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\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {MINUTES
\par ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #105
\par MONDAY, DECEMBER 10, 2001
\par WOOD CENTER BALLROOM
\par 
\par }\pard\plain \s19\ri-720\widctlpar\faauto\adjustright\rin-720\lin0\itap0 \f12\lang1033\cgrid {\f7 I\tab The meeting was called to order by President Swazo at 1:30 p.m.
\par }\pard\plain \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par \tab A.\tab ROLL CALL 
\par \tab 
\par \tab }{\caps Members Present:\tab \tab Members Absent:}{
\par \tab Barnhardt, C.\tab \tab \tab Bond, S.
\par \tab Bruder, J.    \tab \tab \tab Bristow, W.
\par \tab Bueler, E.\tab \tab \tab \tab Eicken, H.
\par \tab Bult, A.  \tab \tab \tab \tab Kramer, D.
\par \tab Chukwu, G.  \tab \tab \tab Lincoln, T.
\par \tab Curda, L.  (J. Allen)  \tab \tab Murray, M.
\par \tab Davis, M.     \tab \tab \tab 
\par \tab Gladden, J.
\par \tab Hannigan, M. \tab \tab \tab 
\par \tab Holton, G.      \tab \tab \tab OTHERS PRESENT:
\par \tab Illingworth, R. \tab \tab \tab Gregory, G. 
\par \tab Leguard, J.  \tab \tab \tab Layral, S.
\par \tab Lin, C.   \tab \tab \tab \tab Lind, M.
\par \tab Mason, J.     \tab \tab \tab Martin, W.
\par \tab McBeath, J. \tab \tab \tab Marlow, P.
\par \tab McLean-Nelson, D.   \tab \tab Reichardt, P.
\par \tab McRoy, P.
\par \tab Pinney, P.\tab \tab \tab \tab 
\par \tab Roth, M.\tab \tab \tab \tab 
\par \tab Schatz, M.
\par \tab Swazo, N. \tab \tab \tab \tab 
\par \tab Weber, J.\tab \tab \tab \tab 
\par \tab Whiteledge, T.
\par \tab Zilberkant, E.\tab \tab \tab 
\par 
\par }\pard\plain \s19\ri-270\widctlpar\faauto\adjustright\rin-270\lin0\itap0 \f12\lang1033\cgrid {\f7 \tab NON-VOTING MEMBERS PRESENT:\tab NON-VOTING MEMBERS ABSENT:
\par }\pard \s19\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {\f7 \tab McCrea, S.  - President, ÃÛÌÒÓ°ÏñSC (L. Ledlow, President-Elect)
\par \tab Collins, J.  - Dean, SOM   \tab \tab Miller, D. - President, ASÃÛÌÒÓ°Ïñ
\par \tab Leipzig, J. - Dean, CLA    \tab \tab Graduate Student, GSO
\par \tab Tremarello, A - University Registrar
\par 
\par 
\par \tab B.\tab The minutes to Meeting #104 (October 29, 2001) were approved as distributed via e-mail.  
\par }\pard\plain \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par \tab C.\tab The agenda was approved as distributed via e-mail.
\par 
\par II\tab Status of Chancellor's Office Actions
\par }{\b \tab }{A.\tab Motions approved: 
\par \tab \tab 1.\tab Motion to approve the ÃÛÌÒÓ°Ïñ Academic 
\par \tab \tab \tab Development Plan.
\par \tab \tab 2.\tab Motion to eliminate the credit hour 
\par \tab \tab \tab restriction of correspondence study 
\par \tab \tab \tab work for certificates, associate and 
\par \tab \tab \tab AAS degrees, and bachelor's degrees.
\par \tab \tab 3.\tab Motion to amend the policy on Course 
\par \tab \tab \tab Restrictions for graduate degrees.
\par \tab \tab 4.\tab Motion to suspend the procedure for 
\par \tab \tab \tab votes of censure.
\par \tab B.\tab Motions pending:  none
\par 
\par 
\par III\tab A.\tab Comments from Chancellor, Marshall Lind - 
\par 
\par Ch
ancellor Lind indicated that the Governor supports the UA budget of $17 million.  That is good news for the University.  It will make a difference to the University in terms of support from the legislature.  The Governor spoke at the Regents meeting this 
l
ast week.   He talked about several things the University has discussed in terms of the role of the University especially in regards to recruiting and retaining ÃÛÌÒÓ°Ïñ's students, training ÃÛÌÒÓ°Ïñns for highly technical and skilled jobs, and diversifying t
he state economy by building our technological capacity.  
\par 
\par UA received the BP merger money of approximately $4 million dollars.  This is the second installment.  Some of that money has been committed to fill faculty positions we already have in IRAC, SFOS,
 GI/CSEM.  We have some great appointments from that money.  
\par 
\par Faculty member, Jim Gardner, was selected as one of the top volcanologists in the world.  
\par 
\par Chancellor Lind said ÃÛÌÒÓ°Ïñ will be making a few changes to a couple of positions.  A national recruitment will be done for a new athletic director.  As a result of that shift, Jake Poole will share his time to help lead this search.  He will continue his du
t
ies as Director of Tanana Campus but he will also pick up the interim duties and responsibility for the athletic department.  This is effective immediately.  He will be serving as Special Assistant to the Chancellor during this interim time to help with t
he selection of a new athletic director. 
\par 
\par Abel Bult asked about the capital budget and the lack of support for the two new science buildings.  Chancellor Lind said that the Board had discussed the capital budget at some length.  This is not  uncommon and i
s generally the pattern where the Governor only puts in a minor amount for capital improvement and the rest comes about through the legislative process.  He will put in $7.5 million for code upgrades and statewide technology needs.  The real question is w
h
ether there will be a general obligation bond.  And if there is one, will we be prepared to offer some things on that bond--one of which is a new science/lab facility.  Anchorage is working on their request as well.  The Board also approved a number of ne
w programs for ÃÛÌÒÓ°Ïñ--the Ph.D. in Engineering and the M.S. in Computation Physics.  
\par 
\par Ron Illingworth expressed some concern about the time Jake Poole will be spending on athletics, and the loss of his time from TVC.  We don't want to lose the momentum that 
TVC has developed during this period.  The Chancellor shared that concern and will make every effort he can to make sure we do not lose that momentum.  
\par 
\par 
\par \tab B.\tab Comments from Provost, Paul Reichardt -
\par }\pard \fi-720\li720\ri180\widctlpar\faauto\adjustright\rin180\lin720\itap0 {
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {Paul Reichardt had four items for discussion.  The first
 one is the Issue of space, for the most part space at the Fairbanks campus.  The highest priority capital projects on the ÃÛÌÒÓ°Ïñ list are in Fairbanks.  With respect to West Ridge there is a users committee working on planning the Bioscience facility.  They
 
will be meeting this week.  This project also carries with it the utilidor extension to the west ridge.  There are four components to that building.  It will probably be built as a modular complex that will include a bioscience research component, a biolo
g
y/wildlife science teaching function, a third piece will be the Arctic Region Supercomputer Center, and the fourth piece will be the virology lab.  The Systemwide Academic Council met with representatives from the Department of Environmental Conservation 
a
nd the Department of Health and Human Services to talk about our collective need for lab facilities.  What came out of that meeting was ÃÛÌÒÓ°Ïñ's Bioscience building and a companion bioscience building at UAA.  We realize we can't possibly build the facility 
f
ast enough to meet our needs for research space on the west ridge.  Vice Chancellor Frank Williams is actively pursuing the concept of constructing a shell of a research building that would then have clients based upon their need and ability to pay to fur
n
ish their space. There are three or four groups interested.  The building would be to the north of the Museum.  The other piece of West Ridge is the rehab of existing facilities.  That has stalled because of lack of money.  We live with lots of code viola
tions and make do.  However, whenever we do a renovation we are obligated to do an upgrade.  
