********************************************* 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. ********************************************* May 1, 2026 Faculty Senate ---Kelly O'Keefe: Okay, while everyone is getting settled and getting snacks, we're just going to go ahead and start introductions...   so that you know we're not running too far behind. Okay,   I'll go ahead and start. Hello everyone. Hi. Hi there. Hi... thank you. Oh, I can be Nic Richmond, right? [claps hands over head] No? [claps hands again] No one knows that trip. [laughs] Okay.  So, hello everyone... I'm Kelly O'Keefe, faculty senate president... and we're going to just go around the room like usual for our in-person introductions... Provost. ---Dr. Ian Roark: Good afternoon everybody... Ian Roark, Provost. ---Vivian Knight: Yes. Good afternoon... Vivian Knight, vice president. ---Jane Hall: Good afternoon, everyone. Jane Hall... I'm faculty senate secretary and I'm also a representative for Business and IT. ---Sarah Kirkoff: I'm Sarah Kirkoff... I'm the Board of Governor's representative and Applied Tech representative. ---David Parker: David Parker, guest today, executive director, Enterprise Risk Management, Ethics and Compliance and the Title 9 coordinator.   ---Tami Villar: Good afternoon. I'm Tami Villar, your chief of police. ---Emily Besich: Hi, Emily Besich for the library. ---Sol Gomez: Sol Gomez for the library as well. ---Diane Lussier: Diane Lussier, Mathematics. ---Rita Lennon: Hi, good afternoon. Rita Lennon, Health Professions representative. ---Ally Stacey: Ally Stacey, Mathematics. ---Caroline Torres: Caroline Torres, Mathematics. ---Dr. Patrick Moore: Can you hear me? Patrick Moore, Workforce... and I'm sitting in for Sean Mendoza, adjunct. ---Anna Nedlin: Hello, my name is Anna Nedlin... I'm a French adjunct instructor. ---Maida Cortes-Torres: Hello, Maida Cortes-Torres, Communications. ---Liz Rangel Arriola: Liz Rangel Arriola, PimaOnline and proxy for Padma Nair. ---Nikki Robinson: Nikki Robinson, health professions. ---Michael Nolan: Michael Nolan, visual arts. ---Malaya Hayes: Malaya Hayes, PCCEA president and permanent guest.. [laughs] for now. ---Sarah Robinson: Sarah Robinson, College Readiness, Student  Success, Social Behavior Sciences in K12 Edu.    ---Matej Boguszak: Hi everybody. Matej Boguszak, Mathematics. ---Ashley Coleman: Hello, Ashley Coleman, the CIS department and Professional Development subcommittee. ---Maggie Golston: Hi everyone. Elliot Mead, Communications rep, senator, and proxy for Maggie Golston. ---Alex Armstrong: Good afternoon... Alex Armstrong, Science senator and Professional Development committee. ---Erin Costco: Good afternoon, Erin Costco, Social Sciences, Humanities, and Education. ---Kelly O'Keefe: Great... thank you... and if those in the back would like to stand up to the mic back there... oh, okay... perfect. If you could stand up for the camera when you're introducing yourself, that'd be greatly appreciated. ---Aubrey Conover: Hi... good afternoon, everyone... Aubrey Conover, vice chancellor, campus operations. [cough] Excuse me. ---Dr. Nina Corson: Hi, I'm Nina Corson, Campus Vice President here at Downtown Campus... and I'd like to welcome you here this afternoon. ---Don Harp: Happy Friday everybody... Don Harp, Staff Council representative to the Board and guest.   ---Emily Halvorson-Otts: Good afternoon... Emily Halvorson-Otts, acting Vice Provost of Academic Affairs and guest. ---Kate Schmidt: Kate Schmidt, AVC Academic Resources and Services. ---Dawn Majalca: Dawn Majalca, guest for Health Professions. ---Adam Baldry: Adam Baldry, project manner in the Teaching and Learning Ccenter. ---Brad Butler: Brad Butler, project manager for Teaching and Learning Center as well. ---Cori Leonetti: Hi everyone... Cori Leonetti, Life Science faculty and guest. ---Michael Amick: Good afternoon... Michael Amick,  chief Online learning officer. ---David Arellano: David Arellano, AVC for Student Services and Onboarding. ---Michael Tulino: Hello, Michael Tulino, Registrar guest. ---Jeff Thies: Good afternoon... Jeff Thies, Vice Provost for Academic Operations. ---Christopher Cabello: Good afternoon, Christopher Cabello, acting Dean of Sciences and guest. ---Josie Milliken: Josie Milliken, Dean of Distance Education. ---Dr. Jessica Tinklenberg: Jessica... Jessica Tinklenberg, I don't remember my own name, [chuckles] executive director of the Teaching and Learning Center and adjunct faculty in Religious Studies. ---Nic Richmond: Good afternoon. Nic Richmond, vice chancellor of Strategy, Analytics and Research. ---Dr. Meleah Barns: Hello, Meleah Barns, Academic Resources and Services and Administrative Assistant to Kate... so I'm new.... hello, everyone. ---Kelly O'Keefe: Thank you. Now, I noticed there might have been a couple people that came in a little later... go ahead John. ---John Gerard: John Gerard, Applied Tech senator. ---Kelly O'Keefe: And then, we saved the best for last, I believe, with our President-elect. ---Dennis Just: Hello, everybody... Dennis Just, President-elect and faculty Science representative. ---Kelly O'Keefe: Great... did we forget anyone?  Excellent. Welcome. Thank you for being here in person, it's always good to see everybody. First item of... on the agenda, past introductions, will be for us to review and vote for our April minutes. And Dennis has them pulled up here... if you haven't reviewed them yet, please do so. And we'll do a vote when someone motions to approve. ---John Gerard: I have to make a correction. ---Kelly O'Keefe: Okay. ---John Gerard: I'm listed twice, as being present and not being present... so I... [laughter] I was present that day. ---Kelly O'Keefe: Well, did you come and go, John? [laughs] ---John Gerard: It's possible... right. ---Kelly O'Keefe: Okay, we'll go ahead and amend that. Thank you. Yes. ---Ally Stacey: My name's misspelled... it's S, T, A, C, E, Y... S, T, A... ---Kelly O'Keefe: Okay y. Thank you. Rita, did we spell your name wrong? [laughs] ---Rita Lennon: No, you got it... you got my name right. Mike, are we still needing to introduce ourselves  before we speak or are we good just speaking? ---Mike Rom: Say what was that? ---Rita Lennon: Do we still need to... the old way was to introduce ourselves and who we're representing before we speak. Do we need to still do that or are we good? ---Mike Rom: You... we're good... I can pick out who you are. ---Rita Lennon: Perfect. Thank you. Motion  to approve with the two amendments. ---Kelly O'Keefe: Oh, Sarah, did you have... ---Rita Lennon: Sarah has an amendment? [chuckles] ---Sarah Robinson: Sarah... thank you. Sarah Robinson... under senators present it says Education, but I also represent the CRSS, please. ---Kelly O'Keefe: Yes. Thank you. Did not catch that. Okay, so, now... motion to approve with three amendments... do I have a second? ---Sarah Robinson: Okay. Sarah Robertson seconds the motion. All those in favor raise your hand say I "aye". ---various people: "Aye"... "aye." ---Kelly O'Keefe: Any opposed to approving the minutes? Were you raising your hand? [laughing] Okay... so, motion is approved for the April minutes... thank you. We'll go ahead and get those posted.  Now, do we have a request for executive session? Okay. How about open forum? Any  announcements for open forum? Excellent. We're going to stay on time today, right? It's Friday and everyone wants to leave when we're done, right? Is that what's going on? No, you're just excited for the watch party... I know... okay... so, requests for faculty engagement... I'm going to go ahead and hand it over to Dr. Dennis Just. ---Dennis Just: Thanks Kelly. So we have 2 requests... one is for the definition of full-time faculty, and you can see that here... there's already been some comments... this is a draft... if this is something that you're interested in shaping, please reach out and join this group. And then, the other request is a reminder for faculty awards... nominations will be accepted September 1st through November 15th. And again, when it comes to how to reach out... you can use these forms at the bottom here. This first one is what you would complete if you'd like time to present at faculty senate, while the second one is what faculty would complete if you're interested in joining a committee... for example, that full-time faculty definition. So, thank you. ---Kelly O'Keefe: Great. Thank you, Dennis. So, I just want to make mention that Kate Schmidt will be explaining a little bit more about those awards coming up later in our agenda today. Okay, let's go ahead and move on to the report section... Dr. Roark ---Dr. Ian Roark: All right. Good afternoon again.  It's a pleasure also to be here in person and see all of you as real people instead of on the rectangles with various backgrounds... and please continue to eat... there's a lot of provisions in the back and we want to make sure that none of it goes to waste. So, please continue to take some with you to the forum later today... if you're not hungry now... but also, we'll turn  over the rest anybody else who's left on Campus.   You can see my report maybe in front of you on the agenda, you know, on the screen or your phone or your computer.   Lot of activity... I've been in this role now a year and 2 months and really have learned that my calendar is already not my own... and it is especially not my own the second half of April all the way through commencement... but it's a lot of fun. There's a lot of things that are not listed on here just even yesterday... 2 events celebrating our students...  the EGTSS summit featuring Cherrie Moraga was amazing... so, congratulations to Dr. Francisca James Hernández   and her whole entire team for putting that that on. It was, you know, an honor to be at the table with Cherríe Moraga,  as well as our Mayor and Representatives from Adelita Grijalva's office and our Chancellor... and it was just, you know... they gave a number of students the scholarships there that that event is for... raising money for scholarships for EGTSS students... and then, yesterday evening just another... an example... I can't talk about all of them but it's fresh in my mind because it was yesterday evening ... and kudos to the Business department... so, Vivian Knight, senator... as well as Jane Hall, senator, who's the... Jane is the coordinator for the Case Competition where business students compete with a real life business situation...   and yet again, Pima Community College dominated the statewide competition, not only in the number of our students  who participated, but that our Purple Team, is that correct? Purple Team won, and it was a representative from Mr. Car Wash,  who actually gave them a real world problem to work on and they had 2 hours to solve the problem, make a presentation, and give it to a panel of real business people... and yes, it was  amazing, because we had a Vice President for Mr. Car Wash, their President... and you know, their headquarters is not very far from here, but they're a nationwide company of stores... all... many, many, many, states... so multi-million dollar company... and he said that our students outperformed real world candidates, who apply for a... it was a real problem situation that they give to people... and that our associate degree seeking students, right... that will transfer... did better than people with bachelor's and master's degrees, who apply for a six-figure director job in their business... and so, it really just speaks as an example of the excellent work  that's being done in and among all of our classrooms. So, thank you to our Business folks, but thank you to all of you. [applause] Yeah, the focus on our future event was another amazing thing... you know, we had just hundreds of people at our AviationTechnology program and NC3 is a national organization and the CEO of that organization chose to attend this year at Pima and give out scholarships from 3M, the Post-It company... and among other things, but scholarships to a number of students... and I believe it was Vet Tech students and Aviation Technology students, who received a large number of those scholarships. Thank you for those of you that continue to invite me to...   especially events that celebrate students, but other things as well... like, it was an honor to be at the TLC Spring Teaching Symposium and honor, you know, our Faculty Learning Academy graduates that day. I could go through all... it just keep going... but there's a lot of a lot of different things. Another highlight of the month though, was going to Mesa for our Arizona All Academic Team. Again... lead, you know... that effort lead by Honors... so, Kyley Segers and the whole group that supported those students, congratulations to you and your learners as well... but just seeing our students, among all of the other students across the state, who are just excelling in their academics and being celebrated by ABOR, by a message from our Governor and others,   really again just speaks to the excellent work... so... and back up to the top, you know, the not so...   you know... always fun but really important  because as it relates to student success... I know that we're all eager for the forum later this afternoon for another update on Accelerate as one of many things going on,    but there's a lot of work going on and I'm really proud of all of the teams, including representatives from faculty that have worked collaboratively to improve the first year experience for students. A lot of... a lot of improvements have really been made there with student experience and academic affairs working together and really great things that are happening... such as the mandatory CONNECT University, the introduction