. . . .

IV. OTHER PROVISIONS

. . . .

5. The course syllabus for every course which enrolls undergraduates shall include the definitions of grades set out in Section II (1) of this policy, as follows, and shall also include the workload expectations set forth in the Senate Policy Statement on Class Hour-Credit Ratio, as follows.

A - achievement that is outstanding relative to the level necessary to meet course requirements.
B - achievement that is significantly above the level necessary to meet course requirements.
C - achievement that meets the course requirements in every respect.
D - achievement that is worthy of credit even though it fails to meet fully the course requirements.
S - achievement that is satisfactory, which is equivalent to a C- or better (achievement required for an S is at the discretion of the instructor but may be no lower than equivalent to a C-).
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F (or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see also I).

I - (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student.

Academic Dishonesty

Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course.

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One conventional credit is hereby defined as equivalent to three hours of learning effort per week, averaged over an appropriate time interval, necessary for an average student taking that course to achieve an average grade in that course.

COMMENT:

The Senate office and members of SCEP have received inquiries about setting the level of performance required for an S. The provisions of the existing Senate Uniform Grading and Transcript Policy are cited above, with a proposed editorial clarification. The language of the policy implies, but does not explicitly state, that instructors may set the performance required for an S at any level. The only requirement of the policy is that it not be less than equivalent to a C-.

Inasmuch as this is already implied in the policy, SCEP reports this clarification for information only, because Senate action is not required. The clarification is also reflected in the language recommended for use on course syllabi.

JUDITH MARTIN, Chair
EDUCATIONAL POLICY COMMITTEE

MOTION:

That the Senate adopt the following changes to the semester conversion standards, as follows (new language is underlined; language to be deleted is struck out):

STANDARDS FOR THE SEMESTER CONVERSION

[A note on use of terms: For the purposes of this document, references to "class hour" or "contact hour" or "hour" are defined as a 50-minute period.]

SECTION 1A: There shall be two semesters, each of which shall include a minimum of 70 days of instruction, and a maximum of 75 days of instruction, at least one study day, and approximately one week of final examinations (including Saturdays but not Sundays).

For the fall semester, classes shall begin after Labor Day and the exam period shall end not later than December 23.

For the spring semester, classes shall begin on the Tuesday following the third Monday of January and provide 74 or 75 class days of instruction.

Departments may schedule a short three-week intersession following the end of the spring semester and before the first summer term, using Summer Session compensation and tuition practices. No department shall be obligated to offer courses or academic work during this three-week term.

There shall be a standard eight-week summer session, which may not begin before K-12 public school classes are completed. No department shall be obligated to offer courses or academic work during this eight week session. Departments and programs may also work with Summer Session to deliver courses over either shorter or longer periods of time and with different starting and ending dates.

Colleges and campuses may authorize courses shorter than the term of enrollment, subject to the approval of appropriate curriculum review committees.

Final examinations normally shall be two (clock) hours long; instructors may schedule longer examinations with the approval of their department. Instructors and departments must decide in advance of scheduling a course if the examination is to exceed two hours. Any examinations which exceed two hours must be noted in the class schedule, in order that students are informed and can accommodate the longer examination in their schedule of final examinations.

Final grades shall be submitted to the Registrar no later than three business days following the date of the scheduled final examination (whether or not there is actually a final examination for the course). In the case of Fall Semester grades, the Registrar shall have the authority to extend the deadline if the due dates fall on or over the holidays.

The standard class period during fall and spring semester shall be 50 minutes. The standard cla period during the summer term(s) shall be in proportion to the length of the summer term vis-à-vis the two semesters.

SECTION 1B: Section 1A shall apply to all campuses of the University.

SECTION 1C: All campuses of the University shall have the same calendar.

