The 51风流官网 Faculty Senate passed the following at its Meeting #101 on
April 2, 2001:
RESOLUTION OF RECOGNITION
WHEREAS, The 51风流官网 rifle team is the only collegiate sports team in
Alaska to ever bring home a number one National Collegiate
Athletic Association title, and
WHEREAS, The Nanooks successfully defended their national
championship title for the third year in a row, and an
unprecedented fourth time in less than a decade during
competitions at Ohio State March 10, 2001.
WHEREAS, Sophomore Matt Emmons led the way winning both the air
rifle and smallbore individual national titles, and
WHEREAS, individual honors went to Emmons and teammates Melissa
Mulloy and Karl Olsson who were named first team All-Americans
in both air rifle and smallbore, and
WHEREAS, Per Sandberg was named first team for smallbore and second
team air rifle, and Grant Mecozzi was also named first team air
rifle and second team smallbore and Amber Darland was named
second team for both air rifle and smallbore, and
WHEREAS, All six of the qualifiers finished in the top ten individually and
the top four places in the smallbore.
WHEREAS, During the 2000-2001 season the team shattered the team
smallbore record and Emmons set two new individual national
records including a perfect 400/400 in the air rifle event, and
Mulloy finished out her 51风流官网 rifle career by attaining the second
highest team average after coming back from the Olympic games
last fall.
WHEREAS, Also making contributions to the season were junior John
Holz, sophomore Ginny Schlichting, and freshmen Karen Gerde.
WHEREAS, Seven 51风流官网 athletes qualified for All Academic honors and led
the team to the top rifle team grade point average in the nation,
and
WHEREAS, The success of our students is a major strength of 51风流官网, now
THEREFORE BE IT RESOLVED, That the 51风流官网 Faculty Senate wishes to
recognize the outstanding student athletes achievement of the
51风流官网 Rifle Team.
***
The 51风流官网 Faculty Senate passed the following at its Meeting #101 on
April 2, 2001:
RESOLUTION OF RECOGNITION
WHEREAS, 51风流官网's College Bowl team thrashed four of the most powerful
administrators on campus in a warmup match in February by a
score of 370-85, and
WHEREAS, 51风流官网's College Bowl team, composed of Tina Buxbaum, Nick
Palso, Joe Hardenbrook, David Jessup, and William Bourke recently
returned from the Association of College Unions International
Region 14 tournament where they beat prestigious competitors
to place second, and
WHEREAS, In the first round of competition 51风流官网 prevailed over the
University of Washington 245 to 130, and
WHEREAS, 51风流官网 won 160 to 60 over the University of Idaho in the final
round of the Round Robin play, and
WHEREAS, In single elimination 51风流官网 defeated Idaho State and Whitworth
College, and
WHEREAS, After going undefeated most of the day 51风流官网 lost to
Washington in best two out of three matches to finish the College
Bowl tournament in second place, now
THEREFORE BE IT RESOLVED, That the 51风流官网 Faculty Senate wishes to
recognize the outstanding student academic achievement of the
51风流官网 College Bowl Team.
***
The 51风流官网 Faculty Senate passed the following at its Meeting #101 on
April 2, 2001:
RESOLUTION OF SUPPORT
FOR THE BOARD OF REGENTS
FY02 OPERATING BUDGET REQUEST
WHEREAS, the Faculty Senate of the 51风流官网
provides a mechanism whereby the faculty participate in the
academic decision making of the University of Alaska system; and
WHEREAS, through committee representation the 51风流官网 faculty
participated in the selection of projects to fulfill UA initiatives at
the campus and system level, and
WHEREAS, the Board of Regents operating budget request includes
funding for those program initiatives approved by the faculty
through the shared governance process, and
WHEREAS, full funding of the Board of Regents operating budget
request last year was a great beginning toward rebuilding 51风流官网,
and the legislature and the Governor should be applauded for their
efforts thus far, and
WHEREAS, the long term goals of the initiative process cannot be
maintained at an appropriate rate needed by the university and by
the state to restore 51风流官网 to the level of other land grant, doctoral
universities without full funding of the Board of Regents FY2002
operating budget request, now
THEREFORE BE IT RESOLVED, That the 51风流官网 Faculty Senate thanks the
Governor for including the Board of Regents operating budget
request in his FY2002 budget request, and
BE IT FURTHER RESOLVED, That the 51风流官网 Faculty Senate urges the
Alaska State Legislature, and in particular, the Alaska State
Senate to fully fund the Board of Regents operating budget
request for FY2002.
