The UAF Faculty Senate passed the following at its Meeting # 97 on 
October 30, 2000:


MOTION:
======

The UAF Faculty Senate moves to amend Section 3 (Article V: 
Committees, Permanent) of the Bylaws, as follows:


CAPS - Addition
[[ ]]   - Deletion


PERMANENT

	7.	The Core Review Committee reviews and approves 
		courses submitted by the appropriate 
		school/college curriculum councils for their 
		inclusion in the core curriculum at UAF.  The Core 
		Review Committee coordinates and recommends 
		changes to the core curriculum, develops the 
		process for assessment of the core curriculum, 
		regularly reports on assessment of the core 
		curriculum, monitors transfer guidelines for core 
		courses, acts on petitions for core credit, and 
		evaluates guidelines in light of the total core 
		experience.  This committee will also review 
		courses for oral, written, and natural science core 
		classification.

		The committee shall be composed of one faculty 
		member from each of the core component areas:  
		(Social Sciences, English, Humanities, Mathematics, 
		Natural Sciences, [[and]] Communication, AND LIBRARY 
		SCIENCE) and one faculty member from a non-core 
		component area.  Membership on the committee will 
		include an undergraduate student.


	EFFECTIVE:  	Immediately

	RATIONALE:  	Library Science is a Core component area 
		and should have full voting membership.  


*******************

The UAF Faculty Senate passed the following at its Meeting # 97 on 
October 30, 2000:


MOTION
=======

The UAF Faculty Senate moves to approve the M.A. degree program in 
Cross-Cultural Studies.  


	EFFECTIVE:  	Fall 2001 or 
				Upon Board of Regents' Approval

	RATIONALE: 	See full program proposal on file in the 
				Governance Office, 312 Signers¹ Hall.


				***************


Executive Summary
MA, Cross-Cultural Studies

The intent of this request is to convert the current Ed.S. in Cross-Cultural 
Education to an M.A. In Cross-Cultural Studies, to be administered through 
the Department of Alaska Native Studies and the Center for Cross-
Cultural Studies, College of Liberal Arts, University of Alaska Fairbanks.  
This will serve to broaden the applicability and appeal of the 
degree/coursework currently available for graduate students under the 
Education Specialist degree to fields beyond education that also involve 
cross-cultural issues and utilize indigenous knowledge systems (e.g., 
ecological studies, natural resources, health care, community 
development, social services, justice, Native studies, etc.).  The M.A. 
degree is also designed to incorporate and contribute to newly emerging 
bodies of scholarship that have much to offer in addressing critical needs 
of the state, and it will continue to be available to students by distance 
education, in combination with intensive seminars and summer courses on 
campus.  

These program changes will help to improve the quality and availability of 
services and provide for more efficient utilization of existing resources as 
current faculty contribute to the instructional and research functions 
associate with the reconstituted program.  No additional faculty 
resources are required, since instructional/advising responsibilities 
previously associate with the Ed.S. program will be shifted to the M.A. 
program.  In addition, the revised program draws on several existing 
courses and will continue to utilize the established distance education 
course delivery system.  Graduate students in education who have already 
completed an M.Ed. degree but wish to pursue advanced work in "cross-
cultural studies" will still be able to do so, but as a second master's 
degree, rather than at the post-masters level.  

Objective 1 - To extend graduate opportunities in cross-cultural studies 
to students outside Fairbanks and beyond the field of education, including 
people working in ecological sciences, natural resources management, 
health care, community development, social services, justice and Native 
Studies.

Objective 2 - To provide research and advanced study opportunities in 
comparative knowledge systems, world views and ways of knowing. 

Objective 3 - To increase cross-cultural understanding through the 
dissemination of student/faculty research and cultural documentation.  


*******************

The UAF Faculty Senate passed the following at its Meeting # 97 on 
October 30, 2000:


MOTION
=======

The UAF Faculty Senate moves to delete the Ed.S.


	EFFECTIVE:  	Fall 2001 or 
				Upon Board of Regents' Approval

	RATIONALE: 	See full program proposal on file in the 
				Governance Office, 312 Signers¹ Hall.


