Minutes of the Board of Regents of Stephen F. Austin State University. 1999, Volume No. 160

              Stephen F. Austin
State University
Minutes of the
Board of Regents
Austin, Texas
January 19,1999
Volume 160
TABLE OF CONTENTS
Page
99-25 Approval of October 20, 1998 Minutes 1
99-26 Faculty and Staff Appointments for 1998-99 1
99-27 Retirements 2
99-28 Change in Status 2
99-29 Underenrolled Class Report 2
99-30 Twelfth Class Day Report 3
99-31 Last Class Day Report 3
99-32 Faculty Workload Report for Fall 1998 3
99-33 SFA03 3
99-34 Approval to Offer Bachelor of Arts in Economics 3
99-35 Grant Program for Teachers of Visually Impaired 3
99-36 Consideration of Honorary Degree 3
99-37 Vehicle Leases and Purchases 3
99-38 Resolution to Review Qualified Investment Brokers 4
99-39 Resolution to Acknowledge Review of Investment Policy and Strategy....4
99-40 Roofing Project for Mays Hall and Starr Apartments 4
99-41 Coliseum Air Handlers 4
99-42 Housing Renovations 4
99-43 Internet2 Membership 5
99-44 Policy Revisions 5
Reports 5
A. Chair, Faculty Senate
B. President, Student Government Association
C. Vice President - Alumni Affairs
D. Vice President for University Advancement
E. President
SFA 03
■ Proposal for Bachelor of Arts in Economics
Visually Impaired and Orientation and Mobility Courses
Resolution Approving Financial Institutions and Brokers for
Investment Transactions
Appendix No. 5 - Resolution to Acknowledge Review of Investment Policy and
Strategy
Budget Changes
Policy Revisions
Appendix No. 1
Appendix No. 2
Appendix No. 3
Appendix No. 4
Appendix No. 6
Appendix No. 7
MINUTES OF THE MEETING
BOARD OF REGENTS
STEPHEN F. AUSTIN STATE UNIVERSITY
AUSTIN, TEXAS
JANUARY 19, 1999
The meeting was called to order at 9:20 a.m. by Chair Murray Shaw. Board members
present: Ron Adkison, R. A. Brookshire, Penny Butler, Pattye Greer, Lynn Montes,
Jimmy Murphy, and Susan Roberds. Absent: MikeEnoch.
Others present: Dan Angel, Janelle Ashley, Jerry Holbert, Baker Pattillo, Roland
Smith, Danny Gallant, Yvette Clark, and other SFA personnel.
99-25
Upon motion of Regent Murphy seconded by Regent Adkison, with all members voting
aye, it was ordered that the minutes of October 20, 1998 be approved.
99-26
Upon motion of Regent Murphy seconded by Regent Montes, with all members voting aye, it
was ordered that the following appointments be approved.
1. History
Dr. Troy D. Davis, Assistant Professor, Ph.D. (Marquette University), at a
salary of $33,000 for 100% time for nine months, effective January 1, 1999.
2. Office of Instructional Technology
Dr. Mary Ann Blind, Director, Ph.D. (Florida State University), at a salary of
$66,000 for 100% time for twelve months, effective January 1, 1999.
3. University Affairs
Mr. Michael Santiago, Head Football Coach, at a salary of $86,000 for twelve
months, effective December 16, 1998.
Mr. Denzil Cox, Assistant Coach and Instructor of Kinesiology, at a salary of
$56,288.for 10.5 months, effective February 1, 1999.
Mr. Robert McFarland, Assistant Coach and Instructor of Kinesiology, at a
salary of $50,525 for 10.5 months, effective February 1, 1999.
Mr. Arlington Nunn, Assistant Coach and Instructor of Kinesiology, at a salary
of $42,303 for 10.5 months, effective February 1, 1999.
Mr. Robert Walker, Assistant Coach and Instructor of Kinesiology, at a salary of
$44,500, effective December 21, 1998.
Mr. Todd Ivicic, Assistant Coach and Instructor of Kinesiology, at a salary of
$46,174 for 10.5 months, effective January 5, 1999.
Mr. Robert A. Schultz, Assistant Coach and Instructor of Kinesiology, at a
salary of $50,525 for 10.5 months, effective January 14, 1999.
99-27
Upon motion of Regent Greer, seconded by Regent Murphy, with all members voting aye, it
was ordered that the following retirements be accepted.
1. Economics & Finance
Dr. E. Wayne Murdock, Professor, effective December 31, 1998.
Mr. Jesse H. Richardson, Assistant Professor, effective July 9, 1998.
Dr. Weldon L. Smith, Professor, effective December 31, 1998.
2. Secondary Education and Educational Leadership
Dr. Jose Angel Rodriguez, Professor, effective December 31, 1998.
99-28
Upon motion of Regent Butler, seconded by Regent Roberds, with all members voting
aye, it was ordered that the following Change of Status be accepted.
1. University Affairs
Mr. Tommy Newton, from School Relations Recruiter at a salary of $23,605, to
Coordinator of Orientation and Testing at a salary of $26,165 for twelve months,
effective September 26, 1998.
99-29
Upon motion of Regent Murphy, seconded by Regent Greer, with all members voting aye, it
was ordered that the Chairman of the Board be authorized to sign the official Underenrolled
Class Report for spring, 1999 when the data is available.
99-30
Upon motion of Regent Montes, seconded by Regent Butler, with all members voting aye, it
was ordered that the Chairman of the Board be authorized to approve the Twelfth Class Day
Report for the spring semester, 1999, and that the Board approve the Twelfth Class Day Report
for the fall semester, 1998.
99-31
Upon motion of Regent Greer, seconded by Regent Roberds, with all members voting aye, it
was ordered that the Last Class Day Report for the fall semester, 1998 be approved as
presented.
99-32
Upon motion of Regent Adkison, seconded by Regent Butler, with all members voting
aye, it was ordered that the faculty workload report for the fall semester, 1998 be
approved as submitted at the meeting.
99-33
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting
aye, it was ordered that the SFA 03 report be approved as amended in Appendix No. 1..
99-34
Upon motion of Regent Greer, seconded by Regent Roberds, with all members voting aye, it
was ordered that the Board of Regents approve the request to seek permission from the
Coordinating Board to reinstate the Bachelor of Arts in Economics degree, effective fall
semester, 2000. The proposed program is included in Appendix No. 2.
99-35
Upon motion of Regent Roberds, seconded by Regent Butler, with all members voting aye, it
was ordered that approval be given for the proposal to expand SFA's distance learning
program to deliver graduate level courses for completion of the certification program which
prepares teachers of the visually impaired (VI) including Orientation and Mobility (O&M).
99-36
Upon motion of Regent Murphy, seconded by Regent Butler, with all members voting aye, it
was ordered that an honorary degree be awarded to former President George Bush during the
April 30, 1999 Convocation.
99-37
Upon motion of Regent Montes, seconded by Regent Murphy, with all members voting
aye, it was ordered that the University accept the vehicle replacement bid from Tipton
Ford for the lease of five vehicles and the purchase of four vehicles. At the end of the
lease agreement, the University will prepare a report of capital cost (less resale
proceeds) of the purchased vehicles and total lease cost of four equivalent leased
vehicles as supplementary material to any succeeding vehicle acquisition proposal.
99-38
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting
aye, it was ordered that the Resolution Approving the Financial Institutions and Brokers
for Investment Transactions be approved as submitted in Appendix No. 4. Authority
for Commercial Bank, Regions Bank, Citizen's First Bank and Fredonia State Bank to
be limited to non-equity investments as authorized by the Stephen F. Austin State
University Operating Funds Investment Policy (C-41) and includes operating funds,
bond proceeds, reserves, and funds held for debt service.
99-39
Upon motion of Regent Murphy, seconded by Regent Montes, with all members voting
aye, it was ordered that the Resolution to Acknowledge Review of Investment
Resolution Policy and Strategy be approved as submitted in Appendix No. 5.
99-40
Upon motion of Regent Montes, seconded by Regent Roberds, with all members voting
aye, it was ordered that the roofs on Mays Hall and Starr Apartments be replaced
during the current fiscal year and that the President be authorized to sign the necessary
contracts and purchase orders, not to exceed $128,720. The estimated cost of the roof
replacement is $56,160 for Mays Hall and $72,560 for Starr Apartments. Sources of
funds are the Auxiliary Services Repairs and Renovations account. This
recommendation includes a request for authorization to amend the Auxiliary
Enterprises budget in the amount of $189,000 to fund the roof replacements and to
accommodate other additional routine maintenance costs resulting from the housing-systems
occupancy-rate increase for FY 1999.
99-41
Upon motion of Regent Adkison, seconded by Regent Roberds, with all members
voting aye, it was ordered that the Coliseum Air Handlers project be approved and that
the President be authorized to sign contracts and purchase orders necessary to
complete the work, not to exceed $500,000 subject to customary formalized bidding
procedures. Sources of funding for the project are the unexpended balance from the
FY 98 stadium renovation ($180,000) and the unallocated Auxiliary Enterprises fund
balance.
99-42
Upon motion of Regent Adkison, seconded by Regent Murphy, with all members voting
aye, it was ordered that the Board of Regents delegates to its Executive Committee the
power to approve all items necessary to carry out the objectives of agenda item VI. D.,
Housing Renovations. Estimated Cost: $10 million. Source of Funds: Auxiliary
Operations, Student Fees, Fund Balance, Bond Proceeds.
99-43
Upon motion of Regent Brookshire, seconded by Regent Roberds, with all members
voting aye, it was ordered that the Board approve SFA's membership to Internet2 at a
cost of $25,000 per year.
99-44
Upon motion of Regent Adkison, seconded by Regent Montes, with all members voting
aye, it was ordered that the Board of Regents adopt the policy revisions presented, with
changes to policies on Computer System Access and Travel Charge Card.
VIIL REPORTS
A. Faculty Senate
B. Student Government Association
C. Vice President - Alumni Affairs
D. Vice President for University Advancement
E. President
Meeting adjourned at 10:40 a.m.
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8
Appendix No. 1
SFA O3
A Rededication
to Student Success
ANNIVERSARY
1923-1998
Table of Contents
Mission Statement 1
The Planning Process - A Context for Change 3
Key Initiatives and Fundamental Goals 6
Create an Environment for Student Success 6
Program for Student Needs 9
Provide Supportive Environment for Intellectual
Development and Vitality 11
Contribute to Advancement of Knowledge and Creativity 14
Explore, Enhance, and Develop New Technologies 15
Enhance Physical Environment on Campus 17
Improve On-Campus Residential Facilities 19
Expand External Resource Development 21
Conclusion 23
Siunmary of Key Initiatives and Fundamental Goals 24
Commission on the Future 26
Works Cited 27
10
MISSION STATEMENT
Introduction
Stephen F. Austin State University (SFA), strong in tradition and rich in heritage, is
a largely residential university located in the Piney Woods of East Texas. Committed to
excellence, SFA
• provides a collaborative intellectual community recognized for fostering learning;
• offers a wide range of academic and professional programs at the undergraduate
and graduate levels in seven colleges;
• develops students' abilities to think in disciplined, critical, quantitative, and
creative ways;
• cultivates students' ability to communicate effectively;
• fosters meaningful student-faculty interactions in both small classroom settings
and the larger university;
• prepares graduates for success in a diverse and global community; and
• enhances the educational, economic, cultural, and professional environments of
the region.
Mission
SFA is a dynamic, learning-centered university dedicated to enhancing
student success. The University's focus is on excellence in
undergraduate education complemented by superior graduate
education, vital community outreach programs, and the advancement
of knowledge and creativity.
Core Values
• Academic excellence
• Substantive commitment to learning
• Personal motivation to learn, to teach, and to serve
• Supportive environment for intellectual development
11
• Co-curricular experiences to enhance total learning
• Innovative instruction and research with collaboration among programs,
departments, and colleges
• Wisdom, combined with compassion, integrity, and self-knowledge
Vision
Stephen F. Austin State University will become distinguished for
• its diverse academic and collaborative intellectual community.
• dynamic integration of academic programs, residential environment, and co-curricular
opportunities.
• pursuit of high standards in
0 student performance
0 instruction
0 scholarship
0 research and creative expression
0 professional service.
• state-of-the-art learning environments
• excellence of its graduates.
12
THE PLANNING PROCESS
A Context for Change
Dr. Dan Angel assumed the presidency of SFA at a time of unprecedented change in
higher education across the nation. An initial campus assessment of both internal
and external realities revealed major public concerns about post-secondary academic
institutions. These included issues of cost, relevance, quality, and assessment of
higher education, to name only a few.
Upon his arrival on campus in August 1992, President Angel emphasized in a faculty
meeting that to make progress over the next decade, we would need to have 1) an era
of stability, 2) realistic expectations, 3) direction, 4) a proactive rather than reactive
posture, and 5) a shared vision. The result was a planning process utilizing leadership
retreats, focus groups, a speaker series, campus forums, and meetings with external
constituents. The SFA 98 Advisory Committee, chaired by President Angel, assumed
primary responsibility for the planning process.
