The University of North Carolina at Pembroke s1

The University of North Carolina at Pembroke Faculty Senate Agenda Wednesday, April 7, 2010, at 3:30 pm 213 Chavis University Center

Anthony Curtis, Chair Beverly Justice, Secretary Members of the Senate: To 2012 To 2011 To 2010 ART Tim Altman ART Holden Hansen ART Richard Gay EDN Zoe Locklear EDN Danny Davis EDN Beverly Justice LET Anthony Curtis LET Melissa Schaub LET Liliana Wendorff NSM Nathan Phillippi NSM Lee Phillips NSM Maria Pereira SBS John Parnell SBS Ottis Murray SBS Ramin Maysami At-Large Susan Cannata At-Large Michael Alewine At-Large Jamie Litty At-Large Jose D’Arruda At-Large Judy Curtis At-Large Robert Brown At-Large Eric Dent At-Large Mitu Ashraf At-Large Tulla Lightfoot

Chancellor Charles Jenkins Provost Dr. Bill Gash representing

Order of Business

A. Roll Call B. Adoption of Agenda C. Approval of Minutes of the March 3 Senate meeting. D. Reports from Administration

• Chancellor Charles Jenkins • Provost • CIO Robert Orr

E. Reports from Operations Committees:

• Executive Committee – Dr. Tony Curtis Evaluation of Administration—Student Affairs, Advancement, Chancellor’s Office • Committee on Committees & Elections – Dr. Eric Dent Report on Elections-Grievance Committee • Faculty Governance Committee – Dr. Chet Jordan (Appendix A) Senate Action Required • Health, Safety, & Environment Committee – Dr. Jay Vest

F. Reports from Standing Committees:

Academic Affairs Committee – Dr. Rami Maysami

1 (i) Academic Support Services – Chris Ziemnowicz, Chair (ii) Enrollment Management – Judy Curtis, Chair (iii) General Education – Jeremy Sellers, Chair (iv) Curriculum – Holden Hansen, Chair (Appendix B) Senate Action Required All proposals passed unanimously except where noted.

1. Proposal from the Department of Geography and Geology 1.1 Add newly created courses as electives for the Geography Minor and Geography Concentration.

2. Proposal from the Department of Social Work MSW Program 2. Create SWK 5080

3. Proposals from the Department of Economics, Finance and Decision Sciences 3.1 Create new Minor in Finance for non-business majors 3.2 Create new Minor in Quantitative Finance for non-business majors

4. Proposal from the Management Marketing and International Business 4.1 Create new course: MGT 2000: Success in Organizations

5. Proposal from the Department of Foreign Languages 5.1 Create SPN 3010 5.2 Create SPN 4480 5.3 Several modifications to the Spanish Teaching Licensure K-12 Requirements

6. Proposals from the Department of Public Administration 6.1 Create PAD 1000 6.2 Create PAD 2010 6.3 Create PAD 2330 6.4 Create PAD 3440 6.5 Create PAD 3980 6.6 Create PAD 3990 6.7 Create PAD 4500 6.8 Create PAD 4770

7. Joint Proposal the Departments of Political Science and Public Administration 7.1 Several Modifications to the B.A. in Political Science and Concentration in Public Administration 8. Proposals from the S OE/Professional Education Programs 8.1 Create EDN 4010 (pp 28-29 ). 8.2 Revise course description of EDN 4510 8.3 Revise course description of EDN 2400 8.4 Revise course description of EDN 4250 8.5 Modify Reading Concentration by adding above proposals

9. Proposals from the Department of Mathematics and Computer Science 9.1 Modifications to the Bachelor of Science in Information Technology 9.2 Modifications to the Bachelor of Science in Computer Science

10. Proposals from the Department of English and Theatre

2 10.1 Create ENG 3900

11. Proposals from the Department of Music 11.1 Modify all Music degrees, Vocal Concentrations, by adding MUS 1380 as elective for graduation credit (up to three semesters) 11.2 Several Modifications to Music Ed program 11.3 Create MUS 2450 11.4 Create MUS 2290 11.5 Create MUS 4490

12. Proposal from the School of Education Professional Leadership Dept. 12.1 Create MHC 5870 12.2 Create MHC 6130 12.3 Create MHC 5080 12.4 Modify Service Agency Counseling Program by Changing Name to Mental Health Counseling, requiring 60 Semester hours and change degree from M.A. to M.A.Ed

13. Proposals from the Department of Health, PE & Recreation 13.1Create PED 1650 13.2 Create PED 1640

14. Proposals from the Curriculum Subcommittee (Appendix C) Senate Action Required Proposed Revisions to the Curriculum Proposal Forms 14.1 Course Proposal Form 14.2 Program Proposal Form 14.3 Proposed Changes to the Faculty Handbook Regarding Curriculum Policies

(v) Special AA Reports AA Task Force to Review General Education Procedure (Jeremy Sellers) (Appendix D) Senate Action Required

Student Computing Requirement Task Force Report (Chris Ziemnowicz/Bob Orr) (Appendix E) Senate Action Required

Faculty & Institutional Affairs Committee – Dr. Ottis Murray • Subcommittee on Faculty Development & Welfare • Faculty Evaluation Review Subcommittee Evaluation for Tenure and/or Promotion (Appendix F) Senate Action Required

Student Affairs and Campus Life Committee – Dr. Judy Curtis  Student Publications Board

G. Other Committee Reports: • Graduate Council – Dr. Sara Simmons • Teacher Education Committee – Dr. Leah Fiorentino • Faculty Assembly – Dr. Mario Paparozzi

3 • Awards Committee – Dr. Charles Beem

H. Special Reports I. Unfinished Business IRB Report Senate Action Required

7.5 IRB_Policy_and_Procedures_for_Facul Chancellor Search

J. New Business VCAA/Provost Search Faculty-Proposed Resolution Against Hate Speech (Appendix G) Senate Action Required

K. Announcements L. Adjournment

4 Appendix A Governance Committee (Go back)

ARTICLE V. OFFICERS

Section 1. The Chancellor of the University shall have the right to preside over the deliberations of any legislative bodies of the Faculties of The University of North Carolina at Pembroke.

Section 2. The Senate shall elect from its voting current membership a Chair of the General Faculty who shall also serve as Chair of the Faculty Senate, to serve for one year. The Chair shall serve as Chair of the Executive Committee, and shall preside at meetings of the Faculty Senate and of the General Faculty subject to the right of the Chancellor to preside over such deliberations as provided in Article V. Section 1, above. The Chair shall not serve for more than two successive years; the filling of an unexpired term shall be deemed as one of the two successive years. The Chair of the Faculty Senate is entitled to a course load reduction (six hours per semester) while serving as Chair.

Section 3. The Senate shall elect from its current voting membership a Secretary to serve for a period of one year. The Secretary shall serve as the Secretary of the General Faculty.

Section 4. The Senate shall elect from its current voting membership a Vice Chair to serve for a period of one year. The Vice Chair shall serve as pro tem Chair in the Chair’s absence, shall serve as Chair of the Committee on Committees and Elections. Should the Senate Chair be vacated, the Senate shall elect a new Chair from its rank

ARTICLE VI. COMMITTEES

Section 1. The consideration of matters within its jurisdiction may be delegated by the Senate to Committees, which shall be responsible to and report to the Senate.

Section 2. The Senate shall have the following types of committees: Operations Committees, Standing Committees, Subcommittees of the Standing Committees, and Continuing and Special Committees. The terms of the Operations Committees, Standing Committees, and Continuing Committees, shall end with the convening of a new Senate at the first regular meeting of the academic year; members of Subcommittees of Standing Committees will be appointed for two-year staggered terms; and the term of any Special Committee will be ended upon completion of its designated assignment.

Section 3. There shall be four Operations Committees:

A. The Committee on Committees and Elections shall consist of three four Senators appointed by the Senate Chair. The Chair of the Committee shall be the Vice Chair of the Senate appointed by the Senate Chair. The Committee shall conduct elections for Divisional and At-Large Senators, members of the Promotion and Tenure Committee, the Faculty Awards Committee, the Faculty Grievance Committee, the Faculty Hearing Committee, and Delegates and Alternates to the UNC Faculty Assembly. The

5 Committee shall nominate all members of Faculty Senate Subcommittees, the Faculty Governance Committee, the three non-Senate faculty members on the Student Affairs and Campus Life Committee, and one member of the Student Publications Board. The Committee shall select four nominees for the position of Faculty Conciliator for Undergraduate Grade Appeals.

B. The Executive Committee shall consist of the Chair of the Senate, who shall serve as its Chair; the Secretary of the Senate; the Chairs of the three major Standing Committees as provided for in Article VI, Section 4 of this Constitution; and the Vice Chair of the Senate. Committee on Committees and Elections. This committee shall prepare an Agenda and publish the Agenda to the Senate five days prior to each regular meeting. The Agenda for regular meetings of the General Faculty shall be determined by the Senate Executive Committee consisting of the Chancellor and the Executive Committee of the Faculty Senate. The General Faculty shall be notified of all regular meeting dates of the Senate. The committee shall also assist in the annual publication of the Faculty Handbook. The Senate Executive Committee shall have general supervision of the affairs of the Senate between its regular meetings. This includes the implementation of Senate-approved policies and procedures. None of these implementing actions shall conflict with actions taken by the Senate.

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6 Appendix B Curriculum Proposals (Go Back)

Note: Complete details/curriculum proposal forms, along with changes made at Curriculum Subcommittee and Academic Affairs Committee may be viewed in this embedded Word file.

Complete Curriculum Proposals.docx

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1. Proposal from the Department of Geography and Geology 1.1 Add newly created courses as electives for the Geography Minor and Geography Concentration.

Brief Statement of what is being proposed: Add newly created courses as electives for the Geography Minor and Geography Concentration.

Include GGY 3700 Geography of Africa, GGY 3780 Geography of Latin America, GGY 3790 Geography of Asia, GGY 4040 Remote Sensing, and GGY 4100 Land Use Planning in the Geography program’s ACADEMIC CONCENTRATIONS and MINORS. (See page 176 of the current 09-10 catalog.)

Under the Required Courses for an Academic Concentration in Geography

Change the statement: Choose 3 courses from the following: GGY 3290, 3720, 4010, GGYS 4xxx; GLY 3660 to Choose 3 courses from the following: GGY 3290, 3700, 3720, 3780, 3790, 4010, 4040, 4100, GGYS 4xxx; GLY 3660

Under the Required Courses for a Minor in Geography

Change the statement: Choose 2 courses from the following: GGY 3290, 3720, 3770, 4010, GGYS 4xxx to Choose 2 courses from the following: GGY 3290, 3700, 3720, 3770, 3780, 3790, 4010, 4040, 4100, GGYS 4xxx

Rationale for Proposal The Geology and Geography Department has created several new Geography courses so that our minors and concentrations would be able to take these courses to fulfill degree requirement. The new courses reflect an addition of faculty expertise in these areas, and

7 a willingness to add more diverse topics to our curriculum. These changes will make UNCP Geography similar to other programs in Geography in the UNC system.

2. Proposal from the Department of Social Work MSW Program 2.1 Create SWK 5080

New or Revised Catalog Course Description This course presents the unique challenges to social work with populations in rural settings, with an emphasis on rural areas of North Carolina. The course will examine the history of the rural experience, and how it is affected by changes in the ethnic, economic, technological and political landscape. The course will include implications of these changes for the practice of social work using an advanced generalist approach.

Brief Statement of what is being proposed: This graduate course will present the challenges unique to social work in rural areas, with an emphasis on populations of North Carolina, using an Advanced Generalist Approach.

Rationale for Proposal The character of rural experience presents challenges to social work not present in more populated or resource-rich settings. The rural experience is also changing with the impact of global, economic, technological and political trends. The Advanced Generalist Approach applied to rural settings prepares graduates to meet these challenges in their social work practice.

3. Proposals from the Department of Economics, Finance and Decision Sciences 3.1 Create new Minor in Finance

New or Revised Catalog Course Description Requirements for a Minor in Finance Sem. Hrs. Required Courses 1. ECN 2030. Principles of Macroeconomics 18 2. DSC 1590. Technology-Enabled Decision Making or DSC 2090. Spreadsheets and Database Management 3. FIN 2050. Personal Finance 4. FIN 2400. Foundations of Finance 5. FIN 3000. Finance for Small and Entrepreneurial Businesses 6. FIN 3210. Financial Analysis with Spreadsheet Applications

Brief Statement of what is being proposed: A new minor in Finance to serve Non-Business Majors interested to learn about finance and financial markets.

Rationale for Proposal Non-business majors with an interest in finance (personal finance, business finance,

8 financial markets, and the macro economy in general) will benefit from the availability of this minor.

3.2 Create new Minor in Quantitative Finance

Requirements for a Minor in Quantitative Finance Sem. Hrs. Required Courses 1. ECN 2030 Principles of Macroeconomics 22 2. Math 2150 Calculus with Applications or MAT 2210 Calculus I 3. DSC 1590. Technology-Enabled Decision Making or DSC 2090. Spreadsheets and Database Management 4. DSC 3130 Business Statistics I or MAT 2100 Introduction to Statistics 5. FIN 3000. Finance for Small and Entrepreneurial Businesses 6. FIN 3040. Money, Financial Markets, and Institutions (ECN 3040) 7. FIN 3210. Financial Analysis with Spreadsheets Applications Total: 22

Description of Proposal A new minor in Quantitative Finance to serve non-business majors with background in quantitative subjects and interest in finance.

Rationale for Proposal Non-business majors with an interest in quantitatively oriented finance will benefit from the availability of this minor.

4. Proposal from the Management Marketing and International Business 4.1 Create new course: MGT 2000: Success in Organizations

New or Revised Catalog Course Description This course is an overview of workplaces in contemporary society, with individual, social, and ethical perspectives germane for both business and non-business majors. Topics will address areas such as how your employer obtains revenue to pay your salary, how your employer can stay competitive in the marketplace, and how you can remain employable in your field. Current issues will also be analyzed, including personal strategies for success in organizational life. Credit: 3

Brief Statement of what is being proposed: A new course, MGT2000 is being

Rationale for Proposal Most of our graduates—regardless of major—will seek employment in organizations, and all of our graduate must interact with private organizations as consumers. MGT2000

9 provides both an overview of how workplaces function and strategies for succeeding in the free enterprise system.

5. Proposal from the Department of Foreign Languages 5.1 Create SPN 3010

New or Revised Catalog Course Description This course of study is designed to give prospective Spanish teacher candidates initial exposure to public schools in order to provide them with a realistic preparation for student teaching, challenge their underlying beliefs about teaching and learning, form a basis for a personal decision on teaching Spanish as a career, and build a background for further professional study and growth.

Brief Statement of what is being proposed: Adding SPN 3010 Early Laboratory Experiences for Prospective Spanish Teachers to the content pedagogy section of the Spanish Teacher Licensure (K-12)

Rationale for Proposal The NC Department of Public Instruction (DPI) mandated all colleges/universities to "revision" undergraduate teacher education programs during the 2008-09 academic year. As part of this required process, the undergraduate Spanish program with Teacher Licensure option identified curriculum changes to align the revised program with the new Teacher Education Candidate standards approved by DPI and the NC State Board of Education. Input from program alumni, public school partners and students were solicited and helped shape the new program.

5.2 Create SPN 4480

New or Revised Catalog Course Description This seminar is specifically designed to coincide with the teacher candidate internship experience. Through the seminar, teacher candidates are supported with the appropriate resources to complement their teaching experience in off-campus public school settings. Emphasis is placed on increasing students’ pedagogical expertise by discussing controversial Spanish grammar topics, addressing how to integrate culture, history and politics into lessons, developing instructional techniques that can be easily adapted to the needs of students, and addressing the needs of heritage speakers. PREREQ: Admission to the Professional Semester. COREQ: SPN 4490. Credit: 3 Semester Hours

Brief Statement of what is being proposed: Adding SPN 4480 Professional Seminar for Pre-Service Teachers to the content pedagogy section of the Spanish Teacher Licensure (K-12)

Rationale for Proposal The NC Department of Public Instruction (DPI) mandated all colleges/universities to "re-

10 vision" undergraduate teacher education programs during the 2008-09 academic year. As part of this required process, the undergraduate Spanish program with Teacher Licensure option identified curriculum changes to align the revised program with the new Teacher Education Candidate standards approved by DPI and the NC State Board of Education.

