UCCC AGENDA Quorum: 12

Date: March 19, 2014 Meeting 12:30-2:30 p.m. Recorder: Gina Neugebauer

Call to Order

Minutes

Old Business - Tabled Action - All review

Presenter: Action: Type: Reason for Tabling

Despain Academic Minor: Portuguese Studies New Minor

Course completion relies on the UNC

Language Assembly. Response: UNC-

GA has approved the consortium.

Courses will come in as TR and FL

295 is placeholder in the curriculum.

Consent Agenda - All members should preview the consent agenda actions

Presenter: Action: Type:

Despain PSY 430 Biological Psychology Rev: Pre-reqs- add PSY 200

DespainPSY 307 Industrial & Organizational

Psychology

Rev: Remove Jr/Sr Standing from Pre-

req/Restr Stmnt

Despain B.A. Psychology (16PSYCHBA) Rev: Remove PSY 220; add free elective

Auerbach PHI 415/515 Life Science Ethics Drop Course

Auerbach PHI 445/545 Philosophy of Biology Drop Course

AuerbachREL 484 Myth and History in Religious

BiographyDrop Course

Presenter: Reviewers: Action: Type:

Auerbach All B.A./B.S. Philosophy and Concentrations Revision (16PHILBA, 16PHILBS)

Despain AllLPS 320 Research Methodology for the

Public SectorNew Course

Instructional Format Subcom.-Short meeting immediately following for final review of formats for recommendation to full committee.

Subcommittee Members: Warren, Merrill, Nowel, Marcus, Swanson, Koch

Announcements/Other Business

Approval of UCCC March 5, 2014 Minutes

Major Actions - Courses and Curricula

Location: Witherspoon Center 201 (2nd floor)

Welcome, Guest Introduction and Remarks - Chair, Robert Warren

Remarks from Dr. Barbara Kirby, Associate Vice Provost (AVP) Academic Programs and Services

UCCC Minutes-March 5, 2014

Room-Mann Hall 307

Call to Order: 12:32pm

Members Present (Quorum Present: 16 ): Chair Robert Warren; Betty Black; Ted Branoff; Philip Bradford; Gene

Brothers; Debbie Currie; Scott Despain; Charles Hardin; Tom Koch; Melissa Merrill; Andy Nowel; Kim Outing; Hatice

Ozturk; David Parish; Frederick Parker; Rebecca Swanson

Ex-Officio Members Present: Charles Clift; Catherine Freeman; Barbara Kirby

Recurring Guests Present: John Harrington; Li Marcus

Members Absent: David Auerbach (E); Roy Borden; Keith Brannum; Rakeshreddy Kesireddy; Katharine Gammon

Guests: Ruth Gross (Foreign Languages & Literatures); Carol Ann Lewald (Interdisciplinary Studies); Jane Lubischer

(Biological Sciences)

WELCOME AND INTRODUCTIONS

Remarks from Chair, Robert Warren: The meeting was called to order at 12:32 pm in Mann Hall 307. Chair Robert

Warren welcomed Catherine Freeman back . He welcomed the guests in attendance: Ruth Gross (Foreign Languages &

Literatures), Carol Ann Lewald (Interdisciplinary Studies), Jane Lubischer (Biological Sciences).

Remarks from Catherine Freeman: Catherine Freeman thanked the committee for their thoughtful gestures throughout her

medical leave. She thanked Dr. Kirby and Gina Neugebauer for their support, and noted that she is glad to be back and be

back in the swing of things.

Remarks from Associate Vice Provost, Academic Programs and Services, Barbara Kirby:

Dr. Kirby reminded the committee that with Spring Break next week, the uphill climb to the end of the semester will be

upon the university. She asked members to bring forward actions that need to be implemented for Fall 2014 sooner rather

than later. This will allow there to be enough time to get the course information entered during the summer. Dr. Kirby

noted that the new CAA Agreement has been approved and is official, which will be posted to the UCCC website after the

meeting. This is an agreement between the community colleges and the institutions in the UNC-system. Dr. Kirby

explained that while this document may be more relevant to CUE with the General Education Program, UCCC members

may still want to review the agreement. This can help members review courses that will go on to be reviewed by CUE.

