********************************************* 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. ********************************************* October 6, 2023 Faculty Senate ---Rita Lennon: Welcome everyone to our October faculty senate meeting... I'm Rita Lennon your faculty Senate President...   and I will ask Maggie and Kelly  to continue to allow people in... please let me know however, if you can't... if you don't have that capability and continue to look. ---Kelly O'Keefe: I do not have that capability Rita. ---Rita Lennon: You don't have... ---Maggie Golston: I don't either. [chuckles] ---Rita Lennon: Okay... well, I'll keep... I'll continue to keep letting people in, no problem. Okay... so, the first thing first of all... Maggie our vice-president has been sharing our sign-in sheet... so, if you could please remember to shi... to sign-in... not shine-in... you can shine-in too... but also please remember to sign-in... that's helpful for us to keep record of who's here... also, I will share the agenda. So, here it comes to you via chat... okay, so the first thing on our agenda as always is welcome and introductions... and I would like to invite everyone to type in your name and the area of the college that you are currently representing... if you are a senator, please make sure that you mark who you're representing if it's outside of your division... and we'll just take a moment or two to do that. And I'll just ask you to continue doing that as we move along. The next thing we have is to review and vote our September meeting minutes... so, if you need them, they're on the agenda... if you need to review them, hopefully all of our senators have reviewed them... and this is just a vote I need from senators only. So, once you've had a moment to review the agenda... I'm sorry, the meeting minutes from September... please, someone... go ahead and make a motion to approve. ---Sean Mendoza: Motion to approve. ---Rita Lennon: Thank you Sean... noted... may I have a second. ---Maggie Golston: I second. ---Rita Lennon: Thank you so much... okay, our September meeting minutes are approved as submitted by our secretary Kelly O'Keefe. And Kelly... I do realize that... our Kelly's...  her wing is is injured... [chuckles] so... um... and I'm not laughing because you're injured, that's not what I meant... but I just want you to know that we're recording this, so if you're not able to take meeting minutes at this moment, that's okay... I know we're short staffed with our officers as well. Okay... so, moving along... we'll go ahead and ask for any requests for agenda modification... and this is open to all senators. ---Makyla Hays: Rita, I'm not sure if you can tell my hands up. [chuckles] ---Rita Lennon: I can... I'm sorry, but I do... that means I have to look around... my apologies... yes... Makyla ---Makyla Hays: Perfect, no worries... I do have an update from AERC on BP 1.25 that I would prefer to maybe do in the business section instead of in my PCCEA report. ---Rita Lennon: Absolutely, okay... I'll go ahead and add that to the other few that we have to review... and let me... ---Makyla Hays: Yes, well be quick, thank you. ---Rita Lennon: ...worries about that, but it's BP 1.25, correct? ---Makyla Hays: Correct... yeah... if there's nothing to share visibly today... but but I want to separate my hats... so, I'm doing PCCEA... and then that is an AERC. ---Rita Lennon: Okay thank you so much... any other modifications? Okay, thank you... not hearing any, I'll go ahead and move on to the next and that is to request... any requests for executive session? Again, this can only be from senators... and that allows us the opportunity to speak offline, if there's anything that we need to to talk about. Okay... not hearing any... not seeing any hands raised... I'm actually looking around the room...  we'll go ahead and move on to the next  item, which is a request for open forum... now this is to all faculty... any faculty member,  senator or not, can request an open forum item. Give it a moment. Okay... not hearing any, we'll go ahead and move on... thank you so much for that. we do have quite a few reports... our very first report is from our acting Provost... Jeff, you have the floor.   ---Jeff Thies: Thank you Rita... good afternoon everyone... hope you had a great week inspiring our students to learn. I've added the Provost report in the chat because I looked at the agenda doesn't look like we got it   to you in time to attach to the agenda... so, there is the report... so hopefully, you can look through that.  I'm not the type to read through reports...  I'll let you read through the many pages of   the wonderful stuff that we report on through  the provost office... and just hit a few highlights. As hopefully you're all aware, we were able to earn a Title V grant, that is aimed at supporting our online students...   specifically our Hispanic and under-resourced students... and so, we have a 3 million dollar grant   that is coming our way for the next 5 years... some of the work that'll be done in there is increasing the concept of the college success coaches... focusing on those Gateway courses, where we tend to struggle more so, in that modality... and looking forward to increasing student success... persistence, retention, and completion, in the online modality... so, that's a kudos out to Jackie Allen and Michael Amick, who did a lot of the leg work... and others... in putting that grant together... so, kudos to that team. Also, we have some great faculty and staff accomplishments that are listed in the report... specifically, sustainability... trying to get those 2 words out together... we have some work with Early Childhood Education, with a book being published... tangentially related to the work that you do... the concepts of embedded tutors One of our Learning Center coordinators, Seana Chaves, over at the West Campus, is a co-author on a paper that was just published on the embedded tutor concept... and then of course, the work with respect to Open Ed resources, and zero dollar textbook concept... that we now have a director, Chelsea James, that's in that role... and is pushing us to be a better institution-wide with respect to early communications to students via the schedule   and other areas of having access to the textbooks  are required... and preferably moving towards more   OER and ZDT... zero dollar textbook options as well... some other great information in there, I'll let you read it at your leisure... obviously, if you have  any questions about it, you can always send them my way...   and I also want to plug... my office hours have been... a lot of alone time, which allows me to get work done. So, you know, it's kind of a double-edged sword, but in that document it does describe when I'm at your Campus... or maybe a nearby Campus... so, feel free to reach out and just have a conversation with me in person if you can... if not, the ones I do at downtown on Thursdays... they are set up in Google meets... but the ones at the other 4 campuses are anticipated to be an in-person... although we can adjust from there. Some great work from the staff in the provost area... obviously everybody's aware of the HLC work that we're a part of... and the additional sites, if you didn't happen to  catch the the Board meeting... we have completed our   first review of all 29 additional sites... kudos out to Melissa Stoddart, who you may recall the name   from financial aid, but she's moved over  into the role of the director of additional sites... and did an incredible job of organizing and  getting folks out to all of the additional sites,  including a prison in Douglas... so, you can imagine that was a bit of a drive for those that were able to make it down there... learned a lot through those particular visits... I would say, kind of, two of the highlights are... whether it's dual enrollment or Workforce Partnerships at the additional sites... they'd love to see more of a Pima presence and part of that Pima presence is the academic conversation... right... not just the student services piece, which is also part of their conversation... and then secondarily, I referenced it a little bit earlier, having those conversations about... how can the supplies that are needed / textbooks, course materials... moving more towards that OER and zero dollar textbook concept. So, those are two of the... two of the common threads throughout all of the meet... the additional site visits. HLC Town Halls... anybody been to a town hall yet? I've been to a few... I know a few of you have... hopefully you get a chance to visit... even if it's not the whole 6 hour fun... if you could find Criterion 3 and 4, I think they would probably be of your most interest... because they really focus on the work that we all do in the classroom... and with assessment of how we're doing things in the classroom... so, you can just virtually pop in for the 45 minute Criterion 3 or 4... or any of the other ones... and/or in-person when they're at your campus or at your location. so you have those great opportunities... so, moving forward on that HLC... keeping in mind that this is our opportunity to show how we shine, right... the process of HLC coming and having to site, you know, the assurance argument reaffirmation of accreditation, is not about to say gotcha, gotcha, gotcha... here's where   you're not doing things well... it doesn't mean they won't have that conversation with us and let us know what we could be doing better. But the purpose is to showcase all the great things that we are doing... so, let's keep that in mind as well. Some great work coming down from our BP's and AP's... I know you're seeing a lot of those in these faculty senate meetings... as are the other groups... there's a lot of BP's and AP's that hit that 3-year review session... so if you're asked to be part of any of those... please participate, as time permits... but obviously as this group you'll be able to vet what's coming through with respect to the BP's and AP's... and I know you'll hear more about that later on as well. Pathways reboot... I'm going to continue to be focusing on the combo model that we kind of landed on at some point in 2018, maybe 2019... and then kind of lost sight of of doing the work over COVID... obviously we had a different focus, so it's understandable... but trying to get us back into looking at... of the 33 practices that are aspired through the AACC model  that includes equity practices... and the previous Complete College America model that we had done some work with as well. Bringing that all back together, so we have a strategic plan moving forward, to take care of some of the low hanging fruit that exists, continuously improve some of the practices that are already in place.. and then really have a determination as to which of the other practices may just need to fall to  the wayside, because they may not be as important...   or we may have other components in place that serve as a suitable replacement for for what's suggested there... so, want to do a deep dive, which we are doing this semester... and then, be able to to put out a strategic reimplementation plan... so, I'm calling it that Pathways Reboot... a lot of other great work going on... with respect to the the provost office team... but at this point, because I know we're short on time, I just want to provide the opportunity to ask a few questions if I may, Rita... if anybody has anything specific to Student Success, equity-minded, persistence, retention  anything kind of at that larger level... anything you're not sure about, that... or any rumors you want to dispel? Let's see, this happened in the adjunct faculty  meeting too... so, I don't know if this is good or bad...   ---Sean Mendoza: No news is good news man. ---Jeff Thies: [laughing] That's one way to look at it... yes, Kelly. ---Kelly O'Keefe: So, one question I have is in regards to faculty... more so, department heads and program directors gaining access to My Degree Plan... so that we're able to keep track of our students going through our programs... and making sure that they're on track with the courses that they need... getting information from them in a timely manner,  in regards to professional certification exams that they're planning on taking... taking and passing... [chuckles] keeping that data available... I've heard varying different pieces of information about whether faculty can or cannot have access and if there's the training involved, I would love to know how to go through that. ---Jeff Thies: Right... yeah, I think what you know about that piece is... is similar to what I know about that piece... so, I'll definitely follow up... what I can tell you from the provost office is that we have worked with IT... because one of the challenges with My Degree Plan is... we are not fully utilizing the tool, and part of the tool that we could be utilizing would help with some of what you're talking about... but it requires somebody that can code, or scribe... and we are very limited in what we have in house that can do that... so, we've pushed through a strategic initiative, through the EL... executive leadership team... to work with a third-party... Dave Kent Consulting... to come in and review where we are and how we set things up originally... provide us with some feedback on how that can change... and then, most importantly... how they can provide the staff power to make that change happen. It won't be something that we'll be able to completely fix it to 100%, but will be able to make significant progress on use of the tool... and I do know that Suzanne probably has a direct conversation piece to Kelly, the question you asked... but I don't know... Rita, you might have raised your hand first... so, either way. No. ---Rita Lennon: I just wanted to say that something's... something's coming your way about that... so, I just met with Wendy and Stacy yesterday... so... ---Jeff Thies: All right. ---Rita Lennon: you should be hearing about that from a request from faculty. ---Jeff Thies: Great, thank you. ---Rita Lennon: That's all I want to say... but Suzanne, please, you have the floor. ---Dr. Suzanne Desjardin: Yeah, I just wanted to let folks know that we have done training for faculty on My Degree Plan, which is as view only... and we actually started that... I want to say it was last year... it could have been even sooner... it could have been closer to like 18 months or 2 years ago... and it was really in conjunction with trying to support efforts around faculty advising... and so again, viewer access really  just means... and I think Kelly kind of articulated it...   you're working with the student, you're showing  them how to read their planner, and helping them   understand what it looks like and what it means... and how they can use it as a tool as well... and so, we do have that option available... but Jeff, I know that you're talking with Wendy and CQI, and other things are obviously going on in relationship  to increasing the end user experience with Degree Works... so, we're happy to support but just wanted to let you know that we have done faculty training and we can do that and we can work with you to, you know... in better roll out... what might look like for whatever future iterations you all have planned on the CQI side. ---Kelly O'Keefe: Yeah, thank you... that would be a wonderful first step... I appreciate that. ---Jeff Thies: Yes... thank you, Suzanne... and I look forward to having the conversation with Wendy regarding Rita's comment about next steps from our space All right... so, my parting comment will be... if you didn't attend the Board meeting on Wednesday, or watched it virtually... if you get the chance to see our Mariachi Azteca group perform... drop everything else and get there... because they did an incredible job. ---Rita Lennon: Thank you, Jeff... I'm sorry, I was just thinking  back to how beautiful it was... [laughing] and forgot I have to actually say something in this meeting... my apologies for the delay. Okay... well, we'll move on to our next report then... and that is Student Affairs report and Suzanne you have the floor.  ---Dr. Suzanne Desjardin: Thank you... I'm using one screen, so I'm hoping that you all will be able to see this. ---Rita Lennon: We can. ---Dr. Suzanne Desjardin: All right... so you all have in the chat, our update... Jen Madrid was not able to be here today, she's out on leave today... so, she prepared this... she's normally your update person... but Jen Madrid also presented to the Board... and we've been doing some college-wide training on this... this is our First Gen initiative. So, we are supported by a League of Innovation grant... and then Jen wrote a mini grant from NASPA, which is the National Student Affairs Association, and got that... and so, we're really excited because First Gen Day is a national event, and in support of First Gen Day, we are gearing up with lots of different activities. So, we started First Gen Day last year... we started with tabling at all of the Campuses and partnering with Trio, who had already done a lot of work around this initiative... and really, what's interesting about First Gen is that there   is a federal definition... and it is included here,  as Jeff said, I'm not going to read through   this whole report because you all have access to it in the chat... and I believe through your agenda or notes. but there is a federal definition of how a student might come forward and say that they are First Gen. What we're trying to do with our outreach is really build that belongingness relationship with the student... and really say to them like, you might label yourself as First Gen and might not fit this definition... so, you're welcome to participate in the different activities we have going on. On the federal funding side of things... if a student applies for FAFSA, Federal Financial Aid... there is an indicator there where they have... where they tell us if they fit the definition... that's actually what we're using in terms of reporting and tracking... and trying to get a good feel for, what does that total number look like... and so, you'll see that... first of all, this slide here is kind of telling you all the different things that we have planned, since when we first launched, to what we're doing this year...  how we're using those grant funds to help support training... support programming and efforts... and then, what we're planning to do to continue with the effort over the next academic year. And then, the data that we have from STAR is where... we know that this is an under reported number, simply because, right now it's tied to financial aid apps... so, if a student is a First Gen student, and doesn't fill out a financial aid app... technically, right now, we're not able to track them... so, that's something we're working with STAR on to figure out, how do we really get better idea of what our total number of students are, who would fall into this category.   But the report here from STAR kind of gives you an idea, or snapshot, of what those numbers are...   what they look like... and then, as mentioned  last year, we did tabling at all the campuses... you can see some of the folks that participated  in that... we are doing a panel next week and actually Dr Michael Parker is going to be one of our panelists, along with some other folks,   just again, to start that conversation with students, who  are the First Gen folks at the college and maybe,   hopefully, help them see themselves and really try to build upon that experience... additionally,   some other student engagement activities we're doing are listed here in the report... we have the   Emerging Leaders event going on right now all day  today at Northwest Campus... and then as mentioned,   the First Gen lunch and panel next week at West Campus... we also have PRIDE relay last year for the first time it was at Desert Vista... this year  we're doing it at Downtown Campus, that's on the 20th... and then we have New Student Welcome, which is open to all, including the public, which we do kind of like a carnival theme... if you've never been there, it's a really great event, we encourage you to attend... and we do a lot of resource tabling for students... and again, we tie it to kind of the Fall harvest, Halloween types of things, so we do again try to make it fun, so that if students want to bring their families, or kids, or anyone at the public can come in and get information about the college and resources available... and then, our ongoing First Year Experience Popcorn With a Program... that's really just showcasing for students all the different options that are available to them, in terms of different programs of study, college majors, careers, that kind of thing. So, with that... I'm trying to get my screen back up, so I can stop sharing... question? Oh, did it never share... because now I don't see the stop sharing option. ---Rita Lennon: It shares... it's sharing. ---Dr. Suzanne Desjardin: Sorry, my little icon thing is not... ---Rita Lennon: I can do that for you Suzanne if... ---Dr. Suzanne Desjardin: Okay, thank you. [laughs] ---Rita Lennon: Yah, no worries... ---Dr. Suzanne Desjardin: Appreciate it. ---Rita Lennon: So, are there any questions for Suzanne. ---Dr. Suzanne Desjardin: Thank you everyone... please reach out if you have any... thanks. ---Rita Lennon: Thank you, okay. All right... so, we'll go ahead and move on to the next item, which is... we've developed it a little bit differently than in the past, which is... we're just going to have now a faculty senate officer report section, instead of having 3 of us,   who give a report anyway... why not just put  it all under one... under one umbrella. So, our first item is the nominations for Spring 2024, and Maggie you have the floor. ---Maggie Golston: Hi everybody... I've got to share with you a couple of slides... oh, gosh... hold on just one sec... Sorry folks... it's been a while since I've actually zoomed... I Bongo, myself. How on Earth? ---Rita Lennon: I can share them for you if you'd prefer. ---Maggie Golston: That would be wonderful. ---Rita Lennon: Okay, no worries. ---Maggie Golston: Because I don't know why, but I'm getting some weird advanced prompts that I don't understand... so there... we're just gonna go through the process, and Rita is going to share the slide... the first piece is the actual divisions that will be up for senate seat reelection... okay. So, next slide... thank you. Okay...so basically, what we need to do right now at least for everybody who's present is... if you are a sitting senator... as in, if you are on this list, which I'm about to read off... please let us know whether you intend to run for reelection... that'll get the ball rolling... so, the first division is Adult Ed... Stephanie Basij, are you here?   ---Stefanie Basij: Yes, I'm here. ---Maggie Golston: Do you intend to continue as a senator? ---Stefanie Basij: Yes. ---Maggie Golston: Wonderful... okay, Margarita, are you here Margarita? ---Margarita Youngo: Yes. [echoed yes] ---Maggie Golston: Do you intend to stay? ---Margarita Youngo: Yes, Maggie. ---Maggie Golston: Yay, okay... Maha, now we're in communication... by the way, Maha? ---Maha Baddar: Yah, I am. [Maggie, unintelligible] ---Maha Baddar: I would love to if I learn how to be a more productive member. ---Maggie Golston: Well, you know I'm always happy to let you cook for me... ha, ha, ha... [both laughing and talking over each other] Okay, Cynthia are you here? Okay, we'll get in touch with Cynthia... how about April Burge? Okay... I intend to run for reelection as senator... Myra? Hey... I'm just making a list to get  in touch with those folks... and Carmen? Carmen are you here? Wow... all right... well, we are the communications Division and we've got a breakdown... so, I'll handle it... Library, Joe? ---Joe Brewer: Yeah... I haven't... sorry, I had to step out to take care of something... you're asking me whether I'm running again? ---Maggie Golston: Yes. ---Joe Brewer: I'm not absolutely sure, but probably... can I get back to you? ---Maggie Golston: You absolutely can. ---Joe Brewer: Okay. And I'll be in a... ---Maggie Golston: I'll write down that you're a maybe... ---Joe Brewer: Yeah. ---Maggie Golston: does that sound good? ---Joe Brewer: I believe Roseanne had to... she hurt her back... and so, she may not be able to answer right now either. ---Maggie Golston: okay... well, I will just be in touch, how does that sound? ---Joe Brewer: Okay, great. ---Maggie Golston: Okay... [chuckling] Social Sciences, Humanities, and Education... Tiffany? ---Tiffany Amorette Young: I do not plan for, at this time... so, it's a no for me. ---Maggie Golston: Okay... thank you for your service. ---Tiffany Amorette Young: Thank you. ---Maggie Golston: And we'll make sure that you all get a good replacement... how about Sarah? ---Michael Parker: Sarah no longer works at Humanity, Social Sciences, and Education... I think she does work for PimaOnline. ---Maggie Golston: Oh, okay... so I will get in touch with her as well and we may have to have 2 seats... elections in social Sciences. How about... well, Denise is at her reunion... dancing to 90s jams or whatever... but she, I happen to know, plans to run again. how about Jodi? Jodi Richardson-Delgado... okay...  and... oh wait, back one... thank you.   Wright Randolph? ---Brandy Wright Randolph: Yes ma'am... I'm here... and I will not be running again. ---Maggie Golston: Oh... well, thanks for serving... we'll miss you. ---Brandy Wright Randolph: It's been a pleasure. ---Maggie Golston: Is it something we said... no I'm kidding... Karla Lambana? ---Karla Lombana: I'm here and that is a strong maybe for me... I'm leaning yes, but strong maybe... put me down for it. ---Maggie Golston: Okay... I'm gonna put you in the strong maybe area with  Joe... you guys hopefully can convince each other to stay. ---Karla Lombana: I'm... if if I can't come back, I have somebody to replace me, so don't worry   ---Maggie Golston: Well, yeah... and we will have you still go through  you know an election for that person, but you know...   you could always, you know, fix it Chicago style, or whatever... no, I'm kidding... I'm kidding. [both laughing] 283 00:31:45,372 --> 00:31:48,391 Xavier Segura? ---Xavier Segura: Hi Maggie... I'm here I won't be running for re-election. ---Maggie Golston: Oh no... okay... well, thank you for serving and for everything you do... and I will put you on the list... thank you so much, for everybody responding... and don't worry, I'll reach out to everybody else asynchronously. Can we go to the next slide... oh, go back one, yeah. So, the story is... even though we had like we're trying to fix the terms we did in an off semester election... so basically, we will also be doing elections in November... for president elect, vice-president, and secretary... and I think we... I... did I... there should be a deadline, which is on a couple slides ahead... so, those 3 offices need electing and they're a one year term... and then, the Governing Board representative position for faculty will open for a 2-year term... and I do not think that Denise is going to do that anymore, because she's got plenty to do... and so, we will encourage folks to volunteer here for that... and then the adjunct faculty committee chair will also be up... that's a little tricky because only senators can run for that... so Sean, I hope you're planning to stay. ---Sean Mendoza: Yes I am. ---Maggie Golston: Ah, ha, ha... next slide... okay, so here's how this is going to work... do we have any nominations on the floor for any of the following offices... we'll go through them one by one... president elect. ---Rita Lennon: Maggie, I'm sorry... we're we're gonna do that by secret ballot. ---Maggie Golston: Oh, I'm so sorry. ---Rita Lennon: Right, yeah... we... [chuckles] ---Maggie Golston: Oh my gosh, that'll take me 90 seconds... I'll get the ballot... but here's what's coming in the chat in about 90 seconds... is nominations for those officer positions, okay... and then, I will be getting in touch with the Deans about these senator elections... we will ask folks to recruit volunteer, etc. by October 20th and we will have the Deans also... the Deans offices run the elections... and we will announce the results at our next meeting November 3rd. So, just one moment and I will get that going in the chat... I think that's all I've got. ---Rita Lennon: Okay, I will stop sharing... thank you. ---Maggie Golston: Thank you... ---Rita Lennon: Let me get off of here and back to the agenda... and wherever that agenda is... how many tabs do you all have open? [laughs] I have a lot... okay... so, that was... thank you... I'm glad that we got an idea of who will be running and who's stepping down. That does however go through the DFC... we just finalize the nominee... or the election... so. Okay... we're gonna go ahead and move on to the Governing Board report... and that's actually going to be done by me... usually we have Denise Riley give our report... her secret's out, where she is... but also, I was the one who attended the Board... the Board meeting anyway... so, it's fine... so, we had a nice conversation, it was wonderful to have our Azteca band there... it was wonderful to listen to them, they're so nice and they have beautiful voices... so, if you... like Jeff said... if you have a chance to go and listen to them, it's wonderful...  