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{\author Governance Office}{\operator Governance}{\creatim\yr2002\mo12\dy5\hr10\min12}{\revtim\yr2002\mo12\dy5\hr10\min12}{\printim\yr2002\mo12\dy4\hr17\min15}{\version2}{\edmins0}{\nofpages48}{\nofwords10327}{\nofchars58865}{\*\company Governance}
{\nofcharsws72290}{\vern115}}\margr1440\margb720 \widowctrl\ftnbj\aenddoc\hyphhotz0\sprstsp\otblrul\brkfrm\sprstsm\truncex\nolead\msmcap\lytprtmet\hyphcaps0\fracwidth\viewkind4\viewscale100\pgbrdrhead\pgbrdrfoot \fet0\sectd 
\sbknone\linex-32767\endnhere\sectdefaultcl {\*\pnseclvl1\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl4
\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}{\*\pnseclvl5\pndec\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl7\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}
{\pntxta )}}{\*\pnseclvl8\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {FOR MORE INFORMATION, CONTACT:
\par \tab Sheri Layral
\par \tab 312 Signers' Hall
\par \tab 474-7964   FYSENAT
\par 
\par For Audioconferencing:  Bridge #:  1-877-751-8040    (Passcode:  512265)
\par \tab \tab \tab \tab Fairbanks:  474-8050  (Chair's Passcode:  802028)
\par 
\par }\pard \qc\widctlpar\adjustright {\b\ul A G E N D A
\par }{ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #112}{\b\ul 
\par }{Monday, December 9, 2002
\par 1:00 p.m. - 4:00 p.m.
\par Wood Center Carol Brown Ballroom
\par }\pard \widctlpar\adjustright {\b\ul 
\par 
\par }{1:00\tab I\tab Call to Order \endash  Godwin Chukwu      \tab \tab \tab   5 Min.
\par \tab \tab A.\tab Roll Call
\par \tab \tab B.\tab Approval of Minutes to Meeting #111
\par \tab \tab C.\tab Adoption of Agenda
\par 
\par 1:05\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 AA degree requirements.
\par \tab \tab \tab 2.\tab Motion to amend the Guidelines for the 
\par \tab \tab \tab \tab }{Evaluation }{Process of Administrators.
\par \tab \tab \tab 3.\tab Motion to approve the establishment of a 
\par \tab \tab \tab \tab }{Senator }{of the Year Award.
\par \tab \tab B.\tab Motions Pending:  none
\par 
\par 1:10\tab III\tab Resolution of Recognition of the ÃÛÌÒÓ°Ïñ Men's  \tab   5 Min.
\par \tab \tab Basketball Team, submitted by Administrative Committee
\par \tab \tab (Attachment 112/1)
\par 
\par 1:15\tab IV\tab Remarks by Provost P. Reichardt\tab \tab \tab 10 Min.
\par 
\par 1:25 \tab V\tab A. \tab Faculty Concerns of rural campuses   \tab 20 Min.
\par \tab \tab B.\tab Public Comments/Questions \tab \tab \tab   5 Min.
\par 
\par 1:50\tab VI\tab Governance Reports
\par \tab A.\tab President-elect's Comments - P. Pinney\tab \tab   5 Min. 
\par \tab B.\tab President's Report - G. Chukwu     \tab \tab \tab   5 Min.
\par \tab C.\tab Staff Council - L. Ledlow \tab \tab \tab \tab   5 Min.
\par \tab D.\tab ASÃÛÌÒÓ°Ïñ - D. Miller / GSO - J. Holmes\tab     \tab \tab   5 Min.
\par \tab E. \tab Eva Kopacz, Faculty Liaison\tab \tab \tab \tab   5 Min.
\par 
\par 2:15\tab VII\tab New Business\tab \tab \tab \tab \tab \tab 60 Min.
\par \tab A.\tab Motion to amend the GCC Procedures,  submitted by 
\par \tab \tab Administrative Committee (Attachment 112/2)
\par \tab B.\tab Motion to amend Section 3 (Article V: Committees, 
\par \tab \tab Permanent) of the Bylaws, submitted by Developmental 
\par \tab \tab Studies (Attachment 112/3)
\par \tab C.\tab Motion to delete the B.A. in Human Services, submitted 
\par \tab \tab by Curricular Affairs (Attachment 112/4)
\par \tab D.\tab Motion to approve a B.S. in Computer Engineering, 
\par \tab \tab submitted by Curricular Affairs (Attachment 112/5)
\par \tab E.\tab Motion to approve a Minor in Environmental Politics 
\par \tab \tab submitted by Curricular Affairs (Attachment 112/6)
\par }\pard\plain \s27\widctlpar\adjustright \f7\cgrid {\tab F.\tab Motion to amend the Local Advanced Placement Credit 
\par \tab \tab for Foreign Language, submitted by Curricular Affairs 
\par \tab \tab (Attachment 112/7) 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\tab G.\tab Motion to amend the A.A.S. degree requirements,  
\par \tab \tab submitted by Curricular Affairs (Attachment 112/8)
\par \tab H.\tab Motion to amend the Certificate program requirements,  
\par \tab \tab submitted by Curricular Affairs (Attachment 112/9)
\par \tab I.\tab Motion to delete the M.A.T., Secondary,  submitted 
\par \tab \tab }{by }{Graduate Academic & Advisory Committee 
\par \tab \tab (Attachment 112/10)
\par }\pard\plain \s27\widctlpar\adjustright \f7\cgrid {\tab J.\tab Motion to delete the M.A.T., Secondary Licensed Teachers 
\par \tab \tab submitted by Graduate Academic & Advisory Committee 
\par \tab \tab (Attachment 112/11)
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\tab K.\tab Motion of support for revisions to the Regents' policy & 
\par \tab \tab draft regulations for the selection of Distinguished 
\par \tab \tab University Professor, submitted by Administrative 
\par \tab \tab Committee (Attachment 112/12)
\par }\pard\plain \s27\widctlpar\adjustright \f7\cgrid {\tab M.\tab Resolution on the Dean of the Graduate School position, 
\par \tab \tab submitted by Faculty Affairs (Attachment 112/13)
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 3:15\tab \tab ***BREAK***\tab \tab \tab \tab \tab \tab 10 Min
\par 
\par 3:25\tab VIII\tab Discussion Items   \tab \tab \tab \tab \tab 10 Min.
\par \tab A.\tab Ad Hoc Committee on Review of ÃÛÌÒÓ°Ïñ's Academic 
\par \tab \tab Development Plan
\par \tab B.\tab Recommendations on Senator of the Year Recognition 
\par 
\par 3:35\tab IX\tab Committee Reports \tab \tab \tab \tab \tab 15 Min.
\par \tab A.\tab Curricular Affairs - R. Illingworth (Attachment 112/14)
\par \tab B.\tab Faculty Affairs - P. McRoy
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  M. Murray
\par \tab D.\tab Core Review - D. Schamel
\par \tab E.\tab Curriculum Review - G. Holton (Attachment 112/15)
\par \tab F.\tab Developmental Studies - J. Weber (Attachment 112/16)
\par \tab G.\tab Faculty Appeals & Oversight - }{P. Layer}{  (Attachment 112/17)
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  }{A. Bult-Ito }{
\par \tab \tab (Attachment 112/18)
\par \tab I.\tab Ad Hoc Committee on Unit Criteria - G. Holton 
\par \tab \tab (Attachment 112/19) 
\par 
\par 3:50\tab X\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 3:55\tab XI\tab Adjournment
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/1
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE}{\caps 
\par }{
\par 
\par }\pard \qj\widctlpar\adjustright {\f41 
\par 
\par }\pard\plain \s1\qc\keepn\widctlpar\tldot\tx7200\outlinelevel0\adjustright \b\fs32\loch\af12\hich\af12\dbch\f4\cgrid {\hich\af12\dbch\af4\loch\f12 RESOLUTION OF RECOGNITION
\par }\pard\plain \qj\widctlpar\adjustright \f7\cgrid {\f41 
\par 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\f41 WHEREAS}{\f41 , The ÃÛÌÒÓ°Ïñ men's basketball team made history as the first NCAA Division II team to win an eight-team Division I tournament in the history of college basketball, and
\par 
\par }{\b\f41 WHEREAS}{\f41 , Several ÃÛÌÒÓ°Ïñ players were formally recognized for their exceptional performances, and
\par 
\par }{\b\f41 WHEREAS}{\f41 , The ÃÛÌÒÓ°Ïñ men's basketball staff and players exhibited their dedication to teamwork and sportsmanlike conduct, and
\par 
\par }{\b\f41 WHEREAS}{\f41 , Throughout the tournament the entire team and staff were outstanding representatives of ÃÛÌÒÓ°Ïñ, now
\par 
\par }{\b\f41 THEREFORE BE IT RESOLVED}{\f41 , That the ÃÛÌÒÓ°Ïñ Faculty Senate wishes to recognize the outstanding achievement of the ÃÛÌÒÓ°Ïñ Men's Basketball Team.
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {\f41 
\par }\pard \qj\widctlpar\adjustright {\f41 \tab \tab \tab \tab \tab \tab }{\f41\ul \tab \tab \tab \tab \tab \tab }{\f41 
\par \tab \tab \tab \tab \tab \tab \tab President, ÃÛÌÒÓ°Ïñ Faculty Senate
\par 
\par \tab \tab \tab \tab \tab \tab \tab \tab December 9, 2002
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\f41 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 112/2
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par 
\par }{\caps 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par }\pard \ri450\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the ÃÛÌÒÓ°Ïñ Governance Coordinating Committee (GCC) Procedures for the purposes establishing a new standing committee for Diversity and Tol
erance.  The GCC Procedures shall be amended as indicated below.
\par }\pard \widctlpar\adjustright {
\par 
\par          EFFECTIVE:  Immediately
\par 
\par }\pard \ri360\widctlpar\adjustright {         RATIONALE:  The promotion of diversity and tolerance at ÃÛÌÒÓ°Ïñ 
\par \tab \tab transcends any single group of constituents, and the activity 
\par \tab \tab extends beyond a limited timeframe.  The GCC has 
\par \tab \tab determined the need to address topics of discrimination, 
\par \tab \tab freedom of speech, and a multi-cultural campus environment 
\par \tab \tab can be served best by leveraging support from all ÃÛÌÒÓ°Ïñ 
\par \tab \tab governance bodies.
\par }\pard \widctlpar\adjustright {
\par 
\par \tab \tab \tab \tab 
\par 
\par }\pard\plain \s28\widctlpar\adjustright \fs20\loch\af20\hich\af20\dbch\f20\cgrid {\fs24 \hich\af7\dbch\af20\loch\f7 Deletions =  [[  ]]
\par \hich\af7\dbch\af20\loch\f7 Additions = CAPS
\par }{\b\fs24 
\par 
\par }{\fs24 \tab \hich\af7\dbch\af20\loch\f7 GOVERNANCE COORDINATING COMMITTEE PROCEDURES
\par }{\b\fs24 
\par }{\fs24 \hich\af7\dbch\af20\loch\f7 ARTICLE V\tab Committees
\par 
\par \hich\af7\dbch\af20\loch\f7 Sect. 1\tab The standing committees of the ÃÛÌÒÓ°Ïñ Governance 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 Coordinating Committee shall include:  
\par 
\par \tab \hich\af7\dbch\af20\loch\f7 Intercollegiate Athletics Committee
\par \tab \hich\af7\dbch\af20\loch\f7 Rural Affairs Committee
\par \tab \hich\af7\dbch\af20\loch\f7 Health\hich\af7\dbch\af20\loch\f7  Issues
\par \tab \hich\af7\dbch\af20\loch\f7 DIVERSITY AND TOLERANCE
\par 
\par \hich\af7\dbch\af20\loch\f7 Sect. 2
\par \tab \hich\af7\dbch\af20\loch\f7 A.  Standing committees shall have at least one 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 representative from each of the governance 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 constituencies, exception will be made when agreed 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 upon by all constituencies.
