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Body Text Indent 2;}}{\info{\title The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting # 106 on February 4,  2002:}{\author Governance Office}{\operator Governance}{\creatim\yr2002\mo12\dy10\hr9\min20}{\revtim\yr2002\mo12\dy10\hr9\min20}
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\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 #112 on December 9, 2002:
\par }\pard \qj\ri288\widctlpar\adjustright {\f20 
\par 
\par 
\par 
\par }\pard\plain \s1\qc\fi-720\li720\ri288\keepn\widctlpar\outlinelevel0\adjustright \b\f20\fs40\cgrid {RESOLUTION OF RECOGNITION
\par }\pard\plain \qj\ri288\widctlpar\adjustright \f7\cgrid {\f20 
\par 
\par 
\par }\pard \qj\fi-720\li720\ri288\widctlpar\adjustright {\b\f20 WHEREAS}{\f20 , The ÃÛÌÒÓ°Ïñ men's basketball team made history as the first NCAA Division II team to win an eight-team Division I tournament in the history of college basketball, and
\par 
\par }{\b\f20 WHEREAS}{\f20 , Several ÃÛÌÒÓ°Ïñ players were formally recognized for their exceptional performances, and
\par 
\par }{\b\f20 WHEREAS}{\f20 , The ÃÛÌÒÓ°Ïñ men's basketball staff and players exhibited their dedication to teamwork and sportsmanlike conduct, and
\par 
\par }{\b\f20 WHEREAS}{\f20 , Throughout the tournament the entire team and staff were outstanding representatives of ÃÛÌÒÓ°Ïñ, now
\par 
\par }{\b\f20 THEREFORE BE IT RESOLVED}{\f20 , That the ÃÛÌÒÓ°Ïñ Faculty Senate wishes to recognize the outstanding achievement of the ÃÛÌÒÓ°Ïñ Men's Basketball Team.
\par 
\par }\pard \fi-720\li720\ri288\widctlpar\adjustright {\f20 
\par }\pard \widctlpar\adjustright {\f20 
\par 
\par }{\page }{\f20 The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{MOTION PASSED: (unanimous)
\par ============
\par 
\par }\pard \ri180\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the ÃÛÌÒÓ°Ïñ Governance Coordinating Committee (GCC) Procedures for the pur
poses establishing a new standing committee for Diversity and Tolerance.  The GCC Procedures shall be amended as indicated below.
\par }\pard \widctlpar\adjustright {
\par 
\par          EFFECTIVE:  Immediately
\par 
\par          RATIONALE:  The promotion of diversity and tolerance at ÃÛÌÒÓ°Ïñ 
\par \tab \tab transcends any single group of constituents, and the activity 
\par \tab \tab extends beyond a limited timeframe.  The GCC has 
\par \tab \tab determined the need to address topics of discrimination, 
\par \tab \tab freedom of speech, and a multi-cultural campus environment 
\par \tab \tab can be served best by leveraging support from all ÃÛÌÒÓ°Ïñ 
\par \tab \tab governance bodies.
\par 
\par }{\f20 
\par }{\tab \tab \tab \tab 
\par 
\par }\pard\plain \s16\widctlpar\adjustright \fs20\loch\af21\hich\af21\dbch\f21\cgrid {\fs24 \hich\af7\dbch\af21\loch\f7 Deletions =  [[  ]]
\par \hich\af7\dbch\af21\loch\f7 Additions = CAPS
\par }{\b\fs24 
\par 
\par }{\fs24 \tab \hich\af7\dbch\af21\loch\f7 GOVERNANCE COORDINATING COMMITTEE PROCEDURES
\par }{\b\fs24 
\par }{\fs24 \hich\af7\dbch\af21\loch\f7 ARTICLE V\tab Committees
\par 
\par \hich\af7\dbch\af21\loch\f7 Sect. 1\tab The standing committ\hich\af7\dbch\af21\loch\f7 ees of the ÃÛÌÒÓ°Ïñ Governance 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 Coordinating Committee shall include:  
\par 
\par \tab \hich\af7\dbch\af21\loch\f7 Intercollegiate Athletics Committee
\par \tab \hich\af7\dbch\af21\loch\f7 Rural Affairs Committee
\par \tab \hich\af7\dbch\af21\loch\f7 Health Issues
\par \tab \hich\af7\dbch\af21\loch\f7 DIVERSITY AND TOLERANCE
\par 
\par \hich\af7\dbch\af21\loch\f7 Sect. 2
\par \tab \hich\af7\dbch\af21\loch\f7 A.  Standing committees shall have at least one 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 representative from eac\hich\af7\dbch\af21\loch\f7 h of the governance 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 constituencies, exception will be made when agreed 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 upon by all constituencies.
\par \tab \hich\af7\dbch\af21\loch\f7 B.\tab Terms of all committee members will be one year
\par \tab \tab \hich\af7\dbch\af21\loch\f7 for students and two years for faculty and staff.
\par \tab \hich\af7\dbch\af21\loch\f7 C.\tab Committee chairs will be elected from and b\hich\af7\dbch\af21\loch\f7 y the 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 respective committees.
\par \tab \hich\af7\dbch\af21\loch\f7 D.\tab Committee chairs shall forward committee 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 business to the ÃÛÌÒÓ°Ïñ Governance Coordinating 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 Committee for disposition, except when limited by 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 University of ÃÛÌÒÓ°Ïñ regulations.  
\par \tab \hich\af7\dbch\af21\loch\f7 E.\tab Policy items from the standing commi\hich\af7\dbch\af21\loch\f7 ttees must
\par \tab \tab \hich\af7\dbch\af21\loch\f7 be forwarded to the individual governance bodies
\par \tab \tab \hich\af7\dbch\af21\loch\f7 for action.
\par \tab \hich\af7\dbch\af21\loch\f7 F.\tab In addition to the committees' specific charges, 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 the primary responsibility of the committees are 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 formulation and oversight of university-wide 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 policies under the purvi\hich\af7\dbch\af21\loch\f7 ew of each committee.  