***
The 51风流官网 Faculty Senate passed the following at its Meeting #101 on
April 2, 2001:
MOTION
======
The 51风流官网 Faculty Senate moves to amend Article III, Section 2 of the
51风流官网 Faculty Senate Constitution as follows:
[[ ]] = Deletions
CAPS = Additions
ARTICLE III - Membership
Sect. 2 Voting members of the Senate must EITHER hold academic
rank [[and must be]] WITH full-time CONTINUING
APPOINTMENT AT [[permanent employees of]] the
University of Alaska FAIRBANKS OR HOLD SPECIAL
ACADEMIC RANK WITH TITLE PRECEDED BY 'RESEARCH'
OR 'TERM'.
EFFECTIVE: Upon Chancellor approval
RATIONALE: The number of research faculty on campus has
increased in recent years. Members of this faculty group
seek participation in faculty governance as well as
representation on the Faculty Senate. This change
accommodates this group of faculty.
***
The 51风流官网 Faculty Senate passed the following at its Meeting #101 on
April 2, 2001:
MOTION
======
The 51风流官网 Faculty Senate moves to approve a M.A. degree program in
Administration of Justice which includes eight new courses.
EFFECTIVE: Fall 2001 or
Upon Board of Regents' Approval
RATIONALE: See full program proposal #52-60 on file in
the Governance Office, 312 Signers? Hall.
SUBMITTED BY COLLEGE OF LIBERAL ARTS
(Submitted by Justice)
52. NEW PROGRAM: MA, Administration of Justice - Effective Fall
2001 or upon BOR approval.
53. NEW COURSE: JUST 605 - Administration and Management of
Criminal Justice Organizations (3+0) 3 credits; offered via
Internet; offered every Fall; effective Fall 2001 or upon BOR
approval.
54. NEW COURSE: JUST 610 - Ethics in Criminal Justice Management
(3+0) 3 credits; offered via Internet; offered every Spring;
effective Fall 2001 or upon BOR approval.
55. NEW COURSE: JUST 615 - Justice Program Planning/Evaluation
and Grant Writing (3+0) 3 credits; offered via Internet; offered
every Spring; effective Fall 2001 or upon BOR approval.
56. NEW COURSE: JUST 620 - Personnel Management in Criminal
Justice (3+0) 3 credits; offered via Internet; offered Summer,
As Demand Warrants; effective Fall 2001 or upon BOR approval.
57. NEW COURSE: JUST 625 - Legal Aspect of Criminal Justice
Management (3+0) 3 credits; offered via Internet; offered
every Fall; first offered Fall 2002; effective Fall 2001 or
upon BOR approval.
58. NEW COURSE: JUST 630 - Media Relations and Public Relations
(3+0) 3 credits; offered via Internet; offered every Spring; first
offered Spring 2003; effective Fall 2001 or upon BOR approval.
59. NEW COURSE: JUST 640 - Community/Restorative Justice
(3+0) 3 credits; offered via Internet; offered Summer,
As Demand Warrants; first offered Summer 2003, effective
Fall 2001 or upon BOR approval.
60. NEW COURSE: JUST 690 - Seminar in Critical Issues and Criminal
Justice Policy (3+0) 3 credits; offered Summer, As Demand
Warrants; first offered Summer 2003, effective Fall 2001
or upon BOR approval.
Executive Summary
M.A., Administration of Justice
The Department of Justice, College of Liberal Arts, University of Alaska
Fairbanks, requests approval of a Master of Arts Degree in
Administration of Justice to be implemented in Fall Semester, 2001.
Alaska, like states throughout the United States, is faced with an
increasing demand on the services of its criminal justice system. There
is the realization that no one unit of government or public organization
can successfully address the issue of providing public safety and
response to criminal activity. To illustrate this realization, in 1995
Governor Tony Knowles directed that a group of his cabinet members
meet on a regular basis for the purpose of coordinating efforts in the
area of criminal justice planning. From this group's efforts the Final
Report of the Alaska Criminal Justice Assessment Commission was
published in May 2000. The Report contained a sweeping array of
proposals. Upon close study one commonality emerges ? a call for
creative and effective management in the administration of Alaska's
Criminal Justice System.
