The UAF Faculty Senate approved the following at its meeting #6 on 
October 14, 1988:


MOTION PASSED (Unanimous Approval)
==============

Elected members of the 1988-89 University-Wide Promotion and 
Tenure Committee will be:

Claron Hoskins				College of Natural Sciences
Professor, Chemistry

Doug Kane				School of Engineering
Professor, Water Resources
 & Civil Engineering

Tamara Lincoln				Library
Assoc. Professor,
Library Science

C. Peter McRoy				School of Fisheries & Ocean
Professor, Marine Science 		  Sciences

Nagabhushana M. S. Rao 			Rural College
Professor, Sociology	

Michael Schuldiner			 College of Liberal Arts
Assoc. Professor, English

Sandra Seppamaki			School of Career & Continuing
Assoc. Professor, Accounting		Education

Ghanshyam Sharma 			Mineral Engineering
Professor, Petroleum Engineering 
  and Marine Science

Jack Taylor 				School of Management School of
Assoc. Professor, Business Admin.

Wayne Vandre				Cooperative Extension Service
Assoc. Professor, Horticulture

Frank Wooding				School of Agriculture & Land
Professor, Agronomy			  Resources Management



	EFFECTIVE:  	Immediately

	RATIONALE: 	Each member is an elected faculty 
		representative of a school or college at UAF.  Two 
		additional members are included for the 1988-89 year 
		only.  The member from the Library is a continuing 
		member and is the representative of the previous 
		Fairbanks Assembly Conglomerate Group.  The second 
		member is a member of the Cooperative Extension 
		Service, which as of the date of the action does not have 
		formal representation through a school or college.  In 
		1989-90 when the new promotion and tenure guidelines 
		are in effect, these two groups' representation will be 
		through their school or college.



Signed:  David M. Smith, President, UAF Faculty Senate


APPROVED:  Patrick J. O'Rourke, Chancellor 	Date:  11/14/88


------------------------------------------------------------

The UAF Faculty Senate approved the following at its meeting #6 on 
October 14, 1988:


MOTION PASSED (Unanimous Approval)
==============

The Faculty Senate endorses the principles and processes set forth 
in the October 14th document "Core Curriculum - Building the 
Essential Intellectual Experiences: A Process" AS MODIFIED (PJOR) 
and adopts the following process for selection of core curriculum 
component committees:

1. 	Nominations of appropriate faculty are requested for 
	membership on each committee.  Nominations should specify 
	whether that person is being nominated as a specialist in the 
	component of the core or an outside specialist.

2. 	Nominations WILL BE SOLICITED BY THE SENATE AND (PJOR) 
	must be received by [[October 24, 1988.]]  NOV. 30, 1988.  
	(PJOR)

3.	The Faculty Senate will elect OR SELECT (PJOR) seven (7) 
	members (5 in core component area; 2 outside) to each 
	committee from the lists of nominees submitted.

[[4.	The committee reports will be consistent with the Report of 
	the Ad Hoc Committee on Core Curriculum, Ron Gatterdam, 
	Chair, dated September 7, 1988.  (PJOR)

5.	THE SENATE MAY APPROVE ALTERNATE MEANS OF ELECTION OR 
	SELECTION TO THE COMMITTEES IF SUCH ARE OFFERED BY 
	DEPARTMENTAL FACULTY.  (PJOR)



Signed:  David M. Smith, President, UAF Faculty Senate


APPROVED WITH MODIFICATION(S) INDICATED:  Pat O'Rourke   Date:  
11/8/88


Attached are some additional thoughts and suggestions which the 
Senate may wish to consider.

			----------------------------

				CORE CURRICULUM

BUILDING THE ESSENTIAL INTELLECTUAL EXPERIENCES:  A PROCESS


ASSUMPTIONS:

1.	The core will consist of around 40 hours.

2.	Advanced Literacy is sought in

	a. 	English (written and reading) 
	b. 	Speech 
	c. 	Mathematics/Computing (although not explicit in the 
		original philosophy, it is recommended by the Ad Hoc 
		Committee, but not as a science)

3. 	The humanities and the study of culture, society, and history 
	are desired/desirable

4. 	Science is desired/desirable

5. 	There is a desire that some depth in social/cultural/ 
	historical and humanities study be built into the core.  
	Although there is some ambivalence about what particular 
	goals are appropriate within this framework, the goals 
	articulated in the philosophical statement have strong support.

6. 	Faculty with special expertise in the areas of study outlined 
	in May of 1987 (which were basically endorsed by the Ad Hoc 
	review) with collaborative advisement by faculty from 
	disciplines and professions outside of these areas of study, 
	will develop appropriate goals and criteria to be met by 
	courses and/or series of courses.

PROCESS:

1. 	Creation of Faculty Committees

	Committees concerned with the literacy areas and disciplines 
	defined as components of the core will be established to 
	define the learning objectives and goals to be met by students 
	in the following areas:

	a.  	Literacy in English
		Comprehension, Composition and Speech - [[9 credit 
		hours]] (PJOR)

	b.  	Computer Literacy - [[2 credit hours]]  (PJOR)

	c.  	Mathematics Literacy - [[3 credit hours]]  (PJOR)

	d. 	History, Culture, and Society Committee - Goals for 
		courses and [[2]] -course sequences - [[9 credit hours]] 
		(PJOR)

	e.  	Humanistics Expression Committee - Goals for courses 
		and [[2]] course sequences - [[9 credit hours]]  (PJOR)

	f.	Sciences Committee - [[7 credit hours]]  (PJOR)

2.	Composition of Committees

	Each of these committees will be composed of:

		5 faculty with special expertise in the discipline or. 
		cluster of cognate disciplines or related subspecialties. 
		(These will be primarily from CLA, CRA, CNS.)

