academic and student affairs committee meeting

ACADEMIC and STUDENT

AFFAIRS COMMITTEE

MEETING

Wednesday, June 3, 2015 12:30 pm to 1:30 pm

Meeting location will be:

UNIVERSITY of ARIZONA North Ballroom

(Lunch will be available in the Rincon Room

from 11:300 am to 12:30 pm)

2014-2015

REGENTS

Chair Mark Killian, Mesa • Jay Heiler, Paradise Valley • Ram Krishna, Yuma • LuAnn H. Leonard, Polacca • Rick Myers, Tucson Greg Patterson, Scottsdale • Bill Ridenour, Paradise Valley • Ron Shoopman, Tucson • STUDENT REGENTS: Valerie Hanna, UA

Mark Naufel, ASU • EX-OFFICIO: Governor Doug Ducey • Superintendent of Public Instruction Diane Douglas

ENTERPRISE EXECUTIVE COMMITTEE

Eileen I. Klein, Board President • Michael M. Crow, ASU President • Rita Cheng, NAU President • Ann Weaver Hart, UA President

MEMORANDUM

TO: Regents LuAnn Leonard, Chair Ram Krishna Greg Patterson Bill Ridenour Valerie Hanna COPY: Mark Killian, Chair Eileen Klein, President Nancy Tribbensee FROM: Stephanie Jacobson SUBJECT: June 3, 2015, Academic and Student Affairs Committee Meeting DATE: May 26, 2015 A meeting of the Academic and Student Affairs Committee will be held on Wednesday, June 3, 2015 from 12:30 pm to 1:30 pm. The meeting will be held at University of Arizona, North Ballroom. Lunch will be available from 11:30 am to 12:30 noon in the Rincon Room. Materials will be available on the ABOR website under Board and Committee Meetings; Academic Affairs; Meeting Schedules and Documents; Meeting date. Please review the agenda and meeting materials, and contact me at 602‐229‐2529 or e‐mail at [email protected], if you have questions or concerns.

Academic and Student Affairs Committee 2014-2015

Regents LuAnn Leonard, Regent Phone: 928-734-2275 [email protected] Ram Krishna, Regent Phone: 928-726-6943 [email protected] Greg Patterson, Regent Phone: N/A [email protected] Bill Ridenour, Regent Phone: 602-254-9900 [email protected] Valerie Hanna, Student Regent Phone: N/A [email protected] Ex Officio Mark Killian, Chair Phone: 480-832-3679 [email protected] ABOR Staff Stephanie Jacobson, ABOR Phone: 602-229-2529 [email protected] Asst: Jewelyn Jenson (JJ), ABOR Phone: 602-229-2531 [email protected]

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12:55 pm 4. *Addendum to the 2015-2016 Academic Strategic Plan for the

University of Arizona The committee is asked to review and recommend for board approval

the proposed additions to University of Arizona’s 2015-2016 Academic Strategic Plan.

1:00 pm 5. *University Academic Calendars for ASU, NAU and UA for AY 2019-

2020 and Changes to UA’s Previously Approved AY 2016-2019 The committee is asked to review and recommend to the board for

approval the academic calendar for ASU, NAU and the UA for AY 2019-2020 and changes to UA’s commencement dates for previously approved AY 2016-2019.

1:05 pm 6. *ASU - Appointment of Regents’ Professor

The committee is asked to review and recommend for board approval Arizona State University’s request to appoint Professors Stephen Bokenkamp, Janet Franklin, Edward Kavazanjian, and Flavio Marsiglia, to the rank of Regents’ Professor for the 2014-15 academic year, effective June 5, 2015.

1:15 pm 7. *UA - Appointment of Regents’ Professor The committee is asked to review and recommend for board approval

University of Arizona’s request to appoint Professors Bruce Tabashnik and Julia Clancy-Smith to the rank of Regents’ Professor for the 2014-15 academic year, effective August 2015.

1:20 pm 8. Review of Undergraduate Admissions Policy

The committee will discuss with representatives from the universities a process and priorities for reviewing ABOR Policy 2-121, “Undergraduate Admissions” during the 2015-16 academic year.

1:30 pm Meeting Adjourned

Academic and Student Affairs Committee Meeting June 3, 2015

Item #1 Page 1 of 5

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ACADEMIC AND STUDENT AFFAIRS COMMITTEE MEETING

ARIZONA STATE UNIVERSITY

Turquoise Room

Wednesday, April 8, 2015 1:00 pm to 2:00 pm

Pursuant to A.R.S. §38.431.02

(Items in italics are consent matters)

Minutes ASAC members attending: Regent LuAnn Leonard, Regent Greg Patterson, Regent Ram Krishna, Regent Bill Ridenour, Student Regent Valerie Hanna Others Attending: Regent Ron Shoopman, Student Regent Mark Naufel, President Eileen Klein, and Stephanie Jacobson *Action Items 1:00 pm CALL TO ORDER, GREETINGS, AND ANNOUNCEMENT FROM THE CHAIR Regent Leonard called the meeting to order at 1:03 pm. Regent Leonard also asked Student Regent Hanna to introduce the new student regent, Jared Gorsche, and stated that he would start his new position on July 1, 2015. *Approval of Minutes (1) Outcomes: On a motion by Regent Patterson and a second by Regent Krishna, the February 4, 2015 minutes were unanimously approved. *Proposed Revisions to ABOR Policies 5-306 “Enforcement of the Code of Conduct,” 5-308 “Student Code of Conduct,” “5-401 “Student Disciplinary Procedures – General,” 5-403 “Disciplinary Procedures,” and 5-404 “Disciplinary Files and Records” (2) Regent Leonard invited Nancy Tribbensee, ABOR general counsel, to present the agenda item. Ms. Tribbensee stated that this request is being made to ensure that the universities are able to implement the procedures of the student code of conduct and is in response to rapidly


Item #1 Page 2 of 5

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evolving changes in law and agency guidance with respect to student misconduct, and in particular with respect to allegations involving sexual misconduct. The proposed revisions will delegate full responsibility to the universities for adoption of procedures to address violations of the Code of Conduct and Student Code of Conduct and will repeal the board level procedures. The proposed revision to Board policy 5-403 will continue to require each university to adopt student disciplinary procedures that are consistent with board policy and applicable laws and regulations. She also stated that, if approved, the current Board policy 5-403 “Student Disciplinary Procedures” will be repealed and replaced by disciplinary procedures to be adopted by each university and references to the current board-level disciplinary procedures in other board policies will be revised to reflect the proposed changes. The revisions would be effective as of July 1, 2015. Outcomes: On a motion by Regent Leonard and a second by Regent Patterson, the proposed revisions to ABOR Policies 5-306 “Enforcement of the Code of Conduct,” 5-308 “Student Code of Conduct,” “5-401 “Student Disciplinary Procedures – General,” 5-403 “Disciplinary Procedures,” and 5-404 “Disciplinary Files and Records” to delegate to the universities the responsibility for student disciplinary procedures to enforce the Arizona Board of Regents’ Code of Conduct and Student Code of Conduct were unanimously approved to move forward to the board for further review. *Proposed Revisions to Board Policy 2-121 (Undergraduate Admission) (3)

