The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
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The UAF Faculty Senate recommends to the Board of Regents that the attached list of individuals be awarded the appropriate UAF degrees pending completion of all University requirements. [Note: copy of the list is available in the Governance Office, 312 Signers' Hall.]
EFFECTIVE: Immediately
RATIONALE: These degrees are granted upon recommendation of the program faculty, as verified by the appropriate department head. As the representative governance group of the faculty, we are making that recommendation.
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The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
RESOLUTION OF APPRECIATION
FOR
PAUL B. REICHARDT
WHEREAS, Paul Reichardt is retiring on June 30, 2007 after serving UAF in many roles for 35 years in a manner deserving of the University of Alaska’s greatest admiration and respect; and
WHEREAS, Paul Reichardt has served as Professor of Chemistry from 1972-1990 and as Dean of the College of Natural Sciences (College of Science, Engineering and Mathematics) from 1990-1998; and
WHEREAS, Paul Reichardt was instrumental in planning the building of the Natural Sciences Facility and getting the funding from the State Legislature necessary for the furnishing of the Natural Sciences Facility; and
WHEREAS, Paul Reichardt served as Director of the UA Museum, 1993, and was very supportive of the UA Museum of the North’s expansion project and the fund raising campaign; and
WHEREAS, Paul Reichardt has served as Interim Provost, 1993, and from 1998 to present as Provost demonstrating a commitment to graduate and undergraduate education; and
WHEREAS, Paul Reichardt helped develop UAF 2005 and produced UAF’s Academic Development Plan that resulted in useful and practical guidelines for a variety of endeavors helping establish a basis by which decisions about programs, budget and space assignments are made and helps us to obtain state funding; and
WHEREAS, Paul Reichardt, while Provost, led significant UAF efforts resulting in the 2001 institutional accreditation and the 2006 reaffirmation of accreditation with no subsequent reports, a relatively uncommon event among institutions of higher education; and
WHEREAS, Paul Reichardt has served on various Statewide Committees and other university committees including SAC and the Chancellor's Cabinet representing the interests of UAF faculty to the administration of UAF and statewide; and
WHEREAS, Paul Reichardt has established the Academic Leadership Institute where faculty, staff and administrators spend time studying and talking about academic leadership; and
WHEREAS, The University of the Arctic honored Paul Reichardt for his contributions to the circumpolar organization; and
WHEREAS, Paul Reichardt is currently a member of the Northwest Commission on Colleges and Universities; and
WHEREAS, Paul Reichardt was recently named the winner of the Edith R. Bullock Prize for Excellence in service to the University of Alaska by the UA Foundation, one of the highest honors bestowed by the Foundation; and
WHEREAS, Paul Reichardt has served under three chancellors at UAF, which serves nearly 10,000 students and hundreds of scientists working within multiple, world-class research institutes. Each one of the chancellors under which Paul Reichardt worked looked to him as a source of inspiration and initiative to move the university forward; and
WHEREAS, The faculty of the ÌÀÄ·ÊÓƵ, through its Faculty Senate, wish to acknowledge the outstanding contributions to higher education and intellectual development of Paul B. Reichardt, UAF faculty member, dean, and provost; now
THEREFORE BE IT RESOLVED, That the UAF Faculty Senate acknowledges and proclaims to all that Paul B. Reichardt has rendered outstanding service to the faculty, staff, students, alumni, and administration of UAF and to the citizens of Alaska, and hereby expresses its deep appreciation.
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The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
RESOLUTION OF APPRECIATION
FOR
SHIRISH PATIL
WHEREAS, Shirish Patil has served the UAF Faculty Senate in a manner deserving of the UAF Faculty Senate's greatest admiration and respect; and
WHEREAS, Shirish Patil has served as Senator to the UAF Faculty Senate from 2002-2006 and as a member of the Faculty Affairs Committee from 2002-2004 and as chair from 2004-2005; and
WHEREAS, Shirish Patil has served as a member of the Administrative Committee from 2004-2005, as Chair of the Administrative Committee and as President-Elect of the UAF Faculty Senate from 2005-2006; and
WHEREAS, Shirish Patil has served as a member of the UAF Governance Coordinating Committee from 2005-2007; and
WHEREAS, Shirish Patil has served as a member of the UA Faculty Alliance from 2005-2007, and as chair of the UA Faculty Alliance from 2006-2007 and as a member of the UA Systemwide Governance Council from 2006-2007; and
WHEREAS, Shirish Patil has served as the chair of the UA Vice President for Academic Affairs Search Committee in 2006-2007; and
WHEREAS, Shirish Patil worked with UA Statewide and the Faculty Alliance to formulate a plan for student success at UA; and
WHEREAS, Shirish Patil has served as President of the UAF Faculty Senate from 2006-2007 and has championed collegiality, honesty, integrity, and respectful resolve; and
WHEREAS, The UAF Faculty Senate wishes to acknowledge the outstanding service rendered the faculty and the University by the work of Shirish Patil as he concludes his term as president; now
THEREFORE BE IT RESOLVED, That the UAF Faculty Senate acknowledges the many contributions of Shirish Patil and expresses its appreciation for his exemplary service.
***
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
OUTSTANDING SENATOR OF THE YEAR AWARD
FOR
LARRY ROBERTS
WHEREAS, Larry Roberts has served the university in the UAF Faculty Senate for four years at UAF; and
WHEREAS, Larry Roberts served on the Curricular Affairs Committee during a year with a higher than usual number of motions due to plus-minus grading; and
WHEREAS, Larry Roberts served as a member of the Faculty Development, Assessment and Improvement Committee from 2003-2007, and as chair from 2006-2007; and
WHEREAS, Larry Roberts represents the Faculty Development, Assessment and Improvement Committee on the Faculty Senate Administrative Committee; and
WHEREAS, Larry Roberts worked tirelessly to produce a faculty development conference focused on teaching adult learners for the past two years at minimal cost to participants due to his ability to obtain grant funding; now
THEREFORE BE IT RESOLVED THAT, the UAF Faculty Senate recognizes Larry Roberts as Co-Outstanding Senator of the Year for Academic Year 2006-2007.
