ࡱ> lnijkq` abjbjqPqP 8X:: U" " " " r r r  6668n* ;:""(JJJ :::::::$V=h?V:r ˕@ :" " JJ:ūūū" 8Jr J:ū:ūū&e$Z r /J P/M6G5)dO5L:0;)(@G @//@r o1 ū- 9F ::g^ ; $ $ dY2f+ 2f " " " " " "  University Senate Agenda EBERLY AUDITORIUM March 28, 2006 3:15 5:00 p.m.Approval of OrderA.Approval of minutes of the meeting of February 28, 2006B.Approval of current agenda items and orderReports and AnnouncementsA.President AtwaterB.Provost SamuelsC.Chairperson SmithD.Vice Chairperson NorrisStanding Committee ReportsChairpersonAppendixPage(s)A.Rules CommitteeSoniA2B.University-Wide Undergraduate Curriculum CommitteeSechrist / NumanB3-10C.University-Wide Graduate CommitteeLaPorte/WilliamsonC11-14D.University Development and Finance CommitteeDomarackiE.Student Affairs CommitteeHallF.Academic CommitteeAndrewG.Awards CommitteeRiegH.Library and Educational CommitteeJozefowiczI.Noncredit CommitteeONeilJ.Research CommitteeGuthSenate Representative ReportsRepresentativeA.Middle States Steering CommitteeFederoffB.University Planning CouncilFederoffC.Presidential Athletic Advisory CommitteeDomarackiD15-16D.Academic Computing Policy Advisory CommitteeMukasa New Business Adjournment APPENDIX A Rules Committee Chair: Senator Soni FOR ACTION By-law Change (Clause J-1) J. Non-Credit Instruction Committee 1. Functions: The Committee shall oversee continuing education non-credit instruction functions and activities and advise the School of Continuing Education. The Committee shall formulate policy recommendations in the areas related to continuing and non-resident non-credit education activities. APPENDIX B University-Wide Undergraduate Curriculum Committee Co-Chairs Sechrist and Numan FOR INFORMATION: 1. Liberal Studies Committee Report: Approved COMM 325 Women in Media as a Liberal Studies Elective 2. UWUCC has approved the following courses to be offered as distance education: ANTH 110 Introduction to Anthropology, Dr. Beverly Chiarulli HPED 292 Introduction to Sport Management, Dr. Richard Hsiao LBST 499 Interactive Products and Usability, Dr. Rose Shumba MATH 100 Intermediate Algebra, Dr. Yu-Ju Kuo PSYC 320 Personality, Dr. Beverly Goodwin PSYC 321 Abnormal Psychology, Dr. Kimberly Husenits 3. Department of Health and Physical EducationCatalog Description Change Current Catalog Description: HPED 370 Adapted Health and Physical Education 3c-01-3cr Prerequisites: HPED 210, EDSP 102; At least one of the following: HPED 214, 215, 216, 217, 218, or 316 Introduces the educational issues and methods used to effectively instruct students with disabilities and other issues that become barriers to learning. Includes a study of current laws and guidelines regarding the legal rights of students with disabilities and their parents. Identifies low and high incidence of disabilities, recognitions of structural deviation, and corrective exercises. Introduces instructional adaptations to facilitate learning in the health classroom and gymnasium. Proposed Catalog Description: HPED 370 Adapted Health and Physical Education 3c-01-3cr Prerequisites: EDSP 102, HPED 209; At least one of the following: HPED 214, 215, 216, 217, 218, or 316 Introduces the educational issues and methods used to effectively instruct students with disabilities and other issues that become barriers to learning. Includes a study of current laws and guidelines regarding the legal rights of students with disabilities and their parents. Identifies low and high incidence of disabilities, recognitions of structural deviation, and corrective exercises. Introduces instructional adaptations to facilitate learning in the health classroom and gymnasium. Rationale: The prerequisite change reflects the addition of a new course, HPED 209 Motor Behavior that replaces HPED 210 Motor Development in the education track last year. FOR ACTION: 1. Development of Syllabus of Record Procedure (previously called Syllabus of Record Amnesty) Rationale: To provide a voluntary opportunity for departments to create a Syllabus of Record for an existing course or courses, when the original approved syllabus cannot be found in the department or in UWUCC archive files. In an effort to minimize the burden to academic departments and to encourage all departments to have an official Syllabus of Record for every majors course, the UWUCC has agreed to a shortened procedure for departments when preparing the proposal. The traditional process of curriculum review remains unchanged; the UWUCC, however, has agreed to allow departments to produce a syllabus that includes the following essential information: catalog description, course objectives (learning outcomes), and a brief topical outline or a narrative description about the course content. This shortened procedure allows a department to submit a Syllabus of Record proposal without including the customary information that is