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\listoverridecount0\ls22}{\listoverride\listid4\listoverridecount0\ls23}{\listoverride\listid1\listoverridecount0\ls24}}{\info{\title FOR MORE INFORMATION, CONTACT:}{\author Governance Office}{\operator Governance}{\creatim\yr2002\mo4\dy30\hr16\min45}
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\widowctrl\ftnbj\aenddoc\hyphhotz0\sprstsp\otblrul\brkfrm\sprstsm\truncex\nolead\msmcap\lytprtmet\hyphcaps0\fracwidth\viewkind4\viewscale100\pgbrdrhead\pgbrdrfoot \fet0\sectd \sbknone\linex-32767\endnhere\sectdefaultcl {\*\pnseclvl1
\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}{\*\pnseclvl5
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{\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {FOR MORE INFORMATION, CONTACT:
\par \tab Sheri Layral
\par \tab 312 Signers' Hall
\par \tab 474-7964   FYSENAT
\par 
\par For Audioconferencing:  Bridge #:  1-877-751-8040    (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 #109}{\b\ul 
\par }{Monday, May 6, 2002
\par 1:30 p.m. - 5:10 p.m.
\par Wood Center Carol Brown Ballroom
\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 #108
\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 Certificate Program 
\par \tab \tab \tab \tab requirements.
\par \tab \tab \tab 2.\tab Motion to amend the Master's Degree residency 
\par \tab \tab \tab \tab Requirement.
\par \tab \tab \tab 3.\tab Motion to amend the New Program Request Form 
\par }\pard \ri-450\widctlpar\adjustright {\tab \tab \tab \tab to require the completion of a Resource Commitment 
\par \tab \tab \tab \tab Form.
\par }\pard \widctlpar\adjustright {\tab \tab \tab 4.\tab Motion to amend the New Course Request and the 
\par \tab \tab \tab \tab Change Course Request forms to include a question 
\par \tab \tab \tab \tab on the impact of proposed action.
\par \tab \tab \tab 5.\tab Motion to amend the Mathematics Literacy 
\par \tab \tab \tab \tab component of the Core Curriculum to include 
\par \tab \tab \tab \tab MATH 161.
\par \tab \tab \tab 6.\tab Motion to endorse the Core Review Committee's 
\par \tab \tab \tab \tab recommendation for a university's Writing-Across- 
\par \tab \tab \tab \tab the Curriculum Program and curriculum specialist.
\par \tab \tab B.\tab Motions Pending:  none
\par \tab \tab \tab 1.\tab Motion to approve the M.A. degree program 
\par \tab \tab \tab \tab in Applied Linguistics.
\par 
\par 1:35\tab III\tab Announcements & Presentations       \tab \tab 10 Min.
\par \tab A.\tab Announcement of Usibelli Awards (Attachment 109/1)
\par \tab B.\tab Announcement of Emeriti Faculty Awards 
\par \tab \tab (Attachment 109/2)
\par 
\par 1:45\tab IV\tab A.\tab Remarks by Chancellor M. Lind   \tab \tab 10 Min.
\par \tab \tab B.\tab Guest Speaker - Craig Dorman, \tab \tab 20 Min.
\par \tab \tab \tab Vice President for Research 
\par \tab \tab C.\tab "Web for Faculty" - Ann Tremarello & \tab 15 Min.
\par \tab \tab \tab Colleen Abrams
\par 
\par 2:30\tab V\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 - Godwin Chukwu \tab   5 Min.
\par \tab E.\tab Academic Liaison - Carol Gold    \tab \tab \tab   5 Min.
\par 
\par 2:55\tab \tab ***BREAK***\tab \tab \tab \tab \tab \tab 10 Min
\par 
\par 3:05\tab VI\tab Public Comments/Questions \tab \tab \tab \tab 10 Min.
\par 
\par 3:15\tab VII\tab Unfinished Business\tab \tab \tab \tab \tab 50 Min.
\par \tab A.\tab Motion to approve the list of the 2001-2002 degree
\par \tab \tab candidates, submitted by Administrative Committee
\par \tab \tab  (Attachment 109/3), submitted by Curricular Affairs
\par \tab B.\tab Motion to approved "O" syllabus requirements 
\par \tab \tab (Attachment 109/4), submitted by Core Review
\par \tab C.\tab Motion to approved "W" syllabus requirements 
\par \tab \tab (Attachment 109/5), submitted by Core Review
\par \tab D. \tab Motion to amend the definition of Scholastic and 
\par \tab \tab Academic standing (Attachment 109/6), submitted 
\par \tab \tab by Graduate Academic & Advisory Committee 
\par \tab E.\tab Motion to amend the }{\cf1 Appeals Policy for Academic 
\par \tab \tab Decisions Other Than Assignment of Grades 
\par }{\tab \tab (Attachment 109/ 7), submitted by Faculty Affairs
\par \tab F.\tab Motion to amend the Grade Appeals Policy 
\par \tab \tab (Attachment 109/ 8), submitted by Faculty Affairs
\par \tab G.\tab Motion to amend the ÃÛÌÒÓ°Ïñ Regulations for Emeritus 
\par }\pard \ri360\widctlpar\adjustright {\tab \tab Status (Attachment 109/9), submitted by Faculty Affairs
\par \tab H.\tab Motion to adopt a statement of Censure of Administrators 
\par }\pard \widctlpar\adjustright {\tab \tab (Attachment 109/10), submitted by Faculty Appeals & 
\par \tab \tab Oversight
\par \tab I.\tab Resolution to endorse CACNE (Attachment 109/11), 
\par \tab \tab submitted by Administrative Committee
\par \tab J.\tab Motion to amend the ÃÛÌÒÓ°Ïñ Policies & Regulations 
\par \tab \tab for the Appointment and Evaluation of Faculty 
\par \tab \tab (Attachment 109/12), submitted by Administrative 
\par \tab \tab Committee
\par \tab K.\tab Motion on Classified Research (Attachment 109/13), 
\par \tab \tab submitted by Faculty Affairs 
\par 
\par 4:05\tab VIII\tab Annual Committee Reports \tab \tab \tab \tab 15 Min.
\par \tab A.\tab Curricular Affairs - R. Illingworth (Attachment 109/14)
\par \tab B.\tab Faculty Affairs - P. McRoy (Handout)
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  H. Eicken 
\par \tab \tab (Attachment 109/15 & 16)
\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 109/17)
\par \tab G.\tab Faculty Appeals & Oversight - J. Moessner 
\par \tab \tab (Attachment 109/18)
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  
\par }\pard \fi720\li1440\widctlpar\adjustright {D. McLean-Nelson (Attachment 109/19 & 20)
\par }\pard \widctlpar\adjustright {
\par 4:20\tab IX\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 4:25\tab \tab ***BREAK***\tab \tab \tab \tab \tab \tab 10 Min
\par 
\par 4:35\tab XI\tab 2002-2003 Faculty Senate Members Take Their Seats
\par \tab A.\tab Roll Call of 2002-2003 Members   \tab \tab \tab   5 Min.
\par \tab B\tab President's Remarks - Godwin Chukwu\tab \tab   5 Min. 
\par 
\par 4:45\tab XII\tab New Senate Business  \tab \tab \tab \tab \tab 20 Min.
\par \tab A.\tab Motion to endorse 2002-2003 committee membership,
\par }\pard \ri-450\widctlpar\adjustright {\tab \tab submitted by Administrative Committee (Attachment 109/21)
\par }\pard \widctlpar\adjustright {
\par **BREAK FOR 5 MINUTES FOR ELECTION OF STANDING COMMITTEE CHAIRPERSONS**
\par 
\par \tab B.\tab Motion to approve the 2002-2003 ÃÛÌÒÓ°Ïñ Faculty Senate 
\par \tab \tab meeting calendar, submitted by Administrative Committee 
\par \tab \tab (Attachment 109/22)
\par \tab C.\tab Motion to authorize the Administrative Committee to 
\par \tab \tab act on behalf of the Senate during the summer months, 
\par \tab \tab submitted by Administrative Committee 
\par \tab \tab (Attachment 109/23)
\par 
\par 5:05\tab XIII\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 5:10\tab X\tab Adjournment
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 109/1
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{
\par 
\par }\pard\plain \s28\qc\widctlpar\adjustright \b\f1\cgrid {\loch\af7\hich\af7\dbch\f20 \hich\af7\dbch\af20\loch\f7 Usibelli Award Nominees 2002
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 Teaching
\par Marty Getz\tab \tab Instructor, Mathematics    \tab \tab CSEM  
\par 2002 Recipient
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {David Blurton\tab \tab Associate Professor, Justice\tab \tab \tab CLA
\par Pete Pinney\tab \tab \tab Associate Professor, Academic Programs\tab TVC
\par Eric Rexstad\tab \tab \tab Associate Professor, Biology & Wildlife\tab CSEM
\par 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 Research
\par Larry Duffy\tab \tab Professor, Chemistry & Biochemistry\tab CSEM 
\par 2002 Recipient
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {John Eichelberger   \tab Professor, Volcanology    \tab \tab \tab GI
\par Jerry Lipka\tab \tab \tab Professor, Education\tab \tab \tab \tab SOEd
\par Gerald Mohatt\tab \tab Professor, Psychology\tab \tab \tab \tab CLA
\par Roger W. Ruess\tab \tab Professor of Biology\tab \tab \tab \tab CSEM
\par 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 Service
\par Jim Douglas\tab \tab Extension Agent\tab \tab \tab \tab CES 
\par 2002 Recipient
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {Gerald Berman\tab \tab Professor, Social Work    \tab \tab \tab CLA
\par Kathleen Butler-Hopkins\tab Professor of Music  \tab \tab \tab \tab CLA
\par Godwin Chukwu\tab \tab Professor, Petroleum Engineering\tab \tab SME
\par Charles Crapo\tab \tab Seafood Quality Specialist\tab \tab SFOS/MAP
\par Linda Curda\tab \tab \tab Associate Professor of Community Health\tab CRA
\par Carol Diehl\tab \tab \tab Counselor, Asst. Professor\tab \tab Health Center
\par Jakub Esop   \tab \tab Assoc. Professor, Culinary Arts\tab \tab \tab TVC
\par Roger Hansen\tab \tab State Seismologist\tab \tab \tab \tab GI
\par Oscar Kawagley\tab \tab Assoc. Professor, Education\tab \tab SOEd, ANKN
\par Tara Maginnis\tab \tab Assoc. Professor, Theatre\tab \tab \tab CLA
\par Phyllis Morrow\tab \tab Professor, Anthropology  \tab \tab \tab CLA
\par Thomas Riccio\tab \tab Professor, Theatre  \tab \tab \tab \tab CLA
\par Norm Swazo\tab \tab Professor of Philosophy   \tab \tab \tab CLA
\par }{\strike 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 109/2
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{
\par }{\caps 
\par }\pard \qc\widctlpar\adjustright {\b 2001-2002 Emeriti List
\par }\pard \widctlpar\adjustright {
\par 
\par Mr. Brian Paust, SFOS/MAP, Professor of Fisheries, Emeritus
\par 
\par Dr. Albert V. Tyler, SFOS, Professor of Fisheries, Emeritus
\par 
\par Dr. Charles W. Knight, SALRM, Associate Professor of Agronomy, Emeritus
\par 
\par Dr. Pham X. Quang, CSEM/DMS, Professor of Statistics, Emeritus
\par 
\par Dr. Max Wyss, GI, Professor of Seismology, Emeritus
\par 
\par Dr. Donald M. Schell, SFOS/IMS, Professor of Marine Sciences & Water Resources, Emeritus
\par 
\par Ms. Ann Tremarello, Registrar, Emerita
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 109/3
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY }{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par }\pard \ri720\widctlpar\adjustright {MOTION 
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate recommends to the Board of Regents that the attached list of individuals be awarded the appropriate ÃÛÌÒÓ°Ïñ degrees pending completion of all University requirements.  [
Note:  copy of the list is available in the Governance Office, 312 Signers' Hall.]
\par 
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par \tab RATIONALE: \tab These degrees are granted upon 
\par \tab \tab recommendation of the program faculty, as verified by 
\par \tab \tab the appropriate department head.  As the representative 
\par \tab \tab governance group of the faculty, we are making that 
\par }\pard \widctlpar\adjustright {\tab \tab recommendation.
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 109/4
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY CORE REVIEW
\par 
\par 
\par }\pard \ri720\widctlpar\adjustright {MOTION: 
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to adopt the recommendation of the Core Review Committee requiring a syllabus statement for Oral Intensive "O" courses.
\par 
\par 
\par \tab EFFECTIVE:   \tab Fall semester 2002.
\par 
\par \tab RATIONALE:    \tab With the high turnover of faculty teaching 
\par \tab \tab "O" courses, there seems to be confusion about what 
\par \tab \tab needs to be included in such courses.  The inclusion of 
\par \tab \tab wording such as this in the course syllabus will better 
\par \tab \tab insure that the course actually contains the appropriate 
\par \tab \tab material AND that students are aware that this is indeed 
\par \tab \tab an "O" course.
\par 
\par 
\par }\pard\plain \s28\ri720\widctlpar\adjustright \b\f1\cgrid {\b0\f7 \tab \tab \tab \tab 
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {
\par 
\par }\pard\plain \s28\ri720\widctlpar\adjustright \b\f1\cgrid {Syllabus Statement Regarding the Oral-Intensive "O" Requirement
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {
\par 
\par This is an example of the type of wording that MUST appear in the syllabus of an "O" or "O/2" course.  Courses that fail to provide this information will jeopardize their continuing status as "O" courses. 
\par }\pard \fi720\ri720\widctlpar\adjustright {
\par }\pard \ri720\widctlpar\adjustright {All upper division oral intensive ("O") courses should state, in the syllabus, the following information for students:
\par 
\par \tab * The course number on the syllabus should carry the "O", as it does in the catalog (e.g. COMM 335O )
\par 
\par \tab * A minimum of 15% of the final grade should be based on the effectiveness of the oral presentation.
