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\listoverridecount0\ls1}{\listoverride\listid4\listoverridecount0\ls2}{\listoverride\listid399787924\listoverridecount0\ls3}{\listoverride\listid1\listoverridecount0\ls4}}{\info{\title FOR MORE INFORMATION, CONTACT:}{\author Governance Office}
{\operator Governance}{\creatim\yr2001\mo12\dy4\hr14\min51}{\revtim\yr2001\mo12\dy4\hr14\min51}{\printim\yr2001\mo12\dy4\hr11\min9}{\version2}{\edmins0}{\nofpages46}{\nofwords10356}{\nofchars59032}{\*\company Governance}{\nofcharsws72495}{\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
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{\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {FOR MORE INFORMATION, CONTACT:
\par \tab Sheri Layral
\par \tab 312 Signers' Hall
\par \tab 474-7964   FYSENAT
\par 
\par For Audioconferencing:  Bridge #:  1-877-751-8040
\par \tab \tab \tab \tab (Passcode:  512265)
\par \tab \tab \tab \tab Fairbanks:  474-8050
\par \tab \tab \tab \tab (Chair's Passcode:  802028)
\par 
\par }\pard \qc\widctlpar\adjustright {\b\ul A G E N D A
\par }{ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #105}{\b\ul 
\par }{Monday, December 10, 2001
\par 1:30 p.m. - 4:00 p.m.
\par Board of Regents' Conference Room
\par 109 Butrovich Building
\par }\pard \widctlpar\adjustright {\b\ul 
\par }{1:30\tab I\tab Call to Order \endash  Norm Swazo      \tab \tab \tab   5 Min.
\par \tab \tab A.\tab Roll Call
\par \tab \tab B.\tab Approval of Minutes to Meeting #104
\par \tab \tab C.\tab Adoption of Agenda
\par 
\par 1:35\tab II\tab Status of Chancellor's Office Actions \tab \tab   5 Min.
\par \tab \tab A.\tab Motions Approved:  
\par \tab \tab \tab 1.\tab Motion to approve the ÃÛÌÒÓ°Ïñ Academic 
\par \tab \tab \tab \tab Development Plan.
\par \tab \tab \tab 2.\tab Motion to eliminate the credit hour 
\par \tab \tab \tab \tab restriction of correspondence study 
\par \tab \tab \tab \tab work for certificates, associate and 
\par \tab \tab \tab \tab AAS degrees, and bachelor's degrees.
\par \tab \tab \tab 3.\tab Motion to amend the policy on Course 
\par \tab \tab \tab \tab Restrictions for graduate degrees.
\par \tab \tab \tab 4.\tab Motion to suspend the procedure for 
\par \tab \tab \tab \tab votes of censure.
\par \tab \tab B.\tab Motions Pending:  none
\par 
\par 1:40\tab III\tab A.\tab Remarks by Chancellor M. Lind   \tab \tab 10 Min.
\par \tab \tab B.\tab Remarks by Provost P. Reichardt\tab \tab   5 Min.
\par \tab \tab C.\tab Carol Gold, Academic Liaison    \tab \tab   5 Min.
\par 
\par 2:00\tab IV\tab Governance Reports
\par \tab A.\tab ASÃÛÌÒÓ°Ïñ -D. Miller / GSO - \tab \tab     \tab \tab   5 Min.
\par \tab B.\tab Staff Council - S. McCrea \tab \tab \tab \tab   5 Min.
\par \tab C.\tab President's Report - N. Swazo     \tab \tab \tab   5 Min.
\par 
\par 
\par 2:15\tab V\tab Discussion Items   \tab \tab \tab \tab \tab 10 Min.
\par \tab A.\tab Early Tenure (Attachment 105/1)
\par 
\par 2:25\tab VI\tab Old Business\tab \tab \tab \tab \tab \tab 15 Min.
\par \tab A.\tab Motion to recommend that the UA Board of Regents' 
\par \tab \tab amend the UA non-discrimination statement, referred 
\par \tab \tab back to the Administrative Committee 
\par \tab \tab (Attachment 105/2 & Attachment 105/3)
\par 
\par 2:40\tab VII\tab Public Comments/Questions \tab \tab \tab \tab   5 Min.
\par 
\par 2:45\tab \tab ***BREAK***\tab \tab \tab \tab \tab \tab 10 Min
\par 
\par 2:55\tab VIII\tab New Business\tab \tab \tab \tab \tab \tab 45 Min. 
\par \tab A.\tab Motion to amend the procedure for votes of 
\par \tab \tab censure, submitted by Administrative Committee 
\par \tab \tab (Attachment 105/4)
\par \tab B.\tab Motion to approve the Certificate in Medical 
\par \tab \tab Billing and Coding, submitted by Curricular Affairs 
\par \tab \tab (Attachment 105/5)
\par \tab C.\tab Motion to approve the deletion of the B.Ed., 
\par \tab \tab submitted by Curricular Affairs (Attachment 105/6)
\par \tab D. \tab Motion to amend the AAS degree requirements, 
\par \tab \tab submitted by Curricular Affairs (Attachment 105/7)
\par \tab E. \tab Motion to amend the AA degree requirements, 
\par \tab \tab submitted by Curricular Affairs (Attachment 105/8)
\par \tab F.\tab Motion to amend the Natural Science requirement 
\par \tab \tab of the Baccalaureate Core Curriculum, submitted 
\par \tab \tab by Core Review Committee (Attachment 105/9)
\par \tab G.\tab Motion to approve the deletion of the MAT, 
\par \tab \tab Elementary, submitted by Graduate Academic & 
\par \tab \tab Advisory Committee (Attachment 105/10)
\par \tab H.\tab Motion to approve the Master's in Software 
\par \tab \tab Engineering, submitted by Graduate Academic & 
\par \tab \tab Advisory Committee (Attachment 105/11)
\par 
\par 3:40\tab IX\tab Committee Reports \tab \tab \tab \tab \tab 15 Min.
\par \tab A.\tab Curricular Affairs - R. Illingworth (Handout)
\par \tab B.\tab Faculty Affairs - P. McRoy (Attachment 105/12)
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  H. Eicken
\par \tab \tab \tab (Attachment 105/13)
\par \tab D.\tab Core Review - J. Brown (Attachment 105/14)
\par \tab E.\tab Curriculum Review - P. Pinney (Attachment 105/15)
\par \tab F.\tab Developmental Studies - J. Weber (Handout)
\par \tab G.\tab Faculty Appeals & Oversight - J. Moessner 
\par \tab \tab \tab (Attachment 105/16)
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  
\par }\pard \fi720\li1440\widctlpar\adjustright {D. McLean-Nelson (Attachment 105/17)
\par }\pard \widctlpar\adjustright {
\par 
\par 3:55\tab X\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 4:00\tab XI\tab Adjournment
\par 
\par 
\par \page ATTACHMENT 105/1
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{
\par 
\par From:  Hild Peters <fnhmp@uaf.edu>
\par To:  Debi McLean-Nelson <rfdlm@uaf.edu>
\par Subject:  Early Tenure,
\par Date:  Wed, Nov 7, 2001, 12:23 AM
\par 
\par 
\par }\pard \ri540\widctlpar\adjustright {Thank you for your request.  Please find the information that I have on early tenure beginning with AY 1996-97.  Prior to 1999 candidates were not listed as specifically standing for early tenure, although 
candidates standing in their mandatory year were marked as such.
\par }\pard \widctlpar\adjustright {
\par AY1996-97
\par 14 candidates for promotion and tenure, 14 awarded
\par 3 candidates for promotion and mandatory tenure, 2 awarded, 1 denied
\par 
\par AY1997-98
\par 10 candidates for promotion and tenure, 10 awarded
\par 10 candidates for promotion and tenure, 10 awarded
\par 7 candidates for promotion and mandatory tenure, 7 awarded
\par 
\par AY1998-99
\par 7 candidates for promotion and tenure, 7 awarded
\par 3 candidates for promotion and mandatory tenure, 3 awarded
\par 
\par AY1999-00
\par 5 candidates for promotion and early tenure, 5 awarded
\par 5 candidates for promotion and mandatory tenure, 4 awarded, 1 denied
\par 
\par AY2000-01
\par 15 candidates for promotion and early tenure, 13 awarded, 2 files withdrawn
\par 1 candidate for early tenure, awarded
\par 1 candidate for mandatory tenure, awarded
\par 7 candidates for promotion and mandatory tenure, 7 awarded
\par 
\par Hild Peters
\par Assistant to the Provost
\par 907-474-5178
\par 
\par 
\par \page ATTACHMENT 105/2
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{
\par 
\par November 26, 2001
\par 
\par Godwin Chukwu
\par President ÃÛÌÒÓ°Ïñ Faculty Senate
\par 
\par Re:  Analysis of University of ÃÛÌÒÓ°Ïñ Sexual Orientation Policies
\par 
\par }\pard \ri360\widctlpar\adjustright {Godwin,
\par 
\par I am writing in response to our discussion of November 19, 2001.
\par 
\par First, I am not aware of any ÃÛÌÒÓ°Ïñ State or Federal laws that directly prohibit discrimination on the basis of sexual orientation.  There are a number of laws that prohibit various actions which might be motivated by di
scrimination, such as assault and battery, but which are based on the result, not the discrimination.
\par 
\par Second, I think it would be misleading to modify the existing policy by simply inserting \ldblquote sexual orientation\rdblquote  among the other classifications of illegal 
discrimination.  To do so would imply directly that discrimination on the basis of sexual orientation is prohibited by state and federal law, which it does not appear to be.
\par \line Third, in my opinion, the Board of Regents\rquote  bylaws and policies already go beyond
 state and federal law and prohibit discrimination on the basis of sexual orientation.  This is the case although sexual orientation is not specifically mentioned.  The issue of sexual orientation being added to BOR policies was raised in 1993.  At that t
ime after much debate, it was decided that a prohibition directed to \ldblquote sexual orientation\rdblquote 
 would not be added to the bylaw, but that a general statement that would protect against discrimination on the basis of sexual orientation would.  
\par 
\par The issue of addin
g sexual orientation was again addressed in 1996.  My opinion at the time, and one that was accepted by the Board, was that the language added in 1993 did, in fact, prohibit discrimination on the basis of sexual orientation.  Consequently, the existing la
nguage was retained.
