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\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {MINUTES
\par ÃÛÌÒÓ°Ïñ FACULTY SENATE MEETING #114
\par MONDAY, MARCH 3, 2002
\par Wood Center Carol Brown Ballroom
\par 
\par }\pard\plain \s19\widctlpar\adjustright \f12\cgrid {\f7 I\tab The meeting was called to order by President Chukwu at 1:10 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 Box, M.   \tab \tab \tab \tab Barnes, D.
\par \tab Bult-Ito, A.   \tab \tab \tab Barnhardt, C.
\par \tab Chukwu, G.  \tab \tab \tab Berman, G.
\par \tab Curda, L.      \tab \tab \tab Bruder, J.
\par \tab Dinstel, R.   \tab \tab \tab Bueler, E.
\par \tab Duffy, L. \tab \tab \tab \tab Gladden, J.
\par \tab Haugen, L.   \tab \tab \tab Goering, G.    
\par \tab Holton, G.      \tab \tab \tab Gradinger, R. 
\par \tab Illingworth, R. \tab \tab \tab Hannigan, M. 
\par \tab Leguard, J.  \tab \tab \tab Luick, B.   
\par \tab Ma, Z.    \tab \tab \tab \tab McBeath, J.  
\par \tab McCarthy, P. \tab \tab \tab Simmons, B.
\par \tab McRoy, P.     \tab \tab \tab Whiteledge, T.
\par \tab Morrison, J. \tab \tab \tab Zilberkant, E.
\par \tab Newberry, R. \tab \tab \tab Zhang, S. 
\par \tab Odess, D. \tab \tab \tab \tab 
\par \tab Patil, S. \tab \tab \tab \tab 
\par \tab Pinney, P.\tab \tab \tab \tab OTHERS PRESENT:
\par \tab Schneider, W. \tab \tab \tab Anderson, J.
\par \tab Weber, J.\tab \tab \tab \tab Bowden, E. 
\par \tab \tab \tab \tab \tab \tab Gregory, G. 
\par \tab \tab \tab \tab \tab \tab Layer, P.
\par \tab \tab \tab \tab \tab \tab Layral, S.
\par \tab \tab \tab \tab \tab \tab Lind, M.
\par \tab \tab \tab \tab \tab \tab Martin, W. 
\par \tab \tab \tab \tab \tab \tab Phillips, B.
\par \tab \tab \tab \tab \tab \tab Reichardt, P.
\par \tab \tab \tab \tab \tab \tab Schamel, D.
\par \tab \tab \tab \tab \tab \tab Tate, S.
\par 
\par }\pard\plain \s19\widctlpar\adjustright \f12\cgrid {\f7 \tab NON-VOTING MEMBERS PRESENT:\tab NON-VOTING MEMBERS ABSENT:
\par \tab Andrews, B - GSO  \tab \tab \tab Miller, D. - President, ASÃÛÌÒÓ°Ïñ
\par \tab Joseph, B.  - Dean, CRA  \tab \tab Ledlow, L.   - President, ÃÛÌÒÓ°ÏñSC
\par \tab Woodall, D. - Dean, CSEM
\par \tab Slominski, R. - University Registrar
\par 
\par \tab B.\tab The minutes to Meeting #113 (February 3, 2003) were approved as distributed via e-mail.  
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {
\par \tab C.\tab The agenda was approved as distributed via e-mail.
\par 
\par 
\par II\tab Status of Chancellor's Office Actions
\par }{\b \tab }{A.\tab Motions approved: 
\par \tab \tab 1.\tab Motion on Low Grade Reports.
\par \tab \tab 2.\tab Motion to amend the Baccalaureate 
\par \tab \tab \tab Core Curriculum.
\par \tab \tab 3.\tab Motion to approve the Unit Criteria for 
\par \tab \tab \tab the School of Mineral Engineering.
\par \tab B.\tab Motions pending:  none
\par 
\par 
\par III\tab Comments from Chancellor, Marshall Lind - 
\par 
\par President Hamilton will be giving his State of the Univers
ity address to the Finance committees of the House and Senate on Tuesday morning at 9:00 a.m.  The theme of his presentation is:  It's Working!  He will be talking about the progress that the university has made as a result of their help over the past fou
r years.  
\par 
\par The Commonweath North organization out of Anchorage that is interested in statewide policy issues recently completed a report on the University of ÃÛÌÒÓ°Ïñ statewide system.  They came out with a series of recommendations on how the University is
 doing in responding to state needs.  The report can be found on the web at:  www.commonweathnorth.org.  Chancellor Lind encouraged everyone to go to the Executive Summary and look at the key findings.  They speak to a number of issues that we will hear a
b
out during the legislative session.  It's a good report.  ÃÛÌÒÓ°Ïñ comes out quite good.  One area they caution us about is to keep balanced in terms of teaching and research.  They also encourage us to do what we have been doing in terms of taking money from 
the state legislature and leverage it to bring in additional dollars.  They make the recommendation that the state legislature need to continue to support the University.  They also talk about the importance of the Centers of Excellence.  
\par 
\par Chancellor Lind 
indicated that the enrollment increases are looking very good. The fall to fall retention and the fall to spring retention is up.  We are seeing a continued increase in graduate students.  Overall the spring enrollment is up about12% over last year.  Fall
 enrollment was up 11%.  Applications and acceptances for next fall are also up.  Scholarship applications are up.  This is a good indicator of growth.  The Deans
 and Chancellor's list have been released for fall 2002.  Students receiving a 3.5 and 4.0 are included on the lists.  The numbers for students receiving a 3.5 have gone up from 568 to 630.  
\par 
\par Two weeks ago the Board of Regents met in Juneau.  They approved several construction projects.  The first one was the Museum--it is moving forward.  We need
ed authority to increase the amount of money for the project by $1.75 million.  They also approved the plan for the West Ridge Research Building.  Anticipate it to be completed Summer 2004.  We are continuing to do planning for the BiCS building.  There a
r
e a number of new board members and we need to go back to them and give them an update on the various functions that will be located in the building.  That will be done at the meeting in June.  The Board approved a change to the name of the museum to Univ
ersity of ÃÛÌÒÓ°Ïñ Museum of the North.  SALRM received a name change as well to School of Natural Resources and Agricultural Sciences (SNRAS).
\par 
\par We are not sure where the budget will come down with the legislature.  We know that with all indications it will b
e tight.  The Governor will give his budget address later in the week.  We have to look at all the pieces, especially as it related to the money from the ÃÛÌÒÓ°Ïñ Science & Technology foundation.  In the past we have receive funds from them in lieu of gener
a
l funds of over $2.3 million.  Most of that has gone directly to the School of Natural Resources and Agricultural Sciences, particularly to Palmer.  There is some question on how that will play out.  We'll be watching that one closely.  It will be an inte
resting and challenging session for the university.  
\par 
\par Larry Duffy asked about plans to look at the need for classroom and lab space for teaching that are needed as a result of the increased enrollment.  The Chancellor indicated that the new buildings will 
result in some shifting and may result in some classroom space.  
\par 
\par 
\par \tab Comments from Provost, Paul Reichardt -
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {Paul Reichardt added that a few months ago a survey of instructional space was done.  At no time is more than 80% of the classroom space is used.  They will be looking more closely at the results to understand the data.  

\par }\pard \fi-720\li720\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {The Initiative Review process:  We have received summary reports on each of the 150 initiatives that have been launched systemwide over the last three years.  Approximately 50 wer
e at ÃÛÌÒÓ°Ïñ.  SAC is overseeing a review of them with the idea of sorting them into three piles.  The green light pile is for those we feel are successful and should continue to receive support.  The recommendation will be to move it to base budget and no lo
n
ger scrutinized under the review process.  The red light pile will be for those that do not warrant continued support.  The middle orange pile is for those that say it's too early to determine whether it's successful and we will continue to monitor.  SAC 
i
s meeting tomorrow to look over the entire set and confirm some tentative assignments for further review.  The initiatives that are related to information technology will be review by the IT Council for their review and recommendation to SAC.   Those that
 are related to research will be sent on to Vice-President Dorman for a similar review and comment.  The Health related one would
 go to Karen Purdue.  The workforce initiatives will be sent to Wendy Redman.  By the end of March they will report back to SAC, at which point SAC will have review the remaining initiatives.  In April SAC will make recommendations to the President.  

\par 
\par SAC has been asked to make two reports to the Board of Regents' in April.  One is on Ph.D. education.  It will report on the numeric
al data for ÃÛÌÒÓ°Ïñ over the last several years in terms of enrollment and degrees granted.  There will be a section on what it takes to carry out a successful Ph.D. program; a section on the budgetary impacts; and a section on potential collaboration among t
h
e universities.  One area that he could use some help is on the aspects of what it takes to deliver a Ph.D. program.  If anyone has information from other organizations or institutions on what size of faculty, library facilities, and other types of infras
t
ructure it take, he could use that information.  The second report is on teacher preparation.  SAC has yet to talk about what the elements are, but it should include enrollment data, a summary of program changes that have taken place, some response to the
 
question of what are we doing to address the problems that rural ÃÛÌÒÓ°Ïñ see in terms of recruiting and retaining teachers, and how are we responding to No Child Left Behind.  This is in part background for the Regents for a June meeting between the Board 
of Regents' and state Board of Education. 