all I was able to report about, because we didn't have a meeting and we've talked about this before in senate, where if we're meeting after senate does, then it... we don't have anything to provide as far as a report... and we had already reported on our August and September meetings... so, I was just giving them the heads up of what we were going to be meeting about... I don't go over all of the different reports, I only just tell them what is in our business section... so, I did share with them that we're going over the AGEC update with Michael Parker, and that we also have  an effective remote and flexible work initiative   that we'll be discussing with both Andrew Plucker and David Parker... and also, some AP's and BP's   and I want to mention that Jeff Silvyn, or a designated person... a designated driver...   will be here for that discussion... we'll actually be leading that discussion as senators. So, that's all I have to report... not a whole lot about the  Board meeting this time however I'd like to go ahead   and give one more item about what we'll be doing next semester... not next semester... my gosh... next meeting... is what I meant... so, we're going to... we're gonna have an addition of a Deans report... we're going to ask the Deans to come and give us a report similar to what our provost does...   and what our non-academic Deans provide... as the  officers were meeting last time we realized that   we've never really extended that invitation out to the Deans... and it would be lovely to hear from them   about what's going on... we kicked around some ideas, but we haven't had the opportunity to speak directly to Deans... I did email them but never really heard back from any of the Deans, other than they weren't available. [chuckles] So, we'll finalize that before our November meeting... however, what we would like to hear is maybe something that's going on in their area that is well known, high level... and then, something from an unknown area of their... of their division... something that doesn't usually get a lot of focus or airplay... so, it would be nice to hear about that as well. Well, with that I'll go ahead and stop talking and we'll move it on to the adjunct faculty report, which is with Sean    Sean you have the floor. ---Sean Mendoza: Great, thanks... so, there's a link already to all... to the adjunct faculty document in the agenda. Pretty much... Jeff already covered a lot of things... he came by to visit... thank you Jeff for... excuse me, Provost... acting Provost... coming by to visit and talking to... speaking with us and letting us know about a couple things that's   going on in the Provost office... also, we talked about... I put him on the spot and said... what are some of the challenging topics? And so, you know, I threw him a lifeline and said... you know, AI is a good one... and so, there was a... I thought there was... there was... it was pretty good conversation about things that are going to be happening... also, let's see... so, he identified... he identified those few things... also hopefully,  at the next meeting, we're going to have the   acting Chancellor to come by to visit us at the adjunct faculty meeting... so, we're looking... we're all looking forward to that. We had some AERC reports on a couple of things that Patrick and Kate are working on... I'm looking forward to having that discussion about the load hour discussion that should be happening later on this afternoon... so, that was something that we had discussed... now, also... another thing that is important I think,   it's not just... I believe it's not only just for adjunct  faculty, but for all employees at the college, which is a training that's going to be happening... that was our training that is due... let's see, October 11th, I believe... I don't know if you guys saw that, but there is a training that is due... and so, we're trying to reach out to all adjunct faculty, and basically all employees, and let them know that there is a training that everybody needs to have completed. So, we're working on trying to communicate that out...  so any department chairs... anyone that has heard,   that knows about it, please communicate this  out to your adjunct faculty... we want to try to...   I try not to spam anyone, you know, having been in  IT before... [chuckles] I really try not to spam anyone, but at this... but this is important enough, that we need to communicate this out to all full-time and part-time employees. So, there's that... oh, also... another thing too that we... that did come up was a... the... there's a training for Arizona State retirement eligibility   I'm really excited about that... there's... I know that  a lot of adjunct faculty have questions about that.  So, there is a virtual training session that's going to be happening... I have the... a link to the actual training session in the agenda. We have there... it says training, Wednesday night, October 11th, virtual... so, you know we're... there's going to be a number of us that are going to be looking for that as well. Let's see... and another pitch... I just wanted to just let everybody know about the adjunct faculty technology directory, which is super cool... there's, I think... one of the big  issues oftentimes is a faculty or adjunct faculty...   whenever they're... whenever they come onto a Campus or they're just brand spank'n new to the college...  they're unsure as to where to get information, when it comes to technology... and this is... that's a site that's sort-of like a one-stop shop for you to get that kind of information... and I thought that that was something that's worthwhile for everyone, not just adjunct faculty, but for all faculty. and that... that pretty much ends my report. ---Rita Lennon: Wonderful... thank you so much Sean. Okay... our next report we have is PCCEA rep... the PCCEA report... I'm sorry, I'm going to get some coffee, I promise, and I'll get back on track with Makyla Hayes... you have the floor. ---Makyla Hays: Hmmm... of course, I start coughing the minute  I start talking that's awesome. Hi, Makyla Hayes is here... so, wearing my PCCEA hat... you can see my report linked In the agenda... if you need a copy, let me know. I just wanted to kind of update you on the things that I had asked the Board about on September 13th... there was a Board meeting this last past Wednesday night, and I did not get my comment in there, but I'll let you know what it was. So, the things I had talked about was in reference to the culture of caring that the chancellor has brought up, making sure that stakeholder input is key... and so, this is where PCCEA believes that there are changes in BP 1.25   that would really help us create that culture of stakeholder input, as a system based change within the college... that's coming later. There's a bunch of AP's and BP's coming for HLC... and so... let me change the way I just phrased that, because those words didn't mean what I think they did... so, there's a bunch of changes and updates that need to happen so that the date is correct on the AP's and BP's... there may not be actual changes... but as we're reviewing them, if changes are needing to be made, they might be made... basically, we just want to make sure everybody's aware of those things and involved in those discussions that we should be involved in. The priorities that we are looking at to work on through the  AERC... hopefully you all filled out your survey that you got from the AERC in your emails... I'm hoping to get the results of that by Monday, so that AERC can start talking about it on Friday. But we're looking at Fair Equitable Transparent Salary Administration Policies posted in the employee handbook for faculty and for staff... we're making a bit of headway on that, so that's a good start... we're looking to finish key projects we started last year, which if you're in a CTE area, you're probably well aware that we haven't finished... and in a hard-to-hire area, we are looking to figure out how to pay our hard-to-hire areas appropriately, as well as, what to do with credits beyond graduate credit hours certifications for CTE mostly... that type of thing, to make sure that we are valuing our employees as we should... and we have an eye on the Faculty Leadership Model redesign, which is not going through AERC, but PCCEA is very interested in making sure that that is on track and going well.   And then lastly, making sure that ODR complaint processes and stuff like that, becomes clear and smooth, and all of that is still at the top of our priority list... so, I'm sure you'll hear more from me on that at some point... but I've been working on lots of other things... so, those are things to come... I do as always, have the AERC tracker linked on my report... just because that's where we do most of our official work within the college... feel free to take a look   at the projects we've got going on there... big ones  are BP 1.25 and several I think there's about 6   different HR policies that we're working on right now, in terms of salary administration, corrective action,   and some other pieces... so, there's a lot going on in that realm... and hopefully next month I'll be able to give you an update on our survey. I think that's it for PCCEA... we'll talk more at you later about BP 1.25. [chuckles] ---Rita Lennon: Thank you... thank you so much. Okay... we don't have... Elliot is not here to give the TLC report but they did share the report, so please take a moment to read that. And the last thing we have in reports is an update on Auto Confer... and Michael Tulino, you have the floor. ---Michael Tulino: Thank you Rita... thank you everyone, and good afternoon... I'm gonna jump right to sharing my screen if you don't mind, 1 second... Okay... you should be looking at our registrar internal web page... and I'm going to go ahead and paste this in the chat as well. If you're able to and you get a free moment, please take a look at our site... it has a wealth of information... today I want to talk to you about our Auto Confer project... so, you'll see within our standard operating procedures   there is a document that is titled Auto Confer Training... it should be showing on the screen now for you,   and access through our site... what I wanted to update you on is... starting this Fall, for the first time here at the college, we will be, instead of asking students to apply for graduation, we will be identifying candidates who will be complete by the end of the semester. We'll identify those candidates early... in fact, we've already identified approximately 2400 candidates for graduation this coming Fall. Just to give you a perspective on prior semesters... our Fall of '22 cohort was somewhere around 1,400. So, we're actually, potentially looking at an increase of about 75% over the prior Fall... I will tell you that that percentage increase will likely not continue into future semesters at that level... because we've kind of taken this first semester as a one-time cleanup of our previous 3 semesters, for any students that haven't applied... so, this will probably be our largest semester that we roll out in terms of identifying candidates. So that's kind of the biggest takeaway for you all to understand, that we will identify candidates on their behalf... we will be communicating with them very shortly... we'll be sending that candidate group an email that says essentially... hey, we see you... we're watching... and as long as everything goes well, we'll be awarding you at the end of the semester... and there's some, you know, pieces of the communication where, if they'd like to reach out and ask questions, they can do so. We'll be running those final batches at the end of the semester once final grades are entered... and I will go ahead and shamelessly plug... the sooner we get grades entered, the better for us... so, please keep aware of those grading deadlines... and earlier in that window is always better. We still do have a bit of a manual process to go through the processing and the awarding of the degrees and certificates... so, that process will still continue to take a  number of weeks after the semester ends... but we've actually cut that window down from 6 to 8 weeks... most recently it was done in 2 1/2 at the end of summer... so, we've made some improvements there as well... please take a look at this document here that I have on your screen, it does kind of go through the who, what, when, where, why, how... and like I said, the biggest takeaway for everyone to understand here, is that we'll be identifying candidates on their behalf... there is no longer a requirement to apply for graduation... I will say that with a bit of an asterisk caveat, there are certain circumstances where students will likely still need to apply... those have to do with essentially students who are dual majoring, for lack of a better way to describe that... and some other smaller examples... but the vast majority of students, we'll be identifying on their behalf... and then, communicating with them... we've done a series of trainings with the student affairs group... we had a couple of sessions, one targeted session,  with the program advisers and other advisers   to make sure they understood the entire process...  