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{\title The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting # 106 on February 4,  2002:}{\author Governance Office}{\operator Governance}{\creatim\yr2003\mo3\dy6\hr15\min54}{\revtim\yr2003\mo3\dy6\hr15\min54}{\printim\yr2003\mo3\dy4\hr9\min2}
{\version2}{\edmins2}{\nofpages21}{\nofwords5122}{\nofchars29196}{\*\company Governance}{\nofcharsws35854}{\vern115}}\margr1440\margb720 
\widowctrl\ftnbj\aenddoc\hyphhotz0\sprstsp\otblrul\brkfrm\sprstsm\truncex\nolead\msmcap\lytprtmet\hyphcaps0\fracwidth\viewkind4\viewscale100\pgbrdrhead\pgbrdrfoot \fet0\sectd \sbknone\linex-32767\endnhere\sectdefaultcl {\*\pnseclvl1
\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}{\*\pnseclvl5
\pndec\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl7\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl8\pnlcltr\pnstart1\pnindent720\pnhang
{\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {\f20 The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #114 on March 3,  2003:
\par 
\par 
\par }{MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a Certificate and A.A.S. in Educator:  Para-Professional which includes 12 new courses. 
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #41-52 and #53-54 
\par \tab \tab on file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab Certificate consists of general requirements of
\par \tab \tab 12 credits, 8 credits of certificate core,
\par \tab \tab 10 credits of program requirements for total of
\par \tab \tab 30 credits.
\par 
\par \tab \tab AAS consists of AAS degree requirements of 12
\par \tab \tab credits, 18 credits of program requirements, and
\par \tab \tab 12 credits in a concentration area (ÃÛÌÒÓ°Ïñ Native
\par \tab \tab Languages, Elementary Education, Special Education,
\par \tab \tab Counseling/Social Work, Early Childhood
\par \tab \tab Education, Microcomputer Support Specialist,
\par \tab \tab Rural Development), and 18 elective credits to 
\par \tab \tab total 60 credits.
\par 
\par }{\f20 
\par 
\par }\pard\plain \s17\widctlpar\jclisttab\tx1980\adjustright \cgrid {\f20 \page }{\b\ul Board of Regents Summary Form
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f0 
\par }\pard \ri240\widctlpar\adjustright {\f0 MAU:  }{\b\f0 University of ÃÛÌÒÓ°Ïñ Fairbanks 
\par }\pard \fi720\ri240\widctlpar\adjustright {\b\f0 College of Rural ÃÛÌÒÓ°Ïñ, Interior-Aleutians Campus
\par }\pard \ri240\widctlpar\adjustright {\b\f0 
\par }\pard \ri-180\widctlpar\tx2880\adjustright {\f0 Title and brief description:\tab }{\b\f0 Educator:  Para-Professional (EDPA)}{\f0 
\par }\pard \ri240\widctlpar\adjustright {\f0 \tab Certificate in Educator:  Para-Professional
\par \tab AAS in Educator:  Para-Professional
\par }\pard \ri240\widctlpar\tx3600\adjustright {\f0 \tab 
\par }\pard \ri240\widctlpar\adjustright {\f0 The Educator:  Para-Professional Program is designed to prepare students to work in K-12 classrooms assisting the classroom teacher.  The EDPA curriculum emphasizes
 school protocols, classroom methods, management, and assessment. The EDPA program will provide the student the opportunity to develop the skills and qualities required for employment in a variety of educational settings.
\par 
\par The program was developed in cons
ultation with school district personnel from the College of Rural ÃÛÌÒÓ°Ïñ service area, para-professionals, and state representatives from the Department of Education and Early Development under guidance of the University of ÃÛÌÒÓ°Ïñ Fairbanks faculty.
\par 
\par Target Admission Date: \tab Fall, 2003
\par 
\par }\pard \qc\ri240\widctlpar\adjustright {\f0 ***
\par 
\par }\pard \ri240\widctlpar\adjustright {\f0\ul How does the program relate to the }{\b\f0\ul Education Mission }{\f0\ul of the University of ÃÛÌÒÓ°Ïñ?
\par }{\f0 
\par The mission of the EDPA program is to provide academic and hands-on, skill-based education to students through flexible course delivery methods to meet the needs of both ÃÛÌÒÓ°Ïñ\rquote 
s rural and urban based students. To this end this program meets the vocational-technical educational responsibility of the University of ÃÛÌÒÓ°Ïñ Fairbanks and directly affects the following ÃÛÌÒÓ°Ïñ 2005 Strategic Plan Goals:
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \fi-360\li1620\ri240\widctlpar\jclisttab\tx1620\ls1\adjustright {\f0 Provide high quality undergraduate education for traditional and non-traditional students
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}Form active collaborations with communities, organizations, businesses, and government to meet identified state, national, and global needs
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}Serve as a premiere higher educational center for ÃÛÌÒÓ°Ïñ Natives
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}Serve as a model to demonstrate how gender, race, and cultural diversity strengthen a university and society
\par }\pard \ri240\widctlpar\adjustright {\f0 
\par 
\par }{\f0\ul Describe the}{\b\f0\ul  State Needs}{\f0\ul  being met by this program.
\par }\pard\plain \s16\ri240\widctlpar\adjustright \f12\fs20\cgrid {\f0\fs24\kerning28 
\par }{\f0\fs24 As of fall 2002, there are 2,481 FTE para-professional educators in the state of ÃÛÌÒÓ°Ïñ. To be in compliance with the Act, each local educational agency receiving assistance under Title I must ensure that all para-professional educators have:

\par }\pard \s16\li388\ri240\widctlpar\adjustright {\f0\fs24 a.\tab completed at least 2 years of study at an institution of higher education; or
\par }\pard \s16\fi388\ri240\widctlpar\adjustright {\f0\fs24 b.\tab obtained an associate's (or higher) degree; or}{\f0  }{\f0\fs24 
\par }\pard\plain \s18\fi-330\li718\widctlpar\adjustright \cgrid {c.\tab met a rigorous standard of quality and can demonstrate, through a formal State or local academic  assessment:  (i) knowledge of, and the ability to assist in inst
ructing, reading, writing, and mathematics; or (ii) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and  mathematics readiness, as appropriate. 
