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Regular Meeting of the FACULTY SENATE
Tuesday, 14 September 2010, 4:00 p.m.
Capitol Rooms - University Union
A C T I O N M I N U T E S
SENATORS PRESENT: B. Clark, L. Conover, B. Davies, G. Delany-Barmann, D. DeVolder, S. Haynes, R. Hironimus-Wendt, D. Hunter, N. Made Gowda, J. McNabb, L. Miczo, K. Pawelko, C. Pynes, S. Rahman, P. Rippey, M. Singh, I. Szabo, B. Thompson, T. Werner, D. Yoder
Ex-officio: Jack Thomas, Provost; Tej Kaul, Parliamentarian
SENATORS ABSENT: K. Durkin, M. Hoge
GUESTS: Keri Allison, Pat Anderson, Kevin Bacon, Virginia Boynton, Rick Carter, David Casagrande, Jane Coplin, Sean Cordes, Judi Dallinger, Rich Filipink, Autumn Greenwood, Al Harris, Ken Hawkinson, Jo Kim, Rhonda Kline, Jim LaPrad, Candace McLaughlin, Russ Morgan, David Patrick, Bill Polley, Barbara Ribbens, Mohammad Siddiqi, Alphonso Simpson, Joe Watts, Ron Williams, Jeannie Woods, John Wozniak
I. Consideration of Minutes
A. August 31, 2010
MINUTES APPROVED AS DISTRIBUTED
II. Announcements
A. Provost's Report
Constitution Day activities will be held on Friday, September 17, including a panel discussion from 11:00 a.m. to 12:00 p.m. in the Sandburg Theatre on Religion and the Constitution.
Founders Day will be celebrated on September 23 at both 鶹 campuses.
Distinguished Faculty Lecturer Don T. Johnson will deliver his presentation at 7:00 p.m. on September 30 in the COFAC Recital Hall and at 11:00 a.m. on October 15 at 鶹QC.
C. Student Government Association (SGA) Report None
D. Other Announcements
1. Joe Watts, representative from Noel-Levitz enrollment management consulting firm
Chairperson DeVolder explained that the Executive Committee decided to invite Joe Watts to make an open statement addressing the questions submitted by senators rather than utilizing a question-answer format due to time considerations. Mr. Watts asked if he could share with senators the PowerPoint presentation he gave earlier to the former and present chairs of CAGAS and interested others; Chairperson DeVolder suggested Mr. Watts do so while at the same time trying to address senators pre-submitted questions.
Mr. Watts told senators that any time a university looks at its admission policies and procedures, faculty input is vital. He said President Goldfarb believes it is important that Mr. Watts, who is visiting the University for his seventh or eighth time, have the opportunity to speak to faculty, department chairs, and deans about his observations. Mr. Watts assured senators that he is not at 鶹 to encourage a lowering of standards, and believes the University needs to promote high expectations to entering and prospective students. He noted, however, that a certain number of students are necessary to offer the courses the University desires, and that 鶹 has an inherent disadvantage in its current procedure. Mr. Watts said this procedure is unique to 鶹 and something he has not seen in 16 years working as lead person for recruitment and retention in North Carolina and 20 years as a consultant for Noel-Levitz. He believes a hard look needs to be taken at the Universitys unique admissions process if 鶹 is to meet its enrollment goals, quantitatively, qualitatively, and in terms of diversity.
Mr. Watts asserted that 鶹s admissions policy requiring a 2.5 GPA and 20 ACT score is inherently flawed. He has found that much of 鶹s admissions process is not documented and revolves around a sliding scale, which is more of a series of complex boxes that allow for admission of students who do not meet the stated criteria.
Mr. Watts showed senators the grid that is used to administer admissions policy at 鶹. He explained that 鶹s Office of Academic Services (OAS) is provided with information from Admissions about students who do not meet the 2.5 GPA/20 ACT criteria, and are able to recompute students GPAs in five areas. Once a recommendation from OAS is received, it is conveyed to the Admissions office where an acceptance letter, which includes a contract specifying steps the student must take once in residence, is mailed to the student to be signed and returned. The student may also be asked to submit fall and/or spring grades before a final decision is reached, or may be asked for recommendation letters or required to interview on campus. Mr. Watts added that there are other groups of students for which CAGAS makes the admissions appeals decision; CAGAS also makes admissions decisions when there is disagreement between the recommendations of OAS and the Admissions office. Mr. Watts related that thousands of students are going through a much more intensive screening process that takes a great deal of time; it may take anywhere up to six or seven months for some students to hear if they are accepted to 鶹.
