The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
RESOLUTION OF APPRECIATION
FOR
GAYLE GREGORY
WHEREAS, Gayle Gregory has served the UAF Faculty Senate in a manner deserving of the UAF Faculty Senate's esteem; and
Whereas, Gayle Gregory has served as a member of the UAF Faculty Senate Curricular Affairs Committee since 1993; and
Whereas, Gayle Gregory has served as a member of the UAF Faculty Senate Curriculum Review Committee since 2003; and
Whereas, Gayle Gregory has served as a member of the UAF Faculty Senate Graduate Academic and Advisory Committee since 1996; and
WHEREAS, Gayle Gregory has been instrumental in providing guidance and direction in the compilation of the University Catalog for many years; and
Whereas, Gayle Gregory certified degree requirements for UAF’s annual commencement ceremonies since 1988; and
Whereas, Gayle Gregory has dedicated 24 years of service to the University of Alaska and the Office of the Registrar; and
WHEREAS, The UAF Faculty Senate wishes to acknowledge the exemplary service rendered the faculty and the University by Gayle Gregory; now
THEREFORE BE IT RESOLVED, That the UAF Faculty Senate recognize the many contributions of Gayle Gregory to the University of Alaska Fairbanks and expresses its appreciation for her outstanding service.
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The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
MOTION:
=======
The UAF Faculty Senate moves to amend the policy on Graduate Advisory Committee membership for Interdisciplinary doctoral degree students (2005-2006 UAF Catalog, page 169) as follows:
[[ ]] - Deletion
CAPS - Addition
Doctoral Degree
The core advisory committee of doctoral degree students must consist of four approved UAF faculty members. For interdisciplinary students, one advisory committee member must be from a Ph.D.-granting department OR BE APPROVED AS THE GRADUATE SCHOOL REPRESENTATIVE BY THE GRADUATE SCHOOL DEAN, BASED ON PRIOR EXPERIENCE ADVISING PH.D. STUDENTS. Participating faculty above this number are considered additional committee members. Committee membership must be approved by the home department, unit dean, and the dean of the Graduate School.
EFFECTIVE: Immediately
RATIONALE: It is often difficult for INDS Ph.D. students to find appropriate committee members from Ph.D.-granting departments. Anthropology faculty are overloaded with requests, and Psychology faculty will be soon, since many INDS students are in liberal arts of social science fields. Also, sometimes Anthropology faculty end up on committees where they have only a limited interest and familiarity with the research topic.
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The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
MOTION:
=======
The UAF Faculty Senate moves to approve a Post-Baccalaureate Certificate for the Elementary Post-Baccalaureate Licensure Program.
EFFECTIVE: Fall 2006 and/or Upon Board of Regents' Approval.
RATIONALE: See full program proposals #27 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.
Elementary post-Baccalaureate Licensure Program - Year long program designed to provide students with course work and internship experience necessary to meet the UAF/Alaska Teacher Standards. Current program results in an Alaska teacher license and this will add a UAF post-baccalaureate certificate. Students can apply program credits to a M.Ed. in Elementary Education.
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University of Alaska Board of Regents
Program Approval Summary Form
MAU: University of Alaska Fairbanks
Title of Existing Program:
Elementary Post-Baccalaureate LicensureProgram
Proposed Program: Elementary Post-Baccalaureate Licensure and UAF Certificate Program
Target Admission Date: Summer 2006
The current program results in an Alaska teacher license but not
a UAF certificate.
The proposed program will result in both Alaska teacher licensure
and a UAF post-baccalaureate certificate.
Brief Overview
The current Elementary Post-Baccalaureate Licensure Program was approved by the UAF Faculty Senate and the Alaska State Board of Education and Early Development in 1998, and by the national elementary professional organization, the "Association for Education of Childhood International" in 2003. In the spring of 2003 the program was thoroughly review during the internal UAF Program Review (with a team comprised of two UAF faculty from other units and a local elementary teacher). In March of 2005, the UAF School of Education received national accreditation from the National Council for the Accreditation of Teacher Education/NCATE.
