ࡱ> q` bjbjqPqP .8::j3  ƄƄƄƄ 2ŏ. @2B2B2B2B2B2B2$4h6f2 g^ŏf2 {2̿̿̿* 8 @2̿@2̿̿b$$  - R&Ƅr'V-202$(7(7--"7 @-t њ̿}$f2f22 D: D~ D : ~  Minutes of the ɫӰ University Senate  December 6, 2005 Chairperson Smith called the September 6, 2005, meeting of the University Senate to order at 3:24 p.m., in the Beard Auditorium of Stouffer Hall. The following Senators informed the Senate Leadership that they could not attend: Ali, Andrew, Beck, Boerner, Brown, Clewell, Craig, Dugan, Geletka, Hall, Himes, Kelly, Kennedy, Kuffner Hirt, Lenze, Luckey, Marx, Montgomery, Moore, B., Nienkamp, Pike, Rafoth, Rivera, Sadler, Scott, Soni, Staszkiewicz, Trimarchi, Bupp, Marree, Szczypinski The following Senators were absent from the meeting: Anthony, Arnett, Ault, Beisel, Black, Camp, Condino, Ferguson, Griffith, Groomes, Hughes, Jones, B., Jones, F., Leveille, Moore, S., Newell, Petersen, Poage, Rogers, Rosenberger, Sullivan, Talwar, Thibadeau, Weiner, Wisloski The minutes of the November 1, 2005 meeting were APPROVED. Agenda items for the December 6, 2005, meeting were APPROVED. REPORTS AND ANNOUNCEMENTS Presidents Report (Senator Atwater): Good afternoon. Regional Development Center and Sports Complex As you may have heard through our local media, the long-awaited agreement of sale for the Kovalchick property, the site for the Universitys Regional Development Center and Sports Complex, has been completed. This facility, a $38 million, 164,000-square-foot facility, will include a technology and training support center and a 4,000- to 6,000-seat convocation center to serve both the University and the community. It also will be home to the John P. Murtha Institute for Homeland Security. I am confident that the RDC-SC will be a key economic driver for the region over the next several decades and will have extraordinary significance for this University. The RDC-SC will offer a unique venue for our fine arts and cultural event programming as well as a modern conference and technology and training facility for our faculty and students. Our student-athletes also will have state-of-the-art facilities that will accommodate a greater number of fans than can currently be housed at the Memorial Field House. ɫӰ has raised close to $4 million in private support to date, and we will continue work to generate the essential funding to launch this project. An additional $3 million is earmarked for the project within federal legislation approved by the House of Representatives and Senate through the fiscal year 2006 Transportation, Treasury, Housing and Urban Development and Judiciary spending bill. This bill is awaiting presidential signature. NCAA decision on the mascot issue On Nov. 18, I was notified by the National Collegiate Athletic Association that ɫӰ should be retained on the list of colleges and universities subject to restrictions on the use of Native American mascots, names and imagery at NCAA championships. The NCAA communication notes that while the universitys rationale for the use of the nickname is not inherently hostile or abusive, and the University may not intend to malign Native Americans, the continued use of Native American references as nicknames creates an environment over which an institution may not have full control. As president, I am particularly sensitive to the impact that the sanctions prohibiting post-season hosting of tournaments and lack of home field advantage poses for our student-athletes and our athletic program. Our appeal was a litmus test for the NCAA on this issue, and the ruling appears to be definitive on this matter. I am considering options for responding to the NCAA ruling and will work to gather input from a number of University constituencies, including our students. December commencement I am looking forward to my first mid-year commencement ceremony here at ɫӰ on Dec. 18. For the first time in several years, ɫӰ will honor one of its graduates with an honorary degree at the undergraduate ceremony. Albert Tim Cejka, a 1973 geoscience graduate, will receive an honorary doctorate of science degree. Mr. Cejka is president of ExxonMobile Exploration Company and lives in Houston. I am proud that the commencement committee has recommended honoring Mr. Cejka with this honorary degree, and I am sure his message to the graduates will be inspiring. I also look forward to hearing the messages by our student commencement speakers. Our undergraduate speaker, Mr. Andrew Sandberg, is an accounting major from Wynnewood, Pa. Andrew has been very involved in many projects at ɫӰ, including the Student Managed Investment Portfolio Team. Our graduate commencement speaker is Mr. Dwayne Marshall from Lock Haven, who will receive his Doctor of Philosophy in Administration and Leadership Studies at the December commencement. Student/Faculty Accomplishments The spirit of our Community and Civic Engagement Initiative is certainly alive and well this semester. I congratulate ɫӰ students Samrah Humayun and Fatima Mir, who with some 20 ɫӰ faculty and student volunteers, raised $2,000 for Pakistan earthquake relief. Humayan, originally from Pakistan, is a psychology major at ɫӰ. Mir is an elementary education major from Indiana. Faculty member Dr. John Marsden in the English department served as advisor for the project. This Thanksgiving weekend, Beverly and I had the pleasure of serving as honorary co-chairs for the ɫӰ Womens Basketball Teams Susan G. Komen Breast Cancer Foundation Shoot for the Cure event. This eight-team, three-day tournament in addition to offering some very exciting basketball action raised $6,500 for the Komen Breast Cancer Foundation. The Co-op Store raised another $1,100 through merchandise sales, bringing the grand total raised during the event to $7,600. I applause head coach Cindy Martin and assistant coach Melissa ONeil and the student-athletes for their work in organizing this very successful event. This is the first time that a Komen Foundation fundraiser has been held in Indiana County, and ɫӰ should be very proud of that. In November, we were notified that ɫӰ's African American Cultural Center placed second in the country in the national Books for Africa drive for spring 2005. As a result, the Center received $2,750 from the organization to spend on local programs and initiatives at ɫӰ. Not to rest on its laurels, the AACC is conducting another book drive now throughout the month of December. Earlier this month, I learned that three of our music students have been selected by competitive audition to perform at perhaps the most famous concert hall in the world, Carnegie Hall. Benjamin Faris (saxophone), Leah Plimpton (bassoon) and Andrew Machamer (bassoon), members of ɫӰs Wind Ensemble and students of Dr. Jason Worzbyt and Dr. Keith Young, were selected to perform in a May 2006 concert with the National Wind Ensemble at Carnegie Hall under the direction of H. Robert Reynolds, conductor of the Wind Ensemble at the University of Southern California and Director of Bands Emeritus at the University of Michigan. These three students successfully auditionedto perform in this prestigious ensemble and were chosen from applicants from all over the United States. Dr. James Dougherty, an ɫӰ sociology professor, has won a $4,000 grant through the Appalachian Teaching Project and will lead his Sociology in Mass Media class in researching the possibility of creating a local museum in honor of Edward Abbey, a respected environmentalist and writer who was born and raised in Indiana County. ɫӰ is one of 12 campuses in seven Appalachian states participating in the program. These are only a few of the outstanding student and faculty projects that show the commitment to community and to academic excellence that I see day in and day out here at ɫӰ. Retirement of Coach Cignetti As 2005 comes to a close, we say goodbye to head football coach Frank Cignetti. Coach Cignetti is a true champion in every sense of the word, and his commitment to his scholar-athletes has been extraordinary. He has worked hard to instill in each and every student in which he has had contact over the years a sense of integrity and sportsmanship in order to position them as successful scholars and citizens of the university and the community. Frank has developed a program for which ɫӰ can be most proud, and has served our university with dedication and passion. Frank has been at ɫӰ since 1982 and has served as head coach since 1986. He will be missed, and we wish him well in his retirement. Holiday events The holiday season is upon us, and this is a most fitting time to remember and appreciate one anothers contributions to this University and to the collegial relationships we have built here at ɫӰ. It is in this spirit that I encourage you and your family and friends to join Beverly and me for the annual Tree Lighting Ceremony tonight at 5:30 on the East Porch of the John Sutton Hall. This event is very much a time to welcome the community to ɫӰ, and I hope you can be part of this annual tradition, which includes holiday carols and music of the season by our own ɫӰ groups and an Indiana County high school chorale ensemble directed by ɫӰ alumni Rick Beaule. This year, in addition to the tree lighting ceremony and reception, there is a special holiday tree decorating contest. Nine trees, all donated by members of the Indiana County Tree Growers Association, are being sponsored and decorated by a variety of ɫӰ and community groups and businesses. Trees are set up in the Blue Room of Sutton Hall and you can vote for your favorite tree while supporting the Indiana County Alumni Chapter Scholarship. One voter will win one of the decorated trees, and the rest of the trees will be donated to needy families through the Salvation Army. I hope you also will be able to find time to join me and your colleagues Wednesday (tomorrow) for the annual employee holiday reception 1:30 to 3:30 p.m. in the Blue Room of Sutton Hall. I would encourage you to make time to enjoy the other festivities we have planned for this season, including Kwanzaa 2005, a celebration of family, community and culture, on Dec. 10 at 4:30 p.m. in the Hadley Union Building Ohio Room at ɫӰ. Admission is free and the event is open to the community. Persons attending are asked to bring a covered dish to share. The program features poet and performer Aerlee Taree and Sankofa West African Drum Corp with special performances by the ɫӰ Voices of Joy gospel group and singer Anqwenique Wingfield. Regardless of how or what holiday you celebrate during this season, I wish you all joy, happiness and peace. Provosts Report (Senator Staszkiewicz): As a follow up to the actions taken by the Senate at its November 1, 2005 meeting, I would like to report the following: All new undergraduate and graduate courses, course revisions, and course catalog description changes in Health and Physical Education are approved and can be implemented immediately. The program revisions for the BS in Physical Education and Sport, as well as the various tracks within this program, and the revisions to the Master of Science program in Sport Science will be submitted to the Council of Trustees for their approval at their first meeting in the spring semester. For the College of Education and Educational Technology the course revisions for the M.Ed. in Literacy and/or Reaching Specialist Certification are approved and can be implemented immediately. The revised program will be submitted to the Council of Trustees for their approval at their first meeting in the spring semester. The course revisions in Community Counseling and School Counseling are approved and can be implemented immediately. The minor program revisions in Counseling are approved and do not require Trustee action, and may be implemented as appropriate. Finally, the course revision for SOC 777 is approved and can be implemented immediately. Chairpersons Report (Senator Smith) I want to announce that everyone is off the hook. Scott Moore has agreed to serve as webmaster of the Senate so thanks to Scott. Also, remember, there are 18 shopping days until Christmas. Vice-Chairpersons Report (Senator Norris) We just returned from a leadership conference in Harrisburg. We are working with the Community Association of Students. There is a Co Op board meeting this Thursday at 3:30. STANDING COMMITTEE REPORTS Rules Committee (report given by Senator Wright) Meeting 12/15 at 3:15 in 103 Pratt University-Wide Undergraduate Curriculum Committee (Senators Sechrist and Numan) FOR INFORMATION: 1. Liberal Studies Committee Report: Approved LBST 499 Interactive Products and Usability, Dr. Rose Shumba, Computer Science Department. Approved LBST 499 The Mayas: Culture, Literature and Numbers, Dr. Francisco Alarcn, Mathematics Department and Dr. Lydia Rodriquez, Spanish Department. Approved Dr. Ian Duckles, Philosophy Department, for Type I writing status - professor commitment Approved Dr. Sarah Wheeler, Political Science Department, for Type I writing status professor commitment. Approved the revised Liberal Studies component for the B.S. Interior Design. Approved the Liberal Studies component for the B.A. Interdisciplinary Fine Arts/Dance Arts Track. 2. Honors College Committee Report: Approved the following courses for /H/ credit: HNRC 499 Men and Masculinity by Robert Heasley, Department of Sociology. HNRC 499 Language and Politics by Nancy Bell, Department of English. 3. Department of Human Development and Environmental Studies--Catalog Description Changes 1) Catalog Description and Number Change: Current Catalog Description: CDFR 418 Advanced Child Development 3c-01-3cr A study of trends and research in the field of child development based on a review of major theorists and current literature. Proposed Catalog Description: CDFR 310 Advanced Child Development 3c-01-3cr Prerequisite: Grade of C or better in CDFR 218 A study of trends and research in the field of child development based on a review of major theorists and current literature. 2) Catalog Description and Title Change: Current Catalog Description: CDFR 321 Preschool Education 3c-01-3cr Prerequisite: CDFR 218 An examination of the child development philosophy as the basis for the developmentally appropriate decisions and methods in preschool education programming. Emphasizes play as a developmental process and as the major aspect of the preschool curriculum. May not be interchanged with ELEC 353. Proposed Catalog Description: CDFR 321 Preschool Education: Developmentally Appropriate Practices 3c-01-3cr Prerequisite: Grade of C or better in CDFR 218 An examination of the child development philosophy as the basis for the developmentally appropriate decisions and methods in preschool education programming. Emphasizes play as a developmental process and as the major aspect of the preschool curriculum. May not be interchanged with ELEC 353. 