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\fbias0 \fi-720\li720\jclisttab\tx720 }{\listname ;}\listid1}{\list\listtemplateid1377289\listsimple{\listlevel\levelnfc3\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li360
\jclisttab\tx360 }{\listname ;}\listid2}}{\*\listoverridetable{\listoverride\listid1\listoverridecount0\ls1}{\listoverride\listid2\listoverridecount0\ls2}}{\info{\title FOR MORE INFORMATION, CONTACT:}{\author Governance Office}{\operator Governance}
{\creatim\yr2002\mo4\dy2\hr9\min39}{\revtim\yr2002\mo4\dy2\hr9\min39}{\printim\yr2002\mo4\dy1\hr11\min18}{\version2}{\edmins1}{\nofpages28}{\nofwords6394}{\nofchars36447}{\*\company Governance}{\nofcharsws44759}{\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\linex0\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 }\pard \qc\widctlpar\adjustright {\b\ul A G E N D A
\par }{ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #108}{\b\ul 
\par }{Monday, April 8, 2002
\par 1:30 p.m. - 3:40 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 #107
\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 B.\tab Motions Pending:  
\par \tab \tab \tab 1.\tab Motion to approve the M.A. degree 
\par \tab \tab \tab \tab program in Applied Linguistics.
\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 10 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 2:15\tab V}{\tab Public Comments/Questions \tab \tab \tab \tab   5 Min.
\par 
\par }{2:20\tab VI\tab New Business\tab \tab \tab \tab \tab \tab 35 Min.
\par \tab A.\tab Motion to amend the Certificate Program requirements, 
\par \tab \tab }{submitted by Curricular Affairs}{ (Attachment 108/1)
\par \tab B.\tab Motion to amend the Master's Degree residency 
\par \tab \tab Requirement, submitted by Graduate Academic & Advisory 
\par \tab \tab Committee (Attachment 108/2)
\par \tab C.\tab Motion to amend the New Program Request Form to require 
\par \tab \tab the completion of a Resource Commitment Form, submitted 
\par \tab \tab by Graduate Academic & Advisory Committee 
\par \tab \tab (Attachment 108/3)
\par \tab D.\tab Motion to amend the New Course Request and the Change 
\par \tab \tab Course Request forms to include a question on the impact 
\par \tab \tab of proposed action, submitted by Graduate Academic 
\par \tab \tab & Advisory Committee (Attachment 108/4)
\par \tab E.\tab Motion to amend the Mathematics Literacy component of 
\par \tab \tab the Core Curriculum, }{submitted by }{Core Review 
\par \tab \tab (Attachment 108/5)
\par \tab F.\tab Motion to endorse the Core Review Committee's 
\par \tab \tab recommendation for a university's Writing-Across-the 
\par \tab \tab Curriculum Program and curriculum specialist, }{submitted }{
\par \tab \tab }{by }{Core Review (Attachment 108/6)
\par \tab G.\tab Resolution to ratify the election of Pete Pinney as 
\par \tab \tab President-Elect by acclamation, submitted by Administrative 
\par \tab \tab Committee (Attachment 108/7)
\par 
\par }{2:}{55}{\tab \tab ***BREAK***\tab \tab \tab \tab \tab \tab 10 Min
\par }{
\par 3:05\tab VII\tab Discussion Items   \tab \tab \tab \tab \tab 15 Min.
\par \tab A.\tab }{Center for Faculty Development}{ (Attachment 108/8}{)
\par }{\tab B.\tab }{Resolution to support the proposal of CACNE, 
\par \tab \tab (Attachment 108/9)
\par }{
\par 3:20\tab VIII\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 3:25}{\tab }{IX}{\tab Committee Reports \tab \tab \tab \tab \tab 15 Min.
\par \tab A.\tab Curricular Affairs - R. Illingworth (Attachment 108/10)
\par \tab B.\tab Faculty Affairs - P. McRoy}{ (Attachment 108/11)}{
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  H. Eicken
\par }{\tab \tab (Attachment 108/12}{)
\par \tab D.\tab Core Review - D. Schamel
\par \tab E.\tab Curriculum Review - P. Pinney
\par \tab F.\tab Developmental Studies - J. Weber}{ (Attachment 108/13}{)
\par \tab G.\tab Faculty Appeals & Oversight - J. Moessner  (Attachment}{ 108/14}{)
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  
\par \tab \tab D. McLean-Nelson}{ (Attachment 108/15}{)
\par }{
\par 3:40\tab X\tab Adjournment
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 108/1
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108
\par April 8, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS
\par 
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the Certificate Program requirements (page 27 of the 2001-02 ÃÛÌÒÓ°Ïñ catalog) as follows:
\par 
\par [[   ]]   =  Deletion
\par CAPS    = Addition
\par 
\par 
\par }\pard\plain \s27\qj\widctlpar\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\b \hich\af7\dbch\af4\loch\f7 CERT\hich\af7\dbch\af4\loch\f7 IFI\hich\af7\dbch\af4\loch\f7 CATE PROGRAMS
\par }{
\par }\pard \s27\widctlpar\adjustright {\hich\af7\dbch\af4\loch\f7 Cert\hich\af7\dbch\af4\loch\f7 ifi\hich\af7\dbch\af4\loch\f7 ca\hich\af7\dbch\af4\loch\f7 te programs vary in length; however, you can usually complete them in one year.
