Sheri Layral
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A G E N D A UAF FACULTY SENATE MEETING #101 Monday, April 2, 2001 1:30 p.m. - 4:15 p.m. Wood Center Ballroom
1:30 I Call to Order - Norm Swazo 5 Min. A. Roll Call B. Approval of Minutes to Meeting #100 C. Adoption of Agenda 1:35 II Status of Chancellor's Office Actions 5 Min. A. Motions Approved: 1. Motion to approve a new integrated B.S./M.S. degree program in Computer Science. 2. Motion to approve the Certificate and A.A.S. degree program in Dental Assistant. B. Motions Pending: 3. Motion to approve the Certificate and A.A.S. degree program in Tribal Management. 1:40 III A. Remarks by Chancellor M. Lind 10 Min. B. Remarks by Provost P. Reichardt 10 Min. C. John Craven, Master Planning 10 Min. D. Pat Pitney, Director, Statewide Budget & Development 10 Min. 2:20 IV Governance Reports 15 Min. A. ASUAF -S. Banks / GSO - B. Staff Council - S. Culbertson C. President's Report - L. Duffy (Handout) 2:35 V. Consent Agenda A. Resolution of Recognition for the UAF Rifle team, submitted by Administrative Committee (Attachment 101/1) B. Resolution of Recognition for the UAF College Bowl team, submitted by Administrative Committee (Attachment 101/2) 2:35 VI New Business 30 Min. A. Resolution of Support for the Board of Regents FY02 Operating Budget Request, submitted by Administrative Committee (Attachment 101/3) B. Motion to amend the Constitution dealing with research faculty membership on Senate, submitted by Faculty Affairs, (Attachment 101/4) C. Motion to approve a M.A. degree program in Administration of Justice, submitted by Graduate Academic & Advisory Committee (Attachment 101/5) D. Motion to approve the B.A. degree in Elementary Education, submitted by Curricular Affairs (Attachment 101/6) E. Motion to amend the Appeals Policy for Academic Decisions, submitted by Faculty Appeals & Oversight (Attachment 101/7) F. Motion to amend Article IV, Section 2 of the Constitution, submitted by Administrative Committee, ***First Reading*** (Attachment 101/8) G. Nomination of President-Elect 3:05 ***BREAK*** 10 Min 3:15 VII Public Comments/Questions 10 Min. 3:25 VIII Discussion Items 30 Min. A. Accreditation - Dana Thomas & Ron Gatterdam See: 1. Standard 2 - Educational Program And Its Effectiveness 2. Standard 4 - Faculty 3:55 IX Committee Reports 15 Min. A. Curricular Affairs - R. Illingworth (Attachment 101/9) B. Faculty Affairs - P. McRoy (Attachment 101/10) C. Graduate Academic & Advisory Committee - J. Gardner (Attachment 101/11) D. Core Review - J. Brown E. Curriculum Review - S. Bandopadhyay F. Developmental Studies - J. Weber (Attachment 101/12) G. Faculty Appeals & Oversight - G. Chukwu (Attachment 101/13) H. Faculty Development, Assessment & Improvement - T. Robinson (Attachment 101/14) 4:10 X Members' Comments/Questions 5 Min. 4:15 XI Adjournment ******************** ATTACHMENT 101/1 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY ADMINISTRATIVE COMMITTEE RESOLUTION OF RECOGNITION WHEREAS, The UAF rifle team is the only collegiate sports team in Alaska to ever bring home a number one National Collegiate Athletic Association title, and WHEREAS, The Nanooks successfully defended their national championship title for the third year in a row, and an unprecedented fourth time in less than a decade during competitions at Ohio State March 10, 2001. WHEREAS, Sophomore Matt Emmons led the way winning both the air rifle and smallbore individual national titles, and WHEREAS, individual honors went to Emmons and teammates Melissa Mulloy and Karl Olsson who were named first team All-Americans in both air rifle and smallbore, and WHEREAS, Per Sandberg was named first team for smallbore and second team air rifle, and Grant Mecozzi was also named first team air rifle and second team smallbore and Amber Darland was named second team for both air rifle and smallbore, and WHEREAS, All six of the qualifiers finished in the top ten individually and the top four places in the smallbore. WHEREAS, During the 2000-2001 season the team shattered the team smallbore record and Emmons set two new individual national records including a perfect 400/400 in the air rifle event, and Mulloy finished out her UAF rifle career by attaining the second highest team average after coming back from the Olympic games last fall. WHEREAS, Also making contributions to the season were junior John Holz, sophomore Ginny Schlichting, and freshmen Karen Gerde. WHEREAS, Seven UAF athletes qualified for All Academic honors and led the team to the top rifle team grade point average in the nation, and WHEREAS, The success of our students is a major strength of UAF, now THEREFORE BE IT RESOLVED, That the UAF Faculty Senate wishes to recognize the outstanding student athletes achievement of the UAF Rifle Team. ******************** ATTACHMENT 101/2 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY ADMINISTRATIVE COMMITTEE RESOLUTION OF RECOGNITION WHEREAS, UAF's College Bowl team thrashed four of the most powerful administrators on campus in a warmup match in February by a score of 370-85, and WHEREAS, UAF's College Bowl team, composed of Tina Buxbaum, Nick Palso, Joe Hardenbrook, David Jessup, and William Bourke recently returned from the Association of College Unions International Region 14 tournament where they beat prestigious competitors to place second, and WHEREAS, In the first round of competition UAF prevailed over the University of Washington 245 to 130, and WHEREAS, UAF won 160 to 60 over the University of Idaho in the final round of the Round Robin play, and WHEREAS, In single elimination UAF defeated Idaho State and Whitworth College, and WHEREAS, After going undefeated most of the day UAF lost to Washington in best two out of three matches to finish the College Bowl tournament in second place, now THEREFORE BE IT RESOLVED, That the UAF Faculty Senate wishes to recognize the outstanding student academic achievement of the UAF College Bowl Team. ******************** ATTACHMENT 101/3 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY ADMINISTRATIVE COMMITTEE RESOLUTION OF SUPPORT FOR THE BOARD OF REGENTS FY02 OPERATING BUDGET REQUEST WHEREAS, the Faculty Senate of the University of Alaska Fairbanks provides a mechanism whereby the faculty participate in the academic decision making of the University of Alaska system; and WHEREAS, through committee representation the UAF faculty participated in the selection of projects to fulfill UA initiatives at the campus and system level, and WHEREAS, the Board of Regents operating budget request includes funding for those program initiatives approved by the faculty through the shared governance process, and WHEREAS, full funding of the Board of Regents operating budget request last year was a great beginning toward rebuilding UAF, and the legislature and the Governor should be applauded for their efforts thus far, and WHEREAS, the long term goals of the initiative process cannot be maintained at an appropriate rate needed by the university and by the state to restore UAF to the level of other land grant, doctoral universities without full funding of the Board of Regents FY2002 operating budget request, now THEREFORE BE IT RESOLVED, That the UAF Faculty Senate thanks the Governor for including the Board of Regents operating budget request in his FY2002 budget request, and BE IT FURTHER RESOLVED, That the UAF Faculty Senate urges the Alaska State Legislature, and