MEMBERS - Listed Alphabetically
Ingrid Allen
Bill Allison
Lee Badger
Laine Berghout
Karen Brookens
Dilek Buchholz
Lloyd Burton
Tamara Chase
Bruce Christensen
Bill Clapp
Shelley Conroy - Admin.
Roger Crockett
Gary Dohrer
Dave Ferro
Rick Ford
Lauren Fowler
Kathy Frye
Lewis Gale
Azenette Garza (Fall)
Dawn Gatherum
Richard Greene
Frank Guliuzza - Parliam. - Colleen Garside representing
Susan Hafen
Bruce Handley
Sue Harley
Laird Hartman - Excused
Michelle Heward (Spring)
Warren Hill - Admin.
Bob Hogge
Ron Holt
Joan Hubbard
Jim Hutchins
Becky Johns
Wade Kotter
Diane Leggett
Laura MacLeod
Susan Matt
Marek Matyjasik
Jack Mayhew
President Millner - Admin.
Mike Olpin
Dale Ostlie - Admin.
Ryan Pace
June Phillips Admin.
Jack Rasmussen - Admin.
Chris Russell - Student
Richard Sadler - Admin. - Vickki Vickers representing
Paul Schvaneveldt
Gene Sessions
Ryan Starks - Student
Kathleen Stevenson
Jeff Stokes
Michael Vaughan - Admin.
Toni Weight, Admin. - Excused
James West - Student
Scott Wright
Yu-Jane Yang
Jessica Wozab - Student
Bill Zundel

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Kay Brown, Secretary

1.     ROLL CALL

Motion: Moved to approve the minutes from the April 21, 2005 meeting.
Made: Warren Hill
Second: Gene Sessions
Outcome: The minutes were approved

3.    MEMORIAL TRIBUTE TO KYLE MATTSON

Alma Harris presented a memorial tribute to Kyle Mattson who passed away last Spring.

4.   INTRODUCTION OF STUDENT REPRESENTATIVES

Student representatives Chris Russell, Ryan Starks, James West and Jessica Wozab were welcomed to the Faculty Senate.

5.    ACCEPTABLE USE POLICY – Don Gardner, Chief Information Officer

Motion: The members of the Faculty Senate support the Acceptable Use Policy
Made: Becky Johns
Second: Dawn Gatherum
Outcome: The motion passed unanimously.

6.   RESEARCH, SCHOLARSHIP & PROFESSIONAL GROWTH COMMITTEE – Susan Matt, Chair

Total Funds Available: $111, 023

Funds requested:
$60, 907.12. fall 2004–RSPG, Vitality
$87,286.63 spring 2005, RSPG, New Faculty, Vitality
$95,666.05 spring 2005, Hemingway Excellence and Collaborative

• Craig Bergeson, $1850, Summer seminar at Cornell University on criticism and theory

• Shirley Leali, $500, Present at the 2005 International SIM conference

• Mark Bigler, et al, $1232, "A Comparison of Harm Reduction Ideology and Integration in the Undergraduate Curricula of Social Work and Health Education in the United States"

• Joanne Lawrence, $2762, Workshop "Dance as Integrated in Humanities and Society"

• Huiying Wei-Arthus and Mark Merkley, $1250, Present papers at the Hawaii International Conference on Social Sciences

• Richard Hooper, $1690.71, A collaborative project entitled "Beyond English Competency: Developing Student Writing and Thinking Across the Disciplines"

• Hal Crimmel, $2000, Course release time to work on Canyons of Dinosaur and Teaching about Place

• Craig Oberg, $550, Project entitled "Search for Magnetotactic Bacteria and Facultative Spirochetes in the Great Salt Lake

• Eric Swedin, $500, Partially fund participation in the USG Asia Council’s Faculty Development Seminar on Forces of Globalization, to be held in India

• Naseem Banerji, $2509, Fund research on Hoysala Temples of Karnataka, India"

