ࡱ>     s Ajbjb kkA]RRRRRnR , ) ^ Y 3Y Y Y DD Y *Y jhrRRY FOR MORE INFORMATION, CONTACT: Sheri Layral 312 Signers' Hall 474-7964 FYSENAT A G E N D A ϲʿֱ FACULTY SENATE MEETING #118 Monday, October 27, 2003 1:00 p.m. - 3:00 p.m. Wood Center Carol Brown Ballroom 1:00 I Call to Order Pete Pinney 5 Min. A. Roll Call B. Approval of Minutes to Meeting #117 C. Adoption of Agenda 1:05 II Status of Chancellor's Office Actions 5 Min. A. Motions Approved: 1. Motion to amend the Academic Bankruptcy for Returning Students' policy. B. Motions Pending: none 1:10 III Public Comments/Questions 5 Min. 1:15 IV Governance Reports A. President's Comments - Pete Pinney 5 Min. B. President-elect's Report - Abel Bult-Ito 10 Min. (Attachment 118/1) C. Staff Council - Josh Steadman 5 Min. D. ASϲʿֱ -Thom Walker / GSO - 5 Min. E. Faculty Liaison - Eva Kopacz 5 Min. V Consent Agenda A. Motion to amend the ϲʿֱ Academic Honors policy, submitted by Curricular Affairs (Attachment 118/2) 1:45 VI New Business 20 Min. A. Motion to amend the Master's Degree requirements for the MA with project and the MS with project, submitted by Graduate Academic & Advisory Committee (Attachment 118/3) B. Motion to require graduate students to enroll at the 600-level for 400/600 level stacked courses, submitted by Graduate Academic & Advisory Committee (Attachment 118/4) C. Motion to amend the Attendance policy, submitted by Curricular Affairs and Faculty Appeals and Oversight (Attachment 118/5) D. Motion to recommend that All-Campus Day be eliminated, submitted by Curricular Affairs (Attachment 118/6) E. Resolution on parking violations and student registration, submitted by Faculty Affairs (Attachment 118/7) 2:05 ***BREAK*** 15 Min. Faculty Senate Group Photo (Wood Center Multi-level lounge) 2:20 VII Committee Reports 15 Min. A. Curricular Affairs - R. Newberry (Attachment 118/8) B. Faculty Affairs - P. McRoy (Attachment 118/9) C. Graduate Academic & Advisory Committee C. Mulder (Attachment 118/10) D. Core Review - D. Schamel (Attachment 118/11) E. Curriculum Review - W. Schneider F. Developmental Studies - J. Weber G. Faculty Appeals & Oversight - P. Layer (Attachment 118/12) H. Faculty Development, Assessment & Improvement P. McCarthy (Attachment 118/13) G. Ad Hoc Committee on Unit Criteria - Dan Odess 2:35 VIII Discussion Items 10 Min. A. Status of Reconciliation Committee on Classified & Proprietary Research policy 2:45 IX Members' Comments/Questions 5 Min. 3:00 X Adjournment ATTACHMENT 118/1 ϲʿֱ Faculty Senate #118 October 27, 2003 Memorandum September 29, 2003 To: Abel Bult-Ito, Faculty Senate Budget Liaison From: Jeff Swartz, Statewide Budget Analyst Following your meeting with Pat Pitney and Paul Jenny, you had requested information for Statewide Administration (SW) detailing increases in expenditures over the last several years. Statewide as an MAU is unique from the remaining thee MAUs in that there is no specific academic programming conducted at SW. (SW has two primary roles; the systemwide administrative office and central systemwide network support.) As such, a comparison of academic and administrative expenditures by department similar to your report of April 24, 2003 would not provide the information of substantial usefulness. (Table 5 does provide change in expenditures by SW department) However, the following information may provide an answer to the essence of your request. During the period FY99-FY03 expenditures at the University of Alaska (UA) have grown 36%. Expenditures at SW show similar growth at 38%. Expenditures at UA are summarized by NCHEMS categories, a nationally recognized method of categorizing post-secondary expenditures. (Attachment 1) Tables 1 and 2 provide detail of expenditure growth at UA and SW by these categories. At UA the largest area of expenditure growth is related academic support which increased 74%. At SW expenditures related to academic support increased over 143%. The NCHEMS category Institutional Support is similar to what you examined as administrative purposes in your report. Growth in this category for the entire university system was around 15% as compared to 27% at SW. However, this is not surprising considering the mission of SW as the administrative arm of the university system. In addition to expenditure growth by NCHEMS we examined this growth by restricted and unrestricted fund types. (Tables 3 and 4) Restricted expenditures are expenditures tied directly to revenue that is restricted to purpose, primarily research grants. Unrestricted expenditures are all other expenditures associated with fungible revenue such as state appropriations, student tuition and fees, indirect cost recovery (F&A), etc. (In addition to these fund types, revenue associated with auxiliary operations and designated funds are not included in these tables.) While there has been a significant increase in the amount of restricted expenditures at SW, the majority of expenditures are still related to unrestricted revenue, while at the system level there has been a much more significant increase in restricted expenditures, primarily due to the success of ϲʿֱ in advancing its research capabilities, rewarded in substantially higher amounts of new federal grants. Table 1 and 2:UA and Statewide Expenditures FY99-FY03 by NCHEMS  Table 3 and 4: UA and Statewide Expenditures by Unrestricted and Restricted FY99-FY03  Table 5: Statewide Expenditures by Unit FY99-FY03  (Attachment 1) NCHEMS Description The University of Alaska classifies