				***************


Executive Summary
Education Specialist, Cross-Cultural Studies


This request for the deletion of the Ed.S. degree reflects the 
reconstruction of the current Ed.S. in Cross-Cultural Education into an 
M.A. in Cross-Cultural Studies to broaden it applicability and appeal for 
graduate students in a greater variety of fields involving cross-cultural 
issues and indigenous knowledge systems, and to incorporate newly 
emerging bodies of scholarship that have much to contribute in 
addressing critical needs of the state.  

The Ed.S. has been a stand-alone degree within the UAF School of 
Education since the mid-1960s.  It was initially created to provide a post-
masters degree program for the preparation of school superintendents 
and was later expanded to include advanced study in the areas of cross-
cultural education.  Due to staffing reductions in the School of Education, 
the superintendents program was suspended in 1985, and then 
discontinued altogether at UAF when the responsibility for preparing 
school administrators was shifted to UAA in 1998.  In the meantime, the 
Center for Cross-Cultural Studies (which had responsibility for the Ed.S. 
program in cross-cultural studies under SOE) was retained in the College 
of Liberal Arts when the School of Education was administratively shifted 
to the Graduate School in 1998, so this proposal is, in part, intended to 
bring the degree program in line with the academic unit under which it is 
to be administered.  

The impact of the proposed revision on student enrollment will be 
relatively minor, as only five students have completed the Ed.S. since 
1990, and there are no active students enrolled in the program at the 
present time.  Graduate students in education who have already 
completed an M.Ed. degree but wish to pursue advance work in "cross-
cultural studies" will still be able to do so, but as a second master's 
degree or an interdisciplinary Ph.D., rather than at the post-masters level.  


*******************

The UAF Faculty Senate passed the following at its Meeting # 97 on 
October 30, 2000:


MOTION
======

The UAF Faculty Senate recommends that the "Guidelines for the 
Evaluation Process for Administrators" formulated by the Faculty Appeals 
and Oversight Committee be adopted for use by committees assigned the 
task of reviewing administrators.


	EFFECTIVE:  	Immediately

	RATIONALE:  	Each time an administrator is evaluated the 
		committee assigned the task spends half their time 
		developing a process for evaluation.  This would save the 
		committee time and also inform the administrators of the 
		process prior to their evaluation.  


				**************


GUIDELINES FOR THE EVALUATION PROCESS FOR ADMINISTRATORS


1. 	Within the first three weeks of the Fall Semester the Supervisor 
	of the Administrator to be reviewed will appoint an Ad Hoc 
	Administrator Review Committee consisting of three faculty 
	and two staff members from the Administrator's unit.  

	In the case of evaluation of the Dean of the Graduate School, 
	the Provost will appoint an Ad Hoc Committee consisting of 
	one faculty drawn from the UAF Faculty Senate's Graduate 
	Academic & Advisory Committee, two graduate program 
	department chairs, two Deans/Directors, and a student 
	representative from the Graduate Student Organization.  

	In the case of evaluation of the Dean of Students, the Provost 
	will appoint an Ad Hoc Committee consisting of one faculty 
	member from the UAF Faculty Senate's Curricular Affairs 
	Committee and one faculty member from the Graduate 
	Academic & Advisory Committee, two Deans/Directors, and one 
	student representative from ASUAF and one student from the 
	Graduate Student Organization.  

	Additionally, two members of the UAF Faculty Appeals and 
	Oversight Committee shall serve in an ex officio capacity as 
	representatives of the Faculty Senate.  

	The Ad Hoc Committee will solicit input from all relevant 
	constituencies on- and off-campus, including faculty, staff, 
	and students.  This may be accomplished through various 
	instruments, e.g., a standard questionnaire completed 
	anonymously and returned to the Committee Chair.

2. 	The Administrator to be evaluated will prepare a narrative 
	self-evaluation of activities performed during the three year 
	period (academic years) prior to the year of evaluation or since 
	the last evaluation.  This narrative should include reflections 
	about how adequately s/he has fulfilled responsibilities of 
	leadership consistent with his/her own performance 
	expectations and those of faculty, staff, and students in 
	the unit.  Major or otherwise significant accomplishments should 
	be highlighted.  Any issues raised in the last evaluation should 
	be referenced with a view to what progress has been made on 
	those items.  Finally, the self-evaluation should identify a limited 
	set of reasonable goals for the unit over the next three years, 
	with some discussion about specific strategies that may be 
	undertaken through his/her administrative leadership. 

