[ Background Conversations ] >> I am told we have a quorum. So I'm going to call the meeting to order. Thank you all for coming. May I ask everyone who is able to rise for the reading of the memorial resolutions? And let me recognize Professor John Berry to present the Memorial resolution for Professor Emeritus Larry Dahl. >> Chemistry Professor Larry Dahl died on March 20th, 2021, at the age of 91. A native of Kentucky, Larry attended the University of Louisville and Iowa State University before joining UW-Madison in 1957, first as an instructor, then a faculty member and eventually a Hilldale Professor of Chemistry. Larry was a legendary inorganic chemist whose research defined the state of the art in metal cluster chemistry and crystallography. His energy, enthusiasm and generosity were shared with well over 10,000 undergraduates in nearly 50 years of teaching freshman chemistry. Always humble, Larry characteristically attributed the successes of his students to the goddess Fortuna. >> And I should note the at Professor Berry's wife, June Dahl, is actually joining us virtually, so thanks to her for being here. Let me recognize Professor Sam Gellman to present the memorial resolution for Professor Emeritus Hans Reich. >> Hans Reich, Professor Emeritus of Chemistry died at the age of 76 on May 1st, 2020, in Madison. Reich joined the faculty in 1970, and he built an internationally acclaimed program based on the application of incisive analytical approaches to understand reactive species of broad applicability and organic synthesis. Reich was among the first organic chemistry scholars to recognize the value of database assembly, and these contributions remain widely influential. Hans Reich is deeply missed by his wife, fellow chemist Dr. Ieva Reich, his former students, his colleagues at UW-Madison, and by friends and fellow scholars around the world, nobody who knew him didn't love him. >> Thank you, Sam. Let me recognize Dean Robert Golden to present the memorial resolution for Professor Emeritus Edward Jackson. >> Edward F. Jackson, professor and the fifth chair of our Department of Medical Physics, passed away on June 2nd, 2020, at the age of 58 after battling a 10-month illness and is survived by his wife, Sondra Jackson, and his children, Michelle and Jonathan, who are with us today. His research focused on quantitative imaging, a technique that extracts data for medical images to measure disease biomarkers, particularly for improving the diagnosis and treatment of cancer. Through worldwide collaborations, he led groups which facilitated standards and studies that have benefited patients and advanced the work of the global medical imaging community. Prior to coming here, Dr. Jackson was on the faculty of the Texas MD Anderson Cancer Center. He received the Hearst Foundation Faculty Achievement Award in education and was named at the University of Texas Academy of Health Science Education in 2012. He received the Folkert Belzer Lifetime Achievement Award from our School of Medicine and Public Health in 2020. Ed devoted his life to ensuring that all the graduates of his field were trained to create new, safer, and more effective medical imaging and patient treatment devices here in the United States and around the world. He was an exceptional mentor, deeply admired and loved by his students. One of Ed's most memorable traits was his genuinely humble unassuming nature. If he were with us today, he would be surprised by just how greatly he has touched the lives of so many others, and how much of an impact he has had on the Department of Medical Physics, on his profession, and on this university. He is truly an outstanding icon of the very best traditions of UW-Madison. We are honored to dedicate this Faculty Senate memorial resolution to the late Professor Ed Jackson. Thank you. >> Thank you, Bob. And let me recognize Professor Jackson's wife Sondra, and his children Jonathan and Michelle, thank you for coming. [ Applause ] Let me recognize Professor David Eide to present the memorial resolution for Professor Emerita Nancy Johnson. >> Good afternoon. Professor Emerita Nancy Johnson died on May 18th, 2021, at the age of 95. She was a vibrant member of the Department of Nutritional Sciences from its founding in 1969, till 1986. She was a pioneer in her studies of diet assessment tools, calcium and bone health. Nancy also held a joint appointment with UW extension and her outreach programs on the relationship between calcium, milk products, and osteoporosis were among the very first in the country. Nancy was also a much-loved teacher and had a profound impact on her students, and will be remembered for her dedication to improving nutrition, her active curiosity, her warmth, and her keen sense of humor. Thank you. >> Thank you, David. And let me recognize Professor Robert Fettiplace to present the memorial resolution for Professor Donata Oertel. >> Donata Oertel was a professor and chair of the Department of Neuroscience who died of cancer in April 2020, surrounded by her husband Bill Sugden, son Arthur, and daughter-in-law Lauren. Donata spent an illustrious career of 38 years at UW-Madison. She was a world-renowned auditory neuroscientist whose discoveries shape our theories of auditory function. She was honored with a lifetime achievement award from the association for research in otolaryngology, which was her beloved scientific organization. Donata was an inspiring innovative teacher in Biocore, neuroscience, and in physiology. She was kind and brilliant, a role model for women scientists, and will be missed by those fortunate to have known her. >> Thank you, Robert. Is Bill Sugden here? I'm not sure that he was able to make it. And then let me finally recognize Professor Susan Cook who's going to present the memorial resolution for Professor Emerita Joan Wildman. >> Joan Wildman, Professor Emerita of Jazz studies at the School of Music, passed away April 8th, 2020. She was 82. Joan taught music theory, jazz improvisation and jazz piano from 1977 through 2002. And she played a critical role in establishing the current jazz studies program. Joan was a primary founder of the Madison Music Collective, a nonprofit regional jazz organization. She had a knack for bringing musicians together and promoting their work and led her own Avant-garde jazz trio for over 25 years. Joan Wildman fully embodied the Wisconsin idea, always pushing new musical boundaries with a sense of optimism, adventure, and curiosity. Thank you. >> Thank you, Susan. That ends the memorial resolutions, and you may all be seated. It is good to see all of you. I realize we're more