Faculty Association Officers (2018-2020)

2018 Annual Committee &

2018 Distinguished Professor Elections

UNF Faculty-on-Faculty Bullying Survey

IAR Report

Spring Term Exam Schedule

LUNCHEON BUFFET MEETING DATE: Thursday, April 5th, 2018

TIME: 12:15 P.M.

PLACE: Talon Room, Osprey Commons

Bldg 16, 4th Floor

Congratulations!

FACULTY ASSOCIATION OFFICERS

(2018-2020)

PRESIDENT

David Fenner (College of Arts and Sciences)

VICE PRESIDENT

Gordon F. M. Rakita (College of Arts and Sciences)

SECRETARY

Elizabeth A. Gregg (College of Education and Human Services)

Online Elections!!!

2018 DISTINGUISHED PROFESSOR

and

COMMITTEE MEMBERS for 2018-2020

On-line Ballot will be emailed on

Thursday, April 5@ 9:00 a.m.

& Voting will close on

the following Wednesday, April 11th @5:00 p.m.

Vitae Summaries for

2018 Distinguished Professor Award Finalists

Sherif A. Elfayoumy

(CCEC – School of Computing)

Adel K. El Safty

(CCEC - School of Engineering/Civil Engineering)

Check the following links

for the FINAL Nominations & Standing Committees’ Charges

2018-2020 Faculty Association Standing Committees Final Nominations

2018-2020 University Committees Final Nominations

Committee Standing Charges

April 5, 2018

1

FACULTY ASSOCIATION MEETING AGENDA

April 5, 2018

I. CALL TO ORDER

II. APPROVAL OF THE MINUTES – February 8, 2018 & March 1, 2018 (2 minutes)

III. ANNOUNCEMENTS (5 minutes)

IV. STANDING COMMITTEE REPORTS & NEXT MEETING (2 minutes per report)

Academic Programs Committee – Kim Cheek (Thurs, 4/5 & 4/26@10 AM –OFE/FA Conf Rm)

Academic Standards Committee – Alan Harris (Mon, 4/9@10 AM-OFE/FA)

Adjunct Affairs Committee – Elizabeth Gregg/David Mackinnon (Wed, 4/4@3 PM – OFE/FA Conf Rm)

Budget Advisory Committee – Jason Haraldsen (TBD-50/2600)

Campus Technology Committee – Georgette Dumont (TBD)

Faculty Affairs Committee – Gordon Rakita (Thurs, 4/12/2018@12:15 PM – OFE/FA Conf Rm)

Faculty Enhancement Committee – Raphael Crowley/Claudia Sealey-Potts (Wed, 4/4/2018@1 PM – OFE/FA Conf Rm)

Nominations and Elections Committee – Heather Truelove (No Mtg Schedule)

Research Council – Judith Ochrietor (Mon, 4/23/2018@10:30 AM – OFE/FA Conf Rm)

Strategic Planning Advisory Committee – Paul Eason (TBD)

Support Services Committee – Maria Atilano (Thurs,4/12@3 PM – 12/2405)

Executive Committee – David Fenner (Tues, 4/17/2018 @12:15 PM – OFE/F Conf Rm)

V. SPECIAL REPORTS (10 minutes)

UNF President – John Delaney

Academic Affairs Interim Vice President & Provost – Pamela Chally

Legislative Liaison Report – Janet Owen

United Faculty of Florida – Rebecca Marcon

Parking Advisory Council Report – Ashley Faulkner/Everett Malcolm

VI. QUESTION AND ANSWER PERIOD (10 minutes)

VII. CONSENT AGENDA

VIII. LEGISLATIVE CALENDAR (5 minutes to reorder list) (20 minutes to act immediately on or remove item)

IX. ADJOURNMENT

April 5, 2018

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Agenda Item# 1 –FA 18-17: Submitted by the Faculty Enhancement Committee

Faculty Association Bylaws Amendment: Second Reading

Faculty Enhancement Committee Charge Correction Proposal

The committee voted to amend its charge to make a grammatical correction of “which” to “that”.

The proposed change is shown with strikethrough and underlining below.

ARTICLE VI - COMMITTEES

SECTION 4. - G.

The Faculty Enhancement Committee (FEC) shall review and recommend policies, procedures,

and practices concerning activities which that enhance and improve a faculty member's knowledge

and skills with regard to his/her duties in teaching, research, and service; and shall be advisory to the

Faculty Enhancement Office, meeting regularly with its Director. The Committee shall consider the

enhancement needs of both full-time faculty and adjuncts.

April 5, 2018

4

Agenda Item # 2 -FA 18-19: Submitted by the Academic Programs Committee

College of Arts & Sciences (Undergraduate)

Log Number: 201708-110R Mathematics & Statistics– Undergraduate Change an existing course (GM) Finite Mathematics MGF Freshman

(1xxx) 106

Course title and description for MGF 1106, Finite Mathematics, are not clear to students or advisors (the term "finite mathematics" is not always understood outside the field). The proposed title, Concepts of Mathematics, aims to be more accessible, and the new description clarifies that this is a course appropriate for students in majors that do not require a substantial mathematics sequence. The proposed change does not affect any program of study. New Course Description: This course is primarily for non-science and non-business majors who need to fulfill the general education math requirement. It presents the study of mathematical concepts that arise in real world applications. Topics may include linear equations and inequalities, matrices and systems of linear equations, counting techniques and elementary probability, game theory with applications, logic, and mathematics of finance. Change an existing course (GM) Explorations in Mathematics MGF Freshman

(1xxx) 107

Course description for MGF 1107, Explorations in Mathematics, was not clear to students or advisors, who often assumed this course followed MGF1106. The new course description clarifies that this is a course appropriate for students in majors that do not require a substantial mathematics sequence, and that MGF 1106 is not a prerequisite. The proposed change does not affect any program of study. New Course Description: This course is primarily for non-science and non-business majors who need to fulfill the general education math requirement. This course promotes the appreciation of applied mathematics. Concepts of Mathematics (MGF1106) is not a prerequisite for this course. Topics may include number theory, voting theory, rates of growth, geometry, and graph theory. Change an existing course (GM) College Algebra MAC Freshman

(1xxx) 105

We propose to require an appropriate math placement test score (ALEKS) as a prerequisite for MAC1105, College Algebra, to facilitate student success. The precise score required will be determined and monitored in conjunction with UNF Institutional Research. Successful placement test scores are a standard prerequisite for College Algebra at other SUS institutions. The proposed change does not affect any program of study. New Course Description: Prerequisite: Successful completion of the math placement test. Students are encouraged to take intermediate algebra prior to MAC1105. Topics will include linear and quadratic functions, systems of equations and inequalities, polynomials, exponentials, logarithms. Students may not receive credit for this course and MAC 1101 (Intensive College Algebra) or MAC 1147 (Precalculus).

April 5, 2018

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Log Number: 201801-4 School of Music – Undergraduate Change a degree-major of an existing program Bachelor of Music Education – Music Education Major Summary of the Changes: This package changes music education major electives in relation to woodwind techniques and pedagogy. All courses involved in this package are 1-credit hour. Specifically, the content of MUE 2451 - Woodwind Techniques and Pedagogy II, which covers flute, oboe, and bassoon is being split into two courses. The new MUE 2451 will only focus on oboe and bassoon and the course is renamed "Oboe and Bassoon Techniques and Pedagogy". This package includes a new course: MUE 2xxx which will be entitled "Flute Techniques and Pedagogy." This package renames MUE 2450 - Woodwind Techniques and Pedagogy I to "Clarinet and Saxophone Techniques and Pedagogy." These changes will more precisely reflect the content of the courses and removal of the Roman numerals makes clear the fact that they are not meant to be sequential. Another reason for the change is to more effectively place instructors in them, as it is difficult to find an instructor who is equally proficient on flute, oboe, and bassoon. These courses will not alter the credit hours of the music education degree, as all major electives are selected from a pool of electives. Regardless of how many courses are in the pool, all music education majors must take 8 credits from that pool. This adds one more course to the pool of options. (Visit our website: www.unf.edu/unffa/ for the program of study)

Change an existing course Woodwind Techniques and Pedagogy I

MUE Sophomore (2xxx)

450

Changing name (Clarinet and Saxophone Techniques and Pedagogy) to clarify course's contents. Change an existing course Woodwind Techniques and

Pedagogy II MUE Sophomore

(2xxx) 451

Course title (Oboe and Bassoon Techniques and Pedagogy) and description changed to specify contents of the course. New Course Description: This course is designed to prepare music education majors to teach woodwind instruments in secondary schools. Students will be expected to demonstrate basic performance proficiency and teaching skills on oboe and bassoon. All aspects of woodwind instruction will be covered, including teaching techniques, writing music for double reed instruments, instructional aids, and materials. Add a new course Flute Techniques and Pedagogy

(1cr) MUE Sophomore

(2xxx) XXX

Prerequisites: None Co-requisites: None Course Description: This course is designed to prepare music education majors to teach woodwind instruments in secondary schools. Students will be expected to demonstrate basic performance proficiency and teaching skills on flute. All aspects of woodwind instruction will be covered, including teaching techniques, writing music for flute, instructional aids, and materials.

April 5, 2018

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Agenda Item# 3- FA 18-20: Submitted by the Academic Programs Committee:

Coggin College of Business (Undergraduate)

Log Number: 201801-15 Accounting & Finance – Undergraduate

Change a degree-major of an existing program Bachelor of Business Admin. – Financial Services Major Summary of the Changes: The name of the Financial Services major in the Business Bachelor of Administration is being changed to Financial Planning major. The program was originally created with two concentrations - Institutional and Financial Planning, but the only concentration still existing is Financial Planning. The name change is way overdue and needs to be made. There is also a change in the major requirements of the new Financial Planning major. FIN 3303 - Financial Markets and Institutions will be replaced with an elective, allowing students to either take FIN 4556 - Behavioral Finance or FIN 4xxx - Financial Planning Internship (new course). This change is highly recommended by the Financial Services Advisory Council to more accurately reflect needed knowledge to work in the industry. Moreover, the program is registered with the CFP board and the required knowledge topics required by the board more closely align with these two courses. No other registered financial planning program requires a course similar to FIN 3303 to my knowledge. Most majors in Financial Services double major in finance, so the enrollment of FIN 3303 should not be affected. The total credit hours in the program of study are not changing. (Visit our website: www.unf.edu/unffa/ for the program of study)

Add a new course Financial Planning Internship (3 crs)

FIN Senior (4xxx)

XXX

Prerequisites: "FIN3403: Financial Management" AND "FIN3124: Financial Planning" Co-requisites: None Course Description: Prerequisite: FIN 3403 and prior approval of Financial Services program director and internship coordinator is required. Description: This course involves significant work experience in finance with a financial services organization. Grading is on a pass/fail basis.

