UAA Faculty Senate Agenda May 2, 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 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. April 4, 2008 Meeting Summary Approval (pg. 3-5)

V. Officer’s Reports A. President’s Report (pg. 6)

- Distinguished Service Awards

B. First Vice President’s Report C. Second Vice President’s Report (pg. 7-9)

VI. Boards and Committees

A. Graduate Academic Board (pg. 10) Douglas Causey (pg. 11-16)

B. Undergraduate Academic Board (pg. 17-22)

Related Instruction (pg. 23-25)

C. University-wide Faculty Evaluation Committee

D. Academic Computing, Distance Learning and Instructional Technology (pg. 26-29)

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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May 2, 2008 UAA Faculty Senate Page 2 Agenda

E. Budget, Planning, and Facilities Advisory Committee- BPFA (pg. 30)

F. Committee on Committees

G. Diversity Committee H. Faculty Grants and Leaves Committee (pg. 31)

I. IUAC- Evaluation of Deans & Directors Update (pg. 32-33)

J. Library Advisory Committee

K. Professional Development Committee (pg. 34)

L. Student Academic Success Committee (pg. 35-40)

M. Ad Hoc Committee on Constitution and Bylaws

N. Ad Hoc Committee on IDEA

VII. Old Business

A. Constitution and Bylaws

B. Passing of the Gavel

VIII. New Business

A. Introduce New Members B. Section of New Faculty Senate At-Large

C. USUAA President Karl Wing

IX. Reports

A. Chancellor Fran Ulmer http://www.uaa.alaska.edu/chancellor/fran-answers-questions.cfm

B. Provost Michael Driscoll

C. Vice Chancellor Bill Spindle

D. Interim Vice Chancellor Megan Olson

E. Union Representatives i. ACCFT ii. United Academics

X. Informational Items & Adjournment

A. Purge List has been approved by UAB and GAB (pg. 41-43)

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UAA Faculty Senate Summary April 4, 2008

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

2007-2008 Officers:

2007-2008 Senators:

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

III. Agenda Approval (pg. 1-2) Approved

IV. March 7, 2008 Meeting Summary Approval (pg. 3-7) Leticia Fickel and Kerri Morris are on Promotion and Tenure Committee Approved w/ change

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

Additions: Interesting article in PT Chang’s News Flash Important that Senators participate in meetings Faculty Certificates will not be distributed this year Instead letters should be sent out

B. First Vice President’s Report ORP Fund Report given Legislative Audit Online Survey is actually legitimate

C. Second Vice President’s Report Elections are complete Distinguished Service Awards were done this month Will be sending out referendum regarding Chancellor Motion Introduction of new members Distinguished Senate Award to Staff -Tie vote from Committee-

P Bogdan Hoanca, President A Caedmon Liburd, Chair, UAB

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

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

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April 4, 2008 UAA Faculty Senate Page 2 Summary

Need faculty Senate to break tie Faculty Senate Results- Tie vote Award will be shared

VI. Boards and Committees A. Graduate Academic Board (pg. 9-11)

Approved

B. Undergraduate Academic Board (pg. 12-13) MOTION: Accept curriculum and have the additional motion be informational. Approved

C. University-wide Faculty Evaluation Committee

D. Academic Computing, Distance Learning and Instructional Technology

E. Budget, Planning, and Facilities Advisory Committee- BPFA (pg. 14)

F. Committee on Committees

G. Diversity Committee H. Faculty Grants and Leaves Committee

I. IUAC- Evaluation of Deans & Directors Update

Handout distributed by Larry Foster

J. Library Advisory Committee (pg. 15)

K. Professional Development Committee

L. Student Academic Success Committee

M. Ad Hoc Committee on Constitution and Bylaws

N. Ad Hoc Committee on IDEA

VII. Old Business A. IDEA

After we see numbers and results, then we should come back to this topic

B. 2nd Reading- Constitution and Bylaws (pg. 16-21) http://www.uaa.alaska.edu/governance/upload/FINAL-Proposed-Changes-to-Faculty-Senate-Constitution-and-Bylaws-2.pdf pg 17- there should not be the word “other” pg 21- the chair or “a” Co-chair Wording on removing March MOTION (Kerri Morris): Move that Faculty Senate accepts the constitution and bylaws with above additions. 2nd PT Chang Approved

C. UA Administrative Review (pg. 22-35) 4

April 4, 2008 UAA Faculty Senate Page 3 Summary

http://www.uaa.alaska.edu/governance/upload/FINAL-Alaska-Cover-Letter-08-2.pdf

VIII. New Business A. Student Goal Attainment- Gary Rice (pg. 36-50)

Power Point and handout given

IX. Reports A. Chancellor Fran Ulmer

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

B. Provost Michael Driscoll

C. Vice Chancellor Bill Spindle Chancellor is in Juneau for Senate and House Finance Committee meetings and to congratulate basket ball teams Sports Facilities interest is increasing due to success in basketball teams

D. Interim Vice Chancellor Megan Olson- Beth Rose attending

E. Union Representatives i. ACCFT- next week is new salary, contract will probably be signed on Monday ii. United Academics

X. Informational Items & Adjournment

A. Faculty Social April 4th Cancelled B. Sports Arena (pg. 51-52)

C. ORP News

http://www.revenue.state.ak.us/treasury/ARMB/contribution_rates/Res%202007-35%20TRS%20FY09%20Employer%20Contrib%20%20Rate.pdf

Meeting adjourned @ 4:40 pm

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President’s report to the UAA Faculty Senate April 28, 2008 External review of Statewide Administration The advisory committee (which includes faculty and staff from all three universities) has met several times to discuss the process of evaluating the recommendations. The group will be using a template to evaluate the Statewide staff recommendations against those of the MacTaggart report. The plan is to forward the group’s recommendations to President Hamilton by May 16. The President will discuss these with his cabinet on May 21 then present them to the Board of Regents at their June meeting. IDEA student evaluation IDEA surveys were open until April 28 – unless faculty requested otherwise. All surveys will close on May 5 and will be sent out to IDEA that week (with the exception of a few special classes that will be sent in at a later time). We should receive the results back no later than early June. Mandatory survey of student intent Testing of the survey indicated some problems with confusing menu combinations. It is not clear when the survey will be operational, but we missed Fall 08 registration. Student success The UAA Student Success Task force completed its work for the year. A report will be sent to Provost Driscoll by May 1 to be shared with the Faculty Senate. The Student Goal Achievement (SGA) group convened by VPAA Dan Julius will hold its final meeting for the year on May 13. The group has a draft report outlining the top priorities for the campuses and for the Statewide, as well as a list of potential metrics for student success. It has been an honor to serve as your Faculty Senate President this past academic year. We have accomplished much over the past nine months, with our students, and in our governance work. Thank you for all the hard work and dedication. Have a good summer and see you all back in the Fall! 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 Year-End Report

UAA Faculty Senate April 25, 2008

The primary tasks of the 2nd Vice President during AY 2007 – 2008 included:

• Serving on the Senate’s Executive Board. • Facilitating Senate elections. • Chairing the Senate’s ad hoc Distinguished Service Award subcommittee.

_____________________________________________

This year the Executive Board elected to compress the election period so as to complete balloting before the Senate’s April meeting. It was the opinion of the Executive Board that by doing so the process of filling Senate Committees and Boards would be less compressed during the month of April. In particular, committees could invite new Senators to their April committee meetings. The faculty recently passed Senate Bylaws language allowing the election process to begin earlier next year. This process will be managed by the Senate’s new Nominations and Elections Committee (a reformulation of its predecessor, the Committee on Committees). A likely scenario is as follows:

1. A call for candidates in early to mid February.

2. Hosting several “Special Nominations” meetings the first week of March.

3. Executive Board review and approval of the

Election Ballot that same week.

4. Subsequent balloting over a two week period.

5. Notification of elected Senators, Board members, and select Committee members at least one week prior to the April Senate meeting.

Before finalizing the above timeline, several questions must be resolved including the impact of Spring Break on voting rates, the frequency of voting reminders sent to faculty, and possible faculty reluctance to stand for election a month early. As of April 25th, the rosters for next year’s non-elected Senate Committees are at least 50% complete. Per the recent Bylaws change, these committee rosters will be validated by next year’s Senate at its August meeting, although these rosters will likely near completion by May 9th. Governance’s balloting software appears to be working well with few complaints from the faculty during this year’s election. The ballot return rate was very high with over 250 faculty voting, in spite of a short, one week, balloting period. The roster for next year’s Senate is provided below. Several Senate positions remain vacant and will require another, more limited, election in the fall. Last, this year’s Committee on Committees’ Chair recommends that next year’s Elections and Nominations Committee review the Senate’s Constitution and Bylaws functions for the University-wide Faculty Evaluation Committee (UWFEC) and bring to the Senate by November its suggestions, if any, for reformulating the role(s) of that committee. This recommendation is based on union(s) wording of the Provost’s role in “appointing” members and the role of associate professors on that committee. Moreover, the Senate’s Constitution and Bylaws note

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functions beyond peer review for UWFEC that belong strictly to the Senate. The process for selecting candidates for the Senate’s distinguished service awards is working well but can be improved per the following:

1. Develop a nomination process with a single point of contact for each nominee who is responsible for collecting the required number of recommendation letters, etc. This year several worthy candidates for these service awards were nominated but their nomination files remained incomplete.

2. Incorporate into the Senate’s nomination process the call for distinguished service award nominations. For example, this call could be simultaneously incorporated into the Special Nominations Meeting(s) held to facilitate the Senate’s membership election process.

3. At least one week prior to its April meeting,

provide the Senate with a summary of the distinguished service award nominees’ qualifications, as prepared by the ad hoc Distinguished Service Award subcommittee

assumed to be a component of the Nominations and Elections Committee.

4. The Nominations and Elections Committee

should review the original protocols for these awards and bring to the Senate by November any recommended amendments, etc.

