ࡱ>  s `jbjb &Fkk`]       $%X \ \ \ \ \ \ \ ,5)n \ \ \ \ \   \ \ X \ N \ \ 4XX    \ L 6h   L'7 @RMINUTES Ӱ FACULTY SENATE MEETING #119 MONDAY, DECEMBER 8, 2003 Wood Center Carol Brown Ballroom I The meeting was called to order by President Pinney at 1:00 p.m. A. ROLL CALL Members Present: Members Absent: Allen, J. Berman, G. Barnhardt, C. Box, M. Bult-Ito, A. Haugen, L. Cysewski, S. Herman, S. Davis, M. Luick, B. Dinstel, R. Nakaneczny, M. Erickson, K. Patil, S. Gradinger, R. Roberts, L. Hannigan, M. Zhang, S. Kupries, M. Leguard, J. Ma, Z. McBeath, J. (R. Leiner) OTHERS PRESENT: McCarthy, P. Anderson, J. McRoy, P. Duffy, L. Newberry, R. Gregory, G. Odess, D. Kopacz, E. Pinney, P. Layral, S. Reynolds, J. Lind, M. Schneider, W. Martin, W. Shur, Y. (M. Lindberg) Mulder, C. Smith, J. Reichardt, P. Weber, J. Wisen, C. Zilberkant, E. NON-VOTING MEMBERS PRESENT: Collins, J. - Dean, SOM Stickel, T. - Acting Registrar NON-VOTING MEMBERS ABSENT: Walker, T. - President, ASӰ Graduate Student, GSO O'Neill, R. - President, ӰSC Joseph, B. - Dean, CRA B. The minutes to Meeting #118 (October 27, 2003) were approved as distributed via e-mail. C. The agenda was approved as distributed via e-mail. II Status of Chancellor's Office Actions A. Motions approved: 1. Motion to amend the Ӱ Academic Honors policy. 2. Motion to amend the Attendance policy. B. Motions pending: none III Public Comments/Questions - none IV Governance Reports A. President's Comments - Pete Pinney Pete Pinney reported that the Faculty Alliance has subgroups working on outcomes based budgeting. There is also another committee working on an academic freedom policy and recommendations to the Board of Regents. He should have a report at the next meeting. He has also sent a letter of support for the academic liaison position and some additional recommendations for some role and responsibilities for that position. Statewide administration has established a committee on sustainability and cost savings chaired by Joe Beedle. They will be looking at savings and efficiency. Pete will be happy to act as a conduit to forward any suggestions or ideas. The administrative review of Jim Collins has been cancelled due to his return to a faculty position. Pete Pinney reported on the issue of All Campus Day. The original recommendation from Curricular Affairs was to eliminate All Campus Day. At the Governance Coordinating Committee meeting a number of students attended and spoke about keeping the day. They brought quite a list of activities and service opportunities. This prompted the approval of an academic calendar which included All Campus Day. This motion was sent on to the Chancellor for his approval. This can be a day to get more involved as faculty with our students and involve the university with the community at large. B. President-Elect 's Comments - Abel Bult-Ito Abel Bult-Ito presented the same type of report analysis on the UA budget to the Board of Regents at their November 6th meeting. He requested from statewide administration a detailed budget. Pat Pinney provided information the morning of the meeting. He hopes they will establish a more open communication link. In a meeting November 18th they discussed a plan for Abel to get more detailed information on the UA budget including the statewide budget. The Faculty Senate Newsletter is out once again in hardcopy, so there is no reason not to read it. Abel thanked the contributors (Mark Box, Eric Heyne, Roy Bird, and Lowrey Pei from Simmon College) and indicated that the discussion on Liberal Arts Education does not have to stop here. Any additional ideas or contributions can be sent to him. C. Staff Council - Rory O'Neill Rory O'Neill was not in attendance to give a report. D. ASӰ - Thom Walker Thom Walker was not in attendance to give a report. E. Faculty Liaison - Eva Kopacz Eva Kopacz spoke about the discussion at the Board of Regents' meeting. The ACCFT contract was approved. Jim Chapman, as representative of SAC, presented the Joint Ph.D. concept that UAA and Ӱ have been working on. Several department including Psychology have been talking about this proposal in which the degree would be granted by Ӱ but there would be student shared committees and recognition on the diploma of the other school element. The Board was split on the concept. They want an update in June. The departments will continue to work on their proposals. There was a presentations by students on student issues. A number of things looked at include super-tuition, room scholarships, the Ӱ Scholars program. Another presentation made by Jim Johnsen was on the retirement system. It will continue to be looked at by the Board. Peter McRoy asked about the major issues in the spring. Eva stated that the cost efficiency saving committee is looking at where centralization and cost saving will occur and this may be a big issue in the spring. Other issues included the retirement system. Student issues including the super-tuition. They are looking at some of the capital projects. Legislative issues are going to be big. They will also be looking at how to enhance the Development Office and how they do non-general fund revenue increases. And certainly the whole outcomes based budget will be an issue. Paul Reichardt indicated that SAC recently received a memo from the President about promoting and better organizing distance delivery across the system. Eva Kopacz indicated there is also a MyUA portal steering committee. V A. Comments from Chancellor, Marshall Lind - Chancellor Lind reported that the Board of Regents' elected officers at their December 4th meeting, they are the same as previous. Brian Rogers will continue to be chair. The Board also approved the authorization of the sale of some general revenue bonds. On Thursday, December 11, at 1:00 p.m. the Chancellor will be hosting a budget forum for next fiscal year. The first indicator of what will happen next year will take place on December 15th when the governor will announce his budget. We are hopeful that his budget will include the request for a five percent increase for the university. We want to lay out the foundations and to explain to people what is involved and to get ideas as to what areas we might look at. Deans and directors are confronted with some challenges. We are also going to be talking about how it all fits together with the strategic plan and the academic plan. As we go through the different budget making steps they will keep coming back to the linkages between our academic plan and strategic plan and how it fits with the statewide plan. Chancellor Lind mentioned at an earlier meeting this fall he said that we would pay attention to the faculty survey. They have taken some steps to do something with that information. There