of Career Coach,    and other tools to ensure that our students, whether they're transferring or whether they're taking a CTE class... are doing so with a career context in mind and ultimately what even that Bachelor's degree is going to do for them in a real labor market context... but another another piece that I'm excited about is the Mandatory Student Success course... and this is different, right? We've had a philosophy at our  college for, you know, going on 55 years, give or take...  of having no barriers at all for students... but really the imposition of perhaps a necessary barrier, or something that you have to do, because one of the things we're starting to have conversations about   in the student success course is one of those... if we know that something works for students,    shouldn't we try to set up systems that allow them to do that, so that it propels them to greater academic success. So again, if you're not familiar with that particular goal, it's part of the first year experience, is that... before the... up to the accrual of 12 credits, students must take one of their required student success courses as a part of their program of study. And then there will be sort of soft holds and eventually a hard hold if they do not meet that. A lot of work goes into those things... so, congratulations to Dr. Jeff Thies and all of the individuals who have aided him and that workgroup team to put that in motion... and I know there's a lot of CTE faculty in the room, right. You have done a lot of hard work in aligning to what's called the CTE Curriculum Architecture as a part of the larger   guided pathways with fidelity initiative. So, all of those  programs are now moving forward through Curriculog,   Department of ED Higher Learning Commission... and those should be... you know, pending on external factors, launched in their new form in the '27-'28 year and just knowing what that's going to do in the long run for students in terms of... no extraneous coursework and a clear path to completion. It was hard work... some... you know, sometimes difficult conversations and at the end of the day everybody came through and we even had a process for documented exceptions and there were exceptions that were granted... but we were able to account for why those exceptions were granted. So, we will continue to work together collaboratively...  I'm grateful for the voice and the leadership of all the faculty senate officers. And of course as President, I'm in touch with Kelly a lot... and so, just really know that I lean into and learn from all of you. I talk to other people that are outside of the formal leadership structure a lot of the time as well... and I love continuing to meet with faculty during office hours and other times... but also, just having that direct... that direct contact...  and yes, this is going to work or don't step on that   because it's a landmine and we don't want to see our Provost in lots of pieces everywhere...   that's metaphorically, right? So, but... you know, it's really been a great working relationship with all the faculty leaderships... and also, I would include in that AERC faculty leadership representatives, many of whom are in the room today as well. So, as we continue our last ri... last push to reach the summit of the end of the spring semester and go into commencement,   I'm excited to be going to 2 commencement ceremonies... of course you only need to attend one... but would love and encourage you to attend both if you're able to celebrate all of our learners.  So, congratulations to completing another academic year, another spring semester,   and look forward to our work with student success  for the next year and years to come. I probably went over my time, but thank you. ---Kelly O'Keefe:No, you're perfect. ---Dr. Ian Roark: All right. ---Kelly O'Keefe: Thank you. So, we're going to move right into the President Report and I'm just going to briefly review what's in there and let you read the majority of that on your own... you know, some of it is review of a little bit of what Dr. Roark just mentioned with the Accelerate updates... there is a PCCEA survey results linked in my report, but Makyla Hayes will be giving us a preview of all of that information as well, so I won't go into that. I want to make sure that everyone knows that their opinions are valued and heard... and not any one person has a stronger voice than any other... so, we are here to gather that information and disseminate that to our college leadership. So, we're always open to conversations about any of this. So, of course, today we're having our academic affairs forum at 3:30... and originally, we were having a watch party in the library classroom, but we got it moved to  this room. Um, so we're going to be able to do,   you know, our watch party of sorts for the academic affairs forum here. And Kate Schmidt's new assistant, Meleah, has got us a popcorn machine, so she's going to be popping popcorn   for everybody out there... it's kind of fun. So, if you're able to stay, please do so. And then, of course, the all important, and what everyone's  heard of... is the trip to El Paso Community College.   We're going to hear a little bit more about  that at the academic affairs forum as well.   So, the faculty senate charter is still going  under revision... and I wanted to let you know who is a part of that work group... I myself am,  Rita Lennon as past President and current senator,   Dr. Elliot Mead, Sarah Robinson, and Shawn Mendoza.  We've all been working a lot on this revision. It will not be ready by the end of this year... so, we will have the final draft to you either August or September. We're continuing to work on it as much as we can... but it will come to you for feedback.   You'll be able to provide feedback  before we do the final, final draft, right? And then, we'll do the vote for that approval.  If anyone still wants to join that group, please feel free. We're open to, you know, anyone coming in. [chuckles] So, I'm going to jump ahead a little bit here. Just as a reminder, we always have AP's and BP's to review as senators... and I will always every month post those AP's and BP's that are under review... if there is a minor update or no update, there is no process for us to send comments... so, that's what we have this month... and so, you know, gratefully, because sometimes there's a lot of them that we take time to to review and make comments on... so, just want to make sure that, you know, those are up for review...   and David Parker is here to help us explain  a little bit of those later on, too. Okay... so, college leadership council did meet and we're going over increased safety and security   and preparedness for emergencies or potential  emergencies at the college campuses. And so, I just wanted to let you know that that was happening... and we're also having a retreat   next week at Desert Vista Campus to go over some more of that as well. And then, we're also going to be reviewing the strategic priorities with Dr. Nic Richmond and Makyla Hayes. And going on, I'm going to skip over the technology and compliance reminders to stay on track here. You're going to hear more about that after, anyways... and then, really important, at the end of our meeting in between the academic affairs forum... we would like  to have faculty senate and guests if you would like,   join in making a video for the Pearson Cohort Online commencement ceremony. And what they're doing is, they're just putting together  a collection of videos from faculty, from staff...   saying... congratulations, we're proud of you, great to be an alumni, kind of thing. So, we do have Elena McKenzie here from PCC Media and she has graciously agreed to help us do that. Oh, apparently it's going to be it for the entire  commencement, too... so, not just Pearson Cohort. So, that's always good to know... okay, that was my timer... so, I'm going to let you go ahead and look at the rest of the report there... and if you have any questions about anything on there, please let me know... you can email me anytime. And next, we're going to go to... sorry. My computer is stuck. Who's next? BOG... okay. Sarah, go ahead. ---Sarah Kirchoff: So, the Governing Board met on April 8th for their April meeting... they did Governing Board recognition. The... you can see the report that's up there... so, there was a lot of awards handed out. Besides that, the biggest topic I think that went on for the longest discussion was the partnership with Santa Cruz County Community College in that district... Pima Community College is the sponsor for Santa Cruz...  and so, there was a lot of discussion about the programs that are being... getting ready to be run down there. Some have already started, some are in development... so, that is a continuing discussion that will be had again I believe, on the May 13th board meeting... so, there is... I included and I think I need to resend the attachments because I'm not sure if there... if I did that correctly... but in the attachments, I did list the consent agenda, which covered all of the things that were voted on in their earlier meeting. So other than that, there wasn't really nothing else of of note. ---Kelly O'Keefe: Okay... next is Makyla Hayes with the PCCEA report. ---Makyla Hayes: Okay... can you all hear me? Okay, there we go... took a second to turn on. I have a few things... the first thing that you'll see is the only part of the report I linked was the feedback document book. [chuckles] that I put together for you all... It's like 49 pages in there... I like numbers, so there's a lot of tables in there. You all gave such good feedback, I... it was really hard to figure out how to present it. So hopefully, I've done it justice to the point where it's understandable. My goal was to figure out how to present the information in a way that allowed us to have conversations about it moving forward... and to see where there might be areas of concern by discipline potentially, for full-time faculty, possibly part-time faculty... and so, I put some tables in there that we can discuss later and hopefully you had a chance to look at before the forum this afternoon. If not, maybe take a look and see if if your concerns are represented appropriately there. The overall sentiment of it was... there's concerns... that that's the biggest thing that I'm seeing. And I'm hoping that those concerns are things that  we can come together and actually talk through,   get details on, and figure out... is there a way to move past it, and if not, why? And is it collegewide, division specific, situation  specific? How are we going to address this so that we can productively have those conversations?  So, please feel free to to access that, use it to help figure out if... if what you're seeing in your area is also representative other areas... and if not, maybe we can have some of those conversations. First of all, thank you... I think 66% of full-time faculty responded... so, that's great... that is an amazing response rate. and I really appreciate you all putting your input into that form. The other thing that I want to talk about is... we are... it's the last senate meeting of the year... yeah... of the academic year. Okay, just making sure I'm in the right month... and  so, the next time we all see each other in senate,   hopefully, we'll be on a new... a new contract... and so, when it comes to pay, there's different things that are going on. Basically, if you've seen any of Dr. Bea's budget presentations, we're looking at a year of experience or a 2 1/2% minimum for every person. So, if you were on a step zero, that means you are  not being paid on the salary scale as posted...   you might be above that... you might just be in a weird partial mark still from the move over.   But if you have questions about it, you can reach out and I can help you understand where you're at with that.   But you're looking at one more year of experience and... or a minimum increase of 2 1/2%. We are still having conversations about the supplemental pay rate and a potential step 17. We saw that those were priorities on the survey that we did last November... not sure what the likelihood of that is right now. There's still questions about whether or not we're going to be able to get that, but hopefully something on the supplemental rate.  And when... as soon as I know anything, I will  send out an email.... so, it might be this summer,   but as soon as we know anything, there will be a Pima email out. And with that, I guess the only other thing I should say is... I'm not running for president for next year. So, some of you knew that.... I... It's okay.... I'm like... Patrick's like, mouth was like, dropped open. Don't hurt your jaw. So no, I've been 5 years and it's time for somebody else to take up and take the leadership.    So, if you're interested, come talk  to me. I'm done, I think. [chuckles] ---Kelly O'Keefe: Okay. Thank you, Makyla. Yeah, go ahead. Mm hmm. ---Dr. Ian Roark: I... thank... thank you for, you know, your announcement. Uh... point of... point of order. Thank you, Madame President. I think we should all give Makyla a round of applause for her 5 years of service as a PCCEA president. [applause] She's another... she's another individual I talk to frequently, you know, vis-à-vis her AERC role... and also that PCCEA connection. So, I want to thank you for our conversations and for  your candor, your transparency, and your professionalism. So again, just a round of applause, and thank you again. [applause] ---Kelly O'Keefe: Thank you. And next on the agenda is links for the TLC report and the adjunct faculty report. So, if you haven't looked at those yet, I would appreciate you doing so... and letting those representatives know if you have any questions. We're going to go ahead and move on to our business section... professional development subcommittee... we're going to go over the teaching competencies... we have Dr. Elliot Mead and Ashley Coleman. And you're more than welcome to come up here, too. You don't have to stay there if you don't want to. ---Elliot Mead: Oh, no. This is great. [laughing]  Hi everyone. Dr. Elliot Mead and Ashley Coleman...   