ࡱ>  ebjbjVV 7<<>&]]]]]qqq8d \qqii"fff q"q"q"q"q"q"q$+tvFq]fffffFq]][q&'&'&'fZ]] q&'f q&'&'R4DF@?m|q (E qqq0qFEb]w!]w<FF]w]FP*ff&'fffffFqFq$fffqffff]wfffffffff #: WESTERN ILLINOIS UNIVERSITY Regular Meeting, 8 February 2011, 4:00 p.m. Capitol Rooms - University Union A C T I O N M I N U T E S SENATORS PRESENT: P. Anderson, B. Clark, L. Conover, G. Delany-Barmann, D. DeVolder, L. Erdmann, R. Hironimus-Wendt, M. Hoge, D. Hunter, N. Made Gowda, J. McNabb, K. Pawelko, C. Pynes, S. Rahman, P. Rippey, M. Singh, B. Thompson, T. Werner, D. Yoder Ex-officio: Ken Hawkinson, Associate Provost; Tej Kaul, Parliamentarian SENATORS ABSENT: S. Haynes, L. Miczo, I. Szabo GUESTS: Rori Carson, Vivian Coeur, Judi Dallinger, Autumn Greenwood, Mary Margaret Harris, Hoyet Hemphill, Pete Jorgensen, Jim LaPrad, Angela Lynn, Russ Morgan, Bill Polley, Ron Williams Consideration of Minutes 25 January 2011 Corrections: On p. 10, six lines from the bottom, Senator Hironimus-Wendt noted that persons are censured or fined when they dont act well or dont teach or publish well The word fined should have been fired. Associate Provost Judi Dallinger was inadvertently omitted from the list of guests. MINUTES APPROVED AS CORRECTED Announcements Approvals from the Provost Requests for New Courses HIST 402, The Civil Rights Movement, 3 s.h. IS 324, Network and Data Communication Concepts, 3 s.h. IS 355, Information Assurance, 3 s.h. IS 405, Business Intelligence and Decision Support Systems, 3 s.h. IS 410, Enterprise Architecture, 3 s.h. Request for Change in Major Information Systems Requests for Changes in Minors Information Systems Jazz Studies Request for Change in Option Bachelor of Arts in Music Provosts Report Provost Thomas was unable to attend the meeting due to off-campus obligations. Associate Provost Dallinger informed senators the Higher Learning Commission team will visit ϲʷ¼ from Sunday, February 13 through Wednesday, February 16, with meetings scheduled for Monday and Tuesday. An open meeting for faculty will be held from 4:00-5:00 p.m. Monday in Horrabin Hall 1 on the Macomb campus, while an open meeting for faculty, staff, and students in the Quad Cities will be held at 1:00 p.m. Tuesday in ϲʷ¼QC Room 102. The entire schedule of meetings is posted on the ϲʷ¼ homepage. Associate Provost Dallinger encouraged persons invited to meet with the visiting team to make every effort to do so. Senator Thompson asked what will occur at the meetings. Associate Provost Dallinger explained the nine-person team will mostly hold individual meetings. They have asked to be in charge of the meetings; there will not be a ϲʷ¼ host. She said HLC members will have read ϲʷ¼s self-study and will ask questions related to it; she encourages faculty to respond openly and honestly to any questions asked and to feel free to bring up any concerns. Associate Provost Hawkinson informed senators the search for the Dean of the College of Education and Human Services is progressing well. Senator Delany-Barmann, who serves on the search committee, added that telephone interviews with finalists have been completed and the committee has now decided who to invite to visit the campuses. Associate Provost Hawkinson announced that J.Q. Adams from Educational and Interdisciplinary Studies has been selected as the Distinguished Faculty Lecturer for 2011. Dr. Adams will speak on The U.S. Census: How Its Racial Categories Have Shaped American Identity at 7 p.m. Thursday, March 31 in the COFAC Recital Hall, and at 3:00 p.m. Thursday, April 7 in ϲʷ¼QC Room 102. SGA Report None Other Announcements Ballots will be mailed Thursday for contested elections in three of the four colleges vying for Faculty Senate seats for fall 2011. Two petitions were received for the two vacant seats for Business and Technology; Martin Maskarinec from Computer Sciences and Steve Rock from Economics and Decision Sciences will fill those vacancies. Alcohol Awareness Education Requirement (Vivian Coeur, Clinical Director, Alcohol and Other Drugs Resource Center; Mary Margaret Harris, Director, Beu Health Center; Angela Lynn, Registrar) Ms. Harris told senators that when she came to ϲʷ¼ five years ago, she realized that alcohol risk reduction was an issue. She related that at the time ϲʷ¼ was collecting a lot of information but not measuring or doing anything with the data. She created a comprehensive plan which she submitted to Vice President Johnson for approval, as well as talking about alcohol issues with the President and Board of Trustees members. Ms. Harris told senators ϲʷ¼ needs to continue to comply with the Drug Free Schools Act, which affects university funding. This requires conducting a biennial survey of faculty and staff, providing notices to faculty, staff and students every year about the programs available through Beu, and educating the University community about the dangers and effects of alcohol and other drugs. Ms. Harris stated she was interested in offering pre-matriculation alcohol education because it is a way to conduct population-based education in a cost effective manner. The 3rd Millennium Classroom package incorporates an electronic assessment program called eCHUG which allows ϲʷ¼ to evaluate its students drinking habits compared to other schools. She added that Western has the only Level 1 licensed AOD treatment center on an Illinois campus. Ms. Harris has seen