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December 2, 2022 Faculty Senate
---Rita Lennon:
Welcome everybody to our final fall 2022 faculty senate meeting...
I had to figure out which hat I was wearing my apologies.
Welcome to our Senate meeting and we're going
to go ahead and get started right on time.
My name is Rita, for any of you I haven't had the opportunity
to meet just yet... I am your faculty Senate President.
We also have our other faculty senate officers
here as well, who will help facilitate the meeting.
Let me post one more time, the agenda... and then
I'll ask one of the other officers to continue posting
as you see people entering the room...
and one more time... here is the sign-in sheet...
anyone who is here, please sign in, so we
have record of who attended our meeting.
So, we'll go ahead and begin as always,
with welcome and introductions...
I'll ask just for the sake of time that you enter
in chat, your name and who you represent...
if you're a senator, which area
of the college you represent...
or if you're a guest, what area of the
college you're also representing today.
Sorry, I'm distracted... there's lots of
fun things going on on the screen.
So, we'll go ahead and start doing that by chat.
Wonderful... and as that continues to go on, I do want
to apologize we had a motion and approved a new policy,
where we would be approving meeting minutes
outside of the regularly scheduled meeting time.
However, it's become kind of a logistical nightmare,
in that the meeting minutes are not finalized
until right before the meeting... and sometimes day
of... so, it's a little hard to disseminate those...
the meeting minutes to you in a timely manner and give
you enough time to review them, provide feedback,
and then us to vote... I'm going to keep working on
that though I promise... and spring semester I'll get
a better grasp on doing all of that and get that
scheduled better... but if you can grant me a little
bit of grace this time... I apologize... we will
need to approve our October meeting minutes
and then also approve our November meeting minutes...
I have sent them out... I know it was just 24 hours ago
that I sent them out, so hopefully we've had enough
of a quorum who has read them and we will go ahead
and move to... reviewing them and approving them...
so, first up will be our October meeting minutes.
And I'm going to share screen here
for a moment and pull those up.
And those are so big... let's try to
pull them up a little bit larger
and I'll slowly scroll
through them as we have before
Okay.
The rest are our reports.
And if I can have a motion on the
floor for October 2022 meeting minutes.
Maggie.
---Maggie Golston:
Really quickly I just saw something really funny...
it said ethnic gender and transporter studies.
I think it would be awesome if
we could like all transport... but, yeah.
Other... other than that, I'll make the motion.
---Rita Lennon:
Okay.
I apologize... Kelly, would you be able
to locate that and make the change?
So, then... a motion is now on the floor with an
amendment of changing transporter to transgender.
---Maggie Golston:
To transborder, actually.
---Rita Lennon:
I'm sorry... [chuckles]
transborder... my apologies...
so, amendment on the floor with changing transporter
to transborder... are there any... is there a second please?
---Unknown:
Second.
---Rita Lennon:
Thank you... not sure who I... who that was...
but I appreciate... [chuckles] your second.
Okay... so, now we have a motion and a second to approve
the October 2022 meeting minutes with the one amendment.
All those in favor please either thumbs up...
raise your hand... or in chat please... I...
okay... all those abstain.
very good... thank you so much... meeting minutes for
October 2022 are approved with the amendment
Okay... we'll go ahead and move on to the next,
which is November's 2022 meeting minutes
For the sake of time I'm not going to share
screen please just take a quick review.
At 1:08 I will ask for a motion on the floor...
that will give us one minute to review them.
---Brooke Anderson:
And I will just quickly announce
that we have met quorum.
---Rita Lennon:
Wonderful... thank you so much, Brooke.
---Matej Boguszak:
Regarding the 2A piece that were up for review
last time... I don't have any questions or concerns...
just, I'm not seeing the tracked changes... I
think it's something we'd asked for in the past...
I don't know where that would go... would
just be nice to have that part of the record.
Otherwise, move to approve
---Rita Lennon:
Thank you Matej... just for a reminder...
they were not under 21 day review,
they were actually just here to ask for
our endorsement on some changes...
so, that's why they didn't have...
---Matej Boguszak:
My bad.
---Rita Lennon:
No...no worries.
Okay... so, it's 108 and Matej has
motioned to approve... I need a second
---Sean Mendoza:
second
---Rita Lennon:
Thank you so much... I believe that
was Sean... Sean Mendoza... seconds.
Okay... all of those in favor of approving the November 2022
meeting minutes please say aye, raise your hand, or thumbs up...
or if you're Mr... or Dr Mendoza... you put both
in... oh well, now he's... I was giving a shout out
Sorry... just getting a quick count... okay, we're good...
all right... so, there are several abstains...
Ariana... I'll make sure that you see all the
abstains if you haven't counted them already...
there's... they're all in chat however... and even
with our abstains, we have still have majority...
so, the November 2022 meetings will...
meeting minutes will pass as presented.
Wonderful... okay, I appreciate your patience with that and I
promise that we will get better at doing that in January, as far.
Next thing that is up is our agenda modifications
and request for executive session.
---Brooke Anderson:
So, I will say we've got a request for
executive session which is exciting
because we have a revision
of our charter... whoo, whoo!
So, the charter revision committee
has been hard at work this semester...
and so, just as a reminder... according
to our current charter, the process
for revising our charter is that we have to have a study
and discussion in an executive session, of the changes...
and then if enough faculty senators in that
executive session support the changes,
78
then in the next meeting, which probably won't be
January, because January is always kind of crazy, right?
But February... then we can actually put it on...
in the discussion section of our meeting
for an official vote to approve the changes.
So, that's gotta be on our agenda for
today, is that executive session.
---Rita Lennon:
Wonderful... okay... so, we will move into executive
session, as we generally do... at the end of our meeting,
not in the middle, as we've done a time before.
Very good... are there any requests
for gen... agenda modifications?
Okay... not hearing any are
there requests for open forum?
---Brooke Anderson:
I see Xavier's hand up... do you
mean to have your hand up Xavier?
---Rita Lennon:
Very good... you have the floor.
---Xavier Segura:
Absolutely... so, first and foremost thank you
president Lennon... vice president Anderson as well...
and faculty, staff, and Leadership here...
I just want to give a quick recognition to
the phenomenal student senators,
that hosted the town hall...
there was a lot of concerns and issues that were
addressed, and it takes a lot of courage and honesty
to raise those issues to a lot of our leadership as well... so, I
want to recognize the student senators for having that courage.
I also just want to thank all of the leadership,
the full-time instructors, part-time instructors,
adjuncts, staff, everyone... for this
phenomenal semester that we've had...
without a lot of our staff members and faculty members,
our College cannot be as successful as we are today.
And so, just want to thank each and every staff member,
faculty member, leadership, volunteer, stakeholder...
everyone that's made our College successful
throughout this fall '22 semester... thank you.
---Rita Lennon:
Thank you... thank you for that statement... and, I was
able to attend the... virtually, the student Senate Town Hall.
I have it in my president report... so, you can...
you can go there and read some more about it.
Very good... okay... so, are there any more
requests for open forum before we move on?
Okay, not seeing any in chat and not hearing
any, we'll go ahead and move on to our first report...
and our first report is the Provost report...
our Provost is actually in DC at the moment,
so Kate Schmidt will be taking over the role for her.
---Kate Schmidt:
Thank you... thank you, Rita... thank you...
thank you everyone... happy Friday...
you have the copy of the written report
there... I'm not going to read everything,
but I do want to note how sad we all are, that we've
had to report the loss of both a full-time faculty member,
and a long-term adjunct faculty member...
many of us knew Marty Fraley, who worked for
years as a reading faculty member at Downtown
Campus and Gus Craig also served for many years
in the CIS Department... so, just a sad thing
to have to put in the Provost report.
The second thing I want to make sure you all
note, is that All Faculty Day is scheduled
for the first time in several years as an in-person day
on January 13th... we will be meeting at West Campus...
and coffee and conversation will start
at 8:30... a more detailed schedule be will be
forthcoming in the next, you know, week
or so... but I do know that it's planned,
at least through lunch... and that we will be
serving lunch there at West Campus.
We've been working on this with a group of senators
in the office of the Provost, to plan that day.
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And outside of the report, I did want to
mention 2 other things on Dolores' behalf...
there were requests for
faculty hires this fall
to replace vacant faculty that were vacant
because of retirements or resignations...
so, she has reviewed all of those faculty
requests that have been submitted...
she's informed the Deans who made
the requests, of the decisions,
and will put forward a more specific communication to the
entire community, you know, in the next week or so,
but I wanted to give you a little bit of a summary today.
In most cases the requests that were approved
for hire, were in disciplines that have shown
some sort of growth in enrollment
over the next... last 2 years.
They are vacant positions and we are going to be leaving
those, as you know, those that she's not filling, as vacant...
so that we can allow that new, you know... bringing
up a FACT process again, to start in the spring.
So, as a summary of those approvals...
there are several... right... 7, not several...
7 regular positions that will be filled... there
are 3 new provisional positions to be filled...
there'll be 9 extensions to current provisionals...
and then, 7 of the requests, we will be leaving vacant
for this... you know, to weigh the
outcome of the FACT process.
So, just... just... for those of you who had...
have been here before... pre-pandemic...
for a few years in a row
we operated a FACT process...
and I think that acronym acronym was
Faculty Allocation Collaborative Team
and that was a group of stakeholders that got together and looked
at the enrollment data... and division and program data...
to make decisions about which position...
faculty positions... were needed for hire.
And then made those recommendations
to upper administration.
We had paused that process, partially because
one of the outcomes of the FACT process
can always be, that a position may need to be closed...
and in the past there have in fact, you know...
that has in fact yielded layoffs from that process...
and there was a commitment from administration,
not to have that happen during the pandemic.
We are picking that up again we anticipate
starting in the spring, which is a which gives us,
you know, more opportunity to take our time in
making decisions and and looking through data,
and there'll be, you know, more information about that...
we just know we've got the timeline we're picking it back up.
You may have been at the study session...
Dave B study session... a few weeks ago,
where he was talking about the 3... you know...
3 budget scenarios... and in 2 of those scenarios
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there's the mention of the FACT process...
regardless of what the the board decides to do,
it will be an important exercise for us to have have started
approaching a much more holistic and data-driven
decision making around faculty... we've really been pinch
hitting here and there... only looking at vacant positions...
and really only considering them for
the vacancy that they came from.
The process will give us an opportunity to
look at data across the college...
we've also... she will be asking the Deans to develop
some Division and tar... and department-specific
staffing ratios and plans... so, target or ratio
for full-time to part-time in a particular division...
the full time to... full-time student equivalent...
and then, some target course equivalency levels.
So, that would be something that each
division could work through collaboratively
and propose those as part of data that
would go into that FACT process.
The final thing I want to say about that is that in the past few
months, we have retooled the administrative procedure
2.02.02 on faculty hiring... there was a significant input
from stakeholders... so, we had AERC, faculty reps,
faculty senate representatives, Deans
staff from faculty qualifications and hiring...
we had the DEI office, and other administrators
and staff... it has just finished its legal review,
which is part of the process with an AP... and should
be posted any minute now for that 21 day review.