Regent Leonard invited Stephanie Jacobson from ABOR and the Provosts from each university to the table for further discussion. Stephanie Jacobson stated that the proposed revision would modify the undergraduate admissions requirement to add a course in Career and Technical Education (CTE) as an alternative to the fine arts requirement for assured admissions in the Board’s policy on undergraduate admissions. If approved, this revision will permit students to demonstrate competency either in fine arts or CITE to meet the requirements for assured admission. The proposed revision would not alter the consideration of CTE in delegated admission. She stated that students who are graduated in the top 25% of their class and complete the current 16 core classes from the 5 required categories are eligible for assured admission. Students who complete 14 or 15 of these courses are still eligible for admission but the Board has delegated authority for the decision to the universities, which means that they are eligible to come to the universities but are not guaranteed admission. This proposal would allow a student to complete a year of study in CTE as an alternative to one year of fine arts. Fine arts is the only category with just one year of study required. She also stated the President Eileen Klein was approached by Rusty Bowers who reported that students going through a career technical education (CTE) program had a hard time completing both CTE and fine arts requirements making it difficult to qualify for assured admission. Stephanie also stated that she and President Klein met with the


Item #1 Page 3 of 5

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provosts who support the proposed changes. In comparing graduation success of students who entered the universities in 2008 and had been graduated by 2013-14, there is little difference in the graduation rate of students who enter with no admission competency deficiency (62.9%) and those who enter with a fine arts deficiency (61.4%). It was also stated that the board and universities would continue to evaluate undergraduate admissions requirements to confirm that admissions requirements are related to competencies that contribute to student success at the universities. It was also agreed that the courses would need to be part of a CTE course that has been approved by the Department of Education.

To better assist students and universities planning for Fall 2015, it was requested that the proposed policy revision be approved for immediate implementation pursuant to board policy 1-202 (J), to remain in effect for 90 days. The board would be asked to make the changes permanent on second reading within the 90 days.

In response to questions raised by the committee, the following issues were addressed: Regent Krishna asked what the expected number of students that might change to these types of courses and will it change the graduation rates. Ms. Jacobson stated that it is something that the board would need to watch over the next few years. Regent Krishna asked how the high schools viewed the changes and if they were on board with the request. She responded that the high schools were very appreciative of the changes. Regent Bill Ridenour asked if all high schools offered this type of program and what was involved in teaching these programs. Ms. Jacobson referred Regent Ridenour to the printout of CTE courses that had been approved by the Department of Education (DOE) and indicated that some of them can take two to three years of high school time to complete. Regent Shoopman asked about the effort that had been made a few years ago that would add more rigor to the CTE courses in an effort to have some of these courses qualify as one of the 4-year math classes, and asked if there had been any further progress in this effort. Stephanie reported that she had met with DOE and was informed that some courses have been approved for the 4th year of math. There is no built-in expectation that these courses will satisfy university admission requirements. ADE knows that there is a process by which the courses are submitted to the universities for review; at this point none has been submitted. Ms. Jacobson also stated that immediate implementation was being requested in order to allow time for the students to know about the changes before the end of the school year. Regent Krishna asked is all three of the universities accepted the CTE JTED courses and it was confirmed that they do. Regent Leonard stated that she would like to have a comprehensive review of the admissions policy next year and to begin to work with the provosts to form a workgroup to specifically address the policies.


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Outcomes: On a motion by Regent Leonard and a second by Regent Krishna, the proposed revisions to board policy 2-121 (“Undergraduate Admission”), which adds a career and technical education option as an alternative to the fine arts requirement for assured admissions, to be effective immediately and to be in effect for 90 days pursuant to 1-202(J) was unanimously approved to move to the board for approval. *Addendum to the 2015-2016 Academic Strategic Plan for Arizona State University (4)

Provost Robert Page stated that ASU proposed to establish a Bachelor of Science in Human Systems Engineering in response to industry and student demand in a unique market. The fee for the program is the differential tuition required for all students at the Fulton School of Engineering. ASU also proposes the disestablishment of “high demand” programs that have not had any student enrollment, are duplicative due to reorganizations, or have been modified into a different program. The programs are as follows: B.S. in Health Systems Management B.S. in Engineering Interdisciplinary Studies B.S. in Product Development and Manufacturing Technology Doctor of Nursing Practice in Adult Nurse Practitioner Doctor of Nursing Practice in Adult Psychiatric Mental Health Nurse Practitioner Doctor of Nursing Science in Nursing Master of Education in Teaching and Learning Doctor of Philosophy in Educational Technology

In response to questions raised by the committee, the following issues were addressed: Regent Leonard asked if the programs had run their course and were no longer needed and Provost Page stated that the needs for the programs had changed and/or they have lived out their life. Regent Hanna asked if there was any impact on faculty and Provost Page stated that there was none. Regent Krishna asked about the Doctor of Nursing program and why there was no interest. Provost Page said that there were other programs that proved to be more interesting to the students. Outcomes: On a motion by Regent Leonard and a second by Regent Patterson, the addendum to Arizona State University’s 2015-2016 Academic Strategic Plan, as presented, was unanimously approved to move to the board for approval.


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*Master of Sports Law and Business Academic Program (ASU) (5)

Provost Page presented the Master of Sports Law and Business program that will be funded by a program fee.

In response to questions raised by the committee, the following issues were addressed: Regent Krishna asked how many years it would take to complete the program and it was stated that it was a 1-year program. Regent Leonard asked about the kind of job career the degree produces. Provost Page stated law in business associated with sports is highly specialized and a unique niche especially in Arizona where there are so many professional team sports. Outcomes: On a motion by Regent Leonard and a second by Regent Krishna the Master of Sports Law and Business at Arizona State University that will be supported with program fee was unanimously approved to move to the board for approval. *Addendum to the 2015-2016 Academic Strategic Plan for Northern Arizona University (6)

Provost Huenneke presented NAU’s request to increase the credits for the teacher preparation program in the dual certification areas of special education and elementary from 120 to 121. The increase in credit hours is necessary as a result of Arizona Department of Education changes to the special education certification requirements which include the addition of practicum hours and an additional special education course. She also stated that there is no current way to complete this program without the extra credit.