\par }\pard \s27\qj\widctlpar\adjustright {
\par }{\b \hich\af7\dbch\af4\loch\f7 Requirements
\par }\pard \s27\widctlpar\adjustright {
\par \hich\af7\dbch\af4\loch\f7 [\hich\af7\dbch\af4\loch\f7 [\hich\af7\dbch\af4\loch\f7 To enrol\hich\af7\dbch\af4\loch\f7 l in a certificate program, and\hich\af7\dbch\af4\loch\f7 ]\hich\af7\dbch\af4\loch\f7 ]\hich\af7\dbch\af4\loch\f7  
\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7 Before receiving a certificate\hich\af7\dbch\af4\loch\f7 ,\hich\af7\dbch\af4\loch\f7  you must formally be admitted.  \hich\af7\dbch\af4\loch\f7 [\hich\af7\dbch\af4\loch\f7 [
\hich\af7\dbch\af4\loch\f7 To earn a certificate,\hich\af7\dbch\af4\loch\f7 ]\hich\af7\dbch\af4\loch\f7 ]\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7 
You may enroll in any course for which you are eligible.  To earn a certificate, you must earn at least 30 credits, including tran\hich\af7\dbch\af4\loch\f7 sfer credit.  Fifte\hich\af7\dbch\af4\loch\f7 e\hich\af7\dbch\af4\loch\f7 n semeste
\hich\af7\dbch\af4\loch\f7 r\hich\af7\dbch\af4\loch\f7  hours must be residence credits.  You must have a grade point average of }{\caps \hich\af7\dbch\af4\loch\f7 at least}{\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7 2.0
\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7 [\hich\af7\dbch\af4\loch\f7 [\hich\af7\dbch\af4\loch\f7 in all\hich\af7\dbch\af4\loch\f7  work, as well as in\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7 your major
\hich\af7\dbch\af4\loch\f7 ]\hich\af7\dbch\af4\loch\f7 ]\hich\af7\dbch\af4\loch\f7 .\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7   \hich\af7\dbch\af4\loch\f7 
PROGRAMS OF STUDY FOR WHICH CERTIFICATES ARE GRANTED MUST CONTAIN A RECOGNIZABLE BODY OF INSTR\hich\af7\dbch\af4\loch\f7 
UCTION IN THE PROGRAM-RELATED AREAS OF 1) COMMUNICATION, 2) COMPUTATION, AND 3) HUMAN RELATIONS.  ADDITIONAL TOPICS WHICH MAY BE COVERED AS APPROPRIATE INCLUDE SAFETY, INDUSTRIAL SAFETY, AND ENVIRONMENTAL AWARENESS.  INSTRUCTION IN THE RELATED INSTRUCTION
\hich\af7\dbch\af4\loch\f7 A\hich\af7\dbch\af4\loch\f7 
L AREAS MAY BE EITHER EMBEDDED WITHIN THE PROGRAM CURRICULUM OR TAUGHT IN BLOCKS OF SPECIALIZED INSTRUCTION.  EACH APPROACH, HOWEVER, WILL HAVE CLEARLY IDENTIFIED CONTENT THAT IS PERTINENT TO THE GENERAL PROGRAM OF STUDY.
\par 
\par \hich\af7\dbch\af4\loch\f7 Only degree requirements in effec\hich\af7\dbch\af4\loch\f7 t within five academic years prior to y\hich\af7\dbch\af4\loch\f7 our g\hich\af7\dbch\af4\loch\f7 raduation date for a certif\hich\af7\dbch\af4\loch\f7 
icate may be used.  You are considered enrolled in your degree program when you comp\hich\af7\dbch\af4\loch\f7 l\hich\af7\dbch\af4\loch\f7 ete the appropriate degree student registration procedure.\hich\af7\dbch\af4\loch\f7 
  If you do not enroll for a semester or m\hich\af7\dbch\af4\loch\f7 ore, or if you enroll thr\hich\af7\dbch\af4\loch\f7 ough the non-degree process, \hich\af7\dbch\af4\loch\f7 y\hich\af7\dbch\af4\loch\f7 
ou are not considered enrolled as a degree student during that time.\hich\af7\dbch\af4\loch\f7   \hich\af7\dbch\af4\loch\f7 IF YOUR DEGREE PROGRAM IS DELIVERED COLLABORATIVELY WITHIN THE UA SYSTEM THEN THE CREDITS YOU EARN FROM EACH UA INSTITUTION WILL BE
\hich\af7\dbch\af4\loch\f7  COUNTED TOWARD FULFILLMENT OF THE DEGREE REQUIREMENTS AND FULFILLMENT OF THE MINIMUM INSTITUTIONAL RESIDENCY REQUIREMENTS.
\par }\pard\plain \qj\widctlpar\adjustright \f7\cgrid {
\par 
\par \tab EFFECTIVE:   \tab Fall 2002
\par 
\par \tab RATIONALE:   \tab The accreditation self-study and the 
\par \tab \tab subsequent accreditation visit identified that ÃÛÌÒÓ°Ïñ has no 
\par \tab \tab stated certificate requirements in the catalogue for 
\par \tab \tab related instruction nor any statement of a standard for 
\par \tab \tab the inclusion of related instruction in certificate programs 
\par \tab \tab to guide the design of curricula.  Consequently, it has not 
\par \tab \tab been widely recognized that there is such a requirement.  
\par \tab \tab This motion corrects that deficiency.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 108/2
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108
\par April 8}{\caps , 2002
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE}{\caps 
\par }\pard \widctlpar\adjustright {
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the Master's Degree residency requirement (page 41 of the 2001-02 ÃÛÌÒÓ°Ïñ catalog) as follows:
\par 
\par [[    ]]   =  Deletion
\par CAPS    =  Addition
\par 
\par Master's Degree
\par 
\par You may apply for advancement to candidacy for a specific master\rquote s degree if you are in good standing and have satisfied the following requirements:
\par 
\par }\pard \fi-720\li1440\widctlpar\adjustright {1.\tab satisfactorily completed at least 9 semester credits of graduate study [[in residence]] at the University of ÃÛÌÒÓ°Ïñ Fairbanks (i.e., study after admission to a specific degree program)
\par 2.\tab received approval of a provisional thesis or project topic
\par 3.\tab received approval of the finalized Graduate Study Plan, including specific coursework to be completed and any other requirements
\par }\pard \widctlpar\adjustright {
\par 
\par \tab EFFECTIVE:   \tab Fall 2002
\par 
\par \tab RATIONALE:  \tab This motion brings the residency requirement 
\par \tab \tab into compliance with the offering of ÃÛÌÒÓ°Ïñ web-based 
\par \tab \tab degrees and supports ÃÛÌÒÓ°Ïñ\rquote s statewide mission of 
\par \tab \tab Graduate Education.  
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 108}{/}{3}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{GRADUATE ACADEMIC & ADVISORY COMMITTEE AND THE CURRICULAR AFFAIRS COMMITTEE}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the New Degree Program Request (Format 3) in the Academic Course and Degree Procedures Manual to require the completion of a Resource Commitment Form, to be signed by the program proponents and the respective Dean. 

\par 
\par }\pard \nowidctlpar\adjustright {\tab EFFECTIVE:    \tab Fall 2002
\par 
\par \tab RATIONALE:  \tab The introduction of the Resource Commitment 
\par \tab \tab Form encourages new-degree program proponents to 
\par \tab \tab adequately consider the issue of existing and future 
\par \tab \tab resources required for the program as well as providing 
\par \tab \tab a record of the current and additional amount of support 
\par \tab \tab committed to the program in order to ensure its viability.