\par 
\par There are a number of references in policy and regulation that I interpret to prohibit discrimination on the basis of any number of criteria, including sexual orientation.  Here are some:
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \fi-360\li720\ri360\widctlpar\jclisttab\tx720\ls3\adjustright {Bylaws article VII:  
\par }\pard \ri360\widctlpar\adjustright {
\par }\pard\plain \s4\qj\fi-720\li1440\ri360\keepn\widctlpar\tqr\tx720\tx1800\outlinelevel3\adjustright \f20\ul\cgrid {\f7 \ldblquote Article VII.\tab Nondiscrimination
\par }\pard\plain \qj\fi-720\li1440\ri360\widctlpar\tqr\tx720\tx1440\adjustright \f7\cgrid {
\par }\pard\plain \s28\qj\li720\ri360\widctlpar\tqr\tx1440\adjustright \f22\cgrid {\f7 \tab 
It is the policy of the Board that in accordance with federal and state law, illegal discrimination against any individual because of race, color, religion, national origin, age, sex, Vietnam era or disabled veteran status, physical or mental di
sability, changes in marital status, pregnancy or parenthood is prohibited.  }{\f7\ul Decisions affecting individuals shall be based on the individual's qualifications, abilities and performance, as appropriate.\rdblquote 
\par }{\f7 
\par }\pard \s28\qj\ri360\widctlpar\tqr\tx1440\adjustright {\f7 The final sentence was added in 1993.  It was clear
 at the time that by inserting the last sentence, an employment decision that was based on something other than qualifications, abilities and performance would be contrary to the bylaw.  Sexual orientation as a basis for decisions affecting individuals wa
s understood to be something other than qualifications, abilities and performance.  Other provisions of Policy include this same sentiment. 
\par }\pard\plain \ri360\widctlpar\adjustright \f7\cgrid {
\par I do not recall any cases of discrimination on the basis of sexual orientation since I came here in April 1996.  I 
was not told of any prior to my arrival, other than the health benefits issue.  I am sure that there have been none in which the bylaw was found to be inadequate since my arrival.  Thus, I believe that the university has adequate policies in place to proh
ibit discrimination on the basis of sexual orientation.
\par 
\par 
\par 2.  Regents' Policy 04.02.010:
\par 
\par "B.\tab Equal Employment Opportunity Program
\par 
\par }\pard \li720\ri360\widctlpar\adjustright {The program of equal employment opportunity consists of two parts: nondiscrimination and a program of affirmative action.  
\par ...
\par }\pard \li1440\ri360\widctlpar\adjustright {1.\tab Nondiscrimination
\par }\pard \li720\ri360\widctlpar\adjustright {
\par ...
\par }\pard \li2160\ri360\widctlpar\adjustright {b.\tab Consideration of Individual Merit
\par 
\par University of }{\ul ÃÛÌÒÓ°Ïñ hiring decisions will be based on the individual's qualifications, demonstrated abilities and performance, as appropriate.\rdblquote 
\par }\pard \ri360\widctlpar\adjustright {
\par 
\par 3.  Regents' Policy 04.02.020:
\par 
\par }\pard \li720\ri360\widctlpar\adjustright {"Discrimination and Sexual Harassment\tab R04.02.020
\par }\pard \ri360\widctlpar\adjustright {
\par }\pard \li720\ri360\widctlpar\adjustright {A.\tab Discrimination
\par 
\par }\pard \li1440\ri360\widctlpar\adjustright {1.\tab Prohibition Against Discrimination
\par }\pard \li720\ri360\widctlpar\adjustright {
\par }\pard\plain \s29\li2160\ri360\widctlpar\adjustright \cgrid {\f7 a.\tab }{\f7\ul Discrimination is a form of misconduct which undermines the integrity of the working and learning environment and will not be tolerated on or at University
 of ÃÛÌÒÓ°Ïñ premises or functions.
\par }\pard\plain \li720\ri360\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s29\li2160\ri360\widctlpar\adjustright \cgrid {\f7 b.\tab 
Subject to the constraints of Regents' Policy, the broadest range of legally permissible speech and expression will be tolerated in the learning environment, student and scholarly publications, and at public forums ope
n to public debate and the exchange of ideas.
\par }\pard\plain \li720\ri360\widctlpar\adjustright \f7\cgrid {
\par }\pard \li1440\ri360\widctlpar\adjustright {2.\tab Definitions
\par 
\par }\pard \li2160\ri360\widctlpar\adjustright {a.\tab }{\ul "Discrimination" refers to being adversely treated or affected, either intentionally or unintentionally}{, in a manner that unlawfully differentiates or makes distinctions on the basis of an i
ndividual's legally protected status or }{\ul on some basis other than an individual's qualifications, abilities, and performance, as appropriate.  "
\par }\pard \ri360\widctlpar\adjustright {
\par 
\par 4.  Regents Policy 04.01.020:
\par 
\par }\pard \li720\ri360\widctlpar\adjustright {"Nondiscrimination Statement\tab P04.01.020
\par }\pard \ri360\widctlpar\adjustright {
\par }\pard\plain \s30\li720\ri360\widctlpar\adjustright \cgrid {\f7 In accordance with federal and state l
aw, illegal discrimination in employment against any individual because of race, color, religion, national origin, age, sex, veteran status, physical or mental disability, marital status or changes in marital status, pregnancy or parenthood is prohibited.
  Decisions affecting an individual's employment will be based on the individual's qualifications, abilities and performance, as appropriate."
\par }\pard\plain \ri360\widctlpar\adjustright \f7\cgrid {
\par 
\par 5.  Regents' Policy 10.08.010:  
\par 
\par }\pard \li720\ri360\widctlpar\adjustright {"Equal Educational Opportunity\tab P10.08.01
\par 
\par The University of ÃÛÌÒÓ°Ïñ is committe
d to establishing equal educational opportunity, to opposing and prohibiting illegal discrimination in the provision of educational opportunities, and to eliminating illegal discriminatory educational practices.  All academic decisions, including those af
f
ecting educational programs and activities available to a student, will be based on the student's qualifications, abilities, and performance, as appropriate. All academic decisions will conform with requirements of state and federal laws and regulations p
ertaining to non-discrimination and equal educational opportunity."
\par }\pard \ri360\widctlpar\adjustright {
\par The authority in charge of accreditation for a particular program at UAA questioned whether the university had a statement of nondiscrimination based on sexual orientation.  The office of 
diversity and compliance reiterated that our bylaw and policies accomplish that intent, without expressly mentioning sexual orientation.  We have not heard that the accreditation authority found this unacceptable.}{\cs32\super \chftn {\footnote 
\pard\plain \s31\widctlpar\adjustright \fs20\cgrid {\cs32\super \chftn }{
 As we discussed, I do not offer an opinion on whether this is a matter that the collective bargaining relationships with various faculty groups would prohibit the university from unilaterally imposing through faculty governance.  If it appears that some 
action will be proposed, that issue can be considered by labor relations.}}}{
\par 
\par In the health benefits arena, the plans 
applicable to university represented and nonrepresented employees provide coverage for financially interdependent partners.  Financially interdependent partners are also considered family members for sick leave purposes.  R04.06.130.  A recent Superior Co
urt opinion has apparently held that the state and the City of Anchorage are not obligated to provide health benefits to gay and lesbian couples.  The reference to the article is:
\par 
\par }\pard \li720\ri360\widctlpar\adjustright {\field\flddirty{\*\fldinst { HYPERLINK "http://www.adn.com/alaska/story/736105p-784032c.html" }{{\*\datafield 
00d0c9ea79f9bace118c8200aa004ba90b02000000170000003500000068007400740070003a002f002f007700770077002e00610064006e002e0063006f006d002f0061006c00610073006b0061002f00730074006f00720079002f0037003300360031003000350070002d0037003800340030003300320063002e006800
74006d006c000000e0c9ea79f9bace118c8200aa004ba90b6a00000068007400740070003a002f002f007700770077002e00610064006e002e0063006f006d002f0061006c00610073006b0061002f00730074006f00720079002f0037003300360031003000350070002d0037003800340030003300320063002e00680074
006d006c000000}}}{\fldrslt {\cs33\ul\cf2 http://www.adn.com/alaska/story/736105p-784032c.html}}}{
\par }\pard \ri360\widctlpar\adjustright {
\par As far as I know, no statute or decisional law would prevent the Board of Regents from adopting the same position as the state and City of Anchorage and deny health care benefits to financially interdependent
 partners.  A change in existing Policies or Bylaws would not create a different result.}{\cs32\super \chftn {\footnote \pard\plain \s31\widctlpar\adjustright \fs20\cgrid {\cs32\super \chftn }{
 The Regents are free to change their own policies at any time.  The only difference with Bylaws is that they require a formal 14 day notice before amendment; but no more than a majority is required for a Bylaw change.}}}{
  At present, however, I am aware of no inclination to follow that course, although the issue has not come up.  
\par 
\par Conclusion:
\par 
\par From the standpoint of current statutory
 and decisional law, it would be misleading to add sexual orientation to the list of illegal discriminations under state and federal law.  From a policy standpoint, the university goes beyond state law to prohibit discrimination against anyone on the basi
s of sexual orientation.  There is no need to mention it specifically in an additional provision prohibiting discrimination.   Changing the bylaw or policy would not bind the Board of Regents in any event.  
\par 
\par From a practical standpoint, there have been no 
allegations of university discrimination on the basis of sexual orientation that came to my attention since April of 1996 when I came on board.  Certainly there have been none that the existing policy has not been sufficient to address.  The absence of pr
oblems mitigates any need for change.
\par 
\par The recent superior court case does not affect the validity of the University\rquote s current policies.  But in light of that case, an effort to change the policy to add sexual orientation could cause a re-argument of the fi
nancially interdependent partner program at the University, which I would not see as helpful.
\par 
\par Sincerely,
\par 
\par 
\par James A. (Jamo) Parrish
\par UA General Counsel
\par 
\par }{\caps 
\par }{\page ATTACHMENT 105/3
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE}{\caps 
\par }{
\par 
\par MOTION: 
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate recommends that the University of ÃÛÌÒÓ°Ïñ Board of Regents' amend the UA Nondiscrimination Statement (P04.01.020) as follows:
\par 
\par 
\par CAPS  = \tab Additions to the statement 
\par 
\par 
\par }\pard\plain \s28\qj\li720\ri360\widctlpar\tqr\tx1440\adjustright \f22\cgrid {\f7 In accordance with federal and state laws, illegal di
scrimination in employment against any individual because of race, color, religion, national origin, age, sex, veteran status, physical or mental disability, marital status or changes in marital status, pregnancy or parenthood, or SEXUAL ORIENTATION is pr
ohibited.  Decisions affecting an individual\rquote s employment will be based on the individual\rquote s qualifications, abilities and performance, as appropriate.
\par }\pard \s28\qj\ri360\widctlpar\tqr\tx1440\adjustright {\f7 
\par 
\par }\pard \s28\qj\fi720\ri360\widctlpar\tqr\tx1440\adjustright {\f7 EFFECTIVE:  \tab The ÃÛÌÒÓ°Ïñ Faculty Senate requests that first 
\par }\pard \s28\qj\fi720\li720\ri360\widctlpar\tqr\tx1440\adjustright {\f7 discussion of the amendment be placed on the Human 
\par Resources Committee agenda at the March BOR meeting.
