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\jclisttab\tx360 }{\listname ;}\listid2138599382}}{\*\listoverridetable{\listoverride\listid254097607\listoverridecount0\ls1}{\listoverride\listid1843661733\listoverridecount0\ls2}{\listoverride\listid2138599382\listoverridecount0\ls3}
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{\author Governance Office}{\operator Governance}{\creatim\yr2002\mo1\dy29\hr10\min54}{\revtim\yr2002\mo1\dy29\hr10\min54}{\printim\yr2002\mo1\dy29\hr9\min5}{\version2}{\edmins0}{\nofpages28}{\nofwords6788}{\nofchars38696}{\*\company Governance}
{\nofcharsws47521}{\vern115}}\margl1440\margr1440\margb720 \widowctrl\ftnbj\aenddoc\hyphhotz0\sprstsp\otblrul\brkfrm\sprstsm\truncex\nolead\msmcap\lytprtmet\hyphcaps0\fracwidth\viewkind4\viewscale100\pgbrdrhead\pgbrdrfoot \fet0\sectd 
\sbknone\linex-32767\endnhere\sectdefaultcl {\*\pnseclvl1\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl4
\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}{\*\pnseclvl5\pndec\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl7\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}
{\pntxta )}}{\*\pnseclvl8\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {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    (Passcode:  512265)
\par \tab \tab \tab \tab Fairbanks:  474-8050  (Chair's Passcode:  802028)
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {\b\ul A G E N D A
\par }{ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #106}{\b\ul 
\par }{Monday, February 4, 2002
\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 #105
\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 amend the procedure for votes of censure.
\par \tab \tab \tab 2.\tab Motion to approve the Certificate in Medical Billing 
\par \tab \tab \tab \tab and Coding.
\par \tab \tab \tab 3.\tab Motion to approve the deletion of the B.Ed..
\par \tab \tab \tab 4.\tab Motion to amend the AAS degree requirements.
\par \tab \tab \tab 5.\tab Motion to amend the AA degree requirements.
\par \tab \tab \tab 6.\tab Motion to amend the Natural Science requirement 
\par \tab \tab \tab \tab of the Baccalaureate Core Curriculum.
\par \tab \tab \tab 7.\tab Motion to approve the deletion of the MAT, 
\par \tab \tab \tab \tab Elementary.
\par \tab \tab \tab 8}{.\tab Motion to approve the Master's in Software 
\par \tab \tab \tab \tab Engineering.
\par }{\tab \tab B.\tab Motions Pending:  
\par \tab \tab \tab 1.\tab Motion to recommend that the UA Board of Regents' 
\par \tab \tab \tab \tab amend the UA non-discrimination statement.
\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 Guest Speaker - Ted DeLaca, Vice Provost 
\par \tab \tab \tab for Sponsored Program - 
\par \tab \tab \tab Topic:  Classified Research at ÃÛÌÒÓ°Ïñ\tab \tab 10 Min.
\par \tab \tab \tab (Attachment 106/1)
\par 
\par 2:05\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 \tab D.\tab President-Elect's Comments - G. Chukwu 
\par \tab \tab (Attachment 106/2)
\par \tab E.\tab Academic Liaison - C. Gold\tab \tab \tab \tab   5 Min.
\par 
\par 2:25\tab V\tab New Business\tab \tab \tab \tab \tab \tab 10 Min. 
\par \tab A.\tab Motion to approve the M.A. degree program in 
\par \tab \tab }{Applied }{Linguistics (Attachment 106/3), submitted 
\par \tab \tab }{by }{the Graduate Academic & Advisory Committee 
\par \tab B.\tab Motion on Master Plan (Attachment 106/4), 
\par \tab \tab submitted by Faculty Affairs
\par 
\par 2:3}{5\tab \tab ***BREAK***\tab \tab \tab \tab \tab \tab 10 Min
\par 
\par }{2:45\tab VI\tab Discussion Items   \tab \tab \tab \tab \tab 10}{ Min.
\par \tab A.\tab }{Joint ÃÛÌÒÓ°Ïñ/UAA Ph.D. Guidelines (Handout)
\par \tab B.\tab Classified Research\tab \tab \tab \tab \tab 30 Min. 
\par \tab \tab - Discussion Guide (Attachment 106/5)
\par \tab \tab - President's Comments (Attachment 106/6)
\par \tab \tab - Draft motion for discussion (Handout)
\par }{
\par }{3:25}{\tab VII\tab P}{ublic Comments/Questions \tab \tab \tab \tab 10}{ Min.
\par }{
\par 3:35\tab VIII\tab Committee Reports \tab \tab \tab \tab \tab 15 Min.
\par \tab A.\tab Curricular Affairs - R. Illingworth (Attachment 106/7)
\par \tab B.\tab Faculty Affairs - P. McRoy (Attachment 106/8)
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  H. Eicken
\par \tab \tab \tab (Attachment 106/9)
\par \tab D.\tab Core Review - D. Schamel
\par \tab E.\tab Curriculum Review - P. Pinney
\par \tab F.\tab Developmental Studies - J. Weber 
\par \tab G.\tab Faculty Appeals & Oversight - J. Moessner 
\par \tab \tab \tab (Attachment 106/10)
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  
\par }\pard \fi720\li1440\widctlpar\adjustright {D. McLean-Nelson (Attachment 106/11)
\par }\pard \widctlpar\adjustright {
\par 3:50\tab IX\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 3:55\tab X\tab Adjournment
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 106/1}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002
\par }\pard \widctlpar\adjustright {
\par }{
\par }{\b MEMORANDUM
\par 
\par 
\par DATE :}{\tab 3 February 2001
\par 
\par }{\b TO :}{\tab \tab Paul Reichardt, Provost
\par \tab \tab Frank Williams, VCAS
\par 
\par }{\b FROM :}{\tab Ted DeLaca, Director, Office of Sponsored Programs
\par 
\par }\pard \fi-1440\li1440\ri720\widctlpar\adjustright {\b RE :}{\tab Research university positions on acceptance of classified research within the academic environment
\par }\pard \ri720\widctlpar\adjustright {
\par In reference to our earlier discussions, I have undertaken a survey of changes in attitude toward the desirability of accepting government classified research onto ac
ademic campuses.  My interest in this matter was aroused during a set of presentations (at the last NCURA meeting) regarding the potential impacts of recent changes to modifications and interpretations of the International Traffic in Arms Regulation (ITAR
)
.  At that meeting, a review of the relevant issues was presented (I have since distributed those materials to Parrish, Neumayr, Akasofu, Smith, and Williams) that discusses the history of changes to the regulations related to the Cox Report and the Los A
l
amos spying allegations.  Two issues should be considered: 1) whether universities and their faculties are appropriate environments for classified or proprietary research; and, 2) with the stiffening of regulations, rigid oversight and interpretations of 
the ITAR and EAR has it become too risky for universities to be engaged classified research?  Through heavily \lquote borrowing\rquote 
 from the presentations of Erica Kropp, Univ. of Maryland College Park and Barbara Yoder, Univ. California, I will make the following arguments about these two related points.  
\par 
\par The \lquote high road\rquote  taken by the universities represented maintained that; basic and applied research in science and engineering conducted by scientists, engineers, or students at a university normally will be conside
red fundamental research, and not subject to Export Regulations (EAR).  At those universities the resulting information is ordinarily published and shared broadly within the scientific community.  Those universities felt that research is not considered fu
ndamental, and is therefore subject to the EAR, if publication of the results is;
\par i) \tab subject to restrictions imposed by a sponsor,
\par ii) \tab subject to substantial pre-publication review by a sponsor, or
\par iii) \tab subject to the sponsor\rquote s withholding results from publication.
