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Academic Council February 1, 2016 Packet for Meeting

ACADEMIC COUNCIL AGENDA

Monday, February 1, 2016 from 3:30 to 5:00 PM CNS 200

1. Presidential courtesy

2. Report from the Secretary of the General Faculty

3. Report from the Executive Secretary a. Approval of minutes:

i Meeting of December 7, 2015 (attachment) b. Correspondence c. Oral Reports

4. Council Subcommittee Reports

a. Subcommitte discussing post-tenure review (AC 9/21/15) (attachment) b. SC on broader academic freedom language for governance documents (AC 2/27/12) c. Subcommittee to consider proposing IDEA form for administrators (AC 4/4/11) d. Subcommittee on grievance procedures (AC 5/8/13) e. Subcommittee on time codes (AC 5/8/13) f. Standing Calendar Review Subcommittee

5. Petitions for immediate hearing

6. Old Business

7. New business a. Electing a replacement faculty member to the University Librarian Search Committee b. Proposal to change the course withdrawal deadline (attachment) c. Proposal for Minor in Sports Leadership and Management (attachment)

Lists of Attachments, Pending Items, and Ongoing Items are on page 2


List of Attachments and other materials For item 3.a.i.: Draft minutes of meeting on December 7, 2015 (pages 3 – 7) For item 4.a.: Report of Subcommitte discussing post-tenure review (page 8)For item 7.b.: Proposal to change the course withdrawal deadline (pages 9 – 12) For item 7.c.: Proposal for Minor in Sports Leadership and Management (pages 13 – 28 and additional

material online) Pending Items: A. Faculty Data Committee (AC 12/3/07). B. AC revisits the accessibility of teaching evaluation data, Due spring 2012. (AC 4/19/10) C. AC review of Merit Appeals Policy, once one or more have been adjudicated. (AC 11/1/10 & 5/13/14) D. AC three year review of Intellectual Properties Policy, spring 2014. (AC 3/7/11) E. MPA, five year review in 2017-2018 (AC 9/10/12) G. Revisit report from ACSC on Mission Statement re non-tenure track faculty in fall 2014 (AC 9/8/14) H. Review and evaluate the Pass/Fail option in fall 2020 (AC 12/1/2014) I. Three-Year Review of C.A.S. Reading and Language Development program (AC 2/2/2015)

Ongoing Items: 1. Report by SVPAA to AC each semester to inform the council of any approved exceptions to the

Athletic Department’s policy of not scheduling athletic events that conflict with final exams. 2. Report from the Committee on Conference with the Board of Trustees after each meeting with

board members. At the end of each academic year, discuss items for the Conference Committee to put on the agenda for their meetings with members of the board the following year

3. Standing Calendar Review Subcommittee: A subcommittee of two people will be elected by the AC each September from its elected membership. The subcommittee’s charge is to review all Fairfield academic calendars before their publication and make any necessary recommendations for changes to the Academic Council and the Senior Vice President for Academic Affairs.


Academic Council

Draft Minutes Monday, December 7, 2015 from 3:30 to 5:00 pm

CNS 200 Faculty Members Present: Professors Mousumi Bhattacharya, Beth Boquet, Dave Crawford, David Downie, Bob Epstein, Shannon Kelley, Alison Kris, Jen Klug, Phil Lane, John McDermott, Rona Preli, Susan Rakowitz (Secretary of the General Faculty), Amalia Rusu (Executive Secretary), Emily Smith, Kraig Steffen, Debra Strauss (Chair), Jo Yarrington, Joan Weiss Administrators Present: SVPAA Lynn Babington; Deans Don Gibson, Bob Hannafin, Yohuru Williams, Meredith Kazer Student Observer Present: Jason Abate Guests Present: Professor Ronald Davidson (Item 5); Professor Stephanie Storms (item 7a) Regrets: Dean Bruce Berdanier Meeting Called to Order: 3:35 pm 1. Presidential courtesy

SVPAA Babington reported that Fairfield led the MAAC and ranked among the nation’s best with regard to its graduation rate of athletes. The new Health Studies program had 66 minors. In an example of the partnership between the Dolan School of Business (DSB) and the School of Engineering (SOE) on entrepreneurship activities, the SOE had entered into a partnership with Servo-Robot that will provide graduate student fellowships for the next two years. The School of Nursing (SON) received a CT innovation grant to support simulation learning. The Graduate School of Education and Allied Professions (GSEAP) and Bassick High School had formed a partnership to introduce Bridgeport high school students, some of whom may not have plans to attend college, to learning in a college environment. 80 students come to Fairfield’s campus on Fridays throughout the academic year and have their regularly scheduled Friday classes in Fairfield University classrooms. The SVPAA circulated a copy of the “Vision Statement” for the Marion Peckham Egan School of Nursing and Health Studies.” The School was named in honor of a $10 million gift. Noting the value of reaching audiences outside of academia, and the positive light that public engagement sheds on the quality of the University and its faculty, the SVPAA outlined recent examples of faculty writing articles for news publications or being quoted in them, including Philip Lane, Michael McDonald, Sharlene McEvoy, Gavriel Rosenfeld, Debra Strauss, and the SON’s Poverty Simulation Day. Noting the positive start to the new “Thought Leadership Blog” on the University’s website, she encouraged faculty to participate and noted that posts appearing on the University Blog, ThinkSpace (located in the social tile off the Fairfield.edu home page)


are also posted to University social networks and channels. In addition, Op-Ed pieces would first be pitched to Tier A/B publications and then published via University channels. Excellent examples to date included: “The Future of Ministry” by Dr. Paul Lakeland; “Teach Children to Read First so they can Read to Learn” by Dr. Margie Gillis; “Reflections on Paris- Before and After November 13” by Klevisa Kovaci ’14; “Retailers Go Dark on ‘Black Thursday’” by Dr. Mousumi Bose Godbole; “The Refugee Crisis in Europe” by Dr. David McFadden; and “What it Really Means to be a Warrior” by Shelby Iapoce ’16.

2. Report from the Secretary of the General Faculty

Prof. Susan Rakowitz (Secretary of the General Faculty), reported that the Executive Committee of Academic Council had attended the November 17 meeting of the senior University administrators and is scheduled to meet next week with Dr. Babington, Mr. Lawlor, Dr.. Pellegrino, and Fr. von Arx.

3. Report from the Executive Secretary

a. Approval of minutes: i. Meeting of November 2, 2015 (attachment)

The members agreed to change “University Resources” to “Human Resources.” Motion [Crawford/ Yarrington]: to approve the minutes, as orally amended, from November 2, 2015. The minutes were approved unanimously.

ii. Meeting of November 16, 2015 (attachment)

Motion [Weiss/Lane]: to approve the minutes from November 16, 2015. The minutes were approved unanimously, with two abstentions.

b. Correspondence. None

c. Oral Reports.