***
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
OUTSTANDING SENATOR OF THE YEAR AWARD
FOR
MARSHA SOUSA
WHEREAS, Marsha Sousa is serving her first term in the UAF Faculty Senate; and
WHEREAS, Marsha Sousa worked with quiet determination and persistence as co-chair of the Curricular Affairs Committee during 2006-2007; and
WHEREAS, Marsha Sousa persisted throughout the year to bring a higher than usual motions (due to plus-minus grading) to the floor of the Faculty Senate; and
WHEREAS, Marsha Sousa represents the Curricular Affairs Committee on the Faculty Senate Administrative Committee; and
WHEREAS, With her knowledge of vocational as well as academic programs, Marsha Sousa has been able to help formulate program proposals that are complete, academically sound, and meet the needs of a wide range of UAF students; now
THEREFORE BE IT RESOLVED THAT, the UAF Faculty Senate recognizes Marsha Sousa as Co-Outstanding Senator of the Year for Academic Year 2006-2007.
***
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to delete the Minor in Athletic Coaching.
EFFECTIVE: Fall 2007
RATIONALE: See course deletions #158 and program deletion proposal #159 from the Spring 2007 review cycle on file in the Governance Office, 312 Signers' Hall.
The course are no longer offered, the department through which they are offered has not existed for many years, and there has been no enrollment in the program for a long time.
Executive Summary
Deletion of Athletic Coaching MinorThe Athletic Coaching minor was offered by the Physical Education Dept. in the late 1980s and early 1990s. When the department was discontinued in the mid-1990s, this minor was left in the catalogue, partly because it was thought that varsity coaches and trainers might want to offer some of the classes and perhaps even the minor. However, that proved not to be feasible without an academic department. The current UAF Athletic Director, Forest Karr, has no interest in the program or its classes. Most have not been offered in at least five years. The UAF School of Management is exploring a sports management or sports information minor, which is more appropriate to current students' needs and interests. Deleting this minor is only a matter of cleaning up the catalogue.
***
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to approve a Certificate in High Latitude Range Management.
EFFECTIVE: Fall 2007 and/or Upon Board of Regents approval.
RATIONALE: See course proposals #98-106 and full program proposal #107 from the Fall 2006 review cycle on file in the Governance Office, 312 Signers' Hall.
To receive a Certificate in HLRM, students must attain at least 31 credits of lower division courses. Nine credits will be met through general university requirements. The remaining credits will be met through completion of the program’s required courses.
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BRIEF STATEMENT OF PROPOSED PROGRAM
High Latitude Range Management (HLRM)The High Latitude Range Management (HLRM) certificate proposes a two year academic program that directly meets the needs of the peoples of the Seward Peninsula region and other rural Alaska regions. In addition, this program carries out the mission of the ÌÀÄ·ÊÓƵ (UAF) Northwest Campus (NWC) by providing a program of college instruction to teach students, who wish to continue their formal education, skills for employability that will assist in economic and community development of the region, while placing special emphasis on using the region’s rich history, to build a sustainable future through higher learning.
The HLRM program will offer a rural-specific, culturally relevant and accredited Certificate through the College of Rural and Community Development (CRCD). The HLRM program has developed an entry-level curriculum which will meet the skill needs for rural Alaska communities. Agency or corporation personnel educated and trained outside the state of Alaska conduct much of the management of natural resources in Rural Alaska. Many local people have a profound knowledge of the resource base but no formal training in which to participate or contribute to management decisions at the state or federal level. Students receiving the HLRM certificate will be trained in conventional field-based techniques used by agencies to inventory and monitor high latitude plant and animal populations. Students will also be trained in the ecological concepts of sustained yield and the manipulations and management of animal populations in northern ecosystems. The HLRM program will also serve as a bridge for students pursuing a science-related associate or baccalaureate program.
Objectives:
- To promote the development of a skill set in the local resource base that is relevant to local employability and promotes wellness, self-sufficiency, and community development.
- To prepare students for entry-level employment in the field of natural resources that will contribute to an educated Alaskan workforce by providing relevant coursework to residents of rural Alaskan villages.
- For students to actively participate in an informed stewardship of high latitude natural resources – a stewardship grounded in traditional knowledge combined with contemporary studies and research in the sciences.
- To utilize the HLRM certificate as a building block for advanced university coursework in an associate or baccalaureate program or other science coursework.
-------------------------
DESCRIPTION OF THE PROGRAM
Program title: High Latitude Range Management (HLRM) Program
Credential level of the program: Certificate
Admissions requirements and prerequisites:
A HLRM Program Certificate represents the completion of at least 31 credits in the conventional field-based techniques to inventory and monitor northern animal and plant populations combining traditional knowledge with contemporary studies necessary for entry-level natural resource jobs statewide. The certificate also emphasizes place-based domesticated ungulate husbandry and health, applicable regionally and statewide. This certificate may also serve as a bridge to a variety of natural science associate and baccalaureate programs
Admission is open to all individuals, especially those employed by or interested in employment with state, federal or tribal agencies or other local entities in rural Alaska which provide natural resources management services.
Students should have a high school diploma or GED and an interest in science –related fields. It is strongly recommended that students seeking admission to this program have completed two high school, lab-based science courses preferably in biology, chemistry, or physics.
Students whose ACT/SAT scores are not high enough to place them into regular college level classes will be required to take the ASSET or COMPASS test and will be placed into the appropriate developmental level course.