\par \tab \hich\af7\dbch\af20\loch\f7 B.\tab Terms of all committee members\hich\af7\dbch\af20\loch\f7  will be one year
\par \tab \tab \hich\af7\dbch\af20\loch\f7 for students and two years for faculty and staff.
\par \tab \hich\af7\dbch\af20\loch\f7 C.\tab Committee chairs will be elected from and by the 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 respective committees.
\par \tab \hich\af7\dbch\af20\loch\f7 D.\tab Committee chairs shall forward committee 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 business to the ÃÛÌÒÓ°Ïñ Governance Coordinating 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 Committee fo\hich\af7\dbch\af20\loch\f7 r disposition, except when limited by 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 University of ÃÛÌÒÓ°Ïñ regulations.  
\par \tab \hich\af7\dbch\af20\loch\f7 E.\tab Policy items from the standing committees must
\par \tab \tab \hich\af7\dbch\af20\loch\f7 be forwarded to the individual governance bodies
\par \tab \tab \hich\af7\dbch\af20\loch\f7 for action.
\par \tab \hich\af7\dbch\af20\loch\f7 F.\tab In addition to the committees' specific charges, 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 the pri\hich\af7\dbch\af20\loch\f7 mary responsibility of the committees are 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 formulation and oversight of university-wide 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 policies under the purview of each committee.  
\par \tab \hich\af7\dbch\af20\loch\f7 G.\tab Committees will meet as needed during the academic
\par \tab \tab \hich\af7\dbch\af20\loch\f7 year to fulfill their duties.
\par \tab \hich\af7\dbch\af20\loch\f7 H.\tab The chairs of the standi\hich\af7\dbch\af20\loch\f7 ng committees will report
\par \tab \tab \hich\af7\dbch\af20\loch\f7 recommendations at the [[monthly]] ÃÛÌÒÓ°Ïñ Governance
\par \tab \tab \hich\af7\dbch\af20\loch\f7 Coordinating Committee meetings.  
\par \tab 
\par \hich\af7\dbch\af20\loch\f7 Sect. 3\tab Standing Committees Charges
\par 
\par \tab \hich\af7\dbch\af20\loch\f7 A.\tab Intercollegiate Athletics Committee
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 The charge of the Intercollegiate Athletic 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 Committee sha\hich\af7\dbch\af20\loch\f7 ll be to:
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 1.\tab exercise oversight of the direction of the 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 Intercollegiate Athletics Program.  
\par \tab \tab \hich\af7\dbch\af20\loch\f7 2.\tab investigate compliance with NCAA and 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 conference regulations.
\par \tab \tab \hich\af7\dbch\af20\loch\f7 3.\tab participate in the evaluation of 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 intercollegiate programs
\par 
\par \tab \hich\af7\dbch\af20\loch\f7 B.\tab  Rural Affairs
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 The charge of the Rural Affairs committee shall be to:
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 1.\tab oversee the general welfare of the ÃÛÌÒÓ°Ïñ 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 community not residing on the Fairbanks 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 campus. 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 2.\tab monitor all activities affecting compliance 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 with the Rural College mission statement o\hich\af7\dbch\af20\loch\f7 f 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 the University of ÃÛÌÒÓ°Ïñ Fairbanks.
\par 
\par \tab \hich\af7\dbch\af20\loch\f7 C.\tab Health Issues Committee
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 The charge of the Health Issues committee shall be to:
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 1.\tab address health issues which affect the work 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 environment.
\par \tab \tab \hich\af7\dbch\af20\loch\f7 2.\tab coordinate efforts with the Health Center, 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 Fire Dep\hich\af7\dbch\af20\loch\f7 artment, Risk Management, and Public 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 Safety to find solutions to health issues.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b 
\par 
\par }\pard\plain \s28\widctlpar\adjustright \fs20\loch\af20\hich\af20\dbch\f20\cgrid {\fs24 \tab \hich\af7\dbch\af20\loch\f7 D.\tab DIVERSITY AND TOLERANCE COMMITTEE
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 THE CHARGE OF THE DIVERSITY AND TOLERANCE 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 COMMITTEE SHALL BE TO:
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 1.\tab ADDRESS ISSUES REGARDING THE PROMOTION 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 OF DIVERSITY\hich\af7\dbch\af20\loch\f7  AND TOLERANCE OF THE ÃÛÌÒÓ°Ïñ 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 CAMPUS AND AFFILIATED RURAL SITES. 
\par }\pard \s28\fi-15\widctlpar\adjustright {\fs24 \tab \tab \tab 
\par }\pard \s28\widctlpar\adjustright {\fs24 \tab \tab \hich\af7\dbch\af20\loch\f7 2.\tab RECOMMEND POLICIES, PROCEDURES, AND 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 ACTIVITIES TO PROMOTE NON-DISCRIMINATION, 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 HARASSMENT PREVENTION, FREEDOM OF SPEECH, 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 AND MULTI-CULTURAL AWARENESS.
\par 
\par \tab \tab \hich\af7\dbch\af20\loch\f7 3.\tab COORDINATE EF\hich\af7\dbch\af20\loch\f7 FORTS WITH THE OFFICE OF 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 MULTICULTURAL AFFAIRS, THE ASSISTANT TO 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 THE CHANCELLOR FOR CAMPUS DIVERSITY AND 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 COMPLIANCE, ÃÛÌÒÓ°Ïñ HUMAN RESOURCES, AS WELL 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 AS OTHER OFFICES OR GROUPS NEEDED TO 
\par \tab \tab \tab \hich\af7\dbch\af20\loch\f7 ACCOMPLISH THE COMMITTEE\rquote S MISSION.  
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/3
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY DEVELOPMENTAL STUDIES
\par }{\caps 
\par }{
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend Section 3 (Article V: Committees, Permanent) of the Bylaws pertaining to the Developmental Studies Committee membership.
\par 
\par 
\par CAPS - Addition
\par [[ ]]   - Deletion
\par 
\par PERMANENT
\par 
\par }\pard\plain \s29\widctlpar\adjustright \f2\fs20\cgrid {\f7\fs24 \tab 2. \tab The Developmental Studies Committee will include 
\par \tab \tab one representative from each of the following 
\par \tab \tab units:  Northwest Campus; Chukchi Campus; 
\par \tab \tab Kuskokwim Campus; Bristol Bay Campus; Interior-
\par \tab \tab Aleutians Campus; College of Science, Engineering 
\par \tab \tab and Mathematics:  Science Department (Biology, 
\par \tab \tab Chemistry, Geology, or Physics), and Mathematics 
\par \tab \tab Department; the College of Liberal Arts:  English 
\par \tab \tab Department, and Cross Cultural Communications 
\par \tab \tab Department; the College of Rural ÃÛÌÒÓ°Ïñ 
\par \tab \tab Developmental Studies Division; Rural Student 
\par \tab \tab Services; Advising Center; STUDENT SUPPORT 
\par \tab \tab SERVICES PROGRAM; and two representatives 
\par \tab \tab from the Tanana Valley Campus.  
\par 
\par \tab \tab The Developmental Studies Committee shall 
\par \tab \tab consider policies concerning developmental 
\par \tab \tab education:  programs, courses, instructional 
\par \tab \tab development, evaluation, and assessment.  This 
\par \tab \tab committee will function as a curriculum council 
\par \tab \tab review committee for all developmental studies 
\par \tab \tab courses.  Discipline based developmental courses 
\par \tab \tab will be reviewed by the appropriate college 
\par \tab \tab curriculum council before submission to this 
\par \tab \tab committee for review and coordination.
\par 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par \tab RATIONALE:  \tab SSSP is a component area 
\par \tab \tab and should be included as a member.  
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 112/4
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS
\par 
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par }\pard\plain \s27\widctlpar\adjustright \f7\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the B.A. in Human Service (HMSV).  
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #23 on file in the 
\par \tab \tab \tab Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab Students no longer accepted into the program 
\par \tab \tab \tab after 1987, last graduate was in 1994; all but 
\par \tab \tab \tab two advising courses have been dropped.
\par 
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par B.A., Human Service
\par 
\par }\pard \ri360\widctlpar\tx360\adjustright {The program was initiated in 1986 as an option for those interested in working in the human services.  Insofar as human services program is not constrained by accreditation stan
dards, it was seen at the time as a viable option for rural students who had limited course offerings.  The social work program is constrained only in maintaining educational standards by its accreditors.  The social work program has been successfully del
i
vering its curriculum to rural sites since 1987.  It was difficult to explain to students and others the differences between the two programs.  There was neither need nor resources to deliver two programs to train social service providers.  Therefore it w
as decided in 1987 that students would no longer be accepted in the Human Services Program.  The last graduation from the Human Services program was in 1994.  
\par }\pard \ri-260\widctlpar\adjustright {\caps 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/5
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a B.S. in Computer Engineering degree program.  
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #119 and 120 on 
\par \tab \tab \tab \tab file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par Bachelor of Science in Computer Engineering
\par 
\par }\pard \ri360\widctlpar\adjustright {Computer engineering is a relatively new discipline that merges the fields of electrical engineering and computer science.  The discipline of comp
uter engineering (CompE) educates engineers in the theory, design, technology and application of computing devices.  This discipline draws on hardware (electrical engineering) and software (computer science) concepts to design and implement computer hardw
a
re and software systems to solve problems.  The understanding of both software and hardware allows the computer engineer to view the design and development of hardware and software as two intimately linked parts of one activity.  A computer engineer might
 
be involved in fundamental research, hardware design and fabrication, software system design, or systems integration.  Applications of computer engineering can be found in communication systems, the entertainment industry, mobile robot systems, motor vehi
cle systems, instrumentation, manufacturing processes, intelligent electronics, and many others.  
\par 
\par The graduates of the computer engineering program will fill technological needs in ÃÛÌÒÓ°Ïñn industry that are increasing, and that are currently filled by imm
igrants to the state.  The computer engineering program will retain ÃÛÌÒÓ°Ïñn students in state.  The program will provide a high tech foundation for supporting state government, existing state industry, and high tech or computer start up companies, fosteri
ng economic growth.
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 112/6
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }\pard \widctlpar\adjustright {
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a minor in Environmental Politics. 
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #22 on 
\par \tab \tab \tab file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab Uses existing courses to provide a focused minor 
\par \tab \tab \tab requiring 15 credits--requires PS 101, recommends 
\par \tab \tab \tab PS 100X as part of the Core, and 12 credits of 400 
\par \tab \tab \tab level courses.