5.3 Several modifications to the Spanish Teaching Licensure K-12 Requirements

Proposed Course of study for Bachelor of Arts in Spanish with Teaching Licensure (K-12):

Freshman Seminar and General Education Requirements (45/39* Sem. Hrs) (*0-6 semester hours of Spanish may also count toward Gen Ed)

Specialty Area (42-43 Sem. Hrs.) SPN 2310- Intermediate Spanish I (3 hrs.) and SPN 2320 - Intermediate Spanish II (3 hrs.) OR SPN 2330 - Spanish for Heritage Speakers (6 hrs.)

Pronunciation Proficiency - may be met with a P grade in SPN 2990 (Spanish Phonetics and Pronunciation) OR through Pronunciation Proficiency Validation by Department Chair

SPN 3110 - Spanish Composition and Review of Grammar (3 hrs.) SPN 3120 - Spanish Conversation (3 hrs.) SPN 3150 – Analytical Skills and Critical Aspects of Spanish (3 hrs.) SPN 3200 – Literary Analysis and Criticism in Spanish (3 hrs.) SPN 3610 - Civilization and Culture of Spanish-America (3 hrs.) SPN 3620 - Civilization and Culture of Spain (3 hrs.) SPN 3700 - Advanced Spanish Grammar and Composition (3 hrs.)

Five courses from those listed below: SPN 3210 - Survey of Spanish-American Literature I (3 hrs.) SPN 3220 - Survey of Spanish-American Literature II (3hrs.) SPN 3310 - Survey of Literature of Spain I (3 hrs.) SPN 3320 - Survey of Literature of Spain II (3 hrs.) SPN 3360 – History of the Spanish Language (3 hrs.) SPN 3710 - Business Spanish (3 hrs.) SPN 4210 - Studies in Spanish-American Prose Fiction (3 hrs.) SPN 4220 - Studies in Spanish-American Theatre and Poetry (3 hrs.) SPN 4300- Topics in Medieval, Renaissance and Golden Age Literature (3 hrs.) SPN 4340 - Contemporary Literature of Spain (3 hrs.) SPN 4510 – Study Abroad (3 hrs.) SPN 4550 - Directed Study in Spanish (3 hrs.) SPN 4700 - Spanish Applied Linguistics (3 hrs.) SPNS 4xxx – Special Topics in Hispanic Studies (3 hrs.)

11 Educator Preparation Core 9 hours EPC 2020 Introduction to Education, Ethics, and Professionalism EPC 2040 Introduction to Exceptional, Diverse, and At-Risk Students EPC 3010 The Psychology of Learning and Development EPC 3030 Reading Strategies for the 21st Century

Content Pedagogy 19 hours SPN 3010 Early Laboratory Experiences for Prospective Spanish Teachers CSC 4050: Current Topics in Computers in Education SPN 4400 Methods for Teaching Spanish SPN 4490: Internship for Spanish Education SPN 4480: Professional Seminar for Pre-Service Teachers

General Electives 4-5 hours TOTAL 121 Sem. Hrs.

Brief Statement of what is being proposed:

Changing the Spanish Teacher Licensure K-12 Requirements

Current:

Professional Studies (Delete and replace all Professional Studies Courses with Educator Preparation Core courses) EDN 3020, 3100, 3500, 4190 SED 3000 Content Pedagogy (delete SPN 3080 and add three new courses) SPN 3080, 4400, 4490

Re-Visioned: (Add the Educator Preparation Core courses)

Educator Preparation Core: EPC 2020 Introduction to Education, Ethics, and Professionalism EPC 2040 Introduction to Exceptional, Diverse, and At-Risk Students EPC 3010 The Psychology of Learning and Development EPC 3030 Reading Strategies for the 21st Century

Content Pedagogy (Add three new courses [in bold]) SPN 3010 - Early Laboratory Experiences for Prospective Spanish Teachers CSC 4050 - Current Topics in Computers in Education SPN 4400 Methods for Teaching Spanish SPN 4490 - Internship for Spanish Education SPN 4480 - Professional Seminar for Pre-Service Teachers

Rationale for Proposal The NC Department of Public Instruction (DPI) mandated all colleges/universities to "re-

12 vision" undergraduate teacher education programs during the 2008-09 academic year. As part of this required process, the undergraduate Spanish program with Teacher Licensure option identified curriculum changes to align the revised program with the new Teacher Education Candidate standards approved by DPI and the NC State Board of Education.

6. Proposals from the Department of Public Administration 6.1 Create PAD 1000

New or Revised Catalog Course Description The course provides students with an understanding of selected major public policy debates, focusing on developing both a broad understanding of the issues and how to think critically about issues arising in policy debates. Students will consider two to four current public policy issues per semester, with the specific issues changing to reflect current public debates. Class will focus on discussing insights from readings about these issues, supplemented with additional lecture material to complete understanding of these issues and their administrative and policy implications. Students will learn how concerns and decisions about administrative and regulatory processes will affect them in the future. Credit, 3 semester hours.

Brief Statement of what is being proposed: The course will assist students in developing their communication skills (both written and oral), enhance their critical thinking and problem solving skills, and help students confront significant diversity, ethical and social responsibility issues. With our particular focus in the initial semesters on health care reform and financial regulation, students will also confront material addressing other broad objectives intended for general education courses, including developing knowledge and appreciation for mathematics and technology, the role of individuals within society, health and wellness concerns, and more. Lastly, we will approach our study of these two issues with the intent of teaching students how to follow future policy debates, the use of public materials to analyze issues critically, and more, all skills students will use throughout their lives.

Rationale for Proposal We believe this course will provide an excellent preparation for anyone interested in how administrative and regulatory issues impact upon their lives, and will enable students in our concentration to be well prepared for upper level course work.

6.2 Create PAD 2010

New or Revised Catalog Course Description An examination of administrative issues and policy concerns in American state and local government. Credit, 3 semester hours. PREREQ: PAD 1000

6.3 Create PAD 2330

New or Revised Catalog Course Description

13 This course concerns basic concepts in public administration methodology and teaches the student how to do research, use the library, evaluate the research of others, draw a graph, construct a table, and use a few simple statistical techniques. Student must also enroll in the lab section for this course. Credit, 4 semester hours. PREREQ: PAD 1000.

Brief Statement of what is being proposed: Creating course as part of separation process from PSPA, creating the Department of Public Administration. This course is a modification of PSPA 2330.

Rationale for Proposal The Political Science and Public Administration Department split into two departments. As required when such splits occur, this change creates courses within the new department (PAD) to match or replace courses from the original combined department (PSPA).

6.4 Create PAD 3440

New or Revised Catalog Course Description This course introduces students to budgeting and other aspects of financial management as applied in government and non-profit organizations. Topics covered include financial planning, implementation, and analysis. The purpose and process of public budgeting is Brief Statement of what is being proposed: Creating course as part of separation process from PSPA, creating the Department of Public Administration. The course replaces PSPA 3310.

6.5 Create PAD 3980

New or Revised Catalog Course Description Written acceptance by a supervising faculty member is required, based on the student’s written proposal. A copy of the proposal together with the faculty member’s acceptance must be submitted for approval to the Department Chair prior to registration. Credit, 1-3 semester hours. PREREQ: PAD 1000 and permission of instructor.

Brief Statement of what is being proposed: Creating course as part of separation process from PSPA, creating the Department of Public Administration. Creates equivalent of PSPA 3980.

Rationale for Proposal The Political Science and Public Administration Department split into two departments. As required when such splits occur, this change creates courses within the new

14 department (PAD) to match or replace courses from the original combined department (PSPA).

6.6 Create PAD 3990

New or Revised Catalog Course Description Written acceptance by a supervising faculty member is required, based on the student’s written proposal. A copy of the proposal together with the faculty member’s acceptance must be submitted for approval to the Department Chair prior to registration. Credit, 1-3 semester hours. PREREQ: PAD 1000 and permission of instructor.

Brief Statement of what is being proposed: Creating course as part of separation process from PSPA, creating the Department of Public Administration. Creates equivalent of PSPA 3990.

6.7 Create PAD 4500

New or Revised Catalog Course Description This course will examine the theories and concepts used in the study of public policy. Approaches to analyzing both process and outcomes will be discussed. Students will engage in the study of policy problems and the practical or applied implementation of policy analysis. Credit, 3 semester hours. PREREQ: PAD 1000.

Brief Statement of what is being proposed: Creating course as part of separation process from PSPA, creating the Department of Public Administration. This course replaces PSPA 4500.

6.8 Create PAD 4770.

New or Revised Catalog Course Description This course will focus on a substantive policy issue area, focusing on policy and administrative issues surrounding the issue area. The specific policy will vary by semester. Credit, 3 semester hours. PREREQ: PAD 1000.

15 Brief Statement of what is being proposed: Creating course as part of separation process from PSPA, creating the Department of Public Administration. This course will allow for offering selected topics reflecting student needs and interest on an occasional basis without creating a new course.

7. Joint Proposal the Departments of Political Science and Public Administration 7.1 Several Modifications to the B.A. in Political Science and Concentration in Public Administration

1. Changing the prefix of the following PSPA courses to PLS:

PSPA 1000 PSPA 1010 PSPA 2000 PSPA 2010 PSPA 2020 PSPA 2130 PSPA 2150 PSPA 2170 PSPA 2330 PSPA 2510 PSPA 3010 PSPA 3020 PSPA 3030 PSPA 3040 PSPA 3050 PSPA 3060 PSPA 3100 PSPA 3110 PSPA 3120 PSPA 3220 PSPA 3312 PSPA 3750 PSPA 3800 PSPA 3810 PSPA 4020 PSPA 4030 PSPA 4040 PSPA 4050 PSPA 4170 PSPA 4400 PSPA 4500 PSPA 4510 PSPA 4520 PSPA 3980 PSPA 3990 PSPA 4990 PSPA 4225 PSPA 1200

2. Change the prefix of any courses previously designated as PSPS to PLSS--these are special topics courses that are offered more irregularly. This includes the following courses:

PSPS 3010-3100 PSPS 3270 PSPS 4000 PSPS 4030 PSPS 4040 PSPS 4060 PSPS 4425 PSPS 4610

3. Change the prefix of the following PSPA courses to PAD and move these courses to PAD section of catalog:

PSPA 2100 PSPA 2190 PSPA 3020 PSPA 3310 PSPA 3600 PSPA 3610 PSPA 3640 PSPA 4530

4. Completely separating the requirements for a major concentration in Public Administration from the rest of Political Science, thereby creating two separate listings, which both departments feel is now justified. This includes replacing PSPA 1000 with PAD 1000 as a Core Course and adding a required economics component. Please see the

16 accompanying Program Revision for specific details.

5. Replace PSPA 2190 with PLS 2510 as a CORE COURSE for the political science major.

6. Remove PLS 2510 from the International Studies Option Package and reword the concentration requirements in a more specific and clear manner (see attached revised program)

7. Replace PSPA 2190 with PLS 2510 as a requirement in the Academic Concentration in Political Science.

8. Replace PSPA 1000, 2010 or 2020, 2100, 2190, 2330, and one other Political Science Course at the 3000- or 4000- level with PAD 1000, 2010, 2100, 2190, 2330, and one 3000- or 4000-level course in Public Administration for the Public Administration Minor.

9. Make minor change to the Public Policy and Administration with Applied Gerontology Minor to incorporate the new requirements for the Public Administration concentration.

10. Replace PSPA 2190 and PSPA 2330 with PLS 1010 and PLS 3110 as requirements for the Legal Studies Minor, changing it to 18 hours from 19.

11. Move PLS 3312 (Political Geography) from the Theory, Philosophy, and Methodology section of the Course Catalog to the International Organization, Relations, and Law section of the catalog.

12. Combine the Comparative Politics and Government and International Organization, Relations, and Law sections of the course catalog into one section, named International Relations and Comparative Politics.

13. Rename the Public Policy and Administration section of the Course Catalog to read simply Public Administration and move to the Public Administration department in the catalog.

Rationale for Proposal

These changes are done to reflect the split of Political Science (PLS) and Pubic Administration (PAD) into two separately-administered departments. A number of courses, many of which are a part of requirements for current political science majors, are going to be moved to PAD. Similarly, PAD is creating a number of new courses to supplement the revised requirement list for those students wishing to concentrate in Public Administration. . Both departments also took this opportunity to do a little housecleaning.

{Note—the following section should be in the POLITICAL SCIENCE Section of the

17 Academic Catalog}

BACHELOR OF ARTS IN POLITICAL SCIENCE

Requirements for a Bachelor of Arts Degree in Political Science Sem. Hrs. Freshman Seminar 1 General Education Requirements* 44 Major Requirements 37 Electives 39 Total: 121

MAJOR REQUIREMENTS: (37 HOURS) Introductory Requirements: PLS 1000, 1010 6 Core Courses: PLS 2000, 2170, 2330, 2510 13 Option Courses [choose one option package below] 18 Total: 37

General Option Package: Choose six additional Political Science classes, with at least four of the six at the 3000 or 4000 level.

Pre-Law Option Package: PLS 3030, 3100, 3110, 3120 Two other Political Science courses at the 3000 or 4000 level chosen in consultation with the Pre-Law Advisor.

International Studies Option Package: Any two courses from PLSS 3010-3100 Four other courses taken from the following list: PLS 2520, 3220, 3312, 3600**, 3610**, 3620, 3800, 3810, 4170, 4300, 4400, 4510, 4520, PLSS 3010-3100, WLS 4300

Public Administration Options Package: Students interested in the Public Administration concentration should consult the separate listing under the Department of Public Administration.

*Students who plan a major in Political Science should consult with the Department Chair prior to registering for General Election courses. **Assumes that said internships are with public or private enterprises with a clear international focus, as determined by the Department Chair.

ACADEMIC CONCENTRATION

Academic Concentration in Political Science (28 hours):

18 For students seeking a baccalaureate degree in Elementary Education, Special Education, or Physical Education, the Department of Political Science offers an Academic Concentration of 28 hours. This Academic Concentration is available to other students, regardless of major.

Requirements: PLS 1000, 1010, 2000, 2170, 2330, 2510 Any three additional courses in political science with at least one at the 3000 or 4000 level.

MINORS

Legal Studies Minor (18 hours) The minor in legal studies is designed to accommodate the student who is majoring in some other discipline and also quite interested in going to law school and/or pursuing a legal career. This allows the student to concentrate in a particular area of expertise within which he or she plans to specialize once the student begins to practice law. Rather than require the student to major in political science, the minor in Legal Studies gives the student more flexibility to pursue other interests while receiving a sound preparation for law school study.

Requirements: PLS 1000, 1010, 2170, 3100, 3110, 3120

General Political Science Minor (19 hours) This minor is intended to accommodate the student who enjoys political science, but who does not wish to pursue a major because of other career or vocational goals. The department wishes to encourage the student to take an “eclectic” approach and enroll in courses that discuss topics of interest to the student so that the individual needs of the student will be better met.

Requirements: PSPA 1000, 1010, 2000, 2330 Any two additional 3000- or 4000-level Political Science courses.

Public Administration Minor (19 hours) Students interested in the Public Administration concentration should consult the separate listing under the Department of Public Administration.

