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

A G E N D A
UAF FACULTY SENATE MEETING #142
Monday, March 5, 2006
1:00 p.m. - 3:15 p.m.
Wood Center Carol Brown Ballroom

1:00	I	Call to Order – Shirish Patil    				  5 Min.
		A.	Roll Call
		B.	Approval of Minutes to Meeting #141
		C.	Adoption of Agenda

1:05	II	Status of Chancellor's Office Actions 			  5 Min.
	A.	Motions Approved:
1.	Motion to define academic credit for practicum, internship, or scholarly activity. 
2.	Motion to approved a Certificate in Power Generation.
3.	Motion to amend the Residency Requirements for the Baccalaureate degree. 
	B.	Motions Pending:  none

1:10 	III	Public Comments/Questions   				  5 Min.

1:15	IV	A.	President's Comments - Shirish Patil    		10 Min. 
		B.	President-elect's Comments - Jon Genetti  		  5 Min.

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

1:50	VI	Governance Reports    					10 Min. 
	A.	Staff Council - Jeff Stepp 
	B.	ASUAF -Sven Gilkey 
	C.	United Academics - Abel Bult-Ito

2:00  	BREAK  

2:10	VII	New Business  						30 Min.
A.	Motion to amend the minimum grade requirement for graduate students, submitted by Graduate Academic & Advisory Committee (Attachment 142/1)
B.	Motion to endorse the Report and Recommendations for Improving Developmental Education at UAF, submitted by Developmental Studies (Attachment 142/2) 
C.	Motion to amend the Grade Error Policy, submitted by Curricular Affairs (Attachment 142/3)
D.	Motion to amend the Transfer Credit policy, submitted by Curricular Affairs 
(Attachment 142/4)
E.	Motion to approve a policy of Retention of Course Records, submitted by Curricular Affairs (Attachment 142/5)
F.	Resolution on April 3rd Advisory Vote, submitted by Committee on the Status of Women (Attachment 142/6)

2:40	VIII	Guest Speakers 						20 Min. 
	A.	Buck Sharpton, Vice Chancellor for Research  
	B.	Dave Veazey, Assistant Vice President for Academic Affairs

3:00	IX	Committee Reports     					10 Min.
	A.	Curricular Affairs - Marsha Sousa (Attachment 141/4)
	B.	Faculty Affairs - Sukumar Bandopadhyay
	C.	Unit Criteria - Debasmita Misra (Attachment 141/5)
	D.	Committee on the Status of Women - Jane Weber 
	E.	Core Review - Michael Harris 
	F.	Curriculum Review - Rainer Newberry
	G.	Developmental Studies - Cindy Hardy 
	H.	Faculty Appeals & Oversight - Norm Swazo 
	I.	Faculty Development, Assessment & Improvement - Larry Roberts 
(Attachment 141/6)
	J.	Graduate Academic & Advisory Committee - Cathy Cahill 

3:10	X	Members' Comments/Questions				  5 Min.

3:15	XI	Adjournment

ATTACHMENT 142/1
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE

MOTION:
=======

The UAF Faculty Senate moves to amend the minimum grade requirement for graduate students as follows:  

[[   ]]  - Deletion
CAPS - Addition

UAF Catalog, 2006-2007, Page 176:  

How to Earn a Graduate Degree

General University Requirements

• Grades and Grade Point Average (GPA)
You must have a cumulative GPA of 3.0 (B) in the courses identified on your Advancement to Candidacy form to remain in good standing and in order to graduate. You must earn an A or B (3.0) grade (no P grades) in 400-level courses; a C (2.0) grade will be accepted in 600-level courses for the purposes of satisfying degree requirements, provided you remain in good standing.

•  Deficiencies
Your advisory committee may require that you remedy certain deficiencies in your program. Your committee will determine early in the program both how to remedy the deficiencies and the minimum level of performance required of you. Graded undergraduate courses taken to remedy a deficiency must receive a grade of B (3.0) or better. Deficiency courses are not listed on the Advancement to Candidacy form.

UAF Catalog, 2006-2007, Page 178:

Advancement to Candidacy

Advancement to candidacy formally establishes your specific degree requirements and should be done as soon as possible after qualifying. At the latest, you should submit your application for advancement to candidacy one semester before you are awarded your degree. If you are completing your programs primarily during the summer sessions, you should submit your application the summer session before you are awarded your degree.

The finalized Graduate Study Plan should be the basis for completing the Advancement to Candidacy form. The GPA for all courses listed on the Advancement to Candidacy form must be ≥3.0, and no graduate courses with grades below C (2.0), or undergraduate courses with grades below B (3.0), can be used.

Admission to graduate study does not imply advancement to candidacy for a degree. The graduate advisory committee has the option of refusing to recommend a student to candidacy.

