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\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {MINUTES
\par ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #113
\par MONDAY, FEBRUARY 3, 2003
\par Wood Center Carol Brown Ballroom
\par 
\par }\pard\plain \s19\ri-360\widctlpar\adjustright \f12\cgrid {\f7 I\tab The meeting was called to order by President Chukwu at 1:05 p.m.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par \tab A.\tab ROLL CALL 
\par \tab 
\par }\pard \ri-360\widctlpar\adjustright {\tab }{\caps Members Present:\tab \tab Members Absent:}{
\par }\pard \widctlpar\adjustright {\tab Barnhardt, C.\tab \tab \tab Barnes, D.
\par \tab Berman, G.  \tab \tab \tab Box, M.
\par \tab Bruder, J.    \tab \tab \tab Bueler, E.
\par \tab Bult-Ito, A.   \tab \tab \tab Goering, G.
\par \tab Chukwu, G.  \tab \tab \tab Luick, B.
\par \tab Curda, L. (A. Wilson)  \tab \tab Morrison, J.
\par \tab Dinstel, R.   \tab \tab \tab Schneider, W.
\par \tab Duffy, L. \tab \tab \tab \tab Simmons, B.
\par \tab Gladden, J.  \tab \tab \tab Whiteledge, T.
\par \tab Gradinger, R.\tab \tab \tab Zhang, S.
\par \tab Hannigan, M. \tab \tab \tab 
\par \tab Haugen, L. 
\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 Kan, J.
\par \tab Ma, Z.    \tab \tab \tab \tab Layer, P. 
\par \tab McBeath, J.  \tab \tab \tab Layral, S.
\par \tab McCarthy, P. \tab \tab \tab Lind, M.
\par \tab McRoy, P.\tab \tab \tab \tab Martin, W.
\par \tab Newberry, R. \tab \tab \tab Schamel, D.
\par \tab Odess, D. \tab \tab \tab \tab Schwartz, C.
\par \tab Patil, S. \tab \tab \tab \tab Thomas, K.
\par \tab Pinney, P.\tab \tab \tab \tab Trabant, T.
\par \tab Weber, J.\tab \tab \tab \tab 
\par \tab Zilberkant, E.\tab \tab \tab 
\par 
\par }\pard\plain \s19\ri-360\widctlpar\adjustright \f12\cgrid {\f7 \tab NON-VOTING MEMBERS PRESENT:\tab NON-VOTING MEMBERS ABSENT:
\par }\pard \s19\widctlpar\adjustright {\f7 \tab Miller, D. - President, ASÃÛÌÒÓ°Ïñ
\par \tab Andrews, B. -  GSO
\par \tab Ledlow, L.   - President, ÃÛÌÒÓ°ÏñSC
\par \tab Joseph, B.  - Dean, CRA
\par \tab Woodall, D. - Dean, CSEM (Larry Duffy)
\par \tab Slominski, R. - University Registrar
\par 
\par \tab B.\tab The minutes to Meeting #111 (October 28, 2002) and Meeting #112 (December 9, 2002) were approved with a correction to the minutes of meeting #1
11.  Abel Bult-Ito made a correction to the motion on tuition to remove the brackets from the faculty and staff numbers.
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par \tab C.\tab The agenda was approved as distributed via e-mail with the addition of a guest speaker, Joe Kan under item III. D. and deletion of item VI. B, Motion to approve a Certificate and A.A.S. in Educator: Paraprofessional.
\par 
\par 
\par II\tab Status of Chancellor's Office Actions
\par }{\b \tab }{A.\tab Motions approved: 
\par \tab \tab 1.\tab Motion to amend Section 3 (Article V: 
\par \tab \tab \tab Committees, Permanent) of the Bylaws 
\par \tab \tab \tab pertaining to the Developmental Studies 
\par \tab \tab \tab Committee membership.
\par \tab \tab 2.\tab Motion to delete the B.A. in Human Services.
\par \tab \tab 3.\tab Motion to approve a Minor in Environmental 
\par \tab \tab \tab Politics.
\par \tab \tab 4.\tab Motion to approve a B.S. in Computer 
\par \tab \tab \tab Engineering.
\par \tab \tab 5.\tab Motion to amend the A.A.S. degree 
\par \tab \tab \tab requirements.
\par \tab \tab 6.\tab Motion to amend the Certificate program 
\par \tab \tab \tab requirements.
\par \tab \tab 7.\tab Motion to delete the M.A.T., Secondary.
\par \tab \tab 8.\tab Motion to delete the M.A.T., Secondary 
\par \tab \tab \tab Licensed Teachers.
\par \tab B.\tab Motions pending:  none
\par 
\par 
\par III\tab A.\tab Remarks by Chancellor Marshall Lind - 
\par 
\par Chancellor Lind commented on the report from Alex Hill on Information Technology.  It is a good report and with many recommendations and suggestions.  ÃÛÌÒÓ°Ïñ will do their best to address some of the issues.  
\par 
\par This week the UA Academy will be held in Anchorage.  It will cover a variety of topics:  education, natural resources, health and human services, arts & humanities, rural ÃÛÌÒÓ°Ïñ.  A large number of ÃÛÌÒÓ°Ïñ faculty are making presentations.  
\par 
\par A national search is underway for the position of Dean of the Graduate School and Vice Provost for Instructional Affairs.  The evaluation of Provost Reichardt is ongoing.  Eduard Zilberkant is the chair.  The review is on track.  
\par 
\par Provost Reichardt will be working with a number of deans to review ÃÛÌÒÓ°Ïñ's Academic Development Plan.  
\par 
\par Chancellor Lind indicated that ÃÛÌÒÓ°Ïñ is looking at continued growth in enrollment.  The system as a whole was up 9%; ÃÛÌÒÓ°Ïñ was up 11%.  Numbers from a year ago are up.  He feels quite good about enrollment.
\par 
\par Budget:  this year brings new legislators.  The University will be working with the Governor and legislature to ask for an increase in the UA budget.  During his campaign, Governor Murkowski indicated that he would support a 5% increase.  
There are many situations that will make our budget tight.  Fixed costs are going up.  We need to look at how to make costs fit within existing dollars.  The Chancellor will be working closely with officers of this body.  
\par 
\par Larry Duffy asked that some of CSEM faculty, in particular, John Keller and Charlie Mayer, be part of the committee that will review the IT report.  Chancellor Lind indicated that comments on the report could be directed to Provost Reichardt.