COURSES (PLS

INTRODUCTION

PLS 1000. Introduction to Political Science

19 PLS 1010. Introduction to American National Government

AMERICAN GOVERNMENT AND POLITICS

PLS 2010. American State Government PLS 2020. Local Government in the United States PLS 2150. North Carolina Politics and Government PLS 2170. Judicial Process and Behavior PLS 3010. Political Parties and Interest Groups in the United States PLS 3040. Legislative Process in the United States PLS 3050. Public Opinion and Elections in the American Political System PLS 3060. The American Presidency PLS 3100. Constitutional Law PLS 3110. Constitutional Law of Individual and Equal Rights PLS 3120. Law of Criminal Procedure PLS 4020. Selected Topics in American Government PLS 4050. Washington Internship

DIRECTED RESEARCH, INDEPENDENT STUDY, AND INTERNSHIPS

PLS 3600. Introductory Internship in Political Science PLS 3610. Advanced Internship in Political Science PLS 3980. Directed Research in Political Science I PLS 3990. Directed Research in Political Science II PLS 4990. Independent Study in Political Science

INTERNATIONAL RELATIONS AND COMPARATIVE POLITICS

PLS 1200. Introduction to Asian Studies (HST 1200/PHI 1200) PLS 2000. Introduction to Comparative Politics PLS 2510. Introduction to World Politics (WLS 2510) PLS 2520. Theories of International Relations PLS 3220. International Political Economy PLS 3312. Political Geography (GGY 3312) PLS 3620. International Issues PLS 3750. Politics in the Developing World PLS 3800. International Organizations PLS 3810. International Law PLS 4170. International Security Policy PLS 4200. Special Topics in Comparative Politics PLS 4300. Special Topics in International Politics PLS 4510. Formulation and Conduct of American Foreign Policy PLS 4520. Problems in American Foreign Policy PLSS 3000-3100. Regional Area Studies

THEORY, PHILOSOPHY, AND METHODOLOGY

20 PLS 2130. Contemporary Political Ideologies PLS 2330. Introduction to Theory and Methodology PLS 3030. Political Thought PLS 3930. Census Data for Social Sciences and Business PLS 4180. Special Topics in Theory, Philosophy, and Methodology PLS 4225. Environmental Politics and Policy

{Note—the following section should be in the PUBLIC ADMINISTRATION Section of the Academic Catalog}

OPTION IN PUBLIC ADMINISTRATION

The Department of Public Administration offers an undergraduate option in public administration within the undergraduate degree in Political Science. Students selecting this option will receive an undergraduate degree in Political Science with notification about completion of the Public Administration option. The requirement for this degree are:

Requirements for a Bachelor of Arts Degree in Political Science via the Sem. Hrs. Public Administration Option. Freshman Seminar 1 General Education Requirements* 44 Major Requirements 37 Electives 39 Total: 121

MAJOR REQUIREMENTS: (37 HOURS) Introductory Requirements: PAD 1000, PSPA 1010 6 Core Courses: PAD 2010, 2100, 2190, 2330, 3440, 3600, 4530 22 Select one from PAD 4500 or PAD 4770 3 Select one from ECON 2020 or ECON 2030 3 Select one 3000- or 4000-level course in Public Administration, Political 3 Science, or Economics Total: 37

*Students who plan a major in Political Science should consult with the Department Chair prior to registering for General Election courses.

Public Administration with Applied Gerontology Minor (55 hours): 1. Complete Public Administration requirements above. (37 hours) 2. Complete Applied Gerontology Minor (18 hours) BIO 1030; SOC 2700; PSY 3050; REC 4250; SOC 3750; SWK 3840 Suggested electives: SOC 2800, SWK 3480, SWK 3500

21 Students may also choose Public Administration as a minor in conjunction with any other undergraduate degree program at UNCP. The requirements for the minor in Public Administration are:

Public Administration Minor (19 hours) Many students would benefit from a structured set of courses outlining the operations and problems of the administrator in a public agency. Even if the student never seeks employment as a public administrator, the department believes that exposure to these courses within the public administration minor will help the student to perform their private sector administration roles more capably, especially since the growth of government has created numerous points of contact between public sector and private sector administrators.

Requirements: PAD 1000, 2010, 2100, 2190, 2330 Select one 3000- or 4000-level course in Public Administration

8. Proposals from the S OE/Professional Education Programs 8.1 Create EDN 4010

New or Revised Catalog Course Description: This course explores the foundation of reading and writing development, how children become literate, and the social, cultural and environmental factors that influence language development. This course examines the stages of literacy development with respect to reading, writing, speaking, listening, and thinking and focuses on research-based assessment and instructional strategies for diverse learners at all levels. Field Experience Required. Credit: 3 semester hours. PREREQ: Admission to Teacher Education Program

Brief Statement of what is being proposed: This course is being added in order to align the reading concentration requirements with the North Carolina Reading Specialty Standards as required by the North Carolina Department of Public Instruction (DPI).

Rationale for Proposal This new course was created to meet the needs of UNCP’s Elementary Education students and is aligned with the North Carolina Reading Specialty Standards to reflect 21st Century teaching and learning in the foundations of reading and language development. The revised reading concentration, including this course, must be implemented Fall of 2010 as required by the DPI.

8.2 Revise course description of EDN 4510

New or Revised Catalog Course Description

22 This course is the application of EDN 4250 and SED 4340 and is designed to provide students with a semester of field experience in reading and writing assessment, diagnosis, and remediation. A final clinical report will be created to document all implemented assessments, interventions, and recommendations for future instructional recommendations. Field Experience Required. Credit: 3 semester hours. PREREQ: Admission to Teacher Education Program, EDN4010 and EDN4250 or SED4340. Credit: _3_ Semester Hours

Brief Statement of what is being proposed: This course is being modified to align with the North Carolina Reading Specialty Standards as required by the North Carolina Department of Public Instruction (DPI).

Rationale for Proposal This course is being modified to meet the needs of UNCP’s Elementary Education students and to align with the North Carolina Reading Specialty Standards to reflect the application of 21st Century reading and writing assessment and remediation skills. The revised reading concentration, including this course, must be implemented Fall of 2010 as required by the DPI.

8. Proposals from the S OE/Professional Education Programs 8.3 Revise course description of EDN 2400

New or Revised Catalog Course Description: This course provides a survey of children's literature from folktales and fairytales to picture books, poems, and novels for children and young adults. This course explores the world of authors and illustrators and the best new fiction and information books. Participants will extend their knowledge of the genres of children's literature and increase their ability to evaluate, select, and use children's literature as an integral part of their classroom and library media center curricula. Field Experience Required. Credit: 3 semester hours. PREREQ: 2.0 QPA.

Rationale for Proposal This course is being modified to meet the needs of UNCP’s Elementary Education students and to align with the North Carolina Reading Specialty Standards to reflect 21st Century learning with respect to teaching with children’s literature and to prepare teachers for 21st Century classrooms and schools. The revised reading concentration, including this course, must be implemented Fall of 2010 as required by the DPI.

8.4 Revise course description of EDN 4250

New or Revised Catalog Course Description:

23 This course explores the use of reading and writing assessments to determine classroom intervention and instructional strategies. It provides foundational information about stages of reading and writing acquisition, factors that impact literacy success or failure, and the nature of literacy difficulties. This information serves as a context for learning about the selection, administration, and interpretation of formal and informal classroom assessments for the purposes of screening, diagnosing, monitoring progress, and evaluating instruction. Field Experience Required. Credit: 3 semester hours. PREREQ: Admission to Teacher Education Program and EDN4010.

Rationale for Proposal This course is being modified to meet the needs of UNCP’s Elementary Education students and to align with the North Carolina Reading Specialty Standards to reflect 21st Century skills in reading and writing diagnosis and remediation. The revised reading concentration, including this course, must be implemented Fall of 2010 as required by the DPI.

8.5 Modify Reading Concentration by adding above proposals

Brief Statement of what is being proposed: The reading concentration is being modified to align with the North Carolina Reading Specialty Standards as required by the North Carolina Department of Public Instruction. The modifications include revisions of three courses (EDN2400, EDN4250, and EDN4510) and the addition of EDN4010 (Foundations of Reading and Language Development).

Rationale for Proposal The reading concentration is being modified to meet the needs of UNCP’s Elementary Education students and to align with the North Carolina Reading Specialty Standards to reflect 21st Century teaching and learning skills and to prepare teachers for 21st Century classrooms and schools. The revised reading concentration must be implemented Fall of 2010 as required by the DPI.

***ATTACHMENT***

PROFESSIONAL CONCENTRATION – Reading (18 or 19 hours)

Requirements for a Professional Concentration in Reading Semester Hours

Foundations Course: 3

24 EDN4010 Foundations of Reading and Language Development

Evaluation, Intervention, and Diagnosis: 9 1. EPC2040 Intro to Exceptional, Diverse and At-Risk Students

2. CHOOSE ONE: EDN4250 Remediation of Reading Difficulties (Education Majors) SED4340 Diagnosis & Remediating Reading and Writing Problems (Special Education Majors)

3. EDN4510 Reading Practicum

Content: 3 or 4 CHOOSE ONE ELE 4050 Literacy and Language Arts in the Elementary School II (4 credits) EPC3030 Reading Strategies for the 21st Century (3 credits)

Literacy and Literature: 3 EDN2400 Teaching with Children’s Literature

TOTAL: 18 or 19 hours

NOTE: The 4000-level courses in the concentration require admission to the Teacher Education Program. In order to achieve “Highly Qualified” status, a total of 24 hours must be taken. Additional hours may be taken from the following listing of courses: ENG3460, 3710, 4810, 4830, or 4850.

9. Proposals from the Department of Mathematics and Computer Science 9.1 Modifications to the Bachelor of Science in Information Technology

Brief Statement of what is being proposed: Add ITC 4940 "Capstone Project in Information Technology" to the Major Core Requirements. This is a capstone course that offers students an opportunity to apply the knowledge and skills learned in the Information Technology program.

Removed ITC 4940 from Areas I and II since it is a core course and all students must take it.

Added ITC 4960 to Areas I and II to provide student with more options in each area.

Rationale for Proposal This adds a required course that can be use to evaluate the overall skills students have learned in the Information Technology curriculum.

25 BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY

Requirements for a Bachelor of Science Degree in Information Sem. Hrs. Technology Freshman Seminar 1 General Education Requirements 44 Major Core Requirements 50

CSC 1300, 1750, 1760, 1850, 1900, 2050, 2150, 2250, 2260, 2850, 2920

ITC 2060, 2080, 4940

MAT 2100, 2150 Major Elective Requirements 12

Four courses from one of the following:

Area I: Web, database, system, and networking

ITC 2700, 3100, 3250, 4100, 4800, 4960; CSC 3800

Area II: Applications software development

ITC 2700, 3100, 4100, 4200, 4960 Other electives 13 Total: 120

9.2 Modifications to the Bachelor of Science in Computer Science

Brief Statement of what is being proposed: Add CSC 4900 Advanced Software Project to the Major Core Requirements. This is a capstone course that offers students an opportunity to apply the knowledge and skills learned in the Computer Science program.

Rationale for Proposal This adds a required course that can be use to evaluate the overall skills students have learned in the Computer Science curriculum.

BACHELOR OF SCIENCE IN COMPUTER SCIENCE

Requirements for a Bachelor of Science Degree in Computer Science Sem. Hrs. Freshman Seminar 1 General Education Requirements* 44

26 Note: Prospective Computer Science Majors should start with MAT 1090 as their first General Education mathematics course. MAT 1070 and MAT 1080 or MAT 2210 may be used in place of MAT 1090. Major Requirements 48 CSC 1750, 1760, 1850, 2150, 2250, 2260, 2650, 2850, 2920, 3750, 4900; MAT 2210, 2220, 3150, 3280 Four courses from one of the following areas (at least one must be a 4000- 12 level course): Area I: Programming and Networking CSC 3350, 3380, 3650, 4010, 4020, 4150, 4350, 4450, 4970; MAT 3270 Area II: Software Engineering and Database Management CSC 3800, 3910, 3920, 3930, 4010, 4150, 4450, 4810, 4820, 4970 Area III: Mainframe Computing & Security CSC 4350, 4360, and any two of the following: CSC 3380, 3800, 4020, 4970 Students planning to attend graduate school in computer science should take CSC 4010, 4150, 4350, and 4450 Other electives 15 Total 120

*Computer Science majors must take PHY 1500 or PHY 2000 and one course from Biology, Chemistry, or HON 1510 to satisfy the six hours of Natural Science requirements in General Education.

10. Proposals from the Department of English and Theatre 10.1 Create ENG 3900

Brief Statement of what is being proposed: This proposal seeks to create ENG 3900: Study Abroad so as to allow for international flexibility in the department’s study abroad offerings and to increase accessibility to study abroad opportunities, a core value of the University.

Rationale for Proposal The Department of English & Theatre, recognizing the importance of developing UNC-P students as global citizens and responding to shifts in literary studies from the study of national literatures to the study of literatures as artifacts of transnational cultures and movements, seeks the deletion of ENG 4510: Study Tour Abroad in Britain and the addition of ENG 3900: Study Abroad. Just as students may travel to the United Kingdom to study the traditions and contexts of English-language literature and writing, they also may travel to a host of other countries, for the roots of understanding English-language literature appear in a diversity of world cultures and societies, all the more apparent thanks to the workings of globalization. This course will permit faculty to lead students in literary study in various places and will allow for important curricular revisions, wherein students may engage in topics of literary significance through intensive study abroad.

27 11. Proposals from the Department of Music 11.1 Modify all Music degrees, Vocal Concentrations, by adding MUS 1380 as elective for graduation credit (up to three semesters)

Currently, music students in the vocal track take 7 semesters (6 semesters in the Musical Theatre degree) of MUS 1001, Concert Choir, for graduation credit for a total of 7 (or 6) hours of credit.

We are proposing that vocal track students may fulfill the 7 (or 6) semester requirement by completing at least 4 semesters of Concert Choir followed by up to 3 semesters of MUS 1380, Pembroke Singers.

BACHELOR OF ARTS IN MUSIC Requirements for a Bachelor of Arts in Music Sem. Hrs. Freshman Seminar 1 General Education Requirements* 44 Major Requirements** 33-36 7 semesters of a Major Ensemble. (At least 4 hours of MUS 1001 and up to 3 hours of MUS 1380, or 7 hours of 1161 or 7 hours of 1411), MUS 1140, 1150, 1810 or MUSP 10211, 1820 or MUSP 10211, 2140, 2150, 2810 or MUSP 10212, 29403, 29304, 3290, 3340, 3970, MUSL 1140, 1150, 2140, 2150 Applied Music, 7 semesters (MUSP)** 75/146 Music Electives 9-12 Academic Electives 27-28 Total: 128 1Non-keyboard majors only. 2Vocal majors only. 3MUS 2940 does not meet General Education requirements in this degree program. 4MUS 2930 fulfills the Humanities (Fine Arts) Elective requirement in General Education. 5Non-keyboard majors 6Keyboard majors *Students who plan to pursue a degree in music should consult with the Department Chair prior to registering in General Education courses. **Students must earn a minimum of 15 semesters hours in 3000-level or higher courses within the Major Requirements and Applied Music (MUSP) areas.

Requirements for a Bachelor of Music in Musical Theatre Sem. Hrs. Freshman Seminar 1 General Education Requirements* 44 Music Requirements 43

28 6 hours of a Major Ensemble. (At least 4 hours of MUS 1001 and up to 2 hours of MUS 1380), 2 hours of MUS 1121, 3 hours of MUS 1641, MUS 1140, 1150, 1810, 1820, 2140, 2430, 2440, 2810, 29401, 29302, 2980, 3430, 3440, 4040; MUSL 1140, 1150, 2140 Applied Music (MUSP) 14 Theatre Requirements 26 THE 1640, 1650, 1810, 1820, 2010, 2070, 2330, 2500, 3010, 3170, 3530, 4010 Total: 128 1MUS 2940 fulfills the Fine Arts requirement in General Education. 2MUS 2930 fulfills the Humanities (Fines Arts) Elective requirement in General Education. *Students who plan to pursue a degree in music should consult with the Department Chair prior to registering for General Education courses.

Requirements for a Bachelor of Music in Music Education Sem. Hrs. Freshman Seminar and General Education 45(39)* Specialty Area— 51 Select one Emphasis (*6 semester hours may count toward General Ed) Vocal Emphasis: 7 hours of a Major Ensemble. (At least 4 hours of MUS 1001 and up to 3 hours of MUS 1380), MUS 1810 or MUSP 1021, MUS 1820 or MUSP 1021, MUS 2810 or MUSP 1021, MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 2150, MUS 2250, 2260, 2270, 2280, 29401, 29302, 3290, 3300, 3301, 3340, 3970, 4040 All students: Applied Music (MUSP) 14 hours Professional Studies 15 EDN 3020, 3100, 3500, 4190, SED 3000 Content Pedagogy 17 MUS 4000, 4750; EDN 4490 MUS 4050 (Vocal Emphasis and Keyboard Emphasis [Vocal Orientation]) Total: 128 1MUS 2940 fulfills the Fine Arts requirement in General Education. 2MUS 2930 fulfills the Humanities (Fine Arts) Elective requirement in General Education.

