The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #120 on February 2, 2004:
MOTION:
=======
The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a Certificate in Yup'ik Language Proficiency.
EFFECTIVE: Fall 2004 and/or Upon Board of Regents' Approval.
RATIONALE: See full program proposal #128 from the Fall 2003 review cycle on
file in the Governance Office, 312 Signers' Hall.
Requires 30 credits of ESK courses; offered at Kuskokwim Campus
Brief Statement of the Proposed Program
Certificate, Yup'ik Language Proficiency
A one-year Certificate program in Yup'ik Language Proficiency will be made
available to students who complete 30 credits in Yup'ik Language through the
Kuskokwim Campus of the College of Rural ÃÛÌÒÓ°Ïñ (KUC). The program is designed
for students who may not wish to pursue an A.A.S. or B.A. degree but would like
recognition that they have completed a structured curriculum designed to develop
basic proficiency in Yup'ik. Many students are already enrolled in Yup'ik language
classes through the Kuskokwim Campus, but due to the lack of a structured degree
program are forced to take these classes as general electives and are structurally
discouraged from pursuing the continuous, structured language study necessary
to become proficient in the language.
Courses will be offered through the Kuskokwim Campus only and will include
traditional on campus classes as well as summer intensive and distance delivery
options. Most on campus students will be traditional students directly out of
high school pursuing entry level courses and course work toward an A.A.S. Upon
completion of their degree programs many of these students will be encouraged
to pursue B.A. programs through a variety of colleges and universities throughout
ÃÛÌÒÓ°Ïñ and the lower-48. As the only institution in the world offering opportunities
to pursue more advanced study in Yup'ik, it is hoped that many of these students
will choose to pursue B.A. programs in Fairbanks.
Many distance delivery students will be currently employed as teacher's aides
within local school districts within the Kuskokwim Campus service area. Most
of these students will be non-traditional students in the sense that they are
older and often with family and job responsibilities.
These students will be unable to attend courses full-time on campus. Courses
targeted explicitly at these students will be offered in summer and via distance
delivery and will necessarily involve local language experts from within the
student's own village. This academically sound program will increase both the
quality and quantity of Yup'ik language programming available through the schools
and villages from which the students are drawn by providing them with a basic
working knowledge of Yup'ik that they can immediately put to use within their
own classrooms.
Closely linked to the Certificate is another program proposed degree program, a two-year integrated course of studies leading to an Associate of Applied Science degree in Yup'ik Language Proficiency, available to students who complete the Certificate-level courses and an additional 30 credits in related subjects including core undergraduate courses for all students pursuing the A.A.S. degree.
****
The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #120 on February
2, 2004:
MOTION:
=======
The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve an A.A.S. in Yup'ik Language Proficiency.
EFFECTIVE: Fall 2004 and/orUpon Board of Regents' Approval.
RATIONALE: See full program proposal #129 from the Fall 2003 review cycle on
file in the Governance Office, 312 Signers' Hall.
Requires the 30 credits of ESK coursework from the certificate and the 15 credits
of required related
instruction for the AAS for a total of 60 credits; offered at Kuskokwim Campus
Brief Statement of the Proposed Program
A.A.S., Yup'ik Language Proficiency
A two-year Associate of Applied Science (A.A.S.) program in Yup'ik Language
Proficiency designed for students who have completed, or intend to complete,
the 30-credit Certificate program and would like to proceed on to a higher level.
Students will complete 30 credits in Yup'ik Language through the Kuskokwim Campus
of the College of Rural ÃÛÌÒÓ°Ïñ (KUC), followed by an additional 30 credits of
University requirements for the A.A.S.
Many students are already enrolled in Yup'ik language classes through the Kuskokwim
Campus, but due to the lack of a structured degree program are forced to take
these classes as general electives and are structurally discouraged from pursuing
the continuous, structured language study necessary to become proficient in
the language.
Core courses will be offered through the Kuskokwim Campus only and will include
traditional on campus classes as well as summer intensive and distance delivery
options. Most on campus students will be traditional students directly out of
high school pursuing entry level courses and course work toward an A.A.S. Upon
completion of their degree programs many of these students will be encouraged
to pursue B.A. programs through a variety of colleges and universities throughout
ÃÛÌÒÓ°Ïñ and the lower-48. As the only institution in the world offering opportunities
to pursue more advanced study in Yup'ik, it is hoped that many of these students
will choose to pursue B.A. programs in Fairbanks.
Many distance delivery students will be currently employed as teacher's aides
within local school districts within the Kuskokwim Campus service area. Most
of these students will be non-traditional students in the sense that they are
older and often with family and job responsibilities. These students will be
unable to attend courses full-time on campus. Courses targeted explicitly at
these students will be offered in summer and via distance delivery and will
necessarily involve local language experts from within the student's own village.