\par 
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {\tab B.\tab Dr. Corene Schwartz, Athletic Director
\par 
\par }\pard \widctlpar\adjustright {Chancellor Lind introduced the new Athletic Director, Corene Schwartz.  She indicated that she would like to reconnect athletics with all parts of campus.  Last semester there were 93 student athletics.  Nine
 of those students made the Chancellor's list; 20 made the Dean's list.    There is a pretty high profile in student athletics and she would like to maintain a high academic level
.  One thing Athletics will be doing is to develop a mentoring system with department and colleges.  
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {Peter McRoy asked about the percentage of male and female athletics.  Dr. Schwartz indicated that it closely reflected the percentages of the student body.  
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par \tab C.\tab Tonya Trabant, Career Services
\par 
\par }\pard \widctlpar\adjustright {Each year Career Services sponsors the Career Expo event.  During last year's event participation included 70 employers and 1150 attendees.  Tonya Trabant is open to suggestions to making  information 
on this year's Career Expo available.  Their survey shows that networking is the number one way of getting a job.  Internsh
ips; on-campus recruiting; employee referrals; career/job fairs; and faculty contacts are other effective recruiting tools.  Please encourage students to attend the Career Expo, especially students interested in science and research.  Career Services staf
f are willing to come into classes to make presentations.  College job recruiting is down this year, so it is important to encourage students to participate in all events scheduled.  
\par 
\par 
\par \tab D.\tab Joe Kan, Dean, Graduate School
\par 
\par Joe Kan, Dean of the Graduate School, spoke about the Joint Ph.D. model.  ÃÛÌÒÓ°Ïñ needs to increase the number of Ph.D. granted to increase our Carnegie status as a Division I Research University.  
\par 
\par In order to do that without additional resources we need to look at collaborate efforts with UAA.  The next level up is the Joint Ph.D.  The difference between the collaborate program and a joint program is that the student in a collaborate program 
is a ÃÛÌÒÓ°Ïñ student--they may live and work at UAA or UAS, but they are registered as a ÃÛÌÒÓ°Ïñ student.  This works well when there is not a field of study at the other campus.  However, when there is a field of study 
at the other campus that doesn't work.  An example is Psychology.  
\par 
\par Information on the draft Guidelines for Developing UA Joint Doctoral Programs is posted on the web.  The three UA provosts have looked at t
he draft.  This draft is still in the Graduate Academic & Advisory Committee.  Joe Kan hopes to have input from them and to have a workable model for the Senate.  ÃÛÌÒÓ°Ïñ will also need to have the support of the other MAU Senate groups.  
\par 
\par 
\par 
\par IV\tab A.\tab Rural Campus comments 
\par 
\par Pete Pinney opened the discussion from the Bristol Bay Campus in Dillingham.  He stated that the Rural Development faculty want to continue the dialogue on open space dedicated to ÃÛÌÒÓ°Ïñ Native heritage that was started with the resolution p
assed by the Senate last year.  
\par 
\par Rick Caufield's paper on identifying ÃÛÌÒÓ°Ïñ Natives as doctorate candidates follows the suggestions from a New Zealand program that promoted the success of 500 Maori Ph.D.'s.
\par 
\par The CRA registrars communicate regularly to coordinate waitlists during registration.  With the addition of UAS and UAA into that mix of statewide course offerings, the last one to touch the record becomes the record of where the student is.  
That complicates how tuition is calculated and sent to the different departments.  As we become more and more involved in cross-regional offerings, more communication will have to take place.
\par 
\par Other items include opening opportunities for video conferencing.  It is available in Nome, Bethel, Dillingham and the main campus.  
\par 
\par Lee Haugen indicated that Nome has been involved in audio conference courses and distance delivery for some time and, therefore, faculty have developed strategies for making the experience successful for students and instructors.  All the courses she
 teaches (graduate and one undergraduate) are distance delivery.  It took some effort to learn the "tools" (computer, phone, and email) necessary for enhancing the audio only experience, but the courses are perceived as very effective by the students.  
John Bruder indicated that their chemistry position has been funded for next year.  
\par 
\par Pete Pinney encouraged faculty to respond to Alex Hill's Information Technology (IT) report.  
\par 
\par Bernice Joseph commented on the videoconference equipment.  Rural campuses are getting training on HorizonLive.  She thanked the faculty for their effort on the approval of courses and working with the rural report.  She also indicated that 
CRA is working with ÃÛÌÒÓ°Ïñ Cooperative Extension and school districts throughout the state on many collaborative efforts.  
\par 
\par 
\par \tab B.\tab Public Comments/Questions - none
\par 
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {V\tab Governance Reports
\par 
\par \tab A.\tab President-Elect's Comments - P. Pinney
\par 
\par The ad hoc committee is still considering the latest draft on classified research.  They hope to have a draft to the Faculty Affairs Committee soon.  
\par 
\par 
\par \tab B.\tab President's Comments - G. Chukwu
\par 
\par Godwin Chukwu commented on the search committee of the Dean of the Graduate School and Vice Provost for Instructional Affairs.  An advertisement has been submitted to the Chronicle of High Education.  He also noted that the 
review of Provost Reichardt is ongoing.
\par 
\par Nominations for the Outstanding Senator of the Year Award are now open and due March 1, 2003.  A review committee will be elected at the March 3rd meeting.  Nominations for the President-elect position will open 
in March and close with an election at the April 7th meeting.  Godwin Chukwu stated that if anyone is interested in becoming more involved with the Faculty Senate the person should consider running for this position.  
\par 
\par He also thanked Bernice Joseph for her comments on the Faculty Senate newsletter.  
\par 
\par A Safety Awareness committee is being established and he will be serving on that committee.  
\par 
\par 
\par \tab C.\tab Staff Council - L. Ledlow
\par 
\par Larry Ledlow briefly touched on a number of items.  Staff are beginning to feel the pinch of a significant increase in health care costs.  Statewide is relatively proactive in engaging staff to reevaluate our current plan.  Staff are wondering 
how sincere the university is in addressing equitable compensation.  A couple of years ago Statewide initiated a reclassification project. 
 They stated that a study of compensation could not be undertaken until a more formal job reclassification was in place.  That project is in place and is just about completed.  At the December Board of Regents meeting it was stated that a reevaluation of 
compensation was not planned after the reclassification is completed. 
