The UAF Faculty Senate passed the following at its Meeting #113 on February 3,  2003:

MOTION:
=======

The UAF Faculty Senate moves to change the Low Grade Report system for freshmen students to Freshmen Progress Reports, in which all freshman grades would be reported.   

	EFFECTIVE:  	Fall 2003

	RATIONALE:    	The eight faculty and other staff members of 
		the Early Warning Program recommended this change as 
		part of an overall effort to provide personal intervention 
		in a more positive assistance approach rather than what 
		might appear as punitive.  Specific issues forwarded by 
		this group include:

		*  All faculty and instructors teaching classes with freshmen 
		enrolled should submit Freshmen Progress Reports for all 
		freshmen, not just for those who are doing poorly
		*  This switch from Low Grade Reports to Freshmen Progress 
		Reports will assist all freshmen with the transition into college 
		and provide an additional connection between students and 
		faculty
		*  To make the process expedient, timely, and user-friendly, 
		Freshmen Progress Reports should be available for faculty 
		and instructors to submit electronically
		*  Students should be able to access their individual progress 
		report electronically, as well as continued mailings to 
		students at their current local address
		*  Freshmen Progress Reports need to be formatted in a clear 
		and concise manner to eliminate extraneous information.
		*  The report will be provided to students at all UAF 
		campuses.

The UAF Faculty Senate passed the following at its Meeting #113 on February 3,  2003:

MOTION:
======

The UAF Faculty Senate moves to amend the Baccalaureate Core Curriculum (page 29 of the 2002-03 catalog) as follows:  

[[  ]]  = Deletion
CAPS = Addition

BACCALAUREATE CORE

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

COURSES USED TO MEET A SCIENCE OR MATHEMATICS CORE REQUIREMENT MAY ALSO BE USED TO SATISFY OTHER DEGREE REQUIREMENTS.  OTHER CORE COURSES MAY NOT BE USED TO MEET ANY OTHER REQUIREMENTS FOR A DEGREE.

	EFFECTIVE:  	Fall 2003

	RATIONALE: 	

		(1) This motion is a simplified version of one unanimously 
		approved by the Dean’s council of CSEM in December 2002 
		for consideration by the Faculty Senate. The wording of this 
		simplified version was suggested and approved by Ms. Gayle 
		Gregory, Graduation Manager.  This motion has received the 
		unanimous approval of the Faculty Senate's Core Review 
		Committee.

		(2) In effect, this policy will simply formalize current degree 
		requirements.  For example, the B.S. Chemistry requirements 
		start off:
		"1. Complete the general university requirements. (As part 
		of the core curriculum requirements, complete Math 200X; 
		Phys 103X and Phys 104X or Phys 211X and Phys 212X)."

		Degree requirements for all other B.S. and B.A. degrees in 
		sciences have similar wording to accomplish the same task.

		(3) It was the intention of the science core committee (at 
		the invention of the current UAF Core) that the science and 
		math core requirements serve as ‘minimum’, not as stand-
		alone requirements. We simply wish to ensure that all 
		baccalaureate students graduate with at least one college-
		level math and 2 college-level science courses.  It was 
		expected that in many cases these minimum courses were 
		used to satisfy other requirements.  The proposed wording 
		simply clarifies the situation. 

The UAF Faculty Senate passed the following at its Meeting #113 on February 3,  2003:

MOTION:
======

The UAF Faculty Senate moves to approve the Unit Criteria for the School of Mineral Engineering (SME).  

        EFFECTIVE:      Immediately
                        Upon Chancellor Approval

        RATIONALE:      The committee assessed the unit criteria 
                submitted by the School of Mineral Engineering (SME).  With 
                some minor changes, agreed upon by the department 
                representative, Godwin Chukwu, the unit criteria were found 
                to be consistent with UAF guidelines.

