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COASTAL CAROLINA UNIVERSITY

AY 2010/2011

FACULTY SENATE MINUTES

May 4, 2011

Wall Building, Room 309

4:30 PM

PRESENT: Janis Chesson, Dennis Edwards, Nick Twigg, Greg Krippel, Tom Secrest, Ken Small, Srini

Venkatraman, Yoav Wachsman, Greg Geer, Denise Forrest, Dodi Hodges, Cathy Jones, Pat Piver,

Nancy Ratcliff, Maria Bachman, Lisa Barboun, Aneilya Barnes, Deb Breede, Amanda Brian, Elsa

Crites, Wes Fondren, Jim Henderson, Elizabeth Howie, John Navin, Joe Oestreich, Denise Paster, Carol

Osborne, Julinna Oxley, Cynthia Port, Michael Ruse, Easton Selby, Terri Sinclair, Susan Slavik, Holley

Tankersley, Amy Tully, Sara Brallier, Brian Bunton, Michael Pierce, Jason Eastman, Menassie Ephrem,

John Hutchens, William Jones, Jenna Hill, Will Lyerly, Fredanna M’Cormack, Colleen McGlone,

Megan McIlreavy, Nick Pritchard, Erin Rickard, John Reilly, Sherer Royce, Tessa Weinstein, Jie Zhou,

John Watts, Allison Faix, Barbara Buckner

ABSENT: Paul Peterson, Dan Abel, Erin Burge

APPROVAL OF MINUTES: April 6, 2011 minutes were approved. (moved by Dennis Edwards and

seconded by Aneilya Barnes)

CONSENT AGENDA: All items on the Consent Agenda passed.

PROVOST AND OTHER ADMINISTRATIVE REPORTS:

Provost Sheehan:

Saturday, May 7th

, is Commencement and we are looking forward to having all of you

attend the graduation ceremony. At the ceremony, several of your colleagues are retiring

and are being identified as various categories of emeritus status and will be asked to come

to the stage to accept their emeritus award. Please take note that the gathering place for

the faculty has changed. The physical location is to the right and it is closer to the Adkins

Field House. An effort to start the students marching at 8 a.m. will be made and parents

have been told that they may start coming in at 7:15 a.m.

Dr. Sheehan presented information that is going to be presented at the next Board of

Trustees meeting on Friday. He reminded the Senate that the Board of Trustees had

asked the University to set aside a million dollars out of operational lines and set it aside

for some form of merit raises. This was done without anyone losing their job and done

largely through attrition. The presentation that is going forward to the Board of Trustees

in regards to how the merit raises will be distributed are as follows:

1. Adjunct faculty, beginning Summer II, would receive a temporary 5% increase.

(The cost for this would be $150,000.)

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2. Staff employees in the lowest pay bands would receive a $500 in their base

increase. This would be full-time staff employees in the 20 thousands and very

low 30 thousands range, but largely the 20 thousands. (The cost for this would

be $151,500.)

3. One half of the remaining full-time staff employees would receive a merit raise,

process to be determined, that will have to be worked out this summer with

attention to transparency and objectivity. The merit raise would be about

$1500 each. (The cost for this would be about $150,000.)

4. The remaining balance is for Faculty merit raises. Given the choice of a larger

merit raise to a smaller percent of the faculty, I chose to go with a smaller merit

raise with a larger percent of the faculty. As we had discussed earlier, the

faculty merit raise was 30 percent, but we were able to fund within this formula

50 percent of the faculty if we have the raise at $3,000. 50 percent in the most

meritorious range, using the current year rankings will receive $3,000. There

are 369 tenure tracked lecturers/instructors.

This adds up to a total of $999,999 with $100 in flux. These are what are intended to be

the actual payments to faculty and staff and there would be another $200,000 that would

go into the benefits package to pick up the retirement. As you know, every dollar you are

paid, whether it is a part of your base salary or received in some other way, there is a

benefits component to it. Therefore, we are asking the board for the possibility of going a

little above the million in total payment and fringe to handle that distribution.

We wish that we could do more and that we could do it across the board, but we are

making some sacrifices in some areas to make this happen. One of the areas you will

likely see some refinement is in Custodial Services. There will be redistribution of

resources as we bring up new facilities without reducing positions. Should we get the

approval from the Board, we would expect that the payments would start at the

beginning of the academic year. Stay tuned and we will let you know.

EXECUTIVE COMMITTEE REPORT:

Michael Ruse, Chair, held the Executive Committee Elections. The nominations were taken and before

the voting began for each position, each candidate was asked to speak to the Senate on his/her behalf.

The ballots were tallied by the Executive Committee and the winner was announced by the Chair.

The nominees for Faculty Senate Chair were Keshav Jagannathan (University College Representative)

and Dodi Hodges (College of Education). A motion to close nominations for Faculty Senate Chair was

made by Dennis Edwards and seconded by John Navin. The motion passed. After a paper ballot,

Keshav Jagannathan was announced as the winner.

The nominees for Vice Chair were Ken Small (College of Business), Colleen McGlone (College of

Science), and Dodi Hodges (College of Education). A motion to close nominations for Vice Chair was

made (unknown) and seconded by Susan Slavik. After a paper ballot, Ken Small was announced as the

winner.