\par }{
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 1}{08}{/}{4}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{GRADUATE ACADEMIC & ADVISORY COMMITTEE AND THE CURRICULAR AFFAIRS COMMITTEE}{\caps 
\par }\pard \widctlpar\adjustright {
\par }{
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the New Course Request (Format 1) and the Change Course Request (Format 2) in the Academic Course and Degree Procedures Manual to include a question on the impact of proposed action as follows:
\par 
\par }{\caps Please specify positive and negative impacts on other courses, programs and departments resulting from the proposed action.}{
\par 
\par \tab EFFECTIVE:   \tab Fall 2002
\par 
\par }\pard \nowidctlpar\adjustright {\tab RATIONALE:  \tab This motion is aimed to improve the current 
\par \tab \tab forms, requiring a more focused and constructive 
\par \tab \tab response on a question that in the past often has not 
\par \tab \tab been considered by proponents.}{
\par 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 108}{/}{5}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{CORE REVIEW COMMITTEE
\par 
\par 
\par }\pard \widctlpar\adjustright {MOTION: 
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to accept Math 161 as a Mathematics Literacy component of the Core Curriculum and that it be included in the list of math courses that will satisfy the Core Math requirement.   
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2002
\par 
\par \tab RATIONALE:   \tab The Math department has recommended that 
\par \tab \tab Math 161 be included in the list of math classes that will 
\par \tab \tab satisfy the core math requirement.
\par 
\par 
\par \tab \tab \tab \tab 
\par 
\par [[  ]]  = \tab Deletions
\par CAPS = \tab Additions
\par 
\par 
\par }{\b Baccalaureate Core
\par }{
\par Courses used to meet core requirements may not be used to meet any other requirements for a degree. 
\par 
\par }{\b Requirements       \tab \tab \tab \tab \tab \tab \tab Credits
\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.\tab 3
\par }{MATH 107X-Functions of Calculus OR MATH 131X-Concepts 
\par and Contemporary Applications of Mathematics  
\par OR MATH 161X-ALGEBRA FOR BUSINESS AND ECONOMICS   \tab 3
\par 
\par    OR MATH 200X, 201X, 202X, 262X, 272X or any math 
\par    course having one of these as a prerequisite
\par 
\par [[* MATH 161 is not an equivalent course to MATH 107X.]]
\par }\pard \ri-260\widctlpar\adjustright {\caps 
\par }{
\par \page ATTACHMENT 1}{08}{/}{6}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{CORE REVIEW COMMITTEE
\par 
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to endorse the Core Review Committee's recommendation for a university's Writing-Across-the Curriculum Program and curriculum specialist.  
\par 
\par        EFFECTIVE:    \tab FY 2003
\par 
\par        RATIONALE:   \tab There has been a very high turnover of faculty 
\par \tab \tab teaching Writing Intensive courses, especially in the 
\par \tab \tab aftermath of the RIP program.  Examination of course 
\par \tab \tab syllabi this spring indicated that about half the "W" courses 
\par \tab \tab did not meet the minimum expectations for "W" \endash  at least 
\par \tab \tab not on paper.  Transitioning between instructors (passing 
\par \tab \tab of the baton) in these courses apparently has not gone 
\par \tab \tab smoothly.  The Core Review Committee believes quite 
\par \tab \tab strongly that students and instructors should not be 
\par \tab \tab punished for this oversight.  Instead, ÃÛÌÒÓ°Ïñ needs to nurture 
\par \tab \tab faculty who are new to "W" requirements.  The best way 
\par \tab \tab to do this is through faculty development.  The 
\par \tab \tab establishment of this position would help mitigate the 
\par \tab \tab problem we have identified.
\par 
\par 
\par \tab \tab \tab \tab *
\par 
\par \tab WRITING-ACROSS -THE-CURRICULUM PROGRAM PROPOSAL
\par 
\par The Core Curriculum Review Committee recognizes the importance of the university's Writing-Across-the-Curriculum program and the need for students to work on their writing in all disciplines and at all grade levels.  Thus, to improve the effectiv
eness of this program, the Core Review Committee proposes that a faculty member from the English Department specifically be designated as the Writing-Across-the-Curriculum specialist.  This individual will receive a course-load reduction for coordinating 
the Writing Intensive courses (W), promoting Writing-Across-the-Curriculum on a university-wide basis, and providing workshops to faculty teaching these courses.  
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 108}{/}{7}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{ADMINISTRATIVE COMMITTEE
\par 
\par }\pard \widctlpar\adjustright {
\par RESOLUTION
\par =========
\par 
\par BE IT RESOLVED, That the ÃÛÌÒÓ°Ïñ Faculty Senate ratifies the election of 
\par Pete Pinney as President-Elect of the ÃÛÌÒÓ°Ïñ Faculty Senate for 2002-
\par 2003 by acclamation.  
\par 
\par }\pard \ri-260\widctlpar\adjustright {\caps 
\par }{
\par \page ATTACHMENT 1}{08}{/}{8}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }\pard \widctlpar\adjustright {SUBMITTED BY }{FACULTY DEVELOPMENT, ASSESSMENT, AND IMPROVEMENT COMMITTEE
\par }\pard \ri-260\widctlpar\adjustright {
\par 
\par }\pard \widctlpar\adjustright {
\par DRAFT MOTION FOR DISCUSSION
\par 
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to endorse a fully-funded Center for Faculty Development.  Funds would be provided for a full-time director, a budget for faculty travel and external speakers, release time for several associates, a part-time staff member, and
 a room would be allocated to permanently house the Center.
\par 
\par        EFFECTIVE:    \tab FY 2003
\par 
\par        RATIONALE:    \tab The Faculty Development, Assessment, and 
\par \tab \tab Improvement Committee reviewed the Report on Faculty 
\par \tab \tab Development Needs submitted by Dan Wheeler.  A 
\par \tab \tab primary recommendation of the report is a fully 
\par \tab \tab developed Faculty Development Center.  Designed 
\par \tab \tab in the same spirit as the University of ÃÛÌÒÓ°Ïñ 
\par \tab \tab Anchorage CAFE model, a Center for Faculty 
\par \tab \tab Development would provide a program for continued 
\par \tab \tab growth and creativity to meet the needs of a 
\par \tab \tab diversified faculty.
\par 
\par }{
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 108}{/}{9}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{
\par 
\par 
\par }\pard \widctlpar\adjustright {TO:    \tab Deborah H. Brownfield, Master Plan Committee
\par \tab \tab Director of Space Planning and Management
\par FROM: \tab Chancellor's Advisory Committee on ÃÛÌÒÓ°Ïñ Native 
\par \tab \tab Education (CACNE)
\par \tab \tab   Clara Johnson, Chair.
\par DATE: \tab March 25, 2002
\par Re:     \tab Position statement on the ÃÛÌÒÓ°Ïñ 2001 Draft Master Plan
\par \tab \tab by the Chancellor\rquote s Advisory Committee on ÃÛÌÒÓ°Ïñ Native 
\par \tab \tab Education (CACNE).