were four issues in the survey: compensation issues, an area of stress related to changes in expectations, concern about level of student preparation, and communication. He has been directing his efforts on the one of communications. One of the things recognized is that there were very distinct differences in the responses based on gender. Paul Reichardt recently had a meeting with a group of faculty members to discuss those issues. In the meantime there will be changes in the Cornerstone. They are going to be looking at the development of a communication audit that will take place this year so they can really look in detail at materials and who gets it. Things are happening with the faculty survey. The committee appointments should come from the Senate and they will work with the committee. Activity on classified research has resulted in another draft. They hope to have another meeting with the full committee to bring this matter to resolution soon. Pete Pinney presented a book on "How to Retire Early and Live Well" to Chancellor Lind. B. Comments from Provost, Paul Reichardt - Paul Reichardt reported on Ӱ's planning process. He held a retreat late last spring to look at the academic development plan. There was some follow up over the summer with additional discussions. He recently uncovered the project and now has a draft plan which will be sent out to a group of people for review. He should have a new version soon. The Provost's Office is in the beginning stages of forming a search committee to replace Ted DeLaca. The search for a new registrar was unsuccessful. Tim Stickel will continue in his role as acting registrar until they decide what to do next. Finally, there was a meeting this morning which was a follow up to the facilities portion of the Regents' meeting. They spent time talking about the central animal facility known as CAF. This building on the West Ridge will house animal quarters. The issue is that they don't have enough funds at the current time for the size of the facility they need. There are some questions about the Regents' authorizing construction of yet another unfinished facility. There will be a special Regents' meeting later in the week to discuss it. Abel Bult-Ito asked for a response to the May budget report for the February meeting. Paul indicated that he has been talking with Joe Trubacz with respect to the questions asked. He is within one or two items and should have a report by February. Eva Kopacz commented that the Denali Commission is meeting to review $500,000 additional dollars for the Allied Health programs for TVC. The expectation is that it will come through. The Tribal Health Consortium leadership is meeting to look at giving money to CRA for the Behavioral Health Aide program. It is expected they will give $950,000 immediately and anticipate an additional $2 million for expansion in that area. The three MAUs will get together, as they did with the Nursing program, to meet and have discussions between Psychology, Social Work, and Human Services at the different MAUs to talk about how to address the statewide need in that area. VI New Business A. Motion to approve a minor in Leadership and Civic Engagement, submitted by Curricular Affairs Rainer Newberry indicated that this motion establishing a non-traditional minor which emphasis aspects of political action. This has been endorsed by everyone that has looked at it. The motion passed with one nay vote. MOTION: ====== The Ӱ Faculty Senate moves to approve a minor in Leadership and Civic Engagement. EFFECTIVE: Fall 2004 RATIONALE: See full program proposal #43 on file in the Governance Office, 312 Signers Hall. Requires two new courses, NORS 205 and 492, plus three electives from select PS, HIST, or RD courses for a total of 15 credits. Brief Description of the Proposed Program Minor in Leadership and Civic Engagement The minor in leadership and civic engagement will be administered by the Northern Studies Program, an interdisciplinary program housed within the College of Liberal Arts on the University of Ӱ Fairbanks campus. Its purpose is to strengthen the abilities of Ӱ graduates to lead and contribute effectively in both the public and private spheres, especially in the Ӱ public policy context. **** B. Motion to approve a BA in Social Studies, submitted by Curricular Affairs Rainer Newberry indicated that this new degree was to establish a content area of study in social studies for teachers. With the requirement of the No Child Left Behind legislation, teachers are now required to have a degree in the area in which they teach. This degree is a way of dealing with that requirement. The motion passed with one nay. MOTION: ====== The Ӱ Faculty Senate moves to approve a BA in Social Studies. EFFECTIVE: Fall 2004 and/or Upon Board of Regents' Approval. RATIONALE: See full program proposal #26 from the Spring 2003 review cycle on file in the Governance Office, 312 Signers Hall. The Interdisciplinary degree requires 3 of the Core "Perspective" courses, 14 major requirement courses, one elective from five social studies categories, a concentration in a social studies area, and a capstone experience of 6 credits for a total of 120 credits. Brief Statement of the Proposed Program Bachelor of Arts in Social Studies Bachelor of Arts in Social Studies. The social studies interdisciplinary degree provides students with a broad background in various disciplines of social studies, including Anthropology, Ӱ Native Studies, Economics, Geography, History, Political Science, Psychology, and Sociology, while providing depth in at least one of the social studies disciplines. The degree, combined with the one-year Ӱ School of Education post-baccalaureate teacher licensure program, is designed to prepare students to become effective social studies teachers. The National Council for Accreditation of Teacher Education (NCATE) requires teachers who are certified in any of the social studies disciplines (for example, Anthropology, Economics, Geography, History, Political Science, Psychology, or Sociology) to have a background in a significant number of courses outside of their specific discipline. Those students would find that a double major, combining a field such as history with the social studies major, would provide them with the broad background required by NCATE, and with the academic background required by the No Child Left Behind legislation, to enable them to teach in more than one subject area. The objectives of the creation of the new degree are two-fold: (1) to provide a broad background in a variety of disciplines, so as to better prepare secondary teachers to teach a variety of social studies subjects than would a major in a single field alone; (2) to prepare students