\par 
\par These universities have reaffirmed that they will only accept contracts or other awards containing those restrictions after careful pre-submission institutional review.  Other language in RRPs, AOs, agency solicitations, and contracts that req
uire significant review include:
\par {\listtext\pard\plain\f14 \loch\af14\dbch\af0\hich\f14 \u-3844\'fc\tab}}\pard \fi-360\li720\ri720\widctlpar\jclisttab\tx720\ls1\adjustright {Restrictions on the participation of non-US entities is required;
\par {\listtext\pard\plain\f14 \loch\af14\dbch\af0\hich\f14 \u-3844\'fc\tab}Access by non-US citizens to the project information is restricted or disallowed;
\par {\listtext\pard\plain\f14 \loch\af14\dbch\af0\hich\f14 \u-3844\'fc\tab}Hiring of non-US persons is restricted or disallowed;
\par {\listtext\pard\plain\f14 \loch\af14\dbch\af0\hich\f14 \u-3844\'fc\tab}Pre-approval rights over research publications is stipulated;
\par {\listtext\pard\plain\f14 \loch\af14\dbch\af0\hich\f14 \u-3844\'fc\tab}Requirements for pre-publication review for matters other than the inclusion of patent and/or propriety sponsor information are stipulated;
\par {\listtext\pard\plain\f14 \loch\af14\dbch\af0\hich\f14 \u-3844\'fc\tab}Sponsors claim resulting research information as proprietary or trade secret; or,
\par {\listtext\pard\plain\f14 \loch\af14\dbch\af0\hich\f14 \u-3844\'fc\tab}If security concerns are addressed.
\par }\pard \ri720\widctlpar\adjustright {
\par In short, they have adopted policies stating that classified work may not be conducted on campus.  Fundamental to those decisions is that universities and their faculties are not suited for that kind of work in t
hat there are few, if any, ways to control access and dispersal of information on a typical university campus.  They likened the introduction of classified information into the campus environment to contagion where, once it is introduced it spreads and mo
rphs in unpredictable ways and results in significant institutional liability.
\par 
\par The University of California has further stated that it will not accept restrictions based upon citizenship status.  It educates and discourages its investigators from signing M
ilitarily Critical Technical Data Agreements (DD2345), Air Force Acquisition Clause 5353.227-9000, titled Export-Control Data Restrictions, or DoD requirements for project personnel to complete the Questionnaire for Public Trust Positions.  Again, the rat
i
onale for this is that they feel protection of the openness and international participation in science is as much a national service and in the national interest as is the conduct of classified research.  I do not know what educational efforts or universi
ty policies related to our employees signing such statements presently exists for UA but think that there is nothing.  
\par 
\par I surveyed 21 universities, quasi-randomly, for their policies related to acceptance of classified research projects on campus and found
 that 5 universities allowed classified research apparently without restriction; 11 universities allowed classified research under some circumstances; and, 5 universities would not allow classified research to be conducted on their campuses (see the follo
wing table).  Erica Kropp (U. Maryland) expressed concern that because of increasing awareness of these issues, the web pages that I surveyed may not be up to date.
\par }\pard \widctlpar\adjustright {
\par }\trowd \trqc\trgaph108\trleft-774\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 
\clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx1515\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2955\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx4845\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6555\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx7905\pard \widctlpar\intbl\adjustright {
\par \cell Open to Classified research\cell Classified allowed with reservations\cell Classified research NOT allowed\cell Models to consider\cell }\pard \widctlpar\intbl\adjustright {\row }\trowd \trqc\trgaph108\trleft-774\trbrdrt\brdrs\brdrw10 \trbrdrl
\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx1515\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2955\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4845\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6555\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx7905\pard 
\widctlpar\intbl\adjustright {Arizona State\cell \cell X\cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {George Mason\cell \cell X\cell \cell X\cell }\pard \widctlpar\intbl\adjustright {\row }\pard 
\widctlpar\intbl\adjustright {Illinois State U\cell \cell \cell X\cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {Indiana U.\cell \cell \cell X\cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard 
\widctlpar\intbl\adjustright {Loyola\cell X\cell \cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {North Dakota State Univ.\cell \cell \cell X\cell X\cell }\pard \widctlpar\intbl\adjustright {\row }\pard 
\widctlpar\intbl\adjustright {Notre Dame\cell \cell X\cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {Ohio State U.\cell X\cell \cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard 
\widctlpar\intbl\adjustright {Oregon State U.\cell \cell \cell X\cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {Stanford U.\cell \cell X\cell X\cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard 
\widctlpar\intbl\adjustright {SUNY\cell \cell \cell X\cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {U. ÃÛÌÒÓ°Ïñ\cell \cell X\cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard 
\widctlpar\intbl\adjustright {U. Calif.\cell \cell X\cell X\cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {U. Miami Med.\cell X\cell \cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard 
\widctlpar\intbl\adjustright {U. Michigan\cell \cell X\cell \cell X\cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {U. New Mexico\cell \cell X\cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard 
\widctlpar\intbl\adjustright {U. No. Carolina Chapel Hill\cell \cell X\cell \cell X\cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {U. Colorado, Boulder\cell X\cell \cell \cell \cell }\pard \widctlpar\intbl\adjustright 
{\row }\pard \widctlpar\intbl\adjustright {U. Colorado, Colorado Spr.\cell X\cell \cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {U. Virginia\cell \cell X\cell \cell X\cell }\pard 
\widctlpar\intbl\adjustright {\row }\pard \widctlpar\intbl\adjustright {Virginia Tech.\cell \cell X\cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\trowd \trqc\trgaph108\trleft-774\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb
\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx1515\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl
\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx2955\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx4845\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl
\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6555\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx7905\pard \widctlpar\intbl\adjustright {\cell \cell 
\cell \cell \cell }\pard \widctlpar\intbl\adjustright {\row }\pard \ri720\widctlpar\adjustright {
\par 
\par }{\b ITAR*:
\par }{As a result of the Cox Report, Congress reiterated the importance of the Missile Technology Control Regimes and stated that \ldblquote \u8230\'c9
due to the sensitivity of technologies involved, it is in the national security interests of the United States that United States satellites and related items be subject to the same export controls that apply\u8230\'c9 to munitions.\rdblquote 
  That congressional action resulted in the transfer of jurisdiction of the ITAR from the Commerce Department to the Department of State.  
\par 
\par The following citations seem relevant:
\par ITAR 120.1\tab the purpose of ITAR is to control export/import of defense articles and services;
\par ITAR 120.3\tab defines \ldblquote defense articles\rdblquote  and defense services\rdblquote  as items designed or intended for military use and activities that support that military use and not having a pre
ponderant civilian use, and it points to items listed at ITAR 121.1 (the Munitions List);
\par ITAR 121.1\tab (Munitions List \endash  Spacecraft Systems and Associated Equipment), subparagraph a) provides that scientific, research, and experimental satellites are to be d
eemed Significant Military Equipment only if intended for use by foreign armed services.  (SME is a designation that may make anything subject to ITAR 120.7 based on \ldblquote substantial military utility\rdblquote  or capability)
\par ITAR 121.1(f)\u8230\'c9[last sentence of the first paragraph) }{\b\ul "Further, technical data directly related to the manufacture or production of all spacecraft, notwithstanding the nature of the intended end use (e.g., even where the hardware 
is not SME), is designated SME."}{
\par 
\par With the transfer of jurisdiction of 
ITAR to the Department of State has come a great deal of uncertainty regarding the involvement of universities and their faculty in satellite sensors, retrieved data and the research related to data processing, algorithm development, and related issues.

\par 
\par W
hile there is the potential (even encouragement from some industrial collaborators and funding agencies) for involved universities to apply for export licenses to attract contracts or somehow avoid penalties, we were discouraged from doing so.  Universiti
e
s presently enjoy an exemption from some of the policies and regulations of ITAR by virtue the general recognition of their openness policies regarding research and publication of data and information.  The general consensus at the NCURA meeting was that 
universities do not have the wherewithal (policies, staffing, physical plant security\u8230\'c9.) to avoid the many pitfalls of playing in this arena.  