3) Catalog Description, Number, and Title Change: Current Catalog Description: CDFR 422 Early Childhood Education 3c-01-3cr Prerequisite: CDFR 218 Current educational theories and research reviewed in terms of implications for the preschool and their effect on material, equipment, and activity selection. Proposed Catalog Description: CDFR 322 Early Care and Education 3c-01-3cr Prerequisites: Grade of C or better in CDFR 218, 321 Current educational theories and research reviewed in terms of implications for the preschool and their effect on materials, equipment, and activity selection. 4) Catalog Description and Number Change: Current Catalog Description: CDFR 424 Family Issues 3c-01-3cr Prerequisite: CDFR 224 A concentrated study of selected areas of family life, with emphasis on current personal and social issues affecting the family. Proposed Catalog Description: CDFR 323 Family Issues 3c-01-3cr Prerequisite: Grade of C or better in CDFR 224 A concentrated study of selected areas of family life, with emphasis on current personal and social issues affecting the family. 5) Catalog Description and Number Change: Current Catalog Description: CDFR 317 Infant Development 2c-21-3cr Prerequisite: CDFR 218 A study of characteristic developmental changes of human infants from birth to approximately two and a half years. Participation as teacher assistant in infant/toddler child care center provides experience in developmentally appropriate guidance and planning for very young children. Proposed Catalog Description: CDFR 410 Infant Development 2c-21-3cr Prerequisites: Grade of C or better in CDFR 218 or equivalent, CDFR 310, 321, and 322 and compliance with current agency regulations A study of characteristic developmental changes of human infants from birth to approximately two and a half years. Participation as teacher assistant in infant/toddler child care center provides experience in developmentally appropriate guidance and planning for very young children. 6) Catalog Description Change: Current Catalog Description: CDFR 426 Techniques of Parent Education 3c-01-3cr Prerequisites: CDFR 218 or ECED 215 An examination of nature, extent, and significance of parent education. Interrelationships of home, school, and community agencies are examined in light of various programs, methods, and techniques of parenting education. Proposed Catalog Description: CDFR 426 Techniques of Parent Education 3c-01-3cr Prerequisites: Grade of C or better in CDFR 218, 321 or ELED 215 An examination of nature, extent, and significance of parent education. Interrelationships of home, school, and community agencies are examined in light of various programs, methods, and techniques of parenting education. 7) Catalog Description and Number Change: Current Catalog Description: CDFR 324 Family Dynamics 3c-01-3cr Prerequisite: CDFR 224 or equivalent Emphasizes processes and models of family development topics. Focuses on approaches and dynamics of principles related to familial and marital adjustment and coping. Proposed Catalog Description: CDFR 428 Family Dynamics 3c-01-3cr Prerequisite: Grade of C or better in CDFR 224 or equivalent Emphasizes processes and models of family development topics. Focuses on approaches and dynamics of principles related to familial and marital adjustment and coping. 8) Catalog Description and Number Change: Current Catalog Description: CDFR 419 Teaching in Child Development Centers 2c-41-4cr Prerequisite: CDFR 218 or equivalent Techniques in planning for and teaching preschool children. Participation as teacher-assistant provides experience in applying principles of child guidance and development needed by teachers in preschool centers or secondary school child development laboratories. Proposed Catalog Description: CDFR 429 Teaching in Child Development Centers 2c-41-4cr Prerequisites: Grade of C or better in CDFR 218 or equivalent, CDFR 310, 321, and 322 and compliance with current agency regulations Techniques in planning for and teaching preschool children. Participation as teacher-assistant provides experience in applying principles of child guidance and development needed by teachers in preschool centers or secondary school child development laboratories. 9) Catalog Description Change: Current Catalog Description: CDFR 463 Family and the Community 3c-01-3cr A study of community agencies and problems that affect families and their contributions to community. An investigation of ways group dynamics, communication media, and other resources aid understanding of human behaviors. Field experience is an integral part of the course. Proposed Catalog Description: CDFR 463 Family and the Community 3c-01-3cr Prerequisites: Grade of C or better in CDFR 218, 224, 310, 321, and 322 A study of community agencies and problems that affect families and their contributions to community. An investigation of ways group dynamics, communication media, and other resources aid understanding of human behaviors. Field experience is an integral part of the course. 4. Department of Developmental Studies (Learning Enhancement Center)Prefix Name Changes Rationale: This request for a change in prefix corresponds to a change in the departmental name, one that more accurately associates the curriculum with its educational discipline, rather than with a center that is managed by the department as is the current case. Henceforth, the Center, Learning Enhancement, as well as the departments various programs will be under the framework of the departmental name, Developmental Studies. The prefix for the courses managed and taught by the faculty of the department would change from LRNC to DVST. Current Courses: Proposed Courses: LRNC 070 Reading Skills for College Study 3cr DVST 070 Reading Skills for College Study 3cr LRNC 075 Reading and Study Skills Applications 1cr DVST 075 Reading and Study Skills Applications 1cr LRNC 090 Introduction to College Math I 3cr DVST 090 Introduction to College Math I 3cr LRNC 091 Developmental Mathematics, Arithmetic Operations 1cr DVST 091 Developmental Mathematics, Arithmetic Operations 1cr LRNC 092 Developmental Mathematics, Elemental Topics 1cr DVST 092 Developmental Mathematics, Elemental Topics 1cr LRNC 093 Developmental Mathematics, Elements of Algebra 1cr DVST 093 Developmental Mathematics, Elements of Algebra 1cr LRNC 095 Introduction to College Math II 3cr DVST 095 Introduction to College Math II 3cr LRNC 110 Introduction to Critical Reading and Thinking 2cr DVST 110 Introduction to Critical Reading and Thinking 2cr LRNC 150 Introduction to Higher Education 1cr DVST 150 Introduction to Higher Education 1cr LRNC 160 Learning Strategies 1cr DVST 160 Learning Strategies 1cr LRNC 170 Career Exploration 1cr DVST 170 Career Exploration 1cr LRNC 201 Vocabulary Expansion 2cr DVST 201 Vocabulary Expansion 2cr DVST 281 Special Topics var-1-3cr FOR ACTION APPROVED 1. Department of MarketingNew Course MKTG 442 Social Cause Marketing for Non-Profit Organizations Prerequisite: MKTG 320 or permission of instructor 3c-0l-3cr Developed to prepare managers of non-profit organizations and those whose mission is to plan and implement strategies for social change in society. Topics and activities will focus on strategic and tactical marketing approaches, planning and organizing for effective control of market performance of non-profit organizations and programs. Rationale: This course is an elective in the Marketing Department intended for Marketing majors or those interested in social cause marketing for nonprofits. There is a distinct difference in the marketing approach to products, services and social cause ideas and therefore the content cannot be incorporated into an existing course. 2. College of Humanities and Social SciencesProgram Revisions a. Asian Studies Minor Current Program: Proposed Program: Asian Studies--Minor (1, 2) Required Course: ASIA 200 Introduction to Asian Studies Category A: Exclusively Asia-Focused: (3) ANTH/SOC 272 Cultural Area Studies: China  HYPERLINK "http://www.iup.edu/registrar/catalog/course/anth.shtm" \l "ANTH 273 Cultural Area Studies: Southeast Asia" ANTH/SOC 273 Cultural Area Studies: Southeast Asia ARHI 224 Introduction to Asian Art ARHI 423 Art of Japan ARHI 425 Arts of China  HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 256 Geography of East Asia" GEOG 256 Geography of East Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 257 Geography of South and Southeast Asia" GEOG 257 Geography of South and Southeast Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 206 History of East Asia" HIST 206 History of East Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 330 History of the Islamic Civilization" HIST 330 History of the Islamic Civilization  HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 321 History of England, 1688 to Present" HIST 331 Modern Middle East HIST 332  HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" History of Early China HIST 334 History of Modern China HIST 337 History of Modern Japan LBST 499 From Genji to Godzilla  HYPERLINK "http://www.iup.edu/registrar/catalog/course/lbst.shtm" \l "LBST 499 Senior Synthesis" LBST 499 Cross-Cultural Communication with Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" PLSC 383 Political Systems: Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" PLSC 384 Political Systems: Middle East RLST 220 Buddhist Thought and Practice  HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 311 Eastern Philosophy" RLST 311 Eastern Philosophy  HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 370 Religions of China and Japan" RLST 370 Religions of China and Japan RLST 373 Advanced Studies in Buddhism  HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 375 Religions of India" RLST 375 Religions of India  HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 380 Islam" RLST 380 Islam SOC 362 Racial and Ethnic Minorities Asian Critical Languages:  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 101/151/201/251 Arabic I, II, III, IV  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 102/152/202/252 Chinese I, II, III, IV  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 105/155/205/255 Hindi I, II, III, IV  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 108/158/208/258 Japanese I, II, III, IV  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 109/159/209/259 Korean I, II, III, IV Category B: Substantially Asia-Focused: BTST 342 Intercultural Business Communication  HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 339 Economic Development I" ECON 339 Economic Development I  HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 345 International Trade" ECON 345 International Trade (Asia case study)  HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 346 International Payments" ECON 346 International Finance (Asia case study)  HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 350 Comparative Economic Systems" ECON 350 Comparative Economic Systems ENGL 344 Ethnic American Literature ENGL 396/FNLG 396 The Literature of Emerging Nations ENGL 397 Global Literature ENGL 398 Global Genres  HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 104 Geography of the Non-Western World" GEOG 104 Geography of the Non-Western World  HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 254 Geography of Russia and the Soviet Sphere" GEOG 254 Geography of Russia and the Soviet Sphere  HYPERLINK "http://www.iup.edu/registrar/catalog/course/lbst.shtm" \l "LBST 499 Senior Synthesis" LBST 499 Asian American Culture MGMT 452 Comparative Management MGMT 454 International Competitiveness MGMT 459 Seminar in International Management MKTG 350  HYPERLINK "http://www.iup.edu/registrar/catalog/course/lbst.shtm" \l "LBST 499 Senior Synthesis" International Business MKTG 430 International Marketing PLSC 101 World Politics PLSC 285 Comparative Government II: Non- Western Political Systems RLST 110 World Religions  18 3 3cr 12-15 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3 3cr each 0-3 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3crAsian Studies--Minor (1, 2) Required Course: ASIA 200 Introduction to Asian Studies Category A: Exclusively Asia-Focused: ANTH/SOC 272 Cultural Area Studies: China  HYPERLINK "http://www.iup.edu/registrar/catalog/course/anth.shtm" \l "ANTH 273 Cultural Area Studies: Southeast Asia" ANTH/SOC 273 Cultural Area Studies: Southeast Asia ARHI 224 Introduction to Asian Art ARHI 423 Art of Japan ARHI 425 Arts of China  HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 256 Geography of East Asia" GEOG 256 Geography of East Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 257 Geography of South and Southeast Asia" GEOG 257 Geography of South and Southeast Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 206 History of East Asia" HIST 206 History of East Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 330 History of the Islamic Civilization" HIST 330 History of the Islamic Civilization  HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 321 History of England, 1688 to Present" HIST 331 Modern Middle East HIST 332  HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" History of Early China HIST 334 History of Modern China HIST 337 History of Modern Japan LBST 499 From Genji to Godzilla  HYPERLINK "http://www.iup.edu/registrar/catalog/course/lbst.shtm" \l "LBST 499 Senior Synthesis" LBST 499 Cross-Cultural Communication with Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" PLSC 383 Political Systems: Asia  HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" PLSC 384 Political Systems: Middle East RLST 220 Buddhist Thought and Practice  HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 311 Eastern Philosophy" RLST 311 Eastern Philosophy  HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 370 Religions of China and Japan" RLST 370 Religions of China and Japan RLST 373 Advanced Studies in Buddhism  HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 375 Religions of India" RLST 375 Religions of India  HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 380 Islam" RLST 380 Islam Asian Critical Languages:  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 101/151/201/251 Arabic I, II, III, IV  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 102/152/202/252 Chinese I, II, III, IV  