The UAF Faculty Senate passed the following at its Meeting #60 on December 4, 1995: MOTION PASSED ============== The UAF Faculty Senate moves to amend the UAF Governance Coordinating Procedures as indicated below. EFFECTIVE: Immediately RATIONALE: The actions of the Budget Council and the budget process have changed over the last few years. As a result, the committee has been inactive. The individual governing bodies all have some type of budget or fiscal committee to track information. This committee duplicates functions that are covered in other areas and this duplication is deemed unnecessary. To delete the Budget Committee from the UAF Governance Coordinating Committee requires an amendment to the Procedures. The amendment requires a two-thirds vote from each of the three governing bodies, ASUAF, Faculty Senate, and Staff Council, and Chancellor's approval. * * * * * * * * * * (( )) = Delete ARTICLE V Committees Sect. 1 The conference committees of the UAF Governance Coordinating Committee shall include: Academic Computer Users Committee ((Budget Committee)) Committee on Transportation and Campus Security Intercollegiate Athletics Committee Library and Information Technology Users Committee Rural Affairs Committee UAF Grievance Council Health Issues Sect. 3 Conference Committees Charges ((B. Budget Committee The charge for the UAF budget Committee shall be: 1. follow and study the annual budget development including methods of determining budget allocations among and within the Major Administrative Units of the University of Alaska. 2. conduct hearings on the UAF budget as deemed appropriate or necessary.)) Signed: Eric Heyne, President, UAF Faculty Senate Date: 12/6/95 ------------------------------------------------------------- The UAF Faculty Senate passed the following at its Meeting #60 on December 4, 1995: MOTION PASSED (15 yes, 11 nays) ============== The UAF Faculty Senate moves to adopt a policy statement on "Consensual Sexual (Amorous) Relations between Faculty and Students" as formulated by the AAUP Council. The UAF Faculty Senate so moves with the understanding that adoption of the AAUP statement does not preclude amendments consistent with the Faculty Affairs Committee's "Report on Rationale and Options." AAUP Policy Statement on Consensual Sexual Relations Between Faculty and Students Sexual relations between students and faculty members with whom they also have an academic or evaluative relationship are fraught with the potential for exploitation. The respect and trust accorded a professor by a student, as well as the power exercised by the professor in an academic or evaluative role, make voluntary consent by the student suspect. Even when both parties have initially consented, the development of a sexual relationship renders both the faculty member and the institution vulnerable to possible later allegations of sexual harassment in light of the significant power differential that exists between faculty members and students. In their relationships with students, members of the faculty are expected to be aware of their professional responsibilities and avoid apparent or actual conflict of interest, favoritism, or bias. When a sexual relationship exists, effective steps should be taken to ensure unbiased evaluation or supervision of the student. EFFECTIVE: Immediately Upon Chancellor Approval Signed: Eric Heyne, President, UAF Faculty Senate Date: 1/12/96 APPROVED: Joan Wadlow, Chancellor Date: 12/22/95 Note: This is an important statement. I am now asking the deans to develop proposals regarding implementation of the policy. ------------------------------------------------------------- The UAF Faculty Senate passed the following at its Meeting #60 on December 4, 1995: MOTION PASSED (unanimous) ============== The UAF Faculty Senate recommends that American Sign Language be recognized as fulfilling the non-English language option of the "Perspectives on the Human Condition" as required by the Baccalaureate Core. The UAF Faculty Senate further recommends that given the structure and depth of ASL courses, that three semesters of ASL (9 hours) be counted as we presently count two semesters (10 hours) of other languages. EFFECTIVE: Fall 1996 RATIONALE: For an inordinately long time, voices of reason within the UAF academic community have urged that the Universityšs Core Curriculum be extended in a way that offers students the opportunity of using American Sign Language (ASL) courses to meet Core Requirements in the same manner as other languages. At the same time, vocal resistance to this minor change has been forthcoming. The reasons offered for this resistance seem to emanate from a lack of awareness in an educated community. In prefacing the motion from the Core Review Committee urging acceptance of ASL as Core Curriculum credit, we wish to address the specifics of the aforementioned objections and to offer supporting reasons for the Committeešs recommendation. 