Mr. Watts pointed out that the undergraduate catalog indicates that in cases where incoming students do not have 2.5 GPA and 20 ACT scores, Eligibility for regular admission for applicants not meeting these criteria will be considered on a sliding scale, but it does not indicate what that sliding scale is. Mr. Watts enumerated problems he sees with the sliding scale:
Complex.
Difficult or almost impossible to explain to students.
Unnecessarily delays admissions decisions. Mr. Watts explained the Universitys yield rate (indicating number of students who actually enroll) stands at about 30 percent, which is much lower than the national average for public universities. He believes this may be because many students have to wait months before hearing whether they are admitted to 鶹.
The tool used now was not developed based upon actual 鶹 students. Mr. Watts explained that generally admissions standards are developed based upon research of a universitys own students, but the sliding scale was developed in Ohio and imposed here. Mr. Watts recommends that admissions decisions be based on 鶹s own students and reflect who is successful and who is not.
Too many groups or individuals are making admissions decisions. Mr. Watts stated that, in some cases, five or six persons may touch a students file, which slows down the process.
Many of the students undergoing the sliding scale admissions process could have been admitted if the decision had been made earlier.
Mr. Watts noted that 鶹s Admissions office has as many as 1,500 incomplete or pending student files, and asked what they could be missing. He found out that most frequently the files were missing transcripts. He told senators that in many cases the transcript had been received at 鶹, but an additional transcript was then requested; Mr. Watts noted that, from the students perspective, the file is complete because the transcript was provided initially. He pointed out that these students have paid money to apply to the University and have taken the time to complete their applications, and their files need to be completed. He said while it is permissible to ask for an additional transcript from a student, the way the process is handled here is not acceptable.
Mr. Watts recommends streamlining decisions in the following ways:
Do not recalculate high school GPAs.
Do not wait for fall grades. Make decisions based upon three years of high school performance, and if there are questions about fall or spring grades, build contingency factors into the acceptance. Make the decision to either accept or deny, and if the decision is made to deny, the student may be informed that he/she may be accepted later after fall grades are received.
Joint decision making on marginal files. Mr. Watts pointed out its easy to make decisions about students in the top or bottom tiers, but tough to make decisions about those in the middle levels. He recommends making a quick joint decision, noting that while students are waiting five or six months to hear from 鶹 about whether they are accepted or not, they are potentially receiving acceptances from other schools and thinking less and less about enrolling at 鶹.
Send acceptance letter with contract. Mr. Watts remarked that currently, 鶹s contract is clearly more punitive than positive. He believes a student in the OAS program deserves the same rights as one traditionally enrolled and should not have to give up his or her probationary period. He added that the services students in the OAS program receive are unbelievably supportive and that 鶹 has a great Office of Academic Services.
Make process changes quickly for fall 2011 admits.
Either Admissions should make decisions or OAS needs to change its procedures.
Mr. Watts told senators that he will meet with President Goldfarb and Assistant Provost Williams about streamlining 鶹s admissions process with the goal of helping the institution meet its enrollment goals next fall. He stated that ideally 鶹 should enroll 1,850 to 1,900 freshmen; this year, the University enrolled 1,758, which is up from the previous falls enrollment of 1,641, and just a few years ago the University enrolled as many as 2,000 freshmen. Mr. Watts stated that President Goldfarb has never held aspirations of growing rapidly, and faculty need to know what the next candidate for 鶹 president intends for enrollment goals.
Mr. Watts recommends simplifying admissions standards by limiting the number of applications reviewed. He asserted that OAS has become a satellite admissions office for the University, but the Admissions office needs to be the area to carry out institutional admissions policy. He noted that there is no strong reporting process in place whereby faculty understand who has and has not been admitted. He recommends reporting annually to faculty and discussing the tough decisions that must be made between filling residence halls and maintaining standards. He noted that currently CAGAS does not know whether the students they recommend for assessment and interview are afterward admitted or turned down. Mr. Watts stated that someone from Admissions should present regular reports, and there is no body more important to report to than Faculty Senate.