Dr. Kirby outlined the upcoming SACS visit to NCSU. The SACS team will be on campus from March 16th-19

th . Chair

Warren has been invited to discuss UCCC and the curriculum process on March 19th. Currently, the SACS team is putting

together a group of individuals made up of faculty and administrators that participate in the course and curriculum

process. She suggested that members might review the QEP (Quality Enhancement Plan) and the UCCC Handbook. Dr.

Kirby does not anticipate that the committee members will be summoned to these meetings. However, it is a possibility,

especially for faculty that serve as undergraduate program coordinators. The emails asking members to participate in this

discussion will be sent out during the week of March 5th-March 12

th. Dr. Kirby noted that NCSU is not being asked to

defend anything, but is just being asked to explain the course and curricular process.

Approval of the Minutes for February 19, 2014: A motion was made and seconded to approve the Minutes as presented.

Without discussion, the motion was APPROVED unanimously.

OLD BUSINESS

SOC 429-Quantitative Data Analysis in Sociology- APPROVED unanimously.

Discussion: The presenter explained that the course had come forward with revisions to better reflect the change in

content, and was previously tabled by the committee pending consultation with COS. Some suggestions were made,

and revisions to the syllabus were made and agreed to. Li Marcus asked if the restrictive statement should be an

applied requisite or subtext. The presenter noted that he would need to verify with the department and would let

OUCC know. Without any further discussion, the action was APPROVED unanimously.

IDS 310 Animals in the Global Community-APPROVED unanimously.

Discussion: The presenter explained that this motion was not passed at the last UCCC meeting, but a suggestion was

made to bring the action forward to CUE as an IPGK GEP Shell Course. CUE noted no significant concerns, but a

note was made that if the course came back as an official, permanent course, a further review would be done into

determining the components of IP and GK. The presenter gave a brief overview of the changes made to the course

since its last review by UCCC. He noted that the Course Action Form was edited, and the concerns over the restricted

statement were addressed. Additionally, the instructor adjusted the Late Assignment/Make-Up Work/Excused Absence

policies. The concern over the lecture vs. seminar instructional format was addressed by making two credit hours

seminar, and one credit hour lecture. The proposed catalog description was updated to reflect the combination of

lecture and seminar instructional formats. The learning outcomes were changed to the future tense. The grading scale

was fixed to address the unaccounted areas of space between grades. One member asked if this course is GEP Shell

or a permanent offering. The presenter explained the department did not know what would happen from future

actions. Right now the course is a GEP Shell course in the system, but the department would prefer that this course be

a permanent offering. The course would then go before CUE as a permanent offering of IDS 310 Animals in the

Global Community. Dr. Kirby explained that it was unclear how long the instructors might need in order to address

UCCC’ concerns, and so a GEP Shell Course was established and approved by CUE. Another concern brought up at

its last review by UCCC, was why were instructors from the other disciplines were dropping out of the course. The

presenter explained that the course has been in production for over two years. In that time, personal conflicts with

schedules arose, but the instructors still intend to serve as guest lecturers. One member noted that the grading scale

had not been changed to include the following: <, >, or = to. The presenter explained that they switched the grading

scale to go to the tenth of a digit as shown below:

97-100% A+

87-89.9% B+

77-79.9% C+

67-69.9% D+

Below 60% F

93-96.9% A

83-86.9% B

73-76.9% C

63-66.9% D

90-92.9% A-

80-82.9% B-

70-72.9% C-

60-62.9% D-

The member noted that some issues may come up if a student gets an 89.995. Catherine Freeman explained that the

committee can accept a grading scale as listed above. Without any additional discussion, the action was APPROVED

unanimously.

