The purpose of this section of the Handbook is to record all policies,
procedures, processes, guidelines, and related items that are not
recorded in the Constitution, By-Laws, or other sections of the
Handbook. This section is not intended to replace any other section of
the Handbook, but to supplement them."
AND the motion shall empower the Senate Vice Chair to incorporate all
existing policies, procedures, processes, guidelines, and related items
that have already been approved by the Senate but are not recorded in
the Constitution, By-Laws, or other section of the Handbook.
220.127.116.11 Committee Motions guidelines
[FS 11/12 #21]
All Senate committee motions must conform to the following guidelines:
18.104.22.168 ad hoc Committee Guidelines
[FS 11/12 #22]
All proposals for ad hoc committees must include the following:
22.214.171.124 ad hoc Committees
[FS 11/12 #23]
B. Strategic Planning
C. Veteran's Recognition
Sunset: November 1, 2011
D. New Faculty to Shared Governance
E. International Laboratory Working Group
F. Strategic Plan Progress Committee (SPPC)
Developing and ensuring the implementation of a plan for regularly updating the campus on progress, including recognizing and celebrating success, on at least a monthly basis (during the academic year)
Producing and Annual written assessment report that is submitted to Faculty Senate and the Chancellor, and is communicated to the campus community in an effective and transparent manner
Plan and host an annual strategic planning retreat to review and discuss progress and challenges on the strategic plan, and to inspire ongoing and broad ownership of the plan
G. Committee on Graduate Studies
Section 2.1: Administrative Decisions affecting Academic and co-curricular programs and Shared Governance
Prior to adopting any policy changes on campus that might in anyway impact programs or co-curricular activities, administration will seek input from stakeholders and conduct an analysis of the effect that the proposed policy would have upon those programs and/or activities. Communication will be initiated between affected stakeholders and administrators to resolve concerns before implementation. Examples of where such policy would be helpful in avoiding negative impact to campus programs and students include:
Section 2.2 New Faculty and Staff Orientation
The new faculty and staff orientation day that occurs each fall shall include a timeslot of
approximately one hour devoted to faculty governance. This ‘governance session’ will be
organized and led by the Faculty Senate Chair and the Executive Committee. New faculty
and academic staff will be provided a graphic representation of the role of Faculty
Senate in UWRF decision making, and a hard copy of the most recent edition of the
Faculty and Academic Staff Handbook. All institutional employees will be welcomed to
attend Faculty Senate meetings, and encouraged to serve as substitutes when needed.
The governance session should be followed by an invitation from the Executive
Committee to new faculty, instructional academic staff, and non-instructional academic
staff to at least one brown bag lunch, or similar activity.
Chair appointments for several committees include reassignment time (Motion 2009-10/36):
Academic Policy and Program (0.25 for one semester),
Assessment Committee (0.25 for one semester),
Faculty Welfare and Personnel Policies Committee (0.25 for one semester),
General Education and University Requirements Committee (0.25 for two semesters), Information and Instructional Technology Council (0.25 for one semester), and
University Curriculum Committee (0.25 for two semesters).
Appointments to these assignments will be made near the end of the fall semester preceding the appointment year, or as soon as practical in spring semester, to allow departments to modify course schedules and/or hire replacements appropriately.
All faculty members of university level ad hoc and permanent committees must be appointed by the Faculty Senate.
All UWRF faculty members appointed to University of Wisconsin System committees must be appointed by the Faculty Senate.
Section 3.4: Faculty Appointments to Regional and other non-UWRF and non-UW System Committees
All UWRF faculty members of regional and other non-UWRF and non-UW System committees representing the University in roles related to the primary areas of faculty governance responsibility must be appointed by the Faculty Senate.
ACADEMIC PROGRAM ASSESSMENT PLAN ELEMENTS
The following are seven elements that are to be included and updated in an academic program's assessment plan. These are the elements that will be evaluated by the Faculty Senate Assessment Committee when reviewing an academic program's plan. For organization of the plan, or element specific questions, please contact Tricia Davis, Assessment Coordinator, in NH 104 at x0650 or e-mail email@example.com. She would be glad to assist in your assessment efforts.
I. Student Learning Objectives/Outcomes
Outcomes are focused on student learning such as "When students complete the program/major, they will be able to…."
Make sure to differentiate and identify measurable objectives/outcomes for each of the different options in a major, if applicable.
II. Identification of where Objectives/Outcomes are Being Achieved
Indicate in which course/activity the objective/outcome is being achieved.
If there are different options in the program/major, make sure to clearly indicate which courses are in each option.
III. Assessment Tools used to Measure Objectives/Outcomes
Multiple direct and indirect measures are used to assess the learning outcomes (a single direct and a single indirect assessment measure, if appropriate, can be used for all outcomes).
Make sure to identify which assessment tool links with each of the learning objectives/outcomes.
IV. Timetable Indicating the Cycle of Assessment and Continuous Improvement
Specify the cycle for which each objective/outcome will be measured, analyzed, and discussed.
Identify the time frame for continuous improvement of assessment efforts.
V. Data Presentation and Discussion Process
Describe the process for the interpretation, presentation, and discussion of the data (i.e.: Who will be involved? How will the data be handled? Etc.)
VI. Implementation of Revisions Based on Assessment Results
Specify the plan for how improvements in the department/program will take place due to the results received in the assessment discussion.
VII. Results Availability
Indicate how the results will be made available for students and others.
EVALUATING ACADEMIC PROGRAM ASSESSMENT PLANS
Assessment Plan Elements
I. Student Learning Objectives/Outcomes
There are clearly stated objectives
Objectives are measurable and focused on student learning
Stated but with lack of clarity.
Word like 'should' is not measurable; Replace with action verb, like "will".
The objectives don't relate to student learning.
Are stated in an unacceptable format.
II. Identification of where Objectives/Outcomes are being Achieved
Course(s) and/or activities are clearly identified for every objective.
Courses/activities identified for some of the objectives (need to rethink those objectives where not identified).
Specific courses/activities not identified for each objective.
III. Assessment Tools used to Measure Objectives/Outcomes
Assessment measures (direct and indirect) are identified for each outcome.
Assessment measures (direct and/or indirect) are identified for some outcomes.
Assessment measures are not identified or inadequately described.
IV. Timetable Indicating the Cycle of Assessment and Continuous Improvement
There is a clear plan for assessment implementation and indication for continuous improvement.
Some parameters have been established but a clear timeline is not evident.
There is not a stated implementation plan.
V. Data Presentation and Discussion Process
The process for the interpretation, presentation, and discussion of the data is clearly described, including who will be involved and timing.
The process is addressed but is unclear or incomplete in some aspects (ie: interpretation, presentation, discussion).
There is no stated plan.
VI. Implementation of Revisions Based on Assessment Results
The process for implementing revisions based on assessment results is clearly described.