NOTE: Students who desire teacher licensure in Music Education should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

29 Requirements for an Academic Concentration in Music Vocal Orientation (Audition Required)

Sem. Hrs. MUS 1140* and MUSL 1140*; MUS 1020 and 3240 10 3 hours of a Major Ensemble. 3 (At least 2 hours of MUS 1001 and up to 1 hour of MUS 1380), MUSP 1001 or MUS 1910**; MUSP 1001; MUSP 1001 3 MUS 1330 (for non-Music majors) or MUSP 1021**; MUS 1340 (for non-Music majors) or MUSP 1021 2 Total: 18 *Placement determined by theory placement exam. **Placement determined by audition.

Requirements for an Academic Concentration in Music Keyboard Orientation (Audition Required) Sem. Hrs. MUS 1140* and MUSL 1140*; MUS 1020 and 3240 10 3 Hours of a Major Ensemble (2 hours of MUS 1001 and 1 hour of MUS 1380, or 1 hour of MUS 1001 and 2 hours of MUS 1411 MUS 1001 (3 hours) or 1001 (1 hour) and 1411 (2 hours) 3 3 hours of MUSP 1021 3 Electives 2 Total: 18 *Placement determined by theory placement exam.

Minor in Music

Sem. Hrs. MUS 1140 and MUSL 1140 4 MUS 1330 or 1810 or MUSP 1021 1 MUS 1340 or 1820 or MUSP 1021 1 MUS 1020 (3 hrs); Three hours of a major ensemble. (At least 2 hours of MUS 1001 and up to 1 hour of MUS 1380 or 3 hours of MUS 1411) MUS 1001 or MUS 1411 (3 hrs) 6 Applied Music (MUSP) 21 Music Electives* 4 Total: 18 1If MUSP 1020 and 1030 are chosen as keyboard option, MUSP 2020 and 2030 can be used to fulfill this requirement.

Minor in Sacred Music

30 Sem. Hrs. Four hours of a Major Ensemble (At least 2 hours of MUSI 1001 and up to 2 hours of MUS 1380) MUS 1001 (4 hrs), MUS 3290 and 3900 (5 hrs) 9 MUS 1140 and MUSL 1140 4 Applied Music (MUSP) 2 Electives 3 Total: 18

Minor in Musical Theatre

Required Courses Sem. Hrs. MUS 2430, 2440, 3430, 3440, 2980 15 Elective: 3 additional hours from one of the following: A: MUS 1910, 2 hours of MUSP 1001 B: 3 hours of a Major Ensemble (At least 2 hours of MUS 1001 and up to 1 hour of MUS 1380) MUSP 1001 3 Total: 18

Rationale for Proposal

Concert Choir is the non-auditioned choir and performs repertoire distinctive to the larger ensemble. Pembroke Singers is an auditioned choir that performs significant literature for smaller ensembles. It is the belief of the music department that students need both experiences.

11.2 Several Modifications to Music Ed program

The Music Education degree is being modified to comply with the Revisioning directed by the NC Department of Public Education (NCDPI).

Following are the classes being added: MUS 2450 Music Technology 2 credits MUS 2290 Vocal Methods 1 EPC 2020 Intro to Education, Ethics, and Professionalism 1 EPC 2040 Intro to Exceptional, Diverse, and At-Risk Students 3 EPC 3000 Psychology of Learning and Development 2 MUS 4490 Internship (Full Semester) 9

Following are the classes being modified MUS 2250 Woodwind Methods from .5 credits to 1 credit MUS 2260 Brass Methods from .5 credits to 1 credit

31 MUS 2270 String Methods from .5 credits to 1 credit MUS 2280 Percussion Methods from .5 credits to 1 credit MUS 3301 Rehearsal Strategies/Vocal Methods Vocal Methods removed

Following are the classes being dropped: EDN 3020 Foundations of Education 3 EDN 3100 B/K Development 3 EDN 3500 Ed Psychology 3 EDN 4190 Content Area Literacy 3 SED 3000 Intro to Exceptional, Diverse, At-Risk 3 EDN 4490 Internship (Full Semester) 9

Requirements for a Bachelor of Music in Music Education Sem. Hrs. Freshman Seminar and General Education 45(39)* Specialty Area—Vocal Emphasis: 48 7 semesters of a Major Ensemble. (At least 4 hours of MUS 1001 and up to 3 hours of MUS 1380), MUS 1810 or MUSP 1021, MUS 1820 or MUSP 1021, MUS 2450, MUS 2810 or MUSP 1021, MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 2150, MUS 2250, 2260, 2270, 2280, 2290, 29401, 29302, 3290, 3301, 3340, 3970, 4040 Applied Music (MUSP) 14 Professional Studies 6 EPC 2020, 2040, 3000 Content Pedagogy 17 MUS 4000, 4750, 4490, 4050

Total: 124 1MUS 2940 fulfills the Fine Arts requirement in General Education. 2MUS 2930 fulfills the Humanities (Fine Arts) Elective requirement in General Education. NOTE: Students who desire teacher licensure in Music Education should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

Requirements for a Bachelor of Music in Music Education Freshman Seminar and General Education 45(39)* Specialty Area—Keyboard Emphasis, Vocal Orientation : 48 4 semesters of a Major Ensemble. (At least 2 hours of MUS 1001 and up to 2 hours of MUS 1380), and 3 semesters of MUS 3351, MUS 2450, MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 2150, MUS 2250, 2260, 2270, 2280, 2290, 29401, 29302, 3290, 3301, 3340, 3970, 4040, 4250

32 Applied Music (MUSP) 14 Professional Studies 6 EPC 2020, 2040, 3000 Content Pedagogy 17 MUS 4000, 4050, 4490, 4750 Total: 124 1MUS 2940 fulfills the Fine Arts requirement in General Education. 2MUS 2930 fulfills the Humanities (Fine Arts) Elective requirement in General Education. NOTE: Students who desire teacher licensure in Music Education should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

Requirements for a Bachelor of Music in Music Education Sem. Hrs. Freshman Seminar and General Education 45(39)* Specialty Area—Instrumental Emphasis: 48 7 semesters of MUS 1411 or 1161, MUS 1810 or MUSP 1021, MUS 1820 or MUSP 1021, MUS 2450, MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 2150, MUS 2250, 2260, 2270, 2280, 2290, 29401, 29302, 3290, 3301, 3340, 3970, 4040 Applied Music (MUSP) 14 Professional Studies 6 EPC 2020, 2040, 3000 Content Pedagogy 17 MUS 4000, 4750, 4490, 4200 Total: 124 1MUS 2940 fulfills the Fine Arts requirement in General Education. 2MUS 2930 fulfills the Humanities (Fine Arts) Elective requirement in General Education. NOTE: Students who desire teacher licensure in Music Education should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

Requirements for a Bachelor of Music in Music Education Sem. Hrs. Freshman Seminar and General Education 45(39)* Specialty Area—Keyboard Emphasis, Instrumental Orientation : 48 MUS 1001, 4 semesters of MUS 1411 or 1161, and 3 semesters of MUS 3351, MUS 2450, MUS 1140, 1150, 2140, 2150; MUSL 1140, 1150, 2140, 2150, MUS 2250, 2260, 2270, 2280, 2290, 29401, 29302, 3290, 3301, 3340, 3970, 4040, 4250

33 Applied Music (MUSP) 14 Professional Studies 6 EPC 2020, 2040, 3000 Content Pedagogy 17 MUS 4000, 4200, 4490, 4750 Total: 124 1MUS 2940 fulfills the Fine Arts requirement in General Education. 2MUS 2930 fulfills the Humanities (Fine Arts) Elective requirement in General Education. NOTE: Students who desire teacher licensure in Music Education should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

Rationale for Proposal With the exception to the changes being proposed by the School of Ed, the changes proposed for the Music Education degree are modest. First, we believe that we already have a very strong program. Second, the department is accredited by the National Association of Schools of Music (NASM). This accreditation requires certain standards be met. We believe that the changes offered are a good compromise between the needs of NCDPI and NASM.

New or Revised Catalog Course Description Students will acquire competence in software and implementations of technology specific to music and music education.

Brief Statement of what is being proposed: Music and music education students have technology that is music specific. Students will gain competency in those technologies. Two current examples of music specific technology are Finale and Sibelius, music notation software (allows students to enter music from a computer and immediately hear their work) and Garage Band, music recording software.

11.3 Create MUS 2450

New or Revised Catalog Course Description Students will acquire competence in software and implementations of technology specific to music and music education.

Rationale for Proposal Because there is technology specific to music, it behooves the Music Department to prepare 21st century musicians and music educators to understand the current technology and be proficient in that technology. By creating proficient practitioners and musicians who use technology, as the technology changes, it is our expectation that our students will easily adapt to their new technological realities.

34 Brief Statement of what is being proposed: Music and music education students have technology that is music specific. Students will gain competency in those technologies. Two current examples of music specific technology are Finale and Sibelius, music notation software (allows students to enter music from a computer and immediately hear their work) and Garage Band, music recording software.

Rationale for Proposal Because there is technology specific to music, it behooves the Music Department to prepare 21st century musicians and music educators to understand the current technology and be proficient in that technology. By creating proficient practitioners and musicians who use technology, as the technology changes, it is our expectation that our students will easily adapt to their new technological realities.

New or Revised Catalog Course Description A concentrated study of fundamentals and basic techniques of the voice. Students will also study the basic choral repertoire for students in all grades, elementary through high school.

Brief Statement of what is being proposed: This one credit class will meet 2x per week. In the class, students will explore the basic elements of healthy singing and how to apply this understanding to choral literature.

Rationale for Proposal Music Education students are required to understand the fundamentals of the human voice. In North Carolina, students are licensed to teach music K-12. This means that every student, instrumentalist or singer, must understand the elements of healthy singing. In addition, a major thrust of the class will be to explore choral literature for all levels of choir from elementary through high school.

New or Revised Catalog Course Description Provides continuous full-time, full-semester teaching experience in off-campus public school setting in the subject area in which the candidate seeks licensure. Includes placement at two levels (elementary, middle, secondary) for K-12 licensure areas. Pass/Fail grading. Credit, 9 semester hours. PREREQ: Admission to the Professional Semester.

Brief Statement of what is being proposed: This will have the Internship existing within the Music Department. The observations, supervision and visitations are all handled by the music department professors. No

35 changes in the internship process are suggested by this change of prefix (from EDN to MUS).

Rationale for Proposal The change of prefix (from EDN to MUS) is consistent with the responsibilities of the music department.

12. Proposal from the School of Education Professional Leadership Dept. 12.1 Create MHC 5870

New or Revised Catalog Course Description This course will examine the impact of chemical and process addictions on the family system. Coursework will revolve around the integration of assessment, theory, and technique. Related sociocultural implications of assessment and treatment will be discussed.

Brief Statement of what is being proposed: The Mental Health Counseling Program is seeking to alter the program to a 60 hour curriculum. This course is being proposed in an effort to facilitate the growth of the program and to offer more coursework related to family counseling.

Rationale for Proposal Recent changes in the licensure law require that programs be 60 hours.

12.2 Create MHC 6130

New or Revised Catalog Course Description In-depth study and supervised application of counseling and therapeutic intervention processes in an approved mental health setting. Hours required for successful completion of the Internship will be consistent with the standards set by the North Carolina Board of Licensed Professional Counselors. Students will demonstrate their ability to develop treatment plans, theories, and techniques in supervised counseling sessions. Students will present and defend portfolios documenting their counseling competencies. Graded on a Pass/Fail basis. This internship is a continuation of Internship I (MHC 6120). Credit, 3 semester hours. PREREQ: All core courses, successful completion of MHC 6120, and successful completion of the Counseling Practicum. Students may take specialty courses while enrolled in the Counseling Internship II. Credit: 3 Semester Hours

Brief Statement of what is being proposed: The program is seeking to add an additional Internship.

Rationale for Proposal The program is seeking to add an additional required Internship in order to accommodate new requirements set forth by the North Carolina Board of Professional Counselors. We

36 are also seeking to align the program more closely with CACREP accreditation requirements.

12.3 Create MHC 5080

New or Revised Catalog Course Description The course is designed to develop students’ knowledge base related to human sexuality and gender issues relevant to professional counseling. Students will develop an understanding of the varied sexuality issues which may be encountered in a variety of practice settings and learn appropriate skills in assessment and intervention. Reflection activities will be used to increase awareness of personal perceptions, attitudes and affect related to sexuality issues. The course provides an overview of the counselor’s role in counseling students, individuals, couples, and families with sex-related concerns.

Brief Statement of what is being proposed: We are proposing to add the 3 credit hour graduate course MHC 5080 to the mental health counseling curriculum beginning Fall 2010. This course provides the student with a basic understanding of how gender and sexuality issues intersect with the provision of counseling services.

Rationale for Proposal Counselors in a variety of settings are likely to encounter clients with concerns related to, but not limited to, sexual health and sexually transmitted infections; family planning, pregnancy and childbirth; gender identity and gender roles; gay, lesbian, bisexual and transgender issues; sexual function and dysfunction; sexual pleasure; sexual violence; sexual variation within and across cultures; and sexual development across the lifespan.

Requirements for licensure as a Professional Counselor in North Carolina require that students be provided with 60 credit hours of counselor education. Addition of this course assists in meeting the recently revised requirements for licensure. Furthermore, the Council on Accreditation for Counseling and Related Educational Programs (CACREP) requires that courses ensure that counseling students understand “human sexuality (e.g., gender, sexual functioning, sexual orientation) and its impact on family and couple functioning” (CACREP, 2009, p. 36).

12.4 Modify Service Agency Counseling Program by Changing Name to Mental Health Counseling, requiring 60 Semester hours and change degree from M.A. to M.A.Ed

Brief Statement of what is being proposed: The Service Agency Counseling Program is seeking to modify the name of the program to Mental Health Counseling. CACREP typically uses the title Mental Health Counseling instead of Service Agency Counseling. Additionally, we are seeking to modify the program by requiring 60 semester hours of study in order to remain consistent with new licensure laws regulating the practice of professional counseling in North

37 Carolina. Finally, we propose a degree change from MS to M.A. Ed. to better reflect the

13. Proposals from the Department of Health, PE & Recreation 13.1Create PED 1650

New or Revised Catalog Course Description Course open only to varsity athletes; grading is P/F.

Brief Statement of what is being proposed: New 1-hr course PED1650 Spring Sport Varsity Athlete; this one course will replace six current spring varsity sport participation courses

Rationale for Proposal Because of the emphasis on at least 15 students in each class, by combining six varsity sports into only one, class audits will be more favorable, yet the athletes can still get their 1-hr credit.

13.2 Create PED 1640

New or Revised Catalog Course Description Course open only to varsity athletes; grading is P/F.

Brief Statement of what is being proposed: New 1-hr course PED1640 Fall Sport Varsity Athlete; this one course will replace seven current spring varsity sport participation courses

Rationale for Proposal Because of the emphasis on at least 15 students in each class, by combining seven varsity sports into only one, class audits will be more favorable, yet the athletes can still get their 1-hr credit.

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38 Appendix C Proposal Forms (Go Back) Course Proposal Form (only one proposal per sheet)

Dept: ______Contact Person: ______Phone: ______

Email of Contact Person: ______

Clearly state your proposal:

Rationale for your proposal:

Dept Vote: _____For _____Against ____Abstain Date of Dept Vote: ______

Dept Chair's Signature: ______Date: ______

Dean's Signature of Approval: ______Date: ______

Registrar's Signature of Approval: ______Date: ______

Provost's Signature of Approval: ______Date: ______

If needed, approval signature of Gen Educ, Teacher Educ, Graduate Studies, Other:

Chair of Gen Educ Signature ______Date ______Chair of Teacher Educ Signature ______Date ______Chair of Graduate Council Signature ______Date ______Other (e.g., external agency) ______Date ______

Does this proposal affect any other Dept? If yes, which one(s) and how? ______

Affected Dept Chair Agrees:____Yes____No

Signature______Date ______

Does this proposal affect any cross-listing? If so, which one (s) ______

Include all prefixes affected: ______

Cross-listing Dept Chair's Signature ______Date ______Cross-listed Dept Vote: ___For ___Against ___Abstain

Does this proposal affect the Articulation Agreement? _____Yes _____No If yes notify the office of academic affairs.