Senator Rippey asked if the 5,800 applications that Mr. Watts indicates should ideally be accepted out of the 8,000 to 8,500 received is a realistic number; Mr. Watts responded it is very doable. Institutional Research and Planning Director Rhonda Klein stated that 鶹 received 8,398 applications this fall. Mr. Watts explained how additional students should be accepted from groups other than those automatically admitted or rejected in order to meet this goal. He said that 鶹 has a reasonably good applicant pool from which to draw these additional students. He has spoken to deans and chairs about promoting 鶹 as different than students other institutional choices. He said while the concentration is on students in the upper quadrants of their classes, as a public university 鶹 should also want to take some risks with its student body. He advised that the University should always want some flexibility in its standards, no matter how selective it becomes, in order to accept deserving students. Mr. Watts believes 鶹 can raise its standards at the same time as it increases opportunities for all students. He believes 鶹 is in an enviable position right now, and stated that most of the campuses he works with would love to have 鶹s applicant pool.
Mr. Watts told senators that 鶹s applicant pool has been slowly growing but its yield rate has been dropping; even after accepting more students, the yield goals have not been met. He explained that one of the reasons 鶹s yield is so low is after students area accepted, the steps the University takes are very functional: informing students of the costs involved and the next steps they should take, such as attending orientation. He noted that students are not sent information about the benefits of their enrollment at 鶹 and why they should consider this institution instead of the two or three others where they have been accepted.
Senator Delany-Barmann asked if the admissions grid includes figures for international students. Mr. Watts responded it does not. He related he had a great conversation with WESL lecturers and international students recently, adding that there are programs in place to support these students and some good work is being done in this area. Mr. Watts stressed that diversity is a very critical element in the educational experience at an institution like 鶹 and needs to become a strong initiative of the University. He stated that one could walk across 鶹s campus and sense that it is very homogenous, and a better job needs to be done, not just attracting African American students but other underrepresented groups, as well as international students, to 鶹. He noted that 鶹 has persons with years of experience working with the ESL program and international orientation and advising, so all of the elements are in place to enroll more international students. Mr. Watts noted, however, that recruitment of international students requires a much different approach than that for traditional students.
Senator Pynes asked how long it should take a student to get a response from the University once their applicant file is completed. He asked if 鶹 has a rolling admissions program, with decisions being constantly made about student admits, or if decisions are made on a more regular schedule. Mr. Watts responded that 鶹 engages in rolling admissions; it normally takes three to four weeks for a student to receive a response if their file is complete, although Mr. Watts believes it should not take more than two to three weeks. He said this time period can be fine tuned it is a matter of staffing and resources but the bigger problem is the procedural issues. Mr. Watts told senators he will visit 鶹 another nine times to make sure these processes are put in place.
Mr. Watts noted that another problem is that local students are not receiving anything to recruit them to 鶹, but it has been discovered this may be a technology flaw. He explained that the normal amount of contacts a student receives from a potential institution is 20 to 30, but 鶹s norm is ten contacts. Mr. Watts believes it is a tragedy with the resources that exist at 鶹 that students are not being contacted in a personal way.
Parliamentarian Kaul asked Mr. Watts what policy fixes have been uncovered so far. Mr. Watts began by pointing out that nothing is more closely allied with students socioeconomic backgrounds than test scores for higher education; for 鶹 to use 2.5 GPA and 20 ACT as its admissions mean is exactly what SAT and ACT officials advise institutions never to do. Mr. Watts has never heard a sound admissions professional advocate the use of means as admissions criteria. He explained that students may read only these criteria and immediately reject 鶹 as an institution, especially since the sliding scale for additional acceptance is never fully explained. He pointed out that many good students may only achieve a 19 ACT and never feel welcome at 鶹 because of that statement in the admissions materials. Mr. Watts believes Faculty Senate and CAGAS need to undertake a dramatic study, utilizing research provided by Rhonda Klein and Jo Kim in Institutional Research and Planning, that uses a predictive grade point formula. He hopes that the admissions criteria can be tweaked for next year, and that something simpler and more straightforward can be developed for long term that better represents 鶹. He noted that students admitted with ACT scores of 19 have pretty good scholarship and retention at 鶹, and there is a need for a major shift in 鶹s admissions standards. Mr. Watts believes 鶹s admissions standards need greater clarity regarding who is admitted, who is denied, and what sorts of middle groups the institution should be spending time assessing. He believes this kind of policy evolves from faculty recommendations to the President and Provost who are cognizant of the institutions enrollment needs.