\par 
\par \tab \tab \tab \tab 
\par 
\par 
\par Executive Summary
\par Minor in Environmental Politics
\par 
\par }\pard \ri360\widctlpar\adjustright {Students
 taking this minor will explore the local, national and international contexts within which key political decisions about the environment are made.  Courses examine philosophical and theoretical perspectives on the environment; the ways in which different
 
countries address issues of resource development and environmental regulation; international environmental laws, treaties and institutions; the relationship between environmental protection and national security; the relationship between politics and envi
ronmental science; and the interplay of environmental concerns and the international political economy.  
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/7
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the Local Advance Placement Credit for Foreign Languages (p. 15, 2002-2003 catalog) as follows:  
\par 
\par [[  ]]  = Deletion
\par CAPS = Addition
\par 
\par 
\par }{\b Foreign Language
\par }{
\par }\pard \ri360\widctlpar\adjustright {After completing A FOREIGN LANGUAGE COURSE TAUGHT AT ÃÛÌÒÓ°Ïñ (102-431) [[the course in which you were placed
 (above 101)]] and earning a "B" grade or higher, you may ask to receive [["bonus]] credit for the two [[immediately]] preceding [[prerequisite]] courses[[, if any]].  However, credit cannot be awarded for such courses if university credit has already bee
n
 granted for them (for example, through College Board Advanced Placement national tests or credit transfer from another college).   [[Bonus]] Credit will not be awarded IF THE COURSE TAKEN IS A CONVERSATION COURSE, [[for]] special topics course[[s]], indi
v
idual study course[[s]], [[literature or culture courses]] OR FOREIGN LANGUAGE COURSE TAUGHT IN ENGLISH.  YOU MUST SUBMIT AN APPLICATION FOR FOREIGN LANGUAGE CREDIT FORM FROM THE DEPARTMENT OF FOREIGN LANGUAGES TO THE OFFICE OF ADMISSIONS AT THE END OF TH
E SEMESTER IN WHICH YOU COMPLETED YOUR COURSE.
\par }\pard \widctlpar\adjustright {
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par \tab RATIONALE:  \tab Foreign Language's request to grant credits 
\par \tab \tab for prior courses for students who begin at the 400-level 
\par \tab \tab (rather than the 300-level, as is the current procedure) is 
\par \tab \tab to allow for the increasing number of native speakers, 
\par \tab \tab especially in Spanish.  These students do not need to take 
\par \tab \tab 200- and 300- level language review classes, and should be 
\par \tab \tab able to start in the 400-level literature and culture 
\par \tab \tab courses.  But since the 200- and 300- level courses are 
\par \tab \tab required for the major, native speakers of the language 
\par \tab \tab currently have to enroll for those courses.
\par 
\par \tab \tab \tab \tab *
\par }\pard \ri-260\widctlpar\adjustright {
\par }\pard\plain \s30\qc\widctlpar\adjustright \b\fs32\loch\af0\hich\af0\dbch\f50\cgrid {\fs24 \hich\af7\dbch\af50\loch\f7 APPLICATION FOR FOREIGN LANGUAGE CREDIT
\par }\pard\plain \qc\widctlpar\adjustright \f7\cgrid {\b\fs32 
\par }\pard \widctlpar\adjustright {The application for Foreign Language Credit may be submitted after satisfying the following criteria:
\par 
\par }\pard \li720\ri360\widctlpar\adjustright {\fs20 After completing a foreign language course taught at ÃÛÌÒÓ°Ïñ (between 102-431) and earning a \ldblquote B\rdblquote  grade or higher, you may apply to receive credit for the 2 preceding}{\b\fs20  }{\fs20 
courses.  However, credit cannot be awa
rded for such courses if university credit has already been granted for them (for example, through College Board Advanced Placement national tests or credit transfer from another college).   Credit will not be awarded if the course taken is a conversation
 course}{\b\fs20 ,}{\fs20 
 special topics course, individual study course, or foreign language course taught in English.  You must submit an Application for Foreign Language Credit form from the Foreign Languages Department to the Office of Admissions at the end of the semes
ter in which you completed your course.
\par }\pard \widctlpar\adjustright {
\par 
\par NAME  _____________________________________________}{\ul 
\par }{Please print      (Last)   \tab (First)                                (Middle)
\par 
\par Signature: ________________________   Date:  ___________
\par 
\par Student ID Number  _______-_______-_______
\par 
\par Semester       _______Fall\tab _______Spring  \tab Year __________
\par 
\par Course Completed __________________________________________________}{\ul 
\par }{
\par Grade Received: _______________
\par 
\par Credit to be received for the following course(s):
\par 
\par ___________________________________________________
\par Name of course  \tab \tab \tab \tab \tab \tab \tab \tab Credit
\par 
\par ___________________________________________________ 
\par Name of course  \tab \tab \tab \tab \tab \tab \tab \tab Credit
\par 
\par 
\par ___________________________________________________
\par Signature of Instructor \tab \tab \tab \tab \tab \tab Date
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 112/8
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS
\par }{\caps 
\par }\pard \widctlpar\adjustright {
\par }\pard \widctlpar\tldot\tx7200\adjustright {MOTION:
\par ======
\par 
\par }\pard \ri360\widctlpar\tldot\tx7200\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the requirements for the Associate of Applied Science degree as follows:
\par }\pard \widctlpar\tldot\tx7200\adjustright {
\par 
\par }\pard \widctlpar\adjustright {\tab EFFECTIVE:  \tab Fall 2003
\par 
\par \tab RATIONALE:  \tab This amendment adds courses to the Related 
\par \tab \tab Instructional areas of Computation and Human Relations.  
\par \tab \tab Additionally, it brings requirements from various portions 
\par \tab \tab of the catalog together that affect the AAS Degree.
\par 
\par 
\par \tab \tab \tab \tab 
\par }\pard \widctlpar\tldot\tx7200\adjustright {
\par [[  ]] = deletion
\par CAPS = addition
\par 
\par 
\par }{\b ASSOCIATE OF APPLIED SCIENCE
\par 
\par }\pard \ri360\widctlpar\adjustright {Associate of Applied Science degrees are awarded in specific occupational fields with emphasis on entering the job market.  This degree, usually seen as a terminal degree, can serve as the basis for additional educat
ion.  For specific major requirements, refer to the degrees and programs section of this catalog.
\par }\pard \ri360\widctlpar\tldot\tx7200\adjustright {
\par }\pard\plain \s27\ri360\widctlpar\adjustright \f7\cgrid {Note: students planning to go on to  a baccalaureate degree need to work closely with their advisors and are encouraged to select courses meeting core requir
ements and courses designated within majors and minors.  Only those courses with an "X" designator count towards the baccalaureate core
\par }\pard\plain \widctlpar\tldot\tx7200\adjustright \f7\cgrid {
\par }{\b Requirements}{\tab }{\b Credits}{
\par All credits for the A.A.S. degree must be at the 100-level or above and be distributed as follows:
\par 
\par }\pard \widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\b Related Instruction
\par }\pard \li360\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\b Communication (9 credits)}{\tab \tab }{\b 9
\par }\pard \li720\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\b (Written Communication)}{\tab \tab 6}{\b 
\par }{ENGL 111X \endash  Introduction to Academic Writing\tab \tab 3
\par AND
\par CIOS 260 -- Business Communications (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {Or
\par ENGL 211X \endash  Academic Writing about Literature (3)
\par or
\par ENGL 212 \endash  Business, Grant, and Report Writing (3)
\par or
\par }\pard\plain \s31\fi-180\li1080\ri540\widctlpar\tldot\tx7200\tldot\tx7920\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 ENGL 213X \endash  Academic Writing about the Social and Natural Sciences (3)\tab \tab 3
\par }\pard\plain \li720\widctlpar\tldot\tx7200\tldot\tx7920\adjustright \f7\cgrid {\b (Oral Communication)}{\tab \tab 3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {COMM 131X -- Fundamentals  of Oral Comm:  Group Context (3)
\par OR 
\par COMM 141X -- Fundamentals of Oral Comm:  Public Context (3) }{\tab 3}{
\par 
\par }\pard \li360\widctlpar\tldot\tx7920\adjustright {\b Computation (3 credits)}{\tab }{\b 3
\par }\pard \li720\ri360\widctlpar\tldot\tx7920\adjustright {Any course at the 100 level or above in mathematical sciences (math, computer science, statistics) (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {or ABUS 155 -- Business Math (3)
\par or CIOS 116 -- Business Math Using Calculators (3)
\par or HLTH 116 -- Mathematics In Health Care (3)
\par or TTCH 131 -- Maintenance Mathematics (3)
\par OR DEVM 105 \endash  INTERMEDIATE ALGEBRA (3)
\par }\pard \fi-180\li1080\ri-180\widctlpar\tldot\tx7920\adjustright {OR ECE 117 \endash  MATH SKILLS FOR EARLY CHILDHOOD EDUCATION (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR HSV 117 \endash  MATH SKILLS FOR HUMAN SERVICES (3)
\par }\pard \fi-180\li1080\ri360\widctlpar\tldot\tx7920\adjustright {Or other program approved discipline-based computation course [[or courses]] OR DISCIPLINE-BASED COURSES WITH EMBEDDED COMPUTATION CONTENT TO TOTAL\tab 3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {
\par }\pard \li360\widctlpar\tldot\tx7920\adjustright {\b HUMAN RELATIONS (3 credits)}{\tab }{\b 3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {ANTH 100x/Soc 100x \endash  Individual, Society And Culture (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {Or ABUS 154 \endash  Human Relations (3)
\par Or ANL 287 \endash  Teaching Methods For ÃÛÌÒÓ°Ïñ Native Languages (3)
\par Or ECE 245 \endash  Child Development (3)
\par Or HSV 120 \endash  Cultural Diversity In Human Services (3)
\par Or  RHS 115 \endash  Issues Of Personal Development (2)
\par And RHS 110 \endash  Cross-Cultural Bridging Skills [[2]](1)
\par OR ED/PSY 245 \endash  CHILD DEVELOPMENT (3)
\par OR HLTH 106 \endash  HUMAN BEHAVIOR IN HEALTH CARE (3)
\par OR
\par }\pard \fi-180\li1080\ri180\widctlpar\tldot\tx7920\adjustright {OTHER PROGRAM APPROVED DISCIPLINE-BASED HUMAN RELATIONS COURSES OR DISCIPLINE-BASED COURSES WITH EMBEDDED HUMAN RELATIONS CONTENT TO TOTAL\tab 3[[-4]]
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {
\par }\pard \widctlpar\tldot\tx6480\tldot\tx7200\tldot\tx7920\adjustright {\b Major specialty}{\tab }{\b at least 30
\par 
\par Electives to total}{\tab \tab \tab }{\b 60}{
\par }\pard \widctlpar\adjustright {
\par }\pard \ri360\widctlpar\adjustright {[[}{\i Note:  Students planning to go on to the baccalaureate degree need to work closely with their advisors and are encouraged to select courses meeting core requirements and courses designated with majors and minors
}{.]]
\par }\pard \widctlpar\adjustright {
\par }{\i *ENGL 212 does not fulfill the second half of the written communication requirement for the baccalaureate degree.  
\par 
\par }{
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/9
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS
\par }{\caps 
\par }{
\par }\pard \widctlpar\tldot\tx7200\adjustright {MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the requirements for the Certificate Programs as follows.
