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\'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
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\'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
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\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1380\jclisttab\tx1380 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2100\jclisttab\tx2100 }{\listlevel\levelnfc0\leveljc0
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\'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
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\levelnfc0\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
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\levelnfc4\leveljc0\levelfollow0\levelstartat2\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li1080\jclisttab\tx1080 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1800\jclisttab\tx1800 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2520\jclisttab\tx2520 }{\listlevel\levelnfc0\leveljc0
\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'03.;}{\levelnumbers\'01;}\fi-360\li3240\jclisttab\tx3240 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}
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\levelnfc3\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}\b\fbias0 \fi-360\li540\jclisttab\tx540 }{\listlevel\levelnfc4\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1260\jclisttab\tx1260 }{\listlevel\levelnfc2\leveljc2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li1980\jclisttab\tx1980 }{\listlevel\levelnfc0\leveljc0
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{\leveltext\'01o;}{\levelnumbers;}\f2\fbias0 \fi-360\li2880\jclisttab\tx2880 }{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3929 _;}{\levelnumbers;}\f14\fbias0 \fi-360\li3600\jclisttab\tx3600 }
{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 _;}{\levelnumbers;}\f3\fbias0 \fi-360\li4320\jclisttab\tx4320 }{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360
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{\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
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\'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
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{\leveltext\'01\u-3929 _;}{\levelnumbers;}\f14\fbias0 \fi-360\li2160\jclisttab\tx2160 }{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 _;}{\levelnumbers;}\f3\fbias0 \fi-360\li2880
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\levelindent0{\leveltext\'01\u-3929 _;}{\levelnumbers;}\f14\fbias0 \fi-360\li6480\jclisttab\tx6480 }{\listname ;}\listid1169949961}{\list\listtemplateid-227374466{\listlevel\levelnfc0\leveljc0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'02\'00.;}{\levelnumbers\'01;}\b\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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{\leveltext\'01o;}{\levelnumbers;}\f2\fbias0 \fi-360\li5760\jclisttab\tx5760 }{\listlevel\levelnfc23\leveljc0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3929 _;}{\levelnumbers;}\f14\fbias0 \fi-360\li6480\jclisttab\tx6480 }
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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 }\pard \qc\widctlpar\adjustright {\b\ul A G E N D A
\par }{ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #123}{\b\ul 
\par }{Monday, May 3, 2004
\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 #122
\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 B.\tab Motions Pending:  
\par \tab \tab \tab 1.\tab Motion on classified research policy.
\par \tab \tab \tab 2.\tab Motion to amend the Faculty Senate Section 3, 
\par \tab \tab \tab \tab (Article V, Committee, Standing) of the Bylaws 
\par \tab \tab \tab \tab to establish a "Unit Criteria Committee."  
\par }\pard \ri270\widctlpar\adjustright {\tab \tab \tab 3.\tab Motion to approve the Unit Criteria for the 
\par \tab \tab \tab \tab Science and Engineering units of CSEM.
\par }\pard \widctlpar\adjustright {
\par 1:10 \tab III\tab Public Comments/Questions      \tab \tab \tab   5 Min.
\par 
\par 1:15\tab IV\tab Governance Reports       \tab \tab \tab \tab 25 Min.
\par \tab A.\tab President's Comments - Pete Pinney 
\par \tab B.\tab President-elect's Report - Abel Bult-Ito    
\par \tab C.\tab Staff Council - Josh Steadman  
\par \tab D.\tab ASÃÛÌÒÓ°Ïñ -Thom Walker / GSO -   
\par \tab E.\tab Faculty Liaison - Eva Kopacz  
\par \tab F.\tab Budget Liaison - Craig Wisen (Handout)
\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 Consent Agenda
\par \tab A.\tab Motion to approve the list of the 2003-2004 degree 
\par \tab \tab candidates, submitted by Administrative Committee 
\par \tab \tab (Attachment 123/1)
\par \tab B.\tab Resolution of Recognition for F. Stuart "Terry" Chapin, 
\par \tab \tab submitted by Faculty Affairs (Attachment 123/2)
\par \tab C.\tab Resolution of Recognition for  Wendy Ehnert, submitted 
\par \tab \tab by Faculty Affairs (Attachment 123/3)
\par \tab D.\tab Resolution of Recognition for C. Peter McRoy as Outstanding 
\par \tab \tab Senator of the Year, submitted by Administrative Committee 
\par \tab \tab (Attachment 123/4)
\par \tab E.\tab Resolution of Recognition for Jane Weber as Outstanding 
\par \tab \tab Senator of the Year, submitted by Administrative Committee 
\par \tab \tab (Attachment 123/5)
\par \tab F.\tab Resolution of Appreciation for Marshall Lind, submitted 
\par \tab \tab by Administrative Committee (Attachment 123/6)
\par \tab G.\tab Resolution of Appreciation for Pete Pinney, submitted 
\par \tab \tab by Administrative Committee (Attachment 123/7)
\par 
\par 2:00\tab VII\tab New Business\tab \tab \tab \tab \tab 45 Min.
\par \tab A.\tab Motion to amend the "ÃÛÌÒÓ°Ïñ Advanced Placement Credit" 
\par \tab \tab for Foreign Languages to incorporate ÃÛÌÒÓ°Ïñ Native 
\par \tab \tab Languages, submitted by Curricular Affairs (Attachment 123/8)
\par \tab B.\tab Motion to amend the policy on Stacked and Cross-listed 
\par \tab \tab courses, submitted by Curricular Affairs and Graduate 
\par \tab \tab Academic & Advisory Committee (Attachment 123/9)
\par }{\cf1 \tab C.\tab Motion }{to approve a change in the residency requirements 
\par \tab \tab for military personnel pursuing an AA/AAS approved* 
\par \tab \tab program as part of the ServiceMembers Opportunity College 
\par \tab \tab (SOC), submitted by Curricular Affairs (Attachment 123/10)
\par \tab D.\tab Motion to adopt regulations for course syllabi, submitted 
\par \tab \tab By Curricular Affairs (Attachment 123/11)
\par \tab E.\tab Motion to amend the Graduate Full or Part-time Status/Study 
\par \tab \tab Load policy, submitted by Graduate Academic & Advisory 
\par \tab \tab Committee (Attachment 123/12)
\par \tab F.\tab Motion to amend the Graduate Degree Requirements for the 
\par \tab \tab Master of Arts with Project and the Master of Science with 
\par \tab \tab Project, submitted by Graduate Academic & Advisory 
\par \tab \tab Committee (Attachment 123/13)
\par \tab G.\tab Motion to amend the "Appeals Policy for Academic Decisions 
\par \tab \tab }{\cf1 Other Than Assignment of Grades", submitted by Faculty 
\par \tab \tab Appeals and Oversight (Attachment 123/14)
\par }{\tab H.\tab Motion to approve the Unit Criteria for the Department of 
\par \tab \tab Anthropology, submitted by Ad Hoc Committee on Unit 
\par \tab \tab Criteria (Attachment 123/15)
\par \tab I. \tab Motion to approve the Unit Criteria for Mathematics, 
\par \tab \tab submitted by Ad Hoc Committee on Unit Criteria 
\par \tab \tab (Attachment 123/16)
\par \tab J.\tab Motion to amend the ÃÛÌÒÓ°Ïñ "Regulations for the Appointment 
\par \tab \tab and Evaluation of Faculty" (Blue Book), submitted by Ad Hoc 
\par \tab \tab Committee on Unit Criteria (Attachment 123/17) 
\par 
\par 2:50\tab \tab ***BREAK***\tab \tab \tab \tab \tab 10 Min.
\par 
\par 3:00\tab VIII\tab Annual Committee Reports \tab \tab \tab 15 Min.
\par \tab A.\tab Curricular Affairs - R. Newberry (Handout)
\par \tab B.\tab Faculty Affairs - P. McRoy (Handout)
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  C. Mulder
\par \tab \tab (Attachment 123/18)
\par \tab D.\tab Core Review - D. Schamel (Attachment 123/19)
\par \tab E.\tab Curriculum Review - W. Schneider (Handout)
\par \tab F.\tab Developmental Studies - J. Weber (Attachment 123/20)
\par \tab G.\tab Faculty Appeals & Oversight - P. Layer  (Attachment 123/21)
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  
\par \tab \tab P. McCarthy (Attachment 123/22)
\par \tab G.\tab Ad Hoc Committee on Unit Criteria - D. Odess 
\par \tab \tab (Attachment 123/23)
\par 
\par 3:15\tab X\tab Members' Comments/Questions\tab \tab \tab   5 Min.
\par 
\par 3:20\tab XI\tab Announcements of Award Recipients      \tab \tab   5 Min.
\par \tab A.\tab Announcement of the Outstanding Senator of the 
\par \tab \tab Year Award 
\par \tab B.\tab Announcement of Usibelli Awards (Attachment 123/24)
\par \tab C.\tab Announcement of Emeriti Faculty Awards 
\par \tab \tab (Attachment 123/25)
\par \tab D.\tab Presentation of Resolution of Appreciation for Pete Pinney 
\par 
\par 3:25\tab XII\tab Adjournment of the 2003-2004 Faculty Senate   
\par 
\par 3:30\tab XIII\tab 2004-2005 Faculty Senate Members Take Their Seats
\par \tab A.\tab Roll Call of 2004-2005 Members       \tab \tab   5 Min.
\par \tab B\tab President's Remarks - Abel Bult-Ito    \tab \tab   5 Min. 
\par 
\par 3:40\tab XIV.\tab New Senate Business      \tab \tab \tab \tab 15 Min. 
\par \tab A.\tab Motion to endorse 2004-2005 committee membership,
\par }\pard \ri-450\widctlpar\adjustright {\tab \tab submitted by Administrative Committee (Attachment 123/26)
\par }\pard \widctlpar\adjustright {\tab B.\tab Motion to approve the 2004-2005 ÃÛÌÒÓ°Ïñ Faculty Senate 
\par \tab \tab meeting calendar, submitted by Administrative Committee 
\par \tab \tab (Attachment 123/27)
\par \tab C.\tab Motion to authorize the Administrative Committee to 
\par \tab \tab act on behalf of the Senate during the summer months, 
\par \tab \tab submitted by Administrative Committee (Attachment 123/28)
\par 
\par 3:55\tab XI\tab Adjournment
\par 
\par 4:00\tab \tab Reception  & Presentation of Awards  \tab Wood Center C/D
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/1
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par }{\caps 
\par }{
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par }\pard \ri630\widctlpar\adjustright {The UA
F Faculty Senate recommends to the Board of Regents that the attached list of individuals be awarded the appropriate ÃÛÌÒÓ°Ïñ degrees pending completion of all University requirements.  [Note:  copy of the list is available in the Governance Office, 312 Signer
s' Hall.]
\par }\pard \widctlpar\adjustright {
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par \tab RATIONALE: \tab These degrees are granted upon 
\par \tab \tab recommendation of the program faculty, as verified by 
\par \tab \tab the appropriate department head.  As the representative 
\par \tab \tab governance group of the faculty, we are making that 
\par \tab \tab recommendation.
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 123/2
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY FACULTY AFFAIRS
\par 
\par }\pard \qc\widctlpar\adjustright {\b\f40 
\par }\pard \qc\ri720\widctlpar\adjustright {\b\f40 
\par }{\b\i\f40\fs28 RESOLUTION OF RECOGNITION
\par }{\b\i\f40 
\par FOR
\par 
\par }{\b\i\f40\fs32 F. STUART CHAPIN III
\par }{\b\f40 
\par }\pard \ri720\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\ri720\widctlpar\adjustright {\b\f40 WHEREAS}{\f40 ,  F. Stuart "Terry" Chapin, Professor in the Department of Biology and Wildlife and Insti
tute of Arctic Biology is the first person in ÃÛÌÒÓ°Ïñ to be elected to the National Academy of Sciences, and
\par 
\par }{\b\f40 WHEREAS}{\f40 , Terry Chapin is the recipient of numerous awards, including Member of the Swedish Royal Academy of Agriculture and Forestry,  Member of the American Academy of Arts and Sciences 2002, Outstanding faculty member, ÃÛÌÒÓ°Ïñ (2002), and

\par 
\par }{\b\f40 WHEREAS}{\f40 , Terry Chapin initiated and served as the director of the Interdisciplinary Graduate Education and Training Program in Regional Resilience and Adaptation, and
\par 
\par }{\b\f40 WHEREAS}{\f40 , Terry Chapin is internationally known for his work on arctic plant ecology and global climate change and has published over 280 scientific papers in these research areas, and
\par 
\par }{\b\f40 WHEREAS}{\f40 , Terry Chapin has greatly increased the attention to interactions between humans and global climate change, including recognition of the value of knowledge held by Native ÃÛÌÒÓ°Ïñns, now 
\par 
\par }{\b\f40 THEREFORE BE IT RESOLVED, }{\f40 That the ÃÛÌÒÓ°Ïñ Faculty Senate congratulates Terry Chapin on his election to the National Academy of Sciences and recognizes him as an outstanding faculty member and international ambassador for ÃÛÌÒÓ°Ïñ.
\par }\pard \ri720\widctlpar\adjustright {
\par 
\par \page ATTACHMENT 123/3
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY FACULTY AFFAIRS}{\caps 
\par }{
\par 
\par }\pard \qc\ri720\widctlpar\adjustright {\b\f40 
\par }{\b\i\f40\fs28 RESOLUTION OF RECOGNITION
\par }{\b\i\f40 
\par FOR
\par 
\par }{\b\i\f40\fs32 WENDY EHNERT}{\i\f40\fs32 
\par }\pard \ri720\widctlpar\adjustright {\i\f40 
\par 
\par }\pard \qj\fi-720\li720\ri720\widctlpar\adjustright {\b\f40 WHEREAS,}{\f40  Wendy Ehnert, AP s
cience teacher at Lathrop High School, in March received the National Presidential Award for Excellence in Mathematics and Science Teaching and was one of four of the 94 awardees invited to address Congress, and 
\par }{\b\f40 
\par WHEREAS, }{\f40 Wendy Ehnert was selected to be a Fulbright exchange teacher for the Czech Republic in 2001-02, and}{\b\f40  }{\f40 
\par }{\b\f40 
\par WHEREAS, }{\f40 Wendy Ehnert has earned a Masters degree from ÃÛÌÒÓ°Ïñ, and
\par }{\b\f40 
\par WHEREAS,}{\f40  Wendy Ehnert has long maintained contacts and collaborations with ÃÛÌÒÓ°Ïñ faculty to further her teaching skills and provide opportunities for students, now 
\par 
\par }{\b\f40 THEREFORE BE IT RESOLVED,}{\f40  That the ÃÛÌÒÓ°Ïñ Faculty Senate congratulates Wendy Ehnert in receipt of her award and recognizes her as an outstanding graduate of ÃÛÌÒÓ°Ïñ and contributor to education in ÃÛÌÒÓ°Ïñ.}{
\par }\pard \ri720\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/4
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \qc\fi-720\li720\widctlpar\adjustright {\b\i\f40\fs28 OUTSTANDING SENATOR OF THE YEAR AWARD
\par 
\par }{\b\i\f40 FOR
\par }{\b\i\f40\fs32 
\par C. PETER McROY
\par 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\ri720\widctlpar\adjustright {\f40 
\par }{\b\f40 WHEREAS,}{\f40  C. Peter McRoy has served as the president of the University Assembly from 1981-1983; and
\par 
\par }{\b\f40 WHEREAS,}{\f40  C. Peter McRoy has served the ÃÛÌÒÓ°Ïñ Faculty Senate in numerous capacities, often in leadership roles, since 2000; and 
\par }\pard \qj\ri720\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\ri720\widctlpar\adjustright {\b\caps\f40 Whereas}{\b\f40 , }{\f40 C. Peter McRoy has made major contributions to bylaw changes that made the ÃÛÌÒÓ°Ïñ Faculty Senate more representative of university faculty as a whole; and
\par 
\par }{\b\caps\f40 Whereas}{\b\f40 ,}{\f40  C. Peter McRoy has made major contributions in review of the draft Master Plan for the ÃÛÌÒÓ°Ïñ campus to ensure a faculty voice; and
\par 
\par }{\b\f40 WHEREAS,}{\f40  C. Peter McRoy has proven skills as a negotiator between faculty and university administration that have contributed significantly to successful conclusion of Faculty Senate business; 
\par }\pard \qj\ri720\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\ri720\widctlpar\adjustright {\b\f40 THEREFORE BE IT RESOLVED,}{\f40  That the ÃÛÌÒÓ°Ïñ Faculty Senate recognize C. Peter McRoy as Outstanding Senator of the Year for Academic Year 2003-2004.
\par }\pard \qj\ri720\widctlpar\adjustright {\f40 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/5
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE}{\caps 
\par }{
\par }\pard \qc\fi-720\li720\widctlpar\adjustright {\b\i\f40 
\par 
\par }{\b\i\f40\fs28 OUTSTANDING SENATOR OF THE YEAR AWARD
\par 
\par }{\b\i\f40 FOR
\par }{\b\i\f40\fs32 
\par JANE WEBER
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\f40 
\par 
\par 
\par }\pard \qj\fi-720\li720\ri720\widctlpar\adjustright {\b\f40 WHEREAS,}{\f40  Jane Weber has served the ÃÛÌÒÓ°Ïñ Faculty Senate in numerous capacities, often in leadership roles, since 1993; and 
\par }\pard \qj\ri720\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\ri720\widctlpar\adjustright {\b\caps\f40 Whereas}{\b\f40 ,}{\f40 
 Jane Weber has communicated effectively with the ÃÛÌÒÓ°Ïñ College of Rural ÃÛÌÒÓ°Ïñ (CRA) faculty about relevant and important issues that come to the Faculty Senate, and, therefore, the CRA faculty have been connected to the on-going process of s
hared governance; and
\par 
\par }{\b\caps\f40 Whereas}{\b\f40 ,}{\f40  Jane Weber has done a wonderful job representing CRA in the Faculty Senate and, therefore, the CRA faculty have come to rely on Jane to represent the interests of the CRA students, mission, and faculty; and
\par 
\par }{\b\f40 WHEREAS,}{\f40  Jane Weber has made major contributions to ÃÛÌÒÓ°Ïñ Developmental Studies culminating in the establishment of the CRA Department of Developmental Education, which Jane will chair next academic year; and 
\par 
\par }{\b\caps\f40 Whereas}{\b\f40 ,}{\f40  Jane Weber always has had the education of students as her top priority; 
\par }\pard \qj\ri720\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\ri720\widctlpar\adjustright {\b\f40 THEREFORE BE IT RESOLVED, }{\f40 That the ÃÛÌÒÓ°Ïñ Faculty Senate recognize Jane Weber as Outstanding Senator of the Year for Academic Year 2003-2004.
\par }\pard \qj\widctlpar\adjustright {\f40 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 123/6
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE}{\caps 
\par }{
\par }\pard \qc\widctlpar\adjustright {\b\i\f40 RESOLUTION OF APPRECIATION
\par 
\par FOR
\par }{\i\f40 
\par }{\b\i\f40 MARSHALL LIND
\par }{\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\f40 WHEREAS,}{\f40  Marshall Lind is retiring on July 1, 2004, after serving 40 years in ÃÛÌÒÓ°Ïñ education; and,
\par 
\par }{\b\f40 WHEREAS,}{\f40  Marshall Lind was Commissioner of the ÃÛÌÒÓ°Ïñ Department of Education from 1971-1983, and again from 1986-1987, serving under four governors for a combined total of more than 13 years; and,
\par 
\par }{\b\f40 WHEREAS,}{\f40  Marshall Lind was involved with the creation of the Regional Educational Attendance Areas and the implementation of the Molly Hootch Consent decree; and,
\par 
\par }{\b\f40 WHEREAS,}{\f40  Marshall Lind has served in various positions for the UA system, from visiting professor of education to dean of the School of Extended and Graduate Studies; and,
\par 
\par }{\b\f40 WHEREAS,}{\f40  Marshall Lind served as chancellor of the University of ÃÛÌÒÓ°Ïñ Southeast from 1987-1999 prior to coming to ÃÛÌÒÓ°Ïñ and served as chancellor of the University of ÃÛÌÒÓ°Ïñ Fairbanks from 1999-2004; and,
\par 
\par }{\b\f40 WHEREAS,}{\f40  Marshall Lind, in that time, has been a strong proponent of academic freedom and has consistently advanced the concept of shared governance with staff and faculty; and,
\par 
\par }{\b\f40 WHEREAS,}{\f40  Marshall Lind continually sought to strengthen the commitment to diversity and workplace ethics and has been instrumental in strengthening university ties to the larger community; and 
\par 
\par }\pard\plain \s27\qj\fi-720\li720\widctlpar\adjustright \cgrid {\b\f40 WHEREAS,}{\f40  Marshal
l Lind was the recipient of the 2002 Denali Award from the ÃÛÌÒÓ°Ïñ Federation of Natives, the highest honor AFN gives to non-Natives, for his commitment to serving the educational needs of rural and Native ÃÛÌÒÓ°Ïñns; and,
\par 
\par }\pard\plain \qj\fi-720\li720\widctlpar\adjustright \f7\cgrid {\b\f40 WHEREAS,}{\f40  the faculty of the Univers
ity of ÃÛÌÒÓ°Ïñ Fairbanks, through its Faculty Senate, wish to acknowledge the outstanding contributions to higher education of Marshall Lind, the chancellor of ÃÛÌÒÓ°Ïñ; now,
\par 
\par }{\b\f40 THEREFORE BE IT RESOLVED,}{\f40  That the ÃÛÌÒÓ°Ïñ Faculty Senate acknowledges and proclaims to al
l that Marshall Lind has rendered outstanding service to the faculty, staff, students, alumni and administration of ÃÛÌÒÓ°Ïñ and to the citizens of ÃÛÌÒÓ°Ïñ, and hereby express its deep appreciation.
