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	Sheri Layral
	312 Signers' Hall
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A G E N D A
UAF FACULTY SENATE MEETING #133
Monday, December 12, 2005
1:00 p.m. - 3:30 p.m.
Wood Center Conference Room C/D

1:00	I	Call to Order – Paul Layer 				  5 Min.
		A.	Roll Call
		B.	Approval of Minutes to Meeting #132
		C.	Adoption of Agenda

1:05	II	Status of Chancellor's Office Actions 		  5 Min.
	A.	Motions Approved:
1.	Motion to recommend approval of the proposed changes 
in BOR Policy and University Regulation (10.04.02-03).
2.	Motion on the Table of Substitution for non-UA Institutions.
3.	Motion to amend the policy on Probation and Academic 
Disqualification.
	B.	Motions Pending:  none

1:10 	III	Public Comments/Questions    			  5 Min.

1:15	IV	President's Comments - Paul Layer    		10 Min. 
		President-elect's Report - Shirish Patil 		  5 Min.

1:30	V	A.	Remarks by Chancellor Steve Jones    	10 Min.
		B.	Remarks by Provost P. Reichardt		10 Min.

1:50	VI	Guest Speaker   					10 Min.
	A.	Kathleen Schedler, Associate Vice Chancellor, Facilities and Safety

2:00	VII	Governance Reports					10 Min. 
	A.	Staff Council - Maya Salgenak 
	B.	ASUAF -Joseph Blanchard 
C.	GSO - Susan Hazlett

2:10	VIII	New Business  					5 Min.
A.	Resolution of Appreciation for Gayle Gregory, submitted by the Administrative Committee (Attachment 133/1)

*** BREAK***

2:25	VIII	New Business   					35 Min.
B.	Motion to amend the policy on Graduate Advisory Committee membership for Interdisciplinary doctoral degree students, submitted by Graduate Academic & Advisory Committee (Attachment 133/2)
C.	Motion to approve a Post-Baccalaureate Certificate for the Elementary Post-Baccalaureate Licensure Program, submitted by Graduate Academic & Advisory Committee (Attachment 133/3)
D.	Motion to approve a Post-Baccalaureate Certificate for the Secondary Post-Baccalaureate Licensure Program, submitted by Graduate Academic & Advisory Committee (Attachment 133/4)
E.	Motion to approve a Post-Baccalaureate Certificate for the K-12 Art Licensure Program, submitted by Graduate Academic & Advisory Committee (Attachment 133/5)
F.	Motion to approve a Post-Baccalaureate Certificate for the School Counselor Certification Program, submitted by Graduate Academic & Advisory Committee (Attachment 133/6)
G.	Motion to approve the deletion of the Certificate in Phlebotomy, submitted by Curricular Affairs (Attachment 133/7)
H.	Resolution on sale of tobacco in Wood Center, submitted by the Administrative Committee (Attachment 133/8)

3:00	IX	Committee Reports 					20 Min.
	A.	Curricular Affairs - Rainer Newberry
	B.	Faculty Affairs - Jon Genetti (Attachment 133/9)
	C.	Unit Criteria - Glenn Chappell
	D.	Committee on the Status of Women - Jane Weber 
(Attachment 133/10)
	E.	Core Review - Mark Box (Attachment 133/11)
	F.	Curriculum Review - Rainer Newberry
	G.	Developmental Studies - Cindy Hardy (Attachment 133/12)
	H.	Faculty Appeals & Oversight - Larry Duffy (Attachment 133/13)
	I.	Faculty Development, Assessment & Improvement - Lee Haugen
		(Attachment 133/14)
	J.	Graduate Academic & Advisory Committee - Cathy Cahill 
		(Attachment 133/15)

3:20	X	Members' Comments/Questions			10 Min.

3:30	XI	Adjournment

ATTACHMENT 133/1
UAF Faculty Senate #133
DECEMBER 1, 2005

RESOLUTION OF APPRECIATION

FOR

GAYLE GREGORY

WHEREAS, Gayle Gregory has served the UAF Faculty Senate in a manner deserving of the UAF Faculty Senate's esteem; and 

Whereas, Gayle Gregory has served as a member of the UAF Faculty Senate Curricular Affairs Committee since 1993; and 

Whereas, Gayle Gregory has served as a member of the UAF Faculty Senate Curriculum Review Committee since 2003; and 

Whereas, Gayle Gregory has served as a member of the UAF Faculty Senate Graduate Academic and Advisory Committee since 1996; and 

WHEREAS, Gayle Gregory has been instrumental in providing guidance and direction in the compilation of the University Catalog for many years; and 

Whereas, Gayle Gregory certified degree requirements for UAF’s annual commencement ceremonies since 1988; and

Whereas, Gayle Gregory has dedicated 25 years of service to the University of Alaska and the Office of the Registrar; and 

WHEREAS, The UAF Faculty Senate wishes to acknowledge the exemplary service rendered the faculty and the University by Gayle Gregory; now 

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate recognize the many contributions of Gayle Gregory to the University of Alaska Fairbanks and expresses its appreciation for her outstanding service.

