UAA Faculty Senate Agenda March 7, 2008

2:30 – 4:30 p.m. – LIB 307 I. Call to Order II. Roll

2007-2008 Officers:

2007-2008 Senators:

Ann McCoy Herminia Din Ping Tung Chang Carlos Alsua Hilary Davies Randy Magen Carol Coose Jackie Cason Rashmi Prasad Catherine d’Albertis Janice High Robert Boeckmann Cathryn Pearce Jeremy Tasch Robin Wahto Charles Licka John Pauli Sam Thiru Dan Kline Judith Moore Sarah Kirk Dave Fitzgerald Katherine Rawlins Susan Kalina David Meyers Maria Ippolito Susan Mitchell Eva Kopacz Mark Fitch Terri Olson Gail Holtzman Maureen O’Malley Tim Jester Gail Johnston Nicolae Lobontiu Toni Croft Heidi Mannion Peter Dedych Trish Jenkins Mark Schreiter Paul Herrick Carrie King

III. Agenda Approval (pg. 1-2)

IV. February 1, 2008 Meeting Summary Approval (pg. 3-5)

V. Officer’s Reports A. President’s Report (pg. 6) B. First Vice President’s Report C. Second Vice President’s Report (pg. 7)

VI. Boards and Committees

A. Graduate Academic Board (pg. 8) B. Undergraduate Academic Board (pg. 9-11)

C. University-wide Faculty Evaluation Committee

D. Academic Computing, Distance Learning and Instructional Technology

E. Budget, Planning, and Facilities Advisory Committee- BPFA (pg. 12)

F. Committee on Committees

G. Diversity Committee (pg. 13)

Bogdan Hoanca, President Caedmon Liburd, Chair, UAB

Anne Bridges, 1st Vice President Genie Babb, Chair, GAB

Larry Foster, 2nd Vice President Kerri Morris, Past President Robert Crosman, Parliamentarian

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March 7, 2008 UAA Faculty Senate Page 2 Agenda

H. Faculty Grants and Leaves Committee

I. IUAC- Evaluation of Deans & Directors Update (pg. 14

J. Library Advisory Committee (pg. 15)

K. Professional Development Committee (pg. 16)

L. Student Academic Success Committee

M. Ad Hoc Committee on Constitution and Bylaws

N. Ad Hoc Committee on IDEA

VII. Old Business

A. IDEA (pg. 17) B. Constitution and Bylaws (pg. 18-23)

http://www.uaa.alaska.edu/governance/upload/FINAL-Proposed-Changes-to-Faculty-Senate-Constitution-and-Bylaws-2.pdf

C. UA Administrative Review (pg. 24-37) http://www.uaa.alaska.edu/governance/upload/FINAL-Alaska-Cover-Letter-08-2.pdf

VIII. New Business A. Chancellor’s Awards- Jim Mullen (pg. 38-39) B. WHICHE-Internet Course Exchange- Tom Miller, John Allred, Shane Southwick (pg. 40-

45)

IX. Reports A. Chancellor Fran Ulmer (pg. 46-48)

http://www.uaa.alaska.edu/chancellor/fran-answers-questions.cfm Unable to attend

B. Provost Michael Driscoll

C. Vice Chancellor Bill Spindle Unable to attend

D. Interim Vice Chancellor Megan Olson- Beth Rose attending

E. Union Representatives i. ACCFT ii. United Academics

X. Informational Items & Adjournment

A. Faculty Social April 4th following the Faculty Senate meeting B. FERPA Linda Lazzell (will present under President’s Report) (pg. 49-51)

C. Letter from Douglas Causey (pg. 52)

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UAA Faculty Senate Summary

February 1, 2008 2:30 – 4:30 p.m. – LIB 307

I. Call to Order @2:35 p.m. II. Roll

2007-2008 Officers:

2007-2008 Senators:

Ann McCoy Herminia Din Ping Tung Chang Carlos Alsua Hilary Davies E Randy Magen

Carol Coose Jackie Cason Rashmi Prasad Catherine d’Albertis Janice High Robert Boeckmann Cathryn Pearce Jeremy Tasch Robin Wahto Charles Licka John Pauli Sam Thiru

Dan Kline Judith Moore E Sarah Kirk Dave Fitzgerald Katherine Rawlins Susan Kalina

David Meyers Maria Ippolito Susan Mitchell Eva Kopacz Mark Fitch Terri Olson

Gail Holtzman Maureen O’Malley Tim Jester Gail Johnston Nicolae Lobontiu Toni Croft Heidi Mannion Peter Dedych Trish Jenkins Mark Schreiter Paul Herrick Carrie King

III. Agenda Approval (pg. 1-2)

Approved

IV. December 7, 2007 Meeting Summary Approval (pg. 3-6) Approved

V. Officer’s Reports A. President’s Report (pg. 7-8)

Linda Lazzell is now Dr. Linda Lazzell Received her degree in Counseling Psychology

B. First Vice President’s Report Contact Legislatures and as them to support full funding for UAA Have received a yellow form in the mail Presentation from the Chancellor about how to contact legislature now available

C. Second Vice President’s Report Distinguished Service Awards

VI. Boards and Committees A. Graduate Academic Board (pg. 9)

Bogdan Hoanca, President Caedmon Liburd, Chair, UAB

Anne Bridges, 1st Vice President Genie Babb, Chair, GAB

Larry Foster, 2nd Vice President Kerri Morris, Past President Robert Crosman, Parliamentarian

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February 1, 2008 UAA Faculty Senate Page 2 Summary

Approved B. Undergraduate Academic Board (pg. 10)

Remove PHIL A313A and change CHG CS A100 to DEL CS A100 Approved remaining curriculum

C. University-wide Faculty Evaluation Committee

D. Academic Computing, Distance Learning and Instructional Technology

E. Budget, Planning, and Facilities Advisory Committee- BPFA (pg. 11) Please provide

F. Committee on Committees

G. Diversity Committee Had joint meeting with Diversity Action Council to go over objectives for year 1. Elevate status of director of Diversity Compliance 2. Increase base line funding for DAC 3. Many program in place for diverse recruitment, develop initiatives for line item budgets

H. Faculty Grants and Leaves Committee

I. IUAC- Evaluation of Deans & Directors Update Will be doing a Deans and Directors review through the IDEA survey Should receive letter from Dean encouraging you to participate in this

J. Library Advisory Committee (pg. 12)

K. Professional Development Committee (pg. 13)

L. Student Academic Success Committee

M. Ad Hoc Committee on Constitution and Bylaws

N. Ad Hoc Committee on IDEA

VII. Old Business A. IDEA

http://www.uaa.alaska.edu/governance/upload/X-Institutional_Summary_Fall_2007-2008_-9094.pdf

IDEA Committee met today and focused on: 1. Best practices for teaching evaluation and best practices for IDEA 2. What other institutions are doing 3. Hosting the Forum and All-Faculty Assembly

All Faculty Assembly- IDEA and teaching evaluation Additional Forum- Statistical validity and actual make up of IDEA

Suggestion from Faculty Senate to separate out IDEA and statistical validity B. Constitution and Bylaws (pg. 14-41)

Motion (Hilary Davis): Faculty Senate accepts the attached document as a first reading. 2nd: Toni Croft

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February 1, 2008 UAA Faculty Senate Page 3 Summary

Approved

VIII. New Business

IX. Reports A. Chancellor Fran Ulmer

Attended Basketball game yesterday Attended “Face Up to Climate Change” hosted by UAA students Anchorage Economic Developments Forecast Luncheon- Key note speaker spoke about importance of higher education Final meeting on University budget is next week Speak with Legislature (specifically) Kevin Meyer

B. Provost Michael Driscoll 1. Prerequisite question- just had conversation with Vice Chancellor Lazzell and will work out details shortly 2. IDEA results- will meet with people who had high participation results 3. Hopes to announce promotion and tenure chairperson in March 4. Evaluation of Deans- Faculty input will be valued in this process 5. National Coalition Building- diversity training workshop brought together 26 people 6. Request for proposal from Statewide Academic Affairs- Announcements went out last week. UAA 740,000 request, UAF had same amount requested. 7. 2010 Accreditation- Small group met yesterday. There will be a steering committee. 8. Announcement about Ted Kassier working in International Affairs. 9. Sustainability-work on short term efforts and also influence lives and train the next generation

C. Vice Chancellor Bill Spindle Open to all suggestions regarding Energy Plan 1. External Review is finished President will show to Board of Regents and hopefully make public Reports call for streamlining of Statewide Operating review coming up this Spring • Management Report Review • Programmatic Review 2. PBAC has started to look at FY10 3. Strategic Plan has been integrating with Budget Plan 4. Now have new Research Subcommittee and Space Subcommittee Support your Seawolves! Basketball teams are doing great Hockey teams have had one of their best seasons

D. Interim Vice Chancellor Megan Olson (pg. 42-44) Beth Rose discussed tax credit for companies

E. Union Representatives i. ACCFT- reached agreement hope that contact is put before the Board of

Regents this month ii. United Academics

X. Informational Items & Adjournment

Meeting Adjourned @ 4:33 p.m.

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President’s report to the UAA Faculty Senate March 1, 2008 IDEA student evaluation The last day to fill out the FIF and be able to add custom questions is April 7. After that date, you can still update the form, but not add questions. Visit with Kodiak faculty Kerri Morris and Bogdan Hoanca visited Kodiak College on February 22. Faculty and staff there were very friendly and hospitable, and even the weather cooperated more than expected. The discussion centered mainly around the IDEA instrument. Kerri and I liked Kodiak so much we inquired about job openings and faculty exchange opportunities. Mandatory survey of student intent The survey should be operational as mandatory in April. Banner prompt students to update their educational goals once per semester (the first time students register) and will record the history of goal changes. External review of Statewide Administration The External Review is publicly available on the Governance web site, along with a cover letter from President Hamilton. The letter outlines the process and the schedule of evaluating and discussing the recommendations (including consultations with governance groups). The first changes in response to the review are expected to occur in July 2008. Student success The UAA Student Success Task force met on February 8 and February 29. Task force members are still compiling a directory of student success programs on campus. At the 2/8 meeting, the Task Force heard a presentation on Participatory Action Research for Student Success. At the 2/29 meeting, a subcommittee of the Task Force presented a list of 25 challenges and solutions for advising. The Student Success Steering Committee convened by VPAA Dan Julius is now named the Student Goal Achievement (SGA) group. At our February 19th meeting, each MAU presented their view of what the priorities should be for student success at the statewide level and at the MAU level. Without prior planning, the three MAUs agree well in both sets of priorities. An interim progress report from the group is at http://gov.alaska.edu/faculty/studentsuccess/2008-01.StudentSuccessTF-summary.pdf. For any other comments or suggestions, please feel free to contact me at 786-4140 or via email at afbh@uaa.alaska.edu.

