university of south florida college of education … minutes - 111403.pdfuniversity of south florida...

University of South Florida College of Education

COLLEGE COUNCIL Friday, November 14, 2003 1:00 – 4:00 p.m. (EDU 415)

Members Present: Jane Applegate, Neal Berger, Carine Feyten, Frank Breit, Ann Cranston-Gingras,

Pat Daniel (Chair), Janice Fauske, Robert Dedrick, Libby Ethridge, Clare Hite, Mary Lou Morton, Bill Price, Barbara Shircliffe, Daphne Thomas, Nancy Williams (for Jenifer Schneider), William Young

Members Absent: Betty Epanchin, Michael Mills, Jenifer Schneider Ex-Officios Present: Rick Austin (for Sherman Dorn), William Kealy, Carol Mullen, Georgios

Stylianides Other Attendees: Nedra Crow, Pam Magasich, Kimberly Schwartz, Rebecca Wilkins Call to Order: The College Council was called to order at 1:10 p.m. by Chair, Pat Daniel. Minutes William Kealy moved to approve the October 24, 2003 minutes with attendance amendments, Carol Mullen seconded and minutes stand approved as amended. Consent Agenda Jane Applegate moved to approve the Consent Agenda, Ann Cranston-Gingras seconded and the Consent Agenda is so moved. Assistant Dean for Educator Preparation Janice Fauske introduced Nedra Crow to the College Council. Dr. Crow visited the College to discuss the position of Assistant Dean for Educator Preparation with faculty and staff and survey the University and surrounding area. Dr. Crow’s curriculum vita is attached. Executive Officers Report

• On December 10, 2003 in EDU 415 from 1-3 pm, John Johnston, will give a presentation on dispositions for NCATE.

• The COE Diversity Task Force met and debated the formation of a committee. It was their consensus such a committee should be ongoing but not a standing committee. Standing committee members must be elected and/or appointed. Diversity cuts across everything and committee members should only be actively, interested parties. On December 5, 2003 at the COE Faculty (2-


4 pm) meeting a presentation will be made and volunteers will be recruited. Everyone is encouraged to get involved.

• Pat Daniel will contact Phil Smith to see if he would address the issue on “non-renewal appointment status” at the next College Council meeting.

Dean’s Report reported by Carine Feyten Dean Kennedy is attending the Provost Search Committee and Associate Dean Feyten reported as follows:

• Standards Committee college-wide have met with other groups and conversations will continue. • Encourage everyone to attend the Seventh Annual Education in Action Breakfast on November

20, 2003 at the Fairgrounds. • A site determination will soon be forthcoming regarding permanent housing for the Applied

Behavior Analysis Master’s program. • Outside reviewers will be assessing Special Education’s doctoral programs in December. • Superintendents from Hillsborough, Pasco, and Pinellas counties met with C. Kennedy, C. Feyten

and D. Puglisi to explore the formation of an alliance and discuss common goals. Laptop Initiative Kim Schwartz, a USF doctoral student with the cohort, gave a presentation on the laptop initiative in Elementary Education. There are currently 25 undergraduate students involved with the program (24 females, 1 male) and ten instructors. Everyone was provided an iBook from Apple to be used during the pilot period and then returned. Students have a very positive and dedicated involvement with this program.

• Goals Ø How to effectively integrate technology into the real world/university classroom.

• Timelines Ø 2003-2004 pilot cohort Ø 2004-2005 continue cohort #1 and extension Ø 2005-2006 all students with laptops

• Benefits to Pre-Service Teachers Ø Use anytime or anywhere Ø Fluency with 21st century skills Ø Decreased reliance on computer labs Ø Ability to access other students/professors at all times Ø Stay abreast of emerging technology Ø Access to researchers Ø Increased potential interaction with students Ø Increase meaningful communication Ø Student body that creatively finds solutions to real world problems

• Positive Influences Ø Increase retention Ø Administrative appeal Ø Parental satisfaction


Ø Increase online courses K. Schwartz encourages all faculty to come by one of the weekly seminars given in EDU 214 (Wednesday) between 11:50 am to 12:50 pm and observe the students. You may contact her anytime at [email protected] with questions or comments. Committee Reports UPC – Sherman Dorn

• The UPC has cleared their agenda of all programs and courses, which have been presented. • Currently drafting a policy on Professional Standards. • Stu Silverman, Honor’s College, and Jean Linder, SCATT, spoke to the committee about the need

for undergraduate research and research mentors. • Establishing committees to assist in preparing for NCATE review. • College-wide - COE can graduate with distinction 1% of the undergraduates. UPC will help to

develop guidelines with the Dean for this honor. GPC – Steve Permuth

• No report at this time. Finance & Budget Committee – William Kealy

• Due to various conferences, a quorum was not available. Plan to meet on Monday, December 17, 2003.

• Will continue to explore options for financial self-sufficiency. Research – Carol Mullen

• Several guest speakers spoke at the last Research meeting. Neal Berger, Director, Institute for Instructional Research and Practice, and the Institute for At-Risk Infants, Youth, and Their Families spoke about research and development at his institutes. Jeff Kromrey, Measurement, Melinda Hess, President, COE Graduate Research Association for Professional Enhancement (GRAPE), and Terri Wonder, ACHE spoke about doctoral student collaboration with the CAS Symposium, an online conference and other research ideas (see attached handout).

• Childhood Education’s plan for undergraduate research. Technology – Georgios Stylianides

• The committee would like to thank everyone for his or her input about Blackboard. • Reminder for departments to submit their technological needs to the committee. • Report on stolen equipment and security needs.


Personnel Policy Committee – Ann Cranston-Gingras

• The PPC is comprised of the following representatives: Ann Cranston-Gingras, Council Liaison, Nell Faucette, Jim King, Jim Paul, and Jeff Kromrey.

New Business Academic Rights/Responsibilities Inter-Campus Operating Procedures

• Bill Price moved to endorse (show of support) the dean’s response to the Academic Rights/Responsibilities Inter-Campus Operating Procedures, Janice Fauske seconded, and vote passed. (draft – attachment B)

Governance (non-renewing faculty)

• Tabled until next meeting. COE Vacancies for University committees

• Tabled until next meeting. Graduate Student Association/Undergraduate Student Council

• Ask Terri Wonder to report last year’s response to GSA. • Investigate Undergraduate Student Council.

Undergraduate Freshman Profile

• William Young presented undergraduate profile (see attached). COE Graduate Symposium

• William Young moved to support the Graduate Symposium on Research, Ann Cranston-Gingras seconded, and vote passed.

