The UAF Faculty Senate passed the following at its Meeting #60 on
December 4, 1995:
MOTION PASSED
==============
The UAF Faculty Senate moves to amend the UAF Governance
Coordinating Procedures as indicated below.
EFFECTIVE: Immediately
RATIONALE: The actions of the Budget Council and the
budget process have changed over the last few years.
As a result, the committee has been inactive. The
individual governing bodies all have some type of budget
or fiscal committee to track information. This
committee duplicates functions that are covered in
other areas and this duplication is deemed unnecessary.
To delete the Budget Committee from the UAF Governance
Coordinating Committee requires an amendment to the
Procedures. The amendment requires a two-thirds vote
from each of the three governing bodies, ASUAF, Faculty
Senate, and Staff Council, and Chancellor's approval.
* * * * * * * * * *
(( )) = Delete
ARTICLE V Committees
Sect. 1 The conference committees of the UAF Governance
Coordinating Committee shall include:
Academic Computer Users Committee
((Budget Committee))
Committee on Transportation and Campus Security
Intercollegiate Athletics Committee
Library and Information Technology Users Committee
Rural Affairs Committee
UAF Grievance Council
Health Issues
Sect. 3 Conference Committees Charges
((B. Budget Committee
The charge for the UAF budget Committee shall be:
1. follow and study the annual budget development
including methods of determining budget
allocations among and within the Major
Administrative Units of the University of Alaska.
2. conduct hearings on the UAF budget as deemed
appropriate or necessary.))
Signed: Eric Heyne, President, UAF Faculty Senate Date: 12/6/95
-------------------------------------------------------------
The UAF Faculty Senate passed the following at its Meeting #60 on
December 4, 1995:
MOTION PASSED (15 yes, 11 nays)
==============
The UAF Faculty Senate moves to adopt a policy statement on
"Consensual Sexual (Amorous) Relations between Faculty and
Students" as formulated by the AAUP Council.
The UAF Faculty Senate so moves with the understanding that
adoption of the AAUP statement does not preclude amendments
consistent with the Faculty Affairs Committee's "Report on
Rationale and Options."
AAUP Policy Statement
on
Consensual Sexual Relations Between Faculty and Students
Sexual relations between students and faculty members with
whom they also have an academic or evaluative relationship are
fraught with the potential for exploitation. The respect and trust
accorded a professor by a student, as well as the power exercised by
the professor in an academic or evaluative role, make voluntary
consent by the student suspect. Even when both parties have
initially consented, the development of a sexual relationship renders
both the faculty member and the institution vulnerable to possible
later allegations of sexual harassment in light of the significant
power differential that exists between faculty members and
students.
In their relationships with students, members of the faculty
are expected to be aware of their professional responsibilities and
avoid apparent or actual conflict of interest, favoritism, or bias.
When a sexual relationship exists, effective steps should be taken to
ensure unbiased evaluation or supervision of the student.
EFFECTIVE: Immediately
Upon Chancellor Approval
Signed: Eric Heyne, President, UAF Faculty Senate Date: 1/12/96
APPROVED: Joan Wadlow, Chancellor Date: 12/22/95
Note: This is an important statement. I am now asking the deans to
develop proposals regarding implementation of the policy.
-------------------------------------------------------------
The UAF Faculty Senate passed the following at its Meeting #60 on
December 4, 1995:
MOTION PASSED (unanimous)
==============
The UAF Faculty Senate recommends that American Sign Language be
recognized as fulfilling the non-English language option of the
"Perspectives on the Human Condition" as required by the
Baccalaureate Core.
The UAF Faculty Senate further recommends that given the structure
and depth of ASL courses, that three semesters of ASL (9 hours) be
counted as we presently count two semesters (10 hours) of other
languages.
EFFECTIVE: Fall 1996
RATIONALE: For an inordinately long time, voices of
reason within the UAF academic community have urged
that the University�s Core Curriculum be extended in a
way that offers students the opportunity of using
American Sign Language (ASL) courses to meet Core
Requirements in the same manner as other languages.
At the same time, vocal resistance to this minor change
has been forthcoming. The reasons offered for this
resistance seem to emanate from a lack of awareness
in an educated community.
In prefacing the motion from the Core Review Committee
urging acceptance of ASL as Core Curriculum credit, we
wish to address the specifics of the aforementioned
objections and to offer supporting reasons for the
Committee�s recommendation.
