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Rebecca M. Marrall - One of the best experts on this subject based on the ideXlab platform.
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sequential art academic library instruction crafting a toolbox of multiple literacies for Credit Courses
Behavioral & Social Sciences Librarian, 2016Co-Authors: Rebecca M. MarrallAbstract:ABSTRACTSequential art is a unique storytelling medium that combines visuals and content in a deliberate, specific delivery in order to engage audiences on emotional and cognitive levels. Consequently, graphic novels, comics, and comix are a rich educational medium for undergraduate Credit instruction in academic libraries, precisely because this alternative delivery of content can effectively educate many learning styles. This article documents the development and implementation of an undergraduate, upper division Credit-bearing course in an academic library that examined multiple types of literacy through the medium, with commentary on instructional strategies for other academic librarians and professors.
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Sequential Art & Academic Library Instruction: Crafting a Toolbox of Multiple Literacies for Credit Courses
Behavioral & Social Sciences Librarian, 2016Co-Authors: Rebecca M. MarrallAbstract:ABSTRACTSequential art is a unique storytelling medium that combines visuals and content in a deliberate, specific delivery in order to engage audiences on emotional and cognitive levels. Consequently, graphic novels, comics, and comix are a rich educational medium for undergraduate Credit instruction in academic libraries, precisely because this alternative delivery of content can effectively educate many learning styles. This article documents the development and implementation of an undergraduate, upper division Credit-bearing course in an academic library that examined multiple types of literacy through the medium, with commentary on instructional strategies for other academic librarians and professors.
University Of Lethbridge - One of the best experts on this subject based on the ideXlab platform.
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University of Lethbridge Facts Book 2016-2017
University of Lethbridge, 2017Co-Authors: University Of LethbridgeAbstract:The University of Lethbridge facts book for 2016-2017.2016/2017 Quick Facts Fall Term Indicators: 2012 2013 2014 2015 2016 % Change Total Student Enrolment 8,253 8,212 8,059 8,296 8,468 2.1 Full-time 7,191 7,191 7,098 7,397 7,529 1.8 Undergraduate (Full-Time) 6,814 6,754 6,653 6,958 7,083 1.8 Master's & Doctoral (Full-Time) 377 437 445 439 446 1.6 Female 4,727 4,705 4,653 4,769 4,890 2.5 From Lethbridge 2,247 2,247 2,140 2,190 2,221 1.4 Out of Province (from Canada) 912 892 869 809 797 -1.5 New High School 998 1,112 1,029 1,231 1,254 1.9 New Transfer 939 787 745 716 705 -1.5 Open Studies 322 329 311 413 475 15.0 Visa Students (Student & Other Visas) 442 470 544 535 550 2.8 International Students (By Citizenship) 790 813 888 925 938 1.4 FNMI Students 413 401 403 424 466 9.9 Fall FTE (Full-time Equivalents) 7,466 7,456 7,348 7,632 7,774 1.9 Average Age Undergraduate Full-time 23 23 23 22 22 0.0 Undergraduate Part-time 30 29 29 30 29 -3.3 Master's Full-time 30 29 29 30 30 0.0 Master's Part-time 39 39 37 37 37 0.0 Doctoral Full-time 32 31 32 32 33 3.1 Total Applicants 6,019 5,590 5,769 5,903 6,102 3.4 Offered 4,780 4,323 4,370 4,620 4,743 2.7 Accepted 3,524 3,152 2,970 3,138 3,159 0.7 Annual Indicators: 2012/2013 2013/2014 2014/2015 2015/2016 2016/2017 % Change Annual FTE 8,442.0 8,436.4 8,332.1 8,627.7 8,772.8 1.7 Total Graduates 1,777 1,758 1,711 1,725 1,668 -3.3 Fall 339 270 309 273 240 -12.1 Spring 1,438 1,488 1,402 1,452 1,428 -1.7 Degrees Conferred 1,940 1,940 1,879 1,881 1,828 -2.8 Undergraduate Credit Hours Taught 185,023.0 183,581.5 181,610.5 188,679.0 190,248.0 0.8 Arts and Science 100,086.0 96,798.0 96,268.5 101,376.0 104,146.5 2.7 Education 13,406.5 13,734.5 13,255.5 13,707.0 13,509.0 -1.4 Fine Arts 23,686.5 23,994.0 22,381.5 22,713.0 22,648.5 -0.3 Health Sciences 16,848.0 18,221.0 19,318.0 18,846.0 18,477.0 -2.0 Management 30,996.0 30,834.0 30,387.0 32,037.0 31,467.0 -1.8 Language Centre Enrolments 127 173 189 195 159 -18.5 Research Grants Received $15,272,023 $16,302,340 $16,408,351 $17,668,599 $15,038,563 -14.9 % Change = The percentage that the 2016/2017 value increased or decreased from the 2015/2016 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. Copyright University of Lethbridge June 1, 2017 The fact book is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2016 semester in the fact book: There were 7,891 undergraduate students, 577 graduate students, and a total enrolment of 8,468 students Graduate students made up 6.8% of the total student population 7,529 students were full-time 767 students attended the Calgary campus, 40 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 9.5% There were 550 visa students and 466 students that declared FNMI status 1,254 new high school and 705 new transfer students began their studies at the U of L 62.7% of the student population came from the Calgary and Lethbridge census divisions The fact book can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the fact book or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2016/2017 fact book possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the fact book series. Yours sincerely, James Croil Darlene Unrau Acting Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub Institutional Analyst 2016/2017 University of Lethbridge Fact Book Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 16 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 17 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 18 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ………..............................................…… 19 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 21 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ……………………………................. 22 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 24 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 27 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 30 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 33 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 36 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 39 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 42 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 44 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 47 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 50 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 53 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 56 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 59 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 61 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 65 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 67 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 70 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 71 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 72 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 73 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 74 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 75 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 76 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 77 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 78 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 79 Annual Master's and Doctoral Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 80 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 81 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 83 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 85 Table of Contents 2016/2017 University of Lethbridge Fact Book Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 87 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 89 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 93 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 95 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 99 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 100 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 101 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 102 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 104 Fall Enrolments by Level x FNMI Status - 5-Year Trend ………………...………..…..........……………………………………… 106 Spring Enrolments by Level x FNMI Status - 5-Year Trend ………………….……...........………………………………………… 107 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 108 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 109 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 110 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 111 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 112 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 115 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 116 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 118 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 120 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 125 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 130 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 131 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 132 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 133 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 134 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 135 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 136 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 137 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 139 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 141 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 143 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 146 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 147 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 149 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 150 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 151 2016/2017 University of Lethbridge Fact Book Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 152 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 153 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 154 Non-Credit Activity - Sport & Recreation Services - 7-Year Trend ……..........................................…………………………… 155 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 156 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 157 Library Resources and Services - 10-Year Trend ………………………………………………………………………………...… 158 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 159 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 164 2016/2017 University of Lethbridge Fact Book 2016/2017 University of Lethbridge Fact Book University of Lethbridge Terms and Definitions Academic Year: Academic Year: The academic year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more Courses or a placeholder is considered an enrolment. Bachelor of Nursing students attending only at Lethbridge College and dual admission students attending only at the partnering institution are not included. An enrolment can be classified as Credit, academic non-Credit, full-time, or part-time. Academic non-Credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary Courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted Credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted Credit for 3 or more transferable post-secondary Courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder Courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary Credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary Credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more Courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more Credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 Credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate-level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. 2016/2017 University of Lethbridge Fact Book 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 Credit hours/academic year Master of Education 18 Credit hours/academic year Master of Counselling 12 Credit hours/academic year Master of Nursing – first year 15 Credit hours/academic year Master of Nursing – second year 18 Credit hours/academic year Post-Graduate Certificate in Counselling 12 Credit hours/academic year Post-Master’s Certificate in Counselling 12 Credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on Credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of Credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 2016/2017 University of Lethbridge Fact Book University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For Credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be Credited to a University of Lethbridge degree, diploma, or certificate. A semester course typically is worth three Credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level Courses include those numbered from 1000 to 1999; 2000-level Courses include those numbered from 2000 to 2999; etc. Undergraduate-level Courses typically include those Courses numbered less than 5000. Master’s-level Courses typically include those numbered from 5000 to 6999. Doctoral-level Courses typically include those numbered from 7000 to 8999. Placeholder: A placeholder course either enables students not registered in Credit Courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purposes. No cred
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University of Lethbridge Facts Book 2015-2016
University of Lethbridge, 2016Co-Authors: University Of LethbridgeAbstract:The University of Lethbridge facts book for 2015-2016.2015/2016 Quick Facts Fall Term Indicators: 2011 2012 2013 2014 2015 % Change Total Student Enrolment 8,359 8,253 8,212 8,059 8,296 2.9 Full-time 7,227 7,191 7,191 7,098 7,397 4.2 Undergraduate (Full-Time) 6,893 6,814 6,754 6,653 6,958 4.6 Master's & Doctoral (Full-Time) 334 377 437 445 439 -1.3 Female 4,813 4,727 4,705 4,653 4,769 2.5 From Lethbridge 2,211 2,247 2,247 2,140 2,190 2.3 Out of Province (from Canada) 899 912 892 869 809 -6.9 New High School 1,085 998 1,112 1,029 1,231 19.6 New Transfer 952 939 787 745 716 -3.9 Open Studies 326 322 329 311 413 32.8 Visa Students (Student & Other Visas) 450 442 470 544 535 -1.7 International Students (By Citizenship) 763 790 813 888 925 4.2 Fall FTE (Full-time Equivalents) 7,527 7,466 7,456 7,348 7,632 3.9 Average Age Undergraduate Full-time 23 23 23 23 22 -4.3 Undergraduate Part-time 29 30 29 29 30 3.4 Master's Full-time 29 30 29 29 30 3.4 Master's Part-time 39 39 39 37 37 0.0 Doctoral Full-time 31 32 31 32 32 0.0 Total Applicants 6,105 6,019 5,590 5,769 5,903 2.3 Offered 4,734 4,780 4,323 4,370 4,620 5.7 Accepted 3,361 3,524 3,152 2,970 3,138 5.7 Annual Indicators: 2011/2012 2012/2013 2013/2014 2014/2015 2015/2016 % Change Annual FTE 8,563.4 8,442.0 8,436.4 8,332.1 8,267.7 -0.8 Total Graduates 1,872 1,777 1,758 1,711 1,725 0.8 Fall 358 339 270 309 273 -11.7 Spring 1,514 1,438 1,488 1,402 1,452 3.6 Degrees Conferred 2,036 1,940 1,940 1,879 1,881 0.1 Undergraduate Credit Hours Taught 188,263.5 185,023.0 183,581.5 181,610.5 188,679.0 3.9 Arts and Science 101,212.5 100,086.0 96,798.0 96,268.5 101,376.0 5.3 Education 12,702.0 13,406.5 13,734.5 13,255.5 13,707.0 3.4 Fine Arts 24,891.0 23,686.5 23,994.0 22,381.5 22,713.0 1.5 Health Sciences 17,538.0 16,848.0 18,221.0 19,318.0 18,846.0 -2.4 Management 31,920.0 30,996.0 30,834.0 30,387.0 32,037.0 5.4 Language Centre Enrolments 112 127 173 189 195 3.2 Research Grants Received $17,144,000 $15,272,023 $16,302,340 $16,408,351 $17,668,599 7.7 % Change = The percentage that the 2015/2016 value increased or decreased from the 2014/2015 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. Copyright University of Lethbridge June 1, 2016 The FACT BOOK is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2015 semester in the FACT BOOK: There were 7,738 undergraduate students, 558 graduate students, and a total enrolment of 8,296 students Graduate students made up 6.7% of the total student population 7,397 students were full-time 765 students attended the Calgary campus, 95 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 10.4% There were 535 visa students and 424 students that declared first nations status 1,231 new high school and 716 new transfer students began their studies at the U of L 61.7% of the student population came from the Calgary and Lethbridge census divisions The FACT BOOK can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the FACT BOOK or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2015/2016 FACT BOOK possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the FACT BOOK series. Yours sincerely, Mandy Moser Darlene Unrau Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub James Croil Institutional Analyst Business Intelligence Analyst University of Lethbridge FACT BOOK 2015/2016 Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 16 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 17 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 18 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ………..............................................…… 19 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 21 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ……………………………................. 22 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 24 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 27 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 30 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 33 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 36 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 39 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 42 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 44 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 47 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 50 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 53 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 56 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 59 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 61 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 64 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 66 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 69 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 70 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 71 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 72 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 73 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 74 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 75 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 76 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 77 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 78 Annual Master's and Doctoral Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 79 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 80 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 82 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 84 Table of Contents University of Lethbridge FACT BOOK 2015/2016 Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 86 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 88 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 92 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 94 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 98 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 99 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 100 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 101 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 103 Fall Enrolments by Level x First Nations Status - 5-Year Trend ………………...………..…..........……………………………… 105 Spring Enrolments by Level x First Nations Status - 5-Year Trend ………………….……...........……………………………… 106 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 107 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 108 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 109 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 110 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 111 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 114 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 115 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 117 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 119 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 124 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 129 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 130 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 131 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 132 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 133 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 134 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 135 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 136 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 138 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 140 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 142 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 145 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 146 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 148 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 149 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 150 University of Lethbridge FACT BOOK 2015/2016 Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 151 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 152 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 153 Non-Credit Activity - Sport & Recreation Services - 6-Year Trend ……..........................................…………………………… 154 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 155 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 156 Library Resources and Services - 9-Year Trend ………………………………………………………………………………...…… 157 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 158 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 163 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge Terms and Definitions Academic Year: Academic Year: The academic year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more Courses or a placeholder is considered an enrolment. Bachelor of Nursing students attending only at Lethbridge College and dual admission students attending only at the partnering institution are not included. An enrolment can be classified as Credit, academic non-Credit, full-time, or part-time. Academic non-Credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary Courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted Credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted Credit for 3 or more transferable post-secondary Courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder Courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary Credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary Credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more Courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more Credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 Credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate-level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. University of Lethbridge FACT BOOK 2015/2016 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 Credit hours/academic year Master of Education 18 Credit hours/academic year Master of Counselling 12 Credit hours/academic year Master of Nursing – first year 15 Credit hours/academic year Master of Nursing – second year 18 Credit hours/academic year Post-Graduate Certificate in Counselling 12 Credit hours/academic year Post-Master’s Certificate in Counselling 12 Credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on Credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of Credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 University of Lethbridge FACT BOOK 2015/2016 University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For Credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be Credited to a University of Lethbridge degree, diploma, or certificate. A semester course typically is worth three Credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level Courses include those numbered from 1000 to 1999; 2000-level Courses include those numbered from 2000 to 2999; etc. Undergraduate-level Courses typically include those Courses numbered less than 5000. Master’s-level Courses typically include those numbered from 5000 to 6999. Doctoral-level Courses typically include those numbered from 7000 to 8999. Placeholder: A placeholder course either enables students not registered in Credit Courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purpos
