University Senate - January 29, 2024 Minutes

UNIVERSITY SENATE

Meeting Minutes

January 29, 2024

The University Senate was called to order at 3:30 p.m., in 111 Harrison Hall on Monday, January 29, 2024. Members absent: Riley Crabtree, John Forren, Patrick Houlihan, Yong Lin, Nelchi Prashali, Sam Reenan, Cheryl Young

Call to Order and Announcements and Remarks – Tracy Haynes, Chair of University Senate Executive Committee
1. Google Announcement:
  1. Don’t forget that next month, Google Drive files that belong to former student accounts pending deletion will no longer be accessible to you as the Lifetime Email service is discontinued. As of Feb. 8, access to Google Drive files owned or created by students who have been gone from the university for more than 180 days will be lost. This is true even if the file was uploaded into a drive/folder that you created and shared. So be sure to ask the student to transfer ownership to you, or make a copy of the file in your own Google Drive. You may also download a file that any former students shared or uploaded into your Google Drive. After Feb. 8, you will lose access to these files -- meaning the original owners or creators will be the only ones who can interact with the files. These files will be permanently deleted on April 8. Here is a link to all of the information and needed directions.
2. Changing Meeting Minutes
  1. Brooke and I consulted Rob about creating a process for correcting any errors in the minutes. It seems that many changes are occurring right before the meeting which is sometimes difficult. This is the process we would like to follow:
    1. Tammy sends minute drafts out for review the Thursday before Senate meets
    2. Senators have an opportunity to provide their proposed edits to Tammy between Thursday and Monday(in case they were misquoted in question, for example)
    3. Tammy can make their proposed edits if it seems to accurately clarify something she might have missed
    4. Any revisions to the draft sent on Thursday would be shared by Tammy on the screen for review before minutes are approved
    5. If anyone notes errors during the Senate meeting, they should bring them forward and edits can be made at that time
    6. Revisions are presented on the screen so that minutes can be approved
3. Winter Retreat
  1. We had another successful winter retreat last week. Thank you to all who were able to make it for the session. I will be working with the leaders of the sessions and SEC to summarize the discussions.
  2. New presentation guidelines for curriculum proposal presentations, guidelines for evaluating agenda documents including the consent calendar and the tips for At-large senators and Presidential Appointees to communicate with constituents will be shared with all senators. At the retreat, we were also given an opportunity to provide feedback for the environmental scan that Bain and Associates are currently conducting. They are actually here today to summarize this feedback and let us know the next steps in the process.
Approval of University Senate Minutes
1. University Senate Full Meeting Minutes_12.04.2023 (Results: 53-Yes, 00-No, 01-Abstain)
Consent Calendar: The following items were received and accepted on the Consent Calendar:
1. Graduate Council Minutes_12.05.2023
Old Business
1. SR 24-06 Graduate Assistantship Policy Proposal - (Results: 54-Yes, 00-No, 00-Abstain)
  1. Senator Question and Comments
    1. Senators asked no questions and made no comments on this policy.
2. SR 24-07 EDP-Counselor Education - Master of Education, Jenna Alvarez, Associate Clinical Professor of Educational Psychology - (Results: 52-Yes, 00-No, 02-Abstain)
  1. Senator Question and Comments
    1. Senator: To help move the proposal through, 1) What are the projections for enrollment in terms of the different pathways? (A) The overall enrollment projections are shown in the table below. We are estimating conservatively, and you may notice that the first year is lower than the anticipated enrollment in subsequent years. Using a cohort model, the projections highlight the targeted numbers year over year as a whole program for the standard pathway (60 credit hours). We do not specify the number of students for each specialty area in a given cohort or the amount of dual-track students to provide the program flexibility. Generally speaking, the goal is to enroll ~12 full-time students for each specialty area of school counseling and clinical mental health counseling within a cohort (~25 total). This is a very common approach that many CACREP-accredited programs use. There is flexibility in how many students declare dual track as it is six additional credit hours and one additional year of coursework. The admission process asks students to indicate which specialty area and dual track intentions. The program will monitor enrollment across pathways and accreditation requirements related to the student-to-faculty ratios. The targeted numbers were set lower within the budget to accommodate part-time students, dual track, and general fluctuations in enrollment.
    2. Senator: Will the practicum and internship hours be in person in settings, or will accommodations be made to create online options? This is a concern to some who already are worried about the content and its delivery online. Senators would probably like to know that the field hours are in settings. (A) The practicum and internship placements must be completed in person, especially school counseling placements. Within our profession, very limited options exist to do a fully remote internship experience. Additionally, the program has to consider that different states have varying requirements around counselor trainees related to telehealth. It would be unethical as a program for us to allow students to conduct all field hours remotely, as supervision is a core component of training within our profession, and our students work with real people, including minor children. We must ensure that, as counselor educators, we are positioning our graduate students to successfully complete a program while ensuring the safety and well-being of their clients/students. However, as a program, we can provide flexibility around how indirect hours (see below for a detailed description of direct and indirect hours) are collected in special circumstances. These hours count toward the total hour requirement, which often includes case notes, lesson planning, group planning, consultation, and other activities where trainees are not providing counseling to clients. As part of the requirements, students have to pass the pre-practicum clinical skills component of our program before engaging with real clients. Please see our proposal for more details on the pre-practicum course. All of the requirements for field hours will be included in the field placement handbook for students as required by CACREP. I have outlined components within this response that are common practices for other online programs.
      - Explanation of Direct and Indirect ServiceDirect Service (hours that are direct client/student contact hours
        