all expenditures into standardized categories that are nationally recognized and are generally utilized by most institutions of higher education. These categories, which were first developed by the National Center for Higher Education Management Systems (NCHEMS), are described below: Academic Support: The academic support category includes expenditures related to academic administration and governance to the institution's academic programs; academic program advising; course and curriculum planning, research, development and evaluation, including faculty development; and academic computing, including regional academic mainframes and the student micro-computer labs. Auxiliary Services: The auxiliary services category includes expenditures for conveniences and services needed by students to maintain an on-campus, resident student body. These services include resident student housing, food service dining halls, retail stores' operations such as the bookstore and vending machines, and specialized services such as child care. Debt Service: The debt service category includes expenditures for the repayment of debt obligations. Institutional Support: The institutional support category includes expenditures related to executive services including the office of the President, chancellors' offices, and other institutional support functions including business offices, accounting, budget development, EEO/AA, educational properties management, facilities planning and construction, finance, human resources, information services, institutional research, internal audit, investment properties management, legal counsel, payroll, procurement, records, risk and hazardous materials management, systems maintenance, university relations and support for the assemblies and the Board of Regents. Instruction: The instruction service category includes expenditures for all activities which are part of the system's instruction programs. Instructional services include all credit and non-credit courses for academic, and vocational instruction. NCHEMS Descriptions (continued): Intercollegiate Athletics: Intercollegiate athletic sports are organized in association with the NCAA or NAIA. The intercollegiate athletics category includes expenditures for the necessary support staff associated with the athletic programs. Library Services: The library services category includes expenditures for services which directly support the collection, cataloging, storage and distribution of published materials -- periodical, subscription and book holdings, microfiche and other reference technology aids and inter-library bibliographic access through networks such as GNOSIS and the Washington Library Network. Physical Plant: The physical plant category includes expenditures related to plant administrative services; building maintenance services including routine and preventative repair and maintenance of buildings and structures; remodeling and renovation projects; custodial services including janitorial and elevator operations; landscaping and grounds maintenance services; utilities services including electricity, heating fuel, garbage and sewage disposal; and specialized safety and code compliance management services including campus security and hazardous materials management. Also included are expenditures for fire protection, property insurance, and similar items. Public Service: The public service category includes expenditures for activities whose primary purpose is to make available to the public the various unique resources and capabilities of the university in response to a specific community need or problem. The major public service units are the Cooperative Extension Service, KUAC Radio and TV, small business development programs and other community service programs produced in cooperation with community organizations and local governments. Research: The research category includes expenditures for activities directly related to scientific and academic research. The majority of the research is funded by non-general funds. Scholarships: The scholarships category includes scholarships and fellowships in the form of grants to students, as well as trainee stipends, prizes, and student awards. NCHEMS Descriptions (continued): Student Services: The student services category includes expenditures related to the admissions, the registrar and those activities whose primary purpose is to contribute to the students' emotional and physical well-being and to their intellectual, cultural, and social development outside the context of the formal instruction program. Student services include social recreational, and cultural activities; counseling services which include personal, career guidance and placement, and vocational testing; student health medical services; financial aid management and student employment; student admissions, registration and student records administration; and student recruitment marketing and counseling. Unallocated Authority: The unallocated authority category is not part of the standardized NCHEMS categories used by other institutions of higher education. It is a special category created by the University of Alaska to hold additional budget authority separate from other NCHEMS until such a time as it is needed. ATTACHMENT 118/2 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY CURRICULAR AFFAIRS MOTION: ====== The ϲʿֱ Faculty Senate moves to amend the ϲʿֱ Academic Honors policy ( Pg. 22, 2003-04 Catalog) as follows: CAPS = additions [[ ]] = deletions ACADEMIC HONORS To be eligible for academic honors at the end of a semester, you must be a full-time undergraduate degree or certificate student who has completed at least 12 [[ϲʿֱ]] UA INSTITUTIONAL credits graded with the letter grades A, B, C, D, or F. If you have received an incomplete or deferred grade, your academic honors cannot be determined until those grades have been changed to permanent grades. Academic honors are recorded on your permanent record. You will make the Chancellor's List with a semester GPA of 4.0. A GPA of 3.5 or higher earns you a place on the Dean's List. EFFECTIVE: Fall 2004 or When change is made to the Banner Student system semester credits calculation. RATIONALE: This change will allow for all semester credits from any MAU for honors calculations and is a small step towards making the UA system more uniform and seamless. ATTACHMENT 118/3 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY GRADUATE ACADEMIC & ADVISORY MOTION: ====== The ϲʿֱ Faculty Senate moves to amend the Graduate Degree Requirements for the Master of Arts with Project and the Master of Science with Project (p. 47 of the 2003-2004 Catalog) as follows: [[ ]] = Deletions CAPS = Additions Master of Arts with Project a. Successfully complete at least 30 credits of course work including at least [[six]] THREE credits of project work (698). Master of Science with Project a. Successfully complete at least 30 credits of course work including at least [[six]] THREE credits of project work (698). EFFECTIVE: Spring 2004 RATIONALE: The purpose of the project is to provide students with a "capstone experience" that differs from a standard class in the level of independent work required. At least nine departments or programs (including Physics, Resource and Applied Economics, and the proposed program in Community Psychology) consider three credits sufficient to provide such an experience, especially for projects that are practical in nature. It is the type of work rather than the number of credits that distinguishes the project from a standard class. The current 6-credit requirement reduces the flexibility of the student in taking other recommended or required courses. This amendment will allow the programs that currently list 3-6 credits among their requirements to keep these requirements while not affecting programs wishing to maintain a 6-credit minimum. ATTACHMENT 118/4 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY GRADUATE ACADEMIC & ADVISORY MOTION: ====== The ϲʿֱ Faculty Senate moves to amend the Graduate Academic Regulations as follows: [[ ]] = Deletions CAPS = Additions Course Restrictions (page 44, 2003-2004 catalog) You may not use credit by examination, audited courses, 500-level courses, or courses taken under the credit/no credit option to fulfill the basic course requirements of any degree program. IF A COURSE IS OFFERED AT BOTH THE 400-LEVEL AND THE 600-LEVEL ("STACKED"), YOU MUST ENROLL AT THE 600-LEVEL. No more than 12 credits of special topics courses (693 or 695) or individual study (697) may be used toward a graduate degree. Requests for exceptions to the limit must be approved by the dean of the Graduate School. Stacked and Cross-listed Courses (p. 181 in the 2003-2004 catalogan addition to the second paragraph) Courses are also sometimes offered simultaneously at different levels (for example: 100/200 or 400/600) with a higher level credit requiring additional effort and possibly higher order of prerequisites from the student. Such courses are referred to as "stacked courses and are designated in the class listing by "stacked with ____". In the case of 400/600 level stacked courses, graduate enrollment and a higher level of effort and performance is required on the part of students earning graduate credit. GRADUATE STUDENTS MUST ENROLL AT THE 600-LEVEL FOR STACKED COURSES. EFFECTIVE: Spring 2004 RATIONALE: The purpose of "stacking" courses at the 400 and 600 levels is to allow specialized courses to be offered that would otherwise not have sufficient enrollment. These courses must clearly distinguish between undergraduate and graduate level work; usually a higher level of effort and performance is required for graduate students. 400-level courses can be used to fulfill a portion of the graduate degree requirements where no appropriate 600-level courses exist. Some graduate students enroll at the 400-level because the workload is lower or because it is cheaper. This runs counter to the purpose of graduate level education and the intent of stacking courses. ATTACHMENT 118/5 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY CURRICULAR AFFAIRS AND FACULTY APPEALS & OVERSIGHT MOTION: ====== The ϲʿֱ Faculty Senate moves to amend the "Attendance" policy under "Academic Regulations" (Pg. 22, 2003-04 Catalog) as follows: CAPS = additions [[ ]] = deletions Attendance You are expected to regularly attend classes; unexcused absences may result in a failing grade. You are responsible for conferring with your instructor concerning absences and the possibility of arranging to make up missed work. [[If you choose to be absent from class to participate in university-sponsored or other activities, you may be permitted to make up any work you have missed, but you must make arrangements with your instructor before the absence. You and your instructor should make a good faith effort to assure that you are not unduly penalized for each absence. University sponsored activities should be