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

A G E N D A
UAF FACULTY SENATE MEETING #137
Monday, May 1, 2006
1:00 p.m. - 4:00 p.m.
Wood Center Carol Brown Ballroom

1:00	I	Call to Order – Paul Layer 				  5 Min.
		A.	Roll Call
		B.	Approval of Minutes to Meeting #136
		C.	Adoption of Agenda

1:05	II	Status of Chancellor's Office Actions 		  5 Min.
	A.	Motions Approved:  
1.	Motion to endorse recommendation on Admission Standards for Baccalaureate programs.
2.	Motion to amend the "walk-through" requirements for graduate students.
3.	Motion asking the Registrar to provide Deans a list of courses that have not been offered for five year for review and deletion.
	B.	Motions Pending:  none

1:10 	III	Public Comments/Questions      			  5 Min.

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

1:25	V	Guest Speaker
A.	Steve Smith, OIT 				  5 Min.

	VI	Consent Agenda
A.	Motion to approve the list of the 2005-2006 degree candidates, submitted by Administrative Committee (Attachment 137/1)
B.	Resolution of Recognition for Paul Layer, submitted by Administrative Committee (Attachment 137/2)
C.	Resolution for Outstanding Senator of the Year Award, submitted by OSYA Screening Committee (Attachment 137/3)
D.	Resolution for Wanda Martin, submitted by Curricular Affairs (Attachment 137/4)
E.	Motion to ratify the recommendation of the GCC to delete the standing committees, submitted by Administrative Committee (Attachment 137/5) 

1:30	VII	New Business        					45 Min.
A.	Motion to amend the Mandatory Placement Policy, submitted by Curricular Affairs and Developmental Studies (Attachment 137/6)
B.	Motion to amend the grading policy and GPA computation to include +/-'s, submitted by Curricular Affairs (Attachment 137/7)
C.	Motion to approve a Minor in Global Studies, submitted by Curricular Affairs (Attachment #137/8)
D.	Motion to approve a Certificate in Automotive Technology, submitted by Curricular Affairs (Attachment 137/9)
E.	Motion to approve an Associate of Science degree program, submitted by Curricular Affairs (Attachment 137/10)
F.	Motion to approve a Certificate in Veterinary Science, submitted by Curricular Affairs (Attachment 137/11)
G.	Motion to approve an A.A.S. in Construction Management, submitted by Curricular Affairs (Attachment 137/12)
H.	Motion to approve a Bachelor of Emergency Management, submitted by Curricular Affairs (Attachment 137/13)
I. 	Motion to approve the Unit Criteria for the College of Engineering and Mines (CEM), submitted by Unit Criteria (Attachment 137/14)

2:15		***BREAK***  					10 Min.

2:25	VIII	A.	Remarks by Chancellor S. Jones   		10 Min.
		B.	Remarks by Provost P. Reichardt		10 Min.

2:45	IX	Governance Reports        				 10 Min.
	A.	Staff Council – Maya Salagnek
	B.	ASUAF - Joe Blanchard 
	C.	GSO - Susan Hazlett

2:55	X	Guest Speakers 
		A.	Mike Humphrey and Jim Johnsen, UA HR 	10 Min. 

3:05	XI	Committee/Annual Reports    			10 Min.
	A.	Curricular Affairs - Rainer Newberry 
	B.	Faculty Affairs - Jon Genetti (Attachment 137/15)
	C.	Unit Criteria - Glenn Chappell (Attachment 137/16)
	D.	Committee on the Status of Women - Jane Weber/Carol Gold 
		(Attachment 137/17)
	E.	Core Review - Mark Box  (Attachment 137/18)
	F.	Curriculum Review - Rainer Newberry
	G.	Developmental Studies - Cindy Hardy (Attachment 137/19)
	H.	Faculty Appeals & Oversight - Larry Duffy (Attachment 137/20)
	I.	Faculty Development, Assessment & Improvement - Larry Roberts (Handout)
	J.	Graduate Academic & Advisory Committee - Cathy Cahill (Attachment 137/21)

3:15	XII	Members' Comments/Questions  			  5 Min.

3:20	XIII	Announcement of Award Recipients     		10 Min.
	A.	Announcement of the Outstanding Senator of the Year Award 
	B.	Announcement of Usibelli Awards (Attachment 137/22)
	C.	Announcement of Emeriti Faculty Awards (Attachment 137/23)
	D.	Recognition of Senate Service
	E.	Presentation of Resolution of Appreciation for Paul Layer 

3:30	XIV	Adjournment of the 2005-2006 Faculty Senate   **

3:30	XVI	2006-2007 Faculty Senate Members Take Their Seats
	A.	Roll Call of 2006-2007 Members       		  5 Min.
	B	President's Remarks - Shirish Patil        		  5 Min. 
	C.	President-Elect Remarks - Jon Genetti 		  5 Min.

3:45	XVII.	New Senate Business      				15 Min. 
A.	Motion to endorse 2006-2007 committee membership, submitted by Administrative Committee (Attachment 137/24)
B.	Motion to approve the 2006-2007 UAF Faculty Senate meeting calendar, submitted by Administrative Committee (Attachment 137/25)
C.	Motion to authorize the Administrative Committee to act on behalf of the Senate during the summer months, submitted by Administrative Committee (Attachment 137/26)

4:00	XVIII	Adjournment **

**3:45-5:30	Reception  & Presentation of Awards  	Wood Center C/D

6:30 p.m.  	No-Host dinner with rural senate members at Pike's.  Everyone welcome!  (RSVP by Thursday, April 28 to Sheri at 474-7964 or fysenat@uaf.edu)

ATTACHMENT 137/1
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY ADMINISTRATIVE COMMITTEE

MOTION:
=======

The UAF Faculty Senate recommends to the Board of Regents that the attached list of individuals be awarded the appropriate UAF degrees pending completion of all University requirements.  [Note:  copy of the list is available in the Governance Office, 312 Signers' Hall.]

	EFFECTIVE:  	Immediately

RATIONALE: 	These degrees are granted upon recommendation of the program faculty, as verified by the appropriate department head.  As the representative governance group of the faculty, we are making that recommendation.

ATTACHMENT 137/2
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY ADMINISTRATIVE COMMITTEE

RESOLUTION OF APPRECIATION

FOR

PAUL LAYER

WHEREAS, Paul Layer has served Faculty Governance in its many forms over the years in a manner deserving of the UAF Faculty Senate's greatest admiration and respect; and 

Whereas, Paul Layer has served as Senator to the UAF Faculty Senate from 1994-1996; and 

Whereas, Paul Layer has served as Chair of the Scholarly Activities Committee from 1994-96, as a member of the Ad Hoc Committee on Unit Criteria from 1994-1996, as Chair of the Faculty Appeals & Oversight Committee from 2002-2004; and 

Whereas, Paul Layer has served as a member of the Administrative Committee from 1994-96 and 2002-2004, as Chair of the Administrative Committee and as President-Elect of the UAF Faculty Senate from 2004-2005; and 

Whereas, Paul Layer has served as a member of the UAF Governance Coordinating Committee from 2004-2006 and as Chair from 2005-2006; and 

WHEREAS, Paul Layer has served as a member of the UA Faculty Alliance from 2004-2006 and represented UA Faculty Alliance to the UA Statewide Research Advisory Council from 2005-2006; and 

WHEREAS, Paul Layer has served on various Search Committees, and other university and statewide committees representing the interests of faculty to the administration of UAF and statewide; and

Whereas, Paul Layer has served as President of the UAF Faculty Senate from 2005-2006 and has effectively represented the interests of the UAF Faculty Senate to the administration of UAF; and 

WHEREAS, The UAF Faculty Senate wishes to acknowledge the outstanding service rendered to the faculty and the University by the work of Paul Layer as he concludes his term as president; now 

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate acknowledges the many contributions of Paul Layer and expresses its appreciation for his exemplary service.

ATTACHMENT 137/3
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY OUTSTANDING SENATOR OF THE YEAR SCREENING COMMITTEE

OUTSTANDING SENATOR OF THE YEAR AWARD

FOR

SINE ANAHITA 

WHEREAS, Sine Anahita's willingness to serve the university is evident in the fact that she joined the UAF Faculty Senate in her second year; and

WHEREAS, Sine Anahita worked with passion as a member of Faculty Affairs Committee during 2004-05; and

WHEREAS, Sine Anahita served as a member of the Committee on Status of Women, during 2005-06; and

WHEREAS, Sine Anahita with professionalism and dedication demonstrated leadership in the development and analysis of the Study of Faculty Work Life at the University of Alaska Fairbanks survey and communicated the results of the study across the UA community; and

WHEREAS, Sine Anahita has distinguished herself as an active and engaged colleague in the UAF Faculty Senate, ever mindful of her constituency and sees her constituency as the entire university community; and

WHEREAS, Sine Anahita's commitment to equity for all make her a valuable Faculty Senator who deserves recognition; now 

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate recognizes Sine Anahita as Outstanding Senator of the Year for Academic Year 2005-2006.

ATTACHMENT 137/4
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS AND THE ADMINISTRATIVE COMMITTEE

RESOLUTION OF APPRECIATION

FOR

Dr. Wanda Martin

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

Whereas, Wanda Martin has served as a member of the UAF Faculty Senate Curricular Affairs Committee since 1992; and 

Whereas, Wanda Martin has served as a member of the UAF Faculty Senate Developmental Studies Committee since 1989; and 

Whereas, Wanda Martin has dedicated 22 years of service to the University of Alaska and the Academic Advising Center; and 

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

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate thanks Dr. Wanda Martin for her decades of service to UAF--through working with and for undergraduate students--and wishes her success in future endeavors.

ATTACHMENT 137/5
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY ADMINISTRATIVE COMMITTEE

MOTION:
=======

The UAF Faculty Senate ratifies the recommendation of the Governance Coordinating Committee to remove the Diversity & Tolerance Action Committee and the Intercollegiate Athletic Committee (IAC) from the Governance Coordinating Committee (GCC) Procedures and the further recommendation from GCC that the IAC be reclassified as an advisory board reporting to the UAF Director of Athletics and Recreation and the Vice Chancellor for Advancement and Community Engagement.

EFFECTIVE:  	Immediately 

RATIONALE:  	According to governance policy, changes in the GCC committee structure require a 2/3 vote of each governing body represented by the GCC (Faculty Senate, Staff Council and ASUAF).  Having succeeded in establishing the Chancellor’s Campus Diversity Action committee (CCDAC) the UAF Governance Coordinating committee concludes that the goals and charges of the Diversity and Tolerance Action Committee are being met under the CCDAC, therefore; the Diversity and Tolerance Action Committee is no longer necessary.  The scope of the work conducted by the Intercollegiate Athletic Committee is better served by having a more direct link to the Director of Athletics and the Vice Chancellor for Advancement and Community Engagement.  Faculty, staff and student representation on the IAC is sufficient for providing information and input to the three governance organizations. 

ATTACHMENT 137/6
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS AND DEVELOPMENTAL STUDIES

MOTION:  
=======

The UAF Faculty Senate moves to amend the Mandatory Placement Policy (Senate meeting #116, May 5, 2003) to read:

CAPS - Addition
[[   ]]  -  Deletion

Mandatory Placement

Students who do not meet basic skills standards in reading, writing, and mathematics must complete appropriate Developmental Education course instruction.  Such students may not enroll in 100-level or above courses that depend on these skills until they have satisfactorily met the exit criteria of the appropriate Developmental Education course(s).

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 CLASSES THEIR FIRST SEMESTER AT UAF.  STUDENTS MAY NOT ENROLL IN CLASSES UNLESS THEY MEET THE PLACEMENT REQUIREMENTS.   PLACEMENT INTO APPROPRIATE DEVELOPMENTAL OR CORE CLASSES MUST BE DONE WITH THE HELP OF AN ADVISOR.  STUDENTS WHO ENROLL IN A COURSE WITHOUT MEETING THE REQUIREMENTS WILL BE WITHDRAWN FROM THE COURSE BY FACULTY INITIATED WITHDRAWAL.  

FOR PLACEMENT INTO ANY DEVELOPMENTAL MATH COURSE, OR ANY COURSE SATISFYING CORE MATH REQUIREMENTS, PREREQUISITE COURSES AND/OR PLACEMENT EXAMS MUST BE TAKEN WITHIN ONE CALENDAR YEAR PRIOR TO COMMENCEMENT OF THE COURSE.     

STUDENTS MAY NOT ENROLL IN PERSPECTIVES ON THE HUMAN CONDITION COURSES UNLESS THEY MEET THE PLACEMENT REQUIREMENTS FOR ENGLISH 111 (INCLUDING READING).   STUDENTS MAY NOT ENROLL IN CORE SCIENCE CLASSES UNLESS THEY HAVE PLACEMENT AT DEVM 105 OR ABOVE AND PLACEMENT INTO ENGLISH 111.  

