New York Faculty Council

Pace University New York, NY 10038

Meeting Minutes

December 2, 2020 12pm

Online

Daniel Strahs, Chairperson Janice Winch, 1st Vice Chairperson Darren Hayes, 2nd Vice Chairperson Winifred C. Connerton, Secretary New York Faculty Council Meeting Minutes December 2, 2020

12:10 Call to order D. Strahs – Welcome to the final NYFC meeting of 2020. • Reminder of the Westchester Faculty Council meeting on Friday 12/4/20 • Reminder of the last Joint Faculty Council meeting of 2020 on Friday 12/11/20 Approval of 11/4/20 minutes – approved without objection Introductions and Announcements (maximum 1 minute each) • L. Farber – chair Academic Integrity committee. I just want to remind faculty, that according to the Academic Integrity code (which was put in place in 2017), when you find that someone has cheated or plagiarized in your course, you are obligated to report that infraction of the code. You can determine the sanction within your course as you see fit. Everyone realizes that students are working under very difficult circumstances this semester, and the sanction is up to you to decide. Certainly you are probably aware that more students are unable to do their work honestly, and they use a lot of online sources and contract cheating (that means engaging someone else to perform their work, and submitting it as their own). So, if you do discover that, please use the forms on the Provost’s page, under forms and policies, and send me the reporting form. Thank you. https://www.pace.edu/provost/academic-policies-forms Motion: Enter into closed session for 30 minutes (seconded) Approved without objection Executive Committee election results (winning candidates highlighted(: Chair Darren Hayes, Information technology 55 Eddis Miller, Philosophy & Religious 79 Studies First Vice-Chair Jorge Cacheiro, Performing Arts 126 Write in (not named) 4 Second Vice- Matthew Marcello, Biology 132 Chair Write in (not named) 2 Secretary Emily Bent, Women’s and Gender Studies 124

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Motion: End closed session – approved without objection Chair’s report (D. Strahs) Presentation highlights • Several local schools will be going remote for the beginning of the Spring semester, including: Hofstra, Manhattan University, NYU. They are having students move into the dorms, but they will conduct their early weeks of the semester by remote instruction. We will discuss this issue, led by the calendar committee, next Friday (at the JFC). • We’ve been following up with the administration on the completion of the agreement

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relative to the academic dismissal policy language changes tangential to the sexual harassment policy chances. You may recall that the evidentiary standard related to academic dismissal policy had been changed due to the pressure from the sexual harassment policy changes. We had negotiated an agreement that the language would be returned once the sexual harassment policy requirements had been changed by the [federal] administration. The intention was to have the agreement recorded in the minutes of the Board of Trustees, to give it legal standing. I can report that it has been completed, and the executive committee will review the document prepared by the Board. • In recent weeks I’ve had to act to have the recommendations in the TAP process, the recommendations of the candidates from the Department Chair and the School TAP committee sent to them. This is something we voted on back in October but due to a miscommunication, it wasn’t followed through. I acted to secure this at the level of the Interfolio process after the school review. We’re back on track to where the faculty councils had indicated we should be. • Ongoing issue -- The school remote issue was initially being debated in the COVID Taskforce and FROG committee. This has happened periodically, where issues that are very important to faculty operations and faculty governance, are not actually coming to faculty governance in the right way. I’ll be continuing to monitor this process – this impromptu consulting is an ongoing issue. Budget committee (M. Marcello) Presentation slides attached Presentation highlights • [cameo appearance from Marcello child seeking crayons] • I am presenting the slides from the November Budget meeting – if you have any questions you can contact me, or any other members of the Budget committee: Vince Barella, Illiana Ismailescu, Jessica Magaldi, Andy Crosby and Sonia Suchday. • FY21 – budgeted a $3.4 million deficit, and it looks like we are on track to reach that, and we may do better. There was concern earlier in the fall that the deficit would be larger, but enrollment and discount rate were better than expected, although the shortfall with housing and meals was larger than anticipated. Spring enrollment is unknown, and that may affect the budget. Looking now to Fall-to-Spring retention, and whether those students who deferred in the Fall will come in the Spring, or they will wait for the fall. • It is unknown what we will do for quarantine and testing in the Spring. • Operating cash remains strong. We won’t need to draw on cash reserves, even if we have a disappointing spring. Changes made over the summer were to prepare for a potentially higher deficit, and to have cash on hand to pay as needed. • [Slide 3] Waterfall table depicts categories of revenue and expenses, and where shortfalls occurred. Unexpected expenses are highlighted on that slide. • FY21 Reconciliation – this slides more accurately describes where the expenses and

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revenues came from in the budget. You can see the expenses for everything (hotel stays, COVID testing, security) all itemized in this table, and some additional COVID expenses. Some of these expenses are offset by savings that we made. When the budget is made, it is just a projection of where the revenue and expenses are going to come from. What the budgeting office does is, if we don’t have enough revenue they offset the expenses with savings in other areas, which is what has been happening all fall to try to get to the budget that was approved by the Board of Trustees. • Operating Liquidity – FY21 is on the right. Cash levels are seasonal, based on when students pay their tuition, and by the time we get to summer we’re low because we don’t have that many students paying tuition in the summer. You can see that compared to the last three years, we have more operating cash on hand, which gives us more flexibility and less fear of what will happen in the Spring if we do run into a bigger issue with enrollment or housing, we’ll have the money to keep the university running. • Opportunities and Risks for FY21 -- We have opportunities and risks for the rest of the year. We have deferrals from the fall that could lead us to some revenue Discussion R. Almon – I’m very impressed, I may invite you to present to the finance committee! V. Barrella – Fantastic presentation. I heard something disturbing just now, and Dan maybe this is more for you, that release time for the NYFC chair has been cut from 12 credits to 6 credits – is that accurate? D. Strahs – It is correct to say that I have 6 credits. If it was cut, I don’t know when or how it was cut, but I’ve had 6 credits for the whole time. I cannot and would not point a finger about where it was cut, either. This is something which can be investigated. V. Barrella – I recall it always being twelve. J. Byrne -- I recall it being six. D. Strahs – and David Rahni has nine. V. Barrella – Six a semester, or six a year? J. Byrne – I recall it was six per year, or one course release per semester. If there was something different, I’m not aware of it. V. Barrella – It was twelve from 2006 on. It’s an enormous undertaking, and it makes it harder to attract people to do things, if we’re going to be pennywise and pound foolish. How much did we save, if it was a recent initiative, and Dan is saying it wasn’t a recent initiative, so I guess that isn’t really relevant. It really is an enormous amount of work, and it is something we should fight to get back. M. Marcello – I want to answer questions not related to chair release time. Related to zoom stations and capital expenses questions in the chat. Maybe Bob or Angelica can answer how our capital expenses hit our yearly budget. The Zoom stations are essentially capital expenditures, and that goes into a different bucket than our yearly budget, and one of the hopes is that if there is any legislation or ways that we can pay for some of the additional costs that the University incurred by staying open during COVID, we can use that to offset some of what we spent on the Zoom stations. The other thing is that we may be able to use those forever in different capacities (maybe between campuses).

