Part I - III, Sect. 3 - University of Florida

University of Florida

Fifth-Year Interim Report

Southern Association of Colleges and Schools

Commission on Colleges

March 2010

University of Florida

Fifth-Year Interim Report

Southern Association of Colleges and Schools Commission on Colleges

March 2010

The Commission on Colleges Southern Association of Colleges and Schools

THE FIFTH-YEAR INTERIM REPORT

(Revised February 2009—Formerly incorrectly stated as 2008)

Name of Institution: University of Florida Address of the Institution: Office of the Provost PO Box 113175, 235 Tigert Hall Gainesville, FL 32611-1375 Name, title, contact numbers of person(s) preparing the report: Dr. Joseph Glover, Provost and Senior Vice President for Academic Affairs Phone: (352) 392-2404 The Fifth-Year Interim Report is divided into five parts:

Part I: Signatures Attesting to Integrity (applicable to all institutions). Requests that the chief executive officer and accreditation liaison attest to the accuracy of institutional assessment and documentation supporting that assessment.

Part II: Abbreviated Institutional Summary Form Prepared for

Commission Reviews (applicable to all institutions). Requests that the institution complete the abbreviated “Institutional Summary Form Prepared for Commission Reviews.”

Part III: Abbreviated Compliance Certification (applicable to all

institutions). Monitors continued compliance with identified Core Requirements and Comprehensive Standards at the decennial interval.

Part IV: Additional Report (applicable to select institutions). Addresses issues

identified in an action letter following a recent review of the institution. If applicable, issues are identified in an attached letter.

Part V: Impact Report of the Quality Enhancement Plan (applicable to all

institutions reaffirmed since 2004 using the Principles of Accreditation).

An institution may also be requested to host an off-site committee charged to review new, but unvisited, off-campus sites initiated since the institution’s previous reaffirmation. An institution will be notified of this at the time it receives its letter from the Commission President regarding the Fifth-Year Interim Report.

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Part I: Signatures Attesting to Integrity

Signature Page ....................................................................................................................3

Part II: Abbreviated Institutional Summary Form Prepared for Commission

Reviews Abbreviated Institutional Summary ................................................................................6

Appendices ..........................................................................................................................8

Part III: Abbreviated Compliance Certification Part III.1: The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. (Core Requirement 2.8) ........................... Appendices .................................................................................................................... Part III.2: The institution provides student support programs, services, and activities consistent with its mission. (Core Requirement 2.10) ..................................................................................................... Appendices .................................................................................................................... Part III.3: The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. (Comprehensive Standard 3.2.8) ...................................... Appendices .................................................................................................................... Part III.4: The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in the following area: (Comprehensive Standard 3.3.1)........................................................................................................ Appendices .................................................................................................................... Part III.5: The institution publishes admissions policies that are consistent with its mission. (Comprehensive Standard 3.4.3) ............................................................................................................................ Appendices .................................................................................................................... Part III.6: For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Comprehensive Standard 3.4.11) ..................................................... Appendices .................................................................................................................... Part III.7: The institution operates and maintains physical facilities, both on and off campus, that appropriately serve the needs of the institution’s educational programs, support services, and other mission-related activities. (Comprehensive Standard 3.11.3) .............................................................................. Appendices ....................................................................................................................

Report Contents

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Part III.8: The institution evaluates success with respect to student achievement including, as appropriate, consideration of course completion, State licensing examination, and job placement rates. (Federal Requirement 4.1) .......................................................................................................................... Appendices .................................................................................................................... Part III.9: The institution’s curriculum is directly related and appropriate to the purpose and goals of the institution and the diplomas, certificates, or degrees awarded. (Federal Requirement 4.2) ............................ Appendices .................................................................................................................... Part III.10: The institution makes available to students and the public current academic calendars, grading policies, and refund policies. (Federal Requirement 4.3) ....................................................................... Appendices ....................................................................................................................

Part III.11: Program length is appropriate for each of the institution’s educational programs. (Federal Requirement 4.4) .......................................................................................................................... Appendices ....................................................................................................................

Part III.12: The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (Federal Requirement 4.5) .......................................................................................................................... Appendices ..........................................................................................................................

Part III.13: Recruitment materials and presentations accurately represent the institution’s practices and policies. (Federal Requirement 4.6) ................................................................................................... Appendices ..........................................................................................................................

Part III.14: The institution is in compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments. (Federal Requirement 4.7) The institution audits financial aid programs as required by federal and state regulations. (Comprehensive Standard 3.10.3) ............................................... Appendices ..........................................................................................................................

Part V: Impact Report of the Quality Enhancement Plan Global UF Interim Internal Report: Internationalizing the University of Florida .......

Part I

Part I:

Signatures Attesting

to Integrity

General Directions for the Fifth-Year Interim Report

In addition to the general directions below that are applicable to all Parts of the Fifth-Year Interim Report, please also follow the directions specific for each part and submit six cooies to your assigned Commission staff member.

• Materials may be submitted in print form/on DVDjCD, or both. Ifan audit has been requestert it must be submitted in print form only.

• Ifprint documents are submitted, copy all documents front and bacly double space the cop~ and use 170 less than a 10 point font Staple or soft bind the document Do not submit in a threering binder.

• Ifelectronic documents are submitted, documents must be included 017 the DVDjCD,' web page references should be transferred to the D VDjCD. Be sure to check the electronic device before mailing it to the Commission office to ensure that all intended documents are included.

• Reread the report before submission and eliminate all narrative that is not relevant to the focus of the report.

• EXCEPT FOR PARTS I AND III WHICH CAN BE COMBINED INTO ONE DOCUMENT OR DVD OR CD, PLEASE PROVIDE A SEPARA TE PRINT DOCUMENT OR DVD OR CD FOR PARTS I~ IV:: AND V. SIX COPIES OF EACH PART SHOULD BE SUBMITTED.

Part I: Signatures Attesting to Integrity (Applicable to all institutions)

By signing below, we attest to the following:

That the University of Florida (name of institution) has conducted an honest assessment of compliance and has provided complete and accurate disclosure of timely information regarding compliance with the identified Core Requirements, Comprehensive Standards, and Federal Requirements of the Commission on Colleges. Date of Submission: March 12, 2010

Name of Accreditation Liaison: Dr. Marie Zeglen

Signature

Name of Chief Executive Officer: Dr. J. Bernard Machen

Signature

Part II

Part II:

Abbreviated

Institutional

Summary Form

Prepared for

Commission Reviews

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Part II: Abbreviated Institutional Summary

The University of Florida is a major, public, land grant research university, one of the most comprehensive in the United States. Of Florida’s 11 state universities, the University of Florida is the oldest established in 1853. The UF Board of Trustees is the public body corporate of the university with six citizen members appointed by the Governor and five citizen members appointed by the Board of Governors of the State University System. The Chair of the Faculty Senate and the President of Student Body are also voting members.

UF has a long history of established programs in international education, research and service. It is one of only 17 public, land-grant universities that belong to the Association of American Universities. Established in 1853 as the East Florida Seminary, the seminary consolidated with the state’s land-grant Florida Agricultural College. In 1905 by legislative action, the college became a university and was relocated to Gainesville. The first classes were held on the current site on September 26, 1906. UF officially admitted women in 1947. With about 50,000 students (6,348 first in their family to attend college), UF is one of the five largest universities in the nation and is home to 16 colleges and more than 150 research centers. About 31% of the student population is in graduate/professional schools.

The bulk of UF’s degree programs are offered on the Gainesville campus although the increased opportunities provided through technology has created innovative ways to deliver courses and degree programs. These technological advances have created a service area well beyond the primary campus. UF offers a number of courses and degree programs across the state of Florida, the United States and the world via distance delivery formats. (Appendix Part II.1 UF Distance Learning Programs). In 2009, UF ranked 15th in the US News and World Report “Top Public Universities” and 2nd among all universities in Kiplinger’s magazine Top 10 Best Values in Public Colleges.” The entering freshman class in 2008 had an average GPA of 4.06 and a 1963 (out of 2400) SAT score. The university enrolls approximately 6,000 freshmen each fall from a pool of over 25,000 applicants making the admissions process highly selective.

Additionally, Milken Institute named UF one of the top-five US institutions in the transfer of biotechnology research (2006) with some 50 biotechnology companies resulting from faculty research programs. UF consistently ranks among the top 10-universities in licensing. Royalty and licensing income includes sources such as Gatorade sports drink; Trusopt glaucoma drug and Sentricon termite elimination system.

The University of Florida is committed to the environment and in 2005 became one of the first universities in the country to combine efforts toward sustainable practices with an interdisciplinary academic program in sustainability. In 2004 Rinker Hall was recognized with the Leadership in Energy and Environmental Design (LEED) gold level. This success resulted in

UF adopting a policy that all future buildings will be designed and built according to LEED standards. UF has added 3,187,573 square feet of space since 2003 while reducing energy use by nearly 1 percent.

A number of other UF buildings have been recognized with LEED Gold status including Library West renovations and a 313,000 square foot parking garage complete with electrical outlets for re-charging electric cars. In 2009, the Heavener Football Complex received platinum certification from LEED. The Heavener Complex is the only building in Florida and the only athletic facility in the country to be so recognized.

The University of Florida archives indicate the university has maintained continuous accreditation by the Southern Association of Colleges and Schools-Commission on Colleges since 1913(Appendix Part II.2 OUR Accred.; Appendix Part II.3 Grad School Accred.). The university is committed to pursuing the highest standards of achievement in instruction, student performance, research, scholarly accomplishment, and public service.

Part II:

Appendices

Appendix Part II.1 UF Distance Learning Programs

Appendix Part II.2 OUR Accred.

Appendix Part II.3 UF Graduate School Accred.

Appendix Part II.4 Composition of the Student Population

Appendix Part II.5 List of Degrees

Appendix Part II.6 List of Sites for Traditional Instruction

Appendix Part II.7 Greening the Campus

Appendix Part II.8 UF News—UF’s football complex receives

highest green building certificate

Appendix Part II.9 UF News—UF’s Library West receives green

building certification

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Part II

Appendix 1

UF Distance Learning Programs (50% or more of the instruction offered online)

CIP Graduate Program Name CIP Undergraduate Program Name Certificate Name1.1201 MS Soil & Water Science 31.0504 Sport Management Construction Project Management13.0301 M.Ed/MA. Curriculum & Instruction -Inst. Tech. 43.0203 Fire and Emergency Services Curriculum & Instruction - Ed. Technology13.0301 M.Ed. Teacher Leadership 52.0201 Business Administration Ed. Technology Production13.0301 Ed.D. C&I in Educational Technology Emergency Services/Disaster Management13.0301 Ed.S. C&I in Educational Technology Emerging Infectious Disease Research13.0301 Ed.S. C&I in Teacher Leadership Environmental Forensics13.0401 Ed.S. Educational Leadership Environmental Policy Management13.0401 Ed.D. Educational Leadership Executive EMS Officer13.1001 M.Ed. Special Education Executive Fire Officer13.1301 MS Agric. Educ. & Communications Forensic Death Investigation13.1302 MA Art Education (in approval process) Forensic DNA & Serology14.0201 ME Aerospace Engineering Forensic Drug Chemistry14.0201 MS Aerospace Engineering Forensic Toxicology14.0801 MS Civil Engineering Geomatics (Forest Resources & Management)14.0901 MS Computer Engineering Geriatric Care Management14.1001 ME Electrical Engineering Health Care Risk Management14.1001 MS Electrical Engineering International Construction Management14.1401 ME Environmental Engineerting K-12 Technology Integration14.1401 MS Environmental Engineering Landscape Pest Management (Entomology)14.1801 ME Materials Science & Engineering Nonprofit Management14.1801 MS Materials Science & Engineering Online Teaching and Learning14.1901 MS Mechanical Engineering Pest Control Technology14.2701 ME Industrial & Systems Engineering Pharmaceutical Chemistry14.2701 MS Industrial & Systems Engineering Public Health15.1005 MS International Construction Management School Mental Health16.1200 Ph.D. Classical Studies - Class. Civiliz. Soil Ecosystem Services (Soil & Water Science)16.1200 Ph.D. Classical Studies - Latin & Roman Sustainable Construction16.1203 MA Latin Sustainable Land Resource/Nutrient Mngement.26.0702 MS Entomology Teaching and Learning with Technology26.0702 MS Entomology - Pest Management Urban Pest Management (Entomology)43.0203 MS Fire Science Wetland and Water Resource Management51.0202 Aud.D. Audiology Wildland Fire Science and Management51.1601 MSN Nursing51.1601 DNP, Doctor of Nursing Practice51.2001 Pharm.D., Doctor of Pharmacy51.2099 MS Pharm. Sci. - Forensic Sciences51.2099 MS Pharm. Sci. - Pharm. Chemistry51.2099 MS Pharm. Sci. - Pharmacy51.2201 MPH Public Health Practice51.2306 MHS Occupational Therapy51.2501 MS Veterinary - Forensic Toxicology52.0201 MS in Bus Admin -Geriatric Care Risk Mgmt.52.0201 MS in Bus Admin -Health Care Risk Mgmt.52.0201 MBA Business Management52.0201 MS in Bus Admin -Entrepreneurship52.0201 MS in Bus Admin -Info.Sys.&Ops/Supply Chain Mgmt.52.1201 MIS Management Information Systems52.1701 MS Risk Management/Insurance

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Appendix II.1

Part II

Appendix 2

Purpose and Mission of the University of Florida

2009-10 Undergraduate Catalog

The University of Florida is a public land-grant, sea-grant and space-grant researchuniversity, one of the most comprehensive in the United States. The universityencompasses virtually all academic and professional disciplines. It is the largest andoldest of Florida’s eleven universities and is a member of the Association of AmericanUniversities. Its faculty and staff are dedicated to the common pursuit of the university’sthreefold mission: teaching, research and service.

Commitment to DiversityHistory of the UniversityGovernment of the UniversityFaculty and Student BodyPrograms, Accreditation and Equal Opportunity

The University of Florida belongs to a tradition of great universities. Together with ourundergraduate and graduate students, UF faculty participate in an educational processthat links the history of Western Europe with the traditions and cultures of all societies,explores the physical and biological universes, and nurtures generations of young peoplefrom diverse backgrounds to address the needs of our societies. The university welcomesthe full exploration of its intellectual boundaries and supports its faculty and students inthe creation of new knowledge and the pursuit of new ideas.

Teaching is a fundamental purpose of this university at both the undergraduate andgraduate levels. Research and scholarship are integral to the education process and tothe expansion of our understanding of the natural world, the intellect and the senses.Service reflects the university’s obligation to share the benefits of its research andknowledge for the public good.

These three interlocking elements span all of the university’s academic disciplines andrepresent the university’s commitment to lead and serve the state of Florida, the nationand the world by pursuing and disseminating new knowledge while building upon theexperiences of the past. The University of Florida aspires to advance by strengtheningthe human condition and improving the quality of life.

Commitment to Diversity

The University of Florida is committed to creating a community that reflects the richracial, cultural and ethnic diversity of the state and nation. No challenge that exists inhigher education has greater importance than the challenge of enrolling students andhiring faculty and staff who are members of diverse racial, cultural or ethnic minoritygroups. This pluralism enriches the university community, offers opportunity for robustacademic dialogue and contributes to better teaching and research. The university andits components benefit from the richness of a multicultural student body, faculty andstaff who can learn from one another. Such diversity will empower and inspire respectand understanding among us. The university does not tolerate the actions of anyone whoviolates the rights of another person.

Through policy and practice, the university strives to embody a diverse community. Ourcollective efforts will lead to a university that is truly diverse and reflects the state andnation.

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Search UF Undergrad Catalog For

Academic Advising

Academic Dates &DeadlinesAcademic LearningCompactsAcademic Regulations

Academic Programs

Administration, Faculty &StaffAdmission to the University

Application Deadlines

Course Descriptions

Student Honor Code

Student Support Services

University Office Directory

University Ombudsman

University Terminology

Catalog Home

Previous Catalogs

Registrar Services Home

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Appendix II.2

History of the University

The University of Florida traces its beginnings to 1853 when the state-funded EastFlorida Seminary acquired the private Kingsbury Academy in Ocala. After the Civil War,the seminary was moved to Gainesville. It was consolidated with the state’s land-grantFlorida Agricultural College, then in Lake City, to become the University of Florida in1906. Until 1947, UF enrolled men only and was one of only three state universities.The others were Florida State College for Women (now FSU) and Florida A&M. In 1947,the student body numbered 8,177 men and 601 women.

Today, UF is the fifth largest university in the nation.

Government of the University

A 13-member Board of Trustees governs the University of Florida. The governor appointssix of the trustees, and five are appointed by the 17-member Florida Board ofGovernors, which governs the State University System as a whole. The university’sstudent body president and faculty senate chair also serve on the Board of Trustees asex officio members. Trustees are appointed for staggered five-year terms.

The University of Florida Board of Trustees is a public body corporate with all the powersand duties set forth by law and by the Board of Governors. The University of Floridapresident serves as the executive officer and corporate secretary of the Board ofTrustees and is responsible to the board for all operations of the university. Universityaffairs are administered by the president through the university administration, with theadvice and assistance of the Faculty Senate, various committees appointed by thepresident, and other groups or individuals as requested by the president.

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Faculty

The university has approximately 4,400 distinguished faculty members with outstandingreputations for teaching, research and service. The faculty attracted close to $600million in research and training grants last year.

UF currently has 64 eminent scholar chairs, positions funded at more than $1 millioneach to attract nationally and internationally recognized scholars. A variety of otherendowed professorships help attract prominent faculty. More than two dozen faculty aremembers of the National Academies of Science and/or Engineering, the Institute ofMedicine or a counterpart in another nation. Also, in a national ranking of total FulbrightAwards, UF ranks 15th among AAU public universities, with six visiting scholars andthree American scholars.

A very small sampling of honored faculty and alumni includes a Nobel Laureate, PulitzerPrize winners in editorial writing and poetry, inventors of Gatorade and Bioglass (a man-made material that bonds with human tissue), one of the four charter members of theSolar Hall of Fame, and an art faculty with 80 percent of its members in Who's Who inAmerican Art.

Student Body

University of Florida students, numbering almost 51,000 in Fall 2008, come from morethan 100 countries, all 50 states, and each of the 67 counties in Florida. The ratio ofmen to women is 47/53. Sixty-seven percent of UF students are undergraduates, 25percent are graduate students and eight percent are in the professional programs ofdentistry, law, medicine, pharmacy and veterinary medicine.

Approximately 4,300 African-American students, more than 6,000 Hispanic students andalmost 4,000 Asian-American students attend UF. More than 90 percent of enteringfreshmen rank above the national mean of scores on standard entrance exams taken bycollege-bound students. UF consistently ranks among the top five public universities inthe nation in the number of enrolled National Merit Scholars, Achievement Scholars,International Baccalaureate graduates and Advance Placement score recipients.

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Programs

The University of Florida is among the nation’s 96 leading research universities ascategorized by the Carnegie Commission on Higher Education. UF is one of 62 membersof the Association of American Universities, the nation’s most prestigious highereducation organization.

Accreditation

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Appendix II.2

The University of Florida is accredited by the Commission on Colleges of theSouthern Association of Colleges and Schools to award bachelor, master, specialistand engineer, as well as doctoral and professional degrees. It has 16 colleges and 181interdisciplinary research and education centers, bureaus and institutes. One hundredone undergraduate degree programs are offered and the Graduate School coordinatesalmost 250 graduate programs throughout the university’s colleges and schools.Professional postbaccalaureate degrees are offered in dentistry, law, medicine, pharmacyand veterinary medicine.

(1866 Southern Lane, Decatur, Georgia 30033-4097; 404-679-4501)

Equal Opportunity

The university encourages applications from qualified applicants of both sexes from allcultural, racial, religious and ethnic groups. UF is committed to nondiscrimination withrespect to race, creed, religion, age, disability, color, sex, sexual orientation, maritalstatus, national origin, political opinions or affiliations, or veteran status in theadministration of educational policies, financial aid, employment, or in any program oractivity. Refer to the Office of Equal Opportunity Programs within UF's Human ResourcesServices for additional information; 352-392-1075.

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Registrar Home -- ISIS -- My.UFL -- UF Office Directory -- Contact the OUR -- Site MapOffice of the University Registrar - 222 Criser - PO Box 114000 - Gainesville, FL 32611-4000 - 352-392-1374

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Appendix II.2

Part II

Appendix 3

Graduate Catalog

Catalog Home

Commitment To Diversity

Academic Calendar

Graduate School

Graduate Degrees and Programs

Admission To Graduate School

General Regulations

Financial Information and Requirements

Financial Assistance

Research and Teaching Services

Interdisciplinary Research Centers

Student Services

Governance

Fields of Instruction

Graduate Faculty 2009-2010

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Accreditation

The University of Florida is accredited by the Commission on

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Appendix II.3

Colleges of the Southern Association of Colleges and Schoolsto award the degrees of bachelor, master, specialist, and engineer,as well as doctoral and professional degrees. It has 16 colleges andmore than 150 interdisciplinary research and education centers,bureaus, and institutes. One hundred undergraduate degreeprograms are offered and the Graduate School coordinates morethan 200 graduate programs throughout the University’s collegesand schools. Professional postbaccalaureate degrees are offered indentistry, law, medicine, pharmacy, public health, and veterinarymedicine.

(1866 Southern Lane, Decatur, Georgia 30033-4097; telephone(404) 679-4501)

Equal Opportunity

The University encourages applications from qualified applicants ofboth sexes from all cultural, racial, religious, and ethnic groups. UFis committed to nondiscrimination with respect to race, creed,religion, age, disability, color, sex, sexual orientation, marital status,national origin, political opinions or affiliations, or veteran status inthe administration of educational policies, financial aid, employment,or in any program or activity. Refer to the Office of EqualOpportunity Programs within UF's Human Resources Services foradditional information; 352-392-1075.

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The University of Florida is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur,Georgia 30033-4097; telephone number 404 679 4501) to award associate, bachelor's, master's, doctoral, specialist, engineer and professional degrees.

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Appendix II.3

Part II

Appendix 4

Fall 2008 enrollment

Gender N % COLLEGE NAME COLLEGE CODE TOTAL Major NMen 24,352 46.7% Total 52,173 Accounting 897 Women 27,756 53.3% Accounting AC 897 Agricultural and Life Sciences 4,557

Total* 52,112 100.0% Advanced High School Program HS 33 Building Construction 616 * include not reported. Agricultural and Life Sciences AG 4,559 Business Administration 5,539

Building Construction BC 616 Dentistry 389 Ethnicity N % Business Administration BA 5,539 Design, Construction, and Planning 921 African American 4327 8.3% Continuing Education CE 19 Division of Continuing Education* 275 Hispanic 6306 12.1% Correspondence Study CS 256 Education 1,940 Native American 233 0.4% Dentistry DN 389 Engineering 7,696 White 31802 61.0% Design, Construction and Planning AR 921 Fine Arts 1,254 Asian 4018 7.7% Education ED 1,940 Forest Resources and Conservation 215 Non‐resident Alien 3837 7.4% Engineering EG 7,695 Health and Human Performance 1,970 Not Reported 1589 3.0% Fine Arts FA 1,254 High School 33

Total 52112 100.0% Forest Resources and Conservation FY 215 Interdisciplinary Ecology 131 Health and Human Performance HH 1,970 Journalism and Communications 2,957

Residency N % Interdisciplinary Studies ID 131 Law 1,340 In‐State 44126 84.7% Journalism and Communications JM 2,958 Liberal Arts and Sciences (Class LS)** 14,316 Out‐of‐State 7986 15.3% Levin College of Law LW 1,338 Medicine 867

Total 52112 100.0% Liberal Arts and Sciences LS 14,318 Natural Resources and Environment 142 Medicine MD 987 Nursing 1,074

New Students N % Natural Resources and Environment NE 140 Nusing Doctorate Program**** 86 New 14525 27.9% Nursing NR 1,160 Pharmacy 689 Continuing 37587 72.1% Pharmacy PH 2,530 Pharmacy Doctor 1,841

Total 52112 100.0% Public Health & Health Professions HP 1,802 Physician Assistant Program 119 Veterinary Medicine VM 507 Physical Therapy**** 154

New Students N SUB‐TOTAL 52,173 Public Health & Health Professions 1,649 Beginner ‐ FTIC 6452 Joint Degrees 61 Veterinary Medicine 507 FL CC transfer & other 1880 TOTAL 52,112 SUB‐TOTAL 52,173 Graduate 3799 Minus Concurrent Degree*** 61 Dentistry 83 TOTAL 52,112 Medicine 135Veterinary Med 89Law 427Pharmacy 431Nursing 35Physical Therapy 55

Grand Total* 14525* includes postbac and unclassified

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Appendix II.4

Part II

Appendix 5

List of Academic Programs by College: Certificates

Certificate NameLevel of

Certificate

College of Agriculture and Life Sciences

Certificate in Landscape Pest Management Post-BacCertificate in Pest Control Technology Post-BacCertificate in Urban Pest Management Post-BacCertificate in Non-Profit Management Post-BacCertificate in Geomatics Pre-BacCertificate in Sustainable Land Resource and Nutrient Management Post-BacCertificate in Soil Ecosystem Services Post-BacCertificate in Wetland and Water Resource Management Post-Bac

Certificate in Wildland Fire Science and ManagementPre-bac or post-bac

College of Business Administration

Retailing Leadership Pre-BacAuditing and Information Technology Post-BacGlobal Management Pre-BacHospitality Management Pre-BacNew Venture Creation Pre-BacSupply Chain Management Pre-BacEntrepreneurship and Technology Management Post-BacInformation Systems and Operations Management Post-Bac

College of Dentistry (Specializations)

Advanced Education in General Dentistry (AEGD) Prof DentAdvanced Education in General Dentistry (AEGD) Prof DentAdvanced Education in General Dentistry (AEGD) Prof DentEndodontics Prof DentOral & Maxillofacial Pathology Prof DentOral & Maxillofacial Surgery (4 year) Prof DentOral & Maxillofacial Surgery (6 year) Prof DentOrthdontics Prof DentPediatric Dentistry Prof DentPediatric Dentistry Prof DentPeriodontics Prof DentProsthodontics Prof Dent

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Appendix II.5

Internationally Educated Dentist Program (IEDP) Prof Dent

College of Design, Construction and Planning

Executive EMS Officer Certificate Pre-BacExecutive Fire Officer Certificate Pre-BacCertificate in Sustainable Construction Post-BacSustainable Architecture Post-BacInternational Construction Management Post-BacInterdisciplinary Concentration in Geographic Information Systems Post-BacPlanning Information and Analysis Systems Post-BacInterdisciplinary Concentration and Certificate in Historic Preservation Post-BacConstruction Project Management Post-BacCertificate in Emergency Services/Disaster Management Post-BacSustainable Design Post-Bac

College of Education

Certificate in Educational Technology Production Post-BacCertificate in Instruction and Curriculum/Ed Tech Post-BacCertificate in K-12 Technology Integration Post-BacCertificate in Online Teaching and Learning Post-Bac

Certificate in Teaching & Learning with Technology Post-BacSchool Mental Health Post-Masters

College of Engineering

Certificate in Environmental Policy Management Post-BacCertificate in Materials Science and Engineering Post-BacSystems Engineering Post-BacMaterials Characterization Post-BacCertificate in Test and Evaluation Post-BacWetlands Science Certificate Post-Bac

College of Fine Arts

Ceramics Pre-BacDance in Healing Pre-BacMusic Performance Pre-BacArts in Healthcare Pre-Bac

College of Law

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Appendix II.5

Estates & Trusts Practice Certificate Post-JDFamily Law Certificate Post-JDIntellectual Property Law Post-JDInternational & Comparative Law Certificate Post-JD

College of Liberal Arts and Sciences

Asian American Studies Pre-BacEast-Central European Studies Pre-BacEuropean Union Studies Program Pre-BacInternational Relations Pre-BacJewish Studies Pre-BacLatin American Studies Pre-BacPolitical Campaigning Pre-BacPublic Affairs Pre-BacRussian and East European Area Studies Pre-BacSocial Science Methodology Graduate Certificate Post-BacCertificate in Public Leadership Pre-BacCertificate in Climatology and Meteorology Pre-Bac

College of Nursing

Nursing Education Certificate Post-MastersCertificate in Adult Acute Care Post-MastersCertificate in Neonatal Nurse Practioner Post-MastersClincial Nurse Leader Certificate Post-Masters

College of Pharmacy

Certificate in Environmental Forensics Post-BacCertificate in Forensic Death Investigation Post-BacCertificate in Forensic DNA and Serology Post-BacCertificate in Forensic Drug Chemistry Post-BacCertificate in Forensic Toxicology Post-BacCertificate in Pharmaceutical Chemistry Post-Bac

College of Public Health and Health Professions

Certificate NameLevel of

CertificateCertificate in Public Health Post-BacGeriatric Care Management- Graduate Post-BacCertificate in Emerging Infectious Disease Research Post-Bac

College of Veterinary Medicine

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Appendix II.5

Certificate in Food Animal Veterinary Medicine Post-BacCertificate in Aquatic Animal Health Post-Bac

Division of Continuing Education

Health Care Risk Management Post-Bac

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Appendix II.5

List of Academic Programs by College: Undergraduate

Major / Concentration Name CIP CodeList Specific

Degree(s) Offered Site of Program


AGRICULTURAL EDUCATION AND COMMUNICATION 131301 BS GainesvilleAGRICULTURAL EDUCATION AND COMMUNICATION 131301 BS Plant CityAGRICULTURAL OPERATIONS MANAGEMENT 140301 BS GainesvilleANIMAL SCIENCES 010901 BS GainesvilleBIOLOGY 260101 BS GainesvilleBOTANY 260301 BS GainesvilleENTOMOLOGY & NEMATOLOGY 260702 BS GainesvilleENTOMOLOGY & NEMATOLOGY 260702 BS Ft. LauderdaleFAMILY, YOUTH AND COMMUNITY SCIENCE 190707 BS GainesvilleFOOD & RESOURCE ECONOMICS 010103 BS GainesvilleFOOD & RESOURCE ECONOMICS 010103 BS Ft. PierceFOOD SCIENCE & HUMAN NUTRITION 011001 BS GainesvilleHORTICULTURAL SCIENCE 011103 BS GainesvilleINTERDISCIPLINARY STUDIES/AG 309999 BS GainesvilleINTERDISCIPLINARY STUDIES/AG 309999 BS Ft. PierceINTERDISCIPLINARY STUDIES/AG 309999 BS Ft. LauderdaleINTERDISCIPLINARY STUDIES/AG 309999 BS MiltonLANDSCAPE & NURSERY HORTICULTURE 010603 BS GainesvilleLANDSCAPE & NURSERY HORTICULTURE 010603 BS ApopkaLANDSCAPE & NURSERY HORTICULTURE 010603 BS Ft. LauderdaleLANDSCAPE & NURSERY HORTICULTURE 010603 BS MiltonLANDSCAPE & NURSERY HORTICULTURE 010603 BS Plant CityMICROBIOLOGY & CELL SCIENCE 260503 BS GainesvillePACKAGING SCIENCE 010401 BS GainesvillePLANT SCIENCE 011101 BS GainesvilleSOIL AND WATER SCIENCE 011201 BS GainesvilleSTATISTICS 270501 BS GainesvilleWILDLIFE ECOLOGY AND CONSERVATION 030601 BS GainesvilleNATURAL RESOURCE CONSERVATION/FOREST RESOURCE CONSERVATION 030501 BSFRC GainesvilleNATURAL RESOURCE CONSERVATION 030501 BS MiltonNATURAL RESOURCE CONSERVATION 030501 BS Plant CityGEOMATICS 151102 BSGEM GainesvilleGEOMATICS 151102 BSGEM Ft. LauderdaleGEOMATICS 151102 BSGEM Plant CityENVIRONMENTAL SCIENCE 030104 BA, BS Gainesville

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ACCOUNTING 520301 BS GainesvilleBUSINESS ADMINISTRATION 520201 BA,BS GainesvilleBUSINESS ADMINISTRATION-GENERAL STUDIES 520201 BA Gainesville

GENERAL BUSINESS 520201 BSDistance Education

MANAGEMENT 520201 BS GainesvilleECONOMICS 450601 BS GainesvilleFINANCE 520801 BS GainesvilleINFORMATION SYSTEMS 521301 BS GainesvilleMARKETING 521401 BS Gainesville


ELEMENTARY EDUCATION 131202 BAE GainesvilleMIDDLE SCHOOL EDUCATION 131203 BAE GainesvilleSPECIAL EDUCATION 131001 BA Gainesville


ARCHITECTURE 040201 B Design GainesvilleINTERIOR DESIGN 500408 B Design Gainesville

LANDSCAPE ARCHITECTURE 040601 BLA GainesvilleSUSTAINABILITY & BUILT ENVIRONMNT 309995 BSSBE Gainesville

BUILDING CONSTRUCTION 151001BS in Building Construction Gainesville

FIRE AND EMERGENCY SERVICES 430203BS in Fire &

Emergency Services Distance Education


AEROSPACE ENGINEERING 140201 B.S. GainesvilleAGRIC & BIOLOGICAL ENG 140301 B.S. GainesvilleCHEMICAL ENGINEERING 140701 B.S. GainesvilleCIVIL ENGINEERING 140801 B.S. GainesvilleCOMPUTER ENG/ELECT ENG 140901 B.S. GainesvilleCOMPUTER ENG/ELECT ENG 140901 B.S. GainesvilleCOMPUTER ENGINEERING - CISE 140901 B.S. GainesvilleCOMPUTER SCIENCE 140901 B.S. GainesvilleDIGITAL ARTS AND SCIENCES 500706 B.S. GainesvilleELECTRICAL/COMPUTER ENG 141001 B.S. GainesvilleENVIRONMENTAL ENG SCI 141401 B.S. GainesvilleINDUSTRIAL/SYSTEMS ENG 142701 B.S. GainesvilleMATERIALS SCI & ENG 141801 B.S. Gainesville

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MECHANICAL ENGINEERING 141901 B.S. GainesvilleNUCLEAR ENG SCIENCES 142301 B.S. GainesvilleNUCLEAR ENGINEERING 142301 B.S. Gainesville


ART 500702 Gainesville

ART 500702BFA, Art (emph.

Ceramics) Gainesville

ART 500702BFA, Art (emph. Digital Media) Gainesville


Drawing) Gainesville


Painting) Gainesville


Printmaking) Gainesville


Sculpture) Gainesville

CREATIVE PHOTOGRAPHY 500702BFA, Creative Photography Gainesville

ART 500702

BFA, Drawing, Painting,

Photography, Printmaking, Sculpture, &

Electronic Intermedia Miami Dade CC

VISUAL ARTS STUDIES 500702BA, Visual Arts

Studies Gainesville

ART EDUCATION 131302 BA, Art Education GainesvilleART HISTORY 500703 BA, Art History Gainesville

DANCE 500301 BFA, Dance Gainesville

DANCE 500301 BFA, Dance Miami Dade CC

DIGITAL ARTS AND SCIENCES 500706BA, Digital Arts and

Sciences Gainesville

GRAPHIC DESIGN 500409 BFA, Graphic Design Gainesville

GRAPHIC DESIGN 500409 BFA, Graphic Design Miami Dade CC

MUSIC 500901 BA,BM Gainesville

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MUSIC 500901BA, Music (emph.

Keyboard) Gainesville


Instrumental) Gainesville


Vocal) Gainesville

MUSIC 500901

BA, Music (emph. Mus. Hist. &

Lit/Ethnomusicology-Keyboard) Gainesville

MUSIC 500901


Lit/Ethnomusicology-Vocal) Gainesville

MUSIC 500901


Lit/Ethnomusicology-Inst.) Gainesville

MUSIC 500901

BA, Music (emph. Mus. Hist. & Lit.-

Inst.) Gainesville

MUSIC 500901



MUSIC 500901


Vocal) Gainesville

MUSIC 500901

BA, Music (emph. Theory &

Composition-Inst.) Gainesville

MUSIC 500901


Composition-Keyboard) Gainesville

MUSIC 500901


Composition-Vocal) Gainesville

MUSIC 500901BM, Music w/outside

field - Inst. Gainesville

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field - Keyboard Gainesville


field - Vocal Gainesville

MUSIC 500901BM, Music (emph.

Composition - Inst.) Gainesville

MUSIC 500901

BM, Music (emph. Composition -


MUSIC 500901

BM, Music (emph. Performance -



Performance - Vocal) Gainesville


Performance - Inst.) Gainesville

MUSIC 500901BM, Music (emph. Theory - Keyboard) Gainesville


Theory - Vocal) Gainesville


Theory - Inst.) Gainesville

MUSIC 500901

BM, Piano, Instrumental, Vocal,

Composition Miami Dade CC

MUSIC EDUCATION 131312BM, Music Education (emph. Instrumental) Gainesville

MUSIC EDUCATION 131312

BM, Music Education (emph.

Keyboard/Choral) Gainesville

MUSIC EDUCATION 131312BM, Music Education

(emph. Choral) GainesvilleTHEATRE 500501 BFA Gainesville

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THEATRE PERFORMANCE BFA, Theatre Performance Gainesville

THEATRE PERFORMANCE 500501BFA, Acting &

Musical Theater Miami Dade CC

THEATRE PRODUCTION 500501

BFA, Theatre Production (emph.

Costume) Gainesville


BFA, Theatre Production (emph.

Set Design) Gainesville


BFA, Theatre Production (emph. Light and Sound) Gainesville

THEATRE/BA 500501 BA, Theatre Gainesville

MUSICAL THEATRE 500501 BFA, Musical Theatre Gainesville

College of Health and Human Performance

APPLIED PHYSIOLOGY AND KINESIOLOGY 260908 BS Gainesville

ATHLETIC TRAINING 510913 BS Gainesville

HEALTH EDUCATION AND BEHAVIOR 512208 BS Gainesville

RECREATION, PARKS AND TOURISM 310301 BS Gainesville

SPORT MANAGEMENT 310504 BS Gainesville

SPORT MANAGEMENT 310504 BSDistance Education

College of Journalism and Communication

ADVERTISING 090903 BA Advertising GainesvilleJOURNALISM 090401 BA Journalism Gainesville

PUBLIC RELATIONS 090902 BA Public Relations Gainesville

TELECOMMUNICATION 090701BA

Telecommunication Gainesville


ANTHROPOLOGY 450201 B GainesvilleASIAN STUDIES 050103 B GainesvilleASTRONOMY 400201 B GainesvilleBIOLOGY 260101 B GainesvilleBOTANY 260301 B Gainesville

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CHEMISTRY 400501 B GainesvilleCLASSICAL STUDIES 161200 B GainesvilleCOMPUTER SCIENCE 110101 B GainesvilleCRIMINOLOGY 450401 B GainesvilleEAST ASIAN LANG & LIT - CHINESE 160399 B GainesvilleEAST ASIAN LANG & LIT - JAPANESE 160399 B GainesvilleECONOMICS 450601 B GainesvilleENGLISH 230101 B GainesvilleFRENCH 160901 B Gainesville

GEOGRAPHY 450701 B Gainesville

GEOLOGY 400601 B GainesvilleGERMAN 160501 B GainesvilleHISTORY 540101 B GainesvilleINTERDISCIP STUDIES-BASIC BIO & MED 309999 B GainesvilleINTERDISCIPLINARY STUDIES 309999 B GainesvilleJEWISH STUDIES 380206 B GainesvilleLINGUISTICS 160102 B GainesvilleMATHEMATICS 270101 B Gainesville

MICROBIOLOGY & CELL SCIENCE 260503 B GainesvillePHILOSOPHY 380101 B Gainesville

PHYSICS 400801 B GainesvillePOLITICAL SCIENCE 451001 B GainesvillePORTUGUESE 160904 B GainesvillePSYCHOLOGY 420101 B GainesvilleRELIGION 380201 B GainesvilleRUSSIAN 160402 B GainesvilleSOCIOLOGY 451101 B GainesvilleSPANISH 160905 B GainesvilleSTATISTICS 270501 B GainesvilleWOMEN'S STUDIES 050207 B GainesvilleZOOLOGY 260701 B Gainesville

College of Nursing

NURSING 511601 BSN Gainesville

College of Pharmacy

PHARMACY/PRE DOCTOR OF PHARMACY 512001 BS Gainesville


COMMUNICATION SCIENCES and DISORDERS 510204 BHS Gainesville

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HEALTH SCIENCE 510000 BHS Gainesville

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List of Academic Programs by College: Graduate

Major / Concentration Name CIP Code

List Specific Degree Offered

Site of Program/ Delivery Method


AGRICULTURAL & BIOLOGICAL ENGINEERING 140301 MS GainesvilleAGRICULTURAL & BIOLOGICAL ENGINEERING 140301 PhD GainesvilleAGRICULTURAL EDUCATION & COMMUNICATION 131301 MS Gainesville

AGRICULTURAL EDUCATION & COMMUNICATION 131301 MS

Distance Education

AGRICULTURAL EDUCATION& COMMUNICATION 131301 PhD GainesvilleAGRONOMY 011102 MS GainesvilleAGRONOMY 011102 PhD GainesvilleANIMAL MOLECULAR AND CELLULAR BIOLOGY 260204 MS GainesvilleANIMAL MOLECULAR AND CELLULAR BIOLOGY 260204 PhD GainesvilleANIMAL SCIENCES 010901 MS GainesvilleANIMAL SCIENCES 010901 PhD GainesvilleBOTANY 260301 PhD GainesvilleENTOMOLOGY & NEMATOLOGY 260702 MS Gainesville

ENTOMOLOGY & NEMATOLOGY 260702 MSDistance Education

ENTOMOLOGY & NEMATOLOGY 260702 PhD GainesvilleFAMILY, YOUTH AND COMMUNITY SCIENCES 190707 MS, MFYCS GainesvilleFISHERIES AND AQUATIC SCIENCES 030301 MS, MFAS GainesvilleFISHERIES AND AQUATIC SCIENCES 030301 PhD GainesvilleFOOD & RESOURCE ECONOMICS 010103 MS GainesvilleFOOD & RESOURCE ECONOMICS 010103 PhD GainesvilleFOOD SCIENCE & HUMAN NUTRITION 011001 MS GainesvilleFOOD SCIENCE & HUMAN NUTRITION 011001 PhD Gainesville

FOREST RESOURCES AND CONSERVATION 030501 MS, MFRC Gainesville

FOREST RESOURCES AND CONSERVATION 030501 PhD GainesvilleGENETICS AND GENOMICS 260801 PhD GainesvilleHORTICULTURAL SCIENCES 011103 MS GainesvilleHORTICULTURAL SCIENCES 011103 PhD Gainesville

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INTERDISCIPLINARY ECOLOGY 261301 MS GainesvilleINTERDISCIPLINARY ECOLOGY 261301 PhD GainesvilleMICROBIOLOGY & CELL SCIENCE 260503 MS GainesvilleMICROBIOLOGY & CELL SCIENCE 260503 PhD GainesvilleNUTRITIONAL SCIENCES 301901 PhD GainesvillePLANT MEDICINE 011199 DPM GainesvillePLANT MOLECULAR AND CELLULAR BIOLOGY 260308 MS GainesvillePLANT MOLECULAR AND CELLULAR BIOLOGY 260308 PhD GainesvillePLANT PATHOLOGY 260305 MS GainesvillePLANT PATHOLOGY 260305 PhD GainesvilleSOIL AND WATER SCIENCE 011201 MS Gainesville

SOIL AND WATER SCIENCE 011201 MSDistance Education

SOIL AND WATER SCIENCE 011201 PhD GainesvilleWILDLIFE ECOLOGY AND CONSERVATION 030601 MS Gainesville

WILDLIFE ECOLOGY AND CONSERVATION 030601 PhD Gainesville


ACCOUNTING 520301Master of

Accounting GainesvilleBUSINESS ADMINISTRATION 520201 MBA Gainesville

BUSINESS ADMINISTRATION-GENERAL 520201 MBADistance Education

BUSINESS ADMINISTRATION-GENERAL 520201 MBASunrise, Florida

BUSINESS ADMINISTRATION 520201 PhD Gainesville MARKETING 520201 PhD Gainesville MANAGEMENT 520201 PhD Gainesville INSURANCE 520201 PhD Gainesville INFORMATION SYSTEMS AND OPERATIONS MANAGEMENT 520201 PhD Gainesville

REAL ESTATE AND URBAN ANALYSIS 520201 PhD Gainesville ACCOUNTING 520201 PhD Gainesville FINANCE 520201 PhD GainesvilleECONOMICS 450601 MA GainesvilleECONOMICS 450601 PhD GainesvilleBUSINESS ADMINISTRATION 520201 MS, MA Gainesville

BUSINESS ADMINISTRATION 520201 MS Distance Education

FINANCE 520801 MS GainesvilleMARKETING 521401 MS GainesvilleREAL ESTATE 521501 MS GainesvilleREAL ESTATE & URBAN ANALYSIS 521501 MS Gainesville

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College of Dentistry

DENTAL SCIENCES ENDODONTICS 510501 MS Gainesville ORTHODONTICS 510501 MS Gainesville PERIODONTICS 510501 MS Gainesville PROSTHODONTICS 510501 MS GainesvilleDENTISTRY 510401 DMD Gainesville


ARCHITECTURE 040201 M Arch GainesvilleARCHITECTURE 040201 MS GainesvilleDESIGN, CONSTRUCTION AND PLANNING 040201 PhD Gainesville

FIRE SCIENCE 430203 MS Distance Education

HISTORIC PRESERVATION 301201 MHP GainesvilleINTERIOR DESIGN 500408 MID GainesvilleLANDSCAPE ARCHITECTURE 040601 MLA GainesvilleURBAN & REGIONAL PLANNING 040301 MAURP GainesvilleBUILDING CONSTRUCTION 151001 MS Gainesville

INTERNATIONAL CONSTRUCTION MGT 151005 MS Distance Education


MENTAL HEALTH COUNSELING 511508 Med/MAE GainesvilleMENTAL HEALTH COUNSELING 511508 EdS GainesvilleMENTAL HEALTH COUNSELING 511508 PhD Gainesville

CURRICULUM & INSTRUCTION (EDD ONLY) 130301 EdD

Gainesville; Distance Education

CURRICULUM & INSTRUCTION 130301 MEd, MAE


CURRICULUM & INSTRUCTION 130301 EdS


CURRICULUM & INSTRUCTION 130301 PhD GainesvilleELEMENTARY EDUCATION 131202 MEd GainesvilleEDUCATIONAL LEADERSHIP 130401 Med/MAE GainesvilleEDUCATIONAL LEADERSHIP 130401 EdS Gainesville

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EDUCATIONAL LEADERSHIP 130401 EdSDistance Education

EDUCATIONAL LEADERSHIP 130401 PhD Gainesville

EDUCATIONAL LEADERSHIP 130401 EdDDistance Education

ENGLISH LANGUAGE ARTS EDUCATION 131305 MEd/MAE GainesvilleMARRIAGE AND FAMILY COUNSELING 511505 Med/MAE GainesvilleMARRIAGE AND FAMILY COUNSELING 511505 EdS GainesvilleMARRIAGE AND FAMILY COUNSELING 511505 PhD GainesvilleSPECIAL EDUCATION 131001 MEd (UEP) Gainesville

SPECIAL EDUCATION 131001M Ed (Teach

Well)Distance Education

SPECIAL EDUCATION 131001 PhD and EdD Gainesville

SPECIAL EDUCATION 131001 EdSDistance Education

RESEARCH AND EVALUATION METHODOLOGY 130603 Med/MAE GainesvilleRESEARCH AND EVALUATION METHODOLOGY 130603 EdS GainesvilleRESEARCH AND EVALUATION METHODOLOGY 130603 PhD GainesvilleHIGHER EDUCATION ADMIN 130406 EdS GainesvilleHIGHER EDUCATION ADMIN 130406 EdD/PhD GainesvilleMATHEMATICS EDUCATION 131311 MEd, MAE GainesvilleEARLY CHILDHOOD EDUCATION 131210 MEd, MAE GainesvilleREADING EDUCATION 131315 MEd, MAE GainesvilleSCIENCE EDUCATION 131316 MEd, MAE GainesvilleSCHOOL COUNSELING & GUIDANCE 131101 Med/MAE GainesvilleSCHOOL COUNSELING & GUIDANCE 131101 EdS GainesvilleSCHOOL COUNSELING & GUIDANCE 131101 PhD GainesvilleSCHOOL PSYCHOLOGY 421701 MAE, MEd GainesvilleSCHOOL PSYCHOLOGY 421701 EdS GainesvilleSCHOOL PSYCHOLOGY 421701 PhD, EdD GainesvilleSTUDENT PERSONNEL IN HIGHER EDUCATION 131102 Med/MAE GainesvilleSTUDENT PERSONNEL IN HIGHER EDUCATION 131102 EdS GainesvilleSOCIAL STUDIES EDUCATION 131317 MEd, MAE Gainesville


AGRIC & BIOLOGICAL ENG 140301 PhD GainesvilleAGRIC & BIOLOGICAL ENG 140301 MS/ME GainesvilleAGRIC & BIOLOGICAL ENG 140301 Eng Gainesville

AEROSPACE ENGINEERING 140201 MS, MEDistance Education

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AEROSPACE ENGINEERING 140201 PhD GainesvilleAEROSPACE ENGINEERING 140201 MS, ME GainesvilleAEROSPACE ENGINEERING 140201 Engr GainesvilleBIOMEDICAL ENGINEERING 140501 PhD GainesvilleBIOMEDICAL ENGINEERING 140501 M Eng GainesvilleCIVIL ENGINEERING 140801 PhD GainesvilleCIVIL ENGINEERING 140801 M Eng, MS Gainesville

CIVIL ENGINEERING 140801 MSDistance Education

COMPUTER ENGINEERING - CISE 140901 PhD GainesvilleCOMPUTER ENGINEERING - CISE 140901 MS, M Eng GainesvilleCOMPUTER ENGINEERING - CISE 140901 Engr Gainesville

COMPUTER ENGINEERING - CISE 140901 MSDistance Education

CHEMICAL ENGINEERING 140701 PHD GainesvilleCHEMICAL ENGINEERING 140701 ME/MS GainesvilleCHEMICAL ENGINEERING 140701 Eng GainesvilleCOASTAL & OCEANOGRAPHIC ENGINEERING 142401 PhD GainesvilleCOASTAL & OCEANOGRAPHIC ENGINEERING 142401 M.S./M.E. GainesvilleDIGITAL ARTS AND SCIENCES 500706 MS GainesvilleELECTRICAL/COMPUTER ENG 141001 PhD GainesvilleELECTRICAL/COMPUTER ENG 141001 MS, ME GainesvilleELECTRICAL/COMPUTER ENG 141001 Engineer Gainesville

ELECTRICAL/COMPUTER ENG 141001 MS, MEDistance Education

ENVIRONMENTAL ENG SCI 141401 Ph.D GainesvilleENVIRONMENTAL ENG SCI 141401 MS/ME GainesvilleENVIRONMENTAL ENG SCI 141401 Engineer Gainesville

ENVIRONMENTAL ENG SCI 141401 MS/MEDistance Education

INDUSTRIAL/SYSTEMS ENG 142701MS, ME

Distance Education

INDUSTRIAL/SYSTEMS ENG 142701 PhD GainesvilleINDUSTRIAL/SYSTEMS ENG 142701 MS, ME GainesvilleINDUSTRIAL/SYSTEMS ENG 142701 Engr GainesvilleMECHANICAL ENGINEERING 141901 PhD GainesvilleMECHANICAL ENGINEERING 141901 MS, ME GainesvilleMECHANICAL ENGINEERING 141901 Engr Gainesville

MECHANICAL ENGINEERING 141901 MSDistance Education

MATERIALS SCI & ENG 141801MS, ME Distance

EducationMATERIALS SCI & ENG 141801 Ph.D GainesvilleMATERIALS SCI & ENG 141801 MS, ME Gainesville

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MATERIALS SCI & ENG 141801 Engr Gainesville

NUCLEAR ENG SCIENCES 142301NES - Nuclear Engineering Gainesville

NUCLEAR ENG SCIENCES 142301NES - Medical

Physics Gainesville


NUCLEAR ENG SCIENCES 142301NES - Medical

Physics Gainesville



ART 500702

500702

MFA, Studio Art (emph. Ceramics) Gainesville

500702

MFA, Studio Art (emph. Creative Photography) Gainesville

500702

MFA, Studio Art (emph. Painting) Gainesville

500702

MFA, Studio Art (emph. Drawing) Gainesville

500702

MFA, Studio Art (emph. Graphic Design) Gainesville

500702

MFA, Studio Art (emph. Digital Media) Gainesville

500702

MFA, Studio Art (emph. Scultpure) Gainesville

500702

MFA, Studio Art (emph. Printmaking) Gainesville

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ART EDUCATION 131302

MA, Art Education (online program)

Distance Education

ART EDUCATION 131302MA, Art Education Gainesville

ART HISTORY 500703MA, Art History Gainesville

ART HISTORY 500703PhD, Art History Gainesville

DIGITAL ARTS AND SCIENCES 500706

MA, Digital Arts and Sciences Gainesville

MUSEOLOGY 301401MA, Museum Studies Gainesville

MUSIC 500901

500901MM, Performance Gainesville

500901MM, Composition Gainesville

500901MM, Composition Gainesville

500901MM, History and Literature Gainesville

500901MM, Sacred Music Gainesville

MUSIC 500901PhD, Composition Gainesville

500901PhD, Composition Gainesville

MUSIC 500901

Phd, Music History and Literature Gainesville

MUSIC EDUCATION 131312MM, Music Education Gainesville

MUSIC EDUCATION 131312PhD, Music Education Gainesville

THEATRE 500501

MFA, Theatre (emph. Acting) Gainesville

THEATRE 500501

MFA, Theatre (emph. Design and Technology) Gainesville

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College of Health and Human Performance

APPLIED PHYSIOLOGY AND KINESIOLOGY 260908 MS GainesvilleHEALTH & HUMAN PERFORMANCE 260908 PhD GainesvilleHEALTH EDUCATION AND BEHAVIOR 512208 MS GainesvilleRECREATION, PARKS AND TOURISM 310301 MS GainesvilleSPORT MANAGEMENT 310504 MS Gainesville

College of Journalism and Communication

ADVERTISING 90903 Master of ADV GainesvilleMASS COMMUNICATION 90102 M.A. GainesvilleMASS COMMUNICATION 90102 Ph.D. Gainesville

College of Law

LAW 220101 JD GainesvilleENVIR & LAND USE LAW 220207 LL.M. GainesvilleINTERNATIONAL TAXATION 220210 LL.M. GainesvilleCOMPARATIVE LAW 220211 LL.M. Gainesville TAXATION Specialty 220211 LL.M. Gainesville TAXATION Specialty 220211 SJD Gainesville


ANTHROPOLOGY 450201 M GainesvilleANTHROPOLOGY 450201 D GainesvilleASTRONOMY 400201 M GainesvilleASTRONOMY 400201 D GainesvilleBOTANY 260301 M GainesvilleBOTANY 260301 D GainesvilleCOMPUTER SCIENCE 110101 M GainesvilleCOMPUTER SCIENCE 110101 D GainesvilleCRIMINOLOGY, LAW AND SOCIETY 450401 M GainesvilleCRIMINOLOGY, LAW AND SOCIETY 450401 D GainesvilleCREATIVE WRITING 230501 M GainesvilleCLASSICAL STUDIES 161200 M GainesvilleCLASSICAL STUDIES 161200 D Gainesville

CLASSICAL STUDIES 161200 DDistance Education

COUNSELING PSYCHOLOGY 420601 D GainesvilleCHEMISTRY 400501 M GainesvilleCHEMISTRY 400501 D GainesvilleENGLISH 230101 M Gainesville

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ENGLISH 230101 D GainesvilleFRENCH 160901 M GainesvilleGENETICS AND GENOMICS 260801 D GainesvilleGERMAN 160501 M GainesvilleGERMAN 160501 D GainesvilleGEOGRAPHY 450701 M GainesvilleGEOGRAPHY 450701 D GainesvilleGEOLOGY 400601 M GainesvilleGEOLOGY 400601 D GainesvilleHISTORY 540101 M GainesvilleHISTORY 540101 D GainesvillePOL SCI-INTERNATIONAL RELATIONS 450901 M GainesvilleLATIN AMERICAN STUDIES 050107 M GainesvilleLINGUISTICS 160102 M GainesvilleLINGUISTICS 160102 D GainesvilleLATIN 161203 M Gainesville

LATIN 161203 MDistance Education

MATHEMATICS 270101 M GainesvilleMATHEMATICS 270101 D GainesvillePOLITICAL SCIENCE 451001 M GainesvillePOLITICAL SCIENCE 451001 D GainesvillePHILOSOPHY 380101 M GainesvillePHILOSOPHY 380101 D GainesvillePHYSICS 400801 M GainesvillePHYSICS 400801 D GainesvillePSYCHOLOGY 420101 M GainesvillePSYCHOLOGY 420101 D GainesvilleROMANCE LANGUAGES-FRENCH 160999 D GainesvilleROMANCE LANGUAGES-SPANISH 160999 D GainesvilleRELIGION 380201 M GainesvilleRELIGION 380201 D GainesvilleSTATISTICS 270501 M GainesvilleSTATISTICS 270501 D GainesvilleSOCIOLOGY 451101 M GainesvilleSOCIOLOGY 451101 D GainesvilleSPANISH 160905 M GainesvilleWOMEN'S STUDIES 050207 M GainesvilleZOOLOGY 260701 M GainesvilleZOOLOGY 260701 D Gainesville

College of Medicine

BIOCHEMISTRY AND MOLECULAR BIOLOGY 260202 MS Gainesville

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BIOCHEMISTRY AND MOLECULAR BIOLOGY 260202 PhD GainesvilleGENETICS AND GENOMICS 260801 PhD GainesvilleEPIDEMIOLOGY 261309 MS GainesvilleEPIDEMIOLOGY 261309 PhD GainesvilleMEDICAL SCIENCES 269999 Gainesville

MED SCI-BIOCHEM & MOLECULAR BIOLOGY 269999 MS Gainesville

MED SCI-BIOCHEM & MOLECULAR BIOLOGY 269999 PhD Gainesville

MED SCI-CELL & DEVELOPMENTAL BIOLOG 269999 MS Gainesville

MED SCI-CELL & DEVELOPMENTAL BIOLOG 269999 PhD GainesvilleMED SCI-GENETICS 269999 MS GainesvilleMED SCI-GENETICS 269999 PhD Gainesville

MED SCI-IMMUNOLOGY & MICROBIOLOGY 269999 MS Gainesville

MED SCI-IMMUNOLOGY & MICROBIOLOGY 269999 PhD GainesvilleMED SCI-MOL GEN & MICROBIOLOGY 269999 PhD GainesvilleMED SCI-MOLECULAR CELL BIOLOGY 269999 MS GainesvilleMED SCI-MOLECULAR CELL BIOLOGY 269999 PhD GainesvilleMED SCI-NEUROSCIENCE 269999 MS GainesvilleMED SCI-NEUROSCIENCE 269999 PhD GainesvilleMED SCI-NEUROSCIENCE 269999 MS GainesvilleMED SCI-NEUROSCIENCE 269999 PhD GainesvilleMED SCI-ORAL BIOLOGY 269999 MS GainesvilleMED SCI-ORAL BIOLOGY 269999 PhD GainesvilleMED SCI-PATHOLOGY 269999 MS GainesvilleMED SCI-PATHOLOGY 269999 PhD GainesvilleMED SCI-PHARMACOLOGY 269999 MS GainesvilleMED SCI-PHARMACOLOGY 269999 MS GainesvilleMED SCI-PHYSIOLOGY 269999 MS GainesvilleMED SCI-PHYSIOLOGY 269999 PhD Gainesville

MED SCI-PHYSIOLOGY & PHARMACOLOGY 269999 MS Gainesville

MED SCI-PHYSIOLOGY & PHARMACOLOGY 269999 PhD GainesvilleMEDICAL SCIENCES 269999 MS GainesvilleMEDICAL SCIENCES 269999 PhD GainesvillePHYSICIAN ASSISTANT 510912 MPAS GainesvilleMEDICINE 511201 MD Gainesville

College of Nursing

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NURSING PRACTICE 511601 DNPGainesville & Jacksonville

NURSING PRACTICE 511601 DNPOnline Post Master's DNP

NURSING 511601 MSNGainesville & Jacksonville

NURSING - Neonatal Nurse Practitioner Track 511601 MSN Online

NURSING SCIENCES 511608 PhDGainesville & Jacksonville

College of Pharmacy

PHARMACY/PD 512001 PharmD GainesvillePHARMACY/PD 512001 PharmD OrlandoPHARMACY/PD 512001 PharmD St PetersburgPHARMACY/PD 512001 PharmD Jacksonville

PHARMACY/WPPD 512001 PharmDDistance Education

PHARMACEUTICAL SCIENCES 512099 MS,PhDPHARMACEUTICAL - PHARM OUTCOMES & POLICY MS GainesvillePHARMACEUTICAL - PHARM OUTCOMES & POLICY PhD Gainesville

PHARMACEUTICAL SCI - Pharmacy (DIST LEARN ONLY) MS

Distance Education

PHARMACEUTICAL SCI - Forensic Sciences (DIST LEARN ONLY) MS

Distance Education

PHARMACEUTICAL SCI - Pharmaceutical Chemistry (DIST LEARN ONLY) MS

Distance Education

PHARMACEUTICAL SCI-MED CHEMISTRY MS GainesvillePHARMACEUTICAL SCI-MED CHEMISTRY PhD Gainesville PHARMACODYNAMICS MS Gainesville PHARMACODYNAMICS PhD GainesvillePHARMACEUTICAL SCI-PHARMACY MS GainesvillePHARMACEUTICAL SCI-PHARMACY PhD GainesvillePHARMACEUTICAL SCIENCES MS GainesvillePHARMACEUTICAL SCIENCES PhD Gainesville


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AUDIOLOGY 510202 AuD Distance Education

AUDIOLOGY 510202 AuD GainesvilleBIOSTATISTICS 261102 MS GainesvilleBIOSTATISTICS 261102 PhD GainesvilleHEALTH ADMINISTRATION 510701 MHA GainesvilleHEALTH SERVICES RESEARCH 510701 PhD GainesvilleCOMMUNICATION SCIENCES AND DISORDERS 510204 MA GainesvilleCOMMUNICATION SCIENCES AND DISORDERS 510204 PhD GainesvilleEPIDEMIOLOGY 261309 PhD GainesvilleOCCUPATIONAL THERAPY 512306 MOT Gainesville

OCCUPATIONAL THERAPY 512306 MHS-OTDistance Education

PSYCHOLOGY 420101 MS GainesvillePSYCHOLOGY 420101 PhD GainesvillePUBLIC HEALTH 512201 MPH Gainesville

PUBLIC HEALTH 512201 MPHDistance Education

REHABILITATION SCIENCE 512399 PhD GainesvillePHYSICAL THERAPY 512308 DPT Gainesville

College of Veterinary Medicine

VETERINARY MEDICINE 512401 DVM GainesvilleVETERINARY MEDICAL SCIENCES 512501 MS, PhD

VETERINARY MEDICAL SCIENCES MS

Gainesville & Distance Education

VETERINARY MEDICAL SCIENCES MS GainesvilleVETERINARY MEDICAL SCIENCES PhD Gainesville

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Appendix II.5

Part II

Appendix 6

List of University of Florida Instructional Sites(Where Traditional Instruction is Offered for 50% or more of a Degree)

Main Campus:Gainesville

Other Sites:ApopkaFt. LauderdaleFt. PierceJacksonvilleMiltonOrlandoPlant CityREEF - Eglin Remote FacilitySt PetersburgSunrise

Collaborative SitesMiami Dade CollegeSingapore (Future site)

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Appendix II.6

Part II

Appendix 7

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Appendix II.7

Part II

Appendix 8

University of Florida News University of Florida News

UF’s football complex receives highest green buildingcertificationFiled under Announcements, InsideUF (Campus), Top Stories on Wednesday, May 20, 2009.

GAINESVILLE, Fla. — The recent addition to the University of Florida’s Ben HillGriffin Stadium has just been ranked as one of the most environmentallyfriendly buildings in the U.S.

The Heavener Football Complex has received platinum certification from theLeadership in Energy and Environmental Design (LEED) Green Building RatingSystem, the highest ranking available. It is the first building in Florida and thefirst athletic facility in the nation to achieve platinum status. There are only130 platinum buildings in the US and 141 worldwide.

LEED certification is based on site/location planning, energy use, watermanagement, materials used, indoor environmental quality and innovation inthe design process. The Heavener Complex earned the required 52 out of 69possible points to receive a platinum rating.

The $28 million complex includes offices, conference rooms, an atrium withtrophies from the team’s national championships, and weight-training facilities.The facility’s energy-saving features exceed state and national standardsrequirements by 35 percent and include low-e glazing on glass, insulation andreflective materials, which make the heating and air conditioning systemsmore efficient. It also contains energy-efficient lighting and light sensors thatallow individual lighting preferences and turn off automatically when the roomis empty. The facility also has a system for analyzing future energy use. Light-colored roofing and concrete pavement on the plaza keep temperatures lowerin and around the building.

The building reduced 40 percent of indoor water use with its low-flow fixtures,dual-flush toilets and water-saving shower heads. One hundred percent of itsirrigation is reclaimed water, and native plants combined with nonevaporatingsprinklers allow the landscaping to use 50 percent less water. The green roofof the weight room near Gate 18 conserves energy and insulates as well bycontaining storm water for its plant life, rather than directing it to the sewersystem.

Bahar Armaghani, assistant director of the LEED program at UF, said greenbuildings are not exclusively concerned with saving money through moreefficient technology. They are also investments for the well-being of thepeople and environment.

“When we build a building, we are not just building for today but for thefuture,” she said.

Most of the building’s raw materials came from within 500 miles to stimulatethe local economy and reduce transport emissions. Additionally, much of thebuilding’s raw material is recyclable, and 78 percent of the construction debrisrecycled.

Carol Walker, assistant vice president of the UF Facilities, Planning andConstruction Division, said, “UF is committed to providing a healthy buildingand environment for the people who utilize the facility. Long-termsustainability, responsible use of environmental resources, and a healthy andproductive work environment are all important.”

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Appendix II.8

The Heavener Complex has low volatile organic compound levels and carbondioxide monitors in high-occupancy rooms, which bring in more fresh air ifthey detect high carbon dioxide levels. It also has Sanidoors, which opentouch-free automatically, to reduce building users’ exposure to germs.

According to Walker, the facility’s construction process has exposed herdivision to new technology and material which has only become availablerecently. The application of those new methods has raised the expectations forother on-campus building projects to a minimum of gold LEED certification.

Armaghani was project manager. The contractor was PPI ConstructionManagement and the engineers were Moses & Associates, Brown & Cullen andSEG. The architect was RDG Planning and Design, and the CommissioningAgents was TLC Engineers.

-30-

CreditsWriter

Katie Privett

SourceBahar Armaghani, [email protected], 352-273-4025

SourceCarol Walker, [email protected], 352-273-4000

Read more campus news from InsideUF.

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May

April

March

February

January

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2007

2006

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2002

2001

2000

1999

1998

1997

1996

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Appendix II.8

Part II

Appendix 9

University of Florida News University of Florida News

UF’s Library West receives green building certificationFiled under Announcements, Seen & Heard, Top Stories on Thursday, July 26, 2007.

GAINESVILLE, Fla. — The newly renovated Library West now ranks as one ofthe most environmentally friendly buildings on campus.

Library West has received gold certification from the Leadership in Energy andEnvironmental Design (LEED) Green Building Rating System. It is only thesecond building at UF to attain gold status. Rinker Hall, the first, was certifiedgold in 2004.

LEED ranks new and existing buildings based on their site planning, watermanagement, energy management, material use, indoor air quality andinnovation and design process. To receive gold certification, the second-highest rating, a building must earn 39 of a possible 69 points in those sixareas. Library West earned 40.

The library’s sustainable features include low-flow plumbing fixtures, such aswaterless urinals, that have dramatically reduced water use, exceeding thestandards of the Energy Act of 1992 by 30 percent. Also, the building wasdesigned with increased insulation on the walls, roof and occupancy controls,resulting in energy saving of 30 percent above American Society of Heating,Refrigeration and Air-Conditioning Engineers standards.

Inside Library West, carbon dioxide monitors have been installed, and allinterior materials — including sealant, adhesive, paint, and carpet — containlow or zero volatile organic compounds, which can evaporate and becometoxic fumes. Most noticeably, building occupants have access to daylight andviews throughout more than 90 percent of the space, an unusual quality for alibrary, and one that has shown significant positive effects.

According to Bahar Armaghani, assistant director of the LEED program at UF,studies have shown green buildings increase productivity, reduce absenteeismand improve performance. In fact, many of the new features of Library Westwere suggested by the library staff to create the most comfortable, effectiveworkplace possible.

Ultimately, Armaghani hopes to instill the principles of sustainability in UF’sstudent population.

“UF plays a leading role in training leaders to make difference in the world,”Armaghani said. “Students will have [a] major environmental impact asconsumers [and] conservers when [they] depart campus.”

In addition to Library West, the Veterinary Medicine Food Animal Facility wasrecently certified by LEED, earning 28 points of the 69. The McGuire Center forLepidoptera and Biodiversity was certified in 2005.

On the list of future projects to be renovated to meet LEED standards areHume, Yulee, Mallory, Reed and Murphree Halls, as well as the Gator CornerDining Facility and the Broward Dining Facility and many more.

The project managers for the Library West construction were Chris Eastmanand Bahar Armaghani. The architect and engineer was Long & Associates. Thecontractor was Biltmore Construction Inc.

-30-

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Black

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Religion

Sciences

Astronomy

Technology

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Video

Archives by Date

2010

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Appendix II.9

CreditsWriter

Allison Burke

SourceBahar Armaghani, [email protected], 352-294-0080

2009

2008

2007

December

November

October

September

August

July

June

May

April

March

February

January

2006

2005

2004

2003

2002

2001

2000

1999

1998

1997

1996

Contact the UF News Desk staff. Submit items to InsideUF. Resources for reporters.About This Site Feedback Subscribe Disability Services Privacy Policy Search© University of Florida, Gainesville, FL 32611; (352) 392-3261.This page uses Google Analytics (Google Privacy Policy)

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Appendix II.9

Part III

Part III:

Abbreviated

Compliance

Certification

Part III:

Abbreviated

Compliance

Certification

Section 1

Part III.1: The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. (Core Requirement 2.8)

Compliance __ Non-Compliance The University of Florida affirms its compliance with Core Requirement 2.8 and presents its evidence below. Narrative: The University of Florida (UF) has one of the broadest program arrays in the United States. It is one of a handful of major public universities with a land, sea and space grant mission. Its programs cover most academic disciplines. In addition, UF creates numerous interdisciplinary opportunities for its undergraduate and graduate students, giving them exposure to the faculty of many different departments and colleges. As the land grant university for Florida, UF also offers instruction at sites within many counties of the State of Florida. In recent years, UF has developed alternative means of program delivery such as online courses and programs to meet the needs of students who are place bound and cannot come to the Gainesville campus. Given the rich educational resources available through the UF, many faculty have developed courses that use “hybrid” methods to reach students – mixing internet, video, classroom, internships, externships and other teaching modalities in single courses. The 2008-09 credit hours by degree program and instructor type (Appendix III.1.1) developed by the Office of Planning and Institutional Research (Appendix III.1.2) supports this core requirement (2.8). The report reveals an average of 71% undergraduate junior and senior level credit hours and 88% of graduate credit hours are taught by full time faculty across all degree programs. The report further indicates that some programs, such as those offered by the College of Journalism, Fine Arts, Education and others, may utilize practicing professionals. The University of Florida employs an adequate number of permanent, full-time, highly qualified faculty to support the institution’s mission as a public, land grant, research university. The University of Florida’s constitution defines faculty with specific titles set forth in the Faculty Senate Bylaws (Appendix III.1.3) The State University System’s (SUS) Board of Governor’s require (BOG Regulation 8.015) each academic program to be reviewed on a 7 year cycle (Appendix III.1.4). A key objective in this process is the determination that the institution provides adequate full time faculty to meet the academic needs of the students in the degree program. Additionally, this review serves to ensure

that the number is sufficient to fulfill the essential faculty functions, research, teaching and service as well as providing appropriate mentorship to students. The current 20.3:1 faculty student ratio is higher than UF’s institutional peers, but compares well with other SUS institutions. Over the past three years, UF has strategically reduced the number of incoming Freshmen in order to address state budget cuts that resulted in decisions to not replace faculty; merge programs and sun-setting small programs with dwindling student numbers. These combined strategies enabled UF to ensure that the student faculty ratio did not further erode. At this same time the SUS and legislature provided UF the opportunity for differential tuition, which will allow us to begin to re-invest monies to continue to ensure the highest quality educational experience for our students.

Part III,

Section 1:

Appendices

Appendix III.1.1: Program Credits by Instructor Types

Appendix III.1.2: Methodology for Credit Hour by Instructor

Type

Appendix III.1.3: UF Constitution and Senate Bylaws

Appendix III.1.4: Program Review Schedule

Part III,

Section 1

Appendix 1

INSTRUCTOR TYPES BY PROGRAM AND LOCATION, BASED ON 2008-09 STUDENT CREDIT HOURS

Degree CIP Degree Title Degrees Offered

Upper Division (Under-

graduate Major) Courses Credits

Taught by FT Faculty

% of Upper-Division

Credits in Each Major Taught by

Under-graduate Faculty

Upper Division Credits

Taught by PT Faculty ,

GAs or Adjuncts

% of Upper Division Credits

Taught by PT Faculty,

GAs, or Adjuncts

General Education

(Lower Division Under-

graduate) Credits


GAs, or Adjuncts

% of General

Education (Lower Division Under-

graduate) Credits

Taught by FT Faculty,

GAs, or Adjuncts

Graduate Credits


% of Graduate

Credits Taught by FT Faculty

Graduate Credits


GAs, or Adjuncts

% of Graduate

Credits Taught by Part Time Faculty, GAs, or

Adjuncts

Notes

GAINESVILLE/MAIN CAMPUS/ALACHUA COUNTY010103 Food and Resource Economics Bachelor's, Master's, Research Doctorate 10,015 92% 907 8% 87 5% 2,048 88% 273 12%

010401 Packaging Science Bachelor's 689 100% 0%

010603 Landscape and Nursery Horticulture Bachelor's 648 93% 51 7% 0%

010901 Animal Sciences Bachelor's, Master's, Research Doctorate 2,872 98% 59 2% 0% 1,045 88% 149 12%

011001 Food Science and Human Nutrition Bachelor's, Master's, Research Doctorate 5,436 98% 125 2% 0% 1,464 93% 119 7%

011101 Plant Science Bachelor's 114 100% 0% 0%

011102 Agronomy Master's, Research Doctorate 729 92% 67 8%

011103 Horticultural Science Bachelor's, Master's, Research Doctorate 920 99% 6 1% 45 5% 1,819 98% 28 2%

011199 Plant Medicine Professional Doctorate 573 75% 195 25%

011201 Soil and Water Science Bachelor's, Master's, Research Doctorate 1,715 90% 185 10% 0% 1,891 91% 178 9%

030104 Environmental Science Bachelor's 107 49% 111 51% Interdisciplinary program

030301 Fisheries and Aquatic Sciences Master's, Research Doctorate 792 94% 48 6%

030501 Natural Resource Conservation Bachelor's, Master's, Research Doctorate 2,714 91% 267 9% 0% 2,582 86% 437 14%

030601 Wildlife Ecology and Conservation Bachelor's, Master's, Research Doctorate 0 46 68% 22 32%

040201 Architecture Bachelor's, Master's, Research Doctorate 1,456 76% 463 24% 365 9% 2,555 89% 307 11%

040301 Urban and Regional Planning Master's 3,036 81% 690 19%

040601 Landscape Architecture Bachelor's, Master's 840 84% 160 16% 18 2% 350 98% 7 2%

050103 Asian Studies Bachelor's Interdisciplinary program

050107 Latin American Studies Master's 536 79% 141 21% Interdisciplinary program

050207 Women's Studies Bachelor's, Master's 1,011 63% 585 37% 250 100% 0% Interdisciplinary program

090102 Mass Communication Master's, Research Doctorate 3,758 98% 71 2%

090401 Journalism Bachelor's 4,512 75% 1,540 25% 2,670 88%

090701 Telecommunication Bachelor's 4,305 45% 5,321 55% Many courses taught by working professionals

090902 Public Relations/Image Management Bachelor's 3,124 55% 2,580 45% Many courses taught by working professionals

090903 Advertising Bachelor's, Master's 4,777 61% 3,068 39% 0 Many courses taught by working professionals

110101 Computer Science Bachelor's, Master's, Research Doctorate 3,384 83% 672 17% 0% 7,719 98% 194 2%

130301 Curriculum and InstructionMaster's, Specialist, Research Doctorate, Professional Doctorate

4,334 52% 3,941 48%

Some courses in master's level teacher certification programs taught by advanced graduate students who are often experienced teachers

130401 Educational Leadership Master's, Specialist, Research Doctorate 1,507 80% 372 20%

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Appendix III.1.1





% of Upper-Division





GAs or Adjuncts



GAs, or Adjuncts

General Education


graduate) Credits


GAs, or Adjuncts

% of General


graduate) Credits


GAs, or Adjuncts

Graduate Credits


% of Graduate


Graduate Credits


GAs, or Adjuncts

% of Graduate


Adjuncts

Notes

130406 Higher Education/Higher Education Administration Specialist, Research Doctorate 648 60% 425 40%Some courses taught by working professional administrators

130603 Research and Evaluation Methodology Master's, Specialist, Research Doctorate 2,627 86% 436 14%

131001 Special Education Bachelor's, Master's, Research Doctorate 6,958 85% 1,180 15% 3,812 92% 348 8%

131101 School Counseling and Guidance Master's, Specialist, Research Doctorate 3,211 78% 896 22%

131102 Student Personnel in Higher Education Master's, Specialist 2,691 79% 734 21%

131202 Elementary Education and Teaching Bachelor's, Master's 2,533 44% 3,185 56% 1,221 100% 6,395 61% 4,163 39%Many courses taught by advanced graduate students, who are often experienced teachers

131203 Middle School Education Bachelor's 2,643 44% 3,398 56% 1,296 84%Many courses taught by advanced graduate students, who are often experienced teachers

131210 Early Childhood Education and Teaching Master's 132 70% 57 30%

131301 Agricultural Education and Communication Bachelor's, Master's, Research Doctorate 2,257 55% 1,833 45% 660 92% 58 8%Many courses taught by advanced graduate students, who are often experienced teachers

131302 Art Teacher Education Bachelor's, Master's 87 36% 156 64% 18 50% 135 98% 2 2%

Many courses taught by advanced graduate students, who are often experienced teachers Students take most courses in general art and education

131305 English Language Arts Education Master's 981 100%

131311 Mathematics Teacher Education Master's 30 100% 0%Students take most courses in math and education

131312 Music Education Bachelor's, Master's, Research Doctorate 421 77% 128 23% 63 42% 204 100% 0%Students take most courses in music and in education

131315 Reading Teacher Education Master's 828 67% 405 33%Many courses taught by advanced graduate students or experienced teachers

131316 Science Education Master's 150 56% 117 44%Many courses taught by advanced graduate students or experienced teachers

131317 Social Studies Education Master's 195 61% 123 39%Many courses taught by advanced graduate students or experienced teachers

140201 Aerospace, Aeronautical and Astronautical EngineeringBachelor's, Master's, Engineer, Research Doctorate

1,884 100% 2 0% 499 100% 0%

140301 Agricultural and Biological EngineeringBachelor's, Master's, Engineer, Research Doctorate

2,109 86% 353 14% 0% 1,342 98% 28 2%

140501 Biomedical Engineering Master's, Research Doctorate 1,521 97% 50 3%

140701 Chemical EngineeringBachelor's, Master's, Engineer, Research Doctorate

4,709 100% 3 0% 0% 1,827 99% 16 1%

140801 Civil Engineering Bachelor's, Master's, Research Doctorate 6,796 88% 963 12% 0% 4,858 94% 319 6%

140901 Computer EngineeringBachelor's, Master's, Engineer, Research Doctorate

5,807 92% 527 8% 9,156 99% 62 1%

141001 Electrical/Computer EngineeringBachelor's, Master's, Engineer, Research Doctorate

6,521 93% 527 7% 43 12% 10,703 99% 140 1%

141401 Environmental/Environmental Health EngineeringBachelor's, Master's, Engineer, Research Doctorate

2,010 81% 481 19% 1,973 82% 429 18%

141801 Materials Science and EngineeringBachelor's, Master's, Engineer, Research Doctorate

3,558 100% 8 0% 98 7% 4,756 95% 244 5%

141901 Mechanical EngineeringBachelor's, Master's, Engineer, Research Doctorate

14,829 100% 0% 351 8% 5,251 99% 77 1%

142301 Nuclear EngineeringBachelor's, Master's, Engineer, Research Doctorate

860 87% 132 13% 1,632 96% 64 4%

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Appendix III.1.1





% of Upper-Division





GAs or Adjuncts



GAs, or Adjuncts

General Education


graduate) Credits


GAs, or Adjuncts

% of General


graduate) Credits


GAs, or Adjuncts

Graduate Credits


% of Graduate


Graduate Credits


GAs, or Adjuncts

% of Graduate


Adjuncts

Notes

142401 Coastal and Oceanographic Engineering Master's, Research Doctorate 201 100% 0%

142701 Industrial/Systems EngineeringBachelor's, Master's, Engineer, Research Doctorate

2,210 43% 2,895 57% 976 77% 2,906 91% 270 9%Many upper division courses taught by advanced graduate students

151001 Building Construction Bachelor's, Master's 4,056 90% 447 10% 842 54% 2,372 100% 0%

151102 Geomatics Bachelor's 795 48% 867 52% Courses taught by part-time emeritus faculty

160102 Linguistics Bachelor's, Master's, Research Doctorate 1,710 63% 1,017 37% 585 77% 1,115 78% 314 22%Some language and literature programs use highly qualified adjunct instructors

160399 East Asian Languages, Literatures, and Linguistics Bachelor's 1,346 59% 927 41% 1,530 36%Some language and literature programs use highly qualified adjunct instructors

160402 Russian Bachelor's 1,236 100% 0% 330 26%

160501 German Bachelor's, Master's 509 88% 72 12% 2,378 93% 329 92% 30 8%

160901/160999 French/Romance Languages Bachelor's, Master's, Research Doctorate 1,493 89% 179 11% 4,853 92% 315 91% 33 9%

160904 Portuguese Bachelor's 427 53% 374 47% 625 100%Some language and literature programs use highly qualified adjunct instructors

160905/160999 Spanish/Romance Languages Bachelor's, Master's, Research Doctorate 3,592 71% 1,455 29% 9,011 82% 589 92% 55 8%

161200 Classical Studies Bachelor's, Master's, Research Doctorate 5,625 95% 289 5% 3,961 73% 557 88% 76 12%

161203 Latin Master's 271 82% 61 18%

190707 Family, Youth and Community Sciences Bachelor's, Master's 6,720 68% 3,195 32% 457 95% 26 5%

220101 Law Professional Doctorate 30,149 86% 4,839 14%

220207 Environmental and Land Use Law Master's 30,149 86% 4,839 14%

220210 International Taxation Master's 2,315 91% 236 9%

220211 Comparative Law/Taxation Master's, Research Doctorate 2,315 91% 236 9%

230101 English Language and Literature Bachelor's, Master's, Research Doctorate 13,601 70% 5,787 30% 19,545 98% 3,401 85% 614 15%

230501 Creative Writing Master's 192 75% 63 25%

260101 Biology Bachelor's 0 6,319 35%

Undergraduate integrative biology major is an interdisciplinary program, as distinct from more specialized majors in microbiology, zoology, botany, and plant science

260202 Biochemistry/Molecular Biology Master's, Research Doctorate 585 92% 50 8%

260204 Animal Molecular and Cellular Biology Master's, Research Doctorate 526 91% 50 9%

260301 Botany Bachelor's, Master's, Research Doctorate 470 66% 247 34% 19 50% 1,057 96% 46 4%

260305 Plant Pathology/Phytopathology Master's, Research Doctorate 573 75% 195 25%

260308 Plant Molecular and Cellular Biology Master's, Research Doctorate 625 99% 4 1%

260503 Microbiology and Cell Science Bachelor's, Master's, Research Doctorate 5,525 64% 3,169 36% 179 10% 1,567 100% 7 0%

260701 Zoology Bachelor's, Master's, Research Doctorate 2,954 79% 794 21% 0% 1,712 97% 59 3%

260702 Entomology and Nematology Bachelor's, Master's, Research Doctorate 886 50% 877 50% 0% 2,087 91% 208 9%Non-faculty full-time employee with PhD in Entomology teaches many upper division courses

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Appendix III.1.1





% of Upper-Division





GAs or Adjuncts



GAs, or Adjuncts

General Education


graduate) Credits


GAs, or Adjuncts

% of General


graduate) Credits


GAs, or Adjuncts

Graduate Credits


% of Graduate


Graduate Credits


GAs, or Adjuncts

% of Graduate


Adjuncts

Notes

260801 Genetics and Genomics Research Doctorate 500 99% 8 1%

260908 Applied Physiology and Kinesiology Bachelor's, Master's, Research Doctorate 4,241 76% 1,330 24% 0% 1,603 98% 30 2%Includes Applied Physiology and Kinesiology and Health and Human Performance

261102 Biostatistics Master's, Research Doctorate 3,703 95% 211 5%

261301 Interdisciplinary Ecology Master's, Research Doctorate Interdisciplinary program

261309 Epidemiology Master's, Research Doctorate 161 100% 0%

269999 Medical Sciences Master's, Research DoctorateInterdisciplinary program across multiple colleges and disciplines

270101 Mathematics Bachelor's, Master's, Research Doctorate 6,305 92% 565 8% 11,511 65% 2,274 98% 44 2%

270501 Statistics Bachelor's, Master's, Research Doctorate 4,267 55% 3,489 45% 10,707 85% 2,845 85% 500 15%Advanced graduate students sometimes teach Intro Statistics 2, which is a junior level course also required for some non-statistics majors

301201 Historic Preservation Master's Interdisciplinary program

301401 Museology Master's Interdisciplinary program

301901 Nutritional Sciences Research Doctorate Interdisciplinary program

309995 Sustainability and Built Environment Bachelor's Interdisciplinary program

309999 Interdisciplinary Studies Bachelor's Various interdisciplinary programs

310301 Recreation, Parks and Tourism Bachelor's, Master's 9,579 80% 2,372 20% 1,056 85% 1,122 100% 0 0%

310504 Sport Management Bachelor's, Master's 10,591 57% 7,985 43% 1,318 100% 2,618 100% 3 0%Advanced graduate students teach some courses in family health and health/medical terminology

380101 Philosophy Bachelor's, Master's, Research Doctorate 1,635 84% 312 16% 2,208 100% 580 100% 0%

380201 Religion Bachelor's, Master's, Research Doctorate 1,389 72% 552 28% 613 57% 522 96% 20 4%

380206 Jewish Studies Bachelor's 368 100% 0% 6 11% Interdisciplinary program

400201 Astronomy Bachelor's, Master's, Research Doctorate 1,209 100% 0% 1,382 24% 693 99% 4 1%

400501 Chemistry Bachelor's, Master's, Research Doctorate 2,596 38% 4,254 62% 15,980 60% 5,782 94% 348 6%Advanced graduate students teach some upper division courses under faculty supervision

400601 Geology Bachelor's, Master's, Research Doctorate 337 81% 78 19% 1,460 22% 868 91% 86 9%

400801 Physics Bachelor's, Master's, Research Doctorate 1,949 99% 14 1% 3,964 56% 3,050 98% 56 2%

420101 Psychology Bachelor's, Master's, Research Doctorate 20,594 78% 5,969 22% 3,186 41% 3,996 96% 162 4%

420601 Counseling Psychology Research Doctorate 228 93% 18 7%

421701 School Psychology Master's, Specialist, Research Doctorate 707 96% 33 4%

430203 Fire and Emergency Services Bachelor's, Master's 639 100% 0% Master's program is new

450201 Anthropology Bachelor's, Master's, Research Doctorate 7,736 62% 4,689 38% 4,572 65% 1,763 92% 154 8%

450401 Criminology Bachelor's, Master's, Research Doctorate 1,935 28% 4,878 72% 330 100% 422 99% 3 1%Advanced graduate students teach some upper division courses under faculty supervision

450601 Economics Bachelor's, Master's, Research Doctorate 6,901 71% 2,766 29% 0% 2,625 98% 40 2%

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Appendix III.1.1





% of Upper-Division





GAs or Adjuncts



GAs, or Adjuncts

General Education


graduate) Credits


GAs, or Adjuncts

% of General


graduate) Credits


GAs, or Adjuncts

Graduate Credits


% of Graduate


Graduate Credits


GAs, or Adjuncts

% of Graduate


Adjuncts

Notes

450701 Geography Bachelor's, Master's, Research Doctorate 2,332 77% 685 23% 6,591 73% 1,319 99% 7 1%

450901 Political Science--International Relations Master's 108 100% 0%

451001 Political Science Bachelor's, Master's, Research Doctorate 7,702 68% 3,688 32% 1,485 24% 1,833 92% 170 8%

451101 Sociology Bachelor's, Master's, Research Doctorate 3,336 52% 3,063 48% 6,915 71% 816 97% 23 3%Advanced graduate students teach some upper division courses under faculty supervision

500301 Dance Bachelor's 501 73% 186 27% 1,097 57%

500408 Interior Design Bachelor's, Master's 435 100% 0% 108 12% 282 100% 0%

500409 Graphic Design Bachelor's 494 100% 0% 291 100%

500501 Theatre Bachelor's, Master's 1,919 65% 1,040 35% 2,623 76% 685 92% 56 8% Multiple concentrations available

500702 Art Bachelor's, Master's 1,898 77% 579 23% 2,160 72% 762 88% 103 12% Multiple concentrations available

500703 Art History Bachelor's, Master's, Research Doctorate 2,271 100% 0% 861 90% 645 96% 26 4%

500706 Digital Arts and Sciences Bachelor's, Master's Interdisciplinary program

500901 Music Bachelor's, Master's, Research Doctorate 2,101 65% 1,149 35% 4,414 63% 1,272 88% 178 12% Multiple concentrations available

510000 Health Science Bachelor's 1,553 41% 2,198 59% 0%Qualified adjuncts teach some upper division courses

510202 Audiology Professional Doctorate 554 90% 60 10%

510204 Communication Sciences and Disorders Bachelor's, Master's, Research Doctorate 3,030 87% 464 13% 407 22% 4,872 75% 1,618 25%

510401 Dentistry Professional Doctorate 1,732 81% 411 19% Shares with clinical sciences programs

510501 Dental Clinical Sciences Master's 1,732 81% 411 19%Multiple concentrations/shares with DMD program

510701 Health Administration/Health Services Research Master's, Research Doctorate 1,015 65% 537 35%

510912 Physician Assistant Master's 4,356 91% 406 9%

510913 Athletic Training Bachelor's 4,107 80% 1,020 20% 0%

511201 Medicine (MD) Professional Doctorate 6,353 97% 176 3%

511505 Marriage and Family Counseling Master's, Specialist, Research Doctorate 2,691 79% 734 21%

511508 Mental Health Counseling Master's, Specialist, Research Doctorate 2,691 79% 734 21%

511601 Nursing/Nursing Practice Bachelor's, Master's, Professional Doctorate 9,527 82% 2,063 18% 3,916 79% 1,045 21% Shares curriculum with nursing sciences

511608 Nursing Sciences Research Doctorate 3,916 79% 1,045 21% Shares curriculum with professional nursing

512001 Pharmacy Professional Doctorate 29,571 85% 5,126 15%Shares curriculum with pharmacy science programs

512099 Pharmaceutical Sciences Master's, Research Doctorate 66 98% 1 2%Shares curriculum with professional pharmacy programs

512201 Public Health Master's 3,703 95% 211 5%

512208 Health Education and Behavior Bachelor's, Master's 8,566 57% 6,520 43% 450 100% 1,388 100% 3 0%Advanced graduate students teach some courses in family health and health/medical terminology

512306 Occupational Therapy Master's 1,138 41% 1,665 59%Many internship and practicum courses taught by qualified OT professionals

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% of Upper-Division





GAs or Adjuncts



GAs, or Adjuncts

General Education


graduate) Credits


GAs, or Adjuncts

% of General


graduate) Credits


GAs, or Adjuncts

Graduate Credits


% of Graduate


Graduate Credits


GAs, or Adjuncts

% of Graduate


Adjuncts

Notes

512308 Physical Therapy Professional Doctorate 3,891 73% 1,406 27%

512399 Rehabilitation Science Research Doctorate 427 68% 205 32%

512401/512501Veterinary Medicine (DVM)/Veterinary Medical Sciences

Master's, Research Doctorate, Professional Doctorate

2,012 90% 227 10%

520201 Business Administration Bachelor's, Master's, Research Doctorate 16,383 58% 12,064 42% 0% 14,066 86% 2,315 14%Some upper division courses taught by qualified graduate assistants and non-faculty employees

520301 Accounting Bachelor's, Master's 2,391 92% 201 8% 312 13% 4,167 96% 177 4%

520801 Finance Bachelor's, Master's 14,564 90% 1,540 10% 6,941 84% 1,319 16%

521301 Management Science Bachelor's 9,136 66% 4,755 34% 0% 61 100%

521401 Marketing/Marketing Management Bachelor's, Master's 10,943 84% 2,071 16% 358 83% 2,640 80% 655 20%

521501 Real Estate Master's 1,037 82% 234 18%

540101 History Bachelor's, Master's, Research Doctorate 9,976 84% 1,838 16% 1,068 43% 1,780 94% 104 6%

Apopka (Orange County)010603 Landscape and Nursery Horticulture Bachelor's 66 100% 0%

Jacksonville (Duval County)511601/511608 Nursing/Nursing Sciences

Master's, Professional Doctorate, Research Doctorate

861 78% 238 22%

512001 Pharmacy Professional Doctorate 7,504 99% 80 1%

Ft. Lauderdale (Broward County)010603 Landscape and Nursery Horticulture Bachelor's 197 100% 0%

151102 Geomatics Bachelor's See main campus program

260702 Entomology and Nematology Bachelor's 14 40% 21 60%

309999 Interdisciplinary studies Bachelor's Interdisciplinary program

Fort Pierce (St. Lucie County)010103 Food and Resource Economics Bachelor's 78 76% 24 24%


Miami (Dade County)

500301 Dance Bachelor's 0% 996 100%UF employs Miami-Dade College faculty as adjuncts for upper division courses Most are full-time at Miami-Dade

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% of Upper-Division





GAs or Adjuncts



GAs, or Adjuncts

General Education


graduate) Credits


GAs, or Adjuncts

% of General


graduate) Credits


GAs, or Adjuncts

Graduate Credits


% of Graduate


Graduate Credits


GAs, or Adjuncts

% of Graduate


Adjuncts

Notes

500409 Graphic Design Bachelor's 0% 108 100%UF employs Miami-Dade College faculty as adjuncts for upper division courses Most are full-time at Miami-Dade

500501 Theatre Bachelor's, Master's 0% 780 100% 30 100% 0UF employs Miami-Dade College faculty as adjuncts for upper division courses Most are full-time at Miami-Dade

500702 Art Bachelor's, Master's 0% 1,071 100% 0UF employs Miami-Dade College faculty as adjuncts for upper division courses Most are full-time at Miami-Dade

500703 Art History Bachelor's, Master's, Research Doctorate 0% 201 100% 0UF employs Miami-Dade College faculty as adjuncts for upper division courses Most are full-time at Miami-Dade

500901 Music Bachelor's, Master's, Research Doctorate 0% 860 100% 0UF employs Miami-Dade College faculty as adjuncts for upper division courses Most are full-time at Miami-Dade

Milton (Santa Rosa County)010603 Landscape and Nursery Horticulture Bachelor's 77 100% 0%

030501 Natural Resource Conservation Bachelor's 182 86% 30 14% 0


Orlando (Orange)512001 Pharmacy Professional Doctorate 7,964 98% 147 2%

Plant City (Hillsborough County)010603 Landscape and Nursery Horticulture Bachelor's 102 100% 0%

030501 Natural Resource Conservation Bachelor's 73 100% 0%

131301 Agricultural Education and Communication Bachelor's 192 100% 0%

151102 Geomatics Bachelor's 38 86% 6 14%

St. Petersburg (Pinellas)512001 Pharmacy Professional Doctorate 8,248 99% 122 1%

Sunrise (Broward County)520201 Business Administration Master's 2,328 92% 195 8% Multiple concentrations available

Distance011201 Soil and Water Science Master's 236 100% 0%

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% of Upper-Division





GAs or Adjuncts



GAs, or Adjuncts

General Education


graduate) Credits


GAs, or Adjuncts

% of General


graduate) Credits


GAs, or Adjuncts

Graduate Credits


% of Graduate


Graduate Credits


GAs, or Adjuncts

% of Graduate


Adjuncts

Notes

130301 Curriculum and Instruction Master's, Specialist, Professional Doctorate 460 60% 303 40%

130401 Educational Leadership Specialist, Research Doctorate 234 82% 51 18%

131001 Special Education and Teaching Master's, Specialist 578 93% 46 7%

131301 Agricultural Teacher Education Master's 104 100% 0%

140801 Civil Engineering Master's 270 100% 0%

140901 Computer Engineering Master's 121 100% 0%

141001 Electrical/Computer Engineering Master's 99 97% 3 3%

141401 Environmental Engineering Science Master's 165 73% 60 27%

141801 Materials Science and Engineering Master's 39 76% 12 24%

140201/141901 Mechanical/Aerospace Engineering Master's 150 100% 0%

142701 Systems Engineering Master's 49 94% 3 6%

151005 International Construction Management Master's 114 100% 0%

161200/161203 Classics/Latin Master's/Research Doctorate 6 8% 67 92%

260702 Entomology and Nematology Master's 51 78% 14 22%

310504 Sport Management Bachelor's See Gainesville program

430203 Fire and Emergency Services Bachelor's, Master's 354 100% 0% Master's approved but not active yet

510202 Audiology Professional Doctorate See Gainesville program

511601 Nursing Master's, Professional Doctorate 1,955 93% 156 7%

512001/512099 Pharmacy Master's/Professional Doctorate 1,649 90% 191 10%

512201 Public Health Master's 574 99% 8 1%

512306 Occupational Therapy Master's 90 100% 0%

520201 Business Administration Bachelor's, Master's 22,926 83% 4,670 17% 2,568 96% 103 4%

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Appendix III.1.1

Part III,

Section 1

Appendix 2

Methodology for Determining Credit Hours by Instructor Type

The overall course credit/FT faculty for each site and program demonstrates clearly UF’s commitment to providing a high caliber of instruction to its students. On the main campus, 71% of all junior and senior level credit hours and 88% of all graduate credit hours were taught by full-time faculty. Use of highly qualified part-time and adjunct faculty—often professionals providing unique expertise or internship opportunities—enhances many of the programs on campus.

The complexities of both the program array and UF’s creative delivery strategies made it a challenge to identify the specific courses and credits associated with our programs. Nonetheless, we have been able to show the detail for nearly all of our degree programs, using the following methodology:

1. Credits were associated with individual programs using course prefixes or combinations of course prefixes that were most identified with each program;

2. The program credits were shown by site or distance education where appropriate; 3. Regular full-time faculty were defined as employees on the university's academic pay

plan with an appointment of at least 0.75 FTE; 4. Where multiple instructors shared responsibility for a section, credits were prorated based

on each instructor's recorded percentage of responsibility for the section. 5. For undergraduate courses, upper division courses were assumed to be associated with a

major while lower division courses were assumed to be part of the general education curriculum.

In cases in which a set of courses is identified with more than one major, they are counted in the row for each major. Where it was unclear which credits should be assigned to a program, explanatory notes were provided. Most often, these programs were highly interdisciplinary, making it impossible to show the activity as separate from other courses in related programs. In other cases, programs had just begun and no credits were yet available. Some departments have a practice of not identifying particular course sites – for instance some medical instruction may include work at different sites in addition to Gainesville. In such cases, site-based course data could not be used to estimate credit totals.

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Appendix III.1.2

Part III,

Section 1

Appendix 3

Constitution of the University of Florida

Preamble ........................................................ ................................................................2

Article I ..........................The Governance of the University .......................................3

Article II ..........................Administration of the University .........................................3

Article III ........................The Faculty .........................................................................4

Article IV ........................The Faculty Senate ............................................................10

Article V ..........................Councils and Committees ..................................................15

Article VI ........................Organizational Units of the University .............................21

Article VII ......................Right of Appeal ..................................................................26

Article VIII .....................Amendments .....................................................................26 The Constitution includes amendments adopted by the Faculty Senate through May 15, 2009. For individuals with hearing and speech impairments, when trying to contact departments that do not list TDD telephone numbers, please use the Florida relay service by calling 1-800-955-8771 (TDD). Upon request, this publication is available in alternate formats to persons with print related disabilities. For more information please contact Dr. Ken Osfield at (352) 392-7056.

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PREAMBLE Believing that a society establishes institutions of higher learning, particularly universities,

because such institutions serve the higher ends of that society; Believing that a university serves these higher ends by being a beacon of learning, a

fountainhead of dedicated and unselfish service, a focus for research and creative scholarship, a means for the transmittal and extension of old knowledge and the creating of new, a vehicle for that society’s improvement by providing for that society the capacity for enlightened and responsible self-criticism which will prevent that society from losing its dynamic character and falling victim to intellectual and moral decay;

Believing that a university, like all complex human institutions, functions best to serve its

assigned purposes under orderly processes of organization and government; We, the Senate of the University of Florida, do hereby enact this Constitution.

February 6, 1964

This Constitution includes amendments adopted by the Faculty Senate through May 15, 2009.

