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{\title FOR MORE INFORMATION, CONTACT:}{\author Governance Office}{\operator Governance}{\creatim\yr2003\mo2\dy25\hr10\min40}{\revtim\yr2003\mo2\dy25\hr10\min40}{\printim\yr2003\mo2\dy25\hr10\min38}{\version2}{\edmins2}{\nofpages34}{\nofwords8146}
{\nofchars46435}{\*\company Governance}{\nofcharsws57025}{\vern115}}\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 }\pard \ri-270\widctlpar\adjustright {For Audioconferencing:  Bridge #:  1-877-751-8040    (Passcode:  512265)
\par }\pard \ri-450\widctlpar\adjustright {\tab \tab \tab \tab Fairbanks:  474-8050  (Chair's Passcode:  802028)
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \qc\widctlpar\adjustright {\b\ul A G E N D A
\par }{ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #114}{\b\ul 
\par }{Monday, March 3, 2003
\par 1:00 p.m. - 3:25 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 #113
\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 on Low Grade Reports.
\par \tab \tab \tab 2.\tab Motion to amend the Baccalaureate 
\par \tab \tab \tab \tab Core Curriculum.
\par \tab \tab \tab 3.\tab Motion to approve the Unit Criteria for 
\par \tab \tab \tab \tab }{the School of }{Mineral Engineering.
\par \tab \tab B.\tab Motions Pending:  none
\par 
\par 1:10\tab III\tab A.\tab Remarks by Chancellor M. Lind   \tab \tab 10 Min.
\par \tab \tab B.\tab Remarks by Provost P. Reichardt\tab \tab 10 Min.
\par \tab \tab C.\tab Guest Speakers - Earlina Bowden, \tab \tab 30 Min.
\par \tab \tab \tab Carolyn Chapman, & Deon MacMillan
\par \tab \tab D.\tab Steve Tate - Bookstore   \tab \tab \tab   5 Min.
\par 
\par 2:05 \tab IV\tab Public Comments/Questions \tab \tab \tab \tab   5 Min.
\par 
\par 2:10\tab V\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 - B. Andrews      \tab \tab   5 Min.
\par 
\par 2:30\tab \tab ***BREAK***\tab \tab \tab \tab \tab \tab 10 Min
\par 
\par 2:40\tab VI\tab New Business\tab \tab \tab \tab \tab \tab 25 Min.
\par \tab A.\tab Nominations for President-Elect 
\par \tab B.\tab Screening Committee for OSYA
\par \tab C.\tab Motion to approve a Certificate and A.A.S. in Educator:  
\par \tab \tab Para-Professional which includes 12 new courses, 
\par \tab \tab submitted by Curricular Affairs (Attachment 114/1)
\par \tab D.\tab Motion to approve adding ENGL 211 or 213 as a 
\par \tab \tab prerequisite for all Writing Intensive courses, 
\par \tab \tab submitted by Core Review & Curricular Affairs 
\par \tab \tab (Attachment 114/2)
\par \tab E.\tab Motion to amend the transfer guidelines for ÃÛÌÒÓ°Ïñ core 
\par \tab \tab curriculum requirements, submitted by Core Review 
\par \tab \tab (Attachment 114/3)
\par \tab F.\tab Motion to approve the Unit Criteria for Cooperative 
\par \tab \tab Extension Service, submitted by the Ad Hoc Committee 
\par \tab \tab on Unit Criteria (Attachment 114/4)
\par 
\par 3:05\tab VII\tab Committee Reports \tab \tab \tab \tab \tab 15 Min.
\par \tab A.\tab Curricular Affairs - R. Illingworth (Attachment 114/5)
\par \tab B.\tab Faculty Affairs - P. McRoy (Attachment 114/6)
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  M. Murray
\par \tab \tab (Attachment 114/7)
\par \tab D.\tab Core Review - D. Schamel (Attachment 114/8)
\par \tab E.\tab Curriculum Review - G. Holton
\par \tab F.\tab Developmental Studies - J. Weber (Attachment 114/9)
\par \tab G.\tab Faculty Appeals & Oversight - P. Layer 
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  
\par \tab \tab A. Bult-Ito (Handout)
\par \tab I.\tab Ad Hoc Committee on Unit Criteria - Gary Holton 
\par \tab \tab (Attachment 114/10)
\par 
\par 3:20\tab VIII\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 3:25\tab IX\tab Adjournment
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 114/1
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a Certificate and A.A.S. in Educator:  Para-Professional which includes 12 new courses. 
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #41-52 and #53-54 
\par \tab \tab on file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab Certificate consists of general requirements of
\par \tab \tab 12 credits, 8 credits of certificate core,
\par \tab \tab 10 credits of program requirements for total of
\par \tab \tab 30 credits.
\par 
\par \tab \tab AAS consists of AAS degree requirements of 12
\par \tab \tab credits, 18 credits of program requirements, and
\par \tab \tab 12 credits in a concentration area (ÃÛÌÒÓ°Ïñ Native
\par \tab \tab Languages, Elementary Education, Special Education,
\par \tab \tab Counseling/Social Work, Early Childhood
\par \tab \tab Education, Microcomputer Support Specialist,
\par \tab \tab Rural Development), and 18 elective credits to 
\par \tab \tab total 60 credits.
\par 
\par 
\par }\pard\plain \s29\widctlpar\jclisttab\tx1980\adjustright \cgrid {\page }{\b\ul Board of Regents Summary Form
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f0 
\par }\pard \ri240\widctlpar\adjustright {\f0 MAU:  }{\b\f0 University of ÃÛÌÒÓ°Ïñ Fairbanks 
\par }\pard \fi720\ri240\widctlpar\adjustright {\b\f0 College of Rural ÃÛÌÒÓ°Ïñ, Interior-Aleutians Campus
\par }\pard \ri240\widctlpar\adjustright {\b\f0 
\par }\pard \ri-180\widctlpar\tx2880\adjustright {\f0 Title and brief description:\tab }{\b\f0 Educator:  Para-Professional (EDPA)}{\f0 
\par }\pard \ri240\widctlpar\adjustright {\f0 \tab Certificate in Educator:  Para-Professional
\par \tab AAS in Educator:  Para-Professional
\par }\pard \ri240\widctlpar\tx3600\adjustright {\f0 \tab 
\par }\pard \ri240\widctlpar\adjustright {\f0 The Educator:  Para-Professional Program is designed to prepare students to work i
n K-12 classrooms assisting the classroom teacher.  The EDPA curriculum emphasizes school protocols, classroom methods, management, and assessment. The EDPA program will provide the student the opportunity to develop the skills and qualities required for 
employment in a variety of educational settings.
\par 
\par The program was developed in consultation with school district personnel from the College of Rural ÃÛÌÒÓ°Ïñ service area, para-professionals, and state representatives from the Department of Education and Earl
y Development under guidance of the University of ÃÛÌÒÓ°Ïñ Fairbanks faculty.
\par 
\par Target Admission Date: \tab Fall, 2003
\par 
\par }\pard \qc\ri240\widctlpar\adjustright {\f0 ***
\par 
\par }\pard \ri240\widctlpar\adjustright {\f0\ul How does the program relate to the }{\b\f0\ul Education Mission }{\f0\ul of the University of ÃÛÌÒÓ°Ïñ?
\par }{\f0 
\par The mission of the EDPA program is to provide academic and hands-on, skill-based education to students through flexible course delivery methods to meet the needs of both ÃÛÌÒÓ°Ïñ\rquote 
s rural and urban based students. To this end this program meets the vocational-technical educational responsibility of the University of ÃÛÌÒÓ°Ïñ Fairbanks and directly affects the following ÃÛÌÒÓ°Ïñ 2005 Strategic Plan Goals:
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}}\pard \fi-360\li1620\ri240\widctlpar\jclisttab\tx1620\ls2\adjustright {\f0 Provide high quality undergraduate education for traditional and non-traditional students
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}Form active collaborations with communities, organizations, businesses, and government to meet identified state, national, and global needs
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}Serve as a premiere higher educational center for ÃÛÌÒÓ°Ïñ Natives
\par {\listtext\pard\plain\f3 \loch\af3\dbch\af0\hich\f3 \u-3913\'b7\tab}Serve as a model to demonstrate how gender, race, and cultural diversity strengthen a university and society
\par }\pard \ri240\widctlpar\adjustright {\f0 
\par 
\par }{\f0\ul Describe the}{\b\f0\ul  State Needs}{\f0\ul  being met by this program.
\par }\pard\plain \s24\ri240\widctlpar\adjustright \f12\fs20\cgrid {\f0\fs24\kerning28 
\par }{\f0\fs24 As of fall 2002, there are 2,481 FTE para-professional educators in the state of ÃÛÌÒÓ°Ïñ. To be in compliance with the Act, each local educational agency receiving assistance under Title I must ensure that all para-professional educators have:

\par }\pard \s24\li388\ri240\widctlpar\adjustright {\f0\fs24 a.\tab completed at least 2 years of study at an institution of higher education; or
\par }\pard \s24\fi388\ri240\widctlpar\adjustright {\f0\fs24 b.\tab obtained an associate's (or higher) degree; or}{\f0  }{\f0\fs24 
\par }\pard\plain \s30\fi-330\li718\widctlpar\adjustright \cgrid {c.\tab met a rigorous standard of quality and can demonstrate, through a formal State o
r local academic  assessment:  (i) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or (ii) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and  mathematics readiness,
 as appropriate. 