COMMENT:

The Committee on Educational Policy, after reviewing numerous proposed calendars for future years, and after considering the academic calendars that have been adopted for next year, has concluded that the Standards for the Semester Conversion regarding uniformity of calendars are not, cannot, and probably should not be followed. We have listened to explanations of why particular colleges or campuses are unable to conform their calendars to a uniform University calendar. These explanations made sense to us. We do not believe there is any particular virtue in having a University-wide calendar that is exactly uniform on all campuses and colleges, so recommend to the Senate that the requirement be eliminated.

JUDITH MARTIN, Chair
EDUCATIONAL POLICY COMMITTEE

DISCUSSION:

Professor Judith Martin, chair of the Educational Policy Committee (SCEP), said that when this policy was originally passed, SCEP had a wish for uniformity with the change to semesters. Unfortunately, whatever proposal is made for the Twin Cities does not work for the coordinate campuses. This motion then removes the uniform calendar piece from the Semester Conversion Standards. The floor was then opened for questions.

Q: Will the standard 50 minute class period be changed?

A: That is not included in the current motion.

With no further questions, a vote was taken and the motion was approved.

APPROVED

MOTION:

To approve the following policy:

PREAMBLE

University of Minnesota faculty on regular appointments are expected to contribute to the University's research, teaching and outreach mission. The following policy has been developed to provide guidance to department and collegiate officials in reviewing research and/or training applications to be submitted for sponsored support. Units may develop additional or more restrictive standards regarding this matter; however, the minimum standards of this policy must be incorporated into department or collegiate policies and procedures.

POLICY

SECTION I: ELIGIBILITY FOR PRINCIPAL INVESTIGATOR STATUS

1. Faculty who hold regular appointments are automatically eligible to serve as principal investigators.

2. Term and non-regular faculty, and other academic employees (such as P & A employees) may serve as principal or co- investigators on research grants and contracts and other sponsored projects upon approval by the department head and/or the dean of the unit in which the individual is employed, according to policies established by the unit.

3. Individuals holding "graduate student/professional training" academic appointments may serve as principal investigators on sponsored projects that the funding agency has specified as programs for which students are eligible. Applications in this category must receive the approval of the department head and/or the dean of the college or school in which the student is registered. The department head and/or the dean must inform the applicant that his or her position as principal investigator in no way affects his or her status as a student, nor does it commit the University to any future employment.

4. In unusual circumstances, employees holding non-academic titles may serve as principal investigators, subject to approval by the department head and/or the dean of the unit in which the individual is employed.

5. Some funding sources stipulate the criteria for principal investigators for their grants. Those criteria can be followed if they are compatible with the University's criteria.

6. Principal investigator roles and responsibilities are listed in the "Roles and responsibilities " section of the Vice President for Research's web site at: http://www.research.umn.edu/research.html.

1. The responsibility for determining the status of an individual (other than regular faculty) as principal investigator rests with the department head or the dean who must exercise appropriate judgment regarding the individual's capability to provide the scientific/technical leadership and administrative management of the project. These must be the primary criteria for the determination of principal investigator status.

1. Responsibility for the approval for all research and training project proposals rests with department heads, deans or comparable University officers, and ultimately the Sponsored Projects Administration (SPA). The SPA will not forward any application for sponsored support without the approval of the appropriate department head(s) and dean(s).

2. At least three factors may enter the decision of department heads and deans when approving or disapproving the Proposal. The most important is that the proposer must have principal investigator status. Other factors include the space available to house the project and the availability of the resources necessary to conduct or complete the project.

3. Principal investigators must have completed all required training before any award documents will be released by the SPA.

1. Grants and contracts for sponsored research and training projects are awarded to the University of Minnesota, rather than to individual investigators. Should the principal investigator, of whatever title, leave the University prior to completion of the project, the future of that project shall be governed by the terms of that contract/grant agreement, the wishes of the sponsor, or negotiations among the sponsor, the University, and the principal investigator, as is appropriate in the specific circumstances.