\par }\pard \s28\qj\ri360\widctlpar\tqr\tx1440\adjustright {\f7 
\par }\pard \s28\qj\fi720\ri360\widctlpar\tqr\tx1440\adjustright {\f7 RATIONALE:  \tab Under the current policy, students, staff and 
\par }\pard \s28\qj\fi720\li720\ri360\widctlpar\tqr\tx1440\adjustright {\f7 faculty could be discriminated against because of their 
\par sexual orientation.  As an institution of higher learning, 
\par the University of ÃÛÌÒÓ°Ïñ should be setting an example to 
\par the rest of the state in terms of recognizing and 
\par respecting all of the diverse peoples of ÃÛÌÒÓ°Ïñ.  By adding 
\par sexual orientation to the policy, the university is further 
\par sending a message to all students, staff, and faculty that 
\par this is a place where they are welcome, accepted, and 
\par protected against discrimination. 
\par }\pard\plain \ri360\widctlpar\adjustright \f7\cgrid {
\par 
\par }\pard \widctlpar\adjustright {\page ATTACHMENT 105/4
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par 
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the interim procedures for votes of censure or votes of no confidence of administrators as approved by the Senate at its meeting #104 on October 29, 2001.  
\par 
\par 
\par CAPS  =   Additions
\par 
\par 
\par }\pard \li720\widctlpar\adjustright {In the interim, the Senate requires that faculty calling into question their confidence in an administrator of a college, school, or campus request by memorandum to the ÃÛÌÒÓ°Ïñ Provost
 and the ÃÛÌÒÓ°Ïñ Faculty Senate President an immediate evaluation of the administrator according to the process defined in the current policy \ldblquote Guidelines for the Evaluation Process for Administrators\rdblquote 
 (as passed at Senate Meeting #97, 30 October 2000).  This request must be warranted by a simple majority vote (absentee vote included) of all academic and/or special rank faculty WITH TITLE PRECEEDED BY 'RESEARCH' OR 'TERM' 
of that unit.  This vote must be taken in a manner that accords with Board of Regents regulation on Open Meetings (R02.06.01 ff.).}{\cf6  }{ A fa
culty vote of censure or vote of no confidence taken contrary to this interim procedure will be considered out of order by the Faculty Senate and without merit for official action.
\par }\pard \widctlpar\adjustright {
\par 
\par \tab EFFECTIVE:  \tab Immediately, to be in effect until the Senate 
\par \tab \tab approves a revised procedure for votes of censure/votes 
\par \tab \tab of no confidence of administrators.
\par }\pard\plain \s34\ri-90\widctlpar\adjustright \f7\cgrid {
\par \tab RATIONALE: \tab This clarifies which faculty are eligible to vote.  
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }{\caps 
\par }{\page ATTACHMENT 105/5
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par 
\par MOTION:
\par ======
\par 
\par }\pard \ri360\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a Certificate in Medical Billing and Coding which includes two new courses. 
\par }\pard \widctlpar\adjustright {
\par 
\par \tab EFFECTIVE:  \tab Fall 2002 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #43-44 and #45 
\par \tab \tab }{on }{file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par \tab (Submitted by Allied Health)
\par }\pard \fi-720\li720\widctlpar\adjustright {43.\tab NEW COURSE:  HLTH 208 - Human Diseases (3+0) 3 credits; 
\par \tab offered Fall and As Demand Warrants; effective Fall 2002.  
\par 44.\tab NEW COURSE:  HLTH 236 - Insurance Reimbursement for the 
\par \tab Medical Office (3+0) 3 credits; offered Fall and Spring; may 
\par \tab be repeated; effective Fall 2002.  
\par 45.\tab NEW DEGREE PROGRAM:  Certificate, Medical Billing and Coding - 
\par \tab Requires 31 credits (10 courses); effective Fall 2002 or upon 
\par \tab BOR approval.  
\par }\pard \widctlpar\adjustright {
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par Certificate, Medical Billing and Coding
\par 
\par }\pard \ri540\widctlpar\adjustright {
\par The field of medical administration has expanded in recent years.  The Medical Billing and Coding Program is designed to inc
orporate theory and application.  This focused delivery will provide the student with the knowledge and job skills required for entry-level employment in the medical field.
\par 
\par There is a current and future need for trained medical billers and coders.  Health
 care delivery is changing.  Practitioners are being challenged to deliver quality patient care as well as contain the rising costs.  Managed care programs, patient's loss of insurance and reduction in benefits, cost containment measures, and community pr
essure have amplified the market for competent and cross-trained medical billers and coders.  
\par 
\par }\pard \ri360\widctlpar\adjustright {To summarize, there is a current need for educated medical billers and coders, which is projected to extend into the foreseeable future.  The proposed Medical Bi
lling and Coding Certificate program will prepare students for employment in the medical field.  Implementation of this program will position the College of Rural ÃÛÌÒÓ°Ïñ, Tanana Valley Campus to meet the present and increasing demand for vocational-techni
cal training and provide the medical community with medical billers and coders.  
\par }\pard \ri540\widctlpar\adjustright {
\par 
\par \page ATTACHMENT 105/6
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par }{\caps 
\par }{MOTION:
\par ======
\par 
\par }\pard\plain \s34\ri540\widctlpar\adjustright \f7\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the B.Ed. 
\par }\pard\plain \ri540\widctlpar\adjustright \f7\cgrid {
\par 
\par \tab EFFECTIVE:  \tab Spring 2003 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #78 on file in the 
\par \tab \tab \tab \tab Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par B.Ed. 
\par 
\par }\pard \ri540\widctlpar\tx360\adjustright {
\par The University of ÃÛÌÒÓ°Ïñ provided four-year undergra
duate B.Ed. degrees at UAA, ÃÛÌÒÓ°Ïñ and UAS until the Board of Regents suspended admission to these degrees in 1998.  Since they have been replaced by new degrees, we are requesting that the B.Ed. be deleted.  Students who were declared as B.Ed. majors prior 
to that time have had the option, and the support necessary, to complete their degree requirements by December of 2002. 
\par 
\par }\pard \ri450\widctlpar\tx360\adjustright {Between 1998 and 2001, the only route for students wishing to gain teacher certification within the UA system was to complete a 5th yea
r, post-baccalaureate teacher preparation program.  However, in 2000, each MAU was given permission to develop a new undergraduate degree program that would prepare students as elementary teachers.  In June of 2001, the UA Board of Regents approved new un
d
ergraduate degrees at each of the MAU's.  These degrees, all defined as a Bachelor of Arts in Elementary Education, serve as a replacement for the B.Ed. at each of the three campuses.  The new degrees were designed collaboratively by UAA, ÃÛÌÒÓ°Ïñ and UAS facu
lty and there is transferability for students throughout the University of ÃÛÌÒÓ°Ïñ system. 
\par }\pard \ri540\widctlpar\tx360\adjustright {
\par }\pard\plain \s34\ri540\widctlpar\adjustright \f7\cgrid {The new degree incorporates many of the courses and components of the previous degree, but its design includes new responsibilities for students and faculty, and it 
responds directly to new national and state standards including NCATE standards, the ÃÛÌÒÓ°Ïñ Teacher Standards, the ÃÛÌÒÓ°Ïñ Student Content Standards and the ÃÛÌÒÓ°Ïñ Standards for Culturally Responsive Schools.  It is also fully compatible with the ÃÛÌÒÓ°Ïñ Qu
ality Schools Initiative. 
\par }\pard\plain \ri540\widctlpar\tx360\adjustright \f7\cgrid {
\par Since there is a well-documented and critical need for teachers in ÃÛÌÒÓ°Ïñ, the addition of a new undergraduate degree to replace the B.Ed. is an important step to take in responding to this need. 
\par 
\par The new BA in Elementary Educat
ion provides the option for students in rural areas, as well as those on the Fairbanks Campus, to seek an undergraduate degree and teaching certificate in a much-needed profession.  The teacher shortage in rural areas, the high teacher turnover rate, and 
the predicted shortage in urban areas is a critical problem that the University system can, and should, respond to by providing this new degree option.
\par 
\par }\pard\plain \s35\ri450\widctlpar\tx360\adjustright \loch\af4\hich\af4\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 In addition to supporting the Mission of the University of ÃÛÌÒÓ°Ïñ, the replacement of the B.Ed. with the\hich\af7\dbch\af4\loch\f7 
 new BA in Elementary Education directly responds to, and supports, each of the six primary goals in the final draft of the University of ÃÛÌÒÓ°Ïñ Fairbanks Strategic Plan.  This is accomplished through the following:  (1) academic content requirements and 
\hich\af7\dbch\af4\loch\f7 t\hich\af7\dbch\af4\loch\f7 
he necessary collaboration across ÃÛÌÒÓ°Ïñ departments; (2) degree requirements for on-going fieldwork in schools and communities; and (3) the built-in professional development for cooperating teachers and administrators and the required formal partnerships wi
\hich\af7\dbch\af4\loch\f7 t\hich\af7\dbch\af4\loch\f7 h schools and districts in rural and urban areas. 
\par 
\par }\pard\plain \ri450\widctlpar\tx360\adjustright \f7\cgrid {ÃÛÌÒÓ°Ïñ's comprehensive educational reform effort--i.e., the ÃÛÌÒÓ°Ïñ Quality Schools Initiative--has generated an unprecedented public interest in ÃÛÌÒÓ°Ïñ\rquote 
s educational system.  At this critical juncture in 
determining educational policy in the state, the University has the opportunity to make a long and lasting contribution to the state and to its children.  The high level of collaboration among UAA, ÃÛÌÒÓ°Ïñ and UAS faculty in the development of three new under
g
raduate teacher education degrees, the interest and support provided by a significant number of arts and sciences faculty members, and the prospects for increased attention to, and support for, teacher preparation programs are reason to believe that the U
niversity does indeed have the will to respond to the great need to prepare teachers for our unique ÃÛÌÒÓ°Ïñ contexts. 
\par }\pard\plain \s29\ri450\widctlpar\adjustright \cgrid {\f7 
\par }\pard\plain \ri450\widctlpar\adjustright \f7\cgrid {\caps 
\par }\pard \widctlpar\adjustright {\page ATTACHMENT 105/7
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par 
\par }\pard \qj\widctlpar\adjustright {MOTION:
\par }\pard \qj\ri360\widctlpar\adjustright {======
\par 
\par }\pard \ri360\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the requirements for the Associate of Applied Science degree as follows:
\par }\pard \qj\ri360\widctlpar\adjustright {
\par 
\par [[  ]] = deletion
\par CAPS = addition
\par 
\par 
\par }{\b ASSOCIATE OF APPLIED SCIENCE
\par 
\par }\pard \ri360\widctlpar\adjustright {Associate of Applied Science degrees are awarded in specific occupational fields with emphasis on enteri
ng the job market.  This degree, usually seen as a terminal degree, can serve as the basis for additional education.  FOR SPECIFIC MAJOR REQUIREMENTS, REFER TO THE DEGREES AND PROGRAMS SECTION OF THIS CATALOG.