• Jonathan Clark, $730, Fund travel to the annual meeting of the Society of Systematic Biologists

• Richard Ford, $550, Fund participation in oceanography and geomorphology workshops

• Adam Johnston, $1026, Fund "Science Education at the Crossroads"

• Brent Horn, $3000, Fund research on "Determination of Reaction Products from Duquenois-Levine Tests on Marijuana"
• Valerie Herzog, $3000, Preseason Football Conditioning Research Project
• Leigh Shaw, $2170, Research on adolescents’ thinking about opposite-sex peer interactions
• Susan Hafen, $2205, Research/conference "Politics of Talk; Gender Gossip at Work"
• Brian Rague, $2712, Development of a parallel processing computer cluster
• Karen Moloney, $2,943, German courses to aid in research for Godje’s Daughter
• Salvador Martinez, $3,500, Research on differential pricing of solid waste products
• Ron Deckert, $927, Research on fungi of hypersaline environments
• Wade Kotter, $312, Presentation,"Are Subject Librarians an Endangered Species?"

• Brenda Marsteller Kowalewski, Youth Impact Program Assessment $4216
• Stephanie Bossenberger-James, Dental Sealant Project $1200
• Stacy Palen, Spanish Translation in the Planetarium $7894
• Greg Lewis,50 Great Chinese Films $3000
• Diego Bernal, Control Body Temperature/Reduction of Fishery in Mako Sharks $3500

• Erik Stern, Demolition Derby: A Collaboration $3000
• Adam Johnston, Eric Amsel, Reflective Learning $5000
• Colin Inglefield, Microscopic Studies of the Mobilization of Lead in Soils $3000
• John Mull, Support for Interdisciplinary Honors 3900 Course $4000
• Mohammad Sondossi, The Astrobiology Research Academy $4746.50
• Kathryn MacKay, Leah Murray, The "Engaged" Honors Program $2800

Motion: Move to approve the report of the RSPG Committee.
Made: Wade Kotter
Second: Yu-Jane Yang
Outcome: The motion passed unanimously.

Resolution: Whereas, the amount of money allocated to RSPG has not been raised in several years, and

• Whereas, the demand for such funds in the same period has risen dramatically, and
• Whereas, the university is increasing its emphasis on faculty research and development, and
• Whereas, costs for such research and development have risen substantially, therefore,

RESOLVED: the Administration should immediately devote itself to exploring ways, by both internal
and external means, to increase funding available for allocation to faculty by the RSPG Committee.

Motion: Moved that the Faculty Senate adopt the above resolution.
Made: Gene Sessions
Second: Becky Johns
Outcome: The motion passed unanimously.

7.    ADMISSIONS, STANDARDS & STUDENT AFFAIRS – Erika Daines, Chair

1. New Freshmen - New freshmen applicants will be admitted to either the University Tier or the General College Tier based on the following:

a. Students submitting the following will be admitted to the University Tier:

1) Verification of high school graduation or General Education Development Test (GED) with scores established by the University (applicants from Utah must submit Basic or Alternative completion Diplomas and transcripts), and minimum scores on the ACT (or SAT equivalent), COMPASS, or ACCUPLACER tests according to the WSU Assessment & Placement Standards document. Students who apply and do not meet the requirements for admission into the University tier will automatically be placed considered for admission into the General College tier.

2)  Minimum scores of 17 on the English and 23 on the mathematics sections of the ACT or their equivalents on the SAT.

b. Students submitting the following will be admitted to the General College Tier:

1). Verification of high school graduation or General Education Development Test (GED) with scores established by the University (applicants from Utah must submit Basic or Alternative completion Diplomas and transcripts), and minimum scores on the ACT (or SAT equivalent), COMPASS, or ACCUPLACER tests.