        Individual counseling
        
        Small groups
        
        Classroom lessons
        
        Facilitating direct services informed by data that are relevant to the needs of the student population and school community
        
        Assisting student transitions from elementary to middle school, middle school to high school, and high school to college and career
      - Indirect Service (hours that do not involve direct counseling services with clients/students)
        
        Analyzing and disaggregating test score data
        
        Completing and/or maintaining appropriate documentation related to counseling services
        
        Clinical case notes
        
        Researching and reviewing pre-existing curricula used for guidance-related programs
        
        Compiling resources to assist with building or revising a Comprehensive School Counseling Program
        
        Examining the professional literature for ideas about how to establish collaborative working models with parents and communities
        
        Conducting needs assessments
        
        Participating in activities related to collecting and processing data used to evaluate student and/or organizational outcomes
        
        Learning about and utilizing a school's technological mechanisms for organizing information and monitoring and evaluating student outcomes
        
        Consulting with agency or community resource professionals regarding student referrals and/or coordination of treatment planning
        
        Consulting with teachers, parents, administrators, and the community regarding student outcome data and ways to utilize such data for future planning
        
        Working with teachers and administrators on data collection procedures and rationale
        
        Providing professional development
        
        Participating in MTSS, 504, and IEP meetings to support students
        
        Professional development
        
        Additional details regarding the modality of delivery of courses are also included below in response to question #3.
    3. Senator: How common is it for master's mental health counseling programs to be taught exclusively online? How will the program ensure students are ready for practicum placements? What type of credentials will students be eligible for upon completion of the program?(A) For additional clarification and to address concerns around delivery, while our program is offered online, we intend to utilize both synchronous and asynchronous modalities for instruction. For example, all practicum and internship courses will meet face-to-face via Zoom weekly for supervision. Other classes will have live-real time instruction via Zoom. Rarely will a class within our program be 100% asynchronous.
      
      Please see the following examples of programs taught online for CMHC:
      - William & Mary-Mental Health Program
      - Sacred Heart University-CMHC
      - Liberty University-CMHC
      - Walden University-CMHC
      Please note these are just some examples of online programs. A great example is William and Mary, a public Ivy, which has a well-established and reputable online program.
      
      As mentioned above, we have a pre-practicum course where students will be required to come to campus for face-to-face clinicals with faculty before working with real clients. They must pass the clinical experience to start practicum in their spring semester. A face-to-face or on-site residency is very common for online programs as it helps faculty ensure proper gatekeeping of students’ clinical skills.
      
      Another example is Old Dominion University, as they just recently created an online option for the CMHC program while maintaining an on-campus program. Ohio University has created a similar option but for their school counseling program. Both of these institutions and programs are CACREP accredited.
      
      Additionally, our program will have to meet delivery requirements set by CACREP for online programs. Please reference the CACREP Digital Delivery content for more information.
      
      Our goal is to ensure that students who graduate from our program are license-eligible in the state of Ohio for the following credentials:
      - Clinical Mental Health Counseling: Licensed Professional Counselor (Ohio)
      - School Counseling: K-12 Pupil Service-School Counseling (Ohio)
      It is important to note that to receive a license; the student must pass the required state exam for the specialty area. This is not a graduation requirement for the program.
      