This academically sound program will increase both the quality and quantity
of Yup'ik language programming available through the schools and villages from
which the students are drawn by providing them with a basic working knowledge
of Yup'ik that they can immediately put to use within their own classrooms.
The proposed A.A.S. will allow students to progress beyond the 30-credit Certificate and earn a two-year degree in Yup'ik Language Proficiency, attesting to a higher degree of academic preparation. The A.A.S. is again designed for both traditional and non-traditional students. For traditional students the A.A.S. will provide a structured stepping stone to advanced study of Yup'ik at ÃÛÌÒÓ°Ïñ as well as a variety of B.A. degree options, including (but not limited to) ÃÛÌÒÓ°Ïñ Native and Rural Development, Linguistics, ÃÛÌÒÓ°Ïñ Native Studies. For non-traditional students the A.A.S. will provide courses to enhance local school and community programming for Yup'ik language and culture.
****
The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #120 on February
2, 2004:
MOTION:
=======
The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve the Unit Criteria for the School of
Education (SOEd).
EFFECTIVE: Immediately Upon Chancellor Approval
RATIONALE: The committee assessed the unit criteria submitted by the School
of Education (SOEd). With some
changes, agreed upon by the school representative, Delena Norris-Tull, the unit
criteria were found to be
consistent with ÃÛÌÒÓ°Ïñ guidelines.
***
Approved by the Unit 12/3/03
UNIVERSITY OF ALASKA FAIRBANKS
REGULATIONS FOR THE EVALUATION OF FACULTY
AND
SCHOOL OF EDUCATION UNIT CRITERIA STANDARDS AND INDICES
THE FOLLOWING IS AN ADAPTATION OF ÃÛÌÒÓ°Ïñ AND REGENTS CRITERIA FOR PROMOTION AND TENURE, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING THE FACULTY IN THE SCHOOL OF EDUCATION. ITEMS IN CAPITAL LETTERS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO THE SCHOOL’S FACULTY, AND BECAUSE THEY ARE ADDITIONS TO AND CLARIFICATION OF ÃÛÌÒÓ°Ïñ REGULATIONS. THESE UNIT CRITERIA ARE FOR USE IN THE ANNUAL EVALUATION OF FACULTY AS WELL.
PERIODIC EVALUATION OF FACULTY
A. General Criteria
As outlined in ÃÛÌÒÓ°Ïñ Faculty Policies, Chapter IV. 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 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.
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.
IN ADDITION TO THE UNIVERSITY COMMUNITY, SCHOOL OF EDUCATION FACULTY SERVE
ALASKA’S SCHOOL DISTRICTS. MUCH OF OUR TEACHING, RESEARCH, AND SERVICE
ARE CONDUCTED IN AND FOR SCHOOLS. WE THEREFORE SERVE THREE CONSTITUENCIES –
UNDERGRADUATE AND GRADUATE STUDENTS; OUR PROFESSIONAL RESEARCH COMMUNITY; AND
K-12 SCHOOLS, INCLUDING DISTRICTS, TEACHERS, K-12 STUDENTS, AND THEIR FAMILIES
AND COMMUNITIES.
SCHOOL OF EDUCATION PROGRAMS AND COURSES ARE RESPONSIVE TO STATE LICENSURE
REQUIREMENTS, NATIONAL ACCREDITATION REQUIREMENTS, AND STATE BOARD OF EDUCATION
AND UA BOARD OF REGENTS' MANDATES FOR THE PREPARATION OF K-12 TEACHERS, COUNSELORS,
AND ADMINISTRATORS. THESE REQUIREMENTS CHANGE PERIODICALLY, WHICH REQUIRES REGULAR
REVISION TO OUR CURRICULA. THUS CURRICULAR REVISION IS A REGULAR ASPECT OF THE
INSTRUCTIONAL ROLE OF FACULTY.
FOR SOME FACULTY, ADVISING AND RECRUITING STUDENTS IS A REGULAR INSTRUCTIONAL
ACTIVITY. FACULTY RESPONSIBLE FOR ADVISING REMOTELY-LOCATED STUDENTS TYPICALLY
PROVIDE NUMEROUS SUPPLEMENTAL SERVICES TO STUDENTS, WHICH MAY INCLUDE PROVIDING
INFORMATION ON FINANCIAL AID, PLACEMENT TESTS, REGISTRATION, TUTORING, AND UNIVERSITY
ADMISSIONS. THESE ACTIVITIES MAKE ADVISING OF REMOTELY-LOCATED STUDENTS A TIME-CONSUMING
ACTIVITY, WHICH SHOULD BE TAKEN INTO CONSIDERATION IN THE TENURE AND PROMOTION
PROCESS.
1. Effectiveness in Teaching
Evidence of excellence in teaching may be demonstrated through, but not limited
to, evidence of the various characteristics which define effective teachers.
