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{\title The UAF Faculty Senate passed the following at its Meeting # 106 on February 4,  2002:}{\author Governance Office}{\operator Governance}{\creatim\yr2003\mo2\dy12\hr9\min35}{\revtim\yr2003\mo2\dy12\hr9\min35}{\printim\yr2003\mo2\dy4\hr13}
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{\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}{\*\pnseclvl5\pndec\pnstart1\pnindent720\pnhang{\pntxtb (}
{\pntxta )}}{\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl7\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl8\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl9
\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar\adjustright \f7\cgrid {The UAF Faculty Senate passed the following at its Meeting #113 on February 3,  2003:
\par 
\par 
\par MOTION:
\par =======
\par 
\par The UAF Faculty Senate moves to change the Low Grade Report system for freshmen students to Freshmen Progress Reports, in which all freshman grades would be reported.   
\par }\pard \fi-2160\li2160\widctlpar\adjustright {
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {\tab EFFECTIVE:  \tab Fall 2003
\par }\pard \fi-2160\li2160\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab RATIONALE:    \tab The eight faculty and other staff members of 
\par \tab \tab the Early Warning Program recommended this change as 
\par \tab \tab part of an overall effort to provide personal intervention 
\par \tab \tab in a more positive assistance approach rather than what 
\par \tab \tab might appear as punitive.  Specific issues forwarded by 
\par \tab \tab this group include:
\par }\pard \fi-2160\li2160\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {\tab \tab *  All faculty and instructors teaching classes with freshmen 
\par \tab \tab enrolled should submit Freshmen Progress Reports for }{\ul all}{ 
\par \tab \tab freshmen, not just for those who are doing poorly
\par \tab \tab *  This switch from Low Grade Reports to Freshmen Progress 
\par \tab \tab Reports will assist all freshmen with the transition into college 
\par \tab \tab and provide an additional connection between students and 
\par \tab \tab faculty
\par \tab \tab *  To make the process expedient, timely, and user-friendly, 
\par \tab \tab Freshmen Progress Reports should be available for faculty 
\par \tab \tab and instructors to submit electronically
\par \tab \tab *  Students should be able to access their individual progress 
\par \tab \tab report electronically, as well as continued mailings to 
\par \tab \tab students at their current local address
\par \tab \tab *  Freshmen Progress Reports need to be formatted in a clear 
\par \tab \tab and concise manner to eliminate extraneous information.
\par \tab \tab *  The report will be provided to students at all UAF 
\par \tab \tab campuses.
\par }\pard \ri-260\widctlpar\adjustright {\caps 
\par }{
\par }\pard \widctlpar\adjustright {\page 
\par The UAF Faculty Senate passed the following at its Meeting #113 on February 3,  2003:
\par 
\par 
\par MOTION:
\par ======
\par 
\par The UAF Faculty Senate moves to amend the Baccalaureate Core Curriculum (page 29 of the 2002-03 catalog) as follows:  
\par 
\par [[  ]]  = Deletion
\par CAPS = Addition
\par 
\par 
\par }{\b BACCALAUREATE CORE
\par }{
\par [[Courses used to meet core requirements may not be used to meet any other requirements for a degree.]]  
\par 
\par COURSES USED TO MEET A SCIENCE OR MATHEMATICS CORE REQUIREMENT MAY ALSO BE USED TO SATISFY OTHER DEGREE REQUIREMENTS.  OTHER CORE COURSES MAY NOT BE USED TO MEET ANY OTHER REQUIREMENTS FOR A DEGREE.
\par 
\par 
\par \tab EFFECTIVE:  \tab Fall 2003
\par 
\par \tab RATIONALE: \tab 
\par }\pard \li90\widctlpar\adjustright {
\par \tab \tab (1) This motion is a simplified version of one unanimously 
\par \tab \tab approved by the Dean\rquote s council of CSEM in December 2002 
\par \tab \tab for consideration by the Faculty Senate. The wording of this 
\par \tab \tab simplified version was suggested and approved by Ms. Gayle 
\par \tab \tab Gregory, Graduation Manager.  This motion has received the 
\par \tab \tab unanimous approval of the Faculty Senate's Core Review 
\par \tab \tab Committee.