\par 
\par }\pard\plain \s16\ri240\widctlpar\adjustright \f12\fs20\cgrid {\f0\fs24 These requirements must be met by existing para-professional edu
cators by January 2006. As of January 2002, no new para-professional educators may be hired unless they have met these requirements.
\par 
\par The EDPA program was developed to improve educational content and classroom based skills of the para-professional educator, and to meet the requirements for para-professional educators established by the federal No Child Left Behind Act of 2002. }{
\f0\fs24\kerning28 Completion of the coursework proposed for the EDPA AAS degree will also meet and exceed the Draft State of ÃÛÌÒÓ°Ïñ Core Competency St
andards for para-professional educators developed in 2002. This program will contribute to an educated ÃÛÌÒÓ°Ïñn workforce by providing a cadre of para-professional educators.
\par }\pard\plain \ri240\widctlpar\adjustright \f7\cgrid {\f0 
\par 
\par }{\f0\ul What are the}{\b\f0\ul  Student}{\f0\ul  opportunities and outcomes?  The enrollment projections?
\par }{\f0 
\par }\pard\plain \s19\ri240\widctlpar\adjustright \fs20\cgrid {\fs24 T
he EDPA program provides a career ladder opportunity for ÃÛÌÒÓ°Ïñns to enter teaching and other related fields. The following concentration area options (in addition to general requirements and program requirements) are available:  Native Language, Elementa
ry Education, Special Education, Counseling/Social Work, Early Childhood Education, Microcomputer Support Specialist, Rural Development, or other advisor approved, discipline-based concentration area. 
\par }\pard\plain \ri240\widctlpar\adjustright \f7\cgrid {\f0 
\par Enrollment Estimates CRA wide:
\par 
\par }\trowd \trgaph108\trleft-108 \clvertalt\cltxlrtb \cellx1260\clvertalt\cltxlrtb \cellx2890\clvertalt\cltxlrtb \cellx4500\pard \ri240\widctlpar\intbl\adjustright {\i\f0 Year\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\i\f0 Headcount*\cell Graduates
\cell }\pard \widctlpar\intbl\adjustright {\i\f0 \row }\trowd \trgaph108\trleft-108 \clvertalt\cltxlrtb \cellx1260\clvertalt\cltxlrtb \cellx2890\clvertalt\cltxlrtb \cellx4500\pard \ri240\widctlpar\intbl\adjustright {\f0 03-04\cell }\pard 
\qr\ri240\widctlpar\intbl\adjustright {\f0 78\cell 20\cell }\pard \widctlpar\intbl\adjustright {\f0 \row }\pard \ri240\widctlpar\intbl\adjustright {\f0 04-05\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\f0 101\cell 66\cell }\pard 
\widctlpar\intbl\adjustright {\f0 \row }\pard \ri240\widctlpar\intbl\adjustright {\f0 05-06\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\f0 131\cell 85\cell }\pard \widctlpar\intbl\adjustright {\f0 \row }\pard \ri240\widctlpar\intbl\adjustright {
\f0 06-07\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\f0 144\cell 94\cell }\pard \widctlpar\intbl\adjustright {\f0 \row }\trowd \trgaph108\trleft-108 \clvertalt\cltxlrtb \cellx1260\clvertalt\cltxlrtb \cellx2890\clvertalt\cltxlrtb \cellx4500\pard 
\ri240\widctlpar\intbl\adjustright {\f0 07-08\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\f0 158\cell 103\cell }\pard \widctlpar\intbl\adjustright {\f0 \row }\pard \ri240\widctlpar\adjustright {\f0 
\par * Includes both full and part time
\par 
\par }{\f0\ul 
\par Describe the}{\b\f0\ul  Research}{\f0\ul  opportunities, if applicable.
\par }{\f0 
\par While research is not a primary focus of this program, the delivery modes and utilization 
of local school district teachers as university instructors make the program a unique model which can be shared throughout the academic community. This program will provide long range research opportunities to compare the improvement of targeted Title I s
t
udents before and after the required education of para-professional educators, the number of EDPA students transitioning into a four year program, specifically a teacher program and the comparison of rural/urban, Native, non-Native students to program com
pletion. 
\par 
\par 
\par }{\f0\ul Identify any additional}{\b\f0\ul  Faculty and Staff}{\f0\ul  requirements as well as any existing expertise and resources that will be applied.
\par 
\par }{\f0 The primary faculty/program manager and administrative support will be hired through the Interior-Aleutians Campus.  Ot
her faculty will be secured from the teaching staff of rural extended campuses as well as school district teachers, administrators and other experts and professionals qualified to teach specific courses.
\par 
\par 
\par }{\f0\ul Identify the impacts on existing }{\b\f0\ul Technology & Facilities }{\f0\ul as well as projected needs.
\par }\pard \fi-540\li540\ri240\nowidctlpar\tx540\tx1700\adjustright {\f0\fs22 
\par }\pard\plain \s20\widctlpar\adjustright \f4\cgrid {\f0 
The faculty/program manager to be hired to head the EDPA Program may reside anywhere within the region served by the Interior-Aleutians Campus, thus local facilities will not be taxed for office space. In addition, curre
nt administrative support will be used. 
\par 
\par Most of the resources used in the EDPA classes will be materials provided by school districts that support their curriculum.  The impact on library and technology resources are minimal and will be limited to those 
needed for core classes and Internet based resources.
\par 
\par The College of Rural ÃÛÌÒÓ°Ïñ community campuses will provide classroom space for EDPA training sessions. In communities without a local university facility, training space can be found in the private se
ctor and reasonably supported by tuition fees through partnership arrangements. In addition, collaboration with school districts will provide space to teach university courses.  Therefore, through community and school district partnerships, the impact on 
existing ÃÛÌÒÓ°Ïñ and CRA technology resources and facilities can be limited to existing resources.