This year’s Distinguished Service Awards will be presented to:

• Susan Kalina - For Distinguished Service to the Senate.

• Barbara Christian - For Distinguished Service to the University by a Faculty Member.

• Kim Stanford and Diane Byrne - For

Distinguished Service to the University by non-Faculty.

The 2nd Vice President thanks the ad hoc Distinguished Service Awards subcommittee for their work on soliciting and reviewing nominations, and for preparing the final candidate slate.

____________________________________________

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AY 2007 – 2008 Faculty Senate Roster, as of April 25, 2008

Officers Position Term Email Phone Fax

Anne Bridges President 08-09 afab@uaa.alaska.edu 786-1404 786-1402 Genie Babb 1st Vice President 08-09 afgnb@uaa.alaska.edu 786-4380 786-4383 Larry Foster 2nd Vice President 08-09 aflmf@uaa.alaska.edu 786-4868 786-6162 Hilary Davies Chair, UAB 08-09 afhmd@uaa.alaska.edu 786-1745 786-6162 Patricia Sandberg Chair, GAB 08-09 afprs@uaa.alaska.edu 786-1636 786-1790 Bogdan Hoanca Past President 08-09 afbh@uaa.alaska.edu 786-4140 786-4115

Senators Representing Term Email Phone Fax

Diane Erickson At-Large 08-10 dianeerickson@uaa.alaska.edu 786-4874 786-4313 Toni Croft At-Large 08-10 aftrc@uaa.alaska.edu 786-6855 786-6857 Robert Crosman At-Large 07-09 afrc@uaa.alaska.edu 786-4370 786-4383 Gail Holtzman At-Large 07-09 afgmh@uaa.alaska.edu 786-4589 786-4559 Maria Ippolito At-Large 07-09 afmfi@uaa.alaska.edu 786-1718 786-4898 Kenrick Mock At-Large 08-10 afkjm@uaa.alaska.edu 786-1956 786-6162 Robin Wahto At-Large 07-09 afrjw@uaa.alaska.edu 786-6932 786-6938 Sally Bremner At-Large 08-10 afsjb@uaa.alaska.edu 786-1609 786-1608 Daniel Anteau CAS Fine Arts 08-10 afdja1@uaa.alaska.edu 786-1782 786-1799 Herminia Din CAS Fine Arts 07-09 hdin@uaa.alaska.edu 786-1785 786-1799 Fred Pearce CAS Humanities 08-10 fpearce@jpc.alaska.edu 786-4183 786-4179 To be Elected Fall CAS Humanities 08-10 To be Elected Fall Caedmon Liburd CAS Humanities 07-09 afcal@uaa.alaska.edu 786-1647 786-1978 Judith Moore CAS Humanities 07-09 afjkm1@uaa.alaska.edu 786-4371 786-4383 Hilary Davies CAS Sciences 07-09 afhmd@uaa.alaska.edu 786-1745 786-6162 Mark Fitch CAS Sciences 07-09 afmaf@uaa.alaska.edu 786-1656 786-6162 David Meyers CAS Sciences 07-09 afdfm@uaa.alaska.edu 786-1360 786-6162 Katherine Rawlins CAS Sciences 08-10 afkr@uaa.alaska.edu 786-1709 786-4607 Sam Thiru CAS Sciences 08-10 afkt@uaa.alaska.edu 786-1958 786-6162 Robert Boeckmann CAS Social Sciences 08-10 afrjb@uaa.alaska.edu 786-1793 786-4898 Bruno Kappes CAS Social Sciences 08-10 afbmk@uaa.alaska.edu 786-1719 786-4898 To be Elected Fall CAS Social Sciences 08-10 To be Elected Fall Dave Fitzgerald CBPP 07-09 afdaf@uaa.alaska.edu 786-4482 786-4115 Wayne Edwards CBPP 08-10 afwae@uaa.alaska.edu 786-4142 786-4115 N. Bhattacharyya CBPP 08-10 bhatta@cbpp.uaa.alaska.edu 786-1949 786-4115 Catherine d’Albertis CHSW 07-09 afcmd2@uaa.alaska.edu 786-4581 786-4559 Carol Coose CHSW 07-09 afcsc@uaa.alaska.edu 786-4577 786-4559 Eva Kopacz CHSW 07-09 afeyk1@uaa.alaska.edu 786-6909 786-6912 Randy Magen CHSW 07-09 afrhm1@uaa.alaska.edu 786-6901 786-6912 Terri Olson CHSW 07-09 aftso@uaa.alaska.edu 786-4586 786-4559 Maureen O’Malley CHSW 07-09 afmbo@uaa.alaska.edu 786-4584 786-4559 Tim Jester COE 07-09 aftej@uaa.alaska.edu 786-1666 786-4473 Ed McLain COE 08-10 afeam1@uaa.alaska.edu 786-4436 786-4313 Peter Dedych CTC 07-09 dedych@uaa.alaska.edu 786-6974 786-6448 Carrie King CTC 08-10 afcdk@uaa.alaska.edu 786-1362 786-1402 Gail Johnston CTC 07-09 afgaj@uaa.alaska.edu 786-6880 786-6857 Heidi Mannion CTC 07-09 afham@uaa.alaska.edu 786-6924 786-6938 Tom Ravens Engineering 08-10 aftmr@uaa.alaska.edu 786-1943 786-1079 Nicolae Lobontiu Engineering 07-09 afnl@uaa.alaska.edu 786-1863 786-1079 Susan Mitchell Library 07-09 afsm1@uaa.alaska.edu 786-1868 786-4639 Ping Tung Chang Mat-Su 07-09 pfpc@matsu.alaska.edu 745-9727 745-9711 Christine Gehrett Kenai 08-10 ifckg@uaa.alaska.edu 262-0367 262-0358 Cathryn Pearce Kenai 07-09 ifcjp@uaa.alaska.edu 262-0375 262-0358 Mark Schreiter Kodiak 07-09 mschreiter@kodiak. alaska.edu 486-1227 486-1257

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Graduate Academic Board May 2008 Report

Program/Course Action Request

A. CAS Del ENGL A601 Introduction to Graduate Studies in English (3 cr) (3+0) Del ENGL A604 Studies in Women’s Literature (3 cr) (3+0) Chg ENGL A687 Composition Theory and Practice CAR only 3 cr) (3+0) Add ENGL A689 Advanced Research and Professional Practices (3 cr) (3+0) Chg Master’s Degree in English Chg AEST A604 Environmental Law, Regulations & Permitting (3 cr) (3+0) Add AEST A605 National Environmental Policy Act (3 cr) (3+0) Add AEST A606 Clean Water Act (3 cr) (3+0) Add AEST A607 Environmental Permitting Project (3 cr) (3+0) B. COE Chg COE Graduate Certificates Chg Master of Education Chg M.Ed. Special Education:Special Education Adminstration Concentration Chg EDSE A695D Internship: Special Education Administration C. CHSW Add HS A624 Circumpolar Health Issues (3 cr) (3+0)

Chg HS A699 Thesis Practicum (1-5 cr) (0+3-15) Chg Master of Public Health in Public Health Practice MOTION: The GAB has resolved that the plan for organization of the Graduate School, as developed in collaboration with VP Causey and the GSAT, be approved as meeting the guidelines and criteria jointly agreed. We also request that the Faculty Senate recommend to Provost Driscoll and Chancellor Ulmer that this plan be adopted as soon as possible. Approved for 2nd reading with following three revisions: Page 2, 1st paragraph under Faculty Committed to Graduate Programs and Research- add “expertise in advanced practice” Page 3, first paragraph- add “and consistent with workload expectations” Page 5, under first sentence of recommendations- add “with the aim to promote equity across all academic units”

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STRUCTURAL ELEMENTS OF GRADUATE EDUCATION AT THE UNIVERSITY OF ALASKA ANCHORAGE (UAA) GOVERNING BOARD AND ADMINISTRATION THAT SUPPORT GRADUATE EDUCATION Element description: The institution’s governing board and central administration must be committed to graduate education as a central mission, designed to interact symbiotically and substantively with the other institutional missions of undergraduate or professional instruction, scholarship and research, and public service. Chronology of support:

• Three reports have been filed since 2003 supporting the formation of a Graduate School at UAA.

o A Survey of Graduate Programs at University of Alaska Anchorage by Dr. William Jacobs (2003)

o A Profile of Graduate Studies at the University of Alaska Anchorage by Dr. James Liszka (2004)

o Graduate Programming and Administration at the University of Alaska Anchorage: Evaluation and Recommendations (2004)

• The Graduate Academic Board (GAB) recommends that a Graduate Action Team (GSAT) be formed to submit a white paper to GAB supporting a UAA Graduate School (2007)

• GSAT submits the white paper regarding the Graduate School recommendation, GAB endorses the white paper (March 2007)

• The white paper goes before Faculty Senate and is endorsed by same (April 2007) • The endorsement for the formation of a Graduate School is supported by Chancellor Fran

Ulmer and Provost Mike Driscoll (August 2007) • University of Alaska President Mark Hamilton supports the formation of a Graduate

School at UAA (November 2007) • UAA is officially recognized as having a Graduate School by University of Alaska

President Mark Hamilton (January 2008) • Policy is proposed: the UAA Graduate School will be funded through the Office of

Research and Graduate Studies by Indirect Costs, continuing the practice of support for graduate studies by the same resources (January 2008)

Recommendations:

• Continue to support the infrastructure and organization of the Graduate School at UAA with the submission of the proposed organization and structure to GAB, Council of

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Deans and Directors, Faculty Senate Executive Board, and Faculty Senate for final approval

• Continue to investigate simplification of Graduate School processes for faculty and students while maintaining standards and supporting a quality educational experience. Incorporate simplified processes into policies, organization, and structure

• Transfer up to 10% of Indirect Costs from sponsored programs and contracts to the financial support of the Graduate School

