*********************************************
DISCLAIMER: THIS FILE WAS PRODUCED FOR COMMUNICATION
ACCESS AS AN ADA ACCOMMODATION AND IS PRETTY CLOSE TO 100% VERBATIM.
THIS IS AN EDITED FILE BUT MAY CONTAIN SOME ERRORS.
THIS IS NOT A LEGAL DOCUMENT, IT MAY CONTAIN COPYRIGHTED, PRIVILEGED
OR CONFIDENTIAL INFORMATION.
THIS FILE SHALL NOT BE DISCLOSED IN ANY FORM (WRITTEN OR
ELECTRONIC) AS A VERBATIM TRANSCRIPT OR POSTED TO ANY WEBSITE OR
PUBLIC FORUM OR SHARED WITHOUT THE EXPRESS WRITTEN CONSENT OF THE
HIRING PARTY. THIS IS NOT AN OFFICIAL TRANSCRIPT AND SHOULD NOT BE
RELIED UPON FOR PURPOSES OF VERBATIM CITATION.
*********************************************
March 3, 2023 Faculty Senate
---Rita Lennon:
Okay... so, we'll go ahead and get started... we're...
I've asked now for everyone to add in chat,
your name and the area of the college that you represent...
and soon we should have our sign-in sheet as well.
When Lisa Warner does get here... Kelly will you reach
out to Lisa and just ask her to add the sign-in sheet,
both to the agenda and also to chat.
All right, next up... thank you... next up we have
requests for agenda modification or executive session...
are there any requests
for agenda modification?
Okay... not hearing any requests
for agenda modification...
---Brandy Wright Randolph:
Question Rita... I'm sorry I couldn't hit the button I'm
trying to count to get the quorum and everything.
---Rita Lennon:
Excellent.
---Brandy Wright Randolph:
You know, what I sent you... is this the appropriate
time or is that on later in the agenda? My apologies.
---Rita Lennon:
That's okay this is the appropriate time
---Brandy Wright Randolph:
Okay, awesome... and I'm hoping Kelly can go ahead and count...
and see, I got up to 12 and then I heard you mention that...
yeah, I would just like to propose that the way the minutes
are actually approved, be reverted to the original format,
where we take the first 5 minutes of the meeting, and
be able to review that... I know yesterday when you sent those,
I had complications and wasn't able to see the minutes,
and I don't know if other people have that issue,
but it would certainly be my request that we revert back to
the old way of doing it, where we take the first 5 minutes
and just have them reviewed and
approved at that point in time.
---Rita Lennon:
Very good... okay, I'm gonna go ahead and add
that to the last item of our business section,
that's where we were vote... so, um... okay,
we'll go ahead and add that to our agenda...
any other agenda modifications before we move forward?
Okay... not hearing any, we'll go ahead
and move on to executive session...
are there any requests for executive session?
Okay.. not hearing any, we'll go ahead and move
forward... are there any requests for open forum?
Okay.
---Xavier Segura:
I have a request for open forum.
---Rita Lennon:
Oh, I'm so sorry... yes, you had your
hand up even, how wonderful, thank you.
---Xavier Segura:
Absolutely,
---Rita Lennon:
Okay, go ahead.
---Xavier Segura:
Thank you... President Lennon... so to begin, I want to start
off by thanking our advisors at Pima Community College
for the fantastic job that they've been doing with our students
not only with guiding and advising our students,
but a lot of great resources that I've been able to witness
with a lot of the interactions that advisors are doing,
and how they're interacting with our students... so, kudos
to all of our advisors throughout the college as well.
Secondly, I do want to give a huge shout out to the career
services and employer engagement department as well,
for the fantastic internship and workforce job fairs
that they've been hosting for our students as well.
And lastly, as we all know, Dr Doré's departure is coming up...
just want to give a very meaningful and thank you to Dr Doré
for the positive impact and the everlasting positive changes
that have happened at Pima Community College...
and you will be dearly missed, and we wish you the
best in your future endeavors as well, sir... thank you.
---Rita Lennon:
Thank you... yeah, and for those of you who are
able to attend his event a couple of days ago,
it was wonderful to hear... and listen to all the people who
he has definitely touched, and will hopefully continue...
we'll be able to continue to have a conversation... err...
not conversation, but you know, keep in touch as well.
Obviously, I'm still flustered...
Tom, you have your hand up.
No... just checking out all the
buttons, okay... I do that too.
All right... is there anyone else who would
like to provide anything for open forum?
Okay... not seeing any, not seeing any
in chat... we'll go ahead and move on.
So, we have the chancellor here... so, Chancellor you
have the floor for remarks and questions and answers.
---Lee Lambert:
Well, thank you Rita... I'm gonna have Tom display
a PowerPoint that I will just go through very briefly.
Thank you Tom... and I was hoping I'd be able to see
everybody, but I guess not... [chuckles] anyways...
so, thank you all for having me here this afternoon and
I wanted to come and clear up some things with all of you,
I know there are some of you who had concerns about
some remarks that I made to the governing board
as it relates to the budget... and a question that
was asked of me during that study session...
and so, first and foremost... we're not doing away with
transfer education... I want to make that very clear...
we're not doing away with transfer education.
What I'm about to share with you, I hope we all start
to look at that, and think about how we can improve
transfer education at Pima Community College...
but also recognize that is in the context of
the realities of our resources, and balancing the other
parts of our mission... so, with that said, Tom, next slide.
First thing is... this is directly from the U.S
Department of Education College scorecard...
we are not designated as a degree granting institution... as you
see on here... we are noted as a certificate granting institution...
and simply what that means is... more awards are earned
as certificates at Pima, than there are degrees.
Now, it doesn't mean that you're not granting
degrees... just means that the reality is...
more certificates are earned than degrees
at the college... next slide please.
So, there's a number of metrics that we follow
at the college... and we report that data...
and you can see here in our voluntary framework of
accountability... you see the different measures
that we track... and so, I'll just highlight a few of them...
so, people who are getting the AA, and then transfer...
it's only 8.4 percent in the year, using cohort year of
2015... and then you have a group who get 5.6,
who get an AA and do not transfer... then you have a
group who gets their certificate and then they transfer...
and that's 2.6... but here's the one I want to call the
larger attention to, is the "No Award" and transfer rate,
which is 25.8 percent... so, that's in the line
with what I was saying during my remarks...
more people are... the people who are transferring,
more, tend to be folks who do not get a degree...
but they will transfer out... so, next slide.
And then, if you look at this slide here, this is data that the
college reports to the National Student Clearinghouse...
and if you... I mean, it's a very busy slide, so let
me just go to, just the columns on the far right.
Our transfer total... 5,825 over a period of 5 years... that
means only 9%, which equals 9% of our students transferring.
Look at the number of students who did
not transfer during that period of time...
56,529... that's 91 percent of our students who come here
to pursue a transfer education, who are not transferring.
Next slide please... we also report our data to the
Arizona Transfer... so AZ Transfer is how it's referred to.
So, next slide... and I want to show you that... you look at our
numbers at the top of students who go on to get a bachelor's degree...
it's not that many numbers compared to the
numbers I just shared with you in terms of the
students who come here for a transfer education...
then you look at the AGEC types...
the 3 main types are the Arts, the Business and the
Science... and then if you look at the degree types,
we offer 6 degree types at Pima... here are the top 3...
and by the way, these top 3 make up the overwhelming
majority of degree types that our students are getting here
at Pima... I mean, I think it's probab... it's a very high degree.
So, this was the data that I was
basing my remarks against.
So, I'll stop there... Tom can you
pull that? Any questions about this?
All right, I hope all of this is being shared with all
of you... are you... have you all seen this data?
I'm seeing heads shake "no."
Well, that's... I'm hoping that will change very soon...
I think all of you need to see this data...
hopefully this data is part of your continuous improvement
conversations, because we have to get that transfer rate up...
especially if... at some point in the future,
they start to shift more focus around outcomes...
and if the shift starts to be around outcomes, then
this is going to be problematic for us as an institution.
And so, what are some of the things that
we can do to start to move the needle?
And there are things already in play... it's my understanding
that the Provost has communicated to the Deans
to start to set an expectation around faculty advising...
I'm not sure if the if that's been communicated to all of you...
a lot of work's been done around strengthening our advising model...
and I think that's one of the key ways to help move this needle
because a lot of our students probably don't understand the full magnitude
of moving beyond just getting some credits and then transferring
but rather, understanding the value... and they're more in
contact with you, than probably anybody else at the college.
So, that's why faculty advising is so crucial,
that you have to be part of the equation.
Now hopefully, your Deans are having these
conversations with you as directed by the Provost.
Also, you know, the whole DWF rates... that's another important
part of the mix here... the attendance taking, the textbooks...
we have to figure out a way to lower the textbook cost...
you have colleges where students don't have to buy textbooks,
because it's built into their fee structure and they
just receive the textbooks as a prescription model...
or a subscription model, not prescription model, but subscript...
so, in other words there's a lot of good strategies out there
and if we start to engage and explore those strategies, I think
we're going to see the needle moving on these transfer rates...
but that's what my remarks were based on... so, I didn't just
make them up... I might have not fully stated them accurately,
but... but doesn't mean we're going to go from that to... oh, we're
going to start, you know, making reductions and things like that...
that's not my intent at all... we're not doing away
with transfer... please get that word out.
Also... clearly you're not seeing this... I hope that faculty
senate, Rita, will start to engage this data more...
and then asking the Provost and the Provost
team to come and talk about the significant...
we... we received this data every year... so, this is not, you
know, new stuff... it's a question, is it being shared?
Yes, Rita... your hands up.
[chuckles]
---Rita Lennon:
I have a few questions in chat, but I do want to also
remark about the last thing that you shared as well.
So, the first question is... can we please have a link
to this presentation for the official minutes...
but also, just for other senators to be able to review.
---Lee Lambert:
Yeah, we'll send you this data ...and this data, you can
also get it through Nic's office... Nic Richmond's office.
[random sound]
And she has the more comprehensive report... so,
these are just a few slides that come out of the reports...
the Provost also has these reports as well..
---Dolores Duran-Cerda:
And Chancellor... we did share the AZ Transfer report... the Pima
report, with faculty Senate officers in our senate and admin meeting.
---Lee Lambert:
Okay... great.
---Dolores Duran-Cerda:
Then we discussed it.
---Lee Lambert:
Excellent.
---Rita Lennon:
And then, there's another question
from a senator here in the chat...
do we have any data on the reasons that students on a transfer
pathway do not go on to transfer to an Arizona Institution?
---Lee Lambert:
Dolores or Irene or David?
---Dolores Duran-Cerda:
Could you repeat the question please?
---Rita Lennon:
Sure... do we have any data on the reasons that students on a transfer
pathway don't go on to transfer to an Arizona Institution?
---Dolores Duran-Cerda:
It's interesting because they do intend... they indicate that
their intent is to transfer but for many reasons they don't.
We have some anecdotal information... but some of it
has to do with "life happens" and they're juggling family...
Also, the stark contrast going to a 4-year institution
is difficult sometimes... COVID reasons as well.
We do see that males are transferring less than females... and
I've talked to the U of A Provost about that and we're looking
into a joint grant between Pima and UofA to address
the male... males that... specifically males of color.
I don't know if Irene is here... Suzanne
would like to maybe have other insights.
---Irene Robles-Lopez:
Sure, absolutely... this is Irene... I was going to
mention that, of course, as the student moves
through their educational pathway, we do know that there are some
of those external factors that do end up impacting students...
and so, we are aware of that... and so, we are working on trying
to form partnerships with community-based organizations
that we can help connect students to... so that, as they do
encounter challenges or barriers, we can hopefully connect
them to resources that can help them stay focused in
school... the other thing that I want to mention is that
this morning I attended the apprenticeship
partnership that we are now engaging with Raytheon,
and so, there are other opportunities as well, where students
may be finding that, maybe that was their original intent,
but as they're moving along their trajectory, they then find
that... hey, maybe I want to pursue something different...
and so, they may also be moving into other programs... one of
the other things that I did want to mention is that as we know,
once students stop attending... if they don't end
up transferring... if they don't end up completing...
then trying to reach those students when
they do stop out can be a challenge...
but that is something that we do make an effort to do to try
to learn from them um what was happening in their lives
that ended up impacting that... their persistence or their retention...
and so, as you all know... oftentimes, when you have students
that are in class and then are not attending... I'm trying to reach out...
and trying to get in touch with them can sometimes be a challenge,
but that's something that we are... I'm continuously looking
at, to make sure that we have better support systems
and as the chancellor mentioned, with us working
more collaboratively together, with faculty advising,
with their program advisor, with offering these other supports...
we can offer more holistic support system and success network
to help support our students as they move along.
---Rita Lennon:
Thank you... thank you for that information... we do have
another question... Makyla, go ahead you have the floor.