CONSENT AGENDA

A motion was made and seconded to approve the consent agenda. The consent agenda was APPROVED unanimously.

Presenter Action Type

Black PSE 335 Principles of Green Chemistry Rev: Add crosslisting of CH to course prefix

Nowel MIE 480 Business Policy and Strategy Rev: Pre-req/Eff. Spring 2015

MAJOR ACTIONS

LSC 101 Critical and Creative Thinking in the Life Sciences-APPROVED unanimously with friendly suggestion.

Discussion: Catherine Freeman noted that the abbreviated title for the course may be too long. Li Marcus, from

Registration and Records, will look into this. Additionally, Catherine asked if students would be able to take this

course for credit only. Jane Lubischer explained that they would not be allowed to. Catherine also asked if the course

would be restricted to freshman only. Dr. Lubischer explained that the course should be restricted to only students in

the LSFY curriculum. Li Marcus asked if this would need to be restricted at the catalog level. One member asked Dr.

Lubischer if freshman with sophomore or junior standing be permitted to take the course. Dr. Lubischer confirmed

yes. Another member noted that the catalog description possesses more than 100 characters. Li Marcus confirmed that

this has a bit more flexibility. Catherine noted that in the syllabus it states that most students are expected to be

enrolled or placed out of BIO 181 and CH 101. Should it be a co-requisite? Dr. Lubischer noted that she does not

intend to enforce this or make it an official co-requisite. Catherine asked for clarification on the ‘five minutes late’

standard in the Absence Policy. Dr. Lubischer explained that this gives the instructor the power to enforce students

being on time. Catherine Freeman asked how this would be applied fairly. Dr. Lubischer explained that it is just a

threat. She does not want to say that a student is automatically absent if they are ten minutes late, but this serves as a

way to encourage students to be on time. Chair Warren explained to Dr. Lubischer that this committee has had some

issues in the recent past with the term ‘instructor discretion’. The committee has concerns with the application of

instructor discretion and how it will be managed fairly among all students. He noted that he is not necessarily in

support of this critique concerning ‘instructor discretion’. Dr. Lubischer explained that she thinks it is very important

for students to have the avenue to address faculty that are being unfair. After some further discussion, the committee

suggested taking out the word discretion, as it is inherently vague. Catherine Freeman explained that the Make-up

Work Policy also needs to be clarified with the expectations of what the instructor will accept. Catherine noted that in

the syllabus it states, ‘End of class assignments cannot be made up for unexcused absences’. She asked if this meant

that ECAs could be made up for excused absences. Dr. Lubischer confirmed this. Catherine also noted that in the

syllabus, there is a mention of ‘including citations to support answers viewed positively in this course’. She asked for

clarification on ‘positively’. Dr. Lubischer stated that she was unsure why the instructor put that portion in the

syllabus and that it would be removed. Without any additional discussion, the action was APPROVED unanimously

with friendly suggestion.

LSC 103 Exploring Opportunities in the Life Sciences-APPROVED unanimously.

Discussion: The committee noted that this action contains similar concerns as LSC 101. The Late Assignment Policy

needs to be clarified. Catherine asked if the Restrictive Statement should include the courses that will not be double

counted: LSC 103, BCH 103, MB 103, PB 103. Dr. Lubischer confirmed that these courses should be set up in an

anti-requisite and should be enforced. Without any further discussion, the action was APPROVED unanimously.

DAN 272 Dance Composition-APPROVED unanimously pending consultation with Carrie Zelna (Assessment).