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2nd Vice President’s Report UAA Faculty Senate

March 2, 2008

We are preparing for the upcoming election to fill vacant Senate positions for AY 2008 – 2009. This includes reviewing the balloting process, ensuring our new software will work, updating the number of Senate seats per college or school, identifying Senate positions to be filled, advertising for nominations, preparing ballots on a college by college basis, etc. Senators are encouraged to provide nominations for Senate positions, including for elected Boards and Committees, and to solicit the same from colleagues. Per Article VI, Section 3 of the Senate’s Constitution, a Special Nominations Meeting will be convened the last week of March to collect nominations from the faculty at large.

* * * An ad hoc Subcommittee of the Senate’s Committee on Committees is seeking nominations and recommendations from the faculty for our Distinguish Service Awards, namely:

• Distinguished Service to the Senate – for faculty currently serving on the Senate, including its Boards and Committees.

• Distinguished Service to the University by a Faculty Member – for service by faculty not currently on the Faculty Senate or its Boards and Committees.

• Distinguished Service to the University by someone outside the Faculty – for service by students, staff, or members of the community.

To be considered for one of these awards, three items are required:

• A detailed letter or email specifying the nominee’s qualifications and service, both recent and career spanning,

• The nominee’s vitae or similar documentation, and • One or more letters of recommendation for the first Award above; two or more

letters of recommendation for the latter two Awards. Senators are encouraged to both nominate worthy colleagues and to ask others to do likewise for these Awards. The nomination and recommendation period for our Distinguished Service Awards ends March 24th. The ad hoc Subcommittee for reviewing candidates for these three awards currently does not have representatives from CTC and the Library, and hence volunteers are welcome (or the names of faculty possibly so inclined). Prepared by Larry M. Foster.

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Graduate Academic Board March 2008 Report

Program/Course Action Request

A. CTC Chg CS A670 Computer Science for Software Engineers (3 cr) (3+0) Chg CS A671 Advanced Software Engineering (3 cr) (3+0) Chg CS A690 Advanced Topics in Computer Science (1-3 cr) (1+0-3+0) B. CBPP Add CIS A690 Selected Topics in Management Information Systems (3 cr) (3+0) C. COE Chg Master of Arts in Teaching Add PEP A645 Methods in Elementary Physical Education (3 cr) (3+0) Add PEP A646 Methods in Secondary Physical Education (3 cr) (3+0) D. CHSW Chg NS A601 Advanced Pathophysiology (3 cr) (3+0) Chg NS A620 Nursing Research Methods (3 cr) (3+0) Chg NS A625L Biostatistics for Health Professionals Labs (1 cr) (0+3)

(cross listed w/ HS A625L) Chg HS A625L Biostatistics for Health Professionals Labs (1 cr) (0+3)

(cross listed w/ NS A625L)

Del SWK A606 Social Welfare: History and Contemporary Programs (3 cr) (3+0) Chg SWK A607 Social Welfare Policy and Services (3 cr) (3+0) Chg SWK A608 Social Policy for Advanced Generalist Practice (3 cr) (3+0) Chg SWK A624 Foundation Research Methods (3 cr) (3+0) Del SWK A625 Social Work Research Lab (1 cr) (1+0) Chg SWK A630 Practice Skills Lab (1 cr) (0+3)

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Undergraduate Academic Board March 2008 Report

Program/Course Action Request

A. CAS

Chg PHIL A101 Introduction to Logic (3 cr) (3+0) Chg PHIL A201 Introduction to Philosophy (3 cr) (3+0) Chg PHIL A211 History of Philosophy I (3 cr) (3+0) Chg PHIL A212 History of Philosophy II (3 cr) (3+0) Chg PHIL A301 Ethics (3 cr) (3+0) Chg PHIL A313 Eastern Philosophy & Religion (3 cr) (3+0)

Del PHIL A313A Eastern Philosophy & Religion (1 cr) (1+0) Chg PHIL A314 Western Religions (3 cr) (3+0) Chg DNCE A061 Elementary Ballet (1 cr) (1+1) Chg DNCE A081 Elementary Jazz (1 cr) (1+1) Chg DNCE A101 Fundamentals of Ballet (2 cr) (1+2) Chg DNCE A121 Fundamentals of Modern I (2 cr) (1+2) Chg DNCE A151 Fundamentals of Tap I (1 cr) (1+1) Chg THR A121 Introduction to Acting (3 cr) (2+3) Chg THR A131 Theatrical Production Techniques (3 cr) (2+2) Chg THR A141 Stagecraft I (3 cr) (2+2) Chg THR A151 Makeup for the Theatre (3 cr) (3+0) Chg THR A221 Movement for the Actor (3 cr) (3+0) Chg THR A243 Scene Design (3 cr) (3+0) Chg THR A257 Costume Design and Construction I (3 cr) (2+2)

Chg THR A295 Theatre Practicum: Technical (1-3 cr) (0+3-9) Chg THR A315 Playwriting Workshop (3 cr) (3+0) Chg THR A321 Meisner Acting Technique (3 cr) (2+3)

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Chg THR A325 Theatre Speech and Dialects (3 cr) (3+0)

Chg THR A328 Acting Shakespeare (3 cr) (2+3)

Chg THR A347 Lighting Design (3 cr) (3+0) Chg THR A357 Costume Design and Construction II (3 cr) (1+4) Chg THR A413 Dramatic Theory and Criticism (3 cr) (3+0) Chg THR A431 Directing I (3 cr) (3+0) Chg THR A435 Directing II (3 cr) (3+0) Chg THR A445 Advanced Theatre Production (3 cr) (0+6) Chg THR A480 Theatre Internship (5-15 cr) (0+15- 45)

Chg THR A490 Selected Topics in Performance (3 cr) (2+3) Chg THR A491 Selected Topics in Technical Theatre (3 cr) (3+0) Add THR A492 Senior Seminar (3 cr) (3+0) Chg THR A495 Advanced Practicum: Technical (1-3) (0+3-9) Chg THR A376 CAD for the Arts (3 cr) (2+2) (cross listed w/ THR A376) Chg ART A376 CAD for the Arts (3 cr) (2+2) (cross listed w/ THR A376)

Chg THR A222 Voice for the Actor (3 cr) (3+0) Chg Bachelor of Arts, Theatre Chg Minor in Theatre

Chg Minor in Dance Chg SOC A101 Introduction to Sociology (3 cr) (3+0)

Chg HUM A211 Introduction to Humanities I (3 cr) (3+0)

Chg HUM A212 Introduction to Humanities II (3 cr) (3+0)

Chg BIOL A115 Fundamentals of Biology I (4 cr) (3+3)

Chg BIOL A116 Fundamentals of Biology II (4 cr) (3+3) Chg BIOL A178 Fundamentals of Oceanography (3 cr) (3+0) (cross listed w/ GEOL A178) Chg GEOL A178 Fundamentals of Oceanography (3 cr) (3+0) (cross listed w/ BIOL A178) Chg BIOL A179 Fundamentals of Oceanography Laboratory (1 cr) (0+3)

(cross listed w/ GEOL A179)

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Chg GEOL A179 Fundamentals of Oceanography Laboratory (1 cr) (0+3) (cross listed w/ BIOL A179)

Chg COMM A111 Fundamentals of Oral Communication (3 cr) (3+0)

Chg COMM A241 Public Speaking (3 cr) (3+0) Chg ENGL A383 Film Interpretation (3 cr) (3+0)

B. CBPP Chg BA A231 Fundamentals of Supervision (3 cr) (3+0) Chg BA A460 Marketing Management (3 cr) (3+0)

C. CHSW Chg SWK A206 Introduction to Social Work (3 cr) (3+0) Chg SWK A330 Social Work Practice I (4 cr) (3+2) Chg SWK A331 Social Work Practice II: Organizations and Communities (3 cr) (3+0) Del SWK A343 Human Behavior: Diversity and Discrimination (3 cr) (3+0) Chg SWK A342 Human Behavior in the Social Environment (3 cr) (3+0)

Chg SWK A363 Great Books in Social Work (3 cr) (3+0)

Chg SWK A406 Social Welfare: Policies and Issues (3 cr) (3+0)

Chg SWK A424 Social Work Research (3 cr) (3+0)

Chg SWK A430 Social Work Practice III: Groups and Families (3 cr) (3+0)

Chg SWK A495A Social Work Practicum (6 cr) (3+15)

Chg SWK A495B Social Work Practicum II (6 cr) (3+15) Chg SWK A481 Case Management in Social Work Practice (3 cr) (3+0)

D. CTC Chg FIRE A117 Rescue Practices (3 cr) (3+0) Chg A.A.S. Fire and Emergency Services Technology- Fire Administration

Option Only Chg ATA A492 Air Transportation System Seminar (3 cr) (3+0)

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Budget, Planning, and Facilities Advisory Committee

Maureen O’Malley, Peter Dedych, Co-Chairs Report to Faculty Senate – 2/22/2008

1. BPFA met on Friday 2/22/08, at 2:30PM, RH 202. Present: Maureen O’Malley (Co-

Chair), Peter Dedych (Co-Chair), Brian Wick and Mark Fitch. Guests: Larry Foster and John Dede. Chris Turletes, Chris Mizelle and Kristin Reynolds from Facilities. Connie Thomas (Library), Nick Szymoniak (ISER).and several other members of the UAA campus community committed to energy and environmental issues.

2. The committee hosted an open forum on “Energy and our UAA Environment.”. The highlight of the forum was a presentation by Chris Turletes, Associate Vice Chancellor, Facilities & Campus Services. The presentation highlighted the many current activities and policies in place by Facilities to support Sustainability at UAA. The extent of these efforts is unknown to many and quite impressive. • Energy efficiency is not only a sustainability issue, it is a cost saving measure • We are presently working on a model to measure UAA’s carbon footprint. To

measure our progress we must know our starting point. • To be true “sustainers”, we must change behavior, one person at a time.

Current focus is on energy, recycling, green purchasing, commuter travel and office procedures

• There have been several lighting and heating/ventilation projects completed to install modern and efficient equipment

• There are LEED* certified project managers heading up several new Facilities projects (*Leadership in Energy and Environmental Design)

• There are solar powered traffic signs, LED streetlights and vending machine monitors presently installed on campus

• Procurement of new equipment and furnishings is analyzed in terms of energy use and the amount of energy used in production

• Purchase of hybrid vehicles is on the horizon, campus shuttle routes are monitored continuously to maximize rider ship, air travel is being analyzed (video conferencing, combining meeting agendas, teleconference…)

• Consortium Library room2071 is the Sustainability Resource Room with books, CD’s and DVD’s. It is open to everyone.

