University Senate - April 01, 2024 Minutes

UNIVERSITY SENATE

Meeting Minutes

April 01, 2024

The University Senate was called to order at 3:30 p.m., in 111 Harrison Hall on Monday, April 01, 2024. Members absent: Adam Beisel, Riley Crabtree, Darrel Davis, Amanda Euen, John Forren, Evan Gallagher, Brad Goldie, Venus Harvey, Patrick Houlihan, Yong Lin, Carla Myers, August Ogunnowo, Nelchi Prashali, Nyah Smith, Peng Wang, Liz Wardle

1. Call to Order and Announcements and Remarks – Tracy Haynes, Chair of University Senate Executive Committee

Tabled items:
1. Recording Senate 2 minute speeches statement- we will discuss again on until April 15th and the google form is still open for you to submit questions or suggested edits.
2. Consent Calendar Items for the Elimination of Majors is going to be tabled until the entire process is complete, so we can see the end result before we vote.
April 29th Election for Senate Executive Committee: please start thinking about who would be a good fit for these positions. You can nominate them ahead of time by emailing any member of the Senate Execute team or you can nominate someone on the floor of senate.
We want to ensure that everyone gets their full presentation time, so we will be more strict on time so that the last presenter is able to go through their entire presentation.

2. Approval of University Senate Minutes

University Senate Full Meeting Minutes_03.11.2024 (Results: 45-Yes, 00-No, 00-Abstain)
1. With an edit to Question #2 under Recording Two Minute Speeches Before Senate
  1. Senator: Would FAM stuff be included as some say it is University related, but the University has said it is not? The university has told us it’s not related to University business. (A) The union would be university related.

3. Consent Calendar: The following items were received and accepted on the Consent Calendar:

Curricular Items _03.20.2024
Graduate Council Minutes_03.19.2024
LEC Meeting Minutes_03.05.2024
FERPA Policy

4. Provost Update

Miami Online + eCampus
1. Committee has been assembled to oversee this
Deans Evaluations (listening sessions begin this week)
Tea Time tomorrow: 3-4 p.m. on Zoom
Feeling Blue? EAP Employee Assistance Program
1. Encourage everyone to go to the website to see what all is offered.
2. You can get up to 5 free visits to one of the therapists.
3. We are trying to gather more resources to also help our faculty and staff with
1809 Lunches @ Patterson Place for Faculty/Staff fellowship!
1. Tuesday, April 9, 12-1 p.m.
2. Tuesday, May 14, 4-6 p.m. (Wine & Cheese)
Budget Symposium, April 22nd @ 3:30 p.m., University Senate, Benton Hall, room 102
Senator Questions and Comments
1. Senator: Would we be able to see the slides prior to the Symposium? (A) I will ask about that.
2. Senator: I have been asked by a constituent whether a broad, pan humanities department might be developed.(A) No, we currently have had no discussion about creating one big department at this time. Also, thank you for reminding me that the pan humanities workshop is on Friday this week with a summary of all the work that they have done.
3. Senator: I think we have been asking for the presentation for the last 3 years, so it would be really nice to get that. Second, I am also concerned about how the Dean’s evaluation process has changed. With such a small group discussing what may be sensitive material, if you get one person that is very upset with you in that group they could potentially poison the room about you. That is why I think a survey is a better choice and if I was a dean I would be concerned about this new process. (A) We had 5 deans last year and used the old process. The most we got was 30%. Some were as low as 8%. We scheduled in spaces with breakout rooms. We’re going to do breakouts on zooms, too. It’s important that questions are circulated ahead of time so they can be thinking about all aspects of someone’s leadership instead of just coming and speaking about challenges.
4. Senator: 8% survey response rate is perfectly normal. (A) We’d like it to be even higher than 8% - especially since some divisions are so large.
5. Senator: Regarding the response rate- those surveys are sent out to everyone, because I get stuff on folks that I have to look up in the directory to even see who they are. So, I don’t feel qualified to assess them so I don’t respond. So, that response rate may be artificially low because that is the majority of people for whom it is relevant. (A) The constituency (for a dean) will be faculty/staff of division, other deans, and PEC. Something we started last year is that we asked deans to provide a 360. Deans could add their staff or others that should be included in the process. We are querying advisory boards, �þ��Ƶ advisory boards, university partners, and their own staff. The list is a little bigger than it had been previously.