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 123/7
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {\b\i\f40 RESOLUTION  OF  APPRECIATION
\par 
\par FOR
\par 
\par }{\b\i\caps\f40 Pete P. Pinney}{\i\caps\f40 
\par }\pard \widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\f40 WHEREAS,}{\f40  Pete Pinney has served the ÃÛÌÒÓ°Ïñ Faculty Senate in a manner deserving of the ÃÛÌÒÓ°Ïñ Faculty Senate's greatest admiration and respect; and 
\par }\pard \qj\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\caps\f40 Whereas}{\b\f40 ,}{\f40  Pete Pinney has served as Senator to the ÃÛÌÒÓ°Ïñ Faculty Senate from 2001-2003; and 
\par 
\par }{\b\caps\f40 Whereas}{\b\f40 ,}{\f40  Pete Pinney has served as a member of the Curricular Affairs Committee and as chair of the Curriculum Review Committee from 2001-2002; and 
\par 
\par }{\b\caps\f40 Whereas}{\b\f40 ,}{\f40  Pete Pinney has served as Chair of the Administrative Committee and as President-Elect of the ÃÛÌÒÓ°Ïñ Faculty Senate from 2002-2003; and 
\par }\pard \qj\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\caps\f40 Whereas}{\b\f40 ,}{\f40  Pete Pinney has served as a member of the ÃÛÌÒÓ°Ïñ Governance Coordinating Committee from 2002-2004; and 
\par }\pard \qj\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\f40 WHEREAS,}{\f40  Pete Pinney has served as a member of the UA Faculty Alliance from 2002-2003, and as chair of the UA Faculty Alliance from 2003-2004; and 
\par }\pard \qj\widctlpar\adjustright {\caps\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\f40 WHEREAS,}{\f40  Pete Pinney has served as a member of the UA Systemwide Governance Council from 2003-2004; and 
\par }\pard \qj\widctlpar\adjustright {\b\caps\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\caps\f40 Whereas}{\b\f40 ,}{\f40  Pete Pinney has served as a member of the UA Ad Hoc }{\f40\cf1 Committee on Accountability & Sustainability }{\f40 
and as a member of the Chancellor's Search Committee in 2004; and 
\par 
\par }{\b\caps\f40 Whereas}{\b\f40 ,}{\f40  Pete Pinney has served as President of the ÃÛÌÒÓ°Ïñ Faculty Senate from 2003-2004 and has championed collegiality, honesty, integrity, and respectful resolve; and
\par }\pard \qj\widctlpar\adjustright {\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\f40 WHEREAS}{\f40 , The ÃÛÌÒÓ°Ïñ Faculty Senate wishes to acknowledge the outstanding service rendered the faculty and the University by the work of Pete Pinney as he concludes his term as president; now 
\par }\pard \qj\widctlpar\adjustright {\b\f40 
\par }\pard \qj\fi-720\li720\widctlpar\adjustright {\b\f40 THEREFORE BE IT RESOLVED,}{\f40  That the ÃÛÌÒÓ°Ïñ Faculty Senate acknowledges the many contributions of Pete Pinney and expresses its appreciation for his exemplary service.
\par }\pard \qj\widctlpar\adjustright {\f40 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/8
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par 
\par MOTION:  
\par ======
\par 
\par }\pard \ri900\widctlpar\adjustright {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the "ÃÛÌÒÓ°Ïñ Advanced Placement Credit" for Foreign Languages to incorporate ÃÛÌÒÓ°Ïñ Native Languages (p. 16 of the 2003-2004 catalog).  
\par }\pard \widctlpar\adjustright {
\par CAPS  - Additions
\par [[   ]]  - Deletions
\par 
\par 
\par }{\b ÃÛÌÒÓ°Ïñ Advanced Placement Credit
\par }{
\par }{\b Foreign Language/ ALASKA NATIVE LANGUAGE
\par }{
\par }\pard \ri720\widctlpar\adjustright {
After completing the course in which you were placed (above 101) and earning a B grade or higher, you may ask to receive [["bonus"]] credit for the two immediately preceding prerequisite courses, if any.  However, credit cannot be award
ed for such courses if university credit has already been granted for them (for example, through College Board Advanced Placement national tests or credit transfer from another college).  [[Bonus]] Credit will not be awarded for special topics courses, in
dividual study courses, literature or culture courses, CONVERSATION COURSES, OR ANY COURSE TAUGHT IN ENGLISH.  
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2004
\par 
\par }\pard \fi-720\li1440\ri720\widctlpar\adjustright {RATIONALE:  \tab ÃÛÌÒÓ°Ïñ Native Languages may be used to fulfill the Foreign/ÃÛÌÒÓ°Ïñ Native languages option in the B.A. , a
s part of the "Perspectives on the Human Condition" in the Baccalaureate Core, and they may also be used to fulfill the Humanities and Social Science requirement in the A.A.S.  This brings the Advance Placement Credit in line with other degree requirement
s which include ÃÛÌÒÓ°Ïñ Native Languages as a language option.  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/9
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY CURRICULAR AFFAIRS & GRADUATE ACADEMIC & ADVISORY}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {\f40\cf1 MOTION: 
\par =======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the policy on Stacked and Cross-listed Courses (p. 181, 2003-2004 ÃÛÌÒÓ°Ïñ Catalog and ÃÛÌÒÓ°Ïñ Faculty Senate Academic Course and Degree Procedures Manual ). 
\par 
\par }{\f40 CAPS   - Additions      
\par  [[  ]] - Deletions
\par 
\par 
\par }{\b\f40 Stacked and Cross-listed Courses
\par }{\f40 
\par }\pard\plain \s28\fi720\widctlpar\adjustright \fs22\cgrid {\f40\fs24 [[The same course is sometimes offered b
y more than one discipline.  Such offerings are referred to as "cross-listed" courses]] SOME COURSES ARE OFFERED BY AN INTERDISCIPLINARY PROGRAM (SUCH AS "WOMEN'S STUDIES) WITH A SPECIFIC DISCIPLINARY CONTENT (E.G., HISTORY).  SOME COURSES CONTAINING INTE
RDISCIPLINARY CONTENT ARE SPONSORED BY SEVERAL DEPARTMENTS (E.G. THEATER/ART/MUSIC 200X).  BOTH TYPES OF COURSES ARE 'CROSS-LISTED' and are designated in the class listings by "cross-listed with _____". 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f40 \tab Courses are [[also]] sometimes offered simultaneousl
y at different levels (100/200 or 400/600, for example) with higher level credit requiring additional effort and possibly higher order prerequisites from the student.  Such courses are referred to as "Stacked" courses and are designated in the class listi
n
gs by "Stacked with ____".  In the case of 400/600 level stacked courses, graduate standing or permission of the instructor is required for graduate enrollment and a higher level of effort and performance is required on the part of students earning gradua
te credit.
\par \tab Courses simultaneously stacked and cross-listed [[will be]] ARE designated in the class listing as "stacked with ___ and cross-listed with ___."
\par \tab FOR ALL STACKED COURSES, [[In all cases,]] the course syllabus (not the catalog) must stipulate the
 course content and requirements for each level [[and/or discipline]].  The catalog should indicate [[if there is a difference in content.]] THE DIFFERENCE IN PREREQUISITES FOR EACH LEVEL.
\par 
\par 
\par }\pard \fi-720\li1440\widctlpar\adjustright {\f40 EFFECTIVE:  \tab Fall 2004
\par 
\par RATIONALE:  \tab This wording clarifies the cross-listing/stacked course descriptions and removes the contradiction between paragraphs 1 ('the same course') and 4 ('difference in content').
\par }\pard \widctlpar\adjustright {\f40 
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 123/10
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par }\pard\plain \s28\widctlpar\adjustright \fs22\cgrid {\f40\fs24 MOTION:
\par =======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a change in the residency requirements for military personnel (and dependents) pursuing an AA/AAS approved* program as part of the ServiceMembers Opportunity College (SOC) from 15 credits to 6 credits. 
\par 
\par (*NOTE: Current approved AAS degree programs are:  Applied Accounting, Airframe & Powerplant and Culinary Arts)
\par }\pard\plain \fi-1440\li1440\widctlpar\adjustright \f7\cgrid {\f40 
\par 
\par }\pard \fi-1440\li1440\widctlpar\tx1440\adjustright {\f40 EFFECTIVE:  \tab Upon approval by the Board of Regents
\par }\pard\plain \s28\fi-720\li720\widctlpar\adjustright \fs22\cgrid {\f40\fs24 
\par RATIONALE:\tab ÃÛÌÒÓ°Ïñ is listed as a ServiceMembers Opportunity College (SOC) institution.  The ability to contin
ue this relationship is dependent upon the participation displayed by agreements signed by the military personnel with ÃÛÌÒÓ°Ïñ.  There has not been an incentive to prepare this documentation with the existing policy--typically military personnel can meet the 
r
esidency requirement during their service time and have not felt the need to formalize the process.  However, the lack of such agreements has jeopardized the continuation for ÃÛÌÒÓ°Ïñ in this network.  By having an incentive, similar to UAA's, and more feasibl
y formalizing electronically the SOC agreement, ÃÛÌÒÓ°Ïñ stands to maintain status and gain a greater working relationship with the military units in the Fairbanks community.
\par }\pard\plain \fi-1440\li1440\widctlpar\tx1440\adjustright \f7\cgrid {\b\f40\cf1   
\par {\listtext\pard\plain\f0 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1080\widctlpar\ls1\adjustright {\f40 ÃÛÌÒÓ°Ïñ's membership as a SOC Network institution assures the continued presence of ÃÛÌÒÓ°Ïñ 
on Ft. Wainwright (weekly visits by ÃÛÌÒÓ°Ïñ Admissions Counselor and a representative from TVC).
\par }\pard \fi-360\li1080\widctlpar\adjustright {\f40 
\par {\listtext\pard\plain\f0 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1080\widctlpar\ls1\adjustright {\f40 
As a SOC Network institution, ÃÛÌÒÓ°Ïñ would be "eligible" to offer degree programs on the Army installations in ÃÛÌÒÓ°Ïñ, to include Ft. Greely as it becomes an Army Guard installation manned by 350+ active duty Guard members and their families.
\par }\pard \fi-360\li1080\widctlpar\adjustright {\f40 
\par {\listtext\pard\plain\f0 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1080\widctlpar\ls1\adjustright {\f40 
The Army Education Center is eager to have ÃÛÌÒÓ°Ïñ retain its status as a SOC Network institution as it views ÃÛÌÒÓ°Ïñ as a critical partner in the educational opportunity arena for Ft. 
Wainwright soldiers and their families.  Family members, spouses and age-appropriate dependents, are eligible for the SOC programs.
\par }\pard \fi-360\li1080\widctlpar\adjustright {\f40 
\par {\listtext\pard\plain\f0 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1080\widctlpar\ls1\adjustright {\f40 The Department of the Army, Voluntary Education division, and SOC are waiting to hear from ÃÛÌÒÓ°Ïñ, through the Education Cente
r, about their decision to retain status as a SOC Network institution.
\par }\pard \fi-360\li1080\widctlpar\adjustright {\f40 
\par {\listtext\pard\plain\f0 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \fi-360\li1080\widctlpar\ls1\adjustright {\f40 UAA currently has a 3-credit residency requirement for this program
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 123/11
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY CURRICULAR AFFAIRS}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par =======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to adopt regulations for course syllabi as follows:  
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {\b "Syllabus Requirements for all ÃÛÌÒÓ°Ïñ Undergraduate courses"
\par }\pard \widctlpar\adjustright {
\par 
\par During the first week of class, instructors will distribute a course syllabus. Although modifications may be made throughout the semester, this document will contain the following information (as applicable to the discipline):
\par 
\par 1. Course information: title, number, credits, prerequisites, location, meeting time.
\par 
\par 2. Instructor (and if applicable, Teaching Assistant) information: name, office location, office hours, telephone, email.
\par 
\par 3. Course readings/materials: course textbook, author, publisher. Supplementary readings (indicate whether required or recommended) and any supplies required. 
\par 
\par 4. Course description: content of the course and how it fits into the broader curriculum; expected proficiencies required to undertake the course, if applicable.  May include, and must be consistent with, catalog course description.
\par 
\par 5. Course Goals (more general) and Student Learning Outcomes (provide examples)
\par 
\par 6. Instructional methods: describe the teaching techniques (eg: lecture, case study, small group discussion, private instruction, studio instruction, values clarification, games, journal writing, use of Blackboard, audio/video conferencing, etc.).
\par 
\par 7. Course calendar: a schedule (daily or weekly major topics or assignments). You may call the outline Tentative or Work in progress to allow for modifications during the semester.
\par 
\par 8. Course policies: specify course rules, including your policies on attendance, tardiness, class participation, make-up exams, and plagiarism/academic integrity. 
\par 
\par 9. Evaluation: specify how students will be evaluated, what factors will be included, their relative value, and how they will be tabulated into grades (on a curve, absolute scores, etc.)
\par 
\par 10. Support Services:  specify your openness to working with the Writing Center(8th floor, Gruening, 474-5314) and the Math Lab (305 Chapman), both of which provide excellent advice, tutoring and assistance; and/or
 Office of Student Support Services (508 Gruening, 474-6844).  Also describe departmental and College support services.
\par 
\par 11.  Disabilities Services: The Office of Disability Services implements the Americans with Disabilities Act (ADA), and insures that UA
F students have equal access to the campus and course materials. State that you will work with the Office of Disabilities Services (203 WHIT, 474-7043)  to provide reasonable accommodation to students with disabilities.\rdblquote    
\par 
\par 
\par }\pard \fi-720\li1440\widctlpar\adjustright {EFFECTIVE:  \tab Fall 2004
\par 
\par }\pard\plain \s29\fi-720\li1440\widctlpar\adjustright \b\cgrid {\b0\f7 RATIONALE: \tab 
The quality and content of syllabi vary tremendously across ÃÛÌÒÓ°Ïñ.  This legislation will both provide a guide to what needs to be in a syllabus and require instructors to provide them.
\par }\pard \s29\widctlpar\adjustright {\f7 
\par 
\par --------------------------------
\par 
\par }{\f40 \page Supporting and explanatory material relative to the Syllabus Requirements
\par 
\par CHECK THE FOLLOWING ÃÛÌÒÓ°Ïñ WEBSITE FOR ADDITIONAL INFORMATION ON DEVELOPING A SYLLABUS:   http://distance.uaf.edu/dls/resources/tt/syllabi/
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f40\cf1 
\par }\pard\plain \s28\fi720\widctlpar\adjustright \fs22\cgrid {\b\f40\fs24\cf1 ITEM EXAMPLES, SUGGESTED TEXT:
\par Example for item 4:  }{\f40\fs24 This is an advanced 
class that will prepare students to provide technical support to computer users. The skills taught will include diagnosing problems, researching solutions, meeting user needs, developing training materials, and giving workshops and lessons. (Prerequisites
: Comprehensive experience using computers.)\~ 
\par Or
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f40 
This course offers a comprehensive overview of interrelationships between Northern communities and global political, economic, and cultural forces. It is a distance education course that involves twice-weekl
y audio-conferences, BLACKBOARD web resources, videos, and assigned readings. ÃÛÌÒÓ°Ïñ\rquote s BLACKBOARD (}{\field\flddirty{\*\fldinst {\f40  HYPERLINK "http://classes.uaf.edu" }{\f40 {\*\datafield 
00d0c9ea79f9bace118c8200aa004ba90b02000000170000001700000068007400740070003a002f002f0063006c00610073007300650073002e007500610066002e006500640075000000e0c9ea79f9bace118c8200aa004ba90b3000000068007400740070003a002f002f0063006c00610073007300650073002e007500
610066002e006500640075002f000000}}}{\fldrslt {\cs30\f40\ul\cf2 http://classes.uaf.edu}}}{\f40 ) provides us with a common website containing course information, links to relevant websites, and
 avenues for sharing information regularly with each other. In our first class, I\rquote 
ll discuss how you can begin to use it regularly. The reading list is demanding, but I hope that you will find it exciting and stimulating. I expect all students in the cours
e to be active and critical learners and to play an integral part in the learning process.
\par 
\par We begin the course by reviewing what we mean by the \lquote circumpolar North\rquote : what peoples, cultures, nation-states, and ecological zones are included. At the same time, we\rquote 
ll read about the nature of the global economy and discuss how it shapes options available to northern communities. I contend that we cannot begin to understand contemporary issues in northern communities without a critical understanding of these glob
al forces. In this sense, there are no \ldblquote isolated\rdblquote  communities in the North\emdash all have interactions in one way or another with the global economy.
\par 
\par We\rquote ll then explore in-depth case studies of colonial and contemporary histories in ÃÛÌÒÓ°Ïñ, Nunavut (Canada) and the Russian North to understand commonalities and divergent paths taken by indigenous peoples and settler populations over time. We
\rquote ll examine selected political, economic, and socio-cultural issues affecting northern communities: demographic changes and 
community well-being, self-determination by indigenous peoples, growing involvement of transnational corporations in the North, climate change and Arctic contaminants, militarization of the Arctic, and the emerging influence of international bodies such a
s the Arctic Council.}{\b\f40 
\par }{\f40 
\par }\pard\plain \s31\widctlpar\adjustright \cf1\cgrid {\f40 Finally, we\rquote 
ll take a critical look at theoretical perspectives and conceptual frameworks for understanding the circumpolar North. These range from understanding the north as an exotic, remote region, to viewing it through the lens of
 internal colonialism, to that of an indigenous homeland. We\rquote 
ll examine notions of sustainability and strategies for sustainable development with the hope of identifying approaches that take into account ecological dynamics, indigenous rights, and environmental justice.
\par }{\b\f40 
\par Example for item 5}{\f40 :  COURSE GOALS:
\par }\pard\plain \widctlpar\tx1520\tx7380\tx7740\adjustright \f7\cgrid {\f40\cf1 
\par {\pntext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 1.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360\tx1520\tx7380\tx7740{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls18\adjustright {\f40 
To create a learning community within our classroom.
\par }\pard \widctlpar\tx1520\tx7380\tx7740{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f40 
\par {\pntext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 2.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360\tx1520\tx7380\tx7740{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls18\adjustright {\f40 
To understand the interrelatedness of organizational elements and systems theory.  To analyze why organizations behave as they do; and if, when and how to change the behavior.
\par }\pard \widctlpar\tx1520\tx7380\tx7740{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f40 
\par {\pntext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 3.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360\tx1520\tx7380\tx7740{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls18\adjustright {\f40 
To understand and use  vocabulary and specific theories to explain the organizational behavior you have experienced in any organization of which you have been a member, as well as in the organization we create within our class.
\par }\pard \widctlpar\tx1520\tx7380\tx7740{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f40 
\par {\pntext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 4.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360\tx1520\tx7380\tx7740{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls18\adjustright {\f40 
To communicate in a professional manner.  To express your ideas well formally and informally, both in written and oral form.  }{\b\f40 To speak out regularly and to write well}{\f40 
.  To give and receive appropriate feedback, and understand the role of feedback in organizational behavior.
\par }\pard \li260\widctlpar\tx1520\tx7380\tx7740{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f40 
\par {\pntext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 5.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360\tx1520\tx7380\tx7740{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls18\adjustright {\f40 
To collaborate with all members of the class, professor (manager) and students (coworkers) alike; and to deal with conflict openly.
\par }\pard \li260\widctlpar\tx1520\tx7380\tx7740{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f40 
\par {\pntext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 6.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360\tx1520\tx7380\tx7740{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls18\adjustright {\f40 
To participate in decision-making about how our classroom organization will be structured, and experience the effects of these decisions.  
\par }\pard \li260\widctlpar\tx1520\tx7380\tx7740{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f40 
\par {\pntext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 7.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360\tx1520\tx7380\tx7740{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls18\adjustright {\f40 
To develop the ability to empathize, to put yourself in the place of others with whom you interact in this and other organizations, and to understand how they feel and perceive the world.  To understand how you and others affect the dynamics of the group.

\par }\pard \li260\widctlpar\tx1520\tx7380\tx7740{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\adjustright {\f40 
\par {\pntext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 8.\tab}}\pard \fi-360\li360\widctlpar\jclisttab\tx360\tx1520\tx7380\tx7740{\*\pn \pnlvlbody\ilvl0\ls18\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls18\adjustright {\f40 
To use e-mail and the Blackboard Discussion Forum as communications tools for lateral, top down and bottom up communication within our "organization."  You are required to check and respond to your O.B. e-mail, and to
 check the discussion board 2-3 times a week.
\par }\pard \li260\widctlpar\tx1520\tx7380\tx7740\adjustright {\f40 
\par }\pard \widctlpar\tx1520\tx7380\tx7740\adjustright {\b\f40 Example for item 6:  }{\f40 
We will achieve these goals through the readings, discussions, short lectures, journal and report writing, through analysis of case studies and exercises, through individual AND especially
 through group work.  Some of our discussion will be held in the discussion section of Blackboard, which you are expected to check at least three times a week.  }{\b\f40 
\par }\pard \widctlpar\adjustright {\f40\cf1 
\par }\pard \widctlpar\tx7380\tx7740\adjustright {\b\f40 Example for item 7: 
\par }\pard \qc\li-270\ri720\widctlpar\tx3960\tx5760\tx7740\tx8280\adjustright {\b\f40 COURSE OUTLINE:
\par }\pard \widctlpar\tx1520\tx7380\tx7740\adjustright {\b\f40 WEEK 1 }{\f40 (January 21) Introductions, explanation of the co
urse.  1.  A well-thought out list with 3 sections that explain your reasons and your personal goals for taking this course; how you will help yourself meet your goals; and what you will need from me to help you meet your goals. 2.  Study this course manu
al carefully, in preparation for a quiz (for bonus points) on its contents.  3.  Read and Study }{\b\f40 Ch. 1, }{\f40 also prepare for the first bonus points quiz.}{\b\f40 
\par }\pard \widctlpar\tx3960\tx5760\tx7740\tx8280\adjustright {\f40 
\par }\pard\plain \s32\widctlpar\tx3960\tx5760\tx7740\tx8280\adjustright \fs20\cgrid {\b\f40\fs24 WEEK 2}{\f40\fs24  (January 28) }{\b\f40\fs24  }{\f40\fs24 Read & study }{\b\f40\fs24 Ch. 1}{\f40\fs24  OB in changing times; and }{\b\f40\fs24 Ch. 2}{\f40\fs24 
 Organizations & Managerial Challenges.  
\par }\pard\plain \widctlpar\tx3960\tx5760\tx7740\tx8280\adjustright \f7\cgrid {\f40 }{\b\f40 WEEK 3}{\f40  (Feb. 4)   Read and analyze }{\b\f40 Eagle Smelting Case}{\f40 .  Read & study }{\b\f40 Ch. 3 }{\f40 Personality, Perception & Attribution and, }{
\b\f40 Ch. 4}{\f40  Attitudes, Values & Ethics.  }{\b\f40 Student Manager Applications }{\f40 due.  }{\f40\ul Application is a letter explaining why you want the job and why you think you\rquote d be effective.  