than halfway through the semester, which hardly seems possible right now. I hope that a number of you might have met with alumni either in your department sport of visitors or in various other events over this past week, or maybe even been part of some of the homecoming events. There were lots of alumni in town. We celebrated the end of this calendar year of our always forward fundraising campaign and had parties across campus. They were fun. And of course, we had homecoming on the weekend as well. The campaign is closing after raising $4.1 billion, blowing well past our original $3.2 billion goal set when we started this in 2015. And you know, thanks to all the department chairs and deans in particular who worked very hard to make this campaign so successful. It shows the generosity of our alumni and our supporters and their passionate interest and support for the research and education and outreach that happens here at the university. This doesn't mean, let me be clear, that we have $4 million in our back pocket to spend any way we want. Almost all of these funds are designated through gift agreements to be spent for very specific purposes. And much of the donations are designated as endowment funds, which means they pay out 4.5% a year and will then be able to pay out far into eternity and therefore provide long term future faculty support and scholarships. Other funds have been pledged as part of wills on, you know, will not come in for some period of time. But you can see a lot of ways in which this campaign is already impacting campus in a lot of positive ways. Endowment funding for scholarships and student fellowships has increased by 200% since the beginning of the campaign. And many of you, I think have seen this, particularly with your graduate student funding that's available. Some of that's due to the campaign, but we've also put a substantial amount of new institutional dollars into scholarships as well. Donors funded 4,620 new scholarships for graduates and undergraduate students over the course of this campaign. That makes a difference to our students. We've increased the number of endowed faculty positions by 324 since the campaign began. And funding available to faculty to spend on research from endowment funds has increased by nearly 300%. And as you all know, name chairs, professorships help us protect and retain the gifted scientists, scholars, teachers, faculty across the university. The most visible effect of the campaign is through donations to some of the new facilities that attract students and provide labs. In some cases, these have been co-funded along with the state. In other cases, they've been fully funded by alums. This includes the Hamel Music Center, the new chemistry and veterinary medicine buildings, the meat science and animal biologics building, the Nicholas Recreational Center, the New Computer Data and Information Sciences Building, and the upcoming Bakke recreational and Wellbeing Center that will replace the Nat [phonetic]. The final project that we announced just two weeks ago, a new academic building for Letters and Sciences to be known as the Irving and Dorothy Levy Hall, the state gave partial funding for this building and Jeff and Marv Levy and their family foundation added a very generous gift and asked the building be named in memory of their parents. This building is the first new sort of classroom office building for L&S in almost 50 years. It is so long overdue. And it's going to include a number of state-of-the-art classrooms. And those of you who teach in humanities know exactly how much we need those classrooms. By any measure, this campaign has been a really tremendous success, and I'm deeply thankful not only to the financial support, but for the passion and the commitment that so many of our alums have brought to campus and have brought to this campaign. Onto other business. The 2021 diversity forum titled "Rising Above and Reshaping our World in the Image of Justice" takes place on the next two days, Tuesday and Wednesday of this week. Keynote speakers are Dr. Russell Jeung co-founder of the Stop AAPI Hate, and Steven Canals co of the television show Pose. And I hope that you and many of your colleagues, even if you can't attend the whole thing, will drop in for sections. And the way its set up right now, the first day will be available in person and online. The second day is online access only. So easy to access. The forum is hosted by the Division of Diversity Equity and Educational Achievement and is free and open to the public. So please register and join. Also this week, on Friday, I will be joined by Ho-Chunk tribal leaders as we raise the Ho-Chunk Nation's flag above Bascom Hall on Friday, along with the U.S. and state flag. This is, we believe, the first time in of the campus that another sovereign flag will fly over Bascom Hall. I don't know maybe someone went up there and put something up that they shouldn't have at some point in the past. But the flag raising is part of an ongoing commitment to building the Our Shared Future effort with the Ho-Chunk Nation and with other first nations in the state of Wisconsin. The ceremony is at 10:00 a.m. at the top of Bascom hill in front of Bascom Hall. The event is open to the public. There will be limited seating for some guests. Others are welcome to simply come and view the ceremony, sit on the grass, bring your own chair. It is going to be, I think, a really wonderful event. And of course I want to update you on what's happening with COVID related health issues on campus. COVID 19 cases on campus and indeed throughout Dane County continue to remain relatively low. Campus vaccine rates continue to rise. Currently, 94% of our students, 95% of our employees are fully vaccinated and 99% of faculty. As you also know, those who are not vaccinated are required to test weekly. Booster doses of Pfizer, Moderna, and Johnson&Johnson vaccines are available at the university health service to UW-Madison employees and students 18 years and older who are eligible. You can check the MyUHS website to check on eligibility and to schedule an appointment. And I should say you can receive any brand of vaccine for your booster dose. You don't have to receive the same brand that you initially received, as long as you meet the requirements for getting a booster. As I suspect many of you know, President Biden has issued an executive order recently indicating that any institution that accepts federal contracts must, in the near future, have a vaccine mandate for their employees. This covers us. And the UW system made it clear in a statement last week that indeed