\par 
\par Larry Duffy spoke about the lack of involvement of faculty in the review groups on the Initiative Review.  Provost Reichardt indicated that they would all come back to SAC and he felt that a large percentage of th
e initiatives would be moved to base budget.  
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par \tab Guest Speaker - Earlina Bowden
\par 
\par }\pard \widctlpar\adjustright {Earlina Bowden, Assistant to the Chancellor for Campus Diversity and Compliance, addressed the Faculty Senate members about equal employment opportunity.  Her job is to make sure we, as a university, follow all laws 
and regulations relating to equal employment opportunity and to develop the affirmative action program every year.   She is responsible for measuring where we are with regard to actively increasing the representation of protect
ed classes within the staff of the university.  To do that she has asked to be invited to every school within ÃÛÌÒÓ°Ïñ to include the rural campuses to give instructions in equal employment opportunity and affirmative action.  Staff play a critical role in ens
u
ring that at the end of the year, when we do statistics and review where we are, we are making more strides toward equal employment and extending opportunities to individual of protected classes.  We are doing targeted recruitment and any other positive s
teps we can to make this university truly more diverse with regard to the population.   
\par 
\par Faculty have a key role in ensuring that with every recruitment for faculty that we are doing as much as we can to outreach to non-traditional locations, that we are t
argeting minority university systems and colleges, through your contacts at conventions, and that you encourage individuals of other ethnic groups and those in protected status to apply for positions in ÃÛÌÒÓ°Ïñ.  In looking at the numbers we are still 
under-represented for females.  Females are the largest percentage of the workforce today within the United States.  
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {The material handed out was structured to include employer liability to ensure that our workforce and learning environment are free and clear of any discriminatory actions.  This is based on federal standards.  
Everyone is considered an agent of the university and is therefore liable for discrimination.  The other part of the packet is the faculty's responsibility to help us achieve the goals of the affirmative action plan.   
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {Godwin Chukwu asked Earlina Bowden to address the issue of department chairs responsibility in regards to equal employment and harassment.  Earlina Bowden indicated that she is also responsible for dealing w
ith complaints of discrimination.  Most complaints of discrimination are totally preventable.  The Department chairs and Deans are responsible for the learning and working environment.  Faculty need to recognize inappropriate actions.  If you see or are a
w
are of inappropriate actions, you have responsibility to take immediate action.  When speech has a negative impact on other individuals or when that speech is discriminatory or harassing, then it crosses the line.  Then someone has the right to say they h
a
ve been discriminated against.  If they say the professor did nothing to stop the behavior, that makes us liable.  There is a very clear line.  The standards are very clear.  It is called the reasonable person rule.  If a reasonable person could be offend
e
d by what has happened or what is said, you have a responsibility to take action.  It could be as easy as saying, "You need to correct your speech or you are being offensive."  You should error on the side of could someone be offended by what they are see
ing.  We need to keep this environment comfortable for everyone who comes in.  
\par 
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par \tab Steve Tate - Bookstore -
\par 
\par }\pard \widctlpar\adjustright {Steve Tate is the textbook coordinator at the ÃÛÌÒÓ°Ïñ Bookstore.   It is his job to ensure that the textbooks arrive in a timely manner for the start o
f class.   The adoption deadlines for textbooks for spring semester is October 1, for summer it is March 1, and for fall semester it is April 15.  This affects textbook buy back immensely.  If you turn your adoptions in on time it gives students a chanc
e to sell textbooks back at the end of the semester.  They are given a 50% refund on books that are adopted.  It also gives the bookstore an opportunity to buy more used books, which saves the students money.  Another concern is being able to contact
 faculty over the summer break.  If they have an email address or phone number they can contact you if there is a problem obtaining your order.  He overall goal is to improve the communications and relations with the ÃÛÌÒÓ°Ïñ Bookstore and faculty.  
\par 
\par Many facu
lty members have asked about the book return policy for the spring semester.  Because of the space limitation they have, textbooks are returned during the first week of February.  If a book will not be used until later in the semester, please contact him 
a
t 474-5778 and he will hold the book.  Freight charges are assessed to department for late book adoptions.  This policy was implemented in the fall for orders received after June 30th.     If you have any questions or concerns about how the Bookstore is r
un you can speak to Steve Tate or the Bookstore manager, Becky Phillips.  
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par 
\par 
\par }\pard \widctlpar\adjustright {IV\tab Public Comments/Questions - none
\par }\pard \fi-720\li720\widctlpar\adjustright {
\par 
\par 
\par }\pard \widctlpar\adjustright {V\tab Governance Reports
\par 
\par \tab A.\tab President-Elect's Comments - P. Pinney
\par 
\par Pete Pinney stated that on March 12 at 1:30 the Faculty Affairs Committee will hold a joint meeting with the Ad Hoc Committee on Classified Research.  People are invited to attend if they want to.  It will be held in the Runcorn Conference R
oom in the Natural Science Facility.  
\par 
\par 
\par \tab B.\tab President's Comments - G. Chukwu
\par 
\par Godwin Ch
ukwu welcomed the rural representatives.  There will be a joint reception immediately after the May Senate meeting to honor the Outstanding Senator of the Year Award and the Usibelli Award recipients.   Eva Kopacz sends her regrets that she can not attend
 the Faculty Senate meeting.  We need to select one person to be on the Distance Educators Award Committee.  
\par 
\par Concerns from the faculty that have come forward during the past few weeks have been forwarded to the appropriate committees.  The student miscond
uct issue has been referred to the Faculty Appeals & Oversight Committee.  The issue regarding a definition of discipline or unit will be forward to the Faculty Affairs Committee and to the Faculty Appeals & Oversight Committee.  A memo regarding a resolu
tion on the war in Iraq that is being debated at the University of Oregon has been forwarded to the Faculty Affairs Committee for its recommendation.  
\par 
\par Larry Duffy indicated that with the new entrance to the campus, people would not see the American flag and ÃÛÌÒÓ°Ïñ flag that flies above the Bunnell Building.  It might be an appropriate to mount a flagpole
 on the Butrovich Building so that people using the new entrance can see it.  
\par 
\par 
\par \tab C.\tab Staff Council - L. Ledlow
\par 
\par Larry Ledlow was not available for comments.  
\par 
\par 
\par 
\par \tab D.\tab ASÃÛÌÒÓ°Ïñ - D. Miller
\par 
\par Derek Miller was not available for a report.
\par 
\par 
\par \tab \tab GSO - B. Andrews
\par 
\par Ben Andrews indicated that he had nothing to report from the Graduate Student Organization.   
\par 
\par 
\par VI\tab New Business
\par 
\par \tab A.\tab Nominations for President-Elect 
\par 
\par Nominations for President-Elect were opened.  Abel Bult-Ito was nominated.    Nominations will remain open until the next meeting at which time elections will be conducted.  
\par 
\par 
\par \tab B.\tab Screening Committee for OSYA
\par 
\par We have received two nominations for the Outstandi
ng Senator of the Year Award.  Pete Pinney will chair the screening committee.  Sukumar Bandopadhyay is the Provost Council representative.  Three additional Senate members are needed.  Jane Weber, Mark Box, and Linda Curda volunteered.  
\par 
\par 
\par \tab C.\tab Motion to approve a Certificate and A.A.S. in Educator:  Para-Professional, which includes 12 new courses, submitted by Curricular Affairs 
\par 
\par Ron Illingworth introduced the motion.  This is in response to the No Child Left Behind act requiring us to establish a mandato
ry education requirement for teacher aides.  This degree program represents one of the three options available for certification of teacher aides.  There are
 a large number of teacher aides throughout the state and this would support those within the ÃÛÌÒÓ°Ïñ area.  The motion passed unanimously.  
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve a Certificate and A.A.S. in Educator:  Para-Professional, which includes 12 new courses. 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003 or 
\par \tab \tab Upon Board of Regents' Approval
\par 
\par \tab RATIONALE: \tab See full program proposal #41-52 and #53-54 
\par \tab \tab on file in the Governance Office, 312 Signers\rquote  Hall.
\par 
\par \tab \tab Certificate consists of general requirements of
\par \tab \tab 12 credits, 8 credits of certificate core,
\par \tab \tab 10 credits of program requirements for total of
\par \tab \tab 30 credits.
\par 
\par \tab \tab AAS consists of AAS degree requirements of 12
\par \tab \tab credits, 18 credits of program requirements, and
\par \tab \tab 12 credits in a concentration area (ÃÛÌÒÓ°Ïñ Native
\par \tab \tab Languages, Elementary Education, Special Education,
\par \tab \tab Counseling/Social Work, Early Childhood
\par \tab \tab Education, Microcomputer Support Specialist,
\par \tab \tab Rural Development), and 18 elective credits to 
\par \tab \tab total 60 credits.