THE UAF FACULTY SENATE REITERATES ITS REQUIREMENT THAT FINANCIAL SUPPORT FOR ACADEMIC RESOURCES TO ASSIST MANDATORY PLACEMENT OF STUDENTS AT UAF BE INCREASEDTO AN ADEQUATE LEVEL PRIOR TO IMPLEMENTATION.

EFFECTIVE:  	Fall 2006, with phase in completed no later than Fall 2007.

RATIONALE:  	Mandatory testing, advising, and placement have been identified as elements which have a strong correlation with increased student success in college-level coursework.  A motion to phase in mandatory placement in appropriate Developmental Education courses was approved by the UAF Faculty Senate on May 5, 2003.  

Further, the additions more clearly spell out the implicit expectations for Core 100-level courses at UAF—namely, that a student has sufficient academic preparation to be able to complete college-level English and math classes.

Note: Additional Banner augmentation to support prerequisite and test compliance will need to be coordinated with UAA and UAS. The UAA Faculty Senate recently approved a similar motion on Mandatory Placement.

The Developmental Studies committee will work with the Department of Developmental Education, the Math department, the English department, and other affected departments and committees to develop guidelines for enforcement of placement.

ATTACHMENT 137/7
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS

MOTION: 
=======

The UAF Faculty Senate moves to amend the grading policy and grade point average (GPA) computation to include +/-'s as specified in University Regulations R10.04.09.

	EFFECTIVE:  	Fall 2007

RATIONALE:  	Plus/minus grades allow for more accurate instructor feedback to students.  The majority of four-year colleges and universities use the plus/minus grades system.  In a recent UAF referendum faculty supported changing to +/-'s by a nearly 3:1 margin.

ATTACHMENT 137/8
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to approve a Minor in Global Studies.    

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

RATIONALE: 	See full program proposal #155 from the Spring 2006 review cycle on file in the Governance Office, 312 Signers' Hall.

Requires 16-18 credits from two or more departments, selected from one of four tracks as an area of emphasis and requires a civic engagement/internship project of 1-3 credits. 

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

Minor, Global Studies

The proposed interdisciplinary minor in Global Studies provides undergraduate students the opportunity to focus on this topic with a systematic and organized curriculum.  The goal of the minor is to offer students an understanding of globalization from a variety of disciplinary perspectives.  Four tracks are presented, with a choice of established entry courses.  In addition, students will participate in a community involvement internship.

PROGRAM IN GLOBAL STUDIES, Catalogue Description

College of Liberal Arts
404 Gruening
(907) 474-7231

Minor Only

The minor in global studies is an interdisciplinary program whose purpose is to enhance students’ understanding of issues resulting from an increasingly interdependent world. A program in global studies provides students pursuing baccalaureate study an opportunity to broaden their intellectual horizon beyond their chosen major and achieve a more integrated vision of contemporary global problems, alternative conceptions of global society, and relevant strategies of transition to a more just and humane world order.
Administration will rotate among the participating College of Liberal Arts departments and disciplines.

Minor

1.  Complete a three credit entry level course from the following selection:
	ANTH 245—Culture and Global Studies
	GEOG 203—World Economic Geography
	ENGL 280—Colonial and Post-Colonial Literature
	PS 202—Democracy and Global Society

2.  Complete four different courses (12 credits) from one of the following tracks:
	A.  Global Economic and Political Dynamics 
		ANTH 446—Economic  Anthropology 
PS 201—Comparative  Politics
PS 323—International Political Economy
RE300w—Rural Development in a Global Perspective
SOC 460—Global  Issues in Sociological Perspective

	B.  Culture and Global Society
		ANTH/RD 315—Tribal  People and Development
ANTH/WMS 445—Gender  in Cross-Cultural Perspective
COMM 330-- Intercultural  Communication
ENGL 218—Themes  in Literature: Colonial and Post-colonial Literature
ENGL 360—Multi-ethnic Literatures of the United States
LING 216—Languages of the World
PHIL 482—Comparative  Philosophy and Religions

	C.  Science Policy and the Environment
		ANTH 428w—Ecological  Anthropology and Regional Sustainability
BIO 476—Ecosystem  Ecology
GEOG/NRM 338—Introduction  to Geographic Information Systems
HIST 411—Environmental History
NRM/NORS 432—Literature and the Environment
PS 454o—International  Law and the Environment
PS 455o—Political  Economy of the Global Environment 
PS 456o—Science, Technology and Politics 

	D.  Peace, Human Rights, and Global Society
		ENGL 280—Introduction to Colonial and Post-colonial Literature
ENGL 380—Topics  in Colonial and Post-colonial Literature
HIST 316—Europe since 1945
PHIL 472—Ethics  and International Affairs
PS 203—Peace, War, and Security
PS 322—International  Law and Organization
SOC 405o—Social Movements and Social Change

3.  Complete a variable credit (1-3) internship working collaboratively with one of the faculty in the student’s selected track.

4.  In addition to structured coursework in the four tracks, the Program in Global Studies will strongly encourage participating students to study abroad for at least one semester, thereby linking the minor to the UAF Office of International Programs for study abroad opportunities.  Furthermore, inasmuch as the realities of global interdependence make second language acquisition a meaningful part of preparation for global citizenship, students in the program are strongly encouraged to complete the foreign language option as part of the UAF Core Curriculum requirement under “Perspectives on the Human Condition.”

5.  Minimum number of credits required:  16-18 

ATTACHMENT 137/9
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

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

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

RATIONALE: 	See full program proposals #145 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.

The Certificate in Automotive Technology requires 37 credits--3 credits in general university requirements in the area of human relations and 34 credits in Automotive Technology courses.  

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

Certificate in Automotive Technology

The proposal for a new Certificate in Automotive Technology is part of a larger package of changes to the current Certificate and AAS Degree in Maintenance Technology. 

It is important to note that while the request is a "new" certificate in Automotive Technology such a program already exists and has for many years at TVC/UAF.  It is currently offered as a concentration under the Certificate in Ground Vehicle Maintenance Technology.  TVC has long had a regular faculty position (1.0 FTE) in Automotive Technology and a budget for adjunct faculty, administrative support, and commodities.

Our goal is to enhance and expand quality offerings in this area. Among other changes, this proposal separates out the auto program from what is now known as Maintenance Technology and allows it to stand alone.

PROPOSED CHANGES:

UAF's automotive offerings are currently part of the Certificate and AAS degree in Maintenance Technology.  Our goal is to "unpack" these certificates and degrees so that their requirements are clear and each is easily found in the UAF catalog.  Students and community members alike tell us that each should stand alone so that the career pathways associated with them are evident. Doing so also allows them to be listed separately in the UAF catalog and marketed properly at distinct programs.  At the same time, we propose updating our curriculum and delivery methods to align with industry standards and expressed community needs.

The new Certificate in Automotive Technology aligns UAF's program with related offerings at UAA.  The Anchorage program offers Ford and GM factory service programs that may be of interest to UAF students (it is unlikely that these factory programs will be offered in Fairbanks in the foreseeable future).  This alignment of UAF and UAA programs enables those students interested in these factory programs to move on to the UAA program if desired (something not now easily done).

AUTOMOTIVE TECHNOLOGY Certificate Program

College of Rural and Community Development
Tanana Valley Campus
(907) 455-2809
www.tvc.edu

Minimum Requirements for Certificate: 37 credits

The TVC Automotive Technology Certificate program provides students with the education and training needed to become an entry level Automotive Technician. The automotive service industry is one of constant change as cars become more complicated. Highly trained technicians are needed to be able to understand, diagnose, and repair modern automobiles. 

The program emphasizes hands-on training and in-class experience as students perform preventive maintenance inspections, determine causes of equipment problems and make necessary repairs and adjustments to the complex systems that make up today’s cars. The certificate training qualifies students for entry-level positions within the automotive service and repair industry in the areas of Electricity/Electronics, Brakes, Suspension and Alignment, and Engine Performance. 

Successful graduates from the TVC Automotive Technology program go on to careers in dealerships, independent shops, service/IM stations, fleet repair facilities, and aviation ground support. Salaries vary depending on job placement and the student’s skill level. 

Communication
Communication content is imbedded in the following discipline-based courses:
AUTO 102, 150, 162, 110, 122, 131, 190, 202, 222, 227

Computation
Computation is imbedded in the following discipline-based courses:
AUTO 102, 110, 131, 150, 162, 227

Human Relations
Complete the certificate requirements.		3 credits

1.	Complete the following courses:  

Major Requirements
AUTO 102 Introduction to Automotive Technology   	3 credits
AUTO 110 Basic Electrical Systems    			3 credits
AUTO 122 Engine Theory and Diagnosis			3 credits
AUTO 131 Automotive Electrical II  			3 credits
AUTO 150 Brake Systems					4 credits
AUTO 190 Automotive Practicum I    			4 credits
AUTO 162 Suspension Alignment				4 credits
AUTO 202 Auto Fuel and Emissions Systems		4 credits
AUTO 222 Automotive Engine Performance   		3 credits
AUTO 227 Automotive Electrical III    			3 credits

University of Alaska Board of Regents 

Program Approval Summary Form
Requirements:
1.	2 pages or less
2.	Must be a stand-alone document
    
MAU:   UAF/Tanana Valley Campus (TVC)
Title: Certificate in Automotive Technology
Target admission date:   Fall semester 2006 

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

The University of Alaska system has an expressed commitment to providing workforce development, vocational and occupational instruction, and programs specifically designed to be responsive to the needs of local communities and to adult learners in particular (UA Strategic Plan 2009). The UA and UAF strategic plans both speak about responsiveness to job training and workforce development needs in the state. 

Automotive Technology is not new at UAF and TVC. This proposal for a new certificate simply repackages those offerings which are now found as a concentration under the Maintenance Technology AAS. Doing so allows us to expand enrollments and successful graduates through improved curriculum, expanded marketing, increased program visibility, and greater community support. 

Importantly this new UAF certificate will improve articulation between the UAF, UAA, and UAS programs so that students can move easily between programs if desired (this proposal was developed with active support from faculty in other MAUs). This proposal was developed through active consultation with automotive industry employers in the Fairbanks area. They have endorsed these changes and expressed a willingness to expand their support for program students.

What State Needs are met by this program?

Alaska's construction, oil and gas, mining, and related industries—all critical to Alaska's resource-based economy—need skilled workers and technicians to operate and maintain fleets of automobiles, trucks, and heavy equipment. The same is true for the tourism and hospitality sector, which maintains fleets of tour buses and automobiles for rental markets. Alaska's climate is tough on private automobiles and trucks as well; service technicians are essential to repairing and maintaining these vehicles, tuning them to address emissions standards, and assisting in making Alaska's vehicles safe for both drivers and passengers.

Alaska faces a severe shortage of skilled automotive technicians in the coming years. The Alaska Department of Labor and Workforce Development reports that workforce needs in this area are growing and that the existing workforce is 'graying'—over 40% of bus, truck, diesel, and heavy equipment repair personnel and operators are over 50 years of age. A major conference on Alaska's workforce development needs in Kenai in April 2005 highlighted these concerns. Business, labor, and university participants alike expressed common concern about a coming 'perfect storm' where Alaska's resource development opportunities are expanding but in the end could be hampered by a lack of skilled technicians, operators, and other workers.

Transportation and construction have been on the Alaska Workforce Investment Board's short list of high-need "job clusters" since at least 2003 due to their growth potential (see Commonwealth North report "Alaska's Jobs for Alaska's people," June 2003, p. 5). In the Fairbanks area, employers and community leaders have confirmed these high-demand, high-growth trends in three advisory committee meetings held in the past year.

What are the Student opportunities and outcomes?  Enrollment projections?

In October 2005, TVC received a $1.99M federal grant to expand offerings in automotive technology and other program areas. The basis of this enhanced funding is a model of fulltime enrollment in job training over a 9-12 month period—a model that expedites opportunities for students to move into gainful employment. This proposed Certificate of Automotive Technology is key to implementation of this new opportunity for students. 

We expect to enroll a minimum of 15 students each year in this program and to produce at least 75 new automotive technicians in the coming five years.

Describe Research opportunities:

This proposal is part of a broader redesign of TVC's Automotive Technology program that will expand collaboration between the university and the automotive industry. Representatives of industry believe that expanding the program in this manner will open up opportunities for having top-quality factory training in university facilities that will benefit students, faculty, and community.

Describe Fiscal Plan for development and implementation:

TVC's FY06 budget contains approximately $75K for the automotive program, including salary and benefits for one FTE faculty member plus support for adjuncts. We expect this to continue into the future. 

