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{\leveltext\'01\u-3929 _;}{\levelnumbers;}\f14\fbias0 \fi-360\li4680\jclisttab\tx4680 }{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 _;}{\levelnumbers;}\f3\fbias0 \fi-360\li5400
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\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li360\jclisttab\tx360 }{\listname ;}\listid367268283}{\list\listtemplateid-2055145636{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'00.;}{\levelnumbers
\'01;}\fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
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{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li5760\jclisttab\tx5760 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid369455706}{\list\listtemplateid-1695902514\listsimple{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers
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{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
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\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1710\jclisttab\tx1710 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2430\jclisttab\tx2430 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'03.;}{\levelnumbers\'01;}\fi-360\li3150\jclisttab\tx3150 }{\listlevel\levelnfc4\leveljc0
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}{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01o;}{\levelnumbers;}\f2\fbias0 \fi-360\li2070\jclisttab\tx2070 }{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0
{\leveltext\'01\u-3929 _;}{\levelnumbers;}\f14\fbias0 \fi-360\li2790\jclisttab\tx2790 }{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 _;}{\levelnumbers;}\f3\fbias0 \fi-360\li3510
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\levelindent0{\leveltext\'01\u-3929 _;}{\levelnumbers;}\f14\fbias0 \fi-360\li4950\jclisttab\tx4950 }{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 _;}{\levelnumbers;}\f3\fbias0 \fi-360\li5670
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\levelindent0{\leveltext\'01\u-3929 _;}{\levelnumbers;}\f14\fbias0 \fi-360\li7110\jclisttab\tx7110 }{\listname ;}\listid473840389}{\list\listtemplateid-889787932{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace630\levelindent0
{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li990\jclisttab\tx990 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1710\jclisttab\tx1710 }{\listlevel
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\'02\'03.;}{\levelnumbers\'01;}\fi-360\li3150\jclisttab\tx3150 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3870\jclisttab\tx3870 }{\listlevel\levelnfc2\leveljc2
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\levelspace0\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6750\jclisttab\tx6750 }{\listname ;}\listid502821988}{\list\listtemplateid-2006176842{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat17\levelspace0\levelindent0
{\leveltext\'02\'00.;}{\levelnumbers\'01;}\b0\i0\fbias0 \fi-360\li1080\jclisttab\tx1080 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }
{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2
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\levelspace0\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid520316782}{\list\listtemplateid2048569452\listsimple{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0
{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li720\jclisttab\tx720 }{\listname ;}\listid557668948}{\list\listtemplateid1876734476{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2\leveljc2
\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'03.;}{\levelnumbers\'01;}
\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
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\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid564686496}{\list\listtemplateid1560832990{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat3\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li990\jclisttab\tx990 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2
\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'03.;}{\levelnumbers
\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
\levelspace0\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}\fi-360\li5040
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\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid577788548}{\list\listtemplateid-1490932710{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2\leveljc2
\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'03.;}{\levelnumbers\'01;}
\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
\levelspace360\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}\fi-360\li5040
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\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid621303315}{\list\listtemplateid113029804{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat6\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\b0\i0\fbias0 \fi-360\li1800\jclisttab\tx1800 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel
\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2
\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}
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\levelspace0\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid665399338}{\list\listtemplateid-1550575840{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2
\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'03.;}{\levelnumbers
\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
\levelspace0\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}\fi-360\li5040
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\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid706567005}{\list\listtemplateid67698703\listsimple{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li360\jclisttab\tx360 }{\listname ;}\listid710232440}{\list\listtemplateid-1651576804{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'00.;}{\levelnumbers
\'01;}\b0\i0\fbias0 \fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\b0\i0\f0\fbias0 \fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2
\leveljc2\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2
\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}
\fi-360\li5040\jclisttab\tx5040 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li5760\jclisttab\tx5760 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
\levelspace360\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid748388042}{\list\listtemplateid-6368142{\listlevel\levelnfc3\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2
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\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
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\jclisttab\tx5040 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li5760\jclisttab\tx5760 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0
\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid758792982}{\list\listtemplateid-1728275616{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2\leveljc2
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\levelspace0\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}\fi-360\li5040
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\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid771977855}{\list\listtemplateid1840525222{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li990\jclisttab\tx990 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fbias0 \fi-360\li1710\jclisttab\tx1710 }{\listlevel
\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2430\jclisttab\tx2430 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'03.;}{\levelnumbers\'01;}\fi-360\li3150\jclisttab\tx3150 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3870\jclisttab\tx3870 }{\listlevel\levelnfc2\leveljc2
\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4590\jclisttab\tx4590 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}
\fi-360\li5310\jclisttab\tx5310 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li6030\jclisttab\tx6030 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
\levelspace0\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6750\jclisttab\tx6750 }{\listname ;}\listid772631997}{\list\listtemplateid1550982910{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0
{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2
\leveljc2\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2
\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}
\fi-360\li5040\jclisttab\tx5040 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li5760\jclisttab\tx5760 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
\levelspace360\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid782310989}{\list\listtemplateid-117430260{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0
{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel
\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2
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\fi-360\li5040\jclisttab\tx5040 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li5760\jclisttab\tx5760 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
\levelspace0\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid798576594}{\list\listtemplateid1546574636{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0
{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }{\listlevel\levelnfc2
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\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1
\levelspace0\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}\fi-360\li5040
\jclisttab\tx5040 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li5760\jclisttab\tx5760 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0
\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480\jclisttab\tx6480 }{\listname ;}\listid897932436}{\list\listtemplateid-1651576804{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\b0\i0\fbias0 \fi-360\li720\jclisttab\tx720 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\b0\i0\f0\fbias0 \fi-360\li1440\jclisttab\tx1440 }
{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2
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{\leveltext\'02\'00.;}{\levelnumbers\'01;}\b0\i0\fbias0 \fi-360\li1080\jclisttab\tx1080 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440 }
{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160 }{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600\jclisttab\tx3600 }{\listlevel\levelnfc2\leveljc2
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{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li720\jclisttab\tx720 }{\listname ;}\listid977802168}{\list\listtemplateid1171543684{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
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\widowctrl\ftnbj\aenddoc\hyphhotz0\sprstsp\otblrul\brkfrm\sprstsm\truncex\nolead\msmcap\lytprtmet\hyphcaps0\fracwidth\viewkind4\viewscale100\pgbrdrhead\pgbrdrfoot \fet0\sectd \sbknone\linex0\endnhere\sectdefaultcl {\*\pnseclvl1
\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}{\*\pnseclvl5
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{\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {FOR MORE INFORMATION, CONTACT:
\par \tab Sheri Layral
\par \tab 312 Signers' Hall
\par \tab 474-7964   FYSENAT
\par 
\par For Audioconferencing:  Bridge #:  1-877-751-8040    (Passcode:  512265)
\par \tab \tab \tab \tab Fairbanks:  474-8050  (Chair's Passcode:  802028)
\par 
\par }\pard \qc\widctlpar\adjustright {\b\ul A G E N D A
\par }{ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #119}{\b\ul 
\par }{Monday, December 8, 2003
\par 1:00 p.m. - 3:00 p.m.
\par Wood Center Carol Brown Ballroom
\par }\pard \widctlpar\adjustright {\b\ul 
\par }{1:00\tab I\tab Call to Order \endash  Pete Pinney       \tab \tab \tab   5 Min.
\par \tab \tab A.\tab Roll Call
\par \tab \tab B.\tab Approval of Minutes to Meeting #118
\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 ÃÛÌÒÓ°Ïñ Academic Honors policy.
\par \tab \tab \tab 2.\tab Motion to amend the Attendance policy.
\par \tab \tab B.\tab Motions Pending:  
\par 
\par 1:10 \tab III\tab Public Comments/Questions \tab \tab \tab \tab   5 Min.
\par 
\par 1:15\tab IV\tab Governance Reports
\par \tab A.\tab President's Comments - Pete Pinney  \tab \tab   5 Min. 
\par \tab B.\tab President-elect's Report - Abel Bult-Ito    \tab \tab   5 Min.
\par \tab C.\tab Staff Council - Rory O'Neill  \tab \tab \tab \tab   5 Min.
\par \tab D.\tab ASÃÛÌÒÓ°Ïñ -Thom Walker / GSO -   \tab     \tab \tab   5 Min.
\par \tab E.\tab Faculty Liaison - Eva Kopacz \tab \tab \tab \tab   5 Min. 
\par 
\par 1:40\tab V\tab A.\tab Remarks by Chancellor M. Lind   \tab \tab 10 Min.
\par \tab \tab B.\tab Remarks by Provost P. Reichardt\tab \tab 10 Min.
\par 
\par 2:00\tab VI\tab New Business\tab \tab \tab \tab \tab \tab 30 Min.
\par \tab A.\tab Motion to approve a minor in Leadership and Civic 
\par \tab \tab Engagement, submitted by Curricular Affairs  
\par \tab \tab (Attachment 119/1)
\par \tab B.\tab Motion to approve a BA in Social Studies, submitted 
\par \tab \tab by Curricular Affairs (Attachment 119/2)
\par \tab C.\tab Motion to amend the BT degree, submitted by 
\par \tab \tab Curricular Affairs (Attachment 119/3)
\par \tab D.\tab Motion to amend the Natural Science area of the 
\par \tab \tab Baccalaureate Core Curriculum, submitted by Core Review 
\par \tab \tab (Attachment 119/4) 
\par \tab E.\tab Motion to amend the amend the Graduate Academic 
\par \tab \tab Standards, submitted by Graduate Academic & Advisory 
\par \tab \tab Committee (Attachment 119/5)
\par \tab F.\tab Motion to approve the Unit Criteria for the School of 
\par \tab \tab Natural Resources and Agricultural Sciences (SNRAS), 
\par \tab \tab submitted by the Ad Hoc Committee on Unit Criteria 
\par \tab \tab (Attachment 119/6)
\par \tab G.\tab Resolution on Outcomes Based Budgeting, submitted by 
\par \tab \tab the Administrative Committee  (Attachment 119/7)
\par 
\par 
\par 2:35\tab \tab ***BREAK***\tab \tab \tab \tab \tab \tab 10 Min
\par 
\par 2:45\tab VIII\tab Committee Reports \tab \tab \tab \tab \tab 15 Min.
\par \tab A.\tab Curricular Affairs - R. Newberry (Attachment 119/8)
\par \tab B.\tab Faculty Affairs - P. McRoy (Handout)
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  C. Mulder
\par \tab \tab (Attachment 119/9)
\par \tab D.\tab Core Review - D. Schamel (Attachment 119/10)
\par \tab E.\tab Curriculum Review - W. Schneider (Attachment 119/11)
\par \tab F.\tab Developmental Studies - J. Weber (Attachment 119/12)
\par \tab G.\tab Faculty Appeals & Oversight - P. Layer  (Handout)
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  
\par \tab \tab P. McCarthy (Attachment 119/13)
\par \tab G.\tab Ad Hoc Committee on Unit Criteria - D. Odess
\par 
\par 3:00\tab IX\tab Discussion Items   \tab \tab \tab \tab \tab 10 Min.
\par \tab A.\tab Chancellor's Search Committee
\par \tab B.\tab Intellectual Property 
\par 
\par 3:10\tab X\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 3:15\tab XI\tab Adjournment
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 119/1
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 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 minor in Leadership and Civic Engagement.
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2004 
\par 
\par 
\par \tab RATIONALE: \tab See full program proposal #43 on 
\par \tab \tab \tab file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab Requires two new courses, NORS 205 and 492, 
\par \tab \tab \tab plus three electives from select PS, HIST, or RD 
\par \tab \tab \tab courses for a total of 15 credits.
\par 
\par \tab \tab \tab \tab 
\par 
\par 
\par Brief Description of the Proposed Program
\par Minor in Leadership and Civic Engagement
\par 
\par 
\par The minor in leadership and civic engagement will be administered by the Northern Studies Program, an interdisciplinary program housed within the College of Liberal Arts on the University of ÃÛÌÒÓ°Ïñ Fairbanks campus.  Its purpose is t
o strengthen the abilities of ÃÛÌÒÓ°Ïñ graduates to lead and contribute effectively in both the public and private spheres, especially in the ÃÛÌÒÓ°Ïñ public policy context.  
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 119/2
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a BA in Social Studies.
\par 
\par \tab EFFECTIVE:  \tab Fall 2004 and/or
\par \tab \tab Upon Board of Regents' Approval.
\par 
\par \tab RATIONALE: \tab See full program proposal #26 from the 
\par \tab \tab Spring 2003 review cycle on file in the Governance 
\par \tab \tab Office, 312 Signers\rquote  Hall.
\par 
\par }\pard \fi-720\li720\ri180\widctlpar\adjustright {\tab \tab The Interdisciplinary degree requires 3 of the Core 
\par \tab \tab "Perspective" courses, 14 major requirement courses, 
\par \tab \tab one elective from five social studies categories, a 
\par \tab \tab concentration in a social studies area, and a capstone 
\par \tab \tab experience of 6 credits for a total of 120 credits.  
\par }\pard \widctlpar\adjustright {\fs20 
\par }{\tab \tab \tab \tab 
\par }{\fs20 
\par }{Brief Statement of the Proposed Program
\par Bachelor of Arts in Social Studies
\par }{\fs20 
\par 
\par Bachelor of Arts in Social Studies. The social studies interdisciplinary degree provides students
 with a broad background in various disciplines of social studies, including Anthropology, ÃÛÌÒÓ°Ïñ Native Studies, Economics, Geography, History, Political Science, Psychology, and Sociology, while providing depth in at least one of the social studies disc
iplines. The degree, combined with the one-year ÃÛÌÒÓ°Ïñ School of Education post-baccalaureate teacher licensure program, is designed to prepare students to become effective social studies teachers. 