\par }{\f0\fs22 
\par 
\par }\pard\plain \ri-628\nowidctlpar\tx540\tx1700\adjustright \f7\cgrid {\f0 \page 
\par }{
\par }\pard\plain \s19\ri240\widctlpar\adjustright \fs20\cgrid {\b\f7\fs24 Resource Commitment to Proposed Degree Program
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b\cf1 
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx1980\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx3690\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx7290\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8730\pard\plain \s1\qc\keepn\widctlpar\intbl\outlinelevel0\adjustright \b\cgrid {\f7\fs20 Resources
\cell Existing\cell New
\par }\pard\plain \qc\widctlpar\intbl\adjustright \f7\cgrid {\fs20 \cell }\pard\plain \s1\qc\keepn\widctlpar\intbl\outlinelevel0\adjustright \b\cgrid {\f7\fs20   Total
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\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx1980\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx3690\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx5400\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx7290\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8730\pard \widctlpar\intbl\adjustright {\fs20\cf1 \cell College/School\cell College/School \cell 
Others(Specify)\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Regular Faculty (FTE\rquote s & dollars)
\par \cell 
\par }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 $51,365\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III
\par $7,500\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par 
\par $58,865\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Adjunct Faculty (FTE\rquote s & dollars)
\par \cell \cell \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III 
\par $15,000\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par 
\par $15,000\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Teaching Assistants
\par (Headcount)\cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Instructional Facilities
\par (in dollars and/or sq. footage)\cell \cell \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 
\par Partnerships:
\par $30,000\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par 
\par $30,000\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Office Space
\par (Sq. footage)
\par \cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Lab Space
\par (Sq. Footage)
\par \cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Computer & Networking 
\par (in dollars)\cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Research/instructional/office Equipment
\par (in dollars)\cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Support Staff
\par (FTE\rquote s & dollars)
\par \cell \cell }\pard\plain \s21\qc\ri-18\widctlpar\intbl\adjustright \f12\fs16\cgrid {\f7\fs20 Admin. Asst.
\par }\pard\plain \qc\ri-18\widctlpar\intbl\adjustright \f7\cgrid {\fs20\cf1 $20,675\cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III for 
\par $9,014\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par $29,689\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Supplies 
\par (in dollars)
\par \cell \cell \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III for 
\par $1,000\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par $1,000\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Travel
\par (in dollars)
\par \cell \cell \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III for 
\par $4,500\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par $4,500\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx1980\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx3690\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx5400\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx7290\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8730\pard \qr\widctlpar\intbl\adjustright {\b\fs20\cf1 Totals\cell $51,365\cell $20,675\cell $67,014\cell $139,054\cell }\pard 
\widctlpar\intbl\adjustright {\b\fs20\cf1 \row }\pard \widctlpar\adjustright {\fs20\cf1 
\par 
\par }{Signature_____________________________    \tab __________
\par }\pard \li900\widctlpar\adjustright {Executive Dean of College \tab \tab \tab \tab Date
\par }\pard \fi900\widctlpar\adjustright {Proposing the New Degree Program
\par }\pard \widctlpar\adjustright {
\par }{\f20 
\par }{\page }{\f20 The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #114 on March 3,  2003:
\par 
\par 
\par }{MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to add ENGL 211X or ENGL 213X (or permission of instructor) as a prerequisite for all "W" courses.
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003
\par 
\par \tab \tab Course syllabi for "W" courses will include this prerequisite 
\par \tab \tab beginning with Fall 2003.  This prerequisite will be added 
\par \tab \tab to all catalog course descriptions for "W" courses for the 
\par \tab \tab 2004-2005 catalog.  
\par 
\par \tab RATIONALE:  \tab "W" courses are intended to allow students 
\par \tab \tab to hone their writing skills within their chosen discipline 
\par \tab \tab AFTER they have successfully completed the required 
\par \tab \tab basic composition courses, ENGL 111X and ENGL 211X/ 
\par \tab \tab 213X.   We are simply suggesting an alignment of the 
\par \tab \tab required curriculum in a manner that makes academic sense.  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \li90\widctlpar\adjustright {\tab \tab The Core document assumed this alignment in several places.  
\par \tab \tab With respect to ENGL 211X/213X, the document states:  
\par \tab \tab \tab "}{\b To prepare students for the research papers}{, 
\par \tab \tab \tab the course gives students a review of library skills and 
\par \tab \tab \tab familiarization with the library's holdings."  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab \tab With respect to "W" courses, the document states:  
\par \tab \tab "}{\ul Writing-Intensive and Oral Communication-Intensive Courses: 
\par }{\tab \tab \tab 1.\tab }{\b After completing the two required writing 
\par \tab \tab \tab courses}{ and one required speech course, students 
\par \tab \tab \tab will extend their experience by taking two designated 
\par \tab \tab \tab Writing-Intensive courses and one Oral Communication-
\par \tab \tab \tab Intensive course."  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab \tab Faculty may certainly over-ride a prerequisite, such as the 
\par \tab \tab one offered here, by issuing special permission.  
\par 
\par }{\f20 
\par }{\page }{\f20 The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #114 on March 3,  2003:
\par 
\par 
\par }{MOTION:
\par ======
\par 
\par The Faculty Senate moves to amend the ÃÛÌÒÓ°Ïñ catalog "Table of Substitutions: non-University of ÃÛÌÒÓ°Ïñ institutions" (page 14 of the 2002-03 catalog) as follows:
\par 
\par 
\par [[  ]]  = Deletion
\par CAPS = Addition
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {\b TABLE OF SUBSTITUTION
\par }\pard \widctlpar\adjustright {\b 
\par 
\par CORE CURRICULUM COURSES \tab COURSES WHICH TRANSFER AS
\par }{
\par PHIL 322X,    \tab \tab \tab \tab an upper division course in ethics
\par Ethics (Values and Choices)\tab \tab OR A LOWER-DIVISION COURSE IN 
\par \tab \tab \tab \tab \tab \tab ETHICS, WITH APPROVAL OF THE 
\par \tab \tab \tab \tab \tab \tab PHILOSOPHY DEPARTMENT. 
\par 
\par 
\par \tab EFFECTIVE:   \tab Immediately
\par \tab \tab \tab \tab Upon approval of the Chancellor.
\par \tab \tab \tab \tab This will appear in the 2004-05 catalog.
\par 
\par \tab RATIONALE: \tab Many schools outside of the UA system offer 
\par \tab \tab and encourage students to take a lower-division ethics 
\par \tab \tab course.  Some of these courses are more-or-less equivalent, 
\par \tab \tab in terms of breadth and depth of coverage, to upper-division 
\par \tab \tab courses at ÃÛÌÒÓ°Ïñ that satisfy the ethics core requirement.  