\par }{\f40 
\par }\pard \widctlpar\adjustright {\b\f40 WEEK 4}{\f40  (Feb. 11)  Read and study }{\b\f40 Ch. 5}{\f40  Motivation.  Choose student managers.  }{\b\f40 Stu. Mgr. Meeting}{\f40   }{\b\f40 
\par }\pard \widctlpar\tx3960\tx5760\tx7740\tx8280\adjustright {\f40 
\par }{\b\f40 WEEK 5}{\f40  (Feb. 18) }{\b\f40 Group Contracts}{\f40  first draft due Read and study }{\b\f40 Ch.}{\f40  }{\b\f40 6}{\f40  Learning & Performance Mgt. and }{\b\f40 Ch. 7 }{\f40 Stress & Well-being.  }{\b\f40 
\par }\pard\plain \s28\fi720\widctlpar\adjustright \fs22\cgrid {\f40\fs24 }{\b\f40\fs24 WEEK 6}{\f40\fs24  (Feb. 25) Read and study }{\b\f40\fs24 Ch. 8}{\f40\fs24  Communications.}{\b\f40\fs24  }{\f40\fs24 Facilitative & non-Facilitative ways to Communicate.}{
\b\f40\fs24  Group Practice Case }{\f40\fs24 due.   }{\b\f40\fs24 Student Manager\rquote s Meeting}{\f40\fs24  TBA
\par 
\par }\pard \s28\widctlpar\adjustright {\b\f40\fs24 WEEK 7}{\f40\fs24  (Mar. 3)  }{\b\f40\fs24 Group Contract Final Draft }{\f40\fs24 due, along with a 1-2 page synopsis of your group\rquote s chosen leadership video}{\b\f40\fs24 .}{\f40\fs24   Read and study 
}{\b\f40\fs24 Ch. 9}{\f40\fs24  Work Teams & Groups.  
\par 
\par }{\b\f40\fs24 WEEK 8}{\f40\fs24  (Mar. 10)  Read and study }{\b\f40\fs24 Ch. 10 }{\f40\fs24 Decision Making. Evaluation of class to date, }{\b\f40\fs24  }{\f40\fs24 Feedback Exercise.  Type a one page sheet for each member of your small group, wi
th three comments for each on what is going well, and three suggestions for future development.  }{\b\f40\fs24 Midterm Exam from 8:30-10 p.m.  }{\f40\fs24 Bring your completed Participation Self Evaluation sheet for a mid-term participation grade.  }{
\b\f40\fs24 Stu. Mgr. Meeting}{\f40\fs24  TBA
\par }{\b\f40\fs24 WEEK 9}{\f40\fs24  (Mar. 24)    Read and study }{\b\f40\fs24 Ch. 12}{\f40\fs24 , Leadership.}{\b\f40\fs24 FIRST GROUP CASE due}{\f40\fs24 .}{\b\f40\fs24 
\par }\pard\plain \widctlpar\tx720\tx5760\tx7740\tx8280\adjustright \f7\cgrid {\b\f40 
\par WEEK 10}{\f40  (Mar. 31)  Hand in a }{\b\f40 4-6 page group analysis}{\f40  of how your video depicts}{\f40\ul  leadership theory}{\f40  as you learned it in Ch. 12.  ReaD AND STUDY }{\b\f40 Ch. 11}{\f40 , Power & Politics. }{\b\f40 Stu. Mgr. Meeting }{
\f40 TBA
\par }{\b\f40 WEEK 11}{\f40  (April 7) }{\b\f40  }{\f40 Read and study}{\b\f40  Ch. 13}{\f40 , Conflict and }{\b\f40 Ch. 14 }{\f40 Jobs and work design}{\b\f40  }{\f40  }{\b\f40 2nd GROUP CASE due.}{\f40 
\par }{\b\f40 WEEK 12}{\f40  (April 14). Read and study}{\b\f40  Ch. 15, }{\f40 Org. Structure.   }{\b\f40   Stu. Mgr. Meeting}{\f40  TBA}{\b\f40  }{\f40 
\par 
\par }{\b\f40 WEEK 13}{\f40  (April 21).}{\b\f40   }{\f40 Read and study }{\b\f40 Ch. 16, }{\f40  Org. Culture. 
\par 
\par }{\b\f40 WEEK 14}{\f40  (April 28) }{\b\f40 Ch. 18,}{\f40   Org. Change.   }{\b\f40 Final Exam from 8:30-10 P.M}{\f40 .}{\b\f40 
\par }{\f40 
\par }{\b\f40 WEEK 15}{\f40  (May 5).  Final reflection paper due.  Hand in Student Manager Evaluation, second Participation Self-Evaluation forms.  Termination Exercise, Debrief.     
\par 
\par }{\b\f40 There needs to be a balance between structure and flexibility in this course design, in order to take advantage of the unique learning opportunities that emerge from each individual group.  Therefore, I reserve the right to }{\b\f40\ul 
modify the course outline}{\b\f40  as we go along.  I will always consult the class in advance of making any modifications, and will take your ideas and feelings into consideration when making any changes.}{\f40    
\par }\pard \widctlpar\adjustright {\b\f40   
\par Examples for item 8}{\f40 : (determine your own policies and consequences, and state them clearly).  High ethic
al standards are essential for maintaining credibility. Every course taught at ÃÛÌÒÓ°Ïñ seeks to maintain these standards, starting with an emphasis on producing original and factual work.  Plagiarism is defined as appropriating passages or ideas from another 
person\rquote s work and using them as one\rquote s own.  Lifting passages of text from the Web is also plagiarism and will not be accepted.  I should tell you that I own several research papers obtained from websites such as SchoolSucks.com.
\par Or
\par Fabrication is the inclus
ion of an invented statement within the body of a work. Neither plagiarism nor fabrication will be tolerated in the XXX Department. Any student found to have plagiarized or fabricated statements will be penalized, at a minimum, with an automatic 
\ldblquote F\rdblquote  for the class. Any student found turning in a paper that has been used in another class will also receive an automatic \ldblquote F\rdblquote  grade.
\par }{\b\f40 
\par Example for item 9}{\f40 : Each of you begins as an \ldblquote average\rdblquote  student, i.e. with a C grade and proceeds to work from there. To obtain an \ldblquote A\rdblquote 
 grade you will need to produce work that far exceeds my normal expectations. My normal expectations are regular attendance, hard work, evidence of time spent with the material, and an ability to demonstrate understanding of all concepts.
\par 
\par Grading will follow ÃÛÌÒÓ°Ïñ guidelines:
\par 
\par A   =\tab An honor grade, indicates originality and independent work, a thorough mastery of the subject, and the satisfactory completion of more work than is regularly required (425 points, or above)
\par B   =\tab Indicates outstanding ability above the average level of performance (375-424)
\par C   =\tab Indicates a satisfactory or average level of performance (300-374).
\par D   =\tab The lowest passing grade, indicates work of below average quality and \tab performance (250-300).
\par F   =\tab Indicates failure to meet lowest standards (below 250 points).
\par 
\par }\pard\plain \s29\widctlpar\adjustright \b\cgrid {\f40 Examples for Item 11: 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f40\cf1 a.  ÃÛÌÒÓ°Ïñ is committed to equal opportunity for all students.\~ If you have a documented disability, please let me know within the first two weeks of class, and I will work with the Office of Disabili
ties Services to make the appropriate accommodation.     If you are the first in your family to attempt a four-year college degree, and/or eligible for Pell grants, you have opportunities for tutorial and other forms of support from the office of Student 
Support Services.\~ I will collaborate with the Office of Disabilities and/or the Office of Student Support Services to make your educational experience in my class as positive as possible.  Check the following website for further information.    }
{\field\flddirty{\*\fldinst {\f40\cf1  HYPERLINK "http://www.uaf.edu/advising/learningresources/" }{\f40\cf1 {\*\datafield 
00d0c9ea79f9bace118c8200aa004ba90b02000000170000002f00000068007400740070003a002f002f007700770077002e007500610066002e006500640075002f006100640076006900730069006e0067002f006c006500610072006e0069006e0067007200650073006f00750072006300650073002f000000e0c9ea79
f9bace118c8200aa004ba90b5e00000068007400740070003a002f002f007700770077002e007500610066002e006500640075002f006100640076006900730069006e0067002f006c006500610072006e0069006e0067007200650073006f00750072006300650073002f000000}}}{\fldrslt {\cs30\f40\ul\cf2 
http://www.uaf.edu/advising/learningresources/}}}{\f40\cf1 
\par 
\par }{\f40 b.  Students with documented disabilities who need academic accommodations should contact disabilities services and discuss these with me during the first 
two weeks of class or no later than ( date).  If you have an undocumented disability, this a good time to get it documented.
\par \~
\par c. ÃÛÌÒÓ°Ïñ makes reasonable accommodations for persons with documented disabilities. Students should notify the Disability Services C
oordinator located in the Center for Health and Counseling, and their instructors of any special needs. Instructors should be notified the first day of classes.
\par \~
\par d. If you have specific physical, psychiatric or learning disabilities and require reasonable accommodations please let me know early in the semester so that your learning needs may be appropriately met.\~
 You will need to provide documentation of your disability to Disability Services in the Center for Health and Counseling, 474-7043, TTY 474-7045.
\par \~
\par e. I encourage students with documented disabilities to discuss possible accommodations with me\~after class or during my office hours.
\par 
\par }{
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/12
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\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 Graduate Full or Part-time Status/Study Load policy (p. 40, 2003-2004 Catalog) as follows:  
\par 
\par CAPS - Additions
\par [[   ]] - Deletions
\par 
\par 
\par }{\b FULL OR PART-TIME STATUS/STUDY LOAD
\par }{
\par As a graduate student if you're registered for nine or more semester credits, with three or more at the 600 level, you are classified as a full-time student (audited credits are not counted toward workload).
\par You may enroll in up to [[18 ]] }{\ul 14 }{credits per semester without special permission.  To enroll in }{\ul 15-}{
19 credits [[or more, you need a 3.0 cumulative grade point average]], YOU MUST BE IN GOOD STANDING AND YOU MUST OBTAIN an overload approval from your advisor and department [[head]] CHAIR.  ENROLLMENT IN 20 OR MORE GRADUATE CREDITS WILL
 BE ALLOWED ONLY IN EXTRAORDINARY CIRCUMSTANCES, AND REQUIRES GOOD STANDING AND OVERLOAD APPROVAL FROM YOUR ADVISOR, DEPARTMENT CHAIR, AND DEAN, AND THE DEAN OF THE GRADUATE SCHOOL.
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2004
\par 
\par }\pard \fi-720\li1440\widctlpar\adjustright {RATIONALE:  \tab This proposes new wording on limit
s to number of credits/semester.  This would replace the first paragraph under "FULL OR PART-TIME STATUS/STUDY LOAD" on p. 40 of the current catalog. The limit of 14 credits is calculated by using the ratio to full-time credit load for the undergraduate l
imit of 18: 18/12 = 3/2.  Multiplying this ratio by the full-time graduate load gives 3/2 X 9 = 27/2 = 13.5, and rounding up gives 14.
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/13
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\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 Graduate Degree Requirements for the Master of Arts with Project and the Master of Science with Project (p. 47 of the 2003-2004 Catalog) as follows:
\par 
\par [[  ]] = Deletions
\par CAPS = Additions
\par 
\par }{\b Master of Arts \endash  with Project
\par }{\tab a.\tab Successfully complete at least 30 credits of course work 
\par \tab \tab including at least [[six]] THREE credits of project work 
\par \tab \tab (698).
\par 
\par }{\b Master of Science \endash  with Project
\par }{\tab a.\tab Successfully complete at least 30 credits of course work 
\par \tab \tab including at least [[six]] THREE credits of project work 
\par \tab \tab (698).
\par 
\par \tab EFFECTIVE:  \tab Fall 2004
\par 
\par }\pard \ri120\widctlpar\adjustright {\tab RATIONALE:  \tab The purpose of the project is to provide 
\par \tab \tab students with a "capstone experience" that differs from 
\par \tab \tab a standard class in the level of independent work required.  
\par \tab \tab At least nine departments or programs (including Physics, 
\par \tab \tab Resource and Applied Economics, and the proposed 
\par \tab \tab program in Community Psychology) consider three credits 
\par \tab \tab sufficient to provide such an experience, especially for 
\par \tab \tab projects that are practical in nature.  It is the type of 
\par \tab \tab work rather than the number of credits that distinguishes 
\par \tab \tab the project from a standard class.  The current 6-credit 
\par \tab \tab requirement reduces the flexibility of the student in 
\par \tab \tab taking other recommended or required courses.  This 
\par \tab \tab amendment will allow the programs that currently list 3-6 
\par \tab \tab credits among their requirements to keep these 
\par \tab \tab requirements while not affecting programs wishing to 
\par \tab \tab maintain a 6-credit minimum.
\par }\pard \widctlpar\adjustright {
\par -------------------------------------
\par 
\par }{\f40 FROM DOUG GOERING, MECHANICAL ENGINEERING:
\par 
\par 
\par The Mechanical Engineering Department has traditionally had a wide variety of funded research projects.  Many of these are of a very practical or applied nature.  These include, for instance research into the low tempe
rature performance of hybrid vehicles, building indoor air quality, thermal performance of roads or structures in permafrost areas, etc.  Much of this funded research includes opportunities for graduate students to contribute to real-world applied enginee
r
ing projects.  Direct application to specific real-world systems is often an important component of engineering graduate work.  On the other hand, some of this work is so applied that it is either less in depth, or requires less effort to accomplish than 
a
 more traditional 6-credit Master's thesis.  None-the-less, we see these types of practical projects as very important in engineering and thus, several years ago we began offering our Master's degrees with a three-credit project option to better accommoda
t
e these situations.  As it turns out, most engineering graduate programs do offer Master's degrees with a 3-credit project (as opposed to 6-credit thesis) option, so our practice here is in step with other engineering graduate programs across the country.

\par 
\par 
\par -------------------------------
\par 
\par FROM ROBERT PERKINS, ENGINEERING AND SCIENCE MANAGEMENT:
\par 
\par I coordinate the Engineering and Science Management (ESM) Program in the Civil and Environmental Engineering Department.  We offer two MS degrees, Engineering Mana
gement and Science Management....[N]either degree conforms to that 6-credit project requirement.  Further, the 3-credit project that is required is known as ESM 684, not 698 or 699.
\par 
\par I'd like to report a detailed rational as to why this is so, but the best
 I can do is that it has been exactly that way, a 3-credit ESM 684 project, since at least 1983 when I took my MS at ÃÛÌÒÓ°Ïñ.  Except for a change in course number, from EM 694 to ESM 684, the requirement has been unchanged since 1966.
\par 
\par All our ESM students ha
ve full-time jobs.  The ESM degrees are not "research degrees" but rather "professional degrees" that witness students' capabilities and qualifications to manage and supervise engineering projects and endeavors.  As such, their "laboratories" are their wo
r
k environment and their "experiments" are the problems they observe in that environment.  The ESM 684 is a "capstone project" designed to integrate ESM coursework into the solution of a practical management problem.  ESM has had an "industrial advisory co
m
mittee" since 1980, well before the current ABET requirement that all engineering programs have such committees.  In 2001 the ESM Advisory Committee recommended dropping the project altogether and substituting an additional course.  The faculty (and some 
o
f the board members) felt there was value in the project, so we revised the nature of the project to permit greater flexibility and applicability to current management problems.  Today we have two types of project, an individual project that results in a 
paper, and a group project that results in a public presentation.
\par 
\par The individual projects are posted on the web and are available to the public.  See http://www.uaf.edu/esm/EprojectReports.htm .  A historical list of projects since about 1974 is found at h
ttp://www.uaf.edu/esm/projects.html , paper copies of these were sent to the library.
\par 
\par The public presentations are advertised.  The most recent, Public Opinion and It's Effect on Project Planning, A Systems Approach [
\par http://www.faculty.uaf.edu/ffrap/Pres
entations/Public%20Opinion%20Presentation.ppt  ]  was attended by 20 people from the professional community.  The first one, Web-based Collaborative Project Management [http://www.faculty.uaf.edu/ffrap/Presentations/ Webbased%20Collaboration.htm ] , was a
ttended by over 40 people from the community.
\par 
\par I don't see how our students would benefit from a 6-credit project compared with a 3-credit project and an additional 3-credit classroom course.  Clearly our advisory committee does not think this would benefic
ial.  Please let me know if you need more information or if you would like to discuss this in person.
\par 
\par 
\par ----------------------
\par 
\par FROM STEVE SPARROW, SNRAS
\par 
\par We rarely use the non-thesis option for our MS degree in NRM.  If my memory serves me right, it has b
een several years since we have had a student in the non-thesis option.  We are currently talking about reviewing our MS program and possibly developing a professional masters program in NRM.  If we do that, we would drop the non-thesis option.  Thus, I d
on't think anyone here would have strong feelings one way or the other about the 3 vs. 6 credit requirement for research credits.  
\par 
\par 
\par ----------------------
\par 
\par FROM DAN WHITE, Civil and Environmental Engineering
\par 
\par I would support the motion as written.  Thanks for your work on this.  
\par 
\par 
\par ----------------------
\par 
\par FROM DOUG REYNOLDS, Resource Economics 
\par 
\par }\pard \widctlpar\tqr\tx8732\adjustright {\f40 Proposed Change in ÃÛÌÒÓ°Ïñ Policy Regarding Project Credits
\par 
\par }\pard \widctlpar\adjustright {\f40 Currently ÃÛÌÒÓ°Ïñ has a policy for Master\rquote s graduate students to either take a minimum of six (6) credits of t
hesis credits or a minimum of six (6) credits of project credits.  I believe the six credit minimum for Projects is too high for our program.
\par 
\par Having a three (3) credit project minimum for 698 project credits rather than a six (6) credit minimum will give economics students a better option for a non-thesis masters degree for the following reasons:
\par 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 1.)\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx720\ls56\adjustright {\f40 
Flexibility to do a joint masters program with UAA that could lead to a joint PhD program.  We are currently working to create a joint Masters program with UAA, 
unfortunately they do not have the resources to help much.  If we require a longer 6 credit project, it may make such a joint program impossible to do for them. 
\par }\pard \widctlpar\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 2.)\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx720\ls56\adjustright {\f40 Having less credits allows a fuller application of economics to other fields.  Our core class
es take 18 credits.  If 6 more credits are used for a project, then students can only take three additional classes outside of economics which is not enough for a masters students who wants a masters as a terminal degree and wants to use that degree for a
pplied economics work.  That usually requires additional classes outside of economics and three such classes is not really enough. 
\par }\pard \widctlpar\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 3.)\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx720\ls56\adjustright {\f40 
Projects are practical in natural and are often shorter.  However, they are still usefull for terminal degree students who wish to apply their economics to practical problems.
\par }\pard \widctlpar\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 4.)\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx720\ls56\adjustright {\f40 
A thesis includes a literature review, a development of theory, and an econometric data analysis of a large set of data with a conclusion.  Projects usually do not have a literature review of theory and 
are more practical with no econometric analysis.  Projects are useful for students who intend to work in agencies where practical problems are dealt with such as the economics of project impacts.
\par }\pard \widctlpar\adjustright {\f40 
\par The three credit project still gives enough of a capstone o
f independent effort to create a deliverable product that shows both the use of economic thought and the use of other fields of study.  To require six credits of project makes it difficult to have enough classes outside of economics to be able to apply ec
onomics to another discipline and finish in a reasonable amount of time.  But the three credits of project is still more than a mere class of three credits because it requires independent thought and the use of all the student\rquote 
s abilities in a specific field.  The independent effort by itself makes a three credit project more than a mere class.
\par }\pard \widctlpar\tqr\tx8732\adjustright {\f40 
\par }\pard \widctlpar\adjustright {\f40 
\par -----------------------
\par 
\par FROM JOHN CRAVEN, PHYSICS:
\par 
\par 
\par }\pard\plain \s33\widctlpar\adjustright \b\f53\fs28\cgrid {\f40 MEMO
\par }\pard\plain \qc\widctlpar\adjustright \f7\cgrid {\f40 24 November 2003
\par }\pard \widctlpar\adjustright {\f40 
\par 
\par From:\tab \tab John Craven
\par \tab \tab Chair, Physics
\par 
\par To: \tab \tab Christa Mulder
\par \tab \tab Chair, GAA Committee
\par 
\par Subject: \tab MS without thesis programs with less than 6 credits for a project 
\par 
\par 
\par }\pard \qj\widctlpar\adjustright {\f40 I raised this subject at the 20 November 2003 meeting of the physics faculty. From a history lesson provided at that meeting, I learned that the 3-6 hour requirement was submitted b
ecause a similar requirement was seen in several other graduate programs. It is the consensus opinion of the physics faculty that 6 hours as stated by the Faculty Senate is fine, and the Physics Department will quite happily increase the requirement to 6 
hours should the Faculty Senate retain it. In practice, it is reasonable to expect students using at least 6 hours anyway, so the faculty doesn\rquote t see this current requirement as an impediment to our programs.
\par }\pard \widctlpar\adjustright {\f40 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\f40 ---------------------
\par 
\par Community Psychology MA Program perspective
\par Project Option:  Why 3-6 units instead of 6 + units
\par 
\par The Psychology Department recently submitted a request to have the thesis requirement changed to provide the option of a project.  The reasoning was as follows.  Faculty reviewed our
 core requirements, the interests of our students and their career paths after graduation.  We came to the consensus that providing students with the choice of a project would meet their educational and career objective more adequately.  More specifically
,
 the majority of our students are more focused on practical applications/service orientation of community/clinical psychology and this lends itself more to a project than a thesis.  Further, many comparable practitioner oriented MA programs at other insti
tutions offer a non-thesis option.  
\par 
\par We conceive of the project as a curricular requirement in which the student plans and executes a novel independent endeavor that results in a product.  Projects do not lend themselves to being done in the format of a th
esis but are nonetheless scholarly undertakings.  In our department a project will involve for example:  development of a training manual, program evaluation, or program consultation project.  Some projects could clearly be accomplished within a 3 unit pa
r
ameter while others could require 6 units.  Students who complete a project in 3 units will have the opportunity to take an additional 3 unit elective.  It is our position that this degree of flexibility best meets students' learning objectives and needs.

\par }{
\par 
\par \page ATTACHMENT 123/14
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY FACULTY APPEALS & OVERSIGHT
\par 
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the "Appeals Policy for Academic Decisions }{\cf1 Other Than Assignment of Grades" to require that the facult
y members who rendered the decision (faculty committee or department chair) review their decision during the informal review process.
\par }{
\par 
\par }\pard \fi-720\li1440\widctlpar\adjustright {EFFECTIVE:  \tab Immediately
\par 
\par RATIONALE:  \tab The intent of the Informal review process is for the Provost to request that the 
original committee or department chair review their academic decision (as is done in grade appeals) to make sure that the decision was not made in error.  The intent was not that one faculty member (e.g. a department chair) could override the findings of 
a
nother group of faculty (such as a comprehensive examination committee) without consultation.  This amendment calls for the faculty members who rendered the original decision to revisit that decision to determine if it was made in error, or if the decisio
n stands.  The student may then proceed with the formal appeals process.
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \ri-260\widctlpar\adjustright {\caps \tab \tab \tab \tab **
\par }\pard \widctlpar\adjustright {
\par \page CAPS - Additions
\par [[  ]] - Deletions
\par 
\par }\pard \qc\widctlpar\adjustright {\f40\cf1 
\par APPEALS POLICY FOR ACADEMIC DECISIONS
\par Other Than Assignment of Grades
\par }\pard \widctlpar\adjustright {\cf1 
\par 
\par }{\f40\cf1 I.  Introduction
\par 
\par The University of ÃÛÌÒÓ°Ïñ is co
mmitted to the ideal of academic freedom and so recognizes that academic decisions [[(i.e., non-admission to or dismissal from any ÃÛÌÒÓ°Ïñ program)]] are a faculty responsibility. Therefore, the University administration shall not unduly influence or affect t
he review of academic decisions that are a faculty responsibility.