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

UAF REGULATIONS FOR THE EVALUATION OF FACULTY:
INITIAL APPOINTMENT, PERIODIC REVIEW, RE-APPOINTMENT,
PROMOTION, AND TENURE

AND
SCHOOL OF MINERAL ENGINEERING UNIT CRITERIA
STANDARDS AND INDICES

THE FOLLOWING IS AN ADAPTATION OF UAF AND REGENTS CRITERIA FOR PROMOTION AND TENURE, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING THE FACULTY IN THE SCHOOL OF MINERAL ENGINEERING.  ITEMS IN BOLDFACE ITALICS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO THE SCHOOL OF MINERAL ENGINEERING FACULTY, AND BECAUSE THEY ARE ADDITIONS TO AND CLARIFICATION OF UAF REGULATIONS.  THESE UNIT CRITERIA ARE FOR USE IN THE ANNUAL EVALUATION OF FACULTY AS WELL.

CHAPTER I.

PURVIEW

The University of Alaska Fairbanks document, “Faculty Appointment and Evaluation Policies,” supplements the Board of Regents (BOR) policies and describes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the University of Alaska Fairbanks (UAF).  Contained herein are regulations and procedures to guide the evaluation processes and to identify the bodies of review appropriate for the university.

The university, through the UAF Faculty Senate, may change or amend these regulations and procedures from time to time and will provide adequate notice in making changes and amendments.

These regulations shall apply to all of the units within the University of Alaska Fairbanks, except in so far as extant collective bargaining agreements apply otherwise.

The provost is responsible for coordination and implementation of matters relating to procedures stated herein.

CHAPTER II.

INITIAL APPOINTMENT OF FACULTY

A.	Criteria for Initial Appointment
Minimum degree, experience and performance requirements are set forth in "UAF Faculty Appointment and Evaluation Policies," Chapter IV.  Exceptions to these requirements for initial placement in academic rank or special academic rank positions shall be submitted to the chancellor or chancellor’s designee for approval prior to a final selection decision.

B.	Academic Titles
Academic titles must reflect the discipline in which the faculty are appointed.

C.	Process for Appointment of Faculty with Academic Rank
Deans of schools and colleges, and directors when appropriate, in conjunction with the faculty in a unit, shall observe procedures for advertisement, review, and selection of candidates to fill any vacant faculty position. These procedures are set by UAF Human Resources and the Campus Diversity and Compliance (AA/EEO) office and shall provide for participation in hiring by faculty and administrators as a unit.

D.	Process for Appointment of Faculty with Special Academic Rank
Deans and/or directors, in conjunction with the faculty in a unit, shall establish procedures for advertisement, review, and selection of candidates to fill any faculty positions as they become available.  Such procedures shall be consistent with the university’s stated AA/EEO policies and shall provide for participation in hiring by faculty and administrators in the unit.  

E.	Following the Selection Process
The dean or director shall appoint the new faculty member and advise him/her of the conditions, benefits, and obligations of the position.  If the appointment is to be at the professor level, the dean/director must first obtain the concurrence of the chancellor or chancellor’s designee.

F.	Letter of Appointment
The initial letter of appointment shall specify the nature of the assignment, the percentage emphasis that is to be placed on each of the parts of the faculty responsibility, mandatory year of tenure review, and any special conditions relating to the appointment.

This letter of appointment establishes the nature of the position and, while the percentage of emphasis for each part may vary with each workload distribution as specified in the annual workload agreement document, the part(s) defining the position may not.  

CHAPTER III.

EVALUATION OF FACULTY FOR TENURE/PROMOTION

A.	General Criteria  
Criteria as outlined in "UAF Faculty Appointment and Evaluation Policies," Chapter IV, AND SME UNIT CRITERIA, STANDARDS AND INDICES, evaluators may consider, but shall not be limited to, whichever of the following are appropriate to the faculty member’s professional obligation:  mastery of subject matter; effectiveness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the university.

For purposes of evaluation at UAF, the total contribution to the university and activity in the areas outlined above will be defined by relevant activity and demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scholarly activity; and 3) effectiveness of service.

Bipartite Faculty  
Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university’s tripartite responsibility.

The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty.

Bipartite faculty may voluntarily engage in a tripartite function, but they will not be required to do so as a condition for evaluation, promotion, or tenure.