\par \tab \hich\af7\dbch\af21\loch\f7 G.\tab Committees will meet as needed during the academic
\par \tab \tab \hich\af7\dbch\af21\loch\f7 year to fulfill their duties.
\par \tab \hich\af7\dbch\af21\loch\f7 H.\tab The chairs of the standing committees will report
\par \tab \tab \hich\af7\dbch\af21\loch\f7 recommendations at the [[monthly]] ÃÛÌÒÓ°Ïñ Governance
\par \tab \tab \hich\af7\dbch\af21\loch\f7 Coordinating Committee meetings.  
\par \tab 
\par \hich\af7\dbch\af21\loch\f7 Sect. 3\tab Standing Committees Charges
\par 
\par \tab \hich\af7\dbch\af21\loch\f7 A.\tab Intercollegiate Athletics Committee
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 The charge of the Intercollegiate Athletic 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 Committee shall be to:
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 1.\tab exercise oversight of the direction of the 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 Intercollegiate Athletics Program.  
\par \tab \tab \hich\af7\dbch\af21\loch\f7 2.\tab investigate \hich\af7\dbch\af21\loch\f7 compliance with NCAA and 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 conference regulations.
\par \tab \tab \hich\af7\dbch\af21\loch\f7 3.\tab participate in the evaluation of 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 intercollegiate programs
\par 
\par \tab \hich\af7\dbch\af21\loch\f7 B.\tab  Rural Affairs
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 The charge of the Rural Affairs committee shall be to:
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 1.\tab oversee the general welfare of the ÃÛÌÒÓ°Ïñ 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 community\hich\af7\dbch\af21\loch\f7  not residing on the Fairbanks 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 campus. 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 2.\tab monitor all activities affecting compliance 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 with the Rural College mission statement of 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 the University of ÃÛÌÒÓ°Ïñ Fairbanks.
\par 
\par \tab \hich\af7\dbch\af21\loch\f7 C.\tab Health Issues Committee
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 The charge of the Health Issues committee s\hich\af7\dbch\af21\loch\f7 hall be to:
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 1.\tab address health issues which affect the work 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 environment.
\par \tab \tab \hich\af7\dbch\af21\loch\f7 2.\tab coordinate efforts with the Health Center, 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 Fire Department, Risk Management, and Public 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 Safety to find solutions to health issues.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b 
\par }\pard\plain \s16\widctlpar\adjustright \fs20\loch\af21\hich\af21\dbch\f21\cgrid {\fs24 \tab \hich\af7\dbch\af21\loch\f7 D.\tab DIVERSITY AND TOLERANCE COM\hich\af7\dbch\af21\loch\f7 MITTEE
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 THE CHARGE OF THE DIVERSITY AND TOLERANCE 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 COMMITTEE SHALL BE TO:
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 1.\tab ADDRESS ISSUES REGARDING THE PROMOTION 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 OF DIVERSITY AND TOLERANCE OF THE ÃÛÌÒÓ°Ïñ 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 CAMPUS AND AFFILIATED RURAL SITES. 
\par }\pard \s16\fi-15\widctlpar\adjustright {\fs24 \tab \tab \tab 
\par }\pard \s16\widctlpar\adjustright {\fs24 \tab \tab \hich\af7\dbch\af21\loch\f7 2.\tab RECOMMEND POLICIES, PROCEDURES, AND 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 AC\hich\af7\dbch\af21\loch\f7 TIVITIES TO PROMOTE NON-DISCRIMINATION, 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 HARASSMENT PREVENTION, FREEDOM OF SPEECH, 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 AND MULTI-CULTURAL AWARENESS.
\par 
\par \tab \tab \hich\af7\dbch\af21\loch\f7 3.\tab COORDINATE EFFORTS WITH THE OFFICE OF 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 MULTICULTURAL AFFAIRS, THE ASSISTANT TO 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 THE CHANCELLOR FOR CAMPUS DIVERSITY AND 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 COMPLIANCE, ÃÛÌÒÓ°Ïñ HUMAN RESOURCES, AS WELL 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 AS OTHER OFFICES OR GROUPS NEEDED TO 
\par \tab \tab \tab \hich\af7\dbch\af21\loch\f7 ACCOMPLISH THE COMMITTEE\rquote S MISSION.  
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }{\f20 
\par }{\page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{MOTION PASSED: (unanimous)
\par ============
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend Section 3 (Article V: Committees, Permanent) of the Bylaws pertaining to the Developmental Studies Committee membership.
\par 
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par \tab RATIONALE:  \tab SSSP is a component area 
\par \tab \tab and should be included as a member.  
\par 
\par }{\f20 
\par }{\tab \tab \tab \tab *
\par }{\f20 
\par }{
\par CAPS - Addition
\par [[ ]]   - Deletion
\par 
\par PERMANENT
\par 
\par }\pard\plain \s17\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 \tab 2. \tab The Developmental Studies Committee will include 
\par \tab \tab one representative from each of the following 
\par \tab \tab units:  Northwest Campus; Chukchi Campus; 
\par \tab \tab Kuskokwim Campus; Bristol Bay Campus; Interior-
\par \tab \tab Aleutians Campus; College of Science, Engineering 
\par \tab \tab and Mathematics:  Science Department (Biology, 
\par \tab \tab Chemistry, Geology, or Physics), and Mathematics 
\par \tab \tab Department; the College of Liberal Arts:  English 
\par \tab \tab Department, and Cross Cultural Communications 
\par \tab \tab Department; the College of Rural ÃÛÌÒÓ°Ïñ 
\par \tab \tab Developmental Studies Division; Rural Student 
\par \tab \tab Services; Advising Center; STUDENT SUPPORT 
\par \tab \tab SERVICES PROGRAM; and two representatives 
\par \tab \tab from the Tanana Valley Campus.  