		2 faculty from areas which graduate specialized majors, 
		including faculty from areas with specialized 
		accreditation, such as education, business, social work, 
		music, engineering, etc.

3. 	Charge to Committees:

	Each of these committees will be charged with the following 
	responsibilities:

	a. 	Apply the overarching theme in the introduction to and 
		the aims within the Statement of Philosophy to the 
		development of explicit purposes, definitions and 
		criteria for the area of study.

	b. 	Inform themselves by studying core programs or 
		components of programs at other colleges and 
		universities.

	c.	Inform themselves by consultation with experts in the 
		field.

	d.	Where appropriate, make recommendations of courses 
		which are designed as foundations for majors or 
		prerequisites to professional programs which are 
		acceptable alternatives to the core course(s).

	e.	Make recommendations as to the level of courses, 
		sequencing, and whether students will be required to 
		complete before entering the junior year.

	f.	SUBMIT A STATEMENT OF GOALS AND CRITERIA FOR THE 
		COMPONENT OF THE CORE TO THE SENATE FOR APPROVAL 
		BY FEBRUARY 1, 1989.

	g.	Solicit, encourage, and assist faculty interested in the 
		development of new courses. Assist in creating a 
		goodness of fit between particular course proposals and 
		the goals, criteria, purpose, and definitions of the 
		particular component of the core in statements 
		submitted to the Senate by the committee.

	h.	Encourage multidisciplinary course approaches to 
		achieving the purposes developed by encouraging faculty 
		to develop team-taught and other innovative approaches.


IMPLEMENTATION:

	After the goal statements have been approved by the Senate, a 
	core curriculum subcommittee which includes one person 
	selected from each of the core component committees should 
	be put in place as a permanent subcommittee of the Senate 
	undergraduate curriculum committee.


MOTION:

	THE FACULTY SENATE ENDORSES THE PRINCIPLES AND 
	PROCESSES SET FORTH IN THE OCTOBER 14TH DOCUMENT "CORE 
	CURRICULUM BUILDING THE ESSENTIAL INTELLECTUAL 
	EXPERIENCES: A PROCESS" AND ADOPTS THE FOLLOWING 
	PROCESS FOR SELECTION OF CORE CURRICULUM COMPONENT 
	COMMITTEES:

	1.	NOMINATIONS OF APPROPRIATE FACULTY ARE REQUESTED 
		FOR MEMBERSHIP ON EACH COMMITTEE. NOMINATIONS 
		SHOULD SPECIFY WHETHER THAT PERSON IS BEING 
		NOMINATED AS A SPECIALIST IN THE COMPONENT OF THE 
		CORE OR AN OUTSIDE SPECIALIST.

	2.	NOMINATIONS MUST BE RECEIVED BY

	3.	THE FACULTY SENATE WILL ELECT SEVEN (7) MEMBERS (5 
		IN CORE COMPONENT AREA; 2 OUTSIDE) TO EACH 
		COMMITTEE FROM THE LISTS OF NOMINEES SUBMITTED.


October 14, 1988


		----------------------------------------

MEMORANDUM

TO: 		David Smith, President
		Faculty Senate

FROM: 		Patrick J. O'Rourke, Chancellor
		University of Alaska Fairbanks  

DATE: 		November 10, 1988

RE:   		CORE CURRICULUM COMMITTEE PROCESS


I have approved with modifications the core curriculum committee 
process motion which you submitted to me following the October 14, 
1988 meeting of the Faculty Senate.  While the following are not 
part of my action, I offer them as points for the senate to consider.

1. 	I believe each committee needs to embrace the concepts which 
implement the philosophy prior to dealing with specific courses.  
Based on my prior conversations with you, you empathize with this 
approach.  Once the concepts are in place, it becomes a matter of 
development of the core courses or packaging of the concepts into 
courses in a manner which students might achieve and accomplish 
their goals.  It is possible that the content of the courses we already 
have in place may embrace the concepts which would implement the 
philosophy, but we should not presume this has to be the case 
throughout all facets of the core curriculum.  It is possible that new 
course content may have to be developed to appropriately get at the 
intellectual experiences which we seek for our baccalaureate 
graduates.

2.	I suggest the Committee on Literacy in English deal with the 
issue of library skills.  As I mentioned in my action on the motion 
dealing with the ad hoc committee report, the range of possibilities 
is open.  They may wish to incorporate some or all of the concepts of 
library usage into our existing or new courses or they may wish to 
indicate it is not desirable or necessary for accomplishing the 
philosophy.  Additionally, I suggest the faculty representing the core 
on this committee have at least one representative from English 
composition, speech, and developmental English studies.