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 105/155/205/255 Hindi I, II, III, IV  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 108/158/208/258 Japanese I, II, III, IV  HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 109/159/209/259 Korean I, II, III, IV Category B: Substantially Asia-Focused: BTST 342 Intercultural Business Communication  HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 339 Economic Development I" ECON 339 Economic Development I  HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 345 International Trade" ECON 345 International Trade (Asia case study)  HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 346 International Payments" ECON 346 International Finance (Asia case study)  HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 350 Comparative Economic Systems" ECON 350 Comparative Economic Systems ENGL 344 Ethnic American Literature ENGL 396/FNLG 396 The Literature of Emerging Nations ENGL 397 Global Literature ENGL 398 Global Genres  HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 104 Geography of the Non-Western World" GEOG 104 Geography of the Non-Western World  HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 254 Geography of Russia and the Soviet Sphere" GEOG 254 Geography of Russia and the Soviet Sphere  HYPERLINK "http://www.iup.edu/registrar/catalog/course/lbst.shtm" \l "LBST 499 Senior Synthesis" LBST 499 Asian American Culture MGMT 452 Comparative Management MGMT 454 International Competitiveness MGMT 459 Seminar in International Management MKTG 350  HYPERLINK "http://www.iup.edu/registrar/catalog/course/lbst.shtm" \l "LBST 499 Senior Synthesis" International Business MKTG 430 International Marketing PLSC 101 World Politics PLSC 285 Comparative Government II: Non- Western Political Systems RLST 110 World Religions SOC 362 Racial and Ethnic Minorities  18 3 3cr 12-15 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3 3cr each 0-3 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr(1) The topics in such courses as ENGL 399 Major Global Authors, HIST 403 Topics in Non-Western History, and ITST 281 Special Topics in Non- Western Studies vary (check with instructor). When concerned with Asian Studies, these courses can count towards the Asian Studies Minor with the approval of the program coordinator. (2) With the program coordinators approval, 3cr of an internship (493) may be counted towards the Asian Studies Minor. (3) Courses need to be in at least two different prefixes. _______________________________________________ For further information on the Asian Studies Minor, contact the College of Humanities and Social Sciences, 201 McElhaney Hall, 724-357-2280.(1) The topics in such courses as ENGL 399 Major Global Authors, HIST 403 Topics in Non-Western History, and ITST 281 Special Topics in Non-Western Studies vary (check with instructor). When concerned with Asian Studies, these courses can count towards the Asian Studies Minor with the approval of the program coordinator. (2) With the program coordinators approval, 3cr of an internship (493) may be counted towards the Asian Studies Minor. (3) Courses need to be in at least two different prefixes. ______________________________________________ For further information on the Asian Studies Minor, contact the College of Humanities and Social Sciences, 201 McElhaney Hall, 724-357-2280. Rationale: SOC 362 was accidentally placed in the exclusively Asian Focused list instead of the substantially Asian Focused list on the April 2005 Senate Agenda. b. Womens Studies Minor APPROVED Current Program: Minor Womens Studies 15 Proposed Program: Minor Womens Studies 15  Required Course: Required Course:WMST 200 Introduction to Womens Studies 3crWMST 200 Introduction to Womens Studies 3cr  Students receive approval for specified course of study from the following: (1) Students receive approval for specified course of 12 study from the following: (1)ANTH 350 Anthropology of Women 3crANTH 350 Anthropology of Women 3crCRIM 450 Women in Crime 3crCRIM 450 Women in Crime 3crENGL 225 Introduction to Literature by Women 3crENGL 225 Introduction to Literature by Women 3crENGL 336 Language, Gender and Society 3crENGL 336 Language, Gender and Society 3crENGL 385 Advanced Womens Literature 3crENGL 385 Advanced Womens Literature 3crFRNC 301 Portraits of Women in the French Novel 3crFRNC 301 Portraits of Women in the French Novel 3crHIST 366 African-American Women 3crHIST 366 African-American Women 3crHIST 369 Women in American 3crHIST 369 Women in American 3crHIST 390 History of Women- World Cultures 3crHIST 390 History of Women- World Cultures 3crJRNL 250 Women and the Press 3crJRNL 250 Women and the Press 3crPHIL 232 Philosophical Perspectives on Love, Marriage and Divorce 3crPHIL 232 Philosophical Perspectives on Love, Marriage and Divorce 3crPSYC 379 Psychology of Human Sexuality 3crPSYC 379 Psychology of Human Sexuality 3crPSYC 411 Psychology of Women 3crPSYC 411 Psychology of Women 3crRLST 245 Women and Religion 3crRLST 245 Women and Religion 3crRLST 345 Women in the Bible 3crRLST 345 Women in the Bible 3crRLST 485 Selected Topics in Feminist Studies of Religion 3crRLST 485 Selected Topics in Feminist Studies of Religion 3crSOC 251 Sociology of Human Sexuality 3crSOC 251 Sociology of Human Sexuality 3crSOC 363 Sociology of Gender 3crSOC 363 Sociology of Gender 3crSOC 427 Spouse Abuse 3crSOC 427 Spouse Abuse 3crWMST 400 Feminist Theory 3cr WMST 430 Gender, Sexuality, and Sport: A Feminist Perspective 3crWMST 430 Gender, Sexuality, and Sport: A Feminist Perspective 3crWMST 482 Independent Study var-1-3crWMST 482 Independent Study var-1-3crXXXX 481 Special Topic (2) (offered within department) XXXX 481 Special Topic (2) (offered within a department) XXXX 493 Internship (3) var-1-3crXXXX 493 Internship (3) var-1-3cr (1) Students receive approval for a specified course of study from the above list of courses and, with permission from the director of Womens Studies, from selected womens studies courses that have been recently developed. Please see webpage, www.iup.edu/womens for current information. (2) Examples of XXXX 481 offered: ART 481 Maidens to Madonna, BTED 481 Women and Business, and WMST 481 Special Topics in Womens Studies. (3) Internships (up to 3cr) may be counted towards the minor (1) Students receive approval for a specified course of study from the above list of courses and, with permission from the director of Womens Studies, from selected womens studies courses that have been recently developed. Please see webpage, www.iup.edu/womens for current information. (2) Examples of XXXX 481 offered: ART 481 Maidens to Madonna, BTED 481 Women and Business, and WMST 481 Special Topics in Womens Studies. (3) Internships (up to 3cr) may be counted towards the minor Rationale: WMST 400 Feminist Theory was approved last year as a new course. We did not at the time do a program revision to include this as an option for the Womens Studies minor and are now resolving that. 3. Department of Communications MediaNew Course and Program Revision a. New Course: TABLED COMM 410 Media Promotion 3c-0l-3cr Prerequisite: COMM 150 Designed to teach students the promotions processes used by promotion directors at radio stations, television stations and cable outlets. Emphasis will be placed on demographic and psychographic targeting, purpose and application. Students will be involved in a project to effectively promote ɫӰs on-campus radio and/or television station. This course is designed to help students understand how to build audiences in the competitive media environments of broadcasting and cable. Rationale: Students majoring in Communications Media are frequently pursuing careers in various aspects of broadcasting and electronic media. The increasing popularity of promotions as a career pursuit has prompted our department to offer courses to better prepare students for this career path. Of the approximately 150 Communications Media students completing internships in the summer of 2005, 40 are interning in promotions departments of radio or television stations. While the course content is currently specific to broadcast media, we have chosen not to put the term broadcast in the course title as we will also be discussing cable television promotion, which by definition is not broadcast. b. Program Revision: APPROVED Rationale: Four existing Communications Media courses are being added to the list of requirements under the heading Minimum of two production courses from the following: We propose to add the word production to this heading to better identify the category requirement for students. The four courses listed below meet the departments approved description of a production course and are appropriate for inclusion in this category. Those courses are: COMM 405 Process of Digital Game Development, COMM 408 Media Field Studies, COMM 447 Animation, and COMM 474 Documentary Photography. This program change provides more options for students to fulfill their production course requirement. The addition of the word production in the category heading makes it clearer to students that the courses in this list fulfill their production requirement. Current Program: Bachelor of Science-Communications MediaProposed Program: Bachelor of Science-Communications Media Liberal Studies: As outlined in Liberal Studies section 51 with the following specifications: Mathematics: 3cr Social Science: PSYC 101 *Liberal Studies electives: 6cr, BTED/COSC/IFMG 101 (to be taken in the freshman year), no courses with COMM prefix. Major: 42 Required courses: COMM 101 Communications Media in American Society 3cr COMM 150 Aesthetics and Theory of Communications Media 3cr COMM 395 Career Planning 1cr COMM 475 Senior Portfolio Presentation 1cr COMM 493 Internship (summer only) 6, 9, or 12cr Minimum of one course from the following: COMM 302 Research in Communications Media 3cr COMM 303 Scriptwriting 3cr COMM 330 Instructional Design for Training and 3cr Development COMM 403 Broadcast Newswriting 3cr Minimum of two courses from the following:Liberal Studies: As outlined in Liberal Studies section 51 with the following specifications: Mathematics: 3cr Social Science: PSYC 101 Liberal Studies electives: 6cr, BTED/COSC/IFMG 101 (to be taken in the freshman year), no courses with COMM prefix. Major: 42 Required courses: COMM 101 Communications Media in American Society 3cr COMM 150 Aesthetics and Theory of Communications Media 3cr COMM 395 Career Planning 1cr COMM 475 Senior Portfolio Presentation 1cr COMM 493 Internship (summer only) 6, 9, or 12cr Minimum of one course from the following: COMM 302 Research in Communications Media 3cr COMM 303 Scriptwriting 3cr COMM 330 Instructional Design for Training and Development 3cr COMM 403 Broadcast Newswriting 3cr Minimum of two production courses from the following:COMM 240 Communications Graphics 3cr COMM 249 Basic Audio Recording Techniques 3cr COMM 251 Television Production 3cr COMM 271 Beginning Photography 3cr COMM 340 Advanced Communication Graphics 3cr COMM 349 Radio Production 3cr COMM 351 Advanced Video Production 3cr COMM 371 Photography II: The Print 3cr COMM 440 Multimedia Production 3cr COMM 449 Advanced Audio Recording Techniques 3cr COMM 451 Broadcast News Process 3cr COMM 471 Electronic Imaging 3cr Controlled Electives: 13-19cr Other COMM elective courses including courses from the above lists not taken as part of those requirements. Other Requirements: 21 Courses outside Communications Media that augment the students major course of study (advisor approval) Free Electives: 6 (#) Total Degree Requirements: 120 (#) A maximum of 12cr of COMM 493 can be applied to requirements for graduation. COMM 240 Communications Graphics 3cr COMM 249 Basic Audio Recording Techniques 3cr COMM 251 Television Production 3cr COMM 271 Beginning Photography 3cr COMM 340 Advanced Communication Graphics 3cr COMM 349 Radio Production 3cr COMM 351 Advanced Video Production 3cr COMM 371 Photography II: The Print 3cr COMM 405 Process of Digital Game Development 3cr COMM 408 Media Field Studies 3cr COMM 440 Multimedia Production 3cr COMM 447 Animation 3cr COMM 449 Advanced Audio Recording Techniques 3cr COMM 451 Broadcast News Process 3cr COMM 471 Electronic Imaging 3cr COMM 474 Documentary Photography 3cr Controlled Electives: 13-19cr Other COMM elective courses including courses from the above lists not taken as part of those requirements. Other Requirements: 21 Courses outside Communications Media that augment the students major course of study (advisor approval) Free Electives: 6 (#) Total Degree Requirements: 120 (#) A maximum of 12cr of COMM 493 can be applied to requirements for graduation.  4. Department of Human Development and Environmental StudiesNew Courses, Catalog Description Change, and Program Revisions a. Program Revision: APPROVED Current Program: Bachelor of Science Child Development/ Family Relations Proposed Program: Bachelor of ScienceChild and Family StudiesLiberal Studies: As outlined in the Liberal Studies section with the following specifications: Mathematics: 3cr Social Science: ANTH 110, PSYC 101, SOC 151 Liberal Studies Electives: 6cr, CNSV 315, no courses with CDFR prefix Major: Required Courses: CDFR 218 Child Development CDFR 224 Marriage and Family Relations CDFR 317 Infant Development CDFR 321 Preschool Education CDFR 324 Family Dynamics CDFR 418 Advanced Child Development CDFR 419 Teaching in Child Development Centers CDFR 422 Early Childhood Education CDFR 424 Family Issues CDFR 426 Techniques of Parent Education CDFR 463 Family and the Community Other Requirements: Outside Courses: NURS 202 Foundations of Child Health or BIOL 155 Human Physiology and Anatomy FDNT 145 Introduction to Nutrition Free Electives: (1) Total Degree Requirements:  51 34 3cr 3cr 3cr 3cr 3cr 3cr 4cr 3cr 3cr 3cr 3cr 6-7 3cr 4cr 3cr 28-29 120Liberal Studies: As outlined in the Liberal Studies section with the following specifications: Mathematics: 3cr Social Science: ANTH 110, PSYC 101, SOC 151 Liberal Studies Electives: 6cr, CNSV 315, no courses with CDFR prefix Major: Required Courses: CDFR 218 Child Development CDFR 224 Marriage and Family Relations CDFR 310 Advanced Child Development CDFR 321 Preschool Education CDFR 322 Early Care & Education CDFR 323 Family Issues CDFR 410 Infant Development CDFR 426 Techniques of Parent Education CDFR 428 Family Dynamics CDFR 429 Teaching in Child Development Centers CDFR 463 Family and the Community Other Requirements: Outside Courses: NURS 202 Foundations of Child Health or BIOL 155 Human Physiology and Anatomy FDNT 145 Introduction to Nutrition Free Electives: (1) Total Degree Requirements:  51 34 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 4cr 3cr 6-7 3cr 4cr 3cr 28-29 120(1) Minors are encouraged in Psychology, Sociology, Educational Psychology, or Deaf Education. Internships and/or NCFR Family Life Education Certificate Program also encouraged.