We are starting the process of hiring with the... you know,
with that approved list that came from Dolores this week...
and the team... the staff that that worked on that
will be following the AP that is under revision,
with the idea that if something changes through
the 21 Day review process, we would, you know...
we would pivot and make that change in the process, but
we can't... you know, we can't wait for that to be finished
in order to start this work... we are not anticipating that
there would be... that there would be significant changes,
given the breadth of collaboration that we
had, in the time that we took rewriting that.
So, that's all... thank you.
---Rita Lennon:
Okay... thank you so much.
Okay... moving forward in our reports...
the next report is mine, the president report...
and I will just briefly give you an update of what this month
held for both faculty officers Senate officers and myself.
Working backwards... this time, I'm gonna
go ahead and start with November 29th...
and that was the Student Senate Town Hall... and
we also met with Administration on that day
the Student Senate Town Hall raised several concerns and issues...
and actually some accolades for each of the campuses...
and so I thought it was wonderful that they had taken
the opportunity to meet with the Campus vice president
and find out what was going on, either in events, or plans...
or strategic plans that were going on at the campus.
So, they gave a highlight of all of that... several
concerns that they raised were about lighting issues...
both at Downtown Campus and
I believe the East Campus
Also, they had numerous questions about, um... like
food supplies, you know, for each of the campuses
and what we could do... they shared some information
about how our cafeterias do not offer EBT
as far as payment plans go... so, ask if
Administration could help them navigate
who they would speak to in order to get that
offered at each campus... I think that's wonderful.
And they had a lot of feedback about D2L and something
that faculty could really do to help them navigate.
So, one student raised his hand and he
mentioned that he's taking, you know...
even though it's one student there was actually several
students who had mentioned this concern in the survey...
but the student who mentioned that he was
taking in person and online courses,
and that each one of those courses had a different,
you know, where their content was was different...
and it was hard for him to navigate... so, I think that
that's something that we can do to help our students,
is kind of try and find some sort of uniformity,
at least in our programs or our divisions,
so that students are not having to spend all of
their time trying to navigate through the process.
However... Jackie Allen will be sharing some
survey data that they have from PimaOnline...
and it's actually a little bit different than the data that they
have, as far as feedback from students on PimaOnline.
So, just to keep that in mind that
there could be differences of opinion.
When we met with the administration on
November 29th, we did talk about several things...
first of all the present board study survey... not the
survey... the study session... about the CESS results
and if you're not familiar with CESS that's actually...
I have a link to the study session in my report,
so please go to that... but the CESS is
for College Employee Satisfaction Survey...
so, we didn't personally talk about that survey... the
survey results... but that is part of the study session.
I hope I'm not confusing you with
all of my roundabout talking.
What we did talk about, and focus on,
was the budget and the budget planning...
and since Kate had brought that up,
I won't spend any more time about that...
but I do hope and encourage that you do go watch
that study session, if you haven't already done so.
Uh, let's see... there's also some other wonderful
things that we did lots of... lots of meetings...
and lots of decision making... I don't want to take
up any more time however, because I know we have
several more reports to get to... so, how about I just trust
that you'll go reading about it in my report, hopefully...
and we'll go ahead and move on
to the vice president's report now.
---Brooke Anderson:
Thank you Rita... hello everyone... happy
December... last meeting of the semester.
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I have a couple of updates for you that I wanted to share...
I just want to highlight something that we did actually
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receive information about from Dolores... and we did
talk about this at our meeting with Administration...
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and that is just to make sure everybody
is aware that Hilda Ladner has left us...
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her last day was Wednesday, and so our diversity equity
and inclusion executive director position is vacant.
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You may have noticed that the Provost sent
out an email to everyone announcing this,
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and letting us know that she was immediately working
on filling that position in enacting capacity...
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but since then, the chancellor has asked her to take
that down... and has decided to take another direction.
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And so, you may have noticed that email from the chancellor
he did share with us his reasoning behind that...
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at our administrative meeting... mainly, the reasoning is that he
wants to explore other possible models for a position like that
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and, um... and again, so it's kind of in question
whether or not that role will be filled or reinvented
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or distributed throughout the college in other ways...
and administrators across the college have been
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sort of assigned the various tasks
that Hilda was in charge of...
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and we do have Brian Stewart, who has just taken
on the responsibility on top of his current role
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to be the the point of contact for all
DEI work and initiatives until then.
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So... we have... we had an LGBTIQA+ Pride
Index Group that was running under Hilda,
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and we did have a meeting
with Dolores and David on Monday.
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Brian Stewart was supposed to be there, but
got pulled into another meeting, so he was not.
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So, we were unable to talk with Brian about the role
and his plans for how he plans to take on that work
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and continue leading it... so, we had
a lot of questions and concerns.
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And that group did express, you know... I think the
number one question... I wish the chancellor was here...
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I think he had said he would be here,
but as you can see it looks like he's not.
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But our number one question from that group...
I think that emerged immediately was...
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why can't we fill the role in an acting capacity, while
we do the investigation into other models?
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and so, that that group is planning to continue to meet
and talk... and potentially reach out to the chancellor,
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to express our concerns and see if he is willing
to talk with us more about the decisions he made
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and what he plans to do for the future... for those of us doing
equity work it is a pretty... pretty heavy difficult blow
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So, anyways... I'm taking up a ton of time just talking
about that... I think it's a really big important issue...
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Rita and I have been talking about doing a study session on
diversity, equity, and inclusion work at the college in the spring.
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So, that's another possible way
we can continue that conversation.
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So... and then I wanted to provide just a couple of
updates on the study sessions we've had this semester
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that that I've been responsible
for, or primarily organizing...
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so, the Roe v Wade study session on, you know,
reproductive health and bodily autonomy...
---Rita Lennon:
[Rita, interrupting] Brooke, I'm sorry...
---Brooke Anderson:
will continue to meet...
---Rita Lennon:
we have that actually in our business section, I'm sorry to...
but, was that part of your report, or were you going to report on...
---Brooke Anderson:
Yeah... yeah... I'm just setting the scene...
---Rita Lennon:
Oh, I'm sorry... my apology. [both laugh]
---Brooke Anderson:
So, like Rita said, we do have this as a discussion
item on our... in our business section as well
but just briefly... so, you know... we have met... or I have
met with David Doré, who has continued that work
and invited several people from across the college
in different areas... we had a meeting on Monday,
about what more we can do from our different positions in
the college to support students in a post Roe v Wade era
and the Senate has convened a small committee
consisting of Kelly and Karla and myself
on what faculty in particular can do...
and one of the things that we've discovered
in our work in particular is that, you know,
we have an East Campus Health Center,
but it actually isn't... it's really a center that rents
space from the college... it isn't actually a center
that serves faculty or students... and so, we're...
we reached out to David Doré again about this,
and we've been talking with Nina about this as
well... who's the vice president on the East Campus...
to talk about what we can do to actually get a Health
Center on campus and provide more of those services.
And so, we reached out to David about this as well and there is a...
he did schedule a follow-up meeting for us in January on the 23rd
with a more focused group focused around health care... and has
invited... we've invited some of the health care Deans and faculty
to that meeting as well... because of course, we have a center
of excellence that we're working on in the health care area...
so that's something that we are looking into... so that
we can actually have that service for students...
and then of course, Roseanne's Lib Guide has
continued to develop, which has been fantastic,
and we are getting more and more
really wonderful resources on that...
so, another big question being explored under the
direction and in partnership with David Doré is...
how do we get all this centralized wonderful information we have
in this lib guide, more publicly available to students and employees?
So, that's the update there... and then, just a
quick update on the workload study session...
it was a fantastic event it was a difficult... I
think... it took me several days just to sort of
emotionally process all that was shared... it's
a hard conversation to have but thank you
so much to all the speakers that showed up...
we had 77 people in attendance at our height...
and more than 70 people in attendance for almost
the full 2 hours so the turnout was really wonderful,
the conversation was great, and I just processed
the notes... finally, from the study session
and my process, just so you know, is that I want to be respectful
of making sure that the synthesis that I put together
from what was shared at that meeting, represents
what the speakers wanted to share...
and so I have sent those notes to the speakers, and...
for feedback... and then I I've given them a week
to kind of make sure to give me some feedback,
or let me know what they think, generally speaking,
before I disseminate that information more
publicly... so, I do plan to share it with faculty...
I do plan to share those notes with leadership, that could use
that feedback, because of the areas that they're in charge of...
and then also, we've got some business
to talk about in our business section...
which is possibly... seeing if the faculty senate supports putting
together an ad hoc committee on faculty workload concerns...
and so we can discuss that in our business
section... and vote on it eventually.
---Rita Lennon:
Okay... thank you... thanks for your
time, Brook... you're alright.
---Brooke Anderson:
Lots to share.
---Rita Lennon:
Yeah, absolutely
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Uh, sorry... but to ensure that we get all through
the things that we need to talk about and... and, um...
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have everyone have the opportunity to speak...
I wanted to make sure that we continue moving forward...
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but I wanted to say something really quick about
the Roe versus... or not the... DEI role...
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we're actually going to have a study session with Brian
Stewart... that's who's going to be spearheading this...
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and we're going to give him some feedback about hope that...
that's the goal is to provide him feedback about our ideas...
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of faculty's ideas... about how this role
should morph... okay, moving on... [chuckle]
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So now, our next report is the governing
board report with Denise Riley...
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you have 5 minutes... I'm going to say that
now, ahead of time... and I'm keeping...
---Denise Reilly:
Thanks... I hope someone keeps to that there.
So, happy Friday... I'm back again and we have no board meeting
this month of December but I can let you know that... a few things...
faculty notable accomplishments will now
be taken over into the Provost report...
so those of you that have sent me information about notable
accomplishments, they will be more widely shared by the Provost...
and I have recommended that that information
is shared out from the Deans to the Provost.
So, if you have any notable accomplishments in your area
make sure your Dean is aware of the notable accomplishments.
Second... our November board meeting was quite
interesting...... uh... the word I use is subdued,
in comparison to past meetings that were
a little bit more volatile in nature... um...
some reasons are probably changes in board
members and changes in the future of the board.
So, if you haven't been paying as much attention... in the
previous board meeting, Kat Ripley, who is our board chair,
resigned as board chair... she had not resigned
as a board member, but resigned as the chair...
and her reason was that her aging mother... she wanted
to take care of her... and was taking up too much time.
And so, Damien Clinco for that month took over and...
in the position of the chair
However... things have changed just a little bit... so,
the last board meeting happened after the elections...
and if you all recall, we had 2 board seats up for election or
re-election... and so we actually have some changes coming.
Before Kat Ripley... so, this last meeting Kat Ripley actually resigned
from the board... not just the board chair, but resigned from the board.
So, we'll see what happens in the future with that seat...
and at the end of her tribute and her time on the board...
she spent about 5 to 7 minutes thanking everybody at PCC for the
work... she enjoyed the role, but just had to compete with priorities
that were more important... and for the last few minutes
she really called out 2 board members Maria and Luis,
for their negative behavior... in a very... um... uh...
