The UAF Faculty Senate passed the following at its Meeting #84
on December 7, 1998:
MOTION PASSED (unanimously)
==============
The UAF Faculty Senate moves to amend the New Degree Program
Request (Format 3) and Major Program Change (Format 5) in the
Academic Course and Degree Procedures Manual to include a full
description of the student learning outcomes assessment process
for new programs and revision for major program changes.
EFFECTIVE: Immediately
RATIONALE: Development and implementation of
student learning outcomes assessment programs are
professional teaching duty are also a requirement of
our institutional accreditation. This motion brings
us into compliance with accreditation standards.
The UAF Faculty Senate passed the following at its Meeting #84
on December 7, 1998:
MOTION RECOMMITTED TO COMMITTEE
=================================
The UAF Faculty Senate moves to establish a Departmental Honors
policy. Criteria for award of departmental undergraduate honors
include:
1. An overall GPA of 3.0 and 3.5 in the student's major
2. Evidence of exceptional academic achievement in one
or more of the following areas:
a. completion of significant research under
guidance of university faculty member;
b. completion of a specific cluster of advanced
courses with a GPA of 3.5 or higher;
c. completion of a senior thesis with distinction;
d. score at or above the 85th percentile on
specialty GRE test or other "standard" test;
e. completion of an outstanding portfolio of
student work.
Departments wishing to award this honors designation will
submit a plan to the curricular affairs committee, indicating
the specific evidence of exceptional academic achievement
the department requires. Departments with approved plans
are responsible for notifying the registrar's office of their
honorees one month before graduation. Names of students
receiving departmental honors will be listed with other
student honorees in the commencement program, and the
designation will appear on students' transcripts.
EFFECTIVE: 1999-2000 academic year
RATIONALE: UAF lacks a system for recognizing
outstanding graduates in their fields of study, which
this proposal would establish. Also, departmental
honors will be an incentive spurring student
achievement in UAF's disciplines and programs.
The UAF Faculty Senate passed the following at its Meeting #84
on December 7, 1998:
MOTION PASSED (1 nay)
==============
The UAF Faculty Senate moves to recommend that the draft
common grading system submitted by the UA Faculty Alliance be
accepted.
EFFECTIVE: Immediately
RATIONALE: Last year the Senate approved the
recommendations of the Curricular Affairs Committee
as their response to the UA Faculty Alliance common
grading policy. This fall, representatives from all
three campus curricular affairs committees and the
registrars have worked together to formulate a new
draft based on the recommendations made last year.
12/1/98
PROPOSED REGENTS' POLICY 10.XX.XX
UNIVERSITY OF ALASKA COMMON GRADE SYSTEM
The University of ÀÖ»¢Ö±²¥ will establish a common grade system
which will be applicable across the university system. This
policy has a corresponding university regulation.
-------------------------------------------------------
PROPOSED UNIVERSITY REGULATION 10.XX.XX
UNIVERSITY OF ALASKA COMMON GRADE SYSTEM
Grading System
All course grades are academic letter grades unless otherwise
specified in the catalog or class schedule. The method of grading
is an integral part of the course structure and is the same for all
students taking the course, except for students auditing a course
or electing the credit/no-credit option. Instructors are expected
to give each student a written course syllabus at the beginning of
the course that includes the course grading policy, the subject
matter of the course, and the course requirements. Non-
academics grading options such as credit/ no-credit, pass/no-
pass and pass/fail are available at the option of a MAU.
Grades
A
Indicates a thorough mastery of course content and the
outstanding performance in completion of all course
requirements. (Includes A- if accepted at that MAU.)
B
Indicates an above average level of acquired knowledge and above
average performance in completion of course requirements.
(Includes B+ and B- if accepted at that MAU.)
C
Indicates an average level of acquired knowledge and average
performance in completion of course requirements. (Includes C+
and C- if accepted at that MAU.)
D
The lowest passing grade, it indicates a below average level of
acquired knowledge and below average performance in completion
of course requirements. (Includes D+ and D- if accepted at that
MAU.)
F
Indicates failure to meet a minimal level of understanding of
course content and/or performance in completion of course
requirements.
CR
Credit. Indicates that full course credit was awarded under the
credit/no-credit option and the student's work was equivalent to
"C" or better.