Students will be placed in specific English, math or reading courses according to the WSU Assessment & Placement Standards document. A fee will be charged for each assessment test. Students are not allowed to register for any course(s) before taking all applicable tests. All students admitted on College Tier must enroll in and not withdraw from their initial developmental course(s) within the first two semesters. These students are then required to enroll in developmental course(s) and make progress each subsequent semester (excluding summer) until relevant minimum degree requirements have been met for the students’ declared degree program (Institutional Certificate, A.A.S., A.S, A.A., or Bachelor’s degree). Otherwise, a hold will be placed on their registration which can only be removed by the Academic Advisement Center.

2). Scores below 17 on the English and/or below 23 on the mathematics sections of the ACT or their equivalents on the SAT.

3)

1) Students who enter at the General College Tier will be notified and automatically advanced to the University Tier upon completion of all of the following:

I)  Quantitative Literacy, which is met by achieving one of the following:

a)  A score of 70 on the ACCUPLACER college level math (CLM) or 65 or greater on the COMPASS college algebra exam.

b)  A grade of 2.0 or better in Math 1030, 1040, 1050 or 1080 Math QL1050 or Math QL 1080 or any mathematics course having either Math course 1050 or 1080 as a prerequisite.

c)  A grade of 2.0 or better in Math QL1030 or Math QL 1040.

ii) English Competency, which is met by achieving a grade of 2.0 or better in both English 1010 and English 2010.

iii) Successful completion of 20 semester hours (30 quarter hours) at WSU with a cumulative GPA of 2.25 or better.

2. Admission of Transfer Students - Students seeking to transfer to the University will be admitted in accordance with the following guidelines:

a. Students transferring with fewer than 30 semester hours (or 45 quarter hours) of credit, will be considered for admission on the same basis as new freshmen provided their cumulative GPA is 2.0 or above.

b. Students transferring with 30 semester hours (45 or more quarter hours) will be considered for admission on the basis of the following criteria:

1) Students who have completed an associate A.A. or A.S. degree will be admitted to the University Tier provided they have a cumulative GPA of 2.0 or above. Students who have completed an A.A.S. degree will be admitted to University Tier provided that they have a cumulative GPA of 2.0 or above and have completed Quantitative Literacy and English Competency requirements.

The policy will go into effect Spring semester 2006.

Motion: Moved to approve the changes to PPM 6-2 as stated above to be effective Spring 2006.
Made: Gary Dohrer
Second: Bill Clapp
Outcome: The motion passed with 1 abstention.

8. FACULTY SENATE STANDING COMMITTEE CHARGES

1. Review minimum degree requirements for ranks. For example, compared to peer institutions, Weber State University has relatively weak requirements for the rank of instructor.

2. Evaluate the practice of granting years toward tenure to newly hired faculty in light of the changed time line for reviews (3/6 time line for tenure).

4. Work on changing the recommendation for faculty employment form to reflect PPM 8-1a.

5. Review PPM 8-23 and other pertinent policies to clarify who can start the process of delaying tenure decisions. Allow for delaying the process for up to two years.

6. Look at the committee description and membership regulations listed in the Faculty Senate Bylaws, PPM 1-13, for possible revisions and updates

7. Clarify PPM wording on the role of instructor specialists.
(This charge does not suggest any substantive change, but rather a change in wording concerning the rank of instructor specialist. In comparison with other universities, Weber State is fairly unique in conferring such a rank on faculty. It may be worthwhile to research whether this rank should be retained, i.e. whether departments across campus plan on hiring faculty in this rank in the future, before addressing the wording in the PPM.)

8. Look at establishing a late stage rank of "Distinguished Professor."

9. Recommend a policy that would parallel the University of Utah’s Accommodations Policy.

1. Continue to allocate ARCC resources, including Dee Family Technology Grant funds, using consistent, fair and responsible criteria.

A. Review funding criteria and procedures for ARCC for possible revisions or clarification purposes.

B. Continue to develop funding criteria for and advertisement of Dee Family Technology Grant.

C. Continue to improve the solicitation and means of submitting proposals and decreasing the amount of paperwork involved.

