(Vol. xxix, No. 21)

The Faculty Senate agenda is posted weekly on the Web, at 2504 Buzzard, and at 315K Coleman.

  1. Call to order by Bonnie Irwin at 2:05 p.m. (2504 Buzzard Building)
  2. Present: J. Allison, R. Benedict, J. Best, G. Canivez, J. Coons, C. Eberly, P. Fewell, G. Foster, B. Irwin, G. Lockart, N. Marlow, J. Tidwell, M. Toosi, B. Young, G. Kelly. Excused: B. Fischer. Guests: M. Buerskins, J. Niziolkiewicz.

  3. Approval of the minutes of February 22, 2000
  4. Motion (Benedict/Tidwell) to approve the minutes of February 22, 2000.

    Corrections: Under IV.A., eleventh bullet, the words "not all" should be added to the first sentence: "Given the low stipends and the fact that not all graduate students will be faculty clones, I cannot offer this money to book publishers."

    Yes: Allison, Benedict, Best, Canivez, Coons, Eberly, Fewell, Foster, Irwin, Lockart, Marlow, Tidwell, Toosi.

  5. Communications
    1. Student Publications Committee minutes, 2 December 1999.
    2. Library Advisory Board minutes, 2 February 2000. LAB will meet March 1 and April 5. Karen Whisler and Pan Ortega are working on the tolerance materials funded by Dr. Kaufman’s gift. Edgar archives will be located near the south entrance of the renovated library. A short survey on the library will be issued to faculty this semester. Discussion of how to increase student use of library. Library Services Council working on FY2002 plan.
    3. Council on Academic Affairs minutes, 10 February 2000. Kristen Rutter is a new student member. EIU Electronic Writing Portfolio approved (8-3). Proposal is attached to minutes. General education motions passed: 1) A deadline for submission of new and/or revised general education courses to be established at April 28, 2000. 2) No official action by CAA on general education courses be taken during the summer term 2000. 3) By October 19, 2000, the new and revised general education courses by reviewed by CAA. 4) The general education new and/or revised courses by examined segment by segment.
    4. Memo from President Surles regarding Distinguished Faculty Award, 15 February 2000. Linda Simpson, FCS, is the presidential appointment to this committee.
    5. E-mail from VPAA Abebe regarding agreement with the Lakeview College of Nursing, 15 February 2000. EIU is considering entering in to an agreement with the Lakeview College of Nursing whereby we would provide General Education classes for them.
    6. Council of Academic Affairs minutes, 17 February 2000. Added to agenda: CTE 3100, Instructional Technology in Career and Technical Education, and ECN 4689, Theory and Research.
    7. Memo from Rosemary Buck, English, regarding International Student fees, 21 February 2000. International fee is still being collected this semester. Can Senate urge Dean Augustine to consider alternatives?
    8. Memo from Dean Augustine regarding TRS, 22 February 2000. Written version of his remarks at the 22 February Senate meeting.
    9. E-mail from Michele Heidel, GSAC, regarding February 22 Faculty Senate meeting, 22 February 2000. Thanks Senate for listening to student concerns. GSAC would be happy to work with Senate as well as CGS to develop solutions to current problems.
    10. E-mail from Wayne Clark, graduate student, regarding February 22 Faculty Senate meeting, 22 February 2000. Thanks Senate for providing forum for this discussion. Does not favor a purchase system, but respects the motives of those faculty who do.
    11. E-mail from Sue Harvey, Records, regarding transcripts, 23 February 2000. Records is discussing with Dean Augustine a plan to separate graduate and undergraduate GPAs on student transcripts.
    12. E-mail from David Carpenter, English, regarding CASL, 24 February 2000. Who is on CASL? How were they chosen? Did Senate have role? Does CASL have by-laws? How does it fit in governance structure and by what authority does it issue policy statements?
    13. CASL by-laws.
    14. Note from President Surles regarding LANDesk demonstration, 25 February 2000. What were senators’ impressions of the demonstration? Are there remaining concerns?
    15. E-mail forwarded by Ping Liu, Technology, regarding TRS, 28 February 2000. Graduate student does not favor purchase system. Response typical of Technology graduate students.
    16. E-mail from Ellen Keiter, Council of Chairs, regarding TRS, 28 February 2000. It would be inappropriate to share their recommendations with us at the present time.
    17. Copies of thank-you letters sent to Lynette Drake, Eric Davidson, Jon Laible, and Dick Cain, 16 February 2000.
    18. Question from Anne Zahlan regarding election process. What happens with the voter roster once elections are over? There is not a procedure at this time. Zahlan suggested that at some point Senate may want to consider a recommended procedure that would include getting rid of them. Some discussion of this communication followed. It is a matter of public record in civic elections of who voted. It may be valuable to keep these to determine a pattern of voting. In addition, Zahlan wondered if there was any understanding of whether there is any procedure to determine if Senate members go out and get people to vote after seeing who has not voted. Concern was expressed that not all departments are represented on Faculty Senate. The ones most likely to be contacted are those with connections to Faculty Senate. This consideration will be added to the agenda at a later date.
  1. Old Business