To remain in good standing, students must:
a) Maintain an overall 2.0 grade point average
b) Maintain a C grade or better in all required coursesHLRM Certificate Program Outline
1. Complete the general university requirements
2. Complete the general Certificate requirements 9 crCommunication….......................................................................................... 3 cr:
ENGL 111X – Introduction to Academic Writing................................... 3 cr
Computation (complete one of the following)................................................ 3 cr:
MATH 103X – Concepts & Contemp Aps of Math................................ 3 cr or
ABUS 155 – Business Math................................................................... 3 cr
Human Relations (complete one of the following)......................................... 3 cr;
ANTH 100X/SOC 100X – Individual, Society & Culture...................... 3 cr OR
ABUS 154 – Human Relations................................................................. 3 cr
3. Complete the HLRM program requirements 22 cr
NRM 101 - Nat. Res. Conservation and Policy................................... 3 cr
BIOL 104X - Natural History of Alaska ………………………......4 cr. OR
BIOL 104 – Natural History of Alaska…………………………..…3 cr. AND
BIOL 104L – Natural History of Alaska Laboratory…………….....1 cr.
HLRM 120 - History of Domesticated Alaskan Ungulates..................... 1 cr
HLRM 130 – Research Field Logistics................................................ 2 cr
HLRM 140 - High Latitude Range Management .................................. 2 cr
HLRM 150 - Alaskan Ungulate Husbandry .......................................... 2 cr
HLRM 160 - Meat Production ............................................................... 2 cr
HLRM 170 - Health Issues in Domestic Herds ..................................... 2 cr.
HLRM 201 – Field Tech. for Range Management .............................. 2 cr
HLRM 205 – Research Methods in Range Management..................... 2 crMinimum credits required .................................................................. 31 credits
***
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to approve a Certificate in Veterinary Science.
EFFECTIVE: Fall 2007 and/or Upon Board of Regents approval.
RATIONALE: See course proposals #136-143 and full program proposal #144 from the Fall 2006 review cycle on file in the Governance Office, 312 Signers' Hall.
To receive a Veterinarian Science Certificate, students must attain 37-38 credits of lower division (100-200 level) courses. The requirements include 9-10 credits of general university requirements (computations, communications, and human relations), a four credit entry level Biology course, a four credit entry level Chemistry course, and 20 credits of required Veterinary Science courses.
*
BRIEF STATEMENT OF PROPOSED PROGRAM
Veterinary Science ProgramOverview: In response to a shortage of trained veterinary paraprofessionals in Alaska, the Interior-Aleutians Campus and the Chukchi Campus supported by the College of Rural and Community Development is proposing the Veterinary Sciences certificate (VTS) consisting of a 37-38 credit certificate program. This certificate is designed to articulate into a proposed AS degree and a proposed track for individuals to complete requirements to be eligible for the National Veterinary Technician Examination.
Statistics on higher education attainment for Alaskans are troubling. Only 28% of 9th graders in the state of Alaska enroll in college 4 years later. Only 18% are still enrolled in their sophomore year and only 6% graduate from college within 6 years (Source: NCES: Common Core Data, IPEDS Residency and Migration, Fall Enrollment, and graduation rate surveys, 2004). The educational needs in rural Alaska are particularly acute. Improving these statistics will involve effort on many fronts and one is developing programs that can engage students’ interest before they get to college, encouraging them to stay in school, enroll in college, obtain useful and marketable skills, and perhaps continue towards a 4 year degree. Veterinary science is a program that can positively affect student engagement and perseverance in all age groups.
Alaska is one of only 7 states that currently have no Veterinary Science (VTS) program. Currently, there are 108 licensed veterinary technicians (VT) for the 264 licensed veterinarians in the state. Of the licensed veterinarians, fewer than 10 practice in rural areas resulting in a critical shortage in veterinary care throughout rural Alaska. This shortage of rural veterinary care holds true nationwide.
The State of Alaska has a great need for individuals trained in veterinary sciences in both rural and urban areas. To become a licensed VT a person must work for a licensed veterinarian for two years in the capacity as a technician or pass an American Veterinary Medical Association (AVMA) certified training program. Both require passing a national examination before the license is issued. In Alaska, the option for experience in lieu of education will be phased out in the year 2010, leaving more formalized veterinary education as the only option for becoming a certified veterinary technician.
Alaskan students who want to receive a paraprofessional veterinary education face serious barriers, the most critical of which is the lack of training available in the state. To become trained in veterinary sciences currently, a student must be admitted to and attend an out-of-state program, as well as pay out-of-state tuition costs. A multi-year absence from Alaska could also result in a student not returning to the state for employment.
In the absence of trained veterinary care in rural Alaska, primary and crisis care for animals has come from a variety of sources, including local dog mushers or other animal enthusiasts and village based health care workers. These rural residents already have life-skills in animal and or human care and would like to formalize these skills. When even these informal options are unavailable injured and sick animals are most often disposed of by local law enforcement, if available or by the owner themselves. Formal training in veterinary science would allow rural communities to practically and humanely deal with animal health issues.
In the alternative food production arena, the shortage of adequate rural veterinary care has affected the ability of interested people to have successful large animal or poultry farming operations. Such production operations may involve cattle, swine, sheep, goat, reindeer, bison, musk oxen, and poultry. These producers ideally would have access to individuals with the skill to help appropriately manage disease, nutrition and husbandry issues.
Additional roles of students trained in the veterinary field are identification and management of public health issues. These may include zoonotic diseases including rabies education and prevention, animal disease recognition and education, water and food quality testing, and meat and seafood inspection.
The Veterinary Science program (VTS) will offer a core certificate from which the student can articulate to a proposed A.S. degree in Veterinary Science and expand into different learning tracks. These tracks include a veterinary technician track and a veterinary medical illustration track. The veterinary technician track has been designed to fulfill the needs for AVMA accreditation.
Other employment and educational fields can be entered from this program. The program will provide a strong educational starting point for students interested in entering an undergraduate program, veterinary college or becoming a veterinary medical illustrator. An added application of this program is in tribal resource management. Here the individual trained in the veterinary sciences could provide assistance to Alaskan Native corporations, in regards to public and animal health.