\par }\pard \nowidctlpar\tx540\tx1080\tx1700\adjustright {\fs20 
\par }\pard\plain \s27\nowidctlpar\tx540\tx1080\tx1700\adjustright \f7\fs20\cgrid {The National Council for Accreditation of Teacher Education 
(NCATE) requires teachers who are certified in any of the social studies disciplines (for example, Anthropology, Economics, Geography, History, Political Science, Psychology, or Sociology) to have a background in a significant number of courses outside of
 
their specific discipline. Those students would find that a double major, combining a field such as history with the social studies major, would provide them with the broad background required by NCATE, and  with the academic background required by the No
 Child Left Behind legislation, to enable them to teach in more than one subject area. 
\par 
\par The objectives of the creation of the new degree are two-fold: (1) to provide a broad background in a variety of disciplines, so as to better prepare secondary teachers
 to teach a variety of social studies subjects than would a major in a single field alone; (2) to prepare students with the broad background in the social studies required by the National Council for Accreditation of Teacher Education (NCATE) and the Nati
onal Council of Social Studies.
\par }\pard\plain \nowidctlpar\tx540\tx1080\tx1700\adjustright \f7\cgrid {\fs20 
\par }\pard\plain \s1\ri510\keepn\widctlpar\outlinelevel0\adjustright \b\f4\cgrid {\f7\fs20 \page University of ÃÛÌÒÓ°Ïñ New Program Approval
\par }\pard\plain \ri510\widctlpar\adjustright \f7\cgrid {\fs20 
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\par }}}}{\shp{\*\shpinst\shplid1042{\sp{\sn relLeft}{\sv 6300}}{\sp{\sn relTop}{\sv 1440}}{\sp{\sn relRight}{\sv 7380}}{\sp{\sn relBottom}{\sv 1980}}{\sp{\sn fRelFlipH}{\sv 0}}
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Academic Programs
\par }}}}{\shp{\*\shpinst\shplid1043{\sp{\sn relLeft}{\sv 9360}}{\sp{\sn relTop}{\sv 720}}{\sp{\sn relRight}{\sv 10440}}{\sp{\sn relBottom}{\sv 1080}}{\sp{\sn fRelFlipH}{\sv 0}}
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\par }}}}{\shp{\*\shpinst\shplid1045{\sp{\sn relLeft}{\sv 9360}}{\sp{\sn relTop}{\sv 2520}}{\sp{\sn relRight}{\sv 10440}}{\sp{\sn relBottom}{\sv 3060}}{\sp{\sn fRelFlipH}{\sv 0}}
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\par }}}}{\shp{\*\shpinst\shplid1046{\sp{\sn relLeft}{\sv 7380}}{\sp{\sn relTop}{\sv 2520}}{\sp{\sn relRight}{\sv 8460}}{\sp{\sn relBottom}{\sv 3060}}{\sp{\sn fRelFlipH}{\sv 0}}
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\par }}}}}}}{\shprslt{\*\do\dobxcolumn\dobypara\dodhgt8192\dppolygon\dppolycount4\dpptx0\dppty0\dpptx5220\dppty0\dpptx5220\dppty2340\dpptx0\dppty2340\dpx4320\dpy144\dpxsize5220\dpysize2340
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\par }\pard\plain \s2\ri510\keepn\widctlpar\outlinelevel1\adjustright \b\f4\ul\cgrid {\f7\fs20 Board of Regents Summary Form
\par }\pard\plain \ri510\widctlpar\adjustright \f7\cgrid {\fs20 
\par 
\par 
\par 
\par 
\par 
\par 
\par MAU: ÃÛÌÒÓ°Ïñ
\par 
\par Title and brief description: Bachelor of Arts in Social Studies.
\par 
\par }\pard \ri90\widctlpar\adjustright {\fs20 The social studies interdisciplinary degree provides students wit
h a broad background in various disciplines of social studies, including Anthropology or ÃÛÌÒÓ°Ïñ Native Studies, Economics, Geography, History, Political Science, Psychology, and Sociology, while providing depth in at least one of the social studies discip
lines. The degree, combined with the one-year ÃÛÌÒÓ°Ïñ School of Education post-baccalaureate teacher licensure program, is designed to prepare students to become effective social studies teachers in grades 7-12. 
\par }\pard \ri510\widctlpar\adjustright {\fs20 
\par Target Admission date: \tab 2003 - Immediate upon approval of Board of Regents.
\par 
\par 
\par }\pard \qc\ri510\widctlpar\adjustright {\fs20 ***
\par 
\par }\pard \widctlpar\adjustright {\fs20\ul How does the program relate to the }{\b\fs20\ul Education Mission }{\fs20\ul of the University of ÃÛÌÒÓ°Ïñ?
\par }\pard \ri510\widctlpar\adjustright {\fs20 
\par }\pard\plain \s28\ri510\nowidctlpar\tx540\tx840\tx1080\adjustright \f7\fs20\cf1\cgrid {\cf0 \tab The degree will enable students to gain the diverse academic background needed  for teaching  in ÃÛÌÒÓ°Ïñ\rquote s schools, a
nd in particular for teaching in small rural schools, including those serving ÃÛÌÒÓ°Ïñ Native communities. It is the stated goal of the University of ÃÛÌÒÓ°Ïñ Fairbanks Strategic Plan to provide high quality undergraduate education for traditional and non-tra
ditional students.  It is also a stated goal of the ÃÛÌÒÓ°Ïñ Academic plan to prepare high quality beginning teachers.
\par }\pard\plain \ri510\widctlpar\adjustright \f7\cgrid {\fs20 
\par \tab As part of the development of the highest quality education for our students, the ÃÛÌÒÓ°Ïñ School of Education is seeking to regain accreditation 
with the National Council for Accreditation of Teacher Education (NCATE).  Upon review of the mandates of the NCATE accreditation process, a committee of faculty from all the social studies disciplines, in collaboration with the School of Education determ
i
ned that the social studies major would best satisfy the accreditation requirements. Currently existing degrees in specific disciplines, such as history, are not adequate  to properly prepare secondary teachers, who can expect to teach a wide variety of s
u
bjects, particularly in small rural schools. The committee determined that the social studies major, alone or in combination with a specific disciplinary major, would provide the broad background necessary. Without such an avenue for preparation of future
 social studies teachers, the School of Education will not be able to continue to provide licensure for students in any of the social studies disciplines.
\par 
\par }{\fs20\ul Describe the}{\b\fs20\ul  State Needs}{\fs20\ul  being met by this program.
\par 
\par }\pard\plain \s30\ri510\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\tab The state of ÃÛÌÒÓ°Ïñ has a severe teacher shorta
ge  that has become more pronounced in the past few years. Based on the reports of the ÃÛÌÒÓ°Ïñ Teacher Placement Center and the ÃÛÌÒÓ°Ïñ Department of Education and Early Development, we expect that teacher shortage to continue indefinitely. There is a high 
d
emand for teachers with an interdisciplinary background. In addition, the ÃÛÌÒÓ°Ïñ Board of Education has mandated  that all Schools of Education in the state  obtain NCATE accreditation. The proposed degree  was designed  to meet the NCATE standards. In ad
dition, the proposed degree also will assist the state in meeting the mandates of the federal No Child Left Behind legislation, which requires that all teachers be \ldblquote highly qualified\rdblquote 
 in all subjects they teach.  Students who pursue a double major in social studies and, for example, history or economics, would be considered \ldblquote highly qualified\rdblquote  (as defined by NCLB) in each of their major areas. 
\par }\pard\plain \ri510\widctlpar\adjustright \f7\cgrid {\fs20 
\par }{\fs20\ul What are the}{\b\fs20\ul  Student }{\fs20\ul opportunities and outcomes?  The enrollment projections?
\par 
\par }\pard\plain \s27\ri510\nowidctlpar\tx540\tx1080\tx1700\adjustright \f7\fs20\cgrid {\tab The Social studies interdisciplinary
 degree provides the academic background necessary to apply to the ÃÛÌÒÓ°Ïñ post-baccalaureate secondary teacher education program to obtain licensure to teach social studies in grades 7-12. It will also provide a well-rounded broad background in the social st
udies to prepare students for a variety of other career opportunities or graduate school.
\par }\pard\plain \ri510\widctlpar\adjustright \f7\cgrid {\fs20 \tab We expect 5-10 students to complete the degree/major each year.
\par 
\par }{\fs20\ul Describe the}{\b\fs20\ul  Research }{\fs20\ul opportunities, if applicable.
\par }{\fs20 
\par \tab Conventional undergraduate research opportuniti
es in the capstone experience will prepare students for their post-baccalaureate program and/or graduate school. In addition, the close collaboration between the School of Education and the College of Liberal Arts will enable the School of Education to co
nduct research on the effectiveness of the undergraduate degree in preparing students to be effective teachers.
\par 
\par }{\fs20\ul Identify any additional}{\b\fs20\ul  Faculty and Staff}{\fs20\ul  requirements as well as any existing expertise and resources that will be applied.
\par 
\par }\pard \ri510\nowidctlpar\tx540\tx1080\adjustright {\fs20 \tab One history facul
ty member will coordinate the degree (which includes bringing together faculty from 8 separate departments to  evaluate the effectiveness of the degree program, assess the needs of the program, and modify the program as needed). Approximately 20% of his/h
er workload would be devoted to  coordinating the degree. We estimate that approximately 2 hours per week of existing staff support would be needed to assist the faculty coordinator.
\par 
\par \tab ÃÛÌÒÓ°Ïñ currently has well-qualified faculty in all the departments that off
er courses for the major: ÃÛÌÒÓ°Ïñ Native Studies, Anthropology, Economics, Geography, History, Political Science, Psychology, or Sociology. We do not anticipate the need for additional faculty in those departments to meet the needs of delivering the course
s for the degree.
\par }\pard \ri510\widctlpar\adjustright {\fs20 
\par 
\par }\pard \widctlpar\adjustright {\fs20\ul Identify the impacts on existing }{\b\fs20\ul Technology & Facilities }{\fs20\ul as well as projected needs.
\par 
\par }\pard \ri510\nowidctlpar\adjustright {\fs20 \tab All courses included in the major are existing courses. No new courses are required. Each individual course would likely see an increase in enrollment
s of one or two students each time the course is offered, therefore the impact on existing courses would be negligible. The history faculty member who will coordinate the degree  already has an office and appropriate computer equipment.
\par }\pard \fi-540\li540\ri510\nowidctlpar\tx540\tx1700\adjustright {\fs20 
\par 
\par }\pard\plain \s2\qc\ri510\keepn\widctlpar\outlinelevel1\adjustright \b\f4\ul\cgrid {\f7\fs20\ulnone \page Resource Commitment to the
\par Proposed Degree Program
\par }\pard\plain \qc\ri510\widctlpar\adjustright \f7\cgrid {\b\fs20\cf1 
\par 
\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
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Resources\cell Existing\cell New
\par }\pard\plain \qc\ri510\widctlpar\intbl\adjustright \f7\cgrid {\fs20 \cell }\pard\plain \s1\qc\ri162\keepn\widctlpar\intbl\outlinelevel0\adjustright \b\f4\cgrid {\f7\fs20 Total
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\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
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\ri162\widctlpar\intbl\adjustright {\fs20\cf1 College/School\cell }\pard \ri72\widctlpar\intbl\adjustright {\fs20\cf1 College/School \cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Others (Specify)\cell }\pard \ri510\widctlpar\intbl\adjustright {
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\par \cell }\pard \ri-18\widctlpar\intbl\adjustright {\fs20\cf1 No additional resources needed\cell }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 0\cell 0\cell 0\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard 
\ri510\widctlpar\intbl\adjustright {\fs20\cf1 Teaching Assistants
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\ri510\widctlpar\intbl\adjustright {\fs20\cf1 Instructional Facilities
\par (in dollars and/or sq. footage)\cell }\pard \ri72\widctlpar\intbl\adjustright {\fs20\cf1 Current resources already in use for existing courses\cell }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 0\cell 0\cell 0\cell }\pard 
\widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 Office Space
\par (Sq. footage)
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\widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 Lab Space
\par (Sq. Footage)
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\widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 Computer & Networking
\par (in dollars)\cell }\pard \widctlpar\intbl\tx1674\adjustright {\fs20\cf1 Current resources already in use for courses and faculty in eight departments \cell }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 0\cell \cell 0\cell }\pard 
\widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard\plain \s28\ri-108\widctlpar\intbl\adjustright \f7\fs20\cf1\cgrid {Research/ instructional/office Equipment
\par }\pard\plain \ri510\widctlpar\intbl\adjustright \f7\cgrid {\fs20\cf1 (in dollars)\cell }\pard \ri72\widctlpar\intbl\adjustright {\fs20\cf1 No additional resources needed\cell }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 0\cell 0\cell 0\cell 
}\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 Support Staff
\par (FTE\rquote s & dollars)
\par \cell }\pard \ri72\widctlpar\intbl\adjustright {\fs20\cf1 Existing clerical support about 2 hours per week 0.05 FTE\cell }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 0\cell 0\cell $1500\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row 
}\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 Supplies
\par (in dollars)\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 Miscellaneous\cell }\pard \ri510\widctlpar\intbl\adjustright {\fs20\cf1 0\cell 0\cell $200\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 \cellx4410\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx6120\clvertalt
\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx7380\clvertalt\clbrdrt\brdrs\brdrw10 \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw10 \clbrdrr\brdrs\brdrw10 \cltxlrtb \cellx8910\pard 
\ri510\widctlpar\intbl\adjustright {\fs20\cf1 Travel
\par (in dollars)\cell N/A\cell 0\cell 0\cell 0\cell }\pard \widctlpar\intbl\adjustright {\fs20\cf1 \row }\pard \ri510\widctlpar\adjustright {\fs20\cf1 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 119/3
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par }\pard \ri-628\nowidctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the Bachelor of Technology degree to eliminate the business option (4a).  
\par 
\par \tab EFFECTIVE:  \tab Fall 2004
\par 
\par \tab RATIONALE: \tab The School of Management does not recognize 
\par \tab \tab the B.T. as a business option.  Removing the business option 
\par \tab \tab from the BT will avoid conflict with AACSB accreditation issues 
\par \tab \tab where SOM reviews all business management courses.  The 
\par \tab \tab Interdisciplinary degree can incorporated these courses with 
\par }\pard \nowidctlpar\adjustright {\tab \tab SOM approval.
