Minutes of the meeting of May 12th 1997
1. Chairperson Jane Romal called the meeting to order at 4:10 PM.
A quorum was present. The Agenda was approved after swapping agenda items eight and seven.
Approval of the minutes was postponed until the September meeting.
2. President's Report (Dr. Dennis Hefner):
I don't know about you but I'm ready for getting to commencement and having a little time in the summer to catch my breath. I hope all of you are too.
I have just a few quick things to report. Several I know you are already aware of. We have a new interim Vice President for Academic Affairs: Len Falk; and Len is here joining us today. He's on sabbatical so this is a real imposition for him to come and join with you today.
We also have a new affirmative action officer. I'm pleased to announce that Sandra Lewis will be the affirmative action officer. I think she'll do a wonderful job in the position and I'm very anxious for her to begin. She will be starting in the office I believe on Thursday and soon will have information coming out to the campus in terms of when her hours will be. We tentatively discussed that she will probably be there in the afternoon, so every afternoon she will be available, but she will be getting the formal word out to the campus soon.
I might give you a quick update on the state budget, the news from Albany, the changes will be relatively consistent and relatively positive. The TAP funds are going to be fully restored, that seems to be in agreement for everyone.
The tuition increase may not be an increase. You may have noticed in the paper the other day that the Senate Majority Leader has come out and indicated that there might be a willingness on the part of the senate for there to be no tuition increase for next year. So that issue is looking like if there is an increase it should at least be a moderate increase and not the four hundred dollars that was recom- mended by the governor.
In terms of restoration of our operating budget, it appears that most of our operating budget will remain intact for next year. The Assembly has come out for 100% restoration. The Senate has yet to act but seems likely to come in with substantial restoration and then they'll go to committee and there will be a resolution. Everything still seems to be pretty much on track. The latest word that I heard and that was just this afternoon is that there is an expectation that there will be a resolution of the budget by July first plus or minus two weeks. So somewhere between June 15th and July 15th they think there is going to be a budget. But who knows something could come along and that date could be exceedingly optimistic.
In terms of the campus budget you should have received or will be receiving copies of both the second book and the third book of the budget book. This should give you information on most of the money that exists on the campus. The second book deals with the IFR's and the third book has several accounts including the funds that are associated with FSA, moneys that are with the dormitory fund and so forth.
Enrollments look very robust. Student applications continue to be ahead of last year. We are now about 4.1 percent ahead on freshmen applications. We also, I'm pleased to report, are ahead in terms of the number of deposits. I think we're about 42 deposits ahead of this time last year. And that's always a good sign. It looks like we should be in pretty good shape to meet our enrollment for next year.
I have received, just recently, the task force report about student access to classes. I'm meeting with that task force on Thursday. That will probably be their last formal action, and their job will be completed. I do appreciate all the work that that task force put in, both looking at the schedules for next fall and all the changes that were made by department chairs with the schedules to try and accom- modate students. I've heard from a lot of students and most, not all, but most have thought that they did a little better for next fall in terms of getting a full load. That was good news. I think we are making good progress on that. They also have recommendations of a four-year program guarantee.
The administrative structure report that was submitted by the com- mittee that was chaired by Bob Deming has been received. One of the recommendations has been acted on already; that was to create two Deans. There were a number of other recommendations in that report. It will take more time to review and study and I'll be reporting back to you next fall relative to other components of that report. It just seemed propitious to move on that one recommendation immediately, and so that is well on its way.
We have just broken ground on the construction project out at the track. That occurred last Friday; we will have a nice new outdoor track. It will be, fortunately, an all-weather track, having now learned that there is no spring in Western New York. You didn't tell me that when I was applying for the job... We will have the track.
On the capital construction projects, there is a possibility that the state will be a little more open for some additional construction money for next year. We are still looking for funding for Mason Hall to do the whole design work, and calls are being made to Albany as we are trying to position ourselves for that possibility. It's still a possibility, it's not a guarantee, but that seems to be one that might have a possibility of coming in for next year.