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Article I THE GOVERNANCE OF THE UNIVERSITY

The University of Florida is a state educational institution of the State of Florida. The provisions of this Constitution are governed by and subordinate to Florida law, the policies and directives of the Florida Board of Governors, and the University of Florida Board of Trustees, University of Florida regulations and the Collective Bargaining Agreement for those faculty and staff in the bargaining unit. Where, in this Constitution, power to act is recognized as vested in the Board of Trustees of the University of Florida, such power shall normally be exercised only after reasonable notice of such proposed action to the faculty, unit, department, school, or agency affected and an opportunity to be heard thereunto. Governance shall be shared between the administration of the University and the faculty as represented in the Faculty Senate. Such shared governance is a system of dual authority and responsibility, constitutionally created, in which administrators and faculty participate in the decision and policy making process. The purpose of shared governance is to provide avenues to University improvement and productivity through the creation of a partnership based on mutual respect and collaboration. Faculty and administrators at all organizational levels of the university shall facilitate the implementation of shared governance.

Article II ADMINISTRATION OF THE UNIVERSITY

Section 1. THE PRESIDENT-The President shall be the chief executive officer of the

University, and shall exercise general supervision over all its activities. The President shall be appointed by the Board of Trustees. Upon the resignation, retirement, or death of the President, the Senate Steering Committee shall be available to the Board of Trustees for the purpose of consulting in the selection of a nominee for President. The President shall have a veto power over all actions of committees, college faculties and the councils of the Faculty Senate, which power shall be exercised by sending a written executive order to the body concerned. In all matters not otherwise provided for in the Constitution and Bylaws, the President shall, under the Board of Trustees, have plenary power.

Section 2. THE PROVOST-The Provost shall be the principal executive officer under the

President and shall exercise the functions of the President in the President’s absence. In the case of death or incapacitating illness of the President, the Provost shall exercise such functions until formal provisions are made by the Board of Trustees. The Provost shall assist the President in such ways as the latter may designate. The Provost shall be appointed by the President.

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Section 3. OTHER ADMINISTRATIVE OFFICERS-There shall be such other administrative officers as the President may designate. They shall have such duties as the President may assign them. In the case of the absence, death, or incapacitating illness of the President and the Provost, the senior administrative officer, previously designated by the President and recorded with the office of the Board of Trustees, shall assume all the authority and responsibility of the President until formal provisions are made by the Board of Trustees.

Section 4. PRESIDENTIAL COMMITTEES-The President shall have the authority to

appoint such committees and other groups as are deemed necessary to aid in the performance of presidential duties.

Section 5. ACADEMIC AND PROFESSIONAL ASSEMBLY-The Academic and

Professional Assembly (APA) shall be the organizational representative of the University’s academic and professional staff not represented in the Faculty Senate. The APA shall have the authority to define its membership, to approve its own bylaws, to appoint committees and other groups as are deemed necessary to aid in the performance of its mission, and to serve in an advisory capacity to the President and the Faculty Senate.

Article III THE FACULTY

Section 1. FACULTY DEFINED-The faculty of the University of Florida are those persons

employed by the University of Florida during the regular academic year whose primary assignment is to carry out the academic mission of the University, namely, teaching, research and academic service. Titles of these persons shall be set forth in the Senate Bylaws. Questions about the faculty status of an individual shall be resolved by a committee charged with evaluating academic qualifications in the college in which the individual is appointed. The committee shall determine status based on whether the primary assignment is the carrying out of the academic mission of the University.

Section 2. ACADEMIC FREEDOM-The policy of academic freedom and responsibilities

governing the University of Florida is as set forth in the University’s policy statement reprinted in full in University of Florida regulations. The following principles are quoted therefrom: “The University believes that academic freedom and responsibility are essential to the full development of a true university and apply to teaching, research and creativity. In the development of knowledge, research endeavors and creative activities, a university faculty and student body must be free to cultivate a spirit of inquiry and scholarly criticism and to examine ideas in an atmosphere of freedom and confidence. A similar atmosphere is required for university teaching. Consistent with the exercise of academic responsibility, a teacher must have freedom in the classroom in discussing

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Appendix III.1.3

academic subjects. The university student must likewise have the opportunity to study a full spectrum of ideas, opinions and beliefs, so that the student may acquire maturity for analysis and judgment. Objective and skillful exposition of such matters is the duty of every instructor.”

“The established policy of the University continues to be that the faculty member must fulfill his/her responsibility to society and to his/her profession by manifesting academic competence, scholarly discretion and good citizenship. The university instructor is a citizen, a member of a learned profession and an academic officer of an educational institution. The instructor should be constantly mindful that these roles may be inseparable in the public view, and should therefore at all times exercise appropriate restraint and good judgment.” A faculty member who believes that he/she does not enjoy the academic freedom which it is the policy of the University to maintain and encourage shall be entitled on written request to a hearing before the Academic Freedom, Tenure, Professional Relations and Standards Committee or utilize other procedures available.

Section 3. ACADEMIC RANKS-Ranks shall include assistant professor, associate

professor, professor or above, and other ranks prescribed by University regulations. Appropriate academic rank and title, with the rights and privileges pertaining thereto, may be accorded to persons engaged in instruction, administration, research and extension.

Section 4. APPOINTMENT OF FACULTY MEMBERS-Nominations for the appointment

of faculty members shall be made by the chair of the department or, in units of the University not organized in departments, by the officers in charge of the work concerned, and shall be submitted to the appropriate administrative officers for approval or rejection and, in the event of approval, for transmission to the President or designee. Appointments to the faculty shall be made by the President or designee.

Section 5. PROMOTION OF FACULTY MEMBERS-Recommendations for the promotion

of faculty members shall be based upon criteria specified by the University. Promotion review shall originate in academic departments or units. The department chair or administrator of the academic department or unit concerned shall obtain the votes of the individual faculty members of the department or unit holding rank superior to that of the candidate for promotion. Committees established in academic and administrative units for the purpose of evaluating the candidate for promotion shall be limited to members holding rank superior to that of the candidate. Nominations for promotion to distinguished professor shall be made by the department chair or unit administrator, and accompanied by the votes of the individual faculty members of the department or unit in the ranks of full

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professor or above, or the equivalent in academic ranks. The President shall make the final decision to approve or disapprove promotion.

Section 6. TENURE-

(A) Definition of Tenure. A faculty member who has been granted tenure by the Board of Trustees shall have the status of permanent member of the faculty and be in the continuing employment of the institution until the:

1. faculty member voluntarily leaves the employment of the

institution; 2. faculty member voluntarily retires; 3. faculty member is dismissed for cause by the President; 4. faculty member’s position is discontinued pursuant to the layoff

provision of the Board of Trustees; 5. faculty member dies.

(B) Granting of Tenure. Upon nomination of the President and approval by the Board of Trustees, tenure will be granted. Each nomination for tenure shall be acted upon with careful consideration being given to the qualifications of the faculty member, including evaluations by colleagues and immediate superior. When one of the duties of the faculty member being nominated is teaching, the quality of teaching shall be gauged through appropriate devices and may include evaluations by present and former students. Nomination of a faculty member for tenure shall signify the President is satisfied that a high degree of competence has been demonstrated and continuing employment of the faculty member will serve the best interests of the institution and the University System.

(C) Eligibility for Tenure.

1. Eligibility for tenure for faculty members in the ranks of assistant

professor, associate professor, professor or above, or the equivalent in academic ranks, shall normally begin on the faculty member’s hire date in a tenure-eligible appointment. The length of the probationary period for those in tenure accruing positions is set forth in University policies.

2. The decision to recommend a faculty member for tenure must be

made by the end of probationary period, including, any approved extension thereof.

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3. Instructional and research faculty at the University of Florida

appointed to administrative positions shall retain tenure in the faculty classification, but not in the administrative position.

4. Faculty members in the P.K. Yonge Developmental Research

School operated by the University of Florida are not eligible for tenure but however, shall be eligible for permanent status after three years of employment. County extension faculty normally shall be eligible to receive permanent status at the end of the sixth year of employment.

(D) Transfer of Tenure. Tenure is granted by the Board of Trustees and is an

obligation of the University as a whole. While no department or other budgetary unit of the University is obliged to accept the transfer of a faculty member from another unit or units, if a department or other unit accepts such a transfer, it must recognize the tenure status already attained by the transferring faculty member.

(E) Procedure for Granting Tenure. The procedure to be followed when a

faculty member applies for tenure shall be: 1. Tenure review should originate in academic departments or units.

T department chair or administrator of the academic department or unit concerned, shall obtain the votes of the tenured members of the department or unit by a secret ballot, the results of which shall be forwarded with the tenure application to the appropriate college, and the President. The Board of Trustees grants tenure.

2. Committees established in academic and administrative units for

the purpose of evaluating a candidate for tenure shall be limited to tenured members.

3. The faculty member shall be notified immediately in writing by the

President of the final action taken on the faculty member’s application for tenure.

(F) Nonrenewal and Termination of Faculty Appointments. The President or

the President’s designee, in accordance with the institution’s evaluation system, may choose not to renew the employment of a nontenured faculty member. The decision not to renew a faculty member’s appointment may not be based on constitutionally impermissible grounds. Notice of nonreappointment, or of intention not to reappoint, shall be given in writing in accordance with University policies.

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(G) Termination of Faculty Appointments for Cause by Preferment of Charges.

1. Justifiable cause for termination of appointment is defined as incompetence or misconduct.

2. After considering charges or evidence against a faculty member, the President or the President’s designee shall make a careful preliminary inquiry into the validity of the charges and evidence and shall make efforts to bring about a satisfactory adjustment of the matter, which efforts shall include informing the faculty member in writing of specific charges. At any stage of inquiry, the President or the President’s designee may seek the assistance of the University staff or may employ such assistance from other sources.

3. If, in the view of the President, or the President’s designee, there is

a prima facie case against the faculty member, the President or the President’s designee may refer the charges to the Senate Academic Freedom, Tenure, Professional Relations and Standards Committee, with instructions to investigate all charges and to submit a transcript of all proceedings and a written report of their findings and recommendations for appropriate action. This in no way precludes the President or the President’s designee from taking any further investigative action deemed necessary.

(H) Suspension of Faculty Pending the Outcome of Investigation.

1. If it appears that a faculty member’s actions would adversely affect

the orderly conduct and processes of the University or jeopardize the safety and welfare of the faculty member, colleagues, or students, the President or designee may, after considering charges or evidence against the faculty member, regardless of tenure status, immediately suspend the faculty member with pay from the performance of duties pending investigation by the President, the President’s designee and/or the Senate Academic Freedom, Tenure, Professional Relations and Standards Committee.

2. The faculty member shall have the opportunity to be provided a

written statement of the reason for the proposed disciplinary action to be taken and shall be given at least ten working days in which to respond in writing and/or orally to the President or designee before any final determination regarding an action to be taken is effective.

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3. The faculty member who is suspended from the performance of duties may exercise the right of appeal under the procedure elected in accordance with the rules of the University.

4. The President or the President’s designee shall give the faculty

member written notice of any proposed suspension without pay or termination. The faculty member will be allowed 10 days, excluding Saturdays, Sundays and University holidays, following receipt of the notice to respond in writing to the President or the Presidents designee regarding the reasons set forth in the notice. Within the 10 day period, the faculty member may schedule a meeting with the President or the President’s designee to present any matter which should be brought to the attention of the President or the President’s designee regarding the proposed suspension or termination.

5. Termination or suspension without pay shall take effect on the date

set forth in the notice of termination or suspension, except that if the faculty member timely files a grievance concerning the termination or suspension, the faculty member shall not be deprived of pay and benefits until the grievance process ends with an outcome that allows the discipline.

Section 7. RESIGNATIONS-If a member of the faculty of the University desires to obtain

release from a position, the faculty member must offer a resignation to the next superior administrative officer. The resignation shall be transmitted through the appropriate administrative officials to the President.

Section 8. THE GENERAL ASSEMBLY-

(A) Membership. In order to permit general communication, there shall be a General Assembly, consisting of all members of the University faculty of the rank of lecturer and above. This assembly shall have no legislative or executive power.

(B) Officers. The presiding officer shall be the President or, in the President’s

absence, the Provost. The Registrar shall be the Secretary.

(C) Meetings. Meetings shall be held at the call of the President.

Article IV THE FACULTY SENATE

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Section 1. FUNCTIONS-The Faculty Senate shall be the legislative body of the University thereby providing a forum for mutual exchange of ideas between senior officers and faculty. In this capacity, the Senate shall take cognizance of, and may legislate with respect to matters which concern more than one college, school, or other major academic unit, or which are otherwise of general university interest. In exercising its legislative function, the Senate shall make such rules, regulations, and Bylaws as it may deem advisable for the fulfillment of its duties.

Senate Bylaws may be proposed on the Senate floor and referred to an appropriate committee. Proposed Bylaws shall be reported out by appropriate committees, with the content submitted in writing to the Senate at least two weeks prior to the meeting. Bylaws adoption requires a favorable majority of those present and voting.

The Senate agenda prepared by the Senate Steering Committee shall consist of three parts: (a) reports of the President, Provost, and Faculty Senate Chair (b) information items, such as reports of general decisions or summaries from committees or others as appropriate; and (c) action items containing matters to be decided at current meetings and proposals for action at subsequent meetings.

Section 2. MEMBERSHIP-The Senate shall consist of elected voting members, ex officio

non-voting members, and student non-voting members. The elected voting membership of the Faculty Senate shall be apportioned equitably among the Academic Units based on a membership of one hundred fifty (150) members. Academic Units, which form the basis for representation, shall be: the Institute of Food and Agricultural Sciences (IFAS), the University Libraries, the Florida Museum of Natural History, each college (except the College of Agriculture which is represented in IFAS), and one unit representing all Faculty not otherwise represented in a college or other unit. Each year prior to the Senate elections the Academic Units will be notified by the President, or the President’s designee, of the number of faculty eligible for election.

The number of elected members of the Senate will be apportioned among the Academic Units based on the number of faculty in each unit with each Academic Unit having at least two elected voting members. The remaining seats shall be apportioned among the Academic Units based on the number of faculty members in each unit, with the restriction that no Academic Unit will have a number of voting elected members larger than one-sixth of the elected voting membership of the Faculty Senate. The specific quotas shall be computed as set forth in the Senate Bylaws.

Only faculty as defined in Article III, Section 1, of this Constitution are eligible to

be counted in determining the proportional representation of Academic Units within the Faculty Senate, to be elected to the Faculty Senate, and to vote for members of the Faculty Senate.

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(A) Voting members. One hundred fifty (150) faculty members shall be

elected voting members of the Senate. Any faculty member in an Academic Unit shall be eligible for election to the Senate. The members shall be elected by secret ballot by the faculty members of their respective Academic Units. Elected members shall serve three-year terms commencing the first day of the fall term following their election the previous spring term. They shall not be eligible for re-election following their second consecutive term for a period of three years following such term. The terms shall be staggered so that one-third of the Senate’s elected members are elected each fall. Provisions for nomination and election may be established by the Faculty of the individual Academic Units unless otherwise specified in Senate Bylaws.

(B) Non-voting Members

1. Ex-officio members. Members of the Senate Steering Committee and the chairs of other constitutionally specified committees and councils elected by the Senate as described in Article V, Sections 2, 3, and 4, shall be ex-officio non-voting members if they are not otherwise elected members of the Senate.

2. Student members. Five student non-voting members shall be

chosen annually for one-year terms by a procedure established by student government. In addition, three student non-voting members shall be selected annually from the Graduate School and one student non-voting member shall be selected annually from each of the following colleges: Dentistry, Law, Medicine, and Veterinary Medicine.

(C) Faculty Senate administrative liaison personnel. The following liaison

personnel shall be provided notice of the meetings of the Faculty Senate and shall have the right of the floor: the president, provost, and vice presidents of the University, full deans of the Academic Units and the Registrar.

(D) Responsibilities of Members 1. Senators are expected to attend all the regularly scheduled meetings of the Senate during the academic year and to make every effort to attend special meetings. Absence from three consecutive meetings of the Senate constitutes resignation from the Senate, except that a Senator whose term is interrupted by a temporary absence from the University may be replaced by a temporary senator.

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2. Members of councils, standing committees and joint committees are expected to attend all regularly scheduled meetings during the academic year and to make every effort to attend special meetings. Absence from three consecutive council or committee meetings constitutes resignation from the council or committee, except that a member whose term is interrupted by a temporary absence may be replaced on a temporary basis during that absence.

3. A senator who accepts a position having Faculty Senate liaison

status as set forth in Section 1(C) of this Article concomitantly vacates the elected senate seat.

4. Senators are ordinarily expected to serve as members of Senate

Councils and committees to which they may be elected or appointed.

5. Vacancies shall be filled as prescribed in the Bylaws.

Section 3. OFFICERS

(A) The Faculty Senate officers shall be the Chair, the Chair Elect, the Past

Chair, and the Secretary.

1. Chair. The duties and functions of the Chair are: a. to preside at Faculty Senate meetings; b. to serve as Chair of the Senate Steering Committee;

c. to represent the Faculty Senate on any matter within the Senate’s jurisdiction or as requested by the Board of Trustees or President;

d. to serve as a full voting member of the Advisory Council of Faculty Senates;

e. to serve as an ex-officio voting member of the Board of Trustees; and

f. to perform such other duties as may be directed by the Senate.

2. Chair Elect. The duties and functions of the Chair Elect are:

a. to act as Chair in the event the Chair is absent or otherwise unable to act;

b. to serve on the Senate Steering Committee; c. to serve as a full voting member of the Advisory Council of

Faculty Senates; and d. to perform such other duties as may be directed by the

Senate.

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3. Past Chair. The duties and functions of the Past Chair are: a. to act as Chair in the event both the Chair and Chair Elect

are absent or otherwise unable to act; b. to serve on the Senate Steering Committee; and c. to perform such other duties as may be directed by the

Senate.

4. Parliamentarian. The duties and functions of the Parliamentarian are: a. to attend all Faculty Senate meetings; b. to advise the Chair on application and interpretation of

rules of procedure for the Faculty Senate; c. to offer advice, when requested, to any member desiring

help on motions or other parliamentary procedures.

5. Secretary. The duties and functions of the Secretary are: a. to keep the minutes of the meetings of the Faculty Senate

and transmit all notices required under this Constitution and the Bylaws of the Senate;

b. to maintain all records of the Senate; and c. to perform such other duties as may be directed by the

Senate.

(B) Terms of Office and Selection of Officers. 1. Each of the officers has a one-year term, beginning on May 15 each

year. 2. At the April meeting of the Senate, the Senate shall elect from its

voting membership by majority vote a Chair Elect for a term beginning the forthcoming May 15.

3. On May 15, the Chair Elect in the prior academic year shall

become the Chair, succeeding to all the duties and functions of the Chair, and the Chair shall become the Past Chair. In the case of the death or resignation of the Chair, the Chair Elect shall serve as Chair for the remainder of his or her term.

4. The Parliamentarian shall be selected from the faculty by the Chair

of the Faculty Senate. 5. The Senate Steering Committee shall appoint a Senate Secretary.

Section 4. MEETINGS-The Faculty Senate shall normally meet at least once during each

calendar month of the academic year or as specified by the Bylaws of the Senate.

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Special meetings of the Senate may be called upon due notice at such times as the Chair or President may designate or upon petition of twenty-five members of the Senate.

Section 5. QUORUM-A quorum for any meeting of the Senate shall consist of a majority of

the members present and voting. Section 6. VOTING PROCEDURES-The Senate Steering Committee shall be responsible

for establishing the procedure for voting. Section 7. PROXIES-No proxies shall be recognized. Section 8. VOTING PRIVILEGES-Any member of the faculty shall have the right to attend

meetings of the Senate, but shall not be entitled to a vote or to have the floor unless reporting at the request of the Senate. Members of committees elected by the Senate, but who are not members thereof, may have the privilege of the floor, but shall not vote.

Article V

COUNCILS AND COMMITTEES Section 1. PURPOSE AND CLASSIFICATION. Service on University councils and

committees is the primary means of direct participation in University governance by faculty. There are five classes of University councils and committees: Senate Operations Committees, Senate Policy Councils, Senate Committees, Joint Committees, and Presidential Committees. Councils and committees are the vehicles for providing, directly or through the Faculty Senate, faculty determinations, recommendations, or consultations as appropriate. The creation or dissolution of any Senate Policy Council, Senate Operations Committee, or other Senate Standing Committee, must be approved by the Senate using the procedure set forth in Article VIII of this Constitution. Presidential Committees are established or dissolved by the President. Joint Committees are established or dissolved jointly by the President and the Senate as prescribed in Article VIII of this Constitution. Senate and Joint Committee purviews, structures and procedures may be more fully set forth in the Senate Bylaws. Ad hoc Senate committees may be established by the Senate, by a Senate Council, or by the Steering Committee. Any committee, council, or task force denominated as “joint” shall report to both the Senate and the President.

Section 2. SENATE OPERATIONS COMMITTEES. Operational committees support the

conduct of the business of the Faculty Senate. They assist the Senate to organize, to select its own officers, committees and councils, and to adopt rules for the conduct of its business.

The Senate Operations Committees are:

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(A) Steering Committee. The Steering Committee is the executive committee

of the Faculty Senate. It advises the Chair of the Faculty Senate on all matters, including issues brought to its attention from outside the Senate’s or administration’s formal structures. The Steering Committee shall consist of 11 persons. The Chair of the Senate, the Chair Elect of the Senate and the Past Chair of the Senate shall be members. Three at large members, who at the time of their election shall be voting members of the Senate, shall serve for staggered three-year terms with one or more persons being elected annually. The chairs of the five Senate Policy Councils shall serve as members of the Steering Committee. The University President and Provost shall receive notice of, and have the right of the floor at all Steering Committee meetings. The Secretary of the Senate and Senate Parliamentarian serve as staff to the Steering Committee. The Chair of the Senate shall be the chair of the Steering Committee.

The Steering Committee shall determine the agenda for each meeting of the Senate. It shall provide for reporting to the Senate by administrative officers, by the chair(s) of councils and committees, and by individuals. It coordinates, reviews, and refers actions and proposals from Senate and Joint Committees and from the Administration. The Steering Committee also refers matters to the Senate Policy Councils and accepts reports and recommendations from the Senate Policy Councils and committees for Senate action. Where appropriate, the Steering Committee can direct a matter to the combined attention of two or more Senate Policy Councils. It shall select an alternate member of the Advisory Council of Faculty Senates from among its members, excluding the Chair, Chair Elect, and Past Chair of the Senate.

(B) Committee on Committees. The Committee on Committees shall be

composed of six members elected by the Faculty Senate from the faculty at large. The members serve staggered three-year terms. The chair is elected by the Committee. On an annual basis, the Committee shall conduct a review of all Senate committees, which will consider the selection process for members, the purpose of the committees, and attendance at committee meetings. The Committee shall have the responsibility of recommending to the Senate the addition, reclassification, or dissolution of any Senate Committee, transformation of existing Presidential Committees into Joint Committees, or vice versa, and assignments of committees to Senate Policy Councils as Contributing or Related Committees. The Committee on Committees is also responsible for recommending any special qualifications for members of Senate Councils and Senate Committees to the Faculty Senate. Such special qualifications shall be as set forth in this Constitution and in the Senate Bylaw. The Committee shall report to the Senate at least twice a year.

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(C) University Constitution and Regulations Committee. This committee is

comprised of six members elected by the Faculty Senate from the faculty at large. The members serve staggered three-year terms. The Chair is elected by the Committee. It is charged with the review of the provisions of the University Constitution and with making recommendations in connection therewith to the Faculty Senate. Changes to the Constitution which are proposed to the Senate shall be referred to the Constitution Committee for consideration and recommendation to the Senate. The Constitution Committee acts as an agent of the Senate to interpret the meaning of any provision in the Constitution. It edits and prepares for publication revised editions of the Constitution. It advises the Faculty Senate on regulation changes and administration.

(D) Senate Nominating Committee. The Faculty Senate shall elect six

members of the faculty-at-large to serve staggered terms and the President shall appoint three members. The Committee shall elect its chair. The Committee shall nominate, for the Faculty Senate’s elections, members of all Senate Policy Councils and Committees and Joint Committees. Upon the President’s request, the Committee shall make recommendations for presidential appointments. For nominations, the Committee shall consider diverse representation from the entire University from all appropriate ranks and with special qualifications where required. A major goal is to foster a faculty fully committed to the service component of its teaching, research and service mission.

Section 3. THE SENATE POLICY COUNCILS. Five Senate Policy Councils are charged

with making policy recommendations and facilitating faculty participation in shared governance in their assigned areas.

(A) The Policy Councils are:

(1) Academic Policy: This council’s area encompasses educational

policy, including the creation, modification, or deletion of academic programs and units; curriculum; academic standing; relationship of academic units to each other; general policies concerning student instruction; and academic merits of candidates for administrative positions of academic significance.

(2) Faculty Welfare: This council’s area encompasses matters that

support, encourage, define, and evaluate the quality of the faculty and retention of faculty members, including faculty rights and academic freedom; faculty support programs, such as fringe benefit packages; faculty diversity; and programs that improve the quality of faculty life.

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(3) Budget: This council’s area encompasses budget and fiscal matters

as they involve the academic mission of the University, including the recommendation of budget priorities involving academics and research, the fiscal implications of the creation, modification or deletion of academic programs, the collection and dissemination of information about University budgeting and planning; and monitoring whether the allocation of resources is consistent with Faculty Senate actions and the University’s long-term and short-term strategic plans.

(4) Research and Scholarship: This council’s area encompasses

University policies and procedures relating to research and scholarship, including university-wide research and scholarship initiatives and strategies; research grants and contracts; research infrastructure; and other matters relating to funding or producing scholarship.

(5) Academic Infrastructure: This council’s area encompasses the

University’s infrastructure supporting the University’s academic mission, including the provision of physical facilities and other physical resources; libraries; information technology; the campus master plan; and the availability of adequate computer, classroom, laboratory and other resources.

(B) Responsibilities of Policy Councils. The councils make recommendations

to the Senate, facilitate the implementation of policy, and serve as liaisons between the Senate and the administration within their areas. Each policy council oversees, coordinates and facilitates the work of committees which are assigned to that respective council. However, the councils have no authority to review the decisions of any committee except insofar as such decisions may be the bases of policy recommendations. The Senate Steering Committee coordinates the referring of matters to, and the receipt of recommendations from, the Senate Policy Councils.

(1) The Committee on Committees may assign Senate committees and

joint committees to Senate policy councils as “contributing committees” or “related committees.” Contributing committees have charges of central importance to the work of that council. Related committees have charges of peripheral concern to the council or operate in areas over which faculty governance responsibility is highly limited. Presidential committees, as well as Senate and joint committees, may also be assigned to councils as related committees. A committee may be assigned to one council

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as a contributing committee and to one or more as a related committee.

(2) Each Senate policy council may refer business to its contributing

and related committees; direct two or more Committees to work together when appropriate; create, if necessary, ad hoc committees or task forces to deal with matters within its purview; act as a council on business within its purview for which a committee is neither available nor necessary; and initiate and participate in cooperative action with other councils.

(C) Membership of Councils: Voting members of each council shall consist

of six (6) members elected by the Senate from the Senate membership and the chair of each contributing committee. Each council shall have one non-voting student member. If the chair of a contributing committee is an appointed member of the committee, then the members of the committee shall choose from among the elected faculty members a representative to serve on the council. The chairs of related committees to a council shall serve as non-voting members of those councils with the right to propose inquiries and other actions.

Council members elected by the Senate serve three-year staggered terms. If an elected council member’s Senate term expires before the council term, the member will continue to serve on the council until the end of the three-year Council term.

(D) Chair: Each policy council elects its own chair from its membership, for a

one year, repeatable term. The Chair also serves on the Senate Steering Committee.

(E) Election of members: Nominations for election of members of each

council will be made pursuant to Article V, Section 7(B) of the Constitution. The two nominees for each council who receive the highest number of votes will be elected to three year terms.

Section 4. OTHER SENATE STANDING COMMITTEES. In addition to Senate

Operations Committees, several other Committees are elected from the faculty wholly by the Senate or, where specifically indicated, by other means. These are:

(A) Academic Freedom, Tenure, Professional Relations and Standards. The

Academic Freedom, Tenure, Professional Relations and Standards Committee shall be composed of fifteen members elected by the Faculty Senate who will serve staggered three-year terms. Nominees for membership on this committee shall be tenured faculty holding the rank of professor (or equivalent) or above. The Chair is elected by the Committee.

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It shall be the duty of the Committee to conduct hearings on charges involving University practices bearing upon tenure or academic freedom or matters involving University practices generally applicable to faculty members bearing on professional ethics and the general welfare of the faculty.

(B) Honorary Degrees, Distinguished Alumnus Awards and Memorials

Committee. Eight faculty members elected by the Faculty Senate for staggered three-year terms comprise this committee. Members, selected from diverse fields, shall hold the rank of professor (or its equivalent) or above and shall have strong records of teaching and research. The Chair is elected by the Committee. The Committee shall formulate principles covering the conferring of honorary degrees by the University and shall initiate or entertain suggestions as to individuals to whom honorary degrees shall be granted.

(C) University Libraries Committee. The University Libraries Committee

shall be composed of nine (9) faculty members and four (4) students. Faculty members shall be elected by the Senate for staggered three-year terms. The faculty members on the Committee shall include at least one (1) Assistant Professor, one (1) Associate Professor, and one (1) Professor, and no more than two members from any academic unit. Two (2) graduate students shall be selected for one-year terms by the Graduate Student Council, and two (2) undergraduate students shall be selected for one-year terms by Student Government. The Chair shall be elected by the Committee. The Committee shall assist the Director of University Libraries in maintaining and promoting the welfare of the University Libraries. It shall meet with the Director of University Libraries to review and formulate library policies to serve the needs and concerns of the faculty and students. It shall also serve as an advocate for the University Libraries to the University community. The Director shall present matters of policy to the Committee in a timely manner, provide the Committee with pertinent information about library operations and services, meet with the Committee frequently, and report to the Committee on actions taken in response to the Committee’s recommendations. The Committee shall advise the Faculty Senate about the state of the Libraries and the Committee’s position on policy matters affecting the Libraries. The Committee shall forward an annual report to the Faculty Senate and the University Administration, and provide other reports whenever advisable.

(D) The Compensation Committee shall have six faculty members who shall

represent a broad range of academic disciplines and units. The members shall be elected by the Faculty Senate from the Faculty at large to staggered three year terms. The committee shall elect its own chair. The committee shall have one administrative representative appointed by the

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President to serve as a liaison able to provide the required information to carry out the committee’s responsibilities. The committee shall evaluate and report on compensation relative to peer institutions, raise results and salary structures at the University, and make recommendations with respect to raise procedures at the University.

Section 5. JOINT COMMITTEES. Faculty involvement is important for the disposition of certain key University issues with academic and administrative implications. In the spirit of shared governance, these issues are dealt with by Joint Committees. These committees are established and dissolved jointly by the President and the Senate and include members appointed by the President and members elected by the Senate to represent the faculty. Typically one half of each Committee’s membership is comprised of elected faculty members and one half of appointed faculty members, except as specified otherwise in the Senate Bylaws. Joint Committees report to the President and, to the extent allowed, provide information on committee activities and meeting minutes to the Senate. At any time the President or Senate may evaluate the effectiveness of Joint Committees in conjunction with the Committee on Committees. Through the mechanism established in Article VIII, such committees may be mutually restructured.

The Joint Committees are: (1) Academic Personnel Board (2) Curriculum Committee (3) General Education Committee (4) Graduate Council (5) Lakes, Vegetation and Landscape Committee (6) Land Use and Facilities Planning Committee (7) Parking and Transportation Committee (8) Preservation of Historic Buildings and Sites Committee (9) Research Policy Committee (10 Student Petitions Committee (11) Sustainability Committee Section 6. PRESIDENTIAL COMMITTEES. Presidential committees aid the president in

the performance of his or her duties as chief executive of the University. Presidential committees are created by, report to and have membership appointed by the President. A list of Presidential committees and their responsibilities will be published annually by the Provost.

Section 7. MEMBERSHIP ELIGIBILITY AND NOMINATION PROCESS.

(A) Any member of the faculty may be elected by the Senate to serve on Senate or Joint Committees, except that only current members of the Senate may be elected to the Senate Steering Committee and only current

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members of the Senate may be elected to at large seats on Policy Councils. Steering Committee members whose committee terms run beyond their Senate terms will serve as non-voting members of the Senate. No member of the Senate may be elected to more than two Senate or Joint committees. In some cases special expertise and qualifications are required for nomination to membership on certain committees, and such qualifications shall be set forth in the Constitution or Bylaws.

(B) The Senate Nominating Committee shall serve as the nominating

committee for all Senate Policy Councils and Senate Committees and for elected members of Joint Committees. The nominating process is intended to insure that all University faculty have the opportunity to recommend themselves or others for committee service and that council and committee elections for each academic year can be completed to assure all councils and committees are in operation at the start of each fall semester. The process will be determined by the Senate and set forth in the Bylaws.

(C) The President shall and the Faculty Senate Chair may appoint liaisons to

provide special expertise on Senate Policy Councils and on Senate and Joint Committees when necessary.

Section 8. TERMS OF SERVICE AND ELECTION OF COMMITTEE CHAIRS.

(A) Membership terms for elected positions on Senate Policy Councils and Senate or Joint committees shall be three years, beginning on the first day of the fall semester following the election, except for members of the Steering Committee, whose terms begin on May 15 of the calendar year in which they are elected.

Terms on newly established Senate Policy Councils and Senate or Joint committees will be staggered initially to produce, as nearly as possible, equal numbers of members with terms of one, two and three years. Wherever a vacancy occurs other than by expiration of term, the committee chair shall notify the Senate Chair who, in consultation with Senate Steering Committee shall select a replacement until the next annual election of members at which time an individual will be elected to fill the remainder of the term. Members who miss three consecutive unexcused meetings shall be replaced.

(B) Except as otherwise provided in this Constitution or the Senate Bylaws,

each Senate Policy Council and Senate or Joint Committee shall elect its own chair. This election will take place during the last meeting of the committee in each spring semester so that committee leadership will be in place at the beginning of the following academic year.

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Section 9. UNIVERSITY COMMITTEE REPORTS. Chairs of all University councils and

committees shall provide timely information on matters of general faculty or Senate interest to the Senate through the Steering Committee and shall report on the disposition of all matters referred by the Senate. Such reports shall not include confidential material that is protected by law.

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Article VI ORGANIZATIONAL UNITS OF THE UNIVERSITY

Section 1. ACADEMIC ORGANIZATION OF THE UNIVERSITY-

(A) There shall be established such academic and administrative units as are necessary for administering the educational programs of the University.

(B) The basic degree-granting unit of the University shall be the college, in

which there may be schools, departments, and such units as are necessary.

(C) Colleges and schools may be established or abolished by the initiative of the Faculty Senate with the approval of the President of the University and the Board of Trustees. The initiative for establishment or abolition of such units may also be exercised by the Board of Trustees.

(D) Faculty shall have a shared governance role in determining any changes to

the structure and character, including but not limited to forming, consolidating, transferring, closing and renaming, of the colleges, schools and departments in which they are appointed. Such changes shall require the approval of the Faculty Senate. Procedures for this process are set forth in the Bylaws.

Section 2. THE COLLEGES AND SCHOOLS-

(A) A college shall be a unit of the University organized to conduct curricula of study and research, and to grant degrees.

1. Subject to the approval of the Faculty Senate, the President and the

Board of Trustees, the faculty of a college, or appropriate committees thereof, shall exercise control over the academic affairs of the college. The faculty of the college shall establish requirements of the college for entrance and for graduation, and the form of degrees to be conferred. It shall determine the arrangement and content of the curricula.

2. The faculty of a college shall consist of all faculty members in the

department and units which belong to the college and the faculty paid by another college but teaching regularly in the college as part of their duties, when so appointed by specific action of the deans concerned; the deans, associate deans and assistant deans of the college; and the President of the University as an ex officio members.

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3. The chief executive and administrative officer of the Graduate School, and of each college shall be a dean, who may at the same time be a professor in one of the departments of the college. The dean shall be appointed by the President. In making this appointment, the President shall give consideration to the opinion of the faculty of the college concerned by consultation with a special committee of at least three faculty members elected by the faculty of the college. The dean shall be responsible to the President for the administration of the college and shall be the agent of the faculty for the execution of educational policy.

(B) A school, except for the Graduate School, shall be a unit subordinate to a

college organized for a special program of studies. The administrative officer of a school shall be a director, who may at the same time be a professor in one of the departments of the school. The director shall be nominated by the dean of the college and approved by the President. In making this nomination, the dean shall give consideration to the opinion of the faculty of the school concerned by consultation with a special committee of at least three faculty members elected by the faculty of the school. The director shall be subject to the administrative supervision of the dean of the college in which the school is located.

(C) Because the college is the unit of the University organized to conduct

curricula of study and research and to grant degrees, periodic evaluations of each college shall be conducted in accordance with procedures adopted by the Senate.

Section 3. THE DEPARTMENTS-The department shall be the fundamental unit of

academic and administrative organization within the University. Departments shall be either professional functions departments or teaching and research departments. For purposes of organization and budget, each teaching and research department shall be assigned to one and only one college.

(A) The members of a department shall consist of all faculty members in the

departmental budget, and other persons who teach or do research in the department and are accepted by the vote of the departmental faculty.

(B) The program of a teaching and research department shall be conducted by

the departmental faculty through a chair, who shall have general responsibility for the activities of the department.

(C) The chair shall be nominated by the dean of the college after formal

consultation with a committee of the department selected by its tenured members and after consultation with others in related fields outside the department. The nominations shall be forwarded to the President for

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approval. In those instances where the nominee of the dean of the college is not concurred in by the departmental committee, that committee’s dissenting report should be forwarded to the President along with the nomination made by the dean.

(D) Because the department is the fundamental unit of academic and

administrative organization within the University, periodic evaluations of each department shall be conducted.

Section 4. GENERAL EDUCATION-The University shall require a program of general

education for all students receiving bachelor’s degrees, which program shall be under the supervision of the College of Liberal Arts and Sciences. The courses that constitute the general education portion of the baccalaureate degree must be approved by a General Education Council, which shall be composed of representatives from the majority of baccalaureate degree-granting colleges within the University.

Section 5. THE GRADUATE SCHOOL-

(A) The Graduate School shall exercise general supervision over graduate programs within the University, including the establishment of minimum standards of admission and performance; the recommendation of approval by the Faculty Senate of new degree programs; the recommendation of candidates for graduate degrees to the President; the encouragement, financial and other support of graduate study and research where these functions are not otherwise assigned. Detailed applications of general policies announced in the Graduate Catalog shall have the approval of the Graduate Council. The responsibility for the operation of the graduate program shall be vested in the individual colleges, divisions, departments and institutes.

(B) General policies and standards of the Graduate School shall be established

by the Graduate Faculty.

(C) The Graduate Council shall assist the dean in being the agent of the Graduate Faculty for execution of policy related to graduate study and associated research.

(D) Appointment to the Graduate Faculty shall be made by the Dean of the

Graduate School upon the approval by a two-thirds vote of all on campus Graduate Faculty in the appointing department and endorsement of the department chair and the dean of the college. Privileges regarding the level of involvement of Graduate Faculty in supervising students are granted by the dean of the college or other designated officials in consultation with the faculty member and in accordance with criteria established by that unit.

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New faculty may be appointed to the Graduate Faculty as a condition of their appointment to a tenure track position in a graduate degree-granting department upon approval of the appropriate departmental faculty, chair, dean of the college and the Dean of the Graduate School.

Section 6. INTER-COLLEGE AND INTER-DEPARTMENTAL INSTITUTES, AND

CENTERS-For the purpose of research or teaching programs at the graduate or undergraduate level, there may be established under a college dean or other administrative official, an institute or center to administer such inter-disciplinary research or teaching programs. Such units may be established by the Board of Trustees upon the recommendation of the President or the Senate and the President. They may be abolished by the same procedure or upon the initiative of the Board of Trustees. Ordinarily, the academic staff of such an institute shall be regular members of a department and also members of an institute for its program. The program of an institute shall be administered as is the program of a department.

Section 7. SPECIALIZED UNITS-Special units, such as the Experiment Stations, Research

and Education Centers and the Cooperative Extension Service of the Institute of Food and Agricultural Sciences, shall be administered as approved by the President.

Section 8. ALL-UNIVERSITY UNITS—Academic units serving the entire University, such

as the University Libraries, the Florida Museum of Natural History and other all-university agencies, shall be administered directly under the President or through such officers of the University as the President may designate.

Article VII RIGHT OF APPEAL

All faculty, staff and students have the right to consideration of all grievances or

complaints by the appropriate University authorities. Complaints shall be administered in accordance with University regulations and procedures.

Article VIII AMENDMENTS

This Constitution may be amended by a two-thirds vote of the voting members present

and voting at any regular meeting of the Faculty Senate held during the regular academic year, provided that the text of the proposed amendment has been submitted in writing to members of the Senate at least 30 days prior to the meeting and the notice of its intended consideration has appeared on the agenda circulated with the call to the meeting.

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Bylaws of the Faculty Senate The Faculty Senate Bylaws Relating to the Organization

and Operation of the Senate SB1 Implementing Procedures of the University for the Board of Trustees Policy on Academic Freedom and Responsibility .............................................2 SB4 The Senate: Organization and Procedure ................................................................3 SB5 Membership of a Department, Detailed ................................................................10 SB6 Departmental Promotion and Tenure Nomination Procedures for Chairpersons ...............................................................................................10 SB7 Procedures of the Faculty Senate Committee on Academic Freedom, Tenure, Professional Relations and Standards..................................11 SB13 College Evaluations ...............................................................................................19 SB15 Privileges of Non-Members at Meetings of the Faculty Senate ............................20 SB18 Periodic Departmental Evaluations .......................................................................22 SB20 University Committees ..........................................................................................23 SB21 Definition of Faculty ..............................................................................................31 SB22 Procedures for College, School and Departmental Changes .................................32 The Bylaws include amendments adopted by the Faculty Senate through April 16, 2009. For individuals with hearing and speech impairments, when trying to contact departments that do not list TDD telephone numbers, please use the Florida relay service by calling 1-800-955-8771 (TDD). Upon request, this publication is available in alternate formats to persons with print related disabilities. For more information please contact Dr. Ken Osfield at (352) 392-7056.

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BYLAWS OF THE FACULTY SENATE

SENATE BYLAW 1

Implementing Procedures of the University for the Board of Trustees Policy on Academic Freedom and Responsibility

(Senate Bylaw 1, June 18, 1963; Amended 2/73, 11/74, 4/84, 6/95, 12/95 and 4/2002) Complaints Against Faculty Members A complaint to be handled under these procedures must be in written format. Complaints from outside the University shall be addressed or forwarded to either the President or to the Provost. The President will refer complaints to the Provost. The Provost shall refer any complaint for which he or she is given responsibility to the dean (or director) of the college (or school). Where the faculty member is in more than one college, all deans shall be informed. Complaints from inside the University shall be made directly to the dean (or director) and/or to the appropriate vice president of the college (or school), who shall inform the Provost of the existence of the complaint. Unless the complaint is one involving sexual harassment, which shall be handled according to the University policy for complaints of sexual harassment, the college dean (or director) shall further refer the complaint to the department chairperson(s) concerned who will examine the complaint and give a written opinion to the dean (or director) and/or to the appropriate vice president (with a copy to the Provost) either that: 1. the complaint lacks substance and no further action is necessary, or 2. the complaint has substance but remedial action at the department level is sufficient, or 3. the complaint has substance and must be handled further at higher levels. The Provost shall review the matter and take such action as is necessary to ensure completion of handling the complaint. Where charges are recommended by the college dean (or director) and/or appropriate vice president, the Provost or the Provost's designee shall confer as necessary with those involved and, if the Provost or the Provost designee concurs in the judgment that charges are required, assist in the proper formulation of charges. These charges may then be heard by the Committee on Academic Freedom, Tenure, Professional Relations and Standards in accordance with the procedures specified in the Constitution of the University and Senate Bylaw 7.

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Complaints by Faculty Members Any faculty member may complain in writing of an alleged violation of right and responsibilities under the University’s rule on Academic Rights and Responsibilities. Such complaints may be forwarded to the Committee on Academic Freedom, Tenure, Professional Relations and Standards who shall handle the complaint in accordance with the procedures specified in the Constitution of the University and in Senate Bylaw 7. The committee’s report shall be made to the President.

SENATE BYLAW 2 Interpretation Relating to Rank of Instructor

(Senate Bylaw 2, November 19, 1964; Repealed by Action of the Senate 3/89)

SENATE BYLAW 3 Tenure Eligibility of Faculty in University Libraries and

Florida Museum of Natural History (Senate Bylaw 3, January 21, 1965; Repealed by Action of the Senate 3/89)

SENATE BYLAW 4 The Senate: Organization and Procedure

(Senate Bylaw 4, January 21, 1965; Amended 9/71, 4/84, 6/95, 12/95, 4/2001, 4/2002, 3/2003, 2/2004, 4/2004, 1/2006, 2/09)

(A) Senate Organization and Procedure: Senate Function

As the legislative body of the University, the Senate is directed by the University Constitution to take cognizance of matters which concern more than one college, school, or other major academic unit, or which are otherwise of general University interest; and it is empowered by the University Constitution to legislate with respect to such matters, subject to the approval of the President and in appropriate instances the Board of Trustees and subject to the regulation procedures of the Florida Board of Governors, if applicable. Among such matters are:

(1) The educational policies of the University

(2) The creation of new degree programs

(3) The abolition of degree programs

(4) Curricula matters affecting more than one college

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(5) Criteria for faculty appointment, promotion and tenure

(6) Matters of general professional importance

(7) Recommendations of candidates for honorary degrees

(8) The University calendar

(9) Academic regulations affecting students (B) Senate Organization and Procedure: Notice of Proposed Bylaws

The constitutional requirement that the proposal for a Bylaw shall be submitted to the Senate at least two weeks prior to action upon it, shall ordinarily be met by including the proposal on the agenda of two successive meetings of the Senate. In cases of emergency, however, the Secretary of the Senate may either issue the regular agenda two weeks, rather than the customary one week, in advance of a meeting of the Senate or may make a special advanced mailing of the proposed Bylaw to the members of the Senate.

(C) Senate Organization and Procedure: Senate Agenda (1) The Senate Agenda, prepared by the Senate Steering Committee, shall consist of three parts:

(a) Reports of the President, Provost, and Chair of the Senate;

(b) An Information Agenda consisting of information items, such as reports of committees, and

(c) An Action Agenda, consisting of action items, containing matters to be decided at the current meeting.

(2) Placing items on the Agenda:

(a) Items to be included on the Senate Agenda shall be submitted to the Secretary of the Senate.

1. Items to be included on the Agenda may be submitted by any member of the Senate, by the chairperson of any committee or council, by a member of the faculty, or by an administrative officer of the University.

2. Items to be included on the Agenda shall be submitted in writing, in the manner prescribed by the Senate Steering Committee.

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3. The Senate Steering Committee shall post the process for submitting items to the agenda on its website. (b) The Senate Steering Committee shall determine whether items should be: 1. Referred to a Senate Council or Committee,

2. Placed on the Information Agenda of the Senate 3. Placed on the Action Agenda of the Senate, 4. Deferred, or 5. Declined.

(c) Ordinarily, the Senate Steering Committee shall refer matters brought to its attention to the appropriate Senate Council or Committee for consideration and report.

1. Upon receipt of the report or before, the Steering Committee

normally places the item on the Information Agenda prior to its placement on the Action Agenda.

2. The Steering Committee may place an item immediately on the

Information Agenda if it feels that no committee consideration or report is necessary, or on the Action Agenda in unusual, special or emergency circumstances.

(d) The Steering Committee shall within 48 hours inform the person who submitted the item as to its disposition.

(3) Distribution of the Agenda: The Secretary of the Senate shall distribute the Agenda, and all materials related to items on the Agenda, to each member of the Senate seven days before the meeting of the Senate. (4) The Information Agenda

(a) Matters appearing on the Information Agenda shall appear in the Agenda and on the Senate website as a brief written report summarizing any longer report.

(b) Matters appearing on the Information Agenda may be elaborated orally before the Senate. (c) After the presentation of an information item, the presiding officer shall inquire whether the Senate wishes to discuss the materials presented in the

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information item. Upon an affirmative indication by ten Senators, the matter shall be opened for discussion. (d) After presentation of the scheduled information items, any Senator may ask the Senate to add to the Information Agenda of the meeting any item previously submitted to the Steering Committee by the specified deadline that has been deferred or declined by the Steering Committee. Upon majority vote by the Senators present, the item shall be added to the Information Agenda of the meeting.

(5) The Action Agenda

(a) Matters appearing on Action Agenda shall be debated and voted on at that meeting of the Senate. (b) Any Senator may ask the Senate to add to the Action Agenda of the

meeting any item on the Information Agenda of the meeting. Upon two-thirds vote by the Senators present, the item shall be added to the Action Agenda of the meeting.

(c) The Senate shall not vote or take other action on any item not on the Action Agenda.

(D) Senate Organization and Procedure: Senate Membership The membership of the Senate shall include the following:

(1) Elected Members who shall be apportioned among the academic units in proportion to the number of faculty members in each unit, except that no unit is to have fewer than two senate seats, and no unit is to have more than twenty-five seats (one-sixth of the total number of seats). Apportionment shall be determined as follows:

Step 1. Determine the percentage of faculty members in each unit by

dividing the number of faculty members in that unit by the total number of faculty members. Multiply that fraction times the total number of seats in the Senate (150) and round to determine the number of seats each unit is proportionally entitled to. In rounding, standard conventions should be applied, so fractions of .5 or more are rounded up, and fractions less than .5 are rounded down.

Step 2. If any unit receives more than one-sixth (25) of the total seats available in the Senate, that unit is assigned 25 seats.

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Step 3. If any unit receives fewer than two seats in step one, that unit is assigned two seats.

Step 4. If the total number of seats assigned in steps 1-3 is less than 150, determine the total number of faculty members in the units which have not been assigned their number of seats in Steps 2 and 3, and determine the remaining number of seats to be assigned.

Step 5. Determine the proportionate share of each of these units by dividing the number of faculty members in that unit by the number from step 4. Multiply that fraction times the number of seats remaining to be assigned after step 3 and round to determine the number of seats each unit is proportionally entitled to, as in Step 1. If any unit would be assigned more than 25 seats, then it is assigned 25 seats and if any unit would be assigned fewer than 2 seats, it is assigned 2 seats. Steps 4 and 5 are now repeated with the additional units removed.

Step 6. If, owing to the necessary rounding off procedure, more or less than 150 seats have been awarded in the previous steps, adjust as follows. If more, reduce the number by subtracting one seat from as many units receiving seats through the rounding-off process as necessary, beginning with the smallest fraction that had led to an additional seat, until the total number of seats assigned is 150. If less, increase the number by adding one seat from as many units receiving seats through the rounding-off process as necessary, beginning with the largest fraction that had not led to an additional seat, until the total number of seats assigned is 150.

(2) Non-voting Members. Non-voting members shall be as set forth in Article IV,

Section 2(B) of the Constitution. Non-voting members shall havethe right of the floor and the privilege of introducing motions.

(3) Administrative liaison personnel. Administrative liaison personnel shall be as set

forth in Article IV, Section 2 (C) of the Constitution. (E) Senate Organization and Procedure: Senate Elections

(1) Quotas for Elected Members

(a) Colleges, schools and independent academic units shall be considered in the assigning of quotas for elected members of the Senate. These quotas shall be computed annually by the Secretary of the Senate and the Steering Committee or its designate based on information from the Office of Academic Affairs and distributed to academic units by the end of the fall term.

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(b) The Secretary of the Senate shall maintain a publicly available list of those

faculty ineligible for election to the Senate by virtue of two successive terms, and the point at which they return to eligibility.

(2) Procedures for Election of Senators

(a) As soon as possible after receiving notification of the quota for the unit,

the administrative officer of each college, school or independent academic unit shall constitute a nominating committee of faculty. If the unit has several elected Senate members, the administrative officer shall see that the nominating committee shall be representative of the faculty in each major area of academic interest within that unit. Proportionate representation of such academic areas shall be considered by the committee in making nominations for the elective Senate seats to be filled that year. The nominating committee shall name twice as many nominees as there are seats to be filled. Upon completion of two consecutive three-year terms in the Senate a faculty member shall be ineligible to serve again for a period of three years.

(b) Before March 15 of each year, the administrative officer shall circulate the

list of nominees and summon all faculty members to a meeting at which nominations shall be called for from the floor.

(c) All nominations shall be incorporated in a ballot which shall be mailed to

all faculty members in each unit by the administrative officer by April 1 of each year. Care shall be taken to ensure secrecy as to the identity of each eligible voter. Voting may be accomplished through electronic means as long as such secrecy is ensured. All ballots must be returned by April 15 in order to be counted. Tellers, composed of faculty, may be appointed to record the vote. A plurality shall be sufficient to elect, and tie votes shall be decided by lot.

(d) The three-year terms of elective Senators shall begin the first day of the

fall term following their election.

(e) When a vacancy in the Senate shall occur because an elected member takes a leave of absence, or because of a temporary but unavoidable professional conflict, or because of the extended illness or death or resignation of any elected member before the expiration of the term as an elected member, the vacancy shall be filled by a temporary Senator. The temporary Senator shall be selected as the candidate on the most recent ballot who received the second most votes or by special election. The temporary Senator shall serve during the absence of the regularly elected member, except if the regularly elected Senator shall be absent for more

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than one year, the temporary Senator shall serve until the next Senate election.

(f) The Provost shall publish annually a list of all Senate, Joint and

Presidential Committees, Boards and Councils indicating the membership and responsibilities of each.

(F) Senate Organization and Procedures: Chair Elect Nomination and Election

Procedures

In February of each year the Senators will be notified that a complete roster of Senate members can be found at the Faculty Senate website. Each will be asked to submit from 1-150 nominations for Chair Elect at a date at least two weeks from the date of the notice to the Chair. All nominees will be notified that they have been nominated and, if they wish to be on the ballot, that they must notify the Chair by submitting a 250-word (maximum) summary of their qualifications and goals by the deadline stated in the Chair’s notice. Senators will be notified of the list of the final nominees, and the election by means of a written ballot will be held at the last meeting of the Faculty Senate for the academic year. A majority of those Senators voting shall be necessary for election. The nominee having the greatest number of votes shall be the Chair Elect if such number represents a majority of the Senators voting. If no nominee receives a majority of votes, the Senate shall choose the Chair Elect by means of run-off ballots among nominees with the two highest numbers of votes, until one nominee receives a majority.

(G) Senate Organization and Procedure: Senate Meeting Procedures

(1) Meetings

(a) The Faculty Senate shall normally meet at least once during each calendar month of the academic year or as specified elsewhere in the Bylaws of the Senate.

(b) Special meetings of the Senate may be called upon due notice at such

times as the Chair or President may designate, or upon petition to the Chair of at least 25 voting members of the Senate.

(2) Conduct of Senate Business

(a) In the conduct of its business, the Senate shall be guided by the customary

rules of parliamentary procedure, insofar as these are not modified by the provisions of the Constitution of the University of Florida or the Bylaws of the Senate. In cases of dispute recourse shall be to Robert’s Rules of Order.

(b) Decisions in the Senate shall be taken by majority vote of the members

present and voting, except as provided in the Constitution and Bylaws.

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(3) Voting in the Senate

(a) Except in elections, voting in the Senate shall ordinarily be by voice; but,

at the discretion of the presiding officer or upon the request of any member, a vote shall be taken by show of hands; or at the request of 20 members a vote shall be taken by signed written ballot.

(b) In the selection of the elective members of Senate councils and

committees, voting shall be by ballots distributed to all voting members of the Senate by the Secretary of the Senate. Such elections may be accomplished through electronic means.

(4) Quorum

A quorum for any meeting of the Senate shall consist of those elected members who are present. In order to facilitate voting, members should sit in seats designated for members by the Senate Steering Committee.

(5) Proxies

No proxies shall be recognized.

SENATE BYLAW 5

Membership of a Department, Detailed (Senate Bylaw 5, March 25, 1965; Amended 4/84 and 12/95)

Under the University Constitution the members of a department are the budgeted line item members. Members of the department may nominate and elect non-budgeted members, such as courtesy faculty, affiliates, or joint appointees, to departmental membership for any periods they wish. Each individual shall be notified in writing of such election and notified of the term of the appointment or that it is a continuing one. Members so elected shall have all the rights of budgeted line item members as appropriate to the appointment.

SENATE BYLAW 6 Departmental Promotion and Tenure Nomination

Procedures for Chairpersons (Senate Bylaw 6, March 25, 1965; Amended 2/73, 4/84 and 12/95)

In the case where a proposal for tenure or promotion of a chairperson is being voted on, or otherwise handled by the tenured members of a department, the chairperson’s dean or director shall be the officer in charge under the terms of the Constitution for these purposes. Where tenure is involved, the appropriate administrator shall obtain the required secret poll of the tenured members of the department; where promotion is involved, the appropriate administrator

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shall solicit the opinions of the faculty in the department holding rank superior to the candidate for promotion.

SENATE BYLAW 7 Procedures of the Faculty Senate Committee on Academic Freedom, Tenure, Professional Relations and Standards

(Senate Bylaw 7, April 29, 1965; Amended 9/66, 2/73, 1/74, 9/74, 11/74, 4/84, 2/90, 12/95, 4/2001, 4/2002, and 1/2006, 2/2009)

(1) This Bylaw establishes informal and formal procedures to resolve charges and complaints

brought by faculty members not in the collective bargaining unit involving University practices bearing on academic freedom, tenure, professional ethics or the general welfare of the faculty.

(2) Time Limit for Filing and Informal Appeal Procedures: Charges and complaints

involving University practices bearing on academic freedom, tenure, professional ethics or the welfare of the faculty should be resolved prior to commencement of formal proceedings whenever possible. However, attempts to informally resolve the charges and complaints do not remove the 30-calendar-day time limit for the filing of charges and complaints stated in section 3 below. If additional time is necessary to reach an informal resolution, an extension must be requested in writing before the 30-calendar-day time limit has expired. The extension shall be requested from, and may be granted by, the University President’s designee. Proceedings through the Academic Freedom, Tenure, Professional Standards and Ethics Committee may be denied to any faculty member who fails to comply with the applicable time limits set forth herein.

(3) Composition and Jurisdiction: The Committee on Academic Freedom, Tenure,

Professional Standards and Ethics shall be a standing committee of the Faculty Senate as set forth in Article V, Section 4 (A) of the University Constitution. The Committee shall have jurisdiction to hold hearings and make findings of fact, conclusions of law and recommendations in matters involving University practices bearing upon academic freedom or tenure, and University practices generally applicable to faculty members bearing upon professional ethics or the general welfare of the faculty. Such proceedings may be commenced by the University President through charges filed by the same or by a faculty member individually affected by the alleged practices.

(4) Commencement and Pre-Hearing Procedures: (NOTE: All periods of time in this Bylaw

refer to calendar days, unless otherwise specified. If any deadline falls on a non-business day, the period shall be extended to 5 p.m. of the next business day.)

(a) Commencement of Proceedings by Faculty Members:

1. A faculty member (including any administrator who has faculty status)

may commence proceedings before the Committee by filing one or more

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charges or complaints within 30 days after the complainant knew or should have known of the occurrence of the alleged action(s) on which the claim is based by stating his or her charge or complaint in a letter to the University President. A faculty member may request an extension of time from the University President, or the President’s designee for such filing. The request must be in writing and it must be received before the 30-day time limit has expired. The granting of the extension of time must be in writing and for a definite time period. Filing of such a letter of complaint or charges (hereafter “letter”) shall constitute waiver of all other grievance procedures as provided in University Regulation 6C1-7.041.

2. The letter must state that the faculty member elects to have the Committee

investigate the charge(s) or complaint(s) and state that by this election he or she waives all other grievance procedures available within the University system. The letter must assert sufficient facts to reasonably inform the University of the nature of the charge(s) or complaint(s). It is important that the faculty member describe which of his or her rights have been violated, in what manner, and clearly delineate what remedy(s) is sought. Copies of any and all papers, statements, documents or other items in the possession of the faculty member filing the letter that bear upon the matter, together with a list of the names and addresses of all persons believed to have pertinent information, shall be filed with the letter. The University President, or the designee, shall refer to the letter to the Committee Chairperson, unless the letter is untimely and no extension has been granted.

3. If the Committee Chairperson believes the letter does not meet the

requirements of this Bylaw, including whether the charges or complaints fall within the jurisdiction of the Committee, the faculty member may be directed in writing by same to amend his or her charge(s) or complaint(s) within a designated period of time, and failing that, the Committee Chairperson may dismiss the matter and may advise the faculty member of other grievance procedures that may be available.

The Committee Chairperson shall, upon receipt of the letter, provide a copy of it to the person(s) against whom the charge(s) or complaint(s) has been lodged. The Committee Chairperson shall attempt to resolve the matter informally by discussion with the persons involved.

4. The Committee Chairperson shall appoint, within 25 days of receipt of the

written complaint or the failure to informally resolve the matter, whichever is later, a three-member Inquiry Panel. Upon appointment, the Inquiry Panel will schedule a meeting which generally should be held within 25 days of the appointment, with at least 15 days notice to affected parties. The Inquiry Panel shall investigate the validity of the charges and evaluate the evidence presented to determine probable cause for

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proceeding to formal hearing by the Committee. Alternatively, the parties may agree upon an expedited process in which the Inquiry Panel will conduct a collegial review of the complaint under the procedures set forth in Section (B) 6 below. The parties must elect the option of an expedited process through a written request signed by all parties addressed to the Committee Chairperson. The request must be received prior to the first meeting of the Inquiry Panel.

5. The Inquiry Panel shall issue a report to the Committee Chairperson

within 25 days after the conclusion of the meeting, which shall be a preliminary hearing if no request for an expedited process has been received unless otherwise agreed by all affected parties. A recommendation to proceed to a formal hearing before the Committee requires that at least two members of the Inquiry Panel find that probable cause exists. If at least two members of the Inquiry Panel conclude that no probable cause exists, the matter shall be considered closed. Copies of the Inquiry Panel probable cause report shall be provided to all affected parties.

Within 25 days after the Inquiry Panel’s report finding probable cause to proceed to a formal hearing has been received by the Committee Chairperson, the charges or complaints shall be referred to a Hearing Panel by the Committee Chairperson for proceedings in accordance with section 7 hereof.

6. At any time prior to the conclusion of the formal hearing, an informal

resolution may be reached. If the matter is informally resolved, the terms of any informal agreement shall be put in writing and signed by all parties. The signatures of the parties shall indicate: 1. full resolution of all issues raised by the faculty member commencing the charge(s) or complaint(s), and 2. relinquishment of the right to bring any future action based on any of the issues involved in the charges or complaint.

(b) Commencement of Proceedings by the University:

1. The President or the President’s designee may commence proceedings by

referring matters to, or filing charges with, the Committee on Academic Freedom, Tenure, Professional Relations and Standards. The University shall file charges by providing an original written notice of the issues to the Committee Chairperson and a copy thereof to the faculty member charged. The notice shall assert sufficient facts to reasonably inform the faculty member of the nature of the charge. Copies of any and all papers, statements, documents or other items in the possession of the party commencing the proceedings, bearing upon the charges, together with a list of the names and addresses of all persons believed to have pertinent information, shall be filed with the charges. The Committee Chairperson

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shall transmit to the faculty member charged a copy of this Bylaw. At any time prior to the conclusion of the formal hearing, an informal resolution may be reached.

2. Upon receipt of charges, the Committee Chairperson may refer the

charges to a three-member Inquiry Panel for investigation. Upon appointment, the panel will schedule a meeting, the preliminary hearing, which generally should be held within 25 days of the appointment, with notice of at least 15 days to affected parties. The panel shall investigate the validity of the charges and evaluate the evidence to determine if there is probable cause for proceeding, seek an informal resolution agreeable to all parties, or allow the University to amend the charges if desired. The Inquiry Panel shall issue a written probable cause report within 25 days after the hearing, which shall be furnished to all affected parties. A recommendation to proceed to a formal hearing requires that at least two members of the Inquiry Panel find that probable cause exists. If at least two members of the Inquiry Panel find no probable cause, the case shall be closed. Copies of the preliminary report shall be provided to all affected parties.

3. Within 25 days after the Inquiry Panel’s report finding probable cause to

proceed to formal hearings has been received by the Committee Chairperson, the charges shall thereupon be referred to a Hearing Panel by the Committee Chairperson for proceedings in accordance with section 7 hereof.

(5) Inspection of Evidence. Should an Inquiry Panel be appointed, the Committee

Chairperson shall deliver all papers and other items or information received by him or her to the Presiding Officer of the Inquiry Panel at least 10 days before the first meeting of the panel. The Committee Chairperson shall notify the party charged of the Committee’s custody of such evidence before the first meeting of the Inquiry Panel, and the names and addresses of witnesses obtained by investigation shall be made available to all parties in like manner. No provision hereof shall prevent the introduction of any other evidence, provided that affected parties shall be entitled a reasonable time in which to examine and consider same.

(6) Burden of Proof. The burden of proof shall be on the faculty member bringing the

complaint(s) or charge(s), who must support his or her position regarding the matters complained of or charged by a preponderance of the evidence, except that if the complaint challenges disciplinary action under University Regulation 6C1-7.048, the burden of proof shall be on the University to establish by a preponderance of the evidence that a violation under that rule occurred. Counseling is not considered disciplinary action.

(7) Expedited Proceedings. If the parties elect in writing an expedited review process by the

Inquiry Panel, the Inquiry Panel shall, generally within 25 days of receiving the request,

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schedule a meeting with the complainant(s) and the person(s) complained or charged. Notice of at least 15 days shall be given to these affected parties.

(a) At the meeting the faculty member bringing the complaint(s) or charge(s)

shall have the right to present any evidence in support of the complaint(s) or charge(s) to the panel. The person(s) complained of or charged shall have the right to present any evidence in support of his or her position to the committee. The panel may interview other persons and seek other evidence. The review shall be as collegial as possible, yet compatible with formulating a recommended resolution of the charge(s) or complaint(s).

(b) The Inquiry Panel shall adopt a final report to the President containing findings of fact, conclusions of law, and recommendations on the matters considered. The report, along with all evidence submitted to the panel, should be forwarded to the President, with copies to the parties, within 60 days of the referral of the complaint to the Inquiry Panel for expedited review. The President shall then dispose of the matter pursuant to Section (9) hereof.

(8) Formal Hearings of the Academic Freedom, Tenure, Professional Relations and

Standards Committee.

(a) Composition of Hearing Panels

1. Any formal hearings shall be conducted by a panel of three members of the Academic Freedom, Tenure, Professional Relations and Standards Committee plus at least one alternate (from among the remaining members of the Committee) who shall have a vote only under the conditions specified in Section (8)(a)6 below. The Committee Chairperson shall select the members of the Hearing Panel and designate a Presiding Officer and Vice Presiding Officer under the circumstances specified in Section (4)(a)5 or Section (4)(b)3 above.

2. Whenever feasible, at least one panel member shall be a person familiar

with due process of law by training or experience, and no member of the Inquiry Panel should be on the Hearing Panel for the same case.

3. In pre-hearing conferences and the formal hearing, a full panel of three

members must be present at all times. 4. All parties to the action shall have the right to challenge a panel member’s

right to serve for cause prior to the presentation of evidence. Members of the Hearing Panel, other than the challenged member, shall determine by a majority vote if a member challenged for cause shall be excused.

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5. After the formal hearings of a particular case has begun, any Hearing Panel member shall serve to the conclusion of the case even if his or her term as a Committee member may have expired.

6. If a panel member is not present at a formal hearing session, the remaining

members of the panel shall decide by majority vote whether to postpone the session or to remove the absent member from the panel and replace him or her with an alternate. If an alternate is formally seated, he or she will retain the voting status of a regular member of the Hearing Panel for the duration of the case.

(b) The University President or the President’s designee shall appoint an appropriate

person to serve as the legal advisor to the Committee, including the Inquiry Panel and the Hearing Panel.

(c) Following selection, the Hearing Panel may meet for pre-hearing conferences and

schedule a hearing after notice to affected parties. The hearings shall be held no earlier than 15 days after notice to affected parties, unless otherwise agreed by all affected parties.

(d) Parties shall have and be informed of the following rights:

1. To be represented by a colleague authorized in writing by the party to act

on his or her behalf or by counsel; 2. To make an opening statement; 3. To identify witnesses for the hearing, or when required by circumstances

which involve the inability of a witness to appear and testify at the formal hearing, to request that the sworn statement of such witnesses be taken and transcribed;

4. To examine and cross-examine any witness who may testify; 5. To offer any relevant material and competent evidence; and 6. To make a closing statement at hearing.

(e) Witnesses:

1. The Presiding Officer shall require all witnesses to affirm or swear to tell

the truth prior to testifying. The oath or affirmation shall be administered by a notary public or by any other person authorized by law to administer oaths or affirmations.

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2. If requested by any party, any witness shall be excluded from the formal hearing save when giving his or her testimony, except that in any case initiated by a faculty member, the University may have one representative present throughout the hearing, even though the representative may be required to testify.

(f) Evidence:

1. Admissible evidence shall be any evidence of a type commonly relied

upon by a reasonably prudent person in the conduct of his or her affairs; however, hearsay may be used only to supplement or explain other evidence, and shall not be sufficient, in itself, to support a finding.

2. All rulings as to the admissibility of evidence shall be made by the

Presiding Officer of the formal Hearing Panel, subject to objection by any member. Only the majority vote of the formal Hearing Panel, including the Presiding Officer shall overcome the Presiding Officer’s ruling.

(g) Parties charged shall not be required, either during any investigation or at any

hearing or meeting, to make any statement or to testify unless they expressly desire to do so, and in the event that they elect to remain silent, such fact shall not be considered by the Hearing Panel making its report. The term “party charged” shall mean only an individual against whom proceedings have been commenced in his or her individual capacity, and shall not apply to any official or representative capacity in the matters under consideration. The charge shall clearly state the status or capacity in which he or she is alleged to have acted.

(h) Within 60 days after conclusion of a formal hearing, the Hearing Panel shall adopt

a proposed report containing findings of fact, conclusions of law and recommendations on the matters considered. Copies of same shall be furnished to all parties by the Presiding Officer of the panel. Within 10 days after receipt of such report, the parties shall have the right to submit written exceptions thereto.

(i) After consideration by the Hearing Panel of any exceptions to its proposed report,

the Hearing Panel, by a majority vote, shall adopt a final report containing findings of fact, conclusions of law, recommendations and the vote on the report. Members in the minority may adopt separate reports, which shall be appended to the majority report. Copies of the final report shall be furnished to all parties.

(j) A hearing in which evidence is presented may be recorded by the Hearing Panel.

(9) Report to the President:

(a) Upon completion of the proceedings by the Inquiry Panel under the expedited review process or by the Hearing Panel, the final report and record shall be filed with the President.

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(b) Within 25 days of receipt of both record and report, or as soon thereafter as is

possible, the President shall adopt as is, or modify, and implement as he or she deems appropriate, the conclusions of law and the recommendations contained in the final report, or reject the report in its entirety. In taking action the President may not rely on “ex parte” communications and may not reject or modify findings of fact if they are supported by competent substantial evidence in the records. If the report or recommendations are modified or rejected, affected parties shall be furnished specific reasons therefore, and the President shall meet with the Hearing Panel to discuss the decision.

(10) Records:

(a) The record of the proceedings shall include all physical evidence considered by the Committee along with pleadings, notices, tapes of the hearing and transcripts (if any) and reports.

(b) The record shall be retained by the Secretary of the Senate for a period of not less

than three years after the final resolution of the appeal.

SENATE BYLAW 8 Tenure Eligibility of Faculty in University Counseling Center

(Senate Bylaw 8, May 27, 1965; Repealed by Action of the Senate on 4/84)

SENATE BYLAW 9 Classification of Rank

(Senate Bylaw 9, June 1, 1965; Repealed by Action of the Senate on 3/89)

SENATE BYLAW 10 Exception for Faculty Eligible for Permanent Status

(P.K. Yonge Developmental Research School and County Extension Faculty)

(Senate Bylaw 10, June 17, 1956; Repealed by Action of the Senate 12/95)

SENATE BYLAW 11 Procedural Tenure Rules

(Senate Bylaw 11, March 24, 1966; Repealed by Action of the Senate 12/95)

SENATE BYLAW 12 Visiting Professors

(Repealed by Action of the Senate on 6/67)

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SENATE BYLAW 13 College Evaluations

(Senate Bylaw 13, February 27, 1966; Amended 5/74 and 12/95, 2/2009) (1) The Senate recognizes the diversity of the colleges and schools within the University and

endorses the position that procedures for evaluating colleges and schools should take these diversities into account. Many of the colleges and schools are evaluated by visiting teams from national accrediting associations. Appropriate advantage should be taken of such evaluations.

(2) Evaluations of each college, school or other major academic administrative unit shall

normally be conducted at least once every seven years, or more often if deemed desirable by the President of the University.

(3) The periodic evaluations shall be conducted by one of the following bodies, as deemed

appropriate by the Provost and other Vice Presidents as appropriate in consultation with the dean or director and representative faculty members of the unit being evaluated by:

(a) A visitation team representing the national accrediting agency of the unit being

evaluated.

(b) A special committee appointed by the Provost for purposes of conducting the evaluation.

(4) In cases where the evaluation is conducted by a special committee, the following policies

and procedures shall be followed:

(a) The size of the committee shall be appropriate to the assigned task, but normally should not be less than three nor more than five.

(b) A majority of the committee shall, except in unusual circumstances, be specialists

who are not members of the University faculty. The other members may be appointed from the University faculty, but a committee not containing any University faculty members may be appointed.

(c) The committee shall evaluate the entire program of the unit, giving special

attention to the particular needs and problems of the unit and the quality of leadership shown, with particular reference to the procedures set forth in Article V of the University Constitution. The report of the committee shall contain appropriate recommendations to the Provost based upon findings of this periodic evaluation, including a specific recommendation concerning the continuation of the dean or director in his or her administrative capacity.

(d) Prior to the visitation of the evaluation committee, the dean or director of the unit

being evaluated shall prepare and send summary materials to each member of the

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evaluation committee on the unit's programs of teaching at all appropriate levels, research and extension, and on the faculty.

(e) The evaluation committee shall submit a draft of its report to the dean or director

of the unit being evaluated. The purpose of this draft is to give the dean or director an opportunity to review the report for accuracy of factual information. Depending upon the discretion of the evaluation committee, this draft report may or may not contain recommendations. After having received the draft back from the dean or director, the evaluation committee shall submit its final report to the President of the University who shall forward it for appropriate action through the appropriate vice presidents to the dean or director of the unit being evaluated, who, in turn shall distribute copies of the report to the unit's faculty.

(5) In cases where the evaluation is conducted by a visitation team representing a national

accrediting agency, policies and procedures of the agency for conducting such evaluations shall be accepted. However, the Provost shall, when appropriate, request the accrediting agency visitation team to investigate and report on any specific matters which may normally not be covered by such evaluations. Further, the evaluation report of such teams shall be distributed to members of the faculty of the unit being evaluated unless the policy of the accrediting agency forbids such distribution.

(6) In the event a unit is evaluated by a national accrediting agency and an additional

evaluation by a special committee is also deemed necessary, the special committee will make full use of the reports, data, conclusions and recommendations of the accrediting agency evaluation committee in order to prevent unnecessary duplication of activity.

(7) The Provost shall schedule and make arrangements for college evaluations.

SENATE BYLAW 14 Faculty Representation on the Administrative Council

(Senate Bylaw 14, December 3, 1968; Repealed by Action of the Senate 12/95)

SENATE BYLAW 15

Privileges of Non-members at Meetings of the Faculty Senate (Senate Bylaw 15, February 27, 1969; Amended 9/71, 4/84 and 12/95)

Any member of the faculty shall have the right to attend meetings of the Senate, but shall not be entitled to a vote or to have the floor unless reporting at the request of the Senate. Members of committees elected by the Senate, but who are not members thereof, may have the privilege of the floor but shall not vote.

(1) Representatives of the press, duly accredited by their publications, may attend all open meetings of the Faculty Senate. A maximum number of representatives from each publication may be established by the presiding officer of the Senate.

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(2) The President of the University or the presiding officer of the Senate may invite

as many as ten (10) individuals, not members of the Faculty Senate, to attend specific open meetings of the Senate, but they shall not be entitled to vote, or to have the floor unless reporting at the request of the presiding officer or of the Senate.

(3) At the discretion of the President or the presiding officer and insofar as seating

capacity permits, students and staff of the University of Florida and the general public may attend open meetings of the Senate. None of these persons shall have the privilege of the floor. In case of disorder, the presiding officer shall order any offending person from the assembly hall.

(4) The presiding officer of the Senate, in advance of each meeting, shall designate a

part of the assembly hall for the seating of non-members.

(5) In case of insufficient seats, the presiding officer of the Senate, in conjunction with the Steering Committee, shall arrange the seating on the following priorities:

(a) Members of the Senate shall sit in an area designated by the Senate

Steering Committee.

(b) Faculty not members of the Senate.

(c) Representatives of the press.

(d) The designees of the President or the presiding officer who have business before the Senate or are otherwise designated to attend a specific meeting.

(e) Members of the staff and the student body of the University of Florida.

(f) The general public.

SENATE BYLAW 16 Tenure Eligibility of Members of Veterans Administration Hospital

and University of Florida Health Science Center – Jacksonville (Senate Bylaw 16, March 30, 1972; Repealed by Action of the Senate 12/95)

SENATE BYLAW 17 Appeal Procedures for Non-renewal of Non-tenured Faculty

(Senate Bylaw 17, January 26, 1973; Repealed by Action of the Senate 12/95)

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SENATE BYLAW 18 Periodic Departmental Evaluations

(Senate Bylaw 18, March 28, 1974; Amended 12/95, 2/2009) (1) Departmental evaluations shall normally be conducted at least once every seven years.

More frequent evaluations may be conducted by the department chairperson, the dean of the college in which the department resides, the Provost or the President of the University.

(2) A committee for conducting the departmental evaluations shall be appointed after

consultation with the Vice President for Research, dean of the college in which the department resides, chairperson of the department and representative faculty members from the department. This committee usually consist of two or more specialists, not members of the University faculty, invited to the campus to conduct the evaluation. One member shall be designated as chairperson. The outside specialists should spend at least two days on campus conducting the evaluation, after which they will submit a written report of the evaluation to the Provost with copies to the appropriate administrators. In addition to the outside specialists, the Provost, when appropriate, may appoint one or more members of the University of Florida faculty to the Evaluation Committee.

(3) Prior to the Evaluation Committee's first meeting, there shall be prepared and sent to it

summary materials on the departmental programs of teaching, all appropriate levels, on research and/or extension and concerning the faculty.

(4) The Evaluation Committee shall evaluate the entire program of the department and make

specific recommendations on the curriculum, content of courses, research, strength of the faculty, quality of leadership and the chairperson's adherence to the provisions of Article V of the Constitution of the University of Florida. In the course of its investigation, the Committee shall interview faculty members and students of the department and shall provide an opportunity for any faculty member so desiring to present information to the Committee.

(5) The results of recent evaluations of the department chairperson conducted by the Provost

shall be made available to the Committee. If, in the opinion of the chairperson of the Evaluation Committee, the most recent evaluation of the department chairperson is not sufficiently current, the Provost shall conduct a new evaluation of the department chairperson prior to the departmental evaluation. In releasing evaluations of the department chairperson to the Committee, the Provost shall comply with University and State of Florida Laws and policy regarding limited access and confidentiality of personnel records.

(6) The Evaluation Committee shall submit a draft of its report to the department

chairperson(s) of the department(s) being evaluated. The purpose of this draft is to give the department chairperson an opportunity to review the report for accuracy of factual information. Depending upon the discretion of the Committee, this draft report may or may not contain recommendations. After having received the draft report back from the

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department chairperson, the Committee shall submit its report to the Provost, who shall forward it to the Dean of the Graduate School, dean of the college with such comments, recommendations or observations as desired. The dean of the college shall submit the report to the chairperson of the department being evaluated for distribution to the faculty members of that department.

(7) In those cases where the Provost and the Vice President for Research and/or the dean or

deans of the college or colleges involved deem appropriate, separate departments in related disciplines may be evaluated at the same time by the same evaluation committee. Such action shall be taken in consultation with the chairperson and representative faculty of the departments concerned.

(8) In cases where a department or departments or a program is evaluated by reviewers

appointed by an external agency, the Provost shall consult with the appropriate administrative officers, including the chairperson or chairpersons and the faculty of the department. Departments or program concerned to determine whether such external reviews should be used as the periodic departmental evaluations provided for in Article IV, Section 3 of the Constitution of the University of Florida and in Paragraph 1 of this Bylaw.

(9) The Provost shall schedule and make arrangements for departmental evaluations. The

Provost may delegate his or her authority under this Bylaw to appropriate designees.

SENATE BYLAW 19 Appeal Procedures of the Faculty Senate Committee

on Professional Relations and Standards (Senate Bylaw 19, October 27, 1988; Repealed by Action of the Senate 12/95)

SENATE BYLAW 20 University Committees

(Senate Bylaw 20, April 11, 2002, 1/2006, 4/2006) (A) Senate Organization and Procedure: University Committees

(1) Establishment of Committees

(a) Senate standing committees must be established by action of the Senate. (b) Special Senate committees may be established either by action of the

Senate, or by the Steering Committee acting in consultation with the President.

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(c) The Committee on Committees shall annually review the list of Senate Committees, and shall recommend to the Senate which Senate committees shall be continued, reclassified, dissolved, or added.

(d) When in the study of matters before a committee, it is advisable to bring in

special assistance from persons outside the committee, a subcommittee, including such persons, may be named by the committee. Such a subcommittee shall be temporary in nature. It shall be responsible to, and make its report to the committee which appointed it, and it shall not be designated as a Senate committee.

(2) Description of Committees

(a) Certain committees shall be designated Senate Operations or Senate

Standing Committees and their duties and responsibilities shall be as set forth in the Constitution. These shall include:

1. Academic Freedom, Tenure, Professional Relations and Standards

Committee. 2. Committee on Committees. 3. University Constitution and Rules Committee. 4. Honorary Degrees, Distinguished Alumnus Awards and Memorials

Committee. 5. Senate Nominating Committee. 6. Senate Steering Committee. 7. University Libraries Committee.

(b) Certain committees shall be designated as Joint Committees. These shall

include:

1. Academic Personnel Board. The President will appoint six members, three of whom will be selected from a slate of nominees elected by the Faculty Senate from the faculty at large. All nominees must hold the rank of professor or above with strong teaching and research records, selected from a variety of disciplines. Three times as many nominees as openings will be provided annually. The Chair is appointed by the President or the President’s designee. The Academic Personnel Board advises the President with respect to promotion and tenure nominations, serving in a fact-finding and consultative role.

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2. Curriculum Committee. The President shall appoint 20 members

to this committee, and the Senate will elect three members from the faculty at large. The Chair is appointed by the President or the President’s designee. This Committee shall consider all requests for changes in undergraduate curricula or catalog listings, and for the addition of new courses of instruction in any of the colleges, divisions and schools of the University, except the Graduate School. When the question under consideration pertains to a course or courses at the “5000” level, available for graduate major credit, the Committee shall act jointly with the Graduate School. The Committee shall endeavor to eliminate duplication of subject matter between courses and unnecessary proliferation of courses. Ordinarily, the Committee’s decisions on proposals to add courses to the curriculum or to delete courses from the curriculum shall be final, but the department which would offer the course, or has been offering it, may appeal the Committee’s decision to the Senate. Such an appeal would be addressed to the Curriculum Committee, which might either reverse its earlier decision or ask the Steering Committee to schedule Senate consideration of the appeal. The Committee’s decision on proposals to add, delete, or make changes in programs of instruction leading to undergraduate degrees shall not be a final decision, but shall be submitted to the Senate for final action.

3. General Education Committee. The President shall appoint 13

members to this committee from the majority of baccalaureate degree-granting colleges within the University, and the Senate will elect three members from the faculty at large. The Chair is appointed by the President or the President’s designee. The General Education Committee establishes a philosophy of what constitutes the general education component for baccalaureate degrees offered by the University. It reviews, in accordance with established criteria, all courses proposed to fulfill general education and Gordon Rule requirements. It makes recommendations to the Curriculum Committee regarding the continued effectiveness of the general education program.

4. Graduate Council. The Graduate Council shall assist the dean in

executing the policies of the Graduate Faculty in matters related to graduate study and associated research. It shall be composed of twelve members of the Graduate Faculty, a graduate student elected by the Graduate Student Council, a representative from the Graduate Coordinators’ Advisory Council, and the Dean of the Graduate School who shall serve as Chairperson. In the Dean’s absence, an Associate Dean shall be designated as the Dean’s

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representative. Six of the twelve faculty members of the Graduate Council shall be elected by the Graduate Faculty for overlapping terms of three years. Each year, the Dean of the Graduate School will appoint a Nominating Committee of no fewer than three members of the Graduate Council. The Nominating Committee will provide a slate of six or more candidates which will be discussed by the members of the Graduate Council who will determine the final slate to be put forth to the Graduate Faculty for a vote. This process will take place before the end of the Spring semester. The entire slate indicating the individuals elected will be presented to the Provost for consideration in making appointments for the other members of the Graduate Council. The graduate student member of the Graduate Council, who must be a doctoral student, serves a two-year term. During the first year, the student serves as a non-voting alternate member who is expected to attend all meetings and participate in the deliberations. During the second year, the student assumes voting privileges, and a new alternate member is elected by the Graduate Student Council to a two-year term. The Graduate Coordinators’ Advisory Council representative shall be a current member of that body, elected by its membership to a one-year term on the Graduate Council and eligible for re-election for a second term. The Graduate Council shall establish sub-committees as needed, and shall prepare the agenda for Graduate Faculty meetings, which shall normally be held at least once a term. Agenda items to be acted upon at Graduate Faculty meetings shall be reported on by the subcommittee responsible. Other motions from the floor shall be referred to the appropriate subcommittee.

5. Lakes, Vegetation and Landscape Committee. The Lakes

Vegetation and Landscape Committee consists of six faculty members, three appointed by the President or the President’s designee and three elected by the Senate from the faculty at large, plus one student member. The Chair is elected. This Committee is responsible for items that affect the use of University lakes, including guidelines for use of such lakes in order to preserve their ecological integrity and research capabilities, and the management and well being of natural areas containing non-domesticated plants and animals. It provides recommendations concerning enforcement of policies regarding the removal of trees and other vegetation. It provides input to the University Land Use and Facilities Planning Committee regarding planning of major landscape elements such as green space, open space, and significant architectural features to ensure their compatibility with existing and planned landscaping and master planning. It provides recommendations to the Vice President for Finance and

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Administration about construction on campus, specifically concerning: programming, including general site suitability having an impact on trees, landscape, natural areas and lakes; schematic design, including tree removal, plans for transplants, replacements and/or mitigation based on building footprint, utility corridors and other construction activities; and design development including new landscaping, appropriateness and inclusion of any mitigation for tree removal.

6. Land Use and Facilities Planning Committee. The Land Use and

Facilities Planning (LUFP) Committee consists of 20 faculty members, ten appointed by the President or his/her designee and ten elected by the Senate from the faculty at large, plus three student members. The Chair is elected. In conjunction with the Lakes Vegetation and Landscaping Committee, the Preservation of Historic Buildings and Sites Committee, and the Parking and Transportation Committee, this committee will be responsible for providing recommendations on the overall appearance and development of the campus to the Vice President of Finance and Administration. This committee shall also provide recommendations regarding the enforcement of the University of Florida Master Plan policies and guidelines. Its responsibilities are to participate in the development and updating of the University of Florida Master Plan, to recommend policies for land use and facilities development, and to review and recommend approval/denial of all requests for land use changes. The committee will monitor the execution of the University of Florida Master Plan by reviewing and recommending approval/denial of all project sites during the Programming and Schematic Design phases; review and recommend approval/denial of architectural design of buildings and landscaping, building additions/renovations, and utility projects during the design development phase; provide input on minor projects ($1 M and less) that impact the footprint building exterior of potential historic building’s interior; and assist in upholding the policies, procedures and standards set by the University of Florida Master Plan. The committee will work with other committees referenced above in an integrated and holistic approach to campus planning and development.

7. Parking & Transportation Committee. The Parking &

Transportation Committee consists of 14 faculty members, seven appointed by the President or the President’s designee and seven elected by the Senate from the faculty at large, plus five student members. The Chair is elected. This committee reviews and recommends rules and regulations of a non-financial nature

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governing traffic, parking and registration of vehicles, bicycles, scooters and motorcycles and public transportation to and on the campus. It reviews and recommends programs to meet and enhance the parking and transportation on the campus. It reviews and recommends site locations for new parking facilities and parking lot enhancements on the campus. It reviews and recommends special parking requests from University departments, students, staff and faculty. It reviews and recommends any significant findings regarding all parking and transportation matters. It reports to the Vice President for Finance and Administration the significant findings of the Committee regarding all parking and transportation matters considered by the Committee.

8. Preservation of Historic Buildings & Sites Committee. The

Preservation of Historic Buildings and Sites Committee consists of fourteen faculty members, five appointed by the President or his/her designee the University Historian and the Director of Preservation Programs as voting ex-officio members, and seven elected by the Senate from the faculty at large, plus two student members. The Chair is elected. The committee is assisted in its efforts by four university liaisons, the Assistant Director of Architecture and Engineering in the Physical Plant Division, the Director of Facilities Planning and Construction, the Assistant Director for Planning, and the Assistant Housing Director for Facilities Management. This committee assists the University in implementing its Policy on Historic Preservation, filed with the Florida Secretary of State, as a Programmatic Memorandum of Agreement for Protection of Historical Resources. In support of this Memorandum, it assists the University in fulfilling federal and state obligations with respect to its historic and archeological resources. It reports to the Vice President for Finance and Administration the significant findings on all matters considered by the Committee.

9. Research Policy Committee. The Research Policy Committee

shall be composed of fourteen members: ten deans or vice presidents appointed by the Vice President for Research, one ex-officio faculty member (the chair of the Faculty Senate Policy Council on Research and Scholarship), and three faculty members elected by the Senate from the faculty at large. All nominees for election by the Senate should have strong research and scholarly records and they must all be from different colleges or academic units. The Chair shall be the Vice President for Research. The Research Policy Committee shall advise the Vice President for Research on matters of University-wide policies related to the

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promotion and development of the University’s research program. One of the three faculty members elected by the Senate shall be chosen to serve on the Senate Policy Council on Research and Scholarship.

10. Student Petitions Committee. The Student Petitions Committee

shall be composed of six appointed members, three elected members and two students. The Chair is appointed. This committee shall act for the Senate on the petitions of students requesting waivers of University academic regulations except petitions requesting (1) late registration, (2) exceptions to minimum-maximum load regulations, (3) changes of schedule after the date authorized for such changes, and (4) adding of courses after the date set in the University Calendar as the last time for adding courses. These four kinds of petitions shall be acted on by the school or college in which the student is enrolled. Petitions approved by the school or college must be reported to the Registrar's Office before the action becomes official.

11. Sustainability Committee. The Sustainability Committee is an

advisory body to encourage application of sustainability principles in all university policies, practices and operations. The Sustainability Committee consists of nineteen members, including eight faculty members elected by the Senate from the faculty at large, seven faculty or staff appointed by the President’s designee, and two student members selected by the student government. The director of the Office of Sustainability and an academic officer appointed by the provost serve as nonvoting ex officio members. The Chair is elected by the committee. Sustainability is defined as meeting the needs of the present without compromising the ability of future generations to provide for themselves. Sustainability embraces three interdependent areas of concern: environmental preservation, economic viability, and social justice. A sustainable practice preserves rather than destroys its ecological base, ensures rather than undermines long-term economic benefits, and advances rather than retards matters of equity and diversity. The Sustainability Committee also promotes sustainability within the University and in the University’s relations with the larger community and seeks to enhance the University’s standing as a global leader in sustainability. It assesses the progress of the University of Florida’s sustainability efforts as compared to national and international best practices and pursues their implementation when appropriate. It aids in the development of policy with the Office of Sustainability and participates in the annual evaluations of that Office, its director and academic officer.

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(3) Committee Reports

(a) Committees shall report to the Senate or to the Senate Steering Committee, orally or in writing, at the request of the Senate or the Steering Committee. Generally such reports will be brief and will be made to inform the Senate concerning committee policies and procedures.

(b) Brief summaries of committee reports may be submitted to the Steering

Committee in time for inclusion in the information agenda. (c) At the request of 10 or more Senators, any committee report which has

been submitted to the Senate shall be opened for discussion and for possible transfer to the action agenda.

(d) The Graduate Council and the University Curriculum Committee shall be

required to report to the Senate when either is considering creating a new degree program or abolishing an old one.

(4) Council and Committee Membership

(a) All Senate Policy Council and Senate Standing and Joint Committee

members elected by the Senate shall be elected by ballots mailed to all voting members of the Senate by the Secretary of the Senate. Ties in the voting shall be settled by lot.

(b) If two or more council or committee members are to be elected for terms

of different lengths, the longest term of office shall go to the candidate receiving the most votes, the next longest term shall go to the candidate receiving the second highest number of votes, etc. until all the council or committee vacancies are filled.

(c) Unless otherwise provided, membership in the Senate is not prerequisite

for election to Senate or Joint committees. Membership in the Senate is a prerequisite for election to Senate Policy Councils.

(d) Unless otherwise provided, the members of Senate Policy Councils and

Senate and Joint committees shall serve for terms of three years, except that the first time a council or committee is elected there will be as nearly as possible an equal distribution of the members with terms of one, two and three years. The terms of members of special committees may be similarly staggered, and they shall not be for more than three years.

(e) Unless otherwise provided, Senate and Joint committee members may be

elected for successive terms when their experience or special talents make reappointment advantageous to the University, but as opportunity offers,

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changes should be made in the elected personnel of every Senate and Joint committee.

(f) In January of each year, the chair of each Senate Policy Council and

Senate and Joint committee shall advise the President and the Nominating Committee of the names of elected council and committee members whose terms are about to expire, and may suggest suitable nominees for the vacancies. Wherever a vacancy occurs other than by expiration of term in the case of members elected to serve, the council or committee chair shall notify the Senate Chair, who, in consultation with the Senate Steering Committee, shall select a replacement until the next annual election of members at which time an individual will be elected to fill the remainder of the term.

(5) Committee Chairperson

(a) Unless otherwise provided, each Senate committee shall annually elect its

own chairperson at the end of the academic year. In the absence of an elected chair, the Committee on Committees shall designate an acting chair to convene the first meeting for the purpose of electing a chair who shall conduct such other business as may be appropriate.

(b) It shall be the duty of every committee chair to inform the Steering

Committee of committee actions and matters under consideration.

SENATE BYLAW 21 Definition of Faculty

(Senate Bylaw 21, April 15, 2004, February 17, 2005)

(A) Titles

(1) Persons employed by the University of Florida during the regular academic year are members of the faculty if they hold one of the following academic titles:

(a) Eminent Scholar (b) Graduate Research Professor (c) Distinguished Service Professor, Distinguished Research Curator (d) Distinguished Professor (e) Professor, Associate Professor, or Assistant Professor (f) Curator, Associate Curator, or Assistant Curator (g) Research Scientist, Associate Research Scientist, or Assistant Research

Scientist (h) Scholar, Associate Scholar, or Assistant Scholar (i) Engineer, Associate Engineer, or Assistant Engineer

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(j) Extension Scientist, Associate Extension Scientist, or Assistant Extension Scientist

(k) University Librarian, Associate University Librarian, or Assistant University Librarian

(l) Master Lecturer, Senior Lecturer, or Lecturer (m) PKY University Developmental Research School Professor, PKY

Associate Professor, PKY Assistant Professor, or PKY Instructor (n) County Extension Agent IV, County Extension Agent III, County

Extension Agent II, County Extension Agent I (o) Any of the above titles modified only by clinical, research, or extension

(2) University employees who hold the academic titles of Senior Associate In, Associate In, or Assistant In, are considered members of the faculty unless the appointing College certifies their primary assignment to be in administrative support areas of the University instead of in direct pursuit of the teaching, research and academic service missions of the University.

By December 15 of each academic year, each College shall transmit to the

Secretary of the Senate a list of those Senior Associates In, Associates In, or Assistants In whose duties are primarily administrative support and who should be excluded pursuant to this section. A committee in each College, as required in Article III of the Constitution of the University of Florida, shall determine who is excluded on the basis of the principle stated in Bylaw 21(B). Any dispute as to exclusion under this section shall be referred to the College Tenure and Promotion Committee for final determination.

(B) Faculty Characteristics

(1) The following principle shall be considered in amending the criteria and titles listed above and in resolving ambiguous cases.

(2) Members of the faculty share most of the following characteristics.

(a) They are hired through nationally competitive processes. (b) They are retained and promoted using national, peer-reviewed criteria. (c) They participate, to some degree, in teaching, research, and service. (d) They are eligible for tenure. (e) Their primary employer is the University of Florida. (f) They hold a terminal degree in their field. (g) They are hired by their faculty peers.

SENATE BYLAW 22 Procedures for College, School and Departmental Changes

(Senate Bylaw 21, April 15, 2009)

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Under the Constitution, the Faculty Senate approves any changes to the structure and character, including but not limited to forming, consolidating, transferring, closing and renaming, of the colleges, schools and departments. For the Faculty Senate to consider such a proposed change, the following information must be submitted to the Faculty Senate Steering Committee.

(1) A proposal that includes a description of the proposed change, the rationale for the change, its budgetary implications, and its impact on faculty, staff, and students;

(2) A tally of the faculty vote in the affected units; (3) A description of the input received from appropriate Academic Unit faculty

governing bodies; (4) A statement of support from the appropriate Dean or Director, Vice President, and

Provost; and (5) A statement of support from the University Curriculum Committee and the

Graduate Council as appropriate.