New grant funding from the US DOL "President's Community-Based Job Training Grant" program provides approximately $150K annually for enhancements to the program. This includes up to $100K for each of three years (FY06-09) for leased shop space (approx. 8100 sq.ft. of shop, classroom, office, and storage. It also includes additional funding for adjunct faculty plus tools and other commodities.

RESOURCE COMMITMENT TO THE
PROPOSED DEGREE PROGRAM

Resources	Existing	New	Total	
	College/School	College/School 	Others (Specify)		
Regular Faculty (FTE's & dollars)
	
          1	
          0		
          1	
Adjunct Faculty (FTE's & dollars)
	
         1 FTE	
          1 FTE		
          2	
Teaching Assistants
(Headcount)	
          1	
          0		
          1	
Instructional Facilities
(in dollars and/or sq. footage)	
       SHARED
     1,000 sf	
     2,700 sf			
Office Space
(Sq. footage)
	
      SHARED
      300 SF	
     400 SF		    
     8,100 SF	
Lab Space
(Sq. Footage)
	
     SHARED
       3000 SF	
    5,000 SF		
	
Computer & Networking 
(in dollars)	
   $1,000	
   $4,000		
    $5,000	
Research/
Instructional/
office Equipment
(in dollars)	
          0	
           0	
         0	
          0	
Support Staff
(FTE's & dollars)
	
       .25
    $10,000	
		
       .25
    $10.000	
Supplies 
(in dollars)
	
     $10,000	
     $25,000	
	
    $35,000	
Travel
(in dollars)
	
        0	
     $1,500		
     $1,500	

ATTACHMENT 137/10
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to approve an Associate of Science degree program.  

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

RATIONALE: 	See full program proposals #104 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.

The Associate of Science degree requires a minimum of 60 credits and is composed of 44-45 general university requirements in Communication, Humanities and Social Sciences, Math, Natural Sciences, and Library and Information Research and a Concentration Area of at least 15 credits from the following:  Veterinary Science, General Science, Ethno-botony, Reindeer Husbandry and Range Management, Fisheries, Chemistry, Biology, Physics, or Geology.  

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

Brief Statement of Proposed Associate of Science degree program

An increasing number of students are seeking degrees in the sciences.  Many of these students, however, have limited high school experience with and preparation for the rigor and investigation required by science courses.  In addition, many of the potential students have been out of school for several years and their learning skills may be dormant.  Finally, many students are interested in acquiring specific vocationally related science skills that they can immediately use while enroute to a baccalaureate degree.  According to an October 2005 report entitled "A Profile of the American High School Senior in 2004: A First Look" released by the National Center for Educational Statistics (NCES) a third of the students who planned to get a four-year degree had not mastered "simple problem solving, requiring the understanding of low-level mathematics concepts." And almost one-half of those who anticipate getting a graduate or professional degree had "an understanding of intermediate-level mathematical concepts" or "the ability to formulate multistep solutions to word problems." (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006348)  This proposed AS degree provides the preparation needed to enter into a science-related baccalaureate while gaining the basic academic preparation and sought after vocationally related skills. 

The Associate of Science degree will be offered through the Interior-Aleutians Campus of the College of Rural and Community Development (CRCD) and is designed to allow students to select a concentration area in a science related field. 

Proposed Catalog Description

Associate of Science Requirements

The associate of science degree represents the completion of a broad-based course of study with an emphasis in the sciences.  This degree may serve as a stepping-stone to a science-related baccalaureate program.  You may earn only one AS degree.

Admission is open to all individuals, especially those interested in entering into a science-related field. 

Students should have a high school diploma or GED.   Because this degree focuses on preparing a student for subsequent entry into a science-based baccalaureate program, it is strongly recommended that students seeking admission to this program have completed two high school lab-based science courses preferably in biology, chemistry, or physics.  Students planning on articulating into a baccalaureate program need to work closely with their advisors and are encouraged to select courses meeting core requirements in the baccalaureate discipline and courses with an X designator.

Students whose ACT/SAT scores are not high enough to place them into regular college level classes will be required to take the ASSET or COMPASS test and will be placed into the appropriate developmental level course. 

To remain in good standing students must:
a.	Maintain an overall 2.0 grade point average
b.	Maintain a C grade or better in all Concentration Area and Math/Science courses

1.	Complete the general university requirements (page ___).
2.	Complete the following general AS requirements: 

Communication	9
ENGL 111X - Introduction to Academic Writing	3
ENGL 212 - Business, Grant and Report Writing or 
ENGL 213X  - Academic Writing about the Social and Natural Sciences  	 3
COMM 131X - Fundamentals of Oral Communication:  Group Context or 
COMM 141X - Fundamentals of Oral Communication:  Public Context  	3

Humanities and Social Sciences	15
ANTH/SOC 100X - Individual, Society and Culture	3
ECON or PS 100X - Political Economy	3
HIST 100X - Modern World History		3
ENGL/FL 200X - World Literature		3

Complete one of the following 3 courses:
ART/MUS/THR 200X - Aesthetic Appreciation	3
HUM 201X - Unity in the Arts	3
ANS 202X - Aesthetic Appreciation of Alaskan Native Performance	3

Two semester length courses in a single Alaska Native language or other non-English language or three semester length courses (9 credits) in American Sign Language taken at the university level may substitute for two of the courses above.

Mathematics
Math 107X - Functions for Calculus or
Math 200X - Calculus  	4

Natural Sciences	16
1)  Complete any two Baccalaureate core science courses 
2)  Complete a one year sequence in one natural science 
The total natural science courses used to satisfy this requirement shall represent at least two different natural sciences.

Library and Information Research		0-1

3.	Concentration Area
Complete Concentration Area of at least 15 credits from as the following: Veterinary Science, General Science, Ethno-botany, Reindeer Husbandry and Range Management, Fisheries, Chemistry, Biology, Physics, or Geophysics.

4.	Minimum credits required	60

REGENTS GUIDELINES
University of Alaska Board of Regents 
Program Approval Summary Form

MAU:	  UAF
Title:  	  Associate of Science
Target admission date:  Fall 2006

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

The Associate of Science Program was created by the Interior-Aleutians Campus, in cooperation with employers and educators, and is focused on preparing students for entry into science-related employment and continued baccalaureate science-related education. This program is focused on preparing students for immediate jobs and for subsequent education.  

The Associate of Science degree program provides students with quality academic instruction needed for baccalaureate and other advanced degrees in the sciences while providing an articulated pathway for certificate students to progress to the Baccalaureate of Science as well as to qualify program graduates for employment in science-related fields.

Objectives
•	To contribute to an educated Alaskan workforce by providing coursework relevant to student science-focused degree goals.
•	To reach out to and recruit prospective students and listen to rural and urban communities and employers, linking learning with real life. 
•	To prepare students for baccalaureate or other course work in the sciences. 

This program relates to and supports the goals of the UAF 2005 Strategic Plan by:
•	Serving as the premiere higher educational center for Alaska Natives by both increasing the number of Alaska Native students at UAF and by increasing the proportion of degrees awarded to Alaska native students
•	Providing high quality undergraduate education for traditional and non-traditional students by increasing the numbers of students who enroll in and successfully complete their 100-level and above coursework and degrees
•	Forming active collaborations with communities, organizations, businesses and government to meet identified state, national and global needs through increased numbers of students graduating with degrees in science related fields

What State Needs met by this program.

Immediate employment market needs relate to those concentration areas which students choose.  Responses to the Veterinarian Technicians Program survey, for example, show the potential for 36-42 jobs in the 39 villages surveyed.  These jobs include veterinary technician, tribal resource management, wildlife disease inspection, fish and game personnel and public health.  In addition, outside employment (non- village) is readily available for licensed veterinary technicians, medical illustrators, or public health workers 

State statistics

State statistics from the Department of Labor substantiate workforce and skill development needs in rural Alaska.  Figures provided by the Department of Labor Website (http://almis.labor.state.ak.us) project, by 2012, a 12.1% increase in jobs in Professional, Scientific, and Technical Services, a 50% increase in jobs in Waste Management and Remediation, a 32.2% increase in jobs in Health and Social Services, and a 57.1% increase in jobs in the Mining industry.  The Associate of Science degree and its associated concentration area will either prepare the student to directly enter this work force or will prepare the student for the baccalaureate degree which will provide entry to these jobs.

What are the Student opportunities and outcomes?  Enrollment projections?

The Associate of Science degree will provide the student the opportunity to develop the skills and training necessary either for immediate employment in a variety of science-related fields or for entry into a science-related baccalaureate discipline.

Enrollment Estimates University-wide:
Year	Headcount*	
06-07	25	
07-08	40	
08-09	65	
09-10	90	
10-11	110	
*Includes both full and part time

Describe Research opportunities:

While research is not a primary focus of this program, it is a unique model which will be documented and shared throughout the academic community. This program will produce a wealth of information in student outcomes assessments, changes in academic programs and teaching style, and other information relating to workforce and skill development in rural Alaska.  This Associate of Science program will allow for increased scientific inquiry and research opportunities on a local basis.  Stronger collaboration between the scientific community and local entities should result from this program.

Describe Fiscal Plan for development and implementation:
	*Indirect costs to other units (e.g. GERs)

Program development is supported by the United States Department of Agriculture Alaska Native/Native Hawaiian (AN/NH) Serving Institutions Education Grants program.  This project addresses the USDA goal of increasing the number of AN/NHs engaged in USDA careers.  These careers include, among others, increasing the number of students entering Associates of Sciences programs that articulate into Bachelor and Masters of Science degrees.

Because USDA's interest is, ultimately, in bringing more AN/NHs into USDA careers at the bachelors and masters' level, the grant will fund the current effort until at least 2010.  USDA support currently stands at one half-time science faculty member plus funding for a total of 12 Alaska Native students to complete the Associate of Science program within approximately three years.  One fund 1 faculty member developed the Associate of Science degree contributing a total of $10,747 in fund 1 dollars.  Another $42,650 in salaries and benefits will come from the grant for support staff (program assistant, web technician and media technician).

While the Interior-Aleutians Campus has developed this new program, other fund 1 faculty and staff from all campuses, both urban and rural, will potentially be involved with this program.  The program will generate $62,700 per year with a minimum of 15 full-time students.  As student participation increases, tuition income will increase, gradually replacing grant funding.

The primary faculty are already employees of the University, current faculty of the College of Rural and Community Development as will Fairbanks-based UAF faculty.  Fairbanks based classes will show a slight increase in student registrations.

The College of Rural & Community Development community campuses will provide classroom space for EDPA training sessions. In communities without a local university facility, training space can be found in the private sector and reasonably supported by tuition fees through partnership arrangements. In addition, collaboration with school districts will provide space to teach university courses.  Therefore, through community and school district partnerships, the impact on existing UAF and CRA technology resources and facilities can be limited to existing resources.

Resource Commitment to Proposed Degree Program

Resources	Existing	New	Total	
	College/School	College/School 	Others (Specify)		
Regular Faculty (FTE's & dollars)
	IAC: 10% Faculty time for development ($10,747).  In excess of 10 additional faculty per semester will be involved in providing courses which will be used by students in this program.  The amount of effort will vary per instructor based on the number of AS students in their classes.		USDA Grant Faculty 50% ($35,374)

$46,121	
Adjunct Faculty (FTE's & dollars)			

Teaching Assistants
(Headcount)					
Instructional Facilities
(in dollars and/or sq. footage)			Communities of Ft. Yukon, Galena, Tok, McGrath, and Kotzebue will donate classroom space @ a minimum of 144 sf each	

	
Office Space
(Sq. footage)	100 sf + 80 sf				
Lab Space
(Sq. Footage)					
Computer & Networking 
(in dollars)					
Research/ instructional/office Equipment
(in dollars)					
Support Staff
(FTE's & dollars)
			USDA Grant:  50% Program Assistant 
20% Media Technician
2% Web Technician	

$31,9001
	
Supplies 
(in dollars)			USDA Grant: $3750	$3750	
Travel
(in dollars)			USDA Grant: $20,310	$20,310	
Totals				$102,082	

ATTACHMENT 137/11
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to approve a Certificate in Veterinary Science.  

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

RATIONALE: 	See full program proposals #135 and the course proposals #105-134 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.

The Certificate is comprised of 9-10 credits of General University Requirement courses in computation, communication and human relations and 26 credits of program requirement courses.  The Veterinary Technician track will require an additional 23 credits of course work and the Veterinary Medical Illustration track will require 6 additional credits. 

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

Executive Statement
Certificate in Veterinary Science

The Interior-Aleutians Campus, College of Rural and Community Development, University of Alaska Fairbanks, requests approval of a Veterinary Science Certificate Program to be implemented in Fall Semester, 2006.