\par 
\par The following procedures are designed to provide a means for students to seek review of academic decisions alleged to be arbitrary and capricious.  THESE ACADEMIC DECISIONS MAY INVOLVE }{\caps\f40\cf1 non-admission to or dismissal from any ÃÛÌÒÓ°Ïñ program}{
\f40\cf1  THAT WERE MADE BY A DEPARTMENT OR PROGRAM THROUGH THE DEPARTMENT CHAIR, OR INVOLVE PASS/FAIL DECISIONS BY A COMMITTEE OF FACULTY ON NON-COURSE EXAMINATIONS  (SUCH AS QUALIFYING, COMPREHENSIVE OR THESIS EXAMINA
TIONS) OR SATISFACTORY/UNSATISFACTORY EVALUATIONS ON STUDENT REVIEWS (SUCH AS THE ANNUAL REVIEW OF GRADUATE STUDENT PERFORMANCE).  Before taking formal action, a student must attempt to resolve the issue informally. A student who files a written request f
or review under the following procedures shall be expected to abide by the final disposition of the review, as provided below, and may not seek further review of the matter under any other procedure within the university.
\par 
\par 
\par II.  Definitions
\par 
\par }\pard \fi-360\li360\widctlpar\adjustright {\f40\cf1 A.  As used in 
the schedule for review of academic decisions, a class day is any day of scheduled instruction, excluding Saturday and Sunday, included on the academic calendar in effect at the time of a review. Final examination periods are counted as class days.
\par 
\par B.  "D
epartment Chair" for the purposes of this policy denotes the administrative head of the academic unit offering the [[course]] PROGRAM (e.g., head, chair or coordinator of an academic department, or division coordinator or program chair if the faculty memb
er is in the College of Rural ÃÛÌÒÓ°Ïñ).
\par 
\par C.  "COMMITTEE OF FACULTY" }{\caps\f40\cf1 for the purposes of this policy denotes the GROUP OF FACULTY WHO RENDERED THE INITIAL DECISION BEING APPEALED.  sUCH GROUPS MAY INCLUDE, BUT ARE NOT LIMITED TO: GRADUATE EXAMINATION COMMITTE
ES, GRADUATE ADVISORY COMMITTEES, AND THESIS DEFENSE COMMITTEES.  
\par }{\f40\cf1 
\par [[C.]] D. The "dean/director" is the administrative head of the college or school offering the course or program from which the academic decision or action arises. For students at extended
 campuses the director of the campus may substitute for the dean/director of the unit offering the course or program.
\par 
\par [[D.]]  E. The next regular semester is the fall or spring semester following that in which the disputed academic decision was made.  For
 example, it would be the fall semester for a final grade issued for a course completed during the previous spring semester or summer session.  The spring semester is the next regular semester for an academic decision made during the previous fall semeste
r.
\par }\pard \widctlpar\adjustright {\cf1 
\par 
\par }{\f40\cf1 III.  Procedures
\par 
\par }\pard \fi-360\li360\widctlpar\adjustright {\f40\cf1 A.  A student wishing to appeal an academic decision other than a grade assignment must first request an informal review of the decision.
\par }\pard \li720\widctlpar\adjustright {\f40\cf1 
\par }\pard \fi-360\li720\widctlpar\adjustright {\f40\cf1 1.  Notification must be received by the Provost within 15 days from the first day of instruction of the semester in which the decision takes effect.
\par 
\par }{\f40 2.  There may be extenuating circumstances when the deadlines cannot be met due to illness, mail disruption, or other situations over which the student may have no control. In such a case, upon reques
t from the student, the Provost, after review of supporting documentation provided by the student, may adjust the deadlines accordingly. An extension of the deadline will be limited to one semester but every effort should be made to complete the appeal pr
ocess within the current semester.
\par 
\par 3.  IN CASES WHERE THE DECISION WAS RENDERED BY A COMMITTEE OF FACULTY (SUCH AS THOSE DEALING WITH GRADUATE EXAMINATIONS AND EVALUATIONS), THE PROVOST WILL REQUEST THE APPROPRIATE COMMITTEE TO CONDUCT AN INFORMAL REVIEW O
F THEIR DECISION.  THE COMMITTEE OF FACULTY WILL DETERMINE WHETHER THEIR ORIGINAL DECISION SHOULD BE OVERTURNED OR CHANGED IN ANY WAY.  THE COMMITTEE OF FACULTY WILL SUBMIT THEIR RECOMMENDATION TO THE PROVOST THROUGH THE DEPARTMENT CHAIR AND DEAN/DIRECTOR
 WITHIN 10 DAYS. 
\par 
\par [[3.]] 4.  IN ALL OTHER MATTERS, The Provost will request the appropriate department chair to conduct an informal review of the decision. The Department chair will determine whether the original decision should be overturned or changed in
 any way. The department chair will submit his/her recommendation to the provost through the dean/director within 10 days. In the event that the department chair is directly involved, the provost can ask the dean/director to conduct an informal review and
 submit his/her recommendations directly to him.
\par }{\f40\cf1 
\par [[4.]] 5. The Provost will consult with the student on the COMMITTEE OF FACULTY'S OR department chair's recommendation. If the student does not find that recommendation acceptable, he/she may request the Provost to conduct a formal review.
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 123/15
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY AD HOC COMMITTEE ON UNIT CRITERIA}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve the Unit Criteria for the Department of Anthropology.  
\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 Department of Anthropology.  With some 
\par \tab \tab changes, agreed upon by the school representative the 
\par \tab \tab unit criteria were found to be consistent with ÃÛÌÒÓ°Ïñ 
\par \tab \tab guidelines.
\par 
\par 
\par \tab \tab \tab \tab **
\par 
\par }\pard\plain \s31\widctlpar\adjustright \cf1\cgrid {\f40\fs20 4/19/04
\par }{\b\f40 
\par }\pard \s31\qc\widctlpar\adjustright {\b\f40 University of ÃÛÌÒÓ°Ïñ Fairbanks
\par 
\par 
\par }\pard \s31\qc\sl360\slmult1\widctlpar\adjustright {\b\f40 Regulations for the
\par Appointment and Evaluation of Faculty
\par 
\par }{\b\i\f40 AND
\par DEPARTMENT OF ANTHROPOLOGY UNIT CRITERIA
\par STANDARDS AND INDICES
\par }\pard \s31\sl360\slmult1\widctlpar\adjustright {\b\i\f40 
\par }\pard \s31\widctlpar\adjustright {\b\i\f40 THE FOLLOWING IS AN ADAPTA
TION OF ÃÛÌÒÓ°Ïñ AND REGENTS CRITERIA FOR PROMOTION AND TENURE, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING THE FACULTY IN THE DEPARTMENT OF ANTHROPOLOGY.  ITEMS IN BOLDFACE ITALICS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO THE 
DEPARTMENT OF ANTHROPOLOGY FACULTY, AND BECAUSE THEY ARE ADDITIONS TO AND CLARIFICATION OF ÃÛÌÒÓ°Ïñ REGULATIONS.  THESE UNIT CRITERIA ARE FOR USE IN THE ANNUAL EVALUATION OF FACULTY AS WELL.
\par }\pard\plain \qj\widctlpar\adjustright \f7\cgrid {\f40 
\par }\pard \qc\widctlpar\outlinelevel0\adjustright {\b\scaps\f40 
\par Chapter I
\par 
\par }\pard\plain \s1\qc\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f40 Purview
\par }\pard\plain \qj\widctlpar\adjustright \f7\cgrid {\f40 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 The University of ÃÛÌÒÓ°Ïñ Fairbanks document, "Fac
ulty Appointment and Evaluation Policies," supplements the Board of Regents (BOR) policies and describes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the University of ÃÛÌÒÓ°Ïñ Fairbanks (ÃÛÌÒÓ°Ïñ).  Con
tained 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 
\par 
\par }\pard \qc\widctlpar\outlinelevel0\adjustright {\b\scaps\f40 Chapter II
\par 
\par }{\b\f40 Initial Appointment of Faculty
\par }\pard\plain \s1\qj\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f40 
\par }\pard\plain \qj\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par }\pard\plain \s28\qj\fi-360\li360\widctlpar\adjustright \fs22\cgrid {\b\f40\fs24 A.\tab Criteria for Initial Appointment
\par }\pard \s28\qj\li360\widctlpar\adjustright {\f40\fs24 Minimum degree, experience and performance requirements are set for
th in "ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies," Chapter IV.  Exceptions to these requirements for initial placement in academic rank or special academic rank positions shall be submitted to the chancellor or chancellor's designee for approval pri
or to a final selection decision.
\par }\pard\plain \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par }{\b\f40 B.\tab Academic Titles}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Academic titles must reflect the discipline in which the faculty are appointed.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }{\b\f40 C.\tab Process for Appointment of Faculty with Academic Rank}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Deans of schools and colleges, and directors when appropriate, in
 conjunction with the faculty in a unit, shall observe procedures for advertisement, review, and selection of candidates to fill any vacant faculty position. These procedures are set by ÃÛÌÒÓ°Ïñ Human Resources and the Campus Diversity and Compliance (AA/EEO) 
office and shall provide for participation in hiring by faculty and administrators as a unit.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }{\b\f40 D.\tab Process for Appointment of Faculty with Special Academic Rank}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Deans and/or directors, in conjunction with the faculty in a unit, shall establish procedures for
 advertisement, review, and selection of candidates to fill any faculty positions as they become available.  Such procedures shall be consistent with the university's stated AA/EEO policies and shall provide for participation in hiring by faculty and admi
nistrators in the unit.  
\par }\pard \qj\fi-720\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\b\f40 E.\tab Following the Selection Process}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 The dean or director shall appoint the new faculty member and advise him/her of the conditions, benefits, and obligations of the position.  If the appointment is to be at the professor level, the
 dean/director must first obtain the concurrence of the chancellor or chancellor's designee.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }{\b\f40 F.\tab Letter of Appointment}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 The initial letter of appointment shall specify the nature of the assignment, the percentage emphasis that is to be placed on each of the
 parts of the faculty responsibility, mandatory year of tenure review, and any special conditions relating to the appointment.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 This letter of appointment establishes the nature of the position and, while the percentage of emphasis for each part may vary w
ith each workload distribution as specified in the annual workload agreement document, the part(s) defining the position may not.  
\par }\pard \qj\fi-720\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par 
\par }\pard \qc\fi-720\li720\widctlpar\outlinelevel0\adjustright {\b\scaps\f40 Chapter III
\par 
\par }{\b\f40 Periodic Evaluation of Faculty
\par }\pard \qj\fi-720\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par 
\par {\listtext\pard\plain\s28 \b\f40 \hich\af40\dbch\af0\loch\f40 A.\tab}}\pard\plain \s28\qj\fi-360\li360\widctlpar\ls19\adjustright \fs22\cgrid {\b\f40\fs24 General Criteria}{\f40\fs24   
\par }\pard \s28\qj\li360\widctlpar\adjustright {\f40\fs24 Criteria as outlined in "ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies," Chapter IV, }{\b\i\f40\fs24 AND DEPARTMENT OF ANTHROPOLOGY UNIT CRITERIA, STANDARDS AND INDICES,}{\f40\fs24 
 evaluators may consider, but shall not be limited to, whichever of the following are appropriate to the faculty member's professional obligation:  mastery of
 subject matter; effectiveness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the
 university.
\par }\pard\plain \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par \tab 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) a
chievement in scholarly activity; and 3) effectiveness of service.
\par 
\par }\pard \qj\fi360\widctlpar\outlinelevel0\adjustright {\b\f40 Bipartite Faculty}{\f40   
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university's tripartite responsibility.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par \tab The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty.
\par 
\par \tab Bipartite faculty may voluntarily engage in a tripartite function, but they will not be required to do so as a condition for evaluation, promotion, or tenure.
\par 
\par }\pard \fi-360\li360\widctlpar\adjustright {\b\f40 \page B.\tab Criteria for Instruction}{\b 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 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 t
ransmission of appropriate skills and knowledge to students.  The nature of instruction will vary for each faculty member, depending upon workload distribution and the particular teaching mission of the unit.  Instruction includes actual contact in classr
o
om, correspondence or electronic delivery methods, laboratory or field and preparatory activities, such as preparing for lectures, setting up demonstrations, and preparing for laboratory experiments, as well as individual/independent study, tutorial sessi
o
ns, evaluations, correcting papers, and determining grades.  Other aspects of teaching and instruction extend to undergraduate and graduate academic advising and counseling, training graduate students and serving on their graduate committees, particularly
 as their major advisor, curriculum development, and academic recruiting and retention activities. 
\par }\pard \qj\li1440\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\b\f40 \hich\af40\dbch\af0\loch\f40 1.\tab}}\pard \qj\fi-360\li720\widctlpar\jclisttab\tx720\ls23\outlinelevel0\adjustright {\b\f40 Effectiveness in Teaching}{\f40  
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 a.\tab are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students;
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 b.\tab express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject;
\par 
\par c.\tab emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity;
\par 
\par d.\tab emphasize regular feedback to students and reward student learning success;
\par 
\par e.\tab demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;
\par 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 f.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx720\ls24\outlinelevel0\adjustright {\f40 regularly develop new courses,
 workshops and seminars and use a variety of methods of instructional delivery and instructional design;
\par }\pard \qj\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 g.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx720\ls24\outlinelevel0\adjustright {\f40 may receive prizes and awards for excellence in teaching.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 h.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx720\ls24\outlinelevel0\adjustright {\b\i\f40 CURATORS AT THE UNIVERSITY OF ALASKA MUSEUM WITH A FACULTY APPOINTMENT IN ANTHROPOLOGY TYPI
CALLY HAVE A PORTION OF THEIR WORKLOAD ASSIGNED TO THE DEPARTMENT.  THE DEPARTMENT OF ANTHROPOLOGY WILL EVALUATE THE CURATOR'S TEACHING RECORD.}{\f40 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\b\f40 
\par {\listtext\pard\plain\s29 \b\f40 \hich\af40\dbch\af0\loch\f40 2.\tab}}\pard\plain \s29\fi-360\li720\widctlpar\jclisttab\tx720\ls23\adjustright \b\cgrid {\f40 Components of Evaluation}{\b0\f40 
\par }\pard \s29\li720\widctlpar\adjustright {\b0\f40 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 \qj\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 a.\tab systematic student ratings, i.e. student opinion of instruction summary forms,
\par 
\par }{\b\f40 and}{\f40  at least two of the following:
\par 
\par b.\tab narrative self-evaluation,
\par 
\par c.\tab peer/department chair classroom observation(s),
\par 
\par d.\tab peer/department chair evaluation of course materials.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par 
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\b\f40 C.\tab Criteria for Research, Scholarly, and Creative Activity}{\f40   
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Inquiry and originality are central functions of a land grant/sea 
grant/space grant university and all faculty with a research component in their assignment must remain active as scholars.  Consequently, faculty are expected to conduct research or engage in other scholarly or creative pursuits that are appropriate to th
e
 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 excellence as evalu
ated by an individual's peers at the University of ÃÛÌÒÓ°Ïñ and elsewhere.
\par }\pard \qj\li1440\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 1.\tab Achievement in Research, Scholarly and Creative Activity}{\f40 
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:
\par }\pard \qj\li1440\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 a.\tab}}\pard \qj\fi-360\li1080\sl360\slmult1\widctlpar\ls30\outlinelevel0\adjustright {\f40 They must occur in a public forum.
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 b.\tab}They must be evaluated by appropriate peers.
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 c.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls30\outlinelevel0\adjustright {\f40 They must be evaluated by peers external to this institution so as to allow an objective judgment.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 d.\tab}}\pard \qj\fi-360\li1080\sl360\slmult1\widctlpar\ls30\outlinelevel0\adjustright {\f40 They must be judged to make a contribution.
\par }\pard \qj\li1440\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 2.\tab Components of Research, Scholarly and Creative Activity
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
\par }\pard \qj\li1440\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 a.\tab Books, reviews, monographs, bulletins, articles, proceedings and other scholarly works published by re
putable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline.
\par 
\par b.\tab Competitive grants and contracts to finance the development of ideas, these grants and contracts being subject to rigorous peer review and approval.
\par 
\par c.\tab Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.
\par 
\par d.\tab Exhibitions of art work at galleries, selection for these exhibitions being based on rigorous review and approval by juries, recognized artists, or critics.
\par 
\par e.\tab Performances in recitals or productions, selection for these performances being based on stringent auditions and approval by appropriate judges.
\par 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 f.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls32\outlinelevel0\adjustright {\f40 Editing or refereeing articles or proposals for professional journals or organizations.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par g.\tab Scholarly reviews of publications, art works and performance of the candidate.
\par }\pard \qj\fi-720\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 h.\tab Citations of research in scholarly publications.
\par 
\par i.\tab Published abstracts of research papers.
\par 
\par j.\tab 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 discipline.
\par 
\par k.\tab Prizes and awards for excellence of scholarship.
\par }\pard \qj\fi-720\li2160\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 l.\tab Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.
\par 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 m.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080\ls36\outlinelevel0\adjustright {\f40 
Development of processes or instruments useful in solving problems, such as computer programs and systems for the processing of data, genetic plant and animal material, and where appropriate obtaining patents and/or copyrights for said development.
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 n.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080\ls36\outlinelevel0\adjustright {\b\i\f40 
ALL PEER-REVIEWED PUBLICATIONS SHALL BE CONSIDERED SIGNIFICANT.  THIS INCLUDES NOT ONLY THE WRITING OF JOURNAL ARTICLES AND BOOK CHAPTERS BUT THE EDITING OF BOOK AND JOURNAL VOLUMES.}{\f40 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 o.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080\ls36\outlinelevel0\adjustright {\b\i\f40 
MULTIPLE-AUTHORED, PEER-REVIEWED PUBLICATIONS SHALL BE EVALUATED IN TERMS OF THE AUTHOR'S CONTRIBUTION, TO BE DELINEATED IN THE NARRATIVE STATEMENT OF THE PROMOTION AND TENURE FILE.}{\f40 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 p.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080\ls36\outlinelevel0\adjustright {\b\i\f40 RESEARCH CONTRIBUTIONS AS EDITOR
 OF VOLUMES OF THE APUA (ANTHROPOLOGY PAPERS OF THE UNIVERSITY OF ALASKA) SHALL BE CONSIDERED COMPARABLE TO RESEARCH CONTRIBUTIONS AS EDITOR OF OTHER PEER REVIEWED BOOKS AND JOURNAL VOLUMES.}{\f40 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 q.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx1080\ls36\outlinelevel0\adjustright {\b\i\f40 CURATORS AT THE UNIVERSITY OF ALASKA MUSEUM WITH A FACULTY APPOI
NTMENT IN ANTHROPOLOGY TYPICALLY HAVE A PORTION OF THEIR WORKLOAD ASSIGNED TO THE DEPARTMENT.  THE DEPARTMENT WILL EVALUATE THE CURATOR'S RECORD OF RESEARCH.}{\f40 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 \tab 
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\b\f40 D.\tab Criteria for Public and University Service
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 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 benefit of the university's external constituency, free of charge,
 is identified as "public service."  The tradition of the university itself provides that its faculty assumes a collegial obligation for the internal functioning of the institution; such service is identified as "university service."
\par 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 1.\tab Public Service 
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Pub
lic service is the application of teaching, research, and other scholarly and creative activity to constituencies outside the University of ÃÛÌÒÓ°Ïñ Fairbanks.  It includes all activities which extend the faculty member's professional, academic, or leadersh
i
p competence to these constituencies.  It can be instructional, collaborative, or consultative in nature and is related to the faculty member's discipline or other publicly recognized expertise.  Public service may be systematic activity that involves pla
n
ning with clientele and delivery of information on a continuing, programmatic basis.  It may also be informal, individual, professional contributions to the community or to one's discipline, or other activities in furtherance of the goals and mission of t
he university and its units. Such service may occur on a periodic or limited-term basis.  Examples include, but are not limited to:
\par }\pard \qj\li2160\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 a.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Providing information services to adults or youth.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 b.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Service on or to government or public committees.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 c.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Service on accrediting bodies.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 d.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Active participation in professional organizations.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 e.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Active participation in discipline-oriented service organizations.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 f.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Consulting.
\par }\pard \qj\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 g.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Prizes and awards for excellence in public service.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 h.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Leadership of or presentations at workshops, conferences, or public meetings.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 i.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Training and facilitating.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 j.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 
Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media. 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 k.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\f40 Judging and similar educational assistance at sc
ience fairs, state fairs, and speech, drama, literary, and similar competitions.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 l.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls33\outlinelevel0\adjustright {\b\i\f40 APPLIED ANTHROPOLOGICAL WORK WITH COMMUNITIES AND ORGANIZATIONS.}{\f40 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 2.\tab University Service
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 University service includes those activities involving faculty members in the governan
ce, administration, 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 activity include, but are not limited to:
\par }\pard \qj\li2160\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 a.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Service on university, college, school, institute, or departmental committees or governing bodies.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 b.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Consultative work in support of university functions, such as expert assistance for specific projects.
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 c.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Service as department chair or term-limited and part-time assignmen
t as assistant/associate dean in a college/school.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 d.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Participation in accreditation reviews.
\par }\pard \qj\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 e.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Service on collective bargaining unit committees or elected office.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 f.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Service in support of student organizations and activities.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 g.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Academic support services such as library and museum programs.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 h.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 
Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 i.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Mentoring.
\par }\pard \qj\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 j.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls27\ilvl1\outlinelevel0\adjustright {\f40 Prizes and awards for excellence in university service.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 3.\tab Evaluation of Service
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Each ind
ividual 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 ac
t
ivities and measures for evaluation appropriate for that unit. Excellence in public and university service may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards and other publi
c means of recognition for services rendered.
\par 
\par }{\b\i\f40 CURATORS AT THE UNIVERSITY OF ALASKA MUSEUM WITH A FACULTY APPOINTMENT IN ANTHROPOLOGY TYPICALLY HAVE A PORTION OF THEIR TIME ASSIGNED TO THE DEPARTMENT.  THE DEPARTMENT WILL EVALUATE THE CURATOR'S RECORD OF SE
RVICE TAKING INTO CONSIDERATION THE RECOMMENDATION OF THE UNIVERSITY OF ALASKA MUSEUM COMMITTEE (SEE BELOW).