D. Report on the above activities (and any other ARCC matters which may seem significant) to Executive Committee once each semester and to Faculty Senate once during Spring Semester.

2. In collaboration with IT, Provost’s office and President’s office, re-evaluate the manner in which ARCC funds should be allocated. Continue discussion regarding approaching President’s office for upgrading classrooms or other ARCC-related projects.

3. Continue to assess faculty computer needs, solicit faculty input, and lobby for the faculty’s computer-related interests.

A. Make further use, if possible, of survey data collected in 2004-2005.

B. Develop a routinized way of conducting continuing data-gathering from faculty and interested parties regarding computer needs.

4. Continue to work toward developing a policy for inclusion in the PPM regarding the upgrade and maintenance of faculty computers.

5. Continue to review (with Computing Support) standards for hardware and software purchases.

6. Continue to monitor the expenditures of all ARCC funds, including those supported through WSUSA funding. Develop a routinized way to conduct such monitoring and to report on it.

7. Continue to maintain close communication with other computer resource entities on campus, including WebCT/Vista.

8. Continue to be represented on the IT Council, routinely invite IT Division directors to summarize status of new projects, problems and ongoing IT support.

1. Determine whether there are policies and/or procedures (PPM) that are affected by the Banner conversion with respect to registration, admission, advising and grading. If so, make appropriate recommendations for changes.

2. Update policy in the PPM that deals with student employment and the Wildcat card.

3. Review the Student Code and make recommendations.

4. Review the new placement testing recommendations to provide their suggestions or endorsement.

5. Investigate advisability and feasibility of students locking in their completion of general education.

6. Review the Utah Basic Skills Competency Test and the diplomas/certificates which can be earned as a result of the UBSCT and look at the changes that will need to be made in our admissions criteria.

1. Review and approve curriculum and program proposals.

2. Continue to conduct workshops on an as-needed basis with college curriculum committee chairs to acquaint them with curriculum procedures.

1. Calculate apportionment for Faculty Senate representation using the Hamilton Method and present the apportionment figures to the Faculty Senate during Autumn Semester.

2. Review the appropriate sections of the PPM pertaining to the Faculty Senate and the Faculty Senate Standing Committees and make recommendations.

3. Research questions and make recommendations that are brought to the attention of the CRAO Committee.

4. Insure that the Faculty Senate election policy includes electronic balloting. (PPM 1-13, Article B-II, Section 7.2).

5. Prepare a constitutional amendment to abolish the current Curriculum & General Education Committee and replace it with two committees, a committee to review curriculum proposals, and a committee for assessment and improvement of general education.

6. Investigate the process by which chairs and vice chairs are elected and their term of office.

1. Meet separately and early as the faculty portion of the committee to discuss representing in a unified manner the constituent needs and interests of the faculty in the deliberation of the larger committee.

2. Ensure faculty involvement in the nomination and selection of candidates for honorary degrees and for commencement speakers through maintaining the important voice of the faculty and the Faculty Senate as a major force on the institutional committee.

3. Encourage the selection of at least one honorary degree recipient each year who has made an outstanding academic contribution to higher education, preferably a WSU faculty member.

4. Work to achieve a representation of gender and ethnicity among degree recipients and ensure that all recipients are of stature to enhance the image of Weber State University.

5. See that the criteria for honorary degrees are considered , so that the understandable desire of the administration to cultivate donors and potential donors does not overwhelm the deliberations and pass over otherwise worthy candidates.

6. Provide the larger committee with a way to carry forward information so next year’s committee can benefit from work done this year.

1. Continue to issue RFP’s for Research and Instructional Improvement grants and review the proposals in a timely manner.

2. Continue to coordinate deadlines for submission of proposals with the chairs of the Institutional Review Board and the Animal Care and Use Committee.

3. Review and update as needed the proposal guidelines. Clarify and report the criteria for awarding the grant. Explore ways to simplify the process and broaden the criteria.