• Go to http://edit.www.uaa.alaska.edu/sustainability/help.cfm for more information about what UAA is doing right now. We are starting to tackle the problem

3. Upcoming Meetings: 3/21, 4/11 in RH 220, 2:30 – 3:30 Minutes: P. Dedych

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FACULTY SENATE DIVERSITY COMMITTEE 3211 Providence Drive , Anchorage Alaska 99508

D r s R o b e r t B o e c k ma n n & D a v e F i t z g e r a l d , C o - c h a i r s .

Members present: Profs. Boeckmann (Co-Chair), Cao, Chang, Crosman (Secretary), Din, Fagan, Fitzgerald (Co-Chair), Furlow, Ha, Howard, Jester, Licka, Masanovic, Rangarajan

Consultants and Representatives Present: Russell Pressley, Academic Advising Coordinator (CHSW); Bogdan Hoanca, UAA Faculty Senate Alice Hisamoto, AHAINA representative President

I. Review of minutes from last meeting – none taken, due to Secretary’s absence II. Review Agenda of Current Meeting - approved III. Informational Items:

March 21st, joint meeting with DAC and Chancellor – location TBA Tentative proposal for a social meeting in May, after graduation DAC in conference with Dianne Hirschberg (ISER) over upgrading of Diversity Director to a high administrative position. Chancellor initially discouraging, but both DAC and our committee strongly behind it. At 3/21 meeting, we’ll bring it up with Chancellor in conversation. NCBI all-day workshop with Deans and upper-administration had positive effect, a more receptive attitude toward diversity seemed to be the outcome. Boeckmann started dialog with East High faculty running after-school “Pride Club,” for students in danger of dropping out, bothered by economic or ethnic problems, or others. Gets them involved in projects that interest them (film-making, etc.). They’ve lost their space. The students need tutors – can we connect UAA students with them as tutors? Alaska Civil Rights Day at residence halls asked for postings of racial slurs heard around campus. This was taken as an opportunity by some to post NEW slurs that were hurtful to some students. There should be some response – a NCBI workshop might be a good idea. NCBI’s basic principle is rather than silence expressions of intolerance, to engage the speaker in dialog, in a safe, mutually respectful venue. A lively discussion of various incidents and possible responses. Our election year choices raise issues of gender and race that are relevant to students.

Motion approved to invite Larissa Chuprina, Ph.D. to speak on diversity issues at UAA. Boeckmann will propose it to DAC for funding.

Indigenous Concerns Permanent Sub-Committee is being put into the revision of the Faculty Senate Constitution and By-Laws. Revisions will be given to the entire UAA faculty for approval. Hillary Davies needs print-copy by end of February.

Next Meeting: March 21st at 3:00 PM, location TBA. This meeting will be preceded by a joint meeting with Chancellor’s Diversity Action Council – time and place to be announced.

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Institutional & Unit Assessment Committee Report

UAA Faculty Senate March 2, 2008

During the month of February 2008, the Institutional & Unit Assessment Committee (IUAC) collected and formatted faculty and staff electronic mailing lists to be submitted to IDEA for subsequent distribution of surveys on our academic deans. While all full time faculty may participate in this survey, deans individually elected to include, or not, their staff. During mid-February a milestone schedule was finalized with our deans and on February 29th IDEA was engaged to begin this survey process. During the first week of March the deans will complete what is analogous to the FIF completed each term by our faculty. Thereafter, the faculty will have approximately two weeks to complete the surveys, with periodic reminders to do so being sent from IDEA. As we commence this survey period, the IUAC compliments our deans on their high level of cooperation over this academic year as we prepared this survey. During this survey period, we encourage Senators to both complete the survey and to ask colleagues to do likewise. Prepared by IUAC co-Chair Larry M. Foster

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1 Prepared by Sally Bremner and Robert McCoy, LAC Co-Chairs

LIBRARY ADVISORY COMMITTEE (LAC) REPORT TO UAA FACULTY SENATE FEBRUARY 2008

• Attendance on February 1st: Gina Boisclair, Sally Bremner (Co-chair), Anne

Bridges, , Chris Hanson, Hiroko Harada, Becky James, Janice High, Sean Licka, Susan Mitchell, Robert McCoy (Co-chair), Steve Rollins, Kirk Scott, Steve Shore

• Proposed LAC Name Change. Faculty Senate will hold a first reading of its proposed bylaw changes, including our proposal to change our name from the Library Advisory Committee to Consortium Library Advisory Committee at its March meeting, and the 2nd reading in April after which a ballot will take place.

• Update on Artwork for the Library Music Listening Room. Additional shelving for media now installed has greatly reduced available wall space. UAA staff and students can now find many donated VHS video programs (recreational) as well as music CDs and the library’s academic videos all in one place. Ron and Patty Thorne have also donated a print of Philly Joe Jones – the signature graphic for the Dobie Losben Memorial Jazz collection, and the four Japanese prints given by a friend of Losben, will be hung in the media room shortly.

• Update on a campus wide plagiarism detection system for UAA. Safe Assign, a free utility now part of Blackboard has not been “turned on” by IT thanks to IDEA implementation. Members discussed whether the library should offer another trial of Turnitin this semester to raise awareness of writing issues and ease faculty workloads. UA apparently ran a trial for all MOUs in November 2006, but LAC members were not aware of it. Steve Rollins will find out what’s been done since. Members voiced concerns about implementation and recommended that use of SafeAssign should be syllabus specific, not mandated. Members felt information technology’s role as a teaching rather than policing tool should be emphasized. Instructors could choose to make it available in Blackboard modules; students could submit papers ahead of deadlines to check for problem areas. Steve suggested we ask IT to provide us with access for evaluation purposes.

• Subcommittee Briefs: Library as Place: All pendulum surround tiles have been sold, so the group will soon help facilitate permanent installation. The group discussed ways to provide surveillance and security for the Arc Gallery, and possible funding sources. Library Services: Members discussed including a cross-disciplinary view of the plagiarism issue, links for the plagiarism policies of both UAA and APU and ways to set assignments to discourage plagiarism. Library Resources: Members further considered a Blackboard survey to capture students’ experience of database trials and who might compile and interpret results. They may tie this to the library’s upcoming LIBQUAL+ assessment. They also discussed publicity for new trials and purchases. Seeking recommendations from retiring faculty for library wish lists for their departments would help maintain institutional memory. Anthropology will conduct a pilot study and use a focus group to assess the process. Fall and spring deadlines will be established for journal subscription/backfiles/substitution requests. The new Head of Collection Development will create an allocation model to better disperse collection funds.

• The next meeting will take place on March 7th in CL204 at 11:30 am.

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Faculty Senate Professional Development Committee Minutes of February 1, 2008 Meeting Minutes

Present:

Susan Garton Trish Grega Mari Ippolito Gail Johnston Susan Kalina Ann McCoy John Mouracade Cathryn Pearce Lauren Bruce Larry Foster Bogdan Hoanca

The meeting was called to order by Co-Chair Ann McCoy, Susan Kalina recorded the minutes. The December meeting minutes were posted, but not reviewed by the committee. Final approval will be at the next meeting. Old Business: Travel Funding: The Committee reviewed the revision of the letter to Deans requesting travel funding information. Final changes were recommended. It was agreed that the letter be sent to Dean Jan Gehler in the Community and Technical College and Dean Rob Lang in the School of Engineering, with a follow up meeting with the Deans by members of the PDC. Web Site: A basic format listing the resource, a short blurb, applicable deadline/s, web site address for more information, and a contact person on campus was agreed upon. Lauren Bruce and John Mouracade agreed to head up the project. Joint Meeting with Grants and Leave: The proposed joint meeting will probably take place in April. Susan Kalina will contact the co-chairs of the Faculty Grants and Leave Committee. Tasks: Final revision of letter to the Deans (Susan Kalina); Meetings with the Deans (to be decided); Faculty Development Resources on CAFÉ Web page (Lauren Bruce and John Mouracade) Next Meeting: There will be no March meeting, as most of the committee members will be out of town at professional meetings. The next PDC meeting will be Friday, April 4 at 2:00 p.m. following the CAFÉ Advisory Council meeting in LIB TBA. It is hoped that there will be a joint meeting of the PDC and Grants and Leave, TBA.

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March 2, 2008 To: Bogdan Hoanca, President of Faculty Senate From: Kerri K. Morris, Chair, IDEA Ad Hoc Committee RE: Motions for the March Senate meeting At December’s Senate meeting, the faculty adopted a four-part teaching evaluation model and discussed some of the Ad Hoc Committee’s policy suggestions for using the IDEA instrument. After further committee discussion, a meeting with faculty about statistics and IDEA, and an All Faculty Forum focusing on policy for IDEA, we propose the following motions: Motion 1 Academic Affairs will provide resources for extensive and ongoing training of administrators, administrative staff, chairs, faculty committees, faculty, and students in the appropriate use and interpretation of IDEA. Motion 2 UAA should use the Short Form from IDEA as standard, but faculty members can request the Long Form whenever they would like to use it. Motion 3 Only results from classes with the following response rates can be used for the purposes of promotion and tenure. Number of Students Enrolled Response Rate 1-2 Not Allowed for Evaluation 3-10 100% 11-20 80% 21 and above 65% Motion 4 Only information from page one of the eligible IDEA Reports (Motion 3) is required for P/T and retention. (However, individual faculty members may choose to use any information in the report in order to support their self evaluation of teaching.) Motion 5 Faculty members can be required to submit page one to supervisors either as part of a formal or an informal review Motion 6 No academic administrative staff or administrators (including department chairs) should have access to the full results without a faculty member’s permission. Motion 7 Academic Affairs should identify and address the unique needs of each of the extended campuses with regard to the use of the IDEA.

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Date: January 26, 2008 From: Hilary Davies, afhmd@uaa.alaska.edu Debbie Narang, afdln@uaa.alaska.edu Ad Hoc UAA Faculty Senate Constitution and Bylaws Committee Subj: Ballot Report to the UAA Faculty Senate This memo lists proposed ballot proposals for changes to the UAA Faculty Senate Constitution and Bylaws. The process of modifying the Constitution and Bylaws should be ongoing. The current Constitution and Bylaws are available at http://www.uaa.alaska.edu/governance/facultysenate/constitution.cfm

The proposed Constitution and Bylaws (with track changes) are linked to the Faculty Senate agenda. ___________________________________________________________________________

Name changes to Faculty Senate Committees Change Student Academic Support Committee (SAS) to Student Academic Support and Success Committee (SASS). Change Library Advisory Committee (LAC) to Consortium Library Advisory Committee (CLAC). ________________________________________________________________________ Committee Deletion: Committee on Committees The Committee on Committees will be replaced by the Nominations Committee The Nominations Committee will consist of the 2nd Vice President and two members elected by the faculty. The two elected faculty must be eligible to serve on the Faculty Senate. The chair shall be the Second Vice President of the Faculty Senate, with service to commence at the beginning of “New Business” at the last regularly scheduled senate meeting of the academic year.

Functions and Responsibilities of the Nominations Committees To prepare slates of candidates for Senators and alternates.