Through courses delivered locally in the home communities of our students, the Veterinary Science Program will build the capacity of local governments in rural Alaskan villages to take control of assets and resources for economic enhancement.

In line with the mission of Interior-Aleutians Campus, the VTS program will provide educational opportunities for students throughout the state without requiring them to change or leave their culture or heritage.  The Interior-Aleutians Campus is committed to educating Alaska Natives and rural residents, assisting them to affect social changes in their communities, thereby enriching the quality of their lives and cultures.  Particular consideration is given to the needs of permanent residents and students in non-traditional settings who seek skills and degrees suited to the rural economy and to the well being of rural communities.

Due to the boom and bust cycles of Alaska’s economic history, coupled with the thrust of Native peoples into the corporate world, many skills have been “imported” to regions by persons outside of the community and most often outside of the state.  Many rural areas exist in a technology deficit, and the residents are becoming part of a “have-not” society.  Given the lack of opportunity for education and employment as well as an infrastructure of tools for educational use, this challenge is especially poignant.  The Veterinary Science program is an opportunity for students in rural Alaska to attain and maintain skills that sustain wellness, self-sufficiency, and on-going economic development.

Proposed Catalog Description

Veterinary Science Certificate 

College of Rural and Community Development
Interior-Aleutians Campus (907) 474-5439
Chukchi Campus (907) 442-3400

Veterinary Science Certificate:

Training in veterinary science and medicine provides a strong base for careers in farming, dog mushing, wildlife management, public health, tribal resource management, environmental health, veterinary technology and as a veterinarian.

Incorporated into these courses are information and training for work with domestic small animals, domestic farm animals, reindeer, bison and musk ox.  The courses provide a unique insight by including Alaska Native knowledge, terminology, and ethics.

Certificate graduates are prepared to continue on in learning tracks for veterinary technology, public health, wildlife diseases, veterinary medical illustration and veterinary medicine.

1.	Complete the general university requirements (page ___)
2.	Complete the following certificate requirements: 
	Communication
		English 111X-Indroduction to Academic Writing (3)	3 cr.
	Human Relations
		ANTH/SOC 100X - Indiv., Society, and Culture (3) or 
		ABUS 154 - Human Relations (3)				3 cr. 
	Computation 
		MATH 107X - Functions for Calculus (4) or 
		ABUS 155 - Business Math (3) or 
		DEVM 105 - Intermediate Algebra (3)			3 cr. 

3.	Complete the following program requirements: 
	CHEM 103X - Basic General Chemistry or 
	CHEM 105X - General Chemistry 					4 cr. 
	BIOL 103X - Biology and Society or 
	BIOL 105X - Fundamentals of Biology 				4 cr. 
	VTS 101 - Introduction to Veterinary Science			2 cr. 
	VTS 110 - Veterinary Medical Terminology & Communication 	2 cr. 
	VTS 130 - Animal Anatomy and Physiology 			3 cr. 
	VTS 140 - Animal Husbandry 					3 cr. 
	VTS 150 - Animal Nutrition and Feeding 				3 cr. 
	VTS 160 - Animal Diseases and Medicine 				3 cr. 
	VTS 199 - Veterinary Science / Technician Practicum 		2 cr. 

REGENTS GUIDELINES
University of Alaska Board of Regents 
Program Approval Summary Form

MAU:	  UAF
Title:  	 Veterinary Science Program
Target admission date:  Fall 2006

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

This program arose from the surveyed interests of villages served by the I-AC and Chukchi Campus.  This survey demonstrated a high need and interest for veterinary science training to deal with issues related to animal care, public health, wildlife diseases, bison, reindeer and musk ox husbandry. Its implementation has been promoted by several veterinarians who serve rural Alaska and are familiar with its immediate needs.

This program was developed with consultation of the American Veterinary Medical Association(AVMA), area veterinarians, tribal governments, rural dog musher’s, rural bison producers, and pet owners.

This program will encourage rural students to enter science higher education.  Veterinary science is an area of high interest and one that has immediate applicability. This will provide a learning path for rural, primarily Native students who are interested in science. The program will also encourage students who wish to pursue pre-veterinary undergraduate work

What State Needs met by this program.

Alaska is one of only eight states that does not have a veterinary science/ technology program. There also is a shortage of state licensed vet techs (108 total), especially in rural areas (4% of total). 
Rural Alaska also has an almost nonexistent level of veterinary care.  This program would provide trained individuals who could deal with animal health issues.
Veterinary science also has applications in public health (rabies and other zoonotic diseases, wildlife diseases and large animal husbandry).  All of these areas are in dire need of educated staff people working for local and tribal governments to deal with related issues. 
Urban Alaska would be served by providing a source of trained veterinary technicians.  After 2010 the state will require that a vet tech graduate from an AVMA certified school.

What are the Student opportunities and outcomes?  Enrollment projections?

Graduating students could find employment as a veterinary technician, tribal resource manager, wildlife disease technician or researcher, public health worker or in large animal husbandry (including bison, reindeer or musk ox).  Some students will go on into further education in veterinary medicine or related areas.
There will be an enrollment cap of 30 new students per year.  The high interest in this as shown by survey of 39 villages suggest there will be an excess of applying students vs. spots. Nationwide this excess also exists.

Describe Research opportunities:

Veterinary Science students will be invaluable in research towards wildlife diseases, zoonotic diseases (incl rabies), sled dog issues, bison, reindeer and musk ox projects and public health research.

Describe Fiscal Plan for development and implementation:

Initially the entire program is funded by a USDA grant.  This grant provides staff costs for program development and piloting for 24 students from the I-AC and Chukchi College.  Tuition, facility and travel costs are also provided by this grant.

It is anticipated that full enrollment and course development will be completed within five years.  The enrollment cap of 30 students per year is sufficient tuition income to support a full time licensed veterinarian and veterinary technician.  An administrative assistant will also be sufficiently funded.  Several adjuncts will be financially available as well.  Facilities will be located in rural areas.  These areas are already located and have been offered at no cost.

PROPOSED DEGREE PROGRAM
VTS Veterinary Science Program

	Fund 1	Tuition	Grant		
Resources	Existing	New	Total	
	College/School	College/School 	Others (Specify)		
Regular Faculty (FTE’s & dollars)
	IAC: 
10% English Faculty @ $6,891 + benefits @ $3,856		Vet Tech Faculty:
50% @ 9.5 months @ $23,000 + benefits @ $12,374	
$46,121
	
Adjunct Faculty (FTE’s & dollars)					
Teaching Assistants
(Headcount)					
Instructional Facilities
(in dollars and/or sq. footage)			Communities of Ft. Yukon, Galena, Tok, McGrath and Kotzebue donate classroom space @ a minimum of 144 sf each.		
Office Space
(Sq. footage)	100 sf  +
80 sf				
Lab Space
(Sq. Footage)					
Computer & Networking 
(in dollars)			USDA Grant:
$5,000
	$,5000	
Research/
Instructional/
office Equipment
(in dollars)					
Support Staff
(FTE’s & dollars)
			Program Assistant:
50% @ 12 months:
$16,786 +
benefits @ $8,393
Media Technician:
20% @12 months: $7,268 + benefits @ $3,634
Web Technician:
2% @ 12 months: $1,132 + benefits @ $448	

$37661	
Supplies 
(in dollars)			USDA Grant:
$8,032	
$8,032	
Travel
(in dollars)			USDA Grant:
$20,310 	
$20,310	

ATTACHMENT 137/12
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to approve an Associate of Applied Science degree program in Construction Management.  

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

RATIONALE: 	See full program proposals #200 and the course proposals #189-199 from the Spring 2006 review cycle on file in the Governance Office, 312 Signers' Hall.

Designed to provide students with the interdisciplinary skill set needed to succeed in construction management.  Requires 13 credits in general AAS degree requirements, Human Relations is embedded in discipline-based courses; 52 credits in major requirement courses in ABUS, CM, DRT, MATH, and PHYS; total credits 65. 

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

PROPOSED CATALOG COPY

CONSTRUCTION MANAGEMENT
Tanana Valley Campus (TVC)
College of Rural and Community Development
455-2800, www.tvc.uaf.edu/constructionmanagement

TVC’s Construction Management (CM) AAS program meets growing needs in the construction industry by training entry-level construction managers and by providing continuing education for construction employees. 

Construction managers plan, direct, and are responsible for managerial oversight of construction projects.  They are responsible for coordinating and managing people, materials, and equipment; budgets, schedules, and contracts; and safety of employees and the general public.  Construction managers determine construction means and methods and the most cost-effective plans and schedules.  They track construction costs and administer contract changes to the project budget to maximize profitability.  Construction managers monitor work progress to ensure compliance with architectural and engineering drawings and specifications.  

Construction managers work in all phases of the construction business – public and private owners; small multifamily projects to the largest of skyscrapers and industrial projects; rural roads to major highways.  Construction managers work closely with architects, engineers, owners, and the various contractors on a construction job.  The construction manager’s duties are varied, challenging, and rewarding.

UAF’s Construction Management program mirrors that offered at UAA and was developed with input from local contractors and professional industry organizations and provides students with a broad knowledge of building systems and construction techniques.  CM graduates understand basic principles of business and have knowledge of the technical aspects of the construction industry.  Graduates are able to function both in the construction office and on the job site.

The CM Associate of Applied Science (AAS) degree requires 4 to 5 semesters to complete. While not a prerequisite, we recommend that students applying for admission have experience in the construction industry.

ADVISING
	
All students are encouraged to meet with their academic advisor each semester for the purpose of reviewing their academic progress and planning future courses.  It is particularly important for students to meet with their advisor whenever academic difficulties arise.  

Students are encouraged to consult the faculty in the Construction Management program for assistance in designing their course of study to ensure all prerequisites have been met and that university and major degree requirements are understood and followed.

PREPARATION
	
Students seeking the Associate of Applied Science degree in Construction Management should prepare for entrance into the program by completing the following high school courses:

Mathematics	Algebra II (Skill level as demonstrated by ACT, SAT, or a placement test to qualify for enrollment in MATH F107X.)
English	Composition (Skill level as demonstrated by ACT, SAT, or placement test to qualify for enrollment in ENGL F111X.)
	
The University offers courses to help students without this preparation to meet the skill level required in the Construction Management program.  Insufficient preparation will increase the number of semesters required to complete the degree.

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

A.A.S. Degree - CONSTRUCTION MANAGEMENT

1.	Complete the general university requirements. 
2.	Complete the AAS degree requirements.*
  a.	COMMUNICATIONS
ENGL 111X - Introduction to Academic Writing 	3
ENGL 212 - Business, Grant, and Report Writing 	3
COMM 131X - Fundamentals of Oral Communication: Group Context 
or COMM 141X - Fundamentals of Oral Communication: Public Context 	3 cr. 
  b. 	COMPUTATION:
	MATH 107X - Functions for Calculus 	4
  c.	HUMAN RELATIONS
Human Relations is embedded in the following discipline-based courses:
	CM F201, CM F299 

3.	Complete the following program (major) requirements (52 credits)*
	ABUS F101 - Principles of Financial Accounting I    	3
	ABUS F201 - Principles of Financial Accounting II  	3
CM F102 - Methods of Building Construction		3
	CM F123 - Codes and Standards				3
	CM F142 - Mechanical and Electrical Technology		4
	CM F163 - Building Construction Cost Estimating		3
	CM F201 - Construction Project Management		3
	CM F202 - Project Planning and Scheduling  		3
	CM F205 - Construction Safety				3
	CM F213 - Civil Technology  				4
CM F231 - Structural Technology				4
	CM F263 - Civil Construction Cost Estimating		3
	CM F299 - Construction Management Internship		3
DRT F170 - Beginning AutoCAD				3
	MATH F108 - Trigonometry   				3
	PHYS F103X - College Physics				4

3.	A total of 65 credits is required for the degree.

* Students must achieve a grade of “C” or better in all courses required for the degree.

State Needs

Academic Programs

Students

Research

Faculty & Staff

Technology & Facilities

University of Alaska Board of Regents
Program Approval Summary Form

University of Alaska Fairbanks	
Tanana Valley Campus (TVC)
College of Rural and Community Development

Target Admission date: Fall semester 2006

Associate of Applied Science in Construction Management

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

UAF’s Tanana Valley Campus proposes to offer the Associate of Applied Science degree program in Construction Management (AAS-CM) already approved by the Regents for delivery at UAA.  TVC’s proposal is to adopt program requirements and curriculum identical to those offered at UAA and to make them available to UAF students.

