what a student looks like when there are those escalating situations. Um! That support is really really needed. I I felt,

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Denise Reilly: until that point came where I was threatened personally to come to my home. Um, I just you know everything's out there now. People can find anyone's address anyone's phone number, so I just wanted to bring that up for the online folks and for those that I mean. When I was talking to Rita the other night, and she shared with me what it happened. I told her that story and said, This makes me think of that, and how scared I was at the time that someone was going to come after me. Um, And it was, you know, just based on classroom. And

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michelle nieuwenhuis  she/her: that was it. So? Thank you. Sorry. Yeah, thanks, Denise. We actually helped a adjunct faculty with that exact situation. Um, in the last couple of months, and it got referred to that. And we that person lives in la Um, and

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michelle nieuwenhuis  she/her: the the harassment and things It was related to to somebody reporting that this individual seemed uh

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michelle nieuwenhuis  she/her: suicidal. Um, So we we facilitated a check welfare on that person, and that seemed to trigger him. And then he began really, verbally attacking the instructor online

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michelle nieuwenhuis  she/her: and um I met with her personally. We talked about a game plan with the liaison officer at the campus where she does teach in person.

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michelle nieuwenhuis  she/her: Um. And yeah, I I i'm sorry that your situation wasn't resolved more quickly uh, when when it occurred. But yeah, we had one of those uh in this semester, and I I felt like we were

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michelle nieuwenhuis  she/her: pretty good about making her feel supported,

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michelle nieuwenhuis  she/her: and uh provided her with some options. Um! And and you know, make sure that that she was comfortable with the officer was going by her classroom for a while. Uh, and if necessary, if we have to to like to find a picture of that individual,

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michelle nieuwenhuis  she/her: and share that with you so that you can identify that person. We can do that.

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Denise Reilly: Thank you. The student did get a hold on their account, and they registered classes the next semester, but that's could be kind of yeah. So I appreciate the support. Yeah.

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Rita Lennon: So one of the questions that was raised was, If a student uh moves from pro like. Maybe they're fired, you know. Quote Unquote fired from one program, and they move into another one. There's really no documentation. That faculty can see. Our program. Directors can see about um why they were removed from the program. And if this is an ongoing issue, so I've had students who've actually taken part in my program, or I've interviewed them to be part of my program and then hear from other program directors. Oh, by the way, that person double. I heard that they're going into your program.

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Rita Lennon: There is nowhere in our system for us to see documentation like that, and I realize, of course, there's for fun hipaa issues, but

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Rita Lennon: we we should be able to see something like that some sort of a flag, so that um

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Rita Lennon: you know this this doesn't just continuously happen where we're bouncing, we're having students bounce from another to another. I don't necessarily Michelle need a answer for that, because I don't know if there is one yet. But maybe during our study session we can explore that more and um, and you know, and come up with some sort of a a process.

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Rita Lennon: At least it will be the last question, because we do need to move on, and we are going to have a study session on this topic as well.

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Lisa Werner: Okay, Yeah, I think one thing we need to look at again is our code of contact. Uh to make sure things are explicit. I had some very, a couple of two very unsettling things that happened, and what the student was doing, which

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Lisa Werner: not going to say anything here. But I think not. You know. Ten people would thought. Oh, that's very in the appropriate outrageous in the classroom. It didn't fall under the

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Lisa Werner: Oh, thanks, Anyway, the the code of conduct right. So then hands tie right.

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Lisa Werner: So I I do think we need to look at that. Another thing we need to look at is, i'm not sure, you know. Obviously we you know i'm so grateful, and it's you know, that we have Michelle, and that you know we have. You know the police have our backs here. Um! I have had

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Lisa Werner: cases in the past with a stocking and blah blah blah where it was solved very beautifully by Betty Al last which which men mustie probably don't even know who she was. She was at the West campus. She was um the dean of um student development,

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Lisa Werner: I think it was, and she also had back on a psychiatric nurse, anyway. And so she was an administrator. And

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Lisa Werner: in you know, one case, the student, you know we met with the student to, you know, and it was a very, I think,

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Lisa Werner: learning and supportive

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Lisa Werner: tell. You know, um explanation of the student of what is appropriate in the classroom. What is it?