      Please see the following links for more information on the licensing exams:
      - Ohio Assessments for Educators-School Counselor (040)
      - National Counselor Exam
    4. Senator: I know that you will have an online option, but will you have a face to face component too?(A) Yes; the licensing and course requirements include an internship/practicum. State and supervisor requirements call for experiences on site to some extent. Telehealth is also an option.
    5. Senator: Will eligible students for this program have to be onsite?(A) Not necessarily; we can get them a site close to their residential hubs through agreements with sites.
    6. Senator: Will we have students work in our own mental health facility?(A) I would love that as long as we have supervision credentials we could create partnerships.
Special Reports
1. Brooke Flinders: Introduction to her role as Associate Provost for Faculty Affairs
  1. Associate Provost for Faculty Affairs
    1. University Senate - Senate Secretary, and Support to Senate Executive Committee.
    2. Promotion and Tenure Support - Resource for faculty, chairs, and deans when questions arise. Supported librarian review this year.
    3. Programming - New Faculty Orientation, Welcome Week Planning, Department Chair Series, and P&T Workshops.
    4. CTE Reporting Line - Meet every other week to support initiatives. Collaboration to celebrate Fostering a Culture of Belonging event last week.
    5. ��hip Development - MAC-ALDP Faculty Fellows Liaison. Routine meetings with fellows to offer project support. Attend sessions with/at other MAC schools.
    6. University Awards - Support Awards Committee, Benjamin Harrison Medallion, Distinguished Service, Carnegie, Blavatnik, and collaborate with the President's Office to plan ceremonies.
    7. Faculty Hiring - Collaborate with Academic Personnel, Deans, Chairs, and Search Committee Members to facilitate approvals.
    8. Faculty Affairs - Facilitate approval of Faculty Improvement Leaves and Assigned Research Appointments. Assist with issues/ concerns to provide support and referrals.
    9. Parent/ Student Issues - Direct concerns to appropriate support systems (undergrad/ graduate). Provide support in communicating with parents/ students under difficult circumstances. Support faculty/staff/students/parents when conflict arises.
    10. OEEO/Title IX Liaison - Collaborate, as needed, to provide support and to assist with resolution on a case-by-case basis. Serve as liaison to Provost.
    11. HLC Faculty Qualification Audits - Collaborate with the Office of Institutional Research to do an annual audit of faculty qualifications for HLC compliance.
    12. Tested Experience Support - Collaborate with Departments to identify alternate tested experience options in faculty qualifications, as appropriate.
    13. Provost Faculty Fellows - Collaborate with the Office of Transformational and Inclusive Excellence to support this year’s Fellows.
    14. Liaison for External Orgs - Higher Education Recruitment Consortium, ACE Women’s Network of Ohio, National Center for Faculty Development and Diversity, National Organization for Student Success.
    15. Institutional Committee on Student, Faculty, and Staff Mental Health - Serve on Culture Subcommittee.
    16. Strategic Planning - Serve on Bain’s Bold Strategy Group, and serve as a liaison to the Provost’s office.
    17. Collective Bargaining Liaison - Serve as liaison to the Provost.
    18. TCPL Mentoring - Meeting regularly with the TCPL Mentoring Committee.
    19. Provost’s Office Liaison - Institutional Preparedness Committee. Office of Transformational and Inclusive Excellence. Committee on Faculty Rights and Responsibilities.
    20. Beginning to Cross-Train - Will be learning more about HLC Accreditation, Ohio Department of Higher Education (Articulation and Transfer), Assessment, Academic Program Review, and Academic Program Approval.
  2. Senator Question and Comments
    1. Senators had no questions at this time.
2. Summary Of Senate Retreat Focus Group Input: Mark Krafft, Partner for Bain and Company
  1. University Senate: ��THRIVE 1/22 Focus Group Recap
  2. Objectives for today’s update
    1. Recap objectives and approach for last Monday’s University Senate focus group session on ��THRIVE.
    2. Discuss key themes that emerged from the focus group discussions.
    3. Quickly share next steps for the weeks ahead.
  3. Jan. 22 Retreat: Session Objectives
    1. Share industry context and update on ��THRIVE.
    2. Share insights from Department Chair/Associate Dean survey and interviews
    3. Discuss key themes in break-out groups
    4. Preview next steps, including upcoming focus groups
  4. University Senate members shared perspectives on ��’s areas of strength. In order of prevalence across focus group discussions:
    1. Excellence in undergraduate teaching
    2. Teacher-scholar model that leads to outstanding undergraduate teaching and high undergraduate participation in research
    3. Deep student/faculty relationships, enabled in part by small class sizes and dedicated faculty
    4. Stellar residential campus experience and tight-knit community