Senator McNabb asked about Mr. Wattss thoughts on how students are introduced to the 鶹 campus, such as the Discover 鶹 program. Mr. Watts responded he has heard from focus groups that there is a great opportunity for improvement to this program, and some steps have already been taken. He has not, however, had an opportunity yet to spend a great deal of time on this agenda and has not yet actually attended a Discover 鶹 program. He has instead been concentrating on developing a recruitment plan for fall 2011 students, and examining Discover 鶹 is next on his agenda. Senator McNabb remarked that she has participated in about 12 Discover 鶹 sessions over the last four years, and believes it has the tendency to reveal some of the Universitys infrastructural weaknesses and does not promote the idea that 鶹 is top notch. Mr. Watts reiterated Discover 鶹 is on his list to address with 鶹s senior leadership.
Senator McNabb asked if other institutions charge for programs similar to Discover 鶹. Mr. Watts responded he would never recommend this; food or beverages offered to guests of Discover 鶹 should be at no cost to participants, and if the time period must incorporate lunch, the option should be given for guests to obtain lunch on their own off campus and return for the remainder of the program. Senator Bacon remarked that Agriculture has had limited success from Discover 鶹 programs. They have seen more success from open houses sponsored by their college and underwritten by private industries. Mr. Watts remarked that he is consulting in Ames, Iowa, and their experiences have been much the same.
Senator Thompson noted that 鶹s female enrollments go against the national trend of more women than men enrolling on college campuses. Mr. Watts announced the good news is that the trend is changing at 鶹; the University enrolled 30 more women than men this year and 20 more last year. He pointed out that 鶹 offers some inherently male programs, such as Agriculture and Law Enforcement, which may explain part of the difference from the norm. He said that many campuses he has worked with are now worrying that they have too many female students and not enough male. He noted that women are typically retained and graduated at a higher level at universities. Mr. Watts believes as 鶹 is able to attract more students from the upper tier, it will see more balance between males and females.
Senator Pynes asked if Mr. Watts will be involved in advising the next 鶹 admissions director. Mr. Watts responded he will definitely work with the person hired. He remarked this is a bad time to hire a good admissions professional because they are more likely to leave their existing positions over the summer months. He added that acting 鶹 Admissions Director Al Harris is doing marvelous work in the position and has read Mr. Wattss reports word for word. Noel-Levitz has offered to help with hiring 鶹s new admissions director at no cost to the University and will communicate with its network and campuses with which it works to promote the position. Mr. Watts said it is obvious by a persons track record as reflected in a university fact book who has been successful in an admissions position and who has not. He also stressed that faculty representation should be included on the search committee.
Senator Pynes recalled that last year Faculty Senate recommended to the President that the Office of Admissions be moved from Student Services to Academic Affairs. He asked if typically admissions offices are located in academic affairs as opposed to student services. Mr. Watts responded this tends to depend upon the region of the country and sometimes the institutions home state. He related of the 16 public university admissions offices in North Carolina, 14 report to academic affairs, but in Maryland they generally report to student services. Mr. Watts observed that, in general, universities on the East and West coasts have admissions offices that report to academic affairs while in the Midwest they typically report to student services. He said there is no definitive answer about where admissions functions the best, and he has seen it be very effective outside of academic affairs, noting that sometimes student affairs has more familiarity with what it takes to appeal to students. He believes best placement of admissions depends on the specific campus personality and priorities. Mr. Watts concluded he does not have a recommendation on where 鶹s admissions office should be positioned and probably wont have one a year from now.
Senator Pynes asked Mr. Watts to name three cost-free things the University can do immediately to improve admissions and what 鶹s targets should be for the next three to five years. In response to the first question, Mr. Watts listed 1) develop admissions standards to streamline the process, 2) support the administration in developing standards that are clear, and 3) demand that the administration hears what faculty want to say about them. Mr. Watts is confident 鶹s administration will engage faculty more than they have in the past.