BASIC FACULTY UNITS THAT SUPERVISE GRADUATE STUDY AND RECOMMEND DEGREES Element description: UAA will identify academic units, most likely associated with academic fields or disciplines, to establish requirements for graduate programs and recommend awarding of all degrees. Currently: UAA offers [#?] of masters-level graduate degrees and one shared doctoral program. GAB reviews and approves all graduate curriculum and programs through the Faculty Senate process. Recommendations:

• Identify units and or individuals who serve in establishing degree requirements • Document existing procedures regarding graduate study supervision and degree award

recommendations for each graduate program at UAA • Identify faculty members who supervise graduate student study • Investigate the development of procedures to ensure the equitable treatment of faculty

and students engaged in graduate study • Retain GAB’s role in oversight of graduate curriculum and programs

FACULTY COMMITTED TO GRADUATE PROGRAMS AND RESEARCH Element description: Faculty must demonstrate a high degree of expertise in their fields, and tri-partite faculty must demonstrate independence in scholarship, research, or creative activity and the ability to make significant contributions to the bodies of knowledge of their disciplines. Faculty must establish and maintain high quality graduate education and research programs within the academic units of UAA; develop and teach graduate-level courses; advise graduate students; serve on examination committees and direct dissertations, these, or projects; serve on Graduate School committees; and/or provide advice to the Dean and other executive officers of the Graduate School. Recommendations:

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• The Graduate School should encourage colleges to move toward a goal wherein, generally, faculty involved in graduate education must have earned the terminal degree recognized within the field of specialization and consistent with workload expectations. In fields in which more than one type of degree may be considered terminal or in which ambiguities exist, a detailed and careful assessment of the candidate’s qualifications must be made. In the exceptional case of a candidate who does not hold a terminal degree but who has an outstanding national reputation in his or her field, a particularly careful justification must be provided in recommending that s/he perform programmatic duties

• The Graduate School will recognize that the standards of academic excellence must remain at the highest level consistent with individual unit standards

CHIEF ACADEMIC OFFICER FOR GRADUATE EDUCATION Element description: UAA should have a single individual who is the chief academic officer for graduate education as the unique interests of graduate education are best served by a single individual, unaffiliated with other academic units, to attend to institution-wide graduate issues and to espouse high-quality graduate education. In addition, this individual must have sufficient administrative support to discharge his/her roles. Chronology: Dr. Douglas Causey, Vice Provost for Research and Graduate Studies assumed the additional title of Dean, Graduate School (January 2007) Recommendations: The chief administrative officer of UAA’s Graduate School shall be the Dean. The Graduate Dean and his/her staff will provide oversight and leadership for graduate programs. The Dean’s duties shall include, but not be limited to:

• Fostering a climate for graduate faculty that is conducive to creativity and scholarship • Furthering the interests of graduate faculty • Supporting and implementing appropriate vehicles for career growth and development of

the graduate faculty • Supporting and protecting the rights and responsibilities of graduate faculty • Upholding quality standards in the graduate faculty appointment process • Implementing policies and procedures for student admission and graduate processes and

for maintaining academic records in conjunction with the UAA Registrar and the Division of Enrollment Management (see Separate Degree Granting Graduate Unit)

• Administering scholarships, fellowships, assistantships, and tuition waivers for graduate students

• Seeking improved financial support for graduate students and graduate programs

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• Producing UAA Graduate Handbooks for faculty, staff, and students; thesis and dissertation manuals, and other documents as directed by the Council of Graduate Directors and Chairs

• Participating in planning and development of graduate education with assistance from the Council of Graduate Directors and Chairs

• Serving as an advocate and spokesperson for graduate education, research, and other scholarly activity

• Through program review and outcomes assessment, assisted by data provided by the Office of Institutional Planning, Research, and Assessment, monitoring the quality and productivity of graduate programs and working to ensure their improvement

• Reviewing and approving (where appropriate) major academic decisions involving graduate students

• Working with faculty, departments, Deans, GAB, and the Graduate Council to ensure degree programs have appropriate requirements and standards

• Monitoring graduate student progress as reflected by materials submitted to the Graduate School and the Registrar’s Office.

SEPARATE DEGREE-GRANTING GRADUATE UNIT Element description: There should be a separate unit within the university that decides on or has veto power regarding admission decisions, ensures that policies set in place by graduate faculty are carried out, and who has final authority to ensure requirements have been met for the awarding of all graduate degrees. Currently:

• Individual programs are responsible for program admission decisions. These recommendations are approved by the Program Chair and the College Dean.

• Enrollment Services sends out the Certificate of Admission • The Division of Enrollment Management, Registrar’s Office is the office at UAA

responsible for ensuring students have met degree requirements. Recommendations:

• UAA Graduate School will be delegated the responsibility for all post-baccalaureate degree and certificate programs. UAA Graduate School will provide direct oversight for admissions, matriculation, and degree granting process for all graduate degree programs

• The Office of the Registrar and Admissions and Recruitment Office will transfer current graduate student responsibilities to the Graduate School commencing fall 2008

GRADUATE PROGRAM DIRECTOR IN EACH ACADEMIC UNIT

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Element description: Each graduate program should have a faculty member who is the identified leader for graduate matters both within the department and for cross-departmental programs. This coordinator or director coordinates the variety of activities related to the graduate program and works collaboratively with other faculty to administer graduate programs. Typical duties include advising students, making admissions recommendations, and acting as liaison between program faculty and the Graduate School. Recommendations:

• The graduate school should investigate current administrative practices of graduate programs with the aim to promote equity across academic units. This investigation shall:

o Identify graduate programs that currently have a graduate coordinator or director in place

o Compile information regarding duties and compensation of the graduate coordinator

o Identify the individuals serving in such a position in each UAA graduate program, keeping in mind that individuals may oversee multiple or cross-departmental programs

• Provide professional development opportunities for graduate coordinators • Provide performance feedback • Develop a mechanism for the Graduate School to receive feedback regarding

coordinators or this process THE GRADUATE COUNCIL Element description: UAA will have a group of graduate faculty members who serve as a Graduate Council, reporting to the Dean. The role of this body is to represent the interests of graduate education at UAA as a whole and to act as an advisory body within the Graduate School. Recommendations: The Graduate Council shall:

• Be made up of heads of graduate programs (or designated alternates). • Be made up of faculty representing all disciplines offering graduate degrees at UAA • Include graduate student representation • Work with GAB and the Dean of the Graduate School to make decisions pertaining to

graduate degree programs, including curriculum and program proposals, and university-wide standards such as:

o Academic conduct of graduate programs o Graduate student admissions o Policies and procedures for effective administration and awarding of degrees

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• Act as an advisor to the Dean of the Graduate School on administrative issues pertaining to graduate education, including priorities for resource allocation

Create an Executive Board to be drawn from the Graduate Council

GRADUATE STUDENT REPRESENTATION Element description: Graduate students must be represented in the processes that establish and govern graduate degree programs. Graduate students will have a mechanism which ensures they have knowledge of and ability to influence the programs and policies governing their academic lives. Currently: The Graduate Student Association (GSA) represents the graduate students registered in graduate programs at UAA. The GSA seeks to promote appropriate academic, social, professional, and economic aims of graduate students, as well as serving as an official channel through which recommendations and concerns of graduate students may be brought to the Dean of the Graduate School. GSA’s voting members includes any graduate or professional student enrolled in a minimum of 3 credit hours per semester and who is pursuing a masters or doctoral degree through UAA. GSA members serve as voting members of Union of Students UAA (USUAA) Assembly and on GAB. Recommendations:

• Creation of a liaison position or representative role by which GSA can communicate directly with the Graduate School and serve in an advisory capacity

• GSA’s goals for the Graduate School include (but are not limited to): o Facilitating communication with graduate students o Hosting a yearly symposium showcasing graduate projects and research o Providing adequate health insurance o Establishing an appropriate wage for teaching and research associates o Enabling administrative support and resources for teaching and research

associates o Facilitating graduate student input into departmental and university graduate

program policies o Addressing and arbitrating conflicts between graduate students and faculty or

departments where necessary o Improving standards and quality in graduate education at UAA o Facilitating cooperation among graduate departments

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Undergraduate Academic Board April 2008 Report

Program/Course Action Request

A. CAS

Add PHIL A317 Metaphysics (3 cr) (3+0) Add PHIL A318 Epistemology (3 cr) (3+0) Add PHIL A423 Advanced Ethical Theory (3 cr) (3+0) Chg Philosophy BA Chg Philosophy Minor Chg ASL A101 Elementary American Sign Language I (3 cr) (3+0) Chg ASL A102 Elementary American Sign Language II (3 cr) (3+0) Chg ASL A201 Intermediate American Sign Language I (3 cr) (3+0) Chg ASL A202 Intermediate American Sign Language II (3 cr) (3+0) Chg FREN A101 Elementary French I (4 cr) (4+0) Chg FREN A102 Elementary French II (4 cr) (4+0) Chg FREN A201 Intermediate French I (4 cr) (4+0) Chg FREN A202 Intermediate French II (4 cr) (4+0) Chg GER A101 Elementary German I (4 cr) (4+0) Chg GER A102 Elementary German II (4 cr) (4+0) Chg GER A201 Intermediate German I (4 cr) (4+0) Chg GER A202 Intermediate German II (4 cr) (4+0) Chg JPN A101 First Year Japanese I (4 cr) (4+0) Chg JPN A102 First Year Japanese II (4 cr) (4+0) Chg JPN A201 Second Year Japanese I (4 cr) (4+0) Chg JPN A202 Second Year Japanese II (4 cr) (4+0) Chg RUSS A101 Elementary Russian I (4 cr) (4+0) Chg RUSS A102 Elementary Russian II (4 cr) (4+0)