    5. Emphasis on global citizenship, including study abroad participation
    6. Strong student outcomes
    7. Liberal education that develops well-rounded, dynamic individuals
    8. Engaged alumni base that enables better student outcomes
  5. Through inputs from +225 �� faculty, staff, students, and alumni, several themes have emerged as potential priorities for �� to continue to advance and innovate. Themes that we discussed together in focus groups:
    1. Ensuring our students build lifelong skills in critical thinking, leadership, & other foundational areas
    2. Increasing academic program flexibility for our students to pursue their passions
    3. Growing opportunities for our students to engage in experiential and applied learning
    4. Enhancing the student experience, on and beyond the Oxford campus, and thoughtfully supporting varied student segments
    5. Supporting research, scholarship, and creativity
  6. Across the 5 thematic areas, University Senate focus groups raised ideas for consideration. Selected ideas raised by University Senate members (not exhaustive, not necessarily representative of all senators’ views)
    1. Lifelong Skills
      1. Encourage students to take coursework unrelated to their major
      2. Expand career-focused co-majors to build lifelong skills via cross- disciplinary study
      3. Expand stackable miro-credentials
      4. Ensure budget models, organizational structures, and processes foster and incentivize interdisciplinary collaboration
    2. Academic Program Flexibility
      1. Streamline and support opportunities to innovate academic programs and introduce flexibility
      2. Make it easier for students to create their own major
      3. Ensure budget models, org structures, and processes foster student flexibility
      4. Improve physical facility utilization, particularly over the summer months.
    3. Experiential Learning
      1. Scale up study abroad opportunities with an experiential learning component
      2. Expand domestic off-campus programming
      3. Create infrastructure to offer scaled experiential learning (e.g., centralized office to manage logistics and partnerships)
      4. Formalize faculty support for engaging with experiential learning
    4. Student Experience
      1. Build community around shared academic pursuits (e.g., clubs, reading groups, etc.)
      2. Expand on strong existing teacher-student connections
      3. Strengthen a culture of collaboration among students
      4. Increase alumni and employer partnerships to drive student experiences (e.g., alumni mentors)
    5. Research, Scholarship, and Creativity
      1. Expand undergraduate research & scholarship opportunities
      2. Clarify research and scholarship expectations
      3. Create ecosystems of excellence in research and scholarship
      4. Provide additional support to faculty in pursuing grants
      5. Balance research agenda with reputation of �� as a teaching-first institution
  7. Presenter asked the Senators: What other topics came up in your breakout groups that were not listed that you would like to share?
    1. Senator: I would say that the undergraduate experience is highly dependent on our model, which includes graduate programs. (A) Yes, in some departments, the graduate programs and the support of undergraduate research is relied upon.
    2. Senator: Under student experience, it might be important to note that we want students to understand that our undergraduate programs serve as an accelerant to graduate school. It's in the student's best interest to come here because of that. (A) That’s a great point. Certainly, as we talk about trends, we know that students are looking for a strong ROI. We’ve seen that there is strong ROI for both undergraduate and advanced degrees.
    3. Senator: I find it strange that we never discuss the student investment; not money wise, but with the time they spend studying and other things that they do. I feel like we don’t talk about that point. (A): That’s a good point. Any reactions from the group? Chair Response: We need to tell the whole story on ROI. It’s about more than the money invested. It's all of the amazing things that they get at �� like their major, etc. that make them who they are and that is our return investment because they are doing so well. We need to make sure that the ROI buzz word gives the whole story.
  8. Next Steps
    1. Expand input gathering from across �� via faculty, staff, student,and alumni focus groups (tentatively ~15-20 sessions to be held in early-February, depending on interest) facilitated by ��THRIVE team members
    2. Continue to develop �� ambition and potential areas of opportunity based on feedback from the campus community (e.g., University Senate input, focus groups, additional interviews, submissions to ��THRIVE website)
    3. Enrollment Strategy working group to continue to explore and develop near-term opportunities that �� can focus on to build student interest in �� and optimize student enrollment
    4. Operational Improvements working group to continue to assess how �� is performing across key operational areas and identify opportunities for �� to improve in these areas