Discussion: One member noted that the small fee to attend the concert listed in the course catalog description should

be added to the syllabus.1 One member asked if the GEP Rubric Form is signed by CUE. Catherine Freeman

explained that this was inadvertently left off, but would be checked by the College CCC. Her office will fix this

before it goes onto CUE for review. One member noticed that the instructor used the word ‘understand’ in the

learning objectives. If understand is used, it needs to be able to be measured and assessed. Another member noted

that in the revised version of Bloom’s Taxonomy, the word ‘understand’ is appropriate to use. The presenter

explained that he had brought this to the instructor’s attention in DASA CCC, but the instructor insisted that

‘understand’ should be used. The instructor was adamant about using ‘understand’, and noted that the word was used

in the GEP description itself. Catherine Freeman noted that Carrie Zelna has said there are appropriate uses for

‘understand’. She suggested that the instructor might need to tighten the wording in her objectives up with Carrie

Zelna. Chair Warren explained that he thought things had been ‘shot down’ before because the word ‘understand’

was used. The argument was ‘How do you quantify and measure the word understand’? He just wanted to make sure

that the committee treats everyone the same as this is his main concern. Chair Warren wants to maintain consistency.

He does not want to say to one action that it needs to remove the word ‘understand’, but not say the same thing to a

Dance action. Another member agreed with Chair Warren, noting that if the committee is not going to be consistent,

then there is not a lot of point to having the discussion. Dr. Kirby made a suggestion, noting that there is a new

Bloom’s Taxonomy. She asked if the outcome itself was measurable, considering that the instructor included some

additional clarification to understand and apply. If word- smithing is needed she suggested having Carrie Zelna work

with the instructor to make sure it is measurable. Another member asked if the new Bloom’s Taxonomy could be

shared with UCCC. She noted that it would be helpful when reviewing actions. Without any additional discussion, the

action was APPROVED unanimously pending consultation with Carrie Zelna from Assessment.

HESA 223 Lifeguard Training-APPROVED unanimously.

Discussion: This course also had the issue of not having the GEP Rubric Form boxes checked, but will be fixed

before going to CUE for review. One member noted that there were two typos2 in the action. Another asked if there

would be a Chemical Safety Training since students will be working with oxygen tanks. While there is a safety

procedures section in the action, there is nothing explicitly stated about the use of oxygen. Without any further

discussion, the action was APPROVED unanimously.

BME 481 Human Factors Engineering & Quality Management Systems for Engineers-APPROVED unanimously

with friendly suggestion.

Discussion: One member noted that on the first couple of learning objectives appear to deal more with what will be

done in the course, and less what will be learned by the end of the course. An example was given regarding self-

monitoring. The presenter explained that students will be expected to know how to supervise team performance at the

1 Page 76 in the agenda packet. 2 Pages 92, 104 in the agenda packet.

end of the course. The member suggested adding ‘in the future’ to the learning objective statement. A friendly

suggestion was made to clarify the attendance polices as they do not explain for late assignments and how excused

versus unexcused absences will relate to this. The committee was unsure if a student would receive a zero for an

assignment if the absence was unexcused. Clarification on the consequences for unexcused absences will help outline

the policy. Another member noted that for the expenses, one section of the action states ‘none’ and another section

notes that for the Green Belt Exam, the cost is $29.99. The presenter explained that this exam is optional and relates to

the Six Sigma Certification. Catherine Freeman noted that she would take out the word none from the materials list.

Without any additional discussion, this action was APPROVED unanimously with a friendly suggestion.

Mathematics Education Curriculum (Math Education-Mathematics Specialization, Math Education-Middle Grades)-

APPROVED unanimously without discussion.

Foreign Language Degree Programs Consolidation: French, German, and Spanish-APPROVED unanimously.

Discussion: One member noted that currently students can double major in the foreign language curriculum. She

asked if this would change if the Foreign Language curricula were consolidated. The presenter explained that students

would now have multiple concentrations rather than multiple majors. These concentrations would be present on

students’ transcripts. Chair Warren asked if the consolidations for other languages, or only French, German, and

Spanish. The presenter explained that currently these three languages as majors. Spanish and French have two

concentrations, and German has three. One member asked if a student would be able to complete two concentrations

within one major. The concentrations would both be present on the transcript. Another member noted that his college

is interested in pursuing letting students have more than one concentration within their major. In his research, he has

found that other universities do this. Chair Warren wondered if there was data available to see if it is better for a

student’s prospects to have two separate degrees, or a degree with multiple concentrations. He wondered which

employers prefer. The member explained that this is the challenge: to convince employers that a major with multiple

concentrations has the same merit as multiple majors. Charles Clift explained that there is currently only one degree

that allows multiple concentrations that is already established. Catherine Freeman explained that it is a college

decision. He explained that multiple concentrations can be added to a transcript. Another member wondered if this

could cause a financial aid issue for students. This issue would need to be discussed with Financial Aid by the student.