\par }\pard \ri-628\nowidctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\b 
\par }{\tab \tab \tab \tab ***
\par }{\b 
\par }{[[   ]]  = Deletions
\par CAPS  = Addition
\par 
\par }{\b Technology
\par }{
\par Interdisciplinary Program
\par }{\ul  (907) 474-7464}{
\par Degree: B.T. 
\par Minimum Requirements for Degree: 120 credits 
\par 
\par 
\par This program offers qualified applicants the opportunity to expand upon their vocational/technical education. [[The B.T. degree allows students to choose business or interdisciplinary studies.]]
\par 
\par [[Business enhances managerial/entrepreneurial skills.]] THE Interdisciplinary studies B.T. DEGREE allows the exceptional student to tailor a baccalaur
eate program to their unique needs.  Information and advising for this degree is through the VICE PROVOST FOR INSTRUCTIONAL AFFAIRS.
\par 
\par 
\par }{\b Undergraduate Program
\par 
\par Major
\par 
\par Technology -- B.T. Degree
\par }{
\par 1. Complete the general university requirements. [[As part of the core curriculum requirements, complete MATH 161X.]]
\par 2. Complete the following B.T. degree requirements.
\par 3. Complete the following:
\par \tab ENGL 314W,O/2 -- Technical Writing (3 credits)
\par \tab MATH/CS/STAT elective at the 100-level (3 credits)
\par \tab TTCH 301 -- Technology and Society (3 credits)
\par \tab Computer competency (3 credits)
\par \tab Specialty Electives (6 credits)
\par \tab (Advisor approved upper division internship or advanced technical 
\par \tab experience.)
\par 4. Complete [[1 of the following specialization options:*]] 30 CREDITS OF INTERDISCIPLINARY STUDIES APPROVED BY A FACULTY COMMITTEE.*\tab \tab \tab \tab 30 CREDITS
\par [[a. Complete the following:**
\par \tab ACCT 261 -- Accounting Concepts and Uses I (3 credits)
\par \tab ACCT 262 -- Accounting Concepts and Uses II (3 credits)
\par \tab BA 151 -- Introduction to Business (3 credits)
\par \tab ECON 200 -- Principles of Economics (4 credits)
\par \tab STAT 200 -- Elementary Probability and Statistics (3 credits)
\par Complete 5 courses from the following:
\par \tab BA 307 -- Personnel Management (3 credits)
\par \tab BA 317W -- Employment Law (3 credits)
\par \tab BA 325 -- Financial Management (3 credits)
\par \tab BA 330 -- The Legal Environment of Business (4 credits)
\par \tab BA 343 -- Principles of Marketing (3 credits)
\par \tab BA 390 -- Organizational Theory and Behavior (3 credits)
\par \tab BA 447W,O -- Compensation Management (3 credits)
\par \tab BA 457 -- Training and Management Development (3 credits)
\par \tab BA 475 -- Transportation and Logistics (3 credits)
\par 
\par b. Interdisciplinary***]]
\par 
\par 5. Complete 30 credits at ÃÛÌÒÓ°Ïñ in the area of specialization (either completed in residence or accepted by transfer as equivalent to specific ÃÛÌÒÓ°Ïñ courses).
\par 
\par Complete 1 of the following to demonstrate competence in the area of specialization:
\par 
\par a. An associate of applied science degree from an accredited institution of higher education.  In general, the name of the degree shall be bachelor of t
echnology.  [[The following concentration areas are available to students who complete a ÃÛÌÒÓ°Ïñ A.A.S. degree.
\par \tab * Apprenticeship Technology
\par \tab * Community Health
\par \tab * Culinary Arts
\par \tab * Dental Assistant
\par \tab * Early Childhood Education
\par \tab * Emergency Services
\par \tab * Human Services
\par \tab * Information Technology Specialist
\par \tab * Interdisciplinary
\par \tab * Maintenance Technology
\par \tab * Medical Assistant
\par \tab * Office Management and Technology
\par \tab * Paralegal Studies
\par \tab * Process Technology
\par \tab * Professional Piloting
\par \tab * Renewable Resources
\par \tab * Tribal Management]]
\par 
\par b. Substitute 1 of the following [[as a demonstration of competency]] QUALIFICATIONS in an applied or technical field with the approval of the Curricular Affairs Committee of the Faculty Senate:
\par \tab * A.A.S. or similar degree earned at a non-accredited institution, deemed appropriate by the faculty.
\par \tab * State or federal certification deemed appropriate by the faculty.
\par \tab * Journeyman status in trades and industry, deemed appropriate by the faculty.
\par 
\par 6. Minimum credits required (120 credits)
\par 
\par * Student must earn a C grade or better in each course.
\par 
\par [[** No more than 25% of total coursework may be taken in the School of Management.]]
\par }{\strike 
\par }\pard \ri-360\widctlpar\adjustright {[[*** ]]See "Interdisciplinary Studies" in the Degrees and Programs section.
\par }\pard \widctlpar\adjustright {
\par Note: At least 39 credits must be 300-level or above.
\par }\pard \ri-260\widctlpar\adjustright {
\par 
\par \page ATTACHMENT 119/4
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY CORE REVIEW}{\caps 
\par }\pard \widctlpar\adjustright {
\par }{\b 
\par }{MOTION:  
\par }{\b =====  
\par 
\par }{The ÃÛÌÒÓ°Ïñ Faculty Senate moves to accept the recommendation of the CORE Review Committee to amend the Natural Science requirement of the CORE Curriculum to allow "Student may complete any two Core science courses to fulfill the Core science requirement."

\par 
\par \tab EFFECTIVE:  \tab Spring 2004
\par 
\par \tab RATIONALE:  \tab The intent of the ÃÛÌÒÓ°Ïñ Core science requirement is to provide students with: (1) a basic understanding of
 main concepts in science, (2) a solid grounding in the process of science as a way of knowing, (3) understanding of the interaction of science and society, and (4) an interest in learning more about science.
\par 
\par The original vision for ÃÛÌÒÓ°Ïñ Core science courses was that students would either delve deeply into a single discipline ("depth") or they would explore two separate disciplines, each in less detail ("breadth").  
\par 
\par The change in policy would allow maximum flexibility in course selection in the sciences b
y ÃÛÌÒÓ°Ïñ students.  It would not punish those students who enroll in an exploratory course (a "breadth" course), get excited about that discipline, then enroll in that discipline.  It encourages faculty teaching "breadth" courses to teach exciting courses th
at might attract students to that discipline.  Equally important, it does not "punish" students for attending ÃÛÌÒÓ°Ïñ.  We allow transfer students to bring in ANY 2 SCIENCE COURSES WITH LABS, regardless of discipline, or "breadth" vs. "depth" designation. 

\par 
\par There is obviously some overlap of material between introductory-level courses within a discipline, but not enough to be of major concern.  In addition, the area of overlap will, hopefully, cover important concepts that might well warrant repetition.

\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 119/5
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the ÃÛÌÒÓ°Ïñ Graduate Academic Standards, as published in the 2003-2004 ÃÛÌÒÓ°Ïñ Catalog, as follows:
\par 
\par 
\par Delete the following from p. 40 of the ÃÛÌÒÓ°Ïñ Catalog, in the section on Academic Regulations for graduate students:
\par 
\par }\pard \widctlpar\tx360\adjustright {[[\tab }{\b\cf1 Academic Standards
\par }\pard \li360\ri360\widctlpar\adjustright {\b\cf1 
\par Good Standing
\par }{\cf1 To remain in good standing, you must maintain a cumulative GPA of 3.0 in courses identified on your Advan
cement to Candidacy. Before advancing to candidacy, however, a cumulative GPA of 3.0 is required on all courses taken since admission to graduate study. You will be placed on probation if your GPA falls below 3.0 and will remain on probation until grades 
are brought up to 3.0.
\par 
\par }{\b\cf1 Academic Disqualification
\par }{\cf1 Upon the recommendation of either the dean or your college or school or your advisory committee (and with the concurrence of the dean), you may be disqualified from graduate study when your performance is deemed unsatisfactory.]]
\par }\pard \widctlpar\adjustright {\cf1 
\par 
\par }{Add the following section to the ÃÛÌÒÓ°Ïñ Catalog:
\par 
\par START ADDITION
\par 
\par }{\b Academic Standards
\par }{
\par }{\b Good Standing in ÃÛÌÒÓ°Ïñ Graduate Degree Programs
\par }{To maintain good academic standing in ÃÛÌÒÓ°Ïñ graduate programs, students:
\par }\pard \fi-270\li540\widctlpar\adjustright {a. Must maintain a cumulative G
PA of 3.0 in courses associated with their degree listed on the Graduate Study Plan.  Before advancing to candidacy, however, a cumulative GPA of 3.0 is required based on all courses taken since admission to graduate study.  The student must earn at least
 a B grade in 400 level courses.
\par b. Must be registered at ÃÛÌÒÓ°Ïñ (with a minimum 6 credits per year) unless on approved leave of absence.
\par c. Must not violate any part of the Student Code of Conduct.
\par d. Have a current graduate study plan or an advancement to candidacy submitted and approved, unless the student is within the first year of graduate study.
\par e. Have in the student's file by May 15 of each year an annual report from the graduate advisory committee, certifying satisfactory progress.  This is the responsibilit
y of the student.  Students starting in January need not submit an annual report until April of the next academic year.  If a satisfactory annual report is not filed as specified, the student may be placed on probation.
\par f. Pass any required qualifying exams or comprehensive exams.  Departments may set the number of times an exam may be repeated.
\par }\pard \li270\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\b Probation in ÃÛÌÒÓ°Ïñ Graduate Degree Programs
\par }{Probationary status indicates that the student is not in good standing.  When a student is placed on probation, the dean of t
he school or program and the advisory committee will notify the student of requirements to be met before the student may be returned to good standing.  If a student does not return to good standing by the end of two semesters, the student may be dismissed
 from the degree program.
\par 
\par }{\b Dismissal from ÃÛÌÒÓ°Ïñ Graduate Degree Programs
\par }{If recommended by the department chair, the graduate advisory committee, and the dean of the college or school, and approved by the Dean of the Graduate School, a student will be dismiss
ed because of unsatisfactory performance. Unsatisfactory performance is deemed as one or more of the following: 
\par }\pard \fi-180\li450\widctlpar\adjustright {a. Exceeding maximum time limit for degree.
\par }\pard \fi-270\li540\widctlpar\adjustright {b. Not being registered at ÃÛÌÒÓ°Ïñ (for a minimum 6 credits per year) unless on approved leave of absence.
\par }\pard \fi-180\li450\widctlpar\adjustright {c. Having less than 3.0 cumulative GPA in courses associated with their degree listed on the Graduate Study Plan.
\par d. Being on probationary status for more than two consecutive semesters.
\par e. Violating the Student Code of Conduct.
\par f. Lacking progress as judged by the advisory committee and documented on the student's annual report.
\par g. Having substantive inaccuracies in the student's application for admission.
\par }\pard \widctlpar\adjustright {If the student does not have a graduate advisory committee, dismissal can occur upon the recommendation of the department chair and the dean of the college or school, with approval by the Dean of the Graduate School.
\par 
\par END ADDITION
\par 
\par 
\par \tab EFFECTIVE:  \tab Spring 2004
\par 
\par \tab RATIONALE:  \tab This motion addresses the need for a clear and consistent, university-wide policy for grad
uate student "good standing."  This need arises because of (1) current problems with removing students from programs even when they are clearly not progressing, due to the absence of a written policy defining the conditions and procedures under which this
 
may be done; and (2) the federal government's requirement that the University report whether or not each foreign student is in "good standing."  The policy proposed here is adapted from the current (brief) ÃÛÌÒÓ°Ïñ policy as stated in the ÃÛÌÒÓ°Ïñ Catalog, and from
 the CSEM draft policy addressing student status in CSEM graduate degree programs.  
\par 
\par The description of "Good Standing" restates and clarifies existing requirements for graduate students, and applies them to students' formal standing in graduate degree pro
grams.  It will replace the section on Good Standing for graduate students in the ÃÛÌÒÓ°Ïñ Catalog.
\par 
\par The definition of "Probationary Status" is new, as there was previously no definition.  The use or application of probation was unclear and therefore legally indefensible.  
\par 
\par The description of conditions for "Dismissal" explicitly states the grounds under which a student may be dismissed, upon recommendation of the department chair, the dean of the school or program, and the Dean of the Graduate School.  This wi
ll replace the section on Academic Disqualification for graduate students in the ÃÛÌÒÓ°Ïñ Catalog.  The term "Dismissal" replaces "Disqualification."  The inclusion of a two-semester maximum period on probation has been added; all other grounds for dismissal a
re restatements of existing formal or informal policy.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 119/6
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY THE AD HOC COMMITTEE ON UNIT CRITERIA}{\caps 
\par }\pard \widctlpar\adjustright {
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve the Unit Criteria for the School of Natural Resources and Agricultural Sciences (SNRAS).  
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par \tab \tab \tab \tab Upon Chancellor Approval
\par 
\par \tab RATIONALE:  \tab The committee assessed the unit criteria 
\par \tab \tab submitted by the School of Natural Resources and 
\par \tab \tab Agricultural Sciences (SNRAS).  With some minor changes, 
\par \tab \tab agreed upon by the school representative, Steve Sparrow, 
\par \tab \tab the unit criteria were found to be consistent with ÃÛÌÒÓ°Ïñ 
\par \tab \tab guidelines.
