MINUTES OF THE UNIVERSITY SENATE, APRIL 8, 1996

The University Senate met in regular session at 3:00 p.m., Monday,
March 18, 1996, in Room 115 of the Nursing Health Sciences Building.

Professor Gretchen LaGodna, Chairperson of the Senate Council,
presided.

Members absent were: Debra Aaron*, Gary Anglin, Patrick Arnold,
Benny Ray Bailey, Michael Bardo, Terry Birdwhistell, Fitzgerald Bramwell,
Bill Brassine, Joseph Burch, Allan Butterfield, Joan Callahan, Brad Canon*,
Ben Carr, Edward Carter, Shea Chaney, Eric Christianson*, Jordan Cohen,
Jean Cooper, Scott Coovert, Raymond Cox, Carla Craycraft, Charles Davis,
Virginia Davis-Nordin, Frederick DeBeer, Susan deCarvalho, Larry
Dickson, Richard Edwards, David Elliott*, Robert Farquhar, Joseph Fink,
Juanita Fleming, William Fortune, Richard Furst, Hans Gesund*, Philip
Greasley*, Ottfried Hahn*, Kirby Hancock, Monica Harris, S. Zafar
Hasan*, Christine Havice, James Holsinger, Rick Hoyle, Clifford Hynniman,
Edward Jennings, Raleigh Jones, Pamela Kidd, Craig Koontz, Thomas
Lester, C. Oran Little, Jeff Lowe, Jan McCulloch, M. Pinar Menguc, A. Lee
Meyer*, Karen Mingst*, David Mohney, Maurice Morrison, David Nash,
Wolfgang Natter, Anthony Newberry, Michael Nietzel, William O'Connor,
Jack Olson*, Clayton Paul*, Barbara Phillips, Rhoda-Gale Pollack*, Tom
Pratt, Shirley Raines, Karl Raitz, Amy Rasor, Thomas Robinson, John
Rogers*, Charles Russo, Rosetta Sandidge*, Horst Schach, David Shipley,
Todd Shock, Sheldon Steiner, William Stober*, David Stockham, Craig
Wallace, Charles Wethington*, Chad Willet, Carolyn Williams, Eugene
Williams, Emery Wilson, Mary Witt*, William Witt*, Susan Ziringer.

* Absence Explained

Chairperson LaGodna said the minutes from February 12, 1996 had
been circulated. There were no corrections to the minutes and they were
approved as circulated.

The Chair recognized Professor Stuart Keller, Director of the School of
Accountancy to present a Memorial Resolution honoring Professor Brien
Ellis.

Memorial Resolution
Brien Ellis

Brien Ellis, an assistant professor in the Marketing area, School of
Management, Carol Martin Gatton College of Business and Economics,
died March 17, 1996, in an automobile accident. He is survived by his
parents, Wilson and Mary Ellis, and sister and brothers, Mary Anne
Raymond, Wilson Ellis, and George Ellis.

Brien attended the University of Alabama, where he received a
Bachelor of Arts in Communication (1979), a Master of Business
Administration in Marketing (1986), and a Doctor of Philosophy in
Business Administration (1990). After earning his undergraduate
degree, he worked as a sales representative, promotions manager, sales
manager, and advertising manager for several retailers in New Orleans,
Louisiana. He joined the faculty at the University of Kentucky in
August of 1989.

Dr. Ellis was a highly regarded teacher in the College of Business and
Economics. He was a very dynamic instructor who used his business
experience to develop relevant examples for his students. He was quite
active as faculty adviser to the student chapter of the American
Marketing Association, serving in that capacity since 1991. He
constantly encouraged his students to become involved in activities that
would develop their interpersonal skills.

Dr. Ellis was an active researcher with a wide range of professional
interests. He was particularly interested in retail development and the
marketing activities of service organizations. He maintained a high
degree of interest in the entrepreneurial activities of small businesses,
providing advice to a number of firms in the Lexington area. He was a
cofounder of Cajun Kitchen, a restaurant located on Limestone
Avenue, across the street from the Business and Economics Building.
He was also a cofounder of Original Foodservices, a company that
distributes Cajun foods to several U.S. markets.

Brien Ellis was a valued colleague who had a pleasant word for
everyone. He was a dedicated teacher, mentor, and researcher. His
untimely death has shocked and deeply saddened the entire College
community. He will be missed by his students, friends, and colleagues.

Professor Keller asked that the resolution be made a part of the minutes
and that a copy be sent to Professor Ellis' family.

Chairperson LaGodna asked the Senate to stand for a moment of
silence.

The Chair introduced Dr. Elisabeth Zinser who arrived at the
University of Kentucky last summer as Chancellor of the Lexington
Campus.

The Chancellor made the following remarks:

I very appreciate this opportunity, as it is my first to come before this
august body. I very much appreciated working with Professor LaGodna
and looked forward to working next year with Professor Schach.

I want to take the opportunity to reflect upon some changes in the land
grant environment and then to talk about some of the developments in the
Lexington campus.