39 Does the course satisfy the Diversity Requirement? ____Yes ____No If yes state on a separate attachment which criteria are satisfied (refer to the current catalog)

Does this proposal require any additional resources? If yes, be specific: ______

If this is a new course proposal, complete the following:

Prefix & Number ______New Course Title: ______

Credit Hrs _____ Prerequisites? ______Required for?* ______[* If yes, must submit a "Program Proposal Form"]

New Course Catalog Description:

Using only 27 characters, including spaces, print the new course title below; use abbreviations:

Circle the course code: LEC ACT SEM PRC INT LAB IND DIR FWK PRF PRL MST STU

Curriculum Subcommittee Action:

The Curriculum Subcommittee considers this proposal to be (e.g., minor revision, new course, etc)

______

Provisions to be met (if any): ______

______

Curriculum Subcommittee Vote: ____For ____Against ____Abstain Curriculum Subcommittee Chair: ______Date ______

Other Required Signatures:

Academic Affairs Vote: ____For ____Against ____Abstain Academic Affairs Chair: ______Date ______

Faculty Senate Vote: ____For ____Against ____Abstain Faculty Senate Chair: ______Date ______

40 41 Program Proposal Form (only one proposal per sheet) (Go Back)

Dept: ______Contact Person: ______Phone: ______

Email of Contact Person: ______

Clearly state your proposal:

Rationale for your proposal:

Dept Vote: _____For _____Against ____Abstain Date of Dept Vote: ______

Dept Chair's Signature: ______Date: ______

Dean's Signature of Approval: ______Date: ______

Registrar's Signature of Approval: ______Date: ______

Provost's Signature of Approval: ______Date: ______

If needed, approval signature of Gen Educ, Teacher Educ, Graduate Studies, Other:

Chair of Gen Educ Signature ______Date ______Chair of Teacher Educ Signature ______Date ______Chair of Graduate Council Signature ______Date ______Other (e.g., external agency) ______Date ______

Does this proposal affect any other Dept? If yes, which one(s) ______

Affected Dept Chair Agrees:____Yes____No

Signature______Date ______

Date ______

Does this proposal require any additional resources? If yes, be specific: ______

Attach a copy of your program proposal as you want it to look in the catalog to this form:

42 Curriculum Subcommittee Action:

The Curriculum Subcommittee considers this proposal to be (e.g., major change, minor revision, etc):

______

Provisions to be met (if any): ______

______

43 Proposed Changes to the Faculty Handbook Regarding Curriculum Policies (Go Back)

ARTICLE VI. FUNCTION AND SCOPE OF STANDING COMMITTEES, SUBCOMMITTEES, CONTINUING COMMITTEES AND OTHER COMMITTEES

The three Standing Committees will be: Academic Affairs Student Affairs and Campus Life Faculty and Institutional Affairs.

Although the Standing Committee memberships are reconstituted each Academic year, the subcommittee memberships will be for two-year, staggered terms allowing for continuity of activity.

Section 1. Academic Affairs Committee

A. The Academic Affairs Committee shall consider the following matters: all matters relating to curriculum; policies and standards relating to the admission and retention of students; and recommendations concerning learning resource materials and services. Specifically regarding Senate vote on curriculum matters, the Chair of the Academic Affairs Committee is immediately to present to the Registrar all information pertaining to each individual course which is necessary for the computer data bank. In anticipation of this, the required course description presented to the Subcommittee on Curriculum should be the exact catalog wording desired by the department. The Committee shall regularly inform the Senate of its actions and recommendations.

B. The Academic Affairs Committee will be composed of thirteen voting members:

1. Eight Senators, 2. The Provost and Vice Chancellor for Academic Affairs, 3. The four Chairs of Subcommittees of the Academic Affairs Committee.

C. The Committee shall have four subcommittees:

1. The Subcommittee on Curriculum shall examine all proposals and policies relating to curriculum and shall make recommendations to the Academic Affairs Committee on their adoption. This subcommittee is responsible for sending to the Academic Affairs Committee all information pertaining to each individual course which is necessary for the computer data bank. The Curriculum Committee shall make recommendations to the Academic Affairs Committee on their adoption based upon the following policies:

A. Course deletions are considered minor changes and go straight from Curriculum/AA Chair to the Registrar. Academic Affairs and Senate approval not required. B. Course and program modifications involving simple changes to prerequisites, course descriptions or course titles are considered minor changes and go directly from Curriculum/AA Chair to the Registrar. Academic Affairs and Senate approval are not required. C. If the Subcommittee on Curriculum determines course or program modifications to

44 be substantial, Academic Affairs Committee approval is required. At their discretion, Academic Affairs Committee may forward proposals to the Faculty Senate. D. Approved new course and new program proposals relating to minors/certificates/concentrations/options/tracks, et cetera, go directly from the Academic Affairs Committee to the Registrar. Faculty Senate approval is not required. E. All new academic Major proposals, deletions of major and minor programs, new General Education course proposals and general education course deletions require Faculty Senate approval. F. All curriculum items not requiring faculty senate approval will be reported to the senate by the chair of AA.

45 Appendix D

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Appendix 3 Academic Affairs Task Force to Review the General Education Subcommittee Structure and Procedures Report to the Academic Affairs Committee March 17, 2010

The Academic Affairs Task Force to Review the General Education Subcommittee Structure and Procedures makes the following recommendations regarding the structure, functions, and procedures of the Subcommittee:

STRUCTURE  Number of subcommittee members: remain as is.  Length of term of subcommittee members: remain as is.  Distribution of subcommittee members: should be selected from academic departments.

To implement this recommendation, the following additions to the Faculty Senate By-Laws are proposed:

Additions to the Faculty Senate By-Laws Article VI. Section 1.C.4. (paragraph 2) The Subcommittee shall be composed of the Dean of the College of Arts and Sciences and a faculty member from each of the following areas: Arts, Business/Economics, Education/Physical Education, Humanities, Natural Science/Mathematics, and Social Sciences. Members are to be selected from academic departments. The chair of the Subcommittee shall be one of the six faculty members representing the aforementioned areas.

Article VI. Section 4.A.4. One faculty member from each of the following areas: Arts, Business/Economics, Education/Physical Education, Humanities, Natural Science/Mathematics, and Social Sciences. Members are to be selected from academic departments.

FUNCTIONS The primary function of the Subcommittee is the evaluation of the suitability of courses for the General Education Program, and we feel that the Subcommittee is serving that function well. There seems to have been some confusion over the matter of assessment of the General Education Program. Prior to May 2004, assessment of the General Education Program was a part of the charge of the Subcommittee; however, in May 2004 the Senate unanimously voted to remove assessment from the charge of the Subcommittee. This change first appeared in the Senate By-Laws in the 2004-2005 Faculty Handbook and continues to be reflected in the Senate By-Laws in the 2008-2009 Handbook. This was an appropriate change since assessment of the General Education Program is too large a task for a Subcommittee that has other responsibilities as well. To avoid future confusion on this matter, all documents/materials/web pages need to be updated to reflect the actual charge of the Subcommittee as stated in the current Senate By-Laws.

We propose changing section 4 to read:

46 The General Education Subcommittee shall review the established/published goals of the General Education Program to ensure their concurrence with the University mission; review proposed changes in the General Education requirements for policies to ensure their concurrence with established program goals; and consider other matters referred to it by the Academic Affairs Committee, but not to include assessment of student learning outcomes.

We recommend that the responsibility for the assessment of the General Education Program be clearly defined. We feel that an appropriate way to approach this need would be to formally establish a general education assessment subcommittee of the academic affairs committee which would include a representative group of faculty.

PROCEDURES

 In the case of proposals for new courses seeking inclusion in the General Education Program, the proposal should be sent to the Curriculum Subcommittee first. If the course is approved as a new course by the said subcommittee, it will then continue through the curriculum approval process until final approval is granted.

Only then (i.e. when the course is approved as a new course), the proposing department may send the newly approved course to the General Education Subcommittee. If the course is approved as a Gen Ed course, it will then be forwarded to Academic Affairs for the continuation of this portion of the curriculum process.

The Task Force realized this would increase the length of time between proposing a new course for inclusion in the gen ed program and its eventual possible inclusion, but strongly believes it is time well spent. It makes sense in that the general education subcommittee cannot approve inclusion of a course which is officially not in existence in the gen ed program. In other words, the course must first be approved/exist as a new course before the gen ed committee can consider it further.

 In the case of proposals for existing courses seeking inclusion in the General Education Program, the General Education Subcommittee makes its recommendation directly to the Academic Affairs Committee. Such proposals will not be considered by the Curriculum Subcommittee unless a change is proposed in the course in addition to the request for its inclusion in the General Education Program.

 In the case of proposals for changes/modifications to existing courses which are already in the General Education Program, the changes/modifications proposals should first be approved by curriculum subcommittee and continue through the approval process.

Only after the changes/modifications to the proposal are approved, the proposing department may send the newly revised course to the general education subcommittee, which in turn must ensure the changes made to the course warrant continuation as a part of the general education program.

 To implement the above changes, remove the signature line for the General Education Subcommittee Chair from the Curriculum course proposal form and remove the signature line for the Curriculum Subcommittee Chair from the General Education course proposal form; and make the following change to the Senate By-Laws:

Changes to the Faculty Senate By-Laws Article VI. Section 1.C.4. (paragraph 3) The Subcommittee shall submit all matters of policy pertaining to the General Education Program and all curriculum proposals directly to the Academic Affairs Committee for its consideration

Sections 6-10.B.1 and Sections 6-10.B.2 of the Faculty Handbook will also require concomitant changes. (We note that these sections also require updating to reflect recent changes in curriculum policies.)

CONTENT The Task Force recommends that after our upcoming SACS visit has been completed, a task force be formed to review the overall content of our General Education Program and to consider the question of whether or not the program should be made more inclusive.

Members of the AA Task Force February 10, 2010 Robert Brown Jamie Litty Rami Maysami James Robinson Karen Stanley Jeremy Sellers, Chair

2. Gen Ed Procedure Proposals (work in

Note: The above embedded file depicts the progress of the proposal, including the original Senate Ad Hoc Committee’s report and the modifications made by the AA Task Force.

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48 Appendix E Student Computing Requirement Task Force Report (Go Back)

Date: February, 2010

Report from: Task Force on a Student Computing Requirement at the University of North Carolina Pembroke

Members: Arjay Quizon, Brian McCormick, Cammie Hunt, Charles Lillie, Christopher H Ziemnowicz, Cynthia Miecznikowski, Cynthia Saylor; Jan M Gane, John D Raacke, John Labadie, Judith Curtis, Larry Arnold, Leah Fiorentino, Ottis Murray, Wade Allen

Charge: Investigate the potential issues associated with the introduction of a Student Computing Requirement at University of North Carolina Pembroke

Executive Summary

Student learning has changed dramatically since personal technology devices arrived on the doorstep of higher education environments. The Task Force on Student Computing organized during the fall 2009 semester to explore the rationale for a student networked device requirement in support of student learning. The technological changes which have impacted learning at all levels clarify the premise that technology is an integrated component of literacy. In this dramatically-altered arena of higher education, students are now placed at a significant disadvantage if they do not have ready access to an internet-capable device whenever, and wherever, they wish to study.

Following the justification discussion, the Task Force identified five major areas for investigation: 1) Ethics and the ethical use of the network device by students, 2) Hardware requirements for student devices, 3) Financial considerations for the students and the university, 4) Student security issues when using computer devices, and 5) Technology support for faculty and students. The investigations suggest that restrictions and punitive measures alone cannot ensure the ethical use of technology. While UNCP maintains policies governing academic behavior and appropriate technology use by students, an additional educational focus is needed. Concerning hardware, the network device requirement is closely tied to student learning and so device specifications must support anticipated usage within the general education curriculum. Provisions are needed to determine and accommodate advanced hardware needs if required by a specific field of study. Financial considerations call for keeping the addition of a networked device as cost-neutral as possible for students. Regardless of the cost, the networked device must be a requirement if the cost is to be included in a student’s financial aid award. Students need to be proactive in keeping security software up-to-date and in protecting the physical equipment as well as their electronic data. To enhance security, both software and hardware security measures should be included in the network device hardware and software standard. Finally, an essential element for success of any network device initiative is the support provided for faculty and students. The university will need to provide an all-encompassing support structure as suggested by current strategic planning efforts.

Many campuses have successfully implemented a student networked device requirement. Following information-gathering activities the Student Computing Task Force suggests the University of North Carolina Pembroke ensure each student has the necessary tools to support ubiquitous learning. Members acknowledge that a personal networked device is an essential tool

49 for students. It is recommended that an advisory group be formed to guide efforts for implementing a student computing requirement.

Student Computing Requirement at UNCP

Purpose Statement: Student learning has changed dramatically since personal technology devices arrived on the doorstep of higher education environments and forced educators to face the reality that university students expect to complete their studies any time and in any location. With that in mind, the University of North Carolina Pembroke will strive to ensure each student has the necessary tools for this sort of ubiquitous learning that foster more productive learning and greater accessibility for all students, as well as address the needs of the local community. To reach this goal, we acknowledge that a personal, networked device will be the essential tool to overcome constraints such as location and time, and thereby support equal learning opportunities and foster individual student success in a competitive global society. The Task Force on Student Computing organized during the fall 2009 semester and continued their work in the spring of 2010. After completing the justification and rationale for a student networked device, the Task Force identified topics associated with implementing an initiative of this nature. To successfully implement a student networked device the Task Force identified five major areas for investigation: 1) Ethics and the ethical use of the network device by students, 2) Hardware requirements for student devices, 3) Financial considerations for the students and the university, 4) Student security issues when using computer devices, and 5) Technology support for faculty and students.

Justification: The technological changes which have impacted learning at all levels clarify the premise that technology is an integrated component of literacy. UNCP has made a commitment to improve the literacy rates of all students through the QEP initiative Write to the Top focused on improving student writing. In this dramatically-altered arena of higher education, students are now placed at a significant disadvantage if they do not have ready access to an internet-capable device whenever, and wherever, they wish to study. Advancing our support of technology strengthens UNCP’s community of learners through the enhanced capabilities for connecting, collaborating, and communicating. For students, the networked device facilitates learning within and beyond the classroom as this personal productivity tool provides around-the-clock access to rich learning resources, enhances productivity and more satisfying group-work, and supports increased technology literacy which contributes to higher levels of career readiness. Ensuring all students have a networked device with standard software bridges the digital divide by providing equal teaching and learning access for all students. This shift in access may enable classroom meetings to focus more on discussions of issues and content and less on the routine "course management" concerns since electronic delivery can replace many manual, paper-based processes.

With a focus on student learning, the networked device becomes a tool to extend conversations beyond the classroom through the use of discussion groups, blogs, wikis and social networking capabilities. The technology provides potential access for student interactions with local or distance experts and authors, international and intercultural exchanges, as well as serving as a communication vehicle to further engage and promote contributions by alumni and parents. Students involved in learning activities that require teaming and decision-making may utilize the technology for engagement beyond the traditional meeting time through asynchronous group work once they are sure that all group members will have access to the technology. The university learning environment will more closely align with the business world, and the students

50 will be better prepared having developed more effective group management skills and experienced the success associated with building greater team productivity.

The networked device supports UNCP’s focus on improving student writing skills as the device encourages the student to focus on writing skills rather than mechanical writing processes promoting greater access to editing, revising and resubmitting of graded pieces. Student writing skills also benefit from a technology-enhanced environment where the collaborative efforts among students are promoted through the open sharing of individual and group reports and the versioning of these documents.