in particular, the Alaska State Senate to fully fund the Board of Regents operating budget request for FY2002. ******************** ATTACHMENT 101/4 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY FACULTY AFFAIRS MOTION ====== The UAF Faculty Senate moves to amend Article III, Section 2 of the UAF Faculty Senate Constitution as follows: [[ ]] = Deletions CAPS = Additions ARTICLE III - Membership Sect. 2 Voting members of the Senate must EITHER hold academic rank [[and must be]] WITH full-time CONTINUING APPOINTMENT AT [[permanent employees of]] the University of Alaska FAIRBANKS OR HOLD SPECIAL ACADEMIC RANK WITH TITLE PRECEDED BY 'RESEARCH' OR 'TERM'. EFFECTIVE: Upon Chancellor approval RATIONALE: The number of research faculty on campus has increased in recent years. Members of this faculty group seek participation in faculty governance as well as representation on the Faculty Senate. This change accommodates this group of faculty. ******************** ATTACHMENT 101/5 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE MOTION ====== The UAF Faculty Senate moves to approve a M.A. degree program in Administration of Justice which includes eight new courses. EFFECTIVE: Fall 2001 or Upon Board of Regents' Approval RATIONALE: See full program proposal #52-60 on file in the Governance Office, 312 Signers? Hall. *************** SUBMITTED BY COLLEGE OF LIBERAL ARTS (Submitted by Justice) 52. NEW PROGRAM: MA, Administration of Justice - Effective Fall 2001 or upon BOR approval. 53. NEW COURSE: JUST 605 - Administration and Management of Criminal Justice Organizations (3+0) 3 credits; offered via Internet; offered every Fall; effective Fall 2001 or upon BOR approval. 54. NEW COURSE: JUST 610 - Ethics in Criminal Justice Management (3+0) 3 credits; offered via Internet; offered every Spring; effective Fall 2001 or upon BOR approval. 55. NEW COURSE: JUST 615 - Justice Program Planning/Evaluation and Grant Writing (3+0) 3 credits; offered via Internet; offered every Spring; effective Fall 2001 or upon BOR approval. 56. NEW COURSE: JUST 620 - Personnel Management in Criminal Justice (3+0) 3 credits; offered via Internet; offered Summer, As Demand Warrants; effective Fall 2001 or upon BOR approval. 57. NEW COURSE: JUST 625 - Legal Aspect of Criminal Justice Management (3+0) 3 credits; offered via Internet; offered every Fall; first offered Fall 2002; effective Fall 2001 or upon BOR approval. 58. NEW COURSE: JUST 630 - Media Relations and Public Relations (3+0) 3 credits; offered via Internet; offered every Spring; first offered Spring 2003; effective Fall 2001 or upon BOR approval. 59. NEW COURSE: JUST 640 - Community/Restorative Justice (3+0) 3 credits; offered via Internet; offered Summer, As Demand Warrants; first offered Summer 2003, effective Fall 2001 or upon BOR approval. 60. NEW COURSE: JUST 690 - Seminar in Critical Issues and Criminal Justice Policy (3+0) 3 credits; offered Summer, As Demand Warrants; first offered Summer 2003, effective Fall 2001 or upon BOR approval. *************** Executive Summary M.A., Administration of Justice The Department of Justice, College of Liberal Arts, University of Alaska Fairbanks, requests approval of a Master of Arts Degree in Administration of Justice to be implemented in Fall Semester, 2001. Alaska, like states throughout the United States, is faced with an increasing demand on the services of its criminal justice system. There is the realization that no one unit of government or public organization can successfully address the issue of providing public safety and response to criminal activity. To illustrate this realization, in 1995 Governor Tony Knowles directed that a group of his cabinet members meet on a regular basis for the purpose of coordinating efforts in the area of criminal justice planning. From this group's efforts the Final Report of the Alaska Criminal Justice Assessment Commission was published in May 2000. The Report contained a sweeping array of proposals. Upon close study one commonality emerges ? a call for creative and effective management in the administration of Alaska's Criminal Justice System. The M.A. Degree in Administration of Justice will bring the resources of the University of Alaska to serve in the State's efforts. The course of study is suitable for those personnel who are currently policy makers, administrators, or managers in the criminal justice system. Additionally, the Degree will be attractive to those who wish to better prepare themselves for entry into the system or for promotion within. Of special note, there will be a focus on the Administration of Justice in Alaska's rural communities ? an area where the Justice Department has established expertise and which meets a major goal of the University of Alaska, Fairbanks. Rigorous academic standards will be maintained through a faculty who are experienced, successful instructors having recognized expertise and experience in their area of instructional responsibility. To address the criminal justice needs throughout the State, the M.A. Degree will offer the majority of its courses through the internet, and will compliment those courses with a one week intensive capstone course conducted on the UAF campus. Over the past 21 years the Justice Department has graduated an average of 25 students a year. Many of these students have entered the justice professions as police officers, correctional officers, probation officers, and parole officers among a variety of other positions. Many of these past graduates are now in mid-level management positions throughout Alaska (and in some cases outside). Through continued communication with our graduates alone, the Justice Department has established an interest in having a program delivered by a distance delivery method. Surveys of Justice professionals within the State verify this need. The Justice Department is recognized for its pioneering efforts in using the internet to deliver undergraduate courses. The expertise now contained in the Justice Department will be used to develop a unique, innovative degree available to anyone who has access to the internet. The M.A. Degree in Administration of Justice has four major objectives: 1. Provide advanced knowledge and skills to leaders in Alaska's criminal justice system to enhance their effectiveness as managers, administrators, and policy makers. 2. Create a communication medium whereby criminal justice personnel can exchange ideas within an academic setting. 3. Establish the Department of Justice, Fairbanks campus, as a leader in usage of the Internet to deliver graduate education. 4. Establish the Department of Justice, Fairbanks campus, as a recognized locale of expertise for administration of justice in Rural Alaska. ******************** ATTACHMENT 101/6 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY CURRICULAR AFFAIRS MOTION: ====== The UAF Faculty Senate moves to approve a B.A. degree program in Elementary Education which includes eight new courses. EFFECTIVE: Fall 2001 and Upon Board of Regents' Approval RATIONALE: See full program proposal #123-130 on file in the Governance Office, 312 Signers? Hall. *************** SUBMITTED BY SCHOOL OF EDUCATION 123. NEW DEGREE PROGRAM: BA, Elementary Education - The central components of the degree include: subject area coursework in designated core requirements; additional subject areas course work important for successful teaching at an elementary level; integrated set of education courses and fieldwork experience; a capstone year-long school internship with a mentor teacher with concurrent enrollment in professional coursework; 127 credits; includes seven new courses; effective Upon BOR Approval. 