Could we actually switch to the slides? They have a timeline on it... we're just here to give a quick update and also usher in the vote for the teaching competencies... so, the first slide past the title is just going to give a quick little bit of context around why we're here and what we're doing... so, of course, the vote item is going to be for the teaching competencies that we know the Teaching and Learning Center has gotten multiple rounds of feedback on throughout the past, basically 2 years... I think Dr. Tinklenberg said she reached out and like, something like six times to various groups and to all faculty to keep those process... those competencies in kind of constant development and alignment with our classes and our teaching. Since then, we have formed as a committee and worked on a teaching philosophy to frame those competencies including of course Dr. Tinklenberg as a representative of that group... and so, we're kind of presenting a dual vote item, as well as the introduction of the philosophy that's meant to frame the overall competencies. And the end goal of this... well not the end goal, the next phase of this ,will be using the competencies and the philosophies to move into building an AP that will, you know... implement, support, and assess the philosophies and the competencies themselves. So, next year you'll be hearing a lot about us, as far as you know, a teaching culture. So, for now, I'm just going to turn it over to my colleague  here... and as you are reading through and thinking about  the philosophy itself, we just want you to kind of think about how it will... how the philosophy will surface and connect to our larger student experience... and think about what kinds of rounds of feedback that you might want to give us, especially around the alignment between the competencies and the philosophy... and what we see and do in our classrooms across our college. And then I'll just ask that you consider your vote as we go through the teaching competencies themselves. ---Ashley Coleman: Okay... and so, as Dr. Mead had mentioned, we've got the teaching philosophy... so, if you wouldn't mind going to slide 4. There we go. So, this is just a quick view of the philosophy, but I'm actually going to go through it in three pieces. So... the first is going to be a chunk from the first paragraph... this is going to represent our institutional commitment. So it reads, "At Pima Community College, education  is the process through which we make meaning,   contribute to shared knowledge, and apply our learning. As educators, as an... at an open access and Hispanic serving institution, we are committed to expanding who has access to the... to that process and broadening what counts as knowledge within it. Then that takes us into the middle paragraph, which is our approach, what this is going to look like. So, teaching at Pima is both an intellectual and relational practice... by designing meaningful learning experiences and engaging students as active participants in knowledge building,... we support their growth as learners, thinkers, and contributors to the communities and fields. And finally, the structure... teaching and learning at Pima Community College is grounded in those 5 core competencies that reflect both our mission and commitment to empower every learner every day for every goal. And as a quick reminder, we've got the teaching competencies here, and that's on slide 8... thank you. So, Pima instructors are student centered, literate in relevant learning technologies, community-minded and collaborative,  reflective, and committed to ongoing growth and development in their teaching.   And so, I'm going to turn it back over to Dr. Mead to talk about the survey we sent out. ---Elliot Mead: Thanks... and so that is the next slide. If you remember, we did ask in our last meeting that you circulate this with all of your faculty. We did not get a ton of responses, but we have probably a pretty good indication of where our fields are leaning to anyway, just based on the rounds of conversation that have happened before... so, the green is the yes... we had a couple folks abstain... and we do have a small chunk of no's... so, this is again from a represent... well, um, this is from a smaller sample   of our overall faculty that took this survey of where they were leaning. At this point is it relevant to go into the vote or should I ask for questions? I'm not really sure... Kelly? ---Kelly O'Keefe: Yeah, just one little comment though... this poll was only for faculty senators. So the number of people who voted was representative  of our faculty senate... and there were 35.   So, it was, you know, all... basically all of us. [chuckles]  All right... so, yeah... we can go ahead and go into the vote at this time... the link is in the agenda... hopefully you have a tool with you... phone... yes Matej. ---Ashley Coleman: Oh. ---Matej Boguszak: Hi... thank you for this... just a point of clarification. What we are voting on is those five short items. ---Kelly O'Keefe: Sure... it's just the competencies, not the philosophy. ---Matej Boguszak: Okay... thank you. ---Kelly O'Keefe: Thank you. I appreciate you asking for clarification on that. Okay. Yes. Oh, thank you Vivian. We're just reminding anyone who's serving as a proxy to vote twice. Make sure you vote for yourself and whoever you are representing as a proxy. And while we're doing the vote, I'm going to go ahead and ask that Cori Leonetti and Jordan Clarke get ready for the division spotlight next. ---Cori Leonetti: [off camera] Get ready. [laughing] ---Kelly O'Keefe: If you would like to stand at the mic, that's fine, or you can come up here. We're so informal here, you know. Dennis is going to have your slides up for you. ---Cori Leonetti: Okay... I'm here ---Kelly O'Keefe: So, wherever you're comfortable. ---Cori Leonetti: You're coming with me. ---Kelly O'Keefe: I'm sorry. Yes, Matej. ---Matej Boguszak: I had one more question on the teaching philosophy... so, I found it interesting to call this a teaching philosophy since that's something that I usually think of individual faculty writing a teaching philosophy... and this reads kind of like an introduction, like you said, to the to the teaching competencies or something we would put up on the website, you know with aspirational language. Could you talk a little bit more about why call this a teaching philosophy... or what is the intended purpose of this teaching philosophy? Thank you. ---Kelly O'Keefe: Sure. And actually, I'm going to impose upon our Provost here because I know this came directly from Dr. Roark. ---Dr. Ian Roark: Right, yeah... so, I've been here for 11 years Matej and all right... and teaching and learning is the heart of the institution and the purpose, right...  this is why people come to the college to begin with...  we're not an R1 institution... our role in the community is different and distinct from that of the University of Arizona, with its research function and apparatus... and so, teach... we are a teaching and learning institution... and that's not unique to community colleges, right... and community colleges are a uniquely American form of higher education. And so, when I heard about the teaching and learning competencies... I was great with that. I think that that's something all community colleges should have, and many do. And, right... what's the philosophy that's driving those competencies? Like, what's the teaching and learning philosophy of the institution? Is it, our philosophy is, everybody should just be able to do whatever they want, whenever they want to... or is it, our philosophy should be driving towards student success? You know... and it... and that that's the question that I put  to the group that they're putting toward, you know... now with the faculty and the conversation with the faculty. I think... and I hope that this is just a starting point, that like... that's, that's like rough first draft, in that there's conversations in and among the faculty about, what is our teaching and learning philosophy at Pima Community College? ---Elliot Mead: Yeah, thanks... and I just want to follow up with... so, this is a... also just a draft, right? And it's part of a conversation building process. I think if I could, I really want to point to the middle line on the screen, teaching at Pima is both an intellectual and relational practice. And I think that that's something when we were in a committee, we kind of latched on to, right? And that goes back to Dr. Roark about what you were saying is... what is the difference between say us and a research one or something like that.  And I think when we were talking as a committee, it really comes down to, right... we're not just here to convey information. That kind of ivory tower model of, you know... I'm just going to like crack open a student's head and dump information in and now I have this well-formed student, doesn't really apply. And it doesn't really feel like, you know, as a representative committee... when we're talking about it, that's how teaching   really happens in our area. And so, I always use a kind of metaphor of like, Pima is like a lung of our community, right? Ideas and knowledge and people come in and circulate and move out... and in that process, both our community and our body of our community... of our college itself are nourished, right... and so, that notion of intellectual and relational, I think, is maybe the core that if I could... as the co-chair of this committee, ask you guys to think about is... just make sure that that's really who we are, right... that it's not just this process of like dumping information, but of maintaining a relationship with our students and does that adequately frame the competencies, right, that we're seeing and voting on today? ---Ashley Coleman: Is there time to say one more thing? ---Kelly O'Keefe: Sure. And I think Matej had his... ---Ashley Coleman: Please. ---Matej Boguszak: You want to go first? ---Ashley Coleman: Okay. I was just going to say that by design, I don't think it takes away from the individual instructor ability to have their own teaching philosophy... this is going to be on a collegewide basis... and so, it gives us something to align with when we're creating that or continuing  to improve on our own teaching philosophies. ---Matej Boguszak: Thank you. That was... I think that was helpful, just to hear the kind of approach... and I like it. I like the teaching competencies there... I think they're pretty... written in a general way and that a lot of us can get behind it. Do colleges... do other colleges have a teaching philosophy? ---Dr. Ian Roark: Yeah... yes. [laughter] So, I don't... I didn't know that her head nodding would meet accessibility standards for the... ---Kelly O'Keefe: Right. [laughing] Good call.  All right. Thank you. Such a great conversation to be had and it did add a little extra clarity for everyone... so, I appreciate that. Now, let's move on to our science division... we have... we have some presenters for Science in the Division Spotlight. Go ahead. ---Cori Leonetti: Is this a good place to stand? ---Kelly O'Keefe: I believe so. ---Cori Leonetti: but actually, Jordan, let's just go... [unintelligible] to come there. ---Dennis Just: If you come to the podium, I can play around. ---Cori Leonetti: In the sand... [laughs] All right... so, Jordan and I are here representing the Science division. We are from the Life Science department. And Dennis, you can go to the next one. Okay. So, we're quite a large division... we do have 41 full-time faculty and over a 100 adjuncts. .. so, quite large. We also, because we are lab based... we do have a big cohort of lab staff that also support us. So, collectively a big group... and we do have  a few folks here from our leadership team.   So, shout out to Jordan, Alex, and Dennis.  