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ULFA Faculty Handbook (July, 2016)
University of Lethbridge ; University of Lethbridge Faculty Association, 2016Co-Authors: University Of LethbridgeAbstract:Collective agreement between the Governors of the University of Lethbridge and the University of Lethbridge Faculty Association.The University of Lethbridge Faculty Handbook July 1, 2016 Ratified June 16, 2016 Michael J. Mahon, Ph.D. President & Vice-Chancellor University of Lethbridge Andrea Amelinckx ULFA President University of Lethbridge Date Date Witness Witness Date Date Faculty Handbook TABLE OF CONTENTS 1. Interpretation of Handbook 3 2. Definitions 4 3. Amendments 6 4. Applications and Exclusions 7 5. Recognition 9 6. Communication and Information 11 7. Annual Meeting 13 8. Delegation 14 9. Personal Files 15 10. Courses Taught in Addition to Assigned Teaching Duties, including Summer Session Courses 17 11. Rights and Responsibilities 18 12. Criteria for Extension of Probation, Tenure, Promotion and Salary Increments for Faculty Members 24 13. Assignment of Duties of Members 26 14. Professional Librarians 29 15. Instructors and Academic Assistants 34 16. Termination of Appointment 42 17. Personnel Committees 43 18. Appointment of Faculty Members 49 19. Probation and Tenure for Faculty Members 52 20. Promotion of Faculty Members 55 21. Increments for Faculty Members/Professional Librarians 58 22. Grievance Procedure 63 23. Mediation 65 24. Appeals of Recommendations by STP Committee and Appeal Committees 66 25. Supervision and Discipline 71 26. Termination of Appointment for Financial Emergency or Due to Program Redundancy 78 27. Holidays 85 28. Vacations 86 29. Intellectual Property 87 30. Travel Fund and Expenses 91 31. Research Fund 92 32. Salary Schedules, Career Progress Increments, Merit Increments and Economic Benefits 93 33. Gradual Retirement & Reduced Load Status 95 34. Leaves of Absence 97 Schedule A Salary Schedules and Stipends 103 Schedule B Economic Benefits 105 Schedule C Negotiation and Impasse - Resolving Procedures 109 Schedule D Memorandum of Agreement: Grandfathering Clause for Probationary Appointements 112 Schedule E Copyright 113 Schedule F Professional Activities Report 115 Schedule G Memorandum of Understanding: Equity Working Group 116 Schedue H Memorandum of Understanding: Code of Conduct Board of Governors Faculty Representatives 117 Schedule I Memorandum of Understanding: Academic Career Implementation 119 Schedule J Memorandum of Understanding: Daycare 122 Schedule K Maternity and/or Parental Leave Benefit (Article 34.02) Examples 124 Schedule L Memorandum of Understanding: Categories of Documents 126 Schedule M Memorandum of Understanding: Implementation of Academic Assistant/Instructor Language 127 Schedule N Memorandum of Understanding: Employment Insurance (EI) Premium Reduction Rebate 128 Schedule O Memorandum of Understanding: In Tentative Resolution of Grievance Re. Lecturers 129 Schedule P Memorandum of Understanding: Implementation of Agreement to Delete 'Lecturer' as an Appointment Type 130 Schedule Q Memorandum of Understanding: Conflict of Interest and/or Commitment Declaration 131 Schedule R Memorandum of Understanding: Conclusion of Bargaining 2016 - Faculty Handbook 134 - 1 - Faculty Handbook PREAMBLE The Board of Governors of The University of Lethbridge and The University of Lethbridge Faculty Association recognize that the main purposes of the University are: to promote the disinterested pursuit of truth and advancement of knowledge. to promote the generation and transmission of knowledge with proper consideration given to the need for an educated citizenry. and to give appropriate consideration to society's needs for expert advice as well as pure and applied research. The common good of society depends upon the search for truth and its free exposition. Academic freedom in both teaching and research is essential to these purposes. Members are entitled to the freedom to carry out research and to publish the results, to the freedom to teach and discuss their subjects, and to the freedom from institutional censorship. Academic freedom carries with it the duty to use that freedom in a responsible way. OBJECTIVES The main objectives of this Faculty Handbook are the specification of principles and procedures that reflect procedural fairness for academic personnel decisions, the peaceful settlement of all disputes, misunderstandings and grievances, and the promotion of harmonious relations between the Board and the Association. The Board and the Association acknowledge • their joint responsibility for the reasonable and just execution of the terms of the Handbook, and • subject to the provisions of the Post-Secondary Learning Act and all applicable provincial and federal statutes, as amended from time to time, this Handbook is binding on the Association, the Academic Staff, and the Board. Toward that end, any invocation of Articles 1 or 22 regarding a Handbook procedure in progress shall stay the procedure pending a resolution of the interpretation or grievance. Any deadlines mentioned in this agreement may be varied by written mutual consent prior to the deadline, by the Board and the Association, and by the Member in cases where the deadline affects the Member concerned. - 2 - Faculty Handbook Article 1 1. Interpretati on of Handbook 1.01 Uncertainties or disagreements about the meaning of the Articles of this Handbook shall be referred to either the President of the University or the President of the Association. Only the President of the University or the President of the Association may choose to convene the Interpretation Committee as in Article 1.03. The Interpretation Committee shall resolve uncertainties or disagreements about the meaning of the Articles of this Handbook. 1.02 The Interpretation Committee shall consist of the President of the University and the President of the Association. 1.03 The Interpretation Committee shall meet within five (5) working days of the written request of either of its members. 1.04 Where the Interpretation Committee agrees upon an interpretation, it shall become a Schedule of this Handbook until it is incorporated by amendment of the Handbook pursuant to Article 3. 1.05 Where the Interpretation Committee cannot agree upon an interpretation within five (5) working days of the meeting of Article 1.03, each member shall set forth an interpretation in writing, and the two interpretations shall be submitted to an arbitrator jointly selected by them. If an Interpretation Committee cannot agree on the selection of an arbitrator within five (5) working days after the meeting of Article 1.03, the arbitrator shall be appointed by a Judge of the Alberta Court of Queen's Bench upon the Petition of either party. 1.06 The arbitrator shall meet only with both Presidents and only jointly, unless the Presidents agree otherwise in writing. Both Presidents shall make a reasonable effort to cooperate with the arbitrator's investigation. 1.07 The arbitrator shall first attempt to mediate the dispute. If the attempt to mediate fails, the arbitrator shall within twenty (20) working days of his/her appointment select without alteration either the Board's or the Association's interpretation. The arbitrator's decision shall be final and binding on the Board, the Association, and the Interpretation Committee. 1.08 The arbitrator's decision shall become a schedule of this Handbook, until it is incorporated by amendment of the Handbook pursuant to Article 3. 1.09 Any interpretation pursuant to Articles 1.04 or 1.07 shall be made known in writing by the President of the University to persons affected by it. 1.10 The costs of arbitration shall be shared by the Board and the Association. - 3 - Faculty Handbook Article 2 2. Definitions In this Handbook: 2.01 "Academic Assistant" shall mean a member of the academic staff holding an appointment with the rank of Academic Assistant. 2.02 "Academic Career" shall mean a period of thirty-five (35) cumulative years for Members who hold the rank of Professor or Professional Librarian IV, or twenty-five (25) cumulative years for Members who hold the rank of Associate Professor or Professional Librarian III, or ten (10) years for Members who hold the rank of Assistant Professor or Professional Librarian II. The maximum number of academic career years as defined here does not preclude an individual from spending more or fewer years as a Faculty Member/Professional Librarian. 2.03 "Association" shall mean The University of Lethbridge Faculty Association. 2.04 "Board" shall mean the Board of Governors of The University of Lethbridge. 2.05 "Dean" shall mean the Dean of a Faculty or a person authorized to act in that capacity. 2.06 "Dean/University Librarian" shall mean Dean if affecting the Members in a Faculty or University Librarian if affecting Professional Librarians, or Dean of the Faculty of Education if affecting the Members in the Curriculum Laboratory. 2.07 "Dean's Advisory Committee" shall mean the Dean and Department Chairs in the Faculty of Arts and Science. 2.08 "Department" shall mean an academic unit established by the Board under that designation. 2.09 "Department Chair" shall mean a person authorized to act in that capacity. 2.10 "Faculty" shall mean an academic unit established by the Board under that designation. 2.11 "Faculty Member" shall mean a member of the academic staff with the rank of Professor, Associate Professor, or Assistant Professor. 2.12 "Faculty Member(s)/Academic Assistant(s)" shall mean Faculty Member(s) or Academic Assistant(s). 2.13 "Faculty Member(s)/Professional Librarian(s)" shall mean Faculty Member(s) if affecting the Member(s) in a Faculty or Professional Librarian(s) if affecting the Professional Librarian(s). 2.14 "Handbook" shall mean the Faculty Handbook, including schedules thereto. The edition of the Handbook in effect is the one most recently ratified by the Board and the Association, including schedules thereto and any interpretations pursuant to Articles 1 or 22. 2.15 "Instructor" shall mean an employee of the academic staff holding an appointment with the rank of Instructor. 2.16 "Instructor/Academic Assistant" shall mean Instructor(s) or Academic Assistant(s). 2.17 "Member" shall mean an employee of the Board who is a Faculty Member, Professional Librarian or Instructor/Academic Assistant. 2.18 "Parties" shall mean the Board and the Association. 2.19 "Part Time" shall mean a Member who has been assigned duties but is not a Sessional Lecturer (Sessional Lecturers Handbook), a Member on Reduced Load Status (Article 33), nor a Member who has been assigned duties on a full load basis. 2.20 "Personal file" shall mean the file maintained by the Dean/University Librarian pertaining to a Member and which contains materials subject to Article 9 of this Handbook. 2.21 "President" shall mean the President of the University, or a person authorized to act in that capacity. - 4 - Faculty Handbook Article 2 2.22 "Procedural fairness" shall mean: 2.22.1 the duty to make a decision without a reasonable apprehension of bias or a conflict of interest. Prior familiarity with the facts of a case does not, by itself, constitute a reasonable apprehension of bias, nor do past friendly or unfriendly relationships. AND 2.22.2 the duty of an adjudicator to interpret and apply the Handbook, including criteria of Articles 12 and 14, in a reasonable manner. A disagreement with a decision or judgement does not, in itself, constitute a misinterpretation or misapplication of the Handbook, nor does it constitute an unreasonable interpretation or application of the Handbook. AND 2.22.3 the adjudicator or adjudicators shall, within reason, ensure that adequate evidence is presented or collected to meet the standard of proof appropriate to support the decision and shall give due consideration to such evidence. AND 2.22.4 the parties to the procedure have a right to know all the relevant evidence presented in the decision making process. AND 2.22.5 the parties to the procedure have an opportunity to respond to all relevant evidence presented in the decision making process. AND 2.22.6 the parties to the procedure have a reasonable opportunity to present their case to the adjudicator or adjudicators. 2.23 "Professional Librarian" shall mean a member of the academic staff holding an appointment in the University Library or in the Curriculum Laboratory of the Faculty of Education and holding an academic degree and a degree in librarianship from an acCredited library school or its equivalent. 2.24 "Professional Librarian(s)/Academic Assistant(s)" shall mean Professional Librarian(s) or Academic Assistant(s). 2.25 "Senior Academic Administrator" shall mean Deans and Associate Deans, University Librarian and Associate University Librarian, Vice-President (Academic) and Associate Vice-President (Academic), Vice-President (Research) and Associate Vice-President (Research), Vice-President (Administration) and Associate Vice-President (Finance & Administration) and President, or a person authorized to act in that capacity. 2.26 "Sessional Lecturer" shall mean a member of the Academic Staff appointed by the Dean of a Faculty or School to teach no more than one semester course in a designated semester. Normally, the Sessional Lecturer has full responsibility for the course, but on occasion a Sessional Lecturer will be a member appointed at a partial stipend to teach a defined portion of a course with corresponding teaching responsibilities. Terms and conditions for Sessional Lecturers are governed by the University of Lethbridge Sessional Lecturers Handbook. 2.27 "University" shall mean The University of Lethbridge. 2.28 "University Librarian" shall mean the University Librarian of the University or a person authorized to act in that capacity. 2.29 "Vice-President (Academic)" shall mean the Provost and Vice-President (Academic) of the University, or a person authorized to act in that capacity. - 5 - Faculty Handbook Article 3 3. Amendments 3.01 This Handbook shall be the only Faculty Handbook in effect. It shall continue in force, except as amended through mutual agreement between the parties. 3.02 Negotiation of amendments shall normally occur in the final year of this agreement according to the following schedule: 3.03 To consider the proposed amendments, each party shall designate a negotiating committee of three persons. The two committees shall meet to negotiate the proposed amendments. If the parties agree upon an amendment of this Handbook, the agreement shall include a specification of the date upon which the amendment takes effect, and the amendment shall thereafter become part of this Handbook. In the event that any provision of this Handbook is found by a court or tribunal of competent jurisdiction to be illegal or unenforceable, then such provision shall be severed from the Handbook as having no force or effect; but the remainder of the Handbook shall continue in full force and effect. In the event any such decision of a court or tribunal of competent jurisdiction is appealed, the operation of the provision in question shall be suspended pending the outcome of such appeal. September 15 to December 15 February 1 to April 30 - May 1 to June 30 - Preliminary meetings to review possible issues Negotiation by negotiating committees Action by both parties respecting negotiated amendments - 6 - Faculty Handbook Article 4 4. Applications and Exclusions 4.01 Except as provided in 4.02, the provisions of this Handbook shall apply to all Members. 4.02 Senior Academic Administrators 4.02.1 Subject to the Objectives Senior Academic Administrators shall execute the terms of this Handbook. When Senior Academic Administrators are acting as members of the academic staff, all terms of the Handbook shall apply to them except Articles 32, 21, 14.09, and Schedules A, B, C, and F. When Senior Academic Administrators who hold concurrent academic rank have ceased to hold a senior administrative appointment, all terms of the Handbook shall apply to them. 4.02.2 Where the application of an Article to a Senior Academic Administrator would require action by that administrator constituting or leading to a conflict of interest, the person who supervises that administrator shall act in his/her stead. Where the person in a conflict of interest is the President, the Vice-President (Academic) shall act instead. 4.03 An appointee who at the time of appointment in July 1967 was a member of the staff of the Lethbridge Junior College shall have his/her years of service at the College considered for all purposes as years of service at the University. 4.04 Retired Members 4.04.1 A retired Member who has been offered an academic appointment at the University must choose between entering into a post-retirement contract or becoming a member of the academic staff provided his/her duties are consistent with the requirements identified in Article 4.04.2. 4.04.2 Except for those with post-retirement contracts, an employee shall be designated as a member of the academic staff as specified in Article 2: Faculty Members, Professional Librarians, Instructors/Academic Assistants, provided that his/her regular duties to be assigned pursuant to Article 13 consist of any of the following: (a) teaching two or more full Credit Courses per year and scholarly research or academic administration or (b) if a significant component of his or her assigned workload consists of scholarly research or academic administration or professional library services as specified in Article 14 or instructor/academic assistant duties as specified in Article 15 or (c) otherwise at the discretion of the Board after consultation with ULFA. 4.04.3 Members of the academic staff may have term positions, tenured or continuing positions, or reduced load positions (see Article 33); they may also be members of the administrative staff. 4.05 Those members of the academic staff who are also Senior Academic Administrators as specified in Article 2 shall be deemed inactive members of ULFA. Inactive members of the Association do not participate in the activities of the Association wherever such participation would be a conflict of interest, nor do they pay dues. 4.06 Those members of the academic staff who are nominated by GFC and elected by the academic staff to serve as members of the Board of Governors and those nominated by the Association to serve on the Board of Governors shall be deemed to be inactive members of the Association for the term specified in the Order in Council for their appointment to the Board or as long as such individuals serve on the Board. These Members shall also be excluded from serving on all personnel committees under Article 17 during the time they serve on the Board. - 7 - Faculty Handbook Article 4 4.07 In each contract year, the Board shall make available to the Association a sum equal to the Association dues (based on the academic portion of their salaries) for each of the inactive Members. For this purpose the mill rate shall be the average Association rate for the two preceding academic years. Such funds will be contributed as follows: one-half to Association Conference Travel and one-half to the Association Stabilization Fund. No amounts shall be assessed for Confederation of Alberta Faculty Associations (CAFA) or Canadian Association of University Teachers (CAUT) dues. Inactive Members of the Association are excluded from Association benefits only as stated in Article 4.02.1. 4.08 The Board contribution for inactive Members, as provided in Article 4.07, shall be paid in monthly instalments, in a manner similar to and with information as provided in Article 6.03 for Members. - 8 - Faculty Handbook Article 5 5. Recognition 5.01 The Board recognizes the Association as the exclusive bargaining agent for all Members, except as provided in Article 4.02.1. 5.02 The Board recognizes the desirability of providing office space to the Association and shall endeavour to do so in the context of space allocations designed to meet the needs of the University. 5.03 Deduction of Dues 5.03.1 The Board shall deduct from the monthly salaries of all active Members dues as assessed by the Association. Dues shall be remitted to the Association, the Confederation of Alberta Faculty Associations (CAFA) and Canadian Association of University Teachers (CAUT) by the last banking day of each month. Any adjustments shall be reconciled in the next month. 5.03.2 The Board shall inform the Association of the name of and the deductions made for each Member, and may provide CAUT or CAFA with the following information: Academic Rank Number of Members in each Academic Rank Total Amount Being Remitted for that Academic Rank. 5.04 Course Release Time For the purposes of this clause, a "year" is defined as any July 1 to June 30 period, and a "bargaining year" any July 1 to June 30 period where bargaining has commenced and is active in accordance with Article 3.02. Should such an active bargaining year extend beyond that July 1 to June 30 period in which bargaining has commenced, the bargaining year will be extended on a pro-rated basis to those regular semesters where bargaining remains active, for the purposes of determining the release time available during that bargaining year. 5.04.1 At no cost to the Association, the Association shall be entitled to the equivalent time in 3- Credit hour Courses (the single course release rate) in each regular semester on the following basis: (a) Five (5) single course release rates for ULFA Executive Committee or other ULFA Committee members in any year; (b) Two (2) additional single course release rates for ULFA Committee members in any bargaining year; (c) No more than one (1) such Member accorded release in any non-bargaining year shall be accorded more than two (2) single course release rates, and only at a rate of one (1) course release rate per regular semes
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University of Lethbridge Facts Book 2014-2015