---Makyla Hays:
Yeah, first of all, thank you Chancellor Lambert for coming
and addressing these questions and these concerns...
I think it was kind of crucial that as the reaction
started, that you knew that those were coming...
and I appreciate you coming and giving us
that data and starting the conversation...
one thing I'm wondering about... this advising and everything else...
and it could just be me, but it's a topic to maybe think about...
the move that we made from Campus based to discipline
based has a lot of strengths, but I do wonder if it has,
along with the increased workload and the pandemic and everything
else... if it has put us in a place where a lot of us faculty,
especially in supporting areas, like
math, and in some other places...
if we don't know what all of the areas are
to advise our students to transfer...
I don't talk to enough people... I talk to a lot of faculty, and I don't
know enough about those other areas to do enough advising,
I feel like, to help my students figure out how to transfer... and so, it
would be, I think, helpful as we look at the redesign of leadership,
as well as the workload concerns... if we could think about
how we might lighten the administrative load of the faculty,
in terms of like, just the little things that we do... and encourage
and fund these ways for us to speak between disciplines...
so that we can actually give our students good
information, and help them understand the pathways...
because honestly, I don't know that I fully understand them...
up until a couple weeks ago, I didn't realize AGEC wasn't
considered a completion... so, these are all things that I
think... you know, faculty want to be on board and everything,
but I think we've siloed ourselves so much in some of our
functions... but I'm not sure that we are going to be effective
without opening up some of
those communication lines again.
---Lee Lambert:
So, Makyla, thank you for sharing that, and thank you for sharing
the overall sentiments that were... that you had received.
I think this is exactly why it's important that this kind
f data be shared with faculty senate on a regular basis,
so that you are in dialogue about the kinds of things, strategies,
we can deploy to address gaps that exist at the college.
But I know it's hard to do that if
you haven't even seen any of this,
and there hasn't been conversations around around it...
and so, I know the Provost and the folks in student services...
and now that Irene will be taking the leadership role,
overarching way, we'll make sure to tighten that up.
I think the TLC can play a big role in that... it's not that
you need to understand... just as, just my thought...
it's not that any one of you needs to understand what another
discipline does... it's just to understand when a student is
interested in a different discipline you know
where to direct them or guide them, right...
and then, when they ask general questions like... well, should I just
finish my AGEC and transfer... or should I stay and get my degre?
So, being able to answer questions like that...
we can help with all of that through the TLC...
so, I look forward to strengthening
all of those components.
I think what you'll see is, a lot of your colleagues in the
workforce side... this is a big part of what they do
as part of their their work... but they're... you know,
more encapsulated in terms of the the program, right...
this is a lot different than on the
Gen Ed liberal arts side of the equation.
---Rita Lennon:
Thank you... Irene, you have your hand up?
---Irene Robles-Lopez:
Yes, thank you so much Rita, I was just
going to speak to Makyla's question.
So, I know that the Provost will be reaching out to
the Deans and to the faculty a bit more about this,
but really, the goal is to utilize your subject matter expertise
as faculty in the classrooms, to help support our students...
and so, it's not necessarily the approach, as the chancellor mentioned of...
you know, having to know everything about the other programs...
or you know, what does that mean... what does that look like? But
really, just being able to connect students if they have questions...
knowing, you know, who to connect them with and just kind
of, you know, handing that student off... but then also using
your expertise as faculty in the classroom to also be able to
support those students the way that you know nobody else
at the college really can, because you do have that subject
matter expertise... so, I just wanted to mention that...
but I believe that there will be more
information to come from the Provost.
Thank you...
[unintelligible]
---Dolores Duran-Cerda:
I think I could chime in Rita... that faculty are already
doing this... they are already talking to their students,
advising them about what's the next sequence of classes
they're supposed to take... what about transferring?
What about careers and opportunities? The thing is that
we haven't done a really good job in documenting that...
and so, that's where our efforts are going to be really focused
on... in addition to enhancing and providing guidance
about those types of questions and advice that faculty
can give... but you're already doing it in many ways...
we just need to monitor... track it basically...
and document it... so, thank you.
---Lee Lambert:
Ah... so, Rita... let me just close with this...
I know you have to move on with your agenda.
Also, another important piece in all of this is, when you look at
the AZ Transfer report... you'll see the the number of credits
students receive in the aggregate in certain categories... so,
there's direct transfer of credits, there's the elective category,
and then the category where no credits transfer...
so Pima, and this is not exclusive to Pima,
but what you'll see is, too many of our credits transfer
as electives... and the problem with that for a student is,
that means, not all of their credits are transferring... so, they're
paying for something... they're spending a lot of their time,
and it's not moving over... so, we've got to figure out
a way to tighten that up, so that every credit works...
which then creates more of an incentive to stay
through till degree, as opposed to transferring early...
because of the react... because I'm more incentivized
to transfer at AGEC, because all of that moves over...
I'm less incentivized to stay beyond AGEC,
because not all those credits are going to transfer.
So, I think we have to kind of, you know, grapple
with that... I also want to make one last point...
I think there's still some folks thinking there's mixed
messages here I was only responding to a board question,
my comments weren't meant to be literal... I was
more talking figuratively, based on a concept...
what I'm saying to you... and if I misspoke about the transfer
piece, I apologize for that... we are first and foremost...
our biggest part of our mission is transfer education...
but as I shared in the data, we've got to do better.
Now, with that said... most... many community
colleges are in a similar situation as Pima, okay...
so, this is not unique to Pima... I think a lot of it has
to do with... we are an under resourced institution...
and so, we have to be more strategic about what we have, and how
we use it... especially if we start to get measured by our outcomes
and therefore, we can't be all things to all people because
we're not getting the kinds of... I mean as you all know,
we don't get any state aid... our students don't get state
aid... you have a lot of states like California that provide
the resources to the institutions, as well as resources to the students
themselves... we get none of that in the state of Arizona.
So, I just want to thank you all for your time... and here's
one last thing I'll share... I think it may not be proper
for me to share the student's name but one of our students
has been selected as the 2023 all USA academic team.
And that's in large part to to those of you on
here who have worked with this student...
and the only reason why I don't share the student's name
is, I don't know if the student's been contacted yet
to let them know that they have just won this award...
I don't want the student to find out from someone else.
You get what I'm saying, right... otherwise,
I would share the name of the student...
but this is now... it's just a great example of the great work that's
going on at the college... have a great weekend everybody.
---Rita Lennon:
Thank you... thank you for being here.
---Lee Lambert:
You bet.
---Rita Lennon:
Okay... so, moving on to our agenda,
we have the Provost report next.
---Dolores Duran-Cerda:
Thank you Rita... and thank you
Chancellor for being here...
and just to reiterate with what the chancellor was saying
about transfer education and our Gen Ed redesign.
So, that is part of the Chancellor's goals under academics
and it's also part of my goals as a Provost...
and in our Academic Affairs Forum, that's after faculty
senate, I'll be sharing more details about that too.
So, we are in conversations about it with your
officers... faculty senate officers, on a monthly basis...
and so, this is important information to continue
talking about, and how can we improve.
So, everybody received the Provost report... I'll just touch
upon 2 things, and then I wanted to share something else...
it's not a part of this report but on the first page you'll see
about the opportunities that our PCC graduates have
to serve as political appointees in the Biden/Harris
administration... and we've had students participate in this...
these opportunities as interns... and it's just a wonderful way
for them to acquire more knowledge about the political system...
and negotiations, etc... so, if you have any students
or if you'd like to learn more about it yourself,
please contact your colleague Erich Saphir, and he
will be happy to provide some more information.
Also, as you know, Denise Riley, in the board reports
would share accomplishments of faculty...
we've now transferred that over to the Provost report and
I'll be asking you later in our academic affairs forums,
how else we can better recognize faculty
for all of your accomplishments
in addition to your teaching... as well as your
teaching... but we have here a couple of folks...
we have a Japanese instructor instructor, Kazuyo
Keller, who presented at the IFLTA conference...
and then also Dr Pamela Sulger, who received an award for
the 2022 Innovative E-learning Teaching Technology Award...
excuse me... at the Instructional Technology Council
Conference... so, please take a a look at what they've done...
and if you see them, or send them a little
note to congratulate them on these efforts.
Now, I know I only have a couple of minutes, so the other
thing I wanted to share with you is that on February 16th,
some of us went to a business breakfast that's put by the United
Way Group, as well as Women United, which I'm a part of.
The keynote speaker... her name is Dr Valora Washington
and she focuses on early education...
and this whole event was to promote early education
and literacy... but she was very... she was fascinating
because she focused on Generation Alpha... so,
forget Generation Z... we're now in Generation Alpha,
which are those children who were born
in 2010... and what's different about them is that
their environment is completely 100% digital... we're
digital immigrants, right... and children, our children, etc.,
are different ages, but this group is completely 100% digital... so,
we need to be ready when we receive these students eventually...
and we have to be thinking of the future, and be
ready for them, as to what their expectations are.
So, for example, they're used to mobile devices of course, virtual
assistants, they're used to toys and accessories being digital...
in fact the keynote speaker said that kids would... of the
alpha generation would rather have an iPad than a dog.
I was like... oh, my gosh... [chuckles] I mean, things have changed...
also, what they want to aspire to be when they grow up.
Do you know what the number one career they want is?
---Rita Lennon:
[overlapping from Rita] A YouTuber.
---Dolores Duran-Cerda:
A soldier. [laughing]
---Rita Lennon:
Yeah... [laughing]
---Dolores Duran-Cerda:
Social media influencer... that
is what they want to become.
So... just keeping in mind, you know, all of these pieces... and I
know we've had some conversations on it with faculty internally
about ChatGPT and whether we embrace it... whether
we resist it... I think we're kind of in consensus
that we should embrace it and use it as
a tool, but with parameters of course...
and I'm talking to the Arizona Community
College Provost, or chief academic officers...
I asked... actually asked them one of our meetings...
and they haven't... they've barely started the conversation...
we're way ahead... we're already having discussions
and... on the TLC's put... among other departments,
put out some panels and discussions
about it... but more about that later...
anyway I just wanted to share those pieces with
you, and also to do a little plug-in for joining us
in the academic affairs forum after this meeting... so, thank you
very much... I don't know if you have any questions...
if not. I'll pass it back to Rita.
---Rita Lennon:
Thank you so much... and yeah, please come to our...
to, not our... [chuckles] it's not mine... but... [giggles]
please come to the academic... well I guess because
we are all part of academic affairs I can... we can...
we can all take ownership for it, right?
---Dolores Duran-Cerda:
exactly.
---Rita Lennon:
So, next is my report, but I did want to give the time to
the chancellor since he was going to be able to attend...
so, I just have 2 things to share with you... and that is that
we do need to start gathering our nominations...
[unintelligible talking] for Americans...
Um... I'm not sure who's... who's talking but I have the power
of mute, so I'm gonna go ahead and wield that power.
So, we do need to start collecting nominations for emeritus
status... so, the AP for that is attached to the agenda...
so, if you could please start working with people you know
who are eligible for that and getting that documentation in.
The first step would be to send it to your faculty senate
officers... if you need to have that email address
please let us know and one of the officers...
I'll ask you to add that to chat here soon.
The other thing that I would like to point out
is that we have the UN... it's not unsustainable,
it's actually the United Nations sustainable
development goals... there are 17 goals...
and this will be the second year that we are
doing a design challenge... and we need you...
we need faculty who are either subject matter
experts or have a passion in that area.
I've shared a link, so if you go to the agenda, the UN
for United Nations, actually is a link to all 17 categories
the link to sign-up if you want to become
a mentor or participate in any other way...
is the link that says "faculty needed"... so, please
consider doing that, and share that information.
This is a really cool opportunity to work with
students from all different areas of the college,
who have all different desires and intentions...
and work towards mending something,
both for our local community, but also,
it could be worldwide... so, consider that.
Next, really... all I wanted to share for this
month... and we'll go ahead and turn it on...
turn it over, I should say... to Brooke Anderson,
who is going to provide some more information.
---Brooke Anderson:
Hello everyone... and so, I have a couple of updates just on
continuing work from a couple of our study sessions this year.
So, with the original September study session
on reproductive health and bodily autonomy...
you all should have received an email from me, sharing
with you some of the work that Kelly and Carla and I
have been continuing to do on things like a syllabus statement
that could better communicate and support students
and faculty alike with reproductive health including
other kinds of health issues like injury and illness...
you know, what are students supposed to do when
they have those kinds of issues during a semester.