\par 
\par The FY04 ÃÛÌÒÓ°Ïñ budget initiatives recommendation will be going to the Chancellor's Cabinet later today and will go to the Provost's Council next week.  We have a lo
t of work to do before January 10th when we send in our recommendations to systemwide.  Provost Reichardt believes that the FY04 budget request will be significantly less than what we have asked for the last three years.  The message will be with this $17
 
million addition in FY03 that we have fixed what is broken, we have demonstrated our ability to generate additional funds outside of state appropriation and that we will be more focused in the initiatives for which we request additional funding.  We need 
to do a lot of paring down to what came forward from committees and will have to develop some themes and specific things that we want to accomplish with this next budget request.
\par 
\par CRA Executive Dean Bernice Joseph and Paul Reichardt have agreed on a first s
tep of the addressing the recommendation of the accreditation team that we need to do more to integrate the rural campuses into what is going on in Fairbanks.  They will be putting up some travel money during spring semester.  Bernice Joseph will be polli
n
g the directors and faculty at rural campuses to see which ÃÛÌÒÓ°Ïñ faculty they would like to have visit their campuses.  They will pay 75% and the colleges will be asked to pay the other 25%.  They envision that visits will be initiated by faculty.  It will 
m
eet the needs and desires of the rural campuses.  Faculty members who visit will spend time with faculty and students on the campus and also spend time in the community.  It will be a good way to start building bridges between Fairbanks based programs and
 those at the rural sites.  
\par 
\par Reichardt invited Registrar Ann Tremarello to make announcement of her retirement June 30th.   Ann Tremarello indicated that she has been here for almost 45 years and that for the most part it has been very rewarding.  She will
 leave with much regret.  Norm Swazo offered his congratulations on her forthcoming retirement on behalf of the Faculty Senate.  
\par 
\par Peter McRoy indicated that he has heard that the biology faculty were less than enthused about sharing space with the super c
omputer.  Paul Reichardt indicated that this would be an add on to the facility which would be paid by ARSC.  Abel Bult stated that a fifth part of the bioscience facility is the animal facilities.  
\par }\pard \fi-720\li720\ri180\widctlpar\faauto\adjustright\rin180\lin720\itap0 {
\par 
\par \tab C.\tab Comments from Carol Gold, Academic Liaison - 
\par 
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {Car
ol Gold said that she and the Faculty Alliance were able to convince statewide of the need for faculty development money.  They have a $50,000 commitment from statewide from the BP Phillips money toward faculty development.  This money is for all three ca
m
puses.  Dan Wheeler's visit to ÃÛÌÒÓ°Ïñ was funded with that money.  ÃÛÌÒÓ°Ïñ has chosen to use their portion of the money to do an assessment of its needs in faculty development.  UAA is using the money to send faculty to conferences and to bring up people.  The t
hree faculty development officers have started meeting regularly to coordinate efforts.  This is movement in the right direction.  
\par 
\par Gold indicated that she has been visiting the rural sites.  She visited Bethel and Dillingham and came home very jazzed.  Sh
e encourages everyone to take advantage of the funds available from the Provost and Deans to go out and visit the rural sites.  She will be visiting other rural sites in January and February.  
\par 
\par Gold stated that she attended the UAA Faculty Senate meeting last week and they had a lively discussion on Ph.D. programs.  
\par 
\par Another component of the www.uaonline.alaska.edu will be a student portion.  This will be available to faculty and advisors.  You will be able to access class lists, transcripts, etc.  It should be up and running mid-January.
\par 
\par }\pard \fi-720\li720\ri180\widctlpar\faauto\adjustright\rin180\lin720\itap0 {
\par 
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {IV\tab Governance Reports
\par 
\par \tab A.\tab ASÃÛÌÒÓ°Ïñ - D. Miller
\par 
\par No one was available for a report.
\par 
\par 
\par \tab B.\tab Staff Council - S. McCrea
\par 
\par Larry Ledlow, President-elect spoke on beha
lf of Scott McCrea.  Scott McCrea has also visited a couple of the rural sites and will be visiting more in the spring.  This proved very valuable as they have a different perspective.  Staff Council elections have just been concluded and announced.  Staf
f Council will be meeting on Friday, December 14th.  
\par 
\par An important issue on agenda today is the proposed amendment on sexual orientation.  Staff Council is very interested to see how that proceeds.  The seeds for their discussion stemmed from the School Bo
ard debate.  To most of the people on Staff Council it seemed to be very straightforward.  Discussions with President Hamilton gave them a feeling that it might cause the legislature to put the university under a great deal of scrutiny.  Staff Council has
 
taken a step back and they are looking at the language changes.  One thing they lacked is some significant recent cases of discrimination.  It the spring they hope to hold some discussion forums and then later will make a positive action on the sexual ori
entation issues.
\par 
\par 
\par \tab C.\tab President's Comments - N. Swazo
\par 
\par Norm Swazo reminded senate members that last time we were planning to continue a discussion on classified research.   It turns out that both Vice Provost for Research Ted DeLaca and Geophysical Institu
te Director Roger Smith were not able to be present today because of a conflicting meeting.  So the discussion will be postponed until the February meeting at which time both Ted DeLaca and Roger Smith will be available.  Ted DeLaca is trying to arrange t
wo  speakers to come to ÃÛÌÒÓ°Ïñ and give a presentation both pro and/or con.  Swazo is working on a third speaker invitation.  At the Faculty Alliance meeting the other two senates expressed an interest in being involved either by a visit or audio.  
\par 
\par Swazo rec
ently attended a Systemwide Governance Council meeting.  President Hamilton expressed an interest in how we can recognize faculty and there is interest in seeing how we can move faculty into the University Professor and Distinguished Professor ranks.  The
 Faculty Alliance will continue this discussion.  There was a Systemwide Governance Council retreat.  He was planning on attend but came down ill and returned to Fairbanks early.  
\par 
\par 
\par 
\par V\tab Discussion Items
\par 
\par \tab A.\tab Early Tenure
\par 
\par Debi McLean-Nelson indicated that the Faculty Development, Assessment & Improvement Committee has been discussing the issue of how long it takes to be able to stand for early tenure.  
\par 
\par Provost Reichardt indicated that the rumor came to him that he does no
t support early tenure.   He was asked what information he could provide about the details of the tenure applications.  He was able to give a summary (see agenda attachment).  Last year 15 applications came to the Provost with positive recommendations; 5 
h
ad completed 2 years at ÃÛÌÒÓ°Ïñ.  Four were awarded promotion and tenure and 1 withdrew after his negative recommendation.  There were 4 additional applicants that had three years service at ÃÛÌÒÓ°Ïñ.  Three of them received tenure and promotion and one withdrew a
f
ter his negative recommendation.  One applicant had 4 years, and 5 applicants had five years service.  Positive recommendations were given to 13 out of 15.  However, if these had come to him at the peer review level he personally would probably have given
 
a negative recommendation on most of them.  In his role as Provost it was only where there was a split vote that he interjected his personal opinions.  He has no concerns about the files that come in the fourth or fifth year.  It does concern him that out
 of the 15 applications nine had three years of experience or less.  The question is whether this is the kind of tenure system we want.  
\par 
\par Gary Holton asked if some of the problems with early tenure would disappear if early tenure was binding and candidates
 could not withdraw.  Reichardt said that if applicants couldn't withdraw their file then he suspects we would see a much different pattern of years in rank from the applicants.  
\par 
\par Joan Leguard asked about years in rank at other institutions.  Reichardt in
dicated that there are few.  In the sciences some faculty are hired at the assistant professor level with a couple years experience at the post-doctorate level and they are able to create a record as researchers.  In the other areas there may be some with
 experience as a visiting faculty member or a term faculty member.  That experience is usually heavily weighted in instruction.  
\par 
\par Reichardt said there is nothing wrong with the procedures and he is only questioning the subjectivity of early tenure review and acceptance of this standard.  
\par 
\par John Leipzig indicated that many times it's a salary issue and the 10% pay increase that motivates early tenure applications.  Ron Illingworth indicated that it seems to be a two-prong issue that is addressed by the barga
ining agreement and by the faculty involved in the evaluation.  
\par 
\par Norm Swazo stated that it was an issue of collective bargaining and that it was also an issue of unit criteria.  Reichardt disagreed that this is a CBA policy issue; it is a matter of how the faculty in the peer review unit apply the unit criteria.  

