Faculty Senate Retreat 1999
Annual Retreat: September 10, 1999 - 12:00 - 3:00 p.m.
Alumni Hall Ballroom
Opening Remarks: David T. Gies, Chair of the Faculty
Mr. Gies announced the upcoming full Faculty Senate meeting, which
will be held on October 4. The meeting will be in the Rotunda Dome
Room, from 3:00 - 5:00 p.m. There will be reports given by the
Chairs of the Academic Affairs Committee and the Committee on
Research and Scholarship. William Johnson is Chair of the Academic
Affairs Committee, and Robert Grainger is Chair of the Committee on
Research and Scholarship.
Mr. Gies discussed some of this year's activities for the Senate.
The Senate will continue to focus on intellectual life and
intellectual community, Mr. Gies said. In addition, the Senate is in
its second year of a three-year Teaching Initiative Awards program,
which is funded by the Office of the Provost. The Teaching Resource
Center will host a Forum this fall that will highlight some of the
Teaching Initiative projects and what has been accomplished with
these funds. In addition, the Faculty Senate has created a Faculty
Senate Faculty Speakers Bureau, Mr. Gies announced. Mr. Gies said
the Forum for Contemporary Thought is operating under the leadership
of Joshua Dienstag. Also mentioned was the Garden Room's lunch
operation. Mr. Gies praised the Garden Room, and he encouraged
everyone to patronize the establishment so that it will be able to
remain operational. At the present time, the Garden Room stands to
be closed after December if it continues to lose money. Any ideas
for how to advertise and improve the Garden Room are welcome.
Mr. Gies noted this year's Faculty Senate theme, which is
"Teaching, Research and the Creation of Knowledge." The Retreat will
focus on ways to develop this theme and plan strategies for the
The Faculty Senate's e-mail system will not be used to forward
mass e-mail messages unless the message is filtered by Mr. Gies, and
the message is determined to be of interest to the Senate. One such
message will come from Frank Griffiths, regarding "National Make a
Difference Day." Mr. Gies will invite Mr. Griffiths to attend the
upcoming Executive Council meeting to discuss this initiative.
In closing, Mr. Gies urged everyone to read the Faculty Senate
Constitution and By-Laws and to represent actively their constituents
in faculty governance.
Remarks by President Casteen
John T. Casteen, III, President of the University, addressed the
members of the Senate. Mr. Casteen gave an overview of the budget
and target areas where some of the funds will be used. The Capital
Campaign will continue to raise funds through the year 2000. $1
billion is predicted to be raised by the end of this year, with $940
to $950 million raised to date. The funds are being used to
establish endowments, fellowships, and scholarships, funds for
academic programs, and to create new Chairs, Mr. Casteen said.
Mr. Casteen mentioned some of the student issues that the
University is addressing, such as alcohol use, student violence, the
rental market for student housing off-Grounds, which creates security
problems. The Student/Neighborhood Watch Program is being
reinstated, in response to students' request, Mr. Casteen said.
The University is looking at issues concerning the historic
Grounds and the standards for occupying Pavilions and other faculty
housing. Mr. Casteen said the Board of Visitors is rewriting the
standards for occupancy of these buildings. Mr. Casteen said the
usage of U.va. real estate is also being addressed. The Division of
Continuing Education Adult Education Program is off to a good start,
with about 20 students. The Robertson Media Center will open
September 13, 1999. The University still has some contact with the
Qutar Foundation, Mr. Casteen said. The University will continue to
look at other intellectual initiatives.
Other issues that Mr. Casteen discussed were the atmosphere for
diversity, the Task Force on the Status of Women, the University's
planning commissions, major searches at the University, State
commissions on the future of Higher Education in Virginia, faculty
salaries, and BOV priorities for the coming year.
In his closing remarks Mr. Casteen said the Faculty Senate agenda
for the year is appropriate and timely. He said issues to do with
ethics are important in research, and he mentioned modern
communications and how it has changed teaching and learning. The
University may need to reexamine relationships between researchers in
the academy and in business and industry. Mr. Casteen expressed
gratitude for the common work of the Senate and the administration,
and for the useful dialogue that takes place between the Board of
Visitors and the Faculty Senate.
Mr. Gies thanked Mr. Casteen for his thoughtful comments.
Small Group Work By Senators
Mr. Gies distributed a question pertaining to "Teaching, Research
and the Creation of Knowledge" to each of the seven tables. Each
table should discuss its question and identify from one-to-three
issues and one-to-three suggestions for action. The individual table
discussions would last for thirty minutes.