3.  	The Ad Hoc Committee will interview a select sample of faculty, 
	staff, students and others as relevant for further evaluative 
	comments about the Administrator's performance.

4.  	The Ad Hoc Committee will interview the Administrator either 
	in person or by conference call.   The interview shall proceed 
	on the basis of a selected set of questions which reference 
	the Administrator's self-evaluation, the results of returned 
	questionnaires, and the interviews of faculty, staff, and 
	students.

5. 	The Ad Hoc Committee will prepare an evaluative summary, and 
	submit its report to the Provost (in the case of evaluation of 
	Deans and Directors) or to the Chancellor (in the case of 
	evaluation of the Provost).  The Ad Hoc Committee shall work 
	as expeditiously as possible in completing its report and submit 
	it to the Provost or Chancellor by March 15 of the Spring 
	Semester.  The report shall be submitted also to the UAF Faculty 
	Senate's Faculty Appeals & Oversight Committee for review.

	(a) 	At a date to be set by the Provost, the Provost shall meet 
		in joint conference with the Ad Hoc Committee and the 
		Faculty Appeals & Oversight Committee for final review, 
		recommendations, and disposition of the Administrator¹s 
		evaluation.  An evaluative summary of the Ad Hoc 
		Committee's report will be made available to the faculty 
		and staff of the Administrator's unit upon written request 
		to the appropriate supervisor.  The supervisor of the 
		administrator will then provide his/her formal evaluation 
		taking into account the Ad Hoc Committee's report. 

	(b) 	At a date to be set by the Chancellor, the Provost and the 
		Chancellor shall meet to discuss the Ad Hoc Committee¹s 
		evaluation of the Provost.  During this meeting the 
		Chancellor and Provost shall identify performance 
		priorities for the next review period.  The Chancellor 
		shall meet in joint conference with the Ad Hoc Committee 
		and the UAF Faculty Senate¹s Faculty Appeals & Oversight 
		Committee to summarize his evaluation.  The Chancellor 
		shall prepare an executive summary of the Provost's 
		evaluation to be made available to the University 
		community upon written request to the Office of the 
		Chancellor. 


*******************

The UAF Faculty Senate passed the following at its Meeting # 97 on 
October 30, 2000:


RESOLUTION
=========

Whereas, in recent years there has been a movement nationwide as well 
as within the Alaska legislature to evaluate higher education using the 
market driven approach of consumer satisfaction.

Whereas, a relationship has been shown to exist between a student¹s 
persistence and his or her expectations being met.

Whereas, unmet expectations and low satisfaction appear to be the key 
factor in the attrition of students in good standing from institutions of 
higher learning.

Whereas, it is a priority to attract and retain Alaskan students in the 
University of Alaska Fairbanks and keeping students satisfied while 
meeting their expectations, now, 

Therefore, Be it Resolved, That the UAF Faculty Senate supports the use 
of the Noel-Levitz Student Satisfaction Inventory which will examine the 
student expectations at the University of Alaska Fairbanks.  Specifically, it 
will examine what is satisfying and important to UAF students, compare 
student ratings to national benchmark data and check student perceptions 
against those of faculty and staff, and 

Be It Further Resolved, That the UAF Faculty Senate encourages faculty 
whose classes are randomly selected to allow time to hand out the survey 
and to encourage students to return it at the next class period.  


*******************

The UAF Faculty Senate passed the following at its Meeting # 97 on 
October 30, 2000:


MOTION:
======

The UAF Faculty Senate moves to send the motion on "The Baccalaureate 
Experience" back to committee.


	EFFECTIVE:  	Immediately


				***************


REFERRED BACK TO COMMITTEE


MOTION:
======

The UAF Faculty Senate moves to accept "The Baccalaureate Experience:  
Core Curriculum Requirements" as updated by the Core Review 
Committee.

	EFFECTIVE:  	Immediately
				Upon Chancellor Approval

	RATIONALE:  	The Core Curriculum requirements were 
		approved by the UAF Faculty Senate in April 1990 and 
		this document was printed and distributed in August 
		1990.  Since then the Senate has approved numerous 
		changes and additions to the guidelines.  This document 
		includes all the changes and an updated philosophy 
		statement.