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

For Audioconferencing:  
Toll-free #:  1-800-893-8850    
Participant PIN#:  1109306
Chair PIN#:  1109371

A G E N D A
UAF FACULTY SENATE MEETING #144
Monday, May 7, 2007
1:00 p.m. - 3:35 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 #143
		C.	Adoption of Agenda

1:05	II	Status of Chancellor's Office Actions 			  5 Min.
	A.	Motions Approved:
1.	Motion to revise how pre-majors move to major status.
2.	Motion to approve a policy of Retention of Course Records.
B.	Motions Pending:  
1.	Motion to endorse the Report and Recommendations for Improving Developmental Education at UAF.
2.	Motion to modify the Guidelines for the Evaluation Process for Administrators. 

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 Provost P. Reichardt			10 Min.

1:40	VI	Consent Agenda
A.	Motion to approve the list of the 2006-2007 degree candidates, submitted by Administrative Committee (Attachment 144/1)
B.	Resolution of Appreciation for Paul Reichardt, submitted by Administrative Committee (Attachment 144/2)
C.	Resolution of Recognition for Shirish Patil, submitted by Administrative Committee (Attachment 144/3)
D.	Resolutions for the Outstanding Senators of the Year Award, submitted by OSYA Screening Committee (Attachment 144/4 & 144/5)
E.	Special Recognition 

1:40	VII	New Business        						30 Min.
A.	Motion to delete the Minor in Athletic Coaching, submitted by Curricular Affairs (Attachment 144/6)
B. 	Motion to approve a Certificate in High Latitude Range Management submitted by Curricular Affairs (Attachment 144/7)
C.	Motion to approve a Certificate in Veterinary Sciences, submitted by Curricular Affairs (Attachment 144/8)
D.	Motion to amend Section 3 (ART V: Committees) of the UAF Faculty Senate By-laws, submitted by the Developmental Studies Committee (Attachment 144/9)
E.	Motion to approve the revised Unit Criteria for the School of Management (SOM), submitted by Unit Criteria (Attachment 144/10)
F.	Motion to approve a B.A. in Yup'ik Language and Culture (Yupiit Nakmiin Qaneryaraat Piciryaraat-llu), submitted by Curricular Affairs (Attachment 144/11)

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

2:20	VIII	Governance Reports        					10 Min.
	A.	Staff Council – Jeff Stepp
	B.	ASUAF - Sven Gilkey 
	C.	United Academics - Abel Bult-Ito

2:30	IX	Committee/Annual Reports    				10 Min.
	A.	Curricular Affairs - Marsha Sousa  
	B.	Faculty Affairs - Sukumar Bandopadhyay
	C.	Unit Criteria - Debasmita Misra  (Attachment 144/12)
	D.	Committee on the Status of Women - Jane Weber (Attachment 144/13)
	E.	Core Review - Michael Harris 
	F.	Curriculum Review - Rainer Newberry
	G.	Developmental Studies - Cindy Hardy (Attachment 144/14)
	H.	Faculty Appeals & Oversight - Norm Swazo (Attachment 144/15)
	I.	Faculty Development, Assessment & Improvement - Larry Roberts 
(Attachment 144/16)
	J.	Graduate Academic & Advisory Committee - Cathy Cahill (Attachment 144/17)

2:40	X	Members' Comments/Questions  				  5 Min.

2:45	XI	Announcement of Award Recipients     			15 Min.
	A.	Announcement of the Outstanding Senator of the Year Award 
	B.	Announcement of Usibelli Awards (Attachment 144/18)
	C.	Announcement of Emeriti Faculty Awards (Attachment 144/19)
	D.	Recognition of Senate Service
	E.	Presentation of Resolution of Appreciation for Shirish Patil 

3:00	XII	Adjournment of the 2006-2007 Faculty Senate   **

3:05	XIII	2007-2008 Faculty Senate Members Take Their Seats
	A.	Roll Call of 2007-2008 Members       			  5 Min.
	B	President's Remarks - Jon Genetti      			  5 Min. 
	C.	President-Elect Remarks - Marsha Sousa 			  5 Min.

3:15	XIV	Remarks by Susan Henrichs   				  5 Min. 

3:20	XV.	New Senate Business      					15 Min. 
A.	Motion to endorse 2007-2008 committee membership, submitted by Administrative Committee (Attachment 144/20)
B.	Motion to approve the 2006-2007 UAF Faculty Senate meeting calendar, submitted by Administrative Committee (Attachment 144/21)
C.	Motion to authorize the Administrative Committee to act on behalf of the Senate during the summer months, submitted by Administrative Committee (Attachment 144/22)

3:35	XVI	Adjournment **

**3:30-5:00	Faculty Senate & Usibelli Awards Reception - Wood Center C/D

6:00 p.m.  	No-Host dinner with rural senate members at Pike's.  Everyone welcome!  (RSVP by Thursday, May 3 to Sheri at 474-7964 or fysenat@uaf.edu)

ATTACHMENT 144/1
UAF FACULTY SENATE #144
MAY 7, 2007
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 144/2
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY ADMINISTRATIVE COMMITTEE

RESOLUTION OF APPRECIATION

FOR

PAUL B. Reichardt 

WHEREAS, Paul Reichardt is retiring on June 30, 2007 after serving UAF in many roles for 35 years in a manner deserving of the University of Alaska’s greatest admiration and respect; and 

Whereas, Paul Reichardt has served as Professor of Chemistry from 1972-1990 and as Dean of the College of Natural Sciences (College of Science, Engineering and Mathematics) from 1990-1998; and 

Whereas, Paul Reichardt was instrumental in planning the building of the Natural Sciences Facility and getting the funding from the State Legislature necessary for the furnishing of the Natural Sciences Facility; and

Whereas, Paul Reichardt served as Director of the UA Museum, 1993, and was very supportive of the UA Museum of the North’s expansion project and the fund raising campaign; and

Whereas, Paul Reichardt has served as Interim Provost, 1993, and from 1998 to present as Provost demonstrating a commitment to graduate and undergraduate education; and

WHEREAS, Paul Reichardt helped develop UAF 2005 and produced UAF’s Academic Development Plan that resulted in useful and practical guidelines for a variety of endeavors helping establish a basis by which decisions about programs, budget and space assignments are made and helps us to obtain state funding; and

WHEREAS, Paul Reichardt, while Provost, led significant UAF efforts resulting in the 2001 institutional accreditation and the 2006 reaffirmation of accreditation with no subsequent reports, a relatively uncommon event among institutions of higher education; and

WHEREAS, Paul Reichardt has served on various Statewide Committees and other university committees including SAC and the Chancellor's Cabinet representing the interests of UAF faculty to the administration of UAF and statewide; and

Whereas, Paul Reichardt has established the Academic Leadership Institute where faculty, staff and administrators spend time studying and talking about academic leadership; and

WHEREAS, The University of the Arctic honored Paul Reichardt for his contributions to the circumpolar organization; and 

WHEREAS, Paul Reichardt is currently a member of the Northwest Commission on Colleges and Universities; and 

WHEREAS, Paul Reichardt was recently named the winner of the Edith R. Bullock Prize for Excellence in service to the University of Alaska by the UA Foundation, one of the highest honors bestowed by the Foundation; and 

WHEREAS, Paul Reichardt has served under three chancellors at UAF, which serves nearly 10,000 students and hundreds of scientists working within multiple, world-class research institutes.  Each one of the chancellors under which Paul Reichardt worked looked to him as a source of inspiration and initiative to move the university forward; and 

WHEREAS, The faculty of the University of Alaska Fairbanks, through its Faculty Senate, wish to acknowledge the outstanding contributions to higher education and intellectual development of Paul B. Reichardt, UAF faculty member, dean, and provost; now 

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate acknowledges and proclaims to all that Paul B. Reichardt has rendered outstanding service to the faculty, staff, students, alumni, and administration of UAF and to the citizens of Alaska, and hereby expresses its deep appreciation.

ATTACHMENT 144/3
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY ADMINISTRATIVE COMMITTEE

RESOLUTION  OF  APPRECIATION

FOR

Shirish Patil

WHEREAS, Shirish Patil has served the UAF Faculty Senate in a manner deserving of the UAF Faculty Senate's greatest admiration and respect; and 

Whereas, Shirish Patil has served as Senator to the UAF Faculty Senate from 2002-2006 and as a member of the Faculty Affairs Committee from 2002-2004 and as chair from 2004-2005; and 

Whereas, Shirish Patil has served as a member of the Administrative Committee from 2004-2005, as Chair of the Administrative Committee and as President-Elect of the UAF Faculty Senate from 2005-2006; and 

Whereas, Shirish Patil has served as a member of the UAF Governance Coordinating Committee from 2005-2007; and 

WHEREAS, Shirish Patil has served as a member of the UA Faculty Alliance from 2005-2007, and as chair of the UA Faculty Alliance from 2006-2007 and as a member of the UA Systemwide Governance Council from 2006-2007; and 

Whereas, Shirish Patil has served as the chair of the UA Vice President for Academic Affairs Search Committee in 2006-2007; and 

WHEREAS, Shirish Patil worked with UA Statewide and the Faculty Alliance to formulate a plan for student success at UA; and 

Whereas, Shirish Patil has served as President of the UAF Faculty Senate from 2006-2007 and has championed collegiality, honesty, integrity, and respectful resolve; and

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

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

ATTACHMENT 144/4
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY OUTSTANDING SENATOR OF THE YEAR SCREENING COMMITTEE

OUTSTANDING SENATOR OF THE YEAR AWARD

FOR

LARRY ROBERTS

WHEREAS, Larry Roberts has served the university in the UAF Faculty Senate for four years at UAF; and

WHEREAS, Larry Roberts served on the Curricular Affairs Committee during a year with a higher than usual number of motions due to plus-minus grading; and

WHEREAS, Larry Roberts served as a member of the Faculty Development, Assessment and Improvement Committee from 2003-2007, and as chair from 2006-2007; and

WHEREAS, Larry Roberts represents the Faculty Development, Assessment and Improvement Committee on the Faculty Senate Administrative Committee; and

WHEREAS, Larry Roberts worked tirelessly to produce a faculty development conference focused on teaching adult learners for the past two years at minimal cost to participants due to his ability to obtain grant funding; now 

THEREFORE BE IT RESOLVED THAT, the UAF Faculty Senate recognizes Larry Roberts as Co-Outstanding Senator of the Year for Academic Year 2006-2007.

ATTACHMENT 144/5
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY OUTSTANDING SENATOR OF THE YEAR SCREENING COMMITTEE

OUTSTANDING SENATOR OF THE YEAR AWARD

FOR

MARSHA SOUSA

WHEREAS, Marsha Sousa is serving her first term in the UAF Faculty Senate; and

WHEREAS, Marsha Sousa worked with quiet determination and persistence as co-chair of the Curricular Affairs Committee during 2006-2007; and

WHEREAS, Marsha Sousa persisted throughout the year to bring a higher than usual motions (due to plus-minus grading) to the floor of the Faculty Senate; and 

WHEREAS, Marsha Sousa represents the Curricular Affairs Committee on the Faculty Senate Administrative Committee; and

WHEREAS, With her knowledge of vocational as well as academic programs, Marsha Sousa has been able to help formulate program proposals that are complete, academically sound, and meet the needs of a wide range of UAF students; now

THEREFORE BE IT RESOLVED THAT, the UAF Faculty Senate recognizes Marsha Sousa as Co-Outstanding Senator of the Year for Academic Year 2006-2007.