3.	I suggest the combining of the computer literacy committee 
with the mathematics literacy committee.  Again, referring to my 
action on the ad hoc committee proposal, I detect an ambivalence 
among the faculty regarding the issue of computer literacy.  In my 
prior comments to you, it is possible to look at computer literacy as 
a separate credit requirement, to look at it as a required competency 
that one must demonstrate but not necessarily take courses in, or to 
look at it as a piece of another discipline.  For instance, in the area 
of mathematics, would it be possible in the teaching of mathematics 
to have sufficient computer familiarization occur to accomplish this 
objective?  In other words, by utilizing computers in initial 
mathematics courses students take, can we accomplish the 
objectives of quantitative literacy along with computer literacy?

4.	I recommend the Committee on History, Culture, and Society 
assure at least one representative from psychology/sociology in the 
Rural College and one representative from economics in addition to 
other social science representatives from the College of Liberal 
Arts.  This is with specific reference to the core faculty.

5.	Regarding the Committee on the Nature and Use of Science, I 
suggest the core faculty on this committee assure representation to 
at least one faculty member from each of the four basic sciences: 
biology, physics, chemistry, and geology.

6.	I suggest each of these curriculum committees include, in 
their final reports to the senate, the specific core content to be 
completed. In other words, regarding mathematics and English, is it 
necessary and desirable that these core requirements be completed 
prior to junior standing?

Finally, I suggest the committees on mathematics and English 
literacy consider alternative processes for highly variable groups of 
students who will be pursuing the accomplishment of certain 
intellectual experiences in each of these cores.  I am struck by the 
fact that students enter our institution with an extremely wide 
range of abilities in mathematics and English.  Yet, other than 
remedial or developmental courses which we might offer to them, 
we assume they shall complete the same level of competency 
regardless of their starting level.  This does not seem logical.  Is it 
not possible to consider an approach whereby the expected concepts 
and competencies remain firm in the end, but we arrange our courses 
and meeting times to better help students succeed?  For instance, 
can we and should we rearrange our meeting times for courses, such 
as introductory composition, to better assist students to achieve?  
Perhaps those who enter with a lesser degree of prior capability in 
this area would be subjected to a course that might meet six or 
more hours per week as opposed to the standard three.  This allows a 
faculty member to work more intensively with students needing this 
type of assistance, yet still allows the faculty member to 
concentrate on achieving the desired outcomes.  Would a similar 
approach be useful and beneficial in mathematics?

As previously stated, I offer the above only as suggestions.

PJO'R/clb


-------------------------------------------------------------

The UAF Faculty Senate approved the following at its meeting #6 on 
October 14, 1988:


MOTION PASSED (Unanimous Approval)
==============

The UAF Faculty Senate adopts the Report of the Ad Hoc Committee 
on Core Curriculum, Ron Gatterdam, Chair, dated September 7, 1988.


	EFFECTIVE:  	Upon Chancellor Approval



Signed:  David M. Smith, President, UAF Faculty Senate


DISAPPROVED:  Patrick J. O'Rourke, Chancellor	Date:  11/4/88


* Please see attached for justification.


			-------------------------


MEMORANDUM

TO:		David Smith, President
		Faculty Senate

FROM:  		Patrick J. O'Rourke, Chancellor
		University of Alaska Fairbanks

DATE:  		November 8, 1988

RE:  		AD HOC COMMITTEE ON CORE CURRICULUM


I regret that I must disapprove the action of the Faculty Senate at 
its meeting on October 14, 1988 regarding the report of the Ad Hoc 
Committee on Core Curriculum.  I do so for a number of reasons:

1. 	In general, I believe the ad hoc committee proposal had far 
less faculty input into its development than did the original proposal 
which had been adopted by the Academic Council on April 29, 1987 
and approved by Vice Chancellor Thomas on August 28, 1987. This 
former action established a framework for the distribution of 
credits within which successor groups were to deal.

2.	Although the ad hoc committee report of 9/7/88 states that 
the real difference between its proposal and the one adopted by the 
Academic Council on April 29, 1987 is only two credits, closer 
review indicates there is a substantial altering of the proposal 
particularly as it pertains to the underlying statement of philosophy 
which was adopted on March 19, 1986. In my opinion, serious and 
major alterations occur in three of the intellectual experiences 
which we, as a University, ascribed to be essential for all 
baccalaureate graduates regardless of academic major or career 
aspirations. These three are science, history-culture-society, and 
humanistic expression.

Regarding science, in our philosophy we subscribed to the notion of 
"the nature and use of science." The ad hoc proposal reduces this to 
science (which could mean a substantially different concept) and 
reduces by one credit the requirement. This might look relatively 
minor, but that one credit represents in practicality either the 
inclusion or exclusion of two science lab requirements. Its removal 
forces a situation whereby in one semester a lab requirement would 
be included and in the second semester it would not. This precludes 
the coherent approach to a sequence of courses and is not 
advantageous to the institution and its students. It is my 
understanding that a number of the professional schools have found 
the possibility of two lab sciences to be particularly onerous. Given 
their numerical representation on the ad hoc committee, it appears 
they saw an opportunity to weaken a requirement to which this 
University and its faculty had previously subscribed.