\par }\pard \widctlpar\adjustright {
\par \tab EFFECTIVE:   \tab Fall 2003
\par 
\par \tab RATIONALE:  The accreditation self-study and the subsequent 
\par \tab \tab accreditation visit identified that ÃÛÌÒÓ°Ïñ has no stated 
\par \tab \tab certificate requirements in the catalogue for related 
\par \tab \tab instruction nor any statement of a standard for the 
\par \tab \tab inclusion of related instruction in certificate programs to 
\par \tab \tab guide the design of curricula.  Consequently, it has not 
\par \tab \tab been widely recognized that there is such a requirement.  
\par \tab \tab This motion corrects that deficiency.  Additionally, it 
\par \tab \tab brings requirements from various portions of the catalog 
\par \tab \tab together that affect the Certificate Programs.
\par 
\par \tab \tab \tab \tab ***
\par }\pard \widctlpar\tldot\tx7200\adjustright {
\par [[  ]] = deletion
\par CAPS = addition
\par 
\par 
\par }\pard\plain \s1\keepn\widctlpar\tldot\tx7200\outlinelevel0\adjustright \b\fs32\loch\af12\hich\af12\dbch\f4\cgrid {\fs24 \hich\af7\dbch\af4\loch\f7 CERTIFICATE PROGRAMS
\par }\pard\plain \widctlpar\tldot\tx7200\adjustright \f7\cgrid {\b 
\par }\pard \ri360\widctlpar\tldot\tx7200\adjustright {Certificate programs vary in length; however, you can usually complet
e them in one year.  CERTIFICATES ARE AWARDED IN SPECIFIC OCCUPATIONAL FIELDS WITH EMPHASIS ON ENTERING THE JOB MARKET.  THESE CERTIFICATES CAN SERVE AS THE BASIS FOR ADDITIONAL EDUCATION AND ARE THE FIRST STEP TOWARDS AN ASSOCIATE OF APPLIED SCIENCE DEGR
EE.  FOR SPECIFIC MAJOR REQUIREMENTS, REFER TO THE DEGREES AND PROGRAMS SECTION OF THIS CATALOG.
\par }\pard \widctlpar\tldot\tx7200\adjustright {
\par }\pard\plain \s27\ri360\widctlpar\adjustright \f7\cgrid {Only degree requirements in effect within five academic years prior to your graduation date for a certificate may be used.  You are considered enrolled in your
 degree program when you complete the appropriate degree student registration procedure.  If you do not enroll for a semester or more, or if you enroll through the non-degree process, you are not considered enrolled as a degree student during that time.  
IF YOUR DEGREE PROGRAM IS DELIVERED COLLABORATIVELY WITHIN THE UA SYSTEM THEN THE CREDITS YOU EARN FROM EACH UA INSTITUTION WILL BE COUNTED TOWARD FULFILLMENT OF THE DEGREE REQUIREMENTS AND FULFILLMENT OF THE MINIMUM INSTITUTIONAL RESIDENCY REQUIREMENTS.

\par }\pard \s27\ri-90\widctlpar\adjustright {
\par }\pard \s27\ri360\widctlpar\adjustright {Y
OU MAY ENROLL IN ANY COURSE FOR WHICH YOU ARE ELIGIBLE.  TO EARN A CERTIFICATE, YOU MUST FORMALLY BE ADMITTED AND YOU MUST EARN AT LEAST 30 CREDITS, INCLUDING TRANSFER CREDIT.  FIFTEEN SEMESTER HOURS MUST BE RESIDENCE CREDITS.  YOU MUST HAVE A CUMULATIVE 
G
RADE POINT AVERAGE OF AT LEAST 2.0 IN ALL WORK, AS WELL AS IN YOUR MAJOR.  PROGRAMS OF STUDY FOR WHICH CERTIFICATES ARE GRANTED MUST CONTAIN A RECOGNIZABLE BODY OF INSTRUCTION IN THE PROGRAM-RELATED AREAS OF 1) COMMUNICATION, 2) COMPUTATION, AND 3) HUMAN 
R
ELATIONS.  ADDITIONAL TOPICS WHICH MAY BE COVERED AS APPROPRIATE INCLUDE SAFETY, INDUSTRIAL SAFETY, AND ENVIRONMENTAL AWARENESS.  INSTRUCTION IN THE RELATED INSTRUCTIONAL AREAS MAY BE EITHER EMBEDDED WITHIN THE PROGRAM CURRICULUM OR TAUGHT IN BLOCKS OF SP
ECIALIZED INSTRUCTION.  EACH APPROACH, HOWEVER, WILL HAVE CLEARLY IDENTIFIED CONTENT THAT IS PERTINENT TO THE GENERAL PROGRAM OF STUDY.
\par }\pard\plain \ri360\widctlpar\tldot\tx7200\adjustright \f7\cgrid {
\par }\pard\plain \s27\ri360\widctlpar\adjustright \f7\cgrid {NOTE:  STUDENTS PLANNING TO GO ON TO A BACCALAUREATE DEGREE NEED TO WORK CLOSELY WITH THEIR ADVISORS AND ARE ENCOURAGED 
TO SELECT COURSES MEETING CORE REQUIREMENTS AND COURSES DESIGNATED WITHIN MAJORS AND MINORS.  ONLY THOSE COURSES WITH AN "X" DESIGNATOR COUNT TOWARDS THE BACCALAUREATE CORE
\par }\pard\plain \widctlpar\tldot\tx7200\adjustright \f7\cgrid {
\par 
\par }{\b REQUIREMENTS}{\tab }{\b CREDITS
\par }\pard\plain \s33\ri360\widctlpar\tldot\tx7200\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 [[To enroll in a certificate program, and before receiving a\hich\af7\dbch\af4\loch\f7 
 certificate, you must formally be admitted.  To earn a certificate, you may enroll in any course for which you are eligible.  To earn a certificate, you must earn at least 30 credits, including transfer credit.  Fifteen semester hours must be residence c
\hich\af7\dbch\af4\loch\f7 r\hich\af7\dbch\af4\loch\f7 edits.  You must have a grade point average of 2.0 in all work, as well as in your major.]]
\par }\pard\plain \ri360\widctlpar\tldot\tx7200\adjustright \f7\cgrid {
\par }\pard\plain \s33\ri360\widctlpar\tldot\tx7200\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 
[[Only degree requirements in effect within five academic years prior to your graduation date for a certificate may be used.  You are considered enrolled in your d\hich\af7\dbch\af4\loch\f7 
egree program when you complete the appropriate degree student registration procedure.  If you do not enroll for a semester or more, or if you enroll through the non-degree process, you are not considered enrolled as a degree student during that time.]]

\par }\pard\plain \widctlpar\tldot\tx7200\tldot\tx7920\adjustright \f7\cgrid {\b 
\par RELATED INSTRUCTION
\par }\pard \li360\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\b COMMUNICATION}{\tab \tab }{\b 2-3
\par }\pard \li720\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {ENGL 111X \endash  INTRODUCTION TO ACADEMIC WRITING (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {OR
\par CIOS 160 \endash  BUSINESS ENGLISH (3)
\par OR
\par CIOS 260 -- BUSINESS COMMUNICATIONS (3)
\par OR
\par ENGL 211X \endash  ACADEMIC WRITING ABOUT LITERATURE (3)
\par OR
\par ENGL 212 \endash  BUSINESS, GRANT, AND REPORT WRITING (3)
\par OR
\par }\pard\plain \s31\fi-180\li1080\ri540\widctlpar\tldot\tx7200\tldot\tx7920\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 ENGL 213X \endash  ACADEMIC WRITING ABOUT THE SOCIAL AND NATURAL SCIENCES (3)
\par }\pard \s31\fi-180\li1080\widctlpar\tldot\tx7200\tldot\tx7920\adjustright {\hich\af7\dbch\af4\loch\f7 OR
\par }\pard\plain \fi-180\li1080\ri360\widctlpar\tldot\tx7920\adjustright \f7\cgrid {COMM 131X -- FUNDAMENTALS  OF ORAL COMM:  GROUP CONTEXT (3)
\par OR
\par COMM 141X -- FUNDAMENTALS OF ORAL COMM:  PUBLIC CONTEXT (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR
\par DEVS 104 \endash  UNIVERSITY COMMUNICATIONS (1-3)
\par OR
\par DEVS 105 \endash  INTENSIVE READING DEVELOPMENT (3)
\par OR
\par OTHER PROGRAM APPROVED DISCIPLINE-BASED COMMUNICATION COURSE OR DISCIPLINE-BASED COURSES WITH EMBEDDED COMMUNICATION CONTENT TO TOTAL\tab 2-3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {
\par }\pard \li360\widctlpar\tldot\tx7920\adjustright {\b COMPUTATION}{\tab }{\b 2-3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {ANY COURSE AT THE 100 LEVEL OR ABOVE IN MATHEMATICAL SCIENCES (MATH, COMPUTER SCIENCE, STATISTICS) (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR ABUS 155 -- BUSINESS MATH (3)
\par OR CIOS 116 -- BUSINESS MATH USING CALCULATORS (3)
\par OR DEVM 105 \endash  INTERMEDIATE ALGEBRA (3)
\par OR ECE 117 \endash  MATH SKILLS FOR EARLY CHILDHOOD EDUCATION (3)
\par OR HLTH 116 -- MATHEMATICS IN HEALTH CARE (3)
\par OR HSV 117 \endash  MATH SKILLS FOR HUMAN SERVICES (3)
\par OR TTCH 131 -- MAINTENANCE MATHEMATICS (3)
\par OR
\par OTHER PROGRAM APPROVED DISCIPLINE-BASED COMPUTATION COURSE OR DISCIPLINE-BASED COURSES WITH EMBEDDED COMPUTATION CONTENT TO TOTAL\tab 2-3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {
\par }\pard \li360\widctlpar\tldot\tx7920\adjustright {\b HUMAN RELATIONS}{\tab }{\b 2-3
\par }\pard \li720\widctlpar\tldot\tx7920\adjustright {ANTH 100X/SOC 100X \endash  INDIVIDUAL, SOCIETY AND CULTURE 
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR
\par ABUS 154 \endash  HUMAN RELATIONS (3)
\par OR
\par }\pard \fi-180\li1080\ri360\widctlpar\tldot\tx7920\adjustright {ANL 287 \endash  TEACHING METHODS FOR ALASKA NATIVE LANGUAGES (3)
\par }\pard \fi-180\li1080\widctlpar\tldot\tx7920\adjustright {OR
\par ECE 245 \endash  CHILD DEVELOPMENT (3)
\par OR
\par ED/PSY 245 \endash  CHILD DEVELOPMENT (3)
\par OR
\par HLTH 106 \endash  HUMAN BEHAVIOR IN HEALTH CARE (3)
\par OR
\par HSV 120 \endash  CULTURAL DIVERSITY IN HUMAN SERVICES (3)
\par OR
\par RHS 115 \endash  ISSUES OF PERSONAL DEVELOPMENT (2)
\par AND RHS 110 \endash  CROSS-CULTURAL BRIDGING SKILLS (1)
\par OR
\par }\pard\plain \s32\fi-180\li1080\ri360\widctlpar\tldot\tx7920\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 OTHER PROGRAM APPROVED DISCIPLINE-BASED HUMAN RELATIONS COURSE \hich\af7\dbch\af4\loch\f7 
OR DISCIPLINE-BASED COURSES WITH EMBEDDED HUMAN RELATIONS CONTENT TO TOTAL.\tab 2-3
\par }\pard \s32\fi-180\li900\widctlpar\tldot\tx7920\adjustright {
\par }\pard\plain \widctlpar\tldot\tx6480\tldot\tx7200\tldot\tx7920\adjustright \f7\cgrid {\b MAJOR SPECIALTY}{\tab }{\b AT LEAST 21
\par 
\par ELECTIVES TO TOTAL}{\tab \tab \tab }{\b 30}{
\par }\pard \widctlpar\adjustright {
\par }{\i *ENGL 212 DOES NOT FULFILL THE SECOND HALF OF THE WRITTEN COMMUNICATION REQUIREMENT FOR THE BACCALAUREATE DEGREE.  
