FOR MORE INFORMATION, CONTACT:
	Sheri Layral
	312 Signers' Hall
	474-7964   FYSENAT

For Audioconferencing:  Access#:  1-866-339-5580    
Meeting#:  *1791514*

A G E N D A
UAF FACULTY SENATE MEETING #126
Monday, December 13, 2004
1:00 p.m. - 3:20 p.m.
Wood Center Conference Room C/D

1:00	I	Call to Order – Abel Bult-Ito       			  5 Min.
		A.	Roll Call
		B.	Approval of Minutes to Meeting #124 & 125
		C.	Adoption of Agenda

1:05	II	Status of Chancellor's Office Actions 		  5 Min.
	A.	Motions Approved:
	1.	Motion to amend the Graduate Credit Registration 
Requirement.
	2.	Motion on Deficiencies for Graduate Students.
		3.	Motion to amend the Cooperative Ph.D. Requirements. 
		4.	Motion to amend the UAF Emeritus Policy.
	B.	Motions Pending:  
		1.	Motion to establish policy on Acceptable Degrees.  
	C.	Motions Denied:  
1.	Motion to amend Bylaws to add the Faculty 
Research Oversight Committee

1:10 	III	Public Comments/Questions 				  5 Min.

1:15	IV	President's Comments - Abel Bult-Ito  		  5 Min. 

1:20	V	A.	Remarks by Chancellor Steve Jones  		10 Min.
		B.	Remarks by Provost P. Reichardt		10 Min.

1:40	VI	Guest Speaker - Heather Havel 			10 Min.
		MyUA presentation (www.alaska.edu/myua/myua-uaf)

1:50	VII	Governance Reports					  5 Min.
	A.	Staff Council - Josh Steadman 		
	B.	ASUAF -Thom Walker / GSO -   	

1:55	VIII	New Business						5 Min.
	A.	Resolution to ratify the election of Paul Layer as 
President-Elect by acclamation, submitted by 
Administrative Committee (Attachment 126/1)

2:00		** Break**  							 5 Min. 

2:05	VIII	New Business (cont.)					50 Min.
B.	Motion to amend the Bachelor of Business Administration 
degree requirements, submitted by Curricular Affairs 
(Attachment 126/2)
C.	Motion to approve a Certificate in Medical Assisting, 
submitted by Curricular Affairs (Attachment 126/3)
D.	Motion to approve a Certificate in Instrumentation 
Technology, submitted by Curricular Affairs 
(Attachment 126/4) 
E.	Motion to approve a Certificate in Safety, Health, and 
Environmental Awareness Technology, submitted by
Curricular Affairs (Attachment 126/5) 
F.	Motion to amend the UAF Faculty Senate Constitution (Article III and IV), submitted by Faculty Affairs (Attachment 126/6)
G.	Motion to recommend the amendment of Regents' Policy 04.04.040, submitted by Faculty Affairs (Attachment 126/7) 
H.	Motion to amend the UAF Regulations for the Appointment 
and Evaluation of Faculty "Blue Book", submitted by 
Unit Criteria (Attachment 126/8)
I.	Motion to approve the Unit Criteria for the Marine Advisory 
Program (MAP), submitted by Unit Criteria (Attachment 126/9)
J.	Motion to approve the deletion of the Engineer of Mines (E.M.) 
degree, submitted by Graduate Academic & Advisory Committee 
(Attachment 126/10)
K.	Motion to amend the policy on Special or Reserved Numbers, 
submitted by Graduate Academic & Advisory Committee 
(Attachment 126/11)

2:55	IX	Committee Reports 					15 Min.
	A.	Curricular Affairs - Rainer Newberry (Attachment 126/12)
	B.	Faculty Affairs - Shirish Patil (Attachment 126/13)
	C.	Committee on the Status of Women - Jane Weber 
(Attachment 126/14)
	D.	Core Review - Doug Schamel
	E.	Curriculum Review - Rainer Newberry
	F.	Developmental Studies - Joe Mason/Cindy Hardy
	G.	Faculty Appeals & Oversight - Paul Layer/M. Pippenger  
	H.	Faculty Development, Assessment & Improvement – 
		Lee Haugen (Attachment 126/16)
	I.	Graduate Academic & Advisory Committee – Christa Mulder
		(Attachment 126/17)
	J.	Unit Criteria - Gary Holton (Attachment 126/18)

3:10	X	Members' Comments/Questions			10 Min.

3:20	XI	Adjournment

ATTACHMENT 126/1
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY ADMINISTRATIVE COMMITTEE

RESOLUTION:
=========

BE IT RESOLVED, That the UAF Faculty Senate ratifies the election of Paul Layer as President-Elect of the UAF Faculty Senate for 2004-2005 by acclamation.  

EFFECTIVE:  	Immediately

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

PERSONAL STATEMENT:  

Paul W. Layer:  Professor of Geophysics.  B.S. Geology, Michigan State University, 1981; M.S. Geophysics, Stanford University, 1984; Ph.D. Geophysics, Stanford University, 1986.  I have a joint appointment between the Geophysical Institute and the Department of Geology and Geophysics. I served 4 years on the Faculty Senate (1992-1996), eight years as department head of Geology and Geophysics (1995-2003), and 3 years as chair/co-chair of the Faculty Appeals and Oversight committee (2002-present).  I believe that the Senate has the responsibility to maintain the academic integrity of our programs by ensuring that the faculty and graduates meet the highest standards.  At UAF, the challenge is to make sure that the quality of educational experience that students receive at the remote campuses and via distance learning is the same as at the Fairbanks campus.  As president-elect and president, I will work with the various Senate committees and administration to maintain those standards and improve the quality of education at UAF.  I will also work with the representatives of the UAA and UAS Faculty Senates to ensure consistency in programs and courses.

ATTACHMENT 126/2
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
======

The UAF Faculty Senate moves to amend the Bachelor of Business 
Administration degree requirements to the following:

[[   ]] = 	Deletion
CAPS (or underline) = 	Addition 

BACHELOR OF BUSINESS ADMINISTRATION

All majors must earn a "C" or better in all Common Body of Knowledge courses, department-specific general requirements, major specific requirements, and specific math and statistics requirements.

Requirements								Credits

Baccalaureate Core Requirements 			         	 38-39 
(BA 323X--BUSINESS ETHICS [[A core Ethics class]] must be included in the courses used to meet the Perspectives on the Human Condition requirements [[for accounting and business administration majors]].)

B.B.A. Degree Requirements     					 

Complete the following in addition to the core:
Mathematics:
	MATH 161X--Algebra for Business and Economics    	3 
	(Math 262 should be taken to complete the 
	   mathematics requirement for the core.)

Social Science and Statistics:   						10     
	STAT 200--Elementary Probabilities and Statistics (3) 		
ECON 200--Principles of Economics  (4) 
	ECON 227--Intermediate Statistics for 
	   Economics and Business  (3) 		

Common Body of Knowledge:					31-34 
	AIS 101--Effective Personal Computer Use 
	   OR Demonstrated Computer Literacy  (0-3) 
	ACCT 261-262--Accounting Concepts & Uses (6) 
	AIS 310--Introduction to Information Systems 
	   or  AIS 316--Accounting Information Systems (3)
	BA 325--Financial Management (3) 
	BA 330--Legal Environment of Business (4) 
	BA 343--Principles of Marketing (3) 
	BA 360--Production/Operations Management (3) 
	BA 390--Organizational Theory and Behavior (3) 
	BA 462--Corporate Strategy (3) 
	ECON 324--Intermediate Macroeconomics 
   or  ECON 350--Money and Banking  (3) 

Major complex*      						  at least 27 

Minor complex** (optional)      				  at least 15 

[[Electives      					 		11 or more]] 

Minimum credits required for degree   			[[ 123 ]] 120

Of the above, at least 39 credits must be taken in upper division (300 level or higher) courses.

*Departmental requirements for majors may exceed the minimum indicated.  Specific requirements are listed in the Degrees and Programs section of the catalog.

**Requirements for minors may exceed 15 credits.  Specific requirements are listed in the Degree and Programs section of the catalog.

  	EFFECTIVE:  	Fall 2005
				Upon Chancellor's Approval

RATIONALE:  	Reducing the BBA degree program credits to 120 is in keeping with the Board of Regents policy.  This also keeps the BBA degree consistent in credit hours with most business programs in the country.  BA 323X is more applicable ethics course for business students.  Reducing the elective credits make that requirement more depend on specific programs under the BBA.    

ATTACHMENT 126/3
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
======

The UAF Faculty Senate moves to approve a Certificate in Medical Assisting.  

	EFFECTIVE:  	Fall 2005 and/or
		Upon Board of Regents' Approval.

RATIONALE: 	See full program proposal #54 from the Fall 2004 review cycle on file in the Governance Office, 312 Signers' Hall.

Requires 33-36 credits; general communication and human relations requirements are embedded in the major required courses.  All required courses are part of the existing A.A.S. degree requirements.