This program will be a rural oriented program that may be adapted for urban delivery. The rural orientation will be reflected in the distance delivery methods of courses and the types of information included. For example, information about animal adaptations to cold climates and remote areas as well as the unique history of animal/human relations in rural Alaska would be included. Regarding urban orientation of the program, information about small animals such as those seen in typical urban and suburban small animal general practices would be included. The core of the program in any area will be basic veterinary knowledge and skills. Students from this program should be able to transfer their knowledge to different environments.
Realizing that students entering this program are at many different levels, it is predicted that the course work to completion for the Veterinary Science certificate will take approximately 2 to 5 years. It is expected that highly motivated students will complete this within the 2 year time frame. Time to completion is obviously dependent on many factors a student may have, such as number of classes taken per term, job, work and family commitments. Classes will be delivered primarily by distance education, as well as face to face and intensive 2-4 day laboratories and practica at central locations.
Objectives of the VTS certificate program:
1. To prepare a group of educated Alaskans that meet current life-skill and workforce needs in veterinary sciences, focusing on the rural worker.
2. To contribute to our vocational educated Alaskan workforce by providing a program that links work-based skills and hands-on learning to postsecondary education, particularly in rural Alaska in keeping with the university mission.
3. To provide a career ladder beyond entry-level to an underemployed rural workforce.
4. To provide an education ladder beyond the certificate by providing a pathway leading to additional degrees and educational tracks.
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Proposed Catalog Description
College of Rural and Community Development
Interior-Aleutians Campus (907) 474-5439
Chukchi Campus (907) 442-3400Veterinary Science Certificate:
Training in veterinary science and medicine provides a strong base for careers in farming, dog mushing, wildlife management, public health, tribal resource management, environmental health, veterinary technology and as a veterinarian.
Incorporated into these courses are information and training for work with domestic small animals, domestic farm animals, reindeer, bison and musk ox. Certificate graduates are prepared to continue on in learning tracks for veterinary technology, public health, wildlife management, veterinary medical illustration, veterinary medicine and other science related fields.
Program Outline and Course Descriptions
Veterinary Science (VTS) Certificate
Total: 37-38 cr.
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The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to amend Section 3 (ART V: Committees) of the UAF Faculty Senate By-laws as follows:
[[ ]]- Deletions
CAPS- Additions
E. The standing and permanent committees of the Senate are:
PERMANENT
2. [[The Developmental Studies Committee will include one representative from each of the following units: Academic Advising Center, Bristol Bay Campus, Chukchi Campus, the College of Liberal Arts English Department, Interior-Aleutians Campus, Kuskokwim Campus, Northwest Campus, Student Support Services Program, and Tanana Valley Campus; two representatives from the College of Science, Engineering and Mathematics: one from the Sciences (Biology, Chemistry, Geology, or Physics), and one from Math; and three representatives from the College of Rural Alaska: one from the Department of Developmental Education, one from Rural Student Services, and one from rural campus student services.]]
THE STUDENT ACADEMIC DEVELOPMENT AND ACHIEVEMENT COMMITTEE WILL INCLUDE ONE REPRESENTATIVE FROM EACH OF THE FOLLOWING UNITS OF THE COLLEGE OF RURAL AND COMMUNITY DEVELOPMENT: BRISTOL BAY CAMPUS, CHUKCHI CAMPUS, INTERIOR-ALEUTIANS CAMPUS, KUSKOKWIM CAMPUS, NORTHWEST CAMPUS, AND TANANA VALLEY CAMPUS. ONE OR MORE OF THESE SHOULD BE FROM RURAL CAMPUS STUDENT SERVICES. THE COMMITTEE WILL ALSO INCLUDE ONE REPRESENTATIVE FROM THE DEPARTMENT OF DEVELOPMENTAL EDUCATION; TWO REPRESENTATIVES FROM THE COLLEGE OF NATURAL SCIENCES AND MATHEMATICS: ONE FROM THE SCIENCES (BIOLOGY, CHEMISTRY, GEOLOGY, OR PHYSICS), AND ONE FROM MATH; ONE FROM THE COLLEGE OF LIBERAL ARTS ENGLISH DEPARTMENT; AND ONE EACH FROM RURAL STUDENT SERVICES, THE ACADEMIC ADVISING CENTER, AND THE STUDENT SUPPORT SERVICES PROGRAM.
The STUDENT ACADEMIC DEVELOPMENT AND ACHIEVEMENT [[Developmental Studies]] Committee shall consider policies concerning STUDENT DEVELOPMENT AND RETENTION [[developmental education: programs, courses, instructional development, evaluation, and assessment]]. This committee will function as a curriculum council review committee for all developmental EDUCATION [[studies]] courses AND OTHER COURSES FACILITATING STUDENT PROGRESS. Discipline based developmental EDUCATION courses AND COURSES FACILITATING STUDENT PROGRESS will be reviewed by the appropriate college curriculum council before submission to this committee for review and coordination.
EFFECTIVE: Immediately
RATIONALE: The Developmental Studies committee has long had oversight of developmental courses and programs. The efforts of this committee led to the formation of the Department of Developmental Education in 2003. Now, with the department on a sound footing, the committee sees a need to redefine itself and realign its mission toward “Student Success,” a rubric for current compelling activities throughout the UAF campuses. The proposed mission change complements responsibilities already undertaken by this committee; much of the current impetus toward “Student Success” (i.e.: mandatory placement, intensive advising, supplemental instruction, mastery learning, and first-year programs) grew out of discussions and motions initiated in the current committee.