we and other campuses will comply with that executive order, which means that will result in a vaccine mandate for our employees and for students who work on federal contracts. Specific details from the system and from us should be due out in the very near future. Finally, let me close with this. As I'm sure most of you have heard, I did announce two weeks ago that I will be leaving UW-Madison at the end of the academic year to assume the presidency at Northwestern University. I will, by that point in time, have served as the chancellor here for nine years [brief laughter]. Nine years is long enough, time to let someone else step into leadership, you know. But together, we've faced some really big challenges, but I have been continually amazed by the strength of this community, the character of all its people, employees, faculty, and students, and the capacity of this place to do great things. And I'm very, very proud of everything that we have accomplished over the last nine years. It's been an honor and a privilege to be here as your chancellor. And there are many things I will miss about UW, including many, many of you who've really become friends and colleagues. It's a great university, because the university faculty, staff and students who inhabit the campus, and I want to thank you for all you do for UW-Madison. And with that, I will turn things over to Steve. Thank you. [ Applause ] I'm not going anywhere fast. And there are a number of things that I have [brief laughter]. So you haven't heard the last yet. [ Laughter ] >> Thank you all for attending the November Faculty Senate meeting, I have several updates from the University Committee. First, a policy created in the 1990s about access to electronic files is being updated. The policy is being reviewed to determine which parts are now covered by current do-it policies and which parts are not. When the work is complete, an ad hoc committee will then start reviewing and making recommendations on how to bring the policy up to date. Any changes will be brought to you for approval. Second, the University Committee has been asked to send forward a short list of faculty for the Search and Screen Committee for the new chancellor. If you are interested in serving on this committee, please contact the Office of the Secretary of the Faculty. Third, please consider submitting nominations for the Distinguished Teaching Awards. These are due on November 15th. Fourth, our assistant vice provost for teaching and learning, John Zumbrunnen, has asked me to send you the following reminder, with respect to the pandemic, students have done everything we've asked of them, vaccinations, masking, staying away from classes when they are unwell. So, in return, let's be sure that all of us, including our departmental colleagues, give them maximum flexibility when dealing with missed classes or rescheduling of exams. Fifth, but honestly, first on my mind at least, is that Chancellor Blank has announced that she will step down from her position to become the next president of Northwestern University, as she has just mentioned to us. I'm really not sure how to respond to this event. But let me summarize the words I gave to a student campus newspaper reporter when asked about what I thought she has given to our university. First, we faced repeated and sometimes perplexing attacks from outside on academia's principles and people. She provided a shield, that first line of defense, truth telling and support that took some of the load off our shoulders and reminded us that we had allies. I think her influence on our morale was tremendous. Second, she was proactive in her support for the entire campus community. Well, introducing her recently, I mistakenly referred to "Bucky's Tuition Promise," [brief laughter] which she subsequently corrected with good humor, but maybe that's not such a bad mistake. I'm so proud of our university that we have this program in place, and it was created on her watch and with her backing. Third, I can't imagine a better booster for campus life. So Bucky and the rest of us will really miss you -- and the microphone. And we wish you the best, again. [ Applause ] This month I'll finish by talking about the second plank in my UC candidate platform. The subject is campus climate, and more specifically, whether everyone on our campus feels they are welcome and they belong. As faculty, we have a direct responsibility for the educational climate on campus. And as members of the campus community, we have a shared responsibility for all aspects of campus climate. What does this obligation entail? Not everyone in our campus community is surrounded by people who share their way experiencing the world. Do they all feel that they belong? Well, I served on the UW-Madison Chief Diversity Officer Search Committee. In the early briefings and again, during the later interviews, I heard that UW-Madison was viewed by many as highly engaged with and even a leader in diversity, equity, and inclusivity activities. I agree with that sentiment. But when I reflect on what I see in here on campus, it's clear that we have so much more to do. The approaches that UW-Madison is taking are important and commendable, including our tuition-based scholarships and other programs such as First Wave, Information Technology Academy, People and Posse. Yet, I believe that the faculty working as an advocate with our new chief diversity officer LaVar Charleston and the administration could bring about a stronger and even transformational approach that is more proportional to the magnitude of the need. We must do better at helping everyone feel that they truly belong here. Today, we'll hear one example among the many of progress and remaining needs. "Our Shared Future" is UW-Madison's commitment to acknowledge and respect the inherent sovereignty of the Ho-Chunk and other Native American nations in Wisconsin. Also November is Native American Heritage month. So let's revisit the text of the "Our Shared Future" marker that we placed on campus land. It starts, "The University of Wisconsin-Madison occupies ancestral Ho-Chunk land, a place their nation has called Teejop since time immemorial. In an 1832 treaty, the Ho-Chunk, were forced to cede this territory." This was their home. There was nothing voluntary, on their part, in our occupation of this land, ceded as it was through coercive or fraudulent treaties. It continues, "Decades of ethnic cleansing followed when both the federal and state government repeatedly, but unsuccessfully, sought to forcibly remove the Ho-Chunk from Wisconsin." Ethnic cleansing and genocide were committed