University of Lethbridge, 2015Co-Authors: University Of LethbridgeAbstract:The University of Lethbridge facts book for 2014-2015.2014/2015 Copyright University of Lethbridge Quick Facts Fall Term Indicators: 2010 2011 2012 2013 2014 % Change Total Student Enrolment 8,374 8,359 8,253 8,212 8,059 -1.9 Full-time 7,253 7,227 7,191 7,191 7,098 -1.3 Undergraduate (Full-Time) 6,906 6,893 6,814 6,754 6,653 -1.5 Master's & Doctoral (Full-Time) 347 334 377 437 445 1.8 Female 4,805 4,813 4,727 4,705 4,653 -1.1 From Lethbridge 2,199 2,211 2,247 2,247 2,140 -4.8 Out of Province (from Canada) 950 899 912 892 869 -2.6 New High School 1,103 1,085 998 1,112 1,029 -7.5 New Transfer 1,020 952 939 787 745 -5.3 Open Studies 269 326 322 329 311 -5.5 Visa Students (Student & Other Visas) 434 450 442 470 544 15.7 International Students (By Citizenship) 730 763 790 813 888 9.2 Fall FTE (Full-time Equivalents) 7,551 7,527 7,466 7,456 7,348 -1.4 Average Age Undergraduate Full-time 22 23 23 23 23 0.0 Undergraduate Part-time 29 29 30 29 29 0.0 Master's Full-time 31 29 30 29 29 0.0 Master's Part-time 39 39 39 39 37 -5.1 Doctoral Full-time 31 31 32 31 32 3.2 Total Applicants 6,045 6,105 6,019 5,590 5,769 3.2 Offered 4,817 4,734 4,780 4,323 4,370 1.1 Accepted 3,495 3,361 3,524 3,152 2,970 -5.8 Annual Indicators: 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 % Change Annual FTE 8,597.0 8,563.4 8,442.0 8,436.4 8,332.1 -1.2 Total Graduates 1,769 1,872 1,777 1,758 1,711 -2.7 Fall 315 358 339 270 309 14.4 Spring 1,454 1,514 1,438 1,488 1,402 -5.8 Degrees Conferred 1,917 2,036 1,940 1,940 1,879 -3.1 Undergraduate Credit Hours Taught 190,035.0 188,263.5 185,023.0 183,581.5 181,610.5 -1.1 Arts and Science 100,612.5 101,212.5 100,086.0 96,798.0 96,268.5 -0.5 Education 13,452.0 12,702.0 13,406.5 13,734.5 13,255.5 -3.5 Fine Arts 25,678.5 24,891.0 23,686.5 23,994.0 22,381.5 -6.7 Health Sciences 16,809.0 17,538.0 16,848.0 18,221.0 19,318.0 6.0 Management 33,483.0 31,920.0 30,996.0 30,834.0 30,387.0 -1.4 Language Centre Enrolments 128 112 127 173 189 9.2 Research Grants Received $22,161,000 $17,144,000 $15,272,023 $16,302,340 $16,408,351 0.7 % Change = The percentage that the 2014/2015 value increased or decreased from the 2013/2014 value. Open Studies students were previously reported as undergraduate Arts and Science students. They are now reported as Open Studies students at the appropriate level. June 1, 2015 The FACT BOOK is designed to provide users with statistical information needed for planning and reporting at all levels of our institution. The following are highlights for the fall 2014 semester in the FACT BOOK: • There were 7,498 undergraduate students, 561 graduate students, and a total enrolment of 8,059 students • Graduate students made up 7% of the total student population • 7,098 students were full-time • 745 students attended the Calgary campus, 179 attended the Edmonton campus, and the overall proportion of students on the northern campuses was 11.5% • There were 544 visa students and 403 students that declared first nations status • 1,029 new high school and 745 new transfer students began their studies at the U of L • 60% of the student population came from the Calgary and Lethbridge census divisions The FACT BOOK can be viewed on the web at www.uleth.ca/analysis/documents. If you have any comments or questions regarding the FACT BOOK or should you have specific data requirements, please do not hesitate to contact Institutional Analysis. We greatly appreciate the assistance of the individuals and departments that made the publication of the 2014/2015 FACT BOOK possible. We also wish to acknowledge the university faculty and staff for their positive feedback and endorsement of the FACT BOOK series. Yours sincerely, Mandy Moser Darlene Unrau Manager, Institutional Analysis Senior Institutional Analyst Jon Kozub James Croil Institutional Analyst Business Intelligence Analyst University of Lethbridge FACT BOOK 2014/2015 Introduction Page University of Lethbridge Terms and Definitions .…………………………………...……………...........…………………………… 9 Enrolments Summer Undergraduate Enrolments by Session x Faculty x Year ..……….…......……..…….…………………………………… 13 Summer Master's and Doctoral Enrolments by Session x Faculty x Program x Year …….....…......................................…… 14 Summer Enrolments by Level x Faculty x Year ……………............................................………….............…………………… 15 Summer Master's and Doctoral Enrolments by Faculty x Program x Year …………………………....................................... 16 Fall Undergraduate Enrolments by Attendance x Faculty x Year ...………………………………………………..……........…… 17 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ………..............................................…… 18 Spring Undergraduate Enrolments by Attendance x Faculty x Year ..………………………………………...…………………… 20 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program x Year ……………………………................. 21 Fall Enrolments by Level x Faculty x Program x Attendance x Gender ..….................................................……….......……… 23 Fall Enrolments by Level x Faculty x Program x Campus ...……………………………………………...............………………… 26 Fall Enrolments by Level x Faculty x Program - 5-Year Trend ……………………………………………....................………… 29 Spring Enrolments by Level x Faculty x Program x Attendance x Gender .........................................…………………......... 32 Spring Enrolments by Level x Faculty x Program x Campus ......……………………………………...……………........……… 35 Spring Enrolments by Level x Faculty x Program - 5-Year Trend ………………………………………….……………............ 38 Annual Enrolments by Level x Attendance x Campus - 5-Year Trend …………………………………………………………… 41 Annual Enrolments by Level x Campus x Faculty - 5-Year Trend ………………………………………...……………………… 43 Fall Enrolments by Major x Level - 5-Year Trend ................................................................................................................... 46 Spring Enrolments by Major x Level - 5-Year Trend .............................................................................................................. 49 Summer Enrolments by Session x Level x Faculty - 10-Year Trend ………….........................................……………………… 52 Summer Master's and Doctoral Enrolments by Session x Faculty x Program - 10-Year Trend …………………..…………… 55 Fall Enrolments by Attendance x Level x Faculty - 10-Year Trend ………………………..........………………………………… 58 Fall Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend …………..................………… 60 Spring Enrolments by Attendance x Level x Faculty - 10-Year Trend …………………………………...….....………………… 63 Spring Master's and Doctoral Enrolments by Attendance x Faculty x Program - 10-Year Trend ………...........……………… 65 Annual FTE Enrolments by Level x Faculty - 10-Year Trend .…………………………….……………………………………… 68 Annual FLE Enrolments by Level x Faculty - 10-Year Trend …………………………………………………………..…………. 69 Applications/Registrations/Credit Hours Summer Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………………….. 70 Fall Undergraduate Credit Hours Taught by Faculty x Department x Course Level .…………………………..……......……… 71 Spring Undergraduate Credit Hours Taught by Faculty x Department x Course Level …..…....…………………………......… 72 Summer Undergraduate Credit Hours Taught by Faculty x Department x Campus ………………………………………....... 73 Fall Undergraduate Credit Hours Taught by Faculty x Department x Campus .………………………………………….……… 74 Spring Undergraduate Credit Hours Taught by Faculty x Department x Campus ................................................................. 75 Annual Undergraduate Credit Hours Taught by Faculty x Department - 5-Year Trend ………………………………..…...…… 76 Annual Undergraduate Credit Hours Taught by Faculty x Semester - 5-Year Trend …………………………...……………..… 77 Annual Master's and Doctoral Credit Hours Taught by Faculty x Semester - 5-Year Trend ………………….……..………… 78 Annual Credit Hours Taught by Faculty x Course Level - 5-Year Trend …………………………...…………….……..………… 79 Annual Section Registrations by Faculty x Section Type - 10-Year Trend ………………………………………….…….……..… 81 Annual Number of Sections by Faculty x Section Type - 10-Year Trend …………………………………..………….……..…… 83 Table of Contents University of Lethbridge FACT BOOK 2014/2015 Table of Contents Applications/Registrations/Credit Hours Annual Average Lecture Size by Faculty x Course Level - 10-Year Trend ……………….………….………………………….. 85 Annual Application Activity by Level x Faculty x Program ………………………...………………………...……………………… 87 Annual Application Activity by Level x Campus x Student Type ……………………………………...……….………………….. 91 Fall Application Activity by Level x Faculty x Program - 5-Year Trend ………..…………………………...……………………… 93 Student Attributes Fall Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............................................……………………....……… 97 Spring Enrolments by Level x Faculty x Gender - 5-Year Trend ……….............……………………....………………………… 98 Annual Enrolments by Semester x Age x Attendance x Gender x Level ……….............……………………....………………… 99 Fall Enrolments by Level x Attendance x Student Type - 10-Year Trend ……….................…....…......……………………… 100 Spring Enrolments by Level x Attendance x Student Type - 10-Year Trend ……........……………………………………......… 102 Fall Enrolments by Level x First Nations Status - 5-Year Trend ………………...………..…..........……………………………… 104 Spring Enrolments by Level x First Nations Status - 5-Year Trend ………………….……...........……………………………… 105 Fall Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend .…………………………...……….........……… 106 Spring Enrolments by Level x Attendance x Citizenship Status - 10-Year Trend ………………………………………………… 107 Annual Enrolments by Semester x Campus x Visa Status - 5-Year Trend ……....................................................…………… 108 Fall New High School Enrolments by Faculty x Program - 5-Year Trend ………………………………………………………… 109 Fall New Transfer Enrolments by Level x Faculty x Program - 5-Year Trend …..........................................................……… 110 Fall New High School Enrolments - Average Entry Grades by Faculty x Program - 5-Year Trend ……………........………… 113 Fall New High School Enrolments by Region x City of High School Last Attended - 5-Year Trend ……………………..…… 114 Fall New Transfer Enrolments by Level x Region x Institution Last Attended - 5-Year Trend ………..........…………………… 116 Fall Enrolments by Level x Country of Citizenship - 5-Year Trend ……………………………..…………………………………… 118 Spring Enrolments by Level x Country of Citizenship - 5-Year Trend ………………………………………………..…………… 123 Fall Enrolments by Geographic Source x Level x Attendance …………………………………...……………………...………… 128 Spring Enrolments by Geographic Source x Level x Attendance ………………………………………...………………………… 129 Fall Enrolments by Geographic Source x Campus ……………………………………….…………………...……………………… 130 Spring Enrolments by Geographic Source x Campus …………………………………………………………….………………… 131 Fall Undergraduate Enrolments by Geographic Source - 10-Year Trend ………………………..………………………………… 132 Fall Master's and Doctoral Enrolments by Geographic Source - 10-Year Trend …………………….......……………………… 133 Fall Enrolments by Geographic Source - 10-Year Trend …………………........…………………………………………….……… 134 Performance and Outcomes Summer Grade Distribution by Faculty x Course Level ……………………………………………………………….........……… 135 Fall Grade Distribution by Faculty x Course Level ………………….……………………………………...………………………… 137 Spring Grade Distribution by Faculty x Course Level ……………………………………………………………………...………… 139 Graduates by Level x Faculty x Program x Convocation Term - 5-Year Trend .....……….....………………………….………… 141 Graduates by Credential Level x Gender - 10-Year Trend ………………………………...……………………………………… 144 Parchments Awarded by Level x Faculty x Credential Type x Convocation Term - 5-Year Trend …………………...………… 145 Other Statistical Information Provincial Demographics and Fall Full-time University Enrolments - 10-Year Trend …………………………………………… 147 Net Assignable Space by Function - 10-Year Trend .....………………………………………..…………………………........…… 148 Employee Profile - Salary by Employee Group …………………………………………………..…………………………........... 149 University of Lethbridge FACT BOOK 2014/2015 Table of Contents Other Statistical Information Employee Profile - Gender, Age, and Years of Service by Employee Group .....………………………………...................…… 150 Employees - Headcount and FTE Positions by Faculty/Department …………………………………………..……………....... 151 Non-Credit Activity - Music Conservatory - 10-Year Trend ……………………………….…............…………………………… 152 Non-Credit Activity - Sport & Recreation Services - 5-Year Trend ……..........................................…………………………… 153 Non-Credit Activity - Event Attendance - 10-Year Trend ……………………..................................……………………………… 154 International Centre for Students - Enrolments ………….………………………………………………..…………………………… 155 Library Resources and Services - 8-Year Trend ………………………………………………………………………………...…… 156 Value of Research Grants Received by Sponsoring Agency - 10-Year Trend ……………….....………………………………… 157 Distribution of Total Sponsored Research Revenue by Faculty x Department ……………………………………..…………… 162 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge Terms and Definitions Academic Year: Academic Year: The Academic Year runs from May 1 to April 30. This is the basis for the semester system, with Fall and Spring semesters, and separate Summer offerings. Fall semester begins in September and ends in December; Spring semester begins in January and ends in April; Summer offerings begin in May, end in August, and are divided into five sessions—the full term, and session I, II, III, and II/III combined. Students: Enrolment: A student registered in one or more Courses or a placeholder is considered an enrolment. Bachelor of Nursing placeholders attending at Lethbridge College have been removed. An enrolment can be classified as Credit, academic non-Credit, full-time, or part-time. Academic non-Credit students would be students registered in a Co-operative Education Work Experience course, the Management Mentors program, or the Master of Counselling Project. Section Registration: The number of course sections in which a student registers determines the number of section registrations that student generates. Student Type: Institutional origin of a student with respect to a given semester. There are nine student types: New High School (New Post-Secondary) - A student entering the university for the first time with fewer than 3 transferable post-secondary Courses—in general, entering from high school. New Post-Diploma - A student entering a university post-diploma program for the first time who has been granted Credit for an approved diploma from a recognized college or technical or vocational institute. Other New Transfer - A student entering the university for the first time who has been granted Credit for 3 or more transferable post-secondary Courses. Does not include post-diploma students. New Transfer - Includes New Post-Diploma and Other New Transfer students. Continuing - An admitted student who has been enrolled in at least one course (including placeholder Courses) in each consecutive Fall and Spring semester from the time of his or her most recent admission to the university. Returning After an Absence - A student who did not earn post-secondary Credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Returning Transfer - A student who earned post-secondary Credit during an absence of at least one Fall or Spring Semester and is re-entering the university after that absence. Open Studies (formerly Unclassified) - A student who is permitted to register in one or more Courses during a semester or Summer Session but is not admitted to the university. Visiting or Exchange - A student enrolled at one institution who is studying at another institution with permission or under an approved exchange program/agreement. Full-time: A student enrolled in 9 or more Credit hours in a given semester. Students also may be full-time by definition including students enrolled in a Co-operative Education Work Experience course or in an M.F.A., M.Mus., or Ph.D. program. M.A., M.Sc., and M.Sc. (Management) students are full-time by definition if they are completing the program over 24 months. Part-time: A registered student enrolled in fewer than 9 Credit hours in a given semester. Audit students and students registered only in a placeholder course are also part-time. M.A., M.Sc., and M.Sc. (Management) students are part-time by definition if they are completing the program over 48 months. Undergraduate: A student enrolled in an undergraduate level program, regardless of degrees previously awarded to the student. Master’s: A student enrolled in a master’s-level program. Doctoral: A student enrolled in a doctoral-level program. University of Lethbridge FACT BOOK 2014/2015 9 University of Lethbridge Terms and Definitions Students: Full-load Equivalent (FLE): A unit measure of enrolment in which one FLE represents one student for a year of study (typically September through April) taking a full load. Program: Full Load: Undergraduate Programs 30 Credit hours/academic year Master of Education 18 Credit hours/academic year Master of Counselling 12 Credit hours/academic year Post-Graduate Certificate in Counselling 12 Credit hours/academic year Post-Master’s Certificate in Counselling 12 Credit hours/academic year In programs where students are full- or part-time by definition, FLE calculations are not based on Credit hours. In these programs, each student generates FLEs based on their full- or part-time status in the program. Program: FLE Calculation: Master of Arts – full-time 1/2 FLE/semester Master of Arts – part-time 1/3 FLE/semester Master of Science – full-time 1/2 FLE/semester Master of Science – part-time 1/3 FLE/semester Master of Fine Arts 1/2 FLE/semester Master of Music 1/2 FLE/semester M.Sc. (Management) – full-time 1/2 FLE/semester M.Sc. (Management) – part-time 1/3 FLE/semester Ph.D. 1/2 FLE/semester Full-time Equivalent (FTE): A unit measure of enrolment in which one FTE represents one active student registered in the program for at least 60% of the full load of the program for the current session. FTE calculations are also performed on a semester basis and an annual basis. Level: Annual FTE: Semester FTE: Undergraduate Full-time Fall + 1/4 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/4 Part-time Master’s and Doctoral Full-time Fall + 1/3 Part-time Fall and Summer (all students in Summer Session are considered to be part-time) Full-time + 1/3 Part-time Year/Year Level: Undergraduate students are classified by year level according to the number of Credit hours they have successfully completed. Year: Credit Hours: 1 0 - 29.5 2 30 - 59.5 3 60 - 89.5 4 90 - 119.5 5 120 or more Notes: Open Studies students are not admitted to a program and as such are not assigned a year level. Diploma and certificate students do not have a year level calculated due to non-standard lengths of their programs. Post-diploma and second degree students are counted as being in their 2nd, 3rd, 4th, or 5th year. 10 University of Lethbridge FACT BOOK 2014/2015 University of Lethbridge Terms and Definitions Campuses: An applicant is initially assigned to a campus based on the campus declared on the application for admission. Once an applicant accepts an offer of admission, the campus represents the one most recently declared by the applicant. For enrolments, campus is determined by where a student has the most course registrations in a particular semester. When a student has an equal number of registrations on more than one campus, Edmonton is chosen over Calgary, which in turn is chosen over Lethbridge. Registrations on campuses other than Lethbridge, Calgary, and Edmonton are excluded from the campus determination. If a student’s registrations are all on campuses other than Lethbridge, Calgary, and Edmonton, the student is assigned to the Lethbridge campus. For Credit hour reporting, campus refers to the location (Lethbridge, Calgary, or Edmonton) where a course is taught. Lethbridge includes the “L” (Other Lethbridge) and “M” (Lethbridge) campus codes and other campuses besides Calgary and Edmonton. Courses: Credit Course: A course that, if successfully completed, may be Credited to a University of Lethbridge degree, diploma or certificate. A semester course typically is worth three Credit hours. Section: A student or students formally organized for instruction in a specific course offering. A course offering may consist of more than one type of section. For example, one offering may include a lecture, laboratory, and/or tutorial. Course Level: The academic level of a course indicated by the course number. 1000-level Courses include those numbered from 1000 to 1999; 2000-level Courses include those numbered from 2000 to 2999; etc. Undergraduate-level Courses typically include those Courses numbered less than 5000. Master’s-level Courses typically include those numbered from 5000 to 6999. Doctoral-level Courses typically include those numbered from 7000 to 8999. Placeholder: A Placeholder course either enables students not registered in Credit Courses to maintain active student status in their program or enables students registered elsewhere to maintain continuing student status for registration purposes. No Credit hours are attached to Placeholder Courses. Grades: The university employs a letter system for grading, which was revised in Fall of 1988 to include the “+” and “-” sc
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ULFA Faculty Handbook (July, 2014)
University of Lethbridge ; University of Lethbridge Faculty Association, 2014Co-Authors: University Of LethbridgeAbstract:Collective agreement between the Governors of the University of Lethbridge and the University of Lethbridge Faculty Association.The University of Lethbridge Faculty Handbook Effective July 1, 2014 Ratified September 23, 2014 Michael J. Mahon, Ph.D. President & Vice-Chancellor University of Lethbridge Date Witness University of Lethbridge Date Date Ootfabor- H, Date Faculty Handbook TABLE OF CONTENTS 1. Interpretation of Handbook 2. Definitions 3. Amendments 4. Applications and Exclusions 5. Recognition 6. Communication and Information 7. Annual Meeting 8. Delegation 9. Personal Files 10. Courses Taught in Addition to Assigned Teaching Duties, including Summer Session Courses 11. Rights and Responsibilities 12. Criteria For Extension of Probation, Tenure, Promotion and Salary Increments for Faculty Members 13. Assignment of Duties of Members 14. Professional Librarians 15. Instructors and Academic Assistants 16. Termination of Appointment 17. Personnel Committees 18. Appointment of Facuity Members 19. Probation and Tenure for Faculty Members 20. Promotion of Faculty Members 21. Increments for Faculty Members/Professional Librarians 22. Grievance Procedure 23. Mediation 24. Appeals 25. Supervision and Discipline 26. Termination of Appointment for Financial Emergency or Due to Program Redundancy 27. Holidays 28. Vacations 29. Intellectual Property 30. Travel Fund and Expenses 31. Research 32. Salary Schedules, Career Progress Increments, Merit Increments and Economic Benefits 33. Gradual Retirement and Reduced Load Status 34. Leaves of Absence Schedule A. Salary Schedules and Stipends Schedule B. Economic Benefits Schedule C. Negotiation and Impasse - Resolving Procedures Schedule D. Memorandum of Agreement: Tuition Benefit Transition Schedule E. Copyright Schedule F. Professional Activities Report Schedule G. Memorandum of Agreement: Salary Structure Review Schedule H. Memorandum of Agreement: Code of Conduct Board of Governors Faculty Representatives Schedule I. Memorandum of Agreement: Academic Career Implementation Schedule J. Memorandum of Agreement: Daycare Schedule K. Maternity and/or Parental Leave Benefit (Article 34.02) Examples Schedule L. Memorandum of Agreement: Categories of Documents Schedule M. Implementation of Academic Assistant/Instructor Language Schedule N. Memorandum of Agreement: Employment Insurance Premium Reduction Rebate Schedule O. Memorandum of Agreement: Study Leave Working Group Schedule P. Memorandum of Agreement: 2014-2016 Economic Benefits SettlementFaculty Handbook PREAMBLE The Board of Governors of The University of Lethbridge and The University of Lethbridge Faculty Association recognize that the main purposes of the University are: to promote the disinterested pursuit of truth and advancement of knowledge. to promote the generation and transmission of knowledge with proper consideration given to the need for an educated citizenry. and to give appropriate consideration to society's needs for expert advice as well as pure and applied research. The common good of society depends upon the search for truth and its free exposition. Academic freedom in both teaching and research is essential to these purposes. Members are entitled to the freedom to carry out research and to publish the results, to the freedom to teach and discuss their subjects, and to the freedom from institutional censorship. Academic freedom carries with it the duty to use that freedom in a responsible way. OBJECTIVES The main objectives of this Faculty Handbook are the specification of principles and procedures for academic personnel decisions, the peaceful settlement of all disputes, misunderstandings and grievances, and the promotion of harmonious relations between the Board and the Association. The Board and the Association acknowledge • their joint responsibility for the reasonable and just execution of the terms of the Handbook, and • subject to the provisions of the Post-Secondary Learning Act and all applicable provincial and federal statutes, as amended from time to time, this Handbook is binding on the Association, the Academic Staff, and the Board. Toward that end, any invocation of Articles 1 or 22 regarding a Handbook procedure in progress shall stay the procedure pending a resolution of the interpretation or grievance. Any deadlines mentioned in this agreement may be varied by written mutual consent prior to the deadline, by the Board and the Association, and by the Member in cases where the deadline affects the Member concerned.Faculty Handbook Article 1 1. Interpretation of Handbook 1.01 Uncertainties or disagreements about the meaning of the Articles of this Handbook shall be referred to either the President of the University or the President of the Association. Only the President of the University or the President of the Association may choose to convene the Interpretation Committee as in 1.03. The Interpretation Committee shall resolve uncertainties or disagreements about the meaning of the Articles of this Handbook. 1.02 The Interpretation Committee shall consist of the President of the University and the President of the Association. 1.03 The Interpretation Committee shall meet within five (5) working days of the written request of either of its members. 