they have all this training material available...   we have posted a number of things on our internet site that I shared with you there... we are looking to edit a couple of other things because we're in transition right now, between coming out of Summer, where we had a certain process in place, and then moving into this Fall, where we're changing over to this new process... so, there are a few things that we still have on our plate for this to change over... and then, the last thing I'll just highlight is... this current graduation page on our website, that's accessed under student resources... we actually have a project that's fairly close to completion... where we're going to redo essentially all of this area, which includes the applying page,   the graduation ceremony page, and the diploma page... we're actually rewriting all of it to be a bit more user friendly and responsive to the questions that we all receive in terms of graduation... this content will be edited to reflect the new Auto Confer process as well. I'll go ahead and leave it there... if there's any questions, happy to entertain them, thank you. ---Rita Lennon: Any questions for Michael? ---Michael Tulino: And if I have no questions, that is perfectly fine... just wanted to go ahead and mention that the assistant director in our team Emily Ratley, has taken the lead on this initiative, has done a really good job... and working in collaboration with CQI office, with student affairs, with IT in particular... but I really appreciate her leadership in bringing this project through, and I know it's going to benefit a number of students. ---Rita Lennon: Thank you... Michael, I also want to say thank you for... I heard about this about 2 days ago and I was like, oh, oh... we need to get this into the hands of faculty members... so, thank you for being so nimble and willing to come present... and I also appreciate that you're always here at our meeting, so. Okay... we'll go ahead and move on into the business section then... and... ---Kelly O'Keefe: Hello... Rita, I had a question I'm sorry, I put my hand up... ---Michael Tulino: Hello, Kelly. ---Kelly O'Keefe: and I apologize if you mentioned this Michael, but I'm going back and forth with taking notes as secretary... but did you mention whether there's going to be like, a brief overview training, so to speak, for faculty... so, we can see how this all works... and know how it pertains to our areas. ---Michael Tulino: That's a great question, thank you for that... we had not planned on that, but we can certainly do that if you would all like us to... yeah... and I don't know if that would... I would assume that would be separate from the standing meeting... so, I'm happy to work with Rita and work with Emily and we'll get something together for you all, absolutely. ---Kelly O'Keefe: That would be great... I think that a lot of people would really benefit from that, thank you. ---Michael Tulino: Absolutely. ---Rita Lennon: Yeah... you know, as faculty members we still get a lot of questions about graduation, you know... when should I turn it in... what do I need to do? But also, you know, we have quite a few of us who are program leaders, department heads, whatnot... and so we're advising about graduation quite often... so, it would be very helpful for us to know how it all works, for sure. Okay, so if there aren't any other questions, I've got my eyes all over the screen, I promise... if you have your hand up... no, okay. I don't see anything coming through chat, but if there are any more questions please let me know... we'll go ahead and move on into the business section of our meeting... and we are still 7 minutes ahead of schedule, so I just want that noted. All right... so, our first item in business is the Arizona General Education Curriculum, also lovingly known as AGEC... we have an update with Michael Parker, and Michael you have the floor. ---Michael Parker: Thank you Rita... [sneezes] excuse me... good afternoon everybody... I did a... I presented on this last week, last Friday... a question and answer session... to kind of go over the parameters of the new AGEC... there's a recording... I'll put a link to that in the chat... so, that you could do that... Carina... distribute it, I think to PimaAll yesterday... both the recording of the session, the slide deck that I created, and then the criteria... which, at least one of those things I could see, is in the the faculty senate agenda... I don't think I'm going to take quite 20 minutes..  Rita, you asked me if I was going to repeat myself, just put it on rewind for this week... I don't know... that would be beneficial for everybody, but I can give you a very, very brief summary... a recap of what you would find in that that video... and what is in the criteria... so, Arizona General Education Curriculum, AZ Transfer decided to revise it in response to Arizona Board of Regents, which is the group that governs the state universities in Arizona, in response to their change in policy regarding general education, started back in March 2022... and, I think it was 2 thou... yeah, March 2022... and it has come to this point after drafting criteria... and receiving feedback on criteria for the different distribution categories, we now have those in what is being referred to as a final form... and I think they probably are pretty close to final... there there might be some revisions, which are just probably typos or something... in some cases where it says something like, in order to meet the criteria for this category, a course must fulfill all of these criteria... at least 4 of these criteria... and there are a total of 4 criteria...   and in other places they say all... so, obviously,  you know, maybe just some typo type things... other things that people have brought up that seem to  be kind of, you know... odd, strange... the... your minimum credit hours for a science course is 4, but it doesn't appear that you actually have to have it...   which you would associate with a lab science... but it doesn't appear that you have to have... that's a necessary component of a science course... little things like that... they may or they may not be revised...  are being characterized as final form, and I'll just treat them as such... except for perhaps those   things where it's just misspelled or something... who knows... who knows how that'll go. And I have new information though... the one... one of the things that I referred to in the meeting, that I was not certain of... but then, I contacted the executive director of the AZ Transfer just for clarification, it was a... I'm a member of the AZ Transfer general education articulation task force and people were immediately asking questions about that whenever we got the meeting link... one of the questions that I had, and I'll say this... I will summarize this for people...  those criteria are now final, and what they  consist of is different distribution categories...   major changes are... we're going from 3 AGEC's to 1... that used to be AGEC-A for students who intended to major in a liberal arts major, AGEC-S for students who intended to major in science, and AGEC-B for students who intended to major in business... that's all been collapsed into 1 AGEC... that new AGEC has all of the distribution categories, with a variety of credit ranges in them if you add up all the minimums for each of the categories  they equal 28 credit hours... however the minimum   for the AGEC overall is somewhere between 32 and 35...  I had a question about how... who decides what those...   the balance of those credit hours are between 28 and 32 to 35... the answer I received is, that is the students' prerogative... that students will decide which courses they are going to take to complete... to either reach 32 or 35. So, that is... whenever we first saw this, I thought, okay, this is a decision that we'll need to make at PCC... no, we won't. That decision has been made for us... every student in the state of Arizona will have to fill a minimum of 28 credit hours... then the rest of those, between, you know... in a race to get to either 32 or 35... that is going to be the students prerogative... and they're going to do that based upon the intended University they will transfer to. So, not a decision that we have to make at PCC because that's what it's going to look like at the Statewide level... everybody's going to have that AGEC... any questions about that? Yes, Rita. ---Rita Lennon: So, that's a deficit of 4 credits potentially if they take the bare minimum of everything in the categories... so... and we're eliminating the other category, I mean not we, not Pima... but the other category is going to be eliminated, correct? ---Michael Parker: Mm hmm. ---Rita Lennon: So, what will happen with those 4 credits when they're getting ready to finish their AGEC and someone realizes that there's only 28 credits that they've completed,  because they've done, you know, the minimum one. ---Michael Parker: The minimum they could take ... 4 credits of science...  they could take 4 credits of a foreign language... they could take 4 credits of Science and a 3 credit hour course... I think that the possible combinations are 32, 34, and 35, based upon 3 or 5... so that's it, they'll just fill it in with something else from among the different categories... so, you'll see that they have... the category will be something like... Humanities and Arts ranges from 6 to 9... so, if you reach 28, and you've only taken 6 Humanities and Arts courses, you could take 3 more... that brings you up to 31... then you could say... oh, I think I'll take a language course... I've already taken my composition courses, but I could take   a language course and that gets me up to 35... so, how the student completes that is entirely up to them...   the idea is, they will do so according to the university they want to transfer to and what they're majoring in. So... yeah, that's how you would do it, if you've not exce... if you... I see what you're saying... so, if you go... you know, 9... if you've already gotten your 9 credit hours in Social Sciences, you can't take any more there at 28, you'll have to go to some other category to do it... so, that's it... it is the students prerogative... and the question that arises from that... I mean, if it's intended to transfer to any State University, and the main focus of this decision, I think, was... well, what if a student is at PCC and they want to go to the U of A... and the U of A only requires 3 science credits... okay, now we have something where they'll get 4 science credits... but what if a student doesn't know, and they only take 4 science credits at Pima Community College, and they go to Arizona State University... Arizona State University or Northern Arizona University... are they going to have a deficit? Is ASU or NAU going  to make them complete those science courses?   No, not for the general education... if they've completed the AGEC, all right... so, this is the form that it's currently in... but that's it... that was one thing that was confirmed for me absolutely, is that... yep, who the... it is the students decision about how they get from the 28 minimum to the 32 to 35 credit hour range... Morgan. ---Morgan Phillips: Michael, are there any classes that are in, kind of that option bucket, that would not be in the other ones? Like Computer Science currently doesn't really fit in one of our buckets, but students could take it as an option. ---Michael Parker: I don't know... I'm sure that there are... I think that in the options category, that was another thing that everything's put in there, because options, you could also take an additional course from, you know, Humanities... I know that a lot of those... there are those different things, so there's a lot of overlap between the bigger distribution categories in the options... but I am certain that if, whenever we review the options categories, there will be many that do not fit into the current structure... but some that might... that some that, where there has been space made for in the new one... so, I think that we've got some communication courses in that options category currently... well, now there's a whole 4 credit hours, where those communication courses would fit... so, I think it will be a combination of the 2... some will, some won't. To make... um... Makyla. ---Makyla Hays: Yeah I put this in the chat... but it looks like a few people have the same question so I figured I'd ask it out loud... it sounds like there's a lot of expansion of student choice... and that it's kind of up to where they're going and what they want and everything...  