right here, and throughout our state. Fourteen significant burial site effigy mound groups were destroyed by campus development, including beneath Bascom Hall and North Hall, and in the coming year UW-Madison will be returning Indigenous human remains collected over time to Indigenous Natives. Still, the Ho-Chunk returned to lands they hold as sacred. The marker statement ends, "This history of colonization informs our shared future of collaboration and innovation. Today, UW-Madison respects the inherent sovereignty of the Ho-Chunk Nation, along with the 11 other First Nations of Wisconsin." Let's consider that second to last sentence, "What will it look like when the history of colonization informs our shared future of collaboration and innovation"? Shouldn't it mean that, at the very least, we dedicate for use by the Native Nations a place on campus land that meets the needs and priorities shared with us by Tribal Nations, where they can continue the work with UW-Madison to co-create the Proposed Indigenous Research Center and an Indigenous Nations Gathering Center, somewhere that all indigenous students, staff, and faculty can join together? Consider further the Land Grant Act, which funded this university using land appropriated from, not given by, the Native Nations through violence-backed or coercive treaties, several of which are considered fraudulent today. UW-Madison has profited from Indigenous dispossession, and in fact the UW system still manages 80-acres of Morrill Act parcels today. Isn't an eminently justifiable, though not sufficient, first step in our commitment to and respect for Native Nations to consider the tuition and living expenses of our Native Nations students already more than paid in full? In 2019, during a Chancellor's visit to a Native Nation, when asked what a true commitment to their Native Nations could be, one of the first answers by tribal government staff was free tuition for their citizens. It's done by the State of Michigan. We can do that too. But there's also a positive side here. UW-Madison supports and is home to a dedicated group of people, loosely categorized as the Native Nations UW Initiative, who are working to bring the experience of belonging to the Native Nations members of our campus community and to educate all of us about who they have been and who they are. Several are here today to share their vision of what it could mean for UW-Madison to honor its "Our Shared Future" commitment, to continue to turn the words into actions. As you listen to this vision, keep in mind that faculty have a remarkable influence on the direction of this university. But that influence bears fruit only when we act on, and persistently advocate for, what we think is right, only when we provide strong and stable support to ensure that goals are achieved. Think about what our actions might be in the coming months, and how we could use them to make a difference. We will revisit these questions soon with a proposal for action that voices our support. Join me in considering the kind of community we want to establish, the climate we want to share as I welcome our UW-Madison colleagues, Annie Jones, Professor of Organization Development and Tribal Nations Specialist, Aaron Bird Bear, Director of Tribal Relations and Omar Poler Indigenous Education Coordinator, so. [ Applause ] [ Foreign Language ] >> Hello everyone. And welcome to November moon. My name is Annie Jones and I am a nominee, most importantly today though I'm here with my fellow co-leads of the Native Nations UW Initiative effort, Aaron Poler or Aaron Bird Bear and Omar Poler [brief laughter] new names for everyone. And we're going to tell you a little bit about the Native Nations UW Initiative effort. We'd like to begin by telling you or just pointing out that we are home to 12 Native Nations here in Wisconsin, 11 of which are federally recognized tribes and another tribe that is still fighting for recognition. So we have the locations and the seals up there, the beautiful national seals that represent the symbols that are important to each of those tribes. And I'll turn it over to Omar to tell you a little bit more about why we're here today. >> Good afternoon, everybody. My name is Omar Poler. We really live in an amazing place. We have maybe the most diverse group of first nations east of the Mississippi here in Wisconsin, many different nations with their own histories, languages, cultures, legal relationships with the federal government that this has always been a very diverse place, very linguistically diverse place. And it still is. And that each one of these different peoples, have so much to teach us. We have so much to learn from their different knowledge systems, ways of being to learn from, with alongside the first nations of Wisconsin. And I believe it's one of our great opportunities as an institution to learn from the peoples who have always been in this place, who have knowledge systems that have emerged in deep conscious cultural connection to this place over thousands and thousands and thousands of years. That's our great opportunity. And in fact, I don't believe that we can really meet our mission as an institution unless we firmly, deeply, you know, integrate our learning about first nations in everything that we do. But we have had some challenges. There are some challenges that we still face today. This is the territorial seal of Wisconsin. It's a graphic image of the policy of the time when our state was founded and in fact, our institution was founded. And in that statement, you can see civilization succeeds barbarism. That barbarian is the native person. That we exist in a system, a world that has seen native people, knowledge systems, as less than. Do people that are -- do people who are less than do they have knowledge systems worth sharing, worth preserving, stories worth including, they don't. And I believe that's very much the reason why native people have been so excluded from our educational systems. And as a result, you know, our capacity, our infrastructure, our ability to help one another learn about indigenous people is lacking. And so a lot of what we're doing right now with the Native Nations UW is trying to build our capacity to make sure that we all have opportunities to deeply engage with the peoples in the knowledge systems that are of this place. [ Foreign Language ] >> I just said nice to be here. My name is Aaron Bird Bear in the Ho-Chunk language since we're in their ancestral land and just to continue kind of our connections to indigenous nations and why we need you the faculty to think about ways to integrate