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

Brief Statement of the Proposed Program
Certificate, Medical Assisting

UAF already offers an AAS degree in Medical Assisting.  Our goal in the creation of the Certificate in Medical Assisting is to train individuals for the specific skills they will need to be able to sit for the national exam to become a Certified Medical Assistant (CMA), so that they may gain employment within a year of beginning the program.  We are selecting the pertinent vocational skill classes, as well as the required math, communication, and human relations classes for the certificate requirements.  A total of 36 credits is proposed for the certificate.  All of the classes currently exist and have been taught for several years.  There should be no financial impact on UAF/TVC by creating this certificate.  Should students desire to continue their education, we would strongly encourage them to continue to take additional classes to obtain their AAS in Medical Assisting. 

Medical Assistants are trained to be versatile members of the healthcare team in physicians’ offices and outpatient clinics.  Their skills include management of the front office reception and scheduling, billing, coding, records management.  Their back office skills are to assist the physician with intake information, measurements, vital signs, patient history, injections, and to assist the physician in all medical procedures.  They are also trained in basic laboratory skills such as safe handling of various laboratory specimens, and routine analysis of blood and urine samples.   In the past several years, more physicians are employing Medical Assistants because of their specific training and their flexibility.  They are rapidly replacing the LPN and RN staff in many medical clinics.

University of Alaska New Program Approval

State Needs

Academic Programs

Students

Research

Faculty & Staff

Technology & Facilities

Board of Regents Summary Form

MAU: 
University of Alaska Fairbanks

Title and brief description: 
Certificate in Medical Assisting

	UAF already offers an AAS degree in Medical Assisting.  Our goal in the creation of the Certificate in Medical Assisting is to train individuals for the specific skills they will need to be able to sit for the national exam to become a Certified Medical Assistant (CMA), so that they may gain employment within a year of beginning the program.  We are selecting the pertinent vocational skill classes, as well as the required math, communication, and human relations classes for the certificate requirements.  A total of 36 credits is proposed for the certificate.  All of the classes currently exist and have been taught for several years.  There should be no financial impact on UAF/TVC by creating this certificate.  Should students desire to continue their education, we would strongly encourage them to continue to take additional classes to obtain their AAS in Medical Assisting. 

	Medical Assistants are trained to be versatile members of the healthcare team in physicians’ offices and outpatient clinics.  Their skills include management of the front office reception and scheduling, billing, coding, records management.  Their back office skills are to assist the physician with intake information, measurements, vital signs, patient history, injections, and to assist the physician in all medical procedures.  They are also trained in basic laboratory skills such as safe handling of various laboratory specimens, and routine analysis of blood and urine samples.   In the past several years, more physicians are employing Medical Assistants because of their specific training and their flexibility.  They are rapidly replacing the LPN and RN staff in many medical clinics.

Target Admission date: 
Fall, 2005

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

How does the program relate to the Education Mission of the University of Alaska?

Tanana Valley Campus focuses on student-centered learning with an emphasis on self-growth and skill-based competencies for success in business, labor, industry and general community and individual life-long development.  See Appendix B for Draft of Strategic Plan UAF 2005 and  UAF Tanana Valley Campus Strategic Plan 2000.

The Medical Assisting Profession is a competency-based program designed to build solid skills for the workplace.  We have been guided in development by national standards.  The program has been recognized by being accredited by the Commission on the Accreditation of Allied Health Education Programs (CAAHEP).  Tanana Valley Campus, and UAF, have been working to align our programs with nationally recognized credentials.  Medical Assisting is one of the successful areas.

One of the stated objectives in the UAF Strategic Plan 2005 is to:
		
	Actively Collaborate with Communities, Organizations, Businesses and 
	Government to Meet Identified State, National and Global Needs.

Currently, the Medical Assisting program relies on the collaboration and cooperation of local medical practitioners and local clinics.  These individuals, businesses and organizations provide us with guidance about industry needs, feedback about our students, and sites for practicum experiences.  In fact, it is largely because of the interest and feedback from the community that we are creating the certificate program.  

Describe the State Needs being met by this program.

Surveys conducted by the State of Alaska Dept. of Labor, the Workforce Investment Board, Alaska State Hospital and Nursing Home Association, and the others, the State has determined that Medical Assisting, Dental Assisting, Registered Nursing, Practical Nursing, Radiologic Technology, and pharmacy technician, are the top needs in healthcare to serve the Alaskan population and workforce.  The State of Alaska determined that over the years 2000-2010 there will be a projected need for an additional 60 Medical Assistants in the state annually.  

What are the Student opportunities and outcomes?  The enrollment projections?

There is a continual need in the Fairbanks Community for Certified Medical Assistants.  Gains in stature in the profession have contributed to the growth of that need as physicians’ offices begin to see the value in these versatile employees.  As stated above, the State predicts an average of 60 openings annually for the next several years.  We currently have 35 students actively seeking the AAS in Medical Assisting.  We anticipate doubling that number within the next few years as the Certificate becomes available and those students seeking a faster route into the workforce become aware of it.

Describe the Research opportunities, if applicable.

NA

Identify any additional Faculty and Staff requirements as well as any existing expertise and resources that will be applied.

Because the AAS Degree in Medical Assisting already exists, all the faculty and staff necessary to deliver this program are already in place.

Identify the impacts on existing Technology & Facilities as well as projected needs.

Because the AAS Degree in Medical Assisting is already in place, we do not anticipate an impact on Technology or Facilities.  The Medical Assisting teaching suite is currently available and in use.  We anticipate expanding the facility next year when funding becomes available.

Resource Commitment to the
Proposed Degree Program

I have attempted to identify existing support for the Medical Assisting AAS Program.  No new funds or resources are requested in relation to the proposed Certificate in Medical Assisting.

Resources	Existing	New
	Total
	
	College/School	College/School 	Others(Specify)		
Regular Faculty (FTE’s & dollars)	2 FTE
$120,000	NA	NA		
Adjunct Faculty (FTE’s & dollars)	4 adjuncts
$10000	NA	NA		
Teaching Assistants
(Headcount)	2
$5000	NA	NA		
Instructional Facilities
(in dollars and/or sq. footage)	Fourth floor TVCC labs, 300 sq foot lab, 600 sq foot lecture room, access to computer lab	NA			
Office Space
(Sq. footage)	180 sq ft	NA	NA		
Lab Space
(Sq. Footage)
	Fourth floor TVCC labs, 300 sq foot lab currently.  Current plans exist for expansion, independent of this certificate request.  The new lab will be approximately 780 sq ft.	NA	NA		
Computer & Networking 
(in dollars)	One computer lab with 20 computers is currently available. $22,000	NA	NA		
Research/ instructional/ office Equipment
(in dollars)	Various lab and office equipment, $100,000	NA	NA		
Support Staff
(FTE’s & dollars)
	One administrative assistant
$40,000	NA	NA		
Supplies 
(in dollars)	Various supplies 
$ 25,000	NA	NA		
Travel
(in dollars)	One meeting annually
$3000	NA	NA		

ATTACHMENT 126/4
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
======

The UAF Faculty Senate moves to approve a Certificate in Instrumentation Technology.

	EFFECTIVE:  	Fall 2005 and/or
		Upon Board of Regents' Approval.

	RATIONALE: 	See full program proposal #96 from 
		the Fall 2004 review cycle on file in the 
		Governance Office, 312 Signers' Hall.

Requires 32 credits; requires four semesters, designed to be taken in conjunction with the AAS in Process Technology.  

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

Brief Statement of the Proposed Program
Certificate, Instrumentation Technology

The instrumentation technology program will develop entry-level skills in industrial instrumentation.  Courses combine the technical know-how and hands-on experience necessary for work in a variety of industrial fields. In the classroom students use state-of-the-art equipment coupled with hands-on experience to develop skills necessary to gain entry-level positions in the workforce.

University of Alaska New Program Approval

State Needs

Academic Programs

Students

Research

Faculty & Staff

Technology & Facilities

Board of Regents Summary Form

MAU: TVC/CRA

Title and brief description:

Instrumentation Technology 

The instrumentation technology program will develop entry-level skills in industrial instrumentation. Courses combine the technical know-how and hands-on experience necessary for work in a variety of industrial fields.  In the classroom students use state-of-the-art equipment coupled with hands-on experience to develop skills necessary to gain entry level positions in the workforce.

Target Admission date: Spring 2005

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

How does the program relate to the Education Mission of the University of Alaska?

The instrumentation program will help meet the educational mission of the University of Alaska and Tanana Valley campus by providing a quality instrumentation training program providing more Alaskans with the skills needed to fill industry positions.

Describe the State Needs being met by this program.

Industry partners have identified additional needs in providing instrumentation technicians as rapidly growing process technology industry’s move towards automated systems.  Currently many positions are being filled from outside the state of Alaska; this program will help eliminate the need to look outside our state for qualified instrumentation technicians.

What are the Student opportunities and outcomes?  The enrollment projections?

The program will expose the students to the necessary information required to take the entry-level ISA (Instrumentation Society of America) certification examination.  This is a nationally recognized certification by industry partners, individuals holding this certification are sought-after by industry partners to fill instrumentation technician positions throughout the state.  Anticipated enrollment will come from students enrolled in the Process Technology Program and from Industry partners who’s workforce need incumbent training.

Describe the Research opportunities, if applicable.

N/A

Identify any additional Faculty and Staff requirements as well as any existing expertise and resources that will be applied.