\par }\pard\plain \s28\ri720\widctlpar\adjustright \fs20\cgrid {\f7\fs24 
\par }\pard \s28\li360\ri720\widctlpar\adjustright {\b\i\f7\fs24 NASA has posted the following note related to fines and penalties related to ITAR and EAR infractions:
\par {\listtext\pard\plain\s28 \f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \s28\fi-360\li720\ri720\widctlpar\jclisttab\tx720\ls2\adjustright {\f7\fs24 Export Laws & Regulations are binding
\par {\listtext\pard\plain\s28 \f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \s28\fi-540\li1440\ri720\widctlpar\jclisttab\tx720\jclisttab\tx1440\ls2\adjustright {\f7\fs24 
Penalties for violations will be assessed to the person responsible and not to NASA
\par {\listtext\pard\plain\s28 \f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \s28\fi-360\li720\ri720\widctlpar\jclisttab\tx720\ls2\adjustright {\f7\fs24 International Traffic In Arms (ITAR) penalties
\par {\listtext\pard\plain\s28 \f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \s28\li720\ri720\widctlpar\jclisttab\tx720\ls2\adjustright {\f7\fs24 Fine of $1 million per violation
\par {\listtext\pard\plain\s28 \f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}Imprisonment \endash  10 years per violation
\par {\listtext\pard\plain\s28 \f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \s28\fi-360\li720\ri720\widctlpar\jclisttab\tx720\ls2\adjustright {\f7\fs24 Export Administration penalties (EAR
\par {\listtext\pard\plain\s28 \f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \s28\li720\ri720\widctlpar\jclisttab\tx720\ls2\adjustright {\f7\fs24 Fine of up to $10K+
\par {\listtext\pard\plain\s28 \f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \s28\fi-360\li720\ri720\widctlpar\jclisttab\tx720\ls2\adjustright {\f7\fs24 Imprisonment for up to 10 years
\par }\pard \s28\ri720\widctlpar\adjustright {\f7\fs24 
\par The statement that followed that note: Violations of Export Control Regulations jeopardize NASA\rquote s export privileges, and that new legislation has increased the cost of the fines.
\par 
\par }{\b\f7\fs24 Summary and personal recommendations:
\par }{\f7\fs24 I have personally been involved in classified research since I was a first year graduate student (AEC), and have continued my involvement throughout my research career.  I know that it is possible to manage classified research pr
ograms on university campuses but it does take a significant commitment on the part of the university to establish and actively maintain such programs (including security administration and oversights).  While we could develop a more rigorous program for 
c
lassified research, ÃÛÌÒÓ°Ïñ needs to undertake a benefit/cost evaluation to consider whether we should do so.  These are changing and troubled times for academia (e.g., Los Alamos) and I think it is important to vigorously consider all of our options on these
 
matters.  Isolating Poker Flat (and possibly ARSC) as secured facilities is considered to be a possible solution.  While that may prove to be a partial solution, those faculty and students will not be restricted to Poker Flat but will also be spending con
s
iderable time on the ÃÛÌÒÓ°Ïñ campus.  Whether UA does or does not participated in classified research, we should develop a required educational program that provides adequate information on University and federal policies, rules and regulations related to the
se issues as part of the larger educational program on research compliance.
\par 
\par 
\par [*National Security Decision Directive 189 resulted from Executive Order 12356 issued by President Regan in 1989.  It was subsequently modified because of the Cox Report and the Los Alamos spying allegations in 1998]
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 106/2
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002}{\caps 
\par 
\par 
\par }\pard \ri720\widctlpar\adjustright {\b Godwin A. Chukwu, President-Elect:
\par 
\par }{There 
seems to be a communication gap between the faculty and the faculty representatives (the senators) in the ÃÛÌÒÓ°Ïñ faculty senate.  It was on the premise of this assumption that the "ÃÛÌÒÓ°Ïñ Senate News" (a monthly newsletter) was launched so as to disseminate bri
e
f information to the faculty of senate actions and, or decisions.  Senators on the other hand serve as the mouth piece of their respective colleges/schools  and whose main duties in their capacity include providing faculty awareness on pertinent issues re
lating to faculty professional and career well-being, quality and enhancement of the academic programs.
\par 
\par Senators should take advantage of their college/school meetings to periodically brief the faculty on details of senate actions and deliberations.  Depar
tment Chairs' monthly meetings should serve as another excellent forum for "senators' briefs" and it is from this level that respective faculty can be frequently made aware of senate deliberations and actions.  Faculty should be well informed of several s
enate committees through which important faculty, student and academic issues can be channeled to the senate for deliberations
\par 
\par As we draw close towards the end of the 2001/2002 academic year, it is time to elect and fill vacant senate seats in various coll
eges and schools.  Twenty five vacant seats will be filled.  Many faculty have not realized the burden and extra responsibilities that are associated with serving in the faculty senate.  It is not a "glorified" title or responsibility.  It is a commitment
 to service that affects the everyday activities within the university for the smooth running and continuous improvement of the academic programs' qualities.
\par 
\par I am calling on all faculty to strive to elect senate representatives whom they consider to be able to meet the demands of the responsibilities and commitment to serve.
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {
\par \page }{ATTACHMENT 106/3
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par 
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par }\pard \ri720\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a M.A. degree program in Applied Linguistics which includes four new courses.  
\par }\pard \widctlpar\adjustright {
\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 #3-6 and #7 on file 
\par \tab \tab \tab \tab in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par \tab (Submitted by Linguistics, ANLP, English, and Foreign Languages)
\par }\pard \fi-720\li720\widctlpar\adjustright {3.\tab NEW COURSE:  LING 603 - Phonetics and Phonology (3+0) 
\par \tab 3 credits; offered Alternate Fall; first offered Fall 2004.  
\par 4.\tab NEW COURSE:  LING 604 - Morphology & Syntax (3+0) 3 credits; 
\par \tab offered Alternate Spring; first offered Spring 2003.  
\par 5.\tab NEW COURSE:  LING 652 - Linguistic Applications (3+0) 3 credits; 
\par \tab offered Alternate Year; first offered Fall 2003.
\par 6.\tab NEW COURSE:  LING 660 - Internship, 3 credits; offered once a 
\par \tab year; first offered Spring 2004.
\par 7.\tab NEW DEGREE PROGRAM:  MA, Applied Linguistics - Consists of 
\par \tab 4 new core courses, LING 603, LING 604, LING 652, LING 660.  
\par \tab Program will require minimum of 30 credits including a 6 credit 
\par \tab Thesis or Applied Language Project.  Effective Fall 2002 or upon 
\par \tab BOR approval.   
\par }\pard \widctlpar\adjustright {
\par \tab \tab \tab \tab 
\par 
\par M.A., Applied Linguistics
\par 
\par }\pard \ri720\widctlpar\adjustright {
The Linguistics Program, with the ÃÛÌÒÓ°Ïñ Native Language Center, the English Department, and the Foreign Languages and Literatures Department, proposes a Master of Arts degree in Applied Linguistics with emphases in Langu
age Teaching and Materials Development.  This degree program will allow ÃÛÌÒÓ°Ïñ to meet the growing need statewide for qualified language teachers in Native languages, world languages, and English as a second language.  The primary candidates for the degree p
r
ogram are students who intend to teach adults at the community college level, to work on materials and curriculum for ÃÛÌÒÓ°Ïñ Native languages, or to teach abroad--jobs for which K-12 certification is not required.  Additionally, the proposed program will 
appeal to language teachers who already are certified and who seek a Masters of Arts degree.  
