>> Chancellor Rebecca Blank: Well, let me welcome everyone to a more unusual faculty senate meeting than we've had lately. We have lots of participants. And I appreciate all of you taking time for what is a little bit out of order faculty senate meeting. A few housekeeping items, I'm hoping most of you have been on Blackboard and know what to happen to here. If you want to speak, you should press the button at the bottom of your screen with the little icon with the guy with his hand raised. And click the hand raising. And you'll get the -- and we will see then that you have raised your hand and be able to call on you. So when we get to discussions, raise your hand. The moderator will make you a presenter, and then you have to unmute yourself. So raise your hand, [audio skips] mute yourself once I call on you and say, "You're next." There is a chat and an attendee screen on the right hand side. If you want to see who's on, you can look at that. People who raise their hand will automatically pop to the list of attendees with a little purple hand next to them. And you can also see the chat, if for any reason you feel the need to chat with everyone. I'd encourage people to use that very much. If you have a problem, please contact the moderators and chat with the moderators and tell them. And they will get back in touch with you and try to solve your problem as soon as possible. So those are my instructions. Heather, is there anything else that I need to say or that you want to say?

>> Heather: I don't think so. I think you've covered it. Thank you.

>> Chancellor Rebecca Blank: All right. Normally we, at this point, would rise for the Memorial Resolutions. So I would ask you to show respect in whatever way you think is most appropriate and ask Terry Warfield to present this month's Memorial Resolutions for Professor Emeritus Neil Ford, Louis Maher, and Crawford Young, Professor Warfield.

>> Professor Terry Warfield: Neil Ford, Emeritus professor of marketing in the Wisconsin School of Business, passed away on October 14, 2019, at the age of 88. Neil started as an assistant professor of marketing in 1966 and was subsequently promoted to associate professor with tenure and full professor -- and full professor. He was chair of the Marketing Departments for several years and served the university in many other capacities. His research was instrumental in developing the sales management area, and he published a number of highly sited articles. Neil was a highly popular instructor. And his teaching had a profound impact on many student's lives. Our next resolution is for Professor Emeritus Louis James Maher, Jr. Long time geoscience department faculty member and Quaternary palynologist, Lou Maher, died on August 22, 2018. Lou and wife, Jane, moved to UW-Madison in 1962. Over the years, he taught Introductory Geology and researched the climate record reflected in pollen deposits. Lou is remembered for his work on mathematical methods for estimating uncertainty in pollen assemblages found in lake bottom cores and for his contributions to the geologic history of Colorado, New Mexico, and the Great Lakes region. Lou's cheerful attention to detail during Weeks Hall construction and his ready laugh are among valued memories. And the Memorial Resolution for Professor Emeritus M. Crawford Young. M. Crawford Young, who lived from 1931 to 2020, completed his Ph.D. at Harvard and joined the political science department at the UW-Madison in 1963. And he retired in 2001. Young chaired the Department of Political Science for two terms and served as associate dean of the graduate school. He served as president of the African Studies Association, winning its 1990 Distinguished Africanist Award. He was a member of the American Academy of Arts and Sciences. And he published numerous influential and award winning monographs, which established him as a leading scholar of African politics. Young trained a generation of African scholars and policy makers. Thank you. Turning now to announcement and information items, Chancellor, I'd like to have us follow our usual process that we followed this year regarding Our Shared Future. So I'm going to give the secretary of faculty a chance to put the Our Shared Future statement on the screen. Thank you. The Our Shared Future now appears on the screen. And the faculty senate has been silently reflecting on each sentence of this historical marker for our past four meetings. Today will be reflection on the fifth and final sentence. And a resolution pledging support of our shared future will be introduced at the senate meeting in May for a vote. And today we reflect on the last sentence. And that sentence is, "Today we, UW-Madison, respects the inherent sovereignty of the Ho-Chunk Nation, along with the 11 other First Nations of [inaudible]." Thank you.

>> Chancellor Rebecca Blank: Thank you very much, Terry. I appreciate your work. Let me turn to a few comments. What we're going to do here is I'm going to make some comments. Terry, I think, has a few announcements. And then Patrick Sims is going to give a report as our chief diversity officer. And at that point, we will then open for Q and A on any of those topics that you want to discuss. So let me start. I do welcome everyone here. I want to start by thanking the faculty for their amazing flexibility in an 11 day period, making a transition from in person to online courses. I wouldn't have guessed we could have done this as effectively and as quickly as we did. By the Wednesday after spring break, we had 99.9% of our classes effectively mounted. And all of the people who helped with that, the faculty, the staff, the graduate students, just owe -- you know, should get a large round of applause if we were all gathered together in one place here. So thank you for that. Let me take a few minutes and talk about what's been happening in our response to the coronavirus pandemic. Let me start by saying that the university has been very engaged with the larger community, you know, living out the Wisconsin idea in a whole variety of ways. As a public research university, we should be at the center of helping the state, the local, the community deal with this. So you know, over the last month and a half, we've been very involved in providing advice and expertise to the public health efforts at the state and local level and to the community at large, providing a lot of information and just sort of telling them what's going on and how to understand it. We obviously have a number of researchers doing various central research, looking at both the coronavirus, at viruses in general, at the measured impact of this, and at the social impact of it as well. And I understand there's a large number of our faculty who've already applied for some of the money that is out there to help do further research on this. We've helped our community cope. Lowell Hall is being used as an isolation center by the state. Dejope is being used by UW Health as a place for medical workers to sleep if they don't want to go home in between shifts. The College of Engineering has been very involved in a variety of things that's helped people deal with this. A number of folks there just created a design for face shields, which were in short supply. Ford Motor Company, among others, has picked up that design and made thousands of face shields for use by front line responders. School of Pharmacy has produced gallons and gallons of hand sanitizer. And we've been reallocating campus protective equipment to UW Health so that our health people have the equipment that they need. All of that is what we should be doing as a public university to help solve problems. And more are going to come along. And I hope everyone will [audio cuts out] as it happens. So thanks to the faculty and students who are living with a lot of change with both grace and flexibility. Thanks to the employees who are providing essential services and whose schedules and work has changed substantially because of this. And thanks to our leaders in the Emergency Operations Center, the deans, the directors, everyone who's been involved in providing leadership through this. Let me turn to the not very popular topic of finances. The impact of this crisis on our finances is bad. I don't any way to sugar coat that. I'm sure you've seen some of the things we're doing. We refunded prorated fees for dorms and for food service. We've moved our summer term online, as well as the rest of the spring term. We've cancelled a number of athletic events. We've cancelled non-athletic summer camps, all of which reduces our revenues. And the biggest problem, of course, is not the costs we've already borne, but the costs we potentially are going to bear as this moves forward. We have still much uncertainty right now about the future. The answer to an awful lot of questions is we just don't know. None of us know what is going to be happening or not happening on campus this coming fall. And if a substantial number of our students are not here in person in the fall, I can promise you, our financial situation will be much, much worse. So you know, here within the budget office, we're trying to look at a whole variety of different scenarios and what the potential costs would be and what we can do to mitigate those costs. In the longer term, of course, we have to worry about the effect of these very real political and economic costs on the state. And I think many people, not just here in the state of Wisconsin but in every state, are expecting that public universities, at some point down the road, could face recisions in this next budget year and almost surely will face some very, very tight budgets and possibly, substantial budget cuts when the next budget gets created for the following year. So you know, all of that is not the most pleasant thing to contemplate, but we have to be planning for that. I have briefed the University Committee. And various other people are briefing other governance groups on the financial scenarios that we're running and how we are trying to cope with them. You probably saw reports from the regents meeting last Thursday, where the regents basically asked us -- we have our own HR policy, as does the rest of the system, as do both of those groups, us and the rest of the system -- to develop furlough policies. And we are considering all possibilities, furlough is among them in the near future. We've not made final decisions. But we will be telling you where we're going before the first of May, which is when our current policy about COVID-19 leave runs out. One of the strengths we have in this situation -- and it's a very real strength -- is that we're in very sound financial footing going into this crisis. We had some new money coming in from this past year with our expansion of the undergraduate class. And we were going to be allocating that to all sorts of investments across campus. And really considerate it a huge opportunity because we won't be doing that. But of course, the advantage of that is it gives us some reserves that we can use in the short run to through into this. I don't think that, by itself, is going to be enough. I think we are going to be looking at some cutbacks in terms of employee expenses as well. But we're in as good a position, I think, as we could have been going into this. Almost surely, recovering is going to take some shared sacrifice on the part of everyone at the university. And we will continue to make decisions designed to support as many faculty and staff as possible while, at the same time, being fiscally responsible. So I don't want the pandemic to overshadow some of the accomplishments of what's happened on campus in the last couple of months. So let me transition to some really great news. Earlier this month, four UW-Madison students were named as winners of the 2020 Goldwater Scholarships, one of the most prestigious awards for students who are studying in the sciences. We had a new Truman Scholar, one of our junior students on campus. And 13 of our colleagues were chosen for Distinguished Teaching Awards. I love the Distinguished Teaching Awards. I love the ceremony that awards these, where people talk about their teaching and what they've done. And we didn't hold that ceremony this spring, but we will hold it when we can get back together again. And I want to just read the names of these people and the range of departments they come from because they deserve our recognition. Paul Block, associate professor of Civil and Environmental Engineering, William Brockliss, associate professor Classical and Ancient Near East Studies, Samuel Butcher, professor of Biochemistry, Shuchi Chawla, professor of Computer Science, Katy Culver, associate professor [audio cuts out] Mass Communication, Ramzi Fawaz, associate professor of English, Christine Garlough, professor of Gender and Women's Studies, Erica Halverson, who is a member of the University Committee, professor of Curriculum and Instruction, Andrea Hicks, assistant professor of Civil and Environmental Engineering, Irena Knezevic, professor of Electrical and Computer Engineering, Lori Lopez, associate professor of Communication Arts, and Jennifer Ratner-Rosenhagen, professor of History, and finally, Kate Vieira, associate professor of Curriculum and Instruction. Congratulations to all of them. And consider yourself having some virtual applause from this whole group. Still on the topic of awards, this would typically be the event where we recognized our Hilldale Awards, at the April senate meeting, and then held a reception for them afterwards. We're going to be delaying the formal recognition to formal, but I want to announce those awardees as well. The Hilldale Award in the Arts and Humanities, Laurie Beth Clark, from the Department of Art. The Hilldale Award in Biological Sciences, Richard Lindroth, Department of Entomology. The Hilldale Award in Fiscal Sciences, Thomas Jahns, Department of Electrical and Computer Engineering. And the Hilldale Award in Social Sciences, David Kaplan, Educational Psychology. The Hilldale Award is a trifecta. It's people who have contributed to teaching, to research, and to outreach on this campus. And these are among our very top and best professors. And I'm delighted to recognize them and look forward to doing that in person. Finally, in just this last week, two of our LNS faculty received 2020 Guggenheim Fellowships, Guillermina De Ferrari, a professor of Spanish and Portuguese, and Tyrell Haberkorn, associate professor of Asian Languages and Cultures. And congratulations to the two of them as well. So that's both my good news and my bad news for today. I'm going to turn it back to Terry for announcements. And then we'll turn it to Patrick Sims, Chief Diversity Officer, for his presentation, Terry.