A. Committee Reports

      1. Executive Committee. The Committee will try to meet this Friday with the President and VPAA. Chair Irwin has attended two events as Senate Chair.
          1. Assessment Forum. This was very valuable; one thing that she came away with was that assessment does not have to be as difficult as many may think. Chair Irwin also addressed answers to Carpenter’s questions (in communications). There are four members appointed to CASL by the four deans. The by-laws specify the terms. The rest of the members are Provost appointments. CASL has also appointed a student member. The Senate played no role in comprising the membership of CASL. CASL does have by-laws. The creation of CASL was approved by CAA last year as part of the Assessment Plan Task Force. CASL has only issued one recommendation so far; this was done at the best of CAA. There was a question as to whether should have a role in nominating individuals to this committee. The Nominations Subcommittee (Tidwell, Marlow, Canivez) will look at this.
          2. ScienceFest. This was a wonderful event. She was impressed with both the students and faculty of the COS. Senator Best received the Ringenberg Award. It was the type of event we have been talking about to raise the profile of faculty.
      2. Elections Committee. Senator Best presented the slate for elections:
      3. Faculty Senate–5 at large

        Doug Brandt

        Gary Canivez

        David Carpenter

        French Fraker

        Martha Harris

        Anne Zahlan

        Council on Academic Affairs–3 at large

        Julie Dietz

        John Kilgore

        Nancy Marlow

        Jill Owen

        Anita Shelton

        Council on Graduate Studies

        1 from the College of Sciences

        Frank Goldacker

        Mike Havey

        1 from College of Business and Applied Sciences

        Waldo Born

        Pin Liu

        Council on Teacher Education

        1 from Technology, Family and Consumer Sciences

        No candidates

        1 from Physical Ed., Leisure Studies, Health Studies

        Kevin Hussey

        1 from Special Education

        Christy Hooser

        1 from CDS, ECN,PLS, PSY, SOC/ANT

        no candidates

        1 at large from College of Education and Professional Studies

        Mary Greenlaw

        Enrollment Management Advisory Committee

        1 from College of Arts and Humanities

        Terry Perkins

        University Personnel Committee

        1 from College of Education and Professional Studies

        Linda Kayser

        Susan Woods

        1 from College of Business and Applied Sciences

        Lola Dudley

        1 from College f Sciences

        Max Kashefi

        James McGaughey

        1 at large

        Gail Mason

        Academic Program Elimination Review Committee

        1 from Physical Ed., Leisure Studies, Health Studies

        Marietta Deming

        William Russell

        1 from Library, Counseling, Education Departments

        no candidates

        Admissions Appeal Review Committee

        1 from College of Arts and Humanities

        no candidates

        Sanctions and Termination Hearing Committee

        1 from College of Arts and Humanities

        no candidates

        1 from College of Education and Professional Studies

        Barbara Powell

        1 from College of Business and Applied Sciences

        no candidates

        Council of University Planning and Budget

        1 from College of Arts and Humanities

        David Carpenter

        1 from College of Business and Applied Sciences

        Hank Davis

        1 from Library/Media Services

        no candidates

        Motion (Tidwell/Foster) to accept the slate.