\par 
\par }\pard\plain \s24\ri240\widctlpar\adjustright \f12\fs20\cgrid {\f0\fs24 
These requirements must be met by existing para-professional educators by January 2006. As of January 2002, no new para-professional educators may be hired unless they have met these requirements.
\par 
\par The EDPA program was developed to improve educational content and classroom based skills of the para-professional educator, and to meet the requirements for para-professional educators established by the federal No Child Left Behind Act of 2002. }{
\f0\fs24\kerning28 Completion of the coursework proposed for the EDPA
 AAS degree will also meet and exceed the Draft State of ÃÛÌÒÓ°Ïñ Core Competency Standards for para-professional educators developed in 2002. This program will contribute to an educated ÃÛÌÒÓ°Ïñn workforce by providing a cadre of para-professional educators.

\par }\pard\plain \ri240\widctlpar\adjustright \f7\cgrid {\f0 
\par 
\par }{\f0\ul What are the}{\b\f0\ul  Student}{\f0\ul  opportunities and outcomes?  The enrollment projections?
\par }{\f0 
\par }\pard\plain \s31\ri240\widctlpar\adjustright \fs20\cgrid {\fs24 The EDPA program provides a career ladder opportunity for ÃÛÌÒÓ°Ïñns to enter teaching and other related fields. The following concentration area options (in addition to general
 requirements and program requirements) are available:  Native Language, Elementary Education, Special Education, Counseling/Social Work, Early Childhood Education, Microcomputer Support Specialist, Rural Development, or other advisor approved, discipline
-based concentration area. 
\par }\pard\plain \ri240\widctlpar\adjustright \f7\cgrid {\f0 
\par Enrollment Estimates CRA wide:
\par 
\par }\trowd \trgaph108\trleft-108 \clvertalt\cltxlrtb \cellx1260\clvertalt\cltxlrtb \cellx2890\clvertalt\cltxlrtb \cellx4500\pard \ri240\widctlpar\intbl\adjustright {\i\f0 Year\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\i\f0 Headcount*\cell Graduates
\cell }\pard \widctlpar\intbl\adjustright {\i\f0 \row }\trowd \trgaph108\trleft-108 \clvertalt\cltxlrtb \cellx1260\clvertalt\cltxlrtb \cellx2890\clvertalt\cltxlrtb \cellx4500\pard \ri240\widctlpar\intbl\adjustright {\f0 03-04\cell }\pard 
\qr\ri240\widctlpar\intbl\adjustright {\f0 78\cell 20\cell }\pard \widctlpar\intbl\adjustright {\f0 \row }\pard \ri240\widctlpar\intbl\adjustright {\f0 04-05\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\f0 101\cell 66\cell }\pard 
\widctlpar\intbl\adjustright {\f0 \row }\pard \ri240\widctlpar\intbl\adjustright {\f0 05-06\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\f0 131\cell 85\cell }\pard \widctlpar\intbl\adjustright {\f0 \row }\pard \ri240\widctlpar\intbl\adjustright {
\f0 06-07\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\f0 144\cell 94\cell }\pard \widctlpar\intbl\adjustright {\f0 \row }\trowd \trgaph108\trleft-108 \clvertalt\cltxlrtb \cellx1260\clvertalt\cltxlrtb \cellx2890\clvertalt\cltxlrtb \cellx4500\pard 
\ri240\widctlpar\intbl\adjustright {\f0 07-08\cell }\pard \qr\ri240\widctlpar\intbl\adjustright {\f0 158\cell 103\cell }\pard \widctlpar\intbl\adjustright {\f0 \row }\pard \ri240\widctlpar\adjustright {\f0 
\par * Includes both full and part time
\par 
\par }{\f0\ul 
\par Describe the}{\b\f0\ul  Research}{\f0\ul  opportunities, if applicable.
\par }{\f0 
\par While re
search is not a primary focus of this program, the delivery modes and utilization of local school district teachers as university instructors make the program a unique model which can be shared throughout the academic community. This program will provide 
l
ong range research opportunities to compare the improvement of targeted Title I students before and after the required education of para-professional educators, the number of EDPA students transitioning into a four year program, specifically a teacher pro
gram and the comparison of rural/urban, Native, non-Native students to program completion. 
\par 
\par 
\par }{\f0\ul Identify any additional}{\b\f0\ul  Faculty and Staff}{\f0\ul  requirements as well as any existing expertise and resources that will be applied.
\par 
\par }{\f0 The primary faculty/program manager a
nd administrative support will be hired through the Interior-Aleutians Campus.  Other faculty will be secured from the teaching staff of rural extended campuses as well as school district teachers, administrators and other experts and professionals qualif
ied to teach specific courses.
\par 
\par 
\par }{\f0\ul Identify the impacts on existing }{\b\f0\ul Technology & Facilities }{\f0\ul as well as projected needs.
\par }\pard \fi-540\li540\ri240\nowidctlpar\tx540\tx1700\adjustright {\f0\fs22 
\par }\pard\plain \s32\widctlpar\adjustright \f4\cgrid {\f0 The faculty/program manager to be hired to head the EDPA Program may reside anywhere within the region served by the Interior-Aleutians Ca
mpus, thus local facilities will not be taxed for office space. In addition, current administrative support will be used. 
\par 
\par Most of the resources used in the EDPA classes will be materials provided by school districts that support their curriculum.  The im
pact on library and technology resources are minimal and will be limited to those needed for core classes and Internet based resources.
\par 
\par The College of Rural ÃÛÌÒÓ°Ïñ community campuses will provide classroom space for EDPA training sessions. In communities 
without a local university facility, training space can be found in the private sector and reasonably supported by tuition fees through partnership arrangements. In addition, collaboration with school districts will provide space to teach university cours
es.  Therefore, through community and school district partnerships, the impact on existing ÃÛÌÒÓ°Ïñ and CRA technology resources and facilities can be limited to existing resources.
\par }{\f0\fs22 
\par 
\par }\pard\plain \ri-628\nowidctlpar\tx540\tx1700\adjustright \f7\cgrid {\f0 \page 
\par }{
\par }\pard\plain \s31\ri240\widctlpar\adjustright \fs20\cgrid {\b\f7\fs24 Resource Commitment to Proposed Degree Program
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b\cf1 
\par }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx1980\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx3690\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx7290\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8730\pard\plain \s1\qc\keepn\widctlpar\intbl\outlinelevel0\adjustright \b\cgrid {\f7\fs20 Resources
\cell Existing\cell New
\par }\pard\plain \qc\widctlpar\intbl\adjustright \f7\cgrid {\fs20 \cell }\pard\plain \s1\qc\keepn\widctlpar\intbl\outlinelevel0\adjustright \b\cgrid {\f7\fs20   Total
\par }\pard\plain \qr\widctlpar\intbl\adjustright \f7\cgrid {\fs20 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh
\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx1980\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx3690\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx5400\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr
\brdrs\brdrw10 \cltxlrtb \cellx7290\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8730\pard \widctlpar\intbl\adjustright {\fs20\cf1 \cell College/School\cell College/School \cell 
Others(Specify)\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Regular Faculty (FTE\rquote s & dollars)
\par \cell 
\par }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 $51,365\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III
\par $7,500\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par 
\par $58,865\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Adjunct Faculty (FTE\rquote s & dollars)
\par \cell \cell \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III 
\par $15,000\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par 
\par $15,000\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Teaching Assistants
\par (Headcount)\cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Instructional Facilities
\par (in dollars and/or sq. footage)\cell \cell \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 
\par Partnerships:
\par $30,000\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par 
\par $30,000\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Office Space
\par (Sq. footage)
\par \cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Lab Space
\par (Sq. Footage)
\par \cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Computer & Networking 
\par (in dollars)\cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Research/instructional/office Equipment
\par (in dollars)\cell \cell \cell \cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Support Staff
\par (FTE\rquote s & dollars)
\par \cell \cell }\pard\plain \s33\qc\ri-18\widctlpar\intbl\adjustright \f12\fs16\cgrid {\f7\fs20 Admin. Asst.
\par }\pard\plain \qc\ri-18\widctlpar\intbl\adjustright \f7\cgrid {\fs20\cf1 $20,675\cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III for 
\par $9,014\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par $29,689\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Supplies 
\par (in dollars)
\par \cell \cell \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III for 
\par $1,000\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par $1,000\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Travel
\par (in dollars)
\par \cell \cell \cell }\pard \qc\widctlpar\intbl\adjustright {\fs20\cf1 Title III for 
\par $4,500\cell }\pard \qr\widctlpar\intbl\adjustright {\fs20\cf1 
\par $4,500\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\trowd \trgaph108\trleft-108\trbrdrt\brdrs\brdrw10 \trbrdrl\brdrs\brdrw10 \trbrdrb\brdrs\brdrw10 \trbrdrr\brdrs\brdrw10 \trbrdrh\brdrs\brdrw10 \trbrdrv\brdrs\brdrw10 \clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx1980\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx3690\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx5400\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx7290\clvertalt\clbrdrt
\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8730\pard \qr\widctlpar\intbl\adjustright {\b\fs20\cf1 Totals\cell $51,365\cell $20,675\cell $67,014\cell $139,054\cell }\pard 
\widctlpar\intbl\adjustright {\b\fs20\cf1 \row }\pard \widctlpar\adjustright {\fs20\cf1 
\par 
\par }{Signature_____________________________    \tab __________
\par }\pard \li900\widctlpar\adjustright {Executive Dean of College \tab \tab \tab \tab Date
\par }\pard \fi900\widctlpar\adjustright {Proposing the New Degree Program
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 114/2
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY CORE REVIEW}{\caps 
\par 
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to add ENGL 211X or ENGL 213X (or permission of instructor) as a prerequisite for all "W" courses.