By training Alaskan construction managers, this program meets high-demand job needs and provides a path into the challenging and rewarding careers available in industry. The proposed program is aligned with the University of Alaska mission to meet state and local needs and to provide opportunities to all who can benefit from educational programs of high quality. 

Specifically, the program addresses UA Strategic Plan 2009’s goal of responding flexibly to state needs in the areas of workforce development (UA Strategic Plan 2009, Goal 5). The program fulfills the Regents’ commitment to the university’s community college mission, developing new and relevant programs, and increasing collaboration across campuses (ibid, goal 2). 

The AAS-CM program is designed to provide students with the interdisciplinary skill set needed to succeed in construction management. The program has been designed in accordance with the accreditation Standards and Criteria for Associate Degree Programs (Form 103A) published by the American Council for Construction Education (ACCE). This program was created with high academic standards while providing a broad foundation of technical knowledge.  

TVC’s expansion of the AAS-CM to UAF is being done in active collaboration and partnership with industry and construction professionals in the Fairbanks and Interior Alaska areas, with deans and faculty in UAF’s College of Engineering and Mines and School of Management, and with UAA Construction Management faculty. 

What State Needs are met by this program?

Construction contributes about 7.5% of the approximate $25 billion annual gross state product. According to Alaska Economic Trends, May 2005, “Over the last five years construction jobs have grown at the remarkable average rate of 5.5% annually. The Fairbanks Daily News-Miner quotes the Executive Director of the Associated General Contractors reporting a 6% shortfall in the construction industry, which is expected to compound every year for the coming decade. The industry will need 1,000 new workers per year, the majority of them for construction in oil and gas and mining. 
The BOR approved UAA’s offering of the AAS-CM in 2004. Planning for UAA’s initial offering of the degree involved interested groups from within the University and extensive involvement of business and industry. These discussions culminated in a thorough Design a Curriculum (DACUM) exercise in February of 2003.

In considering this proposal for the Fairbanks area, TVC held a meeting on October 18, 2006 with construction industry leaders as well as UAF faculty from SOM and SOE. All reviewed the rationale for the proposed degree, the curriculum, and the plan for seeking approval. All voiced strong support for TVC’s proposal (see proposal package for letters).

What are the Student opportunities and outcomes? Enrollment Projections?

Bringing the approved AAS-CM to TVC/UAF opens up new opportunities for students in Fairbanks and Interior Alaska to advance their skills in construction management. Anticipated enrollment in the TVC/UAF program is 15 students for the first year. After the first year enrollment and advising data will be analyzed and decisions will be made whether to limit enrollment and/or add sections as necessary.

Describe Research opportunities.

This program is primarily focused on building a skilled workforce in Construction Management through lecture and hands-on instruction. Research is not a major element although we anticipate possibilities for future research collaboration with development of the Cold Climate Housing Research Center and its activities.

Describe Fiscal Plan for development and implementation.

TVC expects the total cost of the AAS-CM in Year One to be $225,000. This includes personnel (1 FTE faculty, .25 FTE administrative staff, adjunct faculty) and a CADD facility with 20 stations. The program will be housed in the TVC Downtown Center/Chena Building. In subsequent years annual program costs are expected to be approximately $175,000. Funding at the level shown is anticipated from UA Statewide workforce development sources and from industry and labor support. 

The regular faculty member/coordinator will have primary responsibility for instruction, program coordination, advising, and hiring of adjuncts. A drafting faculty member, now being hired through separate funding, will be offering CADD courses of relevance to AAS-CM students. Funding will also be provided to hire 2-3 adjunct faculty each semester who will supplement faculty resources. 

Importantly, TVC’s CM program will have an advisory committee led by industry to guide its development and strategic direction. Like other TVC programs, this committee will have between 7-9 members and will meet at least quarterly. 

RESOURCE COMMITMENT TO THE
PROPOSED CONSTRUCTION MANAGEMENT AAS DEGREE PROGRAM

Resources	Existing	New	Total	
	College/School	College/School	Others (Specify)		
Regular Faculty (FTE’s & dollars)
	0	1.0	FTE
$78,000
Salary/Benefits	.25 FTE
$19,500
Salary/Benefits	1.25 FTE
$97,500
Salary/Benefits	
Adjunct Faculty (FTE’s & dollars)
	.25 FTE
$12,500
Salary/Benefits	.25 FTE
$12,500
Salary/Benefits	.25 FTE
$12,500
Salary/Benefits	.75 FTE
$37,500
Salary/Benefits	
Teaching Assistants
(Headcount)	0				
Instructional Facilities
(in dollars and/or sq. footage)	1,500 sf			2,000 sf	
Office Space
(Sq. footage)
	150 sf			150 sf	
Lab Space
(Sq. Footage)
	1,000 sf			1,000 sf	
Computer & Networking 
(in dollars)	Computer Lab 20 workstations/ software
$50,000			
$50,000	
Research/
Instructional/
office Equipment
(in dollars)	
$4,500			
$4,500	
Support Staff
(FTE’s & dollars)
	.10 FTE
$5,000	.25 FTE
$12,000		.35 FTE
$17,000	
Supplies 
(in dollars)
	
$10,000	
$5,000		
$15,000	
Travel
(in dollars)
	
$1,000	
$1,500		
$2,500	

ATTACHMENT 137/13
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to approve a Bachelor's of Emergency Management (B.E.M) degree program.    

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

RATIONALE: 	See full program proposal #202 from the Spring 2006 review cycle on file in the Governance Office, 312 Signers' Hall.

Requires an A.A.S. in Emergency Services or Fire Science; applies 30 credits from A.A.S.; requires 40 credits in major complex courses in ACCT, ECON, BA, PS; 15 credits in minor complex of Leadership and Civic Engagement; 9 credits of electives from list of PS, HIST, RD courses; total credits of 126-128.

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

Executive Summary
Bachelor of Emergency Management (B.E.M.)

The UAF-TVC Emergency Services Program (ESP) is seeking approval for the UAF School of Management (SOM) to initiate a new Baccalaureate Degree in Emergency Management.  This will enable students to combine the technical expertise derived from the Associate of Applied Science (AAS) degree in Emergency Services with a curriculum in Business Administration to become the future fire chiefs and equivalent emergency services administrators within fire departments and other related providers of emergency services throughout Alaska, Canada and the Lower 48.  There is an ever increasing demand for fire department and emergency services administrators that are educated in fire science, emergency medical services (EMS) and business management practices.  The National Fire Academy Executive Fire Officer (EFO) Program will soon be establishing a minimum of a bachelor’s degree as an enrollment qualification.  Many fire departments throughout Alaska have searched for fire chiefs and found few Alaskan candidates with adequate administration education and experience except those who have gone to school and worked in the Lower 48.  The intent of this proposed BEM degree is to retain our AAS degree graduates at UAF by offering them an opportunity to complete a baccalaureate degree while obtaining additional vocational experience through numerous local fire departments.  The UAF Emergency Services Program averages 24 graduates per year or 11% of the associate degrees from the College of Rural and Community Development (CRCD).  An ESP outcome assessment goal is to encourage our UAF graduates to become the best candidates for chief officer or equivalent fire administrator positions by utilizing their AAS degree as a building block to pursue the proposed BEM degree.

The UAF-TVC Emergency Services Program has become nationally recognized as one of the best in the U.S. with students coming from all over Alaska, Canada and the Lower 48.  This program offers a unique combination of education, training, certification and vocational experience that is available at very few fire science programs throughout the U.S.  UAF currently offers AAS degree concentrations in Municipal Fire, Wildland Fire, Hazardous Materials, Public Safety and Emergency Medical Services.  Our arctic environment, boreal forests and the oil industry offers our students challenges and opportunities second to none.  

The UAF School of Management offers a wide variety of business administration courses nationally accredited by the Association to Advance Collegiate Schools of Business.  The proposed BEM degree offers a business administration curriculum tailored to meet the needs of a fire department business manager with a minor in Leadership and Civic Engagement. 

PROPOSED GENERAL CATALOG LAYOUT:

BUSINESS ADMINISTRATION

School of Management
Department of Business Administration
(907) 474-7253
www.uafsom.com

B.E.M. Degree
Minimum Requirements for Degree: 126-128 credits

1.  Complete 33 credits of major requirements from the UAF Emergency Services AAS degree or any regionally accredited institution AAS Fire Science degree with a cumulative GPA of 2.25 or higher. 

2.  Complete the general university baccalaureate core requirements.  (See page __.  As part of the core curriculum requirements complete MATH 161X* OR MATH 107X* AND STAT 200*)

3.  Complete beyond the associate degree the following 40 credits of major complex courses with grades of “C” or better:

PS 101- Introduction to American Government/ Politics	3	
ACCT 261 - Accounting Concepts/ Uses 	3
ECON 200 - Principles of Economics	4
BA 151 - Introduction to Business 	3
BA 307 - Personnel Management 	3
BA 317W - Employment Law 	3
BA 390 - Organizational Theory and Behavior 	3
BA 452W - Internship in Emergency Management 	3
BA 457 - Training and Management Development 	3
COMM 335O - Organizational Communications	3
ENGL 314 W, O/2 - Technical Writing 	3
PS 321 - International Politics 	3
PS 403W - Public Policy 	3

4.  Complete 15 credits in the minor complex of Leadership and Civic Engagement as follows:
a.	Complete the following (6 credits):	

NORS 205 - Leadership, Citizenship and Choice	3
NORS 486 - Senior Seminar/ Leadership and Civic Engagement	3
	
b.	Complete three courses (9 credits) from the following.  At least one course must be a PS elective and one course must be a HIST elective:

PS 202 - Democracy and Global Society	3
PS 263 - Alaska Native Politics	3
PS 301 - American Presidency	3
PS 315 - American Political Thought	3
PS 462 - Alaska Government and Politics	3
HIST 131 - History of the U.S	3
HIST 132 - History of the U.S	3
HIST 361 - Early American History	3
HIST 364 - History of the U.S. 1945- Present	3
RD 300W - Rural Development in a Global Perspective	3
RD 325 - Community Development Strategies	3

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

Must take two upper division writing intensive and one upper division oral intensive course(s).

University of Alaska Board of Regents
Program Approval Summary Form

MAU:  	UAF 

Title and brief description:
Bachelor Degree in Emergency Management: 
(BEM) degree.  

The UAF-TVC Emergency Services Program (ESP) is seeking approval for the UAF School of Management (SOM) to initiate a new Baccalaureate Degree in Emergency Management.  This will enable students to combine the technical expertise derived from the Associate of Applied Science (AAS) degree in Emergency Services with a curriculum in Business Administration to become the future fire chiefs or equivalent emergency services administrators within fire departments and other related fields of emergency services throughout Alaska, Canada and the Lower 48.  There is an ever increasing demand for fire department and emergency services administrators that are educated in fire science, emergency medical services (EMS) and business management practices.  

Target Admission Date:	Fall 2006

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

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

The proposed BEM degree is aligned with the University of Alaska mission to meet state and local needs for fire department and emergency services administrators and to provide opportunities to those who can benefit from educational programs of high quality.

Describe the State Needs being met by this program.

There is an ever increasing demand for fire department and emergency services administrators that are educated in fire science, EMS and business management practices.  Many fire departments throughout Alaska have searched for fire chiefs and found few Alaskan candidates with adequate business administration education and experience except 	those who have gone to school and worked in the Lower 48.  The intent of this proposed BEM degree is to retain our AAS degree graduates at UAF by offering them an opportunity to complete a baccalaureate degree while obtaining additional vocational experience through numerous local fire departments.  

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

The proposed BEM degree will enable students to obtain higher education and vocational experience to meet the demands of future fire chiefs and other emergency services administrators throughout Alaska, the Lower 48 and Canada.

Describe the Research opportunities, if applicable.

Internships and service to local fire departments will provide research opportunities that will contribute to the enhancement of operational 	efficiency and cost effectiveness of fire departments and other emergency services throughout Alaska, the Lower 48 and Canada.

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

Business Administration Faculty: 
Joe Hines, Instructor
Jim Collins, Ph.D., Associate Professor 
Jacob Joseph, Ph.D., Professor 
Cory Borgeson, J.D.,Term Instructor
Susan Herman, Ph.D., Term Professor 
David Porter, Ph.D., Professor
Melissa Hill, Exempt staff
Accounting Faculty: 
Ami Oppe, Adjunct faculty
Yijiang Zhao, Ph.D., Assistant Professor
Ken Abramowicz, Ph.D., Associate Professor
Mike Davis, Ph.D., Associate Professor
Economics Faculty: 
Doug Reynolds, Ph.D., Associate Professor
Staff:
Faith Henry, SOM Undergraduate Advisor
Executive Staff: 
Greg Goering, Ph.D., Associate Dean

No additional faculty or staff will be required for the implementation of the BEM degree.