Prof. David Crawford, on behalf of the ad-hoc sub-group examining locker room issues, reported on the group’s meeting with David Frassinelli, Associate Vice President of Facilities Management. The group had informed him (in writing prior to the meeting and during the meeting) that the several university governance documents stated that faculty should have separate locker rooms in the gym and sought clarification if this would be the case in the revised ‘Rec-Plex’. Mr. Frassinelli showed them blueprints and stated that no separate locker rooms had been envisaged and with construction underway, altering the plans was unlikely. Larger, private showers (rather than group showers) were planned for both the men’s and women’s locker room and the sub-group and Mr. Frassinelli discussed the ‘two-curtain’ solution popularized by Real Madrid but no solution was found to create separate locker rooms for faculty. During the ensuing discussion, several members of the Academic Council expressed significant concern that the revisions had failed to create separate locker rooms. Reasons


included, inter alia: the potential inappropriateness of faculty and students showering and changing in the same space; the use of the locker rooms by children in summer camps, while the rooms were also open to adult faculty and students; the use of the locker rooms by members of the community at the same time as students; the disconnect between governing documents and the building plans; the lack of stakeholder input earlier in the process; concerns that the renovated RecPlex will be outdated with regard to increasing standard concerns for privacy and gender issues; and frustration that the planned fix did not, at least on-paper appear to differ from the current situation in the women’s locker room. SVPAA Babington stated that the planned construction of academic buildings had involved, and would continue to involve, extensive consultations with relevant faculty committees and other faculty, staff and administrative stakeholders. Several members of the Academic Council outlined potential solutions to the locker room issue, including, inter alia: using partitions or other methods of creating faculty-only, or non-student, space within the planned locker rooms; reserving some time-periods for faculty use only; moving the swim team to the student locker rooms and using the swim team locker rooms for faculty (one or more of the swim teach locker rooms were originally faculty-only locker rooms); and carving out space in the blueprints for faculty-only locker rooms. The Academic Council agreed that interested members would provide additional information to Prof. Crawford who would draft a document and communicate with the Council and Mr. Frassinelli.

4. Council Subcommittee Reports. None.

5. Petitions for immediate hearing.

a. Petition from the Humanities Chairs of the College of Arts and Sciences to add another faculty member to the Search Committee for the University Librarian

Motion [Preli/Lane]: to consider the petition. Approved unanimously. On behalf of Chairs of departments in the humanities in the College of Arts and Sciences (Profs. Steve Bayne, Philosophy; Jerelyn Johnson, Modern Languages and Literatures; David McFadden, History; Laura Nash, Visual and Performing Arts; Elizabeth Petrino, English), Prof. Ron Davidson, Chair of Religious Studies and Director of the Humanities Institute, proposed that the Academic Council add another humanities faculty member to the Search Committee for the University Librarian. He emphasized that the humanities rely heavily on library resources, in particular monographs; that deep and broad archives were needed in many fields; that new directions in the humanities, including digital resources, are critical to several fields; that humanities faculty have concerns about the future of the library related to collections and use of space; and that the search committee did not include a faculty member in the humanities. Professor Cecelia Bucki (History) was nominated in the original call for candidates and Professor Ron Davidson said he was also willing to serve. Professors Bucki and Davidson had extensive experience on the Library Committee and working with the humanities and libraries in the state of Connecticut and nationally. In


response to questions, Professor Davidson stated that while humanities faculty could communicate with members of the search committee, direct representation would be a better method of ensuring that important issues were considered in the search. In the ensuing discussion, several members of the Academic Council expressed sympathy for the concerns expressed by Professor Davidson but they and many other members noted that normal procedures had been followed in both calling for nominations and in voting on members of the search committee. The faculty members on the committee could represent a diverse set of views and specific humanities related concerns could be conveyed to them. To change the composition of the search committee after it had been constituted would not conform to established practice and would set a precedent that would likely raise difficult, unnecessary and unwanted procedural and practical issues in the future for the Academic Council and potentially for other committees. By the close of the discussion, no member of the Academic Council had supported adding another faculty member to the search committee. In response to a question, SVPAA Babington stated that the search would include a designated role for the Library Committee. As noted by the Secretary of the General Faculty, this handbook committee included designated faculty in the humanities. The Academic Council agreed not to reopen the selection of faculty members to serve on the Search Committee for the University Librarian. The Humanities Chairs would be invited to communicate their views regarding the search and broader library issues to members of the search committee directly, through the Library Committee, and through other consultations that may be established by the Search Committee.

6. Old Business. None.

7. New business

a. Committee on Conference with the Board of Trustees: report on December meeting

[The meeting approved a re-ordering of the agenda through which this sub-item was taken up immediately following agenda Item 3(a)] Professor Stephanie Storms reported that all faculty members of the Committee on Conference with the Board of Trustees had attended the meeting on December 3, 2015. During the meeting, SVPP Babington provided updates on Fairfield 2020, including providing handouts on progress made and next steps; student participation in study abroad and service learning programs and how to increase it; and plans to reach the enrollment goal of 4000 full-time undergraduate students. Professor Nancy Dallavalle, Vice President for Mission and Identity and Associate Professor of Religious Studies had then made a presentation about the Catholic intellectual tradition. Board members and faculty had then exchanged views regarding the infusion of this tradition, and its role, at Fairfield University. Professor Storms indicated that little time had remained for other discussion before the meeting went into Executive Session. In response to a question from Professor Lane, Professor Storms said that the members of the Committee on Conference had not told Board members that the General Faculty had not agreed


on the enrollment goal. In response to a series of questions (including those from Professors Epstein, Klug, Lane, and Steffen), the SVPAA stated that discussions amongst senior administrators regarding the planned enrollment increase had included discussions of the consequential need to increase educational resources, including faculty. The University had met its undergraduate enrollment budget goal this year due to an increase in transfer students, something that reflected the increasing number of students nationally who apply to transfer. Selectivity had improved and the discount rate had decreased. A variety of measures were underway to understand and meet the increased demand for on-campus student housing, including the master building plan that had been approved by the Board of Trustees. She would outline this plan in detail at the University Town Hall meeting on Wednesday, December 9, but noted that its two phases included the new Health Science/School of Nursing Building (which would break ground in May); a parking garage; remodeling of DSB and some student housing, and a new dorm, and other features.

b. Electing faculty to the Committee on Non Tenure Track Faculty

The Secretary of the General Faculty recalled that after the Board of Trustees had agreed to add text regarding a Committee on Non-Tenure track Faculty to the Faculty Handbook, she had consulted with the Committee on Committees regarding the election of three non-tenure track faculty members to serve on this committee and they had agreed on a proposal to add language to the Journal of Record defining, “Non-Tenure track Faculty” with respect to the membership of this committee. After outlining the proposal, she drew attention to the proposed timeline for the initial staffing of this committee)

Motion [Rakowitz/Yarrington] to add the following text to the Journal of Record:

Defining Non-Tenure Track Faculty for the Election to the Committee on Non-Tenure Track Faculty Those eligible to stand for election and/or to vote in the election of "three non-tenure track faculty members…by the non-tenure track faculty in an election overseen by the Secretary of the General Faculty each spring" shall be anyone who meets the Handbook definition of "Lecturer," "Adjunct Professor," "Visiting Instructor," "Visiting Professor," or "Professor of the Practice."

