The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

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 #137 on May 1, 2006:

RESOLUTION  OF  APPRECIATION

FOR

PAUL LAYER

WHEREAS, Paul Layer has served Faculty Governance in its many forms over the years in a manner deserving of the UAF Faculty Senate's greatest admiration and respect; and

WHEREAS, Paul Layer has served as Senator to the UAF Faculty Senate from 1994-1996; and

WHEREAS, Paul Layer has served as Chair of the Scholarly Activities Committee from 1994-96, as a member of the Ad Hoc Committee on Unit Criteria from 1994-1996, as Chair of the Faculty Appeals & Oversight Committee from 2002-2004; and

WHEREAS, Paul Layer has served as a member of the Administrative Committee from 1994-96 and 2002-2004, as Chair of the Administrative Committee and as President-Elect of the UAF Faculty Senate from 2004-2005; and

WHEREAS, Paul Layer has served as a member of the UAF Governance Coordinating Committee from 2004-2006 and as Chair from 2005-2006; and

WHEREAS, Paul Layer has served as a member of the UA Faculty Alliance from 2004-2006 and represented UA Faculty Alliance to the UA Statewide Research Advisory Council from 2005-2006; and

WHEREAS, Paul Layer has served on various Search Committees, and other university and statewide committees representing the interests of faculty to the administration of UAF and statewide; and

WHEREAS, Paul Layer has served as President of the UAF Faculty Senate from 2005-2006 and has effectively represented the interests of the UAF Faculty Senate to the administration of UAF; and

WHEREAS, The UAF Faculty Senate wishes to acknowledge the outstanding service rendered to the faculty and the University by the work of Paul Layer as he concludes his term as president; now

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate acknowledges the many contributions of Paul Layer and expresses its appreciation for his exemplary service.

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The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

 

OUTSTANDING SENATOR OF THE YEAR AWARD

FOR

SINE ANAHITA

WHEREAS, Sine Anahita's willingness to serve the university is evident in the fact that she joined the UAF Faculty Senate in her second year; and

WHEREAS, Sine Anahita worked with passion as a member of Faculty Affairs Committee during 2004-05; and

WHEREAS, Sine Anahita served as a member of the Committee on Status of Women, during 2005-06; and

WHEREAS, Sine Anahita with professionalism and dedication demonstrated leadership in the development and analysis of the Study of Faculty Work Life at the University of Alaska Fairbanks survey and communicated the results of the study across the UA community; and

WHEREAS, Sine Anahita has distinguished herself as an active and engaged colleague in the UAF Faculty Senate, ever mindful of her constituency and sees her constituency as the entire university community; and

WHEREAS, Sine Anahita's commitment to equity for all make her a valuable Faculty Senator who deserves recognition; now

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate recognizes Sine Anahita as Outstanding Senator of the Year for Academic Year 2005-2006.

 

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The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

RESOLUTION OF APPRECIATION

FOR

DR. WANDA MARTIN

WHEREAS, Wanda Martin has served the UAF Faculty Senate in a manner deserving of the UAF Faculty Senate's esteem; and

WHEREAS, Wanda Martin has served as a member of the UAF Faculty Senate Curricular Affairs Committee since 1992; and

WHEREAS, Wanda Martin has served as a member of the UAF Faculty Senate Developmental Studies Committee since 1989; and

WHEREAS, Wanda Martin has dedicated 22 years of service to the University of Alaska and the Academic Advising Center; and

WHEREAS, The UAF Faculty Senate wishes to acknowledge the exemplary service rendered the faculty and the University by Wanda Martin; now

THEREFORE BE IT RESOLVED, That the UAF Faculty Senate thanks Dr. Wanda Martin for her decades of service to UAF--through working with and for undergraduate students--and wishes her success in future endeavors.

 

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The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

The UAF Faculty Senate ratifies the recommendation of the Governance Coordinating Committee to remove the Diversity & Tolerance Action Committee and the Intercollegiate Athletic Committee (IAC) from the Governance Coordinating Committee (GCC) Procedures and the further recommendation from GCC that the IAC be reclassified as an advisory board reporting to the UAF Director of Athletics and Recreation and the Vice Chancellor for Advancement and Community Engagement.