\par 
\par The Chancellor's Advisory Committee on ÃÛÌÒÓ°Ïñ Native Education (CACNE) takes this opportunity to voice its position
 on the ÃÛÌÒÓ°Ïñ 2001 Draft Master Plan.  It is our experience that once an architectural/ landscape master plan is made, it is virtually impossible to make appropriate and logical changes at a later date.  While we recognize the importance of the location of 
b
uildings, placement of parking areas, pedestrian access, vehicle traffic flow and other physical attributes that minimize the potential chaos inherent in future growth, CACNE takes a strong stand in keeping the area between the Natural Science Building an
d the ÃÛÌÒÓ°Ïñ Museum as an open space.  Further that this open space be dedicated to culturally relevant symbols representing ÃÛÌÒÓ°Ïñ\rquote 
s First Nations: the Athabascans, Tlingit, Haida, Tsimshian, Eyak, Inupiaq, Yupiaq/Cupiaq,Yupiget, Alutiiq, Sugpiaq and Unangan/
Unangus, the original and true owners of all the land in ÃÛÌÒÓ°Ïñ.  It is common knowledge that the ÃÛÌÒÓ°Ïñ campus stands on Tanana Athabascan land.  Each ÃÛÌÒÓ°Ïñ Native group would have the opportunity to determine what form the representation should be.  This 
collaborative planning effort would also help to recognize the contribution of ÃÛÌÒÓ°Ïñ's First Nations to the State of ÃÛÌÒÓ°Ïñ, the U.S., and to the International community.
\par 
\par In addition to our suggestion about the open space next to the museum, we also propo
se that ÃÛÌÒÓ°Ïñ consider adding Native ÃÛÌÒÓ°Ïñn artwork and symbols to as many buildings and outdoor spaces on campus as possible.  Widespread use of ÃÛÌÒÓ°Ïñ Native artwork and cultural symbols on the ÃÛÌÒÓ°Ïñ campus would provide several benefits.  It would create 
a
 distinctive look to the campus that would appeal to and attract visitors.  It would promote a sense of identity and pride among students, staff, and faculty.  It would clearly root the university in its cultural, geographic, and historic place.  It would
 present a welcoming face to Native students and demonstrate the university\rquote 
s commitment to collaborating with Native communities and their corporations.  Should the university leadership commit to follow this suggestion, works of art and ÃÛÌÒÓ°Ïñ Native symb
ols can be obtained through a combination of loans from individual artists, gifts by artists and Native corporations and communities, and purchases by ÃÛÌÒÓ°Ïñ.  The Chancellor's Advisory Committee on Native Education (CACNE) would be willing to spearhead acqu
isition of appropriate cultural materials and works of art if given the mandate to do so.
\par 
\par Presently, the only visible exterior symbols of ÃÛÌÒÓ°Ïñ's First Nations on the ÃÛÌÒÓ°Ïñ campus take the form of two small alabaster Inupiat statues near the Woods Center, t
he Emily Ticasuk Brown Flame located near Lola Lilly Commons, a polar bear sculpture near the Patty Gym, two totems poles from Southeast ÃÛÌÒÓ°Ïñ at the UA Museum, and one totem pole between the Woods Center and the Chapman Building (several of these symbol
s
 were donated to ÃÛÌÒÓ°Ïñ by the artists).  One suggestion that we would like to present is for ÃÛÌÒÓ°Ïñ to erect in the center of the circle of flags a pole with an eagle feather on top of it as described by Chief Peter John, Chief Peter John was also given an hon
orary doctorate degree by ÃÛÌÒÓ°Ïñ in 1994 (see the attached article on Troth Yeddh\u225\'87
).  It is our understanding that the present landscape action steps include the use of the open area for walking trails in the summer and winter cross-country skiing.  Our sugges
tion would strengthen the present plan with the inclusion of the appropriate cultural symbols.  The proposed ÃÛÌÒÓ°Ïñ Native symbols could enhance the area as an additional visitor's location, be it summer or winter, to educate people from all over the worl
d
 that this university recognizes and respects its original peoples.  There are excellent examples of landscape structures in such places as University of British Columbia with its Long House, the Saami House at the University of Tromso in Norway, and nume
rous other locations.
\par 
\par The members of CACNE represent a good cross section of First Nations People of ÃÛÌÒÓ°Ïñ and local organizations such as Fairbanks Native Association, Tanana Chiefs Conference (TCC), Doyon Foundation, TCC Tribal College and ÃÛÌÒÓ°Ïñ administr
ation, faculty, staff and students.  If approved, it is our plan to communicate this position to the larger statewide ÃÛÌÒÓ°Ïñ Native community for additional support and input from such organizations as the ÃÛÌÒÓ°Ïñ Federation of Natives, the various ÃÛÌÒÓ°Ïñ 
N
ative Regional and village profit and nonprofit corporations, and the ÃÛÌÒÓ°Ïñ Inter-tribal Council.  The various First Nations of ÃÛÌÒÓ°Ïñ should be given the opportunity for input and have the power to decide for themselves how they would be represented sym
bolically at the proposed open space.  Therefore, we are grateful for this opportunity to advance a proposal from ÃÛÌÒÓ°Ïñ's First Nations People to the master plan.
\par 
\par The dedication of the said open space and the installation of indigenous symbols would compl
iment the present programs and organizations on this university:  the ÃÛÌÒÓ°Ïñ Native Business Leaders organization, the American Indian Science and Engineering Society, ÃÛÌÒÓ°Ïñ Native Socialworkers Association, Inu-Yupiaq Dancers, Rural Student Services, th
e
 ÃÛÌÒÓ°Ïñ Native Honorary doctoral program (Wisdom Keepers honoring celebration), College of Rural ÃÛÌÒÓ°Ïñ, the hiring of an ÃÛÌÒÓ°Ïñ Native First Nations Executive Dean (Bernice Joseph, Athabascan) of the College of Rural ÃÛÌÒÓ°Ïñ (the first of in the history o
f
 this campus), Interior-Aleutian Campus (the director is Clara Johnson, Athabascan), the appointment of Captain Wayne Don (Cupiaq/Yupiaq) to the Military Science Department (the first ÃÛÌÒÓ°Ïñ Native assistant professor of Military Science), MacLean House, 
t
he Harper Building dedicated to Flora Jane Harper (Athabascan, the first ÃÛÌÒÓ°Ïñ Native graduate from the University of ÃÛÌÒÓ°Ïñ Fairbanks campus), the dedication of the Brooks Building to house all ÃÛÌÒÓ°Ïñ Native programs, People Awakening Project, TUMA Thea
t
re, Rural ÃÛÌÒÓ°Ïñ Honors Institute, UA Center for Rural Educator Preparation Partnerships, the ÃÛÌÒÓ°Ïñ Native and Rural Development Department, Upward Bound program, ÃÛÌÒÓ°Ïñ Rural Human Services, the ÃÛÌÒÓ°Ïñ Native Knowledge Network, the ÃÛÌÒÓ°Ïñ Native Language C
e
nter, the development of culturally relevant curricula (ethno-math and star navigation project), ÃÛÌÒÓ°Ïñ Native Studies Department, core course requirement ANS 202X (Aesthetic Appreciation of ÃÛÌÒÓ°Ïñ Native Performance), the Elders In Residence program, the
 Festival of Native Arts (a totally student-driven cultural program that has become an institution on this campus), and the Chancellor's Advisory Committee of ÃÛÌÒÓ°Ïñ Native Education (CACNE).