2. The relationship of principal investigator to the University is governed by the appointment document. The approval of individuals as principal investigators or co-investigators in no way affects the rights, claims, and duties of such persons as may be specified in the tenure code or elsewhere. In particular, responsibilities as principal investigator or co-investigator do not imply any commitment on the part of the University of Minnesota to any subsequent appointment beyond the term of appointment then in effect.

3. Appropriate affirmative action/equal opportunity policies and procedures apply to hiring non-regular or term academic and non-academic staff on sponsored research and training projects. Regardless of the availability or presumed availability of sponsored support, staff may not be hired independent of appropriate affirmative action policies and procedures.

4. The status of principal investigator is granted by the department head or the dean before the approval of the proposal by the department head and/or dean and the SPA. However principal investigator status may be rescinded for just cause in accord with applicable University policies with the right of review through the Judicial Committee or the all-University grievance process as appropriate.

KENT BALES, Chair
FACULTY AFFAIRS COMMITTEE

LEN KUHI, Chair
RESEARCH COMMITTEE

DISCUSSION:

Professor Kent Bales, chair of the Faculty Affairs Committee (SCFA), informed the senators that friendly amendments were made to the policy to include emerti professors in the list of faculty automatically eligible to be principal investigators and to make sure that space was available to conduct research.

Professor David Hamilton added that this updates a policy from 1980.

Q: In Section I, number 2 it states "...upon approval by the department head and/or dean of the unit..." Does this mean that the individual principal investigator is approved? Can someone be turned down?

A: Faculty as defined by the policy are automatically principal investigators. There are people who were not addressed in the previous policy who the University feels could now serve in this capacity. There are a number of criteria to be met, such as space and funding, which could allow the department head and/or dean to not approve a project.

Q: It seems to imply that contract employees could be approved, not approved, and/or removed by the action of the dean and/or department head.

A: The policy does not read this way and seems fair and equitable to all parties.

With no further questions, a vote was taken and the motion was approved.

APPROVED

MOTION:

To approve the following policy:

STATEMENT OF PURPOSE

Faculty, staff and students serve in various roles on projects and activities in support of the research, scholarship and artistic mission of the University. The commitment to the highest standards of ethical behavior and fulfillment of the fiduciary duties of public funding are fundamental to the responsibility of serving as principal investigator or in another role on these projects. The University in turn has the responsibility to ensure that principal investigators, researchers, artists, scholars, and their staff and students have access to the necessary information and supporting resources to meet these expectations.

To help meet these shared responsibilities the Vice President for Research and Dean of the Graduate School has established a program to address the current and continuing educational needs of all personnel involved in externally and internally funded research, instructional and public service activities.

GUIDELINES

The following guidelines are adopted to direct the implementation of an educational program to address the needs of faculty, staff and students:

1. The program will be under the direction of the Vice President for Research and Dean of the Graduate School.

2. The Vice President and Dean will establish and sustain three advisory committees, one for each of the major constituencies having organizational and functional responsibility on projects:
   
   • academic personnel (including faculty, department heads, directors, Deans and other academic administrators),
     
   • administrative staff (including all personnel who perform administrative tasks),
     
   • technical and research staff and students serving on projects (including graduate, undergraduate, and post-doctorate students).

3. Each advisory committee will
   
   • identify the educational needs of its constituency,
     
   • develop a comprehensive curriculum,
     
   • oversee the content of the programming,
     
   • recommend delivery formats,
     
   • propose appropriate recognition or accreditation,
     
   • establish continuing education requirements as appropriate.

4. In conjunction with the Vice President and Dean, the Center for Human Resource Development will maintain information on participation in educational activities and develop mechanisms to assess the effectiveness of the educational program.

5. The University has the responsibility to publicize the educational requirements of this policy to all employees, to commit the resources necessary to establish and sustain the ongoing educational program, and to see that it is actually carried out.