expected by the UWUCC, such as, evaluation methods, a grading scale, an attendance policy, required texts and readings, and a bibliography. According to UWUCC procedures, the original Syllabus of Record must be submitted as part of any course revision proposal; when a department cannot locate this document or cannot ever remember having an official Syllabus of Record, this presents a problem and can potentially delay the approval process. To this end, from now until May 5, 2007, the UWUCC extends this opportunity to departments that have a need for a Syllabus of Record to use the abbreviated proposal development procedure and to have it approved as the official Syllabus of record for a given course. After May 2007, departments will be expected to submit the full Syllabus of Record for all course revision proposals. We would like to remove the word Amnesty from the title because it might be giving people the impression that these proposals will not follow the normal steps for a course revision proposal. With the revised title here is the information that was sent to chairs at the beginning of the semester. Development of a Syllabus of Record Procedure University-wide Undergraduate Curriculum Committee (UWUCC) Rationale Many departments when beginning curriculum revisions or preparing distance education proposals have asked the undergraduate curriculum committee (UWUCC), where to locate or find syllabi of record for departmental courses. As departments were asked to incorporate NCATE matrixes into their syllabi, they also needed to begin with a syllabus of record, which if available were out of date. Ideally these syllabi should be in the department office; many courses at Ģtv, however, predate the idea of a syllabus of record. Additionally there may have been course drift and a revision might be in order, but has not been completed. If a course was proposed or revised in the past 20 years the syllabus of record that went through the curriculum review process might be in the university archives. These records, however, are not complete. In order to establish a more complete record of all approved university course syllabi, to make them available electronically, and to shorten the course revision process, the UWUCC is proposing a shortened format for a Syllabus for existing courses. From now until May 2007 there will be an expedited review format of course revision proposals. We are just requesting a curriculum proposal cover sheet and the following items listed below. This will then become the accepted or approved course syllabus of record and will be maintained in a university electronic database. Departments wishing to voluntarily participate in the Syllabus of Record Procedure should submit the requested items for majors courses through the regular curriculum review process (Department Curriculum Committee & Chair, College Curriculum Committee & Dean, University-Wide Undergraduate Curriculum Committee and University Senate). Liberal Studies courses should not be submitted at this time because of the upcoming revitalization of the Liberal Studies program and its courses. It might be easiest to begin with the lower division courses first and then the upper division courses. This approach will be available through May 2007 with the possibility of an extension if departments request more time. 1. What is a Syllabus of Record? A syllabus of record is a document agreed upon by a department that includes the catalog description, course objectives, basic course outline and procedures for a course. The syllabus of record is then forwarded through the curriculum review process for approval. 2. What is the purpose of a syllabus of Record? a. The syllabus of record is available for new faculty to assist in preparation of their own syllabus for distribution to students. b. The syllabus of record is to be available in the department office for review by accrediting agencies, including Middle States. c. The syllabus of record can be available to students who inquire about the content of a course. Departments might want to post syllabi of record on their department web site. 3. What should be in this syllabus of record? During the announced period, the syllabus of record will contain the following elements: a. Catalog Description. This includes the course title, number of class hours, number of lab hours and number of credits (i.e. 3c-0l-3cr), prerequisites and an appropriately written course description. This cannot normally be changed without a course description revision submitted to the UWUCC, if you wish to change it along with your course revision please check catalog description change on the cover sheet and include the current catalog description along with the proposed catalog description. b. Course Outcomes (formerly called objectives). What is it that students