To prepare a slate of candidates for the posts of President, First Vice President, and Second Vice President of the Senate.

To prepare slates of candidates to serve in at-large positions on boards and committees.

To prepare slates of candidates to serve on all boards, and committees, which include representation from the Faculty Senate.

______________________________________________________________________________ Insert General Education Review Committee (GERC) in the Bylaws

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Rationale: This committee has been in place for several years, and was omitted from the Bylaws.

The General Education Review Committee (GERC) is a standing committee of the Undergraduate Academic Board (UAB) reporting to the Undergraduate Academic Board.

The Committee shall: (with respect to course actions and reviews)

1) apply the current UAA catalog’s GER category descriptors and GER Student Outcomes as primary criteria for evaluating all GER courses for inclusion in specific categories of the General Education curriculum. Tier 3: Integrative Capstone courses have additional criteria (see http://governance2.uaa.alaska.edu/ger/tier3.model.pdf);

2) review all requests to add to, delete from, or substantively modify the courses in the General Education curriculum;

3) recommend course actions to the Board based on the criteria;

4) facilitate the overall review and processing of General Education course actions by working with initiators and departments;

4b. expedite the review of course action requests currently on hold (with respect to policy)

5) review all requests to modify General Education Requirements or policies;

6) recommend actions to the Board based on the review; (other)

7) undertake such additional tasks or responsibilities relating to GERs as assigned by the Board.

___________________________________________________________________________

Committee Addition: Indigenous Faculty Concerns Committee This committee will be a standing committee of the Diversity Committee.

The Indigenous Faculty Concerns Committee may initiate and review all policies affecting indigenous faculty and students. .

______________________________________________________________________________ Proposed Revisions to Functions and Responsibilities of the Professional Development Committee. Bylaws Article V, r1.

. Functions and Responsibilities of the Professional Development Committee The Committee may initiate and review all policies affecting faculty as defined in Article II, Section 2, subsection c (2) and subsection c (3) of the Faculty Senate constitution including, but not limited to, professional development matters relating to teaching, research, and service. In addition, the Committee will advocate for professional development opportunities for faculty and will

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participate in strategic planning processes related to professional development.

______________________________________________________________________________

Proposed Revisions to the Functions and Responsibilities of the Institutional and Unit Assessment Committee. (1) Annually advise the Senate’s Executive Board by the end of September of the

Committee’s timeline and milestones for that academic year; thereafter, the Committee shall present an outline of its yearlong agenda and goals to the Faculty Senate no later than the Senate’s regularly scheduled October meeting.

(2) Annually review the assessment instrument and modify as needed. (3) Annually review with the University’s Deans and Provost the overall scope of the

assessment instrument, the expected protocols for its administration, and the timeline noted in (1) above.

(4) Notify faculty prior to the assessment’s administration; advance faculty participation in the assessment process.

(5) Confer with each dean to determine the reporting process most suitable for that dean’s respective unit.

(6) Oversee the assessment’s administration. (7) Provide annually a summary report to the Senate addressing faculty participation rates,

suggestions from the Deans and Provost on needed improvements for subsequent assessments, faculty perceptions on how well the assessment instrument addressed faculty concerns, faculty views on the effectiveness of the overall assessment process in improving their respective college or school, a template summarizing survey results, etc.

At the discretion of its Dean, a unit may be subdivided, with the Committee’s approval, into subunits provided such subunits are sufficiently large to ensure the anonymity of respondents. __________________________________________________________________________ Proposed Revisions to the University Wide Faculty Evaluation Committee. Reinstate the following wording: No committee member may review files nor participate in a meeting where files are being reviewed when the committee member’s or an immediate family member’s file is being evaluated. Proposal to change “No member may be elected to more than two successive two-year terms” to “No member may be elected to more than two successive three-year terms”. ___________________________________________________________________________ If the First Vice President relinquishes the office, how is a replacement found? Proposal:

If for any reason the 1st Vice President should relinquish or be recalled from office, the President will call an election.

___________________________________________________________________________ If the Second Vice President relinquishes the office, how is a replacement found?

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Proposal: If for any reason the 2nd Vice President should relinquish or be recalled from office, the President will call an election. ________________________________________________________________________

Election of Committee Chairs/Co Chairs. Proposal: The Chair or Co Chair must be a member of the Faculty Senate. ___________________________________________________________________________ Delete Section 6. Constitution: Each unit as defined in Article III, section 3, a-j and section 4 of this Constitution, shall elect at least two alternate representatives Rationale: This is not current practice. ___________________________________________________________________________ Change election date for Faculty Senate Committee members: Committee vacancies shall be elected by the Faculty Senate annually at the August meeting. Rationale: May is too early for Faculty Senate Committees to be in place.

__________________________________________________________________________________________ Attendance (Constitution): Section 12. The position of any member of a permanent board or committee shall be vacated if the occupant fails to attend two consecutive regularly scheduled meetings. Change from three to two meetings Section 13. The position of any Senator shall be vacated if the occupant fails to attend two consecutive regularly scheduled meetings or fails to attend four regularly scheduled meetings in an academic year. Change from three to two meetings, and five to four meetings. Section 14. The position of Board or Committee Chair shall be vacated if the occupant fails to attend two consecutive regularly scheduled meetings of the Board or Committee; or if the occupant fails to attend two consecutive regularly scheduled Senate meetings. Change from three to two meetings for both Boards/Committees and Senate. __________________________________________________________________________ Article VI. Section 1 (Constitution). The Senate shall meet once a month from August through December and February through May. Rationale: Currently, the Faculty Senate does not meet in January. ___________________________________________________________________________ Change the composition of the following Faculty Senate Committees to read “a minimum of three (3) Senators….” Academic Computing, Distance Learning and Instructional Technology; Student Academic Support and Success; Budget, Planning and Facilities Advisory; Diversity; Consortium

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Library Advisory; Professional Development; and Institutional and Unit Assessment. Rationale: Allows more flexibility for the 2nd Vice President to assign senators based on their interests. ___________________________________________________________________________ Add the following wording before the list of Boards/Committees in the Bylaws: It is recommended that committees with overlapping interests hold at least one joint meeting in the spring semester. ___________________________________________________________________________ Wording and Cleanup: Consolidate the wording that repeats the language for eligibility of committee members, election of chairs, and other common statements. This would apply to Academic Computing, Distance Learning and Instructional Technology; Student Academic Support; Budget, Planning and Facilities Advisory; Diversity; Library Advisory; Professional Development; Institutional and Unit Assessment. A single section in each committee section could refer to that section. Replace “mail-in ballot” by “ballot” Replace “Director of Library” by Dean of Library” Replace “Records Office” by “Office of the Registrar” Replace “Curriculum Office” by “Enrollment Services, Publications and Scheduling” Replace “Committee on Committees” by Nominations Committee” Grammatical changes, e.g. add colons, clarification of wording.

___________________________________________________________________________

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Date: March 1, 2008 From: Hilary Davies Subj: Additional comments received concerning the Ballot Proposals for consideration by the faculty

Faculty Senate Library Advisory Committee

Change UAA Faculty Senate Library Advisory Committee (LAC) to Anchorage Library Consortium Advisory Committee (ALCAC).

University Wide Faculty Evaluation Committee. Summary of Recommendations from the current University Wide Faculty Evaluation Committee regarding previous recommendations:

We agree with extending the length of terms from 2 years to 3 years. We suggest that term limits should be dropped due to the difficulty of staffing the committee. Any concerns about people becoming entrenched to the exclusion of others should be taken care of by the fact that we are elected by the faculty.

We disagree with combining the Bipartite Academic and Bipartite Vocational subcommittees. We unanimously think this is a bad idea. We disagree with increasing the number of members to 20. The UFEC has a long history of being particularly difficult to staff (and not just the Bipartite Vocational members). Twenty instead of 15 would only exacerbate the situation (particularly if the proposed changes to the CAS Guidelines pass.) We do agree with extending the term to three years.

Previous proposals to distribute the workload of the subcommittees more equitably by reforming the subcommittees are not supported by the UWFEC. The suggested committee structure (Bipartite, Tripartite A, and Tripartite B) would have failed to distribute this year’s workload evenly. The Bipartite Academic subcommittee had more files overall than the Tripartite subcommittee this year and they also review post-tenure and 4th year comprehensive files. We suggest that members could rotate through the various subcommittees to distribute the workload more fairly. This would not require a change to the bylaws and could be taken care of administratively.

There should be a definition of “immediate family”.

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Recommendations for a High Performing UA System

In our view, under the leadership of President Mark Hamilton and his team, the UA System has developed over the past decade into a high performing system. The catalogue of achievements is familiar to most in the System and the state. Increased public awareness of the importance of higher education to economic and social opportunity in the state, greater public investment, the addition of important programs and services all speak to a System that has substantially increased its service to the people of the state. The task facing the president and his team of System and campus leaders is to sustain the achievements of the past decade while substantially reducing the cost of delivering many of them. Merely reducing costs, regardless of the consequences for quality, accountability, and service, would be easy for these experienced administrators. The challenge instead is to exercise good judgment in order to reorganize System offices, programs and services so as to reduce net costs while maintaining high levels of performance. A useful template in responding to this challenge is to organize recommendations for streamlining and other changes in terms of the characteristics of high performance in systems.

Strong Executive Leadership

• The University of Alaska enjoys exceptionally able executive leadership in its president. His team of senior System officers is recognized even by critics of the System as being bright, talented and committed to high standards of service. The current chancellors combine extensive experience in public affairs in Alaska and elsewhere with practical skill in getting things done. Few systems in the country can match this array of talent and experience.

• This group would be an even more effective team were the System to more deeply engage the chancellors in decision-making on the most important System problems, in setting strategic directions and addressing concerns over such perennially difficult topics as approving new doctoral programs, the budget request to the legislature, resource allocation among the campuses and the like. Monthly face to face meetings of the resident, the chancellors and the vice presidents (not the staff who report to them) is a commonly used venue for discussions at this level in many systems. In University systems, campus heads (whatever their titles) are far more than unit managers. As spokespersons for their institutions and powerful – and often very popular – symbols in their communities, these individuals in fact strengthen the public presence of the System as a whole.

• At the same time, collaboration would be improved if the chancellors routinely involved senior System executives in campus decisions that have implications for

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the System office, or for the UA System as a whole, and particularly those decisions with visible impacts to significant external constituencies.

• Currently, there are too many System officers and functions reporting directly to the president. This flat reporting structure threatens to detract either from the time the chief executive can devote to his leadership and representational duties, or give short shrift to important administrative functions. We believe that aggregating planning and budget development, facilities management, and possibly information technology under the office of the vice president for administration would be a useful way of aligning responsibility, helping to ensure coordination in these interconnected administrative areas.