[chuckles] a very polite fashion...
but it was something you could tell she'd
been holding back for a long period of time.
And so, now we have some new changes coming... so, new
year, new changes, new... uh, I'm not even sure what's to come...
new challenges probably... a new
dynamics from the board chairs.
So, Teresa Riel, who is formerly a math teacher at the
college, took the lead over incumbent Damien Clinco...
so, she will now be representing District 2 as board
member and start position in January I believe.
The incompetent... incumbent... sorry... Meredith Ray,
did not run for reelection... 2 people did...
and Greg Taylor in District 4 will be taking on that
position... and so we have 2 new board members,
we have 2 former board members, we have no
board chair, and we have an open seat likely.
So, I'm not sure things... how things will shake out in January,
but I plan to get the popcorn out and watch the next round of...
I know, it's always things that make me go "hmm"...
but it also has become a little bit like a reality TV show,
where there's new members, there's changing dynamics...
you have to keep up with the last episode to go to the new one...
and with that, I'm going to end my report within my 5 minutes, thank you...
and no board member... I'm sorry no board meeting in December...
so, we will see the way this show plays out in
January, with the new dynamics... thank you.
---Rita Lennon:
Thank you... thank you for staying to your time... and I felt that...
okay... so, our next report is the PCCEA report with Makyla Hays.
---Makyla Hays:
All right... sorry, I did not get this to the Senate
leadership in time, so I just posted it in the chat...
I don't know if somebody wants to leak that...
[clears throat] link that in the agenda.
There was quite a few things that
have happened this last month.
So, the first one is this... just this week, and
all the way up until a little over an hour ago...
but I just wanted to update on the HLC complaint
that AERC had put in, that said it had endorsed...
I just wanted to give you all an update of what was going on...
so, the HLC final decision did come back to the college...
and the college released that report... we don't really... PCCEA
doesn't agree necessarily with the arguments the college made...
I've put my thoughts there if you want to read them.
And... but we want to move forward in a constructive
manner... we are committed to working with Administration
to improve the shared governance policies,
working conditions, all that...
in looking through all the documentation... [chuckle]
I noticed that none of the evidence that I had compiled,
I had almost 60 pages... actually was sent to the college...
so, with the AERC complaint that you had all endorsed...
and so, I emailed the college and they said...
"nope we did not get it"... so, I emailed HLC...
and they also, somehow did not get it... they got 2 submissions...
when I hit the button once, of just the report... but not any of the evidence...
and then, there was a few computer glitches... I had actually emailed the
following week, to verify they even got the complaints for the other things.
So... don't know what happened, but they did not see any of our
evidence... so, that was disappointing to find out this week.
They did invite us to resubmit the complaint with the
evidence... when I got that email, I contacted some PCCEA
and Senate leadership and said... what what do we
want to do? How do we want to move forward?
What is a constructive way to go forward? And we decided
it would be more productive to attempt to work internally
to get to the heart of the issue first... before we...
you know... consider resending this this stuff.
We did meet with... the AERC met with Jeff Silvyn this
morning... we had a meeting on the books already
to discuss the June grievance of the AERC that was
on the same topic... so, we included this discussion
within their... that meeting... we did Identify some
sources of disconnect about the role of AERC...
some areas of improvement with the
ODR complaint grievance process...
and really the heart of the issue that we were trying to
get to... is that AERC is charged with Meet and Confer...
and the changes to compensation and working conditions
in the future should be through the AERC.
And we are going to be working forward to
make sure that we are on the same page there.
So, the conversation's just starting... we only
had a one-hour meeting... there's a lot to talk...
but I... you know... I think it's going in a positive direction...
so, at the moment that's the direction we're going
AERC has definitely made some changes this
Fall, in organizing our Resolution Team structure,
tracking our conversations a little bit more clearly... one of the
resolution teams that we have going is looking into the AP,
and making sure that the AERC voice is clearly defined of
where it's supposed to be in the compensation discussion...
and we also have resolution teams on class
and comp for faculty and staff.
We have things on horizontal movement
that will be starting I believe next week...
I don't remember what my calendar looks like, but there is a meeting
on the calendar... before the end of the semester I believe.
If you go to the second page, I have captured again
where our AERC tracker is... this is just a screenshot,
if you want the link let me know... it's
not hidden, I just wanted to focus you in.
These are all of the different resolution teams
we have going, what their status is...
we have gotten some policies changed and
posted already this fall, which is awesome...
and I've outlined some of the key pieces to
the faculty specific resolution teams for you
that PCCEA wants to make sure you're aware
of the big one... and I'm sorry to talk fast...
the class and comp discussion is continuing... current faculty schedules that
we are being paid on has 20 steps with 2.25 increases between them.
Once the staff's situation was discovered... it's more like they have
16, with closer to 3% increases, which doesn't really equate...
and so we tried to throw... put one together
with all of the different varying pieces
that would put faculty back into a kind of a level playing field with
staff, in terms of increases 16 steps... closer to a 3% increase,
respecting all of the market rates and all of those things... and we gave
that to Dr Bea yesterday... so, you can read through a little bit more there.
The last piece, if I can have one second... on the third page, please
read through that... the nominations for AERC closed today.
And so, I just wanted to make sure that... if you weren't
sure what we did... but you're aware of what we did...
and I'm gonna be making a video to let people know our
process... so if you're scared of all of the stuff I just shared,
there will be a video walking you through, and you would
get help... [chuckles] so, don't be scared to apply.
that was where I wanted to go
with that... all right... thank you.
---Rita Lennon:
Thank you Makyla... okay, our next report is
from Sean Mendoza, for the adjunct report.
---Sean Mendoza:
I love that last part... don't be afraid to reply... [chuckles]
don't be a blade... afraid to apply... [chuckles].
So, uh... if it's okay, Rita, could I go ahead and share...
and let me share my screen real quick?
---Rita Lennon:
Yes... you should have access.
---Sean Mendoza:
All right... let me... let me go ahead and do that.
So, there's a couple of things that I want to share with everyone, I think
namely... hopefully you can see there's the adjunct faculty committee...
there's a link to this already in the Senate... the Senate
minutes... the main thing that I want to share with you guys is...
because it's already been mentioned... I know
we talked about the multi-factor authentication...
that was something that Isaac Abbs... so, if you
want to click the video I actually added here
the actual times of when those those items are being
discussed... so, if you want to move forward to that...
that's something you can do... because I know that
that was something that Rita had mentioned already
about the priorities for survey of online
learners... so, if you want to... if you want to hear...
or see what was discussed... that's
something that you can take a look at.
Also, there were a number of things that was discussed
in the AERC... one of them there... there's
not just part-time... not just adjunct faculty... but also, there's
some full-time employees, who also have adjunct contracts
and there were... there was... there's a link that you can go to, that
actually takes you specifically to the college directed training refresher.
So, you take... you click that link... and the reason
why I'm bringing it up is because when I popped...
when it popped up for me, it was zero eight... and
Kate did... I said... hey, so does this mean I'm done?
And she says... no... you are... you have a lot to
go through... and just so you know... there were...
at the time, there was... and I think everybody who
was at the meeting can can attest... there...
see there are... there are like... what is that... 9 of these...
so it seems daunting at first, but between...
and I know... I know Kate... and she said... Sean, you can...
you... in the time of... at the end of this meeting
til the next meeting, you could probably get it done...
and sure enough, I got it all done... there you go.
So honestly, it doesn't take very long... it doesn't
take very long to just go through and... um...
so, if anyone that's out there that's thinking...
man, there's 9 things we got to go through...
it, it's... it doesn't... it doesn't take any
time at all... and you too can get 100.
So, I wanted to just let you guys know that that...
it's... it's super easy to get get through for that.
And then... there was a couple of things too,
uh, Rita... I stuck your time in there...
there is also a thing... a thing in there too, about
the Provost report... and I know at the end... um...
there was a comment about Marty... and I know that
Kate had already said something about Marty and Gus...
and I will say that there is also a link, that's there...
somebody had shared with me messages about,
how you know, if they want to reflect and
share experiences that they had with Marty...
I'm kind of like mulling over what I wanted to say... but Marty
really was a huge impact on not just uh adjunct faculty...
but also the students here at the school... and I myself as a
student... when I was a student aide answering phones, right...
I mean, you know... Marty helped me along and got me to... really
got me... learned... I learned how... the love of reading from Marty...
so, I just want to just share that small little tidbit with
you guys... and, uh... yeah... so, that ends my report.
---Rita Lennon:
Sean thank you so much, yeah... I I had the pleasure
of meeting Marty as well, she was a wonderful lady.
409
00:43:52,440 --> 00:44:04,334
Okay... our next report is the TLC Report
with Elliot... not sure if they are here.
410
00:44:09,360 --> 00:44:18,297
I don't think they are here so... the link... the report is linked
to the agenda, so please take a moment to read that...
411
00:44:18,297 --> 00:44:25,740
and we will go ahead and move on to our last report, which
is the Student Services report with Jennifer Madrid...
412
00:44:25,740 --> 00:44:31,265
and she's coming in right now, so
I will announce that again for her.
413
00:44:31,265 --> 00:44:42,335
Our last report... talk about your timing... is the Student Services
report with Dean Jennifer Madrid... Jennifer you have the floor
---Jennifer Madrid:
Hi... can you hear me okay?
---Rita Lennon:
Yes.
---Jennifer Madrid:
Okay... hi everyone... I just wanted to
give a quick update on our digital student IDs.
So, we're in the process of implementing the IDs and
it's taken a little bit of time... longer than we expected,
because we are working with an outside vendor, our
IT services, and our web systems, to get the ID going...
but I'm happy to say that we're making good progress... we're hoping
to have it available for students before we go on the break,
but if not, it'll probably be early Jul... January... so, I wanted to
give just some updates and... what the ID will look like.
So... again, we're working... and we'll hope
to get this going soon for students...
it's going to be... we're going to offer 2 different types of IDs... one is
a digital ID that a student will download and have on their phone...
and then the other will be the hard card option, is what
we call it, which is what we've always had in the past.
we're going to try to steer away from that, because we want to...
um, you know... focus on giving the digital ID out first,
especially because the other IDs in the past
were issued by the cashier's office...
and now, that responsibility has moved over to student affairs
and we don't have this staffing to provide the hard card.
So, the hard card is available if the student either doesn't
have a smart device that they can download an app...
or if they just prefer the ID... but again, it's going to be 1 person
per campus that's issuing the ideas... or the ideas... the IDs...
and it'll be by appointment only... so, IDs, either format,
will be free of charge to students... and again,
if... um... that... the hard card option will be kind of our phase 2,
because we still... we have the existing equipment from before...
but again, this was prior to the pandemic that we
were sending out... you know... issuing cards...
so, we have to look at our existing inventory... our
existing machines... test them... get them upgraded,
or even replaced if necessary... so,
that's kind of like a phase 2 option...
I will share my screen just for a
second so you can see what it looks like.
This is what it's going to display like, on the student's phone...
so, it'll have picture, name, the A number, and a bar...
well this this has a QR code, and then a student would click
down here and then, the next screen would be a barcode...
and the barcode and the QR code serve the same function,
which they will give the student's A number.
