ࡱ> ` %jbjb $ddgdddd@@@ <<<<d< ?????YRYRYR6888888,Rd@YRR@YRYRYRd=Xdd??y=X=X=XYR(dV?@?6=XTT vddddYR6=X=Xʒ@R? <R”:R0V=XpR=X@  ¥Ė  ¥ The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: RESOLUTION: =========== BE IT RESOLVED, That the Ӱ Faculty Senate ratifies the election of Paul Layer as President-Elect of the Ӱ Faculty Senate for 2004-2005 by acclamation. The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to establish a Policy on the Identification and Use of Acceptable Academic Degrees. EFFECTIVE: Immediately, Upon Chancellor Approval RATIONALE: Preservation of Ӱs integrity as a degree-granting institution is very important. A significant aspect of Ӱs academic integrity is the assurance that Ӱ students, staff, faculty, and administrators only claim possession of academic degrees deemed acceptable to Ӱ. In the last decade, unregulated degree 'suppliers' has become more common. Definition and regulation of the use of academic degrees and academic credits acceptable to Ӱ is therefore necessary. Organizations exist that research and evaluate the quality of academic oversight for degree suppliers and publish lists of accredited degree-granting institutions. For Ӱ to create its own degree evaluation program is neither necessary nor worthwhile. Rather, Ӱ may identify outside agencies upon which to base evaluations of what degree granting institutions are acceptable for Ӱ purposes. Organizations that Ӱ relies upon to evaluate and identify degree-granting institutions acceptable to Ӱ include: U.S. Department of Education, to the extent that it evaluates foreign and domestic accrediting agencies. Oregon Office of Degree Authorization, which is charged by the State of Oregon to evaluate degree suppliers. American Association of Collegiate Registrars and Admissions Officers, which annually publishes a CD of worldwide accredited degree-granting institutions. World Education Services, which (along with the AACRAO) provides evaluations of foreign degrees. *** THE FOLLOWING DEFINITIONS AND REGULATIONS CONSTITUTE THE Ӱ POLICY ON THE IDENTIFICATION AND USE OF INVALID ACADEMIC DEGREES: An academic degree acceptable to Ӱ is one that has been issued by a degree-granting institution identified by Ӱ either generally or with respect to a specific degree as acceptable, or one that has been accredited by an accrediting agency identified as acceptable to Ӱ. Only accrediting agencies that have been approved by the U.S. Department of Education, or which have been deemed acceptable by this policy or by the Ӱ Chancellor or Provost are acceptable to Ӱ. Ӱ identifies as acceptable degree-granting institutions those that are accredited by an acceptable accrediting agency or those which are listed in the American Association of Collegiate Registrars and Admissions Officers International Registry of degree-granting institutions. The holder of a degree or credits issued by an institution that is not identified as acceptable as set forth above may seek identification of the degree or credits as acceptable by providing a transcript and an evaluation made by either the American Association of Collegiate Registrars and Admissions Officers, or the World Education Services that states the degree in question is in fact equivalent to a degree granted by an accredited U.S. institution. A copy of this transcript evaluation should be filed with the individuals Dean. Unless and until the Provost or the Chancellor determines in writing that the degree or credits are acceptable, they will not be considered acceptable for use within Ӱ, provided, however, that unless otherwise directed by the Chancellor or Provost, a Dean may determine in writing that the degree or credits are acceptable solely for use within the academic unit of the Dean. Only academic degrees and credits earned from acceptable degree-granting institutions may be used for the purposes of identification, credit transfer, hiring, promotion, or tenure at Ӱ. Employees and students of the Ӱ who possess academic degrees that do not qualify as acceptable to Ӱ are forbidden to indicate that they possess such degrees in any official Ӱ context, including --but not limited to-- Ӱ classes, Ӱ syllabi, Ӱ web sites, and at meetings where they are identified as Ӱ employees or Ӱ students; provided, however, that they may state that they hold the degree if they also qualify the statement with a statement that the degree is not acceptable to Ӱ. "Indicating one possesses a degree includes --but is not limited to-- using the title "Dr." or other degree-related title before one's name or listing the degree abbreviation (e.g., B.S., M.S., PhD) after one's name. The Provost, after approval of the Faculty Senate, is authorized to develop and revise lists of accrediting agencies and/or degree granting institutions that are acceptable and/or unacceptable to Ӱ as necessary and appropriate to advance the business of Ӱ. The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to amend the Bachelor of Business Administration degree requirements to the following: [[ ]] = Deletion CAPS (or underline) = Addition BACHELOR OF BUSINESS ADMINISTRATION All majors must earn a "C" or better in all Common Body of Knowledge courses, department-specific general requirements, major specific requirements, and specific math and statistics requirements. Requirements Credits Baccalaureate Core Requirements 38-39 (BA 323X--BUSINESS ETHICS [[A core Ethics class]] must be included in the courses used to meet the Perspectives on the Human Condition requirements [[for accounting and business administration majors]].) B.B.A. Degree Requirements Complete the following in addition to the core: Mathematics: MATH 161X--Algebra for Business and Economics 3 (Math 262 should be taken to complete the mathematics requirement for the core.) Social Science and Statistics: 10 STAT 200--Elementary Probabilities and Statistics (3) ECON 200--Principles of Economics (4) ECON 227--Intermediate Statistics for Economics and Business (3) Common Body of Knowledge: 31-34 AIS 101--Effective Personal Computer Use OR Demonstrated Computer Literacy (0-3) ACCT 261-262--Accounting Concepts & Uses (6) AIS 310--Introduction to Information Systems or AIS 316--Accounting Information Systems (3) BA 325--Financial Management (3) BA 330--Legal Environment of Business (4) BA 343--Principles of Marketing (3) BA 360--Production/Operations Management (3) BA 390--Organizational Theory and Behavior (3) BA 462--Corporate Strategy (3) ECON 324--Intermediate Macroeconomics or ECON 350--Money and Banking (3) Major complex* at least 27 Minor complex** (optional) at least 15 [[Electives 11 or more]] Minimum credits required for degree [[ 123 ]] 120 Of the above, at least 39 credits must be taken in upper division (300 level or higher) courses. *Departmental requirements for majors may exceed the minimum indicated. Specific requirements are listed in the Degrees and Programs section of the catalog. **Requirements for minors may exceed 15 credits. Specific requirements are listed in the Degree and Programs section of the catalog. EFFECTIVE: Fall 2005 Upon Chancellor's Approval RATIONALE: Reducing the BBA degree program credits to 120 is in keeping with the Board of Regents policy. This also keeps the BBA degree consistent in credit hours with most business programs in the country. BA 323X is more applicable ethics course for business students. Reducing the elective credits make that requirement more depend on specific programs under the BBA. The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to approve a Certificate in Medical Assisting. EFFECTIVE: Fall 2005 and/or Upon Board of Regents' Approval. RATIONALE: See full program proposal #54 from the Fall 