\par 
\par \tab \tab The Developmental Studies Committee shall 
\par \tab \tab consider policies concerning developmental 
\par \tab \tab education:  programs, courses, instructional 
\par \tab \tab development, evaluation, and assessment.  This 
\par \tab \tab committee will function as a curriculum council 
\par \tab \tab review committee for all developmental studies 
\par \tab \tab courses.  Discipline based developmental courses 
\par \tab \tab will be reviewed by the appropriate college 
\par \tab \tab curriculum council before submission to this 
\par \tab \tab committee for review and coordination.
\par 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par \page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{MOTION PASSED: (unanimous)
\par ============
\par 
\par }\pard\plain \s18\widctlpar\adjustright \f7\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the B.A. in Human Service (HMSV).  
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #23 on file in the 
\par \tab \tab \tab Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab Students no longer accepted into the program 
\par \tab \tab \tab after 1987, last graduate was in 1994; all but 
\par \tab \tab \tab two advising courses have been dropped.
\par 
\par }{\f20 
\par }{\tab \tab \tab \tab 
\par 
\par Executive Summary
\par B.A., Human Service
\par 
\par }\pard \widctlpar\tx360\adjustright {The program was initiated in 1986 as an option for those interested in working in the human services.  Insofar as human services program is not constrained by accreditation standards, it was seen at the 
time as a viable option for rural students who had limited course offerings.  The social work program is constrained only in maintaining educational standards by its accreditors.  The social work program has been successfully delivering its curriculum to 
r
ural sites since 1987.  It was difficult to explain to students and others the differences between the two programs.  There was neither need nor resources to deliver two programs to train social service providers.  Therefore it was decided in 1987 that st
udents would no longer be accepted in the Human Services Program.  The last graduation from the Human Services program was in 1994.  
\par 
\par }\pard \widctlpar\adjustright {\f20 
\par }{\page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{MOTION PASSED: (w/1 nay)
\par ============
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a B.S. in Computer Engineering degree program.  
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #119 and 120 on 
\par \tab \tab \tab \tab file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par }{\f20 
\par }{\tab \tab \tab \tab 
\par 
\par Executive Summary
\par Bachelor of Science in Computer Engineering
\par 
\par Computer
 engineering is a relatively new discipline that merges the fields of electrical engineering and computer science.  The discipline of computer engineering (CompE) educates engineers in the theory, design, technology and application of computing devices.  
T
his discipline draws on hardware (electrical engineering) and software (computer science) concepts to design and implement computer hardware and software systems to solve problems.  The understanding of both software and hardware allows the computer engin
e
er to view the design and development of hardware and software as two intimately linked parts of one activity.  A computer engineer might be involved in fundamental research, hardware design and fabrication, software system design, or systems integration.
  Applications of computer engineering can be found in communication systems, the entertainment industry, mobile robot systems, motor vehicle systems, instrumentation, manufacturing processes, intelligent electronics, and many others.  
\par 
\par The graduates of th
e computer engineering program will fill technological needs in ÃÛÌÒÓ°Ïñn industry that are increasing, and that are currently filled by immigrants to the state.  The computer engineering program will retain ÃÛÌÒÓ°Ïñn students in state.  The program will prov
ide a high tech foundation for supporting state government, existing state industry, and high tech or computer start up companies, fostering economic growth.
\par }{\f20 
\par }{\page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{MOTION PASSED: (unanimous)
\par ============
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a minor in Environmental Politics. 
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #22 on 
\par \tab \tab \tab file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab Uses existing courses to provide a focused minor 
\par \tab \tab \tab requiring 15 credits--requires PS 101, recommends 
\par \tab \tab \tab PS 100X as part of the Core, and 12 credits of 400 
\par \tab \tab \tab level courses.
\par 
\par }{\f20 
\par }{\tab \tab \tab \tab 
\par 
\par Executive Summary
\par Minor in Environmental Politics
\par 
\par Students taking this minor will explore the local, national and international contexts within w
hich key political decisions about the environment are made.  Courses examine philosophical and theoretical perspectives on the environment; the ways in which different countries address issues of resource development and environmental regulation; interna
t
ional environmental laws, treaties and institutions; the relationship between environmental protection and national security; the relationship between politics and environmental science; and the interplay of environmental concerns and the international po
litical economy.  
\par 
\par }{\f20 
\par }{\page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate took the following action at its Meeting #112 on December 9, 2002:
\par 
\par 
\par MOTION REFERRED BACK TO COMMITTEE:
\par ==================================
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the Local Advance Placement Credit for Foreign Languages (p. 15, 2002-2003 catalog).    
\par 
\par [[  ]]  = Deletion
\par CAPS = Addition
\par 
\par 
\par }{\b\f20 Foreign Language
\par }{\f20 
\par After completing A FOREIGN LANGUAGE COURSE TAUGHT AT ÃÛÌÒÓ°Ïñ (102-431) [[the course in which you were placed (above 101)]] and earning a "B" grade or higher, you may ask to receive [["bonus]] credit 
for the two [[immediately]] preceding [[prerequisite]] courses[[, if any]].  However, credit cannot be awarded for such courses if university credit has already been granted for them (for example, through College Board Advanced Placement national tests or
 
credit transfer from another college).   [[Bonus]] Credit will not be awarded IF THE COURSE TAKEN IS A CONVERSATION COURSE, [[for]] special topics course[[s]], individual study course[[s]], [[literature or culture courses]] OR FOREIGN LANGUAGE COURSE TAUG
HT IN ENGLISH.  YOU MUST SUBMIT AN APPLICATION FOR FOREIGN LANGUAGE CREDIT FORM FROM THE DEPARTMENT OF FOREIGN LANGUAGES TO THE OFFICE OF ADMISSIONS AT THE END OF THE SEMESTER IN WHICH YOU COMPLETED YOUR COURSE.