ATTACHMENT 144/6
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY CURRICULAR AFFAIRS 

MOTION:
=======

The UAF Faculty Senate moves to delete the Minor in Athletic Coaching.

	EFFECTIVE:  	Fall 2007 

RATIONALE:  	See course deletions #158 and program deletion proposal #159 from the Spring 2007 review cycle on file in the Governance Office, 312 Signers' Hall.

The course are no longer offered, the department through which they are offered has not existed for many years, and there has been no enrollment in the program for a long time.  

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

Executive Summary
Deletion of Athletic Coaching Minor

The Athletic Coaching minor was offered by the Physical Education Dept. in the late 1980s and early 1990s.  When the department was discontinued in the mid-1990s, this minor was left in the catalogue, partly because it was thought that varsity coaches and trainers might want to offer some of the classes and perhaps even the minor.  However, that proved not to be feasible without an academic department.  The current UAF Athletic Director, Forest Karr, has no interest in the program or its classes.  Most have not been offered in at least five years.  The UAF School of Management is exploring a sports management or sports information minor, which is more appropriate to current students' needs and interests.  Deleting this minor is only a matter of cleaning up the catalogue.  

ATTACHMENT 144/7
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to approve a Certificate in High Latitude Range Management.    

	EFFECTIVE:  	Fall 2007 and/or
				Upon Board of Regents approval.

RATIONALE: 	See course proposals #98-106 and full program proposal #107 from the Fall 2006 review cycle on file in the Governance Office, 312 Signers' Hall.

To receive a Certificate in HLRM, students must attain at least 31 credits of lower division courses.  Nine credits will be met through general university requirements.  The remaining credits will be met through completion of the program’s required courses.  

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

BRIEF STATEMENT OF PROPOSED PROGRAM

The High Latitude Range Management (HLRM) certificate proposes a two year academic program that directly meets the needs of the peoples of the Seward Peninsula region and other rural Alaska regions.  In addition, this program carries out the mission of the University of Alaska Fairbanks (UAF) Northwest Campus (NWC) by providing a program of college instruction to teach students, who wish to continue their formal education, skills for employability that will assist in economic and community development of the region, while placing special emphasis on using the region’s rich history, to build a sustainable future through higher learning.  

The HLRM program will offer a rural-specific, culturally relevant and accredited Certificate through the College of Rural and Community Development (CRCD).  The HLRM program has developed an entry-level curriculum which will meet the skill needs for rural Alaska communities.  Agency or corporation personnel educated and trained outside the state of Alaska conduct much of the management of natural resources in Rural Alaska.  Many local people have a profound knowledge of the resource base but no formal training in which to participate or contribute to management decisions at the state or federal level.  Students receiving the HLRM certificate will be trained in conventional field-based techniques used by agencies to inventory and monitor high latitude plant and animal populations.  Students will also be trained in the ecological concepts of sustained yield and the manipulations and management of animal populations in northern ecosystems. The HLRM program will also serve as a bridge for students pursuing a science-related associate or baccalaureate program.  

Objectives: 
•	To promote the development of a skill set in the local resource base that is relevant to local employability and promotes wellness, self-sufficiency, and community development.

•	To prepare students for entry-level employment in the field of natural resources that will contribute to an educated Alaskan workforce by providing relevant coursework to residents of rural Alaskan villages.

•	For students to actively participate in an informed stewardship of high latitude natural resources – a stewardship grounded in traditional knowledge combined with contemporary studies and research in the sciences.

•	To utilize the HLRM certificate as a building block for advanced university coursework in an associate or baccalaureate program or other science coursework.

DESCRIPTION OF THE PROGRAM
Program title: High Latitude Range Management (HLRM) Program
Credential level of the program:  Certificate
Admissions requirements and prerequisites:

A HLRM Program Certificate represents the completion of 31 credits in the conventional field-based techniques to inventory and monitor northern animal and plant populations combining traditional knowledge with contemporary studies necessary for entry-level natural resource jobs statewide.  The certificate also emphasizes place-based domesticated ungulate husbandry and health, applicable regionally and statewide.  This certificate may also serve as a bridge to a variety of natural science associate and baccalaureate programs 

Admission is open to all individuals, especially those employed by or interested in employment with state, federal or tribal agencies or other local entities in rural Alaska which provide natural resources management services.  

Students should have a high school diploma or GED and an interest in science –related fields.  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 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 required courses

HLRM Certificate Program Outline

1.	Complete the general university requirements
2.	Complete the general Certificate requirements				9 cr
Communication…..	3 cr: 
ENGL 111X – Introduction to Academic Writing	3 cr 
Computation (complete one of the following)	3 cr:
MATH 103X – Concepts & Contemp Aps of Math	3 cr or
ABUS 155 – Business Math	3 cr 
Human Relations (complete one of the following)	3 cr;
ANTH 100X/SOC 100X – Individual, Society & Culture	3 cr OR
ABUS 154 – Human Relations	3 cr 
3.	Complete the HLRM program requirements                                            22 cr
NRM 101 - Nat. Res. Conservation and Policy	3 cr 
BIOL 104X - Natural History of Alaska	4 cr 
HLRM 120 - History of Domesticated Alaskan Ungulates	1 cr
HLRM 130 – Research Field Logistics	2 cr 
HLRM 140 - High Latitude Range Management 	2 cr
HLRM 150 - Alaskan Ungulate Husbandry 	2 cr
HLRM 160 - Meat Production 	2 cr
HLRM 170 - Health Issues in Domestic Herds 	2 cr.
HLRM 201 – Field Tech. for Range Management 	2 cr 
HLRM 205 – Research Methods in Range Management	2 cr

Minimum credits required 		 31 credits

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

University of Alaska Fairbanks
College of Rural and Community Development
Northwest Campus

Certificate in High Latitude Range Management
Target admission date:  Spring semester 2008

How does the program relate to the Education mission of the University of Alaska and the MAU?
The High Latitude Range Management Program (HLRM) was created by the Northwest Campus in cooperation with external employers and both internal and external educators.  The program is focused on preparing rural students for immediate entry into natural resources-related employment and continued post-certificate education.   

While the HLRM Certificate Program is not required by any other program, it has the potential to positively influence students to enroll in a variety of natural science degrees within the University of Alaska Fairbanks educational system.  The proposed program is aligned with the UA mission to meet state and local needs and to provide opportunities to all who can benefit from educational programs of high quality.  

This program relates to and supports the Education Mission of the University of Alaska by: 
•	Serving as a program of higher education for traditional and non-traditional Alaska Native students by using the local resources and traditional knowledge of the region to teach skills and techniques desired by employers without requiring students to change or leave their culture or heritage (UA Strategic Plan 2010, Goal 1 and 2).
•	Providing high quality undergraduate education in entry-level coursework, increasing the number of Alaska Native students, and increasing the number of degrees awarded to Alaska Native students with particular consideration given to the needs of permanent residents and students in non-traditional settings who seek skills and degrees suited to rural communities (UA Strategic Plan 2010, Goal 3). 
•	Collaborating with organizations, state and federal agencies, communities, and governments to meet rural Alaska needs in the field of natural resources (UA Strategic Plan 2010, Goal 4).  

What State Needs are met by this program?
	Current efforts to educate rural Alaskans in natural resources management has been limited to workshops and non-accredited seminars held sporadically.  There is no structured education program below the baccalaureate level that addresses aspects range management specific to northern regions, and teaches the techniques used by agencies to inventory and monitor high latitude plant and animal populations.   

	Historical impacts and state statistics demonstrate a need for a statewide skills-based education program in Alaska and the HLRM program will contribute positively to that goal.  The Department of Labor Website (http://almis.labor.state.ak.us/) illustrates an 11.9% increase in Professional, Scientific and Technical Services jobs by 2012.    

What are the Student opportunities and outcomes?  Enrollment projections?
The HLRM certificate will provide students with the opportunity to develop the skills and training necessary for entry-level natural resources jobs statewide or to continue their formal education in a variety of natural science associate and baccalaureate programs.  Students will receive quality academic instruction and training, and be adequately prepared with a skill set in conventional field-based techniques to inventory and monitor northern animal and plant populations combining traditional knowledge with contemporary studies.  

Using an initial growth rate of eight students per year, from Seward Peninsula communities, other villages, from increased Fairbanks enrollments, and students participating in an exchange from other circumpolar northern nations, this program could be serving 30 full and part-time students by 2010.

Describe Research opportunities:
While research is not the primary focus of this program, it is a unique model which will be documented and shared throughout the academic and regional community.  This program will produce information in student outcomes assessments, teaching styles and other information relating to workforce and skill development in rural Alaska.  Increased scientific inquiry and research opportunities may increase on a local basis along with a stronger collaboration between the scientific community and local entities.  

Individual students may have the opportunity to participate in ongoing research projects conducted by the UAF Reindeer Research Program in cooperation with local Native reindeer herders or with another agency or other university projects as part of an independent study, internship, or as a volunteer.  

Describe Fiscal Plan for development and implementation:
Program development and implementation is supported by the United States Department of Agriculture Alaska Native/Native Hawaiian Serving Higher Institutions Education Grants program.  This project addresses the USDA goal of increasing the number of Alaska Native/Native Hawaiians engaged in USDA careers and continuing in science degree programs.  This grant will fund the current effort until at least 2010, plus funding for 8 Alaska Native students to complete the HLRM program within two years.  In addition, one science faculty member (50% salary from grant, $35,374) will have primary responsibility for program coordination and management.  Another $12,482 in salaries and benefits (web technician and media technician) will come from the grant for support staff.  

While the Northwest Campus has developed this new High Latitude Range Management certificate, other fund 1 faculty and staff from all campuses (urban and rural) will potentially be involved in this program.  Primary faculty are already employees of the University; both faculty from the College of Rural and Community Development as well as Fairbanks-based UAF faculty.   The Northwest Campus will provide classroom, lab, and office space with existing resources and facilities.  

Resource Commitment to the Proposed Degree Program

Resources	Existing	New	Total	
	College/School	College/School	Others (Specify)		
Regular Faculty (FTE’s & dollars)
	Two to three 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 HLRM students in their classes.		USDA Grant = 100% HLRM Faculty: 9.5 months @ $46,000 + benefits @ $24,748	$70,748	
Adjunct Faculty (FTE’s & dollars)					
Teaching Assistants
(Headcount)					
Instructional Facilities
(in dollars and/or sq. footage)	NWC Bio Science Lab =  
804 sq. ft.				
Office Space
(Sq. footage)	2 NWC offices = 
118 sq. ft. + 98 sq. ft.				
Lab Space
(Sq. Footage)					
Computer & Networking 
(in dollars)			USDA Grant = $5,000	$5,000	
Research/
Instructional/
office Equipment
(in dollars)					
Support Staff
(FTE’s & dollars)
			USDA Grant =
Media Technician: 20% @ 12 months = $7,268 + benefits @ $3,634 ($10,902 total)
Web Technician: 2% @ 12 months = $1,132 + benefits @ $448 ($1,580 total)	$12,482	
Supplies 
(in dollars)			USDA Grant = $8,032	$8,032	
Travel
(in dollars)			USDA Grant = $20,310 	$20,310	

ATTACHMENT 144/8
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

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

	EFFECTIVE:  	Fall 2007 and/or
				Upon Board of Regents approval.