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R. Almon – I may bore, or possibly insult the Lubin faculty, so I apologize in advance. Capital expenditures are for things that have a useful life of more than a year. Certainly a building, but a lot of IT expenses are also capital. There is a separate budget for capital spending that is not part of the operating budget. What happens with that is as we spend the money, for example with Zoom stations, if we spent a million dollars, for a round number, we would add a million dollars to the balance of our investment in fixed assets (meaning buildings and equipment), and we would then depreciate over the useful life of the asset. The concept is just to match revenue and expense. In other words, if you invest in an asset that is going to serve the university for the next five years, in the case of IT equipment, then you want to recognize a portion of the cost over each of those five years. We would take $200,000 into the operating expense budget as depreciation for each of the five years. So, it does affect the operating budget, but with a lag. We spend a million now, and next year we recognize $200,000, until it is gone, but the cash went out the door with the initial spending. M. Marcello – One more thing, I didn’t give an update about the strategic plan during the announcements. Right now the plan is to have some additional communication at the JFC on the 11th. The Strategic Plan task force is meeting next week, and the sub-committee of the Board is meeting next week. The work that has been ongoing is not at a point where I really have anything to report out that would be beneficial to everyone. If you want to hear more about the budgeting RCM model, and what’s going on with the Strategic Plan, Jean did answer some questions at the last Community Conversations, which was the week before last. That’s recorded if you’re really concerned. Come to the JFC or read the minutes from the 11th, you’ll get a more complete update there. K. Sen – You explained the depreciation concept, but the reality is that for the other IT equipment it is needed for servicing the University’s regular operations. These stations were only meant for this special situation that we are in right now, and my concern is that if you drag it over five years it will make it look like it isn’t much of an expense, when the reality is that it is not helping us generate revenue for five years. So it should be written down much sooner, and then our financials will look worse. R. Almon – There’s a mechanism for that. It is not unheard of that you would invest in an asset that you decide you won’t use later. For example, some of you may remember that we used to own a building downtown in White Plains on Marine Avenue. We sold it, so at that point we truncate all the remaining depreciation and take that as a charge and offset what you got for the assets. So, in this case we probably wouldn’t get anything for the zoom stations, so if we decided that you really weren’t going to use them much we would write them off at that time. So if $600,000 had not been charged yet, it would all go into the current year. V. Quiñones – I want to say that those machines are useful for the future because we are continuing to use hybrid modalities, so I don’t foresee them as a one year use. I hope that they will give the University flexibility to use multiple modalities and to reach different student populations. We foresee the use to be more than one year. R. Almon – I’m sorry for the elementary explanation. B. Wiener – I’ve wondered over time, when we talk about all these increased costs, where we would find all of the savings/decreased costs from the pandemic. For example, I know that at the beginning of the pandemic lots of us thought that deep cleaning was necessary, but now we know that it is not. Now that there are fewer people on campus, there is less cleaning. Same thing for security or other added costs that faculty are paying now that no doubt is a saving for Pace – heating and lighting for example. My Con-ed bill is up 50%

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and I imagine there is some saving at Pace because I’m not using the lights at Pace. Copying costs – I’m copying at home on my own machine, and that’s paper and toner and everything. The dining room subsidies for staff and faculty aren’t happening now, and coffee and not to say the least: toilet paper. I imagine we’re using less toilet paper now than we did last fall. I’m wondering where that appears. R. Almon – One of the things that was in the budget when we adopted it back in June, was a 50% reduction in supplies and services. Most of the things you mentioned are examples of expenses that get dumped into that category. The reason we’re able to do that is exactly what you’re talking about – we anticipated much less use, particularly in the offices, and therefore a lower utility expense, etc. The cleaning, you’re correct, in June we negotiated an add-on to our janitorial contract for additional cleaning and disinfecting. We’ve determined that we’re going to scale that back for next semester. It doesn’t appear to be as necessary as we thought at the time. We budgeted for a full year of that incremental expense, and now we’ll back that off and we’ll have some favorable budget. Big picture, what happened in the fall semester is that we encountered a lot of expenses related to COVID that we just couldn’t anticipate back in June. We had no idea what test would be available, what testing protocols, the state hadn’t yet adopted the quarantine requirement from certain states. We were hit by a lot of expenses, but net tuition revenue was $25 million higher than we thought it would be. Housing was lower. If there is a lesson, it seems to be that our students seem determined to keep working on their degrees, but if we’re going to be largely remote they don’t need to rent a room on campus to do that. As I look ahead to the spring, what concerns me is that I have no feel, and it would be interesting to know what all of you think, for how the availability of a vaccine will cut. It could be interpreted one of two ways, depending on who you are: oh that’s great – there’s a vaccine I’ll get it sooner or later – I’ll go back to school OR there’s a vaccine available, why should I go back to school when my classes are going to be all online, I’ll take a semester off and come back in the fall. I don’t know which way it will go. As a starting point it is encouraging that students seem to want to register and keep working on their degree. B. Wiener – I’m glad that you mention the hotel and quarantine costs, because I think that’s another thing where the science has moved. The CDC said just this week that quarantine should be 7-10 days, not the full 14. R. Almon – Yes, we’re cutting that down for January. We had budgeted a repeat of August and September. B. Weiner – Yes, I saw those numbers were pretty much the same, and I realized those were from mid-November. I guess there’s also the question, considering all these costs and all of the hazards that faculty would expose themselves to if they do come to teach in person, what incentives you have considered for faculty to teach on campus? R. Almon – I’ll defer that one to Vanya. V. Quiñones – We’re giving faculty the flexibility to teach online, hybrid, or in the modality that they want. Many different faculty have taught on campus, and they’re healthy. I go to campus every single day, and I commute as everyone else does. I think that incentive is that faculty have the flexibility to teach in whatever way works for them. V. Barrella – I want to thank Vanya and Paul Dampier for pointing out the plan is to use the zoom stations to video conference classes between NY and PLV. Of course the impact of that is savings long term as you reduce the number of faculty, which is ultimately what will happen when you reduce sections because of the videoconferencing.