\par 
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par \tab RATIONALE:  \tab Foreign Language's request to grant credits 
\par \tab \tab for prior courses for students who begin at the 400-level 
\par \tab \tab (rather than the 300-level, as is the current procedure) is 
\par \tab \tab to allow for the increasing number of native speakers, 
\par \tab \tab especially in Spanish.  These students do not need to take 
\par \tab \tab 200- and 300- level language review classes, and should be 
\par \tab \tab able to start in the 400-level literature and culture 
\par \tab \tab courses.  But since the 200- and 300- level courses are 
\par \tab \tab required for the major, native speakers of the language 
\par \tab \tab currently have to enroll for those courses.
\par 
\par 
\par }{\page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }\pard \widctlpar\tldot\tx7200\adjustright {MOTION PASSED:  (unanimous)
\par ============
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the requirements for the Associate of Applied Science degree as follows:
\par 
\par 
\par }\pard \widctlpar\adjustright {\tab EFFECTIVE:  \tab Fall 2003
\par 
\par \tab RATIONALE:  \tab This amendment adds courses to the Related 
\par \tab \tab Instructional areas of Computation and Human Relations.  
\par \tab \tab Additionally, it brings requirements from various portions 
\par \tab \tab of the catalog together that affect the AAS Degree.
\par 
\par }{\f20 
\par }{\tab \tab \tab \tab 
\par }\pard \widctlpar\tldot\tx7200\adjustright {
\par [[  ]] = deletion
\par CAPS = addition
\par 
\par 
\par }{\b ASSOCIATE OF APPLIED SCIENCE
\par 
\par }{Associate of Applied Science degrees are awarded in specific occupational fields with emphasis on entering the job market.  This degree, usually seen as a terminal degree, can serve as the basis for additional education.  For spec
ific major requirements, refer to the degrees and programs section of this catalog.
\par 
\par }\pard\plain \s18\ri-90\widctlpar\adjustright \f7\cgrid {Note: students planning to go on to  a baccalaureate degree need to work closely with their advisors and are encouraged to select courses meeting core requirements and cou
rses designated within majors and minors.  Only those courses with an "X" designator count towards the baccalaureate core
\par }\pard\plain \widctlpar\tldot\tx7200\adjustright \f7\cgrid {
\par 
\par }{\b Requirements}{\tab }{\b Credits}{
\par All credits for the A.A.S. degree must be at the 100-level or above and be distributed as follows:
\par 
\par 
\par }\pard \widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\b Related Instruction
\par }\pard \li360\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\b Communication (9 credits)}{\tab \tab }{\b 9
\par }\pard \li720\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\b (Written Communication)}{\tab \tab 6}{\b 
\par }{ENGL 111X \endash  Introduction to Academic Writing\tab \tab 3
\par AND
\par CIOS 260 -- Business Communications (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {Or
\par ENGL 211X \endash  Academic Writing about Literature (3)
\par or
\par ENGL 212 \endash  Business, Grant, and Report Writing (3)
\par or
\par }\pard\plain \s15\fi-180\li1080\widctlpar\adjustright \f7\cgrid {ENGL 213X \endash  Academic Writing about the Social and Natural Sciences (3)\tab \tab 3
\par }\pard\plain \li720\widctlpar\tldot\tx7200\tldot\tx7920\adjustright \f7\cgrid {\b (Oral Communication)}{\tab \tab 3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {COMM 131X -- Fundamentals  of Oral Comm: Group Context (3)
\par OR 
\par COMM 141X -- Fundamentals of Oral Comm: Public Context (3)\tab 3
\par 
\par }\pard \li360\widctlpar\tldot\tx7920\adjustright {\b Computation (3 credits)}{\tab }{\b 3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {Any course at the 100 level or above in mathematical sciences (math, computer science, statistics) (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {or ABUS 155 -- Business Math (3)
\par or CIOS 116 -- Business Math Using Calculators (3)
\par or HLTH 116 -- Mathematics In Health Care (3)
\par or TTCH 131 -- Maintenance Mathematics (3)
\par OR DEVM 105 \endash  INTERMEDIATE ALGEBRA (3)
\par }\pard \fi-180\li1080\ri-180\widctlpar\tldot\tx7920\adjustright {OR ECE 117 \endash  MATH SKILLS FOR EARLY CHILDHOOD EDUCATION (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR HSV 117 \endash  MATH SKILLS FOR HUMAN SERVICES (3)
\par Or other program approved discipline-based computation course [[or courses]] OR DISCIPLINE-BASED COURSES WITH EMBEDDED COMPUTATION CONTENT TO TOTAL\tab 3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {
\par }\pard \li360\widctlpar\tldot\tx7920\adjustright {\b HUMAN RELATIONS (3 credits)}{\tab }{\b 3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {ANTH 100x/Soc 100x \endash  Individual, Society And Culture (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {Or ABUS 154 \endash  Human Relations (3)
\par Or ANL 287 \endash  Teaching Methods For ÃÛÌÒÓ°Ïñ Native Languages (3)
\par Or ECE 245 \endash  Child Development (3)
\par Or HSV 120 \endash  Cultural Diversity In Human Services (3)
\par Or  RHS 115 \endash  Issues Of Personal Development (2)
\par And RHS 110 \endash  Cross-Cultural Bridging Skills [[2]](1)
\par OR ED/PSY 245 \endash  CHILD DEVELOPMENT (3)
\par OR HLTH 106 \endash  HUMAN BEHAVIOR IN HEALTH CARE (3)
\par OR
\par }\pard \fi-180\li1080\ri-270\widctlpar\tldot\tx7920\adjustright {OTHER PROGRAM APPROVED DISCIPLINE-BASED HUMAN RELATIONS COURSES OR DISCIPLINE-BASED COURSES WITH EMBEDDED HUMAN RELATIONS CONTENT TO TOTAL\tab 3[[-4]]
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {
\par }\pard \widctlpar\tldot\tx6480\tldot\tx7200\tldot\tx7920\adjustright {\b Major specialty}{\tab }{\b at least 30
\par 
\par Electives to total}{\tab \tab \tab }{\b 60}{
\par }\pard \widctlpar\adjustright {
\par [[}{\i Note:  Students planning to go on to the baccalaureate degree need to work closely with their advisors and are encouraged to select courses meeting core requirements and courses designated with majors and minors}{.]]