\par }{
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 112/10
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par 
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par }\pard\plain \s27\widctlpar\adjustright \f7\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the M.A.T., Secondary.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab Admission was suspended in 2000; new option 
\par \tab \tab in the M.Ed. has replaced this degree.  See full program 
\par \tab \tab proposal #28 on file in the Governance Office, 312 
\par \tab \tab Signers\rquote  Hall.
\par 
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par M.A.T., Secondary
\par 
\par 
\par }\pard \ri360\widctlpar\adjustright {In 199
8, in conjunction with the development of new post-baccalaureate teacher education programs for elementary and secondary teachers, the School of Education developed a secondary program that allowed post-baccalaureate teacher education students to earn an 
M
AT degree in conjunction with the coursework and internship required for a teacher education license.  After three years, with ongoing review and reflection of the advantages and disadvantages of the MAT option (including the solicitation of a great deal 
of feedback from mentor teachers and administrators), the School of Education suspended admission to its MAT programs in 2000.  
\par 
\par In place of the MAT, the School of Education designed an option for post-baccalaureate teacher education students to pursue the
 more respected and more rigorous M.Ed.  This option allows post-baccalaureate students to use 15 of the required 30 credits from their licensure program to satisfy one-half of the 30 credits required for a M.Ed. degree in Curriculum and Instruction.

\par }\pard \widctlpar\adjustright {
\par This
 new option has been in place for two years and the response from students, university faculty, and school district personnel has been very positive.  In contrast to the MAT degree, the M.Ed. provides the option for students who complete our post-baccalau
r
eate teacher education programs to continue their graduate work with us, and it provides the opportunity for the School of Education to provide professional development and support for beginning teachers.  The M.Ed. can also be used as a foundation for a 
Ph.D. because of its requirement for research and the completion of a research project or a thesis.  
\par }\pard \ri-260\widctlpar\adjustright {\caps 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/11
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par 
\par }{\caps 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par }\pard\plain \s27\widctlpar\adjustright \f7\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the M.A.T., Secondary Licensed Teachers.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab New option in the M.Ed. has replaced the need 
\par \tab \tab for this degree; no students currently in program.
\par \tab \tab See full program proposal #29 on file in the Governance 
\par \tab \tab Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par M.A.T., Secondary Licensed Teachers
\par 
\par In 1999, in conjunction with the development of new post-baccalaureate teacher education programs for elementar
y and secondary teachers, the School of Education developed:  (1) a secondary MAT degree for teachers who held either BA/BS degrees and (2) B.Ed. degrees, and additionally were licensed K-12 teachers, to pursue a MAT degree to enhance their content knowle
d
ge and receive current educational philosophy and pedagogy courses.  After four years, with ongoing review and reflection of the advantages and disadvantages of the MAT option, during which only one student applied for either option and then choose to com
plete a different degree, the School of Education made a decision to delete both options of this degree.  
\par 
\par In place of the MAT, the School of Education offers the option to pursue the more respected and more rigorous M.Ed.
\par 
\par The M.Ed. provides the opportuni
ty for the School of Education to provide professional development and support for teachers.  The M.Ed. can also be used as a foundation for a Ph.D. because of its requirements for research and for the completion of a research project or a thesis.  
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/12
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par 
\par }{\caps 
\par }\pard \widctlpar\adjustright {MOTION:  
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to recommend that the proposed Revised Regents' Policy and draft Regulations 04.04.040.A.1.e(1) - "Distinguished and University Professors" as submitted by the Faculty Alliance be accepted.
\par 
\par 
\par         EFFECTIVE:      Immediately
\par 
\par         RATIONALE:       The Faculty Senate discussed the revised draft 
\par \tab \tab of the Regents' Policy and proposed Regulations for the 
\par \tab \tab selection of Distinguished University Professor, forwarded 
\par \tab \tab to the Faculty Senate for review, and moves to support 
\par \tab \tab the draft, with its recommendation that it be accepted by 
\par \tab \tab the Faculty Alliance.
\par 
\par 
\par \tab \tab \tab \tab *
\par }{\b 
\par REVISED REGENTS POLICY 04.04.040.A.1.e.(1)
\par 
\par }{Distinguished [[and]] University Professors. [[Tenured a]] Appointment as Distinguished [[Teaching Professor, Distinguished Research Professor, Distinguished Service Professor or]] University Professor may be given by action of the Board of Regents
 on recommendation of the faculty and concurrence of the Chancellor and the President.  THE SELECTION CRITERIA AND PROCEDURES ARE SET FORTH IN UNIVERSITY REGULATION.
\par }{\b\cf6 
\par }{
\par \tab \tab \tab \tab **
\par 
\par }{\b PROPOSED REGULATION 04.04.040.A.1.e. (1)
\par 
\par }{
\par }\pard \qc\widctlpar\adjustright {\b\ul DISTINGUISHED UNIVERSITY PROFESSOR*
\par }\pard \widctlpar\adjustright {
\par 
\par The title "distinguished professor" is bestowed on members of the faculty who have distinguished themselves as exemplary teachers, scholars, and public servants, and who are individuals having extraordinary international importance and reco
gnition.  The designation of "distinguished professor" is established by the Policies of the Board of Regents}{\cf1 .}{\b\cf1   }{\cf1 The title "Distinguished University Professor" is a lifetime award/honor, }{
meaning that the award lasts as long as the professor is employed at the University of ÃÛÌÒÓ°Ïñ.
\par 
\par }\pard\plain \s1\qj\keepn\widctlpar\tldot\tx7200\outlinelevel0\adjustright \b\fs32\loch\af12\hich\af12\dbch\f4\cgrid {\b0\fs24\ul \hich\af7\dbch\af4\loch\f7 University-wide Criteria
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par The title "Distinguished Professor" is extended to recognize the outstanding contributions of University of ÃÛÌÒÓ°Ïñ faculty members to their academic disciplines.  Candidates recommended for a distinguishe
d professorship must demonstrate accomplishments in exemplary teaching }{\cf1 and/or}{\cf6  }{\cf1 distinguished}{ scholarship or creative work.
\par }\pard\plain \s16\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {The very nature of the title "distinguished" implies that there will be a limited number of faculty holding this title.  It is intend
ed to signify a select group of faculty members who are leaders in their respective fields as attested to by national or international recognition and/or their significant public service achievements. }{\cf6  }{
Candidates for the honor of being selected as Distinguished University Professor should have attained the rank of }{\cf1 tenured}{ full professor.
\par 
\par }{\ul Procedures}{
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {1. \tab Each campus will develop its own internal procedures for 
\par \tab nominating distinguished professorships, consistent with Regents 
\par \tab policy.  Such nominations must be reviewed by the dean of the 
\par \tab appropriate school or college, and must be screened by a 
\par \tab committee of senior faculty peers who will advise the chancellor 
\par \tab on the merits of each proposal}{\cf1 .  Each MAU may develop its own 
\par \tab minimum criteria for nominations.
\par }\pard\plain \s16\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \fi-720\li720\widctlpar\adjustright \f7\cgrid {2. \tab Following campus review and approval by the chancellor, 
\par \tab recommendations and supporting documentation will be 
\par \tab submitted to the President's Office. The following materials 
\par \tab will accompany each recommendation:
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\cf1 \tab A.}{\tab Evidence concerning the distinguished accomplishments 
\par \tab \tab of the }{\cf1 individual\rquote s tripartite or bipartite responsibilities}{, 
\par \tab \tab including letters from faculty peers both within and 
\par \tab \tab outside the institution who are qualified to judge the 
\par \tab \tab accomplishments of the individual;
\par 
\par }\pard\plain \s31\qj\widctlpar\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\cf1 \tab \hich\af7\dbch\af4\loch\f7 B.}{\tab \hich\af7\dbch\af4\loch\f7 Evidence co\hich\af7\dbch\af4\loch\f7 ncerning the national and, where appropriate, 
\par \tab \tab \hich\af7\dbch\af4\loch\f7 international recognition of the candidate including national 
\par \tab \tab \hich\af7\dbch\af4\loch\f7 and international honors and awards, and significant 
\par \tab \tab \hich\af7\dbch\af4\loch\f7 original contributions to his/her discipline; and
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s31\qj\widctlpar\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\cf1 \tab \hich\af7\dbch\af4\loch\f7 C.}{\tab \hich\af7\dbch\af4\loch\f7 Evidence concerning the public \hich\af7\dbch\af4\loch\f7 service achievements of the 
\par \tab \tab \hich\af7\dbch\af4\loch\f7 candidate as appropriate to the discipline at interest.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s34\fi-720\li720\widctlpar\adjustright \b\cf6\cgrid {\b0\f7\cf1 3.\tab A systemwide committee of the Alliance shall review all the 
\par \tab proposals and shall forward their recommendations on to the 
\par \tab President.
\par }\pard\plain \s16\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {4.\tab Recommendations approved }{\cf1 by}{\b\cf1  }{\cf1 both the Alliance and}{\b\cf6  }{the 
\par \tab President will be transmitted to the Board of Regents for action, 
\par \tab accompanied by appropriate documentation.  If the President 
\par \tab does not approve a campus recommendation, he will transmit his 
\par \tab reasons to the }{\cf1 Alliance and the}{\cf6  }{campus chancellor.  }{\fs20\cf6 
\par 
\par }{\cf1 5.\tab This is a single type of appointment and the number should be 
\par \tab capped by the MAU and the president.  Since this is selective, the 
\par }{\tab number should not exceed five percent of the faculty.
\par 
\par }\pard\plain \s32\qj\widctlpar\adjustright \loch\af12\hich\af12\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 6.\tab This award includes, at a minimum, a pl\hich\af7\dbch\af4\loch\f7 aque and special 
\par \tab \hich\af7\dbch\af4\loch\f7 cords to be worn with their graduation regalia, as well 
\par \tab \hich\af7\dbch\af4\loch\f7 as all the rights, honors and privileges thereto.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\cf1 
\par }{
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/13
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY FACULTY AFFAIRS}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {RESOLUTION:
\par ==========
\par 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {WHERAS, In order to support the ÃÛÌÒÓ°Ïñ strategic plan, the ÃÛÌÒÓ°Ïñ academic development plan, and ÃÛÌÒÓ°Ïñ\rquote s aspirations as the nation\rquote 
s northernmost Land, Sea, and Space Grant institution, the university needs a strong graduate school headed by a full-time dean, and 
\par 
\par WHEREAS, the Faculty Senate believes that it would be a serious mistake to replace the existing Dean of the Graduate School position with a new Vice Provost for Graduate and Instructional Affairs and Dean of the Graduate School position, and
\par 
\par WHEREAS, A full-time Dean of the Graduate School with responsibilities dedicated to graduate education and research, who is the product of an aggressive external search, will best serve graduate education and research at ÃÛÌÒÓ°Ïñ, now 
\par }\pard \qj\widctlpar\adjustright {
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {THEREFORE BE IT RESOLVED, That the Faculty Senate proposes the following:
\par }\pard \qj\widctlpar\adjustright {
\par }\pard \qj\fi-720\li1440\widctlpar\adjustright {1.\tab The proposed plan to eliminate the existing full-time Dean of the Graduate School position should be abandoned. 