The motion was approved unanimously.

The meeting adjourned at 4:57. David Downie, Recording Secretary


Post-Tenure Review Committee Members: Lynn Babington, Joe Dennin, Dennis Keenan, Carl Scheraga, Emily Smith, Kate Wheeler, Jo Yarrington, Wook-Sung Yoo Charge: Discuss in earnest the feasibility of a post-tenure review system that could replace the current merit system and be in place for FY17 (2016-2017). Recommendations: (1) That there be an annual review of all full-time faculty members. The purpose of this review is

to determine the eligibility of a faculty member for an annual salary increase determined by annual collegial discussions between the Faculty Salary Committee and the administration regarding the “Memo of Understanding: Faculty Compensation (Salary and Benefits).” Schools may continue to use their current model for annual review or develop a new one.

(2) That there be a periodic post-tenure review process. The principles guiding this recommendation

for a post-tenure review process are drawn from “Post-Tenure Review: An AAUP Response”: “Post-tenure review ought to be aimed not at accountability, but at faculty development. Post-tenure review must be developed and carried out by faculty. Post-tenure review must not be a reevaluation of tenure, nor may it be used to shift the burden of proof from an institution’s administration (to show cause for dismissal) to the individual faculty member (to show cause why he or she should be retained). Post-tenure review must be conducted according to the standards that protect academic freedom and the quality of education.”

This process will not be tied to the annual collegial discussions between the Faculty Salary Committee and the administration regarding the “Memo of Understanding: Faculty Compensation (Salary and Benefits).”

The purposes of the post-tenure review process would include (1) recognizing past accomplishments, (2) supporting future accomplishments, and (3) identifying and addressing areas for development.

A possible model for this might be a 3-5-year review that includes: (1) Completion of a self-assessment of the faculty member’s past performance and

aspirations for the future (2) A meeting with the Dean of the faculty member. In preparation for the meeting the

faculty member would submit the self-evaluation, a curriculum vitae, and a summary of teaching evaluations. The purpose of the meeting is to provide guidance for continuing and meaningful faculty development.


To: AcademicCouncilFrom: AcademicPlanningCommitteeDate: January20,2016Re: ProposedRevisiontotheCourseWithdrawalDeadline

PROPOSEDCHANGESTOCOURSEWITHDRAWALDEADLINEJournalofRecord(p.30-31):WithdrawalPolicy:Studentswhowishtowithdrawfromacourseaftertheinitialadd/dropperiodmaydosobythemid-pointofthecourse(e.g.,throughtheendoftheseventhweekofatraditionalsemester)providedthat(a)thestudent’sacademicdean,inconsultationwiththecourseinstructor,findswithdrawaltobeinthestudent’sbestinterest(notethatastudentmustmaintain12credithoursforfull-timestatus).Afterthemid-pointoftheterm,coursewithdrawalwillonlybegrantedinhighlyunusualcircumstances,suchasdocumentedhealthemergency.Withdrawalafterthemid-pointofthetermwillnotbepermittedsimplytopreventreceiptofagradethatmightnotmeetthestudent’ssatisfaction.Inaddition,studentswhohaveviolatedtheacademichonorcodemaynotbeeligibleforwithdrawal.Inallapprovedcases,theUniversityRegistrarwillrecordagradeofaW(withdrawal)onthestudent’spermanentrecord.Toinitiatearequesttowithdrawfromacourse,astudentmustcompleteaCourseWithdrawalFormandmeetwithanauthorizedrepresentativeoftheiracademicdean’sofficeortheOfficeofAcademicSupportandRetention.A“W”maynotbegrantedafterfinalgradeshavebeensubmittedexceptinveryrarecases,duringwhichaninstructormustfileachangeofgradeform.AC:05/19/2010RevisedAC:04/27/2015ProposedChangestoWithdrawalPolicy:Studentswhowishtowithdrawfromacourseaftertheinitialadd/dropperiodmaydosobythemid-pointofthecourse(e.g.,throughtheendoftheseventhweekofatraditionalsemester)throughtheendofthetenthweekofatraditionalsemesterprovidedthat(a)thestudent’sacademicdean,inconsultationwiththecourseinstructor,findswithdrawaltobeinthestudent’sbestinterest(notethatastudentmustmaintain12credithoursforfull-timestatus).Afterthemid-pointofthetermthetenthweekinthesemester,coursewithdrawalwillonlybegrantedinhighlyunusualcircumstances,suchasdocumentedhealthemergency.Withdrawalafterthemid-pointofthetermtenthweekwillnotbepermittedsimplytopreventreceiptofagradethatmightnotmeetthestudent’ssatisfaction.Studentswhowishtowithdrawfromawinter/summerintercessioncourseorASAPcoursemaydosobythemid-pointofthecourse.Inaddition,Studentswhohaveviolatedtheacademichonorcodemaynotbeeligibleforwithdrawal.Inallapprovedcases,theUniversityRegistrarwillrecordagradeofaW(withdrawal)onthestudent’spermanentrecord.Toinitiatearequesttowithdrawfromacourse,astudentmustcompleteaCourseWithdrawalFormandmeetwithanauthorizedrepresentativeoftheiracademicdean’sofficeortheOfficeofAcademicSupportandRetention.A“W”maynotbegrantedafterfinalgradeshavebeensubmittedexceptinveryrarecases,duringwhichaninstructormustfileachangeofgradeform.


RATIONALEFORPROPOSEDCHANGETOTHECOURSEWITHDRAWALDEADLINE

§ Proposeddeadlineiscommensuratewithpeerinstitutions(seeTable1):§ FairfieldUniversity’scoursewithdrawaldeadlineasstatedinthecurrentpolicyis4-6weeks

earlierthanpeerinstitutionsincludingBostonCollege,FordhamUniversity,HolyCross,LoyolaMaryland,andVillanova.

§ TheproposeddeadlinecontinuestoplaceFairfieldUniversity’scoursewithdrawaldeadlineasoneoftheearliestdeadlineswhencomparedtopeerinstitutions.

§ FairfieldUniversity’scurrentcoursewithdrawaldeadlinefallsatthemid-pointofthesemester,thesametimeperiodthatthemajorityofstudentsarecompletingmidtermexams,papers,andprojectsandbeforetheyhavereceivedsubstantialfeedback/gradedassignments.