Additionally, this motion recognizes a need for a Faculty Senate committee to provide faculty oversight and input on “Student Success” initiatives that are currently administration-driven. While maintaining the committee’s role in curriculum review for developmental courses, a revised mission for the current Developmental Studies Committee will fill a gap in the current Faculty Senate committee structure and further signal strong investment in the principles of student academic development and achievement. Furthermore, it will add new practicable perspectives on “student success” issues, will monitor and oversee “student success” courses and programs, and will clearly designate a committee with a broad expertise on student academic progress, retention, and developmental education curricula and trends.
.
.
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The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to approve the revised Unit Criteria for the School of Management (SOM).
EFFECTIVE: Immediately
Upon Chancellor ApprovalRATIONALE: The committee assessed the unit criteria submitted by the School of Management. With some changes, agreed upon by the school representative the unit criteria were found to be consistent with UAF guidelines
*
UAF REGULATIONS FOR THE EVALUATION OF FACULTY:
INITIAL APPOINTMENT, PERIODIC REVIEW, RE-APPOINTMENT,
PROMOTION, AND TENURE
AND
SCHOOL OF MANAGEMENT UNIT CRITERIA
STANDARDS AND INDICES
THE FOLLOWING IS AN ADAPTATION OF UAF AND REGENTS CRITERIA FOR PROMOTION AND TENURE, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING THE FACULTY IN THE SCHOOL OF MANAGEMENT. ITEMS IN BOLDFACE ITALICS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO THE SCHOOL’S FACULTY, AND BECAUSE THEY ARE ADDITIONS TO AND CLARIFICATION OF UAF REGULATIONS. THESE UNIT CRITERIA ARE FOR USE IN THE ANNUAL EVALUATION OF FACULTY AS WELL.
.
CHAPTER I.
PURVIEW
The 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.
CHAPTER II.
INITIAL APPOINTMENT OF FACULTY
A. Criteria for Initial Appointment
Minimum degree, experience and performance requirements are set forth in "UAF Faculty Appointment and Evaluation Policies," Chapter IV. Exceptions to these requirements for initial placement in academic rank or special academic rank positions shall be submitted to the chancellor or chancellor’s designee for approval prior to a final selection decision.
B. Academic Titles
Academic titles must reflect the discipline in which the faculty are appointed.
C. Process for Appointment of Faculty with Academic Rank
Deans of schools and colleges, and directors when appropriate, in conjunction with the faculty in a unit, shall observe procedures for advertisement, review, and selection of candidates to fill any vacant faculty position. These procedures are set by UAF Human Resources and the Campus Diversity and Compliance (AA/EEO) office and shall provide for participation in hiring by faculty and administrators as a unit.
D. Process for Appointment of Faculty with Special Academic Rank
Deans and/or directors, in conjunction with the faculty in a unit, shall establish procedures for advertisement, review, and selection of candidates to fill any faculty positions as they become available. Such procedures shall be consistent with the university’s stated AA/EEO policies and shall provide for participation in hiring by faculty and administrators in the unit.
E. Following the Selection Process
The dean or director shall appoint the new faculty member and advise him/her of the conditions, benefits, and obligations of the position. If the appointment is to be at the professor level, the dean/director must first obtain the concurrence of the chancellor or chancellor’s designee.
F. Letter of Appointment
The initial letter of appointment shall specify the nature of the assignment, the percentage emphasis that is to be placed on each of the parts of the faculty responsibility, mandatory year of tenure review, and any special conditions relating to the appointment.
This letter of appointment establishes the nature of the position and, while the percentage of emphasis for each part may vary with each workload distribution as specified in the annual workload agreement document, the part(s) defining the position may not.
.
CHAPTER III.
EVALUATION OF FACULTY FOR TENURE/PROMOTION
A. General Criteria
Criteria as outlined in "UAF Faculty Appointment and Evaluation Policies," Chapter IV, AND SOM UNIT CRITERIA, STANDARDS AND INDICES, evaluators may consider, but shall not be limited to, whichever of the following are appropriate to the faculty member’s professional obligation: mastery of subject matter; effectiveness in teaching; achievement in research, scholarly, and creative activity; effectiveness of public service; effectiveness of university service; demonstration of professional development and quality of total contribution to the university.
For purposes of evaluation at UAF, the total contribution to the university and activity in the areas outlined above will be defined by relevant activity and demonstrated competence from the following areas: 1) effectiveness in teaching; 2) achievement in scholarly activity; and 3) effectiveness of service.
Bipartite Faculty
Bipartite faculty are regular academic rank faculty who fill positions that are designated as performing two of the three parts of the university’s tripartite responsibility.
The dean or director of the relevant college/school shall determine which of the criteria defined above apply to these faculty.
Bipartite faculty may voluntarily engage in a tripartite function, but they will not be required to do so as a condition for evaluation, promotion, or tenure.
B. Criteria for InstructionA 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
C. Criteria for Research, Scholarly, and Creative Activity Inquiry and originality are central functions of a land grant/sea grant/space grant university and all faculty with a research component in their assignment must remain active as scholars. Consequently, faculty are expected to conduct research or engage in other scholarly or creative pursuits that are appropriate to the mission of their unit, and equally important, results of their work must be disseminated through media appropriate to their discipline. Furthermore, it is important to emphasize the distinction between routine production and creative excellence as evaluated by an individual's peers at the University of Alaska and elsewhere.Evidence of excellence in teaching may be demonstrated through, but not limited to, evidence of the various characteristics that define effective teachers. Effective teachers WILL DEMONSTRATE SOME, BUT NOT NECESSARILY ALL, OF THE FOLLOWING CHARACTERISTICS IN AN INDIVIDUAL YEAR:
a. are highly organized, plan carefully, use class time efficiently, have clear objectives, have high expectations for students;
b. express positive regard for students, develop good rapport with students, show interest/enthusiasm for the subject;
c. emphasize and encourage student participation, ask questions, frequently monitor student participation for student learning and teacher effectiveness, are sensitive to student diversity;
d. emphasize regular feedback to students and reward student learning success;
e. demonstrate content mastery, discuss current information and divergent points of view, relate topics to other disciplines, deliver material at the appropriate level;
f. regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;
g. may receive prizes and awards for excellence in teaching;
H. DISSEMINATE NEW IDEAS TO THE STUDENTS RESULTING FROM RESEARCH AND OTHER MANAGEMENT ACTIVITIES, SUCH AS CONSULTING AND SERVICE ON REVIEW PANELS;
I. MENTORING STUDENTS, UNDERGRADUATES AS WELL AS GRADUATES, IN QUALITY RESEARCH ACTIVITIES;
J. ENGAGE IN ADVISING STUDENTS.
2. Components of Evaluation
Effectiveness in teaching will be evaluated through information on formal and informal teaching, course and curriculum material, recruiting and advising, training/guiding graduate students, etc., provided by:
a. systematic student ratings, i.e. student opinion of instruction summary forms.