Log Number: 201801-9 Economics & Geography – Undergraduate

Change a degree-major-concentration of an existing program Bachelor of Business Admin. – International Business Major - UNF to Euromed Concentration Summary of the Changes: UNF partner school Euromed Management changed its name to KEDGE Business School in 2013. Students participating in this program and who originate at KEDGE are currently coded as EUR1, while the students originating at UNF are coded as EUR2. To more accurate and avoid confusion, we’d like to change these

April 5, 2018

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designations to reflect the new KEDGE name. We propose KDG1 (for students starting at KEDGE) and KDG2 (for students starting at UNF). (Visit our website: www.unf.edu/unffa/ for the program of study) Log Number: 201801-10 Economics & Geography – Undergraduate Change a degree-major-concentration of an existing program Bachelor of Business Admin. – International Business Major - UNF to Euromed Concentration Summary of the Changes: UNF partner school Euromed Management changed its name to KEDGE Business School in 2013. Students participating in this program and who originate at KEDGE currently enroll in the International Business concentration “Euromed to UNF”, while the students originating at UNF enroll in the International Business concentration “UNF to Euromed”. To more accurate and avoid confusion, we’d like to change these designations to reflect the new KEDGE name. We propose concentrations “KEDGE to UNF” (for students starting at KEDGE) and “UNF to KEDGE” (for students starting at UNF). (Visit our website: www.unf.edu/unffa/ for the program of study) Log Number: 201801-12 Economics & Geography – Undergraduate Change a degree-major of an existing program Bachelor of Business Admin. – International Business Major Summary of the Changes: International Business Major – Languages (http://www.unf.edu/catalog/link/CCB-BBABIBS/) The current catalog verbiage referring to the language requirement for International Business majors is misleading, as it implies that Japanese, Portuguese, and Russian are regularly offered at UNF: Requisites (6 credits) Select two foreign language courses at the intermediate level or above. Both courses must be in the same language. A grade of "C" of better is required for all courses in this area. SELECT* Intermediate I Foreign Lang. Take three credit hours: SPN2200/FRE2240/JPN2200/GER2200/CHI2200/POR2200/RUS2200 SELECT** Intermediate II Foreign Lang. Take additional three credit hours of same Language: SPN2201/FRE2241/JPN2201/GER2201/CHI2201/POR2201/RUS2201 We recommend updating the language list to include only courses that are consistently offered by the Department of Languages, Literatures and Cultures. This would involve the removal of the following courses: JPN2200, POR2200, RUS2200, JPN2201, POR2201 and RUS2201 (Visit our website: www.unf.edu/unffa/ for the program of study)

Log Number: 201801-48 Economics & Geography – Undergraduate

Change a degree-major of an existing program Bachelor of Business Admin. – Economics Major Summary of the Changes: NOTE: This APC with proposed changes covers all eight (8) Coggin BBA major programs (Accounting, Economics, Finance, Financial Services, International Business, Management, Marketing, and Transportation and Logistics). Also, an associated APC for the creation of ENC 3XXX is log# 201801-47. Rationale: Currently each of the major programs in the Coggin College of Business require students to take SPC 4064 as a

April 5, 2018

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part of their “Non-Business Requirements” in the program of study. The rationale to replace this requirement with ENC 3xxx is as follows: (1.) ENC 3xxx focuses specifically on business communication and will incorporate multiple forms of business communication (e.g. written, electronic, and oral). (2.)Through coordination with the UNF Writing Center the content of the ENC 3xxx course will be catered more specifically toward the needs of Coggin College of Business students. (3.)The change will allow the formal assessment of the written communication learning objective (for AACSB accreditation)to take place in ENC 3xxx. (4.)This change would ensure that all Coggin Graduates (both native and transfer students) have taken at least one writing course from UNF. (Visit our website: www.unf.edu/unffa/ for the program of study) Log Number: 201708-16 Management – Undergraduate

Add a new course Six Sigma Applications (3 crs) MAN Senior (4xxx)

XXX

Prerequisites: "MAN3504: Operations Management" Co-requisites: None Course Description: This course is designed to develop a comprehensive understanding of Six Sigma concepts, process improvement methodologies, and related statistical tools.

Agenda Item# 4- FA 18-21: Submitted by the Academic Programs Committee:

College of Education and Human Services (Undergraduate)

Log Number: 201801-31 Exceptional, Deaf, & Interpreter Education – Undergraduate Add a new minor Deaf Education Minor Summary of the Changes: The faculty in the Deaf Education program have proposed a minor for students interested in Deaf Education, but not majoring in Deaf Education. No additional resources are necessary to create the Deaf Education minor. One new course has been added as option to the program of study: EHD 4XXX Independent Study in Deaf Education. One course, EHD 3941 Deaf Education Field Practicum I (2-3 credits; see APC 201801-32)*, has been changed to include variable credit hours from 2-3 credits. The 3-credit option is available to minors and the 2-credit option is required for Deaf Education majors. *Students may substitute EHD4XXX Independent Study in Deaf Education for one credit of EHD3941). The titles of 2 courses: EHD4291 and EHD4245 are being changed (Please refer to package 201801-32), the proposed titles are included within the POS. A minimum of 12 credit hours are required to earn the minor. The following courses will be included in the minor: EHD4311 Psychology and Education of the Deaf (3 credits) EHD3941 Deaf Education Field Practicum I (3 credits; see APC 201801-32)* EHD4291 Content Area Curriculum & Instruction for DHH Students (3 credits) EHD4245 Language and Literacy Assessment & Instruction for DHH Students (3 credits)

April 5, 2018

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EHD4XXX Independent Study in Deaf Education (1-4 credits) *Students may substitute EHD4XXX Independent Study in Deaf Education for one credit of EHD3941) (Visit our website: www.unf.edu/unffa/ for the program of study) Add a new course Independent Study in Deaf

Education (v. 1-4 crs) EHD Senior

(4xxx) XXX

Prerequisites: None Co-requisites: None Course Description: This course permits the learner to investigate selected topics in a specialized area (deafness).

Log Number: 201801-32 Exceptional, Deaf, & Interpreter Education – Undergraduate Change a degree-major of an existing program Bachelor of Arts in Education - Deaf Education Major Summary of the Changes: The purpose of this APC package is to update courses within the Deaf Education program. These updates include changes to course titles, descriptions, prerequisites (for select courses) and objectives to reflect feedback from our stakeholders and to more accurately reflect the program offerings. EDF2085 and EME2040 are being removed from the POS to reflect changes to FL common pre-requisite courses for teacher education programs. The total number of credit hours required for the major is 120 credit hours, and will not change. Changes are as follows: Title changes: From ASL 4205 Advanced ASL Conversational Skills to: ASL 4205 Methods of Teaching ASL-English Bilingual DHH Students From EHD 4263 Auditory/Oral Strategies for Deaf Learners to: EHD 4263 Methods of Teaching Listening and Spoken Language to DHH Students From EHD 4270 Teaching Students who use Advanced Hearing Technology to: EHD 4270 Teaching DHH Students in Diverse Settings From EHD 4245 Language and Literacy Assessment & Instruction for Students who are DHH to: EHD 4245 Language and Literacy Assessment & Instruction for DHH Students From EHD 4291 Math, Sci, SS Curriculum & Instruction for the Deaf and Hard of Hearing to EHD 4291 Content Area Curriculum & Instruction for DHH Students Course descriptions, objectives, and prerequisites have been updated for the following courses: ASL 4205 Advanced ASL Conversational Skills EHD 4263 Auditory/Oral Strategies for Deaf Learners EHD 4270 Teaching Students who use Advanced Hearing Technology EHD 4245 Language and Literacy Assessment & Instruction for Students who are DHH EHD 3941 Deaf Education Field Practicum I* EHD 4940 Deaf Education Field Practicum II EHD 4291 Math, Sci, SS Curriculum & Instruction for the Deaf and Hard of Hearing *EHD 3941 Deaf Education Field Practicum I is being changed from fixed (3 credits) to variable (2 or 3) credits. Majors will still take the course for 2 credits, but minors will be able to take the course for 3 credits (APC log# 201801-31). Changes in this APC package do not require additional resources nor do they affect offerings of other units at UNF. (Visit our website: www.unf.edu/unffa/ for the program of study)

April 5, 2018

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Change an existing course Advanced ASL Conversational Sk ASL Senior (4xxx)

205

ASL4205 Advanced ASL Conversational Skills needs changes to the title, course description, and objectives to more accurately reflect the content taught within this course and the recommendations made by the programs steering committee/stakeholders. The proposed name change is Methods of Teaching ASL-English Bilingual Deaf and Hard of Hearing Students. ASL4131 American Sign Language III has been added as a prerequisite. New Course Description: ASL4205 Methods of Teaching ASL-Bilingual DHH Students is designed to continue development of skills in American Sign Language. Students will use the vocabulary and the skills that they learned in ASL courses as a foundation while they further explore the linguistic structure of ASL. This course is also a preparatory course for internship. The content of the course will focus on linguistic competence and metalinguistic awareness of both ASL and English. Students will develop their own knowledge of ASL and English, while also learning instructional strategies used to develop student knowledge of ASL and English. During the class, time will be devoted to both skill and strategy development and an understanding of current research and literature concerning sign language in education. Prerequisite: ASL4131 American Sign Language III. Change an existing course Language and Literacy Assessme EHD Senior

(4xxx) 245

EHD4245 Language and Literacy Assessment and Instruction for Students who are Deaf or hard of hearing needs changes to the title, course description and objectives to more accurately describe the course and changes in the field of Deaf Education. The proposed title change is from EHD 4245 Language and Literacy Assessment & Instruction for Students who are DHH to: EHD 4245 Language and Literacy Assessment & Instruction for DHH Students. In addition, EEX4101 Language Development and Disorders is no longer required in this major and must be removed as a prerequisite. Enrollment is ongoing in the Deaf Education program, therefore EHD 4311 must be removed as a prerequisite as well. ASL4131 American Sign Language III has been added as a prerequisite. New Course Description: This course is focused on methods of language development assessment and instruction with deaf or hard of hearing (DHH) children. Students will develop an understanding of typical language development and the effects of hearing loss on the development of language. They will learn about informal and formal assessments of both through-the-air (signed or spoken) and written language and analyze language samples. They will then learn how to use assessments to plan and provide instruction aimed at facilitating the language acquisition and development of DHH students. ASL4131 American Sign Language III. Change an existing course Auditory/Oral Strategies for S EHD Senior

(4xxx) 263

EHD4263 needs changes to the title (Methods of Teaching Listening and Spoken Language to DHH Students), course description, and objective to more accurately reflect the course offerings as well as reflect the ongoing changes within the field of Deaf Education. Professionals in the field now use Listening and Spoken Language instead of the outdated terminology auditory/oral strategies. New Course Description: The purpose of this course is to provide learners with the knowledge base to understand instructional methods of teaching deaf and hard of hearing students who use listening and spoken language. The areas to be covered include the anatomy and physiology of speech mechanisms, practical orthographic representations of speech, introductory phonetics and phonology, functional descriptions of speech sound production, and basic speech acoustics. Learners will also be trained in the assessment of speech, teaching sequence of speech skills, and specific strategies for the elicitation, development, transfer and maintenance. Prerequisite: ASL4131 American Sign Language III Change an existing course Deaf Education Field Practicum I EHD Junior 941

April 5, 2018

11

(3xxx) EHD 3941 Deaf Education Field Practicum I needs changes to the course description and credit hours to reflect a more accurate course description now that the course will be offered in both the major and minor program. Students enrolling in the Deaf Education Minor (APC package 201801-31) will take the 3 credit hour section; wheras, Deaf Education Majors are required to take the 2 credit section. No additional resources are needed. EHD4311 Psychology and Education of the Deaf is no longer a prerequisite. New Course Description: This field-based course will provide deaf education stduents an opportunity to observe and instruct students who are deaf or hard of hearing in a variety of settings. Deaf education students will interact with students and observe both their culture and use of language. This course will consist of periodic meetings to process the observation and field experiences. Deaf Education Majors must enroll in the 2-credit option, whereas Deaf Education Minors should enroll in the 3-credit option. Change an existing course Teaching Students who are Deaf or

