The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION PASSED AS AMENDED:
======================

The UAF Faculty Senate recommends that the University of Alaska Board of Regents' amend the UA Nondiscrimination Statement (P04.01.020) as follows:

CAPS  = 	Additions to the statement 

In accordance with federal and state laws, illegal discrimination in employment against any individual because of race, color, religion, national origin, age, sex, veteran status, physical or mental disability, marital status or changes in marital status, pregnancy or parenthood is prohibited.  FURTHER, DISCRIMINATION BASED ON SEXUAL ORIENTATION IS PROHIBITED.  Decisions affecting an individual's employment will be based on the individual's qualifications, abilities and performance, as appropriate.

EFFECTIVE:  	The UAF Faculty Senate requests that first 
discussion of the amendment be placed on the Human 
Resources Committee agenda at the March BOR meeting.

RATIONALE:  	Under the current policy, students, staff and 
faculty could be discriminated against because of their 
sexual orientation.  As an institution of higher learning, 
the University of Alaska should be setting an example to 
the rest of the state in terms of recognizing and 
respecting all of the diverse peoples of Alaska.  By adding 
sexual orientation to the policy, the university is further 
sending a message to all students, staff, and faculty that 
this is a place where they are welcome, accepted, and 
protected against discrimination. 

The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION:
======

The UAF Faculty Senate moves to amend the interim procedures for votes of censure or votes of no confidence of administrators as approved by the Senate at its meeting #104 on October 29, 2001.  

CAPS  =   Additions

In the interim, the Senate requires that faculty calling into question their confidence in an administrator of a college, school, or campus request by memorandum to the UAF Provost and the UAF Faculty Senate President an immediate evaluation of the administrator according to the process defined in the current policy “Guidelines for the Evaluation Process for Administrators” (as passed at Senate Meeting #97, 30 October 2000).  This request must be warranted by a simple majority vote (absentee vote included) of all academic FACULTY and/or special rank faculty WITH TITLE PRECEEDED BY 'RESEARCH' OR 'TERM' of that unit.  This vote must be taken in a manner that accords with Board of Regents regulation on Open Meetings (R02.06.01 ff.).  A faculty vote of censure or vote of no confidence taken contrary to this interim procedure will be considered out of order by the Faculty Senate and without merit for official action.

	EFFECTIVE:  	Immediately, to be in effect until the Senate 
		approves a revised procedure for votes of censure/votes 
		of no confidence of administrators.

	RATIONALE: 	This clarifies which faculty are eligible to vote.  

The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION:
======

The UAF Faculty Senate moves to approve a Certificate in Medical Billing and Coding which includes two new courses. 

	EFFECTIVE:  	Fall 2002 or 
				Upon Board of Regents' Approval

	RATIONALE: 	See full program proposal #43-44 and #45 
		on file in the Governance Office, 312 Signers’ Hall.

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

	(Submitted by Allied Health)
43.	NEW COURSE:  HLTH 208 - Human Diseases (3+0) 3 credits; 
	offered Fall and As Demand Warrants; effective Fall 2002.  
44.	NEW COURSE:  HLTH 236 - Insurance Reimbursement for the 
	Medical Office (3+0) 3 credits; offered Fall and Spring; may 
	be repeated; effective Fall 2002.  
45.	NEW DEGREE PROGRAM:  Certificate, Medical Billing and Coding - 
	Requires 31 credits (10 courses); effective Fall 2002 or upon 
	BOR approval.  

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

Executive Summary
Certificate, Medical Billing and Coding

The field of medical administration has expanded in recent years.  The Medical Billing and Coding Program is designed to incorporate theory and application.  This focused delivery will provide the student with the knowledge and job skills required for entry-level employment in the medical field.

There is a current and future need for trained medical billers and coders.  Health care delivery is changing.  Practitioners are being challenged to deliver quality patient care as well as contain the rising costs.  Managed care programs, patient's loss of insurance and reduction in benefits, cost containment measures, and community pressure have amplified the market for competent and cross-trained medical billers and coders.  