>> Professor Terry Warfield: Thank you, Chancellor. The one update announcement that I wanted to make was to remind all that elections for a number of faculty elected committees, those elections end today at midnight. Our turnout has been pretty good. And it matches up well with the turnout for the senate meeting today, just great attendance. We've got about 40% response on the election, but we hope it can be better. So to vote, you can go to committeetracker.wisc.edu and log in with your netID. The software will get you into the right election for your division. And you will see the slates again as well as candidate statements. Results of the election will be announced at the next senate meeting. And we will hold a senate meeting, on schedule, on May 4, Monday, May 4.

>> Chancellor Rebecca Blank: Thank you, Terry. Let me now introduce and recognize our Chief Diversity Officer, Patrick Sims. I believe you all know Patrick. He's a professor in the theater department. In addition to working full time here as chief diversity officer, I like to say everyone is responsible for making sure that we increase our diversity and pursue inclusivity on this campus. But Patrick is the mature leader and someone who's really engaged in central planning in very creative ways and has just run a number of very successful programs and initiatives. So Patrick, let me turn it over to you.

>> Patrick Sims: Great. Thank you so much, Chancellor. I hope everyone can hear me okay. I take that as a yes. I'm going to quickly share my content with you all in just one second. Okay. I'm going to find the right window here. All right, here we go. I do believe we're ready. Hopefully you all can see the slide deck okay. I can't see you, but I will assume that that's okay, that you all can see this [crosstalk]. I'm going to just, really quickly -- I'm sorry?

>> Chancellor Rebecca Blank: We're good Patrick.

>> Patrick Sims: I think you all --

>> Chancellor Rebecca Blank: Yeah.