With regard to history-culture-society, the ad hoc committee, by 
reducing this to a notion of social science and including it with 
humanities, has distorted the original intent of the philosophy to 
which we had previously committed ourselves. t is not possible to 
assure the objectives of our philosophy in the form presented by the 
ad hoc committee. This same dilemma faces us in the area of 
humanistic expressions. A coherent undergirding in both was sought 
by the original faculty committee and they tried to assure this by 
articulating the values that should be included in each intellectual 
experience. The ad hoc committee reduces these intellectual 
experiences and combines them in a way that does not assure that 
each can be accomplished. The ad hoc committee argues that the 
approach taken by the earlier committee reduces the distribution to 
one of everything at the elementary level. I do not believe this is 
necessarily the outcome nor the intent of the philosophy. The ad hoc 
committee further argues that the requirements are too restrictive 
and discourage a student from taking a foreign language. This is not 
necessarily the case.

3.	The ad hoc committee reverses the earlier action on the basis 
that it was considered unworkable and inappropriate by the faculty 
involved in offering the Bachelor of Science degree and professional 
degrees. Unfortunately, the natural science faculty has 
communicated through their dean that the revised proposal is even 
more unworkable for a coherent experience. Some of the professional 
degree programs have argued throughout the process that they 
believe the strengthening of general requirements weakens their 
professional requirements. However, I don't believe this has been 
adequately proven by any of the professional degree programs. As a 
matter of fact, both ABET (Accreditation Board for Engineering 
Technology) and AACSB (American Assembly of Collegiate Schools of 
Business) have expressed concern to us through their evaluation 
teams that we may not have been adequately meeting the general 
requirements they seek for engineering and business students. These 
evaluation teams have indirectly expressed a need for us to assure a 
strengthening of coursework in other areas for these professional 
school majors. We started three years ago to define that body of 
knowledge we believed every baccalaureate graduate of this 
University should achieve regardless of his/her major. At times, 
these may appear to be in conflict with the professional major 
areas, but I believe it is incumbent upon these professional areas to 
embrace a broad liberal education in addition to the specializations 
which they provide to their students.

4. 	I realize it had been argued during the October 14 meeting of 
the senate that the ad hoc committee had worked for an entire year 
and had their work disregarded. In reality, their time commitment on 
this project was substantially less than the ad hoc committee of the 
Academic Council which worked for two years to bring us to the 
proposal of April 29, 1987. I reiterate that all of the arguments 
proffered to the ad hoc committee were heard by the earlier 
committee and more carefully studied decisions were made. As you 
are aware, the senate did not have either the ad hoc committee 
report or the action of April 29, 1987 in front of them when they 
deliberated this issue. Subsequent to the meeting, senators 
indicated they did not know specifically what they were voting on. 
Thus, I question whether or not there was careful deliberation and 
debate of the proposal and I conclude there was not.

5.	Finally, the ad hoc committee proposal closes off options 
before any of us have the opportunity to see the content and 
concepts which might be proposed to implement the philosophy. I do 
not believe this is in the best interests of the University.

I struggled with trying to find a way to approve the ad hoc 
committee report with modifications.  However, as I got into it, I 
believe to do so would have been a dishonest action on my part.  I 
believe both the ad hoc committee report and the original Academic 
Council action, which was approved by Vice Chancellor Thomas on 
August 28, 1987, merit adequate consideration in the next stage of 
our development.  The ad hoc committee report appears to cut off 
options which may be useful toward implementing our statement of 
philosophy.

In order to keep our options open, I would like to propose the 
following:

1.	That the faculty committees proceed with implementation of 
the philosophy statement "the baccalaureate experience at the 
University of Alaska Fairbanks."

2.	That they use the credit hour distribution of the Academic 
Council proposal of April 29, 1987, as signed by Dr. Thomas on 
August 28, 1987, as the "framework" for the distribution of credits 
for implementation of this philosophy.

3.	That they consider the ad hoc committee report of 9/7/88 as 
an alternative view which should be considered in the course of 
their deliberations.  If the points are valid, they should then request 
modification of the original framework as they put forward the 
specific content which will fulfill the stated philosophies.

4.	That the issues of computer literacy (3 cr) and library skills (l 
cr) be addressed by the Committee on Literacy Requirements and a 
special recommendation be made to the senate for the need to 
include these as credit requirements or not.  As a suggestion, such 
items could be considered required competencies for graduation at 
the baccalaureate level without credit attached.  In other words, an 
evaluation would have to be devised whereby students could 
demonstrate whether or not they have the competencies.  If they do 
not, then they would have to complete certain selected coursework.  
An alternative approach would be to build these competencies into 
the required math and English course offerings.  This could result in 
a change of credit value for such courses.

5.	An early version of the proposed core suggested that English, 
math and speech (i.e. advanced literacy) requirements be completed 
prior to junior standing (i.e. 60 credits).  This seemed to have merit 
to it, but did not appear in either the April 1987 version passed by 
the Academic Council or the ad hoc committee report of 9/7/88.  I 
would like to suggest that the literacy committee address this 
recommendation separately in its report to the senate.