1.04 Where the Interpretation Committee agrees upon an interpretation, it shall become a Schedule of this Handbook until it is incorporated by amendment of the Handbook pursuant to Article 3. 1.05 Where the Interpretation Committee cannot agree upon an interpretation within five (5) working days of the meeting of 1.03, each member shall set forth an interpretation in writing, and the two interpretations shall be submitted to an arbitrator jointly selected by them. If an Interpretation Committee cannot agree on the selection of an arbitrator within five (5) working days after the meeting of 1.03, the arbitrator shall be appointed by a Judge of the Alberta Court of Queen's Bench upon the Petition of either party. 1.06 The arbitrator shall meet only with both Presidents and only jointly, unless the Presidents agree otherwise in writing. Both Presidents shall make a reasonable effort to cooperate with the arbitrator's investigation. 1.07 The arbitrator shall first attempt to mediate the dispute. If the attempt to mediate fails, the arbitrator shall within twenty (20) working days of his/her appointment select without alteration either the Board’s or the Association’s interpretation. The arbitrator's decision shall be final and binding on the Board, the Association, and the Interpretation Committee. 1.08 The arbitrator's decision shall become a schedule of this Handbook, until it is incorporated by amendment of the Handbook pursuant to Article 3. 1.09 Any interpretation pursuant to 1.04 or 1.07 shall be made known in writing by the President of the University to persons affected by it. 1.10 The costs of arbitration shall be shared by the Board and the Association.< < I < < ( < < ( ( ( ( I ( ( t ( ( c (Faculty Handbook Article 2 2. Definitions In this Handbook: 2.01 “Academic Assistant” shall mean a member of the academic staff holding an appointment with the rank of Academic Assistant. 2.02 “Academic Career” shall mean a period of thirty-five (35) cumulative years for Members who hold the rank of Professor or Professional Librarian IV, or twenty-five (25) cumulative years for Members who hold the rank of Associate Professor or Professional Librarian III, or ten (10) years for Members who hold the rank of Assistant Professor or Professional Librarian II. The maximum number of academic career years as defined here does not preclude an individual from spending more or fewer years as a Faculty Member/Professional Librarian. 2.03 “Association” shall mean The University of Lethbridge Faculty Association. 2.04 “Board” shall mean the Board of Governors of The University of Lethbridge. 2.05 “Dean” shall mean the Dean of a Faculty or a person authorized to act in that capacity. 2.06 “Dean/University Librarian” shall mean Dean if affecting the Members in a Faculty or University Librarian if affecting Professional Librarians, or Dean of the Faculty of Education if affecting the Members in the Curriculum Laboratory. 2.07 “Dean's Advisory Committee” shall mean the Dean and Department Chairs in the Faculty of Arts and Science. 2.08 “Department” shall mean an academic unit established by the Board under that designation. 2.09 “Department Chair” shall mean a person authorized to act in that capacity. 2.10 “Faculty” shall mean an academic unit established by the Board under that designation. 2.11 “Faculty Member” shall mean a member of the academic staff with the rank of Professor, Associate Professor, Assistant Professor or Lecturer. 2.12 “Faculty Member(s)/Academic Assistant(s)” shall mean Faculty Member(s) or Academic Assistant(s). 2.13 “Faculty Member(s)/Professional Librarian(s)” shall mean Faculty Member(s) if affecting the Member(s) in a Faculty or Professional Librarian(s) if affecting the Professional Librarian(s). 2.14 “Handbook” shall mean the Faculty Handbook, including schedules thereto. The edition of the Handbook in effect is the one most recently ratified by the Board and the Association, including schedules thereto and any interpretations pursuant to Article 1 or 22. 2.15 “Instructor” shall mean an employee of the academic staff holding an appointment with the rank of Instructor. 2.16 “Instructor/Academic Assistant” shall mean Instructor(s) or Academic Assistant(s). 2.17 “Member” shall mean an employee of the Board who is a Faculty Member, Professional Librarian or Instructor/Academic Assistant. 2.18 “Parties” shall mean the Board and the Association. 2.19 “Part Time” shall mean a Member who has been assigned duties but is not a Sessional Lecturer (Sessional Lecturers Handbook), a Member on Reduced Load Status (Article 33), nor a Member who has been assigned duties on a full load basis.Faculty Handbook Article 2 2.20 “Personal file” shall mean the file maintained by the Dean/University Librarian pertaining to a Member and which contains materials subject to Article 9 of this Handbook. 2.21 “President” shall mean the President of the University, or a person authorized to act in that capacity. 2.22 “Procedural fairness” shall, in any Article of the Handbook in which the duty to act with procedural fairness is expressly declared, mean: 2.22.1 the duty to make a decision without a reasonable apprehension of bias or a conflict of interest. Prior familiarity with the facts of a case does not, by itself, constitute a reasonable apprehension of bias, nor do past friendly or unfriendly relationships. AND 2.22.2 the duty of an adjudicator to interpret and apply the Handbook, including criteria of Article 12 and Article 14, in a reasonable manner. A disagreement with a decision or judgement does not, in itself, constitute a misinterpretation or misapplication of the Handbook, nor does it constitute an unreasonable interpretation or application of the Handbook. AND 2.22.3 the adjudicator or adjudicators shall, within reason, ensure that adequate evidence is presented or collected to meet the standard of proof appropriate to support the decision and shall give due consideration to such evidence. AND 2.22.4 the parties to the procedure have a right to know all the relevant evidence presented in the decision making process. AND 2.22.5 the parties to the procedure have an opportunity to respond to all relevant evidence presented in the decision making process. AND 2.22.6 the parties to the procedure have a reasonable opportunity to present their case to the adjudicator or adjudicators. 2.23 “Professional Librarian” shall mean a member of the academic staff holding appointment in the University Library or in the Curriculum Laboratory of the Faculty of Education and holding an academic degree and a degree in librarianship from an acCredited library school or its equivalent. 2.24 “Professional Librarian(s)/Academic Assistant(s)” shall mean Professional Librarian(s) or Academic Assistant(s). 2.25 “Senior Academic Administrator” shall mean Deans and Associate Deans, University Librarian and Associate University Librarian, Vice-President (Academic) and Associate Vice-President (Academic), Vice-President (Research) and Associate Vice-President (Research), Vice-President (Administration) and Associate Vice-President (Administration) and President, or a person authorized to act in that capacity. 2.26 “Sessional Lecturer” shall mean a member of the Academic Staff appointed by the Dean of a Faculty or School to teach no more than one semester course in a designated semester. Normally, the Sessional Lecturer has full responsibility for the course, but on occasion a Sessional Lecturer will be a member appointed at a partial stipend to teach a defined portion of a course with corresponding teaching responsibilities. Terms and conditions for Sessional Lecturers are governed by the University of Lethbridge Sessional Lecturers Handbook. 2.27 “University” shall mean The University of Lethbridge. 2.28 “University Librarian” shall mean the University Librarian of the University or a person authorized to act in that capacity. 2.29 “Vice-President (Academic)” shall mean the Vice-President (Academic) of the University, or a person authorized to act in that capacity.Faculty Handbook Article 3 3. Amendments 3.01 This Handbook shall be the only Faculty Handbook in effect. It shall continue in force, except as amended through mutual agreement between the parties. 3.02 Unless the two parties agree not to do so, negotiation of amendments shall normally occur each year according to the following schedule: September 15 to October 15 - A preliminary meeting to review possible issues March 1 to April 15 - Negotiation by negotiating committees April 16 to May 31 - Action by both parties respecting negotiated amendments 3.03 To consider the proposed amendments, each party shall designate a negotiating committee of three persons. The two committees shall meet to negotiate the proposed amendments. If the parties agree upon an amendment of this Handbook, the agreement shall include a specification of the date upon which the amendment takes effect, and the amendment shall thereafter become part of this Handbook. In the event that any provision of this Handbook is found by a court or tribunal of competent jurisdiction to be illegal or unenforceable, then such provision shall be severed from the Handbook as having no force or effect; but the remainder of the Handbook shall continue in full force and effect. In the event any such decision of a court or tribunal of competent jurisdiction is appealed, the operation of the provision in question shall be suspended pending the outcome of such appeal.Faculty Handbook Article 4 4. Applications and Exclusions 4.01 Except as provided in 4.02, the provisions of this Handbook shall apply to all Members. 4.02 (a) Subject to the Objectives senior academic administrators shall execute the terms of this Handbook. When senior academic administrators are acting as members of the academic staff, all terms of the Handbook shall apply to them except Articles 32, 21, 14.09, and Schedules A, B, C, and F. When senior academic administrators who hold concurrent academic rank have ceased to hold a senior administrative appointment, all terms of the Handbook shall apply to them. (b) Where the application of an Article to a senior academic administrator would require action by that administrator constituting or leading to a conflict of interest, the person who supervises that administrator shall act in his/her stead. Where the person in a conflict of interest is the President, the Vice-President (Academic) shall act instead. 4.03 An appointee who at the time of appointment in July 1967 was a member of the staff of the Lethbridge Junior College shall have his/her years of service at the College considered for all purposes as years of service at the University. 4.04 (a) A retired Faculty Member who has been offered an academic appointment at the University of Lethbridge must choose between entering into a post-retirement contract or becoming a member of the academic staff provided his/her duties are consistent with the requirements identified in Article 4.04(b). (b) Except for those with post-retirement contracts, an employee shall be designated as a member of the academic staff as specified in Article 2: Faculty Members, Professional Librarians, Instructors/Academic Assistants, provided that his/her regular duties to be assigned pursuant to Article 13 consist of any of the following: a) teaching two or more full Credit Courses per year and scholarly research or academic administration or b) if a significant component of his or her assigned workload consists of scholarly research or academic administration or professional library services as specified in Article 14 or instructor/academic assistant duties as specified in Article 15 or c) otherwise at the discretion of the Board after consultation with ULFA. Members of the academic staff may have term positions, tenured or continuing positions, or reduced load positions (see Article 33); they may also be members of the administrative staff. 4.05 Those members of the academic staff who are also Senior Academic Administrators as specified in Article 2 shall be deemed inactive members of ULFA. Inactive members of the Association do not participate in the activities of the Association wherever such participation would be a conflict of interest, nor do they pay dues. 4.06 Those members of the academic staff who are nominated by GFC and elected by the academic staff to serve as members of the Board of Governors and those nominated by the Association to serve on the Board of Governors shall be deemed to be inactive members of the Association for the term specified in the Order in Council for their appointment to the Board or as long as such individuals serve on the Board. These Members shall also be excluded from serving on all personnel committees under Article 17 during the time they serve on the Board. 4.07 In each contract year, the Board shall make available to the Association a sum equal to the Association dues (based on the academic portion of their salaries) for each of the inactive Members. For this purpose the mill rate shall be the average Association rate for the two preceding academic years. Such funds will be contributed as follows: one-half to Association Conference Travel; one-half to the Association Stabilization Fund. No amounts shall be assessed for Confederation of Alberta Faculty Associations (CAFA) or Canadian Association of University Teachers (CAUT) dues. Inactive Members of the Association are excluded from Association benefits only as stated in Article 4.02(a).Faculty Handbook Article 4 4.08 The Board contribution for inactive Members, as provided in 4.07, shall be paid in monthly instalments, in a manner similar to and with information as provided in Article 6.03 for Members.Faculty Handbook Article 5 5. Recognition 5.01 The Board recognizes the Association as the exclusive bargaining agent for all Members, except as provided in 4.02 (a). 5.02 The Board recognizes the desirability of providing office space to the Association and shall endeavour to do so in the context of space allocations designed to meet the needs of the University. 5.03 Deduction of Dues 5.03.1 The Board shall deduct from the monthly salaries of all active Members dues as assessed by the Association. Dues shall be remitted to the Association, the Confederation of Alberta Faculty Associations (CAFA) and Canadian Association of University Teachers (CAUT) by the last banking day of each month. Any adjustments shall be reconciled in the next month. 5.03.2 The Board shall inform the Association of the name of and the deductions made for each Member, and may provide CAUT or CAFA with the following information: Academic Rank Number of Members in each Academic Rank Total Amount Being Remitted for that Academic Rank. 5.04 Members may, in writing to the Association explicitly stating their reasons, direct that their Association deductions be remitted by the Association instead to a charitable organization registered in Canada. Such deduction shall lapse if not reaffirmed yearly. 5.05 Course relief/release time 5.05.1 The President of the Association shall be entitled to course relief such that the Member will have teaching duties that are the equivalent of one 3-Credit hour course in each regular semester at no cost to the Association. In the case of an Academic Assistant, every reasonable effort will be made to achieve a comparable proportionate reduction in assignment. 5.05.2 The Faculty Association is permitted to buy the equivalent of up to six 3-Credit hour course reliefs or comparable level of reduction in assignment per year, over and above the course relief or comparable level of reduction in assignment granted to the ULFA President, at the actual replacement cost. This course relief or comparable level of reduction in assignment shall be allocated to those members whose duties are of such a nature and extent that release from course or non-teaching assignment would be beneficial to them and the Association. 5.05.3 As soon as possible after the Annual General Meeting, the Association shall inform the President and the relevant supervisors of the individuals who have been assigned course relief or a reduction in assignment. The Dean/University Librarian shall not unreasonably refuse to grant the request. Normally a Member of ULFA, except for the President, shall not receive release time for more than one 3-Credit hour course or a comparable level of reduction in assignment per year under this Article. The weighting of the criteria for the Member's performance
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The Reporter, March 1973
Hunter Library Digital Collections Western Carolina University Cullowhee NC 28723;, 2019Co-Authors: Western Carolina UniversityAbstract:The Reporter is a publication produced by Western Carolina University featuring news, events, and campus community updates for faculty and staff. The publication began in August of 1970 and continues digitally today. Click on the link in the “Related Materials” field to access recent issues.Western Carolina University reporter FACULTY-STAFF NEWSLETTER MARCH 2, 1973 DR. JODY ELECTED VICE CHAIRMAN competition must be received by April OF UNC SYSTEM FACULTY ASSEMBLY 27 * Dr. Marilyn M. Jody, associate profes-sor of English, has been elected to the second-highest representative faculty position in the 16-campus University of North Carolina system. She was elected to the vice-chairmanship of the Faculty Assembly of the University of North Carolina over four other nominees. The assembly was formed to gather and exchange information on behalf of the faculties and to advise through appropriate channels the board of goverr nors, the General Assembly and other governmental agencies and offices on matters of university-wide importance. It also advises and consults with the President of the system. Dr. Jody is one of three WCU members of the assembly. Other members are Dr. Clifford Lovin, professor of history? and Dr. Salvatore Nerboso, head of the Department of Political Science. Entry forms and further information may be obtained from Ray Menze in the Department of Art. FIFTH DIMENSION TO SING HERE The popular singing group, "The 5th Dimension," will perform March 5 at 8 p.m. in Reid Health and Physical Education Building. Also on the program is Merry Clayton, soul singer who has appeared with the Rolling Stones and other artists. Since the group's first big hit, "Up, Up and Away," the 5th Dimension has been a force to be reckoned with in popular music. The Department of State recently announced that the group will tour Turkey and Eastern Europe in April, under the U. S. Cultural Presentations Program. Admission to the Cullowhee performance will be $4 for the general public, and $3 for WCU faculty members and administrators. FIRST FILM EVENT SCHEDULED HERE The first Film Colloquium and Competition at the University will be held May 7-11, sponsored by the Art Students League, the Lectures, Concerts and Exhibitions Committee and the University Center Board. The event, open to the public, will include foreign, popular, art, and historical films and a week-long program of panel discussions and presentations. The activities will begin with a showing of the film "Blow-Up," and end with the awarding of first, second, and third place awards of $200, $100, and $50, respectively, in the film competition. Nonprofessionals may submit two entries in the film competition, either 16mm, 8mm, super 8mm, black and white or color. Judges will be Mrs. Gilbert Stenholm, director of films at Bob Jones University, and Herb Creecy, Atlanta artist. All entries for the Tickets will be available in advance only to WCU students, for whom admission will be $2. Non-students must purchase their tickets at the door. VOLUNTEER WORKERS TO BE TRAINED Western Carolina University has been awarded a grant of $19,600 to establish a program for training volunteer workers to help teach reading and mathematics in public shools in Jackson, Haywood, Transylvania, and Macon counties. The program is designed to identify and train responsible citizens to perform volunteer service in the areas of tutoring and preparing curriculum materials. It will begin March 1, and will continue through this school year and into the summer. The grant, which was awarded by the U. S. Office of Education in the Department of Health, Education and Welfare, will be administered by the School of Education and Psychology. ELECTRONICS RATING EXAM SLATED An examination for the Certified Electronic Technician rating will be administered March 17 from 2-5 p.m. in the electronics laboratory of Carol Grotnes Belk Building. The examination consists of 125 multiple choice questions covering electronic theory, service practices, and trouble shooting procedures. The Certified Electronic Technician rating was developed in 1965 by National Electronic Associations, Inc. Electronic technicians who wish to take the examination must have four years of experience or schooling, and pay a $10 fee. Interested persons should contact the Department of Industrial Education and Technology. JAZZ ENSEMBLE TO PERFORM HERE The Western Carolina University jazz ensemble will perform March 4 at 8:15 p.m. in the Grandroom of Hinds University Center. The performance will include four original works and three arrangements by WCU students. The ensemble will be conducted by R. R. Trevarthen, associate professor of music. It is part of an ensemble program which rotates among jazz, percussion and brass groups. Of the eleven selections on the program, three are original works by David Teague, a senior from Winston- Salem who is currently practice teaching at Sylva-Webster High School. Two other selections have been arranged by Teague. Other numbers on the program include an original work entitled "Nancy," by Barry Tucker, a freshman from Roanoke, Va.; and an arrangement of "Birth of the Blues" by Sandy Boone, a sophomore from Waynesville. The program is open to the public. There will be no admission charge. SALE OF GRAPHIC ARTS PLANNED The Ferdinand Roten Galleries of Baltimore will hold an exhibition and sale of original graphic art in Hinds University Center Thursday, March 8, from 11 a.m. until 7 p.m. The exhibition of modern and contemporary prints, which includes such well-known artists as Picasso and Chagal, is open to the public and all prints will be for sale. WITH THE FACULTY Mary Morris, James Foley, and Robert Balliot attended the American Library Association Mid-Winter meeting in Washington, D. C., during the week of January 29-February 2. The lower lobby of Hunter Library now features a display on book care and binding by Mrs. Henriette Cason, library assistant in archives and v special collections. Included are some examples of her own hand-made end-papers and paste papers, and three handsome rebound books. Mrs. Cason has the equivalent of a master of arts degree in book arts from Johannes Gutenberg University in Mainz, Germany, and has given private music lessons in this area for the past several years. Dr. Richard W. Iobst, university archivist, spoke to the Waxhaw Chapter, Daughters of the American Colonists, at Myers Park Country Club in Charlotte February 17. Dr. Iobst was elected a member of the Board of Trustees of the Western North Carolina Historical Association at a meeting in Asheville on January 27. Dr. Helen Hartshorn and Dr. Otto H. Spilker attended the Southern District Convention of the American Association for Health, Physical Education and Recreation held in Jackson, Miss., Feb. 22-25 at the Heidelberg Hotel. PUBLICATIONS Dr. Arnold M. Nielsen and Dr. Jerauld B. Wright, "The Mountain View Project," North Carolina Journal, February 1973. Dr. George W. Reeser, "Chalk Board and Machine Part Pointer," Useful Ideas, in press. ~~ ~~ Dr. Arnold M. Nielsen, "Try the •Thermal Jug," School Shop, November 1972; "Student Teaching Through Scouts," North Carolina Journal, November 1972; "Electronics at Western Carolina University," North Carolina Industrial Arts Bulletin, September 1972: '"The Big Word is to Share," North Carolina Journal, in press; "A Portable Mixer for the Ceramics Lab," Industrial Arts and Vocational Education, in press. reporter FACULTY-STAFF NEWSLETTER MARCH 9, 1973 1973 UNDERGRADUATE CURRICULAR REFORM INSTITUTE BEING PLANNED Dr. Bill Franklin, head of the Department of Sociology and Anthropology, has been appointed to a committee to design the Social Sciences program for the 1973 summer Institute for Undergraduate Curricular Reform to be sponsored this year by The University of North Carolina. Curricular innovation by way of qucintitative and c omputing techniques is the principal theme