1. It has been suggested that there is no "body of literature" associated with ASL that would stand as foundation for this language as a perspective on the human condition. This objection is perhaps the most offensive to the culture at the very center of which ASL stands as core. First, the implication shows little understanding of the concept of culture. Many of us who actually teach the concept of culture refer definitionally to Geertz (1973) who says culture is a "design for living," or to Goodenough (1970) who claims it is "whatever one has to know or believe in order to operate in a manner acceptable to its members." However one chooses to define culture, all cultures share the objectives of adaptation and survival in a specific environment, and maintenance of group identity and unity over time. For Deaf Americans, their families, friends, and authentic associates, ASL, as the heart of their culture, functions in exactly the same way. As a language in and of itself, ASL is not a transformation of any oral language, but rather an evolution of the need to communicate among and with persons who have little or no access to sound. The language sets Deaf culture apart from others with similar sensory loss (e.g., the blind). ASL has its own unique phonological, syntactic, and semantic structure, with the flexibility required to develop new vocabulary and new grammatical structures (Friedman, 1977). It serves the same social and intellectual functions as spoken languages. It also has regional dialects and slang. All by way of explaining that ASL is a unique, evolving language and not some manual/digital code for English. Note that identity comes not from being deaf per se, but from the cultural matter of ASL use. Further, cultural matters (such as marriage patterns, societal structure, and material artifacts) define ASL users, documentation of which is extensive and available on request from Deaf Community Services of Fairbanks or from the Chairperson of the Core Curriculum Review Committee. In specifically addressing the matter of a "body of literature," we speculate that such an objection seems to be that there is no accumulation of written literature. We hope that it is recognized that no native language which is taught and accepted as Core Curriculum credit has written literature. Frishberg (1992) discusses Deaf traditions of oratory, folklore, and performance art, and notes that "...written forms of language are not required for a community to possess a well-formed aesthetic in poetry, narrative, humor, and rhetoric" (p. 45). Please become aware, however, that ASL culture has fostered an extensive wealth of materials across a variety of genres. There exists a body of ASL history, poetry, stories, plays, and novels. There are libraries of print, videotape, and film (Please see: Gannon, 1981; Lane, 1984; Groce, 1980; Miles, 1975; Klima & Bellugi, 1975, 1979; Eastman, 1974; Bragg & Bergman, 1981; Rutherford, 1983, 1984, 1985, 1987). The folkloristic tradition of Deaf America is over 175 years old, replete with legends, tall tales, jokes, folkspeech, games, sign play, folk poetry, customs, rituals, and celebrations (Rutherford, 1984, 1987; Carmel, 1980). The study of American Deaf Culture has shown distinct differences between that culture and the mainstream society in social attitude, patterns for daily living, world view, humor, and literature. Additionally, the deaf community in America has a long and extensive tradition in all forms of the visual arts (Rutherford, 1992, pp. 32-33). There are Deaf publishers whose primary focus is the publication of Deaf literature and related materials in print and electronic media. Among them are T.J. Publishers, Inc.; Dawn Sign Press, Inc.; National Association of the Deaf; and Gallaudet University Press/ Linstok Press, Inc. focuses on scholarly publication. Mainstream publishers, including Harvard University Press, University of California Press, University of Illinois Press, Alfred A. Knopf, and Random House, among many others, have published major works on Deaf culture and literature and are becoming increasingly interested in the field. National publishers focusing primarily on videotape and film production of works in ASL include D.E.A.F. Media, Inc., Sign Media, Inc., and Beyond Sound, Inc. Other producers of ASL videotape materials include Gallaudet University, the National Technical Institute the Deaf, and the San Francisco Public Library (Rutherford, 1992). Persons with an interest to further their awareness of ASL culture, literature, and tradition will find useful bibliographic material attached to this background material. (See especially Corwin and Wilcox, 1985). 