UW-Madison Faculty Senate May 6, 2019 Recording transcription >> I am told we have a quorum. So I'm going to call the first faculty senate meeting of this academic year to order. I want to start by introducing Erika Alverson, a new University Committee member who is going to present a statement recognizing the long history of the Ho-Chunk people who are on this land long before UW Madison. Erika. >> Hi everybody. Happy fall. Feels funny to feel this is the first faculty meeting of the year. Cause we're all giving midterms and such already. I thought it was important to open our meeting by recognizing that the University of Wisconsin Madison occupies ancestral Ho-Chunk land. A place their nation has called Dejope since time immemorial. In an 1832 treaty, the Ho-Chunk were forced to cede this territory. Decades of ethnic cleansing followed when both the federal and state government repeatedly, but unsuccessfully sought to forcibly remove the Ho-Chunk from Madison. This history of colonization informs our shared future of collaboration and innovation. Today UW Madison respects the inherent sovereignty of the Ho-Chunk Nation, along with the 11 other First Nations of Wisconsin. That is the first time that you're hearing those words. I'm delighted that I was able to share those with you. Hopefully you will get an opportunity to become much more familiar with our increasing attention to the land we share with the Ho-Chunk and other 11 tribes of Wisconsin. I have the pleasure of working alongside Aaron Bird Bear and Omar Poler in the UW School of Education, who are going to spend a little more time with us today talking about the Our Shared Future Plaque that you may have already had some introduction to. But ot get a sense of how that's going to be incorporated more fully into our UW Madision life. And the University Committee, of which I am a new member will be working to develop a resolution that we're going to share for feedback and adoption by the senate at a meeting in the near future. Thank you. Thank you Erika. May I ask all the faculty to rise as you are able, for the reading of memorial resolutions. [ Background Noises ] Let me recognize Professor Irwin Goldman to present the memorial resolution for Professor Emeritus Lou Berninger. >> Professor Lou Berninger passed away on February 14th 2019, in Sarasota Florida at the age of 89. Lou served his country in the U.S. Marine Corps at Quantico, and the University as a faculty member for 30 years in the Department of Horticulture. He married Miriam Walker in 1951 and they had 4 children, Mary Lou, Linda, Joanne, and Doug. Along with 7 grandchildren and 5 great grandchildren. Lou was very well respected in his field and was remembered by many for his kindness, his positive attitude, and his long service to the horticultural industries. He served as the national president of Pi Alpha Xi, published and spoke extensively, and hosted the Garden Almanac TV show on WHATV. Lou often stopped at Babcock Hall for his favorite butter pecan ice cream on the way to his car at the end of every day. After he retired, Lou served as head of marketing for the ornamental division of Speedling Incorporated. He was inducted into the Hall of Fame, the Wisconsin Green Industry Federation. He was buried with military honors at the Sarasota National Veterans Cemetery. His children and colleagues remember how his sparkling wit, charming personality, and frequent smile made everyone feel welcome. >> Thank you Irwin. Let me recognize Professor Steve Johnson to present the memorial resolution for Professor Emeritas Ingy Keith. >> Doctor Ingy Keith became professor in the Department of Comparative Biosciences within the newly established School of Veterinary Medicine at UW Madison in 1982. Her most important work was in respiratory biology, and the physiologic roles that neuroendocrine cells perform in the lung. She studied how neuroendocrine cell function was altered by hypoxia, nicotine, diesel exhaust, asbestos, and bacterial endotoxins. Notably, Professor Keith was particularly active in promoting women in scientific research and academia. And was given the American Association of University Women Wisconsin Equity Initiative Award in 1994. Professor Keith was beloved by her many colleagues and research collaborators. Professor Keith is survived by her husband Lloyd Keith, Emeritus professor in Wildlife Ecology, and her beloved children, great grandchildren and so forth. Thank you. >> Thank you Steve. Let me recognize Professor Ned Kalin from the Department of Psychiatry, to present three memorial resolutions, one after the other. First for Joseph Kepecs, then for James Jefferson, and then for Jack Westman. >> Thank you. This is Doctor Joseph Kepecs'. Joseph Goodman Kepecs, MD was a Professor of Psychiatry at the University of Wisconsin from 1965 to 1984. Throughout his career, Doctor Kepecs achieved numerous publications and honors at the intersection of psychoanalysis and psychiatry. He served as psychoanalytic training analyst for the Chicago Institute of Psychoanalysis, president of the Chicago Psychoanalytic Society, president of Wisconsin Psychoanalyst Study Group, and was a member of the American Pyschoanalytic Association. Doctor Jo Kepecs passed away on November 18th, 2016 at the age of 104. He will be remembered for his sharp mind, unwavering warmth, and for his considerable contribution in the area of psychoanalysis and psychiatry. Next is for Doctor James Walter Jefferson. James Walter Jefferson, MD, Professor Emeritus of the University of Wisconsin Department of Psychiatry passed away on March 31st, 2019. He had a distinguished career in clinical medicine, teaching and research that span more than 5 decades. Doctor Jefferson was widely regarded as an expert in the use of lithium treatment and played a leading role in understanding how to manage its risks, making it possible for millions of patients with bipolar disorder worldwide to be effectively and safely treated. He established the Lithium Clinic at UW Hospital, and the Lithium Information Center. Doctor Jefferson was a highly valued member of the Department of Psychiatry, a consummate clinician, colleague, academician gentleman, husband, parent and friend. And then finally, this is for Doctor Jack Westman. Jack Westman, MD, a former Professor of Psychiatry at the University of Wisconsin Madison from 1965 to 1996, is best known for pioneering the community interdisciplinary team approach to families with children and adolescents who had serious and significant mental health and behavioral problems. In the 1970s he developed child advocacy teams, which expanded to become coordinated service teams in Wisconsin and ultimately wraparound teams at the national level. Doctor Westman was a prolific author, and contributed to over 150 journal publications and 14 books, writing extensively on the impacts of child abuse and neglect, child advocacy, family therapy and public policy. He passed away peacefully on April 2nd, 2019 and will be deeply missed. Thank you. >> Let me recognize Professor Stephen Lim to present the memorial resolution for Professor Emeritus Terry Millar. >> Terry Millar received his PhD at Cornell in 1976 with Neil [inaudible]. During the 1980s, Terry was one of the world's foremost researchers in computable model theory in the area of mathematical logic. Terry then served for over 20 years as associate dean in the graduate school. And finally, as assistant to the provost. He was instrumental in helping UW Madison win the $300 million NSF IceCube project. Math and science education, as well as diversity and access education for all were two of Terry's passions. He spearheaded the effort for a $35 million NSF program to improve math and science education in four major U.S. school districts. And he was key in establishing the Wisconsin Emerging Scholars Program that has had a significant effect on closing the achievement gap in mathematics. Terry continued his support for this program even after his retirement in 2015. He will be greatly missed. >> Thank you. And Professor Millar's Susan is in attendance at the back of the room. Thank you very much for coming. [ Applause ] Finally let me recognize Professor Emeritus Lee Hansen from the Department of Economics who will present two memorial resolutions. First for Professor Emeritus David Johnson, and then for Professor Emeritus James Stern. >> David Johnson, age 82, Professor Emeritus of economics and industrial relations died February 16, 2016 at Oakwood village in Madison. He graduated from Antioch College in 1943. During World War II he served in the signal corps in western Europe. In 1955, he complete his PhD here under economics professor Edwin E. Witte. Dave