\par 
\par 
\par \tab \tab \tab \tab ****
\par 
\par }\pard \qc\widctlpar\adjustright {\page 
\par }{\b\cgrid0 ÃÛÌÒÓ°Ïñ REGULATIONS FOR THE EVALUATION OF FACULTY:
\par ANNUAL REVIEW, PRE-AND POST-TENURE,
\par PROMOTION, TENURE REVIEW 
\par 
\par AND
\par 
\par SCHOOL OF NATURAL RESOURCES AND AGRICULTURAL SCIENCES UNIT CRITERIA, STANDARDS, AND INDICES
\par 
\par 
\par }\pard\plain \s32\widctlpar\adjustright \b\crauth1\crdate644510203\cgrid {\f7\cgrid0 THE FOLLOWING IS AN ADAPTATION OF ÃÛÌÒÓ°Ïñ AND BOARD OF REGENTS (BOR) CRITERIA FOR ANNUAL REVIEW, PRE- AND POST-TENURE,
 PROMOTION, AND TENURE REVIEW, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING FACULTY IN THE SCHOOL OF NATURAL RESOURCES AND AGRICULTURAL SCIENCES  (SNRAS). ITEMS IN BOLDFACE CAPITAL LETTERS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVA
NCE TO SNRAS FACULTY, AND BECAUSE THEY ARE ADDITIONS AND CLARIFICATIONS TO ÃÛÌÒÓ°Ïñ REGULATIONS. 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b\cgrid0 
\par 
\par }{\cgrid0  I.   Purview.
\par }\pard\plain \s16\widctlpar\adjustright \f7\cgrid {\cgrid0 
\par }\pard\plain \s28\ri510\widctlpar\tx-720\tx0\tx360\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\adjustright \f7\fs20\cf1\cgrid {\fs24\cgrid0 
The University of ÃÛÌÒÓ°Ïñ Fairbanks document, "Faculty Appointment and Evaluation Policies", supplements the Board of Regents (BOR) policies and de
scribes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the University of ÃÛÌÒÓ°Ïñ Fairbanks (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\plain \widctlpar\adjustright \f7\cgrid {\cgrid0 
\par 
\par \page II.   EVALUATION OF FACULTY
\par 
\par        }{\b\cgrid0 A.   General Criteria}{\cgrid0 
\par }\pard\plain \s30\li840\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\fs24\cgrid0 Criteria as outlined in "ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies" Chapter IV }{\b\fs24\cgrid0 AND SNRAS UNIT CRITERIA, STANDARDS, AND INDICES}{
\fs24\cgrid0 , evaluators may consider, but shall not be limited
 to, whichever of the following are appropriate to the faculty members' professional obligation: mastery of subject matter; effectiveness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectivenes
s of university service; demonstration of professional development and quality of total contribution to the university.
\par 
\par }\pard \s30\li810\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 For purposes 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 scholarly activity; and 3) effectiveness of service. 
\par 
\par }\pard\plain \li360\widctlpar\tx450\tx900\adjustright \f7\cgrid {\b\cgrid0 B.   Criteria for Instruction
\par }\pard\plain \s30\li720\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\fs24\cgrid0 A central function of the university is instruction
 of students in formal courses and supervised study. Teaching includes those activities directly related to the formal and informal transmission of appropriate skills and knowledge to students. The nature of instruction will vary for each faculty member, 
d
epending upon workload distribution and the particular teaching mission of the unit. Instruction includes actual contact in classroom, correspondence or electronic delivery methods, laboratory or field and preparatory activities, such as preparing for lec
t
ures, setting up demonstrations, and preparing for laboratory experiments, as well as individual/independent study, tutorial sessions, evaluations, correcting papers, and determining grades. Other aspects of teaching and instruction extend to undergraduat
e and graduate academic advising and counseling, training graduate students and serving on their graduate committees, particularly as their major advisor, curriculum development, and academic recruiting and retention activities. 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\cgrid0 
\par }\pard \fi720\widctlpar\adjustright {\b\cgrid0  1.  Effectiveness in Teaching
\par }\pard\plain \s33\li1080\widctlpar\adjustright \cgrid {\f7\cgrid0 Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers }{
\b\f7\cgrid0 WILL DEMONSTRATE SOME, BUT NOT NECESSARILY ALL, OF THE FOLLOWING CHARACTERISTICS IN AN INDIVIDUAL YEAR}{\f7\cgrid0 :
\par }\pard \s33\widctlpar\adjustright {\f7\cgrid0 
\par }\pard \s33\fi-360\li1440\widctlpar\adjustright {\f7\cgrid0 a.   are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students;
\par }\pard \s33\li360\widctlpar\adjustright {\f7\cgrid0 
\par }\pard \s33\fi-360\li1440\widctlpar\adjustright {\f7\cgrid0 b.   express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject;
\par }\pard \s33\li360\widctlpar\adjustright {\f7\cgrid0 
\par }\pard \s33\fi-360\li1440\widctlpar\adjustright {\f7\cgrid0 c.   emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity;

\par }\pard \s33\li360\widctlpar\adjustright {\f7\cgrid0 
\par }\pard \s33\fi-360\li1440\widctlpar\adjustright {\f7\cgrid0 d.   emphasize regular feedback to students and reward student learning success;
\par }\pard \s33\li360\widctlpar\adjustright {\f7\cgrid0 
\par }\pard \s33\fi-360\li1440\widctlpar\adjustright {\f7\cgrid0 e.   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.   regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }\pard \li1080\widctlpar\adjustright {\cgrid0 g.   may receive prizes and awards for excellence in teaching;}{
\par }\pard \widctlpar\adjustright {\cgrid0 
\par }\pard\plain \s34\fi-360\li1440\widctlpar\adjustright \cgrid {\f7 h.   }{\b\f7 EFFECTIVELY ADVISE AND MENTOR INDIVIDUAL STUDENTS DURING THE TERM OF THEIR DEGREE PROGRAM; }{\f7 
\par }\pard \s34\widctlpar\adjustright {\b\f7 
\par }\pard \s34\fi-270\li1350\widctlpar\adjustright {\f7 i.   }{\b\f7 EFFECTIVELY SERVE AS MAJOR ADVISOR OR MEMBER OF SENIOR THESIS AND GRADUATE COMMITTEES;}{\f7 
\par }\pard \s34\widctlpar\adjustright {\f7 
\par }\pard \s34\fi-270\li1350\widctlpar\adjustright {\f7 j.   }{\b\f7 PROMOTE UNDERGRADUATE STUDENT INVOLVEMENT IN FACULTY SCHOLARLY PROJECTS;}{\f7 
\par }\pard\plain \s33\widctlpar\adjustright \cgrid {\f7 
\par }\pard\plain \fi-270\li1350\widctlpar\adjustright \f7\cgrid {k.  }{\b DEVELOP INNOVATIVE AND INTERACTIVE  INSTRUCTIONAL METHODS AND MEDIA, INCLUDING WEB-BASED MATERIALS AND DISTANCE-DELIVERY TEACHING;
\par }\pard \widctlpar\adjustright {\b 
\par }\pard \fi-270\li1350\widctlpar\tx1350\adjustright {l.  }{\b CREATE AN ATMOSPHERE OF OPENNESS IN THE CLASSROOM THAT ENCOURAGES STUDENTS TO FREELY EXPRESS THEIR OWN IDEAS AND VIEWPOINTS}{.
\par }\pard\plain \s16\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \s32\qj\fi90\li-90\widctlpar\adjustright \b\crauth1\crdate644510203\cgrid {\f7 SPECIFIC }{\f7 SNRAS}{\f7  CRITERIA FOR TEACHING PERFORMANCE:
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par }{\b\ul ASSISTANT PROFESSOR}{\b : EVIDENCE OF EXCELLENCE IN TEACHING AND A COMMITMENT TO A QUALITY TEACHING PROGRAM IN THE DEPARTMENT.
\par 
\par }{\b\ul ASSOCIATE PROFESSOR}{\b : EVIDENCE OF THE EXPECTED QUALITY OF INSTRUCTIONAL PERFORMANCE MAY INCLUDE (BUT IS NOT LIMITED TO) EXCELLENCE IN CLASSROOM TEAC
HING, COURSE AND/OR CURRICULUM DEVELOPMENT INCLUDING CONTEMPORARY AND RELEVANT MATERIAL THAT STIMULATES THE LEARNING PROCESS, NOVEL APPROACHES TO INSTRUCTION AND USE OF ASSIGNMENTS, AND EFFECTIVE GUIDING AND MENTORING OF INDIVIDUAL STUDENTS}{.
\par 
\par }{\b\ul PROFESSOR}{\b : MA
JOR CONTRIBUTIONS TO THE INSTRUCTIONAL PROGRAM ARE EXPECTED. THESE CONTRIBUTIONS MAY INCLUDE (BUT ARE NOT LIMITED TO) MAJOR IMPROVEMENTS IN COURSE AND/OR CURRICULUM OFFERINGS, UPGRADING OF INSTRUCTIONAL FACILITIES, ABILITY TO MOTIVATE AND/OR INSPIRE STUDE
NTS. MUST PROVIDE EVIDENCE OF EXCELLENCE IN TRAINING AND MENTORING OF GRADUATE STUDENTS}{\b\cgrid0  FOR FACULTY IN PROGRAMS THAT GRANT GRADUATE DEGREE}{\cgrid0 S}{.
\par 
\par }\pard \fi720\widctlpar\adjustright {2}{\b .  Components of Evaluation
\par }\pard \li1080\widctlpar\adjustright {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\plain \s16\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \fi-360\li1440\widctlpar\adjustright \f7\cgrid {a.   systematic student ratings, i.e. student opinion of instruction summary forms,}{\b  
\par 
\par and}{ at least two of the following:
\par }\pard\plain \s16\widctlpar\adjustright \f7\cgrid {
\par }\pard\plain \fi360\li720\widctlpar\adjustright \f7\cgrid {b.   narrative self-evaluation,
\par 
\par c.   peer/department chair classroom observations,
\par }\pard \li360\widctlpar\adjustright {
\par }\pard \li1080\widctlpar\adjustright {d.   peer/department chair evaluation of course materials.
\par }\pard \li360\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {
\par      }{\b\cgrid0 C.   Criteria for Research, Scholarly, and Creative Activity
\par }\pard\plain \s30\li806\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\fs24\cgrid0  Inquiry and originality are central functions of a la
nd grant/sea grant/space grant university and all faculty with a research component in their assignment must remain active as scholars. Consequently, faculty are expected to conduct research or engage in other scholarly or creative pursuits that are appro
p
riate to the mission of their unit, and equally important, results of their work must be disseminated through media appropriate to their discipline. Furthermore, it is important to emphasize the distinction between routine production and creative excellen
ce as evaluated by an individual's peers at the University of ÃÛÌÒÓ°Ïñ and elsewhere. 
\par 
\par }{\b\fs24 RESEARCHERS WHO RECEIVE FEDERAL AND STATE FORMULA FUNDS (SUCH AS HATCH AND MACINTIRE-STENNIS FUNDS) THROUGH THE AGRICULTURAL AND FORESTRY EXPERIMENT STATION (AFES) HAVE A 
SPECIAL MISSION TO CONDUCT RESEARCH WITH DIRECT APPLICATION TO GOVERNMENT AGENCIES, PRIVATE BUSINESSES, AGRICULTURAL AND FORESTRY PRODUCERS, NATURAL RESOURCE MANAGERS, EDUCATORS, AND OTHER RESEARCHERS IN ALASKA. THIS IS A FUNDAMENTAL OBLIGATION OF THE AFE
S
 TO THE PEOPLE OF ALASKA. EACH FACULTY MEMBER SO FUNDED IS EXPECTED TO DISSEMINATE THE RESULTS OF THEIR RESEARCH IN ACTIVITIES SUCH AS AFES PEER REVIEWED PUBLICATIONS, WORKSHOPS, SEMINARS, CONFERENCES, NEWSLETTERS, AND FORUMS DIRECTED SPECIFICALLY AT END 
USERS, AS}{\fs24  }{\b\fs24 WELL AS IN APPROPRIATE SCIENTIFIC JOURNALS, CONFERENCES, AND REPORTS TO THE FUNDING AGENCIES}{\fs24 .}{\fs24\cgrid0 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b\cgrid0 
\par 
\par }\pard\plain \s30\li810\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\b\fs24\cgrid0 1.   Achievement in Research, Scholarly, and Creative Activity
\par }\pard \s30\li1170\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 Whatever the contribution, research, scholarly or creative activities must have one or more the following characteristics:
\par }\pard\plain \li360\widctlpar\adjustright \f7\cgrid {\cgrid0 
\par }\pard \fi90\li1080\widctlpar\adjustright {\cgrid0 a. They must occur in a public forum,
\par }\pard \li630\widctlpar\adjustright {\cgrid0 
\par }\pard \fi540\li630\widctlpar\tx630\adjustright {\cgrid0 b. They must be evaluated by appropriate peers,
\par }\pard \li630\widctlpar\tx630\adjustright {\cgrid0 
\par }\pard\plain \s35\fi-270\li1440\widctlpar\adjustright {\f7 c. They must be evaluated by peers external to this institution so as to allow  an objective judgment,
\par }\pard\plain \li630\widctlpar\adjustright \f7\cgrid {\cgrid0 
\par }\pard \fi540\li630\widctlpar\adjustright {\cgrid0 d. They must be judged to make a contribution.
