ÌÀÄ·ÊÓƵ

The UAF Faculty Senate passed the following at its Meeting #127 on February 7, 2005:

MOTION:   

=======   

The UAF Faculty Senate moves to enhance the Freshmen Progress Reports system to include the following:

·       All faculty and instructors teaching 100- and 200-level classes must submit a progress report for all freshmen indicating the grade being earned by the fifth week of the semester.

·       All new courses that permit freshmen enrollment must explicitly include the method(s) used to determine freshman mid-semester grades in the syllabus.  The freshmen reporting requirement will be evaluated as part of the curriculum review process.

EFFECTIVE:              Fall 2005

RATIONALE:             Freshmen Progress Reports are a crucial part of our student retention plan. UAF is committed to the success of its students by providing an environment conducive to teaching and learning.  The Freshmen Progress Report system (formerly Low Grade Report) was intended to serve as a retention tool to improve students’ persistence and promote survival skills.  It is based on a model that the faculty will be proactive, supportive and involved in facilitating the academic components of student retention.  Faculty awareness of potential student problems constitutes the foundation of this retention program by assisting with the early detection and intervention of students who are doing poorly in class, chronically absent from class (since attendance is an integral part of the learning process), or experiencing other kinds of problems that affect academic performance. 

As L. Noel stated in Increasing Student Retention (1985), “It is the people who come face-to-face with students on a regular basis who provide the positive growth experiences for students that enable them to identify their goals and talents and learn how to put them to use. The caring attitude of college personnel is viewed as the most potent retention force on a campus  (p. 17).”

To augment this important function, incorporating the grading policy and time frame in the syllabus will indicate to students the commitment faculty and instructors have to the success and persistence of UAF students.

           

                                                **


January 23, 2005

UAF REGULATIONS FOR THE EVALUATION OF FACULTY:

ANNUAL REVIEW, PRE-AND POST-TENURE,

PROMOTION, TENURE REVIEW

AND

NATURAL SCIENCES

UNIT CRITERIA

THE FOLLOWING IS AN ADAPTATION OF UAF AND BOARD OF REGENTS (BOR) CRITERIA FOR ANNUAL REVIEW, PRE- AND POST-TENURE, PROMOTION, AND TENURE REVIEW, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING NATURAL SCIENCE FACULTY IN CNSM.  ITEMS IN BOLDFACE CAPITAL LETTERS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO CNSM FACULTY, AND BECAUSE THEY ARE ADDITIONS AND CLARIFICATIONS TO UAF REGULATIONS. THE CNSM MATHEMATICAL, STATISTICS AND COMPUTER SCIENCE DISCIPLINES CRITERIA ARE SUBMITTED AS A SEPARATE DOCUMENT.

 I.   Purview

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

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

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

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

II.  Initial Appointment of Faculty

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

C.  Process for Appointment of Faculty with Academic Rank.  Deans of schools and Colleges, and directors when appropriate, in conjunction with the faculty in a unit shall establish procedures for advertisement, review and selection of candidates to fill any faculty positions as they become available.  Such procedures shall be consistent with the University’s affirmative action policies and shall provide for participation in hiring by faculty and administrators as a unit.

III.   PERIODIC EVALUATION OF FACULTY

       A.   General Criteria and Definitions

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

For purposes of evaluation at UAF, the total contribution to the university and activity in the areas outlined above will be defined by relevant activity and demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scholarly activity; and 3) effectiveness of service.  As used in these procedures, unless otherwise specified, the following terms shall mean:

1. “Faculty.” Those persons who have accepted and hold appointment to academic rank or special academic rank.

2. “Academic Ranks.” Ranks held by persons having the title of professor, associate professor, and assistant professor.  These titles denote academic rank exclusively.  The title of instructor may also be a title of academic rank at the discretion of the policies and procedures approved for each university; or when included in the description of membership in the relevant Article of a collective bargaining agreement.  Faculty holding academic rank are eligible for promotion and tenure.

3. “Special academic ranks.” Ranks held by persons having the following title and the qualification specified:

 Lecturer:   employed to teach full- or part-time; or titles of academic                        rank preceded by:

Adjunct:    employed to teach on or more courses up t o15 credit hours per year, or other academic assignment at less than 50 percent of a full-time appointment;

Affiliate:   voluntary faculty service, not employed by the university;

Visiting:     employed to perform the faculty functions expected of academic                        rank for a specific period;

Research:  supported primarily by grant funding;

Clinical:    special category reserved for practitioners in the health care            delivery professions.