The M.A. Degree in Administration of Justice will bring the resources of
the University of Alaska to serve in the State's efforts. The course of
study is suitable for those personnel who are currently policy makers,
administrators, or managers in the criminal justice system. Additionally,
the Degree will be attractive to those who wish to better prepare
themselves for entry into the system or for promotion within. Of special
note, there will be a focus on the Administration of Justice in Alaska's
rural communities ? an area where the Justice Department has
established expertise and which meets a major goal of the University of
Alaska, Fairbanks. Rigorous academic standards will be maintained
through a faculty who are experienced, successful instructors having
recognized expertise and experience in their area of instructional
responsibility.
To address the criminal justice needs throughout the State, the M.A.
Degree will offer the majority of its courses through the internet, and
will compliment those courses with a one week intensive capstone
course conducted on the 51风流官网 campus. Over the past 21 years the
Justice Department has graduated an average of 25 students a year.
Many of these students have entered the justice professions as police
officers, correctional officers, probation officers, and parole officers
among a variety of other positions. Many of these past graduates are
now in mid-level management positions throughout Alaska (and in some
cases outside). Through continued communication with our graduates
alone, the Justice Department has established an interest in having a
program delivered by a distance delivery method. Surveys of Justice
professionals within the State verify this need. The Justice Department
is recognized for its pioneering efforts in using the internet to deliver
undergraduate courses. The expertise now contained in the Justice
Department will be used to develop a unique, innovative degree available
to anyone who has access to the internet.
The M.A. Degree in Administration of Justice has four major objectives:
1. Provide advanced knowledge and skills to leaders in Alaska's
criminal justice system to enhance their effectiveness as managers,
administrators, and policy makers.
2. Create a communication medium whereby criminal justice
personnel can exchange ideas within an academic setting.
3. Establish the Department of Justice, Fairbanks campus, as a
leader in usage of the Internet to deliver graduate education.
4. Establish the Department of Justice, Fairbanks campus, as a
recognized locale of expertise for administration of justice in Rural
Alaska.
***
The 51风流官网 Faculty Senate passed the following at its Meeting #101 on
April 2, 2001:
MOTION:
======
The 51风流官网 Faculty Senate moves to approve a B.A. degree program in
Elementary Education which includes eight new courses.
EFFECTIVE: Fall 2001 and
Upon Board of Regents' Approval
RATIONALE: See full program proposal #123-130 on file in
the Governance Office, 312 Signers? Hall.
SUBMITTED BY SCHOOL OF EDUCATION
123. NEW DEGREE PROGRAM: BA, Elementary Education - The central
components of the degree include: subject area coursework in
designated core requirements; additional subject areas course
work important for successful teaching at an elementary level;
integrated set of education courses and fieldwork experience; a
capstone year-long school internship with a mentor teacher with
concurrent enrollment in professional coursework; 127 credits;
includes seven new courses; effective Upon BOR Approval.
124. NEW COURSE: ED 110 - Becoming a Teacher in the 21st Century
(1+0) 1 credit; offered Fall & Spring; graded Pass/Fail; first
offered Fall 2001.
125. NEW COURSE: ED 466 - Internship and Collaborative Student
Teaching (1+0+25) 3 credits; offered Fall; first offered
Fall 2002.
126. NEW COURSE: ED 467 - Portfolio Development I (1+0) 1 credit;
offered Fall; first offered Fall 2002.
127. NEW COURSE: ED 468 - Internship and Student Teaching
(1+0+40) 6 credits; offered Spring; first offered Spring 2003.
128. NEW COURSE: ED 469 - Portfolio Development II (1+0) 1 credit;
offered Spring; first offered Spring 2003.
129. NEW COURSE: EDSE 422 - Curriculum and Strategies II: High
Incidence (3+0) 3 credits; offered Fall & Spring; first offered
Spring 2002.
130. NEW COURSE: EDSE 482 - Inclusive Classrooms for All Children
(3+0) 3 credits; offered Fall & Spring; first offered Spring 2002.