ATTACHMENT 133/2
UAF Faculty Senate #133
DECEMBER 1, 2005

MOTION: 
=======

The UAF Faculty Senate moves to amend the policy on Graduate Advisory Committee membership for Interdisciplinary doctoral degree students (2005-2006 UAF Catalog, page 169) as follows:  

[[  ]] - Deletion
CAPS - Addition

Doctoral Degree

The core advisory committee of doctoral degree students must consist of four approved UAF faculty members.  For interdisciplinary students, one advisory committee member must be from a Ph.D.-granting department OR BE APPROVED AS THE GRADUATE SCHOOL REPRESENTATIVE BY THE GRADUATE SCHOOL DEAN, BASED ON PRIOR EXPERIENCE ADVISING PH.D. STUDENTS.  Participating faculty above this number are considered additional committee members.  Committee membership must be approved by the home department, unit dean, and the dean of the Graduate School.  

	EFFECTIVE:  	Immediately

RATIONALE:  	It is often difficult for INDS Ph.D. students to find appropriate committee members from Ph.D.-granting departments.  Anthropology faculty are overloaded with requests, and Psychology faculty will be soon, since many INDS students are in liberal arts of social science fields.  Also, sometimes Anthropology faculty end up on committees where they have only a limited interest and familiarity with the research topic.  

ATTACHMENT 133/3
UAF Faculty Senate #133
DECEMBER 1, 2005

MOTION:
=======

The UAF Faculty Senate moves to approve a Post-Baccalaureate Certificate for the Elementary Post-Baccalaureate Licensure Program.  

	EFFECTIVE:  	Fall 2006 and/or
		Upon Board of Regents' Approval.

RATIONALE: 	See full program proposals #27 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.

Elementary post-Baccalaureate Licensure Program - Year long program designed to provide students with course work and internship experience necessary to meet the UAF/Alaska Teacher Standards.  Current program results in an Alaska teacher license and this will add a UAF post-baccalaureate certificate.  Students can apply program credits to a M.Ed. in Elementary Education.   

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

University of Alaska Board of Regents
Program Approval Summary Form

MAU:  University of Alaska Fairbanks
Title of Existing Program: 
Elementary Post-Baccalaureate Licensure Program
Proposed Program: Elementary Post-Baccalaureate Licensure and UAF Certificate Program
Target Admission Date:  Summer 2006

The current program results in an Alaska teacher license but not a UAF certificate. 
The proposed program will result in both Alaska teacher licensure and a UAF post-baccalaureate certificate.

Brief Overview 
The current Elementary Post-Baccalaureate Licensure Program was approved by the UAF Faculty Senate and the Alaska State Board of Education and Early Development in 1998, and by the national elementary professional organization, the "Association for Education of Childhood International" in 2003. In the spring of 2003 the program was thoroughly review during the internal UAF Program Review (with a team comprised of two UAF faculty from other units and a local elementary teacher). In March of 2005, the UAF School of Education received national accreditation from the National Council for the Accreditation of Teacher Education/NCATE. 

Currently, post-baccalaureate students who complete their teacher preparation programs at UAF are eligible to receive a State of Alaska Elementary Teaching License. However, they are currently not eligible to receive any formal recognition from UAF for having completed an "official" UAF program. We are requesting that the UA Board of Regents approve the UAF Elementary Post-Baccalaureate Licensure Program as a UAF "Certificate" Program. This proposed certificate will provide a valuable university award to students who complete this well-defined and fully approved program. The certificate will become a valuable addition to the portfolio of Alaska professionals who now have only a series of courses listed on their transcripts. The certificate will verify the completion of an integrated set of courses that is directly aligned with a year long internship in an elementary classroom. The certificate will be useful for job seekers, those seeking professional advancement, and for employers who will have better documentation of the capabilities of their applicant or employees. In addition, the School of Education, UAF and UA Statewide will be able to gather and analyze data on post-baccalaureate licensure candidates in a far more accurate manner than is currently possible because program data will be included in the Banner system. Therefore, the UAF School of Education is seeking approval from the UA Board of Regents to offer our existing UAF Elementary Post-Baccalaureate Program as a program that will lead to a UAF certificate, in addition to an Alaska Teacher License.  

How Does the Program Relate to the Education Mission of the University of Alaska and UAF?
There is a well-documented and critical need for teachers in Alaska, and throughout the United States. The Elementary Post-Baccalaureate Program provides the option for students in rural areas, as well as those on the Fairbanks Campus, to seek licensure as an Alaska teacher. The development of the UAF post-baccalaureate program for elementary teacher preparation was a direct response to the stated mission of the University of Alaska, which is to: "inspire learning, and advance and disseminate knowledge through teaching, research, and public service, emphasizing the North and its diverse peoples."  In addition to supporting the Mission of the University of Alaska, the Elementary Post-Baccalaureate Licensure Program at UAF directly responds to, and supports, each of the six primary goals in the 2005 University of Alaska Fairbanks Strategic Plan. This is accomplished through the following: (1) collaboration across UAF departments to assure academic content requirements; (2) program requirements for year-long internships in schools based on on-going collaboration with nearly all of Alaska’s 52 school districts; (3) the built-in required professional development for cooperating mentor teachers; and (4) increasing the number of Alaska Native professionals (approximately 20% of students completing requirements for elementary licensure at UAF are Alaska Native). 