There are clearly indicated plans for how improvements will take place due to results.
The process is addressed but is unclear or incomplete in some aspects.
There is no stated plan as to how the assessment results will be used for program changes.
VII. Results Availability
The process for making results available for students and others is clearly described.
The process is addressed but is unclear or incomplete in some aspects.
There is no stated plan as to how the results will be made available to students and others.
ACADEMIC PROGRAM ASSESSMENT REPORT* ELEMENTS
In order to examine the efforts of an academic program's assessment of student learning, an assessment report will need to be generated as part of the annual report process. The following are five elements that are to be included in the assessment report.
Academic program's mission statement.
Academic program's factors that affect assessment and learning (for example, the program is growing or shrinking rapidly, job market changing for graduates, field changing rapidly, large percentage of faculty retiring in next three years).
II. Assessment Review
Indicate where the academic program is at in the assessment process since the last report.
List the learning objectives/outcomes that the program focused upon over the time-period.
III. Assessment Results and Action Plan
Describe the results found for the assessment that was conducted.
Identify the actions that were/are being made to improve student learning based on the assessment results.
Indicate where these results have made available for the students and others.
IV. Recommendation for Improving Assessment Processes
Specify the changes that are being taken to improve the assessment of student learning in the academic program.
Identify the academic program's next step in its assessment process.
V. Data from Institutional Research
Number of majors (in each emphases, if applicable)
Number of faculty (full-time and part-time)
*As recommended by the Deans and Provost, Academic Program Assessment Reports will be used as part of the university planning and budgeting process.
The principal responsibility for initiating a recommendation to review a sport for possible termination or suspension rests with the Athletic Director.
Considerations for Suspending or Terminating a Varsity Sport (not in any priority order)
1. Purpose and Eligibility
The purpose of the UWRF Academic Advisor of the Year award is to recognize excellence in the academic advising of undergraduate students. Eligible for the award are full-time, tenure-track faculty and professional staff with a minimum of four years of academic advising at UWRF.
2. Nomination Procedure
Eligible nominators include all current students and alumni of UWRF. An on-line nomination form will be made available through the University web site, and advertised electronically to current students and alumni. Seniors, three, and five year alumni will receive solicitations via postcard along with their Distinguished Teacher Award nominating materials
3. Selection Procedure
The Advising Committee will collect the nominations. The committee’s selection will not solely be based on the number of nominations received but will also take into account students’ and alumni comments in order to address disparity in advising loads in different departments.
4. Recommendation to the Chancellor
The committee’s annual recommendation to the Chancellor will consist of a single academic advisor’s name.
5. Award Presentation
Of the nominations, the only name to be announced will be the advisor selected for the award. The award presentation will be made at the Chancellor’s Award Reception. It is recommended that a monetary prize accompany the award. An advisor may receive the award only once.
6. Improvement of Academic Advising
The Advising Committee will evaluate the nominations to gain insight into what students and alumni consider to be criteria for outstanding academic advising. These insights will inform development of faculty and student outcomes of advising, tools for their assessment, and plans for their achievement.
The following is the appearance of the on-line form:
Academic Advisor’s full name:
Academic Advisor’s department or program:
Nominator’s university status: alumni, senior, junior, sophomore, freshman.
For each statement please indicate whether you;
Strongly Agree=5, are neutral=3, or Strongly Disagree=1
My Academic Advisor............
|is/was a source of accurate information regarding academic requirements within my academic program.
|is/was knowledgeable of institutional regulations, policies, and procedures.
|is/aware of and makes/made appropriate referrals to career, health, academic success, or other services when I needed them.
|is/was available and accessible and communicated in a timely fashion.
|keeps track/kept track of my progress toward academic and career goals
|represents/represented UWRF's core values of Integrity, Academic Excellence, Inclusiveness, Community, and Continuous Improvement.
|has/had a helpful, caring attitude toward students.
Please briefly explain why you feel this advisor should be recognized with this award.
1. How has this advisor met your academic advising needs?
2. Describe three qualities that make this advisor uniquely suited for this award.
Each academic year, UWRF will adjust the compensation rates for Internships, Independent Readings, Independent Study, Study Abroad, Undergraduate Research, and Overload courses. The increase will be at least equal to the percentage increase in the faculty pay plan.
Faculty serving as leaders for short-term study abroad courses through Global Connections shall be compensated at the current per-credit pay-rates in effect for overloads at UWRF at the time of the completion of the study abroad or $1,500 per credit, whichever is highter. Faculty leaders may be compensated up to the maximum allowed per credit for overloads or $1,500 per credit, whichever is higher, subject to the course generating sufficient revenue to cover tour expenses, tour reserve and faculty compensation. In addition, faculty may receive up to one credit for course preparation and one credit for coordination of logistics for their study tour subject to the tour generating sufficient revenue to cover these expenses. Final compensation will be determined by the Director of International Educational Programs.
Instructional academic staff members who are elected to serve on Faculty Senate $500.00 in renumeration for such University Service (provided their contracts do not already include provisions for compensation for University Service) and that this compensation be adjusted annually to reflect changes in the pay plan.
A Uniform Campus Compensation Policy for Summer Session and Winter Session (J-Term)
1.0 MISSION STATEMENT:
Summer session and J-term courses and programs will be offered to expand academic access for UWRF students and to allow faculty and staff to support and enhance student-learning opportunities. Courses and programs offered will be guided by the Goals and Initiatives set forth in the University Operational Plan as well as the Strategic Plan which include, but are not limited to, Goal 1: Create a Culture of Learning and Goal 7: Invest in Human Resources. Academic units will refer to the spirit of the Strategic Plan when choosing course offerings that meet the needs of various learner constituencies, such as currently matriculated students, working professionals, life-long learners, regional businesses, organizations and agencies and under-represented and minority populations. All program and course offerings will be based on a model that is fiscally sustainable. The procedures set forth in this paper are intended to allow UWRF to offer, over the course of an academic year, the broadest possible mix of classes to meet our diverse learner population needs, provide students greater opportunity to graduate within four years, and compensate faculty and staff in a manner commensurate with their rank.
Prior to 2003 (and the development and implementation of the UWRF Strategic Plan), summer session courses were taught on a compensation model that was proportional to a faculty member’s 9-month academic year salary up to a maximum of 2/9 (0.2222) of that salary. A full summer session load was considered to be 8 credits and course enrollments of 18 students were required for instructors to receive full compensation. Courses with fewer than 18 students were taught at a reduced rate as individually negotiated with the respective Deans. This policy changed in 2003, without Faculty Governance input or consultation, to a per-credit rate model with built in salary plateaus. The result of this change was faculty and staff teaching courses for significantly less compensation as well as the introduction of a tremendous disincentive to offer classes whose enrollments were above the designated plateau levels or below reasonable compensation enrollments. This, along with other reasons, has resulted in a stagnant summer session program. With the introduction of the Wisconsin Growth Agenda and More Graduates for Wisconsin initiatives, it is imperative that UWRF leverage our talent and physical resources more affectively to reach our goals and expand student opportunities. Enhancing our summer school and J-term offerings will play a significant role in reaching our objectives and better serve our student body by offering additional scheduling flexibility.