\par 
\par 
\par 
\par VI\tab Old Business
\par 
\par \tab A.\tab Motion to recommend that the UA Board of Regents' amend the UA non-discrimination statement.
\par 
\par Godwin Chukwu spoke with Jamo Parrish concerning the addition of the phrase "
sexual orientation" to the Board policy.  Parrish's  response is included in the agenda.  There are two choices the Senate can make--to either withdraw the motion or pass it forward.  
\par 
\par Jane Weber indicated there is currently a significant grievance case p
ending.  Madeline Schatz commented that she followed the recent School Board discussion.  One of the things they talked about is the right of human dignity.  That was one of the main reasons they decided to pass the policy.  She feels that this would give
 faculty members and students the same human right and human dignity and protection for others to  stand up for them.  She urged the Senate to pass the motion.  
\par 
\par Michael Hannigan had three points to make--Jamo Parrish stated that adding to the list would be confusing.  He agrees with that and sees it as a separate statement.  He disagrees with the statement that Parrish is unaware of any complaints.  We do need to
 find some way to list this item "sexual orientation" as an area that needs to be addressed.  
\par 
\par Pete Pinney remarked that he started with this issue in 1985.  Every council has always said that it was in the policy.  If it came to a court case, because the 
exact wording is not there, it would become the issue.  This is a preventive measure.  It can be a recruiting tool. Pinney sees this as a very positive move.  He also appreciates the political pressure.  He strongly supports the motion.  
\par 
\par Eduard Zilberkant asked for clarification about the legality of adding the phrase sexual orientation.  Godwin Chukwu indicated that he discussed this with Jamo Parrish and there is no federal or state law that specifically addresses sexual orientation.  

\par 
\par Ron Illingworth 
proposed an amendment to the motion to eliminate the phrase "or sexual orientation" and add a new sentence that states "Further, discrimination based on sexual orientation is prohibited."  Mitch Roth indicated that he would like to support the motion but 
f
elt that it was a special interest policy and would like to see something broader.  He asked for an amendment to change "sexual orientation" to "personal characteristics".  The second amendment failed for lack of a second.  The original amendment passed. 
 The motion as amended passed with two nays.  
\par 
\par MOTION: 
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate recommends that the University of ÃÛÌÒÓ°Ïñ Board of Regents' amend the UA Nondiscrimination Statement (P04.01.020) as follows:
\par 
\par 
\par CAPS  = \tab Additions to the statement 
\par 
\par }\pard\plain \s21\qj\li720\ri360\widctlpar\tqr\tx1440\faauto\adjustright\rin360\lin720\itap0 \f20\lang1033\cgrid {\f7 In a
ccordance with federal and state laws, illegal discrimination in employment against any individual because of race, color, religion, national origin, age, sex, veteran status, physical or mental disability, marital status or changes in marital status, pre
gnancy or parenthood is prohibited.  FURTHER, DISCRIMINATION BASED ON SEXUAL ORIENTATION IS PROHIBITED.  Decisions affecting an individual's employment will be based on the individual's qualifications, abilities and performance, as appropriate.
\par }\pard \s21\qj\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin0\itap0 {\f7 
\par }\pard \s21\qj\fi720\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin0\itap0 {\f7 EFFECTIVE:  \tab The ÃÛÌÒÓ°Ïñ Faculty Senate requests that first 
\par }\pard \s21\qj\fi720\li720\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin720\itap0 {\f7 discussion of the amendment be placed on the Human 
\par }\pard \s21\fi720\li720\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin720\itap0 {\f7 Resources Committee agenda at the March BOR meeting.
\par }\pard \s21\qj\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin0\itap0 {\f7 
\par }\pard \s21\qj\fi720\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin0\itap0 {\f7 RATIONALE:  \tab Under the current policy, students, staff and 
\par }\pard \s21\qj\fi720\li720\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin720\itap0 {\f7 faculty could be discriminated against because of their 
\par sexual orientation.  As an institution of higher learning, 
\par the University of ÃÛÌÒÓ°Ïñ should be setting an example to 
\par the rest of the state in terms of recognizing and 
\par respecting all of the diverse peoples of ÃÛÌÒÓ°Ïñ.  By 
\par adding sexual orientation to the policy, the university
\par is further sending a message to all students, staff, 
\par and faculty that this is a place where they are 
\par }\pard \s21\fi720\li720\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin720\itap0 {\f7 welcome, accepted, and protected against 
\par discrimination. 
\par }\pard\plain \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par 
\par ****
\par 
\par VII\tab Public Comments/Questions
\par 
\par Patrick Marlow, a term faculty member at the ÃÛÌÒÓ°Ïñ Native Language Center, spoke in favor of the adding "sexual orientation" to the policy.  People he deals with on a daily basis are very used to dealing with and em
bracing cultural differences.  He also works extensively with the School of Education, the Linguistics program, ÃÛÌÒÓ°Ïñ Native Studies, and Anthropology, all of which are very liberal branches of the field.  He has never experienced any discrimination.  He
 
applauds the faculty, staff and administration of the university for their openness.  He feels that it has been a result of his openness and that most lesbian and gay faculty are not so open.  By putting a policy in place we say that someone can't have po
wer over you on this basis.  He also agreed with Pete Pinney that this is a major recruitment tool.  
\par 
\par 
\par 
\par VIII\tab New Business
\par 
\par \tab A.\tab Motion to amend the procedure for votes of censure, submitted by Administrative Committee 
\par 
\par Norm Swazo indicated that this is a clarification of which faculty are eligible to vote.  The motion passed unanimously.  
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the interim procedures for votes of censure or votes of no confidence of administrators as approved by the Senate at its meeting #104 on October 29, 2001.  
\par 
\par 
\par CAPS  =   Additions
\par 
\par 
\par }\pard \li720\ri180\widctlpar\faauto\adjustright\rin180\lin720\itap0 {In the interim, the Senate requires that faculty calling into question their confidence in an administrator of a college, school, or campus request by me
morandum to the ÃÛÌÒÓ°Ïñ Provost and the ÃÛÌÒÓ°Ïñ Faculty Senate President an immediate evaluation of the administrator according to the process defined in the current policy "Guidelines for the Evaluation Process for Administrators" (as passed at Senate Meeting #9
7
, 30 October 2000).  This request must be warranted by a simple majority vote (absentee vote included) of all academic FACULTY and/or special rank faculty WITH TITLE PRECEEDED BY 'RESEARCH' OR 'TERM' of that unit.  This vote must be taken in a manner that
 accords with Board of Regents regulation on Open Meetings (R02.06.01 ff.).}{\cf6  }{
 A faculty vote of censure or vote of no confidence taken contrary to this interim procedure will be considered out of order by the Faculty Senate and without merit for official action.
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par 
\par \tab EFFECTIVE:  \tab Immediately, to be in effect until the 
\par \tab \tab Senate approves a revised procedure for votes of 
\par \tab \tab censure/votes of no confidence of administrators.
\par }\pard\plain \s22\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par }\pard \s22\ri90\widctlpar\faauto\adjustright\rin90\lin0\itap0 {\tab RATIONALE: \tab This clarifies which faculty are eligible 
\par \tab \tab to vote.  
\par }\pard\plain \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par 
\par ****
\par 
\par \tab B.\tab Motion to approve the Certificate in Medical Billing and Coding, submitted by Curricular Affairs 
\par 
\par Ron Illingworth introduced the motion and indicated that this certificate is a result of the number of requested courses and the need for this area of study.  The motion passed unanimously.  
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a Certificate in Medical Billing and Coding which includes two new courses. 
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2002 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #43-44 and #45 
\par \tab \tab on file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par \tab (Submitted by Allied Health)
\par }\pard \fi-720\li720\ri180\widctlpar\faauto\adjustright\rin180\lin720\itap0 {43.\tab NEW COURSE:  HLTH 208 - Human Diseases (3+0) 3 credits; 
\par \tab offered Fall and As Demand Warrants; effective Fall 2002.  