So, the syllabus template, right... is something that we
have an opportunity to provide feedback on every year...
of course the timing was a little off for us in terms of really being
able to organize as a senate, during senate meetings, so...
hopefully... if you are in support of some of
those ideas that we shared there that you can...
you provided some feedback... but that feedback was due on
Wednesday... so, that's just a little bit of an after the fact update...
but also, it's kind of stemmed and interesting topic about you know
things like, the syllabus committee being able to take our feedback
and put something on that template... is somewhat limited
by whether or not the college has policies that support that...
and I see that a lot with even the work that I do
with Equitable Assessment Practices, right...
there's kind of this disconnect between some equity talk at the top...
and what practitioners are individually doing in the classroom...
but then, where... where is the support in our policies to
make sure that there's a connection between all of that,
so that we can all move more together towards
diversity, equity, and inclusion work, for example?
That's something we're all doing, right... how do we make that happen?
So, you know...but Josie Milliken, when she was president,
and we had the George Floyd incident, and we started that
Systemic Justice Committee... and initially started those
syllabi statement recommendations... but the...
they didn't... the syllabus committee didn't want
to adopt them for the syllabus... but rather, just let...
allow them to be recommendations for faculty
but then we also came into this issue of
like, well where do we house those, right...
and how do we make sure we're not having these kinds of
choices that we as faculty can make in our syllabi...
provide conflicting experiences for students that
can cause issues, right... without shutting down
really important progressions and work in that way... so
anyways, interesting conversation for us to continue to have,
that we could maybe... officers could possibly bring to administration
or we could add to a business item maybe at some point...
I'll say down the road here is that alignment... also, the
faculty workload concerns group has had a meeting...
and then we've got another one scheduled for the 15th...
so remember, anyone is welcome to join these meetings
senators or faculty alike... so, please help spread the word that
we'll be meeting via Google meets on the 15th from 3 to 4...
and where we are with that really is just that, we've got... we had
some really good conversation and we're working on a questionnaire.
And we... actually, I'm sorry... we had a second
meeting this week... to gather data that we
can use to help provide information to the
appropriate people... so, for example,
Nina Corson is now going to be the one who's leading the
revision of our faculty leadership handbook
and so, we are really focusing in this group more on department
head roles, both for Pima online and in the other modalities,
to help clarify and provide some good
information that can then help support
Nina as she's working to get that
committee together and organize that work
so, that's a little bit that's going on there... and then
finally, just a... the ACC, I don't really have any updates,
other than maybe Sean will extend a little bit just on,
we are... there is a subcommittee now working on...
like I said last month they've had I think one meeting... I wasn't
able to go... that was about faculty profiles in our catalog...
and bolstering those, as a way to kind of combat some of the negative
perception of things like "Rate My Professor" can put out there.
and things like that... so, maybe Sean
will talk a little bit about that.
I think I'm probably out of time but I did
just... if I... if there is a minute or 2 extra,
I did want to invite Kelly and Karla, just if they'd like to add
anything to the work that we've been doing together
on health and wellness for
our students and employees.
---Kelly O'Keefe:
I'll just make a quick note that the brochures and
business cards that have been distributed to all
campus's Student Life offices and libraries, are
quickly being distributed and we've already had
to replenish at a couple different campuses... so, I've
heard also from the Pima County Health Department
that their patients are picking up... so, actually our students
and faculty are taking advantage of these services now...
so all good... all good news on that...
on that end, okay... that's all.
---Rita Lennon:
That's awesome... I mean, I don't know if we're collecting...
if they're collecting data about where is the...
you know the amount of patients are coming
from, but if we're contributing just a little bit,
I think that's wonderful... what a win for you guys...
awesome, okay... and Karla said: nothing to add...
Brooke and Kelly, happy to be part of this great
work... so, we'll go ahead and leave that there.
Thank you for your reports... and as you know, Brooke will
be stepping away... but she has the rest of the semester...
so... so, we get her for April and May... and then the
new VP... sorry... president-elect will will take over in Fall
Okay... so, with that we have the Governing Board... now, I know that
Denise is traveling, so is anyone here to take her report in her place?
No... okay... that's all right... that was a little
misstep there, I knew she was traveling,
I should have secured someone else to do it for her...
however, the Governing Board report is attached...
and so, if you wouldn't mind taking a moment to read it
and there's lots of good things, I'm sure, there for her to report
to the governing board next week... okay...
our next report is the PCCEA report with Makyla.
---Makyla Hays:
Awesome, thank you... so, I kept my report pretty
brief because I also knew the chancellor was coming,
and given that I had sent him an email asking him
to come and speak... I figured it was appropriate
that I give up most of my time
for him to be able to do that...
however, I did want to make sure that everybody had seen what
I sent him... so, my report I have the clip that he referenced
from the Governing Board meeting in there... I appreciate him
coming and trying to give a little bit more context to that...
the survey results that I did give him... I have gotten
4 or 5 more people submitting their responses to those
and I went ahead and put the survey link
in case you wanted to see what that was,
if you didn't get a chance,
especially if you weren't faculty.
And I think what I'm going to do is actually
close that survey... after senate or during senate...
and I may send out a different survey, asking
for feedback based on what we heard today...
and just try to continue that conversation...
I do think it's a crucial one...
and I hope that, you know, I can just kind of help
make sure that the faculty voice is understanding...
I think it was important, what we just heard today...
I think there's still a few outstanding questions
but I will continue that conversation another time... and
then, the other thing I was going to invite you to do is...
we... the Board meetings are back open
to the public... they're also virtual...
and I think it would be great for our
new board members to hear from you.
The last couple times I've been 1-of-1 or
1-of-2 public comments at the board level...
and you don't have to come in person, you can still
do that virtually if you... you know, have kids at home,
or you just don't want to drive across town like I tend
to do... but if you want to... I think it would be really neat
for the Board to hear something going on in your area...
it doesn't have to be anything earth shattering...
[giggling] just talk about you... that's such a weird request
for faculty, but just come and share something that you do
for your students... or share something cool
that's happened in your area... or anything.
if you haven't met the board members
before they don't know what you're doing...
so, it's cool information... and I think
it would be great for us to hear.
I'd love to see 2 or 3 of you join me there,
or join me virtually... and that's my time.
---Rita Lennon:
Thank you... I was talking... I was having trouble
getting off of mute there... okay wonderful...
387
00:43:29,584 --> 00:43:37,489
thank you so much for your report... next we
have Sean Mendoza with the adjunct report.
---Sean Mendoza:
All right... so, adjunct faculty... we... went...
we discussed quite a few things today...
I know that Patrick Moore shared some
of the things that's going on with AERC...
and there's a survey that the adjunct faculty were looking
at... and I believe... okay, this is... this has gone out, right?
391
Or... I can share this with the group... yes... okay...
so... so there was a survey that went up that really
tries to help identify some of the roles that
adjunct faculty enfor... and full-time faculty,
you know, but what is it that we're
specifically... what is it that we do?
And also, especially when the survey is compensating
adjunct faculty when contracts are canceled.
So, if you... if you want to... those of those of you who
are adjunct faculty that didn't make the meeting...
you can kind of take a look at that... and so, that's something
we're hoping to try to get as many people to complete the survey...
as much... oh, the survey as soon as possible...
so, this way we can... I believe there's...
this is part of a discussion that's
going to be happening next week.
So, if you want to please give that a look, that would be
great... also, if you visit the adjunct faculty link as well...
that actually gives you access to the adjunct
faculty doc... I'm sorry the meeting notes...
meeting notes and agenda... and what I've been doing
recently, is actually taking the video that was just posted,
and then, actually breaking... breaking up specifically
the date... sorry the time... timestamp.
now for, you know, specific items that are found in the agenda...
so, this way, you can get the... you can get the information
straight from the horse's mouth... and you get it straight
from the person... so, the time stamp is there...
so, if you can take a look at it... thank you Rita for joining our
group... it was a nice... she provided us that information
for the adjunct faculty... so, with regards to the all college council...
yes... the all college council is... has identified a governance group...
an action group I guess... and John Wesley is going
to be chairing that, and James Craig is co-chairing.
And they've started... what... a new thing that we're
doing as well here at... for all college council, is...
we are working with this whole idea of spaces...
so, everything... most... the majority of the work
that we're going to be doing is going to be done in the
virtual space... and then our meetings are going to be
just specifically for what it... what is the... what is that...
I think the last time we had met with Jeff Sylvan...
what is the big ask... what's the ask? So, this way when
we leave there, there will be an action item being done...
And so, an action item... so, that was one of the
action items that happened in that meeting is...
James Craig and John Wesley are going
to be chairing this governance... governance group.
I'm sorry there was a question?
Is there a question? All right, moving on.
So, another thing too, that we discussed in that meeting
was faculty profiles, like Brooke had said, there is...
I think this is something that I brought up before...
not because I'm on it, but Rate My Professor is... is...
is something that students go to... and
I think what we want to do is, we want to
be able to try to identify... how might we be able
to create a resource that allows students to
find out, you know, who is this Sean Mendoza guy...
who is... what are... how might I be able to contact him?
What are...what are some of the things that he's
interested in... when it... especially when it comes to,
you know, interests, research, papers, that kind of thing...
and a lot of that information is actually... we
when we were meeting... a lot of it is already
in Banner... so we thought... hmm... maybe
pull from some of that... and honestly, this is
a discussion that's in the very early stages...
and, um... but Phil Burdick, I believe, is
gonna... he's gonna be spearheading that...
he's gonna come back to the all college council and
provide that information to us... to try to see, you know,
where the direction we spoke there was a member of IT there... there was... so, we had a... we had a pretty good...
we had a pretty good discussion... and... so, yeah... so there's
that... and then... and then, last but not least... also...
the adjunct faculty... with regards to AP 1.25.02 lists
as one of the employee representative groups...
now, the thing is that an employee representative group...
the question that I brought up was, what do we want?
[chuckling] So... so there was... you know, I mean, there was a
pretty good conversation and I... and I... you know, it's important
there's a lot of... there's a lot of... you know, adjunct
faculty are... were one of a very mixed, very diverse group...
some of us... some of uh... some adjunct faculty... this is their
only gig... for other adjunct faculty... they have like 2, 3 jobs
to try to keep, you know, make ends meet... so, it does vary...
some of them have insurance some not so much, right...
and so, we wanna, you know... I, you know, from
my perspective, I believe the college has...
has tried their best to try to meet the... the needs
of adjunct faculty, but still, I mean, like I said... it's
the road is still a long ways off, and I think
we need to just keep... keep plugging away.
So, those are some of the things that... those
are some of the things that we discussed, and...
I think... yeah, those are really the main... the
main course... and that ends my report... thank you.
---Rita Lennon:
Yes... [chuckles] thank you Sean... you got that right... right...
well, just a little bit over time but that's okay... that's all right.
All right, our last report today... I know that there's 2 more on the
agenda, however... the TLC report, we do not have a presenter...
so, please take a moment
and read that report as well.
So, David Arellano, you have the floor,
and you are telling us all about SEMP.
---David Arellano:
Yes, thank you Rita... so, I'm going to pull up a slide deck for
you all... and while I'm pulling that up, I'm going to thank
my student affairs colleagues,
for allowing me to use this time.
So, I take it you all can see that there... and so,
good afternoon faculty senate and faculty members.
My name is David Arellano and I serve
as the dean of enrollment management...
and I know many of you, but for those who... that I have
not met... just a little bit of background about myself
is that I've been with the college 23 years... scary
to say... and I started as a student in the year 2000...
and I became an employee in 2006... and I've worked at
various departments and campuses across the college.
I'm also a first generation Latino graduate from Pima
Community College... so, I'm proud Pima alumni...
and so, with that said... today, I appreciate the time
to be able to share an overview of the draft version
of the Strategic Enrollment
Management Plan with you.
All right... so, I want to start with the purpose and
components of a strategic enrollment management plan...
and it's common commonly called a SEMP...
and so the SEMP is really a comprehensive plan
to help the college identify, recruit, enroll, retain,
complete, and reskill learners at the institution...
it creates goals that are aligned
with the college's mission and vision,
it aligns to the key performance indicators
that we use to measure ourselves against,
it established actions and strategies that are
meserba... measurable by performance indicators,
and then it's also informed by internal
and external stakeholders and the data.
And so, the planning process for a SEMP is very
intensive... and our process that we've used is
based on best practices from EAB, RNL... which are
leaders in the field in enrollment and student success,
alongside college processes that we have built out...
and the process can be viewed in 4 distinct phases.
And so, the first one being the formation and analysis...
the second being Golan strategy development...
the third being inputs and feedback... and the
final being implementation and monitoring.
But I think most importantly in this infographic illustrates is that
the SEMP is a living document that is continuous and recursive...
and so, at points in time... you will revert back to various
stages, to gather more data or more information.
And so... I'm sorry here... the first phase of that that we
went through in that process is the SEMP council...
and that SEMP council is a group composed of cost collaborative
leadership... conducted what we call a situational assessment
that really looks at the internal longitudinal data, it looks at
our current data, it looks at student surveys and feedback
and some of the reports that we have available
through our institutional research office.