how does that transition fit in with our new Provost's goals to make Pathways more clear for students   ---Michael Parker: I don't know that it does... I we'll have to make it do so... we could figure out ways of doing it... we could come up with, I suppose, some things that I've thought of... and which are not, you know, deep thoughts or anything... they're kind of self-evident in a way... is that we could make a, you know... here's a recommended U of A pathway... here's a recommended ASU pathway... here's a recommended NAU pathway... the great thing about the former AGEC is, you didn't have to do that... it was is all the same regardless... that's... as somebody in that last session said... oh, we've gone from 3 AGEC's that vary by major to... we've gone to 3 AGEC's that vary by University and major... I mean, I'm sure we're short of an infinite number of AGEC's... I mean, it's being billed as going from 3 AGEC's to 1 AGEC, but if you look at all the different combinations, I bet there are more than 3 ways a student could fulfill an AGEC, not just in terms of the courses that they choose, but sort of, how would you like to fulfill these extra credits that we've got... this balance of credits between 28 and 32. So, I don't know that... I mean, it seems to run in the contrary direction quite honestly... that the... we're just so... that was the complaint earlier... students have many... too many... the credit hours are defined, but students have too many choices about what courses they're going to take... so, I suppose what we decided to do with this is... let's let them choose what... how many credit hours... we'll let them choose the credits, the courses, the credit hours, whatever you want...  we've defined those first 28, but beyond  that, it's up to you what you do. ---Rita Lennon: There are some questions in chat, if you want me to ask them. ---Michael Parker: Sure. ---Rita Lennon: Okay. Okay... so, what types of PCC courses will count under the Institution of America's category? ---Michael Parker: We've got the criteria there... some first ones that, you know, that come to mind are like, Political Science courses, POS 210, 201... those would seem to do it... American History, many of the ethnic studies courses... I mean, that will be... what we'll be doing is, sort of evaluating our current course bank against  those criteria but those are the ones that pop to mind... particularly, whenever it was first sort of  spoken of the... as it... in its earliest stages...   those political science courses that are related to American government we have a Social Services course that is like, an Applied Civics course...  so many, many different things. ---Rita Lennon: And then, one mention was that maybe the Gen Ed committee will be spearheading that... is this correct? ---Michael Parker: Spearheading what? ---Rita Lennon: The review of courses and where they fit. ---Michael Parker: Yup, yup... after I answer these questions I'm gonna press the return button, and then share a document with you in the chat there... because that was the thing that I said I would do in the future was work upon implementation... but I see some of the other questions that are... what  I want to say about the special requirements I, T, and G... those are eliminated... those, you know, from the very beginning, that's what they said they were going to do. The 21st Century Skills... it was called Skills For a Productive Life... that didn't make the the final cut, so we don't have a category for Skills For a Productive Life. ---Rita Lennon: You know, not an important aspect of life, right... to have a productive one... sorry just my 2 cents. their core dimension... ---Jeff Thies: Can I add something real...? Sorry Rita... can I add something real quick to that? ---Rita Lennon: Absolutely. ---Jeff Thies: I came in on the very tail end of the CAO's across the state that were having this conversation, in conjunction with the various roles on the AZ steering committee, and their decision was based on the fact that by lowering it to potentially a 32 credit model, they're not keeping each individual institution from mandating one of those types of courses, be part of any particular degree... in other words the view is that, if you want to make an information... or a financial literacy course, or a computer science course, as a mandatory part of your AA... you can add it, it's just not part of the AGEC anymore, right... and by going down to 32, they're giving you the flexibility to say... yeah, we think, you know, X-course... whether it's something... just, one of the new sustainability courses... we think everybody should have that that's in the AA... that could be a mandatory degree program requirement... it's just no longer part of the AGEC... that was the reasoning behind eliminating that last... that area that you just referenced. ---Rita Lennon: Thank you for that clarification... there was something else about the justification for removing Cultural Diversity and Global Awareness... it doesn't talk about Intensive Writing but I'm sure ICNG... so, was there any justification as to why they were removing them?   ---Michael Parker: Yes... that it was... it was too hard to keep track of... and like, degree audits and transcripting things and all of that... and the original plan was... as stated, said... whenever we first dra... started drafting the criteria was... we're removing these special requirements, but we're going to incorporate them into the criteria, so that you are assured to get them. And I could, you know... I don't know that we've successfully done that... I could see that there are places for instance, the Intensive Writing one... I don't see any... I've not looked closely enough to say... okay, here's one that says, you're going to have to write a 10 page paper, or whatever, a course must assign a 10 page paper... I don't think there's anything in there... there are places where you could see that there's reference to global culture or diverse cultures,   that are necessary components of it... so, we did try and... we did try and build that into the humanities requirement... because they said, you know, most of your Humanities... most of the ones that fulfill the C and the G requirement, are either in Humanities and Social Sciences... and we definitely made an effort in the Humanities to try and incorporate it into the criteria, so that we're talking about diverse cultural context and global things... so we did do it there... I think maybe... I've looked closer at the Communication one, that could be part of it...  like if you have a Communication or a foreign language course... so, the categories were special requirements and the justification was that it was just too hard to keep track of... in terms of like, that backend stuff... or whatever transcripting courses, degree audits, and that kind of thing... but we were given the charge to try to incorporate them into the criteria... and I think that in some cases you can see that. ---Rita Lennon: Okay, 2 more questions and then, if anyone else has more questions please bring them forward either by asking them yourself or putting them in chat... but there's also a questions form in the agenda... so if you get a question from one of your constituents that you feel needs to be answered... I think all of them should be...  please put them in that form, so that they can continue to be tracked and answered. Okay... so, the next question in chat is actually one  by me... so, I have heard from several different faculty   while I was sending all this information out this past week... they're concerned with the hea...   you know, like there was going to be a heavy lift from divisions and faculty... and how are we going to make sure that we're mitigating that, you know, heavy lift and rush at the end... you know, perhaps... and also there was quite a few questions about budget in the context of, you know, when we are making curricular changes some of us have heard that there are lots, you know, thousands of dollars that it can cost to make any kind of a curricular change... and so, we've been asked in some divisions to be very careful about what... when we're making changes... and make them very strategically... so, if we're having to  make all of these changes, you know, it has... have...   do we have a lot of money to, [chuckles] you know, throw  at this... these curricular changes as they come up? And you're on mute, Michael Parker. ---Michael Parker: Okay, I was trying to correct the thing... I saw people saying they need access to that document that I put in there... I think I fixed it... let me know if that does... if you can now access it... I think I switched permissions. And since I was distracted by that... the cost thing... there is a... and I'm just speculating as to what people are referring to... there is a cost associated with changing a program that the HLC charges... the Higher Learning Commission charges...   that is billed to the division... I think that that's something that we need to probably... I mean that's a different question,    but I don't think that it's going to apply in this case... it is... if that's what people are thinking, you know... if you make curriculum changes, it's $1,000 for every curriculum change that you make... I don't think it would apply to this... that it's a different issue... if you make a program change and it has to be reviewed by the commission... the commission charges us x amount of dollars... and then, ---Rita Lennon: Let me give you an example... if there's a lot of changes to the general education courses... and then our accreditors are saying... well, this course no long longer aligns with what it used to... and you're going to need to find another course to align better to your program... we're going to have to make a change in the pro... at the program level... anything that's over 25% of a change does have to go through the Department of Education it does have to go through HLC... and so, when that occurs, that cost is going to then, you know, happen to the program.   If there's a lot of changes in programs in  one division, that's going to be a very costly... it's going to be very costly is what I'm trying to say... so, it may not occur at the first level when we're making the curricular changes in our general education courses... but it might occur later down the road, whenever we're making those changes to our CTE programs. ---Michael Parker: It could be... I... you know, that... on the one hand the general education courses... I think that occurs whenever people use general education courses to fulfill  program requirements... and this was a discussion, you know, about the science courses in particular... even if you to have a science course   that's more suited for general education, because  this this is an obvious concern I think among   science faculty and the science division... sort of, going from 8 until... to 4 credit hours. ---Rita Lennon: Mm hmm. ---Michael Parker: It's hard to imagine that won't have an impact on the enrollments in the science division... maybe not, don't know... but part of the answer to that question was that many of those science courses are, you know... I can't remember what the percentage is but this was in a discussion with the science team... Emily Halvorson, who is already sort of reviewing these kind of things... most of the science courses are required in programs... particularly in the Health Professions... so, they're not just general education courses... and they probably... I mean, if you take a look at those criteria, it is hard for me to imagine that our science courses don't fulfill those criteria... or our writing courses don't fulfill those criteria... so, take a look at it, and we'll see... it may not end up being dramatic changes to the courses and that will be part of the evaluation  there... so, it could be... you're absolutely right...   and it's good to anticipate that expense and  figure out a way... a mechanism, thinking ahead how do we address that? I don't think it can be an unfunded mandate... but that's a different... do you see what I'm saying? It's like, yup, that's good to anticipate that... and that is something that we need to keep in mind... but it could be other things too... and by that I just mean the... a biology, a physiology... anatomy and physiology course, is going to be an anatomy and physiology course. ---Rita Lennon: Okay... well, something for y'all to think about, you know, [laughs] if we're gonna be making these big changes, we're going to need to consider the cost of it to our smaller departments for sure. There are just an abundant of questions in this area and I am trying to navigate through them all and make sure that we have time... but I just saw that Maggie, our vice president, put a little timer on there, does that mean we're out of time for this discussion? I can't believe we've already gone through 20 minutes on this. ---Maggie Golston: 23, no 22. ---Michael Parker: Well, I was sure I was not going to be able to run out the clock, but I'm totally wrong. So, I put in a rough... ---Rita Lennon: See... lots of important stuff. ---Michael Parker: sort of timeline for the implementation there... be working on that with the Gen Ed committee, and the Gen Ed steering committee, meeting with them on Monday... you know this sort of occurred to me... I think that there are ways to mitigate that amount of work... maybe not the amount of work, but the ability to organize it... I'm going to suggest a retreat, where everybody gets together and reviews them, or does that kind of thing... some dedicated time to do that... but I'll be updating you on that... and I am sorry that I went over time... I thought I was going to be out in about 5 minutes, but you all have lots of questions. ---Rita Lennon: You're fine... no worries this is... I thought this was going to happen... [chuckles] so, that's why I gave it 20 minutes... however, all of the questions that we did not get a chance to get to in chat... please use that form and add your questions. And also, as I requested through email this week, if you haven't reached out to your constituents and gathered their questions... please do... because we, you know... that is part of our thing, is that we're supposed to be gathering information and representing our division... so, if you have not yet done that, please do so... get them to the form... and we can continuously answer these... or get these questions to be answered... I'm not answering them. Okay, we're going to go ahead and move on... Michael, thank you so much for being here, and answering our questions that we were able to get to. Our next business item is the effective remote and flexible work initiatives program, that's a lot... so Mike... David Parker, you have the floor and I didn't see Andrew Plucker here but... ---David Parker: He's... he's made it... he's with us. ---Rita Lennon: Okay. ---David Parker: Thank you for giving me some time today... first of all, we need to say thank you to all the people who worked on this team... and the 2 people who represented the faculty interests regularly and very well, were Makyla and Kate, as we were going through the process... I'm not going to hit all the slides simply because they asked me to do this in 10 minutes   and leave time for discussion... and so, you have  the slides... I'm just going to give you a brief overview of what they are... just keep in mind that the number one risk across corporate, not just America, the world right now is the ability to attract/retain the best and the brightest... and that doesn't matter if you're talking about this year or 10 years from now, that's what the surveys tell us... when we started the process... one of the challenges is the world just wanted to get back to normal pre-COVID... but going back may not be the best thing... so, we tried to envision, what is the best new normal out to the future... a lot of things changed over that period of time, and sometimes a catalyst like that can let you jump  forward... what might take decades, at least years...   