evidence that the pre- and post-test program of Alcohol-Wise is very promising for retention, particularly when combined with eCHUG and face-to-face contacts provided by Westerns staff. She said ϲʷ¼ tries to go beyond just passing out pamphlets to include making presentations and measuring data. The 3rd Millennium Classroom Alcohol-Wise program began at Western in 2008. Ms. Harris said that originally the program had no enforcement ability and only a 75 percent compliance rate. Ms. Harris wanted all new freshmen and transfers to receive the same baseline-level training, believing that by increasing students knowledge, they would have a greater chance of making better choices. All new undergraduate and transfer students to Western must now complete the Alcohol-Wise course and achieve a 75 percent passing grade or have an academic hold placed on their registrations. The course takes about an hour to complete; 30 days later, students receive an email instructing them to complete a 15-minute mandatory follow-up. Ms. Harris told senators that data shows students increase their alcohol knowledge from 55 percent pre-test to 80 percent after completing the Alcohol-Wise course, which is a great first step. She stated that many other entities on campus in addition to the AOD Resource Center and Beu Health Center are making efforts toward alcohol risk reduction; Ms. Harris is trying to pull all of these efforts together in order to institutionalize this into a complete plan. She believes including alcohol and other drug risk reduction as part of the Universitys Strategic Plan would provide more credibility toward this goal. Senator Pynes asked if there is a way faculty could have access to the Alcohol-Wise course. He related that in almost all of his classes he talks to students about their behaviors before and after weekends, letting them know that faculty pay attention to and see student behaviors outside the classroom. Senator Pynes stated that being able to go through the Alcohol-Wise course may provide him with some reinforcement to this message. Ms. Harris does not want faculty data to be listed with student data because that would skew the results, but offered to provide senators with a special code they can use to access the course. She would love for faculty to take the Alcohol-Wise course and predicted that they would learn something from it as well as being better able to advocate for positive choices. She would also like to see more people trained to provide the brief motivational interview because faculty are a front-line to students and might see problems occurring that could be addressed by utilizing this evidence-based technique. Ms. Coeur added that the staff of the AOD Resource Center would be happy to come to classrooms or offices to provide one-on-one education as requested. Senator Hunter asked how much the Alcohol-Wise program costs. Ms. Harris responded there is no cost to students; the program is underwritten by Beu Health Center and the Vice President for Student Services. Senator McNabb asked about the impact of the academic hold on student registrations and how many students are affected. Registrar Lynn said her office looked at the data on December 8, 2010 for the spring 2011 semester. At that time, there were 1,266 students still not registered for spring. Of those, 524 had no academic holds but had not registered, 636 had an administrative hold in another category, 104 had immunization holds, and 195 had an Alcohol-Wise hold. Some students had holds in more than one category. By December 15, the number of students with Alcohol-Wise holds had dropped to 160. [Note: following the Senate meeting, Registrar Lynn provided the information that a total of 33 students 20 freshmen and 13 transfer students who had not registered for spring 2011 as of tenth day had only the Alcohol-Wise hold preventing their registration.] Senator Werner noted that Alcohol-Wise seems to target the binge drinking problem frequently seen in residence halls. She asked if there is an age at which older incoming transfer students are not required to take this test. Ms. Harris responded that students of any age coming to Western for the first time are required to take the course. She explains to students that while drinking may not be an issue that they directly deal with, they may come into contact with someone that does; she stated once students understand that ϲʷ¼ does not think they personally are at risk, they are usually fine with having to take the course. She added that if a distinction was made based upon students ages, there would be too many exceptions granted. Senator Hironimus-Wendt commended Ms. Harris on being pro-active regarding the issue of substance abuse on a college campus, but expressed concern about some students failing to enroll because of the Alcohol-Wise requirement. He asked if numbers are available about students who do not achieve a 75 passing grade and are unable to register. Ms. Coeur responded it is impossible to totally fail the course because students can answer the questions over and over until they get them correct. She said the concept is the same as the required ethics and sexual harassment courses required of ϲʷ¼ employees. She said staff at the AOD Resource Center will even coach students through some of the questions if they call in frustration. She added that non-drinkers are