        Yes: Allison, Benedict, Best, Canivez, Coons, Eberly, Fewell, Foster, Irwin, Lockart, Marlow, Tidwell, Toosi, Young.

        Anyone who needs an absentee ballot should contact John Best, Psychology. Elections will be held Wednesday, March 22, and Thursday, March 23, 2000. Candidates’ statements are attached to the minutes.

        There was some discussion of the policy for write-in votes. The election subcommittee next year needs to address this. There is concern about what this does to the petition process. Should write-in candidates have at least ten votes? Faculty are encouraged to organize write-in campaigns for those positions with no candidates. Special concern was expressed about the lack of candidates for the Sanctions and Terminations Committee because this is something that we have fought for. We do not want it to revert to appointment. Senator Best indicated that he would have a work schedule for next week’s meeting.

      4. Student-Faculty Relations. Subcommittee Chair Coons said that she had spoken with Katie Bielenberg. She is still interested in working with Faculty Senate. The External Relations Committee meets on Monday, March 6.
      5. Search Committees. A University Counsel has been hired (Joseph Barron). He will be here in the next 3-4 weeks. The Senate’s concerns were passed along to the chair of the VPIA Search Committee. The position has been announced.
      6. Distinguished Faculty Award. The flier was in the mail Monday. The committee members are Reed Benedict, John Allison, Pat Fewell (Chair), Linda Simpson (VPAA appointment), Jeremy Ruppel (undergraduate student), and Jennifer Cech (graduate student). An alumnus representative still needs to be appointed. The question had arisen whether chairs are eligible for nomination. The criteria do not seem to make that distinction. There are two documents that define faculty–the constitution that includes chairs and the contract that does not. Discussion included the following:

Motion (Tidwell/Allison) that we use the language of Article 1 of the Faculty Senate constitution.

Yes: Allison, Benedict, Best, Canivez, Coons, Eberly, Fewell, Foster, Irwin, Lockart, Tidwell, Young. No: Marlow, Toosi.

    1. Faculty Development Research Report. Chair Irwin presented a draft of the report and recommendations for improving faculty research, creative activity, and development. This report was an outcome of the senate survey and the fall forum.
    2. Motion (Young/Allison) to accept the Faculty Development Report.

      Yes: Allison, Benedict, Best, Canivez, Coons, Eberly, Fewell, Foster, Irwin, Lockart, Marlow, Tidwell, Toosi, Young.

      The Senate discussed minor editorial changes and how to disseminate the report. It was noted that there is little we as faculty can do to implement the recommendations; however, one of them is something that faculty can consider. That is to include an item in each department’s DAC to recognize mentoring.

    3. Textbook Rental Service.

Motion (Allison/Foster) that a task force be formed by the President and provost to explore the feasibility of a textbook purchase/resale arrangement for courses whose titles or descriptions include but are not limited to such words as "graduate," "seminar," "special topics," and/or "studies in."

Yes: Allison, Benedict, Best, Canivez, Coons, Eberly, Fewell, Foster, Irwin, Lockart, Marlow, Tidwell, Toosi, Young.

Discussion included the following points:

  1. New Business
  2. Chair Irwin announced that this is a unique day. It is Leap Day, which comes only every four years. However, a Leap Day in a year numbered 00 comes only every 400 years. There has not been such a Leap Day since 1600. There has not been a Leap Day in a millennium year ever. Thus, February 29, 2000, is unlike any other day. It is appropriate that Senator Foster’s last day on Faculty Senate falls on such a unique day. Senator Foster was presented an achievement award for his outstanding contributions to Faculty Senate from 1986-1989 and 1992-2000. Senator Foster was thanked for his service; he will be missed. Foster responded that the presentation was touching. He has been thinking about Senate and its responsibilities; it struck him that perhaps the greatest honor is the trust of faculty to elect him and to be able to serve with fellow senators that have been elected in the same manner. The Senate was joined by some of Foster’s friends and colleagues.