1. It has been suggested that there is no "body of
literature" associated with ASL that would stand as
foundation for this language as a perspective on the
human condition.
This objection is perhaps the most offensive to the
culture at the very center of which ASL stands as core.
First, the implication shows little understanding of the
concept of culture. Many of us who actually teach the
concept of culture refer definitionally to Geertz (1973)
who says culture is a "design for living," or to
Goodenough (1970) who claims it is "whatever one has to
know or believe in order to operate in a manner
acceptable to its members." However one chooses to
define culture, all cultures share the objectives of
adaptation and survival in a specific environment, and
maintenance of group identity and unity over time. For
Deaf Americans, their families, friends, and authentic
associates, ASL, as the heart of their culture, functions
in exactly the same way.
As a language in and of itself, ASL is not a
transformation of any oral language, but rather an
evolution of the need to communicate among and with
persons who have little or no access to sound. The
language sets Deaf culture apart from others with
similar sensory loss (e.g., the blind). ASL has its own
unique phonological, syntactic, and semantic structure,
with the flexibility required to develop new vocabulary
and new grammatical structures (Friedman, 1977). It
serves the same social and intellectual functions as
spoken languages. It also has regional dialects and slang.
All by way of explaining that ASL is a unique, evolving
language and not some manual/digital code for English.
Note that identity comes not from being deaf per se, but
from the cultural matter of ASL use. Further, cultural
matters (such as marriage patterns, societal structure,
and material artifacts) define ASL users, documentation
of which is extensive and available on request from Deaf
Community Services of Fairbanks or from the
Chairperson of the Core Curriculum Review Committee.
In specifically addressing the matter of a "body of
literature," we speculate that such an objection seems to
be that there is no accumulation of written literature.
We hope that it is recognized that no native language
which is taught and accepted as Core Curriculum credit
has written literature. Frishberg (1992) discusses Deaf
traditions of oratory, folklore, and performance art, and
notes that "...written forms of language are not required
for a community to possess a well-formed aesthetic in
poetry, narrative, humor, and rhetoric" (p. 45). Please
become aware, however, that ASL culture has fostered an
extensive wealth of materials across a variety of genres.
There exists a body of ASL history, poetry, stories,
plays, and novels. There are libraries of print, videotape,
and film (Please see: Gannon, 1981; Lane, 1984; Groce,
1980; Miles, 1975; Klima & Bellugi, 1975, 1979;
Eastman, 1974; Bragg & Bergman, 1981; Rutherford,
1983, 1984, 1985, 1987). The folkloristic tradition of
Deaf America is over 175 years old, replete with
legends, tall tales, jokes, folkspeech, games, sign play,
folk poetry, customs, rituals, and celebrations
(Rutherford, 1984, 1987; Carmel, 1980). The study of
American Deaf Culture has shown distinct differences
between that culture and the mainstream society in
social attitude, patterns for daily living, world view,
humor, and literature. Additionally, the deaf community
in America has a long and extensive tradition in all
forms of the visual arts (Rutherford, 1992, pp. 32-33).
There are Deaf publishers whose primary focus is the
publication of Deaf literature and related materials in
print and electronic media. Among them are T.J.
Publishers, Inc.; Dawn Sign Press, Inc.; National
Association of the Deaf; and Gallaudet University Press/
Linstok Press, Inc. focuses on scholarly publication.
Mainstream publishers, including Harvard University
Press, University of California Press, University of
Illinois Press, Alfred A. Knopf, and Random House, among
many others, have published major works on Deaf culture
and literature and are becoming increasingly interested
in the field. National publishers focusing primarily on
videotape and film production of works in ASL include
D.E.A.F. Media, Inc., Sign Media, Inc., and Beyond Sound,
Inc. Other producers of ASL videotape materials include
Gallaudet University, the National Technical Institute
the Deaf, and the San Francisco Public Library
(Rutherford, 1992).
Persons with an interest to further their awareness of
ASL culture, literature, and tradition will find useful
bibliographic material attached to this background
material. (See especially Corwin and Wilcox, 1985).
2. It has been implied that ASL courses are taught
without standard syllabi and are taught by persons who
do not have "University-level credentials."
The Core Review committee has requested and received
evidence that conclusively refutes the syllabus rumor.