These titles denote special academic rank exclusively.  The title of instructor may also be a title for special academic rank at the discretion of the policies and procedures approved for each university; or when included in the description of membership in the relevant Article of a collective bargaining agreement.

4. “Tenure.”  The status of holding a faculty appointment on a continuing basis following evaluation and award according to the terms of Chapter IV and BOR Policy 04.04.04.B.

5. “Tenure track position.”  A tenure track position is one which may lead to consideration for appointment to tenure as described in the policies and procedures for each university.  A tenure track position requires the performance of faculty function at least 50% of full-time.  For exceptional case, and when in the judgment of the Chancellor the best interests of the university will be served, a faculty member may be appointed to a tenure track position at less than 100% but more than 50% of a full-time appointment.

B.   Criteria for Instruction

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

 1.  Effectiveness in Teaching

Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers.  Effective teachers WILL DEMONSTRATE SOME, BUT NOT NECESSARILY ALL, OF THE FOLLOWING CHARACTERISTICS IN AN INDIVIDUAL YEAR:

a.   are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students;

b.   express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject;

c.   emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity;

d.   emphasize regular feedback to students and reward student learning success;

e.   demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;

f.   regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;

g.   may receive prizes and awards for excellence in teaching;

SPECIFIC NATURAL SCIENCES CRITERIA FOR TEACHING PERFORMANCE:

ASSISTANT PROFESSOR:  EVIDENCE OF TEACHING ABILITY AND A COMMITMENT TO A QUALITY AND CURRENT TEACHING PROGRAM IN THE DEPARTMENT.   

ASSOCIATE PROFESSOR:  THE RECORD MUST SHOW THAT THE TEACHING MATERIAL IS CONTEMPORARY AND RELEVANT AND THAT THE PRESENTATIONS STIMULATE THE LEARNING PROCESS.  EVIDENCE OF THE EXPECTED QUALITY OF INSTRUCTIONAL PERFORMANCE MAY INCLUDE (BUT NOT IS LIMITED TO) COURSE AND/OR CURRICULUM DEVELOPMENT, NOVEL APPROACHES TO INSTRUCTION, VERSATILITY IN INSTRUCTIONAL ASSIGNMENTS, EFFECTIVE GUIDING AND MENTORING OF INDIVIDUAL STUDENTS, AND HIGH QUALITY CLASSROOM TEACHING PERFORMANCE.    

PROFESSOR:  SIGNIFICANT CONTRIBUTIONS TO THE INSTRUCTIONAL PROGRAM ARE EXPECTED.  THESE MAY INCLUDE CONTRIBUTIONS TO MAJOR IMPROVEMENTS IN COURSE AND CURRICULUM OFFERINGS, ABILITY TO MOTIVATE OR INSPIRE STUDENTS, AND EXEMPLARY TRAINING OF GRADUATE STUDENTS INCLUDING SUCCESS IN GRADUATING STUDENTS.  BOTH FACULTY AND STUDENTS MUST CONSIDER THE TEACHING PERFORMANCE TO BE OF HIGH QUALITY.     

2.  Components of Evaluation

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

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

            and at least two of the following:

b.   narrative self-evaluation,

c.   peer/department chair classroom observations,

d.   peer/department chair evaluation of course materials.

     C.   Criteria for Research, Scholarly, and Creative Activity

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

1.   Achievement in Research, Scholarly, and Creative Activity

Whatever the contribution, research, scholarly or creative activities must have one or more the following characteristics:

a. They must occur in a public forum,

b. They must be evaluated by appropriate peers,

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

d. They must be judged to make a contribution.

2.   Components of Research, Scholarly and Creative Activity

Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:

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

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

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

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

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

f.   Editing or refereeing articles or proposals for professional journals or  organizations

g.   Scholarly reviews of publications, art works and performance of the candidate;

h.  Citations of research in scholarly publications;

i.   Published abstracts of research papers;

j.   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;

k.  Prizes and awards for excellence of scholarship;

l.  Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study;

m. Development of processes or instruments useful in solving problems, such as computer programs, SOPHISTICATED COMPUTER MODELS THAT HELP IN THE UNDERSTANDING OF COMPLEX SYSTEMS, and systems for the processing of data, genetic plant and animal material, and where appropriate, obtaining patents and/or copyrights for said development.