They are current department heads. And myself, I should include. We can go to the next one. We do have some new faculty members coming in for Food Science and Nutrition... congratulations to Brenda Holzer, she's currently provisional, so she'll be entering full-time... and Cindy Gambone, for Engineering. and it looks like Physics is currently in the  recruitment process. So, we're growing. Now, this is for our sustainability spotlight.... I don't think Crystal McKenna is here, but I do want to give her just a really big shout out for all of the work her and her team have done to build this... and I just think it's really commendable that she serves as a department head while... [chuckles]   simultaneously building all of these new courses in various modalities and being involved in community outreach for the annual Climate Community Day, which looks like it was a hit. Um, oh... there's just an increase in enrollment that we're starting to see since 2020 fall of 2024. So, I do just want to give her a big kudos because I can't imagine building all of these classes and being a department head and being involved in the community is just a big undertaking. So... really happy to see some some positive results here for CAS. All right, there's a lot on this slide... I did want to highlight some of the Course-Based Undergraduate Research Experiences that we have in the Biology department... Jennifer Katcher and I pretty much kicked off a professional learning community with a group of faculty interested in CUREs... and this is now currently a working group... I wanted to shout it out there. We are always looking for members to join. You do not have to be STEM based. So, if you're interested in getting your students involved in undergraduate research in your courses, please feel free to always reach out to me or Jennifer Katcher  and we help provide guidance on what CUREs are,  how to get them implemented, and how to connect  faculty to partners in the community. So, for  the Tiny Earth, I put this up here because  we've really expanded it to multiple sections   across multiple Campuses... and this Tiny Earth is  an Antibiotic Discovery CURE that kicked off at   the University of Wisconsin Madison... and this  is really an effort to crowdsource Antibiotic Discovery. So, we do have students go out and collect soil... and they look for bacteria that are potentially producing antibiotics... and they test it against bacteria in the laboratory that are known to cause antibiotic resistant infections. So, think staphorsius if you've heard of that... MRSA, I'm going to nerd out a little bit... is I hope that's what you signed up for. [laughs] So, students get to look for antibiotic producers... I tell them, they get to adopt one... they get to adopt a bacteria... and they get to identify it. What's really exciting is that we are now going interdisciplinary. So, starting in the summer and probably ramping up in the fall... Pollyanna Wikrent and Trina Shartsis is going to... sorry if I butchered their name... they're going to implement this in Chemistry. So, we're going to be passing along bacteria that look like they're producing antibiotics. And the chemistry students are going to take those isolates and they're going to look to see if they can extract the antibiotic from the bacteria using chemical procedures... labs that they would be doing in their Chemistry courses. So, we're going... we're officially going interdisciplinary, which is really exciting... and we can potentially send these bacteria to the University of Wisconsin Madison. [chuckles] I'm talking too much about this, sorry... and they can help identify and verify our results... so, pretty exciting to see it now extend to Chem. We do, of course... you've probably heard of our wonderful  bee research projects under Jennifer Katcher. Cora Varas-Nelson and Stephen Beall are adopting similar projects as well. And there's a variety of iNaturalist CUREs... so, if you've never heard of this, this is an app where you can take photos of things in nature... so plants, animals, insects... you can upload data into this app and the community of experts can help you identify and can assist you in your projects. So, there's one more, I don't know if it's going to show up here... The Seafood Forensics CURE. Dennis, can you go forward one? I don't know if it's going to show up... Yay, it does... so, Erin Mulholland from biology sent this to me this morning... and she has kicked off her Seafood Forensics CURE... this will get your appetite going.   So, apparently... [chuckles] most, or up to 70% of your seafood,  can be mislabeled... and that can be unintentional...  just in the sense of, not being careful in  identification... but sometimes it's intentional.   So, you know, we can jack up your prices and  get more money out of you apparently. [chuckling] But they... this is problematic for marine conservation. If you have a seafood allergy, you probably want to know what it is you're eating... and you know, this... if you have an allergy, etc., right? So, this can have a variety of problems, aside from cost to the consumer.   So, in marine biology under Erin, these students now take seafood products, they do a DNA extraction on them, and they identify it through PCR analysis and they look to see if that seafood actually is what it says it is. So, this is just kind of a fun CURE for her students in Marine Bio because we don't have as easy access to the ocean right here. So, this is something anyone can implement. Dennis go forward one please. So, after implementation, Erin did provide me just some info that her students felt more confident in their scientific abilities. They certainly felt more, a sense of science identity, and they... 100% of them felt like this information is valuable to the scientific community at large... so, she's trying to look at success with her CURE and this is some of the preliminary data she's finding by interviewing and chatting with her students. Okay, one more forward. Ooo, this is Jordan's slide. ---Jordan Clarke: I get one slide... [laughter] but you know, and when it comes down to confidence in science literacy, I think dual enrollment shines a lot... the amount of  independently driven extracurricular things that   our dual enrollment faculty do with their students, is... blows my mind... and dual enrollment students win awards, as you can see. Now, I can't speak to these awards... these are things like I said, that the teachers independently organize and facilitate their students to help them achieve... and so, I find out about these awesome things simply by going through our evaluation process with dual enrollment faculty and hearing all the wonderful things that they do with students   that go beyond and above the curriculum and  expectations and standards that I set them up with   before they begin teaching one of our courses.  And so this is completely, you know, novel   and new and independent when it comes to them. So, I want to also include that not only dual enrollment   students are achieving great things and doing... and becoming more literate in science... and actually getting their hands dirty with a lot of these  awesome projects and research that they're conducting.  But we also have dual enrollment faculty independently choosing to adopt CUREs as well, as Cori has mentioned. So, they're also doing the B CURE at various high schools as well... something that I have not set them up with. They have independently chosen to explore this and incorporate that into the courses that I set them up with as well. So, they're really not trying to get up to speed. They're trying to take these courses and go above and beyond. And so, you know, this slide... I can't speak to all the rewards and all the, you know, organizations that students win these things off of... but, you know, dual enrollment students are doing awesome things   and their instructors are amazing and often they serve as amazing adjuncts and sometimes full-time faculty when they apply.  So, you know, kudos to dual enrollment and this also goes to concurrent enrollment students. So, it really speaks to how important we emphasize getting students early access to learning,    despite all the challenges we face with dual enrollment sometimes, which with improving processes, we really, as a college, I think, emphasize how important it is to get students in college classes early and being successful. So, that's all I have to say though, I know we have time. ---Cori Leonetti: I think there's just a couple more slides. Are we at time? Darn. Well, okay.  You can look at the slides and read... and let us know and... or Chris in the back... he's here. Sorry, I talk too much. Invite us back. ---Kelly O'Keefe: Okay, family. [laughing, applause] ---Cori Leonetti: Family night. ---Vivian Knight: Okay, just very quickly... this is Vivian speaking for the Teaching Competency proposal voting result. We have 26 votes, and 24 votes vote yes... so, we have 92.3%. Thank you. ---Kelly O'Keefe: Thank you. [applause] It's been a long road, huh? With these competencies... so, excellent. Next we're going to do Dr. Chris Cabello... and Chris, did I say your last name correctly? Cabello. I apologize. ---Chris Cabello: It's hair and not a horse. ---Kelly O'Keefe: Okay. [chuckles] Well, I am in Spanish, right, profesora? [laughs] ---Chris Cabello: Oh, I don't speak Spanish. That's the funniest part. ---Kelly O'Keefe: No, my profesora is actually here. [chuckles] ---Chris Cabello: I need to take her class. The funniest thing is... I didn't, kind of, get away from my duties in the spotlight... I was at a conference... and I was afraid I wasn't going to make it back in time... so, that's why I had my awesome leadership team do our spotlight for us. So, thank you... and I forgot my hair product, which is funny, for my last name... so, my hair is kind of weird today. ---Kelly O'Keefe: [laughing] ---Chris Cabello: Okay... so, we'll get serious. So, SOP... class meeting cancellation... we had this draft that was meant to kind of standardize the way that we deal with faculty that might be a little bit late or delayed unexpectedly for a course... class meeting... I'm sorry. This is not a cancellation for a class overall for scheduling purposes. In November we actually circulated this through pretty much all of the stakeholder groups that would... this would affect... and we solicited feedback... so, if you are in the document, or look at it later, just note that in red at the very top, we have the document that has all of the comments on it that are preserved with some comments. Just to make it a little bit cleaner, there's also another document that is our spreadsheet where I took the section of the SOP with the comment and then the way that we addressed it, just to make sure that it kept the spirit of the SOP...  but then also addressed any concerns that anyone had... so, this is our final version and really what we're trying to do is make sure again that it is fair to students... and then, also respectful of faculty   that might have issues that their leadership might be able to help them with, or if it's a habitual pattern, then there can be some documentation or some coaching just to kind of address that situation and make sure that the students are getting the value of their course and the correct seat time... and to kind of, mitigate any of those potential student complaints  that come to the department heads and  eventually to the dean's office... okay. So, I think that we're pretty much ready to have this  published in our SOPs... we're going to work with   Emily Halvorson with that... I forgot this when I  presented it to the Deans in the CLT meeting,   but I want to make sure that it's mentioned that it wasn't just me... Dr. Kelly O'Keefe was on the committee. Raymond Ryder and Wendy Scheder Black were also on it, and then Emily was our sponsor from the Vice Provost office.    With that, any questions about the SOP? ---Kelly O'Keefe: Okay, it doesn't look like there's  any questions. One... okay. ---Matej Boguszak: Yes, really quick. Thank you for addressing all the comments... which AP will this fall under? ---Chris Cabello: This is overall over student success... I think that there is a mention of an AP on the very top... general in terms of the creation of SOP's. ---Matej Boguszak: Yeah, [unintelligible] ---Chris Cabello: It was... It was in the original document in terms of... that one, the AP... I'm sorry I don't have the number memorized... I think it was in the original one, but it talks about the development and where they get stored and the procedure of that development. ---Matej Boguszak: Okay. ---Chris Cabello: Kelly, do you remember? I don't know if it's appropriate to ask you. ---Kelly O'Keefe: No... and this... we finished this draft like 3 months ago. ---Chris Cabello: Correct. ---Kelly O'Keefe: [laughs] I admittedly have not looked at it since. [laughs] ---Matej Boguszak: It seems like we have, you know, more and more SOP's that don't really follow that AP on developing SOP's. They're not attached to an AP. Seems like we could probably find one that this one could be attached to. ---Chris Cabello: All right. Thank you. ---Kelly O'Keefe: Yeah, I believe there was but there was AP 1.01.01 is the one that Chris was referring to. Yeah, exactly... okay, Excellent. Okay, thank you. ---Chris Cabello: Thank you. ---Kelly O'Keefe: Dr. Chris Cabello. I got it. Yes. [chuckles] Okay. So, next we have Dr. Josie Milliken with a presentation on digital fluency. ---Josie Milliken: Is it on? Yeah. Good afternoon. I'll come up a little closer so I can talk with Dennis. So, I'm here to speak about the Digital Fluency Framework:   Work in Progress... and this is related to Chancellor's Cabinet Goal B, under Workforce Development and Academic Affairs. If we could advance. And I was here on April 3rd, through Zoom, to speak specifically about assurance options... and so, today I'm coming back to speak more about AI and cybersecurity competencies. So, we will touch on last month also but today I'd love your feedback on the piece of this Cabinet goal, that is the last part of integrating AI and cyber security into all relevant programs for implementation in the fall of 2026. So... so this little image is a draft digital fluency framework... sort of a bird's eye view of what the digital fluency framework is.  As you can see there are a lot of blank spots and on the outside there is a ring that has these four lenses of innovation.   And so, these are from a book by Rowan Gibson, The Four Lenses of Innovation. And these are the lenses that help an organization determine strategically how to foster innovation. And so, this gray area here is for student competencies... and those are the things that we as the college and the community feel students need to know to be able to succeed in their academic pathways, in their careers, and in life, which we know is getting increasingly digitized. And then in the rainbow ring, those are the conditions at Pima to support the development of the competencies.   