The product of this planning process was a document entitled SFA 98. approved by
the SFA Board of Regents in January 1994 and widely distributed both on and off
campus. A non-traditional strategic plan, SFA 98 articulated our shared vision via
statements of mission and values and emphasized nine directional themes that SFA
would stress from 1994 to 1998. Specific goals, objectives, and strategies were
developed and updated annually at the college, school, division, and department levels
as part of the implementation phase. Each unit reported goal accomplishments at
the end of each academic year. The SFA 98 Midway Report was published in fall
1996 to show many of the successes realized by the half-way point. Publication of
the SFA 98 Final Achievement Report culminated the planning cycle in fall 1998.
Complementing and contributing to the institution's planning process has been the
concurrent work on a project sponsored by the American Council on Education
(ACE). Funded by the Kellogg Foundation, the ACE project encouraged universities
to identify and address their own agendas for change. SFA was selected as one of only
26 institutions of higher education in the U.S. to participate in this three-year project
that focused on leadership and institutional transformation.
13
To launch the ACE project, SFA conducted two on-campus roundtable discussions,
organized and facilitated by the PEW Higher Education Roundtable. The purpose of
the roundtables was to engage a variety of faculty and administrators in a discussion
regarding the institution's future and potential challenges.
SFA has been grouped with three other comprehensive universities participating in
the ACE project. Project team members of each institution met approximately every
six months to share strategies and lessons learned. The discussion continues via
electronic media such as electronic mail and listservs.
A senior liaison with broad experience in higher education and special skills in
institutional facilitation was assigned to SFA through ACE to lead the discussion.
The project also provided a special opportunity for presidents of the 26 universities to
meet annually to share experiences and strategies. Although this project officially
concluded in January 1998, the Kellogg Foundation has again funded ACE to continue
the work, and SFA has been invited to remain a participant and has accepted.
The new phase will provide continued opportunities for institutional involvement in a
learning network with ACE and other institutions. ACE intends to use the lessons
learned and incorporate them in a Kellogg Forum on Higher Education
Transformation. Launched in May 1998, the Forum has as its purpose the bringing
together of scholars and practitioners in higher education to translate the experiences
of individual campuses into learning that can be adapted and replicated throughout
American higher education. The Forum, over a three to five year period, will 1)
synthesize current knowledge and develop new thinking on institutional change, 2)
work with networks of institutions to help implement their change agendas, and 3)
disseminate learning and results through publications and conferences.
In the fall of 1998, SFA celebrated both the 75th anniversary of the founding of the
University and the accomplishments achieved during the prior five years as they are
recorded in the SFA 98 Final Achievement Report. Preceding these events, the next
planning cycle began. Dr. Angel began the fall 1997 semester with the appointment
of the Commission on the Future-the planning group for SFA 03.
14
The Commission consisted initially of 30 individuals representing all areas of the
University. Two individuals were later added to take the place of members
experiencing scheduling conflicts, and several other individuals gave generously of
their time to serve as resource persons to the planning group. Chaired by the Vice
President for Academic Affairs, the Commission was organized into eight working
groups and met regularly for the 1997-98 academic year. The working groups
brought recommendations to the full Commission for review and inclusion in SFA 03.
As part of the planning process, the Commission used many means, including
electronic media, to receive input from all interested constituents of SFA-students,
faculty, staff, regents, alumni, community members, as well as any other interested
parties.
Committee members read, invited presentations from on-campus and off-campus
specialists and conducted open forums. For SFA 03 the President called for a more
traditional strategic plan than that developed for the SFA 98 five-year plan.
Coinciding with preparation for the SFA 03 document was preparation for the
Southern Association of Colleges and Schools (SACS) review for reaffirmation of
accreditation to culminate in 2000. Following are our key initiatives and fundamental
goals identified for SFA's second five-year plan. Eight key initiatives are supported
by 34 goals. As in the SFA 98 processT more specific objectives and strategies will be
developed, assessed, and updated as necessary annually at the college, school,
division, and department levels as part of the implementation process. Each unit will
report goal accomplishments at the end of each academic year.
15
KEY INITIATIVES AND FUNDAMENTAL GOALS
Create an Environment for Student Success
Several national reports in recent years have focused on the need to rethink higher
education in the last part of the 20th century. One such report is particularly
insightful. The Kellogg Foundation convened a commission of 25 college and
university presidents and asked them to deliberate on the future of state and land-grant
universities. This commission produced their first report in 1997, "Returning to
Our Roots: The Student Experience." Their document lays out a vision of the future
that is both forward looking and also consistent with the tradition of public higher
education in the United States. It states in part:
We can create newly responsive institutions if we reaffirm three
broad ideals and adhere to them tenaciously, following their
implications faithfully wherever they lead: (1) Our institutions
must become genuine learning communities, supporting and
inspiring faculty, staff, and learners of all kinds. (2) Our learning
communities will be student centered, committed to excellence in
teaching and to meeting the legitimate needs of learners, wherever
they are, whatever they need, whenever they need it. (3) Our
learning communities will emphasize the importance of a healthy
learning environment that provides students, faculty, and staff
with the facilities, support, and resources they need to make this
vision a reality, (from chapter 2)
An institution committed to the ideals described in the Kellogg Report necessarily
places student success at the heart of its mission. SFA is committed to these ideals.
Our mission states that "SFA is...dedicated to enhancing student success...." We
believe that students succeed when they make progress toward fulfilling their
educational, career, and personal goals. First and foremost at an educational
institution, students must develop academic and intellectual competence. Second,
they must prepare themselves for active roles in a modern economy and democracy.
Finally, they must move toward the attainment of personal goals such as an
integrated philosophy of life, mutually supportive interpersonal relationships, and
personal health and wellness.
To implement this initiative, we will pursue the following goals:
16
Improve
academic
advising and
mentoring for
students
To be successful, new students need guidance. New members of a
community identify with that community and succeed in that
community because someone had the time and took the time to help
them. They need sound advice not just about what courses to take
in the coining semester but also about the entire college curriculum,
about the wide range of curricular and extracurricular learning
opportunities available, and about job and educational opportunities
following college graduation. Students at risk must be identified, and
we must intervene early to provide help. More attention must be
given to undecided majors. Improvements in advising/mentoring
involve not only faculty but also staff and students.
Increase the
opportunities
for student
learning in the
classroom
To be successful, students must be actively engaged in the learning
process and exposed to a wide variety of learning experiences. We
must approach every classroom topic asking ourselves what
techniques will maximize learning when used by this particular
teacher and these particular students. This calls not only for more
effective teachers but also for more effective students. Both must
be willing to take on new roles. For this to happen, campus support
services for both students and teachers need to be created or
expanded.
Give greater
emphasis to
verbal and
quantitative
skills
throughout the
curriculum
To be successful, students must learn and use verbal and
quantitative skills not only in English and math courses but across
the curriculum. Effective oral and written communication is a
necessity for leadership in modern democracies and economies, and
SFA is committed to preparing leaders. Mathematics is the
language of business and science. Oral and written communication
and mathematics all encourage reasoning and critical thinking.
17
Provide more
outside of class
learning
opportunities
To be successful, students must learn how to learn outside of the
classroom. Most of their lives, both now and later, will be spent
outside the classroom. College can provide the rare opportunity to
combine more structured classroom learning with less structured
but still supervised learning outside the classroom. Skills and ideas
learned in the classroom can be applied and tested in the larger
community. Experiences in that larger community can be discussed
and analyzed in the classroom. Internships and service-learning are
just two examples of outside-of-class learning opportunities. They
afford students the opportunity to relate research and real life
experiences, to serve society, and to experiment with potential
careers. As a public institution, we must build bridges between the
classroom and the outside world.
Increase the
integration
between
academics and
the rest of
student life on
campus
To be successful, students must learn from the entire college
experience. The Kellogg Report speaks of a healthy learning
environment where all college activities are extensions of the
university's central mission of student learning. We cannot afford to
separate the 15 hours or more per week most students spend in
class from the much greater number of hours they spend in student
activities, in residence halls, in student organizations, and in
conversations with their peers. As an institution we must strive for
a more unified college experience in which academics and student life
work together and support one another. Such a coalition might
result in extending learning communities into the residence halls that
provide an environment in which students enjoy living and learning,
as well as establish greater links between faculty/staff and student
organizations/activities.
18
Program for Student Needs
Our academic programs must address a diverse array of students who need to
develop a broad working knowledge suited to the next century.
To implement this initiative, we will pursue the following goals:
Strengthen
admission
standards
To be successful in college-level programs, new students need to
have adequate preparation in high school. The surveys conducted as
a part of the ACE project directed attention toward admission
requirements for entering freshmen students. Respondents called
for an investigation of standards considering SFA's regional mission,
faculty expectations for student achievement, and potential impact
on student enrollment. SFA contracted with NCHEMS
Management Services, Inc. in 1997-98 to conduct a study to
determine the potential impact on enrollment of raising academic
admission requirements for first-semester freshmen. As one means
to improve the retention rate and enhance the classroom
environment, an incremental increase in standards over the five-year
cycle was determined to be the favored approach. An
expansion of the Academic Excellence Scholarship Program and the
student success programs currently in place, i.e., SFA 101, FIGS,
and the interdisciplinary writing program, should accompany the
change. The Academic Assistance and Resource Center, which
provides tutoring services in basic skill areas and in high risk, core
curriculum courses, must continue to play a major role. Criteria for
admissions should include not only standardized test scores and rank
in class, but other factors as well. Rigor of high school curriculum,
including honors and advanced placement courses, grades in
specified core courses, participation in student and community
activities, work experience, and evidence of leadership abilities are
possible criteria for individual review.
19
Assess all
programs for
quality,
relevance, and
need
All programs must be continually assessed for quality, relevance,
and need. We must be able to attract and retain highly qualified
faculty to staff these programs, faculty who are sufficiently devoted
to research as well as teaching and professional service to sustain
the integrity of all courses, particularly graduate courses. As the
Southern Association of Colleges and Schools (SACS) criteria
specify, "Educational activities of an institution include teaching,
research and public service. Planning and evaluation for these
activities must be systematic, broad-based, interrelated and
appropriate to the institution .... the institution must demonstrate
planning and evaluation in its administrative and educational
support services." (pp. 20-21)
Expand the We should seek to stimulate an interdisciplinary exchange whenever
undergraduate , , ^ ., , _ _
honors a wherever feasible. The Honors Program, which has been focused
program primarily in the College of Liberal Arts, has demonstrated that we
can retain our very best students if we offer them challenging,
engaging courses.
Extend
programs for
"Writing
Across the
Curriculum9'
In those departments where it is appropriate, intensive writing
courses at every level can help to address one of the fundamental
weaknesses of modern-day university graduates, i.e., poor writing
skills. English, library, and disciplinary faculty working in
collaborative teaching teams help students by emphasizing inquiry,
research, critical thinking, problem-solving, correctness, and active
learning in their courses.
Explore
capstone
courses
Capstone courses foster the synthesis of learning and prepare
students for professional exams like the ExCET.
20
10
Initiate
feasibility
studies for
future
programs
During the previous planning cycle, SFA implemented four new
undergraduate programs and ten at the master's level. The D.F.
degree with a major in Forestry was changed to a Ph.D., and a new
doctoral program in educational leadership admitted its first two
cohorts of doctoral students.
Programs for which planning authority has already been requested
from the Texas Higher Education Coordinating Board include:
• MPA in Public Administration
• MSN in Nursing
• Ph.D. in Environmental Science
In addition, programs identified in the most recent planning process
for further investigation include:
• BA - Economics, Music Business, Musical Theatre, Public
History
• BBA - Entrepreneurship, Promotion Management
• BS - Physics Engineering, Poultry Science, Sports Medicine
• MFA - Directing
• Ph.D. - Applied Psychology, School Psychology
Provide Supportive Environment for Intellectual Development and Vitality
Fundamental to a dynamic, learning-centered university dedicated to enhancing
student success is a healthy, supportive environment for intellectual development.
Such intellectual development is fostered through quality instruction by competent
faculty and support staff. Tucker (1993) defines a healthy academic environment as
one where faculty are motivated, productive, appreciated, secure in their jobs, work
well together as a group, and are able to reach consensus on issues concerning the
governance and welfare of the academic unit. The second component for such an
21
11
environment is staff who provide outstanding support for academic programs and
student development and services.
Holding academic excellence as a core value, Stephen F. Austin State University
recognizes the importance of recruiting, retaining, and developing outstanding faculty
and staff members who create intellectually stimulating environments where student
success can occur.
