********************************************* DISCLAIMER: THIS FILE WAS PRODUCED FOR COMMUNICATION ACCESS AS AN ADA ACCOMMODATION AND IS PRETTY CLOSE TO 100% VERBATIM. THIS IS AN EDITED FILE BUT MAY CONTAIN SOME ERRORS. THIS IS NOT A LEGAL DOCUMENT, IT MAY CONTAIN COPYRIGHTED, PRIVILEGED OR CONFIDENTIAL INFORMATION. THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE HIRING PARTY. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE RELIED UPON FOR PURPOSES OF VERBATIM CITATION. ********************************************* September 1, 2023 Faculty Senate ---Rita Lennon: So, I have 1 o'clock on my Cal... on my clock...  so, we'll go ahead and get started. Welcome everyone to September our faculty senate  meeting... what I'd like to start to do is   welcome and introductions... and how we do that in senate meetings that are virtual... we place our name in the area of the college that you represent, in chat... so please go ahead and start doing that even if you're a guest... whatever your role is... please go ahead and add that to chat. Maggie, as people are doing that, would you mind... I think we've already talked about this, but let me just say it one more time... if you'll continue to admit people as we move forward.  ---Maggie Golston: I'm doing it. ---Rita Lennon: Awesome... thank you so much. ---Maggie Golston: But I have to also [unintelligible] everyone. ---Rita Lennon: You're gonna multitask here. ---Maggie Golston: Yeah... no, it's not problem... if you're just coming in... please, I know the scroll is moving fast, but there was a sign-in... and I'll just keep posting that. ---Rita Lennon: Very good... okay... so, what we're doing now... if you're just entering the the meeting room... welcome. I'd like you to go ahead and introduce yourself in chat... your name and the area of the college that you represent. Also, if you're... well, anyone... please sign-in... so, Maggie will post the sign-in several times, but it's also attached to the agenda... and the agenda, one more time, I'm going to share that in chat. And we'll go ahead and get started... so, we've already gone through welcome and introductions... that's going on right now. Our next item is for  requests for any agenda modifications or executive session. And if you would like to request a  modification or executive session...   please go ahead and either do that by  raising your hand or by putting it in chat. Okay, not hearing any... we'll go ahead and move on to the next, which is request for open forum... And this can be any faculty... and again, if you would like to request an open forum, you do so by raising your hand or by placing it in chat... the request. Okay, very good... I'll take silence as not any requests... so, we'll go ahead and move on. So, the next item is the request to approve August meeting minutes... and this will be just for senators. The meeting minutes are attached to the agenda... I will go ahead and grab the link here however and put them in chat. And please, take a moment senators to review  the meeting minutes from August they're pretty brief. All of these wonderful pieces of silence here... The Sound of Silence. Okay... having reviewed them for at least a minute now... can we go ahead and have a request to approve the meeting minutes Motion to approve meeting minutes were from Lisa in chat... and we got quite a few others... great. And may I have a second? Thank you Matej... we have a second... wonderful . Okay, so the meeting minutes for August are approved as presented... very good. Okay... so, now we're going to move into the reports... so, the first part of every faculty senate meeting is a slew of reports from different departments throughout the college... this way we get to know what's going on...  and it may not be just what is affecting us... or it may impact us and we weren't even aware about it... so, I'm gonna stop talking and I will ask the Provost to go ahead and, I do believe... Kate, you're here to present the Provost report? ---Kate Schmidt: I am... I think that's sort of the first report, although it may not be noted here, is that we have a new acting Provost Dr. Jeff Thies has joined the team... so, I think this is the... I guess this would be his second meeting...   I think you all know... I mean, I do want to just take a take a second to highlight the things that he's focusing here at our office... he wants us to be innovating inwardly, focusing on the processes we can improve, and following through on incomplete projects... meaning that we're going to limit new things and try to make what we're doing better... if you've worked with Jeff before, you know that he's data driven and he's already brought a culture of inquiry and looking at data, into the work that we're doing here. I'm not going to read this report, I'll point out some other things that Jeff has included... it is, you know, my great pride and honor to note that we do have a new acting Vice-Provost of Academic Affairs... I met Michael doc... Michael... Dr. Michael Parker about 10 years ago when we were working on probation... we were on probation in 2013... he was a lead writer...  a faculty lead writer for our assurance argument...   and now he's, as you all know, had experience as a Dean, and is an HLC peer reviewer... so, he's a great fit for this position right now... he's one of the smartest people I know, and I think the Academic Affairs Endeavor is going to greatly benefit from having both Jeff and Michael in place.  I'd also want to, as far as new people go, note that on page 9 we've got a photo   and the names of the new full-time faculty that  were hired for this year... so, take a look at that.   The other thing that seems very clear in this  report is, there are going to be lots of ways to   get feedback from you... pages 3 and 4 talk about ways that you can meet with the Provost in his office hours... and then in page 5 there's a note about the first academic Academic Affairs Forum... this is something that Dolores started last year and I think will continue... so that, I believe it's next week... and it's an opportunity for faculty to provide feedback on the Academic Affairs initiatives, and take a look at our Chancellor's goals, which should be approved by them... and then approved by them... and then what goals the Provost office has gleaned to meet the Chancellor's goals. And of course there's several pages of faculty accomplishments that I would encourage you to take a look at. Any questions for me that I can take back to Jeff? ---Rita Lennon: All right, thank you. Wonderful... thank you so much. Okay, moving along... we'll go ahead and do the report... our 2nd report, which is the student affairs report with Jennifer Madrid. Jennifer you have the floor. ---Jennifer Madrid: Hi everyone... wanted to give an update on some of the initiatives that student affairs is working on... and so, the document is in the agenda... we had Super Saturdays... we had focused registration and admission efforts on the last Saturday of July, and then the first 3 Saturdays of August. So, we advertised Super Saturday via text, our social media, word of mouth, and then other media outlets throughout the city, local news, and such... and so, it was an opportunity for students, who had met with an adviser but still needed to maybe get that registration or that last piece of onboarding done... and so, we had great turnouts over the 4 Saturdays... we had about 650 students come in to Downtown Campus... so, we were really excited to connect and meet with those students... a lot of the staffing came from different areas of the college... so, it was heavily Student Affairs and Advising, but we also had people from Financial Aid & Scholarships, Student Life, External Relations, and Recruitment... Bursar’s office was was really helpful with the triage, and then we were helping students even, you know, that... those last minute enrollments that were coming in... and even applying to the college... and so, it was just a really great turnout with staff and students. So, we're excited to continue doing that... this is, I think, maybe our 2nd full year doing Super Saturday... so, we'll continue to do that every peak season... and then, at the bottom of the document is our student engagement, that we've been planning so far... this is just from now till the next, about month and a half... so, we'll continue programming throughout the year  but I wanted to highlight some events that are   coming up fairly soon... all these events...  there's information you can find in PimaEngage... so, there is a link to PimaEngage and this can be accessed, you know, through MyPima for students, staff, anyone... and you're also invited to these events... so, the first one is our Involvement Fair in September... we also have our Hispanic Heritage Celebration... so, there's 2 different events and they're highlighted in the document as well. We have Emerging Leaders on October 6... and faculty, staff, and administrators are... you're even invited to have breakfast and listen to the keynote speaker that day... there's  also an opportunity for you to submit a proposal...  and facilitate a workshop... so, the deadline for that is Monday September 18th so I encourage you all to do that if you'd like to present at Emerging Leaders. We also have a large focus on first generation programming this year... and we have a lunch and panel discussion with some of our College staff who are first generation...  and that's scheduled for October 11th at West Campus... so, we hope to see some of you out there as well... we have a new student welcome that's scheduled   for October 27th in the evening... volunteer opportunities for a lot of these events, for anyone who's interested. We also have Popcorn With a Program, that's part of our First Year Experience and through Career Cafe... so if... another volunteer opportunity... and this one's actually connected with our Pima Wellness Program... so, you can even earn some wellness points, and even be entered for a gift card. So... the last part is... I wanted to let you all know that we have 10 total senators... student senators... that will be joining us this academic year... 8 are new and 2 are returning... and then, we also have representation from ABEC, on our student senate... so, we're really excited about that... their first meeting is next week on the 5th... and they'll also be introduced at the Board of Governor meeting on September 13th. 3 of our student senators are also serving on the All College Council... and the last thing is we have peer mentors that report up through student affairs... that support First Year Experience, Student life, and our Student Services Center. So if you see any of our student workers on Campus, please  introduce yourself... they work really hard... thank you. ---Rita Lennon: Thank you... wow, lots going on... so, into... the deadline is September 18th for...   forgive me, I forgot... all right, the Emerinly...  Emerging Leaders... I've put tog... ---Jennifer Madrid: made a proposal. ---Rita Lennon: yeah the proposal, right... not for the actual event itself... I was able to do that a couple of years ago, or a couple semesters ago, I should say... it's really, really fun... so, please consider doing that... okay, moving on to the 3rd report, is the president's report... and there's a link in there, so Denise, I believe you're here in the room with me... please. Okay, not hearing her, but I do believe I saw her show up... so, I wanted to start by just saying that, as we were coming into this new semester, we were getting quite a few, or at least I was getting quite a few folks, who were reaching out to me and saying that the notification that we all received on August 23rd... this was specific to something that was going to be blocked now on our networks... and that didn't give a lot of faculty time to review if they had any activities or assignments that were linked to this social network... oh, I'm sorry social media... and you know, it could have potentially impacted quite a few faculty members... and so, I linked the heads up resolution that we all created back in 2018... and this is a request for... mostly for... any kind of implementation that we're going to be creating here at the institution... but... so, it's not necessarily something that we're taking offline or we're going to be blocking, I realize... but this is also something that, we don't know how it impacts all of us, until we actually bring everyone together and talk about it I realized that, you know, through the summer, legislation had changed, and we're trying to do as best we can to,  you know... to be flexible and make these shifts as well... but it potentially impacted quite a few faculty...  