Effective teachers:
a. are highly organized, plan carefully, use class time efficiently, have clear
objectives, have high expectations for students.
b. express positive regard for students, develop good rapport with students,
show interest/enthusiasm for the subject.
c. emphasize and encourage student participation, ask questions, frequently
monitor student participation for student learning and teacher effectiveness,
are sensitive to student diversity.
d. emphasize regular feedback to students and reward student learning success;
e. demonstrate content mastery, discuss current information and divergent points
of view, relate topics to other disciplines, deliver material at the appropriate
level.
f. regularly develop new courses, workshops and seminars and use a variety
of methods of instructional delivery and instructional design.
g. DEVELOP EFFECTIVE CURRICULAR MATERIALS AND MODES OF INSTRUCTION.
h. may receive prizes and awards for excellence in teaching.
i. MAY ENGAGE IN DIVERSE INSTRUCTIONAL ACTIVITIES SUCH AS TEACHING AT RURAL
OR BRANCH CAMPUSES, TEACHING DISTANCE DELIVERED COURSES, TEACHING IN SUMMER
SCHOOL, AND DEVELOPMENT OF CURRICULUM MATERIALS FOR COURSES, SUCH AS THOSE UNIQUELY
SUITED TO ALASKAN SCHOOLS.
j. MAY PROVIDE SUPERVISION OF STUDENTS DURING FORMAL CLINICAL PRACTICE, STUDENT
TEACHING, OR INTERNSHIPS.
k. MAY INVOLVE STUDENTS, UNDERGRADUATES AS WELL AS GRADUATES, IN RESEARCH ACTIVITIES.
l. ARE EFFECTIVE IN ADVISING, MENTORING, AND RECRUITING STUDENTS.
2. Components of Evaluation
Effectiveness in teaching AND OTHER INSTRUCTIONAL ACTIVITIES will be evaluated
through information on formal and informal teaching, course and curriculum materials,
recruiting and advising, training/guiding graduate students, etc., provided
by:
a. systematic student ratings (i.e. student opinion of instruction summary
forms),
and at least two of the following:
b. narrative self-evaluation.
c. peer/department chair classroom OR ALTERNATIVE SETTING observation(s) of
teaching.
d. peer/department chair evaluation of course materials.
ADDITIONAL SOURCES OF EVIDENCE OF EFFECTIVENESS IN TEACHING MAY CONSIST OF
BUT ARE NOT LIMITED TO:
e. A CLASS PRE TEST AT THE BEGINNING OF THE SEMESTER FOLLOWED BY A POST TEST
OF SIMILAR FORMAT AT THE END OF THE SEMESTER OR YEAR TO ASSESS STUDENT PROGRESS.
f. EXAMPLES OF STUDENT PROGRESS OR SKILLS, REPRESENTED BY IMPROVEMENTS IN EARLY
AND LATE SEMESTER SKILLS OR PRODUCTS, OR OTHER MECHANISMS THAT CAN DOCUMENT
IMPROVEMENT.
g. INSTRUCTOR- OR STUDENT-DESIGNED STUDENT OPINION OF INSTRUCTION SUMMARY.
h. LETTERS OF SUPPORT FROM STUDENTS OR PEERS.
SPECIFIC SOE CRITERIA FOR INSTRUCTIONAL PERFORMANCE BEFORE APPOINTMENT OR PROMOTION
TO:
A. ASSISTANT PROFESSOR: EVIDENCE OF TEACHING ABILITY AND A
COMMITMENT TO QUALITY TEACHING AND EVIDENCE OF CONTINUED IMPROVEMENT.
B. ASSOCIATE PROFESSOR: THE RECORD MUST SHOW THAT THE MATERIAL TAUGHT IS RELEVANT
AND THAT THE PRESENTATIONS STIMULATE THE LEARNING PROCESS. EVIDENCE OF THE EXPECTED
QUALITY OF INSTRUCTIONAL PERFORMANCE MAY INCLUDE (BUT NOT LIMITED TO) COURSE
AND/OR CURRICULUM DEVELOPMENT, NOVEL APPROACHES TO INSTRUCTION, EFFECTIVE ADVISING
AND MENTORING OF STUDENTS, EFFECTIVE CLASSROOM TEACHING PERFORMANCE, AND/OR
EVIDENCE OF SUPERVISION OF GRADUATE STUDENT RESEARCH (AS A MAJOR SUPERVISOR
OR COSUPERVISOR) LEADING TO SUCCESSFUL COMPLETION OF THE DEGREE PROGRAM.