We're also... we were also intentional in making
sure that, as we developed the SEMP,
that it's also in alignment with existing college
plans, and future plans that are being developed.
And so, the SEMP council looked at our external
environment, and the forces affecting the college,
which I'm going to share
more about in my next slide.
So, this following slide, I think, really illustrates some
what I would say, significant external forces,
impacting colleges Nationwide, including Pima.
And so, in particular, I'd like you to take note of
demographic shifts, including college going rates,
which in Pima County is at 43%, and then
drops down slightly in Metro Tucson to 39%
we've had various... hardships and social inequalities
exist in our society and across the country
that we face here locally as well... we have
increased competition... not only for students,
but also for our employees, our faculty, things like
that... so, those are all things that, as a college,
we need to consider, when we're
planning and in our future operations.
Taking that data into account
and into consideration...
and really looking at the direction of the college
exiting the pandemic there is opportunity for us
to increase enrollment at student success here at
Pima... and so, to capitalize on that opportunity,
the plan has identified goals... first, we want to
improve our head count by four percent annually,
serving roughly 6,000 more students than we do today...
this goal is supported by what I would say, parallel goals
in the sense that, we have other goals related
to persistence and retention of our students...
and then followed by doubling our completer counts
here at Pima... and just a special note here...
these goals are in draft form and may shift
up and down in the final version of the plan.
So, when we look at those goals, I start thinking
about how can we achieve those goals...
and it's really by focusing on the priorities and
strategies that we've identified for our students
and those priorities, in my opinion, really represent
the commitment that we have as an institution
to strengthening our efforts
throughout the student journey.
So, it will be essential that, you know, we continue to
create access for our students... that we break down
those enrollment barriers... and that we
connect students to the right resources.
Our students need more resources than ever, in that we are
able to help them, not only cross the finish line and beyond.
And really this relates to the conversation we had earlier
about, not only completing AGEC or a degree with us...
but moving beyond to transfer
and direct employment opportunities.
And so, one of the things I'd like to point out... and
it's really... I think one of the most critical pieces...
has been the input and feedback received for the plan...
and so, we had subgroups... about 6 subgroups,
that consisted of faculty and staff... that were sent out to, kind
of, gather information, do research, and identify strategies.
We performed a SWOT analysis... we held a community
forum, where we had over 70 participants join us in person,
and virtually... to provide their insights,
not only on the SEMP, but the future DEI plan...
we conducted community focus groups, which were hosted
by the United Way, which resulted in an unbiased feedback
and insights into the pathways to post-secondary
education that our community feel are important...
and then we've had presentations
to various stakeholder groups...
and then our current solicitation of college-wide
input, currently ongoing right now.
So, one of the biggest challenges in strategic planning
and this is for any institution is moving from
the planning phase over to the implementation and
management of the plan... and so, the SEMP Council,
which kind of has oversight of this college plan...
they have an approach and that approach is to
continuously monitor those strategies that have
been identified, track them through a dashboard,
and use tools to assess and evaluate the progress on
those strategies... it's going to entail refreshing
our situation analysis... so, that means reviewing
new data as it becomes available... it means
gathering new and more input from stakeholders... so, having
that continuous feedback loop between our stakeholders...
it means updating the plan, by either integrating,
adding, adjusting, or even sunsetting strategy...
some that, you know, just are not providing or
resulting in the effort...in the results that we want...
and it could include resetting some of those institutional
goals upper up or down... and those priorities...
and really, all of those actions result in an annual review
and update of that strategic enrollment management plan.
And so, finally... I hope you take the time to read and review
the draft plan that was emailed out earlier this week...
and so, in that email there is access to a feedback form that allows
you to provide feedback on the plan, before its finalization.
That feedback will be reviewed by the SEMP council,
and then incorporated into the final version of the plan.
And so, I want to again, stop here and say,
I hope this information has been helpful...
and thank you for your time... and I'll go ahead and
hand it back to our senate president, Rita Lennon.
---Rita Lennon:
Thank you David ...do you have a moment or two?
And we're... we're a little bit over time, but I would...
wanted to give it to the floor to ask if
anyone has any questions or comments.
---David Arellano:
Of course.
Keep in mind... if there's no questions now, the
draft narrative plan was sent out to Pima All...
so folks can take time to review... read that... reflect on it... and
then submit feedback or questions through that feedback form.
---Rita Lennon:
There is one question in chat... or more of a
comment... but I do believe you addressed this...
but let me know if if you have any more that you want to add
to this... so, just curious about what the goals are based on...
are they tied to any new efforts underway... back in 2013 and 14,
the goals like, increase enrollment by 5% per year for the next 3 years
and then it's just kind of a dot, dot, dot...
to finish it... and it's setting the stage there.
---David Arellano:
Yeah, so... so, on that slide, those goals are based on
baseline data, right... so, it's looking at our most current
and complete data sets... for the majority of
those... those are going to be institutional data...
for some of those things outside of our realm...
so ,think about K-12 enrollment that might be
coming from our department of education in
the state... and so, it's based on baseline data...
but it's also looking at our current environment... and
so, that's why those goals are really so important
and I think, during that situational assessment,
that we looked internally and externally
to see what's going on... like, we have
a large landscape and there's so many factors
that can influence a student's decision
to come to college... or even stay in college...
you know... all the way from the value of a degree
to financial... and then even just those things
external to the college, that really impact
us... all of us... in our daily lives.
So, those have all been taken into
consideration, along with the baseline data,
so looking at historical data... and then also thinking
about... where do we want to go as an institution?
How can we grow and broaden our impact
for our community? So, great question.
---Rita Lennon:
Kind of a funny one in chat... and it says, can someone
create a user-friendly guide to abbreviations and acronyms?
I'm not going to even try and
say this... initialisms... initialism.
550
So, I think that that... there should be an Institutional way,
like, let's define stuff... like shared governance...
and workforce... not workforce... but work
groups and task forces and all of those things.
Oh my... anyway, that's not really on you.
[laughing]
---David Arellano:
That's actually great feedback... so, we do that for our
students through our first year experience programming.
So...
---Rita Lennon:
Ah.
---David Arellano:
where they can kind of learn
the Pima jargon... or the higher ed jargon, right...
like, how do we build their navigational capital here... and that's [Rita: "right"]
exactly, so if that's needed for this we will incorporate that in there
---Rita Lennon:
I think it's needed institutional wide...
that's just my input, but... [laughing]
---David Arellano:
I agree.
[both laughing]
---Rita Lennon:
Makyla, you have a... I'm sorry... I have a... Makyla, you have
a question, but we are actually 3 minutes over time...
so this will be the last question I can take for this.
---Makyla Hays:
Cool... my question is more of a... tell me later possibly...
but I was reading through the SEMP, and I noticed that
there was a lot of very general statements
about how we were going to do things...
like, reach out to more high schools... increase
our communications with these things...
and so, I guess I'm wondering... is there a point in time... is
there going to be like a dashboard of "here's where we're at"
and this is how much we need to increase
to be able to reach these goals...
like, are we reaching 50 high schools, and we need to reach
70... or are we reaching 20, and we need to reach 100?
Like, how far off are we in some of those goals that
are very open? And I think that's my only comment...
and I know you can't answer that all now... but maybe you
could tell us when that would be coming... or if it's coming.
---David Arellano:
It's a great question I want to answer it
just really quick... we do have that information...
it's embedded in the strategy... so, we break
that down... I'll just give you a quick example...
one of those strategies is to increase
our presence at the high schools...
well, that strategy is, through our dual enrollment
office... we've hired 5 high school transition coaches..
that are embedded out at the high schools, to
get them to Pima... and so, there's been metrics,
to assess their work as well... so, that you can get
down into those strategies... so, love it... thank you.
---Rita Lennon:
Thank you... knowing where those 5 high
school transition staff are would be great...
that doesn't need to be answered right now... but
I'll put that in the... I'll put that in my feedback. [chuckles]
Okay... so, we do have... before we move on to our next
presentation... David, thank you so much for being here...
I'm sorry... I didn't tell you that... so thank
you so much for providing that information.
We do have 3 elections, or votes, that we need
to collect... I'm not going to spend any time on this,
we have the form for both the VP and president-elect...
they're hyperlinked into the agenda so please, senators...
go in and cast your votes... we'll be... we'll be
counting them later on in the meeting...
and we also have the vote for the charter revision... and the
charter revision is linked, as well as the Google Google form...
try saying that fast... for us to collect that data
as well... so, please senators, go in and do that...
and up next we have "Exploring Baccalaureate Degrees"
with Ian Roark... so, Ian you have the floor.
---Ian Roark:
Great, and so... I have a slide deck that I'm going to go through...
do I have rights to share my... do I have the ability to share screen?
---Rita Lennon:
You do.
---Ian Roark:
Okay good... enter loop.
Rita, is that... is that visible enough?
---Rita Lennon:
It... it... yes, that... now it is... it's
still in the, you know... not in the...
---Ian Roark:
Yes... I'm gonna... I'm gonna leave it in that
format, because then I... then I... lose faces...
---Rita Lennon:
I remember that...
[chuckles] okay.
---Ian Roark:
I'll leave that here... so, good afternoon everybody... for those
that... I don't know... Ian Roark... I serve as the Vice-Chancellor
of Workforce Development and Innovation for Pima and
I'm really excited today to give an overview of our exploration
593
01:05:32,630 --> 01:05:38,388
and possible implementation of plans for offering
baccalaureate degrees at Pima Community College...
594
01:05:38,388 --> 01:05:45,855
and then entertain any questions... I have a 17 slide slide deck
that I'm not going to be able to go through all of it today...
595
01:05:45,855 --> 01:05:53,875
so, that will be shared in hyperlinked PDF format... or has already
been shared by Vanessa Arellano... Dr. Vanessa Arellano to Rita
596
01:05:53,875 --> 01:05:58,860
to send out to the group, following the
meeting today or you may have already have it.
597
01:05:58,860 --> 01:06:06,059
So, it's a very exciting time at Pima, as we look at
another new model for our new majority learners
598
01:06:06,059 --> 01:06:10,737
that we will be able to offer, with the
possible offering of baccalaureate degrees.
599
01:06:10,737 --> 01:06:16,379
I know that many of you have been interested in this,
and hoping for this for a long period of time.
600
01:06:16,379 --> 01:06:20,942
There has been a committee that has been put
together, that have been asked to lead...
601
01:06:20,942 --> 01:06:25,477
and the committee is composed of the individuals
that you have on your screen there,
602
01:06:25,477 --> 01:06:34,918
including Rita, as faculty senate president...
this group will have various subgroups
603
01:06:34,918 --> 01:06:40,557
that will manifest over time and take on
different pieces of the implementation effort,
604
01:06:40,557 --> 01:06:46,499
after we receive various approvals for what we
may... what we may offer... but for right now...
605
01:06:46,499 --> 01:06:51,423
we have 3 faculty, 3 deans... but we also
have finance in the room from the onset...
606
01:06:51,423 --> 01:06:59,157
and there's very key fiscal reasons as to why...
as wellas Wendy weeks, who oversees both CQI...
607
01:06:59,157 --> 01:07:05,340
but now CQI includes our accrediting
regimen as well, you know... and then finally
608
01:07:05,340 --> 01:07:11,163
Vanessa Arellano is helping me with project
management aspects... and I know she's on today,
609
01:07:11,163 --> 01:07:17,755
so thank you very much, Vanessa... for your roll... so really,
just as quickly as I can, I'm going to talk about the context...
610
01:07:17,755 --> 01:07:21,538
what we're calling the application in the rubric
and I know that there are faculty on this meeting,
611
01:07:21,538 --> 01:07:27,960
who have already been engaged with
that application in rubric, as well as the timeline.
612
01:07:27,960 --> 01:07:32,759
So really, one thing... one key takeaway... there's
going to be a few that I'll say are key takeaways...
613
01:07:32,759 --> 01:07:38,341
one key takeaway is that the way that the
State of Arizona has authorized the offering
614
01:07:38,341 --> 01:07:44,013
of baccalaureate degrees for community colleges
is in a very specific Workforce Development context
615
01:07:44,013 --> 01:07:49,978
and we'll talk a little bit about Senate Bill 1453,
as the overriding framework for that.
616
01:07:49,978 --> 01:07:53,881
So, the way that we are going to be approaching
this exploration of possible implementation is
617
01:07:53,881 --> 01:08:00,000
preparing our community for the future of jobs...
not only is as they exist in our community now,
618
01:08:00,000 --> 01:08:07,733
but how are circumstances in the labor market
and technologies shaping Industries differently,
619
01:08:07,733 --> 01:08:14,626
so that we may have new and exciting jobs we haven't thought
about coming around into baccalaureate degree regimen...