\par }\pard \widctlpar\adjustright {\cgrid0 
\par }\pard\plain \s30\fi450\li360\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\b\fs24\cgrid0 2.   Components of Research, Scholarly and Creative Activity
\par }\pard \s30\li1170\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
\par 
\par }\pard \s30\fi-360\li1530\ri240\nowidctlpar\tx540\tx810\tx1080\tx1530\adjustright {\fs24\cgrid0 a.   Books, reviews, monographs, bulletins, articles, proceedings, }{\b\fs24\cgrid0 PEER REVIEWED ELECTRONIC JOURNALS, }{\b\fs24 
INTERACTIVE ELECTRONIC PUBLICATIONS, MAPS}{\fs24 ,}{\fs24\cgrid0  and other scholarly works published by reputable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline. }{
\b\fs24\cgrid0 THIS ACTIVITY IS OF FOREMOST IMPORTANCE AND CAN NOT BE SUBSTITUTED FOR BY ITEMS BELOW; 
\par 
\par }\pard\plain \fi-360\li1530\widctlpar\adjustright \f7\cgrid {\cgrid0 b.   Competitive grants and contracts to finance the development of ideas; these grants and contracts being subject to rigorous peer review and approval;
\par }\pard \li720\widctlpar\adjustright {\cgrid0 
\par }\pard\plain \s36\fi-360\li1530\widctlpar\adjustright {\f7 c.   Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers;
\par }\pard\plain \li-270\widctlpar\adjustright \f7\cgrid {\cgrid0 
\par }\pard \fi-360\li1530\widctlpar\tx1530\adjustright {\cgrid0 d.   Exhibitions of art works at galleries; selection for these exhibitions being based on rigorous review and approval by juries, recognized artists, or critics;}{\cf6\cgrid0  }{\cgrid0 
\par }\pard\plain \s34\li90\widctlpar\adjustright \cgrid {\f7\cgrid0 
\par }\pard \s34\fi-360\li1530\widctlpar\tx1170\adjustright {\f7\cgrid0 e.   Performance in recitals or productions; selection for these performances being based on stringent auditions and approval by appropriate judges;
\par }\pard \s34\li-270\widctlpar\adjustright {\f7\cgrid0 
\par }\pard \s34\fi-360\li1530\widctlpar\tx1530\adjustright {\f7\cgrid0 f.   Editing or refereeing articles or proposals for professional journals or  organizations;}{\b\f7\cgrid0 
\par }\pard \s34\fi-360\li90\widctlpar\tx1530\adjustright {\f7\cgrid0                    
\par }\pard\plain \fi-360\li1530\widctlpar\tx1530\adjustright \f7\cgrid {\cgrid0  g.   Scholarly reviews of publications, art works and performance of the  candidate;
\par }\pard \li360\widctlpar\adjustright {\cgrid0 
\par }\pard\plain \s34\fi540\li720\widctlpar\adjustright \cgrid {\f7\cgrid0 h.  Citations of research in scholarly publications;
\par }\pard\plain \li360\widctlpar\adjustright \f7\cgrid {\cgrid0 
\par }\pard \fi540\li720\widctlpar\adjustright {\cgrid0 i.   Published abstracts of research papers;
\par }\pard \li-270\widctlpar\adjustright {\cgrid0 
\par }\pard \fi-270\li1530\widctlpar\adjustright {\cgrid0 j.   Reprints or quotations of publications, reproductions of art works, and descriptions of interpretations in the performing arts; these materials appearing   in reputable works of the disciplin}{
\cf1\cgrid0 e;}{\cgrid0 
\par }\pard \li90\widctlpar\adjustright {\cgrid0 
\par }\pard \fi540\li720\widctlpar\adjustright {\cgrid0 k.  Prizes and awards for excellence of scholarship;
\par }\pard \li360\widctlpar\adjustright {\cgrid0 
\par }\pard \fi-270\li1530\widctlpar\tx810\adjustright {\cgrid0 l.  Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study;
\par }\pard \li360\widctlpar\adjustright {\cgrid0 
\par }\pard \fi-270\li1530\widctlpar\adjustright {\cgrid0 m. Development of processes or instruments useful in solving problems, such as computer programs, }{\b\cgrid0 SOPHISTICATED COMPUTER MODELS THAT HELP IN THE UNDERSTANDING OF COMPLEX SYSTEMS,}{\cgrid0 
 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 \li360\widctlpar\adjustright {\cgrid0 
\par }\pard \fi-270\li1530\widctlpar\tx1530\adjustright {\cgrid0 n.  }{\b\cgrid0 AUTHORSHIP OF A MAJOR BOOK OR OTHER MAJOR REFERENCE IN THE FACULTY MEMBER'S AREA OF SCHOLARLY RESEARCH;
\par }\pard \li720\widctlpar\tx900\adjustright {\cgrid0 
\par }\pard \fi-270\li1530\widctlpar\tx1440\adjustright {o.  }{\b PUBLISHED PHOTOGRAPHS AND MAPS THAT RESULT FROM RESEARCH ACTIVITY AND WHICH ARE INDEPENDENT OF PUBLISHED ARTICLES;}{\cgrid0 
\par }\pard \li360\widctlpar\adjustright {\cgrid0 
\par }\pard \fi-270\li1530\widctlpar\adjustright {p.  }{\b PEER-REVIEWED PUBLICATIONS, PUBLISHED BY AFES OR CES, INCLUDING CIRCULARS, BULLETINS, RESEARCH PROGRESS REPORTS, AND MISCELLANEOUS PUBLICATIONS}{.}{\cgrid0 
\par }\pard \widctlpar\adjustright {\b\cgrid0 
\par SPECIFIC SNRAS CRITERIA FOR RESEARCH PERFORMANCE}{\cgrid0 :
\par 
\par }{\b\ul\cgrid0 ASSISTANT PROFESSOR}{\b\cgrid0 : EVIDENCE OF THE ABILITY TO ESTABLISH A VIABLE RESEARCH PROGRAM IN THE AREA OF SPECIALIZATION AND SHOW CREATIVITY AND PRODUCTIVITY IN RESEARCH}{\cgrid0 .
\par 
\par }{\b\ul\cgrid0 ASSOCIATE PROFESSOR}{\b\cgrid0 : MUST HAVE ESTABLISHED AN APPROPRIATE RESEARCH PROGRAM THAT PRODUCES  IMPORTANT SENIOR AUTHORED PUBLICATIONS IN THE PEER-REVIEWED, PRIMARY LITERATURE; DEMONSTRATED RECORD OF PRESENTATION OF RESEARCH RE
SULTS AT PROFESSIONAL MEETINGS, SUBMISSION OF RESEARCH PROPOSALS, AND ACQUISITION OF EXTERNAL RESEARCH FUNDING.  THE FACULTY MEMBER MUST SHOW INDEPENDENCE AND LEADERSHIP THROUGH CREATIVITY AND PRODUCTIVITY IN ORIGINAL RESEARCH.}{\cgrid0    
\par 
\par }{\b\ul\cgrid0 PROFESSOR}{\b\cgrid0 : A FULL PROFES
SOR IN SNRAS SHOULD BE A RECOGNIZED LEADER IN AN APPROPRIATE DISCIPLINE AT NATIONAL AND INTERNATIONAL LEVELS AS EVIDENCED BY HIS/HER RESEARCH QUALITY AND PRODUCTIVITY;  MUST HAVE ESTABLISHED AN INDEPENDENT, CREATIVE  RESEARCH PROGRAM THAT HAS PRODUCED IMP
O
RTANT, SENIOR AUTHORED PUBLICATIONS IN THE REFEREED PROFESSIONAL LITERATURE, HAS DEMONSTRATED A RECORD OF PRESENTATION OF RESEARCH RESULTS AT IMPORTANT PROFESSIONAL MEETINGS, SUBMISSION OF RESEARCH PROPOSALS, AND ACQUISITION OF EXTERNAL RESEARCH FUNDING. 
THE PUBLICATIONS SHOULD BE OF SUFFICIENT QUALITY AND QUANTITY TO DEMONSTRATE THE EXISTENCE OF}{\cgrid0  }{\b\cgrid0 AN ON-GOING, PROFESSIONAL, INDEPENDENT RESEARCH PROGRAM THAT CONTRIBUTES IMPORTANT, ORIGINAL KNOWLEDGE. 
\par }\pard\plain \s16\widctlpar\adjustright \f7\cgrid {\cgrid0 
\par 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b\cgrid0 D. Criteria for Public and University Service and PROFESSIONAL SERVICE
\par }\pard\plain \s30\li360\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\fs24\cgrid0 
Public service is intrinsic to the land grant/sea grant/space grant tradition, and is a fundamental part of the university's obligation to the people of its state. In this tradition, faculty providing their professional expertise for the ben
efit of the university'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 as "university service."  }{\b\fs24\cgrid0 SERVICE AND CONTRIBUTION TO THE FUNCTIONING OF ONE'S PROFESSIONAL DISCIPLINE IS IDENTIFIED AS "PROFESSIONAL SERVICE." 
\par }\pard \s30\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 
\par }\pard\plain \li360\widctlpar\adjustright \f7\cgrid {\b\cgrid0 1.   Public Service
\par }\pard\plain \s30\li720\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\fs24\cgrid0 Public service is the application of teaching, research, and other scholarly
 activity 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, c
o
llaborative, or consultative in nature and is related to the faculty member's discipline or other publicly recognized expertise. Public service may be a systematic activity that involves planning with clientele and delivery of information on a continuing,
 
programmatic basis. It may also be informal, individual, or professional contributions to the community or to one's discipline, or other activities in furtherance of the goals and mission of the university and its units. Such service may occur on a period
ic or limited-term basis. }{\b\fs24 PUBLIC SERVICE IN ALASKA }{\b\fs24\cgrid0 IS CONSIDERED ESSENTIAL FOR SNRAS FACULTY AND }{\b\fs24 
IS EMPHASIZED IN SNRAS BECAUSE ALASKA HAS AN ABUNDANCE OF IMPORTANT ISSUES IN NATURAL RESOURCES, FORESTRY, AND AGRICULTURE.  PUBLIC SERVICE INCLUDES COOPERATION
 WITH AGENCIES ADMINISTERING NATURAL RESOURCE POLICIES, PUBLIC EDUCATION, AND RESPONSE TO THE PROBLEMS OF LOCAL INDUSTRY, AGRICULTURAL AND FORESTRY PRODUCERS, AND THE ALASKAN PUBLIC.}{\fs24 
\par }\pard\plain \li360\widctlpar\adjustright \f7\cgrid {\cgrid0 
\par }\pard \li990\widctlpar\adjustright {\cgrid0 Examples include, but are not limited to:
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi270\li720\widctlpar\tx990\adjustright {a.   Providing information services to adults and youth;
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi270\li720\widctlpar\tx720\adjustright {b.   Service on or to government or public committees;
\par }\pard \fi270\widctlpar\tx720\adjustright {
\par }\pard \fi270\li720\widctlpar\tx720\adjustright {c.   Service on accrediting bodies;
\par }\pard \widctlpar\tx720\adjustright {\strike 
\par }\pard\plain \s34\fi270\li720\widctlpar\adjustright \cgrid {\f7 d.   Active participation in professional organizations;}{\b\f7\cgrid0 
\par }\pard\plain \li720\widctlpar\tx720\adjustright \f7\cgrid {
\par }\pard\plain \s34\fi270\li720\widctlpar\adjustright \cgrid {\f7 e.   Active participation in discipline-oriented service organizations}{\b\f7\cgrid0 ;
\par }\pard\plain \widctlpar\tx720\adjustright \f7\cgrid {\strike 
\par }\pard \fi270\li720\widctlpar\tx720\adjustright {f.   }{\b UNPAID}{ Consulting;
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi270\li720\widctlpar\tx720\adjustright {g.   Prizes and awards for excellence in public service;
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi-360\li1350\widctlpar\tx990\adjustright {h.   Leadership of or presentations at }{\b CLIENTELE-ORIENTED}{ workshops, conferences, or public meetings;
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi-360\li1350\widctlpar\adjustright {i.   Training and facilitating }{\b IN ONE'S DISCIPLINE IN WAYS TO BENEFIT CLIENTELE OR THE GENERAL PUBLIC;}{
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi-360\li1350\widctlpar\tx1350\adjustright {j.   Radio and TV programs }{\b\caps and interviews}{, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media;
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi-360\li1350\widctlpar\tx1350\adjustright {k.   Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions;
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi270\li720\widctlpar\tx720\adjustright {l.   }{\b ONE ON ONE CONSULTATION WITH CLIENTELE;}{
\par }\pard \widctlpar\tx720\adjustright { 
\par }\pard \fi-360\li1350\widctlpar\tx1350\adjustright {m.  }{\b ACTIVE PARTICIPATION IN CONSTITUENCY ORGANIZATIONS;}{
\par }\pard\plain \s16\widctlpar\tx720\adjustright \f7\cgrid {
\par }\pard\plain \fi-360\li1350\widctlpar\tx1350\adjustright \f7\cgrid {n.   }{\b USER ORIENTED PRESENTATIONS AT WORKSHOPS, FIELD DAYS, CONFERENCES, AND TOURS;}{
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard\plain \s33\fi-360\li1350\widctlpar\adjustright \cgrid {\f7 o.   }{\b\f7 EXTENSION OF EDUCATIONAL MATERIAL TO CONSTITUENTS OUTSIDE THE UNIVERSITY; }{\f7 
\par }\pard\plain \widctlpar\tx720\adjustright \f7\cgrid {
\par }\pard \fi-360\li1350\widctlpar\adjustright {p.}{\b    SITE VISITATIONS TO AGENCIES, FARMS, AND PRODUCTION FACILITIES FOR PROBLEM-SOLVING CONSULTATION;
\par }\pard \widctlpar\tx720\adjustright {\b 
\par }\pard \fi-360\li1350\widctlpar\tx720\adjustright {q.   }{\b PRODUCTION OF FACT SHEETS AND USER-ORIENTED PUBLICATIONS FOR GENERAL INFORMATION;
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi-360\li1350\widctlpar\tx1350\adjustright {r.   }{\b PARTICIPATION IN K-12 EDUCATIONAL PROGRAMS AND SCIENCE FAIRS;}{
\par }\pard \widctlpar\tx720\adjustright {
\par }\pard \fi-360\li1350\widctlpar\tx1350\adjustright {s.   }{\b PRESENTATIONS OUTSIDE ONE'S SPECIALTY BUT OF A PROFESSIONAL NATURE IN PUBLIC FORUMS SUCH AS COMMUNITY GROUPS, PROFESSIONAL GROUPS, GOVERNMENT BODIE
S, AND RELATED FORUMS, SUCH AS MEETINGS OF CIVIC ORGANIZATIONS;}{
\par }\pard \li720\widctlpar\tx720\adjustright {
\par }\pard \fi-360\li1350\widctlpar\adjustright {\cgrid0 t.   }{\b\cgrid0 PRESENTATION OF RESEARCH RESULTS TO}{\b 
 USER GROUPS SUCH AS PUBLIC AGENCIES, GOVERNMENT BODIES, PRIVATE BUSINESSES, CONSTITUENT GROUPS, AND THE LAY PUBLIC, BOTH IN PUBLISHED AND ORAL FORM;}{
\par }\pard \li720\widctlpar\tx720\adjustright {
\par }\pard \fi-360\li1350\widctlpar\tx990\adjustright {\cgrid0 u.   }{\b\cgrid0 OTHER }{\b SERVICE THAT SATISFIES UA AND ÃÛÌÒÓ°Ïñ MISSION STATEMENTS FOR BENEFIT TO ALASKA, ALASKA'S ECONOMY AND THE CIRCUMPOLAR NORTH.}{
\par }\pard\plain \s33\li630\widctlpar\tx990\adjustright \cgrid {\f7 
\par }\pard\plain \fi-180\li990\widctlpar\adjustright \f7\cgrid {\b\cgrid0 2.  University Service
\par }\pard\plain \s30\li1170\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\fs24\cgrid0  University service includes those activities involving faculty members in the governance, administra
tion, and other internal affairs of the university, its colleges, schools, and institutes. It includes non-instructional work with students and their organizations. Examples of such activities include, but are not limited to;
\par 
\par }\pard \s30\fi-360\li1530\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 a.   Service on university, college, school, institute, or departmental committees or governing bodies;
\par 
\par b.   Consultative work in support of university functions, such as expert assistance for specific projects;
\par 
\par c.   Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school;
\par 
\par }\pard \s30\fi540\li630\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 d.   Participation in accrediting reviews;
\par 
\par }\pard \s30\fi-450\li1620\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 e.   Service on collective bargaining unit committees or elected office;
\par }\pard \s30\fi540\li630\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 
\par f.   Service in support of student organizations and activities;
\par 
\par }\pard \s30\fi-360\li1530\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 g.  Academic support services such as library and museum programs;
\par }\pard \s30\fi540\li630\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 
\par }\pard \s30\fi-360\li1530\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 h.   Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer;
\par 
\par }\pard \s30\fi540\li630\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\fs24\cgrid0 i.   Mentoring }{\b\fs24\cgrid0 NEW FACULTY;
\par }{\fs24\cgrid0 
\par j.   Prizes and awards for excellence in university service.}{\b\fs24\cgrid0 
\par }\pard \s30\li630\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\b\fs24\cgrid0 
\par }\pard\plain \s1\li360\keepn\widctlpar\outlinelevel0\adjustright \b\f4\cgrid {\b0\f7\cgrid0         3}{\b0\caps\f7\cgrid0 .  }{\f7 Professional Service
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\cgrid0 
\par }\pard \fi-360\li1530\widctlpar\adjustright {a.   }{\b\caps\cgrid0 Editing or refereeing articles or proposals for professional journals or organizations;}{\cgrid0 
\par }\pard \li-90\widctlpar\adjustright {\cgrid0 
\par }\pard \fi-360\li1530\widctlpar\adjustright {b.   }{\b\caps Active participation in professional organizations;}{\b\cgrid0 
\par }\pard \li-90\widctlpar\tx720\adjustright {\b\strike\caps 
\par }\pard \fi-270\li1440\widctlpar\adjustright {c}{\b\caps    Active participation in discipline-oriented service organizations;}{
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li1530\widctlpar\adjustright {\cgrid0 d.   }{\b\cgrid0 COMMITTEE CHAIR OR OFFICER OF PROFESSIONAL ORGANIZATIONS;}{\cgrid0 
\par }\pard \widctlpar\adjustright {\cgrid0 
\par }\pard \fi-360\li1530\widctlpar\adjustright {\cgrid0 e.   }{\b\cgrid0 SESSION ORGANIZER OR MODERATOR FOR PROFESSIONAL MEETINGS.}{\cgrid0 
\par }\pard \li630\widctlpar\adjustright {\b\cgrid0 
\par }\pard \li360\widctlpar\adjustright {\cgrid0     }{\b\cgrid0  4. Evaluation of Service
\par }\pard \li1170\widctlpar\tx360\adjustright {\cgrid0 Each 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 appropriate for that unit. Excellence in public, u
niversity, and }{\b\cgrid0 PROFESSIONAL}{\cgrid0  service may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards}{\b\cgrid0 
, INVITATIONS TO SPEAK AT CLIENTELE MEETINGS/ CONFERENCES}{\cgrid0 , and other public means of recognition for services rendered.  