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Chg RUSS A201 Intermediate Russian I (4 cr) (4+0) Chg RUSS A202 Intermediate Russian II (4 cr) (4+0) Chg SPAN A101 Elementary Spanish I (4 cr) (4+0) Chg SPAN A102 Elementary Spanish II (4 cr) (4+0) Chg SPAN A201 Intermediate Spanish I (4 cr) (4+0) Chg SPAN A202 Intermediate Spanish II (4 cr) (4+0) Chg PHYS A115 Physical Science (3 cr) (3+0) Add PHYS A115L Physical Science Lab (1 cr) (0+3) Chg LSSS A111 Cultural Foundations of Human Behavior (3 cr) (3+0) Chg LSSS A312 Individuals, Groups, and Institutions (3 cr) (3+0) Chg LSIC A488A Capstone Project I: Design and Research (3 cr) (3+0) Chg ART A160 Art Appreciation (3 cr) (3+0) Chg ART A491 Senior Seminar (3 cr) (3+0) Add ART A203 Introduction to Art Education (3 cr) (3+0) Add ART A204 History and Philosophy of Art Education (3 cr) (3+0) Chg ART A213 Beginning Painting (3 cr) (0+6) Chg ART A272 Beginning Fiber Structures (3 cr) (0+6) Add ART A303 Curriculum Planning and Interpretation in Art (3 cr) (3+0) Add ART A304 Art Experience: Social, Cultural, and Educational (3 cr) (3+0) Chg ART A372 Intermediate Fiber Structures (3 cr) (0+6) Chg ART A390 Selected Topics in Studio Art (3 cr) (0+6) Add ART A403 Arts and Technology (3 cr) (3+0) Add ART A404 Diversity and Visual Culture (3 cr) (3+0) Chg ART A472 Advanced Fiber Structures (3 cr) (3+0) Chg ART A490 Selected Topics in Studio Art (3 cr) (0+6) Chg Bachelor of Arts, Art Chg Bachelor of Fine Arts, Art Add Minor, Art Education

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Chg SOC A307 Demography (3 cr) (3+0) Chg SOC A351 Political Sociology (3 cr) (3+0) (cross listed w/ PS A351) Chg PS A351 Political Sociology (3 cr) (3+0) (cross listed w/SOC A351) Chg Sociology BA/BS Chg PSY A428 Evolutionary Psychology (3 cr) (3+0) Chg Psychology BA, Psychology BS Chg JPC A403 Communications and Media Research (3 cr) (3+0) B. CBPP Chg BA A375 Statistics for Business and Economics (3 cr) (3+0) Chg BA A447 International Marketing (3 cr) (3+0) Chg BA A463 Promotion Management (3 cr) (3+0) Chg BA A481 Applications in Management (3 cr) (3+0) Chg BA A377 Operations Management (3 cr) (3+0) Add CIS A326 Information Systems Literacy in the 21st Century C. CHSW Chg SWK A431 Social Work Practice IV: Integrative Capstone (3 cr) (3+0) Chg Bachelor of Social Work Chg HUM A250 Myths and Contemporary Culture (3 cr) (3+0) Chg CEL A292 Introduction to Civic Engagement (3 cr) (3+0) D. COE Chg Bachelor of Arts in Elementary Education and Early Childhood Chg Post-Baccalaureate Certificates in Elementary and Early Childhood Education Chg EDSE A483 Language and Literacy: Assessment and Intervention (3 cr) (3+0) E. CTC Chg Apprenticeship Technologies Chg Fire and Emergency Services Technology Chg Bachelor of Science, Technology (BST) Chg CA A320 Foodservice Operations (3 cr) (3+0)

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Chg CA A490 Current Topics in Food and Hospitality (1-6 cr) (0-6+0) Add DN A315 World Food Patterns (3 cr) (3+0) Add DN A355 Weight Management and Eating Disorders (3 cr) (3+0) Chg DN A450 Diet Therapy and Health Care Management (3 cr) (3+0) Add DN A490 Current Topics in Dietetics and Nutrition (1-6 cr) (1-6+0) Chg Nutrition Minor Chg BA Hospitality and Restaurant Management Chg AAS Culinary Arts Chg ATA A102 Introduction to Aviation Technology (3 cr) (3+0) Chg ATA A132 History of Aviation (3 cr) (3+0) Chg ATA A133 Aviation Law and Regulations (3 cr) (3+0) Chg ATA A134 Principles of Aviation Administration (3 cr) (3+0) Chg ATA A233 Aviation Safety (3 cr) (3+0) Chg ATA A290 Selected Topics in Aviation Technology (1-6 cr) (0-6+1-12) Chg ATA A295 Aviation Internship I (1-3 cr) (0+5-15) Chg ATA A331 Human Factors in Aviation (3 cr) (3+0) Chg ATA A335 Airport Operations (3 cr) (3+0) Chg ATA A336 Air Service Operations (3 cr) (3+0) Chg ATA A337 Airline Operations (3 cr) (3+0) Chg ATA A415 Company Resource Management (3 cr) (3+0) Chg ATA A425 Civil Aviation Security (3 cr) (3+0) Chg ATA A431 Aircraft Accident Investigation (3 cr) (3+0) ( Chg ATA A490 Advanced Topics in Aviation Technology (1-6 cr) (0-6+0-12) Chg ATA A495 Aviation Internship II (1-3 cr) (0+5-15) Chg ATC A143 ATC Regulations (3 cr) (3+0) Chg ATC A144 ATC Flight Procedures (3 cr) (3+0) Chg ATC A147 Pilot/Controller Techniques (3 cr) (3+0) Chg ATC A240 Operations in Flight Service Station (3 cr) (3+0)

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Chg ATC A241 Control Tower Operations (3 cr) (3+0) Chg ATC A241L Control Tower Operations Lab (1 cr) (0+2) Chg ATC A242 ATC Terminal Radar Procedures (3 cr) (3+0) Chg ATC A242L ATC Terminal RADAR Procedures Lab (1 cr) (0+2) Chg ATC A243 ATC Enroute Procedures (3 cr) (3+0) Chg ATC A243L ATC Enroute Procedures Lab (1 cr) (0+2) Chg ATC A325 Tools for Weather Briefing (3 cr) (3+0) Chg ATC A340 Terminal Instrument Procedures (3 cr) (3+0) Chg ATC A440 Facility Operations and Administration (3 cr) (3+0) Chg ATP A100 Private Pilot Ground School (3 cr) (3+0) Chg ATP A101 Pre-Professional Flying (2 cr) (1+2) Chg ATP A104 Flying Alaska Bush (3 cr) (3+0) Chg ATP A116 Instrument Ground School (3 cr) (3+0) Chg ATP A126 Instrument Flying (2 cr) (1+2) Chg ATP A200 Commercial Ground School (3 cr) (3+0) Chg ATP A218 Commercial Flying I (1.5 cr) (1+1) Chg ATP A219 Commercial Flying II (1.5 cr) (1+1) Chg ATP A220 Commercial Flying III (2 cr) (1+2) Chg ATP A231 Search, Survival and Rescue (3 cr) (3+0) Chg ATP A232 Advanced Aviation Navigation (3 cr) (3+0) Chg ATP A235 Elements of Weather (3 cr) (3+0) Chg ATP A300 CFI Ground School (3 cr) (3+0) Chg ATP A301 CFI Flying (2 cr) (1+2) Chg ATP A305 Additional Aircraft Rating (2 cr) (1+2) Chg ATP A332 Transport Aircraft Systems (3 cr) (3+0) Chg ATP A400 ATP Ground School (3 cr) (3+0) Chg ATP A401 ATP Flying (2 cr) (1+2) Chg ATP A405 Additional CFI Rating Course (2 cr) (1+2)

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Chg ATP A432 Turbine Airplane Transition (3 cr) (3+0) Chg AAS, Aviation Administration Chg AAS, Air Traffic Control Chg AAS, Professional Piloting Chg BS, Aviation Technology Chg Minor, Aviation Technology Chg AAS Welding and Nondestructive Testing Technology Chg PEP A130 Introduction to Coaching (3 cr) (3+0) Del PEP A131 Sport First Aid (1 cr) (1+0) Chg Coaching Minor Del Occupational Endorsement Certificate, Coaching Leadership F. KPC Add PER A172 Fishing Academy (2 cr) (1+2) Additional Motions: The Undergraduate Academic Board (UAB) approves the attached language for Related Instruction. The Undergraduate Academic Board (UAB) recommends that the following language be included in the syllabi for GER Capstone courses. As an integrative capstone to your general education experience, this course asks you to synthesize what you have learned from your general education courses. As an outcome of this course, you will be able to integrate knowledge by accessing, comparing, and judging knowledge gained from diverse fields and critically evaluate and apply your understanding of these fields and the human problems they address in the evolving realities of the 21st century. Course specific evidence of student accomplishment will be archived and used to assess the effectiveness of the General Education Requirements at UAA. Informational Item: UAB approves in concept that the Course Action Request (CAR) be modified for course approvals only, and a new Program Action Request (PAR) be developed for program changes.

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Related Instruction for Undergraduate Certificates and Associate-Level Degrees Draft 2b

The Northwest Commission on Colleges and Universities defines related instruction as pertaining to “[p]rograms of study for which applied or specialized associate degrees are granted, or programs of an academic year or more in length for which certificates are granted, must contain a recognizable body of instruction in program-related areas of 1) communication, 2) computation, and 3) human relations. If appropriate, additional areas of safety, industrial safety, and environmental awareness should be included. Related instruction may be embedded within the program curriculum or taught in blocks of specialized instruction. Each approach, however, must have clearly identified content that is pertinent to the general program of study.”1 “Applied, specialized, or technical programs of study of 30 semesters hours or more require at least six (6) semester credits of related instruction or the equivalent.”2 Related instruction must meet the UAA definition of collegiate-level work consistent with University Certificates or Associate of Applied Science Degrees. Related instruction must be at the 100-level or higher with a minimum of at least 1 credit hour equivalence (15 hours instruction, 45 hours total student involvement) in each category of communication (oral and/or written), computation, and human relations as part of the required 6 credits. Meeting the necessary related instruction:

• Any credit course at the 100-level or above that is clearly identified to be within a particular area of related instruction (see definitions below).

