ࡱ> ` ]pjbjb dd]jl l l l l l l B ~ ~ ~ ~<F~DB . z||||||,Rl y@l l pl l z  l l l l zl l  ; ~wVF0Zl B B ?M1B B MFOR MORE INFORMATION, CONTACT: Sheri Layral 312 Signers' Hall 474-7964 FYSENAT For Audioconferencing: Toll-free #: 1-800-893-8850 Participant PIN#: 1109306 Chair PIN#: 1109371 A G E N D A Ӱ FACULTY SENATE MEETING #141 Monday, December 11, 2006 1:00 p.m. - 3:30 p.m. Wood Center Conference Room C/D 1:00 I Call to Order Shirish Patil 5 Min. A. Roll Call B. Approval of Minutes to Meeting #139 & 140 C. Adoption of Agenda 1:05 II Status of Chancellor's Office Actions 5 Min. A. Motions Approved: 1. Motion to require general studies students with 75 or more earned credits to declare a major prior to registration. 2. Motion to amend the policy on Academic Disqualification. 3. Motion to amend the minimum grade earned in all major and minor course work under the Ӱ General University Requirements. 4. Motion to amend the Graduation with Honors policy. 5. Motion to amend the Grade Point computation policy. 6. Motion to amend the Ӱ Academic Honors policy. 7. Motion to approve the deletion of the M.S. in Botany degree. 8. Motion to approve the deletion of the M.S. in Zoology degree. 9. Motion to approve a MFA/MA in Creative Writing and Literature degree program. 10. Motion to approve the Unit Criteria for the Department of Foreign Language & Literature. B. Motions Pending: none 1:10 III Public Comments/Questions 5 Min. 1:15 IV A. President's Comments - Shirish Patil 10 Min. B. President-elect's Comments - Jon Genetti 5 Min. 1:30 V A. Remarks by Chancellor Steve Jones 10 Min. B. Remarks by Provost P. Reichardt 10 Min. 1:50 VI Guest Speakers 10 Min. A. Tim Barnett, Vice Chancellor for Student & Enrollment Services B. Tim Lower, Freshman & Transfer Services 2:00 VII Governance Reports 5 Min. A. Staff Council - Jeff Stepp B. ASӰ -Sven Gilkey 2:05 BREAK 2:15 VIII New Business 15 Min. A. Motion to define academic credit for practicum, internship, or scholarly activity, submitted by the Curricular Affairs Committee (Attachment 141/1) B. Motion to amend the Residency Requirements for the Baccalaureate degree, submitted by Curricular Affairs Committee (Attachment 141/2) C. Motion to approved a Certificate in Power Generation, submitted by Curricular Affairs Committee (Attachment 141/3) 2:30 IX Guest Speakers 20 Min. A. Wellness & WIN Program - Mike Humphrey B. Employee Giving - Naomi Horne & Becky Lindsey, Ӱ Development 2:50 X Committee Reports 10 Min. A. Curricular Affairs - Marsha Sousa (Attachment 141/4) B. Faculty Affairs - Sukumar Bandopadhyay C. Unit Criteria - Debasmita Misra (Attachment 141/5) D. Committee on the Status of Women - Jane Weber E. Core Review - Michael Harris F. Curriculum Review - Rainer Newberry G. Developmental Studies - Cindy Hardy H. Faculty Appeals & Oversight - Norm Swazo I. Faculty Development, Assessment & Improvement - Larry Roberts (Attachment 141/6) J. Graduate Academic & Advisory Committee - Cathy Cahill 3:00 XI Members' Comments/Questions 5 Min. 3:05 XII Adjournment ATTACHMENT 141/1 Ӱ Faculty Senate #141 February 5, 2007 MOTION: ======= The Ӱ Faculty Senate moves to define academic credit for practicum, internship, or scholarly activity as follows (2006-2007 Ӱ Catalog, page 221): [[ ]] - Deletion CAPS - Addition COURSE CREDITS One credit represents satisfactory completion of 800 minutes of lecture or 1600 or 2400 minutes of laboratory (OR STUDIO OR OTHER SIMILAR ACTIVITY), whichever is appropriate. (IT IS UNDERSTOOD THAT AN AVERAGE STUDENT WILL BE EXPECTED TO SPEND 1600 MINUTES OF STUDY AND PREPARATION OUTSIDE OF CLASS IN ORDER TO MEET THE LEARNING OBJECTIVES FOR THE UNIT OF CREDIT IN LECTURE.) THE FOLLOWING STANDARDS ESTABLISH THE MINIMUM REQUIREMENTS FOR AN ACADEMIC UNIT OF CREDIT: 1. 800 MINUTES OF LECTURE (PLUS 1600 MINUTES OF STUDY) 2. 1600 OR 2400 MINUTES OF LABORATORY (OR STUDIO OR OTHER SIMILAR ACTIVITY) 3. 2400 - 4800 MINUTES OF SUPERVISED PRACTICUM 4. 2400 - 8000 MINUTES OF INTERNSHIP (OR EXTERNSHIP, CLINICAL) 5. 