  3. Adjourn at 3:38 p.m. (Coons)

Respectfully submitted,

Nancy D. Marlow, Recorder

Upcoming Meetings

Following are the unedited candidate statements as presented to the Elections Subcommittee:

Faculty Senate

Gary Canivez: Serving on the Faculty Senate the past three months as a replacement for Lankford Walker has provided me with a deeper appreciation of the work, leadership, and collaboration the Senate provides. I would like to continue to assist in the activities of the Senate for a regular term. Serving on the Faculty Senate is a tremendous responsibility and I appreciate the support I have received thus far. Issues that confront faculty in their mission to serve students and provide the best educational experience possible will continue to be addressed by the Senate. Such issues include faculty development, travel support, faculty input into university planning, technology, assessment, and, oh yes, the Textbook Rental System. The Faculty Senate provides a needed role in addressing these and other issues. From my perspective, everything that I do as a Senator has the ultimate goal of assisting in making the educational experience of EIU students a meaningful and fulfilling experience. The Faculty Senate also provides a forum for faculty concerns to be addressed and recommendations forwarded to the administration. I strongly feel that in order for EIU to prosper, faculty and administrators will need to continue to work together to advance Eastern's cause and needs. EIU continually faces significant challenges and I would like to be a part of the solution.

David Carpenter: The Faculty Senate's forums of the past year have proven very informative and useful, especially when concerning academic quality and its link to faculty, student and community development, as we at EIU attempt to show that faculty teaching, research/creative activity and service are essential to increasing community support and external funding. Indeed, faculty development is essential to assure the production of written and oral presentations that benefit students, as well as EIU's immediate and extended communities.

With new administrative leadership at EIU, I believe the Faculty Senate should seek to promote positive changes while working to maintain our university's academic integrity. In this regard, the Senate's recent discussions about the Textbook Rental System and the Student Conduct Code appear promising.

Regarding the Faculty Senate's future issues and concerns, the faculty must remain essential participants in matters affecting the integrity of EIU's programs and mission. This participation is especially important at a time when there are statewide efforts apparent to diminish the autonomy of the professoriate and the academic quality of public universities. As a Senate member, I will strive to preserve EIU as a university that provides higher education-and not a factory that merely produces degree holders.

French Fraker: The Faculty Senate provides a voice for the concerns of faculty and a platform for discussion of the issues important to the campus community. Most recently, the Faculty Senate considered the issue of the text book rental system for graduate students. The Senate voted on motion that recommended a textbook purchase system for graduate students. The discussion of the issue highlighted the value of the current system as well as its limitations. I do think that graduate students should develop a professional library, however I do not believe that is necessary that they purchase every book in every course. Even if the students resell their textbooks the purchase system costly. In my opinion the current rental system should be modified to make it easier for students to purchase selected textbooks. I think a modified rental system would provide the best educational and economic value for the students.

I was pleased to read about the President Serles’ visit and remarks to the Faculty Senate. The Faculty Senate serves as an advisory body to President Serles. I believe that respect is the foundation of a healthy working relationship. Therefore it is absolutely vital that the President respects the Faculty Senate and the Faculty Senate respects the President.

The Fall Forum sponsored by the Faculty Senate produced several interesting and insightful discussions about faculty development, student development, and academic quality. I was pleased to see a discussion of community/university relations. I feel expanding the networking between the university and the community can enhance educational experience of Eastern Illinois students as well as provide valuable support to the local communities.

The Faculty Senate should be a body of individuals who, in a public forum, provide a thoughtful discussion of the issues important to the academic community. These discussions should bring to light all the implications of the issues so the entire faculty and campus community can better understand these issues. The result of these discussions should be reasonable decisions. When I served on the Faculty Senate two years ago I felt I spoke with a voice of reason. If elected I would once again try to be a voice of reason on the Faculty Senate.

Martha Harris: One issue that has been discussed throughout the last year has addressed the Textbook Rental System. As a parent of three university students across the nation, I can certainly support an economic means of obtaining books, however there are other issues inherent to a textbook rental system. Books support learning which is our ultimate goal. For some students their study habits would be enhanced by owning the book and being able to highlight text and write notes in the book. If becoming a lifetime learning is one of our ultimate goals for students, then providing options for students to develop their own libraries seems valuable. The policy allowing graduate students to purchase textbooks could be extended to undergraduates purchasing books in their Major and Minor areas. Providing avenues for students to purchase and then resell their textbooks is a common practice among many universities that keeps costs down. There are enough questions about the advantages and disadvantages of the TRS to warrant new solutions to this issue.