	EFFECTIVE:  	Fall 2007

RATIONALE:  	These changes clarify that the minimum requirement is a 3.0 B grade rather than a B- for all 400 level courses and a C (2.0) grade rather than a C- for all 600-level courses.  Student must still maintain a 3.0 overall GPA for the Advancement to Candidacy.  Individual departments may choose to establish different criteria or to petition the requirements for a particular student.

ATTACHMENT 142/2
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY DEVELOPMENTAL STUDIES

MOTION:
=======

The UAF Faculty Senate moves to endorse the “Report of the Developmental Education Implementation Task Force to the Vice-Chancellor for Rural, Community and Native Education on Recommendations for Improving Developmental Education at UAF.”

EFFECTIVE:  	Immediately

RATIONALE:		The task force report, besides providing a historical overview of actions to highlight and improve developmental education delivery at UAF, signals that the Department of Developmental Education is charged with spearheading immediate and long-term activities and requires appropriate funding levels to accomplish those activities.  The report’s eight (8) recommendations sketch what the Department of Developmental Education needs to address for its own hiring and internal review in order to achieve data-gathering goals, to implement effective pedagogy, to integrate student support services, and to interface curricula so that departments work together for student success.

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

Report of the Developmental Education Implementation Task Force to the Vice-Chancellor for Rural, Community and Native Education
on Recommendations for Improving Developmental Education at UAF

The Developmental Education Implementation Task Force offers the Vice-Chancellor for Rural, Community and Native Education the following recommendations for UAF’s developmental education efforts.

Background

In 2003, the university commissioned a study by consultants Boylan, Caverly and Doo (2003, see Appendix 1) for improvement of developmental education delivery at UAF. The significant percentage of UAF students placed in developmental courses upon admission, the number of first-generation college students, the lack of other community college or junior college options in Alaska, and other demographic statistics led Boylan, Caverly and Doo to surmise that UAF “has a greater need for developmental education than any other research institution in the country” (p. 5).  From the findings of a scattered, random approach, what is now the College of Rural and Community Development implemented five (5) of the recommendations from that report (#2, #5, #6, #13, and #15; Appendix 1), the major accomplishment being the creation of a Department of Developmental Education. 

In spring of 2006, Vice President of Academic Affairs Craig Dorman met with faculty of the Department of Developmental Education at UAF on how to improve the performance of developmental education efforts at all MAU’s. This discussion led to the formation of the Statewide Task Force to Assure Student Readiness. A STARS report in May 2006 highlighted concerns regarding developmental education at all three MAU’s.

UAF Chancellor Steve Jones directed the university community to implement a comprehensive developmental program assessment to foster continuous improvement with the objective of a 10% increase per year for three years in the percentage of students succeeding in course completion and in their passing rates in subsequent core math and English courses. To that end he asked then College of Rural and Community Development Executive Dean Bernice Joseph to prepare a timeline for improvements in UAF developmental education efforts to begin in Spring 2007. In August of 2006, a Developmental Education Implementation task force was created to meet that directive.

Parallel discussions on the UAF campus regarding new admissions standards for baccalaureate programs included passage of mandatory placement policy through the UAF Faculty Senate. These task force recommendations, mandatory placement and new admission requirements for the baccalaureate program at UAF represent a multi-tiered approach to bring student learning to the forefront of university priorities. The task force considered input from department faculty, outside experts, and committee members’ perspectives.

Members included Cindy Hardy, Joe Mason and Greg Owens, three faculty members associated with the Department of Developmental Education. Pete Pinney, English Professor and Associate Dean of Academic Affairs for the College of Rural and Community Development; Eric Heyne, English Department professor and Associate Dean of the College of Liberal Arts; Paul Layer, a faculty member of the School of Natural Science and Math who serves on the Faculty Alliance, and Dana Thomas, the chair of the Math Department who is also Assistant Provost for General Studies also served on the task force.

The task force met weekly, inviting various stakeholders, reviewing recent statewide reports and additional research in the field, and visiting the Kuskokwim Campus faculty in Bethel, Tanana Valley Campus faculty in Fairbanks, and advising staff of Rural Student Services to gain a perspective on past and current practices.  The task force reviewed the organizational, academic and fiscal structure of developmental education activities at the University of Alaska Fairbanks, including departmental priorities (see Appendix 2).

Considering the open admissions policy that will continue at UAF, the institution needs to demonstrate a strong commitment to developmental education. Student success is clearly identified as a mission and goal of the university. According to the University of Alaska Office of Institutional Research, over 40% of degree-seeking students at UAF take one or more developmental courses, including roughly one quarter of those in the UA Scholars program (Olson, 2006). Implementation of mandatory placement policies will increase the number of students entering developmental courses. Recommendations contained in this document assume that UAF is dedicated to the success of this large percentage of students with developmental course needs and intends to dedicate funding for this purpose.