>> Patrick Sims: Okay. Thank you. I'll move this fairly quickly. You also have this available electronically as well, just to make sure that we're all on the same page. Let me just get my part, my presentation here in order so I can advance it for you. So much of what I'm focusing on are the outcomes related to our real change strategic diversity framework process that we began in 2013 and 2014. This is the document that guides our activities through 2024, the planning. So you see here, our basic framework goals that move us. We'll be providing an updated report for Phase 2 over the course of these nine years. Phase 1 was three year initiative, Phase 2, three year initiatives, and Phase 3, three year initiatives as well. One of them that I'm really excited and proud about is I am UW, #IamUW. This was a direct outgrowth of the recommendations from the campus climate survey that we did in the fall of 2016. And one of those recommendations, in particular, recommendation five, focused on creating ways in which students can have cross cultural experiences to learn and appreciate about each other and their cultural differences. We wanted this to be an affirmative experience that was very much led by students. So there was quite a bit of student input in guiding the concept, the philosophy, about what it means to have a unique UW experience that confronts the notion of the typical student for UW. So it challenges us to be mindful of our aspirations and how we want, certainly, the diversity represented throughout our study body, our faculty, and our staff. It also begs the question that we realize our status quo is not where we want to be. We want to push the envelope a little bit. And so if you haven't a chance to see this before our COVID-19 social distancing, there was a bus and a number of campus ads. They were spread throughout the libraries, inside different buses on campus, that talked about the experience where students are sharing and crosspollinating and discussing what a UW experience means to them. In no short order, we were able to do something I've never seen before in this campus community, where we had an awesome Diversity Forum, fall 2019. You see, John Quinones was our keynote speaker. And we were sort of worried whether or not if he was indeed the draw and pull for the Diversity Forum of 2019. It turns out that that wasn't the case at all. People were really interested in the content. I'm most proud of the fact that we've grown the Diversity Forum over the past five years. So 279% increase from five years ago where we were with this program. And we look forward to continuing it in the fall of 2020, offering it in a remote fashion. And should we reach a tipping point where we might be able to have some type of a hybrid experience, we're certainly leaving those options on the table. But we're creating experience for people to still have those professional development, those meaningful engagements around diversity and inclusion and how they can take the concrete discussion items, the topics back to their respective necks of the woods and deploy some of the good things that they're learning at those experiences. It's also worth noting that the Office of Affirmative Action Programs and Planning and our EDR, our Employee Disability Resources offices -- many of you may have known them as our OED, our Office for Equity and Diversity. This is a next iteration and refinement of those programs. So we decided to elevate that work more centrally within division and have the carved out spaces to support faculty, staff, and students should they need consults or referrals in this era. I want to give a quick shout out to Barb Lance [phonetic] and her team. They're working very closely with HR to help people think through or manage the extent to which they have to have COVID-19 leave. So that's a key piece for us. So we're really excited about that role that they're able to play, but more so focusing the unit's core activity to address some of our longstanding needs that support employees with disabilities. What's not listed here, we also have a return to work program that we've just been able to launch as well. So if you think about the entire employee experience, if someone has a disruption in service or there was a surgery or something that pulls them out of the work, we're trying to provide that full-scale service that works with them more directly to create a smoother transition as they return back to work. So I said a little bit about the Employee Disability Resource Center and the return to work coordinator. I won't elaborate too much more on that other than the fact that we have a new staff member who's full time to manage these activities for the campus at large. Many of you have heard of our TOP program. We're very excited about the TOP program and the great work that my colleague, Mike Bernard-Donals, is doing as the vice provost for faculty and staff and the tremendous support from both the chancellor and the provost. You see some quick numbers there. We began the program in 2018, 19. There were 42 recruitments that were authorized, 17 have been accepted with us. So we're glad to see these amazing faculty on campus with us. We're in that cycle right now, as you might imagine. We were quite ambitious that first year. So the chancellor encouraged us, okay. Let's be less ambitious, not that there's a lack of commitment but the idea that, you know, this program -- money doesn't grow on trees. And we're mindful that this is a partnership both at the department level, the deans, and certainly, central administration. So we're pleased to report that 27 recruitments have been authorized thus far, 10 offers have been made and accepted. So we're real excited to see this program continue in future iterations should we not be too adversely impacted by COVID-19. Certainly, much of the work continues in other spaces outside of my office. The APLU NSF, the Aspire Institutional Change Initiative of Madison, is part of that first cohort of institutions that have been tasked with thinking about how you diversify, whether you're faculty or you're campus or at large. Our particular emphases is focusing on faculty members that are in STEM disciplines, on making sure that we have sound recruitment plans that are in place, but also sound retention plans. This is no small thing given that our provost, our last provost, Sarah Mangelsdorf, charged a faculty retention working group to come up with a set of recommendations and implementations in how we might think about creating an experience that really meets the needs, in particular, of underrepresented faculty members of those from underrepresented backgrounds but also being mindful of the broader environment that invites people with different insights, different research interests that help make UW the amazing research powerhouse that it is. It's worth noting that, as this last piece says, the other side of TOPS, it takes more to recruit prominent faculty, now have to think about what it will take to keep them. And so being mindful of that is really key. I want to give a shout out to the provost. He supported one of the recommendations from this group, an extraordinary service recognition for some of our faculty members who literally go above and beyond and do a disproportionate share of service on behalf of the institution, whether it's mentoring URN students or mentoring other faculty member's service on committees, etc. That was one of the recommendations that was brought forth and the provost graciously supported with some resources. Farther expanding the effort around diversity inclusion, EID, the Vice Chancellor Finance and Administrations Office. Many of you, if you've tracked or kept up with some of the great work that's coming out of Laurent Heller's office, there's a survey that they field every two years. So the survey is being fielded this year. There's a late night EID event. So we've postponed it, obviously, due to COVID-19. It's a great space to recognize your second and third shift employees. Too often, we understand that's there an experience for our first shift employees, but sometimes we don't get to hear the voices of those who are second and third shift. So we wanted to make sure they had opportunities for capacity development, opportunities to share insights and benefit from any of the great resources that we have available. The employee learning piece is no small part of that. HR is doing some really great work through the Office of Learning and Talent Development, moving forward to develop a couple of online sessions. Here, we have listed perspectives, being an ally for LBGTQ plus inclusion in the workplace. And then thinking about faculty and staff, teaching inclusivity and equitability by center intervention and new emotional intelligence virtual conversation cafes. So this is all provided virtually. So we still want to have folks to have these meaningful development engagement experiences that create opportunities for reflections and ultimately moving that towards whether you want to impact your curriculum, how you engage with your students, and of course, how you engage with the peers in the rest of your campus community. Our Student Inclusion Coalition, you may have recalled that last fall we had some challenges with our homecoming committee and the video that was produced. And the campus came together. And sadly, some of the things that our students were saying then and this fall, we've heard before. But what was nice about the response is I think we're in a better space to recognize that we can do better and therefore, we will do better. And so it was a great synergy between student affairs, my office, central administration to try and support these students. I'd be remiss if I didn't mention our colleagues in communications, Charlie [inaudible], play a key role in making sure things are moving here. So there are five demands, if you will, that students shared with us. And so we've got a plan in place responding to those demands from our students. And we feel pretty good that we're working as best we can to meet those demands in trying to find the sweet spots for our synergy and partnerships. Quickly moving, we have the 50th anniversary that's happening this year -- actually this coming fall -- for the beginning of the Afro American Studies Department. This certainly was one of the key outcomes of the 1969 Black Student Strike. So it goes without saying that our students have played a major role in helping challenge the institution to meet our aspirational goals and what it means to develop and train and educate students for a 21st century experience. So we're partnered very closely with the department. And more to come on that front, assuming we get back to our more normal environment. I'll move quickly through these next few slides. Here you have the sense of our governance infrastructure, our MD coordinators. You see the sort of evolution of the role that I currently inhabit, starting back in 2003 with Bernice Durand, a faculty member in physics. Dr. Damon Williams, he joined the campus in 2008. First time he was appointed in the role as 100% administrator to do this work. I was tasked to step in the role in August of 2013. And we made quite a few advances with the infrastructure. That said, there's still room for improvement. So I'm trying to make sure -- many of you have heard me say this before. The right hand knows what the left hand is doing and vice versa and so making sure that those open lines of communication between the various constituent stakeholder committees. If we think about GLBTQ plus issues for the university, committee and learning university, our EDC group, Equity Diversity and Inclusion group. There are a whole host of about six different committees that were willing to strengthen the relationship and the strategic planning for these respective efforts. That was also one of the major goals from our Strategic Diversity Framework document that I referenced earlier. So we're moving full speed ahead and gaining traction there. Our Student Campus Climate survey, that is moving ahead for fall '20. One of the key metrics I'm tracking is that we said 80% of our students say it was important for the institution to have a genuine commitment, while only 50% believe that the UW-Madison actually had it committed. I want that 50% to increase. And how do we do that? We do that with everyone playing their part in making sure they understand they contribute to the kind of climate that sets our students, but arguably our faculty and our staff, up for success. So we'll be fielding that survey again this coming fall, moving forward. On our PEOPLE program front, amazing results. The program, you'll see here, in the past we've had about a yield rate of about 55% on average of students who were participants in the program that were ultimately admitted to the institution. This coming fall, fall '20, 73% of ineligible [inaudible] will be able to show up on campus. And we know we have a higher than 98% yield rate for those students. So we're really excited that we're seeing our hard work pay off. Some of you know we've expanded our programming in the city of Milwaukee. So the actual enrichment experience is the same throughout the state. We focus on Madison and Milwaukee. And we're just tickled pink that this work is paying off for us. So we're setting a new goal for ourselves. We're wanting to get that matriculation rate up to 80% of the students who are in the program, that we yield them as students and future Badgers. And of course, we have a great partnership with our colleagues in ITA. Our U.S. Race and Equity Institute, this was a project that, in earnest, we began about a year ago. But you'll see here, they're a number of key folks represented out of the 20 senior leaders from across campus. This was a space that, again, focused on professional learning experiences to help change and strengthen our racial literacy, learning practical strategies to address some of the challenges that we face with regard to diversity equity inclusion. We have the Outstanding Women of Color, which is one of the signature events that my office puts on in partnership with the provost and the chancellor. And if you didn't get a chance to have this or be part of this experience this year, you missed a treat. Every year, I say, "How do we top that?" And I am just flabbergasted to only imagine what next spring will look like. This was hands down one of the best experiences. And every woman that was featured had an amazing story and amazing experience. And it was just a great sense of community that we were able to participate in and a pleasure for me as to play a role in facilitating that experience. Sadly, the underbelly is also true that we still have challenges. Right? There's still room to grow in some of this work. I won't labor these issues. But I would acknowledge that both student affairs and my office held a couple of town hall events in response to a couple of chalking incidents that happened, literally, the first day we came back from spring break, xenophobic messages that we saw spread across campus. I debated whether or not I even wanted to show these images, but I thought it was important that we understand that as much as we're talented and exemplars in research and scholarship, we do have some underbelly that are also exemplary but not in the way that we want credit for. Right? I asked my peers, were they experiencing situations like the CDOs at the other institutions throughout the Big Ten. And sadly, Madison, we were in a category all by ourselves. My motto is we can do better, and we will do better. I was pleased to report that we had well over 500 participants and 400 participants for our student affairs town hall and more to come. Our affinity group gatherings, those continue. And we had some amazing ones that were able to sneak in just before things kind of took off with COVID-19. But these have been, I think, -- I don't want to oversell it -- but for the folks that had a chance to participate in it, they've been really great experiences to build a community. That's what my office really focuses on. If you visit diversity.wisc.edu, we don't emphasize the diversity piece. Certainly it's a part of it. But we emphasize the building or creating of community. And that's what our emphasis is. And I hope that you are able to participate in these events as we continue them in the fall or the future. I'll pause there. Thank you so much for this opportunity to connect with you all and share what we've been up to and how we continue the good work. And we can't do it without you all, appreciate it so much.

>> Chancellor Rebecca Blank: Patrick, thank you very much. And if you take the slides down, we'll turn to questions and answers. I want to remind everyone that you hit the little button with the person with his hand raised. And when I call upon you, then unmute yourself. And be sure to identify yourself by name and senate district. So if you have questions for Patrick or Terry or myself, now is the time to raise your hand. Let me call on Senator Diane Norback.