allowed to answer every question with a zero and the system will accept that response and not force them to indicate that they drink. Senator Hunter stated while he likes the idea of alcohol intervention programs, he does not like the idea that Alcohol-Wise is set up like the ethics and sexual harassment training courses because those are travesties that go over the same material year after year and act as stumbling blocks that dont really inform. Ms. Harris urged senators to try the course themselves, adding that 80 percent of students that take the Alcohol-Wise training indicate they strongly agree on a Likert scale that the course provides useful information and that they have learned something. Senator Hunter remarked that how the question is worded will influence how students respond. He added that there remains the concern that students are unable to come to Western because they cant get over the Alcohol-Wise hurdle. Senator Hunter asserted there is a trend in Illinois to throw more and more behavioral moral roadblocks for people to struggle through if they want to be a part of something, and he is disturbed that this is an enrollment requirement. He added that he could see the course being a graduation requirement once the student is already enrolled at Western. Parliamentarian Kaul asked if Alcohol-Wise could be programmed similar to enforced prerequisites. He explained that with enforced prerequisites, students are allowed to register for classes, but they keep getting notices that they will be dropped from the course five days before it starts if they dont meet the prerequisites. Parliamentarian Kaul suggested that in this way, chairs and others would have a way of knowing who is interested in coming to Western, and completion of the course would not discourage students from enrolling. Registrar Lynn responded she would be very hesitant to put something like this into place. She also clarified that non-completion of the Alcohol-Wise course does not prevent students from coming to Western; it blocks students from registering for their second semester classes until they complete the course but does not prevent new students from coming to ϲʷ¼. She explained that students are not dropped from one class but from all of their classes if they do not complete the Alcohol-Wise course, which would be a major issue if all of the 160 students on December 15 had to be dropped, but the Registrars office does not drop any students unless they still have not completed the course as of tenth day count. She added that those involved want students to receive alcohol education that they can use to make good choices throughout their college careers, so making Alcohol-Wise a graduation requirement would be too late for it to be useful. Parliamentarian Kaul expressed the wish that students could be required to take the Alcohol-Wise test without it being perceived as invasive and without the block on registration, which seems to be a concern. Senator Singh commended the program as an important initiative. He asked how many people indicate on the test that they do not consume alcohol. Ms. Coeur responded she doesnt know this figure; Ms. Harris will try to find out and transmit it to senators. Senator Pynes stated that an Alcohol-Wise graduation requirement would not make sense since the course is intended to influence students behaviors earlier rather than later. Senator Pynes said he is not a big fan of administrative holds because he would like to keep students at Western and not discourage them, and asked if the figures quoted indicated students who only had the Alcohol-Wise hold and no others. He said this number needs to be determined in order to assess whether the Alcohol-Wise enrollment hold is a significant obstacle. He also asked whether senators support the idea of using the Registrars office to enforce policy or whether that puts an unfair burden on that area. Senator Pynes asked if Faculty Senate is expected to take any action regarding this issue or whether the intention was just to discuss it. Chairperson DeVolder responded the original concern regarded the administrative hold whether it is a policy and whether Faculty Senate had a chance to weigh in on it before it was established. Senator Yoder related he has sat on the Student Judicial Board for 15 years, and about 90 percent of its cases are alcohol related in some way. He believes alcohol abuse is an important issue that imposes a huge cost on the University, and if it can be alleviated in some way it would save a lot of resources. Senator Rippey stated that, having served on the Judicial Board for three years, she thinks the amount of cases that can be attributed to alcohol is closer to 100 percent. She said the University must do what it takes to get students attention because when a student is asked if alcohol was part of his/her problem, even when they must sit out of school for a semester as a result of it, the student will invariable answer that it was not. Senator Rippey stated she has no concerns about the Alcohol-Wise program and commended those involved for offering it. Ms. Coeur stated that as the second semester draws closer, staff at the AOD Resource Center review the database as many as three times a day to see how many students still have Alcohol-Wise holds. She said if a student has an appointment with an advisor and calls the