\par 
\par Last fall semester, Larry Ledlow reported on the possibility of a reduction in force (RIF) at the GI/ÃÛÌÒÓ°Ïñ SAR facility.  The GI HR director has notified five staff that their contracts would not be renewed after June.  The main concern of Staff Council 
is how the GI is developing a plan to deal with the RIF.  Staff rights are a concern.  As part of assistance in seeking new employment, they would like for the RIF staff to have the first opportunity to apply for other jobs.  It currently exists only 
for GI positions, but does not apply for other campus jobs.  
\par 
\par Staff Council continues to engage the OMA and other groups to develop a committee on diversity and tolerance.  The committee's charter is to address issues of discrimination, multi-culturalism, freedom of speech, and basic human rights.  
This started as a result of the motion to amend the BOR policy on sexual orientation.  Staff Alliance may be looking at forming a committee at the statewide level as well.  
\par 
\par 
\par \tab D.\tab ASÃÛÌÒÓ°Ïñ - D. Miller
\par 
\par Derek Miller indicated that ASÃÛÌÒÓ°Ïñ is off to a roaring start.  At the beginning of the semester they held a student government workshop where they established goals and objectives they hope to accomplish this semester.  
Five goals they are currently working on include:    
\par 
\par 1)  They would like to get 1,000 students voting on their next on-line student government elections.  Last semester they did their first on-line election and were very happy with it.  The last election they had 300 voters participate, 
which is about 7.5% of the student body. They would like to triple that for the next election.  
\par 2)  They hope to put on the first annual ASÃÛÌÒÓ°Ïñ Summit.  It will be a student oriented leadership program to establish a vision for the student body.  They have a leadership speaker from San Diego.  
It should be a good day for all students, student groups, clubs, residence hall associations, society, etc.  
\par 3)  The third goal is to get 50% of the university committees/boards filled with students.  We will work toward 90-100% next year.  
\par 4)  Legislative advocacy.  A group met with President Hamilton in regards to what our message will be once with go down to Juneau and get a chance to talk with legislators and advocate for the University.  The Board budget request is for an increase of $
13.6 million for the capital budget; the Governor agreed to support a 5% increase.  That 5% equals about $6 million.  We are hoping to get that last percentage.  The theme of this year's campaign is:  "It's Working! " 
\par 5) For the first time in eight years ASÃÛÌÒÓ°Ïñ will hold its first trust fund board meeting.  When ASÃÛÌÒÓ°Ïñ sold some of its assets it set up a separate trust fund which they hope to use for scholarships for students.  
\par 
\par Derek Miller will be attending the UA Academy in Anchorage on Tuesday and Wednesday.  
\par 
\par 
\par \tab GSO - Ben Andrews
\par 
\par The Graduate Student Organization has been reorganization and Ben Andrews will be attending the Senate meetings.  He spoke about having graduate students on various committees and the search committee for the new Dean of the Graduate School.  
Graduate students will be looking at the cost and possibly better coverage }{of health care }{for graduate students.  
\par 
\par 
\par \tab E. \tab Eva Kopacz, Faculty Liaison
\par 
\par Eva Kopacz did not attend the meeting.  
\par 
\par 
\par 
\par VI\tab New Business
\par 
\par A.\tab Motion on Low Grade Reports, submitted by Curricular Affairs 
\par 
\par Ron Illingworth indicated that the motion is to change the low grade report name to Freshman Progress Report.  It will reflect all grades for all freshmen.  Dan Odess stated that this would place a heavy administrative burden on faculty teaching 
large introductory courses.  Ron Illingworth spoke }{about }{reports }{on }{the benefits to students to know where they are in terms of how they are doing in courses.  
Gerry Berman expressed his concern about how early the reports were due.  Ron Illingworth indicated there was no change in the date they are due, which is prior to the withdrawal date.  The motion passed unanimously.
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to change the Low Grade Report system for freshmen students to Freshmen Progress Reports, in which all freshman grades would be reported.   
\par }\pard \fi-2160\li2160\widctlpar\adjustright {
\par }\pard \fi-720\li720\widctlpar\adjustright {\tab EFFECTIVE:  \tab Fall 2003
\par }\pard \fi-2160\li2160\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab RATIONALE:    \tab The eight faculty and other staff members of 
\par \tab \tab the Early Warning Program recommended this change as 
\par \tab \tab part of an overall effort to provide personal intervention 
\par \tab \tab in a more positive assistance approach rather than what 
\par \tab \tab might appear as punitive.  Specific issues forwarded by 
\par \tab \tab this group include:
\par }\pard \fi-2160\li2160\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab \tab   *\tab All faculty and instructors teaching classes with 
\par }\pard \ri-180\widctlpar\adjustright {\tab \tab \tab freshmen enrolled should submit Freshmen Progress 
\par }\pard \widctlpar\adjustright {\tab \tab \tab Reports for }{\ul all}{ freshmen, not just for those who 
\par \tab \tab \tab are doing poorly
\par \tab \tab   *\tab This switch from Low Grade Reports to Freshmen 
\par \tab \tab \tab Progress Reports will assist all freshmen with the 
\par \tab \tab \tab transition into college and provide an additional 
\par \tab \tab \tab connection between students and faculty
\par \tab \tab   *\tab To make the process expedient, timely, and 
\par \tab \tab \tab user-friendly, Freshmen Progress Reports should 
\par \tab \tab \tab be available for faculty and instructors to submit 
\par \tab \tab \tab electronically
\par \tab \tab   *\tab Students should be able to access their individual 
\par }\pard \ri-180\widctlpar\adjustright {\tab \tab \tab progress report electronically, as well as continued 
\par }\pard \widctlpar\adjustright {\tab \tab \tab mailings to students at their current local address
\par \tab \tab   *\tab Freshmen Progress Reports need to be formatted 
\par \tab \tab \tab in a clear and concise manner to eliminate 
\par \tab \tab \tab extraneous information.
\par \tab \tab   *\tab The report will be provided to students at all ÃÛÌÒÓ°Ïñ 
\par \tab \tab \tab campuses.
\par }{\caps 
\par }{
\par ***
\par 
\par B.\tab Motion to approve a Certificate and A.A.S. in Educator:  Paraprofessional, submitted by Curricular Affairs 
\par 
\par This item was pulled from the agenda.  