with the broad background in the social studies required by the National Council for Accreditation of Teacher Education (NCATE) and the National Council of Social Studies. **** C. Motion to amend the BT degree, submitted by Curricular Affairs Rainer Newberry asked Steve Cysewski to introduce the motion. Steve Cysewski indicated this was a way to give them some time to work on revising and creating new options for the BT and still meet the School of Management's concerns. There is still a need for a four year degree for students in the technical areas. The motion passed with one nay. MOTION: ====== The Ӱ Faculty Senate moves to amend the Bachelor of Technology degree to eliminate the business option (4a). EFFECTIVE: Fall 2004 RATIONALE: The School of Management does not recognize the B.T. as a business option. Removing the business option from the BT will avoid conflict with AACSB accreditation issues where SOM reviews all business management courses. The Interdisciplinary degree can incorporated these courses with SOM approval. *** [[ ]] = Deletions CAPS = Addition Technology Interdisciplinary Program (907) 474-7464 Degree: B.T. Minimum Requirements for Degree: 120 credits This program offers qualified applicants the opportunity to expand upon their vocational/technical education. [[The B.T. degree allows students to choose business or interdisciplinary studies.]] [[Business enhances managerial/entrepreneurial skills.]] THE Interdisciplinary studies B.T. DEGREE allows the exceptional student to tailor a baccalaureate program to their unique needs. Information and advising for this degree is through the VICE PROVOST FOR INSTRUCTIONAL AFFAIRS. Undergraduate Program Major Technology -- B.T. Degree 1. Complete the general university requirements. [[As part of the core curriculum requirements, complete MATH 161X.]] 2. Complete the following B.T. degree requirements. 3. Complete the following: ENGL 314W,O/2 -- Technical Writing (3 credits) MATH/CS/STAT elective at the 100-level (3 credits) TTCH 301 -- Technology and Society (3 credits) Computer competency (3 credits) Specialty Electives (6 credits) (Advisor approved upper division internship or advanced technical experience.) 4. Complete [[1 of the following specialization options:*]] 30 CREDITS OF INTERDISCIPLINARY STUDIES APPROVED BY A FACULTY COMMITTEE.* 30 CREDITS [[a. Complete the following:** ACCT 261 -- Accounting Concepts and Uses I (3 credits) ACCT 262 -- Accounting Concepts and Uses II (3 credits) BA 151 -- Introduction to Business (3 credits) ECON 200 -- Principles of Economics (4 credits) STAT 200 -- Elementary Probability and Statistics (3 credits) Complete 5 courses from the following: BA 307 -- Personnel Management (3 credits) BA 317W -- Employment Law (3 credits) BA 325 -- Financial Management (3 credits) BA 330 -- The Legal Environment of Business (4 credits) BA 343 -- Principles of Marketing (3 credits) BA 390 -- Organizational Theory and Behavior (3 credits) BA 447W,O -- Compensation Management (3 credits) BA 457 -- Training and Management Development (3 credits) BA 475 -- Transportation and Logistics (3 credits) b. Interdisciplinary***]] 5. Complete 30 credits at Ӱ in the area of specialization (either completed in residence or accepted by transfer as equivalent to specific Ӱ courses). Complete 1 of the following to demonstrate competence in the area of specialization: a. An associate of applied science degree from an accredited institution of higher education. In general, the name of the degree shall be bachelor of technology. [[The following concentration areas are available to students who complete a Ӱ A.A.S. degree. * Apprenticeship Technology * Community Health * Culinary Arts * Dental Assistant * Early Childhood Education * Emergency Services * Human Services * Information Technology Specialist * Interdisciplinary * Maintenance Technology * Medical Assistant * Office Management and Technology * Paralegal Studies * Process Technology * Professional Piloting * Renewable Resources * Tribal Management]] b. Substitute 1 of the following [[as a demonstration of competency]] QUALIFICATIONS in an applied or technical field with the approval of the Curricular Affairs Committee of the Faculty Senate: * A.A.S. or similar degree earned at a non-accredited institution, deemed appropriate by the faculty. * State or federal certification deemed appropriate by the faculty. * Journeyman status in trades and industry, deemed appropriate by the faculty. 6. Minimum credits required (120 credits) * Student must earn a C grade or better in each course. [[** No more than 25% of total coursework may be taken in the School of Management.]] [[*** ]]See "Interdisciplinary Studies" in the Degrees and Programs section. Note: At least 39 credits must be 300-level or above. **** D. Motion to amend the Natural Science area of the Baccalaureate Core Curriculum, submitted by Core Review Rainer Newberry indicated that there used to be a breath and depth option which was confusing for many. A few years ago we eliminated that with the provision that students couldn't mix and match breath and dept courses from the same disciplines. This produces some confusion and also prevents students who take a breath science course and get interested in a discipline from being able to finish up their science requirement in that discipline. So this change will reduce the confusion and bring the requirement into line with what we allow transfer students to use. The motion passed unanimously. MOTION: ===== The Ӱ Faculty Senate moves to accept the recommendation of the CORE Review Committee to amend the Natural Science requirement of the CORE Curriculum to allow "Student may complete any two Core science courses to fulfill the Core science requirement." EFFECTIVE: Spring 2004 RATIONALE: The intent of the Ӱ Core science requirement is to provide students with: (1) a basic understanding of main concepts in science, (2) a solid grounding in the process of science as a way of knowing, (3) understanding of the interaction of science and society, and (4) an interest in learning more about science. The original vision for Ӱ Core science courses was that students would either delve deeply into a single discipline ("depth") or they would explore two separate disciplines, each in less detail ("breadth"). The change in policy would allow maximum flexibility in course selection in the sciences by Ӱ students. It would not punish those students who enroll in an exploratory course (a "breadth" course), get excited about that discipline, then enroll in that discipline. It encourages faculty teaching "breadth" courses to teach exciting courses that might attract students to that discipline. Equally important, it does not "punish" students for attending