\par 
\par }\pard\plain \s2\qc\keepn\widctlpar\outlinelevel1 \b\fs28\cgrid {\i\f40 Curation
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f40 
\par }{\b\i\f40 CURATORS AT THE UNIVERSITY OF ALASKA MUSEUM (UAM) CAN HOLD A TENURE-TRACK FACULTY POSITION.  RANK AND TENURE ARE HELD WITHIN DEPARTMENTS
 AT ÃÛÌÒÓ°Ïñ, AND CURATORS ARE THUS TREATED AS JOINT APPOINTMENTS BETWEEN A DEPARTMENT AND UAM.  AS IS THE CASE FOR ALL TENURE-TRACK FACULTY IN THE DEPARTMENT OF  ANTHROPOLOGY, CURATOR'S PERFORMANCES ARE EVALUATED ON THE BASIS OF THEIR ACTIVITIES IN TEACHING, 
RESEARCH AND SERVICE.
\par 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 1.\tab}}\pard \fi-360\li360\widctlpar\tx720\ls37\adjustright {\b\i\f40 
CURATION INVOLVES THE MANAGEMENT AND DEVELOPMENT OF A FORMALLY RECOGNIZED UNIVERSITY COLLECTION THAT EXISTS TO SERVE AS A RESEARCH RESOURCE FOR STUDENTS AND RESEARCHERS AT UNIVERSITY, STATE, NATIONAL, AND INTERNATIONAL LEVELS.  EXAMPL
ES OF CURATORIAL ACTIVITIES INCLUDE, BUT ARE NOT LIMITED TO:
\par }\pard \li360\widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 a.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 
MAINTAINING, ENHANCING, AND ENLARGING THE COLLECTION (INCLUDES COMPUTERIZATION AND DATABASE DEVELOPMENT, ARCHIVAL UPGRADES, SPECIMEN CONSERVATION AND IDENTIFICATION, AND ADDING SPECIMENS OR OBJECTS TO EXISTING COLLECTION);
\par }\pard \li1080\widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 b.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 INTERACTING WITH STATE AND FEDERAL AGENCIES AND WITH THE PUBLIC ON COLLECTIONS-RELATED ISSUES;
\par }\pard \li1080\widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 c.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 FACILITATING COLLECTIONS USE THROUGH LOANS, EXCHANGES, AND VISITING RESEARCHERS;
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 d.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 MAINTAINING APPROPRIATE PERMITS (AS NEEDED FOR THE COLLECTIONS);
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 e.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 SUPERVISING COLLECTIONS MANAGERS, STUDENT EMPLOYEES, AND VOLUNTEERS;
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 f.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 WORKING WITH PUBLIC PROGRAM STAFF TO CREATE EXHIBITS AND EDUCATIONAL ACTIVITIES APPROPRIATE TO THE COLLECTION;
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 g.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 PURSUING FUNDING FOR COLLECTIONS GROWTH AND MAINTENANCE; AND
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 h.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 PRODUCING CURATORIAL OR COLLECTIONS-RELATED PUBLICATIONS, REPORTS, AND/OR MANUALS.
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 i.\tab}}\pard \fi-360\li1620\widctlpar\tx1620\ls37\ilvl1\adjustright {\b\i\f40 ENSURING UNIVERSITY COMPLIANCE WITH STATE AND FEDERAL LAWS THAT PERTAIN TO THE COLLECTION.
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par {\listtext\pard\plain\b\i\f40\ul \hich\af40\dbch\af0\loch\f40 2.\tab}}\pard \qj\fi-360\li360\widctlpar\tx720\ls37\adjustright {\b\i\f40\ul SPECIFIC CRITERIA FOR CURATORIAL PERFORMANCE:
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par }{\b\i\f40\ul ASSISTANT PROFESSOR AND CURATOR
\par }{\b\i\f40 
\par EVIDENCE OF CURATORIAL ABILITY AND A COMMITMENT TO DEVELOPING AND MANAGING RESEARCH COLLECTIONS RELEVANT TO THE AREA OF SPECIALIZATION INCLUDES THE FOLLOWING:
\par 
\par {\pntext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 1.\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx360\tx720{\*\pn \pnlvlbody\ilvl0\ls38\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls38\adjustright {\b\i\f40 
CURATORS WILL DEVELOP THE COLLECTIONS AS A PERMANENT RECORD OF THE NATURAL AND/OR CULTURAL DIVERSITY OF ALASKA AND THE CIRCUMPOLAR NORTH AND AS A RESEARCH RESOURCE FOR STUDIES OF BIOLOGICAL AND/OR CULTURAL DIVERSITY.
\par }\pard \li720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl12\ls0\pnrnot0\pndec }\ilvl12\adjustright {\b\i\f40 
\par {\pntext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 2.\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx360\tx720{\*\pn \pnlvlbody\ilvl0\ls38\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls38\adjustright {\b\i\f40 
COLLECTIONS CARE INCLUDES RESPONSIBILITY FOR THE PHYSICAL CONDITION AND STORAGE OF OBJECTS/SPECIMENS, CORRESPONDING DOCUMENTATION, BUDGETARY MANAGEMENT, AND ANNUAL REPORTS.
\par }\pard \li720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl12\ls0\pnrnot0\pndec }\ilvl12\adjustright {\b\i\f40 
\par {\pntext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 3.\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx360\tx720\tx1800{\*\pn \pnlvlbody\ilvl0\ls38\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls38\adjustright {\b\i\f40 
CURATORS WILL PRESERVE THE SPECIMENS, ARTIFACTS, OBJECTS, AND MATERIAL UNDER THEIR PURVIEW THROUGH THE USE OF METHODS AND TECHNIQUES PROFESSIONALLY ACCEPTED WITHIN THEIR RESPECTIVE DISCIPLINES.
\par }\pard \li720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl12\ls0\pnrnot0\pndec }\ilvl12\adjustright {\b\i\f40 
\par {\pntext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 4.\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx360\tx720\tx1800{\*\pn \pnlvlbody\ilvl0\ls38\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls38\adjustright {\b\i\f40 CURATORS WILL E
NSURE THAT ALL RECORDS AND FIELD NOTES CONCERNING COLLECTION MATERIALS ARE MAINTAINED IN A SECURE FASHION AND MEET OR EXCEED DOCUMENTATION STANDARDS FOR THEIR RESPECTIVE DISCIPLINE.
\par }\pard \li720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl12\ls0\pnrnot0\pndec }\ilvl12\adjustright {\b\i\f40 
\par {\pntext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 5.\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx360\tx720\tx1800{\*\pn \pnlvlbody\ilvl0\ls38\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls38\adjustright {\b\i\f40 
CURATORS WILL MAINTAIN CURRENT ACCESSION FILES, DEACCESSION FILES, AND CATALOGUES OF OBJECTS IN THEIR COLLECTIONS. THEY WILL DEVELOP ELECTRONIC DATABASES WITH COMPUTER DATA FORMATS THAT FOLLOW DATA STANDARDS OF THE RESPECTIVE DISCIPLINE AND UAM. 
\par }\pard \li720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl12\ls0\pnrnot0\pndec }\ilvl12\adjustright {\b\i\f40 
\par {\pntext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 6.\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx360\tx720\tx1800{\*\pn \pnlvlbody\ilvl0\ls38\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls38\adjustright {\b\i\f40 
CURATORS WILL DEVELOP, MAINTAIN, AND REVISE WRITTEN POLICIES AND PROCEDURES FOR CAUTION OF OBJECTS OR SPECIMENS IN THEIR COLLECTIONS.
\par }\pard \li720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl12\ls0\pnrnot0\pndec }\ilvl12\adjustright {\b\i\f40 
\par {\pntext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 7.\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx360\tx720{\*\pn \pnlvlbody\ilvl0\ls38\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls38\adjustright {\b\i\f40 
CURATORS WILL TAKE PART IN INTERPRETIVE ACTIVITIES OF THE MUSEUM IN ORDER TO FULFILL THE MUSEUM'S MISSION TO INTERPRET THE NATURAL AND CULTURAL HISTORY OF ALASKA. IN THIS REGARD, PREPARATION OF SMALL EX
HIBIT IS APPROXIMATELY THE EQUIVALENTS OF PUBLICATION OF A PROFESSIONAL ARTICLE; PROJECT DIRECTION OF A LARGE COMPLEX EXHIBIT THAT INCLUDES PREPARATION OF A SERIOUS CATALOGUE IS APPROXIMATELY THE EQUIVALENT OF PUBLICATION OF A SCHOLARLY BOOK.
\par }\pard \li720\widctlpar\tx720{\*\pn \pnlvlcont\ilvl12\ls0\pnrnot0\pndec }\ilvl12\adjustright {\b\i\f40 
\par {\pntext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 8.\tab}}\pard \fi-360\li720\widctlpar\jclisttab\tx360\tx720{\*\pn \pnlvlbody\ilvl0\ls38\pnrnot0\pndec\pnstart1\pnindent360\pnhang{\pntxta .}}\ls38\adjustright {\b\i\f40 CURATORS WIL
L ACTIVELY PREPARE GRANT APPLICATIONS FOR EXTERNAL SUPPORT FOR THEIR CURATORIAL ACTIVITIES AND COLLECTION-BASED RESEARCH.
\par }\pard \widctlpar\ilvl12\adjustright {\b\i\f40 
\par 
\par }{\b\i\f40\ul ASSOCIATE PROFESSOR AND CURATOR
\par 
\par }{\b\i\f40 CONSISTENT CONTRIBUTIONS TO INTERPRETIVE (EDUCATION AND EXHIBITION) ACTIVITIES OF THE MUSEUM, RESPO
NSE TO COLLECTION-RELATED INQUIRIES (FROM OTHER PROFESSIONALS, THE PUBLIC AND STATE AGENCIES) AND/OR DEVELOPMENT OF INTERPRETIVE MATERIALS FOR THE PUBLIC-AT-LARGE ARE EXPECTED. USE OF THE COLLECTIONS FOR TEACHING AND/OR RESEARCH MUST BE EVIDENT. ACTIVE SO
LICITATION FOR EXTERNAL FUNDS TO SUPPORT CURATORIAL ACTIVITIES AND COLLECTION-BASED RESEARCH MUST BE EVIDENT.
\par 
\par }{\b\i\f40\ul 
\par PROFESSOR AND CURATOR
\par 
\par }{\b\i\f40 SIGNIFICANT DEVELOPMENT OF THE COLLECTIONS UNDER THE CURATOR'S CARE IS EXPECTED.  THIS DEVELOPMENT INCLUDES SUSTAINED GROW
TH OF THE COLLECTIONS AS RESEARCH RESOURCES AND AS A MEANS OF FULFILLING THE MUSEUM'S MISSION OF ACQUIRING, PRESERVING IN PERPETUITY, INVESTIGATING, AND INTERPRETING OBJECTS AND SPECIMENS RELATING TO THE NATURAL AND OR CULTURAL HISTORY OF ALASKA AND THE C
I
RCUMPOLAR NORTH.  SIGNIFICANCE OF COLLECTIONS WILL BE MEASURED IN TERMS OF RESEARCH SIGNIFICANCE, VALUE TO UNIVERSITY OF ALASKA RESEARCH AND INSTRUCTIONAL PROGRAMS, AND VALUE TO NATIONAL AND INTERNATIONAL RESEARCH PROGRAMS.  THE CURATOR SHOULD BE A RECOGN
IZED AUTHORITY IN HIS/HER FIELD, LOCALLY AND NATIONALLY.  THEY MUST HAVE A RECORD OF SUCCESS IN ACQUIRING EXTERNAL FUNDS FOR THEIR CURATORIAL ACTIVITIES AND COLLECTION-BASED RESEARCH. 
\par 
\par 
\par {\listtext\pard\plain\b\i\f40 \hich\af40\dbch\af0\loch\f40 3.\tab}}\pard \fi-360\li360\widctlpar\tx720\ls37\adjustright {\b\i\f40 EVALUATION OF CURATION
\par }\pard \widctlpar\tx720\adjustright {\b\i\f40 
\par }\pard\plain \s34\li900\widctlpar \cgrid {\b\i\f40 A COMMITTEE COMPOSED OF THE TENURED CURATORS A
T THE MUSEUM WILL PROVIDE AN EVALUATION TO THE UNIT PEER COMMITTEE.  IN FORMULATING CRITERIA, STANDARDS AND INDICES FOR EVALUATION, PROMOTION, AND TENURE, THE MUSEUM SHOULD INCLUDE EXAMPLES OF CURATORIAL ACTIVITIES AND MEASURES FOR EVALUATION APPROPRIATE 
FOR THAT UNIT.  EXCELLENCE IN CURATION MAY BE DEMONSTRATED THROUGH, E.G., APPROPRIATE LETTER OF COMMENDATION, RECOMMENDATION, AND/OR APPRECIATION, CERTIFICATES AND AWARDS, AND OTHER PUBLIC MEANS OF RECOGNITION FOR SERVICES RENDERED.
\par 
\par }\pard\plain \widctlpar\tx-1\tx440\adjustright \f7\cgrid {\b\i\f40 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/16
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY AD HOC COMMITTEE ON UNIT CRITERIA}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve the Unit Criteria for the Department of Mathematics.  
\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 Department of Mathematics.  With some 
\par \tab \tab changes, agreed upon by the school representative the 
\par \tab \tab unit criteria were found to be consistent with ÃÛÌÒÓ°Ïñ 
\par \tab \tab guidelines.
\par 
\par 
\par \tab \tab \tab \tab \tab 
\par 
\par }{\f40 4/23/04
\par 
\par 
\par }\pard\plain \s31\qc\widctlpar\adjustright \cf1\cgrid {\b\f40 University of ÃÛÌÒÓ°Ïñ Fairbanks
\par 
\par Regulations for the
\par Appointment and Evaluation of Faculty
\par }\pard\plain \s35\qc\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\fs24 
\par }{\b\fs24 \hich\af40\dbch\af4\loch\f40 AND
\par }{\fs24 
\par }{\b\fs24 \hich\af40\dbch\af4\loch\f40 DEPARTMENT OF MATHEMATICAL SCIENCES
\par \hich\af40\dbch\af4\loch\f40 UNIT CRITERIA STANDARDS AND INDICES
\par }{\fs24 
\par 
\par }\pard \s35\widctlpar\adjustright {\b\fs24 \hich\af40\dbch\af4\loch\f40 THE FOLLOWING IS AN ADAPTATION OF ÃÛÌÒÓ°Ïñ AND REGENTS' CRITERIA FOR PROMO\hich\af40\dbch\af4\loch\f40 
TION AND TENURE, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING DEPARTMENT OF MATHEMATICAL SCIENCES (DMS) FACULTY IN THE COLLEGE OF SCIENCES, ENGINEERING AND MATHEMATICS.  ITEMS IN BOLDFACE ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR ADDITIO
\hich\af40\dbch\af4\loch\f40 N\hich\af40\dbch\af4\loch\f40 S TO AND CLARIFICATION OF ÃÛÌÒÓ°Ïñ REGULATIONS.  THESE UNIT CRITERIA ARE FOR USE IN THE ANNUAL EVALUATION OF DMS FACULTY AS WELL.
\par }{\fs24 
\par 
\par }\pard\plain \qc\widctlpar\outlinelevel0\adjustright \f7\cgrid {\b\scaps\f40 \page CHAPTER I
\par 
\par }\pard\plain \s1\qc\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f40 PURVIEW
\par }\pard\plain \qj\widctlpar\adjustright \f7\cgrid {\f40 
\par 
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 The University of ÃÛÌÒÓ°Ïñ Fairbanks document, "Faculty Appointment and Evaluation Policies," supplements the
 Board of Regents (BOR) policies and describes 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 
\par 
\par }\pard \qc\widctlpar\outlinelevel0\adjustright {\b\scaps\f40 CHAPTER II
\par 
\par }{\b\f40 INITIAL APPOINTMENT OF FACULTY
\par }\pard\plain \s28\qj\fi-360\li360\widctlpar\adjustright \fs22\cgrid {\b\f40\fs24 
\par 
\par A.\tab Criteria for Initial Appointment
\par }\pard \s28\qj\li360\widctlpar\adjustright {\f40\fs24 Minimum degree, experience and performance requirements are set forth in "ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies," C
hapter IV.  Exceptions to these requirements for initial placement in academic rank or special academic rank positions shall be submitted to the chancellor or chancellor's designee for approval prior to a final selection decision.
\par }\pard\plain \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par }{\b\f40 B.\tab Academic Titles}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Academic titles must reflect the discipline in which the faculty are appointed.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }{\b\f40 C.\tab Process for Appointment of Faculty with Academic Rank}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Deans of schools and colleges, and directors when appropriate, in conjunction with the faculty in a unit, shall observe pro
cedures for advertisement, review, and selection of candidates to fill any vacant faculty position. These procedures are set by ÃÛÌÒÓ°Ïñ Human Resources and the Campus Diversity and Compliance (AA/EEO) office and shall provide for participation in hiring by fa
culty and administrators as a unit.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }{\b\f40 D.\tab Process for Appointment of Faculty with Special Academic Rank}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Deans and/or directors, in conjunction with the faculty in a unit, shall establish procedures for advertisement, review, and selection of candidates to fil
l any faculty positions as they become available.  Such procedures shall be consistent with the university's stated AA/EEO policies and shall provide for participation in hiring by faculty and administrators in the unit.  
\par }\pard \qj\fi-720\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\b\f40 E.\tab Following the Selection Process}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 
The dean or director shall appoint the new faculty member and advise him/her of the conditions, benefits, and obligations of the position.  If the appointment is to be at the professor level, the dean/director must first obtain the concurrence of the ch
ancellor or chancellor's designee.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }{\b\f40 F.\tab Letter of Appointment}{\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 The initial letter of appointment shall specify the nature of the assignment, the percentage emphasis that is to be placed on each of the parts of the faculty responsibility, mandatory year of te
nure review, and any special conditions relating to the appointment.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 This letter of appointment establishes the nature of the position and, while the percentage of emphasis for each part may vary with each workload distribution as specified in the annual 
workload agreement document, the part(s) defining the position may not.  
\par }\pard \qj\fi-720\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qc\fi-720\li720\widctlpar\outlinelevel0\adjustright {\b\scaps\f40 
\par CHAPTER III
\par 
\par }{\b\f40 PERIODIC EVALUATION OF FACULTY
\par }\pard \qj\fi-720\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par 
\par }\pard\plain \s1\keepn\widctlpar\tx360\outlinelevel0\adjustright \b\cgrid {\f40 A.\tab General Criteria  
\par }\pard\plain \s35\li360\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\fs24 \hich\af40\dbch\af4\loch\f40 Criteria as outlined in }{\hich\af40\dbch\af4\loch\f40 "}{\fs24 \hich\af40\dbch\af4\loch\f40 
ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies,}{\hich\af40\dbch\af4\loch\f40 "}{\fs24 \hich\af40\dbch\af4\loch\f40  Chapter IV, }{\b\fs24 \hich\af40\dbch\af4\loch\f40 AND DMS UNIT CRITERIA, ST\hich\af40\dbch\af4\loch\f40 ANDARDS AND INDICES}{
\hich\af40\dbch\af4\loch\f40  }{\fs24 \hich\af40\dbch\af4\loch\f40 evaluators may consider, but shall not be limited to, whichever of the following are appropriate to the faculty member}{\hich\af40\dbch\af4\loch\f40 '}{\fs24 \hich\af40\dbch\af4\loch\f40 
s professional obligation:  mastery of subject matter; effectiveness in teaching; achievement in research, scholarly,\hich\af40\dbch\af4\loch\f40 
 and creative activity; effectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the university.}{\hich\af40\dbch\af4\loch\f40   }{\b\fs24 
\hich\af40\dbch\af4\loch\f40 IN EACH AREA CANDIDATES WILL BE RANKED BY THE DMS PEER REVIEW COMM\hich\af40\dbch\af4\loch\f40 
ITTEE (PRC).  THE PRC CONSISTS OF ALL TENURED MEMBERS OF THE DMS.  MEMBERS OF THE PRC WHO ARE ON SABBATICAL OR OFF CAMPUS FOR EXTENDED PERIODS HAVE THE OPTION OF PARTICIPATING, BUT THIS IS NOT REQUIRED.  CANDIDATES WILL BE RANKED IN EACH CATEGORY ACCORDIN
\hich\af40\dbch\af4\loch\f40 G\hich\af40\dbch\af4\loch\f40  TO THE FOLLOWING SCALE: OUTSTANDING, SUPERIOR, SATISFACTORY, NEEDS IMPROVEMENT AND UNACCEPTABLE.
\par }\pard\plain \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par \tab 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 an
d demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scholarly activity; and 3) effectiveness of service.
\par 
\par }\pard\plain \s35\fi-360\li720\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\b\fs24 \hich\af40\dbch\af4\loch\f40 1.  TENURE.  A CANDIDATE FOR TENURE WILL BE JUDGED ON THE BASIS OF PERFORMANCE AND INDICATIONS OF POTE
\hich\af40\dbch\af4\loch\f40 
NTIAL IN ALL THREE CATEGORIES, WITH EMPHASIS PLACED ON THE INTERVAL SINCE THE LAST PROMOTION OR HIRE, WHICHEVER IS MOST RECENT.  A CANDIDATE NEED NOT DEMONSTRATE EQUAL PERFORMANCE IN ALL THREE AREAS.  IN ORDER TO QUALIFY FOR TENURE, A FACULTY MEMBER SHOUL
\hich\af40\dbch\af4\loch\f40 D\hich\af40\dbch\af4\loch\f40 
 NORMALLY HAVE SERVED FOR AT LEAST FIVE YEARS AT THE RANK OF ASSISTANT PROFESSOR.  A CANDIDATE SHOULD NORMALLY ATTAIN AT LEAST A SATISFACTORY RATING IN TEACHING, RESEARCH AND SERVICE AND AT LEAST SUPERIOR IN TEACHING OR RESEARCH.  
\par 
\par \hich\af40\dbch\af4\loch\f40 2. ASSISTANT PROFESSOR.\hich\af40\dbch\af4\loch\f40   A FACULTY MEMBER AT THE ASSISTANT PROFESSOR LEVEL MUST HAVE AN EARNED DOCTO\u0\'00\u0\'00\u2\'02\hich\f40 \u731\'fe\loch\f40 
RATE OR DEMONSTRATED EQUIVALENT.   DEMONSTRATED EQUIVALENCE WILL BE DECIDED ON AN AD HOC BASIS BY THE PRC.  A COMMITMENT TO TEACHING, RESEARCH AND SERVICE MUST BE APPARENT.
\par 
\par \hich\af40\dbch\af4\loch\f40 3\hich\af40\dbch\af4\loch\f40 
.  ASSOCIATE PROFESSOR.  AN ASSOCIATE PROFESSOR SHOULD NORMALLY HAVE SERVED AT LEAST FIVE YEARS AT THE RANK OF ASSISTANT PROFESSOR OR HIGHER.  A RECORD OF QUALITY INSTRUCTION AND RESEARCH IS IMPORTANT.  THE DMS RECOGNIZES THAT AT THIS LEVEL SERVICE IS SEC
\hich\af40\dbch\af4\loch\f40 O\hich\af40\dbch\af4\loch\f40 
NDARY TO TEACHING AND RESEARCH.  YOUNG FACULTY CAN PROFITABLY SPEND THEIR TIME ESTABLISHING A RESEARCH RECORD AND PERFECTING TEACHING TECHNIQUE.  IN ORDER TO QUALIFY FOR THE RANK OF ASSOCIATE PROFESSOR, A FACULTY MEMBER SHOULD, UNDER NORMAL CONDITIONS, HA
\hich\af40\dbch\af4\loch\f40 V\hich\af40\dbch\af4\loch\f40 E MET THE REQUIREMENTS DESCRIBED FOR TENURE.