\par 
\par }{\i *ENGL 212 does not fulfill the second half of the written communication requirement for the baccalaureate degree.  
\par 
\par }{\f20 
\par }{\page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }\pard \widctlpar\tldot\tx7200\adjustright {MOTION PASSED:  (unanimous)
\par ============
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the requirements for the Certificate Programs as follows.
\par }\pard \widctlpar\adjustright {
\par 
\par \tab EFFECTIVE:   \tab Fall 2003
\par 
\par \tab RATIONALE:  The accreditation self-study and the subsequent 
\par \tab \tab accreditation visit identified that ÃÛÌÒÓ°Ïñ has no stated 
\par \tab \tab certificate requirements in the catalogue for related 
\par \tab \tab instruction nor any statement of a standard for the 
\par \tab \tab inclusion of related instruction in certificate programs to 
\par \tab \tab guide the design of curricula.  Consequently, it has not 
\par \tab \tab been widely recognized that there is such a requirement.  
\par \tab \tab This motion corrects that deficiency.  Additionally, it 
\par \tab \tab brings requirements from various portions of the catalog 
\par \tab \tab together that affect the Certificate Programs.
\par 
\par }{\f20 
\par }{\tab \tab \tab \tab ***
\par }\pard \widctlpar\tldot\tx7200\adjustright {
\par [[  ]] = deletion
\par CAPS = addition
\par 
\par 
\par }\pard\plain \s1\fi-720\li720\keepn\widctlpar\outlinelevel0\adjustright \b\f20\fs40\cgrid {\f7\fs24 CERTIFICATE PROGRAMS
\par }\pard\plain \widctlpar\tldot\tx7200\adjustright \f7\cgrid {\b 
\par }{Certificate programs vary in length; however, you can usually complete them in one year.  CERTIFICATES ARE AWARDED IN SPECIFIC OCCUPATIONAL FIELDS WITH EMPHASIS ON ENTERING THE
 JOB MARKET.  THESE CERTIFICATES CAN SERVE AS THE BASIS FOR ADDITIONAL EDUCATION AND ARE THE FIRST STEP TOWARDS AN ASSOCIATE OF APPLIED SCIENCE DEGREE.  FOR SPECIFIC MAJOR REQUIREMENTS, REFER TO THE DEGREES AND PROGRAMS SECTION OF THIS CATALOG.
\par 
\par }\pard\plain \s18\ri-90\widctlpar\adjustright \f7\cgrid {Only degre
e requirements in effect within five academic years prior to your graduation date for a certificate may be used.  You are considered enrolled in your degree program when you complete the appropriate degree student registration procedure.  If you do not en
r
oll for a semester or more, or if you enroll through the non-degree process, you are not considered enrolled as a degree student during that time.  IF YOUR DEGREE PROGRAM IS DELIVERED COLLABORATIVELY WITHIN THE UA SYSTEM THEN THE CREDITS YOU EARN FROM EAC
H UA INSTITUTION WILL BE COUNTED TOWARD FULFILLMENT OF THE DEGREE REQUIREMENTS AND FULFILLMENT OF THE MINIMUM INSTITUTIONAL RESIDENCY REQUIREMENTS.
\par 
\par YOU MAY ENROLL IN ANY COURSE FOR WHICH YOU ARE ELIGIBLE.  TO EARN A CERTIFICATE, YOU MUST FORMALLY BE ADMITT
ED AND YOU MUST EARN AT LEAST 30 CREDITS, INCLUDING TRANSFER CREDIT.  FIFTEEN SEMESTER HOURS MUST BE RESIDENCE CREDITS.  YOU MUST HAVE A CUMULATIVE GRADE POINT AVERAGE OF AT LEAST 2.0 IN ALL WORK, AS WELL AS IN YOUR MAJOR.  PROGRAMS OF STUDY FOR WHICH CER
T
IFICATES ARE GRANTED MUST CONTAIN A RECOGNIZABLE BODY OF INSTRUCTION IN THE PROGRAM-RELATED AREAS OF 1) COMMUNICATION, 2) COMPUTATION, AND 3) HUMAN RELATIONS.  ADDITIONAL TOPICS WHICH MAY BE COVERED AS APPROPRIATE INCLUDE SAFETY, INDUSTRIAL SAFETY, AND EN
V
IRONMENTAL AWARENESS.  INSTRUCTION IN THE RELATED INSTRUCTIONAL AREAS MAY BE EITHER EMBEDDED WITHIN THE PROGRAM CURRICULUM OR TAUGHT IN BLOCKS OF SPECIALIZED INSTRUCTION.  EACH APPROACH, HOWEVER, WILL HAVE CLEARLY IDENTIFIED CONTENT THAT IS PERTINENT TO T
HE GENERAL PROGRAM OF STUDY.
\par }\pard\plain \widctlpar\tldot\tx7200\adjustright \f7\cgrid {
\par }\pard\plain \s18\ri-90\widctlpar\adjustright \f7\cgrid {
NOTE:  STUDENTS PLANNING TO GO ON TO A BACCALAUREATE DEGREE NEED TO WORK CLOSELY WITH THEIR ADVISORS AND ARE ENCOURAGED TO SELECT COURSES MEETING CORE REQUIREMENTS AND COURSES DESIGNATED WITHIN MAJORS AND MINORS.  ONLY THOSE CO
URSES WITH AN "X" DESIGNATOR COUNT TOWARDS THE BACCALAUREATE CORE
\par }\pard\plain \widctlpar\tldot\tx7200\adjustright \f7\cgrid {
\par 
\par }{\b REQUIREMENTS}{\tab }{\b CREDITS
\par }\pard\plain \s21\widctlpar\tldot\tx7200\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 
[[To enroll in a certificate program, and before receiving a certificate, you must formally be admitted.  To earn a certificate, you may enroll in any course for which\hich\af7\dbch\af4\loch\f7 
 you are eligible.  To earn a certificate, you must earn at least 30 credits, including transfer credit.  Fifteen semester hours must be residence credits.  You must have a grade point average of 2.0 in all work, as well as in your major.]]