Before that I feel compelled to share with you a point of difficult news
that I have just received. I believe that you are not aware of it, and I
would not feel right coming before my colleagues and not sharing this
information. There has been an assault on the campus over the weekend.
There was some delay in letting us know, because I believe the two
individuals that were hurt were being treated. I believe they are not
having any major physical problems as a result of the attack. They are a
man and a woman; she is a student and I believe he is as well. This
happened around 1:00 a.m. in the morning. They were walking behind the
Chemistry Physics Building area, and attacked there. They were the only
witnesses. They reported that three black men approached and attacked them
with chains and some sticks. They were hurt to the point they needed
treatment, but were able to walk to the medical center and received
treatment there. The police arrived and took their statements. This
incident is being further investigated and is being referred to as an
assault crime. I'm sure we will learn more about this in time. The
assailants have not been apprehended. The only witnesses at this point are
the two who were hurt in the attack, although they are calling
for anyone who perhaps saw the incident to come forward.

I am sorry to be the bearer of bad news. When these things happen,
they point out to us the need to give the utmost attention to the safety of
our campus and to the human relationships and climate on our campus.

UPDATE ON THE LEXINGTON CAMPUS (1996)
(University Senate Meeting, April 8, 1996)
By Elisabeth Zinser, Chancellor

Thank you for letting me to talk with you today about positive
developments, challenges and some anticipated changes within the
Lexington Campus of the University of Kentucky. Keep in mind, my
remarks today are organized in terms of the University's Strategic
Goals.

For further information about our positive progress toward these
Strategic Goals, let me encourage you to read the President's Report to
the Board of Trustees for the period 1990-95. That document
summarizes the University's progress toward the Strategic Plan -- its
goals and its indicators.

First, I would note that the University is already nationally recognized
for quality in undergraduate, professional and graduate education,
research, student-centeredness, achievements of graduates, and public
service, and will continue to strengthen the development of all these
areas.

Our Honors Program is expanding in substance and size. To help
expand its scope in relation to other disciplines, Professor Christine
Havice and I have agreed that the director will meet with an augmented
Deans' Council periodically next year. Professor Jim Albesetti will be
the interim director for next year.

Our highly successful Mini-colleges, which are still in experimental
stages, are showing tremendous success giving students a substantive
experience with interdisciplinary study and offering the advantages of a
small college within a large university. The student-faculty
relationships inside and outside the classroom are as important as the
content and organization of the curricula.

The Math Excel program, which began in 1990 under the leadership of
Professor Michael Freeman, is a wonderful success story. This
program was adapted from the Uri Treisman model in California. It
helps students succeed in the majors that depend on calculus. It has
greatly improved retention and academic performance among students
who have participated. Based on the success of Math Excel, the
Physics and Chemistry Excel programs were piloted this year, and are
progressing well. The Department of Mathematics is a Model of
Reform for effective scholarship of teaching, discovery, integration and
application.

In addition to the pioneering the first Math Excel in Kentucky, many
other innovations can be celebrated. Mathematics faculty have
developed new courses and are working with students in new ways.
They are working with teachers in the public schools and collaborating
with faculty in the College of Education. They are also working with
community colleges, such as the Collaborative Intermediate Algebra
Program at the Lexington Community College.

Mathematics faculty have incorporated technology for accelerated
learning; employed distance learning through the KET STAR channel,
and launched a new journal for Appalachian mathematics educators.

In the past three years, Mathematics faculty have developed 21 project
grants and have secured funding for a total of $1.9 million. Here we
see persistence and success.

The Appalachian Rural Systemic Initiative was recently funded by the
National Science Foundation to support science and mathematics
education from Kindergarten through undergraduate college education
in 66 Appalachian counties in our region. Professor Mike Freeman
directs the College Project to expand the use of the Collaborative
Intermediate Algebra Program in community colleges throughout the
region.

For his work in these various innovations, Professor Paul Eakin was
named the Arts and Sciences Outstanding Teacher for 1996.

As an important footnote on the story of the Department of
Mathematics, I understand that just five years ago, the department was
criticized for difficulties in instruction and students avoiding a number
of the department's courses. Reform has been impressive in its vision,
energy and achievements. And, important to note also, the research
activity and productivity of the Mathematics Department remains
strong, and we are currently in the running for a potential 'hire' of a
superstar faculty member with a stellar career in the industrial setting
and in teaching and research.

Freshmen "Discovery Seminars" will be pioneered this coming fall by
Professor William Freehling. It will give freshmen students the option
of taking a small discussion course taught by a professor on her or his
current research. In these sessions, entering students will be propelled
immediately into discussions of fresh discoveries.

Based on early encouraging results of similar programs at Harvard,
Illinois, and Michigan, we are stepping forward with this innovation at
UK with four pilot seminars.

Let me quickly enumerate a number of other success stories that I
would enjoy elaborating upon, but which time today will not permit.
The work of Professor Karl Raitz of Geography on the impact of roads
and highways on the evolution of American civilization is very
noteworthy.

I would mention the efforts of Professor Elizabeth Lorch of Psychology
on how TV conditions the psychology of youth.

History Professor Freehling of History is well known for his scholarly
examination of great documents written during America's road toward
the Civil War to how slavery drove northerners and southerners
(including blacks and women) to rethink the foundations of their social
and political worlds.

Professor John Cawelti of English has impressive new work in how
detective novels shaped and illustrated major trends in American
popular culture.

The Summer College Freshman Program of Minority Affairs with Vice
Chancellor Lauretta Byars and her colleagues taking the lead is sure to
be a national model for similar programs around the country.

If you haven't had the chance lately to look at the work of the Teaching
and Learning Center directed by Professor Linda Worley lately, I urge
you to do so, because it is very impressive.

The University continues to focus attention on improving our advising
services for students -- both central and department/program based.
Dean Lou Swift and the advising professionals are to be commended
for their leadership here.