\par 
\par \hich\af40\dbch\af4\loch\f40 4.  PROFESSOR.  THIS IS THE GREATEST SINGLE HONOR THAT THE UNIVERSITY CAN BESTOW UPON A MEMBER OF ITS FACULTY.  THE HONOR MUST THEREFOR BE MADE UPON CAREFUL CONSIDERATION OF THE CANDIDATE'S TOTAL DEMONSTRATED C
\hich\af40\dbch\af4\loch\f40 
ONTRIBUTION TO THE UNIVERSITY AND THE MATHEMATICAL SCIENCES.  THE HONOR IS RESERVED FOR THOSE WHO HAVE DEMONSTRATED OUTSTANDING PERFORMANCE IN THEIR FIELDS.  SPECIFICALLY, A CANDIDATE MUST HAVE ATTAINED AN OVERALL AVERAGE RANKING OF SUPERIOR IN TEACHING, 
\hich\af40\dbch\af4\loch\f40 R\hich\af40\dbch\af4\loch\f40 ESEARCH AND SERVICE, WITH NO AREA LOWER THAN SATISFACTORY.  ADDITIONALLY, IF ONE OF RESEARCH OR TEACHING IS RANKED SATISFACTORY, THE OTHER MUST BE OUTSTANDING.}{\fs24 
\par }\pard\plain \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par }\pard \qj\fi360\widctlpar\outlinelevel0\adjustright {\b\f40 Bipartite Faculty}{\f40   
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university's tripartite responsibility.
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par \tab The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty.
\par 
\par \tab Bipartite faculty may voluntarily engage in a tripartite function, but they will not be required to do so as a condition for evaluation, promotion, or tenure.
\par }\pard\plain \s5\qj\keepn\widctlpar\outlinelevel4\adjustright \b\cgrid {\b0\f40 
\par }\pard \s5\qj\fi-360\li360\keepn\widctlpar\outlinelevel4\adjustright {\f40 B.\tab Criteria for Instruction
\par }\pard\plain \qj\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 A central function of the university is instruction of students in formal courses and superv
ised 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, depending 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 lectures, setting up demonstrations, and p
r
eparing 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 undergraduate and graduate academic advising and c
ounseling, training graduate students and serving on their graduate committees, particularly as their major advisor, curriculum development, and academic recruiting and retention activities. 
\par }\pard \qj\li1440\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\b\f40 1.\tab Effectiveness in Teaching}{\f40  
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 a.\tab are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students;
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 b.\tab express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject;
\par 
\par c.\tab emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity;
\par 
\par d.\tab emphasize regular feedback to students and reward student learning success;
\par 
\par e.\tab demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;
\par 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 i.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx720\ls24\outlinelevel0\adjustright {\f40 
regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;
\par }\pard \qj\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 j.\tab}}\pard \qj\fi-360\li1080\widctlpar\jclisttab\tx720\ls24\outlinelevel0\adjustright {\f40 may receive prizes and awards for excellence in teaching.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard\plain \s35\fi-360\li1080\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\b\fs24 \hich\af40\dbch\af4\loch\f40 H.  DEMANDS HIGH PEDAGOGIC STANDARDS ESSENTIAL TO THE DEPARTMENT\rquote 
S MISSION.  THIS INCLUDES A DEMAND FOR EXCELLENCE AND AWARENESS OF STUDENTS\rquote  NEEDS.
\par 
\par \hich\af40\dbch\af4\loch\f40 I.  DISSEMINATION OF IDEAS INSIDE AND OUTSIDE THE CLASSROOM.  THIS INCLUDES, BUT IS NOT RESTRICTED TO,\hich\af40\dbch\af4\loch\f40 
 STATISTICAL AND COMPUTING CONSULTING FOR STUDENTS; ASSISTING STUDENTS IN THE DESIGN OF EXPERIMENTS; DIRECTING UNDERGRADUATE AND GRADUATE RESEARCH.
\par }\pard\plain \qj\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par }\pard\plain \s29\li360\widctlpar\adjustright \b\cgrid {\f40 2.\tab Components of Evaluation
\par }\pard \s29\li720\widctlpar\adjustright {\b0\f40 Effectiveness in teaching will be evaluated through information on formal and i
nformal teaching, course and curriculum material, recruiting and advising, training/guiding graduate students, etc., provided by:
\par }\pard\plain \qj\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 a.\tab systematic student ratings, i.e. student opinion of instruction summary forms,
\par 
\par }{\b\f40 and}{\f40  at least two of the following:
\par 
\par b.\tab narrative self-evaluation,
\par 
\par }\pard\plain \s35\fi-360\li1080\widctlpar\tx1080\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\fs24 \hich\af40\dbch\af4\loch\f40 c.\tab peer/department chair classroom observation(s). }{\b\fs24 \hich\af40\dbch\af4\loch\f40 
THIS IS REQUIRED FOR UNTENURED FACULTY.  THEY WILL BE EVALUATED BY THE PRC (WHICH INCLUDES THE DEPARTMENT HEAD AS A NONVOTING MEMBER).  THIS COMMITTEE WILL SEND REPRESENTATIVES TO \hich\af40\dbch\af4\loch\f40 
EVALUATE CLASSROOM PERFORMANCE AS WELL AS SYLLABI AND SAMPLES OF GRADED MATERIAL.  REPRESENTATIVES WILL WRITE A REPORT WHICH INCLUDES A NARRATIVE PORTION AS WELL AS AN OVERALL RANKING OF TEACHING WHICH USES THE SCALE: OUTSTANDING, SUPERIOR, SATISFACTORY, 
\hich\af40\dbch\af4\loch\f40 N\hich\af40\dbch\af4\loch\f40 
EEDS IMPROVEMENT, UNACCEPTABLE.   UNDER NORMAL CIRCUMSTANCES, WHEN A FACULTY MEMBER STANDS FOR TENURE, REPORTS FROM AT LEAST TWO YEARS SHOULD BE INCLUDED IN THE FILE.  IN THE CASE OF DISAGREEMENT BETWEEN PEER OPINIONS AND STUDENT OPINIONS, THE FORMER WILL
\hich\af40\dbch\af4\loch\f40  \hich\af40\dbch\af4\loch\f40 BE CONSIDERED TO BE MORE ACCURATE.
\par }\pard\plain \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par d.\tab peer/department chair evaluation of course materials.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\b\f40 C.\tab Criteria for Research, Scholarly, and Creative Activity}{\f40   
\par }\pard\plain \s35\li360\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\fs24 \hich\af40\dbch\af4\loch\f40 Inquiry and originality are central functions of a land grant/sea grant/space grant university and al\hich\af40\dbch\af4\loch\f40 
l 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 appropriate to the mission of their unit, and equall
\hich\af40\dbch\af4\loch\f40 y\hich\af40\dbch\af4\loch\f40 
 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 excellence as evaluated by an individual's peers at th
\hich\af40\dbch\af4\loch\f40 e\hich\af40\dbch\af4\loch\f40  University of ÃÛÌÒÓ°Ïñ and elsewhere. }{\b\fs24 \hich\af40\dbch\af4\loch\f40 
CANDIDATES AT ALL LEVELS MUST DEMONSTRATE ACHIEVEMENT CONDUCTING RESEARCH IN AN INDEPENDENT AND CREATIVE FASHION.  WORK WILL BE JUDGED FOR IMPORTANCE, ORIGINALITY AND QUALITY.  CONSIDERATION WILL INCLUDE, BUT NOT BE RES\hich\af40\dbch\af4\loch\f40 
TRICTED TO, THE CANDIDATE\rquote 
S PAPERS PUBLISHED IN REFEREED JOURNALS AND REFEREED CONFERENCE PROCEEDINGS, PAPERS, LECTURES AND PRESENTATIONS DELIVERED, OTHER PAPERS AND TECHNICAL REPORTS, BOOKS, RESEARCH PROPOSALS, SOFTWARE DEVELOPED AND RESEARCH DONE THR\u0\'00\u0\'00\u2\'02
\hich\af40\dbch\af4\loch\f40 \u25\'19\hich\af40\dbch\af4\loch\f40 
OUGH CONSULTING.  THE WORK MUST BE PRESENTED IN A PUBLIC FORUM WHERE ITS CONTRIBUTION CAN BE JUDGED BY PEERS EXTERNAL TO ÃÛÌÒÓ°Ïñ.  THE RESEARCH CONTRIBUTIONS FOUND IN A BOOK WILL BE BASED ON THE EXPOSITION OF NEW IDEAS.  BOOKS WHICH ONLY GATHER MATERIAL FOUND
\hich\af40\dbch\af4\loch\f40  \hich\af40\dbch\af4\loch\f40 IN OTHER LOCATIONS WILL BE CONSIDERED TO BE EXPOSITORY AND NOT RESEARCH DOCUMENTS.
\par }\pard\plain \qj\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {\b\f40 
\par }\pard\plain \s35\li360\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\b\fs24 \hich\af40\dbch\af4\loch\f40 
THE DEPARTMENT EXPECTS FACULTY WITH A 30% RESEARCH LOAD TO BE PUBLISHING AT A RATE OF APPROXIMATELY ONE PAPER PER YEAR.  AT A 50% LEVEL OR ABOVE THERE SHOULD BE APPROXIMATE\hich\af40\dbch\af4\loch\f40 LY TWO.  HOWEVER, IT SHOU\u0\'00\u0\'00\u3\'03
LD BE EMPHASIZED THAT THIS IS ONLY AN APPROXIMATE GOAL.  THE MORE IMPORTANT GOAL IS QUALITY RESEARCH.   HIGH QUALITY RESEARCH CAN BE PRODUCED AND DISSEMINATED IN SPECIAL CIRCUMSTANCES AT A LOWER RATE.  ACCORDINGLY, CANDIDATES S
\hich\af40\dbch\af4\loch\f40 H\hich\af40\dbch\af4\loch\f40 OULD NOT TRY TO MEET A RESEARCH TARGET IN TERMS OF NUMBER OF PAPERS PUBLISHED.  FURTHER, HEAVY PRODUCTION RATES OF LOW QUALITY PUBLICATIONS IS DISCOURAGED.
\par 
\par \hich\af40\dbch\af4\loch\f40 A CANDIDATE'S PUBLICATION AND FUNDING RECORD SHOULD BE COMPARED WITH INDIVIDUALS IN THE SAME OR REL\hich\af40\dbch\af4\loch\f40 
ATED DISCIPLINES.  THE PRACTICE OF LISTING COAUTHORS WHO HAVE CONTRIBUTED LITTLE TO A PUBLICATION IS UNCOMMON IN THE MATHEMATICAL SCIENCES.  NORMALLY, EACH COAUTHOR WILL HAVE MADE A SIGNIFICANT CONTRIBUTION.  COAUTHORS ARE OFTEN LISTED ALPHABETICALLY.

\par 
\par \hich\af40\dbch\af4\loch\f40 CER\hich\af40\dbch\af4\loch\f40 
TAIN DISCIPLINES FOUND IN MATHEMATICAL SCIENCES HAVE LITTLE OPPORTUNITY IN THE WAY OF EXTERNAL FUNDING.  ACCORDINGLY, THE ABILITY TO FIND FUNDING SPEAKS WELL FOR A CANDIDATE AT ANY LEVEL.  HOWEVER, ABSENCE OF FUNDING MAY NOT NECESSARILY SPEAK AGAINST THE 
\hich\af40\dbch\af4\loch\f40 C\hich\af40\dbch\af4\loch\f40 ANDIDATE.   DMS DOES NOT CONSIDER THE FUNDING OF GRANT PROPOSALS TO BE THE GOAL OF ANY RESEARCH PROJECT.  RATHER, WE FOCUS ON WHAT IS ACHIEVED WITH OR WITHOUT RESEARCH FUNDING.
\par 
\par \hich\af40\dbch\af4\loch\f40 TO SUMMARIZE, THE PRIMARY RESEARCH METRIC IS NOT NUMBER OF PUBLICATIONS NOR GR\hich\af40\dbch\af4\loch\f40 ANT MONEY.  IT IS RESEARCH RESULTS AS MEASURED BY QUALITY, DEPTH AND ORIGINALITY.}{\fs24 
\par 
\par }\pard\plain \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright \f7\cgrid {\b\f40 1.\tab Achievement in Research, Scholarly and Creative Activity}{\f40 
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:
\par }\pard \qj\li1440\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 a.\tab}}\pard \qj\fi-360\li1080\sl360\slmult1\widctlpar\ls46\outlinelevel0\adjustright {\f40 They must occur in a public forum.
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 b.\tab}They must be evaluated by appropriate peers.
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 c.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls46\outlinelevel0\adjustright {\f40 They must be evaluated by peers external to this institution so as to allow an objective judgment.
\par }\pard \qj\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 d.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls46\outlinelevel0\adjustright {\f40 They must be judged to make a contribution.
\par }\pard \qj\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 2.\tab Components of Research, Scholarly and Creative Activity
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
\par }\pard \qj\li1440\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 a.\tab Books, reviews, monographs, bulletins, articles, proceedings and other scholarly works publi
shed by reputable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline.
\par 
\par b.\tab Competitive grants and contracts to finance the development of ideas, these grants and contracts being subject to rigorous peer review and approval.
\par 
\par c.\tab Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.
\par 
\par d.\tab Exhibitions of art work at galleries, selection for these exhibitions being based on rigorous review and approval by }{\b\f40 PEERS,}{\f40  juries, recognized artists, or critics.
\par 
\par e.\tab Performances in recitals or productions, selection for these performances being based on stringent auditions and approval by appropriate judges.
\par 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 g.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls32\outlinelevel0\adjustright {\f40 Editing or refereeing articles or proposals for professional journals or organizations.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par g.\tab Scholarly reviews of publications, art works and performance of the candidate.
\par }\pard \qj\fi-720\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 h.\tab Citations of research in scholarly publications.
\par 
\par i.\tab Published abstracts of research papers.
\par 
\par j.\tab 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 discipline.
\par 
\par k.\tab Prizes and awards for excellence of scholarship.
\par }\pard \qj\fi-720\li2160\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 l.\tab Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.
\par 
\par m.\tab Development of processes or instruments useful in solving problems, such as computer programs and systems for the processing of data, genetic plant and animal material, and where appropriate obtaining patents and/or copyrights for said development.

\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li360\widctlpar\outlinelevel0\adjustright {\b\f40 D.\tab Criteria for Public and University Service
\par }\pard \qj\li360\widctlpar\outlinelevel0\adjustright {\f40 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 benefit of the university's external constituency, free of charge, is identified as "public s
ervice."  The tradition of the university itself provides that its faculty assumes a collegial obligation for the internal functioning of the institution; such service is identified as "university service."
\par 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 1.\tab Public Service 
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Public service is the applicat
ion of teaching, research, and other scholarly and creative activity to constituencies outside the University of ÃÛÌÒÓ°Ïñ Fairbanks.  It includes all activities which extend the faculty member's professional, academic, or leadership competence to these cons
t
ituencies.  It can be instructional, collaborative, or consultative in nature and is related to the faculty member's discipline or other publicly recognized expertise.  Public service may be systematic activity that involves planning with clientele and de
l
ivery of information on a continuing, programmatic basis.  It may also be informal, individual, professional contributions to the community or to one's discipline, or other activities in furtherance of the goals and mission of the university and its units
. Such service may occur on a periodic or limited-term basis.  
\par 
\par }\pard\plain \s35\li720\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\b\fs24 \hich\af40\dbch\af4\loch\f40 
PROFESSIONAL SERVICE INCLUDES, BUT IS NOT LIMITED TO, CONSULTING ON AND OFF CAMPUS, REFEREEING, JOURNAL WORK, SERVICE TO NATIONAL PROFESSIONAL ORGANIZATIONS, ORGANIZING CONFERENCES, IN-SERVICE\hich\af40\dbch\af4\loch\f40 
 TRAINING PROGRAMS, GIVING COLLOQUIUM LECTURES, REVIEWING PROPOSALS AND BOOKS.  
\par }\pard\plain \qj\li720\widctlpar\outlinelevel0\adjustright \f7\cgrid {\b\f40 
\par }{\f40 Examples include, but are not limited to:
\par }\pard \qj\li2160\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 a.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Providing information services to adults or youth.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 b.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Service on or to government or public committees.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 c.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Service on accrediting bodies.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 d.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Active participation in professional organizations.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 e.\tab}}\pard \fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Active participation in discipline-oriented service organizations.
\par }\pard \qj\fi-540\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 f.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Consulting.
\par }\pard \qj\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 g.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Prizes and awards for excellence in public service.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 h.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Leadership of or presentations at workshops, conferences, or public meetings.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 i.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Training and facilitating.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 j.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 
Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media. 
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 k.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls47\outlinelevel0\adjustright {\f40 Judging and similar educational assistance at science f
airs, state fairs, and speech, drama, literary, and similar competitions.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 2.\tab University Service
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 University service includes those activities involving faculty members in the governance, administration, and other internal affairs of the university, its col
leges, schools, and institutes.  It includes non-instructional work with students and their organizations.  Examples of such activity include, but are not limited to:
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 a.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Service on university, college, school, institute, or departmental committees or governing bodies.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 b.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Consultative work in support of university functions, such as expert assistance for specific projects.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 c.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school.

\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 d.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Participation in accreditation reviews.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 e.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Service on collective bargaining unit committees or elected office.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 f.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Service in support of student organizations and activities.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 g.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Academic support services such as library and museum programs.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 h.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer.

\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 i.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Mentoring }{\b\f40 OF FACULTY}{\f40 .
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 j.\tab}}\pard \qj\fi-360\li1080\widctlpar\ls48\outlinelevel0\adjustright {\f40 Prizes and awards for excellence in university service.
\par }\pard \qj\fi-360\li1080\widctlpar\outlinelevel0\adjustright {\f40 
\par {\listtext\pard\plain\s35 \b\loch\af40\hich\af40\dbch\f4 \hich\af40\dbch\af4\loch\f40 k.\tab}}\pard\plain \s35\fi-360\li1080\widctlpar\ls48\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\b\fs24 \hich\af40\dbch\af4\loch\f40 
K. SERVICE AS OUTSIDE REVIEWER ON THESIS COMMITTEES.
\par }\pard \s35\fi-360\li1080\widctlpar\adjustright {\b\fs24 
\par {\listtext\pard\plain\s35 \b\loch\af40\hich\af40\dbch\f4 \hich\af40\dbch\af4\loch\f40 l.\tab}}\pard \s35\fi-360\li1080\widctlpar\ls48\adjustright {\b\fs24 \hich\af40\dbch\af4\loch\f40 L. PREPARATION OF UNIVERSITY REPORTS.
\par }\pard \s35\fi-360\li1080\widctlpar\adjustright {\b\fs24 
\par {\listtext\pard\plain\s35 \b\loch\af40\hich\af40\dbch\f4 \hich\af40\dbch\af4\loch\f40 m.\tab}}\pard \s35\fi-360\li1080\widctlpar\ls48\adjustright {\b\fs24 \hich\af40\dbch\af4\loch\f40 M.\hich\af40\dbch\af4\loch\f40 
 PRESENTATION OF EXPOSITORY MATERIAL INCLUDING SOME TEXTBOOKS.
\par }\pard\plain \qj\widctlpar\outlinelevel0\adjustright \f7\cgrid {\f40 
\par }\pard \qj\fi-360\li720\widctlpar\outlinelevel0\adjustright {\b\f40 3.\tab Evaluation of Service
\par }\pard \qj\li720\widctlpar\outlinelevel0\adjustright {\f40 Each individual faculty member's proportionate responsibility in service shall be reflected in annual workload agreements. In formulating criteria, standards and indic
es for evaluation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation appropriate for that unit. Excellence in public and university service may be demonstrated through, e.g., appropriate lett
ers of commendation, recommendation, and/or appreciation, certificates and awards and other public means of recognition for services rendered.
\par }\pard \qj\widctlpar\outlinelevel0\adjustright {\f40 
\par }\pard \ri-260\widctlpar\adjustright {\f40 
\par }{\page ATTACHMENT 123/17
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY AD HOC COMMITTEE ON UNIT CRITERIA}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par }{\f40 MOTION:
\par =======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the ÃÛÌÒÓ°Ïñ "Regulation for the Appointment and Evaluation of Faculty" as follows:
\par 
\par CAPS - Addition
\par [[   ]] - Deletion
\par 
\par Pg. 6
\par }{\b\f40 2. Components of Research, Scholarly and Creative Activity
\par }{\f40 
\par [[f. Editing or refereeing articles or proposals for professional journals or organizations.]]
\par 
\par Pg. 8.
\par Insert after category }{\b\f40 2. University Service}{\f40  but before }{\b\f40 3. Evaluation of Service}{\f40 
\par 
\par 
\par 3. PROFESSIONAL SERVICE
\par 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 A.\tab}}\pard \fi-400\li700\widctlpar\jclisttab\tx720\ls49\adjustright {\f40 EDITING OR REFEREEING ARTICLES OR PROPOSALS FOR PROFESSIONAL JOURNALS OR ORGANIZATIONS;
\par }\pard \fi-400\li700\widctlpar\jclisttab\tx700\adjustright {\f40 
\par B.\~\~ ACTIVE PARTICIPATION IN PROFESSIONAL ORGANIZATIONS;
\par 
\par C.\~\~ ACTIVE PARTICIPATION IN DISCIPLINE-ORIENTED SERVICE ORGANIZATIONS;
\par 
\par D.\~\~ COMMITTEE CHAIR OR OFFICER OF PROFESSIONAL ORGANIZATIONS;
\par 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 E.\tab}}\pard \fi-400\li700\widctlpar\jclisttab\tx675\ls50\adjustright {\f40 ORGANIZER, SESSION ORGANIZER, OR MODERATOR FOR PROFESSIONAL MEETINGS;
\par }\pard \fi-400\li700\widctlpar\jclisttab\tx700\adjustright {\f40 
\par {\listtext\pard\plain\f40 \hich\af40\dbch\af0\loch\f40 F.\tab}}\pard \fi-400\li700\widctlpar\jclisttab\tx675\ls50\adjustright {\f40 SERVICE ON A NATIONAL OR INTERNATIONAL REVIEW PANEL OR COMMITTEE.