§ EarlyAlertandMidtermEstimatesubmissiondeadlinesaredeterminedbythecoursewithdrawal

deadlineinordertoprovidetimelyinformationandoutreachtostudents.Theseprocessesarecurrentlyhinderedbylimitedtimetoaccuratelyevaluatestudentperformance.

§ Alaterdeadlineprovidesfacultywithadditionaltimetodistributeandgrademidtermexams,papers,andprojectspriortosubmittingmidtermestimatesand/orstudentsofconcern.

§ Postponingthedeadlineprovidesstudentswithmoretimeandinformationtomakeaneducateddecisionabouttheirstandinginaclasswhilestillupholdingtheintegrityofthepolicy–notpermittingstudentstowithdrawfromacourselateinthesemestersimplytoavoidalowgrade.

§ Theproposedchangeinpolicyistothestateddeadlineonly;theapprovalprocessandoverall

implementationofthecoursewithdrawalpolicyremainsinlinewiththecurrentlanguage.

ProposalApprovedbytheAcademicPlanningCommittee–January19,2016

Sub-Committee:§ SuzanneChaplik,AssistantDean,SchoolofNursing§ DawnDeBiase,AssistantDean&DirectorofUndergraduatePrograms,DolanSchoolofBusiness§ AndreaMartinez,AssistantDean,CollegeofArtsandSciences§ RyanMunden,AssociateDean,SchoolofEngineering§ SuePeterson,AssistantDean,CollegeofArtsandSciences§ HeatherPetraglia,Dean,AcademicandCareerDevelopment§ CarrieRivera,Director,ProjectExcel


TABLE1College/University CourseW/DPolicy Fall’15W/D

DeadlineSpring’16W/DDeadline

FairfieldUniversity • StudentmustcompleteaW/DForm&meetwithacademicdeanorAcademicSupport&Retention

• W/Dpermittedthroughtheendoftheseventhweekofatraditionalsemesteraslongas:

• Student’sacademicdean,inconsultationw/instructor,findsW/Dtobeinthestudent’sbestinterest

• W/Dafterthemid-pointofthetermwillnotbepermittedsimplytopreventreceiptofagradethatmightnotmeetthestudent’ssatisfaction

• W/Dpost-deadlinewillonlybegrantedinhighlyunusualcircumstances:documentedhealthemergency

• StudentswhohaveviolatedtheacademichonorcodemaynotbeeligibleforW/D

• Approvedcases,Registrarwillrecordagradeofa‘W’onthestudent’spermanentrecord

October19th March4th

VillanovaUniversity • NoacademicpenaltyforW/D• StudentwillreceiveagradeofWXonofficial

transcript• W/Dafterdeadlinemustpetitiondeanofcollege• UnauthorizedW/DleadtoagradeofW&

countedasanFinGPA

November11th

March30th

HolyCross • Afterthefirstweekofclasses,W/DfromacoursewiththeapprovaloftheClassDeanwithinthefirst10weeksofsemestser

• TheWgradeisnotincludedinthecalculationoftheGPA

• Studentsaren’tpermittedtoW/Dfromacourseafterthe10thweek

November18th

April12th

BostonCollege • StudentmustmeetwithAssociateDeanoftheirSchool.

• W/Dresultsina“W”recordedingradecolumnofacademicrecord

• Gradeof“W”hasnoeffectonGPA• Mayretakecourseforwhich“W”hasbeen

recorded.Both“W”andsubsequentgradewillberecorded

• NotpermittedtoW/Dafterpublisheddate

November30th

April19th

LoyolaMaryland • RequeststoW/DsubmittedthroughwebAdvisororinwritingonchangeofregistrationform

November9th April5th


submittedtoAcademicAdvisingandSupportCenter

• Non-paymentoftuition,merenon-attendanceatclass,orpermissionfromaninstructortowithdrawfromacoursedoesnotconstituteofficialwithdrawalfromthecourse.UnlessapprovalisreceivedfromtheAcademicAdvisingandSupportCenter,agradeofFwillbeenteredonthestudent'spermanentrecord.

ProvidenceCollege • MayW/DfromthirdweekofsemesteruntiloneweekbeforelastdayofclasseswithapprovalofDeanandinstructor

• ApprovedwithdrawlsappearonrecordasWD• CertainscholarshipstudentsunabletoWD• FailuretoW/DwillresultinNFgradewhichwill

negativelyaffectGPA

December4th April22nd

SacredHeartUniversity

• Onlyregistrar’sofficemayentergradeof“W”-notanoptionforinstructors.

• Non-attendanceorunofficialW/Ddon’tconstitutecourseW/D

• Processrequiressignatureofstudent&instructor• Encouragedtoconsultw/advisorpriortoprocess• PhoneW/Dnotacceptedunlessforonlinecourse

o Communicaterequest&attachinstructorsacknowledgementbyemailtoregistrar

• Onlystudentsmayinitiaterequest• Dateofinitialcontactw.registrarisusedas

officialdateofW/D

November2 March28th

FordhamUniversity • WithdrawalafterdeadlinereceivesgradeofWF,whichisfactoredintotheGPAasF.

• InformationsessionsheldbyAdvisingofficeinSpringandFalltodiscussconsequencesofWDwithstudentsconsideringWD

• RequirescompletionofAdd/DropformsignedbyDeanoftheSummerSession

• Freshmen/SophomoresmustmeetwithCoreadvisortoWD.JuniorsandSeniorsmustmeetwithclassDean.

• Ifyouwithdraw,yourremainingcreditsmustbe12toremainmatriculated.

November6th

April1st

UniversityofConnecticut

• Afterthe10thdayofclassesstudentsmustgetthepermissionoftheiradvisortoW/Dfromcoursesandwillreceivea"W"ontheirtranscript.

• W/Dafter9thweekofsemestermustpetitiontoCLASAcademicServicesCenter

November2nd

March28th


• Ifastudentdropsacourseafterthesecondweekofthesemester,a“W”forwithdrawalisrecordedonthetranscript.Fromthethirdthroughtheninthweekofthesemester,astudentmustobtaintheadvisor’ssignaturetodroponecourse.Todropmorethanonecourseduringthatperiod,astudentmustobtainboththeadvisor’sandthedean’ssignature.

• Todropacourseaftertheninthweek,thestudentneedstheadvisor’srecommendationandthepermissionofthedeanofhisorherschoolorcollege.Thedeanonlygrantspermissiontodropacourseaftertheninthweekforextenuatingcircumstancesbeyondthestudent’scontrol.Exceptionsarenotmadeforthestudent’spooracademicperformance.

• Non-attendanceinclassdoesn’tconstituteW/D• Officiallydropthecoursebyregularprocedures

orriskreceivingfailinggradeQuinnipiacUniversity

• Withdrawalsmustberecordedonanofficialformavailableintheregistrar'soffice.