An innovation which involves undergraduates engaged in faculty
research and other creative activity, and in meaningful learning-based
community service projects are also very noteworthy academic and
scholarly experiences.

Graduate Dean Dan Reedy has made tremendous strides in programs to
mentor our graduate students with special emphasis on the Lyman T.
Johnson and Commonwealth Incentive Award students. Lending
strong support to these efforts are Jerry Bramwell, Vice President for
Research and Graduate Studies.

In the College of Education, Dean Shirley Raines and the College's fine
faculty are making significant progress in their plans for student
mentoring, too.

Now, let's turn our attention to some major challenges the University
will face in coming months. In the area of enrollment planning and
management, we will devise methods of better coordination and
modernization. As a part of this work, we plan to develop a high level
Council for Enrollment Planning and Management.

A recent consultant's report complemented many of these things but
pointed out the need for UK to modernize and to invest in certain
capabilities. The budget of Kent State's Admissions Office is three
times that of ours; and, Kent State uses a new geo-demographic
modeling system to target and focus energies on certain promising
markets for prospective students. In addition, Kent has pioneered an
early payment incentive plan for student tuition payments, and given
each participant $1,000 toward graduate study once he or she
graduates with the baccalaureate. We are looking at these and other
initiatives.

The recruitment picture of the University poses a particular challenge.
There is a potential problem on the horizon, which we are addressing
with all the good ideas and energies we can muster, along with some
additional resources. Applications are down for fall 1996 by a larger
margin at this time of year than last year. The picture is reinforced by a
decline in housing applications.

We remained level in the number of new freshmen and the average
ACT scores in the fall of 1995, although applications in late March
were down somewhat. The gap is greater this year, and the prospect of
a reduced freshmen class launched all offices in enrollment services to
introduce new initiatives.

The Admissions office is doing some impressive new things. The
Colleges and departments are making even more contacts with
prospective students. The President and I have both put in more
resources for raising the number and levels of merit scholarships.

Applications at the upper-class level are down even more than
applications for the freshmen class.

Overall we are down 645 applications, whereas last year we were down
atthis time by 195 applications. We have introduced new interventions
that may mitigate the forecast of a decline in enrollment this fall, but
any ideas and actions that you may want to add will be welcome.

Starting this summer, we will examine our enrollment goals and
recruitment strategies very carefully. And, we will initiate the
Enrollment Planning and Management Council.

Recruiting students is essential, of course, but there is an equally
obvious challenge on the other side of this academic coin -- the
retention of students.

Dean Lou Swift and Dr. Roseann Hogan presented the findings of a
retention study done by the Lexington Campus Planning and
Assessment office recently. I will not repeat those statistics here,
knowing you have them and take them very seriously.

Since Dr. Hogan's discussion with you, she has examined retention and
graduation rates of transfer students and found them to be similar to
our 'native' freshmen students. About 10 percent of our students do
not return for their second semester, and one-quarter do not return for
the second year. Graduation rates are declining for those who transfer
to us with 60 credits of college work.

We need to 'get a grip' on the causes of our low undergraduate
retention and graduation rates among native freshmen and transfer
students -- and address them.

First, we are taking a close look at the demographic and academic
characteristics of those who stay and those who leave. Dr. Hogan will
include such statistics in her final report, but here are a few highlights:

1. Women students were slightly more likely to return for the
sophomore year and earned a higher GPA than male students;

2. African-American freshmen on the Lexington Campus had a 31.2
percent drop-out rate compared to 20.6 percent of white students.
African-American students who were retained had earned a GPA of
2.28, compared to a GPA of .93 for those who dropped out;

3. Students from the Appalachian counties in Kentucky were least
likely to return to UK among all geographic areas; their retention rate
was 74.7 percent in contrast to the overall rate of 78.8 percent. The
grades of these students were also lowest of any geographic area, at
1.41;

4. The cumulative GPA for the entering 1994 cohort was 2.8 for
returning students versus 1.7 for students who dropped out;

5. State students who do not return have a GPA of 2.27, which
suggests there may be reasons other than grades that cause them to
leave;

6. In general, ACT and retention are positively correlated at the upper
ACT levels. But, students with the highest first-year dropout rate are
the students who may not be getting the academic support they need:
Students with a 21 or 22 ACT were more likely to drop out (at 27.4%)
than were students with an ACT below 18 (at 15.8 percent). Those
with an 18, 19 or 20 ACT dropped out at a rate of 26.4 percent;

7. Retention rates of first year students among the various colleges of
the Lexington Campus do not differ significantly.

Dean Lou Swift and I are exploring how we might best 'get a grip' on
improving retention, progression and graduation of students. We are
eager for any ideas you may have.

Overall, we need to instill high standards for students with respect to
study habits and participation; encourage high standards for faculty
with respect to teaching, advisement and time with and support of
students; improve curriculum arrangements, course scheduling, and
classroom scheduling.

In terms of improved teaching and learning environments we are
continuing our efforts to reduce circumstances that lead to frequent
changing of majors; devoting attention to student-centeredness in
attitudes, services and how we organize our resources.

In the area of Graduate Education, there is a study underway, with
Professor Boling taking the lead, that will give the University a more
precise picture of how we should enter the 21st Century as an
internationally recognized Graduate School.

As should be the case for a Carnegie Research Institution of the First
Class, research productivity is on the rise. Simultaneously, growth of
extramural funding in an increasingly competitive environment
continues to rise bringing in around $100 million annually now to the
University.