The express purpose of this policy is to align our summer session/J-term compensation policy with the overall Goals and Initiatives set forth in the Strategic Plan while specifically addressing Goal 7.1.3: “Develop and Implement a new summer and J-term session salary schedule/model.” It is a model that, among other things:
• gains legitimacy as a result of percolating up through the shared governance process;
• is consistently applied across all colleges and listed programs and simplifies administration;
• fairly compensates faculty and staff for their time and expertise;
• eliminates arbitrary pay plateaus;
• modestly rewards faculty and staff for their differential time in service;
• provides incentive for faculty, staff and administration to create a viable and vibrant summer session program that generates revenue;
• redistributes the enrollment pressures to help relieve and address the workload creep (SP Goal 7.2.3) seen throughout the academic year created by the Wisconsin Growth Agenda and the More
Graduates for Wisconsin initiative, which currently requires units to overpopulate lectures and laboratories during the regular academic year;
• encourages colleges to collaborate and develop a reliable and predictable summer session/J-term schedule for advising and planning purposes;
• creates confidence in an expanded array of summer and J-term course offerings that will allow students and advisors to build these courses into their long-term plan, permitting them to graduate early should they so choose;
• makes more efficient use of campus physical and technological resources, and;
• should expand summer session and J-term course offerings to increase student scheduling flexibility thereby making summer session and J-term more desirable student options.
3.0 COMPENSATION POLICY GUIDING PRINCIPLES AND REQUIREMENTS:
3.1 Summer Session, Winter Session (J-term), including Fully On-line, Hybrid, Internship, Independent Study, Research, and Reading Compensation Policy guiding principles and requirements. 3.1.1 Courses and programs will be offered through a sustainable fiscal model.
3.1.2 Class size during Summer and Winter sessions should be set to a similar level as those offered during the regular academic year.
3.1.3 Compensation will be based on the Wisconsin resident undergraduate/graduate tuition revenue generated based on the official class enrollment at the end of the last day of class of week one for summer session/J-term courses. The tuition revenue does not include segregated fees, special course fees, online fees, reciprocity, differential tuition, etc.
3.1.4 There are three compensation tiers to modestly acknowledge and reward differences in rank: Tier 1 (Assistant Professor and Instructional Academic Staff); Tier 2 (Associate Professor); and Tier 3 (Full Professor).
3.1.5 The policy will apply consistently to all summer and J-term courses including on-campus undergraduate and graduate classes, as well as hybrid, fully on-line, internships, independent study and independent research/reading courses across all colleges. The only exceptions are listed in item 3.1.14.
3.1.6 Compensation will automatically increase with tuition increases at the rate not to exceed 5%.
3.1.7 There is no $12,000 overload salary cap during summer session as academic year (9 month) faculty are not on contract per…
• UWSA ACPS 4 (http://www.uwsa.edu/acss/acps/acps4.pdf)
• UPG-4 (http://www.uwsa.edu/hr/upgs/UPG%204/UPG04%2007.23.08.pdf)
• Section 16.417(2) of the Wisconsin Statutes (http://www.legis.state.wi.us/rsb/Statutes.html) 3.1.10).
• Note: the $12,000 overload salary cap does apply to faculty and staff teaching during J-term as they are on contract.
3.1.8 Faculty are restricted to earning no more than a total of 2/9 of their annual contractual salary unless they receive written permission from the Dean of the college as the Chancellor designee per UWSA F29 (http://www.uwsa.edu/fadmin/fppp/fppp29.htm).
3.1.9 Deans and department chairs will offer summer session/J-term courses that complement, not displace or negatively impact, academic year offerings.
3.1.10 The minimum class size will be determined at the discretion of the Dean after consultation with the instructor and/or department chair.
3.1.11 Payment will be determined at the end of week one of the course. This time period is chosen for two reasons: a) most J-term and many SS courses are three weeks in length, and b) students in courses that last 3–4 weeks long can receive a 100% tuition refund up to the end of week one per UWSA F44 (http://www.uwsa.edu/fadmin/fppp/fppp44.htm).
3.1.12 The campus will submit a formal System request to eliminate the 6-9 credit summer tuition plateau for undergraduates within 6 months of the implementation of this policy.
3.1.13 Review Policy. This policy will be in place for three years from the time of initial implementation. A review, collaboratively undertaken by the Senate Faculty Compensation Committee and Administration, will be conducted following the second full year of implementation. The objective of this review process is to assure the policy is meeting its goals which are:
Offer broadest possible mix of classes to meet diverse learner population needs.
Provide students greater opportunity to graduate within four years.
Compensate faculty and staff in a manner commensurate with their rank.
Determine the possibility of revising compensation percentages based on meeting the set goals and no decrease in budget return to campus below summer 2010 levels..
This policy, as well as the compensation levels distributed to faculty and staff, may be adjusted after year three following discussion between Administration and Faculty Governance which would provide a recommendation to the Chancellor for his/her decision.
3.1.14 Study abroad, service-based pricing and Outreach/Continuing Education offerings are addressed in separate policies.
4.0 UNIT RESPONSIBILITIES:
4.1 Deans of the Academic Colleges
4.1.1 College Deans in consultation with Department Chairs will set appropriate class numbers and size limits to meet the objectives of this policy and to assure that courses normally offered during the academic year are not negatively affected. Deans will be responsible for covering expenditures beyond the amount collected via tuition/fee revenue.
4.2 Registrar’s Office
4.2.1 The Registrar’s office will be responsible for coordinating and scheduling all summer session and winter course offerings.
4.2.2 The Registrar’s office will post a two-year working summer and J-term course schedule in consultation with the colleges.
4.3 Outreach/Continuing Education
4.3.1 The Office of Outreach/Continuing Education will be responsible for managing only those courses offered through Outreach/Continuing Education.
5.0 COMPENSATION POLICY:
5.1 Compensation for teaching summer session, winter session (J-Term) is based on a simple formula tied to gross tuition revenue as defined under sections 3.1.4, 5.2 and Table 1. It will be consistently applied to faculty and staff across all colleges.
5.2 There are three compensation tiers which represent percentages of gross WI resident tuition revenue retained by the instructor:
• Tier 1: 34% of gross tuition revenue—Assistant Professor and Instructional Academic Staff;
• Tier 2: 36% of gross tuition revenue—Associate Professor;
• Tier 3: 38%: Tier 3—Full Professor.