To implement this initiative, we will pursue the following goals:
Promote
academic
excellence by
recruiting high
quality faculty
and staff
Project faculty and staff demand by department through 2003,
identifying new and replacement positions that will be required;
Adjust budgeting and financing practices to ensure adequate
resources to fund the demand for new and replacement positions;
Reduce reliance on temporary and part-time faculty in
appropriate areas;
Establish and maintain competitive salaries;
Commit sufficient resources for recruitment to enable
departments adequately to advertise and recruit excellent faculty
and staff members;
Increase diversity in faculty and staff by recruiting candidates in
under-represented demographic groups including ethnicity,
gender, subject area competence, and degrees from a broad
spectrum of institutions;
Explore other forms of compensation that will make SFA
attractive to prospective candidates;
Establish endowed chairs to attract preeminent faculty;
22
12
Seek to retain,
revitalize, and
support current
faculty and
staff in their
pursuit of
academic
excellence
Support and
reward high
quality
teaching and
staff
performance
Determine reasons for faculty and staff turnover to facilitate
retention of quality personnel;
Develop specific budget plans to upgrade salaries to be more
competitive;
Expand funding opportunities in support of teaching excellence,
i.e., teaching grants, leave replacement awards, technology
support, teaching support staff;
Improve support for research activities;
Examine and redefine, as appropriate, faculty workloads,
teaching schedules, and University responsibilities to promote
teaching excellence and retention;
Investigate ways to enhance the existing faculty reward system;
Establish distinguished professorships to be awarded to
outstanding faculty.
Establish a Teaching Excellence Center;
Expand use of and support for interdisciplinary teaching circles
and encourage faculty mentoring;
Provide "intelligent classrooms" so that faculty can incorporate
technology where appropriate into the curriculum;
Support innovative delivery systems such as team-taught
courses, cross-functional courses, and electronic delivery by
revising teaching assignments/workloads to reflect faculty
participation;
Review performance evaluation systems for faculty and staff;
provide training for and implement the new merit-based
Performance Management Plan for staff which encourages and
rewards outstanding performance and continuous improvement;
review departmental merit criteria for faculty. All faculty must
strive for excellence in teaching, be active in scholarship and
23 13
public service, and be responsive to student needs. All staff must
be student-oriented and responsive to the public. A commitment
from faculty and staff to work together in a collaborative team
approach will benefit the entire SFA community;
Examine the reward structure for teaching and provide more
useful feedback to the faculty for use in improving teaching.
Contribute to Advancement of Knowledge and Creativity
In articulating SFA's mission of dedication to student success, we highlight the
importance of the advancement of knowledge and creativity. Included among our
core values are innovative instruction and research. Our vision calls for the pursuit
of high standards in research and creative expression.
As a comprehensive university, SFA has taken advantage of the latitude that
classification affords and carved out its own distinctive mission with respect to
teaching and research or scholarship. We support Boyer's (1990) appeal for a
broadened view of what scholarship means and agree that all faculty are scholars~or
should be. We applaud Boyer's call for a renewal and revitalization of teaching and
embrace his conclusion that we might view the work of the professoriate as having
four separate, yet overlapping, functions, including the scholarship of discovery, the
scholarship of integration, the scholarship of application, and the scholarship of
teaching.
To implement this initiative, we will pursue the following goals:
24 14
Link In general, professors who are active learners are more effective
and Creativity teachers from undergraduate to doctoral-level programs. Those
to excellence in who remain up-to-date in their professional fields pass on to their
teaching at all ,
levels students the excitement of inquiry.
Support and
reward
scholarship
and creativity
Working with the Office of Research and Sponsored Programs,
continue to stimulate research by providing seed money for pilot
projects and leveraging external funding opportunities. Increase the
number of Faculty Research Grants awarded each year.
Involve Students given the opportunity to work with faculty in scholarly
undergraduate ..... 1 2, . . ,
and graduate actlvltl^s enhance their creative and analytic skills. Learning
students in through problem solving, they develop new skills essential to their
faculty
research own success.
activities
Explore, Enhance, and Develop New Technologies
"Information is the infinite resource . . . because it represents a boundless supply of
boundless power to manage a world of boundless potential" (Halal, 1998). We have
become the information society. The two external forces most responsible for
reshaping American enterprises, including universities, are changes in technology and
changes in demand.
For a number of years, technological advances have been revolutionizing the ways in
which universities offer instruction, communicate with their various constituencies
(both internal and external), conduct their research projects, and manage their
business affairs. Technological advances~in the ease and sophistication of electronic
networking and in the array of multimedia~are leading to changes in our classroom
paradigm: from group lecture to individual exploration, from passive absorption to
active apprenticeship, from omniscient teacher to educational guides, from
25
15
homogeneous to diverse learning experiences, and from stable to fast-changing
content.
SFA already has significant accomplishments in this area to build upon: the
establishment of the Office of Instructional Technology, funding for the Center for
Professional Development and Technology as one of the first such centers in Texas,
pioneering efforts in the integration of networked information in Steen Library, and
recognition of our overall technology efforts on the ACE WWW pages.
Technological progress in teaching, research, and general communications will be
facilitated by coordinating university information technology functions.
Consideration should be given to implementing a distributed model for support
service.
To implement this technology initiative, we will pursue the following goals:
Intensify
exploration
and use of new
teaching and
information
technologies,
and build on
strengths in
information
and
computing.
• Move toward universal access to high speed networks for faculty,
students, and staff by providing active high-speed multiple-user
network connections for instruction in classrooms, laboratories,
libraries, and conference rooms;
• Explore and continue to develop modes for providing network
access for faculty, students, and staff from off-campus locations;
• Improve budgeting and financing practices to ensure adequate
continuing funding for technology;
• Recognize technological innovations in a campus award
programs for outstanding teaching, research, outreach, and staff
achievements;
• Promote interdisciplinary research projects for which information
technology is a crucial enabling element;
26
16
Build support
services to
which faculty
can turn for
instruction
and support in
classroom uses
of the new
technologies
Provide coordinated and distributed instruction to assist faculty,
staff, and students in the use of information technology;
Develop innovative and effective programs in teaching, research,
and outreach, including distance learning, that integrate and
maximize the benefits of information technology and
computation;
Expand existing programs that teach new users how to make
best use of electronic resources;
Encourage faculty to become adept at using the new
technologies.
Seek to
optimize
coordination of
electronic
resources
across campus
Establish a unified help desk providing a single point of contact
for all technology-oriented inquiries, which would minimize
referrals by having the appropriate support person contact the
user;
Encourage student ownership of computers through universal
connectivity and access to software and services;
Enhance and expand the SFA computation and communication
infrastructure as necessary to accomplish the above;
Maintain and upgrade internal and external network connectivity
at levels commensurate with evolving network standards and
technology;
Expand SFA's potential to reach prospective students, alumni,
and donors by providing on-line information and services.
Enhance Physical Environment on Campus
SFA is known for its beautiful and traditional campus. Its aesthetically pleasing and
functional buildings surrounded by attractive grounds play a prominent role in
recruitment and in creating an environment conducive to learning.
27
17
We plan to maintain and expand this attractive and functional environment. Our
classrooms and learning centers must be effectively designed, furnished, maintained,
and equipped with appropriate instructional technology to enhance our teaching and
learning environments. Steen Library, laboratory facilities, and offices must provide
up-to-date resources required for research, and appropriate performance facilities,
studios, and galleries are essential for students and faculty in the arts. It is
imperative that residence halls meet the needs of today's students.
To implement the physical environment initiative, we will pursue the following goals:
Emphasize
aesthetics in
planning
physical
environment
Functionality must be combined with aesthetics in plans for new
construction, renovations, and expansions of buildings and grounds.
Towering pines, greenspace, and colorful, well designed flower and
shrub beds should continue to be campus hallmarks. Space is at a
premium on the SFA campus; therefore, land acquisitions of property
adjacent to campus will enable future expansion and an atmosphere
of spaciousness.
Improve
campus
lighting,
signage, and
accessibility
Enhanced campus lighting will add to the beauty of the campus at
night and promote safety. Additionally, improved signage will offer
convenience, safety, and accessibility. We will explore multiple
options for improving parking convenient to campus. SFA has a long
history of providing a campus environment readily accessible to
persons with disabilities. We will continue to improve these
accommodations.
As we expand our academic programs and continue to meet Title EX
requirements in athletics, we must provide additional space for
Continue
renovation I
expansion of
University offices, laboratories, classrooms, dressing areas, and other needed
buildings and . .
grounds space. Priorities in our plans for renovation/expansion are
28
18
• E.L. Miller Science Building
• Birdwell Building
« Telecommunications
• Classroom and Office Space
• Housing Maintenance Facility
• SFA Mast Arboretum
• Pedestrian Thoroughfares
Improve On-Campus Residential Facilities
Changing patterns of student needs and desires dictate that we provide attractive,
comfortable, and functional housing, wired for advanced technology. In addition to
providing a home away from home, on-campus residence halls provide unique
opportunities to extend learning beyond the classroom.
In an effort to better assess options for improving on-campus residential facilities,
SFA contracted with Biddison Hior, Ltd. in 1998 to develop a Housing Master Plan.
Their has taken steps to implement a planning process includeding an assessment of
on-campus housing, a market analysis of off-campus housing, a review of University
policies as they affect occupancy, a financial analysis to determine financial
feasibility, and a review of residence life and student development programs.
To implement this initiative, we will pursue the following goals:
Make Occupancy in apartments on campus is good compared to
undergraduate 0CCUPancy *n residence halls (95% vs 76%). In addition, there is a
housing a growing body of literature that suggests that undergraduate
students, first year students in particular, benefit most from living
on campus. SFA should concentrate first on improving the residence
halls and limit investment in apartments for the near term to on
going repair and maintenance.
29 19
Segment the Students have different needs and interests as they progress
undergraduate ,, ,., . . _ _
housing through the umversity, and the on-campus residential experience
experience should be structured to accommodate these differences, especially
between freshmen and upperclassmen.
Extend the
"Freshman
Experience"
into housing
It is widely documented that the first year is the most critical in the
university experience. Part of creating a successful first year is
rooted in the experience of living on-campus. We have a key role in
assisting students in the transition from home to the greater
responsibility and freedom of the university. We should extend the
initiatives already begun, including the Freshman Focus Course,
Interdisciplinary Learning Communities, and the Honors Program,
into a formalized "Freshman Experience."
Create com
munities and
neighborhoods
to support the
Freshman
Experience
Create an
"Upperclass
Experience"
To provide definition and physical support for the Freshman
Experience, we should undertake a series of upgrades to the
residence halls that will assist students in forming smaller
communities within the context of the campus.
A corollary to the "Freshman Experience" is to create a more
appealing residential environment for upperclass students. Creating
an attractive residential environment for upperclass students
includes offering "move-up" options in housing and housing policies
tailored for upperclass students.
In addition to capital projects that would be undertaken to support
the Freshman and Upperclass Experiences, other needed
improvements, including accessibility and technology upgrades,
Incorporate
accessibility,
technology,
and other
upgrades into
capital projects should be incorporated into the capital projects.
Convert
appropriate
residential
There is currently excess capacity in undergraduate housing~the
combined fall and spring semester occupancy is about 76%. Even
30
20
space for
academic use
when housing improvements are complete, there will continue to be
an adequate supply of dormitory-style housing. There is a
corresponding need to provide adequate space for expanding
programs m Social Work, Environmental Science, and
Biotechnology.
Expand External Resource Development
As State support for higher education has continued to decline, costs of providing an
education have escalated. Concurrently, financial aid continues to be difficult to
obtain for many students. Faced with this dilemma, the SFA Board of Regents
authorized the Share the Legacy Campaign to be conducted through 2003. A
Campaign Director was hired and will work closely with the Division of University
Advancement and the Alumni Association. The Legacy Campaign adopted as
priorities four areas identified by the University as those of greatest need.
To implement the external resource initiative, we will pursue the following goals:
Increase
scholarship
support
SFA strives to attract academically talented students from
throughout the state and region to foster a rich learning
environment. Increasing academic scholarship funds will provide the
University with the resources necessary to enter the 21st century.
Enhance SFA's first priority always has been, and always will be, providing
faculty support ,, , . , , ... .
the highest quality learning environment possible to students.
Assembling a first-rate faculty is the foundation on which this
academic excellence is built. Endowed chairs and professorships
allow SFA to recruit and retain the teaching talent needed to provide
students the high level of instruction they expect from the
University.
31
21
Provide
program
support
Expand
campus
enhancement
support
The education of a well-rounded student extends beyond the
classroom. SFA offers beneficial academic, cultural, social, and
athletic programs that broaden the educational experiences of our
students. The University is dedicated to expanding these important
opportunities.
The natural beauty of the SFA campus sets it apart from all other
universities in Texas. This magnificent natural resource must be
preserved and enhanced for the enjoyment and appreciation of
current and future students.
32
22
CONCLUSION
Over the 1999-2003 planning horizon, SFA will continue to operate in an environment
characterized by significant change. Student demographics and needs, rapid
advancement of technology, and increasing competition from both traditional and
non-traditional educational providers stand out among the major environmental
forces shaping this change.