will achieve as a result of taking this course? These should be measurable and student centered. Normally, if the course outcomes change the course needs to be revised. (Refer to taxonomies in Appendix C of the UWUCC Handbook (http://www.iup.edu/liberal/uwucc/uwucc-toc.shtm) for assistance with course objectives.) c. Basic Course Outline. This should be an outline of the primary topics examined in the course or a narrative description of the scope of the course content. A narrative description might be more appropriate for a course that addresses a particular topic, but whose specific content might vary from instructor to instructor or semester to semester. It is to be expected that individual instructors may emphasize various topics to particular degrees, but at this point this is the basic outline (or scope) of the content of the course as agreed to by the department. The other items that are in the UWUCC handbook as required in a syllabus of record (evaluation methods, example grading scale, attendance policy, textbooks, special resource requirements, and a bibliography), as well as the old syllabus of record, do not have to be included during this period, but may be included if departments or colleges wish to include any of these items or other items. Please remember to submit an electronic copy of the syllabus of record to: Liberal-Studies@iup.edu 2. Approval of UWUCC Handbook Revised Fall 2005 Edition For full text see http://www.iup.edu/liberal/uwucc/uwucc-toc.shtm Rationale: The initial UWUCC handbook was established sometime in the early/mid 1980s; it is believed that it was approved by Senate. Revisions occurred in 1987, 1990, 1993, 2002, and fall 2005 and as far as can be determined none of these revisions went to Senate although certain policy changes were approved by Senate. These revisions were mainly a rewording of language to deal with misunderstandings, changes based on alteration of university or SSHE policies, or revisions based on changes in academia. Major changes in the 2005 edition were: 1) the revised Distance Education Procedures approved by Representative Council and Meet and Discuss at the end of the last academic year; 2) a change allowing prerequisite changes, where the course content is not impacted, to use the catalog description change proposal rather than the course revision proposal; 3) changes in the flow charts based on the Presidents announcement in Senate that the Provost, on behalf of the President rather than the president approves curricular items following Senate approval, and 4) changes in the flow charts based on the Council of Trustees changing their by-laws to only approve new programs or program changes rather than course and program proposals. 3. Department of Communications MediaNew Course COMM 325 Women in Media 3c-0l-3cr Designed to provide an overview of women in media (including television, film, radio, the internet, etc.) and some of the issues women face. It will emphasize the historical development of women in the media both nationally and internationally. We will identify some key women in the history of media and discuss the difference between female icons of the past and present. Students will explore the impact women have had on media and society and the way women are portrayed by the media. Rationale: This course will be an elective for any student who is interested in the topic. Communications Media majors could use this course as a controlled elective. Women in Media is a very broad topic, thus a separate course is necessary. 4. Department of Health and Physical EducationCourse Revision and Program Revision Course Revisions: (1) Current Catalog Description: HPED 261 Water Safety Instructor 0c-2l-1cr Prerequisites: Departmental consent and lifesaving certification Emphasizes the teaching aspect of skills, techniques, and attitudes necessary in all areas of swimming. Students successfully completing course are qualified to hold such positions as waterfront directors, aquatic directors, and other similar positions. Proposed Catalog Description: HPED 261 Water Safety Instructor 1c-2l-1cr Prerequisites: Basic swimming skills Learn to teach children and adults basic swimming and water safety skills. Emphasis placed upon proper body mechanics and teaching progressions. Opportunity to earn American Red Cross Water Safety Instructor certification upon successful completion of course requirements. Rationale: HPED 261 Water Safety Instructor will now be a required course for all education majors in the Department of Health and Physical Education, replacing HPED 263 Aquatics. The prerequisites for HPED 261 are the entrance requirements for Water Safety Instruction as outlined by the American Red Cross. A portion of class time will be allotted to swimming skill refinement. The American Red Cross has recently