5.3 An example for establishing compensation under this policy—assuming a class of 20 students—is demonstrated below in Table 1.
Beginning with the 2010-2011 academic year, salary adjustments (other than the pay plan percentage increase) for faculty of all ranks will be made on the basis of a model to be determined that would include, but not be limited to,
1) Post Tenure Review;
2) the difference between the faculty member's salary and the salaries of faculty at peer institutions adjusted for academic discipline; and
3) years of service at UWRF. A minimum of $100,000 shall be allocated to this adjustment fund annually. These monies are separate from the RRF program or its UW System institutional successor. Other compensation adjustment programs currently in existence at UW-RF will continue to exist. This allocation shall continue at least until UWRF faculty (tenured and tenure track) salaries at all ranks reach the average of our peer institutions as determined by the AAUP Faculty Salary Survey. This salary adjustment may be delayed for one year in the event of a significant UW System lapse and only after consultation with the Executive Committee of the Faculty Senate and Faculty Senate.
Guidelines to Implement the Motion:
1. All tenured and tenure-track faculty members at UWRF will be in the initial pool for salary analysis.
2. Distributions are to address disparities between UWRF faculty salaries and those of peer institutions as determined by the College and University Professional Association's (CUPA) National Faculty Salary Survey for Four-Year Institutions (NFSS) and by the AAUP Faculty Salary Survey as stated in UWRF Motion 2009/2010/25 – Section 5.
3. Distributions should be in the $2,000 to $5,000 range. Exceptions to grant more than $5,000 may be made by the Deans' Council in egregious cases.
4. A faculty member receiving a distribution will be eligible for consideration again three years after receiving the distribution.
5. In any given year, each college (CAFES, CAS, CBE, CEPS) will have a minimum of one recipient.
6. The data source for salary analysis will come from the College and University Professional Association's (CUPA) National Faculty Salary Survey for Four-Year Institutions (NFSS). The base for each year will be the academic year that was just completed or the most recent data available from CUPA.
7. Peer Institutions are the schools listed in Table 1 -- ACCRA Cost of Living Index of UW-River Falls Self-Identified Peer Institutions.
1. At the beginning of a new fiscal year, the UWRF Budget Office will prepare a list of all faculty members including:
B. Academic discipline determination (CIP code )
E. Time in rank
F. Time at UWRF
G. The CUPA median salary for the discipline and rank
H. Percent that the faculty member's salary varies from the CUPA median salary.
2. A gap analysis will be conducted based on the percentage of difference between the faculty member's salary and the relevant CUPA medan salary by rank within the faculty member's discipline.
3. The Dean of each college will examine the list of faculty in his/her college and prepare a list of potential recipients. The primary factor for preparing the list will be the data driven gap analysis. In addition, the Dean will consider other factors such as time in rank, years of service at UWRF, post tenure reviews for tenured faculty, renewal reports of probationary faculty, teacher evaluations, service to the University, and other factors consistent with Guideline 2 above.
4. The Deans' Council will meet and agree on which faculty members will be given a salary adjustment and the amount of that adjustment. The University Auditor will attend that meeting.
5. All the money budgeted for this program will be spent each academic year
6. Salary adjustments will be made retroactive to the beginning of the current academic year.
7. The University Auditor will verify that the procedures involved in that year's decision complied with the guidelines and procedure detailed above. In accordance with the University of Wisconsin System Policy, the University Internal Auditor shall have full, free, and unrestricted access to all University records, properties, and personnel used to fulfill the requirements of this procedure. The University Auditor will meet with the chair of faculty senate, the chair of the faculty compensation committee, the Vice Chancellor for Administration and Finance, and the provost to report his/her findings. The University Auditor will prepare a summary written report that will be sent to Faculty Senate that includes the names of the recipients and the amounts awarded.
8. Review Policy. This program will continue until the median salary of all UWRF faculty ranks (tenured and tenure-track) reaches the median salary of our peer institutions.
A review, collaboratively undertaken by the Senate Faculty Compensation Committee and Administration, will be conducted following the second full year of implementation.
This policy may be modified after the second year's salary adjustment distributions following discussion between Administration and Faculty Governance which would provide a recommendation to the Chancellor for his/her decision.
Lists of Tenure track faculty members, their salaries, and CIP scores used as part of the salary distribution decision-making process will be released to the Faculty Senate for informational purposes.
The Senate Chair will receive 0.50 reassignment time each fall and spring semester, and $3,000 summer salary.
Section 8.1: Senate Officer Elections
Nominations shall be taken for each position on the Executive Committee (i.e. those defined in the Constitution). Senators may either nominate themselves, or other senators. Prior to the vote, every candidate will have an opportunity to address the Senate and respond to any questions that might be posed. After all presentations for a specific office are completed, voting shall commence. A majority of the votes cast is necessary for a candidate to be declared the winner. Any ballot that results in a majority shall suffice to elect a winner. However, if no candidate receives a majority after one round, the top two candidates will be placed onto a new ballot. If, at any stage, there is a tie, it shall be broken by random lot (e.g. coin toss, or other mechanism agreed upon at the time of the election by the candidates involved if more than two candidates are tied).
All elections and referenda will be conducted by anonymous and secure ballot. [FS 11/12-36]
Section 9.1: UWRF Policy Regarding Fulbright Grants to Teach or Research Abroad
Faculty who wish to accept a Fulbright grant will be continued in their present salary and benefits by UWRF through the mechanism of turning over to UWRF the cost of replacing their teaching services for the duration of the Fulbright.
(1) It is assumed that the faculty member on such a “Fulbright Reassignment” (a “leave of absence” mischaracterizes the reassignment and may create difficulties in maintaining the faculty member on health and pension plans) continues to work for UWRF in developing contacts abroad.
(2) It is further assumed that the faculty member will return to UWRF at the conclusion of the reassignment to enrich the campus with the experience. To that end, and following a similar stipulation in UWRF’s sabbatical guidelines, a faculty member must remain in the employment of UWRF for two semesters for every semester in which full salary was maintained or pay back to UWRF the difference between the teaching costs covered and the remainder of the salary paid by UWRF.
(3) This policy is intended as an incentive for faculty to apply for and accept a grant for up to one year. The policy does not apply necessarily if a Fulbright grantee were offered a consecutive continuation of the abroad experience, either through the Fulbright Commission or through the foreign home university. Such cases would be subject to negotiation between UWRF administration and the faculty member. However, the Fulbright Commission allows two life-time grants, and a second grant separated by a minimum of three years from the first, would be subject to this policy.