SFA has a unique opportunity to engage in continued internal change and
development to meet these future challenges. Working with a dedicated Board of
Regents, SFA's excellent cadre of senior faculty, talented new faculty, and
conscientious staff and administration will provide the leadership required to put
students first and achieve these aggressive eight key initiatives and 34 goals.
33 23
Summary of Key Initiatives and Fundamental Goals
I. Create an Environment for Student Success
A. Improve Academic Advising and Mentoring for Students
B. Increase the Opportunities for Student Learning in the Classroom
C. Give Greater Emphasis to Verbal and Quantitative Skills Throughout the Curriculum
D. Provide More Outside of Class Learning Opportunities
E. Increase Integration Between Academics and the Rest of Student Life on Campus
II. Program for Student Needs
A. Strengthen Admission Standards
B. Assess All Programs for Quality, Relevance, and Need
C. Expand Undergraduate Honors Program
D. Extend Programs for "Writing Across the Curriculum"
E. Explore Capstone Courses
F. Initiate Feasibility Studies for Future Programs
III. Provide Supportive Environment for Intellectual Development and Vitality
A. Promote Academic Excellence by Recruiting High Quality Faculty and Staff
B. Seek to Retain, Revitalize, and Support Current Faculty and Staff in their Pursuit
of Academic Excellence
C. Support and Reward High Quality Teaching and Staff Performance
IV. Contribute to Advancement of Knowledge and Creativity
A. Link Scholarship and Creativity to Excellence in Teaching at All Levels
B. Support and Reward Scholarship and Creativity
C. Involve Undergraduate and Graduate Students in Faculty Research Activities
V. Explore, Enhance, and Develop New Technologies
A. Intensify Exploration and Use of New Teaching and Information Technologies
and Build on Strengths in Information and Computing
B. Build Support Services to Which Faculty Can Turn for Instruction and Support in
Classroom Uses of the New Technology
C. Seek to Optimize Coordination of Electronic Resources Across Campus
VI. Enhance Physical Environment on Campus
A. Emphasize Aesthetics in Planning Physical Environment
B. Improve Campus Lighting, Signage, and Accessibility
C. Continue Renovation/Expansion of University Buildings and Grounds
VII. Improve On-Campus Residential Facilities
A. Make Improving Undergraduate Housing a Priority
B. Segment the Undergraduate Housing Experience
C. Extend the "Freshman Experience" into Housing
D. Create Communities and Neighborhoods to Support the Freshman Experience
E. Create an Upperclass Experience
F. Incorporate Accessibility, Technology and Other Upgrades into Capital Projects
G. Convert Appropriate Residential Space for Academic Use
34 24
VIII. Expand External Resource Development
A. Increase Scholarship Support
B. Enhance Faculty Support
C. Provide Program Support
D. Expand Campus Enhancement Support
35 25
COMMISSION ON THE FUTURE
Janelle Ashley, Chair*
Tom Atchison*
Freddie Avant
Ric Berry*
Scott Bills
Roger Bilow
Robyn Brown
AlCage
Barbara Can-
Deborah Dalton
Mel Finkenberg*
Geralyn Franklin*
Tom Franks
Robert Hill
James Hoard
Jerry Holbert
Betty Johnson
David Kulhavy*
Treba Marsh
Darrel McDonald
Jack Nelson
Brian Oswald
Baker Pattillo
Allen Richman
Lauren Scharff*
Pat Sharp
Roland Smith
Pat Spence*
Jim Speer
Bob Szafran
Suzy Weems*
Hans Williams
Vice President for Academic Affairs
Dean, College of Sciences & Mathematics
Undergraduate Coordinator and Associate Professor, Social Work
Interim Dean, College of Fine Arts and Professor, Music
Professor, History
Admissions Director
SGA President
Library Director
Professor, English
Assistant Professor, Music
Chair, Department of Kinesiology & Health Sciences
Chair, Department of Management, Marketing, International Business
Dean, College of Education
Associate Athletic Director
Director of Public Affairs
Vice President for University Advancement
Chair, Department of General Business
Professor, Forestry
Assistant Professor, Accounting
Associate Professor, Geography
Director, Auxiliary Services
Assistant Professor, Forestry
Vice President for University Affairs
Director of University Honors Program and Professor, History
Assistant Professor, Psychology
Instructor, Geology
Vice President for Business Affairs
Director of Student Publications and Instructor, Communication
Dean, College of Liberal Arts
Chair, Department of Sociology
Associate Professor, Human Sciences
Assistant Professor, Forestry
* Members of ACE/Kellogg Project Team
36 26
Works Cited
Boyer, Ernest L. Scholarship Reconsidered: Priorities of the Professoriate. Princeton,
N.J.: Carnegie Foundation for the Advancement of Teaching, 1990.
Boyer Commission on Educating Undergraduates in the Research University.
"Reinventing Undergraduate Education: A Blueprint for America's Research
Universities." New York: State University of New York at Stony Brook, 1998.
Retrieved May 4, 1998: (http.V/notes.cc.sunysb.edii/pres/boyer.nsf/V
Halal, William E. The Infinite Resource: Creating and Leading the Knowledge
Enterprise. Chicago: Jossey-Bass, 1998.
Kellogg Commission. "Returning to Our Roots: The Student Experience." National
Association of State Universities and Land-Grant Colleges. Washington, D.C.,
1997. Retrieved April 11,1998:
(http://intervisage.com/Kellogg/STATEMENTS/council.html).
Southern Association of Colleges and Schools, Commission on Colleges. Criteria for
Accreditation. 1996.
Stephen F. Austin State University. SFA 98. 1994.
—. SFA 98 Midway Report. 1996.
—. SFA 98 Final Achievement Report. 1998.
Tucker, A. Chairing the Academic Department: Leadership Among Peers. American
Council on Education Series on Higher Education. Phoenix: Oryx P, 1993.
Upcraft, M. Lee, and John N. Gardner. "A Comprehensive Approach to Enhancing
Freshman Success." The Freshman Year Experience. Ed. M. Lee Upcraft, John
N. Garner, and Associates. San Francisco: Jossey-Bass, 1989. 1-23.
37
Appendix No. 2
NAME OF INSTITUTION: Stephen F. Austin State University
NAME OF PROPOSED PROGRAM: Bachelor of Arts in Economics
Display how proposed program(s) would appear on the Coordinating Board program inventory;
include Texas CIP code designation(s).
CIP 45.0601.00 01 Economics, General
How would name(s) of program(s) appear on student diplomas?
Bachelor of Arts in Economics
How would name(s) of program(s) appear on student transcripts?
B.A.: Economics _
Administrative unit(s) responsible for the program(s):
Department of Economics and Finance
Proposed date for implementation of program: Fall 2000
Person to be contacted for further information about proposed program(s):
Name: Clifton T. Jones Title: Department Chain Economics and Finance
Phone: (409)468-4301
Signatures:
FAX: (4091468-1447
Campus Chief Executive Officer Date
NA
System Chief Executive Officer
(As appropriate)
Governing Board approval date:
Date
38
FORMAT FOR NONSUBSTANTIVE DEGREE PROGRAM REQUEST
I. REASON FOR REQUEST
A. Provide a rationale for the request. Include information on program need demand,
including similar programs at Texas public and independent universities, demand from
potential students, and job market needs.
At college campuses across the country, the number of undergraduate students choosing
to major in economics is increasing. According to a recent article in The Wall Street
Journal dated November 30, 1998, "economics is enjoying a surge in popularity with
college students.7' Economics is now the number one undergraduate major at top schools
such as Harvard, Princeton, Columbia, Stanford, Pennsylvania and Chicago; the second
most popular major at Brown, Yale and California-Berkeley, and the number three major
at Cornell and Dartmouth. The demand for undergraduate economics degrees at public
universities and second-tier colleges is also growing.
Economics has been a required subject in most high schools for some time, but in recent
years more and more students are being exposed to economic concepts and ideas as early
as kindergarten, as local centers for economic education have provided training for K-12
teachers across the country. As a result, students arrive at college with a much greater
appreciation for the pervasive role played by economics in their daily lives, especially in
the public arena. One observer points out that today's college students who are
"interested in public policy are more likely to study economics than political science."
Many ambitious students also see an undergraduate major in economics as a preferred
route to graduate study in law or business, with its emphasis on logical reasoning and
analytical skills. Economics also has a reputation for being a more difficult major, which
often impresses recruiters.
Currently, the Department of Economics and Finance at Stephen F. Austin State
University offers only one undergraduate degree program with a major in economics: the
Bachelor of Business Administration in Economics. In the past, the department also
offered a degree program leading to the Bachelor of Arts in Economics, but that program
was eliminated in the early 1970's. The department asks for permission to reinstate the
Bachelor of Arts in Economics degree program, effective in the fall semester of 2000.
Typically, when the only way to obtain an undergraduate degree in economics is to pursue
a business degree, not very many students choose economics as their business major. This
is because once a student has decided to obtain a business degree, he or she usually prefers
to major in one of the traditional business fields, such as accounting, marketing,
management or finance. For these business-oriented students, economics is thought of as
more of a social science, such as history, political science or geography, rather than as a
business discipline.
39
At those universities which offer an undergraduate major in economics that does not lead
to a business degree, there will usually be more economics majors. This is because
students are then able to pursue their interest in economics without being forced to
complete all of the burdensome core requirements found in the typical undergraduate
business degree program, which would leave them with little room to explore other
nonbusiness interests. Furthermore, whenever a university gives its students the option of
pursuing a major in economics leading to either a business or nonbusiness degree, more
students choose to pursue the nonbusiness economics major.
The Department of Economics and Finance would like to give students at SFA the option
of majoring in economics while obtaining either a business degree or a nonbusiness
degree. We feel that this would increase the number of SFA students studying economics
and also provide an additional incentive for academically superior students to come to
SFA instead of another university. Having a nonbusiness economics major would enhance
SFA's academic reputation and provide tangible evidence of SFA's commitment to higher
academic standards.
B. Include any historical or other documentation to support the request.
The number of undergraduate business majors at SFA has fallen from a high of 3930 in
1984 to 2212 in 1998, a reduction of 44%. Over this same time period, total
undergraduate enrollment at SFA has not changed very much, averaging about
10,500-11,000. Thus, the percentage of SFA undergraduate students who major in
business has fallen from 36% to about 21%, indicating that 4 out of 5 students prefer to
obtain a nonbusiness major. Reinstating the Bachelor of Arts in Economics would give
these students a way to study economics without forcing them to become business majors.
II. PROGRAM DESCRIPTION
A. Provide a description of the program, including educational objectives, degree
requirements, and curriculum requirements.
The primary purpose of the proposed degree program for a Bachelor of Arts in Economics
is to provide students with a solid foundation in the concepts, theories and techniques of
economic analysis, with an emphasis on the application of these concepts to every facet of
their lives. Our graduates would be well-prepared to use these analytical skills to find
logical solutions to a wide variety of problems, whether in business, industry, law or public
service.
The curriculum for the Bachelor of Arts in Economics is designed to provide in-depth
coverage of both microeconomics (the study of individual economic agents, such as
consumers, firms and workers) and macroeconomics (the study of the economy as a
whole), as well as substantial exposure to various sub-fields such as international trade,
environmental issues, urban economics, public finance and managerial economics. In
addition, the student is trained in modern statistical data analysis techniques. Beyond
40
these core topics in economics, students are required to take six hours of history, political
science, geography or sociology to help them see how their economic training can be
helpful to understanding other social issues. Of course, students must also attain
proficiency in another language, as befits a Bachelor of Arts degree program, and must
select either a second (nonbusiness) major or a minor (which could be business) as a
broadening requirement. It should be noted that accreditation standards for the College of
Business prevent any student pursuing a nonbusiness major from taking more than 25
percent of his or her course work in business. Any nonbusiness economics major wanting
to take more than 25 percent of his or her course work in business would obviously be
better off simply pursuing the existing business economics major.
Degree requirements:
1. University Core Curriculum Requirements
A. Communications Skills (12-14 hrs.)
1. Six semester hours from: ENG 131,132,133,235
2. Six to eight semester hours from: BCM 247; COM 111,170; ENG 273;
FRE 131,132; SPA 131,132; ELA 111,112; SPH 172,272
B. Mathematics (3 hrs.)
1. MTH 220 - Introduction to Probability and Statistics
C. Natural Sciences (6-8 hrs.)
1. Six to eight semester hours from: AST 105*; BIO
121V23M31,133,225,238; CHE 111*,112*,133*,134*,231*; GOL
131*f132M33*;PHY101M02*,110M18M31M32*,241,242. (Where
indicated by an asterisk, the appropriate laboratory course must be taken in
conjunction with the lecture course.)