620
01:08:14,626 --> 01:08:16,542
to be able to pivot and meet those.
621
01:08:16,542 --> 01:08:24,725
For example, Southern Arizona in particular, has become
a hotbed for electric vehicle component manufacturing.
622
01:08:24,725 --> 01:08:29,653
That's something very new... and there are going to be some
new businesses moving into our region that will be a part of
623
01:08:29,653 --> 01:08:36,900
that new supply chain for the national
effort to move our vehicles to all electric.
624
01:08:36,900 --> 01:08:41,526
And finally, the demographic shifts, meeting
the needs of New Majority Learners...
625
01:08:41,526 --> 01:08:45,901
one thing that I think many of us have heard about,
and I don't have a slide on this... but the rapidly
626
01:08:45,901 --> 01:08:52,915
declining birth rates in Pima County and how birth rates...
we are upside down with birth rates compared to death rates...
627
01:08:52,915 --> 01:09:01,647
and so, in about 2025 or 2026, you're going to see a massive fall
off in the number... just the sheer number of high school students
628
01:09:01,647 --> 01:09:07,555
that are graduating in our community... so, we can no
longer rely on the direct to High School enrollment
629
01:09:07,555 --> 01:09:13,080
as the fiscal sustainability for our institution...
and so baccalaureate degree regimen can't only
630
01:09:13,080 --> 01:09:18,240
speak to those that are coming to us from high
school, but really also has to be suited to the
working learner, that is increasingly going
to be the profile of the student at Pima.
So, the premise for this was in 2021 was Arizona Senate
Bill 1453... I'm going to go through the details of that bill...
it will be hyperlinked and I highly
recommend everybody read the actual bill...
and that link, when you get it, will take you there...
so, it really outlines the community college's
baccalaureate degree regimen as a
Workforce Development specific effort...
and so, one of the key aspects is, we have to show through the
data, that whatever baccalaureate degree regimen we offer
as real jobs at the end of it... and that we won't be accountable,
once we launch, for reporting those labor market outcomes
directly to the Arizona legislature, in perpetuity
for as long as we offer bachelor's degrees.
We also have to show that there's relative student demand
for the degree program that we intend to offer...
and then finally, they put guard rails on Coconino
Community College, Pima Community College,
and Maricopa Community College District very specifically, because
we reside in the same metropolitan area in the same county
as one of our 3 state universities... so, there's very
clear guardrails and guidance on how that we must ensure
that we are not unnecessarily duplicating
something that the University's already offer.
That is a very crucial point to keep in mind...
that we can't just offer anything we want to...
if you... if you'll read the law, you'll see very
clearly what options the universities do have
to counter our plans, should they choose to.
The next important guardrail, of course, is... what our
creditor says about the Higher Learning Commission.
I've been asked a lot, since we've started down this road, you
know, Maricopa is launching 7 ba... I think they're up to 7 now...
that they have have announced that they're going
to be offered... why is Maricopa able to offer 7?
And one thing I'd like to point out
is the last point on this slide bill.
We are an associate degree granting institution
through the higher learning commission...
so, that's the highest level that we are accredited to offer currently...
the Higher Learning Commission allows institutions
to offer 2 awards above their current level... so for
us, that would be the baccalaureate degree level,
before we have to go through a revision of our mission
and student body, which is not a full reaffirmation
or full reaccreditation, but it is altering the characteristic
of the institution, and it is a robust process...
and the HLC's own guidance says you
have to offer the 2... get those going...
and then go through this process for
the 3rd, the 4th, the 5th and so on.
Back to the law real quick... down the road, we will only ever be able
to offer 10% of our total offerings at the baccalaureate degree level,
and that's the Arizona State law... so, there are parameters... the
difference is in the structure between the Maricopa district and Pima.
We are 1 college with 1 accreditation, whereas Maricopa
has 10 colleges under its district... each one of those colleges
are independently accredited, which means that
Maricopa can offer up to 20 baccalaureate degrees,
before any one of their colleges has to go through this mission and
student body review through the Higher Learning Commission.
So, that's another key point I really want to
drive home and hope individuals take to heart,
as to some of the constraints that we have, even
though there are lots of opportunities with this.
So, the committee was formed late spring... really started
getting over the summer of 2022... and get a lot of homework,
read a lot of literature, attended a lot of webinars, and wanted
to get educated about our work before just jumping into it
And so, out of that came our process through a
phase 1 application and the phase 2 application,
which I believe all faculty have seen the emails going out
about that... and we receive our phase 1 application
and we did a minor extension until Monday... so, we suspected we
will get some more in... so, the phase 1 application was really
meant, before you go down and do all the work in phase 2...
to make sure that you're really a good candidate,
if you will... based on the parameters and
especially the labor market analysis,
with respect to moving forward with
potential baccalaureate degree offering.
So, there's really only 4 things that were honed in on with
the phase 1 application, you can see them on this slide...
labor market analysis... competitor and collaborator analysis...
to ensure that there's not that unnecessary duplication...
I'm in an intentional focus on closing barriers.
The phase 2 application is much more robust and really takes
program areas, teams, and faculty through the steps
that they would have to do with the Higher Learning Commission
anyway, with respect to what they expect of community colleges
when it comes to offering baccalaureate degrees... and there's an
actual link there that you can read the HLC has really good guidance
for all of the different attributes that we need
to consider should we go down this road.
But then finally, I'm not going to go through
all of this... every single flag, there's more steps
underneath every single one of those, but there's
a lot of activity that has to take place this year.
Seems like some latent latency if you will,
during 2024... and that's because those are the
waiting on the HLC process, and then having an HLC
visit, submitting the program to Department of Ed...
and then finally, fall of 2025 projected launch for a
bachelorette degree regimen, hopefully with our first 2.
There's lots of different approvals that have to
occur, up to and including our Board of Trustees...
to be clear, our state universities do not have a veto over
what we want to offer... or they do not have any approval...
but what they can do is, they can protest directly to
our governing board, should they not be satisfied
with the direction that we are going with our baccalaureate
degree regimen and that is definitely a consideration.
So, we're... with respect to communication... I know this is the first
week of March, but January/February was student senate,
faculty senate, staff council... I think this is the last
stakeholder group that we were able to get scheduled with...
and then, we're going to be having yet another
meeting with the University of Arizona Provost...
and Dean Dolores Duran-Cerda has been organizing
those... and we'll be giving them enough...
we've already had one meeting with them about this...
and then, we'll be giving them an update on our progress.
I believe the LOTUS started in March...
am I correct Madam Provost?
---Dolores Duran-Cerda:
Yes, that's March 16th.
---Ian Roark:
Okay, thank you... and then, the community forum is
actually going to be done through the Futures Conference.
And then, we're also not listed here... we got some feedback from the
area Chambers of Commerce... and getting the business perspective
on what they want to see from their Community College with respect to baccalaureate degree offerings...
and then, moving forward once the programs are selected to put
together.. then all of these different subgroups will be convening...
to take care of the various aspects
that we will need to be doing.
So, I think I hit my... I tried Rita, to stay within
bounds on my time, I hope I did okay on that...
and are there any questions...
if we have time.
---Rita Lennon:
There's... yup, we have a couple
minutes for questions, for sure.
704
01:16:26,460 --> 01:16:31,361
Any questions?
705
01:16:32,820 --> 01:16:34,237
Wow.
---Ian Roark:
Good... so, I'm very excited about this to close, as I'm really excited...
we've got some great ideas coming in from various academic areas.
We used... we've encouraged creativity... we've encouraged
mashups... so, thinking about the jobs that maybe takes
1 or more academic area working together, to put together
interesting baccalaureate degree regimen...
and so, I think right now, if I had to guess...
Vanessa, correct me if I'm wrong...
I think we have about 10, that we
know of... is that correct?
---Vanessa Arellano:
Around that Ian.
---Ian Roark:
Yeah... so, well... so, a little less than I thought... but I think...
but that's okay... I think that the parameters were clear
to individuals, when they started looking at this.
And then, some Deans have communicated to me that
they do want to have baccalaureate degree offerings,
but we're not ready right now to move
forward in their particular area...
but others had multiple presentations coming
out of their... proposals coming out of their area.
So, let's look forward to updating this group... thank you for all that
you do for our college for our students and for our community...
and look forward to giving this
group an update moving forward.
---Rita Lennon:
Very good... thank you so much... okay... yeah, I agree
Matej put in, "I muted myself"... that's awesome.
I agree that I think this is an exciting area... and
that we're hopefully gonna do this thoughtfully.
And it sounds like, you know, obviously with the
phase 1 and phase 2, we we definitely have.
So, I'll stop giving my 2 cents... [chuckling]
so, I'm gonna move on to our next presentation,
which is the financial report and the capital
project plan with David Bea and David Doré.
You have the floor.
---Dr, Doré:
Hello... oh... hello, everyone...
---Dr. Bea:
If you really want to start, and then I'll follow.
---Rita Lennon:
Okay.
---Dr. Bea:
So, sorry David.
---Dr. Doré:
Are you are you ready for me Rita?
---Rita Lennon:
Yes, please... you have the floor Dr. Doré.
---Dr. Doré:
Well, I'm sorry, I couldn't hear you.
---Rita Lennon:
I'm sorry.
---Dr. Doré:
So, I'm just gonna give a quick update and then...
on our centers of excellence... and then, I know,
Dr Bea is going to provide some info as well.
So, go ahead, Andrew... you can go on to
the next slide... so, and this is really...
I gave this presentation to the board as well... and
just so you know that our centers of excellence
really are aligned with all of our education facilities master
plan, our strategic plan, our Chancellor's goals,
and then our Diversity, Equity, Inclusion plan.
And I just want to go over some
of these items here with you.
So, you're all aware of kind of
where we are with every everything
In terms of the Aviation Technology Center... as you all know,
we have completed the Aviation Technology Center...
we are very close now to completing the advanced
manufacturing building... all the fencing is down.
I was in that building today... if you want to mark
your calendars for May 5th, we will be doing the
ribbon cutting for the advanced manufacturing building
on May 5th... we're also going to bring in a speaker
on May 4th as well, so it'll be a 2-day event... we've
had a number of issues with the science labs...
and so that has been delayed... we're going to get a... some
final information on Monday from the... from our contractors,
in terms of completion... we're still hoping
that we can get this completed by May...
and I want to really... I want to commend the
science people, who have been incredibly flexible
because this has been one of our most challenging
projects, with regard to the science labs...
and we... we're pretty close now to having completed the
hospitality... we're planning on having all of that completed
by summer of 2023... the health professions and construction...
we are planning on having the construction completed
in Fall of 2024... and then in the spring of 2025, to have
that... to have our faculty and our staff in that as well.
And we've completed all... there was a lot of abatement that
we had to do... and so, the demolition should be completed
in the month of April... and then, we just had a meeting
with our architects for the motel properties...
and we're now at the programmatic stage...
and I know that our board is very interested in...
I believe we'll have some study session for the board to take
a deeper dive... because since that project was completed.
you know... 3... we have 3 new board members, who really
don't know too much about what's going in there...
so we hope to provide a little more
background for the board as well.
And... is that the last one Andrew?
And that... and that's the last one.
The one thing I did want to say, since I
maybe if I have 30 more seconds is...
I wanted to really commend... some of us
were in San Antonio, and at the Bellwether...
and our post-bacc faculty... and our STU faculty...
just the, you know, one of the things is...
the faculty continues to innovate and innovate...
and be, I think, some of the best in the nation...
so I just really want to commend our faculty, because I was
so impressed by the the work that I saw being showcased...
and I also want to give a shout out to Board chair, Riel,
who was so engaged the entire time with our faculty...
so, thank you so much to Board chair, Riel, who's really, I think... really highly invested in Pima Community College.
So, thank you Rita
---Rita Lennon:
Thank you, Dr Doré... okay, I think
Dr Bea... you have... you have the floor.
---Dr. Bea:
Okay, great... and just to confirm
that you can see my screen okay.
---Rita Lennon:
Yes... yes, I can.
---Dr. Bea:
That Zoom, that... splitting the screen and things.
Okay... so great... happy to be here this afternoon...
I don't have a whole lot of time, so I...
and I don't know Rita, if you shared this document
with everybody... but if not, we'll share it with you all.
I'm not going to go through every number on these slides...
I think we all don't want to die that kind of a death...
so, I'm just going to hit the highlights.
So first, to start out with sort of a quick overview
of where the college's overall financial position is...
we gave a presentation at the January Board meeting to the
Board, sort of outlining where we finished the last fiscal year.