KENT BALES, Chair
FACULTY AFFAIRS COMMITTEE

LEN KUHI, Chair
RESEARCH COMMITTEE

DISCUSSION:

Professor Kent Bales, chair of the Faculty Affairs Committee (SCFA), said that this policy initiates "...the implementation of an educational program to address the needs of faculty, staff, and students..." in the responsible conduct of sponsored research and grants management. The floor was then opened for questions.

With no questions, a vote was taken and the motion was approved.

APPROVED

President Yudof began by thanking the Faculty Consultative Committee (FCC) and the Student Senate for their resolutions on the allegations of academic misconduct in the Men's Basketball program. These resolutions are helpful and show that the University is united in its determination to see that this matter is quickly, thoroughly, and fairly investigated. Two independent law firms are investigating the allegations. Faculty and students will need to take a careful look at the policies in this area once the investigations are completed, since the academic integrity of the University must be valued above any game.

He then thanked the FCC for their resolution on the vandalism that destroyed many University labs. 12 labs were vandalized at Elliott Hall and Lions Lab with the estimated damage at $1 - 2 million. Over 100 animals were stolen and then subsequently released. Efforts are beingm ade to recover data from the equipment that was damaged. Security will also be examined. The FBI, University Police, and the Bureau of Criminal Apprehension of Hennepin County are all involved in the investigation. Both buildings are operating, but on a reduced scale and without many of the animals. Senior Vice President Frank Cerra and I authorized expenditures to replace equipment and other losses before the insurance funds were available.

In its biennial request, the University requested $198 million from the Legislature to support initiatives in 5 areas. The Governor was supportive of this proposal and recommended $122 million along with a $36 million endowment to be managed by the University Medical Foundation in support of health profession education. The House appropriated $121.7 million with no provision for an endowment for the Academic Health Center (AHC). Their bill did include a place saver for this item, so it is still part of the conference bill and can be included in the conference debates. The Senate bill appears to provide only $82 million.

There are many competing demands for funding, including the expectation of citizens that a significant share of the current surplus, as well as the tobacco settlement funds, will be returned to the citizens of Minnesota. However, in the view of many people in the state, given the large size of the budget surplus, the Legislature also has an historic opportunity to make investments that will stimulate the state's economy and have lasting benefits for the citizens and the University. Included in this is the ability to offer competitive compensation for faculty, a first class undergraduate education, and save the future of the AHC. The AHC is currently running a deficit of $4 - 5 million per year. Similar problems are also being seen at other institutions around the country. People throughout the state seem to be in support of continued funding, as well as using some of the tobacco settlement to create an endowment. He then asked everyone to write letters or talk to their representative. He concluded by thanking Professor Marvin Marshak, Cheryl Jorgensen, and Institutional Relations for their efforts.

Professor Sara Evans, chair of the Senate Consultative Committee (SCC), said that many projects this year have been under the themes of shared governance and the intellectual future of the University. Lately, the University has been concerned with its intellectual present. Resolutions have been passed about academic integrity in response to the basketball allegations and academic freedom in response to the vandalism of labs. The University's intellectual future is bound to the University's fate in the Legislature. She asked that everyone write and talk with legislators in support of the University.

She then reminded the faculty that Academic Appointments and Intellectual Property were going to be discussed later this afternoon and faculty discussion was greatly needed.

The Faculty Consultative Committee (FCC), in association with the American Association of University Professors (AAUP), has sponsored a series of three evenings with professors who were hired within the last three years. The hope of these dinners is to draw the new faculty into the community as a whole, to help them avoid being isolated in their departments. The FCC and the AHC administrators are also in the middle of another series of workshops on the topic of shared governance.

Today, SCC leadership was elected for the following year. Professor Fred Morrison will serve as the chair and Professor David Hamilton will serve as the vice chair. These two individuals will be able to work with the administration on the issues confronting the University today, the budget and grants management.

President Yudof thanked Professor Evans for all of her work. He has attended the workshops with the AHC and finds them special in that groups of faculty are volunteering to help other groups of faculty at the University.