Without any further discussion, the action was APPROVED unanimously.

Meeting adjourned at 1:39 p.m.

Respectfully submitted by Gina Neugebauer

THE UNIVERSITY OF NORTH CAROLINA

REQUEST FOR AUTHORIZATION TO PARTICIPATE IN AN

INTERINSTITUTIONAL ARRANGEMENT

INSTRUCTIONS: Three copies are to be submitted to the Vice President for Academic Affairs, UNC

General Administration, prior to implementation of any such arrangement.

Date: ___February 2013____

Constituent Institution: ________NC State University______________________

Proposed Title of the Interinstitutional Organization:

________________________UNC Language Assembly______________________

1. Describe the nature and purpose of the proposed interinstitutional arrangement.

2. Provide the name, location, and a description of the governance of the contracting organizations (or

those, which will form the Consortium) with information concerning the accredited status of all parties

involved.

3. Provide the rationale for entering into the contract or the Consortium and an assessment of need.

4. Provide a timetable for implementation of the contract/Consortium.

5. Describe administrative oversight over the quality of programs/services offered through the

contract/Consortium.

6. Identify resources required to support the conditions of the contract/Consortium (financial resources,

library/learning resources, physical facilities, and equipment).

7. Attach any charter or bylaws and a copy of the contract for programs/services or the consortial

arrangement statement.

Chancellor: __________________________________

______________________________________________________________________________________

Ruth V. Gross, Professor of German and Head of Foreign Languages & Literatures February 2013

With Raymond L. Burt (UNCW), Amy Williamsen (UNCG), Jim Fogelquist (ASU), John Stevens (ECU),

Minnie Sangster (NCCU), Enrique Porrua (UNCP), Wiebke Strehl (UNCA), Robert Reimer (UNCC),

Santiago García-Castanón (WCU), Leonard Muaka (WSSU), Claudia Becker (NCCU), David Barlow

(FSU), Laurel Holland (UNCA), Milena Hurtado (FSU), Andreas Lixl (UNCG), Chantelle MacPhee

(ECSU), Hugh Parker (UNCG), Christopher Putney (UNC-CH), Susanne Rinner (UNCG), Jose Bravo de

Rueda (NCA&T)

______________________________________________________________________________________

1. Describe the nature and purpose of the proposed interinstitutional arrangement.

The proposed UNC Language Assembly provides the universities in the UNC system with a professional

platform aimed at facilitating the sharing of faculty and instructional resources to enhance-foreign language

instruction and to support the various foreign and classical language and studies programs in North Carolina. The

primary goal of the Language Assembly is to facilitate the sharing of undergraduate courses in foreign languages

and cultural studies among all UNC institutions through distributed education technologies and/or other options, as

they become feasible. The Language Assembly incorporates the work of the existing foreign language consortia

and supports the creation of additional language consortia. The Language Assembly serves as an organizational

structure to support faculty scholarship and professional development for seeking grants and funds, such as for

training faculty in the use of distance education technologies. The Language Assembly promotes foreign language

instruction in North Carolina’s secondary schools by providing high school students access to accelerated courses.

The Language Assembly seeks to provide students and citizens of North Carolina with a wide array of global

languages to enhance their academic and professional skills, and to help North Carolina achieve a leadership in the

global community.