And at least TWO of:
b. narrative self-evaluation, WHICH PROVIDES A CLEAR STATEMENT OF TEACHING OBJECTIVES AND A SELF ASSESSMENT OF HOW THOSE OBJECTIVES ARE MET. EXAMPLES MAY INCLUDE STUDENT PROGRESS, REPRESENTED BY IMPROVEMENTS IN EARLY AND LATE SEMESTER PROJECTS, OR OTHER MECHANISMS THAT CAN DOCUMENT IMPROVEMENT, AND AN INVENTORY OF SKILLS LEARNED SELECTED FROM INDIVIDUAL STUDENTS’ WORK.
c. peer/department chair classroom observation(s).
d. peer/department chair evaluation of course materials.
e. A CLASS PRE TEST AT THE BEGINNING OF THE SEMESTER OF NO MORE THAN TEN QUESTIONS FOLLOWED BY A POST TEST OF SIMILAR FORMAT AT THE END OF THE SEMESTER TO ASSESS STUDENT LEARNING.
f. DOCUMENTATION OF SCORES FROM ANY NATIONALLY NORMED COURSE-SPECIFIC EXAM.
D. Criteria for Public and University ServicePublic service is intrinsic to the land grant/sea grant/space grant tradition, and is a fundamental part of the university’s obligation to the people of its state. In this tradition, faculty providing their professional expertise for the benefit of the university’s external constituency, free of charge, is identified as “public service.” The tradition of the university itself provides that its faculty assumes a collegial obligation for the internal functioning of the institution; such service is identified as “university service.”1. Achievement in Research, Scholarly and Creative Activity
Whatever the contribution, research, scholarly or creative activities must have one or more of the following characteristics:
a. They must occur in a public forum.
b. They must be evaluated by appropriate peers.
c. They must be evaluated by peers external to this institution so as to allow an objective judgment.
d. They must be judged to make a contribution.
2. Components of Research, Scholarly and Creative Activity
Evidence of excellence in research, scholarly, and creative activity may be demonstrated through, but not limited to:
a. Books, reviews, monographs, bulletins, articles, proceedings and other scholarly works published by reputable journals, scholarly presses, and publishing houses that accept works only after rigorous review and approval by peers in the discipline.
b. Competitive grants and contracts to finance the development of ideas, these grants and contracts being subject to rigorous peer review and approval.
c. Presentation of research papers before learned societies that accept papers only after rigorous review and approval by peers.
d. Exhibitions of art work at galleries, selection for these exhibitions being based on rigorous review and approval by juries, recognized artists, or critics.
e. Performances in recitals or productions, selection for these performances being based on stringent auditions and approval by appropriate judges.
f. Scholarly reviews of publications, art works and performance of the candidate.
g. Citations of research in scholarly publications.
h. Published abstracts of research papers.
i. Reprints or quotations of publications, reproductions of art works, and descriptions of interpretations in the performing arts, these materials appearing in reputable works of the discipline.
j. Prizes and awards for excellence of scholarship.
k. Awards of special fellowships for research or artistic activities or selection of tours of duty at special institutes for advanced study.
l. Development of processes or instruments useful in solving problems, such as computer programs and systems for the processing of data, genetic plant and animal material, and where appropriate obtaining patents and/or copyrights for said development.
SPECIFIC SOM CRITERIA FOR RESEARCH PERFORMANCE:
FOR PROMOTION TO ASSOCIATE OR FULL PROFESSOR, IT MAY BE SUFFICIENT FOR A FACULTY MEMBER TO DEMONSTRATE RESEARCH PRODUCTIVITY SINCE THE TIME OF LAST PROMOTION OF AT LEAST SIX JOURNAL ARTICLES THAT ARE EITHER SINGLE OR DOUBLE BLIND REFEREED, OR PUBLISHED IN AN EDITORIALLY REVIEWED JOURNAL OF RECOGNIZED QUALITY. ALTERNATELY, A FACULTY MEMBER MAY PUBLISH FIVE SUCH JOURNAL ARTICLES AND TWO PAPERS PUBLISHED IN LESSER FORMAT, SUCH AS PAPERS AND PROCEEDINGS. HOWEVER, A FACULTY MEMBER MAY NOT RECEIVE CREDIT MORE THAN ONCE FOR A PAPER THAT IS ESSENTIALLY THE SAME CONTENT. THOSE THAT PERFORM SIGNIFICANT PROFESSIONAL ACTIVITY AND ATTAINMENT OF PROFESSIONAL CERTIFICATION AS A CONDITION OF ACCREDITATION MAY CONSIDER A DETAILED PROFESSIONAL/INDUSTRY WORK REPORT OR DOCUMENTATION OF SUCCESSFUL COMPLETION OF A PROFESSIONAL EXAMINATION, SUCH AS C.P.A., C.F.A., OR SIMILAR ACCREDITATION.