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003
\par 
\par \tab \tab Course syllabi for "W" courses will include this prerequisite 
\par \tab \tab beginning with Fall 2003.  This prerequisite will be added 
\par \tab \tab to all catalog course descriptions for "W" courses for the 
\par \tab \tab 2004-2005 catalog.  
\par 
\par \tab RATIONALE:  \tab "W" courses are intended to allow students 
\par \tab \tab to hone their writing skills within their chosen discipline 
\par \tab \tab AFTER they have successfully completed the required 
\par \tab \tab basic composition courses, ENGL 111X and ENGL 211X/ 
\par \tab \tab 213X.   We are simply suggesting an alignment of the 
\par \tab \tab required curriculum in a manner that makes academic sense.  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \li90\widctlpar\adjustright {\tab \tab The Core document assumed this alignment in several places.  
\par \tab \tab With respect to ENGL 211X/213X, the document states:  
\par \tab \tab \tab "}{\b To prepare students for the research papers}{, 
\par \tab \tab \tab the course gives students a review of library skills and 
\par \tab \tab \tab familiarization with the library's holdings."  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab \tab With respect to "W" courses, the document states:  
\par \tab \tab "}{\ul Writing-Intensive and Oral Communication-Intensive Courses: 
\par }{\tab \tab \tab 1.\tab }{\b After completing the two required writing 
\par \tab \tab \tab courses}{ and one required speech course, students 
\par \tab \tab \tab will extend their experience by taking two designated 
\par \tab \tab \tab Writing-Intensive courses and one Oral Communication-
\par \tab \tab \tab Intensive course."  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab \tab Faculty may certainly over-ride a prerequisite, such as the 
\par \tab \tab one offered here, by issuing special permission.  
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 114/3
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY CORE REVIEW}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {
\par 
\par MOTION
\par =======
\par 
\par The Faculty Senate moves to amend the ÃÛÌÒÓ°Ïñ catalog "Table of Substitutions: non-University of ÃÛÌÒÓ°Ïñ institutions" (page 14 of the 2002-03 catalog) as follows:
\par 
\par 
\par [[  ]]  = Deletion
\par CAPS = Addition
\par 
\par }\pard \qc\widctlpar\adjustright {\b TABLE OF SUBSTITUTION
\par }\pard \widctlpar\adjustright {\b 
\par CORE CURRICULUM COURSES \tab COURSES WHICH TRANSFER AS
\par }{
\par PHIL 322X,    \tab \tab \tab \tab an upper division course in ethics
\par Ethics (Values and Choices)\tab \tab OR A LOWER-DIVISION COURSE IN 
\par \tab \tab \tab \tab \tab \tab ETHICS, WITH APPROVAL OF THE 
\par \tab \tab \tab \tab \tab \tab PHILOSOPHY DEPARTMENT. 
\par 
\par 
\par \tab EFFECTIVE:   \tab Immediately
\par \tab \tab \tab \tab Upon approval of the Chancellor.
\par \tab \tab \tab \tab This will appear in the 2004-05 catalog.
\par 
\par \tab RATIONALE: \tab Many schools outside of the UA system offer 
\par \tab \tab and encourage students to take a lower-division ethics 
\par \tab \tab course.  Some of these courses are more-or-less equivalent, 
\par \tab \tab in terms of breadth and depth of coverage, to upper-division 
\par \tab \tab courses at ÃÛÌÒÓ°Ïñ that satisfy the ethics core requirement.  
\par \tab \tab Some lower-division ethics courses taught outside of the 
\par \tab \tab UA system, however, are not equivalent to ÃÛÌÒÓ°Ïñ ethics 
\par \tab \tab courses.  It is manifestly unfair to transfer students to 
\par \tab \tab retake a course already taken outside of ÃÛÌÒÓ°Ïñ. However, 
\par \tab \tab there is no simple mechanism to identify which lower-division 
\par \tab \tab ethics courses are equivalent. Hence, the Philosophy Chair 
\par \tab \tab is the designated gatekeeper.
\par 
\par \tab \tab The Core Review Committee routinely routes all petitions 
\par \tab \tab for an ethics course to the Philosophy Chair for review and 
\par \tab \tab advice.  The Philosophy Chair often defers recommendations 
\par \tab \tab to other departments offering ethics courses.  This catalog 
\par \tab \tab change will primarily formalize our current practice; it will 
\par \tab \tab also transfer some authority from the Core Review 
\par \tab \tab Committee to the Philosophy Chair.  Most importantly, it 
\par \tab \tab alerts transfer students to the possibility of using a lower-
\par \tab \tab division ethics course to satisfy the Core ethics requirement.  
\par \tab \tab Current wording of the catalog does not encourage students 
\par \tab \tab to pursue this option.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 114/
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY AD HOC COMMITTEE ON UNIT CRITERIA}{\caps 
\par 
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve the Unit Criteria for the Cooperative Extension Service.  
\par 
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par \tab \tab \tab \tab Upon Chancellor Approval
\par 
\par \tab RATIONALE:  \tab The committee assessed the updated unit 
\par \tab \tab criteria submitted by the Cooperative Extension Service. 
\par \tab \tab The unit criteria were found be consistent with ÃÛÌÒÓ°Ïñ 
\par \tab \tab guidelines.
\par }{\caps 
\par }{
\par \tab \tab \tab \tab \tab ***
\par }\pard \qc\li20\widctlpar\tqr\tx9360\adjustright {\f20\cf6 
\par }{\b\f20 
\par ÃÛÌÒÓ°Ïñ REGULATIONS FOR THE EVALUATION OF FACULTY:
\par INITIAL APPOINTMENT, ANNUAL REVIEW, REAPPOINTMENT,
\par PROMOTION, TENURE, AND SABBATICAL LEAVE
\par }\pard \widctlpar\tqr\tx9360\adjustright {\b\f20 
\par }\pard \qc\li20\widctlpar\tqr\tx9360\adjustright {\b\f20 AND
\par COOPERATIVE EXTENSION SERVICE UNIT CRITERIA
\par STANDARDS AND INDICES
\par 
\par }\pard \widctlpar\tqr\tx9360\adjustright {\b\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 The following is an adaptation of }{\b\caps\f20 uaf}{\b\f20 
 and regents criteria for promotion and tenure, specifically developed for use in evaluating faculty in the Cooperative Extension Service.  Items in capitalized and boldface are those specifically added or emphasized because of their relevance to }{
\b\caps\f20 ces }{\b\f20 faculty, and because they are additions and clarifications to }{\b\caps\f20 uaf }{\b\f20 regulations.  These unit criteria are for use in the annual evaluation of faculty as well.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par \page 
\par }\pard \qc\li20\widctlpar\tx540\adjustright {\b\f20 CHAPTER I
\par 
\par Purview
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\adjustright {\f20 The University of ÃÛÌÒÓ°Ïñ F
airbanks document, "Faculty Appointment and Evaluation Policies," supplements the Board of Regents policies and describes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the University of ÃÛÌÒÓ°Ïñ Fair
banks (ÃÛÌÒÓ°Ïñ). Contained herein are regulations and procedures to guide the evaluation processes and to identify the bodies of review appropriate for the university.
\par 
\par The University, through the ÃÛÌÒÓ°Ïñ Faculty Senate, may change or amend these regulations and procedures from time to time and will provide adequate notice in making changes and amendments.
\par 
\par These regulations shall apply to all of the units within the University of ÃÛÌÒÓ°Ïñ Fairbanks, except in so far as extant collective bargaining agreements apply otherwise.
\par 
\par The provost is responsible for coordination and implementation of matters relating to procedures stated herein.
\par }\pard \widctlpar\adjustright {\f20 
\par 
\par 
\par }\pard \qc\li20\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 CHAPTER II
\par }\pard \li20\widctlpar\tx540\tqr\tx9360\adjustright {\f20 
\par }\pard \qc\li20\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 Initial Appointment of Faculty
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \li900\widctlpar\adjustright {\b\f20 A.\tab Criteria for Initial Appointment}{\f20  Minimum degree, experience, and performance requirements are set forth in \ldblquote ÃÛÌÒÓ°Ïñ Faculty Policies,\rdblquote 
 Chapter IV. Exceptions to these requirements for initial placement in academic rank or special academic rank positions shall be submitted to the Chancellor or Chancellor's designee for approval prior to a final selection decision.
\par }\pard \fi-360\li900\widctlpar\adjustright {\f20 
\par }{\b\f20 B.\tab Academic Titles}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 Academic titles must reflect the discipline in which the faculty are appointed.
\par }\pard \fi-360\li360\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C.\tab Process for Appointment of Faculty with Academic Rank}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 Deans or schools and colleges, and directors when appropriate, in conjunct
ion with the faculty in a unit shall establish procedures for advertisement, review and selection of candidates to fill any vacant faculty position. These procedures are set by ÃÛÌÒÓ°Ïñ Human Resources and the Campus Diversity and Compliance (AA/EEO) office an
d shall provide for participation in hiring by faculty and administrators as a unit. 
\par 
\par }{\b\f20 IN ACCORDANCE WITH THE BOARD OF REGENTS POLICY ON PROMOTION AND TENURE, EXTENSION AGENTS ARE EXEMPTED FROM A TRIPARTITE RESPONSIBILITY. SUCH FACULTY HAVE BIPARTITE RESPON
SIBILITY. THE BIPARTITE RESPONSIBILITIES ARE TO BE CLEARLY STATED AT THE TIME OF HIRE AND CAN BE ANY COMBINATION OF TWO OF THE THREE TRIPARTITE MISSIONS, I.E., TEACHING, RESEARCH, OR SERVICE IN COMBINATION. EXTENSION SPECIALISTS AND OTHER EXTENSION FACULT
Y HAVE A TRIPARTITE RESPONSIBILITY.