>> Heather: Diane, you need to unmute yourself and ask your question.

>> Chancellor Rebecca Blank: Are you still on mute? We're not hearing you. She seems to have dropped out. If you want to try again or anyone else wants to ask a question? Adel Talaat, unmute yourself and --

>> Adel Talaat: Yes, can you hear me now?

>> Chancellor Rebecca Blank: Yes, you're good.

>> Adel Talaat: Okay. This is Adel Talaat, District 113. I have a comment and a question. The first comment is about budget cuts and changes in our budget and expected changes in our budget because of COVID-19. As the chancellor described several scenarios that we are going to through, I really hope that these scenarios will be discussed with the faculty senate before enacting any of them because I think this will usually involve the response from the faculty and the rest of the campus community. So I don't have experience about how this thing is usually done, but I hope that the chancellor and that restoration will discuss these scenarios with us first before really enacting them. That's [audio cuts out]. That's my comment. My question is related to, recently we have seen increase of violence incidences in campus and even around medicine. It's a really [audio cuts out]. I understanding why is this happening. The time we should be good together and trying to be nice each other, I see increase in violence and incidence like this case of the couples. One of them was a professor and physician at GW Medicine, was killed. So all of these kind of things happening around us, I'm wondering if the administration here has some increase or tightening up of security and in light of what's going on these days. So I hope that there will be a plan or something that can be done in order to get things to normal, as we normal could be. Thank you and I will take my answer off the air.

>> Chancellor Rebecca Blank: Patrick, do you want to say anything about the violence issue? Want me to respond?

>> Patrick Sims: I can say a little bit about a few efforts that we have on the horizon for us. I think I made mention that, you know, we were able to get some national notoriety. And our colleagues from the U.S. Department of Justice reached out and wanted to be an asset for us. And so we're partnering with the city civil rights office, the county civil rights office, the state's civil rights, and my office have a town hall that really parses out some of the challenges relates to hate crimes, the rise of hate crimes. Sadly, they aren't new. But given the way that this particular wave is impacting our Asian and Asian American or [inaudible], those American groups, it's trouble. It's very troubling. And so we want it to be proactive and pull together as many of these broader resources. And certainly, some of the grass roots are advocacy based on profit organizations that are also available as resources to the stakeholders. So there's no silver bullet in terms of prevention. People are going to do some, and sad to say, some things that we wouldn't reflect our commitment to diversity inclusion. That said, we can make clear our expectations about how, as a community, we want to engage and support one another. And that's part of what we're doing right now with our city and county and our allies from the U.S. Department of Justice. Chancellor, anything else you want to add to that?

>> Chancellor Rebecca Blank: Yeah. Let me just say something about the double homicide in the arboretum, which was a terribly tragic and you know, completely senseless event. You know, it's always a tragedy when people are killed like this and particularly on our property. I very much appreciate the fact that our police were in charge of the whole investigation since it was on our property. And they really did an amazing job in tracking down what had happened and arresting those individuals. You know, fortunately, if there's something fortunate about this, it was a very idiosyncratic situation, where these two individuals were targeted for very family specific reasons. And there was not a threat to the larger community from this. That doesn't mean it isn't a reminder to all of us about the violence that we live in the midst of and always need to be watching and aware of. Let me call upon Senator Damon Sajnani. You want to unmute yourself?

>> Senator Damon Sajnani: Can you hear me?

>> Chancellor Rebecca Blank: We can hear you.

>> Senator Damon Sajnani: Great. Thank you. My question is for Patrick. Thank you very much for the presentation. Of course, lots of it is disheartening, but those are the parts that we all know well. So that the work that we're doing to combat the class of our own is heartening to hear. So thank you for that work. What I wanted to ask you about is -- I was also -- what I liked most about the presentation is there was this balance between sort of the PR spin that's being done to present the university in the way that way that we would like it be, as opposed to what it is. And you're very clear that the status quo is not what we're trying to maintain. And then you also talked about the things that are being done to really make the community work and to really practice diversity in the, you know, in the sense of racial justice and related things intersecting issues. So I like that there's that balance. And there's that substantive work, not just the PR work in your presentation and in what you're doing. So my question is, in that arena, so we have -- you mentioned the affinity groups, which are interesting. This is the kind of, you know, local practice. And we're not only talking about doing this for students. We're talking about doing this for faculty and staff as well. And what I want to ask about is maybe the thing that I know less about what resources there are for us or if there are programs for us like this or places you can go, people to talk to. Is what is there in between if we're having issues as people of color, people who are facing intersectional issues of injustice as faculty members -- of course there's the ombuds. Of course there is the Office of Compliance. But in between sort of the zero to 100, I'm wondering sort of what there is in between. Because like, so if we have some issues in our department, in African Cultural Studies or Afro American Studies with some of our colleagues, of course there's the interpersonal way that we can try to resolve it. And then there's the, you know, there's the Office of Compliance. And there's the legal approach, which is very antagonistic. So what I'm interested to know is if there are resources or if we are working towards ways to have something in between, something that is not as hands off as the Ombuds, but not as all the way adversarial as going to the Office of Compliance.

>> Patrick Sims: Thank you, Dan. That's a great question. And I would say yes, absolutely. Most folks are familiar, at least I hope they're familiar, with individuals who we affectionately refer to as our MD coordinators. These are individuals who help and assist my office and largely, the schools and colleges or large administrative units that they're working with to support the recruitment and retention of faculty, staff, and students. You also know that a number of the schools and colleges have assistant and or associate level deans that are there to help strategize and think through instances where we want to see more or greater engagement with culturally competent practices, whether they're in the classroom, whether they're in the departmental meetings or the executive community meetings, and so forth. Those roles are also available. And then of course, our office. My office is available. Right? So many of you may know a gentleman by the name of Luis Pinero. He has done a phenomenal job of being a go-to person that can coach, support, and redirect. And if you're not ready to go all the way to our -- either filing a formal complaint, given Luis's history with the campus and its function in that office I described earlier, the Office of Equity Diversity, now dealing with affirmative action planning and employee disability resources, he's an excellent resource and tool. So I could connect with you offline if you want to shoot me an email. I could point you and give you a list of names of the assistant associate deans in the schools and colleges and or MD coordinators. And of course, I am available as a resource as well.

>> Chancellor Rebecca Blank: Thank you. We've got a number of people with their hands raised, so let me turn to Senator Karl Broman. Please unmute yourself and ask your question or your comment.

>> Senator Karl Broman: Hi, this is Karl Broman from Biostatistics and Medical Informatics. I was wondering if you could say more about how students are doing and what the university is doing to try to identify and correct disparities in access in this sort of online learning environment.

>> Chancellor Rebecca Blank: Yeah. Let me take a first pass at that. And then I'll let Patrick follow up as well, if he'd wish. So of course, one of our concerns is that some students, you know, have difficulty with both the technology, the access to Wi-Fi, the materials they need to do online learning as effectively as possible. And in some cases, we had students who stayed in the dorms because they did not have a good place to go that would allow them to continue their studies virtually. And some of the -- you know, and that's exactly why we left the dorms open for those students who either couldn't go home or could not continue studies at home. We have worked quite hard to make sure that telehealth is available to any students who are feeling depressed or anxious. And our advising service, I have to say, has done [inaudible] work in switching from an in person to online advising and trying to reach out. The student affairs office, you know, I think there's a few challenges of trying to figure out how do you know who to reach out to in a world where faculty are not seeing students. And we are not quite getting the same report. So I think this student is in trouble. And we have been encouraging faculty to let us know if student performances seems to be deteriorating so that we can try to reach out to help them. Patrick, you want to say anything in addition?

>> Patrick Sims: Sure. I'll say that I think Chancellor mentioned that advising has done a tremendous job of responding to still business as usual, if you will, working with the students remotely, whether they're through a digital interface, Zoom, WebEx, etc. Certainly, with the pipeline programs going to my office, we're continuing that work. And actually, we're seeing better connectivity and responsiveness from the students. So that's an interesting upside of this. I'll also note that the financial aid office has made available grants, forgivable grants that students, if they have outstanding or significant financial need, that they can seek that support. The folks in enrollment management have done a great job of triaging those needs. We're also, my office, is fielding a needs assessment. We started internally within the Division of Diversity, Equity, and Educational Achievement. And we got a pretty high response rate, about a 75% response rate, so about 1,600 students, getting a sense of what their needs were, whether they were technical, that emotional wellness support, whether monetary or housing. In very short order, students let us know what those needs were. We've since expanded that survey to nearly 20,000 students and the emphasis on first generation, students who identify as low income or have demonstrated a financial need, graduate students, professional students, and of course, students from underrepresented backgrounds in our community. So we're clear, we're trying to figure out what the need is so we don't have anyone fall through the cracks. I want to stress that this survey is not a representative survey by any means. But it's really a tool that we want to make available, that as students transition from an in person to an online experience that those needs are being met and we're able to triage directly through those infrastructures with our MD coordinators and our colleagues in student affairs, through the cultural center, the gender and sexuality campus center, and so forth. So those are few things that immediately come to mind that we are responding and being very mindful of those students who can so easily fall through the cracks. We're doing everything we can to make sure that doesn't happen.