And so, a lot of the work over the last five or  six months has been to determine what are those   conditions and then also to determine what are the competencies? And so, if we want to advance... just stepping back to April, I wanted to share a little bit of how your feedback played out. We looked at several different questions... and at a high level, we looked at four different options for Pima that could provide digital fluency assurance... and so,  this would be the demonstration and documentation   of a student's digital learning skill development  through their time at Pima... and we looked at   what would make the most sense for Pima... and there were  four basic options... and for the first question it asked to select more than one... and you can see that program or pathway level requirements received 14 out of 23. So, that's about 61%. and digital fluency embedded in general education was about 1/2 of 12 people... and then assessment, supports, badges, or micro credentials were 10... and then that formal digital fluency requirement... so this would be where a specific course is required or testing out in some capacity... and so that one received 9. And then if we go to the next, the next one was... if you were to choose 1 of these, what would it be? And the highest amount, so roughly 1/3 of the 23 responded selected GenEd Outcomes... and then a smaller response of 5 selected program and pathway requirements... and then under that... assessments, badges or a hybrid layered model... and then the formal requirement was 2 out of that 23. And ultimately what we're looking towards is a combination of these various different approaches to support that digital skill development towards fluency. And then, here is the specific focus where I would love your feedback today... is AI and cybersecurity in relevant programs. So, we have a task force... a AI and cybersecurity program integration task force... made up of this group of individuals here... we have several faculty... we have Dr. Jessica Tinklenberg... we have a Dean, we have our CLT director and others... and then, Michael Amick back there is our sponsor... and then, also administrative oversight from our VPAA, Emily Halvorson-Otts, and Amanda Abens, our AVC for workforce. So, that group has come together several times and has been working at a first phase of identifying those AI and cybersecurity competencies... and we've gotten to a place where they're ready for review. This isn't final approval, this is just getting feedback on anything that you see that might be missing, or that you'd recommend being changed. And so, actually see a couple of those faculty  members here... we have Don in the back and Elliot.   Okay, we can move ahead... and so, here linked in the slides are 2 things. One of them is a draft of those proposed AI and cybersecurity  domains and competencies and one is a survey...  snd for this survey, it doesn't... it can be any faculty, so we would like to share this along and get as much feedback as possible...   and if you want to take a look at this... at the domains and competencies, we could click on that and it should open. Oops. .. and the other document... there we go. Thank you, Dennis. So, here's how they map out... the domains are those larger categories... and we have Domain 1, Foundational AI and Data Literacy. Domain 2 is Ethical, Responsible, and Equitable Use. Domain 3 is Human Centered AI Collaboration. Domain 4 is Cybersecurity. And Domain 5 is AI Learning Agility. And so we broke those down into several different competencies and would love to get as much faculty feedback as possible. So, I'm happy to spend the rest of the time having discussion or taking any questions... and also having a focus group of faculty on Tuesday if anyone wants to join during the lunch hour at 12:30.   Also looking for a time in the evening for some  of our faculty, who are busy during the day. Can I take any questions, comments? I'll just say that, if you're interested in learning more about what's unfolding with this Chancellor's Cabinet Goal B, you can look towards the end of the slides... I didn't have enough... I knew I wouldn't have enough time to go through everything, but there's some information on deliverables there... student facing and faculty facing... one of them. Since no one's... no one's lifting their hand I'm going to keep talking... we have a AI for teaching and learning course that will be offered starting in June... and I see Don back there has been very much involved... and Don will be facilitating one of the first sessions of that... and there will be compensation. So, just look to Percipio the platform...there's a link  to the platform in the slides and check it next week   because there will be a training that will be  available... it'll be four weeks, mostly asynchronous,   with some synchronous components and it's been  developed by faculty and facilitated by faculty. ---Dr. Ian Roark: Josie, you want to talk about, kind of, our  conversation we had about this earlier this week. So there's a group called the Provost Leadership Team, plus that includes all of my 6 assistant vice chancellors, all of the Deans, a number of other administrators, such as Josie, and all of the Student Experience Leadership Team... and we meet quarterly... we did... it's not the same number of senators but it's getting, you know, it's... it's, you know, smaller group of people, but still enough for a vote... and  we came out sort of the same... everybody really thinks that the general education outcomes... so,  if they're GELOs that are going to... going... I think   I have all these acronyms right, so correct me if I'm wrong Josie or Dr. Mead... but Dr. Milliken or Dr. Mead...  But the Student Learning Assessment Committee, SLAC, right... is working on Institutional Learning Outcomes, ILOs... and the GELOs should flow up to the ILOs at some point, correct? Right... so, my only question is... if the institution's not going to a formal assessment of digital fluency that students can either take, or through some version of prior learning assessment or demonstrated competency, you know, bypass. How do we answer that we... integrating these things into, you know, discrete programs is really, you know, not easy but it can be done and documented and validated on how that students of Automotive Technology or Field Archaeology... or you insert program can do that... but students who complete the Associate of Liberal Arts or students who complete   the Associate of Science.... If industry partners or  community partners want to know exactly what   means in terms of digital fluency, including  the utilization of artificial intelligence,   how are we going to answer that without  some form of formal assessment?   And I'm not saying we... that's the only way you can, but that's one thing I would like for all of us to think about as we start moving forward with the implementation on this... because it is what the rest of the world is looking for from us. How do we know that your learners are competent in these things, if they don't have an official industry recognized designation that says so... so, just be thinking about that as we look at the competencies. Thanks. ---Josie Milliken: Thank you, Provost... and since you mentioned the GELOs and the ILOs... those under the SLAC committee,   which is Dr. Elliot Mead and our VPAA... they are 2 faculty groups... one of them is developing proposed revised GELOs, and the other is developing ILOs... and so, the intention, although it may... don't want to speak too soon... and want to defer to Dr. Elliot Mead, is that we may see digital fluency or AI fluency emerge in those outcomes...  Rita. ---Rita Lennon: Hello... I wanted to confirm the number of responses you received was 23. Was that out of senators only or was that institutionalwide? ---Josie Milliken: The intention... I don't know for sure because I didn't look at names, but the intention was faculty senators.. and then after April 3rd, keeping it open through April 15th... thank you. ---Kelly O'Keefe: Great... thank you, Dr. Milliken. Next on our agenda is our new chief of police, Tamatha Villar. ---Tami Villar: Good afternoon... it's such a pleasure to be here with all of you today. I'm going to talk a little bit today and share with you some information about our new body-worn camera program. I know that they're going to put the presentation  up and I'll open it here on my computer as well. Since this is the corner everyone selected today and they've had good presentations, I guess I'll pick this corner as well. This is like the safe corner, I guess... again, it's a pleasure to be here with you all today. I appreciate the time that you're taking and allowing me to present this to you... it's really an important initiative for the college and for our police department for a multitude of reasons. It also brings with it a certain level of trepidation and a little bit of fear once in a while in people when they talk about recording interactions with the people that we're having contact with... especially when we are in a campus environment, in classrooms, offices,   where there is... where there are concerns with privacy and those types of things. So,  I wanted to bring the presentation to you before we kick off our body-worn camera program, so that you guys could have an opportunity to ask  some questions... I could share some information   and then hopefully through our dialogue and discussion, we are ultimately getting ready to push out our policy. And so, our policy will involve feedback from you as well... if there's anything that we've missed, it's going to be important for us to get that feedback from each of you, so that we ensure that we roll this program out the first of June without any issues or problems. So, today I'm going to talk a little bit about what the Arizona law and body-worn cameras and what they are. Go to the next slide, please. So, in the video here that I'm going to show you in just a second, we're going to look at... that my staff have put together for me. Body-worn cameras are wearable devices that are typically worn on the front of the uniform. So, however the uniform is... it's a rectangular  device that's worn on the front of the uniform.   It's typically worn on the chest, so that it gets as close of a real life perspective in the interaction that the officer is seeing. So, it's an officer view... the intent is officer view of that interaction... go ahead. ---Jonathan Haywood: Hi, I'm Lieutenant Jonathan Haywood with the Pima College Police Department. ---Robert Lane: I'm Commander Lane with the Pima College Police Department. ---Richard Yrigoyen: I'm Lieutenant Richard Yrigoyen with the Pima College Police Department. ---Ricardo Gutierrez: I'm Ricardo Gutierrez with the Pima College Police Department. ---Jonathan Haywood: Our department will implement its body-worn camera program for all police officers in the coming weeks. Because body-worn cameras are new to our college community, it's important that we advise the public and let you know that this interaction is being recorded. We'd like to give you some important information about what to expect when dealing with an officer, who is wearing a body-worn camera. ---Ricardo Gutierrez: Here at the Pima College Police Department, we are proud of the way we interact with the college community. We take the time to speak with students, faculty, and staff through everyday conversations and community engagement.   ---Richard Yrigoyen: Because of this, our policy makes it clear that officers are not required to activate their body-worn cameras    during casual or informal contacts with members of the public that are not part of, or related to, law enforcement functions. For example, while casually walking about campus or during interactions at community events. This means you will not always be recorded. ---Robert Lane: In contrast, our officers will activate their body-worn cameras and record during all enforcement and investigative contacts... this includes law enforcement calls for service, traffic stops,   pedestrian stops, and other law enforcement contacts, including assistance to stranded motorists, and crime interdiction stops. ---Jonathan Haywood: To activate the camera, the officer will press the circular button on the front twice.   You'll hear a beep and see a red circle indicating that the body-worn camera is now recording. ---Ricardo Gutierrez: To turn the body-worn camera off, the officer will press and hold the front circular button for a few seconds. You will hear a loud beep and the red circle will disappear, showing the camera has been turned off. ---Robert Lane: Thank you for watching and for your continued partnership with us. ---Richard Yrigoyen: The Pima College Police Department is proud to serve our college community. ---Jonathan Haywood: And we remain committed to building trust through transparency, respect, and open communication every day. ---Tami Villar: I'm really proud of my staff, because I asked them 2 weeks ago to put that together... and so, they did a phenomenal job. when you talk about asking police officers to dabble in this type of technology... I told them that my objective and my goal was to be able to put this out, right... public facing... so that our students in our community could see quickly and understand   what the purpose of our body-worn cameras were... and that they weren't being recorded all the time. The nice thing about the body-worn cameras is... on the front of them, when the button is depressed, it is red... and so you'll know if that body-worn camera  is being active... if it's... if it's been activated.   