So, this is going to be good for Learning Centers, Library,
Tutoring... anywhere where a student has to scan in.
We're working to see if the existing scanners we have are compatible
because some departments use different types of scanners
and if they are not compatible, IT has said that they will
replace any scanners that are not not functioning well.
So... I'm working on a few things with the vendor, which is color...
the ID, you can see it says 0's instead of the A in the front...
so, those are like a couple of the technical things that I'm still
working on... but like I said, this is what the student will see...
and again, it's going to be a 2-step process... so, the first step
a student would do is download the app on their phone,
get into the app using MyPima single sign-on... and then they would
have an option where they can upload a picture of themselves.
And with that will come some instructions on, you know... like,
no sunglasses, or if it comes out dark... anything like that.
So, the student will upload their photo through the app... but then,
they also have to go into my Pima and upload government ID
because we do have to make sure that we verify the
identity... so, there's.. that's what the 2-step process is.
and they'll upload their identification
through MyPima in the New Students Tab,
and that's what web systems is working on for me right now...
and then, staff from our virtual services team will go in,
verify the student, and then issue the ID... so, there will be...
you know, once a student completes both of those steps,
it'll be a few days that they... that the student will... you know... we'll
have to go through that verification process and then issue the ID...
or if there's something wrong with the picture...
that they need to upload a new one...
we'll get a message to the student from that point as well.
Phase 3 will be adding this as an optional item in the new
student checklist, so that students can have that either...
I don't know if you all are familiar with the new students
checklist, but it has red X's or green check marks,
if a student has completed certain onboarding
activities... and so, this will be one under optional,
because it's not required for students to have an ID... so,
we'll be verifying the students
and the IDs available for all current students... but what we won't do
is, from the time of issuing it, we won't check that every semester,
we'll just keep the card active as long as the student has an active
Banner account... if the student doesn't take classes for more than 3...
sorry about that... if the student doesn't take classes for more
than 3 semesters, and their their student record is inactive...
then the ID will be inactive until they
activate their student record again.
---Rita Lennon:
Jennifer, we're out of time for this,
but we do have 2 questions... maybe
---Jennifer Madrid:
That's okay.
---Rita Lennon:
to give you some... to ask
the questions... so, one was...
so, will there be a period of time where a new
student without a device will have no access?
---Jennifer Madrid:
Um... will there be a time... I'm sorry...
---Rita Lennon:
I'll say it again... no worries... will there be a period of time
where a new student without a device will have no access?
---Jennifer Madrid:
Yes... because they they
initiate that transaction they request the ID...
because a student doesn't have to take
one if they don't want one at all...
---Rita Lennon:
Okay, so...
---Jennifer Madrid:
Yeah so... more information will come this
was just a quick update thank you for having me...
more information will come... and plenty of thorough instructions
on the website as well, when we're ready to launch.
---Rita Lennon:
Okay.
---Jennifer Madrid:
All right... thank you.
---Rita Lennon:
Jennifer, thank you so much... and Elliot is here...
they phoned in... so Elliot you have the floor.
---Elliot Mead:
Hi everyone... an apologies for my tardiness... I am actually at
Sunny Reed Park with a group of honor students right now...
we all say hello and wish you were
here in the sunshine with us...
it's also why I don't have the camera
on I'm a little afraid of bandwidth, but...
I have some really great announcements from
the TLC... lots of really cool things in the works...
we are in the thick of bringing on 2 new faculty fellows
for spring 2023, in open education and sustainability.
We'll also... and you'll see this advertised soon... we're
starting to put together a cohort of PCC Tech Champions...
perhaps this is you already... if so, if you're interested in
learning a little bit more about PCC's formal processes
for like, looking at and evaluating educational
technology with the IT Ed Tech Team, and the ALT team...
so it's like a joint PimaOnline,
TLC, Ed Tech collaboration.
We have a cohort for you, to get up and and start looking at some of
the Ed Tech that's being proposed to the college and reviewing it.
So, look for that soon... it's a little bit
of stipend and should be a lot of fun.
We've also reached out... just kind of
like, some strategic logistics stuff...
we've reached out to AARC in the hopes of getting us actually codified
in the professional development section of the employee handbook.
And just in our work with the... now that we have the awesome
tier system... we've had some conversations about like...
what are the categories in the employee handbook of professional
development... and there's a little bit of fuzziness...
so we hope we can have some discussions with AARC soon
about some of those things that we've talked about.
So, I've reached out, of course, already, to Makyla and sent a
request in... so hopefully, we'll get something going soon with that.
A couple other things... I started exploring some funding
and models for a series of what I hope will be,
team developed pedagogy courses... we do a lot of... we
put a lot of effort into our curriculum through a DEI lens...
and just... you know, talking with folks, we just kind of noticed that
we'd love to start putting a little more effort towards pedagogies
as well, that support a kind of holistic look
of our curriculum, as well as our practices...
and um... yeah, so I've been looking into that, and have some inquiries
out... and we'll be keeping you posted on that process too.
And then finally, we have some initial planning... and so,
mark your calendars, there's a lot going on in Spring.
March's open education week is going to be the beginning of that
month... and we'll book end it with worldwide climate teaching events...
and in April we're planning on the second annual
On Teaching and On Learning Summit.
So, we're really excited for these events coming forward...
and yeah, just all the awesome stuff that we have going on.
I also do want to provide a quick plug, not a teaching and learning
thing, but we have an amazing group of honors students,
who are putting together a Phi Theta Kappa and Student-led
Sustainability Summit, so you can find out more about
sustainability issues at the college on Tuesday,
December 6th... and that'll be live streamed too,
if you don't want to stop in Downtown Campus... those
all... everything that's here will also be in our newsletters,
send me an email if you have any questions...
you want to learn more about something...
but that's my list of things that we've been
up to in the TLC for now, thanks.
---Rita Lennon:
Elliot, thank you so much... and have a good
rest of the time that you have at the park.
I would like to turn the floor over to Denise Riley,
she has just a quick announcement.
---Denise Reilly:
Okay... quick announcement... for those of you wondering...
as faculty senate officer team members we often get together
and talk about what needs to be improved,
what we could do to communicate better...
and one of the things we mentioned last year and came back
to this year, was that we would like some more information
or communication regarding student affairs...
oftentimes it's like the right side of the body
is not talking to the left side of the body... and so we want
to make sure that we're communicating with each other...
and one of the best ways to do that
could be in a 5-minute report.
So, if you were wondering why we heard about student IDs... that was
just one idea of many topics that can be discussed in the future.
So, someone from student affairs... today it was our Dean Jennifer
Madrid... and it could be another member of student affairs
talking about something for 5 minutes
that's going on, that relates to faculty.
So, we have many ideas of things that we'd like to hear about...
so, I would appreciate if you have any questions...
and I know that some of you may have questions or thoughts
about things you want to know related to advising,
student onboarding, courses... things like that
that really relate to student affairs.
If we want information about that, please let the officer team know
and we can ask student affairs to talk about that specific topic.
So, thank you Jennifer Madrid for coming again... and then we
will be having them every month for about 5 minutes, thanks.
---Rita Lennon:
Thank you Denise for that quick announcement... since
it was her great idea, I thought she should be the one
who announced... makes that announcement... okay,
we are going to now move on to the business section...
we're actually 2 minutes ahead of time, so let's celebrate
for 2 minutes and then we'll get on to business...
I'm kidding, we'll go ahead and move forward... so, the first
thing we have in business is the Student Success update,
also known as DFW and we have
Josie Milliken here... you have the floor.
---Josie Milliken:
Thank you Rita... and Michael Parker is also here to speak
to this item... I don't believe any of the other Deans are.
So, hello everybody... oh, Jim's here... hi Jim... I just saw Jim
turn the camera on... happy Friday, it's nice to see you all...
and um... already at December, so amazing... amazing that these
months have passed by so quickly... and it's been quite a fall.
So, we are here to share the results from the faculty senate
survey on action steps... and there was a 3-way tie.
So, I just put in the chat, the survey results... and you'll see the
2 at the top... we have, developing a routine way of mentoring
students with academic and career support, sense
of belonging, support network, etc... was 50 percent.
Following up with students individually who
miss assignments, classes, or work... 37.5 votes.
And then, a 3-way tie between diversifying and
increasing the cultural relevance of curriculum,
connecting personally and individually with students,
and exercising flexibility with deadlines
And so, we determined as a group that a good next
step would be to do another vote for the 3-way tie...
and so I believe Rita has created a survey and in the
meantime we thought it would be helpful to have any
discussion on these 3, what your thoughts are... and we
are... we're also very fortunate to have Jacqie Allen here...
Jacqie's speaking later today, as noted previously, on the
PSOL... PimaOnline... Pima survey of online learning...
and that'll be later... and what Jackie is speaking
on relates directly to this discussion.
So, I asked Jackie if Jackie could speak to these 3 items and
offer any input given both Jackie's experience with students...
and then, also the PSOL results over the years... and
Jackie is our Pima online director of student success...
and so, before we turn it over to Jackie for any comments,
I want to see if... Michael or Jim if you have any comments
related to this process and where we are right now.
And it looks like Makyla has a question... so, if one of you
would be happy to answer that... that would be wonderful.
---Josie Milliken: AUDIO DIFFICULTIES (NO SOUND)--1:00:35 to 1:00:42
---Jim Craig:
So, Makyla... the winning items are essentially what we think we
may want to focus on over, you know, a longer period of time...
you know, a year or more... in terms of, you know,
a comprehensive focus across the entire college...
and see if we can somehow measure or relate some
of these items, to moving the needle in a positive direction,
in terms of the ABC, the Student Success,
or VFW, the traditional way to call it... so...
the other thing too... it would be great to get some comment
on... is the winning... the winning vote... the 50% vote...
it still is... still is a little bit generic...
it includes, you know, a few things in there...
so, refining that down would also be
useful, I think, as well... so, thank you.
---Josie Milliken:
Michael Parker, anything to add?
---Michael Parker:
Nope... we keep trying to find out... the 2 of you...
summarizing... I... you know... I don't know if that's what you...
Makyla, if you're also referring to this... where did it come from?
Or are you just saying... what are we doing with them?
---Makyla Hays:
No, I just couldn't remember exactly where we were
going with them... [laughs] I remember voting...
and I remember what we were looking at... and I feel
like I remember answering... sorry, I hit a button...
there we go... I feel like I remember answering what
we felt was important, but I couldn't remember
what was going to be done with what one...
and so, if we were going to be re-voting on 3,
I just wanted to make sure I knew
what I was saying... thanks.
---Josie Milliken:
That's a good question... and we've... the main focus of this,
throughout the whole time of this project, has been collaboration...
so, there is no real plan at this point, only that we want to continue
collaborating, see what your ideas are for these items,
what we might do to promote them... and we can bring
that back in January to continue this conversation,
and let's see what we might accomplish in the spring
and then, also see what support is needed by Deans...
what support is needed administratively
to be able to accomplish these steps.
So, Jacqie... do you have any... so, these particular
3... is there anything insight that you can offer
related to your experiences as director of
PimaOnline Student Success, or the PSOL?