There is no negative impact of this program, or of the request that a UAF certificate be awarded, on UAF programs or on similar post-baccalaureate programs at UAA and UAS. Faculty and administrators at each of the MAU’s communicate regularly, and we continue to work collaboratively on all of our teacher preparation programs. 

State Needs Being Met by this Program
Each of the MAU's provides elementary teacher preparation programs at both the undergraduate and post-baccalaureate and graduate level. The need for Alaska-prepared teachers is so great that it is necessary for all of the MAU’s to continue to provide elementary programs at both undergraduate and post-baccalaureate graduate levels. One of the special attractions of the UAF post-baccalaureate program is that students are able to apply 13 of their post-baccalaureate credits to an M.Ed. in Elementary Education. 

In a report to the Governor and State Board of Education and Early Development prepared by the State’s "Education Funding Task Force," the statement is made that:
Alaska’s college and universities supply about 30% of our state’s annual demand for new teachers. More than two-thirds of new teachers come from out-of-state. A national shortage of teachers and administrators forces Alaska to compete with other states for an ever-shrinking pool of applicants. Other states are offering teachers signing bonuses, down payment on homes, mortgage subsidies, and student loan repayment plans. With attractive salaries and incentives in their home states, far fewer out-of-state teachers are applying for available Alaska teaching positions, some of which go vacant for a year or more (page 10). 

Supporting data are available from each of the 52 Alaska School Districts, the Alaska Department of Education and Early Development, the Alaska Teacher Placement Service, and from the UAF School of Education’s own hiring database which includes data on approximately 3,600 students who have completed our teacher education programs since 1975. 

Student Opportunities and Outcomes and Enrollment Projections
Through our collaboration with the Alaska Department of Education and Early Development, our own extensive hiring database, and our own telephone surveys of our post-baccalaureate graduates, we have detailed and accurate information on each of the 59 students who have completed the existing elementary post-baccalaureate program since its beginning in 1998. Ninety percent of the program completers are working in the field of education—although not all are in positions as classroom teachers. Approximately 95% of our program completers are in Alaska. Students who are not place-bound are always able to find employment in an Alaska school. 

Projections for enrollment are based on a review of enrollments in our licensure programs over the last ten years. The hiring data we have on approximately 3,600 graduates since 1975 allow us to know which districts and schools are hiring our graduates. For instance, we know that approximately 46% of the professional staff in the Fairbanks North Star Borough School District have received degrees from the UAF School of Education, and we know that the UAF School of Education supplies a much higher percent of teachers for rural Alaska than do the other Alaska institutions. We can accurately predict enrollments for our undergraduate BA in Elementary Education students, but we are not able to predict the numbers of post-baccalaureate students, although it averages to about eight per year. Since the post-baccalaureate students enroll in the same internship year courses as BA in Elementary Education students, the continuation of the program is not dependent upon the number of students each year. (And, in Alaska, as elsewhere the large majority of students seeking an elementary license do so through an undergraduate degree program rather than through a post-baccalaureate program). Since the State Board of Education and Early Development has recently changes its licensure requirements, it is possible that the new options provided by these changes will lead to an increase in the number of applicants to the elementary post-baccalaureate program.  

With the full implementation of our Elementary Standards-based Assessment Plan/ESSAP in the 2004-2005 academic year, we now have in place a complete standards-based outcomes assessment system which allows us to carefully monitor and track individual student progress as well as being able to analyze strengths and weaknesses of our program.

Research Opportunities
The Elementary post-baccalaureate licensure program assures the continued involvement of UAF faculty in rural and urban public education throughout the state. The full-year internship is dependent upon close working partnerships with schools, districts and communities. In addition, the UAF School of Education continues to focus nearly all of its research opportunities on issues related to assuring equity in opportunities and outcomes for all Alaska students—regardless of their geographic location or their cultural, racial or linguistic background. 

Fiscal Plan for Development and Implementation. 
No additional funding is required for the posting of a UAF certificate. Currently, the School of Educational budget includes the necessary instructional funds to support the program at its current level. If the enrollment were to increase substantially and/or if the applicants were from rural areas where there are no School of Education faculty, it would be necessary to identify additional travel funds for supervisor travel. 

ATTACHMENT 133/4
UAF Faculty Senate #133
DECEMBER 1, 2005

MOTION:
=======

The UAF Faculty Senate moves to approve a Post-Baccalaureate Certificate for the K-12 Art Licensure Program.  

	EFFECTIVE:  	Fall 2006 and/or
		Upon Board of Regents' Approval.

RATIONALE: 	See full program proposals #28 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.

K-12 Art Licensure Program - Provides teacher certification program that includes coursework and internship to meeting NCATE standards, the national fine arts standards, Alaska Teacher Standards and Alaska Standards for Culturally Responsive School.  Current program results in an Alaska teacher license and this will add a UAF post-baccalaureate certificate.

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

University of Alaska Board of Regents 
Program Approval Summary Form

MAU:	  University of Alaska Fairbanks 
Title and Brief Description:
Post-Baccalaureate Certificate for K-12 Art Licensure

Create a new Regents awarded, university certificate for students who already hold a baccalaureate degree.  

Target date:  	Spring 2006

How does the program relate to the Education mission of the University of Alaska and the MAU?