Currently, post-baccalaureate students who complete their teacher preparation programs at UAF are eligible to receive a State of Alaska Elementary Teaching License. However, they are currently not eligible to receive any formal recognition from UAF for having completed an "official" UAF program. We are requesting that the UA Board of Regents approve the UAF Elementary Post-Baccalaureate Licensure Program as a UAF "Certificate" Program. This proposed certificate will provide a valuable university award to students who complete this well-defined and fully approved program. The certificate will become a valuable addition to the portfolio of Alaska professionals who now have only a series of courses listed on their transcripts. The certificate will verify the completion of an integrated set of courses that is directly aligned with a year long internship in an elementary classroom. The certificate will be useful for job seekers, those seeking professional advancement, and for employers who will have better documentation of the capabilities of their applicant or employees. In addition, the School of Education, UAF and UA Statewide will be able to gather and analyze data on post-baccalaureate licensure candidates in a far more accurate manner than is currently possible because program data will be included in the Banner system. Therefore, the UAF School of Education is seeking approval from the UA Board of Regents to offer our existing UAF Elementary Post-Baccalaureate Program as a program that will lead to a UAF certificate, in addition to an Alaska Teacher License.
How Does the Program Relate to the Education Mission of the University of Alaska and UAF?
There is a well-documented and critical need for teachers in Alaska, and throughout the United States. The Elementary Post-Baccalaureate Program provides the option for students in rural areas, as well as those on the Fairbanks Campus, to seek licensure as an Alaska teacher. The development of the UAF post-baccalaureate program for elementary teacher preparation was a direct response to the stated mission of the University of Alaska, which is to: "inspire learning, and advance and disseminate knowledge through teaching, research, and public service, emphasizing the North and its diverse peoples." In addition to supporting the Mission of the University of Alaska, the Elementary Post-Baccalaureate Licensure Program at UAF directly responds to, and supports, each of the six primary goals in the 2005 University of Alaska Fairbanks Strategic Plan. This is accomplished through the following: (1) collaboration across UAF departments to assure academic content requirements; (2) program requirements for year-long internships in schools based on on-going collaboration with nearly all of Alaska’s 52 school districts; (3) the built-in required professional development for cooperating mentor teachers; and (4) increasing the number of Alaska Native professionals (approximately 20% of students completing requirements for elementary licensure at UAF are Alaska Native).
There is no negative impact of this program, or of the request that a UAF certificate be awarded, on UAF programs or on similar post-baccalaureate programs at UAA and UAS. Faculty and administrators at each of the MAU’s communicate regularly, and we continue to work collaboratively on all of our teacher preparation programs.
State Needs Being Met by this Program
Each of the MAU's provides elementary teacher preparation programs at both the undergraduate and post-baccalaureate and graduate level. The need for Alaska-prepared teachers is so great that it is necessary for all of the MAU’s to continue to provide elementary programs at both undergraduate and post-baccalaureate graduate levels. One of the special attractions of the UAF post-baccalaureate program is that students are able to apply 13 of their post-baccalaureate credits to an M.Ed. in Elementary Education.
In a report to the Governor and State Board of Education and Early Development prepared by the State’s "Education Funding Task Force," the statement is made that:
Alaska’s college and universities supply about 30% of our state’s annual demand for new teachers. More than two-thirds of new teachers come from out-of-state. A national shortage of teachers and administrators forces Alaska to compete with other states for an ever-shrinking pool of applicants. Other states are offering teachers signing bonuses, down payment on homes, mortgage subsidies, and student loan repayment plans. With attractive salaries and incentives in their home states, far fewer out-of-state teachers are applying for available Alaska teaching positions, some of which go vacant for a year or more (page 10).
Supporting data are available from each of the 52 Alaska School Districts, the Alaska Department of Education and Early Development, the Alaska Teacher Placement Service, and from the UAF School of Education’s own hiring database which includes data on approximately 3,600 students who have completed our teacher education programs since 1975.