I might mention that this Saturday is commencement and I hope as many faculty as possible can be there to join in the celebration. I know it's a rather monumental time for students, and they are greatly appreciative of all you've done for them for the four years. It's a chance for you to, in a sense, say farewell to them.
Vice President Bennett: Let me just make a couple of points on volume II of the income fund reimbursable account. That account, the revenues in there: 7.6Million, almost 60% of it is actually food service revenues filtered through that account. The other 28% are revenue from major student fees. The remaining 12-13% is the incidental fees, the accounts that are maintained in academic depart- ments. The State University Tuition Reimbursable Account (SUTRA), that's summer session and our OAT programs.
In the third volume, the dormitory reimbursable, the Differ account, actually, that includes all expenses associated with differ: wages, utilities, fringe benefits and debt services. Third is the faculty student association. You will find everything in there from the book store, food service and vending operations, the third one in volume three is the Fredonia College Foundation, which has a big operating budget. The last one we really threw in as an afterthought. It's our restricted current fund. It just came due. That is scholarship money that was deposited in the University of Buffalo, I think in the 60's. We are unable to take it out. The money that we do pull out of there is used strictly for scholarships.
3. Chair Romal: We are forming two screening committees right now for the two Deans' positions, one in the Arts and Humanities, and one in the Natural and Social Sciences. We went through the Centrex and tried to think of people in all areas and many of you have been called. Those committees will be announced probably in the next couple of days.
Len: About the Deans' positions. We need that fairly quickly, so in a matter of days we will set up the committees to screen and call for nominations, and for applications. We hope the decision process is finished in May and that the first interim positions would begin at least by mid-June. I really encourage people to apply. I might mention that we decided that the applicants and the nominees could apply for a permanent position if they so choose.
Maggie Bryan-Peterson (Chair, VP Administrations search):
To clear up some old business, at the last Faculty Council meeting you requested a student be added to the search committee. That student is Patrick Callan, and he has been with us all along.
President Hefner charged us on April 10th. We have had several meetings. To date we have received almost eighty applications for the position. At our last meeting the pool was narrowed to approx- imately twenty-two potential candidates. We're looking to complete their files, and letters of reference are due today. There will be ten to twelve that will come out of that; we had a number of withdraws.
Tuesday the twentieth we will meet and determine those individuals who will be invited to the campus, and will be setting up itinerary for those folks. We have some very strong candidates from all over the United States. We are moving along as rapidly as possible without sacrificing the integrity of the process.
Vice Chair Westwood: What time period do you presently anticipate candidates coming to the campus.
Maggie Peterson: We will send out letters the twenty-first inviting candidates to campus, and I will be calling those candidates also on that date to let them know. And as soon as we can physically get them here, we will set up appointments.
4. Vice Chair Report: Jefferson Westwood. I just want to add a piece of clarification to what Jane said previously, and that is in addition to these interim screening committees that will work in making some recommendations to Dr. Falk for the interim Deans. We will early next semester be electing through Faculty Council search committees for a permanent Vice President for Academic Affairs, and for permanent Deans. We will be soliciting, and maybe that's what on your sheet that's going around, interest; either yourself or others whom you would like to nominate to serve on those three very important search committees, which will activate in the very early part of the Fall semester.
5. Bob Deming: I move that the Council receive the report of the Administrative Review Committee.
Bob Klassen: Second.
Bob Deming: As chair of the committee I would like to thank the committee members: Jack Croxton, Leanna Dunst, Karen Mills-Courts, and Paul Schonhart. Are there any questions about the report?
Chair Romal: There is a motion of the floor to receive the committee's report. Is there any discussion?
The motion passed unanimously.
6. David Ludlam (Academic Affairs):
Academic Affairs has four motions on the back of the agenda. The first one of them is, if you refer to page 188 in the Undergraduate Catalog, on contesting grades, to change the wording so that the students have one year from the end of the semester in which the grade is given to appeal. Our reason for that is basically that after more than that the professors may have retired, may not exactly remember what the reasons for the grades were, and so forth.