2400 - 4800 MINUTES OF SUPERVISED SCHOLARLY ACTIVITY Credit hours may not be divided, except one-half credit hours may be granted at the appropriate rate. For short courses and classes of less than one semester in duration, course hours may not be compressed into fewer than three days per credit. Any course compressed into fewer than six weeks must be approved by the college or school's curriculum council. Furthermore, any core course compressed to less than six weeks must be approved by the core review committee. Following the title of each course, the number of credits is listed for each semester. Thus "3 credits" means three credits may be earned. Credit may not be given more than once for a course unless a course has been designated as repeatable for credit. Figures in parentheses at the end of course descriptions indicate the number of lecture; [[and]] laboratory; AND PRACTICUM, INTERNSHIP, OR SCHOLARLY ACTIVITY hours the class meets each week for one semester. The first, lecture hours; the second, laboratory, AND THE THIRD PRACTICUM, INTERNSHIP OR SCHOLARLY ACTIVITY. For example (2+3) indicates that a class has two hours of lecture and three of laboratory work each week. A DESIGNATION (1 + 0 + 6) INDICATES THAT THE COURSE MEETS FOR ONE HOUR EACH WEEK OF LECTURE AND 6 HOURS EACH WEEK OF PRACTICUM, INTERNSHIP OR OTHER SCHOLARLY ACTIVITY. EFFECTIVE: Fall 2007 RATIONALE: With an increased number of programs requiring supervised work experiences prior to graduation, often to meet national standards, it has become important to establish some guidelines for awarding credit for these learning experiences outside of the traditional classroom. The guidelines proposed are broad as is the terminology (internship, externship, scholarly activity) so they may encompass the variety of traditions and requirements in individual fields of study, as well as requirements of external accrediting agencies (NCATE, CAAHEP, etc.) ATTACHMENT 141/2 Ӱ Faculty Senate #141 February 5, 2007 MOTION: ======= The Ӱ Faculty Senate moves to amend the Residency Requirements for the Baccalaureate degree (2006-2007 Ӱ Catalog, p. 112). [[ ]] - Deletion CAPS - Additions How to Earn a Baccalaureate Degree General University Requirements (p. 112) For a Ӱ bachelor's degree, you need at least 120 semester credits, including transfer credits. Of these, 39 credits must be upper-division (300-level or above) OF WHICH 24 MUST BE UA RESIDENCE CREDITS AND 15 MUST BE Ӱ CREDITS. At least 30 semester credits applicable to any baccalaureate degree must be earned at Ӱ. Transfer students need to earn at least 24 upper-division semester credits at UA OF WHICH 15 MUST BE Ӱ CREDITS. TRANSFER STUDENTS MUST EARN at least 12 semester credits in the major and at least 3 semester credits in the minor. Table 19. General University Requirements for Baccalaureate Degrees Minimum number of credits 120 creditsCredits earned at Ӱ (residence credit)30 creditsUpper-division credit (courses with numbers between 300 and 499)39 credits total (some degrees require more); 24 of the 39 must be earned at UA AND 15 AT ӰAdditional Ӱ credit that must be earned by transfer students12 credits in the major; 3 credits in the minorGrade point average2.0 cumulative and 2.0 in BOTH THE major and minorMinimum grades for majorNo grade lower than C (2.0) in courses required for majorCatalog year that can be used to determine requirementsMay use any catalog in effect when enrolled as a degree-seeking student, regardless of major; seven-year limit on catalog yearSecond degree24 credits beyond the first bachelor's degree and all requirements for the second degree must be met EFFECTIVE: Fall 2007 RATIONALE: The purpose of the proposed change is to allow more flexibility for students transferring between MAUs of the University of Ӱ. ATTACHMENT 141/3 Ӱ Faculty Senate #141 February 5, 2007 MOTION: ======= The Ӱ Faculty Senate moves to approve a Certificate in Power Generation. EFFECTIVE: Fall 2007 and/or Upon Board of Regents approval. RATIONALE: See course proposals #126-129 and full program proposal #130 from the Fall 2006 review cycle on file in the Governance Office, 312 Signers' Hall. Program is composed of general certificate requirements and 29 credits in PGEN, PRT and WMT courses for a total of 38 credits. **** Statement of Proposed Program: The power generation program will help students develop entry-level skills needed in industrial and commercial electrical power generation and maintenance. Courses combine the technical know-how and hands-on experience necessary to develop entry level workers in a variety of power generation and industrial fields. In the classroom students will become familiar with the operation and maintenance of the standard equipment encountered in the power generation industry. Proposed General Catalog Layout Certificate Program Power Generation Complete the general university degree requirements (page 80) Complete the certificate requirements (page 82) Complete the following program requirements: PGEN 101 Intro to Power Generation, Distribution & Alternative Energy 3 PGEN 102- Basic Electricity for Power Generation Operators .. . . . . . . . . . . . 