joined the department in 1957, and helped lead the department during its growth and revitalization 1962 to 68. And then through the campus turmoil 1967, 68. He later became dean of International Studies, director of the Industrial Relations Research Institute, and still later, director of the center for development. And then Jim Stern. Jim Stern, age 98, Professor of economics and industrial relations, died in Sarasota Florida December 21, 2018. After graduating from Antioch College in 1943, he joined the navy and served in the Pacific. After the war, he worked with Walter Reuther in Detroit, and then in Paris with the Marshall Plan. He received his PhD from Berkeley, joining the Wisconsin department in 1962. He was a world renowned expert on labor relations. He was a visiting professor at the University of Warwick, and the London School of Economics. Later he was a senior Fulbright Scholar at the University of Sydney. He also taught at Monash and Macquarie universities in Australia. >> And that ends the memorial resolutions. You may be seated. [ Background Noises ] I have the pleasure on this first meeting of the academic year of giving the State of the University address. I suspect it will not last as long as State of State addresses last. I'm going to speak a little bit, and then the current chair of UC Terry Warfield is going to speak. And then we'll open for questions. So I want to welcome the new UC, Terry Warfield from the Wisconsin School of Business. And I want to very much thank Jane Richard for stepping in as interim secretary of the faculty. Thank you both. And welcome to new UC members, Erika Alverson from the School of Education, and Eric Sandgren from the School of Veterinary Medicine. Thank you all for your service. [ Applause ] And we have a number of new senators. Raise your hand if you're new. Thank you all for coming. It's good to see you all. [ Applause ] A number of new faces in leadership, or at least old faces in new jobs. Provost Karl Scholz, last seen as the dean of L&S. Thank you Karl for moving into the provost role. And interim vice chancellor for research and graduate education Steve Ackerman. Is Steve here? I'm not sure if he could be here today. But I appreciate his willingness to take that on as Norman moved into retirement. We have three new deans who have arrives. The Wisconsin School of Business has a new dean, Vallabh Sambamurthy, known as Samba. The College of Letters and Sciences has an interim dean Eric Wilcots, who many of you will know. And we have a new dean of students Christine Olstad. Is Christine here? I don't know if she was coming. You will have a chance, hopefully to meet those people in a number of other settings. And of course, we have a number of major searches going on with some of these changes occurring. We have a vice chancellor for research and graduate education search, which has been launched. It's headed by Bill Murphy from the college of education. We have a search for the dean of the division of extension. Karl Martin in that job has been interim, headed by Jed Calhoun. And I think that search is launched, or very close to being launched. We will be starting a search for a permanent dean of Letters and Science later this semester. And there is a search for a new secretary of the faculty. That search committee headed by Terry Warfield. And some of you who were paying attention noticed that on Friday the dean of the Law School Margaret Raymond, noted she will be stepping down at the end of this academic year. And I want to publicly thank Margaret for her service as dean. I haven't talked to the provost yet as to whether we're going to produce a third dean search this year or put that on hold. I suspect we will try to do the search. So that's all the news that's happening on those things on campus. Let me turn to the new academic year, and share a few pieces of good news. A few weeks ago, we got the message that two of our faculty were selected for the 2019 MacArthur Fellowships, popularly known as the genius grants. These are given to individuals who have shown exceptional creativity, and whose work has had or is likely to have a profound impact on society. Professor Lynda Barry from the Art Department was one winner. Lynda is an award winning cartoonist and author, who teaches art classes for STEM students among other things. And Associate Professor Andrea Dutton from the Geoscience Department was the other winner. Many of you will not know Andrea because she is one of our newest higher. We recruited her through the TOP program, Targets of Opportunity that provides central campus funds to disciplines to go after people not well represented in their discipline. And Andrea of course, is a great example of what we're trying to achieve. Geoscience is heavily dominated by male scholars, both here and around the country. Our Geoscience Department had just one female faculty member a year ago. And after some very targeted recruitment, they are now up to three. And a really top quality person has just won a major national award and coming as one of those recruits of course is just wonderful news. So I'm delighted to see these results. I'm very proud to have two MacArthur recipients in one year, that doesn't happen to many universities often. And it's a testament to UW Madison faculty quality. I would note that while labeled so by MacArthur, we do have a number of other geniuses on our faculty. And next week at my house we are going to celebrate 78 faculty members, who over the past academic year won prestigious national and international awards. It's a wonderful list of faculty, and I'm looking forward to that celebration. Moving from faculty to students, we have set a new record for freshman applicants last year. Nearly 44,000 applicants from every U.S. state, and 125 countries. That's up 3% from the year before. Mostly out of state, you know the demographics in state are challenging. We've have held steady at the in state level, but the number of high school graduates is declining. So holding steady in state is actually a victory. We in this new class, are enrolling students from 71 of the 72 counties in Wisconsin. We always miss one of those northern counties with very few high school grads. This year we're missing Menominee County. From 46 states, we're missing Hawaii, Louisiana, South Dakota, and West Virginia. And 46 countries outside of the U.S. The new freshman class is our largest ever. It includes almost 3,800 Wisconsin residents, and close to 900 transfer students. It involved a bit of enrollment surprise, which is both good news and bad news. The yield, those who accepted our offer was up substantially. I think it was the highest yield rate in out of state students we have ever seen. And of course you base your admissions decision, and your admissions on your historical record of yields. So that means we got more students in this class than we were planning. It also means we're probably not going to increase student size next year. It might even go down a little bit. So we had intended to add about 250 non-resident freshmen, and we're now adding a little more than twice as many. That of course speaks to our national reputation, that more and more students and this is the good news of it. But of course the bad news is it does create a few challenges and we have really worked hard to make sure we have housing, and advising, and some extra sessions of those big freshman classes available to this class as it comes in. There are a few lounges in the dorms that have been turned into 6 and 8 person suites. Though I'm told in some cases we found regular dorm rooms for those students and they liked the 6 and 8 person suite suite so much they didn't want to move out so. I was not happy with what I thought was a very misleading headline in the Wisconsin State Journal a couple of weeks ago, that left the impression we were reducing Wisconsin students in our freshman class. And the opposite is true. This is the second largest cohort of in state students in the last 10 years. We admitted 68% of our Wisconsin applicants. It is very hard to push further on in state admissions, given the shrinking number of high school graduates in Wisconsin. And we should be proud that we have maintained and even increased our applications and admissions of Wisconsin students. But as we tap into our deep and growing pool of out of state applicants, that does reduce the percentage in state. But I might note that the modest increase in out of state students we've made in our class, is to the advantage of Wisconsin students and the state. We're using some of those additional tuition dollars to provide free tuition and fees for 20% of our incoming class, all Wisconsin students