\par 
\par The type and size of the class will determine which of the following statements should also be included in the syllabus:
\par 
\par \tab For individual public presentation classes:
\par \tab Medium to large classes (12 or more students enrolled)
\par 
\par \tab * Each student will give 3 course-related presentations of at least 5 minutes duration, one of which involves an audience question/answer session afterward.
\par 
\par \tab Small class (12 students or less)
\par 
\par \tab * Each student will give either 2 course related presentations of 20 minutes duration or 3 presentations of 10 minutes duration. Question and answer session afterward for at least one.
\par 
\par \tab For group presentation classes:
\par 
\par \tab * Each student will give 2 course-related presentations that are integrated with the presentations of her/his group and are of at least 5 minutes duration.
\par 
\par \tab For the "O/2" designation:
\par 
\par \tab * Each student will give 2 course-related presentations of 5 minute duration, and 1 presentation of 8-10 minute duration.  The 10 minute presentation will be followed by a question/answer session.
\par 
\par 
\par \page ATTACHMENT 109/5
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par SUBMITTED BY CORE REVIEW
\par 
\par }{MOTION: 
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to adopt the recommendation of the Core Review Committee requiring a syllabus statement for Writing Intensive "W" courses.
\par 
\par 
\par \tab EFFECTIVE:   \tab Fall semester 2002.
\par 
\par \tab RATIONALE:   \tab With the high turnover of faculty, there 
\par \tab \tab appears to be some confusion about what constitutes a 
\par \tab \tab "W" course.  The inclusion of this type of statement will 
\par \tab \tab guide the faculty in formulating the course, and inform 
\par \tab \tab students not only that this is a "W" course, but the 
\par \tab \tab requirements of such a course.
\par }\pard\plain \s28\ri720\widctlpar\adjustright \b\f1\cgrid {\b0\f7 
\par 
\par \tab \tab \tab \tab 
\par 
\par 
\par }{\f7 Syllabus Statement Regarding the Writing-Intensive (W) Requirement
\par }{\b0\f7 
\par 
\par This statement, or a statement similar to it, MUST to appear in the syllabus of each "W" course.  Courses failing to provide this information jeopardize their continuing status as "W" courses.
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {\b 
\par }{Below is an example paragraph that teachers could include on their syllabi when instructing Writing-Intensive (W) courses.  The paragraph includes the key elements of the Writing-Intensive requirement.  
\par 
\par This course is designated as Writing-Intensive (W).  This designation means that the
 "W" is evident in the course number on the syllabus (e.g., English 313W).  The designation applies to upper-division courses and means that a majority of the graded work in the course will be derived from writing activities.  Here are the general guideli
nes for the writing expected in this course:
\par 
\par }\pard \fi-540\li540\ri720\widctlpar\adjustright {   *  Students will complete an ungraded writing sample on or near the first day of class to help the teacher assess writing ability and general competence.
\par    *  Students will receive comments from the teacher 
and/or peers on drafts of written work.  In other words, students will work through a draft-and-redraft process so that they can apply feedback and become more effective writers.  If students complete a major research project, the teacher will supervise t
he students\rquote  writing in stages.
\par    *  Students will meet individually with the teacher at least once during the term to discuss their writing.
\par }\pard \ri720\widctlpar\adjustright {
\par 
\par \page ATTACHMENT 109/6
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE}{\caps 
\par }{
\par }\pard\plain \s27\ri720\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the Graduate Academic Regulations (pages 36 and 37 of the 2001-2002 Catalog) and How to Earn a Degree section (page 39 of the 2001-2002 Catalog) as follows:
\par 
\par 
\par [[  ]] = Deletions
\par CAPS = Additions
\par 
\par (page 36):
\par 
\par }{\b\f7\fs24 ACADEMIC STANDARDS
\par }{\f7\fs24 
\par [[}{\b\f7\fs24 Graduate Scholastic Standing}{\f7\fs24 ]]
\par 
\par [[Your ÃÛÌÒÓ°Ïñ academic record will reflect the GPA for all courses taken after the bachelor's degree (or last degree at ÃÛÌÒÓ°Ïñ).  However, your scholastic standing in the graduate program is determined by t
he GPA of the courses identified on your Advancement to Candidacy (including repeats).  If you haven't advanced to candidacy, your scholastic standing is determined by the GPA of all courses taken since the bachelor's or last degree.]]
\par 
\par (page 37):
\par 
\par }{\b\f7\fs24 Repeating Courses
\par }{\f7\fs24 
\par All grades (original and retakes) for a course completed at ÃÛÌÒÓ°Ïñ will be shown on the permanent record.  [[For scholastic standing calculations, the GPA calculation for graduate students includes all courses listed on your advancement of candida
cy (including repeats and undergraduate courses approved for your program).  If you haven't been advanced to candidacy yet, your GPA will include all courses (including repeats) you have taken since your admission to graduate study.]]  ONLY THE LAST GRADE
 EARNED FOR A COURSE IS USED IN COMPUTING YOUR GPA UNLESS THE COURSE IS ONE THAT CAN BE REPEATED FOR CREDIT.
\par 
\par 
\par (page 39):
\par 
\par }{\b\f7\fs24 GENERAL UNIVERSITY REQUIREMENTS
\par }{\f7\fs24 
\par }{\b\f7\fs24 Grade Point Average and Grade Requirements
\par }{\f7\fs24 
\par You must have a cumulative GPA of 3.0 (B) for good standi
ng and IN COURSES IDENTIFIED ON YOUR ADVANCEMENT TO CANDIDACY FORM to graduate.  You must earn an A or B grade (no P grades) in 400-level courses; a C grade will be accepted in 600-level courses [[provided you maintain a B average.  For the purposes of gr
aduate good standing and meeting degree requirements, all grades, including those generated from retaking a course, are included in the GPA.]]  FOR THE PURPOSES OF SATISFYING DEGREE REQUIREMENTS PROVIDED YOU REMAIN IN GOOD STANDING.
\par }\pard \s27\widctlpar\adjustright {\f7\fs24 
\par 
\par \tab EFFECTIVE:  Immediately Upon Chancellor approval
\par 
\par \tab RATIONALE:  The dual concepts of 'graduate scholastic 
\par \tab \tab standing' and 'good standing' are redundant and 
\par \tab \tab confusing.  Though 'graduate scholastic standing' is 
\par \tab \tab defined in the existing catalog, it has no consequences.  
\par \tab \tab Eliminating 'graduate scholastic standing' will produce 
\par \tab \tab one concept of 'good standing' as for undergraduates, 
\par \tab \tab but with a higher GPA standard (3.0 vs. 2.0).  The manner 
\par \tab \tab in which retaken courses will contribute to the GPA is 
\par \tab \tab hereby clarified and will match the situation for 
\par \tab \tab undergraduates.  Confusion about how the GPA is 
\par \tab \tab calculated before advancement to candidacy is hereby 
\par \tab \tab eliminated.  The catalog will be slightly shorter.
\par }\pard\plain \nowidctlpar\adjustright \f7\cgrid {
\par }\pard \ri720\widctlpar\adjustright {
\par \page ATTACHMENT 109/7
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY FACULTY AFFAIRS}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {\cf1 
\par }\pard \ri720\widctlpar\adjustright {\cf1 MOTION
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate, upon recommendation of the Faculty Affairs Committee, moves to amend the Appeals Policy for Academic Decisions Other Than Assignment of Grades as follows:
\par 
\par 
\par    \tab EFFECTIVE:   \tab Immediately
\par 
\par \tab RATIONALE:   \tab The presence on the committee of a tenure-
\par \tab \tab track faculty member from the academic unit in which 
\par \tab \tab the decision was made creates a perception of conflict 
\par \tab \tab of interest.  By making this member a non-voting 
\par \tab \tab member, conflict of interest issues are avoided.  In 
\par \tab \tab addition, this faculty member will be able to provide the 
\par \tab \tab voting members with clarifications and information 
\par \tab \tab relevant to the academic unit negating the necessity 
\par }\pard\plain \s30\ri720\widctlpar\adjustright \cf1\cgrid {\f7 \tab \tab of a "program's monitor."  In addition, the presence of 
\par \tab \tab the department chair of the program in which the decision 
\par \tab \tab was made as the program's monitor of all proceedings 
\par \tab \tab also creates a perception of conflict of interest.  This 
\par \tab \tab section has been deleted because the campus judicial 
\par \tab \tab officer or his/her designee, who serves as a nonvoting 
\par \tab \tab facilitator, serves in an advisory role to help preserve 
\par \tab \tab consistent hearing protocol and records and, therefore, 
\par \tab \tab additional oversight by the department chair is 
\par \tab \tab unnecessary.  Procedures for the submission of written 
\par \tab \tab materials that shall be considered by the committee have 
\par }\pard \s30\widctlpar\adjustright {\f7 \tab \tab been added for clarification.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\cf1 
\par 
\par \tab \tab \tab \tab 
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par 
\par CAPS  =  Additions
\par [[   ]]  =  Deletions
\par 
\par 
\par }\pard \qc\ri720\widctlpar\adjustright {\cf1 APPEALS POLICY FOR ACADEMIC DECISIONS
\par Other Than Assignment of Grades
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par 
\par I.  Introduction
\par 
\par The Univers
ity of ÃÛÌÒÓ°Ïñ is committed to the ideal of academic freedom and so recognizes that academic decisions (i.e., non-admission to or dismissal from any ÃÛÌÒÓ°Ïñ program) are a faculty responsibility. Therefore, the University administration shall not unduly influe
nce or affect the review of academic decisions that are a faculty responsibility.
\par 
\par The following procedures are designed to provide a means for students to seek review of academic decisions alleged to be arbitrary and capricious. Before taking formal action
, a student must attempt to resolve the issue informally. A student who files a written request for review under the following procedures shall be expected to abide by the final disposition of the review, as provided below, and may not seek further review
 of the matter under any other procedure within the university.
\par 
\par 
\par II.  Definitions
\par 
\par }\pard \fi-360\li360\ri720\widctlpar\adjustright {\cf1 A.  As used in the schedule for review of academic decisions, a class day is any day of scheduled instruction, excluding Saturday and Sunday, included on the academic calend
ar in effect at the time of a review. Final examination periods are counted as class days.
\par 
\par B.  "Department Chair" for the purposes of this policy denotes the administrative head of the academic unit offering the course (e.g., head, chair or coordinator of
 an academic department, or division coordinator or program chair if the faculty member is in the College of Rural ÃÛÌÒÓ°Ïñ).
\par 
\par C.  The "dean/director" is the administrative head of the college or school offering the course or program from which the academic 
decision or action arises. For students at extended campuses the director of the campus may substitute for the dean/director of the unit offering the course or program.
\par 
\par D.  The next regular semester is the fall or spring semester following that in which t
he disputed academic decision was made.  For example, it would be the fall semester for a final grade issued for a course completed during the previous spring semester or summer session.  The spring semester is the next regular semester for an academic de
cision made during the previous fall semester.
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par 
\par III.  Procedures
\par 
\par }\pard \fi-360\li360\ri720\widctlpar\adjustright {\cf1 A.  A student wishing to appeal an academic decision other than a grade assignment must first request an informal review of the decision.
\par }\pard \li720\ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li720\ri720\widctlpar\adjustright {\cf1 1.  Notification must be received by the Provost within 15 days from the first day of instruction of the semester in which the decision takes effect.
\par 
\par 2.  There may be extenuating circumstances when the deadlines cannot be met due to illness, mail disruption, or other situations over which the student may 
have no control. In such a case, upon request from the student, the Provost, after review of supporting documentation provided by the student, may adjust the deadlines accordingly. An extension of the deadline will be limited to one semester but every eff
ort should be made to complete the appeal process within the current semester.
\par 
\par 3.  The Provost will request the appropriate department chair to conduct an informal review of the decision. The Department chair will determine whether the original decision sh
ould be overturned or changed in any way. The department chair will submit his/her recommendation to the provost through the dean/director within 10 days. In the event that the department chair is directly involved, the provost can ask the dean/director t
o conduct an informal review and submit his/her recommendations directly to him.
\par 
\par 4. The Provost will consult with the student on the department chair's recommendation. If the student does not find that recommendation acceptable, he/she may request the Provost to conduct a formal review.
\par }\pard \li720\ri720\widctlpar\adjustright {\cf1 
\par }\pard \ri720\widctlpar\adjustright {\cf1 B.  The formal review will be conducted as follows.
\par 
\par }\pard \fi-360\li720\ri720\widctlpar\adjustright {\cf1 1.  This formal review is initiated by the student through a signed, written request to the Provost.
\par }\pard \li720\ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1080\ri720\widctlpar\adjustright {\cf1 a.  The student's request for formal review may be submitted using university forms specifically designed for this purpose and available from the Office of the Provost.
\par 
\par b.  By submitting a request for a review, the student acknowledges that no additional mechanisms exist within the university for the formal review of the 
decision, and that the university's administration including the college dean/director can not influence or affect the outcome of the formal review.
\par 
\par c.  The request for a formal review must be received no later than 10 days after the student has learned the outcome of the informal review (IIIA4).
\par 
\par d.  The request must detail the basis for the allegation that the decision was made on a basis other than sound professional judgment based upon standard academic policies, procedures and practices.
\par }\pard \fi-720\li1440\ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li720\ri720\widctlpar\adjustright {\cf1 2.  The Provost will appoint a 5 member review committee composed of the following:
\par }\pard \li720\ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1080\ri720\widctlpar\adjustright {\cf1 a.  One }{\b\cf1 NON-VOTING}{\cf1  tenure-track faculty member from the academic unit in which the decision was made. }{\b\cf1 THIS INDIVIDUAL SHALL SERVE IN AN ADVISORY ROLE}{\cf1 . }{\b\cf1 
THIS FACULTY MEMBER SHALL NOT BE THE INDIVIDUAL(S) AGAINST WHOM THE APPEAL IS DIRECTED.
\par }{\cf1 
\par }\pard\plain \s30\fi-360\li1080\ri720\widctlpar\adjustright \cf1\cgrid {\f7 
b. Two tenure-track faculty members from within the college or school but outside of the unit in which the decision was made. If available, one of these two members will be selected from the members of the ÃÛÌÒÓ°Ïñ Faculty Appeals and Oversight Committee.