A second issue that has been discussed this past year centers around EIU's goal-of recruiting and supporting students from diverse backgrounds. In particular, I am referring to the Faculty Senate's discussion of international student fees. I agree with one statement that was reported in the Faculty Senate Minutes:

International students do pay out of state tuition. To add an international fee seems discriminatory. We are not providing services for them. .... International students are an asset for both students and faculty. We do not ask the disabled to pay for ramps ... No other special population has to pay a special fee. Very few schools do charge an international fee . .... If we take cultural diversity seriously, then we should eliminate this fee (Dec. 7, 1999 Vol. xxix, No. 14).

It seems logical to me that if this fee were eliminated we would actually attract more international students, which would increase revenues as well as increase our diversity factor. Additionally, I believe that EIU and the Faculty Senate needs to more actively address the recruitment of students and faculty from minority groups.

Any institution needs to focus on communication and a sharing of ideas. I commend EIU's Faculty Senate on supporting the Fall Forum and faculty survey to open up those communication doors. For this university to move forward this effort needs to be expanded so that we can address the multitude of issues EIU faces. This will provide the avenues to solving ongoing issues such as staff development, support for research, travel monies, etc.

Regarding priorities for next year, I believe that the most crucial issue facing EIU is that of state legislative under-funding. With the new administrative leadership at EIU, I believe the Faculty Senate, EIU faculty, alumni, and students must actively pursue equity in state funding so that EIU can fulfill it's mission and maintain quality educational programs.

As Senate member, I will strive to promote communication and contribute new paradigms and solutions to issues and dilemmas facing Eastern Illinois University.

Anne Zahlan: The integrity of the university’s educational mission depends upon strong faculty participation in establishing and implementing institutional policy. Shared governance is necessary if Eastern is to meet the evolving needs of our present and future students. Effective shared governance requires a strong Faculty Senate that acts constructively and courageously to protect and continually improve the quality of the education we offer at Eastern.

This year’s Senate, under Bonnie Irwin’s able leadership, has raised campus awareness of a number of important issues: the need for safeguards in using new technologies, the importance of orderly and cooperative fund-raising, the necessity for a planning process that is inclusive and consultative. The current Senate has been particularly active in encouraging faculty-student communication and cooperation. Student representatives now meet with the Senate and contribute to discussion of such issues as Textbook Rental Service and the treatment of international students.

The 1999-2000 Senate has spent a great deal of time collecting information about faculty attitudes and working conditions. The questionnaire sent out in the fall was discerning and useful; next year’s Senate should address specific issues about campus life raised in responses to the survey. The Senate should continue to sponsor a forum each year, or preferably each semester, in which open and faculty-directed discussion can take place. The Senate should also continue to be vigilant in ensuring faculty-chosen representation on search committees and other committees and task forces. Next year’s Senators must represent their colleagues so as to ensure that faculty exercise their rights and fulfill their responsibilities in shaping the university’s future. The Faculty Senate has a central role to play in preserving the principle and the practice of shared governance at Eastern.

Council on Academic Affairs

Julie Dietz: How do you perceive your role as an individual member of CAA?

As a member of CAA it is my responsibility to act in the best interest of the academic programs of the university as a whole. I believe my interdisciplinary background enhances my ability to fulfill this role — I >have academic preparation in the social sciences, the physical sciences, administration and behavioral theory as well training in the fine arts. It is my responsibility to use this cross-disciplinary training to its full advantage, and working with the curriculum of the entire university is the ideal task to fulfill this responsibility.

What would you like to accomplish as a CAA member?

I would like to promote and facilitate communication between CAA and the faculty, in particular. I believe that many faculty and students are largely unaware of how CAA works, what it does, and what matters are under review by CAA at any given point in time. I would like the content of the CAA minutes be more detailed so it is easier to fully comprehend what matters are before CAA and what action CAA is taking.