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The nominee for Secretary was Colleen McGlone (College of Science). A motion to close nominations

for Secretary was made by Nick Twigg and seconded (unknown). Colleen McGlone was elected

Secretary by acclamation.

Michael Ruse, Chair, reported the following:

The following Administrative Actions were received.

AA 28: All items from the Consent Agenda

AA 29: Amended the University catalog concerning admission requirements for international

students

AA 30: Changes to the Economics Minor

AA 31: Changes to the Philosophy Minor

AA 32: Changes to the Psychology program and Minor

AA 33: Change the title of the Actuarial Science P Minor

AA 34: A blanket approval for modifications for changes to the University catalog pertaining to

when courses are offered with editorial remarks from Chairs without submission to the

Academic Affairs Committee and the Faculty Senate

AA 35: Approved 2012-2013 Academic Calendar

AA 36: Changes to the International Studies Minor

A statement of correction for Administrative Action 35 2009-2010 was approved. It involved

changes to the Actuarial Science (Probabilities) Minor that included MATH 403 to be cross-

listed with CBAD 403. CBAD 403 was previously approved as a new course but MATH 403

had not. MATH 403 was approved as a new course on 4/6/11.

The July meeting of the Faculty Senate will be held on Wednesday, July 6th

at 1:30 p.m. in

WALL 309. It is the last meeting for this senate body. The new body will be in effect the first

day of classes in the Fall 2011. This is the same time that the new members of Regular

(Standing) Faculty Committees begin their terms.

A brief update on the University Child Development/Child Care Center was given. There are

many things that still have to take place regarding space and a committee will be formed. We

will be seeking nominations and will be coordinated in the Fall.

It was announced that the Academic Affairs electronic submission site will be shut down

beginning May 28th

for one-to-two months in order to update the system.

COMMITTEE REPORTS:

The Graduate Council is recommending the creation, in each college, the designation of Graduate

Faculty status with the details of this appointment to be worked out by the Deans and governing bodies

of each respective college. This is for Senate information only.

OLD BUSINESS:

Motions to amend previous Senate actions and Administrative Action forms based on conflicts of

what appeared on the Senate agenda and what was passed by the committee responsible for the

original motion:

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Motion to approve the following corrections: (moved and seconded out of Executive Committee)

Academic Affairs Committee:

1. Administrative Action 07 2010-2011 and the November 2010 Minutes reflected ANTH 430

Southeastern Archeology with a prerequisite of ANTH 102 or permission of the instructor. The

correct prerequisite for ANTH 430 Southeastern Archeology should have been ANTH 101/101L

or permission of the instructor. The official form passed Academic Affairs with the correct

prerequisite.

2. Administrative Action 13 2009-2010 reflected the title for PHIL 306 as “20th

Century Analytical

Philosophy.” The title for PHIL 306 should have been “20th

Century Analytic Philosophy.” It

passed Academic Affairs with the correct title; however, it was incorrect on the Administrative

Action 13 2009-2010 and the December 4, 2009 Consent Agenda.

Motion was approved unanimously.

Calendar Committee:

Motion to reconsider the 2012-2013 Academic Calendar so that Summer II will be a four-week

semester instead of a five-week semester: (moved and seconded out of Calendar Committee)

The calendar is moving into a phase where the Fall semester is pushing our graduation date further back

into December. By 2012 we will be finishing the semester after the 17th

which means that grades will be

due by the 19th

. In subsequent years grades will be due as late as the 21st of December. This does not

leave adequate time for the Registrar’s Office to process grades prior to the Winter break for staff. By

shortening Summer II by one week (same as the Maymester schedule), we will end the semester no later

than December 15th

.

Motion was approved unanimously.

NEW BUSINESS:

Academic Affairs Committee:

Motion to approve changes to the International Studies Minor: (moved and seconded out of

committee)

Department of Politics and Geography

International Studies Minor

Proposed changes: Addition of courses to minor: LATS 399, POLI 346, POLI 347, POLI 348, POLI

334, POLI 335, POLI 336, POLI 355, POLI 327, POLI 328, POLI 329, POLI 330, POLI 331, POLI 333,

POLI 425, POLI 410 Other: The courses from the original minor have not been removed, but rather re-

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organized to better reflect the state of global studies as a discipline/ area of study, and the expertise of

the Politics Department, given our recent new hires in Asia, the Middle East, and Africa. The above-

listed added courses would have been applicable under the current minor's elective category, but are now

clearly placed within area tracks of the new minor. The revised minor is attached and the name will be

changed from International Studies to Global Studies.

Proposed catalog description:

Global Studies Minor

The Global Studies Minor offers students a rigorous and multifaceted approach to examine global

issues, emphasizing the interactions and interconnections among the various global actors, peoples and

their societies. The Global Studies Minor provides a well-rounded instruction, which will help prepare

students for a variety of careers in international affairs or allow for specialization in a specific region of

interest. It will also prepare students for further graduate study in international studies, international

business, peace and world order studies, area studies, and the emergent global civil society. Date

change is to be effective: Fall 2011

Motion was approved unanimously.

Ad hoc Distance Learning Committee /Academic Affairs Committee:

Motion to accept the ad hoc Distant Learning Policies Statement: (moved and seconded out of the

Academic Affairs Committee)

Ad Hoc Distance Learning Committee Policy Statement

Coastal Carolina University

MISSION

Recognizing that distance learning is part of the mission of Coastal Carolina University as excerpted

below:

"To nurture this active learning community, Coastal Carolina maintains a broad range of contemporary

technologies, programming, support services, and innovative course offerings and delivery methods."