\par 
\par 
\par ****
\par 
\par \tab D.\tab Motion to approve adding ENGL 211 or 213 as a prerequisite for all Writing Intensive courses, submitted by Core Review & Curricular Affairs 
\par 
\par Doug Schamel introduced the motion.  It is similar to the one introduced at the last meeting.  Permission of instructor has been added.  Also provided in the rationale statement are comments from the Core documents concerning "W" courses.  Joa
n Leguard asked if the English Department was consulted.  Doug Schamel indicated that there is a representative from the English Department on the committee.  Mark Box stated that he felt that the English Department has no opinion on the matter.  
Joan Leguard asked if the committee had contacted departments that offer "W" courses.  Doug Schamel indicated that his committee is composed of members from a variety of departments that offer "W" courses and they support the motion.  Larry Duffy a
sked how this would be monitored to know which students have not met the prerequisite.  There is a report that is available to faculty.  Larry Duffy also comments on the need to involve more faculty in looking at all the changes to the Core.  Godwin Chukw
u
 pointed out that it is the responsibility of the Senators to disseminate information to their faculty.  All meetings are public meetings.  Ron Illingworth indicated that the Curricular Affairs Committee supports the motion.  Last year the committee worke
d
 to make sure that prerequisites accurately reflect what is needed for students to be successful.  He also spoke about the committee's concerns about allowing students to take courses out of sequence that is associated with prior knowledge and by doing so
 we are not helping the students to succeed.  Dan Odess spoke in favor of the intent of the motion but expressed concern if there is enough sections of ENGL 211/213 for all students.  The motion passed with 2 nays and 1 abstention.  
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to add ENGL 211X or ENGL 213X (or permission of instructor) as a prerequisite for all "W" courses.
\par 
\par \tab EFFECTIVE:  \tab Fall 2003
\par 
\par \tab \tab Course syllabi for "W" courses will include this prerequisite 
\par \tab \tab beginning with Fall 2003.  This prerequisite will be added 
\par \tab \tab to all catalog course descriptions for "W" courses for the 
\par \tab \tab 2004-2005 catalog.  
\par 
\par \tab RATIONALE:  \tab "W" courses are intended to allow students 
\par \tab \tab to hone their writing skills within their chosen discipline 
\par \tab \tab AFTER they have successfully completed the required 
\par \tab \tab basic composition courses, ENGL 111X and ENGL 211X/ 
\par \tab \tab 213X.   We are simply suggesting an alignment of the 
\par \tab \tab required curriculum in a manner that makes academic sense.  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \li90\widctlpar\adjustright {\tab \tab The Core document assumed this alignment in several places.  
\par \tab \tab With respect to ENGL 211X/213X, the document states:  
\par \tab \tab \tab "}{\b To prepare students for the research papers}{, 
\par \tab \tab \tab the course gives students a review of library skills and 
\par \tab \tab \tab familiarization with the library's holdings."  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab \tab With respect to "W" courses, the document states:  
\par \tab \tab "}{\ul Writing-Intensive and Oral Communication-Intensive Courses: 
\par }{\tab \tab \tab 1.\tab }{\b After completing the two required writing 
\par \tab \tab \tab courses}{ and one required speech course, students 
\par \tab \tab \tab will extend their experience by taking two designated 
\par \tab \tab \tab Writing-Intensive courses and one Oral Communication-
\par \tab \tab \tab Intensive course."  
\par }\pard \fi-720\li1440\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab \tab Faculty may certainly over-ride a prerequisite, such as the 
\par \tab \tab one offered here, by issuing special permission.  
\par 
\par 
\par ****
\par 
\par \tab E.\tab Motion to amend the transfer guidelines for ÃÛÌÒÓ°Ïñ core curriculum requirements, submitted by Core Review 
\par 
\par Doug Schamel introduced the motion.  He stated that the current transfer guideline indicates that the course in ethics be an upper division course.  This motion opens the door to students who m
ay have a course in ethics at the lower level with the approval of the Philosophy Department.  Joan Leguard asked if this motion met with the department head's approval.  She indicated that the department is only approving courses that meet their guidelin
es.  The motion passed with 2 nays and 1 abstention.  
\par 
\par MOTION:
\par ======
\par 
\par The Faculty Senate moves to amend the ÃÛÌÒÓ°Ïñ catalog "Table of Substitutions: non-University of ÃÛÌÒÓ°Ïñ institutions" (page 14 of the 2002-03 catalog) as follows:
\par 
\par 
\par [[  ]]  = Deletion
\par CAPS = Addition
\par 
\par }\pard \qc\widctlpar\adjustright {\b TABLE OF SUBSTITUTION
\par }\pard \widctlpar\adjustright {\b 
\par CORE CURRICULUM COURSES \tab COURSES WHICH TRANSFER AS
\par }{
\par PHIL 322X,    \tab \tab \tab \tab an upper division course in ethics
\par Ethics (Values and Choices)\tab \tab OR A LOWER-DIVISION COURSE IN 
\par \tab \tab \tab \tab \tab \tab ETHICS, WITH APPROVAL OF THE 
\par \tab \tab \tab \tab \tab \tab PHILOSOPHY DEPARTMENT. 
\par 
\par 
\par \tab EFFECTIVE:   \tab Immediately
\par \tab \tab \tab Upon approval of the Chancellor.
\par \tab \tab \tab This will appear in the 2004-05 catalog.
\par 
\par \tab RATIONALE: \tab Many schools outside of the UA system offer 
\par \tab \tab and encourage students to take a lower-division ethics 
\par \tab \tab course.  Some of these courses are more-or-less equivalent, 
\par \tab \tab in terms of breadth and depth of coverage, to upper-division 
\par \tab \tab courses at ÃÛÌÒÓ°Ïñ that satisfy the ethics core requirement.  
\par \tab \tab Some lower-division ethics courses taught outside of the 
\par \tab \tab UA system, however, are not equivalent to ÃÛÌÒÓ°Ïñ ethics 
\par \tab \tab courses.  It is manifestly unfair to transfer students to 
\par \tab \tab retake a course already taken outside of ÃÛÌÒÓ°Ïñ. However, 
\par \tab \tab there is no simple mechanism to identify which lower-division 
\par \tab \tab ethics courses are equivalent. Hence, the Philosophy Chair 
\par \tab \tab is the designated gatekeeper.
\par 
\par \tab \tab The Core Review Committee routinely routes all petitions 
\par \tab \tab for an ethics course to the Philosophy Chair for review and 
\par \tab \tab advice.  The Philosophy Chair often defers recommendations 
\par \tab \tab to other departments offering ethics courses.  This catalog 
\par \tab \tab change will primarily formalize our current practice; it will 
\par \tab \tab also transfer some authority from the Core Review 
\par \tab \tab Committee to the Philosophy Chair.  Most importantly, it 
\par \tab \tab alerts transfer students to the possibility of using a lower-
\par \tab \tab division ethics course to satisfy the Core ethics requirement.  
\par \tab \tab Current wording of the catalog does not encourage students 
\par \tab \tab to pursue this option.
\par 
\par 
\par ****
\par 
\par \tab F.\tab Motion to approve the Unit Criteria for Cooperative Extension Service, submitted by the Ad Hoc Committee on Unit Criteria 
\par 
\par Gary Holton introduced the motion.  Gary Holton stated that this is a revision to existing unit criteria.  Policy requires unit criteria to be approved every five years.   He made a f
riendly amendment to insert the words "or applied" to section III, C.O.  The motion passed unanimously.  
\par 
\par MOTION:
\par ======
\par 
\par The ÃÛÌÒÓ°Ïñ Faculty Senate moves to approve the Unit Criteria for the Cooperative Extension Service.  
\par 
\par \tab EFFECTIVE:  \tab Immediately
\par \tab \tab \tab \tab Upon Chancellor Approval
\par 
\par \tab RATIONALE:  \tab The committee assessed the updated unit 
\par \tab \tab criteria submitted by the Cooperative Extension Service. 
\par \tab \tab The unit criteria were found be consistent with ÃÛÌÒÓ°Ïñ 
\par \tab \tab guidelines.
\par }{\caps 
\par 
\par \tab \tab \tab \tab *
\par 
\par 
\par }\pard \qc\li20\widctlpar\tqr\tx9360\adjustright {\b\f20 ÃÛÌÒÓ°Ïñ REGULATIONS FOR THE EVALUATION OF FACULTY:
\par INITIAL APPOINTMENT, ANNUAL REVIEW, REAPPOINTMENT,
\par PROMOTION, TENURE, AND SABBATICAL LEAVE
\par }\pard \widctlpar\tqr\tx9360\adjustright {\b\f20 
\par }\pard \qc\li20\widctlpar\tqr\tx9360\adjustright {\b\f20 AND
\par COOPERATIVE EXTENSION SERVICE UNIT CRITERIA
\par STANDARDS AND INDICES
\par 
\par }\pard \widctlpar\tqr\tx9360\adjustright {\b\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 The following is an adaptation of }{\b\caps\f20 uaf}{\b\f20  and regents criteria for promot
ion and tenure, specifically developed for use in evaluating faculty in the Cooperative Extension Service.  Items in capitalized and boldface are those specifically added or emphasized because of their relevance to }{\b\caps\f20 ces }{\b\f20 
faculty, and because they are additions and clarifications to }{\b\caps\f20 uaf }{\b\f20 regulations.  These unit criteria are for use in the annual evaluation of faculty as well.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par 
\par }\pard \qc\li20\widctlpar\tx540\adjustright {\b\f20 CHAPTER I
\par 
\par Purview
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\adjustright {\f20 The University of ÃÛÌÒÓ°Ïñ Fairbanks document, "Faculty Appointment and Evaluation Policies," supplements the Board
 of Regents policies and describes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the University of ÃÛÌÒÓ°Ïñ Fairbanks (ÃÛÌÒÓ°Ïñ). Contained herein are regulations and procedures to guide the evaluation pr
ocesses and to identify the bodies of review appropriate for the university.