Nan Bowser: If a faculty member wishes to change a grade after a year, it's my assumption that we don't have to go through the Dean and the Vice President for Academic Affairs to honor that request. But what this is doing is it's not requiring the faculty member to consider making an adjustment.
David Ludlam: Correct, this is just so the faculty member can say, "Sorry a year has gone by and I really don't remember why I gave what I gave."
George Browder: I second the motion.
The motion passed unanimously.
Nan Bowser: We've had an increasing number of students request an opportunity to pursue a second Baccalaureate Degree. There are no hard core or even minimal descriptions of what would be required in order to complete that second degree. We have lately taken the State Ed. Department's very old and hard-lined approach saying that one must if one has a Bachelor of Science degree, one can only get a Bachelor of Arts degree. We have learned that Fredonia is the only school among those in SUNY that is adhering to that strictness. We would like to afford our students an opportunity to come back and earn a second Baccalaureate degree if it is within a Bachelor of Arts or a Bachelor of Science.
There are students who have wanted to get a degree in Chemistry after having completed a degree in Biology. The fifteen hours is to provide some minimum number of credits in the discipline. The admissions office did have a second baccalaureate request for a student who had only taken three additional hours in the discipline; the remaining twenty seven would be electives. It seemed to us, and I met with admissions, and the Dean took this recommendation to the Department Chairperson. It seemed that half of the hours required for the Baccalaureate, which is thirty, were not unreasonable for awarding of the second degree. That's where the fifteen hours credit hours came from. We further limited the internship prorating it against the 120-hour limit to 12.
It's just really to provide some structure where there is none.
George Browder: Is the minimum fifteen credit hours to be completed at Fredonia. (proposed to add words "At Fredonia" after 15 credit hours as a friendly amendment)
Nan Bowser: Yes.
Dick Weist: I second the motion.
The motion was passed unanimously
David Ludlam: The third one of those has been kicking around now for at least a year, maybe two is this "X" grade at mid-semester, with satisfactory or unsatisfactory. What we are proposing here is that we would like to try it as a pilot. Let it be an option to faculty to use X or S/U or a grade at mid-semester for both semesters of next year. Then we will let Nan do the tabulating poles and see how it turns out; see how many people use the X, see how many people use the S/U, see how many people use a grade. See how it works.
Bob Deming: Second
Dick Weist: If you are going to run this as a pilot, what do you expect to learn about the success or failure of this new idea by just counting the number of times it's used. What I would suggest is missing here is an indication of what the advisors think about this. Whether or not advisors think they are better able to advise students seeing S/U rather than letter grades on their midterm grades.
David Ludlam: I think that's a wonderful suggestion. I don't think we would do it twice but we could wait and do it at the second semester. Send out a questionnaire to all the advisors to see how they feel about it.
Dick Weist: I think advisors will argue that they are better able to advise when they see letter grades than when they see S/U.
David Ludlam: I agree with you on that. I think what we are trying to do is eliminate the X. We are hopping that the X's are what will be replaced with S/U. Not a letter grade. If it's a letter grade that's replaced with it, the committee feels that the S/U fails. We do not want to see the letter grade be substituted with a S/U what we are looking for is to see the X disappear.
Dick Weist: So what you are expecting to find with these statistics is a decrease in the number of X grades?
David Ludlam: This is Joe's proposal basically, so I can't really speak for him directly, but for my own feeling on this being in Education, we are in a position where because of the way our courses are structured, there are course that must give X's and to be able to have the ability to give an S or a U would be very helpful for us.
??: How will you know that this experiment has succeeded.
David Ludlam: Well one would be to see that the number of X's goes down and are replaced with S and U's. If the amount of grades being given go down then yes it's a mistake. We don't know, we're just going by what faculty members have requested. Faculty members who admit they give X's would like to give S or U, and can't.
The motion was passed with a majority vote.
David Ludlam: The fourth one is for a Major in Communication Sciences.