C. PROFESSOR: SIGNIFICANT CONTRIBUTIONS TO THE INSTRUCTIONAL PROGRAM ARE EXPECTED. THESE MAY INCLUDE, BUT ARE NOT LIMITED TO: CONTRIBUTIONS TO MAJOR IMPROVEMENTS IN COURSE AND/OR CURRICULUM OFFERINGS, ABILITY TO MOTIVATE AND/OR INSPIRE STUDENTS, RECEIPT OF AWARD FOR EXCELLENCE IN TEACHING, LEADERSHIP IN DIRECTING GRADUATE STUDENTS’ RESEARCH, SIGNIFICANT EXPERIENCE AS GRADUATE COMMITTEE CHAIR LEADING TO SUCCESSFUL COMPLETION OF GRADUATE DEGREE PROGRAM(S), AND/OR EFFECTIVE RECRUITMENT OR RETENTION OF STUDENTS, AS EVIDENCED BY LETTERS OF SUPPORT FROM ADVISEES OR OTHER ADVISORS.
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
to 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.
IN ADDITION TO THE UNIVERSITY COMMUNITY, SCHOOL OF EDUCATION FACULTY SERVE
ALASKA’S SCHOOL DISTRICTS. MUCH OF OUR TEACHING, RESEARCH, AND SERVICE
ARE CONDUCTED IN AND FOR SCHOOLS. WE THEREFORE SERVE THREE CONSTITUENCIES –
UNDERGRADUATE AND GRADUATE STUDENTS; OUR PROFESSIONAL RESEARCH COMMUNITY; AND
K-12 SCHOOLS, INCLUDING DISTRICTS, TEACHERS, K-12 STUDENTS, AND THEIR FAMILIES
AND COMMUNITIES.
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:
a. They must occur in a public forum.
b. They must be evaluated by appropriate peers.
c. They must be evaluated by peers external to this institution so as to allow
an objective judgment.
d. 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 ARE not limited to AN ASSORTMENT OF THE FOLLOWING
ITEMS THAT THE UNIT CONSIDERS TO BE MOST VALUABLE FOR CONSIDERATION FOR PROMOTION
AND TENURE:
a. Books, BOOK CHAPTERS, EDITED BOOKS, reviews, monographs, bulletins, articles,
proceedings and other scholarly works published by reputable journals, scholarly
presses, and publishing houses, INCLUDING ELECTRONIC JOURNALS AND PRESSES, that
accept works only after rigorous review and approval by peers in the discipline.
b. Competitive grants and contracts to finance the development of ideas; these
grants and contracts being subject to rigorous peer review and approval.
c. Presentation of research papers OR INVITED PAPERS before learned societies
that accept papers only after rigorous review and approval by peers.
d. Exhibitions of art works at galleries; selection for these exhibitions being
based on rigorous review and approval by juries, recognized artists, or critics.
e. Performances in recitals or productions RELATED TO THE FIELD OF EDUCATION;
selection for these performances being based on stringent auditions and approval
by appropriate judges.
f. Development of processes or instruments useful in solving problems, such
as EDUCATIONAL MODELS, 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.
g. BOOKS, BOOK CHAPTERS, EDITED BOOKS, REVIEWS, MONOGRAPHS, BULLETINS, ARTICLES,
PROCEEDINGS AND OTHER SCHOLARLY WORKS PUBLISHED BY REPUTABLE JOURNALS, SCHOLARLY
PRESSES, AND PUBLISHING HOUSES, INCLUDING ELECTRONIC JOURNALS AND PRESSES, THAT
ACCEPT WORKS ONLY AFTER RIGOROUS REVIEW AND APPROVAL BY EDITORIAL BOARDS.
h. REFERREED RESEARCH ARTICLES AND REPORTS OF PRACTICE IN EDUCATION APPEARING
IN PUBLICATIONS DESIGNED FOR EDUCATION PRACTITIONERS (SUCH AS JOURNALS DESIGNED
FOR K-12 TEACHERS, ADMINISTRATORS OR SCHOOL COUNSELORS).
i. TEXTBOOKS, CURRICULA, OR CURRICULA MATERIALS FOR K-12 SCHOOLS OR COLLEGES
THAT RESULT IN PUBLICATIONS THAT ARE PEER REVIEWED OR EDITORIAL BOARD REVIEWED.
j. NATIONAL AND STATE EDUCATIONAL POLICY AND PLANNING THAT RESULTS IN PEER
REVIEWED OR EDITORIAL BOARD REVIEWED PUBLICATION.
k. PRODUCTION OF VIDEOTAPES OR MULTIMEDIA DIGITAL WORKS REVIEWED BY PEERS IN
THE DISCIPLINE.