\par 2.\tab The proposed plan to create a new Vice Provost for Graduate and Instructional Affairs and Dean of the Graduate School position should be abandoned.
\par 3.\tab The University should implement an immediate external search for a full-time Dean of the Graduate School in order to fill the existing position.
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/14
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard\plain \s30\qc\widctlpar\adjustright \b\fs32\loch\af0\hich\af0\dbch\f50\cgrid {\fs24 \hich\af7\dbch\af50\loch\f7 Curricular Affairs Committee Meeting
\par }\pard\plain \qc\widctlpar\adjustright \f7\cgrid {Report
\par }\pard \qj\widctlpar\adjustright {
\par 
\par }\pard \ri270\widctlpar\adjustright {The Curricular Affairs committee held audioconferenced meetings on 5 & 19 Nov 2002 from 1130am to 1 pm.  Members present included Mike Hannigan, Wanda Martin, David Barnes, Eduard Zil
berkant, Carol Barnhardt, James Gladden, Gary Holton, William Schneider, Gayle Gregory, Ron Slominski, Shannon Uzzell, and Ron Illingworth.  Guests included Susan Blalock representing Dean Morrow.
\par 
\par All meetings were audioconferenced as some members of the committee are from outside Fairbanks.
\par 
\par The committee welcomed Shannon Uzzell, the new student representative, and are looking forward to her participation with this committee.  
\par }\pard \qj\ri270\widctlpar\adjustright {
\par The committee addressed the following issues:
\par 
\par }\pard \ri270\widctlpar\adjustright {1.\tab The committee approved a proposed new minor in Environmental Politics and forwarded it to the Faculty Senate for approval.
\par 2.\tab The committee approved a change renaming the Low Grade Report for freshmen students to the Freshmen Progress Report and requiring that the report be provided to students at all ÃÛÌÒÓ°Ïñ campuses.
\par 3.\tab The committee approved a proposal from the Foreign Language Department to amend the Local Advanced Placement Credit option currently in place.  The change cleans up language and provides a form for use by students applying for this option.
\par 4.\tab The committee approved a new B.S. in Computer Engineering and forwarded it to the Faculty Senate for approval.
\par 5.\tab The committee approved the deletion of the B.A. in Human Services and forwarded this to the Faculty Senate.
\par 6.\tab The committee approved changes to the AAS degree related instruction areas adding several courses to the listing.  The changes have been forwarded to the Faculty Senate for approval.
\par 7.\tab The committee approved a statement of Certificate related instruction requirements which build to the AAS degree.  This document was forwarded to the Faculty Senate for approval.
\par 8.\tab The committee approved a change to course compression for 500-level courses establishing a policy that they not be compressed into fewer than two days per credit.  This policy proposal has been forwarded to the Faculty Senate.
\par 9.\tab Several new items have been referred to the committee for action
\par \tab a.\tab The need to discuss contact/credit hours requirements for internships and practicums.
\par \tab b.\tab A request to address contact hour requirements for on-line courses.
\par 
\par 10.\tab The committee discussed several new issues 
\par \tab a.\tab Summer Sessions student credit enrollment policy.  After extensive discussion the committee determined that current Summer Sessions policy regarding maximum credit was reasonable and appropriate an
d that exceptions should be handled on a case by case basis.  Current policy limits registrations to 1-1/4 weekly credit hours during any single week.  A weekly credit hour is equal to course credit divided by course length (in weeks).
\par \tab b.\tab Mandatory placement \endash  forwarded by the Developmental Studies Committee
\par \tab c.\tab Academic Disqualification Policy.  A subcommittee was established to recommend wording changes to the existing policy to provide additional clarification of Senate intent.
\par 
\par The next meeting of the Curricular Affairs Committee is scheduled for 17 December, 2002 .
\par 
\par Respectfully submitted
\par }\pard \widctlpar\adjustright {Ronald D. Illingworth, Chair
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 112/15
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY CURRICULUM REVIEW
\par }{\caps 
\par }{
\par }\pard \widctlpar\adjustright {CURRICULUM REVIEW COMMITTEE MINUTES - Nov 8, 2002
\par 
\par }\pard \ri360\widctlpar\adjustright {Present: Thomas Riccio (CLA), Zorana Lazarevic (CSEM), Steve Cysewski (CRA), Gerald Plumley (SFOS), Debbie Moses (DVEM), Gayle Gregory (Registrar's Rep.), Gary Holton (chair)
\par 
\par Zorana presented course and degree proposals from SALRM, SFOS, SOM, SME.
\par 
\par Proposals accepted unconditionally: #136, 138, 139, 158, 160, 162, 163, 164
\par 
\par Proposals held pending further clarification:
\par 
\par #137 -- Request for natural science designator does not have approval from CSEM. Recommend dropping natural science designator. Also, this is a stacked course, but the extra graduate requirements consist solely of an "oral presentation".
\par 
\par #140 --  This is a program change which drops a course (NRM 310) from the core degree requirements. The only justification offered for this change is the 
lack of an instructor for the course.  While this proposal may be sound, the stated justification is not.
\par 
\par #159 -- Needs clarification regarding whether STAT 401 should be kept as an elective for those students who do not take it as part of the core degree
 requirements. (Given approval of #158, which replaces FISH 380 and FISH 384 with the single course FISH 388, it was also suggested that SFOS submit an additional program change to reflect FISH 388 in the degree requirements.)
\par 
\par #161 -- Several technical issues detract from this proposal:  
\par (i) Credit hours. Syllabus specifies 28 hours lecture, 35 lab.  This is at most 3 credits, not the 4 credits requested in the proposal.
\par (ii) Prerequisites. Biology course should be listed as a prereq.
\par (iii) Cross-listing. Syllabus does not define extra work for grad students.
\par 
\par #167 -- this is a new course proposal (number has been changed to PETE/MIN 100). Also being reviewed by core committee.  Proposal looks fine, but request for social science designator must be approve
d by CLA, which it has not. If Pet Eng. is willing to remove social science designator, course could be approved forthwith.  However, there is some question as to how useful this course would be were it to receive neither core status nor social science de
signator.
\par 
\par Next scheduled meeting is Friday, Nov 15. Proposals scheduled for review include: #1-29 (CLA); #98-107, 34, 40, 114, 115 (Health Sciences plus misc. CRA); #116-135 (CSEM).
\par 
\par Proposal review schedule will be revised to accommodate travel schedules and availability of committee members.
\par 
\par ------------------------------------------------------------
\par Minutes of Curriculum Review Committee - Nov. 15, 2002
\par 
\par Here's a summary of the current status of course and degree proposals being considered by the Curriculum Review Committee.
\par 
\par Proposals approved unconditionally:
\par 
\par #1-24, 26-29
\par #34, 40, 98,101,102,104,105,106,107,115
\par #136, 138, 139, 140, 158, 160, 162, 163, 164
\par 
\par Proposals approved conditionally:
\par 
\par #99 -- pending clarification of credit-hour distribution
\par #100 -- pending clarification of credit-hour distribution
\par #103 -- pending clarification of prereq requirements (Gayle)
\par #114 -- conditional approval based on pending approval university-wide 
\par \tab Certificate program changes by Curricular Affairs committee
\par #159 -- clarification of STAT 401 elective
\par #161 -- clarification of credit hours issues and other technicalities
\par 
\par Proposals held for further input and discussion:
\par 
\par #25 (SWK 470) -- awaiting input from Vicki Koehler on possible conflicts with existing HSV courses
\par 
\par #137 -- awaiting CSEM approval of natural science designator
\par 
\par #165, #166 (Mining Engineering Exit Exam) -- need to resolve whether passing course should depend on passing exam
\par 
\par #167 -- awaiting input from core review committee; proposer does not want course if core status not approved
\par 
\par ------------------------------------------------------------
\par Minutes of Curriculum Review Committee Meeting - 11/18/2002
\par 
\par Present: Carol Barnhardt (SoE), Dave Verbyla (SALRM), Thomas Riccio (CLA), Zorana Lazarevic (CSEM), Gerald Plumley (SFOS), Debbie Moses (DVEM), Gayle Gregory (Registrar's Rep.), Gary Holton (chair)
\par 
\par There were concerns expressed about unprofessional conduct by persons who are contacted on behalf of the committee in order to seek clarifications about propos
als. The committee agrees that this is very inappropriate. The chair will contact the relevant persons to reiterate the mission and purview of the Curriculum Review committee and to request cooperation with such information requests.  The chair will also 
a
ddress these concerns to the president of the Faculty Senate and request appropriate action.  It was suggested that all committee members be careful to preface any requests for information with the fact that they are acting on behalf of the Curriculum Rev
iew committee.
\par 
\par Proposals approved at today's meeting:
\par 
\par #165,166
\par #116-121,123-133
\par GRAD #8,15,19-24  -- no issues from undergrad perspective
\par 
\par Proposals approved conditionally at today's meeting:
\par 
\par #122 -- missing signature page, no documentation of n designator (checked with Sheri after the meeting -- this one is okay.)
\par 
\par Proposed discussed and held for further input:
\par 
\par #55-97 (EMS) -- will ask Mike McGowan to next meeting
\par 
\par #134,135 -- statistics degree: Gayle will seek clarification of catalog wording as regards use of automatic Math minor to satisfy degree requirement
\par 
\par --------------------------------------------------------------
\par 
\par Minutes of Curriculum Review Committee Meeting - 11/25/2002
\par 
\par Present: Carol Barnhardt (SoE), Steve Cysewski (CRA), Thomas Riccio (CLA), Debbie Moses (DEV), Gayle Gregory (Registrar's rep.), Gary Holton (chair), Gang Chen (SME), Zorana Lazarevic (CSEM), Gerry Plumley (SFOS)
\par 
\par Guests: Godwin Chukwu, Clara Johnson, Ron Illingworth, Karen Ladegard, Roger Norris-Tull
\par 
\par The committee will schedule an additional meeting Monday, Dec 2, 9:30-11:30.
\par 
\par Godwin Chukwu, Faculty Senate President, discussed the resolution of issues concerning the committee's interactions with SALRM representatives.
\par 
\par The committee next approved two outstanding proposals f
rom SALRM which had previously been conditionally approved: #137 and #161.  Proposal #137 now has paperwork from CSEM approving the natural science designator.  The committee also received an updated syllabus for #161.  For #161 the proposer has requested
 an additional prerequisite of "one general biology class".  Contact hours have been changes to 20 hrs. lecture + 20 hrs. lab per week.  Credit hours changed to 4.
\par 
\par Mike McGowan discussed the intent of the proposed revisions to the EMS and FIRE curriculum. 