Ӱ. We allow transfer students to bring in ANY 2 SCIENCE COURSES WITH LABS, regardless of discipline, or "breadth" vs. "depth" designation. There is obviously some overlap of material between introductory-level courses within a discipline, but not enough to be of major concern. In addition, the area of overlap will, hopefully, cover important concepts that might well warrant repetition. **** E. Motion to amend the Graduate Academic Standards, submitted by Graduate Academic & Advisory Committee Christa Mulder indicated this motion came out of two issues. One is that it is very difficult to dismiss students who have not made any progress in their program and have exceeded the maximum number of years. The second issue was that federal immigration authorities require us to report on an annual basis whether students are in good standing. We didn't have much of a definition of good standing beyond a 3.0 GPA. There is nothing new in policy, it still requires a 3.0 GPA. This will establish more structure in tracking students and making sure they have submitted the required paperwork. This has been through all the deans that have graduate programs, it has been reviewed by the university lawyers, and is based on the CSEM draft. It has also been reviewed by the Graduate School and the Registrar's Office. Tim Stickel asked about the violation of the Student Code of Conduct. Christa indicated that dismissal is based on the recommendation of the committee and may include one or more of the factors. It is not an automatic process. The motion passed unanimously. MOTION: ====== The Ӱ Faculty Senate moves to amend the Ӱ Graduate Academic Standards, as published in the 2003-2004 Ӱ Catalog, as follows: Delete the following from p. 40 of the Ӱ Catalog, in the section on Academic Regulations for graduate students: [[ Academic Standards Good Standing To remain in good standing, you must maintain a cumulative GPA of 3.0 in courses identified on your Advancement to Candidacy. Before advancing to candidacy, however, a cumulative GPA of 3.0 is required on all courses taken since admission to graduate study. You will be placed on probation if your GPA falls below 3.0 and will remain on probation until grades are brought up to 3.0. Academic Disqualification Upon the recommendation of either the dean or your college or school or your advisory committee (and with the concurrence of the dean), you may be disqualified from graduate study when your performance is deemed unsatisfactory.]] Add the following section to the Ӱ Catalog: START ADDITION Academic Standards Good Standing in Ӱ Graduate Degree Programs To maintain good academic standing in Ӱ graduate programs, students: a. Must maintain a cumulative GPA of 3.0 in courses taken since admission to graduate school. Before advancing to candidacy, however, a cumulative GPA of 3.0 is required based on all courses identified on your Advancement to Candidacy. The student must earn at least a B grade in 400 level courses. b. Must be registered at Ӱ with a minimum 6 credits per year unless on approved leave of absence. c. Must not violate any part of the Student Code of Conduct. d. Have a current graduate study plan or an advancement to candidacy submitted and approved, unless the student is within the first year of graduate study. e. Have in the student's file by May 15 of each year an annual report from the graduate advisory committee, certifying satisfactory progress. This is the responsibility of the student. Students starting in January need not submit an annual report until April of the next academic year. If a satisfactory annual report is not filed as specified, the student may be placed on probation. f. Pass any required qualifying exams or comprehensive exams. Departments may set the number of times an exam may be repeated. Probation in Ӱ Graduate Degree Programs Probationary status indicates that the student is not in good standing. When a student is placed on probation, the dean of the school or program, and the advisory committee will notify the student of requirements to be met before the student may be returned to good standing. If a student does not return to good standing by the end of two semesters, the student may be dismissed from the degree program. Dismissal from Ӱ Graduate Degree Programs If recommended by the department chair, the graduate advisory committee, and the dean of the college or school, and approved by the Dean of the Graduate School, a student will be dismissed because of unsatisfactory performance. Unsatisfactory performance is deemed as one or more of the following: a. Exceeding maximum time limit for degree. b. Not being registered at Ӱ for a minimum 6 credits per year unless on approved leave of absence. c. Having less than 3.0 cumulative GPA on courses taken since admission to graduate school. d. Being on probationary status for more than two consecutive semesters. e. Violating the Student Code of Conduct. f. Lacking progress as judged by the advisory committee and documented on the student's annual report. g. Having substantive inaccuracies in the students application for admission. If the student does not have a graduate advisory committee, dismissal can occur upon the recommendation of the department chair and the dean of the college or school, with approval by the Dean of the Graduate School. END ADDITION EFFECTIVE: Spring 2004 RATIONALE: This motion addresses the need for a clear and consistent, university-wide policy for graduate student "good standing." This need arises because of (1) current problems with removing students from programs even when they are clearly not progressing, due to the absence of a written policy defining the conditions and procedures under which this may be done; and (2) the federal government's requirement that the University report whether or not each foreign student is in "good standing." The policy proposed here is adapted from the current (brief) Ӱ policy as stated in the Ӱ Catalog, and from the CSEM draft policy addressing student status in CSEM graduate degree programs. The description of "Good Standing" restates and clarifies existing requirements for graduate students, and applies them to students' formal standing in graduate degree programs. It will replace the section on Good Standing for graduate students in the Ӱ Catalog. The definition of "Probationary Status" is new, as there was previously no definition. The use or application of probation was unclear and therefore legally indefensible. The description of conditions for "Dismissal" explicitly states the grounds under which a student may be dismissed, upon recommendation of the department chair, the dean of the school or program, and the Dean of the Graduate School. This will replace the section on Academic