\par 
\par The University, through the ÃÛÌÒÓ°Ïñ Faculty Senate, may change or amend these regulations and procedures from time to time and will provide adequate notice in making changes and amendments.
\par 
\par These regulations shall apply to all of the units within the University of ÃÛÌÒÓ°Ïñ Fairbanks, except in so far as extant collective bargaining agreements apply otherwise.
\par 
\par The provost is responsible for coordination and implementation of matters relating to procedures stated herein.
\par }\pard \widctlpar\adjustright {\f20 
\par 
\par 
\par }\pard \qc\li20\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 CHAPTER II
\par }\pard \li20\widctlpar\tx540\tqr\tx9360\adjustright {\f20 
\par }\pard \qc\li20\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 Initial Appointment of Faculty
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \li900\widctlpar\adjustright {\b\f20 A.\tab Criteria for Initial Appointment}{\f20  Minimum degree, experience, and performance requirements are set forth in \ldblquote ÃÛÌÒÓ°Ïñ Faculty Policies,\rdblquote  Chapter IV. Exceptions to these requirem
ents for initial placement in academic rank or special academic rank positions shall be submitted to the Chancellor or Chancellor's designee for approval prior to a final selection decision.
\par }\pard \fi-360\li900\widctlpar\adjustright {\f20 
\par }{\b\f20 B.\tab Academic Titles}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 Academic titles must reflect the discipline in which the faculty are appointed.
\par }\pard \fi-360\li360\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C.\tab Process for Appointment of Faculty with Academic Rank}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 Deans or schools and colleges, and directors when appropriate, in conjunction with the faculty in a unit shall establish procedures for advertisement, review and
 selection of candidates to fill any vacant faculty position. These procedures are set by ÃÛÌÒÓ°Ïñ Human Resources and the Campus Diversity and Compliance (AA/EEO) office and shall provide for participation in hiring by faculty and administrators as a unit. 

\par 
\par }{\b\f20 I
N ACCORDANCE WITH THE BOARD OF REGENTS POLICY ON PROMOTION AND TENURE, EXTENSION AGENTS ARE EXEMPTED FROM A TRIPARTITE RESPONSIBILITY. SUCH FACULTY HAVE BIPARTITE RESPONSIBILITY. THE BIPARTITE RESPONSIBILITIES ARE TO BE CLEARLY STATED AT THE TIME OF HIRE 
AND CAN BE ANY COMBINATION OF TWO OF THE THREE TRIPARTITE MISSIONS, I.E., TEACHING, RESEARCH, OR SERVICE IN COMBINATION. EXTENSION SPECIALISTS AND OTHER EXTENSION FACULTY HAVE A TRIPARTITE RESPONSIBILITY.
\par 
\par THE COOPERATIVE EXTENSION SERVICE FACULTY HAS DEVEL
OPED A POLICY ON MENTORING RELATIONSHIPS FOR FACULTY WHICH PROVIDES GUIDELINES FOR THE MENTORING SYSTEM. FACULTY MEMBERS SHALL BE INFORMED OF THE OPPORTUNITY TO MAINTAIN A VOLUNTARY MENTORING RELATIONSHIP DURING THEIR CAREER DEVELOPMENT PRIOR TO THE AWARD
 OF TENURE.
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 D.\tab Process for Appointment of Faculty with Special Academic Rank}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 Deans and/or directors, in conjunction with the faculty in a unit, shall establish procedures for advertisement, review, and selection of candidates to fill any faculty positions
 as they become available. Such procedures shall be consistent with the university's stated AA/EEO policies and shall provide for participation in hiring by faculty and administrators in the unit. 
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 E.\tab Following the Selection Process}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 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 
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\b\f20 F.\tab Letter of Appointment}{\f20  
\par \tab The initial letter of appointment shall specify the nature of the assignment, the percentage emphasis that is to be placed on each of the parts of the faculty responsibility, mandatory year of tenure review, and any sp
ecial conditions relating to the appointment. 
\par 
\par \tab This letter of appointment establishes the nature of the position and, while the percentage of emphasis for each part may vary with each workload distribution as specified in the annual workload agreement do
cument, the part(s) defining the position may not.
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par 
\par 
\par }\pard \qc\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 CHAPTER III
\par }\pard \widctlpar\tx540\tqr\tx9360\adjustright {\f20 
\par }\pard \qc\widctlpar\tx540\tqr\tx9360\adjustright {\b\f20 Periodic Evaluation of Faculty
\par }\pard \fi-360\li360\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab General Criteria}{\f20  
\par }\pard \li900\widctlpar\adjustright {\f20 Criteria outlined in \ldblquote ÃÛÌÒÓ°Ïñ Faculty Appointment and Evaluation Policies,\rdblquote  Chapter IV}{\b\f20 , AND CES UNIT CRITERIA, STANDARDS AND INDICES, }{\f20 evalua
tors may consider, but shall not be limited to, whichever of the following are appropriate to the faculty member's professional obligation: mastery of subject matter; effectiveness in teaching; achievement in research, scholarly, and creative activity; ef
fectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the university.
\par 
\par For purposes of evaluation at ÃÛÌÒÓ°Ïñ, the total contribution to the university and activity in t
he areas outlined above will be defined by relevant activity and demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scholarly activity; and 3) effectiveness of service.
\par 
\par }{\b\f20 Bipartite Faculty}{\f20  
\par Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university's tripartite responsibility.
\par 
\par 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 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab Criteria for Instruction
\par }\pard \li900\widctlpar\adjustright {\f20 A central function of the university is instruction of students in formal courses and supervised study. Teaching includes those activities directly}{\b\f20  }{\f20 related}{\b\f20  }{\f20 
to the formal and informal transmission of appropriate skills and knowledge to students. The nature of instruction will vary for each facul
ty member, depending upon workload distribution and the particular teaching mission of the unit. Instruction includes actual contact in classroom, correspondence or electronic delivery methods, laboratory or field and preparatory activities, such as prepa
r
ing for lectures, setting up demonstrations, and preparing for laboratory experiments, as well as individual/independent study, tutorial sessions, evaluations, correcting papers, and determining grades. Other aspects of teaching and instruction extend to 
undergraduate and graduate academic advising and counseling, training graduate students and serving on their graduate committees particularly as their major advisor, curriculum development, and academic recruiting and retention activities.
\par 
\par }\pard \fi-360\li1260\widctlpar\tqr\tx9360\adjustright {\b\f20 1.\tab Effectiveness in Teaching
\par 
\par }\pard \li1260\widctlpar\adjustright {\b\f20 
STANDARD ACADEMIC TEACHING IS NOT A COMMON FORM OF INFORMATION DELIVERY IN THE COOPERATIVE EXTENSION SERVICE. INSTRUCTION OFTEN INCLUDES CONTACT WITH CLIENTELE THROUGH DISTANCE DELIVERY METHODS, WORKSHOPS, SEMINARS, TRAINING AND PUBLIC INFORMATION EVENTS.

\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \li1260\widctlpar\adjustright {\f20 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 \widctlpar\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\adjustright {\f20 a.\tab are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students }{\b\f20 AND CLIENTELE;
\par }\pard \li1620\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li1620\widctlpar\adjustright {\f20 b.\tab express positive regard for students, }{\b\f20 BECOME FAMILIAR WITH THEIR PUBLIC, }{\f20 develop good rapport with students }{\b\f20 AND CLIENTELE, }{\f20 show interest/enthusiasm for the subject;

\par 
\par c.\tab emphasize and encourage student participation, ask questions, frequently monitor student }{\b\f20 AND CLIENTELE }{\f20 participation for student learning and teacher effectiveness, are sensitive to student }{\b\f20 AND}{\f20  }{\b\f20 CLIENTELE}{
\f20  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 
\par }\pard \fi-720\li1620\widctlpar\tx1260\adjustright {\b\f20 2.\tab Components of Evaluation 
\par }\pard \li1260\widctlpar\adjustright {\f20 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 \widctlpar\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\adjustright {\f20 a.\tab systematic student ratings i.e. student opinion of instruction summary forms, and at least two of the following:
\par }\pard \li1620\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\adjustright {\f20 b.\tab narrative self\_evaluation,
\par }\pard \li1620\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 c.\tab peer/department chair classroom observation(s),
\par }\pard \li1620\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li1620\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 d.\tab peer/department chair evaluation of course materials.