\par 
\par THE COOPERATIVE EXTENSION SERVICE FACULTY HAS DEVELOPED A POLICY ON MENTORING RELATIONSHIPS FOR FACULTY WHICH PROVIDES GUIDELINES FOR THE MENTORING SYSTEM. FACULTY MEMBERS SHALL BE INFORMED OF THE OPPORTUNITY TO MAINTAIN
 A VOLUNTARY MENTORING RELATIONSHIP DURING THEIR CAREER DEVELOPMENT PRIOR TO THE AWARD OF TENURE.
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 D.\tab Process for Appointment of Faculty with Special Academic Rank}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 Deans and/or directors, in conjunction with the faculty in a unit, shall establish procedur
es for advertisement, review, and selection of candidates to fill any faculty positions as they become available. Such procedures shall be consistent with the university's stated AA/EEO policies and shall provide for participation in hiring by faculty and
 administrators in the unit. 
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 E.\tab Following the Selection Process}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 The dean or director shall appoint the new faculty member and advise him/her of the conditions, benefits, and obligations of the position. If the appointment is to be at the professor level,
 the dean/director must first obtain the concurrence of the chancellor or chancellor\rquote s designee.
\par 
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\b\f20 F.\tab Letter of Appointment}{\f20  
\par \tab The initial letter of appointment shall specify the nature of the assignment, the percentage emphasis that is to be placed on each 
of the parts of the faculty responsibility, mandatory year of tenure review, and any special conditions relating to the appointment. 
\par 
\par \tab This letter of appointment establishes the nature of the position and, while the percentage of emphasis for each part ma
y vary with each workload distribution as specified in the annual workload agreement document, the part(s) defining the position may not.
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par 
\par }{\b\f20 \page }{\f20 
\par }\pard \qc\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 CHAPTER III
\par }\pard \widctlpar\tx540\tqr\tx9360\adjustright {\f20 
\par }\pard \qc\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 Periodic Evaluation of Faculty
\par }\pard \fi-360\li360\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab General Criteria}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 Criteria outlined in \ldblquote ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies,\rdblquote  Chapter IV}{\b\f20 , AND CES UNIT CRITERIA, STANDARDS AND INDICES, }{\f20 
evaluators may consider, but shall not be limited to, whichever of the following are appropriate to the faculty member's professional obligation: mastery of subject matter; e
ffectiveness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the university.
\par 
\par For p
urposes of evaluation at ÃÛÌÒÓ°Ïñ, the total contribution to the university and activity in the areas outlined above will be defined by relevant activity and demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scho
larly activity; and 3) effectiveness of service.
\par 
\par }{\b\f20 Bipartite Faculty}{\f20  
\par Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university's tripartite responsibility.
\par 
\par The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty.
\par 
\par Bipartite faculty may voluntarily engage in a tripartite function, but they will not be required to do so as a condition for evaluation, promotion, or tenure.
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab Criteria for Instruction
\par }\pard \li900\widctlpar\adjustright {\f20 A central function of the university is instruction of students in formal courses and supervised study. Teaching includes those activities directly}{\b\f20  }{\f20 related}{\b\f20  }{\f20 
to the formal and informal transmission of appropri
ate skills and knowledge to students. The nature of instruction will vary for each faculty member, depending upon workload distribution and the particular teaching mission of the unit. Instruction includes actual contact in classroom, correspondence or el
e
ctronic delivery methods, laboratory or field and preparatory activities, such as preparing for lectures, setting up demonstrations, and preparing for laboratory experiments, as well as individual/independent study, tutorial sessions, evaluations, correct
i
ng papers, and determining grades. Other aspects of teaching and instruction extend to undergraduate and graduate academic advising and counseling, training graduate students and serving on their graduate committees particularly as their major advisor, cu
rriculum development, and academic recruiting and retention activities.
\par 
\par }\pard \fi-360\li1260\widctlpar\tqr\tx9360\adjustright {\b\f20 1.\tab Effectiveness in Teaching
\par 
\par }\pard \li1260\widctlpar\adjustright {\b\f20 STANDARD ACADEMIC TEACHING IS NOT A COMMON FORM OF INFORMATION DELIVERY IN THE COOPERATIVE EXTENSION SERVICE. INSTRUCTION OFTEN INCLUDES CONTACT WITH CLIE
NTELE THROUGH DISTANCE DELIVERY METHODS, WORKSHOPS, SEMINARS, TRAINING AND PUBLIC INFORMATION EVENTS.
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \li1260\widctlpar\adjustright {\f20 Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\adjustright {\f20 a.\tab are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students }{\b\f20 AND CLIENTELE;
\par }\pard \li1620\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li1620\widctlpar\adjustright {\f20 b.\tab express positive regard for students, }{\b\f20 BECOME FAMILIAR WITH THEIR PUBLIC, }{\f20 develop good rapport with students }{\b\f20 AND CLIENTELE, }{\f20 show interest/enthusiasm for the subject;

\par 
\par c.\tab emphasize and encourage student participation, ask questions, frequently monitor student }{\b\f20 AND CLIENTELE }{\f20 participation for student learning and teacher effectiveness, are sensitive to student }{\b\f20 AND}{\f20  }{\b\f20 CLIENTELE}{
\f20  diversity;
\par 
\par d.\tab emphasize regular feedback to students and reward student learning success;
\par 
\par e.\tab demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;
\par 
\par f.\tab regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;
\par 
\par g.\tab may receive prizes and awards for excellence in teaching.
\par 
\par }\pard \fi-720\li1620\widctlpar\tx1260\adjustright {\b\f20 2.\tab Components of Evaluation 
\par }\pard \li1260\widctlpar\adjustright {\f20 Effectiveness in teaching will be evaluated through information on formal and informal teaching, course and curriculum material, recruiting and advising, training/guiding graduate students, etc., provided by:

\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\adjustright {\f20 a.\tab systematic student ratings i.e. student opinion of instruction summary forms, and at least two of the following:
\par }\pard \li1620\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\adjustright {\f20 b.\tab narrative self\_evaluation,
\par }\pard \li1620\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 c.\tab peer/department chair classroom observation(s),
\par }\pard \li1620\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 d.\tab peer/department chair evaluation of course materials.
\par }\pard \widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EVALUATION OF TEACHING IN AN EXTENSION CONTEXT:
\par }\pard \widctlpar\adjustright {\b\f20 
\par TEACHING IS DEFINED AS A FORMAL PRESENTATION OF RESEARCH BASED SUBJECT MATTER. EFFECTIVE TEACHING IS COMPLEX, BUT MUST PROVIDE A LEARNING EXPERIENCE ENABLING THE LEARNER TO GAIN KNOWLEDGE, SKILLS AND/OR CHANGES IN ATTITUDES/BEHAVIOR.}{\f20  }{\b\f20 IT S
HALL BE EVALUATED WHENEVER POSSIBLE.
\par 
\par EXTENSION EDUCATION DIFFERS FROM RESIDENT EDUCATION IN THAT IT ADDRESSES CLIENTELE AND PUBLIC NEEDS BY DELIVERING INFORMATION RELEVANT TO THOSE NEEDS.
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 STANDARDS AND INDICES OF TEACHING ACTIVITY IN THE COOPERATIVE EXTENSION SERVICE:}{\f20 
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\adjustright {\b\f20 TEACHING AND TRANSFER OF KNOWLEDGE ARE CHARACTERIZED BY:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab COURSES, WORKSHOPS, SEMINARS, DEMONSTRATIONS AND CURRICULUM OR PROGRAM DEVELOPMENT.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab EDUCATIONAL VIDEOTAPES AND/OR OTHER MEDIA PRODUCED FOR PUBLIC EDUCATION, THAT REQUIRES RESEARCH AND PREPARATION.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \li540\widctlpar\adjustright {\b\f20 INDICES FOR DOCUMENTING EFFECTIVE TEACHING IN AN EXTENSION CONTEXT INCLUDE:
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab DOCUMENTATION OF TEACHING TO MEET A FACULTY MEMBER\rquote S AGREED UPON WORKLOAD.
\par 
\par }\pard \fi-360\li900\widctlpar\tqr\tx9360\adjustright {\b\f20 B. \tab DOCUMENTATION OF CHANGES IN KNOWLEDGE, SKILLS AND/OR ATTITUDES/BEHAVIOR RESULTING FROM CES INFORMATION TRANSFER.
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C. \tab DEMONSTRATING THAT CES TEACHING IS A RESPONSE TO CLIENTELE NEEDS.
\par 
\par D.\tab SYSTEMATIC CLIENTELE EVALUATION OF BOTH THE PROGRAM AND THE INSTRUCTOR.
\par 
\par E.\tab UNSOLICITED TESTIMONIALS.
\par }\pard \fi-900\li1440\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 F.\tab DOCUMENTATION OF CONTACT HOURS WITH CLIENTELE RELATIVE TO POTENTIAL AUDIENCES.
\par 
\par G.\tab EVIDENCE OF CREATIVITY AND SUCCESS IN DISTANCE DELIVERY EDUCATIONAL PROGRAMMING.