5. New Business

MTH - Applied Mathematics - Bachelor of Science, Ebrahim Sarabi, Associate Professor of Mathematics, and Alim Sukhtayev, Associate Professor of Mathematics - Presentation only; Discussion and Anticipated Vote on April 15, 2024
1. Reasons for the Program
  1. Our current undergraduate mathematics degree programs are largely oriented towards �þ��Ƶs bound for careers in research and teaching.
  2. The US-BLS has predicted that of the roughly 82,000 new jobs in math occupations expected to be created between 2021 and 2031.
  3. According to the US-BLS, overall employment in math occupations is projected to grow much faster than the average for all occupations from 2022 to 2032.
  4. The median annual wage was $99,590 in 2022, which was higher than the median annual wage for all occupations of $46,310.
  5. The proposed B.S. in Applied Mathematics is designed for �þ��Ƶs seeking a mathematics program that provides more preparation for a career in business, industry (e.g. defense industry), or government (e.g. US Army and NSA).
  6. Offering an applied math degree will attract a new group of �þ��Ƶs to �þ��Ƶ who are interested in leveraging their mathematical skills to address real-world challenges and pursue rewarding career opportunities.
  7. None of the institutions within a 30 mile radius of Oxford offer an Applied Mathematics major.
2. Related Ohio �þ��Ƶ - Institutions in Ohio located beyond the 30-mile radius:
  1. Under the Standing Rules, “Meeting Procedures of University Senate,” sec. 3 (SR89-38, April 17, 1989):
    1. University of Dayton offers a BS in Applied Mathematical Economics.
    2. Wright State University offers a BS in Applied Mathematics.
    3. Ohio University has a BS in Applied Mathematics. Internships and other experiential learning opportunities do not count toward the degree.
    4. Ohio State University has an Applied Mathematics track with two concentrations in physics or chemistry, the mathematical biology track, and the mathematical finance track.
3. BS in Applied Mathematics Requirements
  1. Required Hours
    1. Math hours 17
    2. Applied Math hours 18
    3. Required related hours 12
  2. The program is built off of the existing mathematics courses.
  3. We recently taught two new applied mathematics courses (Mathematics of Voting and Introduction to Applied Mathematics with Python) as �þ��Ƶics in Mathematics.
  4. Internships and other experiential learning opportunities are incorporated into the program.
4. Program Roadmap
  1. Years 1 and 2:
    1. Calculus I, II, and III.
    2. Introduction to Linear Algebra, Proofs: Introduction to Higher Mathematics, and Introduction to Technical Computing.
  2. First semester, year 3:
    1. Differential Equations and Real Analysis.
  3. Remaining semesters by sub disciplinary interests:
    1. Mathematical Computer Science and Operations Research.
    2. Mathematical Modeling and Dynamical Systems.
    3. Mathematical Economics/Mathematical Finance.
    4. Pre-approved Research Experience or Internship.
5. Faculty Resources
  1. We have 6 faculty specialized in Applied Mathematics.
  2. Many other faculty are qualified and willing to teach applied mathematics courses.
  3. We are asking to hire one full-time instructor starting the second year to teach lower level classes.
6. Faculty with Research in Applied Mathematics
  1. Dr. Olga Brezhneva (Optimization)
  2. Dr. Anna Ghazaryan (Applied Analysis)
  3. Dr. Alin Pogan (Applied Analysis)
  4. Dr. Ebrahim Sarabi ( Optimization)
  5. Dr. Alim Sukhtayev (Applied Analysis)
  6. Dr. Douglas Ward (Optimization)
7. Additional Faculty Teaching Applied Mathematics Courses
  1. Applied Linear Algebra:
    1. Dr. Caleb Eckhardt
  2. Introduction to Financial Mathematics:
    1. Dr. Reza Akhtar
    2. Dr. Paul Larson