Center to say he/she has completed the course, the Center can remove the hold within 15 minutes of its completion so that it does not hold up the student from registering. Senator Erdmann asked if there is any education in the Alcohol-Wise program about penalties or consequences for alcohol offenses from a legal standpoint. He noted that the introductory letter from Mary Margaret Harris states that, We respect the rights of our students to make their own choices Ms. Harris responded the Alcohol-Wise course does not contain any information about legal justice. She added that the course does take students to a page with links, including one to ϲʷ¼, as they exit. SGA representative Autumn Greenwood said that she took the course two and one-half years ago, and some things she remembers while others she has forgotten. She asked if offering a refresher course for current undergraduate students has been considered. Ms. Harris responded that the course is not intended as a magic cure; when students take it, they are required to complete a follow-up 30 days later, which helps extend the education process, but it is mostly hoped to affect students in their first six weeks of college, which is statistically found to be the time when most experience alcohol-related problems. She said the course helps lead into the other initiatives Western has in place to address drinking issues. Ms. Coeur informed senators the AOD website includes quite a bit of alcohol education, and a peer group sponsored by the Resource Center is available to address classrooms. She added that a number of campus areas, such as the Womens Center and the Student Recreation Center, partner with the AOD Resource Center to sponsor events. Ms. Harris stated that Alcohol-Wise is the only population-based sweep to ensure that every student is on an equal footing when beginning their ϲʷ¼ career. She said it is not expected that students will retain the information for four years, but it does establish a foundation for other programs that are in place to help students throughout their college careers. Ms. Harris stated that Beu and the AOD Resource Center do not own this problem; alcohol addiction is a concern for everyone, and she urged senators to take the Alcohol-Wise course and provide her with feedback or other suggestions. Senator Hunter asked if clarification can be provided on the numbers of students who did not register for spring because of the Alcohol-Wise hold. Senator Rippey asked how many of the 195 with holds on December 8 did not register for spring or registered after that date by taking the test. Registrar Lynn promised to provide senators with the tenth day count snap shot of students who had only the Alcohol-Wise administrative hold as of that date. Senator Hoge related he works with ten students on the livestock judging team who transferred in as juniors. When he took them on a trip, three of the ten had to take the Alcohol-Wise test at a hotel with internet service because they hadnt realized this had to happen in order for them to register. Senator Hoge believes that by the time students are juniors, their habits are established, and while the test may be great for freshmen, it seems irrelevant for upperclassmen. Senator Pynes pointed out that juniors come into contact with other students, so while the course may not change their own behaviors, it may help inform others behaviors. Senator Pynes asked if tenth day enrollments would be announced soon or would be posted on the ϲʷ¼ homepage. Registrar Lynn responded that, due to the blizzard, those figures were just transmitted to the deans yesterday and are now being finalized. Reports of Committees and Councils Council for Curricular Programs and Instruction (Jim LaPrad, Chair) Requests for New Courses EDUC 280, Pre-Teacher Education Program Admittance, 0 s.h. EDUC 380, Pre-Student Teaching Clearance, 0 s.h. EDUC 480, Pre-Certification Clearance, 1 s.h. Dr. LaPrad asked if the three courses could be considered together. NO OBJECTIONS Dr. LaPrad pointed out that CAGAS has approved S/U grading on the 1 s.h. course; CAGAS approval for S/U grading is not required for 0 s.h. courses. Senator McNabb asked if these kinds of courses are a feature of similar programs at other institutions. She also asked what is driving the changes and if there have been problems getting students certified as teachers. College of Education and Human Services Associate Dean Rori Carson responded the creation of the courses is in response to accreditation requirements. She explained that the teacher education course sequence is required by NCATE to include a series of hurdles or requirements that must be completed in order to move through the different stages of the program. Dr. Carson informed senators the requirements have steadily increased over time and have become more high stakes than previously, and the support for students who wish to become teachers varies by department and program. For example, Elementary Education/Special Education offers a course very early in a students career that would be considered the equivalent of EDUC 280, so they will have no need to add that course to their curriculum; Agriculture teacher certification, however, does not offer a course early in their curriculum that would provide students with equivalent information. Dr. Carson pointed out that students that enter ϲʷ¼ as