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Minutes of the Faculty Senate

December 5, 2006

Present:  Chair Allen, Secretary Bruck, Chair-Elect Martin, Parliamentarian Corbin, Provost Nielsen; Senators Akroyd, Anson, Blair, Branoff, Culbreth, Dawes, Evans,  Fauntleroy, Fleisher, Genzer, Gustke, Heitmann, Hudson, Kellner, Khosla, Kinsella, Londbo, Muddiman, Moore, Murty, Ozturk, Raymond, Robarge, Schultheis, Scotford, Smith, Williams, Yencho

Excused: Senators Hanley-Bowdoin, Mulvey

Absent:  Senators Banks-Lee, Jones, Shamey, Wessels

Visitors:  Patti Clayton, Director, Service Learning Program; Barbara Doll, Water Quality Specialist, Sea Grant Program; Kevin MacNaughton, AVC Facilities; Mike Harwood, University Architect; Alton Banks, Director, Faculty Center for Teaching and Learning; Wang Jiayi, Visiting Professor of FCTL; Janet Fortune, FCTL; Traci Temple FCTL; Barbi Honeycutt, FCTL; Tom Kendig, NCSU Transportation; Daphne Carter, Student Government Graduate Advisor; John Mickey, Student Senator; James Hankins, Student Senate ProTempore; David Rainer, Associate VC EH&S; Katie Perry Senior Vice Provost; Lee Fowler, Athletics Director; P. J. Teal, Secretary of the University; March Krotee, Department of Physical Education; Steve Bostian, NCSU Design & Construction; Bill Jenkins, Earth Tech

1.  Call to Order and Announcements
Chair Nina Strömgren Allen called the eighth meeting of the fifty-third session to order and welcomed Senators and guests. 

The Executive Committee will meet at 2 p.m. Thursday. 

2. Approval of the Minutes Meeting No. 7, November 21, 2006
The minutes were approved unanimously. 

3. Provost Nielsen’s Remarks
Provost Nielsen announced that the Carnegie Commission formed a task force to decide how they might classify institutions based on their outreach capabilities.  A large report was submitted from NC State.  There were 62 universities across the country that achieved the top classification of being engaged universities both on the curricula level and on the community outreach level.

Provost Nielsen credited Dr. Jim Zuiches, Vice Chancellor for Extension and Engagement and Economic Development for helping to put the report together and noted that all the work that is done now is highly valued by this organization and hence by the rest of the United States. 

Provost Nielsen reported that Service Learning is one way that the university engages the community.  One of the investment priorities that has been laid out in the strategic plan is to go forward with engaging students in various ways and service learning is one of those ways.  Patti Clayton is Director of the Service Learning Program, which is currently housed in the Provost’s Office and she reports to Katie Perry. 

4.  Establishment of a Center for Excellence in Service Learning
Pattie Clayton, Director of the Service Learning Program explained that today’s conversation is one in a series of conversations with groups across campus as part of a visioning process for what service learning might look like to fulfill its potential on this campus.  She stated that they are exploiting three questions as a campus:  What is service learning?  How is it approached?  What might the future hold? 

The leading definition is offered by Bob Bringle from IUPY.  The definition emphasizes the combination of service with reflection in courses to advance academic civic and personal learning.  While it’s true that every campus customizes the definition, it is also true that there is fair degree of consensus emerging across higher education about the defining characteristics of service learning. 

Service Learning brings together academic material with service that is relevant to that material and relevant to the needs and interest of the community and it is critical reflection that helps the students to make the connections between the material and their experience in the community.  That reflection is focused on the learning goals of academic enhancement, civic engagement, and personal growth and it is a partnership process that brings together the students, members of the community and instructional staff in a reciprocal, transformative relationship. 

There is a growing body of research across the country and around the world documenting the outcomes of service learning.  Research on this campus is contributing in significant ways to that particularly in terms of student learning. 

How do we approach Service Learning Here at NC State?

The program began in 1999 with a mini grant from what was then university extension.  It began as a collaboration of academic affairs, student affairs, and university extension.  Three years later it was formalized as a program within the Faculty Center for Teaching and Learning.  The program is now in its eighth year and has a network of inner institutional partners as well as campus collaborators. The program is staffed by a full time director and an associate director and is now an independent program in the office of the Provost.

Dr. Sarah Ash is one of the program’s highly experienced service learning faculty associates.  Sarah has made Service Learning an important part of integrating her teaching, research, and extension responsibilities.   She has been teaching with service learning in nutrition related courses for several years and she serves as a faculty fellow with the program, which means that she drives their scholarship agenda. 

In addition to courses students working with faculty mentors have also undertaken self designed service learning capstone projects.  So far these have all been international. 