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V. Quiñones – These give us opportunities to grow. Like right now, Vince, you did this great thing teaching courses with India from here. It isn’t just to teach classes – it opens up the opportunities for more revenue that we will be able to expand our ability to reach other markets. Thank you, Vince, it is much more than just teaching – there are multiple things we can use it for. D. Strahs – Thank you, everybody, for the participation, comments and questions. We will move to the Academic Resources presentation. Discussion from chat Budget K. Sen : Where is the cost of the zoom stations in the previous slide? A. Ferreira : Hi those are capital items and are not included in this operating ledger view. K. Sen : so when do we write it off? A. Ferreira : the capital items are included in depreciation expense V. Lala : Thanks for tableauing it out for us!! K. Sen : I hope we can generate revenues on the basis of those zoom stations, otherwise it is going to be a write-off pretty soon. I hope you will stick to using a proper matching principle to depreciate it. A. Ferreira : All of our capitalized items are depreciated as mandated by GAAP (Generally Accepted Accounting Principles) PV Viswanath : Isn't there a lot of leeway in GAAP? That is, even if the Zoom stations do not generate much revenue, you don't need to write them off, if a longer life is assumed? B. Wiener : Opportunities? 1. transfers and applications/admissions (Fall 2022) if we are relatively better at online teaching than our competition and 2. to campus if we are relatively safer than our competition. K. Sen : That's why I asked the question PV. How much was the capex for COVID (zoom stations etc.)? A. Ferreira : we do not depreciate capital items based on how much revenue is generated, they are depreciated based on useful life K. Sen : useful life? Not matching expenses with the revenues? There is something called a "write-off". Looks to me the zoom stations will be that. M. Marcello : Here is the link to the December community conversation: https://pace.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=2acc9906-dce0-45d2- befa-ac77013272a6 Chair Release Time N. Reagin : It was cut when Dan came in, as far as we can tell. I didn't know it was happening, and Dan didn't realize that he was receiving less than I had M. Nayak : Dan receives 6 vs David receiving 9? N. Reagin : I have alerted the Provost's Office, but I only found out recently that this had

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happened. Hard to justify giving the NYFC chair less, since that person has to manage a larger group. Zoom Stations A. Freedman : zoom stations might be used in the future to connect classes across campuses P. Dampier : We are looking to incorporate the Zoom Stations into the classrooms longer term especially for inter campus teaching and video conferencing PV Viswanath : Thanks, that's useful information. H. Knepper : I surveyed my class midway (anonymously) to see what they thought about the Hyflex experience. V. Barrella : What was the response H. H. Knepper : @Vince, the students appreciated the opportunity to continue class when they were not coming to campus. However, the Zoomies said the sound quality was challenging. They could hear me just fine...but honestly, I was basically at the top of my vocal range. The Zoomies had trouble hearing from the students in class. K. Sen : @H. , thanks for sharing the experience of students who were on Zoom in the Hyflex set up. A simple question I have is - will students attending all classes remotely prefer a Hyflex class over a synchronous online class? L. Lee : I thought Pace was getting a new website across the board. Has that been delayed by the pandemic? J. Rosenstein : L. , I believe the new website is going to be rolled out in January M. V. Braga Alves : @K. , good question for the survey. V. Lala : Zoom classrooms could be used for classroom observations. H. Knepper : @K. For my small group, they preferred the Hyflex using the Zoom Station to fully sync online. Of course, in a small group you know your fellow students and since some of my students really wanted to be in class, I cannot tell you that this didn't affect opinion. M. Nayak : @V. , excellent idea! B. Wiener : I “polled” my class asking about 5 questions — and quite a few students replied. Dorms K. Kreitz : My sense from talking with students is that they need more clear communication about the dorms for the spring K. Kreitz : Especially for students who chose not to be in the dorms in the fall and are considering it for the spring J. Rosenstein : @Kelly, I heard in another meeting today that Student Affairs is preparing a set of videos from students who were in the dorms for the fall, to give other students a better idea of what it's like K. Kreitz : The main challenge, I hear from students, is that, it’s a lonely situation to choose to be in the dorms. Especially as the weather gets colder, there is nowhere to eat with friends if you can’t eat outside. So students are choosing apartments or staying home with family

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Student produced videos about dorm life in pandemic M. Driver : will those films be distributed to students? J. Rosenstein : I believe they're going to go out over Student Affairs' social media K. Kreitz : That would be great if there were films to share M. Driver : sounds good -- I would be happy to post on my BB. E. Bent : Our students have said that they discovered that they could handle online courses better than anticipated, but were split between those who took this as an opportunity to save on living expenses in the residence halls v. Those who decided to register largely for in-person and supplement with online so that they could continue to be on campus B. Wiener : Thank you, E. . I think that it would be great if we poll students and faculty on such questions so that we have a better sense of what will best serve Pace. For example, perhaps more tutoring would help both students to learn and for scholarship student work- study. Academic Resources (K. Kreitz, M. Braga-Alves) Presentation slides attached Presentation highlights • Migration to Brightspace will happen in January. There are more than 50 early adopters using the system for more than 150 classes. These links are available in the weekly announcements from the Secretary. The sooner you enroll in training and begin preparing your classes, the better. December 8 & 9 is the Online Conference, as well as daily Office Hours . No training sessions between 12/19-1/3. • Upcoming Surveys from the ARC – the committee is collaborating on these surveys with faculty from all the schools, and will be released next semester.

o Technology – faculty and student experiences with technology o Library – focus on services cut over the summer. • Master Plan Working Group – ensuring the faculty and the library have input in the planning for 15 Beekman and beyond in the Master Plan. We’re concerned about ensuring that we have the right classroom and library resources.

o Outcomes of early meetings – established a working group to establish a clear vehicle for communication and collaboration with faculty.

o Initial focus is 15 Beekman – ensuring enough right-sized classrooms to replace those lost from 1 Pace Plaza (some will be in 161 William St.), making sure the library configuration will work, making sure that technology will support teaching/learning needs.

o Understanding what assessments have been done, and what they’re leading to in the future.

o Still recruiting Westchester representatives, though initial focus is on NYC (Beekman).