RATIONALE: 	See course proposals #136-143 and full program proposal #144 from the Fall 2006 review cycle on file in the Governance Office, 312 Signers' Hall.

To receive a Veterinarian Science Certificate, students must attain 37-38 credits of lower division (100-200 level) courses.  The requirements include 9-10 credits of general university requirements (computations, communications, and human relations), a four credit entry level Biology course, a four credit entry level Chemistry course, and 20 credits of required Veterinary Science courses.

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

BRIEF STATEMENT OF PROPOSED PROGRAM

Overview: In response to a shortage of trained veterinary paraprofessionals in Alaska, the Interior-Aleutians Campus and the Chukchi Campus supported by the College of Rural and Community Development is proposing the Veterinary Sciences certificate (VTS) consisting of a 37-38 credit certificate program.  This certificate is designed to articulate into a proposed AS degree and a proposed track for individuals to complete requirements to be eligible for the National Veterinary Technician Examination.

Statistics on higher education attainment for Alaskans are troubling.  Only 28% of 9th graders in the state of Alaska enroll in college 4 years later.  Only 18% are still enrolled in their sophomore year and only 6% graduate from college within 6 years (Source: NCES: Common Core Data, IPEDS Residency and Migration, Fall Enrollment, and graduation rate surveys, 2004).  The educational needs in rural Alaska are particularly acute.  Improving these statistics will involve effort on many fronts and one is developing programs that can engage students’ interest before they get to college, encouraging them to stay in school, enroll in college, obtain useful and marketable skills, and perhaps continue towards a 4 year degree.  Veterinary science is a program that can positively affect student engagement and perseverance in all age groups.

Alaska is one of only 7 states that currently have no Veterinary Science (VTS) program.  Currently, there are 108 licensed veterinary technicians (VT) for the 264 licensed veterinarians in the state.  Of the licensed veterinarians, fewer than 10 practice in rural areas resulting in a critical shortage in veterinary care throughout rural Alaska.  This shortage of rural veterinary care holds true nationwide.

The State of Alaska has a great need for individuals trained in veterinary sciences in both rural and urban areas.  To become a licensed VT a person must work for a licensed veterinarian for two years in the capacity as a technician or pass an American Veterinary Medical Association (AVMA) certified training program.  Both require passing a national examination before the license is issued.  In Alaska, the option for experience in lieu of education will be phased out in the year 2010, leaving more formalized veterinary education as the only option for becoming a certified veterinary technician.

Alaskan students who want to receive a paraprofessional veterinary education face serious barriers, the most critical of which is the lack of training available in the state.  To become trained in veterinary sciences currently, a student must be admitted to and attend an out-of-state program, as well as pay out-of-state tuition costs.  A multi-year absence from Alaska could also result in a student not returning to the state for employment.

In the absence of trained veterinary care in rural Alaska, primary and crisis care for animals has come from a variety of sources, including local dog mushers or other animal enthusiasts and village based health care workers.  These rural residents already have life-skills in animal and or human care and would like to formalize these skills.  When even these informal options are unavailable injured and sick animals are most often disposed of by local law enforcement, if available or by the owner themselves.  Formal training in veterinary science would allow rural communities to practically and humanely deal with animal health issues.

In the alternative food production arena, the shortage of adequate rural veterinary care has affected the ability of interested people to have successful large animal or poultry farming operations.  Such production operations may involve cattle, swine, sheep, goat, reindeer, bison, musk oxen, and poultry.  These producers ideally would have access to individuals with the skill to help appropriately manage disease, nutrition and husbandry issues.

Additional roles of students trained in the veterinary field are identification and management of public health issues.  These may include zoonotic diseases including rabies education and prevention, animal disease recognition and education, water and food quality testing, and meat and seafood inspection.

The Veterinary Science program (VTS) will offer a core certificate from which the student can articulate to a proposed A.S. degree in Veterinary Science and expand into different learning tracks.  These tracks include a veterinary technician track and a veterinary medical illustration track.  The veterinary technician track has been designed to fulfill the needs for AVMA accreditation.

Other employment and educational fields can be entered from this program.  The program will provide a strong educational starting point for students interested in entering an undergraduate program, veterinary college or becoming a veterinary medical illustrator.  An added application of this program is in tribal resource management.  Here the individual trained in the veterinary sciences could provide assistance to Alaskan Native corporations, in regards to public and animal health.

This program will be a rural oriented program that may be adapted for urban delivery.  The rural orientation will be reflected in the distance delivery methods of courses and the types of information included.  For example, information about animal adaptations to cold climates and remote areas as well as the unique history of animal/human relations in rural Alaska would be included.  Regarding urban orientation of the program, information about small animals such as those seen in typical urban and suburban small animal general practices would be included.  The core of the program in any area will be basic veterinary knowledge and skills.  Students from this program should be able to transfer their knowledge to different environments.

Realizing that students entering this program are at many different levels, it is predicted that the course work to completion for the Veterinary Science certificate will take approximately 2 to 5 years.  It is expected that highly motivated students will complete this within the 2 year time frame.  Time to completion is obviously dependent on many factors a student may have, such as number of classes taken per term, job, work and family commitments.  Classes will be delivered primarily by distance education, as well as face to face and intensive 2-4 day laboratories and practica at central locations.

Objectives of the VTS certificate program: 
1. To prepare a group of educated Alaskans that meet current life-skill and workforce needs in veterinary sciences, focusing on the rural worker.
2. To contribute to our vocational educated Alaskan workforce by providing a program that links work-based skills and hands-on learning to postsecondary education, particularly in rural Alaska in keeping with the university mission.
3. To provide a career ladder beyond entry-level to an underemployed rural workforce.
4. To provide an education ladder beyond the certificate by providing a pathway leading to additional degrees and educational tracks.

Proposed Catalog Description

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.  Certificate graduates are prepared to continue on in learning tracks for veterinary technology, public health, wildlife management, veterinary medical illustration, veterinary medicine and other science related fields.

Program Outline and Course Descriptions

Veterinary Science (VTS) Certificate 

4.	Complete the general university requirements (page ____)
5.	Complete the following certificate requirements:  
a.	Communication (complete the following) 
1)	ENGL 111X – Introduction to Academic Writing	3 cr 
b.	Computation (complete one of the following)
1)	MATH 107X -- Functions for Calculus	4 cr or
2)	DEVM 105 – Intermediate Algebra	3 cr 
c.	Human Relations  (complete one of the following)
1)	ANTH/SOC 100X – Individual, Society & Culture	3 cr OR
2)	ABUS 154 – Human Relations	3 cr 
6.	Complete the following major program requirements*                       
	CHEM 103X– Basic General Chemistry	4 cr OR
	CHEM 105X– General Chemistry I **	4 cr 
BIOL 103X– Biology and Society 	4 cr OR
	BIOL 106X– Fund. of Biology II **	4 cr 
VTS 101 Introduction to Veterinary Science	2 cr 
VTS 110 Veterinary medical Terminology	3 cr 
VTS 130 Animal Anatomy and Physiology for Veterinary Sci. 	4 cr 
VTS 140 Basic Animal Husbandry for Veterinary Sciences	3 cr 
VTS 150 Basic Animal Nutrition and Feeding for Veterinary Sci.	3 cr 
VTS 160 Animal Diseases for Veterinary Sciences	3 cr
VTS 199 Veterinary Science Practicum I	2 cr
Total:   		37-38 cr.

* Students must earn a 2.0 grade or better in each course. 
** Students should take the higher level courses if additional degrees are sought.  

University of Alaska Board of Regents 
Program Approval Summary Form
    
MAU:	  UAF
Title:  	  Veterinary Science Program
Target admission date: Fall 2007

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 are 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, 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.  Sufficient tuition income to support a full time licensed veterinarian and veterinary technician would be supplied by a combination of the USDA grant, I-AC and tuition.  An administrative assistant will also be sufficiently funded.  Adjuncts will be financially available as well.  Facilities will be located in rural areas as necessary.  These areas are already located and have been offered at no cost.

RESOURCE COMMITMENT TO THE
PROPOSED DEGREE PROGRAM
Using FY07 figures

IAC: Interior-Aleutians Campus, CC: Chukchi Campus
Resources	Existing	New	Total	
	College/School	College/School 	Others (Specify)		
Regular Faculty (FTE’s & dollars including staff benefits)	IAC: 10% English- $11,255, 30% Biology-$22,089, 20% Math-$14,243		100% VTS -$78,033 (USDA grant)	$125,620
	
Adjunct Faculty (FTE’s & dollars)	IAC: $8,184 for 8 credits	IAC : $3,069 for 3 credits	CC: $14,448 for15 credit classes (USDA Grant)	$25,701	
Teaching Assistants
(Headcount)	N/A	N/A	N/A		
Instructional Facilities
(in dollars and/or sq. footage)	IAC: Yukon Flats Ctr-420 SF, Tok Ctr- 780 SF, Harper Bldg- 1,997 SF;
 CC: 2 class rooms-900 SF total		Intensive/labs to be offered in rural area community halls or schools for free or low-cost.	4,097 SF and an estimated in-kind value: $10,000	
Office Space
(Sq. footage)
	141 SF-English, 99 SF ea for BIO & VTS, and 103 SF for Math 			540 SF	
Lab Space
(Sq. Footage)
	IAC: Yukon Flats ctr-420 SF; 
CC: 960 SF; Main Campus-Bunnell Bldg labs- 2,000 SF			3,380 SF  plus	
Computer & Networking 
(in dollars)	IAC: Use of connectivity, hardware & software		$5,000
 (USDA grant)	Estimated
 in-kind value:
$7,500	
Research/
Instructional/
office Equipment
(in dollars)		IAC: to purchase Vet  mobile lab & teaching supplies-$20-25K		$25,000	
Support Staff
(FTE’s & dollars including staff benefits)
	IAC: 10% Fiscal staff-$7,065, 20% Financial Aid Coordinator- $13,709 (Title III funds)
CC: 30% Student Services Coordinator-$26,250		50% Program Assistant-$34,873, 20% Media Technician-$14,541, 30% Program Manager-$20,808
(all USDA grant)	$117,246	
Supplies 
(in dollars)	IAC: $1,500
		$10,000/yr
(USDA grant)	$11,500	
Travel
(in dollars)	IAC: $10,000
For Bio/Chem labs 		$40,000
(USDA grant)	$50,000	

ATTACHMENT 144/9
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY DEVELOPMENTAL STUDIES

MOTION:
========

The UAF Faculty Senate moves to amend Section 3 (ART V: Committees) of the UAF Faculty Senate By-laws as follows:

[[ ]]- Deletions
CAPS- Additions

E. The standing and permanent committees of the Senate are:

PERMANENT

2. 	[[The Developmental Studies Committee will include one representative from each of the following units:  Academic Advising Center, Bristol Bay Campus, Chukchi Campus, the College of Liberal Arts English Department, Interior-Aleutians Campus, Kuskokwim Campus, Northwest Campus, Student Support Services Program, and Tanana Valley Campus; two representatives from the College of Science, Engineering and Mathematics: one from the Sciences (Biology, Chemistry, Geology, or Physics), and one from Math; and three representatives from the College of Rural Alaska:  one from the Department of Developmental Education, one from Rural Student Services, and one from rural campus student services.]]