• Courses in which the related instruction represents a portion of the total content and outcomes of the course where students are clearly expected to perform at the collegiate level and where the related instruction outcomes are identified and assessed. These courses may come from either within the program prefix(es) or other prefixes outside the program.

Documenting collegiate-level in related instruction: The faculty initiator must show that any course or portion of a course used to meet the related instruction requirements meets the collegiate-level in communication, computation, and/or human relations as defined below. The level and amount of related instruction should be visible and consistent throughout the CCG of any course used to meet this requirement. Faculty can document that the related instruction components of their programs are at the collegiate-level by showing appropriate levels of learning activities and student learning outcomes which address an area of related instruction COMMUNICATION Related instruction in communication allows students to develop and demonstrate their abilities to interact appropriately and effectively in a variety of contexts. Students demonstrate proficiency in a significant number of the outcome areas that follow. They develop an awareness of the role of communication in a variety of contexts. Students demonstrate effective and appropriate oral and/or written communication skills, including the ability to develop, organize, present, and critically evaluate messages; analyze audiences; and adapt to a variety of in-person communication settings.

1 Northwest Commission on Colleges and Universities. (1988). Retrieved on October 21, 2007 from http://www.nwccu.org/Standards%20and%20Policies/Standard%202/NWCCU_Standard_Two.htm#Policy21 2 Northwest Commission on Colleges and Universities. (2003). Accreditation Handbook. Redmond, WA: Author.

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Instruction in communication skills allows students to practice methods for establishing credibility, reasoning critically, and appealing to the emotions and values of their audience. Students develop the tools to read, think, and write analytically about print and non-print texts. Students demonstrate their ability to communicate effectively by selecting form and content that fits the situation, adapting their voice, tone, and level of formality to the situation, and adhering to genre conventions and stylistic features such as sentence variety, grammar, usage, punctuation, and spelling. The related instruction must result in outcomes that are recognized to be collegiate-level where students demonstrate:

• Basic or discipline-related writing and/or oral presentations • Record keeping and/or preparation of reports within the discipline • Proficiency in leading and participating in small group discussion • Organizing and/or delivering discipline-specific presentations • Applying writing skills to the professional setting • Documentation of discipline-specific activities • Preparation and presentation of experimental techniques and results • Analysis of regulations, industry standards or specifications and application of those to course

assignments or projects. • Preparation and presentation of a work plan or lesson plan based on industry practices

COMPUTATION Computation related instruction increases the abilities of students in mathematical, statistical and/or computational analyses. Through this instruction, students demonstrate their analytical and numerical skills and use them to solve applied problems. The related instruction must result in outcomes that are recognized to be collegiate-level where students demonstrate:

• Discipline related computations using algebraic or statistical methods or methods involving complex mathematical operations

• Analysis of numerical data related to field problems and use of that analysis to make reasonable judgements

• Proficiency with complex mathematical operations • Completion of problems involving mathematical operations of multiple steps, multiple decisions

or multiple variables. HUMAN RELATIONS Related instruction in human relations allow students to explore insights about individuals, groups, and cultures so that students demonstrate a better understanding of interpersonal, group, and cultural dynamics. May include human relations communication, problem-solving, interaction, relationship, choice, change skills, and/or interaction skills as applied to the field of work. The related instruction must result in outcomes that are recognized to be collegiate-level where students:

• Apply ethical standards to operations, interpersonal relations and decisions made within their discipline

• Demonstrate cooperation and participation in planning and implementation of team activities • Demonstrate an appreciation for diverse perspectives, backgrounds and needs • Interact with respect and civility and exhibit professional competence in both ordinary and

stressful situations within their area of practice.

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INSTRUCTOR QUALIFICATIONS: Embedded related instruction shall be taught by faculty with appropriate academic and/or professional credentials in the course content, who will teach and evaluate students’ proficiencies in the areas of related instruction as specified by the Course Content Guide. Instructors should have an appropriate degree or extensive background (years of experience) in the discipline field AND one or more of the following:

• Documented work, training, leadership, or recognition in the embedded related instruction area • Significant collegiate coursework in the embedded related instruction area • Certifications and/or licenses related to the embedded related instruction area

Guest instructors whose credentials and teaching experience are directly related to the topic are an optional source of related instruction for courses where those topics are embedded.

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ACDLIT COMMITTEE Academic Computing, Distance Learning, and Instructional

Technology 

Year End Report

Academic Year 2007-2008 Committee Jackie Cason CAS /FS Gail Johnston FS John T. Pauli FS/Chair

Angela Dirks CTC David Meyers CAS/FS Steve Pyle CTC

Shannon Gramse CTC Carrie King CTC Cable Starlings COE

The Academic Computing, Distance Learning, and Instructional Technology Committee (ACDLITC) of the Faculty Senate devoted this academic year to the study and evaluation of the committee’s functions and activities. This was a year of self-examination, reflection, and planning. This report is furnished in compliance with Article V, Section 5 of the Faculty Senate Constitution since the committee did not present any approved actions to the Faculty Senate during the academic year.

Mission and Scope

ACDLITC committed itself to a two-year work plan. Our work plan calls for ACDLITC members to research, explore, and analyze faculty issues associated with academic computing, distance learning, and instructional technology at UAA. As a precursor to the adoption of this two-year program, the majority of the committee members agreed to continue their service on the committee during AY 2008-2009. This was an essential element in the adoption of a two-year work plan.

Goals

The AY 2007-2008 goals focused on the exploration and learning phase of our two-year program. These goals were articulated as follows:

1. Academic Computing Goals

a. Student Technology Needs and Requirements. Review current campus programs and curricula in order to determine the extent to which e-learning or technology are integrated into student requirements. (How do programs define computer or technological literacy, information literacy, communication competency, collaborative learning; and to what extent do students use technology to demonstrate various competencies and learning outcomes).

b. Digital Media Learner-Support Programs. Examine learner-centered media projects on other campuses in order to develop a strategy on our own campus to support students who are using technology to learn and to demonstrate that learning.

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ACDLITC Report  April 28, 2008  Page 2

2. Distance Learning Goal

Examine the issues surrounding the implementation of the DE Summer Workgroups recommendations on the quality of distance education pedagogy at UAA and determine the issues where the ACDLIT Committee should take a leadership role.

3. Instructional Technology Goal

Determine the resources available in instructional technology at the University of Alaska Anchorage, and assume a proactive role in communicating these resources to the faculty.

As AY 2007-2008 Ends

1. Distance Learning

a. In the summer of 2007, the Office of Academic Affairs convened a working group of experienced distance education faculty and staff…”to evaluate the current status of distance delivery at UAA and to make recommendations for policy or procedural changes that would help establish and preserve the quality of distance delivered courses and programs.” One of the key recommendations made by the group was the need for a Faculty Distance Education Handbook.

b. While many administration and Faculty Senate activities have a stake in this task, the summer report did not specify a drafting responsibility for this document. As part of this year’s plan, ACDLITC accepted the challenge to produce a first draft of a UAA Faculty Distance Education Handbook, which will be given to the new committee at the beginning of AY 2008-2009. The initial draft will include the Distance Education Guidelines that are currently an annex to the Curriculum Handbook. The chairs of UAB and GAB concurred in this action with the understanding that the resulting draft handbook will be reviewed by UAB and GAB prior to being submitted to the Faculty Senate.

c. Most of the faculty members, who served on the 2007 Distance Education Summer Working Group, have agreed to serve as a steering committee for reviewing the first draft. While the committee will tackle the drafting, writing, and coordinating associated with this project, the steering committee will provide a knowledgeable faculty voice for comments and guidance at strategic points in the development process. The role of the steering committee will be to receive update briefings on what is planned and what has been accomplished. As a result of these briefings, the steering committee will be asked to make recommendations to ACDLITC on the various aspects of the development program. The first such briefing should occur early next academic year.

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ACDLITC Report  April 28, 2008  Page 3

2. Instructional Technology

a) The committee’s instructional technology review quickly validated the many resources that exist today at UAA for faculty who wish to incorporate instructional technologies in their courses. Most of these resources did not exist a decade ago; ACDLTC and the Teaching Excellence Program (TEP) formally were the main faculty advocates for the adoption of instructional technology on campus. Today, the Center for the Advancement of Faculty Excellence (CAFE), Educational Media Services (eMedia) and various committees of the University Technology Committee (UTC) provide valuable training and service activities for the faculty. b) In this new environment, the issue is not only having resources and support available, but also communicating the availability of these resources often and consistently. Faculty members must be exposed to multiple messages in order for information to be internalized and readily available when the need or desire for technology surfaces. Likewise, ACDLITC’s role is not only to serve as a player in faculty communications, but also a knowledgeable voice in bringing technology related issues to the attention of the Faculty Senate.

c) Based on this year’s review, the second phase of the Instructional Technology goal will focus on developing strategy to support this communications objective. Dr. Rich Whitney, when addressing ACDLITC early in the academic year, outlined his plans to reenergize the Tech Fellows Program. ACDLITC sees the Tech Fellows Program as an excellent conduit for information and ideas to flow from technologically engaged faculty members to the committee and the Faculty Senate. Plans are underway for ACDLITC to host an informal, once a month, early morning “Coffee Klatch” for the Tech Fellows and ACDLITC members. The event would allow the Tech Fellows members to meet on a regular basis to highlight their projects and would provide a networking place for continuous support and peer-feedback. Likewise, the event would assist committee members’ knowledge about faculty instructional technology needs and activities. Approved by the committee at the April meeting, a sponsor was located for refreshment costs and the proposal presented to Tech Fellows Coordinator.