scheduled so that they do not conflict with final exams.]] If you are required to participate in either (a) military or (b) ϲʿֱ-sponsored activities that will cause you to miss class, you must notify your instructor as soon as possible of your absence. You must notify your instructor(s) of all scheduled ϲʿֱ-required absences for the semester (e.g., travel to athletic events) during the first week of classes. You and your instructor will make a good faith effort to make suitable arrangements to assure that you can make up classes and work you miss and are not penalized for your excused absence. If suitable arrangements cannot be made, you will be allowed to withdraw from the course without penalty. However, your instructor is under no obligation to allow you to make up missed work for unexcused absences or if notification and arrangements are not made in advance of the absence. EFFECTIVE: Fall 2004 RATIONALE: This change is intended to clarify vague wording in the catalog regarding "required" absences for military service or for participation in intercollegiate athletics. ATTACHMENT 118/6 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY CURRICULAR AFFAIRS MOTION: ====== The ϲʿֱ Faculty Senate recommends to the Governance Coordinating Committee that All-Campus Day be eliminated. EFFECTIVE: Immediately RATIONALE: All Campus Day was instituted in the 1950s as a day of service to the campus and the community. It is now simply a day when students don't have class. It no longer serves its intended purpose. ATTACHMENT 118/7 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY FACULTY AFFAIRS Resolution on Parking Practice The current policy of requiring payment and processing of parking violation tickets prior to registration for classes at ϲʿֱ constitutes a de facto course registration prerequisite. Such a prerequisite is ill-considered and potentially antagonizing by affecting both the majority of people who pay their parking tickets in accordance with the payment or grievance schedule published by Parking Services and the minority of people who do not pay their tickets on time. Consequently this policy as enforced elevates parking violations to the level of academic requirements or a class of crimes disbarring students from registration. The ϲʿֱ catalog gives no indication that registration for classes requires that all parking tickets, irrespective of whether they are overdue or not, need to have been paid for and processed by Parking Services as a prerequisite for class registration. The only statement relevant to this in the catalog states that delinquency in payments to the university may result in withholding of transcripts, diplomas or grade reports. To correct this problem we offer the following resolution: RESOLUTION: ========= WHEREAS current University practice does not allow a person to register for a class if there is an outstanding parking ticket even if the ticket is being contested, and WHEREAS such a practice constitutes an undeclared qualification for course registration that is not stated in the catalog, and WHEREAS students are being denied access to the University because of this practice, now THEREFORE BE IT RESOLVED, That the Faculty Senate requests that the University end this practice and sever all connections between parking violations and student registration. ATTACHMENT 118/8 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY CURRICULAR AFFAIRS Minutes of Committee on Curricular Affairs September 29, 2003 2-3:30 p.m., Wood Center Conference Room E/F Present: Carol Barnhardt, Jeannette Smith, Rainer Newberry, Stephen Cysewski, Phyllis Morrow, Susan Herman, Bill Schneider, Gayle Gregory, Wanda Martin, and Mike Hannigan (by phone); guests Paul Layer and Tavis MacMillan. 1. Tavis MacMillan spoke about student athletes and excused absences. We urged him to get information to faculty concerning scheduled absences (road trips) during or before the 1st week of classes for a given semester. Bill urged him to make sure all new students are able to attend new student orientation in the fall. We discussed the need to have the issue of excused absences for athletes and military students brought up during new faculty orientation as well. Presumably there should be something about it in the faculty handbook. Rainer volunteered to look into those issues. Rainer presented a revised version of the proposed new statement for the catalog. The committee and guests discussed this statement and agreed on wording. The committee agreed to send the revised paragraph to the Faculty Oversight committee for their comments and suggestions, with the intent to bring a motion to the faculty senate for such a catalog change in the near future. Paul Layer (chairman of FOC) agreed to do so. 2. Request to clarify honors calculation Gayle Gregory introduced the a motion for a catalog change to amend the ϲʿֱ Academic Honors policy (pg. 22, 2003-04 catalog). The motion was unanimously approved and will be forwarded to the Senate for consideration. 3. Syllabus Minimum requirements. Carol Barnhardt spoke to Pete Pinney about where to go with this issue and reported on her findings. There are several places where syllabi are described, most notably the faculty handbook. This appears in the faculty handbook: Writing a Syllabus 1. Basic Information - Your name, office location, phone number, e-mail address, fax number - Office hours and whether students need to make an appointment or not - Current year and semester - Course number and title and number of units - Class meeting time and location (note any meetings held elsewhere) - Prerequisites - any skills, knowledge or previous classes needed to succeed in this class 2. Overview of the course The purpose of the course - a short description that explains the subject of the course, how it fits in the discipline and/or the curriculum of the department or college and what students can gain from taking the class. 