of the 1973 Institute. Other members of the design committee are Dr. Ed. Azar, UNC-Chapel Hill; Dr. Marvin Hoffman, Appalachian State University, Dr. Horst Schauland, Duke University, and Dr. Joseph Denk, UNC-Chapel Hill, director of the Institute. Participation in the Institute this summer is open to faculty members of all 45 public and private senior institutions in the state. Beginning in June four separate Institute programs will be held, offering the opportunity for institutional representatives to select the area of interest. The programs are Administrators Workshop on EXAM, HOLIDAY SCHEDULES ADJUSTED The office for academic affairs has approved two modifications to the academic schedule, according to an announcement by Dr. J. Stuart Wilson, vice chancellor for academic affairs. Morning final examinations beginning with the winter quarter examinations will be held from 9:00 a.m. until noon, rather than from 8:00 to 11:00 a.m., Dr. Wilson said. This change is based on a recommendation of the academic affairs committee. The second change# which was approved by the ad hoc committee on the university calendar and the council of academic deans, makes the following change in the academic calendar: Classes will be cancelled beginning at 5:00 p.m. on Friday, April 20 and will resume at 5:00 p.m. on Monday, April 23. This should allow sufficient travel time for students who want to be home for Easter Sunday. decision making and long-range planning for computer facilities, June 1-2; Business-Economics Curricula on quantitative methods, simulations, modeling and data analysis for business and economics education, June 25-July 6? Environmental and Natural Sciences Curricula with special emphasis on biology and chemistry education, June 4-15? Social Sciences with quantitative methods, survey analysis and simulations for political science, psychology, and sociology education, July 16- Aug. 2. Faculty members may obtain application forms from the Office for Institutional Research. DREWRY TO BE DEAN AT MARSHALL Dr. Lyman Aubrey Drewry Jr., dean of the School of Business, has been appointed dean of the Marshall University College of Business and Applied Science. The appointment will be effective July 1. Dr. Drewry, 39, is a native of Richmond, Va« He received his B. S. in commerce, with distinction, from the University of Virginia in 1954. He also completed his graduate work at the University of Virginia, receiving his M. A. in economics in 1956 and his Ph.D. in economics in 1960. He has been a member of the Western Carolina University administration since 1969, serving as associate dean and acting dean before becoming dean in 1970. From 1961 to 1969 he was a member of the University of Georgia faculty, rising from assistant professor of economics to professor of banking and finance. In 1968-69 he served as visiting professor of economics in the World Campus Afloat program aboard the S. S. Ryndam. Dr. Drewry also has taught at the University of Virginia, North Carolina State College, the University of Wyoming, and at Queens College in Charlotte. In 1960-61 he was a Fulbright lecturer at the University of Ceylon. REVISED ACADEMIC CALENDAR IMPLEMENTED FOR 1973-74 A new 1973-74 academic calendar has been announced by Dr, J. Stuart Wilson, vice chancellor for academic affairs. The calendar provides for three quarters, two of which would be for 48 days and one of which would be for 47 days. The calendar also provides for a 25-day Christmas vacation. . Fall 1973 September 15, Saturday September 20, Thursday September 21, Friday September 22, Saturday September 24, Monday September 26, Wednesday November 21, Wednesday, noon November 25, Sunday November 30, Friday December 1, Saturday December 3, Monday December 7, Friday December 8, Saturday The revised calendar was proposed by a special faculty-student committee appointed at the request of Chancellor Jack K. Carlton by Dr. J. Stuart Wilson, vice chancellor for academic affairs. The revised calendar was approved by the Student Government Association Senate, by the faculty academic affairs committee, and by the Faculty-Administration Senate, before being implemented, Quarter Registration for Saturday and Evening Residence Credit Classes Registration for New Students and Schedule Changes for Early Registered Students First Meeting of Thursday Evening Classes Registration for Those Who Did Not Early Register, and Schedule Changes First Meeting of Friday Evening Classes First Class Meeting of Saturday Classes Regular On-Campus Day Classes Begin Late Registration Begins Last Day of Late Registration for All Residence Credit Courses Thanksgiving Holidays Last Day of Regular Classes Last Day of Saturday Classes First Day of Final Examinations Last pay of Regular Class Final Examinations Final Examination Period for Saturday Classes January 2, Wednesday January 3, Thursday January 5 January 7 January 9 March 8, March 9, March 11, March 15, March 16, , Saturday , Monday , Wednesday Friday Saturday Monday Friday Saturday Winter 1974 Quarter Registration for Those Who Did Not Early Register, and Schedule Changes Day and Evening Classes Begin; Late Registration Begins First Class Meeting of Saturday Classes Last Day of Late Registration for All Day Classes Evening Class Registration Ends Last Day of Regular Classes Last Day of Saturday Classes First Day of Final Examinations Last Day of Regular Class Final Examinations Final Examination Period for Saturday Classes March 22, Friday March 23, Saturday March 25, Monday March 27, Wednesday April 12, Monday May 25, Saturday May 31, Friday June 1, Saturday June 3, Monday June 7, Friday Friday - April 15 Spring 1974 Quarter Registration for Those Who Did Not Early Register, and Schedule Changes Evening Classes Meet First Class Meeting of Saturday Classes Day Classes Begin; Late Registration Begins Last Day of Late Registration for All Residence Credit Courses Easter Holidays Last Day of Saturday Classes Last Day of Regular Classes Final Examination Period for Saturday Classes First Day of Final Examinations Last Day of Regular Class Final Examinations reporter FACULTY-STAFF NEWSLETTER March 16, 1973 ART DEPARTMENT HAS NEW CLASSES, LONGER GALLERY HOURS, ACTIVE FACULTY Success of the current Saturday art classes for high school students has prompted the art department to initiate similar classes for students in grades five through eight. Classes will meet from 9 until 10 a.m. each Saturday beginning March 24 for 10 weeks. Class size will be limited to 20 students. Instruction will be under the direction of Dr. Lee Budahl, WCU associate professor of art education. He will be assisted by art education majors. Students interested in participating in the Saturday classes should make reservations with the art department prior to March 20. The fee will be $20 for the ten weeks. The Department of Art has announced new hours for the art gallery in Belk Building. In addition to being open Monday through Friday from 8 a.m. until 4:30 p.m., the gallery also will be open on Sunday afternoons from 1 p.m. until 4 p.m. The additional hours are being made possible by the WCU Student Chapter of the National Art Education Association. The gallery currently is showing through March 27 art by high school students from western North Carolina. Exhibits are changed each month. The ceramic works of William C. Buchanan and watercolors by Francis A. Foster, WCU art faculty members, are on exhibit at the New Morning Gallery in Biltmore. Buchanan, who has his studio in Cullowhee, works primarily with wheel-thrown forms of a traditional nature. His exhibit includes 25 ceramic pieces. Foster is exhibiting 30 watercolors. He maintains a studio in Montreat where he works with mountain scenes in water-colors and acrylics. The exhibit will be open through March 30. William R. Lidh, associate professor of art, currently has a collection of woodcuts on display at Collectorrs Cove Gallery in Atlanta. Lidh, who specializes in woodcuts, teaches drawing, printmaking and art education. He has exhibited widely in national and regional shows and is represented extensively in private collections. Prior to joining the WCU faculty in 1963, Lidh was instructor in drawing and printmaking at Illinois State University for six years. Before that he taught in the public schools in Wisconsin, Illinois and Kansas. He holds the bachelor of science degree and the master of science degree from the University of Wisconsin. Robert Moore, assistant professor of art, will have a one-man exhibition of paintings at the Unitarian Church in Asheville March 18 through April 14. In connection with his exhibition, Moore will lecture on March 25 at the Unitarian Church and at the Asheville Investment Club on March 26. The exhibition will be moved to Hinds University Center on April 24 where it will remain through May 5. Currently the exhibition is at the Converse College Art Gallery in Spartanburg, S. C. DR. MEIGS RECEIVES NEH STIPEND Dr. Joseph Avery Meigs, assistant professor of English, has been awarded a $2,000 stipend by the National Endowment for the Humanities. He will use the funds for a research project on the concept of the Renaissance gentleman. The stipend was one of 145 awarded by the National Endowment for the humanities under "The Younger Humanist Summer Stipend" program. Dr. Meigs will use the facilities of Duke University and the University of Florida in addition to working at WCU. SELF-STUDY TABULATION AVAILABLE The tabulation of results from the faculty and student questionnaires for the institutional self-study have been placed on file in Hunter Library, according to Dr. C. R. Lovin, self-study director. Dr. Lovin said five copies of each tabulation, showing the combined results of the individual faculty responses and combined results of student responses, have been placed on file at the basement desk for the information of faculty members and students. CHAMBER GROUP TO PERFORM HERE The Charlotte Chamber Orchestra will perform March 22 at 8:15 p.m. in Hoey Auditorium. The 26-piece ensemble, under the direction of its founder and director, Jacques Brourman, will play the Concerto Grosso by Geminiani, "Variations Con-certantes for Chamber Orchestra" by Ginastera, and Mozart's Symphony No. 36. The group, which serves as the nucleus of the Charlotte Symphony Orchestra, was formed in 1971. Since then it has received critical acclaim throughout the region. The program is sponsored by the WCU Lectures, Concerts, and Exhibitions Committee. Admission is free to WCU students and subscription series ticket holders. Admission for all others is $2 for adults, and $1 for children. GRADUATE Courses ANNOUNCED Spring quarter evening and Saturday classes for graduate students will begin Tuesday night, March 20. Full-time students should register in person on or before March 19. Part-time students may register in person or by mail? however, registration forms must be received by March 19. Saturday classes will meet at 8:30 a.m. and evening classes will begin at 6:30 p.m. Classes will be offered in chemistry, English, history, mathematics, philosophy, political science, biology, sociology, geography, management, business administration, finance, marketing, education, recreation, psychology, and school administration. A full schedule showing hours and days that the classes will meet may be obtained from the Dean of the Graduate School. SYLVA EXTENSION COURSE OFFERED Western Carolina University will offer an extension course in psychology in Sylva during the spring quarter. The course, Psychology of the Nursery- Kindergarten Child, will be taught by Dr. J. A. Coffey, assistant professor of psychology. The course will start Monday, March 19 at 4:00 p.m., and will meet at the same hour and day throughout the quarter. The location for the course is being arranged with the Jackson County Public Schools and further information may be obtained from the Department of Extension Services. WITH THE FACULTY Dr. Alexander Lesueur, associate professor of music, performed as flute soloist with the Asheville Symphony on January 20. He also attended master classes given by the French flutist, Jean-Pierre Rampal at the University of Maryland Feb. 24. Dr. Lawrence H. Arney, assistant dean of the graduate School and coordinator of the master's program for two-year college teachers, recently attended the American Association of Community and Junior Colleges' convention at Anaheim, California. Dr. Arney also recently attended a meeting of the occupational directors of North Carolina Community Colleges held in Winston-Salem. Dr. Arney was asked to report on efforts being made to incorporate suggested changes in the curriculum for mathematics majors at the master's level preparing to teach in community colleges. Dr. Robert Yowell, assistant professor of speech and theatre arts, recently attended an oral interpretation festival at Terre Haute, Indiana, Feb. 23 and 24. Attending the convention with Dr. Yowell were Nancy Hammill and Steve Carlisle, both speech and theatre arts majors. The convention was attended by some forty colleges and universities. Of 200 students who read, only three were selected by the judges for the final round. Carlisle was one of the final three readers. Western BES FACULTY-STAFF Carolina •B|| NEWSLETTER University March 23, 1973 MEDICINE AND LAW ATTRACTING MORE FRESHMEN, NATIONAL STUDY SHOWS New college students in increasing numbers are turning away from science, engineering and education and hope to enter health and legal fields, according to a survey of first-time, full time freshmen conducted by the American Council on Education. Percentage figures for 1972 freshmen, with comparison figures for 1968 and 1971 in parentheses, who reported
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The Reporter, August 1970
Hunter Library Digital Collections Western Carolina University Cullowhee NC 28723;, 2019Co-Authors: Western Carolina UniversityAbstract:The Reporter is a publication produced by Western Carolina University featuring news, events, and campus community updates for faculty and staff. The publication began in August of 1970 and continues digitally today. Click on the link in the “Related Materials” field to access recent issues.Western Carolina University THE FACULTY-STAFF NEWSLETTER _ AUGUST, 4L97 0 BOARD OF TRUSTEES MEETS, HOLDS ELECTION Dr. Wallace N. Hyde, Asheville civic, business, and political leader, was reelected chairman of the WCU board of trustees at the board's meeting here July 23. Thomas L. Mallonee of Asheville and Candler, district administrative assistant to Congressman Roy A. Taylor, was reelected vice chairman. Both men are graduates of WCU, and have been associated with the institution for many years. Robbinsville contractor Ted Jordan was seated at the meeting as a new member. He was appointed recently by Gov. Robert Scott. WCU BEGINS "PATRONS OF QUALITY" PROGRAM WCU has initiated a "Patrons of Quality" program to increase private financial support of the University. According to President Pow, the program launches a major regional effort to enlist the support of individuals, corporations, and foundations. This "extra margin of support," Dr. Pow said, "can make possible a flourishing University where scholarship, learning, service, and research are the foundations on which the entire region and state may build." Patrons of Quality memberships will be reserved for persons, companies, professional and civic associations, and foundations committed to giving a minimum $1,000 a year for ten years to the University. The first "Patron of Quality" donor was announced last month when Hyde Insurance Agency Inc. of Asheville pledged a gift of $1,000 a year for 10 years to the institution. This action made Board Chairman Wallace N. Hyde the No. 1 Patron of Quality in the current program. Other patrons to date include: Jonathan H. Woody, Class of 1914 Burlington Industries Foundation Thomas Vernon Parker Memorial Fund James A. Rigdon Western Carolina Telephone Co. Moland-Drysdale Corporation James G. K. McClure Educational Fund, Inc. Citizens Bank and Trust Company The Northwestern Bank Wachovia Bank and Trust Company Foy and Lee Associates Irwin Belk Charles 0. Van Gorder Patrons of Quality contributions will be used to support scholarships for superior students, endow chairs and create visiting professorships, support faculty fellowships and research, provide graduate fellowships, strengthen library resources, support the WCU program of international education, provide matching monies for governmental grants, and help meet other needs. WCU EXPANDS INTERNATIONAL PROGRAM WCU and the Office of Overseas Schools of the U.S. Department of State have entered into an agreement which will enlarge the role of the University in international education. Under the agreement, WCU will offer a wide range of services to various American-sponsored schools in North Africa. During the fall quarter, the University will provide in-service Credit Courses in Tangier, Morocco and Benghazi, Libya. WCU will offer consultative services in Tunis, Tunisia; Algiers, Algeria; and Rabat, Morocco, during the same period. Curriculum materials and ideas will be exchanged between the University and both American-sponsored and national schools in the Maghreb region of Morocco, Algeria, Tunisia, and Libya. The program is designed to provide broadening experiences for professors from the University, and an opportunity for various educational exchanges. It is expected to attract several overseas scholars to the WCU campus, and will add an international flavor to the University through the placement of selected freshmen from the overseas countries. SCHOOL OF HEALTH SCIENCES AND SERVICES ESTABLISHED Harry E. Ramsey, assistant professor of social work, has been named administrative director of a newly-established School of Health Sciences and Services. 2 The new school, which becomes the fourth undergraduate school of the University, will include WCU's degree programs in medical technology, medical records administration, and community health education. It will also include the University's student-health services and mental health center. Establishment of the new school, which came after a study of more than two years, has received the endorsement of state and national health authorities. Ramsey is a graduate of WCU, and holds the master of social work degree from Florida State University. CAMPUS CONSTRUCTION CONTINUES, AND MORE IS PLANNED Vice President for Administration Frank H. Brown Jr. has given the following report on the status of all University construction projects: MEN'S, WOMEN'S Work began June 22, 1970, with H. L. RESIDENCE HALLS Coble Construction Co. as the general contractor. The men's hall is being built on Central Drive near Albright- Benton residence halls. The women's building is being erected on a site adjacent to the new high-rise women's dormitory on University Drive. Each will be a nine-story building. Completion target: December, 1971. ART, INDUSTRIAL Construction by C. J. Kern and W. H. TECHNOLOGY, HOME Weaver construction firms ( a joint ECONOMICS CENTER venture project) proceeding well on schedule. Completion target: April, 1971. Total cost: $2,442 million. REID GYMNASIUM Construction work by Associated Con- ADDITION structors completed. Final inspection on corrected electrical system work to be held soon. Occupancy scheduled for fall quarter. Total cost: $750,000. TWELVE NEW Construction by Driveways Inc. was TENNIS COURTS started July 1, with completion scheduled September 22. Total cost: $60,000. 3 LAUNDRY Construction work completed/ ready ADDITION for final inspection. Contractor: Haywood Construction Co. Total cost! $75,000. WATER STORAGE RESERVOIR One million gallon storage capacity. Plans and specifications by William C. Olsen and Associates, Engineers, of Raleigh, completed. Ready for bids pending transfer of required land. Appropriated funds: $175,000. SEWAGE TREATMENT PLANT Plans by Olsen and Associates completed; advertising for bids depends upon action on application for federal funds; off-campus location expected to be approved. State funds appropriated: $500,000. GRAHAM INFIRMARY ADDITION Revision of preliminary plans under way by architect; total authorization for project, including equipment: $102,000. ELECTRICAL SYSTEM ALTERATIONS-UNDERGROUND PLACEMENT OF OVERHEAD WIRES Field survey and topographical map work completed by Olsen and Associates; consultation required with Western Carolina Telephone Co, to determine its plans for similar underground installations. Funds appropriated: $250,000. RE-ROOFING STILLWELL Work under way by Stroup Sheet Metal Co., Asheville. HUMANITIES BUILDING Advance planning work proceeding under state grant, initial projections call for a structure that might run to 160,000 sqaure feet of floor space, largest single structure on the campus. The 1971 General Assembly will be asked to fund the project. FACULTY HOUSING Plans on architect's drawing board; interest-subsidy grant tentatively approved (see separate item). 4 POST OFFICE, BANK BUILDING Post office floor plans being studied with relationship to second floor space requirements. CAMPUS PLANNING Campus plan work under way by Richard C. Bell Associates of Raleigh, firm retained by the University. FACULTY HOUSING PROJECT GETS FEDERAL ASSISTANCE The Department of Housing and Urban Development has approved an interest subsidy of $9,100 a year for up to 30 years for a WCU faculty housing project. The project calls for construction of five large apartment buildings, each containing four apartment units for faculty families. It was authorized by the 1969 General Assembly as a self-liquidating construction program, which means that rents collected from the occupants will be committed to payment of the construction loan. The HUD authorization will assist the University in payment of interest costs on a private market, HUD-supported loan of $275,000 toward the total project cost of $432,000. The subsidy is subject to enactment of the fiscal 1970 second supplemental appropriation bill by the Congress. HARRIET PARKER APPOINTED REGISTRAR Mrs. Harriet M. Parker, WCU assistant registrar since 1957, has been appointed to the position of registrar. A native of Cullowhee, Mrs. Parker is a graduate of WCU and has had postgraduate work in the field of business. ECONOMIC DEVELOPMENT CENTER RECEIVES GRANT The Economic Development Administration has approved a $100,000 grant to the WCU Economic Development Center. The grant will enable the Center to continue planning and technical assistance for economic development in a 28-county area of Western North Carolina, and on the Cherokee Indian Reservation. The WCU center was established last year with state and federal funds, including a similar $100,000 EDA grant. 5 WCU HOSTS RESCUE SQUADS, STATE ATTORNEY GENERAL North Carolina Attorney General Robert Morgan addressed the first annual Southeastern States Rescue Seminar on the WCU campus August 1. His speech explored problems of the "good Samaritan" and the law. The two-day seminar, sponsored by WCU and the North Carolina Department of Insurance, attracted participation from rescue squad organizations from throughout the Southeastern states. Dr. Paul Eddy and staff members of the Mental Health Center directed one division of the seminar. Health Affairs Director Dr. H. A. Matthews and Dr. Glenn Bridges, director of the Division of Continuing Education, coordinated the University's role in sponsoring the event. WCU UPGRADES SCIENCE TEACHER TRAINING WCU will begin an experimental program for the preparation of physics and chemistry teachers this fall in conjunction with the Education Development Center of Newton, Mass. WCU is the only school in the Southeast selected for participation in the pilot phase of the nationwide undertaking, aimed at improving the training of physical science teachers. An inter-disciplinary committee, headed by Dr. J. Y. Bassett, chairman of the Division of Natural Sciences and Mathematics, and Associate Professor Richard Berne, director of science education, is now working on implementing the program, which is being developed by EDC under a grant from the National Science Foundation. "OPERATION EARLY BIRD" TEACHES BLIND STUDENTS COLLEGE SKILLS Twenty-eight visually-impaired high school graduates are on campus, participating in "Early Bird," a program designed to prepare them for the problems they will encounter when they enter college as freshmen in the fall. Program director Minor Wilson explains that the problems of adjusting to the social and academic aspects of college life are much greater for blind students than for others. Early Bird makes this adjustment easier by putting the blind student in a typical university situation and teaching him how to solve his problems. Blind students from across the state come to WCU for the five-week orientation program. When they complete their training,- they attend the college of their choice. 