\par }\pard\plain \fi-360\li1080\ri720\widctlpar\adjustright \f7\cgrid {\cf1 
\par c. One tenure-track faculty member from outside the college or school in which the decision was made. If available, this member is to be selected from the members of the ÃÛÌÒÓ°Ïñ Faculty Appeals and Oversight Committee.
\par }\pard \fi-360\li1440\ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1080\ri720\widctlpar\adjustright {\cf1 d. The fifth member to be appointed by the Provost will be a non-voting student representative.
\par 
\par e. The campus judicial officer or his/her designee shall serve as a nonvoting facilitator for appeals hearings. This individual shall serve in an advisory role to help preserve consistent hearing protocol and records.
\par 
\par }\pard\plain \s29\fi-360\li1080\ri720\widctlpar\adjustright \b\cf1\cgrid {\f7 [[f. The department chair of the program in which the decision was made will act as the program's monitor of all proceedings.]]
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {\cf1 
\par }\pard \fi-360\li720\ri720\widctlpar\adjustright {\cf1 3.  The committee must schedule a mutually agreeable date, time and location for the appeal hearing within 10 working days of receipt of the student's formal request.
\par }\pard \li720\ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1080\ri720\widctlpar\adjustright {\cf1 a.  During this and subsequent meetings, all parties involved shall protect the confidentiality of the matter according to the provisions of t
he Family Educational Rights and Privacy Act (FERPA) and any other applicable federal, state or university policies.
\par 
\par }\pard\plain \s29\fi-360\li1080\ri720\widctlpar\adjustright \b\cf1\cgrid {\f7 B. TO BE CONSIDERED BY THE COMMITTEE, ALL WRITTEN MATERIALS SHALL BE SUBMITTED TO THE HEARING FACILITATOR NO LATER THAN 48 HOURS BEFORE TH
E START OF THE SCHEDULED APPEALS HEARING. TO GIVE ALL INTERESTED PARTIES A CHANCE TO SUBMIT WRITTEN MATERIALS, AT LEAST THREE BUSINESS DAYS SHALL ELAPSE BETWEEN THE TIME THE MEETING IS ANNOUNCED AND THE START OF THE MEETING.  NEW WRITTEN MATERIALS PRESENT
ED AFTER THE 48-HOUR DEADLINE OR PRESENTED DURING THE MEETING WILL ONLY BE CONSIDERED BY AGREEMENT OF ALL VOTING COMMITTEE MEMBERS.  THESE PROCEDURES RELATED TO WRITTEN MATERIALS ALSO APPLY TO ALL SUBSEQUENT MEETINGS.
\par }\pard\plain \li1080\ri720\widctlpar\adjustright \f7\cgrid {\cf1 
\par }\pard \fi-360\li1080\ri720\widctlpar\adjustright {\b\cf1 [[b.]] C.}{\cf1   Throughout the proceedings, the committee will encourage a mutually agreeable resolution.
\par 
\par }{\b\cf1  [[c.]] D.}{\cf1  The mandatory first item of business at this meeting is for the committee to rule on the validity of the student's request. Grounds for dismissal of the request for review are:
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1440\ri720\widctlpar\adjustright {\cf1 1) The student has not provided sufficient reason in support of the allegation that the academic decision was arbitrary and capricious.
\par 
\par 2) This is not the first properly prepared request for appeal.
\par 
\par 3) The request was not made within the policy deadlines.
\par }\pard \fi-360\li1800\ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1080\ri720\widctlpar\adjustright {\b\cf1 [[d.]] E.}{\cf1 
  In the event that the committee votes to dismiss the request, a written notice of dismissal must be forwarded to the student, instructor, department chair, dean/director and provost within five days of the decision, and will state clearly the re
asoning for the dismissal of the request.
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li720\ri720\widctlpar\adjustright {\cf1 4.  Acceptance for consideration of the student's request will result in the following:
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1080\ri720\widctlpar\adjustright {\cf1 a.  A request for, and receipt of, a formal written response from the program department chair to the student's allegation.
\par 
\par b.  A second meeting scheduled to meet within 10 days of the decision to review the request.
\par }\pard \fi-360\li1440\ri720\widctlpar\adjustright {\cf1 
\par 1) The student and the department chair or a representative of the program will be invited to attend the meeting.
\par 
\par 2) The meeting will be closed to outside participation, and neither the student nor the instructor or department chair may be accompanied by an advocate or representative. Other matters of format will be announced in advance.
\par 
\par 3) The proceedings will be tape recorded and the tapes will be stored with the campus Judicial Officer.
\par 
\par 4) The meeting must be informal, non-confrontational and fact-finding, where both the student and instructor or department chair may provide additional relevant and useful information and can provide clarification of facts for
 materials previously submitted.
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li720\ri720\widctlpar\adjustright {\cf1 5. The final decision of the committee will be made in private by a majority vote.
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1080\ri720\widctlpar\adjustright {\cf1 a.  Actions which the committee can take if it accepts the student's allegation may include, but are not limited to, the following:
\par }\pard \ri720\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1440\ri720\widctlpar\adjustright {\cf1 1) direct the program instructor or department chair to reconsider the decision,
\par }\pard \fi-360\li1440\ri540\widctlpar\adjustright {\cf1 
\par 2) provide a final alternative decision.
\par }\pard \fi-360\li1800\ri540\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li1080\ri540\widctlpar\adjustright {\cf1 b.  The academic decision review committee proceedings will result in the preparation of written findings and conclusions.
\par 
\par c.  A formal,
 written report of the decision must be forwarded to the student, instructor, program/department chair, dean and Provost within five days of the meeting. The Provost shall then be responsible for communicating the decision to other relevant offices (e.g.,
 Admissions, Registrar).
\par 
\par d.  The decision of the committee is final.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par }\pard \fi-360\li360\ri540\widctlpar\adjustright {\cf1 C.  The entire process must be completed by the end of the semester in which the decision first took effect.
\par }{
\par }\pard \ri540\widctlpar\adjustright {
\par \page ATTACHMENT 109/8
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY FACULTY AFFAIRS}{\caps 
\par }{
\par 
\par }{\cf1 MOTION
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate, upon recommendation of the Faculty Affairs Committee, moves to amend the Grade Appeals Policy as follows:
\par 
\par 
\par \tab EFFECTIVE:    \tab Immediately
\par 
\par \tab RATIONALE:   \tab The presence on the grade appeals committee 
\par \tab \tab of a tenure-track faculty member from the academic unit 
\par \tab \tab in which the course was offered creates a perception of 
\par \tab \tab conflict of interest.  By making this member a non-voting 
\par \tab \tab member, conflict of interest issues are avoided.  In 
\par \tab \tab addition, this faculty member will be able to provide the 
\par \tab \tab voting members with clarifications and information 
\par \tab \tab relevant to the academic unit against which the appeal is 
\par \tab \tab directed.
\par 
\par 
\par \tab \tab \tab \tab 
\par 
\par CAPS =  Additions
\par [[  ]]  =  Deletions
\par 
\par 
\par }\pard \qc\ri540\widctlpar\adjustright {\cf1 GRADE APPEALS POLICY
\par }\pard \ri540\widctlpar\adjustright {\b\cf1 
\par }{\cf1 I.\tab Introduction
\par 
\par The University of ÃÛÌÒÓ°Ïñ is committed to the ideal of academic freedom and so recognizes that the assignment of grades is a faculty responsibility.  Therefore, the University administration shall not influence or affect an assigned grade or the review 
of an assigned grade.
\par 
\par The following procedures are designed to provide a means for students to seek review of final course grades alleged to be arbitrary and capricious.  Before taking formal action, a student must attempt to resolve the issue informally 
with the instructor of the course.  A student who files  a written request for review under the following procedures shall be expected to abide by the final disposition of the review, as provided below, and may not seek further review of the matter under 
any other procedure within the university.
\par 
\par 
\par II.\tab Definitions
\par 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 A.\tab}}\pard \fi-720\li1440\ri540\widctlpar\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls4\pnrnot0\pnucltr\pnstart1\pnindent1440\pnhang{\pntxta .}}\ls4\adjustright {\cf1 
A "grade" refers to final letter grades A, B, C, D, F, and Pass. The I (incomplete) designates a temporary grade, for one year not a final grade, so it is not subject to appeal until it becomes final.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 B.\tab}}\pard \fi-720\li1440\ri540\widctlpar\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls3\pnrnot0\pnucltr\pnstart2\pnindent1440\pnhang{\pntxta .}}\ls3\adjustright {\cf1 
For the purpose of this procedure, "arbitrary and capricious" grading means:
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \fi-360\li1800\ri540\widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls1\adjustright {\cf1 
The assignment of a course grade to a student on some basis other than performance in the course,
\par }\pard \li1800\ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1  or
\par 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \fi-360\li1800\ri540\widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls1\adjustright {\cf1 
The assignment of a course grade to a student by resorting to standards different from those which were applied to other students in that course,
\par }\pard \li1800\ri540\widctlpar\tx1800{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1  or
\par }\pard \li1800\ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \fi-360\li1800\ri540\widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls1\adjustright {\cf1 
The assignment of a course grade by a substantial, unreasonable and unannounced departure from the instructor's previously articulated standards.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par }\pard \fi-720\li1440\ri540\widctlpar\adjustright {\cf1 C.\tab "Grading errors" denotes errors in the calculation of grades rather than errors in judgment.
\par 
\par D.\tab As used in the schedule for review of academic decisions, a class day is any day of scheduled instruction, excluding Saturday and Sunday, included on the academic calendar in effect at t
he time of a review.   Final examination periods are counted as class days.
\par 
\par E.\tab "Department [[head]] CHAIR" for the purposes of this policy denotes the administrative head of the academic unit offering the course (e.g., head, chair or coordinator of an academ
ic department, or the campus director if the faculty member is in the College of Rural ÃÛÌÒÓ°Ïñ).
\par 
\par F.\tab The "dean/director" is the administrative head of the college or school offering the course or program from which the academic decision or action arises.  For 
students at extended campuses the director of the campus may substitute for the dean/director of the unit offering the course or program.
\par 
\par G.\tab "Final grade" for the purposes of this policy is the grade assigned for a course upon its completion.
\par 
\par H.\tab A "grading error" is a mathematical miscalculation of a final grade or an inaccurate recording of the final grade.
\par 
\par I.\tab The next regular semester is the fall or spring semester following that in which the disputed academic decision was made.  For example, it would be the fa
ll semester for a final grade issued for a course completed during the previous spring semester or summer session.  The spring semester is the next regular semester for an academic decision made during the previous fall semester.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par 
\par III.\tab Procedures
\par 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 A.\tab}}\pard \fi-720\li1440\ri540\widctlpar\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls5\pnrnot0\pnucltr\pnstart1\pnindent1440\pnhang{\pntxta .}}\ls5\adjustright {\cf1 Errors 
by an instructor in determining and recording a grade or by the university staff in transcribing the grade are sources of error that can be readily corrected through the student's prompt attention following the normal change of grade procedure.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls6\adjustright {\cf1 It is a st
udent's obligation to notify the instructor of any possible error immediately by the most direct means available.  If this is through an oral conversation and/or the issue is not immediately resolved, it is the student's responsibility to provide the inst
ructor with a signed, written request for review of the grade, with a copy to the unit department head and the dean of the college or school in which the course was offered.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls6\adjustright {\cf1 
Notification must be received by the instructor and/or department head within 15 d
ays from the first day of instruction of the next regular semester (i.e., fall semester for grade issued at the end of the previous spring semester or summer session; spring semester for grade issued at the end of the previous fall semester).
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls6\adjustright {\cf1 The instruct
or is responsible for notifying the student in writing of his or her final judgment concerning the grade in question within 5 days of receipt of the request, and for promptly submitting the appropriate change of grade form to the [[Director of Admissions 
and Records]] REGISTRAR'S OFFICE if an error occurred.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 4.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls6\adjustright {\cf1 
If the student does not receive a response from the instructor or the unit department head by the required deadline, the student must seek the assistance of the dean of the college or school in which the course was offered.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 5.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls6\adjustright {\cf1 
If the instructor is no longer an employee of the university or is otherwise unavailable, the student must bring the matter to the attention of the unit department head who will make every effort to contact the instructor by the 15t
h class day of the next regular semester.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 a.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls7\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls7\adjustright {\cf1 
If the instructor can not be contacted but course records are available, the department head will effect resolution within 5 class days of notification by the student.  The department head may correct a grading er
ror through the regular change of grade process on behalf of the instructor.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 b.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls7\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls7\adjustright {\cf1 
If the instructor can not be contacted and course records are either unavailable or indecisive, the student may request a review following the procedure outlined below.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 c.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls7\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls7\adjustright {\cf1 If the i
nstructor can be contacted and elects to participate, then a constructive participation is to be welcomed by the review committee.  The procedures of Paragraph III.A.5.a. or  Paragraph III.A.5.b. will be instituted if the instructor withdraws from partici
pation.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 6.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls6\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls6\adjustright {\cf1 
There may be extenuating circumstances when the deadlines cannot be met due to illness, mail disruption, or other situations over which the student may have no control.  In such a case, upon request from the student, the dean of students, after rev
iew of supporting documentation provided by the student, may recommend to the grade appeals committee that the deadlines be adjusted accordingly.  An extension of the deadline will be limited to one semester but every effort should be made to complete the
 appeal process within the current semester.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 B.\tab}}\pard \fi-720\li1440\ri540\widctlpar\jclisttab\tx1440{\*\pn \pnlvlbody\ilvl0\ls5\pnrnot0\pnucltr\pnstart1\pnindent1440\pnhang{\pntxta .}}\ls5\adjustright {\cf1 
If no such error occurred, the remaining option is by review for alleged arbitrary and capricious grading, or for instances where the course instructor is unavailable and satisfaction is not forthcoming from the appropriate department head.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls8\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls8\adjustright {\cf1 
This review is initiated by the student through a signed, written request to the department head with a copy to the dean of the college or school in which the course was offered.