• Astudentmaywithdrawfromacourseofferedinatraditionalsemester(15-week)formatuptotheendofthetenthweekofclasses.Forcoursesofferedduringthesummerorinacceleratedorothernon-traditionalformats,thewithdrawalperiodextendsuptothecompletionof60percentofthescheduledclasssessions.

• Priortothestartofeachsemester,thespecificwithdrawaldeadlinesforallclasseswillbepublishedbytheregistrar

November6th April1st

MaristCollege • FormsforchangingorwithdrawingfromcoursesareavailableintheRegistrar'sOffice.

• Afterthefirstweekof15-weekclasses,astudentmaydropcourses,butheorshewillnotbeabletoaddothers.Ifastudentwithdrawsfromaclassaftertherefundperiodbutbeforetheendoftheeighthweekofthesemester,thecourseisrecordedonhisorherpermanentrecordwiththenotationof"W"(withdrawal).

• Ifastudentwithdrawsfromacourseafterthefirsteightweeksofthesemester,thecourseisrecordedonhisorherpermanentrecordwiththegrade"WF"(failure).A"W"gradeisnotcalculatedinthestudent'sgradepointaverage,buta"WF"iscalculatedinasan"F".

November2nd

March29th


Dolan School of Business

Proposal for Minor in Sports Leadership and Management

Submitted: Carl A. Scheraga Chair, Department of Management


Note: Syllabi and External Letters of Support are online at: http://faculty.fairfield.edu/gfs/AC/2015-2016/7cSportsManagementMinor.pdf Table of Contents Program Discussion 1. Description and Overview 2 2. Need 2-3 3. Rationale 3 4. Objectives 3 5. Impact 3-4 6. Program Details 4 7. Detailed Courses Descriptions 4-7 8. Administrative Governance and Structure 7 9. Resources 7

10. Projections for the Future 7 11. Table: Quantification of Resources and Projections 8 Syllabi 1. MG 375: Managing Sports Organizations 9-16 2. MG 240: Leading and Managing People 17-28 3. MG 235: Managing Human Resources 29-38 4. MG 360: Negotiations and Dispute Resolution 39-46 5. MG 380: Performance Compensation and Reward 47-52 6. MK 261: Sports Marketing 53-54 7. EC 152: Economics of Sports 55-59 8. FTM 108 (Formerly TL 104): Sports Broadcasting 60-83 9. CO 237: Sports, Media, and Culture 84-92 External Letters of Support 1. Dr. Kathryn Nantz, Chair, Economics 93 2. Dr. Laura Nash, Chair, VPA 94 3. Dr. Qin Zhang, Chair, Communication 95 Minutes 1. Minutes: Department of Management (10/14/15) 96-98 2. Minutes: Department of Management (12/16/15) 99-101 3. Minutes: DSB Undergraduate Curriculum Committee 102-104 4. Minutes: DSB Full Faculty 105-110 5. Minutes: University Undergraduate Curriculum Committee 111-112 6. Minutes; University Educational Planning Committee 113-115


Description, Overview, and Summary The purpose of the Sports Leadership and Management minor is to provide students with a foundational business skillset that facilitates students’ interest in careers in the sports management industry and with corporations who have partnerships and client relations with sports organizations. It has a primary focus on leadership in the sports industry and capitalizes on one of the very strong and differentiating core competencies of the Department of Management: Leadership. Consistent with the University mission, the department emphasizes leadership that is ethics based. Leadership in the Department of Management also recognizes and incorporates the critical aspects of global diversity in all industries. Additionally, it accommodates an important intersection in the department between managing in sports organizations of all sizes and human resources management, business and society, and entrepreneurship. Having Sports Leadership and Management as a minor is appropriate because it recognizes feedback the department has received from employers during the formulation of this proposal, that the best candidates for jobs in sports need a strong primary functional grounding in the business functions (e.g., management, marketing, finance, accounting, information systems, and other relevant majors throughout the University) coupled with a pedagogical exploration of the unique aspects of the sports industry. Need The need for the minor in Sports Leadership and Management is driven by several factors. First, students have articulated the need. Over the last several years in a variety of venues (open houses, preview days, etc.), both prospective students and parents made clear their desire for a minor in sports, and suggested that such a minor would be a differentiating factor in their enrollment decision. The Management department’s current course, Leading Sports Organizations, has now been offered twice with strong enrollments of 22 and 23 students. Second, this minor recognizes a career path that Fairfield students are already pursuing. Many of them are working in internships related to sports industry activities. Third, the University is located in a geographic region hosting many sports organizations, including professional sports teams, broadcasting operations (ESPN, NBC), large sports venues (e.g., Madison Square Garden), and a strong sports marketing presence. There are, in addition, a variety of ancillary employment opportunities in event management, facility management, licensing operations, legal support, scheduling, programming, marketing operations, public relations, personnel management, and budgeting and accounting. Fourth, according to a recent report by PwC, it is expected that the North American sports market will grow at a compound annual rate of 4.5 percent across the four segments analyzed (gate revenues, media rights, sponsorships, and merchandising), from $56.9 billion in 2013 to $70.7 billion in 2018. During the period, the revenue gap between media rights and the industry’s largest segment, gate revenues, is projected to decrease to within $500 million (2 percent) by 2018, an indication of the continued growing complexity and multi-faceted nature of the business of professional and intercollegiate sports in today’s environment. Finally, there are competitive reasons to meet student demand for this minor. At the undergraduate level, while UConn, Quinnipiac, Providence College, and Marist College do not offer a sports


industry minor or major, Sacred Heart University offers a Bachelor’s of Sports Management, Pace University a BBA in Sports Marketing, and University of New Haven a major and minor in Sport Management. Rationale In addition to marketplace demand, the minor in Sports Leadership and Management brings to bear many of the intrinsic values of the University and the Dolan School of Business. It is our aspiration to train globally oriented and ethically committed business leaders. Certainly, the sports industry is one of the most culturally diverse in the world and also spans society at all social and economic levels. The Department of Management has long had a commitment to diversity in all of its manifestations. Evidence of this is our commitment to the U.S. and World Diversity requirements with two courses under the former and three under the latter. In addition, the Director of Applied Ethics, David Schmidt, resides in our department. Every course we teach, including those in the Sports Leadership and Management minor, reflect this commitment. There is no doubt that sports plays a major role in American life and offers many positive benefits to society. Yet, at the same time, ethics violations and the desire to win at all costs threatens the inherent value of sports. Many would argue that sports overemphasize the importance of winning while exhibiting a tolerance for breaking or bending rules. Positive role models are critical. It is our intention to train our students to be such role models so that, as they progress in their careers and reach higher positions of leadership and management, they can have a positive, ethics-driven impact on their organizations. Objectives The Sports Leadership and Management minor will prepare students to work in the sport industry. This industry is competitive, and for students to succeed, it is necessary to network and build relationships in the industry while pursuing an undergraduate education. To this end, the program seeks to maximize student contact with industry professionals both in the classroom and through internships and enhance the understanding of the business of sport through rigorous academic preparation. To assist students in this essential process, the Dolan School of Business has a full-time Director of Internships who will facilitate new opportunities in this area. Impact The Leadership and Sports Management minor does not replace any program in the Department of Management. In fact, it enhances existing major tracks in the department such as Human Resources Management, Business and Society, and Entrepreneurship. This was another reason for utilizing the structure of a curriculum minor in addition to that articulated above. All the courses currently are approved and will be offered on a regular basis. There is no impact on the University Core curriculum. Courses utilized from the College of Arts and Science are electives and permission for the use of those courses has been obtained from the associated chairs and instructors.