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o Aim is to solve the Discussion R. Almon – The reason Ibi is not concerned about losing space in Pace Plaza is that we’re picking up three floors in 161 William St – the only three floors that aren’t ours now. We will be delivered the 7th and 8th floors in late April, and then the 9th floor in October. So those spaces are coming available very soon, and Ibi is working on what belongs at 161 William St and 15 Beekman. K. Kreitz – that is good to hear – those are the kinds of details we want to be aware of and understand how we end up using that space. I feel hopeful about the direction this is going in. We’re going for healthy decision making and real, meaningful collaboration on this Master Plan. M. Marcello – So, when Nancy Reagin was in the Provost’s office they did a classroom utilization study to figure out what size classes we were using, when they were being used, and things like that. Since that time there have been significant changes when classes are being offered, partially in response to that survey. I can send you my notes on those discussions, and the study is available. Your group may want to look at that to see what updates are needed. If I remember the conclusions correctly, it wasn’t that we were missing a specific size class – we were missing mid-size classrooms of 60 seats, we had plenty of small classrooms, but we offer our classes at the same time which limits people using them. K. Kreitz – If anyone was part of this conversation and has information that you think would be useful to us, please share your notes. I do know that there were two studies – one was a survey and one was an assessment done by an external firm. I believe I have the survey, though I’d love to see what you have just to be sure, but I believe there was an external analysis, and that is where some of the things like moving some of our first year composition classes to Friday to make use of space. That analysis did find that we needed 10 more small classroom spaces, but again that was two years ago. Things have changed. We want this to be data driven, we want to use what we’ve done before and we want to figure out what we need to assess to make sure we’re making decisions informed by the current moment, but also by our ambitions for the future. Any information you have, I would like to know about it. Discussion from chat Brightspace & Blackboard V. Lala : To M. ' point, there is a learning curve for Brightspace, so if you haven't been to a training session, please plan to do so soon. Plan to have your shell ready before the start of 2021 so you can spend the first two weeks of the next year ironing out any bugs. This is especially true for those who want to leverage features unique to Classes. H. Knepper : Good advice V. ! I concur. I was an early adopter this fall. I like Classes a lot. But there is a learning curve. M. Driver : how long will BB be available to us, btw? S. Dutta Gupta : Video lectures cannot be copied over, has to be manually uploaded from Kaltura. Why can we not have a brightspace course shell for Spring 2020 courses, so that we can refer to our blackboard courses and copy over appropriately to brightspace because of the manual nature of the work for video lectures.

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B. Gordon : @S. - we can work with you on this. I will follow up with you. S. Dutta Gupta : We are not allowed to have a course on both brightspace and blackboard I was told by John, but it would be a real help for those of us have to make this manual uploads. Years of work on blackboard design is important to refer to as we make this switch to bright space. M. Driver : I agree, S. -- I want to keep my Blackboard to refer back to. G. Scutelnicu : Blackboard shells will be available for faculty for at least one year S. Dutta Gupta : I thought it is available till end December 2020 M. Driver : I hope not! I will need to refer back in spring and possibly beyond that. G. Scutelnicu : My understanding is that Students will not have access to Blackboard starting next calendar year but faculty will. I will ask for clarification and ask ARC/ITS to send an update out B. Gordon : We will have Blackboard available until August 2021. After that, it will not be available to us so faculty need to access what they need prior and work with us in ITS if they need help. We have copied over course content going back to 2018 but student work will not be copied over. M. Driver : Beth, can we download the old BB shells to our office machines? what is the process for that? Will the old BB materials be kept as I neglected to copy ALL the courses I have taught on BB since its inception -- thanks. S. Berardini : I tried to access course evaluations on Blackboard but got an error message - are they no longer available? B. Gordon : @M. - yes you can export old Bb content to your own computers. We can help you with that. I will follow up. B. Wiener : This also relates to online teaching using Zoom — which limits a single screen to 48 students. B. Gordon : Please feel free to follow up with me on any Classes/Bb questions. B. Wiener : Retention: Virtual teaching: How are we doing with student readiness for online learning? 1. Student sessions/videos… to know how to use Zoom, Respondus Lockdown Browser with Monitor, Brightspace Classroom redesign M. Driver : I actually do not fully understand why we need new buildings as I expect at least some classes may remain online, but the building projects must go on. I would rather see resources given to the library B. Wiener : K. : How does the work of the Classroom Design Committee affect our mission to have small classes for teaching excellence: e.g., group presentations…? Thank you for addressing some of these issues. When I polled students, many said they came to Pace for small classes. Faculty may understand that bigger is not always better. Lubin Mission Statement includes: Collaborative: Teach with excellence in small classes K. Kreitz : @B. - I just saw your question — I’d be happy to talk about this. For now, as I work to understand past assessments and our needs, I can say that we certainly have in

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mind making sure we have the classroom and library space for the best possible teaching Access to Campus M. Driver : thanks, once we can get back into our offices. I am sure everyone received the message from Matt this week re lack of access to offices. How can we get books and files to prep for spring classes? D. Strahs : @M. : it's not a lack of access: it's a gated - ask for permission access D. Strahs : Send an email to employeerelations@pace and they are consulting with Dyson; I'm sure they will make arrangements with you M. Driver : Matt said we would need a permissions letter to access offices, but it seemed like one could only get into an office for some emergency reasons. D. Strahs : @M. : please refer to Matt Renna's email; I may have garbled the email address M. Driver : email [email protected] and indicate the reason you will need access and the date(s) on which you'll need it. Not all requests will be approved - only those that are deemed essential or critical to the University's operation. D. Strahs : And I think your access to your office to prepare courses is critical M. Driver : agreed! Admissions and Retention (Z. Buraei, A. Shostya) Presentation slides attached Presentation highlights • Enrollment trends all down, with the biggest drops among newly admitted international students, but national enrollment trends show a bigger drop for undergraduates (11.8%) than at Pace (5%). • Spring enrollment – 77% of students enrolled in the Fall are enrolling, which is a little lower than this time last year, and these numbers are not final – many students have not yet registered. • Undergraduate Applications, and UG and Graduate deposits for Spring are above the rates from last year. • Admissions challenges include cancelled SAT and ACT tests, high school visit restrictions, few campus visits. Enrollment management purchased names of prospective students for recruiting email and digital ads. • What can faculty do to help?