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ACDLITC Report  April 28, 2008  Page 4

3. Academic Computing

Our review in the academic computing arena resulted in the identification of two key questions that should guide ACDLITC activities during the next academic year.

a. In discussions with the Office of Academic Operations and Informational Technology Services, and after reviewing organizational publications, we were unable to find an answer to the question, “Who is responsible for providing the students training and learning resources for the instructional technology UAA has and is adopting (i.e. Blackboard and E-Live)?

b. How do we know the computer abilities of incoming UAA students? Our review showed that some universities and colleges have adopted screening tools similar to the placement tests used for other academic areas. While this issue is addressed by some UAA colleges/schools, a UAA standard could not be located.

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Budget, Planning, and Facilities Advisory Committee

Maureen O’Malley, Peter Dedych, Co-Chairs Report to Faculty Senate – 4/28/2008

1. BPFA met on Friday 4/11/2008, at 2:30PM, RH 320. Present: Maureen O’Malley (Co-

Chair), Peter Dedych (Co-Chair), Brian Wick and Mark Fitch.

2. Planning & Budget Advisory Council. Dedych attended council meeting, Minutes and handouts can be found at http://www.uaa.alaska.edu/pbac/agendas_minutes.cfm

• Budget hearings have been conducted April 21 - 28. At these hearings, each college presents their FY 09 budget request to the committee for consideration. These presentations range from 11 to over 60 pages each, are informative and interesting. The FY 09 request presentations can be found at: http://www.uaa.alaska.edu/pbac/fy09-submissions.cfm.

• In addition, statewide FY 10 draft Budget planning documents have been submitted. These documents are at: http://www.alaska.edu/swbudget/PlanningGroups/index.xml .

• The next actual PBAC meeting is May 2, 2008

3. Facilities SubCommittee of the PBAC. Mark Fitch attended. The following are the major

updates. Faculty may be interested in the decisions about how to use space. • SSB will be under construction during the summer. This will make work in the building

uncomfortable. • A large donation will fund equipment for the ISB and some future needs. • Temporary parking will be constructed by the future Health Sciences Building and will

be available by the fall. Shuttle routes are being planned. • Facilities is considering requests for a variety of needed, small storage facilities.

Hazmat storage will be built this summer. • Cuddy Center will be under construction beginning in May. This will affect the quad as

well. Minutes: M. O’Malley, P. Dedych

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Annual Activities Report 2007-2008 UAA Grants and Leave Committee 21 April 2008 The Grants and Leave Committee completed the following tasks during the 2007-8 academic year: 1. Evaluated and ranked 22 faculty development grant proposals for Round II, FY 2008

(11/2007). 2. Evaluated and ranked 4 Category II research travel grant proposals for Round II, FY

2008 (11/2007). 3. Evaluated and ranked 20 sabbatical leave proposals for Round I, FY 2009 (4/2008). 4. Evaluated and ranked 4 Category II research travel grant proposals for Round I, FY

2009 (4/2008). 5. Submitted reports to the Provost's office summarizing committee recommendations. 6. Began a dialogue with the Professional Development Committee for the purpose of

better coordinating actions of the two committees. The 2008-9 Grants and Leave Committee will be comprised of the following members: CAS Tom Buller 07-10 CAS Frank Moore* 06-09 CAS Toby Widdecombe 08-11 CBPP Leyuan You 07-10 CHSW Rhonda Johnson* 06-09 CTC Mark Madden 07-10 CTC Helena Spector 08-11 COE Diane Erickson 08-11 LIB Michael Robinson 08-11 SOENGR Orson Smith 06-09 * indicates co-chairs 2007-8. Chairs for 2008-9 will be elected at the first Committee meeting.

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Institutional & Unit Assessment Committee Year End Report

UAA Faculty Senate March 25, 2008

The primary thrust of this year’s Institutional & Unit Assessment Committee (IUAC) was to complete the first review of UAA’s Deans via a faculty survey. The Senate’s responsibilities and roles in such a process were established at the end of AY 2003 – 2004 through the Senate’s formulation of this Committee, as defined then in its Constitution and Bylaws. The primary tasks completed by IUAC this academic year include:

1. A complete review of the Senate’s Constitution and Bylaws to ensure that this inaugural survey remained within both the letter and spirit of the Senate’s expectations.

2. Formulating the survey process timeline including survey development and implementation, and reporting.

3. Meetings with the Provost, both as Committee and as co-Chairs, to review IUAC's scope of work and how best to coordinate the Committee’s efforts with the Deans. Negotiation and coordination with the Provost regarding the use of the IDEA instrument for both the Senate’s and the Administration’s purposes after the Deans requested that it be used for evaluative as well as formative feedback.

4. Meetings with the Deans to discuss how the survey should be executed and how to report the results to the Senate. These discussions also included how the Deans would review their individual survey results with their respective faculty.

5. Jointly authoring with the Deans a report template to be used in transferring survey results from the Deans to IUAC for inclusion in its annual report.

6. Authoring a major revision of the IUAC’s functional description in the Senate’s Bylaws (ratified by the faculty at large this month).

7. Reviewing survey instruments; the IDEA survey was selected in consultation with the Deans.

8. Determining the data needed by IDEA to facilitate the survey; estimating the cost and developing a detailed implementation timeline.

9. Discussions with each Dean on providing a similar survey to their staff. Many Deans elected to do so.

10. Providing the Deans with formats needed by IDEA for the respondent address lists (both for faculty and, for many colleges, staff).

11. Assisting the offices of several Deans in preparing the above respondent address lists, and in testing those lists with messages from the Deans requesting that their faculty, and in many cases staff, complete the surveys.

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12. Ensuring that each Dean received and completed their AIF (Administrators Information Form; resembles the faculty’s FIF).

13. Providing IDEA with survey timelines, monitoring near real-time the survey participation rates, authoring and distributing reminders to faculty to complete the surveys.

14. Finalizing with the Provost’s Office the above noted report template. 15. Reporting the survey response rates the Senate. 16. Coordinating with the Provost’s Office the next steps including:

i) Each Dean will meet with the Provost to discuss the results of his or her survey.

ii) Each Dean will thereafter complete the above noted reporting template and provide it to the IUAC.

iii) The IUAC will consolidate these templates into a single report to be provided to the Senate’s Executive Board this summer and to the Senate at its August meeting.

iv) Each Dean will discuss with their respective unit the results of their survey. Each Dean will determine the venue for such dialog.

The primary “lessons learned” by the IUAC this year are:

1. As early as feasible next year, update the survey respondent lists in the format required by IDEA.

2. Continue frequent dialogs with the Deans and the Provost. 3. Send survey announcements and reminders to only those faculty and staff to be

surveyed (this year the survey announcements were distributed via governance’s list serve to community campus faculty who were not included in this initial survey effort).

4. Complete the survey process prior to the Senate’s election process. This year the call for Distinguished Service nominees, Senate member nominees, and the IUAC survey all bid simultaneously for faculty attention, an error in hindsight.

The Deans have now received their survey results and at least dean has announced that the results of her survey are available for distribution upon request. The final survey respondent return rates are tabulated below.

COLLEGE FACULTY STAFF CBPP 52% 57%

CHSW 60% 51% CTC 78% 57% SOE 69% - CAS 61% - COE 90% 71%

LIBRARY 67% 62% ________________________________________________________________________ Prepared by IUAC co-Chair Larry M. Foster, March 25, 2008

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Faculty Senate Professional Development Committee April 4, 2008 Meeting Minutes

Present: Susan Garton Trish Grega Mari Ippolito Gail Johnston Susan Kalina Ann McCoy John Mouracade Cathryn Pearce Lauren Bruce Larry Foster The meeting was called to order by Co-Chair Susan Kalina, Ann McCoy recorded the minutes. There was no March meeting. Old Business: Travel Funding: The Committee received an update on pilot project with CTC to research its policies and the funding available for travel. The revision of the letter to Deans requesting travel funding information is in it’s final stages. 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. Lauren, Trish, and Mari will work on setting up the meeting with Dean Gehler. Larry, Lauren, and Susan G. will work on setting up the meeting with Dean Lang. Dean Gehler will be invited to our May meeting. The meeting start time will be moved to 1:30 to accommodate that visit. Web Site: Lauren Bruce and John Mouracade gave us an update on the progress. Joint Meeting with Grants and Leave: The joint meeting of the Faculty Grants and Leave Committee will take place on April 18 at 8:00 AM. Lauren Bruce and Larry Foster will facilitate. Members are encouraged to attend. Next Meeting: Our last meeting of the year will be Friday, May 2, 1:30-2:30, room TBA. We are hoping to be joined by Jan Gehler to pilot the travel funding discussion with the deans. We will update you on our joint conversation with the Grants and Leave Committee, elect a chair and begin to talk about next year's goals.