Given that relatively few of the consultants’ recommendations of the review of UAF’s developmental education program were implemented to date, we are concerned that our recommendations may not result in change. Thus, we strongly encourage the Vice Chancellor and the institution as a whole to annually evaluate progress to date in implementing our recommendations over the next several years to assess whether the changes made have the desired impact. Discussion of these issues needs to take place at the Chancellor’s cabinet level rather than be restricted to one department in one college, since students throughout the university are affected.

Lack of student success in developmental math courses is the most pressing issue at the moment, along with the implications of mandatory placement.  These questions are best addressed by the experts in this field—that is, the members of the Department of Developmental Education. Particular philosophical or pedagogical changes should be proposed and defended from within the department.  The department, in turn, would be responsible for producing an accurate picture of our students, implementing successful strategies for student success (items listed above) and making reasonable, measurable progress in such success within budget constraints. These efforts would occur in conjunction with the academic advising and student assistance programs now in place. We recognize current space limitations are a challenge for any proposed activities.

The task force recommends the following set of eight (8) short-term and long-term recommendations for improving developmental education at UAF. The task force believes that these short and long term recommendations, some advocated in the Boylan, Caveraly and Doo report, would benefit all UAF students as an ongoing process.

1.)  	The creation of a Department of Developmental Education has been an excellent first step.  The department should continue and it should be housed in the College of Rural and Community Development.

2.)	As a department in a research university, the Department of Developmental Education should move toward a tripartite mission, incorporating scholarly research in developmental education, accomplished through workloads necessary for a professional discipline. As new faculty are hired, UAF should recruit nationally for tripartite faculty with education and research in developmental education.

3.)	Department of Developmental Education faculty should systematically assess characteristics of developmental students to create baseline data to produce a working profile of successful and unsuccessful students by Spring 07. Data should be disaggregated by age, gender, race, high school preparation, placement assessment tools, financial status, and ESL considerations.

4.)	Department of Developmental Education faculty should complete their comprehensive student learning outcomes assessment plan initiated this semester. Such a plan should begin collecting data immediately and have its first report by Spring 08. The plan should also include Recommendation #4 of the Boylan, Caveraly and Doo report (See appendix, page 41). Some additional resources may be necessary for software and training.

5.)	Beginning immediately, Department of Developmental Education faculty should explore variable credit modular course designs and computer-mediated instruction that emphasize content mastery and pace to prepare students for subsequent courses; establish intervention and enhancement programs such as Project College and Career, Emerging Scholars and Learn to Learn camps; implement “best practices” of American Mathematical Association of Two-Year Colleges, National Association of Developmental Education, College Reading and Learning Association, National Council of Teachers of English, Conference on College Composition and Communication, and Two-Year College English Association; enhance professional development and technology training for all developmental educators – rural and urban; and, coordinate with the various advising centers to design a coherent array of supplemental instruction.

6.)	Department of Developmental Education faculty should update the plan for a comprehensive Learning Center facility on the Fairbanks campus, integrating tutorial services, dedicated developmental student advising, cohort learning communities and other research-based student supports in preparation for the FY10 budget request cycle. These efforts should be coordinated with Student Enrollment Services, Academic Advising Center, Rural Student Services, Student Support Services Program, the Writing Center, and the Math Labs.

7.)	Department of Developmental Education faculty should take the lead to more fully integrate developmental course design with that of subsequent baccalaureate core courses, in conjunction with the various departments at UAF, to improve the linkage between departments and student success. Per Boylan, Caveraly and Doo, “Exit standards for each level of developmental courses should be reviewed by faculty from Developmental Education, Mathematics, and English to insure that they are consistent with the entry standards of the next developmental or core course.  Catalog descriptions should be revised accordingly” (Recommendation #8).  This should be completed by Fall 07 so new course descriptions appear in the Fall 08 catalog.

8.)	The Department of Developmental Education should take part in UAF’s program review process and their first scheduled review take place in fall 2011. 

ATTACHMENT 142/3
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to amend the Grade Error Policy (2006-2007 UAF Catalog, page 75) to add clarification that this in not an appeal of an academic decision.  

[[   ]] - Deletion
CAPS - Addition

Grade Error Policy 

A grade, other than an incomplete or deferred, submitted by your instructor after a course is completed, is your final grade and becomes part of your permanent academic record.  Your grade will not be changed unless your instructor made a legitimate error in calculating the grade.  If you believe an error has occurred contact your instructor.  Grading errors must be corrected within 30 class days after the beginning of the next regular semester, and must be approved by the instructor's department head and dean.  THIS IS NOT AN APPEAL OF AN ACADEMIC DECISION.

EFFECTIVE:  	Immediately

RATIONALE:  	Wording that clarifies that this is not an appeal of an academic decision is needed.