Coastal Carolina University will design and implement new distance learning opportunities aligned to its

mission and strategic plan, as well as maintain and advance existing distance learning courses and

programs. Toward these ends, the university is committed to the following goals:

1. Providing students and faculty with adequate services and resources that support distance

learning.

2. Implementing authentication technologies and processes to maximize academic integrity.

3. Evaluating the effectiveness of distance learning programming to ensure continuous

improvement.

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Definition: Distance education or distance learning refers to the interaction of students and instructors

separated by time and/or place in educational processes that leverage instructional technologies and

strategies to maximize learning.

A distance education course may use the internet; one-way and two-way transmissions through open

broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless

communications devices; audio conferencing; or video cassettes, DVD’s, and CD-ROMs if used as part

of the distance learning course or program.i

POLICIES

I. Curriculum and Instruction

I.1 Distance Learning instructors are responsible for the integrity of all content used in distance

learning course materials, including accuracy, currency, and compliance with copyright

laws.

I.2 Distance Learning instructors hold intellectual property rights on all materials that they

create, unless otherwise contracted by the university.

I.3 The development of new distance learning courses and/or programs should follow the same

procedures of academic review as other courses at the university.

I.4 Distance learning courses should not exceed enrollment caps in comparable face-to-face

course sections.ii

Courses offered in multiple formats must have consistent course descriptions and student

learning outcomes.

I.5 To protect student identities and maintain academic confidentiality, distance learning course

materials, communications, and assessments should be delivered within online systems that

use a secure login and pass code, such as Blackboard.

I.6 To maximize academic integrity, instructors are expected to implement reliable measures of

verifying student identification during course assessments.iii

I.7 Distance learning course syllabi should reflect that the distance learning course is

comparable to a course delivered using more traditional face-to-face instruction to include

student time involvement to successfully complete the course, text and readings, student

learning outcomes, instructional activities, and assessments used for determining student

grades.

I.8 Course suitability for distance learning delivery is the responsibility of the academic unit

where the course is housed. The academic unit, through unit faculty and unit leadership,

must determine suitability to include comparability of the distance learning course to

courses taught through face-to-face instruction and length of time needed for high quality

instruction to take place.

II. Distance Learning Instructors

II.1 College Deans must approve instructor eligibility for teaching distance learning courses.

Criteria for eligibility may include completion of university sponsored distance learning

training workshops or prior experiences.

II.2 Training in technology tools and teaching strategies will be continually offered to provide

instructors professional development and ensure best practices in distance learning.

Instructors are encouraged to work with the TEAL Center when developing their first

online course.

II.3 Instructors may be eligible for remuneration and/or load reduction for the development of

new distance learning courses in cases of significant institutional need, such as new

academic programs. Such remuneration does not preclude ownership of the course content,

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unless otherwise stated in contractual arrangements.

II.4 Materials that instructors develop within distance learning environments will be eligible for

review for tenure and promotion purposes.

II.5 Instructors teaching distance learning courses will be evaluated by students using

instruments that include items relevant to the distance learning modality.

III. Institutional Effectiveness

III.1 Course and program offerings in a distance learning format will be identified clearly in the

course catalog and during registration periods.

III.2 Students have access to advising services in an on-line format, such as Web-advisor e-

advising, advisor e-mail and phone for program development toward graduation and other

requirements.

III.3 ITS-Student Computing Services is dedicated to providing a variety of support services to

the students, including distance learning students, of Coastal Carolina University per the

following guidelines: http://www.coastal.edu/scs.

III.4 Students in distance learning programs will be provided with appropriate library and

research resources that assist in program completion as specified at:

http://www.coastal.edu/library/subindex.html?page=pageContent/distanceeducation/index.html.

III.5 Students in distance learning programs will be provided with appropriate support services

such as phone consultations through Counseling Services, an after-hours consulting nurse

program through Student Health Services and an online search mechanism for off-campus

students looking for area housing.

IV. Learning Resources

IV.1 Distance Learning courses and programs must align to the university mission and strategic

plan, including relevant college and departmental criteria, as well as undergo systematic

assessment and evaluation for continuous improvement.

IV.2 The university will provide appropriate distance learning resources for students and

instructors that reflect the unique needs of different programs and research agendas.

IV.3 A standing distance learning committee with a representative from each college will

review distance learning resources and policies annually to provide feedback to the

administration.

IV.4 Coastal Carolina University will coordinate with state, national, and international

constituents on distance learning initiatives.

VI. Facilities and Finances

VI.1 Coastal Carolina University will commit appropriate finances for the development,

implementation, management and maintenance of distance learning programming and

related materials and resources.

VI.2 The university will develop a budget based on technology funds and other institutional

processes.

**********************************************************************

Policy Title: Faculty Qualifications for Online learning

Revised: March, 2011

Policy Number:

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Responsible Office: Provost

Summary: To ensure that Coastal Carolina University faculty develops effective online courses, faculty

participating in distance learning or hybrid learning must meet certain criteria in addition to academic

qualifications. These criteria include knowledge of the delivery format of the University’s course

management system (currently Blackboard) and basic principles of instructional design for online

courses.