Disqualification for graduate students in the Ӱ Catalog. The term "Dismissal" replaces "Disqualification." The inclusion of a two-semester maximum period on probation has been added; all other grounds for dismissal are restatements of existing formal or informal policy. **** F. Motion to approve the Unit Criteria for the School of Natural Resources and Agricultural Sciences (SNRAS), submitted by the Ad Hoc Committee on Unit Criteria Dan Odess indicated that these unit criteria were received in October and have undergone two slight revisions. The motion was approved unanimously. MOTION: ====== The Ӱ Faculty Senate moves to approve the Unit Criteria for the School of Natural Resources and Agricultural Sciences (SNRAS). EFFECTIVE: Immediately Upon Chancellor Approval RATIONALE: The committee assessed the unit criteria submitted by the School of Natural Resources and Agricultural Sciences (SNRAS). With some minor changes, agreed upon by the school representative, Steve Sparrow, the unit criteria were found to be consistent with Ӱ guidelines. **** Ӱ REGULATIONS FOR THE EVALUATION OF FACULTY: ANNUAL REVIEW, PRE-AND POST-TENURE, PROMOTION, TENURE REVIEW AND SCHOOL OF NATURAL RESOURCES AND AGRICULTURAL SCIENCES UNIT CRITERIA, STANDARDS, AND INDICES THE FOLLOWING IS AN ADAPTATION OF Ӱ AND BOARD OF REGENTS (BOR) CRITERIA FOR ANNUAL REVIEW, PRE- AND POST-TENURE, PROMOTION, AND TENURE REVIEW, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING FACULTY IN THE SCHOOL OF NATURAL RESOURCES AND AGRICULTURAL SCIENCES (SNRAS). ITEMS IN BOLDFACE CAPITAL LETTERS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO SNRAS FACULTY, AND BECAUSE THEY ARE ADDITIONS AND CLARIFICATIONS TO Ӱ REGULATIONS. I. Purview. The University of Ӱ Fairbanks document, "Faculty Appointment and Evaluation Policies", supplements the Board of Regents (BOR) policies and describes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the University of Ӱ Fairbanks (Ӱ). Contained herein are regulations and procedures to guide the evaluation processes and to identify the bodies of review appropriate for the university. The university, through the Ӱ Faculty Senate, may change or amend these regulations and procedures from time to time and will provide adequate notice in making changes and amendments. These regulations shall apply to all of the units within the University of Ӱ Fairbanks, except in so far as extant collective bargaining agreements apply otherwise. The Provost is responsible for coordination and implementation of matters relating to procedures stated herein. II. EVALUATION OF FACULTY A. General Criteria Criteria as outlined in "Ӱ Faculty Appointment and Evaluation Policies" Chapter IV AND SNRAS UNIT CRITERIA, STANDARDS, AND INDICES, evaluators may consider, but shall not be limited to, whichever of the following are appropriate to the faculty members' professional obligation: mastery of subject matter; effectiveness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the university. For purposes of evaluation at Ӱ, 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 activity; and 3) effectiveness of service. B. Criteria for Instruction 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 skills and knowledge to students. The nature of instruction will vary for each faculty member, depending upon workload distribution and the particular teaching mission of the unit. Instruction includes actual contact in classroom, correspondence or electronic delivery methods, laboratory or field and preparatory activities, such as preparing for lectures, setting up demonstrations, and 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. 1. Effectiveness in Teaching Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers WILL DEMONSTRATE SOME, BUT NOT NECESSARILY ALL, OF THE FOLLOWING CHARACTERISTICS IN AN INDIVIDUAL YEAR: a. are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students; b. express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject; c. emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity; d. emphasize regular feedback to students and reward student learning success; e. demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level; f. regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design; g. may receive prizes and awards for excellence in teaching; h. EFFECTIVELY ADVISE AND MENTOR INDIVIDUAL STUDENTS DURING THE TERM OF THEIR DEGREE PROGRAM; i. EFFECTIVELY SERVE AS MAJOR ADVISOR OR MEMBER OF SENIOR THESIS AND GRADUATE COMMITTEES; j. PROMOTE UNDERGRADUATE STUDENT INVOLVEMENT IN FACULTY SCHOLARLY PROJECTS; k. DEVELOP INNOVATIVE AND INTERACTIVE INSTRUCTIONAL METHODS AND MEDIA, INCLUDING WEB-BASED MATERIALS AND DISTANCE-DELIVERY TEACHING; l. CREATE AN ATMOSPHERE OF OPENNESS IN THE CLASSROOM THAT ENCOURAGES STUDENTS TO FREELY EXPRESS THEIR OWN IDEAS AND VIEWPOINTS. SPECIFIC SNRAS CRITERIA FOR TEACHING PERFORMANCE: ASSISTANT PROFESSOR: EVIDENCE OF EXCELLENCE IN TEACHING AND A COMMITMENT TO A QUALITY TEACHING PROGRAM IN THE DEPARTMENT. ASSOCIATE PROFESSOR: EVIDENCE OF THE EXPECTED QUALITY OF INSTRUCTIONAL PERFORMANCE MAY INCLUDE (BUT IS NOT LIMITED TO) EXCELLENCE IN CLASSROOM TEACHING, COURSE AND/OR CURRICULUM DEVELOPMENT INCLUDING CONTEMPORARY AND RELEVANT MATERIAL THAT STIMULATES THE LEARNING PROCESS, NOVEL APPROACHES TO INSTRUCTION AND USE OF ASSIGNMENTS, AND EFFECTIVE GUIDING AND MENTORING OF INDIVIDUAL STUDENTS. PROFESSOR: MAJOR CONTRIBUTIONS TO THE INSTRUCTIONAL PROGRAM ARE EXPECTED. THESE CONTRIBUTIONS MAY INCLUDE (BUT ARE NOT LIMITED TO) MAJOR IMPROVEMENTS IN COURSE AND/OR CURRICULUM OFFERINGS, UPGRADING OF INSTRUCTIONAL FACILITIES, ABILITY TO MOTIVATE AND/OR INSPIRE STUDENTS. MUST PROVIDE EVIDENCE OF EXCELLENCE IN TRAINING AND MENTORING OF GRADUATE STUDENTS FOR FACULTY IN PROGRAMS THAT GRANT GRADUATE DEGREES. 2. Components of Evaluation 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: a. systematic student ratings, i.e. student opinion of instruction summary forms, and at least two of the following: b. narrative self-evaluation, c. peer/department chair classroom observations, d. peer/department chair evaluation of course materials. C. Criteria for Research, Scholarly, and Creative Activity 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 individual's peers at the University of Ӱ and elsewhere. RESEARCHERS WHO RECEIVE FEDERAL AND STATE FORMULA FUNDS (SUCH AS HATCH AND MACINTIRE-STENNIS FUNDS) THROUGH THE AGRICULTURAL AND FORESTRY EXPERIMENT STATION (AFES) HAVE A SPECIAL MISSION TO CONDUCT RESEARCH WITH DIRECT APPLICATION TO GOVERNMENT AGENCIES, PRIVATE BUSINESSES, AGRICULTURAL AND FORESTRY PRODUCERS, NATURAL RESOURCE MANAGERS, EDUCATORS, AND OTHER RESEARCHERS IN ALASKA. THIS IS A FUNDAMENTAL OBLIGATION OF THE AFES TO THE PEOPLE OF ALASKA. EACH FACULTY MEMBER SO FUNDED IS EXPECTED TO DISSEMINATE THE RESULTS OF THEIR RESEARCH IN ACTIVITIES SUCH AS AFES PEER REVIEWED PUBLICATIONS, WORKSHOPS, SEMINARS, CONFERENCES, NEWSLETTERS, AND FORUMS DIRECTED SPECIFICALLY AT END USERS, AS WELL AS IN APPROPRIATE SCIENTIFIC JOURNALS, CONFERENCES, AND REPORTS TO THE FUNDING AGENCIES. 