Hard of Hearing that Use Advanced Hearing Technologies

EHD Senior (4xxx)

270

EHD 4270 Teaching Students who use Advanced Hearing Technology needs changes to the course title and description to more accurately describe the course and changes in the field of Deaf Education. The title should be changed from EHD 4270 Teaching Students who use Advanced Hearing Technology to: EHD 4270 Teaching DHH Students in Diverse Settings The course description needs to be updated to accurately inform students of the field component requirement. EHD 4263 Auditory/Oral Strategies for students who are DHH is no longer a co-requisite. New Course Description: This field-based course focuses on working with students who are deaf or hard of hearing who use advanced hearing and listening technologies in a variety of settings; in addition to those students who may not use hearing and listening technologies. Issues and trends related to teaching students with cochlear implants, digital hearing aids, bone-conduction hearing aids, advanced FM systems, and speech to text devices will be discussed. The importance of differentiated instruction and other instructional strategies will be presented. EHD4261: Audiology and Speech Science and EHD 4245 Language and Literacy Assess & Instruction are prerequisites. Field hours in a setting with student(s) who are deaf or hard of hearing is required to successfully complete this course. Change an existing course Deaf Education Field Practicum II EHD Senior

(4xxx) 940

EHD 4940 Deaf Education Field Practicum II needs changes to the course description to more accurately describe the course requirements. The course description needs to include the requirement of field-hours in a setting with student(s) who are deaf or hard of hearing to accurately inform students of the course requirements. In addition, ASL4131 has been added as a prerequisite. New Course Description: This field-based course will provide deaf education majors an opportunity to observe and teach deaf and hard of hearing students in a variety of settings. Deaf education majors will interact with deaf or hard of hearing students and observe both their culture and use of language. This course will consist of periodic meetings to reflect on experiences in the field and bridge theory with practice. Prerequisite: ASL4131 American Sign Language III. Change an existing course Math, Science, Social Studies

Curriculum & Instruction for Students who are Deaf or Hard of Hearing

EHD Senior (4xxx)

291

EHD 4291 Math, Sci, SS Curriculum & Instruction for the Deaf and Hard of Hearing needs a title change as

April 5, 2018

12

well as ASL4131 American Sign Language III added as a prerequisite to ensure students are prepared for the content and communication style required for successful completion of the course. The title should change from EHD 4291 Math, Sci, SS Curriculum & Instruction for the Deaf and Hard of Hearing to EHD 4291 Content Area Curriculum & Instruction for DHH Students New Course Description: This course is designed to give learners the opportunity to learn about pedagogy and curriculum as related to educating students who are Deaf or hard of hearing. Learners completing this course satisfactorily will be able to plan yearly, monthly, weekly, and daily lessons using a variety of formats. Learners will be introduced to instructional skills in the areas of assessment, planning, implementation, and evaluation. In addition, learners will be able to practice many of the technical skills needed to prepare instructional materials for the classroom. The learner will also be introduced to the development and adaptation of curriculum materials and instructional procedures in reading, mathematics, science, and social studies to fit the unique educational needs of students who are deaf or hard of hearing. Prerequisite: ASL4131 American Sign Language III.

Agenda Item# 5- FA 18-22: Submitted by the Academic Programs Committee:

Brooks College of Health (Undergraduate)

Log Number: 201801-30 Clinical & Applied Movement Sciences – Undergraduate Terminate an existing minor Clinical & Applied Movement Sc Minor Summary of the Changes: The Department voted to discontinue the Clinical & Applied Movement Sciences (CAMS) minor (23 credits) due to the transition of the BS in Athletic Training to the MS in Athletic Training. The following ATR courses (ATR2000C Introduction to Sports Medicine [3 credits], ATR3102 Introduction to Athletic Injuries [3 credits], ATR3104C Orthopedic Taping & Bracing [3 credits], and ATR4312C Therapeutic Exercise [3 credits]) will be terminated in a future APC as the last cohort of BS in Athletic Training students will graduate in spring 2019. (Visit our website: www.unf.edu/unffa/ for the program of study) Log Number: 201801-5 Public Health– Undergraduate Change a degree-major of an existing program Bachelor of Science in Health - Health Science Major Summary of the Changes: The Bachelor of Science in Health (concentration in Public Health) is requesting program changes, which will decrease the overall credit requirements of 63 to 60. The major requirements are being reduced from 18 to 15 credits. The changes will include removing HSC3304 Public Health Education Strategies (3 credits) from the major requirements and add it to the list of electives. (Visit our website: www.unf.edu/unffa/ for the program of study)

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Agenda Item# 6- FA 18-23: Submitted by the Academic Programs Committee:

Brooks College of Health (Doctorate)

Log Number: 201801-35 Clinical & Applied Movement Sciences – Doctorate Change an existing course Neuroscience II: Motor Control PHT Graduate

(6xxx) 191 C

This request is to change the title of PHT6191C Neurosci II:Mtr Ctrl and Lrn (3 Credits) to PHT6191C Motor Control (3 credits) to better reflect course content and decrease confusion related to sequencing with another similarly named course.

Log Number: 201801-36 Clinical & Applied Movement Sciences – Doctorate Change an existing course Neuroscience I: Clinical Neuro PHT Graduate

(6xxx) 161 C

This request is to change the title of PHT6161C Neurosci I: Clin Neuroanat/Phy (4 Credits) to PHT6161C Clinical Neuroanatomy and Physiology to better reflect the course content and decrease confusion related to sequencing with another similarly named course.

Log Number: 201801-37 Clinical & Applied Movement Sciences – Doctorate Change a degree-major of an existing program Doctor of Physical Therapy - Physical Therapy Major Summary of the Changes: The course PHT5005 Professional Practice Issues (2 credits) will be changed to incorporate the objectives of another course, PHT 6809 Clinical Education Prep I. There is a lot of overlap in these courses and combining them will allow for more efficient and effective teaching and learning. The course objectives will be added to PHT5005 Professional Practice Issues (2 credits) and the course PHT 6809 Clinical Education Prep I (1 credit) will be deleted. PHT5005 Professional Practice Issues (2 credits) will now be 3 credits. This will NOT change the total number of credits for the Program of Study. (Visit our website: www.unf.edu/unffa/ for the program of study) Terminate an existing course Clinical Education Prep I PHT Graduate

(6xxx) 809

The objectives for PHT 6809 Clinical Education Prep I (1 credit) will be added to another existing course PHT5005 Professional Practice Issues (2 credits). PHT5005 Professional Practice Issues (2 credits) will be a 3 credit course after this change. PHT 6809 Clinical Education Prep I (1 credit) will be deleted. Change an existing course Professional Practice Issues PHT Beginning

graduate (5xxx)

005

This change is requested to update the title (Foundations of Professional Practice and Clinical Education) of PHT5005 (2 credits) to reflect the new content that will be included after another course's objectives (PHT6809

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1 credit) are combined with it.

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Agenda Item# 7 -FA 18-24: Submitted By the Faculty Affairs Committee

Proposed Policy Changes for Emeritus Faculty for the Faculty Handbook 8.7 (formerly 8.6) Retired and Emeritus Faculty (Reference Faculty Association Item 08-40, CBA 29.4, update 3/13 FA 13-15 to include Librarians) Current Policy with Recommendation indicated by the Underline The title “emeritus” is an honor that may be conferred upon a tenured professor or associate professor or associate or university librarian upon retirement, in recognition of a distinguished record at the University of North Florida. It is expected emeritus faculty will have made significant contributions in the areas of teaching, research, or service (including administrative service); or any combination thereof. Faculty who held a title in addition to professor or associate professor or associate or university librarian for at least five years at UNF (e.g., dean) shall be eligible to have that title included in their emeritus honor. The process for receiving the honor is as follows: A nomination is sent to the department chair (or equivalent) including the emeritus title requested; self-nominations are allowed. The tenured faculty of the department or library faculty at the rank of associate or above shall vote by secret ballot on the candidacy. If the majority of the department’s tenured faculty or library faculty approves, the vote of the faculty, the candidate’s vita, and recommendation letters from the department chair or equivalent and college or library dean shall be forwarded to the Vice President for Academic Affairs for final approval and action. Article 29.4 of the BOT-UFF Collective Bargaining agreement provides that all faculty members retired from the University shall be eligible, upon request, and on the same basis as active faculty members, subject to university policies, to receive the following benefits: 1) Retired faculty member identification card. 2) Use of the University library (i.e., public rooms, lending and research service). 3) Listing in the University directory. 4) Placement on designated University mailing lists. 5) Parking at the University (Retired faculty members may obtain a daily parking pass at no cost

by presenting his or her retired faculty ID card at the parking booth located on the University campus near the Kernan Blvd entrance, at the corner of UNF Drive and Alumni Drive.)

6) Use of University recreational facilities (retired faculty members may be charged fees different from those charged to other faculty members for the use of such facilities).

7) The right to enroll in courses without payment of fees, on a space available basis, in accordance with the provisions of Section 240.235(3), Florida Statutes.

8) A mailbox in the department/unit from which the faculty member retired, subject to space availability.

9) University e-mail address. [Note: this is an @UNF.edu address forwarding to another account, not a full email account]

10) In accordance with University policy, and on a space available basis, the University is encouraged to grant a retired faculty member's request for office or laboratory space.

April 5, 2018

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In addition to those benefits provided all retired faculty, emeritus faculty shall enjoy additional campus courtesies available to active faculty, including but not limited to: 1) Receipt of a free discount (or equivalent) parking decal and the option of upgrading to a higher

level of parking decal at their own expense. 2)

Use of university computers and network. Access to all university computing resources, networks, systems, and services as provided to current faculty (e.g. access to the LMS, full email services, faculty web domains, assistance from C-Techs, etc.) with the exception that their eligibility for computer currency (or refresh) will be dependent upon available resources.

3) Maintenance of active faculty status in the university ERP system. 4) Use of recreation facilities (at the same fees as charged active faculty members), and fFaculty

commonsLounge. OFE, and CIRT. 5) Admission to athletic and cultural events (at the same fees as charged active faculty members). 6) 7) 8) 9) 10) 11)

Right to participate in convocation, graduation ceremonies, and other academic events. Listing in the UNF catalog (and online directories) with emeritus/emerita designation. Emeritus faculty will be listed on departmental websites, in addition to the current faculty and will retain listing in the Faculty Bio system. Emeritus faculty may continue to use a University e-mail account, with storage space equivalent to that provided to current faculty. Emeritus faculty may have access to reasonable usage of department stationery and mailing privileges contingent upon available resources as determined by the appropriate Chair and/or unit manager. Emeritus faculty continue to have access to the use of CIRT, OFE, Library, and other UNF entities designed to assist with teaching and/or research.

April 5, 2018

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Agenda Item# 8 –FA 18-25: Submitted by the Faculty Affairs Committee

Resolution – Recommendation of the Conferral of “Emeritus” status on President Delaney

WHEREAS, the recommendation of conferral of emeritus status is entrusted to the faculty of

a university, and WHEREAS, John A. Delaney became the fifth president of the University of North Florida (UNF)

fifteen years ago in 2003, and WHEREAS, during the Fall 2017 semester, UNF welcomed its most academically gifted freshman

class to date with an average GPA of 4.27, and WHEREAS, UNF tops the schools in the State University System when it comes to graduates being

employed in Florida, and WHEREAS, UNF now awards about 4,000 degrees annually and has increased opportunities for

students offering 55 bachelor’s degrees, 30 master’s degrees and five doctoral degrees, and WHEREAS, UNF has gained a national reputation for quality and value over the past several years.