\par }\pard\plain \widctlpar\tldot\tx7200\adjustright \f7\cgrid {
\par }\pard\plain \s21\widctlpar\tldot\tx7200\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 [[Only degree \hich\af7\dbch\af4\loch\f7 
requirements in effect within five academic years prior to your graduation date for a certificate may be used.  You are considered enrolled in your degree program when you complete the appropriate degree student registration procedure.  If you do not enro
\hich\af7\dbch\af4\loch\f7 l\hich\af7\dbch\af4\loch\f7 l for a semester or more, or if you enroll through the non-degree process, you are not considered enrolled as a degree student during that time.]]
\par }\pard\plain \widctlpar\tldot\tx7200\tldot\tx7920\adjustright \f7\cgrid {\b 
\par RELATED INSTRUCTION
\par }\pard \li360\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\b COMMUNICATION}{\tab \tab }{\b 2-3
\par }\pard \li720\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {ENGL 111X \endash  INTRODUCTION TO ACADEMIC WRITING (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {OR
\par CIOS 160 \endash  BUSINESS ENGLISH (3)
\par OR
\par CIOS 260 -- BUSINESS COMMUNICATIONS (3)
\par OR
\par ENGL 211X \endash  ACADEMIC WRITING ABOUT LITERATURE (3)
\par OR
\par ENGL 212 \endash  BUSINESS, GRANT, AND REPORT WRITING (3)
\par OR
\par }\pard\plain \s15\fi-180\li1080\widctlpar\adjustright \f7\cgrid {ENGL 213X \endash  ACADEMIC WRITING ABOUT THE SOCIAL AND NATURAL SCIENCES (3)
\par OR
\par }\pard\plain \fi-180\li1080\ri360\widctlpar\tldot\tx7920\adjustright \f7\cgrid {COMM 131X -- FUNDAMENTALS  OF ORAL COMM: GROUP CONTEXT (3)
\par OR
\par COMM 141X -- FUNDAMENTALS OF ORAL COMM: PUBLIC CONTEXT (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR
\par DEVS 104 \endash  UNIVERSITY COMMUNICATIONS (1-3)
\par OR
\par DEVS 105 \endash  INTENSIVE READING DEVELOPMENT (3)
\par OR
\par OTHER PROGRAM APPROVED DISCIPLINE-BASED COMMUNICATION COURSE OR DISCIPLINE-BASED COURSES WITH EMBEDDED COMMUNICATION CONTENT TO TOTAL\tab 2-3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {
\par 
\par }\pard \li360\widctlpar\tldot\tx7920\adjustright {\b COMPUTATION}{\tab }{\b 2-3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {ANY COURSE AT THE 100 LEVEL OR ABOVE IN MATHEMATICAL SCIENCES (MATH, COMPUTER SCIENCE, STATISTICS) (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR ABUS 155 -- BUSINESS MATH (3)
\par OR CIOS 116 -- BUSINESS MATH USING CALCULATORS (3)
\par OR DEVM 105 \endash  INTERMEDIATE ALGEBRA (3)
\par }\pard \fi-180\li1080\ri-450\widctlpar\tldot\tx7920\adjustright {OR ECE 117 \endash  MATH SKILLS FOR EARLY CHILDHOOD EDUCATION (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR HLTH 116 -- MATHEMATICS IN HEALTH CARE (3)
\par OR HSV 117 \endash  MATH SKILLS FOR HUMAN SERVICES (3)
\par OR TTCH 131 -- MAINTENANCE MATHEMATICS (3)
\par OR
\par OTHER PROGRAM APPROVED DISCIPLINE-BASED COMPUTATION COURSE OR DISCIPLINE-BASED COURSES WITH EMBEDDED COMPUTATION CONTENT TO TOTAL\tab 2-3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {
\par }\pard \li360\widctlpar\tldot\tx7920\adjustright {\b HUMAN RELATIONS}{\tab }{\b 2-3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {ANTH 100X/SOC 100X \endash  INDIVIDUAL, SOCIETY AND CULTURE 
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR
\par ABUS 154 \endash  HUMAN RELATIONS (3)
\par OR
\par }\pard \fi-180\li1080\ri360\widctlpar\tldot\tx7920\adjustright {ANL 287 \endash  TEACHING METHODS FOR ALASKA NATIVE LANGUAGES (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR
\par ECE 245 \endash  CHILD DEVELOPMENT (3)
\par OR
\par ED/PSY 245 \endash  CHILD DEVELOPMENT (3)
\par OR
\par HLTH 106 \endash  HUMAN BEHAVIOR IN HEALTH CARE (3)
\par OR
\par HSV 120 \endash  CULTURAL DIVERSITY IN HUMAN SERVICES (3)
\par OR
\par RHS 115 \endash  ISSUES OF PERSONAL DEVELOPMENT (2)
\par AND RHS 110 \endash  CROSS-CULTURAL BRIDGING SKILLS (1)
\par OR
\par }\pard\plain \s20\fi-180\li1080\widctlpar\tldot\tx7920\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 
OTHER PROGRAM APPROVED DISCIPLINE-BASED HUMAN RELATIONS COURSE OR DISCIPLINE-BASED COURSES WITH EMBEDDED HUMAN RELATIONS CONTENT TO TOTAL.\tab 2-3
\par }\pard \s20\fi-180\li900\widctlpar\tldot\tx7920\adjustright {
\par }\pard\plain \widctlpar\tldot\tx6480\tldot\tx7200\tldot\tx7920\adjustright \f7\cgrid {\b MAJOR SPECIALTY}{\tab }{\b AT LEAST 21
\par 
\par ELECTIVES TO TOTAL}{\tab \tab \tab }{\b 30}{
\par }\pard \widctlpar\adjustright {
\par }{\i *ENGL 212 DOES NOT FULFILL THE SECOND HALF OF THE WRITTEN COMMUNICATION REQUIREMENT FOR THE BACCALAUREATE DEGREE.  