\par 44.\tab NEW COURSE:  HLTH 236 - Insurance Reimbursement for the 
\par \tab Medical Office (3+0) 3 credits; offered Fall and Spring; may 
\par \tab be repeated; effective Fall 2002.  
\par 45.\tab NEW DEGREE PROGRAM:  Certificate, Medical Billing and Coding - 
\par \tab Requires 31 credits (10 courses); effective Fall 2002 or upon 
\par \tab BOR approval.  
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par Certificate, Medical Billing and Coding
\par 
\par 
\par The field of medical administration has expanded in recent years.  The Medical Billing and Coding Program is designed to incorporate theory and application.  This focused delivery will provide the
 student with the knowledge and job skills required for entry-level employment in the medical field.
\par 
\par There is a current and future need for trained medical billers and coders.  Health care delivery is changing.  Practitioners are being challenged to deliv
er quality patient care as well as contain the rising costs.  Managed care programs, patient's loss of insurance and reduction in benefits, cost containment measures, and community pressure have amplified the market for competent and cross-trained medical
 billers and coders.  
\par 
\par To summarize, there is a current need for educated medical billers and coders, which is projected to extend into the foreseeable future.  The proposed Medical Billing and Coding Certificate program will prepare students for employmen
t in the medical field.  Implementation of this program will position the College of Rural ÃÛÌÒÓ°Ïñ, Tanana Valley Campus to meet the present and increasing demand for vocational-technical training and provide the medical community with medical billers and 
coders.  
\par 
\par 
\par ****
\par 
\par \tab C.\tab Motion to approve the deletion of the B.Ed., submitted by Curricular Affairs 
\par 
\par Ron Illingworth indicated that this program has not accepted any new students for over two years and the last graduate should complete their 
degree by December 2002 or transfer to the new degree.  Carol Barnhardt indicated that they have been advising students for over three years and they do not feel there is anyone who hasn't had the option to complete the degree.  The motion passed unanimou
sly.  
\par 
\par MOTION:
\par ======
\par 
\par }\pard\plain \s22\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the B.Ed. 
\par }\pard\plain \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par 
\par \tab EFFECTIVE:  \tab Spring 2003 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #78 on file in 
\par \tab \tab the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par B.Ed. 
\par 
\par }\pard \ri180\widctlpar\tx360\faauto\adjustright\rin180\lin0\itap0 {
\par The University of ÃÛÌÒÓ°Ïñ provided four-year undergraduate B.Ed. degrees at UAA, ÃÛÌÒÓ°Ïñ and UAS until the Board of Regents suspended admission to these degrees in 1998.  Since they have been replaced by new degrees, 
we are requesting that the B.Ed. be deleted.  Students who were declared as B.Ed. majors prior to that time have had the option, and the support necessary, to complete their degree requirements by December of 2002. 
\par 
\par Between 1998 and 2001, the only route f
or students wishing to gain teacher certification within the UA system was to complete a 5th year, post-baccalaureate teacher preparation program.  However, in 2000, each MAU was given permission to develop a new undergraduate degree program that would pr
e
pare students as elementary teachers.  In June of 2001, the UA Board of Regents approved new undergraduate degrees at each of the MAU's.  These degrees, all defined as a Bachelor of Arts in Elementary Education, serve as a replacement for the B.Ed. at eac
h of the three campuses.  The new degrees were designed collaboratively by UAA, ÃÛÌÒÓ°Ïñ and UAS faculty and there is transferability for students throughout the University of ÃÛÌÒÓ°Ïñ system. 
\par 
\par }\pard\plain \s22\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {The new degree incorporates many of the courses and components of the
 previous degree, but its design includes new responsibilities for students and faculty, and it responds directly to new national and state standards including NCATE standards, the ÃÛÌÒÓ°Ïñ Teacher Standards, the ÃÛÌÒÓ°Ïñ Student Content Standards and the Ala
ska Standards for Culturally Responsive Schools.  It is also fully compatible with the ÃÛÌÒÓ°Ïñ Quality Schools Initiative. 
\par }\pard\plain \ri180\widctlpar\tx360\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par Since there is a well-documented and critical need for teachers in ÃÛÌÒÓ°Ïñ, the addition of a new undergraduate degree to replace the B.Ed. is an important step to take in responding to this need. 
\par 
\par The new BA in Elementary Education provides the option for students in rural areas, as well as those on the Fairbanks Campus, to seek an undergraduate degree and teaching certificate in a muc
h-needed profession.  The teacher shortage in rural areas, the high teacher turnover rate, and the predicted shortage in urban areas is a critical problem that the University system can, and should, respond to by providing this new degree option.
\par 
\par }\pard\plain \s24\ri180\widctlpar\tx360\faauto\adjustright\rin180\lin0\itap0 \f4\lang1033\cgrid {\f7 In addit
ion to supporting the Mission of the University of ÃÛÌÒÓ°Ïñ, the replacement of the B.Ed. with the new BA in Elementary Education directly responds to, and supports, each of the six primary goals in the final draft of the University of ÃÛÌÒÓ°Ïñ Fairbanks Stra
t
egic Plan.  This is accomplished through the following:  (1) academic content requirements and the necessary collaboration across ÃÛÌÒÓ°Ïñ departments; (2) degree requirements for on-going fieldwork in schools and communities; and (3) the built-in professional
 development for cooperating teachers and administrators and the required formal partnerships with schools and districts in rural and urban areas. 
\par 
\par }\pard\plain \ri180\widctlpar\tx360\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {ÃÛÌÒÓ°Ïñ's comprehensive educational reform effort--i.e., the ÃÛÌÒÓ°Ïñ Quality Schools Initiative--has generated an unprecedented public interest in ÃÛÌÒÓ°Ïñ\rquote 
s educational system.  At this critical juncture in determining educational policy in the state, the Uni
versity has the opportunity to make a long and lasting contribution to the state and to its children.  The high level of collaboration among UAA, ÃÛÌÒÓ°Ïñ and UAS faculty in the development of three new undergraduate teacher education degrees, the interest and
 
support provided by a significant number of arts and sciences faculty members, and the prospects for increased attention to, and support for, teacher preparation programs are reason to believe that the University does indeed have the will to respond to th
e great need to prepare teachers for our unique ÃÛÌÒÓ°Ïñ contexts. 
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par 
\par ****
\par 
\par \tab D. \tab Motion to amend the AAS degree requirements, submitted by Curricular Affairs 
\par 
\par Ron Illingworth indicated that this would bring the AAS into compliance with the accreditation standards put out by the NWASC by incorporating within the AAS the related instruction areas.  
\par 
\par Abel Bult had a question on the elimination of natural science as an area of computation. Illingworth indicated that the emphasis was courses that primarily dealt with computation.  The motion passed unanimously.  
\par 
\par }\pard \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {MOTION:
\par ======
\par 
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the requirements for the Associate of Applied Science degree as follows:
\par }\pard \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par 
\par [[  ]] = deletion
\par CAPS = addition
\par 
\par 
\par }{\b ASSOCIATE OF APPLIED SCIENCE
\par 
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
Associate of Applied Science degrees are awarded in specific occupational fields with emphasis on entering the job market.  This degree, usually seen as a terminal degree, can serve as the basis for additional education.  FOR SPECIFIC MAJOR REQUIREM
ENTS, REFER TO THE DEGREES AND PROGRAMS SECTION OF THIS CATALOG.