124. NEW COURSE: ED 110 - Becoming a Teacher in the 21st Century (1+0) 1 credit; offered Fall & Spring; graded Pass/Fail; first offered Fall 2001. 125. NEW COURSE: ED 466 - Internship and Collaborative Student Teaching (1+0+25) 3 credits; offered Fall; first offered Fall 2002. 126. NEW COURSE: ED 467 - Portfolio Development I (1+0) 1 credit; offered Fall; first offered Fall 2002. 127. NEW COURSE: ED 468 - Internship and Student Teaching (1+0+40) 6 credits; offered Spring; first offered Spring 2003. 128. NEW COURSE: ED 469 - Portfolio Development II (1+0) 1 credit; offered Spring; first offered Spring 2003. 129. NEW COURSE: EDSE 422 - Curriculum and Strategies II: High Incidence (3+0) 3 credits; offered Fall & Spring; first offered Spring 2002. 130. NEW COURSE: EDSE 482 - Inclusive Classrooms for All Children (3+0) 3 credits; offered Fall & Spring; first offered Spring 2002. *************** Executive Summary B.A., Elementary Education There is a well-documented and critical need for teachers in Alaska, and the University of Alaska system has the opportunity to respond to this need. The Bachelor of Arts in Elementary Education is a new undergraduate degree that will provide students on the Fairbanks Campus and in rural remote sites with the coursework and classroom experiences necessary to be eligible for an elementary teacher certificate. The integrated major/minor degree requirements are designed to prepare students to meet national and state standards for quality teachers, and to meet standards that recognize, respect and build upon the unique cultural, linguistic and geographic factors specific to the Alaska context. All students will be assessed relative to NCATE standards, the Alaska Teacher Standards, the Alaska Student Content Standards, and the Alaska Standards for Culturally Responsive Schools. As a public institution, and as the state?s land-, sea- and space-grant institution, the University of Alaska has a responsibility to respond to the interests and needs of the people of Alaska. Close working relationships between the K-12 public education system and the state?s higher education system are essential for the social and economic well- being of our state. A series of recent reports issued by The Kellogg Commission on the Future of State Land-Grant Universities examines the need for land- grant universities to re-assess their role relative to public school education and local communities. In the January/February 2001 issue of Change: The Magazine of Higher Education, the authors of the lead article "Rethinking the Land-Grant Research University" state that: Typically, research universities' interaction with K-12 schools has been the province of Schools of Education. . . .A more robust, inclusive engagement is needed today between university and K-12 faculty in order to build the kind of understanding, collaboration, respect, and innovation that will be needed to improve K-12 student achievement. . . . The land-grant research university will [need to] take active steps to incorporate collegial partnerships with the K-12 system as an integral part of its missions of teaching, research and public service. (Parker, Greenbaum & Pister, pp. 12-17) The new undergraduate degrees for elementary teacher preparation at each of the UA major campuses are a direct response to the stated mission of the University of Alaska which is to "address the needs of the North and it?s diverse peoples." There clearly is a "need" in Alaska for teachers--and for teacher preparation programs that prepare people to professionally and respectfully work in our unique Northern context with Alaska?s diverse peoples--i.e., with students and families from all ethnic, cultural and linguistic backgrounds. In addition to supporting the Mission of the University of Alaska, the new BA in Elementary Education at UAF directly responds to, and supports, each of the six primary goals in the final draft of the University of Alaska Fairbanks Strategic Plan. This is accomplished through the following: (1) academic content requirements and the necessary collaboration across several UAF academic units; (2) degree requirements for on-going fieldwork in schools and communities; and (3) built-in professional development for cooperating teachers and administrators and required formal partnerships with schools and districts in rural and urban areas. * Be a world leader in arctic research and related graduate education * Provide high quality undergraduate education for traditional and non-traditional students * Form active collaborations with communities, organizations, businesses and government to meet identified state, national and global needs * Be an educational center for Alaska Natives * Be a model that demonstrates how gender, racial, and cultural diversity strengthen a university and society * Be an academic gateway to the North Pacific and the Circumpolar North Alaska?s comprehensive educational reform effort--i.e., the Alaska Quality Schools Initiative--has generated an unprecedented public interest in Alaska?s educational system. At this critical juncture in determining educational policy in the state, the University has the opportunity to make a long and lasting contribution to the state and to its children. The high level of collaboration among UAA, UAF and UAS faculty in the development of three new undergraduate teacher education degrees, the interest and support provided by a significant number of arts and sciences faculty members, and the prospects for increased attention to, and support for, teacher preparation programs are reason to believe that the University does indeed have the will to respond to the great need to prepare teachers for our unique Alaska contexts. *************** SCHOOL OF EDUCATION Undergraduate Program MAJOR Bachelor of Arts, Elementary Education BA Degree 1. Complete the general university requirements. (As part of the core curriculum requirements, complete the following:* ANTH/SOC 100X, HIST 100X, PS 100X, MATH 107X*, ART/MUS/THR 200X, BIOL 100X or BIOL 104X, CHEM 100X Students who choose the language option to meet Core Perspectives on the Human Condition requirements, can substitute their language credits only for the ENGL/FL 200X and Ethics Course requirements.) 