\par 
\par There was been great interest expressed by most ÃÛÌÒÓ°Ïñ Native Fi
rst Nations people that have been contacted on this issue.  This is an opportunity to demonstrate a positive collaborative planning project that is inclusive of all parties concerned.  The dedicated open space replicates the indigenous connection to and r
e
spect for its lands and all peoples gathered here at the ÃÛÌÒÓ°Ïñ campus.  The symbols created on this open space would reflect the best of our cultures and values promoting good will, diversity, and excellence.  The open space with its multi-use concept would
 forever symbolize the best in the University of ÃÛÌÒÓ°Ïñ Fairbanks.  This gesture of collaboration would strengthen the tie between this university and the ÃÛÌÒÓ°Ïñ Native First Nations.
\par 
\par Addendum:  Troth Yeddh in the ÃÛÌÒÓ°Ïñ catalog page 7.
\par 
\par Troth Yeddh.
\par The land
 now occupied by the University of ÃÛÌÒÓ°Ïñ Fairbanks campus was called Troth Yeddh ("wild potato") by the Tanana Athabascans. Chief Peter John, the present traditional Chief of Tanana Chiefs Conference of Interior ÃÛÌÒÓ°Ïñ said, "Our people used to come to t
h
is hill to pick Troth.  They would paddle up the creek, Troth Yeddh No, and camp by the Lake Troth Yeddh Mena.  Troth Yeddh was important, a meeting place.  The grandfathers used to come to talk and give advice to one another about what they were going to
 
do.  When they learned this place would be used for a school, the university, they came here one last time, to decide what they should do.  They decided that the school would be good and would carry on a very similar traditional use of this hill (a place 
w
here good thinking and working together would happen).  They placed an eagle feather on a pole.  This was to let all people know that the Dena would no longer be using the ridge for a meeting place or to pick wild potatoes.  They were also giving a blessi
n
g so their grandchildren would be part of the new school."  Chief Peter John described himself a "Bedzeyh te xwt'ana, Caribou clan.  My wife is Taneedzo gheltseel na, middle clan.  I am proud of it.  I am an Indian.  What does it mean to put an eagle feat
h
er with the United States flag?  The eagle feather is connected with the clan.  It is a symbol of us.  We are part of this new Nation.  People from all over the world come to the university to go to school and teach.  We have something in common.  Somethi
ng all American people can share in.  Be proud of it.  Make it all the way, not just part way."
\par 
\par cc. Chancellor Lind
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 1}{08}{/}{10}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{CURRICULAR AFFAIRS}{\caps 
\par }\pard \widctlpar\adjustright {
\par 
\par Curricular Affairs Committee Meeting Report
\par 
\par }\pard\plain \s27\widctlpar\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 The Curricular Affairs committee held audioconferenced meetings on 28 Fe\hich\af7\dbch\af4\loch\f7 
b 2002 and 11 Mar 2002.  Our next meeting is scheduled for 28 Mar 2002.  Members present included Mike Hannigan, Wanda Martin, Peter Pinney, Eduard Zilberkant, Carol Barnhardt, James Gladden, Gary Holton, Gayle Gregory, Ann Tremarello, Paul Layer and John
\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7 Aspnes for Dean Woodall, Britt Arneson, and Ron Illingworth.  Guests included Nancy Dix and Jerry McBeath.
\par 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {The meetings were audioconferenced as some members of the committee are from outside Fairbanks.
\par 
\par 1.\tab The committee discussed the proposal from the Co
llege of Liberal Arts creating a new minor in Global Studies after having a series of two open forum meetings so that all interested persons could have input into the creation of this minor.  The committee voted to return the proposal to CLA for further d
evelopment.  We will include a comment sheet with issues with which we had concern and suggestions for change.
\par 2.\tab The committee delayed discussion of the proposal from the College of Liberal Arts to create a second degree in External Studies until the degree sponsors could be present.
\par 3.\tab The committee approved the granting of transfer credit applicable to the BT degree to two students with prior journeyman vocational status (plumbing and carpentry).  A third candidate was granted transfer credit towards a BT
 degree (Radiation Protection Technology).  The committee requested that clarification be obtained re the Apprenticeship Technology degree as it relates to transfer credit for students with journeyman status.
\par 4.\tab The committee approved, in concept, the prop
osed requirement to include a resource commitment form with new degree program proposals (Format 3).  However, the committee was unable to understand the proposed form and has provided their concerns to Dean Kan, the initiator of the form as well as to th
e GAAC which is also considering approval of this form.
\par 5.\tab The committee approved a change to the certificate requirements which will be provided as a motion to the Faculty Senate at the next meeting.
\par 
\par Other items on our agenda for future discussion include the following:
\par 1.\tab Continued discussion about credit expectations and measurements as they relate to outcomes assessment and all delivery modes.
\par 2.\tab Creation of a Technology Enhanced Delivery Joint Working Group which we propose would include membership from the Curricular Affairs Committee and the Graduate Academic and Advisory Committee.
\par 3.\tab Bonus Credit option for the Foreign Language Department
\par 
\par Respectfully submitted
\par 
\par Ronald D. Illingworth, Chair
\par Curricular Affairs Committee
\par 
\par }{
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 108}{/}{11}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{FACULTY AFFAIRS
\par 
\par 
\par }\pard\plain \s1\qc\keepn\widctlpar\outlinelevel0\adjustright \b\loch\af4\hich\af4\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 Faculty Affairs (FA)
\par }\pard\plain \qc\widctlpar\adjustright \f7\cgrid {Report of meeting, 28 March 02
\par }\pard \widctlpar\adjustright {
\par 
\par }{\b Committee Members Present:
\par }{Abel Bult, IAB
\par Mike Davis, Rural Development, Dillingham
\par Joan Leguard, Philosophy & Humanities
\par Peter McRoy (Chair), IMS
\par Roger Smith (Ex-Officio), GI
\par }{\b 
\par 
\par New Business
\par 
\par }{Senate organization:
\par McRoy presented the issue which concerns the organization of the Faculty Senate and the order of doing business at its meetings.  Specifically, the perception is that most of the collegial exchange over policy and other business of the Senate o
ccurs in the Administrative Committee meeting rather than on the floor of the Senate. Changes to this procedure will require a revision of the Senate Bylaws (Sec.3, Art V) and possibly a new method of doing business so as to more fully involve senators in
 discussions and issues at meetings. FA will have an action item to the Senate by the May meeting.