>> Chancellor Rebecca Blank: And --

>> Heather: Chancellor dropped off briefly, Betsy Stovall.

>> Senator Betsy Stovall: Hi, I'm -- I'm here if --

>> Chancellor Rebecca Blank: Go ahead. We can hear you.

>> Senator Betsy Stovall: So I [audio cuts out] onlining our courses in an emergency basis and potentially, also next semester depending [audio cuts out] happens. I think [audio cuts out] us are wondering, maybe we've been skeptical about online education in the past. And I've [audio cuts out] us might be wondering what are the implications of what we're doing now in terms of onlining courses for after the current crisis is over. What's the role of shared governance in, you know, the academic matters connected with onlining courses [audio cuts out]?

>> Chancellor Rebecca Blank: Let me take a first pass at that, Betsy. So as you know, we have been expanding our online presence. We've been offering a number of our summer courses online. We've expanded our online professional master's presence in a number of cases. And we are, this next fall, going to be offering our first undergraduate online degree and hope to expand that a little over time as well. Those programs, like all programs, go through the academic planning committee, which is a official faculty governance group. All curricular initiatives of this sort go through approval with the appropriate faculty committees. Let me call on Senator Eric Johnson to unmute yourself. Eric, are you there?

>> Heather: Should see a microphone with a slash through it at the bottom of the page. That's where the unmute button is.

>> Chancellor Rebecca Blank: We're not hearing you. Perhaps we should go to our next person and then come back to Eric Johnson. And see if maybe you can get some help from the moderator for unmuting. Let me call upon Senator Nicole Perna. And let's go to her and then come back if we need to.

>> Senator Nicole Perna: Hello, can you hear me?

>> Chancellor Rebecca Blank: We can.

>> Senator Nicole Perna: Excellent. Thank you. This question is for Patrick. I wondering if we have any information on or if your office has given any thought to the particular impact online had on students or for that matter, faculty who have dependents at home, children or other adults that they're caring for. Do we have any programs that are reaching out to that group in particular?

>> Patrick Sims: Thank you. That's a great question. At this time, that needs assessment tool that I referenced earlier is going to help us get a sense of what additional resources, if any, are needed to try and respond to some of the queries. To date, from the survey that we focused on internal [inaudible] division, we had a few students, about a handful of them, that did site need for childcare assistance as one of the areas of topics that were on their minds. We anticipate that as we get more understanding of what the needs are, we can try and respond. I know there are a number of other online tools and resources that have been made available to support families who are at home with children in the background. I happen to be one of them. I'll just give a shout out to PBS Wisconsin. If you haven't had a chance to look at some of their online materials for different age groups and age ranges, they're some good content to support families with children in the background or who are at home while you're trying to work at the same time.

>> Senator Nicole Perna: Thank you.

>> Chancellor Rebecca Blank: Thank you. I don't know if Eric Johnson is going to try to come back in. If he does, we can maybe try to pick him up later. But we do have some other business, and I'm somewhat tempted to move on with no other hands raised, if that's all right with everyone.

>> Heather: There's one more person in the queue in [inaudible], Senator Sajnani.

>> Chancellor Rebecca Blank: Oh, okay. I don't see his hand raised. But yes, go ahead. Can you unmute yourself? Are you trying to get in? I don't see your hand raised but Heather seems to.

>> Senator Damon Sajnani: Okay. Can you hear me?

>> Chancellor Rebecca Blank: Yeah.

>> Senator Damon Sajnani: Okay. I'll be very brief so we can move on. I just wanted to second or third the concerns that a number of us in African Culture Studies and African American Studies have been talking about with respect to the onlining of our class. And just to be more precise about some of the issues that are concerning us, there's been a longstanding specialty in Afro American Studies. There's been a longstanding concern about the specific challenges of talking about and doing social justice related classes online and some of the risks there. But in addition to that, a separate issue that many of us are concerned with is a question of the copyright of our materials, if we do record them and how they are used. So I'm not mentioning that for us to have a big discussion about it now, but just to more put the pin on precisely those two issues that we've been talking about and we would like to talk more about in the broader community.

>> Chancellor Rebecca Blank: Thank you. I mean, all of fervently hope that we are back to in person education come the fall. I'm not going to disagree with you on the value of in person education from many conversations and classes. I don't see any more hands raised. Is that right, Heather?

>> Heather: You're correct.

>> Chancellor Rebecca Blank: All right. In that case, let's turn to the approval of the minutes, which are on page seven and eight from the March 2, 2020, meeting. Does anyone have additions or corrections? I'll wait a minute to see if anyone wants to raise their hand. I am not seeing anything. So I'm going to approve the minutes as distributed. Let me now recognize Professor Emerita Ann Hoyt, who is going to present the annual report for the Ombuds. Is -- oh, there you are. Ann, you want to unmute yourself? Ann, are you trying to join us and not be successful? I wonder if one of the moderators can reach out to her?

>> Heather: I'll do that. Do you want to move ahead and we can come back?

>> Chancellor Rebecca Blank: Yeah, let's go forward to Professor Alfonso Morales. And then come back [inaudible] if we can. Alfonso, are you there? Can you unmute yourself?

>> Professor Alfonso Morales: Yes. Good afternoon, Chancellor. Can everyone hear me?

>> Chancellor Rebecca Blank: We can.

>> Professor Alfonso Morales: Wonderful. Good afternoon, Chancellor. Thank you very much. Good afternoon, colleagues. I'm Alfonso Morales. I'm a professor in the Department of Planning and Landscape Architecture. I'd like to deliver my report in two parts with respect to the report you have that you have read and with respect to the impending situation surrounding DACA or Deferred Action for Childhood Arrivals. I'll be brief. The Immigration and International Issues committee is a new committee. Our first year was 2018, 2019. You have our first report. In brief, our first year was organized into fact finding, which included listing the colleagues from around campus as well as perspective taking, which included comprehending the circumstances of committee members who represented the community outside of UW, campus faculty, students, and staff. We determined some processes and paths to engage. And from establishing those operated procedures, we laid the groundwork for what was a productive year this year. As a result of our discussions, we made one concrete recommendation, which was to recommend that the university pursue recognition from U.S. CIS, Citizen and Immigration Services, as an American institution of research. From our understanding, only the College of Engineering has that qualification. That qualification enables naturalization for naturalized applicants to continue their work and conduct research outside the United States for extended periods of time. So the actions that we have taken this year follow from last year, including work with the new committee the chancellor created, chaired by Casey Nagy, which addresses a range of campus concerns and issues associated with how visa and immigration services are provided around campus. So having summarized the report, let me turn briefly to DACA, which is Deferred Action for Childhood Arrivals, which is something of a misnomer. As you may have read in news articles that, for instance, it may be as many as 27,000 DACA folks around the country work in healthcare industry, in hospitals and nursing homes and the like. So let me summarize briefly a situation with DACA right now. The U.S. Supreme Court will be rendering a decision with respect to DACA in the weeks ahead. And I'd like us [audio skips] aware of the various campus efforts that have been made on behalf of DACA students and staff. For instance, and I think it's important to note the committee that I just mentioned that could implicate DACA students that's chaired by Casey Nagy. But in particular, also, I'd like to note the Multicultural Student Center webpage, which has a webpage specifically oriented to DACA students that enumerates, paraphrases, remarks that the chancellor provided in support of those students last summer. And it's possible that that webpage may need updating in the weeks ahead. It may also be the case that we need a webpage for staff that's similar to the student webpage. The other thing that I think you should know is that one of our federal relations people in Washington, Cynthia Williams, alerted me today that the Supreme Court is allowing the submission of a supplemental brief regarding the contributions of DACA recipients during the COVID-19 pandemic. It's not likely, she doesn't feel it likely, that it will change what she presumes will be a negative decision in this regard. However, they did invite the brief. And the next opportunity for them to render the decision will be this Thursday. So there we go. I think that's the summary of our report and an alert to a situation that's emergent in hopes of helping campus make plans to support students and staff that may be impacted by this Supreme Court decision. Thank you very much, Chancellor.