completed the first major revision of their Swimming and Water Safety Program in over 12 years. Although the foundation of the course listed on the syllabus of record is essentially the same, changes in terminology and in requirements for certification require modification of the original syllabus. The content of the course also needs to be updated to ensure alignment with program accreditation and professional standards. The AAHPERD Aquatic Council recommends that all high school physical education teachers have current, appropriate, relevant aquatic certification. Participation in the course is important for the professional preparation and future employment for students within the education track to meet the current market trends in the field. Most schools with swimming pools require American Red Cross Water Safety Instructor certification. (2) Current Catalog Description: HPED 442 Seminar in Health, Physical Education and Recreation I 3c-0l-3cr Theory and philosophy of health, physical education, and recreation; current issues and problems; innovative and creative programs. Proposed Catalog Description: HPED 442 Senior Seminar: Professional Development in Health, Physical Education and Sport 3c-0l-3cr Prerequisite: 90 credits completed Designed for majors of Health, Physical Education and Sport. Related to professional development issues and transition from college graduate to entry level professional. Includes development of an electronic portfolio, assessment of post-graduation educational opportunities, and exploration of information literacy. Rationale: The revised course title reflects the content of current professional needs. A prerequisite of 90 credit hours is added; the course is designed for senior level HPED majors. The revised description is expanded to include the various aspects of professional development for the various professions within Health and Physical Education. The revised course will offer educational experiences to match current trends in computer technology and use of information literacy. The revised class will include an expanded resume project and the revision will allow students more opportunities to network with professionals, and it will provide the student with the tools to assess post-graduate school opportunities. The safety issues covered previously in this course are covered in other classes, specifically HPED 175. b. Program Revision: Rationale: Including HPED 261Water Safety Instruction in the core curriculum will prepare HPED teacher education candidates with necessary knowledge and skills to become certified as Water Safety Instructors according to the criteria set by the American Red Cross. This certification has become increasingly important in the job market. Because of the 120 credit limit, HPED 263 Aquatics will no longer be required, but will continue to be offered as an elective. The new course title for HPED 442 is also being added. Current Program: Bachelor of Science in EducationHealth and Physical Education (*) Proposed Program: Bachelor of Science in EducationHealth and Physical Education (*) Liberal Studies: As outlined in Liberal Studies 48 section with the following specifications: Mathematics: MATH 217 and 3 additional cr (must be approved as Liberal Studies Mathematics course) Natural Science: BIOL 103-104 or CHEM 101-102 Social Science: PSYC 101 Liberal Studies Electives: 0crLiberal Studies: As outlined in Liberal Studies 48 section with the following specifications: Mathematics: MATH 217 and 3 additional cr (must be approved as Liberal Studies Mathematics course) Natural Science: BIOL 103-104 or CHEM 101-102 Social Science: PSYC 101 Liberal Studies Electives: 0cr Major: 28 Required Courses: Major: 28 Required Courses:HPED 142 Foundations of Health, Physical Education, and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care (1) HPED 263 Aquatics HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3crHPED 142 Foundations of Health, Physical Education, and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care (1) HPED 261 Water Safety Instructor HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Senior Seminar: Professional Development in Health, Physical Education and Sport 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3crProfessional Requirements: Health and Physical Education: HPED 214 Teaching Health Fitness and Gymnastics HPED 215 Teaching Rhythmic Activities and Dance HEPD 216 Teaching Elementary Physical Education HPED 217 Teaching Middle School Physical Education HPED 218 Teaching Secondary Physical Education HPED 316 Teaching Elementary Health Education HPED 318 Preprofessional Experience I HPED 325 School and Community Health HPED 370 Adapted Health and Physical Education (2) HPED 426 Health Science Instruction HPED 450 Curriculum and Programming in Sexuality