\par }{\f20 
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXAMPLES OF EXCELLENCE IN TEACHING PERFORMANCE WHICH QUALIFIES A CES FACULTY MEMBER FOR PROMOTION TO THE RANK OF FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20\highlight3 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 1.\tab DEVELOPMENT AND/OR ADAPTATION OF NEW METHODS AND APPROACHES IN THE DISCIPLINE, SUCH AS:
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20\highlight3 
\par }{\b\f20 A.\tab CREATIVE USE OF MEDIA FOR CLIENTELE EDUCATION WHICH EXTENDS THE BOUNDS OF THE DISCIPLINE AND IMPROVES EDUCATIONAL OUTREACH.
\par 
\par B.\tab CURRICULUM OR PROGRAM DEVELOPMENT, WHICH ENHANCES TEACHING EFFECTIVENESS.
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 2.\tab RECEIPT OF STATE OR NATIONAL AWARDS IN RECOGNITION OF OUTSTANDING TEACHING.
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 3.\tab CONTINUED EXCELLENT}{\b\f20\fs26  }{\b\f20 CLIENTELE/STUDENT REVIEWS AND EVALUATIONS AS A TEACHER.
\par 
\par 4.\tab RECOGNITION THROUGH INVITATIONAL TEACHING OPPORTUNITIES.
\par }\pard \widctlpar\tx360\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\tx540\adjustright {\b\f20 C.\tab Criteria for Research, Scholarly, and Creative Activity
\par }\pard \li540\widctlpar\adjustright {\f20 Inquiry and originality are central functions of a land grant/sea grant/space grant university and all faculty with a research component in their assignment must remain act
ive as scholars. Consequently, faculty are expected to conduct research or engage in other scholarly or creative pursuits that are appropriate the mission of their unit, and equally important, results of their work must be disseminated through media appro
priate to their discipline. Furthermore, it is important to emphasize the distinction between routine production and creative excellence as evaluated by an individual's peers at the University of ÃÛÌÒÓ°Ïñ and elsewhere.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\tqr\tx9360\adjustright {\b\f20 FACULTY ARE EXPECTED TO CONDUCT APPLIE
D RESEARCH OR ENGAGE IN OTHER SCHOLARLY OR CREATIVE PURSUITS THAT ARE APPROPRIATE TO THE MISSION OF THE COOPERATIVE EXTENSION SERVICE. CONSISTENT WITH THIS MISSION, EXTENSION FACULTY PROVIDE THE PUBLIC WITH RESEARCH BASED INFORMATION IN AN EASILY UNDERSTO
O
D FORMAT THAT CAN BE APPLIED TO DAILY LIVING AND IMPROVE THE QUALITY OF LIFE. COOPERATIVE EXTENSION SERVICE BULLETINS, FACT SHEETS AND PUBLICATIONS SHALL BE CONSIDERED A MAJOR PART OF THE DISSEMINATION OF INFORMATION BY EXTENSION FACULTY. COOPERATIVE EXTE
NSION SERVICE FACULTY HAVE VERY LIMITED OPPORTUNITIES TO CONDUCT TRADITIONAL RESEARCH AND VERY LIMITED ACCESS TO LABORATORIES AND GRADUATE STUDENTS. ADDITIONALLY, BIPARTITE FACULTY MAY OR MAY NOT HAVE A RESEARCH OBLIGATION.
\par }{\f20 
\par }\pard \li540\widctlpar\tx900\tqr\tx9360\adjustright {\b\f20 1.\tab Achievement in Research, Scholarly, and Creative Activity}{\f20 
\par }\pard \li900\widctlpar\adjustright {\f20 Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \li900\widctlpar\tx1170\adjustright {\f20 a.\tab They must occur in a public forum.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi180\li720\widctlpar\tx1170\adjustright {\f20 b.\tab They must be evaluated by appropriate peers.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi-270\li1170\widctlpar\tx1170\adjustright {\f20 c.\tab They must be evaluated by peers external to this institution so as to allow an objective judgment.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi180\li720\widctlpar\tx1170\adjustright {\f20 d.\tab They must be judged to make a contribution.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\tx810\adjustright {\b\f20 2.\tab Components of Research, Scholarly and Creative Activity
\par }\pard \li810\widctlpar\tx810\adjustright {\f20 Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-320\li950\widctlpar\tx900\adjustright {\f20 a.\tab  Books, reviews, monographs, bulletins, articles, proceedings and other scholarly works published by reputable journals, scholarly presses, and publishing houses that accept works only after r
igorous review and approval by peers in the discipline.
\par }\pard \fi-90\li720\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 b.\tab Competitive grants and contracts to finance the development of ideas; these grants and contracts being subject to rigorous peer review and approval.
\par }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\f20 c.\tab Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.
\par }\pard \fi-90\li720\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 d.\tab Exhibitions of art works at galleries, selection for these exhibitions being based on rigorous review and approval by }{\b\f20 PEERS,}{\f20  juries, recognized artists, or critics.

\par }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 e.\tab Performance in recitals or productions; selection for these performances being based on stringent auditions and approval by appropriate judges.
\par }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 f.\tab Editing or refereeing articles or proposals for professional journals or organizations}{\b\f20  AND CES PUBLICATIONS}{\f20 .
\par }\pard \fi-90\li720\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 g.\tab Scholarly reviews of publications, art works and performance of the candidate.
\par }\pard \fi-90\li720\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-90\li720\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 h.\tab Citations of research in scholarly publications.
\par }\pard \fi-90\li720\widctlpar\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-90\li720\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 i.\tab Published abstracts of research papers.
\par }\pard \fi-360\li900\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-450\li990\widctlpar\tx630\adjustright {\f20 \tab j.\tab Reprints or quotations of publications, reproductions of art works, an
d descriptions of interpretations in the performing arts, these materials appearing in reputable works of the discipline.
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\tx990\adjustright {\f20 k.\tab \tab Prizes and awards for excellence of scholarship.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-450\li990\widctlpar\tx990\adjustright {\f20 l.\tab Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-430\li990\widctlpar\tx990\adjustright {\f20 m.\tab Development of processes or instruments useful in solving problems, such as computer programs and systems for the processing of data, genetic plant and animal material, and where appropriate
 obtaining patents and/or copyrights for said development.
\par }\pard \li900\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 N.}{\f20 \tab }{\b\f20 AWARDS OF SPECIAL FELLOWSHIPS TO DEVELOP IDEAS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\b\f20 O}{\f20 .}{\b\f20 \tab AUTHORSHIP OF ONE OR MANY CES PUBLICATIONS OR ARTICLES WITHIN CES PUBLICATIONS  BASED ON ORIGINAL RESEARCH WHICH MEETS THE CRITERIA SET FORTH
 IN CHAPTER III C.1. OF THIS DOCUMENT WILL BE DEEMED EQUAL TO ONE WORK PUBLISHED IN A NATIONAL OR INTERNATIONAL JOURNAL (THE NUMBER TO BE DETERMINED AND DESIGNATED BY THE CES PEER REVIEW COMMITTEE ON AN INDIVIDUAL BASIS ACCORDING TO THE LENGTH AND COMPLEX
ITY OF EACH PUBLICATION OR ARTICLE).
\par }\pard \li900\widctlpar\tx410\tx410\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\b\f20 P}{\f20 .}{\b\f20 \tab NEW AND UNIQUE ADAPTATIONS OF EXISTING RESEARCH-BASED TECHNOLOGY OR KNOWLEDGE IN ORDER TO SOLVE PROBLEMS RELEVANT TO ALASKA.
\par }\pard \widctlpar\tx410\tx410\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXCELLENCE IN THE AREA OF RESEARCH OR SCHOLARLY ACTIVITY IN EXTENSION, WHICH QUALIFIES A FACULTY MEMBER FOR PROMOTION TO FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx400\tx1080\tqr\tx9360\tx400\adjustright {\b\f20 1. \tab AUTHORSHIP OF A BOOK OR MAJOR REFERENCE IN THE FACULTY MEMBER'S AREA OF SCHOLARLY ACTIVITY.
\par }\pard \fi-360\li900\widctlpar\tx400\tqr\tx9360\tx400\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\adjustright {\b\f20 2.\tab RECEIPT OF A NATIONAL RESEARCH FELLOWSHIP.
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx1080\adjustright {\b\f20 3.\tab CONTINUOUS PERFORMANCE IN RESEARCH WITH A CORRESPONDING PUBLICATION RECORD.
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx1080\adjustright {\b\f20 4.\tab INTRODUCTION OF A NEW TECHNOLOGY, PRODUCT, OR IDEA WHICH DEMONSTRABLY IMPROVES THE QUALITY OF LIFE FOR ALASKANS, AND IS A CLEAR RESULT OF A FACULTY MEMBER'S EXTENSION ACTIVITY.
\par 
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \li20\widctlpar\tx360\adjustright {\b\f20 D.\tab Criteria for Public and University Service
\par }\pard \li360\widctlpar\adjustright {\f20 
Public service is intrinsic to the land grant/sea grant/space grant tradition, and is fundamental part of the university's obligation to the people of its state. In this tradition, faculty providing their professional expertise for the benefit of the univ
ersity's external constituency, free of charge, is identified as "public service." The tradition of the university itself provides that its faculty assume a collegial obligation for the internal functioning of the institution; such service is identified a
s "university service."