>> Chancellor Rebecca Blank: Thank you, Alfonso. We're all watching the Supreme Court decision closely. Does anyone have questions for Alfonso? If so, raise your hand. I see a question from Senator Dawn Davis. You want to unmute yourself? Dawn, are you there? There's a mute button at the bottom that has to be opened. Heather, do you want to try to help Dawn get on? Maybe you could get [inaudible] with the question, we can type it into the chat?

>> Heather: Yeah. I got a communication into her.

>> Chancellor Rebecca Blank: Okay. Alfonso, what if you come on, and we'll come back to you? And I'm going to go to Ann Hoyt, let her give her Ombuds presentation. And if we have [audio cuts out] come back to you with that question. That work?

>> Professor Alfonso Morales: Excellent. Thank you.

>> Chancellor Rebecca Blank: Great. Ann, yeah, are you there? You want to unmute yourself? There you are.

>> Senator Ann Hoyt: I am. Did you hear me?

>> Chancellor Rebecca Blank: Yes, we can.

>> Senator Ann Hoyt: Wonderful. I apologize for those difficulties with the microphone. And thank you, Chancellor Blank, for the opportunity to visit with you and the faculty senate today. It is good to be back among you, even though it's a virtual visit. I am one of five UW retirees who staff the university's Ombuds Office. And as you know, the office provides a safe place where UW-Madison employees can seek guidance regarding workplace concerns at any time, without fear of reprisal, and at no cost to them. We are strictly confidential, impartial, informal, and independent. I believe you all received a copy of our last year's annual report, which gives a good description of who we are and what we do. I'm not going to take time to go over that report at this meeting because we have, as a group, we would rather discuss another or a part of our report. So today, I want to discuss hostile and intimidating behavior or HIB and remind you of a sobering statistic that appeared in that report. Of the 220 visitors that we had last year, 30% had some issue connected to HIB or had an actual HIB complaint. We believe this year, we will have an increase in the number of visitors and a resulting increase in the number of HIB issues. And we think that graduate students, particularly, are becoming more concerned about HIB treatment from major professors, particularly due to the high visibility of the situation with the engineering professor this year. What concerns us most is that a number of the issues have resulted in an investigation often involving a faculty member, either as a complainant or as a respondent. And these investigations are time consuming and deeply upsetting to the individuals involved and to their departmental colleagues. In fact, many of the people who experience HIB behavior are too intimidated to bring forward their concerns for these reasons. As ombuds, we believe it is important to bring this issue to the faculty senate. We hope that you will discuss hostile and intimidating behavior itself and the policies that have been enacted to prevent it with your faculty colleagues. As we've heard earlier, we all, and especially the faculty who modeled behavior for the entire campus, need to serve the university better in this regard. So we have some suggestions for what you, as faculty senators, might do. One is read the HIB guidelines and understand that HIB can include, but is not limited to, abusive expression, unwarranted physical contact or intimidating gestures, conspicuous exclusion or isolation, or a sabotage of another person's work or impeding another person's capacity for academic expression. Unfortunately, we've had visitors that have come to us with various -- -- experiences with all of those situations. Two, we think it's very important for faculty to be conscious of our own behavior. Because faculty are in positions of authority, we may not be aware of the tone of our messages to others or how they are received. And faculty demeanor is watched closely by others. Three, I think, be willing to identify and discuss HIB behavior when you see or experience it. There are good campus resources available to help you learn how to deal with difficult conversations, either one on one or in group situations. Four, ensure that all faculty take the HIB training. It's offered at many times during the year by the Office of Human Resources. There are four trainings that are currently scheduled, either online or at 21 North Park Street before the end of June. They are optimistic that they can still meet during the month of June, but I imagine those two that are scheduled then will go online pretty soon. And then the last one, let your faculty members know and your colleagues know that there are many resources on campus to help them. Some have been mentioned already today. Their colleagues and the staff they supervise can work with these resources to deal with difficult workplace issues. The Ombuds Office can help them discuss their options, find the best resources for them, and work to ensure that university policies and procedures are being followed equitably. Today, we know that as a campus, we can do better. And the Ombuds Office is here to move us forward in that regard. Thank you, Chancellor, for the opportunity to speak. Oh, I can't hear you.

>> Chancellor Rebecca Blank: Yeah. Sorry, I was muted. Thank you, Ann. I appreciate it. Are there any questions for Ann about the ombud report? While I wait for people to raise their hand, Alfonso, I'm going to tell you that Dawn hit the raised hand button by mistake. So we have no questions for you, and we'll let you go.

>> Professor Alfonso Morales: Thank you very much, Chancellor. I'm glad I got to listen to Professor Hoyt's remarks. They were very --

>> Chancellor Rebecca Blank: yeah.

>> Professor Alfonso Morales: -- interesting and enlightening. Thank you, Ann.

>> Chancellor Rebecca Blank: Thank you, Alonso [phonetic]. I have a question for Ann Hoyt from Senator Kristen Malecki. You want to unmute yourself?

>> Senator Kristen Malecki: Yes, hi. Thank you, [inaudible] Hoyt. I think this is an incredibly important topic. And I'm glad that you brought this to the faculty senate. One of the things that I've struggled with being on the Campus University and Climate Committee is how do we engage the faculty very wholeheartedly in the conversations around the behavior. Because I think it's one of the biggest barriers we have in creating an environment that's really inclusive of everyone. And until these behaviors stop, we won't really be able to move forward. And I think, as faculty, we're used to being in charge of our classrooms, in charge of our students, you know, in positions of authority, which really leads to personalities and behaviors that can perpetuate this kind of personality exchange with other people. And we need to be aware of it if we're going to stop our behavior. So I just want to endorse your recommendations and encourage the university to continue to support those dialogues and have real accountability for making faculty engage in these difficult conversations.

>> Senator Ann Hoyt: Thank you for that. I would like to say that we have experienced a number of visitors who have become respondents to complaints of HIB behavior. And there are a number of questions that the existing policy doesn't answer about [audio cuts out] now that we have a policy in place. And I hope it's all right with Vice Provost Bernard-Donals that I mention that there's an informal group of an ombuds and several other people, Office of Compliance, etc., very small group, looking very seriously at, now that we've had a few years of experience with the policy, what have we learned from it. And how can we go forward? And how can we benefit from thinking about the way that it's implemented and the consequences that it has for the people involved?

>> Chancellor Rebecca Blank: Thank you very much. I don't see any other questions. So thank you, Ann, for that report and for the work of your committee. Let us move on. And let me recognize Professor Joe Salmons, who will present the annual report for the Information Technology Committee, Joe. Unmute yourself --

>> Professor Joe Salmons: Thank you.

>> Chancellor Rebecca Blank: You're on.

>> Professor Joe Salmons: Thank you very much, Chancellor.

>> Chancellor Rebecca Blank: Yep.

>> Professor Joe Salmons: Everyone has the report. There's no need to repeat what was in it. I am passing the baton now to Shawn Green from psychology, [inaudible] next chair and then Catherine Arnott-Smith from the iSchool after that. I just wanted to make one very simple point, [inaudible] point this in the report. And that is we've been working on a cultural change in the committee. Instead of receiving reports and hearing policies that have been fully developed and are brought to us, we are trying to integrate ourselves into the process from the beginning so that we help shape a policy from very early on. And the CIO, Lois Brooks, has been very supportive of that. And this is a -- it's a process that's going to take a while. But I think it looks very promising so far. And it's actually been relevant to the COVID situation. People have seen the procedures for recording online sessions, the policy for that. And that was developed very, very quickly with a lot of ITC involvement. So I think that's a really important point to stress. And that's all I need to say, I think.

>> Chancellor Rebecca Blank: Thank you, Joe. Are there any questions on the report, for Joe, for his committee? I am not seeing anything. So thanks to you and your committee for all of your work. Thank you.

>> Professor Joe Salmons: Thank you.

>> Chancellor Rebecca Blank: Let me recognize Professor Terry Warfield, who's going to discuss the proposed changes to FPP titled Promotion to the Rank of Full Professor. You did a first reading on this in March. And Terry will address next steps, Terry. Terry, are you there?