UNF has been named a Best College in the Southeast by The Princeton Review for nine consecutive years, a Best Regional College by U.S. News & World Report for the past seven years, and landed on other prestigious lists by Kiplinger’s Personal Finance, Forbes, The Wall Street Journal/Times Higher Education and others, and

WHEREAS, the ethnic/racial minority percentage among student body has increased from 18.2 percent

in 2003 to 31.6 percent in 2017, and WHEREAS, in 2003, the student-to-faculty ratio was 22:1 and it is currently 18:1, giving UNF students

the advantage of individualized attention, and WHEREAS, UNF now has the fifth highest graduation rate among public, urban regional universities in

the nation, and WHEREAS, private support to the University has increased significantly under Delaney’s leadership

with more than $262 million being raised since 2003, including more than $130 million under the Power of Transformation campaign while the UNF endowment has more than doubled from $43.8 million in 2003 to $110 million, and

WHEREAS, President Delaney has made community engagement a hallmark of an education at UNF,

which currently holds the prestigious Community Engagement Classification from The Carnegie Foundation and in the 2016-17 academic year, UNF students dedicated nearly 1 million hours to community-based experiences, and

April 5, 2018

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WHEREAS, through a generous donation to the University, UNF’s honors program became the Hicks Honors College in 2015, empowering and providing unique opportunities for high-achieving students, and

WHEREAS, President Delaney has encouraged transformational learning opportunities for students

including research with faculty, study abroad, and countless other life-changing experiences outside the classroom, and

WHEREAS, President Delaney led UNF through our transition to NCAA Division I athletics beginning

in 2005, and along with the campus community applauded the athletic and academic success of our student-athletes, and

WHEREAS, since 2003, Delaney has secured $187 million in construction funding from the state and

has overseen the biggest expansion of the campus in its history including an increase of about 2 million square feet in building space for new labs, classrooms, research facilities and recreational use, including award winning structures like the Student Wellness Complex and Biological Sciences Building, and

WHEREAS, 10 new and renovated university structures were awarded LEED status recognizing

leadership in energy and environmental design, and WHEREAS, when President Delaney retires from UNF, more than half of the UNF degrees granted

since the University opened in 1972, will have been awarded during his tenure, NOW, THEREFORE, BE IT RESOLVED, by the Faculty Association of the University of North

Florida: That the University of North Florida Faculty do hereby strongly recommend to the University’s Board of Trustees that they confer upon John A. Delaney the rank of Emeritus President of the University of North Florida in recognition of his fifteen years of distinguished leadership. BE IT FURTHER RESOLVED, that this resolution be presented to President John A. Delaney as a token of the faculty’s appreciation for his long and distinguished service to our University.

For the University of North Florida Faculty Association

____________________________________ _____________________________________

Radha Pyati, Professor David Fenner, Professor Faculty Association President (2016-2018) Faculty Association President (2018-2020)

April 5, 2018

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QUESTIONS FORWARDED PENDING RESPONSES

QUESTIONER- I: DATE ASKED: FORWARDED TO:

Anonymous

September 7, 2017 John Delaney, President

University of North Florida

QUESTION SYNOPSIS- I: In your e-mail of June 22, you stated: "Moreover, we have evidence from third parties that our grading standards

are simply tougher than various peer institutions. In other words, our faculty grade harder than other schools."

Can you please share this evidence with the faculty? Thank you.

QUESTIONER- II: DATE ASKED: FORWARDED TO:

Anonymous

November 2, 2017 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS- II: Regarding course/faculty evaluations - Is there a group working on improving the questions so they move beyond

a happiness index for students?

QUESTIONER- III: DATE ASKED: FORWARDED TO:

Anonymous

November 2, 2017 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS-III: A UNF student has served in a public role as a Grand Dragon of the KKK, a known hate organization that

devalues and actively threatens the lives of non-white non-Christian students on campus.

a. Given free speech rights, what is the threshold at which his speech, writing, or behavior would trigger a

student conduct code violation? What actions trigger expulsion?

b. If the student code of conduct as written allows faculty and administrators no ability to refuse to teach this

student, can the code of conduct be updated to deal with this problem?

c. If the student behaves calmly in class, but serves in this position very publicly off campus, what recourse do

faculty have to protect themselves and their students from him? How might the university ensure that

faculty’s home addresses are not provided to these hate groups via a FOIA request?

d. Among our diverse student body, we may have KKK members as well as known affiliates of ISIS. How

would UNF treat a student who was a known affiliate of ISIS, in a practical sense? Are these same practical

measures applied to members of the KKK and other such domestic hate groups?

QUESTIONER- IV: DATE ASKED: FORWARDED TO:

Anonymous

December 7, 2017 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS-IV: The UNF Faculty Association considers itself “a vital part of UNF’s shared governance structure (UNF-FA

webpage). Principles of shared governance are found in the UNF Constitution (Article III, Section 1) and shared

April 5, 2018

20

governance is part of UNF’s new Strategic Plan (Goal III, Strategy 3). Thus it was shocking to hear an

administration lawyer call it “objectionable” and a “foolish thing” that UNF-UFF proposed to include shared

governance in the new collective bargaining agreement. See video:

https://proxy.qualtrics.com/proxy/?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DCPzuixBpq78

%26feature%3Dyoutu.be&token=u3zWsbmmfPLSiWjKZDOY4eObTP%2BGtCrGIyoqHDAsa2A%3D; at 11:00.

Shared governance is included in the collective bargaining agreements of other universities in Florida and at

universities around the country. Questions: Why are the President and administration not supporting the inclusion

of shared governance in the new collective bargaining agreement? What can be done through the UNF-FA to

insure shared governance at UNF?

QUESTIONER- V: DATE ASKED: FORWARDED TO:

Anonymous

December 7, 2017 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS-V: Many UNF employees have much of the retirement savings in TIAA (which now owns the Jacksonville-based

bank EverBank). Several recent news stories, especially in the New York Times, have shown that TIAA's

operations may not be as stellar as their reputation (e.g.,

https://proxy.qualtrics.com/proxy/?url=https%3A%2F%2Fwww.nytimes.com%2F2017%2F11%2F13%2Fyour-

money%2Ftiaa-403b.html&token=Z65%2BIaft2scoa4I%2FoZROzKaAhGCwociwBzoTf9%2BgFOk%3D). Has

UNF or the SUS been keeping track of the performance of the TIAA accounts commonly held by employees and

comparing their past performance and predicted performance to other possible retirement investments? If there are

concerns, would UNF consider more options for employee flexibility in how our retirement savings are invested?

QUESTIONER- VI: DATE ASKED: FORWARDED TO:

Anonymous

January 11, 2018 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS-VI: This past year the Coggin College of Business dropped existing requirements that students submit GMAT or

GRE test scores for admission to the MBA program. This direction began after the new Dean’s arrival. Faculty

were then asked to vote to keep the lower standards based on the promise of growing enrollments leading to more

resources. Test requirements were also dropped from the MAcc program. Are the other Deans going to follow the

path taken by the business school? If so, what implications do they foresee for their programs, their colleges, and

the university?

QUESTIONER- VII: DATE ASKED: FORWARDED TO:

Anonymous

January 11, 2018 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS-VII: The UNF Faculty Association recently published a “Scholarship Statement” describing that research was a

“necessary and integral component of our academic lives and identities.” However UNF financial statements

report that revenues from “Grants and Contracts” have dropped more than 50% in the last 10 years and are now

lower than any time since 2002, despite warnings by the Society of Research Administrators in 2012 that support

for research at UNF contrasted markedly with UNF’s “sister institutions”. Revenues from grants and contracts at

April 5, 2018

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almost all of the other SUS institutions exceed UNFs. What steps are being taken by the administration to reverse

UNF’s decline? What plans do the deans have to support research? What more can the UNF Faculty Association

do to insure that research remains an “integral component of our academic lives and identities”?

QUESTIONER- VIII: DATE ASKED: FORWARDED TO:

Anonymous

February 8, 2018 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS - VIII:

What is the selection process and criteria for the selection of the large art sculpture pieces on campus?

My concern is for the balance between displaying undergraduate student art and the perception of it by

the public and potential students and their families.

QUESTIONER- IX: DATE ASKED: FORWARDED TO:

Anonymous

March 1, 2018 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS - IX: The Confucius Institute is in the news again, this time with Senator Rubio calling for UNF and other

institutions to end our relationship with them.

https://proxy.qualtrics.com/proxy/?url=http%3A%2F%2Fwww.jacksonville.com%2Fnews%2F2018020

6%2Frubio-asks-florida-colleges-to-end-deals-with-confucius-

institutes&token=o4jARSY3iTPr2v3Szl47lt4T6dggzlkV4WWC2jWywoE%3D

Concerns about censorship and academic freedom have come up at Faculty Association; when will these

serious claims about the institute be addressed?

WRITTEN RESPONSES TO QUESTIONS

QUESTIONER- I: DATE ASKED: WRITTEN RESPONSES:

Anonymous

February 8, 2018 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS- I:

What needs to happen to create a Theatre department at UNF? Most universities over 15,000 have

thriving theatre departments - not just a program in another department such as English. Can anyone

provide the history of theatre at UNF?

April 5, 2018

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WRITTEN RESPONSE – I:

Question Regarding Theatre Department

from Dr. George Rainbolt, Dean, College of Arts and Sciences

=========================================================================

Response to Question re Theater at UNF

Question:

“What needs to happen to create a Theatre department at UNF? Most universities over 15,000 have

thriving theatre departments - not just a program in another department such as English. Can anyone

provide the history of theatre at UNF?”

Dear Friend Who Asked the Anonymous Question,

As I have been at UNF for less than year, I am not well placed to speak to the history of theater at UNF.

The UNF library holds a collection on the history of UNF. There might be information there.

The study of drama currently occurs in various courses across several departments at UNF. These

departments include (at least) English, Music, and Languages, Literatures, and Cultures. This appears to

have been the case for many years in the past. I think (and hope) that it will be the case for many years

in the future. However, the question is not about the study of drama but rather about the creation of a

new Department of Theater. I assume that what is envisioned is a department that offers the standard

theater majors (playwriting, acting, direction, stage design and production, costume design and

production, stage management, etc.) and produces plays.

In the spring of 2017, when I signed my contract to become Dean of the College of Arts and Sciences,

UNF had a concentration in Theater/Drama within the English major. It also had a minor in

Theater/Drama. Dr. Brian Striar (Chair of the Department of English) indicates that this concentration

and minor date to the 1980s. Dr. Pam Monteleone ran this program for many years. Dr. Striar indicates

that Dr. Monteleone taught all the courses on production of theater and directed all the plays offered as

part of this program.

In the summer of 2017, it became apparent that Dr. Monteleone would no longer be teaching theater

production. This occasioned a review of UNF’s theater program. I appointed a committee consisting of

the chairs of English, Art, Music, and Languages, Literatures and Cultures. I asked them to look at

theater programs at other institutions similar to UNF and make a recommendation as to whether COAS

should (a) reallocate resources to make UNF’s theater program into an interdisciplinary program that

was competitive with the programs offered at other SUS institutions or (b) close the theater program.