\par 
\par 
\par 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\f49\cgrid {\fs20\lang1024 {\shpgrp{\*\shpinst\shpleft5040\shptop-1080\shpright10260\shpbottom1260\shpfhdr0\shpbxcolumn\shpbypara\shpwr3\shpwrk0\shpfblwtxt0\shpz0\shplid1026
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{\shp{\*\shpinst\shplid1030{\sp{\sn relLeft}{\sv 8100}}{\sp{\sn relTop}{\sv 1800}}{\sp{\sn relRight}{\sv 9540}}{\sp{\sn relBottom}{\sv 2520}}{\sp{\sn fRelFlipH}{\sv 0}}{\sp{\sn fRelFlipV}{\sv 0}}{\sp{\sn shapeType}{\sv 1}}}}
{\shp{\*\shpinst\shplid1031{\sp{\sn relLeft}{\sv 7200}}{\sp{\sn relTop}{\sv 1080}}{\sp{\sn relRight}{\sv 8100}}{\sp{\sn relBottom}{\sv 1800}}{\sp{\sn fRelFlipH}{\sv 0}}{\sp{\sn fRelFlipV}{\sv 1}}{\sp{\sn shapeType}{\sv 20}}{\sp{\sn shapePath}{\sv 4}}
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{\shp{\*\shpinst\shplid1037{\sp{\sn relLeft}{\sv 7200}}{\sp{\sn relTop}{\sv 1080}}{\sp{\sn relRight}{\sv 9540}}{\sp{\sn relBottom}{\sv 1800}}{\sp{\sn fRelFlipH}{\sv 0}}{\sp{\sn fRelFlipV}{\sv 1}}{\sp{\sn shapeType}{\sv 20}}{\sp{\sn shapePath}{\sv 4}}
{\sp{\sn fFillOK}{\sv 0}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}}}{\shp{\*\shpinst\shplid1038{\sp{\sn relLeft}{\sv 7200}}{\sp{\sn relTop}{\sv 1800}}{\sp{\sn relRight}{\sv 9540}}{\sp{\sn relBottom}{\sv 2520}}{\sp{\sn fRelFlipH}{\sv 0}}
{\sp{\sn fRelFlipV}{\sv 0}}{\sp{\sn shapeType}{\sv 20}}{\sp{\sn shapePath}{\sv 4}}{\sp{\sn fFillOK}{\sv 0}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}}}{\shp{\*\shpinst\shplid1039{\sp{\sn relLeft}{\sv 8100}}{\sp{\sn relTop}{\sv 1080}}
{\sp{\sn relRight}{\sv 10440}}{\sp{\sn relBottom}{\sv 1800}}{\sp{\sn fRelFlipH}{\sv 1}}{\sp{\sn fRelFlipV}{\sv 1}}{\sp{\sn shapeType}{\sv 20}}{\sp{\sn shapePath}{\sv 4}}{\sp{\sn fFillOK}{\sv 0}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}}}
{\shp{\*\shpinst\shplid1040{\sp{\sn relLeft}{\sv 8100}}{\sp{\sn relTop}{\sv 1800}}{\sp{\sn relRight}{\sv 10440}}{\sp{\sn relBottom}{\sv 2520}}{\sp{\sn fRelFlipH}{\sv 1}}{\sp{\sn fRelFlipV}{\sv 0}}{\sp{\sn shapeType}{\sv 20}}{\sp{\sn shapePath}{\sv 4}}
{\sp{\sn fFillOK}{\sv 0}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}}}{\shp{\*\shpinst\shplid1041{\sp{\sn relLeft}{\sv 7200}}{\sp{\sn relTop}{\sv 720}}{\sp{\sn relRight}{\sv 8280}}{\sp{\sn relBottom}{\sv 1080}}{\sp{\sn fRelFlipH}{\sv 0}}
{\sp{\sn fRelFlipV}{\sv 0}}{\sp{\sn shapeType}{\sv 202}}{\sp{\sn lTxid}{\sv 65536}}{\sp{\sn hspNext}{\sv 1041}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fLine}{\sv 0}}{\shptxt \pard\plain \widctlpar\adjustright \f7\cgrid {\fs16 State Needs
\par }}}}{\shp{\*\shpinst\shplid1042{\sp{\sn relLeft}{\sv 6300}}{\sp{\sn relTop}{\sv 1440}}{\sp{\sn relRight}{\sv 7380}}{\sp{\sn relBottom}{\sv 1980}}{\sp{\sn fRelFlipH}{\sv 0}}
{\sp{\sn fRelFlipV}{\sv 0}}{\sp{\sn shapeType}{\sv 202}}{\sp{\sn lTxid}{\sv 131072}}{\sp{\sn hspNext}{\sv 1042}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fLine}{\sv 0}}{\shptxt \pard\plain \widctlpar\adjustright \f7\cgrid {\fs16 Education  Programs
\par }}}}{\shp{\*\shpinst\shplid1043{\sp{\sn relLeft}{\sv 9360}}{\sp{\sn relTop}{\sv 720}}{\sp{\sn relRight}{\sv 10440}}{\sp{\sn relBottom}{\sv 1080}}{\sp{\sn fRelFlipH}{\sv 0}}
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\par }}}}{\shp{\*\shpinst\shplid1044{\sp{\sn relLeft}{\sv 10440}}{\sp{\sn relTop}{\sv 1620}}{\sp{\sn relRight}{\sv 11520}}{\sp{\sn relBottom}{\sv 1980}}{\sp{\sn fRelFlipH}{\sv 0}}
{\sp{\sn fRelFlipV}{\sv 0}}{\sp{\sn shapeType}{\sv 202}}{\sp{\sn lTxid}{\sv 262144}}{\sp{\sn hspNext}{\sv 1044}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fLine}{\sv 0}}{\shptxt \pard\plain \widctlpar\adjustright \f7\cgrid {\fs16 Research
\par }}}}{\shp{\*\shpinst\shplid1045{\sp{\sn relLeft}{\sv 9360}}{\sp{\sn relTop}{\sv 2520}}{\sp{\sn relRight}{\sv 10440}}{\sp{\sn relBottom}{\sv 3060}}{\sp{\sn fRelFlipH}{\sv 0}}
{\sp{\sn fRelFlipV}{\sv 0}}{\sp{\sn shapeType}{\sv 202}}{\sp{\sn lTxid}{\sv 327680}}{\sp{\sn hspNext}{\sv 1045}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fLine}{\sv 0}}{\shptxt \pard\plain \widctlpar\adjustright \f7\cgrid {\fs16 Faculty & Staff
\par }}}}{\shp{\*\shpinst\shplid1046{\sp{\sn relLeft}{\sv 7380}}{\sp{\sn relTop}{\sv 2520}}{\sp{\sn relRight}{\sv 8460}}{\sp{\sn relBottom}{\sv 3060}}{\sp{\sn fRelFlipH}{\sv 0}}
{\sp{\sn fRelFlipV}{\sv 0}}{\sp{\sn shapeType}{\sv 202}}{\sp{\sn lTxid}{\sv 393216}}{\sp{\sn hspNext}{\sv 1046}}{\sp{\sn fFilled}{\sv 0}}{\sp{\sn fLine}{\sv 0}}{\shptxt \pard\plain \widctlpar\adjustright \f7\cgrid {\fs16 Technology & Facilities
\par }}}}}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt8192\dppolygon\dppolycount4\dpptx0\dppty0\dpptx5220\dppty0\dpptx5220\dppty2340\dpptx0\dppty2340\dpx5040\dpy-1080\dpxsize5220\dpysize2340
\dpfillfgcr255\dpfillfgcg255\dpfillfgcb255\dpfillbgcr255\dpfillbgcg255\dpfillbgcb255\dpfillpat1\dplinew15\dplinecor0\dplinecog0\dplinecob0}}}}{University of ÃÛÌÒÓ°Ïñ New Program Approval
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s2\keepn\widctlpar\outlinelevel1\adjustright \b\ul\cgrid {\fs32 Board of Regents Summary Form
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par MAU:
\par 
\par }\pard \ri720\widctlpar\adjustright {Title and brief description:   Master of Arts in Applied Linguistics
\par The Linguistics Program, i
n consort with the ÃÛÌÒÓ°Ïñ Native Language Program, the English Department, and the Foreign Languages and Literatures Department, proposes a Master of Arts degree in Applied Linguistics with emphases in Language Teaching, Materials Development, and Languag
e Policy and Planning.
\par 
\par Objectives:  
\par {\pntext\pard\plain\s2 \f0 \loch\af0\dbch\af0\hich\f0 \u9679\'5f\tab}}\pard\plain \s2\fi-360\li360\ri720\keepn\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls3\pnrnot0\pnb0\pni0\pnfs24\pnstart1\pnindent360\pnhang{\pntxtb _}}
\ls3\outlinelevel1\adjustright \b\ul\cgrid {\b0\f7\ulnone 
To provide theoretical and practical foundations in second language acquisition and pedagogy, as well as grammatical explication, for students wishing to teach ÃÛÌÒÓ°Ïñ Native languages, world languages, or English as a second language. 
\par {\pntext\pard\plain\s2 \f0 \loch\af0\dbch\af0\hich\f0 \u9679\'5f\tab}}\pard \s2\fi-360\li360\ri720\keepn\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls3\pnrnot0\pnb0\pni0\pnfs24\pnstart1\pnindent360\pnhang{\pntxtb _}}\ls3\outlinelevel1\adjustright {
\b0\f7\ulnone To provide a cadre of Master\rquote s Level language instructors to meet a growing need at ÃÛÌÒÓ°Ïñ, both in World Languages and in ÃÛÌÒÓ°Ïñ Native Languages.}{\b0\f7   
\par {\pntext\pard\plain\f0 \loch\af0\dbch\af0\hich\f0 \u9679\'5f\tab}}\pard\plain \fi-360\li360\ri720\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls3\pnrnot0\pnb0\pni0\pnfs24\pnstart1\pnindent360\pnhang{\pntxtb _}}\ls3\adjustright \f7\cgrid {
To create opportunities for distance delivery or summer offerings of the graduate courses in the Program
\par }\pard \widctlpar\adjustright {
\par Target Admission date: Fall, 2002
\par 
\par }\pard \qc\widctlpar\adjustright {***
\par 
\par }\pard \ri720\widctlpar\adjustright {\ul How does the program relate to the }{\b\ul Education Mission }{\ul of the University of ÃÛÌÒÓ°Ïñ?