SPECIFIC CRITERIA FOR NATURAL SCIENCE RESEARCH PERFORMANCE:

ASSISTANT PROFESSOR: EVIDENCE OF THE ABILITY TO ESTABLISH A VIABLE RESEARCH PROGRAM IN THE AREA OF SPECIALIZATION, NORMALLY A SUB-DISCIPLINE OF THE NATURAL SCIENCES (WITH THE OPTION OF RESEARCH IN SCIENCE EDUCATION).

ASSOCIATE PROFESSOR: MUST HAVE ESTABLISHED AN APPROPRIATE RESEARCH PROGRAM THAT PRODUCES SIGNIFICANT PUBLICATIONS IN REFEREED PROFESSIONAL JOURNALS.  PRESENTATION OF RESEARCH RESULTS AT PROFESSIONAL MEETINGS, THE SUBMISSION OF RESEARCH PROPOSALS, AND THE ACQUISITION OF EXTERNAL RESEARCH FUNDING CONSTITUTE SUPPLEMENTARY EVIDENCE THAT THE RESEARCH IS OF HIGH QUALITY.  THE FACULTY MEMBER SHOULD SHOW INDEPENDENCE AND LEADERSHIP BY THE CREATION OF RESEARCH IDEAS THAT TRANSLATE INTO PROJECTS THAT INVOLVE BOTH GRADUATE AND UNDERGRADUATE STUDENTS.

PROFESSOR: THE RESEARCH PROGRAM SHOULD HAVE PRODUCED A SUFFICIENT NUMBER OF PUBLICATIONS IN THE REFEREED PROFESSIONAL LITERATURE, AND THERE SHOULD BE A RECORD OF STUDENT INVOLVEMENT INCLUDING SUCCESSFUL MENTORING OF PH.D. STUDENTS.  THE PUBLICATIONS SHOULD BE OF SUFFICIENT QUALITY AND QUANTITY TO DEMONSTRATE THE EXISTENCE OF AN ON-GOING, PROFESSIONAL, INDEPENDENT RESEARCH PROGRAM.  AN INTERNATIONAL REPUTATION (AS DEMONSTRATED BY PROFESSIONAL ACTIVITIES OR PRESENTATIONS AT MEETINGS AND BY CITATIONS OF PUBLICATIONS OR DOCUMENTED OPINIONS OF OTHER SCIENTISTS IN THE FIELD) IS EXPECTED.

D. Criteria for Public and University Service and PROFESSIONAL SERVICE

Public service is intrinsic to the land grant/sea grant/space grant tradition, and is a fundamental part of the university's obligation to the people of its state.  In this tradition, faculty providing their professional expertise for the benefit of the university's external constituency, free of charge, is identified as "public service."  The tradition of the university itself provides that its faculty assume a collegial obligation for the internal functioning of the institution; such service is identified as "university service”.

1.   Public Service

Public service is the application of teaching, research, and other scholarly activity and creative activity to constituencies outside the University of Alaska Fairbanks. It includes all activities which extend the faculty member's professional, academic, or leadership competence to these constituencies.  It can be instructional, collaborative, or consultative in nature and is related to the faculty member's discipline or other publicly recognized expertise.  Public service may be a systematic activity that involves planning with clientele and delivery of information on a continuing, programmatic basis.  It may also be informal, individual, or professional contributions to the community or to one's discipline, or other activities in furtherance of the goals and mission of the university and its units.  Such service may occur on a periodic or limited-term basis.

Examples include, but are not limited to:

a.   Providing information services to adults and youth;

b.   Service on or to government or public committees;

c.   Service on accrediting bodies;

d.   Active participation in professional organizations;

e.   Active participation in discipline-oriented service organizations;

f.   CONSULTING, INCLUDINGUNPAID consulting.

g.   Prizes and awards for excellence in public service;

h.   Leadership of or presentations at workshops, conferences, or public meetings;

i.   Training and facilitating

j.   Radio and TV programs and interviews, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media;

k.   Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions;

2.  University Service

 University service includes those activities involving faculty members in the governance, administration, and other internal affairs of the university, its colleges, schools, and institutes.  It includes non-instructional work with students and their organizations.  Examples of such activities include, but are not limited to:

a.   Service on university, college, school, institute, or departmental committees or governing bodies;

b.   Consultative work in support of university functions, such as expert assistance for specific projects;

c.   Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school;

d.   Participation in accrediting reviews;

e.   Service on collective bargaining unit committees or elected office;

f.   Service in support of student organizations and activities;

g.  Academic support services such as library and museum programs;

h.   Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer;

i.   Mentoring, INCLUDING MENTORING NEW FACULTY;

j.   Prizes and awards for excellence in university service.