COE Security Issues

• Executive Committee will get with the Dean to review security policy. Adjournment The Council adjourned at 3:45 pm. Next Meeting The next meeting will be Friday, December 5, 2003 at 10:00 am in EDU 415. Transcribed by: Rebecca Wilkins, Program Assistant COE College Council


Motions Approved November 14, 2003

• October minutes • Consent Agenda (see below) • To support a Graduate Symposium on Research. • To endorse (show of support) the dean’s response to the Academic Rights/Responsibilities

Inter-Campus Operating Procedures. Secondary Education: New ESOL Courses (subcommittee: S. Dorn and R. Austin) approved October 24, 2003

ESOL I – Curriculum & Pedagogy of ESOL......................................................FLE 4366 ESOL II – Literacy Development in English Language Learners ......................FLE 4367 ESOL III – Applying Linguistics to ESOL Teaching & Testing........................FLE 4368

Childhood Education – Program revision & new course – Elementary Education (subcommittee: R. Austin and J. Ferron) approved October 24, 2003

Creative Experiences for the Child ....................................................................EDE 4223

Secondary Education – Program revision – B.S. in Mathematics Education (subcommittee: K. Laframboise and Tanice Knopp) approved October 24, 2003

Teaching Senior High School Mathematics.......................................................MAE4330

PE, Wellness & Sports Studies – Program & Course(s) changes – Athletic Training Major (sub-committee: R. Austin and S. Dorn) approved October 24, 2003

Seminar in Sports Medicine ......................................................................................PET 4933 Prevention of Athletic Injuries ...............................................................................PET 3621C Advanced Athletic Training ...................................................................................PET 4609C

(Non-substantive) informational General Medical Conditions in Athletics..................................................................PET 4627 Emergency Management of Athletic Injuries .........................................................PET3624C Secondary Education – Revise Program/New Courses – Joan Kaywell (sub-committee: Jeff Kromrey and George Batsche) approved November 7, 2003 MAT: Foreign Language Education

• Methods of Teaching Foreign Languages & ESOL in Elementary School........FLE 5313 • Technology in the Foreign & Second Language Classroom...............................FLE 5291 • Practicum in Foreign Language/ESOL Teaching ...............................................FLE 5946 • Dual Language Education...................................................................................FLE 5895 • Methods of Teaching Foreign Languages & ESOL in Secondary School..........FLE 5331 • ESOL I– Theory & Practice of Teaching English Lang. Learners .....................FLE 5430 • ESOL II – Second Lang. & Literacy Acquisition in Children & Adolescents ...FLE 5431 • ESOL III – Lang. Principles, Acquisition, & Assessment in Teaching ..............FLE 6432 • ESOL Education in Content Areas......................................................................FLE 5365


Curriculum Vitae Attachment A

Nedra A. Crow, Ph.D.

932 Rosemary Ave. 11255 North Torrey Pines Road Carlsbad, CA 92009 Room 156 760-602-8477 La Jolla, CA 92037 [email protected] Position: Professor, National University Department: Teacher Education Courses Taught at NU: TED 625A Curriculum and Procedures for Secondary and Middle Schools TED 626B Instructional Strategies for Secondary and Middle Schools TED 629 Student Teaching Seminar TED 630 A-D Student Teaching-Supervision MAT 640 Applications of Research for the Art of Teaching MAT 644 Theories and Application of Curriculum Design MAT 642 Theories and Application for Models of Instruction

EDUCATIONAL PREPARATION: Ph.D. University of Utah 1987

Cultural Foundations of Education Dissertation: Socialization Within A Teacher Education

Program: A Case Study. M.A. Brigham Young University 1976

Physical Education and Curriculum and Instruction. B. S. Brigham Young University 1973

Physical Education and Health Education. CREDENTIALS: Utah Professional Secondary Teaching Certificate. California Permanent Multiple Subject Teaching Certificate for Physical Education,

Health Education, and Science Education. PROFESSIONAL EXPERIENCE: 2001-present Professor, Department of Teacher Education, National University. 1999-2000 Associate Dean for Professional Development and Outreach, Graduate School of

Education, University of Utah. 1998-2000 Co-Director, Distance Education ESL Endorsement Program.


1993-1999 Associate Dean for Professional Education, Graduate School of Education, University of Utah.

1994- 2001 Associate Clinical Professor, Department of Teaching and Learning. University of Utah. 1993-1994 Executive Director, Utah Educational Consortium. A partnership of the Graduate School

of Education, 5 surrounding school districts, and the Utah State Office of Education. 1989-1993 Director of Field Experiences, Department of Educational Studies,

University of Utah, Salt Lake City, Utah 1988-1994 Assistant Clinical Professor, Department of Educational Studies, University of Utah, Salt

Lake City, Utah 1987-1988 Visiting Assistant Professor, Department of Educational Studies, University of Utah, Salt

Lake City, Utah. 1985-1987 Associate Instructor, Department of Educational Studies, University of Utah.

Responsibilities include teaching courses in curriculum, instruction, and science education; supervision of student teachers; in-service education; and coordination of university and public school experiences.

1983-1985 Teaching and Research Assistant, Department of Educational Studies, University of Utah. Responsibilities included supervision of student teachers and doing research.

1982-1984 Teaching Assistant, Health Education Department, University of Utah. Responsibilities included teaching courses in general health education and teacher education.

1981-1984 Program and Curriculum Development and Evaluation, Salt Lake City and County Health Department, Salt Lake City, Utah. Responsibilities included design of school health education curriculum and design of employee health style program.

1979-1981 Assistant Principal, Monticello High School, San Juan School District, Monticello, Utah. Responsibilities included school curriculum development and implementation; in-service education; discipline; and general school administrative duties.

1978-1979 Executive Committee, Competency Tests Design and Implementation, San Juan School District, Monticello, Utah. Responsibilities included development, implementation, and evaluation.

1977-1978 District Health Education Curriculum Designer, Bicultural Health Education, San Juan School District, Monticello, Utah.

1976-1979 Teacher, Department Chairperson, and Coach, Monticello High School, San Juan School District, Monticello, Utah.

PROFESSIONAL AFFILIATIONS/MEMBERSHIPS

American Educational Research Association, Washington, D.C. California Educational Research Association, Sacramento, CA. Association of Teacher Educators, Reston, VA American Association of Colleges for Teacher Education, Washington, D.C. Phi Delta Kappa, Washington, DC

PUBLICATIONS

Book Bullough, R., Knowles, J. G. and Crow, N.A. (1992). Emerging as a teacher. London: Routledge.


Journal Articles Hobbs, S.F.,Bullough, R.V., Hobbs, S., Kauchak, D., Crow, N., and Stokes, D. (1998) Professional

development schools: Catalysts for collaboration and change. The Clearinghouse, Volume 72, no.1, pp.47-51.

Bullough, R.V., Hobbs, S., Kauchak, D., Crow, N., and Stokes, D. (1997). Long-term PDS development in research universities and the clinicalization of teacher education. Journal of Teacher Education. Volume 48, No. 2.

Crow, N., Kauchak, D., Bullough, R.V., Stokes, D., and Hobbs, S. (1997). Masters cooperative program: An alternative model of teacher development. Impact (Utah Association of Secondary School Principals), Spring.

Bullough, R.V., Kauchak, D., Crow, N., Hobbs, S., and Stokes (1997). Professional deve lopment schools: Catalysts for teacher and school change. Journal of Teaching and Teacher Education. Vol. 13, No. 2.

Winitzky, N., Sheridan, S., Crow, N., Welch, M., and Kennedy, C. (1995). Interdisciplinary Collaboration: Variations On A Theme. Journal of Teacher Education, vol. 46. April/May.

Bullough, R., Crow, N., Knowles, G. (1990). Teaching and nurturing: changing metaphors in a case study of beginning teachers. Journal of Education for Teaching

Crow, Nedra A. (1992). Utah teacher education dialogue. Viewpoints (UASCD), V. 8, N. 11, 3.

Bullough, R. V., Jr., Knowles, J. G., & Crow, N. (1989). Teacher self-concept and student culture in the first year of teaching. Teachers College Record, 91 (2), 209-234.