Education  23 1cr 1cr 2cr 2cr 2cr 2cr 1cr 3cr 3cr 3cr 3crProfessional Requirements: Health and Physical Education: HPED 214 Teaching Health Fitness and Gymnastics HPED 215 Teaching Rhythmic Activities and Dance HEPD 216 Teaching Elementary Physical Education HPED 217 Teaching Middle School Physical Education HPED 218 Teaching Secondary Physical Education HPED 316 Teaching Elementary Health Education HPED 318 Preprofessional Experience I HPED 325 School and Community Health HPED 370 Adapted Health and Physical Education (2) HPED 426 Health Science Instruction HPED 450 Curriculum and Programming in Sexuality Education  23 1cr 1cr 2cr 2cr 2cr 2cr 1cr 3cr 3cr 3cr 3crCollege: Preprofessional Education Requirements: COMM 103 Digital Instructional Technology EDSP 102 Educational Psychology Professional Education Requirements: EDUC 242 Pre-student Teaching Clinical Experience I EDUC 342 Pre-student Teaching Clinical Experience II EDUC 421 Student Teaching EDUC 441 Student Teaching EDUC 442 School Law  21 3cr 3cr 1cr 1cr 6cr 6cr 1crCollege: Preprofessional Education Requirements: COMM 103 Digital Instructional Technology EDSP 102 Educational Psychology Professional Education Requirements: EDUC 242 Pre-student Teaching Clinical Experience I EDUC 342 Pre-student Teaching Clinical Experience II EDUC 421 Student Teaching EDUC 441 Student Teaching EDUC 442 School Law  21 3cr 3cr 1cr 1cr 6cr 6cr 1cr (#) Total Degree Requirements: 120 (*) See requirements leading to teacher certification, titled "3-Step Process for Teacher Education," in the College of Education and Educational Technology section of this catalog. (1) Students are required to keep CPR Instructor Certification current from completion of HPED 242 until graduation. (2) Teacher education majors must take HPED 370. (#) See advisory paragraph "Timely Completion of Degree Requirements" in the section on Requirements for Graduation.(#) Total Degree Requirements: 120 (*) See requirements leading to teacher certification, titled "3-Step Process for Teacher Education," in the College of Education and Educational Technology section of this catalog. (1) Students are required to keep CPR Instructor Certification current from completion of HPED 242 until graduation. (2) Teacher education majors must take HPED 370. (#) See advisory paragraph "Timely Completion of Degree Requirements" in the section on Requirements for Graduation. Liberal Studies Revitalization Steering CommitteeStudent Learning Outcomes for the Revised Liberal Studies Program Ģtv University-wide Student Learning Outcomes Informed Learners understand nature and society through forms of inquiry fundamental to the sciences, the humanities, and the arts. Learners are informed by knowledge and ways of knowing that extend beyond core concepts enabling them to link theory and practice. Informed Learners demonstrate knowledge and understanding of: the means of modeling the natural, social, aesthetic, and technical facets of human experience the U.S. and other democracies from historical, philosophical, and social perspectives the human imagination, expression and traditions of many cultures the interrelationships within and across cultures and global communities the interrelationships within and across disciplines Empowered Learners are critical thinkers who demonstrate intellectual agility and ability to manage change. They are able to derive meaning from experience and observation. They communicate well in diverse settings and employ various strategies to solve problems. They are empowered through mastery of intellectual and practical skills. Empowered Learners demonstrate: effective oral, written and visual communication skills problem solving skills using a variety of methods and tools information literacy skills including the capacity to access, evaluate, interpret and use information from a variety of sources the ability to transform information into knowledge and knowledge into judgment and action the ability to work within complex systems and with diverse groups critical thinking skills including application, analysis and evaluation reflective thinking and synthesis of information and ideas Responsible Learners are engaged citizens of a diverse democratic society who have a deep sense of social responsibility and ethical judgment. They are responsible for their personal actions and civic values. Responsible Learners demonstrate: intellectual honesty concern for social justice civic engagement an understanding of the ethical consequences of decisions and actions on themselves, on society and on the physical world an understanding of themselves and respect for the complex identities of others, their histories, and their cultures APPENDIX C University-Wide Graduate Committee Co-Chairs LaPorte and Williamson FOR INFORMATION 1. The University-Wide Graduate Committee