Outcomes: On a motion by Regent Leonard and a second by Regent Krishna the proposed addition to Northern Arizona University’s 2015-2016 Academic Strategic Plan was unanimously approved to move to the board for approval. *Appointment of Regents’ Professor (7)

Provost Huenneke requested that Professor Bruce Hungate, professor of biological sciences, at Northern Arizona University be approved for appointment to the rank of Regents’ Professor be approved. She also gave a brief description of his work also included in the executive summary

Outcomes: On a motion by Regent Leonard and a second by Regent Patterson, Northern Arizona University’s request to appoint Bruce Hungate to the rank of Regents’ Professor, effective AY 2015-2016 was unanimously approved to move to the board for approval. Regent Leonard adjourned the meeting at 1:40 pm.


Item #2 EXECUTIVE SUMMARY Page 1 of 12

Contact Information: Jennifer Pollock, ABOR 602-229-2546 [email protected]

Item Name: Proposed Revisions to ABOR Policy 4-203 “Requirements to be Considered in Determining an Individual’s Residency Classification for Tuition Purposes” (First Reading)

Action Item Discussion Item Information Item

Background

Current ABOR Policy 4-203 sets forth the requirements to be considered in determining an individual’s residency classification at Arizona’s public universities for tuition purposes.

During the most recent legislative session, the Legislature amended A.R.S. § 15-

1802(H) to allow certain qualifying individuals who receive educational assistance for veterans pursuant to federal law to be classified as residents for tuition purposes.

o The intent of the amendment to A.R.S. § 15-1802(H) was to comply with federal law (Section 702 of the Veterans Access, Choice and Accountability Act). The Act requires the U.S. Department of Veterans Affairs to disapprove certain GI bill payments for educational programs if the public institution of higher learning charges a covered individual in excess of resident tuition and fee rates.

o A “covered individual” under the federal law can include A veteran enrolled at a public university within three years of

discharge after serving 90 days or more on active duty; A spouse or child using transferred benefits enrolled at a public

university within three years of the transferor’s discharge after serving 90 days or more on active duty;

A surviving spouse or child enrolled at a public university within three years of an active duty service member’s death in the line of duty after serving 90 days or more; or

An individual who remains continuously enrolled at a pubic university after initially meeting the requirements.

Issue: The committee is asked to review and recommend for board approval proposed revisions to ABOR Policy 4-203, “Requirements to be Considered in Determining an Individual’s Residency Classification for Tuition Purposes,” and also to recommend immediate implementation of the revisions. The revisions to ABOR Policy 4-203 will make the policy consistent with recent legislative amendments to A.R.S. § 15-1802 related to veterans.



o The amendment to A.R.S. § 15-1802(H):

Grants immediate in-state student classification to an individual

enrolled at a university under ABOR’s jurisdiction if the individual receives education benefits through the Post-9/11 GI bill or the Montgomery GI Bill-Active Duty and:

Enrolls at a university within three years after the veteran’s discharge from active duty service of 90 days or more or within three years after the service member’s death in the line of duty following a period of active duty service of 90 days or more; or

Remains continuously enrolled at a university beyond the three year period following the veteran’s discharge or the service member’s death and meets the initial requirements.

Ensures that a qualifying individual will not lose in-state classification if the individual demonstrates objective evidence of intent to be an Arizona resident.

The Legislature also amended A.R.S. § 15-1802(G). This amendment clarifies that subsection (G) applies to individuals holding an honorable discharge from the uniformed services of the United States and updates what constitutes demonstrated objective evidence of intent to be an Arizona resident for purposes of this subsection.

The law went into effect immediately upon signature of the governor on April 6, 2015.

The proposed revisions to ABOR Policy 4-203 are intended to make the policy consistent with the recent legislative amendments.

Statutory/Policy Requirements

The board is responsible for setting resident and non-resident tuition rates. A.R.S. § 15-1626.

Discussion

The underlying legislation upon which this policy revision is based has become effective. Thus, the committee is asked to recommend that this proposed policy revision be approved for immediate implementation pursuant to board policy 1-



202 (J). The board will be asked to make the changes permanent at its next regularly scheduled meeting.

Recommendation It is recommended that the committee recommend for board approval the proposed revisions to ABOR Policy 4-203, “Requirements to be Considered in Determining an Individual’s Residency Classification for Tuition Purposes,” which make the policy consistent with recent amendments to A.R.S. § 15-1802 related to veterans, to become effective immediately.



Contact Information: Jennifer Pollock, ABOR 602-229-2546 [email protected]

4-203 Requirements to be Considered in Determining an Individual’s Residency

Classification for Tuition Purposes

A. Residency Classification for tuition purposes it IS to be determined in accordance with Arizona Law and Board Policy.

B. Except as provided in board policy, to establish in-state residency for

tuition purposes, the individual must demonstrate continuous presence in Arizona and objective intent as described below.

1. The individual must provide objective evidence of continuous presence in Arizona for 12 months and,

2. The individual must provide objective evidence of intent to be a

resident for tuition purposes of Arizona as demonstrated by the severance of ties to the individual’s former state of residence. Intent will be evaluated by the classification officer. No one factor is determinative. Residency classification for tuition purposes must be established by a preponderance of the evidence. Any relevant evidence may be considered, including the following:

a. Objective evidence of financial independence. Indicators of

financial independence include:

i. Place of employment and proof of earnings; ii. Other sources of support; iii. Proof of filing Arizona state income tax returns; iv. Residence claimed on federal income tax returns of

applicant and/or parents; v. Veteran status; and vi. Whether claimed as a dependent for income tax

purposes by a parent or any other individual for two years immediately preceding the request for residency classification.

b. Once established, residency for tuition purposes is not lost

due only to the student’s receipt of funds from a source outside Arizona.

c. State in which motor vehicle is registered.



d. Source of payment for the individual’s auto insurance policies.

e. Date of issuance and state issuing driver’s license or state

identification card. f. Employment history

g. The transfer of major banking services to Arizona h. Applications for loans, scholarships, grants-in-aid, or other

such assistance i. Voter registration j. Place of prior attendance in educational institutions,

including high schools, and any information held by such schools affecting domicile

k. Marital status and work record of registrant and spouse l. Change in permanent address on all pertinent records m. State in which registered with Selective Service n. Military records o. Ownership of real property p. All other materials of whatever kind or source, which may

have a bearing on determining domicile or residency.