Driscoll, A., Peterson, K., Crow, N. & Larson, B. (1985). Student reports for primary teacher evaluation, Educational Research Quarterly, 9(3), 43-51.

Chapters in Nationally Published Books Crow, N., Wahlquist C., Benson, M., Gordon, J., Grether, S. Hunt, B., LaBaron, D.,

Parkin, A., Stauffer, T., Statler, R., Larsen, P., Taylor, T. (1997). Harambre: Creating a Community of Learners in a Preservice Teacher Education Program. In J. King, E. Hollings, and W. Hayman (Eds.), Meeting the Challenges of Diversity in Teacher Preparation, Teachers College Press.


Conference Proceedings

Crow, N., Sebastian, J., and Serdiukov, P. (2002). A distance education ESL endorsement program:

Failures and Successes. Society for Informational Technology in Teacher Education, Nashville, TN, 23 March.

Crow, N., Bachman, M., Adams, A., Spencer, B. (2002). Online and onsite action research: A state wide professional development program. Society for Informational Technology in Teacher Education, Nashville, TN, 23 March.

Crow, N., Sebastian, J, and Serdiukov, P. (2001). DEEEP-Distance professional development program for teachers: Evolutionary transformation. WebNet Conference, San Antonio, Texas, 30 October.

Crow, N. and Sebastian, J. (2000). Delivering a distance education graduate and professional development program: Integrating multiple technologies. Society for Informational Technology in Teacher Education, February, San Diego, California.

Reviewer Journal of Teacher Education and Teaching: 2002, 2001, 2000, 1999. American Educational Research Association, Division, Teacher Education (Teacher Cognition), Paper Proposals: 2002, 2001, 2000, 1999, 1998, 1997, 1996, 1995, 1994. American Educational Research Association, Division K, Teacher Education (Practitioner Inquiry), Research Proposals: 1997. American Educational Research Association, SIG, Professional Development Schools, Research Proposals: 1996. Reviewer, Journal of Teaching and Teacher Education: 1995. Handbook of Research on Teacher Education: 1990.

In-House Writing Crow, N. (1992). "A Cooperative Masters' Program", University of Utah's Graduate

School of Education Newsletter, Winter.

FUNDED GRANTS 2000 "State Initiative for Action Research". Goals 2000 ($42,560). 1999 "Distance Education ESL Endorsement Program". Goals 2000 ($80,004). 1999 "Utah-Local Educators Action Research Network: A Rural Project". Goals 2000 ($27,265) 1999 "Action Research On-Line" Goals 2000 Grant ($20,000) 1999 "Distance Education ESL Endorsement Program (DEEEP) Web-Based Curriculum". Higher

Education Technology Initiative ($20,000). Co-authored with Joan Sebastian.


1999 "Utah-Local Educators Action Research Network: An Urban Project". Goals 2000 ($43,920). Co-authored with Michelle Bachman, Ann Adams, Betty Spencer.

1999 "Utah-Local Educators Action Research Network: A Rural Project". Goals 2000 ($41,976). 1999 "Distance Education ESL Endorsement Program". Goals 2000 ($121,750). 1998 "Distance Education ESL Endorsement Program". Goals2000 ($183,000). 1998 "Utah-Local Educators Action Research Network: A Rural Project". Goals2000 ($59,976). Co-

authored with Michelle Bachman and Ann Adams. 1998 "Utah-Local Educators Action Research Network: An Urban Project". Goals2000 ($74,569). Co-

authored with Michelle Bachman and Ann Adams. 1994 "Future of Children: Utah Schools--A Development Proposal For Demonstration

Technology-Based Schools", co-author with Clif Drew and Rich Kendell. Governor's Office and US West Foundation ($450,000).

1993 "Professional Development Schools: An Evaluation Study" written by Nedra Crow and funded by Utah State Office of Education, Utah Education Consortium ($101,000).

1993 Fordham Grant, National Institute for University Collaboration to Support Children and Families in the Utah Schools co-author with GSE and GSSW faculty and funded by Fordham University through the DeWitt-Wallace Readers' Digest Foundation ($150,000).

EVALUATION REPORTS (Peer Reviewed) Crow, N. (2002). Evaluation report: Action research: BYU Partnership. Submitted to Utah State Office

of Education, October 2002. Goals 2000. Crow, N. (2002). Evaluation report: Action research: Southwest Education Consortium Districts (SEDC).

Submitted to Utah State Office of Education, October 2002. Goals 2000. Crow, N. (2002). Evaluation report: Action research: Central Utah Education Service area (CUES).

Submitted to Utah State Office of Education, October 2002. Goals 2000. Bachman, M., Crow, N., Sebastian, J., Seeley, C. (2002). U-LEARN in CUES: An evaluation report. Submitted to Dr. Glen Taylor, February 2002. Crow, N. (2001). Evaluation report: Distance education ESL endorsement program. Submitted to Utah State Office of Education, February 2001. Goals 2000. Crow, N. (2001). Evaluation report: State initiative for action research. Submitted to Utah State Office of

Education, October 2001. Goals 2000. Crow, N. (2000). Evaluation report: Utah- local educators action research network in a rural project.

Submitted to Utah State Office of Education, October 2000. Goals 2000. Crow, N. (2000). Evaluation report: Action research online. Submitted to Utah State Office of

Education, October 2000. Goals 2000. Crow, N. and Sebastian, J. (1999). Evaluation Report: Distance Education ESL Endorsement Program

(DEEEP) Web-Based Curriculum". Higher Education Technology Initiative ($20,000). Co-authored with Joan Sebastian.

SCHOLARLY PAPER PRESENTATIONS Sebastian, J. P. & Crow, N. A. (2003). Developing an online course: How to prepare 700 pre-service teachers to work with diverse K-12 learners. Roundtable presentation for ED-Media 2003 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Honolulu, HI


Crow, N. and Sebastian J. (2003). University, school, and corporate partnerships: A case study of collaborative theory and toxic dimensions. American Education Research Association, April, Chicago.

Crow, N., Bachman, M., Adams, A., Spencer, B. (2003). Action Research: A Longitudinal Evaluation Study. American Education Research Association, April, Chicago.

Crow, N. (2003). Action research: A school change project. American Council on Rural Special Education, March, Salt Lake City. Crow, N. and Sebastian J. (2003). Hallway conversations: Talking about and learning to manage toxic individuals in collaborative organizations. American Association of Colleges of

Teacher Education, January, New Orleans. (accepted and to be presented). Crow, N., Sebastian, J., and Serdiukov, P. (2002). A distance education esl endorsement program:

Failures and Successes. Paper presentation at the Society for Informational Technology in Teacher Education, Nashville, TN, 23 March.

Crow, N., Bachman, M., Adams, A., Spencer, B. (2002). Online and onsite action research: A state wide professional development program. Paper presentation at the Society for Informational Technology in Teacher Education, Nashville, TN, 23 March.

Crow, N., Bachman, M., Adams, A., Spencer, B. (2002). High tech and high touch: Action research program in rural Utah. Poster Session at the American Council on Rural Special Education. Reno, NV, 8 March.

Crow, N. (2000). A beginner teachers' masters program: Action research. New Teacher Center, University of San Cruz Symposium on Induction, Monterey, CA, March.