Executive Summary
B.A., Elementary Education
There is a well-documented and critical need for teachers in Alaska, and
the University of Alaska system has the opportunity to respond to this
need. The Bachelor of Arts in Elementary Education is a new
undergraduate degree that will provide students on the Fairbanks
Campus and in rural remote sites with the coursework and classroom
experiences necessary to be eligible for an elementary teacher
certificate. The integrated major/minor degree requirements are
designed to prepare students to meet national and state standards for
quality teachers, and to meet standards that recognize, respect and
build upon the unique cultural, linguistic and geographic factors specific
to the Alaska context. All students will be assessed relative to NCATE
standards, the Alaska Teacher Standards, the Alaska Student Content
Standards, and the Alaska Standards for Culturally Responsive Schools.
As a public institution, and as the state?s land-, sea- and space-grant
institution, the University of Alaska has a responsibility to respond to
the interests and needs of the people of Alaska. Close working
relationships between the K-12 public education system and the state?s
higher education system are essential for the social and economic well-
being of our state.
A series of recent reports issued by The Kellogg Commission on the
Future of State Land-Grant Universities examines the need for land-
grant universities to re-assess their role relative to public school
education and local communities. In the January/February 2001 issue
of Change: The Magazine of Higher Education, the authors of the lead
article "Rethinking the Land-Grant Research University" state that:
Typically, research universities' interaction with K-12 schools
has been the province of Schools of Education. . . .A more robust,
inclusive engagement is needed today between university and
K-12 faculty in order to build the kind of understanding,
collaboration, respect, and innovation that will be needed to
improve K-12 student achievement. . . . The land-grant research
university will [need to] take active steps to incorporate collegial
partnerships with the K-12 system as an integral part of its
missions of teaching, research and public service. (Parker,
Greenbaum & Pister, pp. 12-17)
The new undergraduate degrees for elementary teacher preparation at
each of the UA major campuses are a direct response to the stated
mission of the University of Alaska which is to "address the needs of the
North and it?s diverse peoples." There clearly is a "need" in Alaska for
teachers--and for teacher preparation programs that prepare people to
professionally and respectfully work in our unique Northern context with
Alaska?s diverse peoples--i.e., with students and families from all ethnic,
cultural and linguistic backgrounds.
In addition to supporting the Mission of the University of Alaska, the
new BA in Elementary Education at 51风流官网 directly responds to, and
supports, each of the six primary goals in the final draft of the
51风流官网 Strategic Plan. This is accomplished
through the following: (1) academic content requirements and the
necessary collaboration across several 51风流官网 academic units; (2) degree
requirements for on-going fieldwork in schools and communities; and (3)
built-in professional development for cooperating teachers and
administrators and required formal partnerships with schools and
districts in rural and urban areas.
* Be a world leader in arctic research and related graduate education
_ Provide high quality undergraduate education for traditional and non-
traditional students
_ Form active collaborations with communities, organizations,
businesses and government to meet identified state, national and global
needs
_ Be an educational center for Alaska Natives
_ Be a model that demonstrates how gender, racial, and cultural
diversity strengthen a university and society
_ Be an academic gateway to the North Pacific and the Circumpolar
North
Alaska?s comprehensive educational reform effort--i.e., the Alaska
Quality Schools Initiative--has generated an unprecedented public
interest in Alaska?s educational system. At this critical juncture in
determining educational policy in the state, the University has the
opportunity to make a long and lasting contribution to the state and to
its children. The high level of collaboration among UAA, 51风流官网 and UAS
faculty in the development of three new undergraduate teacher
education degrees, the interest and support provided by a significant
number of arts and sciences faculty members, and the prospects for
increased attention to, and support for, teacher preparation programs
are reason to believe that the University does indeed have the will to
respond to the great need to prepare teachers for our unique Alaska
contexts.
SCHOOL OF EDUCATION
Undergraduate Program
MAJOR
Bachelor of Arts, Elementary Education
BA Degree
1. Complete the general university requirements. (As part of the
core curriculum requirements, complete the following:*
ANTH/SOC 100X, HIST 100X, PS 100X, MATH 107X*,
ART/MUS/THR 200X, BIOL 100X or BIOL 104X, CHEM 100X
Students who choose the language option to meet Core
Perspectives on the Human Condition requirements, can
substitute their language credits only for the ENGL/FL 200X
and Ethics Course requirements.)