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Part III,

Section 1

Appendix 4

College Program CIP Spring - 07 Dec-08 Dec-09 Dec-10 Dec-11 Dec-12 Dec-13 Dec-14CALS Ag (Food and Resource) Economics 01.0103 BMD CALS Packaging Science 01.0401 BCALS Landscape and Nursery Horticulture 01.0603 BCALS Animal Science 01.0901 BMD BRCALS Dairy Science 01.0905 BMCALS Poultry Science 01.0907 BMCALS Food Science & Technology 01.1001 BMRCALS Plant Sciences 01.1101 BCALS Agronomy and Crop Science 01.1102 BMRCALS Horticulture Science 01.1103 BMRCALS Plant Medicine 01.1199 PCALS Soils Science 01.1201 BMD BRCALS Environmental Science 03.0104 BCALS Fisheries & Aquatic Sciences 03.0301 MRCALS Forest Resources & Conservation 03.0501 BMRCALS Wildlife Ecology and Conservation 03.0601 MRDCP Architecture 04.0201 BMDCP Design, Construction, & Planning 04.0201 RDCP Urban & Regional Planning 04.0301 MDCP Landscape Architecture 04.0601 BMCLAS American Studies (USA) 05.0102 B CLAS Asian Studies 05.0103 BCLAS Latin American Studies 05.0107 MCLAS Women's Studies 05.0207 BMJournalism & Comm Communication (Mass) 09.0102 MRJournalism & Comm Journalism 09.0401 BJournalism & Comm Radio & TV Broadcasting 09.0701 BJournalism & Comm Public Relations & Organizational Comm. 09.0902 BJournalism & Comm Advertising 09.0903 BMCLAS Computer & Information Science 11.0101 BMEducation Curriculum & Instruction 13.0301 MPSREducation Educational Administration/Leadership, General 13.0401 MSREducation Higher Education Administration 13.0406 SREducation Educational Statistics & Research Methods 13.0603 MSREducation Special Education, General 13.1001 BMSREducation Counselor Education/Student Counseling/Guidance 13.1101 MRSEducation College Student Counseling & Personnel Services 13.1102 MSEducation Elementary Teacher Education 13.1202 BM Education Middle School Education 13.1203 BEducation Pre-Elementary/Early Childhood Teacher Education 13.1210 M CALS Agricultural Teacher Ed (Vocational) 13.1301 BMD BRFine Arts Art Teacher Education 13.1302 BMEducation English Teacher Education 13.1305 M

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College Program CIP Spring - 07 Dec-08 Dec-09 Dec-10 Dec-11 Dec-12 Dec-13 Dec-14Education Mathematics Teacher Education 13.1311 MFine Arts Music Teacher Education 13.1312 BMREducation Reading Teacher Education 13.1315 MEducation Science Teacher Education 13.1316 MEducation Social Science Teacher Education 13.1317 MEngineering Aerospace Engineering 14.0201 B MER BCALS Agricultural/Biological Engineering 14.0301 B MER BEngineering Biomedical Engineering 14.0501 MREngineering Chemical Engineering 14.0701 B MER BEngineering Civil Engineering 14.0801 B MR BEngineering Computer Engineering 14.0901 B R ME BEngineering Electrical, Electronics Engineering 14.1001 B MER BEngineering Environmental Health Engineering 14.1401 B MER BEngineering Materials Engineering 14.1801 B MER BEngineering Mechanical Engineering 14.1901 B MER BEngineering Nuclear Engineering 14.2301 B MER BEngineering Coastal & Ocean Engineering 14.2401 MREngineering Industrial & Systems Engineering 14.2701 B MER BDCP Construction/Building Technology 15.1001 BMDCP International Consttruction Management 15.1005 MCALS Geomatics 15.1102 BCLAS Linguistics 16.0102 BMDCLAS East Asian Language/Literature 16.0399 BCLAS Russian 16.0402 BCLAS German 16.0501 BMRCLAS French 16.0901 BM CLAS Portuguese 16.0904 BCLAS Spanish 16.0905 BMCLAS Romance Languages 16.0999 RCLAS Classics & Classical Languages 16.1200 BMDCLAS Latin 16.1203 MCALS Family and Community Studies 19.0707 BMLaw Law 22.0101 PLaw Environmental and Land Use Tax 22.0207Law International Taxation 22.0210 MLaw Comparative Law 22.0211 MLaw Tax Law/Taxation 22.0211 MRCLAS English, General 23.0101 BMD BMRCLAS Creative Writing 23.0501 MCALS/CLAS Biology 26.0101Medicine Biochemistry 26.0202 MD MRCALS Animal Molecular and Cellular Biology 26.0204 MRCALS Botany, General 26.0301 BRCLAS Botany, General 26.0301 BMR

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College Program CIP Spring - 07 Dec-08 Dec-09 Dec-10 Dec-11 Dec-12 Dec-13 Dec-14CALS Plant Pathology 26.0305 BMD MRCALS Plant Molecular & Cellular Biology 26.0308 MDCALS Microbiology/Bacteriology 26.0503 BMD CLAS Zoology 26.0701 BMRCALS Entomology 26.0702 BMD BMRCALS/CLAS/Medicine Genetics and Genomics 26.0801 RHHP Exercise Physiology 26.0908 BMDPHHP Biostatistics 26.1102CALS Interdisciplinary Ecology 26.1301 MR Medicine Epidemiology 26.1309 MRPHHP Epidemiology 26.1309 RMedicine Medical Sciences 26.9999 MRCLAS Mathematics, General 27.0101 BMD BMRCALS Statistics 27.0501 BCLAS Statistics 27.0501 BMRDCP Historic Preservation 30.1201Fine Arts Museology 30.1401 MCALS Nutritional Sciences 30.1901DCP Sustainability and the Build Environment 30.9995CLAS/CALS Independent/Interdisciplinary Studies 30.9999 BHHP Parks & Recreation & Management 31.0301 BMHHP Sport Management 31.0504 BMCLAS Philosophy 38.0101 BMRCLAS Religious Studies 38.0201 BMDCLAS Jewish Studies 38.0206 BCLAS Astronomy 40.0201 BMRCLAS Chemistry 40.0501 BMRCLAS Geology 40.0601 BMD BMRCLAS Physics 40.0801 BMR CLAS Psychology, General 42.0101 BMD BMRPHHP Psychology, General 42.0101 MD MRCLAS Counseling Psychology 42.0601 REducation School Psychology 42.1701 MSRDCP Fire Science/Emergency Service 43.0203 BMCLAS Anthropology 45.0201 BMRCLAS Criminal Justice Studies 45.0401 BMDBusiness/CLAS Economics 45.0601 BMRCLAS Geography 45.0701 BMDCLAS International Relations 45.0901 MCLAS Political Science & Government 45.1001 BMDCLAS Sociology 45.1101 BMD BMRFine Arts Dance 50.0301 B BDCP Interior Design 50.0408 BM

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College Program CIP Spring - 07 Dec-08 Dec-09 Dec-10 Dec-11 Dec-12 Dec-13 Dec-14Fine Arts Graphic Design 50.0409 BFine Arts Dramatic Arts 50.0501 BMFine Arts Studio/Fine Art 50.0702 BMFine Arts Art History & Appreciation 50.0703 BMREngineering/Fine Arts Digital Arts/Digital Media 50.0706 BMFine Arts Music, General 50.0901 BMRPHHP Health Science 51.0000 B BPHHP Audiology** 51.0202 DPHHP Communication Sciences and Disorders 51.0204Dentistry Dentistry 51.0401 DDentistry Dental Science 51.0501 MPHHP Health Services Admin 51.0701 MRMedicine Physician Assistant 51.0912 MHHP Athletic Training 51.0913 BMedicine Medicine 51.1201 D PEducation Marriage and Family Living/Counseling 51.1505 MSREducation Agency, Correctional Developmental Counseling 51.1508 MSRNursing Nursing 51.1601 BMPNursing Nursing Science 51.1608 RPharmacy Pharmacy 51.2001 P PPharmacy Pharmaceutical Science 51.2099 MDPHHP Public Health 51.2201 MHHP Community Health 51.2208 BMPHHP Occupational Therapy 51.2306 M MPHHP Physical Therapy 51.2308 PPHHP Rehabilitation Science 51.2399 RVeterinary Medicine Veterinary Medicine 51.2401 PVeterinary Medicine Veterinary Medical Sciences 51.2501 MRBusiness Business Administration & Management 52.0201 BMRBusiness Accounting 52.0301 BM Business Finance, General 52.0801 BMBusiness Management Science 52.1301 BBusiness Marketing Management 52.1401 BMBusiness Real Estate 52.1501 BMBusiness Insurance & Risk Management 52.1701 BMCLAS History 54.0101 BMD BMD

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Appendix III.1.4

Part III:

Abbreviated

Compliance

Certification

Section 2

Part III.2: The institution provides student support programs, services, and activities consistent with its mission. (Core Requirement 2.10)

Compliance Non-Compliance The University of Florida affirms its compliance with Core Requirement 2.10 and presents its evidence below. Narrative: Student Support Programs and Services Provided to Serve All Levels of Students Numerous student support programs and services are provided to serve all levels of students at the University of Florida, including undergraduate, graduate, and professional students. Student Financial Affairs provides financial aid support; the Counseling and Wellness Center provides mental health support; the Dean of Students Office provides general assistance and advocacy, as well as medical withdrawal support. Multicultural and Diversity Affairs provides support for minority students as well as promotes an inclusive campus community. Housing and Residence Education provides on-campus housing, while Off Campus Life provides assistance for students choosing to live off campus. Student Legal Services provides free legal advice. The J. Wayne Reitz Union provides student organization support and a facility for students to use meeting space and informal space. Recreational Sports provides two recreational centers as well as intramural sports, and other exercise facilities. The Career Resource Center provides career counseling and internship and job placement opportunities, and the Center for Leadership and Service provides leadership programming and community service opportunities. Student Conduct and Conflict Resolution monitors the student code of conduct with an educational judicial system and offers assistance to students needing dispute resolution. The Disability Resource Center provides assistance to students who seek accommodations through the Americans with Disabilities Act. Student Activity and Service Fees, Health Fees, and Transportation Fees are collected from all levels of students to provide further enhancements to the student experience and services. Student Support Programs and Services Effectively Promote the Mission of the Institution While Academic Affairs primarily manages the teaching and research purposes of the University of Florida, the Division of Student Affairs supports the mission in its service purpose by providing educational services and learning opportunities for all students in order to develop the whole student outside of the formal classroom setting. For example, the educational services of campus housing, leadership development, counseling, career services, recreational sports and clubs, health promotion and behavior, civic engagement, service learning, and globalization

efforts complement the formal academic teaching and research to create a holistic approach to education at the University of Florida. By supporting students’ success throughout our departments and programs, the Division of Student Affairs supports a high retention rate for our students, and contributes to the nation’s and the state’s critical needs with a well-qualified and broadly diverse citizenry, leadership, and workforce. Further, the work of the Division of Student Affairs assists in educating parents of our students as well as campus faculty and staff about our students, in order to facilitate the learning process for students. Student Support Programs and Services Promote Student Learning and Enhance Student Development Overall, student learning and development are a primary focus of student support programs and services at UF. Students are encouraged to advocate for themselves and learn to navigate the various services, helping them develop practical competence and to support persistence and academic achievement throughout the process. Each department provides different opportunities for students to learn life skills, to acquire knowledge, to develop leadership skills and civic engagement, to gain interpersonal and intrapersonal competence, and to move towards the stated goal of the Division of Student Affairs: educating leaders for a global community, as well as the overall mission of the University of Florida. Learning at the University of Florida is viewed as a comprehensive, holistic, transformative activity that integrates academic learning and student development. By using the framework of Learning Reconsidered (2004), Student Affairs provides a transformative learning experience for UF students by utilizing the student learning outcomes (cognitive complexity; knowledge acquisition, integration, and application; humanitarianism; civic engagement; interpersonal and intrapersonal competence; practical competence; and persistence and academic achievement) in that document. Student Support Programs and Services Are Assessed for Their Effectiveness and Adequacy and There Is Evidence that the Programs Are Effective Each department in the Division of Student Affairs at UF is required to submit progress notes in a biannual basis assessing their work on various goals related to Student Learning and Engagement, which is one of the Key Strategic Areas in the division’s 2007-2010 Strategic Plan. In addition, each department is required to submit an annual assessment report measuring at least one learning outcome for a program or service offered in that department, using the framework of Learning Reconsidered. The division is a member of Student Voice--a national software and support package which assists us in efficiently conducting quality assessment initiatives; we have participated in several benchmarking studies with other campuses and peer institutions. Finally, the University’s recent Student Experience in the Research University (SERU) study has also

provided a benchmarking opportunity with five AAU universities. All of these assessment activities provide the Division of Student Affairs feedback about the effectiveness and adequacy of our student support programs and services. See Appendix III.2.1: Student Support Assessment.

Part III,

Section 2:

Appendix

Appendix III.2.1: Student Support Assessment

Part III,

Section 2

Appendix 1

Student Support Program or Service

Description Assessment Procedures Assessment evidence that the student support services and programs effectively meet the needs of all types of students and promote student learning and development (need clear assessment evidence)

Career Resource Center Offers career services including career counseling, job/internship search strategies, resume critiques, mock interviews, and career fairs to undergraduate, graduate, professional students and alumni. The CRC provides the Going Global Career Guides for students to help them be international job seeker. Packed with country-specific information, this massive research tool contains more than 10,000 resources for finding international employment.

Conducted comprehensive annual assessment of CRC services utilized by students.

The UF CRC was ranked #1 for Best Career Services in the 2010 edition of The Princeton Review’s Annual College Ratings. During 2007-2008, more than 13,000 students attended various career fairs and events through the CRC with nearly 1000 employers. More than 8500 students had individual sessions with CRC counselors, and more than 25,000 students attended outreach presentations or seminars. 75.65% of students agree or strongly agree that they are “knowledgeable about majors and/or careers that interest me,” 79.01% agree or strongly agree that “I am aware of resources, tools, and information that will help me decide on a major and/or career.”

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Center for Leadership and Service

Educational programs, workshops and conferences; coordinates community service, leadership, and service learning opportunities for students; develops reciprocal relationships with the community. Florida Alternative Breaks, led by faculty and staff advisors, take students for service-learning opportunities to three international opportunities during Spring Break 2010. CLS also recently sponsored the Gator Global Initiative, modeled after the Clinton Global Initiative, for a weekend of workshops, motivations, and speakers to help students take their idea to the next level.

SERU study results, evaluations of their programs.

From the NASPA Consortium benchmarking survey, 59% of UF students surveyed indicated attendance, participation in and/or leadership in community service/service-learning projects, compared with 49% nationally.

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Center for Student Activities and Involvement

Registers the 900+ student organizations, advises Sorority and Fraternity Affairs and Student Government, and manages campus entertainment programming. Volunteers for International Student Affairs (VISA) is the largest student organization in the state of Florida, counting over 3,000 students, and one of the oldest, founded in 1953. Members are devoted to spreading cultural awareness and promoting diversity at the University of Florida. VISA is the parent organization of over thirty culturally based and international student organizations. VISA is the sponsor of International Week in the fall and the very eminent International Month during the spring semester.

Participated in a 2009 campus activities and involvement benchmarking study through NASPA Consortium; SERU study results. For 2009-2010, the Center for Student Activities and Involvement at the JWRU has written 9 measurable learning outcomes for its programs and will be reporting the results.

The NASPA Consortium benchmarking study showed that UF students surveyed indicated that 89% attend, participate in and/or hold leadership positions in events/activities, compared to 80% nationally, with 8% more likely to be involved in planning and leadership. 85% of UF students surveyed indicate that they attend, participate in and/or hold leadership roles in campus events like movies, concerts or speakers on campus, compared with 76% nationally. Respondents also indicated that as a result of participating in campus activities, and at a higher level than the national average, they are: more likely to complete their degree at UF (61%); become more knowledgeable about the campus community (77%); their stress-management skills have improved (49%); more likely to participate in alumni events after graduation (57%). SERU results showed 17 % of respondents use the Center for Student Activities and Involvement and 38 % of those who used the Center for Student Activities and Involvement felt it helped them to be academically successful.

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Counseling and Wellness Center

Individual and group counseling and consultation services to help students confront personal, academic, and career concerns. The Counseling Center offers counseling in several languages, including Spanish and Mandarin Chinese, and coordinates a series of diversity brown bag lunches for UF faculty and staff on many international topics.

Clients are measured prior to every session appointment for progress ussing the Outcome Questionnaire (OQ45) instrument; participation in longitudinal and benchmarking studies; SERU study results.

Statistics demonstrate that student client’s come from all colleges, including graduate and professional schools, on campus. Most students reached “clinically significant change” after 7 sessions after tracking the OQ45 responses; therapists can view a week-by-week graph of each client’s OQ45 scores with a comparison of average recovery curves based on 2000 clients from other counseling centers.

Dean of Students Office Assist and support students in achieving academic and personal success. Manages emergency duty and response and crisis management. Behavioral Assessment Team which reviews student behavior and incidents. Handles medical withdrawals.

Tracks information such as withdrawals, retroactive petitions, and crisis response.

The Dean of Students Office serves all students enrolled at the University of Florida. There were 1,479 withdrawals processed and 99 emergency crisis response calls in the 2008-2009 year.

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Disability Resource Center

Facilitates accommodations and services for 1,500 students with physical, learning, sensory, or psychological disabilities; educates students about their legal rights and responsibilities so they can make informed decisions; and helps foster a sense of empowerment so that students can engage in self-determination.

Services in compliance with federal and state laws and regulations; tracking of service use; and assessment of student satisfaction.

History of formal complaints and student satisfaction survey being conducted during Spring 2010. Overall, DRC provides many services to students at all levels of the institution in compliance with federal and state law. In 2008-2009, DRC had 529 Intakes Completed for Registering; 1449 Students Registered; 5,156 Tests Proctored; and 418 Students Needing Notetakers.

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Appendix III.2.1

Florida Opportunity Scholars Program (FOS)

A scholarship and support program for first-generation economically disadvantaged college students. FOS students are encouraged to study abroad while a student at UF.

Retention and graduation rates, SERU study results, evaluations of their programs.

Students participating in FOS enroll at a higher rate (yield rate) than the freshmen class as a whole (79% of admitted 2008 FOS freshmen enrolled compared 59% of all 2008 admitted freshmen). Despite lower overall entering grades and test scores, and low-SES family backgrounds, FOS retention and graduation rates are consistent with that of more economically privileged and better academically prepared peers (2006 entering class: 88% retention or graduation for FOS students v. 89% retention /graduation for the entire 2006 entering class). 3.15 is the average UF Cumulative GPA of FOS students (academic programming and early intervention appointments contribute); 96% retention rate from 1st year to 2nd year; 81% of students who attended an intervention meeting believed it was at least somewhat beneficial; all 400 first-year FOS students have a peer mentor and in 08-09, the mentors recorded a total of 3,694 interactions with their scholars.

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Gatorwell Creates and promotes a healthy campus community by providing individual and group educational sessions, campus outreach activities, and work on changing policies.

Participates in several studies of student behavior, including the CORE survey (benchmark) and Healthy Gators survey. Benchmark the HG Student Survey against items found on the National College Health Assessment. The large sample used in the HG Student Survey allowed for the inclusion of many different types of students on campus. All social marketing materials are message tested via central intercept interviews. Health promotion presentations are evaluated for satisfaction, knowledge and skill acquisition.

GatorWell designs programs with an intent at reaching at risk or targeted student groups with tailored messages. In presentation evaluations, at least 85% of student participants report gaining new knowledge or skills. Program satisfaction typically exceeds 90%. An online program, Sleeping in the Swamp developed for Healthy Gators 2010 provided sleep hygiene recommendations. Evaluations demonstrated that 71.1% of the participants strongly agreed or agreed that the presentation was beneficial to them; 90.4% agreed or strongly agreed that the presentation informed me about how sleep impacts academic success; 77.5% intended to try one or more of the ideas presented; and 78.9% would recommend this presentation to a friend who is having difficulty sleeping.

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Housing and Residence Education

Approximately 7,500 students live in single-student residence halls. Nearly 1,900 students and their families also live on campus in 980 apartments arranged in Village Communities. HRE maintains facilities and programming in support of the on-campus community, including academic initiatives in collaboration with academic affairs. A global living learning community on campus includes Weaver Hall International House, offering opportunities to live and learn with international exchange students from around the world, and American students interested in studying abroad and learning about other cultures; and Yulee Hall Global Living Learning Community, for students interested in preparing for

The Department of Housing and Residence Education participates in ACUHO-I/EBI benchmarking studies, i.e. Resident Assessment, Apartment Assessment, and Student Staff Assessment. Research and assessment are also conducted to examine student learning outcomes in residence halls, to explore resident needs, and to assess program effectiveness and resident satisfaction.

According to 2008 EBI data, 72% of residents in residence halls were satisfied with their on campus housing experience, higher than 70% benchmarking data for Carnegie Class Institutions; 64% believed that living on campus enhanced their learning experience, higher than 61% benchmarking data for Carnegie Class Institutions; 81% would recommend living on campus to new students, higher than 78% benchmarking data for Carnegie Class Institutions. Twenty percent of undergraduates on campus reside in one of eight living-learning communities. Compared to standard residence hall students, these students reported a higher percent satisfaction in the following areas: concern about academic success, enhanced learning experience, meeting other people (significant difference), living cooperatively, and solving their own problems. These students also reported a significantly higher satisfaction with their overall experience living in campus housing than standard residence hall students (Mean = 5.31 Vs. Mean = 4.94). In Graduate and Family Housing, 86% of residents were satisfied with their apartment living experience, in comparison to 78% benchmarking data for Carnegie Class Institutions; 83% would recommend living in campus apartments to a good friend, while benchmarking data for Carnegie Class

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Appendix III.2.1

leadership in a global society by exploring current world events, international perspectives, and global issues.

Institutions is 60%.

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J. Wayne Reitz Union Facility with meeting rooms, student organization offices, dining options, game room, arts and crafts center, retail space, and casual lounge space for students. Gator Nights!, the Friday night on campus program at the JWRU, has a significant international student population; up to 50% of all international students have attended GN at least once per semester.

Assessment project in 2009 of student employees and their learning customer service skills from training.

Based on SERU data, 82% of responding undergraduates utilized the Reitz Union. Of that 82%, 31% felt the Reitz Union helped them to be academically successful. The Reitz Union hires several hundred student employees at all levels. 74.1% reported that working in the Reitz Union impacts them positively. They reported that they developed knowledge acquisition, interpersonal skills and friendship as a student employee.

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Appendix III.2.1

Multicultural and Diversity Affairs

Promotes an inclusive campus community by creating environments in which students learn about themselves and diverse others, engage in meaningful intercultural dialogue, and enhance their leadership and commitment to social justice. Supports two facilities (Institute of Black Culture and Institute of Hispanic and Latino Culture) as well as programming for Asian-American Students and Gay, Lesbian, Bisexual, and Transgender students. MCDA consistently provides diversity awareness training for studens, staff, and graduate students and cultural programming which includes global issues.

Evaluations at programs, retention rates and graduation rates of multicultural students, SERU study results. Measured learning outcomes in a pre-test/post-test analysis of Gatorship, one of the premier diversity training programs.

Pre-test and post-test evaluations of the program Gatorship, a weekend long retreat focusing on diversity issues, demonstrate that students increase their multicultural competency skills in several ways, including knowledge and skills related to privilege and stereotypes, race and ethnicity, spirituality and religion, socioeconomic issues, LGBTQ issues, and disability issues. The University Minority Mentor Program had 248 first year students in and 140 faculty and staff mentors working to better connect these students to UF and strengthen their academic and leadership skills in 2008-2009.

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Appendix III.2.1

New Student Programs Provides on-going programs that support new students and families in their transition to UF, including freshman and transfer student; welcome weeks; extended orientation course; features speaker and workshop series; New Student Convocation; The Common Reading Program; and family programming such as Family Weekend, online chats, common read, and family orientation. Trains and develops paraprofessional staffs who work in the execution and implementation of programs and services. The Common Reader Program, in its third year, distributes books to all incoming freshmen for a common reading experience. All three choices have been global topics: medical relief in Haiti (Mountains Beyond

Needs assessments conducted for programs and services as well as programs and services evaluation and pre- and post-testing of participants. Assessed populations include family members of new students, new students, and colleagues and student leaders who work with New Student Programs. Highlighted projects include New Student Convocation/Navigating the Swamp and Common Reading Program project, SLS1102 Peer Leader pre- and post skill and knowledge self assessment, orientation benchmarking survey through the NASPA Consortium and family expectations benchmarking survey. In a given academic year, 12-15 assessment projects are administered and currently two new projects are in development.

All UF first-year students are required to attend Preview, the freshman orientation program. 94% of freshmen who attended Preview agreed or strongly agreed that “as a result of coming to Preview I feel I will make a successful academic transition to UF,” 89% of freshmen who attended Preview agreed or strongly agreed that “as a result of coming to Preview I feel I will make a successful social transition to UF.” Optional student programs such as First Year Florida (freshman orientation course) and Weeks of Welcome (WOW) familiarized students with resources and services that they would not otherwise learned about during their first semester (87% of students in FYF agreed or strongly agreed) 96.9% of fall WOW participants agreed or strongly agreed). 80% of students agreed or strongly agreed to the following statement: In the long run I think my First-year Florida experience will help me be more actively engaged in my in- and out-of-class learning here at UF. All freshmen are given the Common Reader Book at Preview. 75% of freshmen agreed or strongly Agreed to the following statement: This book made me think about issues not necessarily associated with my major or areas I plan to study. 80% of freshmen agreed or strongly Agreed to the following statement: This book helped me explore ideas I might not

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Mountains); international water issues (When the Rivers Run Dry); and illegal immigration (Devil’s Highway). The Featured Speaker Series has provided several speakers on international topics related to the common reader as well as other issues.

have thought about.

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Off Campus Life Services and educational opportunities to promote the understanding of these rights and responsibilities throughout the off campus student population (nearly 80% of UF students).

Evaluations at programs, such as Lunch and Learn Series; survey of off campus students; and monthly newsletter.

Evaluations of the monthly lunch series on various topics demonstrated that the intended learning outcomes of the programs were met. The overwhelming majority of respondents reported that after attending the lunch series, they learned about the topic and intended to get more involved or to apply information from the program. Sample topics include civic engagement; roam towing, budgeting, buying a home, energy conservation and sustainability, financial investing, and safety/crime prevention.

Office of the Vice President for Student Affairs

Manages the budget and centralized roles for the departments within the Division of Student Affairs, including division-wide committees for Assessment, Leadership, Professional Development, and Leadership Activities. Global Initiatives of the Division of Student Affairs can be found at http://www.ufsa.ufl.edu/initiatives/gi/.

The Assessment Committee coordinates assessment efforts and projects, including participating in several studies using the tool Student Voice, and offering training on assessment for the division staff. There are several annual reports summarizing the various efforts throughout the division regarding global activities and the global initiative.

Reports from the Assessment Committee and departmental assessment reports routinely measure intended outcomes of programs and servicess. In 2009-2010, the OVPSA is participating in four benchmarking studies through the NASPA Consortium in order to measure outcomes and to make recommendations for improvement.

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Appendix III.2.1

Recreational Sports Offers recreational opportunities including two indoor exercise facilities, intramural sports, sports clubs, group fitness, personal training, and numerous outdoor fields and facilities including pools and Lake Wauburg parks. RS offers many opportunities to expose students to international sports, including organizing the Scottish Highland Games competition.

Participated in a 2007 recreational sports benchmarking study through Student Voice and NIRSA; Developing quantitative assessments to identify users of each program/facility area; will be participating in a 2010 benchmarking study through NASPA Consortium; SERU study results

2007 study showed that 87% of current students were participating with some aspect of the Recreational Sports programs and facilities. A departmental assessment identified 10,000 unique student participants on intramural teams (one of only 7 program areas) in the Summer B and Fall semesters of 2008.

Student Conduct and Conflict Resolution

Encourages responsible community conduct, educating the UF and Gainesville community, and implementing disciplinary action in situations where violations of the Student Conduct Code have occurred.

Participated in a benchmark survey through the Association for Student Conduct Administration (ASCA) called NASCAP. The NASCAP study compared UF students who participated in the judicial process with 10 other universities. Assessed effectiveness of Ethical Decision Making Seminar offered by the office. Tracks numbers and trends of conduct violations from year to year.

All UF students are subject to the Student Code of Conduct and the Student Honor Code. There were a total of 2467 cases heard in 2008-2009, including 654 alcohol cases, 333 Honor Code charges, and 122 drug charges. NASCAP demonstrated that the UF respondents reported higher mean scores than peers in system efficacy (clear communication and orientation pre-hearing; timley hearings, being able to be heard, being treated in a fair and consistent manner during the hearing and post-hearing. NASCAP also showed increased understanding and personal responsibility at a higher level than peers for UF’s learning outcomes.

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Student Financial Affairs (SFA)

Disburses financial aid to students through grants, loans, and other available sources. Advises students on their options related to financial aid. Offers financial literacy support for students. SFA provides financial aid support and counseling for students interested in study abroad opportunities.

Regular audits of process. Conducted customer satisfaction survey of users of SFA in 2009. Assessment project of the impact of financial literacy trainings. Annual fact book and annual reports.

UF students received $473 million in financial aid 2008-09. 79% of all UF students receive financial aid. Stafford loan cohort default rate (2.1%) is one-half the national average (4.3%) for all 4-yr public universities. Literacy assessment demonstrates retention of information about identity theft, credit card usage and credit reports with over 80% correct responses to post-workshop assessments. Student satisfaction with SFA as of November 2009 survey 81% very satisfied/moderately satisfied with their financial aid advisor and72% with all SFA services.

Student Legal Services A professional legal office that provides legal assistance to all students, and is funded by Student Government through Activities and Service fees in a pre-paid model.

Tracking of usage of services and evaluations of their outreach programs.

Surveys of clients demonstrate satisfaction with Student Legal Services, and outreach to the international student population was a specific effort in 2008-2009. SLS assisted 4,786 individuals, handled 1,957 new cases, opened 613 new files, and performed 1,832 notaries. The fair market value of the legal services provided this year is approximately $1,385,140. SLS recovered $194,843 for students and saved students $129,070 (exclusive of criminal and traffic fines and attorney fees).

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Part III:

Abbreviated

Compliance

Certification

Section 3

Part III.3: The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. (Comprehensive Standard 3.2.8)

Compliance Non-Compliance The University of Florida affirms its compliance with Comprehensive Standard 3.2.8 and presents its evidence below. Narrative: The University of Florida’s Division of Human Resources Academic Personnel division outlines the hiring practices and policies (Appendix III.3.1) for administrative and academic officers. Depending upon the position level and expertise required the university will employ search firms to assist in identification of a diverse pool of applicants to ensure the successful candidate will have the appropriate experience and ability to meet the responsibilities of the position. In all cases, an appointed group of faculty, administrators, staff and alumni (if appropriate) serve as a search committee to further vet potential candidates. The résumé or curriculum vitae (Appendix III.3.2) of all administrative and academic officers are on file with Human Resources, academic credentials are verified by Human Resources/Academic Personnel prior to an offer of employment being made. Additionally, up to date biographical sketches of the chief academic officers (Appendix III.3.3) as well as most Deans, Directors and faculty are published on the university’s Web sites. The University’s Board of Trustees is charged with the evaluation of the president, which is based upon goals established via a consultative process between the president and the Trustees. The president has outlined a process for evaluation of the vice presidents which includes regular monthly meetings throughout the year. During these meetings he is able to provide feedback, guidance and discuss expectations. The provost specifies the process and timeline for evaluations of the deans (Appendix III.3.4 and Appendix III.3.5). In general, annual evaluations are conducted with more in-depth reviews conducted on a five-year cycle.

Part III,

Section 3:

Appendices

Appendix III.3.1: HRS Academic Personnel

Appendix III.3.2: Administrator CVs

Appendix III.3.3: Chief Admin. Officers Biosketches

Appendix III.3.4: Process for Admin. Evaluation

Appendix III.3.5: Admin. Eval. Schedule Fall 2009

Part III,

Section 3

Appendix 1

Office of Human Resource Services Academic Personnel

Searches, Appointments, Checklists

Office of the Provost, Graduate School,Equal Employment Opportunity

News and InformationHiringBenefitsLeaveEvaluationTrainingFinancialsPoliciesBy CategoryFormsContactHome

HIRING

RELATED SITES

Recruitment, Hiring, and AppointmentsSearches

Sample Start-Up Costs Letter (MS Word)

Position Vacancy Announcement Change Request Form (PDF - Office of theProvost)

Faculty Series and Specialty Titles (PDF)

Equal Employment Opportunity

Recruitment Compliance Report (PDF - Instruction Guide)

Dual Career Services

Appointments

Academic Year Appointment Calendar through Spring 2010

Academic Year Appointment Calendar Through Spring 2009

Faculty and Post-Doc Associates

Faculty Appointment Process

Sample Cover Letter to Offer of Employment to Faculty

Sample Offer of Employment to Faculty

Academic Staff Biographical Information Sheet (Form 270-PDF)

Disclosure of Outside Activities and Financial Interests (PDF - Office of theProvost)

UF Endowed Faculty Positions, Appointments, and Procedures (PDF)

Process for Employment of Foreign Nationals Without Permanently AssignedSocial Security Numbers

New Hire Checklist—Academic Personnel (PDF)

Pre- and Post-Doc Fellows and Graduate Assistants



Sample Admission Letter to Graduate Assistants

Sample Appointment Letter to Graduate Assistants

Graduate Assistant and Fellow Hiring Process

Process for Employment of Foreign Nationals Without Permanently AssignedSocial Security Numbers

Student Titles

Student Classifications and Title Qualifications

Registration Requirements for Graduate Students and Fellows

Graduate Assistant Minimum Salaries

New Hire Checklist—Academic Personnel (PDF)

"Graduate Letters of Appointment" Instruction Guide (PDF)

Academic Personnel

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Jobs Benefits Compensation Training & Development Employee RelationsAcademic Personnel EEO Baby Gator Policies Forms Hiring Resources© University of Florida, Gainesville, FL 32611; (352) 392-3261.Disability Services Privacy Policy Search

GAU Contract (2009-11)

Post-/Pre-Doctoral Fellowship Form (MS Word)

Fellowship Memorandum of Understanding (PDF)

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Appendix III.3.1

Part III,

Section 3

Appendix 2

Appendix III.3.2

LARRY RAY ARRINGTON

Horne Address:

Business Address: Department of Agricultural and Extension Education 305 Rolfs Hall Un: versity of Florida Gainesville, Florida 32611 (904) 392-0502

EDUCATIONAL BACKGROUND

Ph.D.

M.Ed.

8.S.A.

A.A.

The Ohio State Umverslty, 1981 Major Agricultural and Extension Educatton

University of Georgia, 1976 Major Vocational Education Minor Administration/Supervision

University of FlOrida, 1975 (WIth Honors) Major Agricultural and Extension Education

Seminole Jr College, 1973

PROFESSIONAL EMPLOYMENT

1986 Associate Pwfessor 1981 - 1986 Assistant Professor

Department of Agncultural and Extension Education University of Florida GaineSVille, Flortda

* Taught undergraduate courses including

AEE 3313 AEE 4224

AGG 4325 AEE 4624 AEE 4504 AEE 4942 AEE 4943

Development and Role of Extension EducatIon Special Methods of Teaching Vocational Agriculture Low Energy Technology In Agriculture Prevocational Agriculture (Independent Study) Program Planning In Vocational Agriculture Agricultural Educatton Practlcum Extension Education Practicum

Appendix III.3.2

Appendix III.3.2

BRIAN C. BEACH

Business Address: Home Address: 249 Tigert Hall Gainesville, Florida 32611 Telephone: (352) 392-9507 bcbeach(a)ufl.edu

EXPERIENCE: 2005 to Present

2000 to 2008

1995 to 2000

1991 to 1994

BOARD POSITIONS:

EDUCATION:

University of Florida (Gainesville, Florida) Senior Vice President for Administration and Business Ventures (2()()8 to present)

Chief administrative officer responsible for the overall leadership, management, and organization of central administrative units Direct reports include VP/Business Affairs, VP/Chief Financial Officer, VP/Chief Information Officer, VP/Human Resource Services, Office for Audit and Compliance Review, Privacy Office Interface with the other UF vice presidents on a variety of strategic issues Oversee various business ventures on behalf of the university, including negotiation of related transactions

Chief ofStaff to the President (2()()5 to 2()()8) Directed special projects and strategic initiatives for the president and Board of Trustees Strategic interaction with members of the president's cabinet and trustees Interfaced with legislators, donors, alumni, faculty, staff, students, other related parties

SI Ventures (Fort Myers, Florida) Managing Director

Venture capital firm with nearly $200 million under management Targeted A and B equity rounds for start-up companies throughout the US Affiliated with Gartner Group Actively participated on boards of directors of portfolio companies Participated in partnership's investment decisions Reviewed deal flow/investment opportunities; directed due diligence efforts Participated in fundraising efforts

Allen C. Ewing & Co. Investment Bankers (Orlando and Jacksonville, Florida) Executive Vice President; memher of the Board of Directors

Investment banking, specializing in corporate fLnance for financial institutions and middle market companies throughout Florida and southeastern US Participated in more than 25 transactions Initiated and negotiated mergers and acquisitions Raised capital via private placements and public offerings Performed and presented valuations and fairness opinions Internal management/operational responsibilities, including strategies for expansion Licenses held: Series 24, 7, and 63 Also Vice President (1995-1999) with Synagen Capital Partners, Inc., a merchant banking firm affiliated with Allen C. Ewing & Co. Reviewed private investment opportunities and performed other analyses at Synagen Capital

Ernst & Young LLP Oacksonville, Florida) Senior Consultant

IMDiversity, Inc. (2002-2005); Eyeweb, Inc. (2004-2005); eAngler (2000-2004) lntellon Corporation (2002-2003); e-doc Architects (2000-2002) Invest in North Florida, Inc. (1998-2002); Prasara Technologies, Inc. (I 999-2000) Allen C. Ewing & Co. Investment Bankers (1996-2000) Family Time (observer seat 2003-2004); Aveo, Inc. (observer seat 2000-200 I) Moai Technologies (observer seat 2000-200 I); EC3 (observer seat 2000-2001)

Master of Business Administration, University of Florida, 1995 Bachelor of Science, Finance, University of Florida, 1990 (Highest Honors)

Appendix III.3.2

~oscph Glover

Department of Mathematics Un1vers1ty of Rochester Rochester, New York 14627 (716) 275-7767

personal InformatIon and Educat1on:

Born, ~anuary 24, 1953, New York, N.Y. Male, 51ngla, 1n excellent health

Cornell Unlverslty, Ithaca, New York 1971-1974 maJor: mathematIcs degree: B.A. (cum laude) ~une 1974

Un1verslty of Ca11fornla, San Dlego 1974-1978 degrees: M. A. mathematIcs

Ph. D. mathematlcs June 1978 fleld of spec1a11zatlon: probab1lIty theory

Research and Academ1c Pos1tlons:

Partlclpant, MathematIcs and Computer SClence Research InstItute, Argonne Nat10na1 Laboratory, Argonne, IllInOIS, ~une-Au9ust 1975.

Postdoctoral Scholar, Department of MathematIcs, Stanford Un1verslty. Stanford, Ca11fornla, Sprlng, 1978.

Lecturer.ln StatlstlCs, Unlverslty of CalIfornIa, Berkeley, Ca11fornla, 1978-1979.

Asslstant Professor of Mathematlcs, Unlverslty of Rochester, Rochester, New York, 1979-

On leave at I.M.S.S., Un1verslte de Grenoble II, 47X-38040 Grenoble Cedex, France (CNRS Fellowshlp) 1980-1981.

currently ASslstant Professor of Mathemat1cs, Un1verslty of Rochester.

InVIted Lectures:

~ournees S.H.F. de Probabll1tes de France, January 22-23, 1981.

Conference on Tlme Reversal and DualIty of Markov Processes, Oberwolfach, Germany, May 31-June 6, 1981.

Teachlng ExperIence;

Berkeley: Rochester: probabILIty theory calculus (all levels) stochastIc processes probabIlIty theory statlstlcs 2 d1fferentla1 equatIons martIngale theory (graduate course) one d1mens1ona1 d1ffus1or

(graduate course)

Appendix III.3.2

Appendix III.3.2

•• • (Updated 12/08)

NAME:

HOME ADDRESS:

HOME PHONE:

SPOUSE:

BUSINESS ADDRESS:

BUSINESS PHONE: FAX: EMAIL:

CURRICULUM VITAE

BIOGRAPHICAL

David S. Guzick, M.D., Ph.D.

Donna E. Giles, Ph .D.

Dean, School of Medicine and Dentistry University of Rochester Medical Center 601 Elmwood Avenue, Box 706 Rochester, NY 14642

(716) 275-0017 (716) 256-1131 [email protected]

BIRTH DATE: May 21, 1952

BIRTHPLACE: New York, NY

CITIZENSHIP: USA

CHILDREN: Benjamin (1990) Andrew (1991)

EDUCATION AND TRAINING

UNDERGRADUATE:

1969-1972 New York University B.A. 1972 Washington Square College New York, New York

Mathematics and Economics

GRADUATE:

1972-1979 New York University Ph .D. 1979 (Economics) Department of Economics Grad uate School of Arts

and Sciences New York, New York

1972-1979 New York University School of Medicine

New York, New York

M.D. 1979 Medicine

Appendix III.3.2

Appendix III.3.2

Jane Adams

Professional Experience

The University of Florida

Vice President, University Relations, Oct. 2004 to present

Responsible for the university ' s government relations at the local, state and federal levels, as well as branding, media relations, and community relations. Monitor legislative activity and develop strategies for obtaining political support for funding and public policy issues that impact the university; develop relationships with key government leaders; direct the activities of staff and contract lobbyists, and work with faculty to gain legislative and Congressiona l support. Direct branding efforts and marketing communications, issue management and media relations. Also manage efforts to enhance the town gown relationship.

The Walt Disney Company

Vice President, Government Relations, Walt Disney World, Sept. 200 I - Oct. 2004

Responsible for developing and implementing government relations strategies to advance the company's business objectives. Advocated the company's positions to elected officials, directed staff and contract lobbyists in Orlando and Tallahassee and supported the corporate lobbying office in Washington, D.C. Represented the company on local and state boards and commissions and developed strategic partnerships to help advance the company' s legislative agenda. Was active in political fund raising for candidates on the local , state and national levels.

Director. Communications and Public Relations, Disney Cruise Line. April [999 - Sept. 200 I

Responsible for creating and implementing strategic promotional and media relations programs to promote the Disney Cruise Line (DCL) brand. Also directed crisis communications, issue management, government and community relations, guest communications and industry relations for the company. Activities included message development, media training, budgeting and staff development. Also reviewed and approved print and video materials and acted as chief spokesperson for DCL.

Appendix III.3.2

Director, Government Relations and External Affairs, Walt Disney World. 1994-1999 Responsible for monitoring legislative activity and trends on the local and state levels and helping to develop government relations strategies for promoting a positive business climate in which to do business. Developed relationships with elected and appointed government officials and represented the company’s positions to those leaders. Also developed Walt Disney World’s wildlife conservation program in support of our fourth theme park, Disney’s Animal Kingdom. Created foundation for making conservation grants, developed relationships with animal welfare, conservation and environmental organizations and directed the activities of the company’s wildlife conservation advisory board. Manager, Media Relations, Walt Disney World. 1993-1994 Created crisis communications/issue management department. Developed and implemented media relations strategies on potentially controversial and sensitive matters and supported Walt Disney Imagineering’s media relations efforts. Acted as company spokesperson on issues relating to land use and development, government relations, employee relations, safety and security and legal actions. Burston-Marsteller Vice President, Media Relations. 1991-1992 Managed media relations component of government relations/public affairs campaigns for major international public relations company. Specialized in energy and environmental issues. Responsibilities included strategic planning, proposal writing and presentations, budgeting and project administration. Wrote news releases and other press materials, planned news conferences, placed articles and arranged interviews and editorial board briefings. United States Senate Press Secretary, U.S. Senator Ted Stevens. 1986-1991 Acted as chief spokesperson for United States Senator. Handled media inquiries and directed press department projects, including news conferences, video news releases, weekly television and radio programs, direct mail and newsletters. Hired and supervised staff. Press Secretary, U.S. Senator Frank Murkowski. 1981-1985 Created and implemented public relations plan for newly-elected U.S. Senator. Handled all contact with state and national media and directed press department projects, including news releases, newspaper columns, regular television and radio programs, newsletters and direct mail. Multimedia Broadcasting Company

Appendix III.3.2

Promotion Manager, WXII-TV. 1979-1980 Created advertising campaigns and produced print ads and radio and television spots. Press Relations Manager, WLWT-TV. 1977-1979 Managed station’s media relations, handling media inquires, placing publicity and writing promotional materials. Meredith Corporation Senior Public Relations Representative. 1976-1977 Generated publicity for Meredith Broadcasting and Better Homes and Gardens Books. Board Affiliations

• Board of Trustees, Florida Chamber Foundation • Board of Governors, Florida Chamber of Commerce • Board of Directors, United Way of North Central Florida • Commissioner, Volunteer Florida (2004-2008) • Board of Directors, Osceola Kissimmee Chamber of Commerce (2001-2004) • Board of Directors, Goodwill Industries of Central Florida (1996-2001) • Operations Committee, Florida Caribbean Cruise Association (1999-2000) • Board of Directors, Central Florida Hotel-Motel Association (1995-1999) • Board of Directors, Metro Orlando International Affairs Council (1995-1999)

Education

• Iowa State University, Ames, Iowa. Bachelor of Science degree in journalism and political science.

Appendix III.3.2

I\-1atthew [VI. Faj~ck

-Corporme Tillanc<!,< o Invcswr R6J ado n::. • Financial Analy~js .. Managcm.:nllrir()rmatioll R~j)(>rt.iTlg • Pri ville Eq lJ ity 1nvest\Ji~lIb

EXPERIENCE

" CapitalRai~jng and N~gotilltiQT13 'ORi Kk 1\'1 anagpn<:llt'

'. ' Stmtegic Plruming o SECReportiJig o Huinell"! Re'so'nrces, i\'1::magcm~nl

,KElVr.Sl:4TE' UN1VERS1TV KENT" O AIO Executive llirector - fin<lncial A.t'f)llr~ Angust2004 ,to p(e~~nl

'K~1 t: ~tate Ul1iv~rsit>~ is a I'HlbHd:v'cass]sted l1niiiei'~l~Y with eight t\ari1r~~es and J5,OOOstudems.\ at'(l respon~lb Ie ' fo rrreLlSu ry, rmcur~[i1Cn~ a~(;oIJJl'til,g;gr(j nt TTHln<:igemenl,,,Ti,~k managenl elit paymll; 'ol,lsiness arlr'rlln i~fr~~i ~'~, S0T\'lc,eS (s l-illredservices) and bursar openttion 5' fotlhe e:rilireun iV~f5,i(y;, rn rhy,first yeti, J wa~ ab!~t6 r~dlice Fimmciill A~(1i{S operating costs by 10%,

. BETA-CAPITAL GROlIP;LLC J)ALLAS~ TF.X--\.S (formedy THE ASTRAEA COi\1.i'ANIES) CJticffojn~IlCial Officer ' " '

.~. . . "

Bet~ Ca:piialis amerger of The iSlr~~IlCilmrani~:; and sewral otherparmers, Hem isa p~!vatcc4.u([yJi rm i~~'esting.i)rim,arily in ~ltlrhlp, n;Dlun:s 'and tumaroun '~ '~itl.J:ll kms., R~spollsjble : for. de., I tlow,uLlcdiligence.. monit(lring' of 'p'Qrffoli6 c:ompani~,~andpr()\'iding ~dmiili5trJtive sen'ices 10 pDrttoljoc()rnpanii;'~' /I,dlllini"tmtlvi; s,ervices include aceoUrlllng, h~mf:ln m~burc~ management, financi,u planning lind l:\n<lly,,1 !in'cl stralegicpl:Joni1}g, ~ Pol'tfo\[o: coinpanics indLldtAi real ~~tate h(,ldings, a casino" jnterner scrvicc~ ::r.nd cOillenl,avialion and residential s,e'curity.ln.addition, \\'a~lh{; ChicfFil1anciillbfficer Jor seve-reI ponfoli(1 CQ mpanic~ l h~t.i'eqllir.,d 'intei,se' financial Rssis[ancC, as fo UOw, :

LECENJ) All{LI~~£S,iN'c. [)ALLAS, TEXAS S~rdorVice Presjdcnt ami ChiM Finand;;1 Officer N'ovcrnbcT ] 997 '10 li'eb ru a ry ,200 \

1w~ a founder ohhrs airllne that provided busill'~r:;S class ,aircraft Se[':l.'lct: frnm Dalla~ Lo\'~ Fie 'd to ,major busine$s markcLS Itl competitive coach fures. The airline began with the Astt;j:ea Cornpanil:::;' ;l1cuhntion of the bUSIness 'plan. SubwqUl:nll):, Ihe:,airJine, l<1i';,ed capjral, c~)fnm~tlr;~d airline service and gre\V' TO oYer,40Q '(;mpl()ycc.!;, Led all ~5pects of the fin:arH.:,c, [1CcOUliLiTtg, risk maJl~f;!mellt an.j hninan res,ouree'> jUI1I~,ljtJnS ~ "

Appendix III.3.2

Appendix III.3.2

Curriculum Vitr HENRY T. FRIEjSON

Office: Educational Psychology, Measur ment, and Evaluation School of Education University of North Carolina at CB# 3500, Peabody Hall Chapel Hill, NC 27599-3500 E-mail : ht_ [email protected] (919) 962-7507 FAX: (919) 962- 1533

Residence:

Education: Postdoctoral

National Institute of Education Post Doctoral S mmer Fellow, National Institute of Education, Washington, D .C. , August, 1977

Graduate Ph.D. in Educational Psychology, Michigan St3!te University, 1974. M.Ed in Educational Psychology, Wayne State University, 1970.

Certification Teacher Certification, Wayne State University, 1969

Undergraduate B.S. , Psychology, Wayne State University, Det oit, 1967

Professional Interests: Program Evaluation Methods, Intervention and Learning\Performance, Graduate\Professional Education and OpportunIties, Adu It Learning, Postsecondary Education, and Effects of Mentoring on Achiev ment and Professional Development.

Professional Employment History Faculty: I 993 -present: Professor, Educational PSYChOl0[:y, Measurement, and Evaluation, School

of Education, UNC-CH . 1989- 1993: Professor (approved in 1988), School 0 Medicine--Department of Family

Medicine and based in the Office of Ed cational Development, UNC-CH. Clinical Professor, Educational Psychol gy, School of Education, UNC-CH

1980-1989: Associate Professor, School of Medicinb--Department of Famil y Medicine and based in the Office of Educational Devcllopment, UNC-CH. Clinical Associate Professor, Education~1 Psychology , School of Education , UNC-CH.

Appendix III.3.2

Appendix III.3.2

kpace

Rectangle

Appendix III.3.2

Appendix III.3.2

kpace

Appendix III.3.2

kpace

kpace

Appendix III.3.2

kpace

PAULA VARNES FUSSELL

SUMMARY

FINANCIAL AND ADMINISTRA TIVE MANAGEMENT EXPERIENCE

Work: (813) 974-7040 E-mail: [email protected] u

• Over 17 years of progressive financial and administrative management experience at two major research universities within the State of Florida.

• Strong organizational, leadership, and analytical abilities. • Excellent communication, interpersonal, and public speaking skills.

UNIVERSITY OF SOUTH FLORIDA (USF):

ASSOCIATE VICE PRESIDENT August 1999 to present Budget and Policy Analysis (BP A) Promoted to Associate Vice President with responsibilities over budgeting, data administration and reporting, performance measurement and analysis, and institutional research. Responsible for a budget of over $1.2 million and supervision of 18 employees. Provide direction for University policies and financial strategies. Frequent contact and communication with Vice Presidents, Deans, Associate Deans, and Directors of the University regarding financial operations and policies. Responsible for preparing and presenting certain financial information to the USF Board of Trustees and other executive management groups. Key contact person with the Florida Board of Education Division of Colleges and Universities' staff regarding USF's financial issues. Additional management responsibilities include: collection and communication of enrollment and retention information, internal and external surveys, submission of Operating and Legislative budgets, preparation and submission of the Expenditure Analysis and other University data files. Responsible for the development of rate and budget management systems within and outside of the PeopleS oft HRMS system. Provide direction for the development of web-based business processes within BPA. Instrumental in the development of several web-based applications, including a resource transfer system, a new position request form, and a PC and software tracking system. Served as University Data Administrator for one year.

INTERIM VICE PRESIDENT October 2000 to January 200] Budgets, Human Resources, & Information Technologies In addition to my responsibilities as Associate Vice President. I was asked to serve as Interim Vice President for certain administrative functions during · the recruitment process for an Executive Vice President. I was responsible for the following administrative functions : Budgets. Human Resources, Information Technologies, Organization Development and Training. Victims Advocacy, and managed a budget ofover $20 million and 250 employees.

DIRECTOR - University Budgets March 1996 to August 19.99 Responsibilities included the supervision of 8 employees and the management of all aspects of University budgeting, including the preparation and submission of the annual Operating and Legislative budgets and the processing of budget transfers. Involved in the strategic planning and policy development of the University. Frequent interaction with executive management and support of the University Executive Budget Council. Also responsible for financial issues related to University enrollment, the preparation and submission of the Instruction

Appendix III.3.2

Appendix III.3.2

OCT. 23. 200 6 11: 53AM U F GEN COUN SEL 352 392 4387 : NO. 8851 P. 2

JAMIE LEWIS KEITH (617) 452-20in (Office)

PROFESSIONAL:

MASSACHUSETTS INSTITUTE OF TECHNOLOGY, Cambridge, MA. i SENIOR COUNSEL (MIT'S PRIMARY IN-HoUSE COUNSEL) AND MANAGING DlRECl'OR FOR ENVIRONMENTAL PROGRAMS

AND RiSK MANAGEMENT. 7/99 - Present. ! Created and direct MIT's senior counsel's office, which grew to provide or oversee legal coUnseling and services to MIT's President, Provost, other senior officers, and all academic, student and administra~ive departments in a broad range of areas other than intellectual property law and ~vesl.ments/gifts. Re,present ~lT ~ the Ivies Plus and Massachusetts Schools' General Counsels' groups. Orgaruzed and oversee a client servIce onented environment, health and safety ("EHS") office of 65 employees) evolved from six separate tkits. Lead MIT's enterprise risk management; advise Board and Auditing Committee on governance, bylaws, land risks; advise on government and public relations, Manage $8.4 million operating, $2.5 million capitalJprojebt, and multi-million doUar outside cQunselannual budgets. Broad-ranging legal and risk management services include overseeing or providing services in the following areas; i

I , 1

• litigation, mediation, and settlements, and internal, external, and Congressional investigations; • structuring, negotiating and documenting complex education, research, and administration initiatives (e.g.,

the $100 million Broad Institute for genome research, a collaboration among MIT, Harvard University and its 'afflliated Hospitals, and Whitehead JDStitute for Biomedical Research); ;

• conflicts of interest, research compliance, recombinant DNA, human subjects research, export controls; • select biological agent/toxin and other post-September 11, 2001 security laws affecting research; • HI,PM, Gramm-Leach-Bliley, FBRPA and other privacy laws compliance; i • MIT Medical Department issues (e.g., risk managementlconununications, privileges, practice standards); • EHS laws and permitting and regulation of the MIT research reactor; : • tenure, employment, immigration, student life and conduct, and some labor issues; i • affirmative action law and diversity hiring, admissions, financial aid and mentoring programs; • First Amendment/academic freedom; I

I

• intermediate sanctions and federal and state charitable institution reporting laws; , I • pri,vare business use limits on tax~exempt bond-financed facilities and initiatives to hold charitable

inStitutions to higher public accountability; . I • foundations' funding conditions (e.g., antiterrorism covenants); ' : • institutional governance issues and documents, and corporate and real estate law and dontracts; and • la",! enforcement, insurance and ,risk management issues. :

I

i COUNCIL ON GOVERNMENT RELATIONS, Washington, D.C. I MEMBER, BOARD OF DIRECTORS, RESEARCH COMPLIANCE AiJMlNISTRA110N COMMlTTEE (RCA) .18/04 - Present. MEMBER, BlOSECURlTY A.ND ExPoRT CONI'ROLS TASK FORCES, 2001 - Present. I Provide policy advice to COOR Schools and Medical Centers on a broad range of issues affecting academic and . hospital research, including research compliance, bio8ccurity, export controls, ethics, research hontracting and cost of research. I

: I MASS. DMSION OF CAPITAL ASSET MANAGEMENT (formerly nePO), Boston, ~A. AssISTANTCOMMlSSlONERAND GENERAL COUNSEL, 6/95 - 7/99; GENERAL COUNSEL, 9/93 - 6/95. MAss. TrlRNPIKE AUTHORITYADVlSORY BOARD and MEI'ROPOUTAN HIGHWAY SYSTEMS BOARD MBMBER. MASS. ASSET MANAGEMENI' BOARD SECRETARY, GoVERNOR W2'l.UAM F. WELD ADMINlSTRATlON. 1

One of three top managers who jointly operated state's capital assels and real estate transactions , development, and permitting agency with 230 employees, $S million operating/$237 million capital annual :budgets. Counseled agency head, Asset Management Board, Executive Office for Administration and Finance, ;u,1d Governor's Legal Office on legal and policy matters . Directed 20+ person (10 lawyer) legal office and oversaw public biddiDg .. function, diversity contracting, aIld outside legal services; set litigation policy and oversaw litigation with Attorney General's Office. Managed legislative process; managed relationship with Inspector General; managed and .served as spokesperson in highly publicized public health concerns in Courthouse Ienova~on . Negotiated

1 .

Appendix III.3.2

Appendix III.3.2

ADDRESS:

DATE OF BfRTH:

EDUCATION:

it B8ME , 1963 3 MI\E '.) 1966 1

DSr. t,5 19G8

EX}' ERIENCE:

Oclober 1980-\ Pretit'ut

1979 - 1980 '\.

}g78 - 11179 ')

1978 - 1980 ~

1974 - 1978 .5

CURRICULUM VITAE

Wi.nfred M. Phill ips

Purdu<, UniversiLy Schoo! of Mec han ical Engineering West Lafayette, Indiana 47907

October 7, H)40

Virginia Polyl,ecilUie Inslitute U 0,0 \) (Mechanical Engillet'.rin g)

University of Virgini a. u.D/,J)O t> (Aerospace Engineering)

University or Virginia ~O(oO\) (Aerospace EngIneering)

Head School of Mechanical Engineering UOh'l..~ Purdue University

-'1 <.

Associate Dean for Researcb College of Engineering _ \t ~~

, ,c> ,"WJThe PenXlsy lvania State Univers ity V"

Act,ing Chairman for tbe IuLcrcollcge Bio€ngiueering Program T he Pennsylvani ~ Stat.e University \..1.\;),,\'.,5

Professor O\.'\\.~ DeprtrLment of Aerospace Engineering .., The Pen nsylvania StaLe Universi ty vS>,,\'\Q

O,o..'\.~Associa(,e Professo r Depa rtment of Aerospace Engineering TiH' Pennsyiv~n.ia" Si.a.te U.qiveroity

" tJ /1 '),1 '. J r}'LUJ'1 D'V

1

Appendix III.3.2

Appendix III.3.2

.-J

JOHN EDWARD (ED) POPPELL

Busmess (352) 392-1336

Education

M Ed , Uruverslty of Flonda, Higher EducatIon Adnumstratton, 1978 B S B A, Flonda State Umverslty, 1971


2000 to Present, Intenm Vice President for Adrmmstrattve Affalfs, University of Flonda, Student Body 46,000, Faculty and Staff 11,500

Advise the President on all fwanclal matters Serve as the Chtef Busmess and Fmanclal Officer of the Uruverslty ResponSible for the leadershtp and management of Adrmnlstrallve AffaIrs, conslstmg of2,000 employees and 12 dIvIsions

1111s posItion also serves. as the Treasurer of the Uruverslty of Flonda FoundatIOn, Board Member of the Uruverslty Athletic AssocIatIOn, Research Foundation and the SelfInsurance Trust Fund

LIaison with City and County Comnusslons on community Issues. Represent the UniversIty on state and natIOnal comnuttees and assocIatIons

1989 to 2000, Associate Vice President for Adrmmstratlve AffaIrs (Intenm from 1989 to 1990), Umverslty ofFlonda, Student Body 45,000, Faculty and Staff 11,500

OperatIOnal management and leaderslup of the DIvIsIOn of Adrmrustrallve Affalfs, cOllSlstmg of 2,000 employees, a uruvefSlty budget ofover $1 8 bllbon, and an office operatmg budget of over $180 rmlhon Represent the Vice President and the Uruverslty of Flonda on the local, state and natJonallevel

Supervise the divIsIons of

Fmance and Accounting Uruverslty PolIce Department PhYSIcal Plant Busmess ServIces Personnel ServIces Purchasmg Informanon Systems Envlfonmental Health and Safety OperatIons AnalySIS UF FacllItles Planrung and Construction Stephen C O'Connell Center Management Small Busmess & Vendor Diversity

RelatlOllS

Coordwate long-range plarmmg and budgetary management

Lead and dlfect the development and ImplementatIOn of new computer systems and programs AdVise numerous campUS-Wide and State Uruverslty System of Flonda comnuttees

Appendix III.3.2

Appendix III.3.2

----- - - - - -

,f~

BIOGRAPHICAL INFORMATION

1.

II. PERSONAL DATA

Date of Birth Place of.Birth Height and Weight Marital Stat'us

Home Telepho'ne

III. EDUCATION AND TRAINING

Bachelor of Arts

Master of Arts

IV. WORK EXPERIENCES

Education Management

Paul A. Robell

September 18, 1943 Lake Charles, Louisiana 6 feet, 2 inches; 183 pounds Married (Susan Persons Robell) Daughter - 19 and Son - 16

Dickinson College carlisle, Pennsylvania, 1966

Columbia University, 1967

Associate Vice President for Development at university of Florida, Gainesville, Florida, September 1992 to date. Promoted from Assistant Vice President. Responsible for nine development officers, university-wide coordination of maJor gi~t aqtivities. development of major gift strategies, coordinatlon of university-wide mini-campaigns, coordination of President's development travel, in charqe of development management group~

Assistant Vice President for Development at University of Florida, Gainesville, Florida, 1990-92. Promoted from campaign Director. Responsible for eight development officers as well as the development managers' group.

Campaign Director at University of Florida, Gainesville, Florida, 1987-90. Responsible for all aspects of planning and conduct of $200 to $300 million, university-wide capital campaign, the first ever for the university.

Director of Development at Furman University, Greenville , south Carolina, 1981-1987. Responsible for annual and athlet~ fund raising, planned giving. Had major role in capital c~p~~~ that raised $33.5 million toward $30 million goal. fOR ~D

6199,J

Appendix III.3.2

Appendix III.3.2

1

Cammy R. Abernathy Department of Materials Science and Engineering

University of Florida P.O. Box 116550

Gainesville, Florida 32611-6550 352/392-6000

Education 1980-1985 Stanford University, Stanford, California

Ph.D. and Masters Degrees in Materials Science and Engineering 1976-1980 Massachusetts Institute of Technology, Cambridge, Massachusetts

S.B. Degree in Materials Science and Engineering Academic Experience 2009 – present Dean, College of Engineering, University of Florida 2004-2009 Assoc. Dean for Academic Affairs, College of Engineering, Univ. of Fl. 2001-2004 Alumni Chair, Materials Science and Engineering, University of Florida 12/93-Present Professor of Materials Science and Engineering, University of Florida 1981-1985 Research Assistant, Dept. of Materials Science and Engineering, Stanford Univ. Industrial Experience 1985-1993 Member of Technical Staff, AT&T Bell Laboratories, Murray Hill, New Jersey Awards Fellow of the APS, 2009 Fellow of the AVS, 2002 AVS Distinguished Lecturer, 2001 Alumni Chair of Materials Science and Engineering, 2001 Fellow of the Electrochemical Society, 2000 University of Florida MSE Faculty Excellence Award, 2003,1998, 1997 Stanford Engineering Graduate Fellowship, 1980 Service to the Profession Advisory, Organizing and Executive Committee Memberships:

Appendix III.3.2

2

National Research Council:

Member of NRC evaluation panel for NYS CAT, 1998

National Science Foundation: Review panel member for National Science Foundation, 1995-present Member of NSF evaluation panel for National Nanofabrication Users Network.

AVS:

Chair of the Electronic Materials and Processing Division of AVS, 1998 Program Chair of the Electronic Materials and Processing Division of AVS, 1997. Board of Directors of AVS, 1999-2001 Workshop Chair for 17th International Union of Vacuum Science and Technology

Associations (IUVSTA), Oahu, Hawaii, 1997. Program chair for the 47th International AVS Symposium, Boston 2000.

Materials Research Society: Councilor of Materials Research Society, 1995-1998 Electronic Services Chair, 1996-1998 Member of Materials Research Society Long Range Planning Committee, 1996-1997 Co-organizer of Materials Research Society Symposium titled, “Chemical Perspectives

of Microelectronic Materials,” Boston, MA, December 1992. Co-organizer of the 1997 Spring MRS Symposium on GaN and Related Materials, San

Francisco, April 1-4, 1997. Co-organizer of Materials Research Society Symposium E, Boston, MA, December

2003. Member, Bound Volumes Sub-committee, 2004-present Electrochemical Society: Co-organizer of Nitride Symposium for The Electrochemical Society International

Meeting (Boston, 1998). Co-organizer of SOTAPOCS XXX for The Electrochemical Society International

Meeting (Seattle, 1999). Chair of the Norman Hackerman Young Author Award Committee, 1999-2000 Other Conference Organization: Program Committee for 4th Int. Conf. On Chemical Beam Epitaxy and Related Growth

Techniques, Nara, Japan, July 1993. Program Chair for 5th Int. Conf. On Chemical Beam Epitaxy and Related Growth

Techniques, San Diego, CA, 1995. Program Committee for the 1998 TMS Electronic Materials Conference. Program Committee for the 6th Int. Conf. On Chemical Beam Epitaxy (1999). Program committee for the 10th International Conference on Solid Films and Surfaces,

July 2000.

Appendix III.3.2

3

Program committee for the Int. Conf. On Molecular Beam Epitaxy, Edinburgh, 2004. Chair, Workshop on Room Temperature Spintronic Applications, Gainesville, 2005. Editorial:

Associate Editor - Journal of Crystal Growth, 1998-present Associate Editor - Journal Of Vacuum Science and Technology, 1996-1998 Co-Editor In Chief - MRS Internet Journal of Nitride Semiconductor Research, 1996-

1999 Service to the University

Constitution Committee, 1997 Physics Faculty Search Committee, 1995 and 1999 Graduate Enrollment Task Force, 1997 Faculty Academic Advisory Committee, 1998-1999 Vice-President for Research Search Committee, 1998 Teacher and Advisor of the Year Selection Committee, 2001 Faculty Senate, 1998-2000 Presidential Search Committee, 2003 Assoc. Vice-Pres. for Media Relations Search Committee, 2005

Service to the College

College of Engineering Professorial Excellence Program Selection Committee, 1996 College of Engineering Research Foundation Professor Selection Committee, 1997 College of Engineering Personnel Board, 1998-2000 College of Engineering Curriculum Committee, 2002-2004

Service to the Dept.

MSE Faculty Search Committee Chair, 1996-1997 MSE Computer Committee, 1994-1997 (Chair 1994-1996) Electronic Materials Qualifying Exam Committee, 1996-2004 MSE Department Chair Search Committee, 2002 Graduate Coordinator, 2002-2004 Chair of the MSE Curriculum Committee, 2002-2004

Publications

Over 500 journal publications, over 430 conference papers, 1 co-authored book, 7 edited books, 8 book chapters, 6 patents and over 35 invited presentations.

Graduate Students

Appendix III.3.2

4

MS Theses Supervised: 4 Ph.D. Committees Chaired: 18 (9 graduated)

Courses Taught

Undergraduate: EMA 3010 Introduction to Materials, EMA 4615 Compound Semiconductors

Graduate: EMA 6938 Chemistry of Semiconductor Manufacturing, EMA 6412 Synthesis and Characterization of Electronic Materials

Invited Presentations 1. “Carbon Doping of III-V Materials,” Fifth Int. Conf. on MOVPE and Workshop on

MOMBE and Related Techniques, Aachen, Germany, June 1990. 2. “Low Temperature Growth of GaAs and AlGaAs by MOMBE,” Mat. Res. Soc. Symp.,

Boston, MA 1991. 3. “Carbon Doping for High Speed GaAs Electronic Devices,” 19th Int. Symp. On GaAs

and Rel. Compounds, Karuizawa, Japan, September 1992. 4. “Growth of III-V Heterostructures by MOMBE,” Nat. Symp of the American Vac. Soc.,

Chicago, IL, November 1992. 5. “Carbon Doping for Advanced GaAs Devices,” Eng. Found. Conf. On Advanced

Heterostructure Transistors, Kona, December 1992. 6. “Carbon Doping in GaAs and Related Compounds,” Gordon Conference, Oxnard, March

1993. 7. “Growth of Heterojunction Bipolar Transistors,” Mat. Res. Soc. Symp., San Francisco,

CA, April 1993. 8. “Heterojunction Bipolar Transistors Grown by MOMBE,” 4th Int. Conf. On Chemical

Beam Epitaxy and Rel. Growth Techniques, Nara, Japan, July 1993. 9. “Carbon-Doped HBTs Grown by MOMBE,” Japanese Society of Applied Physics, July

1993. 10. “Metalorganic Molecular Beam Epitaxy,” Tokyo Institute of Technology, July 1993. 11. “Effect of Base Dopant and Current Density on HBT Reliability,” EXMATEC ‘94,

Parma, Italy, April 1994. 12. “Status and Future of Large Area Growth by MOMBE,” Spring Meeting of the

Electrochemical Society, San Francisco, CA, May 1994. 13. “Growth of III-V Nitrides by Metalorganic Molecular Beam Epitaxy,” Fall ECS,

Electrochem. Soc., Miami Beach, FL, October 1994. 14. “Growth of Novel Materials by Metalorganic Molecular Beam Epitaxy,” 31st Annual

Symp. of the New Mexico Chapter of the American Vacuum Society, AVS, Albuquerque, NM, April 1995.

15. “Growth of III-V Nitrides by MOMBE,” Taipei International Symposium of Surfaces and Thin Films, Taiwan Academica Simica (Academy of Science)., Taipei, Taiwan, March, 1996.

16. “Growth of III-N Materials by MOMBE,” Fall Meeting of the Electrochemical Society,

Appendix III.3.2

5

Chicago, IL, October 1995. 17. “Synthesis of InTlV Materials,” Spring MRS, San Francisco, CA, April 1995. 18. “III-Nitrides,” International Materials Research Congress, Cancun, 1996. 19. “Is There a Role for CBE in III-Nitrides?”, 6th International Conference on Chemical

Beam Epitaxy, Montreaux, August 1997. 20. “Doping of III-Nitrides,” North American Chemical Congress, Cancun, November 1997. 21. “III-Nitrides for Red and IR Applications,” University of Michigan, September 1997. 22. “Er-Doping of III-Nitride Semiconductors,” C.R. Abernathy and J.D. MacKenzie,

Workshop of New Concepts on 3-D Optical Devices Using Rate Earths and Other Novel Approaches, Asilomar, CA, April 1998.

23. “Growth of III-Nitrides in UHV,” International Vacuum Congress, Birmingham, United Kingdom, September 1998.

24. “III-Nitrides for IR Applications,” EXMATEC, Cardiff, Wales, 1998. 25. “Status of III-Nitride Growth in UHV,” Sandia National Laboratories, Albuquerque, NM,

1998. 26. “Effect of impurity concentration on 1.54m emission from GaN:Er,” Photonics West,

San Jose, Jan. 2000. 27. “Deposition of Dielectrics on GaN,” American Chemical Society, San Francisco, March

2000. 28. “Rare Earth Doping of GaN,” European Materials Research Society, Strausbourg, May

2000. 29. “Growth and Characterization of MgO and Sc2O3 Gate Dielectrics on GaN”, 9th

International Workshop on Oxide Electronics, St. Petersbury, FL, October 2002. 30. “Charge and Spin Functionality in Wide Bandgap Semiconducting Oxides and Nitrides”,

SPIE – The International Society for Optical Engineering, San Jose, CA, January 2003. 31. “Effects and Composition of Layer Thickness on the Magnetic and Structural

Characteristics of GaMnN”, 203rd Meeting of The Electrochemical Society, Paris, France, May 2003.

32. “Progress in Novel Oxides for Gate Dielectrics and Surface Passivation of GaN/A1GaN HFETs”, 203rd Meeting of The Electrochemical Society, Paris, France, May 2003.

33. “Ferromagnetism in GaN and SiC Doped with Transitiono Metals”, International Conference on Metallurgical Coatings and Thin Films, San Diego, CA, May 2003.

34. “Materials for Spin Injection into GaN-Based Devices”, 50th AVS International Symposium, Baltimore, MD, October 2003

35. “Widebandgap Materials for Semiconductor Spintronics,” Electrochemical Society Meeting, San Antonio, 2004.

36. “Ferromagnetic Widebandgap Semiconductors,” ICMCTF, San Diego, California, 2004. 37. “Prospects for GaN-based Spintronic Devices,” American Physical Society, March, 2005. Conference Papers 1. “Pb1-X dXS Films for Solar Cells,” J. Mooney, A. Sher, S.B. Radding and C.R.

Abernathy, Proc. of the Seventeenth IEEE Photovoltaic Specialists Conference, 1984. 2. “Kinetic Effects in Film Formation of CuInSe2 Prepared by Chemical Spray Pryolysis,”

Appendix III.3.2

6

C.R. Abernathy, C.W. Bates, Jr., A. Anani, B. Haba, Thin Solid Films, 115, L41 (1984). 3. “Pb1-X dXS Films for Solar Cells,” J. Mooney, A. Sher, S.B. Radding and C.R.

Abernathy, Proc. of the Seventeenth IEEE Photovoltaic Specialists Conference, pp. 16-21 (1984).

4. “Novel GaAs/AlGaAs HBT Grown by MOMBE with Carbon Doped Base Layer,” F. Ren, C.R. Abernathy, S.J. Pearton, T.R. Fullowan, J. Lothian, Y.K. Chen and A.S. Jordan, Proc. of the Symp. of the Electrochem. Soc. 1990.

5. “Ultra-high Doping of GaAs by Carbon During MOMBE,” C.R. Abernathy, S.J. Pearton, R. Caruso, F. Ren and J. Kovalchick, Proc. Of the 2nd Int. Conf. on Solid State and Integrated Circuit Tech., International Academic Publishing, 1990, p. 743.

6. “The Confinement and Stability of Carbon Doping in GaAs-based HBTs,” C.R. Abernathy, Proc. of the 19th Int. Symp. on GaAs and Rel. Cmpds, Karuizawa, 1992.

7. “Correlation of Material Parameters with Improved Uniformity of Annealed or In-Alloyed GaAs Substrates,” C.R. Abernathy, R. Caruso, K.D. Cummings, P. Dobrilla, M.L. Gray, A.S. Jordan and S.J. Pearton, Electrochemical Society Fall Meeting, Boston, May 1986.

8. “Wafer Mapping of Material and Device Properties in Variously Prepared GaAs Substrates,” A.S. Jordan, C.R. Abernathy, R. Caruso, S.J. Pearton and H. Temkin, Intl. Symp. on Defect Recognition and Image Processing in III-V Compounds, Monterey, CA, April 1987, Mat. Sci. Monographs 44, 35 (1987).

9. “Direct Growth of GaAs-on-Si by MOCVD Limitations and Future Directions,” W.S. Hobson, S.J. Pearton, C.R. Abernathy, R. Caruso, K.T. Short, M. Stavola and S.M. Vernon, Electrochemical Society Fall Meeting, Hawaii, Oct. 1987, Proc. 10th Intl. Conf. on CVD 1987 87-8, 776 (1987).

10. “Effects of Crystalline Disorder in MOCVD GaAs-on-Si,” C.R. Abernathy, S.J. Pearton, R. Caruso. K.T. Stavola, J.M. Brown, D.L. Malm, S.M, Vernon and W.S. Hobson, 1987 Electronic Materials Conf., Boulder, CO, June 1987.

11. “Effects of Deposition Thickness on the Properties of GaAs-on-Si,” A.S. Jordan, S.J. Pearton, C.R. Abernathy, R. Caruso and S.M. Vernon, 13th Intl. Symp. on GaAs and Related Compounds, Capsis, Greece, Sept. 1987, IOP Conf. Ser. 91, 489 (1988).

12. “Growth and Characterization of Low Defect GaAs by Vertical Gradient Freese,” C.R. Abernathy, A.P. Kinsella, A.S. Jordan, R. Caruso, S.J. Pearton, H. Temkin and H.H. Wade, 7th Intl. Conf. on Crystal Growth, Monterey, CA 1987, J. Cryst. Growth 88, 106 (1987).

13. “High-Quality Films of GaAs on Si on Insulator grown by MOCVD,” S.M. Vernon, V. Haven, S. Bunker, C.R. Abernathy, R. Caruso, K.T. Short, S.N.G. Chu, J.H. Brown and S.J. Pearton, 1987 Electronic Matls. Conf., Boulder, CO, June 1987.

14. “Growth and Characterization of GaAs Based Superlattices on Si by MOCVD,” W.S. Hobson, S.J. Pearton, C.R. Abernathy, R. Caruso and K.T. Short, 1988 Spring MRS Meeting, Mat. Res. Soc. Symp. Proc., 115, 147 (1988).

15. “RTA of InAs, GaSb and GaP,” S.J. Pearton, A.R. Von Neida, J.M. Brown, K.T. Short, C.R. Abernathy, L.J. Oster and U.K. Chakrabarti, Atlanta, GA Meeting of ECS, May 1988.

16. “Characterization of GaAs-AlGaAs Heterostructures Grown on Si by MOCVD,” S.J.

Appendix III.3.2

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Pearton, K.S. Jones, C.R. Abernathy, R. Caruso, S.N.G. Chu and S.M. Vernon, 1988 May ECS Meeting, Atlanta, GA.

17. “Annealing of Heteroepitaxial Material,” C.R. Abernathy, S.J. Pearton, M.B. Panish and S.N.G. Chu, 1988 May ECS Meeting, Atlanta, GA.

18. “Implant Isolation of InP and InGaAs Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, M.B. Panish, R.A. Hamm and L.M. Lunardi, GaAs and Related Compounds, Atlanta, GA, Sept. 1988, IOP Conf. Ser., 96, 359 (1989).

19. “Implant Isolation Mechanisms in GaAs, AlGaAs, InP and InGaAs,” S.J. Pearton, C.R. Abernathy, W.S. Hobson and A.E. Von Neida, 1988 Fall MRS Meeting and Mat. Res. Soc. Symp. Proc., 144, 433 (1989).

20. “Formation of Buried Insulation Layers in GaAs-AlGaAs Heterostructures,” W.S. Hobson, S.J. Pearton, C.R. Abernathy and A.E. Von Neida, 1989 Spring MRS Meeting and Mat. Res. Soc. Symp. Proc., 148, 397 (1989).

21. “Ion Implantation Processing of GaAs and Related Compounds,” S.J. Pearton, W.S. Hobson and C.R. Abernathy, 1989 Spring MRS Meeting and Mat. Res. Soc. Symp. Proc., 147, 261 (1989).

22. “Carbon Implantation in GaAs, AlGaAs and InP,” S.J. Pearton, C.R. Abernathy, U.K. Chakrabarti. and W.S. Hobson, 1989 Spring MRS Meeting and Mat. Res. Soc. Symp. Proc., 110 (1990).

23. “Implant Isolation of III-V Semiconductors,” C.R. Abernathy, S.J. Pearton and W.S. Hobson, 1989 Spring MRS Meeting and Mat. Res. Soc. Symp. Proc., 35 (1990).

24. “Acceptor Delta-Doping in GaAs,” W.S. Hobson, S.J. Pearton and C.R. Abernathy, 1989 Fall MRS Meeting and Mat. Res. Soc. Symp. Proc., 163, 855 (1990).

25. “Sn-H Complexes in GaAs,” D.M. Kozuch, M. Stavola, S.J. Pearton, C.R. Abernathy and J. Lopata, 1989 Fall MRS Meeting and Mat. Res. Soc. Symp. Proc., 163, 477 (1990).

26. “Structure and Dynamics of H Acceptor Complexes in Si and GaAs,” M. Stavola, S.J. Pearton, C.R. Abernathy and J. Lopata, 1989 APS Meeting, St. Louis; Bull. Am. Phys. Soc., 34, 415 (1989).

27. “Acceptor Delta-Doping for Schottky Barrier Enhancement on n-Type GaAs,” S.J. Pearton, F. Ren, C.R. Abernathy, A. Katz, W.S. Hobson, S.N.G. Chu and J. Kovalchick, 1990 Spring MRS Meeting and Mat. Res. Soc. Symp. Proc., 181, 491 (1990.)

28. “GaAs-AlGaAs HBTs with C-Doped Base Layer Grown by MOMBE,” F. Ren, C.R. Abernathy, S.J. Pearton, T.R. Fullowan, J. Lothian and A.S. Jordan, SOTAPOCS XII, 1990 Spring ECS Meeting, Montreal, May 9, 1990, VR. 90-15, 185 (1990)

29. “Trimethylamine Alane: A New Robust Precursor for the MOMBE Growth of AlGaAs,” C.R. Abernathy, A.S. Jordan, S.J. Pearton, D.A. Bohling and G.T. Muhr., Proc. 17th GaAs and Rel. Comp. Symp. IOP Cont. Ser 42, 149 (1990).

30. “The Feasibility of Using TMAl Alane as an Al Precursor for MOMBE,” C.R. Abernathy, A.S. Jordan, S.J. Pearton, F. Ren, F. Baiocchi, D.A. Bohling and G.T. Muhr, Intl. Crys. Growth Meeting, Denver, July 1990, J. Cryst. Growth, 109, 31 (1991).

31. “Carbon Doping of III-V Compounds Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, F. Ren and W.S. Hobson, Houston, Dec. 1989: J. Cryst. Growth, 105, 375 (1990).

32. “Novel C-Doped p-Channel GaAs MESFET Grown by MOMBE,” F. Ren, C.R.

Appendix III.3.2

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Abernathy and S.J. Pearton, 1991 Spring ECS Meeting, Toronto, Canada, May 1991. 33. “Incorporation and Behavior of O in AlGaAs Grown by MOMBE Using TMAA1,” C.R.

Abernathy, J. Song, W.S., Hobson, S.J. Pearton, F. Ren, D.A. Bohling and G.T. Muhr, 1990 Fall MRS Meeting and Mat. Res. Soc. Symp. Proc., 204, 183 (1991).

34. “AlGaAs Growth by OMVPE using TMAA1,” W.S. Hobson, C.R. Abernathy, S.J. Pearton and T.D. Harris, 1990 Fall MRS Meeting and Mat. Res. Soc. Symp. Proc., 204, 189 (1991).

35. “Passivation of Carbon Acceptors in GaAs by Hydrogen,” D.M. Kozuch, M. Stavola, S.J. Pearton, C.R. Abernathy, J. Lopata and W.S. Hobson, 1991 APS Meeting; Bull. Am. Phys. Soc., 36, 994 (1991).

36. “The Search for All-Hydride MOMBE: Examination of TMAAl, TMAGa and Arsine,” D.A. Bohling, G.J. Muhr, C.R. Abernathy, A.S. Jordan, S.J. Pearton and W.S. Hobson, J. Cryst. Growth, 107, 1068 (1991).

37. “Passivation of Shallow Acceptors in Si and GaAs by Annealing in H2,” I. Veloarisoa, D. Kozuch, M. Stavola, R. Peale, G. Watkins, S.J. Pearton, C.R. Abernathy and W.S. Hobson, J. Cryst. Growth, 107, 111 (1991).

38. “Unintentional Hydrogenation of III-V Semiconductors Device Processing,” S.J. Pearton, C.R. Abernathy, W.S. Hobson, J. Lopata, D. Kozuch and M. Stavola, J. Cryst. Growth, 107, 617 (1991).

39. “Effects of Low Temperature Growth on Impurity and Defect Incorporation in AlGaAs Grown by MOMBE,” C.R. Abernathy, S.J. Pearton and D. Bohling, J. Cryst. Growth, 107, 1057 (1991).

40. “Characterization of GaAs/AlGaAs Heterostructures Grown by OMVPE Using TMAAl as a New Al Source,” W.S. Hobson, S. McAfee, K. Jones, N. Paroskevopoulous, C.R. Abernathy, S. Sputz, T. Harris, M. Lamont-Schnoes and S.J. Pearton, J. Cryst. Growth, 107,1062 (1991).

41. “Anomalous Damage Depths in Low Energy Ion Beam Processed III-V Semiconductors,” S.J. Pearton, F. Ren, T. Fullowan, R. Kopf, W. Hobson, C.R. Abernathy, A. Katz, U. Chakrabarti. and V. Swaminathan, J. Cryst. Growth, 107, 1439 (1991).

42. “Role of the Diffusivity of Be and C in the Performance of GaAs/AlGaAs HBTs,” F. Ren, T. Fullowan, J. Lothian, P. Wisk, C. Abernathy, R. Kopf, A. Amerson, S. Downey and S.J. Pearton, J. Cryst. Growth, 107, 1557 (1991).

43. “Passivation of C Acceptors in GaAs by Hydrogen,” D. Kozuch, M. Stavola, S.J. Pearton, C.R. Abernathy, J. Lopata and W.S. Hobson, APS March Meeting, Detroit, March 1991; Bull. Am. Phys. Soc., 36, 994 (1991).

44. “Novel C-Doped, p-Channel GaAs MESFET Grown by MOMBE,” F. Ren, C.R. Abernathy and S.J. Pearton, 18th Intl. Symp. GaAs and Related Comp., Seattle, Sept. 1991; IOP Conf. Ser., 121, 137 (1991).

45. “Characteristics of Dry Etch GaAs p-n Junctions Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, F. Ren, T. Fullowan and J. Lothain, 18th Intl. Symp. GaAs and Related Comp., Seattle, Sept. 1991; IOP Conf. Ser., 121, 191 (1991).

46. “Incorporation of H into III-V Semiconductors During Growth and Processing,” S.J. Pearton, C. Abernathy, W. Hobson, F. Ren, T. Fullowan, J. Lopata. and U. Chakrabarti,

Appendix III.3.2

9

18th Intl. Symp. GaAs and Related Comp., Seattle, Sept. 1991; IOP Conf. Ser., 120, 195 (1991).

47. “UV-Ozone Removal of Interfacial C from GaAs Prior to MOMBE,” S.J. Pearton, F. Ren, C. Abernathy, W. Hobson and H. Luftman, Electrochem. Soc., Phoenix, Oct. 1991, Proc. 2nd. Intl. Symp. on Cleaning Technology in Semiconductor Device Manufacturing, 92-12, 477 (1992).

48. “Growth of GaAs/AlGaAs HBTs by MOMBE,” C.R. Abernathy, F. Ren, S.J. Pearton, T. Fullowan, K. Montgomery, P. Wisk, J. Lothian, P. Smith and R. Nottenburg, Intl. CBE Conf., Oxford, Sept. 1991; J. Cryst. Growth, 120, 234 (1992).

49. “III-V Semiconductor Dry Etching Using ECR Discharges,” S.J. Pearton, F. Ren, T. Fullowan, J. Lothian, C. Abernathy, A. Katz and R .Kopf, SOTAPOCS XV, Electrochemical Society Meeting, Phoenix, Oct. 1991; vol. 92-19, 54 (1992).

50. “Hydrogen Passivation of C-Acceptors in GaAs and Grown from Metalorganic Sources,” M. Stavola, D. Kozuch, S.J. Pearton, C. Abernathy and W. Hobson, Workshop on Hydrogen Migration in Semiconductors, Hobsen, Germany, Nov. 1991.

51. “Growth of GaAs and AlGaAs by MOMBE Using Phenylarsine,” C. Abernathy, P. Wisk, S.J. Pearton, F. Ren, D. Bohling and G. Muhr, 1991 Fall MRS and Mat. Res. Soc. Symp. Proc., 240, 57 (1992).

52. “Comparison of Disilane and Tetraethyltin as Gaseous Dopants for Growth of n-GaAs and n-AlGaAs by MOMBE,” P. Wisk, C.R. Abernathy, S.J. Pearton, F. Ren, T. Fullowan and J. Lothian, 1991 Fall MRS and Mat. Res. Soc. Symp. Proc., 240, 63 (1992).

53. "Dry Etch Damage in GaAs p-n Junctions," S.J. Pearton, F. Ren, C. Abernathy, T. Fullowan and J. Lothian, 1991 Fall MRS and Mat. Res. Soc. Symp. Proc., 240, 301 (1992).

54. “Radiation Testing of AlInAs/InGaAs and GaAs/AlGaAs HBTs,” S. Witmer, S. Mittleman, D. Lehy, F. Ren, T. Fullowan, R. Kopf, C. Abernathy, S.J. Pearton, D.A., Humphrey, K. Montgomery, P. Smith, J. Kreskovsky and H. Grubin, 1991 Fall MRS and Mat. Res. Soc. Symp. Proc., 240, 523 (1992).

55. “Properties of Pt/Ti Contacts to III-V Materials,” A. Katz, S. Nakahara, S. Chu, B. Weir, C. Abernathy, W., Hobson, S.J. Pearton and W. Savin, Mat. Res. Soc. Symp. Proc., 216, 305 (1991).

56. “Ion Implantation Technology for III-V Heterojunction Devices,” F. Ren, S.J. Pearton, C.R. Abernathy, S. Chu, T. Fullowan, et. al., 14th Ion Implantation Technology Conf., Gainesville, FL, Sept. 1992, pp. 421-425.

57. “Applications of Ion Implantation in III-V Device Technology,” S.J. Pearton, F. Ren., S. Chu, W. Hobson, C. Abernathy, T. Fullowan, J. Lothian, R. Elliman, D. Jacobson and J.M. Poate, 12th Intl. Conf. Applications of Accelerators in Research and Industry, Denton, TX, Nov. 1992, Nucl. Instr. Meth. B79, 648 (1992).

58. “GaAs(C)/InAs Superlattices Grown by MOMBE,” C. Abernathy, P. Wisk, S.J. Pearton, W. Hobson, P. Fuoss, F. Lauclas, S. Chu and F. Ren, Proc. 4th Intl. Conf. InP and Related Materials, April 1992, Rhode Island, pp. 281-285.

59. “Use of Selective Area Defect Creation for Isolation of III-V Multilayer Structures,” S.J. Pearton, F. Ren, T. Fullowan, A. Katz, W. Hobson, C. Abernathy, J. Lothian, R. Elliman and J.S. Williams, 1992 Spring MRS Meeting and Mat. Res. Soc. Symp. Proc., 262, 763

Appendix III.3.2

10

(1991). 60. “Comparison of Current-Induced Migration of Be and C in GaAs/AlGaAs HBTs,” F.

Ren, T. Fullowan, J. Lothian, P. Wisk, C.R. Abernathy, R. Kopf, S. Downey and S.J. Pearton, 1992 Spring MRS Meeting and Mat. Res. Soc. Symp. Proc., 262, 797 (1992).

61. “HI/H2 ECR Plasma Etching of III-V Semiconductors,” S.J. Pearton, U. Chakrabarti, A. Katz, F. Ren, T. Fullowan, C.R. Abernathy and W. Hobson, 1992 Spring MRS Meeting and Mat. Res. Soc. Symp. Proc., 268, 17 (1992).

62. “Novel Dry Etch Chemistries for InP and Related Compounds,” S.J. Pearton, U. Chakrabarti, A. Katz, W. Hobson, C. Abernathy, F. Ren, and T. Fullowan, 4th Intl. Conf. InP and Related Materials, Rhode Island, April 1992; pp. 420-426.

63. “Hydrogen Passivation of C Acceptors in GaAs,” M. Stavola, D. Kozuch, S.J. Pearton, C.R. Abernathy and W.S. Hobson, ibid., Bull. Am. Phys. Soc., 37, 195 (1992).

64. “Damage Introduction in GaASs/AlGaAs in InGaAs/InP HBT Structures During ECR Plasma Processing,” F. Ren, T. Fullowan, S.J. Pearton, J. Lothian, R. Esagui, C.R. Abernathy and W.S. Hobson, 1992 AVS Meeting, Chicago, Nov. 1992, J. Vac. Sci. Technol., A 11, 1768 (1993).

65. “Wet and Dry Etching Characteristics of AIN, GaN and InN,” S.J. Pearton, C.R. Abernathy, F. Ren, A. Katz and P. Wisk, 1992 AVS Meeting, Chicago, Nov. 1992, J. Vac. Sci. Technol, A 11, 1772 (1993).

66. “Compound Semiconductor Circuits and Devices for Future Lightwave Telecommunications Systems," R. Montgomery, C.R. Abernathy, A. Cho, R. Esagui, A. Feygenson, T. Fullowan, R. Hamm, M. Haner, D. Humphrey, B. Jalali, J. Lothian, S.J. Pearton, F. Ren, D. Sivco, P. Smith and R. Yadvish, Telefonica Conf., Barcelona, Spain, Nov. 1992.

67. “Reliability of Implant-Isolation Regions in High-Doped GaAs-Based Structures,” F. Ren, S.J. Pearton, J. Lothian, T. Fullowan, C.R. Abernathy and S. Chu, Mat. Res. Soc. Symp. Proc., 300, 273 (1993).

68. “High Efficiency Common Emitter InGaP/GaAs Power HBTs,” F. Ren, S.J. Pearton, C.R. Abernathy, J. Lothian, P. Wisk, T. Fullowan, Y. Chen, L. Henning, T. Henry, L. Yang, S. Fu, R. Brozovich and J.J. Lin, GaAs Man. Tech. Conf., Atlanta, May 1993.

69. “Deposition of TiN by ECR-MOMBE,” P. Wisk, C. Abernathy, S.J. Pearton, F. Ren, A. Katz and D. Bohling,, 1993 Spring MRS Meeting, San Francisco, April 1993 and Mat. Res. Soc. Symp. Proc. 300, 288 (1993).

70. “Effect of Substrate Temperature on Dry Etching of InP, GaAs and AlGaAs in I2 and Br2 Plasmas,” U. Chakrabarti, F. Ren, S.J. Pearton and C.R. Abernathy, 40th National AVS Symp., Orlando, FL, October 1993.

71. “Growth of GaN AlN and InN by ECR-MOMBE,” P. Wisk, C.R. Abernathy, S.J. Pearton, F. Ren, J. Lothian, A. Katz A. and K. Jones, 1992 Fall MRS Meeting, Boston, Dec. 1992 and Mat. Res. Soc. Symp. Proc., 282, 599 (1993).

72. “InGaP/GaAs Based Single and Double HBTs Grown by MOMBE,” F. Ren, C.R. Abernathy, S.J. Pearton, P. Wisk and R. Esagui, 1992 Fall MRS Meeting, Boston, Dec. 1992 and Mat. Res. Soc. Symp. Proc., 282, 33 (1993).

73. “Iodine-Based Dry Etching Chemistries for InP and Related Compounds,” S.J. Pearton, U. Chakrabarti, A. Katz, C.R. Abernathy, W. Hobson, F. Ren and T. Fullowan, 1992 Fall

Appendix III.3.2

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MRS Meeting, Boston, Dec. 1992 and Mat. Res. Soc. Symp. Proc., 282, 123 (1993). 74. “Dry Surface Cleaning of Plasma-Etched HEMTs,” S.J. Pearton, F. Ren, A. Katz, U.

Chakrabarti, E. Lane, W. Hobson, R. Kopf, C.R. Abernathy, C.S. Wu, D.A. Bohling and J. Ivankovits, 1992 Fall MRS Meeting, Boston, Dec. 1992 and Mat. Res. Soc. Symp. Proc., 282, 131 (1993).

75. “Another Step in Developing a Single Wafer Integrated Process-RTMOOCVD of Locally Diffused W(Zn) Contacts,” A. Katz, A. Feingold, N. Moriya, S.J. Pearton, A. Rusby, J. Kovalchick, C.R. Abernathy, M. Geva and E. Lane, 1992 Fall MRS Meeting, Boston, Dec. 1992 and Mat. Res. Soc. Symp. Proc., 282, 217 (1993).

76. “Highly Reliable WGe Ohmic Contact to GaAs/AlGaAs HBTs,” T. Fullowan, F. Ren, B. Tseng, S.J. Pearton, C.R. Abernathy, L. Harriott and E. Lane, 1992 Fall MRS Meeting, Boston, Dec. 1992 and Mat. Res. Soc. Symp. Proc., 282, 239 (1993).

77. “Trilayer Liftoff Metallization Process Using Low Temperature SiNx,” J. Lothian, F. Ren, S.J. Pearton, U. Chakrabarti, C.R. Abernathy and A. Katz, 1992 Fall MRS Meeting, Boston, Dec. 1992 and Mat. Res. Soc. Symp. Proc., 282, 259 (1993). 6

78. “Reduction of Sidewall Roughness During Dry Etching of SiO2,” F. Ren, S.J. Pearton, J. Lothian, C.R. Abernathy and W.S. Hobson, 1992 Fall MRS Meeting, Boston, Dec. 1992 and Mat. Res. Soc. Symp. Proc., 282, 529 (1993).

79. “Low Temperature SiNx as a Sacrificial Layer in Novel Device Fabrication,” J. Lothian, F. Ren, S.J. Pearton, C.R. Abernathy and W.S. Hobson, 1993 Spring MRS Meeting, San Francisco, April 1993 and Mat. Res. Soc. Symp. Proc., 300, 327 (1993).

80. “Strongly Polarized C-H Vibrations in GaAs:C Epilayers Grown by MOMBE,” Y. Cheng, M. Stavola, D. Kozuch, S. Uffring, C.R. Abernathy and S.J. Pearton, 1993 APS March Meeting, Seattle; Bull. Am. Phys. Soc., 38, 377 (1993).

81. “High Microwave Power Performance of Self-Aligned InGaP/GaAs HBTs,” L. Yang, S. Fu, B. Clark, R. Brozovich, H. Lin, S. Lui, P.C. Chao, F. Ren, C.R. Abernathy, S.J. Pearton, J. Lothian, P. Wisk, T.R. Fullowan, T. Chui and S.S. Pei,14th Biennial Conf. Ad. Concepts in High Speed Semiconductor Devices & Circuits, Cornell, Aug. 1993.

82. “Fabrication of Y-Gate, Submicron Gate Length GaAs MESFETs,” F. Ren, S.J. Pearton, J. Lothian and C.R. Abernathy, 37th Intl. Symp. on Electron, Ion and Photon Beams, San Diego, June 1993; J. Vac. Sci. Technol. B.

83. “Ion Beam Processing of InGaAsP,” S.J. Pearton, C.R. Abernathy, P. Wisk and F. Ren, 1993 Fall MRS Symp. Boston, MA; Proc. MRS 316, 319 (1994).

84. “Optical Emission End Point Detection for Via Hole Etching in InP and GaAs Power Device Structures,” S.J. Pearton, F. Ren, C.R. Abernathy and C. Constantine, 1993 Fall MRS Symp. Boston, MA.; Proc. MRS 324, 178 (1994).

85. “Effects of Ion Irradiation and Hydrogenation on the Doping of InGaAlN Alloys,” S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, 1993 Fall MRS Symp. Boston, MA; Proc. MRS 325, 258 (1994).

86. “Oriented C Pair Defects Stabilized by H in As-grown GaAs,” Y. Chen, M. Stavola, C.R. Abernathy and S.J. Pearton, 1993 Fall MRS Symp. Boston, MA; Proc. MRS 325, 317 (1994).

87. “New Dry Etch Chemistries for III-V Semiconductors,” S.J. Pearton, U. Chakrabarti, F. Ren, C.R. Abernathy, A. Katz, W.S. Hobson and C. Constantine, 1993 Fall MRS Symp.

Appendix III.3.2

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Boston, MA; Proc. MRS 334, 260 (1994). 88. “Structural Characterization of GaN Grown by ECR-MOMBE,” C.R. Abernathy, S.

Bharatan, K.S. Jones, S.J. Pearton and P. Wisk, 40th National AVS Symp. Orlando, FL, Nov. (1993).

89. “A Comparison of Intrinsic and Extrinsic C-doping Sources for Doping of III-V

Compounds During Growth by MOMBE,” C.R. Abernathy, W.S. Hobson, S.J. Pearton and P. Wisk, 40th National AVS Symp. Orlando, FL, Nov. (1993).

90. “Non-alloyed Ohmic Contracts on n-type InP with Nitridation of Patterned InP Surface,” F. Ren, S.J. Pearton, J.R. Lothian, W. Chu, C.R. Abernathy, S.N.G. Chu and S.S. Pei, 185th Meeting of the Electrochemical Society, San Francisco, CA, May 1994.

91. “Ion Milling and Reactive Ion Etching of III-V Nitrides,” S.J. Pearton, C.R. Abernathy, F. Ren and J.R. Lothian, 1994 Spring MRS Meeting, San Francisco, CA, April 1994; Mat. Res. Soc. Symp. Proc. 339, 179 (1994).

92. “Effects of Wet and Dry Etching and Sulfide Passivation on Surface Recombination Velocities of InGaP p-n Junctions,” S.J. Pearton, F. Ren, W.S. Hobson, C.R. Abernathy and U.K. Chakrabarti, Proc. 6th Int. Conf. InP and Rel. Mat., pp. 186-189 (1994).

93. “Selective Area Processing of InGaAsP,” S.J. Pearton, C.R. Abernathy and F. Ren, Proc. 6th Int. Conf. InP and Rel. Mat., pp. 194-197 (1994).

94. “GaN Microstructures Formed by High Resolution CH4/H2 Dry Etching,” S.J. Pearton, F. Ren, C.R. Abernathy and J.R. Lothian, 1994 Fall ECS Meeting, Miami Beach, FL, Oct. 1994.

95. “Diffusion of Implanted Dopants and Isolation Species in III-V Nitrides,” S.J. Pearton, C.R. Abernathy, F. Ren and W.S. Hobson, 1994 Fall MRS Meeting, Boston, MA, Nov. 1994.

96. “Process Chemistries for Low Temperature ECR Plasma Etching of III-V Semiconductors,” S.J. Pearton, C.R. Abernathy, F. Ren and W.S. Hobson, 1994 Fall MRS Meeting, Boston, MA, Nov. 1994.

97. “Outdiffusion of Deuterium From GaN, AlN and InN,” R.G. Wilson, S.J. Pearton, C.R. Abernathy and J.M. Zavada, 41st Nat. Symp. of the AVS, Denver, CO, Oct. 1994.

98. “High Density, Low Temperature Dry Etching in GaAs and InP Device Technology,” S.J. Pearton, C.R. Abernathy and F. Ren, 41st Nat. Symp. Of the AVS, Denver, CO, Oct. 1994.

99. “Nanoscale Structures in III-V Semiconductors Using Sidewall Masking and High Ion Density Dry Etching,” F. Ren, S.J. Pearton, C.R. Abernathy and J. Lothian, 41st Nat. Symp. Of the AVS, Denver, CO, Oct. 1994.

100. “Thermal Stability of Implanted Dopants and Passivation Species in III-V Nitrides,” R.G. Wilson, S.J. Pearton, C.R. Abernathy and J. M. Zavada, Proc. 2nd Int. High Temp. Electronics Conf., Charlotte, NC, June 1994.

101. “Hydrogen Diffusion and Passivation in InGaAlN Alloys,” S.J. Pearton, C.R. Abernathy, J. D. MacKenzie, C.B. Vartuli, R.G. Wilson, J.M. Zavada and R.J. Shul, 1995 Spring MRS Meeting, San Francisco, CA, April 1995; Proc. Mat. Res. Soc. Symp., 378, 497 (1995).

102. “High Resistivity InAlN by N or O Implantation,” J.C. Zolper, S.J. Pearton, C.R.

Appendix III.3.2

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Abernathy and C.B. Vartuli, 1995 Spring MRS Meeting, San Francisco, CA, April 1995; Proc. Mat. Res. Soc. Symp., 378, 485 (1995).

103. “High Rate Dry Etching of GaN, AlN and InP in ECR Cl2/CH4/H2/Ar Plasmas,” C.B. Vartuli, S.J. Pearton, C.R. Abernathy, R.J. Shul and A.J. Howard, 1995 Spring MRS Meeting, San Francisco, CA, April 1995; Proc. Mat. Res. Soc. Symp., 380, 208 (1995).

104. “Doping of Group III-Nitrides Grown by MOMBE,” J.D. MacKenzie, C.R. Abernathy and S.J. Pearton, 1995 Spring MRS Meeting, San Francisco, California, April 1995.

105. “Development of Wet Chemical Etch Solutions for III-V Nitrides,” J.R. Mileham, C.R. Abernathy and S.J. Pearton, 1995 Spring MRS Meeting, San Francisco, CA, April 1995.

106. “Investigation of Wet Chemical Etching of InGaAlP Alloys,” J.W. Lee, C.J. Santana, C.R. Abernathy, S.J. Pearton, F. Ren, W.S. Hobson, J.R. Coblisan and C.S. Wu, 188th ECS Meeting, Chicago, IL, October 1995; Proc. Wide Gap Semicond. Symp., 95-21, 316 (1995).

107. “Status of Ion Implantation Doping and Isolation of III-V Nitrides,” J.S. Zolper, S.J. Pearton, C.R. Abernathy, C.B. Vartuli, C. Yuan and R.A. Stall, 188th ECS Meeting, Chicago, IL, October 1995; Proc. Wide Gap Semicond. Symp., 95-21, 144 (1995).

108. “Magnetron RIE of III-V Nitride Semiconductors,” G.F. McLane, S.J. Pearton and C.R. Abernathy, 188th ECS Meeting, Chicago, IL, October 1995; Proc. Wide Gap Semicond. Symp., 95-21, 204 (1995).

109. “ECR Etching of Group III-V Nitride Binary and Ternary Films,” R.J. Shul, A.J. Howard, S.J. Pearton, C.R. Abernathy, C.B. Vartuli and P.A. Barnes, 188th ECS Meeting, Chicago, IL, October 1995; Proc. Wide Gap Semicond. Symp., 95-21, 217 (1995).

110. “High Density Plasma Etching of III-V Nitrides,” C. Vartuli, S.J. Pearton, C.R. Abernathy, R.J. Shul, A.J. Howard and J. Parmeter, 42nd AVS National Symp., Minneapolis, MN, October, 1995.