6 The program, now in its fourth year, has been successful in reducing the dropout rate among blind college students. Early Bird is sponsored by the N. C. State Commission for the Blind, in cooperation with WCU. HEARING PLANNED ON REGIONAL MENTAL HEALTH CENTERS The regional mental health centers task force of the study commission on North Carolina's emotionally distrubed children will hold a hearing Friday, August 21, from 10 a.m. to 4 p.m. in the conference-library suite of the Clinic annex. The task force has been charged with the responsibility of evaluating the regional mental health center concept as a means of serving the needs of North Carolina's emotionally disturbed children, determining what kinds of services should be offered at a regional center, and suggesting where the centers should be located. It is composed of professionals and interested lay people from across the state. Dr. H. A. Matthews, director of health affairs, is the regional member on this task force. All interested citizens are invited to attend the hearing. WCU HOSTS COMMISSION FOR THE BLIND WORKSHOP The N. C. State Commission for the Blind sponsored a four-day workshop here August 4-7. About 75 members of the commission's rehabilitation staff from across the state attended the workshop, which was intended to acquaint them with new concepts and techniques in counselling the blind. Participants were welcomed to WCU by alumnus Grady R. Galloway, chairman of the commission, and by President Pow. ADVISORY BUDGET COMMISSION WILL VISIT WCU The North Carolina Advisory Budget Commission will be on campus August 17 from 11:30 a.m. until 2:30 p.m. The visit, a biennial occurrence, will give commission members an opportunity to evaluate WCU's "C" budget requests for capital improvements during the next biennium. MENTAL HEALTH CENTER EXPANDS OPERATIONS The Mental Health Center opened a satellite clinic at Marble on July 30. Psychologist Alan Marshall will direct the new clinic, which will improve services to Cherokee, Clay, and Graham counties. Ron Blackburn will supervise recreation and occupational therapy at the new clinic. 7 DEVELOPMENTAL EVALUATION CLINIC PLANS WORKSHOP Western North Carolina public health nurses, school nurses, and related personnel will attend a one-day, in-service workshop August 31. The workshop, which will be conducted by the Developmental Evaluation Clinic, will be held at the Court Hill Inn in Sylva. Emphasis will be placed on the Denver Developmental Screening Test, which will be demonstrated and discussed. Mrs. Nancy Haliburton, pediatric nurse specialist for the Guilford County Health Department, will be the keynote speaker. MENTAL HEALTH CENTER ADDS TO STAFF Two medical student interns have joined the staff of the Mental Health Center. Les Reitman of West Orange, N. J., and Jake Webel of Akron, Ohio, will serve as resource persons in the center, under the auspices of the Appalachian Regional Commission and the State of Franklin Health Council. The center serves the seven-county State of Franklin area, offering aftercare and partial hospitalization services to patients returning home from mental hospitals and others who are too ill to function effectively in society, but not ill enough to be hospitalized. JIM ALEXANDER JOINS UNIVERSITY CENTER Asheville native Jim Alexander has been appointed assistant director of the A. K. Hinds University Center. A graduate of Mars Hill College, Alexander has studied religion, English, and drama. He is married to the former Estelle B. Jordan of Atlanta, Ga. ECONOMIC DEVELOPMENT CENTER INCREASES STAFF Gordon S. Sanford has joined the staff of the Economic Development Center as project manager and research assistant. Sanford, who will also be an assistant professor in the School of Business, comes to WCU from the faculty of North Carolina State University. RICHARD BERNE NAMED TO NEW POST Richard C. Berne, director of science education, has been named to the new position of assistant vice president for summer school extension. Announcing the appointment, President Pow said it was part of a new effort to expand WCU's role in meeting increased educational needs 8 throughout Western North Carolina. Extension activities will be enlarged, he said, to provide more regional services, more off-campus short Courses, specialized educational opportunities throughout the region, and a greater variety of adult Credit and non-Credit offerings, both on campus and in extension. Berne is transferring to the Office for Academic Affairs, and will report directly to Dr. W. Newton Turner, vice president for academic affairs. The new office will include the Division of Continuing Education, of which Dr. Charles G. Bridges is director, and will have promotional responsibilities for summer school, of which Dr. Turner is director. STATUS REPORT ON GRANTS AND CONTRACTS Dr. Aaron Hyatt, director for institutional research and development, reports that during July his office received notification of eight grants and contracts, totalling $114,428. During the same period, three grant applications were filed, for a total of $63,734. WCU now has 21 contract and grant applications pending, for a total of $817,654.50. Seventy different contracts and grants, worth $2,060,723.12, are active at the present time. TRUSTEES APPROVE "EMERITUS" TITLE At their July 23 meeting, the WCU Board of Trustees approved the status of professor emeritus for three long-time members of the faculty who have retired. Dr. Mabel T. Crum, professor of English; Filo A. Hodges, professor of chemistry; and Dr. Harold W. Kennedy, professor of education, were all accorded the honor. NEW HISTORY DEPARTMENT HEAD NAMED Ellerd Miner Hulbert, a native of Hartford, Conn., has been named head of the Department of History. Hulbert is a graduate of Trinity College. He has the master of arts degree from Yale University, and is a candidate for the Ph.D. in Russian, English, and European history at the University of Chicago. Prior to his appointment here he was administrative dean at Frederick Community College in Portsmouth, Va. FIRST NURSING DEPARTMENT HEAD APPOINTED The new Department of Nursing will be headed by Clair Eugene Martin, former instructor of psychiatric nursing at the University of Florida. 9 Mr. Martin, from Lancaster, Pa., holds the B. S. in nursing degree from Goshen College in Indiana, and the master's degree from the University of Florida. The nursing degree program was begun here in the fall of 1969. This fall the new department will enroll 33 freshmen, 15 sophomores, and 35 registered nurses. PUBLICATIONS Dr. James D. Wilson, "Communicating With the Public," California School Board Journal, May, 1970. Patricia Shoemaker, Barbara Carter, R. A. Youth, and W. L. Latham, "Improving College Reading Skills: A Disconcerting Note," Western Carolina University Journal of Education, Spring, 1970. BOOK REVIEWS Dr. W. L. Chovan, review of William Glasser, Schools Without Failure, in Western Carolina University Journal of Education, Spring, 1970. Dr. Reuben J. Swanson, review of Albert Vail and Emily McClellan Vail, Transforming Licyht: The Living Heritage of World Religions, in Choice, a publication of the Association of College and Research Libraries. Dr. Reuben J. Swanson, review of M. Mees, Die Zitate aus dem Neuen Testament bei Clemens von Alexandrien, in Journal of Biblical Literature. AWARDS AND RECOGNITION Jack W. Barnett, associate professor of accounting, has been presented the 1969-70 award of the Society for Advancement of Management for "valuable contribution to the School of Business." Robert A. Youth, psychology instructor, was awarded the Certificate of Appreciation from Psi Chi National Honor Society in Psychology in appreciation of his work in establishing a Psi Chi chapter here. Esther Seay, speech therapist for the Development Evaluation Clinic, has been presented the 1970 Felix S. Barker award of the North Carolina Council for Exceptional Children. 10 Dr. Alex S. Pow has been appointed to the Committee on International Relations of the Southern Association of Colleges and Schools. Dr. T. Conn Bryan, professor of history, has been elected to membership in the Historical Society of North Carolina. Membership in the 135-year-old society is limited to 75 historians accomplished in American and North Carolina history. Dr. James E. Dooley, Music Department Head, has been appointed to the editorial board of the Music Educators Journal, official journal of the Music Educators National Conference, and the most widely circulated professional music journal in the country. MEETINGS, CONFERENCES, WORKSHOPS AND COLLOQUIA Dr. Velta F. Briuks-Cannon, medical director of the Developmental Evaluation Clinic, attended the Duke University Post-Graduate Seminar in Morehead City July 13-17. Orman Hamilton, project manager of the Economic Development Center, attended the annual conference of the National Council for Small Business Management Development, June 21-24, at the University of Kentucky in Lexington. Dr. Ronald North and Ralph Andrews of the Economic Development Center participated in a work-study meeting in Cherokee June 22-23. The meeting explored avenues of governmental assistance to the Cherokee Indian Reservation and its people. Dr. E. W. Vosecky, professor of business, spoke on "The Place of the Office in Management" and "An Introduction to the IBM Punched Card" at a joint meeting of the Waynesville Chapter of the National Secretaries Association and the Business and Professional Women's Club June 15 at Lake Junaluska. Edna Cole, instructor of office administration, attended the Phi Beta Lambda national convention June 13-15 in Philadelphia, and the annual conference of Beta Delta chapter of Delta Pi Epsilon at the University of Georgia, July 10-11. Dr. William L. Chovan, associate professor of psychology, spoke on "New Frontiers for Education in Western North Carolina" at the Savannah Community Development Center on June 6. Student teachers and intern practicum students at the Camp Lab School attended a colloquium on "Stimulus Response vs. Cognitive Approaches in the Application of Psychological Principles in the Classroom." Dr. William L. Chovan and Robert Youth, both of the Department of Psychology, delivered the colloquium. 11 Dr. H. L. Youmans, associate professor of chemistry, visited the director of the UNC Water Resources Research Institute at North Carolina State University on July 23, and discussed the possibility of the institute's sponsoring water pollution research in the Cullowhee area. Dr. Mary S. Wayte, professor of education, attended a meeting of the Executive Committee of the North Carolina Personnel and Guidance Associ
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The Reporter, January 1989
Hunter Library Digital Collections Western Carolina University Cullowhee NC 28723;, 2018Co-Authors: Western Carolina UniversityAbstract:The Reporter is a publication produced by Western Carolina University featuring news, events, and campus community updates for faculty and staff. The publication began in August of 1970 and continues digitally today. Click on the link in the “Related Materials” field to access recent issues.THF REPORTER A Weekly Newsletter for the Faculty and Staff of Western Carolina University Cullowhee, North Carolina January 6,1989 John Newman, a systems analyst in the Computer Center, shows off his h iking boots. From hacker to hiker For this campus computer user, booting up means more than one thing Who says that computer operators must be nerdy little fellows who rarely get outdoors? Who says their interests seldom go beyond random access memory and the latest software update? Certainly not John Newman. A systems analyst in the university Computer Center, Newman is also an accomplished hiker, as comfortable on the Appalachian Trail as in front of a computer monitor. His interests, he said, have a major common source: curiosity—the need to know how things work. "My dad exposed me early to nature, and I grew t o love it. He also exposed me, in nature and elsewhere, to a quest for knowledge. It was directed in many ways," Newman said. As a youngster in Dandridge, Tenn., Newman spent a lot of time looking for arrowheads around Tennessee Valley Authority lakes when the water was low and hunting squirrels with his father, though Newman found he enjoyed watching the animals more than shooting them. Today, just as he uses computer logic to locate or store information for campus administrators or to contribute to the central computerized student information network, Newman also appreciates the logical systems of nature. The revolution of the seasons, the cycle of rain and evaporation, or the veins in a leaf are intriguing to him. Newman began walking the Appalachian Trail (the "A.T.," in hiker parlance) almost six years ago, and since March 1983 he's logged more than 1,800 miles on the path, which stretches some 2,100 miles from Georgia to Maine. Last July he walked 300 miles in eighteen days, starting in Great Barrington, Mass., and finishing in Crawford Notch, N.H. cam,^ Regional economic goals will be presented New regional economic development goals for western North Carolina forged over the last year by the Regional Economic Strategy Project at the Center for Improving Mountain Living (CIML) will be presented in Asheville on Monday, January 9. In addition, eight co-chairmen will be announced to guide four task forces, each addressing an immediate objective targeted by the project for the seventeen western counties. During the past year, hundreds of area citizens and leaders participated in setting the regional economic goals through a series of forums held in Asheville, Boone, Burnsville, Cullowhee, Rutherfordton, and Murphy. Common problems and issues identified in the regional meetings were synthesized by a twenty-eight-member technical committee into issues critically important to the region's economic future. The issues were endorsed by a nineteen-member steering committee. The resulting report, "Strategies for the Economic Future of Western North Carolina: An Agenda for Action," will be made public January 9 at a 6:30 p.m. dinner meeting at the Grove Park Inn in Asheville. Presiding at the dinner will be Chancellor Myron L. Coulter. Other speakers include Billy Ray Hall, president of the North Carolina Rural Economic Development Center, which helped fund the project; and CIML's Bruce S. Boggs, project director. Other funding for the Regional Economic Strategy Project was provided by the Tennessee Valley Authority and the 1987 North Carolina General Assembly through the University of North Carolina. Hiker cont'd Of course, though Newman points out the similarities between working with computers and hiking the A.T., he said the outdoors also offers a great escape from the blinking cursor. "I do the hiking to get away, to put myself back together," he said. Like any serious Appalachian Trail hiker, Newman hopes to make it to "Big K," or Katahdin, the mountain in Maine's Baxter State Park that serves as the A.T.'s northern terminus. If all goes as planned, he'll be there sometime this summer. For two years he has been an official Appalachian Trail "maintainer," volunteering time and effort for the upkeep of a 5.2-mile portion of the trail near Franklin and the overnight shelters interspersed along its length. As work trip coordinator for the southern area of the Appalachian Long distance Hikers Association (ALDHA), he plans two yearly trips for work crews—one in the spring, one in the fall. "It's a way of paying the Trail back for the pleasure and sense of well-being it gives me," he said. Last fall Newman published an article entitled "Cable Gap Renovation— Volunteers in Action," in the Appalachian Trailway News, describing his participation in the renovation of a shelter southwest of Fontana Lake. It was his first time in print. Being a computer-type was definitely to his advantage in getting published. On his way to Massachusetts last July, Newman stopped in West Virginia, where the News is published by the Appalachian Trail Conference, to have breakfast with the editor of the journal. Newman provided not just a printed copy of his article, but a Macintosh computer disk containing the manuscript as well. The editor liked Newman's writing and appreciated the disk copy, which would mean less typesetting and word-processing for her staff. She told him on the spot that the article would appear in the September/October issue. Newman has worked with computers since the early 1960s, before the proliferation of microcomputers, and he has seen many changes in the field. When he came to Cullowhee in 1971 as a data processing manager, for example, information was entered on punchcards and the total memory capacity shared by all campus computer users was less than that of today's basic microcomputer. Newman's long association with the machines has freed him from the phobias that sometimes plague users. His perspective is that computers work for humans, and not vice versa. He maintains that "computers should free us up to think and be more philosophical." He writes poetry and enjoys wood-carving, which he taught at Southwestern Technical College in Sylva for six years. A runner, he completes twelve to twenty miles each week on the university's cross country trail, even stopping along the way to do pushups at the trail's fitness stations. He's also a photographer, and he carries his trusty Olympus to make nature photos when he hikes. Yet sometimes his own simple remembered impressions of the Appalachian Trail are more vivid to him than pictures. "The nice thing about hiking," he said, "is that, even when it's finished, you can go there in your mind anytime you want." - Joey Price CIML staff attend fall conferences Several members of the staff of the Center for Improving Mountain Living (CIML) participated in national and statewide activities in October. • Nancy Blanks (International Programs) served on the national review panel for proposals under the Community Grant program of the Office of Family Support, Department of Health and Human Services, in Washington, D.C. • Bruce Boggs and Gary Brown (Regional Economic Strategies Project) attended a meeting entitled "The State's Agenda for Rural Economic Development" in Raleigh. • Nell Cooper and Ed Israel (Western North Carolina Tomorrow) attended the annual convention of the League of Municipalities in Asheville. • Mert Cregger (CIML Director) served on a panel called "Improving University/PVO/Federal Linkages" at an International Science and Education Council meeting in Washington, D.C. • Marsha Crites (Human Resources) and Gary Brown attended trWorking, But Poor," the North Carolina Conference for Social Service in Lake Ju-naluska. Crites also attended a meeting entitled "Work and Family Connections," sponsored by the Bureau of National Affairs in Washington, D.C. • Lynn Dillard (AgeLink) presented a paper on research strategies for intergenerational programs at the first "Conference of Generations United," sponsored in Washington, D.C., by the National Council on Aging. Dillard also gave a presentation entitled "Re-cruiting, Retraining, and Effectively Utilizing Volunteers" before the Southeastern State Agencies on Aging in Winston-Salem. • Susan Gardner (Community Development), Rose Hooper (Information and Communication Specialist), and Gary Brown attended a conference entitled "Acid Rain Problems" in Gatlinburg, Tenn. • Tom McClure (CIML Associate Director) chaired focus groups for the Economic Development Association and served on the "focus group panel" at the conference of the National Association of Management and Technical Assistance Centers in Washington, D.C. McClure also served on panels entitled "Getting Started" and Resources for Workers Owned/ Cooperative/ESOP" at the conference on "Employee Ownership/Worker Owned Businesses" in Nantahala. • Susan Smith (Natural Resources) made a presentation entitled "Pollution Prevention Pays Instruction Manual" in Santa Barbara, Calif., at the "National Conference on Engineering for Waste Reduction," sponsored by the National Engineering Foundation and the Environmental Protection Agency. January 6, 1989 The Reporter News briefs Five in publications have Ramsey Center address Five members of the staff of the Office of Public Information who work primarily in writing and designing publications are housed during 1989 in the Public Information studio space in the Ramsey Center. Campus mail for Christy McCarley, Bill Guillet, Loretta Rattler, Joey Price, and Debra Davis should be addressed to them at 1601 Ramsey Center to expedite delivery. Ice rink remains closed due to warm temperatures The Ramsey Center ice rink remains closed pending cooler weather which will permit refreezing of the ice. The rink has been closed since mid- December, when warming weather conditions made the rink's surface unusable for skating. Robert Stewart, Ramsey Center director, said he hopes skating can resume soon, but unpredictable weather conditions prevent the setting of a precise date for reopening. Announcements concerning the reopening will be made prompdy when weather conditions change. New program offers semester of study in China Western students can spend the fall semester in China under a new semester- abroad program beginning in 1989- 90. Western is one of several universities participating in the program, which is sponsored by Wake Forest University and the South Adantic States Association for Asian and African Studies. Participating students will spend the fall semester studying language and culture at the Chinese Language Training Center of The Chinese Academy of Social Sciences in Beijing. The program, open to graduate and undergraduate students, carries sixteen hours of academic Credit. The approximate cost for room, board, tuition, and roundtrip airfare from New York is $5,568. To qualify for the program, a student must have a grade point average of 3.0 or above, a demonstrated ability in the learning of a foreign language and a sincere interest in the study of Chinese culture. Application deadline is February 1, and a $600 deposit is due by June 14. For additional information, call JefFNeff, head of the geosciences and anthropology department, at 227-7268. Cherokee Center classes will begin January 9 Twelve academic Credit Courses will be offered during the spring semester through the Cherokee Center. Registration for unregistered students will be held at the first class meeting during the first week of classes, January 9-12. Most Courses will meet 6:30-9:30 p.m. at Cherokee High School. Course offerings include Elementary Cherokee, Mondays; Intermediate Cherokee, Thursdays; Child Development, Wednesdays (with a one-hour lab with meeting time to be arranged); Study Techniques for College, Mondays; English Composition II, Thursdays; Major American Writers, Mondays; Personal and Community Health, 4-6 p.m. Wednesdays; College Algebra, Tuesdays; Music Appreciation, Wednesdays, Cherokee Center; American Politics and Issues, Thursdays; The Biblical World, Mondays; and Social Inequality, Tuesdays. For more information, call Dr. Lawrence Arney at 227-7151. Campus post office has new temporary location The campus branch of the U.S. Postal Service has been temporarily relocated to allow business to continue as usual during renovation work under way in McKee Building. Beginning Monday, January 9, the campus post office can be found in the old book store, located in Stillwell Building behind Hoey Auditorium. Hours of operation will remain unchanged—from 11 a.m. until 3 p.m. Monday through Friday. The post office will return to McKee when the renovations are complete. University recipes on sale in new book The WCU chapter of the North Carolina Association of Educational Office Personnel (NCAEOP) is selling From the Valley of the Lillies: A Collection of Recipes from Western Carolina University as a fundraising event for the Home Health Agency of Sylva. The cookbook, selling for $7.50, contains recipes from faculty, staff, and students, as well as a bit of WCU history. Proceeds will help the Home Health Agency purchase a "Lifeline" machine to be used