1. Achievement in Research, Scholarly, and Creative Activity Whatever the contribution, research, scholarly or creative activities must have one or more the following characteristics: a. They must occur in a public forum, b. They must be evaluated by appropriate peers, c. They must be evaluated by peers external to this institution so as to allow an objective judgment, d. They must be judged to make a contribution. 2. Components of Research, Scholarly and Creative Activity Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to: a. Books, reviews, monographs, bulletins, articles, proceedings, PEER REVIEWED ELECTRONIC JOURNALS, INTERACTIVE ELECTRONIC PUBLICATIONS, MAPS, 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. THIS ACTIVITY IS OF FOREMOST IMPORTANCE AND CAN NOT BE SUBSTITUTED FOR BY ITEMS BELOW; b. Competitive grants and contracts to finance the development of ideas; these grants and contracts being subject to rigorous peer review and approval; c. Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers; d. Exhibitions of art works at galleries; selection for these exhibitions being based on rigorous review and approval by juries, recognized artists, or critics; e. Performance in recitals or productions; selection for these performances being based on stringent auditions and approval by appropriate judges; f. Editing or refereeing articles or proposals for professional journals or organizations; g. Scholarly reviews of publications, art works and performance of the candidate; h. Citations of research in scholarly publications; i. Published abstracts of research papers; j. 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; k. Prizes and awards for excellence of scholarship; l. Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study; m. Development of processes or instruments useful in solving problems, such as computer programs, SOPHISTICATED COMPUTER MODELS THAT HELP IN THE UNDERSTANDING OF COMPLEX SYSTEMS, and systems for the processing of data, genetic plant and animal material, and where appropriate, obtaining patents and/or copyrights for said development; n. AUTHORSHIP OF A MAJOR BOOK OR OTHER MAJOR REFERENCE IN THE FACULTY MEMBER'S AREA OF SCHOLARLY RESEARCH; o. PUBLISHED PHOTOGRAPHS AND MAPS THAT RESULT FROM RESEARCH ACTIVITY AND WHICH ARE INDEPENDENT OF PUBLISHED ARTICLES; p. PEER-REVIEWED PUBLICATIONS, PUBLISHED BY AFES OR CES, INCLUDING CIRCULARS, BULLETINS, RESEARCH PROGRESS REPORTS, AND MISCELLANEOUS PUBLICATIONS. SPECIFIC SNRAS CRITERIA FOR RESEARCH PERFORMANCE: ASSISTANT PROFESSOR: EVIDENCE OF THE ABILITY TO ESTABLISH A VIABLE RESEARCH PROGRAM IN THE AREA OF SPECIALIZATION AND SHOW CREATIVITY AND PRODUCTIVITY IN RESEARCH. ASSOCIATE PROFESSOR: MUST HAVE ESTABLISHED AN APPROPRIATE RESEARCH PROGRAM THAT PRODUCES IMPORTANT SENIOR AUTHORED PUBLICATIONS IN THE PEER-REVIEWED, PRIMARY LITERATURE; DEMONSTRATED RECORD OF PRESENTATION OF RESEARCH RESULTS AT PROFESSIONAL MEETINGS, SUBMISSION OF RESEARCH PROPOSALS, AND ACQUISITION OF EXTERNAL RESEARCH FUNDING. THE FACULTY MEMBER MUST SHOW INDEPENDENCE AND LEADERSHIP THROUGH CREATIVITY AND PRODUCTIVITY IN ORIGINAL RESEARCH. PROFESSOR: A FULL PROFESSOR IN SNRAS SHOULD BE A RECOGNIZED LEADER IN AN APPROPRIATE DISCIPLINE AT NATIONAL AND INTERNATIONAL LEVELS AS EVIDENCED BY HIS/HER RESEARCH QUALITY AND PRODUCTIVITY; MUST HAVE ESTABLISHED AN INDEPENDENT, CREATIVE RESEARCH PROGRAM THAT HAS PRODUCED IMPORTANT, SENIOR AUTHORED PUBLICATIONS IN THE REFEREED PROFESSIONAL LITERATURE, HAS DEMONSTRATED A RECORD OF PRESENTATION OF RESEARCH RESULTS AT IMPORTANT PROFESSIONAL MEETINGS, SUBMISSION OF RESEARCH PROPOSALS, AND ACQUISITION OF EXTERNAL RESEARCH FUNDING. THE PUBLICATIONS SHOULD BE OF SUFFICIENT QUALITY AND QUANTITY TO DEMONSTRATE THE EXISTENCE OF AN ON-GOING, PROFESSIONAL, INDEPENDENT RESEARCH PROGRAM THAT CONTRIBUTES IMPORTANT, ORIGINAL KNOWLEDGE. D. Criteria for Public and University Service and PROFESSIONAL SERVICE Public service is intrinsic to the land grant/sea grant/space grant tradition, and is a fundamental part of the university's obligation to the people of its state. In this tradition, faculty providing their professional expertise for the benefit of the university's external constituency, free of charge, is identified as "public service." The tradition of the university itself provides that its faculty assume a collegial obligation for the internal functioning of the institution; such service is identified as "university service." SERVICE AND CONTRIBUTION TO THE FUNCTIONING OF ONE'S PROFESSIONAL DISCIPLINE IS IDENTIFIED AS "PROFESSIONAL SERVICE." 1. Public Service Public service is the application of teaching, research, and other scholarly activity and creative activity to constituencies outside the University of Ӱ Fairbanks. It includes all activities which extend the faculty member'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's discipline or other publicly recognized expertise. Public service may be a systematic activity that involves planning with clientele and delivery of information on a continuing, programmatic basis. It may also be informal, individual, or professional contributions to the community or to one's discipline, or other activities in furtherance of the goals and mission of the university and its units. Such service may occur on a periodic or limited-term basis. PUBLIC SERVICE IN ALASKA IS CONSIDERED ESSENTIAL FOR SNRAS FACULTY AND IS EMPHASIZED IN SNRAS BECAUSE ALASKA HAS AN ABUNDANCE OF IMPORTANT ISSUES IN NATURAL RESOURCES, FORESTRY, AND AGRICULTURE. PUBLIC SERVICE INCLUDES COOPERATION WITH AGENCIES ADMINISTERING NATURAL RESOURCE POLICIES, PUBLIC EDUCATION, AND RESPONSE TO THE PROBLEMS OF LOCAL INDUSTRY, AGRICULTURAL AND FORESTRY PRODUCERS, AND THE ALASKAN PUBLIC. Examples include, but are not limited to: a. Providing information services to adults and youth; b. Service on or to government or public committees; c. Service on accrediting bodies; d. Active participation in professional organizations; e. Active participation in discipline-oriented service organizations; f. UNPAID Consulting; g. Prizes and awards for excellence in public service; h. Leadership of or presentations at CLIENTELE-ORIENTED workshops, conferences, or public meetings; i. Training and facilitating IN ONE'S DISCIPLINE IN WAYS TO BENEFIT CLIENTELE OR THE GENERAL PUBLIC; j. Radio and TV programs and interviews, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media; k. Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions; l. ONE ON ONE CONSULTATION WITH CLIENTELE; m. ACTIVE PARTICIPATION IN CONSTITUENCY ORGANIZATIONS; n. USER ORIENTED PRESENTATIONS AT WORKSHOPS, FIELD DAYS, CONFERENCES, AND TOURS; o. EXTENSION OF EDUCATIONAL MATERIAL TO CONSTITUENTS OUTSIDE THE UNIVERSITY; p. SITE VISITATIONS TO AGENCIES, FARMS, AND PRODUCTION FACILITIES FOR PROBLEM-SOLVING CONSULTATION; q. PRODUCTION OF FACT SHEETS AND USER-ORIENTED PUBLICATIONS FOR GENERAL INFORMATION; r. PARTICIPATION IN K-12 EDUCATIONAL PROGRAMS AND SCIENCE FAIRS; s. PRESENTATIONS OUTSIDE ONE'S SPECIALTY BUT OF A PROFESSIONAL NATURE IN PUBLIC FORUMS SUCH AS COMMUNITY GROUPS, PROFESSIONAL GROUPS, GOVERNMENT BODIES, AND RELATED FORUMS, SUCH AS MEETINGS OF CIVIC ORGANIZATIONS; t. PRESENTATION OF RESEARCH RESULTS TO USER GROUPS SUCH AS PUBLIC AGENCIES, GOVERNMENT BODIES, PRIVATE BUSINESSES, CONSTITUENT GROUPS, AND THE LAY PUBLIC, BOTH IN PUBLISHED AND ORAL FORM; u. OTHER SERVICE THAT SATISFIES UA AND Ӱ MISSION STATEMENTS FOR BENEFIT TO ALASKA, ALASKA'S ECONOMY AND THE CIRCUMPOLAR NORTH. 2. University Service 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 their organizations. Examples of such activities include, but are not limited to; a. Service on university, college, school, institute, or departmental committees or governing bodies; b. Consultative work in support of university functions, such as expert assistance for specific projects; c. Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school; d. Participation in accrediting reviews; e. Service on collective bargaining unit committees or elected office; f. Service in support of student organizations and activities; g. Academic support services such as library and museum programs; h. Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer; i. Mentoring NEW FACULTY; j. Prizes and awards for excellence in university service. 3. Professional Service a. Editing or refereeing articles or proposals for professional journals or organizations; b. Active participation in professional organizations; c Active participation in discipline-oriented service organizations; d. COMMITTEE CHAIR OR OFFICER OF PROFESSIONAL ORGANIZATIONS; e. SESSION ORGANIZER OR MODERATOR FOR PROFESSIONAL MEETINGS. 4. Evaluation of Service Each faculty member's proportionate responsibility in service shall be reflected in annual workload agreements. In formulating criteria, standards and indices for evaluation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation appropriate for that unit. Excellence in public, university, and PROFESSIONAL service may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards, INVITATIONS TO SPEAK AT CLIENTELE MEETINGS/ CONFERENCES, and other public means of recognition for services rendered. ASSISTANT PROFESSOR: SHOULD EMPHASIZE PUBLIC SERVICE, LIMITED UNIVERSITY SERVICE, AND PROFESSIONAL SERVICE IN ACCORDANCE WITH DISCIPLINE STANDARDS AND INDIVIDUAL WORKLOAD. ASSOCIATE PROFESSOR: IMPORTANT CONTRIBUTIONS TO DEPARTMENTAL AND/OR UNIVERSITY MATTERS, EFFECTIVE PROFESSIONAL CONTRIBUTIONS TO THE PUBLIC, AND EFFECTIVE SERVICE TO THE PROFESSION ARE EXPECTED. PROFESSOR: EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS EXPECTED AND MAY INCLUDE, BUT IS NOT LIMITED TO, SERVICE AS COMMITTEE CHAIR, SESSION ORGANIZER, OFFICER OF PROFESSIONAL ORGANIZATIONS. EVIDENCE OF IMPORTANT CONTRIBUTIONS TO THE DEVELOPMENT OF DEPARTMENTAL AND/OR UNIVERSITY PROGRAMS. EVIDENCE OF EFFECTIVE APPLICATION OF PROFESSIONAL EXPERTISE TO PROFESSIONAL OR PUBLIC PROCESSES AND ORGANIZATIONS. ss/np 11/03 **** G. Resolution on Outcomes Based Budgeting, submitted by the Administrative Committee Abel Bult-Ito indicated that this resolution was briefly discussed at the last meeting. It highlights the fact that faculty have had essentially no input into the outcomes based budgeting process as it has been forwarded by statewide administration. In a meeting with Pat Pitney, Paul Jenny, Gwen White, and Russell O'Hare on December 4th Abel saw a draft of an outcomes based budgeting memo by Pat Pitney concerning the next steps in the process. So, he was able to give some feedback on issues the he thought from the faculty's point of view should be included. So the pressure is working. He has had good conversations with the group at statewide. It's vital to show that we really want input. Abel strongly encouraged support for the resolution. The resolution passed unanimously. RESOLUTION: ========== WHEREAS, The mission of the University of Ӱ Fairbanks (Ӱ) states that Ӱ "as the nation's northernmost Land, Sea, and Space Grant university and international research center, advances and disseminates knowledge through creative teaching, research, and public service with an emphasis on Ӱ, the North and their diverse peoples"; and WHEREAS, Ӱ Faculty are the heart of the university and the driving force for accomplishing Ӱ's mission because the faculty teach the students, perform the research, and engage in community and university service; and WHEREAS, Ӱ Faculty to date have not been involved in any meaningful way in the development of the University of Ӱ (UA) Outcomes Based Budgeting process; and WHEREAS, The currently proposed goals and measures/metrics of the UA Outcomes Based Budgeting process are based almost exclusively on economic indicators instead of on academic excellence and a sound long-term academic vision; and WHEREAS, Infrastructure needs to make the UA Outcomes Based Budgeting process feasible have not been proposed; now THEREFORE BE IT RESOLVED, That the Ӱ Faculty Senate rejects the current Outcomes Based Budgeting process as directed by the UA Statewide Administration; and BE IT FURTHER RESOLVED, That the Ӱ Faculty Senate demands that the UA Statewide Administration include Ӱ Faculty in the decision making process of the development, review, and implementation of the Outcomes Based Budgeting process at the UA Statewide as well as Ӱ levels; and BE IT FURTHER RESOLVED, That the Ӱ Faculty Senate demands that the Outcomes Based Budgeting process be integrated with the outcomes assessment and accreditation processes already in place in every unit at Ӱ. **** VII Committee Reports A. Curricular Affairs - R. Newberry A report was attached to the agenda. B. Faculty Affairs - P. McRoy The following report was distributed as a handout. FACULTY AFFAIRS COMMITTEE The committee met on 13 November 2003, in the Chancellor's Conference room. Committee Members Present: Mark Box, CLA; Karen Erickson, CLA; Joan Leguard, CLA; Bret Luick, CES; Peter McRoy, SFOS (Chair); Dan Odess, CLA; Shirish Patil, SME Committee Members Dodging the Meeting: Joan Braddock, CSEM (Ex-Officio); Jennifer McBeath, SALARM; Craig Wisen, SOM The Committee considered the