o Committee encourages departments to customize their department webpages to include information that would be interesting to prospective students such as student awards, events

o Chair letters to prospective students o Class observations – let admissions know what classes are good to observe, and what days may be best.

o High school connections – seeking faculty with connections to listed High Schools

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to help Pace admissions get into those high schools. • Other A&R activities – a faculty mentor program for transfer students (piloted in Dyson, and will expand if it is working); approval for transfer credits; next semester focus on retention. • We have data broken down by school/campus, but we did not have time to analyze the data as a committee. Discussion G. Scutelnicu – Thank you for the wonderful work – I know how much effort it takes to work on such initiatives. I was wondering if you involved graduate programs in any of your efforts, and in particular the BA/BS, the MA/MS, the five year accelerated degrees, which might be an important marketing strategy right now. A. Shostya – This semester we have not targeted graduate programs specifically but this will be something we will pay more attention to as those programs grow. We hope to look at those programs more next semester, because frankly we were concentrating on undergrad enrollment this semester. G. Scutelnicu – I think the five year combined degree programs would be beneficial for both undergraduate and graduate. I know Pace has a lot of these programs on paper, but I’m not sure they’re marketed appropriately. Z. Buraei – You hit the nail on the head, Gina. This is why it is critical to involve the faculty in recruitment efforts. We know that some departments do an amazing job recruiting, but that is rare. Robina, when we contact high school counsellors, do we discuss the five year programs that we have? R. Schepp – We do have a comprehensive plan for promoting the five year programs, which I would be happy to share with the Admissions and Retention committee. As Anna said, we really haven’t talked about graduate programs so far with the committee, but I’d be happy to share our comprehensive plans for marketing graduate programs. I’m really pleased to say that we’re seeing very strong results, and we’ve seen a lot of growth in our graduate enrollment because of all of that. A. Shostya – I think it is also a very good idea to bring it up with Mary Baglivio, so I’ve made a note. M. Kelley – so I’m an N of 1, and I’m sure that other faculty who have kids who are applying, or have applied to college, may agree with me. I’m going through this with my son, and these are some anecdotal thoughts. This morning we looked at my son’s email and his inbox has over 500 messages that he hasn’t looked at because he’s getting bombarded with college recruiting emails. Our mailbox is flooded with pamphlets, and now we’re just putting them in the recycling. It is overwhelming. As a seventeen year old it is too much for him. I’m sure everyone knows this happens, but if there are unique things we can do to try to recruit students that will make us stand out. Everything I’m seeing is coming from an admissions office. Even open houses are with Deans – I haven’t seen any faculty at online events – it’s mostly been upper level administration. I do encourage faculty to get involved because I think it will give more of a human touch to the admissions process. Z. Buraei – I completely agree. One thing that prospective students said they actually enjoyed was having current Pace students also present at these events. Sometimes our committee will hear complaints that events are poorly attended – that there were only five or ten people. I want to remind everybody that those are the undecided voters. Those are

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the five or ten that are thinking, so we have to do our best to attract them. M. Kelley – Another point – I can also tell you we’re seeing the upper administration, and student panels. The piece that is missing in nearly every school that we watched, is faculty. Z. Buraei – That’s what we’re trying to see – that the students are not excited about how they’re going to get their loan. They’re excited about the topics they’re choosing to study. We have to bring the academic face to the table. A. Shostya – This is how we’re working with enrollment management – to see how the faculty can be more engaged and share their passion, and involve our current students. Especially during conversion events, we think this can make a big difference. Z. Buraei – We understand administration’s concerns – they can’t bring a Biology professor to a high school because maybe those students don’t care about biology. But now, we have a new system where students type in their interests when they complete their profile with Pace, and this is where the welcome letter from the chair becomes important, and inviting students to departmental events, while they’re still in high school. E. Zaslow – I’m happy to talk to people about a program that Kelly Kreitz, Catherine Zimmer and I worked on in the summer with Robina’s office. What we did was try to leverage NYC in a positive way. We showed that those of us who work in media and communication studies are still tied into NYC, and that is something we could do across lots of departments, certainly business and other programs. We created a program called Bring NYC to Me, and we had alumni, potential students, current students and faculty all meeting together, but not to sell the school, but to offer a program to students that really gave a sense of the flavor of the school, and what we , as Pace, can do for students. I’m happy to talk with other people about replicating that. Z. Buraei – that would be amazing – we do need a more systematic effort in that direction. It starts with trailblazers, and then we don’t have to reinvent the wheel if we want to do that in other programs. M. Braga Alves – Some of the things people are mentioning are things I have participated in with students. I received an email from the Dean’s office asking us [faculty] to be advisors for transfer students as well. I wonder how much of these things have been shared with other colleges at the school, because it seems that some of these things are new to the other schools. Z. Buraei – If Sue Maxim or Carolyn is on the call, can you talk about this new program we’re piloting in Dyson? We have 35 transfer students assigned to 7 or 8 faculty mentors. If that is successful, then we will expand it. Marcus, are you saying that these efforts already exist in your department? M. Braga Alves – I would not say forever, but I have participated in some of these events, and I have been asked to work with transfer students. I think we should talk with each other, because it seems that we have some experience at Lubin that may be useful. D. Strahs – Anna and Zafir, I want to thank you for this tremendous discussion. Discussion from chat Admissions and Retention V. Lala : Can you breakout the change in enrollments by School and Campus? A. Shostya : @V. we do have the numbers by school