2. Complete the following B.A. Elementary Education degree major requirements in addition to the core curriculum: a. Complete the following mathematics requirements:* MATH 205--Mathematics for Elementary School Teachers I (3 credits) MATH 206--Mathematics for Elementary School Teachers II (3 credits) b. Complete GEOS 100X--Introduction to Earth Science or GEOS 125X--Humans, Earth and the Environment (4 credits) c. Complete the following social sciences requirements: ANTH 242--Native Cultures of Alaska (3 credits) GEOG 101--Introductory Geography (3 credits) or GEOG 203--World Economic Geography (3 credits) HIST 131-- History of the U.S. (3 credits) HIST 461 W--History of Alaska (3 credits) or HIST 115--Alaska, Land and Its People (3 credits) PSY 101--Introduction to Psychology (3 credits) PSY 245--Child Development (3 credits) d. Complete the following humanities requirements: 1. Complete one of the following to meet the writing course requirement: ENGL 271--Introduction to Creative Writing--Fiction (3 credits) or ENGL 272--Introduction to Creative Writing--Poetry (3 credits) or ENGL 314 W, O/2-- Technical Writing (3 credits) or JRN 311W--Magazine Article Writing (3 credits) 2. Complete one of the following to meet the literature course requirement: ENGL 306--Survey of American Literature: Beginnings to the Civil War (3 credits) or ENGL 307--Survey of American Literature: Civil War to the Present (3 credits) or ENGL 308--Survey of British Literature: Beowulf to the Romantic Period (3 credits) or ENGL 309--Survey of British Literature: Romantic Period to the Present (3 credits) or complete another literature-focus, upper division English course on approved list (3 credits) 3. JRN 486--Media Literacy (3 credits) or JRN 308--Film and TV Criticism (3 credits) 4. LING 101--Nature of Language (3) or LING 303 W,O-- Language Acquisition (3 credits) e. Technology Skills ? Demonstrated competence (through School of Education assessment) or enrollment in ED 429 Computer Application in the Classroom (3 credits) f. Complete the following Education Requirements (48 credits)* 1. Foundation Coursework and Field Experiences ED 110--Becoming a Teacher in the 21st Century (1 credit) ED 201--Introduction to Education (3 credits) ED 304--Literature for Children (3 credits) ED 330--Assessment of Learning (3 credits) ED 350--Communication in Cross-Cultural Classrooms (3 credits) or ANS/ED 420?Alaska Native Education (3 credits) ED 410W--Foundations of Literacy Development (3 credits) EDSE 422--Curriculum and Strategies II: High Incidence (3 credits) EDSE 482--Inclusive Classrooms for All Children (3 credits) 2. Capstone Experience: Professional Internship Year with Integrated Coursework and Internship Requirements a. First Semester of Professional Internship Year ED 411-- Reading, Writing, Language Arts: Methods and Curriculum Development (3 credits) ED 412W--Integrated Social Studies and Language Arts: Methods and Curriculum Development (3 credits) ED 413--Mathematics and Science: Methods and Curriculum Development (3 credits) ED 466 -- Internship and Collaborative Student Teaching (3 credits) ED 467 -- Portfolio Development I (1 credit) b. Second Semester of Professional Internship Year ED 310--Art, Music and Drama in Elementary Classrooms (3 credits) ED 327--Physical Education and Health in Elementary Classrooms (3 credits) ED 468 (O)--Internship and Student Teaching (6 credits) ED 469--Portfolio Development II (1 credit) 3. Minimum credits required (127 credits) * Student must earn a C or better in each core communication course and in each required mathematics and education course. *************** Admission Requirements ? BA, Elementary Education Admission to the University of Alaska Fairbanks, as a student seeking a BA degree in Elementary Education, provides students with the opportunity to enroll in and complete subject area courses and a series of education courses that provide a foundation for participation in the final Professional Internship Year. All students, however, must submit the materials listed below and meet admission requirements as a prerequisite for participation in the Professional Internship Year (i.e., prior to enrollment in professional year courses and prior to receiving an internship placement in a classroom). Declaring a BA in Elementary Education as one's major does not guarantee acceptance to the Professional Internship Year. Internships begin in August or September on the date when teachers return to school (this varies across districts). Since internship placements are arranged with principals and mentor teachers in the spring, all materials necessary for determining admission to the School of Education must be submitted by February 15th. In order to make valid and reliable judgments about each applicant?s knowledge, skills and dispositions prior to approval for the year-long internship in a classroom with elementary children, faculty in the School of Education use multiple criteria to make admission decisions. The following information must be provided to the Office of Certification and Advising in the School of Education by February 15th. 1. Transcripts from all institutions attended 2. Evidence of completion of all B.A. in Elementary Education degree courses (except for those required in the Professional Internship Year), with a minimum of a 2.75 overall GPA, a 2.0 in each major academic area, and a C or better in the UAF Core communication courses and in all required education and math courses. Students with less than a 2.75 overall GPA may be considered for conditional admission in special circumstances 3. Alaska passing scores from the Praxis I exams in reading, writing and math 4. Two letters of reference that address qualifications and potential as a teacher 5. A current and complete resume/curriculum vitae 6. Completion of two one-page essays on topics determined by the School of Education 7. Completion of the Elementary Teacher Education Academic Analysis Form and the Life Experiences Form to provide information on breadth and depth of prior coursework and/or documented life experiences relative to ten Alaska Student Content Standard areas. 8. Completion of a one to two page autobiographical sketch (appropriate for presenting to prospective principals and mentor teachers) 9. Completion of extemporaneous writing sample 10. Evidence of technology competence at a level appropriate for the year-long internship 11. Evidence of successful experiences in teaching and learning situations based on evaluations from teachers or community members who participated in applicant?s previous classroom and community fieldwork experiences 12. Evidence of ability to work collaboratively and respectfully in cross-cultural contexts 13. Submission of completed Alaska Student Teacher Authorization Packet (including fingerprint cards and criminal background check. Forms are available from the School of Education) 14. Interview, when appropriate * Students are admitted for a specific academic year and must reapply if they do not enroll in the year in which they were reviewed. ******************** ATTACHMENT 101/7 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY FACULTY APPEALS & OVERSIGHT MOTION ====== The UAF Faculty Senate moves to amend the Appeals Policy for Academic Decisions as follows: EFFECTIVE: Immediately RATIONALE: The Department Chair is the Administrative and Academic Officer of the department and as such has the primary responsibility and authority for: (1) leadership in developing high quality academic programs which fulfill department, college/school and university objectives; (2) leadership in the implementation of college and university policies and programs at the department level. The Department Chair also has the responsibility of acting on student petitions, and addressing student concerns as appropriate. *************** CAPS = Additions [[ ]] = Deletions APPEALS POLICY FOR ACADEMIC DECISIONS Other Than Assignment of Grades I. Introduction The University of Alaska is committed to the ideal of academic freedom and so recognizes that academic decisions (i.e., non-admission to or dismissal from any UAF program) are a faculty responsibility. Therefore, the University administration shall not UNDUELY influence or affect the review of academic decisions THAT ARE A FACULTY RESPONSIBILITY. The following procedures