3.  Professional Service

a.   Editing or refereeing articles or proposals for professional journals or organizations; (IF NOT COUNTED AS RESEARCH; SEE C.2.F.)

b.   Active participation in professional organizations;

c   Active participation in discipline-oriented service organizations;

d.   COMMITTEE CHAIR OR OFFICER OF PROFESSIONAL ORGANIZATIONS;

e.   SESSION ORGANIZER OR MODERATOR FOR PROFESSIONAL MEETINGS.

4. Evaluation of Service

Each faculty member's proportionate responsibility in service shall be reflected in annual workload agreements.  In formulating criteria, standards and indices for evaluation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation appropriate for that unit.  Excellence in public, university, and PROFESSIONAL service may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards, and other public means of recognition for services rendered. 

SPECIFIC NATURAL SCIENCES CRITERIA FOR SCIENCE SERVICE PERFORMANCE:

ASSISTANT PROFESSOR: NONE IN ADDITION TO ÌÀÄ·ÊÓƵ CRITERIA.

ASSOCIATE PROFESSOR: POSITIVE CONTRIBUTION TO DEPARTMENTAL AND/OR UNIVERSITY MATTERS, EFFECTIVE PROFESSIONAL CONTRIBUTIONS TO THE PUBLIC, AND/OR EFFECTIVE SERVICE TO THE PROFESSION ARE EXPECTED.

PROFESSOR: EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS MANDATORY. SIGNIFICANT CONTRIBUTIONS TO THE DEVELOPMENT OF DEPARTMENTAL AND/OR UNIVERSITY PROGRAMS ARE EXPECTED, INCLUDING SERVICE TO THE GENERAL PUBLIC AND ALASKA TEACHERS.

 

MEASURES OF EFFECTIVENESS OF PERFORMANCE INCLUDE (BUT ARE NOT LIMITED TO):

ACCOMPLISHMENTS OF THE EFFORT OF ORGANIZATION TO WHICH SERVICE WAS PROVIDED.

OFFICIAL RECOGNITION OF QUALITY OF SERVICE (E.G., AWARDS, LETTERS OF RECOMMENDATION).

OPINIONS OF CLIENTS SERVED AND/OR COLLEAGUES INVOLVED IN DELIVERY OF SERVICE.

CURATORIAL SERVICE

CURATORS AT THE UNIVERSITY OF ALASKA MUSEUM (UAM) CAN HOLD A TENURE-TRACK FACULTY POSITION.  RANK AND TENURE ARE HELD WITHIN DEPARTMENTS AT UAF, AND CURATORS ARE THUS TREATED AS JOINT APPOINTMENTS BETWEEN A DEPARTMENT AND UAM.  AS IS THE CASE FOR ALL TENURE-TRACK FACULTY AT CNSM, CURATOR’S PERFORMANCES ARE EVALUATED ON THE BASIS OF THEIR ACTIVITIES IN TEACHING, RESEARCH AND SERVICE.

  1. CURATION INVOLVES THE MANAGEMENT AND DEVELOPMENT OF A FORMALLY RECOGNIZED UNIVERSITY COLLECTION THAT EXISTS TO SERVE AS A RESEARCH RESOURCE FOR STUDENTS AND RESEARCHERS AT UNIVERSITY, STATE, NATIONAL, AND INTERNATIONAL LEVELS.  EXAMPLES OF CURATORIAL ACTIVITIES INCLUDE, BUT ARE NOT LIMITED TO:

SPECIFIC CRITERIA FOR CURATORIAL SERVICE PERFORMANCE:

ASSISTANT PROFESSOR AND CURATOR

EVIDENCE OF CURATORIAL ABILITY AND A COMMITMENT TO DEVELOPING AND MANAGING RESEARCH COLLECTIONS RELEVANT TO THE AREA OF SPECIALIZATION INCLUDES THE FOLLOWING:

  1. CURATORS WILL DEVELOP THE COLLECTIONS AS A PERMANENT RECORD OF THE NATURAL AND/OR CULTURAL DIVERSITY OF ALASKA AND THE CIRCUMPOLAR NORTH AND AS A RESEARCH RESOURCE FOR STUDIES OF BIOLOGICAL AND/OR CULTURAL DIVERSITY.
  2. COLLECTIONS CARE INCLUDES RESPONSIBILITY FOR THE PHYSICAL CONDITION AND STORAGE OF OBJECTS/SPECIMENS, CORRESPONDING DOCUMENTATION, BUDGETARY MANAGEMENT, AND ANNUAL REPORTS.
    • CURATORS WILL PRESERVE THE SPECIMENS, ARTIFACTS, OBJECTS, AND MATERIAL UNDER THEIR PURVIEW THROUGH THE USE OF METHODS AND TECHNIQUES PROFESSIONALLY ACCEPTED WITHIN THEIR RESPECTIVE DISCIPLINES.
    • CURATORS WILL ENSURE THAT ALL RECORDS AND FIELD NOTES CONCERNING COLLECTION MATERIALS ARE MAINTAINED IN A SECURE FASHION AND MEET OR EXCEED DOCUMENTATION STANDARDS FOR THEIR RESPECTIVE DISCIPLINE.
    • CURATORS WILL MAINTAIN CURRENT ACCESSION FILES, DEACCESSION FILES, AND CATALOGUES OF OBJECTS IN THEIR COLLECTIONS. THEY WILL DEVELOP ELECTRONIC DATABASES WITH COMPUTER DATA FORMATS THAT FOLLOW DATA STANDARDS OF THE RESPECTIVE DISCIPLINE AND UAM.
    • CURATORS WILL DEVELOP, MAINTAIN, AND REVISE WRITTEN POLICIES AND PROCEDURES FOR CAUTION OF OBJECTS OR SPECIMENS IN THEIR COLLECTIONS.

    CURATORS WILL TAKE PART IN INTERPRETIVE ACTIVITIES OF THE MUSEUM IN ORDER TO FULFILL THE MUSEUM’S MISSION TO INTERPRET THE NATURAL AND CULTURAL HISTORY OF ALASKA. IN THIS REGARD, PREPARATION OF SMALL EXHIBIT IS APPROXIMATELY THE EQUIVALENTS OF PUBLICATION OF A PROFESSIONAL ARTICLE; PROJECT DIRECTION OF A LARGE COMPLEX EXHIBIT THAT INCLUDES PREPARATION OF A SERIOUS CATALOGUE IS APPROXIMATELY THE EQUIVALENT OF PUBLICATION OF A SCHOLARLY BOOK.

    CURATORS WILL ACTIVELY PREPARE GRANT APPLICATIONS FOR EXTERNAL SUPPORT FOR THEIR CURATORIAL ACTIVITIES AND COLLECTION-BASED RESEARCH.

ASSOCIATE PROFESSOR AND CURATOR

CONSISTENT CONTRIBUTIONS TO INTERPRETIVE (EDUCATION AND EXHIBITION) ACTIVITIES OF THE MUSEUM, RESPONSE TO COLLECTION-RELATED INQUIRIES (FROM OTHER PROFESSIONALS, THE PUBLIC AND STATE AGENCIES) AND/OR DEVELOPMENT OF INTERPRETIVE MATERIALS FOR THE PUBLIC-AT-LARGE ARE EXPECTED. USE OF THE COLLECTIONS FOR TEACHING AND/OR RESEARCH MUST BE EVIDENT. ACTIVE SOLICITATION FOR EXTERNAL FUNDS TO SUPPORT CURATORIAL ACTIVITIES AND COLLECTION-BASED RESEARCH MUST BE EVIDENT.

PROFESSOR AND CURATOR

SIGNIFICANT DEVELOPMENT OF THE COLLECTIONS UNDER THE CURATOR’S CARE IS EXPECTED.  THIS DEVELOPMENT INCLUDES SUSTAINED GROWTH OF THE COLLECTIONS AS RESEARCH RESOURCES AND AS A MEANS OF FULFILLING THE MUSEUM’S MISSION OF ACQUIRING, PRESERVING IN PERPETUITY, INVESTIGATING, AND INTERPRETING OBJECTS AND SPECIMENS RELATING TO THE NATURAL AND OR CULTURAL HISTORY OF ALASKA AND THE CIRCUMPOLAR NORTH.  SIGNIFICANCE OF COLLECTIONS WILL BE MEASURED IN TERMS OF RESEARCH SIGNIFICANCE, VALUE TO UNIVERSITY OF ALASKA RESEARCH AND INSTRUCTIONAL PROGRAMS, AND VALUE TO NATIONAL AND INTERNATIONAL RESEARCH PROGRAMS.  THE CURATOR SHOULD BE A RECOGNIZED AUTHORITY IN HIS/HER FIELD, LOCALLY AND NATIONALLY.  THEY MUST HAVE A RECORD OF SUCCESS IN ACQUIRING EXTERNAL FUNDS FOR THEIR CURATORIAL ACTIVITIES AND COLLECTION-BASED RESEARCH.