So, we just finished up the annual financial reporting and
audit cycle and so we report that out to the board...
and also to the finance audit committee... overall there was a
good performance from the college with a couple of asterisks...
so, looking at the overall performance... I'm just going to again skip
ahead... feel free if you have any questions of any of this stuff
you can email me and I can follow up... but we
finished the year with an increase in net position
that's sort of like... we added to our overall bottom
line reserves, if you will, by about 28 million dollars.
So, that's a really healthy performance... it's uh similar...
a little bit better than what we did in fiscal year 21...
but the asterisks that I mentioned is that a lot of that was
because we had a lot of federal financial aid that was...
or federal aid that was coming in through the higher education relief funds... the COVID relief funds... that helped support
some of our... it did basically 3 main things... first and foremost,
it provided some direct financial support for students.
So, you see if you look at the reports, that the grants were
up a lot... and financial aid/scholarships was up a lot.
That's because of a direct pass-through to students from the...
of that federal aid... the other thing that is notable is that
there are additional expenses, that we use some of the higher
ed relief funds to both buy supplies materials and equipment
related to COVID response... and bolstered are in IT
infrastructure, a fair amount... so we took the opportunity
recognizing that the world is shifting more online to really
bolster the network infrastructure and the wifi infrastructure
throughout the district... and then the other thing that we
did with that is help offset losses from enrollment...
so, that was an eligible expense if you will, or lost
revenue was an eligible use of the federal fund...
so it helped support the fact that we lost revenue... so, that's
important because that means, that's not sustainable...
that's not a going forward situation... and we need to, when
we move into talking about the budget, is address the budget
from a sustainable standpoint of what our realistic normal revenues
are with our realistic normal and predictable expenses.
That's how we budget, and I'll get to that in a second.
Anyway, the key things to think about
when you look at the net position...
so, this is the sort of overall financial picture for the
college, at a point in time as of June 30th.
The key things to look at on the overall
Financial Health is kind of up here,
in the, how much does the college have in terms of cash
and cash equivalence in short and long-term Investments.
So, that is essentially like I referred to in a number of
conversations... when you talk about your personal finances
you have your your monthly budget, where you have your
salary coming in, and then you have your utility expenses
and your food expenses and your closing expenses,
that sort of thing... that's normal operating stuff...
if you're setting aside money into a savings account to have available
to new capital Improvements to deal with emergencies that pop up...
that is, the reserves... what we call reserves... but
it's sort of like your personal savings that you have
for the rainy day fund or something like
that... so, our reserves are very healthy
the college... is has strong credit ratings...
has strong financial ratios... those are things...
the financial ratios are reviewed by the higher ed...
or the HLC... as part of the accreditation process
we have to provide that information routinely... so, they
track whether an institution is falling short financially...
or is having challenges financially... because that then becomes...
it sort of becomes a sign of symptoms and problems
that will happen academically soon thereafter... so,
if you don't have enough money to pay your employees...
your employees start going away... you can't provide
the classes that you're supposed to be doing
from an accreditation standpoint for example, at the
extreme... so, our information is all strong and solid...
that's because we do a pretty good job of planning out
and handling the challenges that we know we're facing.
So, things like reducing state aid over time... and how we've
adapted to that... dealing with expenditure limitation, etc.
The other one that's worth looking at is this
one down here called unrestricted net position...
that's the overall... does the college have, again,
reserves out... over and above the liabilities that have...
and the liabilities primarily here are related
to our pension plan retirement programs...
the Arizona State Retirement System
and Public Safety Retirement System.
I'm not going to get into that, that's accounting gobbledygook...
this is the chart, that I think from a straight forward standpoint,
portrays the best picture... so, this is what I was talking about
with our reserves... sort of our savings account if you will.
We do invest this money... and what we have is a Board policy that
says that, the college will maintain reserves at 75% of its operating budget.
So, if you look at this chart, that's indicated
with that little red dot... and so, what it's saying is...
we want to have that much money on hand for contingencies,
for emergencies, for anything that might come up,
to make sure that we're running on solid
financial footing... and anything above that then...
we can talk about reinvesting in capital, typically in
capital reinvestment... so, in capital budgeting
and going back to what David was just talking about... that is a lot
of the upcoming projects related to the centers of excellence
and the enhancements for some of the centers of excellence
are funded from accumulated reserve balance...
so, we're not planning to go out for debt... we're not planning... we're
planning to do those projects with accumulated fund balance...
those are one-time expenses... anything that's an ongoing
expense, we like to operationalize within the budget.
So... anyway, as you can see... this has grown over time...
that's going to start going down in the next couple of years...
particularly because the Allied Health expansion and renovation
projects at West Campus are going to be cash funded.
Anything that we decide to do with the
hotel properties will also be cash funded...
so those will be coming out of these reserve balances... but overall
a very strong financial picture of where we're at right now.
Okay, moving into the budget... this is budget season and
we are in conversations with the board study sessions...
and then the big... first big decision with the board is coming up
next week, with the decision on whether to increase tuitions.
So, we've had study sessions talking about how does
the budget work, what does the budget look like?
Generally speaking this year, we're approaching
it from what's called an incremental standpoint,
where we say... okay, here's where we're at current
year... so, fiscal year 23... here's what things...
here's what the current year budget looks like... and then,
we talk to them about what's changing for next year.
And then we fold in any other
priorities that we want to hit.
Basically what we're trying to do in the upcoming
year is fold in contractual obligations that we have...
so, these are increased license costs for our system
licenses... any expected utility cost increases,
which shouldn't be that big... those are particular, but the
contractual increases for systems can be significant.
Increased benefits costs... so, the college will be... where the
proposal is going to the Board is, we do have an increase
in benefit costs of about $700,OOO and the budget that we're putting
in front or the proposals that we're talking to the Board about
absorb that... and don't push those costs to
employees in the form of premium increases.
So, we're looking to keep the benefits plans the same as they
are currently, in terms of benefits... uh... participant costs
which is important, because those increased costs the college... the
college is absorbing a significant amount of increased cost this year
and we've been doing that historically for a significant period
of time... that is not the normal practice... lots of Institutions
and organizations share that burden and push some
of those costs increases over time to employees...
and we've tried not to do that... the other thing
that we're looking to do is fold in the new class
comp structure... and the first priority is
to add a year of experience for everybody...
and with the... also the intent to increase the caps by a year...
so, it's recognizing that people who have been here
for another year, have been here for another year... and
move them up the class comp structure appropriately...
because those are now tied to how many
years of experience you have in your position.
This slide shows... if you do that, and you put
the contractual obligations that I mentioned...
and you include the revenue increases that
we're going to get without doing anything...
so, we have additional income coming in from Investments... we
have additional income expected from prop 207, marijuana money...
and we have additional revenue expected from property
taxes, from new properties... so, we get those revenues,
and we can... we have to project what they're going
to be... but we get those without doing anything.
The Board also has the ability to increase tuition
and to increase the property tax levy...
and so, that's where the conversations with the Board
come... and so, what this chart essentially shows, is that
if we don't increase the revenues, we have a little bit
of a structural deficit... and again, that's including
the contractual obligations that are going up in the year of
experience... so, it's folding in what we are currently doing...
just doing what we're currently doing... adding a year
in this new world... we have a little bit of a deficit.
So, the point around this is to say... okay, well we, without
getting additional revenues, we have a bit of a problem...
down at the bottom... 1.6 million dollar deficit... what
that translates into is roughly about 20 plus positions...
any reduction that you have at the college that would
be of this significant size, of a million to 2 million.
There is no way to do a reduction like that without personnel
reduction... so, the conversation with the board is...
okay, structurally right now without additional
revenues, we have some deficits coming.
However, they have the ability to increase revenues... so, the
proposal going for tuition is a modest tuition increase of $3...
and we've also talked to them about what a 2%, or and
we can go all the way up to a 4% tax levy increase.
What those kind of revenues generate... and what that would
enable us to do... and with the number one priority being
continue to fold-in and make progress on the new...
on the implementation of a new class comp structure.
So, we put caps in place... those were not intended...
are not intended to be permanent... those are...
okay, it takes a lot to invest to get the new class comp
structure in place... and then, so we went as far as we could...
I would say, sort of theoretically, or hypothetically, we
went about 90% of the way with putting those caps in
pretty high up at the 12-year point for staff and faculty...
but there are other things... there's the lifting the caps...
and then there are other things in terms of things that we
know we want to improve... and the faculty group is working on
discussions about what priorities would be... supplemental
rate is under conversation, changing the structure from
the 20-step structure that it currently is, to something
that's a little bit more like what it used to be,
with 16 steps and what the implications would be... so, once we
get information from the Board in terms of the revenues available...
then we'll continue those conversations about what
the priorities will be going forward for compensation.
That was a lot... this is just a high level... David gave you the quick
and dirty of what's going on in terms of the tangible projects
that are going on with the centers of excellence... we
do plan out our capital projects, particularly the big ones,
over the course of years... if they're big projects, one-time
type projects, like building a building or whatever.
Again, those are one-time expenses and we
try to fund those out of the reserve balances...
we don't operation those... operationalize those expenses.
Deferred maintenance is something that ideally
we'd like to have operationalized in the budget...
we have some money in the budget already but it probably
needs to be... over time, increased a little bit over time,
to get a little bit more money into deferred maintenance.
Okay, next steps... I mentioned the March budget... eah... trying to be
too fast... the March board meeting where the board will consider
a tuition increase and they will consider the recommendation to
update... or update, you know, do the benefits that I mentioned.
So again, keeping the premium structure the same and then... giving
us the authorization to go forward with those increased costs
that I mentioned in funding those from the college side of
compensation... and then, April there's going to be a study session
or sorry, it's actually... this is outdated already...
there will be a study session in March...
that is updating the Board on where we were with class
comp... where we've gotten with the new class comp...
like, where we were before the class comp...
how the class comp structure rolled out...
and where we're at with that... and what
the upcoming priorities are going to be.
So, that's on the 22nd, I believe... and so, that's going to be an
interesting and important conversation, that will then lead into
more conversations in that, related to taxes and then
compensation decisions later on, before the Board
gets the preliminary budget in May
and then adopts in June.
Okay, that's all... I'm sure there are questions and I tried to get
this into 5 minutes, but I don't think I did... sorry for that Rita.
---Rita Lennon:
I know, I... and we we get it... there's never enough
time... we're always backed up against time.
---Dr. Bea:
There's a lot of good stuff today...
I was like, that's a lot of stuff to go through.
---Rita Lennon:
It is... I know... we're popular, but we only...
you know, we only meet once a month,
so it does get to be a problem on how to share all
this information... I have something I would like to say...
if this is not against the board policy, so
much as... how do we fit ourselves in as senate
to have a annual discussion with you, where we are
considered a stakeholder in the financial decisions
that are being made at the institution... so we
can provide feedback, and you know, thoughts...
that maybe aren't yet articulated to you, as this...
the discussions going forward... it's a lot, sometimes.
---Dr. Bea:
Yeah, it... and I don't know if I have a definitive answer... other than,
you know, I think that I'm happy to come and talk with you all.
Again you have so many things to talk about... but this becomes
sort of like, another thing in some of the other academic decisions...
curriculum all of those things are high priority...
the other challenge comes in and maybe Aubry's
going to say this... is that, when it gets to working conditions
that we have the AARC groups are working on that.
So, there are things I think it... it's like a little bit of here
and there... and you know, other than that, you know...
I do, do... also do... typically, I don't think I have any
scheduled this year... but college-wide conversations...
where feedback is welcomed... and obviously I participated
and joined your group, talking about the department chair...
and we've got a group working on that... so, there's a lot
of things... there's a lot of different pieces that you...
it's more like you guys would be interfecting
with the budget through those mechanisms...
---Rita Lennon:
Mm hmm.
---Dr. Bea:
probably more than you realize... and that gets
then folded into how the budget works...
but I'm also happy to come back and have a conversation about...
where are we with the budget... or where are we with
the financial challenges... I can talk about
state issues, you know... whatever...
---Rita Lennon:
Yeah
---Dr. Bea:
I just know that time is limited.
---Rita Lennon:
Right... and you know there has been
discussion about study session...
you know, maybe it's just the promotion of those other
forums... so that, you know, it is the students and senators.
---Dr. Bea:
Mm hmm.
---Rita Lennon:
Senators and faculty are directed that way...
obviously, students need to be in there as well.
I'm so sorry that we don't have more time to talk
about this, but we do have 3 more presentations
we're going to try and get through in the next, whoo...
17 minutes... okay... so, thank you so much.
---Dr. Bea:
And Rita, if you have questions that you want me to follow up on, I'll...
you know, just... if you want to gather them and send them to me,
I'll make sure that people in the committee that... you know, I'll get...
like, we can send out... we used to do those little newsletters...
I assume sometimes people read those... but that's
like... you know, I... we can provide information...
either I'll have a budget for them... and I can answer those
questions... or I can, you know, write up a response,
you know, that gets out... here's some questions
we're hearing... here's what to with some of that.