In various discipline areas across campus, the networked personal device brings new access and capabilities to all students while supporting traditional activities that are the cornerstone of UNCP. For example, the student teaching intern can enter a remote classroom environment carrying familiar resources, learning tools, and supporting materials without having to rely upon the uncertain and ever-changing technology tools associated with various school systems. For a student in The Arts, the personal device can become a portable digital darkroom or recording studio supporting the creation of art galleries or the collection of music compositions where all students, not just the experts, now have the opportunity to become content creators. Within the School of Business, students become participants in a global economy where they can access rich data sets and engage in informed decision-making while the technology undergirds basic business processes such as accounting, marketing, and collaboration.

Technology can become the main tool for innovation and for extending UNCP’s learning environment in a distinctive manner that will enhance our reputation as a personal focused, student-centered learning community. By ensuring all student have access to a personal networked device, UNCP is responding well to high school students who are increasingly computer "fluent" and place greater emphasis on the quality and availability of computing and information resources when making college attendance decisions.

Specifically the following is a listing of tools provided to every student with access to a personal laptop computer with network connectivity.

 Productivity Tools: o E-Mail o Word processing o Spreadsheets o Presentations o Website development  Web-based Intranet Tools o Student information and business services o Electronic forms o Calendar and appointment system o Groupware support systems  Learning Tools o Primary sources o Archival materials o Census data o Secondary Instructor notes o Multimedia Presentations

51 o Media resource materials o Class integration o Simulations o Data analysis o Topical website development

Ethics and ethical use of technology in classrooms: In support of UNCP’s core mission of research, teaching, and service, academic institutions are bastions of open expression and freedom of discovery. The Internet and associated technology have become essential tools in sustaining this core mission; however, the open nature of the Internet, free from content restraints, creates a need for technology users to become self-regulatory to ensure ethical use. This consideration is critical to the use of networked devices by students in the context of teaching and learning at the university. Restrictions and punitive measures alone cannot ensure the ethical use of technology. While UNCP maintains policies governing academic behavior and appropriate technology use, the positive promotion of ethical considerations provides users an additional educational focus rather than a singular focus on punitive measures.

General Education learning outcomes for technology state the UNCP graduate will understand the role of technology, have the skills necessary to use it, and be able to recognize and adapt to new technologies. Students will demonstrate knowledge of current/modern technologies, use appropriate technology in the evaluation, analysis, and synthesis of information, and collaborate with others using technology tools (University Catalog, General Education section). The ethical use of technology by UNCP students requires them to recognize and self-regulate their technology use based upon established core values. If there are ethical questions for the UNCP students relative to technology usage, they must first recognize that an ethical dilemma is present followed by making an appropriate decision for action, many times without outside influence. Regardless of the virtual or technology context, the following guidelines concerning ethical decision-making remain constant: · Respect for the privacy rights of self and others; · Respect for ownership of information; · Respect network security arrangements; · Respect the need to avoid harming others; · Respect the freedoms of others; · Respect the need to exercise personal responsibility for appropriate action; · Respect laws related to IT use; and · Respect the values of trustworthiness and truthfulness

(Somerville House, Ethical use of technologies policy. Reflecting and clarifying core values to make judgments section, http://www.somerville.qld.edu.au/curriculum/ethics)

UNCP students, faculty, and staff are guided in their conduct including the use of technology by the Academic Honor Code. This Code sets responsibility for maintaining academic freedom while respecting the rights on each member of the academic community. Instructional faculty members have the ultimate responsibility for maintaining standards of academic honesty and integrity. UNCP students are responsible for upholding basic standards of honesty and are required to know and observe the UNCP Academic Honor Code which forbids cheating, plagiarism, abuse of academic materials, fabrication or falsification of information, and complicity in academic dishonesty. All members of the academic community hold the responsibility to report abuses as allowing academic dishonesty is just as dishonest as committing a dishonest act. (UNCP Faculty Handbook. Academic Honor Code, Section 6.9).

52 Research suggests that an instructional design that integrates the network device into the lesson plan is beneficial in maintaining a student focus on the instructional activity and serves to keep the network device from becoming a distraction. It should be noted there are class periods where the best and appropriate instructional approach is to ask students to close or put away the network device to participate in other active learning activities. Faculty members have ownership of the instructional activities and should feel comfortable in their choice to integrate or not use the student’s network device in their learning activities.

From a policy perspective, student technology use is governed by the Student Handbook which forbids obstructing or disrupting teaching, research or other university activities and/or other university functions with technology by operating cell phones, pagers, beepers, etc., in classrooms, libraries, and labs. When expanded, this ban would include networked device use as well. (UNCP Student Handbook, Academic Honor Code section, & Code of Conduct sections.) The Appropriate Use Policy sets forth the standards for use of assigned computer systems, peripheral accessories, computer accounts, email services and the shared UNCP university network. General guidelines for appropriate technology use at UNCP are based on the following principles:

1. Users shall behave responsibly with respect to the UNCP technology infrastructure at all times. 2. Users shall respect the integrity and the security of the UNCP technology infrastructure. 3. Users shall behave in a manner consistent with UNCP’s mission and to comply with all applicable laws, regulations, UNCP policies, and policies of The University of North Carolina (“UNC”). 4. Users shall be considerate of the needs of other Users by making every reasonable effort not to impede the ability of others to use the UNCP technology infrastructure and to show restraint in the consumption of shared resources. 5. Users shall respect UNCP’s principles regarding freedom of thought, inquiry, and expression. 6. Users shall respect the rights and property of others, including intellectual property rights.

(UNCP Appropriate Use Policy, http://www.uncp.edu/doit/policies/policy0103.html)

Hardware Requirements for student devices: Because the network device requirement is tied closely to student learning, it is imperative that the device specifications support the student’s anticipated usage within the general education curriculum. Students entering specific majors may need equipment configurations more advanced than the standard student device. For example, digital media creation in the arts, music and some sciences may require advanced graphic capabilities, additional memory, and increased storage capacity. Graphic capabilities are important to users in Communication and Education respectively because of the engagement in the Internet-based Second Life. A faculty and staff committee should be convened annually to review and establish the standard configuration meeting the general education requirements. In addition, the disciplines need to be engaged annually by the committee to set standards for their specific programs if those standards vary from the general standard specification. The importance of communication to prospective students cannot be overstated. Students should be aware of the general standard and informed that specific programs may have a different requirement. Students must be fully informed of the requirement so they may take proactive steps to avoid confusion or misunderstanding as they engage their chosen field of study.

53 The general standard for the networked laptop device is consistent with industry standards and the following configurations are offered as examples:

Criteria Recommendation - PC Recommendation – Mac Book Weight 2 – 4 lbs Battery Life 4 – 7 hours 4 – 7 hours Processor 1.5GH or faster, 32-bit or 2.26 GH or faster 64-bit Memory 1GB or greater 2 GB Screen Size 14” to 17” 15” to 17” Screen 1024 x 768 pixels or higher 1440 x 900 pixels Resolution Graphics NVIDA 7000 series or NVIDIA GeForce Card higher or equivalent 9400M + 9600M GT (GeForce Go Series 7600, with 256MB ATI X1600) Connectivity WiFi and Ethernet WiFi and Ethernet External 4 or more USB ports Ports Hard Drive 150 GB or greater 250GB Webcam Recommended Recommended DVD 8X CD / DVD Burner SuperDrive 8x (DVD±R (Dual Layer DVD+/-R DL/DVD±RW/CD-RW) Drive) Price $400 - up $899 - up Maintenance $200 for 2 to 3 years or $183 for 3 years higher

As example of a program specific network device specification, for a student in a Digital Arts Major the following configuration is suggested:

Recommendation – Mac Book Pro

4 – 7 hours 2.5 GH or faster 4 GB 15” to 17” 1440 x 900 pixels NVIDIA GeForce 9400M + 9600M GT with 256MB WiFi and Ethernet

250GB Webcam Recommended SuperDrive 8x (DVD±R DL/DVD±RW/CD-RW) $1,600 - $2,499

54 $188 for 3 years

Software for the student network device should also be a standard slate of products chosen through a collaborative process. For reliability and security, the student device should have anti- virus and anti-malware software installed. There may be software requirements for different shareware utility-type programs for accessing services and for accomplishing certain tasks such as SFTP or to use Virtual Private Networks. Microsoft Office would also be a required standard for word processing, spreadsheets, presentations and database software. Just as for setting hardware standards, the setting of software standards requires input from the disciplines with standards set through a committee process. Two considerations for success are recommended. First, efforts are needed to engage academic departments in building agreement in choosing standard software packages for specific functionality. For example, Dreamweaver is the Web editor of choice. Another program may be the graphics program of choice. Other examples are plentiful. Secondly, engaging open source products could offer the potential for advanced functionality while setting software standards and importantly, reducing cost. A consideration is if the student learning is focused on using a specific software package or more broadly, the student learning focus is in understanding the concept supported by multiple software packages.

Financial considerations for the students and the university: Based upon the institutional values of UNCP, which include quality education at a low cost, any consideration of a student- owned networked device must carefully weigh the cost of that device for the student. Additional cost to the institution must be carefully examined to ensure a workable implementation and a simultaneous consideration to reduce the overall cost of higher education for the UNCP student community. There are two considerations to be examined when considering the increased cost of a networked device for students. First, ECAR survey data indicates that over 84% of new freshmen who enter the campus community report they own a mobile networked computer. For that group of freshmen, there will be no additional cost; however, conversation needs to focus on how these existing expenditures can be funneled into a planned approach for common networked devices. The second consideration deals with the creation of a more efficient approach to re- purposing existing costs/student expenditures for those students attending UNCP. In essence, the Task Force endorses keeping the addition of a networked device as cost-neutral as possible for our students. Regardless of the cost, our research indicates that to include the cost of the device in the student’s financial aid award, ownership of the networked device must be a requirement for the UNCP student. A final consideration is that financial aid will only increase once to cover the cost of the networked device during the student’s undergraduate studies at the institution.

To understand the range of options available for the requirement to be implemented, we suggest discussions by the larger campus community related to the following possibilities:

Option 1. Campus STRONGLY suggests that students arrive on campus with a networked device that matches the posted configurations and compatibility needs for success. Students bring their networked device to DoIT to certify that it meets the listed criteria for student devices. University provides reduced cost to purchase devices within the Bookstore (current policy). This option does not ensure that all students will have a network-enabled device. Because of the flexibility in this option, unified support for the students is a more difficult challenge. Option 2. Campus REQUIRES a network device consistent with strict standards as outlined in previous section. The student may bring a computer that meets the standards and is certified by DoIT staff, but the majority of students will purchase a pre-configured device from the Bookstore. The advantage is that the volume of purchases will decrease the cost to the students. This option ensures that all students have a networked-enabled

55 device, takes advantage of volume discounts for lower costs, while permitting some student choice in their network device. Creating a unified support approach, while somewhat easier than Option 1, still remains problematic due to the potential variety of network devices. Option 3. Campus MANDATES the purchase of a network device that conforms to the university standards with no flexibility in purchase options to the students. Dual platform devices will be identified for the various disciplinary programs on campus. This offers the greatest opportunity for cost savings due to the large volume discount. It provides greater confidence for student group work when they are able to trust that their peers have adequate access to compatible hardware. It is by far, the easiest option to support; however, it offers the least flexibility to students. And if a purchase of a specific unit is required, this could lead to additional cost to the student who may already own another device.

The Task Force recommends that the university community consider a variation of Options 2 and 3. Option 2 requires a network device with standards set by the institution. The student may bring a networked device, but their device must meet the required standards as set by the University. Students may also take advantage of lower costs by purchasing the recommended configurations from the University Bookstore. The success of this approach is contingent upon an active and comprehensive communication campaign engaging all incoming students. In addition, the variation on Option 3 is that some students may choose not to own the device using a University-owned device instead. The student has the option to pay a fee for the use of the device each semester for the first two years. At the end of the sophomore year, the student may purchase that device for a small additional charge and use that device for the remainder of the time at UNCP. Or the student may continue paying the technology fee each semester and receive a new device for their junior and senior year. At the conclusion of the program at UNCP, the student can purchase the device and continue to use it after graduation. However, option 3 would require a yearly commitment on the part of the student.

As noted in the opening comments, the desire to contain additional costs to the student is paramount for the Task Force. With that in mind, the following suggestion could balance the cost of the device. The adoption of e-textbooks for use in a select number of courses could off-set the additional charge for the networked device. Students could access a secure site in BraveWeb to purchase and download necessary e-textbooks each semester.

Student security issues when using computer devices: A number of critical security issues emerge when student computing initiatives are deployed on university campuses. Students need to be proactive not only in keeping security software up-to-date, but also in protecting the physical equipment as well as their electronic data. Should users not be vigilant in providing protection, both the students’ data and the institution’s network could be at risk for security breaches. The university should provide students with a subscription to virus detection software. UNCP currently provides McAfee software along with the latest virus definition files to faculty, staff, and students. This subscription needs to continue; however, there should be opportunities to increase student awareness regarding software availability and the need to practice safe computing. The awareness effort should also include university policies and practices concerning the security of personal files through the use of appropriate passwords and by adhering to industry standards for successful practices.

To enhance hardware security, it is recommended that anti-theft capabilities be incorporated into the devices when they are purchased. Systems such as Lo-Jac, a theft deterrent software, will automatically locate stolen network devices when re-connected to a network. In addition,

56 expanded capabilities include being able to remotely delete all content on the device if stolen once it is re-connected to a network. These software deterrents have a strong record of assisting in the recovery of stolen hardware and are a proven deterrent to computer theft. Another potential deterrent could be the option to engrave the university logo on the cover of the university-owned device. This would ensure that any stolen university device would be identifiable by the engraved logo.

Technology support for faculty and students: An essential element for the overall success of any network device initiative is the support provided by the institution for implementation on the campus. Faculty and students need to be provided an all-encompassing support structure. For faculty, one could look at the last Strategic Planning effort which suggests the necessary types of support that faculty require to be successful. Faculty should have access to Instructional Technologists to assist in the creation of materials and technology-enhanced learning activities to fully capitalize on the student network device. As proposed in the Strategic Planning documents, an Instructional Technology Center is needed to provide faculty access to centralized resources. This Center, along with existing support resources within DoIT, the Teaching and Learning Center, the Mary Livermore Library, the Digital Academy, and other college and school resources all contribute to a seamless support infrastructure.

For students, similar to faculty, they also need a Student Technology Assistance Center to fully support their use of technology-enhanced learning. The Center could assist with software issues, training, and group-related activities (i.e., introduction to software, facilitate the use of technology in connection with course assignments, and provide sessions on safe computing and the ethical use of technology). The STAC can also provide individualized assistance for specific software and hardware issues (the resolution of hardware issues can only be addressed if the hardware is university-owned or purchased through the university Bookstore). Consistent with existing practices, STAC must continue the policy of providing warranty repairs for student purchases from the Bookstore. Specifically to address the variation on Option 3, the university would provide “loaner” units for students experiencing issues with a university-owned device. One key element to student support is to set appropriate expectations for both service and support. This should be followed by meeting those expectations based upon short turnaround times for device repairs. This is consistent with the basic premise that the student needs the networked device to complete their learning activities.

Conclusion: Many campuses have successfully implemented a student networked device requirement. There are numerous successful practice models UNCP may engage to ensure enhanced student learning as a result of a network device implementation. In addition to individual research, Task Force members engaged vendors who facilitated several presentations sharing the current status of student networked device requirements at UNC sister campuses. In addition, Task Force member participated in video conferences with campuses beyond North Carolina to learn about their successful initiatives. Following these information-gathering activities, members of the Student Computing Task Force suggest the University of North Carolina Pembroke ensure each student has the necessary tools to support ubiquitous learning while creating greater access to learning opportunities. Members acknowledge that a personal networked device is an essential tool supporting equal learning opportunities and fostering individual student success. It is recommended that an advisory group be formed with appropriate membership to guide efforts for implementing a student computing requirement.