2004 review cycle on file in the Governance Office, 312 Signers' Hall. Requires 33-36 credits; general communication and human relations requirements are embedded in the major required courses. All required courses are part of the existing A.A.S. degree requirements. Brief Statement of the Proposed Program Certificate, Medical Assisting Ӱ already offers an AAS degree in Medical Assisting. Our goal in the creation of the Certificate in Medical Assisting is to train individuals for the specific skills they will need to be able to sit for the national exam to become a Certified Medical Assistant (CMA), so that they may gain employment within a year of beginning the program. We are selecting the pertinent vocational skill classes, as well as the required math, communication, and human relations classes for the certificate requirements. A total of 36 credits is proposed for the certificate. All of the classes currently exist and have been taught for several years. There should be no financial impact on Ӱ/TVC by creating this certificate. Should students desire to continue their education, we would strongly encourage them to continue to take additional classes to obtain their AAS in Medical Assisting. Medical Assistants are trained to be versatile members of the healthcare team in physicians offices and outpatient clinics. Their skills include management of the front office reception and scheduling, billing, coding, records management. Their back office skills are to assist the physician with intake information, measurements, vital signs, patient history, injections, and to assist the physician in all medical procedures. They are also trained in basic laboratory skills such as safe handling of various laboratory specimens, and routine analysis of blood and urine samples. In the past several years, more physicians are employing Medical Assistants because of their specific training and their flexibility. They are rapidly replacing the LPN and RN staff in many medical clinics. University of Ӱ New Program Approval  Board of Regents Summary Form MAU: University of Ӱ Fairbanks Title and brief description: Certificate in Medical Assisting Ӱ already offers an AAS degree in Medical Assisting. Our goal in the creation of the Certificate in Medical Assisting is to train individuals for the specific skills they will need to be able to sit for the national exam to become a Certified Medical Assistant (CMA), so that they may gain employment within a year of beginning the program. We are selecting the pertinent vocational skill classes, as well as the required math, communication, and human relations classes for the certificate requirements. A total of 36 credits is proposed for the certificate. All of the classes currently exist and have been taught for several years. There should be no financial impact on Ӱ/TVC by creating this certificate. Should students desire to continue their education, we would strongly encourage them to continue to take additional classes to obtain their AAS in Medical Assisting. Medical Assistants are trained to be versatile members of the healthcare team in physicians offices and outpatient clinics. Their skills include management of the front office reception and scheduling, billing, coding, records management. Their back office skills are to assist the physician with intake information, measurements, vital signs, patient history, injections, and to assist the physician in all medical procedures. They are also trained in basic laboratory skills such as safe handling of various laboratory specimens, and routine analysis of blood and urine samples. In the past several years, more physicians are employing Medical Assistants because of their specific training and their flexibility. They are rapidly replacing the LPN and RN staff in many medical clinics. Target Admission date: Fall, 2005 *** How does the program relate to the Education Mission of the University of Ӱ? Tanana Valley Campus focuses on student-centered learning with an emphasis on self-growth and skill-based competencies for success in business, labor, industry and general community and individual life-long development. See Appendix B for Draft of Strategic Plan Ӱ 2005 and Ӱ Tanana Valley Campus Strategic Plan 2000. The Medical Assisting Profession is a competency-based program designed to build solid skills for the workplace. We have been guided in development by national standards. The program has been recognized by being accredited by the Commission on the Accreditation of Allied Health Education Programs (CAAHEP). Tanana Valley Campus, and Ӱ, have been working to align our programs with nationally recognized credentials. Medical Assisting is one of the successful areas. One of the stated objectives in the Ӱ Strategic Plan 2005 is to: Actively Collaborate with Communities, Organizations, Businesses and Government to Meet Identified State, National and Global Needs. Currently, the Medical Assisting program relies on the collaboration and cooperation of local medical practitioners and local clinics. These individuals, businesses and organizations provide us with guidance about industry needs, feedback about our students, and sites for practicum experiences. In fact, it is largely because of the interest and feedback from the community that we are creating the certificate program. Describe the State Needs being met by this program. Surveys conducted by the State of Ӱ Dept. of Labor, the Workforce Investment Board, Ӱ State Hospital and Nursing Home Association, and the others, the State has determined that Medical Assisting, Dental Assisting, Registered Nursing, Practical Nursing, Radiologic Technology, and pharmacy technician, are the top needs in healthcare to serve the Ӱn population and workforce. The State of Ӱ determined that over the years 2000-2010 there will be a projected need for an additional 60 Medical Assistants in the state annually. What are the Student opportunities and outcomes? The enrollment projections? There is a continual need in the Fairbanks Community for Certified Medical Assistants. Gains in stature in the profession have contributed to the growth of that need as physicians offices begin to see the value in these versatile employees. As stated above, the State predicts an average of 60 openings annually for the next several years. We currently have 35 students actively seeking the AAS in Medical Assisting. We anticipate doubling that number within the next few years as the Certificate becomes available and those students seeking a faster route into the workforce become aware of it. Describe the Research opportunities, if applicable. NA Identify any additional Faculty and Staff requirements as well as any existing expertise and resources that will be applied. Because the AAS Degree in Medical Assisting already exists, all the faculty and staff necessary to deliver this program are already in place. Identify the impacts on existing Technology & Facilities as well as projected needs. Because the AAS Degree in Medical Assisting is already in place, we do not anticipate an impact on Technology or Facilities. The Medical Assisting teaching suite is currently available and in use. We anticipate expanding the facility next year when funding becomes available. Resource Commitment to the Proposed Degree Program I have attempted to identify existing support for the Medical Assisting AAS Program. No new funds or resources are requested in relation to the proposed Certificate in Medical Assisting. ResourcesExistingNew Total College/SchoolCollege/School Others(Specify)Regular Faculty (FTEs & dollars)2 FTE $120,000NANAAdjunct Faculty (FTEs & dollars)4 adjuncts $10000NANATeaching Assistants (Headcount)2 $5000NANAInstructional Facilities (in dollars and/or sq. footage)Fourth floor TVCC labs, 300 sq foot lab, 600 sq foot lecture room, access to computer labNAOffice Space (Sq. footage)180 sq ftNANALab Space (Sq. Footage) Fourth floor TVCC labs, 300 sq foot lab currently. Current plans exist for expansion, independent of this certificate request. The new lab will be approximately 780 sq ft.NANAComputer & Networking (in dollars)One computer lab with 20 computers is currently available. $22,000NANAResearch/ instructional/ office Equipment (in dollars)Various lab and office equipment, $100,000NANASupport Staff (FTEs & dollars) One administrative assistant $40,000NANASupplies (in dollars)Various supplies $ 25,000NANATravel (in dollars)One meeting annually $3000NANA The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to approve a Certificate in Instrumentation Technology. EFFECTIVE: Fall 2005 and/or Upon Board of Regents' Approval. RATIONALE: See full program proposal #96 from the Fall 2004 review cycle on file in the Governance Office, 312 Signers' Hall. Requires 32 credits; requires four semesters, designed to be taken in conjunction with the AAS in Process Technology. Brief Statement of the Proposed Program Certificate, Instrumentation Technology The instrumentation technology program will develop entry-level skills in industrial instrumentation. Courses combine the technical know-how and hands-on experience necessary for work in a variety of industrial fields. In the classroom students use state-of-the-art equipment coupled with hands-on experience to develop skills necessary to gain entry-level positions in the workforce. University of Ӱ New Program Approval  Board of Regents Summary Form MAU: TVC/CRA Title and brief description: Instrumentation Technology The instrumentation technology program will develop entry-level skills in industrial instrumentation. Courses combine the technical know-how and hands-on experience necessary for work in a variety of industrial fields. In the classroom students use state-of-the-art equipment coupled with hands-on experience to develop skills necessary to gain entry level positions in the workforce. Target Admission date: Spring 2005 *** How does the program relate to the Education Mission of the University of Ӱ? The instrumentation program will help meet the educational mission of the University of Ӱ and Tanana Valley campus by providing a quality instrumentation training program providing more Ӱns with the skills needed to fill industry positions. Describe the State Needs being met by this program. Industry partners have identified additional needs in providing instrumentation technicians as rapidly growing process technology industrys move towards automated systems. Currently many positions are being filled from outside the state of Ӱ; this program will help eliminate the need to look outside our state for qualified instrumentation technicians. What are the Student opportunities and outcomes? The enrollment projections? The program will expose the students to the necessary information required to take the entry-level ISA (Instrumentation Society of America) certification examination. This is a nationally recognized certification by industry partners, individuals holding this certification are sought-after by industry partners to fill instrumentation technician positions throughout the state. Anticipated enrollment will come from students enrolled in the Process Technology Program and from Industry partners whos workforce need incumbent training. Describe the Research opportunities, if applicable. N/A Identify any additional Faculty and Staff requirements as well as any existing expertise and resources that will be applied. The process technology program currently has as part of its requirement instrumentation one and instrumentation two, the certification would require the addition of two new instrumentation courses and one valve maintenance and instrumentation class. The current process technology program requires nine elective credits in the major field for graduation, these three classes would provide an additional 11 elective credits that could be utilized for the degree program. The current degree program requires 63 credits for an AAS degree, students could finish the instrumentation certificate and the AAS with only two additional credits. The instrumentation and valve maintenance classes are currently being taught as special topics courses and would require no additional staff or faculty resources for program implementation. Identify the impacts on existing Technology & Facilities as well as projected needs. The addition of the instrumentation certificate program would require additional instrumentation equipment and tools. This equipment and tools will be provided through industry support with minimal impact on the current process technology budget. Resource Commitment to the Proposed Degree Program ResourcesExistingNew Total College/SchoolCollege/School Others(Specify)Regular Faculty (FTEs & dollars) FTE 1 $50,838N/AN/AAdjunct Faculty (FTEs & dollars)  FTE 2.5 $30,000Teaching Assistants (Headcount)0Instructional Facilities (in dollars and/or sq. footage)520 sq ft.Office Space (Sq. footage) 310 sq ft.Lab Space (Sq. Footage) 1820 sq ft.Computer & Networking (in dollars)$25,000Research/instructional/office Equipment (in dollars)$3,000Support Staff (FTEs & dollars) $12,340Supplies (in dollars) $9,000Travel (in dollars) $5,000 The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to approve a Certificate in Safety, Health, and Environmental Awareness Technology. EFFECTIVE: Fall 2005 and/or Upon Board of Regents' Approval. RATIONALE: See full program proposal ##103 and course proposals #97-102 from the Fall 2004 review cycle on file in the Governance Office, 312 Signers' Hall. Requires 33 credits: 9 credits of general certificate requirements and 24 credits of PRT and SHEN courses. Brief Statement of the Proposed Program Certificate, Safety, Health, and Environmental Awareness Technology The safety technology program will develop entry-level skills in industrial safety, health and environmental awareness. Courses combine the technical know-how and hands-on experience necessary for work in a variety of safety-related industrial fields. In the classroom students use state-of-the-art equipment coupled with hands-on experience to develop skills necessary to gain entry-level positions in the safety profession. University of Ӱ New Program Approval Board of Regents Summary Form MAU: TVC/CRA Title and brief description: Safety, Health, and Environmental Awareness Technology The safety technology program will develop entry-level skills in industrial safety, health and environmental awareness. Courses combine the technical know-how and hands-on experience necessary for work in a variety of safety-related industrial fields. In the classroom students use state-of-the-art equipment coupled with hands-on experience to develop skills necessary to gain entry-level positions in the safety profession. Target Admission date: Fall 2005 *** How does the program relate to the Education Mission of the University of Ӱ? The safety program will help meet the educational mission of the University of Ӱ and Tanana Valley campus by providing a quality safety training program providing more Ӱns with the skills needed to fill industry positions. Describe the State Needs being met by this program. Industry partners have identified safety needs in providing safety professionals as rapidly growing process technology industries move toward expanding operations and systems. Currently many positions are being filled from outside the state of Ӱ; this program will help