B.	Criteria for Instruction
A central function of the university is instruction of students in formal courses and supervised study. Teaching includes those activities directly related to the formal and informal transmission of appropriate skills and knowledge to students.  The nature of instruction will vary for each faculty member, depending upon workload distribution and the particular teaching mission of the unit.  Instruction includes actual contact in classroom, correspondence or electronic delivery methods, laboratory or field and preparatory activities, such as preparing for lectures, setting up demonstrations, and preparing for laboratory experiments, as well as individual/independent study, tutorial sessions, evaluations, correcting papers, and determining grades.  Other aspects of teaching and instruction extend to undergraduate and graduate academic advising and counseling, training graduate students and serving on their graduate committees, particularly as their major advisor, curriculum development, and academic recruiting and retention activities. 

1.	Effectiveness in Teaching 
Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers

a.	are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students;

b.	express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject;

c.	emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity;

d.	emphasize regular feedback to students and reward student learning success;

e.	demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;

f.	regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;

g.	may receive prizes and awards for excellence in teaching.

H.	DISSEMINATE NEW IDEAS TO THE STUDENTS RESULTING FROM RESEARCH AND OTHER ENGINEERING   ACTIVITIES, SUCH AS CONSULTING AND SERVICE ON REVIEW PANELS;

I.  	INVOLVE STUDENTS, UNDERGRADUATES AS WELL AS GRADUATES, IN QUALITY RESEARCH ACTIVITIES.

J.	 ENGAGE IN ADVISING AND MENTORING  STUDENTS.

2.	Components of Evaluation
Effectiveness in teaching will be evaluated through information on formal and informal teaching, course and curriculum material, recruiting and advising, training/guiding graduate students, etc., provided by:

a.	systematic student ratings, i.e. student opinion of instruction summary forms,

and at least two of the following:

b.	narrative self-evaluation, WHICH DOCUMENTS EFFORTS TO IMPROVE INSTRUCTIONAL PERFORMANCE.

c.	peer/department chair classroom/LABORATORY observation(s),

d.	peer/department chair evaluation of course materials.

SPECIFIC SME CRITERIA FOR TEACHING PERFORMANCE BEFORE APPOINTMENT OR PROMOTION TO:

A.	ASSISTANT PROFESSOR: EVIDENCE OF TEACHING ABILITY AND A COMMITMENT TO QUALITY  TEACHING AND EVIDENCE OF CONTINUED IMPROVEMENT.

 B.	ASSOCIATE PROFESSOR: THE RECORD MUST SHOW THAT THE MATERIAL TAUGHT IS RELEVANT AND THAT THE PRESENTATIONS STIMULATE THE LEARNING PROCESS. EVIDENCE OF THE EXPECTED QUALITY OF INSTRUCTIONAL PERFORMANCE MAY INCLUDE (BUT NOT LIMITED TO) COURSE AND/OR CURRICULUM DEVELOPMENT, NOVEL APPROACHES TO INSTRUCTION, EFFECTIVE GUIDING AND MENTORING OF STUDENTS, AND EFFECTIVE CLASSROOM TEACHING PERFORMANCE. THERE MUST BE EVIDENCE OF SUPERVISION OF GRADUATE STUDENT RESEARCH (AS A MAJOR SUPERVISOR OR CO-SUPERVISOR) LEADING TO SUCCESSFUL COMPLETION OF THE DEGREE PROGRAM.

C.	PROFESSOR: SIGNIFICANT CONTRIBUTIONS TO THE INSTRUCTIONAL  PROGRAM ARE EXPECTED.  THESE INCLUDE , BUT ARE NOT LIMITED TO CONTRIBUTIONS TO MAJOR IMPROVEMENTS IN COURSE AND/OR CURRICULUM OFFERINGS, UPGRADING OF INSTRUCTIONAL FACILITIES, ABILITY TO MOTIVATE AND/OR INSPIRE STUDENTS, AND TRAINING OF GRADUATE STUDENTS LEADING TO SUCCESSFUL COMPLETION OF THEIR DEGREE PROGRAM(S). 

C.	Criteria for Research, Scholarly, and Creative Activity  
Inquiry and originality are central functions of a land grant/sea grant/space grant university and all faculty with a research component in their assignment must remain active as scholars.  Consequently, faculty are expected to conduct research or engage in other scholarly or creative pursuits that are appropriate to the mission of their unit, and equally important, results of their work must be disseminated through media appropriate to their discipline.  Furthermore, it is important to emphasize the distinction between routine production and creative excellence as evaluated by an individual's peers at the University of Alaska and elsewhere.