through the Bucky's Tuition Promise and the Badger Promise programs. And if you don't know what those are, talk to me afterwards. I'd also note that we are the only institution in the state, that brings about 3,500 highly talented young adults into the state for 4 years. Our state is short of it's talent. And it gives us a chance to retain them in Wisconsin, or at a later point in their career to bring them back. So I consider this a real win-win all around. Our share of underrepresented students of color remains constant, at around 11%. But of course as the class grows, the numbers are growing. Five years ago, just over 600 in our freshman class were underrepresented students of color, today more than 800. All students of color, including both underrepresented and other groups make up 20% of the incoming freshman class. And the quality of our freshman, I think I talked about this last spring. As measured by ACT and SAT scores, and we all know their limits to that as a measure of quality has also increased our application quality, both in state and out of state has gone up in terms of the test scores that students, on average who are applying. So even as we've increased our applications, we've also increased the quality of the average applicant. And if you then look at our incoming freshman class, both in state and out of state, average test scores have gone up. So we've increased numbers of applicants, increased quality in the applicant pool, and translated that increased quality into increased quality in our freshman class. And I am very proud of that. And particularly proud of what our admissions office has been doing in recent years. Our new faculty hirers are also strong. We welcomed 147 new faculty this fall. That's the largest number since we started keeping track of numbers in a consistent way 15 years ago. This faculty expansion as you all know, is overdue, particularly in departments that are dealing with more students and more majors. With the next round of cluster hiring, and with new dollars available to schools and colleges, I do hope we can continue to do some additional faculty growth as we move through the next several years. And there's good news about our retention efforts. As you know, we had very high numbers of faculty getting offers from out of the university, 4 or 5 years ago. And that number has no steadily decreased. There were only 26 retention cases reported in 2018, 19 which continues that downward tread. We were over 100 4 years ago. So all of that is good news. And then last but certainly not least, we have over the summer, successfully transitioned the cooperative extension service and public media, Wisconsin public radio and public TV back to UW Madison. We officially became one organization on July 1st. And our next job now that we've integrated the HR and the IT, and you know all of those sorts of systems, is to now actually integrate the mission and functioning of these organizations into UW Madison. And we've got a variety of things happening to try to increase knowledge of each other and start working together more closely. I know this is the first faculty senate meeting for our new division of extension senators. Where are you out there? Extension senators? Thank you for coming. It's great to see you. Welcome. [ Applause ] Earlier this afternoon, we took an important step to help us organize and track and prioritize our efforts around sustainability on campus. We announced this afternoon, our first ever STARS rating. STARS stands for sustainability tracking assessment and rating system. It is a national program that rates colleges and universities on a number of different measures related to environmental sustainability. It tells us what we're doing well, where we can improve, and helps us really set priorities for what we're going to do in the next several years to further increase sustainability efforts. To get a rating you have to submit a very long and detailed report. I think it's 150 to 200 pages long. Do not print it. Look at it online to be sustainable. Our rating is silver. That is third place behind platinum and gold. It is very typical for a first year rating, particularly at these big public universities. And it says we're doing a number of things well, but it also says there's some things we can continue to do better and I think we knew that. And this really is a great way to keep moving on this front. We're convening a number of groups to work on setting priorities and deciding what the next steps are here. We also acknowledge some difficult parts of our history this last summer. As we noted at the beginning of the meeting, our campus sits on the ancestral homeland of the Ho-Chunk people. And we took the first, at least one of our first steps in really telling that story more publicly in June when we joined with a number of leaders in the Ho-Chunk tribe to put a heritage marker up on Bascom Hill. I was told the marker was going to be on display. It's not. But we do have a rubbing of the marker. And if any of you want to read the statement on that marker, come up and look after at the end of the meeting. Of course leaving a marker on Bascom Hill is a bit challenging right now, since Bascom Hill is all under construction. So it is not on Bascom Hill. We placed it. We will replace it there when the construction of the steam pipe repair is done. But what we're doing instead is having this travel around campus. And have an open invitation. I think we're scheduled for different units to have this marker for a period of time, on the condition that you hold an event within your unit that talks about the Native American heritage in this state and on this campus. And we started this here in Bascom Hall last week, had a wonderful event. And you're going to get a little taste of that a little later in the meeting when I introduce the two people that are going to do that for us. No plaque or monument conveys a complex and very difficult history but I'm hoping this will help us start further conversations that increases a cross [inaudible] with students, faculty, and staff our connections with the Native American community in this state. It is the start of homecoming week and I want to very directly address the recent issue, that I'm sure you all read about last week with a student video that did not fully reflect the diversity of our student body. It is clear that nobody was paying attention to diversity when that homecoming video was produced. And that is simply not acceptable. The alumni association, which oversees homecoming, appoints the students homecoming committee has already announced a number of steps that they will take to prevent this happening in the future. I must say had we been involved with this with our student staff, and it's always easy to say this in hindsight. I would like to believe that our student services would have appointed both a somewhat different looking homecoming committee, and would have had that video look a little different. But this is what it is and of course it's about much more than just the video. It's about a group of students who too often feel invisible on campus. And this incident merely reinforced that concern. And I share the apologies for the hurt that has caused and see many conversations about a number of things that we need to be doing, to continue to expand our efforts on discussing diversity inclusion, educating our students, our staff, and our faculty. Each time an event like this happens it simply demonstrates that the day-to-day campus experience here, particularly for our students of color is not always what it should be. And we all have a responsibility to improve that. So we'll be hearing more about this in the days and weeks ahead. Finally a big piece of news since we last met, if you haven't been by the new Hamel Music Performance Center, to be used by the Mead Witter School of Music. It is worth stopping by. It's on University Avenue, right next to the Chazen Art Museum. We had a soft opening last week. And it is a beautiful building. It has a concert hall, a recital hall, a number of practice spaces. I've heard music in the recital hall. I haven't heard the concert hall yet. And you know, compared to the other music venues we have, the acoustics were just amazing. And we have long needed this type of a music venue for our music program. And stop by and go to an even there even better. Don't just go to look. Go to listen and enjoy that. No beginning of the year presentation is complete without a short section on the budget. Last year was a budget year. Budgets last for 2 years here. Governor Evers signed a new state budget into law on July 3rd. It contains both good and bad news for us, like most budgets. On the