    3. Dr. Zevi Miller
  3. Combinatorics:
    1. Dr. Louis DeBiasio
    2. Dr. Tao Jiang
    3. Dr. Zevi Miller
    4. Dr. Dan Pritikin
  4. Mathematics of Voting:
    1. Dr. Jason Gaddis
8. Senator Questions and Comments
  1. Senator: Internship it sounds like the �þ��Ƶ would take it during the summer term and not during the school year is that correct? My follow-up question to that is how would that count towards their degree as far as credits?(A) Most likely, yes. Typically they would take it over the summer, then they’d still have to meet with the faculty member and write a report.
  2. Senator: You mentioned that they would need a full time instructor.Is that for a TCPL and do you have approval for that position?(A) The dean approved the request. The college knows about us requesting a position. We usually get 1-2 positions for VAPs, so this is not outside of our normal mode of operation.
  3. Senator: Liability of this with your other math majors.How many �þ��Ƶs do you have in current major or majors? Have you been comparing this to your other majors? I know a lot of other schools have been shutting down their math major programs in the last 6. I just don’t want to be here in 2 years shutting down low enrolled programs. Can you tell us how you see this fitting in with your current majors and how many �þ��Ƶs are currently in those majors?(A) We have about 120 �þ��Ƶs currently, in combination. We have a BS in math and a BS in math/stats with about 39.
  4. Senator: At other universities when they added more majors did the �þ��Ƶs opt out of other majors and move to the applied? Do you have the stats on that? (A) Drastic growth for employment is recent. It’s a matter of 1-2 years since the growth has been observed. The past trends are not indicative of what will go on. �þ��Ƶ canceling math degrees are running ahead of the trend. It would be better for them to wait a little bit.
  5. Senator: How is this new major different from this combined stat and math major? The fear is that we are currently working on sunsetting majors and we don’t want that to happen here too. (A) The degree is more than 11 hours different from some of the paths. Only 1 stats course is incorporated in this degree. We feel there will be different �þ��Ƶs interested in this program. Lots of math/stats �þ��Ƶs work in insurance, etc. This degree is geared more toward research, medical industries and other things.
  6. Senator: Applied what we have seen in MAPI from the Deans and I is that this will be a smart move for the math department. It will result in growth for them. (A) That’s how I see it. Adding to the older programs without updating curriculum is not what we want to do. We’re trying to stay on the modern edge of applied mathematics. This is not the same curriculum designed 20 years ago. So, applied mathematics need to change more often to stay on the modern edge of applied mathematics.
  7. Senator: What is the projection for growth? Are you expecting 10 �þ��Ƶs or 200 �þ��Ƶs?(A) Based on projections, we expect 20 in the first year, 40 in the second year, by the end of the fourth year 60-100. We are saying a low expectation for the first year, because we didn’t think we would have enough time to really advertise.
  8. Senator: We have seen in the last few weeks multiple degrees combining in multiple tracks. I see the credit hour difference with math and stats being more stats centered but this to me feels like one degree with two very different but complementary tracks that could level different resources. (A) To tell the truth, the logistics of managing a joint degree is vague. Neither mathematics nor stats understands the other clearly. Unless the university provides clear guidance on joint degrees, we would not be clear on how to operate it.