(The idea of a distinct Department of Theater was never really on the table.) I asked Albert Colom

(Associate Vice President for Enrollment Services) about the demand for theater and he indicated that,

in the last three years, the recruitment database showed that only one student expressed an interest in

theater. I passed this information on to the committee. The committee recommended closing the theater

program. The faculty of the Department of English subsequently agreed with the committee and voted to

April 5, 2018

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close down the theater concentration and minor. The concentration and minor are currently accepting no

more students as the students with that concentration and that minor finish out their degrees.

The question asks what would be required to have a Department of Theater at UNF. We would need a

new building to house a theater. The building would need a scene shop located back stage. The scene

shop would need appropriate height, ventilation, power, etc. We would need to equip this scene shop

with the equipment and materials to build sets. We would need to buy a wardrobe of basic costumes and

buy the equipment and materials to design and produce costumes. We would need to equip the theater

with appropriate lights and rigging for those lights. We would need to hire several new faculty with the

expertise needed to cover the standard theater majors. In sum, having a theater department that was

competitive with the programs offered at other SUS institutions would be an expensive proposition.

Class sizes in theater departments must be small. Therefore, theater departments do not generate much

tuition revenue.

I think that UNF should do something well or not do it at all. If the committee of department chairs had

indicated that they wished to make theater a priority and reallocate resources for theater, I would have

been happy to take that recommendation to the faculty of the relevant departments for their input. If the

relevant departments had decided that they wanted to make theater a priority, I would have been happy

to undertake that (multi-year) task. However, the chairs of the relevant departments and the Department

of English did not take that view. I concurred with the committee’s recommendation and the Department

of English’s view that the resources necessary to start an interdisciplinary theater program that was

competitive with the programs offered at other SUS institutions would be better used to strengthen

existing programs.

I hope that this answers the question that was posed. I am happy to answer further questions either in

person or through the Faculty Association process.

Yours in peace,

George Rainbolt, Dean

College of Arts and Sciences

University of North Florida.

QUESTIONER- II: DATE ASKED: WRITTEN RESPONSES:

Curtis Phills

January 11, 2018 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS- II: As a faculty member at UNF, one of my great passions is working with and supporting our students. As we all

know, it is exam week and our students are hard at work studying and completing our exams. Last week was

world aids day and our LGBT center was handing out condoms. Someone not part of our community came on

campus and started targeting and intimidating our students during this stressful period.

He was specifically targeting individual students and saying hateful things based on gender and sexual

orientation. For instance, he targeted individual female students who were wearing yoga pants and told then that

they would be going to hell. He also targeted individual LGBTQ students and also told them that they were going

to hell. Members of the University Police Department (UPD) were present while our students were harassed and

intimidated, and they did not intervene.

April 5, 2018

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I have been told by General Counsel that targeting individual students, as this individual did, is a violation of

UNF policy for outside groups exercising free speech on campus. Students who were targeted reported not being

able to concentrate and take their exams to the best of their abilities. Some even reported skipping class or going

home. Their ability to participate in educational activities is restricted by being individually targeted by this

individual.

What advice does the FA President have for faculty to support students targeted by an individual in this way?

What can we do when these students come to our offices or classrooms, upset and looking for support? What

should we expect UPD to do in support of our students?

Partial answer from the Floor by FA President Radha Pyati My advice for faculty would be to provide the most supportive environment for students so that they feel that they

are in a safe space. I can discuss this issue with Tom VanShoor, Dean of Students, and representatives of the UPD

to determine what can be expected of the UPD and student conduct code in such circumstances. The Faculty

Association can provide a short version for faculty regarding the limitations of the conduct code so that we can

express to students what is expected in this situation. The provision of a supportive environment is an expectation

that we need to fill for our students. I will follow-up a more complete answer and provide a summary regarding

these policies to which faculty can refer.

Partial answer from the Floor by Interim Provost, Pam Chally In situations like this, we should lean on our Counseling Center. They are open every day and can provide support

for our students in these situations.

QUESTIONER- III: DATE ASKED: WRITTEN RESPONSES:

Anonymous

March 1, 2018 Radha Pyati, FA President

UNF Faculty Association

QUESTION SYNOPSIS- III:

Directed to Radha Pyati in her capacity as Faculty Association representative on the Board of Trustees.

First, as you observed in last week’s Board of Trustees meeting at which the new president was selected,

there was significant concern expressed by faculty during the campus interviews regarding Dr.

Szymanski’s appreciation of the role of the liberal arts in public universities and at UNF in particular.

One trustee seemed to dismiss that concern, asserting that faculty, or at least some, don’t understand the

difference between a liberal arts institution and a state university. Is it your view that this is indeed the

view of our trustees?

Second, some trustees did express discomfort in acknowledging the gap between the views of

Szymanski and those of some faculty members. They also advanced the view that Dr. Szymanski would

be charged to fix the concerns. What is the standard or metric that faculty and the trustees might employ

to verify that Dr. Szymanski has indeed fixed the concerns?

April 5, 2018

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Responses from FA President Pyati on the floor: I will answer from the floor. It is not my view that the view of our trustees is that faculty don’t

understand the difference between a liberal arts institution and a state university.

Regarding Dr. Szymanski, we are all facing a new situation with excitement and some trepidation. I

believe that meeting with Dr. Szymanski enables faculty to express to him the importance of the liberal

arts at UNF. I think that the metric to verify Dr. Szymanski’s fixing these problems are his actions here

at UNF. I would suggest that Dr. Szymanski show with his actions the following:

A demonstrated commitment to the liberal arts – in terms of scholarship, teaching, and

community engagement

An understanding that in addition to being a different way of thinking, the liberal arts are

o An essential part of UNF’s contribution to the cultural and intellectual life of the region. The

position description approved by the Trustees states that continuing UNF’s commitment to the arts is a

characteristic of the new President.

o A nexus of UNF’s scholarly excellence on an international scale

o A central building block of UNF’s public regional comprehensive identity, offering a full range

of academic fields of study to our students, many of whom are place-bound

Broad support of the work done for students by faculty in all our disciplines and colleges.

Please check all the written responses under “Questions and Responses” on the

Faculty Association website: www.unf.edu/groups/unffa.

&

Please check the Faculty Association minutes website

for Questions answered during the meeting:

http://www.unf.edu/unffa/minutes/Faculty_Association/Faculty_Association_Minutes_Index.aspx

April 5, 2018

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INFORMATION ITEMS

►►◄◄◄◄►►►►◄◄◄◄◄►►►◄◄◄►►►◄◄►◄◄◄►►►◄◄►►►◄◄

I. Vitae Summaries of 2 Finalists for 2018 Distinguished Professor Award

II. Faculty Association Standing and University Committee & 2018 DP Elections

III. Intercollegiate Athletic Report 2017-2018

IV. UNF Faculty-on-Faculty Bullying Survey

Information Item# 1: Vitae Summaries of 2 Finalists for 2018 DP Award

Vitae Summaries of Finalists for the 2018 Distinguished Professor Award

a. Sherif A. Elfayoumy – School of Computing (CCEC)

b. Adel K. ElSafty – School of Engineering/Civil Engineering (CCEC)

Dr. Sherif A. Elfayoumy (Director and Professor of School of Computing)

College of Computing, Engineering, and Construction

Education

Ph.D. in Computer Science and Engineering, University of Louisville, Louisville, KY, 2000

MS in Computer Science, University of Louisville, Louisville, KY, 2000

Professional Appointments

Professor and Director, School of Computing, 2015-present

FIS Distinguished Professor, School of Computing, 2014-2016

Associate Dean, College of Computing, Engineering and Construction, 2013-2015

Associate Professor, School of Computing, 2006-2013

Research Fellow, Biotech Grad Program, American University in Cairo, Egypt, 2009-2010

Assistant Professor, School of Computing, 2000-2006

Honors and Awards

Awarded three patents, two by the USPTO and one by the WIPO (international).

Selected by Computing peers to receive the FIS Distinguished Professorship, 2014-16

Recipient of the first “CSE Doctoral Award,” University of Louisville, 2001

Senior member of the IEEE (only 7% of the more than 400K members hold that rank)

Research Mentor for the Nephrology Fellowship Program, University of Florida, College of

Medicine, 2007-09

Advisor for Northeast Florida Fusion Center, Florida Department of Law Enforcement, 2013-present.

Teaching

Developed IDC2000, The Beauty and Joy of Computing, the only General Education course offered by the

College of Computing, Engineering and Construction.

Co-developed the Data Science minor, the graduate certificate in Healthcare Informatics, and the graduate

certificate in Business Analytics (under APC review).

Taught 12 graduate and 16 undergraduate different courses.

Supervised 30 graduate (MS) theses, six of which are in progress.

Directed around 40 different Independent Studies for graduate and undergraduate students.

Developed an Apprenticeship program in collaboration with KYN Inc.

Co-developed a Practicum program in collaboration with Regency Centers Inc.

Research

Submitted 19 grant proposals (PI, co-PI, senior personnel), six of which were funded for $1,130,982, and one

is under review.

Published 47 peer-reviewed publications with collaborators from computing and other disciplines (math &

stats, medicine, biology, and finance).

Reviewer for the Journal of Supercomputing, Journal of Systems and Software, The Computer Journal,

Journal of Network and Computer Applications.

Service

Served as a member or chair on many University, College and School committees.

ABET Program Evaluator

Elected to chair the IEEE, Computer Society, Jacksonville, Section, 2004-2010.

Co-organized many rounds of the annual local SQL Saturday and Code Impact technology conferences.

Served on the technical program committee of about 15 international conferences.

Dr. Adel K. ElSafty (Professor of School of Engineering/Civil Engineering)

College of Computing, Engineering, and Construction

Adel ElSafty, PhD, PE (Fulbright US Scholar & Fulbright Specialist)

Ph.D., Civil Engineering, North Carolina State University (NCSU), Raleigh, North Carolina

Fulbright US Scholar, Fulbright Specialist, and Professor (CCEC-Engineering).

Chair for the “Academic Council” & member “Board of Trustees” of Precast Concrete Institute-Foundation

“Distinguished Professor Runner-up” Award” at UNF in both 2016 and 2017

National Award: “The Educator of The Year Award”, Prestressed Concrete Institute (PCI), 2015

ABET Program Evaluator (PEV) & Professional Engineer (P.E.), in Florida and Canada

ElSafty is a Fulbright Scholar, Fulbright Specialist, and Professor at CCEC. He was the founding faculty of the

Civil Engineering Department at FSU-Panama City. During the last 30 years, he had extensive teaching, research,

service, leadership, and industrial experiences, been invited as international lecturer/guest speaker, secured $2.5

million research funds, published 88 papers, and featured on 20 TV interviews. Based on his strong academic

record, ElSafty received “The Educator of The Year Award” by PCI”. The engineering organizations recognized

ElSafty’s successful work in making UNF a prominent institution in Prestressed Concrete Education by granting

him fund to establish the 1st Engineering Design Studio in the US

TEACHING: ElSafty has an exceptional teaching record at NCSU, UCF, FSU, UAEU, and UNF. He’s taught all

(18) UNF graduate & undergrad structural engineering courses. His national & international teaching reputation

and superior teaching skills have been recognized through several noteworthy awards, lecture invitation & grants:

“The Educator of The Year” national award by the PCI (2015), Fulbright Scholar (2015) & Specialist (2018).

Grant to establish 1st “Engineering Design Studio” in US (2009-15) & won Florida PCA Teaching Award.