\par 
\par }\pard \widctlpar\tx360\adjustright {Parking Advisory Committee:
\par }\pard \widctlpar\adjustright {In response to questions about recent changes in parking on the campus the McRoy investigated the status of the Parking Advisory 
Committee. The existing committee largely deal with appeals and apparently there is no functional group that reviews changes in parking areas and regulations. This will be a future action item for FA.
\par 
\par Policy on Academic Appeals"
\par }\pard\plain \s29\widctlpar\adjustright \loch\af4\hich\af4\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 This issue was placed on t\hich\af7\dbch\af4\loch\f7 he\hich\af7\dbch\af4\loch\f7  FA agenda by Go\hich\af7\dbch\af4\loch\f7 
dwin Chukwu. The problem is to revise policy to accommodate academic appeals\hich\af7\dbch\af4\loch\f7  other than grades. Abel and Go\hich\af7\dbch\af4\loch\f7 dwin will have a revision to the committee in time to send to the Senate in May. 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par }{\b \page Old Business:
\par }{
\par Classified Research:
\par }\pard\plain \s28\widctlpar\adjustright \loch\af4\hich\af4\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 Revisions/\hich\af7\dbch\af4\loch\f7 
replacement of a draft policy submitted to the Senate by Norm Swazo concerning classified research at ÃÛÌÒÓ°Ïñ is the main activity of FA this semester. The objective is to establish a policy for ÃÛÌÒÓ°Ïñ to monitor and review classified and proprietary research pr
\hich\af7\dbch\af4\loch\f7 o\hich\af7\dbch\af4\loch\f7 
posals and contracts. To date FA has met with Ted DeLaca, Vice Provost for Research at ÃÛÌÒÓ°Ïñ and with Julie Norris, Director of Sponsored Programs at MIT. In addition many faculty members continue to send opinions on this to FA. The open forum with Ms. Norr
\hich\af7\dbch\af4\loch\f7 i\hich\af7\dbch\af4\loch\f7 s on 26 March provided additional information and comment. Where are we now?
\par 
\par \hich\af7\dbch\af4\loch\f7 Base on new information, largely provided by Ms. Norris, FA sees the need to treat proprietary research separately from classified government research. At this time we will be co\hich\af7\dbch\af4\loch\f7 
ncerned with classified research although FA recognizes that much of any policy developed for this research category may be applicable to proprietary research.  At MIT all classified research is confined to a single, off-campus, government sponsored labor
\hich\af7\dbch\af4\loch\f7 a\hich\af7\dbch\af4\loch\f7 
tory. The main campus of MIT operates under the solid academic principle that research results cannot be delayed by a sponsor for more than 30 days and furthermore that a sponsor may only comment on results but has no authority to approve or censor. FA co
\hich\af7\dbch\af4\loch\f7 n\hich\af7\dbch\af4\loch\f7 
siders that such a policy is certainly the academic high ground but requires the status of an institution such as MIT. ÃÛÌÒÓ°Ïñ is not there yet and requires a policy that meets its obligations to the public when considering classified research projects. Ms. N
\hich\af7\dbch\af4\loch\f7 o\hich\af7\dbch\af4\loch\f7 
rris also outlined the extensive facilities controls that are required by government regulation if classified research is carried out at an institution. FA finds that such needs and associated costs would indeed be a serious concern for ÃÛÌÒÓ°Ïñ if classified 
\hich\af7\dbch\af4\loch\f7 r\hich\af7\dbch\af4\loch\f7 esearch were to occur on campus. While progress is being made, FA Committee members do not yet agree on a direction that the policy should take. The FA Committee agrees that the question is not 
\ldblquote should ÃÛÌÒÓ°Ïñ do classified research\rdblquote  but what are the policies\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7 
and procedures for entering into contracts and grants that require such classification.  Roger Smith presented a revised policy for consideration by the Committee. This new draft policy and further review of that presented by Norm Swazo will be the agenda
\hich\af7\dbch\af4\loch\f7  \hich\af7\dbch\af4\loch\f7 for the next meeting (4 April) in an effort to forward a policy to the Senate by its May meeting.
\par 
\par 
\par \hich\af7\dbch\af4\loch\f7 Submitted by
\par \hich\af7\dbch\af4\loch\f7 C.P. McRoy
\par }\pard\plain \ri-260\widctlpar\adjustright \f7\cgrid {
\par }{\page ATTACHMENT 108/}{12}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108
\par April 8, 2002
\par }{SUBMITTED BY}{ GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par 
\par }{\caps 
\par }\pard \sl-260\slmult0\nowidctlpar\adjustright {\b\ul Graduate Academic & Advisory Committee (GAAC) Meeting 
\par March 7, 2002, 1-2 pm, Chancellor's Conference Room 330 Signers' Hall
\par 
\par }{Present: G. Gregory, S. Bond, C.-S. Lin, M. Murray, C. Cahill, H. Eicken, C. Read, N. Swazo, M. Schatz, L. Duffy, P. Wilson, J. Kan
\par }{\b\ul 
\par }{\ul I. Old Business
\par }{\i (1) Residency requirements for Masters and Ph. D. students
\par }{Following up on earlier discussions, it was decided to draft a motion that eliminates the residency requirement for Master's Programs (ÃÛÌÒÓ°Ïñ Catalog, p. 41), harmonizing Master's with Ph. 
D. programs and removing a potential hurdle for distance-delivery or on-line programs.
\par 
\par }{\i (2) Proposal for major degree and course changes, Atmospheric Science
\par }{The present and former head of the Atmospheric Sciences Program (L. Duffy, C. Cahill) presented an
 update on the current status of the program (Cahill submitted original proposals in fall of 2000, before and since the program has undergone various changes that are currently not reflected in the catalog, creating problems with respect to student recrui
ting; apart from other new faculty members, K. Sassen will take over as coordinator of program within the next month) that and provided more detailed information on the set of proposals before the GAAC. 
\par 
\par The high degree of stacked courses (all of the requi
red courses are stacked) and intertwining of courses with required courses for the undergraduate Applied Physics Program (Concentration in Atmospheric Physics) were discussed in more detail. While the rationale for introducing stacked courses was recogniz
e
d by the committee and proponents, more general concerns were voiced regarding stacking of natural science courses (discouragement of either graduate or undergraduate students, maintaining of high academic standard at graduate level, sufficient and explic
i
t distinctions between expectations and deliverables for graduate and undergraduate portion, lack of resources or interest in courses etc.). Based on these discussions and the specific constraints of both the 400 and the 600-level portion of some courses 
b
eing required for a graduate and undergraduate program, the proponents were advised to revisit the issue of stacking, possibly by unstacking some courses (leaving the option of offering 400-level courses as special topic courses). The option of enrolling 
i
n a 600-level course as an undergraduate was currently discouraged based on graduate school tuition policy, and the Dean of the Graduate School offered to address this issue and potentially remove such financial barriers. The proponents will also provide 
a
 full set of syllabi and identify the different grading criteria and expectations for the two levels of the stacked courses. Furthermore, a memo routed through the Physics and Chemistry Depts. acknowledging compatibility of decisions made with respect to 
Applied Physics Undergraduate Program and other course requirements will be provided.