The proposed Language Assembly is not designed as a degree-awarding body. Participation in the

Language Assembly is designed to enhance the variety and depth of course offerings by providing access to

innovative distance learning courses and other non-traditional options. In some cases, the Language

Assembly may encourage the creation of new degree programs based on shared resources within the

Assembly. The Language Assembly will develop and maintain a central course exchange which will allow

students to enroll in a wide array of language and cultural studies courses offered by member institutions.

Students will have a seamless enrollment process through this portal, without having to transfer courses or

pay tuition at another institution. The faculty teaching courses offered through the portal will have all

participating students, regardless of home institution, listed on their class rolls and will receive the

appropriate student credit hour equivalents.

2. Provide the name, location, and a description of the governance of the contracting

organizations (or those, which will form the Consortium) with information

concerning the accredited status of all parties involved.

The governing structure of the UNC Language Assembly is primarily geared toward facilitating the

sharing and distribution of foreign language and cultural studies courses to UNC campuses across the state

using a variety of distance learning technologies and other nontraditional pedagogies (e.g., study abroad,

living/learning communities). Although all full-time faculty members teaching courses in the curriculum of

language programs within the UNC System are members of the Faculty Assembly, the main voting body,

the Faculty Assembly Board, consists of a representative (usually the chair/head of the unit teaching

foreign languages) from each administratively organized foreign language program. The Board will elect a

Language Assembly Executive Committee which works with an elected chair and is responsible for

conducting the business of the Language Assembly and for maintaining communication within the

Assembly and with the UNC General Administration. The Assembly Chair is chosen by majority vote of

the Board. The Board also chooses an Assembly Secretary.

The Assembly’s major function is to coordinate foreign language and cultural studies courses and to

encourage the development of language consortia as well as to increase the diversity and access to foreign

language courses throughout the UNC System. To that end, it may develop or change procedures governing

the distribution of appropriate courses through the Exchange. The Assembly Board will work with General

Administration and the constituent universities to seek solutions inherent in course sharing such as non-

synchronized academic calendars, residency requirement restrictions, learning outcomes, assessment and

evaluation requirements, and technical assistance.

A secondary function of the Board is to appoint committees to pursue special curriculum projects, grants,

workshops, community outreach, and student advising as important professional functions the Assembly.

3. Provide the rationale for entering into the contract or the Consortium and an

assessment of need.

The formation of an inter-institutional Language Assembly was initiated from by a gathering of UNC

deans under whose authority language departments and degree programs reside. In light of the recent and

continuing fiscal crisis and budget cuts, smaller programs, which nonetheless fulfill major strategic

university goals, are in danger of elimination. The deans, recognizing the value to our students, our

university, our state and the nation of a citizenry capable of thriving in a global society, charged the

assembled chairs in May 2011 to make foreign language instruction viable and on a fiscally responsible

foundation insofar as possible across the UNC System.

The goals of the proposed inter-institutional UNC Language Assembly focus on the maintenance and

strengthening of current foreign language programs and the expansion of the diversity and availability of

world languages by emphasizing the development of e-learning, course sharing technologies, and other

nontraditional pedagogies to (1) increase the curricular offerings for existing programs, and (2) pool faculty

resources to broaden the diversity of world languages at all institutions.

4. Provide a timetable for implementation of the contract/Consortium. The UNC Language Assembly has been planning and building coalitions since May 2011. The Bylaws were

drafted in November 2012 and the language portal is being developed with the target of being operational for

enrollment for Fall 2013. Other alternative pedagogies are not yet under development, but would be explored and,

if appropriate, adopted after successful establishment and evaluation of the language portal.

5. Describe administrative oversight over the quality of programs/services offered

through the contract/Consortium.

The Bylaws call for the creation of an Assessment Committee which will develop an evaluation and

program assessment structure for use throughout the system. It may include student surveys, peer

observations, and other assessment tools to implement multiple evaluation measures of the achievement of

the Assembly’s goals and the operations of the Exchange site. The Language Assembly will promote

opportunities for professional development of participating faculty to strengthen and enhance the program

and its course offerings. Together with the UNC General Administration, the Language Assembly will

conduct a self-study and review its operations in a pilot study covering the academic years 2013-2014 &

2014-2015.