			---------------------------

Rev. 09/07/88

	REPORT OF THE AD HOC COMMITTEE ON CORE CURRICULUM


The Committee
--------------

The Ad Hoc Committee on Core Curriculum consisted of the Chairs of 
the College/School Curriculum Councils (as mandated by action of 
the Academic Council)čRay Barnhardt, Rural College; Peter Biesiot, 
SOM; John Fox, SALRM; Vincent Pelletier, CLA; Don Schell, SFOS; 
Lewis Shapiro, CNS; Frank Skudrzyk, SME/Engin; Kurt Torgerson, 
SCEE; three members of the Senate Curriculum and Instruction I 
CommitteečLaura Milner; Don Lokken; and Ronald Gatterdam, and 
Debbie Vanasse representing Developmental Education.  The 
Committee was chaired by Ronald W. Gatterdam and acted on the 
basis of consensus of the Curriculum Council Chairs.

Observations
------------

It was clear from the onset that the document entitled 
"Baccalaureate Core Curriculum Proposal for UAF" dated April 3, 
1987 was considered unworkable inappropriate by the faculty 
involved in offering B.S. and professional degrees.  The Ad Hoc 
Committee on Core Curriculum attempted to work within credit hour 
guidelines accepted by the Academic Council:

	Literacy				13
	Science (including computer literacy	11
	History, Culture, Society		 9
	Humanistic Expression  			 9

The recommendation of the Ad Hoc Committee on Core Curriculum 
differs by only two credits with some mild repackaging:

	Literacy (includes computer literacy)  	15
	Science (excludes computer literacy)  	 7
	Social Science and Humanities		18

The difference of two credits results from the deletion of LS 101 
and the reduction of the science requirement (exclusive of computer 
literacy) from 8 to 7 credits.

The Ad Hoc Committee's view was that the main problem with the 
April 3, 1987 document concerned the items C, History, Culture and 
Society and D, Humanistic Expression.  The first concern was that 
the 18 total credit hours should be replaced by 15 (or 16).  With the 
removal of LS 101, the 18 credits was accepted.  The more difficult 
issue was the internal distribution of credits in C and D.  The "one of 
everything at the elementary level" was viewed as a weakening of 
the de facto curriculum for many degrees.  In addition, these 
requirements were viewed as too restrictive for students for whom 
18 credits may well be the total of humanities and social science 
taken (in particular the proposal would have discouraged taking a 
foreign language.)  While the Ad Hoc Committee on Core Curriculum 
was not opposed to some (but not total) structure for the 18 credits, 
no specifics were forthcoming from CLA so only guidelines are 
proposed here.

Models
------

There are four possible models for a common curriculum and all 
were implicitly discussed.

	1.	Degree specific requirements (i.e., BA, BS, BBA, etc.) 
	2.	College/School specific requirements 
	3.	Core plus specific degree requirements 
	4.	Core plus specific College/School requirements.

The current situation is nominally of type 1 but is in fact type 3.  
The type 3 model would be retained.  The core consists of specific 
course requirements and credit distribution requirements.  The 
specific degree requirements may specify how the distribution 
requirements are to be met in addition to specifying additional 
specific courses or credit distribution.

Proposal
--------

I. 	Core  						15
	A.   	Literacy
		1. 	English 111 & 211/213		6
		2. 	Speech				3
		3. 	Any Math class at 100 level  	3
				or above
		4. 	Computer literacy new 		3
				course CS 201, or 
				ES 201 or equivalent

	B. 	Science					7
		At least one 4 credit laboratory course

	C. 	Society and Humanities to include  	18
		1. 	At least 3 credits from Social
				Sciences
		2. 	At least 3 credits from Humanities
		3. 	At least 6 credits in same discipline	
							   Total 40

II. 	Specific Requirements 
	A. 	B.A.
		1. 	One course in Math, AS 301 	3
			or Econ. 226 in addition 
			to I.A.3.

		2. 	Social Science in addition	6
				to I.C.
		3. 	Humanities in addition to I.C.	6

		4. 	In addition to I.C., one of 	16-18
			a)  16 credits of foreign or 
				Alaska Native language 
			b)  18 credits in culture courses 
				(as described in the report 
				of 4/3/87) 
			c)  18 credits in a combination of 
				culture and language

			Note: Music will delete "free electives 14" from
				its current music requirement for the BA.

	B. 	B.S.
		1. 	One year of Math or AS beyond I.A.3	6-8
		2. 	One year laboratory sequence in		8
			  Biology, Chemistry, Geology or
			  Physics in addition to I.B.

	C.	B.B.A.
		1.	Math 161 and 162 (satisfies I.A.E.) 	6
		2.	Physics, Chemistry, or Biology lab  	4
			  (partially satisfies I.B.)
		3.	Either PS 101 or 102 (partially		3
			  satisfies I.C.)
		4.	Either Psy 101 or Soc 101 		3
			  (partially satisfies I.C.
		5.	Either
			a)  10 credits of foreign language	6-10
			b)  6 credits in one of Fine Arts,
				Literature or Thought
				(partially satisfies I.C.)

	D.	B.Ed.
		1. 	LS 101					1
		2.	Natural science laboratory courses	8
			(satisfies I.B.)
		3. 	Items C & D from the 4/3/87 document	18
			(partially satisfies I.C.)

	E. 	B.T. (in Education)
		Being considered by the Rural College.

	F. 	B. Music
		No additional requirements


Notes: 	l) 	Double counting is permitted except as explicitly 
			prohibited.
		2) 	Social Science, Humanities and Science are given a 
			broad interpretation.  In particular, courses in 
			impact of technology, enhancement of the 
			environment, etc. should be considered under 
			Society.
		3)	A foreign language partially satisfied I.C. and is to 
			be encouraged.