\par 
\par }{\i Note: students planning to go on to a baccalaureate degree need to work closely with their advisors and are encouraged to select courses meeting core requirements and courses designat
ed within majors and minors.  Only those courses with an "X" designator count towards the baccalaureate core
\par }\pard \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par }{\b Requirements\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..}{\tab }{\b Credits}{
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {All credits for the A.A.S. degree must be at the 100-level or above and be distributed as follows:
\par }\pard \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par }{\b RELATED INSTRUCTION
\par 
\par Communication\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9}{\tab }{\b 9
\par (WRITTEN COMMUNICATION)\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9...\u8230\'c9..}{\tab 6}{\b 
\par }\pard \qj\li360\ri180\widctlpar\faauto\adjustright\rin180\lin360\itap0 {ENGL 111X \endash  Introduction to Academic Writing  \tab   \tab  \tab 3
\par AND
\par CIOS 260 -- BUSINESS COMMUNICATIONS        \tab \tab \tab 3
\par Or
\par ENGL 211X \endash  Academic Writing about Literature     \tab \tab 3
\par or
\par ENGL 212 \endash  Business, Grant, and Report Writing     \tab \tab 3
\par or
\par }\pard\plain \s21\li360\ri180\widctlpar\tqr\tx1440\faauto\adjustright\rin180\lin360\itap0 \f20\lang1033\cgrid {\f7 ENGL 213X \endash  Academic Writing about the Social 
\par }\pard \s21\li360\ri180\widctlpar\faauto\adjustright\rin180\lin360\itap0 {\f7 \tab and Natural Sciences      \tab \tab \tab \tab \tab \tab 3
\par }\pard\plain \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {\b (ORAL COMMUNICATION)\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9\u8230\'c9..\u8230\'c9\u8230\'c9\u8230\'c9....}{\tab 3
\par }\pard \qj\li360\ri180\widctlpar\faauto\adjustright\rin180\lin360\itap0 {COMM 131X -- Fundamentals  of Oral Comm: Group Context\tab 3
\par Or
\par COMM 141X -- Fundamentals of Oral Comm: Public Context\tab 3
\par 
\par }\pard \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {[[Mathematics or natural science (3 credits)  \tab \tab \tab \tab 3]]
\par [[A math or natural science course at the 100 level or above\tab 3]]
\par 
\par }{\b COMPUTATION\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9.}{\tab }{\b 3
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {ANY COURSE AT THE 100 LEVEL OR ABOVE IN MATHEMATICAL SCIENCES (MATH, COMPUTER SCIENCE, STATISTICS)  \tab \tab \tab \tab 3
\par }\pard \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {  OR TTCH 131 -- MAINTENANCE MATHEMATICS   \tab \tab \tab 3
\par   OR CIOS 116 -- BUSINESS MATH USING CALCULATORS\tab \tab 3
\par   OR ABUS 155 -- BUSINESS MATH     \tab \tab \tab \tab \tab 3
\par   OR HLTH 116 -- MATHEMATICS IN HEALTH CARE\tab \tab \tab 3
\par OR
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {  OTHER PROGRAM APPROVED DISCIPLINE-BASED COMPUTATION 
\par   COURSE OR COURSES            \tab \tab \tab \tab \tab \tab 3
\par }\pard\plain \s23\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \lang1033\cgrid {\f7 
\par [[Humanities, social science, math, natural sciences or 
\par Perspectives on the Human Condition   \tab \tab \tab \tab \tab 3]]
\par 
\par }\pard\plain \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {\b HUMAN RELATIONS\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9.}{\tab }{\b 
3
\par }\pard \qj\li360\ri180\widctlpar\faauto\adjustright\rin180\lin360\itap0 {ANTH 100X/SOC 100X \endash  INDIVIDUAL, SOCIETY AND CULTURE\tab 3
\par OR
\par ABUS 154 \endash  HUMAN RELATIONS   \tab \tab \tab \tab \tab 3
\par OR
\par HS 120 \endash  CULTURAL DIVERSITY IN HUMAN SERVICES \tab \tab 3
\par OR
\par ECE 245 \endash  CHILD DEVELOPMENT   \tab \tab \tab \tab \tab 3
\par OR
\par RHS 115 \endash  ISSUES OF PERSONAL DEVELOPMENT \tab \tab \tab 2
\par AND RHS 110 \endash  CROSS-CULTURAL BRIDGING SKILLS  \tab \tab 2
\par OR
\par ANL 287 \endash  TEACHING METHODS FOR ALASKA NATIVE 
\par LANGUAGES     \tab \tab \tab \tab \tab \tab \tab \tab 3
\par }\pard \qj\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par }{\b Major specialty  \tab \tab \tab \tab \tab }{\tab   }{\b at least 30
\par 
\par Electives to total      \tab \tab \tab }{\tab \tab \tab \tab }{\b 60}{
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par 
\par \tab EFFECTIVE:  \tab Fall 2002
\par 
\par \tab RATIONALE:  \tab This amendment brings the AAS degree into 
\par \tab \tab compliance with NWASC accreditation standards by 
\par \tab \tab adding a Human Relations component and by clarifying 
\par \tab \tab the Computation component requirements.  Additionally, 
\par \tab \tab it increases the computation requirement by eliminating 
\par \tab \tab the option to take a natural science course instead of 
\par \tab \tab computation courses.  It also improves the relevancy of 
\par \tab \tab the degree by requiring a written composition course 
\par \tab \tab which is application intensive.  It continues to exceed 
\par \tab \tab accreditation standards in the Communication area.
\par 
\par 
\par ****
\par 
\par \tab E. \tab Motion to amend the AA degree requirements, submitted by Curricular Affairs 
\par 
\par Ron Illingworth indicated that this was clarifying the intent of the mathematics requirements.  This is a degree that transitions to the BA degree and will allow for current practice and is the same requirement for the BA degree.  The motion passed unanim
ously.  
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the requirements for the Associate of Arts degree as follows:
\par 
\par [[  ]] = deletion   
\par CAPS = addition
\par 
\par 
\par }{\b Associate of Arts
\par }{
\par The Associate of Arts degree represents the completion of broad-based college study.  This degree may serve as a starting point for a career or a stepping stone to a baccalaureate program.  A student may earn only one A.A. degree.  
\par 
\par }{\b Requirements    \tab \tab \tab \tab \tab \tab \tab Credits
\par }{
\par All credits for the A.A. degree must be at the 100 level or above, and 20 credits must be at the 200 level or above, and be distributed as follows:
\par 
\par }{\b Communications:  (9 credits)
\par }{
\par ENGL 111X --Introduction to Academic Writing     \tab \tab 3 
\par ENGL 211X --Academic Writing about Literature 
\par   or ENGL 212-- Business, Grant and Report Writing
\par   or ENGL 213X--Academic Writing about the Social 
\par \tab and Natural Sciences      \tab \tab \tab \tab \tab 3 
\par COMM 131X --Fundamentals of Oral Communication:  
\par \tab Group Context  
\par   or COMM 141X --Fundamental of Oral Communication:  
\par \tab Public Context      \tab \tab \tab \tab \tab \tab  3 
\par 
\par }{\b Mathematics or Natural Science:  (10 Credits)
\par }{MATH 107X ---Function for Calculus** 
\par   or   MATH 131X -- Concepts and Contemporary 
\par \tab Applications of Mathematics    \tab \tab \tab \tab 3 
\par \tab (OR Math 200X, 201X, 202X, 272X, or any math 
\par \tab course having one of these as a prerequisite)     
\par One natural science course, with lab, selected from 
\par \tab the baccalaureate core   \tab \tab \tab \tab \tab 4 
\par Mathematics (MATH, COMPUTER SCIENCE, STATISTICS 
\par \tab AT THE 100 LEVEL OR ABOVE) or natural science}{\b    }{\tab 3 
\par 
\par }{\b Humanities and Social Science: (18 Credits)
\par }{ANTH 100X/SOC 100X --Individual, Society and Culture \tab 3 
\par ECON 100X/PS 100X --Political Economy    \tab \tab \tab 3 
\par HIST 100X --Modern World History    \tab \tab \tab \tab 3 
\par ART/MUS/THR 200X -- Aesthetic Appreciation: 
\par \tab Interrelationship of Art, Drama and Music 
\par   or HUM 201X --Unity in the Arts      \tab \tab \tab \tab 3 
\par ENGL/FL 200X --World Literature      \tab \tab \tab \tab 3 
\par Humanities or social science elective    \tab \tab \tab \tab 3 
\par \tab Two semester-length courses in a single ÃÛÌÒÓ°Ïñ 
\par \tab Native Language or other non-English language or 
\par \tab three semester-length courses (9 credits) in American 
\par \tab Sign Language taken at the university level may 
\par \tab substitute for two of the courses above.  