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Lisa Werner: And there, you know,

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Lisa Werner: At the end the student was thinking us so. Student who I had before the other students were terrified of, was able to tell the line after that. And so that's like That's what we want to see right, because we know some of our people have mental health issues,

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Lisa Werner: and we never know which ones might be dangerous and not so forth, right? And so that can be scary. But some, you know. Sometimes it's the case where

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Lisa Werner: you know we can provide the right support. But in this case here, that with this the way the cutting code of conduct was written at the time, and so forth. It just kind of everything fell into place, and it doesn't seem like that as much as it is.

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Lisa Werner: Thank you.

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Rita Lennon: Thank you.

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Rita Lennon: Okay. At this time I appreciate all of our guests. I'm sorry we don't have any more time. Um for questions. But um. So then we are going to have an um study session in a week. So hopefully we'll be able to respond to it at that point.

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Dr. Suzanne Desjardin-Pima CC: I don't need to share a resource. Can I just put it in the chat? Of course you can a resources on this part. I want to know what the message was that students were sent, which was a third to the that it includes a lot of links, and that we're not included in the other. So I wanted you all to have it. Thank you. Thank you truly appreciate that. That's wonderful.

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Rita Lennon: Okay. So at this time we are done with our reports section, and we are going to move into executive session. Just Senators.

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Rita Lennon: Uh, the first thing we will do is take roll call to make sure that we have all of our senators in there. I'm the one who's been trying to move senators into the breakout room. Um, if you don't mind the guests, just just please be here we're we're i'm going to hold this to a half an hour, so it is one fifty-three now, so we will be back before um two thirty

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Rita Lennon: if my timing is right. And um

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Rita Lennon: thank you so much for being here with us. If you want to come back in, we will let you, and I promise we'll we'll all work hard to let you back in. Okay, So we're going to move in. I'm opening the room. Now,

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Rita Lennon: anybody know how I go into the breakout room. That's hilarious. Let's see if I can.

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Rita Lennon: Um,

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Rita Lennon: Yeah, that's interesting. I have a place for me to go into my own breakout room, you should be able to click on the breakout room button, and it should have a place where it says join on the

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Rita Lennon: right, like you. Oh, there I am. Okay. Thank you so much. Thanks. Good

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Michael Tulino: I. My My coffee is right here. Just let me know. Thank you.

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Robert Foth: Come on

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Michael Tulino: two.

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Rita Lennon: Thank you so much for all of you who have stayed here, and um allowed us to go into executive session. We are back now, so we will go on with our business.

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Rita Lennon: Um Section

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Rita Lennon: Makaya,

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Makyla Hays: before I we start that. Can I motion to add um an agenda item in the business section or a Senate endorsement of a letter from the Erc. To the Hlc.

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Tal Sutton: So we have a motion on the table to add an agenda. Item,

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Rita Lennon: a a Rc. Faculty. Okay, Thank you.

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Okay,

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Rita Lennon: you have a second. Okay, All those up here,

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Rita Lennon: say I,

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19792671485: I bye, bye, bye, bye,

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Rita Lennon: Nay,

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Rita Lennon: having her none.

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Rita Lennon: Anybody who abstains.

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Rita Lennon: Thank you so much. Okay, We will add this item to the end of our business section, and we will go ahead and move on

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Rita Lennon: to our very first section, which is our very first item, which is the Aerc. Groups. Aubrey, You have the floor. Thank you so much for your patience.

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Aubrey Conover: Uh, Thank you. Yeah. So just real. Briefly, Um. Hopefully. You may have received the brief descriptions that I wrote up, but between the Arc and the Provost office there's a couple of areas that we would like to put together some groups to start discussing

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Aubrey Conover: policy that might be developed. Looking at current policy, seeing if it's appropriate and see what needs to be added. So the three areas are,

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Aubrey Conover: What are they? Um, family roles and responsibilities, recognition of faculty work outside of credit hours and hiring faculty for hard to hire disciplines.

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Aubrey Conover: I'm going to pick these in reverse order because the first one is the most complicated. So the first one hiring faculty for hard to hire disciplines. As many of you know, we currently um have a different salary structure for nursing faculty. Given the demands in the field for their area. Uh, this committee is going to be looking at

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Aubrey Conover: how we went about doing that, determining if the to me

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Aubrey Conover: current structure is appropriate, and to see if there are other fields that would meet uh that criteria that uh, we would also be looking to develop. So this is a kind of a new field for us. We haven't done anything like this in the past. Really the the nursing kind of came out of

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Aubrey Conover: the Dean, working with the faculty and kind of advocating for it. And um, we'd like to put some structure around it, and uh see if there are other areas that might uh benefit from this type of structure. So that is one of the areas uh. So representation, again, from anyone would be great. But if you have an area, especially in a field that you might fit in one of these categories. It'd be extremely helpful to have your voice on the committee.