\par 
\par \tab \tab (2) In effect, this policy will simply formalize current degree 
\par \tab \tab requirements.  For example, the B.S. Chemistry requirements 
\par \tab \tab start off:
\par \tab \tab "1. Complete the general university requirements. (As part 
\par \tab \tab of the core curriculum requirements, complete Math 200X; 
\par \tab \tab Phys 103X and Phys 104X or Phys 211X and Phys 212X)."
\par 
\par \tab \tab Degree requirements for all other B.S. and B.A. degrees in 
\par \tab \tab sciences have similar wording to accomplish the same task.
\par 
\par \tab \tab (3) It was the intention of the science core committee (at 
\par \tab \tab the invention of the current ÌÀÄ·ÊÓƵ Core) that the science and 
\par \tab \tab math core requirements serve as \lquote minimum\rquote , not as stand-
\par \tab \tab alone requirements. We simply wish to ensure that all 
\par \tab \tab baccalaureate students graduate with at least one college-
\par \tab \tab level math and 2 college-level science courses.  It was 
\par \tab \tab expected that in many cases these minimum courses were 
\par \tab \tab used to satisfy other requirements.  The proposed wording 
\par \tab \tab simply clarifies the situation. 
\par }\pard \widctlpar\adjustright {
\par 
\par \page The UAF Faculty Senate passed the following at its Meeting #113 on February 3,  2003:
\par 
\par 
\par MOTION:
\par ======
\par 
\par The UAF Faculty Senate moves to approve the Unit Criteria for the School of Mineral Engineering (SME).  
\par 
\par 
\par         EFFECTIVE:      Immediately
\par                         Upon Chancellor Approval
\par 
\par         RATIONALE:      The committee assessed the unit criteria 
\par                 submitted by the School of Mineral Engineering (SME).  With 
\par                 some minor changes, agreed upon by the department 
\par                 representative, Godwin Chukwu, the unit criteria were found 
\par                 to be consistent with UAF guidelines.
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \qc\widctlpar\adjustright {\b UAF REGULATIONS FOR THE EVALUATION OF FACULTY:
\par INITIAL APPOINTMENT, PERIODIC REVIEW, RE-APPOINTMENT,
\par PROMOTION, AND TENURE
\par 
\par AND
\par SCHOOL OF MINERAL ENGINEERING UNIT CRITERIA
\par STANDARDS AND INDICES
\par }\pard \widctlpar\adjustright {\b 
\par 
\par }{\b\i 
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 MINERAL ENGINEERING.  ITEMS IN BOLDFACE ITALICS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAU
SE OF THEIR RELEVANCE TO THE SCHOOL OF MINERAL ENGINEERING 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.}{
\par 
\par 
\par 
\par }\pard \qc\widctlpar\adjustright {CHAPTER I.
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {PURVIEW
\par }\pard \widctlpar\adjustright {
\par }\pard \widctlpar\outlinelevel0\adjustright {The ÌÀÄ·ÊÓƵ document, \ldblquote Faculty Appointment and Evaluation Policies,\rdblquote 
 supplements the Board of Regents (BOR) policies and describes the purpose, conditions, eligibility, and other specifications relating to the evaluation of faculty at the Universit
y 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.
\par 
\par 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.
\par 
\par These regulations shall apply to all of the units within the ÌÀÄ·ÊÓƵ, except in so far as extant collective bargaining agreements apply otherwise.
\par 
\par The provost is responsible for coordination and implementation of matters relating to procedures stated herein.
\par 
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \qc\widctlpar\adjustright {CHAPTER II.
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {INITIAL APPOINTMENT OF FACULTY
\par }\pard \widctlpar\adjustright {
\par }\pard\plain \s15\fi-360\li360\widctlpar\adjustright \f7\cgrid {A.\tab Criteria for Initial Appointment
\par }\pard \s15\li360\widctlpar\adjustright {
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 su
bmitted to the chancellor or chancellor\rquote s designee for approval prior to a final selection decision.
\par }\pard\plain \fi-360\li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {
\par B.\tab Academic Titles
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Academic titles must reflect the discipline in which the faculty are appointed.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par C.\tab Process for Appointment of Faculty with Academic Rank
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {
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.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par D.\tab Process for Appointment of Faculty with Special Academic Rank
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Deans and/or directors, in con
junction 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\rquote 
s stated AA/EEO policies and shall provide for participation in hiring by faculty and administrators in the unit.  