EFFECTIVE:              Immediately

RATIONALE:              According to governance policy, changes in the GCC committee structure require a 2/3 vote of each governing body represented by the GCC (Faculty Senate, Staff Council and ASUAF).  Having succeeded in establishing the Chancellor’s Campus Diversity Action committee (CCDAC) the UAF Governance Coordinating committee concludes that the goals and charges of the Diversity and Tolerance Action Committee are being met under the CCDAC, therefore; the Diversity and Tolerance Action Committee is no longer necessary.  The scope of the work conducted by the Intercollegiate Athletic Committee is better served by having a more direct link to the Director of Athletics and the Vice Chancellor for Advancement and Community Engagement.  Faculty, staff and student representation on the IAC is sufficient for providing information and input to the three governance organizations.

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The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

The UAF Faculty Senate moves to amend the Mandatory Placement Policy (Senate meeting #116, May 5, 2003) to read:

CAPS - Addition
[[   ]]  -  Deletion

Mandatory Placement

Students who do not meet basic skills standards in reading, writing, and mathematics must complete appropriate Developmental Education course instruction.  Such students may not enroll in 100-level or above courses that depend on these skills until they have satisfactorily met the exit criteria of the appropriate Developmental Education course(s).

STUDENTS WITHOUT APPROPRIATE STANDARDIZED TEST SCORES (ACT/SAT/COMPASS/ASSET), ADVANCED PLACEMENT CREDITS, TRANSFER CREDITS, OR PREREQUISITE COURSEWORK MUST HAVE UAF-APPROVED PLACEMENT TEST SCORES PRIOR TO REGISTERING FOR CLASSES THEIR FIRST SEMESTER AT UAF.  STUDENTS MAY NOT ENROLL IN CLASSES UNLESS THEY MEET THE PLACEMENT REQUIREMENTS.   PLACEMENT INTO APPROPRIATE DEVELOPMENTAL OR CORE CLASSES MUST BE DONE WITH THE HELP OF AN ADVISOR.  STUDENTS WHO ENROLL IN A COURSE WITHOUT MEETING THE REQUIREMENTS WILL BE WITHDRAWN FROM THE COURSE BY FACULTY INITIATED WITHDRAWAL. 

FOR PLACEMENT INTO ANY DEVELOPMENTAL MATH COURSE, OR ANY COURSE SATISFYING CORE MATH REQUIREMENTS, PREREQUISITE COURSES AND/OR PLACEMENT EXAMS MUST BE TAKEN WITHIN ONE CALENDAR YEAR PRIOR TO COMMENCEMENT OF THE COURSE.    

STUDENTS MAY NOT ENROLL IN PERSPECTIVES ON THE HUMAN CONDITION COURSES UNLESS THEY MEET THE PLACEMENT REQUIREMENTS FOR ENGLISH 111 (INCLUDING READING).   STUDENTS MAY NOT ENROLL IN CORE SCIENCE CLASSES UNLESS THEY HAVE PLACEMENT AT DEVM 105 OR ABOVE AND PLACEMENT INTO ENGLISH 111. 

THE UAF FACULTY SENATE REITERATES ITS REQUIREMENT THAT FINANCIAL SUPPORT FOR ACADEMIC RESOURCES TO ASSIST MANDATORY PLACEMENT OF STUDENTS AT UAF BE INCREASEDTO AN ADEQUATE LEVEL PRIOR TO IMPLEMENTATION.

       EFFECTIVE:            Fall 2006, with phase in completed no later than Fall 2007.

RATIONALE:            Mandatory testing, advising, and placement have been identified as elements which have a strong correlation with increased student success in college-level coursework.  A motion to phase in mandatory placement in appropriate Developmental Education courses was approved by the UAF Faculty Senate on May 5, 2003. 