by elderly area residents in case of medical emergency. See any campus NCAEOP member to purchase your copy. CIML publishes annual western county profiles The Center for Improving Mountain Living (CIML) has prepared profiles that contain development information on population trends, employment, income, agriculture, education, retail sales, and other demographic indicators for the twenty-eight western counties. This year's edition of the annual profiles also includes maps, charts, and other graphic features. Publication of the county profiles is aided by a grant from the U.S. Economic Development Administration, and single copies of individual counties are available at no charge. Send requests to Profiles, Economic Development Division, Center for Improving Mountain Living, or call 227-7492. January 6, 1989 The Reporter ------- 7 —— New computer calendar lists campus events With a link to the university mainframe, you have access to an up-to-the-minute listing Institutional A new system operating through the Studies and Planning. "Total participation of all university's mainframe computer and accessible by all mainframe compatible terminals now offers up-to-the-minute information about events scheduled on campus. The Campus Events Calendar (CEC) System became operational at the end of fall semester and allows users to search for all scheduled campus events on a particular date, or span of dates, by facility, or by event sponsor. It is the first step in building a computerized campus event scheduling system which will allow facility and support services to be requested and confirmed electronically. In this first stage when an event is scheduled in a major campus facility by the appropriate facility coordinator, the facility coordinator enters the event into the CEC system. Coordinators not currently on-line with the system have their events entered by the Office of Other events, not requiring the use of a campus facility where scheduling authority has been established, including all university scheduled events to be held off-campus, are considered "information only." These event requests may be forwarded to the Office of Institutional Studies and Planning for entry into the CEC or, if they are arranged through the Division of Continuing Education and Summer School, the events may be entered directly by that office. The CEC system can provide the entered information on events, availability or non-availability data about facilities, and maintain a record of events scheduled by organizations. "Systematic and timely input is vital for a truly useful calendar and scheduling system for the campus," said Ken Wood, director of Institutional Studies and Planning and CEC coordinator. campus schedulers of events and facilities will make the system work for everyone." Wood said the CEC system does not define policy for the scheduling or use of campus facilities. Each facility coordinator remains responsible for establishing and enforcing policy for that specific facility subject to existing campus- wide policies. The new system will not be involved in conflict resolution. Chancellor Myron L. Coulter initiated the new calendar/scheduling system with the appointment of Wood as central scheduling officer in June. A University Facilities Scheduling System Committee was named and began meeting with Computer Center representatives Max Williams and Harold Neely to design and test the system. Training sessions for facility coordinators were held in early November and die system became operational late that same month. How to use the CEC System Follow these steps to team about scheduled campus events.You might fmd it helpful to clip these instructions and keep them near your terminal. 1. You must have a DEC compatible terminal or a microcomputer with software to emulate a DEC terminal. 2. The terminal or microcomputer must be able to connect to the WCU computer system, either through a direct line or by dialing-up with a modem. 3. When you have the USERNAME prompt on your screen, log into a special account named PUBLIC. To do so, type the name PUBLIC, then press the key. You will not be asked for a password. 4. A menu of options will be displayed on your screen. Locate "Campus Events Calendar" in the menu and enter the corresponding option number into the CEC system. Prompts will lead you through the information search sequence from that point. The TAB key will allow you to move from one field to the next. Press RETURN only after you have entered all the information necessary to start a search. HELP On a microcomputer, the F2 function key serves as a HELP key. Press the F2 key anytime you are unsure what type of information is being requested. On a regular terminal, the PF2 is the HELP key. SEARCHING WITH CEC The screen's initial dates to search are set for the current date. TAB to the beginning and ending date fields and enter new dates to expand the search. If you wish scheduling information on a particular facility, TAB to the facility field, type in the first letter of the name of the building you are interested in, and press RETURN, and a list of the buildings and rooms beginning with that letter will appear. Select the number which corresponds to the facility you want and press RETURN. When all selection criteria have been entered by using the TAB and BACKSPACE keys, press RETURN twice to view all events scheduled for those criteria. The screen will show the first four events. Press RETURN to view the next four events. After you have completed your search, TAB to the SCREEN NBR field and type SO to sign off. If you have problems entering the CEC system or have questions, contact the Office of Institutional Studies and Planning at 227-7239. A Campus Events Calendar System manual will be provided by that office upon request. January 6, 1989 The Reporter People and places ARTS AND SCIENCES • Steve Eberly, Dennis McKevlin, and Jim Nicholl (English) served as judges for the 1988-89 student essay contest of the the Sylva Optimist Club last fall. • Nancy Joyner (English) read a paper entitled "The Three Best Appalachian Women Writers" in November at the South Atlantic Modern Language Association in Washington, D.C. • Joe Meigs (English) read two professional papers last October. He presented "Laughter in Lucky Jim" at the annual meeting of the Popular Culture Association in the South in Knoxville, Tenn., October 6. He read " 'Smalls' and 'Hi' in Raising Arizona" at the International Conference on the Outsider in Literature, Philosophy, and the Visual Arts, which met in Atlanta, Ga., October 29. • Joyce Prewitt (Social Work) attended a thirty-hour workshop on "Curriculum Models and Teaching Strategies for Social Work Education" held during October and November in Asheville and Chapel Hill. Sponsors were the North Carolina Council on Social Work Education and UNC-Chapel Hill's School of Social Work. • Bob Rigdon (Human Services) spoke to the Mountain Pediatric Society at Freedom Escape Lodge in Weaverville December 7. His topic was "Coping with Stress: How Professional Families are Affected. Are We Unique or Different as Compared to the General Population?" • Ed Vassian (Chemistry) presented a paper November 18 at the University of Iowa entided "Preparation and Properties of a Quasi-Aromatic Binuclear Heterocycle Containing Nickel." BUSINESS • Heydar Pourian presented a paper entitled "Issues in International Investments" during the annual meetings of the southeastern chapter of the Institute of Management Sciences last fall. He was elected a chair for next year for general management, international business, and strategy. EDUCATION AND PSYCHOLOGY • Clarence DelEorge (Elementary Education and Reading) presented a paper entitled "How to Put Out Your Burnout" at the twentieth annual conference of the North Carolina Science Teachers Association in Asheville November 12. The paper was coau-thored by Linda DelForge (Biology). NURSING AND HEALTH SCIENCES • David C, Breeding (Environmental Health) attended the seventh annual North Carolina Health and Safety School, held December 2-4 in Raleigh. He delivered three presentations entitled "Industrial Hygiene: Rights and Resources," "Control of Confined Space Hazards," and "Respiratory Protection." The Health and Safety School is sponsored by the North Carolina Coalition for Occupational Safety and Health, a non-profit training and research organizati
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The Reporter, July 1980
Hunter Library Digital Collections Western Carolina University Cullowhee NC 28723;, 2018Co-Authors: Western Carolina University, Western Carolina UniversityAbstract:The Reporter is a publication produced by Western Carolina University featuring news, events, and campus community updates for faculty and staff. The publication began in August of 1970 and continues digitally today. Click on the link in the “Related Materials” field to access recent issues.A Weekly Newsletter for the Faculty and Staff of Western Carolina University Cullowhee, North Carolina , RECEIVES QflANT FOR MATH-SCIENCE RESOURCE CENTER WCU is beginning a three-year, $440,000 project to establish a Mathematics and Science Teaching Resource Center to give WCU students access to the most sophisticated microcomputer equipment and computer-assisted learning lids The project is supported by a $250,000 grant from the National Science Foundation and by $192,000 from the University. The National Science Foundation grant goes to WCU's department of mathematics as part of the NSF program of Comprehensive Assistance to Undergraduate Science Education (CAUSE). Western's was one of only 10 math departments chosen nationwide for funding. Dr. Charles J. Martin, head of WCU's department of mathematics and the project director, said the Mathematics and Science Teaching Resource Center (MASTER) will serve as a resource library of both equipment and staff. He said the MASTER Center will especially benefit the departments of physics and chemistry, in addition to the department of mathematics. "Approval and funding of this project have come at an optimal time in the growth of our new major 'track' in computer science," Martin said. "The MASTER Center will provide a computer science laboratory with an entire microcomputer setup that should be extremely attractive to students entering that program," he added. Western is scheduled to begin offering a program for the B.S. in computer science this fall. The math-science center will function as a remediation center to provide expanded tutorial services and remedial materials in math, physics, and chemistry. Another section will be an audio-visual laboratory with 10 study booths equipped with projectors, video-tape players, calculators , and other study aids. A computer graphics classroom will be equipped with a graphics terminal tied to the WCU computer. "A computer graphics terminal is an extremely sophisticated machine which can construct very precise curves, pictures of surfaces and solids in a matter of seconds," Martin explained. It will be used to aid instruction in probability, physics, statistics, trigonometry, calculus, and differential equations. Martin said that flexibility and practicality are part of computer graphics teaching. "It improves teaching efficiency by allowing instructors to demonstrate many more examples," Martin said. "And, it adds life to Courses by demonstrating real world situations that students can later expect to face." The MASTER Center—patterned after one operating at Ontario's University of Waterloo, a world leader in statistical graphing—will be a model for an even larger operation at Western that is to be part of Hunter Library's new addition, currently under construction. Primary objectives of the CAUSE program, under which the NSF awarded 66 grants nationwide ranging from $60,000 to $250,000, are to strengthen the resources for undergraduate science education, improve the quality of undergraduate science instruction, and help institutions assess, manage, and evaluate their science programs . -2- ROBINSON DISCUSSES FUTURE OF COLLEGES Chancellor H.F. Robinson sounded notes of warning and optimism on the future of higher education when he gave the keynote speech at the annual summer meeting of the N.C. Association of College and University Summer Session Deans and Directors last week. In his address, "North Carolina Higher Education; Present and Future," he discussed the nationwide concern over problems colleges and universities expect to face as the number of high school graduates decreases. "It is evident that we will be faced with drastic enrollment decreases during the next several years," Robinson said, "unless we improve the college-going population beyond the present high sch ool graduates— that is, increase the high school graduation rate, decrease the drop-out rate in the high schools, increase the participants from the adult population attending universities, increase the retention rate of students attending colleges, and improve our institutions in many other ways." Robinson warned that how we deal with possible drastic enrollment decreases will "be the most important factor facing our institutions in the decades of the 1980s and 90s." "I do not necessarily fear the future we face, but I do think that higher education has a challenge and must meet difficult situations with effective action if we are to survive. The attitude of the faculty, the quality of the teaching, and the extent to which we give the students full measure for the dollars they have invested with us will have major effects in the success of our institutions during the next two decades," Robinson said. Alter outlining some of the positive and negative aspects that can be expected with increased competition for students, Robinson said he expected a "golden age" for students. "It will truly be a period when the focus will be on the student; and, in my opinion, this will be good for higher education if we can find effective and efficient ways of managing during these changing times." Robinson said WCU's enrollment projections for next fall represent about a two percent increase and that while he is "pleased with WCU's enrollment expectations" he realizes "there is no question that it will be very difficult to continue even modest enrollment gains." "We must heed the warnings and prepare for the future with the best possible planning and the most accurate predictions of the conditions we will be encountering," kobinson said. WESTERN APPOINTS NEW CONTROLLER Western's new controller, effective July 1, is George W. Wooten of Statesville, who had been county manager of Iredell County. He succeeds Neil C. Steifle Jr. Wooten, a 1973 business, administration graduate of WCU, holds the master's degree in political science from Appalachian State University. He also has studied county administration at the Institute of Government of the University of North Carolina at Chapel Hill. In announcing the appointment, WCU's vice chancellor for business affairs Dr. C. J. Carter said Wooten®s earlier positions in public administration made him an excellent choice foi the university position. As county manager in Iredell, Wooten was responsible for coordinating the work of 27 departments employing more than 300 persons, and for administering a $13.2 million annua] budget. From 1975 to 1979, he was finance director for the county government. He was named to the chief administrative position in March of last year. Wooten and his wife, the former Kathy Goforth, also a WCU graduate, have a daughter, Sally Marie, 2. LIMITED LIBRARY HOURS FOR HOLIDAY The library will close at 6 p.m. on the Fourth of July. Hours for Saturday, July 5, will be 8 a.m. until 5 p.m. and for Sunday, July 6, will be 12 noon until 12 midnight. Last week's student newspaper ran the correct information in a small announcement at the back, but its editorial on library hours was completely inaccurate• -3- COMING EVENTS OF INTEREST July 1-3 July 7-Aug. 1 July 8-10 July 8 July 9 July 10 July 14-25 July 15 July 15-17 July 16 July 17 July 19 July 20-25 July 20-26 July 22-24 July 23 July 24 July 27 "Paul Robeson" (Little Theatre) WCU Summer Recreation Activities, Session II "California Suite" (Little Theatre) Beginning Kayaking on the Tuckaseigee (UC) Bloodmobile LMP: "Woodstock" (Hoey) Beginning Canoe Clinic on the Tuckaseigee (UC) "The Ox-Bow Incident" (Jackson Co. Pub. Lib.) American Red Cross Basic and Advanced Lifesaving (Breese) Beginning Canoe Clinic on the Tuckaseigee fUC) "Same Time Next Year" (Little Theatre) LMP: "Little Big Man" (Hoey) "Tut: The Boy King" with Orson Welles (Jackson Co. Pub. Lib.) Beginning Kayaking on the Tuckaseigee (UC) National Teachers Exam (Killian) Football Camp Gymnastics Camp "Private Lives" (Little Theatre) LMP: "All the President's Men" (Hoey) "Bringing Up Baby" with Grant and Hepburn (Jackson Co. Pub. Lib.) Beginning Rock Climbing at Devils Courthouse (UC) July 29 July 29-30 July 30 July 31 August 1 August 3-8 August 7 August 13 August 15-16 August 18 Dansgroep Hupsakee and Prelaz, traditional folk dance and music groups from Holland "Tight Britches" (Little Theatre) LMP: "Horse Feathers" and "Duck Soup" with the Marx Brothers (Hoey) "The Third Man" from Graham Green (Jackson Co. Pub. Lib.) Summer Commencement Basketball Camp "The Women" from Claire Boothe (Jackson Co. Pub. Lib.) School, Departmental Meetings, General Faculty Meeting Registration Cullowhee Classes Begin "PAUL ROBESON" IN PERFORMANCE THIS WEEK "Paul Robeson," by Phillip Hayes Dean, is being presented at 8 p.m. July 1-3 by the department of speech and theatre arts. It traces the long, tumultuous, ana astonishing career of a man of independence. Among the first blacks at Rutgers, Robeson was an Ail-American football player, partner in a law firm, powerful actor, superb singer, and political activist. He was also a man rejected by America and a man whose life swung from victory to despair to inspiration. The play "gloriously declares that it is difficult to be different, but once in a while, essential," according to Clive Barnes. Directing is Donald L. Loeffler, head of the department of speech and theatre arts. To see if tickets are still available, call 227-7365. The play will be performed in the Little Theatre of Stillwell Building. -4- LIGHT COMEDY TO BE NEXT SUMMER PLAY Neil Simon's witty and popular "California Suite" will be presented at 8 p.m. July 8-10 in the Little Theatre. First presented in 1976 and since adapted into a successful movie, the play takes a humorous look at serious and complicated life situations by focusing on two rooms at a Beverly Hills hotel. Its two acts and four scenarios involve five couples. It is directed by J.C. Alexander, associate professor of speech and theatre arts, with set design by John Martin. For reservations, call 227-7365. Tickets go on sale July 4. CAMPER COLLEGE TEACHES SKILLS AND LORE Camper College is now in session, offering a way to enjoy the mountains and learn how to be a better fisherman, how to clog to "Old Joe Clark" or "Cripple Creek," how to identify plants in the Smokies, how to handle a canoe or a backpack. It's just a short hop from Cullowhee over to the Museum of the Cherokee Indian in Cherokee, where most Courses are headquartered. You don't have to be a camper to enroll. In these small classes, offered by WCU's Division of Continuing Education, the emphasis is on quality instruction. In its third year of operation, Camper College is open through August. There are no special admission requirements. The classes are usually taught on Fridays and Saturdays, with class hours from 9 a.m. until 4 p.m., and most Courses are offered more than once during the summer.. Tuition varies from course to course. If your family wants to enroll in Camper College, the first family member is charged full tuition and each family member thereafter receives a 25 percent fee reduction, except for kayaking and canoeing Courses. Special reduced rates are also available for groups of 10 or more. You can still sign up for the following: —"Escape to Cherokee," every Friday and Saturday in July and August, taught by Duane King of the Museum of the Cherokee Indian. Includes tour with instruction, admission to "Unto These Hills" outdoor drama and other attractions with bus transportation but not food and lodging. $35. —"Backpacking: How to Enjoy the Wilderness," July 18-19, Aug. 8-9, Aug. 29-30, taught by James Jackson and Robert Harkness of Cullowhee Outfitters. $35. —"Appalachian Dancing," Aug. 15-16, taught by Mr. and Mrs. Fred Park of John C. Campbell Folk School. Clogging, round and square dances, origins of dances. For all ages. $25. —"Whitewater Canoeing," July 4-5, Aug. 1-2, Aug. 29-30, taught by Jackson and Harkness. Transportation and canoe rental included. $65. —"Identifying Plants of the Smokies," July 4-5, July 25-26, Aug. 15-16, taught by Dr. Dan Pittillo of the WCU biology faculty. Includes hike of about 4—5 miles and overnight camping at a primitive campsite. $35. —"Trout Fishing in Mountain Streams," Spinner-Fishing—July 11-12, Aug. 8-9, Aug. 22-23; Fly-Fishing—July 25-26; taught by Jim Hamilton and Jack Galloway. Class meets in the Oconaluftee River, wellstocked with trophy trout. $35. —"Indian Basketweaving," July 11-12, Aug. 15-16, taught by Juanita Wolfe, a native Cherokee Indian artisan. Preparation of materials included. $35, plus $5 for supplies. —"Homesteading Skills and Knowledge," Aug. 1-2, Aug. 22-23, taught by Bob Perley of John C. Campbell Folk School. Land acquisition, shelter, heating with wood, passive solar heat, tools and their use. $45. —"Appalachian Folklife," July 25-26, Aug. 29-30, taught by Blanton Owen, folklorist at the WCU Mountain Heritage Center. Music and folkways. $25. —"Kayaking on the Tuckaseigee," July >8-19, Aug. 15—16, taught by Jackson and Harkness. Transportation, kayak, and equipment included. $65. For more information or registration, contact the office of Continuing Education, (ext. 7397). -5- MEETING ON WOMEN'S ROLES SET FOR AUGUST "Women in the Middle" will be the subject of a conference presented by Project Becoming, the Life—Span Thrust of Western's School of Education and Psychology. It will be held August 7 and 8 at the Inn on the Plaza in Asheville. In the conference, participants can examine six situations in which women may feel they are "caught in the middle" psychologically. Old role models have been outgrown, but new role models have not yet clearly emerged. Hence today's woman finds herself at a frontier of developing roles for the eighties. The speaker Thursday evening will be Amy Harris, the journalist half of the team who wrote the bestseller on transactional analysis, I'm Okay—You're Okay She is also co-author of a new book, Staying Okay. Her growing concern with the many demands on women today has led her to apply the principles of transactional analysis to emerging women's roles in her address, "Are You Accomplishing More and Enjoying It Less?" Two WCU faculty members will give the luncheon address on Friday. Dean Betty Siegel and Judy Stillion will discuss "Today's Woman: Invitations to Growth." The six workshops, led by women who teach, research, or otherwise work with women's concerns, are on: "Women in the Middle of Role Definition," "Women in the Middle of the Generations" (children and aging parents), "Women at Mid-Life," "Women in the Middle of Job and Home Conflicts," "Women Teachers in the Middle" (sexism in the schools and in school media), "Women in the Middle of Career Opportunity." The conference is co-sponsored by Project Becoming, the Council on Appalachian Women, and the Ashevilie-Buncombe Community Relations Council. For more information on workshops, leaders, and cost, contact the Continuing Education office (ext. 7397). WCU BAND WILL HAVE NEW FEATURE TWIRLER When Western Carolina University's marching show band takes the field this fall, there will be a national champion feature twirler out front. "We are super-excited about this fall," WCU band director Joe Scagnoli said in announcing that Terri Lea Branson, solotwirler for Tuscola High School's Marching Mountaineers and the Winter Olympic Championships ' National Champion Twirler, has accepted a scholarship to attend WCU. "Our band has made tremendous progress in the past two years. We now have the pride, the spirit, and the attitude it takes to have a top-notch collegiate marching band. The addition of Terri, and our new 'corpsstyle' uniforms give us the potential to turn some heads," Scagnoli said. The new feature twirler has been twirling for 12 of her 17 years and has