\par }\pard \widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EVALUATION OF TEACHING IN AN EXTENSION CONTEXT:
\par }\pard \widctlpar\adjustright {\b\f20 
\par TEACHING IS DEFINED AS A FORMAL PRESENTATION OF RESEARCH BASED SUBJECT MATTER. EFFECTIVE TEACHING IS COMPLEX, BUT MUST PROVIDE A LEARNING EXPERIENCE ENABLING THE LEARNER TO GAIN KNOWLEDGE, SKILLS AND/OR CHANGES IN ATTITUDES/BEHAVIOR.}{\f20  }{\b\f20 
IT SHALL BE EVALUATED WHENEVER POSSIBLE.
\par 
\par EXTENSION EDUCATION DIFFERS FROM RESIDENT EDUCATION IN THAT IT ADDRESSES CLIENTELE AND PUBLIC NEEDS BY DELIVERING INFORMATION RELEVANT TO THOSE NEEDS.
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 STANDARDS AND INDICES OF TEACHING ACTIVITY IN THE COOPERATIVE EXTENSION SERVICE:}{\f20 
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\adjustright {\b\f20 TEACHING AND TRANSFER OF KNOWLEDGE ARE CHARACTERIZED BY:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab COURSES, WORKSHOPS, SEMINARS, DEMONSTRATIONS AND CURRICULUM OR PROGRAM DEVELOPMENT.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab EDUCATIONAL VIDEOTAPES AND/OR OTHER MEDIA PRODUCED FOR PUBLIC EDUCATION, THAT REQUIRES RESEARCH AND PREPARATION.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \li540\widctlpar\adjustright {\b\f20 INDICES FOR DOCUMENTING EFFECTIVE TEACHING IN AN EXTENSION CONTEXT INCLUDE:
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab DOCUMENTATION OF TEACHING TO MEET A FACULTY MEMBER\rquote S AGREED UPON WORKLOAD.
\par 
\par }\pard \fi-360\li900\widctlpar\tqr\tx9360\adjustright {\b\f20 B. \tab DOCUMENTATION OF CHANGES IN KNOWLEDGE, SKILLS AND/OR ATTITUDES/BEHAVIOR RESULTING FROM CES INFORMATION TRANSFER.
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C. \tab DEMONSTRATING THAT CES TEACHING IS A RESPONSE TO CLIENTELE NEEDS.
\par 
\par D.\tab SYSTEMATIC CLIENTELE EVALUATION OF BOTH THE PROGRAM AND THE INSTRUCTOR.
\par 
\par E.\tab UNSOLICITED TESTIMONIALS.
\par }\pard \fi-900\li1440\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 F.\tab DOCUMENTATION OF CONTACT HOURS WITH CLIENTELE RELATIVE TO POTENTIAL AUDIENCES.
\par 
\par G.\tab EVIDENCE OF CREATIVITY AND SUCCESS IN DISTANCE DELIVERY EDUCATIONAL PROGRAMMING.
\par }{\f20 
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXAMPLES OF EXCELLENCE IN TEACHING PERFORMANCE WHICH QUALIFIES A CES FACULTY MEMBER FOR PROMOTION TO THE RANK OF FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20\highlight3 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 1.\tab DEVELOPMENT AND/OR ADAPTATION OF NEW METHODS AND APPROACHES IN THE DISCIPLINE, SUCH AS:
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20\highlight3 
\par }{\b\f20 A.\tab CREATIVE USE OF MEDIA FOR CLIENTELE EDUCATION WHICH EXTENDS THE BOUNDS OF THE DISCIPLINE AND IMPROVES EDUCATIONAL OUTREACH.
\par 
\par B.\tab CURRICULUM OR PROGRAM DEVELOPMENT, WHICH ENHANCES TEACHING EFFECTIVENESS.
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 2.\tab RECEIPT OF STATE OR NATIONAL AWARDS IN RECOGNITION OF OUTSTANDING TEACHING.
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-340\li340\widctlpar\adjustright {\b\f20 3.\tab CONTINUED EXCELLENT}{\b\f20\fs26  }{\b\f20 CLIENTELE/STUDENT REVIEWS AND EVALUATIONS AS A TEACHER.
\par 
\par 4.\tab RECOGNITION THROUGH INVITATIONAL TEACHING OPPORTUNITIES.
\par }\pard \widctlpar\tx360\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\tx540\adjustright {\b\f20 C.\tab Criteria for Research, Scholarly, and Creative Activity
\par }\pard \li540\widctlpar\adjustright {\f20 Inqu
iry 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 ot
h
er scholarly or creative pursuits that are appropriate 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 be
tween routine production and creative excellence as evaluated by an individual's peers at the University of ÃÛÌÒÓ°Ïñ and elsewhere.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\tqr\tx9360\adjustright {\b\f20 FACULTY ARE EXPECTED TO CONDUCT APPLIED RESEARCH OR ENGAGE IN OTHER SCHOLARLY OR CREATIVE PURSUITS THAT ARE APPROPRIATE TO THE
 MISSION OF THE COOPERATIVE EXTENSION SERVICE. CONSISTENT WITH THIS MISSION, EXTENSION FACULTY PROVIDE THE PUBLIC WITH RESEARCH BASED INFORMATION IN AN EASILY UNDERSTOOD FORMAT THAT CAN BE APPLIED TO DAILY LIVING AND IMPROVE THE QUALITY OF LIFE. COOPERATI
V
E EXTENSION SERVICE BULLETINS, FACT SHEETS AND PUBLICATIONS SHALL BE CONSIDERED A MAJOR PART OF THE DISSEMINATION OF INFORMATION BY EXTENSION FACULTY. COOPERATIVE EXTENSION SERVICE FACULTY HAVE VERY LIMITED OPPORTUNITIES TO CONDUCT TRADITIONAL RESEARCH AN
D VERY LIMITED ACCESS TO LABORATORIES AND GRADUATE STUDENTS. ADDITIONALLY, BIPARTITE FACULTY MAY OR MAY NOT HAVE A RESEARCH OBLIGATION.
\par }{\f20 
\par }\pard \li540\widctlpar\tx900\tqr\tx9360\adjustright {\b\f20 1.\tab Achievement in Research, Scholarly, and Creative Activity}{\f20 
\par }\pard \li900\widctlpar\adjustright {\f20 Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \li900\widctlpar\tx1170\adjustright {\f20 a.\tab They must occur in a public forum.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi180\li720\widctlpar\tx1170\adjustright {\f20 b.\tab They must be evaluated by appropriate peers.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi-270\li1170\widctlpar\tx1170\adjustright {\f20 c.\tab They must be evaluated by peers external to this institution so as to allow an objective judgment.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \fi180\li720\widctlpar\tx1170\adjustright {\f20 d.\tab They must be judged to make a contribution.
\par }\pard \li540\widctlpar\adjustright {\f20 
\par }\pard \li540\widctlpar\tx810\adjustright {\b\f20 2.\tab Components of Research, Scholarly and Creative Activity
\par }\pard \li810\widctlpar\tx810\adjustright {\f20 Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-320\li950\widctlpar\tx900\adjustright {\f20 a.\tab  Books, reviews, monogra
phs, bulletins, articles, proceedings and other scholarly works published by reputable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline.
\par }\pard \fi-90\li720\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 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 }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\f20 c.\tab Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.
\par }\pard \fi-90\li720\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 d.\tab Exhibitions of art works at galleries, selection for these exhibitions being based on rigorous review and approval by }{\b\f20 PEERS,}{\f20  juries, recognized artists, or critics.

\par }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx410\tx410\tx990\adjustright {\f20 e.\tab Performance in recitals or productions; selection for these performances being based on stringent auditions and approval by appropriate judges.
\par }\pard \fi-90\li720\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 f.\tab Editing or refereeing articles or proposals for professional journals or organizations}{\b\f20  AND CES PUBLICATIONS}{\f20 .
\par }\pard \fi-90\li720\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 g.\tab Scholarly reviews of publications, art works and performance of the candidate.
\par }\pard \fi-90\li720\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-90\li720\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 h.\tab Citations of research in scholarly publications.
\par }\pard \fi-90\li720\widctlpar\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-90\li720\widctlpar\tx380\tx990\tqr\tx9360\tx380\adjustright {\f20 i.\tab Published abstracts of research papers.
\par }\pard \fi-360\li900\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-450\li990\widctlpar\tx630\adjustright {\f20 \tab j.\tab Reprints or quotations of publications, reproductions of art works, and descriptions of interpretations in the performing arts, these materials appearing in r
eputable works of the discipline.