1.	Achievement in Research, Scholarly and Creative Activity
Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:

a.	They must occur in a public forum.
b.	They must be evaluated by appropriate peers.
c.	They must be evaluated by peers external to this institution so as to allow an objective judgment.

d.	They must be judged to make a contribution.

2.	Components of Research, Scholarly and Creative Activity
Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:

a.	Books, reviews, monographs, bulletins, articles, proceedings and other scholarly works published by reputable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline.

b.	Competitive grants and contracts to finance the development of ideas, these grants and contracts being subject to rigorous peer review and approval.

c.	Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.

d.	Exhibitions of art work at galleries, selection for these exhibitions being based on rigorous review and approval by juries, recognized artists, or critics.

e.	Performances in recitals or productions, selection for these performances being based on stringent auditions and approval by appropriate judges.

f.	Editing or refereeing articles or proposals for professional journals or organizations.

g.	Scholarly reviews of publications, art works and performance of the candidate.

h.	Citations of research in scholarly publications.

i.	Published abstracts of research papers.

j.	Reprints or quotations of publications, reproductions of art works, and descriptions of interpretations in the performing arts, these materials appearing in reputable works of the discipline.

k.	Prizes and awards for excellence of scholarship.

l.	Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.

m.	Development of processes or instruments useful in solving problems, such as computer programs and systems for the processing of data, genetic plant and animal material, and where appropriate obtaining patents and/or copyrights for said development.

SPECIFIC CRITERIA FOR RESEARCH PERFORMANCE BEFORE PROMOTION OR APPOINTMENT TO:

A. ASSISTANT PROFESSOR: EVIDENCE OF THE ABILITY TO ESTABLISH A VIABLE RESEARCH  PROGRAM IN THE AREA OF SPECIALIZATION.

B. ASSOCIATE PROFESSOR: MUST HAVE ESTABLISHED AN APPROPRIATE RESEARCH PROGRAM WHICH PRODUCES SATISFACTORY PUBLICATIONS IN REFEREED PROFESSIONAL JOURNALS AND PRESENTED RESEARCH RESULTS AT PROFESSIONAL MEETINGS.  THE  SUBMISSION OF RESEARCH  PROPOSALS, THE COMPLETION OF CONTRACT RESEARCH REPORTS,  AND  PUBLICATION IN CONFERENCE PROCEEDINGS CONSTITUTE SUPPLEMENTARY EVIDENCE  THAT THE RESEARCH PROGRAM  IS OF HIGH QUALITY.  MUST SHOW EVIDENCE OF SUSTAINED  RESEARCH PRODUCTIVITY AND PUBLICATION. THE FACULTY MEMBER MUST SHOW  INDEPENDENCE  AND LEADERSHIP BY THE CREATION OF RESEARCH IDEAS THAT  INVOLVE  STUDENTS.

C. PROFESSOR: THE RESEARCH PROGRAM SHOULD HAVE PRODUCED SUFFICIENT PUBLICATION IN THE REFEREED PROFESSIONAL LITERATURE, AND THERE SHOULD BE A RECORD OF STUDENT INVOLVEMENT.  THE PUBLICATIONS SHOULD BE OF SUFFICIENT  QUALITY AND QUANTITY TO DEMONSTRATE THE EXISTENCE OF AN  ON-GOING, PROFESSIONAL, INDEPENDENT RESEARCH PROGRAM.  A NATIONAL OR INTERNATIONAL REPUTATION (AS DEMONSTRATED  BY PROFESSIONAL ACTIVITIES OR PRESENTATIONS AT MEETINGS AND DOCUMENTED OPINIONS OF OTHER ENGINEERS  AND SCIENTISTS IN  THE FIELD) IS EXPECTED. THERE SHOULD BE A RECORD OF  SUCCESSFUL COMPLETION  OF GRADUATE  WORK BY HIS OR HER STUDENTS. THERE SHOULD BE DEMONSTRATED EVIDENCE OF  EXTERNAL RESEARCH  FUNDING.

D.	Criteria for Public and University Service
Public service is intrinsic to the land grant/sea grant/space grant tradition, and is a fundamental part of the university’s obligation to the people of its state.  In this tradition, faculty providing their professional expertise for the benefit of the university’s external constituency, free of charge, is identified as “public service.”  The tradition of the university itself provides that its faculty assumes a collegial obligation for the internal functioning of the institution; such service is identified as “university service.”