Denny Perez: This is an opportunity for our program to provide essentially two tracks for students who are enrolled in the curriculum. The one track, which is the present undergraduate degree, leads to a BSED, a Bachelors Degree in Education, which provides that individual a provisional certification to teach in public education for a limit of five years. More recently the Federal Government has mandated that all states modify their credentialing processes so that Masters level becomes the entry level into the profession. The State of New York has yet to pass the legislation for that. In addition we are finding around 20-25% of our present students are not interested in receiving school certification as teachers of Speech and Hearing Handicapped, but because we only have one track they must still take twelve hours in Education and all of the other 54 credits. This second track will allow those individuals to receive all of the Speech Language Pathology courses, but instead of taking the Education courses and the critical courses, they would be required to take a minimum of two two- course sequences in other departments. The departments we are taking a look at are Psychology, Physics, English, Education and Sociology at this point in time.
The State of New York has a choice over the next four years whether to eliminate the BSED or keep the BSED and also a need for this Bachelor of Arts, which is a pre-professional program, and has no clinical requirements whatsoever at the undergraduate level. Fredonia would very much like to be in a position to meet both of the mandates of the Federal Legislation. We feel we can best do that with this program. It will require virtually no additional resources. It will require no additional faculty, no extra space, and it will provide students who enter the major an option to take major courses but not be structured into taking the Education sequence if indeed that is not the certificate they choose to have upon completion of the degree.
Bob Deming: I second.
Dick Weist: I think it is a good idea, and it is an idea that's been around in other institutions and other states for quite a while. You have a core program in Speech Pathology and I'm going to assume that those courses were well chosen. One of the things that bothers me is this list of courses people might take outside of Speech Pathology. The biggest one that is missing is a problem with this institution and that is Linguistics is missing, and that's because it's not offered here. That I see as a problem, and then in these other groupings I see some courses that make a lot of sense for example Acoustics and Physics, Perception in Psychology, Languages and Society in English, Human Anatomy and Biology. But in addition to that I see lots of courses that I don't think particularly strengthen the background of a prospective Speech Pathologist. I would like to see this list reduced considerably with more focus on those courses that are particularly relevant to somebody in Speech Pathology. They have to have at least two courses selected from each of two departments. In some of these departments I only see one course that is particularly relevant. I would rather see a reduction in the list of options with the possibility that a student take one course from four different departments. They would end up being better educated as a Speech Pathologist than someone who had to take two courses from two of these departments. Another fact is that in the listings from Psychology, Psychology and Language is missing. When I taught that course, or one like it at the University of Nebraska, they had a two-track system. A third of the group that took that course were from Speech Pathology.
Denny Perez: First of all I have no difficulties at all with the recommendations of Linguistics, Psychology and Language. They seem to be courses that essentially we look for, of course Linguistics is at least temporarily not an option to us. One of the other things that I would like for us to keep in mind as we consider this proposal is that this proposal is not just simply to better prepare speech Language Pathologists. Some of the students who will select this track are students who may not really believe at this point in time that five years or six years of study in Speech Language Pathology is where they really want to go. We want them to get the core curriculum, but we want them to be able to take enough diverse courses in different departments. If they turn out to find exposure and interest in those areas, they may well leave Speech Pathology and enter another program on this campus.
One of the complaints of our own undergraduates up until this point is that our curriculum is so fixed with mandated courses for certification that they have very little options in terms of some of the other attractive offerings on this University. This was an effort to try to get enough choices within the departments that they just weren't choices to make them better, quote unquote, Speech Language Pathologists but perhaps expose them to areas that are auxiliary to the profession and may turn out to be an area they actually choose more to be involved in down the road. So that's why there are more choices than just those that seem specific to a clinical individual. Linguistics and the Psychology and Language I think are sensational ideas. I have no difficulty with those what so ever.
Nan Bowser: Do you anticipate any students wanting to earn a double major in each of the two tracks?