3. All of the evidence is weighed under the presumption that a non-resident student’s presence in Arizona is primarily for the purpose of education and not to establish domicile, and that decisions of an individual as to the intent to establish domicile are generally made after the completion of an education and not before.

4. Evidence indicating intent must exist at the beginning of and be

maintained throughout the 12 month period of continuous presence needed to establish residency classification. Acts or events occurring less than 12 months before the last day of registration may be considered as evidence of the lack of such intent.



5. A statement of intent by the student should be weighed in light of the fact that the student knows that he or she will realize a substantial reduction in tuition by being classified as a resident for tuition purposes.

6. Each item presented for determination shall be subject to the

classification officer’s or review committee’s decision as to the weight to be given to it, and such officer or committee shall be the sole judge of the authenticity or truthfulness of any material or statements submitted as supportive evidence. The classification officer may require original or certified copies of documentation.

7. If a minor applies for classification as a resident and alleges that he

or she is an emancipated individual, that individual must also establish that:

a. He or she is not living with a parent; and b. There has been a complete severance of the parental

relationship to all legal rights and liabilities, including but not limited to care, custody, control, and service.

8. Unless the contrary appears to the satisfaction of the classification

officer or review committee making a classification determination, it shall be presumed that:

a. No individual has established residency for tuition purposes

in Arizona while attending any education institution in Arizona as a full-time student in the absence of objective evidence to the contrary.

b. If an individual is absent from Arizona for more than 30 days

they must provide objective evidence that they retained their Arizona domicile.

C. Subject to ABOR Policy 4-102, residency can also be established by

qualifying under one of the following categories.

1. The individual is domiciled in Arizona and: a. The domicile of one of OR both of the individual's parents is

in Arizona and b. One or both of the individual’s parents are entitled to claim



the individual as a dependent child for federal state tax purposes (whether or not the parent actually claims the individual as a dependent child).

2. The individual is domiciled in Arizona and a. The individual’s spouse has established domicile in Arizona

for at least 12 months immediately preceding the last day of registration and the spouse has demonstrated financial independence,

b. The individual’s spouse is entitled to claim the individual as

an exemption for federal and state tax purposes, and c. The individual has provided objective evidence of the

spouse’s Arizona domicile and financial independence and is entitled to claim the individual as an exemption for income tax purposes.

3. The individual is domiciled in Arizona and is:

a. Employed by an employer which transferred the individual to

Arizona for employment purposes, or b. The spouse of such an employee, or c. An employee of an Arizona employer who is taking not more

than six credit hours solely through electronic course delivery at employer-sanctioned sites in Arizona, when the employer is required to pay additional site fees or transmission costs and

d. “Transfer” means an individual who was transferred by his or

her employer fewer than 12 months prior to the term in question, is not self-employed or employed in a family-owned business not previously operating in Arizona, and can provide proof of payment or reimbursement of moving expenses by his/her employer.

4. The individual is domiciled in Arizona and an employee of a public

school district in Arizona and is under contract to teach on a full-time basis, or is employed as a full-time noncertified classroom aide at a public school within that school district. For purposes of this paragraph, the individual is eligible to pay in-state tuition only for



courses necessary to complete the requirements for certification by the State Board of Education to teach in a public school district in Arizona. No member of the individual’s family is eligible for classification as an in-state student pursuant to this paragraph, although they may qualify under other exceptions.

The universities:

a. Shall establish uniform procedures to determine whether

courses taken by a teacher or classroom aide qualify under this section.

b. Shall consider charter schools as public schools consistent

with Arizona statutes. c. May apply this section to teachers and classroom aides from

private schools where those private schools require that teachers hold Arizona teacher certification.

5. The individual is a member of the armed forces of the United States

stationed in Arizona pursuant to military orders or is the spouse or dependent child of that individual who is a member of the armed forces of the United States stationed in Arizona pursuant to military orders at the time the spouse or dependent child is accepted for admission.

6. The individual is a member of the armed forces of the United States

stationed outside of Arizona pursuant to military orders or is the spouse or dependent child of that individual and the individual claimed Arizona as their legal residence for at least twelve consecutive months prior to the last date of registration. The individual claiming residency status under this provision is required to:

a. provide a copy of the military form DD-2058 which verifies

his or her state of legal residence; and b. if applicable, provide evidence of having filed an Arizona

Resident Income Tax Return with the Arizona Department of Revenue for the prior tax year on all income from all sources.

7. The individual is an honorably discharged member of the armed

forces of the United States and provides object evidence of intent to



become an Arizona resident and is registered to vote in Arizona. THE INDIVIDUAL MEETS ONE OF THE FOLLOWING:

A. THE INDIVIDUAL HOLDS AN HONORABLE DISCHARGE

FROM THE UNIFORMED SERVICES OF THE UNITED STATES FROM EITHER ACTIVE DUTY OR RESERVE OR NATIONAL GUARD STATUS, OR HAS RETIRED FROM ACTIVE DUTY OR RESERVE OR NATIONAL GUARD STATUS. SUCH INDIVIDUAL SHALL BE GRANTED IMMEDIATE CLASSIFICATION AS AN IN-STATE STUDENT AND, WHILE CONTINUOUSLY ENROLLED, DOES NOT LOSE IN-STATE STUDENT CLASSIFICATION IF THE INDIVIDUAL HAS DEMONSTRATED OBJECTIVE EVIDENCE OF INTENT TO BE A RESIDENT OF ARIZONA THAT, FOR THE PURPOSES OF THIS SUBSECTION, INCLUDES AT LEAST ONE OF THE FOLLOWING:

I. REGISTRATION TO VOTE IN ARIZONA.

II. AN ARIZONA DRIVER LICENSE.

III. ARIZONA MOTOR VEHICLE REGISTRATION.

IV. EMPLOYMENT HISTORY IN ARIZONA.

V. TRANSFER OF MAJOR BANKING SERVICES TO

ARIZONA.

VI. CHANGE OF PERMANENT ADDRESS ON ALL PERTINENT RECORDS.

VII. OTHER MATERIALS OF WHATEVER KIND OR

SOURCE RELEVANT TO DOMICILE OR RESIDENCY STATUS.