6. Identify resources required to support the conditions of the contract/Consortium

(financial resources, library/learning resources, physical facilities, and equipment).

Exchange courses are listed on the UNC ONLINE website. Students pay tuition at their home institution,

regardless of the institution delivering the course. Exchange of tuition funds between participating

institutions is not initially anticipated. [An extra course fee might be charged by the providing institution in

accordance with UNC policy on extra course fees.] The participating campuses provide the distance

learning classrooms, the course sharing software, and other existing technical systems for course delivery.

7. Attach any charter or bylaws and a copy of the contract for programs/services or

the consortial arrangement statement.

The University of North Carolina Language Assembly

Bylaws We hereby constitute the present assembly of chairs/heads as a system-wide collective voice for the

languages, charged with fostering cooperation, collaboration, and the sharing of information and resources

across institutional boundaries. – Resolution passed May 19, 2011

Purpose

Recognizing that the transformation of higher education is shaped by ongoing fiscal

constraints, globalization, and emerging technological innovations, the UNC Language

Assembly will serve the UNC System and the State of North Carolina by supporting the

foreign language programs at the constituent institutions and by seeking to offer a wide

diversity of foreign language choices to the students at all the UNC campuses. In this

endeavor, the UNC Language Assembly also recognizes the primacy of the missions of

the individual language programs at the various constituent universities. The UNC

Language Assembly will advise General Administration and the individual campus

administrations on issues concerning coordination of degree programs and ensuring

access to critical languages. The UNC Language Assembly will assist in the

establishment of consortia where appropriate and facilitate the sharing of language

classes across the system. The UNC Language Assembly, in coordination with General

Administration, will establish guidelines for quality control for system-wide programs.

Membership

All foreign language faculty at an institution of the University of North Carolina System

are to be considered members of the UNC Language Assembly unless they express in

writing a desire to be excluded. Likewise, all members of a recognized language

consortium are members as well. These may have expertise in other disciplines and

departments other than language departments. Through their designated representatives,

individual members can present issues and action items for consideration by the

Assembly.

Governance

One representative from each language department or department responsible for

language instruction will serve as a voting member of the Language Assembly Board.

This representative will generally be either the chair/head or a representative designated

by the chair/head. The Language Assembly Board will meet at least once each academic

year to consider issues pertaining to the goals of the UNC Language Assembly. Action

and decisions are determined by the majority vote of those voting members present at any

meeting of the Language Assembly Board with a quorum, provided the substance of the

proposed action or motion has been circulated in print or by electronic means in time to

be received by all members at least two weeks prior to the meeting at which action is

proposed. A quorum exists when voting members of 9 of the 16 campuses of the

University of North Carolina System are present. Members of the Language Assembly

Board are responsible for communicating decisions and activities and committee work to

the wider membership through the chairs or heads of the language programs. The Language Assembly Board will elect an Executive Committee to conduct the

ongoing business of the UNC Language Assembly. The Executive Committee will

consist of five members of the Language Assembly Board and the Chair and Secretary

of the UNC Language Assembly. The Executive Committee will determine meeting dates

of the Language Assembly Board, set the agenda, and coordinate the venue. The

Executive Committee will communicate with General Administration through their

designated liaison. The Executive Committee will work with committees, both ad-hoc

and standing, in facilitating their assigned tasks.

Officers

The Chair of the UNC Language Assembly convenes the Executive Committee and the

Language Assembly Board. Together with the Executive Committee, the Chair

establishes the agenda for the Language Assembly Board meetings. The Chair serves as

the spokesperson for the Assembly to General Administration and the individual campus

administrations. The Chair is elected by the Language Assembly Board for a two-year

renewable term, for a maximum of two terms.