not so good side, the new state budget includes very few new dollars in education and program support. The budget approved $45 million to the system over the next 2 years, and only I think $15 million of that is going to billed into base. That's very little new money. And it's across the system, this isn't to us. It is substantially less than what we would need simply to keep pace with inflation over the last year. So I admit to some very real disappointment on that front. Furthermore, as I suspect you know in state tuition is now going to be frozen for 8 years, which is something of a handicap and continues to put us way down [inaudible] [inaudible] among our peers. And I'm a very strong believer that we need to be affordable, we need to be accessible. That doesn't mean we freeze tuition at $9500. What it does mean is you make sure you have the scholarships and the aid for those [inaudible] income families to be able to waive some of that tuition. But you know, that's a debate I lost this round. We'll try again. In better news for the budget, 2% raises were approved for all state employees including all of us in January 2020, and January 2021. That increase is funded 70% by the state, the rest comes from us. And basically what we got in new base funding barely covers what we have to pay to cover these. So there's no money here for programming coming from the state. The budget also gives us approval to move forward on a number of major facility projects. Most important is the renovation and expansion of the S chool of Veterinary Medicine. Veterinary Medicine has to fund about 20 to 25% of that building. But the state has agreed to fund the rest. And dean Mark Markel has long been at work and is pretty close to raising the money that he needs to raise. But he's not quite there yet. I will also note that we had a very good year in funding for maintenance and renovation, after a number of very low years. And many of you live in buildings where you know the need for maintenance and renovation dollars. Because of our efforts to be entrepreneurial and generate new investment dollars, we do have some investment funds to spend. And as I say, we're not waiting on the state because that hasn't been really a proposition to wait for them to give us money. And much of this is going back to schools and colleges. But the point here is not about raising money through things like alumni fundraising campaign, or about summer session, or some increases in out of state tuition. The point is that the money that we raise is there to be invested in the university to make it better. And our entrepreneurial efforts around investment funding have given us dollars to invest. And we've established four top priorities: growing faculty strength, cultivating educational excellence, expanding and improving student access, and expanding and improving research. And I'm going to say just something very short about each of them and then I will close. Number 1. And I should say, much of this money is going back to schools and colleges for them to do this work. Some of it we're keeping for some central programs and I'll talk a little bit about the central programs. Maintaining and growing faculty strength. That is the bedrock of the institution. We need to continue to make investments in the faculty, if we are going to remain a top school. Most important of all is compensation. Since 2015, this central campus has invested almost $60 million in merit and equity based raises, and one time bonuses for faculty and staff. Furthermore, schools and colleges have leveraged those investments with another $15 million. So that's almost $75 million in additional compensation, not coming from the state, coming from our own dollars over the last 5 years. This year we are again allocating compensation funds to all departments for merit and equity increases, as we have for the last 3 years, 3.5 million will go to faculty increases, 4 million for staff increases, and 4 million for one time bonuses. And I know many of you are probably involved in allocating those funds in your units. The result of this funding over the last 4 years, we have a comparison group here for salaries that we have given by the system. And we've been at the bottom of that comparison group since we actually got the comparison group and started looking at the data. I think it's 10 or 12 years. But this last year, rather than being number 12 out of 12, we're number 11 out of 11. You know, that's good news. But you know, starting a chant that says we're number 11 is not quite where we want to be. And we do want to do better than that. And a major play we are making with some of our new investment plans this year is we are, we announced this in June, putting an additional $9 million in targeted faculty increases, aimed at those departments where faculty salaries are substantially below peer median but where the ranking is well above average, i.e. departments that are very highly ranked but really seem to be behind on salaries. And we think this is going to move the needle this year, up from 11. But come back and ask me in 8 months whether it has. Secondly, as you all know we've been engaging in a cluster hire program, which is a way to be strategic about hiring in areas of research where a few more faculty across a few different departments can actually really cement our reputation and presence. In the first 15 months we've done 3 cluster hire approvals. I'm about to approve to hiring for 60 new research clusters. And there is another round underway. If you, your department, your school, your research centers want to put in a proposal for cluster hires, that closes on October 18th. We've so far authorized 30 hires. We have 16 accepted offers, and a number of others pending. Last but not least, we initiated last year the TOP program. The Targets of Opportunity program mentioned earlier. We created TOP to give departments better tools to go after people not well represented within their disciplines. We wanted to diversify in many different ways. This is not just race or ethnicity. It's gender, it might be intellectual approach. You know, the department can make the argument for how this diversifies their department. The goal is recruitment but also building a stronger bridge to tenure. You don't know want to just bring people in. I mean you want to give them the support when they come in to be successful here. In this first year we authorized 42 hires. Now you're authorizing individual hires, not general searches. So you're going to have a lower hit rate on this than you do out of a general search. We've had 15 accepted offers. There's 7 more hires pending. And you know if we can basically hire 20 people a year, bringing more diversity into our departments that over time, we do this for 4 years, that will make a noticeable difference in our faculty. You all know that competing for these faculty is hard. One recent TOP hire, an expert in Biostatistics had TOP offers from 3 other major universities. But [inaudible] [inaudible] in a different sort of way. But we have been successful and I hope we'll continue to be successful. And I hope all of your departments are thinking about how you can use this program effectively, and putting in a request. The first area is faculty excellence. The second area is educational excellence. And I feel like we're really moving in the right direction. Our 4 year graduation rates, which I thought were way too low when I arrived 6 years ago here, are up substantially been going up steadily over really the last 9, 10 years. They're now at 69.3% of our undergraduates who graduate in 4 years. And just under 90% who graduate in 6 years. That puts us in the top 10%, not top 10%, the top 10 public universities in terms of 6 year graduation rates, which I'm very pleased with. And this new number 69% for 4 year graduation, if it looks the same as last year will put us solidly in the middle of the top 10 for 4 year graduation rates as well. That's really great. Time to degree is down. Last year I told you that it was taking 4 years and 4 days to graduate on average, among our students. And I said I wanted to get rid of those 4 days. We managed to do that. We're now 3 years, and 3.96 years, which is 15 days less than 4 years. And I'm very pleased about that. Time to graduation drives down student debt. More than half, 54 % of our students graduate with no student loans whatsoever. And our default rates for those who do graduate with debt have dropped again, from 1.3% to 1%. And that is versus the national 10%. Many top students tell us they choose UW Madison in part because they knew they could graduate without debt. The retention of freshman into sophomore year continues at