4 PGEN 103 Introduction to Power Generation: Maintenance. . . . 4 PGEN 104 Gas & Steam Turbines; Co-Generation and Combined Cycle Technologies . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . ..4 PRT 110 Introduction to Occupational Safety, Health and Environmental Awareness. . . . . . . .3 PRT 120 Water Quality Management for Process Industries. . ....4 PRT 140 Industrial Process Instrumentation I. . ...3 WMT 101 Introduction to Welding . . ..4 4. Minimum credits required . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . 38 University of Ӱ Board of Regents Program Approval Summary Form MAU: Ӱ TVC/CRA Title: Power Generation Target admission date: Fall 2007 How does the program relate to the Education mission of the University of Ӱ and the MAU? TVC has long had a concentration in power generation under the former Maintenance Technology degree. In addressing emerging needs in Fairbanks and Interior Ӱ, TVCs Process Technology advisory committee and academic leadership identified the need to expand this to a certificate program meeting high-growth, high-demand job requirements. The advisory committee is comprised of representatives from the various industries and businesses within the Interior who work closely with the Process Technology program to identify the needs for this program. In surveying these members, it became clear that the practice for filling vacant power generation positions within Ӱ was to hire from Outside. By offering this program locally, in conjunction with a current articulation agreement with the Operators Local Union #302, industry partners will no longer need to go outside the State of Ӱ to fill these positions and we will be meeting our mission of training Ӱns for Ӱs jobs. The proposed 38-credit Certificate in Power Generation will enable the University to fulfill its mission through advancing and disseminating knowledge of commercial and industrial type power generation practices by creative teaching to diverse people. Specifically, courses will be coordinated across multiple MAUs and offered through a variety of instructional methods consistent with current accredited teaching and delivery methodologies, practices and standards. The content of the courses is relevant to the power generation field and consistent with current national standards as reviewed by the Center for the Advancement of Process Technology (CAPT) and Ӱ Process Industry Careers Consortium, with core content building towards the Operating Engineers Journeyman rating. Currently, there will be no impact on existing programs and units across MAU and system, including GERs. What State Needs met by this program. It is important for Ӱ business and industry to provide safe automated working environments for all workers in Ӱ. This provision creates less injury in the workplace which in turn equates to quality life experiences, as it reduces insurance costs and costs in remedial education retraining and costly social services later in life. The quality and existence of the safe automated working environment is directly linked to the education of the skilled technician as the individual responsible for calibration and set-up of highly technical, sensitive monitoring and control equipment. More automated systems are implemented daily throughout the state of Ӱ and these automated industries and systems require highly trained and skilled individuals. Research has shown that education of power generation technicians reduces the level of equipment damage and injury as well as reducing the number accidents that occur in the workplace. It is in the best fiscal interests of the state to have high quality programs and training in power generation, maintenance, calibration and set-up of fully automated industrial power generation systems. There is currently a shortage of qualified power generation operators and maintenance technicians and managers in the state of Ӱ. Industry growth and natural resource