ATTACHMENT 142/4
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to amend the Transfer credit policies, stated on page 32 of the 2006-2007 UAF Catalog, as follows:

[[   ]] = 	Deletion
CAPS  = 	Addition 

Transferring Credits

4. 	Any student who has completed a bachelor's degree from a regionally accredited institution will be considered to have completed the equivalent of the baccalaureate core AND THE ASSOCIATE OF ARTS CORE when officially accepted to a baccalaureate degree program OR ASSOCIATE OF ARTS PROGRAM at UAF.  FURTHER, THOSE STUDENTS WILL ALSO BE CONSIDERED TO HAVE COMPLETED THE EQUIVALENT OF THE COMMUNICATION, COMPUTATION AND HUMAN RELATIONS REQUIREMENTS FOR THE ASSOCIATE OF APPLIED SCIENCE AND THE CERTIFICATE.

EFFECTIVE:  Immediately

RATIONALE: The catalog already states that a student transferring in with a Bachelor’s degree has met core requirements for the Baccalaureate.  Since the core (for AA) or the communications, computations and human relations (AAS and Certificate) requirement are less than the core for the Baccalaureate Degree, it is logical to state that those requirements have also been met. This motion will help alleviate the large number of petition received for these situations.

ATTACHMENT 142/5
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to approve a policy on Retention of Course Records.   

Retention of Course Records

The classroom records pertaining to course work of any student that have not been returned to the student must be retained by the instructor for a period of one full semester (excluding summer session) after the semester in which the course was completed.  These records may include but are not limited to: exams and answer sheets, homework, course papers, term papers, essays, laboratory reports, and other assignments submitted by the student in order to fulfill the requirement of the particular course.

Classroom records of any instructor for the purpose of evaluation of grade must also be retained for a period of at least one full semester (excluding summer session) following the semester in which the course was competed.  These records may include but are not limited to: syllabus, class attendance, complete list of student’s performance in all relevant course work, paper work related to the determination of a grade, and a record of final grades.

In case of any dispute or grievance process initiated by the student all the above records must be retained until the end of the process.  Any records or copies of records that are required for program review, accreditation purposes, or any other audit as mandated by the university may be retained for a period as deemed required by the process.

After the retention period, all records may be destroyed or properly discarded.

EFFECTIVE:  	Fall 2007

RATIONALE:  	The University does not have any policies or regulations regarding the retention of course materials, which has led to confusion among the faculty and has resulted in different retention practices and polices across the disciplines.  This proposed motion will help alleviate the confusion and provide a uniform retention policy across all disciplines.  The one-semester guideline is what was suggested by UA General Counsel as a reasonable policy to accommodate grade appeals. This policy should be added to the faculty handbook.

ATTACHMENT 142/6
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY COMMITTEE ON THE STATUS OF WOMEN

RESOLUTION

ON

April 3rd Advisory Vote

WHEREAS, The Constitution of Alaska states that “all persons are equal and entitled to equal rights, opportunities, and protection under the law” (Article 1, Section 1); and

WHEREAS, discrimination against faculty and staff on the basis of marital status and other statuses is expressly prohibited by the University of Alaska Board of Regents Statement of Non-discrimination; and 

Whereas, the UAF Faculty Senate affirms the importance of complying with university non-discrimination policies as well as upholding our State’s Constitution; and

Whereas, the voters of Alaska on April 3, 2007, will decide whether to place a proposed Constitutional Amendment on the ballot in 2008 that would “prohibit the state, or a municipality or other subdivision of the state, from providing employment benefits to same-sex partners of public employees and to same-sex partners of public employee retirees”; and

WHEREAS, the Constitutional Amendment, if passed would render the Constitution internally inconsistent, simultaneously asserting and denying equal rights, opportunities and protection under the law; and

WHEREAS, the Constitutional Amendment, if passed, would compel the university to deny financially interdependent partners (FIPs) health insurance benefits, tuition waivers, faculty housing, library cards, and other opportunities and benefits currently offered other similarly situated persons under university policy; and 

WHEREAS, the aforementioned consequences would prohibit the university from complying with its own policies of non-discrimination as well as require the university to violate both the spirit and the letter of the Alaska Constitution as it was written; and

WHEREAS, the Faculty Senate affirms that providing insurance and other benefits to FIPs is a valuable way to recruit and retain excellent faculty and staff; now

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate is opposed to the April 3rd Advisory Vote and to any proposed Constitutional Amendment that would abridge the rights of faculty and staff; and 

BE IT FURTHER RESOLVED, That the UAF Faculty Senate commends the University of Alaska statewide administration for its ongoing support of financially interdependent partner (FIPs) benefits.

ATTACHMENT 142/7
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY CURRICULAR AFFAIRS 

Curricular Affairs
Minutes, Feb. 19, 2007

Old business to clean up
1.	Motion to consider core for AA and AAS met if you transfer in with a Baccalaureate degree (Marsha)

All agreed to the motion as drafted.  There was some concern expressed by Ataur that we also consider core met for AA, AAS and Certs if students transfer in with an AA.  Because the AA core/gen eds are not typically as rigorous and extensive as the Baccalaureate core/gen eds, we didn’t think it was safe to make that a blanket policy.

