The UAF Faculty Senate passed the following at its Meeting #129 on April 4, 2005:
RESOLUTION:
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WHEREAS, The UAF Faculty Senate wishes to express its most sincere condolences to the family and friends of our most distinguished colleague, Doug Schamel. His untimely passing has left a sorrowful void both in our hearts and on our campus. He will be remembered for many, many years by faculty, staff, students, and the Fairbanks community;
WHEREAS, The 汤姆视频 Faculty Senate wishes to offer our respect to the memory of Professor Doug Schamel for his thirty years of exemplary service to UAF;
WHEREAS, Doug's many years of distinguished service to the University, his unavailing support of science instruction, and his participation in all aspects of University life will long be remembered;
THEREFORE BE IT RESOLVED, THAT as a small token of our respect, we dedicate a few moments of silence, to remember our friend, and also to reflect on the vocation of teaching and the importance to our lives of our colleagues in the community of scholars.
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The UAF Faculty Senate passed the following at its Meeting #129 on April 4, 2005:
MOTION:
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The UAF Faculty Senate moves to establish the following uniform procedures for UAF student registration:
a. Every department at UAF will have at least one designated person that can use Banner to allow a student to register (锟絧in锟� a student). For small departments this person can be from a different department, but in a location convenient to the students of the department. This person or persons agree to (1) not pin a student unless presented with a completed and signed registration form (2) to collect the registration form and (3) to send it to the registrar锟絪 office. A faxed or other electronic copy of the advisor锟絪 approval, attached to the registration form, is acceptable.
b. A department that does not currently have a designated pinner will have one by April 2005. Any departmental faculty or staff with banner access can become a designated pinner by emailing the Registrar锟絪 office (registrar@uaf.edu) with such a request. If/when a department-designated pinner permanently leaves the department, that person must notify the department regarding the need for a new pinner. A department-designated pinner should be physically available during usual working hours at registration and pre-registration periods.
c. All faculty in every department will be informed that there is a department-designated pinner and who that person is. During registration-related advising, advisors will inform students that they have a choice between turning in the registration form at Signers' Hall and to the departmental pinner.
EFFECTIVE: Immediately
RATIONALE: Currently some students know that they can register without going to the Registrar's Office; most do not. The purposes of this regulation are (a) to allow all students the option of not going to the registrar's office, (b) to allow for flexibility in showing advisor's approval of courses (electronic approval is an option), and (c) to let all students and undergraduate advisors know that students have these options.
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The UAF Faculty Senate passed the following at its Meeting #129 on April 4, 2005:
MOTION:
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The UAF Faculty Senate moves to establish the following policy on minimum grades needed for prerequisite courses.
Students should not register for a course for which they have not taken--and received a grade of "C" or higher--in all the prerequisite courses, unless they have received the instructor锟絪 explicit permission.
Course instructors have the right to withdraw a student who has not received a grade of "C" or higher in all prerequisite classes for a given course, if that student has not received the instructor锟絪 permission to register.
EFFECTIVE: Immediately or Fall 2005
RATIONALE: Many undergraduate students do not recognize the vital importance of mastering a particular subject before moving on to the next higher level of instruction. The most direct way of impressing students with the importance of this concept is to publicize the threat of faculty withdrawal. Sufficient mastery can be demonstrated by a course grade or other means, but it is incumbent on a student to demonstrate such mastery. Although this regulation leaves the enforcement up to individual faculty members, the threat that it could be enforced will presumably motivate students with questionable course qualifications to contact the instructor. Instructors can readily determine the academic qualifications of students signed up for classes from the UA web site.
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The UAF Faculty Senate passed the following at its Meeting #129 on April 4, 2005:
MOTION:
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The UAF Faculty Senate moves to amend the computation requirements for the Certificate and Associate of Applied Science degree as follows:
EFFECTIVE: Fall 2005
RATIONALE: This amendment adds PRT 155 to the list of courses in the Related Instructional areas of Computation.