are designed to provide a means for students to seek review of academic decisions alleged to be arbitrary and capricious. Before taking formal action, a student must attempt to resolve the issue informally. A student who files a written request for review under the following procedures shall be expected to abide by the final disposition of the review, as provided below, and may not seek further review of the matter under any other procedure within the university. II. Definitions A. As used in the schedule for review of academic decisions, a class day is any day of scheduled instruction, excluding Saturday and Sunday, included on the academic calendar in effect at the time of a review. Final examination periods are counted as class days. B. "Department Chair" for the purposes of this policy denotes the administrative head of the academic unit offering the course (e.g., head, chair or coordinator of an academic department, or the campus director if the faculty member is in the College of Rural Alaska). C. The "dean/director" is the administrative head of the college or school offering the course or program from which the academic decision or action arises. For students at extended campuses the director of the campus may substitute for the dean/director of the unit offering the course or program. D. The next regular semester is the fall or spring semester following that in which the disputed academic decision was made. For example, it would be the fall semester for a final grade issued for a course completed during the previous spring semester or summer session. The spring semester is the next regular semester for an academic decision made during the previous fall semester. III. Procedures A. A student wishing to appeal an academic decision other than a grade assignment must first request an informal review of the decision. 1. Notification must be received by the Provost within 15 days from the first day of instruction of the semester in which the decision takes effect. 2. There may be extenuating circumstances when the deadlines cannot be met due to illness, mail disruption, or other situations over which the student may have no control. In such a case, upon request from the student, the Provost, after review of supporting documentation provided by the student, may adjust the deadlines accordingly. An extension of the deadline will be limited to one semester but every effort should be made to complete the appeal process within the current semester. 3. The Provost will request the appropriate department chair [[or dean]] to conduct an informal review of the decision. [[and a determination of whether]] THE DEPARTMENT CHAIR WILL DETERMINE WHETHER the original decision should be overturned or changed in any way. [[This review shall take no more than ten (10) days.]] THE DEPARTMENT CHAIR WILL SUBMIT HIS/HER RECOMMENDATION TO THE PROVOST THROUGH THE DEAN/DIRECTOR WITHIN 10 DAYS. IN THE EVENT THAT THE DEPARTMENT CHAIR IS DIRECTLY INVOLVED, THE PROVOST CAN ASK THE DEAN/DIRECTOR TO CONDUCT AN INFORMAL REVIEW AND SUBMIT HIS/HER RECOMMENDATIONS DIRECTLY TO HIM. 4. The Provost will consult with the student on the department chair?S [[/dean's]] recommendation. If the student does not find that recommendation acceptable, he/she may request the Provost to conduct a formal review. B. The formal review will be conducted as follows. 1. This FORMAL review is initiated by the student through a signed, written request to the Provost. a. The student's request for FORMAL review may be submitted using university forms specifically designed for this purpose and available from the Office of the Provost. b. By submitting a request for a review, the student acknowledges that no additional mechanisms exist within the university for the FORMAL review of the decision, and that the university's administration INCLUDING THE COLLEGE DEAN/DIRECTOR can not influence or affect the outcome of the FORMAL review. c. The request for a formal review must be received no later than 10 days after the student has learned the outcome of the informal review (IIIA4). d. The request must detail the basis for the allegation that the decision was made on a basis other than sound professional judgment based upon standard academic policies, procedures and practices. 2. The Provost will appoint a 5 member review committee composed of the following: a. One tenure-track faculty member from the academic unit in which the decision was made. b. Two tenure-track faculty members from within the college or school but outside of the unit in which the decision was made. If available, one of these two members will be selected from the members of the UAF Faculty Appeals and Oversight Committee. c. One tenure track faculty member from outside the college or school in which the decision was made. If available, this member is to be selected from the members of the UAF Faculty Appeals and Oversight Committee. d. The fifth member to be appointed by the Provost will be a non-voting student representative. e. The campus judicial officer or his/her designee shall serve as a nonvoting facilitator for appeals hearings. This individual shall serve in an advisory role to help preserve consistent hearing protocol and records. f. The department chair of the program in which the decision was made will act as the program's monitor of all proceedings. 3. The committee must schedule a mutually agreeable date, time and location for the appeal hearing within 10 working days of receipt of the student's formal request. a. During this and subsequent meetings, all parties involved shall protect the confidentiality of the matter according to the provisions of the Family Educational Rights and Privacy Act (FERPA) and any other applicable federal, state or university policies. b. Throughout the proceedings, the committee will encourage a mutually agreeable resolution. c. The mandatory first item of business at this meeting is for the committee to rule on the validity of the student's request. Grounds for dismissal of the request for review are: 1) THE STUDENT HAS NOT PROVIDED SUFFICIENT REASON IN SUPPORT OF THE ALLEGATION THAT THE ACADEMIC DECISION WAS ARBITRARY AND CAPRICIOUS. [[1]] 2) This is not the first properly prepared request for appeal. [[2]] 3) The request was not made within the policy deadlines. d. In the event that the committee votes to dismiss the request, a written notice of dismissal must be forwarded to the student, instructor, department [[head]] CHAIR [[and]], dean/DIRECTOR AND PROVOST within five days of the decision, and will state clearly the reasoning for the dismissal of the request. 4. Acceptance for consideration of the student's request will result in the following: a. A request for, and receipt of, a formal WRITTEN response from the program DEPARTMENT CHAIR to the student's allegation. b. A second meeting scheduled to meet within 10 days of the decision to review the request. 1) The student and THE DEPARTMENT CHAIR OR a representative of the program will be invited to attend the meeting. 2) The meeting will be closed to outside participation, and neither the student nor THE instructor OR DEPARTMENT CHAIR may be accompanied by an advocate or representative. Other matters of format will be announced in advance. 3) The proceedings will be tape recorded and the tapes will be stored with the campus Judicial Officer. 