4. Provide feedback to authors why proposals were not funded.

5. Continue efforts to publicize the committee’s activities. Seek ways to broaden participation campus wide. Explore opportunities to disseminate information about funded projects including workshops in order to provide consistent information and feedback to potential applicants.

6. Develop a proposal for additional funding to support faculty research.

7. Work with the Teaching, Learning and Assessment Committee to find non-monetary ways to promote and recognize faculty research and scholarship.

8. Work with the Teaching, Learning and Assessment Committee to help faculty identify new methods of scholarship.

9. Look at the committee description and membership regulations listed in the Faculty Senate Bylaws, PPM 1-13, for possible revisions and updates.

1. Reinforce the importance of University administrators' commitment to the remaining period of time relative to the five-year plan established March 29, 2001 by the Faculty Senate of obtaining a yearly 6% salary increase to narrow the gap between the CUPA averages and faculty salaries. Provide a detailed report to the Faculty Senate on CUPA salary comparisons by college.

2. Maintain a continuing dialogue with the University administration with regard to salaries, benefits, budgets and updates.

3. Continue to review present policy and, if necessary and desirable, create and recommend a new policy or policies regarding supplemental pay at WSU.

4. Review the insurance provisions in faculty benefits to see if current life insurance and disability treatments are appropriate.

5. Provide input on medical benefit issues including consideration of continuing with Educators Mutual as our insurance intermediary.

6. Consider a recommendation in support of salary equity for faculty who have held the same rank for a long period of time.

7. Look at teaching loads for adjunct faculty in relationship to their eligibility for benefits. Look at maximum teaching loads for adjuncts. Make a recommendation.

8. Look at PPM 3-59, Financial Rewards for Advanced Degrees and Professional Credentials and consider both the process and the dollar amounts allotted for different kinds of degrees or credentials.

TEACHING, LEARNING AND ASSESSMENT

1. Continue support for faculty development of teaching and learning strategies by working on the following:

• Work with the Office of Undergraduate Research to support and provide professional development to faculty members who would like to become involved with undergraduate research.
• Develop an online or list-serv format to provide support to new faculty.
• Work with WSUSA to co-host The Last Lecture series in partnership with Student Affairs.
• Work with Academic Affairs on ways to enhance professional development and mentoring of adjunct faculty.

2. Develop some ideas to revive WAC, SPEAC and Numeracy Across the Curriculum.

3. Work with Academic Affairs and RSPG to showcase faculty contributions by sponsoring a 2^nd Annual Faculty Forum.

4. Evaluate the continued role of the Teaching, Learning and Assessment Committee as a Faculty Senate Standing Committee.

Motion: Moved to approve the Faculty Senate Standing Committee Charges for 2005-06.
Made: Dawn Gatherum
Second: Wade Kotter

A question was raised about charge #5 to APAFT - "Review PPM 8-23 and other pertinent policies to clarify who can start the process of delaying tenure decisions. Allow for delaying the process for up to two years." Under some circumstances a faculty member may be put off track or request to be put off track for personal or professional reasons.

A concern was raised about evaluations of faculty members. The Executive Committee discussed this issue last year and felt that it needed to be discussed and reviewed by College Promotion Tenure Evaluation Committees before it came to the Faculty Senate as each college has a very specific review policy.

Other clarifications were discussed.

Main Motion
Moved to approve the Faculty Senate Standing Committee Charges for 2005-06 and to include the additional charge for the Salary, Benefits, Budget and Fiscal Planning Committee as stated and approved above.
Made: Dawn Gatherum
Second: Wade Kotter
Outcome: The motion passed unanimously.

9.    COMMITTEE MEMBERSHIP CHANGES – Bruce Handley

Bill Zundel replaces Debra Huber on the Faculty Senate, Marge Balzer replaces Curtis DeFriez on RSPG, Kraig Chugg replaces Nancy Saurdiff on ARCC, Robert Hilton replaces Steve Green on ARCC, Dan Bedford replaces Eric Ewert on ARCC, and Betty Tucker will be replaced on ARCC. Diego Bernal has left the University and will not be on the APAFT Committee.