\par 
\par }{\b Library and Information Skills:  (0-1 credit)
\par }{Successful completion of library skills competency test,
\par  or LS 100X, or LS 101X     \tab \tab \tab \tab \tab \tab 0-1 
\par }{\i 
\par Successful completion of the library skills competency 
\par test satisfies this requirement of the core curriculum, 
\par but does not carry degree credit.  
\par (It is strongly recommended that this requirement be 
\par completed before enrolling in the 200-level English course 
\par requirement or that it be completed concurrently with 
\par enrollment in the 200-level English core requirement.)
\par }{
\par }{\b General Electives:  (22-23 credits)
\par }{   Any combination of courses   (Students planning to go 
\par    on to the baccalaureate degree are advised to select 
\par    courses meeting remaining core requirements, and 
\par    courses designated within majors and minors.)  \tab \tab 22-23
\par 
\par }{\b Electives to Total\tab \tab \tab \tab \tab \tab \tab  60 
\par }{
\par *English 212 doesn't fulfill the second half of the written 
\par communication requirement for the baccalaureate degree.
\par 
\par **MATH 161 --Algebra for Business and Economics, is not an equivalent course for MATH 107X.  
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2002
\par 
\par \tab RATIONALE:  \tab To clarify the mathematical science elective 
\par \tab \tab requirements.
\par 
\par ****
\par 
\par \tab F.\tab Motion to amend the Natural Science requirement of the Baccalaureate Core Curriculum, submitted by Core Review Committee 
\par 
\par Ann Tremarello indicated that many students start with a depth course sequence and then change majors and this would allow them to pick up a breadth course to satisfy their natural science requirement.   The motion passed unanimously.
\par 
\par MOTION: 
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to accept the recommendation of the CORE Review Committee to restate the Natural Science requirement of the
 CORE Curriculum to allow a student to complete two 4-credit courses, with labs, from two different areas (departments) of the approved Natural Science CORE courses (e.g. Biology and Chemistry) - OR - a 2 course depth sequence.
\par 
\par 
\par \tab EFFECTIVE:  \tab Spring 2002
\par 
\par \tab RATIONALE:   \tab Students changing from majors that require 
\par \tab \tab specific Natural Science courses to majors that allow 
\par \tab \tab students to make their own CORE Natural Science 
\par \tab \tab choices are regularly caught up in completing a second 
\par \tab \tab half (most usually a depth emphasis) of a CORE sequence 
\par \tab \tab not needed for the new major. This restatement of the 
\par \tab \tab requirement would eliminate the most petitioned aspect 
\par \tab \tab of the CORE Curriculum, widen student options, and 
\par \tab \tab maintain the integrity of this important element of the 
\par \tab \tab CORE Curriculum.
\par 
\par \tab \tab \tab \tab 
\par 
\par [[  ]]  = \tab Deletions
\par CAPS = \tab Additions
\par 
\par 
\par }{\b Baccalaureate Core
\par }{\b\fs28 
\par }{Courses used to meet core requirements may not be used to meet any other requirements for a degree.
\par 
\par }{\b Requirements\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\tab Credits
\par 
\par Communication (9 credits) \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\tab 9
\par }{ENGL 111X-Introduction to Academic Writing* \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9.\u8230\'c9.\tab 3
\par ENGL 211X-Academic Writing about Literature 
\par OR ENGL 213X-Academic Writing about the Social and 
\par \tab Natural Sciences     \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9..\u8230\'c9\u8230\'c9..\tab 3
\par COMM 131X-Fundamentals of Oral Communication: 
\par \tab Group Context OR COMM 141X-Fundamentals of 
\par \tab Oral Communication: Public Context  \u8230\'c9\u8230\'c9\u8230\'c9.\u8230\'c9\u8230\'c9\u8230\'c9...\tab 3
\par *ENGL 190H may be substituted.
\par 
\par }{\b Perspectives on the Human Condition (18 credits)...\tab 18
\par }{(Humanities and social sciences) \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\tab 18
\par Complete the following six courses:
\par ANTH 100X/SOC 100X-Individual, Society and Culture     \tab  \tab 3
\par ECON 100X or PS 100X-Political Economy   \tab \tab \tab \tab 3
\par HIST 100X-Modern World History       \tab \tab \tab \tab \tab 3
\par ART/MUS/THR 200X-Aesthetic Appreciation:
\par \tab Interrelationship of Art, Drama and Music OR 
\par HUM 201X-Unity in the Arts      \tab \tab \tab \tab \tab \tab 3
\par ENGL/FL 200X-World Literatures       \tab \tab \tab \tab \tab 3
\par COMM 300X-Communicating Ethics OR 
\par    JUST 300X-Ethics and Justice OR
\par    NRM 303X-Environmental Ethics and Actions OR 
\par    PS 300X-Values and Choices OR
\par    PHIL 322X-Ethics        \tab \tab \tab \tab \tab \tab \tab 3
\par OR complete 12 credits from the above courses plus two 
\par semester-length courses in a single ÃÛÌÒÓ°Ïñ Native language 
\par or other non-English language or three semester-length 
\par courses (9 credits) in American Sign Language taken at 
\par the university level.
\par 
\par }{\b Mathematics (3 credits) \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9.\u8230\'c9\u8230\'c9\u8230\'c9.\tab 3
\par }{MATH 107X-Functions for Calculus OR  MATH 131X-Concepts 
\par    and Contemporary Applications of Mathematics    \tab \tab 3
\par    OR MATH 200X, 201X, 202X, 262X, 272X or any math 
\par    course having one of these as a prerequisite
\par * MATH 161 is not an equivalent course to MATH 107X.
\par 
\par }{\b Natural Sciences (8 credits)  \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9.\u8230\'c9.\tab 8
\par }{[[Complete two 4-credit courses, with labs, from approved 
\par natural science core courses with depth or breadth emphasis. 
\par Both courses must be from the same emphasis area, that is, 
\par either breadth or depth.]]
\par 
\par COMPLETE TWO 4-CREDIT COURSES, WITH LABS\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\tab 8
\par 
\par EITHER FROM TWO DIFFERENT AREAS (DEPARTMENTS) 
\par \tab OF THE APPROVED NATURAL SCIENCE CORE COURSES 
\par \tab (E.G. BIOLOGY AND CHEMISTRY) - 
\par OR - A TWO COURSE DEPTH SEQUENCE (E.G., PHYS 103X and 
\par \tab PHYS 104X).
\par 
\par [[}{\b Breadth emphasis
\par }{The two courses must be in different natural sciences or 
\par   must be interdisciplinary in nature.
\par Select two courses from the following:]]
\par ATM 101X-Weather and Climate of ÃÛÌÒÓ°Ïñ  \tab \tab \tab \tab 4
\par BIOL 100X-Human Biology (4)
\par   or BIOL 103X-Biology and Society (4)
\par   or BIOL 104X-Natural History (4)        
\par   OR BIOL 105X- FUNDAMENTALS OF BIOLOGY I
\par }\pard \widctlpar\faauto\adjustright\rin0\lin0\itap0 {  OR BIOL 106X-FUNDAMENTALS OF BIOLOGY II 
\par   OR BIOL 211X-Human Anatomy & Physiology I
\par   OR BIOL 212X-Human Anatomy & Physiology II   \tab \tab \tab 4
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {CHEM 100X-Chemistry and the Modern World 
\par   OR CHEM 103X-BASIC GENERAL CHEMISTRY
\par   OR CHEM 104X-BEGINNINGS IN BIOCHEMISTRY      
\par   OR CHEM 105X-GENERAL CHEMISTRY   
\par   OR CHEM 106X-GENERAL CHEMISTRY   \tab \tab \tab \tab \tab 4
\par GEOG 205X-Physical Geography    \tab \tab \tab \tab \tab \tab 4
\par GEOS 100X-Introduction to Earth Science 
\par   OR GEOS 101X-THE DYNAMIC EARTH AND
\par   OR GEOS 112X-HISTORY OF EARTH AND LIFE        
\par   OR GEOS 120X-Glaciers, Earthquakes, Volcanoes 
\par   OR GEOS 125X-Humans, Earth and Environment   \tab \tab \tab 4
\par MSL 111X-The Oceans     \tab \tab \tab \tab \tab \tab \tab 4
\par PHYS 102X-Energy and Society 
\par   OR PHYS 103X-COLLEGE PHYSICS     
\par   OR PHYS 104X-COLLEGE PHYSICS     
\par   OR PHYS 115X-PHYSICAL SCIENCE I
\par   OR PHYS 116X-PHYSICAL SCIENCE II
\par   OR PHYS 175X-Astronomy 
\par   OR PHYS 211X-General Physics       
\par   OR PHYS 212X-General Physics       
\par   OR PHYS 213X- Elementary Modern Physics     \tab \tab \tab 4
\par 
\par }{\b Depth [[emphasis]] SEQUENCES
\par }{[[The two courses must be sequential courses or a two-semester 
\par survey in the basic natural sciences (biology, chemistry, earth 
\par science, physics). 