4) The meeting must be informal, non- confrontational and fact-finding, where both the student and instructor OR DEPARTMENT CHAIR may provide additional relevant and useful information and can provide clarification of facts for materials previously submitted. 5. The final decision of the committee will be made in private by a majority vote. a. Actions which the committee can take if it accepts the student's allegation may include, but are not limited to, the following: 1) direct the program INSTRUCTOR OR DEPARTMENT CHAIR to reconsider the decision, 2) provide a final alternative decision. b. The academic decision review committee proceedings will result in the preparation of written findings and conclusions. c. A formal, written report of the decision must be forwarded to the student, INSTRUCTOR, program/department chair, dean and Provost within five days of the meeting. The Provost shall then be responsible for communicating the decision to other relevant offices (e.g., Admissions, Registrar). d. The decision of the committee is final. C. The entire process must be completed by the end of the semester in which the decision first took effect. 4/01 ******************** ATTACHMENT 101/8 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY ADMINISTRATIVE COMMITTEE ***First Reading*** MOTION ====== The UAF Faculty Senate moves to amend Article IV, Section 2, of the Constitution as follows: [[ ]] deletions CAPS additions ARTICLE IV - Officer Sec. 2 The President and President-Elect shall be elected [[from and]] by the [[voting]] ELECTED REPRESENTATIVES of the Senate for one-year terms. ELIGIBLE NOMINEES FOR THE OFFICES OF PRESIDENT AND PRESIDENT-ELECT SHALL BE ELECTED REPRESENTATIVES AND/OR CHAIRS OF STANDING AND PERMANENT COMMITTEES OF THE SENATE. EFFECTIVE: Immediately RATIONALE: Members of the Senate Administrative Committee include chairs of the Senate?s Standing and Permanent Committees. The Senate Administrative Committee performs those functions which are executive in setting the agenda of the Senate. Since the Chairs of the Permanent Committees are involved in this executive function of the Senate, they have the experience qualifying them for the offices of President and President-Elect. The Permanent Committee Chairs should therefore have the opportunity to serve as officers of the Senate. ******************** ATTACHMENT 101/9 UAF FACULTY SENATE #101 APRIL 2, 2001 Curricular Affairs Committee Meeting Report, Ron Illingworth, Chair The Curricular Affairs committee held audioconferenced meetings on March 7th and 21st. Our next committee meetings are scheduled for 11 and 25 April, 2001 from 1145-100pm. All meetings are audioconferenced as well as face to face as several members of the committee are from outside Fairbanks. The committee discussed the results of the three open forums on distance education. The first forum dealt with policies which impact distance education, the second dealt with curricular concerns and issues, and the third forum concentrated on student issues. Over 50 people and 7 audioconference sites have joined in the dialogue. Materials from the discussion may be viewed at http://www.dist- Issues which develop from this dialogue will be brought to the committee for resolution. We request that issues and proposals regarding distance education currently being discussed at the SAC and Faculty Alliance be presented to UAF faculty and to the Faculty Senate for their consideration and input prior to their implementation. The School of Education presented their new degree proposal for a new BA in Elementary Education. The committee reviewed the documents, listened to the presentation, and subsequently voted to approve the proposal and to forward it to the Faculty Senate for approval. The new BA degree program in Elementary Education includes eight new courses. ******************** ATTACHMENT 101/10 UAF FACULTY SENATE #101 APRIL 2, 2001 FACULTY AFFAIRS MEETING REPORT - P. McRoy, Chair Date: 21 March 2001 Committee Members Present: M. Box, B. Mortensen, C.P. McRoy (chair) R. Smith and L. Duffy Old Business: 1. Research Faculty Membership A discussion occurred about the motion read at the February Senate meeting concerning membership of research faculty on the senate. The question of the appropriate entry level is the only issue that is unresolved. The committee feels that some indication of commitment to the institution is essential, i.e. something more holding a research position for one year. The committee requests the Administrative Committee to consider this. 2. University Budget Review A discussion of the budget process at UAF raised the following questions for the administration that could be used to initiate participation of the Faculty Senate in fiscal planning: What is the basis for the division of state funds between units? What is the formula for determining teaching costs? What is the formula for determining development costs? Where does the budget process start? 3. Research misconduct An ad hoc subcommittee was formed last semester to consider the compliance of UAF with the revised policy on research misconduct issued by the US Public Health Service, Office of Research (also see The committee membership includes P. McRoy (chair) N. Swazo, L. Duffy, P. Reichardt, T. DeLaca and M. Neumayr. Because of the potential for union issues M. Hostina and M. Jennings are also participants. At the second meeting in late February, the committee decided to approach the leadership of the other MAU's for participation since the issue involves changes in Regent?s policy and regulation for all of UA. New Business 1. Faculty opinion sought by the Legislature A discussion was held of the recent comments in email messages and the Fairbanks newspaper concerning public opinions from university faculty on President Hamilton's budget. We noted that past policy at UA has been not to solicit individual comments from faculty members concerning the university budget. The Faculty Affairs Committee directed Senate President Duffy to invite President Hamilton to the next senate meeting to present his plan and a resolution that could be endorsed by the senate. 2. Off Road Policy The committee reviewed the proposed Off Road Policy. All considered the policy too restrictive and asked President Duffy to request a revision. ******************** ATTACHMENT 101/11 UAF FACULTY SENATE #101 APRIL 2, 2001 Graduate Advisory and Academic Committee - Jim Gardner, Chair GAAC met March 19, 2001. Attending were John Gimbel, Harikumar Sankaran, Brenda Konar, Hajo Eicken, Gayle Gregory, Elke Richmond, Joe Kan, Tamara Lincoln, George Minassian, and Jim Gardner. Guests were Dave Blurton, Bob Perkins, and Charles Mayer. During the March 19 meeting, GAAC continued their discussion of the proposed M.A. in Administration of Justice with Dave Blurton. The committee then voted 4 to 1 to recommend acceptance of the proposal by the Full Senate under the conditions that a change be made to the procedure of administering the comprehensive examination. We also conditionally support the proposal only if it is given full resource support as requested. The other business items were that the committee began to discuss the proposed Ph.D. in Engineering with several Engineering faculty. No other business was discussed and the committee adjourned to wonder at the return of winter. ******************** ATTACHMENT 101/12 UAF FACULTY SENATE #101 APRIL 2, 2001 MINUTES of The Developmental Studies Committee March 1, 2001, Chancellor's Conference Room