A Simple, Clear Public Agenda

• Everyone we spoke to credits the president with communicating a clear, strong message about the linkage between investing in the University and a brighter economic future for the people of the state. The president defines this vision, articulates it cogently to policy makers and opinion leaders, and uses it to garner more resources for higher education. The University is acknowledged as understanding the needs of the state and doing a great job in focusing on workforce development. There is still work to be accomplished in obtaining public buy-in for research, and the public service role is uneven in its application.

• Having defined the agenda and secured support and funding for it, the trick for System leaders is to create incentives for the campuses to actually implement it. As a general rule, Statewide should resist the temptation to directly manage educational programs themselves, but instead should provide resources and other incentives for the universities—individually or in cooperation with each other—to get the job done. The argument that “the campuses won’t do it” represents a failure of management or leadership, and should not serve as an excuse for the System stepping in prematurely. Statewide initiatives need linkage to the university’s strategic plan, with accountability for outcomes.

Fiduciary Capacity

• By all accounts, the System under President Hamilton’s leadership has been highly effective at securing resources from the state legislature (and from the federal government as well). Judging from the opinions of the external auditors, there is also a high standard of accountability for funds as well. The accounting deficiencies of the 1970s have clearly been addressed.

• Planning and budget development appear to be well managed from a technical viewpoint. But we heard numerous tales from the campuses of problems with the process of assembling the budget. Campus officials complained of last minute demands for information and indifference to campus work schedules. Converting what is widely regarded as a highly directive process into a more collaborative one, with early campus engagement, would increase buy-in, and might improve the quality of the resulting product as well.

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• The System has an effective, somewhat decentralized approach to facilities planning and management in which the bulk of the actual work is performed at the campuses, while a coordinator at the System level presents capital planning information to the Regents. A senior, experienced (preferably with an engineering background) facilities coordinator with good communications skills should be hired to replace the individual who recently resigned. This position should be located in Fairbanks to be close to other senior officers, and to the campus with the largest physical plant.

• Like every other statewide system, the UA System has become more sensitive to the importance of risk management. Currently, this is a highly centralized function. Other systems have found it more effective to divide responsibility for risk management such that the central office, with input from the campuses, defines the template for assessing risk, but the chancellors are charged with implementing risk assessment reviews and steps for remediation at their campuses. An annual report to the Regents on this process and its findings would help ensure that it remains a priority for campus leaders. The service function of insurance procurement, claims processing, and self-insured retention allocation should be clearly separated from risk management’s governance and control functions to ensure a service philosophy pervades those functions. We recognize that the System office has in the past stepped in to fill risk management functions neglected at the campus level. Returning responsibility to the campus level will require a commitment of time and resources to risk management by campus leadership that exceeds past efforts.

• Information technology is mission critical to the UA System. The System office should maintain its primary responsibility for connecting the UA networks to the world, and providing sufficient bandwidth for internal traffic. It should develop a clear Enterprise Architecture model, communicating with the campuses to ensure MAUs align their strategic plans with Statewide’s.

• OIT should develop a clear service catalog to identify all service lines and services, working with campus IT leadership to determine on a service-by-service basis which ones should remain in OIT and which should devolve to campuses. OIT should recognize itself as a service business, responding to the customer base and rolling out best practices of customer service.

• OIT, the IT Council, and the Project Executive Group should clearly articulate the requirements for future projects and the problems they are designed to serve: they should solicit ideas and practices from campuses before developing new solutions. The PEG should clearly communicate priorities and timelines for IT system improvements, and outsource when necessary to accomplish key automation improvements.

• The IT Council should focus on strategic information technology issues, leaving decisions on the business needs of the information systems to the Banner system owners (finance, human resources and student services). This could allow membership of the IT Council to be streamlined; its current over-inclusiveness comes at the cost of decision-making efficiency.

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• The Banner support functions should include an outsource contractor for surge projects and to address, at campus cost, unique campus concerns. The Statewide office should focus on quality assurance and system security.

• OIT should begin a dialog with campus leaders on the future of MyUA, recognizing that past efforts are sunk costs, to determine where any future investment should be focused. An early decision needs to be made on the directory environment – whether monolithic or federated – to allow progress on directory services and identity management. Resolving identity management issues should be a high priority.

• Help desk and desktop support should be campus functions; Statewide staff needs in Anchorage and Fairbanks can be supported (through reimbursement contracts if necessary) by the campuses.

Clarity of Responsibility and Authority

• At the most senior level in the System, there is no doubt that President Hamilton is in charge and provides overall leadership for public higher education in the state.

• But the System as a whole would be more effectively led and managed if there were a more precise and agreed-upon understanding of the apportionment of responsibility, accountability and authority between the System and the campuses. In general, we recommend that the decision-making processes, and indeed the whole culture, of the System evolve from a highly centralized model to a more collaborative one. The first step to achieving this would be for the president, the chancellors, and senior vice presidents to meet in a retreat setting with a well-defined agenda to develop a written statement of their modus operandi.

• The president and chancellors should delineate the responsibilities and roles of the various System councils. They should adopt a charter, clear delineation of responsibility, and chart the decision process flow for those Systemwide councils deemed necessary. We understand the current councils to be the Business Council, Community Campus Council, Development Council, Distance Education Steering Board, Educational Technology Team, Facilities Council, Human Resources Council, Information Technology Council, Public Relations Council, Risk Management Council, Statewide Academic Council, and Student Services Council. As useful as the councils are, it should be remembered that an advisory council member drawn from a campus is not a substitute for consultation with the formal leaders at the campus, especially the chancellor.

• It is critical that the System office differentiate between governance, service and program functions, focusing on the core governance mission and those service functions that provide the clearest benefits to campuses and the System.

• The University campuses need to reassume responsibility and accountability for administration and delivery of academic and research programs. This would require transfer of current Statewide health programs, corporate programs, teacher mentoring, K-12 outreach, and the Alaska Teacher Placement Program to

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appropriate university campuses. We recognize a crucial Statewide role in incubating new programs and from time to time acting as “receiver” for problematic academic and support functions, but believe System office placement of academic programs should be limited to two or three years. Any System office hiring for academic programs should be in term positions to emphasize the temporary nature of Statewide academic programs.

• In the same vein, we believe that “mergers” of functions between the System office and any single university campus create role confusion and stimulate negative perceptions by the other campuses. It is politically far safer for a campus to provide services for Statewide staff and functions that are located in the campus’ community than for Statewide to assume responsibility for one campus.

• We thus recommend that the combined human resource functions – recruitment, hiring, payroll, retention and dismissal – for UAF and Statewide’s Fairbanks staff be managed by UAF, with Statewide retaining the System human resource policy functions and those functions serving all campuses. These roles could be performed by UAA for Statewide functions and staff located in Anchorage. Alternatively, if the System and campus leadership determine that additional human resource functions should operate on a service center basis, the Statewide-UAF model should be implemented on a system-wide basis, including UAA and UAS, with shared decision-making on key issues.

• As with HR, we recommend that the combined information technology functions for UAF and Statewide be managed by UAF, with Statewide retaining those functions that it provides for all the universities.

• There should be a stronger System office presence in Anchorage. Statewide is seen in Anchorage as allied with Fairbanks, even if Fairbanks doesn’t see it that way. There are important programmatic reasons for a change, too – the University of Alaska Foundation and development functions need a visible Anchorage presence to accomplish their mission; legal services would be easier for UAA leadership to access with an Anchorage office; information technology staff recruitment would be easier in the larger Anchorage labor market; the legislative center for the state is in Anchorage for most of the year. We believe the Anchorage-based System offices should be co-located to avoid the isolation experienced by earlier efforts to base System office staff there, and to provide opportunities for sharing of support staff, equipment, and specialized space. Statewide should negotiate with UAA for human resources and information technology support to the Anchorage System offices.

Models of Frugality

• Our perception is that System staff members are uncommonly talented and committed to their work. It is also our view that this may be too much of a good thing. In comparison with central offices elsewhere in the country, and indeed with the Alaska System itself a decade ago, the number of staff has increased significantly and the budget has grown by over 100 percent.

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• We believe that total System expenditures can be reduced to the FY99 relative level in a combination of absolute reductions and the shifting of some programs and activities to the campuses, a total reduction of $15 million ($5 million in general funds and $10 million in other funds). The intention of this recommendation is not to create unfunded mandates that burden the universities, but to shift appropriate resources from the System to the campuses to cover the additional assignments.

• The System should make the process for calculating indirect cost recovery fully transparent to campus leaders, with annual review of the cost drivers and allocation based on those cost drivers. There should be an open periodic review of the allocation of indirect cost recovery revenues, and by reducing the current System office share of the indirect cost recovery rate below the current 12.8 percent. A decision to designate a portion of the reduction for support and incentives for research in areas critical to the economic future of the state would send a strong signal about System priorities. In short, greater transparency in both the cost recovery and revenue allocation process would benefit all parties.

• Greater transparency in the allocation of indirect cost recovery revenues, coupled with the current transparency on Statewide’s allocation of other funds (such as UA Land Grant Trust Funds, and funds from BP Exploration (Alaska) and ConocoPhillips Alaska, for example), would for example make it readily apparent that the System office is now contributing significantly to UAF research efforts, to an extent greater than the System office has received in indirect cost recovery from UAF.

Integral Decision-Making

• The importance of more deeply engaging the chancellors in discussions and decisions regarding fundamental System issues has been emphasized elsewhere in this report. When it comes to advocacy for resources in particular, greater engagement of campus and student leaders, both urban and rural, in a coalition in support of shared priorities would help make the case for sustained public support.

• We also recommend an effort across the board to engage campus personnel far upstream in decisions that affect their functional areas. In particular, the campus perceptions of arrogance on the part of a few System staff and of indifference to peak work times at the universities when requesting information need to be addressed by changes in staff communication and attitude.

• We recommend the System and campus human resources offices work together to create employment incentives for Statewide staff to have campus experience. Establishing an exchange program for Statewide staff to campuses, and vice versa, would improve the understanding of both parties’ roles. Statewide hiring decisions for most positions should include campus experience as a factor (as is the case for Statewide human resources positions), and development of specific career paths between campus and Statewide should be a priority.

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• Prior to initiating new projects at the System office, Statewide staff should be soliciting campuses for their expertise and ideas, and should be willing to modify project goals based on campus experience.

Critical Self-Appraisal and Change

• The external reviews and reports commissioned by the System and focused on its own operations testify to a willingness to seek evaluations of processes and performance.

• By commissioning this study, and especially in naming an Advisory Committee of campus-based persons who were forthright in their criticism, System leaders provided further evidence of seeking constructive suggestions for improvement. Actually acting to implement some of the recommendations will further confirm the System’s enthusiasm for reforming itself.

• The System office could show its commitment to continued self-appraisal by increasing budget transparency in the Statewide budget units. At a minimum, the budget should differentiate between governance, service and program functions, perhaps at the allocation level.