To summarize, there is a current need for educated medical billers and coders, which is projected to extend into the foreseeable future.  The proposed Medical Billing and Coding Certificate program will prepare students for employment in the medical field.  Implementation of this program will position the College of Rural Alaska, Tanana Valley Campus to meet the present and increasing demand for vocational-technical training and provide the medical community with medical billers and coders.  

The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION:
======

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

	EFFECTIVE:  	Spring 2003 or 
				Upon Board of Regents' Approval

	RATIONALE: 	See full program proposal #78 on file in the 
				Governance Office, 312 Signers’ Hall.

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

Executive Summary
B.Ed. 

The University of Alaska provided four-year undergraduate B.Ed. degrees at UAA, UAF and UAS until the Board of Regents suspended admission to these degrees in 1998.  Since they have been replaced by new degrees, we are requesting that the B.Ed. be deleted.  Students who were declared as B.Ed. majors prior to that time have had the option, and the support necessary, to complete their degree requirements by December of 2002. 

Between 1998 and 2001, the only route for students wishing to gain teacher certification within the UA system was to complete a 5th year, post-baccalaureate teacher preparation program.  However, in 2000, each MAU was given permission to develop a new undergraduate degree program that would prepare students as elementary teachers.  In June of 2001, the UA Board of Regents approved new undergraduate degrees at each of the MAU's.  These degrees, all defined as a Bachelor of Arts in Elementary Education, serve as a replacement for the B.Ed. at each of the three campuses.  The new degrees were designed collaboratively by UAA, UAF and UAS faculty and there is transferability for students throughout the University of Alaska system. 

The new degree incorporates many of the courses and components of the previous degree, but its design includes new responsibilities for students and faculty, and it responds directly to new national and state standards including NCATE standards, the Alaska Teacher Standards, the Alaska Student Content Standards and the Alaska Standards for Culturally Responsive Schools.  It is also fully compatible with the Alaska Quality Schools Initiative. 

Since there is a well-documented and critical need for teachers in Alaska, the addition of a new undergraduate degree to replace the B.Ed. is an important step to take in responding to this need. 

The new BA in Elementary Education provides the option for students in rural areas, as well as those on the Fairbanks Campus, to seek an undergraduate degree and teaching certificate in a much-needed profession.  The teacher shortage in rural areas, the high teacher turnover rate, and the predicted shortage in urban areas is a critical problem that the University system can, and should, respond to by providing this new degree option.

In addition to supporting the Mission of the University of Alaska, the replacement of the B.Ed. with the new BA in Elementary Education 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 UAF departments; (2) degree requirements for on-going fieldwork in schools and communities; and (3) the built-in professional development for cooperating teachers and administrators and the required formal partnerships with schools and districts in rural and urban areas. 

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. 

The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION:
======

The UAF Faculty Senate moves to amend the requirements for the Associate of Applied Science degree as follows:

[[  ]] = deletion
CAPS = addition

ASSOCIATE OF APPLIED SCIENCE

Associate of Applied Science degrees are awarded in specific occupational fields with emphasis on entering the job market.  This degree, usually seen as a terminal degree, can serve as the basis for additional education.  FOR SPECIFIC MAJOR REQUIREMENTS, REFER TO THE DEGREES AND PROGRAMS SECTION OF THIS CATALOG.