D. Humanities & Visual and Performing Arts (6 hrs.)
1. Three semester hours from: ART 280,281,282; MUS 140,160; THR
161,370; DAN 341
2. Three semester hours from: ENG 215,221,222,231,232,234,
235,330,360; PHI 153,223; HIS 151,152
E. Social and Behavioral Sciences (15 hrs.)
1. Six hours from: HIS 133,134,335
2. PSC 141,142
3. ECO 231 - Principles of Macroeconomics
F. Institutionally Designated Options (3 hrs.)
1. CSC 121 - Introduction to Information Processing Systems
2. Major Requirements
A. CSC 121, ECO 231, and MTH 220 (if not already completed in item 1 above)
B. Three semester hours from: MTH 133,138,139,143,144,233,234
C. Proficiency in a modern foreign language through the equivalent of SFASU's
232 courses or four semesters of the same language.
D. ECO 232 - Principles of Microeconomics
ECO 331 - Money and Banking
ECO 339 - Applied Statistical Analysis
41
ECO 351 - Income and Employment
ECO 353-Price Theory
E. Twelve hours of advanced ECO electives (courses numbered 300-499).
Current advanced ECO electives include:
ECO 311 - Managerial Economics
ECO 337 - Public Finance
ECO 341 - Urban Economics
ECO 361 - Environmental Economics
ECO 373 - Business Cycles
ECO 475 - Special Problems in Economics
ECO 480 - International Economics
F. Six semester hours from the following:
HIS 309 - Topics in American Political and Economic History
PSC 344 - Introduction to Public Administration
PSC 345 - American Public Policy
PSC 445 - Policy Analysis
PSC 446 - Topics in Public Administration
PSC 449 - Urban Affairs
PSC 450 - Urban Political Problems
GEO 310 - Spatial Economic Behavior
GEO 365 - Political Geography
GEO 439 - Urban Geography
SOC 357 - Population and Society
SOC 362 - Sociology of Work
3. A. An academic minor of at least 18 semester hours, but not more than 23
semester hours, with at least nine hours advanced and at least six hours advanced
at SFASU; or
B. A second major of at least 24 semester hours with at least 12 advanced hours
at SFASU.
4. Hours requirements: At least 42 semester hours of advanced work, with at least 36
hours advanced at SFASU; at least 42 semester hours of work in residence at
SFASU; and at least 130 semester hours total. No more than 32 hours of course
work from the following areas: ACC, FIN, GBU, OSY, MKT, MGT, BLW, BCM.
5. Grade requirements: A grade of at least C in each freshman English course; if
required by the Texas Academic Skills Program, and unless exempted by a TASP
retest score of 270 or higher, a C in MTH 099, ENG 099 and RDG 098, or a P in
MTH 090, ENG 090 and RDG 090; at least a 2.0 GPA overall at SFASU; at least
a 2.0 GPA in major courses taken at SFASU; and at least a 2.0 GPA in all minor
or second major courses taken at SFASU.
42
III. RELATIONSHIP TO EXISTING AUTHORIZED PROGRAMS
A. Demonstrate the relationship between the proposed program and existing authorized
programs.
As mentioned above in I. A., the Department of Economics and Finance currently offers an
undergraduate major in economics leading to a Bachelor of Business Administration
degree. Both the existing business economics major and proposed nonbusiness economics
major require students to complete the same set of required economics courses, namely:
ECO 231, 232, 331, 339, 351, 353 and 12 hours of advanced economics electives. In lieu
of the business core requirements, the proposed nonbusiness economics major would have
broadening requirements nearly identical to those of other BA degree programs at SFA,
such as a foreign language proficiency requirement and either a second academic major or
minor.
B. Describe how the proposed program would affect existing programs, including the
potential effects on enrollment (e.g., the need for additional sections or increased class
sizes, faculty and library resources).
Since the new nonbusiness economics majors would come primarily from existing SFA
students, it is assumed that there would be no impact on enrollment in any of the lower
level university core curriculum courses. The nonbusiness economics majors would have
to take the same economics courses as existing business economics majors and minors, so
the Department of Economics and Finance would not have to offer any new courses to
serve the nonbusiness economics majors. With the modest increases in the number of
economics majors envisioned by this request, the additional students could easily be
accommodated without adding any new sections of existing economics courses. The
College of Liberal Arts should also easily be able to handle a modest increase in the
enrollment in any of their courses which are listed as electives under 2.F. in the proposed
major requirements above. Any negative impacts on existing degree programs, either
business or nonbusiness, are likely to be minor and very diffused, and would be partially
mitigated by the broadening requirements of a second major or minor. No single existing
degree program could be expected to lose a significant number of students, as interest in
economics as a nonbusiness major is not confined to those students currently located in
any particular department or discipline. Restoring the option of a nonbusiness economics
major at SFA could also be expected to draw some new students to SFA who might have
gone elsewhere, which would benefit all the other departments offering courses in the
proposed degree program.
Since there is an existing economics major at SFA, no additional library resources would
be needed.
IV. EXPECTED ENROLLMENT
A. Estimate the cumulative headcount and full time equivalent (FTE) enrollment for each
43
of the first 5 years (majors only, considering expected attrition and graduation) and
indicate the number expected to be new to the institution each year.
B. Explain assumptions used in making these estimates.
These projections assume no substantive changes in the business core requirements, and
the continuation of current trends in overall University enrollment, i.e., a slight upward
trend in the number of undergraduate majors. They generally assume that less than ten
new majors will be declared each academic year, with some attrition, leading to a long-run
average of approximately 30 majors by the fifth year.
V. RESOURCES
A. Provide descriptions of courses that have been implemented and new courses needed.
1. List and describe courses implemented within the last three years that would be
included in the new program curriculum.
ECO 361 Environmental Economics: An economic treatment of
environmental issues, including pollution abatement, air and water
quality standards, ozone depletion, recycling and toxic waste, with
an emphasis on environmental policy.
2. List and describe new courses not yet implemented for the program.
None.
B. Describe faculty resources and faculty requirements if any.
1. List current faculty members, indicating highest earned degree institution, field
of study, current teaching and research assignments, dates of appointment, and
anticipated contribution to the program. Specify course(s) each faculty member
would teach.
Jones, Clifton T., Ph.D., Texas A&M University, Economics
Current Teaching and Research Assignments: microeconomic theory
Date of Appointment: 1995
Specific Courses to be Taught: Principles of Microeconomics, Price Theory
Howard, James E., Ph.D., University of Georgia, Forest Economics
Current Teaching and Research Assignments: statistics, environmental economics
Date of Appointment: 1980
Specific Courses to be Taught: Applied Statistical Analysis, Environmental
Economics
Ishwaran, Jayvanth, Ph.D., Purdue University, Economics
Current Teaching and Research Assignments: money and banking, international
economics and trade, macroeconomics
Date of Appointment: 1997
Specific Courses to be Taught: Money and Banking, International Economics
Rummery, Sarah L., Ph.D., Australian National University, Economics
Current Teaching and Research Assignments: macroeconomics, labor economics
Date of Appointment: 1998
Specific Courses to be Taught: Principles of Macroeconomics, Income and
Employment, Managerial Economics
Edwardson, Jeffrey L, ABD, Texas A&M University, Economics
Current Teaching and Research Assignments: microeconomics, macroeconomics,
public economics
Date of Appointment: 1998
Specific Courses to be Taught: Principles of Microeconomics, Principles of
Macroeconomics, Public Finance
Simmons, Garland D., Ph.D., Texas A&M University, Finance
Current Teaching and Research Assignments: statistics, finance, mathematical
economics
Date of Appointment: 1987
Specific Courses to be Taught: Applied Statistical Analysis
Murdock, E. Wayne, Ph.D., University of Oklahoma, Economics
45
Current Teaching and Research Assignments, macroeconomics, urban economics
Date of Appointment: 1972
Specific Courses to be Taught: Principles of Macroeconomics, Urban Economics,
Business Cycles and Forecasting
Dumas, Rocky N., MBA, Stephen F. Austin State University, Economics
Current Teaching and Research Assignments: macroeconomics, microeconomics
Date of Appointment: 1987
Specific Courses to be Taught: Principles of Microeconomics, Principles of
Macroeconomics
Davis, Carl L., Ph.D., Oklahoma State University, History
Current Teaching and Research Assignments: American history
Date of Appointment: 1962
Specific Courses to be Taught: Topics in American Political and Economic
History
Hoechten, Harry V., DP. A., Nova University, Political Science
Current Teaching and Research Assignments: American public policy, public
administration
Date of Appointment: 1981
Specific Courses to be Taught: Introduction to Public Administration, American
Public Policy
Sementelli, Arthur I, Ph.D., Cleveland State University, Political Science
Current Teaching and Research Assignments: policy analysis, public
administration
Date of Appointment: 1997
Specific Courses to be Taught: Introduction to Public Administration, Policy
Analysis
Herzog, Richard J., Ph.D., University of New Orleans, Political Science
Current Teaching and Research Assignments: public administration
Date of Appointment: 1987
Specific Courses to be Taught: Topics in Public Administration
Claunch, Ronald G., Ph.D., University of Missouri, Political Science
Current Teaching and Research Assignments: urban politics
Date of Appointment: 1971
46
Specific Courses to be Taught. Urban Affairs, Urban Political Problems
Heppen, John J., Ph.D., Louisiana State University, Geography
Current Teaching and Research Assignments: economic and political geography
Date of Appointment: 1998
Specific Courses to be Taught: Spatial Economic Behavior, Political Geography
Hallman, Leon C, Ph.D., University of California-Los Angeles, Geography
Current Teaching and Research Assignments: urban geography
Date of Appointment: 1969
Specific Courses to be Taught: Urban Geography
Szafran, Robert F., Ph.D., University of Wisconsin-Madison, Sociology
Current Teaching and Research Assignments: demographics, sociology of work,
social research methods
Date of Appointment: 1983
Specific Courses to be Taught: Sociology of Work, Population and Society
2. If current faculty would be teaching new courses, how would their teaching
assigfiments change, and how would their current assigfiments be accommodated?
No new courses will be taught.
3. List all new positions (faculty, graduate assistants, clerical support, etc.)
required during the first five years of the program and indicate whether the
positions would be additions or reassignments. If reassignment, indicate the
source.
Since the proposed program does not require any new courses, no new faculty or
staff positions will be required, and no staffing or classroom problems are
anticipated. Thus, SFA would need NO ADDITIONAL RESOURCES to offer
this proposed program.
C Describe status of equipment with regard to this request.
1 Itemize expenditures during each of the last 3 years for equipment and supplies
specifically for the proposed program.
None.
D. Describe status of facilities with regard to this request. Include any alterations or
renovations of existing facilities made during that three years that would be used for the
Al
new program.
None.
E. Provide library staffs assessment of library resources necessary for the proposed
program, if applicable.
No additional library resources are needed for the proposed program.
48
Appendix No. 3
Courses, Titles, and Descriptions: See Appendix A, "Visually Impaired and
Orientation and Mobility TETN Courses"
Level: Master's
Programs: M.Ed. Special Education
Request: Approval is sought for instructional telecommunications delivery of graduate level courses for
completion of the certification program which prepares teachers of the visually impaired (VI) including
orientation and mobility (O&M). Multiple modes of instructional technologies will be used
independently, with each other, and in combination with interactive video services to deliver the
structured sequence of courses.
Background: VI professionals include teachers certified to teach students with visual impairments and
orientation and mobility specialists. The annual 1998 needs survey of all 20 Education Service Centers
(ESCs) indicated a shortage of at least 100 full-time equivalent (FTE) positions for certified teachers of
the visually impaired in Texas. However, due to the low prevalence, many districts need a VI
professional only part-time, thereby raising the number of individuals who need VI and O&M
certification. Many of these positions are needed in rural areas of the state where it is hard to recruit
specialized staff. To meet these needs, the Texas Education Agency has funded a systems change
project noted for its innovative, collaborative interagency practices. Stephen F. Austin State University
and Texas Tech University are collaborating in the coordination and delivery of instruction throughout
this funded project.
Methodology: Primary delivery systems will consist of: (1) interactive television classrooms available
through the Texas Education Telecommunications Network (TETN) units located in each Regional
Educational Service Centers across Texas for simultaneous broadcast of courses over dedicated video
circuits; and (2) worldwide web instructional resources containing course materials and Internet tools,
such as email, will serve to increase interactivity necessary for learning.
Plans for technology-based delivery of coursework include simultaneous transmission of campus
classroom presentations to remote interactive television facilities. Class facilitators are available in all
classrooms involved with interactive television presentation, and all rooms feature multiple
camera/monitor/microphone configurations with connected computer, fax, document camera and VCR
units.
The Office of Instructional Technology (OIT) provides faculty support and training in creation
instructional technology course designs and materials for the collaborative funded project.
Creation of Internet-based instructional resources is likewise supported on-campus, with ongoing
development of a Worldwide Web "virtual classroom" system with full multimedia capabilities for
course design.
With both Interactive Video and Internet delivery modes additional consideration has been given to
promoting communication between faculty and students in the absence of real-time class interactivity.