2. Complete the following B.A. Elementary Education degree major
requirements in addition to the core curriculum:
a. Complete the following mathematics requirements:*
MATH 205--Mathematics for Elementary School Teachers I
(3 credits)
MATH 206--Mathematics for Elementary School Teachers II
(3 credits)
b. Complete GEOS 100X--Introduction to Earth Science
or GEOS 125X--Humans, Earth and the Environment (4 credits)
c. Complete the following social sciences requirements:
ANTH 242--Native Cultures of Alaska (3 credits)
GEOG 101--Introductory Geography (3 credits)
or GEOG 203--World Economic Geography (3 credits)
HIST 131-- History of the U.S. (3 credits)
HIST 461 W--History of Alaska (3 credits)
or HIST 115--Alaska, Land and Its People (3 credits)
PSY 101--Introduction to Psychology (3 credits)
PSY 245--Child Development (3 credits)
d. Complete the following humanities requirements:
1. Complete one of the following to meet the writing
course requirement:
ENGL 271--Introduction to Creative Writing--Fiction
(3 credits) or ENGL 272--Introduction to Creative
Writing--Poetry (3 credits) or ENGL 314 W, O/2--
Technical Writing (3 credits) or JRN 311W--Magazine
Article Writing (3 credits)
2. Complete one of the following to meet the literature
course requirement:
ENGL 306--Survey of American Literature: Beginnings to
the Civil War (3 credits) or ENGL 307--Survey of
American Literature: Civil War to the Present
(3 credits) or ENGL 308--Survey of British Literature:
Beowulf to the Romantic Period (3 credits) or ENGL
309--Survey of British Literature: Romantic Period
to the Present (3 credits) or complete another
literature-focus, upper division English course on
approved list (3 credits)
3. JRN 486--Media Literacy (3 credits) or JRN 308--Film
and TV Criticism (3 credits)
4. LING 101--Nature of Language (3) or LING 303 W,O--
Language Acquisition (3 credits)
e. Technology Skills ? Demonstrated competence (through School
of Education assessment) or enrollment in ED 429 Computer
Application in the Classroom (3 credits)
f. Complete the following Education Requirements (48 credits)*
1. Foundation Coursework and Field Experiences
ED 110--Becoming a Teacher in the 21st Century
(1 credit)
ED 201--Introduction to Education (3 credits)
ED 304--Literature for Children (3 credits)
ED 330--Assessment of Learning (3 credits)
ED 350--Communication in Cross-Cultural Classrooms
(3 credits) or ANS/ED 420?Alaska Native Education
(3 credits)
ED 410W--Foundations of Literacy Development
(3 credits)
EDSE 422--Curriculum and Strategies II: High Incidence
(3 credits)
EDSE 482--Inclusive Classrooms for All Children
(3 credits)
2. Capstone Experience: Professional Internship Year with
Integrated Coursework and Internship Requirements
a. First Semester of Professional Internship Year
ED 411-- Reading, Writing, Language Arts: Methods
and Curriculum Development (3 credits)
ED 412W--Integrated Social Studies and Language
Arts: Methods and Curriculum Development
(3 credits)
ED 413--Mathematics and Science: Methods and
Curriculum Development (3 credits)
ED 466 -- Internship and Collaborative Student
Teaching (3 credits)
ED 467 -- Portfolio Development I (1 credit)
b. Second Semester of Professional Internship Year
ED 310--Art, Music and Drama in Elementary
Classrooms (3 credits)
ED 327--Physical Education and Health in
Elementary Classrooms (3 credits)
ED 468 (O)--Internship and Student Teaching
(6 credits)
ED 469--Portfolio Development II (1 credit)
3. Minimum credits required (127 credits)
* Student must earn a C or better in each core communication course
and in each required mathematics and education course.
Admission Requirements ? BA, Elementary Education
Admission to the 51风流官网, as a student seeking a
BA degree in Elementary Education, provides students with the
opportunity to enroll in and complete subject area courses and a series
of education courses that provide a foundation for participation in the
final Professional Internship Year. All students, however, must submit
the materials listed below and meet admission requirements as a
prerequisite for participation in the Professional Internship Year (i.e.,
prior to enrollment in professional year courses and prior to receiving an
internship placement in a classroom). Declaring a BA in Elementary
Education as one's major does not guarantee acceptance to the
Professional Internship Year.