so what I would like to do is, the faculty who are here in the room... was there any impact to you, your activities, the way that you inter... or that you communicate with your students... maybe through this platform... and can you just speak up now and so that we can start sharing about that impact... and I'm talking about the Tik Tock conversation that came up on August 23rd. So, I realize that everyone is probably thinking about this, but please, go ahead and open your, just open your camera if you want to... but also, you can put it on chat... I'm going to be moderating chat as well. ---Denise Reilly: Can you hear me now Rita, or no? ---Rita Lennon: I can barely... I heard someone but barely. ---Denise Reilly: Oh, yeah... no, it's me. [laughing] ---Rita Lennon: Oh, we can hear you chat, okay... now I can hear you. ---Denise Reilly: Maggie has written in the chat... so Maggie, would you like to share? ---Maggie Golston: There are plenty of people who potentially are concerned in the Communication Division... and that would include... Communications, Library Science, Writing, and possibly even Literature and Creative Writing. So yeah, my division is impacted by that decision... and so, I think that I would suggest that perhaps we start... perhaps a discuss maybe even a study session on this topic in the future... not exclusively perhaps Tik Tok... but just sort of academic freedom  here at large and concerns about it. ---Rita Lennon: Okay, thank you for your input... so, I do see some that were saying... no, nothing for me this is happening on all... on campuses all over the state and in high  schools... um... not for me I am not teaching   the course this semester but I typically share some fun videos for my future teachers on neat strategies in my announcements for my online classes that would have possibly been affected. My activities weren't impacted but it's possible  that others in my discipline might have been... and one more... other than having less knowledge of the current dance trends... [chuckles] I'm not impacted. Tal, you always have something witty to say... anyone else want to share before we move on? Xavier or Xavi. ---Xavier Segura: Thank you Rita... as for graphic design in our pad... or let's say we have courses that kind of deal with the whole Visio... or video and visual type of graphics... do we happen to have any representatives in the room to kind of highlight that their courses or even programs have been impacted as well? ---Rita Lennon: Thank you... Raymond I see you here... are there any other Fine Arts representatives here that would like to speak up? Okay... and 1 other mention here... actually  2 more now... and then we'll move on. My concern was the lack of notice and timing right before the semester started... there's a couple... there's about 4 or 5 thumbs up to that... and I sometimes  have students make Tik Toks for their portfolios,   but... I'm sorry, something's blocking my view... can't... you could do that on YouTube videos as an alternative?  Okay... so, good... well, I appreciate those who spoke up and and raised the concern... it's not... it's not affecting me either, but I did want to give  all of us the room to to speak up about it... and you know, determine if this was potentially a concern or an impact for all of us... Raymond...1 more last thing to say... I haven't been impacted but I'm unsure about areas in the Arts. Okay... so, maybe we can bring this back... Denise, I see your hand up... but maybe we can just bring this back up in the future, but it looks like we're okay for this one... and that's good... so, Denise please. ---Denise Reilly: Can you hear me now, Rita... or no? ---Rita Lennon: I can hear you. ---Denise Reilly: Oh, great... put speakers on in my office... so, I think that I appreciate that this is being shared, this resolution... and I know this isn't an academic initiative... but I think, one of the concerns that we had discussed as officers, was that sometimes, not just academic initiatives but things come  down that you know are unfortunate with timing because not everybody's around in the summer  as well... and so, when things come down and we just don't have a heads up... and we also did get  emails from faculty that were concerned about the... I don't know, it's the 4-minute break... I  keep calling it Ninjago, but I know it's like   Ninjio or something else... so, when things like that  come up... just a little bit more of a heads up... I did appreciate the description afterwards and the explanation afterwards, that faculty didn't have to do that during the summer... but just kind of, the overall heads up that, if there's something that comes throughout the college from either IT, or any other departments that impact our teaching... and our regular job, you know, even if it's watching a 4-minute video that we know is important... just a heads up that these are coming up before you feel like you've missed a deadline and you need to hurry up and get that email, because the next week it looks like you're behind and you've missed all these quizzes and tests... so, I think that was the overall consensus... was just, when things come down... just a heads up about it beforehand, which is what this initiative says. and that's why I wanted to kind of make it a little bit more global than just an academic initiative.... thank you. ---Rita Lennon: Thank you... okay, looks like we're out of time... I saw the little clock icon on Maggie's... and by the way, that was something that I was supposed to add to the agenda this time, and I didn't do it... so, my apologies for that... so, anyone who is presenting  if you see on Maggie's screen you might want to pa, um...   pin Maggie... boy, I said I almost said pag Miggy...  but, you know, whatever... so, the little clock icon   that she's showing right now... that will let you  know that you have about 2... a 2-minute warning before your presentation is over... and so, I'm already taking time into our next report... so, I will be quiet    and go on to that one... so now, we are on the 4th report, which is the Governing Board report with Denise Riley...   188 00:19:58,614 --> 00:20:00,555 and you have the floor. ---Denise Reilly: Sorry, I have 3 screens going right now... so, thank you, I'm your Governing Board rep, actually... and Rita is going to be assisting in that position for this semester... so, we only have a few meetings this semester. I don't have the report attached, because it's not due until next week, and it doesn't sync up quite with board meetings... so, our next Board meeting comes up,  the only thing I'm going to share is that   your board rep will share any information... so, I write a written report... so, you'll get that next time. So, I write a written report and it's typically based on the notes from our meetings... so, I will try to make sure that on Tuesday I get the notes from this meeting and August... and then, sometimes I add in the notes from meetings that we have with administration. So, we have a meeting with officers and the administrative leadership team next week, and we add those into the note's oral report... and then we actually, or sorry, for the written report... and then, there's an oral report that's actually at the Board meetings. And I know that other members have talked about public comment, things like that... we get a 5-minute time... 5-minute time window to share during the Governing Board report, about anything going on... and so, I try to not talk about what we talked about in meetings, but just really share just big concept ideas, or things we're working on as a group... so, that's about it... that's what your Governing Board representative does for you. And then, I come back to you and let you know how things are going with the Board... and they have not had a meeting yet... the first one will be in  September... so, I'll let you know how things are going there. And that is my short and sweet report, thank you. ---Rita Lennon: Wonderful, thank you so much... okay, we are moving right along. Our next report is with Makyla Hayes... and this is report number 5, the PCCEA report. ---Makyla Hays: Hey there... hey, can you hear me? ---Rita Lennon: Yes. ---Makyla Hays: Okay... I'm not going to be on video because I am on my phone and I can't do both screens... but my report is linked in the document, so if you want to follow along that might help you out... I just wanted to make sure everybody was aware that we do have a new faculty salary schedule, and I've linked the lookup tool that I emailed over the summer, if you want to verify that you're where you're supposed to be... this is a lookup tool... it should force a copy... and then, you can enter your education level, years of experience, and years of teaching... years of experience when you were hired, and years of experience at PCC... to see what you should have been placed on for the salary schedule, if you want to double check on your contract. If you have any education from this last year that you haven't submitted yet... I think we might be approaching, or hit the deadline, of getting that in to adjust your schedule for this year... but I would suggest submitting your education as you complete it, and make sure that it's all set and ready to go before your next contracts come out... and then, if you have new faculty around you they have one year to make sure that they are all set and ready to go with education level and placement on that salary schedule... so, if they need an assistant... if they need assistance...  have them reach out to me or one of the other AERC members... we have internet service... they are all set and ready to go so that they can continue to move up, the way that they're supposed to. There are still 2 AERC work groups that we're going to work on this year... the hard-to-hire areas and credit for movement beyond graduate hours. now that we've got the salary schedule in place and set... and everybody placed on it correctly and everything. Now, we're we're really going to push hard to get that done as soon as possible, hopefully this Fall, and it... and kind of working to get people set up for Spring... I know some of you in those groups have been waiting for a year... and so, that is a top priority for us this year for sure... let's see, we... speaking of priorities, AERC is going to be sending out a survey... survey of priorities soon... when you do get the email, please fill it out, and encourage others around you to fill it out. it's going to go to the whole college, and it will probably be sent from STAR... but I'll send a PCC faculty reminder to fill it out. We want to make sure we have as much participation as possible to make sure that the policies we work on are what you need to be worked on... and my last reminder is, the first Board meeting is going to be September 13th, and I always would love to see public comment filled with people sharing what awesome things they're doing in their department... and get that positive, this is faculty are amazing, it can run... message out there... so, the link to sign up for public comment is on my report here... but it's not live to sign up for yet so wait till next week. [chuckles] And other than that I think we're good... I should have more specifics next month. ---Rita Lennon: Very good... okay, I saw you'd turned off your mic, so I assumed that you were concluded... concluding your report... leh... tripping over my tongue as usual... I think you guys are used to that by now. All right, wonderful... so, I did want to say that Michael, Mike Pickell, you shared something to me privately and that is a huge shout out that we should definitely make sure goes to Makyla, so she can add that to the governing report that she gives... so... All right, moving forward... oh, and I also wanted to remind you all... today is the NA deadline... so if you haven't gotten your NA reports in, please do so... wow, I think I had a stroke... [chuckles] so, I'm go ahead and move on here... Sean Mendoza you have the next report... the Adjunct Report... you have the floor. I apologize... he did text earlier that he was only available through chat because of the fact that he was having some issues with his computer... I'm searching here... I don't see him... so, what I will do is let you know that we had a meeting or they had a meeting... the adjunct's had a meeting this morning from 10:00 to almost 11:00... they talked a lot about the different Tiers, you know... Tier 1, Tier 2 for adjunct faculty... there were quite a few questions about that... Kate Schmidt was there and she was able to answer all of those questions, which was wonderful. The report is linked in our agenda... I'll go ahead and put it here as well in chat... and I apologize, Sean... if there's anything else that you want me to say, I'll go ahead and say it, if you throw it in chat for me... otherwise, we'll go ahead move on to the final report, which is with Elliot Mead... and that's the TLC report. ---Elliot Mead: I'm trying to move a little slowly, in case Sean has something to say... but I'll get started and then if there's anything that comes up... then of course, we'll pause. So, first of all I'll... I have the TLC report... but I just want to take a quick moment to thank you senators for