>> Professor Terry Warfield: I'm sorry. I've done this a lot. I should have known to do that. On behalf of the University Committee, I move adoption of Faculty Document 2879 Revised, which will add section 7.18 Promotion to Full to Faculty Policies and Procedures.

>> Chancellor Rebecca Blank: This does not require a second since it comes from the UC. Do you want to make further remarks?

>> Professor Terry Warfield: I do. And I'm going to come with a recommendation from the University Committee as well. But I think it's important, given the amount of feedback we've received since the first reading, to share some points with respect to this. So first, I want to remind everybody how we got here. Currently, there is very little guidance within faculty policies and procedures for departments on requirements regarding promotion from associate professor to full professor. Chapter 5 instructs departmental executive committees to provide a written document about the department's expectation for promotion to full professor. In October of 2016, departments were asked to create a written document outlining these criteria and process for promotion to full professor. Now, that memo provided some direction and included some uniform guidance. In the summer of 2019, the UC formed a small ad hoc committee to review the guidance and recommended changes to FP and P. And I want to begin by -- and maybe we didn't do this in March -- but to really thank the people on that committee for their work because it did require a bit of research to gather information about this and to develop the language. So Faculty Document 2879 was presented at the March faculty senate meeting for a first reading. As you can see in the faculty document before you today, 2879 Revised, many changes have been made as a result of your comments and questions. And we've received quite a few additional comments, suggestions, and questions. Let me address several of these now. First, faculty have been asking about the alternative to a council of full professors. This language was added to give departments some flexibility to accommodate structures that may already have been put in place. There also had been questions about school and college guidelines for promotion to full. The section that's being added to the FP and P is silent on these. This would allow a flexibility about how these provisions would be implemented because school college guidelines are not required. The section that has brought the most feedback is that related to outside letters. Some correspondents about this addition to FP and P suggests that asking for letters for promotion will create additional requests for letters from members in the department. Frankly, departments around our campus who have been implementing professional [inaudible] with letters don't have evidence to suggest that. And nor did the committee to find evidence to suggest that's the case. There have also been a number of questions as to why the number of letters is included in FP and P for this provision but not for tenure and promotion to associate. Well, that's because for promotion to tenure and promotion to associate, the requirements of outside letters rest with divisional committees. And they can be found in their tenure guidelines. In the case of promotion to full professor, happens at the department level, and thus campus wide requirements would need to be included in FP and P. The committee that drafted the language for FP and P did benchmark on the requirement of external letters for promotion of full professor. We are the only Big Ten school that does not require them. All of our peers in the Big Ten require outside letters for promotion to full professor. Most of them require four to five letters, with some requiring as many as eight. The proposal before you requires just three letters. The guidelines allow for departments to determine the extent to which these letters will differ significantly from letters required for promotion to associate professor with tenure. The guidelines provide flexibility and leave up to the departments to determine whether they need to be arm's length, whether they are confidential, whether the letters can come from individuals which will speak primarily to outreach or service accomplishments of the faculty member, and whether it needs to be reported whether who was asked to write letters and who declined to write letters and why. So the requirement for letters actually provides quite a bit of flexibility. And it's not the same process for letters required for promotion to associate with tenure. The University Committee feels it's very important to include outside letters. And we appreciate the work of the Ad Hoc Committee and their recommendations. These letters provide validation from those outside of UW-Madison that the upward trajectory of faculty member's work, seen at the time of the tenure decision, is being realized. They provide a balance so that decisions are not based only on the opinions of full professors within their department. Thus, the Ad Hoc Committee, our peers, many units on our campus, and the University Committee believe they should be part of the due diligence departments undertake before promoting faculty members to full professor. Now, I've summarized the input we've received. And the UC has processed all of this. And we've had some conversation back to individuals who have provided input and tried to clarify, resolve some misunderstandings with respect to these elements. And we've actually received some very recent input to the proposal. So as a result and given the fact that we're meeting virtually, there's people under a lot of stress right now with respect to advancing other initiatives, I am moving that we postpone further discussion of this proposal to the October senate meeting.

>> Heather: I believe you're still on mute, Chancellor.

>> Chancellor Rebecca Blank: Sorry, sorry. Terry has put a proposal to table until the October senate meeting in front of us, and I need a second. Anyone who wants to second should raise their hand. I'm seeing a number of hands raised. You have a second. We are now open to discussion. [audio cuts out] the discussion of tabling the motion only. This is not a discussion of the motion. This is discussion of the proposal to table. Do people want to speak to the tabling motion? I'm going to give a minute. If you raised your hand to second, you could clear your hand right now. Is there anyone who wants to speak to tabling? Ivan Ermakoff, do you want to speak to the issue of tabling the motion? Please unmute yourself, if so.

>> Professor Ivan Ermakoff: Well, yes, I guess. The Sociology Department is supporting the motion given the circumstances and the fact that we cannot really have the time to discuss the proposed change in the department, in case we discussed it. But we would like more time to really reflect on the issue. So we're supporting that motion.

>> Chancellor Rebecca Blank: Thank you. Senator Jonathan Martin, do you have a comment on the motion to table? Unmute yourself.

>> Senator Jonathon Martin: Yes, thank you, Chancellor. I'm wondering, why would we table any discussion of it today? Maybe we could table voting it, making a vote of decision. But I don't know why we shouldn't discuss it today.

>> Chancellor Rebecca Blank: Terry, do you want to respond to that?

>> Professor Terry Warfield: Yeah, that's a good question. And the UC talked about that a little bit. And let me describe what we think will happen between now and October with respect to this and some other things that are going on. Again, people are very engaged with just this continuation of instruction process. And we feel like this is an important thing to move forward. But it's important that we get some consensus around it. And probably, what would need to happen with respect to issues that have been brought to the University Committee is some kind of one on one conversations where we could have people come and meet with us. And again, the environment we're in right now just doesn't allow that. So we're pretty sure we understand what the reservations are. And actually, we also understand the reasons supporting this addition to FP and P. But we just feel like, you know, more time is needed. And in that time, we'll be able to have conversations in the proper format.

>> Chancellor Rebecca Blank: Is there anyone else who wants to speak to the motion to table?

>> Professor Terry Warfield: I think Tom Purnell has his hand up.

>> Chancellor Rebecca Blank: Tom, do you want to speak [inaudible]?

>> Professor Tom Purnell: Sure, I hope you can hear me.

>> Chancellor Rebecca Blank: Yes, we can.

>> Professor Tom Purnell: I want to support, yeah, speak in support of Terry's motion. And I do hope that the meetings that take place for that, by postponing this, will be open meetings available to everybody.

>> Professor Terry Warfield: That's the way we operate.

>> Chancellor Rebecca Blank: I don't see any more hands to discuss the motion to table. If there is unanimous consent, we can pass through without a vote. Is there anyone who would like to have us vote, who does not think we should take unanimous consent on the motion to table? If so, raise your hand. If anyone raises their hand, we will move to a vote. All right. Someone wants to vote. So we are moving to a vote on the motion to table this until the October meeting. Heather, do you want to give us instructions on that?

>> Heather: Sure. In one minute here, you will see a poll on your screen. And you simply need to click yes or no by your name.

>> Chancellor Rebecca Blank: Only senators can vote. There are other people in the call. Everybody sees this, but only senators should vote.

>> Heather: Absolutely. Same as if we did a voice vote.

>> Chancellor Rebecca Blank: Are there any more votes to come in? I know there are a number of people who haven't voted, but they're largely people who are not senators, I suspect. I -- here comes another one. I'm going to take this as overwhelming yes vote to table until the October meeting. Terry, we will hear from the University Committee about further conversations on this before October. Is that accurate?

>> Professor Terry Warfield: Yes, that's the plan. And we realize that, again, people are engaged in a lot of other important work. And so as we're welcome or we're open to hearing additional input, you can send that to the secretary of the faculty. And it will be taken into consideration. And we'll kind of figure the right set of forms to advance this.

>> Chancellor Rebecca Blank: Did you have a comment that you wanted to make before we move to the next issue? I see your hand raised. Unmute yourself.

>> Senator Damon Sajnini: And perhaps it's moot now. Sorry, I wanted to ask a point of clarification, which was if we were going to vote, which we already have, to whether or not to table the issue until October, would a no vote mean that we were insisting on voting today? And if there is a large forum of people who are prepared to vote in a certain way because there's a lot of discussion among their faculty, as there has in my two departments, then that might be a reason to vote no that wasn't really fully articulated here. [inaudible] point, right, [crosstalk].