Regarding goals for the next three to five years, Mr. Watts does not think there is a clear growth agenda at 鶹 in terms of quantity of growth. He related President Goldfarb believes 鶹 is a good size for its facilities and faculty and that part of the reason why enrollment is down is the natural ebb and flow, so 鶹 is in a great position because there is no expectation or sense of urgency, although the next president may think differently. Mr. Watts believes in three to five years, 鶹 can improve its recruitment of high achieving students so that ACT scores for those admitted increase a bit. He believes 鶹 can improve the quality and diversity of its students and meet its enrollment goals because the fixes can be accomplished. Mr. Watts would like to see 鶹 achieve 1,850 to 1,900 freshmen admits in the fall, some escalation in the quality of students, and more diversity across various underrepresented groups.
Provost Thomas reminded senators that the 1,850 to 1,900 student goal is set based upon the Universitys current infrastructure. He remarked that deferred maintenance continues to be a concern, and the infrastructure will not allow 鶹 to accommodate a higher number.
Senator Delany-Barmann wondered about recruitment efforts for diversity and the importance of looking for students who dont meet higher ACT scores, such as some Hispanic students. She noted that it is predicted that one in four students in the next decade will be of Hispanic descent, and the resources 鶹 already has or could put in place would support that, but this fact needs to be considered when recruitment is discussed. She added there are many growing Latino communities in the Macomb area. Mr. Watts stated that if a university requires as its admission mean scores from a test that requires English and students dont speak English in their homes, these students are put at a disadvantage immediately. He believes students overall grades, curriculum, and class rank are better indicators than test scores, and much can be determined from a students transcript. Mr. Watts believes that society places too much emphasis on standardized test scores to the disadvantage of students from lower socioeconomic backgrounds.
Senator Singh noted Mr. Watts has been discussing macro level University-wide data, but he wonders if there has been any discussion about developing and recruiting at the college level or even farther down by department. Mr. Watts responded there has been no discussion up to this point about enrollment by department. Senator Singh noted that the macro data has to be translated to the various colleges and taken down the line to the department level; for instance, what are the areas of study that are attracting students to 鶹 and how can the University address gaps, if there are any, in an area of study or within a college. Mr. Watts told Senator Singh this is a wonderful point and something that needs to be explored. He expressed he would love to see enrollment goals developed by college and by department. Mr. Watts believes in order for recruitment problems to be addressed, everybody needs to not just be involved in the process but to also feel they have some accountability.
Mr. Watts also believes there needs to be a balance developed between freshmen and transfer students and graduate and undergraduate students, because those areas are less macro than overall enrollment. He stated the appropriate balance on a campus like 鶹s is very important. Senator Hunter agreed this is an important issue, noting that some departments have a large portion of their enrollment from transfer students rather than freshmen; this should also be taken into account when determining what is involved in causing the numbers at the macro level. Mr. Watts related that 鶹s freshman/ sophomore retention rate is 73 percent; where Mr. Watts worked previously, it was under 70 percent for decades and is now 90 percent because things were done to make sure that all students got what they needed to succeed. He stated retention and graduation goals should be set for all campuses, and if only 15 to 20 percent of a universitys students graduate, that is unacceptable; goals should be set by the university at large, and the resources should be in place to make sure that students are successful. He explained this includes not just learning resources but things such as advising and making sure the right faculty are teaching new freshmen, for instance.
Provost Thomas told senators that deans have received the specific kinds of data mentioned by Mr. Watts and will be going over it at the deans retreat and sharing it with their chairs. Mr. Watts told senators he will be at 鶹 for the rest of the year and would be happy to come back to speak to Senate again.
2. Endorsement of Change to University Mission Statement
(Joe Rives, Vice President, Quad Cities, Planning, and Technology)
Vice President Rives told senators that 鶹s Board of Trustees (BOT), at their summer retreat, considered the mission statement contained within Higher Values for Higher Education and proposed the following change:
By enacting our values and supporting the synergy between instruction, research, creativity and service, 鶹 Illinois University [prepares and] supports a socially responsible, diverse student, faculty, and staff population to lead in the global society.
Vice President Rives stressed the change is at the request of the Board, not him personally, and endorsement is being sought from the Student Government Associations of both campuses, the Quad Cities Faculty Council, the Graduate Council, and the Civil Service Employees Council as well as from Faculty Senate. Vice President Rives explained the Board remarked that 鶹 does not necessary prepare faculty, staff, and students. So far only Civil Service Employees Council has considered the request, and they proposed removing prepares and and replacing it with continually strives toward and.