The process technology program currently has as part of its requirement instrumentation one and instrumentation two, the certification would require the addition of two new instrumentation courses and one valve maintenance and instrumentation class.  The current process technology program requires nine elective credits in the major field for graduation, these three classes would provide an additional 11 elective credits that could be utilized for the degree program.  The current degree program requires 63 credits for an AAS degree, students could finish the instrumentation certificate and the AAS with only two additional credits.  The instrumentation and valve maintenance classes are currently being taught as special topics courses and would require no additional staff or faculty resources for program implementation.

Identify the impacts on existing Technology & Facilities as well as projected needs.

The addition of the instrumentation certificate program would require additional instrumentation equipment and tools.  This equipment and tools will be provided through industry support with minimal impact on the current process technology budget.

Resource Commitment to the
Proposed Degree Program

Resources	Existing	New
	Total
	
	College/School	College/School 	Others(Specify)		
Regular Faculty (FTE’s & dollars)
	FTE 1
$50,838	N/A	N/A		
Adjunct Faculty (FTE’s & dollars)
	 FTE 2.5
$30,000				
Teaching Assistants
(Headcount)	0				
Instructional Facilities
(in dollars and/or sq. footage)	520 sq ft.				
Office Space
(Sq. footage)
	310 sq ft.				
Lab Space
(Sq. Footage)
	1820 sq ft.				
Computer & Networking 
(in dollars)	$25,000				
Research/instructional/office Equipment
(in dollars)	$3,000				
Support Staff
(FTE’s & dollars)
	$12,340				
Supplies 
(in dollars)
	$9,000				
Travel
(in dollars)
	$5,000				

ATTACHMENT 126/5
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
======

The UAF Faculty Senate moves to approve a Certificate in Safety, Health, and Environmental Awareness Technology.

	EFFECTIVE:  	Fall 2005 and/or
		Upon Board of Regents' Approval.

	RATIONALE: 	See full program proposal ##103 and course 
proposals #97-102 from the Fall 2004 review cycle on file 
in the Governance Office, 312 Signers' Hall.

Requires 33 credits: 9 credits of general certificate requirements and 24 credits of PRT and SHEN courses.  Program requires four semesters.  

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

Brief Statement of the Proposed Program
Certificate, Safety, Health, and Environmental Awareness Technology

The safety technology program will develop entry-level skills in industrial safety, health and environmental awareness.  Courses combine the technical know-how and hands-on experience necessary for work in a variety of safety-related industrial fields. In the classroom students use state-of-the-art equipment coupled with hands-on experience to develop skills necessary to gain entry-level positions in the safety profession.

University of Alaska New Program Approval

Board of Regents Summary Form

MAU: TVC/CRA

Title and brief description:

Safety, Health, and Environmental Awareness Technology 

The safety technology program will develop entry-level skills in industrial safety, health and environmental awareness.  Courses combine the technical know-how and hands-on experience necessary for work in a variety of safety-related industrial fields. In the classroom students use state-of-the-art equipment coupled with hands-on experience to develop skills necessary to gain entry-level positions in the safety profession.

Target Admission date: Fall 2005

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

How does the program relate to the Education Mission of the University of Alaska?

The safety program will help meet the educational mission of the University of Alaska and Tanana Valley campus by providing a quality safety training program providing more Alaskans with the skills needed to fill industry positions.

Describe the State Needs being met by this program.

Industry partners have identified safety needs in providing safety professionals as rapidly growing process technology industries move toward expanding operations and systems.  Currently many positions are being filled from outside the state of Alaska; this program will help eliminate the need to look outside our state for qualified safety professionals.
As the process industries expand and automate the need for qualified safety technicians increases, this need is currently being addressed by the (ASSE) American Society of Safety Engineers, TVC and the Process Technology Program are active members of this national organization.

What are the Student opportunities and outcomes?  The enrollment projections?

The program will expose the students to the necessary information required to take the entry-level Safety Certification examination.  This is a nationally recognized certification by industry partners, individuals holding this certification are sought-after by industry partners to fill safety positions throughout the state.  Anticipated enrollment will come from students enrolled in the Process Technology Program and from Industry partners whose workforce need incumbent training.

Describe the Research opportunities, if applicable.

N/A

Identify any additional Faculty and Staff requirements as well as any existing expertise and resources that will be applied.

The process technology program currently has as part of its requirement instrumentation one and instrumentation two, the certification would require the addition of two new instrumentation courses and one valve maintenance and instrumentation class.  The current process technology program requires nine elective credits in the major field for graduation. These three classes would provide an additional 11 elective credits that could be utilized for the degree program.  

Identify the impacts on existing Technology & Facilities as well as projected needs.

The addition of the instrumentation certificate program would require additional instrumentation equipment and tools.  This equipment and tools will be provided through industry support with minimal impact on the current process technology budget.  

Resource Commitment to the
Proposed Degree Program

Resources	Existing	New
	Total
	
	College/School	College/School 	Others(Specify)		
Regular Faculty (FTE’s & dollars)
	FTE 1
$50,838	N/A	N/A		
Adjunct Faculty (FTE’s & dollars)
	 FTE 2.5
$30,000				
Teaching Assistants
(Headcount)	0				
Instructional Facilities
(in dollars and/or sq. footage)	520 sq”				
Office Space
(Sq. footage)
	310 sq”				
Lab Space
(Sq. Footage)
	1820 sq”				
Computer & Networking 
(in dollars)	$25,000				
Research/instructional/office Equipment
(in dollars)	$3,000				
Support Staff
(FTE’s & dollars)
	$12,340				
Supplies 
(in dollars)
	$9,000				
Travel
(in dollars)
	$5,000				

ATTACHMENT 126/6
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY FACULTY AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to amend Article III and IV of the UAF Faculty Senate Constitution as follows:  

[[   ]] - Deletions
CAPS - Additions

ARTICLE III - Membership 

Sec. 1  The Senate shall be constituted according to the provisions specified in the bylaws.  

Sec. 2  Voting members of the Senate must either hold academic rank with full-time continuing appointment at the University of Alaska Fairbanks or hold special academic rank with title preceded by "research" or "term".

Sec. 3  Senate members shall be elected from and by the faculty of their respective units, as set forth in the bylaws, to two-year terms which shall be staggered to ensure continuity.  

Sec. 4  The terms of the newly elected and appointed members shall commence at the beginning of "New Business" of the last regularly scheduled Senate meeting of the academic year.  

Sec. 5  Any ELECTED OFFICER OR voting member of the Senate may be recalled according to the provisions of the by-laws.

Sec. 6  Non-voting members of the Senate shall have voting privileges on any Senate committee on which they serve. 

ARTICLE IV - Officers

Sect. 1  The two officers of the Senate shall be the President and the President-Elect.

Sect. 2  The President and President-Elect shall be elected by the 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.  

Sect. 3  The President-Elect, after serving for one year in this position, subject to Sections 4, [[ and]] 5, AND 6,  will automatically become President for one year.

Sect. 4  The term of the President may be extended for one additional year by a two-thirds majority vote of the entire voting membership of the Senate. The vote will be by secret ballot and, if passed, the term of the President and the current President-Elect will be extended for no more than one additional year.

Sect. 5  If for any reason the President should relinquish or be recalled from office, the President-Elect will automatically and immediately assume the Presidency.  The Senate shall elect a Vice President to fill out the remainder of the year at which time a new election for President-Elect will be held [[as outlined in ARTICLE III, Section 6]].  The previously elevated President-Elect will complete the next academic year as President.

SECT. 6  IF FOR ANY REASON THE PRESIDENT-ELECT SHOULD RELINQUISH OR BE RECALLED FROM OFFICE, THE SENATE SHALL ELECT A PRESIDENT-ELECT TO FILL OUT THE REMAINDER OF THE YEAR AT WHICH TIME A NEW ELECTION FOR PRESIDENT-ELECT WILL BE HELD.  

SECT. 7  The terms of the newly elected President and President-Elect shall commence 	at the beginning of "New Business" of the last regularly scheduled Senate 	meeting of the academic year.

	EFFECTIVE:  	Immediate, Upon Chancellor Approval

RATIONALE:  	To preserve Faculty Senate's integrity and to assure that the members and/or officers of the Senate are held at highest professional, academic, and ethical standards.

ATTACHMENT 126/7
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY FACULTY AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to recommend the amendment of Regents' Policy 04.04.040 A.1.e.(1) as follows:  

[[   ]]  -  Deletions
CAPS - Additions

REGENTS POLICY P04.04.040.A.1.e.(1)

Appointment							P04.04.040

e.	Appointments of distinction for faculty. 

(1)	Distinguished [[and University]] Professors.  Tenured appointment as Distinguished [[Teaching]] Professor [[Distinguished Research Professor, Distinguished Service Professor or University Professor]] may be made by the President, SUBJECT TO A PROCESS OF REVIEW AND RECOMMENDATION ESTABLISHED BY THE CHANCELLOR OF THE MAJOR ADMINISTRATIVE UNIT (I.E., UAA, UAF, UAS) IN WHICH THE FACULTY MEMBER HOLDS TENURE.

EFFECTIVE:  	Immediately, Upon BOR Approval

RATIONALE:  	In line with common practice, the title is being changed to Distinguished Professor.  The addition of the process of review and recommendation is to bring it in accord with usual university practice in the matter of faculty appointments.