Internships begin in August or September on the date when teachers
return to school (this varies across districts). Since internship
placements are arranged with principals and mentor teachers in the
spring, all materials necessary for determining admission to the School
of Education must be submitted by February 15th. In order to make
valid and reliable judgments about each applicant?s knowledge, skills and
dispositions prior to approval for the year-long internship in a classroom
with elementary children, faculty in the School of Education use multiple
criteria to make admission decisions.
The following information must be provided to the Office of Certification
and Advising in the School of Education by February 15th.
1. Transcripts from all institutions attended
2. Evidence of completion of all B.A. in Elementary Education
degree courses (except for those required in the Professional Internship
Year), with a minimum of a 2.75 overall GPA, a 2.0 in each major
academic area, and a C or better in the 51风流官网 Core communication
courses and in all required education and math courses. Students with
less than a 2.75 overall GPA may be considered for conditional
admission in special circumstances
3. Alaska passing scores from the Praxis I exams in reading,
writing and math
4. Two letters of reference that address qualifications and
potential as a teacher
5. A current and complete resume/curriculum vitae
6. Completion of two one-page essays on topics determined
by the School of Education
7. Completion of the Elementary Teacher Education Academic
Analysis Form and the Life Experiences Form to provide information on
breadth and depth of prior coursework and/or documented life
experiences relative to ten Alaska Student Content Standard areas.
8. Completion of a one to two page autobiographical sketch
(appropriate for presenting to prospective principals and mentor
teachers)
9. Completion of extemporaneous writing sample
10. Evidence of technology competence at a level appropriate
for the year-long internship
11. Evidence of successful experiences in teaching and learning
situations based on evaluations from teachers or community members
who participated in applicant?s previous classroom and community
fieldwork experiences
12. Evidence of ability to work collaboratively and respectfully
in cross-cultural contexts
13. Submission of completed Alaska Student Teacher
Authorization Packet (including fingerprint cards and criminal
background check. Forms are available from the School of Education)
14. Interview, when appropriate
* Students are admitted for a specific academic year and must reapply if
they do not enroll in the year in which they were reviewed.
***
The 51风流官网 Faculty Senate passed the following at its Meeting #101 on
April 2, 2001:
MOTION
======
The 51风流官网 Faculty Senate moves to amend the Appeals Policy for
Academic Decisions as follows:
EFFECTIVE: Immediately
RATIONALE: The Department Chair is the Administrative
and Academic Officer of the department and as such
has the primary responsibility and authority for: (1)
leadership in developing high quality academic programs
which fulfill department, college/school and university
objectives; (2) leadership in the implementation of
college and university policies and programs at the
department level. The Department Chair also has the
responsibility of acting on student petitions, and
addressing student concerns as appropriate.
CAPS = Additions
[[ ]] = Deletions
APPEALS POLICY FOR ACADEMIC DECISIONS
Other Than Assignment of Grades
I. Introduction
The University of Alaska is committed to the ideal of academic freedom
and so recognizes that academic decisions (i.e., non-admission to or
dismissal from any 51风流官网 program) are a faculty responsibility. Therefore,
the University administration shall not UNDULY influence or affect the
review of academic decisions THAT ARE A FACULTY RESPONSIBILITY.
The following procedures are designed to provide a means for students
to seek review of academic decisions alleged to be arbitrary and
capricious. Before taking formal action, a student must attempt to
resolve the issue informally. A student who files a written request for
review under the following procedures shall be expected to abide by the
final disposition of the review, as provided below, and may not seek
further review of the matter under any other procedure within the
university.
II. Definitions
A. As used in the schedule for review of academic decisions, a
class day is any day of scheduled instruction, excluding
Saturday and Sunday, included on the academic calendar in
effect at the time of a review. Final examination periods are
counted as class days.
B. "Department Chair" for the purposes of this policy denotes
the administrative head of the academic unit offering the
course (e.g., head, chair or coordinator of an academic
department, or [[the campus director]] DIVISION COORDINATOR
OR PROGRAM CHAIR if the faculty member is in the College of
Rural Alaska).