B. THE INDIVIDUAL, WHILE USING EDUCATIONAL

ASSISTANCE UNDER 38 UNITED STATES CODE CHAPTER 30 OR CHAPTER 33, ENROLLS IN A UNIVERSITY UNDER THE JURISDICTION OF THE ARIZONA BOARD OF REGENTS WITHIN THREE YEARS AFTER THE VETERAN'S DISCHARGE FROM ACTIVE DUTY SERVICE OF NINETY OR MORE DAYS OR WITHIN THREE YEARS AFTER THE SERVICE MEMBER'S DEATH



IN THE LINE OF DUTY FOLLOWING A PERIOD OF ACTIVE DUTY SERVICE OF NINETY OR MORE DAYS OR REMAINS CONTINUOUSLY ENROLLED BEYOND THE THREE-YEAR PERIOD FOLLOWING THE DISCHARGE OF THE VETERAN OR THE SERVICE MEMBER'S DEATH. SUCH INDIVIDUAL SHALL BE GRANTED IMMEDIATE CLASSIFICATION AS AN IN-STATE STUDENT AND DOES NOT LOSE IN-STATE STUDENT CLASSIFICATION IF THE INDIVIDUAL HAS DEMONSTRATED OBJECTIVE EVIDENCE OF INTENT TO BE A RESIDENT OF ARIZONA THAT, FOR THE PURPOSES OF THIS SUBSECTION, INCLUDES AT LEAST ONE OF THE FOLLOWING:

I. REGISTRATION TO VOTE IN ARIZONA.

II. AN ARIZONA DRIVER LICENSE.

III. ARIZONA MOTOR VEHICLE REGISTRATION.

IV. EMPLOYMENT HISTORY IN ARIZONA.

V. TRANSFER OF MAJOR BANKING SERVICES IN

ARIZONA.

VI. CHANGE OF PERMANENT ADDRESS ON ALL PERTINENT RECORDS.

VII. OTHER MATERIALS OF WHATEVER KIND OR

SOURCE RELEVANT TO DOMICILE OR RESIDENCY STATUS.

8. Subject to the requirements of ABOR Policy 4-102:

a. The individual is an enrolled member of an Indian tribe

recognized by the United States Department of Interior whose reservation land lies wholly or partially in Arizona and extends into another state and is a resident of the reservation.

b. For purposes of residency classification, enrollment as a

tribal member in a federally recognized Arizona tribe will be sufficient to establish residency for tuition purposes.

9. The individual is domiciled within 75 miles of the Arizona border in



Clark County, Nevada or Washington or Kane Counties, Utah, or in San Bernardino, Imperial, or Riverside Counties in California, including the cities of Needles, Blythe, El Centro, Brawley, and Winter Haven, and is enrolling in a total of no more than 6 credit hours per semester offered in Mohave, La Paz, or Yuma Counties, Arizona by a university under the jurisdiction of the Arizona Board of Regents; or the individual is domiciled within 75 miles of the Arizona border in Grant, Hidalgo, or Luna Counties in New Mexico and is enrolling in a total of no more than 6 credit hours per semester offered in Cochise County, Arizona by a university under the jurisdiction of the Arizona Board of Regents. This program is designed to reduce excess capacity; therefore, the Presidents of the universities shall assure that classifying the individual as a resident in their respective programs do not result in denying course offerings to Arizona residents or result in additional expenditures being required for course offerings.

10. The individual is a doctoral graduate student who is a candidate for

a degree, having completed all requirements for the degree except the dissertation, and who qualified as a resident student immediately prior to being eligible to begin his or her dissertation.

11. The individual is a graduate assistant or graduate associate at a

university under the jurisdiction of the Arizona Board of Regents whose assigned teaching or research responsibilities meet the guidelines established by the university for designation as a resident student.

D. Subject to ABOR Policy 4-102 an individual who does not hold a visa that

requires the individual to maintain a foreign domicile or that otherwise prohibits establishing domicile in Arizona shall be classified as a resident if the individual can establish that on or before the last day of registration the individual satisfied one of the following criteria: 1. Meets the requirements for classification as a resident for tuition

purposes, or 2. Qualifies as a resident refugee student by virtue of having been

granted refugee status in accordance with all applicable laws of the United States and having met all other requirements for domicile in this Arizona; provided that in establishing domicile, the individual must not hold a visa that prohibits establishing domicile in Arizona.



E. Subject to ABOR Policy 4-102 (Non Resident Tuition), a full-time student admitted and enrolled at a university who obtains resident status by virtue of ABOR Policy 4-203B.3 (Requirements for Resident Status) does not lose resident status while in continuous attendance toward the degree for which currently enrolled.

F. The domicile of an unemancipated person is that of either parent. Subject

to ABOR Policy 4-102 (Non Resident Tuition), any unemancipated person who is a student admitted and enrolled at a university and who remains in this state when the person's parent, who had been domiciled in this state, removes from this state does not lose resident status while in continuous attendance toward the degree for which currently enrolled.



Contact Information: Laura F. Huenneke, NAU (928) 523-2230 [email protected] Provost and Vice President for Academic Affairs

Item Name: Addendum to the 2015-2016 Academic Strategic Plan for Northern Arizona University


Background

At the March 2015 ABOR meeting, the Academic Strategic Plan for Northern Arizona University was approved. As provided in board policy, Academic Strategic Plans may be modified during the year with the approval of the Academic and Student Affairs Committee.

Statutory/Policy Requirements ABOR Policy 2-223. A.4 – The Academic Strategic Plan Discussion Northern Arizona University proposes the following changes to the 2015-2016 Academic Strategic Plan:

The board previously approved a request to exceed the 64 credit transfer limit to permit NAU to transfer 75 units from Scottsdale Community College for the degree plan in the School of Hotel and Restaurant Management. NAU requests to expand the 75 unit allowance for this program to all Arizona community colleges.

The description and rationale for the proposed changes are in Attachment A. Recommendation It is recommended that the committee recommend for board approval the addendum to Northern Arizona University’s 2015-2016 Academic Strategic Plan, as presented in this executive summary.

Issue: The committee is asked to review and recommend for board approval the proposed additions to Northern Arizona University’s 2015-2016 Academic Strategic Plan.


Item #3 EXECUTIVE SUMMARY Page 2 of 2 Attachment A

Northern Arizona University

2015-2016 Academic Strategic Plan Addenda

Table 1 – Exception to Transfer Credit Limit

Other Changes (> 120 hours programs; > 64 transfer credits)

College/School Brief Description

Justification/

>64 transfer credits The School of Hotel and Restaurant Management in the W.A. Franke College of Business

NAU currently allows the transfer of 75 units from Scottsdale Community College and utilizes classes taken there in the student degree plan at NAU. We request to expand the 75 unit allowance to all Arizona community colleges.

Students coming from the community colleges often have more than the 64 units that they are currently allowed to bring in. By allowing 75 units they can complete their liberal studies, take their language course and complete the economics courses needed for their degree.