ATTACHMENT 126/8
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY UNIT CRITERIA

MOTION:
======

The UAF Faculty Senate moves to amend the UAF Regulations for the Appointment and Evaluation of Faculty (“Blue Book”) Section IV.B.5.d, paragraph 2 as follows:

[[  ]] = Deletions
CAPS = Additions

d.	Constitution and Operation of the University-wide [[Promotion and Tenure]] REVIEW CommitteeS.  
For the purpose of 4th year comprehensive and diagnostic review [[, and post-tenure review]] of members of the United Academics – AAUP/AFT bargaining unit, the Faculty Senate will present a list of names of seven (7) faculty members to the provost who will select the committee or committees. Each unit peer review committee may nominate one of its members to serve. The list [[will]] MAY be determined from those nominees by vote of all faculty who serve on unit peer review committees. Faculty shall remain on the list for a term of two years with the terms being staggered. No more than one faculty member on the list can be a member of any specific peer review committee. 

FOR THE PURPOSE OF POST-TENURE REVIEW OF MEMBERS OF THE UNITED ACADEMICS – AAUP/AFT BARGAINING UNIT, THE FACULTY SENATE WILL PRESENT A LIST OF NAMES OF SEVEN (7) FACULTY MEMBERS TO THE PROVOST WHO WILL SELECT THE COMMITTEE OR COMMITTEES. EACH UNIT PEER REVIEW COMMITTEE MAY NOMINATE ONE OF ITS MEMBERS TO SERVE. THE LIST MAY BE DETERMINED FROM THOSE NOMINEES BY VOTE OF ALL FACULTY WHO SERVE ON UNIT PEER REVIEW COMMITTEES. FACULTY SHALL REMAIN ON THE LIST FOR A TERM OF TWO YEARS WITH THE TERMS BEING STAGGERED. NO MORE THAN ONE FACULTY MEMBER ON THE LIST CAN BE A MEMBER OF ANY SPECIFIC PEER REVIEW COMMITTEE. A faculty member shall not serve as a member of the university-wide committee reviewing post-tenure files in the year in which s/he is undergoing post-tenure review.

EFFECTIVE: 		Immediately
		Upon Chancellor Approval

RATIONALE:  	This amendment provides for separate university-wide review committees for 4th-year and post-tenure review.  The amendment affects the UNAC review process only.  Currently, files for 4th-year and post-tenure review are handled by a single committee. (Promotion and tenure files are already handled by a separate committee.) Given the increasing number of 4th-year and post-tenure review files, the workload is becoming too large for a single committee to handle effectively.

ATTACHMENT 126/9
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY UNIT CRITERIA

MOTION:
======

The UAF Faculty Senate moves to approve the Unit Criteria for the Marine Advisory Program (MAP). 

	EFFECTIVE:  	Immediately
				Upon Chancellor Approval

	RATIONALE:  	The committee assessed the unit criteria 
		submitted by the School of Fisheries and Ocean Sciences, 
Marine Advisory Program (MAP).  With some changes, 
agreed upon by the school representative the unit criteria were found to be consistent with UAF guidelines.

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

UAF REGULATIONS FOR THE EVALUATION OF FACULTY:
INITIAL APPOINTMENT, ANNUAL REVIEW, REAPPOINTMENT,
PROMOTION, TENURE, AND SABBATICAL LEAVE
AND
MARINE ADVISORY PROGRAM (MAP) UNIT CRITERIA
STANDARDS AND INDICES

The following is an adaptation of UAF and Board of Regents (BOR) criteria for promotion and tenure, specifically developed for use in evaluating faculty in the Marine Advisory Program (MAP). Items in boldface are those specifically added or emphasized because of their relevance to MAP faculty, and because they are additions and clarifications to 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 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 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 or schools and colleges, and directors when appropriate, in conjunction with the  faculty in a unit shall establish 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.

IN ACCORDANCE WITH THE BOR POLICY ON PROMOTION AND TENURE, MAP AGENTS AND SPECIALISTS GENERALLY HAVE BIPARTITE APPOINTMENTS. BIPARTITE RESPONSIBILITIES ARE TO BE CLEARLY STATED AT THE TIME OF HIRE AND CAN BE ANY COMBINATION OF TWO OF THE THREE TRIPARTITE MISSIONS, I.E., TEACHING, RESEARCH, OR SERVICE. A MAP FACULTY MEMBER CAN REQUEST A TRIPARTITE APPOINTMENT IN THEIR EMPLOYMENT CONTRACT IF SUCH A STATUS IS CONSISTENT WITH THE GOALS OF THE MARINE ADVISORY PROGRAM. 

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.

MAP faculty members are designated at the time of hiring as either agents or specialists, and workloads and evaluations are to be based on which of those two assignments the individual holds.  A MAP faculty member may be granted a change of assignment based on his/her request and the needs of the program.

CHAPTER III

Periodic Evaluation of Faculty

1.	General Criteria

Criteria outlined in “UAF Faculty Appointment and Evaluation Policies,” Chapter IV, AND MAP 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.

MAP FACULTY MAY PARTICIPATE IN FORMAL TEACHING WHEN THE OPPORTUNITY ARISES, HOWEVER, STANDARD ACADEMIC TEACHING IS NOT A COMMON FORM OF INFORMATION DELIVERY BY THE MARINE ADVISORY PROGRAM.  INSTRUCTION MAY INCLUDE COMMUNITY-BASED OR DISTANCE-DELIVERED NONCREDIT AND/OR CREDIT COURSES, WORKSHOPS, SEMINARS, TRAININGS AND PUBLIC PRESENTATIONS TO ADULTS OR K-12 STUDENTS.  INSTRUCTIONAL ACTIVITIES PRIMARILY DELIVER INFORMATION RELEVANT TO COMMUNITY NEEDS.  

DEVELOPMENT AND PREPARATION OF INSTRUCTIONAL MATERIALS SUCH AS WORKSHOP OUTLINES, TRAINING SYLLABUSES OR LESSON PLANS, HANDOUTS, SLIDE PRESENTATIONS, DISPLAYS, LECTURE MATERIALS ETC. ARE ALSO COMPONENTS OF MAP TEACHING ACTIVITIES.  EDUCATIONAL VIDEOS AND/OR OTHER MEDIA PRODUCED FOR PUBLIC EDUCATION ARE ALSO INCLUDED.

Marine Advisory Program agents usually function as generalists by contributing breadth and diversity in their teaching efforts.  Rurally located agents usually respond to requests to develop and/or teach discrete sessions, workshops, or short-term courses on subjects not available to rural Alaska.  

SPECIALISTS HAVE A DEPTH OF TOPICAL KNOWLEDGE AND PRIMARILY FOCUS ON TEACHING TECHNICAL INFORMATION IN THEIR SPECIALTY AREA TO CLIENTELE. 

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 WILL DEMONSTRATE SOME, BUT NOT NECESSARILY ALL, OF THE FOLLOWING CHARACTERISTICS IN AN INDIVIDUAL YEAR.

MAP EDUCATION DIFFERS FROM RESIDENT EDUCATION IN THAT THE INSTRUCTION IS DESIGNED TO DELIVER INFORMATION RELEVANT TO SPECIFIC CLIENTELE AND PUBLIC NEEDS. 

Effective teaching must enable the learner to gain knowledge and /or skills that can result in changes to attitudes/behavior. 

EFFECTIVE TEACHERS:

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

b.	express positive regard for students, BECOME FAMILIAR WITH THEIR PUBLIC, develop good rapport with students AND CLIENTELE, show interest/enthusiasm for the subject;

c.	emphasize and encourage student participation, ask questions, frequently monitor student AND CLIENTELE participation for student learning and teacher effectiveness, are sensitive to student and clientele 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.

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,

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

d.	peer/ department chair evaluation of course materials.

EVALUATION OF TEACHING FOR MAP FACULTY:

SYSTEMATIC UNIVERSITY APPROVED STUDENT EVALUATIONS ARE NOT USUALLY AVAILABLE OR APPROPRIATELY DESIGNED TO EVALUATE MAP TEACHING ACTIVITIES.  IN ADDITION, INSTRUCTION BY MAP FACULTY IS OFTEN CONDUCTED IN RURAL LOCATIONS WHERE EVALUATION BY PEERS OR DEPARTMENT CHAIR IS NOT AVAILABLE.  HOWEVER, A MEANS OF EVALUATION APPROPRIATE TO THE INSTRUCTIONAL CONTENT SHOULD BE ADMINISTERED BY THE PRINCIPAL INSTRUCTOR WHENEVER POSSIBLE.