\par }\pard \ri540\widctlpar\adjustright {\cf1  
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 a.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls9\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls9\adjustright {\cf1 
The student's request for review may be submitted using university forms specifically designed for this purpose and available at the Admissions and Records Office.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 b.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls9\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls9\adjustright {\cf1 
By submitting a request for a review, the student acknowledges that no additional mechanisms exist within the university for the review of the grade, and that the university's administration can not influence or affect the outcome of the review.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 c.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls9\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls9\adjustright {\cf1 
The request for a review must be received no later than 20 days after the first day of instruction in the next regular semester (i.e., fall seme
ster for grade issued at the end of the previous spring semester or summer session; spring semester for grade issued at the end of the previous fall semester) or within 5 days of receipt of notification of the process by the dean/director of the college o
r school in which the course was offered.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 d.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls9\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls9\adjustright {\cf1 
The request must detail the basis for the allegation that a grade was improper and the result of arbitrary and capricious grading and must present the relevant evidence.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls8\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls8\adjustright {\cf1 
It is the responsibility of the department head to formally notify both the instructor who issued the grade and the dean of the unit's college or school that a request for a review of grade has been received.
\par }\pard \li1440\ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls8\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls8\adjustright {\cf1 
If the instructor of the course is also the department head, the Dean of the College will
 designate another department head within the college to act as the department's representative for all proceedings.  If the instructor of the course is also the Dean of the College, the Provost will designate another Dean within the University to act as 
the college's monitor of all proceedings.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 4.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls8\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls8\adjustright {\cf1 
The dean will appoint a 5 member review committee composed of the following:
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 a.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls10\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls10\adjustright {\cf1 One }{\b\cf1 NON-VOTING}{\cf1 
 tenure-track faculty member from the academic unit in which the course was offered (other than the instructor of the course). }{\b\cf1 THIS INDIVIDUAL SHALL SERVE IN AN ADVISORY ROLE}{\cf1 .
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\s30 \f7\cf1 \hich\af7\dbch\af0\loch\f7 b.\tab}}\pard\plain \s30\fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls10\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls10\adjustright \cf1\cgrid {\f7 
Two tenure-track faculty members from within the college or school but outside of the unit in which the course was offered.  If available, one of these two members will be selected from the members of the ÃÛÌÒÓ°Ïñ Faculty Appeals and Oversight Committee.
\par }\pard \s30\ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f7 
\par {\pntext\pard\plain\s30 \f7\cf1 \hich\af7\dbch\af0\loch\f7 c.\tab}}\pard \s30\fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls10\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls10\adjustright {\f7 
One tenure track faculty member from outside the college or school in which the course was offered.  If available, this member is to be selected from the members of the ÃÛÌÒÓ°Ïñ Faculty Appeals and Oversight Committee.
\par }\pard \s30\ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f7 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 d.\tab}}\pard\plain \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls10\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls10\adjustright \f7\cgrid {\cf1 
The fifth member to be appointed by the dean will be a non-voting student representative.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 e.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls10\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls10\adjustright {\cf1 
The campus judicial officer or his/her designee shall serve as a nonvoting facilitator for grade appeals hearings. This individual shall serve in an advisory role to help preserve consistent hearing protocol and records.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 5.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls8\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls8\adjustright {\cf1 
The committee must schedule a mutually agreeable date, time and location for the appeal hearing within 10 working days of receipt of the student's request.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 a.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls11\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls11\adjustright {\cf1 
During this and subsequent meetings, all parties involved shall protect the confidentiality of the matter according to the provisions of the Family Educational Rights and Privacy Act (FERPA) and any other applicable federal, state or university policies.

\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 b.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls11\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls11\adjustright {\cf1 
Throughout the proceedings, the committee will encourage a mutually agreeable resolution.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 c.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls11\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls11\adjustright {\cf1 
The mandatory first item of business at this meeting is for the committee to rule on the validity of the student's request.  Grounds for dismissal of the request for review are:
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 1)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls12\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls12\adjustright {\cf1 This is not the fir
st properly prepared request for appeal of the particular grade.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 2)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls12\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls12\adjustright {\cf1 
The actions of the instructor do not constitute arbitrary and capricious grading, as defined herein.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 3)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls12\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls12\adjustright {\cf1 
The request was not made within the policy deadlines.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 4)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls12\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls12\adjustright {\cf1 The student has not taken prior a
ction to resolve the grade conflict with the instructor, as described under section III, A.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 d.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls11\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls11\adjustright {\cf1 
In the event that the committee votes to dismiss the request, a written notice of dismissal must be forwarded to the student, instructor, department head and dean 
within five days of the decision, and will state clearly the reasoning for the dismissal of the request.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 6.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls8\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls8\adjustright {\cf1 
Acceptance for consideration of the student's request will result in the following:
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 a.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls14\pnrnot0\pnlcltr\pnstart1\pnindent2880\pnhang{\pntxta .}}\ls14\adjustright {\cf1 
A request for and receipt of a formal response from the instructor to the student's allegation.
\par }\pard \li2160\ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 b.\tab}}\pard \fi-720\li2880\ri540\widctlpar\jclisttab\tx2880{\*\pn \pnlvlbody\ilvl0\ls13\pnrnot0\pnlcltr\pnstart2\pnindent2880\pnhang{\pntxta .}}\ls13\adjustright {\cf1 
A second meeting scheduled to meet within 10 days of the decision to review the request.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 1)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls15\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls15\adjustright {\cf1 
The student and instructor will be invited to attend the meeting.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 2)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls15\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls15\adjustright {\cf1 
The meeting will be closed to outside participation, and neither the student nor instructor may be accompanied by an advocate or representative. Other matters of format will be announced in advance.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 3)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls15\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls15\adjustright {\cf1 
The proceedings will be tape recorded and the tapes will be stored with the campus Judicial Officer.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 4)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls15\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls15\adjustright {\cf1 The meeting must be i
nformal, non-confrontational and fact-finding, where both the student and instructor may provide additional relevant and useful information and can provide clarification of facts for materials previously submitted.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 7.\tab}}\pard \fi-720\li2160\ri540\widctlpar\jclisttab\tx2160{\*\pn \pnlvlbody\ilvl0\ls8\pnrnot0\pndec\pnstart1\pnindent2160\pnhang{\pntxta .}}\ls8\adjustright {\cf1 
The final decision of the committee will be made in private by a majority vote.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par }\pard \fi-720\li2880\ri540\widctlpar\adjustright {\cf1 a.\tab 
Actions which the committee can take if it accepts the student's allegation of arbitrary and capricious grading must be directed towards a fair and just resolution, and may include, but are not limited to, the following:
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 1)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls17\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls17\adjustright {\cf1 
Direct the instructor to grade again the student's work under the supervision of the department [[head]] CHAIR,
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 2)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls17\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls17\adjustright {\cf1 
Direct the instructor to administer a new final examination and/or paper in the course,
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 3)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls17\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls17\adjustright {\cf1 
Direct a change of the student's registration status (i.e., withdrawn, audit, dropped) in the course.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par }\pard \fi-720\li2880\ri540\widctlpar\adjustright {\cf1 b.\tab The academic decision review committee proceedings will result in the preparation of written findings and conclusions. Conclusions will result in one of the following:
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 1)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls18\adjustright {\cf1 
The request for a grade change is denied.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 2)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls18\adjustright {\cf1 
The request for a grade change is upheld; the review committee requests the course instructor to change the grade; and the course instructor changes the grade in accordance with MAU rules and procedures.
\par }\pard \ri540\widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\cf1 
\par {\pntext\pard\plain\f7\cf1 \hich\af7\dbch\af0\loch\f7 3)\tab}}\pard \fi-720\li3600\ri540\widctlpar\jclisttab\tx3600{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent3600\pnhang{\pntxta )}}\ls18\adjustright {\cf1 
The request for a grade change is upheld; t
he course instructor is either unavailable to change the grade or refuses to, and the review committee directs the dean/director to initiate the process specified by MAU rules and procedures to change the grade to that specified by the review committee.

\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par }\pard \fi-720\li2880\ri540\widctlpar\adjustright {\cf1 c.\tab A formal, written report of the decision must be forwarded to the student, instructor, department [[head]] CHAIR, dean and [[Director of Admissions and Records]] REGISTRAR 
 within five days of the meeting.
\par }\pard \ri540\widctlpar\adjustright {\cf1 
\par \tab \tab \tab d.\tab The decision of the committee is final.
\par }{
\par 
\par \page ATTACHMENT 109/9
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY FACULTY AFFAIRS}{\caps 
\par }{
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the ÃÛÌÒÓ°Ïñ Regulation for Emeritus Status as follows:
\par 
\par 
\par [[  ]]  =  Deletions
\par CAPS =  Additions
\par 
\par 
\par }{\b Emeritus Status
\par }{
\par }\pard \fi-720\li720\ri540\widctlpar\adjustright {A. \tab A full-time faculty member
 who has already attained the rank of full professor and who has retired after a minimum of ten years at the University of ÃÛÌÒÓ°Ïñ immediately prior to retirement is eligible for consideration as an emeritus professor.  Nominations for the emeritus profess
o
r must originate with the faculty.  The process may be initiated by *any three faculty members, one of whom must belong to the retiree's primary academic unit, for review by the appropriate dean.  The dean, in consultation with the retiree's primary acade
mic unit, will make recommendations to the Provost who will then forward his/her recommendations to the Chancellor.  The Chancellor's [[recommendations are to be forwarded to the President for approval]] DECISION IS FINAL AND NON-REVIEWABLE.
\par }\pard \ri540\widctlpar\adjustright {
\par }\pard \fi-720\li720\ri540\widctlpar\adjustright {B. \tab In excepti
onal circumstances, the CHANCELLOR, OR IN THE CASE OF STATEWIDE ADMINISTRATION EMPLOYEES,  THE president, may confer emeritus status to other meritorious employees who have provided A MINIMUM OF TEN (10) YEARS OF [[long and]] faithful service of high qual
ity to the institution.  Recommendations [[should]] WILL proceed along the appropriate administrative channels to the CHANCELLOR OR president.
\par }\pard \ri540\widctlpar\adjustright {
\par }\pard \fi-720\li720\ri540\widctlpar\adjustright {C. \tab The Board of Regents may confer emeritus status upon a retiring President of the University.
\par }\pard \ri540\widctlpar\adjustright {
\par D.\tab Privileges available to emeritus employees include the following:
\par 
\par }\pard \li90\ri540\widctlpar\adjustright {\tab 1.      Listing in the appropriate university directory and
\par \tab \tab catalog.
\par \tab 2.\tab Invitations to major university functions.
\par \tab 3.\tab Mailing notices of campus functions and social gathering.
\par \tab 4.\tab Use of library, gymnasium, and food facilities ON THE SAME
\par \tab \tab BASIS AS ACTIVE EMPLOYEES IN THEIR CATEGORY.
\par \tab 5.\tab Access to laboratories, office space at the discretion of
\par \tab \tab the dean or director, research and/or electronic
\par \tab \tab communication facilities (where such access is available
\par \tab \tab at no charge to the university and does not displace other
\par \tab \tab faculty and/or students).
\par \tab 6.\tab Free parking permit.
\par \tab 7.\tab Receipt of a permanent identification card.
\par \tab 8.\tab Waiver of tuition for courses in which they themselves
\par \tab \tab are enrolled.
\par 
\par }\pard \fi-720\li720\ri540\widctlpar\adjustright {E. \tab Upon appointment to emeritus status a retiring employee shall be designated by the proper title Emeritus/Emerita.
\par }\pard \ri540\widctlpar\adjustright {
\par * nominations must have the support of three faculty
\par 
\par 
\par \tab EFFECTIVE:   \tab Immediately
\par \tab \tab \tab \tab Upon Chancellor's Signature
\par 
\par \tab RATIONALE:  \tab These changes will bring the ÃÛÌÒÓ°Ïñ Regulations in 
\par \tab \tab line with Regents Policy & Regulations.
\par }\pard \widctlpar\adjustright {
\par }\pard \ri720\widctlpar\adjustright {
\par \page ATTACHMENT 109/10
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY FACULTY APPEALS & OVERSIGHT
\par }{\caps 
\par }{
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to adopt the following statement (procedure) on Censure of Administrators.  
\par 
\par 
\par \tab EFFECTIVE:   Immediately
\par 
\par \tab RATIONALE:   At present there is no policy or procedure 
\par \tab \tab statement in force and one is needed
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {CENSURE OF ADMINISTRATORS
\par }\pard \widctlpar\adjustright {
\par 
\par 1.      The review (in the broadest sense) o
f the performance of administrators is an important complementary activity to the review of faculty.  Both groups contribute to the advancement of the University when they carry out their respective responsibilities effectively, and either can seriously i
nterfere 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 co
ntinuing, in-depth contact with students equip ÃÛÌÒÓ°Ïñ faculty with a unique and comprehensive understanding of the general health of the University and its actual 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 effectivene
ss of academic administrators of particular and campus-wide programs at ÃÛÌÒÓ°Ïñ. They can readily see whether their efforts to teach, conduct research, and provide 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 being impacted negatively by the behavior and decisions of State-wide administrators and their immedi
ate 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 of 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.  Such a petition to the Senate should include precise delineation and documentation of the problem and the attempts undertaken to mediate and resolve the problem before asking the Senate to pass a motion of censure.
\par 
\par 8.      After the submission 
of a petition to the Senate, the Senate should appoint an Ad hoc committee to investigate the allegations and make recommendations for a final attempt for resolving the situation before turning the matter over to the full Faculty Senate for discussion and
 passage of censure.