	There are many programs throughout the UA system that are designed to help students attain professional standing or meet established standards after the award of the first baccalaureate degree.  The proposed K-12 Art certificate will provide a valuable university award to students who complete a well defined and approved program.  The proposed certificate will become a valuable addition to the portfolio of Alaskan professionals who now have only a series of courses listed on their transcripts.  The certificate will verify the completion of a coherent set of courses covering a defined body of knowledge that has been established by a knowledgeable faculty.  It will be useful for job seekers, those seeking professional advancement, and for employers who will have better documentation of the capabilities of their applicant or employees. In addition, the School of Education, UAF, and UA Statewide will be able to gat her and analyze data on post-baccalaureate licensure candidates in a far more accurate manner than is currently possible.

	As a public institution, and as the state’s land-, sea- and space-grant institution, the University of Alaska responds to the interests and needs of the people of Alaska. In addition to supporting the Mission of the University of Alaska, the K-12 Art licensure teacher preparation program at UAF directly responds to, and supports many of the primary goals of the University of Alaska Fairbanks Strategic Plan. This is accomplished through the following: (1) academic content requirements and the necessary collaboration across UAF departments; (2) requirements for on-going fieldwork in schools and communities; and (3) the built-in professional development for cooperating teachers and administrators and the required formal partnerships with schools and districts in rural and urban areas.  

	The K-12 Art Licensure Program speaks to the following components of the University Strategic Plan. 
•	Provide high quality education for traditional and non-traditional students
•	Form active collaborations with communities, organizations, businesses and government to meet identified state, national and global needs
•	Be an educational center for Alaska Natives
•	Be a model that demonstrates how gender, racial, and cultural diversity strengthen a university and society

What State Needs met by this program.

	The market for K-12 art teaches is small however UAF is the only institution in the state preparing students to meet market need.  Some urban districts and most rural district who hire art teachers prefer K-12 licenses to secondary only licenses.  

What are the Student opportunities and outcomes?  Enrollment projections?

	While raw numbers of completers are low nearly all of those who complete the licensure program should be able to find employment.  The high employability percentage of other secondary program completers in the same content area allows us to speculate that the demand for K-12 Art Licensure completers will grow.

Describe Research opportunities:

The K-12 Art Licensure Program assures the continued involvement of UAF faculty in P-12 public education throughout the state. The full-year internship is dependent upon close working partnerships with schools, districts and communities. 

Describe Fiscal Plan for development and implementation:

Because the K-12 Art Licensure Program is a subset of the Secondary Post-Baccalaureate Licensure Program, no additional funding for continuation of program or to add the certificate of completion is anticipated.

ATTACHMENT 133/5
UAF Faculty Senate #133
DECEMBER 1, 2005

MOTION:
=======

The UAF Faculty Senate moves to approve a Post-Baccalaureate Certificate for the Secondary Post-Baccalaureate Licensure Program.  

	EFFECTIVE:  	Fall 2006 and/or
		Upon Board of Regents' Approval.

RATIONALE: 	See full program proposals #29 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.

Secondary Post-Baccalaureate Licensure Program - Provides teacher certification program that includes coursework and internship to meeting NCATE standards, standards of academic specialty areas, Alaska Teacher Standards and Alaska Standards for Culturally Responsive School.  Current program results in an Alaska teacher license and this will add a UAF post-baccalaureate certificate.

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

University of Alaska Board of Regents 
Program Approval Summary Form

MAU:	  University of Alaska Fairbanks 
Title and Brief Description:
Post-Baccalaureate Certificate for Secondary Education

Create a new Regents awarded, university certificate for students who already hold a baccalaureate degree.  

Target date:  	Spring 2006

How does the program relate to the Education mission of the University of Alaska and the MAU?
	There is a well-documented and critical need for teachers in Alaska, and throughout the United States.  The Secondary Post-Baccalaureate Licensure Program provides the option for students in rural areas, as well as those on the Fairbanks campus, to seek post-baccalaureate teaching licensure at the undergraduate or graduate level.  There are many programs throughout the UA system that are designed to help students attain professional standing or meet established standards after the award of the first baccalaureate degree.  The proposed Post-Baccalaureate certificates will provide a valuable university award to students who complete a well defined and approved program.  The proposed certificate will become a valuable addition to the portfolio of Alaskan professionals who now have only a series of courses listed on their transcripts.  The certificate will verify the completion of a coherent set of courses covering a defined body of knowledge that has been established by a knowledgeable faculty.  It will be useful for job seekers, those seeking professional advancement, and for employers who will have better documentation of the capabilities of their applicant or employees.  In addition, the School of Education, UAF, and UA Statewide will be able to gat her and analyze data on post-baccalaureate licensure candidates in a far more accurate manner than is currently possible.

	As a public institution, and as the state’s land-, sea- and space-grant institution, the University of Alaska responds to the interests and needs of the people of Alaska. Close working relationships between the K-12 public education system and the state’s higher education system are essential for the social and economic well-being of our state.  The secondary post-baccalaureate licensure teacher preparation program is a direct response to the stated mission of the University of Alaska which is to “address the needs of the North and its diverse peoples.” There most certainly is a “need” in Alaska for teachers—and for teacher preparation programs that prepare people to professionally and respectfully work in our unique Northern context with Alaska’s diverse peoples—i.e., with students and families from all ethnic, cultural and linguistic backgrounds. 