111. “Unintentional Hydrogenation of GaN and Related Alloys During Processing,” S.J. Pearton, C.B. Vartuli, C.R. Abernathy, J.D. MacKenzie, R.G. Wilson, F. Ren, R.J. Shul and J. M. Zavada, 42nd AVS National Symp., Minneapolis, MN, October, 1995.

112. “Patterning of GaN, AlN and InN in KOH-based Solutions,” J.R. Mileham, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, R.J. Shul and S.P. Kilcoyne, 42nd AVS National Symp., Minneapolis, MN, October, 1995.

113. “Magnetron RIE of InGaN and InAlN Alloy Semiconductors,” G.F. McLane, T. Monahan, C.R. Abernathy and S.J. Pearton, 42nd AVS National Symp., Minneapolis, MN, October, 1995.

114. “The Effect of H on the Stability of AlGaAs/GaAs HBTs,” F. Ren, C.R. Abernathy, S.J. Pearton, J. Coblisan, P. Wisk and T. Fullowan, 1994 US Conf. on Man. Techn., Las Vegas, NV, May 1994.

115. “Novel Properties of H-containing Complexes Revealed by their Hydrogen Vibrations,” M. Stavola, Y. Cheng, C.R. Abernathy and S.J. Pearton, 18th Intl. Conf. on Defects in Semicond., Sendai, Japan, July 1995.

116. “Fabrication of Novel III-N and III-V Modulator Structures by ECR Plasma Etching,” S.J. Pearton, C.R. Abernathy, J.R. Mileham, R.J. Shul, S. Kilcoyne, F. Ren and J.M. Zavada, 1995 Fall MRS Meeting, Boston, MA, November 1995.

117. “Thermal Stability of Ohmic Contacts to n-InGaN,” A. Durbha, S.J. Pearton, C.R.

Appendix III.3.2

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Abernathy, J.W. Lee, P. Holloway and F. Ren, 1995 Fall MRS Meeting, Boston, MA, November 1995.

118. “Role of C, O and H in III-V Nitrides,” C.R. Abernathy, S.J. Pearton, J.W. Lee, C. Vartuli, R.G. Wilson, R.J. Shul, J.C. Zolper and J.M. Zavada, 1995 Fall MRS Meeting, Boston, MA, November 1995.

119. “Ion Implantation Doping and High Temperature Annealing of GaN,” J.C. Zolper, A.J. Howard, S.J. Pearton, C.R. Abernathy, C.B. Vartuli, R. Stall and R.G. Wilson, 1995 Fall MRS Meeting, Boston, MA, November 1995.

120. “Plasma Chemistry Dependent ECR Etching of GaN,” R.J. Shul, C. Ashby, A.J. Howard, S.J. Pearton, C.R. Abernathy, C.B. Vartuli, P. Barnes and P. Davis, 1995 Fall MRS Meeting, Boston, MA, November 1995.

121. “Microdisc Laser Structures Formed in III-V Nitride Epilayers,” J.M. Zavada, S.J. Pearton, C.R. Abernathy, R.J. Shul, R.G. Wilson and D. Zhang, Topical Workshop on III-V Nitrides, Nagoya, Japan, September 1995; IOP Conf. Ser. 142, 1023 (1996).

122. “Doping and Isolation of GaN, InGaN and InAlN using Ion Implantation,” S.J. Pearton, C. Vartuli, C.R. Abernathy, J.D. MacKenzie, J.C. Zolper and R. Stall, Intl. Conf. on SiC and Related Materials, Kyoto, Japan, September 1995.

123. “Carbon Implantation in AlGaAs,” S.J. Pearton and C.R. Abernathy, 1995 Fall MRS Meeting, Boston, MA, November 1995.

124. “Novel Compound Semiconductor Devices Based on III-V Nitrides,” S.J. Pearton, C.R. Abernathy and F. Ren, 1995 Semicond. Dev. Research Conf., Charlottesville, VA, December 1995.

125. “III-V Nitride Processing and Devices,” S.J. Pearton, C.R. Abernathy and F. Ren, 1995 IEEE Int. Caracas Cong. On Devices, Circuits and Systems, Caracas, December, 1995.

126. “Growth and Doping of AlAs by MOMBE,” C.R. Abernathy, S.J. Pearton, P. Wisk and F. Ren, 1994 Spring MRS Meeting, San Francisco, CA; Proc. MRS 339, 208 (1994).

127. “Thermal Stability of TiPtAn Ohmic Contacts on InN,” F. Ren, C.R. Abernathy, S.J. Pearton and P. Wisk, 1994 Spring MRS Meeting, San Francisco, CA; Proc. MRS 331, 208 (1994).

128. “Light Generation and Waveguiding in Er-doped GaN Epilayers,” J.M. Zavada, D. Zhang, C.R. Abernathy, S.J. Pearton, R.G. Wilson and R.N. Schwartz, 1994 Fall MRS Meeting, Boston, MA, Nov. 1994.

129. “MOMBE Growth of GaP-based Materials on Si-Surface Preparation and Nucleation,” C.J. Santana, C.R. Abernathy, K.S. Jones and S.J. Pearton, 1994 Fall MRS Meeting, Boston, MA, Nov. 1994.

130. “Process Chemistries for Low Temperature ECR Etching of III-V Semiconductors,” S.J. Pearton, C.R. Abernathy, F. Ren and W.S. Hobson, 1994 Fall MRS Meeting, Boston, MA, Nov. 1994.

131. “Diffusion of Implanted Dopants and Isolation Species in III-V Nitrides,” S.J. Pearton, C.R. Abernathy, R.G. Wilson and J.M. Zavada, 1994 Fall MRS Meeting, Boston, MA, Nov. 1994.

132. “AlN Grown by MOMBE using ECR N2 Plasma,” J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, S. Bharatan, K.S. Jones and R.G. Wilson, 1994 Fall MRS Meeting, Boston, MA, Nov. 1994.

Appendix III.3.2

15

133. “Characterization of Degradation Mechanisms in GaAs/AlGaAs HBTs,” M. Frei, C.. Abernathy, T. Chui, T. Fullowan, J. Lothian, R. Montgomery, S.J. Pearton, F. Ren, P. Smith, J. Weiner and P. Wisk, 1994 DRC Conf., Santa Barbara, CA, July 1994.

134. “Ion Implantation Isolation of In-containing III-V Nitrides,” J.C. Zolper, S.J. Pearton, C.R. Abernathy and C.B. Vartuli, 31st Ann. Symp. Of New Mexico Chapter of AVS, Albuquerque, NM, April 1995.

135. “1.54µm PL from Er-implanted AlN and GaN,” R.G. Wilson, R. N. Schwartz, C.R. Abernathy, S.J. Pearton, N. Newman and J.M. Zavada, Proc. NATO Ad. Workshop on Wide Bandgap Electron. Matl., Minsk, Belarus, May 1994.

136. “High Rate ECR Etching of III-V Nitride Materials,” R.J. Shul, A.J. Howard, S.J. Pearton, C.R. Abernathy, C. Vartuli, P. Barnes and M. Bozack, 188th ECS Meeting, Reno, NV, May 1995.

137. “High Microwave Power ECR Etching of III-V Semiconductor in CH4/H2/Ar,” J.W. Lee, S.J. Pearton, E. Lambers, J. Mileham, C.R. Abernathy, W.S. Hobson, F. Ren and R.J. Shul, ECS Meeting, Los Angeles, CA, May 1995.

138. “Ohmic Contacts on Binary and Ternary III-Nitrides,” F. Ren, S.J. Pearton, C.R. Abernathy and M.W. Cole, ECS Meeting, Los Angeles, CA, May 1995.

139. “ECR, ICP and RIE Plasma Etching of GaN,” R.J. Shul, S.J. Pearton, C.R. Abernathy, C. Constantine, C. Bauaff, R. Karlicek and C. Tran, ECS Meeting, Los Angeles, CA, May 1995.

140. “III-Nitride Ion Implantation and Device Processing,” J.C. Zolper, R.J. Shul, A.G. Baca, S.J. Pearton, C.R. Abernathy, R.G. Wilson, R.A. Stall and M.S. Shur, ECS Meeting, Los Angeles, CA, May 1995.

141. “Er-doping of GaN and Related Alloys,” S.J. Pearton, C.R. Abernathy and J.M. Zavada, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

142. “Damage Introduction in InGaP by ECR Plasmas,” J.W. Lee, S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

143. “W4WSix and Ti/Al Low Resistance Ohmic Contacts to InAlN and InN,” C.B. Vartuli, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, R. Shul and J.C. Zolper, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

144. “Transport Properties of GaN, InGaN and InN,” W. Geerts, J. MacKenzie, S.J. Pearton, C.R. Abernathy and T. Schmeidel, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

145. “Cl2-based ECR Etching of InGaP, AlInP and AlGaP,” J. Hong, J. Lee, S.J. Pearton, C. Santana, C.R. Abernathy and R. Ren, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

146. “Dry Etching of InGaP and AlInP in CH2/H2/Ar,” J.W. Lee, S.J. Pearton, C.J. Santana, E. Lambers, C.R. Abernathy, W. Hobson and F. Ren, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

147. “Properties of H, O and C in GaN,” S.J. Pearton, C.R. Abernathy, J.W. Lee, C.B. Vartuli, J. MacKenzie, F. Ren, J. Zavada and R.J. Shul, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

148. “Characterization of Er-doped Nitrides Prepared by MOMBE,” J.M. Zavada, R.G.

Appendix III.3.2

16

Wilson, R.N. Schwartz, C.R. Abernathy and S.J. Pearton, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

149. “High Temperature Surface Degradation of InAlN and InGaN,” C.B. Vartuli, SA.J. Pearton, C.R. Abernathy, J.C. Zolper and A.J. Howard, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

150. “Dry Etch Damage in InN, InGaN and InAlN,” S.J. Pearton, J.W. Lee, J. MacKenzie, C.R. Abernathy and R.J. Shul, 1996 Spring MRS Meeting, San Francisco, CA, April 1996.

151. “Comparison of ICl and IBr Plasma Etching of InGaAlP Alloys,” J. Hong, J. Lee, E. Lambers, C.R. Abernathy, S.J. Pearton, C. Constantine and W.S. Hobson, ECS Meeting, San Antonio, TX, October 1996.

152. “Etching Processes for Fabrication of GaN/InGaN/AlN Microdisk Laser Structures,” J.W. Lee, C.B. Vartuli, J.D. MacKenzie, J.R. Mileham, C.R. Abernathy, S.J. Pearton, R.J. Shul, J.C. Zolper, J.M. Zavada and R.G. Wilson, 40th EIPBN Conf., Atlanta, GA, May 1995.

153. “High Temperature Stable W and WSix Ohmic Contacts on GaN and InGaN,” S.J. Pearton, C.R. Abernathy, A. Durbha, S. Donovan, J.D. MacKenzie, J.W. Lee, F. Ren, J.C. Zolper and M.W. Cole, 3rd Int. High Temp. Elect. Conf., Albuquerque, NM, June 1996.

154. “C Doping of III-V Semiconductors by Ion Implantation,” S.J. Pearton and C.R. Abernathy, 7th Int. Symp. Shallow Levels in Semicond, Amsterdam, July 1996.

155. “Growth-induced alignment and assignment of the Vibrational Modes of C in AlGaAs,” J. Zheng, M. Stavola, C.R. Abernathy and S.J. Pearton, March Meeting of APS, St. Louis, MO: Bull. Am. Phys. Soc. 41, 340 (1996).

156. “Growth-Induced Alignment of the First Neighbor Shell of Carbon in AlxGa1-xAs,” M. Stavola, J.F. Zheng, C.R. Abernathy and S.J. Pearton, 1996 Fall MRS Meeting, Boston, December 1996.

157. “Chemical Etching of AlN and InAlN in KOH Solutions,” C.B. Vartuli, J.W. Lee, J.D. MacKenzie, S.J. Pearton, C.R. Abernathy, J.C. Zolper, R.J. Shul and F. Ren, 1996 Fall MRS Meeting, Boston, December 1996.

158. “Plasma Etching of III-Nitrides in ICl/Ar and IBr/Ar Plasmas,” C.B. Vartuli, J.W. Lee, J.D. MacKenzie, S.J. Pearton, C.R. Abernathy and R.J. Shul, 1996 Fall MRS Meeting, Boston, December 1996.

159. “Patterning of LiGaO2 and LiAlO2 by Wet and Dry Etching,” J.W. Lee, S.J. Pearton, C.R. Abernathy, R.G. Wilson, B.L. Chai, F. Ren and J.M. Zavada, 1996 Fall MRS Meeting, Boston, December 1996.

160. “Chlorine-Based Plasma Etching of GaN,” R.J. Shul, R.D. Briggs, S.J. Pearton, C.B. Vartuli, C.R. Abernathy, J.W. Lee, C. Constantine and C. Barratt, 1996 Fall MRS Meeting, Boston, December 1996.

161. “Photoluminescence Reflectance and Magnetospectroscopy of Shallow Excitons in GaN,” B.J. Skaromme, H. Zhao, B. Goldenberg, J. Kong, M. Leonard, G.E. Bulman, C.R. Abernathy and S.J. Pearton, 1996 Fall MRS Meeting, Boston, December 1996.

162. “Time-Resolved Photoluminescence Excitation Spectroscopy of Er Doped AlN Epilayer Prepared by MOMBE,” U. Hommerich, X. We, J.D. MacKenzie, C.R. Abernathy, S.J.

Appendix III.3.2

17

Pearton, R.N. Schwartz, R.G. Wilson and J.M. Zavada, 1996 Fall MRS Meeting, Boston, December 1996.

163. “Optimization of InN Growth by MOMBE for Improved III-N Contact Performance,” S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, C.B. Vartuli, S.J. Pearton, F. Ren, M.W. Cole and K. Jones, 1996 Fall MRS Meeting, Boston, December 1996.

164. “Growth of InAlN and InGaN by MOMBE for Device Applications,” J.D. MacKenzie, C.R. Abernathy, S.M. Donovan, S.J. Pearton and F. Ren, 1996 Fall MRS Meeting, Boston, December 1996.

165. “RTP of III-Nitrides,” J. Hong, C.B. Vartuli, C.R. Abernathy, J.D. MacKenzie, S.J. Pearton and J.C. Zolper, 43rd Nat. Symp. AVS, Philadelphia, October 1996.

166. “Low Energy Electron-Enhanced Etching of III-N Semiconductors in a H2/Cl2 dc Plasma,” H.P. Gillis, D. Choutov, K. Martin, S.J. Pearton and C.R. Abernathy, 43rd Nat. Symp. AVS, Philadelphia, October 1996.

167. “Comparison of Ohmic Metallization Schemes for InGaAlN,” F. Ren, C.B. Vartuli, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, R.J. Shul, J.C. Zolper and M.L. Lovejoy, 43rd Nat. Symp. AVS, Philadelphia, October 1996.

168. “Dry Etching of InGaP in Magnetron Enhanced BCl3 Plasmas,” G.F. McLane, M. Wood, D. Eckart, J.W. Lee, K.N. Lee, S.J. Pearton and C.R. Abernathy, 43rd Nat. Symp. AVS, Philadelphia, October 1996.

169. “High Density Plasma Etching of Compound Semiconductors,” R.J. Shul, G.B. McClellan, D.J. Rieger, S.J. Pearton, C.R. Abernathy and C. Constantine, 43rd Nat. Symp. AVS, Philadelphia, October 1996.

170. “Plasma Etching of III-Nitrides in ICl and IBr,” C.B. Vartuli, J.W. Lee, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton and R.J. Shul, 43rd Nat. Symp. AVS, Philadelphia, October 1996.

171. “ZnO as a Substrate for GaN,” J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, P. Holloway and B.H. Chai, 43rd Nat. Symp. AVS, Philadelphia, October 1996.

172. “Damage Investigation in AlGaAs and InGaP Exposed to High Ion Density Ar and SFl Plasmas,” J.W. Lee, K.N. Lee, R.R. Stradtmann, C.R. Abernathy, S.J. Pearton and W.S. Hobson, 43rd Nat. Symp. AVS, Philadelphia, October 1996.

173. “Comparison of Dry Etch Damage in GaAs AlGaAs HBTs Exposed to ECR and ICP Ar Plasmas,” J. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, C. Constantine, C. Barratt and R.J. Shul, Surf. Analysis ’97, Albuquerque, NM, May 1997.

174. “Comparison of Dry Etch Damage in GaAs AlGaAs HBTs Exposed to ECR and ICP Ar Plasmas,” J. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, C. Constantine, C. Barratt and R.J. Shul, 1997 Spring Materials Research Society Meeting, San Francisco, April 1997.

175. “High Microwave Power ECR Etching of III-V Semiconductors in CH4/H2/Ar,” J. Lee, S.J. Pearton, E. Lambers, J. Mileham, C.R. Abernathy, W.S. Hobson, F. Ren and R. Shul, ECS Meeting, Los Angeles, May 1996; ECS Proc. Vol. 96-2, 203 (1996).

176. “Effect of Dry Etching in III-Nitride Surface Properties,” F. Ren, S.J. Pearton, C.R. Abernathy, C. Vartuli and R.G. Wilson, 191st ECS Meeting, San Antonio, TX, October 1996; ECS Proc. Vol. 96-15, 289 (1996).

177. “Comparison of High Density Plasmas for the Etching of InGaAlP Alloys.” J. Hong, J. Lee, E. Lambers, C.R. Abernathy, S.J. Pearton and W. Hobson, 1997 Spring MRS

Appendix III.3.2

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Meeting, San Francisco, April 1997. 178. “ICP Etch Damage in GaAs and InP Schottky Diodes,” J. L. C.R. Abernathy, S.J.

Pearton, F. Ren, W.S. Hobson, R.J. Shul and C. Constantine, 1997 Spring MRS Meeting, San Francisco, April 1997.

179. “C Implantation and Surface Degradation of InGaP,” C. Vartuli, C.R. Abernathy, S.J.

Pearton, J.C. Zolper and A. Howard, 1997 Spring MRS Meeting, San Francisco, April 1997.

180. “Development of GaN and InGaN Gratings by Dry Etching,” J. Lee, J. Hong, J. MacKenzie, C.R. Abernathy, S.J. Pearton, F. Ren and P. Sciortino, 1997 Spring MRS Meeting, San Francisco, April 1997.

181. “Plasma Damage Effects in InAlN FETs,” F. Ren, Y. Chen, J. MacKenzie, S. Donovan, C. Vartuli, C.R. Abernathy, J. Lee, S.J. Pearton and R.G. Wilson, 1997 Spring MRS Meeting, San Francisco, April 1997.

182. “Current Transport in W and WSix Ohmic Contacts to InGaN and InN,” C. Vartuli, S.J. Pearton, C.R. Abernathy, J. Mackenzie, M. Lovejoy, R. Shul, J. Zolper, A. Baca, K. Jones and F. Ren, 1997 Spring MRS Meeting, San Francisco, April 1997.

183. “ICP Dry Etching of III-Nitrides,” C. Vartuli, J. Lee, J. MacKenzie, C.R. Abernathy, S.J. Pearton, R.J. Shul, A. Katz, A.Y. Polyakov and M. Shin, 1997 Spring MRS Meeting, San Francisco, April 1997.

184. “Er Incorporation and Optical Activity in III-V Nitrides Grown by MOMBE,” J. MacKenzie, C.R. Abernathy, S.J. Pearton, U. Hommerich, F. Ren, R.G. Wilson and J.M. Zavada, 1997 Spring MRS Meeting, San Francisco, April 1997.

185. “Substrate Effects on Growth of InN,” S. Donovan, J. MacKenzie, C.R. Abernathy, P. Holloway, F. Ren, J. Zavada and B. Choi, 1997 Spring MRS Meeting, San Francisco, April 1997.

186. “RTP of III-Nitrides,” J. Hong, J. lee, C. Vartuli, J. MacKenzie, S. Donovan, R. Crockett, C.R. Abernathy, S.J. Pearton, J. Zolper and F. Ren, 1997 Spring MRS Meeting, San Francisco, April 1997.

187. “Effect of Ion Damage on Electrical and Optical Properties of p-GaAs and InGaP,” K. lee, J. Lee, J. Hong, S.J. Pearton, C.R. Abernathy and W.S. Hobson, 126th TMS Meeting, Orlando, Florida, February 1997.

188. “The Role of Plasma Chemistry and Ion Density in Dry Etching of Nitrides,” C. Vartuli, S.J. Pearton, C.R. Abernathy, R.H. Shul and F. Ren, Proceedings of the 192nd Meeting of Electrochemical Society, Paris, September 1997, pp. 134-137.

189. “Electrical and Optical Properties of C, O and H in III-Nitrides,” S.J. Pearton, J.W. Lee, C.R. Abernathy, R.G. Wilson, J.M. Zavada and J.C. Zolper, Proceedings of 192nd Meeting of Electrochemical Society, Paris, September 1997, pp.146-151.

190. “Growth of Tl-Containing Compounds by GSMBE,” M. Antonell, C.R. Abernathy, A. Sher and M. Berding, Proceedings of 192nd Meeting of Electrochemical Society, Paris, September 1997, pp. 165-169.

191. “Synthesis and Characterization of In-Tl-V Alloys,” M. Antonell, C.R. Abernathy, M. Berding and A. Sher, Proceedings of InP and Related Materials Conference, Cap Cod,

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MA, May 1997, pp. 97-100. 192. “Correlation of Material Parameters with Improved Uniformity of Annealed or In-

Alloyed GaAs Substrates,” C.R. Abernathy, R. Caruso, K.D. Cummings, P. Dobrilla, M.L. Gray, A.S. Jordan and S.J. Pearton, Proceedings of The Electrochemical Society Fall Meeting, Boston, May 1986, pp. 68-71.

193. “Electrical and Structural Properties of 2" Diameter MOCVD Ga-As-on-Si,” C.R. Abernathy, S.J. Pearton, R. Caruso, J.M. Gibson, K.T. Short, M. Stavola, K.D. Cummings, W.S. Hobson and A.E. White, 2nd AT&T Symp. of Epitaxial Growth of Semiconductor Thin Films, Murray Hill, November 1986, 21-27.

194. “MOCVD GaAs Grown by Direct Deposition on Si,” S.M . Vernon, S.J. Pearton, J.M. Gibson, R. Caruso, C.R. Abernathy, K.T. Short, M. Stavola and D.C. Jacobson, 1997 Spring Meeting Materials Research Society Proceedings 91, 187-190 (1987).

195. “Thermal Stability of GaAs-on-Si Growth by MOCVD,” S.J. Pearton, J,M. Gibson, K.T. Short, A.E. White, A. Caruso, C.R. Abernathy, D.C. Jacobson and S.M. Vernon, 1987 March Meeting of the American Physical Society, NY 1987 and Bulletin of American Physics Society 32, 879-883 (1987).

196. “Direct Growth of GaAs-on-Si by MOCVD Limitations and Future Directions,” W.S. Hobson, S.J. Pearton, C.R. Abernathy, R. Caruso, K.T. Short, M. Stavola and S.M. Vernon, Electrochemical Society Fall Meeting, Hawaii, Oct. 1987, Proceedings of 10th International Conference on CVD, 87-8, 776-779 (1987).

197. “Effects of Crystalline Disorder in MOCVD GaAs-on-Si,” C.R. Abernathy, S.J. Pearton, R. Caruso. K.T. Stavola, J.M. Brown, D.L. Malm, S.M, Vernon and W.S. Hobson, 1987 Electronic Materials Conference, Boulder, CO, June 1987, pp. 78-84.

198. “High-Quality Films of GaAs on Si on Insulator grown by MOCVD,” S.M. Vernon, V. Haven, S. Bunker, C.R. Abernathy, R. Caruso, K.T. Short, S.N.G. Chu, J.H. Brown and S.J. Pearton, 1987 Electronic Materials Conference, Boulder, CO, June 1987, pp. 96-101.

199. “Effects of Deposition Thickness on the Properties of GaAs-on-Si,” A.S. Jordan, S.J. Pearton, C.R. Abernathy, R. Caruso and S.M. Vernon, 13th International Symposium on GaAs and Related Compounds, Capsis, Greece, September 1987, IOP Conference 91, 489-493 (1988).

200. “Growth and Characterization of GaAs Based Superlattices on Si by MOCVD,” W.S. Hobson, S.J. Pearton, C.R. Abernathy, R. Caruso and K.T. Short, 1988 Spring Materials Research Society Symposium Proceedings 116, 147-153 (1988).

201. “RTA of InAs, GaSb and GaP,” S.J. Pearton, A.R. Von Neida, J.M. Brown, K.T. Short, C.R. Abernathy, L.J. Oster and U.K. Chakrabarti, Atlanta, GA Meeting of Electrochemical Society, May 1988, pp. 88-91.

202. “Characterization of GaAs-AlGaAs Heterostructures Grown on Si by MOCVD,” S.J. Pearton, K.S. Jones, C.R. Abernathy, R. Caruso, S.N.G. Chu and S.M. Vernon, 1988 May Electrochemical Society Meeting, Atlanta, GA, pp. 101-104.

203. “Annealing of Heteroepitaxial Material,” C.R. Abernathy, S.J. Pearton, M.B. Panish and S.N.G. Chu, 1988 May Electrochemical Society Meeting, Atlanta, GA, pp. 196-200.

204. "Ultra-High Doping of GaAs by Carbon During MOMBE," C.R. Abernathy, S.J. Pearton, R. Caruso, F. Ren and T. Kovalchick, Proceedings of 2nd International Conference on

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Solid State and IC Technology, ed. M. Bangxian, pp. 743-745 (1989). 205. “Implant Isolation of InP and InGaAs Grown by MOMBE,” C.R. Abernathy, S.J.

Pearton, M.B. Panish, R.A. Hamm and L.M. Lunardi, GaAs and Related Compounds, Atlanta, GA, Sept. 1988, IOP Conference 96, 359-363 (1989).

206. “Implant Isolation Mechanisms in GaAs, AlGaAs, InP and InGaAs,” S.J. Pearton, C.R. Abernathy, W.S. Hobson and A.E. Von Neida, 1988 Fall Materials Research Society Meeting Proceedings 144, 433-439 (1989).

207. “Formation of Buried Insulation Layers in GaAs-AlGaAs Heterostructures,” W.S. Hobson, S.J. Pearton, C.R. Abernathy and A.E. Von Neida, 1989 Materials Research Society Meeting Proceedings 148, 397-402 (1989).

208. “Ion Implantation Processing of GaAs and Related Compounds,” S.J. Pearton, W.S. Hobson and C.R. Abernathy, 1989 Spring Materials Research Society Meeting Proceedings 147, 261-266 (1989).

209. “Structure and Dynamics of H Acceptor Complexes in Si and GaAs,” M. Stavola, S.J. Pearton, C.R. Abernathy and J. Lopata, 1989 APS Meeting, St. Louis; Bulletin of American Physical Society 34, 415-419 (1989).

210. “Novel GaAs/AlGaAs HBT Grown by MOMBE with Carbon Doped Base Layer,” F. Ren, C.R. Abernathy, S.J. Pearton, T.R. Fullowan, J. Lothian, Y.K. Chen and A.S. Jordan, Proceedings of the Symposium of the Electrochemical Society, pp. 126-131 (1990).

211. “Carbon Implantation in GaAs, AlGaAs and InP,” S.J. Pearton, C.R. Abernathy, U.K. Chakrabarti. and W.S. Hobson, Proceedings of the Symposium of the Electrochemical Society , pp. 110-114 (1990).

212. “Implant Isolation of III-V Semiconductors,” C.R. Abernathy, S.J. Pearton and W.S. Hobson, Proceedings of the Symposium of the Electrochemical Society, 35-41 (1990).

213. “Ultra-high Doping of GaAs by Carbon During MOMBE,” C.R. Abernathy, S.J. Pearton, R. Caruso, F. Ren and J. Kovalchick, Proceedings of 2nd International Conference on Solid State and Integrated Circuit Technology, International Academic Publishing, pp. 743-747(1990).

214. “Acceptor Delta-Doping in GaAs,” W.S. Hobson, S.J. Pearton and C.R. Abernathy, 1989 Fall Materials Research Society Meeting Proceedings 163, 855-859 (1990).

215. “Sn-H Complexes in GaAs,” D.M. Kozuch, M. Stavola, S.J. Pearton, C.R. Abernathy and J. Lopata, 1989 Fall Materials Research Society Meeting Proceedings 163, 477-480 (1990).

216. “Acceptor Delta-Doping for Schottky Barrier Enhancement on n-Type GaAs,” S.J. Pearton, F. Ren, C.R. Abernathy, A. Katz, W.S. Hobson, S.N.G. Chu and J. Kovalchick, 1990 Spring Materials Research Society Meeting Proceedings 181, 491-496 (1990.)

217. “GaAs-AlGaAs HBTs with C-Doped Base Layer Grown by MOMBE,” F. Ren, C.R. Abernathy, S.J. Pearton, T.R. Fullowan, J. Lothian and A.S. Jordan, SOTAPOCS XII, 1990 Spring Electro Chemical Society Meeting, Montreal, May 9, 1990, VR. 90-15, 185-189 (1990).

218. “Trimethylamine Alane: A New Robust Precursor for the MOMBE Growth of AlGaAs,” C.R. Abernathy, A.S. Jordan, S.J. Pearton, D.A. Bohling and G.T. Muhr., Proceedings of 17th GaAs and Related Compounds Symposium, IOP Conference 42, 149-152 (1990).

Appendix III.3.2

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219. “Novel C-Doped p-Channel GaAs MESFET Grown by MOMBE,” F. Ren, C.R. Abernathy and S.J. Pearton, 1991 Spring Electrochemical Society Meeting, Toronto, Canada, May 1991, pp. 137-142.

220. “Incorporation and Behavior of O in AlGaAs Grown by MOMBE Using TMAA1,” C.R. Abernathy, J. Song, W.S., Hobson, S.J. Pearton, F. Ren, D.A. Bohling and G.T. Muhr, 1990 Fall Materials Research Society Meeting Proceedings 204, 183-188 (1991).

221. “AlGaAs Growth by OMVPE using TMAA1,” W.S. Hobson, C.R. Abernathy, S.J. Pearton and T.D. Harris, 1990 Fall Materials Research Society Meeting Proceedings 204, 189-194 (1991).

222. “Passivation of Carbon Acceptors in GaAs by Hydrogen,” D.M. Kozuch, M. Stavola, S.J. Pearton, C.R. Abernathy, J. Lopata and W.S. Hobson, 1991 APS Meeting; Bulletin of American Physical Society 36, 994-999 (1991).

223. “Passivation of Shallow Acceptors in Si and GaAs by Annealing in H2,” I. Veloarisoa, D. Kozuch, M. Stavola, R. Peale, G. Watkins, S.J. Pearton, C.R. Abernathy and W.S. Hobson, 1990 Fall Materials Research Society Meeting Proceedings 204, 111-114 (1991).

224. “Unintentional Hydrogenation of III-V Semiconductors Device Processing,” S.J. Pearton, C.R. Abernathy, W.S. Hobson, J. Lopata, D. Kozuch and M. Stavola, 1990 Fall Materials Research Society Meeting Proceedings 204, 617-621 (1991).

225. “Effects of Low Temperature Growth on Impurity and Defect Incorporation in AlGaAs Grown by MOMBE,” C.R. Abernathy, S.J. Pearton and D. Bohling, 1990 Fall Materials Research Society Meeting Proceedings 204, 1057-1061 (1991).

226. “Characterization of GaAs/AlGaAs Heterostructures Grown by OMVPE Using TMAAl as a New Al Source,” W.S. Hobson, S. McAfee, K. Jones, N. Paroskevopoulous, C.R. Abernathy, S. Sputz, T. Harris, M. Lamont-Schnoes and S.J. Pearton, 1990 Fall Materials Research Society Meeting Proceedings 204, 1062-1066 (1991).

227. “Anomalous Damage Depths in Low Energy Ion Beam Processed III-V Semiconductors,” S.J. Pearton, F. Ren, T. Fullowan, R. Kopf, W. Hobson, C.R. Abernathy, A. Katz, U. Chakrabarti. and V. Swaminathan, 1990 Fall Materials Research Society Meeting Proceedings 204, 1439-1442 (1991).

228. “Role of the Diffusivity of Be and C in the Performance of GaAs/AlGaAs HBTs,” F. Ren, T. Fullowan, J. Lothian, P. Wisk, C. Abernathy, R. Kopf, A. Amerson, S. Downey and S.J. Pearton, 1990 Fall Materials Research Society Meeting Proceedings 204, 1557-1561 (1991).

229. “Passivation of C Acceptors in GaAs by Hydrogen,” D. Kozuch, M. Stavola, S.J. Pearton, C.R. Abernathy, J. Lopata and W.S. Hobson, APS March Meeting, Detroit, March 1991; Bulletin of American Physical Society 36, 994-998 (1991).

230. “Novel C-Doped, p-Channel GaAs MESFET Grown by MOMBE,” F. Ren, C.R. Abernathy and S.J. Pearton, 18th International Symposium on GaAs and Related Compounds, Seattle, September 1991; IOP Conference 121, 137-142 (1991).

231. “Characteristics of Dry Etch GaAs p-n Junctions Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, F. Ren, T. Fullowan and J. Lothain, 18th International Symposium on GaAs and Related Compounds, Seattle, September 1991; IOP Conference 121, 191 (1991).

232. “Incorporation of H into III-V Semiconductors During Growth and Processing,” S.J.

Appendix III.3.2

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Pearton, C. Abernathy, W. Hobson, F. Ren, T. Fullowan, J. Lopata. and U. Chakrabarti, 18th International Symposium on GaAs and Related Compounds, Seattle, September 1991; IOP Conference 120, 195 (1991).

233. “Hydrogen Passivation of C-Acceptors in GaAs and Grown from Metalorganic Sources,” M. Stavola, D. Kozuch, S.J. Pearton, C. Abernathy and W. Hobson, Workshop on Hydrogen Migration in Semiconductors, Hobsen, Germany, November 1991, pp. 181-192.

234. “Properties of Pt/Ti Contacts to III-V Materials,” A. Katz, S. Nakahara, S. Chu, B. Weir, C. Abernathy, W., Hobson, S.J. Pearton and W. Savin, 1991 Fall Materials Research Society Meeting Proceedings 216, 305-312 (1991).

235. “Use of Selective Area Defect Creation for Isolation of III-V Multilayer Structures,” S.J. Pearton, F. Ren, T. Fullowan, A. Katz, W. Hobson, C. Abernathy, J. Lothian, R. Elliman and J.S. Williams, 1992 Spring Materials Research Society Meeting Proceedings 262, 763 -768(1991).

236. “The Confinement and Stability of Carbon Doping in GaAs-based HBTs,” C.R. Abernathy, Proc. of the 19th International Symposium on GaAs and Related Compounds, Karuizawa, Japan, pp. 29-35 (1992).

237. “UV-Ozone Removal of Interfacial C from GaAs Prior to MOMBE,” S.J. Pearton, F. Ren, C. Abernathy, W. Hobson and H. Luftman, Electrochemical Society, Phoenix, October 1991, Proceedings of 2nd. International Symposium on Cleaning Technology in Semiconductor Device Manufacturing 92-12, 477 (1992).

238. “III-V Semiconductor Dry Etching Using ECR Discharges,” S.J. Pearton, F. Ren, T. Fullowan, J. Lothian, C. Abernathy, A. Katz and R .Kopf, SOTAPOCS XV, Electrochemical Society Meeting, Phoenix, October 1991; Vol. 92-19, 54 (1992).

239. “Low Temperature Growth of GaAs and AlGaAs by MOMBE,” C.R. Abernathy, D.A. Bohling and A.C. Jones, 1991 Fall Materials Research Society Meeting Proceedings 240, 3-13 (1992).

240. “Growth of GaAs and AlGaAs by MOMBE Using Phenylarsine,” C. Abernathy, P. Wisk, S.J. Pearton, F. Ren, D. Bohling and G. Muhr, 1991 Fall Materials Research Society Meeting Proceedings 240, 57-62 (1992).

241. “Comparison of Disilane and Tetraethyltin as Gaseous Dopants for Growth of n-GaAs and n-AlGaAs by MOMBE,” P. Wisk, C.R. Abernathy, S.J. Pearton, F. Ren, T. Fullowan and J. Lothian, 1991 Fall Materials Research Society Meeting Proceedings 240, 63-68 (1992).

242. “Hydrogen Passivation of GaAs:C Epitaxial Layers Grown from Metalorganic Sources,” M. Stavola, D.M. Kozuch, C.R. Abernathy and W.S. Hobson, 1991 Materials Research Society Meeting Proceedings 240, 75-86 (1992).

243. "Dry Etch Damage in GaAs p-n Junctions," S.J. Pearton, F. Ren, C. Abernathy, T. Fullowan and J. Lothian, Materials Research Society Meeting Proceedings 240, 301-306 (1992).

244. “Radiation Testing of AlInAs/InGaAs and GaAs/AlGaAs HBTs,” S. Witmer, S. Mittleman, D. Lehy, F. Ren, T. Fullowan, R. Kopf, C. Abernathy, S.J. Pearton, D.A., Humphrey, K. Montgomery, P. Smith, J. Kreskovsky and H. Grubin, Materials Research Society Meeting Proceedings 240, 523 -530 (1992).

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245. “Implant Isolation of Device Structures Containing Buried, Highly-Doped Layers,” S.J. Pearton, F. Ren, L.A. D’Asario, W.S. Hobson, T.R. Fullowan, J. Lothain, C.R. Abernathy, R.F. Kopf and J.-M. Kuo, 1991 Fall Materials Research Society Meeting Proceedings 216, 451-457 (1992).

246. “Ion Implantation Technology for III-V Heterojunction Devices,” F. Ren, S.J. Pearton, C.R. Abernathy, S. Chu and T. Fullowan, 14th Ion Implantation Technology Conference, Gainesville, FL, September 1992, pp. 421-425.

247. “Applications of Ion Implantation in III-V Device Technology,” S.J. Pearton, F. Ren., S. Chu, W. Hobson, C. Abernathy, T. Fullowan, J. Lothian, R. Elliman, D. Jacobson and J.M. Poate, 12th International Conference on Applications of Accelerators in Research and Industry, Denton, TX, Nov. 1992, Nuclear Instrument Methods B79, 648-651 (1992).

248. “GaAs(C)/InAs Superlattices Grown by MOMBE,” C. Abernathy, P. Wisk, S.J. Pearton, W. Hobson, P. Fuoss, F. Lauclas, S. Chu and F. Ren, Proceedings of 4th International Conference on InP and Related Materials, April 1992, Rhode Island, pp. 281-285.

249. “Comparison of Current-Induced Migration of Be and C in GaAs/AlGaAs HBTs,” F. Ren, T. Fullowan, J. Lothian, P. Wisk, C.R. Abernathy, R. Kopf, S. Downey and S.J. Pearton, 1992 Spring Materials Research Society Meeting Proceedings 262, 797-802 (1992).

250. “HI/H2 ECR Plasma Etching of III-V Semiconductors,” S.J. Pearton, U. Chakrabarti, A. Katz, F. Ren, T. Fullowan, C.R. Abernathy and W. Hobson, 1992 Spring Materials Research Society Meeting Proceedings 268, 17-21 (1992).

251. “Novel Dry Etch Chemistries for InP and Related Compounds,” S.J. Pearton, U. Chakrabarti, A. Katz, W. Hobson, C. Abernathy, F. Ren, and T. Fullowan, 4th International Conference on InP and Related Materials, Rhode Island, April 1992, pp. 420-426.

252. “Hydrogen Passivation of C Acceptors in GaAs,” M. Stavola, D. Kozuch, S.J. Pearton, C.R. Abernathy and W.S. Hobson, Bulletin of American Physical Society 37, 195-199 (1992).

253. “Compound Semiconductor Circuits and Devices for Future Lightwave Telecommunications Systems," R. Montgomery, C.R. Abernathy, A. Cho, R. Esagui, A. Feygenson, T. Fullowan, R. Hamm, M. Haner, D. Humphrey, B. Jalali, J. Lothian, S.J. Pearton, F. Ren, D. Sivco, P. Smith and R. Yadvish, Telefonica Conference, Barcelona, Spain, November 1992, pp. 29-34

254. “Low Temperature Growth of GaAs and AlGaAs by MOMBE,” C.R. Abernathy, D.A. Bohling and A.C. Jones, Materials Research Society Meeting Proceedings Vol. 240, 3-5 (1992).

255. “Reliability of Implant-Isolation Regions in High-Doped GaAs-Based Structures,” F. Ren, S.J. Pearton, J. Lothian, T. Fullowan, C.R. Abernathy and S. Chu, Materials Research Society Meeting Proceedings 300, 337-344 (1993).

256. “High Efficiency Common Emitter InGaP/GaAs Power HBTs,” F. Ren, S.J. Pearton, C.R. Abernathy, J. Lothian, P. Wisk, T. Fullowan, Y. Chen, L. Henning, T. Henry, L. Yang, S. Fu, R. Brozovich and J.J. Lin, GaAs Man. Tech. Conf., Atlanta, May 1993, pp. 39-42.

257. “Deposition of TiN by ECR-MOMBE,” P. Wisk, C. Abernathy, S.J. Pearton, F. Ren, A.

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Katz and D. Bohling,, 1993 Spring MRS Meeting, San Francisco Materials Research Society Meeting Proceedings 300, 447-452 (1993).

258. “Growth of GaN AlN and InN by ECR-MOMBE,” P. Wisk, C.R. Abernathy, S.J. Pearton, F. Ren, J. Lothian, A. Katz A. and K. Jones, 1992 Materials Research Society Meeting Proceedings 282, 599-604 (1993).

259. “InGaP/GaAs Based Single and Double HBTs Grown by MOMBE,” F. Ren, C.R. Abernathy, S.J. Pearton, P. Wisk and R. Esagui, 1992 Materials Research Society Meeting Proceedings 282, 33-37 (1993).

260. “Iodine-Based Dry Etching Chemistries for InP and Related Compounds,” S.J. Pearton, U. Chakrabarti, A. Katz, C.R. Abernathy, W. Hobson, F. Ren and T. Fullowan, 1992 Materials Research Society Meeting Proceedings 282, 123-130 (1993).

261. “Dry Surface Cleaning of Plasma-Etched HEMTs,” S.J. Pearton, F. Ren, A. Katz, U. Chakrabarti, E. Lane, W. Hobson, R. Kopf, C.R. Abernathy, C.S. Wu, D.A. Bohling and J. Ivankovits, 1992 Fall MRS Meeting, Boston, December 1992 Materials Research Society Meeting Proceedings 282, 131-138 (1993).

262. “Another Step in Developing a Single Wafer Integrated Process-RTMOOCVD of Locally Diffused W(Zn) Contacts,” A. Katz, A. Feingold, N. Moriya, S.J. Pearton, A. Rusby, J. Kovalchick, C.R. Abernathy, M. Geva and E. Lane, 1992 Fall Materials Research Society Meeting Proceedings 282, 217-227 (1993).

263. “Highly Reliable WGe Ohmic Contact to GaAs/AlGaAs HBTs,” T. Fullowan, F. Ren, B. Tseng, S.J. Pearton, C.R. Abernathy, L. Harriott and E. Lane, 1992 Materials Research Society Meeting Proceedings 282, 239-245 (1993).

264. “Trilayer Liftoff Metallization Process Using Low Temperature SiNx,” J. Lothian, F. Ren, S.J. Pearton, U. Chakrabarti, C.R. Abernathy and A. Katz, 1992 Fall Materials Research Society Meeting Proceedings 282, 259-269 (1993).

265. “Reduction of Sidewall Roughness During Dry Etching of SiO2,” F. Ren, S.J. Pearton, J. Lothian, C.R. Abernathy and W.S. Hobson, 1992 Materials Research Society Meeting Proceedings 282, 529-535 (1993).

266. “Growth of Heterojunction Bipolar Transistors by Metalorganic Molecular Beam Epitaxy,” C.R. Abernathy, 1992 Fall Materials Research Society Meeting Proceedings 300, 3-13 (1993).

267. “Low Temperature SiNx as a Sacrificial Layer in Novel Device Fabrication,” J. Lothian, F. Ren, S.J. Pearton, C.R. Abernathy, S. Tseng and W.S. Hobson, 1993 Materials Research Society Meeting Proceedings 300, 161-167 (1993).

268. “Strongly Polarized C-H Vibrations in GaAs:C Epilayers Grown by MOMBE,” Y. Cheng, M. Stavola, D. Kozuch, S. Uffring, C.R. Abernathy and S.J. Pearton, 1993 APS March Meeting, Seattle; Bulletin of American Physical Society 38, 377-381 (1993).

269. “High Microwave Power Performance of Self-Aligned InGaP/GaAs HBTs,” L. Yang, S. Fu, B. Clark, R. Brozovich, H. Lin, S. Lui, P.C. Chao, F. Ren, C.R. Abernathy, S.J. Pearton, J. Lothian, P. Wisk, T.R. Fullowan, T. Chui and S.S. Pei, 14th Biennial Conference on Advanced Concepts in High Speed Semiconductor Devices & Circuits, Cornell, August 1993, pp. 41-47.

270. “Ion Beam Processing of InGaAsP,” S.J. Pearton, C.R. Abernathy, P. Wisk and F. Ren, 1993 Materials Research Society Meeting Proceedings 316, 319-322 (1994).

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271. “Optical Emission End Point Detection for Via Hole Etching in InP and GaAs Power Device Structures,” S.J. Pearton, F. Ren, C.R. Abernathy and C. Constantine, 1993 Fall Materials Research Society Meeting Proceedings 324, 178-183 (1994).

272. “Effects of Ion Irradiation and Hydrogenation on the Doping of InGaAlN Alloys,” S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, 1993 Materials Research Society Meeting Proceedings 325, 258-261, (1994).

273. “Oriented C Pair Defects Stabilized by H in As-grown GaAs,” Y. Chen, M. Stavola, C.R. Abernathy and S.J. Pearton, 1993 Fall Materials Research Society Meeting Proceedings 325, 317 -321(1994).

274. “New Dry Etch Chemistries for III-V Semiconductors,” S.J. Pearton, U. Chakrabarti, F. Ren, C.R. Abernathy, A. Katz, W.S. Hobson and C. Constantine, 1993 Materials Research Society Meeting Proceedings 334, 260-263 (1994).

275. “Non-alloyed Ohmic Contracts on n-type InP with Nitridation of Patterned InP Surface,” F. Ren, S.J. Pearton, J.R. Lothian, W. Chu, C.R. Abernathy, S.N.G. Chu and S.S. Pei, 185th Meeting of the Electrochemical Society, San Francisco, CA, May 1994, pp. 78-82.

276. “The Role of Hydrogen in Current-Induced Degradation of GaAs/AlGaAs Heterojunction Bipolar Transistors,” F. Ren, C.R. Abernathy, S.N.G. Chu, J.R. Lothain and S.J. Pearton, 1993 Fall Materials Research Society Meeting Proceedings 338, 161-166 (1994).

277. “Ion Milling and Reactive Ion Etching of III-V Nitrides,” S.J. Pearton, C.R. Abernathy, F. Ren and J.R. Lothian, 1994 Spring Materials Research Society Meeting Proceedings 339, 179-183 (1994).

278. “Effects of Wet and Dry Etching and Sulfide Passivation on Surface Recombination Velocities of InGaP p-n Junctions,” S.J. Pearton, F. Ren, W.S. Hobson, C.R. Abernathy and U.K. Chakrabarti, Proceedings of 6th International Conference on InP and Related Materials, pp. 186-189 (1994).

279. “Selective Area Processing of InGaAsP,” S.J. Pearton, C.R. Abernathy and F. Ren, Proceedings of 6th International Conference on InP and Related Materials, pp. 194-197 (1994).

280. “GaN Microstructures Formed by High Resolution CH4/H2 Dry Etching,” S.J. Pearton, F. Ren, C.R. Abernathy and J.R. Lothian, 1994 Fall Electrochemical Society Meeting, Miami Beach, FL, Oct. 1994, pp. 91-95.

281. “High Density, Magnetically-Confined Dry Etching of Metallization, Dielectrics and Semiconductors in III-V Device Technology,” S.J. Pearton, A. Katz, F. Ren, T.R. Fullowan, J.R. Lothian, 1994 Spring Materials Research Society Meeting Proceedings Vol. 337, 749-754 (1994).

282. “Thermal Stability of Implanted Dopants and Passivation Species in III-V Nitrides,” R.G. Wilson, S.J. Pearton, C.R. Abernathy and J. M. Zavada, Proceedings of 2nd International High Temperature Electronics Conference, Charlotte, NC, June 1994, pp. 94-97.

283. “The Effect of H on the Stability of AlGaAs/GaAs HBTs,” F. Ren, C.R. Abernathy, S.J. Pearton, J. Coblisan, P. Wisk and T. Fullowan, Proceedings of 1994 US Conference on Man. Technology, Las Vegas, NV, May 1994, pp. 94-101.

284. “Growth and Doping of AlAs by MOMBE,” C.R. Abernathy, S.J. Pearton, P. Wisk and F. Ren, 1994 Spring Materials Research Society Meeting Proceedings 339, 208-211 (1994).

Appendix III.3.2

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285. “Thermal Stability of TiPtAn Ohmic Contacts on InN,” F. Ren, C.R. Abernathy, S.J. Pearton and P. Wisk, 1994 Spring Materials Research Society Meeting Proceedings 331, 208-211 (1994).

286. “PL from Er-implanted AlN and GaN,” R.G. Wilson, R. N. Schwartz, C.R. Abernathy, S.J. Pearton, N. Newman and J.M. Zavada, Proceedings of NATO Ad. Workshop on Wide Bandgap Electronics Materials, Minsk, Belarus, May 1994, pp. 223-226.

287. “Mechanisms of Current Gain Degradation in GaAs/AlGaAs Heterojunction Bipolar Transistors,” F. Ren, C. R. Abernathy, S. J. Pearton, J. Lothian, T. Fullowan and P. Wisk, Materials Research Society Meeting Proceedings 335, 15-20 (1994).

288. “Structural Characterization of GaN Grown by ECR-MOMBE,” S. Bharatan, K. S. Jones, C.R. Abernathy, F. Ren, S. J. Pearton, Materials Research Society Meeting Proceedings 339, 491-497 (1994).

289. “Novel Group V Sources for Use in MOMBE,” C. R. Abernathy, D. A. Bohling, G. T. Muhr and P. Wisk, Materials Research Society Meeting Proceedings 340, 161-166 (1994).

290. “Growth and Doping of AlAs by MOMBE,” C.R. Abernathy, S. J. Pearton, P. Wisk, W. S. Hobson and F. Ren, Materials Research Society Meeting Proceedings 340, 187-193 (1994).

291. “Thermal Stability of TiPtAu Non-alloyed Ohmic Contacts on InN,” F. Ren, C. R. Abernathy, S. J. Pearton and P. Wisk, Materials Research Society Meeting Proceedings 337, 421-427 (1994).

292. “Diffusion of Implanted Dopants and Isolation Species in III-V Nitrides,” S.J. Pearton, C.R. Abernathy, F. Ren and W.S. Hobson, 1994 Materials Research Society Meeting Proceedings Vol. 337, 738-742 (1995).

293. “Process Chemistries for Low Temperature ECR Plasma Etching of III-V Semiconductors,” S.J. Pearton, C.R. Abernathy, F. Ren and W.S. Hobson, 1994 Fall Materials Research Society Meeting Proceedings Vol. 337, 762-765 (1995).

294. “Hydrogen Diffusion and Passivation in InGaAlN Alloys,” S.J. Pearton, C.R. Abernathy, J. D. MacKenzie, C.B. Vartuli, R.G. Wilson, J.M. Zavada and R.J. Shul, 1995 Materials Research Society Meeting Proceedings 378, 497-502.

295. “High Resistivity InAlN by N or O Implantation,” J.C. Zolper, S.J. Pearton, C.R. Abernathy and C.B. Vartuli, 1995 Materials Research Society Meeting Proceedings 378, 485-490 (1995).

296. “High Rate Dry Etching of GaN, AlN and InP in ECR Cl2/CH4/H2/Ar Plasmas,” C.B. Vartuli, S.J. Pearton, C.R. Abernathy, R.J. Shul and A.J. Howard, 1995 Materials Research Society Meeting Proceedings 380, 37-42 (1995).

297. “Development of Wet Chemical Etch Solutions for III-V Nitrides,” J.R. Mileham, C.R. Abernathy and S.J. Pearton, 1995 Materials Research Society Meeting Proceedings Vol. 380, 222-225 (1995).

298. “Investigation of Wet Chemical Etching of InGaAlP Alloys,” J.W. Lee, C.J. Santana, C.R. Abernathy, S.J. Pearton, F. Ren, W.S. Hobson, J.R. Coblisan and C.S. Wu, 188th ECS Meeting, Chicago, IL, October 1995; Proceeding of Wide Gap Semiconductor Symposium 95-21, 316-321 (1995).

299. “Status of Ion Implantation Doping and Isolation of III-V Nitrides,” J.S. Zolper, S.J.

Appendix III.3.2

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Pearton, C.R. Abernathy, C.B. Vartuli, C. Yuan and R.A. Stall, 188th ECS Meeting, Chicago, IL, October 1995; Proceedings of Wide Gap Semiconductor Symposium 95-21, 144-148 (1995).

300. “Magnetron RIE of III-V Nitride Semiconductors,” G.F. McLane, S.J. Pearton and C.R. Abernathy, 188th ECS Meeting, Chicago, IL, October 1995; Proceedings of Wide Gap Semiconductor Symposium 95-21, 204-207 (1995).

301. “ECR Etching of Group III-V Nitride Binary and Ternary Films,” R.J. Shul, A.J. Howard, S.J. Pearton, C.R. Abernathy, C.B. Vartuli and P.A. Barnes, 188th ECS Meeting, Chicago, IL, October 1995; Proceedings of Wide Gap Semiconductor Symposium 95-21, 217-221 (1995).

302. “Novel Properties of H-containing Complexes Revealed by their Hydrogen Vibrations,” M. Stavola, Y. Cheng, C.R. Abernathy and S.J. Pearton, 18th International Conference on Defects in Semiconductors, Sendai, Japan, July 1995, pp. 1302-1308.

303. “Microdisc Laser Structures Formed in III-V Nitride Epilayers,” J.M. Zavada, S.J. Pearton, C.R. Abernathy, R.J. Shul, R.G. Wilson and D. Zhang, Topical Workshop on III-V Nitrides, Nagoya, Japan, September 1995, pp. 999-1004

304. “Carbon Implantation in AlGaAs,” S.J. Pearton and C.R. Abernathy, 1995 Fall Materials Research Society Meeting Proceedings November 1995, pp. 274-277.

305. “Novel Compound Semiconductor Devices Based on III-V Nitrides,” S.J. Pearton, C.R. Abernathy and F. Ren, 1995 Semiconductor Device Research Conference, Charlottesville, VA, December 1995, pp. 89-92.

306. “III-V Nitride Processing and Devices,” S.J. Pearton, C.R. Abernathy and F. Ren, 1995 IEEE Int. Caracas Cong. On Devices, Circuits and Systems, Caracas, December 1995, pp. 65-71.

307. “Light Generation and Waveguiding in Er-doped GaN Epilayers,” J.M. Zavada, D. Zhang, C.R. Abernathy, S.J. Pearton, R.G. Wilson and R.N. Schwartz, 1994 Materials Research Society Meeting Proceedings 338, 229-232 (1995).

308. “MOMBE Growth of GaP-based Materials on Si-Surface Preparation and Nucleation,” C.J. Santana, C.R. Abernathy, K.S. Jones and S.J. Pearton, 1994 Materials Research Society Meeting Proceedings 338, 133-137 (1995).

309. “Process Chemistries for Low Temperature ECR Etching of III-V Semiconductors,” S.J. Pearton, C.R. Abernathy, F. Ren and W.S. Hobson, Materials Research Society Meeting Proceedings 338, 377-381 (1995).

310. “Diffusion of Implanted Dopants and Isolation Species in III-V Nitrides,” S.J. Pearton, C.R. Abernathy, R.G. Wilson and J.M. Zavada, 1994 Materials Research Society Meeting Proceedings 338, 414-419 (1995).

311. “AlN Grown by MOMBE using ECR N2 Plasma,” J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, S. Bharatan, K.S. Jones and R.G. Wilson, 1994 Materials Research Society Meeting Proceedings 338, 555-559 (1995).

312. “Characterization of Degradation Mechanisms in GaAs/AlGaAs HBTs,” M. Frei, C.. Abernathy, T. Chui, T. Fullowan, J. Lothian, R. Montgomery, S.J. Pearton, F. Ren, P. Smith, J. Weiner and P. Wisk, 1994 DRC Conference Proceedings, July 1994, pp. 49-52.

313. “Ion Implantation Isolation of In-containing III-V Nitrides,” J.C. Zolper, S.J. Pearton, C.R. Abernathy and C.B. Vartuli, Proceedings of 31st Annual Symposium Of New

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Mexico Chapter of AVS, Albuquerque, NM, April 1995, pp. 333-337. 314. “High Rate ECR Etching of III-V Nitride Materials,” R.J. Shul, A.J. Howard, S.J.

Pearton, C.R. Abernathy, C. Vartuli, P. Barnes and M. Bozack, 188th Electrochemical Society Meeting, Reno, NV, May 1995, 125-131.

315. “High Microwave Power ECR Etching of III-V Semiconductor in CH4/H2/Ar,” J.W. Lee, S.J. Pearton, E. Lambers, J. Mileham, C.R. Abernathy, W.S. Hobson, F. Ren and R.J. Shul, Electrochemical Society Meeting, Los Angeles, CA, May 1995, pp. 255-258.

316. “Ohmic Contacts on Binary and Ternary III-Nitrides,” F. Ren, S.J. Pearton, C.R. Abernathy and M.W. Cole, Electrochemical Society Meeting, Los Angeles, CA, May 1995, pp. 352-356.

317. “ECR, ICP and RIE Plasma Etching of GaN,” R.J. Shul, S.J. Pearton, C.R. Abernathy, C. Constantine, C. Bauaff, R. Karlicek and C. Tran, Electrochemical Society Meeting, Los Angeles, CA, May 1995, pp. 89-93.

318. “III-Nitride Ion Implantation and Device Processing,” J.C. Zolper, R.J. Shul, A.G. Baca, S.J. Pearton, C.R. Abernathy, R.G. Wilson, R.A. Stall and M.S. Shur, Electrochemical Society Meeting, Los Angeles, CA, May 1995.

319. “Etching Processes for Fabrication of GaN/InGaN/AlN Microdisk Laser Structures,” J.W. Lee, C.B. Vartuli, J.D. MacKenzie, J.R. Mileham, C.R. Abernathy, S.J. Pearton, R.J. Shul, J.C. Zolper, J.M. Zavada and R.G. Wilson, 40th EIPBN Conference Proceedings, Atlanta, GA, May 1995, pp. 59-64.

320. “Growth of Group III Nitrides by MOMBE,” C.R. Abernathy, Proceedings of 21st State-of-the-Art Program on Compound Semiconductors Vol. 94, 12-22 (1995).

321. “Metalorganic Molecular Beam Epitaxy of III-Nitrides,” C.R. Abernathy, J.D. MacKenzie, R.J. Shul, A. Howard and J.S. Williams, , Proceedings of 21st State-of-the-Art Program on Compound Semiconductors Vol. 95, 1-11 (1995).

322. “Fabrication of Novel III-N and III-V Modulator Structures by ECR Plasma Etching,” S.J. Pearton, C.R. Abernathy, J.R. Mileham, R.J. Shul, S. Kilcoyne, F. Ren and J.M. Zavada, 1995 Fall Materials Research Society Meeting Proceedings Vol. 395, 717-721 (1996).

323. “Thermal Stability of Ohmic Contacts to n-InGaN,” A. Durbha, S.J. Pearton, C.R. Abernathy, J.W. Lee, P. Holloway and F. Ren, 1995 Materials Research Society Meeting Proceedings Vol. 395, 825-830 (1996).

324. “Role of C, O and H in III-V Nitrides,” C.R. Abernathy, S.J. Pearton, J.W. Lee, C. Vartuli, R.G. Wilson, R.J. Shul, J.C. Zolper and J.M. Zavada, 1995 Materials Research Society Meeting Proceedings Vol. 395, 685-690 (1996).

325. “Ion Implantation Doping and High Temperature Annealing of GaN,” J.C. Zolper, A.J. Howard, S.J. Pearton, C.R. Abernathy, C.B. Vartuli, R. Stall and R.G. Wilson, 1995 Fall Materials Research Society Meeting Proceedings Vol. 395, 801-806 (1996).

326. “Plasma Chemistry Dependent ECR Etching of GaN,” R.J. Shul, C. Ashby, A.J. Howard, S.J. Pearton, C.R. Abernathy, C.B. Vartuli, P. Barnes and P. Davis, 1995 Materials Research Society Meeting Proceedings Vol. 395, 751-756 (1996).

327. “Doping and Isolation of GaN, InGaN and InAlN using Ion Implantation,” S.J. Pearton, C. Vartuli, C.R. Abernathy, J.D. MacKenzie, J.C. Zolper and R. Stall, Intl. Conf. on SiC and Related Materials, Kyoto, Japan, September 1995, IOP Conference 142, 1023-1027

Appendix III.3.2

29

(1996). 328. “Er-doping of GaN and Related Alloys,” S.J. Pearton, C.R. Abernathy and J.M. Zavada,

1996 Spring MRS Meeting, San Francisco, CA, April 1996 Materials Research Society Meeting Proceedings Vol. 422,47-56 (1996).

329. “Damage Introduction in InGaP by ECR Plasmas,” J.W. Lee, S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, 1996 Materials Research Society Meeting Proceedings Vol. 422, 66-69 (1996).

330. “W4WSix and Ti/Al Low Resistance Ohmic Contacts to InAlN and InN,” C.B. Vartuli, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, R. Shul and J.C. Zolper, 1996 Materials Research Society Meeting Proceedings Vol. 422,97-101 (1996).

331. “Transport Properties of GaN, InGaN and InN,” W. Geerts, J. MacKenzie, S.J. Pearton, C.R. Abernathy and T. Schmeidel, 1996 Materials Research Society Meeting Proceedings Vol. 422, 111-116 (1996).

332. “Growth-induced alignment and assignment of the Vibrational Modes of C in AlGaAs,” J. Zheng, M. Stavola, C.R. Abernathy and S.J. Pearton, March Meeting of APS, St. Louis, MO, Bulletin of American Physical Society 41, 340-344 (1996).

333. “Effects of H on Ca and Mg Acceptors in GaN,” J.W. Lee, C.R. Abernathy and S.J. Pearton, ECS Meeting, Los Angeles, May 1996; Electrochemical Society Proceedings Vol. 96-2, 100-105 (1996).

334. “Cl2-based ECR Etching of InGaP, AlInP and AlGaP,” J. Hong, J. Lee, S.J. Pearton, C. Santana, C.R. Abernathy and R. Ren, 1996 Spring Materials Research Society Meeting Proceedings Vol. 422, 198-203 (1996).

335. “Dry Etching of InGaP and AlInP in CH2/H2/Ar,” J.W. Lee, S.J. Pearton, C.J. Santana, E. Lambers, C.R. Abernathy, W. Hobson and F. Ren, 1996 Materials Research Society Meeting Proceedings Vol. 422, 225-229 (1996).

336. “Properties of H, O and C in GaN,” S.J. Pearton, C.R. Abernathy, J.W. Lee, C.B. Vartuli, J. MacKenzie, F. Ren, J. Zavada and R.J. Shul, 1996 Materials Research Society Meeting Proceedings Vol. 422, 371-374 (1996).

337. “Characterization of Er-doped Nitrides Prepared by MOMBE,” J.M. Zavada, R.G. Wilson, R.N. Schwartz, C.R. Abernathy and S.J. Pearton, 1996 Materials Research Society Meeting Proceedings Vol. 422, 193-197 (1996).

338. “High Temperature Surface Degradation of III-V Nitrides,” C.B. Vartuli, SA.J. Pearton, C.R. Abernathy, J.C. Zolper and A.J. Howard, 1996 Materials Research Society Meeting Proceedings Vol. 423, 564-574 (1996).

339. “Dry Etch Damage in InN, InGaN and InAlN,” S.J. Pearton, J.W. Lee, J. MacKenzie, C.R. Abernathy and R.J. Shul, 1996 Spring Materials Research Society Meeting Proceedings Vol. 423, 163-168 (1996).

340. “Comparison of ICl and IBr Plasma Etching of InGaAlP Alloys,” J. Hong, J. Lee, E. Lambers, C.R. Abernathy, S.J. Pearton, C. Constantine and W.S. Hobson, Proceedings of Electrochemical Society Meeting, San Antonio, TX, October 1996, Vol. 96-15, 56-61 (1996).

341. “High Temperature Stable W and WSix Ohmic Contacts on GaN and InGaN,” S.J. Pearton, C.R. Abernathy, A. Durbha, S. Donovan, J.D. MacKenzie, J.W. Lee, F. Ren, J.C. Zolper and M.W. Cole, Proceedings of 3rd International High Temperature

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Electronics Conference, Albuquerque, NM, June 1996, pp. 373-377. 342. “C Doping of III-V Semiconductors by Ion Implantation,” S.J. Pearton and C.R.

Abernathy, 7th Int. Symp. Shallow Levels in Semicond, Amsterdam, July 1996, pp. 99-107.

343. “Growth-induced alignment and assignment of the Vibrational Modes of C in AlGaAs,” J. Zheng, M. Stavola, C.R. Abernathy and S.J. Pearton, March Meeting of APS, St. Louis, MO: Bulletin of American Physical Society 41, 340-343 (1996).

344. “Growth-Induced Alignment of the First Neighbor Shell of Carbon in AlxGa1-xAs,” M. Stavola, J.F. Zheng, C.R. Abernathy and S.J. Pearton, 1996 Fall Materials Research Society Meeting Proceedings Vol. 462, 127-131 (1996).

345. “Plasma Etching of III-Nitrides in ICl/Ar and IBr/Ar Plasmas,” C.B. Vartuli, J.W. Lee, J.D. MacKenzie, S.J. Pearton, C.R. Abernathy and R.J. Shul, 1996 Fall Materials Research Society Meeting Proceedings Vol. 462, 277-281 (1996).

346. “Patterning of LiGaO2 and LiAlO2 by Wet and Dry Etching,” J.W. Lee, S.J. Pearton, C.R. Abernathy, R.G. Wilson, B.L. Chai, F. Ren and J.M. Zavada, 1996 Materials Research Society Meeting Proceedings Vol. 462,296-301 (1996).

347. “Chlorine-Based Plasma Etching of GaN,” R.J. Shul, R.D. Briggs, S.J. Pearton, C.B. Vartuli, C.R. Abernathy, J.W. Lee, C. Constantine and C. Barratt, 1996 Fall Materials Research Society Meeting Proceedings Vol. 462,56-61 (1996).

348. “Photoluminescence Reflectance and Magnetospectroscopy of Shallow Excitons in GaN,” B.J. Skaromme, H. Zhao, B. Goldenberg, J. Kong, M. Leonard, G.E. Bulman, C.R. Abernathy and S.J. Pearton, 1996 Fall Materials Research Society Meeting Proceedings Vol. 462, 96-100 (1996).

349. “Time-Resolved Photoluminescence Excitation Spectroscopy of Er Doped AlN Epilayer Prepared by MOMBE,” U. Hmmerich, X. We, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, R.N. Schwartz, R.G. Wilson and J.M. Zavada, 1996 Fall Materials Research Society Meeting Proceedings Vol. 462, 501-504 (1996).

350. “Optimization of InN Growth by MOMBE for Improved III-N Contact Performance,” S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, C.B. Vartuli, S.J. Pearton, F. Ren, M.W. Cole and K. Jones, 1996 Fall Materials Research Society Meeting Proceedings Vol. 462, 511-513 (1996).

351. “Growth of InAlN and InGaN by MOMBE for Device Applications,” J.D. MacKenzie, C.R. Abernathy, S.M. Donovan, S.J. Pearton and F. Ren, 1996 Fall Materials Research Society Meeting Proceedings Vol. 462, 519-522 (1996).

352. “High Microwave Power ECR Etching of III-V Semiconductors in CH4/H2/Ar,” J. Lee, S.J. Pearton, E. Lambers, J. Mileham, C.R. Abernathy, W.S. Hobson, F. Ren and R. Shul, ECS Meeting, Los Angeles, May 1996; Electrochemical Society Proceedings Vol. 96-2, 203-206 (1996).

353. “Effect of Dry Etching in III-Nitride Surface Properties,” F. Ren, S.J. Pearton, C.R. Abernathy, C. Vartuli and R.G. Wilson, 191st ECS Meeting, San Antonio, TX, October 1996; Electrochemical Society Proceedings Vol. 96-15, 289-292 (1996).

354. “Chemical Etching of AlN and InAlN in KOH Solutions,” C.B. Vartuli, J.W. Lee, J.D. MacKenzie, S.J. Pearton, C.R. Abernathy, J.C. Zolper, R.J. Shul and F. Ren, 1996 Fall Materials Research Society Meeting Proceedings Vol. 462 264-269 (1997).

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355. “Comparison of Dry Etch Damage in GaAs AlGaAs HBTs Exposed to ECR and ICP Ar Plasmas,” J. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, C. Constantine, C. Barratt and R.J. Shul, 1997 Spring Fall Materials Research Society Meeting Proceedings Vol. 468 76-81 (1997).

356. “Comparison of High Density Plasmas for the Etching of InGaAlP Alloys.” J. Hong, J. Lee, E. Lambers, C.R. Abernathy, S.J. Pearton and W. Hobson, 1997 Fall Materials Research Society Meeting Proceedings Vol. 468, 97-100 (1997).

357. “ICP Etch Damage in GaAs and InP Schottky Diodes,” J. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, W.S. Hobson, R.J. Shul and C. Constantine, 1997 Fall Materials Research Society Meeting Proceedings Vol. 468 56-60 (1997).

358. “C Implantation and Surface Degradation of InGaP,” C. Vartuli, C.R. Abernathy, S.J. Pearton, J.C. Zolper and A. Howard, 1997 Fall Materials Research Society Meeting Proceedings Vol. 468 115-119 (1997).

359. “Development of GaN and InGaN Gratings by Dry Etching,” J. Lee, J. Hong, J. MacKenzie, C.R. Abernathy, S.J. Pearton, F. Ren and P. Sciortino, 1997 Fall Materials Research Society Meeting Proceedings Vol. 468, 379-384 (1997).

360. “Plasma Damage Effects in InAlN FETs,” F. Ren, Y. Chen, J. MacKenzie, S. Donovan, C. Vartuli, C.R. Abernathy, J. Lee, S.J. Pearton and R.G. Wilson, 1997 Fall Materials Research Society Meeting Proceedings Vol. 468, 385-391 (1997).

361. “Current Transport in W and WSix Ohmic Contacts to InGaN and InN,” C. Vartuli, S.J. Pearton, C.R. Abernathy, J. Mackenzie, M. Lovejoy, R. Shul, J. Zolper, A. Baca, K. Jones and F. Ren, 1997 Spring MRS Meeting, San Francisco, 1997 Fall Materials Research Society Meeting Proceedings Vol. 468, 413-419 (1997).

362. “ICP Dry Etching of III-Nitrides,” C. Vartuli, J. Lee, J. MacKenzie, C.R. Abernathy, S.J. Pearton, R.J. Shul, A. Katz, A.Y. Polyakov and M. Shin, 1997 Fall Materials Research Society Meeting Proceedings Vol. 468, 393-399 (1997).

363. “Er Incorporation and Optical Activity in III-V Nitrides Grown by MOMBE,” J. MacKenzie, C.R. Abernathy, S.J. Pearton, U. Hommerich, F. Ren, R.G. Wilson and J.M. Zavada, Fall Materials Research Society Meeting Proceedings Vol. 468, 123-129 (1997).

364. “Substrate Effects on Growth of InN,” S. Donovan, J. MacKenzie, C.R. Abernathy, P. Holloway, F. Ren, J. Zavada and B. Choi, Fall Materials Research Society Meeting Proceedings Vol. 468, 161-166 (1997).

365. “Comparison of Dry Etch Damage in GaAs/AlGaAs HBTs Exposed to ECR and ICP Ar Plasmas,” J. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, C. Constantine and C. Barratt, 1997 Spring Fall Materials Research Society Meeting Proceedings Vol. 468, 403-408 (1997).

366. “Comparison of Dry Etch Damage in GaAs/AlGaAs HBTs Exposed to ECR and ICP Ar Plasmas,” J.W. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, C. Constantine, C. Barratt and R.J. Shul, Proceedings of Surface Analysis ’97, Albuquerque, NM, May 1997, pp. 97-102.

367. “RTP of III-Nitrides,” J. Hong, J. lee, C. Vartuli, J. MacKenzie, S. Donovan, R. Crockett, C.R. Abernathy, S.J. Pearton, J. Zolper and F. Ren, 1997 Spring MRS Meeting, San Francisco, April 1997.

368. “Effect of Ion Damage on Electrical and Optical Properties of p-GaAs and InGaP,” K.

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lee, J. Lee, J. Hong, S.J. Pearton, C.R. Abernathy and W.S. Hobson, 126th TMS Meeting, Orlando, Florida, February 1997.

369. “The Role of Plasma Chemistry and Ion Density in Dry Etching of Nitrides,” C. Vartuli, S.J. Pearton, C.R. Abernathy, R.H. Shul and F. Ren, Proceedings of the 192nd Meeting of Electrochemical Society, Paris, September 1997, pp. 134-137.

370. “Electrical and Optical Properties of C, O and H in III-Nitrides,” S.J. Pearton, J.W. Lee, C.R. Abernathy, R.G. Wilson, J.M. Zavada and J.C. Zolper, Proceedings of 192nd Meeting of Electrochemical Society, Paris, September 1997, pp.146-151.

371. “III-N: Er Materials Doped During Growth by CBE,” J. MacKenzie, C.R. Abernathy, S.J. Pearton, U. Hommerich and J.M. Zavada, 40th EMC Conf., Charlottesville, VA, June 1998.

372. “Damage to III-V Devices During ECR-CVD,” F. Ren, J.W. Lee, D. Johnson, K. MacKenzie, T. Maeda, C.R. Abernathy, Y.-B. Hahn, S.J. Pearton and R.J. Shul, 45th Int. Sump. AVS, Baltimore, Nov. 1998.

373. “III-Nitride Dry Etching-Comparison of ICP Chemistries,” H. Cho, Y.-B. Hahn, D.C. Hays, C.R. Abernathy, S.M. Donovan, S.J. Pearton, J. Han and R.J. Shul, 45th Int. Symp. AVS, Baltimore, Nov. 1998.

374. “Deposition of AlN Gate Dielectrics,” B. Gila, S.M. Donovan, C.R. Abernathy, K.N. Lee, J.D. MacKenzie, F. Ren, S.J. Pearton and S.N.G. Chu, 45th Int. Symp. AVS, Baltimore, Nov. 1998.

375. “Redistribution and Activation of Implanted S, Se, Te, Be, Zn and C in GaN,” R.G. Wilson, J.M. Zavada, X. Cao, S.J. Pearton, R.K. Singh, M. Fu, J. Sekhar, V. Sarvepalli, R.J. Shul, J. Han, D.J. Rieger and C.R. Abernathy, 45th Int. Symp. AVS, Baltimore, Nov. 1998.

376. “W-based Ohmic Contacts on p- and n-type GaN,” X. Cao, F. Ren, S.J. Pearton, A. Zeitouny, M. Eizenberg, J.C. Zolper, C.R. Abernathy, R.J. Shul and J. Lothian, 45th Int. Symp. AVS, Baltimore, Nov. 1998.

377. “Wet and Dry Etch Selectivity for the GaAs/AlGaAs and GaAs/InGaP Systems,” D. Hays, C.R. Abernathy, S.J. Pearton, F. Ren and W.S. Hobson, 24th SOTAPOCS Symp., 194th ECS Meeting, Boston, Nov. 1998.

378. “Temperature Effect of Metal Contact on GaN,” F. Ren, S.N.G. Chu, J.R. Lothian, S.J. Pearton, C.R. Abernathy, A.G. Baca, J. Han, M.J. Shurman, M. Hong, X. Cao, B.P. Gila and T.M. Ake, III-V Materials and Processes, 194th ECS Meeting, Boston, Nov. 1998.

379. “High Temperature Stable W and WSix Contacts on p- and n-type GaN,” X.A. Cao, F. Ren, S.J. Pearton, A. Zeitouny, M. Eizenberg, J.C. Zolper, C.R. Abernathy, J. Han, R.J. Shul and J.R. Lothian, III-V Materials and Processes, 194th ECS meeting, Boston, Nov. 1998.

380. “Transport Studies of 1-D Magnetic Wires,” J. Marburger, H.D. Hudspeth, F. Sharifi, M.E. Overberg, C.R. Abernathy and S.J. Pearton, 1998 Fall MRS Meeting, Boston, MA, Dec. 1998.

381. “RTP of Implanted GaN up to 1500oC,” X. Cao, S.J. Pearton, R.K. Singh, C.R. Abernathy, J. Han, R.J. Shul, D.J. Rieger, J.C. Zolper, R.G. Wilson, M. Fu and J. Sekhar, 1998 Fall MRS Meeting, Boston, MA, Dec. 1998.

382. “Behavior of W and WSix Contact Metallization on n- and p-type GaN,” X. Cao, F. Ren,

Appendix III.3.2

33

J. Lothian, S.J. Pearton, C.R. Abernathy, J.C. Zolper, M.W. Cole, A. Zeitoury, M. Eizenberg and R.J. Shul, 1998 Fall MRS Meeting, Boston, MA, Dec. 1998.

383. “ICP Etching of III-Nitrides in Cl2/Xe, Cl2/Ar and Cl2/He,” H. Cho, Y.B. Hahn, D.C. Hays, K.B. Jung, S.M. Donovan, C.R. Abernathy, S.J. Pearton, J. Han and R.J. Shul, 1998 Fall MRS Meeting, Boston, MA, Dec. 1998.

384. “Photoelectrochemical Etching of InGaN,” H. Cho, S.M. Donovan, C.R. Abernathy, S.J. Pearton, J. Han and R.J. Shul, 1998 Fall MRS Meeting, Boston, MA, Dec. 1998.

385. “Temperature Effect on Metal Contacts on n- and p-type GaN,” F. Ren, S. Chu, J. Lothian, S.J. Pearton, C.R. Abernathy, A.G. Baca, J. Han, X.A. Cao, B.P. Gila and T.M. Ake, 1998 Fall MRS Meeting, Boston, MA, Dec. 1998.

386. “RBS Lattice Site Location and Damage Recovery Studies on Er-implanted GaN,” E. Alves, M.F. de Silva, J.C. Soares, J. Bartels, R. Vianden, C.R. Abernathy and S.J. Pearton, 1998 Fall MRS Meeting, Boston, MA, Dec. 1998.

387. “Optical Characterization of Er-doped III-Nitrides Prepared by MOMBE,” U. Hommerich, M. Thaik, G. Ofori-Boadu, J. Prejean, J.T. Seo, J. MacKenzie, C.R. Abernathy, S.J. Pearton, J.M. Zavada, R.G. Wilson and O. Ambacher, 1998 Fall MRS Meeting, Boston, MA, Dec. 1998.

388. “Dielectrics for the Fabrication of Compound Semiconductors MOS (MIS) FETs,” B. Gila, J. LaRoche, F. Ren, K.N. Lee, K. Harris, V. Krishnamoorthy, J.D. MacKenzie, C.R. Abernathy and S.J. Pearton, APS Centennial Meeting, Atlanta, March 1999.

389. “Effect of Annealing on the PL Intensity from Er-doped GaN,” M. Overberg, J. Brand, J. MacKenzie, C.R. Abernathy and S.J. Pearton, APS Centennial Meeting, Atlanta, March 1999.

390. “Novel Emitter-Base Self-Aligned Process for AlGaN/GaN HBTs,” X. Cao, H. Cho, S.J. Pearton, C.R. Abernathy, F. Ren, J. Han, R.J. Shul and A.G. Baca, Florida Chapter of Am. Vac. Soc., Orlando, March 1999.

391. “GaN/AlGaN HBT Fabrication,” F. Ren, J. Han, R. Hickman, P.P. Chow, J.J. Klaassen, J.R. LaRoche, K.B. Jung, H. Cho, X.A. Cao, S.M. Donovan, R.F. Kopf, R.G. Wilson, A.G. Baca, R.J. Shul, L. Zhang, C.G. Wilson, C.R. Abernathy and S.J. Pearton, Workshop on Wide Bandgap Bipolar Devices, Panama City, FL, January 1999.

392. “Effect of Impurity Concentration on PL Intensity from Er-Doped GaN,” M. Overberg, J. Brand, J.D. Mackenzie, C.R. Abernathy, S.J. Pearton and J.M. Zavada, 195th ECS Meeting, Seattle, Washington, May 1999.

393. “GaN MOSFETs,” F. Ren,, S.J. Pearton, C.R. Abernathy, A.G. Baca, P. Chang, R.J. Shul, S.N.G. Chu, M. Hong, J.R. Lothian and M. Schurmann, 195th ECS Meeting, Seattle, Washington, May 1999.

394. “Fabrication and Performance of GaN/AlGaN HBTs,” F. Ren, J. LaRoche, C.R. Abernathy, H. Cho, K.B. Jung, S.J. Pearton, J.M. Van Hove, P.P. Chow, R. Hickman, J.J. Klaassen, R.F. Kopf, R.G. Wilson, J. Han, R.J. Shul and A.G. Baca, MRS Spring Meeting, San Francisco, April 1999.

395. “Comparison of Dielectrics for Fabrication of Compound Semiconductor MOSFETs,” B. Gila, J. LaRoche, F. Ren, K.N. Lee, K. Harris, J. MacKenzie, C.R. Abernathy and S.J. Pearton, MRS Spring Meeting, San Francisco, April 1999.

396. “Selective Dry Etching in the GaN/InN/AlN, GaAs/AlGaAs and GaAs/InGaP Systems,”

Appendix III.3.2

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D. Hays, C.R. Abernathy, W. Hobson, S.J. Pearton, J. Han, R.J. Shul, H. Cho, K.B. Jung, F. Ren and Y.B. Hahn, MRS Spring Meeting, San Francisco, April 1999.

397. “Anisotropic Pattern Transfer in GaN by Photo-Enhanced Wet Etching,” H. Cho, S.M. Donovan, C.R. Abernathy, F. Ren, J. Han, R.J. Shul, F. Ren and S.J. Pearton, 27th Appl. Vac. Sci. Technol. Symp., Orlando, FL March 1999.

398. “Interfacial Characteristics of AlN to Si, SiC and GaN,” K. Harris, B. Gila, F. Ren, J. LaRoche, K. Lee, J. MacKenzie, C. Zetterling, M. Ostling, S.N.G. Chu, C.R. Abernathy and S.J. Pearton, 27th Appl. Vac. Sci. Technol. Symp., Orlando, FL, March 1999.

399. “Selective Dry Etching Using ICP: GaAs/AlGaAs and GaAs/InGaP,” D. Hays, H. Cho, K.B. Jung, Y.B. Hahn, C.R. Abernathy, S.J. Pearton, F. Ren and W.S. Hobson, 27th Appl. Vac. Sci. Technol. Symp., Orlando, FL, March 1999.

400. “GaN-based Electronics for High Temperature Applications,” F. Ren, S.J. Pearton, C.R. Abernathy, J.M. Van Hove, P.P. Chow, R. Hickman, J.J. Klaassen, J. Han, A.G. Baca and R.J. Shul, 27th Appl. Vac. Sci. Technol. Symp., Orlando, FL, March 1999.

401. Photoluminescence Enhancement and Morphological Properties of Carbon Codoped GaN:Er,” M.E Overberg1, C.R. Abernathy, S. J. Pearton, R. G. Wilson, and J. M. Zavada, Fall MRS, Boston 1999.

Publications 1. “Effect of pH on the Production of Chalcopyrite CuInSe2 Prepared by Spray Pyrolysis,”

C.W. Bates, Jr., M. Uekita, K. Nelson, C.R. Abernathy and J. Mooney, Applied Physics Letters 43, 9-12 (1983).

2. “Kinetic Effects in Film Formation of CuInSe2 Prepared by Chemical Spray Pyroysis,” C.R. Abernathy, C.W. Bates, Jr. A. Anani, and B. Haba, Thin Solid Films 115, 141-146 (1984).

3. “Production of Single-Phase CuInSe2 by Spray Pryolysis,” C.R. Abernathy, C.W. Bates, Jr., A. Anani, B. Haba and G. Smestad, Applied Physics Letters 46, 108-110 (1984).

4. “Dopant Type Effects on the Diffusion of Deuterium in GaAs,” S.J. Pearton, W.C. Dautremont-Smith,, J. Lopata, C.W. Tu and C.R. Abernathy, Physics Review B 36, 4260-4264 (1987).

5. “Growth and Characterization of Low Defect GaAs by Vertical Gradient Freeze,” C.R. Abernathy, A.P. Kinsella, A.S. Jordan, R. Caruso, S.J. Pearton, H. Temkin and H. Wade, Journal of Crystal Growth 85, 106-112 (1987).

6. “Dopant Type Effects on the Diffusion of Deuterium in GaAs,” S.J. Pearton, W.C. Dautremont-Smith,, J. Lopata, C.W. Tu and C.R. Abernathy, Physics Review B 36, 4260-4264 (1987).

7. “Growth and Characterization of Low Defect GaAs by Vertical Gradient Freeze,” C.R. Abernathy, A.P. Kinsella, A.S. Jordan, R. Caruso, S.J. Pearton, H. Temkin and H. Wade, Journal of Crystal Growth 85, 106-112 (1987).

8. “Implant-Induced High Resistivity Regions in InP and InGaAs,” S.J. Pearton, C.R. Abernathy, M.B. Panish, R.A. Hamm and L.M. Lunardi, Journal of Applied Physics 66, 656-660 (1989).

9. “Structure and Dynamics of the Be-H Complex in GaAs,” M. Stavola, S.J. Pearton, J.

Appendix III.3.2

35

Lopata, C.R. Abernathy and Bergman, Physics Review B 39, 8051-8056 (1989). 10. “Interaction of Be and O in GaAs,” A.E. Von Neida, S.J. Pearton, W.S. Hobson and C.R.

Abernathy, Applied Physics Letters 54, 1540-1542 (1989). 11. “Carbon and Zinc Delta-Doping for Schottky Barrier Enhancement on a-type GaAs,” S.J.

Pearton, F. Ren, C.R. Abernathy, W.S. Hobson, S.N.G. Chu and J. Kovalchick, Applied Physics Letters 55, 1342-1344 (1989).

12. “Carbon in GaAs: Implantation and Isolation Characteristics,” S.J. Pearton and C.R. Abernathy, Applied Physics Letters 55, 678-680 (1989).

13. “Ultra-High Doping of GaAs by Carbon During MOMBE,” C.R. Abernathy, S.J. Pearton, R. Caruso, F. Ren and J. Kovalchick, Applied Physics Letters 55, 1750-1752 (1989).

14. “Carbon Implantation in InP,” S.J. Pearton, W.S. Chakrabarti, C.R. Abernathy and W.S. Hobson, Applied Physics Letters 55, 2014-2016 (1989).

15. “Carbon Doping of III-V Compounds Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, F. Ren and W.S. Hobson, Houston, December 1989: Journal of Crystal Growth 105, 375 -379 (1990).

16. “Carbon Doping of III-V Compounds Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, M.O. Manasreh, D.W. Fischer, D.N. Talwar, Applied Physics Letters 57, 294-300 (1990).

17. “Carbon Doping of III-V Compounds Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, F. Ren, W.S. Hobson, T.R. Fullowan, A. Katz, A.S. Jordan and J. Kovalchick, Journal of Crystal Growth 105, 375-382 (1990).

18. “Carbon-doped Base GaAs-AlGaAs HBTs Grown by MO-MBE and MO-CVD Regrowth,” W.S. Hobson, F. Ren, C.R. Abernathy, S.J. Pearton, T.R. Fullowan and J. Lothian, IEEE Electronics Device Letters 11, 241-243 (1990).

19. “Temperature Dependence of Current Conduction in Barrier-Enhanced Carbon Delta-doped GaAs Diodes,” A. Katz, S.J. Pearton, F. Ren and C.R. Abernathy, Journal of Vacuum Science Technology B. 8, 1270-1272 (1990).

20. “Enhanced Hot-Electron PL from Heavily Carbon-doped GaAs,” B.J. Aitchison, N.M. Haegel, C.R. Abernathy and S.J. Pearton, Applied Physics Letters 56, 1154-1156 (1990).

21. “Pt/Ti Ohmic Contacts to Ultra-High Carbon Doped GaAs Formed by Rapid Thermal Processing,” A. Katz, C.R. Abernathy and S.J. Pearton, Applied Physics Letters 56, 1028-1030 (1990).

22. “Incorporation of Carbon in Heavily-doped AlGaAs Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, M.O. Manasreh, D.W. Fischer and D.N. Talwar, Applied Physics Letters 57, 294-296 (1990).

23. “Hydrogen in Carbon-doped GaAs Grown by MOMBE,” D.M. Kozuch, M. Stavola, S.J. Pearton, C.R. Abernathy and J. Lopata, Applied Physics Letters 57, 2561-2569 (1990).

24. “Growth of High Quality AlGaAs by MOMBE,” C.R. Abernathy, A.S. Jordan, S.J. Pearton, W.S. Hobson, D.A. Bohling and G.T. Muhr, Applied Physics Letters 56, 2654 –2656 (1990).

25. “GRINSCH GaAs/AlGaAs Laser Structure Grown by OMVPE Using a Novel Al Source,” W.S. Hobson, A.F.J. Levi, J. O'Gorman, S.J. Pearton, C.R. Abernathy and V. Swaminathan, Electronics Letters 26, 1762-1763 (1990).

Appendix III.3.2

36

26. “Carbon Implantation in InGaAs and AlInAs,” S.J. Pearton, W.S. Hobson, A.P. Kinsella, J. Kovalchick, U.K. Chakrabarti and C.R. Abernathy, Applied Physics Letters 56, 1263-1266 (1990).

27. “GaAs-AlGaAs HBT with Carbon-Doped Base Grown by MOMBE,” F. Ren, C.R. Abernathy, S.J. Pearton, T.R. Fullowan, J. Lothian and A.S. Jordan, Electron Letters 26, 724-725 (1990).

28. “The Feasibility of Using TMAl Alane as an Al Precursor for MOMBE,” C.R. Abernathy, A.S. Jordan, S.J. Pearton, F. Ren, F. Baiocchi, D.A. Bohling and G.T. Muhr, International Crystal Growth Meeting, Denver, July 1990, Journal of Crystal Growth 109, 31-36 (1991).

29. “The Search for All-Hydride MOMBE: Examination of TMAAl, TMAGa and Arsine,” D.A. Bohling, G.J. Muhr, C.R. Abernathy, A.S. Jordan, S.J. Pearton and W.S. Hobson, Journal of Crystal Growth 107, 1068-1071 (1991).

30. “The Potential for High Quality AlGaAs by All-hydride MOMBE using TMAAl, TMAGa and AsH3,” D.A. Bohling, G.T. Muhr, C.R. Abernathy, A.S. Jordan and W.S. Hobson, Journal of Crystal Growth 107, 1068-1075 (1991).

31. “Carbon Incorporation in GaAs and AlGaAs Grown by MOMBE Using Trimethylgallium,” C.R. Abernathy, Journal Crystal Growth 107, 982-986 (1991).

32. “Characteristics of Be and O or H Co-implantation in GaAs/AlGaAs HBT Structures,’ S.J. Pearton, F. Ren, P.W. Wisk, T. Fullowan, R. Kopf, J.M. Kuo, C.R. Abernathy, Journal of Applied Physics 69, 698-701 (1991).

33. “Dry Etching and Implant Isolation Characteristics of AlGaAs Grown by MOMBE,” S.J. Pearton, C.R. Abernathy, F. Ren, T.R. Fullowan, Semiconductor Science and Technology 6, 1042-1047 (1991).

34. “Thermal Stability of Dopant-Hydrogen Pairs in GaAs,” S.J. Pearton, C.R. Abernathy, and J. Lopata, Applied Physics Letters 59, 3571-3573 (1991).

35. “Sn Doping of GaAs and AlGaAs by MOMBE Using TESn,” C.R. Abernathy, S.J. Pearton, F. Ren and J. Song, Journal of Crystal Growth 113, 412-415 (1991).

36. “Sn Doping of GaAs and AlGaAs Grown by MOMBE,” C.R. Abernathy, S.J. Pearton and N.T. Ha, Journal of Crystal Growth 108, 827-830 (1991).

37. “Effect of Source Chemistry and Growth Parameters on AlGaAs Grown by MOMBE,” C.R. Abernathy, S.J. Pearton, F. Baioccki, A.S. Jordan, D.A. Bohling, G.T. Muhr and T. Ambrose, Journal of Crystal Growth 110, 457-468 (1991).

38. “Use of UV/Ozone Cleaning to Remove C and O from GaAs Prior to MOMBE and MOCVD,” S.J. Pearton, F. Ren, C.R. Abernathy, W.S. Hobson and H.S. Luftman, Applied Physics Letters 58, 416-418 (1991).

39. “High Quality AlGaAs Grown by OMVPE Using TMAAl as the Al Precursor,” W.S. Hobson, T. Harris, C.R. Abernathy, S.J. Pearton, Applied Physics Letters 58, 77-79 (1991).

40. “Ohmic Contacts to Heavily Carbon-doped AlGaAs,” A. Katz, C.R. Abernathy, S.J. Pearton, B. Wein and W. Savin, Journal of Applied Physics 69, 2276-2281 (1991).

41. Gbit/High Sensitivity, Low Error Rate Decision Circuit Implemented with C-doped AlGaAs/GaAs HBTs,” R.K. Montgomery, P. Smith, F. Ren, T.R. Fullowan, C.R. Abernathy, P. Kopf, S.J. Pearton, J. Lothian, P. Wisk and R.N. Nottenburg, Electron

Appendix III.3.2

37

Letters 29, 976-977 (1991). 42. “The Roles of Al and H in Impurity Contamination in AlGaAs,” C.R. Abernathy, S.J.

Pearton, D.A. Bohling and G.T. Muhr, Journal of Crystal Growth 111, 574-580 (1991). 43. “High Quality RTA of InP and GaAs Substrates Under Low Pressure TBP and TBA

Ambients,” A. Katz, A. Feingold, S.J. Pearton, C.R. Abernathy, M. Geva and K. Jones, Journal of Vacuum Science and Technology 9, 2466-2472 (1991).

44. Gbit/s AlGaAs/GaAs HBT Driver IC For Lasers or Lightwave Modulators,” R. Montgomery, F. Ren, C.R. Abernathy, T. Fullowan, R. Kopf, P. Smith, S.J. Pearton, P. Wisk, J. Lothian and R. Nottenburg, Electron Letters 27, 1827-1828 (1991).

45. “Self-Aligned AlGaAs/GaAs HBT Grown by MOMBE,” F. Ren, T. Fullowan, C.R. Abernathy, S.J. Pearton, P. Smith, R. Kopf and E.J. Laskowski, Electron Letters 27, 1054-1055 (1991).

46. “Novel C-doped p-channel MESFET Grown by MOMBE,” F. Ren, C.R. Abernathy and S.J. Pearton, Journal of Applied Physics 70, 2885-2289 (1991).

47. “Thermal Stability of Dopant-Hydrogen Paris in GaAs,” S.J. Pearton, C.R. Abernathy and J. Lopata, Applied Physics Letters 59 577-579 (1991).

48. “Growth and Dry Etch Processing of MOMBE GaAs p-n Junctions,” S.J. Pearton, F. Ren, C.R. Abernathy, T.R. Fullowan and J. Lothian, Semiconductor Science and Technology 6, 1049-1052 (1991).

49. “GaAs/AlGaAs QW and Modulation-doped Heterostructures Grown by MOVPE using TMAA1,” W.S. Hobson, F. Ren, S. Sputz, T. Harris, C.R. Abernathy, S.J. Pearton and K.S. Jones, Applied Physics Letters 59, 1975-1977 (1991).

50. “Carbon and Tin Doped npn and pnp AlGaAs/GaAs HBTs Grown by MOMBE,” F. Ren, C.R. Abernathy, S.J. Pearton, T. Fullowan, J. Lothian, P. Wisk, Y.K. Chen, W.S. Hobson and P. Smith, Electron Letters27, 2391-2393 (1991).

51. “Stability of C and Be-doped Base GaAs/AlGaAs HBTs,” F. Ren, T. Fullowan, J. Lothian, P. Wisk, C.R. Abernathy, R. Kopf, S. Downey and S.J. Pearton, Applied Physics Letters 59, 3613-3615 (1991).

52. “Characteristics of Be+ and O+ co-implantation in GaAs/AlGaAs HBTs,” S.J. Pearton, F. Ren, P. Wisk, T. Fullowan, R. Kopf, J. Kuo, W.S. Hobson and C.R. Abernathy, Journal of Applied Physics 69, 698-703 (1991).

53. “The Feasibility of Using TMAA1 as an Al Precursor for MOMBE,” C.R. Abernathy, A. Jordan, S.J. Pearton, F. Ren, F. Baiocchi, D. Bohling and G. Muhr, Journal of Crystal Growth 109, 31-36 (1991).

54. “High Sensitivity 14 Gbit/s Hybrid Optical Receiver Using AlGaAs/GaAs HBTs,” M. Haner, R. Montgomery, E. Frahm, P. Smith, F. Ren, T. Fullowan, C.R. Abernathy, R. Kopf, S.J. Pearton J. Lothian, P. Wisk and R. Nottenburg, Electron Letters 27, 1091-1093 (1991).

55. “Growth of GaAs/AlGaAs HBTs by MOMBE,” C.R. Abernathy, F. Ren, S.J. Pearton, T. Fullowan, K. Montgomery, P. Wisk, J. Lothian, P. Smith and R. Nottenburg, Journal of Crystal Growth 120, 234 (1992).

56. “Thermal Stability of GaAs(C)/InAs Superlattices Grown by MOMBE,” C.R. Abernathy, P.W. Wisk, S.J. Pearton, W.S. Hobson, S.N.G. Chu, F. Ren, P.H. Fuoss and F.J. Lamelas, Applied Physics Letters 60, 1339-1341 (1992).

Appendix III.3.2

38

57. “Growth of GaAs and AlGaAs by MOMBE Using Tris-dimethylaminoarsenic,” C.R. Abernathy, P.W. Wisk, D.A. Bohling and G.T. Muhr, Applied Physics Letters 60, 2421-2423 (1992).

58. “Low Temperature Growth of AlGaAs by MOMBE using TMAAl,” C.R. Abernathy and D.A. Bohling, Journal of Crystal Growth 120, 195-199 (1992).

59. “Growth of GaAs/AlGaAs HBTs by MOMBE,” C.R. Abernathy, F. Ren, S.J. Pearton, T.R. Fullowan, R.K. Montgomery, P.W. Wisk, J.R. Lothian, P.R. Smith and R.N. Nottenburg, Journal of Crystal Growth 120, 234-241 (1992).

60. “Comparison of Tri-ethylgallium and Tri-isobutylgallium for Growth of GaAs and AlGaAs by MOMBE,” C.R. Abernathy, P.W. Wisk, A.C. Jones and S.A. Rushworth, Applied Physics Letters 61, 180-184 (1992).

61. “Rapid Isothermal Processing for Fabrication of GaAs Based Electronic Devices,” S.J.

Pearton, F. Ren, A. Katz, T.R. Fullowan, C.R. Abernathy, W.S. Hobson and R.F. Kopf, IEEE Electronic Devices 39, 154-160 (1992).

62. “Carbon-doped MESFET Grown by MOMBE,” F. Ren, C.R. Abernathy and S.J. Pearton, Materials Science Engineering B. 13, 305-307 (1992).

63. “RIP of Pt/Ti Contracts to p-type III-V Binary and Related Materials,” A. Katz, S. Chu, B. Weir, C.R. Abernathy, W.S. Hobson, S.J. Pearton and W. Savin, IEEE Electronics Devices 39, 184-191 (1992).

64. “Single Energy MeV Implant Isolation of Multilayer III-V Device Structures,” R. Elliman, M. Ridgway, C. Jagadish, S.J. Pearton, F. Ren, J. Lothian, T. Fullowan, A. Katz, C.R. Abernathy and R. Kopf, Journal of Applied Physics 71, 1010-1015 (1992).

65. “Growth of pnp HBT Structures by MOMBE,” C.R. Abernathy, F. Ren, S.J. Pearton, T.R. Fullowan, P. Wisk and J. Lothian, Journal of Applied Physics 71, 1219-1225 (1992).

66. “Isolation Properties and Experimental Ranges of High Energy Ions in GaAs and InP,” S.J. Pearton, B. Jalali, C.R. Abernathy, W.S. Hobson, J. Fox, K. Kemper and D. Roa, Journal of Applied Physics 71, 2663-2666 (1992).

67. “Hydrogen Incorporation into GaAs, InP and Related Compounds During Epitaxial Growth and Device Processing,” S.J. Pearton, C.R. Abernathy, W.S. Hobson, F. Ren, T. Fullowan, U. Chakrabarti, M. Stavola and D. Kozuch, Materials Science Engineering B 13, 171-176 (1992).

68. “Use of MeV O+ Ion Implantation for Isolation of GaAs/Al GaAs HBTs,” S.J. Pearton, F. Ren, J. Lothian, T. Fullowan, A. Katz, P. Wisk, C. Abernathy, R. Kopf, R. Elliman, M. Ridgway, C. Jagadish and J. Williams, Journal of Applied Physics 71, 4949-4953 (1992).

69. “Dopant Incorporation in GaAs and AlGaAs Grown by MOMBE for High Speed Devices,” C.R. Abernathy, F. Ren, S.J. Pearton and J. Song, Journal of Electronic Materials 21, 323 -327(1992).

70. “The Effect of ECR Generated H2 Plasma on Growth of GaAs and AlGaAs by MOMBE,” C.R. Abernathy, P. Wisk, S.J. Pearton and F. Ren, Journal of Vacuum Science and Technology B. 10, 2153 -2158(1992).