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\tx990\adjustright {\f20 k.\tab \tab Prizes and awards for excellence of scholarship.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-450\li990\widctlpar\tx990\adjustright {\f20 l.\tab Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-430\li990\widctlpar\tx990\adjustright {\f20 m.\tab Development of process
es 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 \li900\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 N.}{\f20 \tab }{\b\f20 AWARDS OF SPECIAL FELLOWSHIPS TO DEVELOP IDEAS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\b\f20 O}{\f20 .}{\b\f20 \tab 
AUTHORSHIP OF ONE OR MANY CES PUBLICATIONS OR ARTICLES WITHIN CES PUBLICATIONS  BASED ON ORIGINAL OR APPLIED RESEARCH WHICH MEETS THE CRITERIA SET FORTH IN CHAPTER III C.1. OF THIS DOCUMENT WILL BE DEEMED EQUAL TO ONE WORK PUBLIS
HED IN A NATIONAL OR INTERNATIONAL JOURNAL (THE NUMBER TO BE DETERMINED AND DESIGNATED BY THE CES PEER REVIEW COMMITTEE ON AN INDIVIDUAL BASIS ACCORDING TO THE LENGTH AND COMPLEXITY OF EACH PUBLICATION OR ARTICLE).
\par }\pard \li900\widctlpar\tx410\tx410\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\tx410\tx410\adjustright {\b\f20 P}{\f20 .}{\b\f20 \tab NEW AND UNIQUE ADAPTATIONS OF EXISTING RESEARCH-BASED TECHNOLOGY OR KNOWLEDGE IN ORDER TO SOLVE PROBLEMS RELEVANT TO ALASKA.
\par }\pard \widctlpar\tx410\tx410\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXCELLENCE IN THE AREA OF RESEARCH OR SCHOLARLY ACTIVITY IN EXTENSION, WHICH QUALIFIES A FACULTY MEMBER FOR PROMOTION TO FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx400\tx1080\tqr\tx9360\tx400\adjustright {\b\f20 1. \tab AUTHORSHIP OF A BOOK OR MAJOR REFERENCE IN THE FACULTY MEMBER'S AREA OF SCHOLARLY ACTIVITY.
\par }\pard \fi-360\li900\widctlpar\tx400\tqr\tx9360\tx400\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\adjustright {\b\f20 2.\tab RECEIPT OF A NATIONAL RESEARCH FELLOWSHIP.
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx1080\adjustright {\b\f20 3.\tab CONTINUOUS PERFORMANCE IN RESEARCH WITH A CORRESPONDING PUBLICATION RECORD.
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li1080\widctlpar\tx1080\adjustright {\b\f20 4.\tab INTRODUCTION OF A NEW TECHNOLOGY, PRODUCT, OR IDEA WHICH DEMONSTRABLY IMPROVES THE QUALITY OF LIFE FOR ALASKANS, AND IS A CLEAR RESULT OF A FACULTY MEMBER'S EXTENSION ACTIVITY.
\par 
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \li20\widctlpar\tx360\adjustright {\b\f20 D.\tab Criteria for Public and University Service
\par }\pard \li360\widctlpar\adjustright {\f20 Public service is intrinsic to the land grant/sea grant/space grant traditio
n, and is fundamental part of the university's obligation to the people of its state. In this tradition, faculty providing their professional expertise for the benefit of the university's external constituency, free of charge, is identified as "public ser
vice." The tradition of the university itself provides that its faculty assume a collegial obligation for the internal functioning of the institution; such service is identified as "university service."
\par }\pard \li20\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li360\widctlpar\tx630\tqr\tx9360\adjustright {\b\f20 \tab 1.\tab Public Service
\par }\pard \li630\widctlpar\adjustright {\f20 Public service is the application 
of teaching, research, and other scholarly and creative activity to constituencies outside the University of ÃÛÌÒÓ°Ïñ Fairbanks. It includes all activities which extend the faculty member's professional, academic, or leadership competence to these constitue
n
cies. It can be instructional, collaborative, or consultative in nature and is related to the faculty member's discipline or other publicly recognized expertise. Public service may be systematic activity that involves planning with clientele and delivery 
o
f information on a continuing, programmatic basis. It may also be informal, individual, professional contributions to the community or to one's discipline, or other activities in furtherance the goals and mission of the university and its units. Such serv
ice may occur on a periodic or limited\_term basis. Examples include, but are not limited to:
\par }\pard \widctlpar\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 a.\tab Providing information services to adults or youth.
\par }\pard \fi-630\li1260\widctlpar\tx360\tx900\tqr\tx9360\tx360\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 b.\tab Service on or to government or public committees.
\par }\pard \fi-630\li1260\widctlpar\tx380\tx900\tqr\tx9360\tx380\adjustright {\f20 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 c.\tab Service on accrediting bodies.
\par }\pard \fi-630\li1260\widctlpar\tx380\tx900\tqr\tx9360\tx380\adjustright {\f20 
\par d.\tab Active participation in professional organizations.
\par 
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\f20 e.\tab Active participation in discipline\_oriented service organizations.
\par 
\par }\pard \fi-270\li900\widctlpar\tx900\adjustright {\f20 f.\tab Consulting }{\b\f20 IN THE FACULTY MEMBER'S AREA OF EXPERTISE AND THE DISCIPLINE CONSISTENT WITH THE OBLIGATION FOR PUBLIC SERVICE.
\par }\pard \fi-630\li1260\widctlpar\tx900\adjustright {\b\f20 
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\f20 g.\tab Prizes and awards for excellence in public service.
\par 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\f20 h.\tab Leadership of or presentations at workshops, conferences, or public meetings.
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\f20 
\par i.\tab Training and facilitating.
\par 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\f20 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.}{\b\f20 
\par }\pard \fi-630\li1260\widctlpar\tx390\tx390\tx900\adjustright {\b\f20 
\par }\pard \fi-270\li900\widctlpar\tx390\tx390\tx900\adjustright {\b\f20 L.\tab ASSESSING THE RESEARCH NEEDS OF CLIENTELE AND COMMUNICATING THOSE NEEDS TO THE RESEARCH COMMUNITY.}{\f20\highlight4 
\par }\pard \li1260\widctlpar\adjustright {\f20\highlight4 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\b\f20 M.\tab MANAGING AN EFFECTIVE VOLUNTEER PROGRAM TO HELP EXTEND CES RESOURCES OR DEVELOP LEADERSHIP SKILLS.
\par }\pard \fi-340\li1260\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li990\widctlpar\tx990\adjustright {\b\f20 N.\tab REPRESENTING AND ANSWERING QUESTIONS AT CES EDUCATIONAL DISPLAYS, BOOTHS AND EXHIBITS AT PUBLIC EVENTS.
\par }\pard \widctlpar\tqr\tx9360\adjustright {\f20 
\par }\pard \fi-540\li900\widctlpar\tx630\adjustright {\b\f20 2.\tab University Service
\par }\pard \li630\widctlpar\tx630\adjustright {\f20 
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-instructional work with students and th
eir organizations. Examples of such activity include, but are not limited to:
\par }\pard \fi-360\li1260\widctlpar\adjustright {\f20 
\par }\pard \fi-360\li990\widctlpar\tx390\tx390\adjustright {\f20 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, }{\b\f20 PROGRAM CHAIR, OFFICE COORDINATOR}{\f20  or term-limited and part-time assignment as assistant/associate dean in a college/school.
\par 
\par }\pard \fi-360\li990\widctlpar\tx380\tqr\tx9360\tx380\adjustright {\f20 d.\tab Participation in accreditation reviews.
\par 
\par 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 }\pard \fi-360\li990\widctlpar\tx360\tqr\tx9360\tx360\adjustright {\f20 g.\tab Academic support services such as library and museum programs.
\par 
\par }\pard \fi-360\li990\widctlpar\tx390\tx390\adjustright {\f20 h.\tab Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer. 
\par }\pard \widctlpar\tx390\tx390\adjustright {\f20 
\par }\pard \fi-540\li900\widctlpar\tx630\adjustright {\b\f20 3.\tab Evaluation of Service
\par }\pard \li630\widctlpar\tx630\adjustright {\f20 Each individual faculty member's proportionate responsibility in service shall be reflected in annual workload agreements. In formulating criteria, standards and indices for evalu
ation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation for that unit. Excellence in public and university service may be demonstrated through, e.g., appropriate letters of commendation, rec
ommendation, and/or appreciation, certificates and awards and other public means of recognition for services rendered.
\par }\pard \li20\widctlpar\adjustright {\f20 
\par 
\par }{\b\f20 STANDARDS AND INDICES FOR PUBLIC AND UNIVERSITY SERVICE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \li20\widctlpar\adjustright {\b\f20 IN ADDITION TO UNIVERSITY REGULATIONS ON THE EVALUATION OF PUBLIC SERVICE, THE FOLLOWING ACTIVITIES FURTHER EXEMPLIFY PUBLIC SERVICE STANDARDS IN EXTENSION'S ROLE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab INITIATION AND FACILITATION OF PUBLIC EDUCATIONAL EVENTS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab PRODUCING AND PUBLISHING POPULAR PRESS ARTICLES AND NEWSLETTERS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C.\tab MEDIA PRESENTATIONS AND PUBLIC INTERVIEWS, E.G., TV, RADIO, FILM, NEWSPAPERS AND VIDEOTAPES.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 D.\tab DEMONSTRATED ABILITY TO RESPOND TO NEW KNOWLEDGE AND DEVELOPMENTS IN THE DISCIPLINE BY RAPIDLY RAISING PUBLIC UNDERSTANDING AND AWARENESS THROUGH AVAILABLE EDUCATIONAL MEDIA AND METHODS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 E.\tab INDIVIDUAL INSTRUCTION, INCLUDING PERSONAL CONSULTATIONS.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 F.\tab EXEMPLARY RESPONSE IN EMERGENCY SITUATIONS RENDERED IN AN EXTENSION ROLE, AS AGENT OR STATEWIDE SPECIALIST, TO CLIENTELE WHICH FACED THE EMERGENCY/IES.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par INDICES FOR PUBLIC SERVICE PERFORMANCE BY COOPERATIVE EXTENSION SERVICE FACULTY:
\par 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 A.\tab CES PUBLICATIONS WITH A DOCUMENTED RECORD OF INTERNAL PEER REVIEW. ADDITIONAL REVIEW OUTSIDE CES IS ENCOURAGED.