Senator Pynes stated he objects to the change and would not be able to endorse it because 鶹 does engage in preparation in various ways; for instance, Disability Support Service professionals prepare faculty for how best to help students with special needs in the classroom, staff are prepared by undergoing special training, and faculty are expected to continue to learn about their fields. He believes it is a mistake in logic to say that if people are already prepared when they arrive at 鶹, the University does not do any additional preparation once they are at the institution. He also noted that if this phrase is removed, the mission statement uses the verb support twice in one sentence, so he would recommend changing supporting the synergy between to creating a synergy between in the first line and retain prepares.
Senator Rahman agreed she does not like using supports/supporting twice in the mission statement, and suggested it be changed in the last line to an increasingly global society.
Senator Yoder agreed that nothing should be removed from the mission statement that indicates that 鶹 should be active, and supporting doesnt have much punch. He believes part of the institutions responsibility is preparing faculty, staff, and students, noting that its pretty easy to support, but 鶹s charge is to do more than that.
Chairperson DeVolder asked if any senators wished to speak in favor of removing the phrase and prepares. Chairperson DeVolder told Vice President Rives that, since there seem to be no other comments, the Vice President could take the input provided by senators back to the BOT, or if he wishes a vote by Faculty Senate, a motion can be entertained. Vice President Rives did not express a preference, and said what he is hearing from senators is a preference for the rewording proposed by Senator Pynes to leave prepares and in the mission statement and to remove supporting the from the first line, which should be replaced with creating a. Vice President Rives suggested Faculty Senate could vote on the proposed revision, or, alternatively, he could share the input with the other governance groups and then return to Senate at the end of that process.
Senator Hironimus-Wendt proposed deferring action on revising the mission statement because it embodies the life of the University. He believes if it is to be voted upon, it should be brought back as an item of New Business at a later time. Chairperson DeVolder asked if there were any objections to allowing the revision of the mission statement to be taken forward by Vice President Rives with the input provided by senators and taking it up again for vote as an item of New Business should it be returned again to Senate.
NO OBJECTIONS
III. Reports of Committees and Councils
A. Council on Curricular Programs and Instruction
(Jim LaPrad, Chair)
1. Requests for New Courses
a. AAS 449, Internship in AAS, 1-12 s.h. (repeatable to 12 s.h.)
Senator Hunter asked if the 2.0 minimum GPA listed in the prerequisites is typically noted in new course requests and if it is a departmental or an overall requirement for students enrolling in the internship. African American Studies Interim Chair Alphonso Simpson responded the 2.0 GPA is an overall minimum that is used by other departments as well. Parliamentarian Kaul remarked there is not strictly a need to include this minimum because it is standard practice for 鶹; students below a 2.0 would be placed on academic probation. Senator Rippey remarked there is no reason it could not be included, and Dr. LaPrad noted it is sometimes included in other course descriptions.
Senator Pynes asked what kinds of positions would be appropriate for AAS interns. Dr. Simpson responded since African American Studies is an interdisciplinary department, students can obtain internships in a variety of areas in the public or private sectors, such as Big Brothers Big Sisters of America, the McDonough County Housing Authority, McDonough District Hospital, county offices, or law enforcement agencies. Senator Pynes asked if a student could obtain an internship at Goldman Sachs and have it count; Dr. Simpson replied this is possible but not likely because students tend to look for internships that are specific to African American Studies. Senator Pynes explained because Philosophy does not offer internships, he is confused about what would and would not be acceptable and if students would be at a disadvantage due to a lack of internships in Macomb. Dr. Simpson responded he anticipates most AAS students will go to urban centers to obtain internships, such as at the larger radio and television stations.
AAS 449 APPROVED
b. ANTH 330, Sex and Gender in Archaeology, 3 s.h.
Senator Miczo remarked that the Department of Communication should be contacted for their examination of the syllabus because they offer a course in Gender and Communication. She does not foresee any problems from the department, and suggested Faculty Senate approve ANTH 330 contingent upon that occurring. Senator Haynes suggested there might also be possible overlap with the Women in Religion course taught within her department.
Chairperson DeVolder explained the course will be approved unless there is a specific objection to it; at that point, it can be returned to the floor and either approved or returned to CCPI to address these issues. Dr. LaPrad remarked that CCPI did think there was successful communication within the colleges about the course request. Senator Hironimus-Wendt remarked that gender, race, and other concepts are interrelated to the point where they are difficult to avoid on this campus, and if the course is sent back to CCPI because of references to gender and sex, it would require the approval of every department. He added that CCPI has approved the course, and to suggest that the Council has not done their job is problematic. Senator Warner remarked that if the course did not have references to gender and sex in the title, it would not be necessary to get every departments approval.