C. The "dean/director" is the administrative head of the college
or school offering the course or program from which the
academic decision or action arises. For students at extended
campuses the director of the campus may substitute for the
dean/director of the unit offering the course or program.
D. The next regular semester is the fall or spring semester
following that in which the disputed academic decision was
made. For example, it would be the fall semester for a final
grade issued for a course completed during the previous
spring semester or summer session. The spring semester is
the next regular semester for an academic decision made
during the previous fall semester.
III. Procedures
A. A student wishing to appeal an academic decision other than
a grade assignment must first request an informal review of
the decision.
1. Notification must be received by the Provost within
15 days from the first day of instruction of the
semester in which the decision takes effect.
2. There may be extenuating circumstances when the
deadlines cannot be met due to illness, mail disruption,
or other situations over which the student may have no
control. In such a case, upon request from the student,
the Provost, after review of supporting documentation
provided by the student, may adjust the deadlines
accordingly. An extension of the deadline will be limited
to one semester but every effort should be made to
complete the appeal process within the current
semester.
3. The Provost will request the appropriate department
chair [[or dean]] to conduct an informal review of the
decision. [[and a determination of whether]] THE
DEPARTMENT CHAIR WILL DETERMINE WHETHER the
original decision should be overturned or changed in
any way. [[This review shall take no more than ten
(10) days.]] THE DEPARTMENT CHAIR WILL SUBMIT
HIS/HER RECOMMENDATION TO THE PROVOST THROUGH
THE DEAN/DIRECTOR WITHIN 10 DAYS. IN THE EVENT
THAT THE DEPARTMENT CHAIR IS DIRECTLY INVOLVED,
THE PROVOST CAN ASK THE DEAN/DIRECTOR TO
CONDUCT AN INFORMAL REVIEW AND SUBMIT HIS/HER
RECOMMENDATIONS DIRECTLY TO HIM.
4. The Provost will consult with the student on the
department chair?S [[/dean's]] recommendation. If the
student does not find that recommendation acceptable,
he/she may request the Provost to conduct a formal
review.
B. The formal review will be conducted as follows.
1. This FORMAL review is initiated by the student through a
signed, written request to the Provost.
a. The student's request for FORMAL review may
be submitted using university forms specifically
designed for this purpose and available from the
Office of the Provost.
b. By submitting a request for a review, the student
acknowledges that no additional mechanisms exist
within the university for the FORMAL review of the
decision, and that the university's administration
INCLUDING THE COLLEGE DEAN/DIRECTOR can not
influence or affect the outcome of the FORMAL
review.
c. The request for a formal review must be received
no later than 10 days after the student has
learned the outcome of the informal review (IIIA4).
d. The request must detail the basis for the
allegation that the decision was made on a basis
other than sound professional judgment based
upon standard academic policies, procedures and
practices.
2. The Provost will appoint a 5 member review committee
composed of the following:
a. One tenure-track faculty member from the
academic unit in which the decision was made.
b. Two tenure-track faculty members from within
the college or school but outside of the unit in
which the decision was made. If available, one of
these two members will be selected from the
members of the 51风流官网 Faculty Appeals and
Oversight Committee.
c. One tenure track faculty member from outside
the college or school in which the decision was
made. If available, this member is to be selected
from the members of the 51风流官网 Faculty Appeals
and Oversight Committee.
d. The fifth member to be appointed by the Provost
will be a non-voting student representative.
e. The campus judicial officer or his/her designee
shall serve as a nonvoting facilitator for appeals
hearings. This individual shall serve in an advisory
role to help preserve consistent hearing protocol
and records.
f. The department chair of the program in which the
decision was made will act as the program's
monitor of all proceedings.
3. The committee must schedule a mutually agreeable
date, time and location for the appeal hearing within
10 working days of receipt of the student's formal
request.
a. During this and subsequent meetings, all parties
involved shall protect the confidentiality of the
matter according to the provisions of the Family
Educational Rights and Privacy Act (FERPA) and
any other applicable federal, state or university
policies.
b. Throughout the proceedings, the committee will
encourage a mutually agreeable resolution.
c. The mandatory first item of business at this
meeting is for the committee to rule on the
validity of the student's request. Grounds for
dismissal of the request for review are:
1) THE STUDENT HAS NOT PROVIDED
SUFFICIENT REASON IN SUPPORT OF THE
ALLEGATION THAT THE ACADEMIC DECISION
WAS ARBITRARY AND CAPRICIOUS.