Our attention to service learning is second to none in this country.

The College of Education is launching initiatives for school-oriented
teaching and research, including activities based within the schools.

Teaching English to freshmen students within the community context,
under the leadership of Candice Gillis, UI, specifically by having
undergraduates learn by teaching youth in the schools, is a prime
example of the initiatives in this area.

The athletics programs of this University are quite literally the envy of
the Nation. We have champion men's and women's athletics teams of
strong character and style.

The University continues to maximize access to higher education and
increase college participation rates for the Commonwealth.

There are hundreds of KERA-inspired and related programs for youth
and teachers on this campus and a full report of Lexington Campus
programs has just been released.

Improved services to and transfers from community colleges through
joint programs and other means that link the institutions formally for
student access continue to increase.

UK is definitely comitted to remaining at the forefront in information
technology. An Ethernet Plan, phased in over three years, perhaps
more, will provide Internet access and technological support to the
faculty that could only have been dreamed about a few years ago, but
now must be considered the basic tools of our academic endeavors.

College-based student information technology laboratories are coming
on line almost daily.

We continue to modernize our academic administrative systems, again,
an essential for any modern business in today's techological climate.

Distance learning technologies -- connected to community colleges,
public schools, and businesses is a UK success story in the making in
which we can all take considerable pride.

The University will continue to exert a leadership role in addressing the
issues and challenges facing the Commonwealth, the nation and the
world. Among these considerable efforts, we will enhance outreach
and public service in sinc with the University's land grant mission.

Exciting advances in our agriculture research and extension, and
leadership in Agriculture 2000, are points of pride for our land-grant
University mission.

On the engineering horizon, there are exciting new initiatives including
our engineering outreach with a 'Generic Masters Program' for
statewide delivery, and the experiment in undergraduate engineering at
Paducah.

Our special area centers are also success stories within their own rights
including the internationally known Gluck Equine Center and the
Appalachian Center.

Our initiatives in taking in Lee's College and the new Robinson Forest
Scholars Program continue to show the citizens of the Commonwealth
that our statewide missions of access in education are foremost in the
University's thinking and planning.

Architecture has reached out in unprecedented ways in recent months
including the opening of a new Lexington Design Studio; Lexington
and Louisville downtown projects; and a new program in historical
preservation.

The arts are always a highlight of this University and will continue to
play a promient role in UK's development.

The University must be in a position to participate as a key partner in
the development of Kentucky's economy, and we are becoming well
positioned to do so. The highly respected Small Business Development
Center continues to attract record requests for assistance and training
seminars.

Many elements of the University are working hard to develop a focused
strategy for the University's international programs that relate directly
to the economic and trade plans of the Commonwealth, and that have
the potential for long-term, sustained relationships with our
international partners.

UK is building cooperative relationships with other educational
institutions, especially when it can enhance access and improve
educational attainment of Kentuckians. These cooperative relationships
especially include the community colleges but also include institutions
in other states where reciprocity expands, with historically black
universities, especially Kentucky State University, and on the
internationl scene including South Africa, where we and they may come
to better understand interracial issues by exploring such endeavors in
the U.S. and in South Africa.

At the administrative level, we are adapting structures and
administrative processes to encourage effective leadership at all levels
in the University. At the Lexington Campus level, we will reduce from
30 the number of university officers reporting to the Chancellor, and
consolidate certain functions. We will also streamline some processes
as quickly as possible, empowering and developing staff members to do
so and encouraging innovations.

To strengthen the development and stewardship of its human, fiscal,
and physical resources, the University is pursuing financial and other
support aggressively.

On the private side, the greatest advance of the year was the $14
million gift of Mr. Carol Gatton to the College of Business and
Economics, now named in his honor.

A major effort is being focused on providing effective organizational
structures and management processes this year through innovations in
administration and faculty governance, such as ad hoc participatory
committees, collaboration and consultation.

The academy cannot advance without appropriate attention to
recruitment, retention and support of high quality faculty and staff. At
the staff level, you are well aware of the "It's About Staff" process in
which a consultant is working with the University and surveys are being
conducted, all of which is aimed at modernizing and making more
efficient and effective our staff development processes.

As stewards of the Commonwealth, we are continuing to improve our
methods of maintaining, improving, managing and effectively using
University land, buildings and equipment, and in an environmentally-
sensitive manner.

Safety of our faculty, staff and students is of prime concern to the
University. We are escalating improvements through investigation and
changes aimed at such things as preventing violence and in such
department activities, under the thoughtful oversight of David Watt,
Vice Chancellor for Research and Graduate Studies on the Lexington
Campus, and in our physical plant operations under the direction of
Jack Applegate.

There is a need to address preventative maintenance all around the
University and we intend to take a measure of what it will take to
systematically address long accumulated deferred maintenance at UK.

Much has happened in this past semester to cause a renewed
commitment to our desire to provide an atmosphere of collegiality,
civility, and community at UK.

The recent threat to one of our students -- a young African-American
woman -- has brought out the best in collegial and thoughtful
discussions among and between students, faculty, staff and
administrators to redouble our efforts for social justice and to intensify
our vigilance to eradicate racism, sexism and all forms of bias,
intolerance and violence. As Professor Nicky Finney said the other
evening, "We must be a beacon for social justice for the rest of society"
and we need further action to do so.