bringing up the Tik Tok issue, even if our classes aren't personally impacted... Maggie... as the side note...LIT 261... social media is a big part of that class... and so, you know, it might not directly impact someone right now, but there is the possibility of it... so, thank you for addressing that issue. For the TLC... we we've been busy as always... over the Summer, we really worked on streamlining our processes... and doing a lot of work in the background to refigure some of the procedures that we go through... we're using a new software to help organize our projects and things like that. So, you know... we've done a lot of background work as you know that the TLC grew very quickly... and in some ways we were butting up against our own machinery... so hopefully, we have a little bit more cleaner processes and procedures to move forward with... into the new year... and so, big thanks to Tomoko, who has also been working behind the scenes to do that kind of work. August was really busy, onboarding new folks... so, we were really excited and glad to be able to participate in Faculty Learning Academy   and Adjunct Faculty Institute... we also co-hosted with Darla Aguilar and the Student Success folks... the always awesome Teaching Strategies Workshop... so, it was just a jam-packed couple of weeks right before the beginning of the semester... getting everyone up and going... having lots lot of really awesome conversations with our new folks... and so, just a lot of thanks goes to the Faculty Service and Resource Centers, the Provost office... the IT Ed Tech team, the ALT team, and LMS team... and PimaOnline as always... and Valerie and Cheryl, our amazing faculty fellows, who are overseeing the mentoring program, as well as Adjunct Faculty Institute...so, lots of Kudos go to really great people, for helping our new faculty move into Pima with hopefully, relative ease... and then, this year we are both simultaneously embracing and throwing out our new provost's regard for limiting the new... and by that I mean, we are absolutely focusing on carrying forward   the great stuff that we have... we have wonderful  initiatives in the College around things like   OER and sustainability and contemplative pedagogy...  so, we want to keep that momentum and really focus   our efforts on supporting those areas... we also  have the Gen Ed and AGEC reimagining going on   and we want to make sure that we are prepared to  support, not only our faculty but our divisions   and our departments with that work... so, as much as I want to keep it to limiting the new, I have lots of... lots of excitement for the year to come, working with departments and folks in those areas. And I think that's pretty much it... I looked, I don't see the clock yet, but there's... the list of specifics is in the report... but as always, just let us know if you want to see something... you know, this is all done... it's all run by us... so if we're missing something, you want to see something, please reach out... I'm glad to work with you, and figure out a way to make it happen... yeah, that's it... thanks, thanks again. ---Rita Lennon: Wonderful, thank you so much... okay... well, that concludes the reports section of our agenda... and we're going to go ahead and move into businesses now... we're about a half an hour early... so hey, let's celebrate. first of all I want to... I appreciate the interpreters, who are here... and I think that's fairly new for us...   so, wonderful... welcome and thank you for being here... all right... so, we'll go ahead and move on to our first agenda item in business, which is the update about professor bios and course descriptions... and I'll just give you a little history lesson here... if you don't recall this conversation, this has actually been something that has been brewing for  quite some time now here in senate... I want to say that... Tal, I think it was way back when you  were either VP or President that you had brought this up... trying to challenge how students look or use "Rate My Professor," solely to determine if they're going to take a course or not... or at least to take a course with that particular professor... and what can we do to offer more information about our professors here in the public facing forum or platform... you brought it up after that... okay, so you weren't quite president or VP, you were just you were just a senator... okay, I get it... but it was brought up by you... and so, is there anything, you know, as I'm giving the history lesson here... would you like to go ahead and bring something up briefly, before I give you some updates on that... Tal. ---Tal Sutton: Sure... yeah... it was just kind of motivated by the idea that students will use whatever information they can get a hold of and they can... they would more willingly listen to student  driven information... than, you know, if we just did...   I mean, not that they wouldn't be useful, but if  we had bios for ourselves throughout the college   that are easy to access... as they're shopping around  for what class to take... that's fine... but again,   there's still a lot of students that want to get a student perspective on the instructors... and so,   the only thing that they have access to right now,  would be external things like... Rate My Professor,   or something along those lines... and so, I know that some other colleges have some means of   allowing students to provide information,  summaries, whatever about instructors that then   can kind of get proliferated to the next year's  class... to kind of give them some information...   and so, it was more just to... I just kind of keep  thinking of the movie the American President,   when Michael J Fox's character is like... when the... when they don't have anything... when they don't have any water   they'll drink the sand... like, that's kind of what they will do with Rate My Professor...   they're willing to drink the sand because they're just thirsty for some sort of student perspective on instructors... and so, if we could give water, that would be nice. ---Rita Lennon: Wonderful, okay... so, I did have... thank you for that, that background... I did have a meeting with Anna Becker, who is a senior IT... an IT senior analyst, I think, is her title? I could be remembering that wrong, so if anyone has her title readily available, please, please share that with me. Anyway... she's fairly new to the institution... and so, she was just trying to get like an understanding of what we were requesting... and so, I did give that feedback that Tal had shared... and so, you know, we weren't quite sure if we were going to be able to offer what we need, which is a little bit of information, you know, about the course itself... and like, what a student's perspective is about the course and about the professor all in one place... and so, we were meeting... Anna Becker and I were meeting this morning about something else, and she brought up that... let's put a pin on it, thank you so much, it's Anna Becker, senior business analyst... in IT... thank you so much... but she did mention that there just in her meetings with other folks that there's other options that we might have. So, what we're gonna do is... we're going to put a pin in it for now, again... and hopefully, we'll have more information here in the next coming weeks, to months... and we'll be able to move along with this project. So... I'm excited... I'm excited that there's people who are still looking into this, you know, in the institution... and, you know, the officers and I just did a real cursory look the other day, on other institutions and what they provide... and a lot of them were like a... an image of the faculty member and more about bio, you know, and the courses that they teach   but it's very... it's pretty much just that... I didn't see anything about like, from a a student's perspective, so. And yeah... so, Maggie has mentioned that we're benchmarking peers and feeders for sure. Okay... so, that's really all I have to share about that... other officers, is there anything else that you would like to share, while we still have a little bit of time on this topic? ---Denise Reilly: I can... I think what we have to figure out... and thank you, Tal, for the background... and Rita, too... is what exactly we're looking for. Because we had talked about... is this something that we can connect to our schedule of classes already? Is there something we can build the infrastructure within Pima College... or is this something we actually have to purchase a system and buy... and then becomes the issue of... okay, who's going to update this information from time to time, you know is it something that all adjuncts have to put in information? But if it's something that's easy... and so, we just started looking at community colleges... but I know that most of you... my guess is, everybody here has   taken a class at some point in the last like 10 years... and even when you're taking any type of a class, you can usually look at a bio, you can look at a picture, you can see what textbook you need... I know, I'm taking a class this semester and I wanted to see what was... of all the instructors... what was their focus... and I wanted to look... oh, who's working in a community college setting because that's important to me... and so, I was looking at the pictures and the bios, just to figure out who I wanted to take... when I had, you know, apples to apples they were all the same... same kind of class... and so, it really has to be, you know, not necessarily like, you know, what the person is interested or enjoys... but I did think that, you know, we've talked about... we've tossed it around... I do think a picture is helpful... of a person, for some reason someone, smiling is nice... or just to see what they look like... some kind of focus area, what classes they teach... but we started looking at the community colleges... even, you know, just up north in Phoenix... and noticing that, a lot of them was really cool... you could see, you know, what they're teaching... you could see what modality it was... so, it was almost like, killing two birds with one stone... you could see the modality of classes, the list of classes they've taught, and just their basic degrees... but it was really connected... the infrastructure was connected... so, I guess we're starting to kind of think about, what exactly do we want? What exactly are we looking at? And we all know that Rate My Professor, they love you or hate you, there's really no in between... [chuckles] and there's no way that students get any access to course evaluation surveys... so, it's really the only thing out there right now... and most universities and colleges have something at least to kind of alert you to who that person is... and all we have is, you know, a directory to go to... so, is it something we can build... or is it something we have to purchase separately to make happen? And I know this isn't probably like the hugest initiative that we have... we have a lot of things going on right now... but it is something that's been talked about for... oh, goodness, since you know... I remember Tal being in charge, and talking about it...so, we've we've been tossing it around but nobody's taken a hold of it... nobody's been in charge of it... and so, we want feedback from everybody here... kind of saying... what is it exactly that we want? And how would it be maintained or upkept if a person left... if they... if they stayed... if they were teaching different classes... is it something we can do? So, I'm going to move it over to Maggie, who's probably got some more to say. ---Maggie Golston: Hi... I just think we give up ground to say that it's, you know... it's a little weird to say... well, the faculty wants this because they want it... when in fact, this is a powerful marketing tool at the college... we have some amazing colleagues and they've done amazing stuff and we're thinking, in my division, about how we can parlay the excellence of our faculty into a literal marketing strategy, with, you know, other marketing tools... but it just seems to me we're talking about the importance of access for students, and choice... and informed choice... we're also talking about a way to really highlight excellence at the college to the community, including students, but not exclusively... and the other thing is just a preview as we benchmark... everybody's got something... everybody's got something... we don't... so, that's all I have to say for now... but we will... we have been benchmarking and thinking about this... I think, you know, anything would be better than nothing... but as Denise describes... there's a chance that this requires, as you know... I like to avoid all enterprises that require new software but this one might... and so, I think it's going to be a lot of collaboration and it might be a heavier lift than it seems initially but once we get this thing going, it has a lot of inherent value... I