2. It has been implied that ASL courses are taught without standard syllabi and are taught by persons who do not have "University-level credentials." The Core Review committee has requested and received evidence that conclusively refutes the syllabus rumor. ASL courses are conceived, organized, and taught with as much or more care than many courses accepted by UAF. The matter of who teaches ASL is significant but "university-level credentials" most certainly are not. Any University in which accredited courses in indigenous languages are available (University of New Mexico, University of Nebraska, University of Arizona, University of Oklahoma, University of Alaska Fairbanks,) sensibly recognizes that no better source of a language can exist than native speakers. Yet we know further that all ASL teachers in the UAF system are either degreed or are working to become so at this time. Further interest in the topic might be referred to "Who is Qualified to Teach American Sign Language" (Kanda, J., and Fleischer, L., 1992). As additional information, the Core Review Committee would like to offer the following: - Modern Languages at UAF not only has no objections, but endorses ASL for use in the core. - The State of Alaska recognizes ASL as a language. - The State of Alaska mandates ASL as foreign language credit at the public school level. - Major Universities throughout the Lower 48 allow students to satisfy foreign language requirements using ASL (e.g. Iowa State University). - ASL is the fourth most commonly used language in the United States of America. The Core Review Committee and others who endorse this minor alteration of the UAF core recognize that changes can be unsettling, particularly to persons comfortable with the status quo. We must understand, however, that standing still puts us behind in the broad movement towards better education as the central product of our institution. Lamb & Wilcox (1992), in discussing the establishment of ASL as a baccalaureate degree program at the University of New Mexico, say that " ... we were aware of the rather cumbersome bureaucracy through which any request of this nature would have to move" (p. 165). But there, too, the faculty and administration came to understand the significance of Deaf culture to the American plurality and moved toward a supportive recognition of ASL as both language and as the central feature of an extensive American culture. Selover (1992) tells us that in establishing ASL as a language in the curriculum of higher education we will " ... meet with opposition. This largely stems from basic misunderstanding of the language and culture of Deaf persons. Your job is to educate as you go - most people will listen" (p. 160). As members of the Core Review Committee, we certainly hope so. Signed: Eric Heyne, President, UAF Faculty Senate Date: 12/6/95 APPROVED: Joan Wadlow, Chancellor Date: 12/15/95 ------------------------------------------------------------- The UAF Faculty Senate passed the following at its Meeting #60 on December 4, 1995: MOTION PASSED ============== The UAF Faculty Senate moves to request that Regent's Policy 04.04.05 provide for inclusion of appropriate procedure in MAU rules and regulations for responding to any violation of the tenure and promotion process at any point prior to decision of either tenure or promotion. At UAF the Faculty Appeals & Oversight Committee shall be empowered to adjudicate any grievance prior to such time that the candidate's file is forwarded to the next level of review. EFFECTIVE: Immediately RATIONALE: There is currently no procedure for remedy of a violation of policy and/or regulations during the process for tenure and promotion review, and such procedure is sorely needed. Signed: Eric Heyne, President, UAF Faculty Senate Date: 12/12/95 ------------------------------------------------------------- The UAF Faculty Senate passed the following at its Meeting #60 on December 4, 1995: RESOLUTION PASSED AS AMENDED (with 1 nay) ============================== Whereas, the Administrative Committee of the UAF Faculty Senate, in a memorandum dated October 18, 1995 disagreed with the Chancellor's action in setting aside "university policy for the search committees for Deans/Directors" and requested appointment of "a representative search committee"; and Whereas, the CRA Faculty Council, in a memorandum dated October 26, 1995, supported the request of the UAF Faculty Senate Administrative Committee and additionally requested "that the search not be limited to the UAF community but at least be extended statewide"; and Whereas, the UAF Faculty Senate, at its Meeting #59 held on November 13, 1995, passed a resolution, viz., "The UAF Faculty Senate does not recognize the validity of the current selection process for the Executive Dean of the College of Rural Alaska and directs the Chancellor to follow the established procedure"; and Whereas, President Heyne, in a letter