Examples of progress in this area are outlined in a document entitled
"Examples of progress toward strategic plans related to minority
students, faculty, and staff at the University of Kentucky".

A recent Symposium on Recruitment and Retention of Minority
Graduate Students, organized and managed by Vice Chancellor
Lauretta Byars and Professor Linda Worley, along with several
deparment chairpersons, drew about 200 faculty for the afternoon panel
and discussions.

A May 2 seminar on Successful Strategies for Recruitment and
Retention in Building an Inclusive University by a variety of offices and
led by Professor Mary Marchant and Professor Mary Witt of
Agriculture is expected to attract similar attention.

Taking a leadership role among student organizations during the
semester was the campus organization A.W.A.R.E., Students for Social
Justice; The Black Student Union; others. The University owes these
organizations a vote of thanks for surfacing the social justice needs
addressed during their meetings and daily silent observances in front of
the Patterson Office Tower.

But much needs to be done as a "follow-up" to these discussions and
publicly shown sentiments.

There is, we think, a need for a formal social justice program for the
University community, patterned after and guided by West Virginia
University's Office for Social Justice. West Virginia University has a
Social Justice Week, the theme of the last one was "The Quest for
Community: Social Diversity at WVU". We are also developing an
"All campus READ" program which has enjoyed success in other
places.

The university will strengthen its commitment to the concept of the
"one university" in coming months. To bring reality to the "one
university concept," we must develop a University of character -- with
integrity, openness, and trust-- where all members of the University
community are treated as colleagues, each with an important role in the
learning community. Equally important is the need to improve
communication between the University system and the Community
College system, and promote appropriate joint projects/programs
between the Lexington Campus and the Medical Center.

Other elements embodied in the "one university" philosophy are the
development of a physical environment conducive to interchange
among all members of the learning community along with promoting
cultural and intellectual diversity and understanding among people
about their differences and their similarities, their ideas and interests,
their aspirations and concerns.

Again, let me thank you for your time and attention as I outlined some
of the successes and plans for success within our University.

Chancellor Zinser was given a round of applause.

Professor LaGodna said that she knew that the Chancellor would
welcome any kinds of ideas or responses to her remarks. She is very
accessible by e-mail.

The Chair made the following announcements:

The Board of Trustees approved the naming of Professors Ronald
Bruzina, Philosophy, Thomas Carron, Plant Pathology, and Andrew Sih,
Biological Sciences as University Research Professors for 1996-97. These
professors were given a round of applause.

The Council on Higher Education's committee on Equal Opportunities
met on March 28, 1996 and considered the University of Kentucky's request
for a program waiver. The committee approved this request. It is likely
that the request will be presented to the Council at its meeting on May 20,
1996 for action. If the Council approves the waiver, then it will likely
consider new program proposals at the July 15, 1996 meeting.

The Senate Admissions and Academic Standards Committee have been
asked to review all the existing college honor codes as their first priority
in the 1996-97 academic year. All honor codes will continue in place until
this study is completed, even those whose approval was scheduled to run out
this year.

Two of the three scheduled forums that are cosponsored by Human
Resources and the Senate Council have been held to discuss retirement
benefits and other issues. The last forum is scheduled for April 11, 1996,
4:00 - 5:00 p.m. It will be held in Room 409 Whitehall Classroom Building.

Professor Jim Applegate has been elected by the Senate Council as the
chair-elect for 1996-97. Dr. Applegate, a professor in the College of
Communications and Information Studies, has served as an A.C.E. Fellow
and has a distinguished record of service to the University. He will
succeed Professor Schach as chair in May, 1997. Professor Applegate was
given a round of applause.

Chairperson LaGodna made the following remarks:

At the first Senate meeting of this academic year, which took place last
September, I made some remarks about the many challenges facing the
University and a few areas that the Senate Council had chosen for a special
focus. At this, the last Senate meeting of the year, I would like to give
you a progress report on some of those issues.

The first focus that we had identified was that of maximizing
effectiveness of outreach programs and distance teaching/learning methods.
To compliment the considerable efforts of the University Distance Learning
Committee and the Teaching/Learning Center, we charged the Senate
Academic Planning and Priorities Committee with reviewing areas that were
related to faculty development and workload and program and course
evaluation and quality issues that we did not think were being addressed
substantially in other places. The committee, chaired by Professor Carla
Craycraft, will be submitting a report to the Council by the end of
semester. The tremendous impact of these changing ways of teaching and
reaching students will continue to be a concern to this body.

The second major focus was the improvement of diversity and campus
climate issues for students. Needless to say, this year has brought
increasing attention to those issues. From a national perspective we have
increasing attacks on affirmative action and that will undoubtedly affect
our efforts to improve the diversity of our students and faculty. The
problem of establishing and maintaining a campus climate that is open, safe,
encouraging, and intellectually stimulating for all people, remains sadly
under addressed. Recent events on campus reflect the deep concern of
students as well as other members of the University community. As you
know, the Senate Council issued a statement in response to the March 25th
incident, which was somewhat widely disseminated but perhaps not widely
enough. I would like to read the statement because it was issued on behalf
of the entire faculty.

We wish to express deep regret that such an incident could occur on
our campus and believe, unfortunately, that it reflects unaddressed
campus issues. As faculty we have committed to a learning
environment that respects and embraces differences. A Climate that
allows intolerance and hatred falls far short of that commitment. We
urge administrators, faculty, staff, and students to take active steps to
improve the climate, promote more open dialogue, and to eliminate the
ignorance that leads to such unacceptable behavior. The University
Senate pledges to institute specific actions to promote needed change.