	In addition to supporting the Mission of the University of Alaska, the secondary post-baccalaureate licensure teacher preparation program at UAF directly responds to, and supports many of the primary goals of the University of Alaska Fairbanks Strategic Plan. This is accomplished through the following: (1) academic content requirements and the necessary collaboration across UAF departments; (2) requirements for on-going fieldwork in schools and communities; and (3) the built-in professional development for cooperating teachers and administrators and the required formal partnerships with schools and districts in rural and urban areas. 

	The Secondary Post-Baccalaureate Licensure Programs speaks to the following components of the University Strategic Plan;

•	Provide high quality education for traditional and non-traditional students
•	Form active collaborations with communities, organizations, businesses and government to meet identified state, national and global needs
•	Be an educational center for Alaska Natives
•	Be a model that demonstrates how gender, racial, and cultural diversity strengthen a university and society

What State Needs met by this program.
	In a recent Report to the Governor and State Board of Education & Early Development prepared by the State’s "Education Funding Task Force," the statement is made that:
Alaska’s college and universities supply about 30% of our state’s annual demand for new teachers. More than two-thirds of new teachers come from out-of-state. A national shortage of teachers and administrators forces Alaska to compete with other states for an ever-shrinking pool of applicants. Other states are offering teachers signing bonuses, down payment on homes, mortgage subsidies, and student loan repayment plans. With attractive salaries and incentives in their home states, far fewer out-of-state teachers are applying for available Alaska teaching positions, some of which go vacant for a year or more (page 10). 

Supporting data is available from each of the 54 Alaska School Districts, the Alaska Department of Education and Early Development, and the Alaska Teacher Placement Service’s annual comprehensive report Statewide Educator Supply and Demand.  

What are the Student opportunities and outcomes?  Enrollment projections?
	Nearly eighty percent of last years secondary job seekers are currently working in the field of education.  Those who are not employed are likely to be place bound and unable to seek employment outside local areas.  In addition, the Secondary Post-Baccalaureate Licensure Program serves a number of teacher interns working under Alaska statute 14.20.022 which allows teacher candidates who are completing an accredited licensure program to teach with Subject-mater expert limited teacher certificates. As long as there are sufficient numbers of faculty and field site placements, the program can accommodate anticipated enrollments. 

Describe Research opportunities:
The Secondary Post-Baccalaureate Licensure Program assures the continued involvement of UAF faculty in P-12 public education throughout the state. The full-year internship is dependent upon close working partnerships with schools, districts and communities. 

Describe Fiscal Plan for development and implementation:
The Secondary Post-Baccalaureate Licensure Program anticipates no additional funding for continuation of program or to add the certificate of completion

ATTACHMENT 133/6
UAF Faculty Senate #133
DECEMBER 1, 2005

MOTION:
=======

The UAF Faculty Senate moves to approve a Post-Baccalaureate Certificate for the School Counselor Certification Program.  

	EFFECTIVE:  	Fall 2006 and/or
		Upon Board of Regents' Approval.

RATIONALE: 	See full program proposals #30 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.

School Counselor Certification Program - Defined set of courses to recognize the professional training to become certificated as elementary and or secondary school counselors.  Current program results in an Alaska license and this will add a UAF post-baccalaureate certificate.

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

X.	Regents Guidelines
University of Alaska Board of Regents
Program Approval Summary Form

MAU: University of Alaska Fairbanks	
Title and Brief Description:
Post-baccalaureate Certificate for the School Counselor Certification Program

Create a new, Regents awarded, university certificate for students who already hold a master’s degree.

Target date: Spring 2006

How does the program relate to the Education mission of the University of Alaska and the MAU?

     There is substantial evidence that indicates a chronic shortage of fully-certified professional school counselors in Alaska, and throughout the United States.  The School Counselor Certification Program allows students throughout the state, including those in rural areas, to complete the necessary professional training to become certificated as elementary and/or secondary school counselors.  The proposed certificate program with its well-defined set of courses will allow the university to recognize the professional training students have completed to receive this certification. It will be useful for job applicants, those seeking professional advancement, and for employers who will have better documentation of the capabilities of their potential employees.  In addition, the School of Education, UAF, and UA statewide will be able to gather and analyze data on post-master’s licensure candidates in a far more accurate manner than is currently possible.

     As a public institution the University of Alaska responds to the interests and needs of the people of Alaska. Close working relationships between the K-12 public education system and the states higher education system are essential for the social and economic well being of our state.  The School Counselor Certification Program is a direct response to the stated mission of the University of Alaska, which is to “address the needs of the North and its diverse peoples”. There most certainly is a need in Alaska for professional school counselors and for school counselor preparation programs that prepare people to professionally and respectfully work in our unique Northern context with Alaska’s diverse peoples. We would serve as a model to demonstrate how gender, racial and cultural diversity can strengthen a university and society.

     In addition to supporting the Mission of the University of Alaska, the School Counselor Certification Program at UAF directly supports many of the primary goals of the University of Alaska Fairbanks Strategic Plan.  This is accomplished through the following: providing high quality graduate education for traditional and non-traditional students; forming active collaborations with school districts and communities throughout the state by requiring on-going fieldwork in those arenas; actively recruiting Alaska Native students; and providing professional development opportunities for practicing school counselors in rural and urban areas.