What do you see as the major challenges CAA faces in the next three years?

I believe there are a number of challenges CAA must face in the next few years. One is the increasing number of transfer students and difficulty of accommodating them while maintaining the integrity of our academic programs. I believe that there are a number of issues surrounding international students, particularly concerning their language abilities. But the largest task will be implementation of the new general education curriculum and requirements. There are certain to be unanticipated glitches that will need to be corrected.

Nancy Marlow:

Jill Owen: Question 1: How can I contribute to CAA?

I am currently on CAA and have been very involved and active. I am very interested in Eastern's General Education program as well as the academic programs in the various departments. I currently serve on the General

Education sub-committee of CAA that will be reviewing the new and revised courses in general education. If elected, I would like to continue serving on this sub-committee. When I volunteered to serve on this committee, I knew it would be a major time investment, but I am very committed to our General Education program and want it to be the best it possibly can be. I am proud of what we offer to students at EIU in both General Education and the academic programs and would like to continue being a member of this committee.

Question #2: What role do I see myself playing if elected?

I believe my past experience serving on CAA will be beneficial. I have been involved in the discussions on various issues and I feel I know what some of the challenges CAA will be facing in the future. I feel I am a very good listener and I am very open minded. I try to think things out thoroughly and clearly before I make a decision. I want the students at Eastern to be getting the best education they possibly can. I want all faculty, not only in my department and college, to be able to approach me and share their views and ideas with me. I do want to represent the faculty at Eastern.

Question #3: What are the challenges CAA will be facing in the next 3 years?

I feel a major challenge of CAA will be the implementation of the new general education program. I feel time will be a major factor. There will be some "bumps in the road" along the way, but there is with any major reconstruction project. CAA will be faced with these, but I am confident they will cross these bridges as they come and will listen to all people involved, the students, faculty, administration, and academic advisors. Transfer issues will always be a challenge for CAA as well as keeping in line with the IAI Agreement.

Anita Shelton: It is clear that CAA's major challenge during the next year and beyond will be to implement the new general education program. I think that it is imperative that decisions with regard to general education curriculum implementation reflect four things: first, an understanding of the academic values and traditions that undergird the very concept of general education at the university level; second, an appreciation for the need to synchronize with the Illinois Articulation Initiative, while remaining sensitive to the uniquenesses of EIU; third, a determination to do the hard work now that will result in a sensible program that can serve us well for a number of years into the future; and finally, a pragmatic approach to incorporating assessment.

The role of any individual CAA member is to review all curricular proposals that come before the Council using the same criteria which, in turn, should be derived from an overall vision of the academic mission and standards of the university. It is not the job of CAA members to represent a particular unit or college constituency, but rather to help the various academic departments to develop their programs, both in general educatuon and in the majors, so that they complement and enhance eachother. As a former member of CAA (1995-98) and a department chair since 1995, I have some knowledge and experience of curricular issues at the university level. I would like to put these to use on CAA.

Council on Graduate Studies

Frank Goldacker: The Council on Graduate Studies and the administration of the Graduate School has made significant strides recently to increase assistantship stipends, use technology to enhance operating procedures, and make long overdue revisions to the catalog and thesis manual. Looking ahead, web based instruction for offering special topic courses will be important to remain competitive in the graduate school marketplace, especially for attracting nontraditional students. Maintenance of quality instruction and control will be essential components of this process and cannot be overlooked.

Strong support of graduate programs is essential in attracting high quality graduate students to campus. Implementation of an on-line graduate application system, support for faculty mentoring, recruitment efforts targeting qualified minority and international students, continuing to seek administrative support for raising assistantship stipends, use of shared resources and interdisciplinary teaching among graduate programs, revising textbook library policies for graduate students, and developing graduate program certification are some initiatives that can further improve the quality of graduate education.