(1) Minors are encouraged in Psychology, Sociology, Educational Psychology, or Deaf Education. Internships and/or NCFR Family Life Education Certificate Program also encouraged. b. Catalog Description Change: Current Catalog Description: The Child Development/Family Relations program leads to a Bachelor of Science degree. Primary objectives of the program are to prepare professionals to administer and/or work in programs that entail aspects of child development and family relations; teach at the adult level; or administer human service agencies at federal, state, or local levels. The program also provides preparation for students who want to pursue graduate study in child development or family studies. Proposed Catalog Description: The Child and Family Studies program leads to a Bachelor of Science degree. Primary objectives of the program are to prepare professionals to administer and/or work in programs that entail aspects of child development and family relations; teach at the adult level; or administer human service agencies at federal, state, or local levels. The program also provides preparation for students who want to pursue graduate study in child development or family studies. Current ɫӰ students who wish to major or minor in Child and Family Studies must have an overall GPA of 2.3, after 45 credits, to be accepted formally by the department. Students transferring into ɫӰ with fewer than 45 credits must have a GPA of 2.3 upon completion of 45 credits total (transfer plus ɫӰ credits). Students transferring into ɫӰ with greater than 45 credits must have a GPA of 2.3 upon completion of their first semester. Rationale: The Child and Family Studies program leads to a Bachelor of Science degree. Primary objectives of the program are to prepare professionals to administer and/or work in programs that entail aspects of child development and family relations; teach at the adult level; or administer human service agencies at federal, state, or local levels. The program also provides preparation for students who want to pursue graduate study in child development or family studies. Program name change: In a recent review of programs like ours in institutions of higher education in the United States, we found that 16 of 31 programs were titled Child and Family Studies. In order to stay current in our field and to be recognizable to prospective students, we believe it is necessary to change our program title to one that is held by the majority of programs in our field. Renumbering of courses and changing prerequisites: In light of recent research findings in the field of early childhood education and proposed changes by the Pennsylvania Department of Education for early childhood programs, the Child and Family Studies program has revised their curriculum. The backdrop for proposed program and curricular changes includes research demonstrating two inter-related findings: (1) the long-term benefits of high-quality early childhood education programs to children and to society (more specifically research on the impact of the environment and brain development in the first years of life): and (2) the importance of more qualified staff to achieve those long-term benefits. In addition, with the increase in pre-kindergarten and four-year old kindergarten programs throughout the United States and the Pennsylvania Department of Educations proposed changes for pre-kindergarten to third grade programming, it becomes imperative that early childhood programs set standards that will ensure high-quality early childhood education. Therefore, the Child and Family Studies program has carefully reviewed all courses and realigned the curriculum so each level of coursework (e.g., 200, 300, 400) builds upon the previous level. The program also seeks to establish a base level standard to ensure comprehension of content and high level of skills and abilities of students. This standard includes the demonstration of competence for 200 and 300 level classes with a grade of C or above, thus facilitating synthesis of information in 400 level courses. The curriculum revision also addresses entrance into the major. Current ɫӰ students who wish to major or minor in Child and Family Studies must have an overall GPA of 2.3, after 45 credits, to be accepted formally by the department. Students transferring into ɫӰ with fewer than 45 credits must have a GPA of 2.3 upon completion of 45 credits total (transfer plus ɫӰ credits). Students transferring into ɫӰ with greater than 45 credits must have a GPA of 2.3 upon completion of their first semester. c. New Courses: APPROVED 1) Proposed Catalog Description: INDS 230 Presentation for Interior Design 1c-3l-3cr Prerequisite: INDS 118 A studio, project-based, course introducing visualization approaches used for design criticism and professional presentations of interior design. Focuses on three-dimensional drawing including, perspective, isometric, and section drawings as well as the use of color to create depth and understanding of two-dimensional drawings. Rationale: This course is designed for sophomore level interior design majors. The course content is currently being taught as a small part of INDS 118. To address concerns raised by the FIDER and NASAD site teams this course is being proposed to focus greater attention on the content. 2) Proposed Catalog Description: INDS 240 Three-Dimensional Design for Interior Design 1c-3l-3cr Prerequisite: INDS 118 An introduction to three-dimensional design thinking and presentation. Exploratory exercises strengthen three-dimensional conceptual skills of interior space. Technical studies investigate presentation techniques, model-making, spatial theory analysis, and vocabulary. Rationale: This course is designed for sophomore level interior design majors. The course content is currently being taught in ART 213 Woodworking: Function and Form. To address concerns raised by the FIDER and NASAD site teams this course is being proposed to meet their accrediting standards. d. Program Revision: APPROVED Current Program: Bachelor of Science Interior Design Proposed Program: Bachelor of Science Interior DesignLiberal Studies: As outlined in the Liberal Studies section with the following specifications: Fine Arts: ARHI 101 Humanities-Philosophy or Religious Studies: PHIL 223 recommended Mathematics: MATH 101 or higher Natural Science: SCI 105-106 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 6cr, ARHI 205 or 207, ECON 122, no courses with INDS prefix Major: Required Courses: FSMR 314 Textiles INDS 105 Introduction to Interior Design INDS 118 Drafting for Construction I INDS 205 Color Theory and Application INDS 218 Drafting for Construction II INDS 305 Interior Lighting INDS 310 Human Factors in Interior Design INDS 313 Materials and Finishes INDS 315 Residential Design I INDS 319 Residential Design II: Kitchen, Bath, Media Room. Design INDS 370 Development of Design I INDS 380 Development of Design II INDS 405 Interior Design Professional Practice INDS 464 Contract Design I INDS 465 Contract Design II Other Requirements: Outside Concentration: Business: BTST 105, MKTG 320 Art: ART 120, 213; One course from the following: ART 214, 215, 216, 218, 219 Free Electives: Total Degree Requirements:  51 45 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 14 6cr 8cr 10 120Liberal Studies: As outlined in the Liberal Studies section with the following specifications: Mathematics: MATH 101 or higher Humanities: PHIL 223 recommended Fine Arts: Fulfilled by ARHI 205 Natural Science: SCI 105-106 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 6cr, ARHI 207, ECON 122 no courses with INDS prefix Major: Required Courses: FSMR 314 Textiles INDS 105 Introduction to Interior Design INDS 118 Drafting for Construction I INDS 205 Color Theory and Application INDS 218 Drafting for Construction II INDS 230 Presentation for Interior Design INDS 240 Three-Dimension Design for Interior Design INDS 305 Interior Lighting INDS 310 Human Factors in Interior Design INDS 313 Materials and Finishes INDS 315 Residential Design I INDS 319 Residential Design II: Kitchen, Bath, Media Room. Design INDS 370 Development of Design I INDS 380 Development of Design II INDS 405 Interior Design Professional Practice INDS 464 Contract Design I INDS 465 Contract Design II Other Requirements: Outside Concentration: Business: BTST 105, MKTG 320 Art: ART 114; Two courses from the following: ART 213, 214, 215, 216, 218, 219 Free Electives: Total Degree Requirements:  51 51 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 15 6cr 9cr 3 120 Rationale: The University is applying for accreditation from the National Association of Schools of Art and Design (NASAD) and the Interior Design program is also applying for accreditation from the Foundation of Interior Design Education Research (FIDER). Both accrediting bodies have been on campus for a site visit. From the reports the weaknesses in the Interior Design program are in the areas of breadth and depth of Art History knowledge and color and two and three dimensional design related to Interior Design. The changes in the Studio Art and Art History component have been made in consultation with the Art Department. By requiring ARHI 205 instead of ARHI 101 and ARHI 207 instead of a choice of a choice of ARHI 205 or 207 we are strengthening the Art History knowledge for the Interior Design students. Requiring the two courses instead of just one will give breadth and depth in art history. ARHI 205 as the Liberal Studies Fine Arts is the same as is required for the Bachelor of Arts-Art/Studio major. To address concerns raised by the FIDER, and NASAD site teams INDS 230 Presentation for Interior Design and INDS 240 Three-Dimensional Design for Interior Design are being proposed and required in the program and focus on the content that will result in student proficiency in the subjects. Lastly to strengthen the students knowledge in color and two dimensional design the art concentration courses have been increased and altered. 5. College of Fine ArtsNew Track APPROVED Bachelor of Arts-Interdisciplinary Fine Arts/Dance Arts Track Liberal Studies: As outlined in Liberal Studies section with 53 the following specifications: Fine Arts: MUHI 101 Liberal Studies Electives: 9cr Major: (1) 35-39 Required courses: Dance: 9 DANC 102 Introduction to Dance 3cr DANC 351 Choreography 3cr DANC 355 Dance Production: Administration to Creation 3cr Dance Technique: 17-21 DANC 250 Beginning Modern Dance or 3cr DANC 475 Studio Modern DANC 260 Beginning Jazz Dance or 3cr DANC 485 Dance Studio Jazz DANC 270 Beginning Ballroom and Tap Dance or 3cr DANC 485 Dance Studio Ballroom and Tap DANC 280 Beginning Ballet or 3cr DANC 485 Dance Studio Ballet DANC 290 Ethnic Dance 3cr THTR 486 Practicum in Production (2) 2-6cr Theater: Choose from one of the following: 3 THTR 116, 122, 221, or 223 3cr Ensemble/Production/Exhibition Requirements: 6 MUSC 126 Music Theater 1-3cr THTR 486 Practicum in Production (Dance, Theater, Musical or Opera) 1-3cr THTR 486 Practicum in Production: Senior Project 1-3 cr Controlled Electives: (As Advised) 7-11 ART 112 Fundamentals of Drawing 3cr ART 113 Three-Dimensional Design 3cr ART 215 Sculpture 3cr DANC 353 Dance Curriculum and Instruction 3cr DANC 485 Dance Studio: Modern 3cr DANC 485 Dance Studio: Ballet 3cr DANC 485 Dance Studio: Ballroom and Tap 3cr DANC 485 Dance Studio: Jazz 3cr FSMR 456 Historic Costume 3cr HPED 221 Human Structure and Function 3cr MUSC 110 Fundamentals of Theory 3cr MUSC 115 Theory I 3cr MUSC 126 Music Theater 1cr THTR 116 Fundamentals of Theatrical Design 3cr THTR 122 Costume Workshop 3cr THTR 221 Basic Stage Lighting 3cr THTR 223 Makeup for the Stage 3cr THTR 321 Stage Lighting Design 3cr THTR 322 Costume Design 3cr THTR 486 Practicum in Production 1-3cr Free Electives: 21 Total Degree Requirements: 120 (1) The total credits for Major Required and Controlled Electives must be 46. (2) The foci of these practicum options could be in dance, theater, musical or opera. In addition, at least 2 credits would be required for a senior thesis project in practicum in dance production. Rationale: Dance is a performance fine art form which involves not only the development of the dancers body as the artists primary instrument but also a full collaboration with the theater arts (primarily in costume, lights and makeup) and the music arts. b. Catalog Description for Track: Dance Arts Track________________________________________________________________ Interdisciplinary Fine Arts/Dance Arts Track focuses on the art of dance with a primary integration of dance and theater and a secondary integration of music and/or art. Students can be admitted to this track after completion of both dance and theater auditions and/or interviews. 