ADDITIONAL PIECES OF EVIDENCE CONSIST OF BUT ARE NOT LIMITED TO:
a. Editing or refereeing articles or proposals for professional journals or
organizations.
b. Scholarly reviews of publications, art works and performance of the candidate.
c. Citations of research in scholarly publications.
d. Published abstracts of research papers.
e. 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.
f. Prizes and awards for excellence of scholarship.
g. Awards of special fellowships for research or artistic activities or selection
of tours of duty at special institutes for advanced study.
h. PRESENTATION OF INVITED PAPERS, RESEARCH, OR REPORTS OF BEST PRACTICE IN
EDUCATION BEFORE LEARNED SOCIETIES.
i. INVITED EDITORIALS PUBLISHED IN SCHOLARLY WORKS.
j. PRODUCTION OF EDUCATIONAL VIDEOTAPES OR MULTIMEDIA DIGITAL WORKS REVIEWED
AND UTILIZED BY SCHOOL PERSONNEL, COLLEGES, OR COMMUNITY ORGANIZATIONS.
k. INVITED PERFORMANCES AND PRODUCTIONS RELATED TO EDUCATIONAL RESEARCH OR
PRACTICE IN EDUCATION REQUESTED BY SCHOOLS, COLLEGES, OR COMMUNITIES.
l. DEVELOPMENT OF CURRICULA OR CURRICULA MATERIALS WHICH ARE REVIEWED AND UTILIZED
BY STATE OR LOCAL AGENCIES, SCHOOL DISTRICTS OR COMMUNITY BOARDS.
m. PUBLICATIONS, PRODUCTS, AND POLICY IMPLEMENTED FOLLOWING REVIEW BY NATIONAL,
STATE AND LOCAL AGENCIES OR COMMITTEES, SCHOOL DISTRICTS AND COMMUNITY BOARDS
OR AGENCIES.
n. PROFESSIONAL REPORTS REVIEWED BY PEERS IN STATE AND NATIONAL EDUCATION ORGANIZATIONS,
REQUIRED FOR ACCREDITATION PURPOSES.
SPECIFIC SOE CRITERIA FOR SCHOLARLY PERFORMANCE BEFORE APPOINTMENT OR PROMOTION
TO:
A. ASSISTANT PROFESSOR: EVIDENCE OF THE ABILITY TO ESTABLISH A VIABLE RESEARCH,
SCHOLARLY, OR CREATIVE PROGRAM IN THE AREA OF SPECIALIZATION.
B. ASSOCIATE PROFESSOR: MUST HAVE ESTABLISHED AN APPROPRIATE RESEARCH, SCHOLARLY,
OR CREATIVE PROGRAM AS EVIDENCED BY ANY OF THE FOLLOWING: REFEREED PROFESSIONAL
JOURNALS, BOOKS, BOOK CHAPTERS, AND/OR EDITED BOOKS PEER REVIEWED OR REVIEWED
BY AN EDITORIAL BOARD, PROFESSIONAL REPORTS OR SCHOLARLY PRODUCTS, CURRICULAR
MATERIALS, OR OTHER APPROPRIATE CREATIVE PRODUCTS IN THE FIELD OF SPECIALIZATION.
THE SUBMISSION OF RESEARCH PROPOSALS, THE COMPLETION OF CONTRACT RESEARCH REPORTS,
AND PUBLICATION IN CONFERENCE PROCEEDINGS CONSTITUTE SUPPLEMENTARY EVIDENCE
THAT THE SCHOLARLY PROGRAM IS OF HIGH QUALITY. MUST SHOW EVIDENCE OF SUSTAINED
SCHOLARLY PRODUCTIVITY. THE FACULTY MEMBER SHOWS INDEPENDENCE AND LEADERSHIP
BY THE CREATION OF SCHOLARLY IDEAS THAT INVOLVE COLLABORATIONS WITH PEERS IN
THEIR FIELD OF SPECIALIZATION, STUDENTS, SCHOOL PERSONNEL OR PERSONNEL IN STATE
OR NATIONAL ORGANIZATIONS.
RESEARCH AND SCHOLARLY ACTIVITY IN EDUCATION IS NOTABLY COLLABORATIVE IN NATURE.
THUS IT IS CONSIDERED COMMON PRACTICE IN THE FIELD TO PRODUCE PUBLICATIONS OR
OTHER PRODUCTS COLLABORATIVELY. TO DEMONSTRATE A CONSISTENT FLOW OF RESEARCH,
A FACULTY MEMBER WHO HAS COMPLETED WORK BEFORE APPOINTMENT CAN COUNT UP TO THREE
PUBLICATIONS OR OTHER PRODUCTS TOWARD PROMOTION.
C. PROFESSOR: THE SCHOLARLY PROGRAM SHOULD HAVE PRODUCED CLEAR EVIDENCE THAT
CANDIDATE IS A LEADER IN THEIR FIELD. PUBLICATIONS AND OTHER PRODUCTS SHOULD
BE OF SUFFICIENT QUALITY AND QUANTITY TO DEMONSTRATE THE EXISTENCE OF AN ON-GOING,
PROFESSIONAL SCHOLARLY PROGRAM. A NATIONAL OR INTERNATIONAL REPUTATION (AS DEMONSTRATED
BY PROFESSIONAL ACTIVITIES OR PRESENTATIONS AT MEETINGS, THE RECEIPT OF AWARDS,
AND DOCUMENTED OPINIONS OF OTHERS IN THE FIELD) IS EXPECTED. THERE SHOULD BE
A RECORD OF SUCCESSFUL COMPLETION OF GRADUATE WORK BY HIS OR HER STUDENTS. THERE
SHOULD BE DEMONSTRATED EVIDENCE OF EXTERNAL RESEARCH FUNDING.