\par }\pard \li900\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 B.\tab DOCUMENTATION OF SERVICE ACTIVITIES PLANNED ON A CONTINUING PROGRAMMATIC BASIS.
\par }\pard \li360\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 C.\tab UNSOLICITED TESTIMONIALS DEMONSTRATING OUTCOMES AND/OR EFFECTIVENESS OF SERVICE ACTIVITIES.
\par 
\par D.\tab AWARDS AND RECOGNITIONS FROM THE PUBLIC SECTOR.
\par }\pard \li360\widctlpar\adjustright {\b\f20 
\par }\pard \fi-360\li900\widctlpar\adjustright {\b\f20 E.\tab DOCUMENTING PUBLIC NEEDS AND BRINGING TO BEAR THE RESOURCES OF THE UNIVERSITY AND OTHER ENTITIES IN MEETING THOSE NEEDS.
\par 
\par F.\tab DEMONSTRATING THE IMPACTS WHICH RESULT FROM PUBLIC SERVICE THROUGH EXTENSION.
\par }\pard \widctlpar\adjustright {\b\f20 
\par 
\par }\pard \li20\widctlpar\adjustright {\b\f20 EXCELLENCE IN SERVICE OR RECOGNITION OF SERVICE WHICH QUALIFIES A CES FACULTY MEMBER FOR PROMOTION TO FULL PROFESSOR MAY INCLUDE:
\par }\pard \widctlpar\adjustright {\b\f20 
\par }\pard \fi-540\li540\widctlpar\adjustright {\b\f20 1.\tab INVITATIONAL SERVICE ON NATIONAL OR INTERNATIONAL BOARDS, REVIEW COMMITTEES, AWARD COMMISSIONS OR SCHOLARSHIP COMMISSIONS.
\par 
\par 2.\tab NATIONAL LEADERSHIP IN A PROFESSIONAL ORGANIZATION.
\par 
\par 3.\tab RECOGNITION THROUGH INVITATIONAL SPEAKING ENGAGEMENTS ON TOPICS WHICH CONSTITUTE PUBLIC SERVICE.
\par 
\par 4.\tab OUTSTANDING UNIVERSITY SERVICE, SUCH AS SERVICE AS A FACULTY SENATE OFFICER, FACULTY SENATE COMMITTEE CHAIR, OR MEMBER OF A MAJOR ADMINISTRATIVE SEARCH COMMITTEE.
\par 
\par 5.\tab RECOGNITION THROUGH RECEIPT OF PUBLIC SERVICE AWARDS, OR AWARDS FOR SERVICE TO THE UNIVERSITY.
\par 
\par 6.\tab RECEIPT OF A NATIONAL ASSOCIATION, USDA, OR PROFESSIONAL SOCIETY SERVICE AWARD.
\par 
\par 7.\tab PARTICIPATION IN A VOLUNTARY MENTORING RELATIONSHIP WITH JUNIOR FACULTY TO FACILITATE THEIR PROGRESS TOWARD PROMOTION AND TENURE.
\par }{\b\f20\striked1 
\par }{\b\f20 
\par }\pard \li20\widctlpar\tqr\tx9360\adjustright {\b\f20                                                                                           Revised December 2002}{
\par }\pard \widctlpar\adjustright {\caps 
\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.  The following report was distributed as a handout.  
\par 
\par }\pard\plain \s21\widctlpar\adjustright \fs28\loch\af0\hich\af0\dbch\f4\cgrid {\fs24 \hich\af7\dbch\af4\loch\f7 Curricular\hich\af7\dbch\af4\loch\f7  Affairs Committee Meeting Report
\par }\pard\plain \qc\widctlpar\adjustright \f7\cgrid {
\par }\pard \widctlpar\adjustright {The Curricular Affairs committee held an audioconferenced meeting on 26 Feb 2003 from 10:15 am to 11:45 am.  Members present included Mike Hannigan, Wanda Martin, Rainer Newberry, Carol Barnhardt, Gayle Gregory, and Ron Ill
ingworth.  
\par }\pard \qj\widctlpar\adjustright {
\par The committee discussed the following items.
\par 
\par }\pard \widctlpar\adjustright {1.\tab Prerequisites for "W" courses.  The committee agreed with the concept expressed in the enabling documents that established the core, that writing well is a cumulative process.  The committee bel
ieves that we cannot expect students to retain and build on the writing skills they have learned in required English courses unless they continue to receive instruction in writing during subsequent years of their undergraduate training.  Offering continue
d
 writing practice and evaluation beyond the first two years is an essential part of this concept.  "W" courses depend on an established foundation developed through completion of English 111X and English 211X or 213X.  Therefore, it is essential that thes
e
 courses be clearly identified as prerequisites for any person attempting a "W" course.  Consequently, the Curricular Affairs committee moves to co-sponsor with the Core Review committee the motion to establish Engl 211X and Engl 213X as prerequisites for
 all "W" courses.  The motion was approved unanimously.
\par 
\par 2.\tab Mandatory Placement.  A motion was forwarded from the Developmental Studies Committee that would establish a mandatory placement policy for ÃÛÌÒÓ°Ïñ students based on a current assessment of students\rquote  l
evels of preparation in math, written English, and reading.  This motion comes with a request for co-sponsorship and is one of the recommendations resulting from the external evaluation of the developmental program at ÃÛÌÒÓ°Ïñ.  Three of the professional organ
izations that focus on underprepared students (NADE, AMETYC, and CRLA) all include as policy statements their support for mandatory assessment and mandatory placement.  
\par 
\par }\pard\plain \s22\widctlpar\adjustright \loch\af0\hich\af0\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 Wanda Martin raised a related issue re tests and if there is any policy regarding the \hich\af7\dbch\af4\loch\f7 
recency of submitted test scores.  This question will be forwarded to the Developmental Committee for their consideration.
\par 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {Some concern was expressed regarding the implementation of this policy if approved.  The external reviewers recognized this issue as
 well and recommended implementation over a 2 year period to accommodate the changes that would be necessary.
\par 
\par Given the small number of attendees at the meeting, it was determined to continue this item to the next committee meeting for further discussion.
\par 
\par 3.\tab 
Ron Slominski, Registrar and chair of the subcommittee on academic disqualification, provided an update on the status of their work in this area.  Ron reported that Claudia Clark, Dean of Enrollment Management and the Provost have revised the disquali
fication statement in the catalog to more closely mirror the actual senate statement.  The new version that will appear in the 2003-2004 catalog will read as follows:
\par 
\par "Undergraduate students on probation, whose semester and cumulative GPAs are less than 2
.0 at the end of spring semester, may be disqualified from degree-seeking status.  As a disqualified student, you may only continue your enrollment at ÃÛÌÒÓ°Ïñ as a non-degree student and are limited to a maximum of nine credits per semester.  To be eligible f
or reinstatement in an academic degree program, you\rquote ll normally be expected to earn at least a C grade in all courses taken as a non-degree student.  You must apply for readmission when you want to be restored to degree-seeking status."
\par 
\par This item will be continued to the next meeting for further discussion.
\par 
\par 4.\tab A request from the Faculty Senate Governance office for clarification of rules surrounding "prerequisites" was discussed.  The main concern here was expressed in the question of what does it mean to 
"complete" the prerequisites for a course.  Does this mean any grade other than an "F" or "I" or "W"?  Is an "I" ok?  Does it mean you must have a grade of "C" or better,
 as the Math department requires?  Does it mean any grade from "D" on up?  A second que
stion involves enforcement.  Banner is not currently set up to sort out students with grades at a certain level in the prerequisite sort.  Other than an explicit statement by Math at the beginning of their section of course descriptions, there were very f
ew instances in the catalog that addressed this issue.  
\par 
\par }\pard\plain \s22\qj\widctlpar\adjustright \loch\af0\hich\af0\dbch\f4\cgrid {\hich\af7\dbch\af4\loch\f7 This item will be continued to the next meeting for further discussion.
\par 
\par }\pard\plain \widctlpar\adjustright \f7\cgrid {5.\tab Finally, the issue of contact hours for internships and practicums was introduced for initial discussion.  There is current
ly only limited guidance on credits and contact hours for these student activities and the application varies from department to department.  Since the meeting time was expiring, this item will be continued to the next meeting.
