Submitted by Co-Chairs
Dr. David Fenner and Dr. Steven Williamson
Boote, Lisandra Carmichael, David Fenner (co-chair), Scott Hochwald (FA
vice-president), Gordon Rakita, Dan Richard, Jenny Stuber, Diane Tanner, Steven
Ex-officio Members: Chip Klostermeyer (FA President); Kathy
Robinson (FA Past President)
11, 2014; October 9, 2014; November 13, 2014; December 11, 2014; January 15,
2015; February 12, 2015; March 12, 2015; April 9, 2015
Intellectual Property Rights
committee discussed issues that have become relevant as faculty develop online
courses. Questions arose about the control and rights of faculty who develop an
online course and whether the course could be offered by other faculty without
the consent of the faculty who initially designed and created the online
course. The issue was pursued by UFF as
part of the CBA negotiations.
of Promotion and Tenure (P&T) dossiers has become cumbersome as faculty
submit volumes of artifacts for review during the P&T process. The FAC is
supportive of the move to digital versions of dossiers. The system implemented should make this
process easier for faculty, not more cumbersome; the Committee recommended that
the UFF, Academic Affairs, and the Office of Academic Technology investigate
reviewed a question about restricting faculty comments that would recommend to
students that they should purchase textbooks from sources other than the
University Bookstore. The Committee
reviewed the contract between the University Bookstore and UNF; it was the
consensus of the committee that faculty would like to maintain their autonomy
around making recommendations to students about textbooks.
Online Instructional Satisfaction
sent an email indicating to faculty that those who wish not to use their ISQs
are allowed to exclude them from annual evaluations. The purpose of the
potential exclusion was based on lower response rates resulting from a shift to
an online administration of the ISQ. In
order to ensure a fair and consistent process of faculty evaluation, the FAC
recommends that ISQs administered, either online or face-to-face, in the
2014-2015 Academic Year be used in evaluating faculty in annual evaluations.
textbook affordability the FAC recommended the following:
- Website on textbook affordability
- Pursue some debit card option for
- Pursue options of communicating the
information about textbook price and options when ordering
- Improve the textbook ordering
- Pursue efficiencies in financial
aid to students
- The institution should make
available textbook reserves at the library
Distinguished Professor Runner-up
runner-up for Distinguished Professor will still be recognized and honored but
will receive the monetary award only once within 5 years. The motion was put to
a vote and approved.
Summer Research Grants
A number of
faculty members have won the Summer Research Award multiple times. The FAC
indicated that one of the intentions of winning a Summer Research Grant is to
provide opportunities for research development and to support external grant
funding. The FAC recommended that the
availability of the Summer Research Awards should be limited for faculty
members who already have received a previous award. The FAC recommends that
Assistant Professors be allowed to receive a Summer Research Award once every 2
years, Associate Professors, once every 3 years, and Full Professors, once
every 4 years. The timeframe restriction should be determined by the rank of
the faculty member at the time of application. This restriction might not be
appropriate for the Summer Teaching Awards and Summer Grant Development Awards.
Definitions of “Service Learning” and
Director of the Center for Community-Based Learning, asked that faculty be
provided an opportunity for input on the definitions of community-based
learning and service-learning at UNF. The FAC submitted the current definitions
to the Faculty Association, and feedback was solicited from all faculty. Chip
Klostermeyer received feedback from several faculty members. The revised
definitions reflect the received feedback and discussion by the FAC.
- Service-Learning is an experiential teaching
method that combines community service with course instruction using critical,
reflective thinking to enhance academic rigor and learning outcomes.
Service-Learning focuses on giving students credit for learning that is
demonstrated through critical analysis on service, not credit for service hours
performed. Service-Learning initiatives at UNF engage students in a reciprocal
relationship with the community. In this relationship, organized service
addresses community identified or recognized needs while each student develops
his or her academic skills as well as his or her interest in and sense of
responsibility towards the community.
Participating students develop academic and professional skills as well
as gain real-world experience and a broader perspective of the outside
community. Community based Service-Learning is not only student-centered, but
community-centered in that the needs of the community are seen as central and
as a key source of learning for the student. The “S” and the “L” are
capitalized to recognize their shared and equal weight while the hyphen
signifies that serving and learning are connected and reciprocal. That is,
through community based Service-Learning, students are given the opportunity to
develop skills and knowledge in the community and apply them to classroom and
other settings as well as help the community through their service.
- Community Engagement: As a public urban university, the University
of North Florida is committed to the principle of community and civic
engagement. Our mission includes fostering the intellectual and cultural growth
and civic awareness of our students, preparing them to make significant
contributions to their communities in the region and beyond. At UNF, students
and faculty engage collaboratively in the discovery and application of
knowledge through mutually beneficial community-based research and learning.