-------------------------------------------------------------

The UAF Faculty Senate approved the following at its meeting #6 on 
October 14, 1988:


MOTION PASSED (Unanimous Consent)
==============

The UAF Faculty Senate adopts the amendments to the Constitution 
as included in Attachment 2 to the Agenda of Senate Meeting 6 dated 
October 7, 1988 and as further amended at Senate Meeting 6.


	EFFECTIVE:  	Immediately


Signed:  David M. Smith, President, UAF Faculty Senate


APPROVED WITH MODIFICATION(S) INDICATED:  Pat O'Rourke   Date: 2/1/89

* Approved with modifications received and accepted by the Senate 
in revision dated 12/1/88.  PJOR

			-----------------------------

Rev. 12/1/88

CONSTITUTION of the UNIVERSITY OF ALASKA FAIRBANKS FACULTY SENATE
Preamble Under Board of Regents' Policy, the University of Alaska Fairbanks Faculty Senate is formed so that the faculty may carry out its professional responsibility as the legislative body of the University of Alaska Fairbanks in matters of instruction, research/creative activity, and service. ARTICLE I - Name Sect. 1. The name of the organization shall be the University of Alaska Fairbanks Faculty Senate, hereinafter referred to as "Senate". ARTICLE II - Rights, Responsibilities and Authority Sect. 1 Faculty rights include the following: A. To exercise academic freedom. B. To form a representative body to develop legislation concerning the professional activities of the faculty. C. To have elected representatives to appropriate governance bodies. D. To have primary authority through the Senate to initiate, develop, review and approve academic criteria, regulation and policy with regard to the responsibilities outlined in Section 2. E. Other rights as may be defined under this constitution and bylaws. Sect. 2 Faculty responsibilities include the formulation of policies and regulations guiding: A. Faculty appointment, re-appointment, termination, development, evaluation and workload. B. Tenure C. Promotion D. Teaching E. Research/creative activities F. Advising G. Service H. Sabbatical leave I. Honorary degree candidates J. Scholastic standards 1. Degree requirements 2. Curriculum review 3. Admission standards 4. Grading policy 5. Academic probation 6. Academic suspension 7. Academic dismissal 8. Class length and structure of the academic year K. Other responsibilities as may be defined by the faculty under this constitution and bylaws. Sect. 3 Further Responsibilities A. To advise the administration of the University of Alaska Fairbanks on academic and faculty matters. B. To provide faculty representatives to the appropriate governance bodies. C. To support student and staff constituencies on matters of mutual concern. Sect. 4 AUTHORITY The Senate shall carry out its responsibilities and functions subject to the authority of the Board of Regents Policy. Senate actions will be binding, subject to review, veto, and override in accordance with ARTICLE XI (Veto Powers) of this constitution. ARTICLE III - Membership Sect. 1 The Senate shall be constituted according to the provisions specified in the bylaws. Sect. 2 Voting members of the Senate must hold academic rank and must be full-time permanent employees of the University of Alaska Fairbanks. Sect. 3 Senate members shall be elected from and by the faculty of their respective units, as set forth in the bylaws, to two-year terms which shall be staggered to ensure continuity. Sect. 4 The terms of the newly elected and appointed members shall commence at the beginning of "New Business" of the last regularly scheduled Senate meeting of the academic year. Sect. 5 Any voting member of the Senate may be recalled according to the provisions of the bylaws. Sect. 6. Non-voting members of the Senate shall have voting privileges on any Senate committee on which they serve. ARTICLE IV - Officers Sect. 1 The two officers of the Senate shall be the President and the President-Elect. Sect. 2 The President and President-Elect shall be elected from and by the voting members of the Senate for one-year terms. Sect. 3 The President-Elect, after serving for one year in this position, subject to Sections 4 and 5, will automatically become President for one year. Sect. 4 The term of the President may be extended for one additional year by a two-thirds majority vote of the entire voting membership of the Senate. The vote will be by secret ballot and, if passed, the term of the President and the current President-Elect will be extended for no more than one additional year. Sect. 5 If for any reason the President should relinquish or be recalled from office, the President-Elect will automatically and immediately assume the Presidency. The Senate shall elect a Vice President to fill out the remainder of the year at which time a new election for President-Elect will be held as outlined in ARTICLE III, Section 6. The previously elevated President-Elect will complete the next academic year as President. Sect. 6 The terms of the newly elected President and President- Elect shall commence at the beginning of "New Business" of the last regularly scheduled Senate meeting of the academic year. ARTICLE V - Committees Sect. 1 The requirements for membership on standing, permanent, and ad hoc committees of the Faculty Senate will be specified in the bylaws. ARTICLE VI - Relation to the University of Alaska Fairbanks Assembly and the University of Alaska General Assembly. Sect. 1 Senate members shall represent the faculty on the University of Alaska Fairbanks Assembly and the University of Alaska General Assembly. Sect. 2 The President and President-Elect will represent the Senate on the University of Alaska General Assembly and one will serve on the Executive Committee of the General Assembly. ARTICLE VII - Meetings There shall be a minimum of seven regular meetings each academic year. Other meetings may be held on special call of the Administrative Committee of the Senate. ARTICLE VIII - Quorum The presence of a majority of the membership shall constitute a quorum. Presence may be established by participation in an audioconference. ARTICLE IX - Parliamentary Authority The parliamentary authority shall be the most recent version of Robert's Rules of Order. ARTICLE X - Amendments Sect. 1 Amendments to the constitution may be proposed only by members of the Senate and copies shall be sent to all members of the Senate. Amendments must be formally read and