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Aubrey Conover: Um. So that's the first one. I could take questions on each one or go through all three any thoughts on what's maybe questions on the first one,

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Aubrey Conover: any questions on the first phone.

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Okay, cool

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Aubrey Conover: the second one recognition effectively works outside of credit hours.

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Aubrey Conover: So, as you all know, um, the recent class in comp really focuses like our traditional pay structures, focusing primarily on degree achievement to move up, whether it be associates, masters, um, doctoral degrees, bachelor degrees.

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Aubrey Conover: We recognize that there are fields outside of the normal academic structure, where masters and doctor might not even exist for those fields. But there are industry credentials that are very time consuming, but essential for the work that needs to be done.

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Aubrey Conover: Uh, we'd like to put together a structure that can financially recognize uh those um, you know it's It's gonna take a lot of work, but it probably will involve

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Aubrey Conover: figure out a system by which we can recognize um worthwhile credentials that are directly a pride in the field. Look at the time it takes to take

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Aubrey Conover: and achieve those credentials and apply it to some kind of our structure. But again, this is something new for us. So we're really gonna be doing some benchmarking, seeing what's out there and seeing what opportunities it might be.

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Aubrey Conover: Sorry my dog goes absolutely nuts every time I fed X arise. And um any questions on that one?

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Aubrey Conover: All right, not see? Oh, and for that one, especially for anyone teaching in a field that doesn't fit in our norm of the Master's doctorate. Please please think about volunteering

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Aubrey Conover: or asking your colleagues to volunteer, because that is one that, you know, is not a world that I'm very well versed in. We really need experts in the field that can help speak to some of those credentialing. I see tales hand up.

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Tal Sutton: Thanks. Sorry, uh, just uh! Speaking from experience as a former Vice President, and knowing what disciplines are particularly hard to fill at Senate. I just want to make sure I I i'm assuming a lot of the fields that you would like representation from

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Tal Sutton: are sort of the not the transfer side of of the college and

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Tal Sutton: Senate tends to be well represented by the transfer. So transfer faculty. And so you might need to additionally or ask Rita to sort of reach out to

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Aubrey Conover: um the fewer senators here that I think you might be speaking about um more directly, just to keep that in mind.

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Aubrey Conover: All right, Not see any other questions. I'll move on to last one last one's a little bit more broad, and is going to be looking at some of our current policies and um determining if there's other ones. Really, I think the notion behind us is,

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Aubrey Conover: we all kind of recognize that the role of a traditional faculty member has changed, I mean, it was changing before Covid, but especially after, you know, and during Covid, relative to

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Aubrey Conover: what their role is in within the college on campus. Uh, if they're an online instructor as well as in person, if they're only online. Um, what does advising look like? What does commitment to the college look like? What is? What should the balance be between the different

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Aubrey Conover: things that they're being asked to do

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Aubrey Conover: so? This group is going to be really looking at, You know. What should the expectation of the institution be of full time faculty, who are hired into a more uh traditional. Um

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Aubrey Conover: uh, yes, adjunct faculty for any of them, especially. Yeah, you adjuncts are always welcome. We'd love to hear your voice. Um: Yeah. So for you know. Really, I think we're trying to find some balance between the new expectations. You know we have health sciences

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Aubrey Conover: moving into a realm where they're not going to have a dedicated office. What does that mean when we talk about time on campus, and we talk about advising hours uh what is a reasonable expectation, and and for those who are teaching, you know, primarily online what to advising look like. Um. So those type of questions that we're going to be asking, we'll look at current policy and see what it says,

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Aubrey Conover: and see if it makes sense. Um,

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Aubrey Conover: you know, at the end of the day we want to find a balance, and to make sure that we're survey our community in a way that really, you know, uses the strength of everyone uh to their best abilities and not have policies honestly, that people aren't following, and no one's enforcing um. So we really want to find something that works for everyone. So it's gonna be.

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Aubrey Conover: It's going to be a kind of a broad conversation. You know. Some of our first meetings will be identifying what kind of key components we want to look at and kind of going from there,

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Kate S (she/her): Aubrey kind of interrupt quickly. We had just to be clear We had divided up this work, and that the that I think you're describing the full time faculty because the adjunct faculty group is formed, and we meet for the first time this afternoon.