\par 
\par 
\par C.\tab Motion to amend the baccalaureate Core Curriculum, submitted by Core Review 
\par 
\par Doug Schamel indicated that the intent of this motion is to allow students to use the Core courses a minimum requirement for all degrees.  This would allow science and math courses to be used by students to meet their degree requirements 
for the baccalaureate core, the B.S. requirements, and/or their major requirements.  The motion passed unanimously.  
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to amend the Baccalaureate Core Curriculum (page 29 of the 2002-03 catalog) as follows:  
\par 
\par 
\par [[  ]]  = Deletion
\par CAPS = Addition
\par 
\par 
\par }{\b BACCALAUREATE CORE
\par }{
\par [[Courses used to meet core requirements may not be used to meet any other requirements for a degree.]]  
\par 
\par COURSES USED TO MEET A SCIENCE OR MATHEMATICS CORE REQUIREMENT MAY ALSO BE USED TO SATISFY OTHER DEGREE REQUIREMENTS.  OTHER CORE COURSES MAY NOT BE USED TO MEET ANY OTHER REQUIREMENTS FOR A DEGREE.
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003
\par 
\par \tab RATIONALE: \tab 
\par }\pard \ri-180\widctlpar\adjustright {\tab \tab (1) This motion is a simplified version of one unanimously 
\par }\pard \widctlpar\adjustright {\tab \tab approved by the Dean\rquote s council of CSEM in December 2002 
\par \tab \tab for consideration by the Faculty Senate. The wording of 
\par \tab \tab this simplified version was suggested and approved by 
\par \tab \tab Ms. Gayle Gregory, Graduation Manager.  This motion 
\par \tab \tab has received the unanimous approval of the Faculty 
\par \tab \tab Senate\rquote s Core Review Committee.
\par 
\par \tab \tab (2) In effect, this policy will simply formalize current 
\par \tab \tab degree requirements.  For example, the B.S. Chemistry 
\par \tab \tab requirements start off:
\par \tab \tab "1. Complete the general university requirements. (As 
\par \tab \tab part of the core curriculum requirements, complete 
\par \tab \tab Math 200X; Phys 103X and Phys 104X or Phys 211X 
\par \tab \tab and Phys 212X)."
\par 
\par \tab \tab Degree requirements for all other B.S. and B.A. degrees 
\par \tab \tab in sciences have similar wording to accomplish the same 
\par \tab \tab task.
\par 
\par \tab \tab (3) It was the intention of the science core committee 
\par \tab \tab (at the invention of the current ÃÛÌÒÓ°Ïñ Core) that the 
\par \tab \tab science and math core requirements serve as 'minimum', 
\par \tab \tab not as stand-alone requirements.  We simply wish to 
\par \tab \tab ensure that all baccalaureate students graduate with 
\par \tab \tab at least one college-level math and 2 college-level
\par \tab \tab science courses.  It was expected that in many cases
\par \tab \tab these minimum courses were used to satisfy other 
\par \tab \tab requirements.  The proposed wording simply clarifies 
\par \tab \tab the situation. 
\par 
\par 
\par ****
\par 
\par D.\tab Motion to approve adding ENGL 211X or 213X as a prerequisite for all Writing Intensive courses, submitted by Core Review 
\par 
\par Doug Schamel indicated that the committee thought this action had been done a few year ago, but found it hadn't been formally adopted by the Senate.  This action is consistent with past Senate action, especially the one 
recommending that all students complete all Core requirements before they enter their junior year.  A big concern of the committee is that some students take "O" courses without communications as a prerequisite and some take writing intensive ("W")
 courses without adequate background in writing skills.  This motion would help guarantee that student have the basic skills before taking the advanced writing intensive courses.  He asked for a friendly amendment to insert the word "automatically"
 before the word "add."  This fall the committee went through a large amount of paperwork this fall to get permission from faculty to add the appropriate prerequisites.  Joan Leguard objected to the amendment.  Larry Duffy spoke 
against the motion and talked about sequencing of courses. 
\par 
\par Joan Leguard spoke against adding the 200-level English courses as a prerequisite for the writing intensive courses.  The department sequencing may not accommodate all students having the sophomore leve
l English courses prior to the 300-level "W" courses.  Doug Schamel questioned the need for a sophomore level English core requirement if we are not going to use it.  Rainer Newberry stated that English 211/213 should build upon a
 foundation and the "W" courses should build upon writing skills learned in English 211/213.  The}{ amendment passed with a vote of 16 yes and 3 nays.}{
\par 
\par Ron Illingworth said he agreed with why we have "W" & "O" courses, however, there is a question on implementation and the impact on students and scheduling.  He then moved to table the motion until the next Senate meeting and send it back to the Core C
ommittee and to the Curricular Affairs Committee to discuss the actual implementation.  The motion to table passed with a vote of 13 yes and 7 nays.  
\par 
\par MOTION TABLED:
\par ============
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to automatically add ENGL 211X or ENGL 213X as a prerequisite for all "W" courses.
\par 
\par 
\par \tab EFFECTIVE:  \tab 2003-04 academic year.
\par 
\par \tab \tab Course syllabi for "W" courses will include this course as 
\par \tab \tab a prerequisite beginning Fall 2003.  This prerequisite 
\par \tab \tab will be added to all catalog course descriptions for the 
\par \tab \tab 2004-05 catalog.  
\par 
\par \tab RATIONALE:  \tab "W" courses are intended to allow students 
\par }\pard \ri-180\widctlpar\adjustright {\tab \tab to hone their writing skills within their chosen discipline.  
\par }\pard \widctlpar\adjustright {\tab \tab ENGL 211X/213X provides "instruction in critical reading 
\par \tab \tab and argumentative writing".  These are foundation 
\par \tab \tab courses for Written Intensive courses, and should be 
\par \tab \tab treated as such.  Successful completion of ENGL 211X/ 
\par \tab \tab 213X should ensure that students are fully prepared 
\par \tab \tab meet the writing requirements of the advanced courses. 
\par 
\par \tab \tab Past Senate action 1) added ENGL 111X as a prerequisite 
\par \tab \tab for "W" courses, AND 2) adopted the position that all Core 
\par \tab \tab requirements should be completed before the junior year.  
\par \tab \tab This motion is consistent with past Senate actions.
\par 
\par 
\par **
\par 
\par E.\tab Motion to approve the Unit Criteria for the School of Mineral Engineering, submitted by the Ad Hoc Committee on Unit Criteria 
\par 
\par Gary Holton stated that these unit criteria were a model for adding specific unit criteria to existing ÃÛÌÒÓ°Ïñ criteria.  With no further discussion, the motion passed unanimously.  