eliminate the need to look outside our state for qualified safety professionals. As the process industries expand and automate the need for qualified safety technicians increases, this need is currently being addressed by the (ASSE) American Society of Safety Engineers, TVC and the Process Technology Program are active members of this national organization. What are the Student opportunities and outcomes? The enrollment projections? The program will expose the students to the necessary information required to take the entry-level Safety Certification examination. This is a nationally recognized certification by industry partners, individuals holding this certification are sought-after by industry partners to fill safety positions throughout the state. Anticipated enrollment will come from students enrolled in the Process Technology Program and from Industry partners whose workforce need incumbent training. Describe the Research opportunities, if applicable. N/A Identify any additional Faculty and Staff requirements as well as any existing expertise and resources that will be applied. The process technology program currently has as part of its requirement instrumentation one and instrumentation two, the certification would require the addition of two new instrumentation courses and one valve maintenance and instrumentation class. The current process technology program requires nine elective credits in the major field for graduation. These three classes would provide an additional 11 elective credits that could be utilized for the degree program. Identify the impacts on existing Technology & Facilities as well as projected needs. The addition of the instrumentation certificate program would require additional instrumentation equipment and tools. This equipment and tools will be provided through industry support with minimal impact on the current process technology budget. Resource Commitment to the Proposed Degree Program ResourcesExistingNew Total College/SchoolCollege/School Others(Specify)Regular Faculty (FTEs & dollars)FTE 1 $50,838N/AN/AAdjunct Faculty (FTEs & dollars) FTE 2.5 $30,000Teaching Assistants (Headcount)0Instructional Facilities (in dollars and/or sq. footage)520 sqOffice Space (Sq. footage)310 sqLab Space (Sq. Footage)1820 sqComputer & Networking (in dollars)$25,000Research/instructional/office Equipment (in dollars)$3,000Support Staff (FTEs & dollars)$12,340Supplies (in dollars)$9,000Travel (in dollars)$5,000 The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to amend Article III and IV of the Ӱ Faculty Senate Constitution as follows: [[ ]] - Deletions CAPS - Additions ARTICLE III - Membership Sec. 1 The Senate shall be constituted according to the provisions specified in the bylaws. Sec. 2 Voting members of the Senate must either hold academic rank with full-time continuing appointment at the University of Ӱ Fairbanks or hold special academic rank with title preceded by "research" or "term". Sec. 3 Senate members shall be elected from and by the faculty of their respective units, as set forth in the bylaws, to two-year terms which shall be staggered to ensure continuity. Sec. 4 The terms of the newly elected and appointed members shall commence at the beginning of "New Business" of the last regularly scheduled Senate meeting of the academic year. Sec. 5 Any ELECTED OFFICER OR voting member of the Senate may be recalled according to the provisions of the by-laws. Sec. 6 Non-voting members of the Senate shall have voting privileges on any Senate committee on which they serve. ARTICLE IV - Officers Sect. 1 The two officers of the Senate shall be the President and the President-Elect. Sect. 2 The President and President-Elect shall be elected by the elected representatives of the Senate for one-year terms. Eligible nominees for the offices of President and President-Elect shall be elected representatives and/or chairs of standing and permanent committees of the Senate. Sect. 3 The President-Elect, after serving for one year in this position, subject to Sections 4, [[ and]] 5, AND 6, will automatically become President for one year. Sect. 4 The term of the President may be extended for one additional year by a two-thirds majority vote of the entire voting membership of the Senate. The vote will be by secret ballot and, if passed, the term of the President and the current President-Elect will be extended for no more than one additional year. Sect. 5 If for any reason the President should relinquish or be recalled from office, the President-Elect will automatically and immediately assume the Presidency. The Senate shall elect a Vice President to fill out the remainder of the year at which time a new election for President-Elect will be held [[as outlined in ARTICLE III, Section 6]]. The previously elevated President-Elect will complete the next academic year as President. SECT. 6 IF FOR ANY REASON THE PRESIDENT-ELECT SHOULD RELINQUISH OR BE RECALLED FROM OFFICE, THE SENATE SHALL ELECT A PRESIDENT-ELECT TO FILL OUT THE REMAINDER OF THE YEAR AT WHICH TIME A NEW ELECTION FOR PRESIDENT-ELECT WILL BE HELD. SECT. 7 The terms of the newly elected President and President-Elect shall commence at the beginning of "New Business" of the last regularly scheduled Senate meeting of the academic year. EFFECTIVE: Immediate, Upon Chancellor Approval RATIONALE: To preserve Faculty Senate's integrity and to assure that the members and/or officers of the Senate are held at highest professional, academic, and ethical standards. The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to recommend the amendment of Regents' Policy 04.04.040 A.1.e.(1) as follows: [[ ]] - Deletions CAPS - Additions REGENTS POLICY P04.04.040.A.1.e.(1) Appointment P04.04.040 e. Appointments of distinction for faculty. (1) Distinguished [[and University]] Professors. Tenured appointment as Distinguished [[Teaching]] Professor [[Distinguished Research Professor, Distinguished Service Professor or University Professor]] may be made by the President, SUBJECT TO A PROCESS OF REVIEW AND RECOMMENDATION ESTABLISHED BY THE CHANCELLOR OF THE MAJOR ADMINISTRATIVE UNIT (I.E., UAA, Ӱ, UAS) IN WHICH THE FACULTY MEMBER HOLDS TENURE. EFFECTIVE: Immediately, Upon BOR Approval RATIONALE: In line with common practice, the title is being changed to Distinguished Professor. The addition of the process of review and recommendation is to bring it in accord with usual university practice in the matter of faculty appointments. The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to amend the Ӱ Regulations for the Appointment and Evaluation of Faculty (Blue Book) Section IV.B.5.d, paragraph 2 as follows [[ ]] = Deletions CAPS = Additions d. Constitution and Operation of the University-wide [[Promotion and Tenure]] REVIEW CommitteeS. For the purpose of 4th year comprehensive and diagnostic review[[, and post-tenure review]] of members of the United Academics AAUP/AFT bargaining unit, the Faculty Senate will present a list of names of seven (7) faculty members to the provost who will select the committee or committees. Each unit peer review committee may nominate one of its members to serve. The list [[will]] MAY be determined from those nominees by vote of all faculty who serve on unit peer review committees. Faculty shall remain on the list for a term of two years with the terms being staggered. No more than one faculty member on the list can be a member of any specific peer review committee. FOR THE PURPOSE OF POST-TENURE REVIEW OF MEMBERS OF THE UNITED ACADEMICS AAUP/AFT BARGAINING UNIT, THE FACULTY SENATE WILL PRESENT A LIST OF NAMES OF SEVEN (7) FACULTY MEMBERS TO THE PROVOST WHO WILL SELECT THE COMMITTEE OR COMMITTEES. EACH