>> Chancellor Rebecca Blank: We have taken the road to table, and it has said yes. So it is now tabled officially. And I hope everyone will come back ready to discuss this in October. But also, those of you who do have concerns and issues will engage with the UC. And the UC will reach out between now and then. Is that fair? All right. Let me, again, recognize Professor Warfield for a discussion on changes in grading policy.

>> Professor Terry Warfield: Hello again. You have in your materials, Faculty Document 2887, which is a proposed change to the grading policy or grades commission policy. The current grade submission period is 144 hours after your course's assigned final exam block. Now, due to limits of technology, this was interpreted to be 144 hours after the last final exam for many years. In the fall of 2019, the registrar's office started enforcing the policy as it is written. And this led to many complaints from faculty. Well, lengthy grade submission policy hurt students by delaying processes that need to happen after grades are entered, including satisfactory academic progress calculations for federal financial aid reporting and end of semester academic actions and appeals, to name a few. It also delays student's transcript requests for internships, scholarships, and financial aid. The proposal before you was developed with the registrar's office to replace the policy that is written, again, which is 144 hours after your course final exam period. And of course, that could be early in the exam period or late. So it could have quite a range. In many instances, this new policy will give more time to faculty to submit grades than the current written policy. It would require grades to be submitted 72 hours after the last final exam, not your final exam but the last final exam, period. And allow those with finals within the last three days to request an extension of an additional 72 hours for a total of 144 hours. That means you would potentially be able to access the current one that been applied by many. I look forward to hearing your comments on this proposal.

>> Chancellor Rebecca Blank: So this is a first discussion of a proposed change to FP and P. Hopefully the second discussion will take place at the May faculty meeting. So we are, at this point, open for conversation and discussion but will not take a vote today. So if people raise their hand, I will call upon them. Senator Jonathan Martin, you have your hand raised.

>> Senator Jonathon Martin: Yeah, thank you, Chancellor. I like the proposal. I just wonder if the extension for faculty giving the exam in the last three days of the period will be granted rather liberally. Or will it be a strenuous request and hurdle?

>> Professor Terry Warfield: Well, I'm going to -- Scott Owczarek is here. And he helped us develop -- he developed or proposed this proposal, which was shared with the UC. So I'll let Scott speak to that.

>> Chancellor Rebecca Blank: Scott Owczarek is the official registrar of the university. Scott, you want to answer that question?

>> Scott Owczarek: Absolutely, Chancellor. I'm assuming you can hear me.

>> Chancellor Rebecca Blank: We can.

>> Scott Owczarek: You can. Perfect. Yes, I see it being liberal. And that was the theme or the spirit of the conversation for the UC. How that exception process will play out, if that will go through your final exam dean in the school and college or to the registrar, those details [audio skips] process have not been figured out. I could expect that we would have those figured out when it was up for an official vote.

>> Chancellor Rebecca Blank: Thank you. Senator Betsy Stovall, do you have a question?

>> Senator Betsy Stovall: Yes, I'm wondering why it is 72 hours and not, say, three business days? So in the spring semesters, the last final exam is always on a Friday. In the fall semester, we have final exam days happening on December 22, December 23. And for faculty with exams on those days, three days seems like a difficult turnaround, especially for those working with graduate students.

>> Scott Owczarek: Yeah, Senator Stovall, the spirit of the conversation is that if we were looking at three business days, where it ends in the fall semester, we would be conflicting with the Christmas holiday. And it would extend out. So if we did the three days with the exception, so that if faculty needed the extra time, that exception would be the opportunity to get the additional time.

>> Chancellor Rebecca Blank: There's a question from teacher Lindsey.

>> Lindsey: Yeah, yeah, yeah. I'm from Gender and Women's Studies. I'm wondering, in terms of the exception, are people who are, say, not you know, grading multiple choice Scantron type exams going to be given some sort of preference? For instance, this semester I have 20 20-page papers to grade and 40 eight-page papers to grade. Is that going to be viewed differently than someone who has, you know, a different kind of test than that?

>> Scott Owczarek: Yeah, thank you very much. I believe that would go along with the liberal approach. And that was the spirit of the conversation with the UC. With the 72 hours from the last exam [inaudible] students. But we understood that some faculty that have medium or even small classes that have large papers as their final component of their class, may need that extra time. That was why we built in the exception time.

>> Chancellor Rebecca Blank: Eric Sandgren, you have your hand raised.

>> Eric Sandgren: Eric Sandgren, member of the University Committee. My understanding during our discussions in the University Committee was that the exceptions would essentially be granted almost automatically. Now, I'm not sure if we've come up with a final decision on that. But that really is the spirit of the discussion and certainly something that I favor.

>> Chancellor Rebecca Blank: Thank you. Senator Betsy Stovall, did you want to have another question?

>> Senator Betsy Stovall: The idea of having a liberal exception policy could be written into the policy, because these sort of intentions have a tendency of getting forgotten over the years. And also, possibly, faculty reading the policy may not realize that the extensions are essentially automatic and might change their final exams as a result.

>> Chancellor Rebecca Blank: The UC can take that under advisement as they develop a final version of this. Thank you, Senator Gilles Bousquet.

>> Senator Gilles Bousquet: Yes, good afternoon. I wanted to register also that French and Italian had concern about this policy. And I think for the next time around, it would be very important to spell out the exception and make this exception automatic. Otherwise, we're going to run into difficulties, particularly when we have graduate courses and TAs also teaching those courses. So I would recommend that we really spell out the exception in the spirit that was brought up earlier in the discussion. Thank you.

>> Chancellor Rebecca Blank: Thank you, Senator Daniel Weix. You want to unmute yourself?

>> Senator Daniel Weix: Sorry about that. My question is is how students who have an exam conflict or the inevitable kind of accommodated exams that extend, you know, past the scheduled date, how will those be handled?

>> Scott Owczarek: Can you say a little -- I'm sorry. I didn't really fully get that. Could you give me a little bit more information, just so I understand your question?

>> Senator Daniel Weix: Well, the deadline, I assume, is from the scheduled exam period. Right? So three days after the scheduled exam, how will it handle -- in a large class, we often have students who have to take the exam on a different day or because of accommodations, have to take it on a different day. Will the clock start with that? Or will it start with when you get the last exam and it can actually start grading?

>> Scott Owczarek: Yeah, thank you very much, Senator. That's very helpful clarification. Actual new proposal is actually much simpler. We're saying that the final exam deadline or the grade deadline is 72 hours from the last exam day for everyone. So we don't have the 72 hours from your exam. It would be 72 hours for the last exam day with the opportunity, if a faculty member needed an exception, there would be an exception process for an additional 72 hours.

>> Senator Daniel Weix: Got it. Sorry for my misunderstanding.

>> Scott Owczarek: No worries. No worries. Thank you for the question.

>> Chancellor Rebecca Blank: Senator Tom Purnell, I have you down with a question. Someone has to move Senator Purnell into the presenters box. There you go.

>> Senator Tom Purnell: Thanks. I want to follow up on the question and wonder whether there is a privileging of certain types of courses with certain types of finals earlier in the week then, if there can be that kind of shifting around. And how would you know if somebody is going to be in that position, where they aren't the person at the very tail end of the train and then they're in trouble because they're the last final?

>> Scott Owczarek: Yeah, thank you very much, Senator Purnell. We have a very, very complex algorithm for figuring out final exams. And we actually do rotate final exams. So if you're stuck with -- and I don't mean that in a bad way -- if you are the recipient of the last day of final exams, then you wouldn't have that last day again the next semester. And so we do take the opportunity to rotate those based on the algorithm. If the faculty are interested in taking that final exam policy up, we would be happy to engage in that conversation with faculty. But I believe that's part of the class scheduling and process that we have for final exams.

>> Chancellor Rebecca Blank: Thank you. I do not see any more hands raised. So, Terry, the UC will take all of these comments under advisement and make whatever additional changes and bring this to the May meeting. Is that correct?

>> Professor Terry Warfield: Thank you, Chancellor. That's the process. We'll work with Scott.

>> Chancellor Rebecca Blank: Good. I should note that the senate is meeting at its regular time on Monday, May 4. That should be on all of your calendars. But we are at the end of the agenda for today. I realize that this is an experiment and it's [audio skips] clunky. But we've gotten through it reasonably well, and we'll be even better in May. So thank you all for bearing with us and being part of the conversation. I'm going to declare the meeting adjourned. Thank you.