6. Department of Technology Support and TrainingCourse Revision APPROVED Current Catalog Description: BTST 402 Web Site Development and Administration 3c-01-3cr Prerequisite: BTED/COMM/COSC/IFMG/LIBR 201 or instructor permission Guides through a hands-on, step by step process of creating an attractive, well-designed website for an enterprise. Teaches how to install and configure a WWW server, publish web pages using the latest tools, and set up mechanisms to manage and update a website and content. Proposed Catalog Description: BTST 402 Web Site Development and Administration 3c-01-3cr Guides through a hands-on, step by step process of creating a well-designed web site for an enterprise. Teaches how to install and configure a WWW server, publish web pages using the latest tools, and set up mechanisms to manage and update a website and content. Rationale: The department is removing the course prerequisite to better serve the needs of our students and MIS students who often double-major in Business Technology Support by giving them greater flexibility of choice in program electives. A minor editorial correction was made in the course description to better reflect the content of the course and the course has been updated to reflect technological changes. University-Wide Graduate Committee (Senators LaPorte and Williamson) FOR INFORMATION The University-Wide Graduate Committee approved the renumbering of ECON 720 (a doctoral-level course) to ECON 820, in accordance with the Senate-approved graduate course renumbering plan: ECON 720: Managerial Economics for Decision Making & Leadership (3cr.) Renumbered as: ECON 820: Managerial Economics for Decision Making & Leadership (3cr.) FOR ACTION APPROVED The University-Wide Graduate Committee approved the renumbering of ECON 720 (a doctoral-level course) to ECON 820, in accordance with the Senate-approved graduate course renumbering plan: ECON 720: Managerial Economics for Decision Making & Leadership (3cr.) Renumbered as: ECON 820: Managerial Economics for Decision Making & Leadership (3cr.) FOR ACTION APPROVED New Program Approval Title of the Program: Master of Science in Health Services Administration Sponsoring Departments: Department of Industrial and Labor Relations Department of Nursing and Allied Health Professions Catalogue Start Term: Fall 2006 Summary: The Departments of Nursing and Allied Health Professions (NAHP) and Industrial and Labor Relations (ILR), both within the College of Health and Human Services, propose the development of a Master of Science in Health Services Administration. If approved, the Health Services Administration Master Program would be the only such program offered in the State System of Higher Education. The program would be scheduled to begin in Fall 2006. The Master of Science in Health Services Administration degree will consist of 36 credits, with 18 credits offered by the Department of NAHP and 15 credits offered by the Department of ILR. Students would choose one 3 credit elective from ɫӰ courses that are appropriate for their needs and interests as they work toward meeting the program objectives. Courses offered by the Industrial and Labor Relations, Sociology, and Psychology departments might be of particular interest for students. The Master in Health Services Administration would prepare students for a wide variety of leadership positions within health services organizations. The role of a health services administrator includes the specialized application of employment relations knowledge, the improvement of individual and public health, and the improvement of health delivery systems. This degree would prepare students for leadership roles within a wide range of not-for-profit, for-profit, and governmental organizational settings. This would be accomplished by providing students an effective balance of coursework in health services, employee relations and research methodology. NAHP offerings HSAD 555 Health Care Informatics 3 cr HSAD 605 Epidemiology in Health Services Administration 3 cr HSAD 609 Ethics and Social Issues in Health Care 3 cr HSAD 614 Health Policy 3 cr HSAD 730 Financial Management in Health Care 3 cr HSAD 761 Health Services Administration Practicum 3 cr HSAD 795* Thesis 6 cr ILR offerings HSAD 610 Employee Rights Under Law 3 cr HSAD 616 Health Law 3 cr HSAD 619 Advanced Research in Employment Relations and Health Services Administration 3 cr HSAD 631 Human Resource Management in the Public Sector 3 cr HSAD 751 Conflict Resolution 3 cr Elective** 3 cr *Students may choose to complete 33 credits in graduate Health Services Administration core courses and a 3 credit elective or 33 credits in graduate Health Services Administration and a 6 credit thesis option. Students who choose the thesis option will graduate with 39 credits. **Students may choose electives from ɫӰ courses that are appropriate for their needs and interests as they work toward meeting the program objectives. Advisors will approve elective choices. Brief Rationale for the Program: The mission of the Health Services Administration program is to prepare students with the knowledge, skills, and values required to become leaders in meeting the demands of the ever changing health service environment. The Master of Science in Health Services Administration curriculum is designed to address the competency areas as defined by the Commission on Accreditation of Healthcare Management Education (CAHME) and to prepare practitioners interested in pursuing a career as health service administration generalists. In addition, the proposed Master of Science in Health Services Administration will contribute to the Universitys mission to develop a strong and distinctive graduate program with high academic standards that will meet national accreditation standards set forth by the Commission on Accreditation of Healthcare Management Education (CAHME). Catalog Description: The program leading to a Master of Science degree in Health Services Administration is designed to prepare the graduate for leadership roles within a wide range of not-for-profit, for-profit, and governmental healthcare organization settings. Coursework prepares students in the specialized application of management knowledge, in the improvement of individual and public health, and in the improvement of health delivery systems. Upon completion of the degree the student is prepared to: ( Use various financing systems, organizational structures, and market strategies to achieve optimum performance in health care organizations ( Exhibit leadership skills in conflict resolution, human resource management, change theory, interpersonal relations and effective communications. ( Manage information resources, including the statistical and non-statistical analysis to assist in effective decision making. ( Analyze the ethical and legal imperatives influencing health care. ( Analyze the health of populations, determinants of health, and health risks and behaviors in diverse populations. ( Analyze legislative regulation and political processes and their impact on the health care services. Conduct research that addresses health care issues and focuses on outcome measurements. Coursework provides the theoretical and practical knowledge required for health services administrators in diverse settings within a rapidly changing health care system. Administrators assume leadership roles in planning, organizing, and implementing services across the spectrum of health care settings. Admission Requirements Admission Criteria Required: Bachelors degree from an accredited institution of higher learning. Minimum QPA of 3.0 if graduated with a BS or BA within 5 years of the application date. If the bachelors degree is older than five years, the minimum QPA required is 2.6. Evidence of coursework in statistics and research methodology and design. Two letters of recommendation. If bachelors degree was earned within 5 years, at least one letter must be from a faculty member or the dean/director of undergraduate program. If degree is older than five years, both letters must be from employers or professional colleagues. Personal letters of recommendation are not acceptable. Satisfactory professional essay (minimum two typewritten pages) to include a description of: A significant professional accomplishment Expectations of graduate study Career goals Additional requirement for foreign students: Evidence of fluency in English as required by the School of Graduate Studies and Research. Health Services Administration_________________________________________36 cr HSAD 555 Health Care Informatics 3 cr HSAD 605 Epidemiology in Health Services Administration 3 cr HSAD 609 Ethics and Social Issues in Health Care 3 cr HSAD 610 Employee Rights Under Law 3 cr HSAD 614 Health Policy 3 cr HSAD 616 Health Law 3 cr HSAD 619 Advanced Research in Employment Relations and Health Services Administration 3 cr HSAD 631 Human Resource Management in the Public Sector 3 cr HSAD 730 Financial Management in Health Care 3 cr HSAD 751 Conflict Resolution 3 cr HSAD 761 Health Services Administration Practicum 3 cr HSAD 795* Thesis 6 cr Elective** 3 cr *Students may choose to complete 33 credits in graduate Health Services Administration core courses and a 3 credit elective or 33 credits in graduate Health Services Administration and a 6 credit thesis option. Students who choose the thesis option will graduate with 39 credits. ** Students may choose electives from ɫӰ courses that are appropriate for their needs and interests as they work toward meeting the program objectives. Advisors will approve elective choices. Catalog Descriptions Revised Courses and Cross Listings: Old: NURS 555 Introduction to Nursing Informatics 3 cr. Introduces and provides overview in the application of the disciplines of nursing science, computer science, and information science in collecting, processing, and managing information to promote decision making in nursing. New: NURS/HSAD 555 Health Care Informatics 3 cr. This is an introductory and overview course in the application of the disciplines of health sciences, computer science and information science in collecting, processing, and managing information to promote decision making in health care. Old: NURS 614 Health Care Organizations and Policy 3 cr. Provides an overview of the health care delivery system. Students will analyze federal and state regulatory processes/policies as they affect health services. The history, current status, and future directions of health policies will be explored within their social, ethical, economic, and political contexts. The influence of nursing on policy development will be evaluated. New: NURS/HSAD 614 Health Policy 3 cr. This course focuses on the legislative, regulatory and political processes that impact health services in the United States. Students will examine their role in health policy development at the federal, state, and local levels. Selected policies will be analyzed for their effect on health care delivery. The influence of U.S. policy on the health of those in other countries will be explored. Old: NURS 730 Financial Management in Health Care 3 cr. Provides an overview of the financial decision-making processes used by health care managers in a rapidly changing financial environment. Emphasis will be on assessing and developing financial plans and making financial decisions in a variety of health care settings. Prerequisite: NURS 619. New: NURS/HSAD 730 Financial Management in Health Care 3 cr. This course will provide an opportunity for students to examine the financial decision-making processes used by health care administrators. Emphasis will be on understanding health care payment systems, assessing and developing financial plans, and making financial decisions in a variety of health care settings. Old: ILR 610 Employee Rights Under Law 3 cr. A review of the legislated rights and benefits of employees in terms of their impact on labor and management in the collective bargaining process. New: ILR/HSAD 610 Employee Rights Under Law 3 cr. This course provides a review of the major legislative rights and benefits available to employees under law in terms of their impact on labor and management in the employment relationship. The main focus of this course will be the analysis and application of state and federal employment laws. Old: ILR 619 Research Methods in Industrial and Labor Relations 3 cr. Nature of and major outlets for contemporary research in labor relations, as well as the historical development of research in the field. Elements of statistics and quantitative interpretations are introduced. New: ILR/HSAD 619 Advanced Research in Employment Relations and Health Services Administration 3 cr. The course will be to provide students with the advanced knowledge needed to understand the process of research development, effectively evaluate research studies, interpret common statistical information, use the statistical package for social sciences, and develop and execute a research project. Old: ILR 631 Human Resources Management in the Public Sector 3 cr. Human resource management systems with a special examination of public sector organizations. New: ILR/HSAD 631 Human Resource Management in the Public Sector 3 cr. This course will provide students with an in-depth analysis of human resource management with a special examination of public sector organizations. The course will emphasize the job functions and issues facing the Human Resource professional and organizations. Course topics include the current environment in human resources, the acquisition and preparation of human resources, the assessment and development of Human Resource Management (HRM), the strategies involved in compensation administration, and collective bargaining and labor relations issues in the public sector. Old: ILR 651 Conflict Resolution 3 cr. An applied course focusing on the resolution of conflict between groups by a third party. Specifically examined are the techniques of negotiation, mediation, and conciliation. Simulation and role play are utilized as well as readings in theory and case study. New: ILR/HSAD 751 Conflict Resolution 3 cr. This course will provide students with an in-depth analysis of conflict resolution in many settings, primarily in the employment relationships. The student will be exposed to the current environment surrounding conflict resolution; the legal, ethical, and emotional issues that are common in disputes; and the format by which employment disputes are resolved. Catalog Descriptions New Courses: HSAD 605 Epidemiology in Health Services Administration 3 cr. This course addresses the concepts and methods of epidemiology as they apply to a variety of health events. Examines concepts of epidemiology, identifies data sources and interprets epidemiological research findings. Issues in the application of epidemiology to health services administration are addressed. HSAD 609 Ethics and Social Issues in Healthcare 3 cr. This course explores ethical imperatives as they apply to the provision of health services in the 21st century. Selected ethical frameworks provide the structure to analyze emerging cultural and societal issues impacting the delivery of healthcare services. The provision of health services to vulnerable populations, as well as rural health issues, will be of particular interest. HSAD 616 Health Law 3 cr. This course focuses on legal language, tort law, legal issues and legal sanctions of state and national health care laws as applied to individuals and organizations. Through lectures, discussions, readings and presentations students will learn to solve problems of health care administration within the current health care legal system, and develop an understanding of the legal issues present within the current health care field. HSAD 761 Health Services Administration Practicum 3 cr. This capstone course provides a culminating educational experience. The student will work with a mentor in a health service organization. In this capstone course of the Health Services Administration