UNIT PEER REVIEW COMMITTEE MAY NOMINATE ONE OF ITS MEMBERS TO SERVE. THE LIST MAY BE DETERMINED FROM THOSE NOMINEES BY VOTE OF ALL FACULTY WHO SERVE ON UNIT PEER REVIEW COMMITTEES. FACULTY SHALL REMAIN ON THE LIST FOR A TERM OF TWO YEARS WITH THE TERMS BEING STAGGERED. NO MORE THAN ONE FACULTY MEMBER ON THE LIST CAN BE A MEMBER OF ANY SPECIFIC PEER REVIEW COMMITTEE. A faculty member shall not serve as a member of the university-wide committee reviewing post-tenure files in the year in which s/he is undergoing post-tenure review. EFFECTIVE: Immediately Upon Chancellor Approval RATIONALE: This amendment provides for separate university-wide review committees for 4th-year and post-tenure review. The amendment affects the UNAC review process only. Currently, files for 4th-year and post-tenure review are handled by a single committee. (Promotion and tenure files are already handled by a separate committee.) Given the increasing number of 4th-year and post-tenure review files, the workload is becoming too large for a single committee to handle effectively. The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to approve the Unit Criteria for the Marine Advisory Program (MAP). EFFECTIVE: Immediately Upon Chancellor Approval RATIONALE: The committee assessed the unit criteria submitted by the School of Fisheries and Ocean Sciences, Marine Advisory Program (MAP) in consultation with representatives. These criteria have been approved by both MAP and SFOS faculty and by the Dean of SFOS. The committee found that the unit criteria sufficiently elaborate the nature of MAP research, teaching and service activities and provide effective guidelines for evaluating these activities. As such, the unit criteria were found to be consistent with Ӱ guidelines * Ӱ REGULATIONS FOR THE EVALUATION OF FACULTY: INITIAL APPOINTMENT, ANNUAL REVIEW, REAPPOINTMENT, PROMOTION, TENURE, AND SABBATICAL LEAVE AND MARINE ADVISORY PROGRAM (MAP) UNIT CRITERIA STANDARDS AND INDICES The following is an adaptation of Ӱ and Board of Regents (BOR) criteria for promotion and tenure, specifically developed for use in evaluating faculty in the Marine Advisory Program (MAP). Items in boldface are those specifically added or emphasized because of their relevance to MAP faculty, and because they are additions and clarifications to Ӱ regulations. These unit criteria are for use in the annual evaluation of faculty as well. CHAPTER I Purview The University of Ӱ Fairbanks document, "Faculty Appointment and Evaluation Policies," supplements the Board of Regents policies and describes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the University of Ӱ Fairbanks (Ӱ). Contained herein are regulations and procedures to guide the evaluation processes and to identify the bodies of review appropriate for the university. The University, through the Ӱ Faculty Senate, may change or amend these regulations and procedures from time to time and will provide adequate notice in making changes and amendments. These regulations shall apply to all of the units within the University of Ӱ Fairbanks, except in so far as extant collective bargaining agreements apply otherwise. The provost is responsible for coordination and implementation of matters relating to procedures stated herein. CHAPTER II Initial Appointment of Faculty Criteria for Initial Appointment Minimum degree, experience, and performance requirements are set forth in Ӱ Faculty Policies, Chapter IV. Exceptions to these requirements for initial placement in academic rank or special academic rank positions shall be submitted to the Chancellor or Chancellor's designee for approval prior to a final selection decision. B. Academic Titles Academic titles must reflect the discipline in which the faculty are appointed. Process for Appointment of Faculty with Academic Rank Deans or schools and colleges, and directors when appropriate, in conjunction with the faculty in a unit shall establish procedures for advertisement, review and selection of candidates to fill any vacant faculty position. These procedures are set by Ӱ Human Resources and the Campus Diversity and Compliance (AA/EEO) office and shall provide for participation in hiring by faculty and administrators as a unit. In accordance with the BOR policy on promotion and tenure, MAP agents and specialists generally have bipartite appointments. Bipartite responsibilities are to be clearly stated at the time of hire and can be any combination of two of the three tripartite missions, i.e., teaching, research, or service. A MAP faculty member can request a tripartite appointment in their employment contract if such a status is consistent with the goals of the Marine Advisory Program. D. Process for Appointment of Faculty with Special Academic Rank Deans and/or directors, in conjunction with the faculty in a unit, shall establish procedures for advertisement, review, and selection of candidates to fill any faculty positions as they become available. Such procedures shall be consistent with the university's stated AA/EEO policies and shall provide for participation in hiring by faculty and administrators in the unit. E. Following the Selection Process The dean or director shall appoint the new faculty member and advise him/her of the conditions, benefits, and obligations of the position. If the appointment is to be at the professor level, the dean/director must first obtain the concurrence of the chancellor or chancellors designee. F. Letter of Appointment The initial letter of appointment shall specify the nature of the assignment, the percentage emphasis that is to be placed on each of the parts of the faculty responsibility, mandatory year of tenure review, and any special conditions relating to the appointment. This letter of appointment establishes the nature of the position and, while the percentage of emphasis for each part may vary with each workload distribution as specified in the annual workload agreement document, the part(s) defining the position may not. MAP faculty members are designated at the time of hiring as either agents or specialists, and workloads and evaluations are to be based on which of those two assignments the individual holds. A MAP faculty member may be granted a change of assignment based on his/her request and the needs of the program. CHAPTER III Periodic Evaluation of Faculty General Criteria Criteria outlined in Ӱ Faculty Appointment and Evaluation Policies, Chapter IV, and MAP unit criteria, standards and indices, evaluators may consider, but shall not be limited to, whichever of the following are appropriate to the faculty member's professional obligation: mastery of subject matter; effectiveness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the university. For purposes of evaluation at Ӱ, the total contribution to the university and activity in the areas outlined above will be defined by relevant activity and demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scholarly activity; and 3) effectiveness of service. Bipartite Faculty Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university's tripartite responsibility. The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty. Bipartite faculty may voluntarily engage in a tripartite function, but they will not be required to do so as a condition for evaluation, promotion, or tenure. B. Criteria for Instruction A central function of the university is instruction of students in formal courses and supervised study. Teaching includes those activities directly related to the formal and informal transmission of appropriate skills and knowledge to students. The nature of instruction will vary for each faculty member, depending upon workload distribution