\par }{The proposed program emphasizes interdisciplinary research and scholarship on language in the North.
  For example, the ÃÛÌÒÓ°Ïñ Native Language Center is world renowned for its documentation and comparative research on ÃÛÌÒÓ°Ïñ Native and other Northern languages.  This program will help prepare graduates to take important roles in language policy and plann
ing for ÃÛÌÒÓ°Ïñn communities.  It also will provide more qualified teachers, interpreters, and translators of world languages, thus meeting state, national, and global needs.  
\par 
\par }{\ul Describe the}{\b\ul  State Needs}{\ul  being met by this program.
\par }{
\par There is a growing need wit
hin ÃÛÌÒÓ°Ïñ to provide qualified language teachers.   An Anchorage, ÃÛÌÒÓ°Ïñ survey revealed that 86 different languages were spoken in the schools.   The demand is for qualified teachers of indigenous Native languages in ÃÛÌÒÓ°Ïñ, English as a second language
, and for world languages.   Language planning is vital to addressing the needs and opportunities for each of these language groups.}{\b 
\par }{
\par }{\ul What are the}{\b\ul  Student}{\ul  opportunities and outcomes?  The enrollment projections?
\par }{
\par The type of organizations that responded to 
a survey revealed that language teachers are required in public school settings, universities, non-profit tribal colleges, and adult education programs.   There are opportunities for students to teach, to conduct research, and to develop language policies
 in ÃÛÌÒÓ°Ïñ.  In a student survey, 23 people stated they would apply to a ÃÛÌÒÓ°Ïñ Master\rquote s degree program in Applied Linguistics with an emphasis on language teaching if it were offered.   The enrollment projection is 10 students per academic year.

\par 
\par 
\par }{\ul Describe the}{\b\ul  Research}{\ul  opportunities, if applicable.
\par }{The proposed program would allow graduate students to work with scholars in ANLC, Linguistics and Anthropology, Foreign Languages and English to carry out research projects utilizing the resources and expertise avai
lable on these languages and cultures.  The proposed MA in Applied Linguistics would provide opportunities for faculty and students to create language teaching materials.
\par 
\par }{\ul Identify any additional}{\b\ul  Faculty and Staff}{\ul  requirements as well as any existing expertise and resources that will be applied.
\par }{
\par }\pard \ri720\widctlpar\tqr\tx2880\adjustright {
One full-time faculty member will be requested.  This position is expected to be jointly appointed in Linguistics and one of the other disciplines (ANL, Foreign Languages, English).  One half-time administrative su
pport position is being requested.  Three TA-ships will be requested.  The TA- ships will be coordinated through the new program but the student will provide teaching assistance in ANL, Foreign languages, and English as a second language.  
\par }\pard \ri720\widctlpar\adjustright {
\par }{\ul Identify the impacts on existing }{\b\ul Technology & Facilities }{\ul as well as projected needs.
\par 
\par }\pard\plain \s15\ri720\widctlpar\adjustright \f7\cgrid {One additional faculty office space is needed, as well as a space for the administrative assistant.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\ul 
\par }\pard \ri720\widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 106/4
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002
\par }{SUBMITTED BY FACULTY AFFAIRS
\par 
\par }\pard \ri720\widctlpar\adjustright {\caps 
\par MOTION:
\par ======
\par 
\par }{The ÃÛÌÒÓ°Ïñ Faculty Senate moves to request that the Chancellor delay by one semester the schedule of implementation of the Draft Master Plan to allow modifications based on recommendations and comments from faculty, staff and students.
\par 
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par }\pard \fi-720\li1440\ri720\widctlpar\adjustright {RATIONALE:  \tab The full draft of a new Master Plan was presented to the university community in October of 2001.  The Faculty Affairs Committee took up the review of
 this draft and produced a review in December.  The Master Planning Committee has a January date for publication of the hard-copy version of the Master Plan.  This publication schedule does not allow for adequate 
consideration of new comments and recommendations.  Faculty Affairs met with representatives of the Master Planning Committee
 in December and January and in each case was informed that it was really too late to consider any substantive changes to the Plan.  The Faculty Affairs Committee has receive
d numerous comments about the new draft plan and introduces this motion to ensure adequate review before implementation of any new Master Plan.  
Given the usual pace of university governance, the Faculty Affairs Committee views the inadequate time for review a shortfall in the master plan process.
\par }\pard \ri720\widctlpar\adjustright {
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 106/5
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par }\pard \ri720\widctlpar\adjustright {\caps February 4, 2002}{\caps 
\par 
\par 
\par }\pard\plain \s2\qc\ri720\keepn\widctlpar\outlinelevel1\adjustright \b\ul\cgrid {\f7\ulnone Discussion Guide Handout
\par ÃÛÌÒÓ°Ïñ Faculty Senate Discussion on Classified Research at ÃÛÌÒÓ°Ïñ
\par Meeting Number 104, Wood Center Ballroom, 29 October 2001
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s3\qc\ri720\keepn\widctlpar\outlinelevel2\adjustright \i\loch\af32\hich\af32\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 Norm Swazo, Senate President
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s28\ri720\widctlpar\adjustright \fs20\cgrid {\f7\fs24\ul Assignment to Senators}{\f7\fs24 :  Each Senat
or is assigned to contribute both oral and written comments that will assist the Faculty Affairs Committee in clarifying and engaging the relevant issues and in providing content to the policy decision parameters noted below.
\par 
\par }\pard \s28\qc\ri720\widctlpar\adjustright {\f7\fs24 *
\par }\pard\plain \s2\keepn\widctlpar\outlinelevel1\adjustright \b\ul\cgrid {\f7 
\par }\pard \s2\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \outlinelevel1\adjustright {\f7           Policy Alternatives\tab \tab  \tab \tab Prospective  Outcomes
\par }\pard\plain \widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \adjustright \f7\cgrid {\b 
\par }{\b\i A1}{\b : Maintain Status Quo: No CR \tab }{\b\i O1\tab \tab O2\tab \tab O3\u8230\'c9On}{\b 
\par 
\par }\pard\plain \s1\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \outlinelevel0\adjustright \b\f49\cgrid {\i\f7 A2}{\f7 :  Limited CR opportunities    \tab }{\i\f7 O1\tab \tab 
O2\tab \tab O3\u8230\'c9On}{\f7 
\par }\pard\plain \widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \adjustright \f7\cgrid {\b 
\par }{\b\i A3}{\b : Unrestricted CR opportunities\tab O}{\b\i 1\tab \tab O2\tab \tab O3\u8230\'c9On}{\b 
\par 
\par }{\b\i A4}{\b : Other  \tab \tab \tab \tab \tab }{\b\i O1\tab \tab O2\tab \tab O3\u8230\'c9On}{\b 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri720\widctlpar\adjustright {\i \tab }{\i\ul Identify}{:\tab Relevant stakeholders in CR
\par \tab \tab \tab CR Policy decision-makers
\par \tab \tab \tab Relevant CR goals/objectives
\par \tab \tab \tab Expected direct benefits of CR
\par \tab \tab \tab Expected direct costs of CR
\par \tab \tab \tab Probable externalities (positive, negative) of CR
\par 
\par Applicable rational bases to policy choice:
\par 
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \qj\ri720\widctlpar\jclisttab\tx720\ls7\adjustright {\b Technical}{ (outcomes as measured for plausible }{\i effectiveness}{ of the proposed policy)
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}{\b Economic}{ (outcomes as measured for plausible }{\i efficiency}{ \endash  cost/benefit ratio\emdash of the policy proposed)
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}{\b Legal }{(outcomes as they relate to extant public law, institutional rules and procedures, etc., that may }{\i govern}{/}{\i enable}{/}{\i constrain}{/}{\i restrain}{
 the proposed research)
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}{\b Social }{(outcomes as they relate to maintaining or improving valued social institutions of the university, the local community, the state of ÃÛÌÒÓ°Ïñ, 
the nation, the international community)
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}{\b Ethical }{(outcomes as they relate to moral principles relevant to the identified domain of prospective areas of research)
\par }\pard \qj\ri720\widctlpar\adjustright {\b 
\par 
\par }{(}{\i N.B.}{  The above are modified ideas deriving from William N. Dunn, }{\i Public Policy Analysis: An Introduction}{, 2nd Edition (Prentice-Hall, 1994), Chapter 7, "Recommending Policy Actions"
, pp. 273-275.  This is a text used in PHIL 476 Ethics and Public Policy I, Fall 2001, Instructor: Swazo.)