we brought together a lot of different people... it was done as a team... we even changed the name...   yes, that was a team designed name... did a lot of  research, we did a survey, the next page is the survey of people's experience during COVID... and so,  you can look and see who responded and what they   thought were the benefits... only 3% of the people who responded did not experience any benefits with remote work. The next slide... excuse me... so, the first slide... this is the... I'm going the wrong way sorry. So, that's the pre-COVID... this is, when we're looking to the Future... when we ask people what they expected or anticipated, everybody believed the benefits would be at least the same or greater... and you see that flexible... I'll be wherever I need to be, whenever I need to be there, is the greatest response from people as to their preference... almost half the people had no challenges at all... and then, communication and access seemed to be the next areas. And I wanted to hit this slide for just a moment... everything we looked at was, how do we maintain the student experience...   and understanding that, I may have a job that I think can be done completely remotely, but I may need to be there at least part of the time, because I'm part of a team that makes an experience for everybody else and the flexibility that we may have a remote work agreement that says... "this is my normal," but something may come up... people may be on vacation... they may be sick... something needs to adjust...   and so, the flexibility is built in. Originally we were trying to look at how it might apply to adjuncts and the faculty... adjuncts came off the list when we did the Kelly contract, for anybody who is out of the state... and we didn't want to confuse the current policies related to time for faculty... and so, where this applies for faculty is... if you want additional flexibility over what's already provided. You also don't need a remote work arrangement... and you don't need to modify one for temporary needs... I have somebody who, due to a family issue, needs to work remotely for 2 weeks... supervisors can decide that without this... I have something, where it says one thing and we need to switch to something else for a short period of time... don't need to change that... we have met with a bunch of groups.. Makyla suggested that instead of email comments, to use a Google form... so, that's a hot link on the PDF... hopefully, it made it as a hot link... if not, you'll have to cut and paste, or or type it... sometimes Macs don't print to PDF and keep the links... so, I think I did it where it would do that. And then, we will start this and then have a period of time... probably 6 months later and then towards the end of another year...   where we go back and we re-evaluate it... there are... sorry I need to pull up another slide. Yes, I could not get into the... sorry, I can't get into... Well, we'll do it this way. I'm going to stop sharing and open it up again because I can't get to the right pages. There's 3 documents that are attached... one of those  is... I'll move it over here, and hopefully that'll work. One of these is the draft remote work  policy... it talks about who it applies to,   the process for asking for it, how to evaluate it,  considerations... this is something you work out   with your supervisor... there is a way to have  an appeal process... and it's supposed to be...   you might do it for a trial period sometimes...  but usually about every year, you're re-evaluating   to make sure it works... we know that there are places  on, especially campuses, where different teams   have to work all together and there needs to be that  experience... we've noted that CVP's might need to be   involved in the decision... there are jobs  like mine, I can do fully remotely, "technically"...   but it's a relationship business... I need to be certain places at certain times... so, all of that comes into the consideration. There was also a question about... how can we get some guidance on how this might work well... when it might not work well... and so, we were originally going to look at 3 different examples... one for somebody whose job really wouldn't let them do remote... somebody who would be full-time... somebody who might be a hybrid... and instead, we just came up with a whole bunch of different scenarios, and different considerations, that might help go through the thought process. There's a note that... right at the front that, while individual performance challenges do not by themselves preclude the possibility of all remote work... all the scenarios below assume there aren't issues. So, you just have to build that in, if you do have that kind of a question... doesn't mean they can't do it... 748 01:27:52,693 --> 01:27:57,922 in fact sometimes remote work might help solve a performance issue. We did end up completely pulling out from the SOP... everything related to out of state, that is in a separate SOP that Andrew has put together... there's a link in the draft SOP to get you there. Once again, we appreciate any comments... this is... it's been a year and a half process... I am sure hoping that we are close to being done... but there's been a lot of good work from a lot of different places and then having to go back and kind of well, we didn't think of that... so, go back and re-evaluate it. Hopefully now, we're at the point... you're the last group... we kind of missed you last month, because you were right on the first day of the month...and then, now it goes back to ELT. With that I'll stop and see what questions there are. Today... it's just kind of the wild, wild west... this is just adding some framework. And remember... for faculty, the only time it really applies is if you want more flexibility than you already have in your SOP's. ---Rita Lennon: I honestly thought this was going to be a robust conversation... [chuckles] I'm surprised there's not any questions or comments...   ---David Parker: There's been so much involvement in the process already... I think we've answered most questions... or people are just overwhelmed and they want to sit down and look at it... and see how it specifically applies to them and feel free to email me... we did make it in the Google form for comments... please select   which document you're talking about... and then, which section... and then, give us your comment. So, if you want to comment about multiple documents or multiple sections, put in separate comments... and they're all anonymous. ---Makyla Hays: Thanks David... I was just going to say... working on the group it... I asked... I heard David say, I represented your interest very well... that I'm going to be nice... not as nice to myself there... I was very loud and [chuckles] very persistent about making sure that the faculty... that the work that we were currently doing... that we didn't lose any flexibility... and that our interests would be represented if we needed to expand that flexibility. I just wanted to also mention that more flexibility for ADA reasons is not part of this policy... if it's an accommodation of some sort for ADA, that's still going to go through ESC, in the normal process. ---David Parker: That's correct... the two are mutually exclusive... they do not displace each other... so, if somebody's going the ADA route, they go the ADA route... if somebody wants to request an accommodate... or a remote work or flexible work schedule... the policies are there to do it. What this also means is... when this is approved, all those people, who currently have remote work schedules will end up putting in a request... and it'll all be documented... and then we go forward with that. It doesn't mean anything will change, but they might get change because more people may ask for remote work... and then you have to balance it. ---Rita Lennon: Thank you... we do have a hand up, but I see that you've also put it in chat, so... you have the floor, you can go ahead [chuckles] and ask your question. ---Lisa Werner: Oh yeah, right... so my question is... so, let's say, you know, someone wants to remar... work remotely... they have a family situation or whatever... one example is... someone who I knew about, very much, who... very, heard the whole story... so. this individual is working for Pima... and they had parents, who suddenly required a lot of care, and they were located outside of Tucson, right... and so, they wanted to be able to do their work remotely... in their case, it was... it happened to be denied, the... and they retired... because they had to take care of their parents... and so, I'm sort of wondering is there like a policy on this? Because obviously, you know, each division, academically... and each, you know, department within the college has... they have their needs and what they need... so, at some level the supervisor has to decide... but, like you know, sometimes I see these situations and that's pretty... you know, I don't think someone should have to retire to take care of their parents, if they can do what they can do remotely... if there's another way, like if someone said, ask for this... and they were said, no you can't do this... is there another way to look, to make sure this is being done fairly across the college... and you know, if it's possible really to, you know, if there's a disagreement between a supervisor and somebody, is there another way to look at it, to see if, you know, have another pair of eyes on the situation. ---David Parker: Makyla, I see your hand, are you responding to this or something else? ---Makyla Hays: Yeah, I was gonna give a little bit. ---David Parker: Okay, go for it... and then I'll follow up. ---Makyla Hays: probably answer more... I think part of the issue is, that we didn't have anything like this... so, the current policy says we have 29 hours on campus... and so, for somebody that wanted to work remotely at that point, if it wasn't FMLA or ADA or something else, allowing that... we didn't have a policy really allowing the flexibility for the supervisor to say, yes... so, this  kind of gives the faculty the ability to ask, and make sure that it works within the department and the division... I think there's always opportunity   for appeal if it's just, you know... if there's no  justification given, it might go up to the next level... I believe we have a whole appeal sentence in there, to go through, in terms of fairness and application. What made it difficult is, this is for everyone... this is for staff and everybody in all the divisions... whether you're online, in person, at District... or you know, at West Campus or something... and so, it was very general... but this provides the ability for the supervisor to potentially say yes, if it works. ---David Parker: So, let us say for a moment... ---Lisa Werner: All right, okay... so I say... you answered that, yes...that there is a... now there's a system... there should be a... ---David Parker: that's what this is providing. ---Lisa Werner: Okay. ---David Parker: So, let's say that somebody has family issues... whether it's parents, children, or whatever... I really need to be at home right now... well, the question that you need to answer is... how are you going to fulfill the work that you do for the college, while you're at home... and do it in a way that meets the needs of everybody else? And there are some positions that that's really hard for... but there are others, where you can be pretty flexible... and we tried to build into the Q&A or the... I forget  what we call the fre... the FAQ... yeah, the examples.   