an all-time high. And these sorts of improvements, the numbers would not be happening without the support of just faculty and staff working well with students across the university. And you and all of your colleagues are the people who deserve thanks for this. Having said that, higher education is changing. And we need to change with it. That means more flexibility for our residential students, better access for non-traditional students. We're looking at expanding some of our online offerings. We're doing a variety of things about gap years, giving students more experiential, you know a lot of things along this line. The other thing on educational excellence I just want to mention, is the creation announced in early September, of our new School of Computer, Data and Information Science. This takes the following 3 departments: statistics, computer science, and the I school, the information school, puts them together in a new school, basically a fifth division within the College of Letters and Science. I'm really excited about this new school. I think it helps strengthen our sort of whole technological data related education. It is designed to strengthen our competitive reputation, to help us pull in the best students. And it's not just about serving a very large number of majors across those fields, but increasingly serving the large numbers of students who are never going to major in statistics or computer science or data science. But who want some exposure to those areas, want some skills in those areas. And putting together certificate programs, and serving not just the majors but the non-majors from everywhere on campus is one of the mandates of that new school. New programs are always exciting. But there are also fundamentals we're working on. As I've noted, we have to continue to work on improving campus climate. And we had been expanding access to mental health services. We added 10 new positions in mental health in the university health service. We're extending evening hours and we even have staff providing services in Mandarin Chinese, and in Spanish. Alright. That's faculty excellence, student educational excellence, expanded and improved student access. We launched Bucky's Tuition Promise a year ago, with the pledge we will give 4 years of tuition and fees completely covered by scholarships, no debt to any incoming freshman from the state of Wisconsin whose parents income is in the bottom half of the income distribution this year. That means $60,000 or less. That's essentially the median income in the state. We just welcome our second cohort of Bucky's Tuition Promise students. We have 825 students from 63 counties, combined with Badger Promise which gives that type of a promise to incoming transfer students from first gen families, 20% of our incoming freshman have free tuition for their time here due to either Bucky's Tuition Promise or Badger Promise. And that type of commitment to access, I just think is deeply important for this university. Finally, expanding and improving research. What many of you spend a lot of your time doing. We have worked very hard on increasing the dollars that go to support our graduate students who are absolutely key to the research excellence of this university. Stipends are up 42% in the last 6 years. And they're up 22% for TAs, up 22% for research assistants. We have moved from being at the bottom of our peer schools to being above the median in TA salaries. And that is deeply important to us. And we need to now maintain that position. In addition to working on graduate students, we continue to work to expand our research partnerships with private industry. We are also at the bottom of our peer schools in the share of research funding we get from private industry. And we've got a lot of business in this state and in this region who want to be near high-tech, strong thinkers, and good research. And we could be doing more to partner with them that. You know with all sorts of guard rails around intellectual property and the ability to publish. I was very pleased that we created the American Family Insurance Data Science Institute on July 1st. The director is Brian Yandell, who is a professor in both statistics and horticulture. And that's gonna work across campus on data science issues. Let me close by telling you a brief story. Some of you have heard about our state outreach program over this last year, which is labeled UW Changes Lives. It's a statewide initiative to built support for this university, by helping people understand the impact we have across the state. It's easy to lose sight of that impact in our daily work. But students have a way of bringing us back to why we're here. We recently heard from Alan Chen, some of you may remember Alan. He graduated as an undergraduate in 2015. Alan had come to the United States from China at age 7, not speaking a word of English. The family settled in Minocqua, up north and opened a restaurant where he and they worked every day except Christmas Eve. On a seventh grade field trip to this campus, he decided this was where he wanted to come. And he got here. He was an outstanding student. And while an undergraduate, he made his next decision. He also wanted to go to medical school next. And he is now a fourth year medical student, here at our university. He's focusing on emergency medicine, and plans to work in Wisconsin after his residency. Alan is a reminder of how the work that we do certainly changes the lives of our students. And through our students, affects the lives of people all throughout the state. Through our research and our outreach, we change many more lives. This is a great university. And the state of our university is indeed very strong right now. But we can always be better. And making progress on any front, faculty excellence, educational excellence, accessibility and research is never quick nor easy. But the result, if we all work on this together is to strengthen our reputation, enhance our quality, and expand our ability to continue changing lives not just in Wisconsin, but around the world. So thank you very much for your service here, as part of shared governance and on the faculty senate. And I will now turn things over to Terry Warfield to give a few words from the UC. Terry. [ Applause ] >> Thank you chancellor Blank. Well good afternoon, and welcome to a new senate year. And in particular, I'd also like to extend my welcome to our new senators. And thank you for those who are returning, and for your service in the senate. We greatly appreciate all of your efforts and involvement. And without the dedication and attention that folks in this room pay, our shared governance simply would not work. Now I want to provide a few brief words for those who are new to the senate. The senate meets the first Monday of the month, from October to December and from February to May. So mark those calendars. And that's again, throughout the academic year. The University Committee, the UC for short serves as the executive committee for the senate. And we meet every Monday throughout the academic year, and quite a few Mondays throughout the summer. And both the senate and UC meetings are open to the public. They are subject to public meeting laws. And we work with the office of the secretary of faculty, and the chancellor to establish the agendas for the senate meetings. Now if you ever have a question about the workings of the senate, the UC, or any of the shared governance committees that we kind of work to nominate people to. Or if you have an issue you would like to discuss with the UC or the senate, please do not hesitate to contact the secretary of the faculty. And the interim secretary is Jane Richard. And she will get you on the agenda. Now a couple of organizational notes: again the senate is a representative body of the faculty. And the UC is the voice of the faculty to the administration, and a conduit for the administration to convey information back to the faculty. And actually, in that regard every Monday that the chancellor is in town we meet with the Chancellor, and we discuss issues that are important for the campus. So I want to be very clear that we on the UC represent you. And thus we are always striving to make sure that communication between the UC and the broader faculty is open and transparent. Now to that purpose, the office of the secretary of faculty and some of our returning senators will be aware of this, last year we started sending a summary message after each senate meeting to all senators, and alternates. And that would hopefully facilitate communication between senators and to the faculty you represent. You'll get a summary of this meeting within the week. Now each year the chair of