\par \tab \tab Some lower-division ethics courses taught outside of the 
\par \tab \tab UA system, however, are not equivalent to ÃÛÌÒÓ°Ïñ ethics 
\par \tab \tab courses.  It is manifestly unfair to transfer students to 
\par \tab \tab retake a course already taken outside of ÃÛÌÒÓ°Ïñ. However, 
\par \tab \tab there is no simple mechanism to identify which lower-division 
\par \tab \tab ethics courses are equivalent. Hence, the Philosophy Chair 
\par \tab \tab is the designated gatekeeper.
\par 
\par \page 
\par \tab \tab The Core Review Committee routinely routes all petitions 
\par \tab \tab for an ethics course to the Philosophy Chair for review and 
\par \tab \tab advice.  The Philosophy Chair often defers recommendations 
\par \tab \tab to other departments offering ethics courses.  This catalog 
\par \tab \tab change will primarily formalize our current practice; it will 
\par \tab \tab also transfer some authority from the Core Review 
\par \tab \tab Committee to the Philosophy Chair.  Most importantly, it 
\par \tab \tab alerts transfer students to the possibility of using a lower-
\par \tab \tab division ethics course to satisfy the Core ethics requirement.  
\par \tab \tab Current wording of the catalog does not encourage students 
\par \tab \tab to pursue this option.
\par 
\par }{\f20 
\par }{\page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #114 on March 3,  2003:
\par 
\par 
\par }{MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve the Unit Criteria for the Cooperative Extension Service.  
\par 
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par \tab \tab \tab \tab Upon Chancellor Approval
\par 
\par \tab RATIONALE:  \tab The committee assessed the updated unit 
\par \tab \tab criteria submitted by the Cooperative Extension Service. 
\par \tab \tab The unit criteria were found be consistent with ÃÛÌÒÓ°Ïñ 
\par \tab \tab guidelines.
\par }{\caps 
\par }{
\par }{\f20 
\par }{\tab \tab \tab \tab \tab ***}{\f20 
\par }{\page 
\par }{\b\f20 
\par }\pard \qc\li20\widctlpar\tqr\tx9360\adjustright {\b\f20 ÃÛÌÒÓ°Ïñ REGULATIONS FOR THE EVALUATION OF FACULTY:
\par INITIAL APPOINTMENT, ANNUAL REVIEW, REAPPOINTMENT,
\par PROMOTION, TENURE, AND SABBATICAL LEAVE
\par }\pard \widctlpar\tqr\tx9360\adjustright {\b\f20 
\par }\pard \qc\li20\widctlpar\tqr\tx9360\adjustright {\b\f20 AND
\par COOPERATIVE EXTENSION SERVICE UNIT CRITERIA
\par STANDARDS AND INDICES
\par 
\par }\pard \widctlpar\tqr\tx9360\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 The following is an adaptation of }{\b\caps\f20 uaf}{\b\f20 
 and regents criteria for promotion and tenure, specifically developed for use in evaluating faculty in the Cooperative Extension Service.  Items in capitalized and boldface are those specifically added or emphasized because of their relevance to }{
\b\caps\f20 ces }{\b\f20 faculty, and because they are additions and clarifications to }{\b\caps\f20 uaf }{\b\f20 regulations.  These unit criteria are for use in the annual evaluation of faculty as well.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par 
\par }\pard \qc\li20\widctlpar\tx540\adjustright {\b\f20 CHAPTER I
\par 
\par Purview
\par }\pard \widctlpar\adjustright {\f20 
\par The Universi
ty of ÃÛÌÒÓ°Ïñ 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 ÃÛÌÒÓ°Ïñ Fairbanks (ÃÛÌÒÓ°Ïñ). Contained herein are regulations and procedures to guide the evaluation processes and to identify the bodies of review appropriate for the university.
\par 
\par The University, through the ÃÛÌÒÓ°Ïñ Faculty Senate, may change or amend these regulations and procedures from time to time and will provide adequate notice in making changes and amendments.
\par 
\par These regulations shall apply to all of the units within the University of ÃÛÌÒÓ°Ïñ Fairbanks, except in so far as extant collective bargaining agreements apply otherwise.
\par 
\par The provost is responsible for coordination and implementation of matters relating to procedures stated herein.
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {\f20 \page 
\par }\pard \qc\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 CHAPTER II
\par }{\f20 
\par }{\b\f20 Initial Appointment of Faculty
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \fi-360\li360\widctlpar\adjustright {\b\f20 A.\tab Criteria for Initial Appointment}{\f20  Minimum degree, experience, and performance requirements are set forth in \ldblquote ÃÛÌÒÓ°Ïñ Faculty Policies,\rdblquote 
 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.
\par 
\par }{\b\f20 B.\tab Academic Titles}{\f20  
\par \tab Academic titles must reflect the discipline in which the faculty are appointed.
\par 
\par }{\b\f20 C.\tab Process for Appointment of Faculty with Academic Rank}{\f20  
\par \tab Deans or schools and colleges, and directors when appropr
iate, 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 ÃÛÌÒÓ°Ïñ 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. 
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-360\li360\widctlpar\adjustright {\b\f20 \tab IN ACCORDANCE WITH THE BOARD OF REGENTS POLICY ON PROMOTION AND TENURE, EXTENSION AGENTS ARE EXEMPTED FROM A TRIPARTITE RESPONSIBILITY. SUCH FACULTY HAV
E BIPARTITE RESPONSIBILITY. THE 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 IN COMBINATION. EXTENSION SPECIALISTS AND OTHE
R EXTENSION FACULTY HAVE A TRIPARTITE RESPONSIBILITY.
\par 
\par \tab THE COOPERATIVE EXTENSION SERVICE FACULTY HAS DEVELOPED A POLICY ON MENTORING RELATIONSHIPS FOR FACULTY WHICH PROVIDES GUIDELINES FOR THE MENTORING SYSTEM. FACULTY MEMBERS SHALL BE INFORMED OF THE OPPO
RTUNITY TO MAINTAIN A VOLUNTARY MENTORING RELATIONSHIP DURING THEIR CAREER DEVELOPMENT PRIOR TO THE AWARD OF TENURE.