\par 
\par }{\i Note: students planning to go on to a baccala
ureate 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 courses with an "X" designator count towards the baccalaureate core
\par }\pard \qj\ri360\widctlpar\adjustright {
\par }{\b Requirements\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..}{\tab }{\b Credits}{
\par }\pard \ri360\widctlpar\adjustright {All credits for the A.A.S. degree must be at the 100-level or above and be distributed as follows:
\par }\pard \qj\ri360\widctlpar\adjustright {
\par }\pard \qj\widctlpar\adjustright {\b RELATED INSTRUCTION
\par 
\par Communication\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9}{\tab }{\b 9
\par (WRITTEN COMMUNICATION)\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9..}{\tab 6}{\b 
\par }\pard \qj\li360\widctlpar\adjustright {ENGL 111X \endash  Introduction to Academic Writing  \tab    \tab 3
\par AND
\par CIOS 260 -- BUSINESS COMMUNICATIONS        \tab \tab 3
\par Or
\par ENGL 211X \endash  Academic Writing about Literature  \tab \tab 3
\par or
\par ENGL 212 \endash  Business, Grant, and Report Writing   \tab \tab 3
\par or
\par }\pard\plain \s28\li360\widctlpar\tqr\tx1440\adjustright \f22\cgrid {\f7 ENGL 213X \endash  Academic Writing about the Social 
\par \tab \tab and Natural Sciences   \tab \tab \tab \tab 3
\par }\pard\plain \qj\widctlpar\adjustright \f7\cgrid {\b (ORAL COMMUNICATION)\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9\u8230\'c9\u8230\'c9....}{\tab 3
\par }\pard \qj\li360\widctlpar\adjustright {COMM 131X -- Fundamentals  of Oral Comm: Group Context\tab 3
\par Or
\par COMM 141X -- Fundamentals of Oral Comm: Public Context\tab 3
\par 
\par }\pard \qj\widctlpar\adjustright {[[Mathematics or natural science (3 credits)  \tab \tab \tab 3]]
\par [[A math or natural science course at the 100 level or above\tab 3]]
\par 
\par }{\b COMPUTATION\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9.}{\tab }{\b 3
\par }\pard \ri540\widctlpar\adjustright {ANY COURSE AT THE 100 LEVEL OR ABOVE IN MATHEMATICAL SCIENCES (MATH, COMPUTER SCIENCE, STATISTICS)\tab \tab 3
\par }\pard \qj\widctlpar\adjustright {  OR TTCH 131 -- MAINTENANCE MATHEMATICS   \tab \tab 3
\par   OR CIOS 116 -- BUSINESS MATH USING CALCULATORS\tab 3
\par   OR ABUS 155 -- BUSINESS MATH     \tab \tab \tab \tab 3
\par   OR HLTH 116 -- MATHEMATICS IN HEALTH CARE\tab \tab 3
\par OR
\par }\pard \qj\ri540\widctlpar\adjustright {OTHER PROGRAM APPROVED DISCIPLINE-BASED COMPUTATION COURSE OR COURSES         \tab  \tab \tab \tab \tab \tab \tab 3
\par }\pard\plain \s29\widctlpar\adjustright \cgrid {\f7 [[Humanities, social science, math, natural sciences or Perspectives on the Human Condition   \tab \tab \tab \tab \tab \tab \tab 3]]
\par 
\par }\pard\plain \qj\widctlpar\adjustright \f7\cgrid {\b HUMAN RELATIONS\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9.}{\tab }{\b 3
\par }\pard \qj\li360\widctlpar\adjustright {ANTH 100X/SOC 100X \endash  INDIVIDUAL, SOCIETY AND CULTURE   3
\par OR
\par ABUS 154 \endash  HUMAN RELATIONS   \tab \tab \tab \tab 3
\par OR
\par HS 120 \endash  CULTURAL DIVERSITY IN HUMAN SERVICES \tab 3
\par OR
\par ECE 245 \endash  CHILD DEVELOPMENT   \tab \tab \tab \tab 3
\par OR
\par RHS 115 \endash  ISSUES OF PERSONAL DEVELOPMENT \tab \tab 2
\par AND RHS 110 \endash  CROSS-CULTURAL BRIDGING SKILLS  \tab 2
\par OR
\par }\pard \qj\li360\ri540\widctlpar\adjustright {ANL 287 \endash  TEACHING METHODS FOR ALASKA NATIVE 
\par LANGUAGES     \tab \tab \tab \tab \tab \tab \tab 3
\par }\pard \qj\widctlpar\adjustright {
\par }{\b Major specialty  \tab \tab \tab \tab \tab }{\tab }{\b at least 30
\par 
\par Electives to total      \tab \tab \tab }{\tab \tab \tab }{\b 60}{
\par }\pard \widctlpar\adjustright {
\par 
\par \tab EFFECTIVE:  \tab Fall 2002
\par 
\par }\pard \ri450\widctlpar\adjustright {\tab RATIONALE:  \tab This amendment brings the AAS degree into 
\par \tab \tab compliance with NWASC accreditation standards by 
\par \tab \tab adding a Human Relations component and by clarifying 
\par \tab \tab the Computation component requirements.  Additionally, 
\par \tab \tab it increases the computation requirement by eliminating 
\par \tab \tab the option to take a natural science course instead of 
\par \tab \tab computation courses.  It also improves the relevancy of 
\par \tab \tab the degree by requiring a written composition course 
\par \tab \tab which is application intensive.  It continues to exceed 
\par \tab \tab accreditation standards in the Communication area.
\par }\pard \widctlpar\adjustright {
\par 
\par \page ATTACHMENT 105/8
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par }{\caps 
\par }{MOTION:
\par ======
\par 
\par }\pard \ri540\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the requirements for the Associate of Arts degree as follows:
\par }\pard \widctlpar\adjustright {
\par [[  ]] = deletion   
\par CAPS = addition
\par 
\par 
\par }{\b Associate of Arts
\par }{
\par }\pard \ri450\widctlpar\adjustright {
The Associate of Arts degree represents the completion of broad-based college study.  This degree may serve as a starting point for a career or a stepping stone to a baccalaureate program.  A student may earn only one A.A. degree.  
\par }\pard \widctlpar\adjustright {
\par }{\b Requirements    \tab \tab \tab \tab \tab \tab \tab Credits
\par }{
\par }\pard \ri450\widctlpar\adjustright {All credits for the A.A. degree must be at the 100 level or above, and 20 credits must be at the 200 level or above, and be distributed as follows:
\par }\pard \widctlpar\adjustright {
\par 
\par }{\b Communications:  (9 credits)
\par }{
\par ENGL 111X --Introduction to Academic Writing     \tab \tab 3 
\par ENGL 211X --Academic Writing about Literature 
\par   or ENGL 212-- Business, Grant and Report Writing
\par   or ENGL 213X--Academic Writing about the Social 
\par \tab and Natural Sciences      \tab \tab \tab \tab \tab 3 
\par COMM 131X --Fundamentals of Oral Communication:  
\par \tab Group Context  
\par   or COMM 141X --Fundamental of Oral Communication:  
\par \tab Public Context      \tab \tab \tab \tab \tab \tab \tab  3 
\par 
\par }{\b Mathematics or Natural Science:  (10 Credits)
\par }{MATH 107X ---Function for Calculus** 
\par   or   MATH 131X -- Concepts and Contemporary 
\par \tab Applications of Mathematics    \tab \tab \tab \tab \tab 3 
\par \tab (OR Math 200X, 201X, 202X, 272X, or any math 
\par \tab course having one of these as a prerequisite)     
\par One natural science course, with lab, selected from 
\par \tab the baccalaureate core   \tab \tab \tab \tab \tab 4 
\par Mathematics (MATH, COMPUTER SCIENCE, STATISTICS 
\par \tab AT THE 100 LEVEL OR ABOVE) or natural science}{\b    }{\tab 3 
\par 
\par }{\b Humanities and Social Science: (18 Credits)
\par }{ANTH 100X/SOC 100X --Individual, Society and Culture \tab 3 
\par ECON 100X/PS 100X --Political Economy    \tab \tab \tab 3 
\par HIST 100X --Modern World History    \tab \tab \tab \tab 3 
\par ART/MUS/THR 200X -- Aesthetic Appreciation: 
\par \tab Interrelationship of Art, Drama and Music 
\par   or HUM 201X --Unity in the Arts      \tab \tab \tab \tab 3 
\par ENGL/FL 200X --World Literature      \tab \tab \tab \tab 3 
\par Humanities or social science elective    \tab \tab \tab \tab 3 
\par \tab Two semester-length courses in a single ÃÛÌÒÓ°Ïñ 
\par \tab Native Language or other non-English language or 
\par \tab three semester-length courses (9 credits) in American 
\par \tab Sign Language taken at the university level may 
\par \tab substitute for two of the courses above.  
\par 
\par }{\b Library and Information Skills:  (0-1 credit)
\par }{Successful completion of library skills competency test,
\par  or LS 100X, or LS 101X     \tab \tab \tab \tab \tab \tab 0-1 
\par }{\i 
\par Successful completion of the library skills competency 
\par test satisfies this requirement of the core curriculum, 
\par but does not carry degree credit.  
\par (It is strongly recommended that this requirement be 
\par completed before enrolling in the 200-level English course 
\par requirement or that it be completed concurrently with 
\par enrollment in the 200-level English core requirement.)
\par }{
\par }{\b General Electives:  (22-23 credits)
\par }{   Any combination of courses   (Students planning to go 
\par    on to the baccalaureate degree are advised to select 
\par    courses meeting remaining core requirements, and 
\par    courses designated within majors and minors.)  \tab \tab 22-23
\par 
\par }{\b Electives to Total\tab \tab \tab \tab \tab \tab \tab  60 
\par }{
\par *English 212 doesn't fulfill the second half of the written 
\par communication requirement for the baccalaureate degree.
\par 
\par }\pard \ri450\widctlpar\adjustright {**MATH 161 --Algebra for Business and Economics, is not an equivalent course for MATH 107X.  
\par }\pard \widctlpar\adjustright {
\par 
\par \tab EFFECTIVE:  \tab Fall 2002
\par 
\par \tab RATIONALE:  \tab To clarify the mathematical science elective 
\par \tab \tab requirements.
\par 
\par 
\par \page ATTACHMENT 105/9
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY CORE REVIEW COMMITTEE}{\caps 
\par }{
\par 
\par MOTION: 
\par ======
\par 
\par }\pard \ri540\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to accept the recommendation of the CORE Review Committee to restate t
he Natural Science requirement of the CORE Curriculum to allow a student to complete two 4-credit courses, with labs, from two different areas (departments) of the approved Natural Science CORE courses (e.g. Biology and Chemistry) - OR - a 2 course depth 
sequence.
\par }\pard \widctlpar\adjustright {
\par 
\par \tab EFFECTIVE:  \tab Spring 2002
\par }\pard \ri540\widctlpar\adjustright {
\par \tab RATIONALE:   \tab Students changing from majors that require 
\par \tab \tab specific Natural Science courses to majors that allow 
\par \tab \tab students to make their own CORE Natural Science choices 
\par \tab \tab are regularly caught up in completing a second half (most 
\par \tab \tab usually a depth emphasis) of a CORE sequence not needed 
\par \tab \tab for the new major. This restatement of the requirement 
\par \tab \tab would eliminate the most petitioned aspect of the CORE 
\par \tab \tab Curriculum, widen student options, and maintain the 
\par \tab \tab integrity of this important element of the CORE 
\par \tab \tab Curriculum.