---Jacqie Allen:
Yes... yeah... thank you Josie... when you asked this question,
I was looking back to some of the panels and focus groups...
and then the PSOL data... so, I do have like, a few quotes that
I can share, that aren't in the presentation I'll do later...
but it... I wanted to share a few, because I think they just kind of
summarize what many students say about the online experience.
The first one is related to, you know, these 3 areas with,
connecting personally and individually with students...
following up with students
and then having flexibility.
Here's one quote... the altruism is felt within the faculty
that deals with the student issues, questions, concerns...
from their easy to understand explanations, their positive
attitudes, and response of always having a solution available.
I thought that was a really nice quote from a
student that just summarizes how they feel
when they can see and hear their instructors, and know
that they're caring... you know, in the online world [giggles].
Another one... when I saw their faces frequently,
because they posted videos all the time...
and it felt like I was actually being taught by them... they
provided meaningful feedback that showed me they actually cared,
and took the time to know my work... I felt like I had an experience in
their class that was unique to them, that I couldn't get from someone else.
So, the more they can see you in there, is what they're, you know,
what we're hearing a lot... is what they they look for and they value.
I have some other specific data but I
don't know how long I have [giggles].
---Rita Lennon:
Um... so, we have just 1 more minute on
the... on the presentation...
the survey however will stay open and I'll
put the survey link in just one more time.
---Jacqie Allen:
Um... there's a few items within the survey that I wasn't
going to highlight, that show the importance percentage
of what the students say and their satisfaction
with them, and I can share just 1 or 2.
So, the first item that is asked is... faculty provide timely
feedback about student progress... 89% importance rating...
and a 73% satisfaction
rating... so, it's a 16%...
---Rita Lennon:
Yeah, you're minute's up... we have just 1 more
minute on the presentation of the DFW...
however you still have 10 minutes later
on in the present time... so, okay.
So, I think you were invited by Josie,
just just to give some feedback.
---Jacqie Allen:
Yeah, yeah.
---Rita Lennon:
Okay... my apologies if there was any
---Josie Milliken:
No... no... that's okay.
No... Jackie thank you so much that was really helpful.
So... so, given that the survey will
remain open throughout the session...
then people could wait to respond until after hearing
what Jacqie has to share later today... perfect, okay.
So, in the last 10 seconds, is there anything anyone
here would like to share, before we move along?
Okay... well, thank you all so much and look forward to seeing
your thoughts, then continuing this discussion into the spring.
---Rita Lennon:
Thank you... thank you for all of your work on this...
to all of you... all the Deans who are here
602
01:06:49,617 --> 01:06:56,134
Okay... so, our next presentation is the
multi-factor authentication reminder...
603
01:06:56,134 --> 01:07:05,078
and Isaac, this is also... I know you have something to share... but
also to garner any feedback or questions and answers as well...
604
01:07:05,078 --> 01:07:08,901
however, I do want to make sure
we have time in your presentation
605
01:07:08,901 --> 01:07:12,914
to talk about the second thing that we talked
about during adjunct... okay... you have the floor.
---Isaac Abbs:
Thanks all... I'm going to try to go through this very quickly,
because I also want to talk about the fraud situation
and where we stand with that... and I think that's
probably the bigger bigger topic of the 2...
but for multi-factor authentication, I'm hoping everybody
had a chance to read some of the communications
that we have sent out... obviously this is a security
measure that we are being forced into for compliance.
The compliance is around the ability to issue
federal funds... in this case financial aid.
So, if we don't do it, we're not in compliance... can't issue financial
aid... and then we have a hard time operating as an institution.
This is multi-factor authentication... I hope many
of you are familiar with it in your personal lives,
whether with your banking or those types of areas... the
idea is pretty simple, first factor is something I know...
I know a username and password... if I tell you my password is
password1234, please don't tell me, any of you, that is your password...
but unfortunately it's a common one... if I tell you that,
you now know that... and so you can log in as me...
but if we have a secondary factor, something I have...
I can't share the something I have physically with you...
and that's the notion behind the secondary factor... and so,
we will be deploying duo multi-factor authentication...
actually, it's already been deployed,
IT is currently using it.
those who are already using multi-factor
for VPN went live yesterday...
the rest of the college
has until December 3rd...
but then I just found out last night that grades
are due the 23rd, but CLO's are due the 26...
so, I will ensure you all that you will have
up until the 26th before anything happens,
where you inadvertently were not prepared
and then could not finish out your course.
I will tell you, we are flying
a little bit without a net...
from compliance standpoint we really
needed to be ready by December...
but we knew from a change management
standpoint, trying to move faculty,
and the rest of the institution towards the
end of the semester would be problematic...
and so, we made some decisions, risk/reward,
that we felt in the best interest of the college...
we could push this until after the
semester ends... so, that that's it...
I guess... you know... quickly are there any questions
on that before I talk about what I'm assuming
most people want to hear about,
and that is the fraud situation.
Okay... if you have any questions after, by all
means, don't hesitate to reach out directly to me
and I will get you answers... oh, and I should
mention... if you don't have, you know, a smartphone,
there are ways you can use a phone that
just has text and we also have, will be...
we're ordering, they're back ordered...
but will be arriving... a little fob...
a little, you know... little kind of thing that you could put on
your keychain that would provide you a code to authenticate.
But the fraud situation... it's... it's a real one, right... and, you know...
anytime I have the opportunity to say it, I will continue to say it.
Right now, as we, you know... I put together a group
that's combating fraud for spring enrollment...
I can't talk a whole lot about what's going on for fall... I know
the registrar's office wants fall to play out the way...
they're not going to review any more class
rosters for fall fraud... they want it to play out...
through I think, what previously was the NA process
and then potentially failing any students
that did not participate after a given point...
I can't talk about as much on that one
because I'm not as familiar, but I can talk about the
process that is taking place right now,
and it's taking place every day to combat fraud for
'22... for the spring term... and then, where we're...
what we're looking to do from an IT standpoint...
so right now, when a student enrolls to the college,
every day we have a group of 4 individuals, who are retroactively
looking at every application that came to the college
and reviewing it for 1 of 3 decisions... guaranteed
fraud, guaranteed not fraud, or I don't know.
In guaranteed fraud is... they have... they are tasked with proving
without a shadow of a doubt that that student is fraudulent.
For the students who are fraudulent, they are
getting an FR hold placed on their account...
that account prevents the student from registering...
really, doing anything else further as a student...
and at the end of the day the registrar's office is deleting
registration for any... spring registration for those students.
So, you could have a situation where enrollment goes up and then
down... up and down... as this 24-hour cycle keeps going on.
We've seen fraud... daily... daily numbers as high as
80% fraudulent... right now we're down in the 20's...
overall we're about 43% of all of our
applicants for spring are fraudulent...
The... we started this review process in November... November 5th...
looking at the data, if you look at all the non-fraud applicants...
guaranteed non-fraud... we are right now... we have
matched November's applicants and that's about 1600...
we've seen over 3,000 applications so far
since November 5th, just to give you some numbers.
We are also tackling... what we did is... we looked
at any student who looked fraudulent...
and we went with the very low hanging fruit, obvious...
of no courses applied to their program of study...
all upperclass students who were actually admitted before
spring... and we actually went and looked looked against those...
fortunately none of those have been enrolled in spring...
so, we didn't have to do any dropping in that situation.
And I think some of you might be thinking... well,
why would they be enrolling if they're really not...
or why would they apply to the college
if they're not seeking to take courses...
or they're not trying to get financial
aid... or anything like that.
Now, I'll talk about the email situation that we were dealing with last
week, I'm happy to say, it has been good since Wednesday morning...
I'm going to send an all clear this afternoon we did get
to the root of the problem and it was fraud related.
So, we have students who are applying to the college... they
know that if they apply... if they apply with prior college...
and they simply enroll in the course, they get a .edu
email address that they can use and send anywhere...
we've had students have over 800 emails blocked this month
alone for spam, so we know they're using our services
for gains outside of the college... we just identified a student
who has 52 terabytes of data on their Google Drive.
So, as an institution we are going to have to make some
major changes around how we provision services...
because the tables have flipped, right... the whole idea was,
we want to prevent real students from being harmed...
now bad students are harming real students...
and so, I'm glad to say the email issue is resolved,
but our issue with fraud is not... and IT is currently working with
Experian to put some technologies in front of the application,
so that once a student applies, the data they submit will go off
to Experian... they'll run some data, provide us back a score...
with that score, we will say... all right, they're real, put them in...
no, they're grossly fraud, we're not even going to deal with them...
or they fit into a middle area where they're
not really real, but we're not 100% they're fraud...
but they're a little suspicious, and that's a group where
some team will have to be developed to reach out to them...
kind of like we're doing right now... for the students that are
maybe fraud... we are making phone contacts to these students
to try to determine fraud or not fraud... we're also going
to be putting some you know kind of BOT detection,
web application, firewalls out there
in front of all of our pima.edu domains...
so that if something is coming from a known bad IP or
bad BOT, it will never even make it to the application.
So, some of... those are some of the things we're doing...
the numbers are... they're, yeah... they're... they're up there...
I mean this is... you know... I've had conversations
with Lee and let him know, pretty bluntly...
we are going to have to evaluate how we do things...
we've reached out to other institutions...
unfortunately, we're helping them
more than they're helping us...
we're about a year behind where the California community
colleges were when they got hit very hard a year ago...
I can tell you, most institutions even our peer institutions
to the north... it's a... their models are very different...
they're very hands-on... you know, Jennifer talked
about IDs at Maricopa community colleges...
you don't get an ID unless you come in person, all right...
and so, you know, right our business models are different...
as we're wanting to be all things to all people,
we're gonna have to revisit some things...
because all things to all people, is unfortunately
all things to all people, both good and bad...
and we are being... our business processes
are being exploited right now by bad actors.
So, I know that was quick and that was fast... tried to keep
it under the 10 minutes... I don't know if I did or didn't... but, um...
---Rita Lennon:
You did... we have 1 minute 40 seconds... so, there
are a few questions that have come through chat...
I'll go ahead and ask them on their behalf...
---Isaac Abbs:
Okay.
---Rita Lennon:
I sent an email to IT fraud and have not received
a response, is there a person I can talk to?
---Isaac Abbs:
So, I can tell you from... you know, Elvia's on
here... I saw she's responding to the comments...
I'm gonna let her answer with... this fall... because
I am not as familiar with the process for fall...
I can tell you from a straight spring standpoint,
we are reviewing every application...
so, though you might not have heard from us about the
spring, we are looking at every single one of those daily...
and then if you've provided individuals that we didn't identify,
we are then going back and reviewing them again.
I'm not... you know, I apologize if there's not, you know,
closing the loop... I will talk to the team and find out,
you know... if they are responding back to staff, but I
can tell you for anything with spring is being looked at.
---Rita Lennon:
Okay... and the other one Elvia has already answered,
so we will just leave it at that, that it's answered in chat.
Okay... are there any other questions we have?
---Isaac Abbs:
And I'll say one quick thing if you give me 10 seconds I know
there's a lot of stuff around is this or is this not BOT...