Policy:

Faculty participating in distance learning or hybrid courses must demonstrate knowledge of the

functions of the University’s course management system and online instructional design principles

through either prior experience or attendance at workshops. Faculty members who have had prior

experience in teaching distance learning courses are expected to verify the success of this experience by

submitting course information, e.g., course syllabi, course evaluations, etc., to their department chair.

Unless exempted by their department chair, faculty members who have never taught online must attend

A) Blackboard and B) instructional design training provided by the TEAL (Technology in Education to

Advance Learning) Center. The TEAL Center will provide the department chair workshop completion

information in the form of certificates of successful workshop completion. The department chair will

then determine the faculty member’s readiness to teach a distance learning or hybrid course.

A) Blackboard training will be provided through workshops and will be available in an online

format. Training in Blackboard includes (1) Beginning Blackboard which includes BB navigation and

managing course materials, (2) using Blackboard to provide feedback using audio, digital or written

comments, (3) developing assignments and using assessment tools, including Respondus and

SafeAssign, (4) using Blackboard communication tools, including discussion groups and chat, and (5)

using Blackboard gradebook. Copyright compliance will be addressed throughout the workshops.

B) Training in instructional design includes (1) creating an effective distance learning syllabus.

As identified in the Faculty Manual and with courses taught using a more traditional face-to-face

approach, the syllabus must include, minimally, instructional objectives, student learning outcomes,

grading procedures, and attendance policies, (2) course design for distance learning, and (3) assessing

quality in a distance learning course.

Faculty are encouraged to work with the TEAL Center when designing their first distance learning

course.

i Southern Association of Colleges and Schools. (June 2010). Available at:

http://www.sacscoc.org/pdf/Distance%20and%20correspondence%20policy%20final.pdf. iiClass Size and Interaction in Online Courses Orellana, Anymir. Quarterly Review of Distance

Education, v7 n3 p229-248 2006; The Impact of Online Teaching on Faculty Load: Computing the Ideal

Class Size for Online Courses Tomei, Lawrence A.. Journal of Technology and Teacher Education, v14

n3 p531-541 Jul 2006.

iii

Southern Association of Colleges and Schools. (June 2010). Available at:

http://www.sacscoc.org/pdf/Distance%20and%20correspondence%20policy%20final.pdf.

Distance Learning Sample Syllabus (Compiled from Coastal Carolina University syllabi and other institutions)

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Coastal Carolina University

[Insert College]

[Insert Department]

Course Title, Number and Section Number: Credit hours: Course description: [Catalog Course Description] Instructor Name: Instructor Contact Information Office Location: Office Hours: [Specify traditional office hours or online (chat, IM, Skype, etc)] Office Phone: Email: Website: IM: Skype: Twitter: Communication Policy: [Detailed policy of how and when students should contact you. Explanation of how to contact you for emergencies. Turnaround time for emails, messages and grading.] Intended Audience: [Who is expected to take or will be taking this course] Nature of the Course: [Purpose of the Course and/or Instructor’s Elaboration of the Course Description] Instructor’s (Online) Teaching Philosophy: [Explanation of how you teach and propose to teach this course.] **Instructional Objectives [Required by CCU Faculty Handbook] **Student Learning Outcomes: [Required by CCU Faculty Handbook] Course Resources and Materials

1. Textbook: [Insert textbook citation] CCU’s bookstore is located in Bill Baxley Hall, and the phone number is 843.349.2360. Textbooks may also be purchased from the website at (http://www.coastal.bkstr.com).

2. Blackboard Course Management System 3. Digital resources [if applicable, websites, Library databases, etc.]

Instructional Activities: 1. Readings 2. Homework 3. Papers 4. Threaded Discussion 5. PowerPoint Lectures 6. Blogs 7. Reflective Activities 8. Concept Mapping

Assessments and Evaluations 1. Exams 2. Quizzes 3. Projects

**Grading Procedures [Required by CCU Faculty Handbook]

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1. Grading Scale 2. Attendance (if graded) 3. Late Work Policies/Make-up Work Policy 4. [Explanation of how each item in your course is graded]

Policies and Procedures 1. Instructor’s Expectations for Students 2. What Students Can Expect From the Instructor 3. Technology Requirements: [Detailed explanation of the technologies you will use and

require for the course such as pdfs, use of MS Word, specific software for your course, plug-ins such as Flash Player, use of Blackboard]

4. Blackboard Support for Students a. http://www.coastal.edu/blackboard/ (Main Page)

b. Getting Started with Blackboard

c. Blackboard Student Orientation and Tutorial

d. Blackboard for Students Resource Guide

5. Technical Support from Student Computing Services. a. Check the website for hours, locations and other services

(http://www.coastal.edu/scs). b. Student Computing Services Main Help Desk: 843.349.2908 c. Student Computing Services Tech Support Center: 843.349.2220 d. A list of on-campus HelpDesks and the Help Request Form can be found at this link:

(http://www.coastal.edu/scs/index.html?type=helpdesk). 6. Library Services:

a. Kimbel Library Website (http://www.coastal.edu/library) b. http://www.coastal.edu/library/distanceed.html

7. Learning Assistance Center a. Website: http://www.coastal.edu/lac b. Phone number: 843.349.6536 for information about services