\par }\pard \widctlpar\adjustright {
\par 
\par \tab \tab \tab \tab 
\par 
\par [[  ]]  = \tab Deletions
\par CAPS = \tab Additions
\par 
\par 
\par }{\b Baccalaureate Core
\par }{\b\fs28 
\par }{Courses used to meet core requirements may not be used to meet any other requirements for a degree.
\par 
\par }{\b Requirements\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\tab Credits
\par 
\par Communication (9 credits) \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\tab 9
\par }{ENGL 111X-Introduction to Academic Writing* \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9.\tab 3
\par ENGL 211X-Academic Writing about Literature 
\par OR ENGL 213X-Academic Writing about the Social and 
\par \tab Natural Sciences     \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9\u8230\'c9..\tab 3
\par COMM 131X-Fundamentals of Oral Communication: 
\par \tab Group Context OR COMM 141X-Fundamentals of 
\par \tab Oral Communication: Public Context  \u8230\'c9\u8230\'c9\u8230\'c9.\u8230\'c9\u8230\'c9...\tab 3
\par *ENGL 190H may be substituted.
\par 
\par }{\b Perspectives on the Human Condition (18 credits)..18
\par }{(Humanities and social sciences) \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\tab 18
\par Complete the following six courses:
\par ANTH 100X/SOC 100X-Individual, Society and Culture      \tab 3
\par ECON 100X or PS 100X-Political Economy   \tab \tab \tab 3
\par HIST 100X-Modern World History       \tab \tab \tab \tab 3
\par ART/MUS/THR 200X-Aesthetic Appreciation:
\par \tab Interrelationship of Art, Drama and Music OR 
\par HUM 201X-Unity in the Arts      \tab \tab \tab \tab \tab 3
\par ENGL/FL 200X-World Literatures       \tab \tab \tab \tab 3
\par COMM 300X-Communicating Ethics OR 
\par    JUST 300X-Ethics and Justice OR
\par    NRM 303X-Environmental Ethics and Actions OR 
\par    PS 300X-Values and Choices OR
\par    PHIL 322X-Ethics        \tab \tab \tab \tab \tab \tab 3
\par OR complete 12 credits from the above courses plus two 
\par semester-length courses in a single ÃÛÌÒÓ°Ïñ Native language 
\par or other non-English language or three semester-length 
\par courses (9 credits) in American Sign Language taken at 
\par the university level.
\par 
\par }{\b Mathematics (3 credits) \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9.\u8230\'c9\u8230\'c9\u8230\'c9.\tab 3
\par }{MATH 107X-Functions for Calculus OR  MATH 131X-Concepts 
\par    and Contemporary Applications of Mathematics    \tab \tab 3
\par    OR MATH 200X, 201X, 202X, 262X, 272X or any math 
\par    course having one of these as a prerequisite
\par * MATH 161 is not an equivalent course to MATH 107X.
\par 
\par }{\b Natural Sciences (8 credits)  \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9.\tab 8
\par }{[[Complete two 4-credit courses, with labs, from approved 
\par natural science core courses with depth or breadth emphasis. 
\par Both courses must be from the same emphasis area, that is, 
\par either breadth or depth.]]
\par 
\par COMPLETE TWO 4-CREDIT COURSES, WITH LABS\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\tab 8
\par 
\par EITHER FROM TWO DIFFERENT AREAS (DEPARTMENTS) 
\par \tab OF THE APPROVED NATURAL SCIENCE CORE COURSES 
\par \tab (E.G. BIOLOGY AND CHEMISTRY) - 
\par OR - A TWO COURSE DEPTH SEQUENCE (E.G., PHYS 103X and 
\par \tab PHYS 104X).
\par 
\par [[}{\b Breadth emphasis
\par }{The two courses must be in different natural sciences or 
\par   must be interdisciplinary in nature.
\par Select two courses from the following:]]
\par ATM 101X-Weather and Climate of ÃÛÌÒÓ°Ïñ  \tab \tab \tab 4
\par BIOL 100X-Human Biology (4)
\par   or BIOL 103X-Biology and Society (4)
\par   or BIOL 104X-Natural History (4)        
\par   OR BIOL 105X- FUNDAMENTALS OF BIOLOGY I
\par   OR BIOL 106X-FUNDAMENTALS OF BIOLOGY II \tab \tab \tab 4
\par CHEM 100X-Chemistry and the Modern World 
\par   OR CHEM 103X-BASIC GENERAL CHEMISTRY
\par   OR CHEM 104X-BEGINNINGS IN BIOCHEMISTRY      
\par   OR CHEM 105X-GENERAL CHEMISTRY   
\par   OR CHEM 106X-GENERAL CHEMISTRY   \tab \tab \tab \tab 4
\par GEOG 205X-Physical Geography    \tab \tab \tab \tab \tab 4
\par GEOS 100X-Introduction to Earth Science 
\par   OR GEOS 101X-THE DYNAMIC EARTH AND
\par   OR GEOS 112X-HISTORY OF EARTH AND LIFE        
\par   OR GEOS 120X-Glaciers, Earthquakes, Volcanoes 
\par   OR GEOS 125X-Humans, Earth and Environment   \tab \tab 4
\par MSL 111X-The Oceans     \tab \tab \tab \tab \tab \tab 4
\par PHYS 102X-Energy and Society 
\par   OR PHYS 103X-COLLEGE PHYSICS     
\par   OR PHYS 104X-COLLEGE PHYSICS     
\par   OR PHYS 115X-PHYSICAL SCIENCE I
\par   OR PHYS 116X-PHYSICAL SCIENCE II
\par   OR PHYS 175X-Astronomy 
\par   OR PHYS 211X-General Physics       
\par   OR PHYS 212X-General Physics       
\par   OR PHYS 213X- Elementary Modern Physics     \tab \tab \tab 4
\par 
\par 
\par }{\b Depth [[emphasis]] SEQUENCES
\par }{[[The two courses must be sequential courses or a two-semester 
\par survey in the basic natural sciences (biology, chemistry, earth 
\par science, physics). 
\par Select one sequence from the following:]]
\par BIOL 105X-106X-Fundamentals of Biology I and II \tab \tab 8
\par BIOL 211X-212X-Human Anatomy & Physiology I and II  \tab 8
\par CHEM 103X-104X-Basic General Chemistry- 
\par \tab Beginnings in Biochemistry       \tab \tab \tab \tab 8
\par CHEM 105X-106X-General Chemistry   \tab \tab  \tab \tab 8
\par GEOS 101X-The Dynamic Earth and
\par GEOS 112X-History of Earth and Life     \tab    \tab \tab \tab 8
\par PHYS 103X-104X-College Physics      \tab \tab \tab \tab 8
\par PHYS 211X-212X-General Physics       \tab \tab \tab \tab 8
\par PHYS 211X-213X-General Physics/Elementary Modern Physics      8
\par PHYS 212X-213X-General Physics/Elementary Modern Physics      8
\par 
\par }{\b Library and Information Research (0-1 credit)\u8230\'c9..\tab 0-1
\par }{Successful completion of library skills competency test or 
\par LS 100X or 101X prior to junior standing        \tab \tab \tab 0-1
\par 
\par }{\b Two writing intensive courses designated (W) and one 
\par oral communication intensive course designated (O) 
\par or two oral communication intensive courses designated 
\par (O/2), at the upper-division level 
\par (see degree and/or major requirements)  0 additional
\par 
\par Total Credits Required  \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9.\tab 38-39
\par 
\par }{
\par \page ATTACHMENT 105/10
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par }{\caps 
\par }{
\par MOTION:
\par ======
\par 
\par }\pard\plain \s34\widctlpar\adjustright \f7\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the MAT, Elementary.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par \tab EFFECTIVE:  \tab Fall 2002 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #21 on file in the 
\par \tab \tab \tab \tab Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par }\pard \ri540\widctlpar\adjustright {Executive Summary
\par MAT, Elementary 
\par 
\par In 1999, in conjunction with the development of a new post-baccalaureate teacher education programs for elementary and secondary teachers, the School of Edu
cation decided to test a pilot program that allowed post-baccalaureate teacher education students to earn an MAT degree in conjunction with the coursework and internship required for a teacher education license.  After two years, with ongoing review and r
e
flection of the advantages and disadvantages of the pilot MAT option (including the solicitation of a great deal of feedback from cooperating mentor teachers and administrators), the School of Education suspended admission to its MAT programs in spring 20
01.  
\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 27 credit
s from their licensure program to satisfy one-half of the 30 credits required for an 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 perso
nnel has been very positive.  In contrast to the MAT degree, the M.Ed. provides the option for students 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 also be used as a foundation for a Ph.D. because of its requirements for research and the completion of a research project or a thesis.  
\par 
\par 
\par }\pard \widctlpar\adjustright {\page ATTACHMENT 105/11
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par }{\caps 
\par }{
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a Master's of Software Engineering degree program.  
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2002 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #18 on file 
\par \tab \tab in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab In forwarding this request for approval, the }{Graduate}{
\par \tab \tab Academic & Advisory Committee }{notes the}{ 
\par \tab \tab importance of allocating a further }{(i.e., third) faculty}{
\par \tab \tab position with this new program to ensure its viability.  
\par 
\par 
\par \tab \tab \tab \tab 
\par 
\par Master's of Software Engineering
\par }\pard \ri540\widctlpar\adjustright {
\par The Masters in Software Engineering is meant to prepare students for careers as software practitioners
, i.e., those whose primary job is to develop or maintain software.  It this goal is well met, then the program will directly benefit software practitioners and their employers.  
\par 
\par The main reason for the existence of the field of software engineering is t
o seek and find solutions to various software practitioners' performance problems.  Thirty-two years of software engineering efforts have produced good results in software engineering technical areas such as tools, process, re-use, testing, et cetera and 
i
n management areas such as software project management.  Unfortunately the fruits of this labor are often not known to or used by software practitioners.  Thus the ÃÛÌÒÓ°Ïñ Software Engineering program goal is to help improve the performance of software practi
tioners through knowledge, understanding and use of software engineering principles and practices.  
\par 
\par This program has been a successful track in the computer science graduate program since its inception in 1993.  The software engineering track in the Compu
ter Science Master's program was originally intended as an independent program, but was developed as a track for budgetary reasons.  We are now proceeding with the separation of this track into a separate program according to our original plan.  The progr
am is not otherwise being changed from its already successful form.  Indeed, the graduates of this program have been successful in obtaining employment.  