Applications such as electronic mail, listserv discussion groups and online "chat" areas have been
implemented for convenient on- and off-campus access.
49
Support Services: The Office of Instructional Technology at SFA shares responsibilities with academic
departments, at SFA as well as TTU, for developing and administering degree programs designed for
distance delivery, including managing faculty and student services unique to distance learning
curricula. Special arrangements for faculty and students include:
• Collaborative curriculum development
• Implementation of telecommunications infrastructure
• Design of technology-based instructional processes
• Technology training and consultation for instructors
• Facilitation of technology-based classroom instruction
• Assessment of technology program effectiveness
Assessment: As with on-campus courses and distance learning courses offered via interactive video,
regular evaluation of effectiveness and student satisfaction will be conducted for classes delivered via
Internet and videotape media. A specialized assessment instrument (Attachment B) tailored for
distance learning programs has been constructed based on results of the American Association of
Higher Education's "Flashlight Project". The instrument reflects the "Principles of Good Practice for
Electronically Offered Academic Degree and Certification Programs" produced through a Western
Cooperative for Educational Telecommunications project. SFA's assessment efforts also employ the
Southern Association of Colleges criteria for evaluation of distance learning programs to address
concerns of instructional quality and technology effectiveness. Specific questions examine
effectiveness in curriculum and instruction, course evaluation and assessment, library and learning
resources, and student services. Each course offered is evaluated at mid-semester and during final
exams. Survey results are added to a cumulative database each semester and a summary report is
generated for on going program evaluation.
Compliance: The proposed expansion of Stephen F. Austin State University's distance learning
program has been developed in compliance with standards, guidelines and criteria outlined in Chapter
5, Subchapter H, Approval of Distance Learning for Public Colleges and Universities. The Office of
Instructional Technology has assumed expanded responsibility for coordination of faculty/student
support services and serves as liaison for interaction between on- and off-campus entities.
cc: Janet Beinke, Texas Higher Education Coordinating Board
50
Appendix A
Visually Impaired and Orientation and Mobility TETN Courses
51
Visually Impaired and Orientation and Mobility TETN Courses
Course Title:
SFA TTU
Programs and Services for Individuals with Programs and Services for Individuals
Visual Impairment (SPE 570) with Visual Impairment (EDSP 5380)
Description: The study of the visually handicapped person from the standpoint of emotional and
intellectual factors, cultural influences and interpersonal relationships
Course Title:
SFA TTU
Independent Study: Communication Skills for Communication Skills for Individuals
Individuals with Visual Impairment (EPS 575) with Visual Impairment (EDSP 5382)
Description: Students learn Literary Braille and are introduced to Nemeth Code, Braille Music Code and the use
of electronic Braillers and computer Braille translation programs.
Course Title:
SFA TTU
Basic Orientation and Mobility (SPE 445- Basic Orientation and Mobility
graduate credit) (EDSP 5384)
Description: Exploration of space in the home and school environment and the wider community according to
individual needs; appreciation and understanding of professional mobility instruction programs.
Course Title:
SFA TTU
Independent Study: Anatomy and Function of Anatomy and Function of the Visual
the Visual System (EPS 575) System (EDSP 5383)
Description: The structure, function, and possible pathologies of the eye. Social, vocational and educational
implications of visual problems together with skills in communicating with medical rehabilitation specialists.
Course Title:
SFA TTU
Advanced Clinical Practicum in Orientation Seminar in Special Education
and Mobility (Seminar I) (SPE 500) (Seminar I) (EDSP 5390)
Description:
SFA TTU
Provides the student the opportunity to study Recent research practices and problem
and practice the skills and concepts needed by areas in special education. May be
disabled individuals to safely travel in all repeated for credit
environments
Course Title:
SFA TTU
Intermediate Clinical Practicum in Seminar in Special Education
Orientation and Mobility (RHB 401) (Seminar II) (EDSP 5390)
Description:
SFA TTU
Provides the student the opportunity to study Recent research practices and problem
and practice the skills and concepts needed by areas in special education. May be
disabled individuals to safely travel in all repeated for credit
environments
52 Revised 12/17/98
Course Title:
SFA
Advanced Clinical Practicum in Orientation
and Mobility (Seminar II) (SPE500)
SFA
Provides the student the opportunity to study
and practice the skills and concepts needed by
disabled individuals to safely travel in all
environments
TTU
Anatomy and Function of the Visual
System (EDSP 5386)
TTU
Development of teaching skills in
orientation and mobility in semi-independent
settings with
multihandicapped and blind students
Course Title:
SFA TTU
Advanced Clinical Practicum in Orientation Advanced Orientation and Mobility
and Mobility (Training for Multihandicapped) Training for Multihandicapped
(RHB402) (EDSP 5387)
Description: Advanced orientation and mobility teaching techniques for travel in independent settings for
multihandicapped and blind students
Course Title:
SFA
Instructional Strategies for Individuals with
Visual Impairment (SPE 441)
TTU
Instructional Strategies for Individuals
with Visual Impairment (EDSP 5381)
Description: Strategies for teaching and adapting instruction in content areas, independent living, career-vocational,
P.E., and leisure. Includes a theoretical framework, assessment strategies, and research applications.
Course Title:
SFA
Independent Study: Instructional Strategies
for Individuals with Visual and Multiple
Impairments (EPS 575)
TTU
Independent Study: Instructional
Strategies for Individuals with Visual
and Multiple Impairments
(EDSP 5385)
Description: Strategies for providing instruction in reading and writing in Braille and print, listening skills, and
technology for students with visual impairments.
53
Revised 12/17/98
Appendix B
Distance Learning Questionnaire
54
Stephen F. Austin State University
Distance Learning Questionnaire
SCANTRON INSTRUCTIONS
In this course, how would vou rate:
1. The clarity with which the class material was communicated
2. The timeliness with which papers, tests, and written assignments were graded and returned
3. The extent to which the instructor made off-campus students feel that they were part of a "class"
environment
4. The instructor's organization and preparation for class
5. The instructor's general level of enthusiasm
6. The extent to which the instructor encouraged class participation
7. The efficiency of material exchange between you and the instructor
8. Your ability to access a library when, and if needed
9. Your ability to access a computer when, and if needed
10. The ease of class enrollment and registration
/n this course how likely are vou to:
11. Be an active participant in scheduled discussions about the course material (such as an in-class
discussion section or a computer conference)
12. Ask for clarification when you don't understand something.
13. Discuss the subject matter with other students.
14. Obtain help understanding course material from students or peers.
15. Communicate with content experts outside your college or university
55
Please Use The Following Scale To Respond To Items 16-23
gl^
Because this course requires the use of electronic communication:
16. I spend more time studying for this course that I would have otherwise
17. I spend too much time learning to use the technology
18. I am better able to juggle my course work with my work and/or home responsibilities
19. The technology(ies) used in this course did not work in the way they were supposed to
20. The technology(ies) used in this course were appropriate for performing the tasks required
21. I would recommend this course to others
22. I would recommend this instructor or faculty member to others
23. My anxiety about using technology (such as computers, interactive television, video tape
recorders, voice mail, etc.) is hurting my performance in this class
24. Compared to conventional classroom courses, this course was...
(A) Much Worse (B) Worse (C) The Same (D) Better (E) Much Better
25. The workload required by the course was....
(A) Too Light (B) Moderately Light (C) Just Right (D) Rigorous (E) Too Great
26. Would you enroll in another distance learning course delivered this way?
(A) Yes (B) No
27. Would you still have been able to take this course if it had not been offered at a distance?
(A) Yes (B) No
28. Including this course, how many distance learning classes have you taken to date that were delivered
this way?
(A) 1 (B) 2 - 3 (C ) 4 - 5 (D) 6 - 7 (E) 8 or more
29. In a typical week since this course began, approximately how much time do you spend communicating
with the instructor outside scheduled course times about matters of academic content?
(A) Greater than
10hrs
(B) 5-10hrs. (C) 2-5 hrs. (D) 1-2 hrs. (E) Less than
1 hr.
30. Since the beginning of this semester, on average how many hours per week have you spent studying
(reviewing lectures, preparing for quizzes and examinations, conducting research, completing projects
and assignments, reading books and articles related to the subject matter, etc.) for this course?
(A) Greater than
10 hrs.
(B) 5-10 hrs. (C ) 2 - 5 hrs.
31. On average, how many hours per week do you work for pay?
(A) 0-10 (B) 11 -20 (C) 21 -30
32. Overall, with this course, I have been:
(A) Very
Dissatisfied
(B) Somewhat
Dissatisfied
(C) Somewhat
Satisfied
56
(D) 1 - 2 hrs.
(D) 31 - 40
(D) Very
Satisfied
(E) Less than
1 hr.
(E) Greater than 41
Appendix No. 4
BOARD OF REGENTS
OF
STEPHEN F. AUSTIN STATE UNIVERSITY
Nacogdoches, Texas
RESOLUTION APPROVING
FINANCIAL INSTITUTIONS AND BROKERS
FOR INVESTMENT TRANSACTIONS
WHEREAS, The Texas Public Funds Investment Act requires the University to submit
a resolution approving a list of qualified investment brokers to the governing body of the
institution for adoption and/or review; and
WHEREAS, the following firms are approved investment brokers:
Merrill Lynch Inc.
Salomon Smith Barney Inc.
Southwest Securities Inc.
Prudential Securities Inc.
Commercial Bank of Texas
Regions Bank
Fayez Sarofim Inc.
Citizen's First Bank
Fredonia State Bank
NOW THEREFORE BE IT RESOLVED that the Stephen F. Austin State University
Board of Regents, by the issuance of this Resolution, do hereby approve the above listed firms
for investment transactions by Stephen F. Austin State University; and
BE IT FURTHER RESOLVED that a copy of this resolution be spread upon the
minutes of the January 19, 1999 meeting of the Board.
THE BOARD OF REGENTS, STEPHEN F. AUSTIN STATE UNIVERSITY
Murray Shaw, Chairman Ron Adkison
Jimmy Murphy, Vice Chairman Penny Butler
Mike Enoch
Pattye Greer
Attest: Lynn Montes
R. A. Brookshire, Secretary to the Board Susan Roberds
57
Appendix No. 5
BOARD OF REGENTS
OF
STEPHEN F. AUSTIN STATE UNIVERSITY
Nacogdoches, Texas
RESOLUTION TO ACKNOWLEDGE
REVIEW OF INVESTMENT POLICY AND STRATEGY
WHEREAS, The Texas Public Funds Investment Act requires that University's
investment policy and strategy must be annually reviewed by the governing board of the
institution; and
WHEREAS, the law also required the governing body to adopt a written instrument
stating that is has reviewed the investment policy and strategy; and
NOW THEREFORE BE IT RESOLVED that a copy of this resolution be spread
upon the minutes of the January 19, 1999 meeting of the Board.
THE BOARD OF REGENTS, STEPHEN F. AUSTIN STATE UNIVERSITY
Murray Shaw, Chairman Ron Adkison
Jimmy Murphy, Vice Chairman Penny Butler
Mike Enoch
Pattye Greer
Attest: Lynn Montes
R. A. Brookshire, Secretary to the Board Susan Roberds
58
Appendix No. 6
STEPHEN F. AUSTIN STATE UNIVERSITY
SCHEDULE OF BUDGET INCREASES
September 1, 1998 through December 31, 1998
ACTIVITY RECIPIENT TRANSFER SOURCE
59
Appendix No. 7
Policies for Board Review
January 1999
60
Appendix No. 7
Administrative Systems Software Changes New Policy
Original Implementation: January 19, 1999
Last Revision: None
System software changes to administrative systems allow the systems to:
A. Meet the changing needs of the user community and system owners.
B. Provide patches when problems are encountered.
C. Provide upgrades tot he systems as new features are added.
Changes to systems software involving the Financial Records System (FRS), the Human
Resources System (HRS), and the Student Information System (SIS) are requested by the
system owners or the managers for those respective systems within University
Information Systems (UIS). The changes are then evaluated as a solution for the problem
or need they address by the appropriate system manager within UIS and are approved or
rejected for application to the system.
Application of Software Changes
The Database Administrator, (DBA), is exclusively responsible for performing changes
to system software in FRS, HRS, and SIS in the production systems. Candidate code is
modified and/or tested in the appropriate test system by the UIS programming staff and
the system managers for the respective systems. After the candidate code has been
successfully tested and evaluated for correct function, the programmer or system manager
may request that the DBA move the code to the production system by sending his move
request through the SCT Move Request System (SCTREQ).
After the DBA receives the request to promote the candidate code to production via
SCTREQ, the DBA will review the changes, compile the code, and schedule the new
code for activation after the nightly batch scheduler run completes that night. The new
change will be available for the next business day's processing.
Source of Authority: Vice President for Business Affairs
Cross Reference: None
Contact for Revision: Director of University Information Systems
Forms: Account Authorization Form (available in the Boynton Computer Center or via
the web at <http://www.uis.sfasu.edu/sfa_forms/>
Computer System Access New
Original Implementation: January 19, 1999
Last Revision: None
SFA Administrative Account Security
Administrative accounts are provided for access to SFA's administrative information systems.