\par 
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve the Unit Criteria for the School of Mineral Engineering (SME).  
\par 
\par 
\par         EFFECTIVE:      Immediately
\par \tab \tab Upon Chancellor Approval
\par 
\par }\pard \qj\widctlpar\adjustright {\tab RATIONALE:      The committee assessed the unit criteria 
\par \tab \tab submitted by the School of Mineral Engineering (SME). 
\par \tab \tab With some minor changes, agreed upon by the department 
\par \tab \tab representative, Godwin Chukwu, the unit criteria were 
\par  \tab \tab found to be consistent with ÃÛÌÒÓ°Ïñ guidelines.
\par }\pard \widctlpar\adjustright {
\par 
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {\b ÃÛÌÒÓ°Ïñ REGULATIONS FOR THE EVALUATION OF FACULTY:
\par INITIAL APPOINTMENT, PERIODIC REVIEW, RE-APPOINTMENT,
\par PROMOTION, AND TENURE
\par 
\par AND
\par SCHOOL OF MINERAL ENGINEERING UNIT CRITERIA
\par STANDARDS AND INDICES
\par }\pard \widctlpar\adjustright {\b 
\par 
\par }{\b\i THE FOLLOWING IS AN ADAPTATION OF ÃÛÌÒÓ°Ïñ AND REGENTS C
RITERIA FOR PROMOTION AND TENURE, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING THE FACULTY IN THE SCHOOL OF MINERAL ENGINEERING.  ITEMS IN BOLDFACE ITALICS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO THE SCHOOL OF MINERAL ENGI
NEERING FACULTY, AND BECAUSE THEY ARE ADDITIONS TO AND CLARIFICATION OF ÃÛÌÒÓ°Ïñ REGULATIONS.  THESE UNIT CRITERIA ARE FOR USE IN THE ANNUAL EVALUATION OF FACULTY AS WELL.}{
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {\page CHAPTER I.
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {PURVIEW
\par }\pard \widctlpar\adjustright {
\par }\pard \widctlpar\outlinelevel0\adjustright {The University of ÃÛÌÒÓ°Ïñ Fairbanks document, \ldblquote Faculty Appointment and Evaluation Policies,\rdblquote 
 supplements the Board of Regents (BOR) policies and describes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the University of ÃÛÌÒÓ°Ïñ Fairbanks (ÃÛÌÒÓ°Ïñ).  Contained herein are r
egulations and procedures to guide the evaluation processes and to identify the bodies of review appropriate for the university.
\par 
\par The university, through the ÃÛÌÒÓ°Ïñ Faculty Senate, may change or amend these regulations and procedures from time to time and will provide adequate notice in making changes and amendments.
\par 
\par These regulations shall apply to all of the units within the University of ÃÛÌÒÓ°Ïñ Fairbanks, except in so far as extant collective bargaining agreements apply otherwise.
\par 
\par The provost is responsible for coordination and implementation of matters relating to procedures stated herein.
\par 
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {CHAPTER II
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {INITIAL APPOINTMENT OF FACULTY
\par }\pard \widctlpar\adjustright {
\par }\pard\plain \s21\fi-360\li360\widctlpar\outlinelevel0\adjustright \cgrid {\f7 A.\tab Criteria for Initial Appointment
\par }\pard \s21\li360\widctlpar\outlinelevel0\adjustright {\f7 Minimum degree, experience and performance requirements are set forth in "ÃÛÌÒÓ°Ïñ Faculty 
Appointment and Evaluation Policies," Chapter IV.  Exceptions to these requirements for initial placement in academic rank or special academic rank positions shall be submitted to the chancellor or chancellor\rquote 
s designee for approval prior to a final selection decision.
\par }\pard\plain \fi-360\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {
\par B.\tab Academic Titles
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Academic titles must reflect the discipline in which the faculty are appointed.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par C.\tab Process for Appointment of Faculty with Academic Rank
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Deans of schools and colleges, and directors when appropriate, in conjunction with t
he faculty in a unit, shall observe procedures for advertisement, review, and selection of candidates to fill any vacant faculty position. These procedures are set by ÃÛÌÒÓ°Ïñ Human Resources and the Campus Diversity and Compliance (AA/EEO) office and shall pr
ovide for participation in hiring by faculty and administrators as a unit.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par D.\tab Process for Appointment of Faculty with Special Academic Rank
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Deans and/or directors, in conjunction with the faculty in a unit, shall establish procedures for advertisement, rev
iew, and selection of candidates to fill any faculty positions as they become available.  Such procedures shall be consistent with the university\rquote 
s stated AA/EEO policies and shall provide for participation in hiring by faculty and administrators in the unit.  
\par }\pard \fi-720\li720\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {E.\tab Following the Selection Process
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {
The dean or director shall appoint the new faculty member and advise him/her of the conditions, benefits, and obligations of the position.  If the appointment is to be at the professor level, the dean/director must
 first obtain the concurrence of the chancellor or chancellor\rquote s designee.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par F.\tab Letter of Appointment
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {The initial letter of appointment shall specify the nature of the assignment, the percentage emphasis that is to be placed on each of the parts of the facul
ty responsibility, mandatory year of tenure review, and any special conditions relating to the appointment.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {This letter of appointment establishes the nature of the position and, while the percentage of emphasis for each part may vary with each workload d
istribution as specified in the annual workload agreement document, the part(s) defining the position may not.  
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \qc\widctlpar\adjustright {CHAPTER III.
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {EVALUATION OF FACULTY FOR TENURE/PROMOTION
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard\plain \s21\widctlpar\outlinelevel0\adjustright \cgrid {\f7 A.\tab General Criteria  
\par }\pard \s21\li360\widctlpar\outlinelevel0\adjustright {\f7 Criteria as outlined in "ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies," Chapter IV, }{\b\i\f7 AND SME UNIT CRITERIA, STANDARDS AND INDICES}{\f7 
, evaluators may consider, but shall not be limited to, whichever of the following are appropriate to the faculty member\rquote s professional obligation:  mastery of subject matter; effective
ness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the university.
\par }\pard\plain \widctlpar\outlinelevel0\adjustright \f7\cgrid {
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {For purposes 
of evaluation at ÃÛÌÒÓ°Ïñ, the total contribution to the university and activity in the areas outlined above will be defined by relevant activity and demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scholarly ac
tivity; and 3) effectiveness of service.