The Secretary keeps record of the meetings of the Executive Committee and the

Language Assembly Board. The Secretary maintains the records for the Assembly. The

Secretary also serves as the vice chair in the absence of the Chair. The Secretary is

elected by the Language Assembly Board for a renewable one-year term.

The UNC Language Assembly should encourage administrative recognition and

appropriate support from the home institutions of the officers.

Committees and Consortia

Standing committees are the Curriculum Committee, the Portal Committee, and the

Assessment Committee. Ad-hoc committees may be formed by the Language Assembly

Board at any time.

The Curriculum Committee will consist of three members of the Language Assembly

Board elected by that body and a representative from each established consortium. The

consortium representative will be the consortium coordinator or a campus coordinator for

that consortium appointed by the consortium coordinator. The Curriculum Committee

solicits, selects and communicates the course offerings for the coming year to the

Language Assembly Board and the Portal Committee. It draws from the courses offered

by the consortia and by individual faculty members.

An established Consortium is a group of language or area studies faculty from UNC

institutions who have applied to and have been approved by the UNC General

Administration as participants in an Interinstitutional Arrangement. The Request for

Authorization to Participate in an Interinstitutional Arrangement must have the respective

chancellor’s signature for any campus wishing to participate. As part of the approval

process, the General Administration will consult with the UNC Language Assembly

through the Chair prior to finalizing the creation of the Consortium. The Consortium

Coordinator or equivalent position for each consortium serves on the Language

Assembly’s Curriculum Committee and uses the Language Portal Exchanges in listing its

classes.

The Portal Committee establishes the responsibilities and duties of the “Host

Institution” and the “Home Institution” guiding the sharing of classes through the

language portal which is the UNC ONLINE website. The Portal Committee will interface

with General Administration to assist in updating the Exchanges pages on the UNC

ONLINE website. The members of the Portal Committee are selected from the Language

Assembly membership by the Language Assembly Board and serve a 2-year term. The

Language Assembly Board will also designate the number of members and the chair of

the committee. Non-Language Assembly employees of the UNC system may also be

appointed based on needed technical expertise.

The Assessment Committee is responsible for assessing the effectiveness of the

Language Assembly in achieving its goals. This includes the effectiveness of the

Assembly’s Language Exchange Portal. The membership includes a representative from

each established consortium and 3 additional members of the Language Assembly Board.

The committee may also draw from faculty outside the Board or the Assembly who have

expertise in effective assessment. General Administration may also have a representative

on this committee. The Assessment Committee will serve as a conduit of “best practices”

based on feedback from instructors and on available resources for faculty developing

courses for the Assembly’s Language Exchanges.

Calendar

August The Chair and the Executive Committee select meeting dates for the

coming academic year for the Language Assembly Board; Members of the

Language Assembly Board are confirmed and a directory with contact

information circulated among all Board Members.

November Curriculum Committee solicits course proposals for the next academic

year.

January Curriculum Committee communicates courses planned for the next

academic year to the Portal Committee

May The Assessment Committee issues a report on statistics of the Assembly’s

courses taught in the previous calendar year, including but not limited to

enrollment, participating universities and student population.

May Elections of Chair, Secretary, Executive Committee members.

May Assignment of standing committee members as needed.

Website

In addition to the Language Exchange Portal, the UNC Language Assembly will maintain

a website with the bylaws, current officers and membership of the committees, links to

the affiliated departments, the consortia, and to the Language Exchange Portal, and

information deemed pertinent by the Executive Committee. General Administration is the

appropriate location for the website server, and the Secretary will be responsible for

accuracy of the information and updating.

Teaching Faculty

Faculty teaching courses through the Assembly must be properly vetted by their

institution, meeting all the requirements of teaching faculty at that campus. The faculty

member’s department must provide upon request evidence of the faculty member’s

credentials.

The Bylaws may be amended by the vote of two-thirds of those voting members present at any meeting of the Language Assembly Board, provided the substance of the proposed amendment has been circulated in print or by electronic means in time to be received by all members at least two weeks prior to the meeting at which action is proposed.