Further, the additions more clearly spell out the implicit expectations for Core 100-level courses at UAF—namely, that a student has sufficient academic preparation to be able to complete college-level English and math classes.

Note: Additional Banner augmentation to support prerequisite and test compliance will need to be coordinated with UAA and UAS. The UAA Faculty Senate recently approved a similar motion on Mandatory Placement.

The Developmental Studies committee will work with the Department of Developmental Education, the Math department, the English department, and other affected departments and committees to develop guidelines for enforcement of placement.

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The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

The UAF Faculty Senate moves to amend the grading policy and grade point average (GPA) computation to include +/-'s as specified in University Regulations R10.04.09.

       EFFECTIVE:            Fall 2007

RATIONALE:            Plus/minus grades allow for more accurate instructor feedback to students.  The majority of four-year colleges and universities use the plus/minus grades system.  In a recent UAF referendum faculty supported changing to +/-'s by a nearly 3:1 margin.

****************

UNIVERSITY REGULATION                                  R10.04.09

Numerical Equivalencies for Grades

A+ = 4.0             A = 4.0             A- = 3.7
B+ = 3.3             B = 3.0             B- = 2.7
C+ = 2.3             C = 2.0             C- = 1.7
D+ = 1.3             D = 1.0             D- = 0.7
F = 0.0                                                     




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The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

The UAF Faculty Senate moves to approve a Minor in Global Studies.   

       EFFECTIVE:             Fall 2006

RATIONALE:              See full program proposal #155 from the Spring 2006 review cycle on file in the Governance Office, 312 Signers' Hall.

Requires 16-18 credits from two or more departments, selected from one of four tracks as an area of emphasis and requires a civic engagement/internship project of 1-3 credits.

                                                ********************

Minor, Global Studies

The proposed interdisciplinary minor in Global Studies provides undergraduate students the opportunity to focus on this topic with a systematic and organized curriculum.  The goal of the minor is to offer students an understanding of globalization from a variety of disciplinary perspectives.  Four tracks are presented, with a choice of established entry courses.  In addition, students will participate in a community involvement internship.

 

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The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

The UAF Faculty Senate moves to approve a Bachelor's of Emergency Management (B.E.M) degree program.   

 

EFFECTIVE:              Fall 2006 and/or Upon Board of Regents' Approval.

RATIONALE:            See full program proposal #202 from the Spring 2006 review cycle on file in the Governance Office, 312 Signers' Hall.

Complete 33 credits of major requirements from the UAF Emergency Services A.A.S. degree or any regionally accredited institution AAS Fire Science degree with a cumulative GPA of 2.25 or higher; requires 40 credits in major complex courses in ACCT, ECON, BA, PS; 15 credits in minor complex of Leadership and Civic Engagement; 9 credits of electives from list of PS, HIST, RD courses; total credits of 126-128.

*******************

Executive Summary
Bachelor of Emergency Management (B.E.M.)

The UAF-TVC Emergency Services Program (ESP) is seeking approval for the UAF School of Management (SOM) to initiate a new Baccalaureate Degree in Emergency Management.  This will enable students to combine the technical expertise derived from the Associate of Applied Science (AAS) degree in Emergency Services with a curriculum in Business Administration to become the future fire chiefs and equivalent emergency services administrators within fire departments and other related providers of emergency services throughout Alaska, Canada and the Lower 48.  There is an ever increasing demand for fire department and emergency services administrators that are educated in fire science, emergency medical services (EMS) and business management practices.  The National Fire Academy Executive Fire Officer (EFO) Program will soon be establishing a minimum of a bachelor’s degree as an enrollment qualification.  Many fire departments throughout Alaska have searched for fire chiefs and found few Alaskan candidates with adequate administration education and experience except those who have gone to school and worked in the Lower 48.  The intent of this proposed BEM degree is to retain our AAS degree graduates at UAF by offering them an opportunity to complete a baccalaureate degree while obtaining additional vocational experience through numerous local fire departments.  The UAF Emergency Services Program averages 24 graduates per year or 11% of the associate degrees from the College of Rural and Community Development (CRCD).  An ESP outcome assessment goal is to encourage our UAF graduates to become the best candidates for chief officer or equivalent fire administrator positions by utilizing their AAS degree as a building block to pursue the proposed BEM degree.