THE STUDENT ACADEMIC DEVELOPMENT AND ACHIEVEMENT  COMMITTEE WILL INCLUDE ONE REPRESENTATIVE FROM EACH OF THE FOLLOWING UNITS OF THE COLLEGE OF RURAL AND COMMUNITY DEVELOPMENT:  BRISTOL BAY CAMPUS, CHUKCHI CAMPUS, INTERIOR-ALEUTIANS CAMPUS, KUSKOKWIM CAMPUS, NORTHWEST CAMPUS, AND TANANA VALLEY CAMPUS.  ONE OR MORE OF THESE SHOULD BE FROM RURAL CAMPUS STUDENT SERVICES.  THE COMMITTEE WILL ALSO INCLUDE ONE REPRESENTATIVE FROM THE DEPARTMENT OF DEVELOPMENTAL EDUCATION; TWO REPRESENTATIVES FROM THE COLLEGE OF NATURAL SCIENCES AND MATHEMATICS: ONE FROM THE SCIENCES (BIOLOGY, CHEMISTRY, GEOLOGY, OR PHYSICS), AND ONE FROM MATH; ONE FROM THE COLLEGE OF LIBERAL ARTS ENGLISH DEPARTMENT;  AND ONE EACH FROM RURAL STUDENT SERVICES, THE ACADEMIC ADVISING CENTER, AND THE STUDENT SUPPORT SERVICES PROGRAM.
  
The STUDENT ACADEMIC DEVELOPMENT AND ACHIEVEMENT [[Developmental Studies]] Committee shall consider policies concerning STUDENT DEVELOPMENT AND RETENTION [[developmental education:  programs, courses, instructional development, evaluation, and assessment]].  This committee will function as a curriculum council review committee for all developmental EDUCATION [[studies]] courses AND OTHER COURSES FACILITATING STUDENT PROGRESS.  Discipline based developmental EDUCATION courses AND COURSES  FACILITATING STUDENT PROGRESS will be reviewed by the appropriate college curriculum council before submission to this committee for review and coordination.

EFFECTIVE:  	Immediately
	
RATIONALE:   	The Developmental Studies committee has long had oversight of developmental courses and programs.  The efforts of this committee led to the formation of the Department of Developmental Education in 2003.  Now, with the department on a sound footing, the committee sees a need to redefine itself and realign its mission toward “Student Success,” a rubric for current compelling activities throughout the UAF campuses.  The proposed mission change complements responsibilities already undertaken by this committee; much of the current impetus toward “Student Success” (i.e.: mandatory placement, intensive advising, supplemental instruction, mastery learning, and first-year programs) grew out of discussions and motions initiated in the current committee.

Additionally, this motion recognizes a need for a Faculty Senate committee to provide faculty oversight and input on “Student Success” initiatives that are currently administration-driven.  While maintaining the committee’s role in curriculum review for developmental courses, a revised mission for the current Developmental Studies Committee will fill a gap in the current Faculty Senate committee structure and further signal strong investment in the principles of student academic  development and achievement. Furthermore, it will add new practicable perspectives on “student success” issues, will monitor and oversee “student success” courses and programs, and will clearly designate a committee with a broad expertise on student academic progress, retention, and developmental education curricula and trends.  

ATTACHMENT 144/10
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY UNIT CRITERIA

MOTION:
=======

The UAF Faculty Senate moves to approve the revised Unit Criteria for the School of Management (SOM)

	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, PERIODIC REVIEW, RE-APPOINTMENT,
PROMOTION, AND TENURE
AND
SCHOOL OF MANAGEMENT UNIT CRITERIA
STANDARDS AND INDICES

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

CHAPTER I.
PURVIEW

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

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

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

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

CHAPTER II.
INITIAL APPOINTMENT OF FACULTY

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

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

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

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

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

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

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

CHAPTER III.
EVALUATION OF FACULTY FOR TENURE/PROMOTION

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

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

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

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

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

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

1.	Effectiveness in Teaching 
Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers 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 MANAGEMENT   ACTIVITIES, SUCH AS CONSULTING AND SERVICE ON REVIEW PANELS;

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

J.	 ENGAGE IN ADVISING STUDENTS.

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

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

And at least TWO of:

b.	narrative self-evaluation, WHICH PROVIDES A CLEAR STATEMENT OF TEACHING OBJECTIVES AND A SELF ASSESSMENT OF HOW THOSE OBJECTIVES ARE MET. EXAMPLES MAY INCLUDE STUDENT PROGRESS, REPRESENTED BY IMPROVEMENTS IN EARLY AND LATE SEMESTER PROJECTS, OR OTHER MECHANISMS THAT CAN DOCUMENT IMPROVEMENT, AND AN INVENTORY OF SKILLS LEARNED SELECTED FROM INDIVIDUAL STUDENTS’ WORK.

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

d.	peer/department chair evaluation of course materials.

e.  A CLASS PRE TEST AT THE BEGINNING OF THE SEMESTER OF NO MORE THAN TEN QUESTIONS FOLLOWED BY A POST TEST OF SIMILAR FORMAT AT THE END OF THE SEMESTER TO ASSESS STUDENT LEARNING.

f.   DOCUMENTATION OF SCORES FROM ANY NATIONALLY NORMED COURSE-SPECIFIC EXAM.

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

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

a.	They must occur in a public forum.

b.	They must be evaluated by appropriate peers.

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

d.	They must be judged to make a contribution.

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

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

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

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

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

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

f.    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 SOM CRITERIA FOR RESEARCH PERFORMANCE:

FOR PROMOTION TO ASSOCIATE OR FULL PROFESSOR, IT MAY BE SUFFICIENT FOR A FACULTY MEMBER TO DEMONSTRATE RESEARCH PRODUCTIVITY SINCE THE TIME OF LAST PROMOTION OF AT LEAST SIX JOURNAL ARTICLES THAT ARE EITHER SINGLE OR DOUBLE BLIND REFEREED, OR PUBLISHED IN AN EDITORIALLY REVIEWED JOURNAL OF RECOGNIZED QUALITY.  ALTERNATELY, A FACULTY MEMBER MAY PUBLISH FIVE SUCH JOURNAL ARTICLES AND TWO PAPERS PUBLISHED IN LESSER FORMAT, SUCH AS PAPERS AND PROCEEDINGS.  HOWEVER, A FACULTY MEMBER MAY NOT RECEIVE CREDIT MORE THAN ONCE FOR A PAPER THAT IS ESSENTIALLY THE SAME CONTENT.  THOSE THAT PERFORM SIGNIFICANT PROFESSIONAL ACTIVITY AND ATTAINMENT OF PROFESSIONAL CERTIFICATION AS A CONDITION OF ACCREDITATION MAY CONSIDER A DETAILED PROFESSIONAL/INDUSTRY WORK REPORT OR DOCUMENTATION OF SUCCESSFUL COMPLETION OF A PROFESSIONAL EXAMINATION, SUCH AS C.P.A., C.F.A., OR SIMILAR ACCREDITATION.
 
ALL FACULTY MEMBERS MUST DEMONSTRATE AN INDEPENDENT AND COHERENT RESEARCH AGENDA. EVIDENCE OF THIS CAN INCLUDE SOLE AUTHORED PAPERS OR A CONVINCING RECORD OF INITIATION OF INDEPENDENT RESEARCH. TO DEMONSTRATE A CONSISTENT FLOW OF RESEARCH, A FACULTY MEMBER WHO HAS COMPLETED WORK BEFORE ARRIVING AT THIS UNIVERSITY CAN COUNT NO MORE THAN THREE PAPERS TOWARD PROMOTION IF THOSE PAPERS WERE PUBLISHED WITHIN SIX YEARS OF THE DATE THE CANDIDATE PETITIONS FOR PROMOTION. 

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 of faculty.

j.	Prizes and awards for excellence in university service.

K.  PARTICIPATION IN STUDENT RECRUITING.

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 MANAGING CRITERIA FOR SERVICE

A.	ASSOCIATE PROFESSOR; POSITIVE CONTRIBUTIONS TO SCHOOL AND OR UNIVERSITY MATTERS, EFFECTIVE PROFESIONAL CONTRIBUTIONS TO THE PUBLIC, AND/OR EFFECTIVE SERVICES TO THE PROFESSION ARE EXPECTED.

B.  PROFESSOR: EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS EXPECTED. SIGNIFICANT CONTRIBUTIONS TO THE DEVELOPMENT OF SCHOOL AND/OR UNIVERSITY PROGRAMS SUCH AS COMMITTEE LEADERSHIP OF UAF FACULTY SENATE SERVICE, A UNION COMMITTEE, AND ASSOCIATED COMMITTEES ARE EXPECTED. EFFECTIVE APPLICATION OF SERVICE INCLUDES PROFESSIONAL EXPERTISE PROVIDED TO PROFESSIONAL OR PUBLIC ORGANIZATIONS SUCH AS BUSINESS SOCIETY LEADERSHIP, REVIEWING PROPOSALS, REFEREEING MANUSCRIPTS, AND EDITING FOR PROFESSIONAL ORGANIZATIONS OR PUBLICATIONS.

4/30/07

ATTACHMENT 144/11
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY CURRICULAR AFFAIRS

MOTION:
=======

The UAF Faculty Senate moves to approve a B.A. in Yup’ik Language and Culture (Yupiit Nakmiin Qaneryaraat Piciryaraat-llu).  

	EFFECTIVE:  	Fall 2007 and/or
				Upon Board of Regents approval.

RATIONALE: 	See course proposals #1-3 and full program proposal #131 from the Fall 2006 review cycle on file in the Governance Office, 312 Signers' Hall.

Requires 9 credits in language sequence, 15 credits of major course work, and 6 credits of electives. Offered through the Kuskokwim Campus.

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

BRIEF STATEMENT OF PROPOSED PROGRAM

A four-year Baccalaureate program in Yup’ik Language and Culture (Yupiit Nakmiin Qaneryaraat Piciryaraat-llu) will be made available to students who complete 120 credits in Yup’ik Language and related course work through the Kuskokwim Campus of the College of Community and Rural Development (KUC). The program is designed to accommodate students from three different backgrounds, including traditional on-campus students attending KUC, non-traditional students who have completed the 30-credit certificate or 60-credit A.A.S. in Yup’ik Language Proficiency, and non-traditional students who have completed the 30-credit certificate or 60-credit A.A.S. in Native Language Education: Yup’ik Option. 

The proposed degree program will be offered through the Kuskokwim Campus only and will include traditional on campus classes as well as summer intensive and distance delivery options. Traditional on campus students (approximately 3-5 majors) will be offered the option of enrolling directly in the proposed B.A. program or one of two “feeder” programs: Certificate/AAS in Yup’ik Language Proficiency or Certificate/AAS in Native Language Education. Significant numbers (more than 50 since 2002) of non-traditional students are already pursuing coursework in these “feeder” programs. Total enrollment from these three populations is expected to be between nine (9) and (15) majors (see pages 14 & 17).

At the lower division level, the proposed B.A. program overlaps significantly with both “feeder” programs. This overlap is intentional and will encourage feeder program graduates (10 of whom are expected to graduate by December 2007) to pursue their baccalaureate degrees. 

Most students pursuing the Certificate/AAS in either Yup’ik Language Proficiency or Native Language Education: Yup’ik Option are currently employed as teacher’s aides within local school districts within the Kuskokwim Campus service area. Most of these students will be non-traditional students in the sense that they are older and often with family and job responsibilities.  As such, they are unable to attend courses full-time on campus. Both Certificate/AAS degrees are distance delivered. Upon completion of these programs, students will have sufficient Yup’ik language proficiency. 