the UC gets up here at the first senate meeting to provide an overview of what we expect and what we hope to be working on over the course of the coming months. Now every year, this overview has been accompanied by the caveat that we do not know what surprises the state legislature, the federal government, or other bodies may bring our way. With that caveat made, the UC priorities in the coming year intersect with or are integrated with many of the elements that the chancellor discussed just a few minutes ago. In addition, here are some of the things we're working on. And some of these are carry-overs from our work last year. First, as the chancellor mentioned, we are integrating the extension faculty into the campus. And we've been in a couple of meetings, in that regard to help integrate our colleagues into campus and help them transition to our policies and procedures. So again, I'd also like to extend my welcome to the extension senators. I guess that's their corner up there. So welcome. Now regarding the resolution passed in the spring, and some will remember this, on tax sheltered annuities, and investments associated with deforestation risk and rural land grabs. Let me say this right. The TSARC, which is the review committee for tax annuities, tax sheltered annuities. They have taken up and queried the investment advisors in this regard. And at TIAA specifically indicated that it has revised its holdings and policies in response to some of those queries. And the TSARC is monitoring TIAA, and other providers in this regard. I'd finally like to note that the TSARC has noted to us that the program offered by these various investment groups, offers several ESG investment options, for those who are interested. And that all TSA participants have the option to exclude certain activities from their investments. Third, over the summer the UC provided clarification on the upper out, or early case issue. After careful review of the totality of faculty policies and procedures, and in consultation with divisional committees, the UC has concluded that tenure cases can only be considered once. There can be reconsiderations and appeals. But a case that is rejected cannot come up again. Even if there's time left on the clock. The UC is currently beginning to consider amendments to FP&P which would make this conclusion more explicit in our policies. The UC will also be reviewing policies, or we're in the process of reviewing policies around the teaching and research professor title. We approve those resolutions in the spring. So that's underway. Actually today we had a meeting on that with the vice provost. In addition, the UC in a response to a request from the provost, has established a promotion to full ADHOC committee to evaluate the merits of introducing into faculty policies and procedures, guidelines for the promotion to full professor. More to come on that. We are also supporting the title and total compensation efforts on campus, that many of you are aware of. And this is especially with the focus on how that's important for faculty supervisors in departments in the labs. I personally am co-leading the UW Madison shared governance working group, which meets twice a month to receive updates and provide input on that project. The UC continues to monitor and explore ways to bolster shared governance and good shared governance practices, with the goal of continuing to strengthen and deepen our shared governance processes. This includes bolstering and adapting our committee structures where possible in order to help them do better work, or to do their work better. Now note also that the UC meets regularly, with a wide variety of campus leadership. I mentioned earlier that we meet almost weekly with the chancellor. But we also meet with the provost, the chief diversity officer, the athletic board chair, and other shared governance chairs, vice chancellor for finance and administration, vice presidents Lori Reesor, Bill Karpus, and the list goes on. We have kind of a rotating schedule of meeting with leaders to be updated on issues that are important for faculty. And then finally, we get a weekly update from profs. Finally, and this may be known or unknown to some folks, we generally devote part of each weekly meeting in closed session. And that's designed to review and approve rule waivers, respond to grievances, and to identify faculty for nomination to shared governance committees, and higher level search and screen committees. In that regard, we hope that all in this room, and if you know of people, we hope that you'll all be open and willing to serve on these important committees when asked. Now I'd like to conclude with a few words about profs, which is the body that advocates on behalf of the faculty senate. And they do that by reaching out to state government, the board of regents, members of congress, and the public. Now I think you should have received a profs legislative update as you came in today. These are distributed at each senate meeting. And supplement information you can find on profs Facebook and Twitter pages, and on their website. And that's at profs.wis.edu. I strongly encourage all to become a member of profs. By doing that you support the vital lobbying and informational work that they do. In addition to employing a lobbyist, Jack O'meara, not full time. And an administrator, Michelle Felber, profs relies on the dedicated work of it's steering committee, and other volunteers including their faculty president Dorothy Farrar Edwards. Thus, I'd like to end by recognizing, and congratulating all of the faculty who work with profs, the senate and governance generally. Thank you. [ Applause ] >> Are there questions for Terry or for myself? >> Hi. For Terry, you mentioned the research and teaching. Sorry Kurt Paulson district 22. You mentioned the teaching and research professor process. Do we have any hint at a timeline as to when those might be rolled out? >> There's a hint. So we just saw some draft language for the teaching professor process, what that would like. The research professor is scheduled slightly behind that. So we're hoping to share. We're hoping that they can kind of get in line and we can share both sets of procedures later this semester, probably more likely at the December meeting. >> Other questions or issues? If there are none let us turn to the minutes of the faculty senate, on page 13 of your documents. Are there any additions or corrections to the minutes of May 6th, 2019? If there are none, I'm going to approve the minutes as distributed. And please note that you have in your materials behind the minutes, faculty document 2840, it's on page 14, which highlights the work of the faculty senate over the last year. Presumably you've all read through that in detail. Are there any questions or comments on that annual document that anyone wants to raise? If the questions come to you, don't hesitate to contact either Terry or the secretary of the faculty's office. We now have a presentation that I'm looking forward to. Aaron Bird Bear and is Omar here? Oh in the back. I haven't seen him. From the School of Education. And they've been part of some of the presentations in different units on the Native American heritage that this new marker particularly describes. And they are going to make a short presentation here. Let me introduce the two of them. Aaron Bird Bear is a member of the Mandan, Hidatsa, and Dine Nations, and is the assistant dean in the Office of Diversity and Inclusion in the School of Education. Among other things, Aaron has developed the First Nation's cultural landscape tour of the campus. And if you haven't been on that tour I strongly recommend it to you. Omar is a Sokaogon Chippewa citizen and serves as an American Indian curriculum services coordinator in the teacher education center at the School of Education. And I invite both of them to come forward and say something about some of the background that you want this group to hear. [ Applause ] [ Foreign Language Spoken ] >> I just said it's nice to be here my name is Aaron Bird Bear, in the Ho-Chunk language. It's always good to use the ancestral language of the people, of the place we're in. And a quick raise of hands, who are you first from Turtle Island, what we call this continent that we now find ourselves home in. Who is from Turtle Island? Ok. [inaudible] [inaudible] [inaudible] those of us who are from the United States. Right? If we're from Turtle Island, we're from from the United States right? And [inaudible] a good portion. And how many of us are from other continents, or other hemispheres that are not the United States? So a wonderful international community here. And the Our Shared Future movement