D. Criteria for Public and University Service
Public service is intrinsic to the land grant/sea grant/space grant tradition,
and is a 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 assumes a collegial obligation for the internal functioning
of the institution; such service is identified as "university service."
1. Public Service
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 activities 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 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
of 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:
a. Providing information services to adults or youth.
b. Service on or to government or public committees.
c. Service on accrediting bodies.
d. Active participation in professional organizations.
e. Active participation in discipline-oriented service organizations.
f. Consulting.
g. Prizes and awards for excellence in public service.
h. Leadership of or presentations at workshops, conferences, or public meetings.
i. Training and facilitating.
j. Radio and TV programs, newspaper articles and columns, publications, newsletters,
films, computer applications, teleconferences and othereducational media, NON-REVIEWED
CURRICULAR MATERIALS, INFORMATIONAL BULLETINS, JOURNALS AND NEWSLETTERS UTILIZED
BY STATE OR LOCAL AGENCIES, SCHOOL DISTRICTS OR COMMUNITY BOARDS.
k. Judging and similar educational assistance at science fairs, state fairs,
and speech, drama, literary, and similar competitions.
l. PROVIDING PROFESSIONAL DEVELOPMENT FOR K-12 TEACHERS AND OTHER K-12 SCHOOL
PERSONNEL AND COMMUNITY MEMBERS.
2 . 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:
a. Service on university, college, school, institute, or departmental committees
or governing bodies.
b. Consultative work in support of university functions, such as expert assistance
for specific projects.
c. Service as department head or term-limited and part-time assignment as assistant/associate
dean in a college/school.
d. Participation in accreditation reviews.
e. Service on collective bargaining unit committees or elected office.
f. Service in support of student organizations and activities.
g. Academic support services such as library and museum programs.
h. Assisting other faculty or units with curriculum planning and delivery of
instruction, such as serving as guest lecturer.
i. Mentoring faculty.
j. Prizes and awards for excellence in university service.
3. 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 appropriate 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.
SOE FACULTY TYPICALLY DEVOTE A SIGNIFICANT PERCENTAGE OF THEIR ACTIVITIES TO
SERVICE. DUE TO UA BOARD OF REGENTS' AND OTHER UA ADMINISTRATIVE MANDATES, ALASKA
DEPARTMENT OF EDUCATION AND EARLY DEVELOPMENT LICENSURE REQUIREMENTS, AND THE
REQUIREMENTS OF NATIONAL ACCREDITATION, FACULTY HAVE RESPONSIBILITIES TO NUMEROUS
COLLABORATIVE RELATIONSHIPS WITH ENTITIES EXTERNAL AND INTERNAL TO THE UNIT.
SOME COLLABORATIONS RESULT IN FREQUENT TRAVEL AND SERVICE ON NUMEROUS COMMITTEES.
THESE ACTIVITIES ARE OF GREAT IMPORTANCE TO THE UNIT AND SHOULD BE EVALUATED
AS SUCH.
SPECIFIC SOE CRITERIA FOR SERVICE PERFORMANCE BEFORE PROMOTION OR APPOINTMENT
TO:
A. ASSISTANT PROFESSOR: EVIDENCE OF UNIVERSITY/PUBLIC SERVICE
B. ASSOCIATE PROFESSOR: CONTRIBUTIONS TO DEPARTMENT/SCHOOL/ COLLEGE/UNIVERSITY
MATTERS.
CONTRIBUTIONS TO THE PUBLIC, INDUSTRY, GOVERNMENT AGENCIES AND SERVICE TO THE
PROFESSION.
C. PROFESSOR: EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS EXPECTED. CONTRIBUTIONS
TO DEPARTMENTAL/SCHOOL/COLLEGE/ UNIVERSITY MATTERS ARE EXPECTED AS WELL AS EFFECTIVE
APPLICATION OF EXPERTISE TO PROFESSIONAL AND PUBLIC ORGANIZATIONS.
THE FOLLOWING ARE EXAMPLES OF EXCELLENCE IN SERVICE :
a. INVITATIONAL SERVICE ON STATE, NATIONAL OR INTERNATIONAL BOARDS, REVIEW
COMMITTEES, AWARD COMMISSIONS OR SCHOLARSHIP COMMISSIONS.
b. NATIONAL OR STATE LEADERSHIP IN A PROFESSIONAL ORGANIZATION.
c. RECOGNITION THROUGH INVITATIONAL SPEAKING ENGAGEMENTS.
d. OUTSTANDING UNIVERSITY SERVICE, SUCH AS SERVING AS A FACULTY SENATE OFFICER,
FACULTY SENATE COMMITTEE CHAIR OR MEMBER OF A MAJOR ADMINISTRATIVE SEARCH COMMITTEE.
e. RECOGNITION THROUGH RECEIPT OF PUBLIC SERVICE AWARDS OR AWARDS FOR SERVICE
TO THE UNIVERSITY.
f. RECEIPT OF A NATIONAL ASSOCIATION OR PROFESSIONAL SOCIETY SERVICE AWARD.