following items: Classified Research Mark Box and Peter McRoy reviewed the status of the latest draft of the Policy on Classified and Proprietary Research prepared by the faculty representatives (M. Box, R. Collins and P. McRoy) of the Reconciliation Committee. The Reconciliation Committee consists of 3 representatives each from faculty and administration who are attempting to resolve the objections raised by the Chancellor's veto of the Senate approved policy. FA Committee members discussed the issues from the faculty perspective and offered constructive suggestions for changes. The consensus was that the faculty representatives complete a draft incorporating the suggested changes and send it to the administrative representatives (T. DeLaca, R. Smith and M. Hostina) before the end of the semester. [N.B., the faculty members of the Reconciliation Committee met with Pete Pinney and Abel Bult-Ito on 24 November to complete the draft policy presenting the faculty position. The document has been forwarded to the administration representatives with a request to meet before the end of the semester.] Parking The resolution on parking, sent to the Senate for action at the previous meeting, was returned to Faculty Affairs. Shirish Patil (also chair of the parking subcommittee of the Master Planning Committee) forwarded a copy of the resolution to Parking Services for comment. The response received too late for Faculty Affairs to revise the resolution for the December meeting. The response does, however, indicate that the issue is far from being resolved and that this will be on next semester's agenda. Bookstore Mark Box introduced the issue of problems with the bookstore. A meeting with the bookstore management and FA members Mark Box and Joan Leguard identified several issues but not solutions. The major problems are a consequence of the requirement that the bookstore not lose money as was possible in the past. The issues are costs involved in the margin of error in book orders due to the difficulty in estimating accurate class sizes, in the need to repurchase books from students, in the absence of storage space, in the costs associated with returning books to suppliers, and by students and faculty using online bookstore suppliers. The costs involved in books for late opening sections in response to enrollment are now being passed to departments but departments have no funds for this. This is an important urgent issue that must be resolved by the administration. FA committee members agreed that the bookstore provides some essential services to the university and agreed to continue to seek resolution to some of these problems. Faculty Rights Dan Odess reported on a meeting held to discuss intellectual property rights. The issue is complicated and requires formation of a university-wide working group to examine the issue. FA committee members recommended that the Faculty Senate make two appointments to the working group. Submitted by Peter McRoy, Chair C. Graduate Academic & Advisory Committee C. Mulder A report was attached to the agenda. D. Core Review - D. Schamel A report was attached to the agenda. E. Curriculum Review - W. Schneider A report was attached to the agenda. F. Developmental Studies - J. Weber A report was attached to the agenda. Abel Bult-Ito asked about maintaining the committee. Jane Weber indicated that the committee would remain as a separate committee, however, the membership may change. G. Faculty Appeals & Oversight - P. Layer The following report was distributed as a handout. Faculty Appeals and Oversight Committee Meeting Date: December 3, 2003 Present: Paul Layer, Carol Gold, Gang Chen, Mike Pippenger, Alan Morotti, Brian Himmelbloom, Julie Riley, Brenda Norcross The committee discussed the review process for group B administrators. We are still missing the file for Doug Kane, Director of INE. The committees conducting the reviews of Nakazawa and Kane have prepared drafts of surveys for faculty and staff. We discussed how we could reach user groups from outside of the university and agreed that advisory boards for the various organizations should be contacted. Each committee will have a survey instrument for faculty and staff in final form by the next meeting so that we can get responses by early February. Next meeting is tentatively scheduled for Wednesday, January 21 at 1:30 PM H. Faculty Development, Assessment & Improvement P. McCarthy A report was attached to the agenda. I. Ad Hoc Committee on Unit Criteria - D. Odess Dan Odess indicated that the SNRAS unit criteria was approved by the Senate today. The School of Education have turned in their final draft of their criteria. Larry Duffy is working on the CSEM unit criteria. The committee also expects to see unit criteria from Anthropology some time this year. VIII Discussion Items A. Chancellor's Search Committee Pete Pinney indicated that he is a member of the Chancellor search committee. Hans Nielsen is the chair. There are 26 members on the committee. Susan Herman is also a member. There are seven faculty including one from UAA. A draft advertisement has been distributed to the committee members for input. A head hunter firm will be looking for applicants as well. The timeline is to start reviewing applications in February or March. They hope to have on-campus visits before faculty leave off contract in the spring. B. Intellectual Property Pete Pinney indicated there is a statewide committee on Intellectual Property and Copyright headed by Lynn Shepherd from UAA. They are looking for additional faculty members. IX Members' Comments/Questions Pete Pinney received a memo from David Klein expressing his concern about what the university is doing to promote clean air around the campus and the community. If anyone is interested in this issue please let him know and he would be happy to form an ad hoc committee, task force, or task the Governance Coordinating Committee to look at these issues and promote some ideas to the Chancellor. Peter McRoy stated that it always a bad sign for University vehicles off campus to be left idling. It sends a wrong message. Pete Pinney will be passing on condolences on behalf of the Faculty Senate to Bernice Joseph in regards to the loss of her son last week. Peter McRoy asked Eva Kopacz if the university needs another lobbyist. We suddenly appointed Pete Kelly as a lobbyist and here we are in times of financial concern. Paul Reichardt indicated that Wendy Redman is no longer going to be traveling to Juneau to lobby. X Adjournment The meeting was adjourned at 2:35 p.m. Tapes of this Faculty Senate meeting are in the Governance Office, 312 Signers' Hall if anyone wishes to listen to the complete tapes. 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