What state needs met by this program:
	At the recent Behavioral Health Symposium (BHS) held in Anchorage, Alaska seventy-two percent of the individuals polled noted the need to maintain or increase the number of professional school counselors in the state. Participants at the BHS included: state commissioners and other officials, university personnel, and practicing clinicians representing both urban and rural communities. University training programs were identified as the primary source for meeting this work force demand.

	• The University of Alaska has a responsibility to be part the solution
	• Growing our Own
		--Quantity
		--Quality
	• Research
	• Increasing supply from certificate to doctoral
	• Improving course and program articulation
	• More distance and flexible learning
	• Curriculum reflects new practice trends
			                      (Behavioral Health Summit, September 2005)

The proposed certification program for school counselors helps to meet each of the above noted topics. In addition, anecdotal evidence from the UAF masters’ program in school counseling supports the chronic shortage of certificated K-12 school counselors in the state. Supporting data is also available from each of the 54 Alaska School Districts, the Alaska Department of Education and Early Development, and the Alaska Teacher Placement Service’s annual comprehensive report Statewide Educator Supply and Demand.

What are the student opportunities and outcomes? Enrollment projections?
	One hundred percent of last year’s graduates from the UAF Guidance and Counseling program are working either in the field of education as school counselors or in closely related positions. This employment statistic has remained constant for the past five years. The exception being those graduates who are place bound and must wait a year or two for a position opening to occur. As long as there are sufficient numbers of faculty and field site placements, the program can accommodate anticipated enrollments.

Describe research opportunities: 
	The School Counselor Certification Program assures the ongoing involvement of the UAF counseling faculty in K-12 education throughout the state. The full-year internship is dependent upon the continuing close working partnerships with schools, districts, and communities.

Describe Fiscal Plan for development and implementation:
	The School Counselor Certification Program anticipates no need for additional funding for adding the proposed certificate of completion.

ATTACHMENT 133/7
UAF Faculty Senate #133
DECEMBER 1, 2005

MOTION:
=======

The UAF Faculty Senate moves to approve the deletion of the Certificate in Phlebotomy. 

	EFFECTIVE:  	Fall 2006 and/or
		Upon Board of Regents' Approval.

RATIONALE: 	See full program proposals #151 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.

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

Executive Summary

The Allied Health Division of the Tanana Valley Campus, College of Rural and Community Development, UAF, requests to delete the Certificate in Phlebotomy.  

There are three primary reasons to delete the Certificate:  1) National Certification, rather than the UAF Certificate, is important in the workplace; 2) there have been very few graduates in this program; and 3) there is very little phlebotomy training in the certificate.  

The important credential in the workplace is National Certification through the American Society for Clinical Pathology as a Phlebotomy Technician.  Since 1997 there have been only 12 graduates with the Certificate in Phlebotomy, although we have trained 279 students in Principles and Methods of Phlebotomy and 145 of those students have completed their externship.  There are only 2 phlebotomy courses in the Certificate program.  The remaining courses are required for other Allied Health degrees.  

We will continue to offer training in Phlebotomy so that students can sit for National Certification through the American Society for Clinical Pathology to become Phlebotomy Technicians.  In fact, we will not be deleting any courses.  Therefore, students currently declared as Phlebotomy Certificate majors will be able to complete their Certificate requirements.  We will continue to meet the needs of the workplace by training students in phlebotomy and preparing them for their national credential.  

ATTACHMENT 133/8
UAF Faculty Senate #133
DECEMBER 1, 2005

RESOLUTION

ON

SALE OF TOBACCO PRODUCTS IN WOOD CENTER

WHEREAS, The UAF Faculty Senate realizes the dangers of cigarettes and tobacco products; and 

Whereas, Cigarettes and tobacco products are legal products to purchasers of legal age; and 

Whereas, UAF Students are adults who can make informed decisions; now

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate recommends that the students decide what products are or are not offered in the Wood Center.

ATTACHMENT 133/9
UAF Faculty Senate #133
DECEMBER 1, 2005

Faculty Affairs Committee Report 
November 16, 2005

Present: Liz Brown, Jim Collins, Mike Davis, Jon Genetti, Mingchu Zhang, Anupma Prakash

Topics discussed:

1. Cigarette Sales in Wood Center:  The consensus is that while we realize the dangers of cigarettes and tobacco products, students are adults who can make informed decisions and they should decide what is/is not sold in their student center.  We will forward a resolution to admin committee.

2. 3 year vs. 2 year term for senators:  Re-visited this issue after recommending no action in September.  The majority of the committee still feels that 3 year terms would make recruiting senators more difficult.  We focused instead on how to improve the productivity of the senators in their first year.  We recommend considering the following for incoming senators:
	- Attend the last full senate meeting in the spring semester
	- Attend the last committee meeting in the spring semester
	- Attend an orientation session (either spring or early fall)

3. Draft Process for Appointment of Distinguished Professor:  The draft policy proposed by Chancellor Jones is as follows, with committee comments in bold:

Process for Appointment of Distinguished Professors

UA Regents' Policy allows for appointment of Distinguished Professors (see attached policy) by the President upon the recommendations of a Chancellor.  It calls for the chancellor to establish a process of review and recommendation, and the purpose of this memo is to propose a process for UAF.  I believe that the following process will allow us to make judicious appointments.