\par 
\par }\pard \ri720\widctlpar\adjustright {
\par \page ATTACHMENT 109/11
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{
\par 
\par }\pard \qj\ri360\widctlpar\adjustright {RESOLUTION:
\par =========
\par 
\par WHEREAS, the University of ÃÛÌÒÓ°Ïñ Fairbanks aspires to serve as the premiere higher educational center for ÃÛÌÒÓ°Ïñ Natives, and
\par 
\par WHEREAS, the University of ÃÛÌÒÓ°Ïñ Fairbanks aspires to serve as a model to demonstrate how cultural diversity strengthens a university and society, and
\par 
\par WHEREAS, these strategic plan goals include proactive pursuit of opportunities to incorporate indigenous culture into higher education, and
\par 
\par WHEREAS, these strategic plan goals include celebrating ÃÛÌÒÓ°Ïñ Native cultural activities at ÃÛÌÒÓ°Ïñ to encourage and promote cross-cultural understanding and learning opportunities, and,
\par 
\par WHEREAS, the Chancellor's Advisory Committee on ÃÛÌÒÓ°Ïñ Native Education (CACNE) has submitted its recommendations on the ÃÛÌÒÓ°Ïñ 2001 Draft Master Plan in a position statement dated 25 March 2002, and
\par 
\par WHEREAS, CACNE "takes a strong stand in keeping the area between the Natural Science Building and the ÃÛÌÒÓ°Ïñ Museum as an open space\u8230\'c9
[to be] dedicated to culturally relevant symbols representing ÃÛÌÒÓ°Ïñ's First Nations: the Athabascans, Tlingit, Haida, Tsimshian, Eyak, Inupiaq, Yupiaq/Cupiaq, Yupiget, Alutiiq, Sugpiaq and Unangan/Unangus", and
\par 
\par WHEREAS, "Each ÃÛÌÒÓ°Ïñ Native group would have the opportunity to determine what form the representation [of cultural symbols] would be", and
\par 
\par }\pard\plain \s30\ri360\widctlpar\adjustright \cf1\cgrid {\f7 WHEREAS, CACNE proposes further "that ÃÛÌÒÓ°Ïñ consider adding Native ÃÛÌÒÓ°Ïñn artwork and symbols to as many buildings and outdoor spaces on campus as possible",
\par 
\par THEREFORE BE IT RESOLVED, the ÃÛÌÒÓ°Ïñ Faculty Senate endorses the proposal of the Chancellor\rquote s Advisory Committee on ÃÛÌÒÓ°Ïñ Native Education and recommends that the university administration implement the CACNE proposal as part of the ÃÛÌÒÓ°Ïñ 2001 Ma
ster Plan.  
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {
\par \page ATTACHMENT 109/12
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par 
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to adopt the revised "ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies" and the "ÃÛÌÒÓ°Ïñ Regulations for the Appointment and Evaluation of Faculty".
\par 
\par 
\par \tab EFFECTIVE:  "ÃÛÌÒÓ°Ïñ Faculty Appointment & Evaluation Policies"  - 
\par \tab \tab \tab Upon Board of Regents Approval
\par 
\par \tab \tab \tab "ÃÛÌÒÓ°Ïñ Regulations for the Appointment & Evaluation 
\par \tab \tab \tab of Faculty"  - Upon Chancellor's Approval
\par 
\par \tab RATIONALE:  \tab Changes in collective bargaining agreements, 
\par \tab \tab accreditation standards, and inadvertent deletions from 
\par \tab \tab earlier versions of said policies and regulation require a 
\par \tab \tab comprehensive revision herein presented for Senate 
\par \tab \tab approval.  
\par 
\par 
\par \tab \tab \tab \tab \tab 
\par 
\par Draft "ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies" - http://www.uaf.edu/uafgov/faculty/facpol2002.rtf
\par 
\par Draft "ÃÛÌÒÓ°Ïñ Regulations for the Appointment and Evaluation of Faculty" - http://www.uaf.edu/uafgov/faculty/facreg2002.rtf
\par }\pard \ri720\widctlpar\adjustright {
\par 
\par \page  ATTACHMENT 109/13
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY FACULTY AFFAIRS}{\caps 
\par }\pard \ri360\widctlpar\adjustright {
\par }\pard \qj\ri360\widctlpar\adjustright {\caps 
\par }\pard \widctlpar\adjustright {MOTION:
\par }\pard \ri540\widctlpar\adjustright {======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate, upon recommendation of the Faculty Affairs Committee, moves to adopt the following procedure to establish a framework that will become a ÃÛÌÒÓ°Ïñ policy g
overning approval of proposals and acceptance of contracts or grants for participation of ÃÛÌÒÓ°Ïñ faculty and staff in sponsored research with particular concern for classified and proprietary research involving university-owned and/or university-operated fac
ilities.
\par }\pard \qj\ri540\widctlpar\adjustright {
\par }\pard \qj\widctlpar\adjustright {
\par \tab EFFECTIVE:   Immediately
\par   
\par }\pard \widctlpar\adjustright {\tab RATIONALE:  Board of Regents policy P10.07.02 directs that 
\par \tab \tab "All proposed sponsored projects will be reviewed for 
\par \tab \tab constraints on disclosure and dissemination of the results 
\par \tab \tab of the work" once ÃÛÌÒÓ°Ïñ norms have been established and 
\par \tab \tab that "After review of the proposed project and review of 
\par \tab \tab the constraints on disclosure and dissemination of the 
\par \tab \tab results of the work, the Chancellor or Chancellor's 
\par \tab \tab designee may approve entering into contractual 
\par \tab \tab agreements for classified and proprietary work under 
\par \tab \tab governmental and private sponsorship". 
\par }\pard \ri540\widctlpar\adjustright {
\par }\pard \fi-720\li2160\ri540\widctlpar\adjustright {The following procedure provides for 
\par }\pard\plain \s29\fi-720\li2160\ri540\widctlpar\adjustright \b\cf1\cgrid {\b0\f7 a.\tab Faculty input on review of policies related to classified and proprietary research and the design of a form to discover key infor
mation regarding any restrictions on access to or publication of the ensuing research.
\par }\pard\plain \fi-720\li2160\ri540\widctlpar\adjustright \f7\cgrid {b.\tab Administrative processing of proposals and contracts to ensure compliance with adopted policies.
\par c.\tab Interception and denial of approval for proposals or contracts that are in violation of university policy or norms.
\par }\pard \ri540\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {
\par \tab \tab \tab \tab 
\par }\pard \ri540\widctlpar\adjustright {
\par I.\tab Preamble
\par \tab A.\tab Research concerns addressed by this motion.
\par }\pard \fi-720\li2160\ri540\widctlpar\adjustright {1.\tab Sponsored research of an applied nature encompasses categories that may require some restriction on publication and/or r
estriction on access to data, and/or restriction on personnel and/or restriction on access to where the research is performed. Terms such as classified and proprietary may be used to describe these categories. For definitions please refer to the appendix 
of definitions. The purpose of this motion is to address university management of classified and proprietary research.
\par 2.\tab Classified and proprietary research funding may arise by response to an announcement of opportunity or by negotiation with sponsors.
\par 3.\tab For those that arise by negotiation there are often two phases, the first in which the idea for research is explored with potential partners and the second in which an application is filed with the sponsors.
\par 4.\tab Procedures proposed for adoption through this motion need to provide for university approval and permit expeditious processing of the proposal.
\par }\pard \ri540\widctlpar\adjustright {\tab B.\tab Concerns of faculty and administration.
\par }\pard \fi-720\li2160\ri540\widctlpar\adjustright {1.\tab Faculty should express the norms of acceptable research within the university.
\par 2.\tab Freedom of research and university reputation should be safeguarded by processes of approval that control the development of areas of work not compatible with the security provisions or norms of the university.
\par }\pard \ri540\widctlpar\adjustright {\tab C.\tab University policy on applied research
\par }\pard \fi-720\li2160\ri540\widctlpar\adjustright {1.\tab The University of ÃÛÌÒÓ°Ïñ Fairbanks, implementing Regents\rquote  Policy P10.07.01 on the "Role of Research Scholarship and Creative Activity", "
will foster an environment supportive of conducting research, scholarship, and creative activity and broadly disseminating its results in the trad
ition of academic freedom and its corresponding responsibilities. Publication and dissemination of the results of research projects will be accomplished without excessive or inappropriate prohibitions. Research techniques will not violate established prof
essional ethics pertaining to the rights and welfare of human subjects or the infliction of pain or injury on animals".
\par 2.\tab The University of ÃÛÌÒÓ°Ïñ Fairbanks, implementing Regents\rquote  Policy P10.07.02 on Sponsored Projects Submittal and Acceptance\rdblquote , recognizes that "
sponsors may operate within a proprietary or classified environment while universities function on the principle of free inquiry and open expression", and accordingly, requires that any collaborative work with such sponsors "protect the basic tenets
 of universities".
\par 3.\tab An advisory committee of faculty should provide a list of norms that protect the basic tenets of universities for the approval by the Faculty Senate and subsequent consideration by the Chancellor.
\par 4.\tab The Office of Sponsored Programs should advise the Chancellor on the limits of security provisions to support classified or proprietary work.
\par 5.\tab The Chancellor declares university policy on applied research.
\par 
\par }\pard \fi-720\li720\ri540\widctlpar\adjustright {II.\tab Faculty will help define university norms for classified and proprietary research.
\par }\pard \fi-720\li1440\ri540\widctlpar\adjustright {A.\tab The Chancellor requests the Faculty Senate to appoint an advisory panel of faculty to prepare a list of norms for university research.
\par }\pard \fi-720\li2160\ri540\widctlpar\adjustright {1.\tab The faculty panel should not exceed fifteen in number. It should have both bipartite and tripartite members and at least one representative from each School, College and Research Institute.
\par 2.\tab The panel shall provide a list of norms describing faculty expectations on limitations of acceptable research within the university.
\par 3.\tab The panel shall provide a list of questions with checkbox style answers designed to elicit information from authors of proposals facilitating the approval process.
\par }\pard \fi-720\li1440\ri540\widctlpar\adjustright {B.\tab The Chancellor accepts or rejects the list of norms and questions.
\par }\pard \fi-720\li2160\ri540\widctlpar\adjustright {1.\tab In the case that the list is rejected, the Chancellor will provide reasons to the panel and to the Faculty Senate and return the task to the panel for reconsideration.
\par }\pard \fi-720\li1440\ri540\widctlpar\adjustright {
\par }\pard \ri540\widctlpar\adjustright {III.\tab Stages for University Approval
\par \tab A.\tab Pre-proposal information to the Chancellor.
\par }\pard \fi-720\li2160\ri540\widctlpar\adjustright {1.\tab Research administrators deliver a biannual report on long-term research plans.
\par 2.\tab Chancellor advises on plans that appear to be inconsistent with university norms.
\par }\pard \ri540\widctlpar\adjustright {\tab B.\tab Approval of proposals.
\par }\pard \fi-720\li2160\ri540\widctlpar\adjustright {1.\tab The Office of Sponsored Research works with the faculty panel (see II.A. above) to refine the checklist of questions to discover proposals in violation of university policy and norms.
\par 2.\tab After approval by the Faculty Senate, the checklist is submitted for approval by the Chancellor.
\par 3.\tab Proposals are submitted with the checklist completed and processed by staff of the Office of Sponsored Research. Proposals with an acceptable checklist receive approval for compliance with university policy on applied research.
\par 4.\tab Those proposals with a checklist response in violation of university policy are returned to the authors.
\par 5.\tab Tho
se proposals that are awarded by the sponsors with restrictions or conditions in violation of university policy and norms will be declined, unless the sponsors agree to delete all restrictions or conditions that are in violation of university policy and n
orms.
\par }\pard \ri540\widctlpar\adjustright {
\par IV.\tab Definitions 
\par }\pard \fi-720\li1440\ri540\widctlpar\adjustright {A.\tab Classified research will include any research project entailing classification on the research process or research results, including imposition of restrictions on publication or access.
\par B.\tab Proprietary research shall be defined as "sponsored research for which the sponsor requires restriction of information about research in progress an/or a delay in publication in excess of three months.
\par }\pard \li360\ri540\widctlpar\adjustright {
\par }\pard \ri540\widctlpar\adjustright {V. \tab Exclusions
\par }\pard\plain \s31\fi-720\li1440\ri540\widctlpar\adjustright \f2\fs20\cf1\cgrid {\f7\fs24 A.\tab Faculty members may perform personal consulting outside their faculty workl
oad in classified research under the existing rules and regulations of the university and following the normal campus approval procedures.
\par B.\tab Personal consulting conducted in non-university facilities is excluded from these procedures.
\par C.\tab A principal investigator involved in proprietary research to protect his or her inventions or discoveries up to the point of patented or copyrighted publication except as provided for by university policy governing intellectual property.
\par D.\tab Personal consulting in classified or proprietary research in university-owned and/or university-operated facilities will need to be evaluated.
\par E.\tab While classified research shall be included in a faculty member's annual workload assignment, classified research results that are not publish
ed in the open literature shall not qualify as a portion of faculty research workload normally subject to peer review processes for tenure, promotion, or post-tenure review.
\par F.\tab Undergraduate students shall not, except in the rare case approved by the ÃÛÌÒÓ°Ïñ Chancellor with the concurrence of the ÃÛÌÒÓ°Ïñ Provost, participate in classified research.
\par G.\tab Theses and dissertations that cannot be published or disseminated because of classified or proprietary research will not be accepted in satisfaction of degree require
ments, therefore, graduate students should be fully informed before participating in classified and proprietary research.  
\par }\pard \s31\qj\ri540\widctlpar\adjustright {\f7\fs24 
\par }\pard\plain \qj\ri360\widctlpar\adjustright \f7\cgrid {\caps 
\par }\pard \ri720\widctlpar\adjustright {\page ATTACHMENT 109/14
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par SUBMITTED BY CURRICULAR AFFAIRS
\par 
\par }{
\par }\pard \widctlpar\adjustright {Curricular Affairs Committee Annual Report - Ron Illingworth, Chair
\par }\pard \qj\widctlpar\adjustright {
\par 
\par The Curricular Affairs committee held audioconferenced meetings 14 times this year.  Members present Mike Hannigan,  Carol Barnhardt,  James Gladden,  Gary Holton,  Pete Pinney,  Eduard Zilberkant, Ron Illingworth, Ann Tremarel
lo, Gayle Gregory, Wanda Martin, Britt Arnesen, and David Woodall.
\par 
\par All meetings are audioconferenced as well as face to face as one member of the committee is from outside Fairbanks.