indigenous knowledge into our programs and curriculum across campus. If we think about indigenous dispossession, 82 quick years, this continent is subsumed through treaty, unratified treaty, seizure. So just an incredible quick transition from stewardship of indigenous peoples into the creation of the political idea called the United States and that land expropriated from indigenous nations in the Western Great Lakes went on to fund over 30 universities. So through this Land Grant Act, the Morrill Act put into play indigenous land here in the Western Great Lakes was the new land of the United States. And so that land was applied towards strengthening higher education across the United States. And importantly, here at the University of Wisconsin-Madison, we are tied through four treaties to five indigenous nations here in the Western Great Lakes. As we have received proceeds from lands directly from indigenous nations in some way, shape or form through the Morrill Act. So here we are tied to the Menominee, the Lac du Flambeau, Lac Courte Oreilles, St. Croix Ojibwe through the Morrill Act itself and tied to the Ho-Chunk Nation through where our flagship institution is located today. In fact, the 1837 treaty of La Pointe was the largest land session in Morrill Act history of which we're part and party too. Not only was it the largest land session, it was the most profitable land session. So we are part and party to the largest land session used by the Morrill Act and the most profitable land session by the Morrill Act. And we continue today to benefit from the endowment created through the Morrill Act. So the University of Wisconsin-Madison continues to benefit financially to this day from indigenous dispossession through these four treaties associated with several Native Nations in the state. So if we think about how we engage Native Nations, it's really important to do so. Part of the Native Nations UW Initiative is establishing a framework through which we can work with Native Nations. We have a Tribal Advisory Council of Native Nations representatives; we can seek feedback from on any particular subject we need to. We have a working group, a really powerful implementation team of deans, director of housing, associate deans, helping us to elevate the areas of work identified in partnership with Native Nations. And we have a forum of faculty, staff, and students of anybody in our campus community who'd like to be engaged in these areas of work. We're inviting you to come forward. And this is where you, the faculty can really help us move forward in some way. We have seven focus areas we're working on, indigenous student wellbeing. That's pretty well handled. We have the Native American Center for Health Professions. We have positions in the Division of Diversity Equity and Educational Achievement. The Multicultural Student Center attending to Native American student needs, indigenous language infusion and revitalization is being handled by our language science faculty and other indigenous language advocates. But around curriculum infusion and indigenization, as we think about programming, course design, including Native American information and knowledge, and the ways we teach that's where we need you the faculty. This area is -- this is the hardest area for us to get traction and move forward in, because the natures of how you're rewarded for your work don't necessarily kind of -- those rewards aren't associated with service of this type, right? And so we're finding it hard to kind of scrape the kind of edges of the peanut butter jar to find faculty who have expertise in this area who might contribute their energies and efforts toward helping us think about curricular infusion and indigenization of campus. So if you can think about the ways that faculty can contribute, it really is within the curricular matters of this institution. And that's a really central area we need to work on. So when we think about you, the Faculty Senate, we think about how we can sustainably move this effort forward and think about ways we can engage indigenous knowledge within our curriculum, whether it be an individual core syllabus, the structure of a major, the structure of a degree, just thinking of the ways that we include indigenous knowledge in the ways we teach and learn, so just really important work for us. And this is an area we're struggling with in some area; we're trying to think about ways of making this a sustainable initiative. And one of the ways is thinking about ways we honor faculty time, whether it's through buyouts, helping find additional resources for faculty who want to take on this type of work. And so for us, for the faculty in this area, what are ways that we can engage you? What are the ways that we reduce the barriers for your engagement that our precious time that you're mentoring PhD students, you're doing your own research and publications, you're doing your own various forms of service and outreach? But thinking about collectively the 2,500 approximate faculty of our campus and the ways we can engage you to participate in the Native Nations UW Initiative, because truly is within the classroom. It's when the research enterprise that a lot of incredible work happens with Native Nations and lots of great work is happening. There's great research in aging and dementia studies. There's a memorandum of understanding to work with the hemp farm of a Native Nation. So there's interesting relationships that are bubbling up and the more relationships we can establish between faculty and Native Nations, the better off the work we'll do. It takes a long time to earn the trust of Native Nations. And we're seeing the Native American Center for Health Professions in the School of Medicine and Public Health and their relationships with Oneida just keep expanding the area of research they're doing around aging and dementia of indigenous peoples. And so when we think about that one faculty connection that happened through nature, that's allowing this area to grow. It's just very exciting for us. So we think about how important it is to develop culturally competent faculty who are able to engage indigenous nations successfully. And that's the role that you, the Faculty Senate can help us think about. How do we reduce the barriers for faculty engagement in this work when there's not a lot of reward for this type of service in campus? But it's really important we're considering the many ways we're intertwined with the Native Nations through lands and other ways. And so that's our goal. Our biggest vision is how do we make Native Nations UW sustainable on this