ASL courses are conceived, organized, and taught with as
much or more care than many courses accepted by UAF.
The matter of who teaches ASL is significant but
"university-level credentials" most certainly are not.
Any University in which accredited courses in indigenous
languages are available (University of New Mexico,
University of Nebraska, University of Arizona, University
of Oklahoma, University of Alaska Fairbanks,) sensibly
recognizes that no better source of a language can exist
than native speakers. Yet we know further that all ASL
teachers in the UAF system are either degreed or are
working to become so at this time. Further interest in
the topic might be referred to "Who is Qualified to Teach
American Sign Language" (Kanda, J., and Fleischer, L.,
1992).
As additional information, the Core Review Committee
would like to offer the following:
- Modern Languages at UAF not only has no
objections, but endorses ASL for use in the core.
- The State of Alaska recognizes ASL as a language.
- The State of Alaska mandates ASL as foreign
language credit at the public school level.
- Major Universities throughout the Lower 48 allow
students to satisfy foreign language requirements using
ASL (e.g. Iowa State University).
- ASL is the fourth most commonly used language in
the United States of America.
The Core Review Committee and others who endorse this
minor alteration of the UAF core recognize that changes
can be unsettling, particularly to persons comfortable
with the status quo. We must understand, however, that
standing still puts us behind in the broad movement
towards better education as the central product of our
institution. Lamb & Wilcox (1992), in discussing the
establishment of ASL as a baccalaureate degree program
at the University of New Mexico, say that " ... we were
aware of the rather cumbersome bureaucracy through
which any request of this nature would have to move"
(p. 165). But there, too, the faculty and administration
came to understand the significance of Deaf culture to
the American plurality and moved toward a supportive
recognition of ASL as both language and as the central
feature of an extensive American culture. Selover
(1992) tells us that in establishing ASL as a language in
the curriculum of higher education we will " ... meet with
opposition. This largely stems from basic
misunderstanding of the language and culture of Deaf
persons. Your job is to educate as you go - most people
will listen" (p. 160).
As members of the Core Review Committee, we certainly
hope so.
Signed: Eric Heyne, President, UAF Faculty Senate Date: 12/6/95
APPROVED: Joan Wadlow, Chancellor Date: 12/15/95
-------------------------------------------------------------
The UAF Faculty Senate passed the following at its Meeting #60 on
December 4, 1995:
MOTION PASSED
==============
The UAF Faculty Senate moves to request that Regent's Policy
04.04.05 provide for inclusion of appropriate procedure in MAU rules
and regulations for responding to any violation of the tenure and
promotion process at any point prior to decision of either tenure or
promotion.
At UAF the Faculty Appeals & Oversight Committee shall be
empowered to adjudicate any grievance prior to such time that the
candidate's file is forwarded to the next level of review.
EFFECTIVE: Immediately
RATIONALE: There is currently no procedure for remedy
of a violation of policy and/or regulations during the
process for tenure and promotion review, and such
procedure is sorely needed.
Signed: Eric Heyne, President, UAF Faculty Senate Date: 12/12/95
-------------------------------------------------------------
The UAF Faculty Senate passed the following at its Meeting #60 on
December 4, 1995:
RESOLUTION PASSED AS AMENDED (with 1 nay)
==============================
Whereas, the Administrative Committee of the UAF Faculty Senate,
in a memorandum dated October 18, 1995 disagreed with the
Chancellor's action in setting aside "university policy for the
search committees for Deans/Directors" and requested
appointment of "a representative search committee"; and
Whereas, the CRA Faculty Council, in a memorandum dated October
26, 1995, supported the request of the UAF Faculty Senate
Administrative Committee and additionally requested "that the
search not be limited to the UAF community but at least be
extended statewide"; and
Whereas, the UAF Faculty Senate, at its Meeting #59 held on
November 13, 1995, passed a resolution, viz., "The UAF Faculty
Senate does not recognize the validity of the current selection
process for the Executive Dean of the College of Rural Alaska
and directs the Chancellor to follow the established
procedure"; and
Whereas, President Heyne, in a letter to President Komisar dated
November 14, 1995, expressed the Senate's position "that if
procedures developed through shared governance are to have
any credibility or validity at all, they must be followed by the
Chancellor"; and
Whereas, the Chancellor has refused to follow to follow existing
procedure for the hiring of either a Vice-Chancellor or Dean;
THEREFORE BE IT RESOLVED THAT, the UAF Faculty Senate moves to
censure Chancellor Joan K. Wadlow.