3. Goals and Objectives List the major learning objectives - what should students know by the end of the course and/or what new skills will they have acquired after successfully completing the work. 4. Structure of the course List and explain the topics to be covered and how they contribute to the stated goals and objectives. Share with students your conceptual framework so that they can understand why the topics are in the sequence you have chosen. 5. Class activities and procedures Describe what will happen in general terms -- lectures, field trips, group activities, research projects, discussions, presentations, lab sessions, etc. 6. Textbooks and Readings Most notably, this does not include anything about: (a) students with disabilities, (b) the honor code, (c) excused absences, (d) grading policy, or (e) Expected Student outcomes. Susan Herman agreed to craft a version of a syllabus template that included the missing items and submit it for committee review before the next meeting. Carol agreed to discuss with General Counsel whether faculty could be required to create syllabi including such items or merely encouraged to do so. Rainer agreed to check with the faculty development office about how materials are inserted into the faculty handbook. 4. New Biz Sheri Layral during the meeting brought in two items: (a) proposed 2004/2005 academic calendars and (b) revised proposal for a Social Studies degree. I will get an electronic copy of the calendar and email it to members; the proposed degree paperwork is nearly 40 pages of, uhm 'stuff' and I'm not sure how to disseminate it. Next meeting: Monday, Oct 13, at 2 p.m.; hopefully in a cooler place. ------------------------------------- Curricular Affairs Committee Minutes Oct 13 2003, 2-3:40 Wood Center Conference Room B Present: Carol Barnhardt, Jeannette Smith, Yuri Shur, Rainer Newberry, Stephen Cysewski, Phyllis Morrow, Susan Blalock, Susan Herman, Bill Schneider, Gayle Gregory, and Mario Kupries; guests Carol Gold and Tim Stickel 1. Revised proposal for a Social Studies degree--1st page of memo next page, full proposal--40 pages of stuff. CAC looked at this last fall and made recommendations to the History Department that were followed up. Should we approve or re-start the process of combing through the proposal? Side discussions about the need and philosophy of the degree ensued. The question of whether money in CLA really had been allocated for the program was raised. Susan Blalock agreed to double-check that issue. Discussions with Carol Gold suggested that perhaps due to double-counting, not everything was in complete order. Gayle Gregory agreed to look carefully at the specific courses and requirements. The committee agreed to approve the proposal, pending (a) the results of Gayle's careful examination and (b) confirmation from Susan B. that the money was arranged. 2. The excused absence issue came back from faculty oversight committee. We tossed back-and-forth the financial penalty issue and decided it would be best not to explicitly state it. After discussion, the catalog wording was unanimously approved. This being approved, Rainer agreed to forward a motion for the new policy to the Faculty Senate. 3. Syllabus Minimum requirements. Syllabus 'must' contain or 'should' contain? There are arguments either way, but the first question is: will 'must' get us into legal trouble? Carol Barnhardt has an appointment with General Counsel on Wednesday to discuss this issue and will tell us at the next meeting (if not before). Rainer brought up Joy Morrison's interest in the matter and it was agreed that she should be invited to our next meeting. 4. Proposed academic calendars (next page). The issues: (a) start before or after labor day/ MLK day? and (b) should we be seeking some external input among the faculty or just make a recommendation? Tim Stickel spoke about usefulness of having a clear policy. We agreed that getting more faculty input would be great, and that the issue should be brought to the Faculty Senate's attention. We could not get consensus on the before/after issue, so we instead addressed 'All Campus Day' and recognized that this was a great opportunity to weigh in on that issue. We unanimously agreed: GET RID OF IT!. Rainer agreed to advance such a motion to the faculty senate. We agreed to disagree (for the time being) about late vs. early start of the semester and thus couldn't forward a motion to the faculty senate. WE AGREED THAT (a) FACULTY SHOULD BE INFORMED (through the faculty senate) about the issue and (b) we needed to create a recommendation at the next meeting (November 10). 5. Next meeting: Monday, Nov. 10, at 2 pm. Be prepared for lots of business. UNIVERSITY OF ALASKA FAIRBANKSPROPOSED ACADEMIC CALENDARS Fall Semester 2003 (approved)2004 #1 (before) (proposed)2004 #2 (after) (proposed)2005 #1 (before) (proposed)2005 #2 (after) (proposed)Labor DaySept. 1Sept. 6Sept. 6Sept. 5Sept. 5Fall1st day of classSept. 4Sept. 2Sept. 9Sept. 1Sept. 8Last day to registerSept. 