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Aubrey Conover: The other. You know all the first two committees, though I I would love to. If you feel you're you're connected to those that work. You are more than welcome to persist paper. Kate's absolutely right. This one's going to be really looking at the full time faculty role, And in those um those expectations um tape.

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Matej Boguszak /he/: I just wanted to amplify a breeze, call out, Um! We really need your expertise. These are important projects. So if you know, or if you know, a colleague who isn't represented here. Um, uh, please consider getting involved.

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Aubrey Conover: Thank you.

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Now.

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Tal Sutton: Uh, I just maybe some clarification. I feel like this conversation is absolutely important, But I feel like this. Conversation also needs to be done in in cooperation with

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Tal Sutton: even like facilities, I mean in terms of like, what is the post? Covid instructor's responsibilities. If we need really nicely designed virtual spaces to conduct virtual classrooms rather than just like i'm gonna set up my stuff in a face-to-face classroom, and that's what I have like.

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Tal Sutton: I I feel like Yes, I think this is useful to have a conversation about, but it,

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Tal Sutton: if we're going to change the the structure or the in the responsibilities

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Tal Sutton: of the instructor. Then we want to map that we might make sure that

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Tal Sutton: the needs of of to fulfill those new responsibilities or slightly different responsibilities are addressed.

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Tal Sutton: Uh: at the same time.

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Aubrey Conover: Yeah, until you bring up a great point. And it actually, you know an example of that already came up when we were talking about the Space and the New Health Science Center of Excellence. One of the things that the he identified very quickly was the need for a many more.

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Aubrey Conover: If they weren't gonna have their own individual office space, they needed private spaces where they could meet with one or two or three students at a time,

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Aubrey Conover: and so I they went, I think, from four of those to about twelve of them. Um. Because, yeah, if we, if we aren't assigning a specific space, you know, how do we adjust to that reality? And as well as people are teaching online, I think that's a great example of something we need to take into account for

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Aubrey Conover: other questions. I might be able to answer,

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All right.

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Rita Lennon: Okay, if there's no more questions for this. Um. First of all, this is important. This is all about us. We couldn't ask for a better committee. Um concerning our our concerns. So please

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Rita Lennon: advocate for this recruit, and talk to your constituents, and make sure, especially like what has been raised.

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Rita Lennon: Those who are not serving on a committee please recruit those, and we spread ourselves very thin. But we also have colleagues who are not yet serving on a committee, or maybe not serving on ten, this semester, and so really their voice should be heard. Um! And and they definitely should be uh contributing, and

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Rita Lennon: we not, we need to make sure that we're also looking for the groups that fit this um these particular subgroups very clearly as well. So, Aubrey, thank you so much, and i'll do what I can to to recruit. And um, we appreciate you being here.

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Rita Lennon: We are going to move on. I do realize that we are now out of time for our regular session. I do apologize for that, but we are going to go ahead and move on to the uh next item, which is the Arizona transfer, and Ajax redesign with Michael Parker.

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Rita Lennon: Michael, You have four.

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michaelparker: Thank you, Rita. Good afternoon, everybody. I will be pretty brief. We have one big update to provide what we for Royal. We I have one big update to provide to you, and that is that we formed our steering committee. So you you recall, Whenever I came to visit you last September,

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michaelparker: I solicited volunteers for who was interested in this Gen. Ed. Redesign subcommittee and not subcommittee standing committee

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michaelparker: really graciously help me out by distributing a

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michaelparker: like Google form, where I asked a couple of questions after we had collected those. Both Rita and Brook help me select a first-rate crew, so I'm. Uh, thank you. Thank you, both Rita and Brooke for the help. There, they help me see things that I wouldn't have thought of otherwise things that I thought maybe we're just

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michaelparker: pieces of information like, What kind of committee do you want? Which which one of the the distribution areas do you want to serve on? And you know they help me see that somebody expressed interest in more than one. That means that they were taking a pretty broad, comprehensive approach to general education, and not just looking at their own area. So

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michaelparker: thank you to them, and that's what we're doing. I'm setting up the first meeting. Many of the people are are are on the call right now who who ended up on the committee, and I do have to say, to, Contrary to what I expected, I think most times trying to recruit people to serve on committees is like pulling teeth,