The accounts have the following security characteristics that have been arrived at by the
functional need of the type of user.
General Guidelines
All accounts adhere to the following general guidelines:
• Minimum password length of six characters.
• Rejection of trite or easy to guess passwords as a user's password.
• Password history; Passwords are not allowed to be re-used by a user.
• Open VMS break-in detection and evasion: An excessive number of unsuccessful login
attempts will activate a feature of the operating system that "evades" or locks out further
attempts to login from the network address in question.
• As a rule, we do not create "generic" or group accounts. All accounts are tied to an
individual whenever possible to promote accountability.
Staff Accounts
Staff accounts are provided for SFA faculty and staff for access to the administrative systems,
specifically, the SCT suite of systems: SIS, FRS, and HRS. These accounts are generally
organized as follows:
User Identification Code: The UIC for staff accounts are grouped by department i.e. each
department has a common group identifier followed by a unique user identifier.
Password Lifetime: The password lifetime is set to 90 days for staff accounts.
Directory tree: Each staffs account has a home directory organized under a common staff root.
The protection is set to give only the account holder access to the home directory.
Access to the Data Command Language prompt: No, except in certain circumstances. The
user is held within a menu system that denies access to the command prompt.
Privilege: Low
Programmer Accounts
Programmer accounts are provided to University Information Systems (UIS) programming staff
for the purpose of maintaining UIS systems, providing support to staff users, and augmenting
current systems. These accounts are generally organized with the following characteristics:
User Identification Code: The UIC for programmer accounts consists of a unique group
identifier for the programming group. Each user has a unique user identifier.
Password Lifetime: The password lifetime is set to 60 days.
Directory tree: Each programmer account has a home directory organized under a common
programming staff root separate from the staff root. The protection is set to give only the
account holder access to the home directory in some instances. Group read access is allowed for
the sharing of information between the programming staff.
Access to the Data Command Language prompt: Yes
Privilege: Low
Operator Accounts
Operator accounts are provided for UIS operations staff to allow them to:
A. Monitor UIS systems and take corrective action autonomously, if necessary
B. Service requests for print, tape or other associated resources
C. Oversee operation of the batch scheduler
User Identification Code: The UIC for operator accounts consists of a unique group identifier
for the operations group. Each user has a unique user identifier.
Password Lifetime: The password lifetime is set to 30 days.
Directory tree: Each operator account has a home directory organized under a common
operations staff root separate from the other roots. The protection is set to give only the account
holder access to the home directory.
Access to the DCL prompt: Yes
Privilege: High
Database Administrator Accounts
Database Administrator accounts are provided for UIS operations staff to allow them to:
A. Maintain UIS Database systems
B. Upgrade IA-Plus software (patches and new release software)
C. Provide programming necessary to maintain and augment administrative environment.
D. Provide general support to programming staff
UIC: The UIC for Database Administrator accounts are grouped with the programmers. A
unique user identifier is provided for each account.
Password Lifetime: The password lifetime is set to 30 days.
Directory tree: Each Database Administrator, (DBA), account has a home directory organized
under a common root with the programmers. This configuration is dictated by the close support
relationship between the programmers and the DBAs. The protection is set to give only the
account holder access to the home directory, some group read access is allowed as necessary.
Access to the DCL prompt: Yes
Privilege: High
System Manager Accounts
System Manager accounts are provided for University Information System, (UIS), operations
staff to allow them to:
A. Maintain system software.
B. Upgrade system software (patches and new release software).
C. Provide programming necessary to maintain and augment the system environment.
D. Perform security monitoring and monitor system viability; performance management.
E. Administer user accounts, SCT online system security, and email.
UIC: The UIC for System Manager accounts are in a unique group. A unique user identifier is
provided for each account.
Password Lifetime: The password lifetime is set to 30 days.
Directory tree: Each System Manager account has a home directory organized under a common
system manager root separate from the other roots. The protection is set to give only the account
holder access to the home directory. No group access is allowed.
Access to the DCL prompt: Yes
Privilege: High
Investigation of Access Violations
Reported or suspected access violations whether they be by "terminal" or any other avenue will
be investigated aggressively and completely by the Technical Support Staff of University
Information Systems (UIS). Upon notification of any such event, the Director of University
Information Systems will be notified and the Assistant Director of Technical Support shall
initiate a complete investigation utilizing any system and/or UIS resources necessary. The
Director of University Information Systems will notify the Vice President for Business Affairs
and in the event a business system is involved, the Internal Auditor.
The primary concern is outlined below. The exact order of steps taken below depends on the
situation at hand:
A. Close any avenue used to commit the violation and return the system at once to a secure
state.
B. Immediately take steps to preserve and protect any evidential data sources. These may
include:
1. User accounts including email, files, programs, scripts, etc., in an account.
2. System security files including operator (OPCOM) logs, security audit journals and
system accounting logs.
3. Data files from application software, application source code, logs and application
transaction journals.
4. Flag system backups from a range of time surrounding the event to prevent their
expiration and re-use that would effectively result in erasure. The exact range of time is
dependent upon the situation.
C. Perform any real-time monitoring of suspected violations in progress.
D. Engage UIS and system owner staff as needed to assess and report on the health of any
affected application systems.
E. Assess any other systems, application or system-related, that for any reason may be
suspected of being involved in the access violation.
F. The University Police Department must be alerted. Notify any other Stephen F. Austin State
University staff as required. This may include the system owner or any other department
that has a justifiable need for involvement.
G. Maintain a high state of system monitoring to ascertain if any related violations are
attempted. The exact length of any high state of alert is to be commensurate with the
situation encountered.
The UIS Technical Support Staff reserves complete authority to inspect in real-time or by other
means any suspected activity that appears to represent an abuse of any UTS-managed system.
This includes, but is not limited to, inspection of email, real time monitoring of users, logging of
activity and inspection of files of any type.
A complete report and analysis of the access violation will be produced after the investigation is
complete. Any criminal investigation will fall under the auspices of the appropriate investigating
body. The report will be filed by UIS and full and complete measures will be taken to repair any
security breaches uncovered by the investigation.
Assignment of New Passwords
Students, faculty and staff may request a password change in the event their password has been
forgotten or some other problem dictates resetting their password.
The process of obtaining password change is outlined below:
Faculty/Staff Accounts
A. Call the Customer Support Help Desk at 468-1212. In the event no one is available at the
help desk, call University Information Systems directly at 468-1110.
B. Be prepared to provide your username and account type: (Academic account on Titan or
Administrative account on SFAADM), as well as additional personal information to help
confirm you identity.
C. Request that the help desk personnel reset your password.
D. At your earliest convenience, login to the account to reset the password. Leaving the
account set to the password given to you by the help desk attendant is strongly discouraged
and may result in a breach of system security.
E. If you use the account you had the password reset on with any email software, you will have
to supply the email software with your new password the next time the software is used.
Student Accounts
A. Report to the Boynton Computer Lab (room 109, Boynton Building) and request that your
password be reset.
B. Be prepared to provide your validated Student ID card. All password changes are keyed on
your Student Identification Number.
C. At your earliest convenience, login to the account to reset the password. Leaving the
account set to the password given to you by the lab attendant is strongly discouraged and
may result in a breach of system security.
Source of Authority: Vice President for Business Affairs
Cross Reference: None
Contact for Revision: Director of University Information Systems
Forms: Account Authorization Form (available in the Boynton Computer Center or via the web
at <http://www.uis.sfasu.edu/sfa_forms/>
Travel Charge Card new
Original Implementation: January 19, 1999
Last Revision: None
An American Express Corporate Card is available for eligible travelers of the University
who take, or expect to take three (3) or more business trips per fiscal year, or expend at
least $500 per fiscal year for official state business. The state-issued American Express
Corporate Card is to be used for business related charges only. By accepting the charge
card, the employee accepts the responsibility for paying all charges timely and agrees that
the charge card is intended for state business use only.
The American Express Corporate Card issued to an employee remains the property of the
State of Texas and should be used only for official state business charges while away
from the University. Use of the American Express Corporate Card by an employee for
personal business is considered a violation of state policy and will be subject to corrective
action. The State Travel Management Program and the University will receive monthly
reports of charges made on all charge cards and the status of payments. Charges will be
reviewed for compliance with guidelines stipulated on the Charge Card Agreement
signed by the employee at the time of application. If an account ages to sixty (60) days
past due for the second consecutive month, American Express will impose a 1.5%
delinquency assessment on all thirty (30) days plus money. If an account ages to ninety
(90) days past due, an amount equal to the American Express delinquency assessment
will be imposed and the account will be canceled.
The Vice President for Business Affairs will be responsible for monitoring charges and
payment status on all individual corporate charge cards issued to University employees
and to ensure compliance with the regulations and penalties stipulated on the Charge
Card Agreement.
SOURCE OF AUTHORITY: State Travel Management Program, Charge Card
Services, 1 TAC sec. 125.9; Vice President for Business Affairs
CROSS REFERENCE: Travel Request, Policy C-37
CONTACT FOR REVISION: Controller
FORMS: Card Use Agreement
CARD USE AGREEMENT
I agree that use of the American Express Individual Corporate Card, referred to as "the
Card" below, will be governed by the following:
I understand the Card is to be used for State of Texas business travel charges only and is not for
personal use. Use of the Card for charges other than official state business is a direct violation
of the State's contract with American Express, Ethics Commission Advisory Opinion No. 147,
and the STMP's rule (1 TAC 125.9(a)) and, therefore, misapplication of the state-issued card.
Further, I understand that any misuse will result in cancellation of the Card and will be subject
to disciplinary action up to and including termination of employment.
I will be responsible for all charges resulting from use of the Card and understand that I am
required to pay the account in a timely manner. Further, I understand that if my account goes
sixty (60) days delinquent, the University will cancel the card. Cancellation of the Card, for any
reason, does not relieve me of the responsibility for payment of the charges and delinquency
assessments.
I understand that once I receive the Card, I an ineligible for travel advances unless the
establishments at the business destination do not accept the corporate charge card. Further, I
understand that if my Card is suspended or canceled for misuse or nonpayment, I will not be
eligible for travel advances for the duration of my employment at the University.
I understand that if an emergency situation (i.e., lost luggage, automobile repair on personal
vehicle) relating to the business of the University, while away from the University, requires the
use of the Card, I must immediately notify my supervisor or the University's credit card
coordinator in writing of the charges and provide an explanation of the situation.
I understand that the University may request a copy of my Corporate Card statement and
receipts to verify card usage at any time.
1 understand that the program or division director, associate deputy director, agency head, and
my direct supervisor will be notified in writing of any apparent misuse or delinquency on my
individual corporate card account. I also understand that any proves misuse of the card will be
reflected in my next scheduled performance review or be placed as a permanent notation in my
personnel file with the University.
I understand that this signed agreement becomes legally binding and will become part of my
personnel file with the University.
I understand the above-stated policies, regulations, and penalties for using a State of Texas
individual corporate travel charge card and agree to abide by them.
Signature of Applicant
Printed Name of Applicant
Date
Academic ComplaintsAppeals by Students Index A-2
Original Implementation: August 31, 1981 Page 1 of 2
Last Revision:
Good communication between faculty and students will make disputes between them infrequent,
but if disagreements occur, it is University policy to provide a mechanism whereby a student may
formally appeal faculty decisions. When a student uses the appeals procedure, all parties should
endeavor to resolve the dispute amicably at as early a stage as possible. If the Department
Chainftftfr, School College Dean, School College Council, or Academic Vice President er
President finds that the faculty member's disputed action conflicts with federal or state
laws/regulations, University, school, college, or department policy, or with the instructor's own
stated policy, then a decision should be made in the students favor to adhere to the appropriate
lawsf regulations or policies. If the dispute is determined to be based upon a faculty member's
professional judgment, such as the evaluation of a test, a thesis, or performance in a class, the
student is entitled to have, in turn, the Department Chairman, College Dean, School College
Council, or Academic Vice President, or President form an opinion about the dispute and advise
the instructor of their opinion, but the faculty member, after considering the advice of the
administrators, shall retain complete academic freedom to decline or change his/her judgment make
the final determination on the matter.
These steps are to be followed when making an academic complaint: All materials under
consideration at each step will be forwarded to the appropriate parties at the next procedural
level
1. In the event of course-related complaints or disputes, the student must first appeal
to his/her instructor for a resolution to the matter and must do so within six months from
the end of the semester 30 days after the first class day of the next semester /session.
Exceptions will be granted in which appeals may be considered after this time period
given extenuating circumstances.
2. If a complaint or dispute is not satisfactorily resolved, the student may appeal to the
chainttdft/director of the academic department in which the complaint or dispute is
centered. If a formal complaint is to be registered, it should be made in writing stating the
specific charges issues. The faculty member will respond with a written statement to
the department chair.