Student Opportunities and Outcomes and Enrollment Projections
Through our collaboration with the Alaska Department of Education and Early Development, our own extensive hiring database, and our own telephone surveys of our post-baccalaureate graduates, we have detailed and accurate information on each of the 59 students who have completed the existing elementary post-baccalaureate program since its beginning in 1998. Ninety percent of the program completers are working in the field of education—although not all are in positions as classroom teachers. Approximately 95% of our program completers are in Alaska. Students who are not place-bound are always able to find employment in an Alaska school.
Projections for enrollment are based on a review of enrollments in our licensure programs over the last ten years. The hiring data we have on approximately 3,600 graduates since 1975 allow us to know which districts and schools are hiring our graduates. For instance, we know that approximately 46% of the professional staff in the Fairbanks North Star Borough School District have received degrees from the UAF School of Education, and we know that the UAF School of Education supplies a much higher percent of teachers for rural Alaska than do the other Alaska institutions. We can accurately predict enrollments for our undergraduate BA in Elementary Education students, but we are not able to predict the numbers of post-baccalaureate students, although it averages to about eight per year. Since the post-baccalaureate students enroll in the same internship year courses as BA in Elementary Education students, the continuation of the program is not dependent upon the number of students each year. (And, in Alaska, as elsewhere the large majority of students seeking an elementary license do so through an undergraduate degree program rather than through a post-baccalaureate program). Since the State Board of Education and Early Development has recently changes its licensure requirements, it is possible that the new options provided by these changes will lead to an increase in the number of applicants to the elementary post-baccalaureate program.
With the full implementation of our Elementary Standards-based Assessment Plan/ESSAP in the 2004-2005 academic year, we now have in place a complete standards-based outcomes assessment system which allows us to carefully monitor and track individual student progress as well as being able to analyze strengths and weaknesses of our program.
Research Opportunities
The Elementary post-baccalaureate licensure program assures the continued involvement of UAF faculty in rural and urban public education throughout the state. The full-year internship is dependent upon close working partnerships with schools, districts and communities. In addition, the UAF School of Education continues to focus nearly all of its research opportunities on issues related to assuring equity in opportunities and outcomes for all Alaska students—regardless of their geographic location or their cultural, racial or linguistic background.
Fiscal Plan for Development and Implementation.
No additional funding is required for the posting of a UAF certificate. Currently, the School of Educational budget includes the necessary instructional funds to support the program at its current level. If the enrollment were to increase substantially and/or if the applicants were from rural areas where there are no School of Education faculty, it would be necessary to identify additional travel funds for supervisor travel.
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The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
MOTION:
=======
The UAF Faculty Senate moves to approve a Post-Baccalaureate Certificate for the Secondary Post-Baccalaureate Licensure Program.
EFFECTIVE: Fall 2006 and/or Upon Board of Regents' Approval.
RATIONALE: See full program proposals #29 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.
Secondary Post-Baccalaureate Licensure Program - Provides teacher certification program that includes coursework and internship to meeting NCATE standards, standards of academic specialty areas, Alaska Teacher Standards and Alaska Standards for Culturally Responsive School. Current program results in an Alaska teacher license and this will add a UAF post-baccalaureate certificate.
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University of Alaska Board of Regents
Program Approval Summary Form
MAU: University of Alaska Fairbanks
Title and Brief Description:
Post-Baccalaureate Certificate for Secondary Education
Create a new Regents awarded, university certificate for students who already hold a baccalaureate degree.
Target date: Spring 2006
How does the program relate to the Education mission of the University of Alaska and the MAU?