\par }\pard \sa240\widctlpar\adjustright {\f40 
\par }\pard \widctlpar\adjustright {\f40 \tab EFFECTIVE:   \tab Immediately
\par 
\par }\pard \fi-720\li1440\widctlpar\adjustright {\f40 RATIONALE:   \tab 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 \tab The ÃÛÌÒÓ°Ïñ Faculty Senate Ad Hoc Committee on Unit Criteria has found aspects of the ÃÛÌÒÓ°Ïñ document "Faculty Appointment and Evaluation Policies" unclear, inconsistent with current University practice, and of less than optimal utility.
\par 
\par \tab There is currently inconsistency in how the Blue Book breaks down the category of Service and how it is treated in our annual reporting for the University. In the "Blue Book", Service consists of two parts: Publi
c Service and University Service. In our annual reports, we must also indicate activities that constitute Professional Service. We believe it is appropriate to modify the "Blue Book" to reflect the way we are required to report our activities under the he
ading of Service so that all three types of service are included. Doing so will streamline the process of preparing a tenure or promotion file and allow faculty to more precisely categorize our activities in the evaluation process.
\par 
\par \tab Under the current guide
lines, activities such as reviewing grant proposals for funding agencies, serving as a referee for peer-reviewed journals, and serving as editor of a journal are categorized as research and creative activity.  Discussions with faculty members at ÃÛÌÒÓ°Ïñ and o
t
her institutions clearly indicate that these activities are more appropriately categorized under Professional Service. We propose to change such activities from being counted as Research and Creative Activities to examples of Professional Service. Activit
ies such as authoring an edited book will continue to be counted as research and creative activities.
\par }\pard \widctlpar\adjustright {\f40 
\par }{
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/18
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE
\par 
\par }\pard \widctlpar\adjustright {
\par GAAC Meeting, April 2 2004, 3:30-4:30 p.m.
\par 
\par Present: R. Barry, A. Dandekar, M. Erhlander,  G. Gregory, S. Henrichs , C. Koverola, M. Murray,  J. Ma, C. Mulder,  D. Reynolds, T. Stickel.
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {1.\tab We discussed minimum requirements for a course syllabus.  There was general agreement that we did not want to 
impose a whole lot of restrictions on syllabi, and that the main reason behind the discussion was to reduce the number of course requests that had to be returned for further information.  A reasonable minimum scheme includes a syllabus with hours taught, 
grading scheme, and, for stacked courses, differences between 400- and 600- level which should be reflected in different grading schemes.  Christa will work on a simple checklist that can be put at the top of the current course request forms.
\par }\pard \li360\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {2.\tab The following course was approved:
\par }\pard \li720\widctlpar\adjustright {Biol 694 /WLF 694: Faculty graduate student seminar (1 +0 credits), first offered Fall 2004.
\par }\pard \li360\widctlpar\adjustright {
\par }\pard \fi-720\li720\widctlpar\adjustright {3.\tab The following course was discussed and held pending additional information:  Biol. 494/694: Population genetics, 4 credits, first offe
red Spring 2005.  The instructor will confer with the dept head to see whether this can be offered at just the 600-level.
\par }\pard \li360\widctlpar\adjustright {
\par }\pard \fi-720\li720\widctlpar\adjustright {4.\tab Susan Henrichs presented a request from the Physics Dept., which wants students who are currently in the M.S. program and are appl
ying to the Ph.D. program to be able to skip the standard application process and fee, and simply have a short form completed with signatures from four people (most likely primarily from the current committee).  The rationale is that there is little revie
w
 necessary because the students are already in the program, and the graduate school has little to do because all references, transcripts etc. already exist.  This suggestion was received with little enthusiasm by the committee.  It was pointed out that th
i
s meant that other faculty in the department would have little knowledge of who was applying, that being in an MS program did not necessarily mean there would be general approval for the Ph.D. program, and that there was no room on the form for the kinds 
o
f comments normally expected from faculty members reviewing the form.  On the other hand, there was some sympathy for reducing or eliminating the application fee.  We agreed to have Susan request such a change from the graduate school but denied the reque
st to change the application process.
\par }\pard \li360\widctlpar\adjustright {
\par }\pard \fi-720\li720\widctlpar\adjustright {5.\tab New course proposal requests were handed out, to be discussed at the next meeting.
\par }\pard \widctlpar\adjustright {
\par The next meeting is scheduled for April 16.
\par 
\par }\pard \ri-260\widctlpar\adjustright {\caps ------------------------------------------
\par }\pard \qc\widctlpar\adjustright {\b 
\par Annual Report of the Graduate Academic and Advisory Committee (GAAC), 2003-2004
\par April 26, 2004}{.
\par }\pard \widctlpar\adjustright {
\par Submitted by Christa Mulder, Chair.
\par }{\i Members:}{ Abhijit Dandekar, Doug Reynolds, Rolf Gradinger (interim chair), Mary Ehrlander, Maureen Hogan, Maribeth Murray,  John Ma, Christa Mulder (chair), Robert Nicholson (student), Catherine Koverola, Jennifer Reynolds
\par 
\par }{\i Ex-officio:}{ Dennis Stephens, Susan Henrichs, Timothy Stickel, Gayle Gregory.
\par 
\par }\pard \widctlpar\tx360\adjustright {1.\tab Courses reviewed.
\par }\pard \fi-360\li720\widctlpar\adjustright {a.\tab Fall 2003: 1 600-level and 2 stacked trial courses, 35 600-level and 15 stacked standard courses.
\par b.\tab Spring 2004: 3 600-level and 1 stacked trial course, 9 600-level  and 5 stacked standard courses.  
\par }\pard \li360\widctlpar\adjustright {
\par }\pard \widctlpar\tx360\adjustright {2.\tab Motions forwarded to the Faculty Senate
\par }\pard \li360\widctlpar\adjustright {a.\tab Motion on Graduate Student Registration in stacked courses.
\par }\pard \li720\widctlpar\adjustright {This motion was developed because some gradu
ate students enrolled in stacked 400/600 courses at the undergraduate level, and we felt this was not the intent of stacking courses.  It was presented at the Faculty Senate meeting on October 27 and was defeated.
\par }\pard \li360\widctlpar\adjustright {
\par b.\tab Motion on Minimum Number of Credits for the MS or MA with Project
\par }\pard \li720\widctlpar\adjustright {This motion was developed because the university catalogue states that for non-thesis master\rquote 
s degrees, the project should have a minimum of 6 credits, yet approx. 10 degree programs have a minimum of 3 credits.  This motion was
 presented at the Faculty Senate meeting on October 27 and was returned to the committee for further supporting documentation and justification.  It will be presented again at the May 3 meeting.
\par }\pard \li1080\widctlpar\adjustright {
\par }\pard \li360\widctlpar\adjustright {c.\tab Motion on Maintaining Status in the Graduate Program.
\par }\pard \li720\widctlpar\adjustright {This motion was developed because of a lack of definition of  \ldblquote good status\rdblquote 
 for graduate students, and the lack of a consistent procedure for dismissing students from the program.  Definitions were also requested by the foreign student office, since Federal regulations require all students who are not \ldblquote in good standing
\rdblquote  to be reported and deported.   It was presented at the Faculty Senate meeting on 8 December and was passed by unanimous vote.
\par }\pard \fi-360\li720\widctlpar\adjustright {
\par d.  Motion to set a cap on the number of credits that can be taken
 in a single semester without additional approvals.  This motion grew out of case of a student who signed up for >30 credits in a single semester.  The goal of the motion was to make it comparable to the overload requirements at the undergraduate level an
d require department head approval for > 15 credits and dean of the college plus dean of the graduate school approval for >19 credits. It will be presented at the May 3 meeting.
\par }\pard \widctlpar\adjustright {
\par }\pard \widctlpar\tx360\adjustright {3.\tab Other issues addressed.
\par }\pard \fi-360\li720\widctlpar\adjustright {a.  Use of tuition waivers for courses not directly
 related to the graduate study plan.  We decided, after extensive discussion, that this was not a large enough issue to really need regulations, and that policing it would be difficult.    Furthermore, preventing students from taking these courses under t
h
e tuition waver was useless to increase university revenues, since students would most likely simply not take the course.  We also felt that some courses (e.g. yoga) might increase retention and performance of students.  We decided that this decision shou
ld remain under the control of the committee chairs (as it is at the moment), and no further action was taken.
\par }\pard \li720\widctlpar\adjustright {
\par }\pard \fi-360\li720\widctlpar\adjustright {b.\tab Changing the deadlines for graduate applications to be received in the graduate school office.  This was suggested by the graduate school beca
use they currently have a very difficult time processing applications in time for admittance (and often fail to do so).  Furthermore, because of the slow processing good applicants often get and accept offers from other universities long before ÃÛÌÒÓ°Ïñ accept
s the application.  The GAAC fully supported this idea (with the proviso that students should still be allowed to apply late if they wished, they just couldn\rquote 
t be guaranteed that their applications would be processed in time).  We tentatively agreed to move the date for Fall admissions to June 1 (from August 1).
\par }\pard \li720\widctlpar\adjustright {
\par }\pard \fi-360\li720\widctlpar\adjustright {c.\tab Minimum criteria for syllabi.  Course proposals are generally returned to faculty for one of a few reasons.  We discussed setting minimum requirements for syllabi, as the undergraduate committee 
has been doing.  We felt that graduate level courses did not require a lot of rules to be followed, and that instead we would add a very short checklist to the course proposal form, reminding faculty that the a syllabus must be attached, that the number o
f
 hours per week that the course will meet must be indicated, that an explicit grading scheme must be included, and that stacked courses must included separate grading schemes for the two levels.  The purpose of these requirements is to ensure that the cou
r
se can be evaluated by us, not to dictate the content of the syllabus.  Similarly, although we approve of the efforts to improve the quality and consistency of the undergraduate syllabi, we felt the rules developed for undergraduate courses were too strin
gent, inflexible, and unnecessary for graduate level courses.  
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li720\widctlpar\adjustright {d.\tab Regulatory information on the graduate study plan (GSP).  Often graduate students work with animals or with hazardous chemicals, which requires prior approval from a campus-wide committee. 
 To ensure that students (and their committee members) are aware of these requirements, it was suggested by Susan Henrichs and the Research Integrity Office that a short checklist be added to the GSP, with links to additional information available on the 
web.  This was unanimously approved by the committee and the information will be added.  
\par 
\par e.\tab Requirements of the ADA were discussed with respect to providing modifications for students who need them, and Susan Henrichs provided information on what is considered \ldblquote reasonable accomodation\rdblquote 
, and recommendations for listing requirements in the syllabus.
\par }\pard \li720\widctlpar\adjustright {
\par }\pard \fi-360\li720\widctlpar\adjustright {f.\tab Allowing applicants to the Ph.D.  program who are currently in an MS program to bypass the standard application program.  This request was put forward by the
 Physics department, which wanted students to simply be able to obtain signatures from four people to be admitted to the program, without the application passing through the graduate school (and without an application fee being paid).  Given the lack of e
v
aluation (or even knowledge of) the applicants by the department as a whole, and the lack of comments that would be provided, the GAAC turned down this request.  However, the GAAC was somewhat sympathetic to the concept of reducing or eliminating the fees
, and left this to Susan to negotiate.
\par }\pard \widctlpar\adjustright {
\par 4.\tab Issues likely to appear on the agenda next year.
\par }\pard \fi-360\li720\widctlpar\adjustright {a.\tab More problems remain with the procedures for dismissing graduate students.  One problem is the appeal process: procedures are not well defined, and as it stands f
oreign graduate students cannot really appeal because if they are not in good standing they are, by Federal law, required to leave the country immediately.  This issue needs to be re-addressed.
\par 
\par b.\tab The syllabus requirements issue is bound to come back up\u8230\'c9
\par }\pard \ri-260\widctlpar\adjustright {
\par 
\par \page ATTACHMENT 123/19
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY CORE REVIEW}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par }{\b Annual Report}{ }{\b Core Review Committee}{
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 Highlight of activities 2003-'04
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par Members: Derek Burleson (ENGL), Jin Brown (COMM), Jill Faudree (MATH), Mary Goodwin (ART), Jonathan Rosenberg (PS), Paul McCarthy (LIB), Rainer Newberry (GEOS), Douglas Schamel, Chair (CSEM/SOE)
\par 
\par Ex-Officio:  Sue McHenry (RSS), Wanda Martin (Advising Center)
\par 
\par The Core Review Committee met, on average, once every three weeks.  We also held discussions and votes via email.  
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 PETITIONS
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par A major part of the committee's work involved reviewing petitions.  On average, we dealt with about 5-6 petitions per meeting.   
\par 
\par An offshoot of examining petitions was the motion that was passed by the Senate (see below).  
We also discovered that students attempting to complete their degrees away from campus have limited offerings from which to choose.  We are pleased that students at ÃÛÌÒÓ°Ïñ are able to use the lab-only portion of a science course, taken together with a transf
er-credit lecture-only course, to meet Core science requirements.  This option seems to be unique to ÃÛÌÒÓ°Ïñ.
\par  
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 MOTIONS TO THE FACULTY SENATE
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par We took one motion to the Faculty Senate this academic year.
\par 
\par 1) A student may use any two Core science courses to ful
fill Core requirements.  This measure should alleviate problems with poor advising and students changing career direction.  It is means that students who began their academic career at ÃÛÌÒÓ°Ïñ will be treated the same as transfer students.  This motion passed
.
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 ASSESSMENT OF THE CORE
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par Every year, several "O" courses and several "W" courses are chosen at random for Core assessment.  We opted to assess Spring semester courses this year.  For the first time, the committee made certain that some distance-delivered courses were included.

\par 
\par Communications, Library Science, the "Perspectives", and some Core science courses are up for assessment this spring.   We worked with CSEM to streamline assessment protocols for science courses; that protocol will be piloted this spring.
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 ADDITIONS TO THE "PERSPECTIVES"
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par The BA program will have a new "Values and Choice" course beginning in Fall 2004.
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 NEWS COLUMN IN THE "SUN-STAR"
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par It is not easy communicating changes to the Core Curriculum to students.  We had slight success last 
academic year with the Sun-Star.  Although the editor PROMISED to publish an article (written by the Chair) in time to assist students with Fall semester registration choices, that article never appeared.  In addition, a follow-up "Letter to the Editor" w
as not published, either.  
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 A CONTINUING DISCUSSION
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par We began the year with a discussion about broadening the Core, i.e. providing more options to students, especially in the "Perspectives" area.  After discussions at two meetings, we sensed the futility o
f this approach.  Luckily, an ad hoc committee CLA began wrestling this issue this spring.  After much conversation, they are still grappling with it.  We believe they intend to continue the conversation next year.  The Core Committee applauds them for br
inging this issue on the table; we believe that discussion is important in academia. 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 IDEAS FOR 2004-05
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par As Spring semester drew to a close, we had two interactions with CRA.  One involved an audio-conference to explain the intent of the Core and to answer
 questions about the Core.  It became clear that CRA faculty and courses need to be embraced more by the on-campus faculty.  The other issue involved the RFP, sent out by CDE, to build a distance-delivered Core science course.  We expressed concern that t
h
e RFP gave faculty little lead time, had not included CSEM faculty in the conversation, and would eventually need approval of the Core Committee to become a bona fide Core science course.  The Core Committee intends to begin a dialogue with CDE to help as
sure that distance-delivered and face-to-face offerings  are indeed comparable.
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/20
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY DEVELOPMENTAL STUDIES}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {ÃÛÌÒÓ°Ïñ Faculty Senate
\par  Developmental Studies Committee
\par 2003-2004
\par Annual Report
\par }\pard \widctlpar\adjustright {
\par }{\b Accomplishments}{: 
\par 
\par }\pard \li720\widctlpar\adjustright {A joint motion from the Developmental Studies Committee and the Curricular Affairs Committee recommending a Mandatory Placement Policy at the developmental level was passed at the Faculty Senate meeting in May 2003.

\par 
\par A motion from this committee to amend the Senate bylaws to reflect the restructuring of CRA (the formation of the Department of Developmental Education and rural Student Support Services) was passed by the Faculty Senate on February 2, 2004.
\par 
\par Four course changes relating to the credit distribution of developmental courses were passed in April 2004.  
\par 
\par The committee has spent the majority of its time defining the relationship between the Developmental Studies Committee and the Department of Developmental Education.  
\par 
\par }\pard \widctlpar\adjustright {\b Ongoing Issues:
\par }\pard \li720\widctlpar\adjustright {
\par This committee is now functioning as a curricular review committee with oversight of the developmental curriculum.  This has changed the nature of the committee's work.  We anticipate working with the department on mandatory placement policy and curricul
um development.  The committee will continue to serve as a means of strengthening links between the Department of Developmental Education and other university programs such as the Academic Advising Center, Student Support Services, Rural Student Services,
 Disability Services and academic departments.
\par }\pard \li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/21
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY FACULTY APPEALS & OVERSIGHT}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par Minutes of Faculty Appeals and Oversight Committee meeting of Tuesday April 13, 2004
\par 
\par Paul Layer chair
\par 
\par The committee voted to approve the five administrative review reports.  Minor corrections will be submitted to Paul Layer and he will pass those reports, along with questionnaires and other information on to Executive Dean Joseph and Provost Reichardt.

\par 
\par Dean Sus
an Henrichs and Professor Mark Box brought an issue to the committee regarding the appeals process for academic decisions other than grades.  This policy is being applied to Pass/Fail decisions on non course-work examinations (such as graduate comprehensi
v
e examinations) that are administered by a committee of faculty.  As written, one faculty member (the department chair) is asked by the Provost to review ALL decisions during the informal procedure.  During this review, he/she can overturn the decision of
 
another group of faculty (the committee) without discussion, providing no avenue for faculty comment.  We do not feel that this was the intent of the informal review process, but rather it is intended to ensure that the decision was not reached in error o
r without justification.  The committee will look at amending the policy to close this loophole.
\par 
\par In discussion with Dean Henrichs, she felt that the whole appeals policy should be revisited with regard to graduate students and the specific decisions that are reached by committees and departments during the student\rquote 
s progress.  The committee will recommend that the Senate appoint an ad-hoc committee to address this and other student appeals issues (such as student code of conduct violations).
\par 
\par 
\par }\pard \ri-260\widctlpar\adjustright {--------------------------------
\par 
\par }\pard \widctlpar\adjustright {Final Report for the Faculty Appeals and Oversight Committee for the 2003-2004 academic year
\par 
\par Paul Layer Chair
\par 
\par The Faculty Appeals and Oversight Committee has two primary duties and others "as assigned".
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \fi-360\li360\widctlpar\ls54\adjustright {"To act as a pool to be drawn upon to act as the United Academics representatives on the Appeals Board".  
\par }\pard \li360\widctlpar\adjustright {
\par Report:  No requests were made for committee members to serve on the Appeals Board.  However, decisions on promotion and tenure for this year will not be announced until May 1st
 and any appeals will be filed before May 10th.  Committee members were asked to serve on several student grade appeals "review committees".
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \fi-360\li360\widctlpar\ls54\adjustright {"Committee members shall oversee the process of evaluation of academic administrators"  
\par }\pard \li360\widctlpar\adjustright {
\par Report:   This year, fiv
e "Group B" administrators were up for review,  Roger Smith, Geophysical Institute;  Douglas Kane, Institute of Northern Engineering; Anthony Nakazawa, Cooperative Extension Service; Aldona Jonaitis, UA Museum;  and Clara Johnson, Interior-Aleutian Campus
.
  This was the first year of this review process.  Committee members developed questionnaires for faculty and staff that will serve as templates for future reviews.  We also interviewed board members and other constituents of the various organizations.  A
s
 of April 26, 2004, the final reports have not yet been submitted to Provost Reichardt or Executive Dean Joseph, but should be so before the end of the semester.  We want to thank Sheri Layral and her staff for handling the questionnaires and distributing
 
the files to committee members.  The committee expects that next year's process will stay on schedule and meet the mid-March deadline.  Paul Layer will compile a file to pass on to the next chair with the questionnaires and other 'best practices' guidelin
es to facilitate next year's process. During the 2003-2004 academic year, no "Group A" administrators were reviewed due to expected changes in those positions.
\par }\pard \widctlpar\adjustright {
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \fi-360\li360\widctlpar\ls54\adjustright {Although not directly part of our duties as outlined in the Bylaws, the committee was asked to l
ook at developing a Student Code of Conduct policy for ÃÛÌÒÓ°Ïñ and to review the entire appeals process.  
\par }\pard \li360\widctlpar\adjustright {
\par Report:  We were not able to complete a draft of such a policy.  We were however able to amend the Appeal of Academic Decisions policy to remove a poten
tial conflict between faculty members during the informal part of the process.  For the larger picture, we recommend that an ad-hoc committee on Appeals and Code of Conduct issues be appointed to focus on the broader issues.
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 123/22
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT, & IMPROVEMENT
\par }{\caps 
\par }{
\par }\pard \widctlpar\adjustright {Minutes of Faculty Development Committee Meeting \endash  April 13, 2004
\par 
\par Members present:  Joy Morrison, Marjorie Illingworth, Lee Haugen, Paul McCarthy, Tom Robinson, John Kawula, Mike Nakoneczny, Gerry Berman.
\par 
\par Members absent:  Brian Barnes, Mike Davis, Shunpu Zhang, Channon Price, Larry Roberts
\par 
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \fi-360\li360\widctlpar\ls55\adjustright {Marjorie Illingworth reported on sessions she attended at the recent AAHE conference.  She returned with some good information, an
d powerpoint presentations, on faculty assessment.  Marjorie plans to meet with Joy Morrison to thoroughly brief her on sessions attended.  Marjorie briefed the committee on information she gained regarding electronic assessment and engaging students, tea
chers & researchers with the community.
\par }\pard \fi-360\li360\widctlpar\adjustright {
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \fi-360\li360\widctlpar\ls55\adjustright {Marjorie Illingworth reported on the CRA committee\rquote 
s progress on student opinion of teaching issues.  The CRA committee is currently involved in gathering data from rural campuses.  Major SOI issues include:  turnaround time \endash 
 response return to faculty between 4 months and 3 years; and # of receipts \endash  many faculty have very low return rates (i.e. less than 5 responses).  A major concern is that the SOI data returned unfairly disadvantages rural faculty in the tenure 
and promotion process.  The committee flagged the exclusive use of these instruments in promotion and tenure, and their use by some administrators, as problematic.  A further concern surrounded what was being evaluated, particularly since some instructors
 receive multiple evaluations from some students, while others don\rquote t, and since it is widely believed that scores from upper classmen tend to be higher than those from freshmen.
\par }\pard \fi-360\li360\widctlpar\adjustright {
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \fi-360\li360\widctlpar\ls55\adjustright {The faculty development committee discussed the use of peer evaluations of tea
ching and peer evaluation of course materials as additional items that could, and should, be placed in tenure and promotion files and evaluated.  There have been concerns expressed that these two alternative teaching evaluation methods are used and admini
stered unevenly across campus, and that they may not be evaluated seriously by some committees during the promotion and tenure process.  The committee suggested that this issue be raised by the University Senate.