\par }\pard \widctlpar\adjustright {\b 
\par }\pard \fi360\widctlpar\outlinelevel0\adjustright {Bipartite Faculty  
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university\rquote s tripartite responsibility.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty.
\par 
\par Bipartite faculty may voluntarily engage in a tripartite function, but they will not be required to do so as a condition for evaluation, promotion, or tenure.
\par }\pard \widctlpar\adjustright {\b 
\par 
\par }\pard\plain \s5\fi-450\li360\keepn\widctlpar\outlinelevel4\adjustright \b\cgrid {\b0\f7 B.\tab Criteria for Instruction
\par }\pard\plain \li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {
A central function of the university is instruction of students in formal courses and supervised study. Teaching includes those activities directly related to the formal and informal transmission of appropriate sk
ills and knowledge to students.  The nature of instruction will vary for each faculty member, depending upon workload distribution and the particular teaching mission of the unit.  Instruction includes actual contact in classroom, correspondence or electr
o
nic delivery methods, laboratory or field and preparatory activities, such as preparing for lectures, setting up demonstrations, and preparing for laboratory experiments, as well as individual/independent study, tutorial sessions, evaluations, correcting 
p
apers, and determining grades.  Other aspects of teaching and instruction extend to undergraduate and graduate academic advising and counseling, training graduate students and serving on their graduate committees, particularly as their major advisor, curr
iculum development, and academic recruiting and retention activities. 
\par }\pard \widctlpar\outlinelevel0\adjustright {
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {1.\tab Effectiveness in Teaching 
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students;
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {b.\tab express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject;
\par 
\par c.\tab emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity;
\par 
\par d.\tab emphasize regular feedback to students and reward student learning success;
\par 
\par e.\tab demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;
\par 
\par f.\tab regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;
\par 
\par g.\tab may receive prizes and awards for excellence in teaching.
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li1080\widctlpar\adjustright {\b\i H.\tab DISSEMINATE NEW IDEAS TO THE STUDENTS RESULTING FROM RESEARCH AND OTHER ENGINEERING ACTIVITIES, SUCH AS CONSULTING AND SERVICE ON REVIEW PANELS;
\par 
\par I.  \tab INVOLVE STUDENTS, UNDERGRADUATES AS WELL AS GRADUATES, IN QUALITY RESEARCH ACTIVITIES.
\par 
\par J.\tab  ENGAGE IN ADVISING AND MENTORING STUDENTS.
\par }\pard \widctlpar\adjustright {
\par }\pard\plain \s22\li360\nowidctlpar \cgrid {\f7 2.\tab Components of Evaluation
\par }\pard \s22\li720\nowidctlpar {\f7 Effectiveness in teaching will be evaluated through information on formal and informal teaching, course and curriculum material, recruiting and advising, training/guiding graduate students, etc., provided by:
\par }\pard\plain \widctlpar\outlinelevel0\adjustright \f7\cgrid {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab systematic student ratings, i.e. student opinion of instruction summary forms,
\par 
\par and at least two of the following:
\par 
\par }\pard \fi-360\li1080\widctlpar\adjustright {b.\tab narrative self-evaluation, }{\b\i WHICH DOCUMENTS EFFORTS TO IMPROVE}{\b  }{\b\i INSTRUCTIONAL PERFORMANCE.}{\b 
\par }\pard \widctlpar\adjustright {\b 
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {c.\tab peer/department chair classroom/}{\b\i LABORATORY}{ observation(s),
\par 
\par d.\tab peer/department chair evaluation of course materials.
\par }\pard \widctlpar\outlinelevel0\adjustright {
\par }\pard \widctlpar\adjustright {
\par }{\b\i SPECIFIC SME CRITERIA FOR TEACHING PERFORMANCE BEFORE APPOINTMENT OR PROMOTION TO:}{\b 
\par 
\par }\pard \li360\widctlpar\adjustright {\b\i A.\tab ASSISTANT PROFESSOR: EVIDENCE OF TEACHING ABILITY AND A COMMITMENT TO QUALITY TEACHING AND EVIDENCE OF CONTINUED IMPROVEMENT.}{\b 
\par }\pard\plain \s1\li360\keepn\nowidctlpar\outlinelevel0 \b\i\cgrid {\i0\f7 
\par }{\f7  B.\tab ASSOCIATE PROFESSOR: THE RECORD MUST SHOW THAT THE MATE
RIAL TAUGHT IS RELEVANT AND THAT THE PRESENTATIONS STIMULATE THE LEARNING PROCESS. EVIDENCE OF THE EXPECTED QUALITY OF INSTRUCTIONAL PERFORMANCE MAY INCLUDE (BUT NOT LIMITED TO) COURSE AND/OR CURRICULUM DEVELOPMENT, NOVEL APPROACHES TO INSTRUCTION, EFFECT
IVE GUIDING AND MENTORING OF STUDENTS, AND EFFECTIVE CLASSROOM TEACHING PERFORMANCE. THERE MUST BE EVIDENCE OF SUPERVISION OF GRADUATE STUDENT RESEARCH (AS A MAJOR SUPERVISOR OR CO-SUPERVISOR) LEADING TO SUCCESSFUL COMPLETION OF THE DEGREE PROGRAM.
\par }\pard\plain \li360\widctlpar\adjustright \f7\cgrid {\b 
\par }{\b\i C.\tab PROF
ESSOR: SIGNIFICANT CONTRIBUTIONS TO THE INSTRUCTIONAL PROGRAM ARE EXPECTED.  THESE INCLUDE, BUT ARE NOT LIMITED TO CONTRIBUTIONS TO MAJOR IMPROVEMENTS IN COURSE AND/OR CURRICULUM OFFERINGS, UPGRADING OF INSTRUCTIONAL FACILITIES, ABILITY TO MOTIVATE AND/OR
 INSPIRE STUDENTS, AND TRAINING OF GRADUATE STUDENTS LEADING TO SUCCESSFUL COMPLETION OF THEIR DEGREE PROGRAM (S). }{\b 
\par }\pard \widctlpar\adjustright {\b 
\par }{
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {C.\tab Criteria for Research, Scholarly, and Creative Activity  
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Inquiry and originality are central functions of a land grant/sea grant/space 
grant university and all faculty with a research component in their assignment must remain active as scholars.  Consequently, faculty are expected to conduct research or engage in other scholarly or creative pursuits that are appropriate to the mission of
 
their unit, and equally important, results of their work must be disseminated through media appropriate to their discipline.  Furthermore, it is important to emphasize the distinction between routine production and creative excellence as evaluated by an i
ndividual's peers at the University of ÃÛÌÒÓ°Ïñ and elsewhere.