12Sept. 10Sept. 17Sept. 9Sept. 16Thanksgiving holidaysNov. 27-30Nov. 25-28Nov. 25-28Nov. 24-27Nov. 24-27Last day of classesDec. 12Dec. 10Dec. 17Dec. 9Dec. 16Final examsDec 15-18Dec. 13-16Dec. 20-23Dec. 12-15Dec. 19-22Spring Semester 2004 Leap Year (approved)2005 #1 (proposed)2005 #2 (proposed)2006 #1 (proposed)2006 #2 (proposed)Martin Luther King AK Civil Rights day Jan. 19 Jan. 17 Jan. 17 Jan. 16 Jan. 16Spring1st day of classJan. 15Jan. 13Jan. 20Jan. 12Jan. 19Last day to RegisterJan. 23Jan. 21Jan. 26Jan. 20Jan. 27Spring breakMar. 15-21*Mar. 14-20*Mar. 14-20*Mar. 20-26*Mar. 20-26*All Campus DayApr. 23Apr. 22Apr. 22April 21April 28Last day of classesMay 3May 2May 6May 1May 5Final examsMay 5-8May 4-7May 9-12May 3-6May 8-11CommencementMay 9May 8May 15May 7May 14*To be coordinated with the FNSB school district. --------------------------------- To: Phyllis Morrow, Dean, CLA From: Delena Norris-Tull Re: Changes to Social Studies degree I am attaching the revised proposal for the Social Studies degree. A couple of small changes were made to the course requirements, in response to the request of the Faculty Senate Curricular Affairs committee that Alaska History and Alaska Native Studies be requirements rather than electives. Thus, these two courses were included as requirements, and their alternative options in the degree were deleted, so that no additional course requirements would be added. Also, the curricular affairs committee asked for clarification on which department would administer the degree, and who would coordinate the degree. That is now clarified. The degree will be housed in the history department, and one existing faculty member will be the coordinator for the degree (0.2 FTE), and one existing support staff will assist the coordinator (about 2 hours /week estimated time). Carol Gold will attend the curricular affairs committee meeting to answer any questions that arise. ATTACHMENT 118/9 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY FACULTY AFFAIRS Report of Meeting Tuesday, 30 September 2003 Runcorn Conference Room, NSF, 2PM Committee Members Present: Mark Box, CLA; Karen Erickson, CLA; Joan Leguard, CLA; Jennifer McBeath, SALARM; Peter McRoy, SFOS (Chair); Dan Odess, CLA; Shirish Patil, SME; Craig Wisen, SOM; Roger Smith, GI (ex officio); Pete Pinney, Senate President (ex officio); Abel Bult-Ito, Senate President-elect (ex officio) Committee Members Away: Joan Braddock (ex officio); Bret Luick, CES Old Business: The following items from last semester remain on the Faculty Affairs agenda. The FA Committee discussed the items and reviewed their status. Meeting Schedule for Fall Semester Faculty affairs will meet on 16 October and 13 November; other meetings may be called as needed. Unit Criteria Committee Alternate In honor of his absence the committee appointed Bret Luick as the alternate to the Unit Criteria committee. Classified Research Pete Pinney reported that the Policy on Classified and Proprietary Research has been vetoed by the Chancellor thus necessitating formation of a reconciliation committee composed of 3 faculty representatives and 3 administration representatives. A discussion of the Chancellor's letter giving his reasons for vetoing the policy ensued. The committee appointed Mark Box, Richard Collins and Peter McRoy as representatives to the committee. Budget Liaison Craig Wisen is the budget liaison for this academic year. He reported that he will soon meet with Abel Bult-Ito to discuss the budget report from last year and to develop an agenda for how to proceed. Faculty Affairs will continue to pursue ways for the Senate to be more involved in the budget process. The committee discussed the unintended consequences of outcomes based budgeting and the associated metrics. Parking Shirish Patil reported that the period for comments on the circulation and parking plan ends on 15 October. New Business Faculty rights The issue of what rights are accorded faculty when the university chooses to launch an investigation ahs been raised. A related issue is the ownership of data and intellectual property rights. Dan Odess was asked to gather information on these topics for possible action by the committee. SPAM Jennifer McBeath was asked to look into the question of how the Space Planning and Management Office could impact faculty. Faculty Opinion Survey Joan Leguard was asked to look into how the results of the survey will be used by the administration. Submitted by Peter McRoy ATTACHMENT 118/10 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY GRADUATE ACADEMIC & ADVISORY GAAC Meeting, Oct. 3 2003, 3:35 pm-4:30 p.m. Present: A. Dandekar, C. Mulder, D. Reynolds, J. Reynolds, D. Stephens, G. Gregory, M. Ehrlander, M. Hogan, M. Murray, J. Ma, C. Koverola, R. Nicholson. 1) Three Trial Course Proposals were discussed: a. EE694 (Rolf): Dennis will contact the instructor to discuss library needs. Otherwise, the proposal is ready for approval. b. CHEM 494/694 (Maribeth): This courses lacks a grading scheme for either the undergraduate or the graduate level. Maribeth will contact the instructor and report back to Christa before this can be approved. c. GEOS 494/694 (Mary): This proposal was approved. 2) The motion on minimum credits required for projects (see attached) was briefly discussed and, following minor amendments, approved. It will be forwarded to the Administrative Committee for inclusion in the next Faculty Senate agenda. 