[[ ]] = deletion
CAPS = addition
Computation
Any course at the 100 level or above in mathematical sciences (math, computer
science, statistics) (3)
or ABUS 155 -- Business Math (3)
or CIOS 116 -- Business Math Using Calculators (3)
or DEVM 105 锟� Intermediate Algebra (3)
or ECE 117 锟� Math Skills For Early Childhood Education (3)
or HLTH 116 -- Mathematics In Health Care (3)
or HSV 117 锟� Math Skills For Human Services (3)
or PRT 155 - MATHEMATICS FOR TECHNICIANS (3)
or TTCH 131 -- Maintenance Mathematics (3)
or other program approved discipline-based computation course or discipline-based
courses with embedded computation content
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The UAF Faculty Senate passed the following at its Meeting #129 on April 4, 2005:
RESOLUTION:
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WHEREAS, Classified and Proprietary research is subject to Regents锟� Policy 10.07.02, University Regulation, laws, regulations, and MAU rules and procedures applicable to research; and
WHEREAS, Classified and Proprietary research will be conducted in a responsible and ethical manner consistent with the mission of the University of Alaska Fairbanks; and
WHEREAS, The UAF Faculty Senate at its Meeting #116, unanimously passed a motion to establish a 汤姆视频 policy on Classified and Proprietary Research; and
WHEREAS, The UAF Faculty Senate at its Meeting #117, passed a motion to establish a Reconciliation Committee after a Chancellor's veto; and
WHEREAS, The UAF Faculty Senate at its Meeting #122, unanimously passed a new motion based on recommendations from the Reconciliation Committee to establish a policy on Classified and Proprietary Research, which called for the formation of a Faculty Research Oversight Committee; and
WHEREAS, The UAF Faculty Senate at its Meeting #124, unanimously passed a motion to amend Section 3 (Article V, Committees, Standing) of the Bylaws pertaining to membership and adding the Faculty Research Oversight Committee; and
WHEREAS, The UAF Faculty Senate at its Meeting #128, adopted a motion to override the veto of the motion to amend Section 3 (Article V, Committees, Standing) of the Bylaws pertaining to membership and adding the Faculty Research Oversight Committee; and
WHEREAS, The process laid out in the Board of Regents' regulation now supercedes the UAF Faculty Senate motion passed at its meeting #122; now
THEREFORE BE IT RESOLVED, That to fulfill and uphold the principles of shared governance and to recognize the expressed intent of Chancellor Jones towards the Faculty Senate position on Classified and Proprietary Research, the Faculty Senate recommends a process of mutual consultation that will lead to an amicable agreement about the composition of the committee.
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The UAF Faculty Senate passed the following at its Meeting #129 on April 4, 2005:
RESOLUTION:
============
BE IT RESOLVED, That the UAF Faculty Senate ratifies the election of Shirish Patil as President-Elect of the UAF Faculty Senate for 2005-2006 by affirmation.
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The UAF Faculty Senate passed the following at its Meeting #129 on April 4, 2005:
MOTION:
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The UAF Faculty Senate moves to approve the Joint UAA-UAF Ph.D. Program in Clinical-Community Psychology.
EFFECTIVE: Fall 2005 and/or Upon Board of Regents' Approval.
RATIONALE: See full program proposal #72 and course proposals #40-71 from the Fall 2004 review cycle on file in the Governance Office, 312 Signers' Hall.
Brief Statement of the Proposed Program
Ph.D., Clinical-Community Psychology
The proposed joint Ph.D. Program in Clinical-Community Psychology with a Rural Indigenous Emphasis will be a partnership between the Departments of Psychology at UAA and UAF. The program focus will include clinical, community, and cross-cultural psychology with an emphasis on indigenous, Alaska Native, and American Indian psychology. This UA partnership will integrate the strengths and resources of both departments to advance academic excellence, promote innovative and practical research, and provide solid graduate training in clinical-community psychology. The five-year program will have a single curriculum, joint governance, and program faculty at each of the two MAUs. The program will seek accreditation from the American Psychological Association, ensuring that graduates have obtained the full range of clinical training mandated for doctoral-level clinical psychologists and providing assurance that graduates will be adequately prepared for licensure as psychologists. The program will graduate six to eight Ph.D.-level psychologists annually.
The primary objectives of the proposed program are as follows:
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University of Alaska Board of Regents
Program Approval Summary Form
MAU: UAA and UAF
Title: Ph.D. Program in Clinical-Community Psychology with a Rural Indigenous Emphasis
Target admission date: Fall 2006
How does the program relate to the Education mission of the University of Alaska and the MAU?
The Ph.D. Program in Clinical-Community Psychology with a Rural Indigenous Emphasis is fully compatible with UAA锟絪 mission and purpose, as it is designed to 锟�inspire learningand enrich Alaska, the nation, and the world through our teaching, research, creativity, and service.锟� The program is also compatible with UAF锟絪 mission as it 锟�advances and disseminates knowledge through creative teaching, research, and public service with an emphasis on Alaska, the North and their diverse peoples.锟� The program is on the forefront of creative and enriching knowledge dissemination that is locally relevant; focused on public service; sensitive to the unique environments of Alaska; and concerned with acknowledging, fostering, and celebrating diversity. It also strives to be a world-class program that will enhance UA锟絪 reputation as an international research center that contributes to the building of knowledge with relevance to the North and its diverse peoples.