I'm not going to tell you definitively, it is or isn't... some of
this is what's called Click Farm, where think of, you know...
third world countries where people are paid 10 dollars a day to sit
in front of 50 iPhones and just do this kind of stuff all day long.
So, it might, is... you know whether it is or isn't BOT...
it's not definitive... but it is definitely threat actors...
in sophisticated ones... because as we are
upping our measures... they're, you know...
the ability to detect them is obviously
getting more and more difficult... you know.
---Kate Schmidt:
Can... can I get... just add to that one second Rita,
because I think it has to do with what's in the chat...
and it's actually came out of the conversation with Isaac
and the... in the adjunct faculty meeting this morning,
about what we're doing at the end of the semester... so,
I mean, there's still fraudulent students in classes,
for whatever reason, right... Isaac you said you're sure that
that's happening... so the... so the plan would be yes,
like Elvia and Lisa are saying in the chat... you'd fail...
you'd fail them if they don't earn the passing grade...
but I think our practice ought to be, Isaac, that we're also
alerting somebody that we believe this is fraudulent... yeah.
So, so, so the process would be... fail them if that's the grade they
earned? I mean, they're not going to earn anything but an F, right.
And then, alert... alert this... and we can make sure that
communication gets out, as we put those final, you know,
notices about how to wrap up the semester... that we also
alert that email, that there's potentially a fraudulent student.
---Isaac Abbs:
What we can do...
---Kate Schmidt:
So that we don't have them registered for spring.
---Isaac Abbs:
Exactly, that's what I'm saying... after the fact,
what we can do is... for all those students that have failed,
we can pull the data and it's like, if they were just
suspicious fraud and failed all their courses...
then we'd have, I think, enough confidence
for us to say they're fraudulent...
and then we'd go put the same FR hold on them
and prevent them from doing anything else.
---Rita Lennon:
Very good... I know that's a quick 10 minutes
and there's going to be a lot more to discuss...
729
we might want to do a study session later in the spring semester
about this and you know just pull some more questions and answers.
---Isaac Abbs:
No problem... any time.
---Rita Lennon:
Okay... thank you so much, Isaac, for being here...
you're more than welcome to stay on...
in fact I did say that to Josie... and the Deans... I swear I'm gonna
make you guys a band one of these days... Josie and the Deans...
but you're more than welcome to stay for
the rest of the meeting if you would like.
---Isaac Abbs:
Thank you all... appreciate it.
---Rita Lennon:
All right... thank you... okay, our next presentation is on the AJEC
redesign update and Michael Parker, you have the floor.
---Michael Parker:
Thank you Rita... excuse me... good afternoon everybody...
I just put something in the chat...which is a link to a PowerPoint...
the most recent PowerPoint that is published on the
AZ transfer website about the step that we're in
for the Statewide effort to redesign the AJEC and the
step that we're in is... we're reviewing criteria for courses
to be included in the general education curriculum and
as Rita's just noted, it's also in the agenda there as well.
So, to give you a little bit of background, I'm
not going to go through the PowerPoint,
I'm just going to give you the highlights...
and then leave ample time for questions.
We're in the AJEC redesign... if you go through there,
you can see all of the reasons that we are...
including the fact that it was first developed when people
were playing Oregon Trail... so, you can look wistfully back
to the times when you died of dysentery...
and note all those quaint anachronisms.
The point that we're at now is that we're developing
Statewide criteria for each of the distribution categories...
and by distribution categories, meaning things like,
here's a Social Behavioral Science requirement...
here's the Humanities and Arts requirement, composition,
all of those... something to keep in mind about that...
in the previous AJEC there was something called Options...
and now that is being replaced by 2 new categories...
one is called American Institutions and
another is Skills for Productive Life.
So, we've long had criteria for AJEC courses
but they were pretty pathetic in many ways,
in that they really didn't specify what a course
should do for a student who is taking it.
So, one example of that would be Arts and Humanities... and
the existing criteria that's in the policy book says something like...
the students will be exposed to Arts and Humanities...
and all that doesn't give you much guidance
by which you would include a course in there... so, over the
summer a group of people... I'm not going to try and tell you
who they were, but it was a combination of the AZ transfer
steering committee... there's a subcommittee of that...
I just said I'm not going to do it, but here I am doing
it... and some people from the general education ATF
got together and drafted some criteria... and you know,
for a variety of reasons that work didn't go forward.
So then, what happened... if you're if you serve on an
articulated task force, you might have seen an invite
to participate in a criteria work group... a series...
not a series... a group of criteria work groups
were formed from different institutions across the state...
I was leading the Arts and Humanities one,
so I worked with people from Tohono O'odham, from
Mojave, from Yavapai, Etc... we drafted some criteria...
we took them to the the Gen Ed committee... the Gen Ed
articulation task force... and it was decided that that's
who would be responsible for vetting the criteria... a point of contact...
whoever was serving on the Gen Ed committee articulation task force,
I have to keep all these different committees
straight... articulation task force...
and we were waiting, waiting, waiting, waiting...
and the original deadline was October 28th.
1 or 2 criteria groups did not get their drafts in until the
week before Thanksgiving... so, there was a delay there,
and we were waiting for some additional supplements to kind of
distribute these out, that would help people understand them,
but what we've got now is, we've got this PowerPoint
and we've got the criteria... now is the opportunity...
between now and December 20th for institutions to provide feedback
on the criteria for the Gen Ed courses that will be effective Statewide.
I'm going to send out something on Monday
morning... I'll ask the Provost to do it.
Monday morning, assuming that that will be a good sort
of, time for people to respond... not not on a Friday afternoon...
send out Monday morning... and it will be a Google
form that solicits feedback on each of the criteria...
and this will go far and wide... then the Gen Ed
committee will work to kind of summarize that data...
because what needs to go back to the Gen Ed
articulation task force is kind of a summary.
I think probably what we'll do is... we'll provide a summary that
we could take a look at... and then just give the raw data to people,
in case, you know, they... the folks who would
end up reviewing it, want to consult that directly...
and then the groups that will be reviewing this feedback and
making revisions, will be these same criteria working groups
that drafted the criteria and say... okay, what have we missed...
what do we need to clarify? Any of these kind of things.
So again, without getting into all of the workings
of AZ transfer and who's going to do what...
the thing that you need to know is... those groups will have
until January 27th to make revisions, based upon the feedback...
and ultimately, what will... you know, after
further reviews by different groups of people,
these criteria will be published at the AZ Transfer
Summit, which occurs sometime in late April.
I don't know the exact dates... not that they're
hidden, but I just haven't memorized them...
but the AZ transfer Summit, again, occurs in late
April... these in addition to our institutional...
we've already got... if you've ever submitted a general
education course you know that you have to say...
you have to demonstrate using the course
outline, how your course meets these criteria.
I think, based upon these draft criteria, with the exception of
the 2 new ones, we should be we could compose a crosswalk...
I think there's a good deal of overlap between
what we currently have institutionally in-house,
and what the... at the work groups have come up with.
So, that's the important thing for you to know... I'm going to distribute
the Google form survey that solicits feedback, on Monday morning.
That will then be reviewed at least once by the Gen Ed
committee... and our next meeting is the following Monday.
And so, if you want to... not, not... I'll leave... we'll leave the survey
open... we want to get a sense of where it's going in there...
but I've found that people tend to respond to things within
the first week... and if you don't do it within the first week
it kind of sits idle for several weeks after that, if you give greater
time... so, what I would encourage you to do... take a look at these...
if you want to look at them with your
disciplined faculty committees, do that...
but it's going to be set up so that you can
provide individual feedback on those.
And again, we'll summarize that data and then forward it
to these working groups, who are developing the criteria.
So, that's the the brief executive summary of the process...
now I'll answer any questions that anybody has.
---Rita Lennon:
Any questions?
---Sherrie Stewart:
[unintelligible]
---Michael Parker:
There are 2 things, so Sherry... and then Lisa...
Sherry, why don't you go first.
---Sherrie Stewart:
Okay, thank you Dean Parker... so, there is a vetting criteria that's on
the general education ATF page, I guess you'd call it, on the website.
Where where does that stand? Is that the complete vetting criteria?
From what you just said, there may be additional criteria.
So, I'm a bit confused... we wait for more criteria?
---Michael Parker:
No, I mean these are the drafts that you're going to be
reviewing... and the one that's on the AC transfer website...
is the one that I just shared with you
---Sherrie Stewart:
Okay great.
---Michael Parker:
Yeah, there's nothing further... but the other criteria...
maybe that's what you're talking about.
We have... on the one hand, I referred to the historical
criteria that have existed at the statewide level...
we're not going to be using those, they're pretty anemic, paltry
sort of things... but we also have internal criteria at PCC
that we have been using... that are much more robust than the
old ones... what I was saying is that we could take a look at at those...
and create a crosswalk between the 2... because I think that
the 2 that we've been using for several years at PCC
probably aligned pretty well with these draft criteria... so,
those are the... but I want you to review the ones that are
in the PowerPoint and that will be included
in the Google form that I sent on Monday.
---Sherrie Stewart:
Okay... so, you're going to be sending out the PowerPoint,
or are you talking about the PowerPoint that's on the
general education website for ATF.
---Michael Parker:
Yeah, I know I can only speak to what's
on the AZ transfer website, which is...
---Sherrie Stewart:
Well, that's what I'm talking about but it's called general
education and redesigning or reimagining the AJEC, that is...
---Michael Parker:
It's reimagine... that's what... that's what I'll
be sending to accompany the survey for...
to provide some context and information
for people who are completing the survey.
---Sherrie Stewart:
Okay.
---Rita Lennon:
Michael we have about one minute remaining.
---Sherrie Stewart:
Okay, I'm sorry... I'll email you because I see that the
PowerPoint and the vetting criteria are quite different.
So that's... I'll just email you.
---Michael Parker:
Okay... Lisa.
Lisa.
---Lisa Werner:
I'm sorry my thing re-muted... so I don't think there's enough time now...
so, I'll just... can I email you, because I actually have loads of questions?
But I guess, one of them had to do with the... um... if there
is time... with the slide that has the reimagined AJEC...
and has the new age at current AJEC-A, current
AJEC B, current AJEC-S for the Natural Sciences.
---Michael Parker:
Yep.
---Lisa Werner:
and so it's added this American institutions
and skills for a productive life.
---Michael Parker:
Right.
---Lisa Werner:
And the good news is it doesn't look like it really
takes out anything from what we had before,
except for when you look, consider AJEC-S...
there are additional Math and Science courses...
and so basically what my fear is... this is
adding 6 additional credits to an already...
like if you're in biology, the number of science courses you need
to take to be ready for transfer is already, you know, very ambitious.
---Michael Parker:
Right... the expectation is, students will take those courses as part of
their major, they will not be included in the general education curriculum.
---Lisa Werner:
Right... but they wouldn't be able to...
---Michael Parker:
So, let's... we're out of time if you put your questions
in the chat I will respond to them there...
---Lisa Werner:
Okay.
---Michael Parker:
and everybody else who might have the same
question can benefit from that as well.