The UAF-TVC Emergency Services Program has become nationally recognized as one of the best in the U.S. with students coming from all over Alaska, Canada and the Lower 48.  This program offers a unique combination of education, training, certification and vocational experience that is available at very few fire science programs throughout the U.S.  UAF currently offers AAS degree concentrations in Municipal Fire, Wildland Fire, Hazardous Materials, Public Safety and Emergency Medical Services.  Our arctic environment, boreal forests and the oil industry offers our students challenges and opportunities second to none. 

The UAF School of Management offers a wide variety of business administration courses nationally accredited by the Association to Advance Collegiate Schools of Business.  The proposed BEM degree offers a business administration curriculum tailored to meet the needs of a fire department business manager with a minor in Leadership and Civic Engagement.

----------------------------------------------

PROPOSED GENERAL CATALOG LAYOUT:

BUSINESS ADMINISTRATION
School of Management
Department of Business Administration
(907) 474-7253
www.uafsom.com

B.E.M. Degree

Minimum Requirements for Degree: 126-128 credits

1.  Complete 33 credits of major requirements from the UAF Emergency Services AAS degree or any regionally accredited institution AAS Fire Science degree with a cumulative GPA of 2.25 or higher.

2.  Complete the general university baccalaureate core requirements.  (See page __.  As part of the core curriculum requirements complete MATH 161X* OR MATH 107X* AND STAT 200*)

3.  Complete beyond the associate degree the following 40 credits of major complex courses with grades of “C” or better:

PS 101- Introduction to American Government/ Politics   3
ACCT 261 - Accounting Concepts/ Uses    3
ECON 200 - Principles of Economics            4
BA 151 - Introduction to Business             3
BA 307 - Personnel Management             3
BA 317W - Employment Law             3
BA 390 - Organizational Theory and Behavior             3
BA 452W - Internship in Emergency Management             3
BA 457 - Training and Management Development             3
COMM 335O - Organizational Communications            3
ENGL 314 W, O/2 - Technical Writing             3
PS 321 - International Politics             3
PS 403W - Public Policy             3

4.  Complete 15 credits in the minor complex of Leadership and Civic Engagement as follows:
a.            Complete the following (6 credits):           

NORS 205 - Leadership, Citizenship and Choice            3
NORS 486 - Senior Seminar/ Leadership and Civic Engagement            3

b.            Complete three courses (9 credits) from the following.  At least one course must be a PS elective and one course must be a HIST elective:

PS 202 - Democracy and Global Society            3
PS 263 - Alaska Native Politics            3
PS 301 - American Presidency            3
PS 315 - American Political Thought            3
PS 462 - Alaska Government and Politics            3
HIST 131 - History of the U.S            3
HIST 132 - History of the U.S            3
HIST 361 - Early American History            3
HIST 364 - History of the U.S. 1945- Present            3
RD 300W - Rural Development in a Global Perspective            3
RD 325 - Community Development Strategies            3

Of the above, at least 39 credits must be taken in upper division (300-level or higher) courses.

Must take two upper division writing intensive and one upper division oral intensive course(s).

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The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

The UAF Faculty Senate moves to approve the Unit Criteria for the College of Engineering and Mines (CEM). 

EFFECTIVE:          Immediately
                                Upon Chancellor Approval

RATIONALE:      The committee assessed the unit criteria submitted by the College of Engineering and Mines.  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, ANNUAL REVIEW, PRE-AND POST-TENURE,

PROMOTION, TENURE REVIEW

AND

COLLEGE OF ENGINEERING AND MINES

UNIT CRITERIA

THE FOLLOWING IS AN ADAPTATION OF UAF AND BOARD OF REGENTS (BOR) CRITERIA FOR ANNUAL REVIEW, PRE- AND POST-TENURE, PROMOTION, AND TENURE REVIEW, SPECIFICALLY DEVELOPED FOR USE IN EVALUATING FACULTY IN THE COLLEGE OF ENGINEERING AND MINES. ITEMS IN BOLDFACE LETTERS ARE THOSE SPECIFICALLY ADDED OR EMPHASIZED BECAUSE OF THEIR RELEVANCE TO CEM FACULTY, AND BECAUSE THEY ARE ADDITIONS AND CLARIFICATIONS TO UAF REGULATIONS.