and the particular teaching mission of the unit. Instruction includes actual contact in classroom, correspondence or electronic delivery methods, laboratory or field and preparatory activities, such as preparing for lectures, setting up demonstrations, and preparing for laboratory experiments, as well as individual/independent study, tutorial sessions, evaluations, correcting papers, and determining grades. Other aspects of teaching and instruction extend to undergraduate and graduate academic advising and counseling, training graduate students and serving on their graduate committees particularly as their major advisor, curriculum development, and academic recruiting and retention activities. MAP faculty may participate in formal teaching when the opportunity arises, however, standard academic teaching is not a common form of information delivery by the Marine Advisory Program. Instruction may include community-based or distance-delivered noncredit and/or credit courses, workshops, seminars, trainings and public presentations to adults or K-12 students. Instructional activities primarily deliver information relevant to community needs. Development and preparation of instructional materials such as workshop outlines, training syllabuses or lesson plans, handouts, slide presentations, displays, lecture materials etc. are also components of MAP teaching activities. Educational videos and/or other media produced for public education are also included. Marine Advisory Program agents usually function as generalists by contributing breadth and diversity in their teaching efforts. Rurally located agents usually respond to requests to develop and/or teach discrete sessions, workshops, or short-term courses on subjects not available to rural Ӱ. Specialists have a depth of topical knowledge and primarily focus on teaching technical information in their specialty area to clientele. Effectiveness in Teaching Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers will demonstrate some, but not necessarily all, of the following characteristics in an individual year. MAP education differs from resident education in that the instruction is designed to deliver information relevant to specific clientele and public needs. Effective teaching must enable the learner to gain knowledge and /or skills that can result in changes to attitudes/behavior. EFFECTIVE TEACHERS: are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students and clientele; express positive regard for students, become familiar with their public, develop good rapport with students and clientele, show interest/enthusiasm for the subject; emphasize and encourage student participation, ask questions, frequently monitor student and clientele participation for student learning and teacher effectiveness, are sensitive to student and clientele diversity; emphasize regular feedback to students and reward student learning success; demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level; regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design; may receive prizes and awards for excellence in teaching. Components of Evaluation Effectiveness in teaching will be evaluated through information on formal and informal teaching, course and curriculum material, recruiting and advising, training/guiding graduate students, etc., provided by: systematic student ratings i.e. student opinion of instruction summary forms, and at least two of the following: narrative self-evaluation, peer/department chair classroom observation(s), peer/ department chair evaluation of course materials. EVALUATION OF TEACHING FOR MAP FACULTY: Systematic university approved student evaluations are not usually available or appropriately designed to evaluate MAP teaching activities. In addition, instruction by MAP faculty is often conducted in rural locations where evaluation by peers or department chair is not available. However, a means of evaluation appropriate to the instructional content should be administered by the principal instructor whenever possible. Additional indices for documenting effective teaching for MAP faculty may include: Evidence that teaching addresses client-centered needs, as expressed by requests for courses and by client/student participation in those courses; Evidence that the teaching is meeting specific, quantifiable instructional objectives; Demonstration of changes in knowledge, skills and/or attitudes/behavior resulting from MAP information transfer; Clientele evaluations of both the program and the instructor; Testimonials and/or repeated invitations to teach; Documentation of contact hours with clientele as an assessment of response effort; Evidence of creativity and success in distance delivery of educational programming; and . Evidence of creativity in material development or outreach mechanisms. In addition to the indices of effective teaching, additional criteria that qualify a MAP faculty for promotion to the rank of Professor may include: 1. Development and/or adaptation of new methods and approaches in the discipline, such as: A. Creative use of media and/or distance- delivery methods of instruction which extends the bounds of the discipline and improves educational outreach; New curriculum or program development that improves the information transfer in the faculty members area of expertise; Regional, national and/or international recognition as an expert as illustrated through invitations to and presentations at conferences, meetings, workshops, and trainings; Receipt of state or national awards in recognition of outstanding teaching; Clientele/student reviews and/or evaluations that show continued quality performance as a teacher; and Recognition through invitational teaching opportunities. C. Criteria for Research, Scholarly, and Creative Activity Inquiry and originality are central functions of a land grant/sea grant/space grant university and all faculty with a research component in their assignment must remain active as scholars. Consequently, faculty are expected to conduct research or engage in other scholarly or creative pursuits that are appropriate the mission of their unit, and equally important, results of their work must be disseminated through media appropriate to their discipline. Furthermore, it is important to emphasize the distinction between routine production and creative excellence as evaluated by an individual's peers at the University of Ӱ and elsewhere. Many MAP faculty have limited opportunities to conduct traditional research and limited or no access to laboratories and graduate students. For MAP faculty, research, scholarly, and creative activities may consist of: Applied research designed to address specific client needs; Production of peer reviewed informational media; and Publication of peer reviewed publications. 1. Achievement in Research, Scholarly, and Creative Activity Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics: They must occur in a public forum. They must be evaluated by appropriate peers. They must be evaluated by peers external to this institution so as to allow an objective judgment. They must be judged to make a contribution. 2. Components of Research, Scholarly and Creative Activity Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to: Books, reviews, monographs, bulletins, articles, proceedings and other scholarly works published by reputable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline. Competitive grants and contracts to finance the development of ideas; these grants and contracts being subject to rigorous peer review and approval. Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers. Exhibitions of art works at galleries, selection for these exhibitions being based on rigorous review and approval by peers, juries, recognized artists, or critics. Performance in recitals or productions; selection for these performances being based on stringent auditions and approval by appropriate judges. Editing or refereeing articles or proposals for professional journals or organizations and MAP or Sea Grant publications. Scholarly reviews of publications, art works and performance of the candidate. Citations of research in scholarly publications. Published abstracts of research papers. Reprints or quotations of publications, reproductions of art works, and descriptions of interpretations in the performing arts, these materials appearing in reputable works of the discipline. Prizes and awards for excellence of scholarship. Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study. Development of processes or instruments useful in solving problems, such as computer programs and systems for the processing of data, genetic plant and animal material, and where appropriate obtaining patents and/or copyrights for said development. New and unique adaptations of existing research-based technology or knowledge in order to solve problems relevant to Ӱ. Excellence in the areas of research or scholarly activity by MAP faculty which qualifies him/her for promotion to Professor may include: Authorship of a peer-reviewed book or major reference in the faculty member's area of scholarly activity; Receipt of a national research fellowship; Continuous performance in research with a corresponding publication record; and Introduction of a new technology, product, or idea which demonstrably improves the quality of life for Ӱns, and is a clear result of a MAP faculty member's activity. D. Criteria for Public and University Service Public service is intrinsic to the land grant/sea grant/space grant tradition, and is fundamental part of the university's obligation to the people of its state. In this tradition, faculty providing their professional expertise for the benefit of the university's external constituency, free of charge, is identified as "public service." The tradition of the university itself provides that its faculty assume a collegial obligation for the internal functioning of the institution; such service is identified as "university service." For MAP faculty, a significant portion of each workload will consist of service. In general, this will be higher than that found in traditional faculty workloads and reflect the community or specific client needs approach of Marine Advisory Program educational activities. Public Service Public service is the application of teaching, research, and other scholarly and creative activity to constituencies outside the University of Ӱ Fairbanks. It includes all activities that extend the faculty member's professional, academic, or leadership competence to these constituencies. It can be instructional, collaborative, or consultative in nature and is related to the faculty member's discipline or other publicly recognized expertise. Public service may be systematic activity that involves planning with clientele and delivery of information on a continuing, programmatic basis. It may also be informal, individual, professional contributions to the community or to one's discipline, or other activities in furtherance the goals and mission of the university and its units. Such service may occur on a periodic or limited-term basis. Examples include, but are not limited to: Providing information services to adults or youth. Service on or to government or public committees. Service on accrediting bodies. Active participation in professional organizations. Active participation in constituency organizations. Active participation in discipline-oriented service organizations. Consulting in the faculty member's area of expertise and the discipline consistent with the obligation for public service. Prizes and awards for excellence in public service. Leadership of or presentations at workshops, conferences, or public meetings. Training and facilitating. Radio and TV programs, newspaper or trade journal articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media. Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions. Participation in K-12 educational programs Assessing the research needs of clientele and communicating those needs to the research community. Developing and managing effective community and agency partnerships which extend MAP resources and/ or develop leadership skills. Representing and answering questions at public events. Site visits for problems solving and consultation r. Rapidly responding to urgent client needs in a timely, flexible, and appropriate manner. s. Other service activities consistent with the School of Fisheries and Oceans Sciences to contribute to Ӱs coastal economy. University Service University service includes those activities involving faculty members in the governance, administration, and other internal affairs of the university, its colleges, schools, and institutes. It includes non-instructional work with students and their organizations. Examples of such activity include, but are not limited to: Service on university, college, school, institute, departmental committees or governing bodies. Consultative work in support of university functions, such as expert assistance for specific projects. Service as department chair, or term-limited and part-time assignment as assistant/associate dean in a college, school, or program. Participation in accreditation reviews. Service on collective bargaining unit committees or elected office. Service in support of student organizations and activities. Academic support services such as library and museum programs. Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer. Evaluation of Service Each individual faculty member's proportionate responsibility in service shall be reflected in annual workload agreements. In formulating criteria, standards and indices for evaluation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation for that unit. Excellence in public and university service may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards, invitations to participate at clientele meetings, conferences, and workshops, and other public means of recognition for services rendered. INDICES FOR PUBLIC AND UNIVERSITY SERVICE In addition to university regulations on the evaluation of public service, the following activities further exemplify public service indices for MAP faculty: Documentation of the quality and distribution of publishing popular press articles and newsletters; Presentation of applied research results to user groups such as public agencies, governmental bodies, private businesses, constituent groups, and lay public, both in published and oral forms; Quality and distribution of media presentations and public interviews, e.g., TV, radio, film, newspapers and videotapes; Evidence of response to new knowledge and developments in the discipline by rapidly raising public understanding and awareness through available educational media and methods; Results of individual consultations; Role and effort involved in the development and planning of conferences and workshops; G. Writing and distribution of MAP, School of Fisheries and Ocean Sciences, and Sea Grant publications; H. Documentation of service activities conducted on a continuing basis; I. Testimonials demonstrating effectiveness of service activities or other documentation which demonstrates the impacts of MAP facultys public service; J. Documentation of public needs and response; K. Appropriateness of the response effort toward urgent clientele issues; L. Development and maintenance