ADDITIONAL INDICES FOR DOCUMENTING EFFECTIVE TEACHING FOR MAP FACULTY MAY INCLUDE:

A.	EVIDENCE THAT TEACHING ADDRESSES CLIENT-CENTERED NEEDS, AS EXPRESSED BY REQUESTS FOR COURSES AND BY CLIENT/STUDENT PARTICIPATION IN THOSE COURSES;

B.	EVIDENCE THAT THE TEACHING IS MEETING SPECIFIC, QUANTIFIABLE INSTRUCTIONAL OBJECTIVES;

C.	DEMONSTRATION OF CHANGES IN KNOWLEDGE, SKILLS AND/OR ATTITUDES/BEHAVIOR RESULTING FROM MAP INFORMATION TRANSFER;

D.	CLIENTELE EVALUATIONS OF BOTH THE PROGRAM AND THE INSTRUCTOR;

E.	TESTIMONIALS AND/OR REPEATED INVITATIONS TO TEACH;

F.	DOCUMENTATION OF CONTACT HOURS WITH CLIENTELE AS AN ASSESSMENT OF RESPONSE EFFORT;

G.	EVIDENCE OF CREATIVITY AND SUCCESS IN DISTANCE DELIVERY OF EDUCATIONAL PROGRAMMING; AND
.
H.	EVIDENCE OF CREATIVITY IN MATERIAL DEVELOPMENT OR OUTREACH MECHANISMS.

In addition to the indices of effective teaching, additional criteria that qualify a MAP faculty for promotion to the rank of Professor may include:

1. DEVELOPMENT AND/OR ADAPTATION OF NEW METHODS AND APPROACHES IN THE DISCIPLINE, SUCH AS:

A. Creative use of media and/or distance- delivery methods of instruction which extends the bounds of the discipline and improves educational outreach;

B.	NEW CURRICULUM OR PROGRAM DEVELOPMENT THAT IMPROVES THE INFORMATION TRANSFER IN THE FACULTY MEMBER’S AREA OF EXPERTISE;

2.	REGIONAL, NATIONAL AND/OR INTERNATIONAL RECOGNITION AS AN EXPERT AS ILLUSTRATED THROUGH INVITATIONS TO AND PRESENTATIONS AT CONFERENCES, MEETINGS, WORKSHOPS, AND TRAININGS;

3.	RECEIPT OF STATE OR NATIONAL AWARDS IN RECOGNITION OF OUTSTANDING TEACHING;

4.	CLIENTELE/STUDENT REVIEWS AND/OR EVALUATIONS THAT SHOW CONTINUED QUALITY PERFORMANCE AS A TEACHER; AND

5.	RECOGNITION THROUGH INVITATIONAL TEACHING OPPORTUNITIES.

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 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.

MANY MAP FACULTY HAVE LIMITED OPPORTUNITIES TO CONDUCT TRADITIONAL RESEARCH AND LIMITED OR NO ACCESS TO LABORATORIES AND GRADUATE STUDENTS. 

FOR MAP FACULTY, RESEARCH, SCHOLARLY, AND CREATIVE ACTIVITIES MAY CONSIST OF:

1.	APPLIED RESEARCH DESIGNED TO ADDRESS SPECIFIC CLIENT NEEDS;

2.	PRODUCTION OF PEER REVIEWED INFORMATIONAL MEDIA; AND

3.	PUBLICATION OF PEER REVIEWED PUBLICATIONS.

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:

1.	They must occur in a public forum.

2.	They must be evaluated by appropriate peers.

3.	They must be evaluated by peers external to this institution so as to allow an objective judgment.

4.	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 works at galleries, selection for these exhibitions being based on rigorous review and approval by peers, juries, recognized artists, or critics.

E.	Performance 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 AND MAP OR SEA GRANT PUBLICATIONS.

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.

N.	NEW AND UNIQUE ADAPTATIONS OF EXISTING RESEARCH-BASED TECHNOLOGY OR KNOWLEDGE IN ORDER TO SOLVE PROBLEMS RELEVANT TO ALASKA.

EXCELLENCE IN THE AREAS OF RESEARCH OR SCHOLARLY ACTIVITY BY MAP FACULTY WHICH QUALIFIES HIM/HER FOR PROMOTION TO PROFESSOR MAY INCLUDE:

1.	AUTHORSHIP OF A PEER-REVIEWED BOOK OR MAJOR REFERENCE IN THE FACULTY MEMBER'S AREA OF SCHOLARLY ACTIVITY;

2.	RECEIPT OF A NATIONAL RESEARCH FELLOWSHIP;

3.	CONTINUOUS PERFORMANCE IN RESEARCH WITH A CORRESPONDING PUBLICATION RECORD; AND

4.	INTRODUCTION OF A NEW TECHNOLOGY, PRODUCT, OR IDEA WHICH DEMONSTRABLY IMPROVES THE QUALITY OF LIFE FOR ALASKANS, AND IS A CLEAR RESULT OF A MAP FACULTY MEMBER'S ACTIVITY.

D. Criteria for Public and University Service

Public service is intrinsic to the land grant/sea grant/space grant tradition, and is 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 assume a collegial obligation for the internal functioning of the institution; such service is identified as "university service."

FOR MAP FACULTY, A SIGNIFICANT PORTION OF EACH WORKLOAD WILL CONSIST OF SERVICE. IN GENERAL, THIS WILL BE HIGHER THAN THAT FOUND IN TRADITIONAL FACULTY WORKLOADS AND REFLECT THE COMMUNITY OR SPECIFIC CLIENT NEEDS APPROACH OF MARINE ADVISORY PROGRAM EDUCATIONAL ACTIVITIES.  

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 that 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 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 CONSTITUENCY ORGANIZATIONS.
f.	Active participation in discipline-oriented service organizations.
g.	Consulting IN THE FACULTY MEMBER'S AREA OF EXPERTISE AND THE DISCIPLINE CONSISTENT WITH THE OBLIGATION FOR PUBLIC SERVICE.
h.	Prizes and awards for excellence in public service.
i.	Leadership of or presentations at workshops, conferences, or public meetings.
j.	Training and facilitating.
k.	Radio and TV programs, newspaper or trade journal articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media.
l.	Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions.
m.	PARTICIPATION IN K-12 EDUCATIONAL PROGRAMS
n.	ASSESSING THE RESEARCH NEEDS OF CLIENTELE AND COMMUNICATING THOSE NEEDS TO THE RESEARCH COMMUNITY.
o.	DEVELOPING AND MANAGING EFFECTIVE COMMUNITY AND AGENCY PARTNERSHIPS WHICH EXTEND MAP RESOURCES AND/ OR DEVELOP LEADERSHIP SKILLS.
p.	REPRESENTING AND ANSWERING QUESTIONS AT PUBLIC EVENTS.
q.	SITE VISITS FOR PROBLEMS SOLVING AND CONSULTATION
o.	RAPIDLY RESPONDING TO URGENT CLIENT NEEDS IN A TIMELY, FLEXIBLE, AND APPROPRIATE MANNER. 
p.	OTHER SERVICE ACTIVITIES CONSISTENT WITH THE SCHOOL OF FISHERIES AND OCEANS SCIENCES TO CONTRIBUTE TO ALASKA’S COASTAL ECONOMY.

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, 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, OR PROGRAM.
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.

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 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, INVITATIONS TO PARTICIPATE AT CLIENTELE MEETINGS, CONFERENCES, AND WORKSHOPS, and other public means of recognition for services rendered.

INDICES FOR PUBLIC AND UNIVERSITY SERVICE

In addition to university regulations on the evaluation of public service, the following activities further exemplify public service indices for MAP faculty:

A.	DOCUMENTATION OF THE QUALITY AND DISTRIBUTION OF PUBLISHING POPULAR PRESS ARTICLES AND NEWSLETTERS;

B.	PRESENTATION OF APPLIED RESEARCH RESULTS TO USER GROUPS SUCH AS PUBLIC AGENCIES, GOVERNMENTAL BODIES, PRIVATE BUSINESSES, CONSTITUENT GROUPS, AND LAY PUBLIC, BOTH IN PUBLISHED AND ORAL FORMS;

C.	QUALITY AND DISTRIBUTION OF MEDIA PRESENTATIONS AND PUBLIC INTERVIEWS, E.G., TV, RADIO, FILM, NEWSPAPERS AND VIDEOTAPES;

D.	EVIDENCE OF RESPONSE TO NEW KNOWLEDGE AND DEVELOPMENTS IN THE DISCIPLINE BY RAPIDLY RAISING PUBLIC UNDERSTANDING AND AWARENESS THROUGH AVAILABLE EDUCATIONAL MEDIA AND METHODS;

E.	RESULTS OF INDIVIDUAL CONSULTATIONS;

F.	ROLE AND EFFORT INVOLVED IN THE DEVELOPMENT AND PLANNING OF CONFERENCES AND WORKSHOPS;

WRITING AND DISTRIBUTION OF MAP, SCHOOL OF FISHERIES AND OCEAN SCIENCES, AND SEA GRANT PUBLICATIONS; 

DOCUMENTATION OF SERVICE ACTIVITIES CONDUCTED ON A CONTINUING BASIS;

TESTIMONIALS DEMONSTRATING EFFECTIVENESS OF SERVICE ACTIVITIES OR OTHER DOCUMENTATION WHICH DEMONSTRATES THE IMPACTS OF MAP FACULTY’S PUBLIC SERVICE; 

DOCUMENTATION OF PUBLIC NEEDS AND RESPONSE;

APPROPRIATENESS OF THE RESPONSE EFFORT TOWARD URGENT CLIENTELE ISSUES;

DEVELOPMENT AND MAINTENANCE OF PARTNERSHIP RELATIONSHIPS; AND

COMMITTEE APPOINTMENTS AND ANY LEADERSHIP ROLE IN COMMITTEE ASSIGNMENTS.