Chapter I

Purview

The University of Alaska Fairbanks 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 University of Alaska Fairbanks (UAF).  Contained herein are regulations and procedures to guide the evaluation processes and to identify the bodies of review appropriate for the university.

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

Periodic Evaluation of Faculty

A. General Criteria 

Criteria as outlined in “UAF Faculty Appointment and Evaluation Policies,” Chapter IV and CEM 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 Instruction

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

• Effectiveness in Teaching

Evidence of excellence in teaching may be demonstrated through, but is 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;

• regularly develop new courses, workshops and seminars and use a variety of methods of instructional delivery and instructional design;
• may receive prizes and awards for excellence in teaching;
• disseminate new ideas to the students resulting from research and other engineering activities, such as consulting and service on review panels;
• engage in advising and mentoring students;
• Involve students, especially graduate students, in quality research activities.

Specific CEM Criteria for Teaching Performance Before Appointment or Promotion to:

A. Assistant Professor:  Evidence of teaching ability and a commitment to a quality teaching program must be provided, as well as evidence of an effort toward continual improvement.

B. Associate Professor:  The record must show that the material taught is contemporary and relevant, and that the presentations stimulate the learning process.  Evidence of the expected quality of instructional performance may include (but is not limited to) course and/or curriculum development, novel approaches to instruction, effective guiding and mentoring of students, and effective classroom teaching performance.  There must be evidence of supervision of graduate student research (as a major supervisor or co-supervisor).

C. Professor:  Significant contributions to the instructional program are expected. These may include, but are not limited to, contributions to major improvements in course and/or curriculum offerings, upgrading of instructional facilities, ability to motivate and/or inspire students, and exemplary training of graduate students.  There should be a record of successful completion of graduate work by his or her students.  It is expected that assessment of teaching by students and faculty demonstrate consistently high quality performance.

2. Components of Evaluation

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

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

and at least two of the following:

b.narrative self-evaluation,

c.peer/department chair classroom observation(s),

d.peer/department chair evaluation of course materials.

C.Criteria for Research, Scholarly, and Creative Activity 

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

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:

• They must occur in a public forum.
• They must be evaluated by appropriate peers.
• They must be evaluated by peers external to this institution so as to allow an objective judgment.
• 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 is 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.

n. Involve students, especially graduate students, in quality research activities.

Specific Criteria for Research Performance Before Promotion or Appointment to:

A. Assistant Professor:  Evidence of the ability to establish a viable research program in the area of specialization, normally a sub discipline of engineering (with the option of engineering education in certain circumstances), must be provided.

B. Associate Professor:  The faculty member must have established an appropriate research program that produces satisfactory publications in refereed professional journals and presented research results at professional meetings.  The submission of research proposals and acquisition of external research funding, the completion of contract research reports, and publication in conference proceedings constitute supplementary evidence that the research program is of high quality.  Evidence of sustained research productivity and publication must be shown.  The faculty member must show independence and leadership by the creation of research ideas that involve students.

C. Professor:  The research program should have produced sufficient publications in the refereed professional literature, and there should be a record of student involvement.  The publications should be of sufficient quality and quantity to demonstrate the existence of an on-going, professional, independent research program.  A national or international reputation (as demonstrated by professional activities or presentations at meetings and documented opinions of other engineers and scientists in the field) is expected. 