Credit/No-Credit Student Option. The Credit/No-Credit option is
a student-initiated grading option that encourages students to
explore areas of interest not related to their academic major
(i.e., undesignated electives). The instructor is not aware that
this option has been selected by the student and grades the
student using the grading basis approved for that course (A-F,
P/NP, or P/F). Students are awarded credit for the course if their
final grade is "P" or "C" or higher, and a grade of "CR" is entered in
the student's transcript. If performance falls below that level
("D", "F", "NP") neither the grade "NC" nor the course is recorded in
the student's transcript.
The student may elect the CR/NC option for one undesignated
elective each semester during the first two weeks of the
semester, with a maximum of 15 credits earned by this option
applied to an Associate or Baccalaureate degree. Courses in a
student's major or minor, GER/core, or specific degree
requirements are not allowed under this option. If a student later
changes a major or minor and the course becomes a requirement,
the course may be accepted in the new major or minor at the
discretion of the new department. The CR/NC option is not
available for graduate courses, nor can this option be used on
courses repeated for GPA improvement. A student may either
elect credit/no-credit status or change from it during the first
two weeks of any regular semester or for a prorated length of
time in a compressed course period (e.g., the summer session or
in any fall- or spring- semester course completed in less than the
full duration of the semester) by filing the appropriate forms.
P
Pass. Indicates the satisfactory completion of course
requirements under either the pass/fail or the pass/no-pass
option. A satisfactory level of work is equivalent to a "C" or
better in an undergraduate course and "B" or better in a graduate
course.
NP
No pass. Indicates failure to meet a minimal level of
understanding of course content and/or completion of course
requirements.
Pass/No-Pass and Pass/Fail Course Options. These grading
systems are established at the time the course is approved and
must apply to the class as a whole; it is not a student option.
When a course is graded Pass/No-Pass or Pass/Fail, the faculty
member must clearly explain this fact to the students at the
beginning of the class. For performance comparison only, a grade
of "P" (Pass) is considered equivalent to a grade of C or higher in
undergraduate courses and a grade of B or higher in graduate
courses. Pass/No-Pass and Pass/Fail grades are used to
determine satisfactory academic progress and may be used to
meet degree requirements. In the Pass/Fail course option, a "F" is
recorded in the student's transcript and used in computing the
GPA.
DF
Deferred grade. Indicates that the course requirements may
extend beyond the end of one semester; e.g., thesis, project,
research courses, internships, etc. A final grade and credit will
be withheld without penalty until the course requirements are
met within an approved time.
NB
No-basis for grade. Indicates that a student has not completed
the coursework by the end of the semester. No credit is given nor
is NB calculated in GPA. This is a permanent grade and may not be
used to substitute for the Incomplete, "I." The "NB" is not used at
UAA and UAF.
I
Incomplete. Indicates that a student has not completed the
coursework by the end of one semester. Credit will be withheld
without penalty until the course requirements are met within an
approved time, not to exceed one year.
AU
Audit. A student-option registration status indicating that the
student has enrolled for informational instruction only. No
course credit is granted. The student may be given a "W" if he or
she does not attend the course being audited.
W
Withdrawal. This is a registration status that indicates
withdrawal from a course after the official course drop date.
Computation of Grade Point Average (GPA)
The grade point average (GPA) is a weighted numerical average of
the grades earned in courses by level (undergraduate or graduate)
at a MAU. To compute a GPA, the cumulative number of grade
points earned by level at a MAU is divided by the total number of
credits for which a grade was received. Grade points for a course
are calculated by multiplying the numerical value of the grade
awarded, according to the chart below, by the number of credits
attempted for the course. As an example, the number of credits
(for example, 3) is multiplied by the grade point value of the
grade (for example, A=4) to give the total grade point (for
example, 12) for each course. The sum of the grade points is then
divided by the total number of credits attempted to give the GPA.
UAA and UAF use the 4-point system as a measure of scholastic
success (A, B, C, D, F only), while UAS includes plus and minus
grades. Grades of AU, CR, NC, P, NP, I, and W do not carry grade
points and therefore do not affect the GPA. Non-credit courses,
transfer credits and credit-by-examination do not affect the GPA
calculations. All grades (original and retakes) for a course
completed are included on the student's academic record, but only
the last grade earned for a course is computed in the GPA unless
the course is one that can be repeated for credit.