development in the state increases the number of working environments which will in turn increase demand and employment opportunities, for qualified power generation operators and power generation maintenance technicians. What are the Student opportunities and outcomes? Enrollment projections? The Ӱ certificate in power generation was requested by the industries in the interior region. The initial promotion of the program was proposed by the Golden Valley Electric Association (GVEA) and the Operating Engineers Local 302. Many of the current students of the proposed certificate want greater knowledge in this field, and in many cases it is required for their jobs. Since there is no relevant degree or certificate/training program available here, they go to Valdez or out of state, seek a less satisfying degree or training or change careers completely, or leave the university with unfulfilled career aspirations unprepared for the more challenging positions in the power generation profession. Based on current needs, industry growth and projections Ӱ will continue to suffer shortages in the workforce in all sectors including power generation technicians and related positions. National surveys provided by CAPT indicate shortages in power generation operators and power generation maintenance professionals in all industries on a national scale. Operating Engineers Local 302 has also indicated that training individuals in conjunction with Ӱ to enter their ranks as a means of meeting the needs of industry, by addressing both attrition and industry expansion. Ӱ has high potential for workforce expansion. According to the Ӱ State Department of Labor, there are nearly 10,000 new jobs in industry settings being developed with known projected projects in the state. All of these industries will require power generation maintenance technicians to monitor, regulate, and calibrate and automated systems for Ӱ's power generation industries. With the trends in the profession for the last 30 years, the new automation systems within industry identified by industry and the Department of Labor indicate a well established need now, and for the foreseeable future, for trained power generation operators and power generation maintenance technicians. With the aging workforce and projected industry growth and development the need for additional trained power generation operators has never been more urgent. Describe Research opportunities: N/A Describe Fiscal Plan for development and implementation: Three year funding for the project is coming from the Project Wave Grant (Fast Track Training). By developing this program over the 3 year grant period we will be capacity building and anticipate the program to be self-sustaining through student tuition, industry partner support and general fund money through the Process Technology Program, which shares courses and adjuncts with the Power Generation Program. (Director Caulfield is willing to provide further clarification regarding funding if needed.) Resource Commitment to the Proposed Degree Program ResourcesExistingNew Total College/SchoolCollege/School Others(Specify)Regular Faculty (FTEs & dollars) FTE .50 $30,000 Includes benefits$30,000Adjunct Faculty (FTEs & dollars) FTE .75 $21,780 Includes 10% adjunct benefit$21,780Teaching Assistants (Headcount)0Instructional Facilities (in dollars and/or sq. footage)520 sq ftOffice Space (Sq. footage) 310 sq ftLab Space (Sq. Footage) 1820 sq ftComputer & Networking (in dollars)$15,000$15,000Research/instructional/office Equipment (in dollars)$3,000$10,500 control panels & synchronization switch gear (currently funded through Project Wave grant which will continue for the next 2 years)$13,500Support Staff (FTEs & dollars) $15,000$15,000Supplies (in dollars) $9,000$9,000Travel (in dollars) $5,000$5,000 ATTACHMENT 141/4 Ӱ Faculty Senate #141 February 5, 2007 Minutes, Curricular Affairs Monday, Jan. 8, 2007 Present: Jodie Anderson, Liz Brown, Ataur Chowdhury, Linda Hapsmith, Melissa McGinty, Rainer Newberry, Tony Rickard, Marsha Sousa Absent: Anna Berge, Ilana Kingsley, Carol Lewis, Larry Roberts, Tim Stickel No corrections to 12-4-06 minutes BA in Yupik language and culture Concerns expressed about having title of degree and added classes in Yupik. For ease of identification and consistency in the catalog, it would make sense to put them in English with the Yupik