\par 
\par The committee addressed a spectrum of issues ranging from new degree ap
provals to academic policy changes, reinterpretation, and reaffirmations.  Additionally, the committee sponsored several open forum discussions on a new degree proposal and a new major proposal.  Ultimately, these two proposals were returned to their pare
nt college for additional work.  Examples of activities include the following:
\par 
\par {\pntext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\tx1440{\*\pn \pnlvlblt\ilvl0\ls23\pnrnot0\pnf3\pnstart1\pnindent360\pnhang{\pntxtb \'b7}}\ls23\adjustright {
With GAAC, removed the limitation on the number of correspondence courses which may be used towards a student's degree completion.
\par {\pntext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\tx1440{\*\pn \pnlvlblt\ilvl0\ls23\pnrnot0\pnf3\pnstart1\pnindent360\pnhang{\pntxtb \'b7}}\ls23\adjustright {
Approved changes to the AAS degree requirements
\par {\pntext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\tx1440{\*\pn \pnlvlblt\ilvl0\ls23\pnrnot0\pnf3\pnstart1\pnindent360\pnhang{\pntxtb \'b7}}\ls23\adjustright {
Approved changes to the Certificate requirements
\par {\pntext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\tx1440{\*\pn \pnlvlblt\ilvl0\ls23\pnrnot0\pnf3\pnstart1\pnindent360\pnhang{\pntxtb \'b7}}\ls23\adjustright {
With GAAC, approved the inclusion of changes to several degree and course approval formats
\par {\pntext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\tx1440{\*\pn \pnlvlblt\ilvl0\ls23\pnrnot0\pnf3\pnstart1\pnindent360\pnhang{\pntxtb \'b7}}\ls23\adjustright {
Approved the deletion of the B.ED degree
\par {\pntext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\tx1440{\*\pn \pnlvlblt\ilvl0\ls23\pnrnot0\pnf3\pnstart1\pnindent360\pnhang{\pntxtb \'b7}}\ls23\adjustright {
Approved a cross-MAU agreement on acceptance of courses taught as part of a student's degree when the degree is housed at one MAU but the courses are taught at another MAU.
\par {\pntext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \qj\fi-360\li360\widctlpar\jclisttab\tx360\tx1440{\*\pn \pnlvlblt\ilvl0\ls23\pnrnot0\pnf3\pnstart1\pnindent360\pnhang{\pntxtb \'b7}}\ls23\adjustright {
Discussed alternative admissions status for students to include changing the name of "Undeclared" to "General Studies" and the creation of a new category of "Pre-majors" for students not fully prepared to enter into the baccalaureate degree.
\par }\pard \qj\widctlpar\tx1440\adjustright {
\par }\pard \qj\widctlpar\adjustright {The committee also approved several course equivalency decisions for non-traditional students seeking recognition of their external education.
\par 
\par Topics continued for futu
re resolution include those related to the expanding role of distance delivery at ÃÛÌÒÓ°Ïñ.  Some of the issues raised cross into the Graduate Academic & Advisory Committee, Faculty Affairs, and to the Unions and will require more extensive discussion than was
 available for them this year.  Issues continued until next year include the following:
\par 
\par \tab 1.\tab Credit equivalency standards for courses not taught synchronously
\par \tab 2.\tab Foreign Language Advanced Placement credit option
\par \tab 3.\tab Changes to Certificates to incorporate accreditation standards in the areas of communication, computation, and human relations.
\par \tab 4.\tab Review of administrative problems related to implementation of prerequisite checking  and registration on Banner as they connect to "holds" and "blocks".
\par 
\par The chair would like to thank all the members of this committee for their valuable time, effort and dedication to service.  Without you, there would have been no actions to report.  Thank you.
\par 
\par Respectfully submitted, Ronald D. Illingworth
\par }\pard \ri720\widctlpar\adjustright {
\par 
\par \page ATTACHMENT 109/15
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }\pard \ri360\widctlpar\adjustright {SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE}{\caps 
\par }{
\par 
\par }\pard \ri360\nowidctlpar\adjustright {\b\ul Graduate Academic & Advisory Committee (GAAC) Meeting 
\par April 11, 2002, 1-3 pm, Runcorn Conference Room 300 NSF
\par }{Gayle Gregory, Dennis Stephens, Lillian Corti, Susan Henrichs, Maribeth Murray, Colin Read, Ed Bueler, George Minassian, Hajo Eicken
\par Guests: Silke Schiewer, Bob Perkins, Brenton Watkins, Larry Duffy, Cathy Cahill
\par 
\par }{\ul I. Old Business
\par }{\i (1) ENVE course applications and program change
\par }{Silke Schiewer and Bob Perkins provid
ed background information on three new courses in Environmental Engineering and an associated program change, all of which are part of an effort to increase enrollment in this sector and consolidate the program with the arrival of 3 new faculty members. T
he course requests and program change were approved unanimously.
\par 
\par }{\i (2) Atmospheric Science, program changes
\par }{Brenton Watkins summarized concerns within the Physics Dep't. regarding unstacking of ATM courses that are part of the undergraduate Applied Physics m
ajor in Atmospheric Science.  While the high fraction of stacked courses within the required course load for ATM was a concern to the committee (as outlined in previous meeting reports), it was agreed that this issue requires more detailed attention throu
g
hout campus and that in the interest of students enrolled in the programs affected, the committee would be prepared to approve the requested changes with only one ATM/CHEM course unstacked.  However, the different expectations and requirements for the 400
/
600 levels need to be clearly defined (with an eventual reflection in the catalog) in all cases, to be evaluated by the next meeting.  Committee members and Dept's. affected by the changes are now positively inclined towards the program revisions and the 
c
ommittee will come to a decision at the next meeting.  Also, if approved, a memo would be submitted to the Provost/Dean concerning the issue of stacked courses in the program, requesting that progress on the issue be considered in the next program evaluat
ion.
\par 
\par }{\i (3) Stacking of courses
\par }{Based on the discussions and cases considered this semester, the GAAC sees the need for a more rigorous tracking and evaluation of stacked courses.  On the one hand, an institution the size of ÃÛÌÒÓ°Ïñ may always have to rely on cou
rse stacking as the only feasible means of balancing academic and resource constraints.  Furthermore, undergraduate students can substantially benefit from graduate course attendance.  On the other hand, extensive stacking of course may compromise the aca
d
emic standard of graduate courses and needs to be scrutinized closely at the time of program modification and later evaluation.  To bring this issue to the attention of faculty, a discussion item (limits on number of stacked courses in program, more detai
led review criteria, substantiation of cross-fertilization between 400 and 600 level portion etc.) will be prepared for the next faculty senate meeting.  
\par The committee agreed that for outstanding senior undergraduate students the possibility of enrolling i
n 600 level classes (with proper identification in transcripts) can be highly beneficial but is currently discouraged by much higher fees of graduate vs. undergraduate courses.  The Dean of the Graduate School had offered relief on this issue and the comm
ittee will follow up on this.
\par 
\par The committee also discussed the issue of graduate students reducing their workload through attendance of the undergraduate segment of stacked courses, which appears to be a problem (triggered by both financial and academic mo
tives) in some programs and may have to be revisited in the future.
\par 
\par }{\i (3) Miscellaneous
\par }{The Curricular Affairs Committee consents with the GAAC's assessment and proposed plan for revision/consolidation of the definitions of academic, scholastic and good sta
nding, provided that this does not affect standards enforced by the NCAA.  Ron Gatterdam as NCAA Campus Representative indicated that this was not a problem and a motion will be drafted for the next meeting.
\par 
\par 
\par }{\ul II. New Business
\par 
\par }{\i (1) Course/program change requests
\par }{The committee unanimously approved the following program/course requests:
\par 
\par #1: Drop COMM 631
\par #2: Program Change MA Prof. Comm.
\par #5 ENVE 651
\par #6 ENVE 652
\par #8 ENVE 653
\par #9: Program Change MS Env. Eng./Quality Science
\par 
\par }{\i (2) Miscellaneous
\par }{- The idea for nominations of Graduate Student Senators from within the Graduate Student Body and subsequent appointment as (non-voting) Graduate Student Senators was met with approval.
\par - The GAAC had been asked by the Provost to consider the pros and cons of a move of the G
raduate School Office from Signers' Hall to Bunnell.  The committee mostly felt that providing the Graduate School with more adequate quarters in a prime location would serve well in continuing recognition of the vital importance of graduate students with
in the fabric of ÃÛÌÒÓ°Ïñ.  It was suggested to underscore this importance by allocating space for a Graduate Student Senators' or Graduate Student Organization Office on the premises.
\par 
\par }\pard \ri360\sl-260\slmult0\nowidctlpar\adjustright {
\par }\pard \ri360\widctlpar\adjustright {------------------------------
\par 
\par }\pard \ri360\nowidctlpar\adjustright {\b\ul Graduate Academic & Advisory Committee (GAAC) Meeting 
\par April 25, 2002, 2-3 pm, IARC 417
\par }{
\par Present: Gayle Gregory, Susan Henrichs, Maribeth Murray, Lillian Corti, Joe Kan, Dennis Stephens, Chuen-Sen Lin, Ed Bueler, Colin Read, Hajo Eicken
\par Guests: Kristy Long, Tony Gasparro
\par }{\b\ul 
\par }{\ul I. Old Business
\par 
\par }{\i (1) Atmospheric Science, program changes etc. (Susan Henrichs)
\par }{The committee unanimously approved the major program change and the associated course changes part of the reorganization of the Atmospheric Sciences Program:
\par CHANGE COURSE:  ATM 401/601 (#56)
\par CHANGE COURSE:  ATM 445/645 (#57)
\par CHANGE COURSE:  ATM 644 (#22)
\par CHANGE COURSE:  ATM 646 (#23)
\par CHANGE COURSE:  CHEM 606 (#24)
\par CHANGE COURSE:  CHEM 608 (#25)
\par PROGRAM CHANGE:  MS, Ph.D., Atmospheric Sciences (#26)
\par 
\par }{\i (2) Motion to update definition of academic/scholastic standing (Ed Bueler)
\par }{A motion amending the definition of scholastic and academic standing was approved to be forwarded to the Faculty Senate (see attachment). 
\par }{\i 
\par (3) Discussion item/motion on stacked courses (Colin Read}{)
\par Pending a decision about potential 
reduction of fees for undergraduates taking graduate courses (currently considered further by the Provost), a recommendation regarding the enrollment of graduate students in undergraduate courses is not possible.  In order to leave options open for studen
ts intent on furthering their horizon without full commitment, a recommendation could be made not to encourage this option "under normal circumstances". 
\par 
\par The drafting of a discussion item for the Senate Floor, e.g. a suggestion of limiting the total number of stacked courses - under normal circumstances - to e.g., \u8804\'b2
50 % of the total number of graduate course credits will be taken up again in the next academic year.
\par 
\par }{\i (4) Graduate requirements for advancement to candidacy 
\par }{Following a suggestion on further im
provement of the wording in p. 41 of the catalog (Master's Degree; item (1) completed at least 9 semester credits), the committee will work on a motion for the next session to include a reference to successful completion of courses (e.g., by adding "exclu
ding deficiencies"). 
\par 
\par 
\par }{\ul II. New Business
\par 
\par }{\i (1) Course/program change requests
\par }{The following course/program change requests were approved:
\par New Course: PSY 636 Program Evaluation (#3)
\par Program Change: Community Psychology (#4)
\par }{\i 
\par (2) Changes in Thesis Workbook
\par }{The changes proposed to the thesis workbook (acceptance of faxed signatures) were evaluated and the committee sees no problem with these. 
\par }{\i 
\par (3) Misc.
\par }{Peace Corps Master's proposal, School of Agriculture and Land Resources Management: As with the Rural Develo
pment proposal, the committee considers this a timely and desirable addition to ÃÛÌÒÓ°Ïñ's offerings.  Once implemented, a reference should be included in the catalog (requiring a change request to the GAAC) to advise students of this opportunity, possibly in 
conjunction with other programs, highlighting the entire scope of programs offering this option.  An extension into national programs (VISTA/Americorps) might also be considered, in particular in light of the infrastructural needs of rural ÃÛÌÒÓ°Ïñns.
\par 
\par }\pard \ri360\widctlpar\adjustright {
\par \page ATTACHMENT 109/16
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par SUBMITTED BY graduate academic & advisory Committee
\par 
\par 
\par }\pard \qc\nowidctlpar\adjustright {\b\ul Graduate Academic & Advisory Committee (GAAC)
\par Final report, Academic Year 2001/2002
\par }\pard \nowidctlpar\adjustright {\b\ul 
\par }{\i Committee members: 
\par }\pard \ri360\nowidctlpar\adjustright {Sandra Bond, Ed Bueler, Lillian Corti, Hajo Eic
ken (Chair), Gayle Gregory, Susan Henrichs, Joe Kan, Chuen-Sen Lin, George Minassian, Maribeth Murray, Colin Read, Eric Rexstad, Elke Richmond, Madeline Schatz, Dennis Stephens, Norm Swazo, Ann Tremarello
\par }\pard \nowidctlpar\adjustright {
\par }{\i The GAAC index:
\par }{\bullet  Number of GAAC meetings during academic year 2001/02: 14
\par \bullet  Number of graduate course and program change requests received: 64
\par \bullet  Number of requests for new graduate programs received: 2 (M. Software Eng., M. Applied Linguistics)
\par \bullet  Average number of voting members present at meetings: 7
\par \bullet  Average number of guests present at meetings: 3
\par \bullet  Number of motions submitted to Faculty Senate (excl. new programs): 5
\par \bullet  Number of non-dairy creamer units (12 oz.) consumed with coffee taken at meetings: <1
\par \bullet  Number of non-dairy creamer units (12 oz.) that could be purchased with expenses incurred for total number of work hours that committee members spent in GAAC meetings this year: >4000
\par \bullet  Number of times the phrase "Atmospheric [Physics/Chemistry/Science]" appears in meeting reports: 21
\par \bullet  Number of times the phrase "graduate student(s)" appears in meeting reports: 11
\par \bullet  Rank of "Sheri" among names uttered by clueless GAAC Chair in conjunction with statement "I have to ask \u8230\'c9 about that": 1
\par }\pard \widctlpar\adjustright {
\par }{\i Motions forwarded to Faculty Senate (excl. new programs): 
\par }{(1) Motion to revise graduate degree program course restrictions
\par (2) Motion to amend new course/course change forms
\par (3) Motion to introduce Resource Commitment Form (RCF) for new degree program applications
\par (4) Motion to amend Master's Degree residency requirements
\par (5) Motion to amend Graduate Academic Regulations with regards to Scholastic and Good Standing
\par 
\par }\pard \ri360\widctlpar\adjustright {\i Summary of major items:
\par }{\tab In this year's GAAC business a number of recurring themes could be identified. 