(4) The current (2010) teaching replacement cost is figured at approximately $1,560 per credit to cover instruction (figured at $1,300 per credit) and benefits (multiply by 20%) for a replacement instructor. Thus, the teaching costs expected to be covered by the Fulbright grantee would be capped at and normally be $18,720 (12 x $1,560) per semester. However, in a given department, the faculty member’s teaching assignment in a given year might not need to be fully covered (not 100%, not the full 12 credits per semester). In such a case, the teaching replacement cost would be less.
(5) Full salary paid by UWRF will ensure continued health coverage. Fulbright grantees receive health coverage adequate to treat a broken leg in country. But if anything major is detected while the grantee is abroad, continuing health coverage is important.
(6) Full salary paid by UWRF will ensure continued life insurance, income continuation, and other coverage.
(7) Full salary paid by UWRF will ensure continued pension credit. Since in fact faculty will be working to enrich Wisconsin and the UWS, this continuation is appropriate.
1. An additionally internationalized campus.
2. Re-energized, re-tooled, and pedagogically reoriented faculty to better serve our students.
3. Compliance with UWRF goal, in its strategic plan, “to expand global literacy and engagement.”
4. Additional conformity to UWS goal “to consider incentives to encourage …faculty and academic staff to participate in programs abroad.”
5. Administrative transparency.
6. Recognized leadership in a local, System, and national priority.
Fulbright Grants and Sabbaticals
There are circumstances where faculty apply for sabbaticals with the hope of receiving a Fulbright grant that will help them carry out the sabbatical. In such cases, the following provision (#4) in the sabbatical guidelines will apply: “A faculty member may seek additional grants specifically for travel or unusual living expenses incidental to the Sabbatical Program without restriction by the full compensation maximum."
(http://www.uwrf.edu/facdev/Sabbatical.php) Those who receive both the sabbatical and the Fulbright grant thus maintain their sabbatical status, which guarantees the faculty member’s continuation of benefits, and such grantees may retain the entire amount of the Fulbright grant even if the combination of sabbatical grant and Fulbright grant exceeds 100% of salary. Furthermore, the stipulation that the faculty member return for one year to UWRF following a sabbatical will apply in such cases, not a longer term.
Fulbright Grants and Tenure
Similar to sabbatical grants, which currently acknowledge continued service to the UWRF in the evaluation of the application, Fulbright grants are perhaps best pursued by professors above the rank of assistant professor. Nonetheless, the intent of the policy is to create incentives for internationalizing UWRF. To that end, departments are encouraged to work with any junior faculty who may become Fulbright grantees in regard to the tenure process. Such accommodation may include, for example, by mutual agreement, the stopping of the tenure clock, subject to UWS guidelines, and should include at minimum a frank and documented conversation regarding the effects of the grantee’s accepting such a grant on the department’s view of the tenure-track candidate’s tenure-ability.
It is preferable that education abroad leaders be active tenure-line faculty members. Junior faculty members are encouraged to develop new education abroad courses or take over existing programs. Retirees will be considered only if their courses meet UWRF's strategic needs, and there is no alternative.
All courses that include a component of Education Abroad (actual travel outside the United States)—whether new courses and or iterations of a course proposed under an already approved course number (such as, but not limited to, pre-approved special topic numbers)—must have submitted, as part of the course proposal or request to teach an existing course with a new Education Abroad component, a letter of advice from the chair of the Faculty Senate International Programs Committee (IP) to the appropriate approval authority. The approval authority is assumed to be and designated as the appropriate college and University Curriculum Committee chairs in the case of new course proposals and to the appropriate dean in the case of an iteration of a course proposed under an already existing number. The official course proposal (in the cases of new Education Abroad proposals) or cover letter to the approval authority (in the cases of an already approved course’s being implemented with a new Education Abroad component) must address the Education Abroad Guidelines provided by the IP. The letter, copied to the proposer, will outline any issue regarding overlap as recognized by the IP in its oversight capacity. Also in IP’s oversight capacity and by virtue of standards specified the Education Abroad Guidelines, the letter shall comment upon the evaluation methods used to assign academic credit to student participants. (2010-2011 50)
Section 11.1: Academic Program Self Study Tool
The Academic Program Self-Study Tool provides data and information for each of six criteria (not in priority order). The criteria are:
Describe how the activities of the program are consistent with the University Mission, Vision and Values, and UWRF’s Strategic Plan. (250 word limit)
List up to five core strengths that tie the program into the institution’s Mission, Vision and Values, as well as the four operational goals of the strategic plan Operating Paradigm.
External and Internal Demand and Potential for Growth
Describe the current external and internal demand for the program, its courses, and its activities. (250 word limit)
Is there external demand for graduates of the program? Refer to employment projections based on state information from both Wisconsin and Minnesota provided by Institutional Research.
Describe and address internal demand for major courses and service courses (to other departments and general education). The following data needed to address internal demand will be provided by Institutional Research (3-year history):
Provide evidence of an active and engaged faculty. Data will be collected on an FTE basis. Faculty professional and scholarly activity data for the past five years may include:
Productivity, Costs and Efficiency
Space and facilities information provided by campus planning and Institutional Research
Lists of space by type
Classroom demand equivalent
Benchmarking with Peers
How does your program compare with peers in terms of cost and productivity? (250 word limit) Data will be provided by Institutional Research.
Crucial Information Not Addressed by other Criteria
There may be special considerations that contribute to a program and have not been covered in the points above. This section provides an opportunity for programs to discuss such considerations. (500 word limit)
Section 11.2 Program Ratings Documents
University of Wisconsin – River Falls
Guidelines for Reviewers of Academic Program Self-Studies
Reviewers will rate each program on each criterion and assign a rating score ranging from 0 to 5. Each score will be multiplied by the associated weight for the criterion and these products are totaled. A program scoring 5 on every criterion would have a total score of 500.
|VI. Other Information
I. Consistency with University Mission, Vision, Values, and UWRF’s Strategic Plan
1 = consistency is lower than most programs
3 = consistency is typical of most programs
5 = consistency is higher than most programs
II. External and Internal Demand
1 = low demand
3 = average demand
5 = high demand
III. Quality – Program Inputs and Outcomes
1 = weaker than most programs
3 = typical of most programs
5 = among the strongest programs
IV. Productivity, Cost and Efficiency
1 = low efficiency
3 = average efficiency
5 = high efficiency
V. Benchmarking with Peers
1 = consistently lower than peers
3 = consistently typical of most peers
5 = consistently higher than most peers
VI. Crucial Information Not Addressed by other Criteria
1 = weaker than most programs
3 = typical of most programs
5 = among the strongest programs
The operating paradigm of the UWRF Strategic Plan requires the institution to assess programs and set budget priorities. A self-study of academic programs is one step in this process and will produce a deeper understanding of the quality of and resources devoted to our undergraduate and graduate programs. To ensure that the thoughtful work of faculty can be translated into strategic choices in meeting the University’s mission and vision, program reviewers must analyze the program self-study documentation and offer recommendations regarding our future program array. Important judgments must be made to guide the allocation of our resources.