Program Details Required Courses 1. MG 375 - Sports Management 2. MG 240 - Leading and Managing People Electives (3) 1. MG 235 - Managing Human Resources for Competitive Advantage 2. MG 360 - Negotiation and Dispute Resolution 3. MG 380 - Performance, Compensation and Reward 4. MK 261 - Sports Marketing 5. EC 152 - Economics of Sports 6. FTM 108 (Formerly TL 104) - Sports Broadcasting 7. CO 237 - Sports, Media, and Culture *Students must take at least one elective outside of the Department of Management. **Management majors may not double-count Management courses for any of the three electives. MG 240 does double-count as a required course for both the Management major and the Sports Leadership and Management minor. Detailed Course Descriptions 1. MG 375 - Sports Management This course examines effective and efficient management within the culture of sports organizations. It distinguishes the management requirements in sports organizations. Current issues in the various sports industries are analyzed and the actions of the industries’ management are reviewed and critiqued. Different types of organizational structures are studied and their method for motivating, managing and evaluating the performance of employees, individually, and in teams is discussed. This course also identifies effective management styles and places emphasis on the importance of sound communication skills and goal setting. The fundamental purpose of this class is to provide students with an understanding of how to apply the principles of business and/or the elements of organization to sport. Over the semester, students will have the opportunity to explore basic theories of management, human resource management, politics, finance, marketing, resource acquisition (fundraising and corporate support), sports law, broadcast properties, media and


publicity, future trends in facilities as well as philosophical, sociological and cultural considerations of sport. (Prerequisite: Junior Standing) 2. MG 240 - Leading and Managing People This course prepares students for the task of leading and managing people. The purpose of the course is to address advanced organizational behavior topics as well as to illuminate the research and practice associated with effective leadership. The first segment of the course reviews the leadership literature, including trait theory, aspects of leadership style, leader emergence, contingency theories, and charismatic/transformational leadership practices. The second segment involves skill practice in managing people in the areas of communication, conflict resolution, empowerment, delegation, influence, teamwork, problem solving, and diversity issues. The third and final segment explores strategic leadership from the CEO perspective, and addresses how leaders create change and transform organizations. (Prerequisite: Junior Standing) 3. MG 235 - Managing Human Resources for Competitive Advantage This course introduces students to how effective management of people can contribute to firm performance and competitive advantage. The course explores human resource management activities: human resource planning, recruiting, selection, training, performance appraisal, compensation, and labor relations. Through extensive use of cases, simulations, and exercises, students actively learn to implement various human resource management strategies to better serve organizational and employee interests. (Prerequisite: Junior Standing) 4. MG 360 - Negotiation and Dispute Resolution This course builds skills in negotiating and managing disputes and explores various theories concerning negotiation styles, strategy and tactics, alternative dispute resolution, and the major legal and ethical issues in the field. The course strengthens negotiation skills, introduces the many formal and informal processes available for dispute resolution, and develops managers' ability to resolve and prevent disputes. The heart of the course is a series of experiential exercises that create opportunities to practice and develop the principles learned in the course. (Prerequisite: Junior Standing)


5. MG 380 - Performance, Compensation and Reward This course covers theories and practices for effective compensation management. Topics include strategic perspectives of compensation systems, determining pay structure, job analysis, and job evaluation, design and administration, external pay competitiveness, designing pay levels, employee contributions and individual pay, subjective performance evaluation and merit pay, alternative reward systems, employee benefits, government's role and compliance, pay discrimination, budgets and pay administration, and union role in wages and salary administration. (Prerequisite: Junior Standing) 6. MK 261 - Sports Marketing (As passed by the DSB faculty) This course is intended to address the growing interest in the sports industry as a business career. The course is intended to provide students with an appreciation of the many ways in which marketing is utilized in the sports industry and an understanding of how the fundamental principles of marketing apply to the sports industry. Here, such areas as consumer behavior, market segmentation, target marketing and the marketing mix will be presented within the context of the sports industry. (Prerequisite: MK 101) 7. EC 152 - Economics of Sports This course develops and examines the tools and concepts of economic analysis as they apply to the sports industry. Topics in professional sports include free agency, salary cap, and new franchises. The course also explores economic issues and institutional structures of sports such as golf and tennis, and the broader industry including the National Collegiate Athletic Association, sports equipment, advertising, minor leagues, and the Olympics. Students gain an increased understanding of how economics affect them through this combination of sports and economics. (No listed prerequisites) 8. FTM 108 (Formerly TL 104) - Sports Broadcasting This course introduces students to the principles and practice of the world of sports broadcasting. Topics include the history of the industry, its developing techniques, the aesthetic and narrative structure of television sportscasting, its economic impact on the industry, media law and ethics applied to the sports world, and its significant place within the general broadcast world. This course satisfies an elective for FTM majors, a history/analysis requirement for minors, and a history requirement for VPA core. (No listed prerequisites)


9. CO 237 - Sports, Media, and Culture

Sports have long played a vital yet complex role in culture and this course examines the intersection of sports, the mass media, and society. Drawing upon Durkheimian theory, we will appraise and debate the ways in which sports are functional or problematic in their impact on and relationship to players, fans, journalists, co-cultural groups, and nations. Students will read both scholarly and journalistic reflections, view popular and documentary films, and analyze fan experiences, mediated presentations, and critical social issues. In short, we will go beyond the box score to understand the importance - and deconstruct the hype - that accompanies modern sports.