\par 
\par }{\i (1) Incomplete research into university-wide impacts and specific resource requirements associated with course or program changes and introduction of new programs
\par }{\tab While the committee realizes that taking the initiative, pursuing the preparatory research and paperwork and then actually making the commitmen
t of developing a new course, or program or implementing changes are all major and highly laudatory actions, duplication of efforts or lack of coordination between different programs is something that needs to be considered seriously.  From an academic pe
r
spective, one would assume that competition for student credit hours may actually help improve offerings and may aid in weeding out non-competitive courses in the long run (although even graduate students voting with their feet may not always result in th
e
 offering of the highest quality winning out, and the GAAC takes both these aspects into consideration).  Nevertheless, it's a worthwhile question to ask whether ÃÛÌÒÓ°Ïñ as well as the entire UA system can actually afford this approach considering limitations
 
in resources and potential clients.  The proliferation of distance/on-line delivered courses may actually compound this problem (see below), while at the same time giving ÃÛÌÒÓ°Ïñ (and UA) an edge over other universities.  Part of this edge, though, is the ele
m
ent of synergy that we can bring into our course offerings and the GAAC strongly encourages proponents for new courses and programs to take this into consideration and capitalizing on it.  To help with that, the committee has drafted a motion (passed by t
he Faculty Senate) in collaboration with the Curricular Affairs Committee to amend the Format 1 and 2 forms with a question asking for specific positive or negative impacts on other programs or departments.
\par \tab While this observation is trivial as such, it is 
nevertheless noteworthy that in many cases, a lack of time on the part of the faculty involved may have been underlying many of these incomplete or unsatisfactory applications.  One example, for instance, involved an overall meritorious and enterprising i
n
troduction of a bundle of new courses that could well serve the community which precipitated discussions at two GAAC meetings and correspondence that - if added up - would have by far surpassed the amount of person hours invested by the program proponents
 and others impacted - had they ever gotten together and actually talked and negotiated about the proposals in the first place. 
\par \tab Another issue that may have similar causes, is the fact that the GAAC routinely (i.e. in all cases it addressed this year and i
n a majority last year) finds new program proposals submitted without adequate resources, requiring additional memos going back and forth to ensure a viable program.   The GAAC overwhelmingly felt that ensurance of program viability is a key component of 
p
rogram evaluation, and in collaboration with the Curricular Affairs Committee and others has drafted a motion (passed by Faculty Senate) implementing a Resource Commitment Form (RCF) to be signed by proponents and the respective Dean in order to ensure fu
ll awareness and a corresponding record.
\par 
\par }{\i (2) Consideration of issues raised at course/program introduction during later evaluations
\par }{\tab Considering the amount of time and effort invested by the Committee into evaluation and positive critique of proposals, one
 wonders to what an extent the concerns and suggestions raised at the outset of new implementations are being revisited and followed-up on during later program evaluations.  Here it might be worthwhile to specifically provide a list of potential concerns 
to later evaluators from the GAAC (which is currently part of the GAAC meeting reports but might be more accessible in a different form).
\par  
\par }{\i (3) Distance (in particular on-line) delivery of courses
\par }{\tab Clearly, on-line delivery of courses is an ever growing com
ponent of ÃÛÌÒÓ°Ïñ's mission and recent developments, such as the on-line program in Justice Administration have pointed out interesting possibilities and inherent limitations.  The system-wide committee under Mike Sfraga is quite active in regards to followin
g
 these developments and the GAAC should be in one way or another linked into these activities.  However, one of the strengths of on-line delivery is its highly flexible character and an informal survey by the committee established that there is much more 
g
oing on with regards to on-line delivery than caught by, e.g., the Registrar's Office upon which the system-wide implementation of a compilation of on-line curricula is based.  Considering the rapid development in this area, the GAAC sees the need for imp
l
ementing mechanisms of quality control, in particular to ensure a smooth transition from classroom to on-line delivery of courses, which currently does not require submission of a formal request.  Similarly, the current make-up of student evaluation forms
 and other means of quality control does not appear to take into account the specific strengths and weaknesses of on-line delivery.  This clearly is an issue to follow up on.
\par \tab Along the same lines, the question of what exactly constitutes the graduate exper
ience for different programs and disciplines, was raised by several commentators during the course of this discussion.  While the GAAC drafted a motion (that was passed by the Faculty Senate) that harmonized Master's and Ph.D. residency requirements, remo
v
ing a 9 credit on-campus requirement for the former, ultimately it is the Departments and Programs that have control over how they would like to see graduate students contribute to and benefit from the vast potential inherent in a more traditional (face-t
o-face) campus.  Considering that graduate students are one of the pillars of a research university and university research in general, this is an important issue that needs to be discussed and followed up on. 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri360\widctlpar\adjustright {\i (4) Atmospheric Physics and Atmospheric Sciences
\par }{\tab 
The GAAC found itself as something of a judge of the peace in seeing the well established and strong Atmospheric Science components of the Physics graduate program as well as the budding Atmospheric Sciences program (both active and promising) on thei
r respective, though hopefully not too separated ways.  Ultimately and despite all the difficulties resulting out of such an intricate extrication, this appears to have been a rewarding experience for all involved in the sense that it demonstrated a solid
arity and spirit of enterprise and awareness of ÃÛÌÒÓ°Ïñ's role and mission that went beyond disciplinary and other boundaries.  The proponents of the courses and program changes (whether thwarted or successful) are commended on their help in this process.

\par \tab Neve
rtheless, if there is one item to take out of this, it would be that one of ÃÛÌÒÓ°Ïñ's unique strengths is the degree of truly ÃÛÌÒÓ°Ïñn entrepreneurship, solidarity and interconnectedness that could be crucial in developing and strengthening attractive graduate
 
programs that transcend traditional disciplinary boundaries.  This cannot wholly be achieved by administrative (or policy induced) fiat but requires a certain degree of activity and possibly even selflessness at the Department and faculty level that could
 still be developed to greater depths in some areas.  Here, some recently implemented programs (without involvement of the GAAC as they rely on existing courses and no program changes) may actually be pointing the way.
\par 
\par }{\i Open ends:
\par }{
\par }{\i (1) Distance (in particular on-line) delivery of courses
\par }{\tab Here, a number of loose ends remain and if the valiant effort of the Curricular Affairs Committee in implementing a joint CAC-GAAC working group on " Technology-enhanced education" is successful, there is a number of issues
 that that group might address, some of which are outlined in Item (3) in the Section above.
\par 
\par }{\i (2) Joint Ph.D. programs and collaboration within the UA system
\par }{\tab The Graduate School through Dean Kan and an ad-hoc committee have been proactive in fostering a d
iscussion of the possibilities of a joint Ph.D. between ÃÛÌÒÓ°Ïñ and UAA.  Based on discussion and several open meetings, the Dean proposes to close the discussion on the Joint Ph.D. model and move forward with a Collaborative Ph.D. model.  Clearly, from a per
s
pective of limited state resources as well as the potential for synergy, one would like to see more collaboration between the individual MAUs in this regard and the GAAC might be able to help with respect to policies etc.  One point that was brought up in
 
this context is the question to what an extent a limit of 50% on transferrable credits within the system is actually conducive to collaboration and mobility within the state.  Clearly, though, graduate and in particular Ph.D. programs can only grow out of
 
a corresponding "culture" and some of the business addressed by the GAAC this year indicates that even at an institution with the strength and tradition of Ph.D. level graduate programs such as ÃÛÌÒÓ°Ïñ, the complexity and challenge of the associated tasks and
 problems should not be underestimated.
\par }\pard \widctlpar\adjustright {
\par }{\i (3) Stacked courses
\par }\pard \ri360\widctlpar\adjustright {\tab While the committee realizes that for a university the size of ÃÛÌÒÓ°Ïñ stacking of 400/600 level courses is often the only way of balancing teaching resources and student interests, we are neverthele
ss concerned about the fact that currently there is no mechanism in place to check this balance, other than comments made during the course of new course/ program approvals.  Considering that the committee has been faced with graduate program change reque
s
ts which in one case would have made all of the half dozen courses that are required core courses stacked (and other programs were likewise heavily relying on stacking), it is legitimate to inquire about solid and well-publicized standards that help facul
t
y and students to fully and properly delineate the different expectations and components of the 400 and the 600 level portion of these courses.  Research into older files as well as new applications suggest that this is not always the case.  Here, informa
l
 discussion and mentoring at faculty level might help address some issues, but the committee has also considered forwarding a discussion item to the Senate on limiting the amount of stacked courses that can be part of a degree program's required courses o
r of the courses counting towards a degree.
\par }\pard \ri450\widctlpar\adjustright {
\par }{\i (4) Graduate enrollment in undergraduate courses and vice-versa
\par }\pard \ri450\nowidctlpar\adjustright {\tab Pending a decision about potential reduction of fees for undergraduates taking graduate courses (currently considered further by the Provost after 
discussion within GAAC), the committee may want to consider a recommendation regarding the enrollment of graduate students in undergraduate courses and vice-versa. 
\par }\pard \ri450\widctlpar\adjustright {\i 
\par }\pard \ri450\nowidctlpar\adjustright {\i (5) Graduate requirements for advancement to candidacy 
\par }{\tab Following a suggestion on further
 improvement of the wording in p. 41 of the catalog (Master's Degree; item (1) completed at least 9 semester credits), the committee will work on a motion for the next session to include a reference to successful completion of courses (e.g., by adding "ex
cluding deficiencies"). 
\par }\pard \ri450\widctlpar\adjustright {
\par }\pard \ri360\widctlpar\adjustright {\page ATTACHMENT 109/17
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY DEVELOPMENTAL STUDIES}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {Developmental Studies Committee - 2001-2002 Annual Report
\par 
\par Accomplishments:
\par 
\par Accreditation and Outside Review:
\par 
\par Fall Semester, 2001, the co
mmittee prepared for the visit of the accreditation team.  Although Developmental Studies was included in the self-study, the accreditation team did not have the opportunity to make an in-depth analysis of the issues facing developmental programs.  To add
r
ess this, and to follow up on plans and initiatives proposed by this committee and its members in the past, we invited a team of three reviewers to visit the sites where developmental courses are taught and to report back to the committee, the CRA Dean, t
he Chancellor, and the Provost.  This assessment visit was proposed by Jake Poole, Director, TVC, and was funded through CRA.
\par 
\par The site visit by Hunter Boylan, David Caverly, and Irene Doo, took place April 2-5.  The team initially split up for individual v
isits to Kuskokwim, Northwest, Chukchi, and Bristol Bay, then spent two days in Fairbanks visiting the main Fairbanks campus, Tanana Valley Campus, and Interior-Aleutians Campus.  While on the visits, the reviewers spoke to faculty and administrators, vis
i
ted classes, and visited student support areas such as Rural Student Services, Disability Services, and the Advising Center, among others.  They finished their visit by meeting with the entire Developmental Studies Committee, then meeting with the Chancel
lor, the Provost, the CRA Dean, and Jake Poole, TVC Director.
\par 
\par The team has promised to write up a report by mid-May.  The suggestions made in this report will form the bulk of our committee activities during the coming year.
\par 
\par FY 03 and 04 Initiatives--Student Learning Center:
\par 
\par The FY03 initiative, in its final version, will be used for planning for the following year (FY04) and to hire a Student Learning Center coordinator.  We have also put in an initiative for the FY04 cycle to implement the planning done
 under the FY03 initiative.  At this point, funding for these initiatives is still pending approval from the legislature.
\par 
\par Ongoing Issues:
\par 
\par It is our hope that the outside reviewers' report, when it arrives, will address a number of our ongoing issues and 
concerns, including forming or strengthening a Developmental departmental structure which includes faculty at all campuses, increasing the number of tenure-track positions and thus the stability and professional standing of the program, developing more ef
f
ective methods of assessment and placement, increasing the visibility of our programs to students and colleagues--which includes designated locations for developmental programs at each campus,  and increasing institutional support and commitment to develo
pmental studies programs.
\par 
\par Thanks, all, for a great year!
\par }\pard \ri360\widctlpar\adjustright {
\par Jane Weber and Cindy Hardy, Co-Chairs
\par 
\par 
\par \page ATTACHMENT 109/18
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par SUBMITTED BY faculty appeals & oversight
\par 
\par 
\par }\pard \widctlpar\adjustright {Faculty Appeals and Oversight Committee -  Annual Report
\par 
\par   
      The committee was given the task of drawing up a policy or procedure for censuring administrators.  The committee found its task very challenging since we had few guidelines, but, after much discussion, we drafted a motion for submission to the Facu
lty Senate.  If the Faculty Senate deems it necessary, the Faculty Appeals and Oversight Committee can complete necessary changes next year.
\par 
\par This report had been submitted by chair of the Committee
\par Victoria Joan Moessner
\par }\pard \ri360\widctlpar\adjustright {\caps 
\par }{
\par \page ATTACHMENT 109/19
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par SUBMITTED BY faculty development, assessment, & improvement
\par 
\par 
\par }\pard \widctlpar\adjustright {Faculty Development, Assessment, & Improvement Meeting
\par 4-23-02
\par 
\par I.  Call meeting to order at 2:35 p.m.  Accept minutes of 3-26-02.
\par Present:  Abel Bult, Channon Price, Ann Wilson, Joy Morrison, Linda Curda and Debi McLean.  