The University of North Florida contributes to the community and region through
outreach, educational, research, volunteer, and civic activities. Many of these
contributions are recorded in our Community Impact Study. Equally important,
the university derives benefits from the diverse range of resources,
perspectives, and opportunities that exist in our community and region. The
university hopes to further deepen and institutionalize its commitment to
community engagement through its Quality Enhancement Plan (QEP) titled
“Community-Based Transformational Learning”. The Community-Based Transformational
Learning document submitted to SACS in July 2009 can be accessed by clicking
here. The QEP is a significant component of the accreditation process of the
Southern Association for Colleges and Schools (SACS). The QEP outlines a
systematic course of action designed to enhance student learning. UNF’s
“Community-Based Transformational Learning” will develop opportunities for
students in all academic programs to deepen and enhance student learning by
providing students with opportunities to apply their academic skills and
knowledge in authentic settings within the local community and beyond. Students will benefit from experience working
with diverse populations and having the opportunity to apply the knowledge and
skills they are taught in their coursework in real-world situations. The form and design of these community-based
learning experiences will vary by discipline and academic program.
Community-based transformational learning can take the form of service
learning, fieldwork, internships, co-ops, or community-based research. This QEP
is a further extension of UNF’s commitment to community engagement. The plan
includes the creation of the Center for Community-Based Learning that will
support the initiative and provide resources for faculty, students and
Campus Climate Survey
The FAC is
responsible for launching the Campus Climate Survey. The FA Committee reviewed
the 2011 Campus Climate Survey results. The FA Committee felt that there had
been sufficient changes in the university climate to administer the survey this
year. The survey was revised and
Student Incivility and the Class Disruption
incivility have occurred in the classroom. Other incidents of incivility have
occurred through email or other forms of digital media. The FA Committee
recommended that the issue of student incivility should be addressed with
students during student orientation. The FA Committee endorsed the principle
that faculty should continue to socialize students about civility through clear
expectations in their syllabi. The FAC reviewed the revised proposed policy for
removal of a student from a class setting because of classroom disruption,
titled the Class Disruption Policy, revised and distributed by Student Affairs.
There were no recommended changes to the policy.
Kantner, Assistant Vice President of Research, Dawn O’Connor, Assistant
Director of Research Integrity, and Jennifer Wesley, Chair of the Institutional
Review Board (IRB) were special guests during this meeting of the FAC. Dr. Kantner provided an update on the
changes that have been implemented following an external review of the Office
of Research and Sponsored Programs. Dr. Kantner mentioned that the volume of
proposals to be reviewed by the IRB has increased and that the overall median
time to IRB approval for submitted project summaries has reduced from Jan 2014
to Jan 2015. The current timeframe is about 10 days for an exempt project to
complete the process from time of submission to time of decision. Some of the previous delay in the review of
submitted proposals could be attributed to the influence of student proposals
(which tend to need more revision to move through the process) and to class
projects (which often could be exempt from review). A new, streamlined process
has been implemented for class projects, and additional training addressing the
IRB process has been developed.
Automatic Blackboard Creation for All
Government requested that online Blackboard courses (within UNF’s Learning
Management System) be automatically created for all courses, whether or not the
instructor plans on using the online system for the course. Students suggested
that this approach might facilitate student communication and cooperation
within courses. There was some concern about creating a backlog of courses for
faculty who are not using the system and some concern for confusion for
students who will be uncertain as to whether the instructor intends to use the
Blackboard course or not. Some faculty members use other learning management
systems, and in such cases, students might mistakenly look for course materials
on the Blackboard site. The FAC did not recommend this policy.
ISQ Information for Teaching Award
discussed whether the results from Instructional Satisfaction Questionnaires
(ISQs) should be required for inclusion in applications for the Undergraduate
Teaching Award. The policy indicates that ISQ raw data is not acceptable. There
was a proposal that the policy be revised to say that summary information from
ISQ is acceptable but that raw data should not be included. The FAC voted that
ISQ information should not be required.
asked that the FAC review, revise, and make recommendations for changes to the
ISQ. The goal is to reduce the number of items and revise ambiguous items. The committee reviewed the previous items as
well as suggested items by the committee. The committee retained 10 rating
items (from 23) and 2 discursive items. Some of the items were revised from the
previous version of the ISQ. Below is the final list of items recommended for
- My instructor communicated ideas
and information effectively.
- My instructor was knowledgeable
about the subject matter.
- My instructor was able to explain
complex concepts and ideas clearly.
- My instructor was well-organized
and provided a framework conducive to learning.
- My instructor taught the course in
a way that stimulated critical and creative thinking.
- My instructor assisted students
outside of class.
- My instructor set high standards
that challenged me in the course.
- My instructor showed respect for
- My instructor provided useful feedback
- My overall rating of instructor
What did you
like best about the course and/or how the instructor taught it?
suggestions do you have for improving the course and/or how the instructor