\par }\pard \qj\widctlpar\adjustright {
\par Respectfully submitted
\par Ronald D. Illingworth, Chair
\par }\pard \widctlpar\adjustright {
\par 
\par \tab B.\tab Faculty Affairs - P. McRoy
\par 
\par A report was attached to the agenda.  The committee has approved a spousal hire policy which will be forwarded to the Senate.  There is a joint meeting of the Faculty Affairs Committee and the Ad H
oc Committee on Classified Research scheduled for Wednesday, March 12th.  Dan Odess asked if the spousal hire policy might be circulated widely for comment.  It will be send to the Senators and to the Provost Council.  
\par 
\par 
\par \tab C.\tab Graduate Academic & Advisory Committee \endash  M. Murray
\par 
\par A report was attached to the agenda. 
\par 
\par 
\par \tab D.\tab Core Review - D. Schamel
\par 
\par A report was attached to the agenda.  The committee met this morning and they are planning to revisit the "Perspectives on the Human Condition" to give students a broader choice.  
\par 
\par 
\par \tab E.\tab Curriculum Review - G. Holton
\par 
\par Course proposals are due in on March 7th.  The committee will meet the last week of March to review the requests.  
\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 administrative review of the Provost is wrapping up.  50 faculty responded to the survey.  The committee is looking at a motion to codify the Group B review process.  They are also looking at a process to deal with faculty appeals of student 
code of conduct violations.  
\par 
\par 
\par \tab H.\tab Faculty Development, Assessment & Improvement \endash  A. Bult-Ito
\par 
\par The following handout was distributed at the meeting.  The committee is finalizing a policy on faculty mentoring.  
\par 
\par Minutes of Faculty Development, Assessment, and Improvement Committee Meeting
\par Tuesday, 25 February 2003 / 9am
\par Office of Faculty Development, 222 Bunnell
\par Minutes submitted by Abel Bult-Ito
\par 
\par 
\par Committee Members present:  Brian Barnes, Gerald Berman, Abel Bult-Ito (Chair), George Charles, Linda Curda, Lee Haugen, Paul McCarthy, Joy Morrison, Tom Robinson, Channon Price, Ann Wilson, Shunpu Zhang
\par 
\par Committee Members absent:  Roger Norris-Tull
\par 
\par 1.  Abel Bult-Ito briefly reported on the Ad Hoc Committee on Unit Criteria.  This com
mittee voted unanimously not to approve the currently proposed School of Management criteria.  The Cooperative Extension Service criteria were unanimously approved with the addition of minor changes.
\par 
\par 2.  A Faculty Development Travel Award Policy is needed
 to provide Joy Morrison, Director of Faculty Development, with a set of guidelines to award Faculty Development travel funds.  Both Joy and Provost Paul Reichardt have indicated that this is necessary to handle the many travel requests that come into the
 
Office of Faculty Development.  A sub-committee on Faculty Development Travel Award Policy was created to draft a policy.  Ann Wilson indicated that she had already done a web search and found several policies at other institutions that will be helpful in
 
drafting our own.  Ann volunteered to chair the committee and Shunpu Zhang, Gerry Berman, and Lee Haugen agreed to serve on this sub-committee as well.  Several issues regarding a possible policy were discussed and will be considered for inclusion in the 
draft policy.
\par 
\par 3.  The Sub-Committee on the Faculty Mentoring Program, Joy Morrison (chair), Paul McCarthy, and Brian Barnes met on February 18 (George Charles contributed written comments) and produced the following set of recommendations:
\par \tab a.  That Facult
y Development continues to host a luncheon for new faculty and their assigned mentors each fall semester.  Deans/directors insist on attendance at this luncheon.  Guidelines and expectations for mentoring will be discussed then.  A Handbook on Mentoring w
ill be given to each new faculty member.
\par \tab b.  That deans/directors seek out senior faculty volunteer mentors who will be given Service credit on their Workloads to meet at regular intervals with a small group of new faculty in the spring semester.  Small gr
oups of new faculty will be assigned to each of these mentors depending on their discipline.
\par \tab c.  A template of the Annual Activities Report be added to the Orientation Kit for new faculty so new faculty know what to expect at the end of the year.
\par \tab d.  The senior mentors have examples of Annual Activities Reports, and the 4th year reviews to show to their groups of new faculty.
\par \tab e.  Both the mentors and mentees report on their meetings in their Annual Activities Report (AAR) and that a section be added to the online AAR template for this information.  Also a section be included in the Narrative about mentoring meetings.

\par \tab f.  A training workshop be offered in fall for all mentors.
\par \tab g.  Either the formal or informal mentor should assist the new faculty member with preparation of the AAR up to the fourth year review.
\par 
\par During discussions of this report an additional item was added to this list of recommendations:
\par At dean/director level a list of new/junior faculty members and their mentors will be maintained.
\par 
\par A 
motion was proposed and seconded to move this set of recommendations forward for approval by the Faculty Senate.  This motion was unanimously approved.  Therefore, this set of recommendations will be formatted as a motion to be presented to the Faculty Se
nate for approval during the April 7 meeting.
\par 
\par The Sub-Committee on the Faculty Mentoring Program members are commended for a job well done!!
\par 
\par 4.  Abel Bult-Ito reported on Code of Conduct issues that were discussed during a Faculty Appeals and Oversight Co
mmittee meeting on 19 February 2003.  Most of the discussion centered around faculty members filing Code of Conduct violations against students that are subsequently ignored because no timeline has been established for timely consideration.  The Faculty A
ppeals and Oversight Committee will be working on revising the relevant regulations to include a timeline that will ensure timely consideration of Code of Conduct violations by students.
\par 
\par Subsequent brief discussion reiterated the importance that new faculty
 members be informed about student and faculty Codes of Conduct, which can be found on the Provost's web site.  Tom Robinson added that he puts parts of the Student Code of Conduct language from the course catalog in his course syllabus to remind students
 of their obligations.  Others on our committee found this a good practice.
\par 
\par 5.  The Faculty Development at ÃÛÌÒÓ°Ïñ Annual Report and Provost Paul Reichardt's response to this report was discussed.  As was clear in Paul Reichardt's letter, guidelines for facult
y-travel awards need to be established.  Our committee is directly addressing this issue by starting to draft a Faculty Development Travel Award Policy (see 2).  Issues related to an appropriate budget for the Office of Faculty Development was discussed. 
 
Channon Price pointed out that the Faculty Senate passed a resolution on the establishment of an Office of Faculty Development last year, in which budgetary suggestions were made.  This resolution can be used to guide the development of an appropriate bud
get.  Abel Bult-Ito suggested to Joy Morrison that she prepare a draft of a budget for review by our committee.
\par 
\par 6.  Joy Morrison had several announcements regarding upcoming events.  They include:
\par \tab a.  Today:  A CPA from a local tax company will provide "tax deductions for educators" information in Gruening 306 at 1 p.m.
\par b.  Debra Egan of CIES in DC will give a luncheon presentation on the Fulbright Scholarship program to all faculty on Tuesday, March 11.  She will be available on Tuesday morning and afternoon for individual meetings.
\par \tab c.  All-day "Publish don't Perish" workshop on April 17 in 109 Butrovich.  Faculty welcome especially untenured faculty.  Sign up with Joy Morrison.  Free.
\par \tab d.  Joy Morrison will visit Bethel on April 18-19 and Dillingham, 20-21. 
\par 
\par 7.  The next meetings of the FDAIC are scheduled for:
\par 
\par Tuesday 25 March February 2003 at 9:00 am in the Office of Faculty Development conference room, 222 Bunnell.  The tentative agenda for this meeting is:
\par \tab a. Faculty Mentoring Program Motion (15 min).
\par \tab b. Report by the Sub-Committee on Student Evaluations (15 min).
\par \tab c. Report by the Sub-Committee on Faculty Development Travel Award Policy (15 min).
\par \tab d. Other business (15 min).
\par 
\par Tuesday 15 April 2003 at 9:00 am in the Office of Faculty Development conference room, 222 Bunnell.
\par 
\par 8.  Meeting was adjourned at 10:00am.
\par 
\par 
\par \tab I.\tab Ad Hoc Committee on Unit Criteria - G. Holton
\par 
\par A report was attached to the agenda. The committee encourages additional unit criteria proposals.  The criteria approved at the last two meetings are good models for developing unit criteria.  
\par 
\par 
\par 
\par VIII\tab Members' Comments/Questions
\par 
\par Doug Schamel spoke about the recent problems with the Windows upgrade.  Peter McRoy asked about the search for the Graduate Dean position.  Dean Woodall indicated that ads are out and appl
ications are due in mid-March.  Larry Duffy spoke about Alex Hill's IT report on computer utilization.  The Provost was going to form a committee to review the report.  }{Paul Reichardt indicated that the }{committee }{list has about seven}{ people}{. }{ 
}{Larry Duffy indicated that there }{are}{ a number of science and engineering faculty who are interested in serving on the committee.  }{Abel Bult-Ito asked about a graduate student on the committee.  Ben Andrews also seconded the request.  
Pete Pinney spoke about the process of renaming the courthouse.  He would strongly encourage that we look for Athabascan names.
\par 
\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 3:15 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 }}