accumulated more than 300 awards and titles such as "Carousel Majorette Princess," "Land of the Sky Majorette," "Majorette. Queen of the Carolinas," "Miss Majorette pf the Southeast," and "Miss Majorette of Dixie." Miss Branson has won numerous grand champion twirling titles and last winter was runner-up in the competition for "Miss Majorette of the Year" and fifth in the "America's Most Beautiful Majorette" competition. Scagnoli's efforts to revitalize the WCU bands have resulted in steady improvement and growth. He began with a 50-piece band in 1978 and last year doubled the size. This fall, Western's marching band expects to increase in membership again. BUCHANAN HALL TO BE REPAIRED Contracts totaling $96,000 have been awarded for repairs to Buchanan Residence Hall this summer. Work is expected to be complete for fall occupancy. The general contract was awarded to Jerry N. Earley of Sylva, with a base bid of $22,700. Moser, Inc., of Asheville, was awarded the plumbing contract with a base bid of $46,075 and alternate bid of $6,950. The remaining $20,275 was for design and contingency expenses. NAMES IN THE NEWS Chancellor H.F, ROBINSON and ROBERT E. STOLTZ (Vice Chancellor for Academic Affairs) accepted a plaque recognizing Western as one of 10 national finalists for the G. Theodore Mitau Award for Innovation and Change in Higher Education . The presentation ceremonies were at: Washington's Textile Museum on May 29. Western had been chosen for its program of Community Oriented Regional Education, designed for graduates of two-year institutions who need a baccalaureate degree in business or technology as they move ahead in their careers. AARON HYATT (dean, Graduate School) was one of ten cited by the North Ca rolina Department of Cultural Resources during Preservation Week, May 11-17, for significantly contributing to the state's work toward a strong historic preservation program. Dr. Hyatt was commended for his assistance in inventories and development of historic preservation in extreme western North Carolina. Dr. Hyatt spoke during that same week, on May 15, at the annual meeting of the Cherokee County Chamber of Commerce in Murphy. His topic was "Western North Carolina Today and Planning for Tomorrow." JIM HAMILTON (head, health, physical education, and recreation) will travel to the University of Veracruzana in Mexico this fall in an exchange program sponsored by the National Association for Sport and Physical Education (NASPE). He will represent his profession in the field of basketball from Aug. 25 through Sept. 12. The program is coordinated through NASPE and the Mexican Ministry of Education. Hamilton's appointment to the exchange program is the latest in a steady progression of honors he has received in athletics and physical education. He has been president of the National Association for Intercollegiate Athletics, a member of the U.S. Olympic Committee board of directors, a member of the International Basketball Board of the United States, and a member of the board of the National Football Foundation. WILLIAM J. KIRWAN (Librarian) has been selected by Chief John A. Crowe to serve three yeArls d ri the Qualla Boundary Public Library BoairA o lj Trustees. PA^RiqK W|. MfLLBR (Industrial Education and Technology) was selected by fhe U.S. Jaycees as one of the Outstanding Young Men of !America. ALEX LESutetlR (Music) attended the convention df the Music Educators National Conference in MiAmi Beach April 9-12. He alsp participated in the Flute Choir copiert sponsored by the National Flute Association. PERDUE: WINS ROCKEFELLER FELLOWSHIP Dr. Theda Perdue, assistant professor of history at WCU, is one of 40 winners chosen from s field of 1,055 applicants for the highly prestigious and competitive Rockefeller Foundation Fellowships in the humanities. Winners receive awards of from $10,000 to $20,000 to support a wide variety of research that this year ranges from a study of the roots of the Iranian revolution to a history of the debate in America over Vietnam. Dr. Perdue will use her award of $18#250 to explore the relationship between utopiahism and the United States Indian policy from the 18th century to the present. Generally, the project is designed to provide some insight into "why white Americans have expected moxe of Indians than they have of themselves." PUBLICATIONS Patrick W. Miller. "Improving Communication through What You Don't Say," in VocEd; Journal of the American Vocational Association, June 1980. Hal Salisbury. "Off Campus Credit Courses: Outcasts or Members of the Family," in The New Campus, vol. 33, spring 1980. Joseph R. Scagnoli. "NYSSMA and High School Bands in New York State," in The School Music News, 43-8 (April 1980), 1 0 - 1 1
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The Reporter, September 1974
Hunter Library Digital Collections Western Carolina University Cullowhee NC 28723;, 2018Co-Authors: Western Carolina UniversityAbstract:The Reporter is a publication produced by Western Carolina University featuring news, events, and campus community updates for faculty and staff. The publication began in August of 1970 and continues digitally today. Click on the link in the “Related Materials” field to access recent issues.FACULTY-STAFF NEWSLETTER September 18, 1974 WESTERN BEGINS NEW YEAR WITH SPEECH BY THE CHANCELLOR, ORIENTATION, AND REGISTRATION SESSIONS The faculty of Western Carolina University was invited Monday to join with the institution's new chancellor in moving the university forward. The invitation came from the new chancellor himself, Dr. H. F. Robinson, in an address to the first full faculty meeting of the 1974-75 academic year. Dr. Robinson said WCU has a major role in education and regional service to perform, and told the more than 300 faculty members "I want you to join with me" in fulfilling those missions. Prolonged applause--in marked contrast to a faculty-administiation rift last year—greeted the chancellor's comments. The general faculty gathering came as Western prepared to officially begin the fall quarter. A faculty-staff dinner was held Monday night, and the final pre-school orientation sessions for new students began Tuesday afternoon. Both new faculty members and students will have orientation conferences Wednesday. Thursday, orientation sessions for students will continue and students who registered earlier in the summer and last spring will begin making schedule changes, a process that will continue Friday along with registration of new students. Classes will begin on the campus at 8 a.m. Monday, September 23, and late registrations will be held Monday from 1 until 4 p.m. In remarks to the faculty Monday, Dr. Robinson indicated that Western may begin a move toward a semester system rather than continue alone in the 16-campus University of North Carolina system on a quarter basis. When Appalachian State University moves to a semester system next year, WCU will be the only unit of the state system on a quarter system. The chancellor said WCU should begin study of this matter now, looking to the possibility of changing in the fall of 1976. He emphasized the role of departmental committees and department heads in future deliberations involving promotion and tenure of faculty members, said that strength must be built into departmental recommendations, and that then only with good cause would final actions be apt to depart from the department's recommendations. He said that he expects to implement faculty recommendations to establish a chancellor's advisory committee from the faculty, and hearing and grievance committees consisting of faculty members. The university has begun and will push aggressively a campuswide beautification effort and a concerted drive to refurbish and upgrade all student residence halls, he said. "We intend to put the halls into first class condition and keep them that way," he said, adding that persons responsible for damages would be required to pay for repairs. - . '»• . .. .. -. - - . I nnnnnl Dr. Robinson told the faculty he will seek to upgrade academic standards without slamming the door shut in the face of high school graduates who have not had academic advantages as high as others. Western, he said, will seek to offer superior educational opportunities to both the academically talented and the so-called high-risk students. In calling attention to specific areas for development, the chancellor said a strong music program, an art program that emphasizes artistic crafts, an expanded home economics program concentrating upon nutrition, a greatly expanded industrial technology program, a highly developed cooperative program with the National Park Service, and expanded programs in nursing and health affairs are among major goals. UNIVERSITY WELCOMES NEW FACULTY, STAFF MEMBERS Forty-eight new faculty and staff members have reported to Western Carolina University to begin the 1974-75 academic year. They are: MARJORIE G. BAKER—Associate Professor and Head of Department of Nursing, Ph.D., New York University. JAMES E. BARNES—Lecturer of Physics, M.A.T., Vanderbilt University. PAUL BATES—Residence Hall Director in Leatherwood, M.A., UT-Knoxville. MABLE S. CARLYLE—Instructor of Nursing, B.S.N., WCU. RENEE LEWIS COHEN—Instructor of Accounting and Data Processing, M.A., Georgia State University. FRED DARRELL CONLEY—Instructor of Health, Physical Education and Recreation, Assistant Basketball Coach,, M.A. , Marshall University. MICHAEL DAVID CREASON—Instructor of Health, Physical Education and Recreation, Director of MenTs Intramural Program, M.A., WCU. DONALD M. DAVIS—Associate Professor of Biology, Ph.D., Duke University. VIVIAN DIETZ—Assistant Professor of Nursing, M.S., University of Florida. THOMAS N. DORSEL—Assistant Professor of Psychology, Ph.D., University of New Mexico. JOHN R. DOSS III—Instructor of Economics and Finance, M.B.A., University of Tennessee SANDRA ELLSWORTH—Residence Hall Director in Helder, M.A., University of Georgia. LEE EDWARD ERKER—Assistant Professor of Mathematics, Ph.D., Ohio State University. KENYON FAIREY—Instruetor of Health, Physical Education and Recreation, M.S., University of North Carolina. HELEN LOUISE FARRELL—Assistant Professor of Nursing, M.S., University of Alabama at Birmingham. RAYMOND S. FERELL—Economic Development Center, Assistant Professor, Research Economist and Editor of Publications. Ph.D., Iowa State University. MARY GLEASON—Instructor of Nursing, B.S., D'Youville College, Buffalo, New York. PAUL MALLORY HABERLAND—Associate Professor of German, Ph.D., Johns Hopkins University LIESCHEN HARTMAN—Instructor, Acquisitions Librarian, A.M.L.S., University of Michigan. JOYCE P. HEISICK—Assistant Professor of Management and Marketing, Ph.D., University of Minnesota. SHARON LEE JACQUES—Assistant Professor of Nursing, M.S., University of Colorado. HARDENIA JEFFERSON—Assistant Professor of Health Sciences and Services, M.S., Virginia Commonwealth University. MICHAEL P. JONES—Assistant Professor of Philosophy, Ph.D., University of Texas at Austin. DONALD WILLIAM JOSIF—Associate Professor of Geography, Ph.D., University of California at Los Angeles. LINDA HANDLER—Instructor of Health Sciences and Services, B.S., Bowman Gray School of Medicine. TOM KING—Maintenance Supervisor. JACKSON PITTMAN LEWIS—Artist-Lecturer in A rt, M.F.A., University of Georgia. CARL B. MANGUM—Assistant Professor of Curriculum and Instruction, M.S.W., Our Lady of the Lake, San Antonio, Texas, married to Jane Mangum. JANE H. MANGUM—Assistant Professor of Curriculum and Instruction, Ed.D., East Texas State University, married to Carl Mangum. ARTHUR JAMES MANRING—Instructor, Economic Development Center, B.S., WCU. MICHAEL MORRIS—Instructor of Industrial Education and Technology, M.A., WCU. CHARLES MURRAY—Instructor of English, M.A., University of California at Berkeley. DONALD P. O'NEAL—Physician, Graham Infirmary, M.D., Medical College of South Carolina. GARY PARROTT—Grounds Superintendent, B.S., North Carolina State University. CHARLES THOMAS PICKERING—Assistant Professor of Elementary Education, Ph.D., Ohio University. JOEL S. RAY—Developmental Evaluation Clinic, Adjunct Assistant Professor, Ph.D., George Peabody College for Teachers. SUSIE RAY—Assistant Director of Financial Adds, M.A., University of Georgia. MACK SARVIS—Instructor, Teacher Corps, M.A.Ed., WCU. CHARLES SCHNEIDER—Assistant Professor of Health Sciences and Services, Ph.D., University of Maryland. MALCOLM SHEARIN—Instructor, Teacher Corps, M.A., WCU. CLAUDE L. SIMPSON, Jr.—Director of the Computer Center, Ph.D., Georgia State University. BETTY JANE SMITH—Assistant Professor of Social Work, M.S.W., University of No rth Carolina. BARBARA SUDE—Lecturer in History, Ph.D., Princeton. HENRY LEWIS SUGGS—Assistant Professor of History, M.A. . University of Virginia. LARRY TERANGO—Professor of Health Sciences and Services, Speech and Hearing Clinic, Ph.D., Case Western Reserve University. SARAH M. WALDKOETTER—Assistant Professor of Nursing, M.S.N., Indiana University. BETTY ANN WATSON—Associate Professor of A.rt, Ph.D., Columbia University. GARY WHITE—Assistant Professor of Geography, Ph.D., University of Denver. JAMES A. WINIARSKI—Computer Systems Analyst, B.S., University of North Carolina. * * * * * * * * * * * * The Reporter is a weekly publication of the Office of Public Information. Information to be included in the Reporter should be submitted to Room 207, Belk Building. FACULTY-STAFF NEWSLETTER September 26, 1974 reporter LCE COMMITTEE ANNOUNCES '74-75 CALENDAR The atlanta Symphony, Claude Kipnis Mime Theatre, City Center Acting Company, and the Paul Winter Consort lead the list of some 14 attractions scheduled for the Lectures, Concerts, and Exhibitions Committee 1974-75 season. The Atlanta Symphony will perform here Oct. 14 with pianist Gregory Shatten, playing works by Beethoven, Stravinsky, and Schumann. Claude Kipnis Mime Theatre is scheduled for Nov. 5, and the City Center Acting Company will present Anton Chekov's "Three Sisters" Feb. 3. The Paul Winter Consort, a group that combines jazz and classical music forms, will perform here April 17. Subscription series memberships are now available at a cost of $9 for a single adult, $15 for an adult couple, and $6 for a student or child. A special family membership (two adults and two children for $25) and other types of membership are available. Other LCE programs already scheduled include the Roth Duo, harp and violin, Sept. 26; Joyce Farwell, mezzo-soprano, Oct. 24; an exhibition of new American poster art, Nov. 2-26; the Southern Printmakers' Invitational Exhibition, Jan. 6-31; and the Charlotte Woodwind Quintet, Jan. 9. Also, U.S. Senator Fritz Hollings, Jan. 13; Eugene and Janette Talley- Schmidt, tenor and soprano, Jan. 16; Interaction Artists, violin, piano, and cello, Feb. 13; Kenneth and Frances W. Bruggers, harpsichord and dance, Feb. 27; and Verda Erman, piano, April 3. Further information is available from the LCE Committee, P. 0. Box 505, Cullowhee, or from Dr. Lewis Sutton in the Department of Modern Foreign Languages. WCU TO HOST LAND USE PLANNING CONFERENCE A one-day conference on land use planning perspectives will begin at 9:30 a.m. Friday, Oct. 4, in the Grand-room of Hinds University Center. Dr. Art Cooper, assistant secretary of the Department of Natural and Economic Resources in Raleigh, will speak at 9:45 a.m. on the status of land use planning in North Carolina. At 11 a.m., Talmadge Wiggins will consider the question, "Why a Land Use Plan?" Wiggins is project coordinator of the Resource Conservation and Development Commission for the Western Six Counties. Also on the program is Dr. Richter H. Moore Jr., chairman of the Political Science Department at Appalachian State University and director of the Planning and Land Use Education Program there. The afternoon session will be devoted to discussions of soil maps and uses, health and sanitation, subdivision and building codes, historic sites, zoning, and land use and the tax base. Sponsors for the conference include the Jackson County League of Women Voters, Jackson County Soil and Water Conservation District, the ASU Planning and Land Use Education Program, the Webster Historical Society, the Western Six Resources Conservation and Development Program, and WCU. The conference is open to the public. WCU ENGAGEMENT CALENDAR ON SALE A new University publication, the WCU 1974-75 Engagement Calendar, is now available in the Student Supply Store. The calendar consists of 116 pages, spiral bound, and runs from September 1974 to September 1975, with two pages to each week. University events are recorded in the calendar, and there is ample space for writing in personal engagements, notes, and telephone numbers. The calendar costs $2 per copy. FREE FLU SHOTS AVAILABLE NOW Flu shots are available at the Graham Infirmary for all students, faculty, and staff at no charge to the patient. Since an influenza epidemic did not occur last year, an epidemic this year is more likely, according to Dr. Hugh Matthews, director of the Division of University Health Services. The shots are highly effective and reactions to the immunizing agent are rare or nil. Individuals getting the shot for the first time should have the first injection during late summer or early fall and a second injection two months later. The same series of two shots is recommended for those who skipped a year or had just one shot and never received the second in the series. Persons who have had the two-shot series last year and/or the series and a shot yearly will get maximum protection from one booster shot during the fall. FALL ENROLLMENT SHOWS SLIGHT GAIN The University Wednesday reported a preliminary fall quarter enrollment of 5,880 students, an increase of 46 over last fall. Registration of students in all Courses was still incomplete, with last registrations for classes at Oteen and Cullowhee evening and Saturday Courses scheduled at both Oteen and Cullowhee from 10 a.m. until 1 p.m. Saturday. The preliminary count of 5,880 includes 4,650 North Carolina undergraduate students, 785 North Carolina graduate students; 380 out-of-state undergraduate students and 65 out-of-state graduate students, resulting in a total undergraduate student body of 5,030 and a total Graduate School enrollment of 850. The registrations do not include enrollments in off-campus extension Courses, but do include registrations to date at the WCU Oteen Center and on the UNC-A campus where all Western Carolina Courses are regular resident-Credit Courses. NEW SCHOLARSHIP FUNDS ANNOUNCED Two new memorial scholarship funds are being coordinated through the Office for Development and Extended Services. The Myrtle Olivia Whitmire Scholarships in Early Childhood Education have been established in memory of Miss Whitmire, who was a member of one of the leading families of Transylvania County, and who taught in the elementary schools of both Transylvania and Macon Counties. All gifts to the fund are being matched by the Whitmire family. The family of Harry Eugene Buchanan, WNC civic leader who served as a WCU trustee for 16 years and for whom Buchanan Residence Hall is named, has created the Harry E. Buchanan Memorial Scholarship Fund to honor the late State senator and chairman of both Western North Carolina Associated Communities and the Cherokee Historical Association. WITH THE FACULTY PUBLICATIONS Arnold M. Nielsen, "A Canoe For You...n, School Shop, June 1974. Otto H. Spilker, "Surfboard Rescue," Journal of the American Association for Health, Physical Education, and Recreation, September 1974. Lloyd Bacon, "Family Size, Composition and Poverty in the United States," Review of Public Data Use. Vol. 2., No. 2, April 1974. Clarence DelForge, "A Competency Based Program of Individualized Inservice Educa-tion," E.R.I.C. Clearinghouse on Teacher Education, May 1974. Alex Leseuer, "Embouchure or Diaphragm?", Woodwind World, Winter 1974. Constance Head, review of R. Browning, Justinian and Theodora, in Byzantine Studies, I (1974), and review of Rae Dalven, Anna Comnena, in Speculum, XLIX (July 1974). COMMITTEE MEETINGS The Faculty and Staff Benefits Committee will meet Sept. 27 at 3 p.m. in the conference room of Forsyth Building to consider a proposed group tax sheltered annuity program
Susan Dynarski - One of the best experts on this subject based on the ideXlab platform.
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dual Credit Courses and the road to college experimental evidence from tennessee
Journal of Policy Analysis and Management, 2020Co-Authors: Steven W. Hemelt, Nathaniel L. Schwartz, Susan DynarskiAbstract:Dual‐Credit Courses expose high school students to college‐level content and provide the opportunity to earn college Credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual‐Credit math coursework on a range of high school and college outcomes. We find that the dual‐Credit advanced algebra course alters students’ subsequent high school math course‐taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math Courses. We fail to detect an effect of the dual‐Credit math course on overall rates of college enrollment. However, the course induces some students to choose four‐year universities instead of two‐year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in eleventh rather than twelfth grade. We see limited evidence of improvements in early math performance during college.
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Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee
2019Co-Authors: Steven W. Hemelt, Nathaniel L. Schwartz, Susan DynarskiAbstract:Dual-Credit Courses expose high school students to college-level content and provide the opportunity to earn college Credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-Credit math coursework on a range of high school and college outcomes. We find that the dual-Credit advanced algebra course alters students' subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math Courses. We fail to detect an effect of the dual-Credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in 11th rather than 12th grade. We see limited evidence of improvements in early math performance during college.
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Dual‐Credit Courses and the Road to College: Experimental Evidence from Tennessee
Journal of Policy Analysis and Management, 2019Co-Authors: Steven W. Hemelt, Nathaniel L. Schwartz, Susan DynarskiAbstract:Dual‐Credit Courses expose high school students to college‐level content and provide the opportunity to earn college Credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual‐Credit math coursework on a range of high school and college outcomes. We find that the dual‐Credit advanced algebra course alters students’ subsequent high school math course‐taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math Courses. We fail to detect an effect of the dual‐Credit math course on overall rates of college enrollment. However, the course induces some students to choose four‐year universities instead of two‐year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in eleventh rather than twelfth grade. We see limited evidence of improvements in early math performance during college.
Emily Boyd - One of the best experts on this subject based on the ideXlab platform.
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linking classroom learning and research to advance ideas about social ecological resilience
Ecology and Society, 2015Co-Authors: Emily Boyd, Chanda L Meek, Michael Schoon, Sergio VillamayortomasAbstract:There is an increasing demand in higher education institutions for training in complex environmental problems. Such training requires a careful mix of conventional methods and innovative solutions, a task not always easy to accomplish. In this paper we review literature on this theme, highlight relevant advances in the pedagogical literature, and report on some examples resulting from our recent efforts to teach complex environmental issues. The examples range from full Credit Courses in sustainable development and research methods to project-based and in-class activity units. A consensus from the literature is that lectures are not sufficient to fully engage students in these issues. A conclusion from the review of examples is that problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. This could greatly be facilitated by online hubs through which teachers, students, and other members of the practitioner and academic community share experiences in teaching and research, the way that we have done here.