Clayton explained that they are increasingly trying to focus attention on unit level work in addition to working at the level of individual courses, thinking about vertical integration of service learning across courses and working with departments and entire colleges. 

What might the future hold:  Where are we headed here at  NC State

The Service Learning Program is working closely with Provost Nielsen to explore and capitalize on the power of service learning as a way to advance multiple institutional priorities.  Provost Nielsen is committed to strengthening Service Learning to expand and deepen opportunities on this campus and to establish this university as a national leader in this field. 

Clayton reported that they have envisioned a Center for Excellence and are talking with groups across campus to refine this vision to end up with an official center that is a capacity building unit to again expand, deepen, and advance this work.  The core functions of this center would be in training and support, scholarship, and collaboration. 

The entire white paper is available off of the Provost’s webpage. 

Appendice G of the white paper outlines a series of potential function program activities of this envisioned center. 

Provost Nielsen and many others are excited about what they can build together here on campus in the form of a Center for Excellence and service learning. 

Questions and Answers

How do you incorporate summer internships to this program?

Clayton responded that there is much discussion around the country about the relationship between various forms of experience, education, internships, service learning, field experiences, etc., and that is the conversation that we are also having on this campus:  Where do they overlap?  Where are they distinct?  Where do they need to stay distinct?  There is widespread consensus that in any of those experiences the more intentionally designed they are in light of particularly learning outcomes and the more students are helped to reflect on those experiences in light of those learning outcomes the more they are going to get out of them and the more the people in organizations they are working with are going to benefit from it so at minimum a sharing of expertise and experience around best practices across these areas of experienced education and as we move toward formalizing how we understand service learning and other forms of civically engaged teaching and learning exploring when a certain type of student experience is a service learning enhanced internship versus when it is a regular internship.

What kind of budget do you have?

Clayton responded, Provost Nielsen.

Part of the thinking around the rationale for the utility of this center is that it could have among its functions leveraging external resources, bringing together into collaboration units that are already working in this area for greater sharing of resources.  Some of the best campuses around the country that are doing this work have found it to be a significant attractor of substantial external resources. 

Discuss the rationale for spinning this out of the Faculty Center for Teaching and Learning?

Provost Nielsen responded, “The Service Learning Program per se has had a lot of broken success as a recognizable component of the pedagogical world.  We need to take what we are good at and elevate it and profile so that the rest of the world can see it and attract the attention that we deserve.  It seems that Service Learning is one of those things that we could gather a lot from and invest in significantly.”

Provost Nielsen thinks all of these could eventually be put under a larger umbrella as they prove themselves.  He plans to add more elements to the Faculty Center for Teaching and Learning to round it out as a full faculty development center as opposed to a learning focus center. 

Are there thoughts about possibly entering into a formal structure where we can take our graduate students and introduce them into this in a more structured manner?

Clayton responded, most definitely, we have historically worked with the instructors of graduate students less than with the instructors of undergraduates.  That is a point of input that has come up consistently throughout these campus-wide conversations. 

5.  Rocky Branch Phase III
Barbara Doll from the Sea Grant Program reported that she has been on a mission to make people aware of the campus creek and to improve its quality.

Rocky Branch Creek runs through the heart of the campus.  There are six thousand feet of creek running through campus. 

Doll reported that they have done three phases of restoration on the creek and the first phase was completed in 2001 that ran from Gorman Street down to Dan Allen Drive.  They have been doing an approach called natural channel design.  The number one goal is to give the creek flood plain area, the area for the water to go at smaller levels of rainfall.  Creeks to function properly need a flood plain that is assessable at about a one-year storm so the number one goal is to give the creek flood plain.

The second phase was completed approximately a year ago and it runs from just below Morrill Drive to Pullen Park.   

The final phase, Phase III is going to be the connecting segment of the project, which runs from Dan Allen Drive to just below Morrill Drive and that is the subject of what is being presented today.  This is the toughest part of the project because it involves an intensely developed part of the campus such as tennis courts, basketball courts, parking lots sandwiched between that and the intramural field, and a lot of utilities.  In addition to restoring the creek they are building a greenway trail adjacent to the creek.  They have already put in a $784,000 bottomless arch with a greenway trail that runs under it and connects to Pullen Park.  The City of Raleigh is currently building the connection of that greenway up to Western Boulevard so it will be tied into the city’s greenway system. 

Questions and Answers

Would you address the issues with the Physical Education Department and the Facilities people with regard to the extra parking?

The meat of the project where everyone focuses on is behind the gymnasium.  There is a large constituency of gym users that value the convenience of the parking.  In the past they have been advised that it is important to recover the parking, however there is a second contingency within the PE department where they value the green space.  They are hoping to strike a balance where they can achieve the goals for the creek but also make the users of the gym and the community in the area happy with the outcome. 