(Prerequisite: CO 130 or instructor approval)

Additionally, the Dolan School has and will continue to bring in distinguished speakers in the sports industry. Our office of internships provides networking with professionals who can help with career planning and future employment, opportunities for students to increase their qualifications and strengthen their resume, opportunities to learn more about a potential company's culture to see if a student’s values are compatible and to determine if one would like to work there in the future, and possibly provide opportunities to receive a full-time job offer as many companies use the internship program to evaluate your potential for positions after graduation. Administrative Structure and Governance The faculty of the Department of Management has control over curriculum and courses development. This is overseen by the department chair who reports directly to the Dean of the Dolan School of Business. Resources No new current DSB faculty resources are required for this minor. All courses are either currently running or are planned to run. Of the 8 courses proposed here, 7 are or will be taught by full time faculty, and one by an adjunct professor. Note the potential adjunct for EC 152 (see Nantz letter) is included below as well as a potential adjunct in the Dolan School of Business for 2020-2021 if enrollments grow as projected. Projections for the Future It is anticipated that this program will remain a minor for the reasons given in the description and overview above. Thus, there is no intent to expand the minor to a major in the Department of Management in the Dolan School of Business. The minor in Sports Leadership and Management will be critically assessed after five years. Careful attention will be given to enrollments, changes in market trends, and resource needs.


Detailed Yearly Budget

2016-2017 2017-2018 2019-2020 2020-2021 Senior Minors* 30 32 35 37 Junior Minors* 20 22 25 27

Sophomore Minors** NA NA NA NA Freshmen Minors** NA NA NA NA

Total Enrollment 50 54 60 64 Director’s Stipend NA NA NA NA Adjunct Stipend $5,000 $5,000 $5,000 $10,000

Operating Expenses (not already in DSB Budget)

$0

$0

$0

$0

Total Expenses $5,000 $5,000 $5,000 $10,000

* Conservative projections based on current enrollments for MG 375 alone ** Precluded because of junior-standing prerequisites for MG and MK courses


Management Department Meeting Minutes (Excerpt)

Wednesday, October 14, 2015

In Attendance: Carl Scheraga, Norm Solomon, Sharlene McEvoy, Paul Daulerio, Mike Cavanaugh, Lisa Mainiero, Cathy Giapponi, Debra Strauss

3. Sports Leadership and Management Minor Carl Scheraga provided an overview of the Sports Leadership and Management Minor. He opened the floor for comments and questions regarding the minor and the syllabus for the required Sports Management course (MG 375).

Norm Solomon discussed the amount of general management in the MG 375 syllabus (first four classes). Carl indicated that MG 240 Leading and Managing People is also required.

Cathy Giapponi asked for clarification that there are no prerequisites for the minor, only Junior standing. Therefore, students are not required to take the MG 101 Introduction to Management in Organizations course. Carl Scheraga indicated that the only requirement is Junior standing. This provides greater opportunity for students across schools in the University to pursue the minor in Sports Leadership and Management.

Norm Solomon asked how the minor relates to the Communication Department’s proposal for the Sports Management major. Carl indicated that this is unclear. However, through his research into what employers are seeking, Carl found that they want students with a strong business foundation/strong functional background with the minor study in sports. This supports the type of program we are proposing.

Paul Daulerio discussed the opportunities to market this program to people looking at potential careers in professional coaching. He noted the importance of the focus on leadership which is essential in coaching. This advantage should be included in the rationale for the minor. Cathy Giapponi noted that this type of program might give students an upper leg for coaching positions – summer coaching opportunities, as well as high school, college, professional coaching opportunities.

There was a discussion of possibly listing the MG 370 course (Nonprofit Management) as an additional elective. Carl will discuss the feasibility of this with Cathy.

A motion was made by Carl Scheraga and seconded by Norm Solomon to approve the minor in Sports Leadership and Management. The motion was unanimously approved (Mousumi Bhattacharya and David Schmidt voted electronically).

A motion was made by Carl Scheraga and seconded by Lisa Mainiero to approve the syllabus for the MG 375 Sports Management course. The motion was unanimously approved (Mousumi Bhattacharya and David Schmidt voted electronically).


Management Department Meeting Minutes (Excerpt)

Wednesday, December 16, 2015

In Attendance: Carl Scheraga, Mousumi Bhattacharya, Paul Daulerio, Cathy Giapponi, Lisa Mainiero, Norm Solomon, Debra Strauss

Management Department Chair Carl Scheraga convened the meeting at 1:05 p.m.

3. Sports Leadership and Management Minor and CO 237

Prof. Scheraga announced that the department’s proposal for a Sports Leadership and Management minor went through the University Undergraduate Curriculum Committee (UCC) unanimously. In January, he will present it to the Educational Planning Committee (EPC). Prof. Scheraga distributed a syllabus for CO 237: Sports, Media and Culture. It has been recommended to him and Dean Gibson for inclusion as an elective in the Sports Leadership and Management minor. In passing our proposal, the UCC asked to have at least one course outside the School of Business and this would give students another relevant option when other non-Management courses might not be available in a given semester. CO 237 seems appropriate. Upon receiving the consensus of the department, Prof. Scheraga indicated he will add it to the proposal for the EPC and, after that, ask SVPAA Babington to bring it to the Academic Council (AC). Prof. Strauss as Chair of the AC supported getting it on the agenda for consideration this year.


Fairfield University DSB Undergraduate Curriculum Committee (Excerpt) November 4, 2015 @ 9:30am Meeting Minutes Attended: Don Gibson, Dean; Dawn DeBiase, Assistant Dean; Bruce Bradford, Associate

Professor of Accounting; Valeria Martinez, Associate Professor of Finance; Iman Naderi, Assistant Professor of Marketing; Camelia Micu, Associate Professor of Marketing; Cathy Giapponi, Associate Professor of Management; Kathy Dhanda, Visiting Assistant Professor of Information Systems & Operations Management

3. Proposal from the Management Department for Sports Management Minor (proposal and

Management department minutes attached Professor Giapponi presented the proposal. The demand for the sports management minor is there as many internships are offered in the sports industry. Many of our competitors offer this minor. The minor consists of 5 courses: 2 required and 3 electives. MG 375 Sports Management has been offered in the past as a special topics course so it will have to get full approval as a new course. The department felt it important to offer sports management as a minor and not as a concentration within the major. This allows for a well-rounded business student. Asst. Dean DeBiase pointed out FTM 108 Sports Broadcasting does satisfy a visual & performing arts course. Professor Giapponi will go back to department with suggestions to add wording on double counting courses and adding junior standing to pre-requisite on all the management courses, as well as, Professor Dhanda’s suggestion to make students take at least one non-management course. A motion to approve the proposed Sports Management minor with suggestions was made by Professor Naderi and seconded by Professor Giapponi. The motion carried unanimously.

Fairfield University DSB Undergraduate Curriculum Committee November 4, 2015 @ 9:30am Meeting Minutes

AMENDMENT

After reviewing the syllabus for MG375 Sports Management, all DSB UCC members approved the Minor in Sports Leadership and Management on November 12, 2015.