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li360\widctlpar\adjustright {\b\f20 D.\tab Process for Appointment of Faculty with Special Academic Rank}{\f20  
\par \tab Deans and/or directors, in conjunction with the faculty in a unit, shal
l 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 h
iring by faculty and administrators in the unit. 
\par 
\par }{\b\f20 E.\tab Following the Selection Process}{\f20  
\par \tab 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 chancellor\rquote s designee.
\par 
\par }\pard \fi-360\li360\widctlpar\tx410\tx410\adjustright {\b\f20 F.\tab Letter of Appointment}{\f20  
\par \tab 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. 
\par 
\par \tab This letter of appointment establishes the nature of the position and, while the percentage of emph
asis 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.
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par 
\par 
\par }\pard \qc\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 CHAPTER III
\par }\pard \widctlpar\tx540\tqr\tx9360\adjustright {\f20 
\par }\pard \qc\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 Periodic Evaluation of Faculty
\par }\pard \fi-360\li360\widctlpar\adjustright {\f20 
\par }{\b\f20 A.\tab General Criteria}{\f20  
\par }\pard \li360\widctlpar\adjustright {\f20 Criteria outlined in \ldblquote ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies,\rdblquote  Chapter IV}{\b\f20 , AND CES UNIT CRITERIA, STANDARDS AND INDICES, }{\f20 
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 t
he university.
\par 
\par For purposes of evaluation at ÃÛÌÒÓ°Ïñ, 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.
\par 
\par }{\b\f20 Bipartite Faculty}{\f20  
\par 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.
\par 
\par The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty.
\par 
\par 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.
\par 
\par }\pard \fi-360\li360\widctlpar\adjustright {\b\f20 B.\tab Criteria for Instruction
\par }\pard \li360\widctlpar\adjustright {\f20 A central function of the university is instruction of students in formal courses and supervised study. Teaching includes those activities directly}{\b\f20  }{\f20 related}{\b\f20  }{\f20 
to the formal and informal tran
smission 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, 
c
orrespondence 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, 
e
valuations, 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 the
ir major advisor, curriculum development, and academic recruiting and retention activities.
\par 
\par }\pard \fi-360\li720\widctlpar\tqr\tx9360\adjustright {\b\f20 1.\tab Effectiveness in Teaching
\par 
\par }\pard \li720\widctlpar\adjustright {\b\f20 STANDARD ACADEMIC TEACHING IS NOT A COMMON FORM OF INFORMATION DELIVERY IN THE COOPERATIVE EXTENSION SERVICE. INSTRUCTION OFTEN INCLUD
ES CONTACT WITH CLIENTELE THROUGH DISTANCE DELIVERY METHODS, WORKSHOPS, SEMINARS, TRAINING AND PUBLIC INFORMATION EVENTS.
\par 
\par }{\f20 Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers:
\par 
\par }\pard \fi-360\li1080\widctlpar\adjustright {\f20 a.\tab are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students }{\b\f20 AND CLIENTELE;
\par }\pard \li1080\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li1080\widctlpar\adjustright {\f20 b.\tab express positive regard for students, }{\b\f20 BECOME FAMILIAR WITH THEIR PUBLIC, }{\f20 develop good rapport with students }{\b\f20 AND CLIENTELE, }{\f20 show interest/enthusiasm for the subject;

\par 
\par c.\tab emphasize and encourage student participation, ask questions, frequently monitor student }{\b\f20 AND CLIENTELE }{\f20 participation for student learning and teacher effectiveness, are sensitive to student }{\b\f20 AND}{\f20  }{\b\f20 CLIENTELE}{
\f20  diversity;
\par 
\par d.\tab emphasize regular feedback to students and reward student learning success;
\par 
\par e.\tab demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;
\par 
\par f.\tab regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;
\par 
\par g.\tab may receive prizes and awards for excellence in teaching.
\par 
\par }\pard \fi-360\li720\widctlpar\adjustright {\b\f20 2.\tab Components of Evaluation 
\par }\pard \li720\widctlpar\adjustright {\f20 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:

\par }\pard \li1080\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li1080\widctlpar\adjustright {\f20 a.\tab systematic student ratings i.e. student opinion of instruction summary forms, and at least two of the following:
\par }\pard \li1080\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li1080\widctlpar\adjustright {\f20 b.\tab narrative self\_evaluation,
\par }\pard \li1080\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li1080\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 c.\tab peer/department chair classroom observation(s),
\par }\pard \li1080\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li1080\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 d.\tab peer/department chair evaluation of course materials.
\par }\pard \li1080\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EVALUATION OF TEACHING IN AN EXTENSION CONTEXT:
\par }\pard \widctlpar\adjustright {\b\f20 
\par TEACHING IS DEFINED AS A FORMAL PRESENTATION OF RESEARCH BASED SUBJECT MATTER. EFFECTIVE TEACHING IS COMPLEX, BUT MUST PROVIDE A LEARNING EXPERIENCE ENABLING THE LEARNER TO GAIN KNOWLEDGE, SKILLS AND/OR CHANGES IN ATTITUDES/BEHAVIOR.}{\f20  }{\b\f20 
IT SHALL BE EVALUATED WHENEVER POSSIBLE.
\par 
\par EXTENSION EDUCATION DIFFERS FROM RESIDENT EDUCATION IN THAT IT ADDRESSES CLIENTELE AND PUBLIC NEEDS BY DELIVERING INFORMATION RELEVANT TO THOSE NEEDS.
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 STANDARDS AND INDICES OF TEACHING ACTIVITY IN THE COOPERATIVE EXTENSION SERVICE:}{\f20 
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\adjustright {\b\f20 TEACHING AND TRANSFER OF KNOWLEDGE ARE CHARACTERIZED BY:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab COURSES, WORKSHOPS, SEMINARS, DEMONSTRATIONS AND CURRICULUM OR PROGRAM DEVELOPMENT.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab EDUCATIONAL VIDEOTAPES AND/OR OTHER MEDIA PRODUCED FOR PUBLIC EDUCATION, THAT REQUIRES RESEARCH AND PREPARATION.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \li540\widctlpar\adjustright {\b\f20 INDICES FOR DOCUMENTING EFFECTIVE TEACHING IN AN EXTENSION CONTEXT INCLUDE:
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab DOCUMENTATION OF TEACHING TO MEET A FACULTY MEMBER\rquote S AGREED UPON WORKLOAD.