 You have this restored section of the creek that is going to feed into this coffer that is going underground.  How is that going to alleviate flooding potential during a Fran type of event?

With the work already done above we are providing a substantial amount of storage capacity so it would take a much stronger storm to spill out over this.

Draft Resolution on Rocky Branch Restoration Phase III

A motion was made and seconded to suspend the rules to pass the resolution after the first reading. 

The motion passed unanimously.

Senator Williams, Chair of the Resources and Environment Committee, introduced the draft resolution on Rocky Branch Phase III. 

Senator Kellner asked if the resolution proposes the approval of the elimination of 33 parking spaces.

Senator Williams responded no that it is substantively a much greater taking of space than the actual space taken because it shortens the field.  Even though there is green space behind that spot, substantively the field has been shortened and everything would have to move over twenty feet.  It would cost $400,000 to buy out space to eliminate the taking of that field because that is what the rule says.  

Senator Williams feels this is a university decision and one component of the whole shouldn’t hold the other component hostage because of a rule, so the committee is suggesting that the university basically absorb this requirement. 

Senator Williams explained that they would like this project to be absorbed of having to solve the problem itself.  They feel the project is noteworthy enough that the University community as a whole should find some way to solve the problem rather than have it imposed on the project. 

After much discussion, a motion was made and seconded to accept the resolution.  The motion was seconded and passed unanimously.

A motion was made and seconded to reinstate the rules.  The motion was seconded and passed unanimously to reinstate the rules.

6.  Textbook Discussion
John Mickey from the Student Senate presented resolution 49 on Timely Textbook Adoption Act as passed by acclamation from the Student Senate. 

Mickey reported that textbook adoptions are very important because they cost students money, approximately $370,000 per semester.  Students are only getting between thirty and sixty percent of textbook adoptions from faculty on time, which means that they do not know the demand of textbooks. 

Mickey feels that more textbooks could be bought back from students and that is what the NCSU Bookstores would like to do because if the students are not buying them back from students they have to try to buy them from wholesalers.  Used textbooks are cheaper for students to buy as well. 

John requested that the Senate be added as a signatory to the resolution.

Secretary Bruck moved approval of the resolution by the Faculty Senate. 

The motion was seconded and passed unanimously to adopt the resolution.

7.  Faculty Center for Teaching and Learning
Professor Alton Banks, Director of the Faculty Center for Teaching and Learning gave a brief history of the center. 

The center began in DH Hill Library before moving to Clark Hall.  The Center is now located at the corner of Cates Avenue and Pullen Drive.  Their mission is to facilitate and support excellence in teaching and enhance student learning. 

There are three assistant directors in the Center.  Dr. Janet Fortune is the Assistant Director for Faculty Programming. She is responsible for the instructional grants program and being an instructional designer working with faculty on course development and course assessment. 

Barbi Honeycutt is charged with working with graduate students and their teaching.  She provides resources to help students who are in the classroom teaching to do it more effectively.   She has created the certificate of accomplishment and teaching program.  The next enrollment will begin in the spring.  They currently have fifty-eight students from twenty-five departments and colleges in the program.  She would also like to expand the graduate student programming opportunities in collaboration with the graduate school by working with Service Learning. 

Tracy Temple, Assistant Director for Instructional Development helps faculty think or rethink pedagogical strategies when using technology in their courses.  She works closely with DELTA to offer workshops and programs for faculty across campus. 

Dr. Banks explained that they offer a number of services that are accessible from your computer. 

They will also come to classrooms to work with small groups of students.  There are limited funds available that faculty can use to support teaching efforts to improve their course or a series of courses.  On the homepage there is a teaching tool kit that provides a sequence of thoughts for faculty to follow as they approach a semester.

Dr. Banks noted that the FCTL homepage has events that are sponsored by other units on campus that have a similar mission.

8.  Issues of Concern
Senator Heitmann raised an issue of concern regarding joint appointment faculty members.

Chair Allen assigned the issue to the Personnel Policy Committee.

9.  Old Business

Regulation on Centers and Institutes

The Resources and Environment Committee met with Matt Ronning on the regulation and made changes that were consistent with the issues that were raised.

Senator Williams moved approval of Regulation 10.10.4

The motion was seconded and the regulation passed unanimously.

10. New Business
Chair Allen received a letter from a faculty member requesting that the Senate support the proposal for a Gay and Lesbian Center. 

Chair Allen assigned the issue to the Resources and Environment Committee.

11. Adjournment
Chair Allen adjourned the meeting at 5:05 p.m.

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