\par }\pard \fi-720\li720\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {E.\tab Following the Selection Process
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {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\rquote s designee.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par F.\tab Letter of Appointment
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {The initial letter of appointment shall specify the nature of the assi
gnment, 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.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {This letter of appointment establishes the nature of the posi
tion 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.  
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard \qc\widctlpar\adjustright {CHAPTER III.
\par }\pard \widctlpar\adjustright {
\par }\pard \qc\widctlpar\adjustright {EVALUATION OF FACULTY FOR TENURE/PROMOTION
\par }\pard \widctlpar\adjustright {
\par 
\par }\pard\plain \s15\widctlpar\adjustright \f7\cgrid {A.\tab General Criteria  
\par }\pard \s15\li360\widctlpar\adjustright {Criteria as outlined in "UAF Faculty Appointment and Evaluation Policies," Chapter IV, }{\b\i AND SME UNIT CRITERIA, STANDARDS AND INDICES}{, evaluators may consider, but shall not be limited to, whiche
ver of the following are appropriate to the faculty member\rquote 
s professional obligation:  mastery of subject matter; effectiveness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectiveness of univer
sity service; demonstration of professional development and quality of total contribution to the university.
\par }\pard\plain \widctlpar\outlinelevel0\adjustright \f7\cgrid {
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {For purposes of evaluation at UAF, the total contribution to the university and activity in the areas outlined above will be defined by relevant a
ctivity and demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scholarly activity; and 3) effectiveness of service.
\par }\pard \widctlpar\adjustright {\b 
\par }\pard \fi360\widctlpar\outlinelevel0\adjustright {Bipartite Faculty  
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university\rquote s tripartite responsibility.
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty.
\par 
\par 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.
\par }\pard \widctlpar\adjustright {\b 
\par 
\par }\pard\plain \s5\fi-450\li360\keepn\widctlpar\outlinelevel4\adjustright \b\cgrid {\b0\f7 B.\tab Criteria for Instruction
\par }\pard\plain \li360\widctlpar\outlinelevel0\adjustright \f7\cgrid {A central function of the university is instruction of students in formal courses and supe
rvised 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 a
n
d 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. 
\par }\pard \widctlpar\outlinelevel0\adjustright {
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {1.\tab Effectiveness in Teaching 
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students;
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {b.\tab express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject;
\par 
\par c.\tab emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity;
\par 
\par d.\tab emphasize regular feedback to students and reward student learning success;
\par 
\par e.\tab demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;
\par 
\par f.\tab regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;
\par 
\par g.\tab may receive prizes and awards for excellence in teaching.
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li1080\widctlpar\adjustright {\b\i H.\tab DISSEMINATE NEW IDEAS TO THE STUDENTS RESULTING FROM RESEARCH AND OTHER ENGINEERING   ACTIVITIES, SUCH AS CONSULTING AND SERVICE ON REVIEW PANELS;
\par 
\par I.  \tab INVOLVE STUDENTS, UNDERGRADUATES AS WELL AS GRADUATES, IN QUALITY RESEARCH ACTIVITIES.
\par 
\par J.\tab  ENGAGE IN ADVISING AND MENTORING  STUDENTS.
\par }\pard \widctlpar\adjustright {
\par }\pard\plain \s16\li360\nowidctlpar\adjustright \cgrid {\f7 2.\tab Components of Evaluation
\par }\pard \s16\li720\nowidctlpar\adjustright {\f7 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:

\par }\pard\plain \widctlpar\outlinelevel0\adjustright \f7\cgrid {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab systematic student ratings, i.e. student opinion of instruction summary forms,
\par 
\par and at least two of the following:
\par 
\par }\pard \fi-360\li1080\widctlpar\adjustright {b.\tab narrative self-evaluation, }{\b\i WHICH DOCUMENTS EFFORTS TO IMPROVE}{\b  }{\b\i INSTRUCTIONAL PERFORMANCE.}{\b 
\par }\pard \widctlpar\adjustright {\b 
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {c.\tab peer/department chair classroom/}{\b\i LABORATORY}{ observation(s),
\par 
\par d.\tab peer/department chair evaluation of course materials.