\par }\pard \ri720\widctlpar\adjustright {\caps 
\par }{\caps 
\par }{\page ATTACHM}{ENT 106/6}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002}{\caps 
\par 
\par 
\par }\pard\plain \s1\ri720\keepn\widctlpar\outlinelevel0\adjustright \b\f49\cgrid {\f7 President\rquote s Comments, ÃÛÌÒÓ°Ïñ Faculty Senate Meeting #104, 29 October 2001
\par }\pard\plain \qj\ri720\widctlpar\adjustright \f7\cgrid {Norm Swazo
\par 
\par \tab Donald Kennedy, past president of Stanford University, has remarked in his book, }{\i Academic Duty}{ (Harvard University Press, 1997), "By nature, universities are controversial places.  Their successes and failures draw in
tense public scrutiny because they really matter."  Kennedy adds, "As our society needs higher education, so higher education needs public trust.  Thus, we must take the criticism [from the public] seriously, and ask about its origin".  The origin of this
 criticism, argues Kennedy, "has much to do with our internal failure to come to grips with responsibility in the university.  Having been given a generous dose of academic freedom, we haven't taken care of the other side of the bargain\u8230\'c9
If we can clarify our perception of duty and gain public acceptance of it, we will have fulfilled an important obligation to society that nurtures us.  That obligation constitutes the highest institutional form of academic duty".
\par 
\par \tab Kennedy\rquote s remarks are }{\i aprop\u243\'97s}{ in this moment in which I call attention to the academic duty of the ÃÛÌÒÓ°Ïñ Faculty Senate.  Surely we concur with Kennedy in his claim that "The very heart of the institution\rquote 
s academic duty to society is the work of its faculty".  It is the work of the faculty that is central to garnering the public trust.  We should therefore take notice when a member of the public such as local columnist Dan O'Neill writes (}{\i 
Fairbanks Daily News-Miner}{, Saturday, October 20, 2001) with reference to prospective classified research at ÃÛÌÒÓ°Ïñ, "A culture of secrecy may be intrinsic to military research, but it is anathema to a university".
\par 
\par \tab O'Neill's statement signals a public criticism as the work of ÃÛÌÒÓ°Ïñ faculty meets with public scrutiny.  Properly engaged, such criticism ought to reinforce our need to "clarify our perception of our duty", specifically our duty }{\i to society}{
, as we debate the issue of conducting classified research at ÃÛÌÒÓ°Ïñ.  Whatever the policy recommendation forwarded in due course by the ÃÛÌÒÓ°Ïñ Faculty Senate, this recommendation m
ust be advanced as part of our clarification of our academic duty and with a view to gaining a public acceptance of our perception of that duty.  Kennedy observes that "it is much easier to distrust an institution whose operations and purposes are obscure
", and surely this provides advance warning as we here at ÃÛÌÒÓ°Ïñ take up the question of classified research that may inevitably entail "a culture of secrecy" which O'Neill says is "anathema to a university".
\par 
\par \tab It is essential that we get the right policy in p
lace here at ÃÛÌÒÓ°Ïñ.  The levels of secrecy that characterize classified research are, in my view, all the more formidable when related to what Kennedy (with reference to comments made by the German physicist Max Planck) calls "an implacable law of the econo
mics of knowledge":
\par 
\par Each incremental unit of new knowledge costs more that the last.  It\rquote s not hard to explain.  We tend to answer the easier questions first; the answers to those then suggest harder questions.  Furthermore, we develop new tools in the cou
rse of our investigations and then apply them to subsequent work.  For a constant increment of gain at the frontier we thus find ourselves allocating more and more resources.
\par 
\par \tab As the ÃÛÌÒÓ°Ïñ Faculty Senate today formally initiates our discussion with a view t
o recommending a policy on classified research, I urge Senators to do so with all the requisite seriousness that this question poses for our academic duty to society and to the public trust we must ever strive to sustain.  And, I especially urge Senators 
to bear in mind that "implacable law of the economics of knowledge" which is perhaps even more germane to the conduct of classified research.  
\par 
\par }\pard \ri720\widctlpar\adjustright {\caps 
\par }{\page ATTACHMENT 106/7
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {Curricular Affairs Committee Meeting Report
\par }{\fs28 
\par }\pard\plain \s28\widctlpar\adjustright \fs20\cgrid {\f7\fs24 
The Curricular Affairs committee held the first audioconferenced meeting of the Spring semester on 17 Jan 2002 10:30-1200 am.  Members present included Mike Hannigan, Wanda Martin, Peter Pinney, Eduard Zilberka
nt, Carol Barnhardt, James Gladden, Gary Holton, Larry Duffy for David Woodall, Britt Arneson, and Ron Illingworth.  
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par The meeting was audioconferenced as some members of the committee are from outside Fairbanks.
\par 
\par 1.\tab The committee discussed the proposal fr
om the College of Liberal Arts creating a new minor in Global Studies and determined to schedule a series of two open forum meetings one of which will be audioconferenced so that all interested persons can have input into the creation of this minor.  

\par 
\par 2.\tab 
The committee discussed the proposal from the College of Liberal Arts creating a new baccalaureate degree in External Studies and determined to schedule a series of two open forum meetings one of which will be audioconferenced so that all interested perso
n
s can have input into the creation of this degree.  For both of these proposals, we suggest a meeting time from 1-2 pm on Tuesday or Thursday.  The Curricular Affairs committee will facilitate setting up the forums along with the assistance of the governa
n
ce office.  However, we determined that it will be the responsibility of the program proposers to conduct the meeting and to obtain the input and to modify the proposals as necessary and appropriate.  Proposals may be resubmitted to the Curricular Affairs
 committee after this action has been completed.
\par 
\par 3.\tab The committee delayed discussion on the issues of resident credit requirements and Foreign Language Bonus Credit options until the Registrar could participate. 
\par 
\par Other items on our agenda for future discussion include the following:
\par 
\par 4.\tab The committee began a dialogue regarding the admission of students underprepared for admission to baccalaureate degree programs.  A sub-issue here are our admission requirements in light of the State Department of Education\rquote 
s initiatives which have granted waivers to at least 6 school districts from the requirement to use Carnegie units for graduation.
\par 
\par 5.\tab Related Instruction requirements for the Certificate programs.  The College of Rural ÃÛÌÒÓ°Ïñ is putting together a change to these requirements which they will bring forward for approval.
\par 
\par 6.\tab Continued discussion about credit expectations and measurements as they relate to outcomes assessment and all delivery modes.
\par 
\par 7.\tab Low Grade Reports and limited faculty participation
\par 
\par 
\par Respectfully submitted
\par 
\par Ronald D. Illingworth, Chair
\par Curricular Affairs Committee
\par 
\par }\pard \ri720\widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 106/8}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002
\par }{SUBMITTED BY FACULTY AFFAIRS
\par }{
\par }\pard \ri720\widctlpar\adjustright {
\par }\pard\plain \s1\ri720\keepn\widctlpar\outlinelevel0\adjustright \b\f49\cgrid {\f7 Faculty Affairs - }{\b0\f7 Report of meeting, 14 January 2002
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {
\par }{\b Committee Members:  }{Mike Davis, Rural Development, Dillingham; Joan Leguard, Philosophy & Humanities; Jennifer McBeath, SALARM; Peter McRoy (Chair), SFOS; Roger Smith (Ex-Officio), GI
\par 
\par }{\b Guests}{:  N. Swazo, Abel Bult
\par Master Plan Committee: John Craven, Bob Wheeler, Chris Bennett, Mike Supkis, Clark Milne, Pat Holloway, Don Foley, Cindy Branley and Deborah Brownfield.
\par 
\par }{\b Agenda
\par 
\par New Business
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \ri720\widctlpar\jclisttab\tx720\ls4\adjustright {Senate organization (McRoy)
\par }\pard \ri720\widctlpar\adjustright {The procedure for doing business in the Senate will be an agenda item this semester. Specifically, McRoy suggests that the Adm
inistrative Committee in effect is a filter that blocks academic discussion of issues on the Senate floor. We will examine ways to improve the procedure.