Two extensive statewide needs assessments were conducted that documented the need for the Ph.D. program in Clinical- Community Psychology with a Rural Indigenous Emphasis
What State Needs met by this program.
Mortality rates in Alaska are dominated by behavioral health diseases. Cancer and heart disease are the top causes of death and the types of cancer are clearly related to behaviors associated with smoking, alcohol, diet and physical activity. Additionally, injuries and suicide, and alcohol related deaths are the next highest causes of death.
Alaska has a need for psychologists who are able to work in the domains of (a) Clinical and Health Intervention, (b) Community and Organization Development, and (c) Applied Research. There are clear needs for psychologists who are (a) culturally competent to serve in rural, indigenous, multi-cultural settings, (b) can provide service in specific content areas such as psychopharmacology, community and organizational psychology, neuropsychological testing, continuing education, child psychology, substance abuse prevention and treatment, telemedicine, and cross-disciplinary training of other behavioral health professionals, and (c) can do the applied research focused on Alaska needs to develop policy, programs, and interventions that work for Alaska. At present, no mechanism exists to train such individuals in our state, resulting in recruitment of graduates from universities Outside. At the Western Interstate Commission of Higher Education seminar on rural mental health in 2004, all of the western commissioners of mental health indicated that individuals at the doctoral-level who come to rural areas are not prepared for the work that they must do, attrition is very high, and quality of initial services compromised. Additionally, our own program Needs Assessment and other State of Alaska reports indicate that counseling and human services are one of the fastest growing areas for positions in Alaska. There is currently a lack of research evidence about effective interventions in preventing and treating behavioral health and mental health problems in rural settings, and Alaska ranks last of all states in NIH funding. Research at the university in this area lacks depth in infrastructure because it lacks doctoral-level education. Alaska is the only state in the union without a doctoral-level program in psychology.
What are the Student opportunities and outcomes? Enrollment projections?
The program will be designed to meet criteria for a practitioner-scientist model of doctoral-level psychology training. Graduates will have (1) the requisite applied clinical and community assessment and intervention skills to become accomplished practitioners in the area of behavioral health care at the individual and communitywide level; and (2) the necessary research skills and competencies to become expert researchers who can develop applied research that is relevant to rural and frontier communities with ethnically and culturally diverse populations and capable evaluators who can evaluate and design effective intervention programs for diverse contexts and settings. The dual focus on practice and research assures the well-rounded nature of the graduates, who, in Alaska, often must fulfill both roles in a single position.
Targeted enrollment is four students per year per campus, for a total annual program cohort of eight students. In the first year of program operations, two cohorts will be accepted, for a total of 16 students. Enrollments are expected to be 48 by year 4 with 8 Ph.D.锟絪 graduating each year beginning in year four.
Describe Research opportunities:
Doctoral students will be expected to conduct research in the course of their studies and will have opportunities to work within the research infrastructure of both UAF and UAA. At UAF the Center for Alaska Native Health Research (CANHR) and individual investigators offer opportunities for research within areas including health, biomedical, and behavioral research, sobriety and recovery, trauma, resiliency and children锟絪 mental health. At UAA, the Behavioral Health Research and Services Program offers research opportunities in areas including substance abuse, mental illness, coexisting disorders, rural health care, HIV prevention, HIV risk behavior, and program evaluation. Research opportunities are expected to increase with an increase in grant funding. For research funding in behavioral health to increase there is a need for a doctoral program with Ph.D. students to serve as research assistants.
Describe Fiscal Plan for development and implementation:
There are four planned sources of funding for this program: incremental state appropriations, including Behavioral Health Program Partnership funding; system reallocations; MAU reallocations; departmental revenue including tuition and research revenue. The total operating expenses in FY06 is $327,000. The current budget request includes $200,000 in Behavioral Health Program Partnership funding for this program. Another $100,000 in system reallocation is anticipated leaving only $27,000 for the MAU to cover in FY06. At full maturation, FY13, the annual operating expenditures will total $2.2 million. It is anticipated that this will be funded by approximately $1.2 million in departmental revenue, just over $700,000 in state appropriations, $230,000 in MAU reallocations, and $100,000 from system reallocations.
The total start-up/one-time/capital cost for the program FY06-FY09 is estimated at $1.2 million, approximately $800,000 of which will go into an FY07 capital request. The remaining $400,000 in expenses will be the responsibility of the MAUs, $335,980 of which is needed in FY06 ($159,490 at UAA and $176,490 at UAF).