April 25, 2002
The Campus Assembly met on Thursday, April 25 at 4:30 p.m. in the Science Auditorium. There was some variation in the order of agenda items.
I. From the Executive Committee. Minutes of March 20, 2002 Campus Assembly meeting were approved as presented.
the Executive Committee. Election.
David Wuolu was nominated to serve on the Consultative Committee for the 2002-2003 academic year.
III. From the Curriculum Committee.
The following Fall 2002 Curricular change was approved.
Division of Science & Math:
Chemistry Major and Minor Curriculum Changes
Biology - 1 new course
Biol 4331 Global Change Ecology
Division of Education - 3 course revisions
WSS 1051 Fitness for Life
WSS 2402 Psychological Aspects of Sports
WSS 2401 Sociological Aspects of Sports
The following Spring 2003 and Fall
2003 Curricular changes were approved.
Division of Education - 2 new courses
WSS 4101 Planning and Programming of Athletic Facilities. Offered Spring 2003
WSS 4102 Organization and Administration of Athletics and Recreation. Offered Fall 2003
IV. From the Curriculum Committee. African American Studies Minor.
Fritz Schwaller reported that the African American Studies minor consists entirely of courses that are already a part of (or will independently become part of) the offerings of the disciplines involved. In other words, the minor will not require any new resources, nor will it require faculty to take on overloads. Jim Cotter thought that several years ago UMM had tried to step away from minors. He also expressed concern about just grouping courses together and calling it a minor. Bert Ahern said students have expressed an interest in African American Studies, but we had to make sure we had enough courses in the area without needing additional resources. Schwaller added that if students are interested, he believes we should offer the minor.
V. From the Executive Committee. Proposed 2002-2003 Assembly and Adjunct Committee Rosters approved as presented.
VI. From the Assessment of Student Learning Committee. Student Opinion of Teaching Forms.
Dian Lopez reported that the Assessment of Student Learning Committee (ASL) proposes to change the order of the Student Opinion of Teaching (SOT) form questions. The new order separates the classroom environment question from the teaching questions and puts the "comparison of faculty" question after the faculty member's teaching has been evaluated. The "Additional Questions" were mandated by the University Senate in 1988 and we must use them or convince the Senate Committee on Educational Policy (SCEP) that UMM is a small liberal arts institution that does not need to ask these particular questions. The results of the "additional questions" survey are published for every faculty member who agrees to their publication.
The Morris Campus has three choices:
- Give the questions as mandated and each faculty member will decide whether to allow them to be published.
- Give a different set of questions. They would have to be approved by UMM and the SCEP.
- Give a different set of questions as "additional questions" to the mandatory set and have faculty decide which set, if any, should be permitted. This would not need SCEP approval.
The ASL Committee proposes that UMM give a different set of questions which better reflect the kind of information students need to know and one that will be more positive for faculty release. We propose a Working Group be established to include: two members from Assessment of Student Learning Committee, two members from the Faculty Development Committee and two members from Student Government with representation from all divisions in the group. The Working Group will complete their task of formulating a new set of questions during Fall Semester, 2002.
VII. From Lowell
Rasmussen. Report on Energy Conservation Policy and Principles.
Rasmussen reported on some of the issues the Energy Task Force have discussed this year, specifically the Green Energy Program and the Conservation and Reduction Program.
The Green Energy Program terms of the agreement with Ottertail are as follows: UMM purchased 614 KWH blocks of energy with open access in the fall for additional block purchases. The charge is 2.6 cents over and above normal rates with a three-year contract. The incentives include use of the Tailwinds logo and ad incentives or up to $2,000 in publication assistance for conservation policies.
The Conservation and Reduction Program have addressed the following:
A. Information Flow
Reduce amount of paper and printed material that is sent through campus mail.
- Junk mail kits available first week of fall semester.
- Promote more web site distribution of campus information.
- Use the University Register for general information.
- Promote electronic distribution and transfer of text to Duplicating.
- Use 60% post consumer recycled product to produce hardcopy.
- Promote two sided printers when applicable.
- Promote additional campus kiosks for access.
B. Campus Recycle Programs
- Purchase policies. Review and optimize purchases involving the generation of recycled products on campus.
- Develop a more comprehensive recycle program in the residence hall environment.
- Establish collection times and sites for off campus students.
- Campus Goal: increase volume in pounds of recycling by 10% each year for three years.
- Conduct annual waste stream analysis.
- Consider compost for food service waste stream.
C. Water Conservation Programs
- Install f low control devices to reduce amount of water used in all campus buildings.
- Install water meters for campus irrigation.
- Look at reuse of water that currently is being pumped in to storm sewers.
D. Building Operations
- Reduce non-use airflow in Science fume hoods. Estimated $16,000 per year savings.
- Convert existing DX units to chilled water-cooling.
- Install motion sensors in lighting control systems.
- Install meters in all non-metered buildings.