71. “Dissociation Energies of Acceptor-Hydrogen Complexes in InP,” S.J. Pearton, W.S. Hobson and C.R. Abernathy, Applied Physics Letters 61 14-16 (1992).

Appendix III.3.2

39

72. “Self-Aligned Metal-Masked Dry Etch Processing of III-V Electronic and Photonic Devices,” S.J. Pearton, A. Katz, A. Feingold, F. Ren, T.R. Fullowan, J. Lothian and C.R. Abernathy, Materials Science Engineering B. 15, 82-89 (1992).

73. “Damage Introduction in InP and InGaAs During Ar and H2 Plasma Exposure,” S.J. Pearton, F. Applied Physics Letters 61, 586-588 (1992).

74. “Improved Performance of C-doped GaAs Based HBTs Through Use of InGaP,” C.R. Abernathy, F. Ren, P. Wisk, S.J. Pearton and R. Esqui, Applied Physics Letters 61, 1092-1094 (1992).

75. “InGaP/GaAs Based HBTs Grown by MOMBE,” F. Ren, C.R. Abernathy, S.J. Pearton, P. Wisk and R. Esqui, Electron Letters 28, 1550-1551 (1992).

76. “GaAs Via Hole Etching and MOMBE Regrowth,” F. Ren, S.J. Pearton, C.R. Abernathy,

R. Esqui, T.R. Fullowan, P. Wisk and J. Lothian, Semiconductor Science and Technology 7, 850-853 (1992).

77. ‘Stability of InAs Contact Layers on GaAs/AlGaAs HBTs During Implant Isolation Annealing,” F. Ren, S.N.G. Chu, C.R. Abernathy, T.R. Fullowan, J. Lothian and S.J. Pearton, Semiconductor Science and Technology 7, 793-797 (1992).

78. “Small Area InGaP Emitter, Carbon-Doped Base HBTs Grown by MOMBE,” F. Ren, C.R. Abernathy, S.J. Pearton, J. Lothian, S. Chu, P. Wisk, T. Fullowan, B. Tseng and Y.K. Chen, Electron Letters 28, 2250-2551 (1992

79. “Alternative Group V Sources for Growth of GaAs and AlGaAs by MOMBE,” C.R. Abernathy, P. Wisk, S.J. Pearton, F. Ren, D.A. Bohling and G. Muhr, Journal of Crystal Growth 124, 664-669 (1992).

80. “Damage Introduction in GaASs/AlGaAs in InGaAs/InP HBT Structures During ECR Plasma Processing,” F. Ren, T. Fullowan, S.J. Pearton, J. Lothian, R. Esagui, C.R. Abernathy and W.S. Hobson, Journal of Vacuum Science and Technology A 11, 1768-1771 (1993).

81. “Wet and Dry Etching Characteristics of AIN, GaN and InN,” S.J. Pearton, C.R. Abernathy, F. Ren, A. Katz and P. Wisk, ibid., Journal of Vacuum Science and Technology A 11, 1772-1775 (1993).

82. “Growth of III-V Materials by Metalorganic Molecular Beam Epitaxy,” C.R. Abernathy, Proc. of the 1992 American Vacuum Society, Chicago, IL, Journal of Vacuum Science and Technology B 11, 883-888 (1993).

83. “Mg Doping of InP and InGaAs Grown by MOMBE,” F. Ren, C.R. Abernathy, P.W. Wisk, S.J. Pearton and F. Ren, Applied Physics Letters 64, 2103-2105 (1993).

84. “Growth of InN for Ohmic Contact Formation,” C.R. Abernathy, S.J. Pearton, F. Ren and P.W. Wisk, Journal of Vacuum Science and Technology B 11, 179-184 (1993).

85. “The Role of the As Source in Selective Epitaxial Growth of GaAs and AlGaAs by MOMBE,” C.R. Abernathy, S.J. Pearton, F. Ren, P.W. Wisk, J.R. Lothian, D.A. Bohling and G.T. Muhr, Semiconductor Science and Technology 8, 979-984 (1993).

86. “Growth of InGaP by MOMBE Using Novel Ga Sources,” C.R. Abernathy, P.W. Wisk, F. Ren, S.J. Pearton, A.C. Jones and S.A. Rushworth, Journal of Applied Physics 73, 2283-2287 (1993).

Appendix III.3.2

40

87. “Mg Doping of InP and InGaAs Grown by MOMBE using Dis-cyclopentadiemyl-magnesium,” C.R. Abernathy, P. Wisk, S.J. Pearton and F. Ren, Applied Physics Letters 62, 258-260 (1993).

88. “W(Zn) Selectivity Deposited and Locally Diffused Ohmics Contacts to p-InGaAs/InP Formed by RTLPMOCVD,” A. Katz, A. Rog, A. Feingold, M. Geva, N. Moriya, S.J. Pearton, E. Lane, T. Keel and C.R. Abernathy, Applied Physics Letters 62, 2652-2655 (1993).

89. “Selective Regrowth of InP and GaAs by OMVPE and MOMBE Around Dry Etched Features,” W.S. Hobson, S.J. Pearton, C.R. Abernathy, F. Ren and J. Lothian, Journal of Vacuum Science Technology B 11, 536-541 (1993).

90. “Damage Introduction in GaAs/AlGaAs and InGaAs/InP HBT Structures During ECR Plasma Processing,” F. Ren, T.R. Fullowan, S.J. Pearton, J.R. Lothian, R. Esqui, C.R. Abernathy and W.S. Hobson, Journal of Vacuum Science Technology B 11, 1768-1771 (1993).

91. “Dry and Wet Etching Characteristics of InN, AlN and GaN Deposited by ECR-MOMBE,” S.J. Pearton, C.R. Abernathy, F. Ren, J. Lothian, P. Wisk and A. Katz, Journal of Vacuum Science Technology B 11, 1772-1775 (1993).

92. “Growth of InP Epitaxial Layers by RTLPMOCVD Using TBP,” A. Katz, A. Feingold, N. Moriya, S. Nakahara, C.R. Abernathy, S.J. Pearton, M. Geva, F. Baiocchi, L. Luther and E., Lane, Applied Physics Letters 63, 2958-2960 (1993).

93. “The Effects of Ionizing Radiation on GaAs/AlGaAs and InGaAs/AlInAs HBTs,” S. Witmer, S. Mittleman, D. Behy, F. Ren, T. Fullowan, R. Kopf. C.R. Abernathy, S.J. Pearton, D. Humphrey, R. Montgomery, P. Smith, J. Kreskovsky and H. Grubin, Materials Science and Engineering B 20, 280-290 (1993).

94. “Ground State Energy Shift of Acceptor-H Complexes in Si and GaAs Under Hydrostatic Pressure,” I. Veloarison, M. Stavola, Y. Cheng, S. Utring, G. Watkins, S.J. Pearton, C.R. Abernathy and J. Lopata, Physics Review B 47, 15237-15244 (1993).

95. “Reversible Changes in Doping of InGaAlN Alloys Induced by Ion Implantation or Hydrogenation,” S.J. Pearton, C.R. Abernathy, P. Wisk, W. Hobson and F. Ren, Applied Physics Letters 63, 1143-1145 (1993).

96. “Ion Implantation and Dry Etching Characteristics of InGaAsP( = 1.3 m),” S.J. Pearton, C.R. Abernathy, P. Wisk and F. Ren, Journal of Applied Physics 74, 1610-1614 (1993).

97. “Self-aligned InGaP/GaAs HBTs for Microwave Power Applications,” F. Ren, C.R. Abernathy, S.J. Pearton, J. Lothian, P. Wisk, T. Fullowan, Y. Chen, L. Yang, S. Fu and H. Lin, IEEE Electronic Device Letters EDL 14, 332-334 (1993).

98. “Growth of InGaP by MOMBE Using Novel Ga Sources,” C.R. Abernathy, P. Wisk, F. Ren, S.J. Pearton, A. Jones and A. Rushworth, Journal of Applied Physics 73, 2283-2287 (1993).

99. “Another Step in Developing a Single Wafer Integrated Process: RTLPMOCVD of Local Diffused W (Zn) Contacts,” A. Katz, A. Feingold, N. Moriya, S.J. Pearton, A. Rusby, J. Kovalchick, C.R. Abernathy, M. Geva and E. Lane, Semiconductor Science and Technology 8, 1445-1451 (1993).

100. “Passivation of C-doped GaAs by Hydrogen Introduced by Annealing and Growth

Appendix III.3.2

41

Ambients,” D. Kozuch, M. Stavola, S.J. Pearton, C.R. Abernathy and W.S. Hobson, Journal of Applied Physics 73, 3716-3724 (1993).

101. “Dry Etching of Thin Film InN, AlN and GaN,” S.J. Pearton, C.R. Abernathy, F. Ren, J. Lothian, P. Wisk, A. Katz and C. Constantine, Semiconductor Science and Technology 8, 310-313 (1993).

102. “The Role of the As Source in Selective Epitaxial Growth of GaAs and AlGa As by MOMBE,” C.R. Abernathy, S.J. Pearton, F. Ren, P. Wisk, J. Lothian, D. Bohling and G. Muhr, Semiconductor Science and Technology 8, 979-984 (1993).

103. “Growth of InN of Ohmic Contact Formation by ECR-MOMBE,” C.R. Abernathy, S.J. Pearton, F. Ren and P. Wisk, Journal of Vacuum Science and Technology B 11, 179-182 (1993).

104. “Surface Recombination Velocities on Processed InGaP P-N Junctions,” S.J. Pearton, F.

Ren, W.S. Hobson, C.R. Abernathy, R.L. Masatis and U.K. Chakrabarti, Applied Physics Letters 63, 3610-3612 (1993).

105. “Enhanced Etch Rates of Tri-Level Resist Stacks in Microwave Discharges,” S.J. Pearton, F. Ren and C.R. Abernathy, Semiconductor Science and Technology 8, 1905-1909 (1993).

106. “Defects and Ion Redistribution in Implant-Isolated GaAs-based Device Structures,” S.J. Pearton, F. Ren, S. Chu., C.R. Abernathy, W.S. Hobson and R. Elliman, Journal of Applied Physics 74, 6580-6583 (1993).

107. “Low Temperature Cl2-based Dry Etching of III-V Semiconductors,” S.J. Pearton, C.R. Abernathy, R.F. Kopf and F. Ren, Journal of Electrochemical Society 141, 2250-2255 (1994).

108. “Temperature Dependent Dry Etching Characteristics of III-V Semiconductors in HBr- and HI-based Discharges,” S.J. Pearton, F. Ren and C.R. Abernathy, Plasma Chemistry and Plasma Processing 14, 131-143 (1994).

109. “Low Bias Dry Etching of W and Dielectric Layers on GaAs,” S.J. Pearton, F. Ren and C.R. Abernathy, Semiconductor Science and Technology 14, 505-508 (1994).

110. “Dry Etched Mesas for Buried Heterostructure InGaAsP/InP Lasers Using ECR Cl2/CH2/H2/Ar Discharges,” S.J. Pearton, W.S. Hobson, F. Ren, C.R. Abernathy and C. Constantine, Journal Material Science: Materials in Electronics 5, 185-191 (1994).

111. “Optical Emission End Point Detection for Via Hole Etching in InP and GaAs Power Device Structures,” S.J. Pearton, F. Ren, C.R. Abernathy and C. Constantine, Materials Science and Engineering B 25, 36-40 (1994).

112. “Dry Etching and Implantation Characteristics of Al0.5Ga0.5P,” S.J. Pearton, C.R. Abernathy and F. Ren, Applied Physics Letters 64, 3015-3017 (1994).

113. “Thermal Stability of Ti/Pt/Au nonalloyed ohmic contacts on InN,” F. Ren, C.R. Abernathy, S. J. Pearton and P. Wisk, Applied Physics Letters 64,1508-1510 (1994).

114. “Low Bias Plasma Etching of GaN, AlN and InN,” S.J. Pearton, C.R. Abernathy and F. Ren, Applied Physics Letters 64, 2294-2296 (1994).

115. “Electrical Passivation in Hydrogen Plasma Exposed GaN,” S.J. Pearton, C.R. Abernathy and F. Ren, Electron Letters 30, 527-528 (1994).

Appendix III.3.2

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116. “Hydrogenation of GaN, AlN and InN," J.M. Zavada, R.G. Wilson. C.R. Abernathy and S.J. Pearton, Applied Physics Letters 64, 3086-3088 (1994).

117. “Diffusion of H in Semiconductors and its Association with Defects,” S.J. Pearton, C.R. Abernathy and F. Ren, Defect & Diffusion Forum 111/112, 1-36 (1994).

118. “Aligned Defect Complex Containing C and H in As-grown GaAs Epitaxial Layers,” Y. Cheng, M. Stavola, C.R. Abernathy, S.J. Pearton and W.S. Hobson, Physics Review B 49, 2469-2473 (1994).

119. “Comparison of Surface Recombination Velocities in InGaP and AlGaAs Mesa Diodes,” S.J. Pearton, F. Ren, W.S. Hobson, C.R. Abernathy and V.K. Chakrabarti, Journal of Vacuum Science and Technology B 12, 142-145 (1994).

120. “Fabrication of GaN Nanostructures by a Sidewall-Etchback Process,” S.J. Pearton, F.

Ren, C.R. Abernathy and J.R. Coblisan, Semiconductor Science and Technology 9, 338-340 (1994).

121. “Low Temperature ECR Plasma Etching of GaAs, AlGaAs and GaSb in Cl2/Ar,” S.J. Pearton, F. Ren and C.R. Abernathy, Applied Physics Letters 64, 1673-1675 (1994).

122. “Dry Etched Mesas for Buried Heterostructure InGaAsP/InP Lasers Using ECR CL2/CH4/H2/Ar Discharges,” S. J. Pearton, W. S. Hobson, F. Ren, C. R. Abernathy and C. Constantine, Journal of Materials Science - Materials in Electronics 5, 185-191 (1994).

123. “Comparison of Multipolar and Magnetic Mirror ECR Sources for CH4/H2 Dry Etching of III-V Semiconductors,” S. J. Pearton, C. R. Abernathy, R. Kopf, F. Ren and W. S. Hobson, Journal of Vacuum Science Technology B 12, 1333-1340 (1994).

124. “Use of Sn-doped GaAs for Non-alloyed Ohmic Contacts to HEMTs,” F. Ren, A. Y. Cho, D. L. Sivco, S. J. Pearton and C. R. Abernathy, Electron Letters 30, 912-913 (1994).

125. “New Dry Etch Chemistries for III-V Semiconductors,” S. J. Pearton, U. K. Chakrabarti, F. Ren, C. R. Abernathy, A. Katz, W. S. Hobson and C. Constantine, Materials Science and Engineering B 25, 179-189 (1994).

126. “Dry Patterning of InGaN and InAlN,” S. J. Pearton, C. R. Abernathy and F. Ren, Applied Physics Letters 64, 3643-3645 (1994).

127. “Ar+ Ion Milling Characteristics of III-V Nitrides,” S. J. Pearton, C. R. Abernathy and F. Ren and J. Lothian, Journal of Applied Physics 76, 1210-1214 (1994).

128. “Effect of Substrate Temperature on Dry Etching of InP, GaAs and A1GaAs in I2 and Br2 Plasmas,” U. K. Chakrabarti, F. Ren, S. J. Pearton and C. R. Abernathy, Journal of Vacuum Science Technology A 12, 1129-1134 (1994).

129. “Low Temperature Dry Etching of Tungsten metal, Dielectric and Trilevel resist Layers on GaAs,” S. J. Pearton, C. R. Abernathy, F. Ren, J. Lothian and R. Kopf, Plasma Chemistry and Plasma Processing 14, 505-514 (1994).

130. “ECR Plasma Etching of GaN, AlN and InN,” S. J. Pearton, C. R. Abernathy and C. B. Vartuli, Electron Letters 30, 1985-1986 (1994).

131. “Low Resistance Ohmic Contacts on N+ Ion Bombarded InP,” F. Ren, S. J. Pearton, J. Lothian, W. Chu. R. G. Wilson, C. R. Abernathy and S. S. Pei, Applied Physics Letters 65, 2165-2167 (1994).

Appendix III.3.2

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132. “The Impact of Impurity Incorporation on HBTs Grown by MOMBE,” C. R. Abernathy, F. Ren, S. J. Pearton, P. Wisk, D. Bohling, G. Muhr, A. C. Jones, M. Stavola and D. Kozuch, Journal of Crystal Growth 136, 11-17 (1994).

133. “1.54m Photoluminescence from Er-implanted GaN and AlN,” R. G. Wilson, R. Schwartz, C. R. Abernathy, S. J. Pearton, N. Newman, M. Rubin, T. Fu and J. M. Zavada, Applied Physics Letters 65, 992-994 (1994).

134. “Structural Characterization of GaN and GaAsN Grown by ECR-MOMBE,” S. Bharatan, K. S. Jones, C. R. Abernathy, S. J. Pearton, F. Ren, P. Wisk and J. Lothian, Journal of Vacuum Science Technology A 12, 1094-1098 (1994).

135. “P-based Single HBTs with Improved Breakdown Characteristics,” F. Ren, C. R. Abernathy, S. J. Pearton and P. Wisk, Electron Letters 30, 1184-1185 (1994).

136. “Fabrication of Self-aligned GaAs/AlGaAs and GaAs/InGaP Power HBTs,” F. Ren, J. Lothian, S.J. Pearton, C.R. Abernathy, D. Wisk, Y. C. Chen, H. Lin and T. Henry, Journal of Vacuum Science Technology B 12, 2916-2926 (1994).

137. “Passivation of Dopants in InGaP using ECR Hydrogenation,” J.W. Lee, S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, Materials Science and Engineering B 38, 263-266 (1994).

138. “Chemical/Surface Mechanistic Consideration in the Design of Novel Precursors for MOMBE,” D.A. Bohling, C.R. Abernathy and K.F. Jensen, Journal of Crystal Growth, 136, 118-121(1994).

139. “Comparison of Intrinsic and Extrinsic Carbon Doping Sources for GaAs and AlGaAs Grown by Metalorganic Molecular Beam Epitaxy,” C.R. Abernathy, S.J. Pearton, F. Ren, W.S. Hobson and P.W. Wisk, Journal of Vacuum Science Technology A 12, 4, pp. 1186-1190 (1994).

140. “The Role of Hydrogen In UHV Growth of III-V Semiconductors,” C. R. Abernathy, Materials Science Forum 148/149, 3-41 (1994).

141. “Carbon Doping of AlAs Using CCl4 and CBr4 During Growth by Metalorganic Molecular Beam Epitaxy,” C. R. Abernathy, J. D. MacKenzie, W. S. Hobson and P. W. Wisk, Applied Physics Letters 65, 2205-2207 (1994).

142. “Growth of AlN by Metalorganic Molecular Beam Epitaxy,” J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, V. Krishnanmoorthy, S. Bharatan, K.S. Jones and R.G. Wilson, Applied Physics Letters, Vol. 67, 253-255 (1995).

143. “Novel Phosphorus and Antimony Sources for Use in Metalorganic Molecular Beam Epitaxy,” C. R. Abernathy, D. A. Bohling, G. T. Muhr and P. W. Wisk, Journal of Vacuum Science Technology B13, 59-63 (1995).

144. “A Comparison of Alane Precursors for Growth of AlAs and AlGaAs by Metalorganic Molecular Beam Epitaxy,” C. R. Abernathy and P. W. Wisk, Solid State Electronics 38, 737-739(1995).

145. “Implant Isolation of InAlN and InGaN,” C.B. Vartuli, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie and J.C. Zolper, Journal of Vacuum Science Technology B 13, 2708-2712 (1995).

146. “Growth of InGaN and InAlN by MOMBE,” C.R. Abernathy, J.D. MacKenzie, S.R. Bharatan, K.S. Jones, S.J. Pearton, Journal of Vacuum Science Technology A 84, 3-6 (1995).

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44

147. “Use of InN for Ohmic Contacts on GaAs/AlGaAs HBTs,” F. Ren, C.R. Abernathy, S. N. G. Chu, J. R. Lothian and S. J. Pearton, Applied Physics Letters 66, 1503-1505 (1995).

148. “Comparison of H+ and He+ Implant Isolation of GaAs Based HBTs,” S. J. Pearton, C. R. Abernathy, J. W. Lee, F. Ren and C. S. Wu, Journal of Vacuum Science Technology B 13, 15-21 (1995).

149. “Annealing Behavior of AlGaAs: C Grown by MOMBE”, J. D. MacKenzie, C. R. Abernathy, S. J. Pearton, and S. N. G. Chu, Applied Physics Letters 66, 1397-1399 (1995).

150. “Use of InN for Ohmic Contacts on GaAs/AlGaAs HBTs,” F. Ren, C. R. Abernathy, S. N.G. Chu, J. R. Coblisan and S. J. Pearton, Applied Physics Letters 66, 1503-1505 (1995).

151. “Thermal Stability of Deuterium in InAlN and InGaAlN,” S. J. Pearton,” C.R.

Abernathy, J. D. MacKenzie, R. G. Wilson, F. Ren and J. M. Zavada, Electronics Letters 31, 327-329 (1995).

152. “Electrical and Structural Properties of InxGa1-xN on GaAs,”. C.R. Abernathy, J. D. Mac-Kenzie, S. R. Bharatan, K. S. Jones and S. J. Pearton, Applied Physics Letters 66, 1632-1634 (1995).

153. “High Temperature ECR Etching of GaN, InN and AlN,” R. J. Shul, S. D Kilcoyne, M. Crawford, J. Parmeter, C. B. Vartuli, C. R. Abernathy, and S. J. Pearton, Applied Physics Letters 66, 1761-1763 (1995).

154. "Effect of Ion Energy on Hydrogen Diffusion in n- and p- type GaAs,” S. J. Pearton, C. R. Abernathy, R. G. Wilson, F. Ren, and J. M. Zavada, Electronics Letters 31, 496-497 (1995).

155. “CCl4 Doping of GaN Grown by MOMBE,” C. R. Abernathy, J. D. MacKenzie, S. J. Pearton, and W. S. Hobson, Applied Physics Letters 66, 1909-1911 (1995).

156. “Thermal Stability of Implanted Dopants in GaN,” R. G. Wilson, S. J. Pearton, C. R. Abernathy, and J. M. Zavada, Applied Physics Letters 66, 2351-2353 (1995).

157. “Use of Ti in Ohmic Metal Contacts to p- GaAs,” F. Ren, S. J. Pearton, C. R. Abernathy, and J. R. Lothian, Journal of Vacuum Science Technology B 13, 863-866 (1995).

158. “The Role of Hydrogen in Current-Induced Degradation of C-Doped GaAs/AlGaAs HBTs,” F. Ren, C.R. Abernathy, S. Chu, J. Lothian and S.J. Pearton, Solid State Electronics, 38, 1137-1140 (1995).

159. “Nitrogen and Fluoride in Implantation in InGaN,” J.C. Zolper, S.J. Pearton, C.R. Abernathy and C.B. Vartuli, Applied Physics Letters 66, 3042-3044 (1995).

160. “High Etch rates of GaN with Magnetron RIE in BCl3 Plasmas,” G.F. McLane, L. Cases, S.J. Pearton and C.R. Abernathy, Applied Physics Letters 66, 3328-3330 (1995).

161. “Outdiffusion of Deuterium from GaN, AlN and InN,” R.G. Wilson, S.J. Pearton, C.R. Abernathy and J.M. Zavada, Journal of Vacuum Science Technology A 13, 719-723 (1995).

162. “Wet Chemical Etching in AlInP,” J.W. Lee, S.J. Pearton, C.R. Abernathy, E. Hobson, F. Ren and C.S. Wu, Journal of Electrochemical Society 142, 100-103 (1995).

163. “Nanoscale Structures in III-V Semiconductors Using Sidewall Masking and High Ion

Appendix III.3.2

45

Density Dry Etching,” F. Ren, S.J. Pearton, C.R. Abernathy and J. Lothian, Journal of Vacuum Science Technology A 13, 753-756 (1995).

164. “High Density, Low Temperature Dry Etching in GaAs and InP Device Technology,” S.J. Pearton, C.R. Abernathy and F. Ren, Journal of Vacuum Science Technology A 13, 849-853 (1995).

165. “Magnetron RIE of AlN and InN in BCl3 Plasmas,” G.F. McLane, L. Casus, R. Lareau, D. Eckart, C.B. Vartuli, S.J. Pearton and C.R. Abernathy, Journal of Vacuum Science Technology A 13, 724 -728 (1995).

166. “Wet Chemical Etching of AlN,” J.R. Mileham, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, R.J. Shul and S.P. Kilcoyne, Applied Physics Letters 67, 1119-1121 (1995).

167. “Investigation of Wet Etching Solutions for InGaP,” J.W. Lee, S.J. Pearton, C.R. Abernathy, W. Hobson, F. Ren and C.S. Wu, Solid State Electronics, 38, 1871-1875 (1995).

168. “High Rate ECR Etching of GaN, InN and AlN,” R.J. Shul, A.J. Howard, S.J. Pearton, C.R. Abernathy, C. Vartuli, P. Barnes and M. Bozak, Journal of Vacuum Science Technology B 13, 2016 -2022(1995).

169. “Implantation and Redistribution of Dopants and Isolation Species in GaN and Related Compounds,” R.G. Wilson, C. Vartuli, C.R. Abernathy, S.J. Pearton and J.M. Zavada, Solid State Electronics, 38, 1329-1333 (1995).

170. “Dry Etch Damage in InN, InGaN and InAlN,” S.J. Pearton, J.W. Lee, J. D. MacKenzie, C.R. Abernathy and R.J. Shul, Applied Physics Letters 67, 2329-2331 (1995).

171. “Hydrogenation of InN and InGaN,” J.W. Lee, S.J. Pearton, J.D. MacKenzie and C.R. Abernathy, Electron Letters 31, 1512-1513 (1995).

172. “Damage Introduction in InGaP by ECR Ar Plasmas,” J.W. Lee, S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, Applied Physics Letters 67, 3289-3291 (1995).

173. “Hydrogen Incorporation in GaN, AlN and InN During Cl2/CH4/H2/Ar ECR Plasma Etching,” S.J. Pearton, C.R. Abernathy, C.B. Vartuli, R.J. Shul, R.G. Wilson and J.M. Zavada, Electronics Letters 31, 834-835 (1995).

174. “Novel Fabrication of Self-Aligned GaAs/AlGaAs and GaAs/InGaP Microwave Power HBTs,” F. Ren, C.R. Abernathy, S.J. Pearton, L.W. Yang and S.T. Tu, Solid State Electronics, 38, 1635-1639 (1995).

175. “Plasma-induced Damage and Hydrogenation of AlGaP,” J.W. Lee, C. Santana, C.R. Abernathy, S.J. Pearton and K.S. Jones, Solid State Electronics 39, 1-5 (1996).

176. “Comparison of Dry Etching Techniques for III-V Semiconductors in CH4/H2/Ar Plasmas,” S.J. Pearton, J.W. Lee, E.S. Lambers, C.R. Abernathy, F. Ren, W.S. Hobson and R.J. Shul, Journal of Electrochemical Society 143, 752-757 (1996).

177. “High Microwave Power ECR Etching of III-V Semiconductors in CH4/H2/Ar,” S.J. Pearton, J.W. Lee, E.S. Lambers, J.R. Mileham, C.R. Abernathy, F. Ren, W.S. Hobson and R.J. Shul, Journal of Vacuum Science Technology B 14, 118-124 (1996).

178. “High Ion Density Plasma Etching of InGaP, AlInP and AlGaP in CH4/H2/Ar,” J.W. Lee, S.J. Pearton, C. Santana, J.R. Mileham, E.S. Lambers, C.R. Abernathy, F. Ren and W.S. Hobson, Journal of Electrochemical Society 143, 1093-1099 (1996).

179. “Carbon Implantation in AlGaAs,” S.J. Pearton and C.R. Abernathy, Applied Physics Letters 68, 1793-1795 (1996).

Appendix III.3.2

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180. “Process Development for III-V Nitrides,” S.J. Pearton, C.R. Abernathy, F. Ren, R.J. Shul, J.C. Zolper, R.G. Wilson and J.M. Zavada, Materials Science and Engineering B 38, 138-145 (1996).

181. “The Incorporation of H into III-V Nitrides During Processing,” S.J. Pearton, R.J. Shul, R.G. Wilson, F. Ren, J. Zavada, C.R. Abernathy, C. Vartuli, J.W. Lee, J.R. Mileham and J.D. MacKenzie, Journal of Electronic Materials 25, 845-848 (1996).

182. “Ion Implantation and RTP of III-V Nitrides,” J.C. Zolper, M.H. Crawford, S.J. Pearton, C.R. Abernathy, C.B. Vartuli, C. Yuan and R.A. Stall, Journal of Electronics Materials 25, 839-844 (1996).

183. “Growth and Fabrication of GaN-InGaN Microdisk Laser Structures,” C.R. Abernathy, S.J. Pearton, J.D. MacKenzie, J.R. Mileham, S. Bharahan, V. Krishnanmoorthy, K.S. Jones, R.J. Shul, J.M. Zavada, D. Zheng and R. Kolbas, Solid State Electronics 39, 111-113 (1996).

184. “Wet Chemical Etch Solutions for AlGaP,” J.W. Lee, C. Santana, C.R. Abernathy, S.J. Pearton and F. Ren, Journal of Electrochemical Society 143, L1-Ll3 (1996).

185. “Cl2-based Dry Etching of GaAs, AlGaAs and GaP,” J.W. Lee, J. Hong, E.S. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Journal of Electrochemical Society 143, 2010 -2016 (1996).

186. “Unintentional Hydrogenation of GaN and Related Alloys During Processing,” S.J. Pearton, C.R. Abernathy, C.B. Vartuli, J.W. Lee, J.D. MacKenzie, R.G. Wilson, R.J. Shul, F. Ren and J.M. Zavada, Journal of Vacuum Science Technology A 14, 831-836 (1996).

187. “Wet and Dry Etching of LiGaO2 and LiAlO2,” J.W. Lee, S.J. Pearton, C.R. Abernathy, J.M. Zavada and B.L. Chai, Journal of Electrochemical Society 143, L169-L171 (1996).

188. “Effect of Ar Addition in ECR CH4/H2/Ar Plasma Etching of GaAs, InP and InGaP,” J.W. Lee, S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, Solid State Electronics 39, 1095-1097 (1996).

189. “Patterning of AlN, InN and GaN in KOH-based Solutions,” J. Mileham, S.J. Pearton, C.R. Abernathy and R.J. Shul, Journal of Vacuum Science Technology A 14, 836-840 (1996).

190. “High Ion Density Etching of III-V Nitrides,” C.B. Vartuli, S.J. Pearton, C.R. Abernathy, R.J. Shul, A.J. Howard, S. Kilcoyne, J. Parmeter and M.H. Crawford, Journal of Vacuum Science Technology A 14, 1011-1016 (1996).

191. “Magnetron RIE of Group III-Nitride Ternary Alloys,” G.F. McLane, T. Monahan, D. Eckart, S.J. Pearton and C.R. Abernathy, Journal of Vacuum Science Technology A 14, 1046-1050 (1996).

192. “Initial Growth Stages of AlXGa1-XP on Epitaxial Silicon,” C.J. Santana, C.R. Abernathy, S.J. Pearton, and K.S. Jones, Journal of. Crystal Growth 164, 248-253 (1996).

193. “Dry Etching of InGaP and AlInP in CH4/H2/Ar,” J.W. Lee, S.J. Pearton, C. Santana, E. Lambers, C.R. Abernathy, W.S. Hobson and F. Ren, Plasma Chemistry and Plasma Processing 16, 365-368 (1996).

194. “Ar Plasma-Induced Damage in AlGaAs,” R.R. Stradtmann, J.W. Lee, S.J. Pearton and C.R. Abernathy, Journal Electrochemical Society 143, L219-L221 (1996).

195. “Effect of BCl3 Dry Etching on InAlN Surface Properties,” F. Ren, J. Lothian, Y.K.

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47

Chen, J.D. MacKenzie, S.M. Donovan, C.B. Vartuli, C.R. Abernathy, J.L. Lee and S.J. Pearton, Journal of Electrochemical Society 143, l217-l219 (1996).

196. “Comparison of Dry Etch Techniques for GaN,” R.J. Shul, G.B. McClellen, S.J. Pearton, C.R. Abernathy, C. Constantine and C. Barratt, Electron Letters 32, 1408-1409 (1996).

197. “Dry Etching of InGaAlP Alloys in Cl2/Ar High Ion Density Plasmas,” J. Hong, J.W. Lee, E.S. Lambers, C.R. Abernathy, C. Santana, S.J. Pearton, W.S. Hobson and F. Ren, Journal of Electronic Materials 25, 1428-1433(1996).

198. “Carbon Impurity Incorporation During Growth of Epitaxial III-V Materials,” C.R. Abernathy and W.S. Hobson, Journal of Materials Science: Materials in Electronics, Vol. 7, 1-21 (1996).

199. “Growth of InGaN and InAlN on GaAs by MOMBE,” C.R. Abernathy, J.D. MacKenzie, S.R. Bharatan, K.S. Jones and S.J. Pearton, Journal of Vacuum Science Technology A14, 843-847 (1995).

200. “Alternative Precursors for the Growth of Group III Nitrides by CBE,” J.D. MacKenzie, C.R. Abernathy and G.T. Muhr, Journal of Crystal Growth 164, 111-114 (1996).

201. “Growth of III-N Materials by MOMBE,” J.D. MacKenzie, C.R. Abernathy, G.T. Muhr, Journal of Crystal Growth 164, 143-148 (1996).

202. “Te Doping of InP Using Di-isopropyl tellurium Tri-isopropyl indium, “ M. Antonell, C.R. Abernathy, R. Gedridge, Jr., Journal of Crystal Growth 164, 420-424 (1996).

203. “Nucleation of AlGaP on Si,” C. Santana, C.R. Abernathy, K.S. Jones, Journal of Crystal Growth, 164, 248-255 (1996).

204. “Comparison of BCl3/Ar and BCl3/N2 Plasma Chemistries for Dry Etching of InGaArP Alloys,” J. Hong, J.W. Lee, C.J. Santana, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Semiconductor Science and Technology 11, 1218-1223(1996).

205. “Cl2/Ar Plasma Etching of Binary, Ternary and Quaternary In-based Compound Semiconductors,” J.W. Lee, J. Hong, C.R. Abernathy, E.S. Lambers, S.J. Pearton, W.S. Hobson and F. Ren, Journal of Vacuum Science Technology B 14, 2567-2574 (1996).

206. “Microstructural Stability of Ohmic Contacts to InxGa1-xN,” A.Durbha, S.J. Pearton, C.R. Abernathy, J.W. Lee, P.H. Holloway and F. Ren, Journal of Vacuum Science Technology B 14, 2582-2586 (1996).

207. “Si, Be and C Ion Implantation in GaAs0.93P0.07,” J.W. Lee, K.N. Lee, S.J. Pearton, C.R. Abernathy, W.S. Hobson, H. Han and J.C. Zolper, Journal of Applied Physics 80, 2296-2299 (1996).

208. “Selective Dry Etching of III-V Nitrides in Cl2/Ar, CH4/H2/Ar, ICl/Ar and IBr/Ar,” C.B. Vartuli, S.J. Pearton, J.D. MacKenzie, C.R. Abernathy and R.J. Shul, Journal of Electrochemical Society 143, L246-L247 (1996).

209. “Electrical Transport in p-GaN, n-InN and n-InGaN,” W. Geerts J.D. MacKenzie, C.R. Abernathy, S.J. Pearton and T. Schmeidel, Solid State Electronics 39, 1289-1295 (1996).

210. “C Implantation and Surface Degradation of InGaP,” C.B. Vartuli, C.R. Abernathy, S.J. Pearton, J.C. Zolper and A.J. Howard, Journal of Electronic Materials 25, 1640-1645 (1996).

211. “Cl/Ar ECR Plasma Etching of III-V Nitrides,” C.B. Vartuli, S.J. Pearton, J.W. Lee, J. Hong, J.D. MacKenzie, C.R. Abernathy and R.J. Shul, Applied Physics Letters 69, 1426-1428 (1996).

Appendix III.3.2

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212. “Passivation of Dopants in InGaP using ECR Hydrogenation,” J.W. Lee, S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, Materials Science and Engineering B 38, 263-267 (1996).

213. “Effect of Ar Addition in ECR Ch4/H2/Ar Plasma Etching of GaAs, InP and InGaP,” J.W. Lee, S.J. Pearton, C.R. Abernathy, W.S. Hobson and F. Ren, Solid State Electronics 39, 1095-1097 (1996).

214. “Comparison of Dry Etching Techniques for InGaP, AlInP and AlGaP,” J. Hong, J.W. Lee, C. Santana, C.R. Abernathy, E.S. Lambers, S.J. Pearton, W.S. Hobson and F. Ren, Solid State Electronics 39, 1109-1112 (1996).

215. “Cl2/Ar and CH4/H2/Ar Dry Etching of III-V Nitrides,” C.B. Vartuli, J.D. MacKenzie, J.W. Lee, C.R. Abernathy, S.J. Pearton and R.J. Shul, Journal of Applied Physics 80, 3705-3709 (1996).

216. “High Density Etching of Group III Nitride Ternary Films,” R.J. Shul, A.J. Howard, S.J.

Pearton, C.R. Abernathy and C.B. Vartuli, Journal of Electrochemical Society 143, 3285-3290 (1996).

217. “Wet Chemical Etching of AlN and InAlN in KOH Solutions,” C.B. Vartuli, S.J. Pearton, J.W. Lee, C.R. Abernathy, J.D. MacKenzie, J.C. Zolper, R.J. Shul and F. Ren, Journal of Electrochemical Society 143, 3681-3685 (1996).

218. “Comparison of ICl and IBr Plasma Chemistries for Etching of InGaAlP Alloys,” J. Hong, J.W. Lee, E.S. Lambers, C.R. Abernathy, S.J. Pearton, C. Constantine and W.S. Hobson, Journal of Electrochemical Society 143, 3656-3661 (1996).

219. “Low Energy Electron-Enhanced Etching of GaN/Si in Hydrogen dc Plasma,” H.P. Gillis, D.A. Choutov, K.D. Martin, S.J. Pearton and C.R. Abernathy, Journal of Electrochemical Society 143, L251- L253 (1996).

220. “Thermal Stability of Hydrogen in LiAlO2 and LiGaO2,” R.G. Wilson, B.L. H. Chai, S.J. Pearton, C.R. Abernathy, F. Ren and J.M. Zavada, Applied Physics Letters 69, 3848-3850 (1996).

221. “Plasma Damage Effects in InAlN FETs,” F. Ren, J. Lothian, J. MacKenzie, C.R. Abernathy, C. Vartuli, S.J. Pearton and R.G. Wilson, Solid State Electronics 39, 1747-1752(1996).

222. “Thermal Stability of W, WSix and Ti/Al Ohmic Contacts to InGaN, InN and InAlN,” C. Vartuli, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, R. Shul, J. Zolper, M. Lovejoy, A. Baca and M.0. Crawford, Journal of Vacuum Science Technology B 14, 3520-3524 (1996).

223. “High Temperature Surface Degradation of III-V Nitrides,” C. Vartuli, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, E. Lambers and J. Zolper, J. Vac. Sci. Technol. B 14, 3523 -3530(1996).

224. “Etching Processes for Fabrication of GaN/InGaN/AlN Microdisk Laser Structures,” J. Lee, C. Vartuli, C.R. Abernathy, J. MacKenzie, J.R. Mileham, S.J. Pearton, R. Shul, J. Zolper, M. Crawford, J. Zavada, R. Wilson and R. Schwartz, Journal of Vacuum Science Technology B 14, 3637-3674 (1996).

225. “Plasma Etching of InGaP, AlInP and AlGaP in BCl3 Environment,” J. Hong, J. Lee, C.

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49

Santana, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Materials Science and Engineering B 41, 247-253 (1996).

226. “Er Doping of AlN During Growth by MOMBE,” J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, U. Hommerich, X. Wu, R.N. Schwartz, R.G. Wilson and J.M. Zavada, Applied Physics Letters 69, 2083-2085 (1996).

227. “Microdisk Laser Structures Formed in III-V Nitride Epilayers,” J. Zavada, C.R. Abernathy, S..J. Pearton, J. MacKenzie, J. Mileham, R.G. Wilson, R. Schwartz, M..H. Crawford, . Shul, S. Kilcoyne, D. Zhang and R.M. Kolbas, Solid State Electron 41, 353-356 (1997).

228. “ECR Etching of III-V Nitrides in IBr/At Plasmas,” C. Vartuli, S.J. Pearton, J. Lee, J. MacKenzie, C.R. Abernathy and R. Shul, Journal of Vacuum Science Technology B 15, 98-101 (1997).

229. “Formation of Dry Etch Gratings in GaN and InGaN,” J.W. Lee, J. Hong, J. MacKenzie,

C.R. Abernathy, S.J. Pearton, F. Ren and D. Sirortino, Journal of Electronic Materials 26, 290-293 (1997).

230. “Plasma Etching of III-V Semiconductors in BCl3 Chemistries: Part I, GaAs and Related Compounds,” J. Lee, J. Hong, E. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Plasma Chemistry and Plasma Processing 17, 155-168 (1997).

231. “Plasma Etching of III-V Semiconductors in BCl3 Chemistries: Part II, InP and Related Compounds,” J. Lee, J. Hong, E. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Plasma Chemistry and Plasma Processing 17, 169-181 (1997).

232. “Electrical and Optical Changes in AlGaAs and InGaP During Dielectric Etching in ECR SF6 Plasmas,” K. Lee, J. Lee, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Solid State Electronics 41, 401-405 (1997).

233. “Conduction Mechanisms in W and WSix Ohmic Contacts to InGaN and InN,” C. Vartuli, S.J. Pearton, C.R. Abernathy, J. MacKenzie, M. Lovejoy, R. Shul, J. Zolper, A.G. Baca, M. Crawford, A. Jones and F. Ren, Solid State Electronics 41, 531-534 (1997).

234. “High Temperature Annealing of GaN, InN and AlN and Related Alloys,” J. Hong, J. Lee, C. Vartuli, J. MacKenzie, S. Donovan, C.R. Abernathy, R. Crockett, S.J. Pearton, J.C. Zolper and F. Ren, Solid State Electronics 41, 681-683 (1997).

235. “InN-based Ohmic Contacts to InAlN,” S. Donovan, J. Mackenzie, C.R. Abernathy, S.J. Pearton, F. Ren, K. Jones and M. Cole, Applied Physics Letters 70, 2592-2594 (1997).

236. “Dry Etching of III-V Semiconductors in IBr/Ar ECR Plasmas,” J. Lee, J. Hong, E. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Journal of Electronic Materials 26, 429-434 (1997).

237. “Dry Etch Damage in ICP Exposed GaAs/AlGaAs HBTs,” F. Ren, J. Lee, C.R. Abernathy, S.J. Pearton, C. Constantine, C. Barratt and R.J Shul, Applied Physics Letters 70, 2410-2412 (1997).

238. “Direct and Indirect Excitation of Er3+ Ions in Er:AlN,” X. Wu, U. Hommerich, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, R. Schwartz, R.G. Wilson and J.M. Zavada, Applied Physics Letters 70, 2126-2128 (1997).

Appendix III.3.2

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239. “Effects of H2 plasma exposure on GaAs/AlGaAs HBTs,” J.W. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, R.J. Shul, C. Constantine and C. Barratt, Solid State Electronics 41, 829-835 (1997).

240. “Dry Etching of InGaP in Magnetron-Enhanced BCl3 Plasmas,” G.F. McLane, M. Wood, D. Eckart, J.W. Lee, K.N. Lee, S.J. Pearton and C.R. Abernathy, Journal of Vacuum Technology A 15, 622-625 (1997).

241. “High Density Plasma Etching of Compound Semiconductors,” R.J. Shul, G. McClellan, R. Briggs, D. Reiger, S.J. Pearton, C.R. Abernathy, J.W. Lee, C. Constantine and C. Barratt, Journal of Vacuum Science Technology A 15, 633-638 (1997).

242. “Plasma Etching of III-Nitrides in ICl/Ar and IBr/Ar Plasmas,” C.B. Vartuli, S.J. Pearton, J.W. Lee, J.D. MacKenzie, C.R. Abernathy and R.J. Shul, Journal of Vacuum Science Technology A 15, 638-642 (1997).

243. “Rapid Thermal Processing of III-Nitrides,” J. Hong, J.W. Lee, C.B. Vartuli, C.R.

Abernathy, J.D MacKenzie, S.M. Donovan, S.J. Pearton and J.C. Zolper, Journal of Vacuum Science Technology A 15, 797-800 (1997).

244. “Comparison of Ohmic Metallization Schemes for InGaAlN,” F. Ren, C.B. Vartuli, S.J. Pearton, C.R. Abernathy, S.M. Donovan, J.D. MacKenzie, R.J. Shul, J.C. Zolper, M.L. Lovejoy, A.G. Baca, M.H. Crawford and K.A. Jones, Journal of Vacuum Science Technology A 15,802-805 (1997).

245. “Damage Investigation in AlGaAs and InGaP Exposed to High Ion Density Ar and SF6 Plasmas,” J.W. Lee, K.N. Lee, R. Stradtmann, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Journal of Vacuum Science Technology A 15, 90-893 (1997).

246. “Inductively Coupled Ar Plasma Damage in AlGaAs,” J.W. Lee, D. Hays, C.R. Abernathy, S.J. Pearton, W.S. Hobson and C. Constantine, Journal of Electrochemical Society 144, L245-L247 (1997).

247. “Er Doping of III-Nitrides During Growth by MOMBE,” J. MacKenzie, C.R. Abernathy, S.J. Pearton, U. Hommerich, K. Wu, R.N. Schwartz, R.G. Wilson and J.M. Zavada, Journal of Crystal Growth 175/176, 84-88 (1997).

248. “Dry Etch Damage in GaAs MESFETs Exposed to ICP and ECR Ar Plasmas,” F. Ren, J.W. Lee, C.R. Abernathy, S.J. Pearton, C. Constantine, C. Barratt and R.J. Shul, Journal of Vacuum Science Technology B15, 93-988 (1997).

249. “ICP Etching of III-V Nitrides in Ch4/H2/Ar and Ch4/H2/N2 Chemistries,” C. Vartuli, S.J. Pearton, J.W. Lee, J.D MacKenzie, C.R. Abernathy, R.J. Shul, C. Constantine and C. Barratt, Journal of Electrochemical Society 144, 2844-2847 (1997).

250. “Plasma Characteristics and the Growth of Group III-Nitrides by Metalorganic Molecular Beam Epitaxy,” J.D. MacKenzie, K. Abbaschian and C.R. Abernathy, Journal of Electronic Materials Vol. 26, 1266-1269 (1997).

251. “Thermal Stability of Heavily Tellurium-Doped InP Grown by Metalorganic Molecular Beam Epitaxy,” M.J. Antonell, C.R. Abernathy, V. Krishnamurthy, R.W. Gedridge, Jr., T.E. Haynes, Journal of Electronic Materials Vol. 26, 27-35, 1997.

252. “Growth of Group III Nitrides by Metalorganic Molecular Beam Epitaxy,” C.R. Abernathy, J.D. MacKenzie, S.M. Donovan, Journal of Crystal Growth Vol. 178, Nos. 1 /

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51

2, 74-86 (1997). 253. “PL Study of Er-Doped AlN,” X. Wu, U. Hommerich, J.D. MacKenzie, C.R. Abernathy,

S.J. Pearton, R.G. Wilson R.N. Schwartz and J.M. Zavada, J. Lumin. 72-74, 284 (1997). 254. “Effect of Ion Damage on the Electrical and Optical Behavior of p-Type GaAs and

InGaP,” K.N. Lee, J.W. Lee, J. Hong, C.R. Abernathy, S.J. Pearton and W.S. Hobson, J. Electron. Mater. 26, 1279 (1997).

255. “The Role of Ion Characteristics in Determining the Structural and Electrical Quality in InN Grown by MOMBE,” S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, P.C. Chow and J. Van Hove, J. Electron. Mater. 26, 1292 (1997)

256. “Wet Chemical Etching Survey of III-Nitrides,” C.B. Vartuli, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, F. Ren, J.C. Zolper and R.J. Shul, Solid State Electron. 41, 1447 (1997).

257. “Comparison of ECR Plasma Chemistries for Etching of InGaP and AlGaP,” J. Hong, J.W. Lee, C.R. Abernathy, S.J. Pearton, C. Constantine, W.S. Hobson and F. Ren, J. Electron. Mater. 26, 1303 (1997).

258. “Comparison of Dry Etching of III-V Semiconductors in ICl/Ar and IBr/Ar ECR Plasmas,” J.W. Lee, J. Hong, E.S. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, J. Electron. Mater. 26, 1314 (1997).

259. “Etching of Ga-Based III-V Semiconductors in Inductively Coupled Ar and CH4/H2-Based Plasma Chemistries,” J.W. Lee, C.R. Abernathy, S.J. Pearton, C. Constantine, R.J. Shul and W.S. Hobson, Plasma Sources Sci. Technol. 6, 499 (1997).

260. “Luminescence Enhancement in AlN(Er) by Hydrogenation,” S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, R.G. Wilson, R.N. Schwartz and J.M. Zavada, Appl. Phys. Lett. 71, 1807 (1997).

261. “Hydrogenation Effects During High Density Plasma Processing of GaAs MESFETs,” F. Ren, J.W. Lee, C.R. Abernathy, S.J. Pearton, R.J. Shul, C. Constantine and C. Barratt, Semicond. Sci. Technol. 12, 1154 (1997).

262. “Comparison of GaN, InN and AlN Powders for Susceptor-based Rapid Thermal Annealing of Group III-Nitride Materials,” J. Hong, J.W. Lee, J.D. MacKenzie, S.M. Donovan, C.R. Abernathy, S.J. Pearton and J.C. Zolper, Semicond. Sci. Technol. 12, 1310 (1997).

263. “Effect of Dry Etching on Surface Properties of III-Nitrides,” F. Ren, J.R. Lothian, S.J. Pearton, C.R. Abernathy, C.B. Vartuli, J.D. MacKenzie, R.G. Wilson and R.F. Karlicek, J. Electron. Mater. 26, 1287 (1997).

264. “Inductively Coupled Plasma Etch Damage in GaAs and InP Schottky Diodes,” J.W. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, W.S. Hobson, R.J. Shul, C. Constantine and C. Barratt, Journal of Electrochemical Society 144, 1417-1423 (1997).

265. “Microdisk Laser Structures Formed in III-V Nitride Epilayers,” J. Zavada, C.R. Abernathy, S..J. Pearton, J. MacKenzie, J. Mileham, R.G. Wilson, R. Schwartz, M..H. Crawford, . Shul, S. Kilcoyne, D. Zhang and R.M. Kolbas, Solid State Electron 41, 353-356 (1997).

266. “ECR Etching of III-V Nitrides in IBr/At Plasmas,” C. Vartuli, S.J. Pearton, J. Lee, J. MacKenzie, C.R. Abernathy and R. Shul, Journal of Vacuum Science Technology B 15, 98-101 (1997).

Appendix III.3.2

52

267. “Formation of Dry Etch Gratings in GaN and InGaN,” J.W. Lee, J. Hong, J. MacKenzie, C.R. Abernathy, S.J. Pearton, F. Ren and D. Sirortino, Journal of Electronic Materials 26, 290-293 (1997).

268. “Plasma Etching of III-V Semiconductors in BCl3 Chemistries: Part I, GaAs and Related Compounds,” J. Lee, J. Hong, E. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Plasma Chemistry and Plasma Processing 17, 155-168 (1997).

269. “Plasma Etching of III-V Semiconductors in BCl3 Chemistries: Part II, InP and Related Compounds,” J. Lee, J. Hong, E. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Plasma Chemistry and Plasma Processing 17, 169-181 (1997).

270. “Electrical and Optical Changes in AlGaAs and InGaP During Dielectric Etching in ECR SF6 Plasmas,” K. Lee, J. Lee, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Solid State Electronics 41, 401-405 (1997).

271. “Conduction Mechanisms in W and WSix Ohmic Contacts to InGaN and InN,” C. Vartuli, S.J. Pearton, C.R. Abernathy, J. MacKenzie, M. Lovejoy, R. Shul, J. Zolper, A.G. Baca, M. Crawford, A. Jones and F. Ren, Solid State Electronics 41, 531-534 (1997).

272. “High Temperature Annealing of GaN, InN and AlN and Related Alloys,” J. Hong, J. Lee, C. Vartuli, J. MacKenzie, S. Donovan, C.R. Abernathy, R. Crockett, S.J. Pearton, J.C. Zolper and F. Ren, Solid State Electronics 41, 681-683 (1997).

273. “InN-based Ohmic Contacts to InAlN,” S. Donovan, J. Mackenzie, C.R. Abernathy, S.J. Pearton, F. Ren, K. Jones and M. Cole, Applied Physics Letters 70, 2592-2594 (1997).

274. “Dry Etching of III-V Semiconductors in IBr/Ar ECR Plasmas,” J. Lee, J. Hong, E. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Journal of Electronic Materials 26, 429-434 (1997).

275. “Dry Etch Damage in ICP Exposed GaAs/AlGaAs HBTs,” F. Ren, J. Lee, C.R. Abernathy, S.J. Pearton, C. Constantine, C. Barratt and R.J Shul, Applied Physics Letters 70, 2410-2412 (1997).

276. “Direct and Indirect Excitation of Er3+ Ions in Er:AlN,” X. Wu, U. Hommerich, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, R. Schwartz, R.G. Wilson and J.M. Zavada, Applied Physics Letters 70, 2126-2128 (1997).

277. “Effects of H2 plasma exposure on GaAs/AlGaAs HBTs,” J.W. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, R.J. Shul, C. Constantine and C. Barratt, Solid State Electronics 61, 829-835 (1997).

278. “Dry Etching of InGaP in Magnetron-Enhanced BCl3 Plasmas,” G.F. McLane, M. Wood, D. Eckart, J.W. Lee, K.N. Lee, S.J. Pearton and C.R. Abernathy, Journal of Vacuum Technology A 15, 622-625 (1997).

279. “High Density Plasma Etching of Compound Semiconductors,” R.J. Shul, G. McClellan, R. Briggs, D. Reiger, S.J. Pearton, C.R. Abernathy, J.W. Lee, C. Constantine and C. Barratt, Journal of Vacuum Science Technology A 15, 633-638 (1997).

280. “Plasma Etching of III-Nitrides in ICl/Ar and IBr/Ar Plasmas,” C.B. Vartuli, S.J. Pearton, J.W. Lee, J.D. MacKenzie, C.R. Abernathy and R.J. Shul, Journal of Vacuum Science Technology A 15, 638-642 (1997).

281. “Rapid Thermal Processing of III-Nitrides,” J. Hong, J.W. Lee, C.B. Vartuli, C.R. Abernathy, J.D MacKenzie, S.M. Donovan, S.J. Pearton and J.C. Zolper, Journal of

Appendix III.3.2

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Vacuum Science Technology A 15, 797-800 (1997). 282. “Comparison of Ohmic Metallization Schemes for InGaAlN,” F. Ren, C.B. Vartuli, S.J.

Pearton, C.R. Abernathy, S.M. Donovan, J.D. MacKenzie, R.J. Shul, J.C. Zolper, M.L. Lovejoy, A.G. Baca, M.H. Crawford and K.A. Jones, Journal of Vacuum Science Technology A 15,802-805 (1997).

283. “Damage Investigation in AlGaAs and InGaP Exposed to High Ion Density Ar and SF6 Plasmas,” J.W. Lee, K.N. Lee, R. Stradtmann, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, Journal of Vacuum Science Technology A 15, 890 (1997).

284. “Inductively Coupled Ar Plasma Damage in AlGaAs,” J.W. Lee, D. Hays, C.R. Abernathy, S.J. Pearton, W.S. Hobson and C. Constantine, Journal of Electrochemical Society 144, L245-L247 (1997).

285. “Er Doping of III-Nitrides During Growth by MOMBE,” J. MacKenzie, C.R. Abernathy,

S.J. Pearton, U. Hommerich, K. Wu, R.N. Schwartz, R.G. Wilson and J.M. Zavada, Journal of Crystal Growth 175/176, 84-88 (1997).

286. “Dry Etch Damage in GaAs MESFETs Exposed to ICP and ECR Ar Plasmas,” F. Ren, J.W. Lee, C.R. Abernathy, S.J. Pearton, C. Constantine, C. Barratt and R.J. Shul, Journal of Vacuum Science Technology B15, 988 (1997).

287. “ICP Etching of III-V Nitrides in Ch4/H2/Ar and Ch4/H2/N2 Chemistries,” C. Vartuli, S.J. Pearton, J.W. Lee, J.D MacKenzie, C.R. Abernathy, R.J. Shul, C. Constantine and C. Barratt, Journal of Electrochemical Society 144, 2844-2847 (1997).

288. “Plasma Characteristics and the Growth of Group III-Nitrides by Metalorganic Molecular Beam Epitaxy,” J.D. MacKenzie, K. Abbaschian and C.R. Abernathy, Journal of Electronic Materials Vol. 26, 1266-1269 (1997).

289. “Thermal Stability of Heavily Tellurium-Doped InP Grown by Metalorganic Molecular Beam Epitaxy,” M.J. Antonell, C.R. Abernathy, V. Krishnamurthy, R.W. Gedridge, Jr., T.E. Haynes, Journal of Electronic Materials Vol. 26, 27-35, 1997.

290. “Growth of Group III Nitrides by Metalorganic Molecular Beam Epitaxy,” C.R. Abernathy, J.D. MacKenzie, S.M. Donovan, Journal of Crystal Growth Vol. 178, Nos. 1 / 2, 74-86 (1997).

291. “PL Study of Er-Doped AlN,” X. Wu, U. Hommerich, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, R.G. Wilson R.N. Schwartz and J.M. Zavada, J. Lumin. 72-74, 284 (1997).

292. “Effect of Ion Damage on the Electrical and Optical Behavior of p-Type GaAs and InGaP,” K.N. Lee, J.W. Lee, J. Hong, C.R. Abernathy, S.J. Pearton and W.S. Hobson, J. Electron. Mater. 26, 1279 (1997).

293. “The Role of Ion Characteristics in Determining the Structural and Electrical Quality in InN Grown by MOMBE,” S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, P.C. Chow and J. Van Hove, J. Electron. Mater. 26, 1292 (1997)

294. “Carbon Doping of InSb using CBr4 During Growth by Gas-Source Molecular Beam Epitaxy,” W.V. Schoenfeld, M. J. Antonell, C.R. Abernathy, Applied Physics Letters, March 9, 1998.

295. “Er Doping of GaN During Growth by Metalorganic Molecular Beam Epitaxy,” J. Devin MacKenzie, C.R. Abernathy, S.J. Pearton, Appl. Phys. Lett., June 25, 1998.

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296. “New Plasma Chemistries for Etching GaN and InN : BI3 and BBr3,” H. Cho, J. Hong, T. Maeda, S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, R.J. Shul and J. Han, MRS Int. J. Nitride Semicond. Res. 3, 5 (1998).

297. “ICP Etching of III-V Semiconductors in Cl2-based Chemistries,” J.W. Lee, E.S. Lambers, C.R. Abernathy, S.J. Pearton, R.J. Shul, F. Ren, W.S. Hobson and C. Constantine, Mat. Sci. Semicond. Proc. 1, 1 (1998).

298. “Effect of Atomic H on Er Luminescence from AlN,” S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, U. Hommerich, J.M. Zavada, R.G. Wilson and R.N. Schwartz, J. Vac. Sci. Technol. A16, (1998).

299. “Comparison of ICP Cl2 and CH4/H2 Etching of III-Nitrides,” H. Cho., C.B. Vartuli, S.M. Donovan, C.R. Abernathy, S.J. Pearton, R.J. Shul and C. Constantine, J. Vac. Sci. Technol. A16, (1998).

300. “Low Bias Dry Etching of III-Nitrides in Cl2-based ICPs,” H. Cho, C.B. Vartuli, S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, R.J. Shul and C. Constantine, J. Electron. Mater. 27, 166 (1998).

301. “Comparison of Dry Etch Damage in GaAs/AlGaAs HBTs Exposed to ECR and ICP Ar Plasmas,” J.W. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, C. Constantine, C. Barratt and R.J. Shul, Solid State Electron. 42, (1998).

302. “ICP Etching of InGaP, AlInP and AlGaP in Cl2 and BCl3 Chemistries,” J. Hong, E.S. Lambers, C.R. Abernathy, S.J. Pearton, R.J. Shul and W.S. Hobson, J. Electron. Mater. 27, 132 (1998).

303. “Selective ICP Etching of Group III-Nitrides in Cl2 and BCl3-based Plasmas,” R.J. Shul, C.G. Willison, M. Bridges, J. Han, J.W. Lee, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, S.M. Donovan, L. Zhang and L.F. Lester, J. Vac. Sci. Technol. A16, (1998).

304. “Comparison of Plasma Chemistries for Inductively Coupled Plasma Etching of InGaAlP,” J. Hong, J.W. Lee, C.R. Abernathy, E.S. Lambers, S.J. Pearton, J. Vac. Sci. Technol A16 (1998).

305. “Carbon Doping of InSb using CBr4 During Growth by Gas-Source Molecular Beam Epitaxy,” W.V. Schoenfeld, M. J. Antonell, C.R. Abernathy, Applied Physics Letters, March 9, 1998.

306. “ICP Etching of InGaP, InGaP, AlInP and AlGaP in Cl2 and BCl3 Chemistries,” J. Hong, E.S. Lambers, C.R. Abernathy, S.J. Pearton, R.J. Shul and W.S. Hobson, J. Electron. Mater. 27 (1998).

307. “Selective ICP Etching of Group III-Nitrides in Cl2 and BCl3-based Plasmas,” R.J. Shul, C.G. Willison, M. Bridges, J. Han, J.W. Lee, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, S.M. Donovan, L. Chang and L.F. Lester, J. Vac. Sci. Technol. A16 (1998).

308. “Ultra High Si+ Implant Activation Efficiency in GaN Using a High Temperature RTP System,” X.A. Cao, C.R. Abernathy, R.K. Singh, S.J. Pearton, M. Fu, V. Sarvepalli, J.A. Sekhar, J.C. Zolper, D.J. Rieger, J. Han, T.J. Drummond, R.J. Shul and R.G. Wilson, Appl. Phys. Lett. 73, 206 (1998).

309. “High Selectivity Dry Etching of InGaP over AlInP in BI3 and BBr3 Plasma Chemistries,” J. Hong, H. Cho, T. Maeda, C.R. Abernathy, S.J. Pearton, R.J. Shul and W.S. Hobson, Electrochemical and Solid-State Letters, 1, 56 (1998).

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310. “High Selectivity Plasma Etching of InN Over GaN,” H. Cho, J. Hong, T. Maeda, S.M. Donovan, C.R. Abernathy, S.J. Pearton, R.J. Shul and J. Han, J. Electronic Mater. 27, 915 (1998).

311. “Growth of III-Nitrides on ZnO, LiGaO2 and LiAlO2 Substrates,” J.D. MacKenzie, S.M. Donovan, C.R. Abernathy, S.J. Pearton, P.H. Holloway, R. Linares, J.M. Zavada and B. Chai, J. Electrochem. Soc. 145, 2581 (1998).

312. “Device Degradation During Low Temperature ECR-CVD, Part I: GaAs MESFETs,” J.W. Lee, K.D. MacKenzie, D. Johnson, R.J. Shul, S.J. Pearton, C.R. Abernathy and F. Ren, Solid-State Electron. 42, 1015 (1998).

313. “Device Degradation During Low Temperature ECR-CVD, Part II: GaAs/AlGaAs HBTs,” J.W. Lee, K.D. MacKenzie, D. Johnson, R.J. Shul, S.J. Pearton, C.R. Abernathy and F. Ren, Solid-State Electron. 42, 1021 (1998).

314. “Device Degradation During Low Temperature ECR-CVD, part III: GaAs/InGaP HEMTs,” J.W. Lee, K.D. MacKenzie, D. Johnson, R.J. Shul, S.J. Pearton, C.R. Abernathy and F. Ren, Solid-State Electron. 42, 1027 (1998).

315. “Er Doping of GaN During Growth by Metalorganic Molecular Beam Epitaxy,” J. Devin MacKenzie, C.R. Abernathy, S.J. Pearton, Appl. Phys. Lett., June 25, 1998.

316. “Wet Chemical Etching Survey of III-Nitrides,” C.B. Vartuli, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, F. Ren, J.C. Zolper and R.J. Shul, Solid State Electron. 41, 1447 (1997).

317. “Comparison of ECR Plasma Chemistries for Etching of InGaP and AlGaP,” J. Hong, J.W. Lee, C.R. Abernathy, S.J. Pearton, C. Constantine, W.S. Hobson and F. Ren, J. Electron. Mater. 26, 1303 (1997).

318. “Comparison of Dry Etching of III-V Semiconductors in ICl/Ar and IBr/Ar ECR Plasmas,” J.W. Lee, J. Hong, E.S. Lambers, C.R. Abernathy, S.J. Pearton, W.S. Hobson and F. Ren, J. Electron. Mater. 26, 1314 (1997).

319. “Etching of Ga-Based III-V Semiconductors in Inductively Coupled Ar and CH4/H2-Based Plasma Chemistries,” J.W. Lee, C.R. Abernathy, S.J. Pearton, C. Constantine, R.J. Shul and W.S. Hobson, Plasma Sources Sci. Technol. 6, 499 (1997).

320. “Luminescence Enhancement in AlN(Er) by Hydrogenation,” S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, R.G. Wilson, R.N. Schwartz and J.M. Zavada, Appl. Phys. Lett. 71, 1807 (1997).

321. “Hydrogenation Effects During High Density Plasma Processing of GaAs MESFETs,” F. Ren, J.W. Lee, C.R. Abernathy, S.J. Pearton, R.J. Shul, C. Constantine and C. Barratt, Semicond. Sci. Technol. 12, 1154 (1997).

322. “Comparison of GaN, InN and AlN Powders for Susceptor-based Rapid Thermal Annealing of Group III-Nitride Materials,” J. Hong, J.W. Lee, J.D. MacKenzie, S.M. Donovan, C.R. Abernathy, S.J. Pearton and J.C. Zolper, Semicond. Sci. Technol. 12, 1310 (1997).

323. “Effect of Dry Etching on Surface Properties of III-Nitrides,” F. Ren, J.R. Lothian, S.J. Pearton, C.R. Abernathy, C.B. Vartuli, J.D. MacKenzie, R.G. Wilson and R.F. Karlicek, J. Electron. Mater. 26, 1287 (1997).

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324. “New Plasma Chemistries for Etching GaN and InN : BI3 and BBr3,” H. Cho, J. Hong, T. Maeda, S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, R.J. Shul and J. Han, MRS Int. J. Nitride Semicond. Res. 3, 5 (1998).

325. “ICP Etching of III-V Semiconductors in Cl2-based Chemistries,” J.W. Lee, E.S. Lambers, C.R. Abernathy, S.J. Pearton, R.J. Shul, F. Ren, W.S. Hobson and C. Constantine, Mat. Sci. Semicond. Proc. 1, 1 (1998).

326. “Effect of Atomic H on Er Luminescence from AlN,” S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, U. Hommerich, J.M. Zavada, R.G. Wilson and R.N. Schwartz, J. Vac. Sci. Technol. A16, (1998).

327. “Comparison of ICP Cl2 and CH4/H2 Etching of III-Nitrides,” H. Cho., C.B. Vartuli, S.M. Donovan, C.R. Abernathy, S.J. Pearton, R.J. Shul and C. Constantine, J. Vac. Sci. Technol. A16, (1998).

328. “Low Bias Dry Etching of III-Nitrides in Cl2-based ICPs,” H. Cho, C.B. Vartuli, S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, R.J. Shul and C. Constantine, J. Electron. Mater. 27, 166 (1998).

329. “Comparison of Dry Etch Damage in GaAs/AlGaAs HBTs Exposed to ECR and ICP Ar Plasmas,” J.W. Lee, C.R. Abernathy, S.J. Pearton, F. Ren, C. Constantine, C. Barratt and R.J. Shul, Solid State Electron. 42, (1998).

330. “ICP Etching of InGaP, AlInP and AlGaP in Cl2 and BCl3 Chemistries,” J. Hong, E.S. Lambers, C.R. Abernathy, S.J. Pearton, R.J. Shul and W.S. Hobson, J. Electron. Mater. 27, 132 (1998).

331. “Selective ICP Etching of Group III-Nitrides in Cl2 and BCl3-based Plasmas,” R.J. Shul, C.G. Willison, M. Bridges, J. Han, J.W. Lee, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie, S.M. Donovan, L. Zhang and L.F. Lester, J. Vac. Sci. Technol. A16, (1998).

332. “Comparison of Plasma Chemistries for Inductively Coupled Plasma Etching of InGaAlP,” J. Hong, J.W. Lee, C.R. Abernathy, E.S. Lambers, S.J. Pearton, J. Vac. Sci. Technol A: Vac. Surfaces and Films (1998).

333. “Er Doping of GaN During Growth by MOMBE,” J. MacKenzie, C.R. Abernathy, S.J. Pearton, U. Hommerich, J.T. Seo, R.G. Wilson and J.M. Zavada, Appl. Phys. Lett. 72, 2710 (1998).

334. “Ultra High Si+ Implant Activation Efficiency in GaN Using a High Temperature RTP System,” X.A. Cao, C.R. Abernathy, R.K. Singh, S.J. Pearton, M. Fu, V. Sarvepalli, J.A. Sekhar, J.C. Zolper, D.J. Rieger, J. Han, T.J. Drummond, R.J. Shul and R.G. Wilson, Appl. Phys. Lett. 73, 206 (1998).

335. “High Selectivity Dry Etching of InGaP over AlInP in BI3 and BBr3 Plasma Chemistries,” J. Hong, H. Cho, T. Maeda, C.R. Abernathy, S.J. Pearton, R.J. Shul and W.S. Hobson, Electrochemical and Solid-State Letters, 1, 56 (1998).

336. “Comparison of Plasma Chemistries for ICP Etching of InGaAlP Alloys,” J. Hong, J. Lee, C.R. Abernathy, E.S. Lambers, S.J. Pearton, R.J. Shul and W.S. Hobson, J. Vac. Sci. Technol. A16, 1497 (1998).

337. “High Selectivity Plasma Etching of InN Over GaN,” H. Cho, J. Hong, T. Maeda, S.M. Donovan, C.R. Abernathy, S.J. Pearton, R.J. Shul and J. Han, J. Electronic Mater. 27, 915 (1998).

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338. “Growth of III-Nitrides on ZnO, LiGaO2 and LiAlO2 Substrates,” J.D. MacKenzie, S.M. Donovan, C.R. Abernathy, S.J. Pearton, P.H. Holloway, R. Linares, J.M. Zavada and B. Chai, J. Electrochem. Soc. 145, 2581 (1998).

339. “Device Degradation During Low Temperature ECR-CVD, Part I: GaAs MESFETs,” J.W. Lee, K.D. MacKenzie, D. Johnson, R.J. Shul, S.J. Pearton, C.R. Abernathy and F. Ren, Solid-State Electron. 42, 1015 (1998).

340. “Device Degradation During Low Temperature ECR-CVD, Part II: GaAs/AlGaAs HBTs,” J.W. Lee, K.D. MacKenzie, D. Johnson, R.J. Shul, S.J. Pearton, C.R. Abernathy and F. Ren, Solid-State Electron. 42, 1021 (1998).

341. “Device Degradation During Low Temperature ECR-CVD, part III: GaAs/InGaP HEMTs,” J.W. Lee, K.D. MacKenzie, D. Johnson, R.J. Shul, S.J. Pearton, C.R. Abernathy and F. Ren, Solid-State Electron. 42, 1027 (1998).

342. “Dry Etching of GaN and Related Materials – Comparison of Techniques,” J. lee, H. Cho, D.C. Hays, C.R. Abernathy, S.J. Pearton, R.J. Shul, G.A. Vawter and J. Han, IEEE J. Select. Topics in Quantum Electron. 4, 557 (1998).

343. “Electrical Effects in GaAs and AlGaAs During ICP-CVD of SiNx Films,” Y.B. Hahn, J.W. Lee, K. MacKenzie, D. Johnson, D. Hays, C.R. Abernathy and S.J. Pearton, Electrochem. Solid-State Lett. 1(5) 230 (1998).

344. “High Resolution Pattern Transfer in III-Nitrides Using BCl3/Ar Inductively Coupled Plasmas,” H. Cho, S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, J. Han, R.J. Shul and J.W. Lee, Solid-State Electron. 42, 1719 (1998).

345. “300oC GaN/AlGaN Heterojunction Bipolar Transistor,” F. Ren, C.R. Abernathy, J.M. Van Hove, P.P. Chow, R. Hickman, J.J. Klaassen, R.F. Kopf, H. Cho, K.B. Jung, J.R. LaRoche, R.G. Wilson, J. Han, R.J. Shul, A.G. Baca and S.J. Pearton, MRS Internet J. Nitride Semicond. Res. 3, 41 (1998).

346. “New Plasma Chemistries for Dry Etching of InGaAlP Alloys: BI3 and BBr3,” J. Hong, H. Cho, T. Maeda, C.R. Abernathy, S.J. Pearton, R.J. Shul and W.S. Hobson, J. Vac. Sci. Technol. B16, 2690 (1998).

347. “Activation Annealing of Si-Implanted GaN up to 1500oC Using a Novel RTP Technique,” M. Fu, V. Sarvepalli, R.K. Singh, C.R. Abernathy, X. Cao, S.J. Pearton and J.A. Sekhar, J. Electron. Mater. 27, 1329 (1998).

348. “Thermal Stability of Ohmic Contacts to InN,” S.M. Donovan, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton, F. Ren, K. Jones and M. Cole, Solid State Electron. 42 1831 (1998).

349. “ICP and ECR Plasma Etching of InGaAlP Compound Semiconductor System,” J. Hong, E.S. Lambers, C.R. Abernathy, S.J. Pearton, R.J. Shul and W.S. Hobson, Critical Rev. in Solid State and Materials Sciences 23, 1 (1998).

350. “Demonstration of GaN MIS Diodes by using AlN and Ga2O3 (Cd2O3) as Dielectrics,” F. Ren, C.R. Abernathy, J.D. MacKenzie, B.P. Gila, S.J. Pearton, M. Hong, M.A. Marcus, M.J. Schurmann, A.G. Baca and R.J. Shul, Solid State Electron. 42, 2177 (1998).

351. “Comparison of Plasma Etch Techniques for III-V Nitrides,” R.J. Shul, G.A. Vawter, C.G. Willison, M.M. Bridges, J.W. Lee, S.J. Pearton and C.R. Abernathy, Solid State Electron. 42, 2259 (1998).

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352. “High Density Plasma Etch Selectivity for the III-V Nitrides,” R.J. Shul, C.G. Willison, M.M. Bridges, J. Han, J.W. Lee, S.J. Pearton, C.R. Abernathy, J.D. MacKenzie and S.M. Donovan, Solid State Electron. 42, 2269 (1998).

353. “Cl2-based Dry Etching of the AlGaInN System in Inductively Coupled Plasmas,” H. Cho, C.B. Vartuli, C.R. Abernathy, S.M. Donovan, S.J. Pearton, R.J. Shul and J. Han, Solid State Electron. 42, 2277 (1998).

354. “A Novel Technique for RTP Annealing of Compound Semiconductors,” M. Fu, V. Sarvepalli, R.K. Singh, C.R. Abernathy, X. Cao, S.J. Pearton and J.A. Sekhar, Solid State Electron. 42, 2335 (1998).

355. “Effect of Temperature on Ga2O3 (Cd2O3)/GaN Metal-Oxide-Semiconductor Field-Effect Transistors,” F. Ren, M. Hong, S.N.G. Chu, M.A. Marcus, M.J. Schurmann, A. Baca, S.J. Pearton and C.R. Abernathy, Appl. Phys. Lett. 73, 3893 (1998).

356. “Growth of Tl-containing III-V Materials,” M.J. Antonell, C.R. Abernathy, A. Sher, M. Berding, J. Cryst. Growth 188, 113 (1998).

357. “Doping of InSb and InAs Using CBr4,” W. Schoenfeld, M.J. Antonell, C.R. Abernathy, J. Cryst. Growth, 188, 50 (1998).

358. “Growth and Fabrication of GaN/AlGaN HBT,” J. Han, A.G. Baca, R.J. Shul, C.G. Willison, L. Zhang, F. Ren, A.P. Zhang, G.T. Dang, S.M. Donovan, X.A. Cao, H. Cho, K.B. Jung, C.R. Abernathy, S.J. Pearton and R.G. Wilson, Appl. Phys. Lett. 74, 27023 (1999).

359. “Thermal Stability of WSix and W Ohmic Contacts on GaN,” X.A. Cao, S.J. Pearton, S.M. Donovan, C.R. Abernathy, F. Ren, J.C. Zolper, M.W. Cole, A. Zeitouny, M. Eizenberg, R.J. Shul and A.G. Baca, Mat. Sci. Eng. B59, 362 (1999).

360. “ICP Etching of III-V Semiconductors in BCl3-based Chemistries: I. GaAs, GaN, GaP, GaSb and AlGaAs,” T. Maeda, J.W. Lee, R.J. Shul, J. Han, J. Hong, E.S. Lambers, S.J. Pearton, C.R. Abernathy and W.S. Hobson, Appl. Surf. Sci. 143, 174 (1999).

361. “ICP Etching of III-V Semiconductors in BCl3-based Chemistries: II. InP, InGaAs, InGaAsP, InAs and AlInAs,” T. Maeda, J.W. Lee, R.J. Shul, J. Han, J. Hong, E.S. Lambers, S.J. Pearton, C.R. Abernathy and W.S. Hobson, Appl. Surf. Sci. 143, 183 (1999).

362. “Effect of Additive Noble Gases in Cl2-based ICP Etching of GaN, InN and AlN,” Y.B. Hahn, D.C. Hays, S.M. Donovan, C.R. Abernathy, J. Han, R.J. Shul, H. Cho, K.B. Jung and S.J. Pearton, J. Vac. Sci. Technol. A17, 768 (1999).

363. “Novel Plasma Chemistries for Highly Selective Dry Etching of InxGa1-xN, BI3 and BBr3,” H. Cho, J. Hong, T. Maeda, S.M. Donovan, C.R. Abernathy, S.J. Pearton and R.J. Shul, Mat. Sci. Eng. B59, 340 (1999).

364. “Comparison of ICl- and IBr-based Plasma Chemistries for ICP Etching of GaN, InN and AlN,” Y.B. Hahn, D.C. Hays, H. Cho, K.B. Jung, C.R. Abernathy, S.M. Donovan, S.J. Pearton, J. Han and R.J. Shul, Mat. Sci. Eng. B60, 95 (1999).

365. “Selective Dry Etching using ICP, Part II: InN/GaN and InN/AlN,” D.C. Hays, H. Cho, K.B. Jung, Y.B. Hahn, C.R. Abernathy, S.J. Pearton, F. Ren, J. Han and R.J. Shul, Appl. Surf. Sci. 147, 134 (1999).

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366. “W and WSix Ohmic Contacts on p- and n-type GaN,” X.A. Cao, F. Ren, S.J. Pearton, A. Zeitouny, M. Eizenberg, J.C. Zolper, C.R. Abernathy, J. Han, R.J. Shul and J.R. Lothian, J. Vac. Sci. Technol. A17, 1221 (1999).

367. “III-Nitride Dry Etching - Comparison of ICP Chemistries,” H. Cho, Y.B. Hahn, D.C. Hays, C.R. Abernathy, S.M. Donovan, J.D. MacKenzie, S.J. Pearton, J. Han and R.J. Shul, J. Vac. Sci. Technol. A17, 2202 (1999).

368. “1.55m Er-doped GaN LED,” H. Shen, J. Pamulapati, M. Taysing, M.C. Wood, R.T. Lareau, M.H. Ervin, J. MacKenzie, C.R. Abernathy, S.J. Pearton, F. Ren and J.M. Zavada, Solid-State Electron. 43, 1231 (1999).

369. “GaN MOSFETs,” F. Ren, S.J. Pearton, C.R. Abernathy, A. Baca, P. Cheng, R.J. Shul, S.N.G. Chu, M. Hong, M. Schurmann and J. R. Lothian, Solid-State Electron. 43, 1817 (1999).

370. “Effects of Hydrogen Implantation into GaN,” S.J. Pearton, C.R. Abernathy, R.G. Wilson, J.M. Zavada, C.Y. Song, M.G. Weinstein, M. Stavola, H. Han and R.J. Shul, Nucl. Inst. Meth. in Physics Res. B147, 171 (1999).

371. “UV Photoassisted Etching of GaN in KOH,” H. Cho, K.H. Auh, J. Han, S.M. Donovan, C.R. Abernathy, E.S. Lambers, F. Ren and S.J. Pearton, J. Electron. Mater. 28, 288 (1999).

372. “Rapid Thermal Processing of Implanted GaN up to 1500oC,” X. Cao, S.J. Pearton, R.K. Singh, C.R. Abernathy, J. Han, R.J. Shul, D.J. Rieger, J.C. Zolper, R.G. Wilson, M. Fu and J.A. Sekhar, MRS Internet J. Nitride Semicond. Res. 451, G6-33 (1999).

373. “Behavior of W and WSix Contact Metallization on n- and p- type GaN,” X.A. Cao, F. Ren, J. Lothian, S.J. Pearton, C.R. Abernathy, J.C. Zolper, M.W. Cole, A. Zeitouny, M. Eizenberg and R.J. Shul, MRS Internet J. Nitride Semicond. Res. 451, G6-39 (1999).

374. “Photoelectrochemical Etching of InGaN,” H. Cho, S.M. Donovan, C.R. Abernathy, S.J. Pearton, J. Han and R.J. Shul, MRS Internet J. Nitride Semicond. Res. 451, G6-40 (1999).

375. “ICP Etching of III-Nitrides in Cl2/Xe, Cl2/Ar and Cl2/He,” H. Cho, Y.B. Hahn, D.C. Hays, K.B. Jung, S.M. Donovan, C.R. Abernathy, S.J. Pearton, J. Han and R.J. Shul, MRS Internet J. Nitride Semicond. Res. 451, G6-56 (1999).

376. “RBS Lattice Site Location and Damage Recovery Studies on Er-Implanted GaN,” E. Alves, M.F. da Silva, J.C. Soares, J. Bartels, R. Vianden, C.R. Abernathy and S.J. Pearton, MRS Internet J. Nitride Semicond. Res. 451, G11-2 (1999).

377. “Optical Characterization of Er-Doped III-Nitrides Prepared by MOMBE,” U. Hommerich, M. Thaik, G. Bondu, J. Prejean, J. Seo, C.R. Abernathy, S.J. Pearton, R.G. Wilson, J.M. Zavada and O. Ambacher, MRS Internet J. Nitride Semicond. Res. 451 G11-6 (1999).

378. “Non-alloyed High Temperature Ohmic Contacts on Te-doped InP,” F. Ren, M.J. Antonell, C.R. Abernathy, S.J. Pearton, J.R. LaRoche, M.W. Cole, J.R. Lothian and R.G. Gedridge, Appl. Phys. Lett. 74, 1845 (1999).

379. “Reactive Ion Beam Etching of GaAs and Related Compounds in an Inductively Coupled Plasma of Cl2-Ar Mixture,” Y.B. Hahn, J.W. Lee, G.A. Vawter, R.H. Shul, C.R. Abernathy, D.C. Hays, E.S. Lambers and S.J. Pearton, J. Vac. Sci. Technol. B17, 366 (1999).

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380. “Synthesis and Characterization of In-Tl-Sb Compounds Grown by MBE,” M.J. Antonell, C.R. Abernathy, W.A. Acree, M.A. Berding and A. Sher, J. Vac. Sci. Technol. A17, 338 (1999).

381. “p-Ohmic Contact Resistance for GaAs(C)/GaN(Mg),” G. Dang, A.P. Zhang, F. Ren, S.M. Donovan, C.R. Abernathy, W.S. Hobson, S.N.G. Chu, X.A. Cao, R.G. Wilson and S.J. Pearton, Solid-State Electron. 44, 105 (2000).

382. “GaN/AlGaN HBT Fabrication,” F. Ren, H. Han, R. Hickman, J.M. Van Hove, P. Chow, J. Klaassen, J.R. LaRoche, K.B. Jung, H. Cho, X.A. Cao, S. Donovan, R. Kopf, R.G. Wilson, A.G. Baca, R.J. Shul, L. Zhang, C. Willison, C.R. Abernathy and S.J. Pearton, Solid-State Electron. 44, 239 (2000).

383. “High Current, Common-Base GaN/AlGaN HBTs,” X.A. Cao, G.T. Dang, A.P. Zhang, F. Ren, J.M. Van Hove, J. Klaassen, C.J. Polley, A.M. Wowchack, P.O. Chow, D.J. King, C.R. Abernathy and S.J. Pearton, Electrochem. Solid-State Lett. 3, 144 (2000).

384. “Dry Etch Selectivity of Gd2O3 to GaN and AlN,” D. Hays, K.P. Lee, B.P. Gila, F. Ren, C.R. Abernathy and S.J. Pearton, J. Electron. Mater. 29, 285 (2000).

385. “High Temperature Characteristics of GaN-based HBTs and BJTs,” X.A. Cao, J.M. Van Hove, J.J. Klaassen, C.J. Polley, A.M. Wowchack, P.P. Chow, D.J. King, F. Ren, G. Dang, A.P. Zhang, C.R. Abernathy and S.J. Pearton, Solid-State Electron. 44, 649 (2000).

386. “Photoluminescence Enhancement and Morphological Properties of Carbon Codoped GaN:Er,” M.E Overberg1, C.R. Abernathy, S. J. Pearton, R. G. Wilson, and J. M. Zavada, MRS Internet J. of Nit. Semicond. Res., 5S1, W11.62 (2000).

387. “Gd2O3/GaN Metal Oxide Semiconductor Field Effect Transistor,” J.W. Johnson, B. Lou, F. Ren, B.P. Gila, W. Krishnamourthy, C.R. Abernathy, S.J. Pearton, J.I. Chyi, T.E. Nee, C.M. Lee and C.C. Chuo, Appl. Phys. Lett. 77, 3230 (2000).

388. “Comparison of the Optical Properties of Er3+ Doped Gallium Nitride Prepared by

Metalorganic Molecular Beam Epitaxy (MOMBE) and Solid Source Molecular Beam Epitaxy (SSMBE),” U.H. Hommerich, J.T. Seo, J.D. MacKenzie, C.R. Abernathy, MRS Internet J. Nitride Semicond. Res. 5S1 (2000).

389. “Effect of Thermal Stability of GaN epi-layer on the Schottky Diodes,” K. N. Lee, X.A. Cao, C. R. Abernathy, S.J. Pearton, A.P. Zhang, F. Ren, R. Hickman and J.M. Van Hove, Solid State Elec. 18 2448-2451 (2000).

390. “The Effect of Er Concentration on the Morphology and Photoluminescence of GaN:Er,” M.E. Overberg, J. Brand, J.D. MacKenzie, C.R. Abernathy, S.J. Pearton and J.M. Zavada, J. Electrochem. Soc., 147, 3117 (2000).

391. “Surface Chemical Treatment for the Cleaning of AlN and GaN Surfaces,” K.N. Lee, S.M. Donovan, B. Gila, M. Overberg, J.D. MacKenzie, C.R. Abernathy and R.G. Wilson, J. Electrochem. Soc., 147 3087 (2000).

392. “GaTlAs by GSMBE,” M. A. Antonell, B. Gila, K. Powers, C. R. Abernathy, J. Vac. Sci. and Technol. A, 18, 2448-2451 (2000).

393. L.J. Brillson, A.P. Young, T.M. Levin, G.H. Jessen, J. Schäfer, Y. Yang, S.H. Xu, H. Cruguel, G.J. Lapeyre, F.A. Ponce, Y. Naoi, C. Tu, J.D. McKenzie, C.R. Abernathy, Localized states at GaN surfaces, Schottky barriers, and quantum well interfaces, Materials Science and Engineering: B 75 (2-3) (2000) pp. 218 - 223.

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394. Common-Base Operation of GaN Bipolar Junction Transistors, X. A. Cao, G. T. Dang, A. P. Zhang, F. Ren, C. R. Abernathy, S. J. Pearton, J. M. Van Hove, J. J. Klaasen, C. J. Polley, A. M. Wowchak, P. P. Chow, D. J. King, S. N. G. Chu,. Electrochem. Sol. State Lett., vol. 3, no. 7, 2000, p. 333

395. High Current, Common-Base GaN/AlGaN Heterojunction Bipolar Transistors, X. A. Cao, G. T. Dang, A. P. Zhang, F. Ren, J. M. Van, Hove, J. J. Klaassen, C. J. Polley, A. M. Wowchak, P. P. Chow, D. J. King, C. R. Abernathy, S. J. Pearton. Electrochem. Sol. State Lett, 3, 144 (2000).

396. “Effect of Carbon Doping on GaN:Er,” M. E. Overberg, C. R. Abernathy, J. D. MacKenzie, S. J. Pearton, R. G. Wilson, J. M. Zavada, Materials Science and Engineering B, 81, 121 (2001).

397. “Characterization and Annealing of Eu-doped GaN,” M. E. Overberg, K. N. Lee, C. R. Abernathy, S. J. Pearton, W. S. Hobson, R. G. Wilson and J. M. Zavada, Materials Science and Engineering B, 81, 150 (2001).

398. U. Hömmerich, J.T. Seo, C.R. Abernathy, A.J. Steckl, J.M. Zavada, Spectroscopic studies of the visible and infrared luminescence from Er doped GaN, Materials Science and Engineering: B 81 (1-3) (2001) pp. 116 - 120.

399. GaN Bipolar Junction Transistors with Regrown Emitters, A. P. Zhang, J. Han, F. Ren, K. E. Waldrip, C. R. Abernathy, B. Luo, G. Dang, J. W. Johnson, K. P. Lee, and S. J. Pearton, Electrochemical and Solid-State Letters Volume 4, pp. G39-G41 (2001).

400. “Schottky Rectifiers Fabricated on Free-standing GaN Substrates,” J.W. Johnson, F. Ren, B. Gila, M.E. Overberg, C.R. Abernathy, J.I. Chyi, C.C. Chuo, T.E. Nee, K.P. Lee, S.S. Park, Y.J. Park and S.J. Pearton, Solid-State Electronics 45, 405 (2001).

401. “Effect of N2 Plasma Treatments on Dry Etch Damage in n- and p-type GaN,” D.G. Kent, K.P. Lee, A.P. Zhang, B. Luo, M.E. Overberg, C.R. Abernathy, F. Ren, K.D. Mackenzie, S.J. Pearton and Y. Nakagawa, Solid-State Electron. 45, 467 (2001).

402. “GaN Electronics for High Power, High Temperature Applications,” S.J. Pearton, F. Ren, A.P. Zhang, G. Dang, X. Cao, K.P. Lee, H. Cho, B. Gila, J.W. Johnson, C. Monier, C.R. Abernathy, J. Han, A.G. Baca, J.I. Chyi, C.M. Lee, T.E. Nee, C. Chuo and S.N.G. Chu, Mat. Sci. Eng. B82, 227 (2001).

403. “Nanoscale Magnetic Regions Formed in GaN Implanted with Mn,” N. Theodoropoulou, K.P. Lee, M.E. Overberg, S.N.G. Chu, A.F. Hebard, C.R. Abernathy, S.J. Pearton and R.G. Wilson, J. Nanoscience and Nanotechnology, 1, 101 (2001).

404. “Magnetic and Structural Properties of Mn-Implanted GaN,” N. Theodoropoulou, A.F. Hebard, M. Overberg, C.R. Abernathy, S.J. Pearton, S.N.G. Chu and R.G. Wilson, Appl. Phys. Lett. 78, 3475 (2001).

405. “Process Development for Small Area GaN/AlGaN HBTs,” K.P. Lee, A.P. Zhang, G. Dang, F. Ren, J. Han, W.S. Hobson, J. Lopata, C.R. Abernathy, S.J. Pearton and J.W. Lee, J. Vac. Sci. Technol. A 19, 1846 (2001).

406. “Thermal Quenching in GaN(Er),” J.M. Zavada, M. Thaik, U. Hommerich, J.D. MacKenzie, C.R. Abernathy and S.J. Pearton, J. Alloys Compd. 300/301, 207 (2000).

407. “Magnetic properties of P-type GaMnP grown by molecular-beam epitaxy”, M. E. Overberg, B. P. Gila, C. R. Abernathy, S. J. Pearton, N. A. Theodoropoulou, K. T. McCarthy, Stephen B. Arnason, and Arthur F. Hebard, Appl. Phys. Lett. 79, 3128 (2001).

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408. “Indication of ferromagnetism in molecular-beam-epitaxy-derived N-type GaMnN”, M. E. Overberg, C. R. Abernathy, S. J. Pearton, N. A. Theodoropoulou, K. T. McCarthy, and A. F. Hebard, Appl. Phys. Lett. 79, 1312 (2001).

409. “SiO2/Gd2O3/GaN MOSFETs,” J.W. Johnson, B.P. Gila, B. Luo, K.P. Lee, C.R. Abernathy, S.J. Pearton, J.I. Chyi, T.E. Nee, C.M. Lee, C.C. Chou and F. Ren, J. Electrochem. Soc. 148. G303 (2001).

410. “Use of Ion Implantation to Facilitate the Discovery and Characterization of Ferromagnetic Semiconductors,” N. Theodoropoulou, A.F. Hebard, S.N.G. Chu, M.E. Overberg, C.R. Abernathy, S.J. Pearton, R.G. Wilson and J.M. Zavada, J. Appl. Phys. 91, 7499 (2002).

411. “Magnetic Properties of n-GaMnM Thin Films,” G. Thaler, M.E. Overberg, B. Gila, R. Frazier, C.R. Abernathy, S.J. Pearton, J.S. Lee, S.Y. Lee, Y.D. Park, Z. Khim, J. Kim and F. Ren, Appl. Phys. Lett. 80, 3964 (2002).

412. “Characterization of Ni-Implanted GaN and SiC,” S.J. Pearton, N. Theodoropoulou, M.E. Overberg, C.R. Abernathy, A.F. Hebard, S.N.G. Chu, R.G. Wilson and J.M. Zavada, Mat. Sci. Eng. B94, 159 (2002).

413. “Room Temperature Magnetism in GaMnP Produced by Roth Ion Ionization and MBE,” M.E. Overberg, B.P. Gila, G.T. Thaler, C.R. Abernathy, S.J. Pearton, N. Theodoropoulou, K.T. McCarthy, S. Arneson, A.F. Hebard, S.N.G. Chu, R.G. Wilson, J.M. Zavada and Y.D. Park, J. Vac. Sci. Technol. B20, 969 (2002).

414. “Characteristics of MgO/GaN Gate-Controlled MOS Diodes,” J. Kim, R. Mehandru, B. Luo, F. Ren, B.P. Gila, A.H. Onstine, C.R. Abernathy, S.J. Pearton and Y. Irokawa, Appl. Phys. Lett. 80, 4555 (2002).

415. “Electrical Characterization of GaN MOS Diodes Using MgO as the Gate Oxide,” J. Kim, B. Gila, R. Mehandru, J.W. Johnson, J.H. Shin, K.P. Lee, B. Luo, A. Onstine, C.R. Abernathy, S.J. Pearton and F. Ren, J. Electrochem. Soc. 149, 6482 (2002).

416. “Degradation of GaAs/AlGaAs HBTs with Ion-Implant Isolation,” M.R. Frei, T. Chin, C.R. Abernathy, F. Ren, T. Fullowan, J. Lothian, S.J. Pearton, B. Tseng, R.K. Montgomery and P.R. Smith, Solid-State Electron. 46, 1301 (2002).

417. “Influence of PECVD Deuterated SiNx on GaAs MESFETs and GaAs/AlGaAs HBTs,” B. Luo, F. Ren, C. Wu, S.J. Pearton, C.R. Abernathy and K.D. MacKenzie, Solid-State Electron. 46, 1359 (2002).

418. “Inversion Behavior in Sc2O3/GaN Gated Diodes,” J. Kim, R. Mehandru, B. Luo, F. Ren, B.P. Gila, A.H. Onstine, C.R. Abernathy, S.J. Pearton and Y. Irokawa, Appl. Phys. Lett. 81, 373 (2002).

419. “Pt Schottky contacts to n-(Ga,Mn)N,” J. Kim, F. Ren, G. Thaler, M.E. Overberg, C.R. Abernathy, S.J. Pearton and R.G. Wilson, Appl. Phys. Lett. 81, 658 (2002).

420. “Magnetic and Structural Characterization of Mn-implanted, Single-Crystal ZnGeSiN2,” S.J. Pearton, M.E. Overberg, C.R. Abernathy, N.A. Theodoropoulou, A.F. Hebard, S.N.G. Chu, A. Osinsky, V. Fuflyigin, L.D. Zhu, A.Y. Polyakov and R.G. Wilson, J. Appl. Phys. 92, 2047 (2002).

421. “Unconventional Carrier-Mediated Ferromagnetism Above Room Temperature in Ion-Implanted (Ga,Mn)P : C,” N. Theodoropoulou, A.F. Hebard, M. Overberg, C.R.

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Abernathy, S.J. Pearton, S.N.G. Chu and R.G. Wilson, Phys. Rev. Lett. 89, 107203 (2002).

422. “Electrical and Optical Properties of GaN Films Implanted with Mn and Co,” A.Y. Polyakov, N. Smirnov, A. Govorkov, N. Pashkova, J. Kim, F. Ren, M.E. Overberg, G.T. Thaler, C.R. Abernathy, S.J. Pearton and R.G. Wilson, J. Appl. Phys. 92, 3130 (2002).

423. “Charge Pumping in Sc2O3/GaN Gated MOS Diodes,” J. Kim. R. Mehandru, B. Luo, F. Ren, B.P. Gila, A.H. Onstine, C.R. Abernathy, S.J. Pearton and Y. Irokawa, Electronics Lett. 38, 920 (2002).

424. “Effects of Sc2O3 and MgO Passivation Layers on the Output Power of AlGaN/GaN HEMTs,” J.K. Gillespie, A.C. Fitch, J. Sewell, R. Dettmer, G.D. Via, A. Crespo, T.J. Jenkins, B. Luo, R. Mehandru, J. Kim, F. Ren, B.P. Gila, A.H. Onstine, C.R. Abernathy and S.J. Pearton, IEEE Electron. Dev. Lett. 23, 505 (2002).

425. “Optical Absorption and Temperature-Dependent Resistivity of GaMnN Grown by MBE,” J. Kim, F. Ren, A.Y. Polyakov, N. Smirnov, A. Govorkov, N. Pashkova, G.T. Thaler, M.E. Overberg, C.R. Abernathy and S.J. Pearton, Electrochem. Sol. St. Lett. 5, 9103 (2002).

426. “High Energy Proton Irradiation Effects on SiC Schottky Rectifiers,” S. Nigam, J. Kim, F. Ren, G.Y. Chung, M.F. MacMillan, R. Dwivedi, T.N. Fogarty, R. Wilkins, K. Allums, C.R. Abernathy, S.J. Pearton and J.R. Williams, Appl. Phys. Lett. 81, 2385 (2002).

427. “Comparison of Surface Passivation Films for Reduction of Current collapse in AlGaN/GaN HEMTs,” B. Luo, R. Mehandru, J. Kim, F. Ren, B. Gila, A. Onstine, C.R. Abernathy, S.J. Pearton, R. Fitch, J. Gillespie, T. Jenkins, J. Sewell, D. Via, A. Crespo and Y. Irokawa, J. Electrochem. Soc. 149, G613 (2002).

428. “Recent Advances in Gate Dielectrics and Polarized Light Emission from GaN,” S.J. Pearton, C.R. Abernathy, B. Gila, A. Onstine, M. Overberg, G. Thaler, J. Kim, B. Luo, R. Mehandru, F. Ren and Y.D. Park, Opto-Electronics Review 10, 231 (2002).

429. “The Role of Cleaning Conditions and Epitaxial Layer Structure on Reliability of Sc2O3 and MgO Passivation on AlGaN/GaN HEMTs,” B. Luo, R. Mehandru, J. Kim, F. Ren, B. Gila, A. Onstine, C.R. Abernathy, S.J. Pearton, R. Fitch, J. Gillespie, R. Dettmer, T. Jenkins, J. Sewell, D. Via and A. Crespo, Solid-State Electron. 46, 2187 (2002).

430. “Optical and Electrical Properties of GaMnN Films Grown by MBE,” AS.Y. Polyakov, A.V. Govorkov, N.B. Smirnov, N.Y. Pashkova, G. Thaler, M.E. Overberg, R. Frazier, C.R. Abernathy, S.J. Pearton, J. Kim and F. Ren, J. Appl. Phys. 92, 4989 (2002).

431. “Wide Bandgap Ferromagnetic Semiconductors and Oxides,” S.J. Pearton, C.R. Abernathy, M.E. Overberg, G. Thaler, D.P. Norton, N. Theodoropoulou, A.F. Hebard, Y.D. Park, F. Ren, J. Kim and L.A. Boatner, J. Appl. Phys. 93, 1 (2003).

432. “Effect of High Energy Proton Irradiation on dc Characteristics and Current Collapse in MgO and Sc2O3 Passivated AlGaN/GaN HEMTs,” B. Luo, J. Kim, F. Ren, A.G. Baca, R.D. Briggs, B. Gila, A. Onstine, K. Allums, C.R. Abernathy, S.J. Pearton, R. Dwivedi, T.N. Fogarty and R. Wilkins, Electrochem. Solid-State Lett. 6, G31 (2003).

433. “Room Temperature Ferromagnetism in GaMnN and GaMnP,” S.J. Pearton, M.E. Overberg, G. Thaler, C.R. Abernathy, J. Kim, F. Ren, N. Theodoropoulou, A.F. Hebard and Y.D. Park, Phys. Stal. Solidi A195, 222 (2003).

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434. “RIBE of In-Containing Compound Semiconductors in and ICP Cl2/Ar Plasma,” J.W. Lee, R.J. Shul, G.A. Vawter, C.R. Abernathy, S.J. Pearton and Y.B. Hahn, Jpn. J. Appl. Phys. 42, 38 (2003).