We tried to put in some examples of ways that you might think outside the box to find solutions, but if somebody's in a classroom all the time... that might be hard to do... then they're asking for a position swap or something. And so, that... then you have to answer those, before you can get to this... Maggie. ---Maggie Golston: Yeah... and you may well have this in the report, I haven't had a chance... we were informed at the beginning of the semester that the Kelly Services Arrangement is quite expensive... so, I was just curious whether, if such a situation happens, does that kick in? In other words, is this super costly to the college? ---David Parker: Andrew do you want to answer that one? Or, I can try also... go for it. ---Andrew Plucker: I can answer some of it... the only time that the Kelly Services piece would kick in, is if the individual moves out of state... then Kelly Services is our essentially third party payroll provider... they provide compliant payroll services in all the 50 states, which is something that we can't do in our system... and that's the only time they would come into it. ---David Parker: Yeah... so, the 2 times that it's in the contractor for adjuncts and temporaries, who live out of state... and what it does for us is, we don't have to register as a business entity... we don't have to pay work comp and unemployment in that state... we don't have to worry about their state's laws... I mean, you even have to send a workplace poster to them... all of those things have to be done.. Kelly does that all the time... and so, those are the unique circumstances. If we had a full-time person out of state, we wouldn't use the Kelly contract... but that's a whole... look at the out of state FAQ on that... uh, Diane. ---Diane Lussier: Thank you... and thank you for all your work on this, David... so, I just have a question about this... does an employee need to have a reason for require... for requesting to work from home? ---David Parker: They'd like to. ---Diane Lussier: Who's they? ---David Parker: The employee would like to is a good enough reason. ---Diane Lussier: Oh, okay... all right... okay... all right... okay. ---David Parker: This is not necessarily to fulfill a specific need... ---Diane Lussier: Okay, thank you. ---David Parker: keep in mind... 842 01:38:15,355 --> 01:38:21,082 it's not just the job... it's the employee... it's the environment... ---Diane Lussier: Right. ---David Parker: We have people who need to be in an office setting or a workplace setting... they just don't function well if they're always at home they need that social piece... we have people who... their home isn't conducive to it... you know, I used to be a remote employee... when we came home for COVID, all I had to do was reclaim my office from my daughter, I was set up... that's not the typical person... they're trying to get 2 people at a kitchen table with 1 outlet and everybody in the background... so, everybody's situation is different, and their needs will change as they go. So, it's not just the job, it's the person, it's the support that they're doing... and you have to think of it also from a systems approach... and when I think of systems normally, it's... who depends on me... who do I depend upon, from a process... well that's also, who do I interact with... and  who do I need to be there physically for... and sometimes that means we might work split schedules... this could lead to some space reduction in needs because we could have people who share offices or we could have hotel... you heard about the phone system, I think, that might have been the staff council meeting... we, I think, are going to be able to log into a phone and pull our number to us... so, I can plug in to a hotel office, have my phone, everything there... and if I need to be in 5 different places over the next 2 months, I just reserve them. So, it opens the doors to a lot of things, as we move forward. ---Diane Lussier: Thank you. ---David Parker: sure ---Rita Lennon: Okay... I think we... Maggie, did you just tell me that we're at time? ---Maggie Golston: Just about... and you got 1 more minute if you'd like to conclude. [laughs] ---David Parker: Oh, I'll just... we think we've gotten it pretty good for proceeding forward... we know there's going to be bumps on the way that's why we're going to re-evaluate it, probably about 3 months, and then 6 months, and then at the end of a year. We'll tweak it as we need to... but please, provide comments... so far I have a total of zero, [chuckles] after all those meetings. I think what that means is we did a good job... but, you know, appreciate it. ---Rita Lennon: Thank you... and then we do also have the remote work comments SOP... [chuckles] that's a lot of words... that didn't really make sense at this... that that moment in my brain... that form is also in our chat... so, if you would like to continue to ask questions or make comments, please do... there's been a couple of things in our chat that have been positive, so I wanted to mention that as well. Okay... well  then, we'll go ahead move on to our last item in the business section, which is an abundance of Board policies and administrative procedures... so, here's kind of a background on that... we received somewhere around 34 AP's and BP's to review as a group... and what we had asked you to do... this is not common... we do not want to see that many AP's and BP's go through the process at one time... and we also realized that, even though they're supposed to, you know, have a, every 3-year review... that doesn't always make... it just does... sometimes it just doesn't happen... I will say that when I was on HLC Criterion 2 in 2012 and 13, there were some AP's or BP's that had not been reviewed since the late 70's... so, I think we're doing better than that, for sure... but you know, we are missing our mark on a few of them. So, we were asked to review the AP's and BP's, and mind you these are going through something called minor modifications...   that's my terminology, not sure if that's exactly what our council uses... minor modifications means that,   there is no 21-day review process... so, I'm gonna stop there because I see, David you have your hand up. ---David Parker: I'm a Criterion too this time and why you're seeing them all at once is probably my fault, because I went to the deputies when we saw that they were off their review cycle... remember nothing's expired, it's just they're off the review cycle. ---Rita Lennon: okay. ---David Parker: But that's an important thing to have up to date and make sure we have a process... so, it doesn't happen again. ---Rita Lennon: Got ya. ---David Parker: And so, my request to everybody was, not to start with the easy ones... look at the ones that you need to do a lot of work with because that process takes time... get those going... and then, we'll go back and we'll get the ones we can just knock out... that's this slug... and then, the ones in the middle will come next... so this... these are the easy ones, and then you'll see more as we go, where they may have more comments... it may have the the full process, but these are... these are the ones that... really they're just updates... they're changing a couple of words or reference, saying it better... something like that. ---Rita Lennon: Yes, but when... the wonderful thing about going through a review process like this, is sometimes the perspective of where it looks simple... or we're just making a few changes, it really doesn't change the the nature of the the policy itself... It might not to one party, but it definitely does to another... and so, I think that's where we are seeing some of these AP's and BP's, where we're getting questions from senators... and so, that's what we're tasked to do here. Originally I had asked either Seth or Jeff to be here... Jeff Silvyn... sorry... to be here... and they weren't available... one is actually presenting at Emerging Leaders, which I think is wonderful... and the other one I believe is out of town. So, we are going to do a discussion ourselves... here's  our task... there's already been some requests   for AP's and BP's to be reviewed here with us... some of them however, when I looked at the requests... it might just be terminology or a question that could  possibly be answered by our Council... others however...   it looks like it's going to need to go through 21-Day Comments... so, what I need to do is I need to get a list of the APS and BPS together... so that I can then send this to Jeff Silvyn and Seth at the end of our meeting. So, we can go ahead and just... thank you, Morgan... Morgan has shared a list of all of the entire batch... the web page for that... so, that's wonderful, if you want to look at it that way... there is a link to every single individual one. How about we go ahead and get started with item H, which is board policy 1.25, since... Makyla, you have that one, that you... ---Makyla Hays: Yeah... I don't have it to show you today.. so, the reason I'm bringing this one to you... because I'm sure you all have them totally memorized... I don't need to link to it... [Lisa laughing] just kidding... I will tell you what it is... [chuckles] BP 1.25 is actually the board policy that kind of  establishes and gives authority to the AERC, the All Employee Representative Council... and defines  the large umbrella of how our process works. So, a little bit of History... back in January, Board member, Board chair, Theresa Riel, started talking about BP 1.25, you know, she was here back when AERC was formed... and Meet and Confer really changed... and at that point in time, the Board kind of took themselves out of Meet and Confer and designated control of all of it to the administration... to the Chancellor and AERC... and so, we've been operating with the administration really holding the final say of all of our employee handbook policies on work force and, sorry... working conditions and wages... too many "W" words today... since about 2013... and so, this has long been a  kind of... ever since it was established, it's been   a thing from PCCEA and other employee groups like ACE's and AFSCME, saying this structure doesn't seem to make sense... we're... we have employee groups and administration negotiating with each other, but the one party holds all the power... they have final say... and structure-wise does that make sense? This is not a people-based question... this is a structure-based question... so, after Theresa was elected, she brought this up and then proposed a written policy in about April... because this is an AERC policy, and there's a AP on how to do board policy revisions and everything, it did come through AERC... we started meeting in July... kind of working on it, workshopping it, making sure that it fits our practices, and what we... what our interests are... but due to conversations not being clarified, that vote has not happened yet... so, the vote of the AERC is going to take place as a large group on Friday next week... the Board is having a read on BP's and AP's I believe the beginning of November, after the next faculty senate and staff Council meetings... so, we are going to be bringing you the written one to look at November 3rd. And again, I think the sticking point right now is that employee groups would like to see the board kind of put back   and balance that structure I was talking about...  and administration doesn't want the Board to be   stepping out of their role, and into day-to-day operations... and so, we are discussing how to bring that forward... and should be putting that up for you by next month. So, this is the one item that wasn't in the minor modifications it has not been proposed, or anything. So, I just wanted to give you a heads up I was hoping to present it today, but we're going to do it next month for you. ---Rita Lennon: Okay... thank you so much for that, and we look forward to seeing it next next month. I know it's a been a kind of a long time waiting, so... okay. So, moving forward, we have about 15 minutes to get through all of these... and what I would like to do is to review the ones that have already come forward... see if there are clarifications, that we could just ask questions and receive clarifications for... they don't necessarily need to be pulled for the 21-day of comment... or it's not our recommendation to pull them for 21 days of comment... and those that we feel do, okay... so, we'll have 2 categories... so, the first one, AP 1.0101... 1.0101... is the development of Board policies and administrative procedures. If there's a senator here that asked for this one to be pulled forward... I can also pull up my email. Anybody remember making a request for this one? ---Makyla Hays: Was it... ---Rita Lennon: Was there... [both laughing] Here. Here's what I see... [Makyla, unintelligible] ---Rita Lennon: Okay... ---Makyla Hays: I think my thought, if it was me... [laughs] my thought on this one is... this really details the AP and BP revision process and how to start the process... but it leaves out the AERC for work... for work... I can't say it right... working conditions and wages... and we're detailed in another policy... so, AERC kind of keeps getting   it was getting missed... it's not... hopefully, not going to be getting missed   but I'm wondering if there should be a reference in here... but I don't remember actually sending that one forward... so, somebody else may have had a concern. ---Rita Lennon: Okay... so, there were several that were flagged but that there was no further comments... so, some of you all shared your... which ones you were flagging, and comments to them... this one was unfortunately not... so, what I'm going to do for this... just in, you know, because of the time that we have... I'm going to pull this one out... we'll go ahead and send it through email and  ask, what were your comments? And, you know... do you feel it meets one category or another, okay... so, we're going to move on to the next one, which is AP 1.01.02... and that one is about... it's coming up, sorry... development and revision process for Board policies and administrative processes... or procedures... so it is, you know, attached to that one. Okay... and I understand that there might be some senators, who do not want to be called out... they don't feel comfortable calling this out, that's fine... could you please make a private message to me in chat if that's the case? And that way I can at least address your concerns with it... perfectly happy to do it that way. So, development and revision process for Board policies and administrative procedures, which is 1.0 to 1.02... were there any... anybody who's willing to make a comment about... if not please message me in notes. Okay. It's not going as smoothly as I was hoping... so, let's go ahead and go to the ones that we already have comments for. MaKyla do you have your finger up? [chuckles] ---Makyla Hays: I don't have my finger... ---Rita Lennon: Oh, I see Tal... Tal, I'm sorry I don't know why on my screen, it doesn't show me until it does... until someone else tells me... okay. So, Tal... you have the floor. ---Tal Sutton: So, again... just... I feel like this development and revision process for Board policies and administrative procedures, feels like it should have a... not insignificant portion dedicated to the AERC role in this... I mean, I understand that the AERC might be tied more to the 1.25 policy... but they do a lot of revision process for board policies...   