\par }\pard \widctlpar\outlinelevel0\adjustright {
\par }\pard \widctlpar\adjustright {
\par }{\b\i SPECIFIC SME CRITERIA FOR TEACHING PERFORMANCE BEFORE APPOINTMENT OR PROMOTION TO:}{\b 
\par 
\par }\pard \li360\widctlpar\adjustright {\b\i A.\tab ASSISTANT PROFESSOR: EVIDENCE OF TEACHING ABILITY AND A COMMITMENT TO QUALITY  TEACHING AND EVIDENCE OF CONTINUED IMPROVEMENT.}{\b 
\par }\pard\plain \s1\li360\keepn\nowidctlpar\outlinelevel0\adjustright \b\i\cgrid {\i0\f7 
\par }{\f7  B.\tab ASSOCIATE PROFESSOR: THE RECORD MUST 
SHOW THAT THE MATERIAL TAUGHT IS RELEVANT AND THAT THE PRESENTATIONS STIMULATE THE LEARNING PROCESS. EVIDENCE OF THE EXPECTED QUALITY OF INSTRUCTIONAL PERFORMANCE MAY INCLUDE (BUT NOT LIMITED TO) COURSE AND/OR CURRICULUM DEVELOPMENT, NOVEL APPROACHES TO I
N
STRUCTION, EFFECTIVE GUIDING AND MENTORING OF STUDENTS, AND EFFECTIVE CLASSROOM TEACHING PERFORMANCE. THERE MUST BE EVIDENCE OF SUPERVISION OF GRADUATE STUDENT RESEARCH (AS A MAJOR SUPERVISOR OR CO-SUPERVISOR) LEADING TO SUCCESSFUL COMPLETION OF THE DEGRE
E PROGRAM.
\par }\pard\plain \li360\widctlpar\adjustright \f7\cgrid {\b 
\par }{\b\i C.\tab 
PROFESSOR: SIGNIFICANT CONTRIBUTIONS TO THE INSTRUCTIONAL  PROGRAM ARE EXPECTED.  THESE INCLUDE , BUT ARE NOT LIMITED TO CONTRIBUTIONS TO MAJOR IMPROVEMENTS IN COURSE AND/OR CURRICULUM OFFERINGS, UPGRADING OF INSTRUCTIONAL FACILITIES, ABILITY
 TO MOTIVATE AND/OR INSPIRE STUDENTS, AND TRAINING OF GRADUATE STUDENTS LEADING TO SUCCESSFUL COMPLETION OF THEIR DEGREE PROGRAM(S). }{\b 
\par }\pard \widctlpar\adjustright {\b 
\par }{
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {C.\tab Criteria for Research, Scholarly, and Creative Activity  
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Inquiry and originality are central functions of a land gra
nt/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 appropriat
e
 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 a
s evaluated by an individual's peers at the University of Alaska and elsewhere.
\par }\pard \li1440\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {\page 1.\tab Achievement in Research, Scholarly and Creative Activity
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:
\par 
\par }\pard \li720\sl360\slmult1\widctlpar\outlinelevel0\adjustright {a.\tab They must occur in a public forum.
\par b.\tab They must be evaluated by appropriate peers.
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {c.\tab They must be evaluated by peers external to this institution so as to allow an objective judgment.
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {
\par d.\tab They must be judged to make a contribution.
\par 
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {2.\tab Components of Research, Scholarly and Creative Activity
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
\par }\pard \li1440\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab Books, reviews, monographs, bulletins, articles, proceedings and other scholar
ly works published by reputable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline.
\par 
\par b.\tab Competitive grants and contracts to finance the development of ideas, these grants and contracts being subject to rigorous peer review and approval.
\par 
\par c.\tab Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.
\par 
\par d.\tab Exhibitions of art work at galleries, selection for these exhibitions being based on rigorous review and approval by juries, recognized artists, or critics.
\par 
\par e.\tab Performances in recitals or productions, selection for these performances being based on stringent auditions and approval by appropriate judges.
\par 
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {f.\tab Editing or refereeing articles or proposals for professional journals or organizations.
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {
\par g.\tab Scholarly reviews of publications, art works and performance of the candidate.
\par }\pard \fi-720\li1080\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {h.\tab Citations of research in scholarly publications.
\par 
\par i.\tab Published abstracts of research papers.
\par 
\par j.\tab 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.
\par 
\par k.\tab Prizes and awards for excellence of scholarship.
\par }\pard \fi-720\li2160\widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {l.\tab Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.
\par 
\par m.\tab 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.