EVIDENCE OF LEADERSHIP IN SERVICE  WHICH QUALIFIES A MAP FACULTY MEMBER FOR PROMOTION TO PROFESSOR MAY INCLUDE, BUT IS NOT LIMITED TO:

1.	INVITATION TO SERVE ON NATIONAL OR INTERNATIONAL BOARDS, REVIEW COMMITTEES, AWARD COMMISSIONS OR SCHOLARSHIP COMMISSIONS;

2.	APPOINTMENT OR ELECTION TO A LEADERSHIP POSITION ON LOCAL, STATE, NATIONAL, AND INTERNATIONAL PUBLIC SERVICE COMMITTEES OR ORGANIZATIONS;

3.	NATIONAL LEADERSHIP IN A PROFESSIONAL ORGANIZATION;

4.	RECOGNITION THROUGH INVITATIONAL SPEAKING ENGAGEMENTS ON TOPICS WHICH CONSTITUTE PUBLIC SERVICE;

5.	EVIDENCE OF EFFECTIVE APPLICATION OF PROFESSIONAL EXPERTISE TO PROFESSIONAL OR PUBLIC PROCESSES AND ORGANIZATIONS;

6.	SERVICE AS COMMITTEE CHAIR. SESSION ORGANIZER, OR OFFICER OF PROFESSIONAL ORGANIZATIONS;

7.	EVIDENCE OF IMPORTANT CONTRIBUTIONS TO THE DEVELOPMENT OF SCHOOL, DEPARTMENTAL, AND/OR UNIVERSITY PROGRAMS;

8.	RECOGNITION THROUGH RECEIPT OF PUBLIC SERVICE AWARDS, OR AWARDS FOR SERVICE TO THE UNIVERSITY;

9.	RECEIPT OF A NATIONAL ASSOCIATION, GOVERNMENT, OR PROFESSIONAL SOCIETY SERVICE AWARD; AND

10.	PARTICIPATION IN A VOLUNTARY MENTORING RELATIONSHIP WITH JUNIOR FACULTY TO FACILITATE THEIR PROGRESS TOWARD PROMOTION AND TENURE.

Revised August 2004

ATTACHMENT 126/10
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE

MOTION:
======

The UAF Faculty Senate moves to approve the deletion of the E.M. (Engineer of Mines) degree.  

	EFFECTIVE:  	Fall 2005 and/or
		Upon Board of Regents' Approval.

	RATIONALE: 	See full program proposal #16 from 
		the Fall 2004 review cycle on file in the 
		Governance Office, 312 Signers' Hall.

The program has not had any enrollment and graduates since 1987.  At the last program review in 2002, the review committee recommended the removal of this degree program.  

ATTACHMENT 126/11
UAF Faculty Senate #125
December 13, 2004
SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE

MOTION:  
======

The UAF Faculty Senate moves to amend the policy on Special or Reserved Numbers (p. 206, 2004-2005 UAF catalog), and the class schedule as follows:  

[[   ]] - Deletions
CAPS - Additions

Special or Reserved Numbers
Courses identified with numbers ending in -92 are seminars; ending in -93 are special topics courses; -94 TRIAL courses; -95 special topics summer session courses, offered only during the summer; -97 indicates individual study; -98 NON-THESIS [[individual]] research/PROJECT; and -99, thesis/DISSERTATION.  

Changes to the class schedule: 

Courses with the -698 designator would be renamed NON-THESIS RESEARCH/ PROJECT.  

Courses with the -699 designator would be renamed THESIS/DISSERTATION

EFFECTIVE:  	Fall 2005

RATIONALE:  	The term "individual research" is confusing:  the -98 designator is intended for projects or other non-thesis research, but students often sign up under this course number instead of under the -99 designator when conducting thesis research.  To change the credits requires additional paperwork for the graduate committee chair, department chair, and dean of the college and graduate school.  Inserting the phrase "non-thesis" will make it clear that this is not the appropriate course number for thesis research.  

ATTACHMENT 126/12
UAF Faculty Senate #125
December 13, 2004

Curricular Affairs Committee         MINUTES
Monday, November  15th  2-3 p.m,  NSF Runcorn Room

Present: Steve Cysewski, Yuri Shur, Tim Stickel, Gayle Gregory, Wanda Martin, Mike Earnest, Joseph Thompson, Rainer Newberry, guests Pete Pinney and Tina Christopher

1.  Motion to approve new program: Certificate in Medical Assisting. 

MOTION UNANIMOUSLY PASSED

2.  Recreation courses & what to do about them.  The problem stems from the fact that different courses are given the same course number.  The obvious solution is to give different courses different numbers, but to also indicate that what distinguishes one course from another is the course title, not the course number?  How exactly do we deal with this problem on both the short & long-term ?

Long discussion ensued, mostly Rainer taking a Prussian (almost Nazi) perspective and exhausting and (or) annoying most of the participants.  TVC reps badgered into accepting the position that each course should have a unique course number, including a letter.

3.  Tim S. THE HERO!  For quickly compiling and distributing data regarding faculty that don’t file freshman grade reports.  Discussions of the best strategies for dealing with this problem ensued.    TVC stands out as grossly lower than other UAF units.  The question arose: are faculty even required to fill out freshman mid-term grades????  No one knew for sure.  Rainer agreed to check with Sheri (font of all knowledge) and report back at next meeting.

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

Curricular Affairs Committee         MINUTES
Monday, November  29th  2-3 p.m,  NSF Runcorn Room

Present: Carol Barnhardt, Steve Cysewski, Katrin Iken, Jeannette Smith, Yuri Shur, Tim Stickel, Gayle Gregory, Wanda Martin, Mike Earnest, Joseph Thompson, Rainer Newberry

1.  Motion on recommendations pertaining to Mandatory Placement, Testing, and Advising, brought forward by the UAF Department of Mathematical Sciences and the Department of Developmental Education.  

Discussion of this motion indicated there were ambiguities and that neither the testing nor Banner checking were in place.  Wanda agreed to take this back to the DE & Math departments for clarification and impact statements and to present the revised motion at the next meeting.

2.  MOTION to amend the BBA.  PASSED UNANIMOUSLY

3. MOTION to approve a Certificate in Instrumentation Technology.  PASSED UNANIMOUSLY

4.  Continuing Discussion: Freshman mid-semester grades.
As best we can tell, there is no legislation saying faculty are supposed to do ‘em.  Nor is there any legislation saying that it needs to be included in the syllabus
    Discussion ensued, everyone agreed that legislation was a good idea, Wanda & Steve C. agreed to draft such legislation and present it at the next meeting

5.  Report from Curriculum Review committee chairperson:   Most serious problem:   Adding S & H designators to existing & new courses.  The rules state:
Courses are designated Social Science according to the following criteria:
a. Courses may be classified appropriately as Social Science if they exclusively address one or more of the following areas of study:
--Models or theories of social phenomena. 
--Social processes and institutions. 
--The social framework of human existence.
--The activities of the individual as a member of a group.
b. Excludes courses whose primary focus is on research skills or techniques, practicum experience, or professional or vocational skill development.

DISCUSSION:  The current rules are ambiguous in that virtually any course can be squeezed into the  4 criteria listed in (a).  With respect to part (b), the question comes down to 'what  constitutes primary focus?'  (simple majority? plurality? overwhelming majority?)  All this would be of semantic interest only, except for our concern that approving these courses for 's' designator would make virtually any course eligible for 's' designator.    In essence, the rules are sufficiently ambiguous that there aren't clear grounds for denying most courses 's' designators.   We discussed a bit:  'well, what's the intent of the requirement?' which was unclear since none of us were on the committee that wrote the language. 
Some possible solutions suggested:
(1) Revert to making all requests for 's' designators go through CLA. 
(2) Making the requirements for an 's' designator more explicit. 
(3) Declaring all UAF courses in TVC 's' courses (the next logical step..) 
(4) Having some special committee go through the catalog and designate additional 's' courses, avoiding the current piecemeal approach. 

In view of this situation, the COMMITTEE UNANIMOUSLY agreed to ASK Phyllis Morrow (dean of CLA) to:  APPOINT A COMMITTEE TO LOOK INTO THE BEST WAY TO DEAL WITH 's' designators on courses.  Jeannette Smith asked to serve on this committee, as a liaison with the Curricular Affairs Committee.  Rainer agreed to approach Phyllis and indicate her reply at the next meeting.

Adjourned at 3:05pm.

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

Curricular Affairs Committee         Minutes
Monday, December 6th  2-3:15 p.m     NSF Runcorn Room

Present: Carol Barnhardt, Steve Cysewski, Katrin Iken, Jeannette Smith, Yuri Shur, Tim Stickel, Gayle Gregory, Wanda Martin, Mike Earnest, Rainer Newberry

1. Motion to approve a Certificate in Safety, Health, and Environmental Awareness Technology

passed unanimously

2. Motion to approve a Certificate and A.A.S. in Construction Trades Technology, 
Questions were raised concerning the administration of the program.  As the answers were not clearly present in the paperwork, Carol B. & Steve C. were delegated to (a) put together a set of questions to inflict on Ron I. and (b) get Ron to insert into the paperwork as required.  Report back next meeting to presumably get it wrapped up. 