Contact Information: Andrew Comrie, Provost, UA 520-626-8121 [email protected] Stephanie Jacobson, ABOR 602-229-2529 [email protected]

Item: Addendum to University of Arizona’s 2015-2016 Academic Strategic Plan

Action Item Discussion Item Information Item Background At the February ABOR meeting, the board approved the University of Arizona’s Academic Strategic Plan for 2015-2016. As provided in the board policy, Academic Strategic Plans may be modified during the year with the approval of the Academic Affairs Committee. Statutory/Policy Requirements ABOR Policy 2-223.A, “The Academic Strategic Plan” Discussion UA proposes the establishment of a BA in Arabic in response to government and student interest in this important area of education. UA proposes to disestablish the BS in Integrated Science in the College of Science. While enrollments in other majors in STEM at UA have being increasing for several years, too few students have enrolled and earned degrees in this program to continue to offer this major. Students can achieve similar outcomes by obtaining one major along with a minor and elective courses. We also propose to disestablish the BS in the Science Teacher Preparation Program that is housed in the College of Science since student enrollments and degrees awarded have not reached levels that are financially viable. Students already require most of the courses in a traditional science major to become certified, and can obtain the teaching certification requirements in one year through the Teach Arizona master’s degree offered by the College of Education. UA proposes to develop two new departments at the UA College of Medicine-Phoenix: the Department of Translational Neurosciences and the Department of Oncology. These departments will be the home for research and scholarship in these fields at the COM-P.

Recommendation It is recommended that the committee recommend for board approval the addendum to UA’s 2015-2016 Academic Strategic Plans, as presented in this executive summary.

Issue: The committee is asked to review and recommend for board approval the addendum of UA’s 2015-2016 Academic Strategic Plan

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UA 2015‐2016 Academic Strategic Plan – Academic Programs ‐ Addendum Page 5

COM-P sponsored research. The Federal “Brain Research through Advancing Innovative Neurotechnologies” (BRAIN) Initiative has doubled NIH/NSF/DARPA funding (from $100M to $200M annually) focused on developing the tools and technologies needed to understanding brain diseases and disorders.

Department of Oncology

Department College of Medicine (Phoenix)

The Department of Oncology will establish the academic home for COM-P faculty providing clinical cancer services (preventative, diagnostic, treatment) under the UA/Dignity Health Cancer Program Affiliation Agreement. The Department will also be home for COM-P cancer research activities conducted under the UA’s NCI Comprehensive Cancer Center designation.

Establishes the academic home for Oncology focused faculty across all programmatic domains (i.e., clinical, basic science, translational research, etc.).

Optimal organizational structure as aligned with UA/Dignity Health Cancer Program Affiliation Agreement.

Targeted occupancy of new Biomedical Partnership Building (translational/wet laboratory)

AHSC/UACC/Dignity annual financial contribution



Contact Information: Robert E. Page, Jr., Provost, ASU 480-965-1224 [email protected] Laura Huenneke, Provost, NAU 928-523-2230 [email protected] Andrew Comrie, Provost, UA 520-626-8121 [email protected] Stephanie Jacobson, ABOR 602-229-2529 [email protected]

Item Name: University Academic Calendars for ASU, NAU and UA for AY 2019-2020 and Changes to UA’s Previously Approved AY 2016-2019


Background According to board Policy 2-320, Academic Year Calendar, the Academic and

Student Affairs Committee shall adopt academic year calendars setting the first day of instruction and the last day of final examinations for each university in the Arizona University System for the fall and spring semesters.

The last day of the fall semester must be no later than December 22.

All variations from the approved dates must be authorized by the committee at least one year in advance.

Within the approved dates, each university may arrange its class and holiday schedule depending upon the needs of its students, local customs, and the requirements of Board Policy 2-224.A, Definition of a Unit of Credit.

Statutory/Policy Requirements

ABOR Policy 2-320 - Academic Year Calendar; and ABOR Policy 2-224.A - Definition of a Unit of Credit.

Discussion

The committee is asked to review and recommend for approval the following request:

Academic Calendar for 2019-2020 The proposed 2019-2020 academic year calendar for each university is

highlighted in bold red. Approval of this request will maintain a rolling 5-year calendar which supports long range planning. The 2016-2019 academic years were previously approved.

Issue: The committee is asked to review and recommend to the board for approval the academic calendar for ASU, NAU and the UA for AY 2019-2020 and changes to UA’s commencement dates for previously approved AY 2016-2019.


Item #5 Page 2 of 3

University of Arizona Calendar Revision for AY 2016-2019. The UA requests to modify the spring commencement date by one day, for

Saturday to Friday.

Recommendation

It is recommended that the committee recommend for board approval the addition of the AY 2019-2020 academic year to ASU, NAU and the UA’s academic calendars and changes to UA’s commencement dates for previously approved AY 2016-2019, as presented in this executive summary.


Item #5 Page 3 of 3

5-Year University Academic Calendar Proposed Addition to the Universities AY 2016-2020 Calendars

ARIZONA STATE UNIVERSITY

2015-2016 Fall 8/20/15 – 12/12/15 Spring 1/11/16 – 5/07/16 Commencement Fall: December 14, 2015 *Spring: May 9, 2016 2016-2017 Fall 08/18/16 – 12/10/16 Spring 01/09/17 – 05/06/17 Commencement Fall: December 12, 2016 *Spring: May 8, 2017 2017-2018 Fall 08/17/17 –12/09/17 Spring 01/08/18 – 05/05/18 Commencement Fall: December 11, 2017 *Spring: May 7, 2018 2018-2019 Fall 08/16/18 –12/08/18 Spring 01/07/19 – 05/04/19 Commencement Fall: December 10, 2018 *Spring: May 6, 2019 2019-2020 Fall 08/22/19 –12/14/19 Spring 01/13/20 – 05/09/20 Commencement Fall: December 16, 2019 *Spring: May 11, 2020 *Subject to change based on venue availability. Semester begins on the first day of classes and ends on last day of semester examinations.