\par }\pard \widctlpar\outlinelevel0\adjustright {
\par }\pard \widctlpar\adjustright {
\par }{\b\i SPECIFIC CRITERIA FOR RESEARCH PERFORMANCE BEFORE PROMOTION OR APPOINTMENT TO:
\par 
\par }\pard \fi-180\li540\widctlpar\adjustright {\b\i A. ASSISTANT PROFESSOR: EVIDENCE OF THE ABILITY TO ESTABLISH A VIABLE RESEARCH  PROGRAM IN THE AREA OF SPECIALIZATION.
\par 
\par B. ASSOCIATE PROFESSOR: MUST HAVE ESTABLISHED AN APPROPRIATE RESEARCH PROGRAM WHICH PRODUCES SATISFACTORY PUBLICATIONS IN 
REFEREED PROFESSIONAL JOURNALS AND PRESENTED RESEARCH RESULTS AT PROFESSIONAL MEETINGS.  THE  SUBMISSION OF RESEARCH  PROPOSALS, THE COMPLETION OF CONTRACT RESEARCH REPORTS,  AND  PUBLICATION IN CONFERENCE PROCEEDINGS CONSTITUTE SUPPLEMENTARY EVIDENCE  TH
AT THE RESEARCH PROGRAM  IS OF HIGH QUALITY.  MUST SHOW EVIDENCE OF SUSTAINED  RESEARCH PRODUCTIVITY AND PUBLICATION. THE FACULTY MEMBER MUST SHOW  INDEPENDENCE  AND LEADERSHIP BY THE CREATION OF RESEARCH IDEAS THAT  INVOLVE  STUDENTS.
\par 
\par C. PROFESSOR: THE RE
SEARCH PROGRAM SHOULD HAVE PRODUCED SUFFICIENT PUBLICATION IN THE REFEREED PROFESSIONAL LITERATURE, AND THERE SHOULD BE A RECORD OF STUDENT INVOLVEMENT.  THE PUBLICATIONS SHOULD BE OF SUFFICIENT  QUALITY AND QUANTITY TO DEMONSTRATE THE EXISTENCE OF AN  ON
-
GOING, PROFESSIONAL, INDEPENDENT RESEARCH PROGRAM.  A NATIONAL OR INTERNATIONAL REPUTATION (AS DEMONSTRATED  BY PROFESSIONAL ACTIVITIES OR PRESENTATIONS AT MEETINGS AND DOCUMENTED OPINIONS OF OTHER ENGINEERS  AND SCIENTISTS IN  THE FIELD) IS EXPECTED. THE
RE SHOULD BE A RECORD OF  SUCCESSFUL COMPLETION  OF GRADUATE  WORK BY HIS OR HER STUDENTS. THERE SHOULD BE DEMONSTRATED EVIDENCE OF  EXTERNAL RESEARCH  FUNDING.
\par }\pard \widctlpar\adjustright {\b 
\par 
\par }\pard \fi-360\li360\widctlpar\outlinelevel0\adjustright {D.\tab Criteria for Public and University Service
\par }\pard \li360\widctlpar\outlinelevel0\adjustright {Public service is intrinsic to the land grant/sea grant/space grant tradition, and is a fundamental part of the university\rquote 
s obligation to the people of its state.  In this tradition, faculty providing their professional expertise for the benefit of the university\rquote s external constituency, free of charge, is identified as \ldblquote public service.\rdblquote 
  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 \ldblquote university service.\rdblquote 
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {
\par 1.\tab Public Service 
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {P
ublic service is the application of teaching, research, and other scholarly and creative activity to constituencies outside the ÌÀÄ·ÊÓƵ.  It includes all activities which extend the faculty member\rquote 
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\rquote 
s discipline or other publicly recognized expertise.  Public service may be systematic activity that involves pl
anning 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\rquote 
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:
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab Providing information services to adults or youth.
\par 
\par b.\tab Service on or to government or public committees.
\par 
\par c.\tab Service on accrediting bodies.
\par 
\par d.\tab Active participation in professional organizations.
\par 
\par e.\tab Active participation in discipline-oriented service organizations.
\par 
\par f.\tab Consulting.
\par 
\par g.\tab Prizes and awards for excellence in public service.
\par 
\par h.\tab Leadership of or presentations at workshops, conferences, or public meetings.
\par 
\par i.\tab Training and facilitating.
\par 
\par j.\tab Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media. 
\par 
\par k.\tab Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions.