incorporated in the minutes of a Senate meeting. Sect. 2 Approval of amendments to the constitution requires a two-thirds vote and cannot occur sooner than 28 days from the date of the meeting at which the amendments were first read and discussed. Sect. 3 Approval of amendments to the bylaws requires a majority vote. ARTICLE XI - Veto Powers Sect. 1 The Chancellor's Office shall have the right to veto actions taken by the Senate relating to academic, research, service and faculty affairs. A Senate action shall be considered approved unless written reasons for a veto are received in the Senate Office within 30 days of that action being received by the Chancellor's Office. The Administrative Committee upon request by the Chancellor may extend the 30 day requirement. Sect. 2 Any action approved by the Senate and vetoed by the Chancellor's Office may be submitted to a reconciliation committee upon a two-thirds vote of the Senate. Up to three members appointed by the Senate and up to three members appointed by the Chancellor's Office shall constitute a reconciliation committee whose task it shall be to formulate recommendations to the Senate and the Chancellor's Office. If the Senate and the Chancellor's Office are not able to resolve the impasse, then the Senate, upon a two-thirds vote, may elect to forward its previous action through the University of Alaska governance structure as provided for under Regents' policy. ARTICLE XII - Faculty Referendum Sect. 1 A faculty referendum on any Senate action will be called when a petition containing the signatures of ten percent of the full-time, permanent faculty is filed with the Senate Office. The Administrative Committee of the Senate will call for a Senate convocation at which time any business of the Senate may be reconsidered if the majority of the faculty eligible to elect members to the Senate, as described in the bylaws, is present at the convocation. Sect. 2 The convocation must take place within 21 working days after the petition is filed with the Senate Office. Sect. 3 The Senate actions may be modified by a simple majority vote of the members at the convocation. ------------------------------------------------------------- The UAF Faculty Senate approved the following at its meeting #6 on October 14, 1988: MOTION PASSED (Unanimous Consent) ============== The UAF Faculty Senate adopts the Bylaws as included in Attachment 3 to the Agenda of Senate Meeting 6 dated October 7, 1988 and as further amended at Senate Meeting 6. EFFECTIVE: Immediately Signed: David M. Smith, President, UAF Faculty Senate APPROVED: Pat O'Rourke, Chancellor Date: 2/9/89 * Please note technical changes on p. 4. -------------------------- Adopted 10/14/88
BYLAWS of the UNIVERSITY OF ALASKA FAIRBANKS FACULTY SENATE
Sect. 1 (ART III: Membership) A. The membership of the Faculty Senate, hereinafter referred to as "Senate," shall consist of approximately 41 members plus one non-voting presiding officer. Approximately 35 members shall be elected by and from the faculty and will have voting privileges. Six non- voting members will be selected by and from other university constituencies as follows: one non-graduate student and one graduate student selected by the ASUA, one professional school dean and one college dean selected by the Deans' Council, one staff representative from the registrar's office, and one additional staff member selected by the Staff Council. If the staff representative from the registrar's office is APT, the second staff member must come from the classified staff ranks. If the staff representative from the registrar's office is classified, the second staff member must be APT. Terms shall be for two years and staggered, with approximately one-half of the Senate elected each year. The first year, each unit shall elect approximately half of its representatives for terms of two and one-half years, and half for one and one-half years. [EXCEPTION: Members from units having only one representative will be elected for terms of two and one-half years. This may necessitate an adjustment of length of initial terms of members from larger units.] B. Representation shall be by academic unit and based on the number of full-time faculty equivalent (FTFE) in each unit as described below. 1. A unit is a single school or college or a collection of schools and/or colleges (see item 7). 2. A faculty member is one who holds academic rank. (Currently includes lecturer, research or senior research associate, instructor, assistant professor, associate professor, or professor be they full-time, part-time, or visiting) 3. Each faculty member whose annual academic appointment equals or exceeds 1560 hours will be considered 1 FTFE. 4. Each faculty member whose annual academic appointment is less than 1560 hours will be considered a fractional FTFE with the fraction being the number of hours of annual academic appointment divided by 1560. 5. Each unit will elect the number of representatives to the Senate equal to the number of FTFE in that unit divided by the total UAF FTFE, multiplied by 35 and rounded to the nearest integer. 6. A faculty member having appointment split between units shall be included in each unit in proportion to the respective appointment for the computation of item 5. 7. All schools or colleges whose representation under item 5 is zero shall be grouped into the conglomerate group and this group shall be treated as a single unit for purposes of the computation of item 5. If a unit which would have been grouped in the conglomerate group decides instead that the unit would be better served by joining with another school or college, it may do so upon the mutual agreement of those units. 8. Re-apportionment will be done for the elections held in even numbered years or upon two-thirds vote of the Senate. C. Election Procedure 1. Election shall be held by the units to provide representatives to the Senate according to Article III of the Senate Constitution. Elections and election procedures are the responsibility of the units, subject to the following: 2. A faculty member may vote for Senate representatives in only one unit. That unit must be the unit of primary appointment or, in the case of evenly split appointment, the unit of the faculty member's choice. 