\par }\pard\plain \s30\li360\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\fs24\cgrid0 
\par }\pard \s30\li634\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright {\b\fs24\ul\cgrid0 ASSISTANT PROFESSOR}{\b\fs24\cgrid0 
:  SHOULD EMPHASIZE PUBLIC SERVICE, LIMITED UNIVERSITY SERVICE, AND PROFESSIONAL SERVICE IN ACCORDANCE WITH DISCIPLINE STANDARDS AND INDIVIDUAL WORKLOAD.  
\par 
\par }{\b\fs24\ul\cgrid0 ASSOCIATE PROFESSOR}{\b\fs24\cgrid0 :  IMPORTANT CONTRIBUTIONS TO DEPARTMENTAL AND/OR UNIVERSITY MATTERS, EFFECTIVE PROFESSIONAL CONTRIBUTIONS TO THE PUBLIC, AND EFFECTIVE SERVICE TO THE PROFESSION ARE EXPECTED.
\par 
\par }{\b\fs24\ul\cgrid0 PROFESSOR}{\b\fs24\cgrid0 :  EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS EXPECTED AND MAY INCLUDE, BUT IS NOT LIMITED TO,
 SERVICE AS COMMITTEE CHAIR, SESSION ORGANIZER, OFFICER OF PROFESSIONAL ORGANIZATIONS.  EVIDENCE OF  IMPORTANT CONTRIBUTIONS TO THE DEVELOPMENT OF DEPARTMENTAL AND/OR UNIVERSITY PROGRAMS. EVIDENCE OF EFFECTIVE APPLICATION OF PROFESSIONAL EXPERTISE TO PROF
ESSIONAL OR PUBLIC PROCESSES AND ORGANIZATIONS}{\fs24\cgrid0 .
\par }\pard\plain \li630\widctlpar\adjustright \f7\cgrid {
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 119/7
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate, upon recommendation of the Administrative Committee, moves to adopt the following resolution:
\par 
\par }{\f21 RESOLUTION:
\par }\pard \qj\ri360\widctlpar\adjustright {\f21 ==========
\par }\pard \widctlpar\adjustright {\f21 
\par }\pard \fi-360\li360\ri720\widctlpar\adjustright {\f21 WHEREAS, The mission of the University of ÃÛÌÒÓ°Ïñ Fairbanks (ÃÛÌÒÓ°Ïñ) states that ÃÛÌÒÓ°Ïñ }{\f21\cf1 
"as the nation's northernmost Land, Sea, and Space Grant university and international research center, advances and disseminates knowledge t
hrough creative teaching, research, and public service with an emphasis on ÃÛÌÒÓ°Ïñ, the North and their diverse peoples"; and}{\f21 
\par 
\par }\pard\plain \s30\fi-360\li360\ri720\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\f21\fs24 WHEREAS, ÃÛÌÒÓ°Ïñ Faculty are the heart of the university and the driving force for accomplishing ÃÛÌÒÓ°Ïñ's mission because the faculty tea
ch the students, perform the research, and engage in community and university service; and
\par }\pard\plain \fi-360\li360\ri720\widctlpar\adjustright \f7\cgrid {\f21 
\par WHEREAS, ÃÛÌÒÓ°Ïñ Faculty to date have not been involved in any meaningful way in the development of the University of ÃÛÌÒÓ°Ïñ (UA) Outcomes Based Budgeting process; and
\par 
\par WHEREAS, The currently proposed goals and measures/metrics of the UA Outcomes Based Budgeting process are based almost exclusively on economic indicators instead of on academic excellence and a sound long-term academic vision; and
\par 
\par WHEREAS, Infrastructure needs to make the UA Outcomes Based Budgeting process feasible have not been proposed; now
\par 
\par THEREFORE BE IT RESOLVED, That the ÃÛÌÒÓ°Ïñ Faculty Senate rejects the current Outcomes Based Budgeting process as directed by the UA Statewide Administration; and
\par 
\par BE 
IT FURTHER RESOLVED, That the ÃÛÌÒÓ°Ïñ Faculty Senate demands that the UA Statewide Administration include ÃÛÌÒÓ°Ïñ Faculty in the decision making process of the development, review, and implementation of the Outcomes Based Budgeting process at the UA Statewide as 
well as ÃÛÌÒÓ°Ïñ levels; and
\par 
\par BE IT FURTHER RESOLVED, That the ÃÛÌÒÓ°Ïñ Faculty Senate demands that the Outcomes Based Budgeting process be integrated with the outcomes assessment and accreditation processes already in place in every unit at ÃÛÌÒÓ°Ïñ.
\par }\pard \fi-360\li360\widctlpar\adjustright {\f21 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 119/8
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\f4\cgrid {\f7 Minutes for Committee on Curricular Affairs   meeting  10 November 2003   2-3:30 pm
\par }\pard\plain \widctlpar\adjustright \f7\cgrid { 
\par     Present: Gayle Gregory, Susan Herman, Jeanette Smith, Carol Barnhardt, Steve Cysewski, Rainer Newberry, and Mike Hannigan (by 'phone).  Visitors: Carol Gold, }{\cf1 Tim Stickel}{, Judy Kleinfeld
\par 
\par }{\b\cf1 1.\tab Re-Revised proposal for a Social Studies degree\emdash }{\cf1 Gayle Gregory went through it with a fine-toothed comb and identified a few problems that have been now been 
corrected.   A cover memo outlining the changes that have been made to satisfy Gayle's FTC was reviewed. Given that these problems were resolved and that the financing for the coordinator has been resolved, there was little discussion.  }{\b\cf1 
A motion to approve the proposed Social Studies Degree was made, seconded, and unanimously passed.
\par 
\par 2.   proposed 2004/2005 academic calendars 
\par     The basic issue is: }{\cf1 start before or after labor day/ MLK day?  We recommend: start after Labor day }{\b\cf1 only if}{\cf1  last day of final ex
ams on or before 19 December.  Start after MLK day as general policy and see what sorts of howls of outrage are generated.
\par }{
\par 3.  An amendment to the BT degree deleting the Business option}{\b . }{To be effective by Fall 2004.  }{\b              }{
\par 
\par \tab RATIONALE: \tab The Schoo
l of Management does not recognize the B.T. as a business option.  Removing the business option from the BT will avoid conflict with AACSB accreditation issues where SOM reviews all business management courses.  The Interdisciplinary degree can incorporat
e
 these courses with SOM approval.  This is a short-term fix to the SOM-BT conflict; with this change there will essentially be two different 'interdisciplinary' degrees.  CRA is planning to submit a revised BT major that is significantly different from th
e 'interdisciplinary' degree soon.  The purpose of this motion is to keep the BT intact while those revisions are being made.
\par 
\par Everyone agreed to the need for the deletion. The fly in the ointment: what to put in the 2004-05 Catalog as a 'placeholder'?  }{\b Ste
ve, Gayle, and Wanda will come up with a proposed solution to 'what appears in the Catalog in the meanwhile' for the next meeting. }{ The revised motion including the new replacement will then be ready for the Faculty Senate December meeting. 
\par  
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\f4\cgrid {\f7 4.  Minor in Leadership and Civic Engagement       
\par }\pard \s1\li360\keepn\widctlpar\outlinelevel0\adjustright {\f7 Brief Description of the Proposed Minor in Leadership and Civic Engagement
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {The minor in leadership and civic engagement will be administered by the Northern Studies Program, an interdisciplinary program housed within
 the College of Liberal Arts.  Its purpose is to strengthen the abilities of ÃÛÌÒÓ°Ïñ graduates to lead and contribute effectively in both the public and private spheres, especially in the ÃÛÌÒÓ°Ïñ public policy context.
\par     Full paper copies were available for inspection at the meeting\emdash 
 electronic copies were not available prior to the meeting.   Some gnashing of teeth and etc. about not all members of committee able to see the proposal, although all present thought it was a good idea.  Strong endorsement by Susa
n H. won the day.   Motion made, seconded, and unanimously passed to approve the Minor in L&CE.
\par 
\par }\pard\plain \s30\ri240\nowidctlpar\tx540\tx810\tx1080\adjustright \f7\fs20\cgrid {\fs24 5.  Certification that Edward Baggett's journeyman status is really worth 39 credits, }{\b\fs24 as per the Catalog.}{\fs24   }{\b\fs24 
This was a rubber stamp deal.  So\u8230\'c9. we rubber stamped it.  Further, the chairperson was given authority to sign such no-brainers in the future without bringing before the committee.  
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b\cf1 
\par 6.  Syllabus Minimum requirements.   
\par   Carol Barnhardt agreed to speak to General Council about 'must contain' vs. 'should contain'  }{\cf1  and\u8230\'c9.No word yet.  We agreed to sit on the issue until we get word.  
\par }{
\par }{\b 7. More stuff to come at next meeting}{
\par      The problems of cross-listing and un-cross-listing were discussed, as per the memo from Phyllis.  As all present were shamelessly 
ignorant about Faculty Senate meeting #77 and its implications, Rainer agreed to talk with Sheri, get to the bottom of the issue and present something at the next meeting.
\par }{\b\cf1 
\par 8.  Kudos and congratulations to all for a successful 7-agenda meeting followed by adjournment.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 119/9
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {GAAC Meeting, Oct. 31 2003, 3:30-5:00 p.m.
\par 
\par Present:  A. Dandekar,C. Mulder, D. Reynolds, J. Reynolds,  D. Stephens, M. Ehrlander, M. Hogan,  S. Henrichs, J. Ma, C. McAlpin,  R. Nicholson, G. Gregory.
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1)\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx720\ls70\adjustright {Christa reported that all Trial Course requests had now met the conditions necessary for approval, and had been approved.  
\par }\pard \li360\widctlpar\jclisttab\tx720\adjustright {
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 2)\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx720\ls70\adjustright {John and Jennifer were both present at the last  Faculty Senate meeting.  They reported on the outcome of the motions submitted: 

\par }\pard \widctlpar\adjustright {
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}}\pard \fi-360\li1080\widctlpar\tx1080\ls70\ilvl1\adjustright {
The motion to require graduate students to take courses stacked at the 400/600 level received little support and was denied; we will not be addressing this again.