SENATOR HUNTER OBJECTED TO THE COURSE
Senator Hunter noted that two faculty have indicated the course request was not reviewed by their respective departments, so there is a concern regardless of the social nature of the course. Sociology and Anthropology professor Pat Anderson told senators she has done her best to contact each department on campus that addresses gender and no others have suggested she get permission from Religious Studies or Communication. She pointed out the course deals with archaeology and pre-history, and any content overlap would be minimal at best. Senator Hunter reiterated that representatives from two departments have noted something in the course syllabus that sent up a red flag for them, and they believe their departments might have some concerns about the course.
Motion: To restore consideration of ANTH 330 to the agenda (Rippey/Pynes)
MOTION APPROVED 18 YES 1 NO 0 AB
Motion: To approve the course as proposed (Rippey/Pynes)
ANTH 330 APPROVED 18 YES 0 NO 1 AB
c. JOUR 436, International Public Relations, 3 s.h.
d. THEA 401, Honors Thesis/Project, 3 s.h.
JOUR 436 AND THEA 401 APPROVED
B. Council for International Education
(Kevin Bacon, Chair)
1. Requests for Discipline-Specific Global Issues
a. ANTH 324, Religion, Magic and Shamanism, 3 s.h.
b. ANTH 415, Environmental Anthropology, 3 s.h.
c. BIO/ANTH 463, Ethnobotany, 4 s.h.
d. ECON 470, International Trade, 3 s.h.
e. REL 350, Hinduism, 3 s.h.
f. REL 355, Buddhism, 3 s.h.
DISCIPLINE-SPECIFIC GLOBAL ISSUES COURSES APPROVED
2. Request for General Education Global Issues
a. REL 365, Islam, 3 s.h.
Senator Hunter asked why Buddhism and Hinduism are considered discipline-specific global issues and Islam is not. Senator Haynes responded Islam is already a General Education course required for history majors going into teaching.
GENERAL EDUCATION GLOBAL ISSUES COURSE APPROVED
C. Committee on Committees
(Gloria Delany-Barmann, Chair)
UNIVERSITY COUNCILS AND COMMITTEES:
Web Accessibility Committee
Terry Rathje, Art new position 2011 FA&C
Student Publications Board
Jeff Hancks, Library replacing Mark Butzow 2011 At-large
There were no further nominations. Committee on Committees nominees for University councils and committees were elected by acclamation.
SGA Council on Student Activities Funds
Janice Gates, Mgt/Mktg replacing Darwin Fishman 2013 At-large
` Chairperson DeVolder reminded senators that at the last Senate meeting, Rita Kaul was nominated from the floor for this vacancy. The Executive Committee reviewed the SGA Bylaws pertaining to the Council on Student Activities Funds and email communications from SGA last year pertaining to eligibility issues and determined that as long as faculty are not appointed for consecutive terms, it is permissible to serve on CSAF again.
An election was held by paper ballot to fill the vacant seat. Rita Kaul won the election.
IV. Old Business None
V. New Business
A. Faculty Senate Resolution to Honor 鶹 History Professor Emeritus Victor Hicken, the Inaugural Chair of the 鶹s Department of History, Who Passed Away on April 8, 2010
Whereas, Dr. Victor Hicken, Professor Emeritus of History at 鶹, was the first Department Chair of the 鶹 Department of History; and Whereas, then-Lieutenant Hicken served his nation with distinction in the D-Day landings at Omaha Beach on June 6, 1944; and
Whereas, Dr. Hicken served the people of the state of Illinois by serving on the State Historic Sites Committee and by serving as President of the Illinois State Historical Society; and
Whereas, Dr. Hicken served his university by documenting the history of 鶹 in The Purple and the Gold: The Story of 鶹 Illinois University and was instrumental in establishing the University Archives; and
Whereas, Prof. Hicken served his faculty colleagues as an active and effective member of the Faculty Senate and the Salary Committee; and
Whereas, Dr. Hickens distinguished teaching and scholarly record was recognized by the university when he was named 鶹s first Distinguished Faculty Lecturer and appointed to the position of Distinguished University Professor; and
Whereas, Dr. Hicken and his family generously endowed the Victor and Mary Hicken History Scholarship at 鶹;
Therefore, be it resolved that the 鶹 Illinois University Faculty Senate expresses appreciation to the family of Victor Hicken for the dedicated service he provided to this institution.