3. If the complaint or dispute is still unresolved after appeal to the chairman/director,
the student or faculty member may appeal in writing to the dean of the academic
school college in which the complaint or dispute is centered. The dean will notify the
faculty member or student of the complaint appeal .and the faculty member will
provide a written explanation of the circumstances to the dean and to the 3tudcnt within a
reasonable time specified by the dean.
4. If a resolution of the matter is not reached, the student or the faculty member may appeal
to the School College Council of the school college in which the complaint or dispute is
centered. The School College Council will evaluate the oral and written statements of the
student and the faculty member. If the School College Council does not have at least one
student member, the President of the Student Government Association will be asked by the
dean to appoint recommend no more than two student representatives to serve for each
case. The School College Council will submit its recommendation to the dean of the
academic -seheet college.
5. If the matter remains unresolved, a written appeal may be made to the Vice President for
Academic Affairs. The dean's recommendation, and the recommendation of the school
Council will aho be submitted to the Vice President. If a resolution of the matter is
not reached, the student or the faculty member may appeal in writing to the Vice
President for Academic Affairs. The Dean's written recommendation in addition to
all previous materials will be submitted to the Vice President. The College Council of
the College in which the complaint or dispute is centered may serve as an advisory
body to the Vice President who will make the final decision (regarding
professional judgments) in the appeal process. The Vice President will evaluate all
previous materials and any additional oral presentations from the student and
faculty member.
6. If the matter remains unresolved, the final appeal i3 to the President of the University. The
President will receive all documents pertaining to the dispute or complaint. After making a
decision, the Vice President will inform the student and all persons involved in the appeal
process of the final disposition of the matter within a resonable period of time.
STEPS FOR RESOLVING STUDENT-INmATED
ACADEMIC COMPLAINTS
Student
Instructor
Department
Chainftdrt/Director
School College Dean
>»School College Council and 1 or 2 students
School College Dean
Vice President for
Academic Affairs
i
President
Source of Authority: United States Constitution XIV, Vice President for Academic
Affairs
Cross Reference: Faculty
Handbook; Student Handbook and Activities Calendar
Contact for Revision: Vice President for Academic Affairs
Forms: None
Course Reduction for Theses
Original Implementation: April 27, 1978 Page 1 of 1
Last Revision: None
For a three hour reduction from twelve hours of teaching, an instructor must
accumulate five thesis research (589) and thesis writing (590/591) courses.
SOURCE OF AUTHORITY: Vice President for Academic Affairs
CROSS REFERENCE: Faculty Handbook
CONTACT FOR REVISION: Vice President for Academic Affairs
FORMS: None
Faculty Workload Index A-18
Original Implementation: November 4, 1977 Page 1 of 3
Last Revision: April 15, 1997
The primary responsibility of Stephen F. Austin State University is the provision of
undergraduate education of the highest quality to those students judged capable of benefiting
therefrom. The University has significant responsibilities for master's level graduate education in
the arts, sciences, humanities, and selected professional fields, with unique responsibility for
master's and doctoral level graduate education in forestry and education. The criteria for
admission to these programs are designed to provide the University with evidence that the student
is capable of meeting the institution's academic expectations.
The University expects its faculty to be effective classroom teachers and to be accessible to
students who need assistance with formal class work and/or guidance in the pursuit of
independent learning.
All faculty are expected to stay current in their fields of study and are encouraged to make
original contributions thereto.
Effective educational programs are dependent upon continual review and assessment by faculty,
students, and academic administrators. Thus, all faculty are expected to be knowledgeable of the
curriculum in their own and other departments of the University and to participate formally when
called upon in the development and revision of curricula.
It is the judgment of Stephen F. Austin State University that the foregoing responsibilities and
expectations can be met within the following workload guidelines.
Standards and Equivalencies
The standard teaching load at Stephen F. Austin State University is twelve semester credit hours of
instruction in organized undergraduate classes each long term semester. The minimum load for
each faculty member paid full-time from the appropriations item "Faculty Salaries," excluding
teaching assistants who are pursuing degrees, is nine semester credit hours of instruction in
organized undergraduate classes each long term semester, with adjustments only as follows.
1. One semester credit hour of organized graduate instruction is equal to one and one-half
semester credit hours of organized undergraduate instruction.
2. One semester credit hour of teaching a large class (above 100) is equal to one and one-half
semester credit hours of organized undergraduate instruction.
3. Where classes commonly meet more hours per week than the semester credit hours
granted (e.g., physical education, laboratory classes, and clinical classes) classroom hours
shall aggregate to a minimum of 18 for a full-time load.
4. Teaching credit for the direction of honors contracts, Master's theses and doctoral
dissertations shall be granted only during a fall or a spring semester and on the basis of
three semester hours of organized undergraduate instruction for the accumulation by a
given faculty member of either twelve students having enrolled in honors contracts, or six-students
having enrolled in Thesis Writing (590) five thesis research (589) and thesis
writing (590/591) courses or for three students having enrolled in Dissertation Writing
(699) courses in all cases being assigned to the faculty member in question provided that
(1) the equivalency may be granted within available funding and without adverse effect
on academic departmental teaching responsibilities, and (2) a given student enrolled in
either 590/59/ or 699 may be counted no more than twice ~ once each in two different
enrollment periods — for credit toward the faculty member's cumulative total.
Index A-18
Page 2 of 3
5. Studio art and studio music instruction shall aggregate to a minimum of 18 hours per
week for a full-time load.
6. Practice or student teaching supervision, clinical supervision, and intern supervision shall
aggregate to a minimum of 24 contact hours per week for a full-time load.
Where a faculty member teaches in more than one of the adjustment categories noted above, the
teaching load shall be proportioned among the categories, but the faculty member's teaching
load must be equal to a least nine semester credit hours of instruction in organized undergraduate
classes. Where full-time faculty are paid partially from a source of funds other than "Faculty
Salaries," the minimum teaching workload shall be directly proportioned to the percentage of
salary paid from the appropriations item "Faculty Salaries."
All adjustments shall be approved by the Board of Regents of Stephen F. Austin State University,
qr>/4 f*pT>orfpH to tti£ doordin3.tin(T Bo3Td- the Cjovernor's I^udcet and Planninc ^)ffice« and the
Legislative Budget Board within 45 days after the close of registration for each long term
semester.
Exceptions to the foregoing limitations may be made as follows:
1. A reduced teaching load may be granted for a faculty member who is chair of a
department or head of a comparable administrative unit.
2. A reduced teaching load may be granted for extraordinary formal academic advising or
significant administrative responsibilities (temporary) relating to the institution as a whole,
e.g., Chair of the Faculty Senate. The total of such reductions shall not exceed one three-hour
undergraduate organized course or its equivalent for every 3,000 credit hours
generated by the institution during the previous fiscal year.
3. No exception shall be made for coaching activities of teachers who are also athletic
coaches.
The aforementioned exceptions may be granted only upon approval of the Board of Regents of
Stephen F. Austin State University. Copies of the approval shall be filed with the Coordinating
P/w|iy1 tfri£ (^onrntrQll^r of Public .Accounts. th£ (jovcrnor's fiudcret and Planninp Office- flnd the
Legislative Budget Board within 45 days after the close of registration for each long-term
semester.
Administrative Responsibilities for Monitoring and Reporting Faculty Workloads
Department Chair/Program Director:
1. It is the responsibility of the department chair or program director to assign faculty
workloads in accord with current applicable policy. Except as specifically authorized, a
faculty member's teaching assignment will be equivalent to the standard teaching load of
twelve or more semester credit hours in organized undergraduate classes.
2. It is the responsibility of the department chair or program director to prepare an official
report of the workload assignment of each faculty member teaching in the department
each semester according to an established calendar. The chair/program director and each
faculty member will by signature on the workload report certify that each workload
assignment is in accord with applicable policy.
Index A-18
Page 3 of 3
3. It is the responsibility of the department chair or program director to recommend
exceptions to the standard workload requirement and to provide such documentation as
necessary to justify that recommendation. Recommendations for exceptions must be
made judiciously.
Dean:
1. It is the responsibility of the dean of the college to monitor the work of department
chairs/program directors to assure that the University's workload policy is being strictly
implemented and accurately reported. By signature on the workload report for each
faculty member, the dean certifies that his/her responsibilities have been executed.
2. It is the responsibility of the dean of the college to review all recommendations from
department chairs/program directors for exceptions to the standard workload and to
recommend to the Vice President for Academic Affairs their approval/disapproval.
Endorsements of exceptions must be made judiciously.
Vice President for Academic Affairs:
1. It is the responsibility of the Vice President for Academic Affairs to monitor the
procedures for reporting and certifying faculty workloads.
2. It is the responsibility of the Vice President for Academic Affairs to forward one copy of
the faculty workload reports to the appropriate office for entry into the University's data
base and to have the original faculty workload reports filed for possible future review.
3. It is the responsibility of the Vice President for Academic Affairs to see that the Faculty
Workload Report, Printout Number CMB 008, is prepared for review and action by the
Board of Regents of Stephen F. Austin State University.
President:
It is the responsibility of the President of the University to submit to the Board of Regents the
Faculty Workload Report, Printout Number CMB 008, for their review and action.
Source of Authority: Texas Education Code, sec. 51.401 et seq.; Board of Regents;
President; Vice President for Academic Affairs
CrOSS Reference: Faculty Handbook
Contact for Revision: Vice President for Academic Affairs
Forms: None
Overload Assignments Index A-37
Original Implementation: February 27, 1978 Page 1 of 1
Last Revision: None Current Date
Overload teaching assignments may be necessary to meet the department's University's
teaching obligations.
A faculty member An individual who accepts an overload assignment must certify that the
overload responsibility will be fulfilled above and beyond the standard work-week for
which he/she has already contracted.
Overload compensation during a twelve-month period may not exceed the limit set by the
legislature for correspondence and extension compensation. Board of Regents of the
University.
Source of Authority: General Appropriations Act President, Vice President for
Academic Affairs, Board of Regents.
Cross Reference: Faculty Handbook, Compensation in Excess of Base Salary, Policy E-9
Contact for Revision: Vice President for Academic Affairs
Forms: None
Underenrolled Classes Index A-46
Original Implementation: November 4, 1977 Page 1 of 1
Last Revision: July 26, 1980 Current date
1. Underenrolled classes are organized undergraduate classes with less than 10 registered
students and organized graduate classes with less than 5 registered students. Organized
classes are classes whose primary mode of instruction is lecture, laboratory, seminar,
or group television.
2. No underenrolled classes shall be offered in any term except as authorized by the Board
of Regents of Stephen F. Austin State University.
3. Only underenrolled classes which meet one or more of the following requirements may
be authorized to be taught as small classes:
a. Required course for graduation. (The course is not offered each semester or term,
and if canceled may affect the date of graduation of those enrolled.)
b. Required course of majors in this field and should be completed this semester
(term) to keep proper sequence in courses.
c. Course in newly established degree program, concentration, or support area.
d. Interdepartmental (cross-listed) courses taught as a single class by the same faculty
at the same station, provided that the combined courses do not constitute a small
class.
e. First time offering of the course.
f. Class size limited by accreditation or state licensing standards.
g. Class size limited by availability of laboratory or clinical facilities.
h. Voluntarily offered by aiacully member in excess of the institutional teaching load
requirement and for which the faculty member receives no additional compensation.
j. Sections of courses required by state law or regulation to be offered ( e.g., ENG
099, MTH 099).
4. An underenrolled class of the same course may not ordinarily be offered in
consecutive semesters or summer terms.
5. The University shall file with the Coordinating Board through its uniform reporting
system a small class report as required by state law or agency regulations.
SOURCE OF AUTHORITY: Texas Education Code, sec. 51.403 et seq.; Board of
Regents; President; Vice President for Academic Affairs
CROSS REFERENCE: Faculty Handbook
CONTACT FOR REVISION: Vice President for Academic Affairs
FORMS: None
Federal Property Inventory and Control B-7
Original Implementation: Unpublished
Last Revision: February, \9$%January 19, 1999
Property acquired under Federal grants and contracts is maintained according to the
guidelines of the University's centralized property management and control system,
which also governs the maintenance of state property. (See Property Inventory and
Management, Policy C-42)
Disposition of Federal property must respect the terms of the grant or contract under
which it was acquired.
This policy also applies to disposition of property acquired through State grants and
contracts.
Source Of Authority: Vice President for Administrative and ¥isc&\Business
Affairs
Cross Reference: None Property Inventory and Management, Policy C-42
Contact For Revision: Director of Purchasing and Inventory
Forms: None
Food, Drink and Tobacco Index B-8
Original Implementation: December 21,1982
Last Revision: None
The provisions of the policy for Use of University Facilities govern the use of all buildings,
facilities, equipment and grounds, hereinafter referred to as facilities, under the control of Stephen
F. Austin State University. That policy provides that the University may establi