8. Statement for Students Who Require Accommodations a. Disability Services

i. Website: http://www.coastal.edu/disabilityservices ii. Phone number: 843.349.6561

9. Counseling Services a. Website: http://www.coastal.edu/counseling b. Phone number: 843.349.2305

10. Code of Conduct with Netiquette [Expectations for student communication] 11. How Assignments, Activities, Assessments and Projects will be submitted

a. Taking a Quiz b. Handing in homework c. Submitting Assignments d. Responding to Threaded Discussion

Statement of Academic Honesty Coastal Carolina University Code of Student Conduct establishes the rights and responsibilities of students attending the University. As such, expectations are established and students are held accountable for academic honesty and integrity. [IF YOU HAVE A SPECIFIC POLICY FOR ACADEMIC HONEST, INSERT YOUR COURSE POLICY FOR ACADEMIC

HONESTY/CHEATING/PLAGIARISM HERE]

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Excerpt from Code of Student Conduct 2010-11, Section III. Academic Integrity Code, pp. 4-5, http://www.coastal.edu/conduct/documents/codeofconduct.pdf A. Statement of Community Standards Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. Members of this community are accountable for their actions and are committed to creating an atmosphere of mutual respect and trust.

D. Prohibited Conduct 1. Plagiarism, cheating and all other forms of academic dishonesty

a. Examples of plagiarism include, but are not limited to, the following: (i) borrowing words, sentences, ideas, conclusions, examples and/or organization of an assignment without proper acknowledgment from a source (for example, a book, article, electronic documents, or another student’s paper); (ii) submitting another person’s work in place of his/her own;

(iii) allowing someone else to revise, correct or edit an assignment without explicit permission of the instructor; (iv) submitting work without proper acknowledgment from commercial firms, websites, fraternity or sorority files or any other outside sources, whether purchased or not; (v) allowing another person to substitute for them any part of a course for them, including quizzes, tests, and final examinations; (vi) submitting any written assignments done with the assistance of another without the explicit permission of the instructor; (vii) submitting work that was originally prepared for another class without the explicit permission of the instructor; (viii) knowingly aiding another student who is engaged in plagiarism. b. Examples of cheating include, but are not limited to, the following: (i) using unauthorized information, materials or assistance of any kind for an assignment, quiz, test, or final examination; (ii) knowingly aiding another student who is engaged in cheating. 2. Furnishing false information to any University official, faculty member or University office to obtain academic advantage. 3. Forging, altering or misusing any University document or record to obtain academic advantage. Attendance Policy [Required by CCU Faculty Manual] [IF YOU HAVE AN ATTENDANCE POLICY, INSERT YOUR COURSE REQUIREMENTS FOR ATTENDANCE HERE] SAMPLE Distance Learning Course Attendance Policy Course attendance is an important aspect of success in any distance learning course. In this course, attendance and active participation is defined by the following:

a) Check-in to Blackboard course room at least three (3) times per week b) Completing assigned quizzes c) Participating in threaded discussions d) Submitting and completing assignments e) Attending synchronous chat rooms f) Communication with the instructor

From Class Attendance section Coastal Carolina University Catalog 2010-2011, p. 41 http://www.coastal.edu/catalog/2010_2011/2010-2011%20Catalog.pdf

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CLASS ATTENDANCE Students are obligated to attend class regularly. Absences, excused or not, do not absolve a student from the responsibility of completing all assigned work promptly. Students who miss assignments, announced quizzes, or other course work obligations due to excused absences will be allowed to make up the work in a manner deemed appropriate by the instructor. It will be the responsibility of the student to contact the instructor and make arrangements at the convenience of the instructor. The instructor is not obligated to allow a student to make up work missed due to an unexcused absence. Absences will be excused for documented cases of: a) incapacitating illness, b) official representation of the University (excuses for official representation of the University should be obtained from the official supervising the activity), c) death of a close relative, and d) religious holidays. (A list of primary sacred times for world religions can be found online at www.interfaithcalendar.org.) The instructor will determine whether other absences from class should be excused or unexcused. In the event of an impasse between the student and the instructor, the department chair and/or the dean of the college shall make the final decision as to whether an absence is to be considered excused. An instructor is permitted to impose a penalty, including assigning the grade of F, for unexcused absences in excess of 25% of the regularly scheduled class meetings. An instructor may require a more stringent class attendance policy. In such cases, the instructor will make this additional attendance requirement known to his/her dean. All instructors should state their class attendance and grading policy in the course syllabus.

Motion was approved unanimously.

Intercollegiate Athletic Committee:

Motion to make a change to the Department of Athletics Mission statement: (moved and seconded

out of Intercollegiate Athletic committee)

From: “The Coastal Carolina University Department of Athletics supports the University mission by

providing opportunities for the student-athletes to reach their potential and experience success

academically, athletically and personally. In providing student-athletes the opportunity to achieve

excellence in these three areas we are developing Champions for Life.”

To: “The Coastal Carolina University Department of Athletics provides our student-athletes the

opportunities and preparation to reach their potential as responsible and productive citizens through

academic, athletic and personal success. In providing student-athletes the opportunity to achieve

excellence in these three areas we are developing Champions for Life.”

Motion was approved unanimously.