program the student will be required to design, implement, and evaluate a project utilizing the skills and knowledge acquired through the program, and reflecting professional values and critical thinking developed during the course of study. HSAD 795 Thesis 3-6 cr. FOR ACTION APPROVED Economics Department Addition of Course Prerequisites for ECON 633 Old Catalog Description: ECON 633 Managerial Microeconomic Applications 3 cr. Develops analytical tools from microeconomic theory that can be practically applied to improve managers' decision-making abilities. Special emphasis is placed on optimizing pricing, production, and performance evaluation decisions using available analytical and quantitative tools, including economic theory, regression, and visualization techniques. New Catalog Description: ECON 633 Managerial Microeconomic Applications 3 cr. Develops analytical tools from microeconomic theory that can be practically applied to improve managers' decision-making abilities. Special emphasis is placed on optimizing pricing, production, and performance evaluation decisions using available analytical and quantitative tools, including economic theory, regression, and visualization techniques. Prerequisites: ECON 121, ECON 122, MATH 121 or the equivalent, or permission of instructor. University Development and Finance Committee (Senator Domaraki) For Information Parking Committee Report: Two issues were discussed at the last parking committee meeting. First, the fifteen minute parking spaces near Gordon hall have been continually violated by individuals parking there for the entire day despite receiving tickets for their violations. Multiple daily ticketing in these spots is prohibited. To resolve this issue Bill Montgomery will initiate discussion with the individual scoff laws in an attempt to remedy these ongoing violations. Second, Campus Police have identified a number of students who have received a student parking permits by providing false information regarding their addresses. Campus police are continuing their investigation for the purpose of identifying those students and revoking their parking privileges. Budget Report: The ɫӰ Board of Governors has approved the 06-07 budget request that includes a 3% increase in tuition and a 6% increase in appropriations. Old Business: Information was presented regarding various capital budget and infrastructure projects that include: Fisher-Waller/2nd Phase Chiller Plant The DGS approved the preliminary plans for the project on November 2nd. Work on final construction documents is moving forward. Regional Development Center - This project is officially on hold while the DGS works on land acquisition and project reactivation issues. L. Robert Kimball and Associates and Ellerbe Becket, project architects and engineers, have completed necessary studies to identify the appropriate building placement. Cogswell Hall - This project will be completed by early January, 2006. Plans call for the Music Department and faculty to move into the building over semester break. Wilson Hall The Department of General Services has selected Renaissance 3 Architects of Pittsburgh for this renovation project. Design will begin once the delegation agreement between DGS and ɫӰ is finalized. Armstrong Campus/Wyant-Doerr Hall This project was completed on time and within budget. Punxsutawney Campus/Old Main This project is underway with the buildings outside structure being completed before bad weather arrives. Interior work will be completed over the winter and partial occupation is scheduled for May and June with full occupation scheduled for August of 06. Academic Committee (Senator Andrew) ACADEMIC COMMITTEE CHAIR: ANDREW FOR ACTION APPROVED The Senate Academic Committee moves the following individuals be approved for Professor Emeritus: Ali-Asghar Aghbar English 20 years Carole Bencich English 16 years Daniel Boone Philosophy 36 years Martha Bower English 15 years Sandra Burwell Art 33 years Charles Cashdollar History 36 years Vaughn Clay Art 36 years Trenton Ferro Adult and Comm Ed. 15 years David Foltz Spanish 16 years Donn Hedman Art 23 years Christine Kesner Interior Design 26 years Walter Laude Media Resources 26 years Judith McDonough History 12 years George Mitchell Math 21 years Alan Nelson Child Development 11 years Don Robbins Accounting 35 years Richard Rowell Technology Support 27.5 years Michael Vella English 16 years Sherrill Kuckuck Student Development 33 years FOR ACTION REMOVED FROM AGENDA Academic Integrity Policy and Procedures The Universitys academic integrity policy is part of an ongoing effort to develop a community where trust, honesty, ethical principles, and personal integrity guide interactions with others, thereby providing for orderly academic and scholarly processes. Academic integrity refers to the adherence to agreed upon moral and ethical principles when engaging in academic or scholarly pursuits. The universitys academic integrity policy is part of an ongoing effort to develop a community where trust, honesty, and personal integrity guide interactions with others. The following policy and procedures have been established to preserve the academic integrity of the university community, while also providing a process that protects the rights of students who allegedly violate this policy. Policy Types of Violations. Violations of academic integrity include, but are not limited to, the following: Providing or receiving unauthorized assistance in coursework, with lab work, theses, dissertations, or drug examinations (including qualifying and comprehensive exams) or quizzes. Using unauthorized materials or devices, such as crib notes, during examinations or quizzes. Plagiarizing papers, theses, dissertations, essays, reports, speeches and oral presentations, take-home examinations, computer projects, or other academic exercises by misrepresenting or passing off the ideas, words, formulas, or data of another as ones own. Plagiarism is dishonest and illegal. Writers are indebted to authors from whom they borrow exact words, ideas, theories, opinions, statistics, illustrative material, or facts (beyond common knowledge). Writers are also indebted if they summarize or paraphrase in their own words material from sources. All quoted material requires the acknowledgement of the source by the use of quotation marks or indentation (if exact wording is incorporated). In addition, both directly quoted and summarized material must be acknowledged by use of a note or parenthetical citation that indicates the author and/or date of publication and page number or numbers. If the writer indents a quotation, it must be clearly set off from the body of the text and must be documented in the aforesaid manner. To verify the various documentation procedures, writers should consult the style sheet in the particular discipline for which they are preparing the assignment (MLA, APA, Chicago, BC, etc.). Using the same paper or work more than once without authorization of the faculty member(s) to whom the work is being submitted. Possessing course examination materials before the administration of the exam, without the prior knowledge or consent of the instructor. Intentionally evading ɫӰ academic policies and procedures; for example, improperly processing course withdrawals, grade changes, or other academic procedures. Falsifying information, including falsification/fabrication of research data and/or statistical analyses, forging signatures on various forms and documents, or altering or adding answers on academic exercises or exams after work has been graded. Computer dishonesty as addressed by approved university computing policies including, but not limited to: Using or attempting to use computing accounts or other information for which the student is not authorized; Providing false or misleading information to obtain a computing account or access to other information resources; Attempting to obtain information resource access codes (usernames, passwords, PINs, etc.) for another users computing accounts; Sharing information resource access codes (usernames, passwords, PINs, etc.) with other individuals; Attempting to disguise the identity of a computing account or other information resource; Using or attempting to use university network resources to gain or attempt to gain unauthorized access to remote computers including, but not limited to, port scanning; Violating the terms of intellectual property rights, in particular, software license agreements and copyright laws; Using information resources to monitor another users data communications, or to read, copy, change, or delete anothers users files or software without permission of the owner; Using or installing or attempting to use or install software not properly licensed. Noncompliance by failure to comply with previously imposed sanctions for academic violations under this policy Class behavior which significantly disrupts the learning process or is a threat to others. Buying, selling, stealing, or engaging in unauthorized exchange of or improperly using any assignments, papers, or projects. Making fraudulent claims to gain academic credit or to influence testing or grading. The university reserves the right to discipline any student for any action that an ordinary, reasonable, intelligent college student knows or should know might lead to the issuance of discipline. This means the university maintains the right to issue discipline for reasonable cause. Charges of academic integrity violations may be brought by faculty members or administrators. Students who observe or become aware of a violation of academic integrity by another student are strongly encouraged to report it to a university official. A faculty member(s)/administrator(s) who believe that a student has violated an academic policy may elect to resolve the matter by Informal Resolution, by Documented Agreement, or by Formal Adjudication. Sanction(s) may not be imposed upon a student believed to have violated an academic policy without following one of these three procedures. If charges are brought, the accused student(s) shall have a fair and reasonable opportunity to answer, explain, and defend against the charges. The university shall have the burden of proof in all cases. Hearsay should not be used as the sole evidence to establish any fact necessary to establish guilt or innocence. Procedures Options for Resolution. Faculty member(s)/administrators must use one of the following options to resolve alleged violations of academic integrity. Option I: Informal Resolution. The faculty member(s)/administrator(s) and student may meet informally, normally within ten calendar days of the observation or discovery of the incident, and agree to resolve the issue without submitting any formal documentation. If the violation pertains to work being judged by a committee (examples might include dissertations and comprehensive examinations, both oral and written), the meeting must involve a majority of the committee and the resolution must be agreed to by a majority of the committee. It is in the interest of the faculty member(s)/administrator(s) and student to complete a statement that summarizes the incident, conference, and agreed-upon resolution. The factual statement should be signed by both parties and copies provided to the student and the faculty member(s)/administrator(s). By resolving the charges informally, the student waives his/her right to appeal sanctions which have been agreed upon in the resolution process. If agreement cannot be reached, or at the discretion of the faculty members(s)/administrator(s), a more formal process as outlined in this policy may be initiated. No formal record is kept if the case is satisfactorily resolved at this level. Option II: Resolution by Documented Agreement The faculty member(s)/administrator(s) may schedule a conference with the student in an attempt to agree on the facts of the case and to reach a mutually agreeable resolution. This meeting must normally be scheduled/requested within ten calendar days of the observation or discovery of the alleged violation or of the failure of resolution by Option I. If an agreement is reached, the faculty member(s)/administrator(s) must complete a Documented Agreement Form outlining the agreement and have it signed by both parties: faculty member(s)/administrator(s) and student. If the violation pertains to work such as a thesis or comprehensive examination being judged by a committee, the meeting must involve a majority of the committee and the Documented Agreement Form must be agreed to and signed by a majority of the committee and the student. Copies are distributed to the student, the faculty member(s)/administrator(s) filing the agreement, the department chair, and the Office of the Provost. The Office of the Provost will file the official documents with the Office of Student Conduct. The form must normally be filed within ten calendar days of the conference. By signing the agreement, the student waives the right to appeal the sanctions agreed upon in the conference. If the student fails to fulfill the written agreement, the faculty member(s)/administrator(s) may file an academic integrity referral against the student for noncompliance. If a prior academic integrity violation(s) for the student is on record, the matter will be referred to an Academic Integrity Board (AIB see Section D). If a documented agreement is not reached, the faculty member(s)/administrator(s) should initiate the formal adjudication process by filing an academic integrity referral form with the department chair, normally within ten calendar days of the conference with the student. Option III: Resolution by Formal Adjudication. A faculty member(s)/administrator(s) should pursue formal adjudication if: he/she cannot reach or chooses not to attempt a mutually agreeable resolution with the student regarding the facts of the case or sanctions to be imposed, he/she believes that the violation is so severe that it warrants a sanction of expulsion, suspension, involuntary withdrawal from ɫӰs academic or other programs, or awarding a failing grade on a project or examination (such as a graduate qualifying or comprehensive examination or dissertation) when resubmitting the project or retaking the examination is not possible. The faculty member(s)/administrator(s) should file an academic integrity referral form with the department chair, normally within ten calendar days of the observation or discovery of the violation or within ten calendar days of the failure to reach a resolution