think. ---Rita Lennon: All great points... there's some things on chat that I'd like to read... but before I do so, Lisa also see your hand went up. You know, I think that it's important that we also get our students perspective as well... like, what would they like to see? What would make them decide on a course versus another... and we would have to determine, I think... if we're surveying students, have they gone to other institutions? That would be important... and did that help make decisions when they were at other institutions? Are they first year students only... and...or have they taken classes before here at Pima? So, I think those are important parts that we would need to address... so, before I get to Lisa and Xavi, there's a comment that if we had the opportunity to post feedback on our site about your professors, there should be some rules of conduct and reviews that are... I'm sorry something keeps getting in the way... discriminatory should... and they should be removed. So, like Rate My Professor has some very inappropriate things on it... and that is definitely true. Since we don't have anything... even basic instructor pages with bios and courses... that would be an improvement... and also, the U of A used to post the quantitative course survey data publicly... oh, that's interesting. Okay... so, Lisa your hand went away but if you still would like to make a comment... I think we have about 3 more minutes on this topic before we need to move on. ---Lisa Werner: Okay, yeah... so, I'm back... yeah, I was just gonna say... I mean, the very... just the basics of having a web page that says who we are, what we do, which courses, why... that sort of thing, you know, from the instructor pad... and then, I'm assuming that the possibly getting software and that... the more complicated part... would be, you know, joining up the student's viewpoint, which would be great... because, I mean, Rate My Professor and at least my course evaluations are 2 different animals. ---Rita Lennon: Yeah, good point... and I've been at the institution for 10 years and I've never had anyone write something on Rate My Professor. So, if you look me up, it's blank... [chuckles] so, what does that say about me? Anyway, Xavi, please go ahead. ---Xavier Segura: Can everyone hear me? ---Rita Lennon: Yes. ---Xavier Segura: Okay, perfect... so, from my previous experience, especially with the bios... and asking students about what they want, I've seen the differences where some instructors actually post... my research interests are this, this, and that... I published this, this, and that... however, the students want to see more of a culturally responsive, culturally relevant approach... for example... i.e. my name is Xavier R. Segura... preferred name Xavi... pronouns--he, him, his, and Él... he is a first generation student... also a proud Pima Community College Alum... and kind of creating that more human aspect and how the students can relate... and then another question... and creating that culture of caring essentially... another concern would also be the language barriers, given that some of our students, they may be Spanish first language speaking students... so, also being able to probably translate that as well... and have that on the bio too... thank you. ---Rita Lennon: Very good, thank you... okay... so, I appreciate  everybody's input here... if you have more to say,   please let us know... you can always write the faculty senate officers for more comments, if you think about them later, that would be wonderful for us to have more information as we're moving forward with this... Xavi, you still have your hand up, I do believe it's probably just because it was stuck there. Wonderful, okay... thank you so much. Okay... so, please continue to to talk about this in chat, but we're going to go ahead and move on to the next business item, which is administrative procedures and board policies... and we have Morgan Phillips here to discuss this, you have the floor. ---Morgan Phillips: Thank you very much Rita... I'm going to put in chat, a link... [clears throat] excuse me... a link to the presentation slides that I have... there's a lot of information on the slides that I'm not going to specifically talk about, but you were welcome to look at that   and do with that, whatever you would like to do with that, as we're going forward. So, that's there now... and if it's okay, I'll go ahead and share the screen that I have the presentation on. ---Rita Lennon: That would be great. ---Morgan Phillips: How many tabs can you have open? ---Rita Lennon: And I have a slideshow open as well, do you want me to share screen? ---Morgan Phillips: Sure... that would be great ---Rita Lennon: Okay. ---Morgan Phillips: So, in this particular case we're talking about AP's and BP's and things that are happening with them... we're not talking about specific AP's and BP's in our meeting today... we just wanted to give everyone kind of a heads up on what was happening... so, as you see things in future faculty senate meetings, you know why you're getting the things that you're getting... and what's happening with that. You can go on to the next slide... back up one. So, our AP's and BP's are scheduled for review every 3 years... the 3 years has never been real tight here at Pima... so, sometimes we'll have one that'll slip and be a little bit late... and so, we try and get those caught up. When we went through the pandemic we were focused on other issues... so, we ended up with a sizable number of our AP's and BP's that were behind schedule for the review... and so, we're in the process of trying to catch up with that right now, okay. So, we have a 3-year plan that we're working through to get us caught back up. This academic year, we're trying to get as many of those done as we can... our goal is... we would like to be able to be current on everything before we have our HLC review, December of 2024. And we know that during the Summertime, we don't really have a lot of time to work with faculty members and do things with AP's and BP's... so, we're trying to get them done before graduation as much as possible... and then we've got a little bit of room for... oops missed that one... or things like that during the Fall semester, if we need to catch up. You can go ahead. Just as a reminder... these are the definitions from our Board policy 1.1.1, which tells us about our Board policies administrative procedures and our SOP's... a Board policy is a statement adopted by the Board... those have to do with defining acceptable  practices, educational and other expectations,   guiding the actions of whom the board delegates authority and responsibility, ensuring compliance with state and federal laws. When I'm talking to people about Board policies, a lot of times I'll say that the Board policy is telling us what we should be doing... so, that's really, when you're thinking about... I'm looking at this BP... it's giving us directions on what we should be doing... and then, if we look at the next slide... that tells us about our AP's... and so, the AP's provide specific guidance to District staff in implementing and enacting the Board policies in the day-to-day operations of the college. So, the AP's give us a general description of how we should be doing the what that the BP's are telling us about. And so, that changes the focus a little bit as you move to the AP's... college units may create operational manuals to detail specific processes for the Board policies and the administrative procedures. So, you don't necessarily have to link all of the forms and things if it's clear what the forms are doing in the AP, those things could be in an SOP somewhere... you'd want to make those available ,so people would be able to see those... the SOP's are not supposed to be sequestered by the different operational areas, but it gives them a way, so they can adjust their forms and things like that without having to go through the AP processes... okay. So, the AP's that define how we work  through our BP's and our AP's are 1.1.1... that tells us the process for Board policy and administrative procedure review... and then also, 1.25.1 has an impact on that because some of our AP's and BP's will have to do with compensation or employee work conditions, which make them an AERC issue... and so, 1.25.01 details how to involve AERC... and the AP and the BP revision, if that's necessary... okay. So, the process for reviewing and revising them...  it's a lot of steps that we go through for that... first thing is, we have to make sure and tell the Chancellor's office whatever it is we're working on, that way if someone else decides that they would like to modify an AP or a BP, the Chancellor's office knows someone else is already working on that one and they can jump into the process that's existing in the other place, and we don't have parallel processes running somewhere... you have to identify the lead administrator of the sponsoring unit... so, whatever the process is that you're going through, at Pima particularly, where we seem to change structures frequently... you have to figure out... okay, so who is the person that really should be responsible for this AP or BP... and then those are adjusted over time... you have to  identify stakeholder units... so, who's going to be   primarily impacted by this AP or BP... we need  to make sure they're involved in the discussion...   the names of the reviewers or the authors... so,  for the stakeholder units that we're working with...   who's actually been working on their AP or BP to create the draft... what process... collaborative and inclusive process did you go through for creating, revising, or maybe deleting the particular AP or BP that you have. Once that's all done, then you have to have approval for the lead administrator for that area... it gets sent to the legal office... they review to make sure everything is okay, in the AP or BP with laws, procedures were consistent with the other things that we've done... they check to make sure all the steps up to this point have been followed correctly... they then create a formatted policy, so it looks consistent... that goes to the Chancellor's office... and that has to be turned in by the Board deadline if it's  going to be for the next Board meeting that we have. The college governance groups, which would include faculty senate, are informed and asked for feedback about the changes to the AP or BP... or deletion or the not changes is posted on the website for 21 days of comment. For BP's the posting should occur only after the first reading to the Board... so, for these AP's and BP's, the Chancellor's office sequences things with the Board meetings... so, whenever there's a Board meeting, there will be BP's that had their first reading... and then, so the 21-day comment period starts after that first reading, so that will occur before the second reading with the Board, which is where they make any modifications the Board wants to make and they vote on it... and they do the same thing with the AP's... so, when they release BP's for 21 days comment... at that point, if there's AP's waiting for 21-day comment, they will send some of those out. So, I can tell you right now that there's a good number of AP's and BP's that have been worked on over the past 5 months or so, that are waiting for the September board meeting... and then, those will be posted for 21-day comments... so, there'll be a large number of those that will come up. The comments are received and inserted in a comment received form... the comments are forwarded to the sponsoring unit for response... and then that form with the responses is posted on the website... and that stays up for another 21 days past the 21 days that the comments were collected... it's on the Board agenda... for BP's, those are action items on the Board agenda... 