\par 
\par }\pard \fi-360\li900\widctlpar\tqr\tx9360\adjustright {\b\f20 B. \tab DOCUMENTATION OF CHANGES IN KNOWLEDGE, SKILLS AND/OR ATTITUDES/BEHAVIOR RESULTING FROM CES INFORMATION TRANSFER.
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C. \tab DEMONSTRATING THAT CES TEACHING IS A RESPONSE TO CLIENTELE NEEDS.
\par 
\par D.\tab SYSTEMATIC CLIENTELE EVALUATION OF BOTH THE PROGRAM AND THE INSTRUCTOR.
\par 
\par E.\tab UNSOLICITED TESTIMONIALS.
\par }\pard \fi-900\li1440\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 F.\tab DOCUMENTATION OF CONTACT HOURS WITH CLIENTELE RELATIVE TO POTENTIAL AUDIENCES.
\par 
\par G.\tab EVIDENCE OF CREATIVITY AND SUCCESS IN DISTANCE DELIVERY EDUCATIONAL PROGRAMMING.
\par }{\f20 
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXAMPLES OF EXCELLENCE IN TEACHING PERFORMANCE WHICH QUALIFIES A CES FACULTY MEMBER FOR PROMOTION TO THE RANK OF FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20\highlight3 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 1.\tab DEVELOPMENT AND/OR ADAPTATION OF NEW METHODS AND APPROACHES IN THE DISCIPLINE, SUCH AS:
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20\highlight3 
\par }{\b\f20 A.\tab CREATIVE USE OF MEDIA FOR CLIENTELE EDUCATION WHICH EXTENDS THE BOUNDS OF THE DISCIPLINE AND IMPROVES EDUCATIONAL OUTREACH.
\par 
\par B.\tab CURRICULUM OR PROGRAM DEVELOPMENT, WHICH ENHANCES TEACHING EFFECTIVENESS.
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 2.\tab RECEIPT OF STATE OR NATIONAL AWARDS IN RECOGNITION OF OUTSTANDING TEACHING.
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 3.\tab CONTINUED EXCELLENT}{\b\f20\fs26  }{\b\f20 CLIENTELE/STUDENT REVIEWS AND EVALUATIONS AS A TEACHER.
\par 
\par 4.\tab RECOGNITION THROUGH INVITATIONAL TEACHING OPPORTUNITIES.
\par }\pard \widctlpar\tx360\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\tx540\adjustright {\b\f20 C.\tab Criteria for Research, Scholarly, and Creative Activity
\par }\pard \li540\widctlpar\adjustright {\f20 Inquiry and originality are central functions of a land grant/sea grant/space grant university and all faculty with a research component in their assign
ment 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 ÃÛÌÒÓ°Ïñ and elsewhere.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\tqr\tx9360\adjustright {\b\f20 FACULTY ARE EXPECT
ED TO CONDUCT APPLIED RESEARCH OR ENGAGE IN OTHER SCHOLARLY OR CREATIVE PURSUITS THAT ARE APPROPRIATE TO THE MISSION OF THE COOPERATIVE EXTENSION SERVICE. CONSISTENT WITH THIS MISSION, EXTENSION FACULTY PROVIDE THE PUBLIC WITH RESEARCH BASED INFORMATION I
N
 AN EASILY UNDERSTOOD FORMAT THAT CAN BE APPLIED TO DAILY LIVING AND IMPROVE THE QUALITY OF LIFE. COOPERATIVE EXTENSION SERVICE BULLETINS, FACT SHEETS AND PUBLICATIONS SHALL BE CONSIDERED A MAJOR PART OF THE DISSEMINATION OF INFORMATION BY EXTENSION FACUL
TY. COOPERATIVE EXTENSION SERVICE FACULTY HAVE VERY LIMITED OPPORTUNITIES TO CONDUCT TRADITIONAL RESEARCH AND VERY LIMITED ACCESS TO LABORATORIES AND GRADUATE STUDENTS. ADDITIONALLY, BIPARTITE FACULTY MAY OR MAY NOT HAVE A RESEARCH OBLIGATION.
\par }{\f20 
\par }\pard \li540\widctlpar\tx900\tqr\tx9360\adjustright {\b\f20 1.\tab Achievement in Research, Scholarly, and Creative Activity}{\f20 
\par }\pard \li900\widctlpar\adjustright {\f20 Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \li900\widctlpar\tx1170\adjustright {\f20 a.\tab They must occur in a public forum.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi180\li720\widctlpar\tx1170\adjustright {\f20 b.\tab They must be evaluated by appropriate peers.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi-270\li1170\widctlpar\tx1170\adjustright {\f20 c.\tab They must be evaluated by peers external to this institution so as to allow an objective judgment.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi180\li720\widctlpar\tx1170\adjustright {\f20 d.\tab They must be judged to make a contribution.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\tx810\adjustright {\b\f20 2.\tab Components of Research, Scholarly and Creative Activity
\par }\pard \li810\widctlpar\tx810\adjustright {\f20 Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-320\li950\widctlpar\tx900\adjustright {\f20 a.\tab  Books, reviews, monographs, bulletins, articles, proceedings and other scholarly works published by reputable journals, scholarly presses, and publishing houses that accep
t works only after rigorous review and approval by peers in the discipline.
\par }\pard \fi-90\li720\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 b.\tab Competitive grants and contracts to finance the development of ideas; these grants and contracts being subject to rigorous peer review and approval.
\par }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\f20 c.\tab Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.
\par }\pard \fi-90\li720\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 d.\tab Exhibitions of art works at galleries, selection for these exhibitions being based on rigorous review and approval by }{\b\f20 PEERS,}{\f20  juries, recognized artists, or critics.

\par }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 e.\tab Performance in recitals or productions; selection for these performances being based on stringent auditions and approval by appropriate judges.
\par }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 f.\tab Editing or refereeing articles or proposals for professional journals or organizations}{\b\f20  AND CES PUBLICATIONS}{\f20 .
\par }\pard \fi-90\li720\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 g.\tab Scholarly reviews of publications, art works and performance of the candidate.