\par }{
\par 
\par \page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{MOTION PASSED:  (unanimous)
\par ============
\par 
\par }\pard\plain \s18\widctlpar\adjustright \f7\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the M.A.T., Secondary.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab Admission was suspended in 2000; new option 
\par \tab \tab in the M.Ed. has replaced this degree.  See full program 
\par \tab \tab proposal #28 on file in the Governance Office, 312 
\par \tab \tab Signers\rquote  Hall.
\par 
\par }{\f20 
\par }{\tab \tab \tab \tab 
\par 
\par Executive Summary
\par M.A.T., Secondary
\par 
\par 
\par In 1998, in conjunction with the development of new post-baccalaureate teacher education programs for elementary and secondary teachers, the School of Education developed a secondary program that allowed post-baccalaureate teache
r education students to earn an MAT degree in conjunction with the coursework and internship required for a teacher education license.  After three years, with ongoing review and reflection of the advantages and disadvantages of the MAT option (including 
the solicitation of a great deal of feedback from mentor teachers and administrators), the School of Education suspended admission to its MAT programs in 2000.  
\par 
\par In place of the MAT, the School of Education designed an option for post-baccalaureate teacher
 education students to pursue the more respected and more rigorous M.Ed.  This option allows post-baccalaureate students to use 15 of the required 30 credits from their licensure program to satisfy one-half of the 30 credits required for a M.Ed. degree in
 Curriculum and Instruction.
\par 
\par This new option has been in place for two years and the response from students, university faculty, and school district personnel has been very positive.  In contrast to the MAT degree, the M.Ed. provides the option for student
s who complete our post-baccalaureate teacher education programs to continue their graduate work with us, and it provides the opportunity for the School of Education to provide professional development and support for beginning teachers.  The M.Ed. can al
so be used as a foundation for a Ph.D. because of its requirement for research and the completion of a research project or a thesis.  
\par 
\par }{\f20 
\par }{\page }{\f20 The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{MOTION PASSED: (unanimous)
\par ============
\par 
\par }\pard\plain \s18\widctlpar\adjustright \f7\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the M.A.T., Secondary Licensed Teachers.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab New option in the M.Ed. has replaced the need 
\par \tab \tab for this degree; no students currently in program.
\par \tab \tab See full program proposal #29 on file in the Governance 
\par \tab \tab Office, 312 Signers\rquote  Hall.
\par 
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par M.A.T., Secondary Licensed Teachers
\par 
\par 
\par In 1999, in conjunction with the development of new post-baccalaureate teacher education programs for elementary and secondary teachers, the School of Education developed:  (1) a secondar
y MAT degree for teachers who held either BA/BS degrees and (2) B.Ed. degrees, and additionally were licensed K-12 teachers, to pursue a MAT degree to enhance their content knowledge and receive current educational philosophy and pedagogy courses.  After 
f
our years, with ongoing review and reflection of the advantages and disadvantages of the MAT option, during which only one student applied for either option and then choose to complete a different degree, the School of Education made a decision to delete 
both options of this degree.  
\par 
\par In place of the MAT, the School of Education offers the option to pursue the more respected and more rigorous M.Ed.
\par 
\par The M.Ed. provides the opportunity for the School of Education to provide professional development and suppo
rt for teachers.  The M.Ed. can also be used as a foundation for a Ph.D. because of its requirements for research and for the completion of a research project or a thesis.  
\par 
\par \page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate did not approve the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{MOTION FAILED:  (6 yes, 13 nays)
\par ===========
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to recommend that the proposed Revised Regents' Policy and draft Regulations 04.04.040.A.1.e(1) - "Distinguished and University Professors" as submitted by the Faculty Alliance be accepted.
\par 
\par 
\par         EFFECTIVE:      Immediately
\par 
\par         RATIONALE:       The Faculty Senate discussed the revised draft 
\par \tab \tab of the Regents' Policy and proposed Regulations for the 
\par \tab \tab selection of Distinguished University Professor, forwarded 
\par \tab \tab to the Faculty Senate for review, and moves to support 
\par \tab \tab the draft, with its recommendation that it be accepted by 
\par \tab \tab the Faculty Alliance.
\par 
\par 
\par \tab \tab \tab \tab *
\par 
\par }{\b 
\par REVISED REGENTS POLICY 04.04.040.A.1.e.(1)
\par 
\par }{Distinguished [[an
d]] University Professors. [[Tenured a]] Appointment as Distinguished [[Teaching Professor, Distinguished Research Professor, Distinguished Service Professor or]] University Professor may be given by action of the Board of Regents on recommendation of the
 faculty and concurrence of the Chancellor and the President.  THE SELECTION CRITERIA AND PROCEDURES ARE SET FORTH IN UNIVERSITY REGULATION.
\par }{\b\cf6 
\par }{
\par 
\par \tab \tab \tab \tab **
\par 
\par }{\b PROPOSED REGULATION 04.04.040.A.1.e. (1)
\par 
\par }{
\par }\pard \qc\widctlpar\adjustright {\b\ul DISTINGUISHED UNIVERSITY PROFESSOR*
\par }\pard \widctlpar\adjustright {
\par 
\par The title 
"distinguished professor" is bestowed on members of the faculty who have distinguished themselves as exemplary teachers, scholars, and public servants, and who are individuals having extraordinary international importance and recognition.  The designation
 of "distinguished professor" is established by the Policies of the Board of Regents}{\cf1 .}{\b\cf1   }{\cf1 The title "Distinguished University Professor" is a lifetime award/honor, }{
meaning that the award lasts as long as the professor is employed at the University of ÃÛÌÒÓ°Ïñ.