Obviously the question that follows is what are the actions that the
Senate can institute? I think that the Chancellor named a number of
initiatives that the Senate, I hope, will have a very major role in
supporting, and certainly participating in, if not initiating. There are
others as well. The Ad Hoc Committee on Minorities that is chaired by
Professor Lionell Williamson has been quite active and is focusing on issues
related to faculty and professional staff this year. By following up on
those who leave the university they will have some important recommendations
to make to us. Likewise, our Ad Hoc Committee on Women which is chaired by
Professor Carolyn Bratt is also active. It is monitoring the progress
toward the recommendations that were made in the 1990 Status of Women
Report. Particular concerns regarding the climate for women graduate and
undergraduate students on campus will be reflected in the recommendations
from that committee. The Senate Council also pledges to stimulate
curricular and teaching efforts designed to promote healthier climate and
will act to support other groups on campus working towards these ends.

The third major area we focused on was that of entry and exit issues for
faculty. Specifically that meant pursuing the recommendations of the Ad
Hoc Committee on Retirement that was chaired by Professor Emeritus Chet
Holmquist. We have given in the Senate meetings regular reports of
progress toward implementing some of the recommendations. Most
recently, the President has assured the Senate Council that he will make an
announcement regarding the phased-in retirement plan recommendation
before the semester ends. We are now in the preliminary stages of exploring
a possible joint faculty administrative effort for a broad review of
promotion and tenure processes and issues and the sixth title series in
which faculty appointments are made.

In addition to these major concerns, the Senate, Senate Council, and
Senate Committees have dealt with a myriad of usual and sometimes
unusual academic issues, the resolution of the request for the Arts and
Science +/- grading system, which took several iterations, and the passage
of the Student Government Association's proposal for a mid-term reading
day in the fall semester. Representatives on numbers of committees have
done wonderful work this year, including the President's Ad Hoc
Graduation Committee and the Student Satisfaction Committee. In addition
we tried this year to increase the opportunities for dialogue between
faculty and administration. We did this in several ways, some more
successful than others. One way we tried to increase this kind of
conversation was to increase the use of electronic communication on VIEW by
publishing agendas, minutes, and news. We also established a LISTSERV for
faculty discussion of academic issues. (I would have to say that one has
not been a booming success.) I am not ready to throw it out yet, but we
have very few people signed up for the LISTSERV, so it has not been
utilized. Another thing we did to increase the dialogue was to invite a
number of key university leaders to address this body so we could have some
face to face conversations and opportunity to ask questions. We had the
President's address to the Senate, Chancellor Holsinger and Chancellor
Zinser to talk about each sector's issues, Vice-President Bramwell, and the
Dean of Undergraduate Studies, Lou Swift. We have had other reports;
Professor Horst Schach has given the Ombud report and Dr. Roseann Hogan has
given the Retention and Graduation Report and the follow-up survey of
non-returning students. We hope we will continue this kind of bringing
people to the Senate and hopefully bringing senators to the meetings.

The Senate Council has stayed abreast of the legislative issues that have
come up. We were able to meet twice with the local legislative delegation
to discuss issues related to higher education. We endorsed legislation to
add a staff representative to the Board of Trustees. We endorsed the
Advocates for Higher Education's Position on Financial Support for Higher
Education. We also signed onto the COSFL position statement on the same
issue.

I would have to say in summary that we have made some significant
progress on some fronts and have incredible challenges ahead.

I would personally like to thank the senators who take the faculty role
in university governance seriously. I would like to thank the committees
who have worked very hard this year. I would like to thank the Senate
Council whose members have persevered and shown up at meetings week
after week all year long and tackled some very difficult issues. Thanks to
my parliamentary mentor, Gifford Blyton, who I know is always behind my
shoulder and makes a big difference. We would like to thank the Senate
secretary, Betty Huff and the recording secretary, Susan Caldwell.
Obviously we need to thank our two sergeants-at-arms, Michelle Sohner
and Jacquie Hager, who fortunately never had to break up any violent fights
and kick anyone out of any meetings this year. Most of all I really have to
say that I appreciate the first rate work, the support, and the humor of
Cindy Todd, without whom I believe it is impossible to be in this role of
Senate Chair. It is also now with great confidence that I am going to be
able to turn over the job to Professor Jan Schach on exactly May 15th.

AGENDA ITEM 1: Section IV - Admission to Non-Certification
Undergraduate Program, College of Education

Proposal:
Students will meet a 2.5 GPA overall and in each academic specialization
(major, minor, and support) at the end of their first 60 hours. They can be
admitted to advanced standing and counseled by the academic specialist
advisor. Awarding of a degree in the College of Education for the
secondary education major will require an appropriate admission to
advanced standing and verification of a 2.5 GPA overall and in each
academic specialization (major, minor, and support).

Background:
In the late Fall, 1994 (December 24, 1994), the Senate Council approved a
new undergraduate program in the College of Education. That program, a
secondary education (non-certification) program, will eventually replace the
current undergraduate teacher certification program.

When the proposed program was circulated to the Senate for final approval,
objections were raised by faculty in the College of Arts and Sciences as
well as by the Dean of the Graduate School. Those objections have been
resolved and the program is ready to be offered.