Crow, N. and Sebastian, J. (2000). Delivering a distance education graduate and professional development program: Integrating multiple technologies. Society for Informational Technology in Teacher Education, February, San Diego, California.

Crow, N. (2000). Action research: A state initiative. Utah Rural School Conference, Cedar City.

Crow, N., Sebastian, J. Robles, D. (1999). A school district and university collaborative model for the preparation of ESL teachers. Great City Schools Council Annual Conference, Dayton, OH. Crow, N. (1999). Action research in rural Utah". Utah Rural Schools Conference, Cedar City, July. Crow, N. and Sebastian, J. (1999). "DEEEP: An ESL teacher preparation program". Utah Rural Schools

Conference, Cedar City, July. Crow, N. and Bunderson, C., (1999). "An ESL distance education program",

International Teachers of English Second Language Learners Conference, New York City, March.

Christison, M. A., Connonelos, T. Crow, N., DiPaolo, M., Napia, E. Sebastian, J., Bunderson, C. (1999). Developing a distance education ESL endorsement program. National Association for Bilingual Education, Denver, CO, 28 January.

Adams, A., Bachman, M., Crow, N., and Vickery, S., (1998). "An action research project: Changes in teacher thinking", Utah Association of Teacher Education Annual Conference, Logan, Utah.

Crow, N., Adams, A., Bachman, M., and Vickery, S. (1998). "U-LEARN in the rural setting". Utah Rural School Conference, Cedar City, Utah.

Adams, A., Bachman, M., Crow, N., Peterson, S., and Vickery, S. (1998). "University- District professional development program: A systematic study of practice". Annual Meeting of the American Educational Research Association, San Diego, CA.


Crow, N. (1997). "The Use and Value of School Histories in the Action Research Process". Annual Meeting of the Utah Association of Supervision and Curriculum Development. Park City, UT.

Crow, N., Bachman, M. (1997). “Teachers as researchers: A professional development model”. Holmes National Conference, St. Louis, MO.

Crow, N., Adams, A., Bachman, M., and Peterson, S. (1996). University-district liaisons: Newroles and responsibilities for professional development. Utah Association of Supervision and Curriculum Development, Park City, UT.

Crow, N. (1996). An educational root system: Personal insights. An invited paper for the David O. McKay Symposium, Brigham Young University, Provo, UT.

Crow, N., Kauchak, D., Bullough, R.V., Stokes, D., and Hobbs, S. (1996). Masters cooperative program: An alternative model of teacher development in a PDS. American Educational Research Association. New York City.

Bullough, R.V., Hobbs, S., Kauchak, D., Crow, N., and Stokes, D. (1996). Long-term PDSdevelopment in research universities and the clinicalization of teacher education. American Educational Research Association, New York City.

Bullough, R.V., Kauchak, D., Crow, N., Hobbs, S., and Stokes (1996). Professional development schools: Case studies of teacher and school change, issues and next steps. American Educational Research Association, New York City.

Crow, N. (1995). A theoretical perspective to teacher beliefs. Discussant Paper. American Educational Research Association. San Francisco, CA.

Crow, N. (1994). Finding a Common Thread. Discussant Paper. American Educational Research Association, New Orleans.

Crow, N. and O'Keefe, P. (1993). Staff development and leadership experiences for teachers in a PDS, Holmes Group National Conference, January, Washington D.C.

O'Keefe, P. and Crow, N. (1993). Integrating clinical faculty within a department of education, Holmes Group National Conference, January, Washington D.C.

Crow, N., Brockbank, L., Coke, M., Hatch, D., McCandless, P., Prescott, S., and Seal, W. (1992). Development of A community of learners within a PDS, Far West Holmes Group Conference, October, Snowbird, UT.

Crow, N. (1991, November). PDS organization and administration at the University of Utah. Paper presented at the annual meeting of the Utah Association of Supervision and Curriculum Development, Salt Lake City.

Crow, N. (1991, April). Personal perspectives on classroom management: A case study. Paper presented at the annual meeting of the American Education Research Association, Chicago.

Crow, N. (1991, January). Professional development schools, masters' cooperative program, and inquiry. Paper presented at the annual meeting of the Holmes Group, Washington, D.C.

Bullough, R. V., Jr., Crow, N., Knowles, J. G. (1989, April). Informing biography through the use of metaphor: Insights into teacher socialization. Paper presented at the annual meeting of the American Education Research Association, San Francisco.

Bullough, R. V., Jr., Crow, N., Knowles, J. G. (1989, April). Beginning teacher curriculum decision making, teacher socialization, and student culture. Paper presented at the annual meeting of the American Education Research Association, San Francisco.

Bullough, R.V., Crow, N., and Knowles, G. (1989, April). Teaching is nurturing: metaphor in the case study of a beginning teacher. American Educational Research Association, San Francisco.


Bullough, R. V., Crow, N., and Knowles, G. (1989, April). Who are they? Who am I?: Curriculum planning, student culture and the first year teacher. American Educational Research Association, San Francisco.

Crow, N. (1988, April). A longitudinal study of teacher socialization: A case study. American Educational Research Association, New Orleans.

Crow, N. and Kauchak, D. (1988, April). Teacher socialization: A quasi-experimental case study. American Educational Research Association, New Orleans.

Charvoz, A., Crow, N., and Knowles, G. (1988, April). Journal writing: Is it a useful tool for developing reflecting teachers? American Educational Research Association, New Orleans.

Crow, N. (1987, November). Review of literature on preservice teachers' biography: Recommendations for teacher education. California Educational Research Association, San Jose, CA.

Crow, N. (1987, April). Preservice teachers' biography: A case study. American Educational Research Association, Washington, D.C.

Crow, N. (1987, April). Hidden curriculum in a teacher education program: A case study. American Educational Research Association, Washington, D.C.

Crow, N., Ripley, S., and Knowles, G. (1986). Personal meaning: What is its role in teacher education? Bergamo Conference, sponsored by the Journal of Curriculum Theorizing, Dayton, OH.

Crow, N. (1986, April). Teacher socialization in a teacher education program: A case study. American Educational Research Association, San Francisco.

Crow, N. (1985) Teacher socialization and teacher education, Bergamo Conference, sponsored by the Journal of Curriculum Theorizing, Dayton, OH.

Crow, N. and Peterson, K. (1983). The common sociology between teacher evaluation and teacher development. Rocky Mountain Regional AERA, Jackson Hole, WY.

NATIONAL, STATE, AND LOCAL CONSULTANT 2002 Consultant, BYU Partnership with Jordan School District. Action research project focused on

Internship. November 2002 - May 2003. (12 participants) 2002 Consultant, Southwest Education District Consortium, Cross Hollows Intermediate School.

Action Research and School Improvement Project. November 2002 – May 2003. (32 participants)

2001 Consultant, BYU Partnership with Jordan and Alpine School Districts. Action research teaching and project completion activities. January – December. (10 participants).

2000 Consultant, Utah Teachers Academy, Utah State Office of Education, "Action Research", September and December.

2000 Invited Presenter, Brigham Young University's Associates and Principals Academy Conference, "Action Research Part I: Programs and Projects". Other presenters included, M. Bachman; Adams, A.; Spencer, B.; Jensen, S; Phillips, K., Moore, C., Mayne, L.;VanHulten, R.; and Hunt, R. Provo, Utah, April 2000.