Respectfully submitted, Arjay Quizon, Brian McCormick, Cammie Hunt, Charles Lillie, Christopher H Ziemnowicz, Cynthia Miecznikowski, Cynthia Saylor; Jan M Gane, John D Raacke, John Labadie, Judith Curtis, Larry Arnold, Leah Fiorentino, Ottis Murray, Wade Allen

57 (Go Back)

Resources

Ethical Use of Computer Technologies Policy, ( 2009). Summerville House. Retrieved January 14, 2010 from http://www.somerville.qld.edu.au/curriculum/ethics

MacDonald, C., (2002). A guide to moral decision making. Retrieve January 6, 2010 from http://www.ethicsweb.ca/guide/index.html

Mayenn, A., (2001). A proposed methodology for the teaching of information technology ethics in schools. Education Conferences in Research and Practice in Information Technology, Vol 1. Retrieved January 7, 2010 http://crpit.com/confpapers/CRPITV1Meyenn.pdf

UC Davis 2001 http://www.cnc.ucr.edu/avc/computer_ownership.pdf

UNCP Faculty Handbook. (2009-10) http://www.uncp.edu/aa/handbook/

UNCP Student Handbook. (2009-10) http://www.uncp.edu/sa/handbook/

University of Dayton 1998 http://campus.udayton.edu/~notebook/future%202.htm

58 Appendix F

Evaluation for Tenure and/or Promotion

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Item #1

Note: This first set of recommendations was developed to standardize the order of materials submitted for tenure and promotion and to begin requiring submission of a CV in the materials, due, in part, to a request FERS received from the PTC. In the interest of procedural consistency, FERS also standardized material submission for contract renewal. Some minor editing of Handbook material also was done (always noted by strikethroughs in black type and recommended insertions in red type) to remove ambiguities and to correct outright errors. Any material in blue type is simply explanatory material that would not appear in the Handbook.

4-4.C. Evaluation for Tenure and/or Promotion

Evaluations for decisions concerning tenure and/or promotion of tenure-track faculty include the following materials and reports:

● Candidate’s materials compiled in accordance with Section 4- 7.B.1(a) ● Self-Evaluation Report ● Student Evaluation Report ● Current-year Chair's Evaluation Report for Tenure/Promotion (with Tenure, Promotion, and Renewal Form) ● A minimum of the previous three year’s Chair's Evaluation Reports ● Peer Evaluation Report for Tenure/Promotion (with Tenure, Promotion, and Renewal Form) ● Promotion and Tenure Committee Evaluation Report (with Tenure Promotion, and Renewal Form) Dean's Report for Tenure/Promotion (Order switched for the Dean’s report and the PTC report in the current list as it is more logical to list Dean’s report first) ● Dean's Report for Tenure/Promotion Promotion and Tenure Committee Evaluation Report (with Tenure, Promotion, and Renewal Form) ● Recommendation by the Provost and Vice Chancellor for Academic Affairs.

4-7.B.1 Forms and Documents Submitted by a Faculty Member For renewal of contract, promotion, and tenure, the candidate must complete and submit the following items:

59 1. An expanded Self-Evaluation Report that covers the entire period under consideration (e.g. one to six years for tenure, or the period since the last major evaluation) with an emphasis on the past three years of employment.

2. A summary of teaching effectiveness indicated by Student Evaluation Reports for the period under consideration, and by current course syllabi and course materials (assignments, handouts, tests, etc.) for one general education course, one upper division course, and one graduate course when appropriate. Current year student evaluations for faculty members considered for tenure and/or promotion will not be included due to the difficulty of obtaining valid reports early in the semester. Instead, prior-year Student Evaluation Reports (from department chair or Office for Academic Affairs files) will be used.

3. Evidence of scholarship (e.g., conference papers, publications, books) or other evidence of professional activity related to a faculty's particular discipline (e.g., works in progress, creative works, participation in recitals or exhibitions).

4. 1 A completed Peer Evaluation Committee Nomination Form (Section 4-12.A B). A faculty member being evaluated may not nominate another faculty member who is also being considered for tenure and/or promotion during the same academic year, the department chair, or a member of the Promotion and Tenure Committee

2. A portfolio containing required materials denoted in Section 4-7.B.1(a) for tenure and/or promotion evaluation and a portfolio containing required materials denoted in Section 4-7.B.1(b) for contract renewal evaluation.

Section 4-7.B.1(a) Portfolio Requirements for Tenure and/or Promotion Evaluation The following material must be submitted by the faculty member in a three-ring binder divided into eight sections labeled with headings.

1. A Copy of Completed Peer Evaluation Committee Nomination Form (Section 4- 12.B)

2. A current Curriculum Vitae

3. An Expanded Self Evaluation Report covering the full period under consideration

4. Copies of signed Department Chair’s Annual Evaluations received since the last successful major evaluation

5. Student Evaluation Reports for the full period under consideration (Include the quantitative summary of ratings and transcripts of student comments.)

6. Documentation of effectiveness in teaching: Include course syllabi for a selection of courses taught at UNCP and course materials (selected assignments, handouts, PowerPoint slides, tests, student work, etc.) for one General Education course (if applicable), one upper division course (if applicable), and one graduate course (if applicable).

60 7. Documentation of scholarship and other professional activity in the faculty member’s discipline: Include conference papers/posters, publications, reviews, books, creative work, recordings, programs, conferences attended, etc. with specific dates. CDs or other electronic media documenting work products may be included but the faculty member is advised to provide some sort of hardcopy backup documentation for any electronic media in the portfolio.

8. Documentation of service: Include relevant materials that illustrate significant contributions.

Section 4-7.B.1(b) - Portfolio Requirements for Initial Contract Renewal Evaluation The following material must be submitted by the faculty member in a three-ring binder divided into seven sections labeled with headings. Portfolios submitted for contract renewal evaluation subsequent to the initial probationary evaluation should also include a section for copies of signed Department Chair annual evaluations.

1. A Copy of Completed Peer Evaluation Committee Nomination Form (Section 4- 12.B)

2. A current Curriculum Vitae

3. A Self Evaluation Report (Section 4-12.A)

4. Student Evaluation Reports for all courses evaluated during the evaluation period. In the case of a one-year contract renewal, these reports will be provided to the PEC by the department chair as the evaluation period begins before the end of the first semester. (See Calendar in Section 4-13.C)

5. Documentation of effectiveness in teaching: Include course syllabi for a selection of courses taught at UNCP and course materials (selected assignments, handouts, PowerPoint slides, tests, student work, etc.) for one General Education course (if applicable), one upper division course (if applicable), and one graduate course (if applicable)

6. Documentation of scholarship and other professional activity in the faculty member’s discipline: Include conference papers/posters, publications, reviews, books, creative work, recordings, programs, conferences attended, copies of works in progress. CDs or other electronic media documenting work products may be included but the faculty member is advised to provide some sort of hardcopy backup documentation for any electronic media in the portfolio.

7. Documentation of service: Include relevant materials that illustrate significant contributions.

4-2.D.3. Documentation Service must be documented by appropriate materials only when it is granted a large area weight (15% or more) in an annual evaluation or is offered as support for contract renewal or for promotion or tenure. Service must be documented by

61 appropriate materials that demonstrate service contributions commensurate with the area weight assigned. In general, letters of appreciation from organizers of service opportunities should be used as documentation only if they indicate an exceptional contribution.

1. University service may be documented by materials such as lists of advisees or advisement appointments, copies of committee reports prepared, or copies of grants prepared, minutes of meetings, and supporting statements by department chairs and committee chairs. or the Center for Sponsored Research and Programs.

2. Professional service may be documented by printed or widely distributed materials such as conference programs, flyers, or minutes of meetings, or by statements from chairs or presidents.

3. External and community service may be documented by printed or widely distributed materials such as conference programs, flyers, or minutes of meetings, or by statements from chairs or presidents.

Item #2

Note: In addition to cleaning up some errors (always noted by strikethroughs and insertions in red), this second set of recommendations is primarily designed to alter the calendar of events timeline for promotion and tenure evaluation periods. The three critical reasons timeline changes are needed:

1) The current timeline calls for the dept chair and PEC reports to be delivered to the faculty member for his/her signature on Nov 15 and to be delivered to the dean (somehow already signed by the faculty member) also on Nov 15. The faculty member is to have 10 business days to submit a rebuttal to these reports to the dean if he/she desires. But the dean’s report is due to the faculty member by Dec 1. Because of the Thanksgiving holiday, there are not 10 business days between Nov 15 and Dec 1 to allow time for this rebuttal and there is certainly not time for the dean to consider fully any rebuttals he/she might receive.

2) The current timeline does not allow the dean sufficient time to do his/her work and has resulted in official requests that PECs and chairs submit their reports to the dean before the current published deadline of Nov 15.

3) The current period allowed for departmental evaluation arguably is too short. We allow only 39 calendar days (Oct 7-Nov 15) for the departmental portion of a tenure and/or promotion evaluation to be carried out. These 39 days include fall break and the midterm exam period when teaching observations cannot be accomplished. In contrast, we allow 70 calendar days for the departmental portion of a contract renewal evaluation.

Typical Calendar of Events for Tenure and/or Promotion The events listed below are intended as guidelines only; dates are approximate and may be altered as conditions warrant. Specific policies and procedures are found in the full Faculty Evaluation Plan. If a date listed in this table falls on a weekend or holiday, the deadline is automatically moved to the next business day.

62 DATE EVENT OR DOCUMENT

April 1-14 Spring Student Evaluation: Faculty members collect student evaluations (the schedule varies by surname and year.).

August 21 August 1 Early Review Petition: The faculty member petitions for early review for tenure or promotion, if desired.

Optional Promotion Review: If a faculty member wishes to undergo review for promotion in addition to a required post-tenure review, the faculty member must notify the department chair by this date.

September 7 August 15 Evaluation Announcement: The department chair notifies the faculty member, the Dean, the chair of the Promotion and Tenure Committee (PTC), and the Provost and Vice Chancellor for Academic Affairs of the impending major evaluation by this date.

September 21 August 29 Submission of Materials: The faculty member submits materials to the department chair (see Section 4-7.B) including the PEC nomination form.

September 30 September 7 PEC Formation: The department chair announces the composition of the Peer Evaluation Committee (PEC) and passes candidate’s materials to the PEC.

September 17 Transmittal of Materials: By this date, the department chair meets with the PEC, reviews its charge, and gives the PEC the candidate's materials. The PEC elects its chair after meeting with the dept chair.

October 7- November 15 September 17- External Review Initiation: If desired, external review of the faculty November 1 member’s scholarly or creative work is initiated by either the faculty member or the PEC (through the department chair).

Classroom observations: Observations in the candidate's classes are carried out by the department chair and members of the PEC. (Note: A previous proposal from FERS already approved by FIAC and Senate changed this section to “teaching observations” in order to include online teaching. However, that change will not appear in the Handbook until next year so the current Handbook language is reproduced here.)

PEC Evaluation: The PEC deliberates on all materials, observations, etc., to reach a recommendation. A report is drafted and the PEC Tenure, Promotion and Renewal Form is completed and signed by the PEC

63 members. The PEC transmits its report to the faculty member.

Chair’s Evaluation: The department chair prepares and signs an independent report and completes and signs the Tenure, Promotion, and Renewal form. The department chair then transmits his or her report to, and confers with, the faculty member.

November 5 Two copies of the PEC report, including any minority report, and two copies of the department chair’s report are due to the faculty member by this date. The department chair and PEC chair confer separately with the faculty member.

Report transmittal Faculty Signatures: The faculty member signs the reports and the Tenure, + 3 business days Promotion and Renewal Forms from PEC and department chair, acknowledging content but not necessarily agreement. The faculty member retains one signed copy of each report.

Report signing +10 Optional Rebuttal: The faculty member may submit a rebuttal of the PEC business days and/or department chair's report, if desired, to the Dean of the faculty member’s school or college within 10 business days of signing the report.

November 15 November 8 Report Submission: Department chair and PEC submit their reports signed by the faculty member to the Dean of the relevant school or college. The chair submits the candidate’s materials to the relevant Dean. Any minority PEC report is also submitted. The PTC may request, if they desire, a counter rebuttal or corrected report responding to candidate's rebuttal to PEC or department chair report. (Note: This deleted sentence related to the PTC belongs in some other section, not in a section addressing submission of reports to the dean.)

December 1 Dean’s Evaluation Report for Promotion and Tenure: The Dean will prepare and sign two copies of the Dean's Evaluation Report for each faculty member in his or her school or college being considered for promotion or tenure. These reports must be delivered to faculty members under review by this date.

Report transmittal+ Returning Dean's Evaluation Report: The faculty member has three (3) 3 business days working business days after receipt of Dean's evaluation to review the evaluation materials, and to sign and return one copy to the Dean.

Report signing +10 Optional Rebuttal of Dean's Evaluation: If the Dean’s evaluation disagrees business days with that of the department chair or PEC, the faculty member may submit a rebuttal of the Dean's evaluation to the Promotion and Tenure Committee (PTC) via the Office of Provost and Vice Chancellor for Academic Affairs within 10 business days after signing the report.

January 15 December 15 Dean submits the Dean’s report, Chair’s report, PEC report (including any

64 minority reports and rebuttals), and the candidate’s materials to the Promotion and Tenure Committee (PTC) via the Office of Academic Affairs.

The PTC may request, if they desire, a counter rebuttal or corrected report responding to candidate's rebuttal to PEC or department chair report.

April 1 Submission of Promotion and Tenure Committee Report: The Chair of the P&T Committee PTC should submit the Committee’s report, the completed PTC Tenure, Promotion and Renewal Form the Dean's Promotion and Tenure Evaluation Report, and all relevant and all reports and materials received to the Provost and Vice Chancellor for Academic Affairs. Any PTC minority report is also submitted to the Provost and Vice Chancellor for Academic Affairs. The faculty member must be given a copy of the PTC report, including any minority report, and the PTC Tenure, Promotion and Renewal Form by this date. The faculty member is not required to sign these materials.

Report transmittal Optional rebuttal to the PTC Report: If the PTC report is unfavorable, the + 10 business days faculty member may, within 10 business days of receiving the report, submit a rebuttal to the Provost and Vice Chancellor for Academic Affairs.

May 1 The Provost and Vice Chancellor for Academic Affairs sends his or her recommendation for promotion and/or tenure to the Chancellor.

May Administrative Report: The Provost and Vice Chancellor for Academic Affairs sends a report of Chancellor's decision, vote of PTC and other information to candidate.

The faculty member under consideration for tenure and/or promotion is to receive a copy of the various reports as they are submitted. Note that promotion decisions are also reviewed by the UNCP Board of Trustees. Tenure decisions are reviewed by both the UNCP Board of Trustees and by the UNC Board of Governors.

Note: Because Handbook will now say the faculty member should be given a copy of the completed PTC Tenure, Promotion and Renewal Form if this proposal is adopted, (the form includes the vote) along with the report on April 1 (which has been our actual practice), the following deletion in Section 4-7.G is suggested.

4-7.G Responsibilities of the Provost and Vice Chancellor for Academic Affairs in Relation to Promotion and Tenure

The Provost and Vice Chancellor for Academic Affairs is responsible for informing the candidate of the final action taken by the Chancellor, the vote of the Promotion and Tenure Committee, and any additional details that are deemed beneficial to a consistent and equitable evaluation process. The Provost and Vice Chancellor for Academic Affairs will return the candidate’s materials to him or her at the conclusion of the evaluation process.

65 4-7.A Notification and Scheduling of Tenure and Promotion Evaluations The department chair is responsible for ascertaining when mandatory tenure and/or promotion evaluations are due. The department chair is responsible for announcing these occasions by September 7, August 15 in letters to the candidate, the Dean of the faculty member's school or college, the Provost and Vice Chancellor for Academic Affairs, and the Promotion and Tenure Committee. The letter to the candidate must indicate that the Self-Evaluation Report, Student Evaluation Reports, Peer Evaluation Committee Nomination Form, and supporting materials are due by September 21. August 29.

Although there are established eligibility dates for faculty members applying for tenure and promotion (Faculty Handbook, Section 5-3), a faculty member may request consideration for tenure and/or promotion earlier than these dates. To exercise this option, a faculty member must petition in writing to the department chair, the Dean of the relevant school or college, and the Provost and Vice Chancellor for Academic Affairs by August 21 August 1 of the current academic year. Otherwise, evaluation for promotion and tenure will occur in accordance with established dates.

4-7.B Responsibilities of the Faculty Member in Relation to Tenure and Promotion A faculty member being evaluated for promotion or tenure must submit the documentation listed below to the department chair by September 21. August 29. Other possible actions are also listed.