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {2.\tab University Service
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {University service includes those activities involving faculty members in the governance, administration, a
nd 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:
\par }\pard \widctlpar\outlinelevel0\adjustright {
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {a.\tab Service on university, college, school, institute, or departmental committees or governing bodies.
\par 
\par b.\tab Consultative work in support of university functions, such as expert assistance for specific projects.
\par 
\par c.\tab Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school.
\par 
\par d.\tab Participation in accreditation reviews.
\par }\pard \fi-360\li1080\widctlpar\adjustright {\b    
\par }\pard \fi-360\li1080\widctlpar\outlinelevel0\adjustright {e.\tab Service on collective bargaining unit committees or elected office.
\par 
\par f.\tab Service in support of student organizations and activities.
\par 
\par g.\tab Academic support services such as library and museum programs.
\par 
\par h.\tab Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer.
\par 
\par i.\tab Mentoring.
\par 
\par j.\tab Prizes and awards for excellence in university service.
\par }\pard \fi720\widctlpar\adjustright {\b 
\par }{\b\i K.\tab  PARTICIPATION IN STUDENT RECRUITING.
\par }\pard \widctlpar\adjustright {
\par }\pard \fi-360\li720\widctlpar\outlinelevel0\adjustright {3.\tab Evaluation of Service
\par }\pard \li720\widctlpar\outlinelevel0\adjustright {Each individual faculty member\rquote s proportionate responsibility in service shall be reflected in annual workload agreements. In formu
lating 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 demonstr
ated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards and other public means of recognition for services rendered.
\par }\pard \widctlpar\adjustright {
\par 
\par }{\b\i SPECIFIC SME CRITERIA FOR SERVICE PERFORMANCE BEFORE PROMOTION OR APPOINTMENT TO:
\par 
\par }\pard \fi-360\li1080\widctlpar\adjustright {\b\i A. ASSISTANT PROFESSOR: EVIDENCE OF UNIVERSITY/PUBLIC SERVICE
\par 
\par B. ASSOCIATE PROFESSOR: CONTRIBUTIONS TO DEPARTMENT/SCHOOL/COLLEGE/UNIVERSITY MATTERS. CONTRIBUTIONS TO THE PUBLIC, INDUSTRY, GOVERNMENT AGENCIES AND SERVICE TO THE PROFESSION.
\par 
\par C. PROFESSOR: EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS EXPECTED. CONTRIBUTIONS  TO DEPARTMENTAL/SCHOOL/COLLEGE/ UNIVERSITY MATTERS ARE EXPECTED AS WELL AS EFFECTIVE  APPLICATION OF EXPERTISE TO PROFESSIONAL AND PUBLIC ORGANIZATIONS.
\par }\pard \widctlpar\adjustright {\b 
\par 
\par 12/12/02
\par }{
\par 
\par \page 
\par The UAF Faculty Senate passed the following at its Meeting #113 on February 3,  2003:
\par 
\par 
\par MOTION TABLED:
\par ============
\par 
\par The UAF Faculty Senate moves to add ENGL 211X or ENGL 213X as a prerequisite for all "W" courses.
\par 
\par 
\par \tab EFFECTIVE:  \tab 2003-04 academic year.
\par 
\par \tab \tab Course syllabi for "W" courses will include this course as a 
\par \tab \tab prerequisite beginning Fall 2003.  This prerequisite will be 
\par \tab \tab added to all catalog course descriptions for the 2004-05 
\par \tab \tab catalog.
\par 
\par 
\par }\pard \fi-720\li720\widctlpar\adjustright {\tab RATIONALE:  \tab "W" courses are intended to allow students to 
\par \tab \tab hone their writing skills within their chosen discipline.  ENGL 
\par \tab \tab 211X/213X provides "instruction in critical reading and 
\par \tab \tab argumentative writing".  These are foundation courses for 
\par \tab \tab Written Intensive courses, and should be treated as such.  
\par \tab \tab Successful completion of ENGL 211X/213X should ensure 
\par \tab \tab that students are fully prepared meet the writing 
\par \tab \tab requirements of the advanced courses. 
\par 
\par \tab \tab Past Senate action 1) added ENGL 111X as a prerequisite 
\par \tab \tab for "W" courses, AND 2) adopted the position that all Core 
\par \tab \tab requirements should be completed before the junior year.  
\par \tab \tab This motion is consistent with past Senate actions.
\par }\pard \widctlpar\adjustright {
\par 
\par }}