This academically sound program will increase both the quality and quantity of Yup’ik language programming available through the schools and villages from which the students are drawn by providing them with advanced knowledge of Yup’ik language, literature, linguistics, and cultural traditions. This knowledge will in-turn enhance the teaching and learning within their own classrooms. 

Proposed General Catalog Layout

Yup'ik Language and Culture
(Yupiit Nakmiin Qaneryaraat Piciryaraat-llu)

College of Liberal Arts
Department of Alaska Native Languages 
543-4500 or 474-7874 

Degree: B.A. 
Minimum Requirements for Degree: 120

The Yup'ik Language and Culture (Yupiit Nakmiin Qaneryaraat Piciryaraat-llu) program strives to reinforce a Yup’ik identity that is centrally dependent on the language and culture, prepares the student for success in the world, and leads to acceptance at home. The program is based on the philosophy that a strong command of the Yup’ik language leads to a complete understanding of the Yup’ik way of life, the world around us, and our place in it. 

Depending on interest, students in the program are encouraged to complete a minor in Education or Alaska Native and Rural Development. Offered by the Kuskokwim Campus only. 

UNDERGRADUATE PROGRAM

MAJOR
Yup'ik Lanaguage and Culture (Yupiit Nakmiin Qaneryaraat Piciryaraat-llu) — B.A. Degree

1.	Complete the general university requirements (page __).
2.	Complete the B.A. requirements (page __).
3.	Complete the following program (major) requirements.*
a.	Complete one of the following sequences (9 cr.):
ESK 221 Intermediate CY Apprenticeship 1(3 cr.)
ESK 222 Intermediate CYApprenticeship 2 (3 cr.)
ESK 223 Intermediate CYApprenticeship 3 (3 cr.)
	or
ESK 204 Conversational Central Yup’ik IV (3 cr.)
ESK 205 Regaining Fluency in Yup’ik (3 cr.)
ESK 206 Regaining Fluency in Yup’ik (3 cr.)
	or 
ESK 240 Introduction to Reading Yup’ik (3 cr.)
ESK 250 Yup’ik Literature for Children (3 cr.)
ESK 251 Teaching Yup’ik Reading & Writing (3 cr.)

b.	Complete the following (15 cr.):
ESK 130 Beginning Yup’ik Grammar (3 cr.)
ESK 208 Yup’ik Composition (3 cr.)
ESK 375 Yup'ik Philosophy (Umyuarteqsaraq) (O) (3 cr.)
ESK 330 Yup'ik Literature (Yupiit Quliraitnek Igaryaraq) (W) (3 cr.)
ESK 488 Documenting Traditions (Caliarkaq) (W) (3 cr.)

c.	Complete two of the following (6 cr.): 
ANL 287 Teaching Methods for Alaska Native Languages (3 cr.)
ANL 288 Curriculum and Materials Development for Alaska Native Languages (3 cr.)
ANS 111 History of Alaska Natives (3 cr.)
ANS/ANTH 242 Native Cultures of Alaska (3 cr.)
ANS/ANTH 320 Language & Culture (3 cr.)
LING 402 Second Language Acquisition (3 cr.)
LING 410 Theory and Methods of Language Teaching (3 cr.)
LING 450 Language Policy and Planning (O) (3 cr.)
ESK 230 Introduction to Interpreting and Translating I (3 cr.)
ESK 231 Introduction to Interpreting and Translating II (3 cr.)
ESK 240 Introduction to Reading Yup’ik (3 cr.)
ESK 250 Yup’ik Literature for Children (3 cr.)
ESK 251 Teaching Yup’ik Reading & Writing (3 cr.)

*Student must earn a C or better in each course. 

State Needs

Academic Programs

Students

Research

Faculty & Staff

Technology 
& Facilities

University of Alaska New Program Approval

Board of Regents Summary Form

MAU: UAF

Title and brief description: Yup'ik Language and Culture 
(Yupiit Nakmiin Qaneryaraat Piciryaraat-llu)

The Yup'ik Language and Culture (Yupiit Nakmiin Qaneryaraat Piciryaraat-llu) program is a four year liberal arts program in Yup’ik language and culture. Offered by the Kuskokwim Campus, the program builds on existing Certificate and AAS programs in Yup’ik Language Proficiency and Native Language Education and provides graduates of those programs with a pathway to a four year degree. 

Target Admission date: FALL 2007

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

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

This program will promote the enhancement of educational opportunities for a portion of Alaska’s Native population (i.e., Yup’ik), as specified in the UAF mission statement. The proposed program will allow KUC and place-bound students to pursue advanced study of Yup’ik through UAF. Many will be non-traditional students who might not otherwise seek post-secondary education. 

Describe the State Needs being met by this program.

As awareness of language and culture issues continues to increase throughout Alaska, requests for training programs focusing on language proficiency have come from several regions of the state. While the proposed program is designed to meet the specific local needs expressed by schools, communities, and students served by the Kuskokwim Campus, the Alaska Native Language Center believes that the proposed program can and will serve as a strong model for further program development throughout the state. 

The Yup’ik region is currently the best suited to serve as a model for language program development serving local populations and local needs. The Kuskokwim Campus has a strong language faculty and long history of offering Yup’ik language classes (entry-level to advanced) to its students. However, despite the strengths of the campus and its faculty, no coherent degree program has ever been offered or (to our knowledge) proposed. 

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

Between nine (9) and fifteen (15) students are expected to enroll in the program. The program is designed to meet the needs of three populations of students. Between three (3) and five (5) students from each population are expected to enroll:

1.	Students completing the Certificate/AAS in Yup’ik Language Proficiency: Students completing the Certificate or AAS program will be given the opportunity to transfer directly into the proposed four-year degree program. Traditionally there has been little or no relationship between two and four-year programs. 

Between three (3) and five (5) non-traditional students are expected to be enrolled per year.

2.	Students completing the Certificate/AAS in Native Language Education: Yup’ik Option: Students completing the Certificate or AAS program will be given the opportunity to transfer directly into the proposed four-year degree program. Traditionally there has been little or no relationship between two and four-year programs. 

Between three (3) and five (5) non-traditional students are expected to be enrolled per year.

3.	Traditional students enrolled at the Kuskokwim Campus: Many students are already enrolled in Yup’ik language classes through the Kuskokwim Campus, but due to the lack of a structured degree program are forced to take these classes as general electives and are structurally discouraged from pursuing a four-year degree. The proposed program will provide the continuous, structured language study necessary to become proficient in the language.

Between three (3) and five (5) traditional students are expected to be enrolled per year.

Describe the Research opportunities, if applicable.

As a four-year program at a rural campus, there will be no direct involvement in research. However, as the Alaska Native Language Center works to recruit additional graduate students from throughout the Kuskokwim Campus service area, those students will be encouraged to develop research interests in a variety of subjects that will work to strengthen this program and other language programs throughout the region. It is hoped that over time these graduate students will return as potential faculty for the Kuskokwim Campus. 

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

Faculty and Staff:
No additional Faculty or Staff are required. The Kuskokwim Campus has two highly qualified permanent Yup’ik language faculty (Oscar Alexie, Assistant Professor of Yup’ik; Sophie Alexie, Instructor of Yup’ik). Each has twenty years of experience teaching Yup’ik. Further, the Kuskokwim Campus has agreed to provide the necessary staff support to maintain the program. 

Relationship between KuC and ANLP
In an effort to provide ongoing support to the program, both Oscar Alexie and Sophie Alexie will be made adjunct faculty with the Alaska Native Language Program. While their primary appointment and salary lines will be maintained by KuC, they will be invited to participate in the life of the department, including faculty meetings (by audio), mentoring relationships, etc. The Alaska Native Language Program believes that a formal relationship of this type will not only help to establish a strong program at KuC, but also to strengthen the existing programs on the Fairbanks campus. 

All changes/future modifications to the program will be submitted simultaneously for review by the CLA and CRCD curriculum councils. This will guarantee a joint administration of the program as it evolves. 

Grant Funding
Grant funds (U.S. Department of Education S35A050047) are available through Summer 2008, to support the delivery of the Certificate in Yup’ik Language Proficiency, one of two feeder programs. The graduates from this program will be eligible to enter the B.A. (via distance). Loss of these funds will make distance delivery of this feeder program difficult and will therefore negatively impact long-term recruitment of students for the B.A. However, initial recruitment is expected to be strong (9-15 students from three populations); and ongoing recruitment from the other feeder program (Native Language Education) and the on-campus population will not be affected. 

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

There are no anticipated impacts on technology. Language classes delivered on the Kuskokwim Campus will be delivered in traditional ways. Further, the program makes extensive use of existing distance delivery courses. Eight (8) ESK courses are currently distance delivered through KuC. An additional three (3) LING electives are distance delivered through the Fairbanks campus. Finally, all three (3) new upper division courses will be developed for distance delivery. All these courses will be delivered using existing UAF technology. 

Current and proposed distance courses include:

ESK 130 Beginning Yup’ik Grammar (3 cr.)
ESK 204 Conversational Central Yup’ik IV(3 cr.)
ESK 205 Regaining Fluency in Yup’ik (3 cr.)
ESK 206 Regaining Fluency in Yup’ik (3 cr.)
ESK 208 Yup’ik Composition (3 cr.)
ESK 230 Introduction to Interpreting and Translating I (3 cr.)
ESK 231 Introduction to Interpreting and Translating II (3 cr.)
ESK 240 Introduction to Reading Yup’ik (3 cr.)

LING 402 Second Language Acquisition (3 cr.)
LING 410 Theory and Methods of Language Teaching (3 cr.)
LING 450 Language Policy and Planning (O) (3 cr.)

ESK 375 Yup’ik Philosophy/Umyuarteqsaraq (O) (3 cr.)
ESK 330 Yup’ik Literature/Yupiit Quliraitnek Igaryaraq (W) (3 cr.)
ESK 488 Documenting Yup’ik Traditions/Caliarkaq (W) (3 cr.)

NOTE: Three lower-division distance courses (ESK 221, 222, and 223) overlap with the existing Certificate in Native Language Education. This program depends on grant funds to facilitate delivery of these courses (hiring local elders, funding travel for site visits and intensive workshops). Current grant funding will expire in Summer 2008. Faculty will seek additional grant funds. However, failure to secure funding will not impact the overall deliverability of the B.A. program. The sequence (ESK 221-222-223) is one of three options available to B.A. students. Delivery of the remaining two options (ESK 204-205-206 and 240-250-251) is not dependent on grant funds. 

XI. Resource Commitment to the Proposed Degree Program

Resources	Existing	New	Total	
	College/School*	College/School	Others(Specify)**		
Regular Faculty 
(FTE’s & dollars)	$205,950 
(2 FTE)			$205,950
(2 FTE)	
Adjunct Faculty 
(FTE’s & dollars)	N/A			N/A	
Teaching Assistants
(Headcount)	N/A			N/A	
Instructional Facilities
(dollars and/or sq. ft.)	N/A			N/A	
Office Space
(Sq. footage)	225 sq. feet			225 sq. feet	
Lab Space
(Sq. Footage)	N/A			N/A	
Computer & Networking
(in dollars)	N/A			N/A	
Research/instructional/
office Equipment
(in dollars)	$900			$900	
Support Staff
(FTE’s & dollars)	$18,000 
(.5 FTE)			$18,000 
(.5 FTE)	
Supplies
(in dollars)	$500			$500	
Travel
(in dollars)				N/A	

*Funds represent the commitment of the Kuskokwim Campus. All faculty and support staff functions will be undertaken by existing faculty and staff as part of their regular duties. All instructional /office equipment and supplies monies are derivative of existing budgets. No new or additional funds are needed to maintain the program. 