3. Revised Math/DE motion

MOTION:  Students without appropriate standardized test scores (ACT/SAT/COMPASS/ASSET), advanced placement credits, transfer credits, or prerequisite coursework must have UAF-approved placement test scores prior to registering for developmental and lower-division courses in mathematics. Prerequisite courses and/or placement exams must be taken within one calendar year of commencement of the course.

Motion was withdrawn shortly before the meeting.  Discussion of problems with the various pieces: at the moment at best 9 students could take Compass at a time, no more than 8 per day.  (1) How to get more testing possible especially at fall registration (2) what testing to use for Math 200/201/202?
General discussion of the idea behind RECENTLY taking prereq course and especially grade of ‘C’ or better for prereq course.  The committee agreed to formalize (next meeting) and present to the Faculty Senate something along the lines of:
  ‘In order to enroll in a course a student must either earn a grade of ‘C’ or better in all prerequisite courses or secure the permission of the instructor.’

4.  Freshman mid-semester grades.  Motion crafted by Wanda & Steve C. was modified slightly to read:
MOTION:       The UAF Faculty Senate moves to enhance the Freshmen Progress Reports system to include the following:
       All faculty and instructors teaching 100- and 200-level classes must submit a progress report for all freshmen indicating the grade being earned by the fifth week of the semester.
       All new courses that permit freshmen enrollment must explicitly include the method(s) used to determine freshman mid-semester grades in the syllabus.  The freshmen reporting requirement will be evaluated as part of the curriculum review process.
EFFECTIVE:  Fall 2005
RATIONALE:
Freshmen Progress Reports are a crucial part of our student retention plan. UAF is committed to the success of its students by providing an environment conducive to teaching and learning.  The Freshmen Progress Report system (formerly Low Grade Report) was intended to serve as a retention tool to improve students’ persistence and promote survival skills.  It is based on a model that the faculty will be proactive, supportive and involved in facilitating the academic components of student retention.  Faculty awareness of potential student problems constitutes the foundation of this retention program by assisting with the early detection and intervention of students who are doing poorly in class, chronically absent from class (if attendance is an integral part of the learning process), or experiencing other kinds of problems that affect academic performance. 
As L. Noel stated in Increasing Student Retention (1985), “It is the people who come face-to-face with students on a regular basis who provide the positive growth experiences for students that enable them to identify their goals and talents and learn how to put them to use. The caring attitude of college personnel is viewed as the most potent retention force on a campus (p. 17).” 
To augment this important function, incorporating the grading policy and time frame in the syllabus will indicate to students the commitment faculty and instructors have to the success and persistence of UAF students.
THIS MOTION WAS UNANIMOUSLY APPROVED 

5.   Report RE ‘s’ designators: Phyllis Morrow agreed to put together a select committee to examine the problem and make recommendations to this committee.

6.     Suggested Catalog Statement RE minors  (presented to the committee by Gayle G.)
MINORS
A minor is a component of a baccalaureate degree.  The Bachelor of Arts (B.A.) and the Bachelor of Arts and Sciences (B.A.S.) degrees require a minor while a minor is optional for the Bachelor of Science and Batchelor of Business Administration degrees.  You must satisfactorily complete the requirements for a minor before your will be awarded.    

A minor from UAF will consist of a minimum of 15 credits of which at least 3 of those credits must be earned at UAF.  A cumulative GPA of at least 2.00 (C) must be earned in the minor.  Students must follow minor requirements from the same catalog used for the baccalaureate program.  An Associate of Applied Science (A.A.S.) degree earned at any regionally accredited college or university may be used to meet requirements for a minor. 

Departmental requirements for minors may exceed the 15 credit minimum.  Refer to the specific requirements listed in the Baccalaureate Degree Program section.  A listing of minors and UAF Associate of Applied Science degrees available for the B.A. degree may be found on page….

7.  NEXT MEETING:  Same time & place, Monday, 31 Jan 2005.

ATTACHMENT 126/13
UAF Faculty Senate #125
December 13, 2004

FACULTY AFFAIRS COMMITTEE REPORT

Thursday, 11 November 04
Duckering 535 Conference Room, 10am-11.30am

Committee Members Present:
Sine Anahita, CLA, Karen Erickson, CLA, Jon Genetti, CNSM, Shirish Patil, CEM, Anupma Prakash, CNSM, Craig Wisen, SOM, Mingchu Zhang, SNRAS

Committee Members Absent
Scott Bailey, CNSM, Joan Leguard, CLA, Michele He’bert, CES, Denis Wiesenberg, SFOS (Ex-Officio)

Agenda Items:

1.	Policy on Distinguished Faculty 

Discussion complete and motion drafted for Administrative committee meeting (December 3, 2004, see attached)

2.	Faculty Rights and Responsibilities in Classroom (National Student Movement)

Re:	Proposed language in anticipation of another request from Students for Academic Freedom’s call for the University to adopt the “Faculty Rights and Responsibilities” portion of the Academic Bill of Rights

The Faculty Affairs Committee reaffirms that the rights and responsibilities of UAF faculty are adequately outlined by several pre-existing documents, including:
•	the individual contracts agreed to by individual faculty members and the University
•	collective bargaining agreements that ACCFT and UNAC hold with the University, and which outline faculty rights, responsibility, and academic freedom
•	AAUP statements on academic freedom and faculty rights and responsibilities
•	University policy statements on faculty academic freedom, and faculty rights and responsibilities

3.	Constitution/Bylaw Change re: Elections & Membership

FA reviewed the FS Constitution and Bylaws and is proposing two separate motions to amend the Constitution and Bylaws to maintain FS integrity and ethical and professional standards by which the Officers and members of the senate will be expected to abide by.

4.	SAC proposals: revision of UA P10.06.01 as well as P10.05.03 and corresponding Regulation.

FA will continue to discuss revision of UA P10.06.01 as well as P10.05.03 in next meeting. Current analysis of SAC proposed revision reveals some concerns as outlined below:

FA is still reviewing the SAC proposed revisions of UA P10.06.01 as well as P10.05.03 and corresponding Regulation. In P10.05, there may be a lack of clarity about the process of establishing residence eligibility in 10.05.04 C & D.  The last
sentence regarding residence requirements for WWAMI says that the applicant will bear the burden of proving that the residence eligibility requirement is met.  But the sentence before that says the determination will be made by [the Committee].  At any rate, in section D, a process of appeal is established (in the case of an adverse ruling from, we assume, section C?). Is it necessary to include the sentence at the end of section C regarding the applicant's "burden of proving" that he/she has met residence eligibility? The burden of proof would presumably enter into the appeal by the applicant provided for in section D.  FA thinks it is unnecessary to talk about the burden of proof in section C, and somewhat confusing.
As for P10 06. There must be some guidelines about assessment or at least reference to another document that contains such guidelines. As is, there may be a wide range of interpretations regarding what constitutes an assessment. Maybe this is desired, but it seems like it could lead to poor results.

Submitted by:
Shirish Patil 

ATTACHMENT 126/14
UAF Faculty Senate #125
December 13, 2004

Committee on the Status of Women Minutes

17 November 2004

PRESENT:  Carol Gold, Cindy Hardy, David Koester, Charlie Basham, Uma Blatt, Jane Weber, Anne-Marie Poole, Lynette Washington.

The committee continued work on the survey to be sent to all UAF faculty in early Spring 2005.

Next meeting is December 1, 2004; 2:15-3:15; Chancellor's Conference Room.

-----------------------

1 December 2004

PRESENT: Carol Gold, Jane Weber, Uma Bhatt, David Koester, Anne Marie Poole, Denise Thorson, Cindy Hardy, Lynette Washington, Qwynten Richards

The group worked through the language and text of the survey.

  Some points worth noting that are not directly on the latest version of the survey:
- Questions 13,14 & 15 ask for too much detail and if people have to refer to their activities report they will be turned off. So simplify these questions to 2 bullets, or 3 at the most.
- Add question at the end of the survey (or elsewhere) asking: 
Typically how many hours do you work each week?'
- Question 24:  have one line for answers that refer to male and one for female. This will not apply for some of the questions in this grouping, but those other sub-questions in 24 should be grouped together on the bottom half of the question listing.

Next meeting is Thursday Dec 9th at 2:30 p.m.; Student Affairs Conference Room - 513 Gruening.

ATTACHMENT 126/15
UAF Faculty Senate #125
December 13, 2004

The Faculty Appeals and Oversight Committee met on Thursday Dec. 2.

The FAOC is evaluating three administrators.  The first step in the process is a survey of faculty in the appropriate units.  Two of these surveys are underway and results are coming in.  The third will be sent out shortly.  The Governance office is compiling the results of the survey.  After the evaluation process is complete, the results of the survey (but NOT individual responses) will be made available in the governance office.

Larry Duffy is currently serving on a grade appeal and suggested that the committee look at the process to see if it needs to be improved or streamlined.  He pointed out that these tend to drag on because of the scheduling conflicts caused by large committees.

We discussed the possibility of the need for a new chair and a new member from CNSM if Paul Layer becomes president elect.  We will try to get the chair issue resolved (probably by e-mail) before our next meeting.

The next meeting will be during the first week of classes, although the exact time will need to be set by the chair.