\par }\pard \li20\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li360\widctlpar\tx630\tqr\tx9360\adjustright {\b\f20 \tab 1.\tab Public Service
\par }\pard \li630\widctlpar\adjustright {\f20 Public service is the application of teaching, research, and other scholarly and creative activity to constituencies outside the University of ÃÛÌÒÓ°Ïñ Fairbanks. It includes all activities which extend the faculty 
member's professional, academic, or leadership competence to these constituencies. It can be instructional, collaborative, or consultative in nature and is related to the faculty member's discipline or other publicly recognized expertise. Public service m
a
y be systematic activity that involves planning with clientele and delivery of information on a continuing, programmatic basis. It may also be informal, individual, professional contributions to the community or to one's discipline, or other activities in
 furtherance the goals and mission of the university and its units. Such service may occur on a periodic or limited\_term basis. Examples include, but are not limited to:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 a.\tab Providing information services to adults or youth.
\par }\pard \fi-630\li1260\widctlpar\tx360\tx900\tqr\tx9360\tx360\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 b.\tab Service on or to government or public committees.
\par }\pard \fi-630\li1260\widctlpar\tx380\tx900\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 c.\tab Service on accrediting bodies.
\par }\pard \fi-630\li1260\widctlpar\tx380\tx900\tqr\tx9360\tx380\adjustright {\f20 
\par d.\tab Active participation in professional organizations.
\par 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 e.\tab Active participation in discipline\_oriented service organizations.
\par 
\par }\pard \fi-270\li900\widctlpar\tx900\adjustright {\f20 f.\tab Consulting }{\b\f20 IN THE FACULTY MEMBER'S AREA OF EXPERTISE AND THE DISCIPLINE CONSISTENT WITH THE OBLIGATION FOR PUBLIC SERVICE.
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\b\f20 
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\f20 g.\tab Prizes and awards for excellence in public service.
\par 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\f20 h.\tab Leadership of or presentations at workshops, conferences, or public meetings.
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\f20 
\par i.\tab Training and facilitating.
\par 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\f20 j.\tab Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media.
\par 
\par k.\tab Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions.}{\b\f20 
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\b\f20 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\b\f20 L.\tab ASSESSING THE RESEARCH NEEDS OF CLIENTELE AND COMMUNICATING THOSE NEEDS TO THE RESEARCH COMMUNITY.}{\f20\highlight4 
\par }\pard \li1260\widctlpar\adjustright {\f20\highlight4 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\b\f20 M.\tab MANAGING AN EFFECTIVE VOLUNTEER PROGRAM TO HELP EXTEND CES RESOURCES OR DEVELOP LEADERSHIP SKILLS.
\par }\pard \fi-340\li1260\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\b\f20 N.\tab REPRESENTING AND ANSWERING QUESTIONS AT CES EDUCATIONAL DISPLAYS, BOOTHS AND EXHIBITS AT PUBLIC EVENTS.
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \fi-540\li900\widctlpar\tx630\adjustright {\b\f20 2.\tab University Service
\par }\pard \li630\widctlpar\tx630\adjustright {\f20 University service includes those activities involving faculty members in the governance, administration, and other internal affairs of the university, its colleges, sch
ools, and institutes. It includes non-instructional work with students and their organizations. Examples of such activity include, but are not limited to:
\par }\pard \fi-360\li1260\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx390\tx390\adjustright {\f20 a.\tab Service on university, college, school, institute, or departmental committees or governing bodies.
\par 
\par b.\tab Consultative work in support of university functions, such as expert assistance for specific projects.
\par 
\par c.\tab Service as department chair, }{\b\f20 PROGRAM CHAIR, OFFICE COORDINATOR}{\f20  or term-limited and part-time assignment as assistant/associate dean in a college/school.
\par 
\par }\pard \fi-360\li990\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 d.\tab Participation in accreditation reviews.
\par 
\par e.\tab Service on collective bargaining unit committees or elected office.
\par 
\par f.\tab Service in support of student organizations and activities.
\par 
\par }\pard \fi-360\li990\widctlpar\tx360\tqr\tx9360\tx360\adjustright {\f20 g.\tab Academic support services such as library and museum programs.
\par 
\par }\pard \fi-360\li990\widctlpar\tx390\tx390\adjustright {\f20 h.\tab Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer. 
\par }\pard \widctlpar\tx390\tx390\adjustright {\f20 
\par }\pard \fi-540\li900\widctlpar\tx630\adjustright {\b\f20 3.\tab Evaluation of Service
\par }\pard \li630\widctlpar\tx630\adjustright {\f20 Each individual faculty member's proportionate responsibility in service shall be reflected in annual 
workload agreements. In formulating criteria, standards and indices for evaluation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation for that unit. Excellence in public and university servic
e may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards and other public means of recognition for services rendered.
\par }\pard \li20\widctlpar\adjustright {\f20 
\par 
\par }{\b\f20 STANDARDS AND INDICES FOR PUBLIC AND UNIVERSITY SERVICE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 IN ADDITION TO UNIVERSITY REGULATIONS ON THE EVALUATION OF PUBLIC SERVICE, THE FOLLOWING ACTIVITIES FURTHER EXEMPLIFY PUBLIC SERVICE STANDARDS IN EXTENSION'S ROLE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab INITIATION AND FACILITATION OF PUBLIC EDUCATIONAL EVENTS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab PRODUCING AND PUBLISHING POPULAR PRESS ARTICLES AND NEWSLETTERS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C.\tab MEDIA PRESENTATIONS AND PUBLIC INTERVIEWS, E.G., TV, RADIO, FILM, NEWSPAPERS AND VIDEOTAPES.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 D.\tab DEMONSTRATED ABILITY TO RESPOND TO NEW KNOWLEDGE AND DEVELOPMENTS IN THE DISCIPLINE BY RAPIDLY RAISING PUBLIC UNDERSTANDING AND AWARENESS THROUGH AVAILABLE EDUCATIONAL MEDIA AND METHODS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 E.\tab INDIVIDUAL INSTRUCTION, INCLUDING PERSONAL CONSULTATIONS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 F.\tab EXEMPLARY RESPONSE IN EMERGENCY SITUATIONS RENDERED IN AN EXTENSION ROLE, AS AGENT OR STATEWIDE SPECIALIST, TO CLIENTELE WHICH FACED THE EMERGENCY/IES.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par INDICES FOR PUBLIC SERVICE PERFORMANCE BY COOPERATIVE EXTENSION SERVICE FACULTY:
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab CES PUBLICATIONS WITH A DOCUMENTED RECORD OF INTERNAL PEER REVIEW. ADDITIONAL REVIEW OUTSIDE CES IS ENCOURAGED.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab DOCUMENTATION OF SERVICE ACTIVITIES PLANNED ON A CONTINUING PROGRAMMATIC BASIS.
\par }\pard \li360\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C.\tab UNSOLICITED TESTIMONIALS DEMONSTRATING OUTCOMES AND/OR EFFECTIVENESS OF SERVICE ACTIVITIES.
\par 
\par D.\tab AWARDS AND RECOGNITIONS FROM THE PUBLIC SECTOR.
\par }\pard \li360\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 E.\tab DOCUMENTING PUBLIC NEEDS AND BRINGING TO BEAR THE RESOURCES OF THE UNIVERSITY AND OTHER ENTITIES IN MEETING THOSE NEEDS.
\par 
\par F.\tab DEMONSTRATING THE IMPACTS WHICH RESULT FROM PUBLIC SERVICE THROUGH EXTENSION.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXCELLENCE IN SERVICE OR RECOGNITION OF SERVICE WHICH QUALIFIES A CES FACULTY MEMBER FOR PROMOTION TO FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li540\widctlpar\adjustright {\b\f20 1.\tab INVITATIONAL SERVICE ON NATIONAL OR INTERNATIONAL BOARDS, REVIEW COMMITTEES, AWARD COMMISSIONS OR SCHOLARSHIP COMMISSIONS.
\par 
\par 2.\tab NATIONAL LEADERSHIP IN A PROFESSIONAL ORGANIZATION.
\par 
\par 3.\tab RECOGNITION THROUGH INVITATIONAL SPEAKING ENGAGEMENTS ON TOPICS WHICH CONSTITUTE PUBLIC SERVICE.
\par 
\par 4.\tab OUTSTANDING UNIVERSITY SERVICE, SUCH AS SERVICE AS A FACULTY SENATE OFFICER, FACULTY SENATE COMMITTEE CHAIR, OR MEMBER OF A MAJOR ADMINISTRATIVE SEARCH COMMITTEE.
\par 
\par 5.\tab RECOGNITION THROUGH RECEIPT OF PUBLIC SERVICE AWARDS, OR AWARDS FOR SERVICE TO THE UNIVERSITY.
\par 
\par 6.\tab RECEIPT OF A NATIONAL ASSOCIATION, USDA, OR PROFESSIONAL SOCIETY SERVICE AWARD.
\par 
\par 7.\tab PARTICIPATION IN A VOLUNTARY MENTORING RELATIONSHIP WITH JUNIOR FACULTY TO FACILITATE THEIR PROGRESS TOWARD PROMOTION AND TENURE.
\par 
\par }{\b\f20\striked1 
\par }\pard \li20\widctlpar\tqr\tx9360\adjustright {\b\f20 Revised December 2002}{
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 114/5
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par 
\par }\pard\plain \s28\qc\widctlpar\adjustright \fs28\loch\af0\hich\af0\dbch\f4\cgrid {\fs24 \hich\af7\dbch\af4\loch\f7 Curricular Affairs Committee Meeting Report
\par }\pard\plain \qj\widctlpar\adjustright \f7\cgrid {
\par }\pard \widctlpar\adjustright {The Curricular Affairs committee held audioconferenced meeting
s on 29 Jan 2003 and 12 Feb 2003 from 1015 am to 1145 am.  Members present included Mike Hannigan, Wanda Martin, David Barnes, Eduard Zilberkant, Rainer Newberry, Carol Barnhardt, James Gladden, Gary Holton, William Schneider, Gayle Gregory, Ron Slominski
,
 Shannon Uzzell, and Ron Illingworth.  Guests included Peggy Wood, NW Campus Director, Curt Madison, CDE Director, Clara Johnson, IAC Campus Director, Regina Zimmerman, NWC, Karen Ladegard, EDPA Academic Program Head, Tom Pennington, Chukchi Campus, and K
as Aruskovich, IAC
\par 
\par All meetings were audioconferenced as some members of the committee are from outside Fairbanks.