Below is a list of the questions distributed, and the table number
each question was assigned to.
Table 1: "In your discipline what constitutes
Table 2: "Does research enhance teaching or does it
interfere with quality teaching?"
Table 3: "In your discipline, what constitutes
Table 4: "How can faculty handle the frequently
conflicting demands of teaching and research (the creation of new
Table 5: "What do our critics say about teaching vs.
Table 6: "How does one combine quality teaching and
Table 7: "Do teaching and research have an outreach
Barbara Armacost spoke for Table 1 "In your discipline what
- Can research be defined generally, or does it need to be
defined discipline by discipline?
- The need to obtain funding makes research more
- Address through Faculty Senate Faculty Speakers Bureau,
"Why I do what I do."
- Faculty publications/brochures, describing research
- Public discussions, such as Television panels to discuss
research in your area
William Pearson spoke for Table 2 "Does research enhance teaching
or does it interfere with quality teaching?"
- Research or/vs teaching - a false dichotomy
- Need for more refined criteria (intellectual
- Need to communicate more effectively.
Patricia Werhane spoke for Table 3 "In your discipline, what
- The basic courses are repetitive, time consuming and more
- The rewards are focused on smaller seminars
- The demands to get grants requires time commitment
- Identify ways to keep on the "edge" of your discipline
- Identify ways to get students to think "out of the box"
- Teaching and research is a continuum
- Act as role models
- Change reward structure
Sharon Utz spoke for Table 4 "How can faculty handle the
frequently conflicting demands of teaching and research (the creation
of new knowledge)?"
- Students stimulate faculty
- The demands are always getting greater
- Design teaching loads to facilitate research
- More mentoring - organized, encouraging environment, help
- Encourage lateral learning
- Create a web site of examples of best practices -
Rebecca Kneedler spoke for Table 5 "What do our critics say about
teaching vs. research?"
- Critics identified as politicians, citizens and parents
- Saying, "not enough teaching"
- "Using TA's too much"
- "Research has a limited value to the public"
- Re-educate the public
- Get input from alumni
- Use of more USIMS
Donald Innes spoke for Table 6 "How does one combine quality
teaching and quality research?"
- Can teaching and research coexist?
- It is a balance, what are the rewards?
- Teaching is more than lecturing, it also involves
- Establish an "equivalency" standard, i.e., x tutorials = 1
class = 1 article
- Study professional partnerships
- Rebalance assignments? More classes?
- A change in goals for the University, i.e., a top research
university, would likely change the evaluation criteria
Marva Barnett spoke for Table 7 "Do teaching and research have an
- Yes, teaching and research do have an outreach
- Where is the service component?
- An outreach component helps build community awareness and
- Better publicity is needed
- Organize outreach better
- Reward outreach efforts more clearly
- It was noted that not everyone is suited for outreach
- Define the role of the faculty for outreach efforts vs.
Mr. Gies thanked everyone for participating in the Faculty Senate
Retreat. These issues and suggestions will be used at the upcoming
Executive Council meeting as a base for an action plan.
The Retreat adjourned 3:00 p.m.
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- Chair's Report - Kenneth Schwartz (November 29, 2006)
- Faculty Demographics - Gertrude Fraser (November 29, 2006)
- Kenneth Schwartz's Remarks to the Faculty Senators, September 21, 2006
- Kenneth Schwartz's Remarks to the BOV Educational Policy Committee -- September 12, 2006
- New Senator Orientation 2006/2007, August 28, 2006
- Faculty Senate Report - Houston Wood, Chair & Kenneth Schwartz, Chair-Elect
- Chair's End of the Year Report (2006) -- Houston G. Wood, Chair
- Faculty Senate Ad Hoc Committee on the Mt. Graham Telescope Project
- Proposal for a Faculty Senate By Laws Amendment -- Kenneth Schwartz
- A University Policy Recommendation -- Teresa Culver
- Houston G. Wood Comments to the Board of Visitors -- April 7, 2006
- Statement of the Faculty Senate Against Intolerance, September 19, 2005
- Chair's End of the Year Report (2005) -- Marcia Day Childress, Chair
- Marcia Day Childress - Comments to the Board of Visitors, February 3, 2005
- Statement of the University of Virginia Faculty Senate on Restructuring Public Higher Education in Virginia
- Marcia Day Childress Comments to the BOV Education Policy Committee -- September 18, 2004
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