2000 Invited Presenter, Brigham Young University's Associates and Principals Academy Conference, "Action Research Part II: Influences and Insights". Other presenters included, M. Bachman; Adams, A.; Spencer, B.; Jensen, S; Phillips, K., Moore, C., Mayne, L.;VanHulten, R.; and Hunt, R. Provo, Utah, April 2000.

1999 Speaker, Utah State Office of Education, Action Research Conference, Provo, Utah, November. 1999 Invited Presenter, Utah Education Association Convention, "Action Research for Beginning

Teachers", Salt Lake City, Utah, 9 October.


1998 Speaker, BYU-Public School Partnership Meeting, Alpine School District. Topic--Action Research

1997 Panel Member and Presenter, "U-LEARN", Four Corners Action Research Conference, October 13-15, Albuquerque, New Mexico.

1995 Invited Presentation, “Professional Development: Using the Oxygen Masks”, Alaska District Action Meeting for Federal Individual and Consolidated Planning, Anchorage, Alaska, 7-8 November.

1995 Panel Member, “Federal Vision for School Improvement”, Alaska District Action Meeting for Federal Individual and Consolidated Planning, Anchorage, Alaska, 7-8 November.

1994 Keynote Speaker, "Another Wave of Reform? Professional Development and Goals 2000. Far West Laboratories, Regional Coordinating Council Meeting, San Francisco, June.

1993 Facilitator, National Holmes Group Conference, January, Washington DC. 1988 Consultant to Brigham Young University, Department of Physical Education. Development of

cohort teacher education programs.

SERVICE (at National University)

University 2003-2002 Internal Review Board Policy Revision Committee, Contributing Member. 2003-2002 Senate Sub-Committee on Research, Contributing Member. 2002-2001 President’s Commission on Research, Member. Writing Committee. 2002-2001 Graduate Council, Ad Hoc Committee on Academic Rigor and Standards,

Contributing Member. School 2003-2002 Teacher Education Chair Search Committee, Contributing Member. 2002-2001 Restructuring Committee. Member. Writing Team. 2002-2001 School Personnel Committee. Contributing Member. Department 2003-2003 Search Committee, Contributing Member. Statewide Lead Faculty for MAT and MED programs. Lead Faculty for CLD/TED 625A and 625B. Numerous New Program Presentations (i.e., Assessment Conference) 2002-2001 CCTC Program Revision. Member. Developer. Writing Team.

CCTC Report Executive Summary Writer and Report Co-Compiler.


Attachment B D R A F T

DRAFT TO BE REVIEWED BY REPRESENTATIVES FROM THE FACULTY, CHAIRS,

DEANS, and REGIONAL CAMPUS CEO’s PRIOR TO SUBMISSION FOR REVIEW TO THE PROVOST AND PRESIDENT

UNIVERSITY OF SOUTH FLORIDA

INTER-CAMPUS OPERATING PROCEDURES

Guidelines to Facilitate the Interactions of USF Lakeland and USF Sarasota-Manatee

with USF Tampa


SUGGESTED DRAFT Letter From President Judy Genshaft To All Members of the USF Community,

In 2001, the Florida Legislature established USF St. Petersburg and USF Sarasota-Manatee as fiscally autonomous organizational entities of the University of South Florida. Shortly thereafter, I officially recognized USF Lakeland as having similar autonomous status. These actions resulted from the need to increase student access to a wider array of complete degree programs on regional campuses and to enhance the ability of the regional campuses to respond to community needs. The goal of the legislation was to enhance USF’s organizational structure as one university, geographically dispersed. The purpose of this document is to describe the operating procedures that have been agreed upon to support development of regional campus programs and services.

Following implementation of Florida Statute 240.527 in 2001, a series of events were initiated to enhance the ability of the regional campuses to achieve their mission. As required by law, USF St. Petersburg initiated an application seeking separate SACS accreditation and began to develop an infrastructure to function autonomously in academic and student service arenas. By July 1, 2003, independent agreements had been completed between USF St. Petersburg and USF Tampa granting autonomy in all but a few administrative support areas. Operational and administrative procedures for the USF St. Petersburg Campus have been specified in individual agreements between USF Tampa Colleges and administrative units and the USF St. Petersburg Campus. Hence, the procedures in this document do not apply to USF St. Petersburg.

USF Sarasota-Manatee, also required by law to seek separate accreditation, initiated the SACS application procedure in 2002 but anticipates it will be several years before the campus infrastructure is in place to achieve separate accreditation status. USF Lakeland, though not required by law to seek separate accreditation, does not foresee movement toward separate accreditation at this time. This document was prepared to clarify the procedures that have been agreed upon to reflect the new status of USF Sarasota-Manatee and USF Lakeland as fiscally autonomous entities with significant levels of local autonomy.

The distinctive environments of each campus must be recognized in organizational policies and procedures to allow each campus the greatest opportunity to fulfill its local mission while assuring consistently high quality in the delivery of USF programs and services. USF, its faculty, and the constituent communities it serves will benefit most from a university that is responsive to diverse conditions, builds on the special talents and strengths of faculty at each campus, and supports the development of programs and services that reflect the unique needs of the campus communities. I ask that you join me in working collaboratively with all of our campuses to achieve our goal of USF as one university, geographically dispersed. Sincerely, Judy Genshaft, Ph.D. President


INTER-CAMPUS OPERATING PROCEDURES Introduction

The University of South Florida is one university geographically dispersed with campuses in Tampa, St. Petersburg, Sarasota-Manatee, and Lakeland. Differences in mission, constituency, and programs create distinctive environments at each campus and allow USF to provide access to higher education that meets the diverse needs of its students and communities. The multi-campus structure of USF affords a number of advantages for the University, its faculty and students yet simultaneously adds to the complexity in the delivery of programs and services. These guidelines are intended to bring clarity to the operations of academic and administrative relationships among campuses.

Guiding Principles

• The goal of the “one university” concept should be equity but not necessarily uniformity. • The student experience of USF across campuses, while neither uniform nor identical, should be of

consistently high quality. • The faculty on all campuses are entitled to the rights and privileges accorded by their respective

departments and colleges. • The administrators, faculty, staff, and students on all campuses should have a sense of identity

with and membership in the larger USF organization. Communication of USF’s community culture should be a priority across all campuses.

• The role of the University’s senior leadership on all campuses involves stewardship of the institution’s mission, vision, and values.

• The distinctive environment in which each campus operates necessitate ongoing strategic planning to reflect and respond to unique opportunities and challenges.

• The ability of USF to function effectively as a locally responsive and well coordinated multi-campus university requires ongoing communication and endorsement of principles of empowerment and accountability.


Administrative Structure

The Legislature intended that the USF regional campuses be operated and maintained as separate organizational and budget entities of the University of South Florida. The legislative language referred only to USF Sarasota-Manatee and USF St. Petersburg (F.S. 240.527). By authority of the President, the USF Lakeland Campus Board has been granted the same status as the other two regional campuses. As such, each regional campus has its own Campus Board; is administratively organized under a Campus Executive Officer with authority and responsibility for all campus operations; and is fiscally autonomous.

USF Board of Trustees and University President The University of South Florida is governed by a Board of Trustees that has the authority to govern and set policy for its university as necessary to provide proper governance and improvement of the university in accordance with law and with rules. Among the duties of the University Board of Trustees is the selection of the University President who serves as the Chief Executive Officer for the University. A detailed listing of the powers and duties of the University Board of Trustees is included as Appendix A.