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

No additional impacts on UAF technology or facilities at the UAF School of Management are anticipated.

RESOURCE COMMITMENT TO THE
PROPOSED DEGREE PROGRAM

Resources	Existing	New	Total	
	College/School	College/School 	Others (Specify)		
Regular Faculty (FTE’s & dollars)
	
24.75 FTE	
0		
24.75	
Adjunct Faculty (FTE’s & dollars)
	
1.4 FTE	
0		
1.4 FTE	
Teaching Assistants
(Headcount)	
5	
0		
5	
Instructional Facilities
(in dollars and/or sq. footage)	
309 sq ft	
0		
309 sq ft	
Office Space
(Sq. footage)
	
6,785 sq ft	
0		
6,785 sq ft	
Lab Space
(Sq. Footage)
	
1,031 sq ft	
0		
1,031 sq ft	
Computer & Networking 
(in dollars)	
$30,260	
0		
$30,260	
Research/
Instructional/
office Equipment
(in dollars)	
$11,376	
0		
$11,376	
Support Staff
(FTE’s & dollars)
	
4.5 FTE
	
0		
4.5 FTE	
Supplies 
(in dollars)
	
$44,158	
$2,000	
	
$46,158	
Travel
(in dollars)
	
$47,696	
0		
$47,696	

ATTACHMENT 137/14
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY UNIT CRITERIA

MOTION:
=======

The UAF Faculty Senate moves to approve the Unit Criteria for the College of Engineering and Mines (CEM).  

	EFFECTIVE:  	Immediately
				Upon Chancellor Approval

RATIONALE:  	The committee assessed the unit criteria submitted by the College of Engineering and Mines.  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, PRE-AND POST-TENURE, 
PROMOTION, TENURE REVIEW 
AND 
COLLEGE OF ENGINEERING AND MINES
UNIT CRITERIA 

THE FOLLOWING IS AN ADAPTATION OF UAF AND BOARD OF REGENTS (BOR) CRITERIA FOR ANNUAL REVIEW, PRE- AND POST-TENURE, PROMOTION, AND TENURE REVIEW, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING FACULTY IN THE COLLEGE OF ENGINEERING AND MINES. ITEMS IN BOLDFACE LETTERS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO CEM FACULTY, AND BECAUSE THEY ARE ADDITIONS AND CLARIFICATIONS TO UAF REGULATIONS.

Chapter I

Purview

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

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

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

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

Chapter II

Initial Appointment of Faculty

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

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

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

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

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

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

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

Chapter III

Periodic Evaluation of Faculty

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

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

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

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

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

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

1.	Effectiveness in Teaching 
Evidence of excellence in teaching may be demonstrated through, but is 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:

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

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

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

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

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

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

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

h.	disseminate new ideas to the students resulting from research and other engineering activities, such as consulting and service on review panels;

i.	engage in advising and mentoring students;

j.	Involve students, especially graduate students, in quality research activities.

Specific CEM Criteria for Teaching Performance Before Appointment or Promotion to:

A. Assistant Professor:  Evidence of teaching ability and a commitment to a quality teaching program must be provided, as well as evidence of an effort toward continual improvement.

B. Associate Professor:  The record must show that the material taught is contemporary and relevant, and that the presentations stimulate the learning process.  Evidence of the expected quality of instructional performance may include (but is not limited to) course and/or curriculum development, novel approaches to instruction, effective guiding and mentoring of students, and effective classroom teaching performance.  There must be evidence of supervision of graduate student research (as a major supervisor or co-supervisor).

C. Professor:  Significant contributions to the instructional program are expected. These may include, but are not limited to, contributions to major improvements in course and/or curriculum offerings, upgrading of instructional facilities, ability to motivate and/or inspire students, and exemplary training of graduate students.  There should be a record of successful completion of graduate work by his or her students.  It is expected that assessment of teaching by students and faculty demonstrate consistently high quality performance.

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.

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

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

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

d.	They must be judged to make a contribution.

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

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

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

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

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

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

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

g.	Citations of research in scholarly publications.

h.	Published abstracts of research papers.

i.	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.

j.	Prizes and awards for excellence of scholarship.

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

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

Specific Criteria for Research Performance Before Promotion or Appointment to:

A. Assistant Professor:  Evidence of the ability to establish a viable research program in the area of specialization, normally a sub discipline of engineering (with the option of engineering education in certain circumstances), must be provided.

B. Associate Professor:  The faculty member must have established an appropriate research program that produces satisfactory publications in refereed professional journals and presented research results at professional meetings.  The submission of research proposals and acquisition of external research funding, the completion of contract research reports, and publication in conference proceedings constitute supplementary evidence that the research program is of high quality.  Evidence of sustained research productivity and publication must be shown.  The faculty member must show independence and leadership by the creation of research ideas that involve students.

C. Professor:  The research program should have produced sufficient publications in the refereed professional literature, and there should be a record of student involvement.  The publications should be of sufficient quality and quantity to demonstrate the existence of an on-going, professional, independent research program.  A national or international reputation (as demonstrated by professional activities or presentations at meetings and documented opinions of other engineers and scientists in the field) is expected.  

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

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

a.	Providing information services to adults or youth.

b.	Service on or to government or public committees.

c.	Service on accrediting bodies.

d.	Active participation in professional organizations.

e.	Active participation in discipline-oriented service organizations.

f.	Consulting.

g.	Prizes and awards for excellence in public service.

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

i.	Training and facilitating.

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

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

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

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

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

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

d.	Participation in accreditation reviews.

e.	Service on collective bargaining unit committees or elected office.

f.	Service in support of student organizations and activities.

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

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

i.	Mentoring.

j.	Prizes and awards for excellence in university service.

3.	Professional Service
a.	Editing or refereeing articles or proposals for professional journals or organizations.

b.	Active participation in professional organizations.

c.	Active participation in discipline-oriented service organizations.

d.	Committee chair or officer of professional organizations.

e.	Organizer, session organizer, or moderator for professional meetings.

f.	Service on a national or international review panel or committee.

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

Specific Engineering Criteria for Service Performance Before Appointment or Promotion to: 

	A. Assistant Professor:  None in addition to UAF criteria 
	
	B. Associate Professor:  Positive contributions to departmental and/or university matters, effective professional contributions to the public, and/or effective services to the profession are expected. 
	
	C. Professor:  Evidence of leadership in the service area is expected.  Significant contributions to the development of departmental and/or university programs including committee leadership or UAF faculty senate service and associated committees are expected.  Effective application of service includes professional expertise provided to professional or public organizations such as engineering society leadership, reviewing proposals, refereeing manuscripts, and editing for professional organizations or publications. 

Examples of Service Activities Appropriate for Faculty in Engineering Include (But Are Not Limited To): 

	K-12 and/or informal engineering education; 
	
	Presentation of engineering to the public. 

Measures of Effectiveness of Performance Include (But Are Not Limited To): 

	Accomplishments of the effort for organization to which service was provided; 
	
	Opinions of clients served and/or colleagues involved in delivery of service. 

E.	Unit Criteria, Standards and Indices  
Unit criteria, standards and indices are recognized values used by a faculty within a specific discipline to elucidate, but not replace, the general faculty criteria established in B, C, D, above, and in “UAF Faculty Appointment and Evaluation Policies,” Chapter IV for evaluation of faculty performance on an ongoing basis and for promotion, tenure, 4th year comprehensive and diagnostic review (United Academics only), and post-tenure review.

Unit criteria, standards and indices may be developed by those units wishing to do so.  Units that choose not to develop discipline-specific unit criteria, standards and indices must file a statement stating so with the Office of the Provost, which shall serve as the official repository for approved unit criteria, standards and indices.

A unit choosing to develop discipline-specific criteria, standards and indices shall have such criteria, standards and indices approved by a majority of the discipline faculty. The unit criteria, standards and indices will be reviewed and approved by the cognizant dean who will forward the unit criteria, standards and indices to the provost.  The provost will review for consistency with BOR and UAF policies and will forward these criteria, standards and indices to the Faculty Senate, which shall review and approve all discipline-specific criteria according to a process established by the Faculty Senate.

Unit criteria, standards and indices will be reviewed at least every five (5) years by the faculty of the unit. When reorganization results in a unit’s placement in another college/school structure, the cognizant dean, in consultation with the unit faculty, shall review unit criteria, standards and indices and revise if warranted.  Unit criteria, standards and indices approved by the Faculty Senate prior to a unit’s reorganization shall remain in effect until reviewed and revised.  Revision of unit criteria, standards and indices must follow the review process established by the Faculty Senate.  If the unit criteria, standards and indices are not revised, a statement of reaffirmation of the current unit criteria, standards and indices must be filed with the Office of the Provost, following the review.

Unit criteria, standards and indices, when developed by the faculty and approved by the Faculty Senate, must be used in the review processes by all levels of review.  Their use is NOT optional. It shall be the responsibility of the candidate for promotion, tenure, 4th year comprehensive and diagnostic review (United Academics only), and post-tenure review to include these approved unit criteria, standards and indices in the application file.

F.	Annual Evaluation of Non-tenured Faculty with Academic Rank

1.	Process of Evaluation  
There will be annual evaluations of all untenured faculty members holding academic rank.  Each faculty member shall submit a professional activities report to the campus director or college/school dean according to a schedule announced by the provost.  The annual professional activities report will be accompanied by a current curriculum vita. 

The evaluations performed by the campus director or college/school dean shall include explicit statements on progress toward meeting criteria for tenure and promotion in their written evaluations.  The dean’s/director’s evaluation shall reference the faculty member’s workload agreement in commenting on progress. The director or dean shall provide a copy of a written evaluation to the faculty member.

In the case of a faculty member having a joint appointment, the dean will coordinate the review and recommendation with the director as appropriate.

G.	Periodic Evaluation of Tenured Faculty Members

1.	Frequency of Evaluation  
a)	All tenured faculty at UAF shall be evaluated once every three years according to a schedule and process announced by the Provost.

b)	For tenured faculty with joint appointments, the cognizant dean will arrange a review that assures that all appropriate administrators provide a written evaluation of the faculty member.  The dean will inform the faculty member of these arrangements.

2.	Annual Activities Report  
All tenured faculty shall prepare a professional activities report annually and submit it to the dean or director according to a schedule announced by the provost. 

H.	Evaluation of Faculty with Special Academic Rank
Special academic rank faculty are appointed for a specified period of time.  They are to provide evidence of effectiveness in their assigned responsibilities during the term of their appointment when requested by their college/school dean or institute director according to the process set forth by the provost.

1.	Process of Evaluation
The college/school dean or institute director shall require an annual activities report of a faculty member who has an appointment renewed beyond the initial year of appointment. The review process outlined above for academic rank faculty shall apply.  The optional process for the development and approval of the unit criteria, standards and indices as outlined above in Chapter III, E. shall also apply to the definition and evaluation of faculty in special academic rank positions.  

	The appointment to special academic rank shall terminate on the date specified in the letter of appointment, and implies no expectation of a subsequent appointment.

3/06

ATTACHMENT 137/15
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY FACULTY AFFAIRS 

FACULTY AFFAIRS COMMITTEE – 2005-2006 ANNUAL REPORT

Submitted by Jon Genetti, Chair

The Faculty Affairs Committee dealt with the following issues for 2005-06:

Electronic Faculty Workload Project

In Spring 2005, FA was given a demo of a non-working version of the software being developed internally.  By Fall 2005, Digital Measures was contracted to develop the software and they provided a demo on 3/10/06.  This demo did not work for our rural members.  Further, according to Dave Veazey, “it is not yet reflective of our workload and activity reporting process but rather, contains the components and capabilities that can be modified to meet UA needs.”  Most of the FA concerns are related to these modifications.  Dave Veazey further states “my intention is to share this with faculty now, and throughout development, so that faculty have significant input as we build the product.”   FA recommends scheduling a demo at the first FA meeting in Fall 2006, with a UA representative that can answer the following questions:

•	What is the implementation date?
•	Are the workloads public?
•	What access restrictions have been set up to control access to this information?
•	Who, exactly, will have access to annual activities reports?
•	How will the faculty be able to verify the accuracy of the data generated by this system, as it will be used for budget and evaluation?
•	What is the cost of this system (upfront and yearly)?

Student evaluations in promotion and tenure decisions

Mike Davis & Liz Brown pointed out that rural classes have a very poor return rate (<10%) of SOIs, which makes using them very difficult.  Recommend that FA invite Jordon Titus to give a presentation of her current research on the subject in 2006-07.