provided distance education approval for the following course: GSR 615: Elements of Research 2. The following policy for Graduate Research Assistants working on externally funded research projects was presented to the University-Wide Graduate Committee by the School of Graduate Studies and Research: As a doctoral intensive university, we recognize that externally funded research projects contribute to the scholarly culture of our entire university. Such projects provide our graduate students with unique opportunities to actively apply their academic learning while contributing to a specifically designed research project with real world implications. Students engaged in this type of externally funded assistantship will be named a Graduate Research Assistant. Only in cases where the entire assistantship is externally funded, the stipend paid to graduate research assistants will/may vary depending upon the discipline of the student and the expectations/deliverables as defined within the narrative of the project. The amount of the allowable stipend may range from $4740 to $14,2351 for the 2006-07 academic year (fall and spring). 1Note: This maximum allowable stipend amount will change each year to align with changes in the APSCUF salary schedule, as defined by PASSHE Policy 1983-09-A Graduate Assistant Stipends: The total compensation (including stipend and and/or tuition waiver) for doctoral graduate assistants shall not exceed one-half of the instructor level A salary. Total compensation for all other graduate assistants shall not exceed 40 percent of the instructor level A salary. For the purposes of these calculations, the amount of the tuition waiver should be figured in all cases as full-time resident tuition. FOR ACTION: The following proposed changes to the Transfer Credits policy and the Course Overlaps in Degree Programs policy would apply to graduate credits earned at Ģtv since Spring 2001 (i.e., within the past 5 years). Current policies, with proposed revisions in bold and strikethrough: Transfer Credits Up to six credits of graduate work taken as a graduate student at another institution and up to twelve graduate credits through approved inter-institutional agreements may, with written approval, be incorporated as part of the graduate students program at Ģtv. These courses must have been completed at a regionally accredited institution, within the past five years, and the grade earned must be a B or its equivalent or better. The time limitation rule and residency requirements (cited later in this catalog) pertain without modification to transfer credits. Up to twelve graduate credits originally earned in one graduate program at Ģtv may be applied toward a different graduate program, if: 1) the receiving department, and 2) the School of Graduate Studies and Research approve the credits as meeting degree requirements. These courses must have been completed within the past five years, and the grade earned must be a B or its equivalent or better. The combination of transfer credits earned at another institution and those earned at Ģtv may not exceed twelve credits. To request the transfer of credits, the student provides the School of Graduate Studies and Research with a written request indicating the course to be considered for review. A catalog course description or course syllabus must accompany the request. An official graduate transcript showing the earned credits must be provided by the school at which the credits were taken. To be considered official, the transcript must arrive in a sealed envelope bearing the official seal of the issuing institution. The request is reviewed in the School of Graduate Studies and Research and the academic department. After a decision is rendered by the School of Graduate Studies and Research, the Registrars Office, the students department, and the student are notified of the transfer decision. It is strongly recommended that students wishing to transfer credits from another institution while enrolled at Ģtv must receive advance written authorization for credit acceptance from the School of Graduate Studies and Research and the academic department prior to enrolling in that course. The review process is as described in the preceding paragraph. Note: Credits earned at Ģtv, prior to a students admission to the current degree program, fall under all terms specified in the preceding paragraph. If transfer credits earned at another institution are approved for transfer, only the credit, not the grade or accompanying quality points, will appear on the students Ģtv transcript. Transfer credits are not posted to the students Ģtv graduate record until the student has been admitted to degree candidacy. Credits earned at Ģtv that are approved for transfer to a second program will not be posted to the transcript a second