in parentheses. There were also questions about whether they had considered simply adding options to the existing Yupik Language BA rather than creating a new degree. Curricular Review did address either of these concerns. Marsha will seek clarification from Pat Marlow and make an executive decision about forwarding this degree to faculty senate. Certificate in Power Generation Curricular Review passed the program, although they had one remaining question concerning the use of the power generation degree to complement the Process Tech AAS. Marsha will get clarification from Jon Prater and may request changes to language on that comment before forwarding to faculty senate. Motion to clarify credit for practica, internship, etc. No one had problems with the language in the motion. It passed committee and will be forwarded to faculty senate for the Feb. meeting. Language for clarification of credit in the course handbook. This language was drafted by Sheri. No one had problems with it. Marsha will let Sheri know that she can go forward on making the change to the faculty handbook. Credit for non-traditional courses An ad hoc committee will be convened to discuss ways to clarify evaluation of courses proposed for non-traditional format. Suggested names for the committee were Bob Arundale, Pete Pinney, Melissa Brown and Liz Brown. Residency credits update Rainer emailed Susan Henrichs and Paul Reichardt requesting that we change the Ӱ catalog to agree with the motion passed by faculty senate in April 2005 regarding the number of UA system credits required for graduation. There has been no response. Rainer will follow-up with the Provost. Retention of graded work update Marsha submitted request to Counsel last fall. No response has been received. Marsha will follow-up. Time for meeting in Spring 2007. No one who was present had a problem with the current time. Next meeting will be January 22, at 3:30 pm. ATTACHMENT 141/5 Ӱ Faculty Senate #141 February 5, 2007 Unit Criteria Committee Minutes for 18 January 2007 Present: Julie Cascio (via teleconference), Wayne Marr (via teleconference), Thomas Zhou, Lee Taylor, Gerri Brightwell, Debasmita Misra, Brenda Konar All members present approved the agenda. All members present approved the minutes for the cancelled meeting of November 22, 2006. Old business: Debu Misra informed the committee that the Foreign Languages Unit Criteria had been approved by the Chancellor, that we had not received revised Unit Criteria from Computer Science, and that the Provost will send out a request for Unit Criteria from units whose criteria have expired. Thursdays from 9:45-11:00 was selected as our meeting time for the Spring semester, with meetings on February 15, March 22 and April 12. The proposed Unit Criteria submitted by Library Science was discussed by the committee. The review of the LS unit criteria was tabled with the recommendation that a member of the unit be present to respond to the following questions by the unit criteria committee during our upcoming meeting on February 15, 2007. Debu Misra will draft a letter to the unit with the following questions and request a representative to be available for the responses. Suggestions and comments included the following: In general, more concrete measures of accomplishment are needed. The committee was uncertain as to the purpose of the repeated statement workload proportionate to length of contract. It was suggested that C. 2. point m. should be merged with point l. and that B. 1. points f. and h. should be merged. Additional comments conveyed after the meeting by email were: Nothing about how to evaluate different levels (i.e. assistant, associate, full). This is not an adequate guideline to use for P&T process What does "contact with students through bibliographic" mean? For public service, is consulting non-enumerative? Section D, 1, i...Public service... demonstrating what? Under university service, part g. It seems that some of this is also under research (the added m section). i.e. collection development In general, it all seems very vague. I'm not sure how one would use these criteria to evaluate someone. Criteria for Research etc. C/2/M--"translations" of what? Public service 1/C--what are the "boards that serve the discipline" if not professional organizations (as in d) or discipline -oriented service organizations (as in