“Distinguished Professor Runner-Up Award”, 2016 & 17 & Outstanding Undergrad Teaching Award, 2010.

“International Guest Lecturer” in Germany, Canada, Japan, UAE, and Egypt.

Guest lecturer at professional organizations & Taught Professional Eng. sessions to Florida Engineers.

Author of a Textbook: EBook -“Statics Interactive Workbook”.

RESEARCH: ElSafty’s superb record of publications, federal & state funds and students’ supervision includes:

“Fulbright US Scholar” in UAE (2015-2016) and Visiting Scholar in Canada & Egypt. UNF “Outstanding Faculty Scholarship Award” (2013) & Editor of an International journal in Civil Eng.

Published 88 peer-reviewed journal & refereed conference papers and 6 technical reports.

Secured $2.5 million project funds (NSF, FDOT & PCI) & national grant “PCI-Engineering Design Studio”.

Led faculty research teams from 8 universities: LSU, NCSU, Drexel, FSU, Ohio, Canada, and Embry-Riddle.

Chair & member of 12 UNF Master Committees. Supervised 30 graduate & undergrad students.

Committee Member & External Examiner for 10 Canadian PhD candidates (University of Sherbrooke).

SERVICES: Led student teams to win regional & national competitions (1st place regionally and 4th nationally-PCI contest)

Led students’ group on Study-Abroad to Ghana & Morocco, led faculty on international academic visits to

Turkey, Morocco & Egypt, and initiated academic collaboration with Japan, Germany, Italy, Egypt and UAE.

ABET Program Evaluator, OSHA Construction Trainer, and Trainer/Educator for engineering professionals.

20 TV interviews discussing damage & repair of infrastructures in Jacksonville & USA.

Guest lecturer for many professional organizations (ACI, ASHE, PCI, FPCA, ICRI).

Editor, International Journal of Advance in Civil Engineering.

AWARDS:

National Award: “The Educator Of The Year Award” – PCI (2015).

National Award: “Fulbright U.S. Scholar” (2015-2016) & Fulbright Specialist” - Canada (2018).

National Award: “PCI-Foundation” to establish the 1st US “Engineering Professor Design Studio” in the US.

International Award: International Scholarship and Journal Paper Award (IJCSM), (03-2013).

State Awards: “Florida Prestressed Concrete Association Education Foundation Award” (2010-12).

UNF “Distinguished Professor Award Runner-Up” (2016 & 17). “Outstanding Faculty Scholarship Award”,

“Outstanding Undergraduate Teaching Award”, Research Excellence, “University Researcher of the Month”,

Principal Investigator with 5 Years of Continuous Funding”, “Outstanding International Leadership Award”,

“International Program Development” leading 10 faculty to Middle East, 5 awards to establish teaching

exchange programs (2009-2013). “UNF Disability Resource Center Professor Empowerment Award”,

Faculty Advisor, 1st International TLO Service Project for Eng. Students to Ghana (2009).

April 5, 2018

29

Information Item # 2: Submitted by the Nominations & Elections Committee

Faculty Association Standing and University Committees

For Terms Beginning Fall 2018 & 2018 Distinguished Professor Award Elections

Electronic ballots for the 2018 Distinguished Professor Award and 2018-2020 Standing and University

Committees Elections will be available beginning 9:00 a.m. Thursday, April 5th on the day of the

April Faculty Association meeting and closing at 5:00 PM on the following Wednesday, April 11th,

2018. All faculty members will receive a survey ballot via campus email on the same day. Please

contact N & E Committee chair, Heather Truelove, associate professor of Psychology, at email:

h.truelove@unf.edu if you have any questions.

A list of updated nominees is available on the Faculty Association website through the Home Page

(http://www.unf.edu/unffa/ ):

Faculty Association Standing Committees Final Nominations

University Committees Final Nominations

For Reference:

*FA 14-26: Faculty Association Bylaws Amendment:

The Membership of the Standing Committees Changes Proposal for the College of Arts and Sciences Representatives

http://www.unf.edu/unffa/LegislativeCalendar/2014-2015/October/FA_14-

26_2nd_Reading__Standing_Comte_Members.aspx

**FA 14-18: Faculty Association Bylaws Amendment: For all the Faculty Association Standing committees and the University Committees that have college-specific representation,

only members of the relevant college may vote on their college representatives.

http://www.unf.edu/unffa/LegislativeCalendar/2013-2014/May/FA_14-18.aspx

April 5, 2018

30

Faculty Association Standing Committees Final Nominations

(2018-2020)

(All the Bold & Blue Font are for Elections.

Slots highlighted with Yellow

& Red Font are still open for Volunteers.)

ACADEMIC PROGRAMS COMMITTEE (ATTENTION: Meetings are scheduled on FIRST Thursday of the month from 10 AM to Noon)

1 vacancy each

& Only 2 for COAS

College of Arts & Sciences – Daniela Genova

College of Arts & Sciences – Maitri Warusawithana

Coggin College of Business - TBD

College of Computing, Engineering, & Construction – Zornitza Prodanoff

College of Education & Human Services (9/19-9/20) – N/A

Brooks College of Health – Judy Comeaux

Library – Stephanie Race

ACADEMIC STANDARDS COMMITTEE

1 vacancy each for COAS, CCB, CCEC, &

At-large

College of Arts & Sciences – Dan Richard Linda Howell

College of Computing, Engineering, & Construction – Alan Harris

College of Education & Human Services – TBD (9/18-9/19)

At-large - Melissa Hartman (BCH) Judith Ochrietor (COAS)

ADJUNCT AFFAIRS COMMITTEE

1 vacancy each for COAS,

COEHS, BCH, & Library

College of Arts & Sciences - James Beasley Trevor Dunn

College of Education & Human Services – Otilia Salmon

Brooks College of Health – Leigh Powers

Library – Susan Massey

BUDGET ADVISORY COMMITTEE

3 vacancies for At-Large

At-Large - Christos Lampropoulos (COAS) Jeffrey Harrison (BCH) Michele Moore (BCH) O Patrick Kreidl (CCEC)

CAMPUS TECHNOLOGY COMMITTEE

1 vacancy each for COAS, CCB,

& COEHS

College of Arts & Sciences - Debbie Wang Georgette Dumont Jose Franco

Coggin College of Business – Christopher Baynard

April 5, 2018

31

College of Education & Human Services - Ronghua Ouyang Soonhyang Kim

FACULTY AFFAIRS COMMITTEE (ATTENTION: Meetings are scheduled on SECOND Thursday of the month from Noon to 2 PM)

5 vacancies for At-Large

At-large - David Jaffee (COAS) Linda Connelly (BCH) Mary Lundy (BCH) Jeffery Cornett (COEHS) Robert Schupp (CCB) Sherry Pinkstaff (BCH) Juliana Leding (COAS) Katie Monnin (COEHS) Diane Tanner (CCB) Dan Richard (COAS) Julie Baker-Townsend (BCH) Judith Ochrietor (COAS) Paul Eason (CCEC)

FACULTY ENHANCEMENT COMMITTEE

(ATTENTION: Committee members may not apply for UNF Summer Teaching Grants.)

1 vacancy each

College of Arts & Sciences – James Beasley

Coggin College of Business – Christopher Baynard

College of Computing, Engineering, & Construction – Grant Bevill

At-large - Debbie Wang (COAS) Beven Livingston (BCH)

RESEARCH COUNCIL Vacancies of Colleges –

(nominated by deans, passed by FA Executive Comte, & appointed by FA president) [3 At-large (elected)] - VOTED

(ATTENTION: Committee members may not apply for UNF Summer Scholarship Grants.)

Colleges (appointed)

Colleges - (2 appointed–COAS 1 appointed-CCB 1 appointed-CCEC 1 appointed-COEHS 1 appointed-BCH)

1 vacancy for 1 At-Large

(Restricted not more than 2 from the same college, so 0 from COAS)

At-large – Tes Tuason (BCH)

STRATEGIC PLANNING ADVISORY COMMITTEE

1 vacancy each for

COAS, CCEC, & COEHS

College of Arts & Sciences - Elena Buzaianu Heather Truelove

College of Computing, Engineering, & Construction – Craig Hargis

College of Education & Human Services – Paul Parkison

SUPPORT SERVICE COMMITTEE

1 vacancy each for

College of Arts & Sciences – Pamela Zeiser

College of Computing, Engineering, & Construction – Grant Bevill

April 5, 2018

32

COAS, CCEC, & COEHS

College of Education & Human Services – Luke Cornelius

*Appointed by FA President

University Committees Final Nominations

(2018-2020) (All the Bold & Blue Font are for Elections.)

THE ADVISORY BOARD FOR THE CENTER FOR STUDENT MEDIA (1 COAS-Communication, 1-year term)

1 Vacancy (Communication) – Nataliya Roman

BOOKSTORE ADVISORY COUNCIL** (2-year Term)

FA President/Designee

CALENDAR COMMITTEE ( 2-year term )

1 vacancy each for

CCEC & COEHS

College of Computing, Engineering, & Construction – Sandeep Reddivari

College of Education & Human Services – Mathew Ohlson

CONSTITUTIONAL JURISDICTION Committee ( 1 At-large, 2-year term )

FA President/Designee

1 At-large vacancy

At-large – Karthikeyan Umapathy (CCEC)

COMMISSION ON DIVERSITY AND INCLUSION** ( 1 At-large, 2-year term )

1 At-large vacancy

At-large**- Chris Kelso (COAS) Dilek Kayaalp (COEHS)

DISTANCE LEARNING COMMITTEE

(NOT served more than two consecutive terms) ( 2-COAS, 2-year term )

Appointed By FA Campus Technology Comte chair

Appointed by Faculty Enhancement Comte chair

1 vacancy each for COAS, CCB, &

COEHS

College of Arts & Sciences - Tara Kelly Scott Brown

Coggin College of Business – Nathan Kunz

College of Computing, Engineering, & Construction – Jim Littleton

April 5, 2018

33

FOOD SERVICE ADVISORY COUNCIL ** (4-At-Large, 2-year term)

2 vacancies for 2 At-Large

FA President/Designee

At-large**- Nathan Kunz (CCB) Hanadi Hamadi (BCH) Jackie Shank (BCH) Joshua Melko (COAS) Paul Fuglestad (COAS) Marielle Veve (Library)

GENERAL EDUCATION COUNCIL

(NOT served more than two consecutive terms) (2-year term)

1 vacancy for each discipline

College of Arts & Sciences (Natural Sciences) - Christos Lampropoulos

College of Arts & Sciences (Humanities) – Betsy Nies

HONORS COUNCIL (2-At-Large, 2-year term)

1 vacancy for each CCB, BCH,

& At-large

Coggin College of Business – John McEldowney

Brooks College of Health – Linda Connelly

At-large – Tracy Alloway (COAS)

HR SICK LEAVE POOL COMMITTEE (2-At-Large, 2-year term)

1 At-Large vacancy

At-large - Marielle Veve (Library) Julie Baker-Townsend (BCH)

INTERCOLLEGIATE ATHLETIC COMMITTEE ** (All 6 Faculty At-Large, 3-year term 1 Faculty Athletic Representative)

2 vacancies for 2 Faculty

At-Large

*Faculty At-Large** (up to 8/1/2021) -

Jill Snyder (BCH) Brenda Vose (COAS) Tobias Huning (CCB) Kristen Hicks-Roof (BCH)

PARKING ADVISORY COUNCIL ** (1 At-Large, 2-year term)