---Lisa Werner:
Right... okay, thanks.
---Denise Reilly:
And then, everyone else Michael will be
coming every month to give an update...
so if that helps, we have several more
months to come in the next semester
---Rita Lennon:
Thank you Denise... thank you Michael...
thank you for your questions.
Lisa, your hand is still up... so, if you wouldn't mind putting
that down... so it doesn't confuse me, it's all about me.
Okay, our next item on the business is
study sessions follow-up and next steps.
Brooke I know that you had covered
quite a bit in the... in your report...
why don't we give you 5 more minutes to cover what
you want to and then I'll take the last 5, okay?
---Brooke Anderson:
Sure, yeah... so, well I pretty much have provided the update
and so the... I guess the the biggest question left,
unless I did... I did want to invite Kelly and Karla
to the floor too, if they would like to add anything
in terms of the work that we've continued
to do with the first study sessions...
853
maybe we'll just start briefly, very quickly with that...
see if Kelly or Karla would like to add anything.
---Kelly O'Keefe:
The only thing that I would like to add is... we have
recently found out through Roseanne that
Pima County has mobile health centers that
are going to be stationed at public libraries
and we thought that we would possibly look into those
mobile health centers coming to our campus libraries
and making that something available to our
students and employees in lieu of a health center...
until something more permanent can be
established.
---Brooke Anderson:
Thank you Kelly.. and that also reminds me, Roseanne
may have some things she might like to share...
yes I see she just added something in the
chat as well, about that, which is great.
Rosanne did you want to add anything else?
---Rosanne Couston:
I would just add that I'm glad to take any additional information
that people would like for me to share on the guide.
I have to give credit for my... to my library director for alerting
me about the mobile clinics that the public library is starting...
they have started one, actually today... and the link for
that is on the guide itself... but this is a living document...
the LibGuide is not something that stays static... things
will change... more resources will come forward...
some resources might go out
of date or be no longer available.
So, I invite anybody to contact me... send me an email
and let me know if you found a neat resource,
or something you feel would be valuable to students, staff, or faculty...
this is for everyone... so, thank you for allowing me to share that.
---Brooke Anderson:
Thank you Roseanne... and thank you for the amazing
LibGuide you continue to build on, it's a fantastic resource.
And Karla... just one last minute...
is there anything you wanted to add?
---Karla Lombana:
No, I don't think so... sorry cameras off... squawking
baby... but I think you guys covered it all... thanks.
---Brooke Anderson:
thank you Karla... and so the thing that I did want to
spend more time on is actually the working conditions...
faculty senate session... and, I'm sorry Rita, I'm feeling
a little bit off with you in terms of our plan for this...
I think of this section as a time
for discussion, not for reporting...
so, I feel like we've had some miscommunications in terms
of our plan with reports and discussion sections.
So... I wanted to open the floor with a... I guess some
formal motion to to discuss whether senators support
faculty senate assembling an ad hoc committee
on faculty working condition concerns...
so, I'm going to open the floor with that
motion... I think I formally need a second
---Rita Lennon:
I will second.
---Brooke Anderson:
great thank you so then I think that means
the floor is open, right... and I... yeah.
---Rita Lennon:
It's open for discussion.
Okay, so it's... the discussion is about
creating an ad hoc committee...
and you're just taking questions,
thoughts open for discussion.
---Brooke Anderson:
It looks like April has her hand up.
---Rita Lennon:
It is, so good.
---April Burge:
Hi everybody... how's it going... happy Friday.
So, it was brought up that we should form an ad hoc
group, to approach Dolores and some of the other folks
that are going to be re-examining certain things and we...
that we had discussed in our compensation senate study...
and it seems like we should have
a voice and be a part of that.
and, uh... you know... round up some
folks that would want to serve on that...
I would... I would volunteer myself but I would
love to invite other folks to join me.
And so, that's kind of what we've been talking about the
last couple weeks... just to give folks some context.
---Brooke Anderson:
I see James... James' hand.
---James Sheldon:
Hi, yeah... unfortunately, I missed the study session, but
it sounds like you all had a really great conversation...
I think that this committee would be a really good thing to have,
moving forward... and I'm definitely willing to help with that...
I wanted to just mention the importance of work
continuing to work closely with PCCEA on this...
I know our Senate leadership has been in very close
like, communication and working very tightly with them...
so, I think like, just continuing that collaboration
on this topic, would be great as well.
---Brooke Anderson:
Thank you James...
Sean.
---Sean Mendoza:
Yes, I know that there... if there were adjunct faculty
that are interested in participating in the group...
would they be compensated for their time?
---Brooke Anderson:
No... I'm afraid there's no compensation for ad hoc
subcommittees, which I know is problematic...
---Sean Mendoza:
But I just wanted
to just bring that up.
---Brooke Anderson:
Thank you... and we could talk
to Dolores about it, for sure.
Tiffany
---Tiffany Amorette Young:
Uh, yes... thank you... I would like to go ahead
and be a part of the ad hoc committee...
I think I'm fairly aware... I was able to attend the
study session, to listen to some of the complaints...
and I think that it's worthwhile
work... so, I would like to participate.
---Brooke Anderson:
Thank you... well, if there there's no further discussion, I would
like to move to motion that we vote on this by ballot...
and I have a ballot I can send if the... if someone wants
to second that, and if we have support for that.
---Tiffany Amorette Young:
I second.
---Brooke Anderson:
Thank you.
All right Rita, how are we... how are we doing
with the formal practices here? [laughing]
---Rita Lennon:
Well, you know what, I...
---Brooke Anderson:
Shall I distribute a ballot or do we have what we need to
distribute a ballot? I can... and what I can do is email it,
since it's something that only senators can vote on.
---Rita Lennon:
Okay... we can do it that way, that's fine... so,
everyone please look out for it in your email...
I always say we're in a... in a continuous
Improvement cycle that never ends...
and so, we're always learning
how to do it better, right.
So, Tal is asking... is there a clear charge
to find for the committee in the ballot?
And Brooke could you answer that please?
And then Matej I see your hand up.
---Brooke Anderson:
No... it's it's just, if you support
putting one together...
so, one of the things the committee would
need to do is, is come up with a charge.
---Rita Lennon:
Okay... Matej.
---Matej Boguszak:
Thank you... I just... well, I just wanted to thank you Brooke, for
organizing the study session last time into the faculty senate...
I think it really helped elucidate some of the issues that
people are experiencing and how it affects them,
and makes it difficult for them to get their
job done... I think this is a neat idea...
the all employee representative council. AERC, is a much smaller
body... we don't have faculty from all the different divisions
and so it would be really helpful to just kind of find out
more about what what people are experiencing...
and what their challenges are
if they see any opportunities...
so, it'd be a great way to work together on
some of these... some of these topics... thanks.
---Rita Lennon:
Thank you... and I believe we are out of time
for this... correct? Denise... we are? Okay.
I didn't have an opportunity to give you an update
on the study session that I had spearheaded.
Okay, we'll move on... so, the next business item is the
learning communities with Dana Drake Rosenstein.
---Dana Drake Rosenstein:
Hi... thanks for having me for one... and I'm glad to see Michael
Parker and Denise Riley here... who have already been
great Advocates of learning communities for
us... so, my name is Dana Drake Rosenstein
and I'm in anthropology... and I'm also the faculty fellow
for learning communities... I work with Jeff Thies,
who is the dean of college readiness success and
our goal is to... after a successful kind of pilot study
on learning communities in 2018 at
Desert Vista... we are looking forward to having
a suite... an entire set of learning communities that
will start in Fall 2023... so, let me share my screen.
So, among the most important things is that
there will be an informational session...
I have the chat in front of here it's probably in the
way... an informational session through the TLC
on the 7th at 4 pm... virtually... so, you'll see some links
where you can find information about those things.
So then, what is a learning community? So, there
are 4 basic parts of a learning community...
one is that, it's 2 interdisciplinary learning
courses... so, that's 2 instructors...
and the learning communities are under big
overarching themes... so, the goal of the, um...
oh Tiffany's here too I saw her... so, thank you again,
for her long time support for learning communities.
So, they're under... they made me think of it because what I'll tell you
now... so, they're under big, long, overarching themes... very broad...
and in that sense, we have for example, one of the
things that Tiffany and I worked on over the summer
was a theme around borderlands... and underneath that, many
different pairings of courses can fit, where they're myriad...
but by having these overarching themes, we allow them to be
reusable... and so that over the years, Pima will have this set of themes
and many different types of learning
communities that can go within those.
They have to have a compelling title, so that students are interested
in them... and then also, most importantly for the instructors,
is that they should pair... the way we pair them should be
Innovative ...should be timely... it should be novel, engaging...
and by doing... to do that, we make
the content complementary...
and that's one of my jobs, is to help instructors
who are interested in doing learning communities
to kind of merge your content in a way that is
logical but also extra interesting for students.
So, their LCs have been... learning communities
have been shown to be very, very successful...
there's a lot of research about them... especially for
Hispanic serving institutions... especially for women in STEM...
and other groups... and for us, that's really important
because of Pima's strategic goal to increase
student retention and graduation rates... and so,
this is one of the kind of background reasons
why we're working to have a much bigger
learning community program than we had in 2018.
So, for students and faculty, there are different
reasons why they are successful... both have
unique classroom experiences, so that's really exciting for
everyone... for the students underneath this broad theme,
you have these close linkages... so, there's the broad ideas of
the learning communities... and then, between the 2 instructors,
it's to show how there is very little we learn in
tertiary education that is not tightly linkable.
And so... so, that's very compelling for students to learn...
and also, a positive way for them to move forward...
understanding how, kind of, the world is just interdisciplinary...
the cohorts are very small in these courses
and so they're capped around the... especially,
many of them will have writing intensive pairings...
and so, they'll be capped around 24, 25... and that allows
the students to move through their courses together...
and, um... and be peer support for each other related
to the teamwork model... and that's teamwork...
the teamwork, not only for the students and in their cohort...
but also for the instructors and modeling how different...
instructors from very different disciplines can
work together... and how successful that can be.
Also for students, the learning communities
have embedded college support staff...
so, that will include a designated student success coach for
each learning community and if they're... they are needed,
there's embedded tutors and librarians... and so, the students
themselves are supported in... kind of, more personally
than they are generally, when they have a student success coach
who's just in the general population of Pima's administration.
So, for faculty... for us... among the most engaging parts is that we
get to revisit our syllabi, and think about them in a different way
in relation to the discipline that we're pairing with...
and so, that can be really exciting... and that's...
my main job is to help faculty from what seem to be
desperate... disparate courses to merge together...
so for example, an engineering course and an art course...
because buildings are actually pieces of art...
so, we can make all kinds of connections...
the idea of just... of just collaborating... how it's...
how inspirational it is... being able to connect with students
on a bit of a deeper level... because you know that they're
in the class... the paired class with you... on the
class that... with which you are paired as well.
And then... also, there's dedicated college support for
the faculty, including me in my role, and Jeff...
and also there is compensation for working
in a learning community, for your efforts...
so, you... you are paid a tier overload for prepping in the spring...
for coming to a workshop on teen teaching in the summer...
and then, depending on the modality that you choose for your learning
community, some are more work intensive than others...
you're paid in the fall as well,
when you implement the community.