\par 
\par }{\i (3) Miscellaneous
\par }{The GAAC unanimously approved application for a new course BIOL 694 - Scientific Writing, Editing, and Reviewing, following up on a detailed response provided by Terry Bowyer with regards to questions posed by the committee.
\par 
\par A motion implementing a resource commitment form (RCF) drafted with input from the committee will be drafted once the final version of the form has been run by the Provost's council.
\par 
\par The status of a set of applications for 500-level courses by TVC in Applied Business was discussed. The GAAC chair will contact the course proponent and the School of Management to work out discrepancies (with a list of specific questions/suggestions by 
committee) before further consideration of the proposal.
\par 
\par }\pard \ri-260\widctlpar\adjustright {\caps 
\par ------------------------------------
\par }{\caps 
\par }\pard \sl-260\slmult0\nowidctlpar\adjustright {\b\ul Graduate Academic & Advisory Committee (GAAC) Meeting 
\par March 28, 2002, 3-5 pm, Runcorn Conference Room 300 NSF
\par 
\par }{\ul I. Old Business
\par }{\i (1) Program changes Atmospheric Sciences
\par }{A memo from the Chair of the Physics Dept., Brenton Watkins, was forwarded to the committee. Larry Duffy and Cathy Cahill provided an update on the ongoing revisions to their program proposals. Pending resolution of open questions regarding (un)st
acking of courses, the committee will evaluate the revised program in full at the next meeting. It was recognized that the present situation (i.e., languishing since fall 2000), with incomplete or obsolete catalog listings and other pending changes was si
gnificantly impacting students currently enrolled and was furthermore hindering recruitment of students and constructive development of a program and the faculty associated with it. 
\par 
\par }{\i (2) Residency requirements for Master's and Ph. D. students
\par }{The committee approved that the motion (Attachment A) modifying the residency requirements for Master's Degrees be forwarded to the Faculty Senate.
\par 
\par }{\i (3) Resource commitment form (RCF)
\par }{Integrating minor changes forwarded from the Curricular Affairs Committee, the commit
tee approved that the motion (Attachment B and separate file) to implement a resource commitment form for new degree program applications be forwarded to the Faculty Senate.
\par 
\par }{\i (4) Course change request form changes
\par }{The committee approved that the motion (Attachment C) adding a category to the Format 1/2 Request forms be forwarded to the Faculty Senate.
\par 
\par }{\i (5) Collaborative Ph.D. program proposal
\par }{Susan Henrichs and Joe Kan provided an update on the current status of the Collaborative Ph.D. program proposal (the most current document is accessible at www.uaf.edu/gradsch/collab.doc.html). An open forum for further discussion is planned.
\par 
\par }{\ul II. New Business
\par }{\i (1) Course/program change requests
\par }{The committee approved the following request:
\par #7 Program Change: Education, Secondary Post-Baccalaureate Program - Add ED 642 as a required course
\par 
\par }{\i (2) Technology-enhanced education working group
\par }{The suggestion by the Curricular Affairs Committee to establish a Joint Technology Enhanced Education Working Group was received favoura
bly. It was noted, however, that the number of members of this Working Group may not be realistic. Possibly, a small task force (one member from each committee) that would identify and research key items to bring to the attention of both committees might 
be a good starting point. 
\par 
\par }{\i (3) Miscellaneous
\par }{A proposal forwarded by Christy Long and Tony Gasbarro (Corporate Extension) on a Master's Program in Rural Development with a designated Peace Corps Assignment component was discussed. Based on a first reading,
 the proposal appears to be very well prepared and addresses important needs while playing well on the strengths of the university. In its current form, the proposal is fully compliant with the current policy regarding Master's Programs. As the Peace Corp
s
 Assignment is integrated into the degree in the form of a Project/Thesis, the credits awarded for this component of the degree do not require any changes to the program itself. Hence, while the GAAC is happy to offer advice on the proposal, it does not r
e
quire formal approval in its present form. If the program were to include changes in the ÃÛÌÒÓ°Ïñ catalog, advertising the opportunity as part of the Rural Development (and other) programs, these would have to be submitted in the form of a program change reque
st. This step might actually be advisable after an initial trial period to modify and streamline the program. The changes could also be implemented in combination with the introduction of a concentration centered around Peace Corps assignments.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 1}{08}{/}{13}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{DEVELOPMENTAL STUDIES
\par }{\caps 
\par }\pard \widctlpar\adjustright {
\par }{The Developmental Studies Committee spent March preparing for a visit from three nationally-recognized Developmental educators:  Hunter Bolyan, David Caverly, and Irene Doo.  They will be visiting ÃÛÌÒÓ°Ïñ campuses April 2-5 to 
assess Developmental Studies programs.   Boylan will travel to the Kuskokwim Campus, Caverly will visit the Northwest and Chukchi Campuses, and Doo will visit Bristol Bay Campus.  All three will be in Fairbanks 
visiting Interior-Aleutians, Tanana Valley Campus, and the main campus, April 4 and 5.  While in Fairbanks, the team will meet with the Provost, the Chancellor, the Executive Dean of CRA, and the Director of TVC.  The 
Developmental Studies Committee will meet with the evaluators at the end of their visit, April 5.  Boylan, Caverly, and Doo will prepare a report assessing developmental programs across ÃÛÌÒÓ°Ïñ in light of national trends 
and ÃÛÌÒÓ°Ïñ's unique needs.  This will provide a focus for the committee's activities for the remainder of this year and on into the next.
\par 
\par }{
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 108}{/}{14}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{FACULTY APPEALS & OVERSIGHT}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {FACULTY APPEALS AND OVERSIGHT COMMITTEE, Meeting March 25, 2002
\par 
\par 
\par Present:  Glenn Juday, Gang Chen, Sanatanu Khataniar, Mitch Roth, Julie Riley, and Jerry Lipka
\par 
\par We continued work on the draft proposal about censure of administrators to be submitted to the Senate.
\par 
\par 1.      The review (in the broadest sense) of the performance of administrators is an important complementary activity to the review of faculty.  Both groups contribute to the advancement of the Univers
ity when they carry out their respective responsibilities effectively, and either can seriously interfere with the proper functioning of the University as a whole when they perform ineffectively.