The College of Education has asked that the program not be implemented
until a selective admissions standard is approved and in place. The
admissions statement they have proposed follows below, to be added to
Section IV, University Senate Rules.

The statement has been reviewed and modified by the Admissions and
Academic Standards Committee. The College of Education accepted the
Committee's modifications, and the Senate Council recommends it to the
Senate.

Implementation: Fall, 1996

Note: If approved, the proposal will be forwarded to the Rules Committee
for codification

Chairperson LaGodna recognized Professor Jan Schach for introduction of the
item. Professor Schach reviewed the background of the proposal and moved
approval of the proposal on behalf of the Senate Council. The Chair stated
that the proposal had been on the floor at the last meeting and questions
had been raised, the proposal had been sent back and the wording had been
changed.

The question was called. The proposal passed in an unanimous voice
vote.

AGENDA ITEM 2: Proposal to amend University Senate Rules, Section I
- Elected Faculty Membership, University Senate. It approved the proposal
will be forwarded to the President as a recommendation for change in the
Governing Regulations.

Background and Rationale:
Each year questions arise regarding the determination of eligibility to
serve on the University Senate. In order to clarify those areas of
confusion and to ensure consistency with Rules of eligibility for faculty
representatives on the Board of Trustees, the Rules Committee proposed the
following changes.

Proposal to amend University Senate Rules, Section l (delete sections in
brackets; add sections that are bold and underlined)

1.2.1.1 Elected Faculty Membership

The 85 elected faculty members shall be apportioned each spring among the
colleges and the University Libraries according to the following two equally
weighted factors based on data for the preceding fall semester: (1) the
number of eligible faculty as defined in subparagraph A below; [full-time
faculty, except those appointed in the extension series (although they are
eligible for election to membership), research title series, Medical Center
clinical title series, and visiting series, with the rank of assistant
professor or higher in the college of the University Libraries;] and (2) the
number of full time students enrolled in the college, computed so that
students enrolled in the Graduate School shall be assigned to the college in
which they are pursuing their studies. (US: 10/12/81 and BofT: 4/6/82;
BofT: 12/11/84)
Ideally, the fraction of the total faculty Senate seats which would be
apportioned to an academic unit would be obtained by using the following
formula:

1/2(Fu/Fe + Su/Se)

where Fu and Su are respectively the number of eligible faculty and the
number of full-time students in the unit, and Fe and Se are the total
eligible faculty and students, respectively, in all units. Usually the
portion of the total faculty seats which would be ideally assigned to a unit
will not be a whole number. For each unit a certain inequity will result,
this being the non-negative deviation of a unit's actual percentage from its
deal percentage of the seats. The seats shall be apportioned to the units
in a manner which minimized the total inequity, subject to the condition
that each unit gets a least one seat. (if two units have identical ideal
percentages and the minimum would be attained by giving them different
representatives, then the extra seat shall be allocated to one of them by a
random process.) An administrative title below that of Dean shall not
automatically make the holder ineligible.

A Eligibility for Voting and Election
Faculty members who may vote for or may be elected as faculty
members of the University Senate ("eligible faculty") must: (1)
have an actual or equivalent rank of Assistant Professor or
higher; (2) hold a tenured position or one in which tenure may
be acquired; and (3) have a primary assignment in a faculty
role requiring 50% or more involvement in teaching, research,
or service.

Untenured members of the faculty whose appointment is
specified as ending on a certain date with out further notice or
as not leading to consideration for tenure are not eligible.

* Faculty members with administrative assignments of an academic
nature which constitute no more than half of their current duties-
-the rest composed of teaching and/or research--will be
construed as meeting the requirements of "full-time faculty."
(RC: 4/2/76)

[A] B [Eligibility] Certification of Eligibility:
At the time of the election to the Senate, the chief administrative
officer of each specified academic unit shall be responsible for
submitting a list of eligible faculty to the Secretary of the Senate for
certification and determination of the number to be elected. The
Rules Committee shall be responsible for certification of eligibility.
Eligibility shall be determined as of the time of conduction of the
election.

* The chief administrative officer, in submitting a list of eligible
faculty, should specify which faculty members with administrative
assignments are eligible because they spend at least half time on teaching
and/or research. (RC: 12/18/86)

[B] C Election:
The faculty of the academic units represented in the Senate shall
determine whether their representative shall be elected at-large or
apportioned among their sub-units. The elections shall be conducted
during the second semester by the Secretary of the Senate, with
those elected assuming office at the September meeting of the
Senate

For each academic unit or sub-unit where there is an election to be held,
the office of Secretary of the Senate will prepare the lists of faculty
members eligible to vote and those eligible to serve. The office will send
a list of those eligible to be elected to those persons eligible to vote,
who will be invited to nominate as many eligible persons as there are
vacancies for the Senate by a letter. In addition, each chair (or dean) and
each departmental or college director of graduate studies and director of
undergraduate studies will be urged to submit nominations by letter. The
Secretary of the Senate will ascertain the willingness to serve of those
nominated. If fewer than twice the persons to be elected from any unit or
sub-unit are nominated and are willing to serve, the Dean of the College
shall call a meeting of an appropriate group to nominate the necessary
number of persons. Each college shall notify the Secretary of the Senate in
advance whether it will use for that purpose a College Council, a meeting
of department chairs, or a full meeting of the College faculty. (US: 1/18/88)