1. There will be no more than five Distinguished Professors at UAF at any given time

Five seems arbitrary, but we agree there must be a limit to keep from diluting this honor.

2. Appointments can be made either on a permanent basis or for a specified term, as determined by the Chancellor.

3. The basic criterion for this appointment is that the individual must have external recognition by peers as a "distinguished" colleague.  This goes beyond the recognition afforded by "best paper" awards, letters of commendation, and even the award of a prize or medal.

The examples are for research.  Include teaching/service examples such as “national teaching award”.

4.  A nomination of an individual may be made by one or more UAF faculty members.

5.  The nomination must receive the recommendation of a dean or dean and director in the case of joint appointees, and the dean will forward the recommendation together with the nominating letter to the President of the Faculty Senate.

Going through the dean implies that they have an appointment in an academic department.  Only the director should be needed in the case of (currently) un-represented faculty (item #4 below).

6.  The President of the Faculty Senate and the Chancellor shall confer and agree upon the constitution of an ad hoc committee (3 to 5 members) which will review the nomination / recommendation.  The committee shall be made up of tenured UAF faculty members, and the committee members may add (at their discretion) one faculty member from another institution.

Item 3 above states “must have external recognition”, so we recommend “must add at least one faculty member from another institution”.  All members should be Full Professors.

7. The committee shall make its recommendation to the Provost, who will then add his/her recommendation and forward the file to the Chancellor.

8. The Chancellor will decide whether to forward the recommendation to the President.

Is there any monetary award?

4. Non-represented Faculty:  There are ~40 (asst/assoc/full) research professors with an appointment in GI, IAB and IARC that don’t have an appointment in an academic department.  Any person whose primary duty is teaching or research should be represented in the faculty senate.  We will incorporate these faculty during the re-apportionment in 2006.

ATTACHMENT 133/10
UAF Faculty Senate #133
DECEMBER 1, 2005

Committee on the Status of Women

Monday 14 November 2005 3:00-4:30, Meeting Minutes

Present: Carol Gold, Jane Weber, Renate Wackerbauer, Cindy Hardy, Sine Anahita, Qwynten Richards, Uma Bhatt, Wendy Zhou, Denise Thorsen

1) Went over the reaction to Survey Results when presented to the Provost’s Council.
- Want to analyze the results by college or by Liberal Arts vs Science and Engineering 
 
2) How to Proceed: In January hold a community dialog to decide how to proceed with the recommendations from the survey. 

3) Case for Emeritus Status for Charley Basham – new package with slightly different focus from last time. The new packet will document her education and service components and go under the exceptional category. As a committee, we will compose a letter in support of Charley.  Ask David Newman and Faculty Senate past presidents to write letters of support. 

4) Recommendations and key findings from the Survey
- High levels of job satisfaction
- Women apply for tenure later then men
- Women tend to be hired at a lower rank
- Women tend to be less satisfied then men; trends are the same but women are not as satisfied 
- About half the faculty have never had children so they were not as interested in child care issues. 
- Both men and women thought there were not enough people of color in their departments or in leadership.
- Have 3 or 4 Topical meetings during the semester
	- Issues with Leadership 
	- Promotion, Tenure, & Rank Discussion (Denise might facilitate this)
	- Quality of work life

5) Tenure and Promotion workshop (Aiming for April time frame)
- Tone of document
- Get someone to write a teaching evaluation
- Have some past folders that people can look at as samples
- Have someone review file beforehand
- Get information from meeting above to put together 
- 3 hours on a Saturday for the nitty gritty. 

6) SRC usage policies
- existing exercise policies need improvement 

7) Next meeting January 2006 after the 15th; prefer the week of the 23rd. 

ATTACHMENT 133/11
UAF Faculty Senate #133
DECEMBER 1, 2005

Core Review Committee
Minutes for Meeting of 2-3 p.m. Wednesday 9 November 2005

Present: Mark Box, Karen Callahan, Christie Cooper, Suzan Hahn, Ann Musco, Alexei Rybkin (members), Linda Hapsmith (interested observer)

The committee met on 9 November with six members present.  Our representative from the College of Natural Science and Mathematics will be Michael Harris.  After reviewing two petitions, the committee divided up chores related to (a) academic course requests concerning written- and oral-intensive status for eight courses, (b) the desirability and feasibility of a sophomore-year audit as a preventive measure against unnecessary petitions, and (c) the gathering of information towards drafting a formal statement of the problem of objectionable intrastate transfer substitutions.  The committee agreed to meet next on 23 November.  

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

Core Review Committee
Minutes for the Meeting of 2-3 p.m. Wednesday 23 November 2005

Present: Mark Box, Christie Cooper, Suzan Hahn, Michael Harris, Eric Madsen, Tim Stickel (members), Michael Earnest, Linda Hapsmith, Sue McHenry (interested observers)

After reviewing seven academic course requests concerning written- and oral-intensive designations and three petitions by students, the committee heard from its members on preventive measures to guide students in enrollment so as to foster good progress through requirements.  The idea of a sophomore-year audit gave way to one for a baccalaureate core audit occurring each registration.  The latter is feasible, and the committee endorsed it.  The committee agreed to meet next on 7 December.