\par 
\par }\pard \widctlpar\adjustright {
\par \page ATTACHMENT 105/12
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY FACULTY AFFAIRS}{
\par }{
\par 
\par FACULTY AFFAIRS MEETING REPORT 
\par 
\par DATE:\tab  Monday, 12 November 2001,  Begin: 1300 hrs, Runcorn Conference Room
\par 
\par Committee Members Present:  Mike Davis, Rural Development, Dillingham; Joan Leguard, Philosophy & Humanities; Peter McRoy (Chair), SFOS
\par 
\par Guests:  Bret Luick and Richard Seifert, CES; Richard Caufield. Chair, Master Plan Committee; Godwin Chukwu, VP Faculty Senate
\par 
\par }{\b Agenda
\par }{The usual order of business was waived to concentrate on 2 major issues, the representation of CES faculty on the Senate and the Master Plan review. 
\par }{\b 
\par CES faculty representation on the Faculty Senate (Luick/Seifert):
\par }{\tab Dr. Luick reported that the consolidation of the Cooperative Extension Service (CES now CES) into the College of Rural ÃÛÌÒÓ°Ïñ resulted in the loss of traditional direct Faculty Senate membership from CES.  
He sought assistance of Faculty Affairs Committee to find a way to reinstate its Senate representation.  Dr. Chukwu noted that when SME, SALARM and SOM were incorporated into CNRDM each unit retained its individual faculty representation on the Senate.  
This unit representation was handled internally by the CNRDM at the time of reorganization.  The CNRDM situation is a precedent for CES.  
Dr. Luick will seek resolution of the problem internally in CRA with consultation with Faculty Affairs and the Senate Administration Committee.  Faculty Affairs expressed appreciation to Drs. Luick and Seifert for their efforts in resolving this issue. 

\par 
\par }{\b Master Plan Review (Caufield):
\par }{\tab Dr. Caufield presented and overview of the latest draft Master Plan and cited the Goals and associated actions that were driving the process.  The 5 goals are: (1)
 To create an efficient and attractive campus environment to learning; (2) to improve community access to the ÃÛÌÒÓ°Ïñ campus; (3) to make vehicle circulation simple and direct; (4) to promote safe and efficient travel through the campus for pedestrian and oth
er non-motorized uses; and (5) to highlight natural assets of campus and its unique northern environment.  Dr. Caufield then gave a short history of how the current plan had developed with the engineering consultants.
\par }\pard \fi720\widctlpar\adjustright {Faculty Affairs members raised several issues with the latest draft of the Master Plan.  These issues include, but are not limited to, the following:  
a failure to consider the security risks imposed by darkness, a poor road plan that will only increase faculty, staff and student commuting betw
een buildings, the elimination of small, but needed, parking lots, proposed locations of new buildings on the West Ridge that will increase congestion and create new access problems, a failure to consider alternative campus access routes to alleviate cong
estion and traffic, proposed shuttle bus routes that would increase commute time between West Ridge and lower campus, and an unrealistic preoccupation with pedestrian access. 
\par Dr. Caufield presented some of the thought and justifications that created the existing plan but many considerations raised by the Committee were left unresolved.  The Committee will discuss these concerns and make recommendations at its December meeting.

\par }\pard \widctlpar\adjustright {\b 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\f4\cgrid {\f7 Needs Assessment for Faculty Development\emdash Consultant here in December
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\tab The committee received a note from Dr. Joy Morrison requesting assistance in arranging faculty development meetings with Dr. Dan Wheeler during the week of 3 December.  
No new ideas for meetings were forthcoming.
\par 
\par }{\b Continuing Old Business Items:
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls4\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls4\adjustright {Classified Research (McRoy/Smith)
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls4\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls4\adjustright {Regulation on Research Misconduct (McRoy)
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls4\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls4\adjustright {ÃÛÌÒÓ°Ïñ Budget process (McRoy/Smith)
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 4.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls4\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls4\adjustright {Revision of Emeritus Status Policy (McBeath)
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 5.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls4\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls4\adjustright {Spouse Appointment Policy (Davis)
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 6.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls4\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls4\adjustright {
Regulation 03.01.01; Faculty, Staff & Student Governance (all)
\par }\pard \li1440\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {Review of policy from Staff Alliance
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 7.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls4\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls4\adjustright {Early Tenure (Leguard)
\par }\pard \widctlpar\adjustright {
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\f4\cgrid {\f7 Next meeting : 3 December 01
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par \page ATTACHMENT 105/13
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par }{\caps 
\par }{
\par }\pard \ri540\nowidctlpar\adjustright {Graduate Academic & Advisory Committee (GAAC) Meeting Report
\par November 6, 2001, 10-11 am, Chancellor's Conference Room, Signers' Hall 330
\par }{\ul 
\par }{Present: Gayle Gregory, Dennis Stephens, Sandra Bond, Susan Henrichs, Ed Bueler, Eric Rexstad, Maribeth Murray, Hajo Eicken, Norm Swazo, Ann Tremarello
\par Guests: Mike Sfraga
\par 
\par }{\ul I.  Old Business
\par }{A.  Trial course requests:
\par NORS694 (rapporteur: Sandra Bond): Since this is part of the Major Program Change proposed for Northern Studies, it will be discussed in conjunction with the other request pertaining to this change.
\par 
\par B.  Revision of graduate scholastic and academic standing criteria: Response from Eric Muehling with regards to usage in catalogue is in line with
 earlier assessment by Ed Bueler and Eric Rexstad. The committee decided to go ahead with suggesting changes to simplify and rectify existing policy and wording. Hajo will contact Ron Illingworth to coordinate with Curricular Affairs Committee. Due to the
 current work load, item will be deferred.
\par 
\par C.  Mike Sfraga, Director of Program Development gave a brief overview of the status of on-line delivery of courses, integration and systemwide implementation. The discussion revealed several items pertaining to g
raduate academic policy that may have to be considered in this context (does implementation of online delivery constitute course change?  online courses currently not assessed as part of on-line program consolidation, evaluation of online course delivery 
success, potential representation of GAAC, etc.).  Discussion will continue.
\par 
\par }{\ul II.  New Business
\par }{Scheduling of program changes, new programs and other major items before committee was discussed; Hajo will invite Dept Chairs & Head of Academic Council to next set of GAAC meetings.
\par 
\par 
\par -----------------
\par 
\par }\pard\plain \s2\ri540\keepn\widctlpar\outlinelevel1\adjustright \b\f4\ul\cgrid {\b0\f7\ulnone Graduate Academic & Advisory Committee (GAAC) Meeting Report
\par November 20, 2001, 9.30-11.15 am, Chancellor's Conference Room, Signers' Hall 330
\par }\pard\plain \ri540\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s1\ri540\keepn\widctlpar\outlinelevel0\adjustright \b\f4\cgrid {\b0\f7 Present: Gayle Gregory, Joe Kan, Elke Richmond, Dennis Stephens, Chuen-Sen Lin, Sandra Bond, Ed Bueler, Eric Rexstad, George Minassian, Lillian Corti, Hajo Eicken
\par }\pard\plain \ri540\widctlpar\adjustright \f7\cgrid {Guests: Larry Duffy, David Newman, Brenton Watkins, Pete Knoke
\par 
\par }{\ul I.  Old Business
\par }{N/A
\par 
\par }{\ul II.  New Business
\par }{
\par }{\i 1.  Proposal for Major Program/Degree Requirement Change, Atmospheric Physics (AP)
\par }{   Brenton Watkins (Chair, Dept. Physics) summarized the rationale and background for a major program change request to implement a Degree Program in AP (not perceived as a new degree but resulting out of development of Atmospher
ic Sciences (AS) Program which was taken out of the Dept of Physics and is currently administered by CSEM, leaving historical core of atmospheric physics components of the program disenfranchised; adding a concentration in AP to the Physics Program was no
t
 deemed sufficient by the Dept. based on recruiting and curriculum considerations). David Newman (Head Academic Council CSEM) stressed the importance of offering variety to potential students, and added that personal initial concerns to move ahead with re
q
uest potentially interfering with development of AS Program have largely diminished as the latter program is gaining momentum. Larry Duffy (Chair, Atmospheric Sciences Program) reviewed development of AS Program, with majority of students in atmospheric p
hysics branch in the 90's, but increasing momentum for other aspects of AS. Joe Kan stressed role of GAAC in assessing and ensuring academic quality of programs, i.e. focussing on the academic content. 
\par    In discussing the requested program change, several
 GAAC members raised concerns that the current proposal entails more than a program change, given that AS Program remains intact and request would result in two programs (AS and AP), such that in its present form it would undercut BOR Policy as well as th
e
 spirit of assessment of program viability and quality through faculty review (cf. BOR requirements for New Program as compared to Major Program Change). Brenton Watkins stressed that the present proposal was based on advised route of action and was not i
ntended to undercut the process. However, concern for current and future students in a well-established program (AP portion of former comprehensive AS Program) led to request for new program rather than adding of concentration.
\par    In order to allow GAAC mem
bers more time to probe and evaluate the relevant issues, a decision on the request was deferred to the next GAAC meeting.  However, the Committee decided to stress and convey the following points to the Faculty Senate (and Administration involved in the 
development of an AS Program):
\par \tab (1) During the meeting, most if not all parties recognized that interdisciplinary programs (such as a broader AS Program) are both attractive and potentially optimal solutions to the current dilemma of dissolution or broadeni
ng of disciplinary boundaries on the one hand, and the legitimate concerns over academic program oversight, allocation of students and resources (with both scarce at times at ÃÛÌÒÓ°Ïñ) on the other. Yet, neither party at this stage recognized the joint adminis
t
ration of a degree program in AS with a concentration in AP and Atmospheric Chemistry under the purview of the different departments as a viable option. Considering that other proposals before the GAAC point to similar problems (and acknowledging that the
se problems could be further fuelled by the ever-increasing degree of distance-delivery of programs), it may be prudent for faculty and administration to consider in more detail both the problems and opportunities facing ÃÛÌÒÓ°Ïñ in this context.
\par \tab (2) The curren
t proposal was difficult to evaluate because of entanglement of administrative, academic and policy issues. For example, it was noted that the transfer of the AS Program out of the responsibility and purview of the Physics Dept. into CSEM may have constit
u
ted a major program change, subject to evaluation and response by the GAAC. This particular item will be addressed by the Committee at a later meeting. At the same time, research into current BOR Policy and preliminary consultation with GAAC could have cl
arified and streamlined the process for all involved.
\par \tab (3) Unanimous agreement was expressed over the importance of recruitment and retention of outstanding graduate students and the critical role played by individual programs in maintaining the current hig
h academic standard.  Considering current and future development of education, sciences and engineering it is ironic that possibly as a direct result of these genuine concerns ÃÛÌÒÓ°Ïñ might run the risk of losing rather than gaining lustre in the eyes of both
 current and future graduate students, in particular if the current issue is any indication of what is still to come in other disciplines. 
\par 
\par 
\par }{\i 2.  Proposal for a New Degree Program, Master's Degree in Software Engineering (MSE)
\par }{   Pete Knoke gave an overview
 of rationale and background for the New Degree Program Proposal (substantial need for graduates with background in program design and implementation; development of Computer Science (CS) and industry are likely to fuel such demand in the future; MSE woul
d
 be focussed program in contrast with broader CS program, earlier splitting of CS in technical/non-technical track unfortunate; original plan was to do away with concentration for SE parallel with introducing MSE program proposal, but due to hang-up propo
sal was delayed; 20 students over the past few years in the SE track). 