3) The motion on graduate enrollment in 400/600 stacked courses was briefly discussed. Christa will write up a draft version for comments, to be commented on and approved by email prior to the next Administrative Committee meeting. 4) We continued to discuss the issue of good standing for graduate students. Points of consensus were that filing of annual reports should be enforced, and that an "unsatisfactory" on an annual report, or failure to file an annual report, should lead to a probationary status. To be reinstated to good standing, the student would need to file a satisfactory annual report in the following semester. This requirement would be in addition to the current requirement for a 3.0 GPA. These requirements would make the process more parallel to the undergraduate process, provide a clear procedure and method of documenting problems, and give faculty and departments a mechanism through which to dismiss students. Furthermore, refusing to sign or simply not filing an annual report can no longer be used to avoid unsatisfactory reports. Jennifer will write a draft motion on this, to be discussed at the next meeting. 5) Maribeth raised the point of whether we want to have a minimum set of requirements for graduate course syllabi. This will be put on the agenda for future meetings. The meeting on Oct. 17 is cancelled and motions will be circulated by email. The following meeting will be on October 31. Attachments: - Motion on graduate enrollment in 400/600 level stacked courses. - Motion on minimum number of credits for projects. - Statements of support for motion on minimum number of credits for projects (D. Reynolds and C. Koverola). ---------------------------- Proposed Change in ϲʿֱ Policy Regarding Project Credits (D. Reynolds and C. Koverola) Currently ϲʿֱ has a policy for Masters graduate students to either take a minimum of six (6) credits of thesis credits or a minimum of six (6) credits of project credits. I believe the six credit minimum for Projects is too high for our program. Having a three (3) credit project minimum for 698 project credits rather than a six (6) credit minimum will give economics students more flexibility to take more classes outside of economics such as in environmental sciences or statistics in order to be able to apply their economics training in other areas. Already economics requires six classes within the economics field leaving only a chance to take four classes outside of the field for applying the economic training. It really takes four classes in another field to be able to truly be able to apply economics to it. This is particularly helpful for terminal masters degree students who need to apply their economic training in other areas in order to work in for example government agencies. In fact one of the things we are asked to do by government agencies, businesses, and alumni is to allow for more flexibility in our program so that students can become more able to apply their economics. It is impossible to have that flexibility when there is a six credit minimum for the project option. The three credit project still gives enough of a capstone of independent effort to create a deliverable product that shows both the use of economic thought and the use of other fields of study. To require six credits of project makes it difficult to have enough classes outside of economics to be able to apply economics to another discipline and finish in a reasonable amount of time. Many projects are very practical in natural such as writing a manual on how economic decisions are used for wildlife polices but may not be an actual thesis quality research project with data analysis. These practical projects often only need three credits of work. But the three credits of project is still more than a mere class of three credits because it requires independent thought and the use of all the students abilities in a specific field. The independent effort by itself makes a three credit project more than a mere class. ATTACHMENT 118/11 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY CORE REVIEW Core Review Committee Report of activities Submitted by Douglas Schamel, Chair The Core Review Committee met on October 6 and October 20. I will combine the two meetings in this report. Members present: Jin Brown, Derick Burleson, Jill Faudree, Mary Goodwin, Paul McCarthy, Rainer Newberry, Jonathan Rosenberg, Douglas Schamel. Ex-officio members present: Sukumar Bandopadhyay, Sue McHenry, Wanda Martin Visitors: several faculty from ANTH and SOC, Claudia Clark. 1) On 6 October, we reconsidered our vote on 22 September to begin a conversation about the nature and philosophy of the Core Curriculum with the Perspectives on the Human Condition. The reconsideration was moved by Schamel at the request of Rosenberg. The committee agreed that it would be unfair to single out the Perspectives, and voted unanimously to begin our conversation with the philosophy underlying the entire Core. 2) Petitions are usually sent out to appropriate department for review, then summarized by the Chair in an email to all members prior to the meeting. This expedites the discussion. Because there are two new members on the committee, the Chair opted to walk through each petition, one by one. This procedure required nearly the entire hour of the 6 October meeting, but introduced the new members to the difficulties of applying existing policies, as well as committee precedence, to petitions from students attempting to maneuver through a degree program. 