time. Course Overlaps in Degree Programs With departmental and School of Graduate Studies and Research approval, a student may use the same course to count in two different Ģtv graduate masters degree programs, if the course is acceptable meets the published graduation requirements in both programs. However, the number of overlap credits counted toward a second graduate masters degree will be limited to a maximum of 12 20 percent of the credits in the second graduate masters degree program. (Should credits be requested for use in a second degree program, they will be treated as transfer credits and will therefore count toward the six 12 credit maximum permitted by the Transfer Credit Policy.) In order to receive the doctorate as a second degree, doctoral students using credits earned in a previous Ģtv graduate degree program must meet the minimum doctoral degree credit requirement of 60 graduate credits earned beyond the bachelors degree, exclusive of dissertation credits and course overlap credits. Proposed policies: Transfer Credits Up to six credits of graduate work taken as a graduate student at another institution and up to twelve graduate credits through approved inter-institutional agreements may, with written approval, be incorporated as part of the graduate students program at Ģtv. These courses must have been completed at a regionally accredited institution, within the past five years, and the grade earned must be a B or its equivalent or better. The time limitation rule and residency requirements (cited later in this catalog) pertain without modification to transfer credits. Up to twelve graduate credits originally earned in one graduate program at Ģtv may be applied toward a different graduate program, if: 1) the receiving department, and 2) the School of Graduate Studies and Research approve the credits as meeting degree requirements. These courses must have been completed within the past five years, and the grade earned must be a B or its equivalent or better. The combination of transfer credits earned at another institution and those earned at Ģtv may not exceed twelve credits. To request the transfer of credits, the student provides the School of Graduate Studies and Research with a written request indicating the course to be considered for review. A catalog course description or course syllabus must accompany the request. An official graduate transcript showing the earned credits must be provided by the school at which the credits were taken. To be considered official, the transcript must arrive in a sealed envelope bearing the official seal of the issuing institution. The request is reviewed in the School of Graduate Studies and Research and the academic department. After a decision is rendered by the School of Graduate Studies and Research, the Registrars Office, the students department, and the student are notified of the transfer decision. It is strongly recommended that students wishing to transfer credits from another institution while enrolled at Ģtv receive advance written authorization for credit acceptance from the School of Graduate Studies and Research and the academic department prior to enrolling in that course. The review process is as described in the preceding paragraph. If credits earned at another institution are approved for transfer, only the credit, not the grade or accompanying quality points, will appear on the students Ģtv transcript. Transfer credits are not posted to the students Ģtv graduate record until the student has been admitted to degree candidacy. Credits earned at Ģtv that are approved for transfer to a second program will not be posted to the transcript a second time. Course Overlap in Degree Programs With departmental and School of Graduate Studies and Research approval, a student may use the same course to count in two different Ģtv graduate degree programs, if the course meets the published graduation requirements in both programs. However, the number of overlap credits counted toward a second graduate degree will be limited to a maximum of 12 in the second graduate degree program. Should credits be requested for use in a second degree program, they will be treated as transfer credits and will therefore count toward the 12 credit maximum permitted by the Transfer Credit Policy. In order to receive the doctorate as a second degree, doctoral students using credits earned in a previous Ģtv graduate degree program must meet the minimum doctoral degree credit requirement of 60 graduate credits earned beyond the bachelors degree, exclusive of dissertation credits and course overlap credits. APPENDIX D Presidential Athletic Advisory Committee Chair: Domaracki FOR INFORMATION Ģtv Presidential Athletic Advisory Committee MINUTES Friday, March 3, 2006 7:30 a.m. 9:00 a.m. Members present:: Tony Atwater, John