**Development and implementation of the program is supported by grant funds (U.S. Department of Education S35A050047 and S356A020049) through Summer 2008. Funds include two additional faculty members, (Dr. Partick E. Marlow, Mr. John Toopetlook: $118,354), travel funds (program development meetings, student recruitment & support: $94,340), and supplies ($1,328). These funds are noted here, and not in the budget sheet above as these funds are not part of an ongoing UAF commitment, nor are they required for maintaining the program once established (see page 16 above). 

ATTACHMENT 144/12
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY UNIT CRITERIA

Unit Criteria Committee
Minutes for 12 April 2007 

Present:
Julie Cascio (via teleconference), Thomas Zhou, Gerri Brightwell, Debasmita Misra, Brenda Konar, Lee Taylor, Hank Wichmann (SOM guest), Ping Lan (SOM guest)

1.	All members present approved the agenda.
2.	All members present approved the minutes for the meeting of Feb 15, 2007.
3.	Review of School of Management Criteria. 
The committee discussed our specific concerns with Hank Wichmann and Ping Lan from the School of Management. The committee was very appreciative of the clarification and input provided. The comments that were specifically discussed included:
•  Under B.  Criteria for Instruction, 1. there were questions about the quantitative implications of the phrase “some, but not necessarily all.”  After consultation with the SOM representatives, the committee agreed that the statement provides adequate latitude.
•  Under B. I.  the committee suggests changing “involve” to “mentoring” in order to emphasize the educational component of student involvement in research.
•  Under B. J.  the committee recommends removal of “mentoring.”
•  Under B. 2.  Components of Evaluation, the committee felt that f and g should be placed under b as examples of evidence that can be provided in the self-narrative.
•  Under C.  Criteria for Research, Scholarly, and Creative Activity – SPECIFIC SOM CRITERIA FOR RESEARCH PERFORMANCE, the committee had the following recommendations following consultation with the SOM representatives:
	i.  delete “high” from “editorially reviewed journal of recognized high quality”
	ii.  delete “regardless of integrity”
	iii.  reword “completion of a C.P.A. examination” to “completion of a professional examination, such as the exams for C.P.A, C.F.A or similar accreditation”
	iv.  the last paragraph which begins “Based on the guidelines and illustrations...” is not needed, since these are normally the duties of the peer review and tenure and promotion committees.
•  Under D.  Criteria for Public and University Service:
	2.  University Service, i – the committee recommends changing to “mentoring of faculty”
4.  Evaluation of Service – SPECIFIC MANAGING CRITERIA FOR SERVICE, B.  PROFESSOR, the committee recommends a rewording to reflect service on the UAF faculty senate and associated committees as examples of appropriate levels of service.  Another valuable example would be service on a Union committee.  Because many significant service opportunities are present on campus, we would prefer a wording that cannot be interpreted as requiring only one particular form of service (i.e. on the Faculty Senate).
It was agreed that if revised SOM Criteria are received by the committee within one week, we will consider them for approval by electronic ballot, so that they may have the chance to be considered in the final Faculty Senate meeting of the semester.

4.	Consideration of IARC Promotion Criteria
•  The committee agrees with the comment of the Provost that statements should be revised or added that criteria (e.g. encouraging mentoring and teaching) are consistent with expectations set forward in the workload agreements.
•  The committee has several additional concerns about wordings in the two paragraphs submitted by IARC, but feels that it is premature to provide specific feedback.
•  The committee recommends that a full set of Criteria developed from the standard UAF Regulations for the Evaluation of Faculty (University Criteria) be submitted by IARC for consideration in the fall of 2007
•  The committee pointed out that statements can be added to the standard University Criteria to point out specific criteria which do not apply to Research Faculty, such as the Criteria for Instruction and Effectiveness in Teaching.  Statements should not be deleted from the standard University Criteria.
5.	Brenda Konar brought forward an issue from a faculty member in her unit.  The issue concerns whether membership on graduate committees outside one’s department or unit should be given less credit than for committees within one’s department.  Because this issue relates to workload agreements, rather than criteria for promotion and tenure, it was suggested that the issue should be addressed to either the Union or the Senate Faculty Affairs Committee.
6.	Meeting was adjourned at 11:10 am.

This was the last meeting of the Faculty Senate Unit Criteria Committee for 2006-07.

/prepared by Lee Taylor on 12 April 2007

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

UAF Unit Criteria Committee
2006-07 Annual Report
April 30, 2006

During the 2006-07 academic year, the UAF Faculty Senate Unit Criteria Committee met six times: September 6 (2006), October 23 (2006), January 18 (2007), February 15 (2007), and April 12 (2007). Meetings scheduled for November 22, 2006 and March 22, 2007 was cancelled, since no criteria were submitted or received during that time.

Criteria Considered
In the fall of 2006 two unit criteria were submitted and reviewed, one by the Computer Science Unit (CSU) and the other by the Foreign Languages and Literatures Unit (FLLU).

Both CSU and FLLU criteria were considered on the October 23 meeting. The committee sent both the criteria back for revision. Revised criteria for FLLU was received, reviewed and unanimously approved by electronic voting on November 22, 2006. The committee voted to pass the revised criteria of FLLU on to the Faculty Senate. The revised CSU unit criteria have not been received so far.

On January 18, 2007, the Unit Criteria submitted by Library Science (LSU) was reviewed by the committee. The review of the LS unit criteria was tabled with the recommendation that a member of the unit be present to respond to certain questions and concerns raised by the unit criteria committee. On February 15, 2007, Lisa Lehman from the LSU attended the meeting and answered the questions raised by the committee members. The criteria was then sent back to LSU for revision and has not been received back so far.

On April 12, 2007, the unit criteria of the School of Management (SOM) was received and reviewed by the committee. Drs. Ping Lan and Hank Wichmann attended the meeting as representatives of SOM and responded to several questions raised by the committee members. The SOM criteria was then sent back for revision and the revised criteria was received back on April 16, 2007. SOM was approved unanimously by the unit criteria committee and a motion for its approval was set forth for discussion in the Faculty Senate Administrative Committee (FSAC) meeting held on April 27, 2007. There was one objection received from Dr. Norm Swazo during the review of the motion in FSAC meeting. The objection was sent forth to SOM for their review and a clarification with a proposed modification of SOM has been received on April 30, 2007. It has been decided in FSAC that the approval for the motion will be done electronically and the process is pending.

On April 12, 2007, International Arctic Research Center (IARC) submitted a two- paragraph statement for proposed unit criteria for research faculty of IARC. The committee reviewed the proposal and decided that there was not sufficient information to review the criteria as submitted. IARC was informed to prepare their criteria using the blue book guidelines for a future review by the committee of 2007-08.

Modification to the Evaluation of Faculty for Promotion to Professor (D. 1. b. 3. of blue book)
The committee discussed a pending task of the addition of the verbiage “needs improvement” to the Evaluation of Faculty for Promotion to Professor (D. 1. b. 3. of blue book). This was discussed and approved at a previous Unit Criteria committee. It was agreed that this addition was still worthwhile. It was moved that the verbiage “needs improvement” should be added to the evaluation for professors and was unanimously passed as a motion to the FSAC. Subsequently, the FSAC felt that the appropriate term should be “Unsatisfactory” instead of “Needs Improvement” and the motion was carried forward to the Faculty Senate for approval.
Membership

Debasmita Misra (Mining & Geol. Eng.), co-chair
Brenda Konar (SFOS/GURU), co-chair
Gerri Brightwell (English)
Julie Cascio (CES – Home Economics)
Lee Taylor (Biology and Wild Life)
Xiyu (Thomas) Zhou (SOM – Business Admin)
Wayne Marr (Dean SOM – Ex Officio)

ATTACHMENT 144/13
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY COMMITTEE ON THE STATUS OF WOMEN

Committee on the Status of Women   
2006-07 Annual Report

The Committee on the Status of Women (CSW) met monthly during AY 2006-07 to work on issues affecting women faculty at UAF. There were at least nine members present at most meetings.

We continued to analyze the data from our Study of Faculty Work Life at UAF.  We are currently expanding the presentation of the survey findings, writing a supplemental report on salary issues, and working towards implementation of recommendations. The study’s Final Report was cited several times in the Sun-Star and was also featured in an article about salary inequity in the Fairbanks News-Miner. 

Analysis of the salary data obtained from PAIR (2006) documents that women faculty earn only 83% of what men faculty make at UAF. When we controlled for rank, college, and length of service, only in two colleges was gender not the major determinant of salary.  In all other colleges at UAF, gender predicts salary and, on average, women faculty earn significantly less than men in spite of similarities in rank and length of service.

CSW was part of a campus coalition that sponsored the Campus Women Lead Workshops, Developing Women’s Inclusive Leadership Skills, held at UAF in January 2007.  The coalition included the UAF Women’s Center, Office of Multicultural Affairs and Diversity, the Office of the Chancellor, and the Office of Equal Employment Opportunity. Multicultural alliance building was the primary focus of the workshops, and approximately fifty women faculty and staff participated in the two day workshops. An ongoing women’s leadership coalition is being created to continue the momentum established by the workshops.

In March, CSW introduced a resolution to the Faculty Senate opposing the April 3 Advisory Vote (a.k.a. the benefits ban). The resolution passed unanimously. The CSW worked with the Staff Council to introduce an identical resolution, which also passed.  

In the fall, CSW organized UAF’s Second Annual Women Faculty Luncheon, which was audioconferenced for rural faculty.  Dean Joan Braddock gave a keynote address that was quite well received, and nearly one hundred women faculty attended. We gratefully acknowledge the financial support of the Office of the Chancellor. We have secured the funding and are planning the third luncheon for September 18, 2007.

CSW again organized a three hour comprehensive Tenure and Promotion Workshop (audioconferenced and accessible through Elluminate for our rural faculty) on April 27, 2007.  This extremely useful workshop has now also become an annual event, and provides an informal venue for both men and women to discuss mentoring, effectively preparing for tenure and/or promotion, fourth year reviews, and other issues related to the T&P process at UAF. Members of both ACCFT and United Academics are panelists and participants.

CSW has a permanent seat on the Chancellor’s Campus Diversity Action Committee (CCDAC). This committee met eight times during AY 2006-07, and the CSW representative consistently brought issues of equity to the attention of the committee.

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
-	Deciding how best to go about opposing the hiring of large numbers of term-funded and adjunct faculty at UAF (and nationwide)
-	Continuing to network on mentoring for new and mid-career women faculty
-	Strengthen liaison relationships with women staff members at UAF, the UAF Women’s Center, and with UAA and UAS women faculty.   

ATTACHMENT 144/14
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY DEVELOPMENTAL STUDIES

Minutes of
Faculty Senate Developmental Studies Committee
April 13, 2007

Attendees: Jane Allen, Latrice Bowman, John Creed, Joe Dupras, Linda Hapsmith, Cindy Hardy, Joe Hickman, Marji Illingworth, Sue Mc Henry, Carol Murphrey

The committee met and addressed the following:

Motion to change the mission of the committee:
This motion has come back to us with suggestions from the Faculty Senate Administrative Committee, particularly with a concern that we not duplicate the work or title of other committees using the words “Student Success” in their mission and titles.  After some discussion about the nature of buzz words and what the new configuration of the committee will do, we settled on the title “Student Academic Development and Achievement Committee.”  The bulk of the meeting was spent reviewing the language of the motion and rationale to be sure we had clearly defined the focus of the committee and that we would continue our review mission for developmental education and similar preparatory classes.   The redrafted motion will be forwarded to members of the committee and to Shirish Patil for further comment before being sent to the Faculty Senate Administrative Committee.