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Calendar Committee:

1. Motion to return to the practice of having all four-week and three-week semesters meet five

days a week effective summer 2012: (moved and seconded out of committee)

Prior to the creation of the four-day work week during summer, our four-week and three-week

semesters held during May met five days a week. Now that the university has returned to the

five-day work-week for the summer we should return to our original schedule as well.

Motion was approved unanimously.

2. Motion to have all summer session courses meet five days a week effective summer 2012:

(moved and seconded out of committee)

After discussion, the motion failed.

Student Life Committee:

1. Motion to change the charge of the Student Life Committee to the language below: (moved

and seconded out of committee)

Student Life Committee

Membership: Six faculty (four elected and two appointed by the Chair of the Faculty Senate). Six

students (four of whom will be the SGA Executive Committee). Ex Officio: Dean of Students. Purpose:

This committee considers policies and issues affecting student life and makes recommendations to the

appropriate individuals and/or action groups. In addition, the committee makes a continuing study of

the operations and effectiveness of the Code of Student Conduct in consultation with the Office of

Student Conduct and Office of Academic Integrity.

Motion was approved unanimously.

2. Motion to amend the student code of conduct reflecting the changes listed below: (moved

and seconded out of committee)

2011-2012 Changes to the Code of Student Conduct

Changes are underlined

Clarify the definition of personal adviser (CSC II.B.1g)

B.1g. The right to a personal adviser whose role is to advise the student rather than actively

represent.

Change terminology from evidence to information

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Add “No Contact” order sanction

A no contact order is a University directive that restricts contact between individuals in any way,

including in person, via e-mail, telephone, text messaging, social networking or any other

method of communication. Direct or indirect contact would be considered a violation of

harassment (CSC.IV.C.5) and failure to comply (CSC.IV.C.8). This violation could be grounds

for suspension or permanent dismissal.

Enhance the Vandalism definition to include tampering with emergency buttons

Vandalism - The University prohibits the willful abuse or damage of property owned, occupied,

leased by the University or the property of others. This includes tampering with emergency

buttons.

Enhance the language referencing FERPA and file storage (CSC IV.A.6)

The Office of Student Conduct will maintain student disciplinary files, which are considered

education records as defined by The Family Education Rights and Privacy Act (FERPA). The

current or former student’s conduct file may contain copies of all necessary and appropriate

correspondence, name(s) of the conduct officer(s), Student Conduct Board and appeal decisions,

recorded sessions, as well as other documentation pertinent to any case for which a student was

found responsible for a violation of the Code of Student Conduct. The term “file” or “record”

means any information relating to a current or former student which is stored in a fashion that

facilitates recovery of that information by reference to the individual in whatever form or

medium such gathering of information is created, kept, or maintained. A password-protected,

electronic software system is used to maintain the student conduct records. Hard copy files are

stored in a locked file cabinet that can only be accessed by authorized University personnel.

Disciplinary records will be maintained for a period of seven years. The University reserves the

right to retain any disciplinary records for longer periods.

Broaden the definition of Unauthorized entry or usage (CSC IV.C.16)

Unauthorized entry or usage - The University prohibits unauthorized entry into or usage of a

University facility and/or property or elsewhere. This includes unauthorized solicitation and/or

the distribution of marketing materials. Additionally, this policy applies to unauthorized

possession, duplication or use of keys or access cards to any University premise.

Provide appeal timeline: (CSC IV.G.2)

The appeal must be submitted within three (3) business days of the decision.

Enhance definition of Disorderly conduct: (CSC IV.C.6)

a. Disruptive behavior or other conduct that, taken alone or considered in the aggregate,

interferes with the institution’s operations or with the ability of faculty, staff, or students to

work or learn.

b. Conduct that disrupts the academic and social environment of the campus or surrounding

areas may be deemed disorderly. Examples include but are not limited to obscene conduct

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and/or indecent exposure, disruption of social and/or academic functions, excessive

vulgarity, and the use of fighting words.

Add FERPA Right of the Accused (CSC.II.B.2)

The University will make every effort to protect the rights and dignity of persons accused or

victims of violations of this code within limits provided by FERPA and other federal, state, and

local law. In accordance with FERPA, prior consent is not required to disclose personally

identifiable information to schools in which a student seeks or intends to enroll. Regarding these

requests, the University will make an attempt to notify the student that records are being

provided.

Motion was approved unanimously.

3. Motion to amend the Academic Integrity Code as follows: (moved and seconded out of

committee)

A Friendly Amendment was made by Joe Oestriech and accepted as friendly by Jason

Eastman. The amendment pertains to the basis on which appeals can be made. Students can

make the claim that the academic penalty is too severe for the nature of the offense as well as

those already listed in the policy. Also, that the student’s appeal after the CAIC hearing is

made to the Dean instead of the Provost.

Proposed Revisions to the Academic Integrity Code

III. Academic Integrity Code

A. Statement of Community Standards

B. Expectations of Community Members

C. Honor Pledge

D. Prohibited Conduct

E. Resolution Process for Academic Violations

F. Academic Sanctions

III. Academic Integrity Code

A. Statement of Community Standards

Coastal Carolina University is an academic community that expects the highest standards of honesty,

integrity and personal responsibility. Members of this community are accountable for their actions and

are committed to creating an atmosphere of mutual respect and trust.