2.	Motion on retention of graded work (Ataur)

All agree with the motion, as long as language is changed slightly to include concern that only papers not picked up or returned to students must be retained, and that we clarify retention is for one regular (fall, spring) semester following the semester in which the course was taken.  Modified motion is attached.

Committee agrees that the faculty handbook is the only place this additional description needs to be….not in general catalog. Marsha will check with Sheri and others to see where this belongs in the faculty handbook.  

3.	Issues of course compression (Marsha, Linda)

Lots of discussion on this issue.  Major concerns are: 
	
a. is it possible to compress a course and still have sufficient time for the outside-class requirement; 
b. is the process for compressing a course appropriate (dept/school or college approval); 
c. is the process being followed.

With regard to a: 
•	A one credit compressed into 3 days would require study time of 28 hours in that three days.  That combined with the 14 hour in-class requirement means that you’d need to put in 14 hours per day over three days to complete the course.  Unlikely.  The same rationale gets worse when you look at 3 credit courses over 10-12 days.

Regarding b:
•	Who should do the review of a course for compression: currently it is school or college curriculum council.  Core courses must also be reviewed by core review committee.  Should faculty senate step in?  Should CR or CA be involved?  Should we develop a new template that encourages consideration of all the issues around course compression?

Regarding c:
•	If the process is being followed, why is one of the courses listed in Maymester short on hours to meet requirement.  It meets only 40 hours but should meet a minimum of 42 hours.

Follow-up:
Marsha will check with Dave Blurton, Patty Merritt and Jacob Joseph to see what process was followed for their Maymester courses. Others may also check to see what was done. 
We’ll draft a template that calls attention to the issue of sufficient study time outside class during a compressed schedule.  I don’t believe “we” was assigned, so this will be on the next agenda as well.  All should come prepared with their ideas for the template.

New business to deal with
4.	Motion on appeal of academic decisions (Tim)

No issues with the proposed changes.  Language will be changed to say “full semester (excluding summer session)” so that it matches the language in Ataur’s amendment on retention of graded work.

5.	Motion on grade error policy (Tim)

No one has any problems with adding the sentence to clarify grade error vs. grade appeal.

6.	Questions from library on need for contact for trial and new courses (Marsha)

Curriculum review committee has already dealt with this by changing the language on the form to include “why didn’t you contact library” as an option.

7.	Incomplete grades/web grades (Tim)

Didn’t get to this one.  It will be on the agenda next time.

Things to defer pending more info or time
8.	BA in Yupi’k Language and Culture (Anna)
a.	Some of the requested changes are in hand
i.	clarification of articulation with Cert and AAS
ii.	addition of English names to courses
b.	Patrick will finish up the course description changes, etc, Monday, Feb. 19

9.	2009-10 calendar (Tim)
a.	Shirish wants to discuss common calendar at admin committee meeting this week

Tim handed out the proposed calendar.  It will be on the next meeting’s agenda after Shirish has discussed common start date at admin committee.

ATTACHMENT 142/8
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY UNIT CRITERIA

Minutes for 15 February 2007 
Unit Criteria Committee

Present:
Julie Cascio (via teleconference)
Thomas Zhou
Gerri Brightwell
Debasmita Misra
Brenda Konar
Lisa Lehman (Library Science guest)

1.	All members present approved the agenda.
2.	All members present approved the minutes for the meeting of January 18, 2007.
3.	Review of Library Science Criteria. 
The committee discussed our specific concerns with Lisa Lehman, from Library Sciences. The committee was very appreciative of the clarification and input that Lisa provided. The comments that were specifically discussed included:
•  In general, more concrete measures of accomplishment are needed. The criteria have nothing about how to evaluate different levels (i.e. assistant, associate, full professor). The committee feels that this is not an adequate guideline to use for P&T process. We gave several examples of criteria that we felt had good examples of how Library Science might approach this issue. We were told that the department would discuss this further before submitting their revision.
•  The committee feels that if service is a major component of the workload, there needs to be a better (objective) way to evaluate faculty performance in this area. Lisa agreed and will discuss this further with her department. 
•  The committee was uncertain as to the purpose of the repeated statement “workload proportionate to length of contract.” Lisa explained this statement to us and it was decided that this no longer applies and would be deleted. 
•  It was suggested that C. 2. point m. should be merged with point l. and that B. 1. points f. and h. should be merged. Lisa agreed that this was a good idea. 
•  The committee was uncertain to the meaning of  "contact with students through bibliographic instruction". Lisa explained that this meant bibliographic instruction, such as workshops. This will be clarified in the revision. 
•  The committee wanted to know if under public service, was consulting non-remunerative? Yes.
•   Section D, 1, i...Public service... The committee was uncertain to what was supposed to be demonstrated. Lisa will discuss this with the faculty and will address it in the revision. 
•  Under university service, part g. It seems that some of this is also under research (the added m section). i.e. collection development. Lisa agreed that this was redundant and that the department will address it in the revision. 
•  Criteria for Research etc. C/2/M--"translations" of what? The committee felt that if the translations were peer-reviewed then it was fine but if they were not peer-reviewed, then it should be under service. Lisa will discuss this with the faculty and it will be addressed in the revision. 
•  Public service 1/C--what are the "boards that serve the discipline" if not professional organizations (as in d) or discipline -oriented service organizations (as in e).  Lisa agreed that this was redundant to accrediting bodies and will delete the added bold text.  
•  Under University service--item (h)--the examples given should perhaps be added onto the example already given without starting a new sentence since they are additional examples of assisting other faculty, not examples of what a guest lecturer may do. Lisa agreed that this was awkward and will remove “examples may include” so that there is only one level of examples. 
•  The committee would like to see Service 2i to include mentoring of faculty. Lisa will discuss this with her faculty. 
•  The committee and Lisa agreed that all typos need to be addressed. 