\par 
\par }\pard\plain \s1\fi-720\li720\keepn\widctlpar\outlinelevel0\adjustright \b\f20\fs40\cgrid {\b0\f7\fs24\ul University-wide Criteria
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par The title "Distinguished Professor" is extended to recognize the outstanding contributions of University of ÃÛÌÒÓ°Ïñ faculty members to their academic disciplines.  Candidates recommended for a distinguished professorship must demon
strate accomplishments in exemplary teaching }{\cf1 and/or}{\cf6  }{\cf1 distinguished}{ scholarship or creative work.
\par }\pard\plain \s22\widctlpar\adjustright \cgrid {
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {The very nature of the title "distinguished" implies that there will be a limited number of faculty holding this title.  It is intended to signify a select gro
up of faculty members who are leaders in their respective fields as attested to by national or international recognition and/or their significant public service achievements. }{\cf6  }{
Candidates for the honor of being selected as Distinguished University Professor should have attained the rank of }{\cf1 tenured}{ full professor.
\par 
\par }{\ul Procedures
\par }\pard \fi-720\li720\widctlpar\adjustright {1. \tab Each campus will develop its own internal procedures for 
\par \tab nominating distinguished professorships, consistent with Regents 
\par \tab policy.  Such nominations must be reviewed by the dean of the 
\par \tab appropriate school or college, and must be screened by a 
\par \tab committee of senior faculty peers who will advise the chancellor 
\par \tab on the merits of each proposal}{\cf1 .  Each MAU may develop its own 
\par \tab minimum criteria for nominations.
\par }\pard\plain \s22\widctlpar\adjustright \cgrid {
\par }\pard\plain \fi-720\li720\widctlpar\adjustright \f7\cgrid {2. \tab Following campus review and approval by the chancellor, 
\par \tab recommendations and supporting documentation will be 
\par \tab submitted to the President's Office. The following materials 
\par \tab will accompany each recommendation:
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\cf1 \tab A.}{\tab Evidence concerning the distinguished accomplishments 
\par \tab \tab of the }{\cf1 individual\rquote s tripartite or bipartite responsibilities}{, 
\par \tab \tab including letters from faculty peers both within and 
\par \tab \tab outside the institution who are qualified to judge the 
\par \tab \tab accomplishments of the individual;
\par 
\par }\pard\plain \s15\widctlpar\adjustright \f7\cgrid {\cf1 \tab B.}{\tab Evidence concerning the national and, where appropriate, 
\par \tab \tab international recognition of the candidate including national 
\par \tab \tab and international honors and awards, and significant 
\par \tab \tab original contributions to his/her discipline; and
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s15\widctlpar\adjustright \f7\cgrid {\cf1 \tab C.}{\tab Evidence concerning the public service achievements of the 
\par \tab \tab candidate as appropriate to the discipline at interest.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s23\fi-720\li720\widctlpar\adjustright \b\cf6\cgrid {\b0\f7\cf1 3.\tab A systemwide committee of the Alliance shall review all the 
\par \tab proposals and shall forward their recommendations on to the 
\par \tab President.
\par }\pard\plain \s22\widctlpar\adjustright \cgrid {\f7 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {4.\tab Recommendations approved }{\cf1 by}{\b\cf1  }{\cf1 both the Alliance and}{\b\cf6  }{the 
\par \tab President will be transmitted to the Board of Regents for action, 
\par \tab accompanied by appropriate documentation.  If the President 
\par \tab does not approve a campus recommendation, he will transmit his 
\par \tab reasons to the }{\cf1 Alliance and the}{\cf6  }{campus chancellor.  }{\fs20\cf6 
\par 
\par }{\cf1 5.\tab This is a single type of appointment and the number should be 
\par \tab capped by the MAU and the president.  Since this is selective, the 
\par }{\tab number should not exceed five percent of the faculty.
\par 
\par }\pard\plain \s20\qj\widctlpar\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 6.\tab This award includes, at a minimum, a plaque and special 
\par \tab \hich\af7\dbch\af4\loch\f7 cords t\hich\af7\dbch\af4\loch\f7 o be worn with their graduation regalia, as well 
\par \tab \hich\af7\dbch\af4\loch\f7 as all the rights,\hich\af7\dbch\af4\loch\f7  honors and privileges thereto.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f20 
\par 
\par }{\page }{\f20 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate passed the following at its Meeting #112 on December 9, 2002:
\par 
\par 
\par }{RESOLUTION PASSED:  (11 yes, 7 nays) 
\par ===============
\par 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {WHERAS, In order to support the ÃÛÌÒÓ°Ïñ strategic plan, the ÃÛÌÒÓ°Ïñ academic development plan, and ÃÛÌÒÓ°Ïñ\rquote s aspirations as the nation\rquote 
s northernmost Land, Sea, and Space Grant institution, the university needs a strong graduate school headed by a full-time dean, and 
\par 
\par WHEREAS, the Faculty Senate believes that it would be a serious mistake to replace the existing Dean of the Graduate School position with a new Vice Provost for Graduate and Instructional Affairs and Dean of the Graduate School position, and
\par 
\par WHEREAS, A full-time Dean of the Graduate School with responsibilities dedicated to graduate education and research, who is the product of an aggressive external search, will best serve graduate education and research at ÃÛÌÒÓ°Ïñ, now 
\par }\pard \qj\widctlpar\adjustright {
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {THEREFORE BE IT RESOLVED, That the Faculty Senate proposes the following:
\par }\pard \qj\widctlpar\adjustright {
\par }\pard \qj\fi-720\li1440\widctlpar\adjustright {1.\tab The proposed plan to eliminate the existing full-time Dean of the Graduate School position should be abandoned. 
\par 2.\tab The proposed plan to create a new Vice Provost for Graduate and Instructional Affairs and Dean of the Graduate School position should be abandoned.
\par 3.\tab The University should implement an immediate external search for a full-time Dean of the Graduate School in order to fill the existing position.
\par }\pard \widctlpar\adjustright {
\par }{\f20 
\par }}