Among the duties of the USF Board of Trustees is the responsibility to appoint a Campus Board for the USF Regional Campuses.

Campus Board Per F.S. 240.527, the USF Board of Trustees is to appoint a Campus Board based on recommendations of the University President. The Campus Board has the powers and duties to:

(1) Review and approve an annual legislative budget request to be submitted to the Commissioner [sic] of Education.

(2) Approve and submit an annual operating plan and budget for review and consultation by the Board of Trustees of the University of South Florida.

(3) Enter into central support services contracts with the Board of Trustees of the University of South Florida for any services that the regional campus cannot provide more economically, including payroll processing, accounting, technology, construction administration, and other desired services. However, all legal services for the campus must, by law, be provided by a central services contract with the university.

The Board of Trustees of the University of South Florida may lawfully delegate other powers and duties to the Campus Board for the efficient operation and improvement of the campus and for the purpose of vesting in the campus the attributes necessary to meet the requirements for separate accreditation by the Southern Association of Colleges and Schools. Campus Executive Officer Each regional campus is administered by a Campus Executive Officer (CEO) who is appointed by and reports directly to the President of the University of South Florida. The CEO has the authority to:

(1) administer campus operations within the annual operating budget as approved by the Campus Board;

(2) recommend to the Campus Board an annual legislative budget request that includes funding


for campus operations and fixed capital outlay; (3) recommend to the Campus Board an annual campus-operating budget; (4) recommend to the Campus Board appropriate services and terms and conditions to

be included in annual central support services contracts; (5) carry-out any additional responsibilities assigned or delegated by the President of the

University of South Florida for the efficient operation and improvement of the campus, especially any authority necessary for the purpose of vesting in the campus attributes necessary to meet the requirements of separate accreditation.

The Campus Board also has the responsibility to promote technology transfer between the research operations of the University of South Florida and local economic development agencies.

Fiscally Autonomous Campus A fiscally autonomous campus is defined in legislative language to mean:

(1) all legislative appropriations are set forth as separate line items in the General Appropriations Act, including appropriations for campus operations and fixed capital outlay (USF Lakeland is currently an exception);

(2) the Campus Board has the authority to review and approve an annual legislative budget request as recommended by the Campus CEO and to submit an annual legislative budget request including items for campus operations and fixed capital outlay to the Florida Commissioner of Education;

(3) the Campus Board has the authority to approve and submit, based on recommendations from the Campus CEO, an annual operating plan and budget for review and consultation by the USF Board of Trustees.


Academic Programs and Services

The University of South Florida will maintain accreditation for the institution and its academic programs, as appropriate, across all campuses. As regional campuses seek separate program accreditation, USF will attempt to ensure that students who entered the University under the auspices of an accredited program are able to graduate from the accredited program subject to the guidelines of the respective accrediting associations.

Regional Accreditation USF Sarasota-Manatee and USF Lakeland will continue under the institutional accreditation granted to the University of South Florida by the Southern Association of Colleges and Schools (SACS) until the campus receives accreditation by SACS as a separate unit. The regional campuses will continue to conform to all SACS accreditation standards and academic policies and procedures of USF while covered under USF’s accreditation from SACS. The Campus Executive Officer of each regional campus will assume the leadership role in seeking separate accreditation in collaboration with the USF Associate Vice President for Academic Affairs. Program Accreditation The professional programs offered by USF Sarasota-Manatee and USF Lakeland will continue to operate under the accreditation granted to the programs of USF until separate program accreditation or separate SACS accreditation is achieved (whichever is appropriate to the accrediting body). The regional campuses will continue to conform to all program accreditation standards of USF while covered under USF’s program accreditation. The Campus Executive Officer will assume the leadership role in seeking separate program accreditation in collaboration with the USF Associate Vice President for Academic Affairs and in consultation with the appropriate College Dean on the Tampa Campus.

Academic Programs Degree Programs Until regional campuses develop separately accredited degree programs, degree requirements must be consistent across all campuses. Each campus shall conform to the established standards of SACS and appropriate program accreditation bodies in providing approved academic programs.

Although the College Dean bears the primary responsibility for degree programs, Campus Executive Officers share in this responsibility by implementing programs locally. On the regional campuses, the responsibility for ensuring the degree programs, course offerings, and integrity of the instructional process are provided at a consistent level of quality is vested in the Campus Executive Officer or designee.

Each campus may initiate proposals for new academic degree programs if these programs are consistent with the regional campus mission and public need. Programs shall be designed with attention to all State, SACS, and program accreditation standards and submitted to the Undergraduate or Graduate Council, as appropriate, for review and endorsement. The USF Board of Trustees has the authority to approve new degree programs at the undergraduate and master’s level at all USF Campuses.


Any changes to approved degree programs shall be jointly reviewed by the relevant department chair and the responsible officer of the campus proposing the amendment. The proposed changes shall be submitted to the relevant curriculum committees at the department, college, and campus levels including the Undergraduate or Graduate Councils as appropriate. If the proposed changes include degree requirements that differ from the existing approved program, a student must declare the program of study for which he/she is seeking a degree and complete the requirements of that program in order to graduate. Students may enroll in courses on any campus but must complete the plan of study for the declared program if approved differences in degree requirements exist.

Any academic program issue that cannot be resolved between the responsible officers on different campuses shall be referred to the Provost. If resolution is not obtained, the Provost and the CEO of the relevant campus shall present the matter to the University President for final determination. Courses All campuses may submit new course proposals for consideration. New courses must be approved by the degree-granting college and the appropriate curriculum committees including the Graduate or Undergraduate Council whichever is appropriate. Course content must meet accreditation standards and the academic standards of degree programs and should be consistent across campuses as per state guidelines for common course numbering. The delivery of courses composing an academic program shall ensure students are exposed to a range of intellectual perspectives achieved by receiving instruction from a diverse group of faculty members. These may include resident faculty of a specific campus, faculty from within the larger University community, and qualified adjunct faculty. The ratio of full-time resident faculty to adjunct faculty in academic programs shall be consistent with relevant accrediting standards on a campus-by-campus basis. Scheduling of Courses The scheduling of courses on the Regional Campuses and staffed by Regional Campus faculty is the responsibility of the CEO or designee. The scheduling of courses on the Regional Campuses and staffed by faculty from other campuses shall be coordinated between the relevant administrators of each campus. Appropriate attention shall be given to sequencing courses in all programs so that students may complete courses of study without undue delay. To ensure the best use of University resources, consultation between regional campus administrators and department chairpersons will occur when scheduling courses. Notification of Program/Course Offerings Across Service Areas Service Areas. Although USF serves students from all areas of the state of Florida, it has specific responsibility for providing services to residents of Hillsborough, Pasco, Hernando, Pinellas, Polk, Hardee, Highlands, Sarasota, Manatee, and DeSoto counties.


USF Sarasota-Manatee is the primary service-provider for the service area of Sarasota, Manatee, and De Soto counties. USF Lakeland is the primary service-provider for the service area of Polk, Highlands, and Hardee counties. USF St. Petersburg is the primary service provider for Pinellas county.