campus. Right now, it's a committee of volunteers giving of their time and energy to this effort. But overall, that's no way we'll accomplish kind of big ideas or kind of moonshot ideas that we'll never be able to accomplish that without a more sustainable initiative and involvement of our faculty in some way, shape or form. So I just want to say that our goal is towards the sustainable initiative. Right now, it's exciting we have all these really deeply invested people volunteering aspects of their time but is indeed a sustainable initiative that's our long-term goal and vision for this work. So we thank you for allowing to listen to us today as part of Native November and for your first Faculty Senate meeting of the year. Thank you so much. We appreciate it. [ Applause ] >> Thank you. We're now open for questions to either, Aaron, Omar or Annie, to the University Committee, or to me, any questions or issues that people want to raise. If you want to come up to the microphone. Please identify yourself. >> Yes, I'm Peggy Choy faculty, Senator Asian-American Studies and Dance Department. Thank you so much to our visitors who come today to inform us of some of the plans, but some of the shortfalls is very important and I'm just going to relate a very personal story. Excuse me [brief laughter]. I had to present a land acknowledgement in a cultural online event that I had in May. I sought the advice of Omar Poler, which he kindly gave me. And he gave me website information for me to do further research. And so this fall, I began to teach to my classes Asian American movement, Afro Asian improv, how to say a greeting in Ho-Chunk language and they learned it and we said it for several more days. And so my interest was sparked, because I am on Ho-Chunk land. And I was about to see about taking Ho-Chunk language on this campus, but much to my shock [brief language], I heard that it was no longer offered. So this is where I really want to start. We need a more than one full time faculty, tenure track to teach these languages, Ho-Chunk to start. This is where -- this is what engagement looks like. Thank you. >> Thank you. Anybody else? Please come to the microphone and introduce yourself. >> Hi. I'm Eve Emshwiller from the Botany Department, and I wanted to -- I'm grateful for the, our shared future grant program through the provost office. I was able to invite seven indigenous speakers to my ethnobotany and plants and humans class. And I guess right now, which is, well, I thought it was a fantastic to be able to pay people to speak to our classes. And I'm just wondering if that will continue be more funding for that because we can't invite people to speak without any compensation. So I'd appreciate. >> I will let the provost respond to that. [ Laughter ] Why don't you go to speak on the mic? I should note the Ho-Chunk language is taught, but it is taught by a lecturer, not by a tenured faculty member here. >> Yeah, a really good question. Not one that has come on my radar. So I'll have to come back to the University Committee, but we are very, very excited about the broad shared future efforts. And so as I consult with Aaron and Omar and colleague Annie and colleagues, we'll consider what is the most impactful way to go about doing this. >> I'm not seeing any faculty, Senate members who want to speak, so I'm going to move on with the rest of the agenda. Are there any additions or corrections to the minutes of October 4th, 2021? Seeing no one to jump up to speak, I'm going to state the minutes are approved as distributed and recognize provost Karl Scholz, who present the annual report for the University Academic Planning Council for the 2021 year, Karl? >> Thank you, chancellor and members of the Faculty Senate. So I get to present the university academic planning committee report. This is a key shared governance committee focusing on academic programs and planning. The work we do falls into generally one of three buckets, things that will help students, things that will help faculty productivity and create resources or things mandated by regent or system or federal policy. The quick synopsis of what the committee did last year, we had 94 distinct actions. One of the things that can irritate me quickly is the charge that universities are great at building things, but they never tear things down. Among the actions we took were 23 actions to discontinue something that we're doing. You can do the quick math, 94 actions. You only discontinued 23. My gosh, did you proliferate all sorts of other things? Most of the other actions taken by the committee were to modify, improve or reorient programs. Among things that we did, we created 11 new programs and majors. I'm excited about that. And as a slight deeper dive we created five centers and they're quite exciting to me. Among them are the Madison Center or UW-Madison Center for Biomedical Swine Research and Innovation, the Center for Ecology and the Environment, the Center for Health Disparities Research, the Center for Healthcare Safety and Applied Research in Anti-Microbial Resistance and the Center for Transdisciplinary Psychoactive Substances. So work that reflects cutting edge areas in this case, generally health or social disparities research. And it's really a privilege to get to chair the University Academic Planning Council. So for my colleagues who were on that committee during the past year and for everyone, the departments and programs that support us I can't thank you enough for a very good year. I'm happy to answer any questions if you have any. Thank you very much. >> Thank you, Karl. And thanks to the work of your group. I know you're one of the more important groups on campus. Let me recognize Professor Anja Wanner who'll present a five-year report for the committee on faculty rights and responsibilities, Anja? >> Good afternoon. You have the report in your package, and I just want to briefly expand on what you see. So the CFRR, the Committee on Faculty Rights and Responsibilities basically deals with appeals in cases of non-renewal in tenure decisions and in appeals of disciplinary decisions. And this body voted that in the future we will also deal with appeals in the case of non-promotion to full professor, except it will be called professor [brief laughter]. So we didn't do any of that. The committee last year was chaired by Irwin Goldman, and you have a five-year report. And since everything that we do is highly confidential, you only see some numbers here and you might say, well, you know, four cases like the University Academic Planning Council did 94 things, you did only four [brief