ALL FACULTY MEMBERS MUST DEMONSTRATE AN INDEPENDENT AND COHERENT RESEARCH AGENDA. EVIDENCE OF THIS CAN INCLUDE SOLE AUTHORED PAPERS OR A CONVINCING RECORD OF INITIATION OF INDEPENDENT RESEARCH. TO DEMONSTRATE A CONSISTENT FLOW OF RESEARCH, A FACULTY MEMBER WHO HAS COMPLETED WORK BEFORE ARRIVING AT THIS UNIVERSITY CAN COUNT NO MORE THAN THREE PAPERS TOWARD PROMOTION IF THOSE PAPERS WERE PUBLISHED WITHIN SIX YEARS OF THE DATE THE CANDIDATE PETITIONS FOR PROMOTION.
1. Public Service
Public service is the application of teaching, research, and other scholarly and creative activity to constituencies outside the University of Alaska Fairbanks. It includes all activities which extend the faculty member’s professional, academic, or leadership competence to these constituencies. It can be instructional, collaborative, or consultative in nature and is related to the faculty member’s discipline or other publicly recognized expertise. Public service may be systematic activity that involves planning with clientele and delivery of information on a continuing, programmatic basis. It may also be informal, individual, professional contributions to the community or to one’s discipline, or other activities in furtherance of the goals and mission of the university and its units. Such service may occur on a periodic or limited-term basis. Examples include, but are not limited to:
a. Providing information services to adults or youth.
b. Service on or to government or public committees.
c. Service on accrediting bodies.
d. Active participation in professional organizations.
e. Active participation in discipline-oriented service organizations.
f. Consulting.
g. Prizes and awards for excellence in public service.
h. Leadership of or presentations at workshops, conferences, or public meetings.
i. Training and facilitating.
j. Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media.
k. Judging and similar educational assistance at science fairs, state fairs, and speech, drama, literary, and similar competitions.
2. University Service
University service includes those activities involving faculty members in the governance, administration, and other internal affairs of the university, its colleges, schools, and institutes. It includes non-instructional work with students and their organizations. Examples of such activity include, but are not limited to:
a. Service on university, college, school, institute, or departmental committees or governing bodies.
b. Consultative work in support of university functions, such as expert assistance for specific projects.
c. Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school.
d. Participation in accreditation reviews.
e. Service on collective bargaining unit committees or elected office.
f. Service in support of student organizations and activities.
g. Academic support services such as library and museum programs.
h. Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer.
i. Mentoring of faculty.
j. Prizes and awards for excellence in university service.
K. PARTICIPATION IN STUDENT RECRUITING.
3. Professional Service
a. Editing or refereeing articles or proposals for professional journals or organizations.
b. Active participation in professional organizations.
c. Active participation in discipline-oriented service organizations.
d. Committee chair or officer of professional organizations.
e. Organizer, session organizer, or moderator for professional meetings.
f. Service on a national or international review panel or committee.
4. Evaluation of Service
Each individual faculty member’s proportionate responsibility in service shall be reflected in annual workload agreements. In formulating criteria, standards and indices for evaluation, promotion, and tenure, individual units should include examples of service activities and measures for evaluation appropriate for that unit. Excellence in public and university service may be demonstrated through, e.g., appropriate letters of commendation, recommendation, and/or appreciation, certificates and awards and other public means of recognition for services rendered.
SPECIFIC MANAGING CRITERIA FOR SERVICE
A. ASSOCIATE PROFESSOR; POSITIVE CONTRIBUTIONS TO SCHOOL AND OR UNIVERSITY MATTERS, EFFECTIVE PROFESIONAL CONTRIBUTIONS TO THE PUBLIC, AND/OR EFFECTIVE SERVICES TO THE PROFESSION ARE EXPECTED.
B. PROFESSOR: EVIDENCE OF LEADERSHIP IN THE SERVICE AREA IS EXPECTED. SIGNIFICANT CONTRIBUTIONS TO THE DEVELOPMENT OF SCHOOL AND/OR UNIVERSITY PROGRAMS SUCH AS COMMITTEE LEADERSHIP OF UAF FACULTY SENATE SERVICE, A UNION COMMITTEE, AND ASSOCIATED COMMITTEES ARE EXPECTED. EFFECTIVE APPLICATION OF SERVICE INCLUDES PROFESSIONAL EXPERTISE PROVIDED TO PROFESSIONAL OR PUBLIC ORGANIZATIONS SUCH AS BUSINESS SOCIETY LEADERSHIP, REVIEWING PROPOSALS, REFEREEING MANUSCRIPTS, AND EDITING FOR PROFESSIONAL ORGANIZATIONS OR PUBLICATIONS.
4/30/07.
****
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to approve a B.A. in Yup’ik Language and Culture (Yupiit Nakmiin Qaneryaraat Piciryaraat-llu).
EFFECTIVE: Fall 2007 and/or Upon Board of Regents' Approval.
RATIONALE: See course proposals #1-3 and full program proposal #131 from the Fall 2006 review cycle on file in the Governance Office, 312 Signers' Hall.
Requires 9 credits in language sequence, 15 credits of major course work, and 6 credits of electives. Offered through the Kuskokwim Campus.
****
BRIEF STATEMENT OF PROPOSED PROGRAM
Yup'ik Language and Culture(Yupiit Nakmiin Qaneryaraat
Piciryaraat-llu)
A four-year Baccalaureate program in Yup’ik Language and Culture (Yupiit Nakmiin Qaneryaraat Piciryaraat-llu) will be made available to students who complete 120 credits in Yup’ik Language and related course work through the Kuskokwim Campus of the College of Community and Rural Development (KUC). The program is designed to accommodate students from three different backgrounds, including traditional on-campus students attending KUC, non-traditional students who have completed the 30-credit certificate or 60-credit A.A.S. in Yup’ik Language Proficiency, and non-traditional students who have completed the 30-credit certificate or 60-credit A.A.S. in Native Language Education: Yup’ik Option.