Note: students planning to go on to a baccalaureate degree need to work closely with their advisors and are encouraged to select courses meeting core requirements and courses designated within majors and minors.  Only those courses with an "X" designator count towards the baccalaureate core

Requirements……………………………………………..	Credits
All credits for the A.A.S. degree must be at the 100-level or above and be distributed as follows:

RELATED INSTRUCTION

Communication………………………………………..…	9
(WRITTEN COMMUNICATION)……………………..…..	6
ENGL 111X – Introduction to Academic Writing  	   	3
AND
CIOS 260 -- BUSINESS COMMUNICATIONS        		3
Or
ENGL 211X – Academic Writing about Literature  		3
or
ENGL 212 – Business, Grant, and Report Writing   		3
or
ENGL 213X – Academic Writing about the Social 
	and Natural Sciences   						3
(ORAL COMMUNICATION)…………………..………....	3
COMM 131X -- Fundamentals  of Oral Comm: Group Context	3
Or
COMM 141X -- Fundamentals of Oral Comm: Public Context	3

[[Mathematics or natural science (3 credits)  			3]]
[[A math or natural science course at the 100 level or above	3]]

COMPUTATION………………………………………..….	3
ANY COURSE AT THE 100 LEVEL OR ABOVE IN MATHEMATICAL SCIENCES (MATH, COMPUTER SCIENCE, STATISTICS)		3
  OR TTCH 131 -- MAINTENANCE MATHEMATICS   		3
  OR CIOS 116 -- BUSINESS MATH USING CALCULATORS	3
  OR ABUS 155 -- BUSINESS MATH     				3
  OR HLTH 116 -- MATHEMATICS IN HEALTH CARE		3
OR
  OTHER PROGRAM APPROVED DISCIPLINE-BASED COMPUTATION 
  COURSE OR COURSES         	 					3

[[Humanities, social science, math, natural sciences or Perspectives on the Human Condition   							3]]

HUMAN RELATIONS………………………..………..….	3
ANTH 100X/SOC 100X – INDIVIDUAL, SOCIETY AND CULTURE   3
OR
ABUS 154 – HUMAN RELATIONS   				3
OR
HS 120 – CULTURAL DIVERSITY IN HUMAN SERVICES 	3
OR
ECE 245 – CHILD DEVELOPMENT   				3
OR
RHS 115 – ISSUES OF PERSONAL DEVELOPMENT 		2
AND RHS 110 – CROSS-CULTURAL BRIDGING SKILLS  	2
OR
ANL 287 – TEACHING METHODS FOR ALASKA NATIVE 
LANGUAGES     							3

Major specialty  						at least 30

Electives to total      						60

	EFFECTIVE:  	Fall 2002

	RATIONALE:  	This amendment brings the AAS degree into 
		compliance with NWASC accreditation standards by 
		adding a Human Relations component and by clarifying 
		the Computation component requirements.  Additionally, 
		it increases the computation requirement by eliminating 
		the option to take a natural science course instead of 
		computation courses.  It also improves the relevancy of 
		the degree by requiring a written composition course 
		which is application intensive.  It continues to exceed 
		accreditation standards in the Communication area.

The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION:
======

The UAF Faculty Senate moves to amend the requirements for the Associate of Arts degree as follows:

[[  ]] = deletion   
CAPS = addition

Associate of Arts

The Associate of Arts degree represents the completion of broad-based college study.  This degree may serve as a starting point for a career or a stepping stone to a baccalaureate program.  A student may earn only one A.A. degree.  

Requirements    							Credits

All credits for the A.A. degree must be at the 100 level or above, and 20 credits must be at the 200 level or above, and be distributed as follows:

Communications:  (9 credits)

ENGL 111X --Introduction to Academic Writing     		3 
ENGL 211X --Academic Writing about Literature 
  or ENGL 212-- Business, Grant and Report Writing
  or ENGL 213X--Academic Writing about the Social 
	and Natural Sciences      					3 
COMM 131X --Fundamentals of Oral Communication:  
	Group Context  
  or COMM 141X --Fundamental of Oral Communication:  
	Public Context      							 3 

Mathematics or Natural Science:  (10 Credits)
MATH 107X ---Function for Calculus** 
  or   MATH 131X -- Concepts and Contemporary 
	Applications of Mathematics    					3 
	(OR Math 200X, 201X, 202X, 272X, or any math 
	course having one of these as a prerequisite)     
One natural science course, with lab, selected from 
	the baccalaureate core   					4 
Mathematics (MATH, COMPUTER SCIENCE, STATISTICS 
	AT THE 100 LEVEL OR ABOVE) or natural science   	3 