Non-represented/Research Faculty

There were approximately 40 Research Assistant / Associate / Full Professors with an appointment in GI, IAB and IARC that didn’t have an appointment in an academic department.  As a result, these faculty were not included as FTFE for re-apportionment, did not get to vote and are not represented. The Faculty Affairs committee feels that any employee whose primary duty is teaching or research should be represented in the faculty senate.  FA forwarded a motion to amend the UAF Faculty Senate By-laws to include these faculty in time to be used for the Spring 2006 election.

Supervisory Training

Suggested that summer (with funding) would be a good time to offer this training.  Also need to find a way to offer training by distance delivery.

UNAC ex-officio member

UNAC will designate a member to attend FA meetings and provide insight on how issues discussed relate to the CBA.  The union has legal standing for many issues and management deals with UNAC differently than the Faculty Senate.  This worked well this year and FA recommends continuing this process.

3 year vs. 2 year term for senators

The majority of the committee 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.  FA recommends 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)

TRS/ORP

David Porter points out that TRS is outside of the CBA and is not negotiable via the union.  ORP is tied to contribution rates for TRS, so it is also outside of the CBA.  As of March 2005, Michael Jennings reported that 2/3 of the faculty were ORP.  The new plan that comes into effect July 2006 will make faculty recruiting and retention more difficult, especially when combined with below-market salaries.  There was a proposal by UA to cap the employer ORP contributions to the current 16.3%, but was not presented to the BOR and no action was taken to change ORP program for pre-2006 members.  FA recommends staying informed on this issue as PERS/TRS unfunded liability has increased as of 4/06 and there will be increased pressure to do something about it.

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.  FA forwarded a resolution stating this to the admin committee.

Draft Process for Appointment of Distinguished Professor

FA recommended changes to the draft policy proposed by Chancellor Jones 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 a 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?

ATTACHMENT 137/16
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY UNIT CRITERIA

UAF Unit Criteria Committee
2005-06 Annual Report

During the 2005-06 academic year, the UAF Unit Criteria Committee met four times: September 6 and October 14, 2005 and March 8 and April 12, 2006. Meetings scheduled for the late fall, early spring, and very late spring were cancelled, since no criteria were submitted during that time.

Criteria Considered
In the spring two proposed criteria were submitted, one by the College of Engineering and Mining, and one by the Department of Foreign Languages and Literatures.

The CEM criteria were first considered at the March 8 meeting. The committee sent the criteria back for revision. Revised criteria were considered at the April 12 meeting. The committee voted to pass the revised criteria on to the Faculty Senate. However, the committee’s vote was not unanimous, the relevant issue being the level of guidance offered to faculty concerning how they were to be evaluated. The committee agreed to issue a statement concerning this matter; see “Guidance for Faculty”, below.

The FLL criteria were first considered at the April 12 meeting. The committee sent the criteria back for revision. No revised criteria were received in time for consideration during the 2005-06 academic year.

Guidance for Faculty
The following statement was written pursuant to discussions at the April 12 meeting.

The committee is concerned and would like to suggest that unit criteria offer more concrete guidance to new faculty. An important purpose of the unit criteria is to provide the standards by which faculty working towards promotion and tenure are judged. It is our observation that clear standards are often used for judging a candidate for promotion and tenure, such as expected level of publication and funding, exactly how teaching effectiveness is measured, etc. Where such standards are used, we encourage units to document them in their written criteria, so that new faculty, in particular, will know what is expected of them.

We suggest that, in fall 2006, the Faculty Senate should amend the standards for unit criteria to require that more concrete guidance be given to faculty concerning how they are evaluated.

Membership
Glenn G. Chappell (Computer Science), chair
Brenda Konar (SFOS/GURU)
Ping Lan (School of Management)
Debasmita Misra (Mining & Geol. Eng.), co-chair
Julie Riley (CES, Horticulture)

ATTACHMENT 137/17
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY COMMITTEE ON THE STATUS OF WOMEN

Committee on the Status of Women   2005-06 Annual Report

The Committee on the Status of Women completed a preliminary analysis (with special thanks to Sine Anahita) on the data from their Survey of Faculty Work Life at UAF.  The committee then presented key findings and recommendations from the study at three faculty forums, the Provosts’ Council, Chancellor’s Cabinet, Chancellor’s Campus Diversity Action Committee, Deans’ Council, and the Statewide Academic Council.

Some key findings from the survey include:
-	High levels of overall job satisfaction
-	Women obtain promotion and tenure later than men
-	Women tend to be initially hired at a lower rank than men
-	Women tend to be less satisfied with their jobs than men (the overall trends are similar but women are not as satisfied)
-	Over half of the faculty have never had children and consequently are not overly interested in child care issues
-	Faculty are largely satisfied with decision-making processes and resource allocation at the departmental level, but unsatisfied with the way decisions are made and resources allocated at the university-level
-	Women faculty believe there are significant barriers to leadership for women and people of color, while men faculty tend not to see these barriers
-	Both men and women think that there are not enough people of color in their departments or in university leadership.

Analysis of salary data obtained from PAIR document women faculty earn only 81% of what men faculty earn across the university. When controlling for rank and time of service, CLA and the SoED emerge as the only two significant units where pay is equitable in terms of gender.

CSW (with financial support from the Chancellor) held UAF’s 1st Women Faculty Luncheon (an audioconferenced event) to welcome and show support for women faculty on September 20, 2005.  This was an extremely successful event and we are planning the 2nd luncheon for September 19, 2006.

CSW will hold a three hour comprehensive Tenure and Promotion Workshop (also audioconferenced for our rural faculty) on April 28, 2006 from 1:00 to 4:00 in the Board of Regents Conference Room.  We intend for this workshop to become an annual event.

In Progress:
-	Creating and maintaining a current list of women faculty (and their contact information) at UAF
-	Gathering and analyzing historical data information with gender on time to tenure and promotions, rank, and salary information for faculty at UAF for at least the last ten years
-	Comparing gender and salary for term-funded and adjunct faculty
-	Continuing to network on mentoring for new and mid-career women faculty 

ATTACHMENT 137/18
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY CORE REVIEW

Memorandum

        to:	Paul Layer, president of the Faculty Senate of the University of Alaska Fairbanks	
    from: 	M. A. Box, chair of the Core Review Committee	
    date: 	21 April 2006	
subject: 	report for the Core Review Committee for 2005-06	
 copies: 	the Core Review Committee	

In this academic year the Core Review Committee met thirteen times, during the course of which it reviewed seventy-five petitions and twelve academic course requests.*  At this moment it is still receiving petitions and dealing with them on a piecemeal basis without meeting.  I have not tried to group the petitions into categories and to quantify those categories to identify recurring problems in the Core Curriculum.  I thought that we were dealing with a very high number of petitions until Jin explained to me how many there were at the beginning and how much the number has abated due to adjustments to the Core in response.

We were concerned enough about the number of petitions to form a subcommittee to explore with the registrar what mechanisms might be feasible to prevent students from going astray in their progress through the requirements.  We began with exploring the desirability and feasibility of a sophomore-year audit as a preventive measure against unnecessary petitions.  After consultation with the registrar we ended up with an endorsement of a baccalaureate core audit occurring each registration.  

The dominant problem of the year was inapposite transfer-credit substitutions forced on the university by the two tables of substitutions.  At the first meeting we were informed of some of the history of this topic, particularly of how a revision of the tables had stalled.  That for the table for transfers within the state system was constrained by regents policy, and that for the table for transfers from outside the system had been sent back to our committee by the senate at the end of the preceding spring semester.  We adopted a revision of the second table by Carol Gold and presented it to the senate, where it was voted into the next catalog.  The motion provided generic descriptions for what the faculty wish to require of courses proposed as substitutes for our core-curriculum requirements, and the effect will be to restrict to some extent the sort of courses that are eligible for such substitutions.  The senate’s goal was to restrict such substitutions to those that are reasonable.  What is reasonable I have taken to be some undefined middle course between (a) restrictions that choke off nearly all substitutions because few or no courses will approximate our World Literature and (b) generic openness that allows substitutions that deviate objectionably from the purpose of the core requirement.  

Following was a period in which we gathered information about complaints in the departments concerning intrasystem transfer-credit substitutions as mandated by regents' policy.  As you know, I drafted a white paper diagnosing the problem, concluding that it is capable of palliation if not remedy.  Accordingly I recommended three palliative measures, two of which required cooperative action from our sister universities.  To the best of my knowledge, none of these measures is being implemented.  Those wishing details should consult my paper of 9 March 2006.  

At the moment we are scurrying to see that outcomes assessment occurs for the courses in the Core Curriculum.  Things seem to taking shape, but there might be lacunae.

*The first figure includes some petitions resubmitted and therefore counted twice in this reckoning, but for purposes of work flow a resubmission is not less of a problem than a new submission.  Typically a resubmission involved investigation and coaching of petitioners by members of the committee.

ATTACHMENT 137/19
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY DEVELOPMENTAL STUDIES

The Developmental Studies Committee 
2005/2006 Final Report

The Developmental Studies Committee began the year with further discussion of its role vis-à-vis the Department of Developmental Education and the Faculty Senate.  We agreed that the committee served to identify policy issues that apply to developmental education and to act as a curricular review committee for developmental courses.  We considered the possibility of relieving the Curricular Review committee of the review of courses related to AAS and Certificate programs, but ultimately decided that would be too far removed from the purpose of the committee.  We did, however, establish a working relationship with the Curricular Review and Curricular Affairs committees to review, advise, and otherwise give feedback on courses and programs with content that is similar to that of developmental courses.  We also agreed that our committee would serve to coordinate efforts and concerns of those entities concerned with developmental education and serve as a means to communicate these concerns to the Department of Developmental Education.

Much of the Fall semester we spent reviewing and responding to the Enrollment Management Task force report on Student Success.  We met with the co-chairs of the taskforce and posed questions to them to consider as they wrote the taskforce report.  We then wrote a response to the final report and forwarded that to the taskforce, the Chancellor and the Provost.

In the Spring semester, in concert with the Curricular Affairs Committee, we drafted a motion to specify the process of mandatory placement.  This was, in part, in response to the Chancellor’s call for selective admissions into the Baccalaureate.  The motion incorporated much of the previous work done by subcommittees in the Department of Developmental Education and members of the Math and English Departments.  This motion will be addressed at the final Faculty Senate meeting of 05/06.

During the course of the year, we reviewed and approved two courses: DEVM 106 and DEVM 051.  We advised the Curricular Review committee on VTS 115, concerning the level of its math content.

For next year, we anticipate much activity as we work with the departments to draft guidelines for mandatory placement, and address issues arising from the Statewide Taskforce to Assure Remediation Results (STARR).  

ATTACHMENT 137/20
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY FACULTY APPEALS AND OVERSIGHT

2005-2006 Annual Report 
Faculty Appeals and Oversight Committee

The Faculty Appeals and Oversight Committee (FAO) reviewed two administrators:  Bernice Joseph and Lincoln Saito.  The FAO discussed the review of Bernice Joseph with the Chancellor.  

The committee did not handle any appeals this year.  

Two motions regarding improving the administrative review process were approved by the FAO but were rejected by the Senate Administrative Committee and did not move forward for Senate discussion.
 
Respectfully
Lawrence K. Duffy, Chair

ATTACHMENT 137/21
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE

Graduate Academic & Advisory Committee
2005-2006 Academic Year Summary

The committee had a very successful and effective year.  In addition to evaluating course and program requests, we addressed several important issues:

1)	Post-bacc certificates - The committee and the Dean of the Graduate School agreed that post-bacc certificates for licensure in education should go through the entire Board of Regents approval process including the New Program form with hex chart.  Because the first programs to pass through this process were already in existence, the documentation for the new programs was not as comprehensive as that required for entirely new degree programs.  The post-bacc certificate programs brought to GAAC were passed by the committee and Faculty Senate and sent to the Board of Regents for approval.

2)	Trial Courses – We evaluated the need the trial course process.  Tim Stickel informed us about the reasons the trial course process existed and why we shouldn’t mess with it.

3)	Forms – a.	Minor vs. major changes – The committee members discussed 
suggestions for improving the forms and clarifying what constitutes major and minor changes.  
  b.	New/trial course and program approval forms – The committee members discussed ways to clarify who to contact and how to ensure that faculty members proposing new courses and programs contact the library collections officer.  
4) 	Graduate faculty – The committee discussed ways of increasing the number of 
faculty available to serve as the ‘Ph.D. department representative’ on INDS committees.  We created and Faculty Senate passed a motion on who was eligible to serve.

5)	Moldy courses – Curricular Affairs and GAAC worked with the Registrar’s Office and the Dean of the Graduate School to develop a process for deleting moldy courses from the catalog.  The process was developed and the list of courses marked for potential deletion is going to be forwarded from the Provost to the Deans for action.  