There is a well-documented and critical need for teachers in Alaska, and throughout the United States. The Secondary Post-Baccalaureate Licensure Program provides the option for students in rural areas, as well as those on the Fairbanks campus, to seek post-baccalaureate teaching licensure at the undergraduate or graduate level. There are many programs throughout the UA system that are designed to help students attain professional standing or meet established standards after the award of the first baccalaureate degree. The proposed Post-Baccalaureate certificates will provide a valuable university award to students who complete a well defined and approved program. The proposed certificate will become a valuable addition to the portfolio of Alaskan professionals who now have only a series of courses listed on their transcripts. The certificate will verify the completion of a coherent set of courses covering a defined body of knowledge that has been established by a knowledgeable faculty. It will be useful for job seekers, those seeking professional advancement, and for employers who will have better documentation of the capabilities of their applicant or employees. In addition, the School of Education, UAF, and UA Statewide will be able to gat her and analyze data on post-baccalaureate licensure candidates in a far more accurate manner than is currently possible.
As a public institution, and as the state’s land-, sea- and space-grant institution, the University of Alaska responds to the interests and needs of the people of Alaska. Close working relationships between the K-12 public education system and the state’s higher education system are essential for the social and economic well-being of our state. The secondary post-baccalaureate licensure teacher preparation program is a direct response to the stated mission of the University of Alaska which is to “address the needs of the North and its diverse peoples.” There most certainly is a “need” in Alaska for teachers—and for teacher preparation programs that prepare people to professionally and respectfully work in our unique Northern context with Alaska’s diverse peoples—i.e., with students and families from all ethnic, cultural and linguistic backgrounds.
In addition to supporting the Mission of the University of Alaska, the secondary post-baccalaureate licensure teacher preparation program at UAF directly responds to, and supports many of the primary goals of the University of Alaska Fairbanks Strategic Plan. This is accomplished through the following: (1) academic content requirements and the necessary collaboration across UAF departments; (2) requirements for on-going fieldwork in schools and communities; and (3) the built-in professional development for cooperating teachers and administrators and the required formal partnerships with schools and districts in rural and urban areas.
The Secondary Post-Baccalaureate Licensure Programs speaks to the following components of the University Strategic Plan;
What State Needs met by this program.
In a recent Report to the Governor and State Board of Education & Early Development prepared by the State’s "Education Funding Task Force," the statement is made that:
Alaska’s college and universities supply about 30% of our state’s annual demand for new teachers. More than two-thirds of new teachers come from out-of-state. A national shortage of teachers and administrators forces Alaska to compete with other states for an ever-shrinking pool of applicants. Other states are offering teachers signing bonuses, down payment on homes, mortgage subsidies, and student loan repayment plans. With attractive salaries and incentives in their home states, far fewer out-of-state teachers are applying for available Alaska teaching positions, some of which go vacant for a year or more (page 10).
Supporting data is available from each of the 54 Alaska School Districts, the Alaska Department of Education and Early Development, and the Alaska Teacher Placement Service’s annual comprehensive report Statewide Educator Supply and Demand.
What are the Student opportunities and outcomes? Enrollment projections?
Nearly eighty percent of last years secondary job seekers are currently working in the field of education. Those who are not employed are likely to be place bound and unable to seek employment outside local areas. In addition, the Secondary Post-Baccalaureate Licensure Program serves a number of teacher interns working under Alaska statute 14.20.022 which allows teacher candidates who are completing an accredited licensure program to teach with Subject-mater expert limited teacher certificates. As long as there are sufficient numbers of faculty and field site placements, the program can accommodate anticipated enrollments.
Describe Research opportunities:
The Secondary Post-Baccalaureate Licensure Program assures the continued involvement of UAF faculty in P-12 public education throughout the state. The full-year internship is dependent upon close working partnerships with schools, districts and communities.
Describe Fiscal Plan for development and implementation:
The Secondary Post-Baccalaureate Licensure Program anticipates no additional funding for continuation of program or to add the certificate of completion
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The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
MOTION:
=======
The UAF Faculty Senate moves to approve a Post-Baccalaureate Certificate for the K-12 Art Licensure Program.
EFFECTIVE: Fall 2006 and/or Upon Board of Regents' Approval.
RATIONALE: See full program proposals #28 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.
K-12 Art Licensure Program - Provides teacher certification program that includes coursework and internship to meeting NCATE standards, the national fine arts standards, Alaska Teacher Standards and Alaska Standards for Culturally Responsive School. Current program results in an Alaska teacher license and this will add a UAF post-baccalaureate certificate.