435. “Advances in Wide Bandgap Materials for Semiconductor Spintronics,” S.J. Pearton, C.R. Abernathy, D. Norton, A.F. Hebard, Y.D. Park, L.A. Boatner and J.D. Budai, Mat. Sci. Eng. R286, 1 (2003).

436. “Reversible Barrier Height Changes in Hydrogen-Sensitive Pd/GaN and Pt/GaN Diodes,” J. Kim, F. Ren, B. Gila, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 82, 739 (2003).

437. “Electrical Characteristics of Proton-Irradiated Sc2O3 Passivated AlGaN/GaN HEMTs,” B. Luo, J. Kim, F. Ren, J. Gillespie, R. Fitch, J. Sewell, R. Dettmer, G. Via, A. Crespo, T. Jenkins, B. Gila, A. Onstine, K. Allums, C.R. Abernathy, S.J. Pearton, R. Dwivedi, T. Fogarty and R. Wilkins, Appl. Phys. Lett. 82, 1428 (2003).

438. “Electrical and Luminescent Properties of GaN LEDs with the Contact Layer Implanted with Mn,” A.Y. Polyakov, N.B. Smirnov, A.V. Govorkov, J. Kim, F. Ren, M. Overberg, G. Thaler, C.R. Abernathy, S.J. Pearton, C.M. Lee, J.I. Chyi, R.G. Wilson and J.M. Zavada, Solid-State Electron. 47, 963 (2003).

439. “Comparison of the Electrical and Luminescent Properties of p-Layer-Up and n-Layer-Up GaN/InGaN Light Emitting Diodes and the Effects of Mn Doping of the Upper n-Layer,” A. Polyakov, N. Smirnov, A. Govorkov, J. Kim, F. Ren, G. Thaler, M. Overberg, R. Frazier, C.R. Abernathy, S.J. Pearton, C.M. Lee, J.I. Chyi, R.G. Wilson and J.M. Zavada, Solid-State Electron. 47, 981 (2003).

440. “Proton Irradiation of MgO and Si2O3 Passivated AlGaN/GaN HEMTs,” B. Luo, F. Ren, K. Allums, B. Gila, A. Onstine, C.R. Abernathy, S.J. Pearton, R. Dwivedi, T. Fogarty, R. Wilkins, R. Fitch, J.K. Gillespie, T. Jenkins, R. Dettmer, J. Sewell, R. Via, A. Crespo. A.G. Baca and R.J. Shul, Solid-State Electron. 47, 1015 (2003).

441. “Hydrogen-Sensitive GaN Schottky Diodes,” J. Kim, B. Gila, G.Y. Chung, C.R. Abernathy, S.J. Pearton and F. Ren, Solid-State Electron. 47, 1069 (2003).

442. “Vertical and Lateral Mobilities in n-(Ga,Mn)N,” J. Kim, F. Ren, G. Thaler, R. Frazier, C.R. Abernathy, S.J. Pearton, J.M. Zavada and R.G. Wilson, Appl. Phys. Lett. 82, 1565 (2003).

443. “AlGaN/GaN MOSHEMT Using Sc2O3 as the Gate Oxide and Surface Passivation,” R. Mehandru, B. Luo, J. Kim, F. Ren, B. Gila, A.H. Onstine, C.R. Abernathy, S.J. Pearton, D. Gotthold, R. Birkhahn, B. Peres, R. Fitch, J. Gillespie, T. Jenkins, J. Sewell, D. Via and A. Crespo, Appl. Phys. Lett. 82, 2530 (2003).

444. “Electrical and Optical Properties of Cr and Fe Implanted n-GaN,” A. Polyakov, N. Smirnov, A. Govorkov, N. Pashkova, A. Shlensky, S.J. Pearton, M.E. Overberg, C.R. Abernathy, J.M. Zavada and R.G. Wilson, J. Appl. Phys. 93, 5388 (2003).

445. “Progress in Novel Oxides for Gate Dielectrics and Surface Passivation of GaN/AlGaN HFETs,” C.R. Abernathy, B.P. Gila, A. Onstine, S.J. Pearton, J. Kim, B. Luo, R. Mehandru, F. Ren, J.K. Gillespie, R.C. Fitch, J. Sewell, R. Dettmer, G.D. Via, A. Crespo, T.J. Jenkins and Y. Irokawa, J. Semicond. Technol. Sci. 3, 13 (2003).

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446. “Ferromagnetic Semiconductors Based Upon AlGaP,” M.E. Overberg, G. Thaler, R. Frazier, C.R. Abernathy, S.J. Pearton, R. Rairigh, J. Kelly, N. Theodoropoulou, A.F. Hebard, R.G. Wilson and J.M. Zavada, J. Appl. Phys. 93, 7861 (2003).

447. “GaN and Other Materials for Semiconductor Spintronics,” S.J. Pearton, Y.D. Park, C.R. Abernathy, M.E. Overberg, G.T. Thaler, J. Kim and F. Ren, J. Electron. Mater. 32, 288 (2003).

448. “Growth of the Dilute Magnetic Semiconductor GaMnN by MBE,” M.E. Overberg, G.T. Thaler, C.R. Abernathy, N. Theordoropoulou, K.T. McCarthy, S.B. Arnason, J.S. Lee, J.D. Lim, S.B. Shim, K.S. Suh, Z.G. Kim, Y.D. Park, S.J. Pearton and A.F. Hebard, J. Electron. Mater. 32, 298 (2003).

449. “Properties of Mn- and Co-Implanted ZnO Crystals,” A. Polyakov, A. Govonkov, N. Smirnov, N. Pochkova, S.J. Pearton, M.E. Overberg, C.R. Abernathy, D. Norton, J. Zavada and R.G. Wilson, Solid-State Electron. 47, 1523 (2003).

450. “Comparison of Pt/GaN and Pt/4H-SiC Gas Sensors,” J. Kim, B. Gila, C.R. Abernathy, G. Chang, F. Ren and S.J. Pearton, Solid-State Electron. 47, 1487 (2003).

451. “Temperature of Forward Current Characteristics of GaN Junction and Schottky Rectifiers,” K. Baik, Y. Irokawa, F. Ren, S.J. Pearton, S.S. Park and Y. Park, Solid-State Electron. 47, 1533 (2003).

452. “Ferromagnetism in Mn- and Co-Implanted AlGaP,” M.E. Overberg, G. Thaler, R. Frazier, R. Rairigh, J. Kelly, C.R. Abernathy, S.J. Pearton, A. Hebard, R.G. Wilson and J.M. Zavada, Solid-State Electron. 47, 1549 (2003).

453. “Gate Breakdown Characteristics of MgO/GaN MOSFETs,” H. Cho, K. Lee, B. Gila, C.R. Abernathy, S.J. Pearton and F. Ren, Solid-State Electron. 47, 1597 (2003).

454. “Temperature Dependence of MgO/GaN MOSFET Performance,” H. Cho, K. Lee, B. Gila, C.R. Abernathy, S.J. Pearton and F. Ren, Solid-State Electron. 47, 1661 (2003).

455. “High Three-Terminal Breakdown Voltage and Output Power of Sc2O3 Passivated AlGaN/GaN HEMTs,” B. Luo, R. Mehandru, J. Kim, F. Ren, B. Gila, A. Onstine, C.R. Abernathy, S.J. Pearton, D. Gotthold, R. Birklahn, B. Peres, R. Fitch, N. Moser, J.K. Gillespie, T. Jenkins, J. Sewell, D. Via and A. Crespo, Electron. Lett. 39, 809 (2003).

456. “Observation of a Sphere Resonance Peak in Ferromagnetic GaN:Mn,” S. Seo, M.W. Kim, Y.S. Lee, T.W. Noh, Y.D. Park, G. Thaler, M. Overberg, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 82, 4749 (2003).

457. “Improved dc and Power Performance of AlGaN/GaN HEMT with Sc2O3 Gate Dielectric or Surface Passivation,” B. Luo, R. Mehandru, J. Kim, F. Ren, B. Gila, A. Onstine, C.R. Abernathy, S.J. Pearton, D. Gotthold, R. Birkhahn, B. Peres, R.C. Fitch, N. Moser, J.K. Gillespie, G. Jessen, T. Jenkins, M. Yannuzi, G. Via and A. Crespo, Solid-State Electron. 47, 1781 (2003).

458. “Influence of Gate Oxide Blackness on Sc2O3/GaN MOSFETs,” H. Cho, K. Lee, B. Gila, C.R. Abernathy, S.J. Pearton and F. Ren, Solid-State Electron. 47, 1757 (2003).

459. “Properties of Co-, Cr- or Mn-Implanted AlN,” R. Frazier, G. Thaler, J. Stapleton, C.R. Abernathy, S.J. Pearton, R. Rairigh, J. Kelly, A. Hebard, M. Nakaugi, K. Nam, J.Y. Lin, H.X. Jiang, J.M. Zavada and R.G. Wilson, J. Appl. Phys. 94, 1592 (2003).

Appendix III.3.2

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460. “Ferromagnetism in Mn- and Co-Implanted ZnO Nanorods,” K. Ip, R.M. Frazier, Y.W. Heo, D.P. Norton, C.R. Abernathy, S.J. Pearton, J. Kelly, R. Rairigh, A.F. Hebard, J.M. Zavada and R.G. Wilson, J. Vac. Sci. Technol. B21, 1476 (2003).

461. “Effects of Oxide Thickness and Gate Length on dc Performance of Submicrometer MgO/GaN MOSFETs,” H. Cho, K. Lee, B. Gila, C.R. Abernathy, S.J. Pearton and F. Ren, Electochem. Solid State Lett. 6, G119 (2003).

462. “Induction of Hysteresis in AlMnN,” R. Frazier, G. Thaler, M. Overberg, B. Gila, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 83, 1758 (2003).

463. “Hydrogenation Effects on Magnetic Properties of GaMnO,” M. Overberg, K. Baik, G. Thaler, C.R. Abernathy, S.J. Pearton, J. Kelly, R. Rairigh, A. Hebard, W. Tang, M. Stavola and J.M. Zavada, Electrochem. Solid State Lett. 6, G31 (2003).

464. “Carrier-Mediated Ferromagnetic Ordering in Mn Ion-Implanted p+ GaAs(C),” Y.D. Park, J.D. Lim, K.S. Suh, S.B. Shim, J.S. Lee, C.R. Abernathy, S.J. Pearton, Y.S. Kim, Z.G. Khim and R.G. Wilson, Phys. Rev. B 68, 085210 (2003).

465. “Magnetic Properties of Mn-Implanted AlGaP Alloys,” M. Overberg, G. Thaler, R.M. Frazier, C.R. Abernathy, S.J. Pearton, R. Rairigh, J. Kelly, N. Theodoropoulou, A. Hebard, R.G. Wilson and J.M. Zavada, J. Vac. Sci. Technol. B21, 2093 (2003).

466. “Deep Traps in Unpassivated and Sc2O3 Passivated AlGaN/GaN HEMTs,” A. Polyakov, N. Smirnov, A. Govorkov, V. Danilin, T. Zhukova, B. Luo, F. Ren, B. Gila, A. Onstine, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 83, 2608 (2003).

467. “Advantages and Limitations of MgO or a Dielectric for GaN,” B. Gila, C.R. Abernathy, A. Onstine, F. Ren, J. Kim and S.J. Pearton, Solid-State Electron. 47, 2139 (2003).

468. “Simulated High-Temperature Characteristics of S2O3/GaN MOSFETs,” H. Cho, K.P. Lee, B. Gila, C.R. Abernathy, S.J. Pearton and F. Ren, Electrochem. Solid-State Lett. 6, G149 (2003).

469. “GaN/AlGaN HEMTs Grown by HVPE on AlN/SiC Substrates,” J. R. LaRoche, B. Luo, F. Ren, K. H. Baik, D. Stodilka, B. Gila, C. R. Abernathy, S. J. Pearton, A. Usikov, D. Tsvetkov, V. Soukhoveev, G. Gainer, A. Rechnikov, V. Dmitriev, G. Chen, C. Pan and J.I. Chyi, Solid-State Electron. 48, 193 (2003).

470. “Effects of Surface Treatment on Isolation Currents in AlGaN/GaN HEMTs,” N. Moser, J.K. Gillespie, G. Via, A. Crespo, M. Yannuzzi, G. Jessen, R.C. Fitch, B. Lou, F. Ren, B. Gila, A. Onstine, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 83. 4178 (2003).

471. “MgO Gate Dielectrics Grown on GaN Using and ECR Plasma,” B. Gila, A. Onstine, J. Kim, K. Allums, F. Ren, C.R. Abernathy, and S.J. Pearton, J. Vac. Sci. Technol. B21, 2368 (2003).

472. “Effect of External Strain on the Conductivity of AlGaN/GaN HEMTs,” B. Kang, S. Kim, J. Kim, F. Ren, K. Baik, S.J. Pearton, B. Gila, C.R. Abernathy, C Pan, G. Chen, J.I. Chyi, V. Chandrasekaran, M. Sheplak, T. Nishisa and S.N.G. Chu, Appl. Phys. Lett. 83, 4845 (2003).

473. “Effects of H Incorporation in GaMnN,” K. Baik, R. Frazier, G. Thaler, C. Abernathy, S.J. Pearton, J. Kelly, R. Rairigh, A.F. Hebard, W. Tang, M. Stavola and J.M. Zavada, Appl. Phys. Lett. 83, 5458 (2003).

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474. “Activation Characteristics of Implanted Si+ in GaN and Application to Fabricating Lateral Schottky Diodes,” Y. Irokawa, J. Kim, F. Ren, K. Baik, B. Gila, C.R. Abernathy, S.J. Pearton, C. Pan, C. Chen and J.I. Chyi, Appl. Phys. Lett. 83, 4987 (2003).

475. “Mining for High TC Ferromagnetism in Ion-Implanted Dilute Magnetic Semiconductors,” A.F. Hebard, R. Rairigh, J.G. Kelly, S.J. Pearton, C.R. Abernathy, S.N.G. Chu and R.G. Wilson, J. Phys. D 37, 511 (2004).

476. “Role of Inert Gas Additive on Dry Etch Patterning of InGaP in Planar ICP BCl3 Plasmas,” J. W. Lee, W. T. Lim, I. K. Baek, S. R. Yoo, M. H. Jeon, G. S. Cho, S. J. Pearton and C. R. Abernathy, Solid-State Electron. 48, 189 (2004).

477. “Small Signal Measurement of SC2O3 AlGaN/GaN MOSHEMTs,” B. Luo, R. Mehandru, B. Kang, J. Kim, F. Ren, B. Gila, A. Onstine, C.R. Abernathy, S.J. Pearton, D. Gotthold, R. Birkhahn, B. Peres, R. Fitch, J. Gillespie, T. Jenkins, J. Sewell, D. Via and A. Crespo, Solid –State Electron. 48, 355 (2004).

478. “Properties of (Ga,Mn)N with and without Detectable Second Phases,” G. Thaler, R. Frazier, J. Stapleton, C.R. Abernathy, S.J. Pearton, J. Kelly, R. Rairigh, A.F. Hebard and J.M. Zavada, Electrochem. Solid-State Lett. 7, G34 (2004).

479. “Effect of Defects and Doping on Wide Bandgap Ferromagnetic Semiconductors,” S.J. Pearton, C.R. Abernathy, G. Thaler, R. Frazier, F. Ren, A. Hebard, Y. Park, D. Norton, W. Tang, M. Stavola, J.M. Zavada and R.G. Wilson, Physica B 340-342C, 39 (2004).

480. “Ferromagnetic AlGaCrP Films by Ion Implantation,” M. Overberg, G. Thaler, R. Frazier, C.R. Abernathy, S.J. Pearton, R. Rairigh, J. Kelly, M. Theodoropoulou, A.F. Hebard, R.G. Wilson and J.M. Zavada, Electrochem. Solid-State Lett. 7, G44 (2004).

481. “Ferromagnetism in GaN and SiC Doped with Transition Metals,” S.J. Pearton, Y.D. Park, C.R. Abernathy, M. Overberg, G. Thaler, J. Kim, F. Ren, J.M. Zavada and R.G. Wilson, Thin Solid Films, 447-448, 493 (2004).

482. “Si+ Ion Implanted MPS Bulk GaN Diodes,” Y. Irokawa, J. Kim, F. Ren, K. Baik, B. Gila, C.R. Abernathy, S.J. Pearton, C. Pan, G. Chen, J.I. Chyi and S.S. Park, Solid-State Electron. 48, 827 (2004).

483. “Wide Bandgap GaN-Based Semiconductors for Spintronics,” S.J. Pearton, C.R. Abernathy, G. Thaler, R.M. Frazier, D.P. Norton, F. Ren, Y.D. Park, J.M. Zavada, I.A. Buyanova, W.M. Chen and A.F. Hebard, J. Phys. Condensed Matter 16, R209 (2004).

484. “AlGaN/GaN MOSE Diode-Based Hydrogen Gas Sensors,” B.S. Kang, F. Ren, B.P. Gila, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 84, 1123 (2004).

485. “Effect of Mn Concentration on the Structural, Optical and Magnetic Properties of GaMnN,” G. Thaler R. Frazier, B. Gila, J. Stapleton, M. Davidson, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 84, 1314 (2004).

486. “Electrical and Luminescent Properties and the Spectra of Deep Centers in GaMnN/InGaN LEDs,” A. Polyakov, N. Smirnov, A. Govorkov, J. Kim, F. Ren, G. Thaler, R.M. Frazier, B. Gila, C.R. Abernathy, S.J. Pearton, I. Buyonova, G. Rudko, W. Chen, C. Pan, G. Chen, Y. Chyi and J. Zavada, J. Electrochem. Mater. 33, 241 (2004).

487. “Effect of Nucleation Layer on the Magnetic Properties of GaMnN,” G. Thaler, R. Frazier, B. Gila, J. Stapleton, M. Davidson, C.R. Abernathy, S.J. Pearton and C. Segre, Appl. Phys. Lett. 84, 2578 (2004).

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488. “On the Origin of Spin Loss in GaMnN/GaN LEDs,” I. Buyanova, M. Izadifard, W. Chen, J. Kim, F. Ren, G. Thaler, C.R. Abernathy, S.J. Pearton, C. Pan, G. Chen, J. Chyi and J.M. Zavada, Appl. Phys. Lett. 84, 2599 (2004).

489. “Optical and Electrical Properties of AlGaN Films Implanted with Mn, Co or Cr,” A. Polyakov, N. Smirnov, A. Govorkov, R. Frazier, G. Thaler, C. Abernathy, S.J. Pearton, C. Pan, G. Chen and J.I. Chyi, J. Electron. Mater. 31, 384 (2004).

490. “Lateral Schottky Rectifiers Formed by Si+ Ion Implantation,” Y. Irokawa, J. Kim, F. Ren, K. Baik, B. Gila, C. Abernathy, S.J. Pearton, C. Pan, G. Chen and J.I. Chyi, J. Electron. Mater. 33, 426 (2004).

491. “MgO/p-GaN Enhancement Mode MOSFETs,” Y. Irokawa, Y. Nakano, M. Ishiko, T. Kachi, J. Kim, F. Ren, B. Gila, A. Onstine, C.R. Abernathy, S.J. Pearton, C. Pan, G. Chen and J.I. Chyi, Appl. Phys. Lett. 84, 2919 (2004).

492. “Optical and Electrical Characterization of (Ga,Mn)N/InGaN MOW LEDs,” I. Buyanova, M. Izadifard, L. Storasta, W. Chen J. Kim, F. Ren, G. Thaler, C. Abernathy, S.J. Pearton, C. Pan, G. Chen, J.I. Chyi and J.M. Zavada, J. Electron. Mater. 33, 467 (2004).

493. “Hydrogen-Induced Reversible Changes in Drain Current in Sc2O3/AlGaN/GaN HEMTs,” B.S. Kang, R. Mehandru, S. Kim, F. Ren, R. Fitch, J. Gillespie, N. Moser, G. Jessen, T. Jenkins, R. Dettmer, D. Via, A. Crespo, B.P. Gila, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 84 4635 (2004).

494. “AC Transport Measurement of Mn Ion-Implanted p+-GaAs;C,” J. Lee, J. Lim, K. Suh, S. Shim, Y.D .Park, C.R. Abernathy, S.J. Pearton, Y. Kim, Z. Khim and R.G. Wilson, J. Mag. Magnetic Mater. 272-276 e1573 (2004).

495. “Progress in Wide Bandgap Ferromagnetic Semiconductors and Semiconducting Oxides,” S.J. Pearton, C.R. Abernathy, G.T. Thaler, R.M. Frazier, Y.W. Heo, M. Ivill, D.P. Norton and Y.D. Park, Defects and Diffusion in Semiconductors-Annual Retrospective 2004, pp 17-46 (2004).

496. “Enhanced Functionality in GaN and SiC Devices by using Novel Processing,” S.J. Pearton, C.R. Abernathy, F. Ren and Y.D. Park, Solid-State Electron. 48 1965 (2004).

497. “GaN-based Diodes and Transistors for Chemical, Gas, Biological and Pressure Sensing,” S.J. Pearton, B.S. Kang, S. Kim, F. Ren, B.P. Gila, C.R. Abernathy, J. Lin and S.N.G. Chu, J. Phys: Condensed Matter 16 R961 (2004).

498. “Effects of Sc2O3 Surface Passivation on Deep Level Spectra of AlGaN/GaN High Electron Mobility Transistors,” A.Y. Polyakov, N.B. Smirnov, A.V. Govorkov, V.N. Danilin, T. A. Zhukova, B. Luo, F. Ren, B. P. Gila, A. H. Onstine, C. R. Abernathy, and S. J. Pearton, J. Electrochem. Soc. 151 G497 (2004).

499. “Anomalous Hall Effect in Manganese Ion-Implanted Highly Carbon-Doped Gallium Arsenide,” J. D. Lim, K. S. Suh, S. B. Shim, C. R. Abernathy, S. J. Pearton, R. G. Wilson, and Y. D. Park, Electrochem. Solid-State Lett. 7 G182 (2004).

500. “Optical and Magnetic Properties of ZnO Bulk Crystals Implanted with Cr and Fe,” A.Y. Polyakov, A.V. Govorkov, N.B. Smirnov, N.V. Pashkova, S.J. Pearton, K. Ip, R.M. Frazier, C.R. Abernathy, D.P. Norton, J.M. Zavada and R.G. Wilson, Mater. Sci. Semicond. Proc. 7 77 (2004).

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501. “Reduction of Surface-Induced Current Collapse in AlGaN/GaN HFETs on Freestanding GaN Substrates,” Y. Irokawa, B. Luo, F. Ren, B.P. Gila, C.R. Abernathy, S.J. Pearton, C.-C. Pan, G.-T. Chen, J.-I. Chyi, S.S. Park, and Y.J. Park, Electrochem. Solid-State Lett. 7 G188 (2004).

502. “Effect of Ozone Cleaning on Pt/Au and W/Pt/Au Schottky Contacts to n-Type ZnO,” K. Ip, Y.W. Heo, R. Mehandru, B.P. Gila, C.R. Abernathy, F. Ren and S.J. Pearton, Appl. Surf. Sci. 236/1-4 387 (2004).

503. “High-dose Mn and Cr Implantation into p-AlGaN Films,” A.Y. Polyakov, N.B. Smirnov, A.V. Govorkov, S.J. Pearton, R.M. Frazier, G.T. Thaler, C.R. Abernathy and J.M. Zavada, Semicond. Sci. Tech. 19 1169 (2204).

504. “Effects of High Dose Proton Irradiation of the Electrical Performance of ZnO Schottky Diodes," Rohit Khanna, K. Ip, K.K. Allums, K. Baik, C.R. Abernathy, S.J. Pearton, Y.W. Heo, D.P. Norton, F. Ren, R. Dwivedi , T.N. Fogarty and R. Wilkins, Phys. Stat. Sol. (a) 201, No. 12, R79 (2004).

505. “Pressure-Induced Changes in the Conductivity of AlGaN/GaN HEMT Membranes,” B.S. Kang, S. Kim, F. Ren, J.W. Johnson, R. Therrien, P. Rajagopal, J. Roberts, E. Piner, K.J. Linthicum, S.N.G. Chu, K. Baik, B.P. Gila, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 85 2962 (2004)

506. “Effects of High Dose 40 MeV Proton Irradiation on the Electroluminescent and Electrical Performance of InGaN LEDs,” R. Khanna, K. Allums, C.R. Abernathy, S.J. Pearton, J. Kim, F. Ren, R. Dwivedi, T.N. Fogarty and R. Wilkins, Appl. Phys. Lett. 85 3131 (2004).

507. “Properties of Highly Cr-Doped AlN,” A.Y. Polyakov, N.B. Smirnov, A.V. Govorkov, R.M. Frazier, J .Y. Liefer, G.T. Thaler, C.R. Abernathy, S.J. Pearton and J.M. Zavada, Appl. Phys. Lett.85 4067 (2004).

508. “Optical Study of Spin Injection Dynamics in InGaN/GaN Quantum Wells with GaMnN Injection Layers,” I.A. Buyanova, J.P. Bergman, W.M. Chen, G. Thaler, R. Frazier, C.R. Abernathy, S.J. Pearton, Jihyun Kim, F. Ren, F.V. Kyrychenko, C.J. Stanton, C.-C. Pan, G.-T. Chen, J.-I. Chyi and J.M. Zavada, J. Vac. Sci. Technol. B 22 2668 (2004).

509. “Dramatic Improvements in AlGaN/GaN HEMT Device Isolation Characteristics after UV-Ozone Pretreatment,” N. Moser, R.C. Fitch, A. Crespo, J.K. Gillespie, G.H. Jessen, G.D. Via, B. Luo, F. Ren, B.P. Gila, C.R. Abernathy, and S.J. Pearton, J. Electrochem. Soc. 151 G915 (2004).

510. “Optical and Electrical Properties of AlCrN Films Grown by Molecular Beam Epitaxy,” A.Y. Polyakov, N.B. Smirnov, A.V. Govorkov, R.M. Frazier, J.Y. Liefer, G.T. Thaler, C.R. Abernathy, S.J. Pearton and J.M. Zavada, J. Vac. Sci. Technol. 22 2758 (2004).

511. “Detection of CO using Bulk ZnO Rectifiers,” B.S. Kang, S. Kim, F. Ren, K. Ip, Y.W. Heo, B.P. Gila, C.R. Abernathy, D.P. Norton and S.J. Pearton, Appl. Phys. A. 80 259 (2004).

512. “Comparison of MOS and Schottky W/Pt -GaN Diodes for Hydrogen Detection,” B.S. Kang, S. Kim, F. Ren B.P. Gila, C.R. Abernathy and S.J. Pearton, Sensors and Actuators B 104 232 (2005).

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513. “Effect of Oxygen Co-Doping on the Electronic and Magnetic Properties of GaMnN,” G. Thaler, R. Frazier, B. Gila, J. Stapleton, R. Davies, C.R. Abernathy and S.J. Pearton, Electrochem. Solid-State Lett. 8 G20 (2005).

514. “Electrical and Optical Properties of GaCrN Films Grown by Molecular Beam Epitaxy,” A.Y. Polyakov, N. Smirnov, A. Govorkov, G.T. Thaler, R. Frazier, C.R. Abernathy and S.J. Pearton, J. Vac. Sci. Technol. B 23 1 (2005).

515. “Role of Growth Conditions on Magnetic Properties of AlCrN Grown by Molecular Beam Epitaxy,” R. Frazier, G.T. Thaler, J.Y. Leifer, J.K. Hite, B.P. Gila, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 86 052101 (2005).

516. “GaN Enhancement Mode Metal-Oxide Semiconductor Field Effect Transistors,” Y. Irokawa, Y. Nakano, M. Ishiko, T. Kachi, J. Kim, F. Ren, B.P. Gila, A.H. Onstine, C.R. Abernathy, S.J. Pearton, C.-C. Pan, G.-T. Chen, J.-I. Chyi, Phys. Stat. Solidi C 1-4 (2005).

517. “Growth and Thermal Stability of Ga(1–X)CrXN Films,” G.T. Thaler, R.M. Frazier, C.R. Abernathy and S.J. Pearton, Appl. Phys. Lett. 86 131901 (2005).

518. “AlN-based Dilute Magnetic Semiconductors,” R.M. Frazier, G.T. Thaler, B.P. Gila, J. Stapleton, M.E. Overberg, C.R. Abernathy, S.J. Pearton, F. Ren and J.M. Zavada, J. Electron. Mater. 34 365 (2005).

519. “Proton Irradiation of ZnO Schottky Diodes,” R. Khanna, K. Ip, K. Allums, K. Baik, C.R. Abernathy, S.J. Pearton, Y.W. Heo, D.P. Norton, F. Ren, S. Shojah-Ardalan and R. Wilkins, J. Electron. Mater. 34 395 (2005).

520. “Selective Dry Etching of (Sc2O30xGa2O3)1-x Gate Dielectrics and Surface Passivation Films on GaN, M. Hlad, L. Voss, B.P. Gila, C.R. Abernathy, S. J. Pearton, and F. Ren, Journal of Electronic Materials, Vol. 35, pp 680-694, 2006.

521. “Effect of Gd implantation on the structural and magnetic properties of GaN and AlN,” Sang Youn Han, J. Hite, G. T. Thaler, R. M. Frazier,, C. R. Abernathy, and S. J. Pearton, H. K. Choi, W. O. Lee, and Y. D. Park, Appl. Phys. Lett. 88, 042102, 3 pages, (2006).

522. “Optical and magnetic properties of Eu-doped GaN,” J. Hite&, G. T. Thaler, R. Khanna, C. R. Abernathy, and S. J. Pearton, J. H. Park and A. J. Steckl, J. M. Zavada, Appl. Phys. Lett. 89, 132119, 3 pages, (2006).

523. “Magneto-optical spectroscopy of spin injection and spin relaxation in ZnMnSe/ZnCdSe and GaMnN/InGaN spin light-emitting structures ,” Buyanova, IA; Chen, WM; Oka, Y; Abernathy, CR; Pearton, SJ Buyanova, I. A.; Chen, W. M.; Oka, Y.; Abernathy, C. R.; Pearton, S. J., Physica Status Solidi AApplications And Materials Science, 204, 159 2006.

524. “Ultraviolet photoluminescence from Gd-implanted AlN epilayers,” Zavada, JM, Nepal, N, Lin, JY, Jiang, HX, Brown, E, Hommerich, U, Hite, J, Thaler, GT, Abernathy, CR, Pearton, SJ, Gwilliam, R, Applied Physics Letters, 89, 152107, 3 pages, (2006).

525. “Effect of Growth conditions on the Magnetic Characteristics of GaGdN”, Hite, J.K., Frazier, R.M., Davies, R., Thaler, G.T., Abernathy, C.R., Pearton, S.J., and Zavada,J.M., Applied Physics Letters, Vol. 89, (9), 3 pages, 2006.

526. “Epitaxial Growth of Sc2O3 Films on GaN”, Herrero, A.M., Gila, B.P., Abernathy, C.R., Pearton, S.J., Craciun, V., Siebein, K., and Ren, F., Applied Physice Letters, Vol. 89(9), 3 pages, 2006.

Appendix III.3.2

71

527. “Band Offsets in the SC2O3 GaN Heterojunction System”, Chen, J.J., Gila, B.P., Hlad, M., Gerger, A., Ren, F., Abernathy, C.R., and Pearton, S.J., Applied Physics Letters, Vol. 88 (14), 3 pages, 2006.

528. “Determination of MgO/GaN Heterojunction Band Offsets by X-ray Photoelectron Spectroscopy, Chen, J.J., Gila, B.P., Hlad, M., Gerger, A., Ren, F., Abernathy, C.R., Pearton, S.J., Applied Physics Letters, Vol. 88 (4) 3 pages, 2006.

529. “Dry Etching of MgCaO Gate Dielectric and Passivation layers on GaN”, M. Hlad, L. Voss, B.P. Gila, C. R. Abernathy, S. J. Pearton and F. Ren, Applied Surface Science, Vol 252(22) pp. 8010-8014, 2007.

530. “Si-diffused GaN for Enhancement-mode GaN Mosfet on Si Applications, Soohwan, Jang, F. Ren, S.J. Pearton, B.P. Gila, M. Hlad, C.R. Abernathy, Hyucksoo Yang, C.J. Pan, Jenn-Inn Chyi, P. Bove, H. Lahreche, and J. Thuret, Journal of Electonic Materials, Vol. 35, (4), pp. 685-690, 2007.

531. “Polydiacetylene-based selective NH3 gas sensor using SC2O3/GaN structures ,” Lee, GS; Lee, C; Choi, H; Ahn, DJ; Kim, J; Gila*, BP; Abernathy, CR; Pearton, SJ; Ren, F, Physica Status Solidi A-Applications And Materials Science, 204, pp.3556-3561, (2007). 532. “pH sensor using AlGaN/GaN high electron mobility transistors with Sc2O3 in the gate

region,” Kang, BS; Wang, HT; Ren, F; Gila, BP; Abernathy, CR; Pearton, SJ; Johnson, JW; Rajagopal, P; Roberts, JC; Piner, EL; Linthicum, KJ, Applied Physics Letters, 91, 012110 3 pages, (2007).

533. “Optical and magnetic behavior of erbium-doped GaN epilayers grown by metalorganic chemical vapor deposition,” Zavada, JM; Nepal, N; Ugolini, C; Lin, JY; Jiang, HX; Davies, R; Hite, J; Abernathy, CR; Pearton, SJ; Brown, EE; Hommerich, U, Applied Physics Letters, 91, 054106, 3 pages, (2007).

534. “Band offsets in the Mg0.5Ca0.5O/GaN heterostructure system,” Chen, JJ; Hlad, M; Gerger, AP; Gila, BP; Ren, F; Abernathy, CR; Pearton, SJ, Journal Of Electronic Materials, 36, 368, (2007).

535. “Annealing and measurement temperature dependence of W2B- and W2B5-based rectifying contacts to p-GaN,” Voss, LF; Stafford, L; Thaler, GT; Abernathy, CR; Pearton, SJ; Chen, JJ; Ren, F, Journal Of Electronic Materials, 36, 384, (2007).

536. “Effect of Si Co doping on ferromagnetic properties of GaGdN,” Hite, JK; Frazier, RM; Davies, RP; Thaler, G. T; Abernathy, CR; Pearton, SJ; Zavada, JM; Brown, E; Hommerich, U, Journal Of Electronic Materials, 36, 391(2007).

537. “Effect of proton irradiation on interface state density in Sc2O3/GaN and Sc2O3/MgO/GaN diodes,” Allums, KK; Hlad, M; Gerger, AP; Gila, BP; Abernathy, CR; Pearton, SJ; Ren, F; Dwivedi, R; Fogarty, TN; Wilkins, Journal Of Electronic Materials, 36, 519 (2007).

538. “Thermal stability of nitride-based diffusion barriers for ohmic contacts to n-GaN,” L F. Voss, R. Khanna, B. P. Gila, C. R. Abernathy, S. J. Pearton, F. Ren, I. I. Kravchenko, Journal Of Electronic Materials, Volume: 36, pp.1662-1668, Dec. 2007.

Patents 1. "Method for Reducing Sidewall Roughness During Dry Etching," C. Abernathy, J.

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72

Lothian, S.J. Pearton and F. Ren, Patent Submission 105336 (1992). 2. "GaAs Device Fabrication Utilizing MOMBE," Abernathy, Hobson, Jordan, Pearton and

Ren, (Feb. 1991), US Patent 5171704. 3. "Method for Selectively Growing Ga-containing Layers," Abernathy, Pearton, Ren and

Wisk, Issued July 13, 1993: U.S. Patent 5,227 006; European Patent 92310488. 4. "Method for Making Fine-line Semiconductor Devices," Abernathy, Lothian, Pearton and

Ren, European Patent 94301125 (April 20, 1994). 5. "Method for Selectively Growing Al-containing Layers," Abernathy, Pearton, Ren and

Wisk: European Patent 92310487 (1993): U.S. Patent 5,459 097. 6. "Fabrication of Al-containing Semiconductor Devices," Abernathy, Hobson, Jordan,

Pearton and Ren: European Patent 92301438 (1992). Books 1. Topics in Growth and Device Processing of III-V Semiconductors, S.J. Pearton, C.R.

Abernathy and F. Ren (World Scientific, New York, 1996). 2. GaN and Related Materials, ed. C.R. Abernathy, H. Amano and J. Zolper, MRS

Symposium Proceedings, Vol. 468, 1997. 3. III-V Nitride Materials and Processes II, ed. C.R. Abernathy, W.D. Brown, D.N.

Buckley, J.P. Dismukes, M. Kamp, T.D. Moustakas, S.J. Pearton and F. Ren, (Electrochem. Soc., Pennington, NJ, 1998), Vol. 97-34.

4. Compound Semiconductor Power Transistors and State-of-the-Art Program on Compound Semiconductors, ed. F. Ren, D. Buckley, S. Chu, J.C. Zolper, C.R. Abernathy, S.J. Pearton and J. Pursey (Electrochem. Soc., Pennington, NJ 1998) Vol. 98-12.

5. III-V Nitride Materials and Processes III, ed. C.R. Abernathy, J. Dismukes, M. Kemp, T.D. Moustakas and S.J. Pearton (Electrochem. Soc., Pennington, NJ 1999) Vol. 98-05.

6. Thirtieth State-of-the-Art Program on Compound Semiconductors, ed. C.R. Abernathy, A. Baca, R. Kopf, and R. Sah (Electrochem. Soc., Pennington, NJ 1999) Vol. 99.

7. Volume 282, Chemical Perspectives of Microelectronic Materials III Editors C. R. Abernathy, C. W. Bates, D. A. Bohling, and W. S. Hobson.

Book Chapters 1. Contributed on chapter entitled “Growth of InP and Related Compounds by GSMBE and

MOMBE,” to Indium Phosphide and Related Materials, ed. A. Katz, Artech House, Boston 1992.

2. Contributed one chapter entitled “Hydrogen Incorporation During Growth by MOMBE,” to Hydrogen in Compound Semiconductors, ed. S.J. Pearton (trans-Tech Publications, Switzerland 1994) April 1994.

3. Contributed one chapter entitled “The Role of Hydrogen in the Growth of III-V Materials from Molecular Beams,” in Hydrogen in Compound Semiconductors, ed. S.J. Pearton, Trans-Tech Publications, Switzerland 1994) April 1994.

Appendix III.3.2

73

4. Contributed one chapter entitled "Compound Semiconductor Growth by Metalorganic Molecular Beam Epitaxy," to the Handbook of Thin Film Process Technology, ed. D. A. Glocker, IOP Publishing, Philadelphia, 1995.

5. Contributed one chapter entitled "Growth of InP-Based Heterojunction Bipolar Transistors" to InP HBTs: Growth, Processing and Applications, ed. B. Jalali and S. J. Pearton, Artech House, Boston, 1995.“Growth of GaAs-Based Devices by Chemical Beam Epitaxy,” C.R. Abernathy, in Chemical Beam Epitaxy and Related Techniques, ed. G.J. Davies, J.S. Ford and W.T. Tsang, John Wiley and Sons, England, 1995.Contributed one review entitled “Compound Semiconductor Growth by Metalorganic Molecular Beam Epitaxy (MOMBE) in Materials Science & Engineering R Reports: A Review Journal, Vol. R14 No. 5, C.R. Abernathy (Elsevier, Lausanne, Switzerland, 1995

8. Properties of GaAs, Ed. M.R. Brogel and G.E. Stillman, “MOMBE and ALE of GaAs,” C.R. Abernathy (Inspec, London 1996).

Appendix III.3.2

ViITA

R. KIRBY BARRICK

iFebruary, 2005

PERSONAL DATA

Address: Office: 101 Mumford HAll 1301 West Gregory Drive Urbana II. 61801 Phone:

Fax: email :

211-333-3380 217-333-2027 kbarrick@uiuc ,edu

Home:

Married to; Susan K. Banick. Assistant Dean. ffiadtlare School of Libr-ary and Information Scjence,

U,ivmily ofDli"o~ " uro.,,,-Chrgn .

EDUCATION I Bachelor of Science in Agriculture -1970, The Ohio Stare University, Columbus

Major; Agriculrural Education I " Certification: Vocational AgncUlrure, Biological Sciences

Maste.r of Science - 1973, The Ohio State University. !COllImbUS Major. Agricul~ Education, Curriculum and Instruction

I Doctor of Phil osophy - 1980, The Ohio SUik Uniy~ty, Columbus

Miyor: Agricultural Education' , ~ of Study: Higher Education Administration. Research and Teache:r Education Dissertation! The Relationship Between State-llvel Administrative Structure and the Role of State Supervisors of V ocatiOIlal Agricul~ I

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Appendix III.3.2

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TERESA A. DOLAN, D.D.S., M.P.H. Curriculum Vitae

PERSONAL INFORMATION

Address Home:

Office Veterans AdmlOlstratlOn Medlcal Center Dental SerYlce (160) 16111 Plummer Street Sepulveda, CalIfornia 91343

Telephone: Home .. Office (818) 891-2414

Dental LIcenses: New York: 1983 (eltglble m all NERB states) Caltfornla: 1986 (#DV 034950)

EDUCATION

MPH (HealLh SerYlces) June 1987, UCLA School of Public Health Los Angeles, CA

CertIficate (General PractIce Residency) June 1985 Chief Resident 10 Denustry, Long Island JewISh Medlcal Center New Hyde Park, NY

Ceruficare (General Practice Residency) June 1984 Resident 10 DentIStry, Long Island JeWish Medlcal Center New Hyde Park. NY

(PublIc Admlrustrauon) 1984-1985 Long Island Umverslty

DDS University of Texas Health SCience Center at San Antoruo Dental School San AntOnIO, Texas Completed last two years of dental school, July 1981 to June 1983

Umverslty of Pennsylvania School of Dental MedlcUle Philadelphia. P A Completed fIrst two years of dental school, September 1979 to May 1981

BA, high honors (Zoology) June 1979 Rutgers Umversity, Newark, NJ

FELLOWSHIPS

Veterans AdrmrustratIon Denust Genatrlc Fellowship Program 2 year InUrung program 10 genatncs and gerontology Sepulveda Veterans AdmlnIstrauon Medical Center Sepulveda, California July 1987 to present

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Typewritten Text

Steve Dorman

Appendix III.3.2

CURRICULUM VITAE CATHERINE EMIHOVICH

UnIversity of Flonda College of EducatIOn 140 Norman Hall PO Box 11740 Gamesville, FL 32611-7040 (352) 392-0728, x226 (352) 392-6930 (fax) cemlhovlch@coe ufl edu

ACADEMIC BACKGROUND

Ph D Degree (1983) State UnIversity of New York at Buffalo EducatIOnal Psychology U D 11 '1

M S Degree (1980) State UnIversity of New York at Buffalo Measurement and StatistIcs

B S Degree (1970) Syracuse UnIversity Speech & Drama \AD \

..., n -t-'

PROFESSIONAL CERTIFICATIONS AND LEADERSHIP TRAINING

New York State Permanent Teachmg Certl fIcate - Language Arts, Grades 7-12

AACTE New Deans Institute, Chicago, 2001

Summer Institute for Women In HIgher Education AdministratIOn (HERS), Bryn Mawr College, August, 2000

Accepted Into Leadership Amenca, Class of 2002

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CURR lCU LUM VIT A£

NAME:

HOME ADDRESS:

WORK ADDRESS:

PRESENT POSIT ION:

DATE OF BIRTH:

PLACE OF BIRTH:

MARITAL STATUS:

EDUCATION I.

Undergraduate:

Graduate:

Post-graduate:

HONORS:

Michael Lowell Good, M.D.

Department of Anesthesiology UnIversity of Florida College of Med IcIne J.H.M.H.C., Box J-254 Gainesville, FL 32610

Research Fellow Department of Anesthe s iology Unlversity of FlorIda College of MedicIne Gainesvil l e, Florida

August 4, 1959

Pontiac. Michigan

Married, Danette MarIe Good

B.S., with Di stinction Computer and CommunicatIon Sciences University of Mi chIgan 1977-1980

M.D. UniverSity of MIchigan School of MediC Ine 1980-1984

Residency In Anesthes'iology Unlver s lty of FlorIda College of MedICIne 1984-1987

Research Fellowship in Anesthesiology Universi ty of FlOrida College of MedICI ne 1987-1988

University of Michigan Branstrom Freshman Prize, 1978 James B. Angell Scholar, 1978, 1979

Appendix III.3.2

Appendix III.3.2

Glen F. Hoffsis

Address:

Office: 7250 Poe Ave , Home: Dayton, Ohio 45414-5801

Phone:

Office: 937-602-7083 Home:

Education:

Date Institution Degree

1965-1969 The Ohio State University M.S. - Internal Medicine

1966-1967 Colorado State University Internship - Large Animal Medicine

1962-1966 The Ohio State University D.v.M. - Veterinary Medicine

1959-1966 The Ohio State University B.S. - Animal Science

Specialty Board Certification:

Diplomate, American College of Veterinary Internal Medicine

Medical licensure:

Ohio State Veterinary Medical Board

Colorado State Veterinary Medical Board

Educational Awards:

Norden Award - Distinguished Teacher, The Ohio State University, 1971

Professional Positions

Date PositionlTitle Institution 2004-2006 Assoc. Director The lams Co., P&G

Veterinary Services In this position Dr Hoffsis is charged with leading the veterinary technical services group which implements the academic programs in the Colleges of Veterinary Medicine in the US and beyond. He is also the lead interface between the lams Co. and the veterinary profession and an advisor to the Company relative to veterinary issues.

1995- 2004 Dean College of Veterinary Medicine The Ohio State University

Curriculum Vitae 2 Glen F. Hoffsis, DVM, MS, DACVIM

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Appendix III.3.2

ROBERT H. JERRY, II

Personallnfonnatlon ffai '9 2 "9 PH '03 Employment Address Uruverslty of Mlssoun-Columbla School of Law

Hulston Hall Columbia, Mlssoun 65211-4300

Phone (573) 882-7293 Fax (573) 882-4984 E-ma.tl Jerryr@nussoun edu Web www law rrussoun edulJerry

Residence Address.

Phone

Mamedto Lisa Nowak Jerry Ctuldren John Robert (b 1988), James Marbn (b 1991), Ehzabeth

Cathenne (b 1993)

Current Employment

Floyd R Gibson Mlssoun Endowed Professor of Law, 1998 to present Uruverslty of Mlssoun-Columbla School of Law Subjects Insurance Law, Insurance ClatmS Processmg and Dispute Resolution, Health Insurance, Health Care Fmance and Access, Contracts I and II

Employment History

Cecil C Humphreys School of Law, The Uruverslty of Memplus Herbert HerffCharr of ExceUence m Law, 1994-98

Umverslty ofArkansas-Fayettevtlle School of Law VISiting Professor, July-August 1994 (summer sessIOn)

Uruverslty of Kansas School ofLaw Dean, 1989-94; Professor, 1985-94, AsSOCiate Professor, 1981-85, Awarded tenure, 1985

Pnvate Practice, 1978-81 Bames, Hickam, Pantzer & Boyd, of Incbanapohs, Incbana

Law Clerk, 1977-78, to the Hon George E MacKmnon, Uruted States Clrcult Judge for the Uruted States Court of Appeals for the Distnet of Columbia Clrcult

EducatIOn

J D , Cum Laude, 1977, 'The Uruverslty of Mlclugan Law School

B S , Magna Cum Laude, 1974, Incbana State Uruverslty

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DOUGLAS STEPHEN JONES

ADDRESS: Deparunent of Natural Sciences, Rorida Museum of Natural History, University of Rorida, Gainesville, FL 32611 TEL: 904/392-1721 FAX: 904/846-0287

PERSONAL: Born: June 6, 1952; Morristown, NJ;

EDUCATION: A.B . Geology (Highest Honors); Rutgers University, New Brunswick, NJ; May 1974

A.M. Geological and Geophysical Sciences, Princeton University, Princeton, NJ; June 1976

Ph.D. Geological and Geophysical Sciences, Princeton University, Princeton, NJ; June 1980

HONORS AND Phi Beta Kappa; Sigma Xi; Delta Phi Alpha; 1974 Vinton Gwinn Memorial Prize OFFICES: in Geology - Rutgers University; 1983 Sigma Xi Faculty Research Award

University of Florida; 1985 GSA Annual Meeting Field Trip Co-Chainnan; 198687 President-Southeastern Geological Society; Series Co-Editor (with F.G . Stehli) Topics In Geobiology, Plenum Pub!. Corp.; Fellow - Geological Society of America (1989); £.aJajQ.S. 1990 Best Paper Award - Honorable Mention (with L. Ivany & R. Portell); 1991 Research Achievement Award, University of Florida; 1992 - Sabbatical at Dept. of Earth Sciences, University of Cambridge, UK; 199394 President- Southeastern Section of The Paleontological Society; 1994-95 Paleontological Society Distinguished Speaker.

PROFESSIONAL Geological Society of America, Paleontological Society, American Geophysical AFFILIA TlONS: Union, Paleontological Research Institution, Sigma Xi, Southeastern Geological

SOCiety, National Shellfisheries Association, Florida Academy of Science, American Malacological Union, SEPM (Society for Sedimentary Geology)

POSITIONS: I 994-present Chair, Deparunent of Natural Sciences

Rorida Museum of Natural History University of Florida

1989-present Curator and Professor Florida Museum of Natural History and Department of Geology University of Rorida

1985-1989: Associate Curator and Associate Professor Florida Museum of Natural History and Department of Geology University of Florida

1984-1985: Assoc iate Professor Department of Geology University of Rorida

1984-summer: Visiting Assistant Professor, Uni versity of Rhode Island, Graduate School of Oceanography

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\

;;-VITA ~ ~OHN KRAFT

Born: May 7, 1944 Status: Marned

Address: College of Business Anzona State University Tempe, AZ 85287-3506 (602) 965-5516

ACADEMIC EXPERIENCE

1986

1986

l 1981-1986

'3 1980-1986

1985-1986

1980-1983

1977-1979

1975-1980

1970-1974

Dean, College of Business, Arizona State University \JOe:. '3,(:)

Professor of Finance, College of Business, Arizona State IJ DB3 D University

Associate Dean, College of Business Administration, University of Flonda lJOHl b

Professor of Real Estate, College of Business Administration, University of FlOrida \JoH,o

Director, Center for Business Policy and Entrepreneurship, College of Business Admlnrstratlon, Unrversity of Florrda \J DHi 0

Director, Bureau of Economics and Business Research, University of Flonda VbHl ()

Professor-Lecturer, College of Business Administration, Georgetown University (part-time) U064 '5

Professor-Lecturer, Department of Economics, George Washington Unrverslty (part-time) IJO C:::I L\ S-

Assistant Professor, Department of Economics, University of Flonda (on leave 1972-1973 as a Brookings Institution Economic Policy Fellow) V OH'1 0

Appendix III.3.2

Appendix III.3.2

LUCINDA LA VELLI

Home:

Office: 101 Fine Alts A 352-392-8082 PO Box 115800 Gainesville, FL 32611- [email protected] 5800

CURRENT POSITION 2006 to The University of Florida present Dean, College ofFine Arts

PREVIOUS ADMINISTRATIVE POSITIONS 2002 - 2006 North Carolina School of the Arts

Provost and Vice Chancellor for Arts and Academic

1997 - 2002 The University of Akron, Akron, Ohio Directo}', School ofDance, Theatre, and Arts Administration

College of Fine and Applied Alts composed of Art; Communication; Family and Consumer Science; Music; Speech, Language-Pathology and Audiology; Social Work and DT AA

1996 - 1997 Interim Director, School of Theatre Alts concunent appointment with Director, School of Dance Associate professor with graduate faculty status undergraduate, graduate and arts administration programs

1993- 1997 Director, School of Dance Associate professor with tenure

1993 - 1995 Interim Director, School of Dance Undergraduate degree program

198 I - 1993 Hathaway Brown School, Shaker Heights, Ohio (nationally recognized independent school) Chair, Performing Alts and Director of Dance

DEGREES

1991 Case Western Reserve University, Ohio; Master's of Nonprofit Management (MNO)

1977 Case Western Reserve University, MFA Theater ArtslDance 1972 Denison University, Ohio; BA Psychology

1971 - 1972 Teaching Assistant - Dance 1971 Syracuse University, Florence, Italy, Study Abroad Program

Appendix III.3.2

Appendix III.3.2

CURRICULUM VITAE January 2010 KATHLEEN ANN LONG Office Address: Dean’s Office, College of Nursing

University of Florida, PO Box 100197 Gainesville, FL 32610-0197 Home Address: 9702 NW 63rd Lane

Gainesville, FL 32653 Telephone: (352) 273-6324 office Fax: (352) 273-6505 office Education: 1976-1980 Doctor of Philosophy, Department of Behavioral Sciences, Bloomberg School of

Public Health, The Johns Hopkins University, Baltimore, Maryland 1968-1970 Master of Science in Nursing, Department of Child Psychiatric Nursing, College of

Nursing, Wayne State University, Detroit, Michigan. Areas of concentration: Child Psychiatric Nursing, Nursing Education

1964-1968 Bachelor of Science in Nursing, School of Nursing, The Catholic University of

America, Washington, DC Professional Experience: 1995-present University of Florida, Gainesville, Florida

2008-present Associate Provost, Office of Academic Affairs

and 1995-present Dean and Professor, College of Nursing

1998-present Chair, Board of Directors, UF College of Nursing Faculty Practice Association, Inc. 1983-1995 College of Nursing, Montana State University, Bozeman, Montana

1990-1995 Dean and Professor in Psychiatric Nursing

1989-1990 Associate Dean and Professor in Psychiatric Nursing

1986-1989 Assistant Dean and Associate Professor in Psychiatric Nursing (Acting Dean, January - June, 1988, during Dean's sabbatical)

1984-1986 Acting Assistant Dean and Associate Professor in Psychiatric

Nursing

1983-1984 Associate Professor, Billings Campus. Major teaching respon-sibilities in undergraduate nursing research and graduate nursing intervention (rural- focused) courses

Appendix III.3.2


1972-1975 Clinical Specialist in Child Psychiatric Nursing. Position involved direct clinical work, administration, consultation, supervision and in-service education relating to staff and students from a variety of disciplines, primarily medical residents in psychiatry, nursing and child care staff.

: (continued) 1987-1994 Adjunct Associate Professor then Adjunct Professor, School of Nursing, Oregon

Health Sciences University, Regional Doctoral Program in Nursing 1982-1983 Assistant Dean and Psychiatric Nursing Clinician, Baccalaureate Nursing Program,

Husson College/Eastern Maine Medical Center, Bangor, Maine

1982 (Nov.) -1983 Development of a new baccalaureate program; position included major

responsibility for coordinating development of curriculum, policies re: faculty and students, and plan for evaluation; also preparation of reports for State Board of Nursing approval and national accreditation visits for a new baccalaureate program. Clinician role (approx. 30%) involved provision of nursing consultation, in-service education, staff support groups and direct psychiatric nursing service in a variety of areas at Eastern Maine Medical Center, including ICU, Maternal-Child, Neurological Rehabilitation, Pediatric and Psychiatric services. Certified as an allied health personnel provider for the assessment and direct treatment of children and families in the Division of Behavioral and Developmental Pediatrics.

1982 (March- Consultant (full-time). Position included consultation in the areas of Nov.) baccalaureate level nursing curriculum development, teacher/clinician role

development and clinical psychiatric nursing practice (in-patient and liaison). At this time Eastern Maine Medical Center was phasing out an established diploma school of nursing and developing a new baccalaureate program in conjunction with Husson College.

1980-1981 Associate Professor, College of Nursing, Montana State University, Billings Campus.

Major teaching responsibilities in psychiatric/community mental health nursing and nursing research

1978-1980 Assistant Professor, Graduate Program, Department of Psychiatric Nursing, School of

Nursing, University of Maryland, Baltimore, Maryland (part-time) Major teaching responsibility in child psychiatric nursing courses

1977-1980 Clinical Assistant Professor, Division of Child and Adolescent Psychiatry, School of

Medicine, University of Maryland, Baltimore, Maryland (part-time) 1975-1977 Instructor, Nursing Education Programs, School of Health Services, The Johns

Hopkins University, Baltimore, Maryland. Major teaching responsibilities in psychiatric nursing and child development

1971-1975 University of Maryland Hospital, Baltimore, Maryland.

Appendix III.3.2


Additional Clinical Practice

: (continued) 1972 Nurse Chairman, Children's Residential Service, Institute of Psychiatry and (April- Sept.) Human Behavior. Position involved primary administrative responsibility for

milieu, and supervision of nursing and child care staff. 1971-1972 Clinical Nurse II, Children's Residential Service, Institute of Psychiatry and

Human Behavior. Children's Service was a small self-contained teaching unit providing pre-admission, day, residential and follow-up treatment for severely emotionally disturbed children and their families; focus was on multidisciplinary model and milieu therapy.

1970 (Sept.- Head Nurse, West Seneca Children's Psychiatric Center, West Seneca, New York. Dec.) Position involved milieu therapy with children and groups of children, program

development, in-service education and staff assistance with program implementation, primarily with nursing and child care staff.

1969 Staff Nurse, Veteran's Administration Hospital, Buffalo, New York (summer) 1968 Public Health Nurse, District of Columbia, Department of Public Health, Washington, (summer) DC

1985-1994 Consultant and Therapist (part-time), in Child and Family Mental Health, Monforton

Elementary School, Bozeman, Montana. 1984 Clinician (part-time), Child and Family Services Division, Mental Health Center, Billings,

Montana. 1984 and Clinical and Consultant in Child and Family Mental Health (part-time), Family Services 1980-1981 Division, Indian Health Service, Crow Agency, Montana. 1981 Development and Implementation of Social and Rehabilitative Services Grant: "Provision

of therapy to abused/neglected children and their families." Big Horn County, Montana. 1977-1980 Private practice (part-time), psychotherapy with children and adolescents, group and family

therapy, in association with Drs. Thomas Cimonetti and Ulku Ulgur, Columbia, Maryland.

Appendix III.3.2

Professional Activities and Public Service: Invited member, Interprofessional Education Competency Model Panel, Association of American Medical Colleges (AAMC), November 2009 – present. Invited member, Liaison Committee for American Association of Colleges of Nursing (AACN)

and the Veterans Health Administration of the U.S. Department of Veterans Affairs, November, 2008-present.

Invited member, American Association of Colleges of Nursing (AACN) Task Force on the Future of the Research-Focused Doctorate in Nursing, July, 2008-present.

Invited member, Association of Academic Health Centers (AAHC) Affiliate Roundtable on Interprofessional Education and Practice, Washington, DC, February, 2008.

Invited member, Florida Nurses Association, Think Tank on Advanced Practice Regulations, 2007-

present. Invited member, National Council on Physician and Nurse Supply, Sponsored by the Penn Consortium

for Health Workforce Research and Policy, 2006-2008. Member, Nominating Committee, American Association of Colleges of Nursing, 2004-2006. Member, Task Force on Interprofessional Health Education, American Association of Medical

Colleges, 2004-2005. Member, American Association of Colleges of Nursing representative, National Nursing Advisory

Council, Joint Commission on Accreditation of Healthcare Organizations, 2002-2004.

President-Elect/President, American Association of Colleges of Nursing, 2000-2004.

Member, National Institute of Nursing Research, Asthma Rural Partnership Grant National Advisory Board, 2001-2003.

Chair, Task Force on Education and Regulation for Professional Nursing Practice, American

Association of Colleges of Nursing, 2000-2002. Co-Chair, Florida State University System Study of Validation Methods for ADN-RN Articulation to

Baccalaureate Education, 1999-2001.

Member, Board of Directors and Chair, Task Force on Community Advisory Committee, American Association of Colleges of Nursing, 1999-2000.

Chair, Doctoral Conference Subcommittee, American Association of Colleges of Nursing, 1998-1999. Invited Member, Program Committee, American Association of Colleges of Nursing, 1998-1999. Invited Member, Search Committee for Editor, American Journal of Orthopsychiatry, 1997- 1998.

Chair, Nominating Committee, Southern Collegiate Council for Education in Nursing, 1997.

Appendix III.3.2

Professional Activities and Public Service: (continued) American Association of Colleges of Nursing Representative, American Medical Association Panel of

Nurse Consultants, 1996-1997.

American Association of Colleges of Nursing Representative, National Organization of Nurse Practitioner Faculty National Task Force on Quality Nurse Practitioner Education, 1995-1997.

Invited Member, National Academy of Sciences, Institute of Medicine, Military Nursing Research

Review Committee, 1995-1996.

Member, Southern Collegiate Council for Education in Nursing, 1995-present.

Member, Southern Nursing Research Society, 1995-present. Appointed Member, Task Force on Essentials of Baccalaureate Education for Professional

Nursing, American Association of Colleges of Nursing, 1995-1998.

Secretary and Member of Executive Committee, Board of Directors, American Association of Colleges of Nursing, 1994-1996.

Member, Board of Directors and Chair, Membership Committee, American Association of Colleges of

Nursing, 1992-1994.

Selected Representative for State of Montana, Deans' Network, American Association of Colleges of Nursing, 1992-1994.

Appointed Member, American Association of Colleges of Nursing, Task Force on Healthy People

2000, 1992-1993. Board of Governors/Past Chair, Western Institute of Nursing, 1994-1995.

Chair-Elect/Chair, Board of Governors, Western Institute of Nursing, 1992-1994.

Invited Member, Expert Panel on Rural Nursing of the American Academy of Nursing,

1993-1997.

Special Projects Grants Reviewer, USPHS, Division of Nursing, 1987-1990, 1994.

Vice-Chair, U.S. Senator Max Baucus, Montana Citizens Health Care Group (prepared draft legislation for Health Montana, state plan for universal access to basic health benefits package), 1992-1993.

Invited Member, U.S. Senator Conrad Burns, Health Care Advisory Task Force for Montana, 1992-

1994. Invited Member, Advisory Group of Deans of Schools of Nursing,

U.S. President's Task Force on National Health Care Reform, Washington, DC. 1993.

Appointed Member, Program Committee, Council of Baccalaureate and Higher Degree Programs, National League for Nursing, 1991-1993.

Appendix III.3.2

Professional Activities and Public Service: (continued)

Elected Member, National Nominating Committee, National League for Nursing, 1991-1993. Member, Montana State Board of Nursing, and Chair, State Board of Nursing Education Committee,

1988-1993. Invited Member, Montana Governor's Health Care for Montanans Project, Training for Health Care

Professionals and Improvements to Allied Health Care Services Committee, 1992. Appointed Member, Deans' Network on Governmental Affairs (State of Montana Representative),

American Association of Colleges of Nursing, 1991-1992. Appointed Member, Subcommittee for Deans' Summer Seminar, 1992, American Association of

Colleges of Nursing, 1991-1992. Elected Governor for Nursing Education, Board of Governors, Western Institute of Nursing, 1990-

1992.

Elected Member, National Board of Directors, American Orthopsychiatric Association, 1989-1992.

Appointed Member and Chair, Mental Health Advisory Committee of the Gallatin County Commissioners, Bozeman, MT, 1989-1990.

Advanced Training Grants Reviewer, National Institute of Mental Health, 1989.

Co-Chair, Mental Health Task Force of the Gallatin County Commissioners, Bozeman, MT, 1988-89.

Member, Task Force on Nursing Education of the Office of the Commissioner of Higher Education in

Montana, 1987-1988.

Member, Board of Directors, and Chairperson, Program Committee, Big Brothers and Sisters of Gallatin County, Bozeman, MT, 1985-1988.

Member, Western Institute of Nursing, 1986-1995.

Member, Western Society for Research in Nursing, 1984-1995.

Member, Mental Health Core Disciplines Survey Task Force, Western Interstate Commission on

Higher Education, 1984. Member, Institutional Review Board for Health-Related Research, Billings, MT, 1984.

Member, Search Committee for Superintendent, Montana Youth Treatment Center, 1984.

Member, Montana Youth Treatment Center Program Advisory Committee, 1983 - 1985. Member, National League for Nursing, 1983, 1989-1996.

Appendix III.3.2

Professional Activities and Public Service: (continued) Fellow, American Orthopsychiatric Association, 1980-2004:

Life Fellow, inducted 2000 Corresponding Faculty, 1984-1989 National Board of Directors, 1989-1992 National Nominating Committee, 1992

Member, American Nurses' Association, 1975-present:

Council of Nurse Researchers Council of Psychiatric/Mental Health Nurses Maryland State Nurses' Association, 1975-1980

Member, Ad Hoc Advisory Committee on Advanced Nursing Practice

Montana State Nurses' Association, 1980-1981, 1984-1995 Member, Subcommittee on Accessible Baccalaureate Education for RNs of the Montana State Nurses' Association Steering Committee on Entry into Practice, 1985-1986

Maine State Nurses' Association, 1982-1983 Member, Commission on Nursing Practice

Florida Nurses Association, 1995-present

Member, Sigma Theta Tau, The International Honor Society for Nursing President, Zeta Upsilon Chapter, 1988-1990 President-Elect, Zeta Upsilon Chapter, 1987-88 Alpha Theta Chapter, 1995-present Zeta Upsilon Chapter, 1985-present Kappa Chapter, 1968-1995

Fellow, The American Academy of Nursing, 1987-present.

Consultation / Advisory Boards 2009 Consultant, Shared Governance, Uniformed Services University of the Health Sciences,

Graduate School of Nursing, Bethesda, MD. 2006 External Reviewer, Comprehensive Review of Dean, School of Nursing, University of

Texas-Houston. Houston, TX. 2004-2006 Consultant, Nursing Education and Research, Medical University of Gdansk, Gdansk,

Poland. 2003 Member, External Advisory Board, Doctoral Program, University of Alabama at

Birmingham School of Nursing. 2003 Consultant, Nursing Education, Suzhou Health School, Suzhou, People’s Republic of

China. 2001-2003 National Advisory Board Member, National Institute of Nursing Research, Asthma Rural

Partnership Grant, Baltimore, Maryland and Bozeman, Montana. 2002 Member, Nursing Shortage Advisory Panel, Association of Academic Health Centers,

Washington, DC.

Appendix III.3.2

Consultation / Advisory Boards: (continued) 2000-2002 Consultant, Rural Expansion of Psychosocial Nurse Practitioner Program, USPHS

Divisions of Nursing grant, University of Washington School of Nursing, Seattle, Washington.

1996-2002 Consultant, Rural Psychiatric Nurse Practitioner Program, Husson College, Bangor, Maine. 1997-2000 Consultant on Programming, Big Brothers and Sisters, Gainesville, Florida. 1999 Consultant, Mission-based Budgeting, (Faculty Accountability / Productivity), College of

Nursing, University of Texas-Medical Branch, Galveston, Texas. 1997 Consultant, PhD Program Review, College of Nursing and Health Sciences, George Mason University, Fairfax, Virginia. 1996 Invited Nursing Consultant, U.S. Secretary of Health and Human Services, Academic

Health Center Changes: Effects on Nursing Education, Research and Service, Washington, DC.

1996 Consultant, Louisiana Board of Regents. Chair, Evaluation Committee for Proposed

Master's Degree in Nursing Program, Grambling State University, Baton Rouge, Louisiana. 1995 Consultant, Rural Family Nurse Practitioner Program and Baccalaureate Nursing Program,

Husson College, Bangor, Maine. 1994 Consultant, Graduate Education in Rural Nursing, Program Development, Alcorn State

University, Natchez, Mississippi. 1992-1994 National Advisory Committee Member, National League for Nursing, Helene Fuld Grant,

Nursing Information Exchange Project. 1989-1994 Consultant on Child and Family Mental Health, Big Brothers and Sisters of Gallatin

County, Bozeman, Montana. 1985-1994 Consultant and Therapist (part-time) in Child and Family Mental Health, Monforton

Elementary School, Bozeman, Montana. 1990-1992 Advisory Board Member. U.S. Office of Rural Health Policy, Center for Rural Health

Research, Department of Preventive and Societal Medicine, University of Nebraska Medical Center.

1989-1992 Advisory Board Member. "Study of Models to Meet Rural Health Care Needs through

Mobilization of Health Professions Education and Services Resources," U. S. Health Services and Resources Administration, Contract to the National Rural Health Association.

Appendix III.3.2

Consultation / Advisory Boards: (continued) 1991 Advisory Board Member, Western Institute of Nursing. "Nurses' Continuing Education

Program: Special Needs of Racial/Ethnic Minority Populations Who Abuse Alcohol and Other Drugs." Contract by USPHS, Division of Nursing.

1991 Consultant on Nursing Education/Program Review. Orvis School of Nursing, University

of Nevada, Reno, Nevada. 1989-1990 Advisory Board Member, "Home care of rural cancer patients in Montana”, National Cancer Institute Grant. 1988-1990 Consultant on Psychiatric Nursing Practice to Rivendell Youth Treatment Center, Butte,

Montana. 1989 Expert Witness, United States Senate Subcommittee Hearing on Native American Nursing

Student Education. 1987 Consultant on Psychiatric Nursing to the Montana Office of the Governor, The Mental

Disabilities Board of Visitors, Rivendell Youth Treatment Center Site Visit, Billings, Montana.

1986 Consultant on Psychiatric Nursing to the Montana Office of the Governor, The Mental

Disabilities Board of Visitors, Montana Youth Treatment Center Site Visit, Billings, Montana.

1984 Consultant on Play and Milieu Therapy, Yellowstone Boys and Girls Ranch, Billings,

Montana. 1982 Consultant on Substance Abuse Grant Development, Kennebec Valley Regional Health

Agency, Waterville, Maine. 1982 Consultant on Rural Nursing Theory Development, Montana State University, College of

Nursing, Graduate Program, Bozeman, Montana. 1980-1981 Consultant to the Child Protection Team, Public Health and Social Service Departments,

Big Horn County, Montana. Research Activity and Grants: 2003-2004 Project Director, "North Florida consortium for PhD nursing education." Special Project

(earmarked) Grant, USPHS, Division of Nursing ($993,500), funded.

1994-1995 Project Director, Montana State University College of Nursing, "Montana's rural family nurse practitioner option." Nurse Practitioner Education Grant, USPHS, Division of Nursing ($684,599 over three years), approved and funded.

1991-1995 Project Director, Montana State University College of Nursing, Professional Nurse

Traineeship Grant. USPHS, Division of Nursing (1992-93, $13,768; 1993-94, $18,912; 1994-1995, $30,778).

Appendix III.3.2

Research Activity and Grants: (continued) 1990-1995 Research Associate, "Families living with long-term illness: A national study." National

Institute of Nursing Research ($1,005,000). 1989-1990 Principal Investigator, "The identification of rural children at risk for alcohol abuse."

Alcoholic Beverage Medical Research Foundation Grant ($21,065). 1989 Principal Investigator, "Identifying rural children at risk for alcohol abuse." USPHS,

NIAAA ($321,054), approved, not funded. 1988 Principal Investigator, "The early identification of rural White and Indian children at risk

for alcohol abuse: Third year follow-up" (co-investigator, Carolyn Hamlin). Montana State University, College of Nursing, Block Grant ($730).

1987-1988 Principal Investigator, "The early identification of rural White and Indian children at risk

for alcohol abuse: Data set #2" (co-investigator, Carolyn Hamlin). Sigma Theta Tau, Zeta Upsilon Research Award ($500).

1986-1987 Principal Investigator, "The early identification of rural White and Native American

children at risk for alcohol abuse" (co-investigator, Carolyn Hamlin). Sigma Theta Tau, Zeta Upsilon Research Award ($315).

1984-1985 Principal Investigator, "Identification of children at risk for alcohol abuse in a rural Native

American and White population" (co-investigator, Carolyn Hamlin). Montana State University Research and Creativity Grant ($2,456).

1983 Developer of Overall Research Plan and Design, Faculty Survey Instruments for

"Evaluation of the effects of transition from a diploma school of nursing to a baccalaureate nursing program on nursing faculty and students." Husson College/Eastern Maine Medical Center, Bangor, Maine.

1981 Research consultant regarding design and analysis of: Butterfield, P. "Determination of

nurses' professional values at Billings Deaconess Hospital" and Derwinski-Robinson, B. "Life change during pregnancy and labor complications". Montana small grants program.

1978-1980 Ph.D. Dissertation, "The influence of social, economic and political factors on the

detection and treatment of emotionally disturbed children in public school systems". 1977-1978 Principal Investigator, "Expanded careers survey of the American Academy of Pediatrics."

Subcontract to School of Hygiene and Public Health, Johns Hopkins University, American Academy of Pediatrics.

1977 Research Associate, "Evaluation of medication used during labor and delivery."

Department of Maternal and Child Health, School of Hygiene and Public Health, The Johns Hopkins University.

1975-1976 Principal Investigator, "Survey of the role and status of nursing within the Division of

Child and Adolescent Psychiatry." University of Maryland Hospital, Intramural Grant.

Appendix III.3.2

Research Activity and Grants: (continued) 1974-1975 Staff Coordinator, Devereaux Study: "Behavior assessment of children's progress."

Children's Residential Service, Institute of Psychiatry and Human Behavior, University of Maryland Hospital, Intramural Grant.

Publications:

Refereed Articles:

Long, K.A. (2007). Nursing PhD Consortia: A model for maximizing scarce resources. Journal of Professional Nursing, 23, 262-266.

Long, K.A. (2001). A reality-oriented approach to interdisciplinary work. Journal of Professional

Nursing, 17, 278-282.

Long, K.A. (1999). Reflections on “Rural nursing: Developing the theory base.” Scholarly Inquiry for Nursing Practice, 13, 275-279.

Long, K.A., & Steele, T.W. (1998). Preparing nurses for rural mental health practice. Rural

Community Mental Health, 24 (4), 32-33.

Long, K.A., & Williams, D. (1998). Health care for the school-age child. Annual Review of Nursing Research, 16, 39-61.

Long, K.A., Scharff, J.E., & Weinert, C. (1997). Advanced education for the role of rural nurse

generalist. Journal of Nursing Education, 36, 13-16.

Long, K.A., (1996). Ethical responsibility for the community's mental health: A professional nursing role. Journal of Child and Adolescent Psychiatric Nursing, 9, 39-44.

Long, K. A. (1994). Master's degree nursing education and health care reform: Preparing for the

future. Journal of Professional Nursing, 10, 71-76.

Long, K. A. & Boik, R. (1993). Predicting alcohol use in rural children: A longitudinal study. Nursing Research, 42, 79-86.

Weinert, C. & Long, K. A. (1993). Support systems for the spouses of chronically ill persons in rural

areas. Journal of Family and Community Health, 16, 46-54.

Long, K. A. (1993). The concept of health: Rural perspectives. Nursing Clinics of North America, 28, 123-130.

Long, K. A. & Weinert, C. (1992). Descriptions and perceptions of health among rural and urban

adults with multiple sclerosis. Research in Nursing and Health, 15, 335-342.

Weinert, C. & Long, K. A. (1990). Rural families and health care: Refining the knowledge base. Marriage and Family Review, 15, 57-75.

Long, K. A., & Weinert, C. (1989). Rural nursing: Developing the theory base. Scholarly Inquiry

for Nursing Practice, 3, 113-127.

Appendix III.3.2

Publications: (continued)

Refereed Articles: (continued) Long, K. A. (1989). Sex-role stereotyping: Implications for the mental health of school-age children.

Journal of Child and Adolescent Psychiatric Nursing, 2, 52-60.

Long, K. A., & Hamlin, C. (1988). The use of the Piers-Harris Self-Concept Scale with Indian children. Nursing Research, 37, 42-46.

Weinert, C., & Long, K. A. (1987). Understanding the health care needs of rural families. Family

Relations, 36, 450-455. Long, K. A. (1986). Suicide intervention and prevention with Indian adolescent populations. Issues

in Mental Health Nursing, 8, 247-253.

Long, K. A. (1986). Cultural implications in the assessment and treatment of intrafamilial abuse. American Journal of Orthopsychiatry, 56, 131-136.

Long, K. A. (1985). Pitfalls to avoid and positive approaches in the nurse adolescent relationship.

Perspectives in Psychiatric Care, 23, 22-26.

Long, K. A. (1985). Are children too young for mental disorders? American Journal of Nursing, 85, 1254-1257.

Long, K. A., & McQueen, D. V. (1984). The detection and treatment of emotionally disturbed

children in public schools: Problems and theoretical perspectives. Journal of Clinical Psychology, 40, 378-390.

Long, K. A. (1983). Emotionally disturbed children as an underdetected and underserved public

school population: Reasons and recommendations. Behavioral Disorders, 9, 46-54.

Long, K. A. (1983). The experiences of repeated and traumatic loss among Crow Indian children: Response patterns and intervention strategies. American Journal of Orthopsychiatry, 53, 116-126.

Clark, D. A., & Long, K. A. (1979). Nurses as health educators with emotionally disturbed children.

Perspectives in Psychiatric Care, 17, 167-175. Invited Papers:

Long, K. A. (2004). Preparing Nurses for the 21st Century: Re-envisioning Nursing Education and Practice. Featured article, Journal of Professional Nursing, 20, 82-88.

Long, K. A. (Policy Highlight). (2003). The Institute of Medicine Report, "Health

professions Education: A bridge to quality." Policy, Politics and Nursing Practice, 4, 259-262.

Long, K. A. (Invited Response). (2003). Licensure matters: Better patient care requires change in regulation as well as education. Journal of Professional Nursing, 19, 123-125.

Appendix III.3.2

Publications: Abstracts:

Long, K. A. (1994). Specifying variables that contribute to childhood use and abuse of alcohol.

[Abstract]. Communicating Nursing Research, 27, 117.

Long, K. A. & Boik, R.J. (1994). Predicting alcohol use in rural children: A longitudinal study. [Abstract]. Alcoholic Beverage Medical Research Foundation Journal, 4, 9.

Long, K. A. & Scharff, J.E. (1994). Reform of statewide health care delivery: A nursing action

model. [Abstract]. Communicating Nursing Research, 27, 31. Long, K. A. & Catanzaro, M. (1993). The well-being of children with a chronically ill parent.


Long, K. A. & Catanzaro, M. (1992). The emotional well-being of children in families with chronic illness. [Abstract]. Communicating Nursing Research, 25, 455.

Long, K. A. (1991). Rural children and alcohol: Findings from two longitudinal studies. [Abstract].

Communicating Nursing Research, 24, 49. Long, K. A., & Weinert, C. (1990). Description and measurement of the health of urban and rural

chronically ill adults. [Abstract]. Communicating Nursing Research, 23, 187.

Long, K. A. (1989). Early identification of children at risk for alcohol abuse: A three-year longitudinal study. [Abstract]. Communicating Nursing Research, 22, 68.

Long, K. A. (1988). 'Outsider-insider' in rural mental health nursing. [Abstract]. Communicating

Nursing Research, 21, 119-120.

Long, K. A., & Weinert, C. (1987). Rural nursing: Developing the theory base. [Abstract]. Communicating Nursing Research, 20, 43.

Long, K. A., & Hamlin, C. (1986). Identification of rural children at risk for alcohol abuse.


Long, K. A. (1986). Suicide intervention among a Native American population. [Abstract]. Proceedings of the Annual Meeting of the American Association of Suicidology.

Edited Work:

Long, K. A. (Guest Editor) (1996). Ethical issues in child mental health. Journal of Child and

Adolescent Psychiatric Nursing, 9.

Appendix III.3.2

Publications:

Chapters or Books:

Long, K.A. (1998). The concept of health: Rural perspectives. In H. Lee (Ed.), Conceptual basis for rural nursing, (pp. 211-222). New York: Springer (Reprinted).

Long, K.A. (1998). Future directions for rural nursing research. In H. Lee (Ed.), Conceptual basis for

rural nursing, (pp. 475-484). New York: Springer.

Long, K.A., Scharff, J. E., & Weinert, C. (1998), Advanced education for the role of rural nurse generalist. In H. Lee (Ed.), Conceptual basis for rural nursing, (pp. 39-48). New York: Springer (Reprinted).

Long, K.A. & Weinert, C. (1998). Rural nursing: Developing the theory base. In H. Lee (Ed.),

Conceptual basis for rural nursing, (pp. 3-18). New York: Springer (Reprinted).

Institute of Medicine (Member of Authoring Committee). (1996). The program for research in military nursing: Progress and future directions. Washington, DC: National Academy Press.

American Association of Colleges of Nursing (Member of the Authoring Task Force). (1993).

Nursing education's agenda for the 21st century. Position Paper. Washington, DC: AACN. Beeson, P., Bruce, T., Conway-Welch, C., Henderson, A., Hullett-Robertson, S., Long, K., Samuels,

M., Turner, T., & Wansley, R. (1993). Agenda for Action (HRSA Contract 240-89-0037). In National Rural Health Association's Interdisciplinary development of health professionals to maximize health provider resources in rural areas. Rockville, MD.

Long, K. A., McNeely, A. G., Shannon, A., & Weinert, C. (1992). A history of scholarship and

research. Montana State University College of Nursing. In Western Institute of Nursing (Eds.), The anniversary book. A history of nursing in the West, 1956-1992. WIN: Boulder,

CO.

Long, K. A. (1992). The experience of repeated and traumatic loss among Crow Indian children: Response patterns and intervention strategies. In R. Persico & L. Platt (Eds.), Cross-cultural perspectives on grief: A casebook. Hamden, CT: Garland Press (Reprinted).

Long, K. A. & Weinert, C. (1991). Rural nursing: Developing the theory base. In P. Winstead-Fry, J.

Churchill-Tiffany & R. V. Shippee Rice (Eds.). Rural health nursing. National League for Nursing, New York (Reprinted).

Weinert, C. & Long, K. A. (1991). The theory and research base for rural nursing practice. In A.

Bushy (Ed.), Rural nursing, 1. Newberry Park, CA: Sage.

Weinert, C., & Long, K. A. (1990). Rural families and health care: Refining the knowledge base. In D. Unger, M. Sussman, (Eds.), Families in community settings: Interdisciplinary perspectives. New York: Haworth Press (Reprinted).

Appendix III.3.2

Publications: (continued) Chapters or Books: (continued) Weinert, C. & Long, K. A. (1988). Understanding the health care needs of rural families. In R.

Marotz-Baden, C., Hennon & T. Brubaker (Eds.), Families in rural America: Stress, adaptation and revitalization. St. Paul, MN: National Council on Family Relations (Reprinted).

Long, K. A. (1983). The mental health needs of children and adolescents. In L. Robinson (Ed.),

Psychiatric nursing as a human experience (3rd ed.). Philadelphia, PA: W. B. Saunders.

Long, K. A. (1982). The influences of political, economic, and sociological factors on child mental health. In K. S. Babich (Ed.), Assessing the mental health needs of children, Boulder, CO: WICHE.

Book Reviews:

Long, K. A. (1995). [Review of the book, Concept Development in Nursing. Foundations,

Techniques and Applications]. Journal of Professional Nursing, 11, 194.

Long, K. A. (1993). [Review of the book, Promoting Cultural Diversity--Strategies for Health Care Professionals]. Journal of Professional Nursing, 9, 304.

Creative Work:

Long, K. A. (Editor). (1981, December). Assessing the mental health of children. [Videotape Series]. Sponsored jointly by Montana State University College of Nursing, Western Interstate Commission for Higher Education in Nursing, and Billings Area Indian Health Service, Billings, MT.

Presentations: (* indicates peer-refereed) Long, K. A. (2009, June). Professional Regulations and Accreditation: Boundaries and Opportunities. Invited presentation. Florida Education Capacity Summit, Orlando, FL. Long, K. A. (2009, April). Building and Sustaining Effective VA Affiliation Relationships: Where is Nursing? Invited panelist. Veteran’s Administration Clinical Education Department of Educational Opportunities (DEO) Conference 2009, Atlanta, GA.

Long, K. A. (2009, March and 2008, December). Shared Governance: The Ultimate Exercise

in Communication. Invited presentation. AACN Executive Development Series, Washington, DC (3/09); San Antonio, TX (12/08).

Long, K. A. (2008, October). Best Practices for Balancing Faculty Productivity and

Satisfaction. Invited panelist. AACN Organizational Leadership Network, Washington, DC.

Appendix III.3.2

Presentations: (continued)

(* indicates peer-refereed)

Long, K. A. (2008, March). Looking a Gift Horse in the Mouth: Strategic Management of External Funds. Invited presentation. AACN Executive Development Series, Washington, DC.

Long, K. A. (2008, January). Securing Resources for Doctoral Education. Invited

presentation. AACN 2008 Doctoral Education Conference, Captiva, FL. Long, K. A. (2008, January). Health Professions Education: Challenging the Status Quo.

Invited presentation. Third Biennial Dorothy M. Smith Leadership Conference, University of Florida, Gainesville, FL.

Long, K. A. (2007, November). Looking a Gift Horse in the Mouth: Strategic Management

of External Funds. Invited presentation. AACN Executive Development Series, New Orleans, LA.

Long, K. A. (2007, October) Nursing Advocacy: Beyond the Bedside. Invited presentation.

2007 Nursing Practice and Policy Symposium, Barbara Lumpkin Institute-Florida Nurses Association, Orlando, FL.

Long, K. A. (2007, October). Making Nursing Education THE Public Agenda: Exemplar from

Florida. Invited presentation. Southern Regional Education Board, Council of Collegiate Education for Nursing, Atlanta, GA.

Long, K. A. (2007, July). New Opportunities for Patient Safety and Outcomes Research. Invited

presentation. Northeast Florida Association for Healthcare Quality, Jacksonville, FL.

Long, K.A. (2007, October). Making Nursing Education THE Public Agenda: Exemplar from Florida. Invited presentation. Southern Regional Education Board, Council on Collegiate Education for Nursing, Atlanta, GA.

Long, K. A. (2007, July). New Opportunities for Patient Safety and Outcomes Research. Invited presentation. Northeast Florida Association for Healthcare Quality, Jacksonville, FL.

Long, K. A. (2006, June). Innovations and Challenges in Nursing Education: The Emerging Programs of

CNL and DNP. Invited presentation. The Harvard Institute for Nursing Health Care Leadership and the University of Pennsylvania Center for Nursing Outcomes Research. Annual Conference, Boston, MA.

Long, K. A. (2006, March). The Role of the Clinical Nurse Leader and the Doctor of Nursing Practice.

Invited presentation. Annual Patient Care Executive Meeting of Catholic Health East, Miami, FL. Long, K. A. (2005, October.). Methods for Nursing Research. Invited presentation, First International

Nursing Conference, Medical University of Gdansk, Poland.

Appendix III.3.2

Presentations: (continued) (* indicates peer-refereed)

Long, K. A. (2005, October). Steering By the Stars: Past Presidents Reflect on the Future. Invited panel

presentation. American Association of Colleges of Nursing, Fall Semiannual Meeting, Washington, D.C. Long, K. A. (2005, June). The Clinical Nurse Leader: Practice and Education in Partnership for Clinical

Excellence. Invited keynote address. Florida Organization of Nurse Executives, St. Augustine, FL.

Long, K. A. (2004, June). Nursing’s future: practice and education together. Invited keynote address. Thirteenth Annual Scientific Assembly of the American Pediatric Surgical Nurses Association, Ponte

Vedra, FL. Long, K. A. (2003, July). Building an academic career: reasons, strategies, results. Invited inaugural

lectureship. The Hartford Institute Geriatric Nursing Research Scholars and Fellows Program Seminar, New York, NY.

Long, K. A., (2003, May). Proven and effective methods to retain nurses – education perspective. Invited presentation, Legislative Network for Nurses Audio Conference.

Long, K.A. (2002, December). Challenges, responsibilities and professionalism. Invited

commencement address, University of Texas-Austin, School of Nursing, Austin, TX. Long, K.A. (2002, November). Beyond entry into practice. Invited presentation, Baccalaureate

Education Conference, American Association of Colleges of Nursing, Lake Buena Vista, FL.

Long, K.A. (2002, November). The nursing faculty shortage: Colleges and universities respond. Invited presentation at Southern Regional Education Board, Council on Collegiate Education for Nursing, Annual Meeting, Atlanta, GA.

Long, K.A. (2002, May). The future of nursing education and the business officer’s role. Invited

keynote address, Seventeenth Annual Meeting of Business Officers of Nursing Schools, American Association of Colleges of Nursing, Sanibel Island, FL.

Long, K.A. (2002, March). Nursing in the 21st century: Professionalism, responsibility, and realities.

Invited keynote address, Fifth Annual University of West Florida Assembly of Registered Nurses, Pensacola, FL.

Long, K.A. (2001, December). Building future successes: Highlights of AACN Task Force on

education and regulation for professional nursing practice. Invited presentation, Baccalaureate Education Conference, American Association of Colleges of Nursing, Washington, DC.

Long, K.A. (2000, September). Developing a mentoring program. Invited keynote address, National

Department of Veterans Affairs, Nurse Qualification Standard Symposium, Orlando, FL. Long, K.A. (2000, June). Echoes of the past, visions for the future: Nursing education. Invited

keynote presentation of Florida Nurses Association Annual Convention, Miami, FL.

Appendix III.3.2


Long, K. A. (2000, March). Scholarship that matters: Lessons for nursing and for life. Invited keynote address, Georgetown University School of Nursing Scholars Day, Washington, DC.

Long, K. A., & Gunning, C. (1998, November). Framing baccalaureate education: The new

environment and the new BSN role. Invited presentation, Inaugural Baccalaureate Education Conference, American Association of Colleges of Nursing, San Antonio, TX.

Long, K. A. (1997, May). Rural Health: Southern perspectives on Western concepts. Invited

Presentation. Annual Research and Creativity Day, Montana State University College of Nursing, Bozeman, MT.

Long, K. A. (1997, March). Change, leadership, and the interpersonal environment: How to help

faculty and staff cope with change. Invited presentation, Executive Development Series, American Association of Colleges of Nursing, Washington DC.

Long, K. A. (1995, July). Rural nursing theory, research and practice. Invited presentation,

National Rural Health Association, National Rural Nursing Conference, Bozeman, MT.

Long, K. A. (1994, August). Alcohol use in rural children: Risk factors and resiliency factors. Invited presentation, Seventh Annual National Prevention Network, Research Findings Conference, Oshkosh, WI.

Long, K. A. (1994, May). Building a future: Nursing education and health care reform. Invited

presentation, Sixth Annual Spring Speaker for the Graduate Program in Nursing, Wilkes University, Wilkes-Barre, PA.

*Long, K. A. (1994, April). Specifying variables that contribute to childhood use and abuse of

alcohol. Presented at the Twenty-Seventh Annual Meeting of the Western Society for Research in Nursing, Phoenix, AZ.

Long, K. A. (1994, April). The past, present and future of rural health nursing. Keynote address, Sixth Annual Rural Nursing Conference, Greeley, CO.

*Long, K. A., & Scharff, J. E. (1994, April). Reform of statewide health care delivery: A nursing

action model. Presented at Western Institute of Nursing Annual Meeting, Phoenix, AZ.

*Long, K. A., & Boik, R. (1993, November). Differentiating sub-populations of children who use alcohol. Poster session presented at the ANA Council of Nurse Researchers, International Nursing Research Conference, Washington, DC.

Long, K. A. (1993, August) Nursing education's agenda for the 21st century. Invited presentation,

National Nursing Summit on the Nurse of the Future, as representative of the American Association of Colleges of Nursing, Chicago, IL.

Long, K. A. (1993, July). Montana's Health Care Authority and plan for universal health care

coverage, and Family nurse practitioner education. Invited presentations, Montana Primary Care Association Mid-Year Conference, Bozeman, MT.

Appendix III.3.2


*Long, K. A., & Catanzaro, M. (1993, April-May). The well-being of children with a chronically ill parent. Presented at the Twenty-sixth Annual Meeting of the Western Society for Research in Nursing, Seattle, WA.

Long, K. A. (1993, March). Levels and competencies of professional nursing. Invited speaker,

Montana Consortium for Excellence in Health Care, Big Sky, MT.

Long, K. A. (1992, December). Implementation of Healthy People 2000 and Nursing's agenda: Implications for graduate education. Invited presentation, American Association of Colleges of Nursing, San Antonio, TX.

Long, K. A., & Hartman, T. (1992, November). Technology in delivering health professions

education and training. Invited presentation, Symposium on the Role of Technology in Delivering Rural Health Care: The Montana Challenge, Bozeman, MT.

Long, K. A. (1992, September). Without dreams. Invited University Convocation address, Montana State University, Bozeman, MT. *Long, K. A., & Catanzano, M. (1992, April-May). The emotional well-being of children in families

with chronic illness. Poster session presented at the Twenty-Fifth Annual Meeting Western Society for Research in Nursing, San Diego, CA.

*Long, K. A. (1991, October). Prediction of alcohol abuse for rural White and Indian children.

Presented at the International Nursing Research Conference, ANA Council of Nurse Researchers, Los Angeles, CA.

*Long, K. A. (1991, May). Rural children and alcohol: Findings from two longitudinal studies.

Presented at the Twenty-Fourth Annual Meeting of the Western Society for Research in Nursing, Albuquerque, NM.

*Long, K. A., & Weinert, C. (1990, May). Description and measurement of the health of urban and

rural chronically ill adults. Presented at the Twenty-Third Annual Meeting of the Western Society for Research in Nursing, Denver, CO.

*Long, K. A., & Weinert, C. (1989, November). The concept of rural health. Poster session presented

at the Scientific Sessions, 30th Biennial Convention, Sigma Theta Tau International, Indianapolis, IN.

*Long, K. A. (1989, May). Early identification of children at risk for alcohol abuse: A three-year

longitudinal study. Presented at the Twenty-Second Annual Meeting of the Western Society for Research in Nursing, San Diego, CA.

*Long, K. A., & Hamlin, C. (1988). Alcohol abuse: Identifying rural White and Native American

children at risk. Poster session presented at the Annual Meeting of the American Public Health Association, Boston, MA.

Appendix III.3.2

Presentations: (continued) (* indicates peer-refereed) *Long, K. A. (1988, May). 'Outsider-insider' in rural mental health nursing. Presented at the

Twenty-first Annual Meeting of the Western Society for Research in Nursing, Salt Lake City, UT.

*Long, K. A. (1988, March). Sex-role stereotyping: Implications for the mental health of school-age

children. Presented at the 65th Annual Meeting of the American Orthopsychiatric Association, San Francisco, CA.

*Long, K. A., & Weinert, C. (1988, March). Rural nursing: Developing the theory base. Presented

at the Idaho-Montana Council on Family Relations Conference, Bozeman, MT. *Long, K. A., & Weinert, C. (1987, November). Rural Nursing: Emerging theory. Poster session

presented and selected as National Finalist Poster at Scientific Sessions, 29th Biennial Convention, Sigma Theta Tau International, San Francisco, CA.

*Long, K. A., & Hamlin, C. (1987, October). The early identification of rural White and Native

American children at risk for alcohol abuse. Presented at the International Nursing Research Conference of the ANA Council of Nurse Researchers, Washington, DC.

*Long, K. A., & Weinert, C. (1987, April). Rural nursing: Developing the theory base.

Presented at the Twentieth Annual Meeting of the Western Society for Research in Nursing, Phoenix, AZ.

Long, K.A. (1986, June). Indicators and concepts specific to rural health and rural nursing

practice in Montana. Invited presentation for Contemporary Issues in Rural Health Conference, Salisbury State College, Salisbury, MD.

*Long, K. A., & Hamlin, C. (1986, May) Identification of rural children at risk for alcohol abuse.

Presented at the Nineteenth Annual Meeting of the Western Society for Research in Nursing, Portland, OR.

*Long, K.A. (1986, April). Suicide intervention among a Native American population. Presented at

the National Meeting of the American Association of Suicidology, Atlanta, GA.

Long, K.A. (1985, May). Principles of interviewing children and Assessment and interview of pre-school and school-age children. Presented at the Troubled Children Seminar, Deaconess Hospital, Billings, MT.

*Long, K.A. (1985, April). Cultural implications in the assessment and treatment of intrafamilial

abuse. Presented at the 62nd Annual Meeting of the American Orthopsychiatric Association, New York, NY.

*Long, K.A. (1986) Mental health assessment of school-age children, and Helping children learn to

cope with death. Presented at the Montana Public Health Association Annual Conference, Billings, MT.

Appendix III.3.2

Presentations: (continued)

(* indicates peer-refereed)

Long, K.A. (1984). Sharing publishing experiences. Panel moderator for Sigma Theta Tau Montana Writers' Seminar, Bozeman, MT.

Long, K.A. (1984). Child abuse and neglect. Indian Health Service in-service education

presentation, Northern Cheyenne Reservation, Lame Deer, MT. Long, K.A. (1984). Counseling techniques and parenting. Indian Health Service inservice education

presentation, Crow Reservation, Crow Agency, MT. *Long, K.A. (1983, November). Beyond assessment: Understanding the mental health needs of

Crow Indian children. Presented at the New Knowledge for Nursing Practice Conference of the American Nurses' Association, Denver, CO.

Long, K.A. (1983). Treatment of the victim, Professional and community education, and Preventive

education for children. Presented at the Child Sexual Abuse Workshop sponsored by the Indian Health Service and the Big Horn County Health Department, Crow Agency, MT.

Long, K.A. (1983, September). Child mental health: Definition, overview and assessment strategies

and Helping children cope with death. Presented at the Child Mental Health Conference, Eastern Maine Medical Center, Bangor, ME.

*Long, K.A. (1983, April). Meeting rural mental health needs with limited resources: Strategies and

approaches. Panel moderator and presenter. Presented at the 60th Annual Meeting of the American Orthopsychiatric Association, Boston, MA.

Long, K.A. (1983, January). Utilization of the health belief model. Presented at the Continuing

Education Program, Meeting the Challenges of Transcultural Nursing, Eastern Maine Medical Center, Bangor, ME.

Editorial Boards/Reviewer:

Reviewer, Qualitative Health Research, 1989-present. Member, Editorial Board, and Reviewer, Journal of Child and Adolescent Psychiatric Nursing, 1988-

present.

Member, Editorial Board, Journal of Professional Nursing, 1994-1996; 2000-2004. Reviewer, Nursing Outlook, 2003.

Reviewer, American Journal of Orthopsychiatry, 1991, 1993-2002. Reviewer, Journal of Rural Health, 1992, 1994, 2002-2006. Member, Editorial Advisory Board, Nursing and Health Care, 1992-1995.

Reviewer, Journal of Pediatric Nursing, 1985-1995.

Appendix III.3.2

Dissertation Committees: (University of Florida)

Member. Greig, R. Natural mentors, ethnic identity, and adolescent mental health, 2003. Member. Meltzer, L.J. Mothers of children with chronic illness: A caregiver burden model and

summer camp as care. (College of Health Professions), 2002. Member. Yoon, S. The Use of Herbal Products, Prescribed Medicines and Non-Prescribed Medicines

by Community Dwelling Older Women, 1999. Thesis Committees: (Montana State University)

Chair. Surratt, D. Response to Sexual Abuse Treatment among Clients with Symptoms of Borderline Personality Disorder, 1994.

Member. Dodson, M. The Use of Standard Infant Growth Curves in a Native American Population,

1992.

Chair. Robbins, J. Nausea and Vomiting of Pregnancy, 1991.

Chair. Gaughan, D. Nursing Needs of Neurologically Impaired Children in Rural Montana, 1991.

Member. Solomon, K. Exercise Compliance and Quality of Life in Coronary Artery Bypass Graft Patients in Rural and Urban Areas, 1989.

Chair. Swehla, B. Perceived Social Support of Primiparous Mother During the First Week

Postpartum Following Early Hospital Discharge, 1988.

Chair. Hill, M. Identification of the Physical and Psychosocial Needs of Head-Injured Individuals Residing in Rural Montana, 1985.

Chair. Koski, C. The Intraoperative Experience in Baccalaureate Nursing Education, 1985.

University, Health Science Center, and College Service: (University of Florida) Selected Activities in Associate Provost Role:

Group Leader, Policy and Procedure Development, University Salary Pay Plan Review,

September, 2008.

Policy and Procedure Development, University Faculty Enhancement Opportunity Program (expend $2M in each year of 3 year pilot program), August 2008 – present

Member, Resource Centered Management Budgeting Committee, July 2008 – present.

Member, Search Committee for Federal Lobbying Firm, Office of University Relations Chair, Search Committee for the Dean of the College of Public Health and Health Professions, 2009 – present.

Appendix III.3.2

University, Health Science Center, and College Service: (University of Florida) (continued)

Chair, Search Committee for the Associate Provost for Undergraduate Affairs, 2009. President, Board of Directors, Oak Hammock (University of Florida Continuous Care Retirement

Community), 2007-2009 (Member, Board of Directors, 1999-2007; 2009-present). Chair, Search Committee for the Dean of the College of Medicine, 2006–2007. Chair, Search Committee for the Dean of the College of Design, Construction & Planning, 2006.

Member (Deans’ Representative), Presidential-Faculty Senate Task Force on the Implementation of

Shared Governance, 2005-2007. Chair, University of Florida Development (fundraising) Oversight Committee, 2005-2009 (Vice-Chair,

2004-2005). Appointed Member, Shands HealthCare, Quality Committee, 1998-2000, 2003-2009.

Member, Internal Advisory Committee, University of Florida Cancer Center, 2000-2005. Member, Search Committee for Vice President for External Relations, University of Florida, 2004. Member, Search Committees for Chief Nurse, North Florida—South Georgia Veterans Health

Systems, 2000, 2002.

Appointed Member, University Commencement Committee, 1999.

Member, Advisory Board, Center for Research on Telehealth and Healthcare Communications, 1999-present.

Appointed Member, Shands HealthCare, Board of Directors, 1995-1999, Representative of Health

Science Center Deans, 1997-1999. Appointed Member, University of Florida Foundation, Board of Directors, 1995-1999.

Member, Search Committee for Vice President for Agricultural and Natural Resources, 1998.

Member, University of Florida Health System, Behavioral Health Advisory Committee, 1996- 1998

Chair, Search Committee for the Dean of the College of Veterinary Medicine, 1996. Member, Governance and Mission Work Group, Reorganization Committee of the Shands Hospital

Board of Directors, 1996.

Member, University of Florida Health System, Steering Committee, 1996.

Member, University of Florida Women Alumnae of Distinction Recognition Committee, 1996. Member, Search Committee for Health Science Center, Chief Communications Officer, 1996.