Denny Perez No, I don't see what they would gain by that other than another extra semester and a half on the campus. I think probably what we are hoping to find, and one of the reasons that we are doing this, is that right now there are a number of students who get into our program who are truly interested ,they believe, but they are not totally certain this is what they want down the road. What we end up doing with a lot of these students is expending the most difficult human resources we have at the clinical supervision, spaces for them. This will allow students to take the four year curriculum plus the additional sidelight, but not lock themselves into the clinical entity, which also reduces the department's demand a little bit for training people who eventually don't go into that track. Each of these individuals, regardless of which track they graduate from, would still be required to be accepted into a certified Graduate School of Speech Language Pathology to get that Master's degree. It will be no different in that respect.
Minda Rae Amiran: It was Jack , I think, who called me about what possible courses in English are at all related to Speech Pathology and Audiology. That's how long ago it was, and I didn't understand in giving him my answer that we were talking about courses that would be part of the new degree program. Certainly we have not been able to offer them for some time, and this goes back to what Dick Weist said about an absence of a Linguist. At present both Teaching Writing in Secondary School and especially Literacy, Language and Reading are what we call on this campus, impacted courses. We just can't offer enough of them because Literacy, Language and Reading is required for Elementary Education Majors with an English concentration, as well as our own Secondary Ed. I'm not sure that these are a viable selection of courses in English at the moment, or necessarily even the best selection.
Dick Weist: As to the exposing of students to other areas, I mean we have a General College Program. It is designed to do that, so I think that I would rather use my defense to launch a Major directed more toward those things that are relevant to the profession. In any case let's say we do want students to become somewhat eclectic. In that case you would not want to constrain them to at least two courses selected from each of the two departments. That seems to go contra- dictory to your claim that you want them to somehow be broadened.
Denny Perez: Well they are going to have the General College Program like all the other students, but there are a fair number of offerings that are provided by the college that are not General College Program offerings, and what we try to do in those areas is pinpoint some of those auxiliary and supplemental areas so they can go beyond the General College Program.
Dick Weist: Well let me ask the question another way. Why do you want two courses selected each from two departments?
Denny Perez: Well, first of all one of the restrictions was how many courses can we have them take in general for the major. I believe there is forty-five credits, which is the maximum that they can take. Once we decided what the core curriculum was and other courses that they would need in the General College Program, we only had so many courses that we could require to stay within the mandated guidelines of the institution for how many you can have in a major. And that is probably the primary reason to restrict it to two areas.
Dick Weist: Ok, but it can read that they take twelve more hours period, without constraints on that they take two of those courses from two departments. Is this intended that they choose two depart- ments and two courses from one of these departments and two from the other?
Dr. Perez: Yes.
Dr. Weist: Well why don't they choose four departments and choose one course from each of those four departments? The way I look at this, I mean, you have already heard that there may be some possibility that those courses that you've got listed in English are going to be functionally evaporated.
Dr, Perez: We would like to get them to do more than one course in a program so that they can take a sequence, a two-course sequence that might give them in one area of interest a little bit more in-depth exposure. Now the reality is that when you try to find a program like this you recognize that which courses might be compatible, and which courses might be opportunistic for them may change over the next four or five years. Obviously whatever courses are out there, the choices are not going to be fixed in stone for the next ten years of this program.
Perhaps what we need here is some kind of vehicle that allows the advisor to provide the student a little bit more flexibility. Some kind of comment that allows the advisor to have control over it. I think it is in the best interest of the student to take at least a two course sequence in another area that would allow them for example if they wanted to take Introduction to the Exceptional Child and then Classroom Behavior and Management. Those two courses back to back each other very well. They progress with one another very well. Those are the kinds of things we are looking for students to take. If they take a Medical Sociology course, they might choose then to take a Hospital Administration course, as a second to that. We are kind of looking for them to look at more than one offering in the other department they take. That way they are able to get a little bit more in-depth exposure to it.
Vice Chair Westwood: I'm very much in favor of the proposal in general, and in principle. I like the fact that we are seeing a major smaller than the one that was passed by the Council last month for media arts which left virtually no room for free electives, which I happen to believe should be part of the college experience in a liberal arts school.