\par }\pard \li1440\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {1.\tab Achievement in Research, Scholarly and Creative Activity
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:
\par 
\par }\pard \li720\sl360\slmult1\widctlpar\outlinelevel0\adjustright {a.\tab They must occur in a public forum.
\par b.\tab They must be evaluated by appropriate peers.
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {c.\tab They must be evaluated by peers external to this institution so as to allow an objective judgment.
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {
\par d.\tab They must be judged to make a contribution.
\par 
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {2.\tab Components of Research, Scholarly and Creative Activity
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
\par }\pard \li1440\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab Books, reviews, monographs, bulletins, articles, proceedings and other scholarly works published by re
putable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline.
\par 
\par b.\tab Competitive grants and contracts to finance the development of ideas, these grants and contracts being subject to rigorous peer review and approval.
\par 
\par c.\tab Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.
\par 
\par d.\tab Exhibitions of art work at galleries, selection for these exhibitions being based on rigorous review and approval by juries, recognized artists, or critics.
\par 
\par e.\tab Performances in recitals or productions, selection for these performances being based on stringent auditions and approval by appropriate judges.
\par 
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {f.\tab Editing or refereeing articles or proposals for professional journals or organizations.
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {
\par g.\tab Scholarly reviews of publications, art works and performance of the candidate.
\par }\pard \fi-720\li1080\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {h.\tab Citations of research in scholarly publications.
\par 
\par i.\tab Published abstracts of research papers.
\par 
\par j.\tab Reprints or quotations of publications, reproductions of art works, and descriptions of interpretations in the performing arts, these materials appearing in reputable works of the discipline.
\par 
\par k.\tab Prizes and awards for excellence of scholarship.
\par }\pard \fi-720\li2160\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {l.\tab Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.
\par 
\par m.\tab Development of processes or instruments useful in solving problems, such as computer programs and systems for the processing of data, genetic plant and animal material, and where appropriate obtaining patents and/or copyrights for said development.

\par }\pard \widctlpar\outlinelevel0\adjustright {
\par }\pard \widctlpar\adjustright {
\par }{\b\i SPECIFIC CRITERIA FOR RESEARCH PERFORMANCE BEFORE PROMOTION OR APPOINTMENT TO:
\par 
\par }\pard \fi-180\li540\widctlpar\adjustright {\b\i A. ASSISTANT PROFESSOR: EVIDENCE OF THE ABILITY TO ESTABLISH A VIABLE RESEARCH PROGRAM IN THE AREA OF SPECIALIZATION.
\par 
\par B. ASSOCIATE PROFESSOR: MUST HAVE ESTABLISHED AN APPROPRIATE RESEARCH PROGRAM WHICH PRODUCES SATISFACTORY PUBLICATIONS IN REFEREED PROFESSIONAL JOURNALS AND PRESENTED RESEARCH RESULTS AT PROFES
SIONAL MEETINGS.  THE SUBMISSION OF RESEARCH PROPOSALS, THE COMPLETION OF CONTRACT RESEARCH REPORTS, AND PUBLICATION IN CONFERENCE PROCEEDINGS CONSTITUTE SUPPLEMENTARY EVIDENCE THAT THE RESEARCH PROGRAM IS OF HIGH QUALITY.  MUST SHOW EVIDENCE OF SUSTAINED
 RESEARCH PRODUCTIVITY AND PUBLICATION. THE FACULTY MEMBER MUST SHOW INDEPENDENCE AND LEADERSHIP BY THE CREATION OF RESEARCH IDEAS THAT INVOLVE STUDENTS.
\par 
\par C. PROFESSOR: THE RESEARCH PROGRAM SHOULD HAVE PRODUCED SUFFICIENT PUBLICATION IN THE REFEREED PROFESS
IONAL LITERATURE, AND THERE SHOULD BE A RECORD OF STUDENT INVOLVEMENT.  THE PUBLICATIONS SHOULD BE OF SUFFICIENT QUALITY AND QUANTITY TO DEMONSTRATE THE EXISTENCE OF AN ON-GOING, PROFESSIONAL, INDEPENDENT RESEARCH PROGRAM.  A NATIONAL OR INTERNATIONAL REP
U
TATION (AS DEMONSTRATED BY PROFESSIONAL ACTIVITIES OR PRESENTATIONS AT MEETINGS AND DOCUMENTED OPINIONS OF OTHER ENGINEERS AND SCIENTISTS IN THE FIELD) IS EXPECTED. THERE SHOULD BE A RECORD OF SUCCESSFUL COMPLETION OF GRADUATE WORK BY HIS OR HER STUDENTS.
 THERE SHOULD BE DEMONSTRATED EVIDENCE OF EXTERNAL RESEARCH FUNDING.
\par }\pard \widctlpar\adjustright {\b 
\par 
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {D.\tab Criteria for Public and University Service
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Public service is intrinsic to the land grant/sea grant/space grant tradition, and is a fundamental part of the university\rquote s obligation to t
he people of its state.  In this tradition, faculty providing their professional expertise for the benefit of the university\rquote s external constituency, free of charge, is identified as \ldblquote public service.\rdblquote 
  The tradition of the university itself provides that its faculty assumes a collegial obligation for the internal functioning of the institution; such service is identified as \ldblquote university service.\rdblquote 
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {
\par 1.\tab Public Service 
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Public service is the application of teaching, research, and other scholarly and creative act
ivity to constituencies outside the University of ÃÛÌÒÓ°Ïñ Fairbanks.  It includes all activities which extend the faculty member\rquote 
s professional, academic, or leadership competence to these constituencies.  It can be instructional, collaborative, or consultative in nature and is related to the faculty member\rquote 
s discipline or other publicly recognized expertise.  Public service may be systematic activity that involves planning with clientele and delivery of information on a continuing, programmatic basis.  It m
ay also be informal, individual, professional contributions to the community or to one\rquote 
s discipline, or other activities in furtherance of the goals and mission of the university and its units. Such service may occur on a periodic or limited-term basis.  Examples include, but are not limited to:
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab Providing information services to adults or youth.