\par 
\par 2.      The various peer reviews of faculty, including the 
mentoring of untenured faculty, promotion, and tenure review, and post-tenure review as well as continuing, in-depth contact with students equip ÃÛÌÒÓ°Ïñ faculty with a unique and comprehensive understanding of the general health of the University and its actu
al progress in meeting its stated goals.
\par 
\par 3.      In a system of shared governance, the administrative function includes a critical catalytic role which, when performed well, results in the accomplishments of academic units surpassing the sum of individual faculty effort.
\par 
\par 4.      ÃÛÌÒÓ°Ïñ faculty are in a unique position to offer insights on the effectiveness of academic administrators of particular and campus-wide programs at ÃÛÌÒÓ°Ïñ.  They can readily see whether their efforts to teach, conduct research, and provi
de professional services are enhanced, not affected, or compromised by academic administrators.
\par 
\par 5.      Faculty input into periodic reviews of academic administrators is provided for, although the system for accomplishing reviews is relatively new and lacking in a record of experience upon which to make judgments.
\par 
\par 6.      As responsible members of the academic community, ÃÛÌÒÓ°Ïñ faculty have an inherent responsibility, when circumstances indicate that academic programs and the health of the University are bei
ng impacted negatively by the behavior and decisions of State-wide administrators and their immediate staffs, the ÃÛÌÒÓ°Ïñ chancellor and provost and their immediate staffs, and deans and directors and their immediate staffs to initiate the passage of a vote o
f no-confidence or censure.
\par 
\par 7.      When, in the considered opinion of the majority of the Faculty Senate, an administrative decision or series of decisions are seriously harmful to the health and future of the University, the Senate may pass a vote of no-
confidence or censure of the administrator or administrators making and carrying out such harmful decisions.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 1}{08}{/}{15}{
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #108}{\caps 
\par }{\caps April 8}{\caps , 2002
\par }{SUBMITTED BY }{FACULTY DEVELOPMENT, ASSESSMENT & IMPROVEMENT}{\caps 
\par }\pard \widctlpar\adjustright {
\par 
\par }{FDAI Committee
\par Meeting Minutes, 2-26-02
\par 
\par I.  The meeting was called to order at 2:35 pm by Debi McLean.  Present: Tom Robinson, Abel Bult, Jim Collins, C. P. Price, Roger Norris-Tull, Linda Curda and Debi McLean. 
\par Members absent: Ann Wilson.  
\par 
\par Minutes of January 22, 2002 were amended as follows:
\par   
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 IV.\tab}}\pard \fi-720\li720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pnucrm\pnstart4\pnindent720\pnhang{\pntxta .}}\ls1\adjustright {
Minutes were amended to read: In general, we endorsed 
the Provost's recommendation that all new faculty go through the 4th  year review.  However, we recapitulated our prior comments about not constraining truly qualified candidates with an arbitrary rule. 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 V.\tab}}\pard \fi-720\li720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pnucrm\pnstart4\pnindent720\pnhang{\pntxta .}}\ls1\adjustright {It was noted that the 4th year review is conducted w
ith United Academic members only; ACCFT does not require a 4th year review.
\par }\pard \widctlpar\adjustright {
\par Minutes were accepted as amended.
\par 
\par II.  Old business
\par A.  Discussion continued regarding tenure and promotion and the trend for ÃÛÌÒÓ°Ïñ faculty to apply for tenure and promotion earlie
r than in the past.  During the discussion, it was noted that officially there is nothing called early tenure and that when a faculty member meets the criteria and can show sustainability, he/she should be considered as any other faculty member applying f
or tenure.  However, promotion and tenure should not be based on a span of productivity only, it should be considered whether this productivity fits with the unit mission and the university mission. 
\par 
\par Another issue is unit criteria.  Presently, only nine un
its have criteria accepted by the Faculty Senate.  It was pointed out that if unit criteria did a better job of clearly defining the goals for each unit, interpretation/ judgement would be less arbitrary for faculty committees and administration.  
\par 
\par Annual
 reviews and 4th year reviews were discussed in relation to promotion and tenure.  Satisfactory annual reviews do not necessarily mean promotion and tenure.  The 4th year review was designed for less experienced faculty members and should be used positive
ly for individual professional development. 
\par 
\par It was decided to request a meeting with the Provost to further clarify the issues. 
\par 
\par B.  Review of Wheeler report and ÃÛÌÒÓ°Ïñ Handbook
\par Review of Dan Wheeler's report and discussion of the ÃÛÌÒÓ°Ïñ Faculty Handbook were tabled until Joy Morrison could be present.
\par 
\par 
\par III.  New business
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 A.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls2\pnrnot0\pnucltr\pnstart1\pnindent360\pnhang{\pntxta .}}\ls2\adjustright {Center for Faculty Development
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par C.P. Price made a motion that the FDAI committee endorse a Center for Faculty Development.  This was seconded by Abel Bult.
\par 
\par The following motion was proposed by C. P. Price:
\par 
\par DRAFT
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to endorse a fully-funded Center for Faculty Development.  Funds would be provided for a full-time director, a budget for  faculty travel and external speakers, release time for several associates and a
 part-time staff member; a room would be allocated to permanently house the Center.
\par 
\par        EFFECTIVE:  FY 2003
\par 
\par        RATIONAL:  The Faculty Development, Assessment, and Improvement Committee reviewed the Report on Faculty Development Needs submitted by 
Dan Wheeler.  A primary recommendation of the report is a fully developed Faculty Development Center.  Designed in the same spirit as the University of ÃÛÌÒÓ°Ïñ Anchorage CAFE model, a Center for Faculty Development would provide a program for continued gro
wth and creativity to meet the needs of a diversified faculty.
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 B.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls2\pnrnot0\pnucltr\pnstart1\pnindent360\pnhang{\pntxta .}}\ls2\adjustright {Methods of Evaluation
\par }\pard \widctlpar\adjustright {
\par We began our discussion of how ÃÛÌÒÓ°Ïñ can promote methods of evaluation (i.e., evaluation of teaching, syllabus and/or materials).  Issues discussed were how faculty should 
be assessed, which indicators would be used, how we would determine a valid assessment and the necessary investment of time and money.  Roger Norris-Tull, Dean of the SOE gave us information regarding a formative performance evaluation tool used for publi
c school teachers, PRAXIS III, designed by ETS.  It was suggested that this evaluation tool could be modified for our purposes.  The committee will review the instrument for discussion at our next meeting.
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 VI.\tab}}\pard \fi-720\li720\widctlpar\jclisttab\tx720{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pnucrm\pnstart4\pnindent720\pnhang{\pntxta .}}\ls1\adjustright {Meeting adjourned at 3:30.  Next meeting March 26,
 2002 at 2:30-3:30.
\par }\pard \widctlpar\adjustright {
\par Respectfully submitted by Debi McLean
\par 
\par 
\par }}