The question I have is why not just make it a 39-credit major and say leave everything else to advising, and student selection. I mean given the variable list of courses, as you already sort of suggested would be in flux from semester to semester in terms of what's available. Is there any reason why you couldn't just have a 39-credit major?
Dr. Perez: My concern is that they may opt to take a lot of courses that they may or may not have to get grades in, pass/fail. We are really more interested in having them take certain disciplines that exist on our campus and explore them more deeply. Now, the 39-hours with some kind of agreement that the advisor must OK the sequence I don't have any problem with that.
Vice Chair Westwood: I support the proposal and I think Dr. Perez gave a perfectly satisfactory answer to my question
Jon Kraus: My understanding was that when the Media Arts Bachelors came up, I thought what you had indicated was that from now on when a new major was proposed it would not be voted upon until the following meeting.
Chair Romal: Well it wasn't supposed to be voted upon until you had time to consider it. You got this in the mail ahead of time that was not the case with Media Arts. So if we get it with the agenda then you can act on an immediate question. The Media Arts was not, that's why we needed time.
Jon: So if we wanted something different we'd need to change the rules.
Dr. Weist: Then I would recommend the change in the curriculum. It is unfortunate that somebody outside the department is making the recommendations for this. If we have to vote today, I'm in favor of this major. I would rather not be forced to vote against it. What I propose is that this minimum of four courses be maintained and the list be eliminated for a minimum of four courses from two departments. There must be at least two courses, I'm eliminating the words "listed below" and adding "selected with the advisor's approval."
Amin Sarkar: Second.
Dr. Perez: I'm not completely comfortable with you suggesting that there are courses here that may not be applicable to our students. I'm not really comfortable with that. Why wouldn't a course be applicable to the student?
Dr. Weist: It seems to me that if you give a student a list of courses that they would be choosing from, the only point in doing that would be that somehow this is going to strengthen their major. For example, you have on the first list Child Psychology or Developmental Psychology, which is a required course. A student that takes psychology as one of these related areas and in that take Life Span and Human Development which is a course in developmental psychology which is two-thirds redundant to one of those courses that was taken in the program. Plus they could take Cognitive Development, which concerns the subset of the Child Psychology Curriculum. In which case they would not have followed your goals of expanding some of this knowledge into other areas. I can see taking a course in Mathematics as it relates to the general college program, but as a related area that is relevant to my understanding of speech pathology, I don't see this long list of courses in Mathematics.
Denny Perez: Let me respond to the Mathematics especially. We have just been, over the last six months, working with the University of Buffalo, which is instituting a Doctoral Audiology program. They are looking at undergraduate programs in the SUNY system that have students who can identify the need of wanting to be an Audiologist at an undergraduate level. But wanting those individuals to then have the science background and the math background that would make them eligible to get into the medical schools. The math, the physics and the acoustics are in that proposal because those students could select those two departments and meet a medical school entrance requirement at the same time that they get a BA in Speech Language Pathology. It may not seem like it's specific to a clinical person that you may be aware of, but there is a faction in a segment of the population that requires those.
I'm comfortable with the amendment as long as everyone understands the basic premise. I don't want to lose the premise of the program, and I also don't want people to limit what they think my students should take based on what their perception of what a Speech Language Pathologist does, I'm very uncomfortable with that. Other than that I have no problems with the amendment.
Dr. Sarkar: The Physics courses that are listed cannot be taken unless you have taken a substantial amount of math classes. Talking about medical schools, what medical schools need, many of them, are two biology classes and four chemistry classes. All of those chemistry classes are totally missed in the list. The department of chemistry is totally ignored. There may be other courses in other areas that a student might be taking two classes from. If you eliminate the list it becomes more flexible for the student, and depending on their interest in graduate schools they can choose classes accordingly.
Jon Kraus: Dick I'm wondering if your amendment does not defeat the purpose of your earlier general point. Your earlier general point was that you felt the list was over large and you wished that they would shorten it to the most important courses. By eliminating the list you, of course, expand it to virtually everything. I wonder really whether that was a contribution to what you wanted to do. It strikes me as defeating the purpose of your point. I actually supported your point.