Most of the changes were originally submitted as "minor" changes. However, the changes include incorrect credit-hour distributions, which were corrected by governance.  Since changes to credit-hour distribution constitute major changes, these proposals we
r
e transformed to major changes, but the proposals did not include the required syllabus.  Those proposals which did include a syllabus included only a rough boiler-plate sketch or course outline.  Mike brought syllabi for all of the EMS and FIRE courses; 
t
hese appear to be very complete and current.  He explained that the syllabi included with the proposals are part of the national standard curriculum, which ÃÛÌÒÓ°Ïñ is playing a role in shaping.  The committee approved all of the EMS and FIRE proposals and req
uested that Mike also submit a written statement in lieu of  the missing syllabi.
\par 
\par The committee approved #25, a new course SWK 470, after noting objections from several Human Services faculty.  While the committee acknowledges that there may be some overla
p in subject area between the proposed course and an existing course, HSV 305, the committee feels the proposed course differs substantially in both the methodological approach and course requirements.
\par 
\par Karen Ladegard, Ron Illingworth and Clara Johnson des
cribed the proposed Educator: Paraprofessional (EDPA) program.  It was clarified that the program is not intended to articulate fully into a B.A. program.  It was suggested that language alluding to this be removed from the proposal.  Concern was expresse
d
 about the availability of the courses and program.  The program will be available throughout the ÃÛÌÒÓ°Ïñ region.  Courses will be offered as demand warrants at various locations and by distance.  Many of the courses will be delivered by school district perso
n
nel as teacher in-services.  These will be repeatable. Karen will work with Gayle to insure just which courses are repeatable and for how many times they may be repeated. There was also some concern expressed as to what faculty would be responsible for th
e
 program.  The list included with the proposal includes just about anyone who might teach courses which would be taken by students in the program.  It was explained that it is not at this time possible to identify a core group of faculty who would be assi
gned to the program.  Initially, a coordinator would be hired, then as the program evolves additional faculty would likely be assigned.  The committee will continue discussion of the EDPA proposal at it's next meeting.
\par 
\par --------------------------------------------------------------
\par Minutes of Curriculum Review Committee Meeting - 12/02/2002
\par 
\par Present: Carol Barnhardt (SoE), Steve Cysewski (CRA), Thomas Riccio (CLA), Debbie Moses (DEV), Gayle Gregory (Registrar's rep.), Gary Holton (chair), Zorana Lazarevic (CSEM)
\par 
\par Guests:  Ron Illingworth
\par 
\par Zorana reports that the proposer of #159 has submitted the additional requested proposals.  Sheri may have these already in governance office.
\par 
\par Regarding the Statistics program change (#134), the propose accepts the catalog language suggested by Gayle indicating that the math minor can count as the minor requirement for the statistics degree.  We can thus forward #134 and #135.
\par 
\par Much of the meeting was devoted to discussing the proposed EDPA certificate and degree. Ron Illing
worth joined the meeting by audio for this discussion. Overall the committee sees the EDPA as highly recommended program which addresses important needs.  The committee identified several key issues which it suggests be revised in the proposal.
\par 
\par --clear identification of program coordinator position and responsibilities of that position
\par --inclusion of organizational chart for personnel associated with EDPA program
\par -- identification of location ("home") of program within CRA structure (likely social science)
\par --clear statement of articulation with B.A.
\par --clarification of repeatability of courses and number of credits possible for each course (note that first time is not a repeat)
\par --statement that course content guidelines will be developed in order to assist standardization of curriculum
\par --clarification of minor inconsistencies within and across course proposals
\par 
\par Carol Barnhardt will work with Ron Illingworth on these suggested revisions.
\par 
\par Proposals #30-33,35-39,108-113 were presented by Gary and approved by the committee without undo discussion.  Gayle has noted extensive changes to #108 and #109, but these seem fine.
\par 
\par Next meeting is scheduled for Dec 6, 1:15-3:15 in Chancellor's Conference Room
\par 
\par ------------------------------------------------------------
\par CURRICULUM REVIEW COMMITTEE
\par Summary as of Dec 3, 2002
\par 
\par #1-40, 55-140,158-166
\par 
\par In addition the committee reviewed graduate proposals #8,15,19-24, and forwarded them to the GAAC.
\par 
\par Still pending (but expected to be approved are):
\par #41-54, #141-157, #168-174
\par 
\par Proposal #167 is being held pending approval from the Core Review committee.  (The proposer does not want this course unless it is approved for the core.)
\par 
\par Submitted by Gary Holton, chair
\par 
\par 
\par \page ATTACHMENT 112/16
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY DEVELOPMENTAL STUDIES}{\caps 
\par }{
\par 
\par Minutes of the Developmental Studies Committee
\par October 31, 2002
\par 
\par The Developmental Studies Committee divided into three subgroups (Math, English, Study Skills) which subsequently met to discuss Recommendation 8 of the Development
al Studies Assessment report.  This recommendation addresses the articulation between DEVE/M and subsequent academic classes.
\par 
\par Recommendations from the Math Subgroup:
\par 
\par 1) Mandatory placement for all Developmental Math courses (in conjunction with mandatory testing and advising)
\par 2) Extended contact time (four hours of lecture per week?)
\par 3) Provide a common course outline to all DEVM instructors
\par 4) A common final exam should be prepared before the beginning of the semester (this will enable all DEVM instructors to know what topics should be covered)
\par 5) Present statistics on the relationship between grade in the current course and success in the subsequent course to students, both at the beginning of the course and at the start of preregistration (we need new statistics for the past two (?) years)

\par 6) Require a grade of C or higher in order to progress to the next course.  This requirement should be printed in the ÃÛÌÒÓ°Ïñ catalog and semester class schedules (for both Fairbanks and the rural campuses).
\par For example: "Earned a grade of C or higher in previous class or appropriate placement test score."
\par 7) Place a block supporting this requirement in the Banner system
\par 8) Strengthen DEVM courses so that students are more prepared for their subsequent classes (???)
\par 9) The DEVM courses should contain the same material and use the same books in Fairbanks, cross-regionally and by correspondence (?).
\par 
\par -------------------------------------
\par 
\par Meeting of the Developmental Studies Committee
\par Subgroup on Question #8-English
\par 
\par Attending: Rich Carr, Cindy Hardy, Ron Illingworth
\par 
\par We addressed the following questions relating to Recommendation #8
\par ("Ensure consistency between exit criteria for lower level developmental courses and entry criteria for higher level developmental level courses.")
\par 
\par 1. What are the exit and entry criteria for these courses?
\par 
\par Students enter DEVE courses through COMPASS or ASSET placement, through advising, or through self-placement.  The COMPASS/ASSET scores are established, as are recommendations for placement based on ACT or SAT scores.
\par 
\par Currently we know that the progression from DEVE to 100-level English classes (including CIOS 160) works for students on the Fairbanks campus.  This is, in part, influenced by a range of resources available to them (DEVE 068m Writing Center, SSS, etc).

\par 
\par We need to find out if students are as successful progressing from one level to another on the rural campuses.
\par 
\par In addition, we need to review and rewrite (if necessary) the objectives for each course to be sure the expectations for exit and entry overlap the way we assume they do.
\par 
\par 2. How do DEVE classes and 100-level classes articulate.
\par 
\par There are currently many pathways a student may follow, depending on their academic goals.  For those going on to a four-year degree, the progressi
on from the lowest level of developmental English is 060-070-111, with the possible addition of 068 labs as a support class at any point along that progression.  For those going into the AAS, or on some of the rural campuses, the progression may include D
EVS 104 and 105 between the 070 and 111 levels.  For those in certificate programs this may, instead, include CIOS 160 and CIOS 260, but not 111, since those students are not being prepared to do academic-level work.
\par 
\par We need to find out the following:
\par \tab --What is the actual progression students take on the rural campuses?
\par \tab --Is there a different in the success rates of students in these progressions between rural and urban campuses?
\par \tab --What is the difference in success between students taking any DEVE or English class with the addition of a 068 and those taking these classes without the support of 068?
\par 
\par 3. Do the progressions we offer meet the needs of students or do we need interim classes?
\par 
\par The answer to this question turns on the difference between a remed
ial program-one that addresses writing skills-and a truly developmental program-one that acknowledges and addresses a range of other factors that impact student learning and success.  These might include learning styles or learning disabilities, adaptatio
n to the culture of the academic classroom, and life issues.
\par 
\par We need to find out what affects our students' ability to succeed and how we can change the student in the academic setting.
\par 
\par 4. Is the highest level of DEVE sufficient for students going on to the
\par 100 level?
\par 
\par In Fairbanks, this is working for students, with the support of the 068 labs, the Writing Center, SSS, and the Student Assistance Center.
\par 
\par For the rural campuses, where students may take DEVS 104 between 070 and 111, we need to find out if 104 is sufficient for students going on to 111.
\par 
\par We also need to find out if there is a need for DEVS 104 for some students on the Fairbanks campus.  Currently these students may drop out or repeat 070 or 060.  We need to find out what happens to students who get C or lower in these courses.
\par 
\par 5. Are there alternative approaches?
\par 
\par We discussed several alternative approaches:
\par 
\par Computer-based instruction.  This can be effective for self-paced learning if combined with a face-to-face instructor.
\par 
\par Scheduling open-entry/exit classes not bound to a semester schedule.  These could operate in a manner similar to correspondence classes, but should NOT be correspondence classes.
\par 
\par Two-semester sequences.  While the 060/070 sequence does allow a student to take a full yea
r of DEVE, there may be a need for some students to complete the 070-level course at a slower pace, similar to the DEVM 062/062 sequence.  Answers to the questions posed in #4 may help us determine the need for this.
\par 
\par 6.  What more do we need to know to proceed?
\par 
\par --What are the written objectives of DEVE/DEVS/CIOS classes discussed here?
\par 
\par --What are the success rates of students taking core classes while taking DEVE classes?
\par 
\par --Can we reduce reliance on adjunct faculty be creating more full-time or permanent positions?
\par 
\par ------------------------------
\par 
\par Minutes of Developmental Studies Committee:  Subcommittee A
\par         Recommendations 2,3,4,7
\par 
\par Attending: John Creed, Cindy Hardy, Ron Illingworth, Joe Mason, Jane Weber.
\par 
\par We met and discussed Recommendation 2, making the following changes to parts a-d:
\par 
\par a. A Developmental department should be established under CRA, headed by a department chair, elected from among the DEV faculty on all campuses.  This department would encompass the various aspects of Developmenta
l Studies, including student orientation, student support, and courses (and course support.  This department should also serve as a link to related existing programs such as RSS, SSS, Math Lab and Writing Center, Advising Center, and to programs on each c
ampus.
\par 
\par The chair would serve in a similar capacity to other department chairs at ÃÛÌÒÓ°Ïñ, including release time to perform the duties of a chair and to travel to other campuses to meet with faculty face-to-face.
\par 
\par The department would also be fully staffed with admin assistants, computer support and other staff as determined by the faculty and chair.
\par 
\par b. An operational budget should be allocated to the Developmental education Department to fund faculty, support staff, materials, space, etc.
\par 
\par c. All developmental courses and services (such as learning Resource Centers for each campus) should be coordinated under the developmental education department.
\par 
\par d. A lead developmental education instructor should be designated as a point of contact for each CRA campus (and
 for Distance Delivered courses) and, where appropriate, be given release time to coordinate local developmental education efforts and to serve as the liaison to main campus developmental education.
\par 
\par Subcommittee A will meet again on Tuesday, November 26 2:00-3:30 and Tuesday December 3 2:00-3:30.   At our next meeting we will discuss recommendations 3 and 4.