Once the student completes the Bachelor's degree, the student's
GPA in future work is calculated only on the credits and grades
earned since the degree was awarded. An exception to this is
made if the student is officially admitted to a second bachelor's
degree program. Undergraduate courses taken while in a graduate
degree program are calculated in the student's graduate GPA.
Academic letter grades at UAA and UAF carry the following grade
points:
A=4.00
B=3.00
C=2.00
D=1.00
F=0.00
Academic letter grades at UAS carry the following grade points:
A =4.00
A- =3.70
B+ =3.30
B =3.00
B- =2.70
C+ =2.30
C =2.00
C- =1.70
D+ =1.30
D =1.00
D- =0.70
F =0.00
The UAF Faculty Senate passed the following at its Meeting #84
on December 7, 1998:
MOTION PASSED (unanimous)
==============
The UAF Faculty Senate moves to recommend that the draft
course level definitions submitted by the UA Faculty Alliance be
accepted.
EFFECTIVE: Immediately
RATIONALE: Last year the UAF Faculty Senate approved
the recommendations made by the Curricular Affairs
and the Graduate & Professional Curricular Affairs
on the draft course level definitions. This fall,
representatives from all three campus curricular
affairs committees and the registrars have
worked together to formulate a new draft based
on the recommendations made last year.
12/1/98
DRAFT REPLACEMENT FOR UNIVERSITY REGULATION 10.04.09 AND
PROPOSED STATEMENT FOR UAA, UAF AND UAS CATALOGS
COURSE DEFINITION SYSTEM
A. Course Numbering System
Each course offered by the University is identified by the
department designator and a three-digit course number. The
designator commonly abbreviates the name of a discipline or
department (for example, ENGL for English). In general, the first
numeral of the three-digit course number indicates the course
level and the year in which the course is ordinarily taken, For
example, ENGL 111 is a 100-level course and is ordinarily taken
by first-year (freshman) students, and ENGL 318 is a 300-level
course taken by third-year (junior) students.
B. Course Level Expectations
Students are expected to demonstrate learning skills
commensurate with the appropriate course level, and are
expected to meet, prior to registering, prerequisites for all
courses as listed with the course descriptions. Prerequisites
indicate the preparation and/or background necessary to
undertake academic study. If a student has not taken and passed
the necessary prerequisites, but feels confident of performing
the course work, the student may request permission from the
instructor of the course to enroll in the class. An instructor
withdrawal may be initiated for those students who enroll
without either prerequisites or instructor permission.
Courses numbered 001-049 are career development courses
intended to fulfill special needs of students or the community and
are not designed as preparation for 100-level college work. They
are offered for Continuing Education Units (CEU) or for non-credit.
Courses numbered 050-099 usually cover basic or developmental
material and are intended to help prepare students to enter 100-
level college courses. They are applicable to some vocational
certificates. The 100-level courses generally require learning
basic concepts. The 200- 300-, and 400-level courses require
increasing sophistication in the ability to extract, summarize,
evaluate, and apply relevant class material. The 500-level
courses are specifically designed for professional development at
the post-baccalaureate level, while the 600-level courses for
advanced degrees demand rigorous analysis, synthesis, and
research skills.
C. Non-degree and Preparatory Courses
001-049: Career development or community interest courses.
These courses are intended to fulfill special needs of students or
the community and are not designed as preparation for 100-level
college work. Career development courses are offered for
Continuing Education Units (CEU). One CEU is granted for
satisfactory completion of 10 contact hours of classroom
instruction or for 20 contact hours of laboratory or clinical
instruction. Community
interest courses not offered for credit. They are not applicable
to any degree requirements (even by petition).
050-099. Remedial or preparatory courses. These courses are
applicable to some vocational certificates but not to any
associate degrees, baccalaureate degrees, master's degrees, or
professional certificates. These are developmental courses that
provide supplemental preparation for introductory college
courses.
D. Academic Credit Courses
Lower Division Courses
100-199: Freshman-level courses. These courses are applicable
to certificates, associate, and baccalaureate degrees. They
introduce a field of knowledge and/or develop basic skills. These
are usually foundation or survey courses.
200-299: Sophomore-level courses. These courses are applicable
to certificates, associate, and baccalaureate degrees. They
provide more depth than 100-level courses and/or build upon
100-level courses. These courses may connect foundation or
survey courses with advanced work in a given field, require
previous college experience, or field, require previous college
experience, or develop advanced skills.