\par 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri630\widctlpar\adjustright {\b Old Business:
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \ri630\widctlpar\jclisttab\tx720\ls5\adjustright {Discussion of Draft Master Plan (DMP):
\par }\pard \ri630\widctlpar\adjustright {
\par }\pard \fi720\ri720\widctlpar\adjustright {The Committee met with members of the Master Planning Committee to discuss the review of the FA report on the Draft Master Plan submitted in December. 
\par }\pard\plain \s29\fi720\ri720\widctlpar\adjustright \loch\af4\hich\af4\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 
The DMP Committee members presented the view that the plan is basically a strategy for the future of the campus and that details were subject to chan\hich\af7\dbch\af4\loch\f7 
ge.  FA members pointed out in the plan case after case of what can only be called tactics, i.e., detailed small-scale actions serving the larger purpose. The DMP is actually a mix of both of these but there was some impasse on agreement between the commi
\hich\af7\dbch\af4\loch\f7 t\hich\af7\dbch\af4\loch\f7 
tees on this.  The overall meeting was unsatisfactory. The DMP committee indicated that none of the comments or recommendations of the Faculty Affairs report would be considered in the plan. They suggested that most of the concerns were accounted for by t
\hich\af7\dbch\af4\loch\f7 h\hich\af7\dbch\af4\loch\f7 
e vagaries of language in the DMP. Faculty Affairs does not agree. The conclusion of FA is that both the plan and its goals are flawed as stated in our report. A fundamental premise of the report is that ÃÛÌÒÓ°Ïñ has excessive parking compared to 8 other north
\hich\af7\dbch\af4\loch\f7 e\hich\af7\dbch\af4\loch\f7 
rn universities. FA using the DMP data that parking is primarily a function of latitude and that ÃÛÌÒÓ°Ïñ must continue to expand its parking spaces.  Comments received by Faculty Affairs from faculty and staff continue to indicate a strong desire to have park
\hich\af7\dbch\af4\loch\f7 i\hich\af7\dbch\af4\loch\f7 ng places close to buildings, a major conflict with the DMP. 
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {\tab The DMP has several goals that superficially would seem to be beneficial to ÃÛÌÒÓ°Ïñ however it does not include a goal that seeks to improve the effectiveness of ÃÛÌÒÓ°Ïñ as a place to work and in fact 
some of the existing goals could be a conflict to this. 
\par }\pard \fi720\ri720\widctlpar\adjustright {Finally, there was every sense that this plan is being ramrodded through the University on a schedule that does not allow adequate time for changes due to faculty review.  Consequently Faculty Affair
s proposes the following motion:
\par }\pard \ri630\widctlpar\adjustright {
\par }\pard \ri720\widctlpar\adjustright {The Chancellor delay by one semester the schedule of implementation of the Draft Master Plan to allow modifications based on recommendations and comments from faculty, staff and students.
\par }\pard \ri630\widctlpar\adjustright {
\par Rationale: \tab The full draft of a n
ew Master Plan was presented to the university community in October of 2001. While the Faculty Affairs Committee took up the review of this draft and produced a review in December, the Draft Maser Plan Committee was locked in to a schedule that did not al
l
ow consideration of new comments and recommendations. A final report from the Draft Master Plan Committee is expected by the end of January 2002. Faculty Affairs met with representatives of the DMP in December and January and in each case was informed tha
t
 it was really too late to consider any substantive changes to the Plan. The Faculty Affairs Committee has received numerous comments about the new draft plan and introduces this motion to ensure adequate review before implementation of any new Master Pla
n. Given the usual pace of university governance, the Faculty Affairs Committee views the inadequate time for review a shortfall in the master plan process.
\par 
\par }{\b Other Items:
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \ri630\widctlpar\jclisttab\tx720\ls5\adjustright {Regulation on Research Misconduct (McRoy)
\par }\pard \ri630\widctlpar\adjustright {Document still in review by University counsel office.
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \ri630\widctlpar\jclisttab\tx720\ls5\adjustright {ÃÛÌÒÓ°Ïñ Budget process (McRoy/Smith)
\par }\pard \ri630\widctlpar\adjustright {This is a continuing item. The initiative process is under review.
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 4.\tab}}\pard \ri630\widctlpar\jclisttab\tx720\ls5\adjustright {Classified Research (Smith/Swazo)
\par }\pard \ri630\widctlpar\adjustright {There will be a discussion at the February Senate meeting.
\par }\pard \ri720\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 106/9
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par 
\par }\pard \ri720\widctlpar\adjustright {
\par }\pard \ri720\nowidctlpar\adjustright {\b\ul Graduate Academic & Advisory Committee (GAAC) Meeting Report, December 18, 2001, 9.30-11.00 am, Kayak Room, Rasmuson
\par 
\par }\pard \ri720\sl-240\slmult0\nowidctlpar\adjustright {Present: Gayle Gregory, Elke Richmond, Sandra Bond, Lillian Corti, Colin Read, Susan Henrichs, Madeline Schatz, Norm Swazo, Ed Bueler, Eric Rexstad, Hajo Eicken
\par Guests: G. McBeath, J. Kleinfeld, T. Cole, K. Erickson
\par }\pard \ri720\nowidctlpar\adjustright {\b\ul 
\par }{\ul I. New Business
\par 
\par }{\i (1) Course/Program requests
\par }{The following course requests were unanimously approved by the committee:
\par New course:  GEOS 601-Advanced X-ray Spectroscopy (#15); GG: this needs to be changed to GEOS619 
\par New course:  GEOS 608-Geologic Hazards and Natural Disasters (#16)
\par Change course:  CS 671-Software Engineering (#17)
\par New course:  ECON 621 - Fundamentals of Economics (#30)
\par Change course:  CS 471 - Software Engineering; drop stack status w/ CS 671, retain as a separate course (#75, see #17 graduate request)
\par New course:  LING 603 - Phonetics and Phonology (#3)
\par New course:  LING 604 - Morphology & Syntax (#4)
\par New course:  LING 652 - Linguistic Applications (#5)
\par New course:  LING 660 - Internship (#6)
\par New course:  NORS 613 - Wilderness and Environmental Psychology (#8)
\par Drop course:  PS 449/NORS 649 - Comparative Government and Politics in the Circumpolar North (#15)
\par New course:  PS 447 - U.S. Environmental Politics (#17), stacked w/ NORS 647
\par New course:  PS 454 - International Law and the Environment (#18); stacked w/ NORS 654
\par New course:  PS 455 - Political Economy of the Global Environment (#19), stacked w/ NORS 655
\par New course:  PS 456 - Science, Technology, and Politics (#20), stacked w/ NORS 656
\par New course:  PS 458 - Comparative Environmental Politics (#21), stacked w/ NORS 658
\par }\pard \ri450\nowidctlpar\adjustright {Trial course: PS494/694 - Science, Technology, and Politics (spring 2002)
\par }\pard \ri720\nowidctlpar\adjustright {
\par The course requests submitted by Applied Business (ABUS) required fur
ther clarification (comments forwarded by J. Gladden; clarification of title with change to Applied Public Admin. Or Management, also to avoid problems with course identification by students; course descriptions for 551 & 552 identical; consult/enquire ab
out Senate Policy regarding 500-level courses), C. Dexter will be invited to next GAAC meeting for discussion.
\par 
\par }{\i (3) Joint Ph.D. Program w/ UAA, S. Henrichs
\par }{Committee considering joint Ph.D. with UAA asked for input and comments regarding draft guidelines to be forwarded to UAA for review. Issue should be brought forward at next Faculty Senate Meeting as informational item.
\par 
\par 
\par }{\ul II. Old Business
\par 
\par }{\i (1) Proposal for New Program in Applied Linguistics
\par }{After reviewing the changes and additional information provided, the Committee unanimously approved the proposal to be forwarded to the Faculty Senate.