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michaelparker: but I expect, because people recognize the importance of this work, and where, I hope, engaged and enthusiastic about it. We got many more people expressing interesting. We had slots on the committee, so that was that was very pleasing. I look forward to working with the the group on that. In addition to those distribution areas I was approached by the

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michaelparker: I hope I get this right climate, action and sustainability plan curriculum subcommittee. Hopefully, I've got the the parts of that acronym correctly,

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michaelparker: and you know they they undertook a pretty big

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michaelparker: analysis, whatever you want to call it, and they had recommendations, and they have things that they have to implement, and they asked if they could have representation on the committee, and I said, yes, that that seemed appropriate. We were going to enlist their their perspective somehow, So we've got um one person from that group who's serving as a

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michaelparker: a by virtue of being on that that committee. Since that's such a big curricular reform, that person is is going to be there. That's Maria Perera, and I I hope I said that correctly. So we've got the committee form. We're going to meet next Friday sometime

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michaelparker: and begin our work there. The first thing that we do our first project is we've got to solidify our project plan for how we're going to conduct this self study and reform that will culminate in a white paper sometime next spring.

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michaelparker: Um, that's what's happened at the at the Pcc. Level at the statewide level.

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michaelparker: If you serve on a atf, you might have received an invitation atf. If you don't the articulation task force, that's the the discipline groups that get together and ensure that our courses transfer, you know, to the State universities. You might have received a request to serve on

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michaelparker: the statewide group who is articulating the criteria for the different distribution categories, and i'm facilitating the one for arts and humanities. And I saw that some people did volunteer from Pcc. So I've seen who's been on there, so there'll be some folks who you know that that will be that what's happening at the Statewide level will draft those send into the general education articulation, task force. I hope that we've had a couple of change in plans. How this is going to work,

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michaelparker: send it to the den and articulation Task force will then distribute it to the community colleges. Then they'll take it back for feedback, to the to once again to the general education, articulation, task force, and that will then be forwarded to.

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michaelparker: You know a series of groups this Ajax redesigned subcommittee of the Easy Transfer Steering Committee, lots and lots of groups and committees, and all of this kind of thing. And then maybe i'll get you a flow chart for that sometime.

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michaelparker: So that's where we're at that we're at a Pcc. And that's where at the statewide level. Um, you know we're going to be relying heavily in terms of the research and the the literature that's out there. I'm sure many of you are probably familiar with the

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michaelparker: American Association of Colleges Universities. They're really the leaders in liberal education and general education, and you can see their

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michaelparker: imprint, their their influence all over the recently adopted, and by reason I mean in two thousand and twenty. One adopted changes to a war Arizona Board of Regents policy. So I think that's something that i'll probably do as part of you know, transparency or keeping everybody up on things,

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michaelparker: the the sort of literature that we're going to be reading. Maybe i'll publish a a a reading list or something work with me and say, here's what everybody's taking a look at. So you know what the committee is looking at, and you can, even though you didn't make it onto the committee. If you applied, I encourage everybody who didn't. There will be ample opportunity to participate in other ways. But you could see what you can read what everybody else is reading, so maybe will have a giant book club, or something like that of reading all of the Aac and new literature.

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michaelparker: And That's it. Does anybody have any questions?

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michaelparker: Excellent! Then I yield my time.

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Rita Lennon: Thank you so much.

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Rita Lennon: I appreciate that

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Rita Lennon: mine's gonna be fast as well. Mine is the next uh discussion point here about the assurance argument for Hlc. As you know, part of our standard pathway. Uh, with your with the Hlc. We have to provide evidence that we are

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Rita Lennon: doing the right thing, for with all of those um criterion we have our five criterion. We have several sub criterion, and i'm going to add, I know that's a very general way of me to put that. But i'm going to add the information about the Accreditation Assurance Review. Um, so that you can review that on your own. It's also linked in the um, The an agenda

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Rita Lennon: uh, basically what it boils down to is we have committees that have been identified, and uh, Wendy Weeks is spearheading this work well alongside a lot of other people. I'm just saying that she presented this information to the Board a few weeks ago, and um! During that discussion I was able to reach out to her and ask her, Hey, would you like some faculty, because the last time we did our uh arguments, we our assurance arguments. We actually had faculty on every one of those committees, and she

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Rita Lennon: graciously agreed very excitedly. Actually agreed. And so now we're working to find um faculty who can fill the need in all of these criterion. So