Dick Weist: I think your point is well taken. We often have problems when we put things all to advising. Students come in to advisors in their small time slot, and say here are the things I propose to take, and the advisor says yeah go ahead. Maybe that wouldn't happen in this major, but it would certainly worry me. I would like to see this thing somehow better formulated so that I have as an option the Acoustics concentration. And I then specifically advise those students if there is an interest in acoustics.
Michael Grady: I would like to speak in favor of having a list. I think that one thing is that we often forget that students read the catalog sometimes to decide what they are going to do in advance. The list gives you a much clearer idea of what this program is about than if it just says "by advisement." For instance in physics it's clear that it's some pretty serious physics courses being suggested here and not the lower level physics courses. The other thing is that if you leave it up to advisement that opens the program up to deterioration of standards over time, as the advisors say OK to more and more things unless they have a very strict discipline in the department.
Debate on the amendment was closed, and the amendment was repeated as follows: A minimum of four courses from two other departments selected with the advisors approval
[Totaling twelve credits].
The amendment was passed by a majority vote.
The motion to support the new major in Cmmunications Sciences as amended was passed by a majority vote.
1. Jon Kraus: (Planning and Budget): Planning and Budget has been exuberantly inactive and I therefore have no report.
2. Chair Romal: Professional Services has been given a new charge, we have asked them: to review how others treat tenure, promotion, and merit. In other words: Do the other schools have campus wide committees to do this? Do departments handle it? And so forth.
3. Mike (Student Affairs): Dr. Vivian Conover will be our chair.
4. A motion regarding an academic "dead week", and the possibility of a few "reading days" was referred to Academic Affairs.
5. The meeting was adjourned at approximately 5:20 PM
Attendance:
Professional Staff / Management Confidential:
[x] Sylvia Clarke
[ ] Fabrizio Daloisio
[x] Susan Maloney
[ ] William Ortega
[x] Martha Smith
[x] Charlene Wiles
[x] James Jackson
[x] Lisa Marrano
[x] Kevin Michki
[x] Patrick Rocheleau
[x] Terry Tzitzis
Arts, Education, and Humanities:
[ ] Candice Brown
[x] Janet Fairbairn
[ ] Harry Jacobson
[x] Rose Klassen
[x] David Ludlam
[x ] Stephen Rees
[x] Robert Deming
[ ] Carl Farraro
[x] Robert Klassen
[ ] Kenneth Lucey
[x] Lawrence Maheady
[ ] George Sebouhian
Natural and Social Sciences:
[E] Seyed-Mahmoud Agazadeh
[x] George Browder
[x] Michael Grady
[x] Gary Lash
[x] Greg Prechtl
[x] Amin Sarkar
[x] Richard Weist
[x] Nancy Boynton
[x] Nancy Gee
[x] Jon Kraus
[ ] Kenneth Mantai
[ ] Thomas Rywick
[x] Brenda Joyce Stephens
[ ] Deborah Welch
Ex. Officio Member:
[E] Julius Adams (Faculty Senator)
[x] Tracy Bennett (Interim VP, Admin.)
[x] Michael Dimitri (VP, Student Affairs)
[x] Dennis Hefner (President)
[x] Julie Henry (Council Secretary)
[x] Jane Romal (Chair, Faculty Council)
[ ] Ron Ambrosetti (Associate Dean of the Faculty)
[x] Jean Malinoski (VP, Development)
[ ] Greg Harper (Associate Dean, Faculty)
[x] David Hess (VP, Academic Affairs)
[E] Stephen E. Rees (Chair, Gov. Committee)
[ ] Sharon Zablotney (Dean of the Faculty)
[x] Jefferson Westwood (Vice Chair, FC)
Student Members
[ ] Pablo Gion-Fanjul (SA Pres.)
[x] Patrick Callan (SA Rep.)
[x] Joe Perry (SA Rep.)
Guests:
Jacky Swansinger
Kathleen Bonds
Karen Mills-Courts
Dennis Perez
Minda Rae Amiran
Nancy Bowser