\par }\pard \fi-360\li360\widctlpar\adjustright {
\par {\listtext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 4.\tab}}\pard \fi-360\li360\widctlpar\ls55\adjustright {Joy Morrison reported on the recently held conference on women\rquote 
s issues.  More than 100 people attended the conference.  The conference addressed issues surrounding female faculty dissatisfaction. 
\par }\pard \fi-360\li360\widctlpar\adjustright {
\par 5.  The meeting was adjourned at 9:00 a.m. 
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {
\par \page ATTACHMENT 123/23
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY AD HOC COMMITTEE ON UNIT CRITERIA}{\caps 
\par }{
\par 
\par }\pard \widctlpar\adjustright {ÃÛÌÒÓ°Ïñ Faculty Senate Ad Hoc Committee on Unit Criteria 
\par Final Report for Academic Year 2003-2004 
\par Submitted April 23, 2004 by Daniel Odess, CLA
\par 
\par 
\par It has been a busy year in Unit Criteria Land.  The UC committee has reviewed or is in the process of reviewing criteria from seven peer units.  Their status as of April 23, 2004 is listed below:
\par 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f7 Peer Unit \tab \tab Date Received\tab \tab Status  \tab \tab 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par CSEM  \tab \tab October 2003  \tab Submitted to Senate, ratified.
\par }\pard \fi-2100\li2100\widctlpar\adjustright {
\par SNRAS\tab September 2003\tab Submitted to Senate, ratified.
\par 
\par SOE\tab September 2003\tab Submitted to Senate, ratified.
\par 
\par Math Science\tab March 2004     \tab Forwarded to Senate May 2004
\par 
\par Anthropology\tab November 2003\tab Forwarded to Senate May 2004
\par 
\par ------------------------
\par 
\par }\pard \widctlpar\adjustright {FITC\tab \tab \tab April 2003\tab \tab Comments to Unit April 16, 2004 and 
\par }\pard \fi-20\li4320\widctlpar\adjustright {consideration deferred until next AY.
\par }\pard \fi-4320\li4320\widctlpar\adjustright {
\par }\pard \fi-2100\li2100\widctlpar\adjustright {MAP\tab March 2004\tab \tab Comments to Unit, consideration 
\par }\pard \li4300\widctlpar\adjustright {deferred to Next AY.
\par }\pard \fi-2100\li2100\widctlpar\brdrb\brdrs\brdrw30\brsp20 \adjustright {
\par }\pard \widctlpar\brdrb\brdrs\brdrw30\brsp20 \adjustright {For both FITC and MAP, the question remains how these peer units relate to SFOS as a whole. This is an issue that the Dean, Vera Alexander, will work to resolve.
\par }\pard \fi-2100\li2100\widctlpar\brdrb\brdrs\brdrw30\brsp20 \adjustright {
\par }\pard \fi-2100\li2100\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {In addition the UC committee forwarded a motion changing the status of the committee from ad hoc to standing. That motion was ratified by the faculty senate in their March meeting. 
\par 
\par A motion regarding changes to the Blue Book is before the Senate for the May 2004 meeting. These changes would add a formal category of PROFESSIONAL SERVICE to the SERVICE criterion.
\par 
\par Ongoing issues and concerns:
\par More than half the draft criteria that have been submitted this year have not 
conformed to the format or language of the current version of the Blue Book.   This causes needless confusion and delay in the process of approving criteria.  If your unit is planning to develop criteria in the coming months or years, checking  with Sheri
 
in the governance office to be sure you are working with the most current university-wide criteria will save time and angst.  Remember: criteria must conform to the REGULATIONS section (blue pages) of the Blue Book in format, and cannot be contrary to the
 POLICY section (white pages) of the Blue Book.
\par 
\par We see a need to have the BOR modify current Policy as follows:
\par 
\par Pg. 14 of Policies section:
\par 
\par }\pard \widctlpar {[\u8230\'c9."satisfactory," "good," "very good," and "excellent"]).
\par }\pard\plain \s35\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\fs24 \loch\af7\dbch\af4\hich\f7 \u8230\'c9\loch\f7 "UNACCEPTABLE", "NEEDS  IMPROVEMENT", "SATISFACTORY", \hich\af7\dbch\af4\loch\f7 "SUPERIOR" AND "OUTSTANDING").
\par }\pard\plain \widctlpar \f7\cgrid {
\par }\pard \widctlpar\adjustright {The categories which the Blue Book contemplates will be used for ranking or evaluating candidates  in annual review and review for P&T are "satisfactory," "good," "very good," and "excellent.  In the view of the committee, t
hese categories do the University and individual  faculty  members a disservice because under the current system, the lowest rank is }{\i Satisfactory}{
.  The current scheme does not provide a formal mechanism for indicating that a candidate's performance in any area }{\i needs improvement}{ or is }{\i unacceptable}{.
\par 
\par We understand there may be issues in the CBA that will impinge upon this area of Policy.
\par }{\f40 
\par 
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/24
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{
\par }\pard \widctlpar\adjustright {
\par }\pard\plain \s33\qc\widctlpar\adjustright \b\f53\fs28\cgrid {\loch\af40\hich\af40\dbch\f55 \hich\af40\dbch\af55\loch\f40 Usibelli Award Nominees 2004
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b\f40 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f40 Teaching
\par Ed Husted  \tab \tab Assoc. Professor, Paralegal Studies\tab CRA/TVC   R
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f40 John D. Fox\tab \tab Assoc. Professor, Resource Mgt.    \tab SNRAS
\par J. Leroy Hulsey\tab Assoc. Professor, Civil & Environ. Engr.\tab CSEM
\par Brenda Konar  \tab Asst. Professor, Marine Biology\tab \tab SFOS
\par Mary Mangusso \tab Assoc. Professor, History\tab \tab \tab CLA
\par Yelena Matusevich\tab Assoc. Professor, French\tab \tab \tab CLA
\par Kara Nance\tab \tab Professor, Computer Science  \tab \tab CSEM
\par Greg Owens    \tab Assoc. Professor, Mathematics\tab \tab CRA-RSS
\par Doug Schamel  \tab Assoc. Professor, Biology & Wildlife  \tab CSEM
\par 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f40 Research
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\b\f40 Stephen C. Jewett\tab Research Professor, Marine Science\tab SFOS
\par }{\f40 Hong Liang\tab \tab Assoc. Professor, Mechanical Engr.   \tab CSEM
\par Dave McGuire  \tab Professor, Biology & Wildlife  \tab \tab CSEM
\par Roger Ruess    \tab Professor, Biology\tab \tab \tab \tab CSEM
\par Tom Shirley\tab \tab Professor, Fisheries     \tab \tab \tab SFOS
\par *Charles Wilson & \tab Professor Emeritus, Physics   \tab \tab GI
\par *John Olson\tab \tab Professor, Physics \tab \tab \tab \tab CSEM-GI
\par 
\par *nominated together
\par 
\par 
\par }\pard\plain \s1\keepn\widctlpar\outlinelevel0\adjustright \b\cgrid {\f40 Service
\par Kade Mendelowitz \tab Assoc. Professor, Theatre    \tab CLA    R
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {\f40 Carol Gold  \tab \tab Professor, History \tab \tab \tab \tab CLA
\par Roger Hansen   \tab Research Professor, State Seismologist \tab GI
\par Oscar Kawagley\tab Assoc. Professor, Education\tab \tab SOEd
\par Rich Seifert\tab \tab Professor of  Engineering Extension    \tab CRA-CES
\par \tab \tab \tab & Energy Specialist
\par }{\strike\f40 
\par }{\f40 
\par }{
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/25
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{
\par }\pard \widctlpar\adjustright {\f40 
\par }\pard \qc\widctlpar\adjustright {\b\f40 Emeriti for AY2003-2004.
\par }\pard \widctlpar\adjustright {\f40 
\par 
\par Dr. Doris Ann "D.A." Bartlett\tab CLA, Assistant Professor of English, Emerita
\par 
\par Dr. Susan Blalock      \tab \tab CLA, Associate Professor of English, Emerita
\par 
\par Dr. R. Terry Bowyer  \tab \tab CSEM, Professor of Wildlife Ecology, Emeritus
\par 
\par Dr. Donald E. Carling\tab \tab SNRAS, Professor of Horticulture, Emeritus
\par 
\par Mr. Jim R. Douglas   \tab \tab CRA-CES, Professor of Extension, Emeritus
\par 
\par Dr. Marshall L. Lind\tab \tab Chancellor of ÃÛÌÒÓ°Ïñ, Emeritus
\par 
\par Dr. Satyanarayan "Sathy" Naidu\tab SFOS, Professor of Marine Science, Emeritus
\par 
\par Dr. Colin Read\tab \tab \tab SOM, Professor of Economics
\par 
\par Dr. Glenn Shaw\tab \tab \tab CSEM, Professor of Physics
\par 
\par Mr. Frank Soos\tab \tab \tab CLA, Professor of Creative Writing, Emeritus
\par 
\par }\pard \fi-4320\li4320\widctlpar\tx3600\adjustright {\f40 Mr. Dennis Stephens\tab CLA, Associate Professor of Library Science, Emeritus
\par 
\par }\pard \widctlpar\adjustright {\f40 Dr. Walter Tape\tab \tab \tab CSEM, Professor of Mathematics, Emeritus
\par 
\par Dr. Margaret "Peggy" Wood\tab CRA, Director, Bristol Bay Campus, Emerita
\par 
\par }\pard \ri-260\widctlpar\adjustright {
\par 
\par \page ATTACHMENT 123/26
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par 
\par 
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par }\pard \ri90\widctlpar\adjustright {
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to endorse the 2004-2005 committee membership as attached.
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par 
\par \tab RATIONALE:  \tab New Senate members' preference for 
\par \tab \tab committee selection were reviewed and weighted 
\par \tab \tab against membership distribution from schools and 
\par \tab \tab colleges.
\par }\pard \ri-260\widctlpar\adjustright {
\par 
\par \tab \tab \tab \tab 
\par }\pard \widctlpar\adjustright {
\par }{\ul 2004 -2005 ÃÛÌÒÓ°Ïñ FACULTY SENATE COMMITTEE MEMBERSHIP
\par }{
\par 
\par STANDING COMMITTEES
\par 
\par }{\ul Curricular Affairs
\par }\pard \ri20\widctlpar\tx360\adjustright {\tab Nancy Ayagarak, Kuskokwim, CRA (06)
\par \tab Carol Barnhardt, SOEd. (05)
\par }\pard \ri20\widctlpar\tx360\tx720\tx2060\adjustright {\tab Steve Cysewski, CRA (05)
\par \tab Katrin Iken, SFOS (06)
\par }\pard \ri20\widctlpar\tx360\adjustright {\tab Pete Pinney, CRA (06)
\par }\pard \ri20\widctlpar\tx360\tx720\tx2060\adjustright {\tab Rainer Newberry, CMS (06)--convener
\par }\pard \ri20\widctlpar\tx360\adjustright {\tab Yuri Shur, CEM (05)
\par }\pard \ri20\widctlpar\tx360\tx1520\tx1800\adjustright {\tab Jeannette Smith, CLA (05) 
\par }\pard \ri20\widctlpar\tx360\tx720\tx2060\adjustright {\tab Joseph Thompson, CLA (05)
\par }\pard \ri20\widctlpar\tx360\tx720\tx1800\adjustright {\tab   Ex-Officio:  ^Tim Stickel, University Registrar
\par \tab \tab \tab    Wanda Martin, Advising Center
\par \tab \tab \tab    Nancy Dix, Admissions
\par \tab \tab \tab    Undergraduate Student
\par }\pard \ri20\widctlpar\tx360\tx720\tx1700\adjustright {
\par }\pard \widctlpar\adjustright {\ul Faculty Affairs
\par }\pard \ri20\widctlpar\tx360\tx720\tx2060\adjustright {\tab Sine Anahita, CLA (06)
\par \tab Scott Bailey, CMS (06) 
\par \tab Karen Erickson, CLA (05)
\par \tab Jon Genetti, CMS (06)
\par \tab Michele He'bert, CRA/CES (06)
\par \tab Joan Leguard, CLA (05)
\par \tab Shirish Patil, CEM (06)--convener
\par }\pard \ri20\widctlpar\tx360\tx1520\tx1800\adjustright {\tab Craig Wisen, SOM (05)
\par }\pard \ri20\widctlpar\tx360\tx720\tx2060\adjustright {\tab Mingchu Zhang, SNRAS (06) 
\par }\pard \ri20\widctlpar\tx360\tx1520\tx1800\adjustright {
\par }{\ul Unit Criteria}{
\par \tab Brenda Konar, SFOS (06)
\par \tab Debasmita Misra, CEM (06)
\par \tab Gary Holton, CLA (06)--convener
\par \tab CMS (05) 
\par \tab CRA/CES(05) 
\par \tab SNRAS/SOEd/SOM (05)
\par }\pard \widctlpar\adjustright {
\par 
\par PERMANENT COMMITTEES
\par 
\par }{\ul Committee on the Status of Women}{ (elected) 
\par }\pard \widctlpar\tx360\adjustright {\tab Charlotte Basham, CLA (06)
\par \tab Uma Bhatt, CMS (06)
\par \tab Carol Gold, CLA (05)
\par \tab Cindy Hardy, CRA (05)
\par \tab Judith Kleinfeld, CLA (05)
\par \tab David Koester, CLA (05)
\par \tab Denise Thorsen, CEM (06)
\par \tab Jane Weber (06), Senate rep. --convener
\par }\pard \widctlpar\adjustright {
\par }{\ul Core Review (Elected)
\par }\pard \ri20\widctlpar\tx360\tx720\tx1700\adjustright {\tab Jin Brown, Communication, CLA (06)--convener
\par \tab Derick Burleson, English, CLA (05)
\par \tab Alexei Rybkin, CMS, Math (06)
\par }\pard \ri20\widctlpar\tx360\tx720\tx1800\adjustright {\tab Paul McCarthy, Library
\par }\pard \ri20\widctlpar\tx360\tx720\tx1700\adjustright {\tab Doug Schamel, CMS, Sciences (06) 
\par \tab Jonathan Rosenberg, Social Sciences, CLA (05)
\par \tab Humanities, CLA (06)
\par \tab Other (06)
\par \tab Undergraduate Student
\par }\pard \widctlpar\adjustright {
\par }{\ul Developmental Studies Committee (Elected)  ??
\par }\pard \ri20\widctlpar\tx360\tx1440\adjustright {\tab Jane Allen, Kuskokwim, CRA (05) 
\par \tab Patty Baldwin, RSS 
\par \tab John Bruder, Bristol Bay, CRA (05)
\par \tab Richard Carr, English, CLA (05)
\par \tab John Creed, Chukchi, CRA (06)--convener
\par \tab Pat Doak, Sciences, CMS (05)
\par \tab George Guthridge, Bristol Bay, CRA (05)
\par \tab Greg Owens, Math, CMS (06)
\par \tab Wanda Martin, Advising Center 
\par \tab Joe Mason, Northwest, CRA (06)
\par \tab Mary Matthews, SSSP
\par \tab Developmental Education (06)
\par \tab Interior-Aleutians, CRA (06)
\par \tab Tanana Valley Campus (06) 
\par \tab Rural campus Student Services
\par 
\par 
\par }\pard \widctlpar\adjustright {\ul Faculty Appeals & Oversight Committee (Elected)
\par }\pard \widctlpar\tx360\tx720\adjustright {\tab Larry Duffy, CMS (06)
\par \tab Rajive Ganguli, CEM (06)
\par \tab Robert Gorman, CES (05)
\par \tab Terry Johnson, SFOS (06)
\par \tab Paul Layer, CMS (05)--convener
\par \tab Molly Lee, CLA (05)
\par \tab Victoria Joan Moessner, CLA (06)
\par \tab Allen Morotti, SOEd. (05)
\par \tab Brenda Norcross, SFOS (05)
\par \tab Michael Pippenger, SOM (05)
\par \tab Lufti Raad, CEM (05)
\par \tab Maria Reyes, SOEd (06)
\par \tab CRA/CES (06)
\par \tab SNRAS (05)
\par \tab SNRAS (06)
\par \tab SOM (06)
\par }\pard \widctlpar\adjustright {
\par 
\par }{\ul Faculty Development, Assessment & Improvement 
\par }\pard \ri20\widctlpar\tx360\tx1440\adjustright {\tab Rich Boone, CMS (06)
\par \tab Clifton Corkern, CRA/KCC (06)
\par \tab Mike Davis, CRA (05)
\par \tab Lee Haugen, SOEd. (06)--convener
\par \tab Marjorie Illingworth, TVC 
\par \tab John Kawula, CLA, Library (06)
\par \tab Joy Morrison, Faculty Development Office
\par \tab Mike Nakoneczny, CLA (05)
\par \tab Channon Price, CMS 
\par \tab Larry Roberts, CRA (05)
\par \tab Tom Robinson, SOM  
\par }\pard \widctlpar\adjustright {
\par 
\par }{\ul Graduate Academic & Advisory Committee 
\par }\pard \ri20\widctlpar\tx360\tx1440\adjustright {\tab Ron Barry, CMS (06)
\par \tab Cathy Cahill, CMS (05)
\par \tab Mary Erhlander, CLA (05)
\par \tab Patty Gray, CLA (06)
\par \tab Catherine Koverola, CLA (05)
\par \tab Christa Mulder, CMS (05)--convener
\par \tab Doug Reynolds, SOM (05)
\par \tab Jennifer Reynolds, SFOS (05)
\par \tab Richard Wies, CEM (06)
\par \tab Joan Parker-Webster, SOEd (06) 
\par }\pard \ri20\widctlpar\tx360\tx1520\tx1800\adjustright {\tab   Ex-Officio:  \tab Susan Henrichs, Graduate Dean
\par \tab \tab \tab Paul McCarthy, Library Director
\par \tab \tab \tab Tim Stickel, University Registrar
\par \tab \tab \tab Graduate Student
\par \tab \tab \tab Graduate Student
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \ri20\widctlpar\tx360\tx720\tx1700\adjustright {OTHER:
\par 
\par }\pard \widctlpar\tx360\tx720\adjustright {\ul ÃÛÌÒÓ°Ïñ Governance Coordinating Committee
\par }{\tab Abel Bult-Ito, President
\par \tab Michael Hannigan, President-Elect
\par 
\par }{\ul ÃÛÌÒÓ°Ïñ Faculty Alliance Representatives}{
\par \tab Abel Bult-Ito, President
\par \tab Michael Hannigan, President-Elect
\par \tab Pete Pinney, Past-President 
\par }\pard \ri-260\widctlpar\adjustright {\caps 
\par }{
\par \page ATTACHMENT 123/27
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE}{\caps 
\par }{
\par }\pard \widctlpar\adjustright {
\par }\pard\plain \s35\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\fs24 \hich\af7\dbch\af4\loch\f7 MOTION:
\par \hich\af7\dbch\af4\loch\f7 ======
\par 
\par \hich\af7\dbch\af4\loch\f7 The ÃÛÌÒÓ°Ïñ Faculty Senate moves to adopt the following calendar for its 2004-200\hich\af7\dbch\af4\loch\f7 5 meetings.
\par 
\par 
\par \tab \hich\af7\dbch\af4\loch\f7 EFFECTIVE:   \tab Immediately
\par 
\par \tab \hich\af7\dbch\af4\loch\f7 RATIONALE:  \tab Meetings have to be scheduled and the Wood 
\par \tab \tab \hich\af7\dbch\af4\loch\f7 Center Carol Brown Ballroom reserved well in advance.
\par 
\par 
\par \tab \tab \tab \tab \hich\af7\dbch\af4\loch\f7    **
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par \tab \tab \tab \tab ÃÛÌÒÓ°Ïñ FACULTY SENATE
\par }\pard\plain \s35\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\fs24 \tab \tab \tab \tab \tab \hich\af7\dbch\af4\loch\f7 2004-2005
\par \tab \tab \tab \tab \hich\af7\dbch\af4\loch\f7   Calendar of Meetings
\par 
\par \hich\af7\dbch\af4\loch\f7 Mtg. # \tab Dat\hich\af7\dbch\af4\loch\f7 e   \tab Day    \tab Time    \tab Type
\par 
\par \hich\af7\dbch\af4\loch\f7 124     \tab 9/20/04 \tab Monday\tab 1:00 p.m.\tab audioconference
\par 
\par \hich\af7\dbch\af4\loch\f7 125     \tab 11/1/04 \tab Monday\tab 1:00 p.m.\tab face-to-face 
\par 
\par \hich\af7\dbch\af4\loch\f7 126     \tab 12/13/04\tab Monday\tab 1:00 p.m.\tab audioconference
\par 
\par \hich\af7\dbch\af4\loch\f7 127     \tab 2/7/05\tab Monday\tab 1:00 p.m.\tab audioconference
\par 
\par \hich\af7\dbch\af4\loch\f7 128   \tab 3/7/05\tab Monday\tab 1:0\hich\af7\dbch\af4\loch\f7 0 p.m.\tab face-to-face
\par 
\par \hich\af7\dbch\af4\loch\f7 129    \tab 4/4/05\tab Monday\tab 1:00 p.m.\tab audioconference
\par 
\par \hich\af7\dbch\af4\loch\f7 130   \tab 5/1/05\tab Monday\tab 1:00 p.m.\tab face-to-face
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par 
\par }\pard\plain \s35\widctlpar\adjustright \fs20\loch\af2\hich\af2\dbch\f4\cgrid {\fs24 \hich\af7\dbch\af4\loch\f7 Location:  Wood Center Carol Brown Ballroom 
\par }\pard\plain \ri-260\widctlpar\adjustright \f7\cgrid {
\par }\pard \widctlpar\adjustright {
\par }\pard \ri-260\widctlpar\adjustright {\page ATTACHMENT 123/28
\par }{\caps ÃÛÌÒÓ°Ïñ Faculty Senate #123
\par May 3, 2004
\par }{SUBMITTED BY ADMINISTRATIVE COMMITTEE
\par }{\caps 
\par }{
\par }\pard \widctlpar\adjustright {MOTION:
\par ======
\par 
\par }\pard \ri180\widctlpar\adjustright {
The ÃÛÌÒÓ°Ïñ Faculty Senate moves to authorize the Administrative Committee to act on behalf of the Senate on all matters within its purview which may arise until the Senate resumes deliberations in the Fall of 2004.  Senators will be kept inf
ormed of the Administrative Committee's meetings and will be encouraged to attend and participate in these meetings.
\par }\pard \widctlpar\adjustright {
\par \tab EFFECTIVE:   \tab May 3, 2004
\par 
\par \tab RATIONALE: \tab This motion will allow the Administrative 
\par \tab \tab Committee to act on behalf of the Senate so that 
\par \tab \tab necessary work can be accomplished and will also allow 
\par \tab \tab Senators their rights to participate in the governance 
\par \tab \tab process.
\par 
\par 
\par }}