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Student Academic Support and Success (SASS) 07/08 Final report to the UAA Faculty Senate

SASS Business for AY07/08: Item 1 Change of Committee’s Name: This working group was formerly known as the Student Academic Success (SAS) Committee However, many commonly called it the Student Academic Support Committee. Due to this confusion over the group’s official name and in an interest to best describe our functions, we officially voted and changed our nomenclature to read as follows –The Student Academic Support and Success (SASS) Committee. Item 2 SASS endorsement of the CPDS Reading Survey of UAA Faculty: After a review of the contents and an opportunity to provide feedback, the Committee unanimously supported the dissemination of the CPDS Reading Survey of UAA Faculty. As a show of support SASS supplied a forward endorsing this project. The goal of the survey is to learn what level of reading students need to possess in 100 and 200 level classes at UAA. Thanks to Trish Grega and Karen Parrish for bringing this to our committee; the results of this survey are eagerly anticipated by SASS and directly linked to college readiness issues. Item 3 Committee Goals: The majority of the Committee’s time and effort was focused on goal one of this year’s charge. College Readiness – goal #1 The committee’s initial goal was to: Define, if possible, what is meant by college readiness at UAA. Due to our recognition of the difficult nature of this task, the goal was refashioned to read: Collect definitions of college readiness at UAA and partnering organizations. However, after two months of investigating current definitions used by the university/college individuals as well as local educational organizations (including the Anchorage School District, Mat-Su Borough School District and Alaska Pacific University) we were forced to revisit our original approach of compiling a working definition of college readiness. We found that individuals were highly reluctant to provide a printed definition, although most felt that college readiness was an area of great concern in today’s educational arena. Definitions, if in existence, were vague, incomplete and focused primarily on placement issues as the indicator of the college ready student. In response to our initial findings the committee expanded its review of the subject to incorporate current literature/research on the topic. The committee reviewed a cross-section of relevant articles, websites, Noel Levitz materials on assessing student preparedness and the soon to be implemented ACT WorkKeys measurements. After a review of the current definitions being used within the university and external to the institution, the committee agreed that college readiness is much more than a measure of academic placement, but a holistic profile of preparedness. The committee worked for weeks to

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develop a functional baseline profile. SASS concluded that there are three major domains of preparedness with multiple factors comprising each domain. Every one of these factors represents a continuum of readiness that builds a profile unique to each student. The following is a summary of our model.

Domain: Academic Preparedness Factors: • Placement/assessment • GPA in high school or previous college experience • Curriculum in High School • Computer/technology skills • Academic advising

Domain: Financial Preparedness Factors: • Need • Planning • Resources • Aid

Domain: Personal Preparedness Factors: • Cognitive skills • Work ethics/life skills • Social/emotional/physical health • Motivation and goal setting • Realistic expectations • Social support networks • Self sufficiency/maturity • Competing commitments, responsibilities and obligations

"The Committee rejects the idea of a single definition of college readiness in favor of embracing a more holistic approach, that of a profile of preparedness factors. We offer this baseline model for the University to consider as a foundation for assessing a student’s college readiness.” Special Note: An expanded description of the College Readiness profile can be found at the end of this document. Coordinate with the Provost’s Task Force on Student Success – goal #2

• The Co-chair of SASS was an active member of the SS Task Force; she provided a link between the committees and vehicle for flow of information.

• SASS members were asked to fill out the Student Success Task Force Inventories in an effort to compile student success effort across departments and campuses.

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Follow up to determine what strategies are being implemented to address college readiness at UAA—goal #3 The following is a short list of strategies being implemented; the Student Success Task Force Inventories offer a wealth of additional efforts to support students’ college readiness factors and their success.

• Currently standardized testing scores—ACT and SAT—and assessment testing—Accupalcer and COMPASS—are being used by the department of English and Mathematical Sciences to determine course placement.

• The UAA Mathematical Sciences department offers math workshops. • Mat-Su College places a hold on registration for ENGL 111 and MATH 105 &107 to

ensure proper placement and potential for success, while also increasing the opportunity for the advising of students who may potentially misplace themselves.

• UAA places a registration/advising hold on students with GPAs lower than 2.5 in their Bachelor programs. This facilitated students receiving advising and assistance in both class placement and college ready assessments.

• Advising regularly explores a student’s college readiness inherently in the process of whole-student advising.

• The financial aid process of re-instatement provides another opportunity for advisors to explore a student’s college ready factors and commence a dialog with the individual. Mat-Su College has a form that facilitates the student’s assessment of their goals, obstacles (outside obligations and life skills) and institutional resources.

• Current Orientation programs address many of the factors that affect a student’s college readiness.

• The Student Success Task Force is compiling an inventory of student success strategies throughout the UAA system, which undoubtedly will provide more approaches to supporting college readiness on our campuses.

• The Smart Start and Quick Start programs support the development of mathematical, reading and writing proficiency as well as life skills development

• CIS holds workshops for business students promoting computer literacy • Preparatory classes are offered in reading, writing and mathematics to assist student in

developing the fundamental skills in the respective areas. • PRPE 105 and GUID 150 offer students the opportunity to build college success skills

and strategies. • Tutorials are available on the Blackboard platform. • Orientation programs and Info Sessions assist students in assessing their own college

readiness and preparedness factors.

Item 4 Committee Membership, Chair Election, and Initial Goals for AY07-08 At this time the committee has not elected chairs for the 08/09 year. The committee must be either chaired or co-chaired by an FS member.

Item 5 Returning SASS committee members:

Alberta Harder Shannon Gramse Linda Morgan Michael Buckland Karen Parrish

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Connie Fuess Kamal Narang Dave Fitzgerald-possibly Trish Jenkins - possibly

AY08-09 Meetings SAS meetings commence on the last Friday of each month from 2:30-4:00:

• August 22 • September 26 • October 24 • November 21 • January 23 • February 27 • March 27 (unless this is Spring Break week) • April 24

College Readiness Profile – Expanded description The following offers an expanded summary of the SASS College Readiness model. We identified three major domains of preparedness with multiple factors comprising each domain. It is important to note that every one of these factors represents a continuum of readiness that works to build a profile unique to each student. Domain: Academic Preparedness

Factors: • Placement/assessment

o SAT, ACT, Accuplacer, COMPASS

• GPA in High school or previous college experience o Previous performance and coursework

• Curriculum in High School

o Participation in AP/IB classes o Participation in advanced Math, English and Science curriculum

• Computer/technology skills

o Experience and literacy with current technology o Previous participation in distance delivered coursework

• Academic Advising

o Participation in transitional advising from High School o Participation in college academic advising

Domain:Financial Preparedness

Factors: • Need

o Cost of tuition, fees, books, supplies, transportation, childcare if needed, and living expenses

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• Resources o Family o Savings o Employment

• Aid

o FASFA o Scholarships/Grants o Corporate o Loans o Agency: WIA, DVR, VA, Workers comp

• Planning

o An assessment of need and steps to meet the need Domain:Personal Preparedness – domain

Factors: • Cognitive skills

o Critical thinking o Analytical thinking o Active and engaged thinking o Observation skills o Ability to formulate purposeful questions o Learning from mistakes o Locate and use relevant information o Evaluate information and drawing conclusions

• Work ethics/life skills

o Time management o Prioritization o Initiative o Punctuality o Reading comprehension o Note taking o Test taking o Listening and effective communication o Positively utilizing feedback/criticism o Working as a team member

• Social/emotional/physical health

o Ability to effectively navigate the educational/social context of college life o Ability to self console and encourage o Open to growth and change o Basic body health

• Motivation and goal setting

o Establishing defined goals/knowledge of end goal/ degree field/job field o Ability to see/develop step to goal attainment o Ability to self motivate o Personal drive and follow-through o Coming to class prepared

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• Realistic expectations o Degree match o Ability to balance personal/professional/academic commitments o Understanding of the roles and responsibilities of being a student engaged in their own

achievement

• Social support networks o Friends o Family o Spiritual support networks o Employment o Organizations

• Self sufficiency/maturity

o Clear sense of self o Understanding of cause and effect and the role of personal responsibility/accountability o Emotional intelligence o Appropriate risk-taking o Resiliency o Open-mindedness/non-judgmental approach

• Competing commitments, responsibilities and obligations

o Family o Work o Organizations o Community involvements

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SUBJECT PREFIX

COURSE NUMBER

BANNER COLLEGE CODE (SCBCRSE)  COURSE TITLE

COURSE EFFECTIVE

LAST TERM OFFERED

Was this course carried over by request from the 2004‐05 purge list?

Was this course carried over by request from the 2005‐06 purge list?

Was this course carried over by request from the 2006‐07 purge list?

Was this course carried over by request from the 2007‐08 purge list? COMMENTS

Scbcrse Subj CodeScbcrse Crse 

Numb Scbcrse Coll Code Scbcrse TitleScbcrky Term Code 

Start Ssbsect Term Code

ADT A271 CT General Motors ASEP 4 200003 200303 PURGE ‐ no responseADT A272 CT General Motors ASEP 5 200003 200401 PURGE ‐ no responseAGRI A115 CT Horse Behavior/Train I 199702 200401 Offered only at Mat‐Su; RETAIN PER Daniel MielkeANTH A365 AS Races: Mod Hum Diversity 199702 200303 RETAIN per Christine HansonANTH A435 AS Northwest Coast Cultures 199702 200303 RETAIN per Christine HansonAT A281 CT Aviation Maint: A & P Mechanic 200103 200401 PURGE ‐ no responseBA A606 CB Fund Productn/Operations Mgmt 199702 200401 PURGE ‐ no responseBIOL A201 KP Field ID Alaskan Flora 199702 200402 Offered only at KPC; RETAIN per Jerry KudenovBIOL A292 KP Plant Lore of Kachemak Bay 199702 200303 Offered only at KPC; RETAIN per Jerry KudenovBIOL A309 AS Biogeography 199702 200203 yes RETAIN per Jerry KudenovBIOL A327 AS Parasitology 199702 200203 yes RETAIN per Jerry KudenovBIOL A352 AS Human Genetics 199702 200303 RETAIN per Jerry KudenovCA A113 CT Culinary Meat & Charcuterie 199702 200203 yes PURGE ‐ no responseCED A181 KP Drawing & Painting Wildlife 200303 200401 PURGE ‐ no response

CIOS A266 CT Law Office Proced: Litig Docs 200303No Banner record of ever 

being offered PURGE ‐ no responseCIS A361 CB Adv Programming Bus Apps 200303 200303 PURGE ‐ no response

CIS A423 CB Spec Bus Information Systems 200303No Banner record of ever 

being offered PURGE ‐ no response

CS A670 AS Computer Science‐Software Eng 199702No Banner record of ever 

being offered yes yes yes yes RETAIN per Kanapathi ThiruCS A671 AS Advanced Software Engineering 199702 199703 yes yes RETAIN per Kanapathi Thiru