The ballot for the election of senators shall contain at least twice as many
names as there are persons to be elected. Each person must vote for as
many persons as there are vacancies to be filled. If the number of persons
nominated is no more than three times the number of vacancies to be filled,
the persons receiving the largest number of votes shall be elected. Should
there be more than three times as many nominees as there are vacancies, and
should be number of persons receiving a majority of votes be fewer than the
number of vacancies, there shall be a second ballot containing twice as many
names as there are vacancies to be filled. (US: 1/18/88)

* In the elections to the Senate, as well as to other offices, the
ballots shall not be opened until after the deadline for their
receipt. (RC: 3/30/81)

[C] D Terms; Vacancies:
As specified in the Governing Regulations, each elected faculty
member shall serve for a term of three years, Ideally, the terms of
the representatives of each academic unit or sub-unit should be
staggered so that one-third of them will be elected at each election.
To this end the faculty of the academic unit represented, may, for
any election, specify that a number of representative be elected for
two-year terms. If such action is taken, the dean of the academic
unit involved shall notify the Secretary of Senate of such intent in
advance of the upcoming election. When more than one number is
to be elected from a unit or sub-unit, those receiving the greater
number of votes will serve three-year terms and those elected
receiving the lesser number of votes will serve two-year terms.

Each elected representative shall be eligible for reelection for a second
consecutive term, but ineligible for further reelection until one year has
elapsed.

If a member of the Senate should at any time during his or her term become
ineligible to serve (e.g., by reason of assuming an administrative title of
dean or above, resignation, official leave which precludes attendance, or
failure to attend Senate meetings), a vacancy shall be declared by the
administrative head of the group represented, and that member of the
eligible faculty who at the last election received the next highest number
of votes shall serve for the duration of the elected member's ineligibility.
A student member shall become ineligible to serve on purgation from the
Student Senate. The Secretary of the Senate shall maintain attendance
records and shall notify the administrative head of a unit when a
representative of that unit has been absent without explanation from three
meetings of the Senate during any one academic year. (US: 3/12/79)

Implementation: Fall, 1996

Note: If approved, the proposal will be sent to the Rules Committee for
final codification

Chairperson LaGodna recognized chair-elect Professor Schach for the
second item. Professor Schach introduced the item and reviewed the
background. She recommended approval on behalf of the Senate Council.

The Chair said she had received a call from someone who was
concerned that the change might eliminate librarians with faculty rank from
membership. She said it did not do that, the change does not affect any
category of faculty whatsoever. The wording is the same that is used for
eligibility for membership as a faculty representative on the Board of
Trustees. It is a clarifying change.

A senator asked for a clarifying explanation of Section A, (3) have a
primary assignment in a faculty role requiring 50% or more involvement in
teaching, research, and service. An amendment was offer to change the
reading to "50% or more combined involvement in teaching, research, and
service."

After several questions concerning the statement reading "Untenured
members of the faculty whose appointment is specified as ending on a
certain date with out further notice or as not leading to consideration for
tenure are not eligible," there was a motion to return the proposal to the
Rules Committee for further rewording.

The motion passed in a voice vote.

AGENDA ITEM 3: Proposal to amend University Senate Rules, Section
V - Grades and Marking systems - to establish a plus/minus grading system
for the College of Communications and Information Studies

Background
In the debate regarding instituting the plus/minus system for all University
undergraduate students, as well as solely in the College of A&S, the College
of Communications and Information Studies supported enactment of the
University-wide plus/minus grading system. Following the Senate action in
March, 1996, supporting the A&S proposal, the College of
Communications and Information Studies College Advisory Council
requested that their College be added to the list of those wishing to have
plus/minus grading.

The proposal was accepted by the Chair of Admissions and Academic
Standards as an extension of the earlier debate. The Senate Council
recommends the proposal to the Senate.

Proposal: [Add to Section V - 5.1.0 the bold sections below]

5.1.0 Grades and Marking Systems

College of Communications and Information Studies
The following grades are given with the respective point value
indicated.
B+ 3.3 C+ 2.3 D+ 1.3 E 0
A 4.0 B 3.0 C 2.0 D 1.0
A- 3.7 B- 2.7 C- 1.7 D- 0.7

The use of the plus/minus system does not change any college or
university grade point average requirements, nor the method by
which grade point averages are computed, nor the interpretations of
other grades awarded, such as F, I, P, W, & S. (US: 9/20/93)

For all studio work in the College of Architecture, the minimum
passing grade from level to level in the studio sequence shall be a
grade of "C". (US: 5/2/78; US: 9/20/93)

All students enrolled in courses using the plus/minus grading system
will have the appropriate point value calculated into their grade point
average regardless of their College of origin.

Rationale:
A +/- grading system will provide more precise and accurate evaluation of
student performance. The distinctions are seen as especially helpful in
courses that carry a large number of credit hours. Other units which have
+/- grading systems have been satisfied with the process.

Implementation Date: Fall, 1996

Note: If approved, the proposal will be sent to the Rules Committee for
codification.

Chairperson LaGodna recognized Professor Schach for the last agenda
item. Professor Schach reviewed the background of the proposal and
recommended approval on behalf of the Senate Council.

Professor Lee Edgerton (Academic Ombud) felt obligated to point out
that there had been three students go to the Academic Ombud expressing
their grave concern, some in written form, with the +/- grading system. He
had not heard anyone praising the system yet.

The question was called. The proposal passed in voice vote.

The meeting was adjourned at 4:53 p.m.



Betty J. Huff
Secretary, University Senate




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