Upper Division Courses
As a general guideline upper division courses require at least
junior standing or equivalent experience in addition to any stated
prerequisites. The student is expected to have adequate
preparations and background to complete courses at this level.
Upper-division courses may not be required as prerequisites for
lower-division courses.
300-399: Junior-level courses. These courses are applicable to
baccalaureate degrees and may be applicable to some associate
degrees. They may not be applied to both a baccalaureate and a
master's degree. These courses build upon previous course work
and require familiarity with the concepts, methods and
vocabulary of the discipline.
400-499: Senior-level courses. These courses are applicable to
the baccalaureate degree and may be applicable to some
associates degrees. They may also be applied to graduation
requirements for some master's degrees with prior approval of
the student's Graduate Study Committee. They may not be applied
to both a baccalaureate and a master's degree. These courses
require the ability to analyze, synthesize, compare and contrast,
research, create, innovate, develop, elaborate, transform, and/or
apply course material to solving complex problems. These
courses generally require a substantial background of study in
lower-level courses.
600-699: Graduate-level courses. These courses are for post-
baccalaureate study towards advanced degrees with approval of
the student's Graduate Study Committee. A few well qualified
undergraduates may be admitted to graduate courses with
appropriate approval of the instructor. These courses may be
used to meet graduation requirements for some baccalaureate
degrees with prior approval of the major department. A student
may not apply such a course to both a baccalaureate and a
graduate degree.
D. Professional Development Courses.
500-599: Professional development courses. These courses are
intended as post-baccalaureate education for various
professional groups who desire to continue their education at a
level distinct from graduate-level education. Courses are neither
graduate nor undergraduate in nature. These 500-level courses
shall not be stacked with any credit courses, shall not apply
toward any degree, certification or credential program, and are
not interchangeable with 600-level courses.
----------------------------------------------------
RATIONALE:
To meet the requirements of existing Regents' Policy 10.04.09:
Course Definitions
The University of ÀÖ»¢Ö±²¥ will develop a course definition
system which clearly distinguishes among the various types
of coursework provided and the level of academic
experience expected for their successful completion. This
system will be constructed with the consistency needed
across University of ÀÖ»¢Ö±²¥ institutions to facilitate
systemwide academic advising. This Policy has a
corresponding University Regulation.
The UAF Faculty Senate passed the following at its Meeting #84
on December 7, 1998:
RESOLUTION PASSED (1 nay)
=================
WHEREAS, the ÀÖ»¢Ö±²¥ Faculty Senate
considers the appointment of individuals to the University
of ÀÖ»¢Ö±²¥ Board of Regents to be of crucial importance, and
WHEREAS, this board governs ÀÖ»¢Ö±²¥'s only public university
system, and women and men from ÀÖ»¢Ö±²¥'s diverse ethnic
and cultural landscape should be appropriately reflected in
its composition, and
WHEREAS, the Board of Regents must work in close association
with and supervise the activities of the President of the
University, and
WHEREAS, academic concerns and political matters of the state
should be entirely separate issues, and
WHEREAS, a regent should have first-hand experience with a very
large organization that has multiple objectives, functions,
and geographic locations, and
WHEREAS, a regent must be a goodwill ambassador as well as a
zealous defender and protector of the University of ÀÖ»¢Ö±²¥
on all fronts, and
WHEREAS, a regent must possess a wide range of knowledge in
order to understand issues from the perspective of faculty,
staff, researchers, students, and community members at
large, and
WHEREAS, a regent must possess the vision for ÀÖ»¢Ö±²¥ to think
far into the future, and must base decisions on the goal of
maintaining the University of ÀÖ»¢Ö±²¥ as one of the State's
greatest and most important resources, now
THEREFORE BE IT RESOLVED, That the University of ÀÖ»¢Ö±²¥
Fairbanks Faculty Senate encourages the Honorable Tony
Knowles, Governor of the State of ÀÖ»¢Ö±²¥, to use every
resource and counsel available to him, and urges him to
weigh his thoughts carefully in order to place individuals on
the Board of Regents who will act in the best interest of
the University of ÀÖ»¢Ö±²¥ and the great State of ÀÖ»¢Ö±²¥.
UA