through Option I or Option II. If the violation pertains to work being judged by a committee, the form must be signed by a majority of the committee. The form will contain a description of the alleged violation, including the time, date, and place of occurrence, and the recommended sanction(s) if the student is found to have violated this policy. The department chair will forward a copy of the academic integrity referral to the student, normally within ten calendar days of receiving notification of the allegation, and contact the student to schedule a hearing to review the facts surrounding the allegation and recommended sanctions if the student is determined to have committed a violation. The hearing should be scheduled so as to allow the student a reasonable time to prepare a defense (normally within ten calendar days of being notified of the allegation by the department chair). This hearing will involve the student, the department chair, and the faculty member(s)/administrator(s); all parties may invite others with pertinent information. The student and the faculty member(s)/administrator(s) must be given the opportunity to submit and review written, physical, and testimonial evidence, and to question witnesses. The accused student may identify an advisor, who may be an attorney, to be present at the hearing. The advisor may only consult privately with the student. The student may waive his/her right to a hearing in writing. If so, the sanction recommended by the person filing the referral will be imposed unless the sanction is suspension or expulsion. Suspension or expulsion must be implemented by the Presidents designee. If the accused student receives proper notification of the hearing and fails to appear when the hearing has been scheduled, the hearing will be held in the students absence and the department chair will render a decision based upon factual information presented by the faculty member(s)/administrator(s). Following the hearing, the department chair will render a determination based on the information presented at the hearing. Normally within ten calendar days of the hearing, the department chair will forward a written report summarizing the hearing that includes the outcome, the factual basis for the determinations reached, and the sanction to be issued, and the appeal procedures. The original report is sent to the student with copies to the faculty member(s)/administrator(s) and Office of the Provost. The Office of the Provost will file the official documents with the Office of Student Conduct. In the event that a department chair cannot or will not fulfill the above role, or in the event that the person filing the referral is an administrator or department chair, the provost or designee will determine the appropriate individual to fulfill the department chairs role and inform the student and the faculty member(s)/administrator(s) filing charges within ten calendar days of receiving notification of allegation. If a prior academic violation(s) for the student is on record, the case must be referred to the Academic Integrity Board (see Section D, Multiple Violations). Otherwise, if there is no appeal, the recommended sanction will be imposed. Academic Integrity Board (AIB). The AIB may be asked to hear cases filed at Option III: Resolution by Formal Adjudication. In addition, the AIB will hear all cases in which appeals to the chairs decision are accepted by the provost/designee (see Appeals section C.1. and C.2.). The AIB will also review sanctions in cases of multiple violations (see section D). The AIB will be comprised of four faculty members, one of whom will chair the board, and two students. A quorum requires the presence of four persons, at least one of whom must be a student. All members, including the chair, are voting members. When an AIB hearing is called, the AIB will be convened by the provost/designee. The accused student shall be notified of the time, date, and place of the hearing and the names of those AIB members scheduled to review his/her case. If the hearing is an appeal, this notification will also include details of the charges, including the time, date, and place of the alleged offense(s) and the recommended sanction(s). If the hearing is a review of sanctions in a multiple violation case (see Section D), the notification should also indicate that more severe sanctions might be imposed. The hearing should be scheduled no sooner than ten calendar days from the date of notification to the student. Prior to the hearing a student appearing before an AIB may, with good cause, challenge any member on the board sitting in judgment of his/her particular case. When such a challenge is made, an alternate member will be appointed to the AIB. The AIB will review all material and hear all evidence pertinent to the case from the accused and all witnesses. Members of the AIB shall be free to ask relevant questions to clarify information or resulting issues. The student shall have a fair and reasonable opportunity to answer, explain, and defend against information and witnesses statements presented at the hearing. The student should shall also have the opportunity to submit written, physical, and testimonial evidence, and to call relevant witnesses on his/her behalf. The accused student may identify an advisor, who may be an attorney, to be present at the hearing. The advisor may only consult privately with the student. After hearing all evidence, the AIB will privately make its decision based upon the evidence presented. A majority vote of the AIB shall be required for any decision. If the AIB finds that the student more likely than not committed the misconduct or infraction, and the student has no prior academic violation(s) on record, it may accept, reduce (but not increase), or modify the recommended sanction. If the student does have a prior academic violation(s) on record, the AIB may increase the recommended sanction (see Section D, Multiple Violations). If the student waives his/her right to a hearing in writing, or chooses not to appear at the AIB hearing, the case will be adjudicated based upon the evidence presented at the scheduled hearing. All hearings are closed unless the student requests an open hearing in writing . The AIB chair has the authority to make the final decision regarding access of spectators at the hearing. The AIB must submit a written report of the decision, normally within ten calendar days to the Provost/designee who will forward the decision to the involved parties. Appeals. These appeal procedures apply to cases resolved through formal adjudication. Cases of academic integrity that are resolved through informal resolution or documented agreement cannot be appealed. If, after receiving the department chairs report on the outcome of the hearing, the faculty member(s)/administrator(s) or the student disagrees with the decision, the sanction, or both, he/she may appeal to the provost/designee, normally within ten calendar days of receiving the report. This appeal must be in writing and describe in detail the grounds for the appeal. These reasons my include the following: Denial of a fair and reasonable hearing. New evidence (applies when there is an acceptable reason why the information was not presented at the original hearing). Excessively harsh sanctions. Students cannot appeal on the basis of excessively harsh sanctions if the sanctions are specified on the course syllabus, have the prior approval of the department, and apply only to the specific course in which the alleged violation occurred. The provost/designee may deny the appeal or direct the appeal to be heard by an AIB within ten calendar days. All appeals involving sanctions of involuntary withdrawal from part of ɫӰs academic or other programs, suspension, or expulsion will be heard by an AIB. Unless the recommended sanction is suspension or expulsion, the decision of the AIB is final and will be implemented by the provost/designee. Suspension or expulsion may be recommended by the AIB but can only be implemented by Presidents designee, who is responsible for verifying that due process was followed. Multiple Violations Information about prior violations is not relevant to determining whether a student violated the policy in the current case. However, such information is pertinent in determining the appropriate sanction. If a student is found in violation of academic integrity two or more times, all materials within the students past and present Academic Integrity files shall be used in determining appropriate sanctions. Students with multiple academic integrity violations of record may be subject to additional sanctions, including possible suspension or expulsion from the university. For cases previously resolved by Documented Agreement or through Formal Adjudication at the department chairs level, an AIB hearing will be scheduled. This hearing will review all information pertinent to the determination of an appropriate sanction but will not reconsider the issue of whether the policy violation occurred. After considering the severity of the current and prior violations, the AIB may determine that a more severe sanction is appropriate. The AIB should request information on prior violations only after determining that a violation has occurred. Information on prior violations should be used in determining the appropriate sanction. The AIB must submit a written report of the decision, normally within ten calendar days of its decision to Provost/designee who will forward the decision to the involved parties. The student may appeal any new sanction(s) to the provost/designee. The provost/designee may deny the appeal or, on the basis of denial of a fair and reasonable hearing, new evidence, or excessively harsh sanctions, direct the appeal to be heard by a second AIB. Sanctions The following sanctions may be agreed upon by the student and faculty member(s)/administrator(s) through informal resolution or documented agreement. All grade reductions require the approval of the instructor of record. If the work is graded by a committee, a grade reduction requires the approval of the majority of the committee. Single Grade Reduction: Reduction of grade or failure on project, examination, quiz, or other academic exercise on which the student is alleged to have cheated. Course Grade Reduction: Reduction of course grade or failure in the course. If the violation involves a project spanning multiple courses (such as a dissertation or multiple semester internship), the grade reduction may apply to all courses involved. Constructive or Educational Task: A task which requires the student to examine his/her dishonest behavior and which may benefit the student, campus, or community. Other: Sanctions deemed appropriate and tailored to a specific violation as determined by the faculty member(s)/administrator(s). Any reasonable sanction or combination of sanctions for a given violation may be agreed upon by the student and faculty member(s)/administrator(s). In addition to the above, the following sanctions may be imposed through formal adjudication. Letter of Warning: A warning letter may be issued indicating that the student has been found in violation of an academic policy and that failure to comply with policies in the future may result in further disciplinary action to be handled as a second offense. The letter of warning will remain in effect for a period of time as specified by the individual or board hearing the case. Disciplinary Probation: Disciplinary probation, which is for a period of time specified by the individual or board hearing the case, is an indication that a students status at the university is seriously jeopardized. If the student is found in violation of another ɫӰ policy during the probationary period, a more serious sanction will be levied, including possible involuntary withdrawal from part of ɫӰs academic or other programs, suspension, or expulsion from the university. Involuntary withdrawal from part of ɫӰs academic or other programs: A student may be denied the right to participate in some segment of ɫӰs programs. Such involuntary withdrawal might be imposed on either a temporary or permanent basis. Suspension: A student may be suspended from the university for a specified period of time, not to be less than the remainder of the current semester. Suspension requires that a student remove him/herself from university premises, not attend classes or social activities, and not be present on university or Student Cooperative Association property during the period of suspension. Expulsion: Expulsion may be considered under any of the following circumstances: when there is a very serious violation of the academic integrity policy, when a student is proven to have violated the academic integrity policy on more than one occasion, or when a student appears before the board after already having been suspended. Expulsion from the institution is permanent. Appeals to the sanction of expulsion must be submitted to the Office of the President. If necessary, the president will consult with legal counsel in these cases. Suspension and expulsion can be recommended by a faculty member(s)/administrator(s), department chair, and AIB but can be imposed by the presidents designee for suspension and expulsion who is responsible for verifying that due process was followed. Records and Recordkeeping Records of Informal Resolution. Although no official forms are filed at this level of resolution, it is strongly recommended that a faculty member(s)/administrator(s) and student who reach an informal agreement put the agreement in writing with a copy to each participant. This protects each party in the event of any future attempt at renegotiation. Records of Resolution by Documented Agreement. Documented agreement resolutions are filed in the Office of Student Conduct. They are not considered formal disciplinary records until and unless the student is found in violation of this policy a second time. They are internal university records used for monitoring students for multiple violations only. If a second documented agreement form is filed or a student is found in violation of the policy through formal adjudication, the student will then have a formal disciplinary record which includes records of both violations. This formal record is maintained according to the ɫӰ judicial system recordkeeping policies. Records of Formal Adjudication. Records of academic integrity cases resolved through formal adjudication are filed in the Office of Student Conduct. They are maintained