\par    In the discussion it was questioned by Joe Kan and committee members to what an extent this program qualifies for the title "Engineering".  This has been looked at by faculty in the 
Electrical Engineering Dept. who provided a memorandum, deeming the use of the term adequate (after additional research in industry) and overall in support of the program.  While the initiative and level of activity of the proponents of the new degree pro
g
ram are impressive, the GAAC questioned whether a degree program could rest solely on the shoulders of two faculty (Knoke and Nance).  Oblique references to potential additional support were not deemed enough, in particular in light of the current job mar
k
et situation and issues relating to faculty attraction/retention in the CS field.  The GAAC expressed that viability of the program would require more specific input and revisions along the following lines: expressed statement by CSEM Dean to provide a th
i
rd faculty position in support of the program, specific assessment of program enrollment and output (cf. BOR Policy Guidelines) as well as implementation.  Pete Knoke will provide a revised version of the proposal for the next GAAC meeting for reconsidera
tion.
\par 
\par 
\par }\pard \ri540\nowidctlpar\adjustright {------------------
\par 
\par Graduate Academic & Advisory Committee (GAAC) Meeting Report
\par November 27, 2001, 9.30-11.15 am, Chancellor's Conference Room, Signers' Hall 330
\par }{\ul 
\par }{Present: Gayle Gregory, Joe Kan, Elke Richmond, Dennis Stephens, Chuen-Sen Lin, Sandra Bond, Ed Bueler, Eric Rexstad, Lillian Corti, Colin Read, Maribeth Murray, Susan Henrichs, Madeline Schatz, Norm Swazo, Hajo Eicken
\par Guests: J. Kleinfeld, G. McBeath, G. Holt, B. Cooper, L. Duffy, C. Basham, L. Kaplan, A. Berge, S. Jacobson
\par 
\par }{\ul I. Old Business
\par }{N/A
\par 
\par }{\ul II. New Business
\par }{
\par }{\i (1) Course requests
\par }{  The following course requests were approved:
\par CE 640-Prestressed Concrete - New Course (#14)
\par }\pard\plain \s27\ri540\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 MIN 647 - Advanced Underground Mine Design (#31) - Drop Course
\par }\pard\plain \ri540\nowidctlpar\adjustright \f7\cgrid {MIN 682 - Computer Aided Mine Design II - Stack with existing MIN 482 (#33)
\par MIN 482 - Computer Aided Mine Design II - Change Course, stack with MIN 682 (#85)
\par    The course request for MIN 601 - Application of Artificial Neural Networks (#32, new course) was judged premature at this point, since the trial cou
rse (approved in Oct meeting by GAAC) for this offering had not yet been taught, rendering evaluation of success and potential improvements of trial course impossible.  The committee recommends re-submission of course request after completion of trial cou
rse with evaluation of course success (including addressing the issue of potential duplication of courses offered in other departments).
\par 
\par }{\i (2) Request for Major Program Change: Northern Studies, Concentration in Global Environmental Policy
\par }{   Jerry McBeath s
ummarized rationale and background for major program change request (demand based on recognized concerns and developments in circum-Arctic and globally, combination of resources and expertise with existing NORS graduate program, after submission to CLA Ac
ademic Council followed up with assessment and review that guided present form of proposal).  Judy Kleinfeld stressed synergistic components and overall strengthening of both PS and NORS components of project. 
\par    Gayle Gregory pointed out that current language in catalog does not reflect existing concentrations (such as in general Northern Studies) and that this should be rectified and routed through GAAC. 
\par     Further discussion included the long-term development of program (cf. wording in proposal) and fu
ture options. Particular emphasis was placed on the role of the GAAC in avoiding internal competition (the non-constructive kind), which required that the proponents supply more information on program assessment and development (to be provided by G. McBea
t
h, possibly bolstered by supporting earlier proposal review). While it could not be resolved to what an extent the proposal requires implementation of an additional faculty-line, this issue will be addressed in the revised proposal (see also item 4 below)
.
 With respect to resources, distance delivery is an important component of proposed change. Stacking of courses (all new courses that are requested for program are stacked) chosen as a means of streamlining program, but it was noted that course requests n
eed to distinguish sufficiently between undergraduate and graduate components. 
\par 
\par }{\i (3) Proposal for New Program in Applied Linguistics
\par }{   Lillian Corti (with additional information from C. Basham as proponent) provided summary review of proposal (proposal tim
ely in light of needs for AK native language instruction, English as a second language and foreign language linguistics program development, very strong faculty support, program evolved out of interdisciplinary program students with needs assessed by surv
ey). 
\par    It was inquired to what an extent the program would overlap or draw away from the Education program.  This was not deemed a problem due to size of Ed program and different target audience for the proposed linguistics program (i.e., not focussing on
 literacy and schooling aspects), although direct contact of School of Education about program was deemed beneficial.  The requirement of a teaching certificate for K-12 teachers is unproblematic as most applicants requiring such would come with certifica
te from undergraduate degree.
\par    Administration of the program was discussed and it was suggested that identification in catalog as Applied Linguistics might complicate administration and further evolution of program in Linguistics Dept.
\par    Required program
 resources, in particular statement proposal regarding faculty position and support, were discussed and it was requested that specific support of the faculty line be indicated by the CLA Dean (alternatively GAAC would forward request subject to approval b
y Dean/Provost, see also item 4 below).
\par    Dennis Stephens pointed out that resources required for program extend beyond faculty positions etc. and that library resources are potentially critical in such requests (though the present proposal took exemplary 
approach in ensuring proper consideration).
\par 
\par }{\i (4) Program viability and resource allocation
\par }{  The evaluation of the two proposals listed above and earlier ones included an assessment of program viability in light of available or potentially available resour
ces (faculty positions etc.).  Joe Kan pointed out that final approval rests with the Chancellor (and input from Provost) limited resources need not concern committee (in contrast with academic strength of program).  Norm Swazo would bring up this point i
n
 Administrative Committee Meeting with Provost.  Members of GAAC pointed out that nature of the program development process (such as unrealistic reliance on President's Initiative Process, feedback between successful proposal review and search of financia
l
 program support etc.) may not allow for a disregarding of resource allocation issues in the context of overall viability and program development.  It was noted in particular, that President's Initiative Process and Academic Program Review and Implementat
ion are currently decoupled to an extent that might impede both program development and proposal submission. 
\par 
\par ----------------------
\par 
\par Graduate Academic & Advisory Committee (GAAC) Meeting Report
\par November 29, 2001, 9.30-11.15 am, Kayak Room, Rasmuson
\par 
\par Present: Gayle Gregory, Joe Kan, Elke Richmond, Dennis Stephens, Chuen-Sen Lin, Sandra Bond, Lillian Corti, Doug Reynolds (stand-in), Maribeth Murray, Susan Henrichs, Madeline Schatz, Norm Swazo, Hajo Eicken
\par Guests: G. McBeath, L. Duffy, H. Sankaran, J. Gladden, M. Ehrlander
\par 
\par }{\ul I. Old Business
\par }{\i (1) Request for Major Program Change: Northern Studies, Concentration in Global Environmental Policy
\par }{  A memo from G. McBeath and J. Kleinfeld was forwarded to GAAC this morning, addressing items discussed on Tuesday (progra
m assessment, impacts, concentration areas; 20-25 students expected to be enrolled in concentration). In discussing requests for new courses (PS447/647, PS454/654, PS455/655, PS456/656, PS458/658) associated with program change, issues that the committee 
f
elt were not clarified sufficiently at this stage are: unclear and potentially insufficient distinction between graduate and undergraduate course portions (with all courses but one in the concentration stacked), linkage of courses to Northern Studies prog
r
am was not immediately obvious, references to previous assessments of program would have benefited from supplying (in excerpt or summary) conclusions/ outcomes. As the GAAC had not had time to adequately review the new information provided (in particular 
the substantial changes with respect to the two additional concentrations included since Tuesday) it was decided to defer the discussion.
\par 
\par }{\i (2) Proposal for New Program in Applied Linguistics
\par }{  As the committee had not yet received revisions of the original 
proposal (addressing issues discussed at Tuesday's meeting, i.e., title of program, identification of administrative responsibility), it was decided to defer further discussion of the request and associated courses.
\par 
\par }{\i (3) Proposal for a New Degree Program, Master's Degree in Software Engineering (MSE)}{
\par   A revision of the original program request, taking into account changes discussed at the Nov 6 meeting had been prepared by Pete Knoke and was forwarded to the GAAC. These revisions and a memo from the Dean o
f CSEM addressed the concerns raised earlier, including the assurance of adequate support of the program through allocation of an additional faculty position to a new MSE program.  In light of these and earlier considerations, the committee unanimously ap
proved to forward the proposal to the Faculty Senate.
\par 
\par }{\ul II. New Business
\par }{
\par }{\i (1) Course/Program requests
\par }{The following course requests and associated program changes were approved:
\par COMM602-Qualitative Communication Research Methodologies (New Course, #1)
\par Program Change COMM: replace COMM682 with COMM602 (#2)
\par Program Change ED: Add special education endorsement (#20)
\par Program Deletion ED: MAT-Elementary (#21)
\par }\pard\plain \s27\ri540\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 COURSE CHANGE:  BA 643 - Marketing Management (#22)
\par COURSE CHANGE:  BA 683 - Seminar in Marketing (#23)
\par DROP COURSE:  BA 604 - The Legal Environment of Business (#24)
\par DROP COURSE:  BA 610 - Production/Operations Management (#25)
\par DROP COURSE:  BA 625 - Principles of Finance (#26)
\par NEW COURSE:  BA 670 - International Management in the European Context (#27)
\par NEW COURSE:  BA 671 - International Management:  Industry and Functional Differences (#28)
\par PROGRAM CHANGE:  MBA, Business Administration - Changes to admissions; replace 600 level foundation courses with 300-level; comments; effective Fall 2002. (#29)
\par }\pard\plain \ri540\nowidctlpar\adjustright \f7\cgrid {PS460W stack with NORS660 (#14)
\par 
\par }\pard \ri540\widctlpar\adjustright {\caps 
\par }{\page ATTACHMENT 105/14
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY CORE REVIEW}{\caps 
\par }{
\par 
\par CORE REVIEW COMMITTEE MEETING, NOVEMBER 21, 2001.
\par 
\par 
\par Here are results of our meeting.  All members save for the student member were present, as were ex officio members Sue McHenry and Wanda Martin.  Gayle Gregory sat in to discuss wording of the motion 
and the Committee thanks her both officially and personally for her help.
\par 
\par You will find several matters listed below.
\par 
\par The CORE Review Committee has voted to forward a motion to the Senate regarding the Breadth/Depth requirement in the Natural Sciences area.
\par 
\par Jill Faudree informed the Committee that the Mathematics Department is taking up the matter of MATH161 and will have some result for us in the spring semester.