3) A few recurring themes are appearing in the petitions this year. The Core science requirements used to prohibit a mixing of "breadth" and "depth" courses. This was relaxed two years ago; students may now mix and match, as long as they do not use the same discipline. (They may not use a "breadth" and "depth" in GEOS, for example.) Several petitions have asked to do exactly this. The committee will ask the CSEM dean to discuss this matter with her faculty. We may wish to propose allowing ANY Core science course to be used for graduation. We are also seeing a lot of petitions to use a ϲʿֱ course as "O" or "W". The committee will strongly encourage departments with courses that fit the"O" or "W" guidelines to prepare the proper paperwork to officially designate these courses. The committee has traditionally approved initial waivers (if the course meets the guidelines), but is reluctant to do so semester after semester for the same course. We are going to implement an internal policy to formalize this tradition. We do not want a proliferation of informal "W" or "O" courses. 4) On 20 October, we spent about 40 minutes discussing the Core Curriculum Philosophy statement. The discussion rapidly turned to"intent". Was the Core Curriculum intended to be restrictive, or did initial philosophy encourage a wide array of courses. We found little guidance. There are sections which suggest certain types of content should be found in the Core, but most of the statement seems to address the type of educational experience we hope to provide for students at ϲʿֱ. In general, our Core seems to want to build life-long learners, who have the skills to address a variety of issues, from a variety of perspectives. Is our current Core Curriculum accomplishing this? We decided to bring our specific concerns to the next meeting. It was agreed that we need to discuss these issues as a committee before involving a wider audience. 5) We passed a request to rename PS 300X from "Values and Choice" to "Ethics and Society". 6) We have not set a date for the next meeting, since at least two members will be away from campus on 3 November. We will establish the meeting date via email. ATTACHMENT 118/12 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY FACULTY APPEALS AND OVERSIGHT FACULTY APPEALS AND OVERSIGHT Meeting of October 6 2003 1:30-2:30 Present: Paul Layer (chair), Robert Gorman, Julie Riley, Michael Pippenger, Carol Gold, Gang Chen, Hank Wickmann 1. We approved a modified version of the catalog changes for excused absences as forwarded to us by Curricular Affairs. The chairs of the two committees were to meet in conference to forward a joint motion to the senate for the next meeting. 2. We discussed the process for administrative review sub-committee membership. Each FAOC member was to decide what committees they would like to participate in and whether they would consider being chair. Paul Layer was to find out if any administrator files have been submitted. 3. No action was taken on the student code of conduct policy. The chair needs to forward additional information to the committee. 4. The next committee meeting was set for Monday, November 3 at 1:30 PM ATTACHMENT 118/13 ϲʿֱ Faculty Senate #118 October 27, 2003 SUBMITTED BY FACULTY DEVELOPMENT, ASSESSMENT & IMPROVEMENT Minutes of Faculty Development, Assessment & Improvement Committee Thursday, September 25, 2003 Office of Faculty Development, 222 Bunnell Committee Members Present: Mike Davis, John Kawula, Paul McCarthy (Chair), Joy Morrison, Michael Nakaneczny, Channon Price, Larry Roberts, Shunpu Zhang, Brian Barnes Committee Members Absent: Gerald Berman, Lee Haugen, E. Thomas Robinson, Roger Norris-Tull, Susan Henrichs Guests Present: Theresa Rourk 1. The committee discussed the policy for faculty development travel awards. Channon Price suggested that the cover letter in the application include an assessment of the institutional benefit of the travel. The travel policy has been amended to read A brief cover letter stating the direct connection between the conference selected and your developmental objectives and the impact on your unit and ϲʿֱ. 2. A subcommittee was established to deal with requests for Faculty Development travel awards. The subcommittee is comprised of the Director of the Office of Faculty Development (Joy Morrison) and four members of the Faculty Development, Assessment & Improvement Committee (Gerald Berman, Paul McCarthy, Michael Nakaneczny, Shunpu Zhang). 3. Joy Morrison reiterated that there are limited funds available for travel awards this year. $25,000 was set aside in the Faculty Development budget for faculty travel awards. The funds will be allocated following deadlines for application in the fall and spring semesters (September 15, January 15). 4. Joy indicated that she would draft language to be sent out to the committee and then to all faculty on travel, plus put this information online. 5. Joy indicated that she will be attending the POD (Professional & Organizational Development) Conference in October in Denver. 6. The next meeting of the committee is scheduled for 8:30 a.m. on Thursday, October 23, 2003 in the Office of Faculty Development conference room, 222 Bunnell. 7. The meeting was adjourned at 9:10 a.m. UaNy$deghq ,-jvo!z!j""##%%''))X*g*+;+-.-///A/j///40D03333445,555:+:T:U:::;;B*5CJ 5>*CJ jUmH5j;UmH CJOJQJCJOJQJ 5OJQJ;5>*N-@TUa?WXKLg$-@TUa?WXKLgKz{Q E r I ~  N O w  . _ ! C u v &':;<Nfwxy[Kz{Q E r I ~  N O w   . _ ! 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