Respectfully submitted, Mark Box

ATTACHMENT 133/12
UAF Faculty Senate #133
DECEMBER 1, 2005

Minutes of
The Faculty Senate Developmental Studies Committee
November 11, 2005

Attendance: Jane Allen, Nancy Ayagarak, Latrice Bowman, John Creed, Dana Greci, Linda Hapsmith, Cindy Hardy, Marji Illingworth, Ron Illingworth, Pete Pinney, Victor Zinger. 

The committee met and addressed the following:

Curricular Review: The committee approved a change of title and description for DEVM 106.

The committee requested more information on DEVM 055 before approval.  We hope to have this by our next meeting.

Committee Blackboard site:  We discussed issues some members have had accessing the 
Blackboard discussion board.  These problems seem to be cleared up and we will continue sharing information through the site.

Enrollment management report on Student Success:
At the time of this meeting we had not received the Enrollment Management report.  However, we are eager to craft a response to the data and conclusions of the report.  To this end, we have formed a subcommittee to draft a response and any resolutions of motions to the Senate that may support or arise out of our response.   These will come to the committee at the next meeting.  The members of the subcommittee are: Marji Illingworth, Ron Illingworth, Linda Hapsmith, Nancy Ayagarak, Jane Allen, and Cindy Hardy.

Expanding the role of the committee:
Cindy will contact Rainer to discuss with him how our committee can take on course approvals in AAS or Vocational programs, thus dividing the load with Curricular Review.  

We ended with committee member check-in from the various programs and campuses our committee represents.

Next meeting: December 9, 2:15-3:30.

ATTACHMENT 133/13
UAF Faculty Senate #133
DECEMBER 1, 2005

Faculty Development, Assessment, and Improvement Committee

Meeting Minutes
NOVEMBER 10, 2005

Meeting was called to order at 11:05am
Attending: Corky Corkren, Marjorie Illingworth, Channon Price, Susan Henrichs, and Lee Haugen

Minutes from the last meeting were approved.
 
The committee suggested that two old business items be forwarded to the next meeting agenda since the members speaking on the items were unable to attend.  These items are:  Conference on Teaching Excellence (Larry Roberts) and Review of the Office of Faculty Development (Joy Morrison). 

Having no new business to discuss, the meeting was adjourned at 11:20am.

Next Meeting:  December 1, 2005 @ 11:00AM

Respectfully submitted by:  Lee Haugen, Chair

ATTACHMENT 133/14
UAF Faculty Senate #133
DECEMBER 1, 2005

Faculty Appeals & Oversight Committee Report
December 1, 2005

In November, the FAO committee met and received reports related to last years' Dean's and Director's evaluations.  This year the committee is working on the reviews of Lincoln Saito and Bernice Joseph.
 
The Committee discussed reviews of "Class B" Administrators.  It was felt that the committee's mission and function would be best carried out and improved by modifying the process.  The committee will submit a motion to the Senate next semester suggesting the following:

1. 	The Class A list be expanded to include the new administrative positions.  We will try to create language, which will automatically include administrative reorganizations.

2. 	Class B administrators will stop being reviewed directly by the committee.  Copies of Class B administrator's annual evaluations will be reviewed by the committee to ensure that 
a) Class B administrators are getting positive annual feedback from Deans and  
b) there is faculty and staff input into these annual evaluations.

Lawrence K. Duffy

ATTACHMENT 133/15
UAF Faculty Senate #133
DECEMBER 1, 2005

GAAC minutes for November meetings (November 2, 9, and 16)

The month of November has been the month of course/program change reviews for GAAC.  The weekly meetings have focused on course/program changes, but we have discussed several other issues as well.

1)  Graduate Dean Susan Henrichs brought a proposed catalog change that would allow faculty members with Ph.D. committee experience to serve as a Graduate School representative on an INDS committee instead of requiring that one of the committee members be from a Ph.D. granting department.  After discussion amongst the committee, Susan and Derick Burleson agreed to see if the graduate school policy associated with the proposed change would qualify a significant number of faculty to serve as Graduate School representatives.  After querying a number of departments, the wording was revised and the committee voted to take the proposed change to the administrative committee as a motion.  We agreed to discuss the issue of creating a ‘Graduate Faculty’ at a later time.

2)  The library has agreed to archive projects in addition to theses.  Also, the library is proposing to make the circulating copy of the thesis or project a .pdf file.  If there are any comments or concerns about this proposal, let a GAAC member know. 

3)  Course and program change forms – The committee agreed that we need to change the ‘Have you reviewed with the Library Collection Development Officer…’ question on the forms.  We will change the forms to require people to contact the library.  We will also add a statement on the form to explain why this is important to the faculty and library.

4)  There was a discussion about dropping courses versus changing them to ‘as demand warrants.’  The conclusions appear to be: 1) drop the course unless it has a chance of being taught soon and 2) drop the course if it hasn’t been offered in at least five years.

5)  GAAC approved all the course and degree requests except for # 32 (withdrawn) and #38--proposal for a new Ph.D. in Resource and Applied Economics.