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}The motion to estab
lish a 3-credit minimum was discussed more extensively.  John and Jennifer agreed that it came close to being declined, but in the end it was held pending additional information.  Specifically, the Faculty Senate requested that each program currently out 
of compliance submit a justification plus an example of a project with <6 credits before the motion could be re-evaluated. 
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}The main concern of the Faculty Senate appeared to be that the project option was not a good option for the MS degree and should be eliminated altogether.
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}
Given that at least 9 programs are currently out of compliance, action of some sort has to be taken.  We discussed three different options: 1) comply with the request of the Faculty Senate and attempt to obtain all the information req
uested so that the motion can be resubmitted; 2) Drop the motion and require all departments to comply immediately (and submit new program descriptions), or 3) Look at eliminating the MS-with-project option altogether.  The consensus of the committee was 
to go with Option 1).  Christa will notify all affected departments of the situation and request that the additional information be made available prior to the next Faculty Senate meeting.
\par }\pard \widctlpar\adjustright {
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 3)\tab}}\pard \fi-360\li360\widctlpar\tx720\ls70\adjustright {The committee discussed the draft Motion on Graduate Good Standing that Jennifer had presented.  Debate focused on several points:
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}}\pard \fi-360\li1080\widctlpar\tx1080\ls70\ilvl1\adjustright {
Is "probationary status" considered not being in good standing, or just a warning that one might fall out of good standing?  The general opinion was that being on probation is not maintaining good standing.  
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}
The length of time for which a student could be on probation was discussed.  It was generally agreed at two semesters was the maximum period of time a student could maintain this.  Since grades do not become available until after the end o
f the semester, the preferred wording under the "Conditions for Dismissal" section was "more than two semesters of probationary status."
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}The phrase "substantive errors in admissions paperwork" under conditions for dismissal was debated.  We want to refer t
o the incorrect information supplied by the student but without having to prove intent.  The phrase "substantive inaccuracies in the student's application for admission" was agreed upon. 
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}Upon Susan\rquote s suggestion, the section on dismissal (previously 'acade
mic disqualification') was modified to required to require the recommendation of the department chair AND the advisory committee AND the dean of the school, PLUS the approval of the Dean of the Graduate School.  In other words, all parties need to be in a
greement before the student can be dismissed. 
\par }\pard \li1080\widctlpar\tx1080\adjustright {
\par }\pard \widctlpar\adjustright {Jennifer agreed to rewrite the motion with the requested changes, and to circulate it by email. 
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 4)\tab}}\pard \fi-360\li360\widctlpar\tx720\ls70\adjustright {Thirty-three course requests were distributed for evaluation.  They will be discussed in the following meetings, starting on Nov. 7 2003.

\par }\pard \widctlpar\adjustright {
\par ---------------------------
\par 
\par GAAC meeting, Nov. 7 2003, 3:30-5 p.m.
\par 
\par Present:  A. Dandekar, C. Mulder, D. Reynolds, J. Reynolds,  D. Stephens, M. Ehrlander, M. Hogan, M., J. Ma, G. Gregory, C. Koverola.
\par 
\par 1)  The latest draft of the Motion on Graduate Good Standing was discussed.
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx1440\ls70\ilvl1\adjustright {
The requirement for a graduate advisory committee and chairperson was removed.  This phrase was thought to have been included because in the past one of the few ways to force a student to leave was to have the committee resign }{\i en masse}{
.  However, this motion should make such action unnecessary, and the statement could cause problems for a student whose advisor left or passed away.
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}Abhijit pointed out that BCIS was now USCIS.  Give their frequent name changes, we changed the wording to "Federal Requirements" in the Rationale.
\par {\listtext\pard\plain\f2 \hich\af2\dbch\af0\loch\f2 o\tab}With those changes the motion was approved.  Christa will distribute it to Deans of  the various colleges, and eventually to a University lawyer for review.
\par }\pard \widctlpar\adjustright {
\par 2) The following course / program requests were discussed and approved: (see attached list): 
\par 
\par }\pard \li720\widctlpar\adjustright {1.\tab CHANGE COURSE:  ANTH 618 - Historical Archaeology (3+0)
\par \tab 3 credits; unstack with ANTH 418 (to be dropped); change
\par \tab prerequisite; effective Fall 2004.
\par 2.\tab CHANGE COURSE:  ANTH 653 - Current Perspectives in 
\par \tab CulturalResource Management (3+0) 3 credits; unstack with 
\par \tab ANTH 453 (to be dropped); effective Fall 2004.
\par 3.\tab DROP COURSE:  ANTH 608 - Classics in Anthropology (3+0)
\par \tab 3 credits; effective Fall 2004.
\par 4.\tab DROP COURSE:  ANTH 613 - Seminar:  Problems in Arctic
\par \tab Archaeology (3+0) 3 credits; effective Fall 2004.
\par 5.\tab DROP COURSE:  ANTH 614 - Archaeology of Siberia (3+0) 
\par \tab 3 credits; effective Fall 2004.
\par 7.\tab NEW COURSE:  ANTH 626 - Bioarchaeology (3+0) 3 credits;
\par \tab stacked with ANTH 426; offered Alternate Spring (even 
\par \tab years); effective Fall 2004.
\par 8.\tab PROGRAM CHANGE:  MA,  Linguistics - Change program 
\par \tab descriptive paragraph; effective Fall 2004.
\par 11.\tab PROGRAM CHANGE:  M.S., Atmospheric Sciences - Delete the
\par \tab non-thesis degree option; effective Fall 2004.
\par }\pard \fi720\widctlpar\adjustright {13.\tab PROGRAM CHANGE:  Ph.D., Biological Sciences - Clarify 
\par \tab statements about GRE scores and TOEFL scores required for 
\par \tab admission and coursework and exams required for the degree; 
\par \tab effective Fall 2004.
\par }\pard \li720\widctlpar\adjustright {14.\tab PROGRAM CHANGE:  M.S., Biology - Clarify statements about 
\par \tab GRE scores and TOEFL scores required for admission and 
\par \tab coursework and exams required for the degree; effective 
\par \tab Fall 2004.
\par 15.\tab PROGRAM CHANGE:  M.A.T., Biology - Clarify statements 
\par \tab about GRE scores and TOEFL scores required for admission; 
\par \tab effective Fall 2004.
\par 16.\tab PROGRAM CHANGE:  M.S., Botany - Clarify statements about 
\par \tab GRE scores and TOEFL scores required for admission and 
\par \tab coursework and exams required for the degree; effective 
\par \tab Fall 2004.
\par 17.\tab PROGRAM CHANGE:  M.S., Wildlife Biology - Clarify statements 
\par \tab about GRE scores and TOEFL scores required for admission 
\par \tab and coursework and exams required for the degree; effective 
\par \tab Fall 2004.
\par 18.\tab PROGRAM CHANGE:  M.S., Zoology - Clarify statements about 
\par \tab GRE scores and TOEFL scores required for admission and 
\par \tab coursework  and exams required for the degree; effective 
\par \tab Fall 2004.
\par 29.\tab DROP COURSE:   BA 662 - International Finance (3+0) 3 
\par \tab credits; keeping the stacked course BA 461; effective 
\par \tab Fall 2004.
\par 30.\tab DROP COURSE:  BA 685 - International Finance (3+0) 3 
\par \tab credits; effective Fall 2004.
\par 33.\tab NEW COURSE:   MIN 601 - Application of Artificial Neural 
\par \tab Network (3+0) 3 credits; offered Spring; effective Fall 2004.
\par }\pard \widctlpar\adjustright {
\par 3)  The following course / program requests were discussed and held pending additional information or conditional upon changes:
\par }\pard \li720\widctlpar\adjustright {9.\tab PROGRAM CHANGE:  M.A., Community Psychology - Include 
\par \tab Project option; add note that student must earn a "B" grade 
\par \tab in each course; effective Fall 2004.
\par }\pard \fi720\li720\widctlpar\adjustright {Condition: change the 3-credit limit for the project to a 
\par 6-credit limit.
\par }\pard \li720\widctlpar\adjustright {10.  \tab NEW COURSE:  ATM 692 - Atmospheric Science Informal 
\par \tab Seminar, 1 credit; offered Fall and Spring; effective Fall 2004.
\par }\pard\plain \s28\ri510\widctlpar\adjustright \f7\fs20\cf1\cgrid {\fs24 \tab \tab Additional information to be requested:  how often 
\par \tab \tab seminars take place, how participation will be measured.
\par }\pard \s28\ri510\widctlpar\tx-720\tx0\tx360\tx720\tx1440\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640\adjustright {
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {4)  Two additional course requests were distributed. The next GAAC meeting will be held on 14 Nov. 2003.
\par 
\par ---------------------------
\par 
\par GAAC Meeting, Nov. 14 2003.  3:30-4:10 p.m.
\par 
\par Present:  C. Mulder, D. Reynolds, D. Stephens, M. Ehrlander, M. Hogan, S. Henrichs, J. Ma, C. McAlpin, G. Gregory, C. Koverola.
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1)\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx720\ls71\adjustright {
Christa reported back on progress re. obtaining information for the motion on project credits (3 responses) and feedback from Deans on the Good Standing motion.  Only two very minor changes were requested on that motion, which the committee agreed with.

\par }\pard \widctlpar\tx720\adjustright {
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 2)\tab}}\pard \fi-360\li360\widctlpar\tx720\ls71\adjustright {Christa reported that the following courses had met the conditions for approval and had been approved:
\par }\pard \li720\widctlpar\adjustright {9.\tab PROGRAM CHANGE:  M.A., Community Psychology - Include 
\par \tab Project option; add note that student must earn a "B" grade 
\par \tab in each course; effective Fall 2004.
\par 
\par 31.\tab PROGRAM CHANGE:   M.B.A., Business Administration - Capital
\par \tab Markets option:  drop BA 661 and add BA 682; effective Fall 
\par \tab 2004.
\par \tab Check that BA 682 has been approved.
\par 32.\tab PROGRAM CHANGE:   M.B.A., Business Administration - 
\par \tab General Management option: add BA 682; effective Fall 
\par \tab 2004.
\par }\pard \fi720\li720\widctlpar\adjustright {Check that BA 682 has been approved.
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 3)\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx720\ls71\adjustright {The following course / program requests were discussed and approved:
\par }\pard \li720\widctlpar\adjustright {12.\tab CHANGE COURSE:  BIOL/WLF 622 - Readings in Conservation
\par \tab Biology (2+0) 2 credits; change credits to (3+0) 3 credits;
\par \tab effective Fall 2004.
\par 19.\tab PROGRAM CHANGE:  M.S., Engineering Management - 
\par \tab Reorganization and update to degree requirements as 
\par \tab recommended by ESM Advisory Committee and ABET 
\par \tab accreditation; effective Fall 2004.
\par 20.\tab PROGRAM CHANGE:  M.S., Science Management - 
\par \tab Reorganization and update to degree requirements as 
\par \tab recommended by ESM Advisory Committee and ABET 
\par \tab accreditation; effective Fall 2004.
\par }\pard \widctlpar\adjustright {\tab 21.\tab PROGRAM CHANGE:  M.S., Geology - Volcanology 
\par \tab \tab concentration: change credits to 12 credits at the 600-level 
\par \tab \tab in volcanology related courses; effective Fall 2004.
\par \tab 22.\tab DROP COURSE:  STAT 680 - Data Analysis in Biology (2+3)
\par }\pard \li720\widctlpar\adjustright {\tab 4 credits; keep cross-listed BIOL 680 and WLF 680; effective
\par \tab Fall 2004.
\par 23.\tab PROGRAM CHANGE:  M.S.E., Software Engineering - Delete 
\par \tab ESM 609 as course option, delete ESM 608 or BA 604, add 
\par \tab SWE 673 and 674, change course designators to SWE for 
\par \tab cross-listed courses; effective Fall 2004.
\par }\pard \widctlpar\adjustright {
\par 4) The GAAC will meet again on Nov. 21 to discuss the last few course/ program requests.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par }{\page ATTACHMENT 119/10
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY }{CORE REVIEW
\par 
\par 
\par }\pard \widctlpar\adjustright {
\par Core Review Committee 
\par Report of activities
\par Douglas Schamel, Chair
\par 
\par Members present: Jill Faudree, Jin Brown, Jonathan Rosenberg, Derek Burleson, Douglas Schamel, Paul McCarthy, Rainer Newberry, Mary Goodwin
\par Ex-officio: Sue McHenry, Wanda Martin
\par Visitors: Patty Meritt, John Lehman, and others
\par 
\par 
\par The Core Review Committee met on 10 November and 24 November.
\par 
\par 1) We approved 5 petitions and disapproved 2 petitions.
\par 
\par 2) These are our actions on Core course requests:
\par \tab a) Additions to Oral Intensive:  PSY 310, SOC 405
\par \tab b) Deletions from Oral Intensive: ANTH 423, HSV 301
\par \tab c) Additions to Written Intensive: ART 473, RD 300, ECE 420, ECE 445
\par \tab d) Potential addition to "Values and Choice": BA 323.  Returned to the department for further refinement.
\par  \tab 
\par 3) We discussed and approved the motion (before the Senate today) to allow students to enroll in a wider array of Core science courses.  Schamel discussed this motion with the CSEM department heads prior to final Core committee approval.
\par 
\par 4) Committee members Schamel and Newberry worked with Vice Provost Henrichs and Associate CSEM Dean Aspnes to streamline Core science assessment protocols.
\par 
\par 5) Committee members Schamel and Brown debriefed Vice Provost Henrichs on the history and current challenges of Core assessments. 
\par 
\par 6) Our next meeting will occur in January.  Date TBA.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 119/11
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY CURRICULUM REVIEW
\par }{\caps 
\par }\pard \widctlpar\adjustright {
\par Curriculum Review Committee Report
\par 
\par 
\par Curriculum Review met on Friday, November 7, 2003 and considered the following proposed course and program changes.