3. Units with full-time permanent faculty based on other than the Fairbanks campus should elect Senate representatives in a number that is at least equal to the proportion of the non-Fairbanks based FTFE's. 4. Units with faculty who teach in associate, certificate, or noncredit programs should elect representatives in proportion to such faculty. 5. Units with senior faculty should elect associate and full professors as Senate representatives in a number that is at least equal to the proportion of such faculty. 6. Units with graduate programs should elect at least one graduate faculty member. 7. Each unit shall elect at least half as many alternate representatives as representatives. Sect. 2 (ART IV: Officers) The President of the Senate shall be an ex-officio, non-voting member of all elected and appointed committees of the Senate. The President-Elect of the Senate shall be chairperson of the Administrative Committee of the Senate and shall be an ex- officio, non-voting member of such elected and appointed committees of the Senate as the President of the Senate shall direct. Sect. 3 (ART V: Committees) A. An Administrative Committee will be composed of the chairpersons of all standing and permanent Senate committees. B. Membership on standing and permanent committees will be for two years with the possibility of re-election and will be appointed by the Administrative Committee and endorsed by the full Senate. C. Standing committees will be constituted entirely of Senate members. Permanent committees can be constituted without Senate members. D. All permanent and standing committee chairs will be elected from and by the members of their respective committee and must be full-time faculty at UAF. E. The standing and permanent committees of the Senate are: STANDING 1. The Curricular Affairs Committee will deal with curricular and academic policy changes on all levels except the graduate level. 2. The Scholarly Activities Committee will deal with policies concerning research and creative activity. 3. The Faculty Affairs Committee will deal with policies related to workload, appointment, termination, promotion, tenure, sabbatical leave, and academic freedom. PERMANENT 1. The University-Wide Promotion and Tenure Committee will be one member from each school and college. Members of this committee must hold tenured senior level appointment at UAF. This committee will review candidate files for promotion and/or tenure and will recommend for or against the promotion and/or tenure of each candidate who presents a file for consideration by the committee. 2. The Service Committee will be 7 members who represent the academic community and the general public, with not less than two members being non- university employees. The chair must be a Senate member. Members' terms will be staggered to provide continuity. This committee will deal with policies relating to the service mission of the university and its faculty. 3. The Graduate Council shall deal with policies concerning graduate degree programs and instruction. A. Graduate Council shall consist of: 1. 5 graduate faculty members elected from and by the Senate with no more than two members from the same college or school. 2. To the extent not already being represented by the 5 Senate members, 1 member elected from and by faculty in schools and colleges with active graduate programs, or 2 if the school or college has one or more active Ph.D. programs. 3. 1 graduate student 4. 4 ex-officio non-voting members: Dean of the Graduate School; Coordinator of Graduate Studies; Director of Admissions and Records; and Director of the Library. B. Elections to fill vacancies on Graduate Council will take place as soon as practical following the last regular meeting of the Senate. The chairperson of Graduate Council will identify vacancies and notify the faculty of the affected schools and colleges with a request for nominations. Nominees must be full-time faculty members actively engaged in graduate teaching and research. The election will be administrated by the respective deans' offices. The duration of the terms shall be for two years with staggered terms. C. Graduate Council may, by a majority vote and upon confirmation by the Senate, supplement its membership. Such extra appointments will be for a two-year term. 4. The Developmental Studies Committee will be one representative from each of the following units: Northwest Campus, Chukchi Campus, Kuskokwim Campus, Bristol Bay Campus, the College of Natural Sciences, the Math, English, and Cross Cultural Communication Departments in the College of Liberal Arts, the School of Career and Continuing Education, the General and Developmental Studies Department in the Rural College, and the Rural Education Centers. Additionally, there will be a non-voting representative from the Advising Center and a non- voting representative from Rural Student Services. This committee will function as a curriculum council review committee for all developmental studies courses. Discipline based developmental courses will first be reviewed by the appropriate college curriculum council before submission to this committee for review and coordination. 5. The Faculty Development, Assessment and Improvement Committee will be composed of faculty members and the Director of Faculty Development. This committee will deal with faculty and instructional development and evaluation. 6. The Committee to Nominate Commencement Speaker and Honorary Degree Recipients will nominate commencement speakers and candidates for honorary degrees. 7. The Legislative Affairs Committee will follow issues which may impact faculty concerns at the university and will act as a faculty advocate with legislators and candidates. F. Any standing or permanent committee may create subcommittees to assist the committee. G. The Senate President may create and appoint the members of any ad hoc committee necessary for conducting Senate business. Ad hoc committees are subject to later ratification by the Senate. H. Committees must forward any legislation which involves the setting or altering of policy to the full Senate for approval. Committees which are specifically charged with applying policy to make decisions may do so without having the Senate approve those decisions. A review by the full Senate may be requested by the reviewing Senate committee. A request to the Senate Administrative Committee for a further Senate review may also be submitted by individual Senators if the question has policy implications. Fac. Bylaws/3 REVISED 10/14/88