transfers need to complete the time-sensitive sequence of requirements in the most efficient way possible or it becomes problematic to their college careers. Dr. Carson stated that only one other course exists at ϲʷ¼ that can be used by multiple departments as needed: EDUC 439, a methods course that is a structural part of the educational requirements for multiple ϲʷ¼ programs. She told senators that if departments or programs wish to utilize EDUC 280, 380, or 480, they will need to come back before CCPI and Faculty Senate for approval to add these courses into their existing curriculum. Senator McNabb questioned a statement in the Student Needs to be Served section of EDUC 480: By decoupling the assessment and student teaching, the departmental faculty member who oversees those assessments will have greater opportunities to work directly with the student. She asked if the point of the 1 s.h. course is to give greater accountability to the student assignments discussed in the course proposal. Dr. Carson explained that several years ago when looking at what needed to be accomplished in the undergraduate teacher education program, she noticed some holes that might become problematic when NCATE visits ϲʷ¼ next fall. One of those concerned assessment of students on programmatic standards common across programs. She stated that some assessments are most appropriately done in the final semester before certification and graduation. A cross-college interdisciplinary group identified several of those assessments that are most appropriately facilitated and evaluated by program faculty. Dr. Carson explained that ϲʷ¼ student teaching faculty are supervisors with educational leadership backgrounds who have worked as principals or superintendents utilizing supervisory skills that are very appropriate to student teaching, but they may not have the appropriate skills for teaching bilingual or Ag students, for example. The assessments, such as the Western Teachers Work Sample and the very intensive reflective paper comparison to students content areas, have up to this time been evaluated by faculty volunteering their time and working with students when necessary until they have met the minimum levels for competencies. She stated that while some programs at ϲʷ¼ include seminars attached to student teaching where faculty are prepared and ready to undertake these assessments, other programs do not, and those faculty have been completing substantive amounts of work with students in their programs. Dr. Carson said the College wishes to set the record straight as to who is doing what work and what the expectations are for their students. The courses, while coupled with student teaching in general initially, will soon be coupled with the specific programs that need them. Senator Pynes was reminded of when Economics brought forward 0 s.h. advisory courses. He asked if the intention of the courses is so that faculty can be assigned to help students complete the paperwork to pass the basic skills test; he noted that one of the requirements for obtaining an S grade is to pass the basic skills test, but the other requirements seem to involve completing paperwork and the criteria for admittance into the teacher education program. He asked if History, for example, is expected to offer its own version of these courses. Dr. Carson responded that the courses, once approved and in the system, will be available for departments, like History, to utilize as desired. She explained that, to a certain extent, some of the information in the courses fulfills an advisory function, but it will show on transcripts that student have completed the long list of what is required of them for certification purposes. She stated that while some of these requirements, such as obtaining a C or better in ENG 180 or a required Math course, are already in the system, there are others that are a bit more problematic. Dr. Carson stated that the passing rate for the basic skills test currently is 22 percent; in addition, students have to pass a technology competency exam, participate in English language modules, write a reflective paper on their understanding of ϲʷ¼s expectations for teacher professionals, pass a background check and a methamphetamine registry check, and pass a violent offenders and sexual offenders registry check. If students do not complete these requirements in a timely fashion, it can delay their progress toward graduation because the program is so sequential. Dr. Carson stated that many students in the past have received this assistance in a course like SPED 200 or from their advisors, but it has taken tremendous time and effort on the part of students with no recognition on their transcripts, and if students are not using the advisory process effectively, they may not receive timely notifications when they need them. Senator Pynes pointed out that when a student is accepted into the teacher education program, that is reflected on their transcript which indicates that they have completed these necessary steps. He believes it is odd that Western should take the strong advisory role that faculty normally undertake and turn it into a 0 s.h. course. Senator Pynes asked if the course is 0 s.h. because the College does not wish for students to have to pay for it. Dr. Carson responded EDUC 280 and 380 are 0 s.h. because they arent really academic