4.	Meeting was adjourned at 1030 am.

/prepared by Brenda Konar on 15 February 2007
/minor modifications by Debu Misra on 16 February 2007

ATTACHMENT 142/9
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY COMMITTEE ON THE STATUS OF WOMEN

Faculty Senate Committee on the Status of Women
February 13, 2007

minutes by Sine Anahita

present:	David Koester, Alex Fitts, Jane Weber, Kayt Sunwood (ex-officio), Renate Wackerbauer, Wendy Zhou, Cindy Hardy, Sine Anahita

missing:	Brenda Norris, Cécile Lardon (resigned; Pam Deters appointed)

•	search for statewide academic vice provost: the search netted about 80 applications; in the initial pool, one or two were women; no woman ended up in the final pool
•	T&P committees: Sheri Layral sent word that university T&P committees are overwhelming male, and asked for our help in encouraging women to volunteer; we briefly discussed why women (or anyone else) don’t serve on these committees; Alex noted that she served a couple of times, and that the process is extremely time consuming and intense for a short period of time. When she served, meetings were held over winter break, making it difficult for women (or anyone) who have family visiting, or who are working on research, or prepping for courses.
•	Sun-Star article about salaries: members expressed surprise at administrators’ salaries, discussed tokenism in the administrative ranks, noted that few women were represented.
•	federal law and gender discrimination: Sine described article by Martha West, primary author of the AAUP Gender Equity Report that used median salaries of men and women to predict gender inequality; at UAF, 69% of women and 39% of men fell below the university’s median salary for all faculty ($57,004.55); West’s article theorizes that if gender equity were present, we would expect 50% of women and 50% of men to fall below and above the median. West claims that federal law requires an employer to launch an investigation if gender discrimination is suspected. 
•	AAUW award: Kayt brought a flyer sent to her by a member of the American Association of University Women (AAUW); the flyer is about a $10,000 award for a program or initiative that promotes gender equity. She thought she might nominate the CSW; excitement seemed high as we recalled the work of the last three years: the T&P workshop, luncheons for women faculty, the Faculty Work Life Study, multiple presentations to university communities, advocating for women and for gender equity, service on Faculty Senate committees, Campus Women Lead Planning Committee, etc. Kayt should pursue this, and can use the Faculty Senate year-end report for evidence.
•	Campus Women Lead: the two days of workshops were very well received, and Kayt and the planning committee were thanked; 30 women participated; Kayt brought sample handouts, and also brief outlines of some discussions from the workshops. Multicultural alliance building was the primary focus of the workshops, and participants gained much from the discussions. The facilitators promised a full report in a couple of weeks; Kayt will share this with us.
•	Same-sex benefits: and the April 3 Advisory Vote. Should this committee propose a resolution to present to the Faculty Senate? Yes: we should ally with the Women’s Center, Office of Multiculturalism and Diversity, Staff Council, others to point out the costs of a Constitutional Amendment, the problems this would cause in retention and recruitment of faculty, jeopardizing federal funding, plus the $1.2M it’s going to cost just to vote on the issue. Consensus: we will write a resolution to go to the Faculty Senate Admin Committee on February 23, affirming the Faculty Senate’s support of the Alaska Constitution. We also discussed writing a letter to the editor. Jane suggested that Staff Council and Faculty Senate introduce the same resolution at the same time for added strength. At this point, it looks like ACCFT is supportive of UA FIPS while United Academics is neutral.
•	Elections and nominations: Cécile resigned, Pam Deters accepted our invitation to fill her term, which expires 2007. Renate, Cindy, and Sine agreed to run again. Karen Gufstason had emailed to suggest nominees write a short position statement to include on the ballots; we agreed this was a good idea.
•	P&T Workshop: we’re on for the Second Annual Promotion and Tenure Workshop, April 27, 1:00-4:00 in 109 Butro. We invited Alex, David, and Cindy to be presenters/facilitators, and they accepted. At next meeting, we will do more organizational work on the workshop. 
•	Developmental Studies: Cindy hoped this committee would ally with her on a study of obstacles to student success because of the gender links.
•	Women’s History Month: coming in March! Kayt briefly outlined the events planned so far: Dr. David Koester will speak on March 20; BeJae Fleming, singer-songwriter, will perform March 24 at the Pub; and Dr. Jackie Blount will give the keynote talk on March 21 in Wood Center. Other activities are being organized, and more details will be forthcoming.
•	Next meeting: March 6, 1:00-2:00 location TBA.