So, Arizona legal context... there is no statewide law...  there has been legislation, Senate bills have been proposed  but there is no statewide law for body-worn cameras... all body-worn camera governance   is solely on the part of the agency who's implementing  the policy... so, all of our actions are guided by nationwide best practices and then by our policy, our internal policy, which is why it's so important for us to bring this out to each of you, so that we can get feedback, hear your concerns, and ensure that our policy addresses those items. Senate Bill 1640 was presented in 2023, I believe, was the most recent legislation that was presented and it greatly restricted... it actually greatly restricted agency's abilities to either decide to or not decide to   implement these programs... and the cost... they're very cost prohibitive, quite honestly. It's a lot of money to implement the program and then to store the data. Axon is the company that we went through.    Motorola also has body-worn cameras, but Axon was the most competitive in pricing in ensuring that we also had the ability to utilize some additional tools that some of the other competitors were not offering. And one of those tools is... we have a... there will be a sensor on everybody's handgun under stress, it's going to be difficult... and also, when most of our officers... their primary hand is their weapon hand... when they engage their firearm, most of the time they don't know that that's going to happen...  and they're not going to take... be able to take the time   to activate their body-worn camera. So, there's  a sensor that Axon provides, that's on the holster,   and when the weapon, the firearm, clears the holster  the body-worn camera automatically activates... that way it is... they communicate with one another, so that recording is instantly recorded. We can also, from electronically and remotely, control body-worn camera. So, let's say for example, we hear about an incident   going on on campus... I look it up in my computer and I can see on Verkada, a Verkada camera, that there's an officer interaction that's beginning to escalate... and I can tell on Verkada, by zooming in, that the body-worn camera is not activated... we can go in and electronically activate that body-worn camera remotely, so that we ensure that we gather the information that we need from that interaction. The... we also have to comply obviously with federal laws and constitutional provisions that protect free speech and those types of things. Next, I'm actually... I've been advancing my slides  and you... and I haven't asked you to advance yours. Okay, you can continue on to the next one. Public... public recording rights. So, the public does have the right to record police in public spaces. House Bill 2319... in the late, early '20's, there was a bill proposed to the legislature that was requesting limited access to recording police and law enforcement... or police and public interactions. This bill was obviously killed because it greatly reduced the public's ability to record law enforcement interactions. It created space requirements, interaction requirements, not being able to show the officer's face, all of the types of protections under the Constitution that we want to allow people to still be able to exercise their rights and police the police... it's important. Next... the release of body camera footage... the Arizona law requires that the public have right... a rightful access to all police record, excuse me, police reports and recordings. As such, we are required by law to release this information to the public after the information's been redacted. So, once we... if we have a request for recordings, what we would do then is review the footage and redact it appropriately to take out any personal identifying information, faces, those types of things for public, right? So, the officer facing side is 100% open to the public, but the interactions that we're recording would have to have information, personal identifiers, and facial features redacted out. The release by state law is allowed for use of force incidents, arrests and misconduct investigations... so, people can request it. The... there is some dispute in the state legislature right now regarding the accessibility of those records because of the cost. Agencies can charge up to $45 an hour for redactions. Sometimes some of these interactions can take a significant amount of time. The only person that is granted access to body-worn camera and police records at no cost are victims... so, victims are allowed those items at... those items at no cost. Next slide. We just mentioned that they are entitled to free copies of relevant footage. Agencies may also charge for those requests. Next. Campus consideration... so, in our classrooms, in offices, our policy reflects privacy considerations. Unless there is an emergent need or a criminal investigation that's occurring in the classroom or in private office spaces, the body cameras are not authorized to be activated. We want to talk about clear communication with our campus community and that's why we're here... and why I asked my staff to create this video. And then we also want to align ourselves and our policy with the values of Pima Community College. Next. And that wraps up my presentation today.  And I would be happy to answer any questions. Yes sir. ---Reed Dickson: Hi folks, Reed Dickson... my wife was a former public defender and I watch a lot of Lincoln lawyer so... got a ton of questions. ---Tami Villar: [laughing] So, you're an expert. ---Reed Dickson: I walk the line... I feel like we need some like Orwell would turn in his grave, but there are some kinds of surveillance that we need, but it's also stepping towards something that is unsure. [mm hmm] I did a little Google search as you were beginning your presentation... I was reminded that Clearview AI was a company that could not be kept accountable in the state of Illinois, and so they were not allowed to practice in the state. Not every third party company is legit. So, how... what's being done with this data? The video data that's being scraped or controlled or managed in the cloud perhaps. Do we... are we sure that it's secure so it can't be leaked? That's the first question. ---Tami Villar: Mm hmm. ---Reed Dickson: Second question is relating to "always on" policies. We have body cameras that have been turned off in incidents like Jason Washington, who was killed at Portland State... and Sam DuBose, who was killed at the University of Cincinnati... and their cameras were turned off. Why do we not have an "always on" policy if we're going to do it? Those are my main questions around... also, thinking  about local control. How do we know that   the video we record remains in your hands, as opposed to outside parties? Thanks. ---Tami Villar: Thank you for those questions. Those are very thoughtful and insightful questions. Yes... so, when we did our research in the implementation of the system the... nationwide Axon's a little bit more expensive.   However, Axon has been proven to provide the tools necessary for us to control a lot of that. We are bound only by records retention laws in the state  of Arizona. If there's a criminal investigation involved, there are certain... according to those criminal investigations, there are statutes of limitations on those crimes and then, there are also retention rules and laws associated with those crimes. So, we only retain that footage and we only have access to it. Axon doesn't even... it's a cloud-based server that we are... that we utilize that we have control over... so, that data is automatically purged from the cloud after those set retention deadlines. Our staff actually have to manage the program... they've got to go in and ensure that data that we are saving are meeting those retention requirements and that we are reviewing and ensuring that data is relevant to that investigation. The other thing that we have to do is, we have to do spot checks... our policy requires spot checks. So, we're utilizing that body-worn camera footage to also do quality assurance checks on our staff interactions with the public. So, we're pulling random videos just to review them, to make sure that all of our policies were implemented... there wasn't a delay or a stop midway through conversation... because our policy does recognize that once it's activated, it stays activated for the duration of the conversation or  the interaction and and there will be questions asked. There has been... there have been incidents where body-warn cameras have have been turned off. Some of those officers alleged that they were accidental. Axon has really put some some foolproof or safeguards in place to ensure that that's not easy, right? That's not an easy thing for them to do. So, I think that answers those 2 questions... and then you had 1 other, remind me. ---Reed Dickson: So, I guess the data security in the cloud... is it ours or are there any third parties, including other agencies, that will be able to access this or is it something that we can feel is aligned with FERPA? We can keep the student data within our institution... "always on" was the question of... do we have any data relating to... to... like, would it be at increased cost if we kept it on all the time? Or... it seems like the 2 incidents that happened... officers were able to turn their cameras off when there was campus shootings in which students died. ---Tami Villar: Yes... so, the "always on" option is there, right? So, there are some agencies that... very few... but there are "always on" options.   The challenge that we have with "always on" options are... personal breaks, personal phone calls, personal interactions that the officer may have during their shift... and restroom breaks. That is one of the biggest challenges with "always on" policies is, if we're saying it's "always on," it always has to be on.   And then, we're having to spend a lot of time with quality assurance to ensure that they're not being turned off... and then, the officers having to copiously document when they're using the bathroom... when they're making a personal phone call. So, it really does start to... also, we want to protect the privacy of our officers as well, right... in non-public interactions. I... so, I think that that is a consideration that we always have to take into into account. The other issue, especially in an educational institution, is... there's a... it will hinder our ability to communicate with people   if we are always recording our interactions with people... and so, I really do believe that that creates an environment at times where people are more apprehensive to talk to us or speak to us or say the wrong thing and share information. And so, we want to make sure that we are carefully balancing what our policy looks like, what we're asking of the public, and also, ensuring that our officers fully understand and are following the policy in place to ensure that all law enforcement contacts that are  investigative in nature are being recorded.   The good thing is... in 99% of officer involved shootings, as... the safeguard that has not been in place,   is the sensor on the weapon. So, if that officer has drawn their weapon and they've not yet activated their body-worn camera, their body-worn camera will not record. The sensor on the holster will give us greater reassurance that those interactions will be recorded. It does not... it cannot be manually shut off if the weapon is still out of the holster. So the weapon... once it's activated, the weapon has to be reholstered and then it has to be manually turned off. So, it's not like you reholster and it it shuts off... once  you remove your handgun from the holster, you have to  physically shut it off in order for it to turn off... and the data is ours... it is not shared with anybody else... no other law enforcement agencies, nor Axon. Thank you for your question. ---Kelly O'Keefe: Thank you, Chief Villar... I appreciate all of your time and thank you for the question. We are behind time now... I apologize. We're going to... it's a great conversation... needed to be had... so, thank you very much for your presentation. ---Tami Villar: If you do have questions, please feel free to  reach out to me either by phone or email... and I would be happy to answer any of your questions as well... so, thank you for your time today. ---Kelly O'Keefe: Thank you... [applause] and thank you for all you and your staff do... your officers... keeping us safe. So, next on the agenda is Dr. Jeff Thies and Matej Boguszak and we are going to hear presentation on the academic calendar committee. ---Dr. Jeff Thies: Good afternoon... thank you. Given the time constraints, Matej and I's data dance that we were going to do on the stage will be cancelled. [laughter] Perhaps we'll do that later. Academic calendar... this is typically a routine and rigorous task that the academic   calendar committee completes in the background. There's been an additional piece of information that's come up this year as a... as a result of one of the Cabinet goals that led us to need to take a deeper dive... and so, we're here to let you know our general process... why you don't have the PDF yet, which you typically would have had by now... for the academic calendar... and then, kind  of talk through some of the pros and cons. So, quickly... that's the charge and the members  from the faculty standpoint.... you can see Matej,   Lisa, and Maggie are all regular attendees  of our academic calendar committee... and we also have folks from the registrars's  office and other units of the college.   