D.Criteria for Public and University Service

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

1.Public Service

Public service is the application of teaching, research, and other scholarly 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:

• Providing information services to adults or youth.
• Service on or to government or public committees.
• Service on accrediting bodies.
• Active participation in professional organizations.
• Active participation in discipline-oriented service organizations.
• Consulting.
• Prizes and awards for excellence in public service.
• Leadership of or presentations at workshops, conferences, or public meetings.
• Training and facilitating.
• Radio and TV programs, newspaper articles and columns, publications, newsletters, films, computer applications, teleconferences and other educational media.
• 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:

• Service on university, college, school, institute, or departmental committees or governing bodies.
• Consultative work in support of university functions, such as expert assistance for specific projects.
• Service as department chair or term-limited and part-time assignment as assistant/associate dean in a college/school.
• Participation in accreditation reviews.
• Service on collective bargaining unit committees or elected office.
• Service in support of student organizations and activities.
• Academic support services such as library and museum programs.
• Assisting other faculty or units with curriculum planning and delivery of instruction, such as serving as guest lecturer.
• Mentoring.
• Prizes and awards for excellence in university service.

1. Professional Service

• Editing or refereeing articles or proposals for professional journals or organizations.
• Active participation in professional organizations.
• Active participation in discipline-oriented service organizations.
• Committee chair or officer of professional organizations.
• Organizer, session organizer, or moderator for professional meetings.
• Service on a national or international review panel or committee.

1. 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 Engineering Criteria for Service Performance Before Appointment or Promotion to:

• A. Assistant Professor:  None in addition to UAF criteria


• B. Associate Professor:  Positive contributions to departmental and/or university matters, effective professional contributions to the public, and/or effective services to the profession are expected.


• C. Professor:  Evidence of leadership in the service area is expected.  Significant contributions to the development of departmental and/or university programs including committee leadership or UAF faculty senate service and associated committees are expected.  Effective application of service includes professional expertise provided to professional or public organizations such as engineering society leadership, reviewing proposals, refereeing manuscripts, and editing for professional organizations or publications.

Examples of Service Activities Appropriate for Faculty in Engineering Include (But Are Not Limited To):

• K-12 and/or informal engineering education;
• Presentation of engineering to the public.

Measures of Effectiveness of Performance Include (But Are Not Limited To):

• Accomplishments of the effort for organization to which service was provided;
• Opinions of clients served and/or colleagues involved in delivery of service.

 

E.Unit Criteria, Standards and Indices 

Unit criteria, standards and indices are recognized values used by a faculty within a specific discipline to elucidate, but not replace, the general faculty criteria established in B, C, D, above, and in “UAF Faculty Appointment and Evaluation Policies,” Chapter IV for evaluation of faculty performance on an ongoing basis and for promotion, tenure, 4th year comprehensive and diagnostic review (United Academics only), and post-tenure review.

Unit criteria, standards and indices may be developed by those units wishing to do so.  Units that choose not to develop discipline-specific unit criteria, standards and indices must file a statement stating so with the Office of the Provost, which shall serve as the official repository for approved unit criteria, standards and indices.

A unit choosing to develop discipline-specific criteria, standards and indices shall have such criteria, standards and indices approved by a majority of the discipline faculty. The unit criteria, standards and indices will be reviewed and approved by the cognizant dean who will forward the unit criteria, standards and indices to the provost.  The provost will review for consistency with BOR and UAF policies and will forward these criteria, standards and indices to the Faculty Senate, which shall review and approve all discipline-specific criteria according to a process established by the Faculty Senate.

Unit criteria, standards and indices will be reviewed at least every five (5) years by the faculty of the unit. When reorganization results in a unit’s placement in another college/school structure, the cognizant dean, in consultation with the unit faculty, shall review unit criteria, standards and indices and revise if warranted.  Unit criteria, standards and indices approved by the Faculty Senate prior to a unit’s reorganization shall remain in effect until reviewed and revised.  Revision of unit criteria, standards and indices must follow the review process established by the Faculty Senate.  If the unit criteria, standards and indices are not revised, a statement of reaffirmation of the current unit criteria, standards and indices must be filed with the Office of the Provost, following the review.