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University of Alaska Board of Regents
Program Approval Summary Form
MAU: University of Alaska Fairbanks
Title and Brief Description:
Post-Baccalaureate Certificate for K-12 Art Licensure
Create a new Regents awarded, university certificate for students who already hold a baccalaureate degree.
Target date: Spring 2006
How does the program relate to the Education mission of the University of Alaska and the MAU?
There are many programs throughout the UA system that are designed to help students attain professional standing or meet established standards after the award of the first baccalaureate degree. The proposed K-12 Art certificate will provide a valuable university award to students who complete a well defined and approved program. The proposed certificate will become a valuable addition to the portfolio of Alaskan professionals who now have only a series of courses listed on their transcripts. The certificate will verify the completion of a coherent set of courses covering a defined body of knowledge that has been established by a knowledgeable faculty. It will be useful for job seekers, those seeking professional advancement, and for employers who will have better documentation of the capabilities of their applicant or employees. In addition, the School of Education, UAF, and UA Statewide will be able to gat her and analyze data on post-baccalaureate licensure candidates in a far more accurate manner than is currently possible.
As a public institution, and as the state’s land-, sea- and space-grant institution, the University of Alaska responds to the interests and needs of the people of Alaska. In addition to supporting the Mission of the University of Alaska, the K-12 Art licensure teacher preparation program at UAF directly responds to, and supports many of the primary goals of the University of Alaska Fairbanks Strategic Plan. This is accomplished through the following: (1) academic content requirements and the necessary collaboration across UAF departments; (2) requirements for on-going fieldwork in schools and communities; and (3) the built-in professional development for cooperating teachers and administrators and the required formal partnerships with schools and districts in rural and urban areas.
The K-12 Art Licensure Program speaks to the following components of the University Strategic Plan.
What State Needs met by this program.
The market for K-12 art teaches is small however UAF is the only institution in the state preparing students to meet market need. Some urban districts and most rural district who hire art teachers prefer K-12 licenses to secondary only licenses.
What are the Student opportunities and outcomes? Enrollment projections?
While raw numbers of completers are low nearly all of those who complete the licensure program should be able to find employment. The high employability percentage of other secondary program completers in the same content area allows us to speculate that the demand for K-12 Art Licensure completers will grow.
Describe Research opportunities:
The K-12 Art Licensure Program assures the continued involvement of UAF faculty in P-12 public education throughout the state. The full-year internship is dependent upon close working partnerships with schools, districts and communities.
Describe Fiscal Plan for development and implementation:
Because the K-12 Art Licensure Program is a subset of the Secondary Post-Baccalaureate Licensure Program, no additional funding for continuation of program or to add the certificate of completion is anticipated.
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The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
MOTION:
=======
The UAF Faculty Senate moves to approve a Post-Baccalaureate Certificate for the School Counselor Certification Program.
EFFECTIVE: Fall 2006 and/or Upon Board of Regents' Approval.
RATIONALE: See full program proposals #30 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.
School Counselor Certification Program - Defined set of courses to recognize the professional training to become certificated as elementary and or secondary school counselors. Current program results in an Alaska license and this will add a UAF post-baccalaureate certificate.
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University of Alaska Board of Regents
Program Approval Summary Form
MAU: University of Alaska Fairbanks
Title and Brief Description:
Post-baccalaureate Certificate for the School Counselor Certification Program
Create a new, Regents awarded, university certificate for students who already hold a master’s degree.
Target date: Spring 2006
How does the program relate to the Education mission of the University of Alaska and the MAU?
There is substantial evidence that indicates a chronic shortage of fully-certified professional school counselors in Alaska, and throughout the United States. The School Counselor Certification Program allows students throughout the state, including those in rural areas, to complete the necessary professional training to become certificated as elementary and/or secondary school counselors. The proposed certificate program with its well-defined set of courses will allow the university to recognize the professional training students have completed to receive this certification. It will be useful for job applicants, those seeking professional advancement, and for employers who will have better documentation of the capabilities of their potential employees. In addition, the School of Education, UAF, and UA statewide will be able to gather and analyze data on post-master’s licensure candidates in a far more accurate manner than is currently possible.