laughter]. It's not really funny because in every of these cases, somebody's career is on the line. And so you hope you don't have many cases. And also in every case, many hours go into fact-finding, discussion and deliberations. And it can be really quite a lot of anguish around those decisions, especially when you have to turn down an appeal. Our purview is really very narrow, so we are not a general body of appeal. So I just want to say that I find this is one of the most rewarding and most important work that we as faculty can do on campus. And I have fantastic colleagues on the committee. So if you're ever not sure, you know, should I run for a committee? This is really very, very rewarding work in our shared governance tradition. I'm happy to entertain questions. Thank you. >> Thank you to you and your committee for all of your work. Let me recognize Professor Willie Choi, who'll present the annual report for the Budget Committee. >> All right, good afternoon, everybody. My name is Willie Choi. I'm a faculty member in the Department of Accounting and Information Systems in the business school. This year I also have the honor of chairing our shared governance Budget Committee. So the Budget Committee is a shared governance committee that focuses on issues of budgetary impact on campus and across the system. And so last year the annual report that you have in your packet is a reflection of our activities from last year. I would say that the two general themes of our work last year, was COVID and the biennial budget process. On the COVID side, we tried to get a sense of how COVID was affecting things across a wide range of activities. So the first one, if you remember back to last fall was coming back to in-person on campus and how are we going to do testing and contact tracing and, you know, all that fun stuff. So we asked someone from UHS to come and explain that to us, and how were they going to finance all of that activity to make sure that we could come back safely on campus? We also looked at things like the division or the division of continuing studies, especially because of the transition to online or course offerings, especially at the undergraduate level. And we thought given the shift to online you know, two years ago, would that have changed things and our timeline for that? The answer is no. And then we also sort of looked at it from the research side. So we had Steve Ackerman come and give a talk about sort of the federal funding, industry grant funding, as well as sort of internal funding of like things like the Fall Research Competition, which obviously was a big deal last fall, and is also this year. Now on the budget side, on the biennial budget side, we asked someone from UW system to come Sean Nelson VP of finance, so he gave us a sense of, you know, how the budget works and what they're looking for. And again, this was sort of at the time that we were submitting all this work for the budget. So this is not written with you know, the hindsight that we have now. And then finally, we had Crystal Potts and Michael Glenn [assumed spelling] to give us a sense of the budget from both sort of our efforts with respect to our relationships with the state and as well as our relationship, sort of more on the federal level. So those are sort of the high-level activities, and I am happy to answer any questions you might have. >> All right. >> All right, thank you. >> You are welcome, thank you too. And thanks to your committee for their work. Finally, our last committee report let me recognize Professor Grant Nelsestuen who will present the annual report for the University Curriculum Committee. >> Thanks. So the UCC carried out its three main tasks of reviewing and approving course proposals last year, as well as advising on educational policy and planning. In terms of the course reviews, we reviewed some 600 courses, almost 600, slightly down from previous years partly due to COVID. The UCC also sponsored -- charged a working group on cross-listing, which met across the year and which resulted in a set of recommendations. So to be clear, those recommendations are not policies. There's no plan changes at the moment. But we did circulate the recommendations to other school and college curriculum committees. And we got lots of excellent feedback, especially in the way that cross-listing supports diversity, equity and inclusion initiatives across campus. Otherwise, the UCC oversaw various curricular efforts to reckon with the department of education's new definition of regular and substantive interaction. And we considered -- we had input on defining modes of instruction and we carried out various other curricular initiatives as well. So I'm happy to take any questions. >> Thank you, Grant. >> Thank you. >> And I should note that the curricular committee also discontinues courses, as well as approving new ones quite regularly. All right, we're done with committee reports. We now get to get to action. Let me recognize UC Chair Eric Sandgren from the University Committee, who's going to make a motion to update several chapters in faculty policies and procedures to allow for meetings to be held virtually, Eric? >> Thank you, chancellor. On behalf of the University Committee, I move adoption of faculty document 2969 revised. >> There is no second needed since the UC is making the motion. Let me open the floor for discussion and ask Eric if he wants to make the first comments. >> Sure. As you heard at last month's meeting Robert's Rules of Orders does not recognize electronic meetings unless an option for electronic meetings is specified in the bylaws of the organization. We've revised this document by adding the language suggested by Senator Goldberg at the last Faculty Senate meeting, which allows those present to object to rules regarding procedures for an electronic meeting of the Faculty Senate or of the faculty as a body that may be set by the University Committee. The rest of the document remains the same. >> So you all should have seen this last week. This is the second reading. Is there discussion or commentary? If not, we will move to a vote. This seems a no brainer to me, but all of those in favor of the resolution of moving adoption of faculty document 2969, indicate by saying, aye. >> [Unison] Aye. >> Are there any opposed? The motion passes. Let me now recognize Professor Lauren Papp from the University Committee will make a motion to approve a resolution, supporting the academic freedom to teach race and gender justice, Lauren? >> Thank you. On behalf of the University Committee, I move adoption of faculty document 2979. >> And again, no