BE IT FURTHER RESOLVED THAT, the UAF Faculty Senate moves to
direct Chancellor Joan K. Wadlow to follow both the spirit and
the letter of the procedures and policies for all hiring of a
Vice-Chancellor or Deans or any other positions with
responsibilities that include supervision of faculty.
Signed: Eric Heyne, President, UAF Faculty Senate Date: 12/12/95
-------------------------------------------------------------
The UAF Faculty Senate passed the following at its Meeting #60 on
December 4, 1995:
MOTION PASSED (with 1 nay)
==============
The UAF Faculty Senate moves to adopt a new class schedule with 15
minutes between morning classes and Monday, Wednesday, and Friday
early afternoon classes.
EFFECTIVE: Fall 1996
RATIONALE: Students are having difficulty making their
classes on West Ridge and the Natural Science Facility.
The use of the campus shuttle bus will be facilitated by
this change. The change preserves the 1:00 - 2:00 pm
Tuesday & Thursday "class free " time and the
instructional day is not lengthened.
Signed: Eric Heyne, President, UAF Faculty Senate Date: 1/12/96
APPROVED: * Joan Wadlow, Chancellor Date: 1/15/96
* On 1 year trial basis, AY 96-97.
-------------------------------------------------------------
The UAF Faculty Senate passed the following at its Meeting #60 on
December 4, 1995:
MOTION PASSED AS AMENDED
==========================
The UAF Faculty Senate moves to adopt the following Student
Leadership Honors recognition policy developed by Steven Cole,
ASUAF Director of Community Service. The recognition would be
conferable at graduation.
EFFECTIVE: Upon Chancellor Approval.
RATIONALE: Much like academic graduation with honors
this recognition program provides the campus the
opportunity to recognize outstanding student leadership.
Such recognition would be noted in the graduation
program.
Signed: Eric Heyne, President, UAF Faculty Senate Date: 1/12/96
APPROVED: Joan Wadlow, Chancellor Date: 1/12/96
***************
UNIVERSITY OF ALASKA FAIRBANKS
LEADERSHIP HONORS
Purpose:
Leadership Honors will be publicly awarded to individuals in order to
recognize and honor student leadership contributions to the
University of Alaska Fairbanks. The leadership activities must
enhance the Mission Statement of UAF and promote student life
through individual and collective growth, and enhance the
communities in which UAF campuses are located.
Criteria:
1. Minimum 2.5 cumulative GPA.
2. Must have had leadership involvement for four semesters at
UAF, this includes Rural Campuses, for a bachelor's degree or
two semesters for an associate's or master's degree.
3. Involvement can be demonstrated by, but not limited to, the
following:
A. Elected or appointed office.
B. Holding a leadership position, or a position of ultimate
responsibility, i.e., Chairperson, President, Figurehead,
Big Kahuna.
C. Participation in community events, club activities,
student government for the improvement of student life,
campus life, or university relations with the greater
community.
The students' involvement must have contributed to the improvement
of student and campus life, either at the main or rural campus. They
saw a need and filled it! They didn't just watch from the sidelines.
There was a significant difference made by their involvement.
Awarding:
1. Students must apply or be nominated for the award and show
proof of leadership by submitting letters of recommendation.
There must be at least two letters of recommendation along
with the Leadership Honors Form. These are to be turned in to
the Dean of Student Services by date XXXX, time XXXX. This
date must be at least two months before graduation. Date to
be set by Leadership Honors Committee.
2. A. The Leadership Honors Committee will be composed of
a. one designee from Faculty Senate,
b. one designee from the Student Services Office,
c. one student designee from ASUAF,
d. one designee from the Student Activities Office,
e. one other student and one other faculty/staff
respectively.
f. one student from a rural campus.
B. Students who sit on this committee cannot apply for
Leadership Honors during the semester in question.
C. The Leadership Honors Committee is the final authority
for all matters related to this award.
3. Students will receive a crimson Leadership Honors cord at
graduation. An explanation about the purpose of the honor will
be in the graduation program with the student's names
highlighted.
ⓒ UA