\par Select one sequence from the following:]]
\par BIOL 105X-106X-Fundamentals of Biology I and II \tab \tab \tab 8
\par BIOL 211X-212X-Human Anatomy & Physiology I and II  \tab \tab 8
\par CHEM 103X-104X-Basic General Chemistry- 
\par \tab Beginnings in Biochemistry       \tab \tab \tab \tab \tab 8
\par CHEM 105X-106X-General Chemistry   \tab \tab  \tab \tab \tab 8
\par GEOS 101X-The Dynamic Earth and
\par GEOS 112X-History of Earth and Life     \tab    \tab \tab \tab \tab 8
\par PHYS 103X-104X-College Physics      \tab \tab \tab \tab \tab 8
\par PHYS 211X-212X-General Physics       \tab \tab \tab \tab \tab 8
\par PHYS 211X-213X-General Physics/Elementary Modern Physics      8
\par PHYS 212X-213X-General Physics/Elementary Modern Physics      8
\par 
\par }{\b Library and Information Research (0-1 credit)\u8230\'c9\u8230\'c9..\tab 0-1
\par }{Successful completion of library skills competency test or 
\par LS 100X or 101X prior to junior standing        \tab \tab \tab \tab 0-1
\par 
\par }{\b Two writing intensive courses designated (W) and one 
\par oral communication intensive course designated (O) 
\par or two oral communication intensive courses designated 
\par (O/2), at the upper-division level 
\par (see degree and/or major requirements)  0 additional
\par 
\par Total Credits Required  \u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9\u8230\'c9.\tab    38-39
\par 
\par }{
\par ****
\par 
\par \tab G.\tab Motion to approve the deletion of the MAT, Elementary, submitted by Graduate Academic & Advisory Committee 
\par 
\par Carol Barnhardt indicated that few students had pursued a masters degree using the MAT.  After using it the department felt that it was a weak degree.  The motion passed unanimously.  
\par 
\par MOTION:
\par ======
\par 
\par }\pard\plain \s22\ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {The ÃÛÌÒÓ°Ïñ Faculty Senate moves to delete the MAT, Elementary.
\par }\pard\plain \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par \tab EFFECTIVE:  \tab Fall 2002 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #21 on file in 
\par \tab \tab the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab \tab \tab 
\par 
\par Executive Summary
\par MAT, Elementary 
\par 
\par In 1999, in conjunction with the development of a new post-baccalaureate teacher education programs for elementary and secondary teachers, the School of Education decided to test a pilot program that allowed post-baccalaureate teacher edu
cation students to earn an MAT degree in conjunction with the coursework and internship required for a teacher education license.  After two years, with ongoing review and reflection of the advantages and disadvantages of the pilot MAT option (including t
he solicitation of a great deal of feedback from cooperating mentor teachers and administrators), the School of Education suspended admission to its MAT programs in spring 2001.  
\par 
\par In place of the MAT, the School of Education designed an option for post-bac
calaureate teacher education students to pursue the more respected and more rigorous M.Ed.  This option allows post-baccalaureate students to use 15 of the required 27 credits from their licensure program to satisfy one-half of the 30 credits required for
 an M.Ed. Degree in Curriculum and Instruction.  
\par 
\par This new option has been in place for two years and the response from students, university faculty and school district personnel has been very positive.  In contrast to the MAT degree, the M.Ed. provides th
e option for students who complete our post-baccalaureate teacher education programs to continue their graduate work with us, and it provides the opportunity for the School of Education to provide professional development and support for beginning teacher
s.  The M.Ed. can also be used as a foundation for a Ph.D. because of its requirements for research and the completion of a research project or a thesis.  
\par 
\par 
\par ****
\par 
\par \tab H.\tab Motion to approve the Master's in Software Engineering, submitted by Graduate Academic & Advisory Committee 
\par 
\par Abel Bult raised the question about the number of faculty allocated for a program to be successful.  Norm Swazo indicated that the discussion took place at the committee level.  He also spoke with the Provost and the ide
a is that as long as the Dean is making a  commitment to the resource requirement, then the Provost will review accordingly.  The motion passed without objection.  
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a Master's of Software Engineering degree program.  
\par 
\par \tab EFFECTIVE:  \tab Fall 2002 or 
\par \tab \tab \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #18 on file 
\par \tab \tab in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab In forwarding this request for approval, the Graduate
\par \tab \tab Academic & Advisory Committee notes the 
\par \tab \tab importance of allocating a further (i.e., third) faculty
\par \tab \tab position with this new program to ensure its viability.  
\par 
\par \tab \tab \tab \tab 
\par 
\par Master's of Software Engineering
\par 
\par The Masters in Software Engineering is m
eant to prepare students for careers as software practitioners, i.e., those whose primary job is to develop or maintain software.  It this goal is well met, then the program will directly benefit software practitioners and their employers.  
\par 
\par The main reas
on for the existence of the field of software engineering is to seek and find solutions to various software practitioners' performance problems.  Thirty-two years of software engineering efforts have produced good results in software engineering technical
 
areas such as tools, process, re-use, testing, et cetera and in management areas such as software project management.  Unfortunately the fruits of this labor are often not known to or used by software practitioners.  Thus the ÃÛÌÒÓ°Ïñ Software Engineering prog
ram goal is to help improve the performance of software practitioners through knowledge, understanding and use of software engineering principles and practices.  
\par 
\par This program has been a successful track in the computer science graduate program since its i
nception in 1993.  The software engineering track in the Computer Science Master's program was originally intended as an independent program, but was developed as a track for budgetary reasons.  We are now proceeding with the separation of this track into
 a separate program according to our original plan.  The program is not otherwise being changed from its already successful form.  Indeed, the graduates of this program have been successful in obtaining employment.  
\par 
\par 
\par ****
\par 
\par IX\tab Committee Reports
\par 
\par \tab A.\tab Curricular Affairs - R. Illingworth
\par 
\par Ron Illingworth indicated that in his report should be corrected to include Ann Tremarello and Gayle Gregory as present at the meetings.  
\par 
\par The following report was distributed as a handout.
\par 
\par }\pard \widctlpar\faauto\adjustright\rin0\lin0\itap0 {Curricular Affairs Committee Meeting Report
\par 
\par The Curricular Affairs committee held audioconferenced meetings on 7 & 21 Nov, and 5 Dec, 2001 from 3:30-4:45 p.m.  Members present included Mike Hannigan, Wanda Martin, Peter Pinney, Eduard Zilberkant, Carol Ba
rnhardt, James Gladden, Gary Holton, David Woodall, Britt Arneson, and Ron Illingworth.  Guests included John Lehman, Donna Anger, Nancy Dix, Becky Norris, Joy Morrison, and Ken Barrick.
\par 
\par All meetings were audioconferenced as well as face to face as some members of the committee are from outside Fairbanks.
\par 
\par Much of the efforts of the committee during this set of meetings focused on degree and program changes and new degrees.