second is needed since the UC is making the motion. Let me open the floor to discussion and ask Lauren to make the first comments. >> Thank you. This resolution is in response to companion bills that have been introduced in the Wisconsin state legislature to prohibit the teaching, including employee training of anti-racism and anti-sexism lessons. While it is unlikely that the bills will become law at this time, the University Committee felt it was important for the Faculty Senate to reassert its support of academic freedom in the classroom and in the university. >> Thank you, Lauren. Are there comments, questions, issues people want to raise? You're very quiet today [brief laughter]. In that case, if you are ready to vote on this motion, faculty document 2979, all those in favor indicate by saying, aye. >> [Unison] Aye. >> Are there any opposed? That motion carries. Let me recognize Professor Susan Thibeault from the University Committee who'll present a proposal to standardize the format and language in Faculty Policies and Procedures chapter for the committees who present their annual reports earlier in the meeting, Susan? >> Thank you. So on behalf of the University Committee, I move adoption of faculty document 2980. >> There's again, no second needed since the UC is making the motion and I open the floor for discussion and let Susan make the first comments. >> Faculty document 2980 applies the standardized template approved at last month Senate meeting to the following committees UAPC, curriculum committee, budget committee, and CFRR. The document you have shows the example and then the markups for these particular committees. >> This is really a cleanup motion to put everything in right and proper order, given the rules we've adopted in the past. Is there any discussion or conversation? All those who are in favor adopting faculty document 2980 indicate by saying, aye. >> [Unison] Aye. >> All right, we're sailing through this. Let me recognize Professor Erica Halverson from the University Committee who will present for a first reading only. So there'll be no vote on this, a proposal to facilitate the administration of evening exams. Erica. >> Thank you. I drew the straw on this one, because I'd never heard of this policy before, so [brief laughter] first for me. Earlier this fall, the University Committee was made aware that this policy, which is our current evening midterm exam policy causes conflicts every semester between courses that meet during the last period of the day and evening exams. When this policy was created, it allowed only five minutes between the start of the evening exam period and the end of the last course period of the day. This proposal would change the start times for both evening exam periods to allow 20 minutes between the last class period of the day and the first evening exam period. If approved next month, this policy would take effect in the spring semester. I look forward to hearing your comments [brief laughter]. If you or your department have comments following this meeting, please email them to the Office of the Secretary of the Faculty. Thanks. >> It seems like a good idea to let people get to their exams. Are there any comments that anyone wants to make right now? Come on up to the microphone and please identify yourself. >> I'm Vadim Gorin, department of mathematics. So I brought this to my department from task for comments and they gave me two comments. Everybody likes the idea of moving the time but have some suggestions about the language. First, there is a -- in this proposal, there is also a change regarding how we should announce this evening exam. So the current proposal suggests that we should clearly specify it already in the schedule of classes while these might cause problems, especially in the situation when the classes are scheduled for the fall. While, you know, the schedule of classes is announced, you know, somewhere in spring. So it's very well in advance before the class actually starts, what it actually means is that sometimes we don't even know who are the instructors for these classes. So, you know, there is no way how we can already decide whether the exam is in the evening or not. So, you know, our department would prefer if this information is included in syllabus, which is published like shortly before the actual start of the semester, but not so well in advanced, like in the schedule of the classes. That was one comment. So another comment which I received was just purely about the language, when we speak about midterm, probably this formerly means something in the middle of the semester. Well, formerly in fact, we mean that these are exams throughout the semester, so maybe it's better to change the wording to some kind of interim exams or something like that, which would not precisely means in the middle of the semester. Thank you. >> Thank you. And I assume that UC has heard these comments and we'll take them under advisement as they revise this to come back to the next the next Faculty Senate meeting. Are there other comments? All right that will come back to you for a vote in a revised version next meeting. Let me now recognize Professor Tejedo-Herrero from the University Committee who will present a first reading of a proposal to remove the Program for Honorific Research Titles. >> Thank you. Good afternoon. In April 2019, the Faculty Senate approved the use of a research professor title series, due to this approval, the Program for Honorific Research Titles that was created by the faculty Senate in February 2001 is no longer needed. Those who have earned the title would be able to keep it and use it as a business title. The motion would remove the program. I look forward to hearing your comments. If you or your department; have comments following this meeting, please email them to the Office of the Secretary of the Faculty. Thank you. [ Inaudible ] >> Thank you. This is also a first reading, so there's no vote today. Are there any comments that people want to make now for potential revisions in this? Particularly those of you who are using or planning to use the research professor title, should we look at this closely and make sure you have no concerns about getting rid of this particular process? I think that's the end of our business. I think everyone wants to go from what I can tell. All right [brief laughter]. I am going to announce this meeting is adjourned and I will see you on the first Monday in December. Thank you all. [ Background Conversations ] >> Never have I seen someone leave the faculty -- >> It's amazing, it's just amazing. [ Background Conversations ]