Notification of Offerings Across Service Areas. Although no campus is restricted from a particular service area, the regional campus is typically responsible for the delivery of services within its designated service area. If any campus would like to offer courses/programs in the service area of another USF campus, the appropriate academic officer on the campus should notify the CEO of the regional campus prior to advertising the program/courses. The purpose of the advance notification is to ensure coordinated communication of all academic offerings to residents of the service area. Prior to the beginning of the registration period each semester, the Division of Educational Outreach (or other appropriate office as designated) will distribute a report to all CEOs and to the USF Provost indicating off-campus offerings in each service region.


Faculty

The University is obligated to ensure that all faculty enjoy the same rights, privileges, opportunities, and responsibilities.

Faculty Recruiting All departments, colleges, and campuses share a common interest in faculty recruiting: (1) the qualifications of any person hired must be consistent with the requirements of program and university accreditation; (2) all persons hired must have the academic and/or professional qualifications to teach in the discipline(s) to which they are assigned. The following guidelines apply to the recruitment of faculty on Regional Campuses:

a. All campuses will adhere to the Guidelines for Recruitment and Selection of Faculty Members (1999). Each regional campus in collaboration with the college/department will develop and submit to the Provost for approval criteria for tenure and promotion consistent with those of the college/department and University standards, and mission of the campus. Specific criteria for the evaluation of scholarly productivity may vary from discipline to discipline and from campus to campus. These criteria will be used when evaluating candidates from the regional campus for tenure and promotion. Faculty on the regional campuses will be provided with a copy of the tenure and promotion criteria upon initial appointment.

b. The regional campus CEO or designee, in consultation with the appropriate Department Chair, will develop the job description and appoint a search committee which includes representatives from both the regional campus and the department.

c. The search committee will develop a list of finalists and forward its recommendations to the Campus Executive Officer. The CEO or designee will confer with the Department Chair on those candidates to be recommended for on-site visits. The CEO will determine the list of candidates and will invite those to be included in on-site visits.

d. The search committee, department faculty, and other campus constituents will be provided an opportunity to interview and evaluate all candidates during on-site visits.

e. The Campus Executive Officer, in consultation with the College Dean, will make the final hiring decision. In the event of disagreement between the CEO and Dean, the Provost and President will be consulted to facilitate the final decision.

f. The CEO will prepare and sign the letter of offer and transmit it to the College Dean and Provost for signature.

g. In the event there are no qualified candidates, the search committee shall recommend to the CEO that the search be declared a failed search.

Principal Place of Employment and Faculty Supervision

The Campus that has the budgetary authority for the faculty position and initiated the letter of offer will be the principal place of employment for the faculty member.

The CEO or designee will be the immediate supervisor of the faculty member hired under the budgetary authority of the Regional Campus. Faculty Tenure and Promotion


The University Guidelines for Tenure and Promotion will be used by all campuses. In addition, the College/Department guidelines will apply. Until such time as the University President and Board of Trustees approves alternate procedures, USF Sarasota-Manatee and USF Lakeland will continue to participate in tenure and promotion processes of USF. Each regional campus will establish a Governance Document describing, among other processes, the process that will be used to involve Regional Campus faculty in the following tenure and promotion procedures.

1. A Regional Campus faculty member seeking tenure and/or promotion will submit an application to the Regional Campus CEO and the Tampa Campus Department Chair simultaneously.

2. An independent review will be conducted simultaneously by the appropriate faculty/committee at the Regional Campus and in the academic department. The composition of the faculty/committees will follow established departmental/campus guidelines.

• The candidate will be reviewed and voted on by the appropriate faculty on the regional campus. The results of this poll will be reported in the candidate’s tenure and promotion application. The Regional Campus may invite representatives from the Academic Department Tenure and Promotion Committee to attend the Campus Review Committee meeting (if established in guidelines) for information purposes as a non-voting member.

• The candidate will be reviewed and voted on by the appropriate faculty in the candidate’s academic department using the established departmental procedures. The results of this poll will be reported in the candidate’s tenure and promotion application. The Academic Department may invite representatives from the Regional Campus to attend the Campus Review Committee meeting (as established in guidelines) for information purposes as a non-voting member.

• Should a member of the faculty have the standing to vote in both the campus and departmental polls of the applicant, that person may choose the venue where he/she votes but may not vote as both a member of the campus and a member of the department.

3. The candidate’s home campus and home college will establish a Joint Review Committee consisting of an equal number of members from each. A faculty member from the candidate’s home campus will chair the Joint Review Committee and all meetings of the committee will be conducted on the candidate’s home campus. This committee will review the application that includes input from the committees described in Part 2 of this section. It will then poll its members and make a recommendation that is reported in the application.

4. The application will then be forwarded to the candidate’s College Dean for review and evaluation. The Dean will add his/her evaluation to the application and forward it to the Campus Executive Officer of the candidate’s home campus.

5. After adding his/her evaluation, the Campus Executive Officer will, in turn, make a recommendation to the Provost who will then submit a recommendation to the President.

Annual Review of Faculty, Mid-Tenure Review, and Salary Increases Annual Review of Faculty. The Annual Review of faculty will be based on performance in relation to assignments (the assignments reflect the mission of the regional campus). Regional campus faculty members will be evaluated following established regional campus procedures with appropriate input from the college/department. Annual evaluations will be conducted by the Regional Campus as well as the relevant department on the Tampa Campus. Mid-Point Review. Mid-Point reviews for tenure will be conducted by the departmental and campus


Tenure and Promotion Committees as described in the Faculty Tenure and Promotion section of this document. External reviewers are not required for the Mid-Point Review.

1. A Regional Campus faculty member who is scheduled for a Mid-Point Review will submit their materials to the Regional Campus CEO and the Tampa Campus Department Chair simultaneously.

2. An independent review will be conducted simultaneously by the appropriate faculty/committee at the Regional Campus and in the academic department. The composition of the faculty/committee will follow established departmental/campus guidelines.

• The candidate will be reviewed by the appropriate faculty on the regional campus. The Regional Campus may invite representatives from the Academic Department Tenure and Promotion Committee to attend the Campus Review Committee meeting (if established in guidelines).

• The candidate will be reviewed by the appropriate faculty in the candidate’s academic department using the established departmental procedures. The Academic Department may invite representatives from the Regional Campus to attend the Campus Review Committee meeting (as established in guidelines).

3. The candidate’s home campus and home college will establish a Joint Review Committee consisting of an equal number of members from each. A faculty member from the candidate’s home campus will chair the Joint Review Committee and all meetings of the committee will be conducted on the candidate’s home campus. This committee will review the application that includes input from the committees described in number 2.

4. The Mid-Point Review will then be forwarded to the candidate’s College Dean for review and evaluation. The Dean will add his/her evaluation to the review packet and will forward it to the Campus Executive Officer of the candidate’s home campus.

5. As per University Guidelines, the faculty member has the option to forward the materials to the Provost.

Salary Increase. Salary determinations at the initial time of hire and subsequent salary increases over which the

campus has discretionary authority will be made by the Regional Campus Executive Officer with appropriate consideration for the salary increase recommendations of all evaluators.

Collective Bargaining

This section to be developed at a later date.