NORTHERN ARIZONA UNIVERSITY 2015-2016 Fall 8/31/15 - 12/17/15 *Spring 1/19/16 - 5/12/16 Commencement Fall: December 18, 2015 Spring: May 13 , 2016 and May 14, 2016

2016-2017 Fall 08/29/16 - 12/15/16 *Spring 01/17/17 – 05/11/17 Commencement Fall: December 16, 2016 Spring: May 12, 2017 and May 13, 2017 2017-2018 Fall 8/21/17 – 12/7/17 *Spring 1/16/18 – 5/10/18 Commencement Fall: December 8, 2017 Spring: May 11, 2018 and May 12, 2018 2018-2019 Fall 08/20/18 –12/06/18 Spring 01/14/19 – 05/09/19 Commencement Fall: December 7, 2018 Spring: May 10, 2019 and May 11, 2019 2019-2020 Fall 08/26/19 –12/12/19 Spring 01/21/20 – 05/14/20 Commencement Fall: December 13, 2019 Spring: May 15, 2020 and May 16, 2020 Semester begins on first day of classes and ends on last day of semester examinations. *Martin Luther King Day; classes begin on Tuesday.

UNIVERSITY OF ARIZONA

2015-2016 Fall 8/24/15 - 12/17/15 Spring 1/13/16 - 5/12/16 Commencement Spring: May 14 13, 2016 2016-2017 Fall 08/22/16 - 12/15/16 Spring 01/11/17 - 05/11/17 Commencement Spring: May 13 12, 2017 2017-2018 Fall 08/21/17 - 12/14/17 Spring 01/10/18 - 05/10/18 Commencement Spring: May 12 11, 2018 2018-2019 Fall 08/20/18 –12/13/18 Spring 01/16/19 – 05/16/19 Commencement Spring: May 18 17, 2019 2019-2020 Fall 08/26/19 –12/19/19 Spring 01/15/20 – 05/14/20 Commencement Spring: May 15, 2020 Semester begins on first day of classes and ends on last day of semester examinations.



Contact Information: Robert E. Page Jr, Provost (480) 965-1224 [email protected]

Item Name: ASU - Appointment of Regents’ Professor

Action Item Discussion Item Information Item Background: The ABOR Policy 6-208 permits the rank of Regents’ Professor to be awarded only

to full professors with exceptional achievements that have brought them national and/or international distinction. This highest of faculty ranks may be conferred to no more than three (3) percent of the total tenured and tenure-track faculty members.

With the adoption of the Academic Affairs Committee Charter in September 2010, the Regents’ Academic Affairs Committee has responsibility for reviewing the selection of Regents’ Professors.

Arizona State University requires all nominations for Regents’ Professor to come from groups of tenured faculty members. An Advisory Committee reviews all nominations. The President then considers the recommendations provided from the committee and decides which names should go forward for the Board’s consideration.

On this occasion, four names are recommended by President Crow.

Stephen Bokenkamp Stephen Bokenkamp is Professor, School of International Letters and Cultures (College of Liberal Arts and Sciences). He is universally recognized as one of the world's leading authorities on Chinese religion, including Buddhism, in the formative early medieval period. Bokenkamp's scholarship is transdisciplinary, spanning history, language, literature, and multiple cultures. But what truly sets him apart is his expertise in Daoist studies. Stephen Bokenkamp is the top scholar of Daoism in the U.S. and among a handful of leading authorities internationally. His insights into Daoist thought and religion (China’s only indigenous higher religion), practices and beliefs, and

Issue: The committee is asked to review and recommend for board approval Arizona State University’s request to appoint Professors Stephen Bokenkamp, Janet Franklin, and Edward Kavazanjian, and Flavio Marsiglia, to the rank of Regents’ Professor for the academic year 2014-15, effective June 5, 2015



liturgical and social dispositions have greatly increased the understanding of the religion worldwide. He has an unparalleled mastery of early Daoist sources and is able to focus not only on liturgical texts but also on the social and hagiographic aspects of the religion to present a contextualized and sophisticated view of it. Bokenkamp succeeds in a field that is notoriously difficult because the language in which his materials are written is classical Chinese, often laden with difficulties for even the most practiced readers. He is the preeminent expert in this most difficult prerequisite task of translating text. A reviewer of international renown says he “is simply in awe of Professor Bokenkamp’s ability to translate these texts into English”. Another equally renowned scholar writes he “does stuff that I would like to be able to do, but cannot”. Stephen Bokenkamp recently w o n a Guggenheim award for work on his new book: a study and translation of the seminal work Zhen gao. In regards to teaching, a reviewer says “he, more than anyone else … has been absolutely responsible in training the coming generation of scholars working on Daosim.” Professor Bokenkamp’s pioneering research into early Chinese religion and culture crosses disciplines and provides the foundation of our understanding of ancient religion in China, and by extension, insight into the evolution of modern Chinese society. His nearly unique achievements in scholarship and his international reputation as a scholar of the highest rank is most worthy of the title of Regents’ Professor. Janet Franklin Janet Franklin is Professor in the School of Geographical Sciences and Urban Planning (College of Liberal Arts and Sciences). Professor Franklin was elected to the National Academy of Sciences in April 2014, an honor that speaks for itself. Her election was based on her pioneering work employing geospatial data and spatial analytical tools to examine the evolving biodiversity of ecosystems over time as they relate to key variables such as the physical environment, ecological processes and human influences. Her research bridges the academic disciplines of geography and biology. Her tools include field work, spatial statistical modelling, computer simulation, geospatial data and spatial analysis. She gathers extensive data on the ecosystems and then employs simulation modeling as well as natural and designed experiments to describe past and present ecosystems for purposes of predicting future changes. Professor Franklin has become particularly recognized for her expertise in species distribution modeling, known in the field as SDM. SDM, for example, locates the occurrence of a species with environmental predictors from a broad array of statistical models. Predictive models, derived from observations, can be applied to digital maps resulting in a spatial estimate of important concepts such as habitat suitability. Described by one reviewer as a “research superstar”, she has authored over 120 refereed papers and 250 presentations at conferences; and has research grants in excess of $2 million. Another reviewer says: “The value of her work cannot be overstated; she provides the human