Humanities and Social Science: (18 Credits)
ANTH 100X/SOC 100X --Individual, Society and Culture 	3 
ECON 100X/PS 100X --Political Economy    			3 
HIST 100X --Modern World History    				3 
ART/MUS/THR 200X -- Aesthetic Appreciation: 
	Interrelationship of Art, Drama and Music 
  or HUM 201X --Unity in the Arts      				3 
ENGL/FL 200X --World Literature      				3 
Humanities or social science elective    				3 
	Two semester-length courses in a single Alaska 
	Native Language or other non-English language or 
	three semester-length courses (9 credits) in American 
	Sign Language taken at the university level may 
	substitute for two of the courses above.  

Library and Information Skills:  (0-1 credit)
Successful completion of library skills competency test,
 or LS 100X, or LS 101X     						0-1 

Successful completion of the library skills competency 
test satisfies this requirement of the core curriculum, 
but does not carry degree credit.  
(It is strongly recommended that this requirement be 
completed before enrolling in the 200-level English course 
requirement or that it be completed concurrently with 
enrollment in the 200-level English core requirement.)

General Electives:  (22-23 credits)
   Any combination of courses   (Students planning to go 
   on to the baccalaureate degree are advised to select 
   courses meeting remaining core requirements, and 
   courses designated within majors and minors.)  		22-23

Electives to Total							 60 

*English 212 doesn't fulfill the second half of the written 
communication requirement for the baccalaureate degree.

**MATH 161 --Algebra for Business and Economics, is not an equivalent course for MATH 107X.  

	EFFECTIVE:  	Fall 2002

	RATIONALE:  	To clarify the mathematical science elective 
		requirements.

The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION: 
======

The UAF Faculty Senate moves to accept the recommendation of the CORE Review Committee to restate the Natural Science requirement of the CORE Curriculum to allow a student to complete two 4-credit courses, with labs, from two different areas (departments) of the approved Natural Science CORE courses (e.g. Biology and Chemistry) - OR - a 2 course depth sequence.

	EFFECTIVE:  	Spring 2002

	RATIONALE:   	Students changing from majors that require 
		specific Natural Science courses to majors that allow 
		students to make their own CORE Natural Science 
		choices are regularly caught up in completing a second 
		half (most usually a depth emphasis) of a CORE 
		sequence not needed for the new major.  This 
		restatement of the requirement would eliminate the 
		most petitioned aspect of the CORE Curriculum, widen 
		student options, and maintain the integrity of this 
		important element of the CORE Curriculum.

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

[[  ]]  = 	Deletions
CAPS = 	Additions

Baccalaureate Core

Courses used to meet core requirements may not be used to meet any other requirements for a degree.

Requirements……………………………………………..	Credits

Communication (9 credits) …………………………..	9
ENGL 111X-Introduction to Academic Writing* ………….	3
ENGL 211X-Academic Writing about Literature 
OR ENGL 213X-Academic Writing about the Social and 
	Natural Sciences     ……………………………..……..	3
COMM 131X-Fundamentals of Oral Communication: 
	Group Context OR COMM 141X-Fundamentals of 
	Oral Communication: Public Context  ……….……...	3
*ENGL 190H may be substituted.

Perspectives on the Human Condition (18 credits)..	18
(Humanities and social sciences) ……………………………	18
Complete the following six courses:
ANTH 100X/SOC 100X-Individual, Society and Culture      	3
ECON 100X or PS 100X-Political Economy   			3
HIST 100X-Modern World History       				3
ART/MUS/THR 200X-Aesthetic Appreciation:
	Interrelationship of Art, Drama and Music OR 
HUM 201X-Unity in the Arts      					3
ENGL/FL 200X-World Literatures       				3
COMM 300X-Communicating Ethics OR 
   JUST 300X-Ethics and Justice OR
   NRM 303X-Environmental Ethics and Actions OR 
   PS 300X-Values and Choices OR
   PHIL 322X-Ethics        						3
OR complete 12 credits from the above courses plus two 
semester-length courses in a single Alaska Native language 
or other non-English language or three semester-length 
courses (9 credits) in American Sign Language taken at 
the university level.