\par 
\par 
\par \page ATTACHMENT 112/17
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY FACULTY APPEALS & OVERSIGHT
\par }{\caps 
\par }{
\par 11/20/02 Faculty Appeals and Oversight Committee minutes:
\par 
\par The meeting began at 2:15
\par 
\par Present:  Gang Chen, Carol Gold, Brian Himelbloom, Glenn Juday, Paul Layer (chair), Julie Riley, Peter Stortz
\par 
\par The chair gave a brief update on the Administrator review of the Provost.  A committee has been formed w
ith Eduard Zilberkant as chair.  FAOC committee members on the committee are Carol Gold and Paul Layer.  The first committee meeting will be on December 3.  
\par 
\par We discussed a draft motion presented by Peter Stortz and Julie Riley regarding group "B" administrators.  It is the committee\rquote 
s feeling that, although the review of Group "A" administrators is moving forward, there has been little in the way of review of other Directors and Program Chairs.  Neither the Provost nor the Executive Dean of CRA has a revi
ew process in place that allows for faculty or other constituency input.  The proposed motion will outline a review process patterned after the review of Group "A" administrators.  Julie and Peter are reworking the motion for presentation at the Admin. Me
eting and to the Senate.
\par 
\par We briefly discussed revisiting the issue of censure/no confidence votes of administrators.  The FAOC began to look at revisions to the current policy last year, but did not make any recommendations.  It was decided that the FAOC c
hair would bring this up at that Admin meeting to see if there is interest in the FAOC pursuing this topic.
\par 
\par No date was set for the next meeting, but it will occur sometime during the first week of classes in January.
\par 
\par The meeting adjourned at 3:15.
\par 
\par 
\par \page ATTACHMENT 112/18
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT & IMPROVEMENT
\par 
\par }{\caps 
\par }{Minutes of Faculty Development, Assessment, and Improvement Committee Meeting
\par Tuesday, 12 November 2002 / 9am
\par Office of Faculty Development, 222 Bunnell
\par 
\par Committee Members Present: Brian Barnes, Gerald Berman, Abel Bult-Ito (Chair), George Charles, Paul McCarthy, Joy Morrison, Roger Norris-Tull, Channon Price, and Shunpu Zhang
\par 
\par Committee Members Absent: Linda Curda, Lee Haugen, E. Thomas Robinson, and Ann Wilson
\par 
\par Guests present: Joan Braddock, Godwin Chukwu, and Jordan Titus
\par 
\par 1.\tab Joan Braddock, Associate Director of IAB, and Godwin Chukwu, Faculty Senate President, were invited to contribute their views on the Faculty Mentoring Program.  Inste
ad of providing a detailed transcript of this 40-min discussion, I will try to summarize the key issues brought up.  
\par \tab Some of the major problems identified with the Faculty Mentoring Program include:
\par \tab a.\tab Interpersonal problems between mentors and mentees.
\par \tab b.\tab Some mentors may impose their personality/ideas onto the mentee inappropriately
\par \tab c.\tab Some mentees do not choose their mentor(s).
\par \tab d.\tab Some mentor\rquote s advice is too general or not enough guidance is given.
\par \tab e.\tab The mentor can be a role model and provide use
ful information and guidance, but sometimes mentees expect too much: for example it is unreasonable to assume that the mentor can tell the mentee what he/she needs to do to get tenure and promotion.  Responsibility for meeting tenure and promotion criteri
a lies with the mentee!
\par \tab f.\tab Some mentors do not make themselves available enough and do not show enough interest.
\par }\pard \li360\ri360\widctlpar\adjustright {
\par }\pard \ri360\widctlpar\adjustright {Some of the questions that need to be answered are:
\par \tab a.\tab What are the key roles of the mentor?
\par \tab b.\tab When does the mentor cross the line with respect to acceptable and unacceptable mentoring practices?
\par \tab c.\tab How are interpersonal problems going to be addressed?
\par \tab d.\tab What constitutes good mentor/mentee training?
\par \tab e.\tab What can or should the role of department chairs be with respect to mentoring?
\par 
\par Some potential solutions might include:
\par \tab a.\tab Mentees should choose their own mentor(s). Inform Provost\rquote s Council that pre-assignment of mentors is not a good idea.
\par \tab b.\tab Both parties should have a good understanding of basic issues related to successful approaches to mentoring.
\par \tab c.\tab Mentors and mentees have to have a good understanding of their responsibilities.  It has to be clear that mentoring is a two-way street and that mentors give advice but cannot force their ideas or actions upon their mentees.
\par \tab d.\tab Receive information about correct format for a 4th year and tenure/promotion file, e.g., sample file.
\par 
\par George Charles, Paul McCarthy, Joy Morrison, and Roger Norris-Tull volunteered to form a Sub-Committee on the Faculty Mentoring Program to start developing guideli
nes/recommendations for a successful mentoring program.  This sub-committee will present their first report during the 3 December 2002 FDAIC meeting.
\par 
\par 2.\tab Jordan Titus, Chair of the Department of Sociology, was invited to address the IAS student evaluation 
practices at ÃÛÌÒÓ°Ïñ.  Jordan asked when the committee last reviewed IAS student evaluation practices at ÃÛÌÒÓ°Ïñ.  She likes to propose that this committee investigates the effectiveness of the current teaching assessment tool and whether better other tools may b
e available.  Jordan and others identified some potentially serious problems with how IAS scores are used at ÃÛÌÒÓ°Ïñ with respect to evaluation of teaching performance:
\par 
\par \tab a.\tab IAS student evaluations may be misused because those who use them, i.e., faculty and ad
ministrators, may be unaware of their limitations.  These evaluations have documented biases, it is not always clear to what extent these tools measure teaching effectiveness, and the number of students responding influence the reliability of the evaluati
on tool.
\par \tab b.\tab According to Jordan\rquote s own research and through other information, teaching evaluations do not appear to have any effect on the improvement of teaching effectiveness.
\par \tab c.\tab IAS (like) teaching evaluations are widely used and 86% of institutions use these as their sole measure of teaching effectiveness, while IAS clearly states that they cannot be used in isolation.
\par \tab d.\tab Students may interpret items on the IAS forms very differently from how faculty and administrators interpret them.
\par \tab e.\tab Written evaluations (yellow sheets) are not available to faculty and administrators involved in performance reviews, although these evaluations may have much larger value than the numerical summaries.
\par \tab f.\tab Jordan\rquote s perception is that the IAS scores can be used to identify very poor or very good teaching, but is not very useful for everything in between.
\par }\pard \li360\ri360\widctlpar\adjustright {
\par }\pard \ri360\widctlpar\adjustright {Research in this area has focused on the question why IAS-like student evaluations are not effective in improving teaching effectiveness.  This cannot be explained by a
rguments that faculty do not care, because they do care.  However, faculty appear not to make major changes, as a response to the teaching evaluations and, therefore, the content of the teaching evaluations is really not translated into teaching effective
ness.
\par 
\par We will continue discussions during our next meeting on 3 December 2002 and probably will form a sub-committee to research this issue and produce a set of recommendations.
\par }\pard \li360\ri360\widctlpar\adjustright {
\par }\pard \ri360\widctlpar\adjustright {3.\tab Joy Morrison provided some additional items of interest.
\par \tab a.\tab Joy is organizing brown bag meetings in the Office of Faculty Development (222 Bunnell) for departments chairs to discuss faculty development issues.
\par \tab b.\tab There will be an Academic Chairperson Conference 5-7 February 2003 in Orlando, Florida.  Two chairs have indicated they will attend this meeting and Joy is looking for additional chairs who might be interested
\par \tab c.\tab FDAIC Chair Abel Bult-Ito received the faculty Development at ÃÛÌÒÓ°Ïñ FY01/02 Report to the Provost and this report will be briefly discussed at our next meeting.
\par \tab d.\tab The New Faculty Mentor Program Handbook from the University of Nevada, Las Vegas, will be distributed to committee members and mentors and mentees.  This handbook contains a lot of very useful information.
\par }\pard \li360\ri360\widctlpar\adjustright {
\par }\pard \ri360\widctlpar\adjustright {\cf1 4.\tab The next meeting of the committee is sch
eduled for 9:00 am on Tuesday 3 December 2002.  The committee will meet again in the Office of Faculty Development conference room, 222 Bunnell.  The tentative agenda for this meeting is:}{
\par }{\cf1 \tab a.\tab Continued discussion of IAS teaching evaluations and formation of sub-committee.  Jordan Titus will be invited again to participate in the discussions (15 min).
\par }{\tab b.\tab Norm Swazo will be invited to inform the committee about the Fund for Improving Post Secondary Education grant (10 min).
\par \tab c.\tab Report by the Sub-Committee on the Faculty Mentoring Program (15 min).
\par \tab d.\tab Faculty Development at ÃÛÌÒÓ°Ïñ Annual Report (5 min).
\par \tab e.\tab Report by the Ad Hoc Committee on Unit Criteria (5 min).
\par \tab f.\tab Other business (10 min).
\par 
\par 5.\tab The meeting was adjourned at 10:15am.
\par 
\par 
\par \page ATTACHMENT 112/19
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #112
\par December 9, 2002
\par }{SUBMITTED BY AD HOC COMMITTEE ON UNIT CRITERIA
\par 
\par }{\caps 
\par }{MINUTES
\par 
\par Ad Hoc Unit Review Committee, Nov 11, 2002
\par 
\par Members Present:
\par 
\par Abel Bult-Ito (FDAIC)
\par Gary Holton  (Curricular Affairs), chair
\par Dan Odess (Faculty Affairs)
\par Julie Riley (Faculty Appeals)
\par 
\par Guests:  Colin Reed (SOM), Jim Collins (Dean, SOM)
\par 
\par 
\par Guest speakers inquired as to the acceptability of unit criteria which are extremely specific, for example, specifying numbers of peer-reviewed articles and names of journals.  The com
mittee agreed that this is appropriate and indeed welcomes such specific criteria.
\par 
\par Guest speakers presented objections to policy revisions as proposed in the draft motion to revise section III.E.  In particular, the most objectionable language is that whi
ch would require criteria to be approved by a majority of faculty in each department to which the criteria would apply.  This would permit a small department within a larger, coherent peer unit (such as SOM) to effectively block unit criteria, even in the
 
absence of evidence that such department should be held to different standards.  The committee agrees that such an outcome was not the intent of the proposed policy revisions.  Departments or groups of faculty who object to imposition of unit criteria "fr
o
m above" should be able to provide a cogent argument for why they should be treated differently.  For example, a department might argue that it has a significantly different mission than the unit (in which case the unit is probably not well constituted) o
r the department might argue that other universities also treat such departments differently for the purposes of peer review.
\par 
\par Guest speakers also objected to the proposed "grandfather" clause which would allow faculty to use old criteria when new criteria are approved during a faculty review period.  The committee will seek further input on this issue.
\par 
\par The issue of what defines a unit was raised again.  This seems to be a crucial issue in the whole unit criteria discussion.  There is now some consensus tha
t unit criteria should only be developed for peer-review units, as defined in blue book section IV.B.5.a.  However, this interpretation would invalidate pending proposals from Journalism (smaller than a "unit") and CSEM (larger than a "unit").  The commit
tee will seek further input from the Provost and deans on this issue.
\par 
\par Next meeting scheduled for Dec 4.
\par 
\par 
\par }}