\par }\pard \fi-90\li720\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-90\li720\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 h.\tab Citations of research in scholarly publications.
\par }\pard \fi-90\li720\widctlpar\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-90\li720\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 i.\tab Published abstracts of research papers.
\par }\pard \fi-360\li900\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-450\li990\widctlpar\tx630\adjustright {\f20 \tab j.\tab Reprints or quotations of publications, reproducti
ons of art works, and descriptions of interpretations in the performing arts, these materials appearing in reputable works of the discipline.
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\tx990\adjustright {\f20 k.\tab \tab Prizes and awards for excellence of scholarship.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-450\li990\widctlpar\tx990\adjustright {\f20 l.\tab Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-430\li990\widctlpar\tx990\adjustright {\f20 m.\tab 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, a
nd where appropriate obtaining patents and/or copyrights for said development.
\par }\pard \li900\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 N.}{\f20 \tab }{\b\f20 AWARDS OF SPECIAL FELLOWSHIPS TO DEVELOP IDEAS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\ri180\widctlpar\tx410\tx410\adjustright {\b\f20 O}{\f20 .}{\b\f20 \tab AUTHORSHIP OF ONE OR MANY CES PUBLICATIONS OR ARTICLES WITHIN CES PUBLICATIONS  BASED ON ORIGINAL OR APPLIED RESEARCH WH
ICH MEETS THE CRITERIA SET FORTH IN CHAPTER III C.1. OF THIS DOCUMENT WILL BE DEEMED EQUAL TO ONE WORK PUBLISHED IN A NATIONAL OR INTERNATIONAL JOURNAL (THE NUMBER TO BE DETERMINED AND DESIGNATED BY THE CES PEER REVIEW COMMITTEE ON AN INDIVIDUAL BASIS ACC
ORDING TO THE LENGTH AND COMPLEXITY OF EACH PUBLICATION OR ARTICLE).
\par }\pard \li900\widctlpar\tx410\tx410\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\b\f20 P}{\f20 .}{\b\f20 \tab NEW AND UNIQUE ADAPTATIONS OF EXISTING RESEARCH-BASED TECHNOLOGY OR KNOWLEDGE IN ORDER TO SOLVE PROBLEMS RELEVANT TO ALASKA.
\par }\pard \widctlpar\tx410\tx410\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXCELLENCE IN THE AREA OF RESEARCH OR SCHOLARLY ACTIVITY IN EXTENSION, WHICH QUALIFIES A FACULTY MEMBER FOR PROMOTION TO FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx400\tx1080\tqr\tx9360\tx400\adjustright {\b\f20 1. \tab AUTHORSHIP OF A BOOK OR MAJOR REFERENCE IN THE FACULTY MEMBER'S AREA OF SCHOLARLY ACTIVITY.
\par }\pard \fi-360\li900\widctlpar\tx400\tqr\tx9360\tx400\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\adjustright {\b\f20 2.\tab RECEIPT OF A NATIONAL RESEARCH FELLOWSHIP.
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx1080\adjustright {\b\f20 3.\tab CONTINUOUS PERFORMANCE IN RESEARCH WITH A CORRESPONDING PUBLICATION RECORD.
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx1080\adjustright {\b\f20 4.\tab INTRODUCTION OF A NEW TECHNOLOGY, PRODUCT, OR IDEA WHICH DEMONSTRABLY IMPROVES THE QUALITY OF LIFE FOR ALASKANS, AND IS A CLEAR RESULT OF A FACULTY MEMBER'S EXTENSION ACTIVITY.
\par 
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \li20\widctlpar\tx360\adjustright {\b\f20 D.\tab Criteria for Public and University Service
\par }\pard \li360\widctlpar\adjustright {\f20 
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 exper
tise 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 instituti
on; such service is identified as "university service."
\par }\pard \li20\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li360\widctlpar\tx630\tqr\tx9360\adjustright {\b\f20 \tab 1.\tab Public Service
\par }\pard \li630\widctlpar\adjustright {\f20 Public service is the application of teaching, research, and other scholarly and creative activity to constituencies outside the University of ÃÛÌÒÓ°Ïñ Fairbanks. It includes all acti
vities which 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 recogn
i
zed 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 di
scipline, 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:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 a.\tab Providing information services to adults or youth.
\par }\pard \fi-630\li1260\widctlpar\tx360\tx900\tqr\tx9360\tx360\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 b.\tab Service on or to government or public committees.
\par }\pard \fi-630\li1260\widctlpar\tx380\tx900\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 c.\tab Service on accrediting bodies.
\par }\pard \fi-630\li1260\widctlpar\tx380\tx900\tqr\tx9360\tx380\adjustright {\f20 
\par d.\tab Active participation in professional organizations.
\par 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 e.\tab Active participation in discipline\_oriented service organizations.
\par 
\par }\pard \fi-270\li900\widctlpar\tx900\adjustright {\f20 f.\tab Consulting }{\b\f20 IN THE FACULTY MEMBER'S AREA OF EXPERTISE AND THE DISCIPLINE CONSISTENT WITH THE OBLIGATION FOR PUBLIC SERVICE.
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\b\f20 
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\f20 g.\tab Prizes and awards for excellence in public service.
\par 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\f20 h.\tab Leadership of or presentations at workshops, conferences, or public meetings.
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\f20 
\par i.\tab Training and facilitating.
\par 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\f20 j.\tab Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media.
\par 
\par k.\tab Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions.}{\b\f20 
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\b\f20 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\b\f20 L.\tab ASSESSING THE RESEARCH NEEDS OF CLIENTELE AND COMMUNICATING THOSE NEEDS TO THE RESEARCH COMMUNITY.}{\f20\highlight4 
\par }\pard \li1260\widctlpar\adjustright {\f20\highlight4 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\b\f20 M.\tab MANAGING AN EFFECTIVE VOLUNTEER PROGRAM TO HELP EXTEND CES RESOURCES OR DEVELOP LEADERSHIP SKILLS.
\par }\pard \fi-340\li1260\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\b\f20 N.\tab REPRESENTING AND ANSWERING QUESTIONS AT CES EDUCATIONAL DISPLAYS, BOOTHS AND EXHIBITS AT PUBLIC EVENTS.