Mike Havey: A significant issue that surfaces from time to time and will continue to be worthy of discussion at EIU is the role of graduate education at an institution which has undergraduate education as its primary role. A related issue of more immediate consequence is the level of support our graduate programs receive. Dean Augustine and the CGS have taken steps in recent years to increase the funding for Graduate Assistants and to increase support for other activities. In order for our graduate programs to remain competitive, continued efforts to increase resources will be needed. Although CGS does not control purse strings, one of its primary roles must be advocacy for graduate programs. The CGS can serve as a "bully pulpit" to highlight the quality of our graduate programs. In order to ensure that EIU graduate programs are indeed of high quality, CGS must also take seriously its duties to monitor the quality of our program offerings.

Waldo Born: Graduate Programs extend theory and concepts to application. Graduate Faculty should maintain credibility through research and outreach to their practicing professional, and by teaching graduate courses. Academic program rigor and substance should be consistent with the objectives of the specific graduate program of study. Graduate students serving as Assistants should be treated as Graduate Research Assistants involved in research and practice consistent with the specific graduate program of study. Improvement of the quality of graduate education should be validated through a meaningful proactive graduate program assessment process. These are issues that can only be addressed through working with colleagues as members of the Counsel on Graduate Studies.

Ping Liu: I would think the following issues need to be addressed by CGS regarding graduate education at EIU:

  1. Quality of Programs.
  2. Quality of graduate education is what will attracts best students to graduate programs at EIU. High quality graduate education will also enhance the excellence in undergraduate education.

    During my current term in CGS, I have chaired a subcommittee of revising thesis manual. The revised thesis manual helps our students to better perform their thesis research and writing in a consistent manner. It also helps faculty as thesis director in supervising the activities in any thesis endeavor.

    As a CGS member, I will continue the efforts of improving the quality of graduate education.

  3. Student/Faculty Friendliness:
  4. Any graduate program has to be user-friendly. As a graduate coordinator in the School of Technology, I feel strongly on the student/faculty friendliness in setting up policies for graduate education. This user-friendly nature will facilitate the program development/improvement and maintain a high quality for graduate education.

  5. More Program Offerings:

To better serve the needs of students and working professionals, we will need to expand the program offerings at graduate level. Right now, School of Technology is engaged in developing two graduate certificate programs. The certificate programs will expand our graduate program offering, improve the flexibility and overall attractiveness of the graduate education.

Besides the certificate program, interdisciplinary collaboration will be needed to develop more programs across traditional program boundary. As a CGS member, I will try my best to promote the collaborative efforts to make the graduate education more attractive to students.

Council on Teacher Education

Christy Hooser: Teacher education programs continue to be called to produce teachers that are competent and well equipped to meet the diverse needs of all learners. I believe the aforementioned to be the charge of the Council on Teacher Education. To fulfill this, a monumental task, requires that our teacher education programs across campus prepare quality teachers. As a current, and hopefully returning member to the Council on Teacher Education, I believe that we must continue to monitor our existing selection process that holds prospective teachers to a high standard of performance.

Similarly, teacher education programs must hold themselves to a high standard of preparation. To do so, means that we must move forward toward performance-based measures of evaluation, whereby we can document the performance of prospective teachers in a manner that demonstrates that our graduates exit Eastern Illinois University with the knowledge and skills necessary to meet the needs of all learners.

Mary Greenlaw: Many issues related to teacher education exist both at the University and across the state of Illinois. One of the key issues presently facing teacher education is the change in teacher certification. The new initial certificate for novice teachers and the professional development requirements for teachers renewing the standard certificate will require the teacher education program to address the changing needs of our population.

A second issue to be addressed is the assessment of our students that is changing due to NCATE (National Council for Accreditation of Teacher Education) standards and criteria. Performance based assessment is required and this means that not only the professors and instructors need to learn and adopt new assessment techniques, but requires us to prepare the teachers in the public schools to assess the university students on performance.

A third issue is how to deal most efficiently and effectively with the demands being placed on teacher education, meeting standards and mandates without a great increase in funding. COTE is representative of all facets of teacher education and therefore can address how to best meet the needs of all of our students without unnecessary redundancy.

A fourth issue to be addressed is the technology integration at the University. More emphasis is being placed on this area by the state and by the school districts. We must continue to find ways to better prepare our faculty, as well as our students, to use the technology available to us.