Update on Mandatory Placement Taskforce: 
Mandatory placement has been pushed back to Spring 2009 so that UAA and UAS can opt out of the BANNER blocking.

Update on Persistence and Retention Taskforce:
As of this meeting, this taskforce has still not completed its report.  The report is at the budget stage.  Currently the draft report recommends comprehensive advising for pre-majors from the moment they apply till they declare a major, pre-major freshman seminars, and premajor mandatory orientation.  They have looked at the KUC Emerging Scholars Learn-to-Learn camp as a model for orientation.

Update on Comprehensive Learning Center:
Marji reported that a group has met to form a comprehensive learning center (Student Learning Center).  The group is made up of representatives from Developmental Education, Rural Student Services, Advising Center, Student Support Services, Math, and Liberal Arts.  They are formulating a plan for a learning center, developing a rationale, mission, goals, assessment plan, and time table.  They are starting by coordinating existing services, and eventually will be developing a learning center in a central area.  We discussed how this might impact other budgets, such as the Writing Center or Math Lab, but this learning center would not impact those budgets; rather, it would better coordinate existing services.

Vince Tinto:
We discussed our reactions to the Vince Tinto visit.  Marji especially noted his statement, “Access without support is not opportunity.”

Meeting with Susan Henrichs:
We ended our meeting with discussion of how the current focus on “student success” might be sustained.  We decided to ask for a meeting with incoming Provost Susan Henrichs to bring her up to date with the history and future mission of this committee.  The date that seemed best for all is the first Friday in May. 

Next meting:
Friday, May 4, 11:30-1 with Susan Henrichs.

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

The Developmental Studies Committee 
2006/2007 Final Report

The Developmental Studies Committee dedicated much of our time to responding to the initiatives on Student Success as represented by the Chancellor’s Taskforces on Developmental Education Implementation, Mandatory Placement, and Student Persistence and Retention.  Since many of the members of this committee also served on those taskforces, our meetings provided a time to report back on the progress of the taskforces and to discuss both the overlap between the work of the taskforces and the implications of that work for the Developmental Studies Committee.

We began the year by looking back at the STARS process and the data it generated. While we did not entirely agree with the conclusions or the data generated, we were energized by the RFPs and the taskforce process the STARS report generated.   We agreed, early in the year, that the work of the taskforces would ultimately lead to policy motions from our committee, so we kept close track of the progress of the taskforces, though our members serving on them.
	
In October, we met with the Developmental Education Implementation Task Force.   We reviewed with them the progress of the Department of Developmental Education in implementing the recommendations of the 2003 report that led to formation of the department.   We offered our priorities for developmental education at UAF, and discussed best practices, data on developmental students, outcomes assessment, and developmental class “levels.” The Taskforce gave its report in December, and the committee passed its eight recommendations, which closely aligned with the recommendations of the 2003 report, to the Faculty Senate in the form of a motion to endorse the recommendations.  The motion was passed by the senate, but is still pending approval by the Chancellor until the reports of the other taskforces are finished.

We also, in light of the activities of the Developmental Education Implementation Taskforce and others, revisited the role and mission of the committee in the Faculty Senate committee structure.  While we agreed that the role of the committee should change as the Department of Developmental Education matures, we felt strongly that we should retain curricular review of developmental courses in a committee whose members have experience with and concern for these courses.   We drafted a motion that would change the name of the committee to “The Student Academic Development and Achievement Committee.”  The change in mission will add responsibility for policy and review of “student success” courses and other first year courses that have developmental or “student success” content.  The motion is scheduled for vote of the Faculty Senate at the May 7 meeting.

We will end our year with a meeting on May 4 with Susan Henrichs, incoming UAF Provost.  We hope to review with her our past activities and proposed mission and discuss how the current focus on “student success” can be sustained.   

During the year, we also moved to delete unused DEVM courses.   There were no new courses to review.

Next year, we anticipate a great deal of activity as the Task Force reports move toward implementation.

ATTACHMENT 144/15
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY FACULTY APPEALS AND OVERSIGHT

Committee Report for AY2006-2007
Faculty Appeals & Oversight Committee
Norman K. Swazo, Chair
24 April 2007

The Faculty Appeals & Oversight Committee (FAOC) had limited assignments this academic year.

•	Various members of FOAC served on a number of student grade appeal ad hoc committees.
•	There were no “Group A” list administrator comprehensive reviews scheduled during the year.
•	The only major item of business was work revising the process for review of “Group B” administrators.  A draft motion submitted to the Senate Administrative Committee was returned to the FAOC for further discussion.  Provost Reichardt met with the committee to discuss the issue.  Group B administrator reviews were suspended for the current year pending revision of the process.
•	It was agreed that an ad hoc committee comprised of representatives of the FAOC and the Provost’s Council would be convened to develop the revised process.  This committee was formed, chaired by Julie Riley, with members including Brian Barnes, Denis Wiesenberg, Tom Clausen, and Norm Swazo (ex officio).  The committee concluded the revision, submitted a motion to the Administrative Committee, and had the motion passed at the April Senate meeting.  The revised process takes effect in fall 2007.

Recommendation for AY2007-2008:

The work of the committee has diminished over the years as the collective bargaining process has shifted items of oversight and appeals responsibility to the unions.  In light of these changes, the Senate may wish to consider combining the functions of the FAOC and the Faculty Affairs Committee under one committee (whether standing or permanent committee).

ATTACHMENT 144/16
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT & IMPROVEMENT

Faculty Development, Assessment, and Improvement Committee
Meeting Minutes - March 8, 2007 

Attending: 	Christie Cooper, Michael Daku, Dana Greci, Susan Herman, Julie Lurman, Eric Madsen, Joy Morrison, Channon Price, Larry Roberts – Chair   

Agenda items:	 Call to order/Roll call/ Approval of agenda
		Approval of Minutes (Feb.)
		Report from Joy
		Old and ongoing business
Report/Discussion on Innovations & Excellence in Teaching Conference 
Status report from March 5, 2007 Faculty Development Advisory board meeting
		New Business
			Susan Henrichs, new UAF Provost!
		Adjournment

Larry Roberts opened the meeting with a roll-call. February minutes were approved. Business was conducted resulting in the following decisions and shared information.
 
Report from Joy:	
Last week took a trip to Juneau that was productive on several levels. I met with two faculty who have buy outs to serve as part-time faculty development for the campus. The academic classes meet Monday-Thursday and so it provides time on Friday mornings to do trainings for the new faculty. I was able to share a good deal with them on development issues.  I met with UAF faculty (fisheries) whose positions are housed in Juneau. I also met two tenure track faculty who had been there three years and were unaware of the Faculty Development office at UAF, so I was able to help them get started on their 4th year review materials.

Feedback on the Barbara Millis half day workshop on “games” in the classroom was good; however, the turnout was disappointing.

The Fullbright presentation yesterday was excellent. Great ideas were shared and a good
deal of literature was provided.

Old business:	
Teaching Conference - The Innovation and Excellence in Teaching Conference had about 100 participants (30% increase over last year). We are already looking for a new facility for next year. Participants seemed engaged in all sessions and wanted more time to address the issues. To address this, dates for next year’s conference will allow for three full days of presentations/workshops. The 2008 conference will be held March 5th through March 7th. 
Discussion about the conference addressed what it would mean for the conference to be too big. Larry thought perhaps 125 would be a good maximum. One suggestion for accommodating an increase in size and addressing new attendees and return participants starting at different levels would be to have a conference within a conference.

The 50 attendees who went to the optional dinner at the Turtle Club indicated that they got a great deal from the presenters short talks on their favorite class activity or teaching tip. Chancellor and Judy Jones attended the dinner.

Advisory Board Meeting – Four of the nine members were in attendance. Susan Herman presented her notes from the meeting in the form of comments and questions raised.
-	What about getting administrators to help get faculty to development events?
-	Should we invite staff to participate?
-	Tuesday trainings need to be longer and more intensive.
-	New faculty should have faculty development activities as the only service on their workloads. (There was a good deal of support in the room for this idea.)
-	What is our primary mission? We don’t want to neglect development for teaching or research.
-	Why can’t we mandate attendance to these events for new faculty?

This comment led to discussion. At UAS they decided a year ago to require attendance by new faculty to the Friday morning faculty development trainings as their only service. If we did something similar for our events for new faculty after 3-5 years it would become the cultural norm. Some concern was raised that this may cause the professionals that we hire to feel that they are not being treated as professionals. Another perspective highlighted that the development training is not just about teaching, but also about advising, senate, and university specific information and resources on numerous topics. So much of the content would help any new faculty regardless of rank to learn the UAF system.

-	How do Deans focus on faculty development?
-	There is a link between faculty development and enrollment.
-	Faculty Associates are in place at other MAUs who help other faculty with issues like instructional design and service learning.
-	What about making training available to staff?
-	The mentoring program that is in place is not working well.

Joy is pleased with the group. They have recommended that she go to the Deans and ask who is responsible for development in their colleges. If no one is at this time ask them to appoint someone. Having a person in each college could help her design more applicable development opportunities.

Joy was asked if she wanted to continue funding travel from her office. She would like to continue sending faculty to the 3 day teaching conference. This has been fruitful. Any other travel money would be used for other development opportunities rather than sending faculty to their discipline’s conferences. The idea of having faculty make a presentation when they return was discussed. Joy would like to encourage some method of passing on the learning (a presentation or report) but does not want to make this a prerequisite for gaining travel money.

New Provost - Larry invited Susan Henrichs, our new Provost, to the April meeting. When she is able to come we want to discussion her idea for a UAF Development Center.

Respectfully submitted by:  Christie Cooper, Secretary

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

Faculty Development, Assessment & Improvement
Year-end report

Relative to recent years, the FDAI certainly had a busy year. Attendance was strong and all meetings were held with working quorums. The final meeting of the year is scheduled for May 9 at which time we will review our year’s work and prepare a list of items to pass along to next season’s committee. Our committee Secretary this year was Dr. Christine Cooper. I am very grateful to Christine’s thorough and timely processing of each meeting’s minutes. 

In general terms, the FDAI membership engaged in lively conversation and debate about a number of related issues including the Provost’s appointment of a separate advisory committee to assess and make recommendation to and for the UAF Faculty Development Office, collaboration and support of the Provost’s forum on faculty assessment and its outcomes, support for a variety of faculty development opportunities including CRCD’s annual conference on teaching excellence, and on the role and expectation of faculty’s responsibility to share what they learn from attending funded faculty development opportunities. There was also discussion about facilitating or sponsoring faculty forums each semester with discussion topics like academic freedom versus academy duty, tenure and teaching, the interplay of good teaching and student retention, and promoting UAF as a university of distinction in teaching.