Unit criteria, standards and indices, when developed by the faculty and approved by the Faculty Senate, must be used in the review processes by all levels of review.  Their use is NOT optional. It shall be the responsibility of the candidate for promotion, tenure, 4th year comprehensive and diagnostic review (United Academics only), and post-tenure review to include these approved unit criteria, standards and indices in the application file.

F.Annual Evaluation of Non-tenured Faculty with Academic Rank

1.Process of Evaluation 

There will be annual evaluations of all untenured faculty members holding academic rank.  Each faculty member shall submit a professional activities report to the campus director or college/school dean according to a schedule announced by the provost.  The annual professional activities report will be accompanied by a current curriculum vita.

The evaluations performed by the campus director or college/school dean shall include explicit statements on progress toward meeting criteria for tenure and promotion in their written evaluations.  The dean’s/director’s evaluation shall reference the faculty member’s workload agreement in commenting on progress. The director or dean shall provide a copy of a written evaluation to the faculty member.

In the case of a faculty member having a joint appointment, the dean will coordinate the review and recommendation with the director as appropriate.

G.Periodic Evaluation of Tenured Faculty Members

1.Frequency of Evaluation 

• All tenured faculty at UAF shall be evaluated once every three years according to a schedule and process announced by the Provost.
• For tenured faculty with joint appointments, the cognizant dean will arrange a review that assures that all appropriate administrators provide a written evaluation of the faculty member.  The dean will inform the faculty member of these arrangements.

2.Annual Activities Report 

All tenured faculty shall prepare a professional activities report annually and submit it to the dean or director according to a schedule announced by the provost.

H.Evaluation of Faculty with Special Academic Rank

Special academic rank faculty are appointed for a specified period of time.  They are to provide evidence of effectiveness in their assigned responsibilities during the term of their appointment when requested by their college/school dean or institute director according to the process set forth by the provost.

1.Process of Evaluation

The college/school dean or institute director shall require an annual activities report of a faculty member who has an appointment renewed beyond the initial year of appointment. The review process outlined above for academic rank faculty shall apply.  The optional process for the development and approval of the unit criteria, standards and indices as outlined above in Chapter III, E. shall also apply to the definition and evaluation of faculty in special academic rank positions. 

The appointment to special academic rank shall terminate on the date specified in the letter of appointment, and implies no expectation of a subsequent appointment.

3/06

***********************

The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

The UAF Faculty Senate moves to endorse the 2006-2007 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.

                                                ***************

2006-2007 UAF Faculty Senate Committees

STANDING COMMITTEES

Curricular Affairs

•   Jodie Anderson, CRA/CES (07)
•   Anna Berge, CLA (07)
•   Ataur Chowdhury, CNSM (07)
•   Claude Duguay, CNSM (08)
•   Ilana Kingsley, CLA (08)
•   Rainer Newberry, CNSM (08)
•   Tony Rickard, SOEd. (07)
•   Larry Roberts, CRCD (07)
•   Marsha Sousa, CRCD (08)

Faculty Affairs

•   Sukumar Bandopadhyay, CEM (08)--chair
•   Pamela Deters, CLA (08)
•   Marion Bret-Harte, IAB (07)
•   Liz Brown, SFOS (07)
•   Jim Collins, SOM (07)
•   Mike Davis, CRCD (07)
•   Jonathan Dehn, GI (08)
•   Jeff Freymueller, CNSM (08)
•   Jonathan Rosenberg, CLA (08)
•   Mingchu Zhang, SNRAS (07)

Unit Criteria

•   Peter Bierman, CRCD/CES (08)
•   Brenda Konar, SFOS (08)
•   Debasmita Misra, CEM (06)
•   Lee Taylor, CNSM (08)
•   Thomas Zhou, SOM (08)
•   vacant, CLA (08)

PERMANENT COMMITTEES

Committee on the Status of Women

•    Sine Anahita, CLA (07)
•    Cindy Hardy, CRA (07)
•    Alexandra Fitts, CLA (08)
•    David Koester, CLA (08)
•    Cecile Lardon, CLA (07)--Senate rep.
•    Brenda Norcross, SFOS (08)
•    Renate Wackerbauer, CNSM (07)
•    Diane Wagner, CNSM (08)
•    Jane Weber, CRA (08), Senate rep.--convener
•    Wendy Zhou, CEM (07)