\par 
\par }{\i (2) Request for Major Program Change: Northern Studies, Concentration in Global Environmental Policy
\par }{After reviewing the modifications in the Northern Studies Program d
escription in the catalog and considering additional information provided to the committee, the following items were discussed: (1) While the issue of course stacking may warrant further discussion at a general level, the concerns w/ regards to this speci
f
ic program had been addressed; it was pointed out that current policy (p. 167 catalog) does not permit students to obtain stacked-course credit for both undergraduate and graduate work (based on experience in Northern Studies, undergraduates taking stacke
d courses was assumed to be the exception). (2) Concerns regarding the title of the concentration were addressed by pointing out that the degree would be awarded in Northern Studies (w/ concentration in \u8230\'c9
) and that the NORS core courses would still be part 
of the concentration; the letter of support by O. Young also addressed this concern. (3) The comments by a faculty member regarding the NORS history concentration will be addressed and taken into account at the Department level, the acting Head of the His
tory Dept. was present to answer questions by the committee. (4) The need for coordination of the economics portion of the program was identified and had been largely addressed at the previous meeting. 
\par The committee unanimously approved the request for a major program change.
\par }\pard \ri720\widctlpar\adjustright {\caps 
\par ---------------------------------------
\par 
\par }\pard \ri720\nowidctlpar\adjustright {\b\ul Graduate Academic & Advisory Committee (GAAC) Meeting 
\par January 24, 2002, 2-3.30 pm, Kayak Room, Rasmuson Library
\par 
\par 
\par }{Present: Gayle Gregory, Susan Henrichs, Maribeth Murray, Chuen-Sen Lin, Lillian Corti, Ed Bueler, Joe Kan, Madeline Schatz, Hajo Eicken
\par Guests: Charlie Dexter, Jim Gladden, Jacob Joseph, Jim Collins 
\par 
\par }{\ul I. New Business
\par }{\i (1) Resource commitment to proposed new degree}{
\par Following up on earlier discussions with the GAAC and in order to strea
mline application process for new degree programs, ÃÛÌÒÓ°Ïñ administration is considering introduction of resource commitment forms to help assess and specify resource commitments that will be part of the program in question. The GAAC will discuss and draft a 
corresponding form.
\par 
\par }{\ul II. Old Business
\par }{\i (1) Joint Ph.D. Program w/ UAA
\par }{Comments are solicited on draft document prior to discussing this with UAA. At the next Faculty Senate meeting, a brief presentation and discussion of the document will be part of the agenda.
\par }{\i 
\par (2) Ph.D. Residence requirements
\par }{Motivated by written comments/questions submitted by Jonah Lee regarding current residency requirements (or lack thereof) for Ph.D. students at ÃÛÌÒÓ°Ïñ, the GAAC discussed this issue in the context of distance delivery and
 potential joint Ph.D. programs with other MAUs. 
\par 
\par Residency requirement for Ph.D. programs was removed by Senate in 1999/2000, further research into rationale required. Currently, Master's Degree programs include one semester residency requirement, result
ing in distance-delivered programs (such as Justice Administration) being out of compliance with current policy. The GAAC feels that these issues need to be addressed. After some discussion a consensus emerged that presence on campus was a key component o
f
 the graduate experience (and due to important contributions by graduate students of vital importance for the university). On the other hand, distance delivery of courses and collaboration with UAA on Ph.D. programs also needs to be taken into account. Po
tentially this can be addressed by introducing a residency requirements for graduate studies at all levels that requires specific exemption for individual programs by GAAC. 
\par }{\i 
\par (3) Course/Program requests
\par }{NEW COURSE:  ABUS 551 - Public Administration Processes (#10)
\par NEW COURSE:  ABUS 552 - Public Administration (#11)
\par NEW COURSE:  ABUS 554 - Principles of Leadership (#12)
\par NEW COURSE:  ABUS 579 - Human Resource Management (#13)
\par 
\par Charlie Dexter provided overview of ABUS courses that were to complement existing 200-level courses (2 levels of courses for 500-level courses). Currently 35 people from community enrolled in the program.
\par 
\par Jim Gladden pointed out that ABUS 552 is very similar to/redundant with PS212 (Introduction to Public Administration). Concerns were r
aised about lack of credentials in offering these courses. Jim Collins raised concerns about overlap with SOM mission and potential problems with AACSB accreditation down the line, given that the latter concerns all Post-Baccalaureate courses, as well as 
lack of advance discussion with SOM and others in the planning process. Charlie Dexter pointed towards mission of TVC in offering these courses mostly for accreditation requirements of teachers and hence different clientele. 
\par 
\par The course requests will be re
vised in coordination with Gladden, Joseph, Collins et al. to minimize or eliminate concerns raised. Further discussion indicated that Post-Baccalaureate course and program offerings (in particular 500-level) may require more interdepartmental coordinatio
n and exchange prior to submission of course requests than is currently the case. 
\par }{\i 
\par }\pard \ri720\widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 106/10
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002
\par }{SUBMITTED BY FACULTY APPEALS AND OVERSIGHT COMMITTEE
\par }\pard \ri720\widctlpar\adjustright {
\par 
\par Faculty Appeals & Oversight Committee Meeting December 17, 2001
\par 
\par Present:  Peter Stortz, Julia Riley, Mitch Roth, Glenn Juday, Gang Cheng, Santanu Khataniar, Brian Himelbloom, Victoria Moessner
\par 
\par Absent:  Michael Schuldiner, Jerry Lipka
\par 
\par Norm Swazo met once again with the committee.  We discussed the questions he had about the policy/procedure from 1990:
\par 
\par The committee decided to build two subcommittees.  One to formulate a "process rich" proposal and the other to formulate a "policy rich" proposal that can be presented to the Senate at its next meeting as a discussion item.
\par 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 106/11
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #106
\par February 4, 2002
\par }{SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT & IMPROVEMENT
\par 
\par }\pard \ri720\widctlpar\adjustright {
\par FDAI minutes, December 4, 2001, 11:30-1:00 Working lunch
\par 
\par 
\par Members present:  Abel Bult, Channon Price, Tom Robinson, George Charles, Joy Morrison, Jim Collins, Ann Wilson, Roger Norris-Tull, Debi McLean
\par Guests:  Dan Wheeler
\par 
\par Call to order.  Minutes accepted from November 6, 2001 meeting.
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 I.\tab}}\pard \fi-720\li720\ri720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}\ls6\adjustright {Introduction of  Dan Wheeler, Consultant
\par }\pard \ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par Dan stated that 
he understood ÃÛÌÒÓ°Ïñ is unique because faculty are spread out over a huge geographical area and the problems that presents for faculty development.  Just the logistics of bringing people in for face/face is a task.  He said that from meetings he attended, it
 appeared that administration was aware of the problem and that they were working toward solutions.  Interest has done much to close the gap, but much more needs to be done.  Dan's role is to gather data and report to administration.
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 II.\tab}}\pard \fi-720\li720\ri720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}\ls6\adjustright {Issues
\par }\pard \ri720\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {Mentoring /Assessing
\par Dan discussed mentoring and assessment and the separation of roles.  He pointed out the value of formative feedback that needs to occur between the assessor and the teacher and that this is not necessarily the role of the mentor.  The need for an ind
ividual qualified in the assessment of teaching was discussed
.  Dan pointed out that summative feedback (i.e., tenure and promotion file) may "carry to much baggage".  A systematic process for formative(i.e., observations of teaching, review of syllabus and materials) and summative evaluation could be explored. 

\par 
\par Other issues discussed included "being a mentor", "finding a mentor", and motivating faculty to engage in professional development.  Orientation for new faculty and the development of a rubric for 
teaching quality to aid instructors, especially those with no teaching background was mentioned.  Roger suggested the observation tool used by the SOE could be formatted to meet this need.  Cross-cultural communications, voluntary tracking system of profe
ssional development, and developing professional portfolios were also discussed.  A final topic was the Center for Excellence.  How do we begin to garner support?  A center would help organize and structure professional development activities.
\par 
\par Joy's department already works with many of the above mentioned areas.  Dan suggested that we conceptualize broadly and do what can be done well and for purposes of accountability and standards, decide what things need to happen.
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 III.\tab}}\pard \fi-720\li720\ri720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}\ls6\adjustright {Rural faculty Meeting with Dan Wheele
r Dec.7, 1:00-2:00
\par }\pard \ri720\widctlpar\adjustright {
Similar issues were discussed - mentoring responsibilities, and motivation of faculty for professional development as well as institutional support to keep abreast in field.  More emphasis was placed on professional development of new hi
res, collegial support and tech support because of the distance from Fairbanks and between campuses.  Faculty have additional individual needs because they are spread out over a large area, sometimes without the support of colleagues. 
\par 
\par }\pard \qj\ri720\widctlpar\adjustright {Submitted by D. McLean
\par }\pard \widctlpar\adjustright {
\par 
\par }}