Motion: Moved to approve the above committee membership changes.
Made: Bruce Christensen
Second. Bill Clapp
Outcome: The motion passed unanimously.

10.   PROPOSED AD HOC COMMITTEES – Bruce Handley

S.I. and Diversity Graduation Requirements Committee membership: Bill Clapp (Liaison), Diana Green, Shirley Leali, Maria Parilla, Richard Ulibarri, Chair - Jim Wilson

No formal charges were made by the Executive Committee, but the implied charge is to review the S.I. and Diversity courses and see if the intent of the Faculty Senate has been met by those courses and make a recommendation to the Faculty Senate.

Some Senate members were concerned that there were no formal charges and questioned how the ad hoc committee would review S.I. and Diversity. Members of the Senate would like to see a student serve on the committee. Committee membership was discussed as to whether or not it was broad enough. The committee was purposefully made small, and composed of faculty who have worked with the S.I. and Diversity issues for several years. Other Senators were opposed to postponing the establishments of the ad hoc committee pending formal charges, and felt the committee could meet and bring their recommendation for discussion to the Senate.

Motion: Moved to approve the Ad Hoc Committee on S.I. and Diversity.
Made: Bruce Christensen
Second: Bill Clapp
Motion Withdrawn

Motion: Moved to sent back to the Executive Committee the Ad Hoc Committee on S.I. and Diversity for charges and direction.
Made: Lloyd Burton
Second: Bill Clapp
Outcome: The motion passed with 20 in favor of the motion, 19 against and 2 abstentions.

Ad Hoc General Education Assessment and Improvement Committee membership: Lee Badger, Dan Bedford, Laine Berghout (ex officio), Lloyd Burton, Fran Butler, Steve Clark, Joan Hubbard (Admin), Hal Crimmel, Jim Hutchins (Admin), Becky Johns, Adam Johnston, Brenda Kowalewski, Judy Mitchell, Cliff Nowell, Mike Palumbo, Gene Sessions (Liaison), Al Talbot, Chair - Thom Kuehls

Motion: Moved to approve the Ad Hoc General Education Assessment and Improvement Committee.
Made: Gene Sessions
Second: Lloyd Burton

Committee membership was discussed. Not all department can be represented on committees. Traditionally colleges have had representation on committees.

Amended Motion
 Moved to have the Ad Hoc General Education Assessment and Improvement Committee membership to include a student.
Made: Chris Russell
Second: Ryan Starks
Outcome: The motion passed.

Main Motion 
Moved to approve the Ad Hoc General Education Assessment and Improvement Committee.
Made: Gene Sessions
Second: Lloyd Burton
Outcome: The motion passed.

A student will also be included on the Ad Hoc S.I. and Diversity Graduation Requirements Committee.

11.    CURRICULUM & GENERAL EDUCATION COMMITTEE – Laine Berghout, Chair

The Curriculum and General Education Committee proposed the following clarification to govern Institutional Certificates and Certifications at Weber State University.

Students are awarded an Institutional Certificate when they complete a program of study fulfilling a 10 credit hour minimum in residence at Weber State. Course work for institutional certificates is designed in a specific area for career and technical education purposes or for professional development. Students enrolled in Institutional Certificate programs are awarded diplomas indicating they have completed an Institutional Certificate in a defined area. Institutional Certificates are designated as "Inst Cert" under the Degrees/Programs listing. Refer to the listings under the academic department for specific requirements. At the discretion of the department credits earned as part of an Institutional Certificate may be applied to a degree. Students enrolled in Institutional Certificate programs may need to meet additional credit hour requirements in order to qualify for financial aid and should check with the Financial Aid Office.

Motion: Moved to approve the above clarification on Institutional Certificates and Certifications at Weber State University.
Made: Bill Clapp
Second: Rick Ford
Outcome: The motion passed unanimously.