6. Special Reports

�þ��Ƶ Fund Policy, Joan Walker, Senior Director of Compliance and Gift Processing and Brad Bundy, Vice President, University Advancement
1. The Miami Fund Policy
  1. Is the official account for receiving all annual, unrestricted gifts to �þ��Ƶ for current use. An annual campaign solicits contributions from alumni, parents, staff, faculty and friends of the University. This applies to funds that are not intended by a donor to be restricted as to use and that are available to the University to use for any purpose. Those funds will be used for the general needs of the University to be determined annually by the President of the University and the Board of Trustees.
2. Senator Questions and Comments
  1. Senator: Is there a way that individuals, departments, or programs could request funds from the president? (A) Yes. Each Vice President has an opportunity annually to make a request for funding. The Provost, for example, would have an opportunity to ask.
  2. Senator: As funds go, are there other funds that we have access to?(A) Some funds are restricted. Here, we’re only talking about unrestricted funds. This year, we received 5-6 million dollars in unrestricted funds. They typically need to be used in the coming year.
  3. Senator: Let's say in our current moment that our donors have a political side that they want us to incorporate into our academics. What would happen then? (A) That’s a great question. It is increasingly the case with many of our donors. For years, donors have said here’s some money, give me a tax receipt, but that is not always the case. Over the past few years, many high profile cases have come up where donors have asked for their money back. We have a pretty transparent process that outlines the channels used. The dean and provost must sign off on the acceptance of any gift. The leadership of the university gets to decide whether or not to accept the money. We have walked away from gifts if they don’t align with our mission. We have a moral turpitude clause. If any gift has been received and if a donor has been found to be someone we don’t want to recognize, we can go so far as to remove a name from a building.
  4. Senator: You said the funds typically generate $5-6 Million annually and that money has to be spent down every year, correct? (A) Each year, we raise approximately $5-$6 million in unrestricted support. Those funds are typically used at the discretion of the President, the CFO, or the Provost and determined based on the highest priorities the university has annually.
  5. Senator: Is this accountable in the BOT minutes for tracking these funds? (A) There are Foundation Board minutes for money via the Foundation and there’s a consent calendar for the Board of Trustees. It’s two boards: The Foundation Board and the Board of Trustees.
  6. Senator: With the legislation that passed last year regarding the creation of centers. What would happen with those gifts that are for new centers that are being created? (A) Senate Bill 117 requests universities in Ohio to have a Center for Civic, Culture and Society to be located and housed in the College of Arts and Science. So, that money will come from the state until it doesn’t. I don’t think there’s an expectation that we would carry on without funding. We would have to use it within the donor’s wishes. The Provost and President would have the opportunity to decide whether or not to accept it. Most go through the dean and the Provost’s office. At the very least, the deans are working directly with us. No gift will be signed for a program without dean support at least.
  7. Senator: So the Provost is still getting to decide then? (A) Yes.
  8. Senator: You will share the gift acceptance policy? (A) Yes, we can send that out.
MiamiTHRIVE Committee Selection, Brent Shock, Special Assistant to President
1. MiamiTHRIVE Phase II Overview: The information contained in this document constitutes protected and proprietary trade secret information subject to �þ��Ƶ’s Confidential Information policy. Disclosure of this information is strictly prohibited.
2. Objectives for today
  1. Quickly share context on MiamiTHRIVE and higher education landscape
  2. Share pillars of Miami ambition, ~ 10 opportunity areas, and foundational strengths
  3. Preview path forward & planned campus engagement
3. Higher Education is facing unprecedented changes; universities must act boldly to thrive or - in many cases - to survive
  1. Preliminary
    1. Demographic Trends
      1. ~12% decline in number of high school graduates in Miami’s key states for enrollment by 2037
      2. ~13% decline in international �þ��Ƶ enrollment in the US 2018-2021
    2. Perspectives on High Education
      1. ~36% have high confidence in higher education (down for 57% in 2015)
      2. <30% Gen Z believe a bachelor's degree is needed for financial security
      3. ~50% of parents believe a 4-year degree is the right choice for their children
    3. Financial Landscape
      1. ~55% average institutional aid as % of sticker price
      2. ~2x faster growth in expenses than revenues
      3. ~30% of institutions with operating deficits
    4. Macro Shifts
      1. Pressure for tangible ROI
      2. New technologies incl. GenAI
      3. New academic delivery models