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G. Scutelnicu : Can that data be shared as well? Maybe at JFC or early next year? A. Shostya : we literally just got the updates yesterday B. Wiener : Admission and Retention: If we want to know what will attract and keep students, let’s ask them. Have we polled prospective/current students (and parents!) to know – rather than guessing? K. Kreitz : Will departments have a say in how we are represented in the new website? B. Wiener : Admission: marketing opportunities? 1. transfers and applications/admissions (Fall 2022) if we are relatively better at online teaching than our competition and 2. to campus if we are relatively safer than our competition (article(s) on the success of our pandemic protocols). A. Shostya : @B. , I think it's a great idea. I believe the surveys like this exist, but there probably changes due to COVID. I like these ideas! We will follow up B. Wiener : Retention: Class size: Many students said they came to Pace because of our advertised small classes. Do we know if our class sizes have changed since Fall 2019? This also relates to online teaching using Zoom — which limits a single screen to 48 students. If the class is larger, have to go back and forth on multiple screens. 2. Technology “Cares” support: How much aid are we giving to students for technology so that they can participate in synchronous classes (computer, monitor, software, stable WiFi) and take “proctored” online tests? How do they know how to get it? E. Bent : @Z., she is going to reach out to me after the meeting, but I will see what some of my contacts might be able to do for us Student Voids V. Barrella : R., any news on the void/kicking students out of class for non-payment issue? M. Driver : good question, Vince -- I had a few who were kicked out, then reappeared. Hard on them but they all showed for office hours to get caught up. R. Schepp : @Vince. The reinstatement process is now complete. We reinstated more than 60% of students were voided. M. Driver : good news but again it was very hard on those students -- but I have a dedicated phone so they stayed in touch by text for a week or two. B. Wiener : @ Vince. Thanks for asking this non-payment question. These are typically the students who are greatest “risk.” If they miss any classes — especially those at the start of the semester — they are far less likely to succeed and far more likely to leave. In other words, retention is largely an OSA… issue if they kick students out of our Zoom classes and bar their admission to campus by deactivating their IDs. High School Recruitment E. Bent : @Z. I have worked with several teachers at Trinity, Nightingale, Spence and Chapin in a previous life and could try to revive those S. O'Callaghan : CARLSBAD HIGH SCHOOL IN CARLSBAD, CALIFORNIA LOVED PACE'S PRESENTATION. THEY LOVED THE FACT THAT PACE USED STUDENTS AS

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SPOKESPEOPLE AND THAT THE PRESENTATION WAS SPECIFIC TO THEIR SCHOOL! GOOD JOB! R. Schepp : @E. . Thank you, I will reach out to you after the meeting Stephanie Hsu : Yes, Ed had to go to class but the last time I asked him, R. hadn't reached out to set up our ad hoc working group D. Strahs : The question is about the consultation to maybe develop a new policy M. Soares : We have had students doing the 4/1 program with the Publishing program - and enrolled at Pace UG so they could eventually do so.. M. Iacullo-Bird : We also should showcase our undergraduate research opportunities to prospective students. L. Lee : These are all things that the Honors College does really well! K. Kreitz : Have we updated our common application address to say NYC in addition to Westchester? I remember this came up from a faculty member whose child was applying last year K. Sen : @ Z. - perhaps the A&R committee has already done this - how has retention at Pace been affected by admissions criteria by looking at historical data? If it has been done, then sorry for asking the question. S. Dutta Gupta : How about something like the summer melt workshops by faculty? E. Bent : @Shamita, yes those were largely successful - I would be happy to do another session geared toward potential students S. Dutta Gupta : It was a wonderful experience for students and myself S. Dutta Gupta : Turnout was small, but like Z. said undecided voters R. Schepp : @K. - We receive thousands of applications through Common app for the NYC campus every year. I will check - but we have not had a problem in the past with NYC not being available B. Wiener : UG: Is Pace a destination or a safe (open admissions/non-selective) school? This is largely determined by what HS students are told by their college advisors. They are the people we need to speak to. C. Scharff : We launched a 3-day hackathon for high school students in Seidenberg and they are taught by faculty. The orientation was yesterday. We have more than 40 high school students. Most of the students applied to Pace but we advertise through different channels. K. Kreitz : @R. - I didn’t see this myself, so I don’t know how much of an issue it might be, but I think the comment was that if you search for Pace in the common app, it just says Westchester — so if you were searching blindly for schools in NYC, you wouldn’t find Pace. R. Schepp : @K. I will double check today A. Freedman : I just looked in Common App (daughter is a HS senior), when you type NYC, Pace comes up, but it looks like this: Pace University New York City & Pleasantville, NY - US So, Pace does come up if you search NYC, but then it says Pleasantville, NY. You have to click on it and then it says NYC and Pleasantville M. Iacullo-Bird : In addition to the Honors College, university-wide Research Day, the Society

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of Fellows Annual Meeting, and school and department-based undergraduate research events would provide great opportunities to introduce prospective students to our faculty and engaged and high-achieving current students. A. Shostya : I agree with M. -- we have to make these events available to prospective students, but there are some security issues because of zoom K. Kreitz : @R. - is it possible to change that so it says NYC and Pleasantville right away? Z. Buraei : indeed M.! Maybe that can also be on a master calendar as an event that is included on the students’ webpage that is generated for them... R. Schepp : @K. - I will look into it. Reports from Administration none Old Business Spring 2021 grading policy “The same policy will be enacted for the spring” D. Strahs – There was no decision on this resolution, and the question is whether to bring it up here, move it to JFC, or just defer it to Spring 2021. I’ll note that handling this grading policy sooner, rather than later, is important. E. Zaslow – NYFC Student Affairs committee, and the Westchester Faculty Council Student Affairs Committee chairs have been talking about this. We would like to work with the Faculty Affairs Committees of both campuses, and do some research on what our competitors and benchmark institutions are doing, and then bring a proposal earlier in the Spring to the JFC or to each of the faculty councils. So we’re asking to have it sent back to us. Motion to send this motion back to the committee, seconded, and passed with no objection. New Business none Adjournment Approved without objection

Attendees (213) Buraei, Zafir Cotoranu, Andreea Cacheiro, Jorge covino, jean Faculty (167) Calloway, Linda j Crosby, Andy Abergil, Inbal Cappelmann, Susan Cunningham, Sarah Amaya, Ana Carozza, Linda Dai, Zhaohua Barber, Daniel Chang, Eric Danylenko, Andriy Barrella, Vincent Chapman, Robert de Jacq, Krystyna Benjamin, David Charles, Marie L. Deng, Nanjie Bent, Emily Chen, Sheying di Gennaro, Kristen Berardini, Susan Chivu, Cosmin Dickerson, Sally Berg, Abbey Cho, Myo Jung Donovan, Leigh Anne Bishop, Susan Coggins Jr, Andrew Driver, Martha Blackwood, Sarah Col, Burcin Drury, Lin Bolton, Matthew Colella, Frank Dupont, Ida Braga Alves, Marcus V. collica-cox, kimberly Dutta, Pritha Brenner, Eric Connerton, Winifred Dutta Gupta, Shamita Brewer, Meaghan Cooper, Varise Dwyer, Cathy