\par 
\par b.\tab Service on or to government or public committees.
\par 
\par c.\tab Service on accrediting bodies.
\par 
\par d.\tab Active participation in professional organizations.
\par 
\par e.\tab Active participation in discipline-oriented service organizations.
\par 
\par f.\tab Consulting.
\par 
\par g.\tab Prizes and awards for excellence in public service.
\par 
\par h.\tab Leadership of or presentations at workshops, conferences, or public meetings.
\par 
\par i.\tab Training and facilitating.
\par 
\par j.\tab Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media. 
\par 
\par k.\tab Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions.
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {2.\tab University Service
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {
University service includes those activities involving faculty members in the governance, administration, and other internal affairs of the university, its colleges, schools, and institutes.  It includes non-i
nstructional work with students and their organizations.  Examples of such activity include, but are not limited to:
\par }\pard \widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab Service on university, college, school, institute, or departmental committees or governing bodies.
\par 
\par b.\tab Consultative work in support of university functions, such as expert assistance for specific projects.
\par 
\par c.\tab Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school.
\par 
\par d.\tab Participation in accreditation reviews.
\par }\pard \fi-360\li1080\widctlpar\adjustright {\b    
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {e.\tab Service on collective bargaining unit committees or elected office.
\par 
\par f.\tab Service in support of student organizations and activities.
\par 
\par g.\tab Academic support services such as library and museum programs.
\par 
\par h.\tab Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer.
\par 
\par i.\tab Mentoring.
\par 
\par j.\tab Prizes and awards for excellence in university service.
\par }\pard \fi720\widctlpar\adjustright {\b 
\par }{\b\i K.\tab  PARTICIPATION IN STUDENT RECRUITING.
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {3.\tab Evaluation of Service
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Each individual faculty member\rquote s proportionate responsib
ility in service shall be reflected in annual workload agreements. In formulating criteria, standards and indices for evaluation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation appropriate
 for that unit. Excellence in public and university service may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards and other public means of recognition for services rendered.

\par }\pard \widctlpar\adjustright {
\par 
\par }{\b\i SPECIFIC SME CRITERIA FOR SERVICE PERFORMANCE BEFORE PROMOTION OR APPOINTMENT TO:
\par 
\par }\pard \fi-360\li1080\widctlpar\adjustright {\b\i A. ASSISTANT PROFESSOR: EVIDENCE OF UNIVERSITY/PUBLIC SERVICE
\par 
\par B. ASSOCIATE PROFESSOR: CONTRIBUTIONS TO DEPARTMENT/SCHOOL/COLLEGE/UNIVERSITY MATTERS. CONTRIBUTIONS TO THE PUBLIC, INDUSTRY, GOVERNMENT AGENCIES AND SERVICE TO THE PROFESSION.
\par 
\par C. PROFESSOR: EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS EXPECTED. CONTRIBUTIONS TO DEPARTMENTAL/SCHOOL/COLLEGE/ UNIVERSITY MATTERS ARE EXPECTED AS WELL AS EFFECTIVE APPLICATION OF EXPERTISE TO PROFESSIONAL AND PUBLIC ORGANIZATIONS.
\par }\pard \widctlpar\adjustright {\b 
\par 
\par Draft 12/12/02
\par 
\par }{
\par *
\par 
\par VII\tab Committee Reports 
\par 
\par \tab A.\tab Curricular Affairs - R. Illingworth
\par 
\par A report was attached to the agenda. 
\par 
\par 
\par \tab B.\tab Faculty Affairs - P. McRoy
\par 
\par Peter McRoy indicated that no report was available as the committee has not met.  The committee will meet on Wednesday, February 12.  They are waiting for a number of issues to come to them including classified research.  
\par 
\par 
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  M. Murray
\par 
\par Rolf Gradinger spoke for the GAAC and indicated they have met twice in January.  Discussions includes the Joint Ph.D. and stacked courses.  The two subcommittees will meet on Friday, February 7th to discuss these two issues.  
\par 
\par 
\par \tab D.\tab Core Review - D. Schamel
\par 
\par A report was attached to the agenda.   Doug Schamel indicated that point number 5 in the report should be struck as this is being clarified.  
\par 
\par 
\par \tab E.\tab Curriculum Review - G. Holton
\par 
\par Gary Holton stated the committee reviewed nearly 200 course and degree requests.  One request was withdrawn.  Concerns by the committee include the n
umber of changes that were submitted on minor change forms.   They should have been submitted on major change forms and included a course syllabus.  This slows up the approval process.  
\par 
\par 
\par \tab F.\tab Developmental Studies - J. Weber
\par 
\par A report was attached to the agenda. 
\par 
\par 
\par \tab G.\tab Faculty Appeals & Oversight - P. Layer
\par 
\par The committee has three items on their agenda.  The first includes the review of Paul Reichardt.  They are also looking into the Group B administrator reviews.  They are asking administrators for input
 into the process they will be using for those reviews.  The committee has been asked to look at students who violate the student code of conduct, especially cheating.  In general, he would like to hear about how other faculty have dealt with this issue. 
 
\par 
\par 
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  A. Bult-Ito
\par 
\par A report was attached to the agenda.  Pete Pinney would like to get together with the committee to discuss on-line evaluation.  
\par 
\par 
\par \tab I.\tab Ad Hoc Committee on Unit Criteria - G. Holton
\par 
\par The committee is currently looking at a number of unit criteria.  It would be very helpful if units use the existing format.  The push for developing unit specific criteria has worked.  
\par 
\par 
\par VIII\tab Members' Comments/Questions
\par 
\par Abel Bult-Ito spoke about the need for a new sound system.  
\par 
\par Jenifer McBeath wished everyone a happy Chinese New Year, which started February 1st.  A new China airlines is operating which stops in Hong Kong and then goes on to China.  To promote this new route the airlines will be offering a special.  
\par 
\par Godwin Chukwu thanked Pete Pinney and the rural sites for their participation.
\par 
\par 
\par IX\tab Adjournment
\par 
\par }\pard\plain \s19\fi-720\li720\widctlpar\adjustright \f12\cgrid {\f7 \tab The meeting was adjourned at 3:35 p.m.
\par }\pard \s19\fi-1800\li1800\widctlpar\adjustright {\f7 
\par }\pard \s19\fi-720\li720\widctlpar\adjustright {\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 \widctlpar\adjustright \f7\cgrid {
\par 
\par }}