---Rita Lennon:
Okay... absolutely, I...
---Dr. Bea:
I'm happy to do that with the feedback you might get.
---Rita Lennon:
Sure I could be that conduit... so if you have any questions
about the... you know, budget, financial state of the institution,
where we're going... what are directions... any questions
for David... please let me know... just send them to me.
I'll put my email address, if you don't have it already...
okay, as I'm doing that, I'm going to look over here...
and I'm going to see that we are now at the AZ Transfer in AGEC
redesign update with Michael Parker... you have the floor.
---Michael Parker:
Good afternoon everybody... I expect I'll be able to make up some
of the... that lost time there, and yield the floor to the next group.
So, I'll do my part to make sure
these 3 presentations get done.
One... since I last spoke to you I said I was going to
send you some surveys... I did that shortly after.
We've gotten some responses on those, but we'd like
to get more... we had about 33 responses to each one...
and to remind you, one of them is about the statewide criteria that
are in draft form... and we're... I'm collecting that on behalf of the college...
and we'll present that to, you know, through the general
education standing committing, not the redesigned task force...
the general education curriculum... the general education
standing committee will summarize that data,
and then send it up to AZ Transfer... then there will be listening
sessions at the AZ Transfer Summit to hear back...
that's another place where people can provide feedback
on the statewide criteria... they'll be sent to the drafting...
the work groups within... that consisted of a number
of Community College faculty gathered together
to draft the things that you see before you on that
survey... I facilitated the one for arts and humanities...
then it will go to the AZ Transfer steering committee for a
vote on June... then we'll be able to begin implementation
or start reviewing our courses through these new criteria,
beginning next Fall... with the Fall of 25 roll out date...
so that's one of them... the other one is... solicits faculty
feedback on some of the essential learning outcomes
that have been identified by the American Association
of Colleges and Universities... and just ask your opinion
on what you think general education should be... I'm going to send
both of those out to you, after I finish my little presentation here,
so that, you know, maybe... while you're sitting here... when you
should be paying attention to what somebody else is saying
you could fill out this survey... I'll also send something out... I'll ask
the Provost office to send something out on Monday morning...
get it out there again... we did get some feedback... we held a
summit drafting session, where we began the revision of BP 3.35,
which will form the aspirational statement of
what we believe general education should do...
that faculty can point to, students can look at, advisors, whoever...
so that whenever we want to know what general education
does at Pima Community College... that's what we'll point
to... and we are definitely not going to put in there that
it's just something to get out of the
way before you get to the majors.
Fun fact... maybe fun fact... we asked Chat GPT what the...
you know, the philosophy should be and it spits something out,
kind of generic... and well... I'm not going to impugn that... I have
great moral and reservations about using chat GPT to do this work
but if that's what we need to do... that and a combination...
maybe the Ouija board and the, you know... the magic 8 ball...
we'll come up with some recommendations for you.
So, speaking of recommendations... we're drafting that,
we'll get that to you, you know, some point in the future...
were devoting the month of March to kind of, research...
we've divided our... the steering committee
is divided in subgroups... in curriculum,
pedagogy, assessment, and 21st century skills...
those groups are all going to do some research and
come up with initial recommendations.
We'd like to present that in some forum... and I've asked Rita
if faculty senate would be willing to sponsor a study session.
Whether we come here for that or we go through some other
forum like a town hall... the group would like to present you
with some initial recommendations, that we plan on putting
into the thought paper that we'll submit on June 30th.
March is going to be devoted to that research... April,
start to formulate it... put it into some form that is...
that helps you see what we've been working on... the data
that we've been collecting, gathering, and analyzing...
and you know put that there... April will be kind of going from
those recommendations to a sort of more coherent form...
you know, we're brainstorming and drafting...
and then we hope to have a draft of the white
paper... thought paper... by the end of April
so that we could say... okay, have we missed anything? And then,
we'll revise the draft and we have to have it in by June 30th.
This would just be a series of recommendations and
whatever recommendations we come up, with will then...
we're presenting them to you early and often...
so that we don't, you know, go wildly astray...
and then, we'll go through the governance process for... as
we go through the implementation phase, starting next Fall.
But right now we're looking at "best practices""... what do we think
makes for a great general education program... we're doing all that.
One other thing... I've... we've been working... we
created a student survey, that would be a baseline
measure of how students perceive general
education... and we drafted a a survey for that...
that's in Stars hands now... we're going to make
some quick revisions to it and distribute that out.
and then we can kind of compare what our faculty
believe general education should be and what our
students perceive it is... hopefully, we'll be lucky
and they align perfectly but if not we'll see
places where we can improve our practice in our
program of general education... so, how am I on time?
---Rita Lennon:
I think we're on time... I think
we're at time, I should say.
---Michael Parker:
Awk... I wanted to get under 10 minutes...
sorry, I thought I'd have something for you.
---Rita Lennon:
That's okay.
---Michael Parker:
Oh, by the way... in case nobody knows... since we're talking about
abbreviations, AGEC stands for the Arizona General Education Curriculum...
and I think it would be worth taking a look at some
of the things that the chancellor said earlier today...
you can't complete a transfer degree without completing the AGEC...
but you can complete the AGEC without completing the transfer degree.
So, I don't know if it's possible to have... to ever be... have
more transfer degrees than you have AGEC certificates.
So, there's that... thanks.
---Rita Lennon:
Thank you
Okay, we do have 2 more presentations... if you
can stay behind, I would appreciate it, senators...
but, we will see what we can do... so, Kate
Schmidt, you have the floor, to talk about CCSSE.
---Kate Schmidt:
Sure... I'm presenting with Suzanne and we can try to make it brief,
but I saw Dr Parker try to make it brief, and it's not always possible...
we can't rush all of these things... but you may know
that the college engages in surveys every 2 years...
they administer a nationally
normed survey called the CCSSE...
one that's a companion survey... that I think we refer to as the
CCFSSE, because it's got the F in there, which stands for faculty...
and the SENSE survey... and so, I think a few months ago, Jeff Thies
was here talking about the work he'd done at the SENSE survey
and then there's a... there are portions of this that
speak to concerns around race and ethnicity...
and that piece is being conducted by... in terms of being conducted...
looking at the data, making some recommendations.
So, that's the project we had... Suzanne was... Suzanne was
assigned to The CCSSE and I was assigned to the CCFSSE...
and we realized that we... we really... there are really some
things in common... it made sense to look at these together.
So, this is all part of our strategic plan priority, where
we're using this data that we obtained from the...
in, you know, the last academic year... we, you know...we...
I think this was talked about earlier in the... in the present...
in the pre... in this meeting... we often have a lot of data
and we don't always dig into it as deeply as we could.
So, this is an opportunity... the college just runs
this every 2 years, it's an opportunity to look at our...
the students perceptions of their experiences here... and the
faculty's perceptions of the student... the students experiences.
Yeah... I'm skipping all over, sorry Suzanne... they told me to go fast...
so, the CCSSE... do you want to go back to the CCSSE page?
CCSSE is looking, you know, looking at returning students...
SENCE was new students... CCSSE looks at returning students...
asks about our institutional practices and
their behaviors that are strongly correlated
with high impact practices and
student learning and retention.
So, that's a... you know, that's asking the students, who are returning
to Pima... then they ask the faculty, sort of, companion questions.
So what, you know... here's what the students are experiencing...
what do the faculty think the students are experiencing?
So, that's in brief, these 2 surveys... we are... we looked at
the results from last year... our, you know, first thought was...
we were... we were being asked to make some
recommendations... but our first thought was...
let's take a look at these questions and see if they're measuring
any of the things that we are already trying to do...
any of the initiatives in the strategic plan... anything
in the Chancellor's goals and the Provost goals...
so, when you look at our our spreadsheet... column J is where
we started doing that work, of aligning things that were...
you know, initiatives were already doing...
that might be measured by these questions...
and you should have links to all of these...
and I can paste them in the chat.
The second... the second thing we did was... we brought
together a cross-functional team to just look at our...
look at the data and identify some notable areas...
so, we looked at those... the green areas, the kudos...
that we... that we wanted to observe... yellow areas,
where we might want to dig in a little bit deeper...
and red areas, or kind of areas of con...
you know, areas of concern.
so, so... do we want to skip ahead
to the... okay... so, we documented it...
we're making some additional recommendations for actions,
and we're vetting these recommendations with you today,
So, one of the things... I know you've been asked for a lot of
feedback... one of the things that will be pasted in the chat,
and probably on the agenda, is a
feedback form about this work.
So, let's start... we'll, I think, want
to probably focus on Kudos...
these are things that we observed in
the data that we need to celebrate.
The first one is, how often do students
communicate with you. right... by email?
So, students are saying they do this often, or very often... 77% of
the time... faculty are saying it's often... that this happens very often...
you know, 86% of the time... so, both very positive numbers... I think that's a... that's something that we can be proud of
about the way that we're communicating... that this is a good system
that's working for communicating with email with students.
The next one is about feedback... how often are students
getting prompt feedback about their performance?
The faculty are perceiving that as a little bit higher... but
students perceiving that as pretty high, often or very often,
is almost 80% of the students getting feedback, which we know is
one of those keys to success, that we're giving frequent feedback.
What's our last one? Okay... how much coursework
in the selected course section emphasize students
using information they have read
or heard, to do something new.
So again, these are... these are high... almost 3/4
of the students... and are also very closely aligned...
what the students are experiences is what
the faculty perceive they're experiencing.
So, we did have some, you know...
we did have some other observations...
I think in the interest of time, we've got
those all on the sheets that we're sharing.
And, do we want to just skip to our recommendations?
So, really a look at one of our recommendations
is a look at the... at service learning...
and that's certainly going to be part of that general education refresh
in the high impact practices that Dr Parker just talked about.
There were some yellow areas in referrals... and again we realized
that that's because of the way the question is, you know, is asked...
that a faculty member is talking about their
perception of how often they make referrals...
the student is talking about their individual experience...
but it did seem like a place that we could look at
and really shore up... that we make sure all faculty understand
what we have as resources to refer students to make that clear...
and then finally, supporting some career planning.
So, we're looking for, you know... we're looking for feedback by next
Friday... so, that we can wrap up this section of the work...
but we also really... I think this is on the next
slide... want to make it clear that this is
data that's available for you to use if you're
working on college-wide initiatives, or projects,
that's available through star... it's actually the 2018 is online...
I think, this 2021-22 will be online soon, if it's not now...
so that this is one more place where we can, you
know... where we can use data to make decisions
as we're planning some of these initiatives... that we want
to be looking at the data that we've got available to us.
So Matej, I saw your questions in the chat... there is... I don't
know that we would be able to get to that granular level...
there is the possibility of... we have a relationship with
the organization that runs the survey, that we can...
we can contact them for customized reports, but my
guess is that they did not ask specific questions...
but that may be a recommendation for follow-up... and
really, what the... those questions were really about the...
the referral to those various resources...
so, I don't know that we've got specific...
that specific about the experience that the student had
in the resources... but we can go back through and look.
Absolutely... that's a great recommendation.
So, Suzanne was...
---Dr. Suzanne Desjardin
Oh, I wanted to just say Kate, right now... can you
all hear me... because I'm on my second device?
The college right now... we have partnered with Temple
University, and we have put out the Hope Impact Survey.
So, for the first time we're part of an Arizona Community
College Consortium that's doing that...
and it's a survey that does a really deep dive into
what are the barriers that students are encountering
in their higher education experience? And so, all those links are
posted right now for students... we have it posted in Pima Engaged...
students have been sent out emails with the
link... we can certainly share with faculty...
but to Matej's point, we're really excited that we're going to have
a consortium of data that's going to be a statewide database
as well as a national database... because the survey is
set up just kind of like, CCFSSE and SENCE and CCSSE
in that we're going to get a really large set of data, to kind of drill
down... what are these deeper barriers students are having
outside of the classroom, that are impacting their success at Pima...
and course, at whatever other schools they're attending.
So, just wanted you all to know about that.
---Rita Lennon:
Thank you... I know we're 1 minute to the end of
the meeting, but we do have one more presentation...
that's always the hardest spot to be in... so David, I appreciate
you... if you wouldn't mind, go ahead and take the floor.
--David Donderewicz:
Sounds good... I'm gonna share my screen real quick...
and we might have had one too many Davids, right?
I don't know if y'all can see my screen or not?
---Rita Lennon:
Yes we can.
--David Donderewicz:
All right.
All right, cool... I'll make it quick, and I'll also... Rita, if
you want to just put the presentation also in the agenda,
and then folks can look at it too... it's got view access for
everybody... but I'll go ahead and get us going
So, I'm here to present the Criterion 4... I'm David Donderewicz,
the executive director of financial aid and scholarships.