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Rita Lennon: I come to you again

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Rita Lennon: as your fearless leader. I'm kidding it's It's close to election time, and it's after three o'clock. I'm being silly. But I will ask that you um consider participating on these, you know one or many just kidding at least one um also, though you know Again, we spread ourselves very thin, as I said as senators, I can't even say words anymore, because that's how, then i'm spread. But I do appreciate. If you would

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Rita Lennon: reach out to your constituents and also spread the word to everyone, you know. If you are on a certain floor, you see faculty from other parts of the of the college, please let them know that we need to do this work. What's good about this is we have about two years. So that's something that you need to consider. It's going to be probably about a two year Commitment

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Rita Lennon: gaps in all of these areas have already been identified, and the teams that you will be working with have already been identified. And so you'll be working not alone on these things, but with a group of other people. Um! So that's my, that's it. That's the gist of it, and i'm going to share the sign up

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Rita Lennon: and

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Rita Lennon: the link here. But it's also attached to the agenda,

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Rita Lennon: and so I yield the rest of my time to Elliot.

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Rita Lennon: Elliot. I don't know if you're still here with us.

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Rita Lennon: I always feel like a medium when I say that

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Rita Lennon: again, like I said, i'm being punchy. I'm: Sorry.

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Rita Lennon: Okay. Well, what we will do is we'll rearrange and um we do have the student success Dfw: update from and i'm sorry I just collectively called you the Deans. Maybe you can. Guys can go create a band afterwards. Um and yourselves the Deans, Josie. I see you're still here. I do believe

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Rita Lennon: Jim was here at one point. But please take the you have the floor.

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Josie Milliken: Okay, Areita. Only if you promise to be the drummer.

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Rita Lennon: Okay, i'll do that.

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Josie Milliken: Um. So this will be brief. Um, as you all hope may remember. We did a survey with our faculty on an all college day to get information about act action steps from faculty about what we could do to um fulfill that strategic goal of improving success rates particularly for at risk students and populations,

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Josie Milliken: and that work continues. We've been working on whittling it down as we discussed that the last faculty Senate meeting and Denise suggested whittling it down to three. And so we've had some uh valuable meetings, and Rita has been included, which has been uh just a a real valuable addition to these these Deans meetings,

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Josie Milliken: and so the next step is that we are going to bring on November

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Josie Milliken: The first November fourth will be back and share this little down list, and then ask

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Josie Milliken: you all to select three. And Rita, I believe, will share that list prior to the meeting, so that all the faculty. Senators can have an opportunity to discuss those different action items with faculty.

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Josie Milliken: Rita, Michael Parker.

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Josie Milliken: Anything else? You would add.

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Josie Milliken: Okay, I think that's it.

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Rita Lennon: Thank you so much.

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Rita Lennon: Let's see. I haven't seen Elliot come back into the room.

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Rita Lennon: I'm looking for her.

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Rita Lennon: Um,

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Rita Lennon: no! You were here for a while. No, I they Are you here?

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Rita Lennon: Okay? Well, because we're past time

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Rita Lennon: and um, Unfortunately, it it was our thought for past time. What I will do is I will ask Ellie that they can come to our next meeting and um This information.

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Rita Lennon: Okay. So the last thing we have before we can adjourn is the Erc faculty letter to the Hlc. We need to vote on this. So I do need a motion for that.

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Joe Brewer: A motion to endorse.

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Joe Brewer: Okay, I'm: sorry. I'm going to leave a little bit more than that, I I need a motion to endorse, and then what we are endorsing. Please

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Joe Brewer: notion of motion to endorse a letter sent by faculty members of the Erc. To the Hlc: Thank you so much.

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Rita Lennon: Okay.

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Rita Lennon: So, Senators, I do believe. Oh, there's Elliot. Okay, I do. You have a question.

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Tal Sutton: I was just wondering, Are we in discussion now?

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Tal Sutton: This might need to be an amendment to the to the

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Tal Sutton: uh motion. But do we want this vote to be conducted via a

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Tal Sutton: uh virtual Google ballot,

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Tal Sutton: and then, I guess, in terms of timeliness, I would just like to include in

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Tal Sutton: end time, for when you can submit, said Vote,

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Tal Sutton: maybe by the end of business today, or something like that, just to address the the time

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Tal Sutton: constraints that people want to stick to regarding the timeline that people want to stick to regarding this,

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Tal Sutton: that that would be my recommended modification. To say that this vote will be done through a a a virtual ballot that will be sent out to the Senators and the Senators respond by

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Tal Sutton: five Pm. Today,

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Tal Sutton: and I I said that as a question, because I don't know

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Rita Lennon: um. So if is that your motion?