Mathematics (3 credits) …………………….……….	3
MATH 107X-Functions for Calculus OR  MATH 131X-Concepts 
   and Contemporary Applications of Mathematics    		3
   OR MATH 200X, 201X, 202X, 262X, 272X or any math 
   course having one of these as a prerequisite
* MATH 161 is not an equivalent course to MATH 107X.

Natural Sciences (8 credits)  ……………………….	8
[[Complete two 4-credit courses, with labs, from approved 
natural science core courses with depth or breadth emphasis. 
Both courses must be from the same emphasis area, that is, 
either breadth or depth.]]

COMPLETE TWO 4-CREDIT COURSES, WITH LABS…………	8

EITHER FROM TWO DIFFERENT AREAS (DEPARTMENTS) 
	OF THE APPROVED NATURAL SCIENCE CORE COURSES 
	(E.G. BIOLOGY AND CHEMISTRY) - 
OR - A TWO COURSE DEPTH SEQUENCE (E.G., PHYS 103X and 
	PHYS 104X).

[[Breadth emphasis
The two courses must be in different natural sciences or 
  must be interdisciplinary in nature.
Select two courses from the following:]]
ATM 101X-Weather and Climate of Alaska  			4
BIOL 100X-Human Biology (4)
  or BIOL 103X-Biology and Society (4)
  or BIOL 104X-Natural History (4)        
  OR BIOL 105X- FUNDAMENTALS OF BIOLOGY I
  OR BIOL 106X-FUNDAMENTALS OF BIOLOGY II 
  OR BIOL 211X-Human Anatomy & Physiology I
  OR BIOL 212X-Human Anatomy & Physiology II   		4
CHEM 100X-Chemistry and the Modern World 
  OR CHEM 103X-BASIC GENERAL CHEMISTRY
  OR CHEM 104X-BEGINNINGS IN BIOCHEMISTRY      
  OR CHEM 105X-GENERAL CHEMISTRY   
  OR CHEM 106X-GENERAL CHEMISTRY   				4
GEOG 205X-Physical Geography    					4
GEOS 100X-Introduction to Earth Science 
  OR GEOS 101X-THE DYNAMIC EARTH AND
  OR GEOS 112X-HISTORY OF EARTH AND LIFE        
  OR GEOS 120X-Glaciers, Earthquakes, Volcanoes 
  OR GEOS 125X-Humans, Earth and Environment   		4
MSL 111X-The Oceans     						4
PHYS 102X-Energy and Society 
  OR PHYS 103X-COLLEGE PHYSICS     
  OR PHYS 104X-COLLEGE PHYSICS     
  OR PHYS 115X-PHYSICAL SCIENCE I
  OR PHYS 116X-PHYSICAL SCIENCE II
  OR PHYS 175X-Astronomy 
  OR PHYS 211X-General Physics       
  OR PHYS 212X-General Physics       
  OR PHYS 213X- Elementary Modern Physics     			4

Depth [[emphasis]] SEQUENCES
[[The two courses must be sequential courses or a two-semester 
survey in the basic natural sciences (biology, chemistry, earth 
science, physics). 
Select one sequence from the following:]]
BIOL 105X-106X-Fundamentals of Biology I and II 		8
BIOL 211X-212X-Human Anatomy & Physiology I and II  	8
CHEM 103X-104X-Basic General Chemistry- 
	Beginnings in Biochemistry       				8
CHEM 105X-106X-General Chemistry   		 		8
GEOS 101X-The Dynamic Earth and
GEOS 112X-History of Earth and Life     	   			8
PHYS 103X-104X-College Physics      				8
PHYS 211X-212X-General Physics       				8
PHYS 211X-213X-General Physics/Elementary Modern Physics      8
PHYS 212X-213X-General Physics/Elementary Modern Physics      8