Caroline A. Brede, a 64-year employee of the Law School and one of the University's longest-serving employees, died Thursday, April 1, 1999

Miss Brede graduated cum laude from the University of Minnesota in 1933 with a Bachelor of Science degree in Library Science. She was a member of Phi Beta Kappa and a charter member of the Sigma Epsilon Sigma Women's Honor Society. Upon graduation, she was hired as a cataloger at the University Library. Two years later, Arthur C. Pulling recruited her to fill a similar position at the Law Library. In 1945, she was appointed Assistant Director of the Law Library and served in that capacity until 1982. She served as Acting Director of the Library in 1960 upon the departure of Library Director Leon Liddell and again in 1978 with the departure of George Grossman. Since her retirement from the Library in 1982, Ms. Brede served as Special Assistant to the Dean of the Law School.

Throughout her career, she was dedicated to her work at the Law School and to the importance of education. She was very active in the American Association of Law Libraries at both the national and regional level. She served as President of the Minnesota Association of Law Libraries in 1958. She also was an active member of the University Women's Club and was a volunteer at Fairview University Medical Center.

Dr. William C. Gemeinhardt, retired Associate Dean of the College of Education and Human Service Professions at the University of Minnesota Duluth, died on Wednesday, February 24, 1999, in his home.

He was born in Milwaukee. He received his master's degree and a doctorate degree in philosophy from the University of Minnesota. He headed the Department of Education at Northern State Teachers College in Aberdeen, South Dakota, where he taught from 1955 to 1965. He taught at Winona State Teachers College in 1965 and 1966. He began teaching at the University of Minnesota Duluth in 1966, and taught in the Department of Elementary Education and the Department of Child and Family Development. He became Associate Dean of the College of Education and Human Service Professions in 1986 and held that position until his retirement in 1992.

He served in Guam during World War II in the U.S. Navy. He was a member of Pilgrim Congregational Church, and of Phi Delta Kappa, serving as its area coordinator for several years. He had also been active in the PTA at Cobb School in Duluth, Minnesota. His parents were William E. and Caroline Gemeinhardt.

He is survived by his wife, Dorothy, a daughter Patricia (Lonne) Isaacson of Maplewood, Minnesota, and grandchildren John and Jason. Services were held in Duluth.

Archie Leroy Good was born on January 8, 1921, the son of Harry Harrison and Susan (Weiser) Good at Marysville, Pennsylvania. He was the second to last child of 11 children. At the death of both parents when Archie was 7 years old, he was placed in the Milton Hershey School, for orphan children at Hershey, PA, where he stayed through Junior College. Even at a young age his trustworthiness and reliability singled him out for special privileges and responsibilities. During Junior College, convinced of his outstanding aptitude and ability, they supported him in his bid for a gubernatorial grant which was awarded allowing him to attend the University of Pennsylvania School of Veterinary Medicine on a full scholarship. In 1975 he was honored as their distinguished alumnus of the year.

Archie graduated from the University of Pennsylvania in 1943 as a Veterinary Medical Doctor (VMD). That same year he married Ruth (Hess) Good and after only seven months together he was shipped to the South Pacific during World War II to serve in the U.S. Army Veterinary Corps for three years. After Archie's discharge in 1946 as a Major, he immediately began and completed his Master of Science degree at Kansas State University and taught there for five years. They then moved to Minnesota where he taught Physiology in the Veterinary College at the University of Minnesota from 1951 - 1987. During his early teaching years he also earned his Ph.D. from the University of Minnesota.

As an academic, Archie had a wide range of interests chief among them temperature regulation and blood clotting. He has to withstand kidding for the USAF sponsored research early in his a career on the effect of low environmental temperature on body heat regulation. He would sit in a walk-in freezer at 40 below zero when Minnesota outdoor temperatures were 20 below doing his research. Only a devoted physiologist would indulge his curiosity in such extremes. Archie returned to his research interests in body temperature regulation late in his career cooperating with others researching the outdoor calf hutch rearing practice. He was interested in hypothermia and fever and never felt that the two conditions were adequately differentiated. He authored many significant articles which have appeared in professional journals and other noted publications. Mentally, he was always doing research.