As a public institution the University of Alaska responds to the interests and needs of the people of Alaska. Close working relationships between the K-12 public education system and the states higher education system are essential for the social and economic well being of our state. The School Counselor Certification Program is a direct response to the stated mission of the University of Alaska, which is to “address the needs of the North and its diverse peoples”. There most certainly is a need in Alaska for professional school counselors and for school counselor preparation programs that prepare people to professionally and respectfully work in our unique Northern context with Alaska’s diverse peoples. We would serve as a model to demonstrate how gender, racial and cultural diversity can strengthen a university and society.
In addition to supporting the Mission of the University of Alaska, the School Counselor Certification Program at UAF directly supports many of the primary goals of the University of Alaska Fairbanks Strategic Plan. This is accomplished through the following: providing high quality graduate education for traditional and non-traditional students; forming active collaborations with school districts and communities throughout the state by requiring on-going fieldwork in those arenas; actively recruiting Alaska Native students; and providing professional development opportunities for practicing school counselors in rural and urban areas.
What state needs met by this program:
At the recent Behavioral Health Symposium (BHS) held in Anchorage, Alaska seventy-two percent of the individuals polled noted the need to maintain or increase the number of professional school counselors in the state. Participants at the BHS included: state commissioners and other officials, university personnel, and practicing clinicians representing both urban and rural communities. University training programs were identified as the primary source for meeting this work force demand.
• The
University of Alaska has a responsibility to be part the solution
• Growing
our Own
--Quantity
--Quality
• Research
• Increasing
supply from certificate to doctoral
• Improving
course and program articulation
• More
distance and flexible learning
• Curriculum
reflects new practice trends
(Behavioral
Health Summit, September 2005)
The proposed certification program for school counselors helps to meet each of the above noted topics. In addition, anecdotal evidence from the UAF masters’ program in school counseling supports the chronic shortage of certificated K-12 school counselors in the state. Supporting data is also available from each of the 54 Alaska School Districts, the Alaska Department of Education and Early Development, and the Alaska Teacher Placement Service’s annual comprehensive report Statewide Educator Supply and Demand.
What are the student opportunities and outcomes? Enrollment projections?
One hundred percent of last year’s graduates from the UAF Guidance and Counseling program are working either in the field of education as school counselors or in closely related positions. This employment statistic has remained constant for the past five years. The exception being those graduates who are place bound and must wait a year or two for a position opening to occur. As long as there are sufficient numbers of faculty and field site placements, the program can accommodate anticipated enrollments.
Describe research opportunities:
The School Counselor Certification Program assures the ongoing involvement of the UAF counseling faculty in K-12 education throughout the state. The full-year internship is dependent upon the continuing close working partnerships with schools, districts, and communities.
Describe Fiscal Plan for development and implementation:
The School Counselor Certification Program anticipates no need for additional funding for adding the proposed certificate of completion.
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The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
MOTION:
=======
The UAF Faculty Senate moves to approve the deletion of the Certificate in Phlebotomy.
EFFECTIVE: Fall 2006 and/or Upon Board of Regents' Approval.
RATIONALE: See full program proposals #151 from the Fall 2005 review cycle on file in the Governance Office, 312 Signers' Hall.
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Executive Summary
Deletion of Certificate in Phlebotomy
The Allied Health Division of the Tanana Valley Campus, College of Rural and Community Development, UAF, requests to delete the Certificate in Phlebotomy.
There are three primary reasons to delete the Certificate: 1) National Certification, rather than the UAF Certificate, is important in the workplace; 2) there have been very few graduates in this program; and 3) there is very little phlebotomy training in the certificate.