Motion: To approve the resolution (McNabb/Delany-Barmann)
MOTION APPROVED 20 YES 0 NO 0 AB
B. Discussion of Tracking Service of Unit B Faculty on Committees and Councils to Which Faculty Senate Appoints
Senator Thompson explained that he would like to see Faculty Senate track the level of Unit B service on Senate councils/committees and on Faculty Senate. He pointed out that the Senates Committee on Committees already tracks the level of participation by females. Senator Thompson wishes to make sure that this very large segment of 鶹s faculty have access to service opportunities, particularly in light of new rules for professional achievement award (PAA) points that extend their applicability to Unit B faculty.
Chairperson DeVolder explained the proposal would involve tracking Unit B participation utilizing the Committee on Committees interest survey. In response to a question, Chairperson DeVolder explained the agenda item is considered to be a motion; by virtue of being placed on the agenda, it is considered to be moved and seconded by the Executive Committee and is now open to discussion.
Parliamentarian Kaul recalled that Faculty Senate was asked specifically for figures related to the participation of women on councils and committees. Senator Thompson explained that request came from 鶹s Organization for Women, and he was the faculty member who brought forward that request.
Senator Hunter remarked it seems as if the request attempts to equate Unit B with race, age, sex, and gender. Senator Thompson stated that Faculty Senate has engaged in best practices of tracking various groups, and Unit B faculty could be another of those groups. He added that service has not to this point been a large part of what Unit B traditionally engages in. Senator Hunter pointed out the Unit B contract is totally different from the Unit A contract, and the way Unit B faculty are hired is different as well chairs directly hire Unit B faculty based upon need. Senator Hunter concluded he has a problem with Unit B faculty enjoying the same rights and privileges as Unit A faculty.
Senator Thompson explained he is just proposing that Faculty Senate track the level of service of Unit B faculty on Faculty Senate and committees and councils to which it appoints. He reiterated that Unit B faculty can now get PAA points, and the documentation for that is the same as that for Unit A faculty except for the number of points Unit B faculty have to earn, so they must obtain service opportunities in order to earn their PAAs. He pointed out that Unit B are a part of 鶹s faculty, and the Faculty Senate Constitution speaks to faculty welfare, so it should concern senators whether Unit B are participating or not on Senate councils and on the Senate. He added that there is currently only one Unit B faculty member seated on the Senate. He believes that if Unit B faculty are not participating in service, senators should ask why not and whether the reasons they are not are acceptable. Senator Thompson concluded that if senators do not have the data, they will not be compelled to ask these questions and to obtain the answers.
Senator Pynes stated his concerns are the same as Senator Hunters. He pointed out that the service the University asks Unit A faculty to engage in is for the purpose of tenure and promotion, whereas Unit B faculty do not get tenured or promoted. He stated that if Committee on Committees has to choose between faculty from Unit A and Unit B for service opportunities, there is some inherent conflict in that. Senator Rippey clarified that Unit B faculty can be promoted to assistant professor. She added that the proposal is not for the purposes of giving preference to Unit B faculty for service opportunities but for the purposes of tracking.
SENATOR RIPPEY CALLED THE QUESTION
During the vote to close debate, Senator Hironimus-Wendt raised a point of order. He questioned the wording of the motion to close debate, asserting that it was combined with motions to table the discussion or adjourn if the motion to close debate was not approved. He asked for a clarification of the subsequent motion to be voted upon if the motion to close debate be approved. Chairperson DeVolder explained that, should the motion to close debate be approved, the proposal to track Unit B service would be voted upon next. He elaborated the motion proposes the collection of information by the Faculty Senate office and Committee on Committees, but does not indicate a responsibility to report to Faculty Senate on the results of the data collection, only to make the information available upon request.
MOTION TO CLOSE DEBATE APPROVED 12 YES 6 NO 0 AB
MOTION TO TRACK UNIT B SERVICE APPROVED 9 YES 5 NO 3 AB
Motion: To adjourn (Rippey)
The Faculty Senate adjourned at 6:00 p.m.
Lynda Conover, Senate Secretary
Annette Hamm, Faculty Senate Recording Secretary
PAGE
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