E. Unit Criteria, Standards and Indices
Unit criteria, standards and indices are recognized values used by a faculty
within a specific discipline to elucidate, but not replace, the general faculty
criteria established in B, C, D, above, and in "ÃÛÌÒÓ°Ïñ Faculty Appointment
and Evaluation Policies," Chapter IV for evaluation of faculty performance
on an ongoing basis and for promotion, tenure, 4th year comprehensive and diagnostic
review (United Academics only), and post-tenure review.
Unit criteria, standards and indices may be developed by those units wishing
to do so. Units that choose not to develop discipline-specific unit criteria,
standards and indices must file a statement stating so with the Office of the
Provost, which shall serve as the official repository for approved unit criteria,
standards and indices.
A unit choosing to develop discipline-specific criteria, standards and indices
shall have such criteria, standards and indices approved by a majority of the
discipline faculty. The unit criteria, standards and indices will be reviewed
and approved by the cognizant dean who will forward the unit criteria, standards
and indices to the provost. The provost will review for consistency with BOR
and ÃÛÌÒÓ°Ïñ policies and will forward these criteria, standards and indices to the
Faculty Senate, which shall review and approve all discipline-specific criteria
according to a process established by the Faculty Senate.
Unit criteria, standards and indices will be reviewed at least every five (5)
years by the faculty of the unit. When reorganization results in a unit’s
placement in another college/school structure, the cognizant dean, in consultation
with the unit faculty shall review unit criteria, standards and indices and
revise if warranted. Unit criteria, standards and indices approved by the Faculty
Senate prior to a unit’s reorganization shall remain in effect until reviewed
and revised. Revision of unit criteria, standards and indices must follow the
review process established by the Faculty Senate. If the unit criteria, standards
and indices are not revised, a statement of reaffirmation of the current unit
criteria, standards and indices must be filed with the Office of the Provost,
following the review.
Unit criteria, standards and indices, when developed by the faculty and approved
by the Faculty Senate, must be used in the review processes by all levels of
review. Their use is NOT optional. It shall be the responsibility of the candidate
for promotion, tenure, 4th year comprehensive and diagnostic review (United
Academics only), and post-tenure review to include these approved unit criteria,
standards and indices in the application file.
12/03
****
The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #120 on February
2, 2004:
MOTION:
=======
The ÃÛÌÒÓ°Ïñ Faculty Senate strongly recommends that the UA Statewide Administration
maintain and fully fund the Faculty Liaison position at the UA Statewide office.
Furthermore, the Faculty Liaison must be a fully involved participant in UA
Statewide deliberations.
EFFECTIVE: Immediately
RATIONALE: The mission of the University of ÃÛÌÒÓ°Ïñ Fairbanks (ÃÛÌÒÓ°Ïñ) states that ÃÛÌÒÓ°Ïñ "as the nation's northernmost Land, Sea, and Space Grant university and international research center, advances and disseminates knowledge through creative teaching, research, and public service with an emphasis on ÃÛÌÒÓ°Ïñ, the North and their diverse peoples." Faculty are the heart of the university and the driving force for accomplishing ÃÛÌÒÓ°Ïñ and UA's mission because the faculty teach the students, perform the research, and engage in community and university service. Faculty input in Statewide matters is crucial for accomplishing our mission and ensuring a balanced and successful future for the university. Furthermore, the Faculty Liaison is a crucial link between the ÃÛÌÒÓ°Ïñ Faculty and the Statewide Administration by being present during UA Statewide deliberations, by providing a largely non-academic Statewide Administration with an academic and faculty point of view, and by reporting Statewide issues to the faculty.