element that makes our Earth observing network so important to understanding human impact on our home. In essence, she is reading the tea leaves of our present planetary imprint and projecting for us what our own future will be like.” Professor Franklin’s pioneering research in spatial analysis using remote sensing and geographic information technologies has significantly changed the course of research in this area; and led to new discoveries concerning the changing landscape of earth. Her awards attest to the importance and pioneering nature of her research; and her accomplishments epitomize what the title of Regents’ Professor conveys. Edward Kavazanjian Edward Kavazanjian is a Professor in the School of Sustainable Engineering and the Built Environment (Ira A. Fulton Schools of Engineering). Professor Kavazanjian is particularly well known for his work on analysis, design and construction of landfills and waste containment systems, especially under earthquake loading. His publications are extensive and described by one reviewer as “visionary and extraordinary”. More importantly, the level of impact of his publications in the area of geotechnical earthquake engineering of landfill and waste containment facilities is described as “unsurpassed”. He is in the forefront of understanding industry needs and ensuring that his fundamental solutions address real world requirements. One needs only to look at very recent events to realize how important this research is to public health and safety. His research in these two areas is consistently regarded as pioneering by the external reviewers and is amplified by his awards. Professor Kavazanjian was elected into the National Academy of Engineering in 2013. He has also received a number of prestigious awards in recognition of his scholarship, including awards from the most recognized and respected civil engineering organization in the world. His awards include the Karl Terzaghi Award, the Middlebrooks Award, and the Ralph Peck Award, among the most prestigious worldwide. He is one of a very few individuals to ever be awarded all three. He is described as an “eminent trend setter” for his seminal contributions in the areas of landfills geotechnics and earthquake design of transportation geo-structures. His 2009 Peck Award lecture provides the state of the art for evaluating static and seismic stability. Most recently, he has become a pioneer in the newly emerging field of biogeotechnical engineering. Professor Kavazanjian has made seminal contributions with lasting impacts in broad areas of earthquake engineering of foundation systems, soil embankments, and waste isolation systems. His research addresses academic issues that have crucial importance to catastrophic events that occur with frequency. His work exemplifies the achievements in impactful scholarship that the title of Regents’ Professor is intended to recognize. Flavio Marsiglia Flavio Marsiglia is Professor in the College of Public Service & Community Solutions. Professor Marsiglia has made outstanding scholarly contributions both through his



pioneering research and through his development of the Southwest Interdisciplinary Research Center (SIRC) at ASU. The Center is an exemplar for ASU; it is truly transdisciplinary, deeply embedded in the community and is solutions-oriented. Not many scholars can point to a more complete chain of research endeavor, from conceptualization of basic scientific epidemiological studies to program design and implementation. His work has been credited with a measurable reduction in drug use and high-risk behavior among youth in Phoenix and in more than thirty other states and foreign countries. Professor Marsiglia's work on diversity, substance use, and youth development is universally regarded to be amongst the best, most influential in the field. His scholarship reflects a high level of theoretical and methodological sophistication, originality, and global influence when examining the role of acculturation of Mexican American youth and its influence on substance use and risky behaviors. A reviewer comments: “I can say without qualification that Professor Marsiglia is a leader and pioneer in the field of Latino health in the United States and has done more than any scholar I know to advance our understanding of the causes and consequences of substance abuse among Latino adolescents and pre-adolescents living in the United States.” His work has focused on developing and testing culturally grounded interventions to prevent substance abuse and HIV transmission, especially among minority populations of the Southwest. One such intervention, the school-based "keepin'it REAL" substance abuse prevention program for Latino children and youth, is being widely replicated and tested with other ethnic groups both in the U.S. and internationally. It has been identified as a model program by the Federal Center for Substance Abuse Programs and is now being used in 38 states in the U.S., as well as in several other countries. Professor Marsiglia's contributions in creating and developing SIRC has been as impressive as his research. He began SIRC as a small center designed to understand the social and cultural determinants of health, and to reduce health disparities. He steadily raised its stature until it received a five-year $7.1 million funding award by the National Institute of Health followed by a competitive 5-year renewal award for $6.3 million in 2012. Dr. Marsiglia is an exceptional instructor as well. Among his awards, he was recognized by the National Hispanic Science Network for “excellence in mentorship.” Professor Marsiglia has made path-breaking discoveries related to high-risk behavior among youth; and has gone the extra step of converting basic research into extraordinarily valuable social practice and policy. His accomplishments are exemplars of use-inspired research worthy of the title of Regents’ Professor. Recommendation to the Board It is recommended that the committee review and recommend for board approval Arizona State University’s request to appoint Professors Bokenkamp, Franklin, Kavazanjian and Marsiglia to the rank of Regents’ Professor, effective June 5, 2015, and to award the salary increase that customarily accompanies these appointments.



Contact information: Jon Dudas, UA 520-621-5511 [email protected]

Item Name: UA - Appointment of Regents’ Professor


Background

ABOR Policy 6-208 permits the rank of Regents’ Professor to be awarded only to full professors with exceptional achievements that have brought them national or international distinction. This highest of faculty ranks may be awarded to no more than three percent of the total of tenured and tenure-track faculty members.

The University of Arizona requires all nominations for Regents’ Professor to

come from groups of tenured faculty members. All nominations are reviewed by an Advisory Committee. Then the President considers the recommendations provided from the committee and decides which names should go forward for the Board’s consideration.

On this occasion, two names are recommended. Both individuals have the full

support of the Advisory Board and the President. Professor Bruce Tabashnik is the world’s leading expert on resistance of insects to genetically modified (GM) crops. His discoveries have provided a foundation for enhancement of sustainable agriculture and reduction of the use of harmful insecticides throughout the world. Dr. Tabashnik is internationally recognized for his innovative research on the evolution and management of insect crop pests. His publications, numbering more than 300, have been cited more than 15,000 times. He has been honored through election to the Fellowship in the American Association for the Advancement of Science and Entomological Society and has received numerous honorific lectureships and awards from the agricultural industry. At the University of Arizona, he has served with distinction for many years as the Head of the Department of Entomology in the College of Agriculture and Life Sciences. Under his leadership, it has been one of the top five rated entomology departments in the country. Importantly, while admirably leading in research and academic administration, he has also won awards for excellence in teaching and served as mentor for more than 90 students and postdoctoral research trainees. Professor Julia Clancy-Smith is one of the most renowned and respected chroniclers of the modern Arab world. Her decades of research, her extraordinary command of multiple languages and dialects, and her lifetime of inter-cultural experiences have

Issue: The committee is asked to review and recommend for board approval the University of Arizona’s requests to promote Professor Bruce Tabashnik and Professor Julia Clancy-Smith to the rank of Regents’ Professor, effective August 2015.


Item #7 Page 2 of 2

culminated in numerous articles, several textbooks and most notably two prize-winning books that that have altered and informed international understanding of the Arab Street in the 19th and 20th centuries. Beloved by her many Arizona and world-wide students and her successful protégés and honored with numerous international awards, Dr. Julia Clancy-Smith is often said to be one of the wisest interpreters for westerners of the modern Arab world an someone whose work is therefore of the highest importance of our time. Recommendation to the Board It is recommended that the committee recommend for board approval the University of Arizona’s request to promote Professor Tabashnik and Professor Clancy-Smith to the rank of Regents’ Professor, effective August 2015, and to award the salary increase that customarily accompanies these appointments.

No materials for Agenda Item #8