of partnership relationships; and M. Committee appointments and any leadership role in committee assignments. Evidence of leadership in service which qualifies a MAP faculty member for promotion to Professor may include, but is not limited to: Invitation to serve on national or international boards, review committees, award commissions or scholarship commissions; Appointment or election to a leadership position on local, state, national, and international public service committees or organizations; National leadership in a professional organization; Recognition through invitational speaking engagements on topics which constitute public service; Evidence of effective application of professional expertise to professional or public processes and organizations; Service as committee chair. Session organizer, or officer of professional organizations; Evidence of important contributions to the development of school, departmental, and/or university programs; Recognition through receipt of public service awards, or awards for service to the university; Receipt of a national association, government, or professional society service award; and Participation in a voluntary mentoring relationship with junior faculty to facilitate their progress toward promotion and tenure. Revised August 2004 The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to approve the deletion of the E.M. (Engineer of Mines) degree. EFFECTIVE: Fall 2005 and/or Upon Board of Regents' Approval. RATIONALE: See full program proposal #16 from the Fall 2004 review cycle on file in the Governance Office, 312 Signers' Hall. The program has not had any enrollment and graduates since 1987. At the last program review in 2002, the review committee recommended the removal of this degree program. The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: MOTION: ======= The Ӱ Faculty Senate moves to amend the policy on Special or Reserved Numbers (p. 206, 2004-2005 Ӱ catalog), and the class schedule as follows: [[ ]] - Deletions CAPS - Additions Special or Reserved Numbers Courses identified with numbers ending in -92 are seminars; ending in -93 are special topics courses; -94 TRIAL courses; -95 special topics summer session courses, offered only during the summer; -97 indicates individual study; -98 NON-THESIS [[individual]] research/PROJECT; and -99, thesis/DISSERTATION. Changes to the class schedule: Courses with the -698 designator would be renamed NON-THESIS RESEARCH/ PROJECT. Courses with the -699 designator would be renamed THESIS/DISSERTATION EFFECTIVE: Fall 2005 RATIONALE: The term "individual research" is confusing: the -98 designator is intended for projects or other non-thesis research, but students often sign up under this course number instead of under the -99 designator when conducting thesis research. To change the credits requires additional paperwork for the graduate committee chair, department chair, and dean of the college and graduate school. Inserting the phrase "non-thesis" will make it clear that this is not the appropriate course number for thesis research. The Ӱ Faculty Senate passed the following at its Meeting #126 on December 13, 2004: RESOLUTION: =========== WHEREAS UA Dial Up service at all locations will end on December 31, 2004; and WHEREAS students and faculty will be expected to purchase their own internet access through "local" Internet Service Providers (ISPs); and WHEREAS discontinuation of this service is alleged to save the University $269,000; and WHEREAS students and faculty who reside or do all of their internet work on campus will still have access without costs while rural off campus students, faculty, and staff will be expected to find and pay for their own internet access thereby creating a condition of inequity; and WHEREAS the University is encouraging faculty to put more of their courses online via Blackboard, however, these courses require internet access; and WHEREAS major commercial providers such as GCI offer flat rate dialup in the Bethel and Fairbanks areas but not in other hub communities; and WHEREAS students in rural villages outside of the hub areas have limited internet access and where available, the costs are significantly greater than those in hub communities; and WHEREAS the availability of internet access is inconsistent across the state with the least availability and greatest cost associated with small villages placing the greatest financial burden on those least able to pay; and WHEREAS the proposed discontinuance runs counter to the mission of the University to provide opportunities for learning throughout the state; now THEREFORE, BE IT RESOLVED THAT, the Ӱ Faculty Senate asks the UA administration to put a hold on discontinuance of the contracted University Modem Service until such time as a UA-wide faculty, staff, student, and administration committee can be formed to review the various options, make a recommendation, and have that recommendation reviewed for implementation, and BE IT FURTHER RESOLVED THAT, the Ӱ Faculty Senate asks the UA administration to quickly develop a plan to provide reliable and low cost internet access for students, faculty, and staff in rural Ӱ. 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Courier New;Wingdings AhKFKF0l&#,%h%$>4d`+8TThe UAF Faculty Senate passed the following at its Meeting #125 on November 1, 2004:U AFU AFp                     Oh+'0 (8 HT p |  'UThe Ӱ Faculty Senate passed the following at its Meeting #125 on November 1, 2004:U AF AFNormalU AFl2AFMicrosoft Word 11.0@^в@~@l@l%#,GPICTd ,, MSWD , Book Antiqua 2-.(Xw -*:T-)he -)AU-)&AF- Q)C -) Fac-\)Ku-)lty- Q); -) Sena- Q)ht-)e-) -) passe-)yd-) the- Q)R f-)o-\)l-) lo-)*w-))ing- Q)H -) at-\)) -) its- Q)4 -) Meeting-) -) #12-)P6-) on- Q)E -) Dec- Q)Uembe-)|r-) -) 13,- Q)? -(w2004:-\)q -(w , Lucida Grande-*= ,Times New Roman-*:RESO- Q)L-)UTION:-\) -(w======- Q)=-)====-)p -(w -*:BE I-)^T-) RES-)iO- Q)#L-)VED-)g,-)  T- Q),h-)a-\)t-)  -) t- Q)h-)e-) -) U- Q)$A-)$F-) - Q) F-)acu-`)El-)t-`)y- Q) -) Se- Q)2n-)a-)t-)e ra-)It-`)ifi-)-es-\)) -) t- Q)h-)e-) -) e-`)l-)ec-),t-`)i-)o- Q)n -\)&o-`)f -)Pau- Q)Kl-)  - Q) L-)a-`)y-)e-)r-) as (dwPres-`)Vi-)de- Q)/n-)t-)-)E-`)l-)ec-),t-) -) o- Q)f -)t- Q)h-)e-) -) U- Q)$A-)$F-) - Q) F-)acu-`)El-)t-`)y-) Se- Q)>n-)a-)t-)e- Q) -`) f-)or-\)) -) 20-)20-)4)-)2005 - Q)qb-`)y-) -) acc-`)Bl-)a-`)m-)'a-)t-`)i-)o- Q)n-). -\)& -(w *9 *:  ! ! ! !  ! ! !  ! ! !  ! ! !  ! ! !  ! ! !  ! ! !  ! ! !  ! ! ! ՜.+,0 hp|  Z'Ӱh UThe Ӱ Faculty Senate passed the following at its Meeting #125 on November 1, 2004:*University of Ӱ New Program Approval" Board of Regents Summary Form Proposed Degree Program*University of Ӱ New Program Approval" Board of Regents Summary Form Resource Commitment to the Proposed Degree Program*University of Ӱ New Program Approval" Board of Regents Summary Form Resource Commitment to the Proposed Degree Program6 D. Criteria for Public and University ServiceQG. Writing and distribution of MAP, School of Fisheries and Ocean Sciences, and HH. Documentation of service activities conducted on a continuing basis;QI. Testimonials demonstrating effectiveness of service activities or other docum/J. Documentation of public needs and response;JK. Appropriateness of the response effort toward urgent clientele issues;AL. Development and maintenance of partnership relationships; andLM. Committee appointments and any leadership role in committee assignments.QWHEREAS students and faculty will be expected to purchase their own internet acc Title Headings  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F<Data 4 1TableUWordDocument$SummaryInformation(DocumentSummaryInformation8CompObjXObjectPool<< FMicrosoft Word DocumentNB6WWord.Document.8