\par }\pard \qj\widctlpar\adjustright {
\par The committee addressed the following issues:
\par }\pard \widctlpar\adjustright {1.\tab EDPA proposal.  
\par The committee discussed the proposed new AAS and Certificate in  Educator:
  Para-Professional which is designed to meet the educational needs for teacher-aides established by the No Child Left Behind act.  At the 29 January  meeting a number of suggestions were made that would provide clarification to the degree.  Changes were 
incorporated and the proposal was brought back to the 12 February meeting where it was approved.  The motion was sent to the Faculty Senate for the 3 March 2003 meeting.
\par 
\par }\pard \qj\widctlpar\adjustright {2.\tab Tabled Motion from Core Review Committee.
\par }\pard \widctlpar\adjustright {The Curricular Affairs committee discussed the tabled motion from the core review committee which would establish ENGL 211/213 as a prerequisite for all \ldblquote W\rdblquote 
 courses.  After discussion the committee decided to request that the words \ldblquote or permission of the instructor\rdblquote  be added to the motion from Cor
e Review.  Additionally, we request that specific information be added to the catalog which address the \ldblquote W/O\rdblquote 
 requirements and which would explain these requirements to students.  The only explanation of this requirement currently exists in a document on the ÃÛÌÒÓ°Ïñ web site (}{\field\flddirty{\*\fldinst { HYPERLINK "http://www.uaf.edu/corerev/guidelines.htm" }{
{\*\datafield 
00d0c9ea79f9bace118c8200aa004ba90b02000000170000002a00000068007400740070003a002f002f007700770077002e007500610066002e006500640075002f0063006f00720065007200650076002f00670075006900640065006c0069006e00650073002e00680074006d000000e0c9ea79f9bace118c8200aa004b
a90b5400000068007400740070003a002f002f007700770077002e007500610066002e006500640075002f0063006f00720065007200650076002f00670075006900640065006c0069006e00650073002e00680074006d000000}}}{\fldrslt {\cs27\ul\cf2 http://www.uaf.edu/corerev/guidelines.htm}}}{
) and in a document establishing the core which is not widely available to students.
\par }\pard \qj\widctlpar\adjustright {
\par The next meeting of the Curricular Affairs Committee is scheduled for 26 February, 2003.
\par 
\par Respectfully submitted
\par }\pard \widctlpar\adjustright {Ronald D. Illingworth, Chair
\par Curricular Affairs Committee
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 114/6
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY FACULTY AFFAIRS}{\caps 
\par 
\par }\pard \widctlpar\adjustright {
\par }\pard\plain \s28\qc\li90\widctlpar\adjustright \fs28\loch\af0\hich\af0\dbch\f4\cgrid {\fs24 \hich\af7\dbch\af4\loch\f7 FACULTY AFFAIRS COMMITTEE
\par }\pard\plain \qc\li90\widctlpar\adjustright \f7\cgrid {Wednesday 12 February 2003
\par Runcorn Conference room, NSF 300, 3 PM
\par }\pard \li90\widctlpar\adjustright {\b 
\par 
\par }\pard \widctlpar\adjustright {\b Committee Members Present:
\par }{Mark Box, CLA; Abel Bult-Ito, CSEM (Co-chair); Joan Leguard, CLA; Bret Luick, CRA; Jennifer McBeath, SALARM; Peter McRoy, SFOS (Chair); Shirish Patil, SME; Bret Simmons, SOM
\par 
\par }{\b Old Business:
\par }{1.\tab Spouse Appointment Policy (Bult-Ito, Luick)
\par }\pard\plain \s32\widctlpar\adjustright \f4\cgrid {\f7 \tab 
The Committee discussed a revised draft policy. Questions arose concerning the EEO regulations, the application to staff and administrators and general application of the policy. Several changes to the e
xisting text were suggested and the Committee asked that the policy be sent to Carolyn Chapman,  Human Resources Office, and Earlina Bowden, Campus Diversity and Compliance Office. The Committee would try to complete the final revision and voting by email
 so the policy could be sent to the Senate for the next meeting.
\par 
\par 2.\tab Graduate Dean position (Simmons)
\par The Committee discussed the position announcement released by the Provost\rquote s Office specifically with respect to the resolution concerning this position pas
sed by the Senate in December. The calendar for the position as advertised did not appear to allow adequate time for external candidates to apply, which concerned all committee members and was considered contrary to the spirit of the resolution.
\par 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {3.\tab ÃÛÌÒÓ°Ïñ Budget liaison 
\par }\pard\plain \s32\widctlpar\adjustright \f4\cgrid {\f7 
Abel Bult-Ito, budget liaison for the Faculty Senate, reports a lack of cooperation by Administration regarding the questions he posed last semester. Abel will again contact Joe Trubacz, Director of financial Services, and Ted DeLaca, Vice Pr
ovost for Research, for information. 
\par 
\par Abel also distributed a document concerning budget planning concepts. A specific concern was the consequences of reallocation for faculty positions.
\par 
\par 4.  \tab Parking 
\par Shirish Patil, Chair of the new Parking Subcommittee 
of the Master Planning Committee (PS/MPC), reported that parking is now on a very fast track. He circulated a draft of Scope of Work of the Parking Circulation Plan that required comment within 2 days.  Committee members reiterated concerns about parking 
from the previous Master Plan that had been reviewed last year. 
\par 
\par 5.\tab Classified Research  (McRoy)
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {The Ad Hoc Committee on Classified Research is trying to have a draft of a policy concerning classified and proprietary research ready for the Senate this seme
ster. A joint meeting will be held with the Classified Research committee and Faculty Affairs.
\par 
\par 6.\tab Bookstore Policy & Procedures (Mark Box)
\par The Committee had received several faculty complaints about current Bookstore procedures. Mark Box and Joan Leguard were asked to revisit the Bookstore staff to discuss the problems. Their report follows.
\par \tab Joan Leguard, Peter Schweitzer, and Mark Box met with Becky Phillips and her textbook coordinator, Steve Tate, to discuss the reported mishaps of this semester. The a
ssessment we made concerning the complaints about which we knew was that (a) the store is no longer willfully substituting titles in contravention of teachers' orders and (b) at this point we are dealing with simple mistakes.  It appears that the mistakes
 
are not all on the side of the bookstore.  Confusion about whether books are in fact available on the shelves seems to stem from cases in which the store is unaware that courses are cross listed.  As for pricing, it might be unrealistic to expect the stor
e
 to compete with Amazon.com, which has not had to operate at a profit for most of its existence.  Our big concern was the shipping bill for texts ordered late due to late additions to the course offerings.  I am not sure that we have an answer for that pr
o
blem yet.  The upshot is that the store is trying sincerely.  I do not believe that we will ever contrive a foolproof procedure, but the store and the faculty can stay in touch and address problems as they come up.  Steve Tate will address the senate in t
he next meeting about these particulars.
\par }\pard\plain \s32\widctlpar\adjustright \f4\cgrid {\f7 
\par }{\b\f7 New Business
\par 
\par }{\f7 Due to another group scheduled for the meeting room the FA Committee adjourned abruptly after 1 hour without considering new business.
\par 
\par }\pard\plain \ri-260\widctlpar\adjustright \f7\cgrid {
\par \page ATTACHMENT 114/7
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY }{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {GRADUATE ACADEMIC AND ADVISORY COMMITTEE
\par REPORT OF MEETING 
\par 
\par Friday January 31, 2002
\par 3:30 p.m. Rasmuson Library Room 341
\par 
\par }{\b Committee Members Present
\par }{Ed Bueler, Mathematics; Mary Erhlander, History; Abijit Dandekar, Pet. Engineering; }{\lang1036 Zhonggo Ma, Civ. }{
And Env. Engineering; Meriam Karlsson, Plant/Animal/Soil Sci.; Maribeth Murray, Anthropology (Chair); Christa Mulder, Biology and Wildlife/IAB; Rolf Gradinger, SFOS; Ron Slominski, Registrar
\par }{\b 
\par Guests}{
\par Paul Reichardt, Provost
\par 
\par 
\par The meeting commenced at 3:30 p.m. 
\par 
\par 1) The first item of business was the introduction of the new GSO representative to the committee.  The committee was pleased to welcome Rob Nicholson, a graduate student in Geology.
\par 
\par 2) Revision of graduate study forms.
 The committee received a request to consider modifying the 1) Advancement to Candidacy form and 2) the Change of Committee form to add a line to add a line for a dated signature by the graduate student.  The chair of GAAC will draft a memo to this effect
 for review at the next meeting, and also recommend that, after the Graduate School Dean signs the forms, a copy is returned to the student for their records.
\par 
\par 3) The following Course Requests were approved:
\par \tab Geology and Geophysics \endash  GEOS 445-645
\par \tab Biology and Wildlife \endash  BIOL 694
\par \tab Economics \endash  ECON 694
\par 
\par 4) A draft memo regarding recommendations for updating catalogue descriptions of existing and new courses that are offered in both conventional and on-line modes of delivery was reviewed and approved by the com
mittee.  The GAAC/Faculty Senate will forward this memo to Department Heads, the Graduate School Dean and the University Registrar\rquote s Office.