• The System office should begin development of a new UA strategic plan, since the current plan only extends through 2009. Under the leadership of the vice president for academic affairs, a new six-year planning process should build from the previous plan, incorporating the new campus and state environment and the campus planning efforts of the past several years. The plan should include a clear academic program review process in anticipation of the changing fiscal environment.

• We recommend that the System identify, in collaboration with campus colleagues, a set of metrics to evaluate System performance. Examples of measures might include System office cost per student, administrative cost per faculty member, changes in System office expenditures and staffing levels compared to expenditures and staffing changes at the MAUs, and total costs compared to peer systems (recognizing that the substantial differences in systems makes the ‘peer’ choice a challenging one).

These recommendations will take time to implement; they cannot be accomplished overnight. Many of the recommendations need further refinement that cannot be accomplished by outside consultants; they require the active participation and collaboration of System and campus officers. We believe the president, his key System office staff, and chancellors should develop a three-year plan to implement the recommendations.

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What a Streamlined UA System Would Look Like

A streamlined UA System would retain the critical strengths that have made it so successful over the past decade. Strong executive leadership, the clear public agenda so consistently articulated by that leadership, stringent fiscal management, and the readiness to engage in critical self-appraisal and create change based on those assessments would remain distinguishing features of the UA System. But some things would change. There would be a clearer understanding among all parties of the division of authority and responsibility between Statewide and the campuses. The division we have suggested—governance, service and program functions—may be a useful template in clarifying these distinctions. The System administration would become a leaner operation with fewer staff and lower overall costs. There would be more conversations among campus and System leaders earlier in the process of decision-making. This more integrated model of arriving at strategic and operational policy decisions does not diminish the executive authority of the president, but it does ensure more dialogue before policy and administrative choices are made. Our recommendations are intended to assist this high-performing system to continue its exemplary service to the people of Alaska in a time when there may be fewer resources to carry out that noble purpose.

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Overview of Proposed New Chancellor’s Awards for Excellence Program February 13, 2008

Why change the current program? UAA has many outstanding faculty and administrative staff in each of our major academic and administrative units, and community campuses, that deserve recognition from the University leadership and community. The Chancellor’s Awards for Excellence have, as currently structured, provided a vehicle for recognizing a few of these superb performers, both individuals and groups at UAA. The Chancellor and Chancellor’s Cabinet would like to do two things: revise the Chancellor’s Award structure to ensure the recognition of outstanding performers from every academic and administrative unit in UAA and streamline the nomination process to encourage greater participation. How will the new Program be different? There will be many more awards and recipients than in the past. The program, as envisioned, will allow each major academic unit and administrative unit and community campus to nominate, review and select faculty and staff within its own unit. This program would have the distinct advantage of directly allowing people who know the work quality, reputation, and character of nominees- their most direct peers, to participate and decide who should be recognized. Why change the timing for the Chancellor’s Awards from late spring to Convocation in August?

Including the recognition program to the August convocation program would allow for a more formal and higher profile recognition of the award recipients in a traditional academic setting. What are defined as major academic units and major administrative units? The major academic units are defined as those units having deans: CHSW, COE, CBPP, CAS, CTC, SOE, Consortium Library, and the University Honors College. The major administrative units are those represented on cabinet: Administrative Services, Student Affairs, University Advancement, and Academic Affairs (including all major academic units). How will it work? There will be three major categories: Outstanding Faculty Awards, Outstanding Staff Awards, and MAU Outstanding Contribution Awards.

Outstanding Faculty Awards Each major academic unit at UAA and each Community campus will form a committee to accept nominations from its membership to select one faculty member for Chancellor’s Awards in each of three areas: Research (research active tripartite and bipartite faculty are eligible), Teaching, and Service.

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Outstanding Staff Awards Each major administrative unit at UAA and each Community campus will form a committee to accept nominations from its membership to select staff members for Chancellor’s Awards in each of two areas: Outstanding Service to the Campus, and Outstanding Service to Students. MAU Outstanding Contribution Awards The Chancellor’s office will constitute a committee to accept nominations from the entire UAA campus and Community campuses membership to select recipients for Chancellor Awards for Individual Contribution to Diversity, Individual Contribution to Sustainability, Small Team (Less than 20 members) Contribution to UAA Success, and Large Team (21 or more members) Contribution to UAA Success. What will be the schedule of activities? Two options are available once these award winners are selected: Option 1: All Outstanding Faculty, Staff and Contribution Award winners are recognized at Convocation in August. The University longevity awards for ten years of service or more would also be awarded at Convocation, five year service awards would be recognized at smaller unit level programs. Option 2: Same as above with the addition of a MAU-level winner for each of the Faculty and Staff categories (chosen by the Chancellor committee from the major unit winners). What Happens Next? By March 15 Governance groups review proposed program and provide feedback to HR. Final version approved by Cabinet and Chancellor. By April 15 Listed academic units, community campuses, the Chancellor’s cabinet, and administrative units will form committees to announce, accept, and consider nominations for the new Chancellor Awards By May 15 Committees meet to consider and decide award recipients

Individual academic units may announce and recognize award recipients at the end of the Spring 08 semester.

Chancellor’s office will recognize award recipients as part of Fall 2008 Convocation ceremonies.

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UAA Description of WICHE ICE

Concept :• Purpose : To provide opportunities for students to study in subject areas and at levels that would not b e

otherwise available to them . To take the expertise of great faculty to more students in the region .

• Players : Regionally accredited universities in the WICHE region (and possibly beyond) . WICHE acts t ofacilitate student exchange and credit/fee transactions .

• Guiding principles :o Representational governance by a steering committee .o Faculty control course exchanges for both the teaching and the enrolling institutions .o Local institutional procedures are used whenever possible . (Enrollment procedures ; studen t

services ; access to library and technology; cost of seat in the course ; establishing course level ,credits and applicability to programs ; etc . )

o Common procedures are recorded in operations manual . (Course data set, exchange procedures andtimelines, grade records, invoicing and monetary transfers, etc . )

History :• Pilot programs : Graduate Certificate in Supply Chain Management, NEXUS .

• Regional interest : WICHE facilitated exchanges and suggested pursuing broader participation .

• Creation of consortium and acceptance of operations manual : Approved in April 2007 in Portlan d

Implementation :• Formation of Consortium : Agreement to abide by principles and procedures of consortium and to

participate in governance . Currently 13 institutional members and 2 system members .

Course Exchange operations : Specified to minimum detail in operations manual . Use local universit yprocedures these have been developed by UAA . All members are (supposedly) prepared to offer or acceptexchanged courses in sprin g 2008

• Program Exchanges : Course exchanges can be used to facilitate shared programs . A few exist . More ar eenvisioned in social work, education and other areas . These require additional arrangements .

Impacts on UA A• Opportunities for students : Obtain coursework not available locally . Enroll in home institution while taking

courses from other member institutions . Transferability and applicability to degree programs i spredetermined . No interruption in residence or difficulties with financial aid . UAA faculty retai nrelationships with their majors and students continue to associate with their peers .

• Opportunities for faculty : Collaborate with colleagues from other institutions in bringing a greater variet yof courses to UAA students . Fill classes where we have capacity . Alternate means for UAA students t oobtain needed coursework when circumstances arise .

• Accreditation : The NW Commission on Colleges and Universities has approved shared programs an dreviewed operating procedures . Programs are approved . Procedures have received preliminary approval .Final approval expected soon .

Challenges for WICHE IC E• Members, subscribers, promoters : Operation is supported by membership dues ($2-4000/institution) and

student fees ($20course) . To reach sustainable condition we need to build the number of institutionalmembers and exchanged seats .

• Quality control : All institutions rely on their internal quality control procedures for the courses that the yoffer . The consortium could offer additional assurance of quality in exchanged courses .

• Faculty Collaboration : More opportunities (conferences, shared programs, projects, etc .) for facultycollaboration should be developed using ICE as a means to engage students .

• Expansion : Other regions are interested in participation .

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From Executive,Summary WICHE ICE . The goal of WICHE ICE is to benefit students through increased acces sto courses and programs in a variety of disciplines while they continue uninterrupted in their interactions with th efaculty and advisors of their home institution . WICHE ICE honors each institution's practices for schedulin gcourses, enrolling students, recording student performance and assessing the effectiveness of courses . AnOperations Manual, designed by WICHE ICE members, provides the necessary standardized policies an dprocedures for all members using this method for course exchanges .The defining characteristics of the WICHE ICE policies and procedures contained in this manual include :

1 . Students have expanded opportunities to select and access high quality courses and programs from th einstitutional members . Students, with the recommendation of their advisors, enroll at their home institution sin courses that are taught by faculty in the other member institutions .

2 . Each WICHE ICE exchange involves three parties :a. the Teaching Institution that provides the course in a distance forma tb. the Enrolling Institution that enrolls the student into the exchanged coursesc. WICHE acts as a central agent serving all of the institutions and the students involved in exchanges b y

enabling transactions and by providing for advising, marketing and record keeping of activities .3 . Member institutions agree to share essential information and adopt common mechanisms whereby facult y

and other academic advisors from the student's enrolling institution may effectively participate in th eevaluation and selection of courses from teaching institutions . Courses meet all standards for quality i ndesign, content, delivery and effectiveness and all WICHE ICE institutions must be regionally accredited .

4 . Processes adopted at member institutions allow students to enroll in exchanged courses in the same manne ras they do for courses offered by their home institution .

5 . The consortium is managed by the members through a Steering Board, and a thoughtful business pla nprovides for longevity and stability of the collaborative processes .

WICHE ICE presents numerous advantages over the current transfer arrangements including .1 . Students benefit through

a. Improved access to advising and faculty guidance in the selection of exchanged courses, availabl ethrough distance technologies at their home institutions .

b. More straightforward access to student services and financial aid .c. Access to applicable courses for students displaced by (1) degree or work related travel (militar y

deployment, internships, clinical experiences, etc .), (2) enriching experiences (volunteer ,international travel, etc .) or (3) local disaster or disruption of service (hurricane, earthquake, fire ,terrorist activity )

2 . Faculty benefit through opportunities to collaborate resulting i na. Enhanced educational experiences and courses available to students in their majors .b. Increases in shared courses and programs between institutions .c. Increased sharing of successful experiences and methods of instructio n

3. Institutions benefit through the regional WICHE network with added ability t oa. Balance the supply and demand for courses, and solve immediate short term needs for particular

courses .b. Respond to workforce demands, especially those that quickly materialize and dissipate .c. Provide critical enrollments for otherwise undersubscribed programs .

Active engagement in WICHE ICE is expected to have positive effects on student retention and time t odegree .