Archie cared a great deal about his role as a teacher and researcher in Veterinary Physiology. He did not seek recognition. He was an effective teacher and an example to students, undergraduate, professional and graduate students at all levels of accomplishment. He knew that, in addition to knowledge of veterinary science and manipulative skills, concern for others, integrity, reliability and fairness were very important characteristics for those who entered the Veterinary Medical profession. Those that worked with him knew that Archie had those qualities.

From the veterinary student's perspective, he was a teacher who was tough and demanding, supportive and a good mentor. From a colleague's perspective, he was a man known for his keen sense of humor and ready story to share. He could be distinguished by his crew cut, bow tie, honesty, ability to keep a confidence, no indulgence in gossip or character assassination, generosity, spiritually rooted, always gentle and constructive language, devoted husband and father, and challenging teacher. All that knew him have been privileged to have been in his company.

Archie continued to seek out ways to continue to be a responsible, productive citizen and so continued to serve the community after his retirement from the University by volunteering at the Hubbs Learning Center where he taught reading and math. Archie also volunteered many hours of service to his church, doing whatever was in his capacity to do. In his love for animals, he was an avid bird watcher and imparted his love of birds to his children and grandchildren.

His marriage of 55 years produced four children: Thomas (Nancy), Susan (Charles) West, Stephen (Deborah), and Barbara (Daniel) Roloff; and seven grandchildren: Julie and Taryn Good, David West, Scott and Kimberly Good, and Thomas and Cara Roloff.

Archie was a man who made family a priority and showed his devotion by giving us his time, love, care and generosity. Though we are proud of Archie's academic record and accomplishments and his willingness to serve the community, we will remember him for his wonderful, endearing personal qualities that caused us to know and be secure in his love for us.

Dr. George T. Tani, ophthalmologist and retired clinical professor at the University of Minnesota School of Medicine, died of pulmonary cardiac arrest on March 22, 1999 at the age of 83.

Tani was born on December 16, 1915 in Oakland, California. He graduated from the University of California School of Optometry in 1939. During World War II, he was interned at a relocation camp in Idaho for Japanese-Americans where he served as the camp tometrist. He was released in 1943 to serve as an autopsy assistant in Chicago. In 1944, he joined the Army's U.S. Military Intelligence Language School at Fort Snelling. Tani married his wife, Yoshi, in 1945 at the Fort Snelling Chapel.

Tani was accepted by the University of Minnesota Medical School in 1947, and graduated in 1950. His Ophthalmology Residency was at the Mayo Clinic. He established his own clinic, Tani Eye Associates, where he was later joined by his sons, Doug and Paul, practice. He dedicated more than 30 years of his life to teaching at the University of Minnesota and Regions Hospital in St. Paul. In addition, he worked hard to secure philanthropic support for the Department of Ophthalmology at the University of Minnesota. To recognize 30 years of volunteers service to the University's ophthalmology department and the Lion's Eye Bank, Tani was awarded the first Outstanding Alumni Service Award from the Vision Foundation in 1991. In 1993, he received the Asian-Pacific Leadership Award from the State of Minnesota Council on Asian-Pacific Minnesotans for providing community and health services. Tani was former president of the Mayo Clinic Ophthalmology Alumni Association, the University of Minnesota Medical Alumni Association, the Japan American Society of Minnesota and the North Maplewood Lions Club.

At his memorial service, colleagues remembered Tani as a generous, caring man dedicated to his students, his clients and his country. He is survived by his wife, Yoshi; a daughter, Kay; two sons, Paul and Doug; a brother, three sisters, seven granddaughters and a great-grandson.

The meeting was adjourned at 3:44 p.m.

Rebecca Hippert
Abstractor