 

The UAF Faculty Senate passed the following at its Meeting #127 on February 7, 2005:

MOTION:

=======

The UAF Faculty Senate moves to amend Article III and IV of the UAF Faculty Senate Constitution as follows: 

[[   ]] - Deletions

CAPS - Additions

ARTICLE III - Membership

Sec. 1            The Senate shall be constituted according to the provisions specified in the bylaws. 

Sec. 2            Voting members of the Senate must either hold academic rank with full-time continuing appointment at the ÌÀÄ·ÊÓƵ or hold special academic rank with title preceded by "research" or "term".

Sec. 3            Senate members shall be elected from and by the faculty of their respective units, as set forth in the bylaws, to two-year terms which shall be staggered to ensure continuity. 

Sec. 4            The terms of the newly elected and appointed members shall commence at the beginning of "New Business" of the last regularly scheduled Senate meeting of the academic year. 

Sec. 5            Any ELECTED OFFICER OR voting member of the Senate may be recalled according to the provisions of the by-laws.

Sec. 6            Non-voting members of the Senate shall have voting privileges on any Senate committee on which they serve.

ARTICLE IV - Officers

Sect. 1            The two officers of the Senate shall be the President and the President-Elect.

Sect. 2            The President and President-Elect shall be elected by the elected representatives of the Senate for one-year terms.  Eligible nominees for the offices of President and President-Elect shall be elected representatives and/or chairs of standing and permanent committees of the Senate. 

Sect. 3            The President-Elect, after serving for one year in this position, subject to Sections 4, [[ and]] 5, AND 6,  will automatically become President for one year.

Sect. 4            The term of the President may be extended for one additional year by a two-thirds majority vote of the entire voting membership of the Senate. The vote will be by secret ballot and, if passed, the term of the President  and the current President-Elect will be extended for no more than one additional year.

Sect. 5            If for any reason the President should relinquish or be recalled from office, the President-Elect will automatically and immediately assume the Presidency.  The Senate shall elect a Vice President to fill out the remainder of the year at which time a new election for President-Elect will be held [[as outlined in ARTICLE III, Section 6]].  The previously elevated President-Elect will complete the next academic year as President.

SECT. 6            IF FOR ANY REASON THE PRESIDENT-ELECT SHOULD RELINQUISH OR BE RECALLED FROM OFFICE, THE SENATE SHALL ELECT A PRESIDENT-ELECT TO FILL OUT THE REMAINDER OF THE YEAR AT WHICH TIME A NEW ELECTION FOR PRESIDENT-ELECT WILL BE HELD. 

SECT. 7            The terms of the newly elected President and President-Elect shall commence at the beginning of the last regularly scheduled Senate meeting of the academic year.

The UAF Faculty Senate passed the following at its Meeting #127 on February 7, 2005:

MOTION:

=======

The UAF Faculty Senate moves to recommend the amendment of Regents' Policy 10.06.01 (Assessment) as recommended by SAC and the Faculty Affairs Committee with deletions as noted. 

[[  ]] - Deletions

Proposed Policy

Regents' Policy

PART X - Academic Policy
CHAPTER VI

Assessment

Each MAU will conduct regular assessments of all instructional, research, and service programs with respect to quality, efficiency, and contribution to mission and goals.  Assessments of instructional programs will stress outcomes as an essential part of the ongoing institutional self-study and accreditation processes.  The President [[will establish a Performance Based Budgeting system based on measures derived from assessments,]] will require each Chancellor to include program assessment results in program planning and operational reviews, and will provide an annual report on the implementation and results of assessment practices to the Board of Regents.

 

The UAF Faculty Senate passed the following at its Meeting #127 on February 7, 2005:

MOTION TABLED:

==============

The UAF Faculty Senate moves 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.

         EFFECTIVE:           Immediately

 

 

UA