\par 
\par The committee addressed the following issues:
\par 
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 1.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {The committee amended the AA de
gree to incorporate language relative to the Mathematical requirements which is parallel to that in place in the baccalaureate degree.  A motion will be sent to the 10 December 2001 Faculty Senate Meeting.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 2.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {The committee amended the AAS degree to incor
porate the "related instruction" requirements mandated by the Northwest Association of Schools and Colleges, our accrediting agency.  A motion will be sent to the 10 December 2001 Faculty Senate Meeting.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 3.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {The committee approved a motion to eliminate th
e BED program effective 31 December 2002.  A motion will be sent to the 10 December 2001 Faculty Senate Meeting.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 4.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {
The committee approved a motion to create a new Certificate in Medical Billing and Coding.  A motion will be sent to the 10 December 2001 Faculty Senate Meeting.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 5.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {
The committee discussed a proposal from the College of Liberal Arts creating a new minor in Global Studies.  After suggesting several changes the committee tabled the proposal until after such time as we may host a set of open 
forums on this proposal with the faculty, staff, and student body of ÃÛÌÒÓ°Ïñ.  
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 6.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {
The committee discussed a proposal from the College of Liberal Arts creating a new baccalaureate degree in External Studies. After suggesting several changes the committee tab
led the proposal until after such time as we may host a set of open forums on this proposal with the faculty, staff, and student body of ÃÛÌÒÓ°Ïñ.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 7.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {
The committee discussed the requirements for credit for prior learning and, at this time, sees no reason to modify the existing requirements
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 8.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {
The committee discussed ÃÛÌÒÓ°Ïñ resident credit requirements in light of Memos of Agreement between UAS and ÃÛÌÒÓ°Ïñ Early Childhood degree programs which are distance delivered.  Students who become degree seeking at one MAU ma
y take several of their specific courses by distance from another UA MAU.  This situation will provide some impact on resident credits, transfer credits, and financial aid policies.  Additionally, there are several other degree programs which are being di
stance delivered cross-MAU which will be influenced by the same issues.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 9.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {
The committee began a dialogue regarding the admission of students underprepared f
or admission to baccalaureate degree programs.  This dialogue will continue next semester.  A sub-issue here are our admission requirements in light of the State Department of Education\rquote 
s initiatives which have granted waivers to at least 6 school districts from the requirement to use Carnegie units for graduation.
\par }\pard \widctlpar{\*\pn \pnlvlcont\ilvl0\ls0\pnrnot0\pndec }\faauto\adjustright\rin0\lin0\itap0 {
\par {\pntext\pard\plain\f7 \hich\af7\dbch\af0\loch\f7 10.\tab}}\pard \widctlpar{\*\pn \pnlvlbody\ilvl0\ls1\pnrnot0\pndec\pnstart1\pnindent360\pnsp120\pnhang{\pntxta .}}\faauto\ls1\adjustright\rin0\lin0\itap0 {
The committee approved new HST transfer credit for Chemical Dependency Professionals Certification guidelines.
\par }\pard \widctlpar\faauto\adjustright\rin0\lin0\itap0 {
\par Respectfully submitted
\par 
\par Ronald D. Illingworth, Chair
\par Curricular Affairs Committee
\par 
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par \tab B.\tab Faculty Affairs - P. McRoy
\par 
\par A report was attached to the agenda. The CES faculty representation to the Senate has been resolved.  Peter McRoy had additional comments on the Master Plan that he would save for members' comments.
\par 
\par 
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  H. Eicken
\par 
\par A report was attached to the agenda.
\par 
\par 
\par \tab D.\tab Core Review - J. Brown
\par 
\par A report was attached to the agenda.  Doug Schmael will take over as Chair of the Core Review Committee in the Spring.  
\par 
\par 
\par \tab E.\tab Curriculum Review - P. Pinney
\par 
\par A report was attached to the agenda. 
\par 
\par 
\par \tab F.\tab Developmental Studies - J. Weber
\par 
\par The following report was distributed as a handout.  
\par 
\par }\pard \widctlpar\faauto\adjustright\rin0\lin0\itap0 {Minutes of the Developmental Studies Committee 
\par November 29, 2001, 1:00-2:00pm, Chancellor's Conference Room
\par 
\par Present:  Barbara Adams, Patty Baldwin, John Bruder, Rich Carr, John Creed, Cindy Hardy, Marty Getz, Marjie Illingworth, Ron Illingworth, Wanda Martin, Joe Mason, Greg Owens, Jake Poole, Jane Weber.
\par Guest:  Maynard Perkins.
\par 
\par The Committee met and discussed the following items:
\par 
\par Developmental Studies Assessment:
\par 
\par We discussed plans for the Developmental Programs assessment.  Maynard Perkins joined us by audioconference.
\par 
\par We discussed the timeline for the assessment.  Jake recommended that we divide the work,
 so that Perkins involvement will be primarily in designing the project and compiling the reviewers' comments after their site visit.  Perkins will identify and contact the outside observers and forward questions that we formulate outlining the areas we w
a
nt them to address.  Members of the committee will work to answer questions Perkins has sent us about the currents status of our programs.  We hope to bring all the observers to ÃÛÌÒÓ°Ïñ during the same time period to facilitate getting them to our widely spre
ad sites.
\par 
\par From the information we gather in this assessment process, we will develop and implement a plan of action for Developmental Programs.  The assessment will take place in the spring semester, and we should have a report by fall.  Before that point,
 we will need to identify faculty who will need course releases to design a plan to implement the findings of the assessment.
\par 
\par For now, we are compiling a list of possible reviewers and forwarding them on to Perkins.  We are also revising a list of questio
ns about our programs that we would like the reviewers to address, and preparing to address a set of questions from Perkins about the current status of our programs.
\par 
\par Tenure-track status of developmental faculty:
\par 
\par We touched on the question of the lack of tenure track positions in developmental programs.  We will continue to explore actions this committee can take to change this situation.
\par 
\par The December 6th meeting of the committee was cancelled.  We agreed to meet December 19, 9 AM- 10:30 AM instead.
\par 
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par \tab G.\tab Faculty Appeals & Oversight - J. Moessner
\par 
\par A report was attached to the agenda.  Norm Swazo attended the last meeting and he expects the committee will formulate a motion for Senate action later in the year.  
\par 
\par 
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  
\par }\pard \fi720\li720\ri180\widctlpar\faauto\adjustright\rin180\lin720\itap0 {D. McLean-Nelson
\par }\pard \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 {
\par A report was attached to the agenda.   They did have successful meetings with Dan Wheeler.  
\par 
\par 
\par X\tab Members' Comments/Questions
\par 
\par Madeline Schatz commented to all faculty that when the new b
argaining agreement comes up they need to look closely at the grievance procedure.  Currently at each level of the grievance the University can designate a representative and it can be the same person at each level.  This does not give a new perspective a
t each level.  
\par 
\par Peter McRoy commented on the Master Plan.  The Master Plan deals mostly with placement of buildings and traffic flow.  One of his  concerns is parking.  The plan calls for fewer parking spaces.  This is a safety concern for women especially
.  Darkness is also a factor at the University.  There also needs to be an aquatic building put back into the plan.  
\par 
\par Norm Swazo suggested that Peter McRoy, as chair of the Faculty Affairs Committee, put his concerns in writing to the Chancellor with copies to the Master Planning Committee and to the Provost. 
\par 
\par Gary Holton indicated that he has no problem with finding parking, it is a matter of location.  
\par 
\par 
\par XI\tab Adjournment
\par 
\par }\pard\plain \s19\fi-720\li720\ri180\widctlpar\faauto\adjustright\rin180\lin720\itap0 \f12\lang1033\cgrid {\f7 \tab The meeting was adjourned at 3:53 p.m.
\par }\pard \s19\fi-1800\li1800\ri180\widctlpar\faauto\adjustright\rin180\lin1800\itap0 {\f7 
\par }\pard \s19\fi-720\li720\ri180\widctlpar\faauto\adjustright\rin180\lin720\itap0 {\f7 \tab Tapes of this Faculty Senate meeting are in the Governance 
\par \tab Office, 312 Signers' Hall if anyone wishes to listen to the 
\par \tab complete tapes. 
\par 
\par \tab Submitted by Sheri Layral, Faculty Senate Secretary.
\par }\pard\plain \ri180\widctlpar\faauto\adjustright\rin180\lin0\itap0 \f7\lang1033\cgrid {
\par }}