Benhart, Mark Collins, Frank Condino, Joe Domaracki, Katie Farnsworth, Caleb Finegan, Emily Forte, Jerrell Jackson, Rhonda Luckey, Fran Nee, Larry Panaia, Rodney Ruddock, special guests, Robert Davies, Vice President for Institutional Advancement and Cheryl Samuels, Provost and Academic Vice President. Call to Order: Joseph Domaracki called the meeting to order at 7:30 a.m. Presidents Remarks: Atwater introduced two new members of his Cabinet, Dr. Robert Davies, Vice President for Institutional Advancement and Dr. Cheryl Samuels, Provost and Vice President for Academic Affairs Atwater also acknowledged Dr. Luckey as she was recently named as the Vice President for Student Affairs. Atwater reminded PAAC members of the Crimson Club Dinner at which Scholar-Athletes are recognized and will be held later this spring. Atwater discussed Division I: Those who make the switch rarely move back to Division II; There are hidden financial advantages; and, Division I institutions dont want competition increased by having more institutions moving from Division II to Division I. Old Business: Academic support services for student-athletes PAAC volunteers: Benhart, Black, Domaracki, Finegan Scholarship support of student-athletes PAAC volunteers: Panaia, Ruddock Domaracki will send a letter to each vice president asking for volunteers for the two subcommittees of PAAC. Nee will have SAAC (Student Athletic Advisory Committee) identify representatives for subcommittees. Davies will discuss with Mary Jo Lyttle of Alumni Office for representation on this committee. Intercollegiate Athletic Director Update Condino and Nee shared academic performance of student-athletes. Fall 2005 data (excerpt from Council of Trustees March 2006 docket) According to the annual NCAA summary report which includes graduation rates of PSAC member institutions for the four-year average of freshmen entering in 1995-96, 1996-97, 1997-98 & 1998-99 and the graduation rates for each institution during the last six years, indicates that Ģtv in most cases meets or exceeds the PSAC averages. This report also indicates the PSAC 's average graduation rate for both student-athletes (51%) and all students (56%) is higher than the national averages for all Division II institutions by six percent for all students and by two percent for student-athletes receiving grant-in aid. Ģtv, with 10,498 students overall has the sixth highest graduation percentage, meeting the PSAC average of 51% for 2005 freshman-cohort graduation rates. The 133 students at Ģtv receiving grant-in-aid have a graduation rate of 61 percent, well above the PSAC average. It is important to note that only student-athletes who received athletics aid in their first year of enrollment are included in the calculation of the graduation rates. Also noteworthy are the athletic teams grade point averages for Fall 2005. The mens teams average for the Fall, 2005, semester is 2.71 with a cumulative average of 2.72. The womens teams average for the Fall, 2005, semester was 3.24 with a cumulative average of 3.20. Division I Academic Performance Rate Article (evaluation per team with sanctions when not meeting NCAA Standards) Division II Academic Success Rate next year will include non-scholarship student-athletes; and the sanctions include the reduction of student-athlete scholarships. Faculty Athletic Representative Update Benhart will be attending the PSAC meeting in March. FAR involvement in academic support student-athletes. Benhart conveys faculty perspective to other faculty for student-athletes. Atwater asks Benhart to document the FAR job description, clear portfolio of responsibilities. Atwater raised issue of coaches going to faculty for grade change. Benhart referenced the meeting that occurred to identify an educational effort to clarify the appropriate role for coaches involvement with faculty and the need to empower student-athlete to handle his/her own grade changes. Benhart reaffirmed that academic integrity is of paramount importance. Faculty need to support what is going on and support Athletic PRIDEsame is true for coaches. Student Athletic Advisory Council Update Jackson indicated at the last SAAC meeting it was discussed there was no PRIDE in Ģtv athletics Why? People dont know how great we are! Solutions from the PAAC: Need to advertise more --- players, teams, and games Creates enthusiasm ---it is contagious Best practice example SAAC will set up a PRIDE Committee. SAAC will participate in Collegian Weekend. Student-athletes and coaches need to support other student-athlete competitions. Student Government Association Update Forte shared the discussion about Collegian Weekend and SGAs I Usually Participate campaign. The meeting adjourned at 9:00 a.m. Respectfully submitted, Rhonda H. 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