but serve more of an advisory function; they reflect the assistance, time and effort that is provided by faculty and the unique expectations to make certain that students move through the program. She noted that Agriculture professor Andy Baker expends a tremendous amount of time assisting his students because teacher education requires such intricate, unusual advising that it is beyond that available in most departments. Senator Thompson asked what kind of ACE load faculty receive when assigned a 0 s.h. course. Senator Delany-Barmann responded that she teaches three to five 1 s.h. courses per semester and does not receive ACEs but does submit the work for PAA points. Dr. Carson stated that for the 1 s.h. course, the model is one ACE for every ten to 12 students. Parliamentarian Kaul remarked that faculty receive no ACEs for 0 s.h. courses in his department because credit hours are directly proportional to ACEs. Associate Provost Hawkinson confirmed that 0 s.h. = 0 ACEs so there is no direct workload equivalent. He stated that during the contract implementation phase, when department workload equivalents documents are developed, these kinds of things are often built into job descriptions or into special equivalency documents, similar to portfolio evaluations which allow a percentage of an ACE for every ten that are checked. Senator Thompson asked if faculty can be assigned workloads for which they receive no ACEs. Parliamentarian Kaul responded that his department does so; two 0 s.h. courses in his department require an instructor to be in charge. He said the instructor could be the chair, but if assigned to a faculty member that person would receive no ACEs. Dr. Carson stated that part of the reason UTEC determined to assign 0 s.h. for EDUC 280 and 380 and 1 s.h. for EDUC 480 was because they werent really trying to increase faculty load but trying to organize student-faculty communication in order to maximum students abilities to complete their teacher education requirements. Dr. Carson told senators that UTEC includes 20 members from a variety of disciplines and this concern was never brought up by any of them. Senator Pynes recalled that when Economics brought forward a 0 s.h. course, the chair had previously been taking care of the advising himself. He said that if UTEC thinks the courses are so important and the process so onerous that it needs to be transcripted because of the amount of work students have to complete, and if they believe faculty need accountability for the significant work that they are doing, he is not sure how that happens with a 0 s.h. course. Senator Pynes noted the similarity with the Alcohol-Wise course requirement; the University wishes for students to receive alcohol awareness education but some senators dont wish for them to be blocked from registering for courses. Similarly, Senator Pynes stated that UTEC wants students to be prepared to get into the teacher education program but doesnt want them to pay for the courses because they are not academic. Senator Pynes stated that, while he will not vote against it, he is not sure that a 0 s.h. course is the best way for students to get credit for the burdens they have and the tremendous amount of advising that faculty have to do for teacher education students. Dr. Carson explained that the components of the teacher education program have been in place for some time, but if students dont accomplish those components they cant move forward in their chosen programs. She said the intent of the EDUC courses is partly to be more supportive and transparent for students because they have a tendency to pay attention to things on their course loads. She said the College does place holds on students and blocks registrations when necessary, but these steps are really too late to prepare students for the things that they must accomplish; UTEC would rather be pro-active at the beginning of students programs, such as directing them to the writing center or to some sort of workshop training or computer labs, so that the intent is a positive one. Senator Pynes agreed that the intent is positive but added that its a complicated issue. Chairperson DeVolder suggested that the focus be brought back to the three courses under consideration and asked if there were any objections to their approval. EDUC COURSES APPROVED Associate Provost Hawkinson added, in response to Senator Thompsons earlier question, the contract includes both assigned and unassigned duties. Assigned duties are defined as those for which faculty receive ACEs; unassigned duties, such as research and service, are those for which ACEs are not awarded. He stated that these types of zero-based courses that are largely credential based tend to fall under a departmental workload equivalency document with a director or coordinator over them; alternatively, there may be a line in the document that says faculty receive something for them, or they may fall under a service activity which is an unassigned duty. Associate Provost Hawkinson stated part of the reason the PAA points program was developed was so that there is something given to faculty for these types of activities; research, service and teaching are all part of the package and are accounted for in the contract. Requests for Changes in Majors Communication Instructional Design and Technology CHANGES OF MAJORS APPROVED Committee