CSE A480 EN Computer Sys Eng Project 200203No Banner record of ever 

being offered yes RETAIN per Grant BakerCWLA A682 AS Grad Wrkshop: Drama Stage/Scrn 199702 200303 PURGE ‐ no responseDA A121 CT Chairside Procedures I 199702 200303 PURGE ‐ no responseDA A122 CT Chairside Procedures II 199702 200401 PURGE ‐ no responseDA A123 CT Biomed.Sci. For Dental Assist. 199702 200401 PURGE ‐ no responseDA A124 CT Dental Materials & Applic I 199702 200401 PURGE ‐ no responseDA A125 CT Dental Materials Applic II 199702 200401 PURGE ‐ no responseDA A128 CT Dent Communication Skill 199702 200303 PURGE ‐ no responseDN A146 CT Science Of Weight Mgmt 199702 200401 RETAIN per Tim DoeblerDNCE A234 AS Fundamentals of Jazz II 200203 200401 RETAIN per Jill CrosbyDNCE A302 AS Intermediate Ballet II 200203 200301 yes PURGE per Jill CrosbyDNCE A322 AS Intermediate Modern II 200203 200401 RETAIN per Jill Crosby

DNCE A331 AS Intermediate Jazz I 200203No Banner record of ever 

being offered yes PURGE ‐ no response

DNCE A332 AS Intermediate Jazz II 200203No Banner record of ever 

being offered yes PURGE ‐ no response

Purge List for 2008‐09 UAA Course Catalog

Requests to retain courses in the active course catalog should include justification for retention. Requests should be submitted for review to the GAB/UAB through the Governance Office. No response indicates no support for retention.41

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SUBJECT PREFIX

COURSE NUMBER

BANNER COLLEGE CODE (SCBCRSE)  COURSE TITLE

COURSE EFFECTIVE

LAST TERM OFFERED

Was this course carried over by request from the 2004‐05 purge list?

Was this course carried over by request from the 2005‐06 purge list?

Was this course carried over by request from the 2006‐07 purge list?

Was this course carried over by request from the 2007‐08 purge list? COMMENTS

DNCE A351 AS Intermediate Tap I 200203No Banner record of ever 

being offered yes PURGE ‐ no response

DNCE A352 AS Intermediate Tap II 200203No Banner record of ever 

being offered yes PURGE ‐ no responseDNCE A360 AS Contemp Techniques & Comp Rep 200203 200401 RETAIN per Jill Crosby

DNCE A395 AS Adv Practicum:  Performance 200303No Banner record of ever 

being offered RETAIN per Jill CrosbyECD A125 EA Safe Healthy Learn Envir 199702 200303 Offered only at KPC; PURGE ‐ no responseECD A225 EA Professional/Progrma Mgt 199702 200303 Offered only at KPC; PURGE ‐ no responseECON A650 CB Alaska Economic Issues 199702 200301 yes RETAIN per Steve JackstadtECON A651 CB Sel Topics For Educators 199702 200303 Topics course; RETAIN per Steve JackstadtEDSE A336 EA Classroom Mgmt & Collaboration 199702 200202 yes PURGE ‐ no responseEDSE A460 EA Exceptional Learner 199702 200203 yes PURGE ‐ no responseEDSE A689 EA Spec Pop/Gifted Students 199702 200402 RETAIN per Dean Konopasek

EE A351 EN Signals and Systems 200203No Banner record of ever 

being offered yes PURGE ‐ no responseENGL A381 AS Drama 199702 200401 RETAIN per Genie BabbENGL A604 AS Studies in Womenʹs Literature 199702 200301 yes PURGE ‐ no responseESM A623 EN Total Quality Management 199702 200303 RETAIN per Grant BakerET A280 CT Programmable Logic Controllers 200103 200401 PURGE ‐ no response

GIS A126 EN Introduction to ArcIMS Maps 200303No Banner record of ever 

being offered RETAIN per Grant Baker

GIS A127 EN Introduction to Metadata GIS 200303No Banner record of ever 

being offered RETAIN per Grant BakerHIST A453 AS America Since 1945 199702 200401 May be stacked w/HIST A653; PURGE ‐ no responseHIST A653 AS U.S., 1945 To Present 199702 200401 May be stacked w/HIST A453; PURGE ‐ no responseHS A480 HW Contemporary Issues‐Addiction 199702 200303 PURGE ‐ no responseHS A484 HW Drug Actions‐Psychoactive Drug 199803 200303 PURGE ‐ no responseITAL A101 AS *Elementary Italian I 200103 200303 GER Humanities; PURGE per Patricia LintonJPN A105 AS Conversational Skills I 200001 200401 May be stacked w/JPN A205; PURGE ‐ no responseJPN A205 AS Conversational Skills II 200001 200401 May be stacked w/JPN A105; PURGE ‐ no responseJUST A344 HW Courts & Civil Liberties 199702 200201 yes RETAIN per Andre BosayLANG A400 AS Literature/Translation 199702 200401 Topics course; PURGE ‐ no responseLANG A691 AS Curr Topics/2nd‐Lang Ed 199702 200402 Topics course; PURGE ‐ no responseMATH A250 AS Intro Computer Algebra Systems 199801 200401 PURGE per Kanapathi ThiruMATH A408 AS Mathematical Stats II 199702 200301 yes RETAIN per Kanapathi ThiruMTP A152 CT Human Health & Disease II 200203 200401 PURGE ‐ no responseMTP A155 CT Massage Therapy Bus Mgmt 200203 200402 PURGE ‐ no responseMTP A173 CT Basic Jin Shin Do Acupressure 200303 200402 PURGE ‐ no response

MTP A174 CT Intro to Reflexology 200303No Banner record of ever 

being offered PURGE ‐ no responseMTP A254 CT Structre, Function, & Movement 200203 200401 PURGE ‐ no responseMTP A266 CT Goal‐Oriented Massage 200303 200401 PURGE ‐ no responseMTP A267 CT Assess/Application in Massage 200303 200401 PURGE ‐ no response

Requests to retain courses in the active course catalog should include justification for retention. Requests should be submitted for review to the GAB/UAB through the Governance Office. No response indicates no support for retention.42

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SUBJECT PREFIX

COURSE NUMBER

BANNER COLLEGE CODE (SCBCRSE)  COURSE TITLE

COURSE EFFECTIVE

LAST TERM OFFERED

Was this course carried over by request from the 2004‐05 purge list?

Was this course carried over by request from the 2005‐06 purge list?

Was this course carried over by request from the 2006‐07 purge list?

Was this course carried over by request from the 2007‐08 purge list? COMMENTS

MTP A273 CT Intermediate Jin Shin Do 200303 200303 PURGE ‐ no responseMTP A295 CT Massage Therapy Clinic 200203 200401 PURGE ‐ no responseMUS A101A KP Community College Chorus 199702 200303 KPC course; RETAIN per Karen Strid‐ChadwickMUS A105 AS Jazz Techniques Lab 199702 200303 PURGE ‐ no responseNS A623 HW Transcultural Nursing‐Multicul 199801 200402 RETAIN per Jill JankeNS A645 HW Healing in Health & Illness 200103 200402 RETAIN per Jill JankeNS A656 HW Grant Writing for Health Prof 199901 200201 yes PURGE per Jill JankePETR A121 CT Surface Oilfield Equp II 199702 200303 Offered only at KPC; PURGE ‐ no responsePHAR A102 CT Pharmacy Terminology 200303 200303 PURGE ‐ no responsePHAR A103 CT Pharmacy Law & Ethics 200303 200303 PURGE ‐ no responsePHAR A106 CT Professionalism in Pharmacy 200303 200303 PURGE ‐ no responsePHAR A112 CT Info Tech for Pharm Tech 200303 200303 PURGE ‐ no response

PHAR A114 CT Pharmacotherapeutics II 200303No Banner record of ever 

being offered PURGE ‐ no responsePHAR A195 CT Pharmacy Practicum 200203 200401 PURGE ‐ no response

PHYS A311 AS Intermed Classical Mechanics 199702No Banner record of ever 

being offered RETAIN per Donald MartinsPRPE A060 CT Slingerland I 199803 200303 PURGE ‐ no responsePRPE A062 CT Multi‐Sensory Reading 199803 200303 PURGE ‐ no responsePRPE A064 CT Multi‐Sensory Grammar/Writing 199803 200303 PURGE ‐ no responsePRT A295 CT Technical Internship 200303 200303 PURGE ‐ no responseRUSS A102E AS *Elementary Russian II 199702 200201 yes GER Humanities; PURGE ‐ no responseRUSS A105 AS Conversational Skills I 199702 200401 May be stacked w/RUSS A205; PURGE ‐ no responseRUSS A384 AS Russian Women 200101 200301 yes RETAIN per Susan KalinaRUSS A490B AS Sel Topic‐Russ Cult in Transla 199803 200001 yes yes yes yes Topics course; RETAIN per Susan KalinaSOC A454 AS Eval Research And Change 199702 200303 Xlist JUST A454; PURGE ‐ no responseSOC A490 AS Sel Topics Contemporary Issues 199801 200302 yes Topics course; PURGE ‐ no responseSWK A443 HW Mental Health Prac, Prog 199702 200401 PURGE ‐ no responseSWK A471 HW Addictions And Social Wk 199702 200303 PURGE ‐ no responseSWK A657 HW FAS and FAE 200002 200203 yes PURGE ‐ no responseSWK A658 HW Rural Social Work 199903 200102 yes yes yes PURGE ‐ no responseTHR A330 AS Combat for the Stage II 199702 200402 RETAIN per Tom SkoreVE A443 CT Meth Of Instr/Voc Ed 199702 200401 May be stacked w/VE A643; PURGE ‐ no responseVE A643 CT Methods Of Instr/Voc Ed 199702 200401 May be stacked w/VE A443; PURGE ‐ no response

Requests to retain courses in the active course catalog should include justification for retention. Requests should be submitted for review to the GAB/UAB through the Governance Office. No response indicates no support for retention.43