\par 
\par 5) Discussion of proposal to change the number of credits for non-thesis project option of the MS/MA degree was held over to the February 14 2003 meeting.
\par 
\par 6) There was discussion of the proposal to lower the number of credits in which a graduate student must enroll in order to maintain active status from three to one.  The committee thought this was reasonable for th
ose students who had advanced to candidacy and for those students who may be absent from the university for extended periods conducting research, or taking their courses at one of the other MAU's.  Decision on action to be taken, if any, was held over to 
the February 14 2003 meeting.
\par 
\par 7) Provost Reichardt spoke to the committee about the position of Dean of the Graduate School (current) and the new position for Dean of the Graduate School and Vice Provost for Instructional Affairs.  The GAAC would like the 
opportunity to meet candidates for the new position and the Chair of GAAC will forward a request to the Chair of the Search Committee, Dean David Woodall.  The chair of the GAAC will circulate copies of the advertisement to the committee members.
\par 
\par Meeting adjourned at 4:50 p.m.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 114/8
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY CORE REVIEW}{\caps 
\par 
\par }\pard \widctlpar\adjustright {
\par Minutes of Core Review Committee Meeting, 17 February 2003
\par Submitted by Douglas Schamel, Chair
\par 
\par Members present:  D.A. Bartlett, Jill Faudree, John Heaton, Paul McCarthy, and Douglas Schamel.  
\par 
\par Members absent:  Jin Brown, Mary Goodwin.
\par 
\par Guests present:  Wanda Martin.
\par 
\par 1)  We acted on 6 petitions:  5 were approved and 1 was not approved.
\par 
\par 2)  We discussed the fate of our motion re. ENGL 211X/213X at the last Senate meeting.  The committee voted unanimously on a revised motion that will be presented at the next Senate meeting.
\par 
\par 3)  We voted unanimously to send a motion to the Senate clarifying transfer of ethics courses to ÃÛÌÒÓ°Ïñ.  This motion was formulated after consultation with Michael Jennings (PHIL).
\par 
\par }\pard \ri-180\widctlpar\adjustright {4)  We decided NOT to add clarifying language to the Core document in the ÃÛÌÒÓ°Ïñ catalog re. ENGL 211X/213X.  The wording was deemed unnecessary.
\par }\pard \widctlpar\adjustright {
\par 5)  The committee struggled with apparent discrepancies in the use of foreign language credit in lieu of Perspectives courses.  We may pursue clarification with Foreign Language, ANL, and ASL faculty.
\par 
\par 6)  Committee Chair Schamel debriefed the committee on his visit with Foreign Language facu
lty on 14 Feb.  The intent of that visit was to answer questions about assessment of the Core, "W" and "O" courses, and the intent of the ÃÛÌÒÓ°Ïñ Core.  It was a fruitful meeting.
\par 
\par 7)  Committee Chair Schamel also answered questions at a meeting of CRA on 18 F
eb.  There is a real concern amongst rural faculty that some of our Core courses are culturally insensitive and that the notion of "one size fits all" courses is not really serving the needs of rural sites very well.
\par 
\par 8)  The next meeting is set for 3 March at 0915-1015.
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 114/9
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY DEVELOPMENTAL STUDIES}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {Minutes of The Developmental Studies Committee
\par February 20, 2003, 2-3:30pm
\par Chancellors Conference Room
\par 
\par 
\par Present:  Judy Atkinson, Patty Baldwin, John Bruder, Rich Carr, John Creed, Cindy Hardy, Marjie Illingworth, Ron Illingworth, Joe Mason, Debbie Moses, Jake Poole, Jane Weber.
\par 
\par The committee met and reviewed the current draft of the Developmental Education recommendations, incorporating changes a
nd corrections recommended by the committee.   In the time we had, we were able to proceed to Recommendation 11, looking for consistency of language and concept from recommendation to recommendation.  Recommendation 8--the result of the work of three subc
o
mmittees--still needs more revision for consistent language and format in the three areas it addresses.  A subcommittee of Marjie Illingworth, Cindy Hardy, and Jane Weber will go over these for consistency and continuity.  The subgroup will meet Thursday,
 February 27, 2 p.m.
\par 
\par The next committee meetings will be March 13 and April 3, 2-3:30 p.m.
\par 
\par The face-to-face meeting is planned for May 14, prior to the planned CRA-wide meeting May 15 and 16.
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 114/10
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #114
\par March 3, 2003
\par }{SUBMITTED BY AD HOC COMMITTEE ON UNIT CRITERIA}{\caps 
\par }\pard \widctlpar\adjustright {
\par 
\par MINUTES
\par Ad Hoc Committee on Unit Criteria
\par February 19, 2003
\par 
\par Members present: Dan Odess, Gary Holton (chair), Abel Bult-Ito
\par 
\par Guests: Roxie Dinstel (Coop. Extension)
\par 
\par Old Business:
\par 1. School of Management criteria
\par The chair noted that the committee had not received any of the requested revisions to the SOM proposal. The committee proceeded to discuss the existing proposal, as submitted last fall. During the discussion the committee raised two primary objections t
o the proposal. First, the proposal does not follow the format of the university evaluation procedures, making it both difficult to evaluate and difficult to apply the criteria. It is particularly unclear how T/P committees would apply the quantitative me
t
rics contained in the proposal. Second, the committee objected to the numerous references to faculty workload in the document, particularly language which indicates that faculty would be evaluated based on a 50% research load, even if their "negotiated" w
o
rkload differed from this. The committee feels strongly that the issue of workload assignment and T/P evaluation should be separated. Workloads are negotiated between a faculty member and her/his supervisor; evaluations should be based proportionately on 
those workloads. In addition to these two primary objections, the committee noted that there are still objections to the proposed criteria from a significant portion of the SOM faculty which need to be resolved. 
\par 
\par After this discussion the committee voted unanimously against approval of the SOM criteria. 
\par 
\par 2. Journalism criteria
\par The committee has not yet received a reformatted version of the criteria from the department. The committee voted unanimously to delay action on the criteria until they receive a doc
ument which is formatted based on current blue book procedures. The chair will inquire as to the status of that document.
\par 
\par New Business:
\par 1. Cooperative Extension Service (CES) criteria
\par Roxie Dinstel presented the proposed criteria to the committee. The doc
ument represents a revision to CES criteria approved in 1993. Current regulations require that existing unit criteria be re-approved every five years. The committee was generally impressed with the quality of the document received, both in terms of conten
t
 and presentation. The manuscript included revision marks indicating changes to the original 1993 document and footnotes explaining and justifying CES amendments to university evaluation procedures. The committee noted that while these revision marks and 
footnotes will not appear in the final printed document, but they greatly facilitate the review process and will surely aid future re-assessment of the criteria. 
\par 
\par The committee recommended two minor changes to the document:
\par --In research add "based on original research" between the words "publications" and "which" under item O. 
\par --In service add "demonstrating outcomes and/or effectiveness of service activities" after the words \ldblquote unsolicited testimonials\rdblquote  in item c. 
\par 
\par Roxie informed the committee of a new CE
S "whitepaper" intended to guide faculty in the review process. The committee noted that this "whitepaper" could be a great help to reviewers as well, since the unique nature of CES assignments may obscure boundaries between traditional teaching, research
 and service categories. The committee recommended that this "whitepaper" be included as an appendix to the criteria. 
\par 
\par After this discussion the committee voted unanimously to approved the CES criteria, with the changes recommended above. Roxie will forward an amended document to the senate.
\par 
\par Discussion Item:
\par 1. ÃÛÌÒÓ°Ïñ Museum Curator Responsibilities
\par Dan Odess presented a document drawn up by curators at the ÃÛÌÒÓ°Ïñ Museum which explains the unique responsibilities of curator assignments. Dan noted that while cura
tors are often supervised by the museum director, their T/P evaluation occurs within tenure-granting departments, such as anthropology, biology, etc. These departments and associated peer-review committees and deans may not be familiar with curator respon
s
ibilities. The committee agreed in principle that the proposed document is useful and discussed two possible routes for formalizing such a document. The existing document (perhaps with minor modifications) could be forwarded to the senate for approval as 
"
Unit Review Guidelines". An alternative and perhaps more effective route would be to develop the guidelines document into a set of unit criteria for the ÃÛÌÒÓ°Ïñ Museum. The committee noted that since the museum does not grant tenure, it may not be able to hav
e
 unit criteria of its own. But inasmuch as unit criteria are intended to inform the P/T process, the committee feels that unit criteria would be the appropriate status for such a document. In either case, such a document would need to be approved by a maj
ority of museum faculty and forwarded from the museum director to the provost.
\par 
\par 2. "Unapproved" criteria
\par The committee discussed the putative use in P/T files of unit criteria which have not been approved by the senate or have lapsed beyond the five-year li
mit. It was suggested that P/T file preparation guidelines could more strongly reference *approved* criteria, perhaps including a link the webpage which lists approved criteria. The extent of the problem is not clear. The committee noted that a large part
 
of the problem might be resolved if CSEM criteria were to be approved. The old CNS criteria, which have lapsed beyond the five-year limit, appear to have been relabeled CSEM and used in many files. This seems inappropriate since the change from CNS to CSE
M represents a structural change, not just a name change. The committee is aware that CSEM is currently developing unit criteria, and the committee will inquire as to the status of those criteria.
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