Some highlights of this past year’s activities including the following:

•	From last year’s agenda, continued advocacy and support for the Provost’s invitation for a forum on teaching assessment. This resulted in the Provost forum on teaching and faculty assessment on November 15. 50 faculty participated.
•	Continued support and promotion for CRCD’s annual Innovations & Excellence of Teaching statewide conference in early March with over 100 faculty and trainers from around the state in attendance.
•	Visit’s from outgoing Provost Paul Reichardt and in-coming Provost Susan Henrichs who respectively shared their visions for faculty development and answered questions posed from FDAI membership.
•	Maintained and expanded discussions to promote UAF as a university of distinction for teaching and learning.
•	Monthly update reports from the Faculty Development Office.

In closing, I want to thank each member of the FDAI for their participation, support, and input. They have each represented the development and assessment needs of our faculty superbly.

ATTACHMENT 144/17
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY GRADUATE ACADEMIC & ADVISORY COMMITTEE

Graduate Academic & Advisory Committee
Annual Report

During the course of the year, GAAC evaluated many course requests and program changes.  We encouraged, with the assistance of the Graduate Dean, departments to delete ‘moldy’ courses from the catalog.  This led to a significant number of course deletions.

We also discussed several important issues:
1.	What are the implications of the new +/- grading system (especially on international students)?  
2.	What should be done about stacking criteria?
3.	Are course descriptions needed in the catalog?  
4.	How long should faculty be required to retain student work?
5.	What are the implications of departments without graduate programs offering graduate courses?

These discussions led to a faculty senate motion on +/- grading and consensus with Curricular Affairs about student work retention.  We also encouraged the retention of the course descriptions in the catalog and sensible stacking criteria. 

A few issues GAAC wished to highlight to the faculty are:
Graduate student standing - we agreed unanimously that the requirement that a graduate student maintain a 3.0 grade point average to stay in good standing should be retained.  (However, we did agree that different programs could set tougher standards.)  If a student has a GPA below 3.0 for a semester, the student’s program can write a memo stating that the student is doing fine and should stay in good standing. Also, 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.

Stacking courses - the syllabi submitted with new course or stacking request paperwork must show a ‘substantive difference’ in the requirements for the undergraduate and graduate students in the class.

Summer sessions - 
1) 	We want to remind college curricular committees and Summer Sessions to be careful about courses that have linked undergraduate and graduate portions. Please make sure they are evaluated as stacked courses.

2)	GAAC recommends that Summer Sessions should try to make courses that are offered year-to-year as special topics courses formal courses.  Graduate students are limited in the number of special topics credits they can use for the degree so assigning non-special topics course numbers to the students will assist them in graduating.

ATTACHMENT 144/18
UAF FACULTY SENATE #144
MAY 7, 2007

	Usibelli Award Nominees 2007		
			
Teaching			
Yelena Matusevich (recipient)	Associate Professor, Foreign Languages & Literature	CLA 	
Erich Follmann	Professor, Biology & Wildlife	CNSM/IAB	
Paul Robinson	Adjunct Professor, TV General Ed.	TVC	
			
Research			
Dave McGuire (recipient)	Professor, AKCFWRU
	CNSM
	
Craig Gerlach	Professor, Anthropology	CLA	
David Koester	Associate Professor, Anthropology	CLA	
Stephen McNutt	Research Professor, Seismology	GI	
Victoria Joan Moessner	Professor, Foreign Languages and Literature	CLA	
Sathy Naidu	Professor Emeritus, Marine Science	SFOS/IMS	
 Chien-Lu Ping	Professor, Plant, Animal & Soil Science	SNRAS/AFES	
Igor Polyakov	Research Professor	IARC	
Terrance Quinn	Professor, Fisheries	SFOS	
Vladimir Romanovsky	Professor, Geology & Geophysics	CNSM/GI	
			
Service			
Shirish Patil (recipient)	Associate Professor, Petroleum Engineering	CEM	
Shannon Atkinson
	Professor/ Science Director, Marine Science/ Alaska SeaLife Center	SFOS/IMS
	
Chuck Crapo	Professor/Seafood Quality Specialist	SFOS/MAP/FITC	
John Kelley	Professor, Marine Science	SFOS/IMS	
Gary Laursen
	Sr. Reserch Professor/Adjunct Prof., Mycology, Biology & Wildlife	IAB
	
Kara Nance	Professor, Computer Science	CNSM	
Rich Seifert	Professor of Extension, Energy Specialist	CRCD/CES	
Jane Weber	Associate Professor, Developmental Education	CRCD	

ATTACHMENT 144/19
UAF FACULTY SENATE #144
MAY 7, 2007

Emeriti for AY2005-2006

Dr. Syun-Ichi Akasofu, Professor of Physics and Director, Emeritus
Dr. William Connor, Clinical Associate Professor of Psychology, Emeritus
Dr. Craig S. Lingle, Research Professor of Geophysics, Emeritus
Dr. Dolores A. Garza, Professor of Fisheries, Emerita
Dr. Wanda Martin, Director, Emerita
Dr. C. Peter McRoy, Professor of Marine Science, Emeritus
Dr. Phyllis Morrow, Professor of Anthropology and Dean, Emerita
Dr. Victoria Joan Moessner, Professor of German, Emerita
Dr. Paul B. Reichardt, Professor of Chemistry and Provost, Emeritus
Dr. David A. Stech, Professor of Music, Emeritus
Mr. Arvid Weflen, Professor of Aviation Maintenance Technology, Emeritus	

ATTACHMENT 144/20
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY ADMINISTRATIVE COMMITTEE

MOTION:
=======

The UAF Faculty Senate moves to endorse the 2007-2008 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.

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

2007 -2008 UAF FACULTY SENATE COMMITTEE MEMBERSHIP

STANDING COMMITTEES

Curricular Affairs
	Jane Allen, CRCD/KUC (09)
	Liz Brown, SFOS/MAP (09)
	Falk Huettmann, CNSM (09)
	Ilana Kingsley, CLA (08)--convener
	Beth Leonard, SOEd (09)
	Diane McEachern, CRCD/KUC (09)
	Rainer Newberry, CNSM (08)
	Amber Thomas, CLA (09)

Faculty Affairs
	Sukumar Bandopadhyay, CEM (08)
	Ken Barrick, SNRAS (09)
	Marion Bret-Harte, IAB (09)
	Liz Brown, SFOS/MAP (09)
	Jonathan Dehn, GI (08)--convener
	Pamela Deters, CLA (08)
	Jeff Freymueller, CNSM (08)
	Maureen Hogan, SOEd (09)
	Marla Lowder, CRCD/CES (09)
	Jonathan Rosenberg, CLA (08)

Unit Criteria
	Gerri Brightwell, CLA  (08)
	Julie Casico, CRCD/CES (08) 
	Brenda Konar, SFOS (08)
	Lee Taylor, CNSM (08)
	Thomas Zhou, SOM (08)
	Jing Zhang, CEM (09) 

PERMANENT COMMITTEES

Committee on the Status of Women
	Sine Anahita, CLA (09)--Senate rep. 
	Uma Bhatt, CNSM (09)
	Alexandra Fitts, CLA (08)
	Carol Gold, CLA (09)
	Cindy Hardy, CRCD (09)
	David Koester, CLA (08)
	Brenda Norcross, SFOS (08)
	Renate Wackerbauer, CNSM (09)
	Diane Wagner, CNSM (09)
	Jane Weber, CRCD (08)--Senate rep. --convener

Core Review
	Jin Brown, Comm., CLA (08)
	Christine Coffman, English, CLA (08)
	vacant, Social Sciences, CLA (09)
	Carrie Baker, Humanities, CLA (08)
	Suzan Hahn, Library (09)
	Latrice Bowman, Math, CNSM (08)
	Michael Harris, Sciences, CNSM (09) --convener
	Steve Cysewski, CRCD/TVC (08)

Developmental Studies Committee
	Jane Allen/Nancy Ayagarak, KUS Campus 
	Sue McHenry, RSS 
	Victor Zinger, Bristol Bay Campus
	English  (08)
	John Creed, Chukchi Campus 
	Brian Rasley, Sciences (09)
	Cindy Hardy, Developmental Education --convener
	Marjorie Illingworth, Tanana Valley 
	Ron Illingworth, Interior-Aleutians 
	Jill Faudree, Math  (08)
	Linda Hapsmith, Advising Center 
	Joe Mason, Northwest Campus 
	Debbie Moses, Developmental Ed
	SSSP
	^Bernice Joseph, Exec. Dean, CRCD

Faculty Appeals & Oversight Committee
	Carol Barnhardt, SOEd. (09)--convener
	Jim Bicigo, CLA (09)
	Tom Clausen, CNSM (08)
	Godwin Chukwu, CEM (08)
	Joshua Greenberg, SNRAS (08)
	Joel Irish, CLA (08)
	Terry Johnson, SFOS (08)
	Michael Pippenger, SOM (07)
	Julie Riley, CES (09)
	Milan Shipka, SNRAS (09)
	vacant, CEM (09)
	vacant, CNSM (09)
	vacant, CRCD (08)
	vacant, SOEd (08)
	vacant, SFOS (09)
	vacant, SOM (08)

Faculty Development, Assessment & Improvement 
	Christine Cooper, CLA (08)
	Michael Daku, CLA (08)
	Dana Greci, CRCD 
	Susan Herman, SOM (08)
	Marjorie Illingworth, TVC (09)
	Julie Lurman, SNRAS (08)
	Joy Morrison, Faculty Development Office
	Link Olson, CNSM (09)
	Channon Price, CNSM 
	Larry Roberts, CRCD (09)--convener

Graduate Academic & Advisory Committee 
	Perry Barboza, CNSM (09)
	Ron Barry, CNSM-Math (09)
	Mark Box, CLA (09)
	Abhijit Dandekar, CEM (08)
	Katrin Iken, SFOS (08)
	Joe Little, SOM (09)
	Paul McCarthy, CNSM-Science (09) --convener
	Ben Potter, CLA (09)
	Melissa Rickey, SOEd (09)
	Heinz Wiechen, CNSM (09)
	Ex-Officio:	Graduate Dean
			James Huesmann, Library
			Registrar

OTHER

UAF Governance Coordinating Committee
	Jon Genetti, President
	Marsha Sousa, President-Elect

UAF Faculty Alliance Representatives
	Jon Genetti, President
	Shirish Patil, Past-President
	Marsha Sousa, President-Elect

ATTACHMENT 144/21
UAF FACULTY SENATE #144
MAY 7, 2007
SUBMITTED BY ADMINISTRATIVE COMMITTEE

MOTION:
=======

The UAF Faculty Senate moves to adopt the following calendar for its 2007-2008 meetings.

	EFFECTIVE:   	Immediately

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

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

				UAF FACULTY SENATE
					2007-2008
				  Calendar of Meetings

Mtg. # 	Date     	Day      	Time    	Type

145     	9/17/07 	Monday	1:00 p.m.	audioconference

146     	11/5/07	Monday	1:00 p.m.	face-to-face 

147     	12/10/07	Monday	1:00 p.m.	audioconference

148     	2/4/08  	Monday	1:00 p.m.	audioconference

149   	3/3/08  	Monday	1:00 p.m.	face-to-face

150    	4/7/08  	Monday	1:00 p.m.	audioconference

151   	5/5/08  	Monday	1:00 p.m.	face-to-face

Location:  Wood Center Carol Brown Ballroom 

ATTACHMENT 144/22
UAF FACULTY SENATE #144
MAY 7, 2007
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 2007.  Senators will be kept informed of the Administrative Committee's meetings and will be encouraged to attend and participate in these meetings.

	EFFECTIVE:   	May 7, 2007

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.