ATTACHMENT 142/10
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY CORE REVIEW

Core Review Committee 

Minutes for the Meeting of Monday Feb 19 2007

present: Carrie Baker, Latrice Bowman, Jin Brown, Karen Callahan, Christine Coffman, (members), Linda Hapsmith, Susan Henrichs, Sue McHenry (guests)

Report for the Senate Minutes.  The committee met on Feb 19 with six members present. Also present were Linda Hapsmith, Sue McHenry and Susan Henrichs.  The committee reviewed nineteen petitions (nine were approved, six were disapproved, three are waiting for more information, and one was sent back to graduation. The next committee meeting is on Monday March 5.

ATTACHMENT 142/11
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY DEVELOPMENTAL STUDIES 

Minutes of 
Faculty Senate Developmental Studies Committee
February 16 , 2007

Attendees: Jo Hickman, Sue McHenry, Cindy Hardy,  John Creed, Marjie Illingworth, Joe Mason, Ron Illingworth, Latrice Bowman, Brian Rasley 

Draft motion supporting DEV Taskforce recommendations:  The committee discussed and agreed to accept the wording of a motion on the Taskforce recommendations, as drafted by Joe Dupras: The UAF Faculty Senate moves to endorse the “Report of the Developmental Education Implementation Task Force to the Vice-Chancellor for Rural, Community and Native Education on Recommendations for Improving Developmental Education at UAF.” (Full motion attached).

W agreed to add the words: “and requires appropriate funding levels” to the rationale to ensure that language on funding is included in the motion.  The committee agreed unanimously.

Update on Mandatory Placement and Retention taskforces:
The Retention taskforce is still waiting for data to complete their report. Marji and Sue reported that the recommendations of the taskforce will include intensive advising, developmental course sequences, pre-major orientation, and student success seminars.  

Joe Hickman reported that Vince Tinto is coming to campus March 28 and 29 to talk about retention strategies with statewide administration and the Faculty Alliance.  The DEVS committee urges that his presentation be made available to rural campuses. 

No one from the Mandatory Placement Taskforce was in attendance.  Their report is also still incomplete.  The committee raised several concerns about placement (students registering for fall when they have not completed current prerequisite classes; no requirement for pinning Non-Degree students) and agreed that there is no substitute for advising for accurate placement.  We also recommend that visiting advisors visit Rural Campuses. 

“Early Warning” student intervention program.   Student obstacles to success survey?
In response to Tim Lower’s presentation to the Faculty Senate on the “Early Warning” system, which addresses students with specific needs, Cindy requested faculty representation on the Early Warning committee, and she has been invited onto the committee.   In her discussion with Tim L, it became clear that a survey of student needs might be important as a pre-emptive tool.  Lower’s office is not doing this, but the Committee on the Status of Women is interested in working with us on a survey. We need to know about non-academic student problems upfront, hence need for survey data.  After much discussion, the committee had reservations about the usefulness of such a tool. Would students fill out survey? What about rural and non-traditional students? 

The committee suggested that the best means of gathering data is through advising, especially with pre-majors who will be called at registration for intensive advising.  It may be possible to gather data on non-academic needs through a short series of questions.  If this is successful, we can expand this to majors.  We will discuss this further.

Mission change for committee:
 Now that the Department of Developmental Education has been established and is addressing most of the academic areas of developmental students,  and now that the university as a whole is focused on student success, this committee can take on  issues that address the whole of student success, not just developmental levels.  

Ron and Cindy will draft a motion to modify the mission and title of the committee and bring it to our next meeting. 

Other?
TCC Online Conference, April 17-19, 2007. 

Circumpolar Conference on Teaching and Learning, in Fairbanks, Feb28-March 2.

John Creed raised a concern that the Developmental Studies name is stigmatized.  He is working with high school students taking a DEVE class as college preparation.  

Next Meeting:

Friday, March 9, 11:30-1.

ATTACHMENT 142/12
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT & IMPROVEMENT

Faculty Development, Assessment, and Improvement Committee

Meeting Minutes – unofficial – not yet approved by committee
January 25, 2006

Meeting was called to order at 8:30am.