1.	Public Service 
Public service is the application of teaching, research, and other scholarly and creative activity to constituencies outside the University of Alaska Fairbanks.  It includes all activities which extend the faculty member’s professional, academic, or leadership competence to these constituencies.  It can be instructional, collaborative, or consultative in nature and is related to the faculty member’s discipline or other publicly recognized expertise.  Public service may be systematic activity that involves planning with clientele and delivery of information on a continuing, programmatic basis.  It may also be informal, individual, professional contributions to the community or to one’s discipline, or other activities in furtherance of the goals and mission of the university and its units. Such service may occur on a periodic or limited-term basis.  Examples include, but are not limited to:

a.	Providing information services to adults or youth.

b.	Service on or to government or public committees.

c.	Service on accrediting bodies.

d.	Active participation in professional organizations.

e.	Active participation in discipline-oriented service organizations.

f.	Consulting.

g.	Prizes and awards for excellence in public service.

h.	Leadership of or presentations at workshops, conferences, or public meetings.

i.	Training and facilitating.

j.	Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media. 

k.	Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions.

2.	University Service
University service includes those activities involving faculty members in the governance, administration, and other internal affairs of the university, its colleges, schools, and institutes.  It includes non-instructional work with students and their organizations.  Examples of such activity include, but are not limited to:

a.	Service on university, college, school, institute, or departmental committees or governing bodies.

b.	Consultative work in support of university functions, such as expert assistance for specific projects.

c.	Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school.

d.	Participation in accreditation reviews.
   
e.	Service on collective bargaining unit committees or elected office.

f.	Service in support of student organizations and activities.

g.	Academic support services such as library and museum programs.

h.	Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer.

i.	Mentoring.

j.	Prizes and awards for excellence in university service.

K.	 PARTICIPATION IN STUDENT RECRUITING.

3.	Evaluation of Service
Each individual faculty member’s proportionate responsibility in service shall be reflected in annual workload agreements. In formulating criteria, standards and indices for evaluation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation appropriate for that unit. Excellence in public and university service may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards and other public means of recognition for services rendered.

SPECIFIC SME CRITERIA FOR SERVICE PERFORMANCE BEFORE PROMOTION OR APPOINTMENT TO:

A. ASSISTANT PROFESSOR: EVIDENCE OF UNIVERSITY/PUBLIC SERVICE

B. ASSOCIATE PROFESSOR: CONTRIBUTIONS TO DEPARTMENT/SCHOOL/COLLEGE/UNIVERSITY MATTERS. CONTRIBUTIONS TO THE PUBLIC, INDUSTRY, GOVERNMENT AGENCIES AND SERVICE TO THE PROFESSION.

C. PROFESSOR: EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS EXPECTED. CONTRIBUTIONS  TO DEPARTMENTAL/SCHOOL/COLLEGE/ UNIVERSITY MATTERS ARE EXPECTED AS WELL AS EFFECTIVE  APPLICATION OF EXPERTISE TO PROFESSIONAL AND PUBLIC ORGANIZATIONS.

12/12/02

The UAF Faculty Senate passed the following at its Meeting #113 on February 3,  2003:

MOTION TABLED:
============

The UAF Faculty Senate moves to add ENGL 211X or ENGL 213X as a prerequisite for all "W" courses.

	EFFECTIVE:  	2003-04 academic year.

		Course syllabi for "W" courses will include this course as a 
		prerequisite beginning Fall 2003.  This prerequisite will be 
		added to all catalog course descriptions for the 2004-05 
		catalog.

	RATIONALE:  	"W" courses are intended to allow students to 
		hone their writing skills within their chosen discipline.  ENGL 
		211X/213X provides "instruction in critical reading and 
		argumentative writing".  These are foundation courses for 
		Written Intensive courses, and should be treated as such.  
		Successful completion of ENGL 211X/213X should ensure 
		that students are fully prepared meet the writing 
		requirements of the advanced courses. 

		Past Senate action 1) added ENGL 111X as a prerequisite 
		for "W" courses, AND 2) adopted the position that all Core 
		requirements should be completed before the junior year.  
		This motion is consistent with past Senate actions.