is trying to celebrate this place, as it's always been an international community full of people speaking different languages, and practicing different ways of being. And so we're just trying to understand this place and our conscious cultural connection to place. An example of conscious cultural connection to place is simply your culture and how it operates. How you name things, how you understand where those names came from, your connection to those names, your connection to your culture. So we're going to silently reflect for just a second. Because these names have a lot to do with our kind of understanding of ourselves in this particular place. And so I want you to think for just a few brief seconds, what are the definitions of these two words? What do these words mean for us, beyond just a kind of proper noun? So if you can think about the word Wisconsin, and the word Mendota. What do those words mean? When I ask this of fourth graders and they say Wisconsin, they say cheese! To which I respond, you cannot milk a bison. I'm sorry. It's just not allowed, that type of activity. And so even our kind of cultural connection to this place speaks to actually the really short-term colonization of this place. And that the incredible ecological demographic change that has happened within the last 150 years, or 170 years. So this place has been home to humans for 12,000 years. We have evidence of human occupation out by Picnic Point going back 12,00 years. So 1848 to present. And 1848 is when our university is created, along with statehood. That's the last 1.5% of the human story of this space. That 98.5% of the story of the space where we're sitting in, is communicated in a language other than English, with a worldview different than the one we hold often as community members here in the United States. And it is the Our Shared Future project that we hope to understand the space more deeply, than just what we call the colonial veneer, that thin layer from 1848 forward that kind of defines our understanding and connection to this space. And we have a little work to do. So in working with First Nations we've formed three major concepts, respect, revitalization, and reconciliation. And respect that we have had the respect to know the shared history we have with the indigenous people of this place. We know a little bit about their customs, their ways of being, their language. Revitalization, that we be invested in kind of helping Native Nations recover, after these horrible policies of assimilation and termination, which only ended when I was in elementary school. Assimilation and termination were policies designed to try to eradicate Native American language and culture from planet Earth. And that did not stop as official U.S. policy by law, until I was in elementary school. So you're looking at the first generation of recovery and renewal of indigenous peoples today, within the United States in Omar and my generation. So if we think about respect, revitalization and reconciliation, that if we really want to work on First Nations, we have to do a little truth to get to reconciliation. Right. We have to do a little truth to get to reconciliation. And the Our Shared Future maker, and the message within it is kind of resembles some of that truth telling we need to do as a university and a community. And we arrived at the Our Shared Future marker because of shared governance. The associated students of Madison in 2016 asked us to learn some hard truths about this place. They wanted to know a little bit more of the deep story, of the kind of contest and conflict that happened here within the Great Lakes for the Ho-Chunk Nations kind of temporary dispossession and removal from this place and the return to this place. And that ultimately the Our Shared Future message that the Ho-Chunk want to share is one of the greatest love stories ever to be told. It's a story of great profound connection to this place, a love of this place, that despite almost 42 years of ethnic cleansing attempts against them, they refuse to be removed from this place. Cause their connection and their culture is so intrinsically tied to this place. And as our hopeful work with the Ho-Chunk Nation, and the other indigenous Nations of Wisconsin, that we'll all arrive to a deeper meaning of this place. So I'm thankful that the university has committed to offering some funds for the Our Shared Future program. You can request funds through the grant that's available through the vice provost for teaching learning's office, if we want to teach more about the incredible human story of this space. And so I just wanted to share a little bit of background of how we arrived here, and turn it over to my friend Omar Poler. The joke I always say, is that I'm often like ramen, a little salty maybe not so good for you, incredibly tasty and fun. Omar is like a kale salad you know, he's full of nutrients. And it's just like you can just live off that stuff you know what I'm saying. So I'll turn it over to my friend Omar Poler. [ Applause ] [ Foreign Language Spoken ] >> Hello those of you who may be my relatives. And I think it's always really important that we begin with indigenous languages. Indigenous languages are very very important to the communities here in Wisconsin, because it's what makes them unique peoples you now. And there are some communities here in Wisconsin who say, when we no longer speak our language, we will no longer be Menominee. We will no longer be Ho-Chunk. Those languages make them unique peoples, and those languages are incredibly endangered you know. There's only one first language speaker of Menominee left. Between 40 and 80 fluent first speakers of Ho-Chunk left. You can't go to another country and learn those languages. If we really cared about the knowledge systems, the diverse knowledge systems of this place I do believe we would start first and foremost with language. And that's why we always start with language. So want to thank you all for being here and say that, did anybody get a chance to see Samantha Skenandore the other day? I know provost Scholz did. He introduced her. It was the first distinguished lecture series event of the year. It was one of the first times that we had an opportunity to hear directly from a Ho-Chunk person about the importance of this place. And she said, she said that every day that we spend here in Madison we're walking on or near a sacred site. Every day. There's an invisible cultural landscape that's all around us, that we because we haven't asked the questions, have been oblivious to. Even this building here where we're at today. Bascom Hall is built on an effigy mound. Right? So this landscape, the Ho-Chunk landscape surrounds us. This cultural landscape, and they say it's a sacred landscape. How do we begin to understand Ho-Chunk people and the different ways that they see this place. And how do we begin to understand our very problematic relationship with Ho-Chunk people and with indigenous peoples. And how that affects indigenous peoples today. And how it affects us today. That that history is a shared history. That we are all shaped by that history. And there's things that we don't know about our own place, this place that we call home because of that history. And so Our Shared Future is really our attempt to begin to ask those questions. So I went on the Wisconsin Idea Seminar, the bus tour around the state which was awesome. It was like the best thing that I've ever done, here at UW Madison. And you know why? Because the faculty asked so many good questions. We went around the state asking questions. And I hope that with Our Shared Future we will begin to ask many question here on this campus. That every word on the Our Shared Future marker is meant to be an opportunity for discussion, for questions. Who are the Ho-Chunk people? Who are they today? You know, what is their structure of government? You know, what are the issues in the Ho-Chunk community? What does it mean to occupy their land? What is ancestral land? What are different human relationships to land? What is the indigenous relationship to land here? How is our relationship different? What's a treaty? What's the treaty of 1832? How is that in fact, our founding document as a community. You know, what is that history of ethnic cleansing? How did it take place here? And more importantly, how did Ho-Chunk people resist? That history of colonization shapes indigenous peoples, it shapes all of us. How is it shaping us? How is it limiting what we see and we don't see in this place? Sovereignty. What is sovereignty? Why is that such an important word for indigenous communities? What is inherent sovereignty, and what does it mean to respect