Appendix III.3.2

University, Health Science Center, and College Service: (University of Florida) (continued)

Member, Search Committee for University of Florida Foundation, Associate Vice President for Development, 1995.

Member, (Health Science Center Deans’ Representative), Provost’s Ad Hoc Committee on Faculty

Activity Report, 1995.

Member, Search Committee for Health Science Center, Associate Director for Development, 1995. Selected University and College Service: (Montana State University)

Charge to the Candidates for Degrees, Invited Speaker, Montana State University Commencement, 1994.

Chair, Search Committee for Associate Vice-President for Outreach, 1993. Chair, MSU Professional Employees Salary Equity Study Committee, 1991-1993. Member, Search Committee for Vice-President for Academic Affairs, 1989-1990.

Member, Rural Nursing Theory Committee, College of Nursing, 1987-1994.

Member (Vice Chairperson, 1986-1990), University Human Subjects Review Committee, 1984-1990. Member (Chairperson, 1985), University Honors Program Committee, 1984-1987. Member, Search Committee for Director, University Honors Program, 1985-1986.

Member, University Graduate Studies Committee, 1984-1987.

Honors: 2009 Recipient of the Great 100 Nurses Award in the Role Model category, Florida Nurses

Association (FNA). 2008 American Association of Colleges of Nursing, Sister Bernadette Armiger Award for

Outstanding Contributions to Nursing Education. 2003 Selected as one of “100 Most Powerful People in Healthcare”, Modern Healthcare 2002 American Association of Colleges of Nursing Representative, White House Signing

Ceremony, Nurse Reinvestment Act 1995 Anna M. Shannon Award for Nursing Education, Montana Nurses Association 1993 Who's Who of American Women, 18th Edition

Appendix III.3.2

Honors (continued): 1989 Faculty Achievement Award for Teaching and Service, University Honors Program,

Montana State University 1988 Recognition Award, (Contributions to Scholarly Nursing Practice), Sigma Theta Tau,

Zeta Upsilon Chapter 1987 Governance Award, University Honors Program, Montana State University 1987 Elected to Fellowship, The American Academy of Nursing 1985 Elected to Phi Kappa Phi, National Honor Society, Land Grant Institutions (Montana State University) 1981 Elected to Phi Beta Kappa (Johns Hopkins University) 1981 Elected to Delta Omega, National Honor Society for Public Health (Johns Hopkins University) 1977-1980 U. S. Public Health Service Pre-Doctoral Nurse Fellowship 1978 Co-recipient of The Johns Hopkins University Alumni Association Award for Academic Achievements, School of Hygiene and Public Health, The Johns

Hopkins University

1976-1977 Behavioral Sciences Departmental Scholarship, School of Hygiene and Public Health, The Johns Hopkins University

1970 Alumni Association Award for Academic Excellence, Wayne State University 1968-1970 National Institute of Mental Health Traineeship Grant, Wayne State University 1968 Alumni Association Award, Potential Outstanding Professional Practitioner, and

Valedictory Address, School of Nursing, Catholic University 1968 Elected to Sigma Theta Tau, International Honor Society for Nursing Selected Continuing Education (1995-present): Semi-Annual Meetings, American Association of Colleges of Nursing, Washington, DC, 1990-2009. Doctoral Education Workshops (annual), American Association of Colleges of Nursing, Sanibel/Captiva Island, FL, 1992, 1993, 1994, 1997-2004, 2007,2008; San Diego, 2009. Connections, Colleagueship and Collaboration, American Association of Colleges of Nursing, Summer

Seminar, San Diego, CA, 2003.

Appendix III.3.2

Selected Continuing Education (1995-present) (continued): Getting Ready for the Rest of the Futures: Excellence as a Change Strategy, American Association of

Colleges of Nursing, Summer Seminar, Vail, CO, 2002. Leadership in Transition: Solutions for Today, Strategies for Tomorrow, American Association of

Colleges of Nursing, Summer Seminar, Vancouver, BC, 2001. Leading in Complex Systems: Bringing Order and Chaos into Balance, American Association of Colleges

of Nursing, Summer Seminar, Santa Fe, NM, 2000. Annual Meeting, Southern Collegiate Council for Education, Atlanta, 1996, 1997, 1998. Reinventing Nursing: The Right Nurse, the Right Time and the Right Place, American Association of

Colleges of Nursing, Summer Seminar, San Diego, CA, July 1997. Interdisciplinary Education as a Prelude to Interdisciplinary Practice, Association of Academic Health

Centers, Fourth Congress of Health Professions Educators, Washington, DC, June 1997. The Digital Decade, Annual Meeting of the Association of Academic Health Centers, West Palm Beach,

FL, October 1996.

Major Gifts Fund Raising for Deans, Council for Advancement and Support of Education, New Orleans, LA, May 1996. Human Resources Policies and the Education of Future Health Professionals, Association of Academic Health Centers/Federation of Schools of the Health Professions, 6th Annual Retreat, Washington, DC, February 1996. Workforce Policy and the Healthcare Market, Annual Meeting of the Association of Academic Health Centers, Aspen, CO, September 1995. Response to a Rapidly Changing Health Care and Education Environment, American Association of Colleges of Nursing, Summer Seminar, Vail, CO, July 1995.

R.N. Registration Current in State of: Florida A.N.A. Certification: Clinical Specialist in Child and Adolescent Psychiatric and Mental Health Nursing,

1982-2006.

Appendix III.3.2

Appendix III.3.2

kpace

· .~ .'

Curriculum Vitae

MICHAEL G . PERRI

Gene al

Date1 0 f - . 1.

r nf () rma t tQrl

bir-t.h:

Marl1:a I staL-Us: Home l address:

Home phone number; Off ire phone number:

8-18-51

marrled, One chi Id

\201) bn-2300

Current Posltlon

IProfessor and Deputy Chalr Depa~tment of Psychology Fair,eigh Dickinson University

:::: r::~nNew Je,,"y 07", l Ph.ol (cl inical psychology) 1978, University of Missoun

Columbia, ( APA-approved) rnter'nShiP, 1977-1978, University of Minnesota (APA-appr 4> ved) M.A. (psychology) 1975, unlverslty of Missouri - Columblf . B.S. (psychology) 1973, Fordham University

I ~~adem~Qjntments

I1989tpresent, Professor, Department of Psycholo g y, Fairlelgh Dickinison univerS1ty, Teaneck, New Jersey

1985~1989, Associate Professor, Department of Psy c hology ralrleigh Dickinson University, Teaneck, New Jersey

1985, Assoc i ate Professor, Department of Psychiatry, Indiana University School of Medicine, Indianapolis, Indiana

19801198~, Assistant Professor, Department of Psychiatry tndiana University School of Medicine, Indianapolis , Indiana

197811980, Assistant Profes s or, Department of Psychoiogy , nlversl t y of Rochester, Rochester, New York I

I

I I j L--.____

Appendix III.3.2

Appendix III.3.2

kpace

Personal Information

Birth Date: Birth Place: Marital Statue: Children:

Home Address:

Business Address:

Education:

University Attended

The Ohio State University

West Virginia University

Current Position:

Dean and Professor College of Pharmacy The University of Florida Ilealth Science Center PO Box 100484 Gainesville, FL 32610

Curriculum Vitae

William H. Riffee

February 17, 1944 Steubenville, Ohio Married (Judith M. Riffee) Evan Martin- born 1972 Ross William- born 1977 Joel David- born 1980 Lucinda Catherine- born 1986

College of Pharmacy The University of Florida Health Sciences Center PO Box 100484 Gainesville, FL 32610 (352) 273-6310

Dates

1970 to 1975 Pharmacology

1962 to 1967 Pharmacy

Degree

Ph.D.

BS in Pharmacy

June I, 1996-present

Appendix III.3.2

Previous Professional Background: Associate Provost for February 1, 2001-June 1, 2006 Distance, Continuing and Executive Education (concurrent with the Dean of Pharmacy position) The University of Florida Health Science Center PO Box 100484 Gainesville, FL 32610 Professor of Pharmacology September 1993-May 31, 1996 James O. Burke Centennial Fellow Director, Learning Resources Center College of Pharmacy The University of Texas at Austin Associate Professor of Pharmacology September 1986-August, 1993 James O. Burke Centennial Fellow Director, Learning Resources Center College of Pharmacy The University of Texas at Austin Associate Professor of Pharmacology September, 1985-August, 1986 Jack Eckerd Fellow in Pharmacy Director, Learning Resources Center College of Pharmacy The University of Texas at Austin Associate Professor of Pharmacology September, 1980-August 1985 Director, Learning Resources Center College of Pharmacy The University of Texas at Austin Assistant Dean and September, 1981-August, 1984 Associate Professor of Pharmacology College of Pharmacy The University of Texas at Austin Assistant Professor of Pharmacology August, 1975-August, 1980 College of Pharmacy The University of Texas at Austin Austin, Texas

Appendix III.3.2

Research Associate September, 1973-August, 1975 College of Pharmacy The Ohio State University Columbus, Ohio Teaching Associate September, 1971-September 1973 College of Pharmacy The Ohio State University Columbus, Ohio Pharmacy Officer (Lieutenant, Senior Grade) October, 1967-July, 1970 (Current Status: Lt. Commander, Inactive Reserves) The United States Public Health Service U.S.P.H.S. Hospital Norfolk, Virginia

Membership in Professional Societies

Other Significant Activities

: American Pharmaceutical Association American Society of Health System Pharmacists American Association of Colleges of Pharmacy Florida Pharmaceutical Association Florida Society of Health-system Pharmacists American Society for Pharmacology and Experimental Therapeutics Society for Neuroscience

Member, Board of Directors, American Foundation for Pharmaceutical Education Member, Advisory Board, Campus Technology, Syllabus Conference Member, Deans Advisory Council, Medco Health Solutions, Inc. Member, Editorial Advisory Board, Pharmaceutical Products Press Overall Administrative Responsibilities: I serve as Dean and Chief Executive Officer responsible for the College of Pharmacy. In that capacity, I have oversight and responsibility of all teaching, research, service, patient care programs, faculty, staff and students in the College. I directly oversee a budget for our College, which involves the management of approximately $30 million budget which supports 200 employees and over 1800 students. The College currently offers the Doctor of Pharmacy, Masters of Science and Doctor of Philosophy degrees. The College of Pharmacy is also very much involved in the development of drug develop technologies leading to patents. It is extremely important to the University to protect the intellectual property of our faculty. In the College of Pharmacy, we have several drug

Appendix III.3.2

discovery initiatives that will, over time lead to significant revenue for the University and the College as well as the faculty involved in their development. I also have the responsibility of development as part of my overall duties as Dean. Dur-ing the last capital campaign (“It’s Performance That Counts) and we exceeded our Col-lege’s goal of $12 million by raising over $21 million. The University is currently in the silent phase of the next capital campaign and the goal for the College of Pharmacy is $18 Million. From February 1, 2001 – June 1, 2006, I also served as Associate Provost for the Univer-sity with the portfolio of all distance, continuing and executive education activities of all academic units on campus. The Distance Continuing and Executive Education office works with an annual budget of approximately $45 million. I supervised one Dean, two Associate Deans, 5 Directors and over 100 staff persons. The office has the responsibility for working with all academic units on campus (Colleges as well as Centers and Insti-tutes) to develop new academic programs, test their marketability, design business plans, market and produce the programs. The office is responsible for interfacing thousands of students studying at a distance with the University infrastructure and the departments in which the courses originate. It was a very unique opportunity for me to obtain extensive experience working with a diverse group of academics from the humanities to the engi-neering sciences in addition to all the health-related Colleges. I also served as part of Provost’s staff and in that capacity, was involved in all areas of the University’s adminis-trative structure. Honors: Appointed to the American Medical Informatics Association Academic Strategic

Leadership Council, September 2006 Syllabus Scholar, Appointed by Syllabus Press, subsidiary of 101 Communica-

tions, 1998- present The Jack L.Beal Postbaccalaureate Award, The Ohio State University, May,

1998 Phi Lambda Sigma Leadership Society 1995

Named Outstanding Alumnus, School of Pharmacy, West Virginia University, 1990

Awarded the Texas Excellence Teaching Award 1989-1990 Named the James O. Burke Centennial Fellow in Pharmacy, 1986-87 Named the Jack Eckerd Centennial Fellow in Pharmacy, 1985-86

Appendix III.3.2

Election into the American Society of Pharmacology and Experimental Thera-peutics and the Society for Neuroscience (1980)

Rho Chi Pharmacy Honorary Leadership Award, The Graduate School, The Ohio State University, 1975 Member, Board of Trustees, TRI Counseling Center, Columbus, Ohio 1974 AFPE Josiah K. Lilly Memorial Fellow, 1973-74 Member, Presidents' Committee on University Resource Allocation and Utiliza-

tion, The Ohio State University, 1973-74 President, Graduate Student Body, The Ohio State University American Foundation for Pharmaceutical Education Fellow, 1973 McKesson Robbins Leadership Award, 1967 RESEARCH INFORMATION Research Interests, Productivity and Plans

Scientific Research Since 1970, I have been involved in research dealing with the effects of central nerv-ous system stimulants from both the behavioral and biochemical aspects. The prima-ry focus of my research has been investigating the central effects of amphetamine and apomorphine, both active in the dopaminergic systems of the brain but differing from the aspect of mechanism of action. A sub-focus of this research has been to study the effects of subchronic administration of these compounds (i.e. given for one or two weeks rather than for months which would be truly chronic administration). During the late 1970s, a phenomenon was being reported from our laboratory as well as others, that subchronic administration of amphetamine and apomorphine was pro-ducing a "reverse tolerance" or a hypersensitive behavioral response to challenge dos-es of the drug. This was the first indication that dopaminergic agonists may up-regulate neuronal systems thus leading to possible clinically relevant conditions as stimulant-induced psychosis. My research efforts have been centered around the characterization of the "reverse to-lerance" syndrome through behavioral and biochemical studies. My laboratory has been able to establish two behavioral models which clearly show the phenomenon as well as biochemical techniques to study the phenomenon at the level of the neuronal systems. The behavioral methods involve the use of stimulant-induced locomotor ac-tivity (measured and evaluated by computerized equipment) and stereotypic verticali-

Appendix III.3.2

zation (evaluated by observation of videotaped behavior). Biochemically, we have investigated the phenomenon using radio-labeled ligand receptor binding, evaluation of in vivo dopamine synthesis, dopamine release, dopamine reuptake and by evaluat-ing the enzyme activity of tyrosine hydroxylase, the rate-limiting enzyme in the syn-thetic chain for dopamine. In November, 1987, I served as Chairman of a symposium entitled "Stimulant-Induced Sensitization; Behavior and Neuropharmacology" at the Annual Meeting of the Society for Neuroscience, New Orleans LA. This Symposium brought together the experts in the area of stimulant-induced sensitization for the first ever presentation of a symposium on this subject. The increase in the abuse of stimulants has sparked the interest in this area, an area of basic research that may have profound influence on the prevention and treatment of long-term effects of stimulant toxicities and addic-tion.

Listing of specific scientific research activities:

1. Use of chemoconvulsive threshold as a method of investigation of effects of

acute and chronic administration of various centrally active drugs (e.g. (+)-amphetamine, (-)-amphetamine & apomorphine).

2. Development and use of radiolabeled tyrosine and chromatographic separa-tion techniques (alumina and cationic exchanges resin) in the determination of rate of synthesis of norepinephrine and dopamine.

3. Development and use of behavioral tests for the evaluation of the effects of drugs which interact with the dopaminergic pathways in the central nervous system. This has involved the extensive use of videotape and subsequent "blind" evaluation of drug-induced behavior.

4. Use of radiolabeled ligands (e.g. 3H-Spiroperidol and 3H-Apomorphine) in the quantification of dopamine receptor binding as a result of the acute and chronic administration of various drugs (e.g. Apomorphine, N-n-propyl-norapomorphine, spiroperidol, (+)-amphetamine, etc.). I have also done a li-mited amount of work with 3H-alprenalol and its labeling of beta-adrenergic receptors to study effects of chronic barbiturate administration of beta-adrenergic receptors.

5. Use of radiolabeled drugs to measure drug distribution in brain and plasma. This also involves separation techniques using organic solvents and aqueous extraction procedures. The distribution of amphetamine isomers and apo-morphine have been studied in my laboratory.

6. I have also studied the development of a silicone-based sustained release sys-tem for morphine. We have developed a pellet that is extremely easy and in-expensive to manufacture that produces in mice and rats very reliable and ex-tensive physical dependence on the drug.

7. My graduate research training (other than dissertation work) involved the use of classic pharmacological techniques used to study mechanisms of drug ac-tion as well as to screen newly developed drugs for possible pharmacological activity.

Appendix III.3.2

Educational Development and Related Activities The University of Texas at Austin I served as the first Director of the Learning Resources Center (LRC) of the College of Pharmacy, The University of Texas at Austin from 1980 until my departure in 1996. The LRC provided a variety of instructional resources to students and faculty members. The LRC provided two-way teleconferencing transmission of elective and required courses between Austin and the Health Science Center in San Antonio as well as the University of Texas Medical Branch in Galveston, so that faculty members at either location can teach students at both sites simultaneously. All of these courses were videotaped and made available for checkout in the LRC Media Library. In addi-tion, selected courses were recorded and made available for (modified) self-paced study for students in Austin.

I developed the College's first venture into distance education in 1978 when we used a terrestrial-based microwave system to carry instruction between Austin and San An-tonio. We improved those capabilities during the early 1980s proving the value of this type of education. During the Summer of 1989, the Learning Resources Center made the transition from terrestrial-based analog television transmission to com-pressed digital transmission for all of our interactive television programming. In 1991, a new state-of-the-art teleconference facility which I designed came on board at the Health Sciences Center at San Antonio. That program continues to be the proto-type others follow when instituting distance education projects.

Within the context of education, I have studied the impact of educational technology on student learning. I have published in the American Journal of Pharmaceutical Education and other periodicals. I have also published in the area of computer use as a teaching tool in laboratories.

In 1994, I founded the University of Texas College of Pharmacy Teaching Academy. The Academy provided a week of instruction for Pharmacy Faculty from across the United States in the area of technology-based teaching and learning. The Teaching Academy continues to this day and has attracted national attention. The University of Florida In 1996 I became the Dean of the College of Pharmacy of the University of Florida. During my first year, I wrote a proposal for a legislative appropriation for the estab-lishment of a state-wide telecommunication network. That has been funded ($1 mil-lion) and we now have multiple sites connected for videoconferencing activities. The following year, we were successful in obtaining legislative recurring funding for on-going support of the teleconference facilities and operation.

As an administrator in the Health Science Center of the University of Florida, I have been called upon to help design various aspects of our computing infrastructure. In addition, I work at the Provost level in developing new directions in the area of dis-tance education, continuing education and executive education. With the close rela-tionship between technology and these educational activities, we share common vi-

Appendix III.3.2

sions and goals with a similar committee designed to evaluate the entire information technology structure of the University.

Several years ago, the Colleges of Pharmacy, Nursing and Health Professions were approved for a new tri-tower building. I was involved in the planning of that building which was completed in March, 2003. The entire HPNP Complex houses state of the art digital classrooms and wired/wireless network infrastructure. In addition, the Col-lege has renovated all of its current space into state-of-the-art research facilities at a cost of $15 Million..

Other Technology-related Educational Activities

Since 1995, I have been involved with Syllabus Press (now Campus Technology) as a resource faculty person teaching technology-based educational approaches to faculty from all over the United States and abroad. In 1998, I was asked to assume the title of Syllabus Scholar along with 5 other colleagues from across the country. Each year, the Scholars are involved in special teaching workshops to help equip faculty with the necessary skills needed for today’s classroom and world wide web-based teaching and learning.

Pharmacy Education Activities

When I arrived on campus in 1996, the College of Pharmacy had a non-traditional program for providing the Doctor of Pharmacy degree to Baccalaureate pharmacy graduates. The program had 20 students at the time. I used my experience with dis-tance education to change the curriculum and the method of delivery of the program. As of the January 2007, we will have an enrollment of 700 students nationwide and overseas. This program is considered one of the best in the nation and one about which I am extremely proud. We have developed the technology suitable for working professionals coupled a competency-based curriculum and facilitator-based faculty oversight model. The annual revenue stream for that program this year will exceed $5 million. Over the last several years, the College has developed Masters programs in Forensic Sciences with enrollments of over 300 a year. All of these programs are taught at a distance.

In Fall, 2002, the College launched three new distant education campuses in Jackson-ville (Shands Hospital), Orlando (University of Florida Research and Education Cen-ter) and St. Petersburg (St. Petersburg College). In the Spring 2006, the College grad-uated the first expansion class and the current enrollment is 1210, double that of 2002.. The faculty have been involved in development activities to help equip them to teach via technology.. With the added enrollment came significant financial re-sources to help increase the number of faculty and staff and implement state-of-the-art distance education technology and pedagogy.

I continue to teach our professional students and part of an honors course. This helps to keep me current in some aspects of pharmacy practice and also keeps me current with the use of new teaching technology. I have been very much involved in develop-

Appendix III.3.2

ing of new technological approaches to teaching and learning through interactions with our technology partner, Digiscript, Inc.

Over the last few years, I have also involved in global aspects of teaching and learn-ing through working with various individuals and institutions abroad. We have been developing pharmacy education content to provide to other countries especially in the areas of pharmacotherapy. We hope this will become a model for AACP involvement in global pharmacy education.

Publications in Refereed Journals: 1. Gerald, M.C. and Riffee, W.H.: Acute and chronic effects of d- and l-amphet-

amine on seizure susceptibility in mice. Eur. J. Pharmacol. 21: 323-330, 1973. 2. Riffee, W.H. and Gerald., M.S.: Determination of endogenous concentrations of

norepinephrine and dopamine and their rates of synthesis in a single mouse brain. Arch. Int. Pharmacodyn. Ther. 219: 70-79, 1976.

3. Riffee, W.H. and Gerald, M.C.: Effects of amphetamine isomers and CNS cate-

cholaminergic blockers on seizures in mice. Neuropharmacology 15: 677-682, November, 1976.

4. Riffee, W.H. and Gerald, M.C.: The effects of chronic administration and with-

drawal of (+)-amphetamine on seizure threshold and endogenous catecholamine concentrations and their rates of biosynthesis in mice. Psychopharmacology 51: 175-179, 1977.

5. Riffee, W.H. and Gerald, M.C.: Acute and chronic effects of (-)-amphetamine on

seizure threshold and brain catecholamines in mice. Biochem. Pharmacol. 26: 799-801, 1977.

6. Waddingham, S., Riffee, W.H., Belknap, J.D. and Sheppard, J.R.: Barbiturate

dependence in mice: Evidence for B-adrenergic receptor proliferation in brain. Res. Comm. Chem. Path. Pharmacol. 20: 207-220, 1978.

7. Riffee, W.H., Wilcox, R.E. and Smith, R.V.: Comparison of behavioral arousal

induced by apomorphine and N-n-propylnorapomorphine. Res. Comm. Chem. Path. Pharmacol. 22: 301-312, 1978.

8. Riffee, W.H., Ludden, R.E., Wilcox, R.E. and Gerald, M.C.: Brain and plasma

concentrations of amphetamine isomers in mice. J. Pharmacol. Expt. Ther. 206: 586-594, 1978.

9. Riffee, W.H., Wilcox, R.E., and smith, R.V.: Modification of drug-induced beha-

vioral arousal by preinjection in mice. Psychopharmacology. 63: 1-5, 1979.

Appendix III.3.2

10. Riffee, W.H., Wilcox, R.E. and Smith, R.V.: Stereotypic and hypothermic effects of apomorphine and N-n-propylnorapomorphine in mice. Eur. J. Pharmacol. 54: 273-277, 1979.

11. Wilcox, R.E., Riffee, W.H. and Smith, R.V.: Videotaping in laboratory investig-

ations of stereotypic effects of antiparkinsonism agents. Pharmacol. Biochem. Behav. 10: 161-164, 1979.

12. Riffee, W.H.: Emergency Medical Drugs. Pharmat Correspondence Course for

Continuing Education. 5: No. 6. 3-24, 1979. 13. Smith, R.V., Wilcox, R.E., Soine, W.H., Riffee, W.H., Baldessarini, R.J. and Ku-

la, N.S.: Plasma levels of apomorphine following intravenous, intraperitoneal and oral administration to mice and rats. Res. Comm. Chem. Path. Pharmacol. 24: 483-499, 1979.

14. Wilcox, R.E., Riffee, W.H. and Smith, R.V.: The pharmacological basis for N-n-

propylnorapomorphine induced stereotypic cage climbing and behavioral arousal in mice. Pharmacol. Biochem. Behav. 11: 653-659, 1979.

15. Wilcox, R.E., Humphrey, D.W., Riffee, W.H. and Smith, R.V.: Stability of apo-

morphine in solutions containing ascorbic acid and bisulfite and effects of the an-tioxidants on apomorphine-induced cage-climbing and hypothermia in mice. J. Pharm. Sci. 69: 974-976, 1980.

16. Wilcox, R.E., Smith, R.V., Anderson, J.A. and Riffee, W.H.: Apomorphine-

induced stereotypic cage-climbing in mice as a model for studying changes in do-pamine receptor sensitivity. Pharmacol. Biochem. Behav. 12: 29-33, 1980.

17. Riffee, W.H., Wilcox, R.E., Anderson, J.A. and McGinity, J.W.: Polydimeth-

oxylsiloxane pellets for sustained delivery of morphine in mice. J. Pharm. Sci. 69: 980-982, 1980.

18. Wilcox, R.E., Riffee, W.H., and Smith, R.V.: Hypothermic effects of N-n-propyl-

norapomorphine in mice...antagonism by neurotransmitter receptor blockers. Psy-chopharmacology. 68: 85-88, 1980.

19. Wolf, M.D., Wilcox, R.E., Riffee, W.H. and Abraham, L.D.: Strain differences in

dopamine receptor function and the initiation of movement. Pharmacol. Biochem. Behav. 13: 5-7, 1980.

20. Wilcox, R.E., Riffee, W.H., Chen, P.C., Hammett, S. III and Smith, R.V.: Beha-

vioral facilitation following chronic administration of N-n-propylnorapomorphine. Psychopharmacology. 72: 113-1115, 1980.

Appendix III.3.2

21. Smith, R.V., Klein, A.E., Wilcox, R.E., and Riffee, W.H. Apomorphine: Bioavai-lability and Effect on Stereotyped Cage Climbing in Mice. J. Pharm. Sci., 70: 1144-1147, 1981.

22. Riffee. W.H., Wilcox, R.E., Smith, R.V., David, P.J. and Brubaker, A.: Inhibition

of R-(-)-apomorphine-induced stereotypic cage-climbing behavior in mice by S-(+)-apomorphine. In Advances in Biosciences: Advances in Dopamine Research, Ed. M. Kohsaka et al., Pergamon Press, New York, 1982.

23. Riffee, W.H., Wilcox, R.E., Goldman, C.P.L. and Smith, R.V.: Effects of apo-

morphine and piribedil on pentylenetetrazol-induced seizures in mice. Psycho-pharmacology 75: 391-395, 1981.

24. Riffee, W.H., Wilcox, R.E., Vaughn, D.M. and Smith, R.V.: Dopamine receptor

sensitivity after chronic dopamine agonists: Striatal 3H-spiroperidol binding in mice after chronic administration of high doses of apomorphine, N-n-propylnor-apomorphine and dextroamphetamine. Psychopharmacology, 77: 146-149, 1982.

25. Wilcox, R.E., Riffee, W.H., Goldman, C.P.L. and Young, R.K.: Effects of ascor-

bate on a dopaminergic response: Apomorphine-induced modification of pentyle-netetrazol-induced seizures in mice. Psychopharmacology, 83: 48-50, 1984.

26. Riffee, W. H. and Wilcox, R.E.: Effects of multiple pretreatment with apomor-

phine and amphetamine on amphetamine-induced locomotor activity and its inhi-bition by apomorphine. Psychopharmacology, 85: 97-101, 1985.

27. Stavchansky, S., Riffee, W.H. and Geary, R.S.: Comparison between locomotor

activity changes produced by phencyclidine and d-amphetamine in CD-1 male mice. Research Communications in Chemical Pathology and Pharmacology, 48: 189-202, 1985.

28. Stavchansky, S., Riffee, W.H. and Geary, R.S.: Chronic administration of phenyl-

propanolamine and caffeine: Effect on locomotor activity. Research Communi-cations in Drugs of Abuse, 7: 37-48, 1986.

29. Woodward, John, Wilcox, R.E., Leslie, Steven W., and Riffee, W.H.: Dopamine

uptake during fast-phase endogenous dopamine release from mouse striatal synap-tosomes. Neuroscience Letters, 71, 106-112, 1986.

30. Riffee, W.H. and Wilcox, R.E. Inhibition of amphetamine-induced locomotor act-

ivity by S-(+)-Apomorphine: Comparison with the action of R-(-)-Apomorphine. J. Pharm. Pharmacol., 39, 71-72, 1987.

31. Riffee, W.H., Wanek, E. and Wilcox, R.E. Prevention of amphetamine-induced behavioral hypersensitivity by concomitant treatment with microgram doses of apomorphine. Eur. J. Pharmacol. 135, 255-258, 1987.

Appendix III.3.2

32. Riffee, W.H., Wanek E. and Wilcox, R.E. Apomorphine fails to inhibit cocaine-induced behavioral hypersensitivity. Pharmacology Biochemistry and Behavior 29, 239-242, (1988).

33. Riffee, W.H., Kirk, K and Hudspeth, D. Views from Former Students on Televi-sion and Videotapes as Forms of Instruction. American Journal of Pharmaceutical Education, 54, 120-125, (1990)

34. Wilcox, R.E., Severson, J.A., Woodward, J.J. Randall, P.K, Vaughn, DM. and Riffee, William H., Striatal Dopamine release is decreased Twenty-four hours af-ter a single apomorphine pretreatment - Relationship to dopamine synthesis, me-tabolism, high-affinity D2 dopamine binding and behavior. Brain Research, 526: 37-44, 1990.

35. Vaughn, D.M, Severson, J.A., Woodward, J.J., Randall, P.R., Riffee, W.H., Les-lie, S.W. and Wilcox, R.E., Changes in striatal dopamine metabolism and synthe-sis - but not in the dopamine release process or in D2 receptor binding - may ac-count for behavioral sensitization following subchronic apomorphine treatment. Brain Research, 528: 109-113, 1990.

36. Riffee, W.H., Computer Technology Can Enhance Presentation of Pharmacologi-cal Principles. American Journal of Pharmaceutical Education, 55, Summer, 1991.

37. Brimberry, W.M., Riffee, W.H., Computers in the Classroom: A New Form of Active Learning, American Journal of Pharmaceutical Education, Vol 59, 1-7, Spring 1995.

38. Kelly, Katherine A., DeBisschop, Michael, Donaldson, Amy R., Hogue, Valerie W., Joyner, Pamela U., Schwinghammer, Terry L. and Riffee, William H.: Pro-fessional socialization of pharmacy students: do we have the right ingredients AND the right formula for success? Currents in Pharmacy Teaching and Learn-ing. 1, 103-109, 2009.

Abstracts and Publications in Professional Journals: 1. Gerald, M.C. and Riffee, W.H.: The effects of d- and l-amphetamine on penty-

lenetetrazol-induced seizures in mice. Pharmacologist, 13: 204, 1971. 2. Riffee, W.H. and Gerald, M.C.: Correlation of amphetamine-induced changes in

seizure threshold with brain catecholamine in mice. Fed. Proc. 33: 552, 1974. 3. Riffee, W.H., Ludden, R.M. and Gerald, M.C.: Comparative brain/plasma con-

centrations of amphetamine isomers in mice. Pharmacologist 19: 195, 1977.

Appendix III.3.2

4. Wilcox, R.E., Riffee, W.H. and Smith, R. V.: Pharmacological effects of apo-morphine in the mouse. Fed. Proc. 37: 855, 1978.

5. Wilcox, R.E., Riffee, W.H. and Smith, R.V.: Stereotypic and hypothermic effects

of apomorphine and N-n-propylnorapomorphine in mice--Antagonism by neuro-transmitter receptor blockers. The Pharmacologist. 20: 223, 1978.

6. Riffee, W.H., Wilcox, R.E., Soine, W.H. and Smith, R.V.: Apomorphine: Com-

parison of plasma levels after administration by various routes. The Pharm-acologist. 20, 184, 1978.

7. Riffee, W.H., Wilcox, R.E. and Smith, R.V.: The use of videotape in the eval-

uation of behavior induced by drug treatment in mice. In the abstracts of the An-nual Meeting of the American Association of Colleges of Pharmacy, 198.

8. Riffee, W.H. and Gerald, M.C.: Brain/plasma concentrations of (+) and (-)-am-

phetamine after acute and chronic administration in mice. In the abstracts of the meeting of the American Academy of Pharmaceutical Sciences, November 14-18, 1976.

9. Vaughn, D.M., Wilcox, R.E., Riffee, W.H. and Chen, P.C.: Behavioral changes

in mice and dopamine receptor sensitivity. The Pharmacologist, 22: 295, 1980. 10. Wilcox, R.E., Goldman, M.E., Anderson, J.A., Davis, P.J., Seyhan, S., Smith,

R.V. and Riffee, W.H.: Inhibition of 3H-Spiroperidol binding to rat striatal mem-branes by S-(+)-apomorphine-comparison with R-(-)-apomorphine, (+)-butaclamol and (-)-butaclamol. Abstracts, Society for Neuroscience, 5:601, 1979.

11. Chen, P.C., Wilcox, R.E. and Riffee, W.H.,: The effect of chronic N-n-propylnor-

apomorphine administration on 6-hydroxydopamine-lesioned rats. Abstracts, So-ciety for Neuroscience 6: 803, 1980.

12. Seyhan, S., Wilcox, R.E., Riffee, W.H., Nematollahi, J. and Smith, R.V.: Synthe-

sis and pharmacological evaluation of ester prodrugs of apomorphine. Paper pre-sented at ACS Southeast/Southwest Regional Meeting, C and EN, October 20, 87, 1980.

13. Vaughn, D.M., Wilcox, R.E. and Riffee, W.H.: Behavioral changes in mice and

dopamine receptor sensitivity, The Pharmacologist, 22: 2295, 1980. 14. Riffee, W.H., Wilcox, R.E. and Smith, R.V.: Inhibition of R-(-)-apomorphine-

induced stereotypic cage climbing behavior in mice by S-+()-apomorphine, Inter-national Congress of Pharmacology, Satellite Symposium on Dopamine, 1981.

15. Riffee, W.H., Wilcox, R.E., Reynolds-Vaughn, R.A. and Smith, R.V.: Inhibition

of R-(-)-apomorphine-induced stereotypic activity and striatal 3H-spiroperidol and

Appendix III.3.2

3H-apomorphine receptor binding by S-(+)-apomorphine. Abstracts for Society for Neuroscience, 11th Annual Meeting, Los Angeles, CA 1:126, 1981.

16. Wilcox, R.E., Riffee, W.H., Reynolds-Vaughn, R.A., Leamons, B.J., Vaughn,

D.M. and Smith, R.V.: Behavioral supersensitivity but decreased 3H-spiroperidol receptor binding after chronic apomorphine, N-n-propylnorapomorphine, and dex-troamphetamine administration. Abstracts for Society of Neuroscience, 11th An-nual Meeting, Los Angeles, CA 1:126, 1981.

17. Smith, R.V., Wilcox, R.E., Young, K., Riffee, W.H., Clement-Cormier, Y.C.: Is

this the S-(+)-isomer of apomorphine a dopamine antagonist? The Pharmacol-ogist, 24: 105, 1982.

18. Smith, R.V., McLean, A., Riffee, W.H. and Wilcox, R.E.: Covalent interactions

of apomorphine with proteins and their possible role in apomorphine-induced sup-ersensitivity in mice. Abstracts of the North American Medicinal Chemistry Sym-posium, Toronto, Canada, page 111, June, 1982.

19. Smith, R.V., Wilcox, R.E. and Riffee, W.H.: Pharmacological activities of R-(-)-

apomorphine and S-(+)-apomorphine. Abstracts of the 184th National Meeting of the American Chemical Society, Kansas City, MO, September, 1982.

20. Smith, R.V., Wilcox, R.E., Young, K., Riffee, W.H. and Clement-Cormer, Y.C.:

Is the S-(+)-isomer of apomorphine a dopamine antagonist?, Pharmacologist, 24 (1982).

21. Riffee, W.H. and Wilcox, R.E. Reduced ability of low doses of apomorphine to

inhibit dopamine release after chronic apomorphine. Modification of dextroam-phetamine induced locomotor activity. Soc. Neurosci. Abstr., 8, (1982).

22. Wilcox, R.E., Riffee, W.H., and Smith, R.V. Behavioral evidence for dopamine

autoreceptor subsensitivity and rebound supersensitivity: multiple ms. single pre-treatments with N-n-propylnorapomorphine. Soc, Neurosci. Abstr., 8, (1982).

23. Smith, R.V., Wilcox, R.E., Young, K., Riffee, W.H. and Clement-Cormier, Y.C.

Possible dopamine antagonist-like effects of S-(+)-apomorphine. Soc. Neurosci. Abstr., 8, (1982).

24. Wilcox, R.E., Riffee, W.H. and Vaughn, D.M. Selective down-regulations of

striatal dopaminergic autoreceptors induced by chronic dopamine agonist treat-ment. Behavior, turnover, release, receptor binding and tyrosine hydroxylation studies. Fed. Proc., 39, 1983.

25. Wilcox, R.E, Woodward, J.J., Vaughn, D.M. and Riffee, R.E. Selective down-

regulation of dopaminergic autoreceptors by dopamine agonists pretreatments. Assessment by endogenous fast-phase release of striatal dopamine. Comparison

Appendix III.3.2

with behavioral, receptor binding, and tyrosine hydroxylase studies. Soc, Neuros-ci. Abstr., 9, #2, 1983.

26. Riffee, W.H. and Wilcox, R.E. Differential effect of multiple dopamine neuronal

activity vs. presynaptic control of transmitter release as measured by ampheta-mine-induced locomotor activity and its inhibition by apomorphine. Fed. Proc., 43 #4, (1984).

27. R.E. Wilcox, W.H. Riffee, H. Ott, and J.J. Woodward. Striatal dopamine syn-

thesis after chronic administration of low doses of apomorphine or spiperone. Conditions of nigrostriatal impulse flow may mask changes in tyrosine hydrox-ylase activity. Fed. Proc., 43 #4, (1984).

28. Woodward, J. J., Wilcox, R.E., Leslie, S.W., and Riffee, W.H. Rapid uptake of

dopamine by mouse striatal synaptosomes. Soc. Neurosci. Abstr., 10, 879, 1984. 29. Riffee, W.H. Computer assisted television instruction. American Journal of

Pharmaceutical Education., 48: 76, 1984. 30. Wanek, E. and Riffee, W.H. Quipazine maleate, A 5-HT agonist, potentiates am-

phetamine-induced locomotion in the mouse. Soc. Neurosci. Abstr., 11 551, 1985.

31. Wilcox, R.E., Severson, J.A., Woodward, J.J., Leslie, S.W., Vaughn, D.M. and

Riffee, W.H. Effects of chronic apomorphine treatment on measures of striatal dopamine function. Soc. of Neuroscience Abstracts, 13, 1987.

32. Riffee, W.H., MacMillan, BA, Rebec, G.V. and Robinson, T.E., Symposium:

Stimulant-induced sensitization; behavior and neuropharmacology, Abstracts, 13, 1120, 1987.

33. Riffee, W.H., Computer Technology: A Tool for innovative Classroom Presenta-

tions, Proceedings of the Twelfth Educational Computing Organization of Ontario Conference and the Eighth International Conference on Technology and Educa-tion, p 399, 1991.

34. Riffee, W.H., Bers, T., Black, B and Scarbrough, J., "The Electronic Classroom:

Building the Future into the Present" Annual EDUCOM Conference Abstracts, Oct 16-20, 1993, Cincinnati Ohio.

35. Riffee, W.H., Pharmacology Laboratory: Use of the computer-based multimedia

as a tool in a modified Problem Based Learning activity. Abstracts of the Com-puter in Health Care Symposium, page 52, Philadelphia, PA. 4/29/94

36. Riffee, W.H., Culp, G., Starrett, D., Sarin, S., Abrahamsen, H.; “Faculty Rewards

in Digital Instructional Environments.” Syllabus, pages 11-14, January 2001.

Appendix III.3.2

37. Riffee, W.H., “Globalization: The Exportation of Higher Education”, Syllabus, page 18, July 2002, Volume 15, No. 12.

38. Riffee, W.H., “Putting a Faculty Face on Distance Education Programs”, Syllabus,

page 10-13, Feb 2003, Volume 16, No. 7.

Invited papers and lectures of a scholarly nature

1. Invited lecturer for a series of continuing education programs for pharmacists of-fered by Continuing Education Office of the College of Pharmacy and the Texas Pharmaceutical Society. The series of seminars was entitled "Patient Communi-cation-Drug Interactions and Trends in Pharmacy Practice."

a. El Paso, TX Feb. 8, 1976

b. San Antonio, TX March 28, 1976

c. Lubbock, TX April 11, 1976

d. Beaumont, TX August 28, 1976

2. Invited lecturer in a series of seminars entitled "The Prescription Drug's Action, Adverse Reactions and Interactions".

a. Fort Worth, TX September 19, 1976

b. Longview, TX October 17, 1976

3. Invited paper entitled "Brain/plasma concentrations of (+)- and (-) amphetamine after acute and chronic administration in mice" at the meeting of the Academy of Pharmaceutical Sciences, The annual meeting of the A.Ph.A. November 14-18, 1976

4. Invited lecturer in a seminar entitled "Allergy and Immunology", April 12-13, 1977, U.T. Health Science Center, Dallas.

5. Invited paper entitled "Comparative brain/plasma concentrations of amphetamine isomers in mice", August 22-25, 1977, Fall Meeting of the American Society of Pharmacology and Experimental Therapeutics.

6. Lecturer, Continuing Education program, “Conditions and Techniques which help pharmacist-Patient Communication" U.T. Health Science Center, San Antonio, TX. October, 1977

7. Lecturer, Department of Nutrition, U.T. Austin, presented a seminar entitled "As-corbic Acid and Central nervous System Dopamine", March, 1978.

Appendix III.3.2

8. Invited paper at the annual meeting of A.A.C.P. entitled "The use of videotape in evaluation of behavior induced by drug treatment in mice" in the section of Bio-logical Sciences, July, 1978.

9. Invited paper entitled "Apomorphine: Comparison of plasma levels after adminis-tration by various routes" the Fall Meeting of the American Society of Pharma-cology and Experimental Therapeutics, Houston, TX Aug 13-17, 1978.

10. Invited paper entitled "Stereotypic and hypothermic effects of apomorphine and N-n-Propylnorapomorphine in mice--antagonism by neurotransmitter receptor blockers". the Fall Meeting of the American Society of Pharmacology and Expe-rimental Therapeutics, Houston, TX Aug 13-17, 1978.

11. Invited lecturer "Antineoplastic and Immunosuppressant Drugs" Pharmacy Post-graduate Seminar, September 30-Oct 1, 1979.

12. Invited paper entitled "Interactive television, development and Utilization". An-nual meeting of the A.A.C.P., Section of Teachers of Biological Sciences, July, 1979.

13. Invited lecturer "Antibiotic Therapy in Pediatrics" given as part of a competency based continuing education program. February 23 and April 26, 1980 in San An-tonio and Dallas, Respectively.

14. Invited paper entitled "Behavioral changes in mice and dopamine receptor sensi-tivity". the Fall Meeting of the American Society of Pharmacology and Experi-mental Therapeutics, April 21, 1980, Mayo Clinic, Rochester, Minn.

15. Invited lecturer "Television production problems-How to overcome them." Fifth Southeastern Conference of the Health Education Media Association. September 22-25, Daytona Beach, Florida

16. Invited lecturer "Funding sources for health education." The Southeastern Health Education Seminar, Orlando Florida, September 28-30, 1983.

17. Invited paper entitled "Differential effects of multiple dopamine agonist pretreat-ments on basal neuronal activity vs. presynaptic control of transmitter release as measured by amphetamine-induced locomotor activity and its inhibition by apo-morphine." Annual Meeting of the Federation of American Societies of Experi-mental Biology, April 1-6, 1984, St. Louis Missouri.

18. Invited lecturer "Clinical Pharmacy in the United States" presented to the Depart-ment of Pharmacy, College of Health Sciences, University of Nairobi, Nairobi, Kenya, East Africa, May, 1985.

19. Invited participant to the "Innovations in Teaching" session at the Annual Meeting of the American Association of Colleges of Pharmacy, Charleston, South Caroli-na, July 11-14, 1987.

Appendix III.3.2

20. As Chairman and presenter of a symposium entitled "Stimulant-Induced Sensiti-zation--Behavior and Neuropharmacology, I presented a paper entitled "Amphe-tamine, Sensitization and Behavior", at the Annual Meeting of the Society for Neuroscience, New Orleans, LA, Nov. 20, 1987.

21. Invited lecturer "Pharmacology of Drugs of Abuse", Texas Education Agency, Region 13, October 14, 1989, Austin Texas.

22. Invited Lecturer "Drugs of Abuse", an eight hours seminar, Texas Education Agency, Region 20, San Antonio, Texas, November 27, 1989.

23. Invited Speaker. "Compressed Digital Television: Interactive Learning Between Campuses", University of Texas at Pan American, Edinburg, Texas, November 1989.

24. Invited Lecturer. "Autonomic Pharmacology". Annual Meeting of the Texas Pharmaceutical Association, June 22, 1990.

25. Invited Lecturer. "Arrested Development, Drug Abuse and Adolescents", Texas Education Agency, Region 13, Austin, Texas August 14, 1990.

26. Invited speaker, Eighth International Conference on Technology and Education, Toronto, Ontario, May, 1991.

27. Invited speaker, Pharmacology Focus Session, Health Sciences Libraries Consor-tium, Philadelphia, PA, July, 1991.

28. Invited speaker for Region 13 Educational Service Center of the Texas Education Agency to present "The Medical Effects of Marihuana, Steroids, Cocaine and Other Drugs", as part of the "Comprehensive School Health Institute for faculty and administrators. June15, 1992, Austin Texas.

29. Invited speaker, University of Texas Macintosh Users Group "The use of the computer as a presentation tool", March 5, 1992.

30. Invited speaker, "The use of computers and teleconferencing in education" Gov-ernment Technology Conference, February 12-14, 1992, Austin Texas.

31. Featured in Alcalde, the U.T. Austin Alumni Magazine in "Computer Teaching: Concepts in Action", January/February 1992.

32. Featured in an article "UT-Austin building more Mac bridges", MacWeek Maga-zine, May 25, 1992.

33. Seminar and Computer workshop in "Computers in teaching biological sciences", Section of Teachers of Biological Sciences, AACP Annual Meeting, San Diego, California. 7/14/93

Appendix III.3.2

34. Seminar: Center for Teaching Effectiveness, The University of Texas at Austin, Experienced Faculty Seminar entitled "Teaching Portfolios". 1/12/93

35. Seminar and Workshop: University of Mississippi College of Pharmacy, entitled "Computer Use in Pharmacy Curriculum". Oxford, Mississippi. 1/20/93

36. Seminar, SEPA-sponsored presentation to school teachers, administrators and nurses entitled "The Pharmacology of Chemical Dependency" (2 hours workshop in the evening and 4 hour workshop the next morning), Longview Texas. 4/28/93

37. Seminar: Computer in Health Care Symposium, sponsored by the Health Library Science Consortium of Philadelphia, "Design, Installation and Implementation of a Computer Classroom for the 90s and Beyond". Philadelphia, PA. 4/29/93

38. Seminar: "Computers in Pharmacy Curriculum", Philadelphia College of Phar-macy, Philadelphia, PA. 4/29/93

39. Seminar, "Incorporation of Computer-based technology in pharmacy curriculum". West Virginia University School of Pharmacy, Morgantown, W.Va. 5/9/93

40. Seminar, SEPA-sponsored presentation to school teachers, administrators and nurses entitled "The Pharmacology of Chemical Dependency and Dually Diag-nosed disorders" (8 hour workshop the morning and a 2 hour workshop in the evening ), Vernon State Hospital, Vernon, Texas. 5/24/93

41. Seminar, "A modified problem-based computer-related pharmacology laboratory" the section of Library and Learning Resources, AACP as a result of receiving ho-norable mention, Innovation in Teaching Award, AACP Annual Meeting, San Diego, California. 7/11/93


43. Seminar, SEPA-sponsored presentation to school teachers, administrators and nurses entitled " Computer Graphics illustration of the Pharmacology of Addicting Drugs"(3 hour session), Texas Conference on Alcohol and Drug Abuse, Austin Convention Center. 7/26/93

44. Seminar, "Exploring Alternative Teaching Methods", Center for Teaching Effec-tiveness Seminar for new faculty, The University of Texas at Austin. 8/12/93

45. Seminar: Juvenile Probation Officers from throughout Texas: "The Pharmacolo-gy of Drugs of Abuse". A lecture format was used in the morning and work ses-sions involving presentations by the students in the afternoon. Austin, Texas. 8/24/93

Appendix III.3.2

46. Seminar, SEPA-sponsored presentation to school teachers, administrators and nurses entitled "The Pharmacology of Chemical Dependency and Dually Diag-nosed disorders" (8 hour workshop the morning and a 2 hour workshop in the evening ), Big Spring State Hospital (nurses, counselors, physicians and adminis-trators), Big Spring, Texas. 8/30/93

47. Computer Talk Article: Pharmacy Education: Formulating the Future, Computer Talk, Volume 13, Number 3, May/June 1993: The computer activities of the Col-lege were part of this cover story.

48. Hosted representatives from Apple TV which produced a program entitled "To-day's innovations and Tomorrow's Technologies". The program highlighted the College of Pharmacy Computer program along with similar programs at Harvard, Purdue and Syracuse Universities. The program was broadcast via satellite on March 25, 1993 and rebroadcast on the MEU channel of cable systems all over the nation. 2/23/93


50. Panel presentation "Implementation of Computers in Pharmacy Curriculum". An-nual meeting of the American Association of Automation in Pharmacy, Sept 10-12, 1993, West Palm Beach Florida.

51. Seminar "Computers in Education", Computerfest, the University of Utah, Oct. 6, 1993., Salt Lake City, Utah.

52. Seminar "Computers in Pharmacy Education", College of Pharmacy, the Universi-ty of Utah, Oct. 6, 1993., Salt Lake City, Utah.

53. Seminar "Computers Integration in Pharmacy Curriculum", College of Pharmacy, The University of Oklahoma, Oct. 13-14, 1994, Oklahoma City, OK.

54. Seminar "Design and Implementation of an Electronic Classroom" Annual EDUCOM Conference, Oct 16-20, 1993, Cincinnati Ohio.

55. Seminar "Pharmacology of Drugs of Abuse" Peer Counseling Group, Student Health Center, The University of Texas at Austin, Oct. 27,1993.

56. Seminar, "Use of Computer in the Classroom" Experienced Faculty Seminar, Center for Teaching Effectiveness, The University of Texas at Austin, Jan 12, 1994.

57. Seminar, "Computer Implementation in Pharmacy Curriculum". The College of Pharmacy, The University of Georgia, Jan 27, 1994, Athens, GA.

Appendix III.3.2

58. Seminar, "Pharmacology Laboratory: Use of the computer-based multimedia as a tool in a modified Problem Based Learning activity". Computers in Health Care Symposium, Philadelphia, PA. 4/29/94.

59. Seminar, "The Neuropharmacology of Addiction", Annual Meeting of the Texas Medical Association, Austin, TX, May 12, 1994.

60. Multiple Seminars, Faculty and Director, College of Pharmacy, The University of Texas at Austin TEACHING ACADEMY, Austin, TX., May 22-25, 1994.

61. Seminar, "Nutrition and Its Effect on Drug Treatment of Hypertension" Depart-ment of Nutrition, The University of Texas at Austin, Austin, TX, July 5, 1994

62. Panel presentation, "Distance Education in the College of Pharmacy", Section of Teachers of Pharmacy Practice, Annual Meeting, AACP, Albuquerque, NM. , July 17, 1994.

63. Seminar, "The Use of Computer Technology in the Classroom", Section of Teachers of Biological Sciences, Annual Meeting, AACP, Albuquerque, NM. , July 20, 1994.

64. Seminar, "The Use of Computers in Pharmacy Curriculum", Faculty Retreat, School of Pharmacy, University of North Carolina, Chapel Hill N.C. August 18, 1994.

65. Seminar, "The Computer as a Presentation Tool in Sales" American Society of Automation in Pharmacy, Tucson AZ, 16-18, 1994.

66. Seminar, "The Computer Kiosk as a Possible Patient Education Source", Interac-tive Systems Inc, Newark N.J., Nov 2, 1994.

67. Seminar, "Computers in the Pharmacy Curriculum" Faculty Retreat, School of Pharmacy, University of Colorado, Aspen Lodge, Colorado, Jan 3-6, 1995.

68. Seminar, "The Future of Pharmacy", General Faculty, West Virginia University Health Sciences Center, Morgantown, WVa, Feb 8, 1995.

69. Seminar, "The Neuropharmacology of Addiction", Vernon State Hospital, Ver-non, TX, April 11, 1995.

70. Seminar, "The Neuropharmacology of Addiction", Annual Meeting of the Texas Association of Corrections, Odessa, TX, April 24, 1995.

71. Workshop, "Distance Education as a part of Telemedicine programs" Telemedi-cine 2000, Lake Tahoe NV, June 15-17, 1995.

72. Seminar, “The use of Multimedia as a Presentation Tool in the classroom?, An-nual Meeting of the American Association of Colleges of Pharmacy, Philadelphia, PA, July 7-12, 1995.

Appendix III.3.2

73. Seminar, “The Creation and use of Multimedia in Higher Education: using a Case Study in Antiepileptic Drugs”, Syllabus Conference, Sonoma, CA July 23-26, 1995.

74. Seminar, “My Vision of the Profession of Pharmacy and Pharmacy Education”, General Faculty, , College of Pharmacy, The University of Florida, Gainesville, FL, January 20, 1996.

75. Workshop, “Creating a Multimedia Presentation for the Classroom”, Syllabus Press Workshop, Miami, FL, April 11-12, 1996.

76. Workshop, “Multimedia Development for Presentation in the Classroom”, Sylla-bus 96, Sonoma CA, July 26-31, 1996.


78. Presentation, “Pharmacy Education in the United States”, U.S.-Thai Consortium Meeting, Thailand, June 21-July 1, 1998.


80. Presentation, “Federal Research Agenda in Pharmaceutical Research”, College of Pharmacy Faculty, University of Illinois, Chicago, May 11, 1999.

81. Presentation by Video Teleconference, “Technology in Pharmacy Education”, Teaching Academy, College of Pharmacy, The University of Texas at Austin, May 26, 1999.

82. Workshop, “Faculty Development, Facility Design and Technology”, Syllabus 99, Sonoma CA, July 25-28, 1999.

83. Facilitator, “Faculty Rewards and Evolving Roles”, Syllabus Institute 1999, Santa Clara Convention Center, Santa Clara California, July 29-30, 1999.

84. Presentation, “The Future of Pharmacy in the United States”, U.S.-Thai Consor-tium, Orlando, Florida, April 4-6, 2000.

85. Presentation by Video Teleconference, “Technology in Pharmacy Education”, Teaching Academy, College of Pharmacy, The University of Texas at Austin, May 25, 2000.

86. Presentation, “The Future of Pharmacy Practice and Technology”, The American Society of Automation in Pharmacy Midyear Meeting, Palm Beach, Florida, Janu-ary 8, 2000.

Appendix III.3.2

87. Presentation, “History and Philosophy of the Pharmacy Curriculum at the Universi-ty of Florida”, Educational Workshop, University Club, University of Muenster, Muenster, Germany, June 23, 2000.

88. Presentation, “The role of Pharmacy in the new millennium” German Association of Pharmacists, Muenster, Germany, June 24, 2000.

89. Presentation, “Clinical pharmacy and the role of pharmacy in the new millennium”, Bavarian Association of Pharmacy, Willstatter-Horsaal der Ludwig-Macimillians-Universitat, June 29, 2000.

90. Workshop, “Faculty Development, Facility Design and Technology”, Syllabus 2000, Santa Clara Convention Center, Santa Clara California, July 22-25, 2000.

91. Facilitator, “Faculty Rewards and Evolving Roles”, Syllabus Institute 2000, Santa Clara Convention Center, Santa Clara, California, July 27-28, 2000.

92. “The Strange Times We are In”, ComputerTalk, pp 11-13 Volume 20, Number 3- May/June 2000.

93. Invited speaker, "The Florida Asthma Project" District III NABP/AACP Boards & Colleges of Pharmacy Meeting, August 7, 2000, Asheville, North Carolina.

94. Invited speaker, “The Future of Pharmacy Practice in the United States”, Pharma-co-Millenial 2000 Conference, Gifu Pharmaceutical University, Gifu, Japan, No-vember 12-15, 2000.

95. Workshop, “Faculty Development, Facility Design and Technology”, Syllabus 2000, Santa Clara Convention Center, Santa Clara California, July 20-21, 2001.

96. Panel Participant, “Open Source Software: A sustainable Model for the Next Gen-eration of the Internet?” Syllabus Conference, Boston, Mass., November 30, 2001.

97. Workshop, “Planning for Technology on Campus: Selecting the Right Technology Creating Faculty Development Activities and Facilities Design”, Syllabus Confe-rence, Boston, Mass., December 1-2, 2001.

98. Speaker, Celebrating Excellence in Medical Education Week, University of Florida College of Medicine Faculty Council and the Office of Continuing Medical Educa-tion and Faculty Development, Gainesville, FL, May 13, 2002.

99. Panel Participant, “Major Technology Initiatives at Research Universities.” Sylla-bus Conference, Santa Clara, California, July 27-31, 2002.

100. Workshop, “Planning for Technology on Campus: Selecting the Right Technolo-gy, Creating Faculty Development Activities, and Facilities Design”, Syllabus Conference, Santa Clara, California, July 27-31, 2002.

Appendix III.3.2

101. Invited Speaker, “Bringing an Entrepreneurial Spirit Into a College of Pharmacy: The Nontraditional Pharm.D. Program" Christian Pharmacists Fellowship Interna-tional Conference, Myrtle Beach, South Carolina, June 21-26, 2002.

102. Invited Speaker, “Resolving the Pharmacy Manpower Problem." Christian Phar-macists Fellowship International Conference, Myrtle Beach, South Carolina, June 21-26, 2002.

103. Presentation, “Distance Education at the University of Florida”, ASTD Technolo-gy-Based Learning Meeting, Atlanta, Georgia, September 26, 2002.

104. Invited Speaker, “Maximizing Success of Distance Education Programs”, The Ohio Learning Network Conference, Columbus, Ohio, March 2-4, 2003.

105. Invited Speaker, “Assessing Faculty for Tenure & Promotion”, Assoc. of Aca-demic Health Centers 10th Congress of Health Professions Educators conference, Washington, DC, June 1-3, 2003.

106. Invited Speaker, “College of Pharmacy progress” Global Gator Meeting, Vienna, Austria, July 4-8, 2003.

107. Invited Speaker and Panel Moderator, “Entrepreneurism and Distance Educa-tion”, Syllabus Conference, San Jose California, July 24-31, 2003.

108. Invited Speaker, “Assessing Faculty for Tenure and Promotion”, 10th Congress of Health Professions Educators, Washington, DC, June 2-3, 2003.

109. Invited Speaker, “College of Pharmacy Progress” Global Gator Meeting, Vienna, Austria, July 4-8, 2003.

110. Invited Speaker and Panel Moderator, “Entrepreneurism and Distance Educa-tion”, Syllabus Conference, San Jose California, July 24-31, 2003.

111. Invited Speaker, “Assessing Faculty for Tenure and Promotion”, 10th Congress of Health Professions Educators, Washington, DC, June 2-3, 2003.

112. Invited Speaker, “Distance Education”, College of Pharmacy faculty, University of Kentucky, September, 2003.

113. Invited Speaker, “Distance Education”, College of Pharmacy faculty, University of Tennessee, November, 2003

114. Invited Speaker, “University of Florida Update” Global Gator Meeting, Leuvan Belgium, June 4, 2005.

115. Invited Speaker, Distance Education Conference, Edulife Corporation, Verona, Italy, June, 2005.

Appendix III.3.2

116. Invited Speaker, Distance Education Conference, Cesumar University, Brazil, June 2005

117. Invited Speaker, “Globalization of Distance Education”, Campus Technology Conference, Los Angeles, CA, June, 2005

118. Invited Speaker, “Resources and Funding”, Campus Technology Conference, Los Angeles, CA, June, 2005

119. Keynote Presenter, “Global Issues Encountered in Health Sciences Distance Education, The Virtual Frontier Conference, Creighton University, Omaha, NE, June, 2005

120. Invited Speaker, “Round Table Discussion on Funding”, Campus Technology Conference, Los Angeles, CA, June, 2005

121. Moderator on New Technology Outsourcing, Executive Summit, Campus Tech-nology Conference, Los Angeles, CA , July, 2005.

122. Invited Speaker, “Defining your Customer”, Academic Impressions Conference, Strategic Planning, Austin, TX, January 2006

123. Invited Speaker, “Conquering Market Opportunities”, Academic Impressions Conference, Strategic Planning, Austin, TX, January 2006

124. Invited Speaker “Distance Education in Pharmacy” Northwest University, South Africa, February, 2006

125. Invited Speaker, “Faculty Development in Blended and Online Learning Confe-rence”, Academic Impressions Conference, Houston, TX, March, 2006

126. Invited Speaker, “Distance Education in Health Sciences”, College of Health Related Sciences at the University of Illinois, Chicago, October 2006

127. Invited Speaker, “Pharmacy Education in the United States”, Fudan University Symposium on Clinical Pharmacy, Shanghai, China, October 2006

128. Invited Speaker, “Business and Pedagogical Models for Online and Distance Learning Programs”, 12th Annual Sloan-C International Conference on Asynchron-ous Learning Networks, Orlando, Florida, November 2006

129. Invited Speaker, “Making Teams of Experts into Expert Teams”, Directors of Development meeting, American Society of Health System Pharmacists Midyear Conference, Anaheim, CA, December 2006

130. Invited Speaker, “Distance Education”, American Distance Education Consor-tium Program Panel and Principal Contact Officers Meeting, Gainesville, Florida, December 2006

Appendix III.3.2

Grants/Contracts/Non-M&O or Wages Funds received

Source Period Amount Title Other Investiga-

tors 1. N.I.H. 9/1/76-8/31/79 $135,504 Metabolism of

Apomorphine and its analogs

R.V. Smith (P.I.) J. Fineg (C.I.) S.W. Leslie (C.I.) S.A. Stavchansky (C.I.)

2. University Research Institute

10/1/76-8/31/77 $4,650 Comparison of the absorption, distri-bution, metabol-ism and excretion of (+)- and (-)-am-phetamine in mice

None


2/1/76-5/30/76 $3,300 Effect of (+)- and (-)-amphetamine on seizure suscep-tibility and central nervous system catecholaminergic neuronal systems

None


1/9/76-2/28/77 $500 Development of an animal model for screening of candidate anti-parkinsonism drugs.

None

5. Texas State Program on Drug Abuse

2/1/77-8/31/77 $24,928 Biopharmaceutics and Drug Analysis Project

A. Martin A.B. Combs R.V. Smith J.C. Bradberry V.A. Yanchick J.W. McGinity

6. N.I.H. * 9/1/78-8/31/80 $29,000 Model for Apor-phines in Parkin-son's Disease *This award was a post doctoral re-search award to Dr. Richard E. Wilcox sponsored by Dr. William Riffee

Appendix III.3.2

7. College of Engi-neering, The Uni-versity of Texas at Austin

9/1/79-8/31/80 $8,625 Development of Graduate teaching via Interactive Television

None

8. N.I.H. 9/1/79-8/31/82 $148,720 Metabolism of Apomorphine and its analogs

R.V. Smith (P.I.)

9. N.I.H. 12/1/79-11/30/81

$92,145 Apomorphine: Chronic Adminis-tration and Dopa-mine

R. Wilcox (Co. P.I.) R.V. Smith (C.I.)



None

11. N.I.A.A.A. 4/1/81-3/31/85 $263,462 Neurochemical Correlates of Ethanol Stimula-tion

C.K. Erickson (P.I.)

12. U.R.I. 11/1/81-3/31/82 $9,500 Investigation of dopamine agonist-induced presynap-tic receptor sub-sensitivity in the central nervous system of the mouse

None



None

14. Smith-Kline-Beckman Corpora-tion (GAPS grants program through A.A.C.P.)

6/1/82-5/31/83 $25,598 Computer assisted televised instruc-tion

None



None

16. N.I.H. 12/1/82-11/31/85

$148,668 Apomorphine: Chronic Adminis-tration and Dopa-mine

R.Wilcox (Co. P.I.)

Appendix III.3.2



None



None



None

20. B.R.S.G. 3/1/86-3/31/87 $7,500 Effect of Sub-chronic Amphe-tamine Adminis-tration on Tyro-sine Hydroxylase Activity in the Central Nervous System of Mice

None

21. Project Quest 11/25/86 $12,000 (in equip-ment and software)

The Development of a Tool to Diag-nose, Teach and Evaluate Clinical Decision-Making Skills in Pharmacy Students

L. Crismon (Co. P.I.)

22. NCR Corporation 3/1/86 $10,000 (in equip-ment and software)

Computer Equip-ment and Software for Use in Under-graduate Pharma-cy Dispensing La-boratories.

None



None



None

Appendix III.3.2

25. Continuing Educa-tion Division, Col-lege of Engineering, The University of Texas at Austin for the United States Air Force, Kelley Air Force Base

9/1/89 $5,732 High Tech metals None

26. Continuing Educa-tion Division, Col-lege of Engineering, The University of Texas at Austin for The Texas Depart-ment of Highways

3/1/89 $5,055 "Engineering of Pre-Stressed Con-crete"

None

27. College of Educa-tion program on Minority Education

4/1/89 $1,800 Post production editing sessions for program on Minority Educa-tion

None

28. College of Educa-tion for the I.B.M. Corporations

5/1/89 $4,260 Training videotape entitled "Team-work"

None

29. Division of Pharma-cy Administration, College of Pharma-cy, The University of Texas at Austin

6/1/89 $900 VAPs Procedures and patient coun-seling for Value Added Pharmacy Services Grant Program

None

30. Texas Pharmaceuti-cal Association and other donors

1/10/89-5/30/89 $15,790 Production of a videotape entitled "Pharmacy, Where Are We Going"

Hazel Pipkin (Co P.I.)

31 University of Texas Administration

9/1/89-8/31/90 $40,000 Operations Fund-ing for the Digital Television Effort of the College's Learning Re-sources Center

None

Appendix III.3.2

32 Various Donors 9/1/89-8/31/90 $6,438 Post-production: Center for Trans-portation Research Parenteral Incom-patibilities, Texas Society of Hospit-al Pharmacists Slide show: Texas Pharmaceutical Association

None

33. Project Quest 7/15/90-6/30/91 $6,000 (in computer equip-ment)

Development of Animated and Graphics-Based Interactive Phar-macology Labora-tory Software

Alan Combs (Co PI)

34 University of Texas Administration


None

35. The University of Texas Administra-tion

12/1/90 $700,000 Innovative uses of Computer Tech-nology in Educa-tion

Robert Pearlman, Vice Chairman

36. Texas ASCD 8/1/91 $2000 Development of Videotapes for Curriculum De-sign Within, School Districts of Texas

None

37. Various Contracts 9/1/90 - 8/31/91 $11,454 Contracts for me-dia productions

None

38. University of Texas Administration


None


9/1/91 $88.000 Innovative uses of Computer Tech-nology in Educa-tion


Appendix III.3.2


6/1/91 $912,000 Innovative uses of Computer Tech-nology in Educa-tion


41. Various Sources 9/1/91-8/31/92 $16,879 Contract funds for Video Productions and other activi-ties

None

42. Marion Merrel Dow Inc.

9/1/92 "Calcwork" & "Pharmacokinet-ics"

43. Sandoz Corp 9/1/92 "Osteoporosis"

"Asthma Educa-tion:

"Rheumatoid Arthritis"

"Dyslipoprotein-emia"

"Atherosclerosis"

"Hematopoesis"

44. Apple Computer Corporation

12/1/92 Site license for "At Ease" security software

45. Iomega Corporation 12/1/92 50 Bernoulli re-movable disk drives (valued at over $600 each). This grant allowed for significant ex-pansion of soft-ware utilization within the elec-tronic classrooms designed and im-plemented over the past two years.

Appendix III.3.2

46. Sandoz Corporation Marion Merril Dow, Apple Computer

5/1/94 $14,500 Support of the College of Phar-macy Teaching Academy

W. Riffee, P.I., James Karboski and Alan Combs, Co PIs

47. Apple Computer Corporation

7/1/94 $5,000 Support of the Computer Work-shop, Annual Meeting, AACP, July 15-20, 1994

None

48. AACP GAPs Pro-gram

7/1/95 4$0,387 Study of the Inter-net-Based World Wide Web Net-work as a Medium for Offering a Problem-Based Case Study Series

W. Riffee, P.I.

49 American Institute for Pharmacy Prac-tice

9/1/2000 $100,000 Study of computer enhancement of pharmacy curricu-lum

None

50 American Institute for Pharmacy Prac-tice

1/5/2003 $100,000 Development of training for clerk-ship preceptors in pharmacy curricu-lum

None

51 National Institutes of Health

10/08/2003 $900,000 Extramural Re-search Facilities Construction Grant to Complete Renovation of the P Wing – Medical Sciences Building

W. Riffee, P.I.

Appendix III.3.2

2003 to Present

1998 to 2003

1996 to 1998

Judith C. Russell

Office: 732 North Cap itol Street , NW Washington, DC 20401

Home:

(202) 512-0571 jrussell@gpo. gov

Recent Accomplishments • Set the course for transformation of GPO into 21 sl century digital information producer and

provider as a senior executive and managing irector for the agency • Assumed leadership in strategic planning and olicy development for national information

dissemination programs during a time of transf rmation and rapid change • Reengineered the GPO Sales Program from s bs!antial annual losses to cost recovery • Recognized as an expert on issues surroundin tangible and digital information management ,

authentication, access, versi on contro l, securi! ,digitization, and preservation

Experience: u,s, Government Printing Office (GPO) Superintendent of Documents (Managing Dir ctor, Information Dissemination) • Leads the agency in providing public access to information published by the U.S. government

and establishing the policy guidance and strat gy for its information dissemination programs with a combined staff of 220 and income of $7 mill ion

• Responsib le for GPO's Library Services and C ntent Management business unit that includes the Federal Depository Library Program , the C taloging and Indexing Program, the International Exchange Service and GPO Acc ss, the agency's onl ine public access databases

• Responsible for GPO's Publication and Inform tion Sales business unit that sells U.S. government publications and provides reimbur able distribution services to Federal agencies

• Serves as the primary spokesperson and advo ate for GPO's information dissemination programs

• Collaborates and negotiates with other Federal agencies to ensure no-fee permanent public access to published Federal information throu~h GPO information dissemination programs

• Consults with the professional and scholarly lib ary and information science communities on the future roles of libraries, educational requireme ts for the next generalion of information professionals and essential retraining for eXisT g professionals

U.S. National Commission on Libraries & Inf4rmation Science (NCLlS) Deputy Director I

• With Commissioners and Executive Director, r~sponsible for development and implementation of NCLIS policy and communication of policy r~commendations to the Administrat ion , the Congress and other interested individuals and lorganizations

• Responsible for NCLIS administration , includ ing financial management, appropriations, contracts and purchasing, personnel, pubticaticims management, and information technology

• Organized hearings on Kids and the Internet, Library and Information Services for Individuals with Disabilities, School librarians: Know1edg~ Navigators Through Troubled Times, and the proposed closing of the National Technicallnf~rmation Service (NTIS)

• Produced A Comprehensive Assessment of P blic Information Dissemination; Trust and Terror New Demands for Crisis Information Dissemin tion and Management and Public Sector/Private Sector Interaction in Providing formation Services

IDD Enterprises, L.P. Director, Government Services Division, 100 Digital Alliances • Responsible for introducing 100 products and erv ices into the Federal, state and local

government markets, including management the sales and sales support staff • Responsible for 100 responses to Requests fo Proposals (RFP) • Provided business analysis and speCification 0 requirements (proposals) for 100 custom webs sites such as Smith Barney Access and Liberty eaps

Appendix III.3.2

Appendix III.3.2

2009

Christopher Silver, F AICP

Home Address

Office Address Dean's Office College of Design, Construction and Planning University of Florida 331 Architecture Building Gainesville, FL 32611

Education

Degree Institution Major Field of Study Year Ph.D. University of North Carolina American Urban History 1981 M.U.R.P Virginia Commonwealth Univ Urban & Regional Planning 1979 M.A. University of North Carolina American History 1975 B.A. S1. Lawrence University History J973

Academic and Professional Appointments

"Ul"IVERSlTY OF FLORJDA, Gainesville . Dean, College of Design, Construction and Planning and Professor, Department of Urban and Regional Planning, 2006-present

INSTITUTE OF TECHNOLOGY, BANDUNG, Indonesia Fulbright Senior Specialist, April 2004

UNIVERSITY OF ILLINOIS, at urbana-Champaign Professor and Head, Department of Urban and Regional Planning, 1998- 2006

RESEARCH TRJANGLE INSTITUTE Urban Development Advisor, Municipal Finance and Environmental Infrastructure Project, USAID, Jakarta, Indonesia, 1995-1997

VIRGINIA COMMONWEALTH UNIVERSITY Associate Dean, Graduate and International Studies, College of

Humanities and Sciences, 1994-1995 Associate Dean, School of Community and Publ ic Affairs, 1991-1994

(Acting Dean, 4/94 - 7/94) Professor, Urban Studies and Planning, 1994- J997 Associate Professor, Urban Studies and Planning, 1985-1994 Assistant Professor, Urban Studies and Planning, 1980-1985 Instnlctor, Urban Studies and Planning, 1979-1980

INSTITUTE OF TECHNOLOGY BANDUNG, Indonesia

Appendix III.3.2

2

Fulbright Senior Lecturer, City and Regional Planning, May-July 1992 UNIVERSITY OF INDONESIA, Jakarta, Indonesia Fulbright Senior Lecturer, American Studies, 1989-1990

RICHMOND (VA) REDEVELOPMENT & HOUSING AUTHORITY Redevelopment Assistant, 1978-1979 Research Technician, 1976-1978

Awards/Offices Held Fulbright Senior Specialist Program, Washington, DC Peer Review Panel, Urban Planning, 2005- present Journal of Planning History, Editor, 2002-present American Planning Association

Planning Fellowship Program, 2000-2005 Chair, International Division, 2004-2006 Journal of the American Planning Association Co-Editor, 1993-1998 Co-Book Review Editor, 1988-1993

Best Feature Honorable Mention “Welfare Reform, Cities, and Planners: A One-Year Post- Reform Appraisal” (v. 64, no. 1)

Runner-Up, Best Article Award, 1995 International Planning History Society, Council Member, 1983-1991, 1993- present Secretary General, 2008 - Co-Chair, 2008 IPHS conference, Chicago Producing Affordable Dwellings (Nonprofit), Richmond, Virginia, President, 1992-1995

American Institute of Certified Planners College of Fellows, 2008 -

History Landmarks/Pioneers Jury, 1999-2005 Association of Collegiate Schools of Planning ACSP Representative, Global Planning Education Association Network, 2006- Past President, 2005-2006

President, 2003-2005 Vice President/President-Elect, 2002-2003 Vice-President (elected two terms), 1999-2002 Southeast Representative (elected), 1991-1993 Chair, Distinguished Planning Educator Committee,1992-1993

Society for American City and Regional Planning

Appendix III.3.2

3

Recipient, Laurence Gerckens Prize for Sustained Excellence in the Teaching of Planning History, 2007 President,1991-1993

Board Member, 1993-present Catherine Bauer Wurster Prize for the Best Article in American

Planning History, 1986-1989, "Urban Planning in the New South," Richmond Better Housing Coalition, Richmond, Virginia

Board of Directors, 1991-1995 Virginia Chapter of the American Planning Association, Chapter Historian, 1991-1995

Urban History Association, Board of Directors, 1989-1991 Virginia Housing Research Advisory Board, Member, appointed by

Governor Gerald Baliles and reappointed by Douglas Wilder, 1989-1994

Twentieth Century Richmond (1984), Choice Outstanding Academic Publications, 1984-85

Virginia Citizens' Planning Association, Student Achievement Award, 1979 University of North Carolina, Chapel Hill, President, Graduate History

Association, 1975-1976 Grant Funded Projects/Applied Research Spencer Foundation, for Journal of Planning History, 2006, $5,000 Fulbright Senior Specialist, Institute of Technology, Bandung, Indonesia, $8,800 Travel Grant to Southeast Asia, Center for East Asian and Pacific Studies, 2003, $4,000 Editor, Journal of Planning History. 2002-2007, $40,000 Principal Investigator, Course Development Grant and Travel Grant, Center for East Asian and Pacific Studies, UIUC,2001-2003, $11,000 Principal Investigator, Cypriot Planner Training, AMIDEAST/U.S. Department of State, June-August 2002, $23,000 Principal Investigator, PDPP Curriculum/Internship Program, USAID-Jakarta

November 2001 - November 2002, $98,998 Principal Investigator, Cypriot Planners= Tour, Bicommunal Support Project, AMIDEAST, March 2001, $36,726 Principal Investigator, Community-Based Planning, Participation and

Decision-Making in Urban Revitalization, Association Liaison Office for University Cooperative Development, U.S. Agency for International Development, in cooperation with the Institute of Technology Bandung, Indonesia, 1999-2002, $100,000

Coordinator, Network for European and U.S. Regional and Urban

Appendix III.3.2

4

Studies, a cooperative program involving the University of Illinois, Urbana-Champaign, University of North Carolina, Chapel Hill, University of California, Irvine, Humboldt University, Vienna University of Economics and Business Administration, And Groningen University, under funding from the Fund for Improvements in Post Secondary Education (FIPSE), l998 B2001, $220,000

Principal Investigator Tourism Training Project, with Institute of Technology, Bandung (July-August 1994), $42,000 Co-Principal Investigator (with L.Beall) Assessment Project for Institute of Technology, Bandung, U.S. Agency for Inter national Development (1995-1996), $25,000 Co-Editor, with Gary T. Johnson (1993-1998), Journal of the American Planning Association, $601,000 Co-Principal Investigator (with L.Beall), University Development Linkage Grant, U.S. Agency for International

Development (1992-1997), $500,000 Fulbright Senior Lectureship, Institute of Technology, Bandung, Indonesia, U.S. Information Agency (1992), $18,500 Co-Principal Investigator, Indonesia Urban Management Training

Program, U.S. Agency for International Development (1992), $ 24,500 Fulbright Senior Lectureship, University of Indonesia, Jakarta, U.S. Information Agency (1989-1990), $ 42,000 Book Review Co-Editor-with Gary T. Johnson (1988-1993), Journal of the American Planning Association, $35,340 Principal Investigator, Vacant House Study, City of Richmond (1989), $15,000 Co-Principal Investigator, Affordable Housing Study, Hanover County Virginia (1989), $25,000 Principal Investigator, "Revitalization in Southern Cities." VCU Faculty Grants-In-Aid, 1987-1988, $5,286 Principal Investigator, Housing Study for James City County, VA, 1986, $13,300

Project Director and Co-Principal Investigator, Fair Housing Assistance Program, Virginia Dept. of Commerce,

1984- 1989, $162,000 International Studies Curriculum Development Grant (1982), $1,500 SCPA Faculty Development Award (1981), $2,800 Editorships/Manuscript Reviewing

Journal of Planning History, Editor, 2001-present

Journal of South East Asian Tourism and Hospitality Editorial Board, 2001- present

Journal of Planning Literature, Editorial Board, 1996-2001

Appendix III.3.2

5

Jurnal Perencanaan Wilayah dan Kota (Journal of City and Regional Planning)

Editorial Advisory Board, 1999- present Journal of the American Planning Association Co-Editor (with Gary T. Johnson), 1993-1998 Co-Book Review Editor (with Gary T. Johnson), 1988-1993 Editorial Advisory Board , 1987-1989, 2000-present Co-Editor, Centennial Issue, 2008-09 Planning Perspectives: International Journal of History, Planning and the Environment Book Review Editor, 1984-1989 Referee of over seventy manuscripts for International Journal of Urban and Regional Research, Journal of Urban History, Journal of Historical Geography, Journal of the American Planning Association, Planning Perspectives, Journal of Planning Literature,Landscape Journal, Florida Historical Quarterly, South Atlantic Urban Studies Journal, Journal of Planning Education and Research, Pacific Historical Review Duke University Press, Greenwood Press, University of Tennessee Press, Johns Hopkins University Press, Gordon and Beach Publishers, Penn State Press

Publications Books Planning in the Urban South, 1890-1949, University of Tennessee Press (Five of six chapters completed - final manuscript in 2008-09) Planning and Decentralization: Contested Spaces for Public Action in the Global South, co-authored with Faranak Miraftab and Victoria Beard (Routledge, 2008) Planning the Meagacity: Jakarta, Indonesia in the Twentieth Century (Routledge, 2008) Planning the Twentieth-Century American City, ed. (with Mary Corbin Sies). Baltimore: Johns Hopkins University Press, 1996. The Separate City: Black Communities in the Urban South, 1940-1968 (with John V. Moeser). Lexington: University Press of Kentucky, 1995.

Twentieth Century Richmond: Planning, Politics and Race. Knoxville: University of Tennessee Press, 1984. Book Chapters “Tourism, Cultural Heritage and Human Rights in Indonesia: The Challenges of an Emerging Democratic Society,” in F. Diedre Ruggles and Helaine Silverman, eds., Cultural Heritage and Human Rights (Springer, 2007) “New Urbanism and Planning History: Back to the Future,” in Monclos, Javier and Guardia, Manel, eds., Culture, Urbanism and Planning (Ashgate, 2006), pp. 179-193.

Appendix III.3.2

6

“Urban Tourism and Urban Revitalization: Gateway Tourism Model as a National Strategy,” in Myra Gunawan, ed., Tourism in Indonesia (Bandung, Indonesia: Center for Tourism Studies, 1998). “Urban-Based Ecotourism in Indonesia,” in John Minnery, Myra Gunawan, Michael Fagence, and Darryl Low Choy,eds.,Planning Sustainable Tourism (Bandung, Indonesia: Institute of Technology, Bandung, 1997), p. 91-97. “The Racial Origins of Zoning in American Cities,” in In the Shadows: Urban Planning and the African American Community, eds. June Manning Thomas and Marsha Ritzdorf. Newbury Park, CA: Sage Publications, 1997. "The Changing Face of Neighborhoods in Memphis and Richmond, 1940-1985," in Shades of the Sunbelt: Essays on Ethnicity, Race and the Urban South, eds. George Pozetta and Randall Miller. Westport, CT: Greenwood, 1988. "Housing Policy and Black Suburbanization: An Analysis of Changing Quality of Black Housing in Suburbia Since 1950," in Race, Ethnicity and Minority Housing in the United States, ed. Jamshid Momeni. Westport, CT: Greenwood, 1986. "Norfolk and the Navy: The Evolution of City-Federal Relations, 1917-1946," in The Martial Metropolis: U.S. Cities in War and Peace, ed. Roger W. Lotchin. New York: Praeger, 1984. "Urban Planning and Urban Development in the New South," in Perspectives on the Urban South, eds. Pilzer, Pindur and Proctor. Norfolk: Old Dominion University, 1979. Articles (Refereed) “An Experiment in the Internationalization of Planning Education: The NEURUS Program,” (with Harvey Goldstein, Scott Bollens, and Edward Feser), Journal of Planning Education and Research 25, no.4 (Summer 2006):349-363 “Do the Donors Have It Right? Decentralization and Changing Local Governance in Indonesia,” Annals of Regional Science 37 (2003): 421-434. “Tourism and Local Economic Development in the Era of Indonesia=s Decentralization,” ASEAN Journal of Hospitality and Tourism 1 (July 2002): 83-90. “Intergovernmental Transfers and Decentralization in Indonesia,” (with Iwan J. Azis and Larry Schroeder), Bulletin of Indonesian Economic Studies 37, no. 3 (2001): 345-62. "John Nolen: Planner for the New South," Journal of Planning Education and Research 15 (1996): 101-110. "Race, Social Stratification and Politics: The Case of Atlanta, Memphis and Richmond," (with John V. Moeser) Virginia Magazine of History and Biography 102 (October 1994): 519-550. "The Racial Origins of Zoning: Southern Cities and Race from 1910-1940," Planning Perspectives: An International Journal of History, Planning and the Environment 6 (1991): 189-205. “Revitalizing the Urban South: Neighborhood Preservation and Planning in Three Cities,” Journal of the American Planning Association 57 (Winter 1991): 69-84. "Urban Planning in the New South," Journal of Planning Literature 2 (August 1987): 371-383.

Appendix III.3.2

7

“Neighborhood Planning in Historical Perspective," Journal of the American Planning Association 51 (Spring 1985): 161-174. "The Ordeal of Planning Postwar Richmond,” Journal of Urban History 10 (November 1983): 33-60. "Can You Compensate for a Lost Home? An Analysis of the Impact of the Uniform Relocation Act in Richmond, Virginia," (with R. Allen Hays) Urban Affairs Papers 2 (Winter 1980): 33-49. "A New Look at the Urban Old South," South Atlantic Urban Studies Journal 3 (1979): 141-172. Articles (Commissioned/Non Refereed) “ACSP in Retrospect: Presidential Address, October 25, 2003, “ Journal of Planning Education and Research 23, 3 (Spring 2004): 312-316 “John Fulmer Bright,” in Brent Tartar, Sandra Treadway and John Kneebone, eds., Dictionary of Virginia Biography, Vol. 2 (Richmond: Virginia State Library and Archives, 2001 “Shaping the Profession: A Review of Twenty Years of JAPA,” with Gary T. Johnson and Robert Hodder, Journal of the American Planning Association 64 (Autumn 1998): 389-394. "A Sharp Right Turn? Continuity and Change in American Planning" Report for the Natural and Built Environment Professions, with Gary Johnson and Robert Hodder, Jr., (February 1995): 4-6. "Urban Tourism Development: A Case for Indonesia," Jurnal Perencanaan Wilayah dan Kota, (1994): 45-52. "Planning the New American City," Jurnal Perencanaan Wilayah dan Kota 6 (December 1992): 24-33. "George Ainslie," in Brent Tartar, Sandra Treadway and John Kneebone, eds., Dictionary of Virginia Biography, Vol. 1 (Richmond: Virginia State Library and Archives, 1993). "New Directions in Planning in the United States, "Jurnal Studi Amerika 1 (January 1991): 42-51. "The Influence of American Culture in Asia: An Urban Perspective," Asian Culture 18 (Summer 1990): 69-84. "Foreword," in Housing and Racial/Ethnic Minority Status in the United States, ed. J. Momemi (Westport, CT: Greenwood, 1987). "America's Planning Legacy," Drexel Library Quarterly 21 (Fall 1985): 7-32. "Perspective on Future Development in Richmond," Richmond Surroundings (Fall 1986): 86-87. "Planners and the Changing Center City in Twentieth Century America," Planning History Bulletin 5 (1983): 29-40. Book Reviews and Review Essays Review of Peter J.M. Nas, ed., Directors of Urban Change in Asia. London: Routledge, 2005, in International Journal of Urban and Regional Research 30, n. 2 (2006): 475-477.

Appendix III.3.2

8

Review of Allison Dorsey, To Build New Lives Together: Community Formation in Black Atlanta, in Journal of American History (2006) Review of Jon A. Peterson, The Birth of City Planning in the United States, 1840-1917 in History: Reviewsof New Books (September 2004). Review of Cathy D. Knepper, Greenbelt, Maryland: A Living Legacy of the New Deal in The Journal of American History (March 2003): 1578-1579. Review of Robert Fishman, ed., The American Planning Tradition: Culture and Policy in Planning Perspectives 17 (April 2002): 190-192. Review of Abidin Kusno, Behind the Postcolonial: Architecture, Urban Space and Political Cultures in Indonesia in Planning Perspectives: An International Journal of History, Planning and the Environment 16 (October 2001): 425-427.

Review of Zane L. Miller and Bruce Tucker, Changing Plans for America=s Inner Cities: Cincinnati=s Over-the-Rhine and Twentieth Century Urbanism in Planning Perspectives An International Journal of History, Planning and the Environment 14 (1999): 321-323

Review of Stephen J. McGovern, The Politics of Downtown Development: Dynamic Political Cultures in San Francisco and Washington, D.C. in Journal of the American Planning Association 65 (Spring 1999): 228-9.

Review of Robert A. Beauregard, Voices of Decline: The Postwar Fate of U.S. Cities, in Journal of American History (June 1998): 316-7. Review of John W. Reps, ed. and author of headnotes, Urban Planning, 1794-1918: An International Anthology of Articles, Conference Papers, and Reports, http://www.library.cornell.edu/Reps/DOCS/homepage.htm, in Journal of Planning Education and Research 18 (Winter 1998): 181-2. Review of Ronald H. Bayor, Race and the Shaping of Twentieth-Century Atlanta, in Journal of American Ethnic History Review of Howard Gillette, Jr., Between Beauty and Justice: Race, Planning, and the Failure of Urban Policy in Washington D.C. in Pennsylvania History 64 (Winter 1997): 136-8. Review of Marie Tyler McGraw, At the Falls: Richmond, Virginia and Its People in Southern Culture 2 (1996). Review Essay, "Visions of the Modern City," in Journal of Urban History 22 (March 1996): 399-407. Review of Carolyn Adams, David Bartelt, David Elesh, Ira Goldstein, Nancy Kleniewski, and William Yancey, Philadelphia Neighborhoods, Division and Conflict in a Post Industrial City in Pennsylvania History 60 (January 1993): 125-7. Review of Paul D. Escott and David R. Goldfield, The South for Southerners, in Journal of Mississippi History (1992): 104-106. Review of Robert B. Fairbanks and Kathleen Underwood, eds., Essays on Sunbelt Cities and Recent Urban America, in Georgia Historical Quarterly (1992): 772-774.

Appendix III.3.2

9

Review of Robert Bullard, ed., In Search of the New South: The Black Urban Experience in the 1970s and 1980s, in Journal of Mississippi History (1990): 243-244. Review of William Wilson, The City Beautiful Movement in Jurnal Studi Amerika 1 (January 1991): 42-51. Review essay, "New Paths in City Planning History," in Journal of Urban History 15 (May 1989)): 337-351. Review of Ronald Lawson, ed., The Tenant Movement in New York City, 1904-1984, in Planning Perspectives: An International Journal of History, Planning and the Environment 3 (January 1988): 116-118. Review essay, "The Age of Urban Decline," in Journal of Urban History 12 (May 1986): 309-317. Review essay, "American Planning and Planners," in Journal of Planning Education and Research 3 (Winter 1984): 129-130. Review of Carl Abbott, The New Urban America: Growth and Politics in the Sunbelt, in Journal of the American Planning Association 48 (Winter 1982): 116-117. Review essay, "Catching Up With a Fact of Life," in Planning 48 (November 1982): 25-26. Review essay, "Urban Economic Development in Nineteenth Century America," in South Atlantic Urban Studies Journal 5 (1981): 358-363. Select Unpublished Works “Monitoring Indicators for the Urban Policy Action Plan: Financial Performance in Cities, 1990-1998,” Municipal Finance Project report, Jakarta, Indonesia, February 1998. With Iwan Azis, Kismet Kosasih and Larry Schroeder, “Effectiveness and Efficiency in Utilization of INPRES Dati II: A Local Perspective,” Municipal Finance Project report, Jakarta, Indonesia, September 1997. Optimizing the Use of Intergovernmental Transfers in Urban Financial Management, Text and Trainers Material, Urban Management Training Program, Municipal Finance Project, Indonesia, 1996 Monitoring Indicators of Repelita VI Urban Policy Action Plan, Bappenas, Government of Indonesia, 1996, Main Text and Annexes. "Vacant and Abandoned Residential Structures in Richmond," study prepared for the Richmond Department of Community Development, June 1989. "Black Suburbanization in Virginia, 1970-1980," study prepared for the Virginia Department of Commerce, Office of Fair Housing, 1987. "Assessment of Housing Conditions in James City County, Virginia, 1980-1986," study prepared for James City County, Virginia. "Public Policy and Black Employment in the Urban South: The View from Atlanta, Birmingham, Houston, New Orleans, and Richmond," (with John V. Moeser), study prepared under a grant from the Center for Public Affairs, Virginia Commonwealth University.

Appendix III.3.2

10

Paper Presentations, Panels and Speeches (Since 1988) Discussant, Session on Master Planning, Planning for Masters, Association of Collegiate Schools of Planning Conference, For Worth, TX, November 11, 2006 Paper, “From Batavia to Jakarta: Colonial Planning Origins of the Southeast Asian Megacity,” 11th Bi-ennial Planning History Conference, SACRPH, Coral Gables, FL, October 2005. Panel, “Emerging Trends in Asian Urbanization and Planning,” ACSP-AESOP Third Joint Congress, Leuven Belgium, July 8-12, 2003 Paper, “Public Housing and the Restructuring of the Southern City, 1936-1965,” ACSP-AESOP Third Joint Congress, Leuven, Belgium, July 8-12, 2003. Paper, “Donors, Decentralization, Democratization and the Emergence of Civil Society: Perspectives from Developing Nations,” 44th ASCP Conference, Baltimore, MD, November 21-24, 2002. Panel, Mentoring Junior Faculty in Global Planning Research, 44th ACSP Conference, Baltimore, MD, November 21-24, 2002. Paper, “Donors and Decentralization: The Case of Indonesia,” at Globalization and Urbanization Seminar, Bellagio Center, Lake Cuomo, Italy, August 2002. Paper, “Decentralization, Democracy, Social Capital Formation and Community-Based Planning in Indonesia,” Association of Collegiate Schools of Planning Conference, Cleveland, November 8, 2001 Paper, “The New Deal, the Fair Deal and the Reorientation of Planning Southern Cities,” 9th Biennial Planning History Conference, Philadelphia, November 1, 2001 Paper, “New Urbanism and Planning History: Back to the Future,” Symposium Honoring John Reps, Cornell University, Ithaca, NY, September 19, 2001 Paper, “Decentralization and Community-Based Planning: The Case of Indonesia,” with Furqon Sofhani, 1st World Planning Schools Congress, Tongji University, Shanghai, China, July 11, 2001 Paper, “The Face of Sprawl in Developing Countries: Jakarta,” Association of Collegiate Schools of Planning Conference, Atlanta, GA, October 2000 Paper, “Infusing the Colonial City in the Modern Metropolis: Historic Preservation Planning in Jakarta, Indonesia,” 8th Biennial Conference on Planning History, Washington, D.C., November 18, 1999. Paper, “Layers of the Megacity: Planning and Changing Land Use in Central Jakarta, 1900-1990,” with Wariki Sutikno, Association of Collegiate Schools of Planning Conference, Chicago, IL, October 22, 1999. Speech, “Creating and Sustaining Community: Federal-Local Relations in the United States,” University of North Sumatra-U.S. Information Service American Studies Conference, Medan, Indonesia, August 26, 1999. Paper, “Planning for Development in the Megacity: The Case of Jakarta, Indonesia,” Association of Collegiate Schools of Planing Conference, Pasadena, CA, November 5, 1998.

Appendix III.3.2

11

Speech, “Creating the Twentieth Century Megacity: Jakarta, Indonesia,” Chicago Urban History Seminar, Chicago Historical Society, October 22, 1998 Paper, “Jakarta’s Planning and Development in the Pre-War Years: Seeds of the Megacity,” International Planning History Society Conference, Sydney, Australia, July 1998. Commentator, session “Beyond the Vernacular: Professional City Planning and Reformation of Four North American Cities, 1914-1953,” Organization of American Historians Conference, Indianapolis, IN, April 5, 1998 Paper, “Evolution of INPRES and Regional Development,” World Bank International Workshop on Regional Development Policy for Repelita VII, Jakarta, Indonesia, November 1997. Paper, with Sujana Royat, “Intergovernmental Financial Transfers and Urban Development: The Challenge and Dilemma of Reducing Dependency in Indonesia,” ASCP-AESOP Conference, Toronto, July 25-28, 1996 Commentator, Session on Market Forces, Consumer Life Styles and the Making of the American People, American Studies Association of Indonesia Fourth National Congress, Jakarta, June 25, 1996

Paper, Urban Tourism in Indonesia: A New Opportunity, Seminar on Management of Tourism, Hasannudin University, July 8, 1995. "Urban Management Education in Indonesia: Developing a Paradigm for Effective Practice,” (with Ananto Yudono), Association of Collegiate Schools of Planning Conference, Phoenix, AZ, November 1994. Commentator, Session on "Race and Politics in Metropolitan Atlanta," Organization of American Historians Conference, Atlanta, GA, April 15, 1994. Commentator, Session on "Race and Housing in Urban America, 1940-1960," Urban Affair Association Conference, New Orleans, March 5, 1994. Paper, "The City Today," Americans in Motion Conference, Virginia Historical Society, Richmond, VA, March 10, 1994. Presidential Address, "Planning History and the Changing American Metropolis," 5th Annual Conference, Society of American City and Regional Planning History, Chicago, November 20,1993. Presentation, VCU/UNHAS Urban Management Linkage," USAID 1993 Training Officers Workshop, Washington, D.C., June 1993. Lecture, "Richmond 1900-1948," VCU Free University, May 1993. Paper, "Southern Cities in War: The Planning Perspective," Douglas Southall Freeman Symposium on World War II and the American South, University of Richmond, March 26, 1993. Paper, "John Nolen: Town Planner for the New South," Association of Collegiate Schools of Planning Conference, Columbus, Ohio, October 31, 1992. Paper, "NIMBY in Historical and Cross-Cultural Perspective: Precedents and Prospects," Governor's Housing Conference, Richmond, VA, October 15, 1992.

Appendix III.3.2

12

Paper, "Historic Preservation as Urban Preservation:The Case of U.S.Cities," Institute of Technology, Bandung, Indonesia, June 16, 1992. Paper, "War, Virginia Neighborhoods and Social Change: The Planning Response," Conference, Bring the War Home: Virginia and the World War II Experience, Virginia Historical Society, Richmond, March 6, 1992. Moderator/Commentator, "Visions of Planning Pioneers: Nolen, Bartholomew, Whitten and Wilcox," Fourth National/Fifth International Planning History Conference, Richmond, Virginia, November 9, 1991. Moderator, Session on "Affordable Housing: An International Perspective," 1990 Governor's Housing Conference, Richmond, Virginia, October 16, 1990. Commentator, "Urban and Regional Studies," Conference on New Directions in Virginia History, Virginia Historical Society, Richmond, Virginia, October 12, 1990. Speech, "The Fulbright Experience in Indonesia," Seminar on Globalizing theFaculty, Virginia Commonwealth University, Richmond, Virginia, October 4, 1990. Moderator, Panel Discussion on Regional Cooperation (videotaped), Leadership Metro Richmond Educational Program, October 3, 1990. Speech, "New Directions in Planning in the United States," City Planning Seminar, Hasanuddin University, Ujung Pandang, Indonesia, May 31, 1990. Speech, "History of Planning in the United States," IKIP, Medan, Indonesia, May 29, 1990. Speech, "Contemporary Urban Planning Issues in the United States," Padang City Hall, West Sumatra Planning and Government Officials, May 23, 1990. Same presentation given to groups of city planners and government officials in Medan City Hall, May 25, 1990 and to audience of 50 attending a seminar sponsored by the Indonesian-American Friendship Association, Surabaya, Indonesia, May 17, 1990. Speech, "The City in Twentieth Century American," American Cultural Center, Jakarta, Indonesia, May 15, 1990. Paper, "The Influence of American Culture in Asia: An Urban Perspective, Asian Federation of American Studies Association, Taipei, Taiwan, April 21, 1990. Speech, "City Planning History in the United States," Institute of Technology, Bandung, Indonesia, April 13, 1990. Speech, "Urbanization and Culture in Early Twentieth Century America," Gadjah Mada University, Yogjakarta, Indonesia, March 3, 1990. Speech, "Housing and Planning," Housing Development Board, Singapore, February 23, 1990. Speech, "Historic Preservation and Planning in U.S. Cities," Urban Redevelopment Authority, Singapore, February 22, 1990. Speech, "Urban America: Past and Present," Islamic State Institute, Semarang, Indonesia, December 15, 1989. Speech, "Urban History and Urban Planning in America: the Search for Useable Past," British Council, Jakarta, Indonesia, December 5, 1989.