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WICHE ICE Appendix 2 — Course Record

Course Information from the TEACHING INSTITUTION to be posted on WICHE ICE .ENROLLING INSTITUTIONS make selections based on this informatio n

Teaching Institution :Course prefix and Numbe rCourse Titl eCourse credits (quarter, semester or CEU )

Course level — pre-collegiate, undergraduate, graduate, professional level, continuing education/non-credi tProgramCampus and Course catalog URLInstructor (name and contact information)Special instructor attributes (e .g . Nobel Laureate, Academically qualified by AACSB, has own TV show )Description of course :Syllabus including :

- Course objectives

- Text/reading s- Student learning outcomes

- Assignments- Schedule of content

- How assignments are evaluated- Assessment Processes

- Special technology requirementsPrerequisites — Courses and (if feasible) knowledge or skills since course identifiers vary . If the prerequisitecourses are described on a website, consider including the links .Delivery method, requirements : software, lab materials, access to databases, technolog yDates : (Start and end of instruction), (Add/drop), (Date final grade will be available to WICHE) Thes eshould all be set by the Teaching Institution .Dates the seats in this class are available for selection by enrolling institutions and date offering decisio nwill be made based on enrollment.Last date for refund, date that invoices will be sent to enrolling institutions .Campus visits required . Practicum, clinical or engagement required .Special arrangements that students must make . (e .g . video a presentation or performance, take a skills test ,visit a clinical or industry site, partner with a local entity, etc . )Academic contact (may be someone other than faculty available to answer course questions )Administrative Contact (for student policy or procedural inquiries and dispute guidance — may be on eperson per institution )Contact email : Instructor and staff supporting the cours eIT contact for help desk at teaching institutionContact information for bookstore and library of teaching institutio nCost per seat payable to the teaching institutionWhen course is generally offere dFaculty qualifications can be put here with "other" information . Include selling points of faculty rank andarea of research or interest, faculty experience with the media used, successes, student testimonies o fcourse value, etc .Student Readiness Checklist : Experience, Software, Student ability with particular equipment or processe sthat student should be demonstrated or verified by the enrolling institution prior to enrollment in the course .Available seats by semeste r

TermSectionInstructo rSeats (number available )Credits

Enrollment limitationsOther important information

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Student Information and Policy AgreementFor UAA students enrolling in courses offered through the WICHE ICE Consortium Append&r 3

Course InformationUAA is a member of a consortium of accredited institutions of higher learning in the western United States called the Wester nInterstate Commission on Higher Education Internet Course Exchange — WICHE ICE . The members of the consortium havedeveloped courses that may be delivered using various technologies to many locations within the WICHE region . If you elec tto register for one of those courses you must be aware of the following information and agree to the policies that govern th ecourse delivery .

Registration :The course, (UAA Subject . Number, Title and Section), i spresented as a UAA offering for _ credits . You may register for the course through the usual UAA registration process ,paying all tuition and fees in the process . Special discounts and tuition waivers may not apply to this course . For the purpose sof this course you will follow the enrollment and payment deadlines for UAA and the course start and end dates for th e[Teaching Institution], which may differ from other UAA offerings . Since you will be enrolling as a UAA student you ar eresponsible for adhering to the established policies and procedures found in the UAA catalog and Student Handbook . You wil lalso be accountable for any academic policies noted in the course syllabus that are specific to the [Teaching hlstitution] .

Delivery :This course is delivered by (the Teaching Institution), an accredited institution an dmember of the WICHE ICE consortium . The course instructor has supplied a syllabus available at thatincludes course topics, the schedule of activities, student expectations, and student learning outcomes, evaluation criteria an dcontact information . It is your responsibility to contact the course instructor and comply with the requirements and the schedul eof the course . It is also your responsibility to comply with the academic policies of the teaching institution in areas such a sacademic integrity, course performance and behavior standards .

Evaluation of your performance and computation of the grade in your course is the responsibility of the instructor of record an dthe teaching institution . You will receive a letter grade based upon the work submitted at the completion of this course .Incomplete (I) or deferred grades (DF) will not be assigned for this course . Any dispute regarding process or content of thatevaluation is subject to the review policies of teaching institution .

Student Services :• General UAA services available to any UAA student in your status are available to you .• Library services will be provided by both UAA and the teaching institution . Access to on-line and other library

services at the delivery institution will be arranged through [name], the [Teaching Institution] WICHE ICE Progra mInformation Coordinator .

• IT services will be provided by both UAA and the teaching institution . Regular student access to the UAA network,email and information services will follow your course registration . The IT staff and help desk at UAA will assist intechnology issues associated with this course delivery that are under the control of UAA . Departmental and IT staff a tthe delivering institution will assist with issues that they control . Contact information is available through [name], th e[Teaching Institution] WICH E ICE Program Information Coordinator .

Records :Your academic record at UAA may be shared with appropriate persons from (the Teaching Institution) in order to determin esufficient academic preparation for this course . The instructor of record from (the Teaching Institution) will maintain records o fyour performance in the assignments and activities of the course . These records will be available for you to review and to sharewith UAA program faculty for which this course may apply . A record of your enrollment and performance in this course wil lalso be submitted to WICHE to facilitate transfer of that information between institutions . A copy of your course record ,including your final course grade, will be maintained in the WICHE ICE data base for a period of 5 years .

The instructor of record will submit the final grade earned in the course to the UAA registrar through a mechanism establishe dby WICHE ICE . The final grade submitted will be : 1) evaluated as a transfer grade to remove any plus or minus notation basedupon the UAA acceptance of transfer credit ; 2) added to your UAA transcript ; and 3) used in the calculation of your overal lGPA. Courses offered in this manner are considered to be resident credit.Agreement :I agree to the policies and procedures outlined above and wish to continue my registration in the course identified .

Student Name

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Using WICHE ICE at UA A

Think of a colleague with whom you would like to collaborate, a course you have ready to teac hbut have never quite had enough of a student base to make work, or your favorite professor tha tyou would like to have your students experience a course from .

Process to offer a course :1.

Identify / develop a course and get either a temporary number or a selected topic snumber assigned by your department .

2.

Contact Scheduling and Publications in the Office of the Registrar with a complete dCourse Request form, noting that this will be a "stacked" course . The Office of theRegistrar will enroll the students from WICHE ICE in one section and the UAA student sin another .

3.

Contact Shane Southwick and complete the Course Information Record which identifie sthe number of seats you want to make available on the WICHE ICE site and otherinformation important to the enrolling institution .

4.

Identify a date by when you would like to pull the course for lack of outside enrollment i fyou want to be able to make more seats available to UAA students . You can alleviat ethis concern if you have collaborated with a colleague at one of the other participatin ginstitutions and you are aware that they have students already identified who are read yto register for the course .

5.

Teach the course. John Allred in the Office of the Registrar will ensure the ICE student shave student records and Shane Southwick will be the liaison with the ICE students t oensure they have access to the library, IT services, Blackboard and student services .

6. Submit a grade through the regular online grading mechanism in UAOnline. Shane wil lensure the course grades are submitted to the WICHE ICE site and made available tothe ICE student institutions for addition to their local transcript .

Process to enroll students in a course :1.

Go to http ://wiche-ice .org . You can view the courses that are being offered b yparticipating institutions . Or identify the participating institutions and peruse their cours ecatalog to see if there is a course you would like your students to experience. The bestscenario is if you have contacted a colleague at one of these institutions and havespoken specifically about a course you want your students to experience .

2.

Inform Shane Southwick that UAA would like to request seats in the course . He can the nsubmit the request to the WICHE ICE system . Once the seats are available you ca nmarket them to your students .

3.

Shane will inform John Allred in the Office of the Registrar . We will create a UAA sectionfor the course and make the course available within the Banner Registration system .Students will register for the course as they would any other online course with Instructo rapproval required .

4.

Shane will provide a contract to your department for the students to sign that identifie sthe WICHE ICE coordinator for the teaching institution, informs the student that they wil lneed to be aware of deadlines and holidays at the teaching institution, and some othe rbasic distance course information .

5.

Shane will submit the students through the WICHE ICE system for addition to the classrolls at the teaching institution .

6.

Once the course is complete, Shane will pull the grades from the WICHE ICE syste mand the Office of the Registrar will enter them into the student's record as resident credit .

WICHE ICE course process examples_mod1 .doc

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WICHE ICE Steering Board Governs ConsortiumOne member from each institution

Institutional Faculty Determine participation

within Department or Discipline as Teaching

Faculty or Enrolling Faculty Enrollment ServiceseMedia

January, 2008

Page 1

Records Registration

UAAAdministrative

Team RegistrarOAA Rep

PIC

Student ServicesStudent Technology ServicesIT ServicesFaculty Instructional

Tech Services

University Right – Consortium Member

University Left – Consortium Member

WICHEAdministrative support

Consortium formed and Governed by the Steering Board representing all participating institutions and WICHESteering Board operates according to Bylaws found in Operations ManualCommon procedures for course exchanges included in Operations ManualInstitutional procedures established internally.

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February 2008

Dear Friends and Colleagues, We’ve been working hard this February to get legislators to understand how important it is to support the Board of Regents Capital and Operating Budgets for the University of Alaska. It’s been a real team effort with students, faculty, alumni and staff traveling to Juneau to talk with legislators. I want to thank all of you who have helped and to encourage you to keep it up! The legislative session does not end until April 13 and your efforts do make a difference. Thank you again for telling legislators that an investment in the University of Alaska is an investment in Alaska’s future. We’re growing our own! I spoke at the Anchorage Chamber of Commerce this month and saw clear evidence of the impact UAA has on Anchorage. Nearly all of the 80 luncheon attendees had graduated from UAA; taken a class or had a family member take a class at UAA; or worked with someone who had graduated from UAA. We truly are a college town. Many of you sent my office stories about how UAA graduates are filling Anchorage and Alaska’s workforce needs. We have amazing graduates. Thank you for sending their stories. I shared the story of Dr. Melissa Shein, her husband Dimitri Shein and their young son, Vincent, with the Anchorage Chamber of Commerce. Both Melissa and Dimitri are West High graduates. Melissa has a biology degree from UAA, went through the WWAMI program and now works for Alaska Family Medicine Residency Program at Providence. Dimitri has a degree in accounting from UAA and works for the accounting firm Thomas Head and Greisen. The Sheins are working and raising their family here. Their story is just one of many, many stories that show just how important you – UAA staff, faculty and students – are to our community. Thank you!