A recent addition to the academic calendar process  is an AP... an AP was created 2 years ago and was established this past year... so, AP 3.10.05  provides general information about the process   that we go through and there's actually  a SOP that we follow that is linked to that AP. In that AP there are 9 key considerations in  the foundation. So, the first section of that AP,   I've included 6 of those 9 here... you can check the other 3... they're pretty standard informational items. The two highlighted in blue, are highlighted in blue because they are the question we get most frequently from faculty. So, the one on the left, in the middle... why is it that the start and end dates are not fixed, but are built to maximize the number of instructional days in each part of term, right?  How come my 8-week 2 can't be starting on Monday?   Because 8-week 1 started on Monday, right?  We get a lot of that piece. But the goal of the academic calendar committee is to provide a balanced teaching schedule for all classes... and all parts of term... obviously starting with the 16-week  and then moving through the 14-week, 8-weeks, etc.   The one on the right is more about how come I only have 7 Fridays in my 8-week Friday-only course, right? Instead of the typical 8, it is an 8-week course, right? We do make adjustments as best we can to maximize all of those, but because of the unique situations of holidays and our campus closures, we cannot typically... I don't know that we've had a perfect one yet... Nina might know... but we can't always fulfill that mission of having a perfect 16 Monday, Tuesday, Wednesday, Thursday, Fridays for all the 16-weeks... a perfect 8 Monday, Tuesday, Wednesday, Thursday, Fridays for all the 8-weeks... and then a perfect 5 for all the 5 weeks. Case in point, this particular year '28-'29... Veterans Day is on a Saturday... we will celebrate that on a Friday. Veterans Day is in November... Thanksgiving is in November. The only 5-week 3 possibility in this particular fall, will be a 3 Friday, 5-week 3. So, when we come to schedule 5-week courses, we'll have to think twice about, what does a Friday-only course look like in 5-week 3, that particular fall? There's no way around it. We can't add Fridays on the back end, unless we want to skip Monday through Thursday and make everybody come back on Friday, right? Otherwise, we're adding a bunch of extra days at the end that messes with some of the other metrics that we play with. So, just wanted you to, you know... often times people may think,   well, just the calendar's... throw it out there... it's pretty simple, isn't it? Find the calendar on the website and start date, end date and go. But there are a lot of internal pieces that the team looks at to maximize the faculty's teaching experience in the classroom and the students in-person opportunities. So, that's a quick overview of kind of our typical timeline. We would have loved to given you the actual PDF for '28-'29 at the March faculty senate meeting... giving you time to give us feedback to get us to the Board by the end of this particular semester... because our goal is always to have it done 3 years in advance... so, this is the third year out.... we'd like to have it finished before 2-years out becomes available on the web... we are a bit delayed. And I'm going to jump into... say we weren't delayed.... we would be bringing to you 1 of 2 start dates...   the one you see there is... if we started on Thursday, August 24th... and you would see some of the opportunities and challenges of that particular schedule. So, let me kind of walk through...16-weeks... perfect for the most part, except for Friday. Well, we talked about the Friday challenge, right? But if you look at the 16-week column on the right, every Monday through Thursday variation of a 16-week course, you're going to have 16 days... the Monday Wednesday is 32... the Monday through Thursday is 64... we don't do a lot of Monday through Thursdays, but you get the picture, right? The challenge of a Thursday start in '28-'29 is the 8-week balance. 8-week one is only going to have 7 Mondays, which means a Monday, Wednesday is only going to have 15 meeting days instead of 16... it's not that we haven't had to deal with that in the past... we have... but when you're thinking about how... what's your... your meeting time? How long each course meets, to get your appropriate seat time... and we've got an AP out there on that piece, right... on the credit... credit hour calculations. So, you can see the 8-week is a bit lopsided... Monday, Wednesdays 15 in 8-week 1... 17 in 8-week 2... so, you've got an extra day in the second 8-weeks, 1 less in the first 8-weeks... and in this particular Thursday option, you also have the challenge of that 5-week 3... only having 4 Fridays... again, starting on that Thursday makes a difference. So, we would typically be coming to you with that  particular option or the other option, which is... if we start on Monday, August 21st... by the way,  both of these are already set to start at or after the UofA...   UofA starts on the 21st... so, it would be the same day as us that this particular academic year. And you can see a Monday start puts us in  pretty good shape... we've got 8-weeks aligned...  we've got 16-week within a little extra heavy on Tuesday, Wednesday... but that 5-week 3 is that one I talked about earlier, right?    That's going to be the challenging one, right? We always are going to have these little challenges with with no matter what academic calendar we put out there. Okay, so typically this would be the end of the conversation. What do you all think? Should it be Monday? Should it be Thursday? But it's not the end of the conversation [laughter] because the conversation in mid to late fall, as we were really kicking into our work, started moving towards... what about a fall break? if we are 80% 8-week in '28, fall '28, and don't have a fall break... how does that help? How does that hurt? What are the challenges we would face with and without a fall break? So, the options that we've discussed... the pros of having a fall break. Students and faculty have a break between parts of term in the 8-week model, right? We've heard that from some of the institutions we've talked with, it's nice to have that same thing we have in spring. In the fall, if you're taking or teaching all 8-week, you've got maybe 3 8-weeks in the first 8- weeks that you're teaching, and then 2 in the second... it's nice to have that break to wrap up things in the 8-week and get yourself prepared for the second 8-weeks. It also helps us with a lot of the support areas on the back end. Students that now need to change schedules... having them have time to meet with an adviser before they change their schedule. The registrars's office being able to do our prerequisite check for those of you that have prerequisite courses. If a student fails or withdraws from a prerec-course in the 8-week 1, we want to make sure that if they're registered   for 8-week 2, that they get dropped or they take  themselves out of that course on their own. That's not something we can do when there's only a 1 or 2 day change, right? Because A we have to let faculty finish their grades a couple days after 8-week 1 and then the process goes from there. And then on the con side... the previous  summer ends on August 10th. We cannot do either one of our potential start dates with a fall break without shortening the previous summer. So, let that sink in... that means no 10-weeks,  no 5-week 1, 5-week 2 options, no 8-week 2.  Everything would have to be in 8-week 1.  You could entertain the thought of 4-weeks,   but we haven't gone down that path. We don't want to create anything new at this time. So, that's a significant ask to go back. The Thursday fall break, it's really closed. Technically, we could keep summer the way it is, but then we'd have a 3-day break between summer ending, August 10th,   and us starting the following Monday with... or the  following Monday or Tuesday with another option.   And then the other con is that PCC will start the week before the University of Arizona, losing potential students that typically come here for courses for transfer, not full-time students. Oh, all right... 2 minutes. Matej, I'm going to turn it over to you to talk through these last 2 if you don't want to. So, you'll have access to this.  There is a survey at the end. We'd love to get your feedback. Our process is... get your feedback, have the team meet again, make some decisions, and then those decisions get moved forward for the admin... or for the the Board of Governors to put through as an information item. Matej and I and and the rest of the team have been very thoughtful in the discovery of all of the challenges and opportunities... and I wanted to make sure Matej had a chance to maybe give his important pieces to consider in this process. ---Matej Boguszak: Sorry, thank you. Thank you... I would maybe just add that fall 2028 was especially a challenging one, with how the holidays fall... It was just really hard to come up with a schedule that doesn't have that imbalance of teaching days like you saw for some of the options. For... let's see... so, this is one option with a fall break... you see there's that same imbalance...   you know heavy on... in one session, light on the other session. And the other one, that one had an imbalance too, didn't it... the August 14th one?  Okay, so this one does have a better balance of days... but I would point out that we would be coming back when... August 9th... in August? So, that's quite early. One of the challenges too is that the faculty 9-month contract has a maximum number of days... and so, this option would not be according to how the contract works right now... so, it would kind of force another conversation about what the faculty contract means. These... with these 2 options... one, I think we start maybe one full week before the UofA. 1 minute. The other one maybe 4 days, 5 days before the UofA. I think Jeff, you mentioned maybe 3, 3 1/2% of our students... I saw in your notes... are those kinds of UofA students concurrently enrolled in the UofA... doesn't sound like a lot, but in terms of numbers, it's quite a few students, and they're heavily concentrated in just certain disciplines... particularly on this campus. And so, that kind of move, aside from the the 8-week consideration, would really hurt enrollment a lot in certain disciplines. We would try to find maybe like a 2-day fall break or something like that... so, there may be other options out there, but this is the best that the committee can come up with. ---Dr. Jeff Thies: So, yeah... please... the survey has this link in it... so, when you open the survey, you can pop this... the slideshow up... because you're probably going to want to refer to it... but if we could have your thoughts on what we're currently working through by the end of next week... or before you leave commencement day, that would be great. ---Matej Boguszak: And this is everybody, right? Not just the senate... they should send it on. ---Dr. Jeff Thies: Yes. Yeah. Please forward it out to others. ---Kelly O'Keefe: Go ahead. ---Dr. Ian Roark: Oh, good. Thank you, Dr. Thies... thank you, Matej... for leading that work group and working through challenging academic year 2028-2029. Regarding the cons on the  slide for the fall break and the remarks about UofA students , and starting before the UofA... thank you Dr. Richmond for your team doing some research on that. So recently, fall of '21, we started before the University of Arizona. Fall of '22, we started before the University of Arizona. Fall of '23, we start, sorry, fall of '22, we started after the university. Fall of '23, we started after the university. Fall of '24, we both started on the same day. And fall of '25, we started after the University of Arizona.   So, just... we're going to be doing some further research into whether or not specific disciplines were impacted by the befores or afters. ---Matej Boguszak: How many days before was it? I'm pretty sure it was in 4 to 7 days. Correct. ---Dr. Ian Roark: We can look at... we could... we could look further into that too. ---Matej Boguszak: Thanks. ---Rita Lennon: Real quick, I just have a quick question. I'm wondering... can we correlate how many people dropped? You know, what was our what was our success rates in those courses when we started before and when we started after? Would be nice to have that data. ---Dr. Ian Roark: Doc... Dr. Richmond...  ---Rita Lennon: Unless we already have it. ---Dr. Ian Roark: Are we able to collect that? We will do so. ---Kelly O'Keefe: Excellent... thank you so much Dr. Thies and Makyla... or I'm sorry, Matej. [chuckles] I was looking at Makyla... [laughs] and... and she's next... [laughs] ---Makyla Hays: [off mic, unintelligible] ---Kelly O'Keefe: Thank you very much... I'm sorry to... I'm sorry to hurry up... that's what Q&A does for us sometimes, right? Might be a few minutes over.. I apologize, but we're going to have a presentation by Dr. Nic Richmond and Makyla Hayes, now. ---Nic Richmond: Good afternoon. We'll try and go really quickly. So, if we go too quickly through anything you're particularly interested in, you have access to the slides to the agenda. So, we're here from the strategic planning team... we are the co-chairs... there are a few other members of the planning team here... thank you... especially Senate President, for being one of our members, Kelly O'Keefe there. So, we are seeking input from faculty senate to make sure we did not miss anything when we're doing engagement around the priorities. So, if you can go to the next slide, we actually skip the next one. All right... so, I want to tell you a little bit about the engagement method we used in the development of the priorities here. We held 2 futures conferences in the calendar year 2025, which included high school students at one of those events.   