Library and Information Research (0-1 credit)…..	0-1
Successful completion of library skills competency test or 
LS 100X or 101X prior to junior standing        			0-1

Two writing intensive courses designated (W) and one 
oral communication intensive course designated (O) 
or two oral communication intensive courses designated 
(O/2), at the upper-division level 
(see degree and/or major requirements)  0 additional

Total Credits Required  ……………………………….	38-39

The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION:
======

The UAF Faculty Senate moves to delete the MAT, Elementary.

	EFFECTIVE:  	Fall 2002 or 
				Upon Board of Regents' Approval

	RATIONALE: 	See full program proposal #21 on file in 
				the Governance Office, 312 Signers’ Hall.

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

Executive Summary
MAT, Elementary 

In 1999, in conjunction with the development of a new post-baccalaureate teacher education programs for elementary and secondary teachers, the School of Education decided to test a pilot program that allowed post-baccalaureate teacher education students to earn an MAT degree in conjunction with the coursework and internship required for a teacher education license.  After two years, with ongoing review and reflection of the advantages and disadvantages of the pilot MAT option (including the solicitation of a great deal of feedback from cooperating mentor teachers and administrators), the School of Education suspended admission to its MAT programs in spring 2001.  

In place of the MAT, the School of Education designed an option for post-baccalaureate teacher education students to pursue the more respected and more rigorous M.Ed.  This option allows post-baccalaureate students to use 15 of the required 27 credits from their licensure program to satisfy one-half of the 30 credits required for an M.Ed. Degree in Curriculum and Instruction.  

This new option has been in place for two years and the response from students, university faculty and school district personnel has been very positive.  In contrast to the MAT degree, the M.Ed. provides the option for students who complete our post-baccalaureate teacher education programs to continue their graduate work with us, and it provides the opportunity for the School of Education to provide professional development and support for beginning teachers.  The M.Ed. can also be used as a foundation for a Ph.D. because of its requirements for research and the completion of a research project or a thesis.  

The UAF Faculty Senate passed the following at its Meeting #105 on December 10, 2001:

MOTION:
======

The UAF Faculty Senate moves to approve a Master's of Software Engineering degree program.  

	EFFECTIVE:  	Fall 2002 or 
				Upon Board of Regents' Approval

	RATIONALE: 	See full program proposal #18 on file 
		in the Governance Office, 312 Signers’ Hall.

		In forwarding this request for approval, the Graduate
		Academic & Advisory Committee notes the 
		importance of allocating a further (i.e., third) faculty
		position with this new program to ensure its viability.  

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

Master's of Software Engineering

The Masters in Software Engineering is meant to prepare students for careers as software practitioners, i.e., those whose primary job is to develop or maintain software.  It this goal is well met, then the program will directly benefit software practitioners and their employers.  

The main reason for the existence of the field of software engineering is to seek and find solutions to various software practitioners' performance problems.  Thirty-two years of software engineering efforts have produced good results in software engineering technical areas such as tools, process, re-use, testing, et cetera and in management areas such as software project management.  Unfortunately the fruits of this labor are often not known to or used by software practitioners.  Thus the UAF Software Engineering program goal is to help improve the performance of software practitioners through knowledge, understanding and use of software engineering principles and practices.  

This program has been a successful track in the computer science graduate program since its inception in 1993.  The software engineering track in the Computer Science Master's program was originally intended as an independent program, but was developed as a track for budgetary reasons.  We are now proceeding with the separation of this track into a separate program according to our original plan.  The program is not otherwise being changed from its already successful form.  Indeed, the graduates of this program have been successful in obtaining employment.