- Improve performance of HVAC units.
- Improve performance of building envelopes. (Lower maintenance, higher energy efficiency.)
- Incorporate sustainable design concepts in renovation and construction.
- Monitor building use schedule.
E. Campus Technology
- Purchase hardware that extends life cycle before replacement.
- Purchase hardware that minimizes impact when it is put into the waste stream.
- On products with short replacement cycles, (3 years or less) establish programs to recycle hardware into secondary use streams. (Donate to other public agencies that may have a use for them.)
- Promote the purchase of energy star hardware.
- Provide information on when to shut off equipment to conserve energy.
F. Microscale Laboratories.
- Promote the conservation of resources in academic and research applications in laboratory settings.
G. Biomass/biofuels Programs.
- Participate in studies to assess the feasibility of using biomass or biofuels in the energy stream on campus.
- Explore the concept of a district energy program for the campus and community.
H. Fleet Operations.
- Encourage the use of fuel-efficient and or hybrid vehicles.
- Promote rideshare, scheduling coordination for use of vehicles.
I. Campus Education
- Promote conservation in academic curriculum.
- Develop conservation orientation programs.
VIII. Senators' Reports
IX. Old Business
X. New Business
Harold Hinds reported that with the leadership of Tom Turner, Professor of Spanish, the Faculty Center has offered a faculty seminar for the last two years, each exploring a difference phase of faculty life. At the invitation of the Faculty Center and the Faculty Development Committee, Professor Turner has developed a proposal that would make these seminars a regular part of the Faculty Center program. At its March 5 meeting the Faculty Development Committee accepted the proposal in principle.
XI. The Chancellor made the following remarks:
In spite of what Chaucer says about April's sweet showers, T.S. Eliot comes much closer to the Minnesota Spring when he begins "The Waste Land" by observing "April is the cruelest month." This has been a pretty rough Spring for many of us; I know it has been for me.
A couple of weeks ago, I was griping and moaning around the house one evening, as we all sometimes do. I was muttering something about how I never should have become an administrator; I should have stayed an English teacher, blah, blah, blah.
The more sensible and balanced person who lives at my home would have none of it. She reminded me that if I were still a faculty member, I'd be griping just as hard, and wishing I had gone into administration, or started a wood-strip canoe factory or a bike repair shop. She was, of course, right.
Moreover, I reminded myself, that if I were a faculty member, what I would be unhappy about would probably be the administration! I would feel that nobody sequestered in the managerial isolation of whatever the administration building was - Behmler Three, or Old Main or Morrill Hall - none of them understood what I was doing, or appreciated my work. They did not know, or had forgotten, that feeling that it was always possible to prepare more for tomorrow's classes, that papers and tests could always be read more carefully, that there were journals sitting unopened on the office desk, and how hard it is to balance the endless line of students needing to a word after class, advisees needing advice, articles to write, committees needing to revise their constitution, and, of course, bureaucratic mandates needing to be met by arbitrary, hasty, meaningless deadlines. If I were a faculty member I would be upset by my low salary and inadequate operating budgets. I would worry that my college had lost its sense of priorities, and was wasting precious and limited resources on frills, while it was starving its core enterprises. In a really bad mood, I might be infuriated by deans and chairs and vice chancellors and presidents and chancellors living like princes, while I was treated like an indentured servant.
What I want to say today, at our last Assembly meeting of the year, is that we really haven't forgotten, I haven't forgotten. Everyone at this college knows that what counts, what really counts, is what goes on in the classroom, laboratory, library and office, with students and faculty. The Chancellor at UMM is less central to the mission of our school than a tenured professor or the most temporary part time instructor - and I want that part time instructor to know that the Chancellor knows it. Being a teacher - and being a student, too - is hard work, but it is the work which is most important at an institution which has no reason for existing other than education.
I should not belittle the hard work of our staff, too. The rest of us who work at UMM certainly help create a setting in which education can most effectively take place, and many on our staff are also directly involved in the educational process, as teachers, mentors, and learners as well.
So, if, this cruel April, there have been moments when you wondered if anyone noticed or cared, I ask you to stop wondering. We are facing, as always, some difficulties and some lean days ahead. When has that not been the case? No one at UMM will get the entire salary increase she or he deserves next year; no department or discipline will receive all the needed operating funds. But what money we have, we will put where our values are, and that is into the educational process.
I truly believe that what has kept UMM so strong over more than four decades above everything else, is our shared sense of institutional focus. We know what we are, we know what we have been, we know what we want to be: a public liberal arts college of uncompromising academic rigor, which brings together the best students and the best faculty. That was the agenda for the year which is winding down, and that will be the agenda for the 2002-03 and beyond. My job is to help you - students and faculty - to make that happen, and, occasionally, to articulate all this not to the outside world, but internally as well. Your job is to do it.
Thanks for doing it, thanks for
hearing me out, thanks for another good year.
Adjourned at 6:00 p.m.