\par 
\par }\pard \ri-360\widctlpar\adjustright {I-New Minor proposed by Northern Studies: Minor, leadership and Civic Engagement, additional courses: NORS 205, NORS 493 (Requests #41-43)
\par }\pard \widctlpar\adjustright {
\par Judy Kleinfeld and Mary Ehrlander from Northern Studie
s gave brief statements about the new minor, noting that it had the Provost's approval and some financial support for next year. They noted that there is a national interest in this area on other campuses.
\par 
\par The curriculum review committee approved the requ
est with only a few comments: why is this proposed through Northern Studies when most of the readings are on a national focus? If there is interest in civic affairs in ÃÛÌÒÓ°Ïñ, why aren't there more readings that discuss ÃÛÌÒÓ°Ïñ Native issues?
\par 
\par II-New BA degree in Child Development and Family Studies, additional courses:  ECE 106, ECE 310, ECE 360, ECE 420 , and ECE 430.  ECE 440, ECE 445, and ECE 470 (Requests #64-72)
\par 
\par Patty Meritt from Tanana Valley Campus gave a brief statement about the program.
\par 
\par The curr
iculum review committee approved passing the request on to Curricular Affairs with the following questions and comments.  There are some course number questions that need to be resolved with Gayle Gregory.  The Business Department is instigating a policy 
w
hereby only Business majors can take upper level courses and this will raise problems for this program because students will need business training to manage child facilities.  UAA offers early childhood but Patty points out this proposed program is tailo
r
ed to rural sites and distant delivery.  It was noted the importance of training rural people for jobs in their communities and this program would provide such training for people who will be staying in their home communities.  Long term funding is an iss
ue, although they do have grant funding now and the language in the Headstart Reauthorization Act will require BA degrees so this program is timely.
\par 
\par III-The curriculum review committee considered the following courses from the Department of Foreign Languag
es.  JPN100A, JPN100B, JPN100C, and JPN100D (requests #26-29).  The committee sees these as substitutes for 101 and 102 type classes paralleling what is happening in other language courses and will increase enrollment. The committee passes this on with ap
proval.
\par 
\par IV-The committee considered JPN 210, JPN310 and JPN 311 (requests #30- 32).  The committee sees these offerings as appropriate since learning the Kanji is a time intensive exercise so they approved the offerings.
\par 
\par V-The committee considered JPN 377
 (request #33).  The committee agreed to accept this class but to make it an elective to be offered as demand warrants.  There is some concern in the History Department about this offering and note that the committee did not approve request #36, to make t
his course a choice under major requirements. This probably needs more discussion.
\par 
\par VI-The committee considered JPN482 and JPN488 and the only note was that the College of Liberal Arts asked them to add these.
\par 
\par VII-The committee considered the Foreign Language Department's request to add Japanese as one of the second language options.  Personnel changes permit them to do this and the Japanese program is growing so we had no problem in approving this action.

\par 
\par VIII-The committee considered SPAN 431 0 (Request #37).  This is a capstone course and the only question was whether it should be termed a "seminar" course, apparently this has implications for the course number and how it is counted.
\par 
\par ------------------------------
\par 
\par Curriculum Review met on Friday, November 14, 2003 and considered the following course and program changes.
\par 
\par #114A, B, Accounting course changes--approved
\par #115-118,  BA drop courses--approved
\par #119, BA new course--approved
\par #120-122, BBA. program changes--approved
\par #123, BBA, program change (add admission standards to SOM upper Division Courses)--TABLED
\par #124-125, BBA, program changes--approved
\par #126-127, CS course changes--approved
\par #45-46, PS drop courses--approved
\par #47, PS 438 O, drop course, Peace and National Security--TABLED
\par #48, PS 451, drop course, Law, Justice, and Society in the Circumpolar
\par North--TABLED
\par #49, Law & Society Minor changes--approved
\par #50, Psy 250, course change--approved
\par #51, Psy 230, drop course--approved
\par #52, Psy 444, drop course, Advanced multicultural lifespan--TABLED
\par #53, Psy minor, program change--approved
\par #54, Swk 310, new course--tentative approval (looking for provision for offering in face to face classroom as well as distance delivery)
\par #55, Swk, program change on requirements for majors--approved
\par 
\par -----------------------
\par Curriculum Review
\par 11/21/03
\par 
\par Jonathan Rosenberg from Political Science came in to discuss #47, PS438, Peace and National Security. The political science department wants to drop this course because of low enrollment; it competes with the fundamental cours
es in the discipline; some of the subject matter covered in other courses as well.  It is a 400 level course so won't generate high enrollment.  It was agreed they would drop the course and then rewrite and submit as a 200 level course next year. This wil
l raise an issue of too few O designators and they will need to add O to one of he other upper division courses.
\par 
\par Jonathan also discussed # 48, PS451, Law, Justice, and Society in the Circumpolar North.  He indicated there is no one to teach this course; it
 has low enrolment and there is enough of this perspective taught through Northern Studies and visiting scholars. The committee had no response and accepted with some regret the loss of this course.
\par 
\par Clarification was provided by Ron on #54, SWK310. This class will not be restricted to one mode of delivery.  It can meet through distance, face to face, and other venues.
\par 
\par A question was raised about RD 400 level courses and whether they should have pre-requisites.
\par 
\par We had a discussion of #87, Chem 300W, Resea
rch Ethics. The committee finds this a systemic problem in that it is getting harder for students to get ethics courses that are specific to the sciences. The committee chose to present this to Curriculum Affairs for their consideration.  The issue is whe
ther chemistry students should have to take an ethics course.  As it is now they can opt to take one as an elective offering in Biology.  Some of us felt that ethics should be required.
\par 
\par The committee considered #123, the program change request from Busines
s Administration that would add admission requirements for upper division courses. Laura Milner from the department came to discuss the action.  The committee's concern was that there could be individuals qualified to take the courses who are not in the p
r
ogram and have not formally taken the required prerequisites. This discussion began a few weeks back when the committee considered a new program that had some business courses listed and the business faculty pointed out this proposed new ruling. Laura agr
eed to write up a provision for accommodating the exceptional case of an individual qualified in principle but not on paper.  Admission for such an individual will be at the discretion of the undergraduate studies director.
\par 
\par The committee considered #73-83 and approved all of the actions with the following comments:
\par #74, Program change A.A.S., Professional Piloting- It appears that the program is 6 credits short but Gayle will correct the language.
\par #78. New Course, RD427, Tribal Contracting and Compacting, this course appears to be missing a course outline.
\par #80 New Course, RD451, Human Resource Management for Indigenous Communities. The committee felt that the textbook did not reflect a strong enough indigenous focus, that it was too Western.
\par #82, New Course, RD465, Community Healing and Wellness. The committee felt this looks similar to Community Psychology.
\par #83, Program Change, B.A, Rural Development. The committee noted that this change means a deletion of one concentration area.
\par 
\par The committee approved #84-100 with the discussion of #87, as noted above.
\par 
\par 
\par William Schneider, Chair
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 119/12
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY DEVELOPMENTAL STUDIES}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par Minutes of The Developmental Studies Committee
\par November 20, 2003
\par 1-2:30pm
\par Chancellors Conference Room
\par 
\par 
\par Present:  Judy Atkinson, Rich Carr, Pat Doak, Sara Firman, George Guthridge, Cindy Hardy, Marji Illingworth, Ron Illingworth, Joe Mason, Mary Matthews (SSS), Debbie Moses, Jane Weber.
\par 
\par The Developmental Studies Committee met and discussed the following items:
\par 
\par Developmental Education Department:
\par 
\par Jane Weber gave an update on the new Department of Developmental Education.  This semester the department has been in the process of hiring both an administrative assistant and faculty for a 
Developmental English/Reading position.   A Developmental Math position was filled during the early summer.  Jane is working with CRA to determine which positions in Fairbanks are CRA-funded positions and which are TVC positions.  She also reported that s
he saw two of our Outside reviewers at a conference this fall and they were pleased to hear that progress is being made based on their recommendations.
\par 
\par Role of the Developmental Studies Committee:
\par 
\par We discussed the role of the Developmental Studies Committ
ee, now that the department has been formed and has oversight of Developmental Education issues.  As a department, Developmental Education will be represented on the CRA Curricular Council.  We currently have a seat on the CRA Faculty Council and on Facul
t
y Senate Curriculum Review Committee.  However, Ron Illingworth made a strong argument for leaving the committee intact as a curricular review committee to address specifically Developmental courses and to act as a voice for Developmental issues in the Fa
c
ulty Senate.  We decided to continue the committee on that basis.  The committee will also act as a means of bringing together a broader representation of the university community who are impacted by Developmental Education, including academic and support
 
services representatives.   Suggestions for the make up of the committee include representatives from math, English, science, Rural Student Services, Advising, Student Support Services, Enrollment Management, and representatives from the Department of Dev
elopmental Education.  Jane Weber and Ron Illingworth will look at the current description of the committee in the Faculty Senate Handbook and will look at the representation needed for the committee and will report back at the next meeting.
\par 
\par Mandatory Advising and Placement:
\par 
\par Since ÃÛÌÒÓ°Ïñ is still without a registrar, nothing has happened yet on implementing mandatory placement.  In Fairbanks, Testing Services has been tasked with the process of implementing mandatory placement.  On the rural campuses, mandato
ry placement has already been implemented.   A committee consisting of Ron Illingworth, Cindy Hardy, Debbie Moses, and Marji Illingworth will work on a plan for implementing mandatory placement at the Fairbanks campus.
\par 
\par Our next meeting will be in February at a time to be announced.  We will look at course approvals at that time.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 119/13
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #119
\par December 8, 2003
\par }{SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT, & IMPROVEMENT
\par }{\caps 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-450\widctlpar\adjustright {Minutes of  Faculty Development, Assessment & Improvement Committee 
\par }\pard \widctlpar\adjustright {Thursday, October 23, 2001
\par Office of Faculty Development, 222 Bunnell
\par 
\par Committee members present:  Gerald Berman, Mike Davis, John Kawula, Paul McCarthy, Joy Morrison, Mike Nakaneczny, Channon Price, E. Thomas Robinson, Shunpu Zhang, Susan Henrichs
\par 
\par Committee members absent:  Lee Haugen, Brian Barnes, Larry Roberts, Roger Norris-Tull
\par 
\par 1.\tab Susan Henrichs commented on the Outcomes Assessment portion of her position.  She indicated that there were many areas where implementation is spotty, and that
 her office plans to spend some effort educating faculty about how to do it.  She indicated that some departments are very good at outcomes assessment, while others still need to get started.  Her office has a small budget that can be used to bring in con
sultants and establish workshops surrounding outcomes assessment.  Susan indicated that she would welcome input from this committee.
\par 
\par 2.\tab The committee reviewed the faculty development travel policy and accepted it.  A deadline of Dec. 11/03 was established 
for requests for funds for faculty travel during spring and summer 2004.  The travel subcommittee will meet on Dec. 12/03 to award available travel funds.
\par 
\par 3.\tab Joy reported on her trip to the POD conference.  Her time was spent focused on sessions dealing with individual teaching consultations with faculty, and on a short panel discussion on service learning.
\par 
\par 4.\tab Joy indicated that she is possibly organizing a women's conference for the end of March or beginning of April that will be geared toward women in h
igher education.  The conference will involve panel discussions and speakers and is geared toward women faculty at ÃÛÌÒÓ°Ïñ, UAA and UAS.  Joy emphasized that the conference is open to all!
\par 
\par 5.\tab Joy Morrison volunteered to serve as an alternate on the Unit Criteria committee.
\par 
\par 6.\tab The committee examined the annual activities report form as a result of a complaint received by the faculty senate.  The committee discussed the form and concluded that it was a reasonable instrument.  In particular, the committee sugges
ted that the form not be altered since a similar form is used for promotion and tenure purposes.  The committee suggested that it may not be necessary to include a copy of the CV as well as the annual activities form.
\par 
\par 7.\tab The meeting was adjourned at 9:40 a.m. 
\par 
\par -----------------------------
\par 
\par Minutes of Faculty Development, Assessment & Improvement Committee
\par Thursday, November 20, 2003
\par Office of Faculty Development, 222 Bunnell
\par 
\par Committee Members Present:  Gerald Berman, Mike Davis, Lee Haugen, John Kawula, Paul McCarthy (Chair), Joy Morrison, Michael Nakaneczny, Channon Price, Larry Roberts, E. Thomas Robinson, Shunpu Zhang, Marjorie Illingworth
\par 
\par Committee Members Absent:  Brian Barnes, Roger Norris-Tull, Susan Henrichs
\par 
\par Guests:  Pete Pinney
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls73\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls73\adjustright {December 12, 2003 was
 established as a date for the faculty travel subcommittee to review faculty travel grants for spring/summer 2004 travel.  All travel requests for that period must be received at the Office of Faculty Development by 5:00 p.m. on December 11, 2003.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls73\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls73\adjustright {Joy men
tioned to the committee members at the rural campuses to let their faculty know about the December 11, 2003 deadline for faculty travel requests.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls73\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls73\adjustright {
Joy indicated that she will be attending the American Association for Higher Education (AAHE) conference in S
an Diego in April.  She will circulate information on the meeting to the committee by e-mail and has requested that committee members who are interested in attending the meeting contact her.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 4.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls73\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls73\adjustright {
Pete Pinney raised several issues surrounding student assessment
 of teaching.  His first comments were regarding the digitization of the Student Opinion of teaching forms.  Pete noted that there is currently no policy on separation of comment sheets and bubble sheets in the on-line forms.  This raises a question surro
u
nding how these scores are actually used in the promotion and tenure process.  It was then pointed out that faculty rarely avail themselves of peer evaluation of teaching and peer assessment of instructional materials as measures of their teaching effecti
veness.  He suggested that the faculty development committee might want to discuss how these measures might be more effectively utilized by faculty to improve teaching performance.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 5.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls73\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls73\adjustright {
The committee agreed to meet on December 11, 2003, to discuss many of the issues raised by Pete Pinney in item (4).
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 6.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360{\*\pn \pnlvlbody\ilvl0\ls73\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls73\adjustright {The meeting was adjourned at 9:30 a.m.
\par }\pard \widctlpar\adjustright {
\par 
\par }}