Attending: Committee members: Patty Baldwin, John Bruder, Rich Carr, Jerah Chadwick, John Creed, Marty Getz, Cindy Hardy, Ron Illingworth, Wanda Martin, Joe Mason, Greg Owens, Jane Weber Guests: Provost Paul Reichardt, Chancellor Marshall Lind, Executive Dean Ralph Gabrielli, Dean of Students Carla Kirts, Fred Dyen, Marjie Illingworth. This meeting was requested by Chancellor Lind and Provost Reichardt preliminary to our March 5 meeting with UA President Hamilton to discuss the developmental needs of UA scholars. The committee and guests discussed the following topics: The history of Developmental Studies on the UAF campuses and nationwide. Ron reported that Developmental Studies emerged as a result of the GI bill, which the UA scholars program is modeled after. Others reported that, on the UAF campuses, Developmental math and English were once taught in the academic departments--using a modular approach in math--and later became part of the former community colleges. Other programs that once addressed Developmental students included the Student Services Support Program and the Cross-cultural Communication program. Currently, programs such as Project College and Career and the Emerging Scholars program in Bethel address the needs of segments of the Developmental student population. The needs of rural and returning students. Joe and Patty both stressed that rural students often lack role models who value education. This makes it more difficult for them, at any level of preparation, to make the adjustment to higher education. All students need advising--this is particularly a problem for rural students who may be taking class by distance delivery and not have access to an advisor. We currently have Compass testing and Asset testing for placement, but this in unenforceable. The Early Warning Alert Program is generating data that may give us guidelines on how to identify and intervene with students in academic trouble. Student Services is establishing a presence in the freshman dorms through the EDGE program, and hopes to have more in place through an SSSP grant. Suggestions for future discussion and action: Using Banner flags to identify students who need Developmental studies as a prerequisite. This would show up on the class rolls, but would allow faculty to recommend that a student move to a Developmental class if needed. This would require scheduling classes at different levels in one block of time so that students can move from one section to another without disrupting their schedules. This is being done to some extent now. Developing more links to Student Services programs in the dorms. We are doing some of this now, but with minimal student response. This concept could be extended to the rural campuses, also. Continuing to track student success through Banner, EWAPS, and Compass. Pursuing the Student Learning Center initiatives drawn up for the FY03 cycle. ---------------------------------- MINUTES of The Developmental Studies Committee March 5, 2001, Chancellor's Conference Room Attending: Committee members: Nancy Ayagarak, Patty Baldwin, John Bruder, Rich Carr, John Creed, Marty Getz, Cindy Hardy, Ron Illingworth, Wanda Martin, Joe Mason, Greg Owens, Lisa Thomas, Jane Weber Guests: President Mark Hamilton, Chancellor Marshall Lind, TVC Director Jake Poole, Fred Dyen, Marjie Illingworth. The committee requested this meeting with UA President Hamilton to discuss the developmental needs of UA scholars and how our programs could best serve this student population. Members of the committee presented a profile of developmental students as a whole, focussing particularly on those UA scholars who come to us underprepared. We discussed special programs currently in place, such as Project College and Career at TVC and the Emerging Scholars Program in Bethel and programs in early stages which may help us gather information and develop new models, such as the Early Warning Alert Program. The primary issue for UA Scholars who enter at developmental levels is that they have farther to go than better-prepared students and may be dealing with issues outside the academic. Consequently, these students will take longer to complete their college degrees than the traditional four years funded by their scholarship. President Hamilton challenged the committee to think of ways to address the problem of these scholars and other underprepared students that might be effective at the pre-college level. Specifically, he asked us to consider whether the high school qualifying exam could be used to generate predictive scores. Below what level might a high school graduate need developmental courses, and could dual-enrollment courses be generated that would help these students before they enter the UA system? Further, he challenged us to develop ideas or initiatives that could be used to generate a "culture of education" in rural areas, such as University faculty or staff "mentoring" a class of students as they progress from the elementary level to high school and prepare for college-level studies. We will be addressing the President's challenges in upcoming meetings. ******************** ATTACHMENT 101/13 UAF FACULTY SENATE #101 APRIL 2, 2001 Report of the fifth meeting of the Faculty Appeals and Oversight Committee (3/20/01) PRESENT: Godwin A. Chukwu, SME; Victoria Joan Moessner, CLA; Brian Himelbloom, SFOS/FITC; Ed Husted, CRA ABSENT: Mitch Roth, CSEM; Madeline Schatz, CLA; Kristy Long, CRA/ACE; Dennis Schall, SOED; Rick Steiner, SFOS-MAP; Oscar Kawagley, SOED; George Khazanov, CSEM OLD BUSSINESS: Minutes of the Faculty Appeals & Oversight Committee meeting of 1/19/01 were read. NEW BUSINESS: Election of the committee's co-chair for the 2001/2002 academic year was postponed until newly elected members take their seats in the committee in Fall 2001. Dr. Ken Barrick (Chair, Dept. of Geography in SALRM) was invited by the committee chair to brief the committee on his concerns based on a recent incident regarding "Appeals Policy for Academic Decisions". He made it clear that his concern would rather serve as a case study for the future and not to appeal his dean?s decision on the related matter. The committee, after being briefed by Dr. Barrick, agreed to review the current "Appeals Policy for Academic Decisions" in line with the Role(s) of the Department Chairs. The committee proposed an amendment to the current Appeals Policy for Academic Decisions. The proposed amendment was circulated to all committee members for review and comments. ******************** ATTACHMENT 101/14 UAF FACULTY SENATE #101 APRIL 2, 2001 SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT & IMPROVEMENT Faculty Development, Assessment & Improvement Committee Meeting Report The Faculty Development, Assessment & Improvement committee held it's meeting on February 13, 2001 as an audio-conference from 11:30 - 12:30 in the Chancellor?s conference room in Signers. Those present: J. Collins, B. Cooper, R. Dupras, D. McLean-Nelson, J. Morrison, R. Norris- Tull, E. T. Robinson, A. Rybkin. Absent: B. Butcher, L. Curda, And C. Price. Invited guest in attendance is Hild Peters of the Provost's office. The meeting was convened by chair Robinson. Following introductions, the minutes of the last meeting (1/23/2000) were accepted as presented. Chair Robinson introduced Hild Peters of the Provost's office. Hild Peters is in charge of the administration of the student assessments. Various aspects of the administration of the assessment instruments and instruments themselves were discuss. The University of Washington forms and trial efforts were mentioned and other considerations were discussed. Assessment needs to be continually reviewed. Ms. Peters was congratulated on her professional work in the administration of the assessments and thanked for her efforts. This committee and Ms. Peters will need to keep communication lines open and we look forward to a good cooperative effort in this regard. It was also noted that Joy Morrison and Hild are working on a code of conduct and faculty handbook that will later need to be reviewed by this committee. The Tuesday meeting time at 11:30 ? 