Faculty Assignments and Course Staffing Courses must be staffed by faculty, including adjuncts if used, who are academically qualified to teach the particular course. Teaching assignments must adhere to accreditation standards. In the interest of program quality, courses should be taught by full-time resident faculty from the Regional Campus whenever possible. Exchanges of faculty among campuses on an in-load basis should be encouraged. The following guidelines apply: a. The teaching loads and assignments of Regional Campus faculty will be determined by regional

Campus Executive Officer. b. Regional campus faculty teaching loads and assignments will be commensurate with the mission

of the regional campus, accreditation standards, and college/campus criteria for tenure and promotion.


Workload Adjustments Faculty may occasionally be assigned, on an as-needed basis, additional responsibilities in excess of the FTE for the established position, e.g., 1.0 FTE. In those instances, the assignment and compensation will be determined according to the Faculty Extra Compensation Policy. The use of faculty on overload assignments should be limited and should not be used to provide basic staffing for programs. Faculty Intercampus Transfers Consideration of intercampus faculty transfers may be initiated by a faculty member, department chair, college dean, or Campus Executive Officer. Transfers will include consultation with and the vote of the appropriate departmental and campus faculty. The faculty member, College Dean, and Campus Executive Officer will make a recommendation to the University Provost with regard to an intercampus transfer. No campus will be required to accept a faculty transfer without the support of the receiving unit and faculty. Current practice at USF allows for change of the place of employment in situations in which there is mutual agreement between accountable officers and exchange of resources to support the transfer. Adjunct Faculty

Credentialing of all adjunct faculty is based on standards and practices of the Academic Departments. All faculty must meet the qualifications for their positions in accordance with professional standards, state mandates where appropriate, and accreditation guidelines. When adjuncts are used, the regional campus program coordinator, in consultation with the department chair, will select the adjuncts. If the coordinator and chair disagree, the regional Campus Executive Officer and College Dean will resolve the issue.

If a response from the Academic Department is not received within ten working days of the credentialing request, the Regional Campus CEO should contact the Associate Dean of the College to expedite the process. If an immediate response is not forthcoming, the CEO shall have the ability to appoint a person as an adjunct faculty member on an emergency basis for one semester.

Graduate Assistant Appointments

Graduate waivers will be funded by each campus budget entity.


Student Matriculation

All USF students have the same rights, responsibilities, and obligations regardless of the campus on which they pursue the majority of their coursework. Students on all campuses may register (if qualified to register) for courses taught at any USF campus.

Students on all campuses will be provided with a comprehensive and coordinated registration system serving all campuses. Guidelines for advising/admitting students to programs will be those developed by the university and its various colleges. A student’s home campus is defined as follows:

(1) When reporting student application and yield rates, a student will be attributed to a particular campus if the student indicates that campus on the USF application form (process for identifying these data are not yet complete).

(2) When reporting retention and graduation rates, a student will be included in the cohort of the campus on which the student took the most hours in the first academic year.

(3) For purposes requiring an unduplicated headcount, such as flat fees and campus-based services, a student will be attributed to the campus indicated on the student’s initial application to USF for the first semester of attendance; verification of the home campus will be made by the student (or campus) at each registration period thereafter.


ADMINISTRATIVE SERVICES GUIDELINES

Policy Development USF supports the principle of centralized policy development and decentralized operating procedures in administering its multi-campus university. The authority for determining university policy rests with the USF Board of Trustees and President of the University. Until separate accreditation is achieved, USF Sarasota-Manatee and USF Lakeland will follow and adhere to USF rules and policies unless those rules or policies are inconsistent with statutory authority related to fiscal autonomy or organizational authority (as determined by the campus and the Tampa Vice President) or an exception is authorized by the USF Board of Trustees or the USF President to facilitate separate accreditation. Certain policies, by their nature, apply on a university-wide basis without regard to campus and without option for local interpretation when required by law or other compelling circumstance. Other policies apply university-wide but may provide an opportunity either for adaptation of the policy itself or for differences in implementation based on location. The University encourages flexibility for adaptation on a campus-by-campus basis in recognition of local conditions when the substance of the policy permits. The accountability for ensuring regional campus adherence to university policies rests with the Campus Executive Officer as does the responsibility for securing written approval for all proposed campus modifications to university policies. In the development of new and revised USF rules and policies, attention shall be specifically directed to the potential for differential impact on the several campuses. Prior to circulation for implementation, all proposals shall be distributed to Regional Campus Executive Officers for review, proposed adaptation to regional campus circumstances, or other comment. Regional Campus heads may propose to the appropriate Vice President adaptations to existing policies or procedures that may assist the campus in adhering to the spirit of the university requirement while adapting its implementation to regional campus conditions. All USF rules, policies, and procedures shall specifically identify any exceptions for regional campuses where such exist. Central Support Services According the statute, the USE-SM Campus Board and, by the authority of the President, the USF Lakeland Campus Board may enter into central support services contracts with the USF Board of Trustees for any services that the regional campus cannot provide more economically, with the exception of legal services which must continue to be provided by a central services contract with the University. Each campus will determine which central support services will continue to be provided by USF and those which will be transferred/maintained by the regional campus. The terms of the transfer of central services will be detailed in individual contractual agreements negotiated between the Campus Vice President and Tampa Campus Vice President for the area under discussion. Agreements will be reviewed by the USF General Counsel and, following approval of the President, signed by the Campus Vice President and appropriate Tampa Campus Vice President.


Reporting Relationships Regional Campus Executive Officers report directly to the President and have line authority over all administrative and support positions within their organizational structure unless otherwise stated in writing.


APPENDIX A

Duties of University Boards of Trustees


Inter-Campus Operating Procedures Work Group April – July, 2003

Catherine Batsche, Vice Provost Tennyson Wright, Vice Provost

Preston Mercer, Vice President and CEO, USF Lakeland Peter French, Associate Dean, USF Sarasota-Manatee Carine Feyten, Associate Dean, College of Education

Rick Meyer, Associate Dean, College of Business Administration Kathleen Heide, Associate Dean, College of Arts and Sciences

Kathleen Moore, Associate Vice President, USF Tampa


Research Committee report, Carol Mullen, Chair 10/30/03 Guest Speakers (5 in total) RESEARCH AND DEVELOPMENT Dr. Neal Berger, Institute for Instructional Research and Practice; The Institute for At-

Risk Infants, Youth, and Their Families GRADUATE STUDENT RESEARCH Dr. Jeff Kromrey, Measurement; Dr. Melinda Hess, President, COE Graduate Research

Association for Professional Enhancement (GRAPE); Terri Wonder, ACHE GRAPE—college-wide membership and publicity 'blitz' —boost awareness

through Research Committee Doctoral student symposium—GRAPE sponsorship (late spring ’04,

collaboration with the CAS Symposium; online conference; other ideas?). 1. The Research Committee approved, in general, the idea of planning a spring

2004 COE symposium for the presentation of graduate student research. 2. If some COE money is available to support the symposium, Dr. Neal Berger

offered to provide matching funds from IIRP (up to $2000). 3. The Research Committee will present the idea for the COE graduate symposium

at the next College Council meeting on 14 November. Terri Wonder said she can attend the Council meeting to discuss this issue.

4. Faculty reviewers will be solicited for the student proposals and session discussants and chairs may also be needed.

5. If the Council approves the idea, GRAPE will go ahead and plan the symposium, with continued contact via Dr. Mullen.

UNDERGRADUATE RESEARCH Childhood Education's plans for undergraduate research were discussed; information will be distributed by the department for an upcoming poster session (Dr. Suzanne Quinn)

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