*
The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #120 on February
2, 2004:
RESOLUTION:
===========
WHEREAS, The Faculty Senate Budget Liaison Report dated 24 April 2003 was presented
to the ÃÛÌÒÓ°Ïñ Faculty Senate on 5 May 2003; and
WHEREAS, The major conclusions of this report indicate that on average funds
for the executive administrative purposes increased 3.5-fold compared to funds
allocated for academic purposes during a 5-year period from fiscal year 1998
(FY98) through FY02; and
WHEREAS, In this report, the Budget Liaison strongly encouraged the ÃÛÌÒÓ°Ïñ Administration,
i.e., Provost Reichardt and Chancellor Lind, to give a rationale for the disproportionate
growth of executive administration at ÃÛÌÒÓ°Ïñ in Fairbanks; and
WHEREAS, The ÃÛÌÒÓ°Ïñ Faculty Senate president-elect requested a written justification
for the disproportionate growth of executive administration at ÃÛÌÒÓ°Ïñ from the
ÃÛÌÒÓ°Ïñ Administration during the 27 October 2003 Faculty Senate meeting, to be
presented during the 8 December 2003 Faculty Senate meeting; and
WHEREAS, The ÃÛÌÒÓ°Ïñ Administration has not provided such a written justification
to date;
THEREFORE BE IT RESOLVED, That the ÃÛÌÒÓ°Ïñ Faculty Senate will assume that the
ÃÛÌÒÓ°Ïñ Administration agrees with the recommendations expressed in the 24 April
2003 Budget Liaison Report if a detailed written justification is not received
by 5 April 2004; and
BE IT FURTHER RESOLVED, That the ÃÛÌÒÓ°Ïñ Faculty Senate subsequently expects the ÃÛÌÒÓ°Ïñ Administration to act upon these recommendations and cut executive administration budgets by twice the amount (as specified in the report) compared to academic budgets in the next budget year.
****
The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #120 on February
2, 2004:
MOTION:
=======
The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend Section 3, (Article V, Committees, Permanent)
of the Bylaws pertaining to the Developmental Studies Committee and Curriculum
Review Committee membership.
[[ ]] - Deletion
CAPS - Addition
[[2. The Developmental Studies Committee will include one representative from
each of the following units: Northwest Campus; Chukchi Campus; Kuskokwim Campus;
Bristol Bay Campus; Interior-Aleutians Campus; College of Science, Engineering
and Mathematics: Science Department (Biology, Chemistry, Geology, or Physics),
and Mathematics Department; the College of Liberal Arts: English Department,
and Cross-Cultural Communications Department; the College of Rural ÃÛÌÒÓ°Ïñ Developmental
Studies Division; Rural Student Services; Advising Center; Student Support Services
Program; and two representatives from the Tanana Valley Campus.]]
2. THE DEVELOPMENTAL STUDIES COMMITTEE WILL INCLUDE ONE REPRESENTATIVE FROM
EACH OF THE FOLLOWING UNITS: ACADEMIC ADVISING CENTER, BRISTOL BAY CAMPUS, CHUKCHI
CAMPUS, THE COLLEGE OF LIBERAL ARTS ENGLISH DEPARTMENT, INTERIOR-ALEUTIANS CAMPUS,
KUSKOKWIM CAMPUS, NORTHWEST CAMPUS, STUDENT SUPPORT SERVICES PROGRAM, AND TANANA
VALLEY CAMPUS; TWO REPRESENTATIVES FROM THE COLLEGE OF SCIENCE, ENGINEERING
AND MATHEMATICS: ONE FROM THE SCIENCES (BIOLOGY, CHEMISTRY, GEOLOGY, OR PHYSICS)
AND ONE FROM MATH; AND THREE REPRESENTATIVES FROM THE COLLEGE OF RURAL ALASKA:
ONE FROM THE DEPARTMENT OF DEVELOPMENTAL EDUCATION, ONE FROM RURAL STUDENT SERVICES,
AND ONE FROM RURAL CAMPUS STUDENT SERVICES.
The Developmental Studies Committee shall consider policies concerning developmental education: programs, courses, instructional development, evaluation, and assessment. This committee will function as a curriculum council/review committee for all developmental [[studies]] EDUCATION courses. [[Discipline based]] Developmental EDUCATION courses will be reviewed by the appropriate college curriculum council before submission to this committee for review and coordination.
5. The Curriculum Review Committee evaluates proposed substantive undergraduate
course and program additions, changes, and deletions submitted by the appropriate
school/college curriculum committees.
Among the topics of its review are number and duplication of courses, credit
assignment, establishment of need for new programs, and resource impacts of
curricular changes. Decisions of the Curriculum Review Committee may be appealed
to the Curricular Affairs by the department submitting the proposal.
The Committee shall be composed of the chairs of the college/school curriculum councils, [[the chair of the Developmental Studies Committee,]] the University Registrar or the Registrar's designee, and shall be chaired by a member of the Curricular Affairs Committee.
EFFECTIVE: Immediately
RATIONALE: Restructuring the College of Rural ÃÛÌÒÓ°Ïñ has led to the formation
of the Department of
Developmental Education and rural Student Support Services. It also includes
Rural Student Services.
The Developmental Studies Committee needs to be restructured to reflect these
changes and keep a
balanced composition of all interested units.
The chair of the Developmental Studies Committee no longer needs to be a member
of the Curriculum Review
Committee.
***
The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #120 on February
2, 2004:
MOTION:
=======
The ÃÛÌÒÓ°Ïñ Faculty Senate moves to endorse the Faculty Alliance report on the targets for the established outcomes based budgeting measures.
UA