Q: What is happening with the university’s budget in Juneau? A: This week the full House Finance Committee took action on cuts proposed by the House Finance Subcommittee. At issue was nearly $4 million in compensation costs for university employees. Most of that money was restored, including money for step increases for the Alaska Higher Education Crafts and Trade Employees (AHECTE) and an amendment that includes funding for a 4.5 percent grid increase for UA staff, instead of the proposed 2 percent grid increase and 2.6 percent step increase. Amendments for UAA’s College of Arts and Sciences’ GER course offerings ($320. GF) and Tutoring and Distance Learning for the Alaska Native Science and Engineering Program ($300.0 GF) were also approved. Relative to the governor’s amended budget, House Finance did not restore funding for the Statewide reduction, fixed cost reduction, health programs and climate change research. The House Finance budget for UA is an $18 million increase over the current

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increase and 2.6 percent step increase. Amendments for UAA’s College of Arts and Sciences’ GER course offerings ($320. GF) and Tutoring and Distance Learning for the Alaska Native Science and Engineering Program ($300.0 GF) were also approved. Relative to the governor’s amended budget, House Finance did not restore funding for the Statewide reduction, fixed cost reduction, health programs and climate change research. The House Finance budget for UA is an $18 million increase over the current fiscal year. It is $3 million less than Gov. Sarah Palin’s proposed funding level and $10 million less than the Board of Regents’ request. The House Finance Committee approved budget will likely remain unchanged as it goes to the House floor for a vote by all members next week. Please take the time to thank the House Finance Committee for supporting most of our budget request. Q: Why was Library room 307 named after Lew Haines yesterday at UAA’s 54th Birthday Party? A: Lew Haines was one of the most important figures in the foundation and development of the University of Alaska Anchorage. Dr. Haines was appointed Provost/CEO of the Southcentral Region of the University of Alaska in 1969. This included community colleges in Anchorage, Mat-Su, Kenai, and Kodiak; the educational programs offered at Elmendorf AFB and Fort Richardson; and a small collection of upper division and graduate programs based in Anchorage. During his tenure these campuses were collectively joined together as the University of Alaska, Anchorage and Dr. Haines was the first Provost of the new university. UAA’s core infrastructure was also started or completed under Dr. Haines watch, including: the five original buildings of the west campus, the Professional Studies Building, the Wendy Williamson Auditorium, the Wells Fargo Sports Center, the Student Union, the Science Building, the Social Sciences Building, and the original Consortium Library. We have much to thank Dr. Haines for and the many others who have helped UAA continue to grow! Q: How does our UAA community partner with K-12 education? A: Just one example is the donation of school supplies to Willow Crest Elementary School –including pencils, markers, paper, scissors, books of all kinds, jump ropes, footballs, basketballs, agility cones, Frisbees and lots of other cool stuff. Nearly 140 UAA staff and faculty chose to help Willow Crest under the new incentive options in the UAA Community Campaign. Costco, Borders Books, The Sports Authority, the UAA Bookstore, and Enrollment Services helped to match our donation. In addition, half of the donated items from the UAA Classified Council Winter Clothing Drive went to Willow Crest School. What a terrific show of support from both UAA and from corporate sponsors! Congratulations and thanks to our employees!

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Q: What are some good books to read over Spring Break? A: UAA and APU have made it easy. They recently announced their joint “Books of the Year for 2008-09” around the theme, “Alaska Natives: A Call for Understanding.” The books are Growing up Native in Alaska, by A.J. McClanahan; Yuuyaraq: The Way of the Human Being, by Harold Napoleon; Why Do Alaska Natives Get Free Medical Care?* (and other frequently asked questions about Alaska Native issues), by UAA/APU faculty and Anchorage community members – ordering information to come.

Did you know?

• UAA has more than 3,200 faculty and staff and is the 6th largest employer in Anchorage.

• Workforce Development and Research ads developed by the Nerland

Agency and UAA Advancement and running on television, won GOLD at the annual Council for Advancement and Support of Education (CASE) awards competition. Congratulations!

• Both the men and women’s Seawolf Basketball teams are ranked #9 in the USA! Only two schools out of more than 300 have both teams ranked in the top 10! This has never happened in UAA history!!

• UAA’s men’s and women’s basketball teams maintained their respective

#1 and #4 rankings in the NCAA Division II West Region poll—Go Seawolves!!

As always, thanks for all you do to make UAA a great university. Wishing you well,

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Date: February 22, 2008 To: Dan Julius Vice President for Academic Affairs Chair, Statewide Academic Council Saichi Oba Assistant Vice President for Student and Enrollment Services Chair, Student Services Council Steve Smith Chief Information Technology Officer Chair, UA Information Technology Council From: Mary Gower Director of Enrollment Services Chair, Banner Student Team Subject: FERPA Non-Disclosure Confidentiality Hold Confidential holds are available for students who want to request confidentiality in accordance with FERPA. UAA, UAF, and UAS aligned to mutually enforce the confidential hold, so that a student will find the same confidentiality business practices, regardless of which campus they are contacting. Students who elect to place this status on their account expect that their presence here will not be revealed without their express written consent, except as permitted by FERPA. This is a serious request for protection of privacy by the student to the university, not to be taken lightly, and with potentially grave consequences if not followed. The student's right of non-disclosure under FERPA states that institutions must honor a non-disclosure hold for directory information, and that the non-disclosure hold remains in effect until the student directs the institution to remove it. This is true even after the student has ceased attendance at the institution. As such, faculty and staff may only assist these students

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regarding their account after they have shown government-issued ID or their campus ID card. They may not be assisted by phone, regardless of their ability to answer the security questions normally used to confirm identity. If the student is unable to provide the requested ID, employees may only render general assistance and provide service unrelated to his/her account. We are aware that many UA students casually elected to place the confidential hold on their accounts without realizing the far-reaching impact of that decision. A systemwide mail notification campaign was completed this winter to contact all current students with a confidential hold on their student records, inform them of the ramifications of the confidential hold, and provide them resources for removing the hold if they wish to do so. Many students contacted the Enrollment Services’ offices to have the hold removed from their accounts. To further eliminate the incidence of an unintentional confidential hold, a student may elect a confidential hold only by completing a specific form, solely for that purpose: the ability to elect a confidential hold was removed from all other paper and online forms. Coming later in 2008 will be the self-service option at UAOnline for students to add or remove their confidential hold. These are the implications of placing a confidential hold on a student’s account:

1. The student will be able to discuss their account or university business with UA staff or faculty only in person and with a valid government-issued ID or university ID. They will not be able to receive assistance from university employees regarding their account by phone, email, or mail. 2. The student’s name will not appear in the published university chancellor’s and dean’s lists, commencement program, or any other university publications. 3. The student will not be eligible for enrollment and/or degree verifications; their attendance and/or degree will not be verified for insurance companies, scholarships, potential employers, etc. without the student’s written consent. 4. Electronic student services will be limited by a confidential hold. Students with a confidential hold will be able to request login assistance, such as password resets, only in person and with a valid government-issued ID or university ID. They will not be able to receive assistance regarding their electronic university accounts (email, UAOnline, etc) by phone, online, email, or mail.

When calling, all students must provide information to the staff member that confirms their identity. As soon as it is discovered that there is a confidential hold associated with the account, UA employees are to use the following script:

“I’m sorry. I cannot confirm any information regarding this account. It’s probably one of three things: 1) The information you gave me is incorrect; 2) it doesn’t match anyone in our system or; 3) there is a confidential hold associated with the account. Please come to the Enrollment Services

50

office* or Registrar’s office with valid government-issued ID or university ID so we can resolve the problem and help you in person.”

* Students are able to present their ID in person at any of the UA campuses. There is an option for students in rural Alaska who do not have access to a UA campus, or students who are physically unable to come to the university. However, this is available only to those students who have a truly extenuating circumstance, and is not to be provided as a measure of convenience. Each time they need assistance, the student can fax or mail a legible, enlarged copy of their valid government-issued ID or university ID along with a signed and dated note asking UA personnel to discuss any available records with them. They need to include their full name, student ID number and a telephone number where they can be reached.

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From: CHERYL WRIGHT Sent: Friday, February 29, 2008 4:47 PM To: MONICA KANE Subject: 2008 Chancellor's Fund Awards Dear Colleagues: I am pleased to report the results of the FY08 competition for the Chancellor's Fund for Research, Scholarship, and Creative Activity. In all 39 proposals were submitted by the November 2 deadline. Formal review and evaluation of the proposals was done using the same process as last year. The review committee comprised 10 reviewers (2 in Social Sciences, 3 in Natural Sciences, 1 in Arts and Humanities, 1 in Health and Allied fields, and 3 in professional fields). Nine of the committee are faculty at the Anchorage campus and one is from Kenai Peninsula College; seven are women. The work of the committee was ably assisted by Jennifer Howell and Cheryl Wright (Office of the Vice Provost). Each reviewer prepared a written evaluation of assigned proposals; each proposal received at least three written reviews. The committee met on Friday, February 29, in closed session and evaluated the merits of proposals using criteria identified in the RFP and in the Terms of Reference posted on my website. Because most of the reviewers are from UAA-Anchorage campus, particular concern was given to issues of Conflict of Interest as explicated in the COI statement, also posted on my website. We received 39 proposals in all fields of study. Reviewers were instructed to select proposals on the basis of merit without regard to size of the request, background of the reviewer, or other extraneous items. Based on these recommendations, I funded the top-rated proposals with the funds available ($200,000). These included six proposals with budgets $10,000 or less and seven proposals with budgets up to $25,000. The list is given at the end of this message, and we all should feel proud at the high level of scholarship practiced on our campus. I thank all of the UAA community who participated in this year's competition. Regrettably, not every proposal can be funded; however, active participation in research, scholarship, and creative activities is a critical component in the growth and development of research at UAA, and I hope in each of us as well. Please contact me for more information on the competition, on the process, or on participating in next year's competition for the Chancellor's Fund for Research, Scholarship, and Creative Activity. Sincerely, Douglas Causey FY08 Recipients of the Chancellor's Fund for Research, Scholarship, and Creative Activity Betty J. Buchan (Public Health), "Drug Drivers in Alaska‹A Population Based Surveillance Project." Yong Cao and Rashmi Prasad (Business Administration), "When Confucius Meets an Amoral Calculator in Cross-Cultural Negotiation." Jill Flanders Crosby (Dance), "Dancing Histories: Elder Oral History in Perico, Agramonte, and Jovellanos, Cuba." E. J. R. David (Psychology), "Filipino American, Asian American, and Pacific Islander Mental Health." Khyrstyne N. Duddleston (Biological Sciences), "Antibiotic Resistant Bacteria in Chester Creek, Anchorage, Alaska." Tim Hinterberger (Biomedical Program), "Gene response to muscle denervation in Xenopus." Mara Kimmel, Kimberly Pace, and April W. Susky (Political Science), "The Politics of Climate Change." He Liu (Civil Engineering), "Effects of Long-duration Earthquakes on Building Safety in Alaska." Frank W. Moore (Mathematical Sciences), "Evolutionary Image Compression." John A. Olofsson (Civil Engineering), "Effects of Salinity Excursions on Biological Ballast Water Treatment Systems in Alaska." Thomas M. Ravens (Civil Engineering), "Cost-effective and timely control of bluff erosion at Point Woronzof, Anchorage." Ian van Tets (Biological Sciences), "Energetic and Reproductive Physiology of Lemmings." Feng Xiong (Civil Engineering), "Impact of River Ice on the Seismic Performance of Bridges."

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