The proposed degree program will be offered through the Kuskokwim Campus only and will include traditional on campus classes as well as summer intensive and distance delivery options. Traditional on campus students will be offered the option of enrolling directly in the proposed B.A. program or one of two “feeder” programs: Certificate/AAS in Yup’ik Language Proficiency or Certificate/AAS in Native Language Education. Significant numbers of non-traditional students are already pursuing these “feeder” programs.
At the lower division level, the proposed B.A. program overlaps significantly with both “feeder” programs. This overlap is intentional and will encourage feeder program graduates (10 of whom are expected to graduate in December 2006) to pursue their baccalaureate degrees.
Most students pursuing the Certificate/AAS in either Yup’ik Language Proficiency or Native Language Education: Yup’ik Option are currently employed as teacher’s aides within local school districts within the Kuskokwim Campus service area. Most of these students will be non-traditional students in the sense that they are older and often with family and job responsibilities.
These students will be unable to attend courses full-time on campus. Courses targeted explicitly at these students will be offered in summer and via distance delivery. This academically sound program will increase both the quality and quantity of Yup’ik language programming available through the schools and villages from which the students are drawn by providing them with advanced knowledge of Yup’ik language, literature, linguistics, and cultural traditions. This knowledge will in-turn enhance the teaching and learning within their own classrooms.
----------------------------------------------
PROPOSED GENERAL CATALOG LAYOUT:
Yup'ik Language and Culture
(Yupiit Nakmiin Qaneryaraat Piciryaraat-llu)
College of Liberal Arts
Department of Alaska Native Languages
543-4500 or 474-7874
Degree: B.A.
Minimum Requirements for Degree:
120
credits
1. Complete the general university requirements (page __).
2. Complete the B.A. requirements (page __).
3. Complete the following program (major) requirements.*
a. Complete one of the following sequences (9 cr.):
- ESK 221 Intermediate CY Apprenticeship 1(3 cr.)
- ESK 222 Intermediate CYApprenticeship 2 (3 cr.)
- ESK 223 Intermediate CYApprenticeship 3 (3 cr.)
- or
- ESK 204 Conversational Central Yup’ik IV (3 cr.)
- ESK 205 Regaining Fluency in Yup’ik (3 cr.)
- ESK 206 Regaining Fluency in Yup’ik (3 cr.)
- or
- ESK 240 Introduction to Reading Yup’ik (3 cr.)
- ESK 250 Yup’ik Literature for Children (3 cr.)
- ESK 251 Teaching Yup’ik Reading & Writing (3 cr.)
b. Complete the following (15 cr.):
c. Complete two of the following (6 cr.):
*Student must earn a C or better in each course.
***
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to endorse the 2007-2008 committee membership as attached.
EFFECTIVE: Immediately
RATIONALE: New Senate members' preference for committee selection were reviewed and weighted against membership distribution from schools and colleges.
2007 -2008 UAF FACULTY SENATE COMMITTEE MEMBERSHIP
STANDING COMMITTEES
Curricular Affairs
Jane
Allen, CRCD/KUC (09)
Liz Brown, SFOS/MAP (09)
Falk Huettmann, CNSM (09)
Ilana Kingsley, CLA (08)--convener
Beth Leonard, SOEd (09)
Diane McEachern, CRCD/KUC (09)
Rainer Newberry, CNSM (08)
Amber Thomas, CLA (09)
Faculty Affairs
Sukumar Bandopadhyay,
CEM (08)
Ken Barrick, SNRAS (09)
Marion Bret-Harte, IAB (09)
Liz Brown, SFOS/MAP (09)
Jonathan Dehn, GI (08)--convener
Pamela Deters, CLA (08)
Jeff Freymueller, CNSM (08)
Maureen Hogan, SOEd (09)
Marla Lowder, CRCD/CES (09)
Jonathan Rosenberg, CLA (08)
Unit Criteria
Gerri
Brightwell, CLA (08)
Julie Casico, CRCD/CES (08)
Brenda Konar, SFOS (08)
Lee Taylor, CNSM
Thomas Zhou, SOM (08)
Jing Zhang, CEM (09)
PERMANENT COMMITTEES
Committee on the Status of Women
Core Review
Developmental Studies Committee
Faculty Appeals & Oversight Committee
Faculty Development, Assessment & Improvement
Graduate Academic & Advisory Committee
OTHER
UAF Governance Coordinating Committee
UAF Faculty Alliance Representatives
***
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to adopt the following calendar for its 2007-2008 meetings.
EFFECTIVE: Immediately
RATIONALE: Meetings
have to be scheduled and the Wood
Center
rooms reserved well in advance.
***
UAF FACULTY SENATE
2007-2008
Calendar of Meetings
Mtg. # |
Date |
Day |
Time |
Type |
145 |
9/17/07 |
Monday |
1:00 p.m |
audioconference |
146 |
11/5/07 |
Monday |
1:00 p.m |
face-to-face |
147 |
12/10/07 |
Monday |
1:00 p.m |
audioconference |
148 |
2/4/08 |
Monday |
1:00 p.m |
audioconference |
149 |
3/3/08 |
Monday |
1:00 p.m |
face-to-face |
150 |
4/7/08 |
Monday |
1:00 p.m |
audioconference |
151 |
5/5/08 |
Monday |
1:00 p.m |
face-to-face |
Location: Wood Center Carol Brown Ballroom (face-to-face meetings)
***
The UAF Faculty Senate passed the following at its Meeting #144 on May 7, 2007:
MOTION:
=======
The UAF Faculty Senate moves to authorize the Administrative Committee to act on behalf of the Senate on all matters within its purview, which may arise until the Senate resumes deliberations in the Fall of 2006. Senators will be kept informed of the Administrative Committee's meetings and will be encouraged to attend and participate in these meetings.
EFFECTIVE: May 7, 2007
RATIONALE: This motion will allow the Administrative Committee to act on behalf of the Senate so that necessary work can be accomplished and will also allow Senators their rights to participate in the governance process.
..
.