to President Komisar dated November 14, 1995, expressed the Senate's position "that if procedures developed through shared governance are to have any credibility or validity at all, they must be followed by the Chancellor"; and Whereas, the Chancellor has refused to follow to follow existing procedure for the hiring of either a Vice-Chancellor or Dean; THEREFORE BE IT RESOLVED THAT, the UAF Faculty Senate moves to censure Chancellor Joan K. Wadlow. BE IT FURTHER RESOLVED THAT, the UAF Faculty Senate moves to direct Chancellor Joan K. Wadlow to follow both the spirit and the letter of the procedures and policies for all hiring of a Vice-Chancellor or Deans or any other positions with responsibilities that include supervision of faculty. Signed: Eric Heyne, President, UAF Faculty Senate Date: 12/12/95 ------------------------------------------------------------- The UAF Faculty Senate passed the following at its Meeting #60 on December 4, 1995: MOTION PASSED (with 1 nay) ============== The UAF Faculty Senate moves to adopt a new class schedule with 15 minutes between morning classes and Monday, Wednesday, and Friday early afternoon classes. EFFECTIVE: Fall 1996 RATIONALE: Students are having difficulty making their classes on West Ridge and the Natural Science Facility. The use of the campus shuttle bus will be facilitated by this change. The change preserves the 1:00 - 2:00 pm Tuesday & Thursday "class free " time and the instructional day is not lengthened. Signed: Eric Heyne, President, UAF Faculty Senate Date: 1/12/96 APPROVED: * Joan Wadlow, Chancellor Date: 1/15/96 * On 1 year trial basis, AY 96-97. ------------------------------------------------------------- The UAF Faculty Senate passed the following at its Meeting #60 on December 4, 1995: MOTION PASSED AS AMENDED ========================== The UAF Faculty Senate moves to adopt the following Student Leadership Honors recognition policy developed by Steven Cole, ASUAF Director of Community Service. The recognition would be conferable at graduation. EFFECTIVE: Upon Chancellor Approval. RATIONALE: Much like academic graduation with honors this recognition program provides the campus the opportunity to recognize outstanding student leadership. Such recognition would be noted in the graduation program. Signed: Eric Heyne, President, UAF Faculty Senate Date: 1/12/96 APPROVED: Joan Wadlow, Chancellor Date: 1/12/96 *************** UNIVERSITY OF ALASKA FAIRBANKS LEADERSHIP HONORS Purpose: Leadership Honors will be publicly awarded to individuals in order to recognize and honor student leadership contributions to the University of Alaska Fairbanks. The leadership activities must enhance the Mission Statement of UAF and promote student life through individual and collective growth, and enhance the communities in which UAF campuses are located. Criteria: 1. Minimum 2.5 cumulative GPA. 2. Must have had leadership involvement for four semesters at UAF, this includes Rural Campuses, for a bachelor's degree or two semesters for an associate's or master's degree. 3. Involvement can be demonstrated by, but not limited to, the following: A. Elected or appointed office. B. Holding a leadership position, or a position of ultimate responsibility, i.e., Chairperson, President, Figurehead, Big Kahuna. C. Participation in community events, club activities, student government for the improvement of student life, campus life, or university relations with the greater community. The students' involvement must have contributed to the improvement of student and campus life, either at the main or rural campus. They saw a need and filled it! They didn't just watch from the sidelines. There was a significant difference made by their involvement. Awarding: 1. Students must apply or be nominated for the award and show proof of leadership by submitting letters of recommendation. There must be at least two letters of recommendation along with the Leadership Honors Form. These are to be turned in to the Dean of Student Services by date XXXX, time XXXX. This date must be at least two months before graduation. Date to be set by Leadership Honors Committee. 2. A. The Leadership Honors Committee will be composed of a. one designee from Faculty Senate, b. one designee from the Student Services Office, c. one student designee from ASUAF, d. one designee from the Student Activities Office, e. one other student and one other faculty/staff respectively. f. one student from a rural campus. B. Students who sit on this committee cannot apply for Leadership Honors during the semester in question. C. The Leadership Honors Committee is the final authority for all matters related to this award. 3. Students will receive a crimson Leadership Honors cord at graduation. An explanation about the purpose of the honor will be in the graduation program with the student's names highlighted.