I believe that I can contribute to COTE due to my experience with teacher education at Eastern and in other venues. I spent five years as a member of the faculty in Eastern's Department of Student Teaching and I am presently completing my first year as a faculty member in the Department of Secondary Education and Foundations. As a result I am familiar with all of the teacher education programs at this institution. I have a strong background in curriculum, instruction, and supervision with additional time spent in studying and developing my knowledge and skills in the area of assessment.

I am active and hold a leadership position in the Illinois Association of Teacher Educators, and as a result, am knowledgeable and up-to-date on what is happening in our state in the area of teacher education. These factors will allow me to have a better understanding of the issues on the agenda of the COTE and provide both insight and knowledge to the discussion of and decisions being made regarding these issues. I have served on many of the CEPS committees, and as a result have an understanding of the process involved in approving changes and forming policy for the teacher education program.

University Personnel Committee

Linda Kayser: I will take the time and energy to serve on this committee. Having previously served on The University Personnel Committee, I know that I can be objective and fair in evaluating teaching, research, and service contributions of faculty.

Susan Woods: Service on the University Personnel Committee provides direct faculty input on retention, promotion, tenure, and PAI recommendations, and the generally pleasant opportunity for interaction with peers across campus.

Lola Dudley: I want to serve on the UPC because I believe this is a very important job and I can't expect someone else to do it if I'm not willing to.

Max Kashefi: I think that an effective teacher and a competent researcher should be primarily defined by the peers who are involved with the subculture of a scientific discipline in a given department. Therefore, as a nominee for UPI, I should logically and practically rely on the Department Application Criteria (DAC) to assess the performance of a faculty. In general, students' evaluation, peers' class visitations, course syllabi, handouts, projects, etc. are some sources of information to assess teaching effectiveness. I also believe that teaching and research are highly correlated. To be an effective teacher, a faculty needs to be active in publication, presentation, and/or other types of research activities. The portfolio should also reflect a faculty's involvement in services at various organizational levels. Based on my ten years experience in Eastern, I have developed the impression that most Eastern faculty are sincerely and enthusiastically serving their Departments and the University unless their portfolios show otherwise.

James McGaughey: A prerequisite for membership on the University Personnel Committee is the ability to recognize competency in teaching, research and service to the University based on information provided in faculty portfolios. My efforts as a member and as chair of personnel committees in the departments of Biological Sciences and Botany has given me the opportunity to add to this requirement. Service in these committees has provided me with extensive experience in the objective evaluation of portfolios relative to criteria outlined in Departmental Application of Criteria. This work also enhanced my skills to effectively communicate faculty accomplishments to the next echelon of evaluation. Service on the UPC requires considerable time and energy. Realizing this l am prepared to devote the necessary time to the University to successfully complete this task.

Gail Mason: I had to chuckle when I read the question for UPC candidates. UPC is the only committee where candidates are asked why they would WANT to serve. I've been asked that question before. Our EIU colleagues know that UPC involves significant work over a relatively short period of time.

UPC members need to be very familiar with the EIU/UPI contract as well as each department's Application of Criteria. The work can be arduous. It involves paying attention to detail as well as a certain amount of reflection. UPC members need to examine documents thoroughly, carefully and objectively. Evaluation decisions are not taken lightly.

So why do I want to serve on the UPC? First, I believe the work UPC does is very important. Having a portfolio evaluated independently of previous evaluations by individuals not directly connected to the faculty member ensures fairness and contributes to the strength and credibility of the evaluation process. Second, having been on UPC and served as Chair, I enjoyed as well as benefitted from learning about the accomplishments of my colleagues across campus. Third, having read and evaluated hundreds of portfolios, I have reinforced my faith and pride in the high quality faculty at EIU.

Academic Program Elimination and Review

Marietta Deming: Elimination of Academic Programs must be done VERY carefully. Once a program has been eliminated, it would be very difficult to reinstate. Information that would be needed prior to even considering the removal of a program would include: the number of majors in the program, the number of minors in the program, the job outlook forcast for graduates with that major/minor, and if the program offers one or more courses in the general education, the number of students enrolled in these general education courses.