DSB Full Faculty Meeting Meeting Notes (Excerpt) November 18, 2015 DRAFT 7. New Business

c. Motion to approve proposed Sports Leadership and Management minor (Camelia Micu,

Chair, DSB; Carl Scheraga, Chair, Management Department) Professor Camelia Micu presented the proposed minor in Sports Leadership and Management approved by the DSB UCC on November 12, 2015. Professor Carl Scheraga discussed the rationale for the proposal and background on how the minor was developed. The purpose of the Sports Leadership and Management minor is to provide students with a foundational business skillset that facilitates students’ interest in careers in the sports management industry and with corporations who have partnerships and client relations with sports organizations. It has a primary focus on leadership in the sports industry. MOTION: To approve the proposed minor in Sports Leadership and Management. The motion was made by Professor Camelia Micu and seconded by Professor Cathy Giapponi. Prof. Micu noted that the DSB UCC recommended that students in the minor be encouraged to take at least one course outside of Management. Prof. Scheraga responded that this suggestion had been incorporated into the latest proposal. After a brief discussion the vote was called. The motion carried unanimously.


FAIRFIELDUNIVERSITYUNDERGRADUATECURRICULUMCOMMITTEEMINUTES(Excerpt)

DATE: December1,2015

TIME: 3:30-5:00PM

MEMBERSPRESENT:LynnBabington,KatsiarynaBardos,SteveBayne,AhmedEbrahim,SallyGerard,JohannaGarvey,DonGibson,JoeHarding(FUSARep),Terry-AnnJones,DavidLerner,DavidMichaelMcDonald,McFadden(Chair),LauraNash,MichaelPagano,GlennSauer,HarshaSundarram,CarlScheraga(guest)REGRETS:BruceBerdanier,MargaretMcClure,AaronPerkus,LawrenceKraigSteffen,HarryTaylor,VishnuVinekarMinorinSportsLeadershipandManagementCScheragareportedontheproposalforaminorinSportsLeadership&Management.Theneedforthisminorhasbeenrequestedbybothstudentsandparents.Courseswereofferedfor3springsemesterandcourseswerefullforall3semesters.Thisminorwouldprovidestudentswithabusinessskillsetthatwouldhelpstudentsincareersinthesportsmanagementindustryandwithcorporationswhohaverelationshipswithsportsorganizations.OfferingSportsLeadership&ManagementasaminorwouldallowstudentsthroughouttheUniversitytotakecourses.Thisminorwouldbeinterdisciplinaryandreachacrossallschools.SBayneaskedifethicaltheorywouldbeincluded.CScheragawelcomesallfacultymembersfortheirinputtohelpenrichtheprogram.CScheragaisworkingwithcommunicationsandmediatohelpincorporatecourses.LBabingtonnotedthattherewouldbeinternshipopportunities(eg.,ESPN).KBardosaskedifstudentsfromoutsidetheDSOBcouldtakecourseseasily.CScheragasaidthatthisispossibleandisthereasonthatitisbeingofferedasaminorvrsamajor.DMcFaddenstatedthattheproposalwasverywellpresentedandaskedthecommitteetovote.

MotiontoApprove:LNash,Second:TJonesInFavor:Unanimous


FairfieldUniversityEducationalPlanningCommitteeMinutes(Excerpt)

Date:Thursday,January21,2016MembersPresent:LynnBabington,AngelaBiselli,RyanColwell,RobertHannafin,LucreciaGarciaIommi,PhilLane,DianaMager(ActingChair),DougPeduti,S.J.,VincentRosivach,CarlScheragaRegrets:MeredithKazer,JackieVernarelliAGENDAITEM:ProposalforMinorinSportsLeadershipandManagement

CScheragapresentedtheproposalforaminorinSportsLeadershipandManagement.Thisminorwillprovidestudentswithafoundationalbusinessskillsetthatfacilitatesstudentinterestincareersinthesportsmanagementindustry.Background

CScheragaexplainedthatduringthepastfewyears,studentsandparentsexpressedastronginterestinasportsminor.TheUniversity’scurrentsportsmanagementcoursehasbeensoldoutforthetwoyearsthatitwasoffered.Lookingatwhatotherschoolsoffer:SCCschoolsoffersprogramsrelatedtomanagingNCAAsports;SacredHeart’sprogramrelatestomanagingrecreationalsports.WewantasportsmanagementprogramthatalignswithmissionofFairfieldUniversity.Thisminorisinlinewiththewayleadershipistaughtinthemanagementdepartment–ethicalandsociallyconsciousleadershipinthesportsindustry.Note:Thisisnotaboutteachingrecreationalsportsmanagement.ReasonsforstructuringSportsLeadershipandManagementasaminor:• Itwillbecross-disciplinaryandlinkedwithotherdepartmentsoncampus,whichwillmakeitopentoall

students.• Otherschoolsareofferingsportsmanagementmajors,andjobopportunitiesarelimitedforthese

students.Studentswithastrongfunctionalmajorandasportmanagementminorhavemoreemploymentoptions.Forexample,amarketingmajorcanbepositionedforamarketingcompanythathassportsclientsintheindustry;acommunicationsmajorcanbepositionedforsportsbroadcasting.

Questions1. VRosivachaskedaboutkeypersonnelintheprogrambesidesGeneDoris.CScheragarespondedthat

thereareotherpeoplewhohaveaninterestinteachinginthisprogram.GeneDorishasinternshipsandjobconnectionsthatwouldbehelpful.

2. ABiselliaskediftherewasaninterestinhavinganoutsidecoursesuchasphysicsofsports.CScheragarespondedpositivelyandwilldiscussfurtherwithABiselli.

3. DPedutiaskedforfurtherclarificationaboutthecommunicationsdepartmentmajorandthisminor.CScheragarespondedthatthereisnosportscommunicationsmajoryetalthoughithasbeenconsidered;therefore,thereisnoconflict.

4. RColwellaskedaboutinternships.PerCScheraga,therearestudentscurrentlydoingsportsinternships,i.e.MadisonSquareGarden.Thereareopportunitiesinsportsmarketingcompaniesintheareaandfirmsthathavesportsprogramsaspartofwellnessprogramsforemployees.LBabingtonisintouchwithanalumni/executivefromESPNwhomentionedinternshipsthatareoffered.

TheCommitteethankedCScheraga,atwhichpointCScheragasteppedout.Action:VRosivachmovedtoendorsetheminorinMinorinSportsLeadershipandManagement.DiscussionVRosivachwasinfavoroftheprogram.DMagerwasinfavorandappreciatedthecollaborationofdifferentfacultyfromdifferentdepartmentsasevidencedbythesupportlettersandvariedsyllabiincludedintheproposal.LGIommiwasinfavor,commentingthatsomeofherstudentsarealreadydoinginternshipsinsportsandmaywanttomatchtheinternshipswithaminor.Vote:InFavorofProposal:Unanimous

academic council agenda monday, february 1, 2016 from … · academic council february 1, 2016...

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