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Tal Sutton: If my motion can include shoulder shrugs, then yes,

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Rita Lennon: I don't know how we would add that to the many minutes, but we can uh at least value your shoulder here. So um. The new modified motion is to

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Rita Lennon: vote on the Aerc Faculty Letter to the Hlc.

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Tal Sutton: I I think the first person who made the motion would need to accept those.

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Joe Brewer: I will accept those modifications.

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Rita Lennon: Okay. So now the motion on the table is

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Rita Lennon: to vote on the Erc. Faculty Letter to the Hlc. With voting, closing at five Pm. Close the business on Friday.

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Rita Lennon: Thank you. And now that my shoulder sharks in there for you,

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Rita Lennon: do I have a second. You need a second. I'll second. Thank you, Michaela. All right. So at this time Senators will receive a vote by Google.

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Brooke Anderson: So I will be sending the voting form to the fact. The Senate lists so that this voting form will go only to faculty senators, and I have added that the votes will need to be submitted by five Pm. To be counted, and i'm hitting since now.

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Rita Lennon: Thank you so much,

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Brooke Anderson: and I just have to say I don't know how people are doing now, but it is a it is hailing crazy loud. And so i'm sorry I'm like going like this, because I've got my computer all the way up

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Brooke Anderson: maximum volume. And i'm here and still having issues hearing. So I apologize.

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Rita Lennon: Okay,

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Rita Lennon: thank you.

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Makyla Hays: It looks like Lisa has a question.

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Rita Lennon: I'm sorry I was looking on my other screen. I have fifty two screens around me. My apologies, Lisa.

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Lisa Werner: I think you need fifty-three screens. So um so if i'm a proxy for somebody today,

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Lisa Werner: how does that work? Are they is this: If this is going out to everybody in Senate, they will get this, but they may not know to look for it,

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Lisa Werner: so should I somehow vote for them, or

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Rita Lennon: I mean honestly, Lisa, if you hadn't discussed this with them and didn't know how they were going to vote, I don't know if um, I don't know if a proxy vote should be recognized. I appreciate that raising that question now,

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Lisa Werner: I I think I know how they would. But you know, considering you know. Maybe you know, I thought I did. But um,

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Rita Lennon: okay, since we have given it a five o'clock deadline, I don't know if we need to close here, Brooke. What do you think as Vice President? Do you want to do a

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Rita Lennon: account before we adjourn?

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Brooke Anderson: Um, sure should I? Uh announce. Uh, we have

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Brooke Anderson: fifteen responses. We'll make that sixteen responses. So far.

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Brooke Anderson: Um, we have

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Brooke Anderson: thirty-one senators and um

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Brooke Anderson: senate today, which means to endorse the letter we need

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Brooke Anderson: seventeen

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Brooke Anderson: responses for. Yes, and we did actually just reach seventeen responses. Voting yes, in support of the letter. So what that means is voting will remain up until five. We will still welcome responses. But at this time we do have the majority

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Brooke Anderson: um voting to endorse this letter.

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Okay,

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Rita Lennon: very good.

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Rita Lennon: So since we have a majority, we do not need to wait any longer

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Rita Lennon: for that in their general meeting

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Rita Lennon: i'm waiting for some words

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Rita Lennon: strung together.

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Rita Lennon: I think we should do it like as a chorus brandy's motion. Okay, thank you so much. Everyone for being here with us. Thank you for those guests who hung out with us and

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Rita Lennon: um. We appreciate you being here, and we appreciate your time, Elliot. We did um wait for you, and what we're going to do is. Ask that you come back in November to present. I know that you had to go meet with the student.

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Rita Lennon: Will that be okay?

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Rita Lennon: I'll reach out to her. We won't. We won't. Wait for that. Okay, Thanks so much. Everyone have a wonderful weekend. Don't forget It's Tucson. Meet yourself. Go beat yourself,

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Dolores Duran-Cerda: hey? Everybody.

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Rita Lennon: Bye, bye,

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Denise Reilly: I think your recording is still on Rita. Okay, I'm stopping.

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Rita Lennon: Thank you.