Academic Program Self-Study Tool
The Self-Study will utilize six criteria to help obtain information for use in program evaluation:
Academic Program Ratings
As outlined in the Academic Program Ratings document [Faculty Senate Motion 2008-2009/48], a rating score ranging from 1-5 will be assigned to each of these six criteria. The score for the criterion will be multiplied by its appropriate weight factor and the products added for a program total score. Scores for each program as determined by individual members of the Deans Council will be averaged to generate an overall mean for each program.
Following are the general guidelines for scoring. Please note that a score of 5, 4, 3, 2, or 1 might be assigned for a given criterion. While only scores of 5, 3, or 1 are described below, scores of 4 or 2 would naturally fall in between as appropriate based on the data and other information provided for that criterion.
|1) Mission and Strategic Plan
||Strong alignment with and support for the UWRF Mission, Vision, and Values, and Strategic Plan
||Clear alignment with support of the UWRF Mission, Vision, and Strategic Plan
||Weak alignment with or support of the UWRF Mission, Vision, and Values, and Strategic Plan
|2) external and Internal Demand
||Strong job market for graduates; high internal demand of program (number of majors, minors and transfers)
||Good job market; good internal demand
||Weak or no job market; low internal demand
|3) Program Quality, Inputs, and OUtcomes
||Curriculum is clearly innovative; teaching is highly effective; faculty are very productive in scholarly and creative activities
||Curriculum is current; teaching is effective; faculty are productive in scholarly and creative activities
||Curriculum not current or innovative; teaching effectiveness low; faculty not productive in scholarly and creative activities
|4) Productivity, Costs, and Efficiency
||High productivity of program (SCH/FTE, etc); extremely efficient use of resources (budget/SCH, etc)
||Good productivity of program; efficient us resources
||Low productivity of program; inefficient use of resources
|5)Benchmarking with Peers
||Program compares very favorably with peers in terms of cost and productivity
||Good productivity of program; efficient use of resources
||Low productivity of program; inefficient use of resources
|6) Other Critical Information
||Information provided is highly significant
||Information provided demonstrates some additional value of the program
||Information provided is not significant
Programs whose overall mean scores are in the middle 60% of all program scores will be considered for maintenance at current resource levels or maintenance with monitoring.
Programs whose overall mean scores are in the upper 20% of all program mean scores will be considered for enhancement (e.g. increases in FTE and/or S&E, enrollment growth, etc.). Inclusion in this group does not automatically mean programs will be enhanced but rather that they will be considered as priorities for enhancement.
Similarly, programs whose overall mean scores are in the lowest 20% of all programs will be considered for reduction or elimination. Inclusion in this group does not automatically mean programs will be reduced or eliminated but rather that they will be considered as potential candidates for reduction or elimination.
Final decisions on enhancement or reduction/elimination will need to include considerations of university mission and balance of programs, strategic enrollment planning, budget restrictions and obligations, current students and completion of academic plans, implications for accreditations, and other factors.
Resource reallocation resulting from enhancement or reduction/elimination within specific programs will begin immediately but may require longer term adjustment due to the factors mentioned above.
Between United States Army and The Board of Regents of the University of Wisconsin System
and The University of Wisconsin-River Falls (UW-River Falls)
Introduction: The Military Science Department, through the Army’s Reserve Officers’ Training Corps (ROTC), offers students an opportunity to receive a commission as a 2nd Lieutenant in the Regular Army, Army Reserve or Army National Guard. The Military Science and Leadership curriculum is not an academic major but, rather, a program taken in conjunction with the academic plan supporting a undergraduate or graduate degree. The curriculum is designed to provide the necessary skills, attributes and experience to successfully lead in a civilian and/or military career. Courses and training are conducted on the campus, in the local area or at military training facilities. Army ROTC also offers a variety of scholarships and financial incentives for students who choose to commit to military service as an officer. The Military Science and Leadership curriculum is divided into basic and advanced course requirements. (see Exhibit A)
1. Purpose: The purpose of this agreement is to provide a basis for resourcing, developing and implementing a US Army Cadet Command (USACC) Reserve Officer Training Corps (ROTC) partnership program at the University of Wisconsin-River Falls (UW-River Falls).
2. Objective: The specific objectives of this memorandum are to identify responsibilities, establish relationships, and outline procedures between the University of Wisconsin-Stevens Point (UW-Stevens Point) and the University of Wisconsin-River Falls (UW-River Falls) for the accomplishment of those elements of their respective tasks, which involve matters of mutual interest.
a. Under the provisions of Public Law 88-647, and Section 2102, Title 10, United States Code, a senior ROTC program was established at UW-Stevens Point on June 23, 1967. This related agreement is designed to provide Military Science and Leadership instruction at UW-River Falls, resourced by the UW-Stevens Point Department of Military Science and Leadership, under the supervision of the Professor of Military Science, UW-Stevens Point.
b. This agreement between UW-Stevens Point and UW-River Falls is entered into pursuant to the above authorities and Army Regulation 145-1, which authorizes such agreements. This agreement supplements rather than supersedes the UW-Stevens Point ROTC agreement.
a. Whereas, UW-Stevens Point is the Department of the Army’s ROTC host institution and conducts a voluntary course of ROTC instruction for interested students; and
b. Whereas, UW-River Falls has agreed to offer a voluntary course of ROTC instruction for qualified students in its curriculum; and
c. Whereas, the Department of the Army requires a mutually satisfactory agreement with regard to certain administrative procedures, be it known that officials of both institutions agree to the following points listed below.
5. Test Period:
a. The program at UW-River Falls will be established as a four-year test program beginning when agreed to by all parties. This agreement will be reviewed and modified, on an annual basis, as mutually agreed upon by all parties.
b. At the end of the test period the agreement will either be retained as a permanent document or reviewed for any necessary adjustments or modifications to meet the needs of the parties.
6. Targets for Success:
a. UW-River Falls will make best efforts to commission a minimum of 6 lieutenants annually, beginning in academic year 2010-11.
b. UW-River Falls will make best efforts to contract a minimum of 8 cadets annually the MSIII class to ensure it meets its commission mission.
7. Contingent upon the acceptance of this agreement by all parties, USACC agrees to the following:
a. To provide academic instruction of the Army Reserve Officer Training Corps for students enrolled at UW-River Falls on the same basis as for students enrolled in Military Science and Leadership courses at UW-Stevens Point. Such instruction will be available to all eligible students and will be non-discriminatory with respect to admission or subsequent treatment of students on the basis of gender, race, color, religion, national origin or marital status in accordance with Federal Law.
b. To issue, subject to availability of funding, at the expense of the U.S. government, uniforms and equipment required for UW-River Falls students enrolled in Military Science and Leadership courses per Army regulation. Title to these items remains with the U.S. government.
c. To provide grade reports in the format required by the UW-River Falls Registrar for each student enrolled in courses taught by military instructors.
d. To provide eligible students of UW-River Falls equal opportunity to compete for any and all ROTC scholarships available to students of UW-Stevens Point.
e. To provide assistant instructors as required by the Professor of Military Science, UW-Stevens Point, to implement the training program at UW-River Falls.