[[1]] 2) This is not the first properly prepared
request for appeal.
[[2]] 3) The request was not made within the
policy deadlines.
d. In the event that the committee votes to dismiss
the request, a written notice of dismissal must be
forwarded to the student, instructor, department
[[head]] CHAIR [[and]], dean/DIRECTOR AND
PROVOST within five days of the decision, and will
state clearly the reasoning for the dismissal of
the request.
4. Acceptance for consideration of the student's request
will result in the following:
a. A request for, and receipt of, a formal WRITTEN
response from the program DEPARTMENT CHAIR
to the student's allegation.
b. A second meeting scheduled to meet within 10
days of the decision to review the request.
1) The student and THE DEPARTMENT CHAIR
OR a representative of the program will be
invited to attend the meeting.
2) The meeting will be closed to outside
participation, and neither the student nor
THE instructor OR DEPARTMENT CHAIR may
be accompanied by an advocate or
representative. Other matters of format
will be announced in advance.
3) The proceedings will be tape recorded and
the tapes will be stored with the campus
Judicial Officer.
4) The meeting must be informal, non-
confrontational and fact-finding, where
both the student and instructor OR
DEPARTMENT CHAIR may provide additional
relevant and useful information and can
provide clarification of facts for materials
previously submitted.
5. The final decision of the committee will be made in
private by a majority vote.
a. Actions which the committee can take if it
accepts the student's allegation may include, but
are not limited to, the following:
1) direct the program INSTRUCTOR OR
DEPARTMENT CHAIR to reconsider the
decision,
2) provide a final alternative decision.
b. The academic decision review committee
proceedings will result in the preparation of
written findings and conclusions.
c. A formal, written report of the decision must
be forwarded to the student, INSTRUCTOR,
program/department chair, dean and Provost
within five days of the meeting. The Provost
shall then be responsible for communicating
the decision to other relevant offices (e.g.,
Admissions, Registrar).
d. The decision of the committee is final.
C. The entire process must be completed by the end of the
semester in which the decision first took effect.
4/01
***
The 51风流官网 Faculty Senate passed the following at its Meeting #101 on
April 2, 2001:
MOTION POSTPONED
===============
The 51风流官网 Faculty Senate opposes the Alaska State Legislature's move to
re-name the Fairbanks International Airport for William R. Wood.
RATIONALE: Given this former University of Alaska
president's record as an academic leader in Alaska, both in disregarding
academic freedom and in disrespecting the indigenous population of
Alaska, re-naming the Fairbanks airport is both inappropriate and unwise
at this time. During the Wood administration, upward of 11 faculty
members lost their jobs in arbitrary firings, including four popular
creative writing professors called the "Flying Poets" who were fired
because they didn't fit the proper "image" the Wood administration
desired for his university.
As another example, two science professors lost their jobs in
connection with Project Chariot, a scheme by the U.S. Atomic Energy
Commission to create a deepwater harbor near Point Hope in northwest
Alaska by detonating up to six thermo-nuclear bombs. The blast likely
would have had serious negative effects on Native people and their
lands. Expressing one's professional opinion should never be grounds
for firing faculty at any well-respected university. For his part, Wood
never publicly acknowledged any wrongdoing, misgivings or
misjudgments with regard to such actions, even though he was given
ample opportunity to do so, and even decades after. In fact, when the
two professors were awarded honorary doctorate degrees by the 51风流官网
faculty in 1993, rather than embracing their heroism and integrity,
Wood did not attend 51风流官网's commencement ceremony for the first time
in 32 years.
The link between academic freedom and respect for the integrity
of Alaska Native people and their land is significant in this regard,
particularly in light of recent racially motivated events in Alaska against
"Eskimos."
The 51风流官网 Faculty Senate, by adopting this motion, joins the Native
community and the growing number of groups and individuals, including
the Pioneers of Alaska Igloo No. 4, a prominent aviation organization in
Fairbanks, in opposition to this airport re-naming. Furthermore, as the
Fairbanks Daily News-Miner reported recently, Wood himself opposed
naming the airport or any other public facility after him upon his death.
His wishes should be respected.
UA