I'm glad to get a chance to talk with you all, and this presentation
is going to be done with the Board on Wednesday.
It will be done by Elliot Mead instead of myself... probably
a better one on next next week, if you have time for that,
at the board meeting... but more or less, looking at Criterion 4
and giving an update on kind of how the process is going,
and how we're moving forward with the HLC... so,
before I get started really, I just want to make sure
that we all know what Criterion 4 is, teaching and
learning, and its evaluation and improvement.
So, that means the institution demonstrates responsibility for the
quality of its educational program, learning environment,
support services and evaluates their effectiveness... and has
processes designed to promote continuous Improvement.
So really, looking at where we're going, we have to
look back where we were... I refer you guys
over to the 2018 assurance argument, that... that
should be on the website... really get a good idea
of kind of, where we've been and how we've
communicated back and forth with HLC in the past
in regard to reviews and so forth... but really, just
kind of looking at the main aspect of Criterion 4,
it's assessment and program review... and so, we did
see some gaps in our 2018 assurance argument...
but since 2020 we have been cleared of all monitoring items
in that criterium... really the points that I want to make
on this slide, as you see assessment of program
review... is really, that we look at assessment...
the more participation we have, the better we get with
assessment... also, looking outside the classroom
into co-curricular on how we assess that and how we help
students move towards their ultimate goal in education
and then kind of referring back to Michael
of our general education outcomes.
Would that also program review? And I'll just kind
of state this point directly from the HLC themselves...
and this is one of their main keys to this criterion... the
institution maintains a practice of regular program reviews
and acts upon those findings... so really, one is that you use
those findings and you use that data to make the decision
in regard to that specific program... so, whether
good or bad, you're a data driven decision
or your decisions coming from the data you receive...
and also one of the things we did want to look at as well
is just the transparency of the program review process... and
making sure that all stakeholders are aware of where we are at
in the process, and making it clear
to all folks as as we move forward.
What we've really been doing with the Criterion 4,
there's more or less 2 things we've been doing...
one is we've been prepping, or we prepped
for the visit... HLC focused visit in February...
in regard to that, we're basically looking at making
sure everything was set up for that visit,
in regard to some of the assessment and
curriculum review of our off-site locations.
So, basically we're working with all faculty
and instructors that are on our site,
to make sure that... see, their processes
aligned with our College processes...
we're kind of pending the review... or the response from, or actually
the report from the review on how we would respond to that,
but you know, we've put some stuff here, and
depending on anything that happens in that...
that report, that they do send us... really, anything we might
have to supplement when we respond back to them...
or any additional things we
have to do in evaluation process.
So, that was really what we focused mainly in February on...
the next thing we really focused on was really gathering
all the stakeholders, in regard to Criterion 4, and
really getting those folks and our subject matter experts
together in a group... so we make sure that we can move
forward as we we look to gather this information.
So, on this slide here, you'll see that there's 3 core components...
and those 3 core components make up Criterion 4...
and then under each core component
may be sub-components under there...
you'll see these arrows that are pointing down
to boxes... and that really gives a good thing...
a good reference point, of which evidence would be
good to kind of go with those core components,
in regard to how we move forward with the
assurance argument that we're looking to do.
So... so, you'll see simple things like, you
know, our transfer policies in regard to 4A.
So, those are kind of the list of evidence that
really kind of, show that we're doing this,
other than just the narrative of
us saying that we're doing this.
Within the core components and the criteria, there's also
assumed practices... so, being accredited by the HLC...
the HLC does assume that we do certain things
and we might be able to do it a little differently,
but we do do this at the institution... so, things such
as, you know, instructors having authority over grades,
how we transcribe or trans... transcript credits
at the institution... kind of, those things that
when you think about an Institutional, or your function at the
institution, those main things that all institutions do
those are assumed practices, in a sense that
the HLC believes that we're doing those.
And I know we're a little over here...
so, thank you for staying with me.
Really, from those meetings that we've had with our
stakeholders, we've really started to gather that evidence,
in regard to Criterion 4 to make sure that we could...
we can kind of lay out how we do Criterion 4,
and meet each core component,
sub-component of that criterion.
So really, we're focusing our attention on gathering
that information... but then also looking at that
to see where we might have potential issues
or gaps, limitations, to kind of address.
So really, we're taking that evidence and all the documentation
that we have... we're working with our editors to then go ahead
and start writing the assurance argument that will be
sent over to the HLC... and really, once we get that draft
of that assurance argument, that's when we're going
to kind of go back and look through those gaps,
to see, you know, what... which areas we might need to
improve on and if we can improve on in those areas
prior to the submission of the assurance agreement... the assurance
argument... sorry... one other thing that we are doing...
I know that Dolores, she has scheduled a Data
Summit 2.0, to talk about some of the criterion
in I think, core component 4 C3... and so,
that Data Summit will be March 31st.
So, I know some of the Deans and others
will be invited to that to talk that through.
So... Jeff, you know that's kind of what
we've been doing with the Criterion 4...
getting that stuff documented, gathering
the information, and the evidence.
Now, we're ready to kind of shift that over to...
to start writing that assurance argument...
and I'll just give a quick props to our
team... and I'll turn it back over to Rita.
But our lead Stacy Naughton, Dom Dominguez, Rita,
myself, and Stephen Ebel, which we missed that guy...
and then our editors are Elliot Mead and
Michelle Matthews... so, so... thank you.
---Rita Lennon:
Thank you... I know that you had the terrible task of
trying to get all that information into us
but I appreciate you sticking around and doing that for us...
so, you know, if you didn't catch it from the presentation,,
this is like, our wheelhouse this is why it's so important
that we hear what's being said about 4A...
and when all of you attend the next meeting, which I know you're
excited to do, on academic matters, starting at 3:15,
we're actually going to start gathering some data for 4.A
and 3 different areas... so, please consider attending,
so that we can gather that data from you...
okay, I know we're 8 minutes behind...
we are going to quickly go over the election results...
I'd like to share... this is also the in the agenda.
Denise Riley is now our president-elect, so she's not
here, she's traveling today, but congratulations to her.
Maggie Goldston, who is actually also not here today, is
now our new vice-president... [clapping] so, good for her.
Both of them will start in Fall... and then our charter
revision ...we have been approved for our revision...
so, yay... you guys all voted in our revisions... wonderful...
thank you so much, for everyone who provided feedback in that...
and worked throughout the semester,
the last 2 semesters, on the revision.
Okay... so now, we do have one more
item that has been added to the agenda...
we realize that if you are not a senator, you may
not want to stay any longer, that's perfectly fine...
this is actually a vote for senate... so,
we understand if you need to head out...
But Brandy go ahead you have the
floor and you can bring up the last item.
---Brandy Wright Randolph:
Thank you Rita... yeah, the... as mentioned before when we
started this it was the revision of the minutes for faculty senate...
so, if we're able to re-implement that original way it
was done, where we take the 5 minutes to review that...
if other people weren't here... that didn't hear what I said initially,
I had some issues trying to get those notes myself in there
and I... and I think this does put an undue
burden on yourself in going through those...
and if it's something we can do at the initial part of the
meeting, I think that's just going to benefit your time,
as well as the time of the group, that are all of us in here...
and I can't attest that we have a quorum right now...
we did originally, but there were 72 people when
we started, and I notice now there's only 24...
and I can't confirm if everyone there
is a senator... I'm going to try and see.
---Rita Lennon:
That's a good point... well, even with 24.
---Rita Lennon:
Yup... with 24, we would, provided
the rest left... that we're not...
---Rita Lennon:
It looks like everyone here is actually a senator,
so that's surprising... thank you everyone.
---Makyla Hays:
I'm a senator but I am not...
---Rita Lennon:
Right, you're an ad hoc... but we're actually
at 24, and we really only needed... 21?
---Brandy Wright Randolph:
22...
---Rita Lennon:
22.
---Brandy Wright Randolph:
21 plus 1... yep.
---Rita Lennon:
Okay... so, I think we're good to vote... or actually... so, the motion
has been made to revert to how we used to do meeting minutes,
which is to put them on the agenda... and
then, vote for them as part of our meeting...
and one other senator... I'm not sure, I don't
remember who it was... but one other senator said...
what's nice about doing it the old way is, you can
kind of refresh your memory about what happened,
because it has been 4 weeks ago... you may
have forgotten... and so, that might be the case.
So, the motion now, like I said, as it stands...
we do have time for conversation... well, I mean,
it's 311... so, I get it if nobody wants to have a
long-standing conversation but does anyone want to...
Michael, I think you... thank you for
putting the second on... does anyone have
any discussion points that they want
to bring up, before we move on to a vote.
[cough]
Oh... oh, Sean... you do?
---Sean Mendoza:
Yeah... because, you know, I was the one that
originally brought it up, to have it be done, the new way.
---Rita Lennon:
Okay... all right.
---Sean Mendoza:
So, the main thing is that... yeah, you know... I will bend to the
will of the committee because... or to the group because
every group is going to be different... I just think
that it had... and yes, there are some challenges...
there's some technical challenges sometimes...
but if we are able to overcome them...
typically 5 minutes... usually ends up ballooning to 10...
and if we look at how much time we have right now,
it would... if we would have done it, we would have
basically been only over a couple of minutes.
So, just... I'm just putting that out there, but I will bend to
the group... but I just want to just say that... that.. that's...
because you know another thing too is that not
everybody is able to stay at our meetings...
and if we are able to do that online as well...
then that way, you don't have to necessarily...
I mean, you you can go to your meeting and still
be able to vote... and so, it just means that offline,
when we're not at these meetings... we're going to
have to... we're going to have to do some homework.
So just... I mean I just wanted to just say
that and... yeah... all right, there you go
---Rita Lennon:
[chuckles] Okay... thank you,
there was a recommendation
Oh well, now... well, now you're... now
you're changing your recommendation.
So, Matej did say... how about at the end of the meeting, so we
can have a brighter start... but I'm good with any option...
and then he has now mentioned that he is now inclined
to agree with Sean.. but this is not a high priority issue
for him personally... okay, so is there anyone
else who would like to add. [chuckles]
---Brandy Wright Randolph:
I'm taking that as Matej and Sean say,
yeah... it's good, let's do it the old way...
maybe just my interpretation... [Rita laughs]
but I think we should call for the vote,
because I know you have to be in a meeting in 2 minutes
and I have another department meeting in 2 minutes...
and didn't want to belabor this point or take everyone's
time, because now I'm going to be late to that,
because I need 5 minutes in-between...
so, is that it? Do you call for a vote Rita?
---Rita Lennon:
it's already been on the... it's on the table... so now, we
need to... so, we've motioned, we seconded, we discussed.
Now we're voting... and I already see that there's some
senators, who are taking... so now, the question is...
do... what the motion is is... do we revert to the old way, and just
vote in our... approve our minutes at the next senate meeting?
So, please go ahead and cast your vote...
[laughs] in chat.
---Brandy Wright Randolph:
We only needed 2 no's... so, yeah...
I don't think we need to do any more.
---Rita Lennon:
Never mind... yeah, you're right...
there's several no's.
Okay... so, we will continue doing the senate meeting minutes
as they are now, where I'm going to distribute them sometime...
you just added more work to me, Sean... so, don't dance
too fast.
---Brandy Wright Randolph:
It's okay, I'm gonna bring it up in April again... so...
[Rita laughs]
It'd be the last thing I do as VP, Rita...
save you a little bit of time and effort.
I don't think there's enough knowledge
about what goes on with that... so.
---Sean Mendoza:
Rita, if you want...
---Rita Lennon:
.All right, very good... okay, so I need to head over
to my other meeting, but thank you so much...
can I have a motion to adjourn?
---Brandy Wright Randolph:
Motion to adjourn.
---Sean Mendoza:
Second?
---Brandy Wright Randolph:
Got you Sean. [chuckles]
[Rita] Thanks Dora...
---Rita Lennon:
All right... 3:15 is when we adjourned...
thank you so much.
---Diane Lussier:
Thank you, bye everyone.
---Rita Lennon:
Bye everyone.
在线博彩
威尼斯人博彩
中国证券投资者保护网
掌贝官网
博彩app
Crown-Sports-app-support@hunan263.com
Casino-platform-contactus@southmandoor.com
赌博网站推荐
体育博彩
澳门新葡京博彩
澳门威尼斯人app
太阳城
淄博老百姓网
Grand-Lisboa-media@jf277.com
Sun-City-entertainment-City-help@bfsc1986.com
赌博平台
灵汇股份
皇冠官网
宅男吧
在线博彩
浙江自然博物馆
南阳车管所
永州房产网
河池365
智慧之光官网
美乐乐装修网
昆明公交路线查询
美克文学
吉安房产网
南极人官方网站
一比多产品库
统一下载站
站点地图
威尔斯陶瓷官网
游戏世界