8. Contingent upon the acceptance of the above provisions, UW-River Falls agrees to the following:
a. To approve and offer Military Science and Leadership courses as UW-River Falls resident courses and grant UW-River Falls credit for such courses equal to that granted for the same courses by UW-Stevens Point.
b. To authorize its students to enroll in and attend Military Science and Leadership classes at UW-River Falls. Classes will be on campus, with periodic, joint training events between the ROTC students at UW-River Falls and UW-Stevens Point, as determined by the Professor of Military Science, UW-Stevens Point.
c. To include all Military Science and Leadership courses in the UW-River Falls course catalog.
d. To approve and recognize the Professor of Military Science (PMS), UW-Stevens Point, as Professor of Military Science at UW-River Falls and the Assistant Professor of Military Science (APMS) at UW-River Falls, as faculty members, and the Military Science Instructor (MSI) as a member of UW-River Falls Staff.
e. To provide training, orientation and access to the Professor of Military Science or the designated APMS at UW-River Falls, grade reports, degree progress reports and transcripts of enrolled UW-Stout ROTC students, as required, consistent with Privacy Act and FERPA requirements, to enable monitoring of students’ academic progress per Army Regulation 145-1.
f. In accordance with applicable UW-River Falls policies, accept grades and credits awarded by the Professor of Military Science or his/her designated APMS at UW-River Falls for the respective Military Science and Leadership course(s) as stated by paragraph 8.d above, which are entered on the student’s official UW-River Falls permanent record (transcripts).
g. To make available at UW-River Falls, to the United States Army, the necessary classroom(s), administrative offices, storage room, athletic field, gym and pool support, computers with email/internet capability, storage space, government vehicle parking space, staff parking space and other required facilities sufficient for operation of the program at UW-River Falls. UW-River Falls shall provide at a minimum:
(1) Office space for a staff of two, minimum of one 8’ x 12’ storage room, two computers with internet and e-mail LAN connections, one telephone line in each office with long distance services, one fax machine, and one copier.
(2) Parking spaces for each faculty/staff member and one government vehicle. The cost and location of each parking space will be determined by policy governing all UW-River Falls departments.
(3) Adequate clerical, janitorial, and communications services (including e-mail and internet capabilities); printing and publications; building maintenance, utilities and ground upkeep at no expense to the United States Army.
h. To require its students to return all government uniforms, books and equipment upon disenrollment or upon completion of the Military Science and Leadership courses. To provide for protection of all public property used in support of the ROTC program and to take all reasonable measures within the power of UW-River Falls to recover U.S. government property that is improperly in the hands of students/former students, to include withholding of transcripts.
i. To provide ROTC personnel the opportunity to communicate directly with individual students and faculty members in connection with Army ROTC and ROTC recruitment. Furthermore, facilitate a supportive relationship between ROTC and UW-River Falls administrators (e.g. Director of Admissions, Veterans Coordinator) in support of ROTC recruiting and enrollment requirements.
j. To ensure equal representation for ROTC personnel during student-oriented activities by the administration and faculty (e.g. orientations, career days, etc.).
k. To provide a minimum operational budget of $2,500 per year to support the program.
9. The following matters are mutually understood and agreed:
a. The final authority to implement University and Cadet Command approved ROTC instruction for students at UW-River Falls is vested in the Commander, Western Region, USACC.
b. That each UW-River Falls student enrolled in the ROTC program shall meet eligibility requirements for UW-River Falls and for admission into the Army Reserve Officer Training Corps program as stipulated in current Department of the Army regulations.
c. That Department of the Army procedures for administration of records, reporting and training will be the same for UW-River Falls students as for UW-Stevens Point students.
d. That funds received for reimbursement and subsistence to students who are enrolled at UW-River Falls will be distributed from the Department of the Army through the UW-Stevens Point Department of Military Science and Leadership in the following manner:
(1) Scholarship tuition is disbursed to UW-River Falls in the student’s name.
(2) Tuition Assistance (US Army Reserve) is disbursed to UW-River Falls in the student’s name.
(3) Tuition Reimbursement (WI Army National Guard) is disbursed to the student after successful completion of the semester.
(4) ROTC Stipend, authorized book allowances and Montgomery GI Bill incentives are disbursed to the student
e. UW-River Falls cadets shall be considered as equal members UW-Stevens Point’s Corps of Cadets, and as such may participate in any UW-Stevens Point sponsored military function. Further, such students are eligible for participation in host battalion extracurricular activities. Contracted cadets will be exempt from Reserve Component mobilizations, while it is also recommended that non-contracted cadets be exempt from the same.
f. UW-River Falls students will receive equal opportunity with respect to competing for ROTC scholarships. The Professor of Military Science, UW-Stevens Point, will determine the appropriate number of scholarship allocations needed to support the program on an annual basis.
g. Each institution will be non-discriminatory with respect to admission or subsequent treatment of students on the basis of gender, race, color, religion, national origin or marital status in accordance with Federal Law.
h. This agreement may be terminated by the Commander, Western Region, USACC or either University Chancellor, with due consideration for the rights of students involved and for the proper dispensation of U.S. government property involved, by giving written notice of such intent to the other, one academic year prior to actual termination and provide all aforementioned support for one additional year after notification, to allow enrolled cadets the opportunity to complete the classes. In the event of war, other national emergency or legislation eliminating continued program funding, the U.S. Army may exercise accelerated agreement termination.
i. This agreement may be modified by mutual written agreement of all authorized representatives of UW-River Falls and UW-Stevens Point.
j. Medical liability of contracted Cadets involved in required ROTC training activities are covered under the Federal Worker’s Compensation regulations.
Military Science and Leadership Curriculum
The Military Science program consists of two phases. The first phase is introductory and consists of 100 and 200 level courses that are practical as well as being preparatory for the advanced phase. The first phase consists of Military Science 101, 102, 201, and 202. All first-year and sophomore students are encouraged to take lower level Military Science classes and acquaint themselves with military vocational opportunities without incurring a service obligation.
The second phase is designed to qualify upper level students for officer roles in the Active Army, Army Reserve, or the Army National Guard. The advanced phase consists of Military Science 301, 302, 401, and 402. Enrollment in the advanced phase is limited to those students who qualify physically and academically, and who have completed the introductory phase, Leader’s Training Course (LTC - a twenty-eight day leadership camp attended between the sophomore and junior year), or Basic Training and Advance Individual Training. Advanced phase and ROTC scholarship students are paid $300/350/450/500 (freshman through senior) each month of the school year and participate in leadership laboratories and activities to include a field training exercise each semester and the thirty-two day Leadership Development Assessment Course (LDAC) attended between the junior and senior year.