    5. �� faculty, staff, and students to have additional opportunities to provide input on future direction for �� and potential areas of opportunity later this spring
  9. Senator Question and Comments
    1. Senator: Observation scanning: who is our competitive set? What is our goal? (A) Chair Response: Do we shrink? Do we continue to grow? Those are the questions/thoughts we’ve been wrestling with. Bain: There are examples across various institutions and they’ve taken different approaches. The goal is to meet future needs/demands of students in the next 5-15 years. That’s what this effort is looking at. We’ve been looking at peer sets. We’re doing that, for example, on the operational improvements area. We’re looking at both peer and aspirational institutions. An interesting dynamic is that there are thousands that we can look to.
    2. Senator: Do you know which one that we want to be more like? (A) We’re not trying to emulate a particular peer institution. We’re trying to draw from multiple sources and be sure that we’re creating a strategy that is unique to ��.
    3. Senator: At the retreat there was a broad presentation of what is going on. How does ��'s particular strength make us suited and help us move forward? Healthcare was a big focus, but I believe that the need will dwindle down, possibly making unemployment in that field rise. There are various other opportunities and challenges specific to this area that are going to emerge. Are we considering the possibility of changes and trends specifically in the Cincinnati, Ohio region and how we will fit in? (A) We want to be careful not to go too deep into any one industry. We want to impart skills on our students that will benefit them over time. We’re seeing, in Ohio, a lot of dynamics at play. We haven’t gotten into that specificity (Cincinnati area, for instance), but that could happen in a Phase 2. In this Phase, we’re focused on areas of opportunity. Then, we’ll stand up working groups.
    4. Senator: What is the logic of asking people to send in ideas before the focus groups?(A) The main reason was to get more ideas in a proactive way. We can share the ideas that come in via email in the focus groups and we want to be sure participants come prepared for discussions.
    5. Senator: What is your goal in getting input and are you going to seek input from all areas? For example, is there a target percentage you want to reach from each area? How are you addressing that?(A) Goal is to get input from across the entire university. We’ve asked the individuals we’ve talked with to recommend other individuals we should connect with. For the focus groups, we’re welcoming ideas from everybody. We’re looking for many people to join us. If it’s 100, great. If it’s 300, we’ll flex to include them.
    6. Senator: So you don’t have a minimum number that you are going to take? As someone with your experience, I would think you would know what that number should be. (A) We’re not targeting a specific percentage for this step of the process. We’ll accommodate the number of people who want to participate. We’re pulling in graduate and undergraduate students, as well. Remember this is Phase 1 and in Phase 2 there will be more working groups. I would expect 300-400 individuals through Phase 1 and then even more during Phase 2. Those working groups will be made up of faculty, staff, students, and alumni. These working groups may conduct surveys, too, which will get even more people involved in the process.
    7. Senator: For the focus groups that are happening in Feb, today was the last day to get in on them. Do people really have to wait until March to get involved? (A) We would encourage people to sign up. We were on break until the end of January, so we didn’t want to hold the focus groups then. If there are people who can’t make it into this group, there will be future rounds. We can try to slot people in if they reach out.
    8. Senator: Is this intended to be a consistently evolving strategic plan? (A) That is the goal. Oftentimes, you run a strategic planning process every five years. Our goal is to continually move in a consistent direction and be able to move forward with innovations.
    9. Senator: Do you have a specific role for the Senate in this process? (A) I don’t think we have a specific cadence. It would be worth discussing. We would want this group to be heavily engaged.
    10. Senator: You mentioned stand up opportunity areas, but it is not clear who is going to do the standing up. Who is the decision maker on the topic areas of the 8-10 working groups and who will be the decision maker for the make up of the working groups? Since to me this seems to be academic driven, I would think that it would all need to come through the Senate for decision making. What will our involvement be in this process? (A) I will turn that to Liz. We have a steering committee overall. ��THRIVE includes a number of pieces. There’s a steering committee and the Board of Trustees that are involved. Chair Response: There are pieces about procurement, how business operations are run, and other things that run outside of academic affairs. That was a concern about the ��RISE process. This needs to be broader. All Phase 1 processes will crystalize around all those directions and then the Board of Trustees and President will have input. Bain: Curricular decisions will come much later. We’re looking at themes/opportunities so we’re set up for Phase 2. If those working groups identify initiatives/actions, they’ll work through mechanisms in place.