inherent sovereignty? Are we respecting the inherent sovereignty of the Ho-Chunk Nation? How are we understanding what respect looks like to First Nations peoples? And maybe the biggest question of all, is why did it take so long? Why did it take so long? What is that historic process that has erased this history, and this understanding for all of us? And how do we begin to interrogate that as a community? So I encourage you all. Vice provost of teaching and learning, Steve Cramer has a call for proposals. That is encouraging units across campus to ask those questions, and to think about how you all can integrate those questions into your courses, into your curricula. So I know that a couple of units have already applied. And I encourage you all to apply. This is our opportunity to learn maybe some of the greatest lessons from our place. So I want to say [foreign language]. Thank you all. And we have a few handouts for you all, maps, in the back. So you can be aware of the First Nations here in Wisconsin. Thank you. [ Applause ] >> So Aaron, you've got to come up and answer your questions and let people know what the words Wisconsin and Mendota mean. >> Anytime. So Wisconsin actually is a contested term. If we look at the state historical society's explanation, and they have a website that says what does Wisconsin mean? It says that as the United States is coming east to west. Right. So the United States for the most part is coming for this continent east to west. Remember, we indigenous came onto the continent west to east. Right. We came a different way. They on the eastern shore of Lake Michigan, they're with the Miami people. And in the Miami language, they say you're going to Meskonsing. Meskonsing, with an m, like mother. And somehow along the way, that word Meskonsing is two French guys and their very beautiful cursive. Cause we used to write such beautiful handwriting as a human species. We're kind of losing that a little bit. A curly m, looks like an ou in French. And so they have oui, like yes yes, right. And so Meskonsing becomes Wescousing because two French gentlemen can't read each other's handwriting. Right. And then somehow we further anglicized it to Wisconsin. Right. So that's just how we work. Right. So Wisconsin is somewhat, that's the official state kind of history of the word. It's kind of gibberish, or I call it Indianish. Right. The Menominee Nation, in the 2018 State of the Tribes address, Gary Besaw, an alumni of this university and president of Menominee Nation at that time, said that's actually one of their words. A kind of derivation of a Menominee language word a good place to live. So once again it's a contested term. Is it two guys who can't read each other's handwriting? Or is it the oldest language here spoken by people in the western Great Lakes? We'll have to figure that out together somehow, what his word really means. Mendota is a easier term. Governor Farwell was trying to, he was a land speculator. And he needed to make 10,000 brochures to entice settlement into this new place called Madison. And so we called it first, second, third, and fourth like in the United States at that time. And that just wasn't good enough for a brochure to entice settlement. So he commissioned three guys to come up with names, to name the lakes. And so Mendota, Monona, Kegonsa, Waubesa are all three syllable homonyms that have no meaning. They were created for a land speculation brochure. Right. So how we get our names, right, and the meaning of those names right, of who we are as a society. We're really new here. We're a toddler nation just finding our way where we haven't really matured in the way that other societies, who have been in place a long time have matured. And so I think we're still finding our footing and we can kind of see that in our understanding of the names of things that we kind of ascribe as a new society living here in the western Great Lakes. So those are explanations of our terms Wisconsin and Mendota. And I do encourage you to get, I'm so sorry chancellor, these two maps. They're in the back on the dais in the back. They have the treaty lands of the ancestral great lakes, and then information about the contemporary First Nations. So please take them. Take some for your colleagues. [ Applause ] >> You too can bring this plaque, the real plaque to your unit and put a program on that brings some of this information to your colleagues. So I encourage you to think about that. Turning to page 15 on the agenda, let me recognize Professor Warfield who will present a proposal to change faculty policies and procedures to clarify the role of the committee on faculty rights and responsibilities in dismissal cases. Terry. >> Thank you. I move adoption of faculty document 2841, which is on page 15 of your agenda packets. This is not so much a change, as it is a specification. Chapter 9 of faculty policies and procedures defines the process for discipline of a faculty member. And it describes in detail the process for conducting an investigation, and subsequently dealing with the results of that investigation. Section 9.07 outlines the role of the committee on faculty rights and responsibilities in that process. Now in order to more clearly define the statutory role of CFRR, committee on faculty rights and responsibilities, in dismissal cases we propose inserting the specific statute in chapter 36 requiring an impartial hearing officer. >> This does not require a second, since it comes from the UC. I believe everyone is hopeful this is a very minor change that simply makes the FPP language here a little more specific. Is there any discussion? Seeing none, are you ready to vote? All those in favor of the proposed motion making this change, indicate by saying i. >> I. >> Any opposed? Very good. We now take up a matter that was postponed from April's meeting. And I begin once again by recognizing Professor Warfield, who will present changes to faculty policies and procedures intended to strengthen support for jointly appointed faculty, for the first reading. So this is a first reading. We'll hold a conversation, no vote until the next meeting. >> And finally for today. You have in your materials, faculty document 2823, which is a series of proposed faculty policy and procedure changes that are intended to clarify and strengthen support for faculty with appointments in more than one department. There have been a couple of cases recently where faculty have been caught between departments with different expectations or requirements. For example, two departments voting on tenure on two different processes. Or two different processes for promotion to full professor. And the procedures have not been clear to help faculty navigate these situations. The materials in front of you are the first step in a multi-part effort to address the specific needs of jointly appointed and interdisciplinary faculty. Now in parallel with the office of human resources, the provost office, and the office of the secretary of faculty, the UC is working, they are working on template appointment letters. And the UC will work with those and other offices to develop guidance for schools and colleges on appointments, mentoring, and promotion. In that regard, we establish an ad hoc committee, which has put together the proposed amendments to faculty policies and procedures. The two major emphases of note in these proposed changes are a greater emphasis on appointment letters, and clear indication of the need for a lead department. We look forward to any comments you might have on this first reading. >> First reading. Are there any comments or discussions, or questions that anyone wants to ask or make on this proposal? >> Just quickly, would this apply to. >> Edify yourself. >> Oh Kurt Paulson, district 22. Would this apply to new appointment or would it retroactively apply to existing joint appointments? >> Good question. >> What I will tell you. I'm not sure. But I will tell you, in the context of some of the promotion to full conversations that we're having, that point was raised and we will make note that we need to make sure that we have clear guidelines around grandfathering provisions. Which I think is what you're talking about. >> Any other comments? I encourage all of you who are from departments that have joint appointments, and I know that is many many departments here, to bring this language back to your department, to read it closely, and if you have any comments contact the UC. They will be making any changes. And they will bring back a final draft for a second reading, and a vote our next meeting. Alright. That is the end of the agenda. So I declare us adjourned. Thank you all very much for coming today.