So, really I'm here to kind of advertise
that these are coming up.
We are having, again, the information session through the
TLC on the 7th at 4 pm... it's virtual, so the links are...
you'll see it in a second... the links to access those things...
and really, we're looking for a kind of intellectual...
and, uh... intellectual commitment by other faculty or
colleagues, who are willing to kind of put the effort in here
and really get excited about them... and so, that's my goal
here today, is to have us agree that learning communities
are something that will be engaging for us and
really... hopefully, successful for the students.
one of our major goals at the end is to actually be able to engage
that, using star data... which, so all these things are possible...
and someone of course... who are interested
in team teaching, so that you're, um...
you're able to work closely with the partner
that... the teaching partner that you have.
So... at this first link which... Rita, I think has posted... and if not... you
know, there's... it's in the links that your Dean sent earlier in the week.
So, the first link has many, many details
about learning communities in general...
and also the ones that we have here
and will have here at Pima.
The info session... again, if you're unable to attend the info
session, then we have a form... a faculty interest form...
where we ask you to not only like, put your information, but
also, if you've been involved in learning communities before...
and the courses that you teach that you think
would be amenable to learning communities...
as well as your ability to commit to fall, or we've added spring on
there too, because many of our courses are only once a year...
and the way you think that... and the disciplines with which you
think that some of these courses can can overlap.
So, that's what I have for you... you can always contact
me for any any questions... and I'm actually willing...
I'm happy to stay after the meeting... I know there's executive session,
but you can put me with questions in a breakout room...
or start in a breakout room or something that I can stay
here for a minute... then I am happy to do that as well.
---Rita Lennon:
That sounds good... yeah, I can do that, for sure.
Thank you Dana, that was wonderful and that's the second time I've
gotten to hear that and it makes me just as excited as the first time...
[chuckling] so, that's great..
---Dana Drake Rosenstein:
That's what we're looking for I'm glad you got it.
---Rita Lennon:
Exactly... okay... our final business item for today... and
we're actually a little ahead of schedule, so this is good...
are the PSOL survey results with Jackie... so, she's gave us a little
bit of insight, you know... she tantalized us a little bit earlier...
but... now, you have the floor Jackie, for 10 minutes.
---Jacqie Allen:
Yay... data does that. [giggling]
---Rita Lennon:
For me too, yeah. [chuckling]
---Jacqie Allen:
Thank you so much... let me go ahead and share the screen...
and also, the link to the PowerPoint that I'm sharing right now
was in the agenda, I believe... and then, I can put it in
the chat real quick as well... okay, there we go... okay.
So, thank you for letting me come and present to
you today... I'm gonna go ahead and get started,
because there's a lot of information here...
the PSOL, it is a national survey for online learners...
and we have administered this since 2016...
every 2 years in the spring semester...
we ask students that took at least one online
course in the spring to answer the questions...
and for this spring 2022, that was close to 10,000
students... so, we had a 14% completion rate...
what it does is, it measures satisfaction and importance
from the students, as I was speaking to earlier...
and then it really helps us identify gaps that we may have.
So, I wanted to provide kind of a picture of who the student
majority is that answered these questions from the survey...
and primarily they are online, 82%... their enrollment
is 4 to 6 credits, which is part-time student...
most of them are employed full-time... they're taking
a fully online program... they're aged 19 to 24...
they identify as 43 Caucasian, 31 Hispanic...
we had a tie in what area they're pursuing,
23% in both Health Sciences and also in either Business, IT, or
Hospitality... we had to group those together for the survey question
they're in their 2nd year at Pima, and
they're pursuing an associate's degree.
So, that's kind of the picture that you
can see from the student perspective.
So, what the survey again, it tells us our institutional
strengths and challenges related to online learning
and if they're very satisfied, and the item is very
important to them, those are considered our strengths...
and then our challenges are very important but
not as satisfied... so, I'll be sharing both of those.
On this slide, you can see that we
have 7 institutional strengths...
the little star in the middle just indicates that this one item...
kudos to everyone here... is that we have a significantly
higher satisfaction rate when compared
to our national online learners.
Since this survey is administered nationally, we have about
90,000 students that they compare our data with.
and so number 4... student assignments are clearly
defined in the syllabus is... gets that indicator.
So, you can see here with number 1, the campus item... a campus
item is... meaning that we were able to develop this question...
we had 10 questions that we can add to the survey...
and so, when it says campus item, that's one of ours.
The course delivery system is reliable... this has always
been our highest or top strength in the past 4 surveys...
and we're happy that it still is.
The 2nd one... I was able to take courses based on
the modality of my choice... was a strength for us.
Registration for online courses is convenient.
And then, I had good information on how to access
and start my online courses prior to the first day.
Assessments and evaluation procedures are clear and reasonable...
and billing and payment procedures are convenient for me.
So again, high satisfaction, high importance
For this slide, what I wanted to do,
is just show a comparison from 2020.
So, you're not supposed to see everything on here.
[chuckles]
The white font is those that were same...
the same strengths in 2020 and 2022.
The left side shows us what we had in 2020... and
the only item there that's highlighted in black font is...
online courses are available in academic terms that meet
my needs... this was not a strength for us this year.
And then, if we look on the right hand side... I was able
to take courses based on the modality of my choice...
and I had good information prior to starting the class...
those were new strengths for us that were not in 2020.
So, we also like to pull apart the most important and most satisfied
to look at only those items, right... only those ratings.
and we can see here that all of them, except for the ones in
bold, were were strengths for us... and kudos to the library,
because we always have them listed as a most
satisfied item, so you can see they're in bold...
and then everything else is really one of our strengths
I have a few quotes, but I also have another document
that I'm going to share, that has many more quotes.
So, I'm going to skip over a few of these because of
time, but you can definitely go back and read them...
they're just matching the strengths... and I have
a few later that match the the challenges...
but again, there's a more comprehensive document
I want to be able to review with you...
so. I'm going to to skip through these quotes,
since you can access them from the link.
So, looking at our challenges, we have 5... and
the little circle with the dash... that just means
that these are significantly lower satisfaction
than compared to our national online learner group.
Number 1... program requirements
are clear and reasonable.
Number 2... the quality of online instruction is excellent... we do like to
indicate that they tell us almost every institution has this as a challenge...
so, it's not uncommon... and we're not sure why...
they don't know why, but they just want to share that.
The third one... there are sufficient offerings within my
program of study... this institution responds quickly
when I request information and I'm aware of whom to
contact for questions about programs and services.
So, if we do a comparison from 2020... again, there's not
much change... from 2020, the only one that we don't have
on a strength for this year is... I receive timely
information on the availability of financial aid...
and a new strength for us that wasn't in 2020 is... program requirements
are clear and reasonable... everything else was the same
If we're looking at pulling apart least important and
least satisfied... this is where it gets interesting...
because none of these items are our challenges...
so, this is all new information, new items.
You can see that sources of information... certain
particular ones... are at least important to the student.
one item here that caught my attention, that is
on both least important and least satisfied...
it's not a challenge though because the gap is not high enough is...
the student to student collaborations are valuable to me.
that's always eye-opening because from the student perspective,
they're not seeing those as important, right... when we know they are.
Factors to enroll is the distance from campus... I use
the Pulse app to work on course related activities...
we wanted to ask this question to see if students
were doing coursework on their app...
or if they were just wanting it for notifications...
and it looks like it's of least importance to them
to be able to do the coursework there... and then,
I utilize resources at physical campus locations...
this again is going back to the students who are answering
the question... many of them are fully online.
Least satisfied ...you can see here that again,
they're different student to student collaborations.
The quality of instruction in my online course
is equal to or better than my face to face...
this is a similar question right below, to the quality of student services
available online is equal to or better than face-to-face.
So, those we can definitely want to dive in a
little bit deeper.
My program advisor helps me work towards career goals... and channels
are available for providing timely feedback about complaints.
Thank you... looks like I have a 2 minute warning...
I'm gonna skip through these quotes as well.
It won't let me move through... there we go.
[chuckles]
So, on this one it may be difficult to see
for you, but what we wanted to share is...
of the 10 items we developed... what were the gaps from
these questions? And these are really important, I feel.
Oh, it's not... my apologies... it's being
a little slow... let me see if I can.
Hopefully you can see it if you have it up on your screen...
I think I just need to let it work itself out. [chuckles]
But there's a few there that are particular
interest to faculty, I believe... here we go.
So, the technology tools used in my online courses,
do not impair my ability to be successful.
There is a pretty large gap between importance
and satisfaction with that item.
My online instructors though... this is a positive flip... encourage
diverse perspectives and discussions within the online course,
80% importance rating and 76% satisfaction...
so, those are just a few I wanted to highlight.
So, what are we doing with these? We are looking at, in
PimaOnline, the challenges... the low satisfaction scores...
but also it tells us what is important to students about taking
online courses, which is listed here at the bottom...
availability, reliability, convenience, clarity, and preparation.
I know we're hitting on the 3 o'clock...
so, what I would just like to do is...
if you would like to see more about Pima data,
I did add a few slides... particularly about our data,
and the one that I feel is really interesting, is looking
at our exclusively online or exclusively in person...
this is the modality of what our students are
choosing... this is a chart here from Fall 2021...
it's very similar to what we have this semester as well...
so, the feedback... if I could just share one more thing.
This is a link... this is the feedback document
that we have that's more extensive...
and you can play around and interact with the document to see
what kinds of quotes and comments are coming from the students.
So, I will put this in the chat or put it in the agenda... share it
with Rita so you can see it... it's taking a minute to pop up,
so I'll go ahead and give you the link, because I know I'm out
of time... and thank you again for letting me come today.
---Rita Lennon:
Jackie, thank you so much for presenting... this is
important information for all of us who teach online...
and, you know... all or just one class... we appreciate this information.
---Jacqie Allen:
Sure.
---Rita Lennon:
Okay... so, this does close out our regular monthly meeting... we do
need to adjourn and then we will be moving into executive sessions.
So, senators will need to... if you can, stay, please do... we will
need to have at least a quorum to discuss what we need to.
So, I'm waiting for a motion to adjourn.
---Sean Mendoza:
Motion to adjourn.
---Rita Lennon:
Thank you Sean... second?
Asking for a second, [chuckles[
not doing it myself.
---Sean Mendoza:
It's in the chat.
---Rita Lennon:
Oh, wonderful... thank you... sorry,
I should look left... my apologies.
Okay, it's at 3:02 and we are going to
adjourn our regular monthly meeting.
Senators, please stay on... if you're a guest or not a senator...
faculty... please go ahead and exit the meeting.
Thank you for being here with us.
---Kate Schmidt:
Have a wonderful holiday season, great last few weeks
of the semester... and we'll see you at all faculty day.
we'll see you see you... we'll see your legs.
---Rita Lennon:
Yeah... I will actually see
more than just the head...
---Kate Schmidt:
boxed tickets...
---Rita Lennon:
head box... all right, thank you.
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