B. Expectations of Community Members All members of our community – students, faculty, staff and administrators – share responsibility for

promoting a culture of academic integrity. Each group plays a different role and, together, cultivates

mutual respect and ethical behavior.

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Students:

Understand and abide by the Code of Student Conduct

Take responsibility for personal behavior

Actively oppose every instance of academic dishonesty

Faculty Members:

Serve as mentors, advisors and educators for students

Uphold and enforce University rules and guidelines

Clarify academic expectations for students

Administrators and Staff:

Educate the campus and surrounding communities about academic integrity

Ensure reasonable and consistent enforcement of standards

C. Honor Pledge Students will receive copies of the Honor Pledge, learn what it means and commit to the statement of

community standards.

Students will take the following pledge:

Coastal Carolina University is an academic community that expects the highest standards of honesty,

integrity and personal responsibility. As members of this community, we are accountable for our

actions and are committed to creating an atmosphere of mutual respect and trust.

On my honor, I pledge:

That I will take responsibility for my personal behavior; and

That I will actively oppose every instance of academic dishonesty as defined in the Code of

Student Conduct.

From this day forward, my signature on any University document, including tests, papers and other

work submitted for a grade is a confirmation of this honor pledge.

D. Prohibited Conduct

1. Plagiarism, cheating and all other forms of academic dishonesty

a. Examples of plagiarism include, but are not limited to, the following:

(i) borrowing words, sentences, ideas, conclusions, examples and/or organization of an

assignment without proper acknowledgment from a source (for example, a book, article,

electronic documents, or another student’s paper);

(ii) submitting another person’s work in place of his/her own;

(iii) allowing someone else to revise, correct or edit an assignment without explicit

permission of the instructor;

(iv) submitting work without proper acknowledgment from commercial firms, Web sites,

fraternity or sorority files or any other outside sources, whether purchased or not;

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(v) allowing another person to substitute for them any part of a course for them, including

quizzes, tests, and final examinations;

(vi) submitting any written assignments done with the assistance of another without the

explicit permission of the instructor;

(vii) submitting work that was originally prepared for another class without the explicit

permission of the instructor;

(viii) knowingly aiding another student who is engaged in plagiarism.

b. Examples of cheating include, but are not limited to, the following:

(i) using unauthorized information, materials or assistance of any kind for an assignment,

quiz, test, or final examination;

(ii) knowingly aiding another student who is engaged in cheating.

2. Furnishing false information to any University official, faculty member or University office to obtain

academic advantage.

3. Forging, altering or misusing any University document or record to obtain academic advantage.

E. Resolution Process for Academic Violations

1. Alleged academic violations should be reported in writing to the instructor of the class or

the Office of Academic Integrity within ten (10) business days of receiving knowledge of a possible

violation. The report may be submitted by anyone who is aware of the violation, including the

student who committed the violation or any student, faculty or staff member who observed or has

knowledge of the violation. The faculty member will report the alleged violation through the

Academic Integrity on-line reporting system. (Case files will be maintained by the Office of

Academic Integrity.)

2. Reports of academic violations should include the following information:

name of the accused student,

type of violation,

name(s) of witness(es), and

name of person filing the complaint.

Note: Anonymous written reports may alert a faculty member to an existing problem in the classroom,

but these reports cannot serve as the sole basis for disciplinary action. Intentionally making a false

accusation may also be an integrity code violation.

3. A student who has been charged with an academic violation may not withdraw from the

class or the University without the permission of the Academic Integrity Officer or designee.

4. Hearing Process

a. Student-Faculty Hearing

(i) Within ten (10) business days of receiving knowledge of a possible violation, the student

will receive notice in writing of:

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the alleged violation,

a summary of student rights and responsibilities, and

the date, time, and location of student-faculty hearing, which will take place no later than

ten (10) business days from the date of notice. If the violation occurs within the last two

weeks of a semester or during a period between semesters, the hearing will occur as soon

as practical the following semester. Faculty may give an Incomplete for the course if a

violation is pending.

Unusual circumstances may warrant adjustments in the timeline.

(ii) At the student-faculty hearing, the alleged violation(s) and possible sanction(s) will be

reviewed. The student may respond to the charge(s) in writing in advance of the hearing

and/or may respond verbally at the hearing. If a student does not attend the hearing, the

hearing may proceed in the student’s absence.

(iii)Participants at a student-faculty hearing will include the instructor and the accused student,

and may also include the student(s), faculty or staff member(s) who observed and reported

the infraction. At the request of the faculty member or student, an Academic Integrity Officer

may be present at this meeting.

Proposed change:

(iii) Participants at a student-faculty hearing will include the instructor and the

accused student, and may also include the student(s), faculty or staff member(s) who

observed and reported the infraction. At the request of the faculty member or student, an

Academic Integrity Officer may be present at this meeting. The Chair of the Department of

the course in which the incident occurred should not attend this meeting as they may be

involved in the resolution process if the student decides to appeal the decision of the

instructor.

(iv) At the student-faculty hearing, the faculty member will determine if the student is in

violation of the alleged misconduct.

(v) If the student is found in violation, the faculty member will determine a sanction

(see Section F). One of the following will occur:

a. the student agrees with the faculty member’s decision; or

b. the student does not agree with the faculty member’s decision or believes that the

University process has been violated. The student may submit a written request for an

appeal hearing with the College Academic Integrity Committee (CAIC).