4-7.B.2 Optional External Review A faculty member may request an external review of his or her scholarship to support an application for tenure and/or promotion. Faculty members wishing to do so must submit a written request to the department chair by October 7. September 17. The Peer Evaluation Committee may also request an external review of a faculty member's scholarship by following the same procedure. In either case, the candidate is solely responsible for providing (a) an outline of specialty areas and materials that pertain to specialty areas and (b) a list of potential reviewers for each specialty area. The candidate, department chair, and Peer Evaluation Committee must agree concerning the qualifications of any external reviewer. If external review is contemplated, the candidate is advised to make preparations before the fall semester.

4-7.B.3 Signing Evaluation Reports and Tenure, Promotion, and Renewal Forms; Optional Rebuttals Upon receipt of the Chair's Evaluation Report and completed Tenure, Promotion, and Renewal Form (Figure, Section 4-12.D), the faculty member must sign and return one copy of each to the chair within three working business days. The faculty member also is required to sign the Peer Evaluation Report and its Tenure, Promotion, and Renewal Form. In both instances, the signature merely acknowledges having reviewed the reports and forms, but does not indicate agreement with their content.

If the faculty member has received an unfavorable report from either the department chair or Peer Evaluation Committee, the faculty member may submit a rebuttal to the Dean within 10 business days of receiving either report.

66 4-7.C Responsibilities of Department Chairs in Relation to Tenure and Promotion Evaluations As discussed in Section 4-7.A, department chairs are responsible for notifying a faculty member by September 7 August 15 of the evaluation year, in writing, that a mandatory major evaluation is due. Additionally, department chairs are responsible for establishing Peer Evaluation Committees, conducting classroom observations, compiling and submitting Student Evaluation Reports, preparing and submitting all Chair's Evaluation Reports that are required for tenure and/or promotion decisions, and completing the Tenure, Promotion, and Renewal Forms (Figure, Section 4-12.D).

4-7.C.1 Establishment of the Peer Evaluation Committee The department chair obtains a Peer Evaluation Committee Nomination Form (Figure, Section 4-12.D) from the candidate and appoints three faculty members to the Peer Evaluation Committee.

In small departments, the faculty member may nominate one tenured faculty member from an allied field outside the department. Department chairs from departments other than that of the faculty member being reviewed may also participate on Peer Evaluation Committees. (Flexibility in appointments under these rules are allowable for initial contract renewal reviews in small departments.) The department chair is obligated to appoint the candidate's assured nominee (see Figure, Section 4-12.B) so long as the nominee is qualified, but the department chair may substitute other qualified faculty members for the two remaining positions. Whenever possible, the department representatives must be tenured members of the department (except that faculty members participating in phased retirement are eligible to serve) whose rank is equal to or higher than that sought by the candidate.

In a three-person department, the third department member is automatically appointed to the committee unless he or she is also being considered for tenure and/or promotion; at least one of the other members must be from an allied discipline (usually in the same division of the Faculty Senate).

Prohibited from serving on a Peer Evaluation Committee are the department chair of the faculty member's department, members of the Promotion and Tenure Committee, and any faculty member being considered for tenure and/or promotion during the same academic year.

By September 30, September 7, the department chair must send a letter notifying Peer Evaluation Committee members of their appointment, and the time and date of an initial meeting, with copies to the candidate and the Provost and Vice Chancellor for Academic Affairs. The department chair will submit the candidate’s materials to the Peer Evaluation Committee.

4-7.C.3 Discussion and Submission of Chair's Evaluation Report for Tenure and Promotion The department chair provides the faculty member with two completed, signed, and dated copies of the Chair's Evaluation Report, including a completed Tenure, Promotion, and Renewal Form, for the faculty member's review and signature. The department chair at that time conducts a conference with the faculty member to explain

67 the report, receive feedback, and discuss future directions. Finally, within three days of the conference the department chair obtains the signature of the faculty member on one set of copies, which becomes part of the department chair's full report. When a faculty member signs and returns any evaluation report, such action shall indicate merely that the faculty member acknowledges being apprised of its contents, not that he or she agrees with it. The Chair's Evaluation Report is forwarded to the Dean of the relevant school or college by November 15.November 8.

4-7.D. 5 The Peer Evaluation Committee's Report The Committee's report consists of a narrative Peer Evaluation Report or approved substitute (see Figure, Section 4-12.A; including area weights from the candidate's Self-Evaluation Report, as completed for tenure and/or promotion); a Tenure, Promotion, and Renewal Form (Figure, 4-12.D) when appropriate; any supporting materials submitted by the candidate; and any minority report. The Committee chair prepares the report, obtains the signatures of other members, and provides the candidate with signed and dated copies of the Peer Evaluation Report and of the Tenure, Promotion, and Renewal Form. Within three business days, the Committee chair obtains the candidate's signature on one copy of the Peer Evaluation Report and the Tenure, Promotion, and Renewal Form. The signed copies the Committee's final report are submitted to the Dean of the relevant school or college, along with all the candidate’s materials, by November 15.November 8

4-7.E Responsibilities of the Dean The Dean will read the Department Chair's Report, the Peer Evaluation Committee's Report, and all attached materials, and any rebuttals submitted to him/her and then complete the Dean's Report for Tenure/Promotion. That form will serve as a cover letter to the report package and will include as attachments the Chair's Report, the Peer Evaluation Committee's Report, any rebuttals, and the candidate’s materials. Within three business days, the faculty member being evaluated will sign the Dean's Report, acknowledging having seen it, but not necessarily agreement with it. One copy of the signed Dean's Report will be retained by the faculty member.

The Dean will then forward his or her report, by December 15, with attached materials (Chair’s report, Peer Evaluation Committee’s report, and the candidate’s materials), to the Promotion and Tenure Committee, via the Office for Academic Affairs. In the event that the Dean's recommendation does not agree either with that of the Department Chair or of the Peer Evaluation Committee, the Dean shall justify that decision with appropriate comments on the Dean's Report for Tenure/Promotion form. The faculty member shall have the right to rebut comments made on the Dean's Report form; such rebuttal shall be submitted along with the other materials. to the Promotion and Tenure Committee via the Office for Academic Affairs. The Dean’s report should be submitted to the Promotion and Tenure Committee by January 15. .

4-7.F.3 The Promotion and Tenure Committee's Report After reaching a final decision on tenure and/or promotion, the Committee, as directed by the chair, prepares a draft report. This consists of a narrative Tenure and Promotion Report following the Guidelines for Evaluation Forms (Figure, Section 4-12.A); any rebuttals, counter-rebuttals, or corrected reports from the department chair or Peer Evaluation Committee; and a completed Tenure, Promotion, and Renewal Form (Figure,

68 Section 4-12.D). If either the chair or vice chair has abstained from a case, the non- abstaining party prepares the preliminary draft of the final report. The Committee deliberates on this draft until a majority approves it. The approved Tenure and Promotion Report and completed Tenure, Promotion, and Renewal Form should be forwarded within 14 days and no later than April 1 along with all other reports and the candidate’s materials, should be submitted within 14 days, no later than April 1 to the Provost and Vice Chancellor for Academic Affairs. and, at At the same time, a copy of this advisory report and a copy of the completed Tenure, Promotion, and Renewal Form is sent to the candidate under consideration for tenure and/or promotion. Members may submit minority reports, which are appended to the approved report. If minority reports have been submitted, copies of these will be sent to the faculty member when the majority report is sent. If the faculty member has received an unfavorable report from the Promotion and Tenure committee, the faculty member may submit a rebuttal to the Office for Academic Affairs within ten business days of receiving the report.

4-12.A Format for Evaluation Reports These format guidelines give an overview of specific information that should appear in a faculty member's self-evaluation form, the department chair's evaluation report, the Peer Evaluation Committee's evaluation report, and the report of the Promotion and Tenure Committee. Area weights assigned to specific areas must sum to 100%. The following are the headings which should appear at the beginning of each evaluation area being discussed with the area weight listed to the right of the heading.

1). Introductory Heading - The introductory heading should appear at the top of the first page of the evaluation form and include the following information as listed below.

Faculty Member's Name ______Current Professorial Rank ______Current Academic Year______Department______Type of Form Self___ Chair (Dean for Chairs)___ Peer___ Promotion and Tenure Committee__ Type of Evaluation (check all applicable): Renewal ___ Annual ___ Tenure ___ Promotion ___

69 Item #3

Note: The Handbook states in Section 4-11.C.1 [underlining added] “All tenured faculty will undergo a cumulative review process every five years commencing from date of the tenure review. If during that period, the tenured faculty member is promoted, this cumulative review will not be necessary until the fifth year following the promotion review. When tenured faculty apply for promotion and undergo post-tenure review at the same time, separate decisions will be made on each.” Therefore, if the promotion calendar is changed, the post-tenure calendar must be changed too. A few other changes were made in the calendar to make it consistent with the narrative section on post-tenure review (Section 4-11.) The section presented here after the calendar section is included to correct an erroneous form notation. The next section 4-12.I needs to be altered to make it clear that when a dean evaluates a dept chair for post-tenure review, Form 4-12.I should be used, not the Dean’s form. (If the dean mistakenly completes the Dean’s form when evaluating a department chair, he/she is attesting that he/she read a non-existent chair’s recommendation form before reaching a decision.) The last section is included to correct a routing error.

4-13.F Typical Calendar of Events for Post-Tenure Review The events listed below are intended as guidelines only; dates are approximate and may be altered as conditions warrant. Specific policies and procedures are found elsewhere in this document and in the full UNCP Faculty Evaluation Model. If a date listed in this table falls on a weekend or holiday, the deadline is automatically moved to the next business day.

DATE EVENT OR DOCUMENT

April 15 Notification: Department chair notifies faculty member that the post-tenure review process will occur during the following academic year.

August 1 Optional Promotion Review: If a faculty member wishes to undergo review for promotion in addition to a required post-tenure review, the faculty member must notify the department chair by this date.

August 15 Evaluation Announcement: If the faculty member wishes to undergo review for promotion in addition to the required post-tenure review, the department chair notifies the Dean, the chair of the Promotion and Tenure Committee (PTC), and the Provost and Vice Chancellor for Academic Affairs of the impending promotion evaluation by this date. The faculty member should receive a copy of this notification.

Sept. 21 August 29 Submission of Materials: The faculty member presents the department chair with the required documents. [In the initial stages of this process, these various materials might be collected from a variety of sources (the faculty member's own copies, copies in the possession of the department chair, and/or copies in the possession of the Office of Academic Affairs).]

Sept. 30 September 7 PEC Formation: The department chair announces the composition of the Peer Evaluation Committee (PEC).

70 September 17 Transmittal of Materials: By this date, the department chair meets with the PEC, reviews its charge, and gives the PEC the candidate's materials. The PEC elects its chair after meeting with the dept chair.

Oct. 7 September 17- Optional classroom observations (when deemed appropriate) are carried out November 1 by department chair and members of the Peer Evaluation Committee. The PEC independently deliberates on all materials, observations, etc., to reach a recommendation. The PEC Post-Tenure Evaluation Recommendation Form is completed by the PEC. (Section 4-12.I)

Nov. 30 Nov 5 Two copies of the PEC Post-Tenure Evaluation Recommendation form report are transmitted to faculty member.

Nov. 30 Department chair report transmitted to faculty member.

Report transmittal + Faculty member being evaluated signs/dates form from PEC/department 3 business days chair. The faculty member retains one signed copy.

Nov 5 Department chair completes, after consultation with the PEC, the Chair’s Post-Tenure Evaluation Recommendation Form. (Section 4-12.I)

Two copies of the Chair’s Post-Tenure Evaluation Recommendation Form are transmitted to the faculty member

Report transmittal + Faculty member being evaluated signs/dates form from department chair 3 business days

Nov 8 PEC and chair reports are submitted, along with the candidate’s materials to the Dean

Report transmittals + [Optional] Faculty member being evaluated submits rebuttal to report(s) to 10 business days the Dean. .

Dec 1 For candidates undergoing concomitant review for promotion, Dean reviews Chair and PEC post-tenure report forms, supporting materials, including rebuttals, and completes the Dean’s Recommendation for Post-Tenure Review (Form 4-12.M). By deadline, Dean gives the faculty member and department chair, a copy of the Dean’s recommendation and submits that recommendation, with all attached post-tenure materials, to the Provost and Vice Chancellor for Academic Affairs.

Report transmittal + Department chair, after consultation with the PEC, submits PEC and Chair 12 days reports, the Post-Tenure Evaluation Recommendation Form (Form 4-12.H),

71 and all review materials to the Dean.

Jan. 15 For candidates not undergoing concomitant review for promotion, Dean reviews Chair and PEC reports, supporting materials, including rebuttals, and completes the Dean’s Recommendation for Post-Tenure Review (Form 4- 12.L).4-12.M) By deadline, Dean gives the faculty member and department chair, a copy of the Dean’s recommendation and submits that recommendation, with all attached materials, to the Provost and Vice Chancellor for Academic Affairs.

Feb. 15 Provost and Vice Chancellor for Academic Affairs confers with the Dean concerning outcome of evaluation process

March 15 Provost and Vice Chancellor for Academic Affairs gives recommendations to Chancellor.

4-11.C.4 The Department Chair (or Dean for department chairs) The department chair (Dean of the Chair's school or college for department chairs) is responsible for writing his/her own recommendations (see Figure, Form 4-12.H I below). After consultation with the Peer Evaluation Committee, the chair (or dean) is responsible for submitting this document to the dean (or Office of Academic Affairs for department chair).

4-12.I Post-Tenure Evaluation Recommendation Form Current Academic Year ______Department ______

Faculty Member's Name ______

Current Professorial Rank ______

Number of Years at UNCP ______Number of Years in Rank ______

Ranking (check one):

Satisfactory ______Unsatisfactory ______

Narrative Justification for Ranking:

______Date Signature of Peer Evaluation Committee/Department Chair/Dean, if Chair

______Date Signature of Peer Evaluation Committee Member

______

72 Date Signature of Peer Evaluation Committee Member

______Date Signature of Evaluated Faculty Member

4-11.C. 3 The Peer Evaluation Committee The Peer Evaluation Committee is selected by a process agreed upon by the tenured faculty within the department or unit. The final selection of committee members cannot be made by the faculty member who is being reviewed. The Peer Evaluation Committee is responsible for preparing and submitting a Peer Evaluation Report to the Office for Academic Affairs the dean of the faculty member’s college or school. This group is responsible for gathering appropriate information, assessing its implications, and formulating a coherent evaluation of the faculty member's performance. The Peer Evaluation process must be independent of the department chair's evaluation (or dean’s in the case of a department chair). Following completion of the Peer Evaluation Committee’s work, the department chair (or dean) must consult with the committee before sending the materials to the next level of review.

73 Appendix G

Faculty-Proposed Resolution Against Hate Speech

(Go Back)

Affirming the commitment of the University of North Carolina, Pembroke, to racial and ethnic diversity and diversity education;

Recognizing the importance of committed, campus-wide attention to the furtherance of diversity, increased understanding of diverse groups and cultures, and interracial good will;

Further recognizing that silence in the face of hate speech is a form of condoning; and

Deeply disturbed by the painting of “NIGGER CENTRAL †” on a billboard on N.C. 711 on the edge of campus the week of Jan. 18, 2010, in plain view of those traveling to and from Pembroke Pointe Apartments, the UNC-P campus, and the town of Pembroke;

(1) Calls upon the leadership of UNC-P to condemn publicly this act of hate speech;

(2) Further calls upon the leadership of UNC-P to educate all members of the campus community about the University of North Carolina System’s revised policy concerning hate speech and student conduct;

(3) Encourages the leadership of UNC-P to collaborate with the Town of Pembroke and County of Robeson to develop programming that fosters appreciation of, and education about, racial and ethnic diversity; and

(4) Further encourages UNC-P faculty, staff, and students to participate in such programming.

Thank you for your attention to this important matter.

Sincerely, Charles Beem MJ Braun Mark Canada Robert Canida Amy Gross Judi Haberkorn Jane Haladay George Harrison Scott Hicks Mary Ann Jacobs Beverly King

74 John Antoine Labadie Margie Labadie Ottis Murray David Nikkel June Power James Robinson Rose Stremlau Amy Trevelyan