\par 
\par The Committee nominated and elected a new Chair who will take charge of the Committee in spring semester, 2002.  Doug Schamel was unanimously voted into the position.
\par 
\par CORE Review approved Physics 115 and Physics 116 as options for the Natural Sciences CORE.
\par 
\par The Committee voted the current Chair the power of the Committee during the time from now until spring semester's first meeting for petition approval purposes (a standing practice).
\par 
\par 
\par Jin Brown, Chair
\par CORE Review Committee
\par 
\par 
\par \page ATTACHMENT 105/15
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY CURRICULUM REVIEW COMMITTEE}{\caps 
\par }{
\par }{\caps 
\par }{CURRICULUM REVIEW COMMITTEE MINUTES - NOVEMBER 
\par 
\par November 6, 2001
\par 
\par Present:  Robert Arundale, CLA; Vicki Koehler, CRA; David Verbyla, SALRM; Carol Barnhardt, SOEd.; Gerald Plumley, SFOS; Doug Reynolds, SOM; Gang Chen, SME; Gayle Gregory, Registrar's Office; Thom Walker, Student; Pete Pinney, Chair 
\par 
\par Guests:   John Lehman, Office of International Programs
\par 
\par AGENDA: 
\par \tab Introductions
\par \tab Review meeting schedule (Tuesday, Nov 13th, Friday, Nov 16th, 
\par \tab \tab Tuesday, Nov 20th)
\par \tab Mapping out docket review:
\par \tab \tab November 13: 1-13; 47-67;
\par \tab \tab November 16: 27-46; 76-93
\par \tab \tab November 20: 14-26; 71-74
\par 
\par John Lehman introduced the BA and minor for Global Studies and how it came about. 
\par 
\par Th
ese are two independent programs aimed at different audiences. The Global Studies minor was developed by Joy Morrison last year after consultations with PS, Sheri and others. The minor is inside CLA. After one course was tested last year, input was that a
n
ything with Global should be part of PS. Prof. Morrison chose Global Studies to avoid any confusion. The major was developed only as a second BA program, primarily marketed to students not seeking a BA (BS, BBA) as offered at Oregon State. A BA student wo
u
ld not be stopped from taking this. As part of the academic plan, these should have international experience in their specific fields. Students in sciences or business typically do not have that exposure. The committee asked questions. Objections to the p
roposal were introduced. After discussion, John was invited back for next meeting. The committee will begin with the Global Studies proposal.
\par 
\par -------------------------
\par 
\par November 13, 2001
\par 
\par Present:  Robert Arundale, CLA; David Newman, CSEM; Vicki Koehler, CRA; David Verbyla, SALRM; Carol Barnhardt, SOEd.; Doug Reynolds, SOM; Gang Chen, SME; Cindy Hardy, Developmental Studies; Gayle Gregory, Registrar's Office; Pete Pinney, Chair 
\par 
\par Guests:   John Lehman, Office of International Programs; Ken Barrick, Geography; Jackie Fenno, Geography
\par 
\par AGENDA:
\par \tab Review # 1-13; 47-67;
\par \tab Begin with #10 and #11, #68, #69, #70 (Carol B)
\par \tab #1-9, 12, 13 (Vicki K.), #67 (David V.), #47-57 (Bob A.), 
\par \tab #58-66 (David V.)
\par 
\par Discussion of the Global Studies program focused on impact on other
 programs. Concerns about the minor were not the same for the major in Global Studies. Minor sent back to Joy Morrison, noting to talk with the Geography Department to look at options. BA approved to move on to Curricular Affairs Committee with changes in
 name to External Studies and a market analysis with student names. 
\par 
\par Vicki presented and the committee approved #1-7, not 8, 9 (sent back to Joy as part of Global Studies). Vicki also presented #67 FYI for the committee so that we could consider the changes to HST beginning next meeting on Friday.
\par 
\par -------------------------
\par 
\par November 16, 2001
\par 
\par Present:  Robert Arundale, CLA; Vicki Koehler, CRA; David Verbyla, SALRM; Doug Reynolds, SOM; Gang Chen, SME; Cindy Hardy, Developmental Studies; Gayle Gregory, Registrar's Office; Thom Walker, Student; Pete Pinney, Chair 
\par 
\par Guests:   Joy Morrison, Journalism; Donna Anger, Office of International Programs
\par 
\par AGENDA:
\par \tab Begin with #10 and #11 (Carol B)
\par \tab Review #12, 13 (Vicki K.); #67 (David V.); #47-57 (Bob A.); 
\par \tab #58-66 (David V.)
\par \tab Review #27-37 (Doug R); #38-46, 75 (Gang C.); #76-80 (Pete P.)
\par 
\par Joy Morrison talked about the history of the minor and consultation with other departments in CLA. She added LING 216: Languages of the World. The minor has nine required classes, pl
us two new courses that will serve as intro and capstone. It could be a feeder into a major once students take some classes in this interdisciplinary option. Discussion focused on international emphasis.
\par 
\par The committee approved the minor and the courses as
sociated with it (#8, 9 and 10). Vicki presented the changes in the HST program and the proposed emphases in what will be called Human Services. The committee approved #47-67 with changes to #48 (repeat once), #50 (beef up syllabus), #56 (one credit), #58
 
(one credit), #59 (one credit), #60 (one credit and list HSV 125 as pre-requisite), #64 (one credit), #65 (one credit), and #66 (three credits). Gayle noted the changes to the catalogue copy. The committee also approved changes for #38-46 with a correctio
n on #44 to not repeatable and a note on #45 to correct the number of credits to 31. The committee also approved #75, 77, and 78, but held approval on #76, 79 and 80 until Pete found out some additional information.
\par 
\par -------------------------
\par 
\par November 20, 2001
\par 
\par Present:  Robert Arundale, CLA; Vicki Koehler, CRA; David Newman, CSEM; Gerald Plumley, SFOS; Doug Reynolds, SOM; Gang Chen, SME; Cindy Hardy, Developmental Studies; Gayle Gregory, Registrar's Office; Pete Pinney, Chair 
\par 
\par Guests:  Joe Hines, Instructor (BA 254) 
\par 
\par AGENDA:
\par 
\par \tab Joe explained how the course had evolved and the plans he wanted to implement. The committee asked if he could submit a new syllabus and we would conditionally approve. The committee approved all but #14-21, 76, 79, 80 and decided 
to meet again in two weeks to finish up those few remaining proposals. Notes on changes were given to Governance.
\par 
\par }{\caps 
\par }{\page ATTACHMENT 105/16
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY FACULTY APPEALS AND OVERSIGHT COMMITTEE
\par 
\par 
\par MEETING:  November 16, 2001
\par 
\par Members Present:  Michael Schuldiner, Jerry Lipka, Joan Moessner (Chair), Gang Chen, Mitch Roth
\par 
\par }\pard \ri360\widctlpar\adjustright {Since so many were absence, we used the time as a working committee.  We agreed with the comments contained in the memo from former Chancellor O'Rourke  Mitch summarized the Senate's discussion of the present 
censure and vote of no confidence policy and the need for developing a new one. Since the present policy does not define censure, that was the first question committee members had:  what does it mean?  We decided that it would be best to inv
ite Norm Swazo to meet with us and discuss the matter with the committee so that we can proceed to do our work more effectively.
\par 
\par --------------------------------
\par FACULTY APPEALS 7 OVERSIGHT COMMITTEE
\par Monday, December 3, 2001
\par 
\par Pressent:  Peter Storz, Julie Riley, Santanu Khataniar, Michael Schuldiner, Jerry Lipka, Oscar Kawagley, Victoria Moessner, Mitch Roth 
\par Absent:  Gang Chen, Glenn Juday, Brian Himelbloom
\par 
\par Some members of the committee have not received the document we are to revise: "The ÃÛÌÒÓ°Ïñ Faculty Senate passed ...Meeting #17 on March 9, 1990" with O'Rourke's memo.
\par 
\par }\pard \ri180\widctlpar\adjustright {Norm clearly reviewed and laid out the problems inherent in the now suspended procedure (policy?) through a series of questions and examples.
\par }\pard \ri360\widctlpar\adjustright {
\par By next time, the committee would like to know what UAA does and what other universities do.
\par 
\par There are two areas that need to be clarified:  1. procedures for a group or unit to express displeasure (censure, no confidence) of an administrator;  2. procedures for one faculty member against another faculty member.
\par 
\par }\pard \ri540\widctlpar\adjustright {\caps 
\par }{\page ATTACHMENT 105/17
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #105
\par December 10, 2001
\par }{SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT & IMPROVEMENT}{\caps 
\par }{
\par 
\par FDAI minutes, November 6, 2001, 11:30-12:30. 
\par 
\par Members present:  Abel Bult, Channon Price, Tom Robinson, George Charles, Joy Morrison, Jim Collins, Linda Curda, Ann Wilson
\par Guests:  Godwin Chukwu
\par 
\par I.  \tab Call to order.  Minutes accepted from October 9, 2001 meeting.
\par 
\par II.  \tab Discussion regarding early tenure - Godwin addressed the group regarding our on-going discussion.  He will refer back to the Provost
 for clarification of the issue.  Committee has requested information from Hild Peters regarding numbers of faculty who have stood for early and mandatory tenure.  The committee's main concern is the role of early tenure in retention of faculty.   At what
 point can sustained creativity and production be judged? 
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 III.\tab}}\pard \fi-720\li720\ri540\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pnucrm\pnstart3\pnindent720\pnhang{\pntxta .}}\ls1\adjustright {New Business
\par }\pard \ri540\widctlpar\adjustright {A.  Visit by Dan Wheeler, Consultant, Dec. 3-7.  Meeting with Faculty Development and Improvement committee--possible date Dec. 4, 11:30-12:30.   Rural faculty setting up date to audioconference--possible date Dec. 
7, 1:00-2:00
\par 
\par B.  Faculty Development discussion
\par }\pard \ri450\widctlpar\adjustright {New faculty are e-mailed weekly regarding faculty development workshops.  Should faculty development concentrate on individual issues of promotion and tenure, provide remedial mento
ring  and target specific weaknesses?  Should faculty development include grant writing workshops?  These are some issues the faculty development survey may answer.  Joy will e-mail short version of faculty development survey.
\par 
\par C.  Channon Price report
\par }\pard \ri540\widctlpar\adjustright {\tab a.  Joy and Shann
on attended meeting in October.  They noted that many universities are moving to establish a full-time faculty development office on campuses.  There is much to be done but we do not have to reinvent the wheel; resources available include Guides to Facult
y Development, videos, Instructional guides for TA's.
\par }\pard \qj\ri540\widctlpar\adjustright {\tab b.  Center for Teaching Excellence
\par }\pard \ri540\widctlpar\adjustright {This office would serve several purposes - house faculty development resources, promote solid development of junior faculty
\par }\pard \qj\ri540\widctlpar\adjustright {
\par }\pard \ri540\widctlpar\adjustright {
\par }}