e). Need to clarify? Also, under item (i)--what is meant by "demonstrating" Under University service--item (h)--the examples given should perhaps be added onto the example already given without starting a new sentence since they are additional examples of assisting other faculty, not examples of what a guest lecturer may do. Meeting was adjourned at 9:40 am. /prepared by Lee Taylor on 18 January 2007 /modified by Debu Misra on 26 January 2007 ATTACHMENT 141/6 Ӱ Faculty Senate #141 February 5, 2007 Faculty Development, Assessment, and Improvement Committee Meeting Minutes December 6, 2006 Meeting was called to order at 12:15pm. Attending: Christie Cooper, Michael Daku, Dana Greci, Susan Herman, Marjorie Illingworth, Joy Morrison, Channon Price, Larry Roberts Chair Agenda items: Call to order Approval of Minutes (Nov.) Approval of agenda Report from Joy Old and ongoing business Discussion of the Provost Forum on Assessment Update upon The Circumpolar Conference on Innovations & Excellence in Teaching New Business Adjournment Larry Roberts opened the meeting with a roll-call. November minutes were approved. Agenda was amended with a question of the Provost as a 4th piece of old business. Old business was addressed first as Joy was coming from another engagement. Business was conducted resulting in the following decisions and shared information. Old business: Discussion points regarding the Provost Forum on Assessment: Susan Henrichs report of the proceedings is a useful representation of the content of the forum. It was encouraging to hear the faculty present indicate their level of care about the teaching aspect of their appointments. The forum was clearly focused on assessment while development was not addressed. Much of the conversation focused on what we can do for new faculty; however, faculty with longer tenure at the university would like help as well (dont forget us). The suggestion of a paper on the broader picture of faculty development (to include issues of assessment) produced by FDAI raised the issue of increased expectations among faculty as a result of the forum. A paper only will not be sufficient to meet those expectations. Could the Provost respond to the question How does the discussion of the forum translate into faculty development? A decision was made to invite the Provost to our next committee meeting. Specific questions to be addressed with the Provost include the issues of development (Where do we go from here with the forum results?), and the non-senate faculty advisory board (How does this group and the FDAI senate committee differ in purpose and process and should the two groups meet/overlap?). The adult learning conference now has a new name: Innovation and Excellence in Teaching: Celebrating the International Polar Year and the Adult Learner. It will begin Wednesday evening 2/28 and run through Friday 3/2. The three themes include distance and hybrid teaching models, excellence and best practices, as well as cultural diversity working with elders in the classroom. Currently the thoughts on cost are that the faculty fee would be $100 and the student fee would be $50. The web site for the conference is www.uaf.edu/crcdhealth/Conference2007.htm. Report from Joy: Joy got a great deal from the Faculty Development in the New Academy conference in early November. Examples of content follow. The pre-conference addressed stressors on faculty in the new academy (e.g., technology). A study was presented addressing how faculty spends their leisure time with recommendations for healthy work/life balance. Several workshops were offered on how faculty are coping with students from the religious right in the classroom. Joy had her first meeting with the new advisory board. An early goal is to set a vision/agenda for the nest five years for the Office of Faculty Development. Board members will poll their respective areas to see what is wanted/needed. One specific issue expressed was a real unhappiness in the level of development available for rural faculty. Six of ten members were able to attend. New business: Larry suggested a group to create a series of forums in order to keep faculty discussion of assessment and development issues active. There was a decision to table this discussion until a later meeting. The meeting was adjourned at 1:15pm. 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