as formal disciplinary records in accordance with ɫӰ judicial system recordkeeping policies. Records of cases involving suspension or expulsion must be maintained for a minimum of seven years. Operational Notes In cases where a violation is alleged at or near the end of the semester and resolution by informal resolution, documented agreement, or formal adjudication cannot be completed before grades are submitted, the faculty member should submit a designation of Incomplete (I) for the student. The I designation will remain on the students record until the case has been resolved. Once the case has been resolved, the I designation will be replaced with the appropriate grade. If the violation is alleged during the semester when classes are in session, the accused student should continue attending all classes and continue to complete course requirements during the resolution of the academic integrity case. The provost/designee may extend any deadline which cannot be met for what he/she deems legitimate reason. The university may withhold transcripts, grades, diplomas, or other official records pending the disposition of cases, if such action is reasonably necessary to preserve its ability to enforce its rules. The provost/designee may modify the procedural provisions of these rules by the issuance of written orders to deal with particular unusual procedural situations, so long as no order shall contradict the rules of the Board of Governors of the State System of Higher Education governing due process for students, and no such rule shall deny fundamental fairness to students by, for example, effectively constituting a denial of notice or opportunity to be heard. This policy will be reviewed by the Senate Academic Committee after five years. The various forms described in this policy are available from the Office of the Provost, the Office of the vice-president for Student Affairs, deans offices, or department offices. Questions concerning the Academic Integrity Policy and Procedures can be directed to the Office of the Provost. Awards Committee (Senator Rieg) Open for more nominations. Meeting 2/14/06. Library and Educational Committee (Senator Jozefowicz) Next meeting in February. Noncredit Committee (Senator ONeil) Next meeting will be in February. FOR INFORMATION 1. The statement below was suggested to the Rules Committee to replace the current Bylaws statement pertaining to the Senate Noncredit Committee. The Committee shall oversee non-credit instruction functions and activities and shall advise the School of Continuing Education. The Committee shall formulate policy recommendations in the areas related to non-credit education activities. 2. George Rogers, Assistant Dean, School of Continuing Education, has been named to the Noncredit Committee. The Senate Noncredit Committee invited Chef Hilary DeMane to provide an update on the ɫӰ Academy of Culinary Arts. A total of 90 new students started this fall and 14 continued on to the Bakery and Pastry Arts option, while 63 left to serve in their externships. The students are highly recruited by 4 and 5-star establishments to serve their externships, and usually receive an offer to stay at their site as a regular employee. Approximately 25 percent of students who complete the culinary program enter either the Hospitality Management program or the Food and Nutrition program. Normally, the majority will qualify for the dean's list. Research Committee (Senator Guth) The USRC met on November 8, 2005. The committee awarded $11,293 in USRC grants to the following individuals: Dr. Seema Bharathan was awarded $1,500 for her project, The role of HER2/neu, BCL2, p53 genes and proliferating cell nuclear proteins as molecular prognostic parameters in localized prostate carcinoma. Dr. Fredalene B. Bowers was awarded $500 to conduct two presentations Increasing the Potential for Academic Success: Working with Teen Parents and At-Risk Students Living in Poverty and Recent Research in Neuroscience and the Implications for Early Childhood Education at the Fourth Annual Hawaii International Conference on Education. Dr. Kimberly Burch was awarded $500 to present her paper Tower of Hanoi at the Joint Mathematics Meetings in San Antonio, Texas. Dr. Susan Comfort was awarded $1,500 to present her paper International Presentation: Arundhati Roy, Globalization, Postcolonial Environmentalism at the International Literatures in English Conference in Istanbul, Turkey. Ms. Marion Henry was awarded $500 to conduct two presentations Increasing the Potential for Academic Success: Working with Teen Parents and At-Risk Students Living in Poverty and Recent Research in Neuroscience and the Implications for Early Childhood Education at the Fourth Annual Hawaii International Conference on Education. Dr. James Nestor was awarded $1,500 for his project, Lectures and Meetings with the Nanjing Art Institute in China. Dr. Eric Rosenberger and Dr. John Jay Mills were awarded $941 for their project, Inside the Anthill: Exploring the Helping Role from Within. Dr. Jennifer Rotigel was awarded $1,500 for her project, Understanding the Expectations and Needs of Non-Traditional Pre-Service Teachers: Findings from an Urban Collaborative Elementary Education Program. Mr. Robert Sweeney was awarded $1,352 to conduct the presentation net_work_ed: Educational Practices in the Network Society at the Digital Art and Culture conference in Copenhagen, Denmark. Dr. Wenfan Yan was awarded $1,500 for his project, A Feasibility Study of the Delivery of a Cooperative Masters in Education (MED) Program in China. The next USRC meeting will be held on Tuesday, December 13, 2005 at 3:15 p.m. in 317 Clark Hall Conference Room. In addition, as Chair of the USRC I am serving on the Research Institute (RI) Advisory Board. During the last meeting, the recommendations for Advisory Board membership and method of selection were approved and include: One faculty member representing each college (NSM, HSS, HHS, ECOB-IT, FA, COE-ET) and the Library in recognition of their active role in externally funded contracts and grants appointed by their respective Dean in consultation with the Vice Provost for Research; One Department Chair appointed by the Council of Chairs; The chair of the University Senate Research Committee; One Student Affairs faculty member appointed by the VP for Student Affairs; One APSCUF representative appointed by the President of APSCUF; The Assistant Dean for Research of the SGSR; Two College Deans or other academic managers appointed by the Council of Deans; One SCUPA member in recognition of his/her active role in externally funded contracts and grants appointed by the SCUPA President; Two directors of centers or institutes at ɫӰ appointed by the ɫӰ President or his/her designee. The role of Advisory Board members is to reflect the needs or interests of the entities they are representing and to communicate meeting information back to their respective groups. The composition of the Advisory Board provides all the major stakeholders with representation in such a way so as to provide the best possible recommendations to the RIs Board of Directors, RI staff, and University. Currently Mark Berezanksy is serving as the Interim Executive Director and I would like to invite him to speak to the Senate in the Spring about the RI and the services that are available. Student Affairs Committee (Senator Hall) Senator Terry Appolonia introduced proposed changes to the University Sign and Poster Policy as drafted and endorsed by the Committee on Student Affairs. After considerable discussion and debate, Senator Appolonia suggestedthat formal Senate consideration be postponeduntil such time as the Committee had the opportunity to consider the suggestions from the Senate floor. Next meeting is 2/21 at 3:30 in the HUB. FOR ACTION TABLED  Sign, and Poster, Banner and Chalking Policy Approved by Senate Committee on Student Affairs, November 15, 2005 Proposed to University Senate for Approval, December 6, 2005 The following rules and regulations govern the display of signs, posters, notices, and banners and chalkings affixed on university owned or operated property and on property under the ownership and/or supervision of the Student Cooperative Association. It is the responsibility of persons individual, group, or organizations to become familiar with these rules guidelines and regulations. They The following guidelines were have been developed in order to encourage the advertising of activities and events while preserving a civil environment as described in the ɫӰ Civility Statement and the attractiveness and general condition of campus and Co-op properties. General Rules and Regulations Guidelines Signs and posters must shall be placed on bulletin boards or notice boards. Signs and posters must but shall not be placed: on top of existing current notices; on any glass area of the university, including windows, doors, or partitions, or covers to bulletin and/or notice boards, or; on trees, park benches or trash receptacles. All signs, posters and banners must indicate an event date or expiration date so that appropriate staff members may remove outdated signs, posters and banners in a timely manner. Masking tape must be used to affix signs and posters. The use of thumbtacks or staples is permitted only on cork-type bulletin boards. A request to display an outdoor banner or an indoor banner that is visible out of doors must be registered one calendar week in advance of the desired date of hanging with the Center for Student Life. Banners may be posted in the Oak Grove by presenting the banner to the ɫӰ Maintenance Department located in the Robertshaw Building. Banners are to be hung by maintenance personnel only as requested through the Center for Student Life. The use of chalk for advertisements and announcements is permitted with water-soluble chalk on sidewalks only. Chalking is not permitted on the exterior surface of buildings, walls, steps, exterior patios or building foyers or any vertical surface. except as authorized by the appropriate University official. Signs, posters, banners or chalkings must not contain language that is obscene or incites violence, is defamatory or threatening in nature, promotes the use of alcohol and/or other drugs or advertises the availability of alcohol and/or other drugs at events sponsored by recognized organizations. Signs, posters, banners or chalkings found to be in violation of this policy will be removed by building and grounds staff and processed as appropriate through the Office of Student Conduct. Relevant Policy Considerations The posting of signs or posters encouraging, promoting, or advertising alcoholic beverage consumption is prohibited (see ɫӰ Alcohol Policy). ɫӰ is an equal opportunity/affirmative action institution. The posting of material that is insensitive to affirmative action issues (racism, sexism, etc.) is prohibited, and alleged violations should be referred to the Office of the Vice President for Student Affairs. On Campus Residential Building Rules and Regulations Residence Hall/Apartment Guidelines The general rules and regulations guidelines listed above must be followed. adhered to. Persons interested in postingsigns or posters throughout all residential buildings must obtain a postingprocedures request form from the Office of Housing and Residence Life, B-31 Clark Hall, or on the web at  HYPERLINK "http://www.iup.edu/house/studentleadership" www.iup.edu/house/studentleadership. The form must be completed and returned, along with the signs or posters in question, to the Office of Housing and Residence Life one calendar week in advance of the desired date of posting.The posting of signs or posters within the residence halls/apartments is the responsibility of the specific residence hall director. A list of the residence hall directors can be secured from the Office of Housing and Residence Life (B-31 Clark Hall). It is the responsibility of the individual(s) to register the sign or poster with secure approval from the residence hall director prior to affixing signs within a residence hall/apartment building. Persons interested in posting signs or posters ina singleresidential building must contact the respective building graduate/resident director.The signs or posters in question must be registered with the building director prior to affixing them within the residential building. A listing of building directors can befound at  HYPERLINK "http://www.iup.edu/house/personnel/" www.iup.edu/house/personnel/. Unregistered and/or outdated signs or posters will be removed by the appropriate staff member. Staff members are instructed to remove anysign or poster that does not adhere to the rules and regulations listed above. Unapproved signs or posters will be removed by the appropriate staff member. Staff members are instructed to remove any poster or sign which does not adhere to the requirements listed above in "General Guidelines." Student Cooperative Association Rules and Regulations Hadley Union Building (HUB) The general rules and regulations listed above must be followed. The Student Cooperative Association will reserve portions of bulletin boards for its own use and use by persons individuals, groups, associations, organizations and corporations. The HUB staff reserves the right to regulate the size and form of signs and/or posters. Advance approval must be obtained from the HUB director or designee prior to the posting of signs or notices for any non university activity or enterprise. Approval to place signs or posters in any location other than on bulletin boards must be secured from the HUB Front Desk. Student organizations found to be in violation of the Sign and Poster Policy, upon investigation by the Office of Student Conduct, may immediately lose recognition as registered student organizations.  SENATE REPRESENTATIVE REPORTS Middle States Steering Committee (Senator Federoff) No report. University Planning Council (Senator Federoff) No report Presidential Athletic Advisory Committee (Senator Domaraki) No report Academic Computing Policy Advisory Committee (Senator Mukasa) No report. ADJOURNMENT The meeting was adjourned at 4:52 p.m. Respectfully Submitted, Lynda Federoff, Secretary Key: New policy language Deleted policy language %&'(+9:;Xik < C c i w  |sg_SKhCJaJhh5CJaJh7CJaJh7h75CJaJh(x5CJaJht5CJaJh=N5CJaJh~d5CJaJh=NCJaJh~dCJaJhn5|h~dCJh~dCJ\aJ h~dCJ\ h~dCJ h(x5CJ h~d5CJjh~dCJUmHnHu!jh~d5CJUmHnHuh~d5:CJaJ%(9:;" # : ; v w gdrgdgdIh^hgd~dgd~dgd~d $h^ha$gd~d$a$gd~dj  ! 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