12:30 was reconfirmed for our committee gatherings. The results of the Fairbanks contingent's attendance at the American Association of Higher Education (AAHE) conference were discussed. The Fairbanks group consisted of team leader; our own committee members Dean Jim Collins and Joy Morrison, Faculty Senate President elect Norm Swazo, Carol Gold, faculty liaison Richard Hacker, Paul Layer, and Dave Veasey. Carol Gold had provided written comments that were distributed with the meeting's agenda and are attached herewith. A very involved discussion followed and the aspects of post-tenure review and other implications were presented. As reported by Carol Gold the preliminary conclusions "support the contention that formative reviews are more effective, more productive, result in more change/development and have more faculty support." The emphasis is not to tie the review to compensation. Dean Collins made a strong argument that there needs to be a linkage and the reestablishment of merit pay. The UAF contingent felt that UAF was at par or better than other participants. Carol Gold in her comments suggested "that a faculty committee be established, with representatives from both United Academics (since this is clearly a bargaining issue) and the Faculty Senate, and that this committee take some time to survey the field--what is being done, what seems to work, what doesn?t, etc.--and write procedures which we could use. (Frankly, I?m not sure if this should be a UAF committee or a systemwide committee. Arguments can be made for both.) I am more than willing to participate in, or even chair, such a committee. A motion was made, seconded and passed to establish an Ad Hoc committee to evaluate post-tenure review. Expansion of discussion on this will considered at our next meeting. Joy Morrison reported on faculty development activities including a luncheon, new faculty activities and asked for suggestions to help attendance at all functions. The Canadian Summer Institute and other activities were noted. The two big up and coming events were discussed: * The PBS program and live satellite presentation in the Library media classroom on February 22, 9:30-11:00 on "Effective Teaching and Learning Centers" should provide for excellent faculty interaction. * The Bob Lucas grant writing and scholarly writing workshops are progressing as planned after Spring break on March 20 and 21. It was decided that it would be most appropriate to have our next meeting after these two events had been presented. Our next meeting time was set as Tuesday, March 27, 2001. The committee adjourned. Respectively submitted, E. Tom Robinson Attached: Comments from Carol Gold --------------------------- Thoughts occasioned by attendance at AAHE conference on "Faculty Roles & Rewards," Tampa, FL, Jan.-Feb. 2001. Carol Gold February 12, 2001 Post-tenure review is a relatively new phenomenon. Academic institutions are still in the throes of developing and testing processes, thus results to date must be seen as very preliminary. Nonetheless, two forms of post-tenure review are emerging--formative and summative. Based on everything I heard at the conference, formative reviews work much better than summative ones. (The only exception I heard was the University of California system, but they have had such a process in place for the last eighty years and even they admit it involves excessive faculty time.) With very few exceptions, post-tenure review is being implemented due either to an external mandate, or to fear of an external mandate. Christine Licata and Joseph Morreale reported on the AAHE Pathways project on post-tenure review. Their preliminary conclusions (available from AAHE as "Policies, Practice and Precautions") support the contention that formative reviews are more effective, more productive, result in more change/development and have more faculty support. The effectiveness of the process is influenced by: * the source of the mandate for post-tenure review (those which come out of the faculty work best) * the degree of faculty involvement in the development of the process (the more faculty involvement, the more faculty accept the process) * the strength of the "developmental" intent (those processes seen as developmental work better than those seen as "rewarding") * the roles of peers (more involvement works best) * the extent of involvement by the chair and dean (faculty preferred processes with chair and dean involvement) * meaningful feedback * availability of resources (this is critical--there need to be resources to back up developmental plans) * possible range of outcomes * the extent to which the post-tenure review process is integrated into the existing evaluation continuum Some things seem clear to me: we need good chair and dean mentoring of all faculty. (For this, I believe we need some workshops on being a good chair. AAHE has such a workshop. I believe it would be worthwhile bringing this to UAF.) the entire development/review process needs to be backed up with significant resources. (If a person is identified as having a problem with teaching lower level courses, for instance, there needs to be mini- grants available to send the person for training. If someone is experiencing a "writing block" with research, we need to be able to do something for the person. Some institutions also have mini-grants available for faculty who have outstanding evaluations as well.) In response to those who view post-tenure review as a summative process, tied in with merit pay and with the ultimate response of the revocation of tenure, several institutions commented that they believed that on-going help was more effective in changing attitudes and correcting/stopping problems. It was also pointed out in several sessions I attended (including one on "the new tenure") that it is already possible under existing AAUP guidelines for tenure to remove faculty who are not performing their jobs. Negative post-tenure reviews are not necessary for the revocation of tenure. The UA system has put itself firmly in the "formative" mold. Based on what I heard, faculty involvement in developing the process is crucial to its acceptance and effectiveness. Therefore, I would like to suggest that a faculty committee be established, with representatives from both United Academics (since this is clearly a bargaining issue) and the Faculty Senate, and that this committee take some time to survey the field--what is being done, what seems to work, what doesn't, etc.--and write procedures which we could use. (Frankly, I'm not sure if this should be a UAF committee or a systemwide committee. Arguments can be made for both.) I am more than willing to participate in, or even chair, such a committee.