In order to be commissioned as an Army officer at graduation, one must successfully complete both phases of the program and fulfill the professional education requirements that follow.
Professional Education. Students are required to take one course in History that includes a military history component. (Note: Each student schedules courses to satisfy the above requirement with the assistance and approval of the department chair.)
For specific information about ROTC scholarships, programs, camps, extracurricu¬lar activities, and placement credit, contact the department.
Army ROTC scholarship financial assistance. Army ROTC scholarships are of¬fered for four, three, and two years and are awarded on merit to the most outstanding students who apply.
Four-year scholarships are awarded to students who will be entering college as first-year students. Three- and two-year scholarships are awarded to students already en¬rolled in college and to Army-enlisted personnel on active duty. Students who attend the Basic Camp of the two-year program may compete for two-year scholarships while at camp. Army Reservists and National Guard Members may compete for a two-year Guaranteed Reserve Forces Scholarship.
Each scholarship pays for college tuition and educational fees which are required of all students and provides a fixed amount for textbooks, supplies, and equipment. Each scholarship also includes a graduated allowance every year the scholarship is in effect. The total value of a scholarship will depend on the cost of the tuition and other educational expenses at the college or university attended.
The Army gives special consideration for an Army ROTC scholarship to students pursuing degrees in nursing, engineering, the physical sciences, and other technical skills cur¬rently in demand. Students who receive a scholarship will be required to attain an undergraduate degree in the field in which the scholarship was awarded.
Non-scholarship cadets in the Advanced Course also receive an allowance for each of the two years as well as pay for attending the five-week LDAC. Students attending the Leader’s Training Course also receive pay for this camp.
101. Foundations of Officership Staff
Introduces students to issues and competencies that are central to a commissioned officer’s responsibilities. Establish framework for understanding officership, leadership, and Army values followed and “life skills” such as physical fitness and time management.
The lab provides basic instruction on squad movement techniques and the six squad tactical missions of patrolling, attack, defense, ambush, reconnaissance, and squad battle drills. Additionally, students learn basic map reading, first aid, physical fitness and military formations to include basic marching techniques. The lab includes a weekend field trip.
102. Basic Leadership
Establishes foundation of basic leadership fundamentals such as problem solving, communications, briefings and effective writing, goal setting, techniques for improving listening and speaking skills and an introduction to counseling.
The lab continues to provide basic instruction on squad movement techniques and the six squad tactical missions of patrolling, attack, defense, ambush, reconnaissance, and squad battle drills. Students are introduced to the operations order format. Additionally, students continue to develop basic map reading, physical fitness and basic marching techniques.
201. Individual Leadership Studies
Students identify successful leadership characteristics through observation of others and self through experiential learning exercises. Students record observed traits (good and bad) in a dimensional leadership journal and discuss observations in small group settings.
The lab applies basic leadership theory and decision making during practical exercises in a field environment. Students continue to develop basic map reading, physical fitness and basic marching techniques. Prerequisite: Military Science 101.
202. Leadership and Teamwork
Study examines how to build successful teams, various methods for influencing action, effective communication in setting and achieving goals, the importance of timing the decision, creativity in the problem-solving process, and obtaining team buy-in through immediate feedback.
The lab continues to apply basic leadership theory and decision making during practical exercises in a field environment. Students continue basic map reading, physical fitness and basic marching techniques. Prerequisite: Military Science 102.
301. Adaptive Team Leadership
Students conduct self-assessment of leadership style, develop personal fitness regimen, and learn to plan and conduct individual/small unit tactical training while testing reasoning and problem-solving techniques. Students receive direct feedback on leadership abilities.
The lab reinforces small-unit tactical training while employing the troop leading procedure to accomplish planning and decision-making. Students continue to learn basic map reading, physical fitness and marching techniques. Prerequisite: Department consent.
302. Leadership Under Fire
Examines the role communications, values, and ethics play in effective leadership. Topics include ethical decision-making, consideration of others, spirituality in the military, and survey Army leadership doctrine. Emphasis is placed on improving oral and written communication abilities.
The lab continues reinforcing small-unit tactical training while employing the troop leading procedure to accomplish planning and decision-making. Students also continue basic map reading, physical fitness and basic marching techniques. Prerequisite: Department consent.
401. Developing Adaptive Leaders
Develops student proficiency in planning and executing complex operations, functioning as a member of a staff, and mentoring subordinates. Students explore training management, methods of effective staff collaboration, and developmental counseling techniques.
The lab sharpens the students’ leadership skills as they perform as cadet officers. Students develop and possess the fundamental skills, attributes, and abilities to operate as competent leaders in a cadet battalion. They must confidently communicate to subordinate cadets their preparedness to shoulder the responsibilities entrusted to them. Prerequisite: Department consent.
402. Leadership in a Complex World Bolstad
Study includes case study analysis of military law and practical exercises on establishing an ethical command climate. Students must complete a semester long Senior Leadership Project that requires them to plan, organize, collaborate, analyze, and demonstrate their leadership skills.
The lab continues to sharpen the students’ leadership skills. Students normally change leadership positions to hone their skills, attributes, and abilities as leaders. Again, they must confidently communicate to subordinate cadets their preparedness to shoulder the responsibilities entrusted to them. Prerequisite: Department consent.
Strategic planning determines where an organization is going over the next year or more, how it's going to get there, and how it'll know if it got there or not (McNamara, 2008). Another way of looking at it is to ask the following questions:
UW-River Falls is developing an ambitious, forward thinking Strategic Plan that will build on its strengths and past strategic planning efforts. The process for developing the University’s 2012-2017 Strategic Plan is broken into three phases:
|Pre-Planning||Development||Implementation & Assessment
|Report on Living the Promise
||Draft Planning Document
|Establish Planning Structure
||Reaffirm Mission & Values
||Define Implementation Structure & Process
||External Environmental Scan
||Develop Communication Plan
|Develop Communication Plan
||Define Strategic Direction Goals
|Develop Strategic Initiatives
|Goal: The University will have a new strategic plan by May 2012 with implementation begin in summer 2012
|December 2010-April 2011
||Executive Cabinet (E-Cab) listening sessions on LTP (what worked, what was learned, etc.)
LTP Steering Committee
University Planning Group (UPG)
||Cabinet with review/input by UPG
DETAILED STRATEGIC PLAN PROCESS TIMELINE (“ROADMAP”)
Note: dates below are “target” dates and best efforts will be made to adhere to them. Any significant deviation from these dates shall be approved by the Faculty Senate.