      4. Societal and public pressures
4. We are moving into Phase 2 of this effort, where we will develop specific strategies and begin to implement initiatives in support of our strategic ambition
5. Current Phase
  1. Phase 1: Environmental scan and where to focus (Nov. 2023- Mar. 2024)
    1. 4 broad working groups to gather/generate ideas (~50 members)
    2. Environmental scan
    3. Potential long-term ambition for Miami
    4. Areas of potential opportunity
  2. Phase 2: Strategy and opportunity development (Apr.-Dec. 2024; phased rollout)
    1. ~10 working groups focused on opportunity areas and Miami strengths
    2. Working groups launched to build strategies and actions for each area
    3. Begin to launch initial actions
    4. Approval of final plans
  3. Phase 3: Implementation (~July 2024 onwards)
    1. Initiative launch and implementation
    2. Iterative refinement of opportunity areas and initiatives
6. To thrive in the future, Miami will take a �þ��Ƶ-centric lens to fundamentally redefine our academic offering and �þ��Ƶ experience
  1. Preparing our �þ��Ƶs to thrive and lead through exceptional lives and dynamic, lifelong career journeys
    1. Reinvigorated campus experience: Create transformative, signature, inclusive experiences across Oxford and regional campuses (via �þ��Ƶ organizations, Living-Learning Communities, athletics, creative arts, etc.)
    2. Leading �þ��Ƶ within in-demand fields: Expand areas of excellence in core interdisciplinary areas, including health, business, data sciences, STEM, and public service
    3. Flexible, skills-focused curriculum: Restructure the curriculum to develop foundational skills including leadership, critical thinking, and communications, with flexible and interdisciplinary offerings
    4. Experiential learning for every �þ��Ƶ: Offer robust opportunities in Oxford and beyond, including in key urban locations throughout the Midwest and select international markets
    5. Expansive partner ecosystem: Create academic, experiential, and career opportunities through a market-leading network of industry and governmental partners, alumni, and communities
7. MiamiTHRIVE will launch ~10 committees (in waves) to detail strategies and actions for identified opportunity areas, and 9 shorter-duration committees on Miami strengths
  1. Foundational Strengths Committees
    1. Teacher-Scholar
    2. Writing
    3. Critical Thinking Skills
    4. Campus Beauty & Sustainability
    5. Student Life
    6. Undergraduate Excellence
    7. Student-Athlete
    8. Alumni Engagement
    9. Inclusive Excellence
  2. Strategy and Transformation
    1. Build lifelong skills
    2. Expand experiential learning
    3. Develop a partnership ecosystem & related urban bridges
    4. Market and communicate our differentiated value proposition
    5. Strategically leverage the regional campuses
    6. Strengthen the �þ��Ƶ experience and support growing segments
    7. Increase academic program flexibility and interdisciplinary pathways
    8. Grow programs in high-demand fields
    9. Develop ecosystems of excellence in research and scholarship
    10. Reset the cost of attendance
  3. MiamiTHRIVE Governance
    1. Executive Committee
    2. Steering Committee
    3. Board of Trustees
    4. Existing University Governance Mechanisms
  4. Community Engagement
    1. Campuses
    2. Stakeholders
    3. Students
    4. Senate
    5. Faculty Assembly
    6. Foundation Board
8. MiamiTHRIVE Teams Mobilization - Please review the slide for details about phase timelines.
9. Miami changed my life and opened the world up to me. I understand that the university is at a pivotal point in many aspects. Miami came into existence 1809 and started class in 1824 and we are still here and will be here for another 200 some years. I think this course is going to make us great and better as a group. I want you to know as I lead this part that I will be open and transparent, and honest with you. I have seen up close the demands and it is tough, but I believe that these 10 things will make a difference here at Miami. All that I ask is that you give it a try. I am really excited about this process and what it can do for Miami.
10. Senator Questions and Comments
  1. Senator: When we talk about demand for programs- Is this demand from incoming �þ��Ƶs or prospective employers? In terms of who is hiring our �þ��Ƶs, we are not getting the names that we used to get in years past. (A) We looked at the names coming in the past few years. It goes back to the ecosystem and partnership with employers- we ask them what they need and how we can come alongside them. We need to do it more at scale. We have good relationships with many employers, but this has to be campus-wide. One of the things that happens related to partnerships is that we step all over each other institutionally. For example, I’ve gone out to talk with partners and someone else from Miami had just been there. We need to be more strategic to get the most out of the relationships.
  2. Senator: Does that mean number 8, high-demand, is employers or future �þ��Ƶs? (A) Both- its building an engine to stay ahead of the curve. Employers, market, and future employers are all part of the equation.

7. Adjournment

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