on Committees (Gloria Delany-Barmann, Chair) Senator Delany-Barmann stated that emails have been sent to chairs and the dean in the College of Fine Arts and Communication regarding continuing vacancies in that college. Old Business None New Business Provost Search Committee The results of the elections for college representatives for the Provost Search Committee were announced. Bob Quesal, Department of Communication Sciences and Disorders, College of Fine Arts and Communication, and Bill Polley, Department of Economics and Decision Sciences, College of Business and Technology, were selected in uncontested elections from those colleges. There were eight candidates for the college representative for the College of Arts and Sciences; Jim Rabchuk, Department of Physics, was elected to that vacancy. Chairperson DeVolder told senators that the two candidates for the College of Education and Human Services seat on the Provost Search Committee (Tom Cody, Department of Educational and Interdisciplinary Studies, and Barry Witten, Department of Curriculum and Instruction/Special Education) tied in an election for faculty in that college and asked how senators wished to determine the representative. Motion: To flip a coin to determine the college representative to the Provost Search Committee from the College of Education and Human Services (Pynes/Singh) Senator Rahman suggested alternatively Faculty Senate could appoint one of the two to be the college representative and the other to fill one of the two at-large seats. Senator Rippey expressed her agreement with the coin toss, stating that the at-large positions should be filled by assignment and not because one of the candidates tied with another. Friendly amendment: That the coin be tossed by the Parliamentarian and that heads be assigned to the candidate whose name comes first alphabetically (Pynes) MOTION WITH FRIENDLY AMENDMENT APPROVED 15 YES 3 NO 0 AB The coin toss resulted in tails; thus, Barry Witten was elected to become the Education and Human Services college representative on the Provost Search Committee. Faculty Senate then considered their charge to select two at-large representatives for the Provost Search Committee. Motion: To nominate Tom Cody, Educational and Interdisciplinary Studies (Hunter) Motion: To nominate Bill Thompson, University Libraries (Rahman) Senator Pynes asked if any senators wished to run for the positions. Senator McNabb noted that only male faculty members have so far been selected for the Provost Search Committee, and she would like to see female representation as well. She noted that there were females included on the Arts and Sciences ballot. Motion: To nominate Alice Robertson, English and Journalism (McNabb) Senator Werner stated that it is her understanding that Chairperson DeVolder is to contact President Goldfarb about appointing a representative to the Provost Search Committee from the Quad Cities. Chairperson DeVolder confirmed this is correct, adding that at the last Senate meeting Provost Thomas indicated that a Quad Cities representative would be placed on the Committee unless a ϲʷ¼QC faculty member is elected to one of the vacant spots designated to the Senate. Senator Werner asked what the mechanism would be to assure that this occurs. Senator Hironimus-Wendt remarked that the Provost also made it clear that the Quad Cities representative would not necessarily be a faculty member. Motion: To nominate Linda Meloy, Curriculum and Instruction/Special Education, ϲʷ¼QC (Hironimus-Wendt) Senator Rippey pointed out that the minutes from the January 25 meeting reflect that there was an expectation by the Senate that the President would appoint an academic for the Quad Cities position. She said President Goldfarb should be reminded that the Senate has expectations regarding this appointment. Motion: To nominate Amy Carr, Philosophy and Religious Studies (Rippey) The Senate Recording Secretary was asked to read the nominees. Senator Rippey suggested, since these are two distinct positions, the Australian ballot method be utilized to select the representative. This would involve all senators voting once, the name of the winner of that election being announced, then senators voting for again from the remaining names on the ballot, rather than senators submitting two votes simultaneously. Senator Rippey stated that if senators were to rank their candidates and submit both votes simultaneously, it sometimes eventuates that the individual to whom persons are most indifferent is elected to the position. Chairperson DeVolder suggested that a phone call could be made to Senator Werner, who attended the meeting via CODEC, so that she could cast her confidential votes. Senator Werner responded that she would prefer to abstain from voting. She noted that no communication had occurred with the persons nominated to indicate that Faculty Senate would be voting for them today. Chairperson DeVolder pointed out that all of the nominees except Dr. Meloy had already nominated themselves for the vacant positions in their colleges and had their names on those ballots, so there is the expectation that they are interested in serving on the Committee. The first round of voting resulted in the election of Bill Thompson. The second round of voting resulted in the election of Amy Carr. 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