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Fain, Deborah Lavery, Cathryn Shin, Namchul Falk-Ross, Fran Lawrence-Edsell, Julie Shostya, Anna Farber, Lisa Lee, Joseph singleton, joanne fichtenbaum, mark Long, Mary Slyer, Jason Foerster, Amy Magaldi, Jessica Soares, Manuela Frank, Ronald Marcello, Dr. Matthew Strahs, Daniel Freedman, Amy McCarthy, James Suchday, Sonia Fuentes-Peralta, Pamela mcdermott, peter Tekula, Rebecca Ganzfried, Ellayne Medow, Sharon Toomey, Anne Gaul, Lauren Mendelsohn, Joshua Topol, Martin Genc, Yegin Mercanti, John-Vincent Upmacis, Rita Godfrey PhD, Christopher Mezzio, Steven Villagra, Andres John Miller, Rhonda Viswanath, Plachikkat Gopalakrishna, Pradeep Miller, Eddis Wang, Ying Gottesfeld, Linda Min, Seong Jae Weinstock, Mark Gottesman, Aron Mojica, Elmer Welty, Emily green, claudia Morreale, Joseph Wexler, Sharon greenberg, daniel Mosteiro, Miguel Wiener, Robert Gregory, Kyomi Mowder, Barbara Wilson, Winston Hanley, Christopher Murphy, Mary ann Winch, Janice Hassinger-Das, Brenna Nayak, Meghana Xu, Meng Hayes, Darren Niu, Weihua Yasik, Anastasia Henderson, Joy Nomee, Julia Youmans, Scott Henley, Tiffany O'Callaghan, Susanne Zaccardi, Chris hofmann, Jenn Offutt, William Zaccario, Michele Holt, Karen Pajo, Judith Zaslow, Emilie Hsu, Stephanie Paljevic, Esma Zimmer, Catherine Huckle, Kiku Palta, Monica Administration (42) Ismailescu, Iuliana Parisi, Frank Almon, Robert Iwama, Keiko Quest, Linda anderson, brian Jackson, David Rao, Anindita Baglivo, Mary Johnson, Erica Raubicheck, Walter Becket, Charlotte Joseph, Dr. A. Ray, Sid Bell, Liza Kapstein, Adrienne Reagin, Nancy Boustany, Patricia Karthikeyan, Sethu Rebudal, Jeff Michael Byrne, John Kelly, Marcy Richardson, Kate Caplan, Avrom Kessler, Eric Roland, JoAn Cordon, Andre Klein, Adam Romanello, Jennifer Dampier, Paul Kline, Rick Rosenthal, Lisa DeRiggi, Nancy Knoesel, Joanne Sandler, Dennis Elarde, Chris Kolenda, Ric scharff, christelle Evans, Brian Kramar, Tracey Schulman, Liora Feldman, Harriet Kreitz, Kelley Scutelnicu, Gina Ferreira, Angelica Kretchik, Grant Sen, Kaustav Feyl, Steven Lala, Vishal Shan, Juan Ford, Susan Laramee, Eve Shane, Lester Gallagher, Jean

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Gordon, Beth Maldonado, Marie Torres, Kate Grimes, Tresmaine Nally, Angela Walker, Joan Heilberger, Cindy Oxfeld, Jesse Herrmann, Nira Pagano, Cathy WFC Guests (4) Hill, Jonathan Priluck, Randi DuPuis, Erna Iacullo-Bird, Maria Quiñones, Vanya Quinlan, William Kirschstein, Bette Renna, Matt Rahni, David knepper, hillary Rosenstein, Jennifer Ward, Al Ward Kopel, Jaclyn Schepp, Robina Krislov, Marvin Schlesinger, Richard Lee, Lindsey Thompson, Nicole

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Budget Committee Presentation Presented to Budget Committee: November 16, 2020 Presented to NYFC : Wednesday, December 2, 2020

Potential Changes to RCM Budgeting Model

• Boston Consulting Group (BCG) has analyzed our use of the Responsibility Cost Management (RCM) model as part of their strategic plan work • Currently in our RCM model we use a 80/20 revenue split • Revenues are shared between the unit delivering the instruction (80%) and the unit in which the student is enrolled as a major (20%) • This is not unique to Pace • Working to develop a budgeting and resource allocation methodology that serves us better • Key elements: Multi-year approach, incentivize multidisciplinary programs, more transparency Academic Resources Committee Report to NYFC December 2020 Who We Are Co-Chairs: Kelley Kreitz (English) and Marcus Braga Alves (Finance).

● Inbal Abergil (Art) ● Barry Morris (Communication ● Amy Foerster (Sociology) Studies) ● Pradeep Gopalakrishna ● Shinwon Noh (Management & (Marketing) Management Science) ● Brenna Hassinger-Das ● Esma Palejvic (Nursing) (Psychology) ● Gina Scutelnicu (Public ● Joy Henderson (Nursing) Administration) ● Tiffany Henley (Public ● Andres Villagra (Modern Administration) Languages) ● S. J. Min (Communication ● Todd Yarbrough (Economics) Studies) Classes/Brightspace LMS

● January 2021: Full migration to our new LMS ● Fall 2020: Courses from 2018-2020 converted and transferred to Classes. ○ Over 50 early adopters with over 150 courses via Classes; and ○ Nearly 600 attendees in voluntary training sessions

● Trainings and office hours: https://pace.edu/atevents.

● Other resources available at https://pace.edu/classes.

● Contact Academic Technology via [email protected].

● Where to start? https://www.pace.edu/its/learning-management- system/resources#quickstart.

● FAQ: https://www.pace.edu/its/learning-management-system/faq. Timeline

● December 8-9: Pace Online Conference (https://ipaceinfo.pace.edu/pace- online-conference-1): ○ Classes Training: December 8, 10:30-11:30 AM and 2:30-3:30 PM. December 9, 10:30-11:30 AM and 1:30-2:30 PM ○ Faculty experience: December 8, 2:00-2:50 PM. (Gina Scutelnicu, Ric Kolenda, Peggy Minnis, and Fran Falk-Ross).