Proposed change:

b. the student does not agree with the faculty member’s decision or believes that the

University process has been violated. The student may submit a written request for an

appeal hearing to the Academic Integrity Officer. This letter will include a brief

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explanation of the alleged violation and the specific reason for requesting the appeal.

The request for an appeal hearing must be made with five (5) business days of receiving

the decision of the instructor from the student-faculty hearing

(vi) The Office of Academic Integrity will receive all reports of alleged violations. Students who

have been found in violation of a previous offense (academic or non-academic) will be

referred to the CAIC for sanctioning. More serious sanctions will automatically be

considered for students with more than one violation.

b. College Academic Integrity Committee (CAIC)

(i) The CAIC will consist of the department chairperson (or a representative appointed by the

college dean if there is no chairperson), a faculty member (appointed by the college dean)

and a student (appointed by the college dean.) The college dean will select the student from

a list of nominees developed by the Student Government Association. The student appointee

must be in good disciplinary standing, meaning that he/she is not on probation or has no

incomplete sanctions. Also, the student member must have completed at least 60 credit

hours, be a full-time student and have a GPA of 2.5 or better.

Proposed change :

(i) The CAIC will consist of both faculty and student representatives (2 faculty members for

every student representative). Each college will determine the procedures for committee

representation and publish this information on the Office of Academic Integrity webpage

(http://www.coastal.edu/aic). The student representative will be selected from a list of

nominees developed by the Student Government Association. The student appointee must be

in good disciplinary standing, meaning that he/she is not on probation and/or has no

incomplete sanctions. Also, the student member must have completed at least 60 credit

hours, be a full-time student and have a GPA of 2.5 or better.

(ii) The CAIC will notify the accused student in writing of the date, time, location, and purpose

of the hearing. At the hearing, the CAIC will review the case and the student will have an

opportunity to respond. If the student does not respond to the notification, the hearing may

proceed in the student’s absence.

Proposed change:

(ii )The Office of Academic integrity will notify the accused student in writing of the date, time,

location and purpose of the hearing. At the hearing, the CAIC will review the case. The

instructor of the course will be present to summarize the incident and the student will have

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an opportunity to respond. If the student does not respond to the notification the hearing

may proceed in the student’s absence.

(iii)The CAIC may uphold or modify the decision from the student-faculty hearing. In second-

offense cases, the CAIC will not issue a lower-level sanction than was assigned in the faculty

hearing.

c. Appeal Process

If the student does not agree with the decision of the CAIC or believes that the University

process has been violated, he/she may submit a written appeal to the Office of the Provost. The

decision from the Provost is the final step in the process. Grades that result from a violation of

the academic integrity code are not subject to the general petition process or the repeat

forgiveness option.

Proposed change:

c. Appeal Process

If the student believes that due process has failed or that substantive issues related to the case

were not reviewed at the CAIC hearing, he/she may submit a written appeal to the Office of the

College Dean within 5 days of receiving the decision of the CAIC. The decision from the Dean is

the final step in the resolution process.

F. Academic Sanctions

1. Following the student-faculty hearing, the faculty member may impose one (1) or more of

the following sanctions when a student is found in violation:

a. Written warning

b. Grade of F on the assignment

c. Grade of FX in the course- (If a penalty grade of FX is imposed in the course, the student will

not be able to drop the course, petition a grade change or use the grade forgiveness policy.)

d. Required to attend an academic integrity workshop

e. Other educational sanctions (in consultation with the Academic Integrity Officer)

2. The CAIC, Provost or designee may impose one (1) or more of the following sanctions when a

student is found in violation:

a. Any student-faculty hearing sanctions

b. Loss of privileges

c. Disciplinary suspension from the University

d. Permanent Dismissal from the University

Students who do not complete required sanctions may be referred to the CAIC for additional sanctions.

Motion to extend the Faculty Senate meeting by 10 minutes was made by Holley Tankersley and

seconded by Nick Twigg and passed unanimously.

The original motion with the Friendly Amendment was approved unanimously.

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Executive Committee:

Motion to perform Administrator Evaluations on an annual basis: (moved and seconded out of

committee)

Motion was approved unanimously.

Motion for a Resolution to the Senate was made by Holley Tankersley and seconded by John

Navin:

In gratitude for his outstanding leadership and stewardship of the Faculty Senate, we hereby recognize

Michael Ruse for his service to this body and the University.

Motion was approved unanimously.

QUASI COMMITTEE OF THE WHOLE:

Quality Enhancement Plan:

DEFINITION:

Experiential learning is the direct discovery of knowledge and the development of skills through the

intentional selection of and participation in applied activities, and the reflective demonstration of

learning.

MAJOR GOAL STATEMENT:

The goal of the QEP is to have Coastal Carolina University students explore and critically reflect upon

the relationship between their university education and the world in which they live.

OTHER:

There was discussion about the concern of many faculty members regarding Administrator

Evaluations not being private because of having to use each one’s specific username and

password, not knowing what exactly the job description of the administrator that was being

evaluated, and whether the evaluations would or should be made public.

Dr. Sheehan wished everyone a successful and safe summer.

ADJOURNMENT: 6:09 p.m.

Respectfully submitted,

Approved by Susan Slavik, Secretary

Monica Streicher, Faculty Senate Recorder