490 00:54:42,644 --> 00:54:49,748 and the AP's are information items... and again, the Board policies... there's a first reading where they see it for the first time... and then there's a final reading where they actually vote on the item... okay. Now, this is the part where I was telling you... I'm  not going to go through and do all of these but   I wanted you to see just what kind of things we were working on and where they're at in the process... and you're welcome to use the link to look through this... these are AP's and BP's that I told you are awaiting that Board meeting... and they're going to show up for that 21-day comment period very soon... so, here's ones that are currently waiting. These particular ones have no changes on them... so, they have been reviewed by the area and the stakeholders and they said... this actually is fine for what we're  doing right now... and so when they come, those will be ones that say, there's no suggested change at this time, for these particular ones... okay. BP 2.18 had its first reading with the Board back in June, so it will be going to the Board for its 2nd reading... that's related to college compliance... awaiting the 1st reading, are these BP's that are on here... including 1.01, which actually is the one that impacts AP's and BP's... so, might be some slight adjustments on what I'm telling you, depending upon what happens with that particular one, okay. And jump 1 slide again... actually, I guess we jump 2 slides. Okay... so, here's... okay, these are ones that have modifications on them... okay, go ahead, I'm wrong. So, here's the AP's that have some modification on them, that are awaiting their 21-day comment period... and so you can see that there's several that are on here as well. So, for you're next faculty senate meeting I would expect you will need to have a fair amount of time on your agenda to look at AP's and BP's that you're interested in discussing... okay... you can continue on. This is a continuation of the previous slide because it didn't fit on the slide. These are BP's that people are currently working on... the Chancellor's office has a sheet where they keep track of... is someone working on this particular AP or BP? And so, these are ones that someone has said... okay, this is in progress for me... and so, things are happening with it... in our 3-year plan, some of these are due for December, a few of them are due for April... and so, nothing... nothing to come yet but they may come in future faculty senate meetings, whenever the groups that are working on things finish up with those... okay. And this is the AP part for that. Ones here that say... next to review... these are ones that I will be getting with people over the next probably 2 weeks or so, to talk to them about... you know, we need to work on these in our 3-year plan... these are ones that we wanted to have complete by December... and so, we really need to start working on them... so, that's why they're on the Next Review List... and the next slide has AP's that are Next Review... okay... and then, one more. So, just wanted to mention... we have over 180 AP's and BP's... so, if over the six semesters, that's their average lifespan, they were all perfectly divided out evenly, you'd expect to see around 30 AP's and BP's showing up each time you have the semester's work that you're doing... they're not divided out evenly, because things like the pandemic COVID caused a big glut of them to come up  now... but over time that those will even themselves out... and even though it's a 3-year review cycle, it's important to know that AP's and BP's can be   changed whenever they need to be changed... and so, one that we're saying right now... general education for instance... our general education information is current, so our AP or BP actually reflects what we're currently doing...   but when we change our general education core to align with the new requirements from AP transfer, then that will need to change... and so, that will probably not be 3 years from now, it will probably be sometime between now and then. Okay... any questions that you have? ---Rita Lennon: There's actually one question in chat, Morgan, from Makyla... will you be coming to AERC next week for some of these listed? ---Morgan Phillips: I was talking with Kate about that Makyla... and she's sharing a list of which AP's and BP's that we're saying would be AERC related. And then, so I can work on seeing... oh, okay... here's some that's on the list and we can get someone to AERC to talk to you. I don't know if I would necessarily be the person, because we want to make sure someone that's knowledgeable comes. ---Kate Schmidt: Yeah... that that's actually Makyla's list that I shared with you Morgan. {chuckles} ---Morgan Phillips: Right. ---Rita Lennon: Okay... so, unfortunately we're out of time for this... if you do have questions please go ahead and put them in chat. James, I'm sorry... I'm going to ask you to put your question in chat... and we'll make sure that we field them and get them to Morgan and and Kate. I am actually going to be leaving the meeting now... so nice to see all of you... Denise and Maggie will be taking over the meeting at this point... Kate I'm so sorry don't get to hear your discussion but... I mean, I got to meet with you earlier this week so... [chuckles] all right... so, you're on next, and if you need us to share slides, please let us know... but I'll see all of you next week, or next month... thanks. ---Kate Schmidt: I think I did it... can you see my screen? ---Morgan Phillips: Yup. ---Kate Schmidt: Okay, great... so, Morgan said we were not going to be talking about specific AP's or BP's today... I'm going to prove him wrong... because I wanted to bring this one to senate now, because of the timeline... this is... there's an AP 3.01 that refers to full-time faculty... not full-time faculty... faculty qualifications for credit bearing courses... it's actually slated for revision like, for the work to be done next Spring... finish up in the end of April... and then go out to 21 days in the Fall of 24... to meet this December 24th deadline... that's the cycle that it's on... that being said... and I think I probably have... need to be moving ahead with these slides... so, that's the timeline for the 3.01.01... so, in theory we we wouldn't need to start until Spring. That being said... the HLC is proposing changes to their policy on faculty qualifications... they have a final and 2nd vote at their November meeting... and they have set a date for us to give them feedback by September, 18th... I thought it'd be a great idea to start having these conversations in, you know... in conjunction with the HLC changing the qualifications... and so, I thought... let's start... let's start talking about it now, even though officially   we don't have to talk about it until Spring... so, let me talk a little bit about what I understand their policy changes are... their previous policy really focused on qualifying faculty members primarily using academic credentials... and then talked about other factors... their proposed policy... I mean there are other changes, but this is one where I think there's a real sort of change in the approach and how we how we think about this... this is saying, an institution could deem instructors qualified based on a variety of factors, including but not limited to, academic credentials... this is an interesting one, progress toward academic credentials, equivalent experience, or some combination. So, one thing that's clear that is not changing, is that there is an assumed practice that faculty participate substantially in establishing the academic qualifications for instructional personnel... and so, that's why I'm coming to you... like we've got to start having these conversations... senate is the is the, you know the shared governance body that should be kind of over seeing this process... so, I've got some proposed approaches... I did share this in...   did I share this in the chat? So you can actually get these as live links if you're in the document. You should all have access to these slides, so that you can, you know, take a deeper look at the information coming from the HLC. If not, I'll do it when I'm done talking. ---Kelly O'Keefe: Yeah Kate, I don't see the... ---Kate Schmidt: Okay... I didn't hit... let's see let's see... let me try again... did I get it that time? Okay, great. Yeah... so, you'll have this... so, this is what I'm proposing, is sort of our... oh, shoot... now how do I go backwards? I'm proposing that in the next few weeks, before the September 18th deadline, that we have some open forums to have conversations about what we're seeing in the HLC proposed language... and what our feedback to the HLC would be. So, I've established 2 dates, where we can meet...  that's, you know, optional, have that conversation...   you can also provide feedback on your own, but I, you know... I thought it'd be good to sort of talk   some of these things through as colleagues...  and then, start our work sometime in mid October   rather than waiting till Spring to convene that  stakeholder group that's required to change an AP...   and start talking about, you know... start looking  at that... and then be ready with our group when the hlC has their final meeting to make  this the final... the final qualification. And then, I think we do our work of drafting  things, I think, given what I see in their language,   that we would definitely need to... or want to... revise our AP... and that we really need some operating language on both the equivalency process... as well as on dual enrollment faculty...   because that, you know... reading between the lines, I think that statement about progress towards credentials is referring to dual enrollment faculty, who are on plans to become qualified. so that's... you know... that's it... I'm inviting you  all to, if you want to come to one of these 2 sessions,   to sort of talk about these... take a deeper look at what the HLC is proposing... and collect feedback to send back to them. You can also do that on your own... email Katie, so that you get added to the actual invite... and then then, you know from... there we will solicit people... people that might be interested in having these conversations moving forward. I will say, there's nothing that I see... there's nothing that I see in the language that would force us to   change anything that we're doing... but I think,  given that there's a kind of new approach, that there's some ways to look at qualifications differently... it would really behoove us to have that conversation... say, how does this fit with Pima and what, you know... how are we going to approach that... and we have to revise the AP anyway... so, in some ways the timeline is fortuitous... any questions for me, or any thoughts? ---Kelly O'Keefe: Kate, I would just like to mention that, you know... I, being faculty, really appreciate being invited to have this kind of conversation about this... and having 2 meetings like that is really commendable... and I wanted to make sure that that's relayed to you and that, you know, I believe I can speak to most faculty, that we really appreciate that... thank you. ---Kate Schmidt: I thought that up at 6:00 a.m., so I'm glad... thank you... I mean, it's an open... it's an open opportunity to have the conversation    and if you can't make it, I don't know if we want to record it or just take notes... but it's... again, you can put feedback in on your own... and at some point after that, we will be soliciting for people to participate in the longer term conversation...   and I would imagine, given senate's interest  in this, that whoever's on that committee   comes back and reports out to senate, where we  are in our progress, and what the conversations are.   ---Denise Reilly: Well you're getting a lot of kudos in the chat, Kate... a lot of thank you for bringing this up... bringing this to everyone's attention... and I think a couple have said... have made some good points in regards to kind of looking through all the AP's and BP's that need updating in reference to academics, who... I know that Morgan was presenting earlier. and   I know that you presented... but how is this being divvied among administration... who's responsible for the BPS and APS... ---Kate Schmidt: Excellent... yeah, excellent question... so, since my mic is open, I know Morgan knows this as well... that project is being managed out of the Chancellor's office, and there is a... oh, I always forget the name of this software... Smartsheet... that's got all of these broken down to, you know, which quarter are they going to be need to be reviewed in time to make sure it gets to 21 days, so that they get, you know, so that we get that by their deadline... Gayle Bell is the one that's monitoring that spreadsheet and I do know she had a conversation with Makyla,   and Makyla had access to that earlier this week... but it might make sense to also have a conversation   and make sure that somebody... some senate  representative has access to that as well. Makyla went through the list looking for the things that were working conditions and wage related... so, I see the point, like it might be a really good idea to go through it to look at what's... what's very... what's of interest to senate, so that you know it's coming up. ---Denise Reilly: So, could we ask you or Morgan... who would be more  appropriate to ask to come up with a list of the ones that are academically inclined to send to us? ---Kate Schmidt: Why don't Morgan and I take that back to Jeff's leadership team, because I think Jeff's the one that will be assigning the individual administrators on his team for the academic ones... but yeah, I mean, I that I think that'd be a good approach. ---Denise Reilly: Perfect, thank you... and then I see... I saw a hand... I'm sorry, I don't... I'm on like several screens... so, I think the hand went down... somebody had a hand up. ---Cynthia Howe: That was actually me, Cynthia... Kate, would you be able to give us sort of a nutshell assessment from your reading of the