    11. Senator: I hope when you stand up those working groups, that faculty and students are included. Plus with the labor that will be involved in this, will there be an incentive for them? (A) We need to be sure we have the right individuals on the committees. If individuals want to be involved, we would want that to happen. I think it makes sense for the Senate to be involved in the selection process.
    12. Senator: How will the 8 potential topics be decided? Will there be a report that shows the reasoning behind the working group areas they are doing a working group for? (A) Great point. There is a steering committee. Those are the individuals who are thinking across work streams. We’ll identify what we want to explore in the next Phase. The current plan would be that the initiatives would be announced and working groups would be established.
    13. Senator: Is there a calendar timeline or target date to end Phase one? (A) It’s dependent on the steering committee and Board of Trustees.. The Board is meeting at the end of February. My estimation is that working groups would be stood up in the March or April timeframe. It depends on how many areas are identified and what the Board and steering committee want to prioritize.
    14. Senator: Phase two is vague because we are in Phase one still so we haven't mapped it all out yet. (A) I would say that in higher education, strategic priorities take many forms. We don’t use a cookie cutter approach. We don’t have a full degree of clarity of a milestone plan. We want to gather perspectives first. It may feel vague.
    15. Senator: Not many faculty members are making the decisions about which working groups might rise to the top. Are you going to talk to Senate before moving into Phase 2? Just an idea. (A) We’re getting lots of faculty input, but we’ll take that idea back.
Provost Update
1. Welcome back to faculty (thank you to staff for enduring through the Winter Term!) and I hope you had a great first day back to class and that you had a great break.
2. Low-Enrolled Majors
  1. Options for Low-Enrolled Majors
    1. Focusing on minors, certificates that align with student demand
    2. Contributing to sites of innovation (Honors College, �� Plan Signature Inquiry, Education Abroad, etc.)
    3. Offering “shared” core courses across multiple majors
    4. Combining stand-alone programs into one consolidated major with multiple concentrations
    5. Creating new interdisciplinary programs (majors, co-majors, certificates, minors)
  2. Process for eliminating a major
    1. Department agrees to eliminate the major and goes through process outlined in policy library (eliminating or revising a degree, major, co . . . etc)
    2. If the department cannot come to an agreement following their governance procedures, then the chair, dean or Provost can request the Senate Executive Committee to appoint a process coordinator who will ensure that the decision-making process is fair, deliberative, inclusive and transparent (see ).
    3. This process includes multiple steps: (1) rationale; (2) timeline and impact analysis; (3) proposal and presentation to Senate and Deans.
    4. Once decision is made, proposal (if appropriate) can be submitted via CIM system.
    5. Senate will see all curricular changes.
  3. What about departments?
    1. At this point, we are focusing on academic programs (majors). A few departments, however, are also thinking about new possibilities.
    2. Senate Bylaws, Section 8A applies if a department is eliminated, partitioned, transferred or consolidated.
      1. Request for elimination submitted to Provost
      2. Department presents rationale to Senate and makes recommendation
      3. Provost names a process coordinator
      4. Process coordinator works with Department on a proposal that includes a timeline of action and an impact analysis.
      5. Process Coordinator updates Senate and COAD
      6. Process Coordinator and Senate make recommendation to Provost
  4. Support
    1. Existing
      1. HumanitiesFUTURES steering team will be holding workshops or meetings each semester to provide support, generate new solutions and innovative curricular ideas
      2. �� Academic Program Incubator – guidelines for cross-dept and cross-divisional programs; EAB feasibility studies, Gray scorecards
    2. Future Needs
      1. Strategic, coordinated faculty development effort (HCWE & CTE)
      2. Refinement of �� Plan to align with new vision
      3. Making minors, certificates, concentrations more visible
      4. Exploring new incentives and removing barriers for significant cross-dept collaborations
3. Pan-Humanities Workshop
  1. April 2024: Exac date tbd
  2. Shriver Center, Dolibois Rooms
  3. Senator Question and Comments
Adjournment

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