and I mean... I guess this is just speaking to like, the revision process of the... how the sponsoring unit stuff... so, maybe it's not... but nonetheless, I feel like the AERC kind of has a... like, they might be the watch dogs at least... to make sure that things are getting reviewed... at least close to the 3-year mark. ---Rita Lennon: So, your request Tal, if I understand correctly, is that there should be some mention of AERC... and it shouldn't be just some mention, there should be mention of AERC's role in how Board policies... and the AP's are developed and refined... is that correct? ---Tal Sutton: Yeah... I mean, in practice I feel the AERC right now, in its current incarnation, is doing... is contributing to some of this work that is encoded in 1.0102... why not... ---Rita Lennon: as well 1.25, okay... very good... now, next question senators... does this need to be taken out completely... or is this a recommendation we can go through... this is... this lends to my non-understanding about this process... however... does... if we're adding something significant like that, doesn't that go through... I mean, doesn't that need to be taken down? It's not a... it's not a minor modification, correct? Maggie, I see your head eminently shaking, so I appreciate... ---Maggie Golston: I would guess that, yes... it has to go back we can't... yeah. ---Rita Lennon: Okay. ---Maggie Golston: It was taken out of being a minor modification... however, if that's the only thing... the mention of AERC for these 2 AP's, that we are suggesting... I think maybe, we can expedite... if, I mean... I think there's some other concerns as we go... but we could expedite things by f... if that, you know, by focusing that particular illusion of AERC as a single comment... does that make sense? ---Rita Lennon: Okay. ---Maggie Golston: Yeah... yeah.. rather than making a bunch of different comments that someone has to process separately, to just say... the following AP's do not mention the  All Employee Representative Council... as the faculty senate we recommend that that be amended, or something like that. ---Rita Lennon: Okay... thank you... Kate. ---Kate Schmidt: Yeah, I was trying to think of a path forward  on this... I mean, this exercise I think is primarily   to make sure that our review dates align with what we say our review dates are on all of those AP's and BP's. It doesn't preclude our ability to pull any AP or BP at any time, and suggest it for revision... and so, I'm wondering if... could we do both? Like... put these through and say... but, we want the... because, I think on some of these we might want a more robust conversation and have more stakeholders in the, you know... in the process that has... that defines... that somebody lead the group... that there's a list of steak-holders identified... that we make sure that we've... anybody that's impacted  has an opportunity for input... if we just... not that...  not that we don't value senate's input... but as  was pointed out, AERC might have, you know... there might be people on AERC... or AERC might have an interest... so, is it possible to say, we will push these forward... but these we intend... or that we would ask administration to bring back, through the regular process... within the next year, or year and a half... so, that we can have robust conversation about what's missing. ---Rita Lennon: Okay... I respectfully agree that, you know, senate is just one cog in the wheel... but I will say that, when we have this... and this is not the first time that this has happened... but when we have this amount of AP's and BP's given to us, you know, a week or two before our next meeting, it feels like our comments are insignificant because of the fact that we don't have enough time to like, digest this and then, you know, form a decision, and then go forward... it's like, okay... we got... we have this... we got to get through  it... and I'm looking at the clock, and I'm helping run it down... so, I'm going to be quiet now... and I do appreciate your point though, that we can move this forward in the... in, you know, with the requests that we've been given... but also, make the requests that we've made as well... Makyla, I see your hand up, but... all right, go for it. [chuckles] ---Makyla Hays: I was just gonna say, there's nothing wrong with what's in them... so, I'm also okay moving them forward, and bringing them back later, because we have a different AP that addresses that. I think it would be different if there was something inaccurate or missing, that wasn't covered elsewhere. ---Rita Lennon: Okay... I see what you're saying... so now, both of you and Kate have said, move this forward now, but in the future, make the recommendation that AERC is added to this list... senators are we good with that? Anybody upset, or think that that's the wrong route to take? Okay... good path to take? Not seeing anybody comment otherwise, okay. We do have one... I'm going to go back to the list that we do have already comments on and we'll determine if we need to make them one category or not... AP 1.013... there is a request to add verbiage to the AP as... such as, optional may... I'm sorry... added verbiage to the AP such as optional, may significantly, broadly, are alarming... and the person who submitted this thinks that there should be some explanation as to why there needs to be looser terminology worked into something that should be black and white in their opinion. I'm going to go ahead and pull that AP up, so I can make it into context here... I'm sorry for not doing that in the first place... and, that AP is about the development and revision of standard operating procedures... so, the requested changes   or the suggested changes is that, for example, a SOP is an optional uniform set of published instructions or guidelines. SOP's may also inform students, employees, and other employees... and as you remember we have come... we have done a lot of complaining about SOP's in senate, because we feel there are some that sure, just how to operate in your office is one thing... but when they do impact other groups, we need to be... we need to recognize that... and maybe it's not the best idea to keep it as an SOP. Is anyone here willing to discuss that... bring that forward any more than I already have? ---Maggie Golston: We're talking about 2.3, yes? ---Rita Lennon: This one is actually AP1 ---Maggie Golston: 2...not the number of the AP, but in the AP... ---Rita Lennon: Oh, my apologies... yes, it's actually all over... there's been some suggestions on changing some work, or some of the words. ---Maggie Golston: Okay. ---Rita Lennon: Yeah... so, there... it's kind of... it's... ---Maggie Golston: Speaking to 2.3 specifically... that's where I have concerns. ---Rita Lennon: Mm hmm. ---Maggie Golston: Instead of "could"... or yeah, there are a lot of subjective terms... and in my experience lately, I'm watching SOP's be formulated in isolation... there's one that  deeply concerns me right now, a new SOP... and it will affect the entire way that  the academic side of the house works... and yet, it was designed by one section of the college...  and so, I think rather than saying something like broadly, which is very subjective... I think we should revise that... I just think we need to make sure that we're not allowing people or departments or campuses to kind of go rogue. ---Rita Lennon: Okay. ---Maggie Golston: I'll let you guys try to figure out, which one I'm talking about. ---Makyla Hays: So... [unintelligible] One thing just to press in this... this might be something where we really need to just... I don't think the policy has an issue... but I think there is an implementation issue, because language in here does say that SOP's do not create College policies... they don't create new or substantively alter existing BP's or AP's... or the rights and responsibility of the college, students, employees, or other members... so, if there's an SOP that's doing that... then it maybe shouldn't be an SOP.    ---Rita Lennon: Mm hmm. ---Makyla Hays: And it's not the language here that's the problem, it's the implementation of the SOP. ---Rita Lennon: Right. Okay... so, for this one, the language changes, you know, such as optional, may significantly, or broadly... in this one person's opinion, feels... they... this changes the... this changes the AP quite a lot... so, is this one that we feel needs to be taken  back... or is this one that we... and go through 21-day?   Is that our recommendation or do we say that, you know, maybe remove those terms... or find more structural terms. Makyla, you still have your hand up... I'm not sure if it was from that or not... what do we think? ---Maggie Golston: I think it needs to go back. ---Rita Lennon: Okay... so, the motion has... there's actually a motion in the chat, that to take it back and remove the added terms... that's the recommendation. ---Maggie Golston: Second. ---Rita Lennon: Okay. All right... moving on... thank you so much for that one... AP 8.01.04 the first edit seems to change the meaning of billable Services... 2.3 specifically, charge... I'm sorry, I keep reading this without giving you the BP, what it's about... so, let me go back to it 01.04... and I know you guys are smart people you can open these up on your own... but, here we go... this is facilities chargeback procedures... and this is the Board policy... board Poli... no, I'm sorry... this isn't a administrative procedure... and so, the message was... the first edit seems to change the meaning of billable Services... 2.3 chargebacks mean that extra costs for out of state adjuncts are charged to the department. Section 3... moving cost could be significant... this changes it from general included to nothing included... oh... is included to nothing included... got it. Also, eliminating for special events for security may cause widespread changes to funding is this intentional? Section 4... who all does this apply to? Doesn't talk about that... so, this seems like it has significant changes to it, and could impact multiple areas of the college, including funding... so, folks what do you think... should we...? [chuckles] I agree should we move this one out and ask for it to go through 21-day review... or should we make our recommendations? ---Matej Boguszak: I mean, is there anybody here who can speak to, you know, clarify those things? To see if, you know, adding or deleting those  details would actually change anything... or whether we're just not fully understanding  the intent? Or... ---Rita Lennon: That's a great question... so, that was my understanding Matej, was that they were asking us, as they always do... here's the AP's and BP's that are going through the process... do you need anyone at your meeting, to, you know... to answer questions? So, originally I had asked, you know... here are the ones that we're getting questions about... so, can you have representatives from these areas, unfortunately, I didn't hear anything back for quite some time... so, I finally reached out again... I haven't heard anybody, you know, who's going to be there... and finally... that's when I found out from Jeff... and this was just on Wednesday, that that he's not available... and neither was Seth... then I reread the email... and the email stated that we're supposed to as a group, as a body, look at these and ask for which ones should probably not go through the minor modification process. So, we don't have anyone to answer questions to... and so, I guess the be... at best, you know, with limited information that we have... we're just making recommendations on  what we think... should this continue to stay in the   minor modifications process that it already is in... or should it go through... should it be pulled out,  and go through a larger process? I'll say one more thing... once the council know... legal council knows which ones we've made recommendations  to... and from all of the governance groups... then they're going to make a decision on timelines,  about when these process will be done. So, this may not be the only... one and only time that  we're reviewing these but it is the first time. Hope that answers your question... I hope that gives you a little bit more understanding about 8 point... yes, we are looking at 8.01.04... and I just need to hear from senators if we recommend this one get pulled out of minor modifications.  It's 3:02... we didn't make it... we didn't make it through the list. Okay... so, here's what I think we're going to probably have to do... yeah, Kelly, I'm looking for a motion, absolutely. Okay... so, we're recommending that we clarify 8.01.04... Maggie I'm assuming is what you mean... and that it get pulled out, and go through the regular 21-day. Obviously, we didn't have any time to look through this... but I did share this information with you when I received it... and what I would like to do is... let's go ahead and just carry the conversation offline then... that way, we don't have to... obviously, we can't... we just can't get through it anymore... any more of it... and I would hate to make you stay any longer on a Friday afternoon... so, if you wouldn't mind, I will go ahead, senators... I will send you an email with the rest that need to be  reviewed... and what you would like to do with them...   do you recommend that there's just clarifying questions that you have... and that it can stay in minor modifications, or do you recommend that this should not be... this is not a minor modification, and it does... it does definitely need to go through the 21-day process? Once we have that information then I will share that information with Jeffrey... Jeffrey Silvyn, and we'll go from there... okay... we good with that? Is everybody clear as mud? Cool... okay... so, now what I would like is a motion... thank you for those who put it in chat... I would like a motion to end our meeting. Oh, cool... is everyone staying with me the whole weekend? Okay... motion to adjourn... awesome... thank you. Second, awesome... I hope everyone has a wonderful weekend... my kids are on Fall break... so I'll be chilling with them next week, while I'm working... and look for some emails from me... thank you so much.