● December 10-11, and 14-18: Daily Classes Office Hours starting at 12:10 PM in addition to voluntary training sessions (https://pace.edu/atevents).

● December 19-January 3: No trainings or office hours during the winter break.

● January 4: Trainings and office hours start again (https://pace.edu/atevents). Surveys

● Academic Resources Committee and representatives from schools and colleges.

● Technology survey ○ Questions about instructors’ and students’ experiences with web-assisted methods; ○ Focus on training needs, classroom design, and student participation; ○ Goal is to identify needs and success stories.

● Library Resources Survey ○ Focus on cuts in our library's research and teaching resources during the summer; ○ Goal is to gather a list of the resources we miss and would like to access again. New Master Plan Working Group

● New Master Plan Working Group to provide faculty input on classroom and library planning related to the NYC master plan.

● First stage: Bringing together members for this committee from the buildings and technology committees in NYC and Westchester: ○ NYFC Academic Resources Committee; ○ NYFC Buildings and Grounds Committee; ○ WFC Technology Committee; ○ WFC Buildings and Grounds Committee; ○ Previous Classroom Design Committee; ○ Academic Technologies; and ○ Library. Master Plan Working Group Members

NYFC Academic Resources Committee Classroom Design Committee (faculty Kelley Kreitz, Inbal Abergil, Joy Henderson members on this committee have been offered a two-year term on this new working group as part of the transition away from this committee.) NYFC Buildings and Grounds Committee Marcus Braga Alves, Esma Palijevic, Myojung Luke Cantarella Cho Academic Technologies WFC Technology Committee Peggy Minnis (two more volunteers to be Beth Gordon, Paul Dampier recruited for the future) Library Steven Feyl, Jennifer Rosenstein WFC Buildings and Grounds Committee Terence Hines (two more volunteers to be recruited for the future) Next Steps

● Defining goals and decision-making process ● Gathering past assessments and other documents in Bootcamp site ● Scheduling meetings to discuss classroom and library decisions in 15 Beekman ● Looking ahead to plan for collaborative decision-making relating to classroom and library space in other parts of the master plan Admissions and Retention Committee Co-chairs Anna Shostya and Zafir Buraei NYFC meeting December 2nd, 2020 Enrollment Indicators Fall 2019 and Fall 2020 (10/25/20 Census)

F2019 F2020 change % change

Total Enrollment (FT+PT, UG+GR) 13,612 12,835 -777 -5.7%

UG Enrollment (FT+PT) 8,745 7,994 -751 -8.6%

FT UG Enrollment 7,837 7,336 -501 -6.4%

FT UG Enrollment, New Admits 2,310 2,071 -239 -10.3%

FT UG Enrollment, New Admits, 175 108 -67 -38.3% International Enrollment Indicators (some good news)

• Freshmen enrollment at Pace is down 5%, compared with a downturn of 11.8% nationally for private non-profits. • Graduate enrollment is less than 1% down and is higher than in 2016, 2017, 2018. Continuing Student Registration Activity Report Fall 2020 Registrants Not Scheduled to Graduate before Spring 2021 • About 77.7% of ALL STUDENTS (GR + UG, PT + FT) currently registered in F2020 have registered for Spring 2021 (about 2% lower than last year at this time) • About 82% of Undergraduate students currently registered for F2020 registered for Spring 2021 (about 2.6% lower than last year at this time) • Spring 2021 Full-time enrollment is 3.56% lower compared to last year, but part-time is 5% up compared to last year • Spring 2021 registration is more likely to increase as we have still about 689 students with a financial hold and 1728 without this hold (UG: 531 and 764) Enrollment Report Spring/Fall 2021 November 30, 2020 • Undergraduate – Spring 2021 • Applications, admissions and deposits are above last year. • NYC deposits are up by 74 deposits over last year. • PLV deposits are up by 5 from last year. • Undergraduate – Fall 2021 • Fall 2021 NYC applicants are up 1% over last year. • Fall 2021 PLV applicants are down 17% over last year. • Graduate – Spring 2021 • Deposits are up by 125 over last year. • Law School – Spring 2021 • Applications are 33 above last year. • Admits are 16 above last year. Admissions and enrollment challenges due to COVID-19 • SAT and ACT tests cancellations in spring 2020 • High school and community colleges visits restrictions • Very few campus visits • Drastic decline in international students • A temporary loss of perceived value of coming to NYC Enrollment Management Office efforts

• Targeting newly identified high school seniors:

• Purchased over 60,000 from CollegeBoard, NRCCUA, ACT, and new vendor Cappex, which is 10,000 more names than last year and includes a new group of AP test takers. • Added over 15,000 international prospects through CIS University Connection Registry. • Emails launched two weeks ahead of last year’s schedule in order to reach prospects earlier than our competitors • Digital ads campaign • Targeting purchased names who have not inquired • Created custom page to ensure that prospective students can engage with admissions counselors and the University How can our faculty help?

• Departmental webpages • Departments need to update the webpages with accomplishments of their students • Departments are also encouraged to create links to exciting events, like workshops, guest lectures, club meetings, so these links could be shared with the prospective students. • Welcome letters from the chairs • Personal (automated) welcome letters to prospective students interested in their field • Class observations • The chairs can create a list of the faculty/subjects suitable for observations by the prospective students • The faculty can create the list with the most suitable lecture topics/possibly dates); • The chairs and faculty can identify best students who could work with prospective students within their area of interest. • High School Connections High School Connections

School Geomarket Reason Paramus Catholic NJ10 declined canceled our visit and asked us to reschedule but Miller Place High School NY21 there were no times Bronx Center for Science and only hosting visits with schools they have a NY26 Mathematics relationship with Responded that they are unable to visit with us this Trinity School NY27 year Can only accommodate schools that students are Nightingale-Bamford School NY27 interested in Can only accommodate schools that students are Spence School NY27 interested in Can only accommodate schools that students are Chapin School NY27 interested in Other A&R activities

• With the office for transfer students we are piloting a program that Dyson faculty have volunteered for. • With the Provost office (Hillary Knepper) on blanket approvals of transfer credits • Next step -- Mary Baglivo, the new Chief Marketing Officer • Next semester focus -- retention