\par Guest:  Provost Reichardt  
\par Members absent:  Roger Norris-Tull, Tom Robinson
\par 
\par II. Old business
\par 
\par Provost Reichardt was invited to clarify several issues:
\par 
\par a.  Issues of tenure and promotion - Even though t
here is no definition of early tenure nor are there any restrictions on applying for early tenure, an important issue for faculty at ÃÛÌÒÓ°Ïñ is the trend for 4th year tenure.  Faculty need to grapple with whether or not they want to see most assistant profess
o
rs apply after 4 years.  One important clarification in the process is that if a faculty member applies for early promotion and tenure (i.e., during 4th year comprehensive review) and is denied tenure, the next opportunity to submit a file would be the ma
n
datory year.  Recommendations: 1) bring the issue back for faculty discussion, 2) reiterate the value of the 4th year comprehensive review, 3) encourage the unit level reviews to reestablish the patterns of tenure (i.e., time commitment, commitment to Uni
versity and unit mission, contributions to university, sustainable track record).  Unit criteria is clearly an important component of the tenure process and Faculty Senate should encourage each unit to establish their criteria.
\par 
\par b.  Assessment and professio
nal development - Discussion of Jin Brown's responsibilities which involve development of program assessment planning schedule, assessment of core curriculum courses, and assisting units to evaluate degree outcomes.  Several ways to tie faculty developmen
t
 efforts to evaluation were discussed: 1) attendance at teaching conferences for faculty with highly developed skills as well as those who need development, 2) on a volunteer basis, assistance to faculty after non-promotion reviews (4th year and post-tenu
re), and 3) a mandated post-tenure development plan decided upon by faculty member and dean (as required).
\par 
\par c.  Recommendations from NW Accreditation regarding faculty handbook - Hild Peters is working with other faculty and staff pieces of the handbook (ta
ble of contents and links to proper sites).  Some recommendations tie faculty development to evaluation and examine the role of a central faculty development office.
\par 
\par d.  Other old business - Discussion of motion to Faculty Senate.  Administrative Committe
e suggestions (budget) and Senate proposed changes (Provost's Council explore the issue).  It was reported that there was not much discussion regarding the issue on the faculty floor.  Although steps are being taken to house a Faculty Development Center n
ext year, the Committee would like to have further discussion with the Senate.  Joy Morrison will be a guest speaker to provide background, vision and other information.
\par 
\par II. New business - Joy discussed development of a model using faculty to help other faculty to improve instruction and instructional technology
\par 
\par III. Adjourn - last meeting  - Have a great summer!
\par }\pard \ri360\widctlpar\adjustright {\caps 
\par }\pard\plain \s27\ri720\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 
\par }\pard\plain \ri360\widctlpar\adjustright \f7\cgrid {\page ATTACHMENT 109/20
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par SUBMITTED BY faculty development, assessment, & improvement
\par }{
\par 
\par }\pard \widctlpar\adjustright {Annual report of Faculty Development, Assessment and Improvement Committee 
\par Submitted by D. McLean
\par April 30, 2002
\par 
\par 
\par Members and affiliation:
\par 
\par George Charles, CLA
\par Channon Price, CSEM
\par Debi McLean-Nelson, SOED (chair)
\par Joy Morrison, Provost's Assoc for Fac Dev
\par E. Tom Robinson, SOM
\par Ann Wilson, CRA  
\par Abel Bult, CSEM
\par Linda Curda, CRA
\par Roger Norris-Tull, SOED
\par 
\par 
\par The FDAI held audioconferenced meetings once a month for a total of 9 meetings.  Faculty development topics of discussion included:
\par 
\par 1.\tab issues of early promotion and tenure 
\par 2.\tab importance of unit criteria 
\par 3.\tab Needs Assessment for Faculty Development survey
\par 4.\tab development of a Faculty Development Learning/Center
\par 5.\tab visit by Dan Wheeler and discussion of Faculty Development Needs Report
\par 6.\tab need to tie faculty development to assessment/evaluation
\par 7.\tab other methods of evaluating faculty (i.e., evaluation of teaching or syllabus)  
\par 8.\tab discussion of ÃÛÌÒÓ°Ïñ Faculty Handbook
\par 
\par }\pard \ri360\widctlpar\adjustright {
\par }\pard \ri720\widctlpar\adjustright {\page ATTACHMENT 109/21
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par }{
\par }\pard\plain \s27\ri720\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 
\par }\pard\plain \ri720\widctlpar\adjustright \f7\cgrid {MOTION
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to endorse the 2002-2003 committee membership as attached.
\par 
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par \tab RATIONALE:  \tab New Senate members' preference for 
\par \tab \tab committee selection were reviewed and weighted 
\par \tab \tab against membership distribution from schools and 
\par \tab \tab colleges.
\par 
\par 
\par \tab \tab \tab \tab 
\par 
\par }{\ul 2002 -2003 ÃÛÌÒÓ°Ïñ FACULTY SENATE COMMITTEE MEMBERSHIP
\par }{
\par 
\par STANDING COMMITTEES
\par 
\par }{\ul Curricular Affairs
\par }\pard \ri720\widctlpar\tx360\adjustright {\tab David Barnes, CSEM (03)
\par \tab Carol Barnhardt, SOEd. (03)
\par \tab James Gladden, CLA (03)
\par \tab Greg Goering, SOM (04)
\par \tab Michael Hannigan, CRA (04)
\par }\pard \ri720\widctlpar\tx360\tx1440\adjustright {\tab Gary Holton, CLA (03)
\par }\pard \ri720\widctlpar\tx360\tx720\tx2060\adjustright {\tab Ron Illingworth, CRA (03)
\par \tab Rainer Newberry, CSEM (04)
\par \tab William Schneider, CLA (04)
\par \tab Eduard Zilberkant, CLA (04)
\par }\pard \ri720\widctlpar\adjustright {
\par }{\ul Faculty Affairs
\par }\pard \ri720\widctlpar\tx360\tx720\tx2060\adjustright {\tab Mark Box, CLA (04)
\par \tab Abel Bult, CSEM (03)
\par \tab Knut Kielland, CSEM (03)
\par \tab Joan Leguard, CLA (03)
\par \tab Bret Luick, CRA/ACE (04)
\par \tab Jenifer McBeath, SALRM (04)
\par \tab Peter McRoy, SFOS (04)
\par \tab Dan Odess, CLA (04)
\par \tab Shirish Patil, SME (04)
\par }\pard \ri720\widctlpar\tx360\tx1440\tx1700\adjustright {\tab Bret Simmons, SOM (04)
\par }\pard \ri720\widctlpar\adjustright {
\par 
\par PERMANENT COMMITTEES
\par 
\par }{\ul Core Review (Elected)
\par }\pard \ri720\widctlpar\tx360\tx720\tx1700\adjustright {\tab John Heaton, Social Sciences, CLA (03)
\par \tab vacant, English, CLA (03)
\par \tab Doug Schamel, Education (04)
\par \tab Jin Brown, Communication, CLA (04)
\par \tab Jill Faudree, Math, CSEM (04)
\par \tab Rainer Newberry, CSEM, Sciences (04) 
\par \tab Mary Goodwin, Humanities, CLA (04)
\par }\pard \ri720\widctlpar\tx360\tx720\tx1800\adjustright {\tab Paul McCarthy, Library
\par }\pard \ri720\widctlpar\tx360\tx720\tx1700\adjustright {\tab Undergraduate Student
\par }\pard \ri720\widctlpar\adjustright {
\par }{\ul Developmental Studies Committee (Elected)
\par }\pard \ri720\widctlpar\tx360\tx1440\adjustright {\tab Barbara Adams, Interior-Aleutians, CRA (03)
\par \tab Nancy Ayagarak, Kuskokwim, CRA (02)
\par \tab Patty Baldwin, RSS 
\par \tab John Bruder, Bristol Bay, CRA (03)
\par \tab Richard Carr, English, CLA (03)
\par \tab John Creed, Chukchi, CRA (04)
\par \tab vacant, Math, CSEM (04)
\par \tab Cindy Hardy, TVC (04)
\par \tab Ron Illingworth, Devel. Studies, CRA (03)
\par \tab Gary Laursen, Sciences (03)
\par \tab Wanda Martin, Advising Center 
\par \tab Joe Mason, Northwest, CRA (04)
\par \tab Jane Weber, TVC (04)
\par }\pard \ri720\widctlpar\tx360\tx720\adjustright {\ul 
\par }\pard \ri720\widctlpar\adjustright {
\par }{\ul Faculty Appeals & Oversight Committee (Elected)
\par }\pard \ri720\widctlpar\tx360\tx720\adjustright {\tab Gang Chen, SME (04)
\par \tab Larry Duffy, CSEM (03)
\par \tab Carol Gold, CLA (04)
\par \tab Brian Himelbloom, SFOS (04)
\par \tab Glenn Juday, SALRM (03)
\par \tab Oscar Kawagley, SOEd. (04)
\par \tab Santanu Khataniar, SME (03)
\par \tab Paul Layer, CSEM (04)
\par \tab Jerry Lipka, SOEd. (03)
\par \tab Julie Riley, CRA/ACE (03)
\par \tab Michael Schuldiner, CLA (03)
\par \tab Peter Stortz, CRA/ACE (03)
\par \tab SALRM (04)
\par \tab SFOS (03)
\par }\pard \widctlpar\tx360\tx720\adjustright {\tab SOM (03)
\par \tab SOM (04)
\par }\pard \widctlpar\adjustright {
\par }{\ul Faculty Development, Assessment & Improvement 
\par }\pard \ri20\widctlpar\tx360\tx720\tx2060\adjustright {\tab Abel Bult, CSEM (03)
\par }\pard \ri20\widctlpar\tx360\tx1440\adjustright {\tab Gerald Berman, CLA (04)
\par \tab Linda Curda, CRA (04)
\par \tab Paul McCarthy, CSEM (04)
\par \tab Deborah McLean-Nelson, SOEd. (04)
\par \tab Joy Morrison, CLA (04)
\par \tab Channon Price, CSEM 
\par \tab Tom Robinson, SOM  
\par \tab Ann Wilson, CRA (03)
\par \tab Shunpu Zhang, CSEM (04)
\par }\pard \widctlpar\adjustright {
\par }{\ul Graduate Academic & Advisory Committee 
\par }\pard \ri20\widctlpar\tx360\tx1440\adjustright {\tab Ed Bueler, CSEM (03)
\par \tab Abhijit Dandekar, SME (04)
\par \tab Mary Ehrlander, CLA (04)
\par \tab Rolf Gradinger, SFOS (04)
\par \tab Meriam Karlsson, SALRM (04)
\par \tab Zhongo (John) Ma, CSEM (04)
\par \tab Pamela McWherter, CLA (04)
\par \tab Christa Mulder, CSEM (04)
\par \tab Maribeth Murray, CLA (03)
\par \tab Colin Read, SOM (03)
\par }\pard \ri20\widctlpar\tx360\tx1520\tx1800\adjustright {\tab   Ex-Officio:  \tab Joe Kan, Graduate Dean.
\par \tab \tab \tab Paul McCarthy, Library Director
\par \tab \tab \tab University Registrar
\par \tab \tab \tab Graduate Student
\par \tab \tab \tab Graduate Student
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \ri20\widctlpar\tx360\tx720\tx1700\adjustright {OTHER:
\par 
\par }\pard \widctlpar\tx360\tx720\adjustright {\ul ÃÛÌÒÓ°Ïñ Governance Coordinating Committee
\par }{\tab Godwin Chukwu, President
\par \tab Pete Pinney, President-Elect
\par 
\par 
\par }{\ul ÃÛÌÒÓ°Ïñ Faculty Alliance Representatives}{
\par \tab Godwin Chukwu, President
\par \tab Pete Pinney, President-Elect
\par \tab 
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 109/22
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par 
\par }\pard\plain \s27\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 
\par MOTION
\par =======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to adopt the following calendar for 
\par its 2002-2003 meetings.
\par 
\par 
\par \tab EFFECTIVE:   \tab Immediately
\par 
\par \tab RATIONALE:  \tab Meetings have to be scheduled and the Wood 
\par \tab \tab Center Carol Brown Ballroom reserved well in advance.
\par 
\par 
\par \tab \tab \tab \tab    **
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par \tab \tab \tab \tab ÃÛÌÒÓ°Ïñ FACULTY SENATE
\par }\pard\plain \s27\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 \tab \tab \tab \tab \tab 2002-2003
\par \tab \tab \tab \tab   Calendar of Meetings
\par 
\par Mtg. # \tab Date   \tab Day    \tab Time    \tab Type
\par 
\par 110     \tab 9/23/02 \tab Monday\tab 1:00 p.m.\tab audioconference
\par 
\par 111     \tab 10/28/02 \tab Monday\tab 1:00 p.m.\tab face-to-face 
\par 
\par 112     \tab 12/9/02 \tab Monday\tab 1:00 p.m.\tab audioconference
\par 
\par 113     \tab 2/3/03\tab Monday\tab 1:00 p.m.\tab audioconference
\par 
\par 114   \tab 3/3/03\tab Monday\tab 1:00 p.m.\tab face-to-face
\par 
\par 115    \tab 4/7/03\tab Monday\tab 1:00 p.m.\tab audioconference
\par 
\par 116   \tab 5/5/03\tab Monday\tab 1:00 p.m.\tab face-to-face
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par }\pard\plain \s27\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 Location:  Wood Center Carol Brown Ballroom 
\par }\pard\plain \ri-260\widctlpar\adjustright \f7\cgrid {
\par 
\par \page ATTACHMENT 109/23
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #109
\par May 6, 2002
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par }\pard \widctlpar\adjustright {
\par 
\par MOTION
\par ======
\par 
\par }\pard \ri180\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to authorize the Administrative Committee to act on b
ehalf of the Senate on all matters within its purview which may arise until the Senate resumes deliberations in the Fall of 2002.  Senators will be kept informed of the Administrative Committee's meetings and will be encouraged to attend and participate i
n these meetings.
\par }\pard \widctlpar\adjustright {
\par \tab EFFECTIVE:   \tab May 6, 2002
\par 
\par \tab RATIONALE: \tab This motion will allow the Administrative 
\par \tab \tab Committee to act on behalf of the Senate so that 
\par \tab \tab necessary work can be accomplished and will also allow 
\par \tab \tab Senators their rights to participate in the governance 
\par \tab \tab process.
\par 
\par 
\par }}