6)	Evaluation of new/trial courses – The consensus is we don’t need to evaluate the courses beyond the evaluation we already do.  However, we agreed that we should go back and look at the syllabi of stacked courses after they have been taught to make sure that they are clearly differentiating the requirements for the graduate and undergraduate students.  This is especially important for graduate programs that rely heavily on stacked courses. 
 
7)	Commencement - GAAC forwarded and Faculty Senate passed a motion to the Administrative Committee that would allow students who have successfully completed their thesis or project defense prior to the graduation ceremony in May to walk through commencement.

8)	Stacked courses – GAAC and Curricular Affairs suggested prohibiting the stacking of courses that are not next to each other in level, such as a 200/600 stacking.  GAAC is of the opinion that 400/600 stacking is the only appropriate stacking level for graduate courses.  We also feel that the situation of the identical course offered at two different levels, but not stacked is not appropriate and should be addressed.  We need to know how this impacts summer sessions since they appear to have the most courses that fall into these categories.

9)	The committee discussed the use of special topics courses during summer session.  We are going to draft a faculty senate resolution during Fall 2006 to recommend that the curriculum review councils for the various colleges evaluate the special topics courses offered during summer session and make sure that they are truly special topics courses.  If they are offering the same course each summer, that course should go through the new course review.

10)	0 credit courses – GAAC had quite a discussion about 0 credit courses.  There is no policy that prohibits these courses.  However, several committee members do not agree with the concept of 0 credit courses.  It seems to us that 0 credit courses that require students to attend a minimum of 15 hours of classes/recitals should be worth credit.  

11)	Discussions with the Graduate School – GAAC actively discussed the following issues with the Dean of the Graduate School:

a)  Thesis writing assistance – Dean Henrichs informed us that the Graduate School will hire an editor to assist students with improving their thesis writing skills.  

b)  Resignation from committees – Dean Henrichs changed the ‘change of committee’ form to require signatures from the committee members resigning from a committee.  The Dean will not allow a committee member to resign from a committee in order to avoid failing a student.

c)  Student compensation - Dean Henrichs has performed a comparison of the graduate stipends given at UAF with those given to students at 31 comparable institutions.  The initial results show that our students receive 64-77% of the ‘average’ stipend given by the other schools.  This is exceedingly low.  The Dean instituted a plan to raise the TA stipends.

d)  Graduate student health insurance - Dean Henrichs developed a program to provide graduate students with health insurance.

e)  In fall semester 2006, the Graduate School will start requiring graduate student projects to be archived at the library and one of the two library copies of their thesis (the circulating copy) to be submitted in .pdf form.  Beginning in Spring 2006, students will have the option to archive their projects and submit one of the thesis copies as a .pdf.   

ATTACHMENT 137/22
UAF FACULTY SENATE #137
MAY 1, 2006

	Usibelli Award Nominees 2006		
			
Teaching			
Kelly Drew (recipient)	Associate Professor, Chemistry and Biochemistry	IAB 	
Lillian Corti	Professor, English and Women's Studies	CLA	
Carol Gold	Professor, History and Women's Studies	CLA	
Gordon Haas	Assistant Professor, Fisheries	SFOS	
John Keller	Professor, Chemistry and Biochemistry	CNSM	
Yelena Matusevich	Associate Professor, Foreign Languages and Literature	CLA	
Patty Merritt	Associate Professor, Early Childhood	TVC	
Dani Raap	Associate Professor, Psychology	CLA	
Paul Robinson	Adjunct Professor, TV General Ed.	TVC	
Judy Shepherd	Associate Professor, Social Work	CLA	
			
Research			
Anthony J. Garrett (recipient)	Professor, Fisheries
	SFOS
	
Catherine Cahill	Associate Professor, Atmospheric Science	GI	
Zygmunt Kowalik	Professor, Marine Science	SFOS	
Jonah Lee	Professor, Mechanical Engineering	CEM	
Victoria Joan Moessner	Professor, Foreign Languages and Literature	CLA	
Donald (Skip) A. Walker	Professor/Director, Biology and Wildlife	IAB	
 John E. Walsh	President's Professor, Atmospheric Science	GI	
			
Service			
Peter Pinney (recipient)	Professor/ Associate Dean, Humanities	CRCD	
Robert Arundale	Professor, Communication	CLA	
Shannon Atkinson
	Professor/ Science Director, Marine Science/ Alaska SeaLife Center	IMS/SFOS
	
Roy K. Bird	Professor/Director, English and Philosophy	CLA	
Craig Gerlach	Associate Professor, Anthropology	CLA	
Martin Jeffries	Research Professor, Snow, Ice, and Permafrost	GI	
Oscar Kowagley	Associate Professor, Education	SOEd	
Tara McGinnis	Professor, Theatre	CLA	
Kara Nance	Professor, Computer Science	CNSM	
Shirish Patil	Petroleum Engineering	CEM	
Dan Walsh	Associate Professor, Mineral Preparation Engineering	CEM	
Brenton Watkins	Professor, Physics	CNSM/GI	
Jane Weber	Associate Professor, Developmental Education	CRCD	

ATTACHMENT 137/23
UAF FACULTY SENATE #137
MAY 1, 2006

Emeriti for AY2005-2006

		
Dr. Charlotte Basham
	CLA, Associate Professor, Linguistics, Emerita
	
Dr. Gerald S. Berman
	CLA, Professor, Social Work, Emeritus
	
Dr. Karen Erickson
	CLA, Associate Professor, Political Science, Emerita
	
Dr. Patricia Butler Kwachka
	CLA, Professor, Anthropology and Linguistics, Emerita
	
Dr. Edmond C. Packee
	SNRAS, Professor, Forest Management, Emeritus
	
Dr. Thomas Shirley
	SFOS, Professor, Fisheries, Emerita

ATTACHMENT 137/24
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY ADMINISTRATIVE COMMITTEE

MOTION:
=======

The UAF Faculty Senate moves to endorse the 2006-2007 committee membership as attached.

	EFFECTIVE:  	Immediately

RATIONALE:  	New Senate members' preference for committee selection were reviewed and weighted against membership distribution from schools and colleges.

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

2006 -2007 UAF FACULTY SENATE COMMITTEE MEMBERSHIP

STANDING COMMITTEES

Curricular Affairs
	Jodie Anderson, CRCD/CES (07)
	Anna Berge, CLA (07)
	Ataur Chowdhury, CNSM (07)
	Claude Duguay, CNSM (08)
	Ilana Kingsley, CLA (08)
	Rainer Newberry, CNSM (08)
	Tony Rickard, SOEd. (07)
	Larry Roberts, CRCD (07)
	Marsha Sousa, CRCD (08)

Faculty Affairs
	Sukumar Bandopadhyay, CEM (08)
	Pamela Deters, CLA (08)
	Marion Bret-Harte, IAB (07)
	Liz Brown, SFOS (07)
	Jim Collins, SOM (07)
	Mike Davis, CRCD (07)
	Jonathan Dehn, GI (08)
	Jeff Freymueller, CNSM (08)
	Jonathan Rosenberg, CLA (08)
	Mingchu Zhang, SNRAS (07)

Unit Criteria
	Brenda Konar, SFOS (08)
	Thomas Zhou, SOM (08)
	Debasmita Misra, CEM (07)
	Peter Bierman, CRCD/CES (08) 
	vacant, CNSM (08)
	vacant, CLA (08)

PERMANENT COMMITTEES

Committee on the Status of Women
	Sine Anahita, CLA (07)
	Cindy Hardy, CRCD (07)
	Alexandra Fitts, CLA (08)
	David Koester, CLA (08)
	Cecile Lardon, CLA (08)--Senate rep. 
	Brenda Norcross, SFOS (08)
	Renate Wackerbauer, CNSM (07)
	Diane Wagner, CNSM (08)
	Jane Weber, CRCD (08)--Senate rep.--convener
	Wendy Zhou, CEM (07)

Core Review
	Jin Brown, Comm., CLA (08)--convener
	Christine Coffman, English, CLA (08)
	Karen Callahan, Social Sciences, CLA (07)
	Carrie Baker, Humanities, CLA (08)
	Suzan Hahn, Library
	Latrice Bowman, Math, CNSM (08)
	Michael Harris, Sciences, CNSM (07) 
	Other (08)

Developmental Studies Committee
	Betsy Taguchi, Kuskokwim Campus (06)
	Debbie Toopootelook, RSS 
	Victor Zinger, Bristol Bay Campus (07)
	Joseph Dupras, English  (08)
	John Creed, Chukchi Campus (06)
	Brian Rasley, Sciences (07)
	Cindy Hardy, Developmental Education (06)--convener
	Marjorie Illingworth, Tanana Valley (06)
	Ron Illingworth, Interior-Aleutians (06)
	Latrice Bowman, Math  (06)
	Linda Hapsmith, Advising Center 
	Joe Mason, Northwest Campus (06)
	Kelly Hite-McGee, SSSP 
	Kevin Kristoff, Rural campus student services 
	^Bernice Joseph, Exec. Dean, CRCD

Faculty Appeals & Oversight Committee
	Carol Barnhardt, SOEd. (07)
	Tom Clausen, CNSM (08)
	Goodwin Chukwu, CEM (08)
	Joel Irish, CLA (08)
	Terry Johnson, SFOS (08)
	Brenda Norcross, SFOS (07)
	Michael Pippenger, SOM (07)
	Julie Riley, CES (07)
	Milan Shipka, SNRAS (07)
	Norm Swazo, CLA (07)--convener
	vacant, CEM (07)
	vacant, CNSM (07)
	vacant, CRCD (08)
	vacant, SOEd (08)
	vacant, SNRAS (08)
	vacant, SOM (08)

Faculty Development, Assessment & Improvement 
	Christine Cooper, CLA (08)
	Michael Daku, CLA (08)
	Dana Greci, CRCD 
	Susan Herman, SOM (07)
	Marjorie Illingworth, TVC (07)
	Julie Lurman, SNRAS (08)
	Joy Morrison, Faculty Development Office
	Channon Price, CNSM 
	Larry Roberts, CRCD (07)--convener

Graduate Academic & Advisory Committee 
	Derick Burleson, CLA (07)
	Cathy Cahill, CNSM (07)--convener
	Abhijit Dandekar, CEM (08)
	Patty Grey, CLA (07)
	Katrin Iken, SFOS (08)
	David Maxwell, CNSM - Math (07)
	Paul McCarthy, CNSM-Science (07)
	Laura Milner, SOM (07)
	Heinz Wiechen, CNSM (07)
	SOEd (08) 
	 Ex-Officio:	Susan Henrichs, Graduate Dean
			Pauline Wilson, Library
			Tim Stickel, Registrar

OTHER

UAF Governance Coordinating Committee
	Jon Genetti, President-Elect
	Shirish Patil, President

UAF Faculty Alliance Representatives
	Jon Genetti, President-Elect
	Paul Layer, Past-President
	Shirish Patil, President

ATTACHMENT 137/25
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY ADMINISTRATIVE COMMITTEE

MOTION:
=======

The UAF Faculty Senate moves to adopt the following calendar for its 2006-2007 meetings.

	EFFECTIVE:   	Immediately

	RATIONALE:  	Meetings have to be scheduled and the Wood 
		Center rooms reserved well in advance.

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

				UAF FACULTY SENATE
					2006-2007
				  Calendar of Meetings

Mtg. # 	Date     	Day      	Time    	Type

138     	9/18/06 	Monday	1:00 p.m.	audioconference

139     	11/6/06	Monday	1:00 p.m.	face-to-face 

140     	12/11/06	Monday	1:00 p.m.	audioconference

141     	2/5/07  	Monday	1:00 p.m.	audioconference

142   	3/5/07  	Monday	1:00 p.m.	face-to-face

143    	4/9/07  	Monday	1:00 p.m.	audioconference

144   	5/7/07  	Monday	1:00 p.m.	face-to-face

Location:  Wood Center Carol Brown Ballroom (face-to-face meetings)
	     Wood Center Conference Room C/D (audioconference meetings)

ATTACHMENT 137/26
UAF FACULTY SENATE #137
MAY 1, 2006
SUBMITTED BY ADMINISTRATIVE COMMITTEE

MOTION:
=======

The UAF Faculty Senate moves to authorize the Administrative Committee to act on behalf of the Senate on all matters within its purview, which may arise until the Senate resumes deliberations in the Fall of 2006.  Senators will be kept informed of the Administrative Committee's meetings and will be encouraged to attend and participate in these meetings.

	EFFECTIVE:   	May 1, 2006

RATIONALE: 	This motion will allow the Administrative Committee to act on behalf of the Senate so that necessary work can be accomplished and will also allow Senators their rights to participate in the governance process.