FA President/Designee

PARKING VIOLATIONS APPEAL BOARD ** (2 At-Large, 2-year term)

1 At-Large vacancy

At-large**- Terry Cavanaugh (COEHS) Joel Beam (BCH)

SPACE COMMITTEE ** (2 At-Large, 2-year term)

1 At-Large vacancy

At-large**- Susan Massey (Library) Ben Gordon (BCH)

STUDENT CONDUCT BOARD (All 7 At-Large, 2-year term)

4 vacancies for

At-large - David Jaffee (COAS)

April 5, 2018

34

4 At-Large Elizabeth Stotz-Potter (COAS) Michael Cherbonneau (COAS) Jim Littleton (CCEC) Luke Cornelius (COEHS) Russell Triplett (CCB)

SUPPORTING OUR STUDENTS (1 At-large)

N/A

UNDERGRADUATE STUDIES COUNCIL (2-COAS, 3-year term)

1 vacancy for each COAS,

CCEC, & COEHS

College of Arts and Sciences – Daniel Santavicca

College of Computing, Engineering, and Construction – Karthikeyan Umapathy

College of Education and Human Services – Jennifer Kilpatrick

UNIVERSITY APPEALS COMMITTEE (2-Year term)

1 vacancy for each CCEC, BCH, & At-large

College of Computing, Engineering, & Construction - Jim Littleton Roger Eggen

Brooks College of Health – Helene Vossos

At-large - TJ Mullen (COAS) Anne Swanson (COEHS)

Alternates (2-year term)

1 vacancy for each CCEC, COEHS, BCH,

& At-large

College of Computing, Engineering, & Construction – Sandeep Reddivari

College of Education & Human Services – Caroline Guardino

Brooks College of Health – Jan Meires

At-large –John McDonough (BCH)

UNIVERSITY TECHNOLOGY COMMITTEE (2-At-Large, 2-year term)

N/A

UNIVERSITY COMPLIANCE, ETHICS, and RISK OVERSIGHT COMMITTEE

1 At-Large vacancy

Faculty Association Representative – Paul Mosley (Library)

UNF CAMPUS SAFETY ADVISORY COUNCIL**

Faculty At-large – Jennifer Wesely (COAS)

UNIVERSITY-WIDE TITLE IX COMMITTEE

Faculty At-large – Jennifer Kane (COEHS)

* Appointed by the Association President

** Final appointment subject to the University President's approval.

April 5, 2018

35

2018 DISTINGUISHED PROFESSOR

Vote for One Sherif A. Elfayoumy – School of Computing (CCEC)

Adel K. El Safty – School of Engineering/Civil Engineering (CCEC)

April 5, 2018

36

Information Item# 3 - Submitted by Jennifer Kane, Faculty Athletic Representative

Intercollegiate Athletic Committee Remarks to Faculty Association (March 1, 2018)

Athletic Accomplishments 2017-2018

The student-athletes have enjoyed 13 consecutive semesters with a department GPA of 3.0 or higher. We have about 275 student-athletes. Fall 2016 Department GPA: 3.336 Number of 4.0s: 22 Women’s Team Highest GPA: Womens’s Golf 3.728 Men’s Team Highest GPA: Men’s Tennis 3.590 Spring 2017 Department GPA: 3.345 Number of 4.0s: 25 Women’s Team Highest GPA: Womens’s Golf 3.936 Men’s Team Highest GPA: Men’s Tennis 3.427 2016-2017 Academic Year Results Number of graduates Summer 2016-Spring 2017: 67 Number of ASUN Honor Graduates (3.5 GPA or higher): 22 Department GPA: 3.341 Number of 4.0s: 10 Number of GPAs 3.9 and above: 22 Number of GPAs 3.5 and above: 98 Number of ASUN/CCSA Honor Roll (3.0 and above): 177 Women’s Team Highest GPA: Women’s Golf: 3.834 Men’s Team Highest GPA: Men’s Tennis: 3.506 Fall 2017 Department GPA: 3.331 Women’s Team Highest GPA: Womens’s Golf 3.652 (Women’s XC 3.6) Men’s Team Highest GPA: Men’s Tennis 3.441 Athletic Achievements Spring 17/Fall 17 Women’s Tennis – ASUN Tournament Champions Men’s Tennis – ASUN Regular Season Champions Women’s Golf – ASUN Champions Women’s Cross Country – ASUN Champions Men’s Basketball in the Semi Finals tonight of the ASUN Conference Tournament – If they win they move on to the championship game.

UUNF Faculty-on-Faculty Bullying Survey

The Faculty Affairs Committee of the Faculty Association is attempting to assess the nature and pervasiveness of faculty-on-faculty bullying at UNF. The following survey is a preliminary attempt to gather information on what behaviors UNF faculty feel constitute bullying and how common such behaviors are at UNF. We appreciate you taking the time to complete this short survey.

For purposes of this survey and as a working definition of bullying, we refer you to the definition adopted by the University of South Carolina (Uhttp://www.sc.edu/policies/ppm/acaf180.pdfU) wherein: Workplace bullying is repeated, unwelcome severe and pervasive behavior that intentionally threatens, intimidates, humiliates or isolates the targeted individual(s), or undermines their reputation or job performance. It may take, but is not limited to, one or more of the following forms: • Verbal abuse • Malicious criticism or gossip • Unwarranted monitoring 2 • Unwarranted physical contact • Exclusion or isolation in the workplace • Work interference or sabotage • Cyberbullying • Other offensive conduct/behaviors (including nonverbal) which are threatening,

humiliating, harassing or intimidating

Deployed November 21th through Jan 12P

thP.

Qualitative Synthesis, FAC Bullying Survey February 19, 2018

A note about this Qualitative Synthesis: The qualitative portion of the survey included information that could identify respondents but the comments made were important to understanding the significance of this problem at UNF. With that in mind, the Faculty Affairs Committee opted to develop the synthetic summary that follows. Qualitative research like this does not seek do quantify how widespread these problems are or evaluate the legitimacy of any specific claim; this is not a representative sample. The value of compiling these responses lies in the notion that themes and commonalities that exist in reports across departments and across colleges point us to the conclusion that there is a problem to be taken seriously. The Questions: Participants were presented with the following definition of bullying taken from the University of South Carolina: Workplace bullying is repeated, unwelcome severe and pervasive behavior that intentionally threatens, intimidates, humiliates or isolates the targeted individual(s), or undermines their reputation or job performance. It may take, but is not limited to, one or more of the following forms:

• Verbal abuse • Malicious criticism or gossip • Unwarranted monitoring • Unwarranted physical contact • Exclusion or isolation in the workplace • Work interference or sabotage • Cyberbullying • Other offensive conduct/behaviors (including nonverbal) which are threatening, humiliating,

harassing or intimidating They were asked if they define bullying differently, to provide examples of bullying they were aware of, and given an opportunity to add additional comments. Responses: Faculty agreed overwhelmingly that the USC definition is a good one. They highlighted the emphasis on repeated behaviors, (i.e. one or two instances of conflict do not rise to the level of bullying), to qualify as bullying behaviors must be repeated over a of time. There were recurring examples of bullying for which respondents had been a target or a witness, that arose in this section including:

• Threatening (both verbal and non-verbal) • Gossiping, especially in ways that impact colleagues’ tenure and promotion and/or reputation • Cursing and/or yelling/screaming • Unwarranted monitoring • Berating • Isolating • Intimidating • Demeaning, in both professional and personal ways.

Taken together the comments show a concern about these behaviors at every level: administrator bullying of faculty, senior faculty bullying junior faculty, tenure/tt faculty bullying instructors and part-time faculty. Some comments pointed to a gendered component in which female faculty report being bullied by male faculty but it is also the case that female faculty are alleged to be bully-ers. Concerns about administrator-on-faculty bullying were

especially strong and remarkable because they were offered unsolicited on a survey that only asked about faculty-on-faculty bullying. Respondents indicate that these problems most often occur in meetings and in emails. While the overwhelming number of respondents indicated that they had been targets of or witnesses to bullying, a small number indicated surprise that this could be an issue at UNF, concern that complaints of being bullied could be “contrived” to mask poor performance, and/or concern about being bullied by accusations of bullying. Interestingly, respondents on both sides of this divide expressed dissatisfaction with UNF administration’s handling of concerns citing failure of chairs, deans, provosts, Human Resources and the Office of Equal Opportunity and Diversity, saying for example:

• The administration has repeatedly failed to provide a forum • Administration does NOT listen about bullying • Shoddy investigations, biased final reports and absurd conclusions should not be the norm

There is a consistently repeated view that there are not adequate policies in place to prevent/address bullying, that what policies there may be are largely unknown and poorly applied, and that the risks of reporting bullying are too great because it’s likely nothing will be done, leaving the reporter at the mercy of the allegedly bully-er: Respondents said:

• there’s no point in reporting it • It’s largely ignored here • Faculty not comfortable reporting • There’s no protection for someone being bullied • I kept it to myself and it’s been horrible • I cannot imagine reporting it • You have to suck it up and take the hits • [this] won’t change anything • This is not what I had visioned for UNF • Those who complain can be sure someone above will get even • I have never worked in a place with so much bullying • We do not have the freedom to report the bullying

Respondents indicated that those they thought guilty of bullying were small in number but that many had been at UNF for years, had seniority and/or supervisory responsibility. While some cited department chairs as culprits, chairs were just as likely to be cited as a vital supporter, an ally, and even sometime a co-target of the bully. Several indicated that they had considered leaving UNF over bullying or knew people who had left. One person indicated that her chair and department were so supportive of her she stayed despite bullying. Suggestions for Action: A number of respondents offered opinions on whether or not bully-ers were aware of the problems in their behavior and the opinions on this were split, indicating perhaps that training efforts might be beneficial. One detailed comment suggested that there is an absence of mechanisms to resolve interpersonal issues that lends itself to escalation and bullying that might be prevented with better communication. One person said that “if this is an issue,“ it’s not properly within the purview of Faculty Association, but several others indicated that they were glad FA is seeking to address the problem.

Overwhelmingly, respondents want to see cultural changes to prevent bullying; policies in place to protect those reporting bullying and to ensure sue process for complaints filed; and repercussions for bullies.

Q1 - Have you been the target of faculty-on-faculty bullying....

# Question Yes No Total

1 in the last 6 months 32.59% 44 67.41% 91 135

2 in the last year 31.54% 41 68.46% 89 130

3 in the last 2 years 32.56% 42 67.44% 87 129

4 in the last 5 years 35.88% 47 64.12% 84 131

5 at any point prior to 5 years ago 30.16% 38 69.84% 88 126

Q3 - Have you witnessed faculty-on-faculty bullying....

# Question Yes No Total

1 in the last 6 months 44.36% 59 55.64% 74 133

2 in the last year 41.54% 54 58.46% 76 130

3 in the last 2 years 40.16% 51 59.84% 76 127

4 in the last 5 years 38.28% 49 61.72% 79 128

5 at any point prior to 5 years ago 35.71% 45 64.29% 81 126

Q4 - Have you heard of faculty-on-faculty bullying from a colleague....

# Question Yes No Total

1 in the last 6 months 52.21% 71 47.79% 65 136

2 in the last year 48.41% 61 51.59% 65 126

3 in the last 2 years 43.90% 54 56.10% 69 123

4 in the last 5 years 40.80% 51 59.20% 74 125

5 at any point prior to 5 years ago 39.52% 49 60.48% 75 124

Q5 - Has your experience with faculty-on-faculty bullying negatively impacted your career at UNF?