Attending: 	Christie Cooper, Michael Daku, Dana Greci, Marjorie Illingworth, Julie Lurman, Joy Morrison, Channon Price, Larry Roberts – Chair   

Agenda items:	 	Call to order/Rollcall
			Approval of Minutes (Dec.)
			Approval of agenda
			Report from Joy
			Old and ongoing business
Provost Forum on Assessment update
Provost Faculty Development Office Advisory Council update
Innovations & Excellence in Teaching Conference update
			New Business
				Meeting times and dates for Feb.- April
			Adjournment

Larry Roberts opened the meeting with a roll-call. December minutes were approved. Business was conducted resulting in the following decisions and shared information.
 
Report from Joy:	FYI – Michael Scott and the Office of Instructional Technology have scheduled their IT day on 3/2. This is one of the dates of the spring conference on Innovation and Excellence in Teaching.

	A master teacher in our community, Susan Stitham, will be doing 4 hour long lectures. Joy is looking for money to web-stream this seminar.

Joy indicated that she made an error in calculating funds available for faculty spring and summer travel therefore her budget is in the red. She is making efforts to find additional funds. Members commented that this office is operating with too little funding, especially when compared to UAA’s office. Our committee and the advisory committee may need to work together to find additional avenues of funding for Faculty Development.

Magna publications has produced an on-line seminar on assessment in the classroom. The workshop leader is Linda Suskie, executive associate director of the Middle States Commission on Higher Education. Its cost is $190.00 and it takes place on 2/14. Joy has contacted several persons regarding funding to bring the seminar to campus. Members made several other suggestions that Joy will follow up on to seek support.

The advisory board has not yet had a second meeting. Scheduling conflicts among the members are making it difficult to set a meeting time.

Old business:	Provost’s forum update: A six member ad hoc committee was formed to
make the recommendations that will move forward. A report just came out. One recommendation was to separate evaluation related to tenure from assessment related to improvement. Another asks administration for financial compensation and/or teaching load reductions for faculty involved in in-depth work. Also, there were strong statements for the need for additional funding for faculty development.

The Innovation and Excellence in Teaching Conference is 2/28 - 3/2. Online registration is available at www.uaf.edu/crcdhealth/Conference2007.htm (case sensitive). The faculty fee will be $100 and the student fee will be $50. Numerous activities are being planned to engage the participants in local festivities: Ice Sculpting and a tour of the Silver Gulch Brewery. An additional faculty development opportunity will occur the day before the conference. Barbara Millis, University of Reno, Nevada will present a 3 hour workshop on “games” in the classroom - "Innovation, Creativity and Learning: Academic Games to Educate and Motivate".

New business:	Joy indicated that statewide is providing funding to bring Walt Gmelch, Dean of the School of Education at the University of San Francisco up on 4/13 to do a half day department chair training. All those interested in becoming chairs are encouraged to attend as well.

	Meeting times were selected for the remainder of the academic year. Difficulty with common openings in member schedules lead to the 2nd Thursdays of each month at 8:00am. Paul Reichardt has agreed to attend our February meeting to respond to questions. The February meeting will be held on Tuesday the 13th if that better fits his schedule.

The meeting was adjourned at 9:17am.

Spring Meeting Schedule:  2/15, 3/8, 4/12 all on Thursdays at 8:00am

Respectfully submitted by:  Christie Cooper, Secretary

ATTACHMENT 142/13
UAF Faculty Senate #142
MARCH 5, 2007
SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE

Graduate Academic & Advisory Committee

Minutes for February 6, 2007 Meeting

Attending:  Cathy Cahill, Abhijit Dandekar, Katrin Iken, Paul McCarthy, Laura Milner, Heinz Wiechen, Oceana Francis-Chythlook and Laura Bender

During the GAAC meeting:

1)	The courses defined as ‘Moldy’ by the College of Liberal Arts (NORS 614/PSY 614, NORS 649, PSY 615, PSY 645 and PSY 668) were approved for deletion by GAAC.

2)	The requested Program/Degree Requirement Change for the Master of Arts in Music was approved by GAAC.

3)	The Trial Course request for Environmental Microbiology was approved by GAAC.

4)	GAAC forwarded a motion to faculty senate to change the catalog wording in the ‘How to Earn a Graduate Degree’ section to account for the +/- grading system change.

5)	GAAC discussed the implications of +/- grading on ‘good standing’ for international students.  The +/- grading system does not change the criteria for ‘good standing’.  
	
6)	As a reminder to all faculty, graduate advisors and departments, if a graduate student on a TA or RA has their GPA fall below a 3.0 for a semester, the student needs a letter from their advisor stating that the advisor is aware that the student’s GPA has fallen below a 3.0 before the student can get their TA or RA paperwork approved by the Graduate School.