Core Review

•    Jin Brown, Comm., CLA (08)--convener
•    Christine Coffman, English, CLA (08)
•    Karen Callahan, Social Sciences, CLA (07)
•    Carrie Baker, Humanities, CLA (08)
•    Suzan Hahn, Library
•    Latrice Bowman, Math, CMS (08)
•    Michael Harris, Sciences, CNSM (07)
•    Other (08)

Developmental Studies Committee

•   Betsy Taguchi, Kuskokwim Campus (06)
•   Debbie Toopootelook, RSS
•   Victor Zinger, Bristol Bay Campus (07)
•   Joseph Dupras, English  (08)
•   John Creed, Chukchi Campus (06)
•   Brian Rasley, Sciences (07)
•   Cindy Hardy, Developmental Education (08)--convener
•   Marjorie Illingworth, Tanana Valley (06)
•   Ron Illingworth, Interior-Aleutians (06)
•   Latrice Bowman, Math  (06)
•   Linda Hapsmith , Advising Center
•   Joe Mason, Northwest Campus (06)
•   Kelly Hite-McGee, SSSP
•   Kevin Kristoff, Rural campus student services
•   ^Bernice Joseph, Exec. Dean, CRCD

Faculty Appeals & Oversight Committee

•    Carol Barnhardt, SOEd. (07)
•    Tom Clausen, CNSM (08)
•    Goodwin Chukwu, CEM (08)
•    Joel Irish, CLA (08)
•    Terry Johnson, SFOS (06)
•    Brenda Norcross, SFOS (07)
•    Michael Pippenger, SOM (07)
•    Julie Riley, CES (07)
•    Milan Shipka, SNRAS (07)
•    Norm Swazo, CLA (07)
•    vacant, CEM (07)
•    vacant, CNSM (07)
•    vacant, CRCD (08)
•    vacant, SOEd (08)
•    vacant, SNRAS (08)
•    vacant, SOM (08)

Faculty Development, Assessment & Improvement

•    Christine Cooper, CLA (07)
•    Michael Daku, CLA (08)
•    Dana Greci, CRCD (08)
•    Susan Herman, SOM (07)
•    Marjorie Illingworth, TVC  (07)
•    Julie Lurman, CNRAS (08)
•    Joy Morrison, Faculty Development Office
•    Channon Price, CNSM
•    Larry Roberts, CRA (07)--convener

Graduate Academic & Advisory Committee

•    Derick Burleson, CLA (07)
•    Cathy Cahill, CNSM (07)--convener
•    Patty Gray, CLA (07)
•    Katrin Iken, SFOS (08)
•    David Maxwell, CNSM (07)
•    Paul McCarthy, CNSM (07)
•    Laura Milner, SOM (07)
•    Heinz Wiechen, CNSM (07)
•    vacant, SOEd. (08)
•    Ex-Officio:  Susan Henrichs, Graduate Dean
                         Pauline Wilson, Library
                         Tim Stickel, Registrar

OTHER

UAF Governance Coordinating Committee

            Jon Genetti, President-Elect

  Shirish Patil, President

UAF Faculty Alliance Representatives

            Jon Genetti, President-Elect

   Paul Layer, Past-President

            Shirish Patil, President

***********************

The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

MOTION:
=======

The UAF Faculty Senate moves to adopt the following calendar for its 2006-2007 meetings.

            EFFECTIVE:               Immediately

            RATIONALE:              Meetings have to be scheduled and the Wood
                        Center rooms reserved well in advance.

************

UAF FACULTY SENATE

2006-2007

Calendar of Meetings

Location:  Wood Center Carol Brown Ballroom (face-to-face meetings)
                 Wood Center Conference Room C/D (audioconference meetings)
    

***********************

The UAF Faculty Senate passed the following at its Meeting #137 on May 1, 2006:

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 1, 2006

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.