HLC document of whether the changes that they're proposing are generally liberalizing or the opposite direction in terms of the faculty credentials? ---Kate Schmidt: I would say it is more inclusive. ---Cynthia Howe: Uh-huh, okay. ---Kate Schmidt: And so, I think that's where we have to have conversations because we... when we have transfer programs, we're sort of answering to other institutions as well... so, we may not have the same flexibility... I think it's more inclusive and more... I would say holistic... so that you could sort of take a portfolio of experiences to qualify somebody. ---Cynthia Howe: Mm-hmm. ---Kate Schmidt: Then I, you know, as the administrator supervising the staff that does faculty qualifications, it's like that also means more work, right. I mean, it's not just the staff, it's a higher order evaluation to look at a portfolio versus being able to look at somebody's transcript and check off that they've got those particular courses... and so, it would absolutely have to have more, you know, more input, and an eye on it from, I think at this point it would be the position, we call it discipline coordinator or your whole DFC, to sort of figure out what are you... what would you need to be looking for in somebody's background to say that they're qualified to teach this particular course. ---Cynthia Howe: [unintelligible] ---Kate Schmidt: It's a really great opportunity to have this conversation, it's... I think it's kind of exciting, but it will get complicated. ---Cynthia Howe: Yeah... thanks for that nutshell. ---Kate Schmidt: Sure... thank you, Cynthia. ---Denise Reilly: Thanks... go ahead Maggie. ---Maggie Golston: Just... just as long as we're throwing out kudos, and like, kudos to you Kate... but I also wanted to mention... I have gone through some faculty certification  changes as department head in the last year or so... and I have to say, they are doing such a great job in faculty qualifications... so, if you're a discipline coordinator or department head and you need guidance or support or collaboration or just want to even, just want to chat... Rosa Valenzuela and her staff are doing an amazing job. ---Kate Schmidt: Thank you so much Maggie... that's a team that reports up to  me, led by Michelle Martinez... and we just added a section in our monthly report to, I think we're calling it... it might even be called kudos, because I often get emails from different... about people being pleased with the work that's being done... so, I'm going to I'm going to find the transcript from this and paste it in for our August... oh, I guess for September... for our September report... thanks for the feedback, I appreciate that. ---Denise Reilly: Nobody heard that part... I see Makyla has her hand up. ---Makyla Hays: I just wanted to say, for AERC I made a tab in our tracker that I linked in the PCCEA report... it has all the AP's and BP's... it is not based on the review cycle coming up... it's just a full list of all our posted AP's and BP's... it has a link to the document from the website, as well as the title... and then what I did for AERC is I put "who's the owner," and then whether or not it was a AERC related topic, with just yes, no, or possibly... so, if you want me to, I can easily make a copy of that tab and share it with you and Rita... and you guys could have somebody maybe go through and just say yes or no for senate... and have your own AP or BP tracker of what things are senate related... it has slicers so you can show by who it's reviewed by, and yeses and nos, and all those other things. So, if you want I can send that to you later today. ---Denise Reilly: Thank you Makyla... if the rest of you haven't figured  this out yet, she's kind of a spreadsheet queen... so, we give her a lot of kudos for putting things together... and then Kate, the last question I was going to ask you, I don't see any other hands up... these feedback sessions on HLC policy, will they be... will you be sending an email about this or is this the only information we have? ---Kate Schmidt: I don't know how to get the word out... I mean, you can write to Katy Hernandez and get it... get... yeah, sure... we could put an email together, if that's what you... if that's what you think is the best way to communicate... I don't want to put... I don't want to invite everybody,  because it ends up your on your calendar... but yeah... sure, we'll get an email out and make sure that people can write to Katy and get on the invite.   ---Denise Reilly: Okay, great, thank you... just for all faculty to be able to see this, as not everybody may be able to get the notes from this until later on in the semester. ---Kate Schmidt: Yeah, perfect thanks. ---Denise Reilly: Okay, thank you... all right, are we done with that topic Maggie? I think I can't see anyone else with hands up or questions... I think everybody's given lots of kudos in the chat, this is like the kudos meeting here. Okay... so, next item on the agenda, and I think they're still here... though I haven't checked... Elliot, are you in here... with the DFC handbook? I didn't... ---Elliot Mead: I am... I think... I think Michael Parker is going to take that on, however... is that correct, Michael? Did I... we should have coordinated. ---Denise Reilly: Michael, are you here? ---Michael Parker: Well, I said I could answer any questions about it, but yeah sure, I can... I could start with the initial pitch, if you will. So, well thanks. ---Denise Reilly: Welcome Michael... our new... [laughs]  I'm probably gonna botch the title, but our new Academic Affairs Vice Provost, correct? Did I get it correct? ---Michael Parker: Yes, yes, yes... if you look at the web page it's the Vice Provost for Academic Affairs and Student Learning... other people just use Academic Affairs... so, I'm not sure if I'm entitled to the whole Academic Affairs plus Student Learning. ---Denise Reilly: I was just going back to Spanish where we put the adjective before, so... [laughs] ---Michael Parker: Oh, okay... right... ---Denise Reilly: Thank you... you got an intro earlier, but thank you for coming... and so, you and Elliot will tell us about the DFC handbook, go for it. ---Michael Parker: Sure... so, DFC's are an important part of our curriculum faculty oversight of academic matters... and it was brought to our attention... I think one of your your senators here, noticed... or maybe this came out of the HLC review, I'm not sure what the exact history was... but it says that it's supposed... this guide book that we have that determines how the DFC... that describes and governs how the DFC's operate... was drafted, I think... when I was faculty senate president, you know, 2017-18, something like that, and it says that it should be reviewed every 3 years... it hasn't been reviewed in 3 years... and one component in it in particular that people noticed was missing... a gap... is at the very end it says something to the effect of... each DFC will submit a appendix that describes... that list the members of the DFC... and their methods for collecting votes on curriculum matters... well, those aren't in there... there is no... there are no appendices... so, we have 2 gaps in there... and what has been proposed then and what I said that I'll help organize would be a group to revise this, and if you look at the the handbook itself it says... every 3 years it will be announced, you know, we'll enlist people from each division to rewrite the... this handbook. Well, that ship a sale, we can't do it for All College Day, but we can try and catch up... and we will create a group to review this... we'll collect some feedback... what isn't... what is working, what isn't working? And this is another issue that came up is that, on the one hand, while inconsistencies are built into the DFC handbook... whether you want to call that inconsistency or flexibility to allow for things like, mathematics was an example, you know, that has lots of full-time faculty... as compared to many of the DFC's in my division that are 1 or 2 person shows... you know, the example that was given was... well hey, in math we have 6 adjunct faculty being served on there, whereas the manual requires just 1 adjunct faculty to be... to represent there... and in my own case, I'll give you the example of political science... I have 1 full-time faculty and 1 adjunct faculty... so, that... the way that is written, it produces inconsistencies because it has allowed for flexibility in how people, you know, have representation... because it says you have to have a minimum 1 or you can add more as needed. so, that was another one of the issues that was brought up... some things too, about OER... how people select OER textbooks and all that kind of thing... so, I'll put this to you right now, one of the things I was going to think of is... is what I wanted to propose to you is... I could either go directly to the divisions and seek representatives from each... or this could be a subcommittee of senate who works on this... since you already have division representation here. So, I'll put that question to... I can go either way with one of those things... it just says, we've already missed the All College Day, where we're going to enlist people... but in terms of seeking representation, I can... we can... we can make this... you all... Senate, can make it a subcommittee of senate and you all have division representation... and I'm also thinking too... I don't know if senate was organized quite that way back then... I remember... Tal, you know, all... those of us who were working in senate at the time, sort of reorganized... it used to be based on Campus, I think... and then we shifted it to division, whenever we got new divisions. So, that might be, you know... I don't know if Senate was organized that way... but gather a group of people together... select feedback from folks... I mean, one thing was... well, should we collect all the appendices? I doubt that these appendices exist... I mean, in my own division, I have documentation of how we're supposed to do that... but I have never created something that I have called an appendix... so, I don't want to ask people... all right, give us   your appendix... your appendices... and then say... create a new document that you're not using right now...   certainly, if you've documented your process,  we'd like to see that... but I mean, I have my doubts   about whether or not these appendices exist,  because not a single one has been collected that is now part of that manual... get a group of people  together to revise this... collect feedback from faculty   what is or isn't working with DFC's... and take some time to revise that... and Maggie you had a question... but that's what I'll say... I think... in thinking this through, I think I have 2 options...   we can either say, let's form a subcommittee of senate, and you've got that division representation already here... or we can go directly to the the divisions and say... I can contact each one of the Deans and say... send us a rep for that. Maggie. ---Maggie Golston: Yeah I was just... we are organized by division now... no longer by Campus... however, division is not discipline, right? So that... I mean, if if your political science full-time faculty felt strongly that they could not be represented by the... oh, I don't know, history faculty... or whomever is a senator... do you see what I'm saying? ---Michael Parker: Mm-hmm. ---Maggie Golston: Like we don't have every discipline represented in the senate... but we do have every division represented in the senate. And my other question... as long as I'm on the horn here, is... is there anything in the DFC handbook, that will need to be revised once there is a new Faculty Leadership Model, in other words, will we have to do this twice? ---Michael Parker: I think that that's something... and this was not as part of it... I think, you know, we... we... so, you could tell me if you think this is true... in my day, you know, a lot of the work that discipline coordinators undertake was taken by the, what was called a CDAC at that point... and there was greater collaboration... it seems like a lot of that work has just been assigned to a single person... so, yes... I think there will be knock-on effects and I think we want to contemplate what is the, you know, really... maybe I'm just nostalgic for those old CDAC days or whatever,  but you really got together as a faculty and discussed questions... whereas, so much of that   has been delegated to a single person... and that leads to, you know, a variety of things. So, I think that there will be knock-off effects from that... I think it will have some effect on this course materials BP or whatever, that's going through...  