ATTACHMENT 126/16
UAF Faculty Senate #125
December 13, 2004

The Faculty Senate Development and Assessment Committee
MINUTES

Submitted by Marjorie Illingworth

The committee met on Monday 11/22/04 at 1:00 pm
In attendance were Lee Haugen, Mike Davis, Pete Pinney, John Kawula, Christine Cooper, Susan Henrichs, Corky Corkern, Michael Nakaneczny, and Marjorie Illingworth.

Minutes of the 10/13/04 meeting were approved

The three sub-committees were asked to report.

SOI/AIS – Marjorie Illingworth reported that the CRA SOI/AIS committee met last month.  They heard the results of the CRA wide survey and divided their concerns into three areas. 
o	The mechanics of distribution of the documents to students and the return of the results to faculty
o	The content of the SOI/AIS and its usefulness to faculty
o	The availability of an on-line version and the inherent technology issues limiting availability to distance students.

Marjorie suggested that the Faculty Senate Committee deal only with the last two issues as they impact UAF as a whole.  Susan Hendricks and Mike Davis will join the sub-committee and investigate what options are available through the current system and look at other possible options.  

Concerns to be addressed by committee include 1) the possibility (probability) that on-line surveying will tap a different population than pencil survey, 2) that the rural situation is different enough that the current options do not address rural needs and we may need to consider out own, 3) that faculty evaluation and program assessment not be too closely linked in an instrument.  

Best Teaching Practices, Moving to Teaching Excellence - Larry was not present to report but sent a memo indicating that the Provost was interested in the concept.  Christine, Larry and Joy will move to a more concrete discussion of the options.  

Grade Inflation – Lee reported that she and her group will have a report by the next meeting.  

The Blackboard site for the committee will be available very shortly.  Information for committee can be placed there.  There was no other new business.

Old Business – The meeting calendar was corrected to show the January meeting on Monday 1/24/05 at 1 pm.

Meeting was adjourned at 2 pm.  

ATTACHMENT 126/17
UAF Faculty Senate #125
December 13, 2004

Graduate Academic Advising Committee
Meeting November 16, 2004
2:30 – 4:00 p.m. Kayak Room, Rasmuson Library

Members present: Mary Ehrlander (presiding), Cathy Cahill, Patty Gray, Catherine Koverola, Richard Wies
Ex-Officio present:  Susan Henrichs, Laura Bender, Pauline Wilson, Susan Hazlett (student), Bob Bolton (student)
Guest:  Gary Kofinas, IGERT Program

Program:
Upon our invitation, Gary Kofinas of the IGERT funded Resilience and Adaptation Graduate Program at UAF attended our meeting and explained much about the RAP program to us, including the funding through IGERT/NSF, the support students receive, and aspects of the program.
•	Terry Chapin wrote the grant.
•	Gary Kofinas was brought in on a newly created tenure track to manage the program
•	The program is in its third year.
•	There are currently 26 students, who are housed within disciplines or are interdisciplinary.
•	Core courses are cross-listed.
•	Students get two years of high level funding, followed by a TAship funded by UAF.
•	They also receive a computer.
•	All students must have at least one social scientist and one hard scientist on their committees, and some component of their thesis must be interdisciplinary.
•	Students do their required RAP courses the first year (usually) and then continue with course work in their disciplines.
We discussed the problem of required RAP courses pulling students away from their cohorts in their disciplines. When Gary explained how few courses were required and their importance of the students’ forming a cohort within the RAP, committee members seemed quite satisfied.

Other business:
We approved the following course requests and program changes:
•	SOC638 – Drop Course
•	SOC645 – Drop Course
•	EE 408/608 – New Course
•	MBA Program Change (#35) – approved added prerequisite; point regarding minimum grade of B is moot
•	MBA Program Change (#36) – approved change making it clear that students could take more than one concentration but that courses could not be double counted
•	EM Program Deletion (#16) – Engineer in Mines Program is being deleted; program is obsolete

We discussed and had further questions on the following:
•	ACCT605 – New Course (problems with grading scale)
•	MBA Program Change (#34) regarding conditions for dismissal
•	PETE 621 – New Course – asked for clarification on differences between undergraduate and graduate requirements

Submitted by Mary F. Ehrlander

ATTACHMENT 126/17
UAF Faculty Senate #125
December 13, 2004

UAF Faculty Senate Unit Criteria Committee
Meeting Minutes
3:15 p.m. - 4:45 p.m. Friday, November 12, 2004, 108 Brooks Building

Attending:
Gary Holton, committee chair
Glenn G. Chappell, committee co-chair & secretary
Brenda Konar, committee member
Ping Lan, committee member
Debasmita Misra, committee member

1.	Minutes from October 5, 2004 meeting
•	The minutes were approved, pending insertion of names of MAP members attending.
2.	MAP proposed unit criteria
•	The proposal was approved as submitted.
3.	Fishery Industrial Technology Center proposed unit criteria
•	The committee agreed to send the proposal back to FITC, with the request that it be reformatted according to UA standards.
4.	College of Natural Sciences and Mathematics proposed unit criteria
•	The committee agreed to send the proposal back to CNSM with several questions. First, how does the proposal related to the Mathematical Sciences unit criteria. Second, there was some uncertainty about the approval process within CNSM, as the proposal was not accompanied by an explanatory note from the dean.
5.	Campus-wide review committee proposal by Provost
•	The Provost suggests the formation of three separate 7-member campus-wide review committees.
•	The committee generally agreed with this idea. It was decided that G. Holton would draft a motion and distribute it via e-mail.
6.	Board of Regents Policy change
•	It has been suggested that the BOR policy on faculty evaluation be updated to have 5 levels, from “unacceptable” to “outstanding”.
•	It was agreed that G. Holton would draft a motion for the Faculty Senate, to be given to the BOR.
7.	Composition of unit peer committees for promotion to full professor
•	It has been suggested that the regulations for unit peer committees be changed so that candidates for promotion to full professor are evaluated only by full professors.
•	The committee generally disagreed with this idea. Three reasons for keeping the current system were brought up:
i.	Under current regulations, members of unit peer committees can choose not to participate in the evaluation process if the feel there is a conflict with a particular file. This can be done either officially, via an abstention, or unofficially.
ii.	The small size of many peer units means that it is already difficult to garner the required 3 full faculty. Increasing this number would be an additional burden.
iii.	There are plenty of opportunities for overly-generous peer reviews of candidates for promotion to full professor to be overturned at higher levels of review.
8.	Next meeting agenda
•	Possible topics for the December 3 meeting were discussed. These include student evaluation of faculty, the proposed FITC criteria, and the proposed CNSM criteria.

Minutes prepared by Glenn G. Chappell, secretary

-------------------------------------

UAF Faculty Senate Unit Criteria Committee
Meeting Minutes
3:15 p.m. - 4:45 p.m. Friday, December 3, 2004, 108 Brooks Building

Attending:
Gary Holton, committee chair
Glenn G. Chappell, committee co-chair & secretary
Brenda Konar, committee member
Ping Lan, committee member
Debasmita Misra, committee member

9.	College of Natural Sciences and Mathematics proposed unit criteria
•	The committee agreed that the criteria were mostly good quality. However, some changed are required, particularly in the section on curators. The relationship of these criteria with the mathematics criteria also needs clarification.
•	It was decided to send the proposal back to CNSM with the following changes requested.
i.	The opening paragraph should note that these criteria do not apply to mathematics, statistics, and computer science, which have separate unit criteria. (The CNSM administration has already agreed to this change.)
ii.	References to “College of Natural Sciences” should be changed to “Natural Sciences”, to emphasize that these criteria are on an equal footing with the mathematics criteria.
iii.	The curatorial section should be reorganized. Probably it should be broken down among the sections on teaching, research, and service. However, another option is to write a subsection on the duties of a curator, as part of the section on initial appointments of faculty.
10.	Fishery Industrial Technology Center proposed unit criteria
•	No revised criteria have been received from FITC since the last meeting.
•	B. Konar agreed to check into the status of the FITC criteria.
11.	Student Evaluation of Faculty
•	It was suggested that student evaluations occupy too prominent a place in the evaluation of faculty teaching for the purposes of promotion and tenure.
•	The list of allowable ways to evaluate teaching could be lengthened.
•	Further discussion on this item was postponed until a later meeting.
12.	Minutes from November 12, 2004 meeting
•	The minutes were approved.
13.	Campus-wide review committee motion
•	G. Holton had previously distributed a motion to the committee. It concerned the Provost’s proposal that three separate 7-member campus-wide review committees be formed.
•	G. Holton said the motion had been altered to allow (rather than require) the Provost to select the committees.
•	The committee had no objections to the motion, as altered.
14.	Board of Regents policy change
•	It has been suggested that the BOR policy on faculty evaluation be updated to have 5 levels, from “unacceptable” to “outstanding”.
•	Discussion on this item was postponed until a later meeting.
15.	Spring 2005 meetings
•	A meeting was tentatively scheduled for 9-10:15 a.m. on Wednesday, January 26, 2005, so that work can be done in time for the Faculty Senate Executive Committee meeting on 1/28.
•	Later meetings cannot be planned until schedules are more settled. Committee members should send their schedules to G. Holton as soon as they are known.

Minutes prepared by Glenn G. Chappell, secretary