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \fi-540\li900\widctlpar\tx630\adjustright {\b\f20 2.\tab University Service
\par }\pard \li630\widctlpar\tx630\adjustright {\f20 University service includes those activities involving faculty members in the governance, administration, and other internal affairs of t
he 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:
\par }\pard \fi-360\li1260\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx390\tx390\adjustright {\f20 a.\tab Service on university, college, school, institute, or departmental committees or governing bodies.
\par 
\par b.\tab Consultative work in support of university functions, such as expert assistance for specific projects.
\par 
\par c.\tab Service as department chair, }{\b\f20 PROGRAM CHAIR, OFFICE COORDINATOR}{\f20  or term-limited and part-time assignment as assistant/associate dean in a college/school.
\par 
\par }\pard \fi-360\li990\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 d.\tab Participation in accreditation reviews.
\par 
\par e.\tab Service on collective bargaining unit committees or elected office.
\par 
\par f.\tab Service in support of student organizations and activities.
\par 
\par }\pard \fi-360\li990\widctlpar\tx360\tqr\tx9360\tx360\adjustright {\f20 g.\tab Academic support services such as library and museum programs.
\par 
\par }\pard \fi-360\li990\widctlpar\tx390\tx390\adjustright {\f20 h.\tab Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer. 
\par }\pard \widctlpar\tx390\tx390\adjustright {\f20 
\par }\pard \fi-540\li900\widctlpar\tx630\adjustright {\b\f20 3.\tab Evaluation of Service
\par }\pard \li630\widctlpar\tx630\adjustright {\f20 Each individual faculty member's proportionate responsibility in servi
ce 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 and other public means of recognition for services rendered.
\par }\pard \li20\widctlpar\adjustright {\f20 
\par 
\par }{\b\f20 STANDARDS AND INDICES FOR PUBLIC AND UNIVERSITY SERVICE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 IN ADDITION TO UNIVERSITY REGULATIONS ON THE EVALUATION OF PUBLIC SERVICE, THE FOLLOWING ACTIVITIES FURTHER EXEMPLIFY PUBLIC SERVICE STANDARDS IN EXTENSION'S ROLE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab INITIATION AND FACILITATION OF PUBLIC EDUCATIONAL EVENTS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab PRODUCING AND PUBLISHING POPULAR PRESS ARTICLES AND NEWSLETTERS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C.\tab MEDIA PRESENTATIONS AND PUBLIC INTERVIEWS, E.G., TV, RADIO, FILM, NEWSPAPERS AND VIDEOTAPES.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 D.\tab DEMONSTRATED ABILITY TO RESPOND TO NEW KNOWLEDGE AND DEVELOPMENTS IN THE DISCIPLINE BY RAPIDLY RAISING PUBLIC UNDERSTANDING AND AWARENESS THROUGH AVAILABLE EDUCATIONAL MEDIA AND METHODS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 E.\tab INDIVIDUAL INSTRUCTION, INCLUDING PERSONAL CONSULTATIONS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 F.\tab EXEMPLARY RESPONSE IN EMERGENCY SITUATIONS RENDERED IN AN EXTENSION ROLE, AS AGENT OR STATEWIDE SPECIALIST, TO CLIENTELE WHICH FACED THE EMERGENCY/IES.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par INDICES FOR PUBLIC SERVICE PERFORMANCE BY COOPERATIVE EXTENSION SERVICE FACULTY:
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab CES PUBLICATIONS WITH A DOCUMENTED RECORD OF INTERNAL PEER REVIEW. ADDITIONAL REVIEW OUTSIDE CES IS ENCOURAGED.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab DOCUMENTATION OF SERVICE ACTIVITIES PLANNED ON A CONTINUING PROGRAMMATIC BASIS.
\par }\pard \li360\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C.\tab UNSOLICITED TESTIMONIALS DEMONSTRATING OUTCOMES AND/OR EFFECTIVENESS OF SERVICE ACTIVITIES.
\par 
\par D.\tab AWARDS AND RECOGNITIONS FROM THE PUBLIC SECTOR.
\par }\pard \li360\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 E.\tab DOCUMENTING PUBLIC NEEDS AND BRINGING TO BEAR THE RESOURCES OF THE UNIVERSITY AND OTHER ENTITIES IN MEETING THOSE NEEDS.
\par 
\par F.\tab DEMONSTRATING THE IMPACTS WHICH RESULT FROM PUBLIC SERVICE THROUGH EXTENSION.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXCELLENCE IN SERVICE OR RECOGNITION OF SERVICE WHICH QUALIFIES A CES FACULTY MEMBER FOR PROMOTION TO FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li540\widctlpar\adjustright {\b\f20 1.\tab INVITATIONAL SERVICE ON NATIONAL OR INTERNATIONAL BOARDS, REVIEW COMMITTEES, AWARD COMMISSIONS OR SCHOLARSHIP COMMISSIONS.
\par 
\par 2.\tab NATIONAL LEADERSHIP IN A PROFESSIONAL ORGANIZATION.
\par 
\par 3.\tab RECOGNITION THROUGH INVITATIONAL SPEAKING ENGAGEMENTS ON TOPICS WHICH CONSTITUTE PUBLIC SERVICE.
\par 
\par 4.\tab OUTSTANDING UNIVERSITY SERVICE, SUCH AS SERVICE AS A FACULTY SENATE OFFICER, FACULTY SENATE COMMITTEE CHAIR, OR MEMBER OF A MAJOR ADMINISTRATIVE SEARCH COMMITTEE.
\par 
\par 5.\tab RECOGNITION THROUGH RECEIPT OF PUBLIC SERVICE AWARDS, OR AWARDS FOR SERVICE TO THE UNIVERSITY.
\par 
\par 6.\tab RECEIPT OF A NATIONAL ASSOCIATION, USDA, OR PROFESSIONAL SOCIETY SERVICE AWARD.
\par 
\par 7.\tab PARTICIPATION IN A VOLUNTARY MENTORING RELATIONSHIP WITH JUNIOR FACULTY TO FACILITATE THEIR PROGRESS TOWARD PROMOTION AND TENURE.
\par 
\par }{\b\f20\striked1 
\par }\pard \li20\widctlpar\tqr\tx9360\adjustright {\b\f20 Revised December 2002}{
\par }\pard \widctlpar\adjustright {
\par }{\f20 
\par }}