academic freedom... because I think what some of   the questions that people have raised are related to academic freedom. So, it will touch on a number of things... this is kind of, you know, we want to look at it as much as possible through a systemic lens... including faculty leadership... but I think that they should be treated separately... I mean, one... if I had my druthers, there would be, you know, the CDAC and DFCS would be more active   and it wouldn't just be delegated to a single  person... I think some people mistakenly thought   that well, if we've got a discipline coordinator,  that is faculty and therefore that is the faculty voice... I don't think that's the case... I think really, it's whenever it refers to faculty have oversight of curriculum, it's referring to the collective body of faculty, as a group, as a discipline... coming together and making decisions. So, I think that it could be... they're obviously related... it depends on what we want out of each one of those things. So, yes... but should we go ahead and do it now? One of the things is that, we want... this came up like... as I understand the history, came up as part of the preparation for the assurance argument... the HLC assurance argument... and it's like, okay... here's a gap that's been identified, you've not revised it, and people have questions about it that touch on a number of issues like shared governance...... so, I would say that we get it done now... and with that in mind, right... sort of saying... okay, how have these things interacted in the past... the leadership structure and this... but then try and distinguish between what a governance body is and a sort of administrative management position... I don't know if the rest of you would agree with that but your your DFC is your your governance group... discipline coordinator really shouldn't be the governance group, that's just somebody who's paid to carry out administrative tasks... Tal. ---Tal Sutton: Thanks... yeah, I was actually on the committee that did... started this... and it was chaired by, or run by Jenny Conway, way back... and a lot of the things that came up in those conversations, I think you kind of touched on why they kind of stay flexible/inconsistent is... one of the challenges is to try and... you know... we realized pretty quickly that one size doesn't fit all... the disciplines are very different... some are very small... and then, you brought up membership of adjunct faculty... and here we are trying to make sense of, well what do you do   about a discipline where there's one full-time faculty... and they have 3 or 4 adjunct faculty,  where at least one of them is a discipline coordinator... well, if they're a discipline coordinator, one would think that they should have a vote... they should be a voting member of the DFC... and then... but we also didn't want to sort of, force all adjunct faculty to participate in this extra work that wouldn't be paid for by becoming voting members and having to keep abreast of all the things that we're discussing. So, there was a lot of conversations about that... and so, I think that notion... I think you very, you know, nicely put it as flexibility that was what we were trying to do, is... you have very large disciplines like math,   where kind of, all the workings that need to happen for the discipline, can be handled by the full-time faculty but then you have very small disciplines, where that's not going on... and so, how do you sort of navigate that? Also, I do also remember what you're mentioning right at the end there... this... those meetings were happening when the existence of department heads and discipline coordinators was still very fresh and new... and we didn't quite know how or whether or not we shouldn't be trying to integrate that into the handbook. And I think, as you said... now, after 3 years revisiting, 4 years improving... at this point whatever... this might be the time, after the dust is settled, to see... can these things be integrated in a nice, more coherent way? So we don't have to find... look at 5 different documents, to see exactly what faculty leadership and input looks like.   So, anyway... just some historical context. ---Michael Parker: And Tal... I mean, the handbook says that we should enlist people who did it before for the sake of continuity... so, can I count on you to volunteer? ---Tal Sutton: So, to stay quiet. ---Michael Parker: You wrote it. ---Denise Reilly: So, there's a lot in the chat now Michael... thank you Tal, for that information... and Maggie, about different duties of discipline coordinators... about what the intention was... if I'm reading this, or if I'm hearing this correctly from you... it sounds like the revision needs to happen this year for the HLC Assurance Argument... however, because I think the goal still is, in this coming year, to revise that Faculty Leadership Model... I think that that might still need to be revised after next year anyhow... but right now, it needs to be consistent with whatever practices are going on... is that correct? ---Michael Parker: It should be... and if... I mean, revision could say... good enough for now, right... review and revision... 796 01:27:46,886 --> 01:27:52,623 if we feel that there are Urgent problems that need to be addressed, then we can address those... 797 01:27:52,623 --> 01:28:00,000 but yeah, you're right... and I think, even at the time there was some question... we as faculty senate President... 798 01:28:00,000 --> 01:28:06,209 we really had to insist that we continue to have something like CDAC... rather, you know, 799 01:28:06,209 --> 01:28:10,944 because I think the idea was being entertained... well, we don't need those CDAC's anymore... 800 01:28:10,944 --> 01:28:18,811 and I don't know if it was the acronym that was being objected to, or the concept that you would have DAC's period... 801 01:28:18,811 --> 01:28:23,744 like... oh, the restructure will take care of all that, plus the discipline coordinators... since we've got these 802 01:28:23,744 --> 01:28:31,871 subject matter divisions, you don't need CDAC's anymore... so, that was not an uncontroversial issue at the point... 803 01:28:31,871 --> 01:28:39,713 I mean, and those of you who are around at the time,  you can confirm or disabuse me of my false memory, 804 01:28:39,713 --> 01:28:45,388 but I do think that that was a question at the time... but yes, so 2 things... 805 01:28:45,388 --> 01:28:51,120 1... you could take a look at it and we don't necessarily have to do major revisions, if that's what the group concludes 806 01:28:51,120 --> 01:28:57,430 based upon the feedback from the faculty... it  sort of seems to be working reasonably well here...   807 01:28:57,430 --> 01:29:03,061 and we could say yes, we did review it... and we think it will work, at least for the next 9 months, or whatever...   808 01:29:03,061 --> 01:29:07,939 or you can, you know... and then say... that has been done, it was reviewed here. 809 01:29:07,939 --> 01:29:12,577 I mean, just because it was reviewed, not reviewed in the 3-years... that's not like a sunset clause... 810 01:29:12,577 --> 01:29:17,360 and I think sometimes people think like... oh, you haven't reviewed... it says you review your policies every 3-years... 811 01:29:17,360 --> 01:29:22,160 you haven't reviewed in 3-years, therefore it no longer is in effect... I mean, that's not the case...   812 01:29:22,160 --> 01:29:29,310 but if it needs to be updated, it can be... so, that's... to answer your question, Denise, I would say...   813 01:29:29,310 --> 01:29:35,305 we could take a look at it... we could review...  we could say, this needs a major overhaul... 814 01:29:35,305 --> 01:29:44,640 or it works now... or we've decided we're going to  delay until this other thing kind of takes shape.   ---Denise Reilly: Okay. ---Michael Parker: If that makes sense. ---Denise Reilly: No, it does make sense... it sounds like there might be some revisions to kind of follow along with what's being done in practice now... but it sounds like there might be an overhaul at some point anyhow. And then Elliot has a question, or a comment maybe, to add to this. ---Elliot Mead: Yeah a little bit of both, thanks... so, I think that, just from an... from the lens of the HLC Assurance Argument Editor... it would be really great if we had an updated policy... or if we had that handbook updated... because, at least, before the argument is due... it's a major component of several of the chapters in several of the criteria we've used it... we linked it as evidence a couple of times... and I think Morgan you put a... sorry, I was trying trying to read the comment. So, that was the original concern... was just that, it needs to be updated... it was dinged by a reviewer... she did mention, and I'm sure that the HLC team will be glad to get some of the comments... the written comments for the... that were mentioned to the team who ends up doing the initial review, but there were... she did indicate that the lack of follow-up for the appendices was kind of the issue with that transparency... I think her comment was something to the effect of... that we often at Pima with our documents... we have a lot of procedures, with no accountability to them... and so, I just kind of wanted to point that out, that I think that this is kind of in line with what Tal was saying... it seems like there was a lot of things forming at the time of this document... it was perhaps necessarily nebulous... but that the lack of transparency about our processes in it... whatever they are... we just need to really document them for our reviewer... that was what she was looking for... it's less about what we're doing, and more that we have something written down   that we can be held accountable to... so, I just kind of wanted to clarify that because I know we're talking a lot about, you know, things that feel like... like I don't want anyone to think like...   oh, we've been talking in the HLC, and like, with the argument and thinking that we have to come up with a policy that's universal for everyone... it has never veered towards that kind of conversation, but it is based on the fact that, the lack of transparency is an issue for our creditors and it has also, based on some of the other reports from the college... the other task forces, that the lack of transparency has created inconsistencies among our faculty, who then sometimes feel disempowered to do things in in their departments, or come forward with some of their suggestions or recommendations... so, I just want to make sure that all of our faculty feel, you know... like they feel supported in their DFC's... and we do that through transparency, so. ---Denise Reilly: Thank you Elliot... and it looks like... thank  you Maggie... it looks like we're closing to time.   There's a lot of comments in the chat... if anybody would like to speak to those comments... [chuckles]  instead of reading them all out loud... Morgan, you had quite a few, would you like to comment? ---Morgan Phillips: I was just bringing up some things because I had worked with the group a long time ago,  that originally had done some of the changes... and the DFC's were really intended   to be at that point in time, kind of a single  discipline specific version of CDAC's... and so, there was ever any intention in the original design, that there would be one person making decisions  that other faculty members didn't  have any part in or discussion of... the concern that was trying to be addressed was... there were some CDAC's, that you had, maybe... I don't know the numbers of faculty members for things... but maybe you had... one political science faculty member... and so, there wasn't a CDAC for that, there was a CDAC that was social sciences... and so, the political science faculty member that  was saying... I'm trying to do this in political science,   was having history and anthropology and whoever the other disciplines were, saying no, no, no...   we don't want you to do that... and so, we were  trying to avoid the situation to where someone   that actually wasn't knowledgeable in discipline  was overriding what the discipline was trying to do.   So, DFC's were supposed to be CDAC's with a single discipline focus, which means they might have been really big   like a math or they might have been  really small, if it was Humanities where we don't even have a full-time faculty member. ---Denise Reilly: Okay, thank you... and Lisa you have a question... and then we'll probably wrap this up... because who knows, we might get out early. ---Lisa Werner: Yeah, right... so actually, Morgan, thank you... that totally shortened what I was going to say, and I... but one of the things I'm really wondering is, like... so, in the CDAC era...I think pretty much, large groups, like biology, math thought that worked pretty well... and I think, we large group people also think the DFC works pretty well... and, but I was really wondering about the groups that that CDAC was not serving... you know, I think we should really take a look to see, you know... do faculty feel like this is working now? Do, you know, do they feel like they have a voice, or they're still being overridden by someone who's not in their discipline... is it really doing what it's supposed to do? Which hopefully, it is. ---Denise Reilly: Go ahead Maggie. ---Maggie Golston: One sort of odd thing I'm in an odd discipline in this regard, because of a... over a decade of trying to get our 2 disciplines joined as one... we will... we cannot separate writing and literature... the same people, the same concerns. So, we have a CDAC right now, that is writing... and we do not have a CDAC for... I'm sorry, a DFC for writing... but not for literature... and like, is that going to ding us with the HLC, I guess is my larger question...  