# Answer % Count

1 Yes 43.36% 62

2 No 56.64% 81

Total 100% 143

Q6 - Has your experience with faculty-on-faculty bullying negatively impacted your personal life?

# Answer % Count

1 Yes 37.24% 54

2 No 62.76% 91

Total 100% 145

Q7 - Have you reported faculty-on-faculty bullying to a supervisor, Human Relations department, or other administrative staff member?

# Answer % Count

1 Yes 31.25% 45

2 No 68.75% 99

Total 100% 144

Q13 - What is your gender identity?

# Answer % Count

1 Male 42.97% 55

2 Female 54.69% 70

3 Male-to-female 0.78% 1

4 Female-to-male 0.00% 0

5 Other 1.56% 2

Total 100% 128

Other

Other - Text

Does not matter

Q14 - Which college are you a member of?

# Answer % Count

1 Brooks College of Health 19.67% 24

2 Carpenter Library 4.10% 5

3 Coggin College of Business 9.84% 12

4 College of Arts & Sciences 48.36% 59

5 College of Education & Human Services 10.66% 13

6 College of Construction, Engineering, & Computing 7.38% 9

Total 100% 122

Q15 - Are you permanent or temporary faculty?

# Answer % Count

1 Permanent 95.42% 125

2 Temporary 4.58% 6

Total 100% 131

Q16 - How long have you been working at UNF?

# Answer % Count

1 Less than 3 years 17.97% 23

2 3-6 years 19.53% 25

3 More than 6 years 62.50% 80

Total 100% 128

Q17 - Are you tenured?

# Answer % Count

1 Yes 57.94% 73

2 No 26.19% 33

3 not applicable or not on the tenure track 15.87% 20

Total 100% 126

USurvey Data Cross-Tabulations

Gender Identity

Target at Any Time (% of grand total)

(% of Gender Identity) Total No Yes

Female 30

23% 43%

40 31% 57%

70 55%

%

Male 32

25% 58%

23 18% 42%

55 43%

%

Male-to-female

1 1%

100%

1 1% %

Other

2 2%

100%

2 2% %

Total 62

48% 48%

66 52%

%

128 100%

%

Gender Identity

Witness at Any Time (% of grand total)

(% of Gender Identity) Total No Yes

Female 26

20% 37%

44 34% 63%

70 55% 100%

Male 34

27% 62%

21 16% 38%

55 43% 100%

Male-to-female

1 1%

100%

1 1%

100%

Other

2 2%

100%

2 2%

100%

Total 60

47% 47%

68 53% 53%

128 100% 100%

College

Target at Any Time (% of grand total)

(% of College total) Total No Yes

Brooks College of Health 14

11% 58%

10 8%

42%

24 20% 100%

Carpenter Library 1

1% 20%

4 3%

80%

5 4%

100%

Coggin College of Business 7

6% 58%

5 4%

42%

12 10% 100%

College of Arts & Sciences 32

26% 54%

27 22% 46%

59 48% 100%

College of Construction, Engineering, & Computing

5 4%

56%

4 3%

44%

9 7%

100%

College of Education & Human Services

3 2%

23%

10 8%

77%

13 11% 100%

Total 62

51% 51%

60 49% 49%

122 100% 100%

College

Witness at Any Time (% of grand total)

(% of College total) Total No Yes

Brooks College of Health 10 8%

42%

14 11% 58%

24 20% 100%

Carpenter Library 2

2% 40%

3 2%

60%

5 4%

100%

Coggin College of Business 7

6% 58%

5 4%

42%

12 10% 100%

College of Arts & Sciences 29

24% 49%

30 25% 51%

59 48% 100%

College of Construction, Engineering, & Computing

7 6%

78%

2 2%

22%

9 7%

100%

College of Education & Human Services

3 2%

23%

10 8%

77%

13 11% 100%

Total 58

48% 48%

64 52% 52%

122 100% 100%

Q1 - Have you been the target of faculty-on-faculty bullying....

# Question Yes No Total

1 in the last 6 months 32.59% 44 67.41% 91 135

2 in the last year 31.54% 41 68.46% 89 130

3 in the last 2 years 32.56% 42 67.44% 87 129

4 in the last 5 years 35.88% 47 64.12% 84 131

5 at any point prior to 5 years ago 30.16% 38 69.84% 88 126

Q3 - Have you witnessed faculty-on-faculty bullying....

# Question Yes No Total

1 in the last 6 months 44.36% 59 55.64% 74 133

2 in the last year 41.54% 54 58.46% 76 130

3 in the last 2 years 40.16% 51 59.84% 76 127

4 in the last 5 years 38.28% 49 61.72% 79 128

5 at any point prior to 5 years ago 35.71% 45 64.29% 81 126

Q4 - Have you heard of faculty-on-faculty bullying from a colleague....

# Question Yes No Total

1 in the last 6 months 52.21% 71 47.79% 65 136

2 in the last year 48.41% 61 51.59% 65 126

3 in the last 2 years 43.90% 54 56.10% 69 123

4 in the last 5 years 40.80% 51 59.20% 74 125

5 at any point prior to 5 years ago 39.52% 49 60.48% 75 124

Q5 - Has your experience with faculty-on-faculty bullying negatively impacted your career at UNF?

# Answer % Count

1 Yes 43.36% 62

2 No 56.64% 81

Total 100% 143

Q6 - Has your experience with faculty-on-faculty bullying negatively impacted your personal life?

# Answer % Count

1 Yes 37.24% 54

2 No 62.76% 91

Total 100% 145

Q7 - Have you reported faculty-on-faculty bullying to a supervisor, Human Relations department, or other administrative staff member?

# Answer % Count

1 Yes 31.25% 45

2 No 68.75% 99

Total 100% 144

Q13 - What is your gender identity?

# Answer % Count

1 Male 42.97% 55

2 Female 54.69% 70

3 Male-to-female 0.78% 1

4 Female-to-male 0.00% 0

5 Other 1.56% 2

Total 100% 128

Other

Other - Text

Does not matter

Q14 - Which college are you a member of?

# Answer % Count

1 Brooks College of Health 19.67% 24

2 Carpenter Library 4.10% 5

3 Coggin College of Business 9.84% 12

4 College of Arts & Sciences 48.36% 59

5 College of Education & Human Services 10.66% 13

6 College of Construction, Engineering, & Computing 7.38% 9

Total 100% 122

Q15 - Are you permanent or temporary faculty?

# Answer % Count

1 Permanent 95.42% 125

2 Temporary 4.58% 6

Total 100% 131

Q16 - How long have you been working at UNF?

# Answer % Count

1 Less than 3 years 17.97% 23

2 3-6 years 19.53% 25

3 More than 6 years 62.50% 80

Total 100% 128

Q17 - Are you tenured?

# Answer % Count

1 Yes 57.94% 73

2 No 26.19% 33

3 not applicable or not on the tenure track 15.87% 20

Total 100% 126

USurvey Data Cross-Tabulations

Gender Identity

Target at Any Time (% of grand total)

(% of Gender Identity) Total No Yes

Female 30

23% 43%

40 31% 57%

70 55%

%

Male 32

25% 58%

23 18% 42%

55 43%

%

Male-to-female

1 1%

100%

1 1% %

Other

2 2%

100%

2 2% %

Total 62

48% 48%

66 52%

%

128 100%

%

Gender Identity

Witness at Any Time (% of grand total)

(% of Gender Identity) Total No Yes

Female 26

20% 37%

44 34% 63%

70 55% 100%

Male 34

27% 62%

21 16% 38%

55 43% 100%

Male-to-female

1 1%

100%

1 1%

100%

Other

2 2%

100%

2 2%

100%

Total 60

47% 47%

68 53% 53%

128 100% 100%

College

Target at Any Time (% of grand total)

(% of College total) Total No Yes

Brooks College of Health 14

11% 58%

10 8%

42%

24 20% 100%

Carpenter Library 1

1% 20%

4 3%

80%

5 4%

100%

Coggin College of Business 7

6% 58%

5 4%

42%

12 10% 100%

College of Arts & Sciences 32

26% 54%

27 22% 46%

59 48% 100%

College of Construction, Engineering, & Computing

5 4%

56%

4 3%

44%

9 7%

100%

College of Education & Human Services

3 2%

23%

10 8%

77%

13 11% 100%

Total 62

51% 51%

60 49% 49%

122 100% 100%

College

Witness at Any Time (% of grand total)

(% of College total) Total No Yes

Brooks College of Health 10 8%

42%

14 11% 58%

24 20% 100%

Carpenter Library 2

2% 40%

3 2%

60%

5 4%

100%

Coggin College of Business 7

6% 58%

5 4%

42%

12 10% 100%

College of Arts & Sciences 29

24% 49%

30 25% 51%

59 48% 100%

College of Construction, Engineering, & Computing

7 6%

78%

2 2%

22%

9 7%

100%

College of Education & Human Services

3 2%

23%

10 8%

77%

13 11% 100%

Total 58

48% 48%

64 52% 52%

122 100% 100%

Exam Schedule for Summer Classes There is no final exam schedule for the summer term. A final exam may be given during the last

scheduled class meeting.

Exam Schedule for Spring Classes

April 21 – April 27, 2018

Note: Professors are not obligated to give final examinations in courses where they deem such

exams are unnecessary. However, they must inform students at least one week prior to the

withdrawal date if a final exam will not be given. If a final exam is not required, the final exam

meeting time should be used for other course-related activities.

A.M. If class begins: Exam will be:

P.M.

If class begins Exam will be:

7:00-7:59 MW(F) 7:00-8:50 M 2:00-2:59 MW(F) 1:00-2:50 W

7:00-7:59 TR 7:00-8:50 T 2:00-2:59 TR 1:00-2:50 R

8:00-8:59 MW(F) 7:00-8:50 W 3:00-3:59 MW(F) 3:00-4:50 M

8:00-8:59 TR 7:00-8:50 R 3:00-3:59 TR 3:00-4:50 T

9:00-9:59 MW(F) 9:00-10:50 M 4:00-4:59 MW(F) 3:00-4:50 W

9:00-9:59 TR 9:00-10:50 T 4:00-4:59 TR 3:00-4:50 R

10:00-10:59

MW(F) 9:00-10:50 W 5:00-5:59 MW(F) 5:00-6:50 W

10:00-10:59 TR 9:00-10:50 R 5:00-5:59 TR 5:00-6:50 R

11:00-11:59

MW(F) 11:00-12:50 M 6:00-6:59 MW(F) 6:00-7:50 M

11:00-11:59 TR 11:00-12:50 T 6:00-6:59 TR 6:00-7:50 T

P.M. 12:00-12:59

MW(F) 11:00-12:50 W 7:00-7:59 MW(F) 7:30-9:20 W

12:00-12:59 TR 11:00-12:50 R 7:00-7:59 TR 7:30-9:20 R

1:00-1:59 MW(F) 1:00-2:50 M 8:00-8:59 MW(F) 8:00-9:50 M

1:00-1:59 TR 1:00-2:50 T 8:00-8:59 TR 8:00-9:50 T

Note: R=Thursday

Classes that meet only on Fridays, once a week, or on Saturdays will have their final exam at the

same hour and in the same place as the regularly scheduled class during final exam week. The

final exam will be 1 hour and 50 minutes.

Individual conflicts should be resolved between the student and the instructor.