Curriculum Proposals

Health Promotion and Human Performance - Course proposal for Directed Undergraduate and Graduate Nutrition Research - Nutr 4520/6520, and the change to the Nutrition Minor. The research aspects of the course were discussed.

Motion: Moved to approve from Health Promotion and Human Performance the course proposal for Directed Undergraduate and Graduate Nutrition Research - Nutr 4520/6520, and the change to the Nutrition Minor.
Made: Mike Olpin
Second: Richard Greene
Outcome: The motion passed with 1 abstention.

Botany Department - Program Proposal - Botany Major, Track B

Motion: Moved to approve from Botany the program change for the Botany Major, Track B.
Made: Dawn Gatherum
Second: Rick Ford
Outcome: The motion passed unanimously.

The new degree is envisioned to serve the local counties, primarily Weber, Davis, and Morgan Counties. The proposed English M.A. will give students content knowledge in English. The proposal includes letters of support from Utah State University and the University of Utah. Concern was expressed that the proposal did not include a language requirement and felt that if a language requirement was not included the university could be limiting students who may want to continue with a PhD Program. The Dean of the College of Arts and Humanities, June Phillips, felt strongly that this proposal should include a language requirement and stated that 95% master of arts degrees require a foreign language.

Friendly Amendment: Add a requirement for students entering the program with a B.S. or a B.A. degree to show an equivalency of the Weber State foreign language requirement.

Other Concerns

• Impact on faculty
• Has the mission of the University changed?
• The program will be in competition with the Master of Education Program
• Doubts about sufficient numbers of students to carry on the program over time
• Project or thesis option? No required course in stats or research
• MEd allows for 15 hours from other areas on campus
• Non PhD faculty teaching upper division courses
• Need a College of Graduate Studies
• 5000 level courses - Is this a problem for students transferring in or out of the program? Regents allow not more than 25% of courses to be in the 5000 level.
• Faculty load
• 27 hours at the 6000 level

Call for Previous Question
Made: Bill Allison
Second: James West
Outcome: Passed unanimously.

Motion: Moved to approve from English the program proposal for a Master of Arts in English and the course proposals for World Literature - Engl 5510, Literature of Cultures and Places - Engl 5730, Classical Literature - Engl 5750, American Literature: Early and Romantic - Engl 5520, American Literature: Realism and Naturalism - Engl 5530, American Literature: Modern - Engl 5540, American Literature: Contemporary - Engl 5550, English Literature: Medieval - Engl 5610, English Literature: Renaissance - Engl 5620, English Literature: Neoclassical and Romantic - Engl 5630, English Literature: Victorian - Engl 5640, British Literature: Modern - Engl 5650, English Literature: Contemporary - Engl 5660, Literature in Context - Engl 6010, Foundations - Engl 6020, Studies in Literary and Cultural Theory - Engl 6030, Seminar in American Literature - Engl 6240, Seminar in British Literature - Engl 6250, Seminar in World Literature - Engl 6260, World Languages - Engl 6320, Literary and Rhetorical Stylistics - Engl 6330, Graduate Seminar in Eminent Writers - Engl 6510, Graduate Seminar in Shakespeare - Engl 6520, Contemporary American Literature - Engl 6540, Contemporary British Literature - Engl 6550, Contemporary World Literature - Engl 6560, Advanced Studies in Genre - Engl 6610, Variable Topics - Engl 6710, Teaching Developmental Reading and Writing - Engl 6821, Teaching College Writing - Engl 6822, Teaching Practicum - Engl 6823, Directed Readings - Engl 6830, Master’s Project - Engl 6940, Thesis - Engl 6960, and to include a foreign language requirement for students entering the program with a B.S. or B.A. degree.
Made: Jeff Stokes
Second: Karen Brookens
Outcome: The motion passed with 22 in favor of the motion 3 opposed and 2 abstentions.

ADJOURN 
The meeting adjourned at 5:00 p.m.