We also had a series of data sessions  that you hopefully had a chance to attend. We had some for all employees, some for faculty. At those events, we shared critical college data,   invited input on strategies a college should  pursue to address those metrics. And then, new for this planning process, we had a series of data... I'm jumping topics... planning days. So, these involved 2-hour sessions on different aspects  of planning... and then towards the end of last year,   we conducted a survey to get... bring in ideas from students and employees. All of these efforts generated about 2,300 different ideas, which we then worked through and synthesized with   the strategic planning team, which I'll mention in a moment... got a short list of ideas that we then took forward to an external and 3 internal futures conference events to help us prioritize and fine-tune the list. If we go to the next slide. So, the strategic planning team is comprised of faculty, staff and administrators and their job is to engage in a wide variety of very exciting planning activities. We had fun, right? Might just be me thinking that, but I think it's fun on the planning team. And they also went through all of the input that we received... and that group worked to identify a short list of priorities... and then, we had an iterative process between the SPT and Chancellor's Cabinet, while we went backwards and forwards and fine-tuned the language and the ideas within the plan. I would note here because it's really important... chancellor's cabinet did not substantially change the ideas coming from the SPT. They tweaked the wording... they combined 2 things... but really the priorities reflect the work of the strategic planning team with light refinement by cabinet... and Makyla, please jump in if you agree or not, when you take over with the mic.   And so, at this point, we have a final set of priorities, which have been informed by a survey we conducted as well. And Makyla will share those with you... and then, we will wrap up with our ask. ---Makyla Hays: So, we have 2 different types of things that we're going to review with you today... and I'm going to mix them up. I'm going to tell you that... and if I don't, yay... but I will. So, [chuckle] if you want to scroll to the next, I'm going to read it off the slide. These are priorities... so, we have 4 priorities that have come out of all of those ideas that Nic talked about... one of them, you may recognize, but it is basically the next step of guided pathways, that create clear, structured pathways to completion... making sure that students know where they're going, how to get through, and how to graduate. Advanced integrated student support... you may have heard about mandatory advising efforts and other ways. We want to make sure that students come into the college with advice, go through the college with support and advice... and then, are able to exit to where they want to go. So, really making sure that structure is there for them. The third is expanding career connected learning. Most  of them are coming to, hopefully, advance their careers   or go for a job of some sort. So, making sure that they have career exposure opportunities throughout their time here. That might be through internships, work-based learning, but it could just be through applied learning experiences, make... doing some research on their chosen fields... but getting them to think about what's next. And lastly... improve access to essential resources.... this is not saying... let me let me go back one step. We know a lot of our students may leave our courses because life happens, right? Things happen outside of class. and it's out of... kind of out of our control, out of our hands... and it's not really related to our academic matters, but it's things that affect their academic progress... so, this isn't saying Pima is going to supply the support for those things, but it's going to kind of coordinate the various resources that we have, so that there's a central way for us to say... you're struggling, connect here... here are resources in the community you can go to to support yourself, so that you might be able to get support to continue through school... and so affecting persistence and retention through external supports that we're not necessarily providing, but we are coordinating for our students. Those are the 4 priorities... they're pretty strong ones I think... but we want to know what you think as well. And then, underlying all these priorities we are going to go over 8... I'm gonna have you scroll because I'm gonna read it... principles. We're gonna go over 8 principles that underpin all 4... all 4 of the priorities. One more, please. One minute, Makyla. Okay... I'm not going to read all of these, but if you were on the strategic planning team, you're going to recognize there's a lot more words here than when we left it... and that was the only request that the Cabinet had, was to expand these concepts into full sentences, so that people understood exactly what we meant. And so, as you're reviewing these, especially if you are on the strategic planning team, make sure that you also agree that they capture the whole thought that we had. That is it for me and I'm going to hand it back to Nic. ---Nic Richmond: Thank you. So, next slide, please. So, we conducted a survey which closed I think it was just last week. Time is flying by though. And you can see the respondent rates here... we had about 62 full-time faculty members that replied... around about 30 adjunct faculty... as well as getting input from students, community, and other employees. Across the board for these 4 areas, we see a strong level of support for the the priorities. A minimum of 82% support or strongly support in each case... and for the other responses, 4% or lower were opposed to these statements... the rest were neutral. So, we the see this is relatively strong support for the ideas that we're bringing forward. If we go to the next slide please. This kind of gives us... brings us to the primary reason we're here... if you have input on the priorities that would be great. However, what we really want to know is whether you feel there were adequate opportunities for faculty engagement into the process. We are poised to take these forward to the Governing Board in May. However, we have the opportunity if we need to, to pivot and push that back to June if we need to do any additional input gathering. So, we would love to hear from you, whether you feel there has been adequate opportunities for faculty involvement. And so, with that, thank you very much for giving us  time today and we would love your comments. ---Kelly O'Keefe: Hmm, Rita. ---Rita Lennon: I know I've been chatty today. I'm sorry.  I'm wondering... you know, there was a lower number than I'm happy with, the faculty... I know you... I feel personally that you have brought this everywhere [chuckles] like everywhere there was an opportunity for input. How do we reach faculty? I mean, there was 138 staff members who provided input, if I'm correct... yeah. And there were 62 faculty... I mean, that's just... ---Kelly O'Keefe: And that's just full-time, right? ---Rita Lennon: Yeah. Adjunct I believe was 29. ---Kelly O'Keefe: Yeah. ---Rita Lennon: So, I'm not really taking this to you, Nic, I'm taking this to our senators... like, how do we reach our faculty? [exaggerated] What do we do? [laughter] ---Kelly O'Keefe: As past president, [chuckles] you know, it's difficult, right? I mean, as long as you've been involved, and some of the other people here at the room, it's really difficult to get faculty to do these things, especially when they're overburdened and so busy already... but if anyone has suggestions on how to get more faculty involvement, I'm sure we'd love to hear it, especially as senators, on how we can reach our constituents. All right. No, no, no more comments or questions? And you can all email Rita personally.  No, I'm just kidding. [chuckling] Thank you so much, Dr. Richmond and Makyla. We're going to move on to our AP and BP review. And Dr.... or, I'm sorry... I'm going to make you a doctor, too... David Parker. ---David Parker: I will give you the Reader Digest version of a Reader Digest version. ---Kelly O'Keefe: Awesome. ---David Parker: We're running late. And I'll stick around if people have questions... there's almost no changes for this month, everything's just an update. We did have one that went to 5-year review for... somehow it was on a 1-year cycle. The one of note is digital accessibility... it has been added for a minor update, changing the date of the regulation that we have to comply with... the Department of Justice issued a notice saying... we didn't realize how burdensome this would have been and we want you to take more time do it right, instead of fighting lawsuits... so, the date extends. We are also updating the SOP... our goal is now 12/31 of this year, even though the deadline is April of next year, for 2 reasons. One, we want to get done the things we can do, so we can focus on the rest of the things that are harder. And the other is we want to be as least disruptive  to the next academic semester as we can be,   not having to change things in the middle. So, if you have any questions, I'll be here. Thank you for your time. ---Kelly O'Keefe: That was excellent, David. Thank you so much. [chuckles] So, last on our agenda and we're going to go ahead and award the Faculty Recognition Initiative Award. Want to go ahead? ---Kate Schmidt: [off mic] You may remember... is this on? You may remember in May, we came to senate  to introduce a Faculty Recognition Initiative,   where we are going to be giving awards in... at the May senate and at faculty, All Faculty Day in January. Our intention was to have two awards today, but one we... this is brand new and we had called it the Provost iInitiative Award... and as we were looking at it, and looking at the... some of the nominations... that we received realized that we hadn't been very clear with... because it's our first time through... how that would be evaluated. And so, what we're doing is... is postponing that one to... to the faculty... All Faculty Day in January... and we will have 11 awards. There are... this... we should have a slide with a list... Dennis left us. Oh here... got it. So, at All Faculty Day we will have the Excellence in Teaching Awards... and then, we will also be awarding the Provost Current Initiative award... and we'll work in the fall to make sure that we're clear on what the expectations, and what the rubric is for evaluating those... but we are extremely thrilled today to be able to award for our first... our first annual Faculty Achievement in Education... and I will pass it over to our Provost and our faculty senate president. ---Dr. Ian Roark: All right, I'm going to stay on script for this  one... and probably read it a little bit fast. Good afternoon, once again everybody. Teaching  and learning, and thus faculty, are at the heart of   Pima Community College mission and is a single driving force. Our faculty and our staff instructors are a single driving force for student success. You are the researchers, the mentors, the innovators, who turn our students potential into professional reality.   Today's mark... today marks an exciting milestone for Pima. We are officially implementing the faculty recognition initiative,   a structured way to ensure that the sustained excellence occurring in our classrooms is formally recognized and celebrated by our college community. It is my great... I'm going to do this one more slowly for the recipient. It is my great honor to award our first annual Faculty Achievement and Education Award to Dawn Majalca, who is the definition of a full circle. [applause] As she's walking up, I'm going to continue to read more about why Dawn received this award. Dawn... a Pima Community College alumna, who returned to her roots. Dawn has spent the last 18 years teaching in and transforming our Pharmacy Technology program into a pillar of excellence in both full and part-time positions. As program director, Dawn does far more than update curriculum. She is the architect of a program that ensures our graduates are day one ready for the high pressure world of healthcare. From securing the American Society of Health System Pharmacist Accreditation, to representing our college   on national stages like the APhA, her leadership is both tireless and visionary. Beyond the lab, Dawn's heart for service shines through her 10 years as a Girl Scout leader and her recent recognition as council leader of the year. And as one of her former students beautifully noted,   Dawn doesn't just teach Pharmacy Technology, she builds the professionals, who keep our community healthy. For her unwavering dedication to student success and her sustained excellence in education, let's once again... please join me in honoring Dawn Majalca. [applause] Okay. Thank you, Dawn. ---Kelly O'Keefe: I'd like to add just one... [chuckles] I'd like to just add that... I found out just before the meeting, that Dawn has now been also identified as the Pharm Tech of the Year. So, in the state of Arizona, correct? ---Dawn Majalca: Yes. [applause] ---Kelly O'Keefe: Yes... yeah. So congratulations... we're so happy that you're at Pima, and I hope you stay. ---Dawn Majalca: Thank you. ---Kelly O'Keefe: Okay. Thank you. That adjourns our meeting... we don't need a motion, but please stay, so we can do the video. And Vivian, did you did you want to lead that? Okay, we're adjourned at 3:06.