we've been trying so hard, for so many years, to have this changed but here we are. It's not that we want a new DFC for literature at all... we just want to call it all English, so it's all... [laughing] so it is all together in the catalog, etc. I wonder if we're the only ones... and I do think like, if this is a flat rule, Morgan, as you describe that we really do want to have a DFC for each discipline... if there aren't disciplines that need to fuse like writing and literature. ---Denise Reilly: I think Morgan wants to answer that. ---Morgan Phillips: So, Maggie, for your literature and writing, the same faculty members teach the same... it's the same academic background for the 2 areas? ---Maggie Golston: It's even weirder than that Morgan... it's like a subset and then we have a distinction within writing... between writing and like, composition writing and creative writing, that's not even defined anywhere in policy. So... nor does it necessarily need to be... we can meet as a sub DFC anytime... my concern I guess, is again, about the order in which we do things... I asked Michael about changing the DFC handbook before the faculty leadership handbook... similarly, for over a decade we've been held up by curriculum from changing to be an English Department. It really has been... it's more... it's since before I started... so, it's more than 12 years... and so, if the aim is to get to one DFC equals  one department, or one prefix... we're not there... and curriculum is the place where it's getting held up. ---Morgan Phillips: So, that's certainly something that we can look at and have a discussion with the Provost office about... you know, is this something we can look at moving forward with, if we want to have one prefix, one discipline for that. The HLC piece... they're just concerned that the people that we're saying have the academic background in the area, are the ones that are deciding things for the class... there's never a problem with having more input... the problem that you have is when people that are not the people with the academic expertise, are the ones that are making the content area decisions for things... that's the part that you want to avoid. ---Denise Reilly: So, I'm gonna... because we're... well, we've gone  over time on this topic... but Michael and Elliot,   the presenters for this topic, what are our final thoughts and conclusions? It sounds like what you were asking for was.. do you need to do a big revision... do you need a committee...   do you need a group... what is our... what do you want to take forward for next steps? ---Michael Parker: So, what I... what I suggested is that we can... we convene a group to take a look at the DFC guidelines, and maybe that will be the thing... maybe all that we need, we can say... everything is working fine as it is, in terms of the guidelines that are laid out and the gap that we need to fill is... how is everybody doing it? You know, how is every... what... who are the members of the DFC... who's voting on things... and what is your process for doing so? That... I actually think that might be a good... the process part, might be a good thing to be consistent, right? That maybe we could learn from each other... that is a process thing... whether we need consistency in terms of size, I don't think that that is... and that was very deliberately written into it, to allow flexibility... and that flexibility has produced, if you want to look at it that way, inconsistency. So, what I would say is... I would like to convene a group, to take a look at these... identify whatever revisions are necessary, if any... and it could be that people are kind of satisfied with things as they currently are... and then the question I had before you, and maybe this is a different question... do you want it to be a subcommittee of senate, where you have each division represented? True... not every discipline is represented, right? But you, as you know, senators... that's what you do, is you kind of collect feedback from people within your division... that's the way it's supposed to work anyway... or... because if I go with every discipline, it will be an unwieldy committee, right... if we have... if I get a a volunteer from every prefix at the college, it's going to be unmanageable. So, that's what I'm saying... if you want me to go directly to the divisions, that's what it... the handbook mandates... or it doesn't mandate... say that you need to get one from each one of the divisions, I can do that... go to them directly... or I think, another way to keep you in the loop too, as senators, would be... this would be a subcommittee of senate, with representation from each division. ---Denise Reilly: Okay... so, it sounds like we're understanding that and it sounds like we have... we kind of have the easy work of already  being divided into those groups... is there something that you can bring to either our next meeting... or we can talk about or something you can send us in between... to look, review, take a look at... what do you need from us soon? ---Michael Parker: I'll get back to you on that... this is the only thing... if I'm going to work through senate, good... 926 01:41:58,353 --> 01:42:05,967 and I know who my contacts are... and I will speak  directly to the officers... and then, convene that group. ---Denise Reilly: Okay, Kelly. ---Kelly O'Keefe: Yeah... my suggestion would be to have a spreadsheet of each division... and the faculty senator from that division reach out to their constituents and their divisions and ask for a representative to join the subgroup... and then, we can put their name on that spreadsheet, so that we know who's responsible for which division and then, we all know which ones need... still need a rep, and who doesn't... and that might be an easy way to bring that group together. ---Denise Reilly: Great idea... and Michael just FYI...the faculty senate web page, I believe, is up to date... Kelly can probably confirm this, with all the  active members right now... for this term. I think we have elections next semester or befor... prior to next semester, but I think they're active... so, that's one way to find all the active faculty  senators on our website to go from there. ---Michael Parker: Okay, great... thank you. ---Denise Reilly: That works... so, unless there's any opposition, I don't see anything in the chat now... lots earlier... [laughing] see... or everybody's just wondering... are we going to get out early? And Lisa has a comment... you know, some areas have a senator from their discipline but we can work through you, maybe next week sometime... and figure out what we can do going forward... but I do know that our list of faculty senators is up to date. So, wow... that was a great conversation about the DFC handbook... and out of curiosity who is responsible, which administrator is responsible for the... looking at the Faculty Leadership Model? I thought that was something coming down this next year... can you refresh my memory on it? ---Kate Schmidt: Yeah... Nina Corson is assigned to that, and I know she's got a group working with her... I don't know what the status is right now. ---Denise Reilly: Okay... so, we'll check on... thanks Kate... we'll check on that maybe next month, to see what's going on with that group, and where that's moving along... Kate, do you... refresh my memory... was that supposed to be for the Fall of 2024? ---Kate Schmidt: My understanding of that timeline is that the work would be done, sort of, by the end of the Fall early next semester... like, done and vetted... because changes might need time to take effect for Fall '24. ---Denise Reilly: Okay... thank you so much for that... okay... so, without any further ado, because this looks like the end of our business section item... and well, because I... [laughs] Rita is not here. I guess there are a lot of folks in here that are not faculty senators, so are there any brief... and I mean brief announcements we need to make for all those that are maybe not faculty senators... those of you that are in here listening and hearing about faculty senate or faculty items and affairs? Hmmm... crickets, love it... it's Friday afternoon...  so with that, [chuckles] I did want to share though... I don't think I see her in here right now I believe  she was in here at the very beginning of this... and maybe Kate can speak to this, but I did see Vanessa Arellano was in here earlier at the beginning of the meeting... and you know, kind of going along with what Michael Parker is saying... this is something that we've talked about in different circles and different cycles, but it does look like there might be some actual [chuckles] initiative happening, and maybe some movement going... we've talked about either a repository for committee involvement or we've talked about figuring out what committees are even active at the college... what faculty are involved in that... and as we continue every meeting to get asked, you know, who wants to volunteer... or who gonna do this? And I thought it was quite funny that Tal said... [laughs] I'm gonna keep quiet earlier... but that is an ask that we get often... like, who wants to do this... who wants to do this... and I, you know, I've been kind of holding the line on my own about  what I will volunteer for, or not volunteer for, that's related to my job... and so, we don't want  the same people volunteering for everything and we want to spread the wealth... and so, I think with  that there was an initiative coming... and I don't know if...  Kate, you want to speak to it for just a moment... or no? ---Kate Schmidt: I know only a little bit more than you do or maybe the same that you do... I mean I understanding that that has been assigned to Vanessa and that they're looking at exactly that issue... that there needs to be, kind of, one master list... that we need to get better communication, to know who's doing what... and then, I think, as you mentioned, a repository  for the work... so that we all know what's happening   when it happens, you know... that we've got documentation that we've actually done the work that we said we needed to do and that we know how to follow up... and it looks like she's coming to the senate admin meeting next week to talk a little more about that. ---Denise Reilly: Yeah... no, just wanted to like, that that was a great movement there's several people on the group already and that it was being asked to have 2 faculty representatives on this group... potentially one officer representative with that background of historic knowledge... and potentially another representative that's not an officer, maybe to take a look at that work... and it's something that we've asked for for some time... and also a collaboration of where to find information. I know that we often get email and email and email... and you just have to go back to emails to find out... when is this forum... is this important to me? So, we talked about whether it's in a D2L shell... so, there's actually... with this committee being formed, and with this initiative, there's actually, maybe some goals already started... there's a timeline that was actually being created... so, I just saw an email about it last night... but if there's any interest in being part of this group, to really kind of curb how much it voluntary involvement we're asking...  and how to figure out how to spread the wealth... and understand what everybody's involved in... what initiatives are going on... and what the outcomes are for those committees. Please email myself or Rita or just the faculty senate officer team... we're supposed to talk about that next week... later next week... so, if anyone's interested in involving themselves in how to curb our involvement... just joking not to curb it, [laughing] but how to really figure out what's important, what's not, and what's going on at the college. So, I don't see any burning questions... do we need to just close up the meeting here? looking for the important... the important volunteers... thank you Kelly. [chuckles] Motion to adjourn... I see seconds... oh, my goodness gracious... it's 2:49... have a great 3-day weekend everybody. [laughs] And we'll see you next month... don't forget... thank you Makyla for sharing, but don't forget, our Board meeting is September... I think it's September... correct me... is it the 13th? 13th... so, if any of you want to be there, we'll be there.