The important credential in the workplace is National Certification through the American Society for Clinical Pathology as a Phlebotomy Technician. Since 1997 there have been only 12 graduates with the Certificate in Phlebotomy, although we have trained 279 students in Principles and Methods of Phlebotomy and 145 of those students have completed their externship. There are only 2 phlebotomy courses in the Certificate program. The remaining courses are required for other Allied Health degrees.
We will continue to offer training in Phlebotomy so that students can sit for National Certification through the American Society for Clinical Pathology to become Phlebotomy Technicians. In fact, we will not be deleting any courses. Therefore, students currently declared as Phlebotomy Certificate majors will be able to complete their Certificate requirements. We will continue to meet the needs of the workplace by training students in phlebotomy and preparing them for their national credential.
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The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
RESOLUTION
ON
SALE OF TOBACCO PRODUCTS IN WOOD CENTER
WHEREAS, The UAF Faculty Senate realizes the dangers of cigarettes and tobacco products; and
Whereas, Cigarettes and tobacco products are legal products to purchasers of legal age; and
Whereas, UAF Students are adults who can make informed decisions; now
THEREFORE BE IT RESOLVED, That the UAF Faculty Senate recommends that the students decide what legal products are or are not offered in the Wood Center; and
BE IT FURTHER RESOLVED, That the Chancellor involve appropriate organizational entities prior to implementation of policies directly affecting them.
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The UAF Faculty Senate passed the following at its Meeting #133 on December 12, 2005:
RESOLUTION:
===========
WHEREAS, The University of Alaska Fairbanks provides an open academic environment that is and should be based on honesty and respect, and is committed to academic freedom; and
WHEREAS, The programming changes at KUAC implemented in July 2005 were made without consultation of the KUAC membership and listeners; and
WHEREAS, One of the programs eliminated, Counter Spin, had the sponsorship of an underwriter and received the highest pledges per half hour of air time during the pledge drive; and
WHEREAS, The general manager and CEO of KUAC, Greg Petrowich, withheld public information regarding fundraising totals for several months and only released some of the information after a Freedom of Information Act request was made; and
WHEREAS, The general manager and CEO of KUAC, Greg Petrowich, was insincere about some of the requested information by denying its existence; and
WHEREAS, The general manager and CEO of KUAC, Greg Petrowich, employed an advisory committee called the Community Leadership Council, and for several months kept the names of its members secret and only released this information after a Freedom of Information Act request was made; and
WHEREAS, About one-third of the KUAC membership, i.e., the KUAC Listeners Alliance of 454 people, have withheld pledges of a total of $48,600; and
WHEREAS, The KUAC Listeners Alliance requests that KUAC institute an elected Community Advisory Board to advice on major policy and programming decisions; and
WHEREAS, A KUAC Forum organized by the KUAC Task Force from 7-11pm on Wednesday, 7 December 2005, was attended by about 165 members of the public and at which about 75 people provided public testimony; and
WHEREAS, Of those 75 people testifying, all 75 expressed displeasure with the KUAC management; and
WHEREAS, Of those 75 people testifying, most spoke against the KUAC programming changes and a large proportion asked for an elected Community Advisory Board; and
WHEREAS, KUAC management is employed by the University of Alaska Fairbanks and answers to the Chancellor through the Vice-Chancellor for University Advancement and Community Engagement; now
BE IT FURTHER RESOLVED, That the Faculty Senate request an explanation by Chancellor Steve Jones for the apparent mismanagement at KUAC that has led to the loss of confidence in the KUAC management by the listeners; and
BE IT FURTHER RESOLVED, That the Faculty Senate request that Chancellor Steve Jones direct the KUAC management to release to the community public information when requested; and
BE IT FURTHER RESOLVED, That the Faculty Senate request that Chancellor Steve Jones direct the KUAC management to take steps to better insure involvement of the public in major policy and programming decisions; and
BE IT FURTHER RESOLVED, That the Faculty Senate request that Chancellor Steve Jones address the management at KUAC with appropriate actions, such as the formation of an elected Community Advisory Board.
ⓒ UA