Appendix III.3.2

13

Paper, "Social Origins of Zoning: The Case of the Urban South," Association of Collegiate Schools of Planning, Portland, Oregon, October 6, 1989. Paper, "Highways and the Revitalization of Southern Cities," American Planning Association, Atlanta, April 1989. Interviews with Stephanie Pyle, on "Richmond Neighborhoods, WCVE-Richmond, April, 1989. Paper, "Revitalizing the Urban South: A Comparative Perspective," Southern Historical Association Conference, Norfolk, Virginia, November 10, 1988. Paper, "The Black Community and the Politics of Race: Atlanta, Memphis and Richmond, 1940-1960," (with John Moeser), Columbia University Seminar on the City, May 11, 1988. University-Level Service Virginia Commonwealth University

1993-1995 Task Force on International Studies 1992-1994 Bachelor of General Studies Committee 1992-1994 Asian Task Force (University) - Vice-Chair 1991-1995 Graduate Deans Advisory Committee 1991-1993 SACS Self-Study Committee, Continuing Education 1991-1994 Academic Status Committee 1991-1994 University STAR Committee 1991-1995 University Intellectual Properties Committee 1988-1989 University Retention Committee 1987-1989 University Task Force on the Social Sciences 1987 College of Humanities and Sciences, Promotion and Tenure Committee (for Scott Keeter) 1986 University Task Force on International Studies and Foreign Language 1985-1986 Committee to Review International Student Exchange Program 1985-1989 University Club Committee (Chair) 1986-1988 Multi-Cultural Experiences Team, Varieties of Undergraduate Experience Project 1984-1985 University Task Force on the Liberal Arts 1982-1983 Project on White Faculty/Black Students, Sponsored by the Center for the Improvement

of Teaching Effectiveness 1982-1983 Advisor, Bachelor of General Studies 1983-1988 Coordinator, International Studies Minor Program 1994-1995 1981-1983 International Studies Committee 1982 Ph.D. Examination Committee for Robert Stokes, School of Education 1981-1986 Faculty Senate

Economic Status Committee (1981-1982) Alumni & Community Relations Committee (1983-1984) Executive Committee (1985-1986)

1984-1986 Faculty Senate of Virginia

University of Illinois

1997-2000 Faculty Senate

Appendix III.3.2

14

1998-2000 Graduate Dean Search Committee 1998-2001 International Council 1998-2000 Search Committee, International Environmental Faculty Member, Department of Natural

Resources 19980 Faculty Affiliate, Center for East Asian and Pacific Studies 19990 Faculty Affiliate, Office of Women in International Development 1999- Member, Community Vitality and Economic Development Sub-Council, Strategic

Partnership Illinois Initiatives 2001- Coordinator, Community Vitality and Economic Development, Strategic Partnership

Illinois Initiative 2001-2002 Oak Street Facility Task Force, University Library 2002-2003 Study Abroad Advisory Committee 2002- Long-Range Advisory Group, University Library 2006 Chancellor’s Task Force on Civic Commitment 2006 Chair, Orchard Downs Advisory Committee

Courses Taught * created new course Virginia Commonwealth University CSE 115/116 The American City (Part I & II) CSE 315 Evolution of the American City USP 116 Introduction to Urban Studies* USP 202 Introduction to Housing USP 245 Housing and Community Revitalization USP 310 Introduction to Public Planning USP 340 Urban Habitat* EDU 350 Culture and Urbanism in Great European Cities: Paris* USP 432/532 Theories and Problems in Urban and Regional Planning USP 433 Comparative Urban Experience in the United States USP 471/571 Introduction to the Study of the Future INT 490 Seminar in International Studies USP 561 Housing and Development Policy* USP 605 Urban Planning History* USP 620 Development of Urban and Regional Planning: Theory and Practice* USP 641 Community Power and Planning for Social Change USP 691 International Planning* USP 745 Dynamics and Issues in Housing University of Illinois UP 101 Cities, Regions and Planning UP 199 Urban Habitat UP 329 Pro-Seminar in International Development UP 394 International Development Planning UP 394 Southeast Asian Urbanization and Development UP 494 Participatory Planning Processes UP 404 Urban Structure and Functions UP 494 U.S. Regional Planning FAA 130 The Arts and Identity in an International Context UP 504 History of Urban Planning

Appendix III.3.2

15

Teaching and Research Fields Urban and Planning History Planning Theory International Urban Management and Development Planning Housing and Community Development Social Planning Urban Finance Urban Tourism Planning Neighborhood and Historic Area Planning Monitoring Indicators Comprehensive Planning Planning and Minority Community Issues Select Workshops, Training and Continuing Education “New Localism for the 21st Century: Strategies and Approaches to Successful Decentralization in the ASEAN Region,” 6-day training institute, Center for American Education and the University of Illinois,, May 2004, Singapore (served as institute organizer, keynote speaker and convenor) PDPP Curriculum, Site Visits to Regional Universities, sponsored by USAID, Jakarta, Indonesia, August 2003 Local Government Management Institute, (two weeks), UIUC, July 1999, 2000, 2001, 2002 Presenter, Urban-Based Ecotourism, Training and Workshop on Planning Sustainable Tourism, Institute of Technology, Bandung, June 25-30, 1996, Presenter, Executive Program in Tourism Development Planning, Institute of Technology, Bandung, September 25-October 7, 1995. Presenter, "Urban Tourism," Seminar on Tourism Management, Hasanuddin University, Ujung Pandang, July 1995. Coordinator, Tourism Planning Training Seminar, Virginia Commonwealth University, July 25-August 5, 1994. Presenter, Tourism Planning Workshop, Institute of Technology, Bandung, Indonesia July 26-August 4, 1993. Presenter, Urban Management Workshop, Hasanuddin University, Ujung Pandang, Indonesia, July 22, 1993. Presenter and Co-Organizer, Indonesia Urban Management Training Program, Virginia Commonwealth University, April 5-23, 1993. Presenter and Organizer, Tourism Planning Workshop, Virginia Commonwealth University, November 1992. Presenter, Urban Management Seminar, Hasanuddin University, Ujung Pandang, Indonesia, June 1992. Presenter and Co-organizer, Urban Management Training Program, Virginia Commonwealth University, March 1992. Coordinated and moderated "Twentieth Century Richmond," eight-week course, Virginia Commonwealth University Continuing Studies, Fall 1985.

Appendix III.3.2

16

Languages French-Beginning Indonesian-Intermediate

Appendix III.3.2

JOHN WESLEY WRIGHT II Dean

College of Journalism and Communications University of Florida

HOME ADDRESS: BUSINESS ADDRESS: Office of the Dean 2096 Weimer Hall University of Florida Gainesville, Florida 32611 (352) 392-0466

EDUCATION

1973-1977 The Ohio State University Ph.D. in Mass Communication Columbus, Ohio 43210 Awarded August 31, 1977

1972-1973 University of Central Florida Master of Arts in Communication Orlando, Florida 32816 June 8, 1973

1969-1971 University of Central Florida B.A. Pol itical Science, Cum Laude Orlando, Florida 32816 June 6, 1971

1963-1967 Avon Park High School June 6, 1967 Avon Park, Florida

CURRENT POSITION

• Dean, College of Journalism and Communications, University of Florida. Responsible for all aspects of administration of the College. Member of Graduate Faculty and serve on master's and doctoral committees.

• Major Research and Teaching Areas: Mass Communication - broadcast journalism, telecommunication research, telecommunication regulation, media law, news and audience research, social science research methods.

SPECIAL AWARDS AND ACTIVITIES

Selected three times as "Teacher of the Year" for the College of Journalism and Communications, University of Florida, 1984- 1985, 1989-90, and 1992-93.

Nominated for UF Alumni Professor Award, 2003.

Recei ved Salary Step P Ian for Professors, Spring 2001.

Winner of UF Sustained Performance Evaluation Award , Spring 1999.

Winner of Professorial Excellence Award 1998-99.

Appendix III.3.2

Winner of Teaching Incentive Award, 1995-96. Selected as "Researcher of the Year" in the College of Journalism and Communications, University of Florida, 1988. Received research award, with Lawrence Hosman, from the Commission on Communication and Law, awarded annually to the author of the outstanding research article by the Speech Communication Association, Washington, D.C., November 1983. Named twice in the School of Humanities, University of Alabama in Birmingham, as college nominee for the Ingall's (Outstanding Teaching) Award, 1979-1980 and 1980-1981.

EXPERIENCE: TEACHING AND ADMINISTRATION

July 2006- Present Dean (previously Interim Dean) Responsible for

administration of College, including graduate and, undergraduate programs, and direct multi-media properties including, WRUF AM-FM and WUFT FM-TV and Web sites.

July 1999- Executive Associate Dean/ July 2006 Senior Associate Dean Assisted dean in carrying out very broad range of

administrative responsibilities, including budget, curriculum and personnel management.

August 1993 - Associate/Assistant Dean Directed Ph.D. and M.A. June 1999 for Graduate Studies programs for College, taught graduate and undergraduate courses. August 1982- Associate Professor/Professor Teach research courses, Present University of Florida media law, broadcast journalism, regulations.

Appendix III.3.2

August 1978- Assistant Professor Taught mass communication July 1982 University of Alabama, courses

Birmingham August 1976- Assistant Professor Taught mass communication August 1978 Purdue University in Ft. Wayne courses

PROFESSIONAL BROADCASTING EXPERIENCE August 1963-1971: WAVP, WINQ, WAUC, WJCM, WSEB. Responsibilities have included reporting, news director, production manager, music director, program director for AM-FM station. Formats include MOR, Top 40, Talk, and Country and Western.

PUBLICATIONS AND CONVENTION PAPERS BOOKS: Smith, F.L., John W. Wright, II and David Ostroff, Perspectives on Radio and Television: Radio and Television in the United States. Lawrence Erlbaum Associates, Mahwah, NJ: 1998, 27 Chapters, 688 pages. (Wright author of chapters 8, 13, 15, 16, 18, 20, 25-27.) Smith, F.L., Milan Meeske and John W. Wright, II, Electronic Media and Government: The Regulation of Wireless and Wired Mass Communication in the United States. White Plains, NY: Longman Publishing, 1995, 16 Chapters, 528 pages. (Wright author of chapters 1, 2, 9, 14, 15, 16.) Springhorn, Ronald G. John W. Wright, II and Michael J. Beatty, Introduction to Human Communications: A Course Workbook. Dubuque, Iowa: Kendall Hunt Publishing. 1977, 142 pages. BOOKS, CHAPTER: Springhorn, Ronald G. Explorations in Human Communication: A Basic Understanding. Columbus, Ohio: Collegiate Press, 1978. Wrote chapter on mass media communications, "Mass Communication: Receiving Messages from the Media." REFEREED PUBLICATIONS: “Trial by Media? Media Reliance, Knowledge of Crime and Perception of Criminal Defendants,” with Susan Dente Ross (Wright first author), Communication Law and Policy, 2(1997), 397-416. "Deregulation and Public Perceptions of Television: A Longitudinal Study," Communication Studies, 41(1990), 266-277. “Listener Perceptions of Radio News," with Lawrence A. Hosman (Wright first author), Journalism Quarterly, 63(1987), 802-808, 814.

Appendix III.3.2

"The Effects of Hedges and Intensifiers on Impression Formation in a Simulated Courtroom Contest," with Lawrence A. Hosman (Wright second author), Western Journal of Speech Communication, 51(1987), 160-173. "Communication and Trial Advocacy: A Review and Critique of the Literature," with Lawrence A. Hosman (Wright first author), in Proceedings of the Florida Institute for the Study of the Trial, Orlando, Florida; March, 1980. "Language Style and Sex Bias in the Courtroom," with Lawrence A. Hosman (Wright first author), in Southern Speech Communication Journal, ILVIII (1983), 137-152. "Analysis of the Interpersonal Dimension of High Anxiety Communication," with Arthur J. Cara (Wright first author), in Communication

REFEREED PAPERS PRESENTED AT SCHOLARLY CONFERENCES

, XIV (1983), 79-98. NON-REFEREED PUBLICATIONS: "A Review of Research on Jury selection and Jury Behavior," with K. Phillip Taylor, (Wright second author), published in Proceedings of the National Conference on Communication Strategies in the Practice of Lawyering, Tucson, Arizona, Fall 1983. H.R. 3333: An Analysis of the Critical Issues Involved in the Attempted Rewrite of the Communications Act of 1934. Published by the Republican Caucus of the United States Senate, December 10, 1979.

“Women in Television News Management: Do They Make a Difference?” with Laura K. Smith (Wright second author), presented as a Top Three Paper at the national conference of the Association for Education in Journalism and Mass Communication, Baltimore, August, 1998. "Media Reliance and Potential Agenda-Setting Effects of the Mass Media on Scientific Investigation," with Carla Bare (Wright second author), presented at the national conference of the Speech Communication Association, Miami, November, 1993. "Media Reliance and Perceptions of a Criminal Defendant," presented as a Top Three Paper to the Communication and Law Division at the national conference of the Speech Communication Association, Atlanta, November, 1991. "A Longitudinal Study of Public Perceptions of the Deregulation of Television," with Lawrence Hosman (Wright first author) presented to the Mass Communication Division at national conference of the Speech Communication Association, San Francisco, February, 1989.

Appendix III.3.2

"Perceptions of Radio News: A Survey of News Interests, Format Preferences and Listening Behavior," with Lawrence A. Hosman (Wright first author), accepted for presentation at the national conference of the Speech Communication Association, Chicago, November, 1984. "Television News and Information Processing: An Analysis of the Cognitive Switching Behavior of Television News Viewers," with Thomas A. McCain (Wright first author), presented at the national conference of the Speech Communication Association, Washington, D.C., November, 1983. "The Effects of Hedges and Hesitations on Impression Formation in a Simulated Courtroom Context," with Lawrence A. Hosman (Wright second author), presented at the national conference of the Speech Communication Association, Washington, D.C., November, 1983. “An Analysis of the Interpersonal Dimension of High Anxiety Communication," with Arthur J. Cara (Wright first author), presented at the national conference of the Speech Communication Association, Louisville, November, 1982. "Language Style and Sex Bias in the Courtroom: The Effect of Male and Female Use of Hedges and Intensifiers on Impression Formation," with Lawrence A. Hosman (Wright first author), presented at the national conference of the Speech Communication Association, Los Angeles, November, 1981. "Communication and Trial Advocacy: A Review and Critique of the Literature," with Lawrence A. Hosman (Wright first author), presented at the annual conference of the Florida Institute for the Study of the Trial, Orlando, March, 1980. "The Measurement of Perceived Volition: A Critical Variable for Persuasion Research," with Ronald G. Springhorn (Wright second author), presented at the annual conference of the Western Speech Communication Association, San Francisco, November, 1976. NON-REFEREED PROFESSIONAL CONFERENCE PAPERS "A Review of the Research on Jury Selection and Jury Behavior," with K. Phillip Taylor (Wright second author), presented at the annual conference of the National Trial Institute, Tucson, June, 1983. "The Campaigns of George C. Wallace: Rhetorical Strategies and Media Functional Analysis," with John J. Makay (Wright second author), presented at the annual conference of the Southern Speech Communication Association, Birmingham, April, 1980.

Appendix III.3.2

COURSES TAUGHT

Telecommunication Regulation (Graduate Level) Mass Communication and Society (Graduate Level) Mass Communication History Seminar (Doctoral Level) Mass Communication Research Methods (Graduate Level) Legal Problems in Mass Communication (Graduate Level) Mass Media Policy Seminar (Doctoral Level) Broadcast Journalism and News Writing Investigative Reporting Mass Media Law Theories of Mass Communication Process and Effects of Mass Media Journalism Fact Finding Telecommunications Research Methods Telecommunications Operations and Programming Broadcast Management Introduction to Telecommunications Mass Communication History Telecommunication History

PROFESSIONAL ORGANIZATIONS

Association for Education in Journalism and Mass Communication Association of Schools in Journalism and Mass Communication National Communication Association International Communication Association Florida Press Association (Board of Directors)

Appendix III.3.2

Part III,

Section 3

Appendix 3

Office of the President University of Florida

J. Bernard MachenJ. Bernard "Bernie" Machen, D.D.S., M.S., Ph.D., was appointedas the 11th president of the University of Florida in October2003 and assumed the office on Jan. 5, 2004.

A native of Greenwood, Miss., Dr. Machen grew up in St. Louis.After attending Vanderbilt University for his undergraduatestudies, he earned his doctor of dental surgery degree from St.Louis University and his master of science in pediatric dentistryand doctorate in educational psychology from the University ofIowa.

Prior to coming to Gainesville, Dr. Machen served six years asthe president of the University of Utah. From 1995 to 1997, hewas provost and executive vice president for academic affairs at the University ofMichigan and served as dean of the University of Michigan School of Dentistry from1989 until 1995. He also served as professor and associate dean at the University ofNorth Carolina's School of Dentistry from 1983 to 1989, and was president of theAmerican Association of Dental Schools in 1987.

From 1992 to 1995, Dr. Machen was a member of the National Academy of Science'sInstitute of Medicine Committee on Educating Dentists for the Future. He also has apast appointment as chief of the Department of Extension Services at the U.S. ArmyInstitute of Dental Research.

Since coming to the University of Florida, Dr. Machen has shepherded the universitythrough a period of rapid growth and increasing prestige. Today, UF has 50,000students, a research budget topping $518 million, and an endowment of over $1billion. Dr. Machen has also undertaken several ambitious initiatives aimed bothimproving UF and enhancing its contribution to the state and nation. These includeefforts to create a more culturally diverse campus, enhance students' educationalexperience, promote statewide economic development, bring about better stewardshipof natural resources and make the university more environmentally friendly.

In 2005, Dr. Machen introduced the First in Family Scholarship Program, designed toprovide financial assistance for economically disadvantaged students who are the firstin their families to attend college. The program attracted the attention of Florida Gov.Jeb Bush, who subsequently advocated a similar statewide program, the FirstGeneration Scholarship Program.

To attract and retain the nation's best and brightest faculty, Dr. Machen created theFaculty Challenge with a goal of raising $150 million in private support for endowmentto give faculty the tools they need to enhance classroom instruction and conductworld-class research. To date, the faculty challenge has raised nearly $200 million.

About The Office

The President

First Lady

Honors & Awards

Executive Staff

President's Update

UF President's House

Past PresidentsAndrew Sledd (1904-1909)

Albert Murphree (1909-1927)

James Farr (1927-1928)

John J. Tigert (1928-1947)

Harold Hume (1947-1948)

J. Hillis Miller (1948-1953)

John Allen (1953-1955)

J. Wayne Reitz (1955-1967)

Stephen C. O'Connell (1967-1973)

E.T. York (1973-1974)

Robert Q. Marston (1974-1984)

Marshall Criser (1984-1989)

Robert Bryan (1989-1990)

John Lombardi (1990-1999)

Charles E. Young (1999-2003)

Search:President's Site

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Appendix III.3.3

Office of the Provost / Academic AffairsAcademic Affairs

About the OfficeFaculty/Staff InfoStudent InfoAdministrator InfoOfficesAdmissions, Faculty Development,Graduate School, Honors, InstitutionalPlanning and Research, Ombuds,Records Management, Registrar,Undergraduate Affairs

Quick LinksAcademic Learning Compacts,Community College Relations, CourseApproval System, Course Evaluations,Faculty Handbook, Teacher Evaluations,University Budget Office, UniversityCommittees, Boards & Councils

About the Provost

Dr. Joseph GloverOffice of the Provost and AcademicAffairsProvost and Senior Vice President forAcademic [email protected] Tigert HallBox 113175Gainesville, FL, 32611-3175352-392-2404

Duties

BiographyJoe Glover has been Provost and Senior Vice President of Academic Affairs sinceJuly 2008. Dr. Glover arrived at UF in 1983 as an assistant professor inmathematics. He chaired the Mathematics Department from 1993 to 1998 andserved as Associate Dean for Faculty Affairs in the College of Liberal Arts andSciences from 1998 to 2001. Beginning in 2001, Dr. Glover served as AssociateProvost for Academic Affairs for six years and as Interim Provost for nine months.Dr. Glover chaired the Task Force on the Future of the University of Florida, helpeddevelop the university's strategic plan, and represented the university on theexecutive board of the New World School of the Arts. He served as Interim Dean ofthe College of Liberal Arts and Sciences in 2007-2008.

Dr. Glover received his bachelor's degree in mathematics from Cornell Universityand his master's and doctoral degrees in mathematics from the University ofCalifornia, San Diego. He taught at the University of California, Berkeley, and theUniversity of Rochester before joining the University of Florida faculty. He held aNational Science Foundation postdoctoral fellowship at UCSD in 1982. His awardsinclude an NSF-CNRS fellowship held at the Universite de Grenoble II, a CLASTeaching Award and a mentoring award from the McKnight Foundation. His researchin probability theory, stochastic processes, and potential theory has been supportedby the NSF, the AFOSR, and the NSA.

Speeches

Internationalization and Globalization in HigherEducation (PDF) International Exhibition for Higher Education January 26-29, 2010 Riyadh, Saudi Arabia

Keynote Address (PDF)

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Appendix III.3.3

Fall 2009 CLAS ConvocationOctober 23, 2009, University Auditorium

Updated 2/1/2010

Provost's Office | Students | Faculty & Staff | Administrators | Webmail | Office IT Support | Text-only Version© University of Florida, Office of the Provost and Senior Vice President, 235 Tigert Hall, PO Box 113175, Gainesville, FL32611, (352) 392-2404, Fax: (352) 392-8735. Privacy PolicyThis page uses Google Analytics (Google Privacy Policy)

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The university also joined the Florida High Tech Corridor Council in 2005. This councilis aimed at attracting new and emerging technology companies to Central and NorthFlorida. UF's participation in the council is one of many ways that the university hassought to play a leading role in growing Florida's technology economy under Dr.Machen's tenure. Others include ramping up UF's patenting and licensing activities,with UF recently ranked seventh nationwide among both public and private universitiesin number of patents generated annually.

Dr. Machen's tenure also has been marked by environmental initiatives. In 2004, hecreated the University of Florida Water Institute, which provides a focal point forwater-related research, education and public outreach programs. And in 2005, he gavesustainability a higher profile when he announced a series of measures to reduce theuniversity's impact on the environment. UF held its first Sustainability Day in late2005, and in February 2006 the university named its first director of sustainability. UFalso was named a Certified Audubon Cooperative Sanctuary, the first university toachieve this status and one of 607 such sanctuaries in the world.

A veteran U.S. Army major, Dr. Machen and wife, Chris, have two sons and adaughter.

About The Office The President First Lady Honors & Awards Executive Staff President's Update Home© University of Florida, Office of the President, 226 Tigert Hall, PO Box 113150, Gainesville, FL 32611; (352) 392-1311, Fax: (352) 392-9506.Disability Services Privacy Policy SearchThis page was last updated April 4, 2008.This page uses Google Analytics (Google Privacy Policy)

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Appendix III.3.3

UFL Health Science CenterSearch HSC Site

UF Home HSC Home

HSC Libraries UF Phonebook

HSC Calendar myUFL

HSC Emergency Notifications

Dr. David S. Guzick

About the HSC

Senior Vice President, Health Affairs and President, UFShands Health System - David S. Guzick, M.D., Ph.D.

Message from Dr. Guzick

Greetings!

Let me start by saying how happy I am to be here. I’m sure

some of you are wondering what attracted me to the

University of Florida and the Health Science Center … and let

me assure you it’s much more than just the prospect of a

winter without snow. This is a great institution. A unique

institution. And the excellent reputations of the University of

Florida, the Health Science Center and Shands are well-

deserved. What is particularly exciting about this opportunity,

however, is the opportunity to implement President Machen’s

vision of an integrated academic health center under single leadership, bringing

together the colleges that comprise the Health Science Center with Shands under a

unified vision such that the whole is much greater than the sum of its parts. I was an

active participant in a very similar scenario at the University of Rochester and, with

that perspective, see great things for the future at the University of Florida. We will

aim high.

Video Message from Dr. Guzick

(Video Will Open in a New Window)

The synergies of an integrated academic health center can only be fully realized if we

work together, and it’s clear that teamwork has been a guiding principle here at

Florida. Andrew Carnegie once said: “Teamwork is the ability to work together toward

a common vision. The ability to direct individual accomplishments toward

organizational objectives. It is the fuel that allows common people to attain uncommon

results.” Your commitment to scientific and scholarly collaboration is easy to see. It’s

clear in the design of your newest buildings, where labs without walls encourage cross-

fertilization of ideas. It’s evident in the multidisciplinary partnerships you have forged

among researchers in disparate colleges and centers across campus. It’s obvious in

your growing commitment to interdisciplinary education, as students in medicine,

nursing, pharmacy and health professions increasingly learn and train together in

teams. Fostering those connections … strengthening them and making new ones with

the clinical enterprise… will help propel us forward. You have much to be proud of. The

building blocks are in place.

In Dr. Barrett’s final column, he wrote that progress is about laying strong

foundations, then “taking our belief in a better tomorrow and acting on it.” He

described that academic health centers of today are doing this by building integrated

organizations that “align mission, values and finances.” I embrace this philosophy

because I truly believe it’s the key to success for all of us partnering in this process.

So I’m sure you’re wondering: Where do we go from here, and how do we get there?

We focus on connection and communication. We support transparency. We craft a

shared vision together.

In the coming weeks we will set the stage for a comprehensive strategic planning

About Us

We Are...

Education

Research

Patient Care

Resources & Services

Links

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Appendix III.3.3

initiative that will cut across the research, academic and clinical enterprises of the HSC

and Shands, with the goal of charting a course for an integrated academic health

center. By capitalizing on the ties we have across these areas and then nurturing a

collective planning process, we will better position ourselves to define our niche in the

marketplace, maintain our national leadership status in the realms of research and

education and continue to excel in delivering topnotch patient care.

Few institutions in the country have the breadth of health-related colleges, centers and

institutes we do on a single campus, coupled with alliances similar to those we’ve

developed with the main university and with Shands. Of course, the Jacksonville

campus also offers unique teaching and patient care opportunities, and a future that

holds untapped potential to excel in biomedical research. With all that comes a

strategic synergy. And to that end I welcome your feedback. I’d like to know what you

view as our strengths. I’d like to hear more about how we might improve. Former

Notre Dame coach Lou Holtz said, “I never learn anything talking. I only learn things

when I ask questions.” In the weeks and months ahead, I’ll be asking a lot of

questions, doing a lot of listening. I look forward to your ideas and your input.

Together — faculty, staff, students, hospital employees, patients and others — we will

find the answers we need through a thoughtful assessment.

Part and parcel of the shared strategic plan is the incorporation of initiatives that will

generate the needed resources to fuel growth, so that the economic benefits of the

plan can create a positive feedback loop to support continued advances in research,

education and patient care that will best serve patients’ needs and improve health

outcomes. These resources will come from expansion of the clinical enterprise, from

research grants, from economic development through technology transfer and,

importantly, through the Florida Tomorrow campaign. As with every such endeavor,

philanthropy will play an important role. Therefore the plan must generate excitement

not just among ourselves, but among alumni supporters and friends of the institution.

I look forward to meeting you in the days ahead, and to talking about the great work

you’ve been doing. I value open and frequent communication, and plan to

communicate regularly in a variety of forums, to let you know what’s on my mind, to

keep you informed and to solicit your input. For starters, I’m happy to be here and

I’m excited about what we will accomplish.

Let’s learn from each other and move forward together. And Go Gators!

David S. Guzick, M.D., Ph.D.

Senior Vice President, Health Affairs and President, UF & Shands Health System

back to top

HSC myUFL HSC Colleges HSC Libraries Giving a Gift Contact Us Emergency NotificationsSitemap Disclaimer and Permitted Use Privacy Statement Social Security Number Privacy Search© University of Florida, Gainesville, FL 32611; (352) 392-3261.

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Office of Vice-President,Student Affairs, Universityof Florida

UF Web with Google

Message, Profile, Council

AVPs Profile, Organizational Chart Staff,Information for Division Staff

Ask UFSA

Vice President Office

Strategic PlanAdministration

Community OutreachCrisis Response Team

Make a GiftStaff DirectoryPicture Gallery

Contacts

About Student Affairs

For Division Staff

Initiatives

For Students

Publications

Honors & Awards

For Parents & Families

In the News

Make a Gift

Calendar MyUFL Campus Map Disability Services Privacy Disclaimer Contact Web Master©Office of Vice President for Student Affairs, 155 Tigert Hall, PO Box 113250,Gainesville,FL 32611–3250.This website is best viewed with IE 7.0+ or Firefox 2.0+. This website uses Google Analytics to gather

web statistics. For privacy information, read the Google Privacy Policy.

Dr. Patricia Telles-Irvin joined the University of Florida as the

Vice President for Student Affairs in 2004. She previously

served as Sr. Vice President for Student Affairs and Human

Resources and Vice Provost for Academic Affairs at Florida

International University.

She received her bachelor’s degree in Education at Duke

University and a doctorate in Counseling Psychology from

Boston University. As a native of Texas, Dr. Telles-Irvin is a

licensed psychologist in the states of Texas, Florida and

Massachusetts. Prior to becoming Sr. Vice President, she was

Associate Vice President for Student Affairs and Director of Counseling and

Psychological Services at Florida International University in Miami. Before coming to

Florida, she practiced psychology and was an assistant professor in the Department of

Psychiatry at the University of Texas Health Science Center-San Antonio.

Dr. Telles-Irvin is interested in issues of acculturation and diversity, as well as

women’s concerns and student development.

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University of Florida News President names new senior vice president for agriculture and natural resources

Filed under Announcements, InsideUF (Campus), Top Stories on Friday, February 26, 2010.

GAINESVILLE, Fla. — Jack Payne has been selected as the University of Florida’s next senior vice president for agriculture and natural resources, UF President Bernie Machen announced today.

Payne currently serves as the vice president for extension and outreach at Iowa State University in Ames, Iowa, a post he has held since 2006. He worked in a similar position at Utah State University prior to joining ISU. He begins his new role at UF on June 1.

“Jack Payne’s wealth of experience from both in and out of land-grant institutions gives him a keen vision to guide UF to meet the 21st Century challenges facing the state’s agriculture industry and to educate a new generation of students,” Machen said. “We look forward to his contributions as a member of the senior leadership team.”

Payne, 63, has spent much of his career helping solve agronomic problems for the benefit of farmers and wildlife while at several large land-grant institutions and with Ducks Unlimited, the world’s largest private wetlands conservation organization.

“It is an honor to become a part of UF, one of the country’s great land-grant universities,” Payne said. “UF’s Institute of Food and Agricultural Sciences is the heart of that land-grant ideal and it will be important to build upon its strengths and existing strong foundation and to continue to produce tangible and conspicuous benefits to its two most important stakeholders: our students and Florida residents.”

As senior vice president, Payne will lead IFAS, which includes the College of Agricultural and Life Sciences, the School of Natural Resources and Environment, the School of Forest Resources and Conservation, portions of the College of Veterinary Medicine, the Florida Agricultural Experiment Station, 13 research and education centers and the Florida Cooperative Extension Service, with offices in each of the state’s 67 counties.

Payne holds a master’s degree in aquatic ecology and a doctorate in wildlife ecology, both from Utah State University. He is a graduate of the Institute for Educational Management at Harvard University and earned his bachelor’s degree at Temple University.

He has served on the faculty of four land-grant institutions: The Pennsylvania State University, Texas A&M University, Utah State University and Iowa State University. The Pennsylvania native spent most of his career in the agriculture-rich states of Texas, California, Washington, Iowa and Utah, working to meet the needs of ranchers and farmers.

“Everything I have done in my career, I believe, has prepared me for the great challenges and wonderful opportunities that await me at the University of Florida,” Payne said.

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He serves as chairman of the board on agriculture for the Association of Public and Land-grant Universities and represents the land-grant system in the annual federal appropriation process. His work with the APLU has included developing the land-grant systems’ needs for the Farm Bill legislation. He also is a key representative on policy changes with the U.S. Department of Agriculture as they apply to land-grant universities.

Payne succeeds Larry Arrington, who was appointed interim senior vice president for agriculture and natural resources last year when Jimmy Cheek left to become chancellor of the University of Tennessee in Knoxville.

-30-

Credits

Contact Janine Sikes, [email protected], 352-846-3903

Read more campus news from InsideUF.

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Office of Research

UF Research

BiographyWinfred M. Phillips, D.Sc., Vice President for ResearchWin Phillips was named Vice President for Research and

Dean of the Graduate School in 1999. Prior to that he had

served as dean of the College of Engineering since 1988.

Dr. Phillips was a professor of mechanical engineering and

head of the School of Mechanical Engineering at Purdue

University from 1980 to 1988. Prior to 1980, he served as

associate dean for research in the College of Engineering at

Pennsylvania State University, acting chairman of the

Intercollegiate Biomedical Engineering Program and

professor of aerospace engineering.

A fellow and past president of the American Society of Mechanical Engineers, Dr.

Phillips has held leadership positions in numerous engineering and science societies.

Among other positions, he is a fellow and past president of the Accreditation Board for

Engineering and Technology, fellow of the American Association for the Advancement of

Science, chair of the Board of the American Association of Engineering Societies, a

fellow and past president of the American Institute for Medical and Biological

Engineering, a fellow and past president of the American Society for Engineering

Education, fellow of the New York Academy of Sciences, chair of the Board of the

Southeastern Consortium for Minorities in Engineering, and member of the Board of

Enterprise Florida, Inc.

Dr. Phillips earned his bachelor's degree in mechanical engineering from the Virginia

Polytechnic Institute and his master's degree and doctorate in aerospace engineering

from the University of Virginia.

Template Image

Vice President

Message, Biography

Sponsored Research

Research Support

Technology Licensing

Research Foundation

Communications

Research Home UF Directory MyUFL WebMail About This Site SSN Privacy Notice Search

© University of Florida., Office of Research, Gainesville, FL 32611

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Appendix III.3.3

Part III,

Section 3

Appendix 4

Administrator Evaluation Process Office of Academic Affairs

15 January 2010

Overview The Office of Academic Affairs is responsible for evaluating all deans and directors reporting to the Provost/Senior Vice President. This is done on a 5-year cycle using a combination of assessment tools and processes. Assessment Tools 1. Self-assessment by administrator 2. College review committee report (optional) 3. Anonymous on-line survey conducted by external agency 4. Discussion between administrator and Provost/SVP Assessment Process 1. Provost/SVP maintains schedule of administrator reviews. At the point of review, colleges/units are notified of review and process, administrator is asked to provide a self-assessment according to specific guidelines, and external evaluation survey firm is engaged. 2. Provost/SVP office generates a list of contacts for the external survey from lists of students, faculty, and staff, any external governing or other bodies with a stake in the evaluation (such as Boards of Directors), and the Administrator. Survey conducted and results generated, including national comparisons to administrators in similar positions. 3. College/unit process held according to unit by-laws and that information provided to Provost/SVP. 5. Provost/SVP reviews self-assessment, college/unit information (if provided), and survey data. 4. Provost/SVP meets to discuss all assessment information with Administrator and generates a final evaluation for file, including (if necessary) an action plan for improvement. 5. Any action plan is monitored for compliance and appropriate steps taken.

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Part III,

Section 3

Appendix 5

College Dean Last Year DoneWho Oversees

ProcessYear of Next Evaluation

Agricultural & Life Sciences Kirby BarrickBecame Dean in

2005 Sr VP IFAS 2008Business Administration John Kraft 2001 Provost 2006Design, Construction & Planning Anthony Dasta

Became Interim Dean 2005 Provost 2008

Education Catherine EmihovichBecame Dean

2002 Provost 2005

Engineering Pramod KhargonekarBecame Dean in

2001 Provost 2004

Fine Arts Barbara KornerBecame Interim

Dean 2005 Provost 2008Florida Center for Library Automation (FCLA) James Corey ProvostFlorida Museum of Natural History (FLMNH) Douglas Jones 2002 Provost 2007

Graduate School Kenneth GerhardtBecame Interim

Dean 2004 Provost 2007

Harn Museum Rebecca NagyBecame Director

2002 Provost 2005Health & Human Performance Jill Varnes

Became Interim Dean 2003 Provost 2006

International Center Dennis JettBecame Dean

2000 Provost 2003Journalism & Communications Terry Hynes 2001 Provost 2006

Latin American Studies Carmen Diana DeereBecame Director

in 2004 Provost 2007

Law Bob JerryBecame Dean in

2002 Provost 2005Liberal Arts & Sciences Neil Sullivan 2001 Provost** 2006Libraries Dale Canelas 1997 Provost 2003

Registrar Steve PritzBecame Registrar

in 2003 Provost 2006Sea Grant James Cato 2001 Provost 2006

University Press Meredith Morris BabbBecame Director

in 2005 Provost 2008Whitney Lab Peter Anderson 1999 Provost 2004

Dentistry Terri DolanBecame Dean in

2002 Provost 2005

Medicine Craig TisherBecame Dean in

2002Sr VP Health Affairs

Nursing Kathy Long 2004Sr VP Health Affairs

Pharmacy Bill Riffee 2002Sr VP Health Affairs

Health Professions Robert Frank 2001Sr VP Health Affairs

Administrative Evaluations Schedule

HSC Deans

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Veterinary Medicine Joe DiPietro 2001Sr VP Health Affairs

Natural Resources & Environment Stephen Humphrey 2001 Provost 2004

Provost - Academic Affairs Janie Fouke 2001 PresidentVice Provost - Academic Affairs N/A 2001 ProvostAssoc. Provost - Academic Affairs Sheila Dickison 2001 ProvostAssoc. Provost - Academic Affairs Joe Glover 2001 ProvostAssoc. Provost - Academic Affairs Debra Walker King Appointed 2004 Provost 2007Assoc. Provost - Academic Affairs Marc Hoit Appointed 2004 Provost 2007Asst. Provost - Academic Affairs Victor Yellen 1998 Provost

Director, University Budgets Sheri Austin 1998 Provost

** - college does annual evaluation, but results sent to Provost's office for tallying

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Administrative Evaluations Schedule

College/Unit DeanLast Year Evaluated Appointed

Who Oversees Process

Expected Year of Next Evaluation

Fall 2007

Business Administration John Kraft 2001 Provost2006 - not conducted

Engineering Pramod Khargonekar

Became Dean in 2001- was

reviewed within college - eval not conducted in Fall

of 07 due to announcement of stepping down as

Dean ProvostStepped Down

2009

Director, University Budgets Sheri Austin 2007 Director, 1998 Provost

2003 - reviewed in 07 - evaluated - next eval will be responsbility of

CFOEducation Catherine Emihovich 2007 Dean 2002 Provost 2012Harn Museum Rebecca Nagy 2007 Director 2002 Provost 2012Whitney Lab Peter Anderson 2007 Director, 1999 Provost 2012

Spring 2008Florida Museum of Natural History (FLMNH) Douglas Jones 2008 Director, 2002 Provost 2013Registrar Steve Pritz 2008 Registrar, 2003 Provost 2013Director, Library Automation Jim Corey 2008 Provost 2013Law Bob Jerry 2008 Dean, 2002 Provost 2013

Spring 2009Phillips Center for the Performing Arts Michael Blachly 2009 Director, 2004 Provost 2014

Fall 2010University Press Meredith Morris Babb Director 2005 Provost 2010

Spring 2011Design, Construction & Planning Christopher Silver Dean 2006 Provost 2011Fine Arts Lucinda Lavelli Dean 2006 Provost 2011Health & Human Performance Steve Dorman Dean 2006 Provost 2011

Ast Provost Dir IPR Marie ZeglenAsst Provost, Director 2006 Provost 2011

Ast Provost Admissions Zina Evans

Asst Provost, Direct 2006, Associate

Provost, Exec Dir Sept 2008 Provost 2011

Assoc. Provost - Academic Affairs Angel Kwolek-Folland AP 8/08

Interim AP Feb 07-Aug 08 Provost 2011

Fall 2011Spring 2012

Libraries Judy Russell Dean, 2007 Provost 2012Graduate School Henry Frierson Dean, 2007 Provost 2012AP-Undergrad Affairs Bernard Mair AP, April 2009 Provost 2012AP-IT,E-Learn-Dist Ed Andy McCollough AP, July 2009 Provost 2012Associate Provost - Faculty Development Kathy Long AP Sep 2009 Provost 2012

Fall 2012Education Catherine Emihovich 2007 Dean 2002 Provost 2012Harn Museum Rebecca Nagy 2007 Director 2002 Provost 2012Whitney Lab Peter Anderson 2007 Director, 1999 Provost 2012Journalism & Communications John Wright Dean, 2008 Provost 2012

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Spring 2013Florida Museum of Natural History (FLMNH) Douglas Jones 2008 Director, 2002 Provost 2013 Registrar Steve Pritz 2008 Registrar, 2003 Provost 2013 Director, Library Automation Jim Corey 2008 Provost 2013 Law Bob Jerry 2008 Dean, 2002 Provost 2013

Spring 2014International Center David Sammons Dean, July 2009 Provost 2014Engineering Cammy Abernathy Dean, July 2009 Provost 2014

Latin American Studies Phillip WilliamsDirector, Aug

2009 Provost 2014

Honors Kevin KnudsonDirector, June

2009 Provost 2014

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Part III:

Abbreviated

Compliance

Certification

Section 4

Part III.4: The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in the following area: (Comprehensive Standard 3.3.1) 3.3.1.1 educational programs, to include student learning outcomes

Compliance Non-Compliance

The University of Florida affirms its compliance with Comprehensive Standard 3.3.1 and presents its evidence below. Narrative: Annual Goals Assessment In recent years, there has been increased emphasis on the identification and assessment of core student learning outcomes in higher education. The Florida Board of Governors has articulated the importance of student achievement in its strategic planning and accountability processes. Simultaneously, the Board has placed more emphasis on the devolution of authority to the universities, campus-level decision-making, and institutional accountability. Accordingly, the Board has determined that universities will develop “Academic Learning Compacts” and related assessment processes to ensure student achievement in baccalaureate degree programs in the State University System. The University of Florida requires annual reporting on educational goals, assessment and resulting changes / improvements. Every academic unit reports on the undergraduate, graduate and professional programs offered. While undergraduate, graduate and professional programs utilize differing mechanisms, there is clear evidence that UF faculty and administrators have identified outcomes, assessed these and use assessment for improvement. Examples of assessments leading to program improvements at every degree level are included in Appendix III.4.1. Undergraduate Programs The University of Florida has Academic Learning Compacts (ALC) and specific Student Learning Outcomes (SLO) for every undergraduate degree program. The SLOs state what students are expected to learn by completion of their baccalaureate degree program. The ALCs identify specific instruments and levels of performance that will be used to

assess the attainment of these SLOs. The ALCs provide clearly defined, measurable terms for assessing student learning. Examples include a passing score on particular tests, a final project, term papers, successful completion of certain courses, portfolios and internships. Core learning outcomes in communication and critical thinking, as well as content knowledge and skills specific to each major are identified in the ALCs. Results of assessments of SLOs are considered at departmental and college levels. Strategies to improve outcomes are implemented when the measures indicate performance below expectations. For example, in the College of Public Health and Health Professions, changes were made in course prerequisites, core course content and reading materials in the undergraduate (BHS) degree program based on assessment of student outcomes. As a result of assessment, a new course was introduced in the undergraduate physics curriculum to strengthen understanding of interdisciplinary research approaches. In the College of Education, program size was reduced in an undergraduate and a master’s degree program as a result of student outcome assessments. Strategies to enhance cultural sensitivity were added in the College of Fine Arts Music Education program following an assessment process. Additional examples are contained in Appendix III.4.1. The UF Catalog also includes requirements that students must fulfill in order to gain entry to a desired major, and to remain in that major. Examples of typical course sequences that may be used to successfully complete majors are also included. UF has developed a mechanism for tracking students to determine if they are meeting the requirements for the major. This Universal Tracking program provides information to the colleges, departments, and students and is FERPA compliant. Not only can students monitor their progress, but colleges and departments are able to identify students who may not be making suitable progress so that advising and support are provided early. Participation in overall assessment activities at UF is monitored by the Provost’s Office which works closely with the dean’s office in each college which in turn, oversees assessment of individual programs. Deans assign program assessment activities as a specific responsibility for staff and administrators in their respective areas. There is regular interaction between these individuals and the Provost’s Office. Specific evidence of broad-based participation in assessment is also provided by the many external national accreditation reports prepared by faculty and staff. Data on retention and graduation rates, and regular student surveys, are made available to academic units by the Office of Institutional Planning and Research. For many years UF has used the NSSE (National Survey on Student Engagement) survey to obtain data on the effectiveness of the academic and support programs. However, that survey only produced data at the institutional level which limited its usefulness in the assessment of academic programs. In 2009, UF implemented the SERU (Student Experience in the Research University) survey for undergraduates enrolled in Spring 2009. Unlike NSSE, SERU focuses more on the

undergraduate mission of research universities and surveys the entire student population, not just a sample. As a result, it enables analysis and reporting about majors, colleges, and other sub-populations and on many topics including academic experience, student development, civic engagement, campus climate, and global knowledge and skills. This survey was successfully implemented and resulted in a 69% completion rate, which produced data from more than 22,000 students. This large dataset has been used to produce data on academic programs at the program level, and is currently being analyzed to produce detailed information for assessing program effectiveness and relevance to students’ goals. Each academic program at UF undergoes a thorough review every seven years and reports to the Florida Board of Governors on how it is meeting expectations. This report requires explicit information on the SLOs, their assessment and an analysis of how the program is meeting its goals. If goals are not met, there is description of measures that are being implemented to improve performance. Most academic units have external advisory committees that regularly provide input on current trends in the discipline and educational needs of prospective employers. Data from these multiple sources are used by departmental faculty and administrators to evaluate the outcomes of college-level programs. Workforce needs and recommendations from employers and alumni are considered. There are monthly meetings between university administrators and college personnel that provide an informal venue for discussing assessment data and developing strategies for program improvement. One clear indication of the success of UF’s academic assessment system is the steady climb in graduation rates which are now 60%, 75%, and 80% in 4, 5, and 6 years respectively. Academic Learning Compacts, which include student learning outcomes for every undergraduate program, are found in Appendix III. 4.2. Graduate and Professional Programs The Graduate School oversees the curricular integrity of master’s and PhD degree programs and ensures review of all curricular changes. Thesis and dissertation requirement ensure achievement of program outcomes for all PhD programs and the majority of master’s degree programs. Other master’s degree discipline-specific programs, such as those in business and in the health professions, to meet national accreditation requirements that include student outcome assessment and related program improvement. Likewise, UF’s specialized and professional degree programs are nationally accredited (see Appendix III.4.3.) and meet requirements for outcome assessment and program improvement set by their respective accrediting bodies.

UF graduate students produce hundreds of articles, book chapters, monographs, and presentations each year. Several colleges require their PhD students produce refereed publications as a condition of graduation. In addition, graduate students are included on over 20% of the patents held by the University of Florida. Completion rates are important outcome measures of successful programs. The university has refined data on completion rates by programs for PhD students. The median completion rate for UF’s 83 PhD programs for the cohort of students admitted from 2000-2003 was 63.6%. Less detailed information is available for masters, specialists, engineer and other non-PhD doctoral program but the estimated completion rate is 70-80%. The university has job placement data by program for PhD students who graduated between 2005 and 2009. This is an important outcome and reflects the success of graduates. During this period of time, UF graduated 2,862 PhDs; 542 hold postdoctoral positions, 688 are faculty members at universities and schools, and 674 have non-academic appointments. It is worth noting that 127 graduates during this period of time hold faculty appointments at AAU institutions.

Part III,

Section 4:

Appendices

Appendix III.4.1: Examples of Assessments

Appendix III.4.2: Academic Learning Compacts

Appendix III.4.3: List of Accredited Programs

Part III,

Section 4

Appendix 1

APPENDIX III.4.1

Examples of Assessments That Have led to Program

Improvements

College of Education: Undergraduate and Graduate Program

College of Nursing: Undergraduate Program

College of Medicine: Professional Degree Program

College of Liberal Arts and Sciences: Three Undergraduate Programs

College of Engineering: Two Undergraduate Programs

College of Public Health and Health Professions: Undergraduate Program

and Graduate Program

College of Journalism and Communications: Undergraduate Program

and Graduate Program

College of Agriculture and Life Sciences: Undergraduate Program and Graduate

Program

College of Fine Arts, Music Education: Undergraduate Program

College of Business Administration: Undergraduate Programs and Graduate

Programs

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Appendix III.4.1

Continuous Improvement Plan

Unified Elementary Education Program – Single Certification

(BAE and MED)

Assessments Analysis (Identify Strengths and Areas for

Improvement)

Resulting Program

Changes

Goals for 2009-2010 (3-5 per category)

Candidate

Performance

May include:

Admissions – Applied,

Admitted, Enrolled

EAS – FEAPs, Reading,

ESOL, PEC 13

FTCE Results

Portfolio Evaluations

Internship Performance

Evaluations

Grades on Key

Tasks/Courses

Strengths:

Knowledge of pedagogy

(FCTE Prof. Ed.).

Success rates on FTCE subject

area and professional

education exams.

Internship performance and

consistency in ratings by CT

and UF.

High percentage of candidates

meeting FEAPs in all areas.

Areas for Improvement:

Performance of candidates on

FEAPs: 5.1, 7.1, 11.1

Maintenance and continued

improvement on subject-area

performance of candidates on

FTCE.

Enrollment level versus

admittance level (89% of

admitted actually enroll).

Revise admission process

to add steps to ensure the

highest quality candidates

possible who understand

and are committed to

programmatic themes.

Reduce program size

beginning Fall, 2010,

allowing for enhanced

facilitation of individual

candidate success.

Increase number of candidates

achieving a rating of “met” or

“met with weakness” for

indicators 5.1, 7.1, and 11.1 to

95% or higher through increased

scaffolding in courses addressing

those indicators.

Among students admitted to the

program, increase rates of

enrollment to 95% through a

revised admission process.

Maintain high passing rates

while further improving

candidate performance on

subject-area exams on the FTCE

through increased awareness of

subject-area expectations and

enhanced support for students in

preparing for exams.

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Appendix III 4.1 College of Education

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Appendix III.4.1

Program

Quality

May include:

Employer/Graduate

Satisfaction Surveys

Exit Surveys

Feedback from Mentors

Advisory Board Feedback

External Program Review

Internal Program Review

Graduate Rates

Employment/Job

Placement Statistics

Scholarship – Faculty,

Graduates, Candidates

FCAT Learning Gains of

UEP Graduates

ESOL Credentials

Strengths

Satisfaction rates of employers

and graduates.

Satisfaction rates of exiting

students.

Quality of instruction.

BAE graduate rates.

Impact on student achievement

of graduates as indicated by

percent of students achieving

gains in reading and math

(80% identified as high

performing).

Areas for Improvement

Alignment of course content

with FCAT expected outcomes

for students.

Faculty and instructor

credentials in ESOL to ensure

high quality instruction in

ESOL infused courses as well

as stand-alone courses.

Continued improvement of

quality of instruction provided

by course instructors.

Expand professional

development opportunities

for faculty and graduate

instructors of ESOL

infused courses.

Survey new faculty and

graduate instructors of

ESOL infused courses as

to their ESOL credentials

and provide additional

professional development

where indicated.

Implement a system to

better monitor and

improve quality of

instruction; i.e.

assignment of course

leaders, instructor

evaluations reviewed by

course leaders and

discussed with instructors;

enhanced graduate

assistant orientation.

Improve the impact on student

achievement by graduates

through greater alignment of

course instruction with outcomes

expected on the Florida

Comprehensive Achievement

Test resulting in an even higher

percentage of graduates being

identified as “high-performing”

teachers.

Increase research and scholarly

output related to the Unified

Elementary Program as indicated

by increased publication and

grant generation.

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Appendix III.4.1

Program

Operations

(Process)

May include:

Internship Placements and

Evaluations

Applied, Admitted,

Enrolled Data (e.g., yield)

Learning Assessments

Assignment Quality

Curriculum/ Courses

Scheduling

Faculty

TA/Adjunct Qualifications

Clinical Educator Training

Measurement of P-12

Impact

Strengths

Collaboration with schools and

school districts and

surrounding.

Field placements integrated

with coursework.

Commitment of UEP faculty.

Field placements and

instructional emphasis on

teaching high needs and

racially diverse student

populations.

Arrangement of candidates in

cohorts.

Correlation between

expectations of UF supervisors

and mentor teachers.

Areas for Improvement

Field component for third

semester students and the need

for more opportunities to work

with ESOL students.

Means of assessing P-12

impact.

Exit surveys indicate need for

more coordination between

intensive internship and

companion course as well as

reduction of expectations

outside of those two

experiences for that semester.

Revise candidate

admission /selection

process to ensure

candidates are committed

to the program through

completion.

Begin discussions

regarding revision of the

fifth year of the program,

reducing specialization

options to better support

programmatic themes as

well as university and

national priorities.

Provide for collaboration

among instructors for each

cohort to monitor student

progress and review

course expectations.

Improve candidate retention rates

to 90% beginning with

candidates admitted Spring, 2010

through implementation of

an improved selection process;

increased opportunities for

communication and reflection

among candidates at different

stages of the program and with

faculty during transitional points

in the program; and, closer

monitoring of student progress as

they advance through the

program.

Streamline and coordinate the

connection between the intensive

internship experience and

companion course in order to

enhance the satisfaction and

benefit gained among candidates

of both the course and internship

experience.

Revise the fifth year of the

program to include a field

component and advanced

development of pedagogy among

candidates in literacy, math, and

science.

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Appendix III.4.1

EDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGES

1. A graduate clinically competent for an entry level professional nursing position.

Graduates rated their educational preparation on a 7-point scale from not at all (1) to moderately well (4) to extremely well (7).

Based on Carnegie Class comparison data, weighted means for UF data higher for the majority of goals, therefore no curricular changes warranted at this time.

Summary of results:

a. A graduate able to promote, maintain and restore wellness and to prevent and treat illness for clients in a variety of settings.

a. 6.08

b. A graduate able to utilize critical thinking in solving clinical problems in a variety of health care delivery systems.

b. 5.99

c. A graduate responsive to diverse client systems.

c. 5.71

d. A graduate able to apply communication principles and techniques in collaborative relationships with clients, health care team members, and the community to achieve health care goals.

d. 5.88

Utilize the AACN/Educational Benchmark, Inc. (EBI) National Student Undergraduate Assessment as an exit survey to provide comprehensive, credible, and comparative assessment of BSN Program continuous improvement efforts for a through e below (class of 2009).

APPENDIX III 4.1College of Nursing Bachelor of Science in Nursing

Continuous Improvement Program

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Appendix III.4.1

e. A graduate able to apply management principles to ensure efficiency, quality, and continuity in health care delivery.

e. 5.68

2. A graduate clinically competent for an entry level professional nursing position.

AACN/EBI Exit Survey The vast majority of students who applied for jobs prior to graduation were offered and accepted positions.

None needed; job market for graduates is excellent.

a. A graduate able to promote, maintain and restore wellness and to prevent and treat illness for clients in a variety of settings.

Will utilize the AACN/EBI Undergraduate Nursing Alumni Assessment Survey to provide comprehensive evaluation of the learning outcomes, effectiveness of institutional resources and overall education experience of our graduates.

The Alumni Assessment Survey was mailed to all 2007 BSN graduates with only a 15% return rate. Mean scores indicated all respondents felt very well prepared in all areas. Overall satisfaction items: 1) Preparation for their success in their first position after graduation (6.56 of 7 highest score) 2) How inclined were they to recommend the nursing program to a close friend (7 of 7 highest score)

Due to the low return rate on this survey, a decision was made to utilize the on-line version of the AACN/EBI Undergraduate Nursing Alumni Assessment Survey for the 2008 BSN graduates.

b. A graduate able to utilize critical thinking in solving clinical problems in a variety of health care delivery systems.

Will utilize the AACN/EBI Nursing Employer Assessment Survey to collect employer satisfaction for our graduates.

Due to the low return rate on this survey, a decision was made to utilize the on-line version of the AACN/EBI Nursing Employer Assessment Survey for the 2008 BSN graduates.

c. A graduate responsive to diverse client systems.

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Appendix III.4.1

d. A graduate able to apply communication principles and techniques in collaborative relationships with clients, health care team members, and the community to achieve health care goals.

e. A graduate able to apply management principles to ensure efficiency, quality, and continuity in health care delivery.

3. 100% pass rate on national RN licensure examination (NCLEX)

Annual pass rates on national licensure examination

2008 UF College of Nursing pass rate on the NCLEX-RN Examination was 95.23%. State of Florida pass rate 84.94% and the national pass rate 86.73%.

Continue Comprehensive HESI Examination for all senior students, with follow-up remediation plans individually developed.

Currently analyzing variables that may better identify "at risk" students. Will continue to utilize faculty and "peer tutoring" to assist students who are having difficulty with coursework.Continue final comprehensive examinations for each course.

Continue increased student access to computer-assisted instruction.Continue to offer web-based NCLEX review programs.

4. A majority of graduates will pursue graduate level education.

AACN/EBI Exit Survey 74% indicated that they will pursue graduate education within 3 years.

Annual College of Nursing Graduate Education Information Fair held each Fall semester as well as career counseling and senior seminars on graduate education.

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Appendix III.4.1

5. A graduate who is prepared to progress to graduate studies

Review of admission and progression data.

88% of 2008 graduates admitted to the College of Nursing MSN program are progressing on

6. A graduate with leadership experience in student governance activities.

Examination of student leadership in student organization and student representation on faculty organization committees.

Fifty percent of 2008 BSN graduates were active in the Florida Nursing Student Association (FNSA) and 3 student representatives served on Faculty Organization standing committees.

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Appendix III.4.1

Level

EDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGES1. Provide a program that defines core curriculum designed to provide the foundations of medical science and practice and prepares student for the residency of their choosing.

1. Annual evaluation of the general professional education program by evaluation subcommittee. 2. Annual survey of UFCOM student performances in residency programs by residency program directors. 3. Review college-adopted list of competencies to ensure general professional education of each student. 4. United States Medical Licensure Examination (USMLE) performance. 5. Evaluation of annual AAMC Graduation Survey. 6. Survey of graduates (1, 3, and 6 years post graduation). 7. Direct observation by attending faculty. 8. Student Clinical Skills Examinations (CSE) each year of program.

1. Of the students in the class of 2009 who participated in the match 96% matched their residency program of choice. Two students failed to match in Obstetrics and Gynecology and 3 students failed to match in Dermatology (these 3 students matched for their PGY-1 year). Oral surgery students do not participate in the match. 2.The UF first-time takers in the Class of 2011 (tested in Spring 2009) had a pass rate for USMLE Step 1 of 95%; above the national average. 3. The UF first-time takers in the Class of 2009 had a pass rate for USMLE Step 2 Clinical Knowledge of 99%; national average was 96%. 4.The UF first-time takers in the Class of 2009 had pass rate for USMLE Step 2 Clinical Skills of 99%; above the national average. 5.Clinical Skills Examinations (CSEs) are given at the end of each of the first 3 academic years. A student must pass a CSE to advance. CSE cases are derived from the clinical presentation list. Pass rate for the first year CSE was 100%; the pass rate for the second year CSE was 97%; the pass rate for the end of third-year CSE was 100%.

1. Continue annual assessment of the education program. 2. Continue to monitor students' performances on USMLE and CSEs. 3. Continue to monitor students' success in obtaining residency training in the specialty of their choice.

2. Develop a competency-based curriculum and evaluation system.

1. Evaluation subcommittee assessed curriculum and evaluation system via retreats and reports to the curriculum committee to track whether the competencies are being addressed and their respective learning objectives.

1. All courses and clerkships have incorporated the competency-based curriculum that is aligned with the graduate medical education competencies (ACGMEs). 2. Student performances are based upon demonstrating proficiency in given competency-based categories using competency-based descriptors. 3. The scores on the competencies are reported as part of the "Dean's Letter" for residency applications for all 4th year students.

1. More interaction between students and faculty in competency-based evaluations. Students are participating in more self-assessments. 2. Continue to provide faculty development in basis of program and evaluation methodology. 3. Educational focus is shifting from grade to competency attainment. 4. Feedback from residency program directors is based now on level of preparedness of graduates in specified competencies.

3. Develop an integrative framework for relating basic and clinical science.

1. Assessment by evaluation subcommittee and the office of program evaluation and development. 2. Incorporation of basic science-based interstations in the annual clinical skills examinations (CSE's).

1. More clinical correlations are presented in first and second years. 2. There are more small groups centered around clinical cases. 3. Student performances on interstations are used to provide feedback to basic science course directors.

1. Continue to assess students in the Harrell Professional Development and Assessment Center via clinical presentation scenarios. Explore the use of simulations to improve learning and evaluation.

APPENDIX III 4.1College of Medicine: MD DegreeContinuous Improvement Program

Undergraduate Graduate

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Appendix III.4.1

4. Develop structure and learning methodologies that foster independent learning.

Assessment by evaluation subcommittee and the office of program evaluation and development. Course and clerkship directors are asked via annual reports to identify how independent learning is being achieved.

1. Contact hours during first and second years are limited to 25 hours per week on average; learning sessions outside of lecture are encouraged 2. More computer-assisted learning modules. 3. More small group sessions and programs that encourage student-peer teaching. 4. More website resources for students to assess independently. 5. Have a required second-year course, Evidence-Based Medicine, that addresses this principle.

1. Approximately one-third of traditional lectures have been replaced with time for students to learn in small groups or independently. 2. More IT resources have been developed by UF COM faculty for student learning. 3.All letures are available through an online learning tool: MOD CORE and lectures are audiotaped.

5. Develop curriculum and programs to encourage the highest standards of professionalism.

Annual assessment by evaluation subcommittee of the Curriculum Committee.

1. Professionalism addressed in orientations. 2. Professionalism is a competency category in the evaluation process. 3. Professionalism emphasized in White Coat ceremony-3rd yr.

1. Student class code of professionalism created upon matriculation. 2. Student's professionalism assessed during each course and clerkship of four year curriculum. 3. Peer evaluations are used in specific courses, and at the end of the 2nd and 3rd years to provide additional information regarding student demonstration of professionalism. 4. The Chapman Humanism Society recognizes students who demonstrate humanism/professionalism in an exemplary manner.

6. Develop learning experiences to focus on the family and community context. Develop opportunities that foster interdisciplinary learning across all 4 years.


1. Home visits occur during the first year via Interdisciplinary Family Health. 2. Geriatric component of Family Medicine/Geriatrics of third year. 3.Preceptorship during the first semester of the first year. 4. Rural Family Practice sites in clerkship. 5. 4th year rotataion in Geriatrics. 6. Service learning in the 1st year with ATTAC and all HSC colleges. 7. Service learning elective in the 4th year 8. International health experiences with other colleges at the HSC

1. Continue to increase home visits in curriculum. 2. Foster interedisciplinary service learning

7. Utilize diverse clinical settings and utilize our best teaching faculty in those settings.


1. More ambulatory settings are being utilized for teaching and learning. 2. Addition of ambulatory pediatrics in pediatric clerkship. 3. AHEC rural Preceptorship in first year initiates student to clinical medicine. 4. Multiple private practice sites in Gainesville and Jacksonville.

1. Continue to expand ambulatory learning experiences for student. 2. Increase use of patient examinations at the Harrell Professional Development and Assessment Center. 3. Will monitor the amount of inpatient vs outpatient clinical training. 4. Continue to monitor with the use of tracking system to determine appropriateness of clinical settings related to curriculum objectives.

8. Develop an educational program that is informed by and responsive to multiple constituencies involved in the health care delivery.


1. Created Atkins Health Care Economics Society. 2. Increased use of community-based preceptors. 3. Have program through AVMED, (IFH) and Community Health Scholars (CHS)-AHEC.

Continue to expand participation by community physicians and health care professionals in the curriculum development and implementation.

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Appendix III.4.1

9. Develop a curriculum and services to develop student skills in informatics.

Annual assessment by evaluation subcommittee.

1. More additions of on-line student resources. 2. Utilization of hand-held devices in clinical settings. 3. On-line evaluations and student examinations. 4. Adoption of four-year informatics curriculum strategy. 5. College is a member of an international consortium to develop e-learning via an internet virtual medical school.

1. Continue to expand on-line resource development for students. 2. Develop means to assess student use of informatics. 3. Assess which courses and clerkships utilize informatics activities. 4. College is investigating use of video lecture availability for students

10. Develop a curriculum which emphasizes new knowledge and discovery.

1.Annual assessment by evaluation subcommittee. 2. Incorporation of the evidence-based medicine assessment in the PBE3.

1. Extensive development of medical student web-based resources. 2. Support of medical student research projects. 3. Requirement of student write-ups of cases in clerkships. 4. Development of the Evidence-based Medicine course.

1. Continue to emphasize presentations and work-ups that include literature review and develop critical thinking and problem solving. 2. Design and implementation of a research track for medical students.

11. Develop learning experiences fostering an interdisciplinary and multi-professional approach to health care delivery, and nurturing international service opportunities for students and faculty to participate in health care delivery.

Annual assessment by evaluation subcommittee and the curriculum committee.

1. Use of Health Care Issues student directed lecture series to address current issues of student interest. 2. Opportunity to spend time at Equal Access Clinic and Alachua County Health Department. 3. Majority of second year class participated in volunteer medical work during spring break; activities included volunteer work on international medical mission trips with faculty advisors to the Dominican Republic, Haiti, and Yucatan (direct involvement in health care delivery). 4. Student opportunities offered through the following programs: ATTAC(with AHEC),spcialty interesest groups, and Interdisciplinary Family Health (IFH).

1. Continue to provide programs that provide interdisciplinary interaction. 2. Continue to support student-runopportunities to actively participate in international health care delivery. 3. Clinical interdisciplinary experiences, e.g., medical and pharmacy students. 4. ATTAC, IFH, and Health Care Issues Day are required interdisciplinary experiences.The patient care safety curriculum is in progress. 5. A cultural competency curriculum is being integrated into the clinical curriclulum. Pataient safety is integrated longitudinally as a course throughtout the 4 year curriculum.

12. Develop a curriculum and educational program that fosters student well-being and personal growth.

Annual assessment by evaluation subcommittee and AAMC graduation survey questionnaire.

1. Faculty provide an excellent environment that fosters student learning. 2. Graduating seniors evaluation of UFCOM program higher than the national average. 3. Office of Student Counseling and Development serves as resource for personal counseling and career advisement.4. Narrative Medicine and writing are offered as courses in the preclinical and in the 4th year.5. Initation of SWIM: a program of small groups in first and second year with faculty to discuss learning activities, support, strategies for success and career development.

Continue to foster faculty to promote development of the complete student. Continue to explore the use of self assessment and reflection on the development of the general physician.

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Appendix III.4.1

Appendix III 4.1 College of Liberal Arts and Sciences Continuous Improvement Program

A. Natural and Mathematical Sciences

Department of Physics Performance of individual undergraduates with respect to the department’s learning objectives is

evaluated mostly based on performance in the identified core physics major courses. The program is

rigorous enough that the best undergraduate majors can successfully apply for assistantships at the

most prestigious and competitive graduate schools in the nation and then can continue in careers in

teaching and research at the highest level. In recent years, ten students on average have been admitted

to competitive graduate programs in physics and related disciplines.

Successful completion of the core courses meets the standard for students to acquire competence in

mechanics, electromagnetism, thermal physics and quantum mechanics. The field test was selected as

an assessment method to ensure students have mastered physics prior to graduation and prepares

students to succeed. The field test provides information for the department to evaluate their curricula

as well as measure the progress of their students. Results of the Academic Learning Compact (ALC)

questions are reviewed every year. Since the ALCs have been introduced, the graduating senior class

has always achieved the benchmark of 70% correct answers.

Additional changes that have been made as a result of assessment gathered include the introduction of

a new course PHY 2064L. The course improves the research and interdisciplinary approach to research

for students. It is also included as part of the Howard Hughes Science for Life program. Another change

involved the introduction of the UF Teach program which is designed to strengthen the recruitment and

retention of middle and high school math and science teachers. It is a major step towards transforming

UF through a comprehensive approach to provide world class mathematics and science education for

all. Another major change was scheduling Mechanics I and Electromagnetism I every semester which

allows more choices for students and keeps the student-to-teacher ratio down.

B. Social Sciences Department of Psychology The Department of Psychology has an academic advising office which is visited by more than 90% of the

psychology majors. During these visits students are queried about their plans for graduate school.

Based on information gathered at this point along with faculty evaluation of student performance in an

optional senior level “Communicating Psychological Science” class, the department offers more small

senior level classes with writing assignments so that more students can gain experience in writing in the

discipline. This change directly impacts the educational goal of developing critical writing skills in

psychology.

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Appendix III.4.1

To assess students’ understanding of the scientific method in the field of psychology, faculty and

instructors’ evaluations of student performance in laboratory situations including classroom and faculty

research laboratories, assessment of research products such as presentation at poster sessions or

conference, authorship of scientific publications and through formal defense of senior theses. Students

have three levels at which they can achieve these skills. The required general methods lab provides a

basic understanding of scientific method so that students can become critical consumers of information.

The next level is a senior lab in which students achieve a higher level of data collection and analysis. The

highest level is hands-on research in a faculty lab, often leading to a senior thesis and in some cases,

publication. In addition to continuing to revise and upgrade the curriculum for the 3000 level general

methods course the department now offers extensive on-line exercises to enhance their research

experience.

C. Humanities

Department of English An undergraduate advisor and undergraduate coordinator work together to gather assessment

information to determine how well students achieve expected learning outcomes, and how the results

of these assessments are used for continuous program improvement.

Class writing assignments and discussions with other faculty are the primary sources used to clarify goals

and grading rubrics for all upper division classes. As a result of this assessment, additional ENC1145,

ENL2022, and LIT2120 classes were offered to assure classes of 19 students in these courses. Previously

lower-division writing courses class sizes were 23, 25, and 30. Of the 248 English majors to graduate in

Fall 2008 and Spring 2009, 103 graduated cum laude, 9 graduated magna cum laude, and another 14

graduated summa cum laude. Collection of this data is part of promoting undergraduate research in the

English major by soliciting seats in the department’s honors seminars prior to advance registration. The

department has increased from 30 to 70 honors seminar seats. This data related directly to the

Academic Learning Compact that requires students to demonstrate proficiency in five student learning

outcomes, which are graded according to the department grading rubric. Pursuing successfully the

honor seats represents a major improvement in the program.

The English department also administers a six-question survey to all graduating seniors to obtain

feedback and data concerning the quality of the program, student expectations, and opportunities

students anticipates after graduation. The survey has been revised since its inception, again

demonstrating responsiveness to acquire knowledge to support and improve the English program.

Results of the survey are maintained in the department and used as additional support for changes such

as those listed previously.

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Appendix III 4.1 College of Engineering


Undergraduate Programs Throughout the college, we use direct assessment of learning outcomes. These outcomes are

predefined from our national accreditation board, ABET. These outcomes are then defined to be

more specific in the context of programs and courses. Assessments are then made on specific

skills as parts of tests, homework assignments, or projects. Course grades are not used for this

assessment because they commingle many of the outcome skills. Typically, faculty use a 1-5

scale to measure performance on the outcome. These are defined to be 1-not acceptable, 2-

minimally acceptable, 3-acceptable, 4-mastered, 5-outstanding. Data on the metrics is sampled.

Many courses have many of the outcomes. Typically, performance is measured directly in one to

three courses.

This data is then used to review performance and identify issues. The data is fed into the

curriculum revision process of the departments and college. The assessment data informs both

changes in a single course on emphasis of particular areas and also leads to overall curriculum

changes – changes in prerequisites, new courses, etc. Specific examples of assessment data and

program changes follow.

Our undergraduate programs were all successfully accredited by ABET in 2007.

A. Electrical Engineering Electrical engineering assessment of the program specific criteria “knowledge of advanced

mathematics including linear algebra, complex variables and discrete mathematics” takes place

in several introductory courses. This area was one of the students weakest areas. Direct

assessment data is shown in the table below during the 2006/2007 academic year.

Fall 2006 Spring 2007

Average % achieve Average % achieve

3105-Complex 3.64 87% 4.2 95%

3105-Linear 4.03 86% 3.95 92%

3135 3.1 79% 3.91 86%

The student averages were not strong. The numbers of students achieving a 2 or better on the

one to five scale is also not strong enough to insure student success in the program.

We have recently begun to implement a change to further our student accomplishment. EE now

require EE Analysis, 3015, for all students in place of the analysis course in engineering

mechanics. An extra credit was added to Circuits II, 3112, to further reinforce transform

techniques for differential equations. We are still refining the syllabus and expectations for this

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course. Students are now beginning to move on in the program with improved skills. The most

recent data shows averages have now moved to the 4.0 range with greater than 95% mastery.

B. Materials Science and Engineering The Department of Materials Science and Engineering conducts assessment at the levels of the

assessment process itself, the overall curriculum, and individual courses. The assessment process

is designed to provide continuous feedback to allow for improvement of the program on a

regular basis. The central feature of the assessment is a list of 13 expected outcomes that students

should be able to accomplish upon graduation. Performance of students on these outcomes is the

primary feedback used to make changes to the program.

As one example, in the senior level course Biomaterials: Structure and Properties it was noted

that students did not perform adequately on MSE Outcome 1, Ability to apply knowledge of

mathematics, science, and engineering to materials systems. The instructor added a group

homework at the beginning of the semester which served as a review of prerequisite material for

the students and a diagnostic for the instructor. In the semester in which the group HW was

added performance improved such that the performance criteria was met.

The Outcome Assessment Forms are also used at the curriculum level to determine if there are

any systematic problems with performance on outcomes that need to be addressed through

changes to the curriculum as a whole. Data is also collected on outcome coverage across all

courses. Analysis of the curriculum content associated with MSE Outcome 1 indicated that there

was too heavy an emphasis on organic chemistry and not enough coverage of other aspects of

atomic and molecular principles. As a result a new course has been created, Fundamental

Principles of Materials, which replaces the previous requirement for Organic Chemistry.

The assessment process itself is also examined through feedback obtained from the faculty as a

whole. The purpose of this “meta-assessment” is to ensure the process provides adequate data

without becoming burdensome on the faculty. As a result of this level of assessment changes

have been made to the way in which the Outcome Assessment Forms are collected. Previously,

the outcomes were assessed in only 7 courses, and the instructors were allowed to select the

outcomes to be assessed. This placed a heavy burden on these instructors, and resulted in

inconsistency from year to year. The process was therefore changed to have outcome data

collected in all 13 program core courses and to define the set of outcomes that would be assessed

in each class on an annual basis.

Performance Improvement Process

Engineering has a rigorous accreditation process for undergraduate degree programs

administered nationally by Accreditation Board for Engineering and Technology (ABET). To

successfully obtain national accreditation, programs must document direct assessment of

learning outcomes and use that assessment data in a continuous improvement process.

ABET specifies all engineering programs meet the outcomes a-k listed below:

a - an ability to apply knowledge of mathematics, science, and engineering

b - an ability to design and conduct experiments, as well as to analyze and interpret data

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c - an ability to design a system, component, or process to meet desired needs within

realistic constraints such as economic, environmental, social, political, ethical, health and

safety, manufacturability, and sustainability

d - an ability to function on multi-disciplinary teams

e - an ability to identify, formulate, and solve engineering problems

f - an understanding of professional and ethical responsibility

g - an ability to communicate effectively

h - the broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental, and societal context

i - a recognition of the need for, and an ability to engage in life-long learning

j - a knowledge of contemporary issues

k - an ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice

These are typically defined for each program and class with more specifics. For example, a

knowledge of contemporary issues might include being able to search the web and compare part

performance and price for particular applications. Modern engineering tools would be defined in

the discipline and would include a circuit simulator and oscilloscope in electrical engineering or

stress analysis software and a strain gauge in mechanical engineering.

A capstone design project is also required by the national standards. Departments also use this to

understand student capabilities over the outcome set close to graduation. Capstone classes

usually direct measure performance on all of the a-k outcomes.

In addition, there are discipline specific outcome topics. For example, in electrical engineering

students are also expected to demonstrate skills in these areas:

knowledge of probability and statistics, including applications appropriate to the

discipline

knowledge of mathematics, basic sciences, and engineering sciences necessary to analyze

and design complex systems

knowledge of advanced mathematics including linear algebra, complex variables and

discrete mathematics

At the individual course level, performance on outcomes is typically measured in most programs

in multiple courses against a common rubric. Performance criteria have been defined which

indicate adequate performance on the outcomes. Instructors complete an Outcome Assessment

Form for each outcome being assessed in their course. This form includes information on how

the outcome was assessed, student performance, and any changes that are needed to improve

performance in the future.

This data is used in refinement of the program. Data is fed forward to the faculty teaching the

course. Several of the larger departments make use of course committees – an appointed body

that oversees the course, syllabus, textbook, and learning outcomes. This committee can then

make changes within the course as appropriate. Changes to the overall structure of the

curriculum are fed into the department curriculum committee. Smaller departments might not

have a curriculum committee and use the entire faculty to review changes. Any recommended

changes are forwarded to the college curriculum committee, which has one member from each

department.

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For example, in mechanical engineering, an on ongoing problem exists in the ability of students

to formulate problems in dynamics. A faculty committee is currently reviewing this to make

recommendations for change. To help identify the specific problem, pre-tests were used in a

class that that expects students to have mastered the material. The pre-test covers several

different sub-areas of the skill set to ascertain which area is most in need of help. The figure

below demonstrates some of the data collected to assess this problem from summer 2009:

C. Periodic Reviews of Assessment Data Direct assessment data is supplemented with some indirect assessment techniques. This includes

exit survey data on all graduating students, informal observation by faculty and staff, special

directed surveys of students, and student evaluation of teaching. Indirect assessments are not

considered sufficient to meet the ABET accreditation standards.

The national accreditation standards also require us to set goals for the performance of our

alumni. We annually survey alumni that graduated three, five, and eight years ago on the career

success. This data is also used to improve the program. These surveys are run centrally by the

college administration for each program. Data are summarized for the program. A survey is

done annually, so we have the opportunity to examine how classes have done over time.

The survey responses are used within the program to improve the degree. For example, we

frequently find ECE alumni stressing the importance of communication skills in programs. ECE

has recently expanded its capstone design course to a two-semester sequence. This allows

greater opportunity for students to write technical reports and prepare and give presentations on

their project progress. This data is typically reviewed in the departmental curriculum committee

and is often summarized at full faculty meetings.

All programs must have an external board. These boards meet annually. The board reviews

student data and acts as a focus group of alumni, employers, and recruiters. These bodies

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provide feedback to the individual programs. They look at data and performance of both our

graduate and undergraduate programs.

Our undergraduate programs prepared self-studies as part of the ABET review process in 2006.

The campus review occurred in the fall of that year. All programs were given a six-year

accreditation in the summer of 2007. Our next visit from this body will be in 2012. The college

has an ABET committee, with a minimum of one representative from each program. This group

meets several times per year to review progress, discuss changes in accreditation, and to share

best practices.

We also have a dean’s advisory board that reviews data for the entire college and sets college-

wide objectives for our programs. A frequent topic of these meetings is providing more

opportunities for leadership and entrepreneurship.

We are also beginning an external review process for each department. We plan to have reviews

from three faculty members for each program in the college. This process has begun and we

hope to finish it in the fall semester. These reviews would examine all aspects of the department

and would focus on both undergraduate and graduate programs.

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Appendix III 4.1

COLLEGE OF PUBLIC HEALTH AND HEALTH PROFESSIONS Continuous Improvement Report

Undergraduate Health Science Program (BHS degree)

1. Documentation of assessment data that has been gathered for each program and documentation of improvements that have been made to the programs from the use of this assessment data. The goals that are assessed on an annual basis are consistent with

the outcomes reflected in the Bachelor of Health Science Academic Learning Compact

(ALC). These outcomes address core content knowledge and critical thinking and

communication skills specific to the BHS program. The outcomes for which we collect

assessment data, the five-year averages for data collected, and changes made during the

5-year period as a result of data collected are provided below.

We used two primary methods for assessing achievement of core areas during the five-

year period 2004-05 to 2008-09, including course grades (C or better) and a degree

candidate exit survey on which students indicated their perceived success in achieving the

ALC outcomes. Students complete this survey in the latter half of their graduating term,

typically in spring.

Student Learning Outcomes Outcome 1: Demonstrate an understanding of the U.S. health care system and the role of

the health professional in this system (Core Content Knowledge).

Results: 76% of students indicated agreement or strong agreement that they were able to

demonstrate an understanding of the key components of the U.S. health care

system.

87% of students indicated understanding different disciplines and their

contributions to health management.

98% of students passed HSA 3111 U.S. Health Care System with a grade of C or

better

Outcome 2: Understand and comprehensively describe various disabilities and factors

affecting their management. (Core Content Knowledge).

Results: 91% of students indicated they understood common diseases and disabilities and

the factors affecting their management.

77% of respondents reported achieving the ability to adequately and

comprehensively describe pathophysiological processes affecting the body. There

was a trend over time towards improvement (from 63% in 2004 to over 80% in

2008), which we attribute at least in part to the addition of physiology as a

prerequisite.

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99% of enrollees passed HSC 3502 Survey of Diseases and Disability and HSC

4558 Disability Management with a grade of C or better.

99% of the total enrollees passed OTH 3416 Pathophysiology in Rehabilitation

with a grade of C or better.

Outcome 3: Demonstrate basic knowledge of core bioethical and legal principles

impacting contemporary health issues (Core Content Knowledge).

Results: 80% of respondents indicated agreement or strong agreement that they were able

to demonstrate basic knowledge of core bioethical and legal principles impacting

contemporary health issues.

100% of enrollees passed HSC 4653 Ethical and Legal Issues in the Health Professions with a grade of C or better.

Outcome 4: Develop appropriate professional behaviors and leadership skills for careers

in health care (Core Content Knowledge).

Results: 92% of respondents indicated achieving an appreciation of multiple leadership

styles and an awareness of their own leadership style.

99% of enrollees passed HSC 4184 Leadership Skills and Styles with a grade of C

or better.

Outcome 5: Critically evaluate the empirical bases of practice in health science

disciplines (Critical Thinking).

Results: 90% of respondents indicated they felt able to demonstrate basic skills in critical

thinking to facilitate appropriate analysis of health science information.

100% of enrollees passed HSC 4608 Critical Thinking in Health Care with a

grade of C or better.

Outcome 6: Demonstrate basic therapeutic communication skills using appropriate

presentation modalities (Communication).

Results: 96% of respondents indicated achieving the ability to demonstrate basic

therapeutic communication skills and professional behavior.

99% or enrollees passed HSC 3661 Therapeutic Communication Skills with Patients, Families, and the Health Care Team with a grade of C or better.

Outcome 7: Demonstrate and understanding of the impact of disease and disability on

the health of populations (Core Content Knowledge)

Results: (This outcome is a relatively new addition; therefore, results are based on

averaging two years of data instead of five.)

92% of respondents indicated achieving the ability to demonstrate an

understanding of the impact of disease and disability on the health of populations

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Improvements made to BHS program based on assessment results: Changed prerequisite for Pathophysiology to strengthen students’ basic

understanding of physiology to allow more in depth focus in pathophysiology

Current events review added to US Health Care System

Modified format for Critical Thinking to small group labs

Adjusted teaching assistant load in Therapeutic Communication Skills so that

students continued to receive small group lab experience

Adjusted content for Therapeutic Communication Skills to enhance diversity of

examples reflecting our preprofessional disciplines

Adjusted course content between Survey of Diseases and Disability and Disability

Management to create a two-semester sequence that eliminates redundancy of

material

Textbook for Public Health Concepts replaced with contemporary journal articles

and web-based materials reflecting evolving landscape in public health

Have divided Public Health Concepts and U.S. Health Care System into sections

to reduce faculty-student ratio

Moved Research Methods course from senior year to junior year to provide earlier

benefit of information, particularly for students in honors sequence undertaking

senior research projects

Will implement curricular sequence change next year based on student feedback

(Critical Thinking and Ethics will be paired in spring of senior year and

Therapeutic Communication Skills will move from spring of junior year to fall of

senior year)

2. Process developed to use assessment data obtained from undergraduate students’ performance to improve programs.

The assessment data are collected using the resources of the Dean’s Office. Once

compiled, the results are distributed to all faculty in the health science program.

Specifically, each faculty member is provided information that reflects the responses of

the overall class to the ALC-related questions. Data are summarized such that individual

student responses are not identifiable. Faculty members receive a list of the student

outcomes with associated percentages and response rates. The results related to each

individual outcome as well as trends in student comments provided on the Degree

Candidate Exit Survey relevant to the student outcomes being assessed are reviewed and

discussed in the standing meeting of the Bachelor of Health Science oversight committee.

This meeting is open to all faculty and includes a student representative. Although

meetings are typically held once per semester, the results of the assessment of student

learning outcomes are reviewed on an annual basis. Students’ comments are used to assist

faculty in clarifying changes in students’ performance and/or perceptions of program

success in helping students achieve their academic goals. After review and discussion of

the data, the BHS oversight committee participants formally discuss whether any changes

to the curriculum should be considered. Proposals to change the undergraduate program

are considered and voted on during the same meeting or a subsequent meeting of the

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BHS oversight committee, depending upon proposal complexity or need for additional

deliberation and input prior to a vote to recommend implementation.

3. How periodic reviews of programmatic outcomes are used to improve the program. The health science program is primarily designed to prepare students for graduate or

professional school. As such, the primary programmatic outcome data we track are

students’ post-graduation plans. Therefore, as part of the Degree Candidate Exit Survey,

we routinely ask students to report their intended plans after graduation. We query about

professional and graduate school, work, and other plans (e.g. travel, personal). We

specifically ask students whether they have applied and/or have received acceptance to

one or more postbaccalaureate academic programs and in what discipline. We also track

whether students complete our program and whether students believe the health science

program met their intended goals. Similar to annual SACS reviews, these data are

reviewed in the BHS oversight committee. Based on trends over time regarding the pre-

professional make up of our overall class and feedback from graduating students, we

have changed advising foci to address specific needs of our pre-professional groups. We

have also used these data to make changes to our curricular make-up. For example, we

added additional science courses (anatomy and nervous system and disorders) to our list

of college electives based on feedback from our pre-professional students provided on the

exit survey.

Graduate Programs - Master’s Level

Master of Occupational Therapy (MOT)

The Master of Occupational Therapy (MOT) provides students with the degree necessary

to enter the profession of occupational therapy at the practitioner level. Students that

receive this degree are eligible to sit for the national certification exam in Occupational

Therapy (NBCOT).

The program is required to perform extensive assessment and reporting by both our

professional accreditation organization (American Council on OT Education (ACOTE),

and the professional accreditation body for colleges of public health (Council on

Education in Public Health (CEPH).

1. Documentation of assessment data that has been gathered for each program and documentation of improvements that have been made to the programs from the use of this assessment data.

Goal 1: Demonstrate ability to apply research of importance to the practice of

occupational therapy.

Results: During the 5 years of this report, all MOT students earned a B or better in the

research methods courses, and successfully completed evidence-based research project. A

total of 26 MOT students presented research posters or papers at state and national

conferences.

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Goal 2: Demonstrate an in-depth knowledge of occupational therapy theoretical

perspectives and the ability to analyze these theories for usefulness to occupational

therapy.

Results: During the 5 years of this report, 100% of students earned B or better in the

advanced theory courses emphasizing breadth and utility of occupational therapy

theories. UF Occupational Therapy Department is currently meeting the current ACOTE

requirements.

Goal 3: Demonstrate ability to apply biological/behavioral sciences, therapeutic skills,

and OT theory to intervention in the various clinical settings.

Results: During the 5 years of this report, 100% of students were placed in the two

required fieldwork settings and 97.9% received passing scores on the American

Occupational Therapy Association, Inc. Fieldwork Evaluation for the Occupational

Therapist; 218 took the NBCOT exam 8 students repeated and all 218 passed NBCOT

national certification evaluation. UF MOT students continued to score higher than the

national mean in all subject areas on the NBCOT certification exam.

Goal 4: Recognize trends and issues in discipline and their impact entry-level practice.

Results: 100% of graduate syllabi reflect required assignments in current trends and

issues in OT as recognized in new ACOTE standards. 100% of students were able to

articulate key issues in course assignments. 100% of students received passing grades in

Issues in Occupational Therapy Issues classes.

Programmatic outcomes: retention, graduation rates, GPA and NBCOT exam rates

2005 2006 2007 2008 2009 Number of entering graduate students

43 46 44 43 46

Number of graduates 43 43 45 44 42

Median graduation GPA 3.56 3.47 3.6 3.43 3.46

Pass rate on fieldwork 100% 100% 100% 97.6% 97.9%

Pass rate on NBCOT Exam: First time pass rate Pass rate within 6 months of graduation

97.7%

100%

97.67%

100%

100%

N/A

84%

97.6%

*

National NBCOT Exam Pass Rate 85.35% 87% 85% 75%

* rates unavailable at this time

As illustrated in the table above the department has met and succeeded for the graduation,

retention and national certification exam goals we have set. Attrition rates have been low,

100% of students have completed fieldwork successfully, and on average 100% have

passed the national certification exam within 6 months of graduation.

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Improvements made to occupational therapy program based on assessment results: As a result of 2005 and 2006 program evaluation, information from the NBCOT entry-

level practice research, and the faculty member experience over the last year we changed

course materials in several courses and eliminated some topic redundancy. Some of the

changes resulted in:

re-organizing some of the topics in our evaluation and intervention

courses,

creating an additional therapeutic skills course now offered early in the

curriculum, and

developing additional case materials and assignments.

In 2007 the OT faculty and staff department developed a new Strategic Plan. This plan

was developed in a series of meetings between department groups (support staff, program

administrators, senior and junior faculty) and then refined in 2 large group meetings with

all faculty and staff in attendance. This plan will assist the department to meet the

changing priorities and environment in the profession, the college, the university and the

state.

In 2008 we made 2 changes in our program. The first is the addition of a portfolio

requirement. The initiative came from faculty observations, and qualitative comments

made by students, clinical educators (CE) and employers. Students often reported that

they wished they had taken more advantage of the educational opportunities presented in

our academic health science center (rounds, presentations, etc.). CEs and employers both

reported that our students did not always take advantage of available extra-curricular

educational opportunities for professional development. This year we ran a voluntary

pilot project, and were surprised to find that we had 100% participation by the students.

Currently we are holding focus groups with the students and faculty to fine tune the

objectives and procedures for this project, and will implement it formally this for the

incoming class.

When surveyed, students also reported that they wished that they had been able to

participate in more “hands-on” activities in classroom labs. As a result during the 2008

and 2009 school years we expanded our relationships with several local centers (VA,

Center for Autism and Related Disorders, area schools, etc.) to increase the number of

labs that have therapist and patient visitors.

2. A description of the process your college has developed for using assessment data obtained from students' performance to improve your programs.

Monthly meetings of course instructors allow for immediate adjustments in course

material and lab activities based on the current student performance and feedback.

Individual student performance is discussed at the end of each semester and upon

completion of each level of fieldwork. Data is presented based on individual student

class and assignment grades, faculty observations and fieldwork performance

evaluations.

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The department evaluation and data collection concerning student performance during the

program is organized as follows:

Student Course Evaluations: Students complete evaluations of each course, each

semester using a university designed course evaluation form, and comment sheet. Student Data: Yearly statistics are tracked retention, re-admission, class grades, GPA,

and fieldwork performance. The individual performance of students on a series of

capstone projects (research poster, case studies, and presentations) is also monitored.

Feedback from Clinical Faculty: We seek feedback from clinical supervisors concerning

areas where the student might need additional instruction.

Review of Fieldwork Performance: Our Fieldwork Coordinator reviews the evaluations

of student performance on fieldwork, and shares with faculty any identified performance

problems.

3. A discussion of how periodic reviews in which programmatic outcomes such as retention, graduation rates, employer and alumni satisfaction, and the like assessed, reviewed and used for improvements.

A retreat is held yearly during the summer semester. One day of the retreat is devoted to

a curriculum review and a discussion of student performance. This discussion includes

summary data from performance evaluations (fieldwork evaluations, NBCOT exam,

etc.), student course evaluations, and all current graduate and employer surveys.

Adjustments in course content and materials, curriculum changes and specific program

needs are discussed and implemented. The subsequent day is devoted to evaluation and

planning for the research and clinical service missions.

Student Data: Yearly statistics are tracked concerning admission characteristics (GRE

scores and entering GPA), retention, graduation rates, class grades, graduation GPA, and

fieldwork performance.

Student Curriculum Survey: Shortly after graduating from the program, students are

required to provide feedback about their experiences in the program. They respond to

questions about learning objectives and program goals, courses, experiences with faculty

and support personnel, and preparation for fieldwork.

Recent Graduate Survey: Within 3 months of graduation we survey our most recent

graduates. In this survey we ask questions about employment status and the

characteristics of their current employment.

Survey of Alumni: Every 3 years we survey graduates going back 5 years. In this survey

we ask questions about employment status and the characteristics of current employment.

The survey also solicits data relative to program strength, and suggestions for change.

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Review of NBCOT Certification Examination Results: We examine the results of our

student’s performance on the certification exam. We discuss course content and student

performance in each domain area and make appropriate adjustments.

Feedback from Clinical Faculty: We seek feedback from clinical faculty that have

recently supervised our students concerning areas where they might need additional

instruction.

Review of Fieldwork Performance: Our Fieldwork Coordinator reviews the evaluations

of student performance on fieldwork, and shares with faculty any identified performance

problems. She also collates students’ perceptions of their academic preparation for

fieldwork from their fieldwork site evaluations.

Review of Employer Survey: After receiving employment placement information about

our graduates we survey those employers concerning their satisfaction with our

graduate’s job performance. This survey occurs every 3 years.

PhD - Psychology

1. Documentation of assessment data that has been gathered for each program and documentation of improvements that have been made to the programs from the use of this assessment data. The goals that are assessed are derived from the overall philosophy and mission of our

doctoral training program and are consistent with the goals for doctoral training programs

in clinical psychology as articulated by the American Psychological Association

Committee on Accreditation. The goals for which we collect assessment data, the five

year averages for data collected, and changes made during the 5 year period as a result of

the data collected are provided below:

Goal 1: Students obtain a broad knowledge base in psychology and integrate this

knowledge in science and practice. Students will develop knowledge in public health

applications of clinical psychology.

Assessment methods: Review of student performance in coursework, student

qualifying examinations, cores on national licensing exams.

Results: 1. All students received a grade of B or better in core and basic

psychology courses

2. 94.5% of students passed comprehensive qualifying examinations on

the first attempt, with the remainder passing on the second attempt

3. Average score on the EPPP, the national licensing exam, was 163.

This is well above the average score nationally.

Goal 2: Students are prepared to contribute to the knowledge base of the discipline

through scientific research.

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Assessment methods: Review of publications and presentations reported in

student vitae and activity reports, review of activity in research organizations, review of

grant funded research activity

Results:

1. 51% of students authored or coauthored a paper at national juried

meetings

2. 42% of students published in a peer reviewed professional journal

3. 63% of students were members of a professional research society

4. 67% of students were involved in grant supported research projects

Goal 3: Students will be prepared for the professional practice of psychology.

Assessment methods: Review of supervised clinical experience, review of

performance on internship.

Results: 1. Data from internship applications across the 5 year period reveal that

our students obtained an average of 1950 supervised hours of clinical

experience prior to internship

2. All students over this time period obtained and completed an APA

accredited internship

Goal 4: Students will be prepared for work with increasingly diverse populations.

Assessment methods: Curriculum and practicum contact review, student and

faculty recruitment.

Results:

1. Over the five year period, an average of 19.6% of our students have

been members of an ethnic minority group each year.

2. Current faculty composition is 18% minority

3. Inclusion of diversity issues in all courses and evaluations of clinical

work

Goal 5: Students are prepared to teach competently

Assessment methods: Faculty review of student presentations, teaching

experience during student’s enrollment in program.

Results:

1. 27% of students over the five year period were involved in teaching

undergraduate or graduate courses

2. 20% were involved in voluntary classroom teaching experiences or

enrolled in supervised teaching within our program

3. 51% demonstrated oral communication skills through presentations at

national conferences

Goal 6: Students understand international perspectives in psychology and have

opportunities for international training experiences and interaction with international

students attending the UF clinical psychology program.

Assessment methods: Number of international students in program, faculty

participation in international teaching and learning.

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Results:

1. We have developed two international exchange programs, one with

Oxford University and on with the University of Jordan. Dr. Ronald

Rozensky, former chair of our department, is now Associate Dean for

International Affairs and is working to enhance our international

efforts

2. 5 Oxford students have attended UF and one UF trainee has attended

Oxford

3. 2 Oxford faculty have taught at UF and 4 UF faculty have taught at

Oxford

4. 2 students from Jordan graduated in the five year period and are now

teaching at the University of Jordan

5. Students from Taiwan, Canada, Japan, and France enrolled in our

program and have graduated over the 5 year period

Representative improvements made to Clinical and Health Psychology program in the last 5 years based on assessment results:

1. Courses on evidence-based practices, health policy, rural behavioral health,

principles of epidemiology, and principles of public health have been added to the

curriculum.

2. Formal courses in scientific writing and grantsmanship have been added to

improve scientific research success.

3. Departmental data bases have been developed to track clinical training activities.

4. Clinical competency assessment strategies are being studied and implemented.

5. Efforts to increase minority recruitment of students and faculty have been

ongoing. One new African-American faculty member was recruited in 2009.

6. Teaching assistantships have been established within the Bachelor of Health

Science curriculum.

7. Formal relationships with Oxford University and University of Jordan have been

established and maintained.

2. A description of the process your college has developed for using assessment data obtained from students' performance to improve your programs.

Data are collected through resources in the Department of Clinical and Health

Psychology. This includes a web-based clinical data tracking system, yearly student and

faculty activity reports, summaries for the APA Committee on Accreditation that are

completed annually, and yearly student review by our department faculty. All data are

summarized and distributed to faculty for self, student, and program evaluation. The

Department has both an Executive Committee and a Curriculum Committee that review

these data, give feedback to faculty and students, and plan changes to be implemented to

improve program performance. The Curriculum Committee includes two graduate

student representatives who provide consumer input to the evaluation of the data and to

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the proposal of changes based on the assessment results. Proposals to change program

content or process are submitted to the entire faculty for discussion and input. Most

changes to the curriculum and program plan are decided by a vote of the faculty

3. A discussion of how periodic reviews in which programmatic outcomes such as retention, graduation rates, employer and alumni satisfaction, and the like are assessed, reviewed and used for improvements.

Evaluation of the program is ongoing. Each year, data are compiled for the APA

Committee on Accreditation as part of our yearly self study. These data include

information on current graduate students and program alumni. Every seven years a full

program review is conducted by the APA Committee on Accreditation to insure that our

program is performing at national standards. Our program has been continuously

accredited since 1953. The last Accreditation site visit occurred in 2008 and our program

was fully accredited for an additional seven years at that time.

The APA reviews are combined with additional assessment data such as the annual

SACS goals assessment report, feedback from graduates and current students, and

internship placement outcome data to evaluate program components and to plan for

changes. These data are reviewed by the Department Chair, the Program Director, and the

faculty as a whole during faculty meetings and periodic retreats. Program changes are

initiated when these data suggest areas where improvement or growth may be indicated.

For example, the program is currently reviewing all clinical competency assessment

procedures in order to improve the quality of our clinical teaching program component.

Our data collection and distribution systems are continuously being refined so that we

can easily identify program areas that may benefit from further improvement.

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Level

EDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESOffer professional and scholarly education in journalism based on a liberal arts foundation and assure that students receive training in uses of new technologies.

Maintain curriculum in compliance with ACEJMC (Accrediting Council for Education in Journalism and Communication) standards. Regular faculty curriculum reviews. Assess national ranking of program through informal survey of Academic peers, alumni and journalism professionals.

Consultation with our professional advisory council led to several long discussions about changes need for the curriculum to keep pace with the ever-changing industry.

The department launched another curriculum review in Summer 2007 with the goal of making changes by Fall 2009. Though we have not implemented the changes yet, we have gone through the college curriculum committee's approval stage and are poised to take the changes to the college faculty.

Foster the development of good news judgment, writing, reporting, editing and photojournalism skills.

Continuous evaluation of curriculum in skills-based courses, with more courses meeting in common lectures.

Skills courses need assignments designed to encourage sound news judgment in new media environment. Experiments were made to integrate multimedia storytelling throughout the curriculum.

As part of our new curriculum, we will foster a whole-curriculum approach i to provide greater continuity between classes. We plan on more cross-course collaboration as a way of duplicating the collaboration that occurs in a media newsroom.

Provide journalism students with high quality applied journalism curriculum experience to enhance theoretical foundation.

Skills courses need assignments designed to encourage sound news judgment in new media environment. Assess student performance in national competitions and other award programs.

Students performed well in major competitions, including the Hearst Photojournalism Competition and the Society of Professional Journalists Mark of Excellence competition, among other award programs.

We are still on track for our collaborative classes, which will focus on team projects, that will serve as high-quality entries for national competitions. Students will work more directly with experienced journalists in the newsroom environment.

Prepare students for employment in journalism.

Track students who complete professional internships and assess quality of internships. Check on students’ participation in on-campus interviews with newspapers and magazines. Review student work published in student newspaper or department magazine.

114 students completed internships for credit, most earning high praise from employers. Students work at most of the state’s major newspapers and on national magazines and major newspapers elsewhere in the country.

Our experimental exit course focused on developing and reinforcing professionalism has become extremely popular with students and we believe it serves as an important part of our curriculum. He are considering making it a requirement..

Expose students to diversity through explorations of ethical, historical, international and legal issues.

Count number of students completing courses in ethics, history, law and world communications. ACEJMC reviews syllabi and interviews faculty to check coverage and inclusiveness of diversity issues.

The department continues to incorporate multicultural issues into all courses. Students are given orientation and assignments to responsibly report and reflect a diverse society. The subject is most explicitly addressed in the history and race/ghender/,edia courses, as well as in the required ethics and law courses.

From the moment first-semester freshmen enter our introductory courses, they are immersed in our culture and system of values, including the need for diversity in the media. That course also exposes students to the ethical, legal and historical aspects of the media.

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Appendix III 4.1College of Journalism: Undergraduate Journalism


Appendix III 4.1College of Journalism: Master of Advertising



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Enhance the breadth and depth of students' knowledge of advertising as a form of integrated marketing communication.

Satisfactory completion of ADV 5005, Advertising Planning, ADV 6305, Creative Strategy and Research, and ADV 6602, Advertising Management.

Confirmed the need to alter ADV 5005 to better fit needs of students with less professional experience and to provide more continuity among courses.

Implemented chainges in ADV 5005, Fall 2009, along with efforts to build continuity among courses. Testing creating campaign for "real" client in ADV 6602, Advertising Management.

Enhance students' research, analytical and communication skills to bring knowledge to the profession and pursue successful careers in advertising and academia.

Satisfactory completion of core courses: ADV 6505, Advertising Research, ADV 6006, Theories of Advertising, and COM 6315, Advanced Research Methods as well as thesis or project in lieu of thesis.

All students successfully completed these courses. Quality of data analysis continued to show improvement. Identified the potential need to add emphasis to projects rather than theses.

Continued improvement in courses. Completed statement of requirements for a project compared to a thesis. Will finalize requirements for an "appropriate project."

Supplement students' practical skills with theoretical perspectives to enhance their career pursuit and career development.

Satisfactory completion of advertising theory, internships and thesis or project in lieu of thesis.

All students successfully completed these courses. Theses provided evidence of students' ability to incorporate theoretical perspectives with practical application and decision-making. 4-1 students took supervised practice course.

Continud improvement of curriculum, including Supervised Practice in Advertising. Continued emphasis on need for professional experience and internships.Hosted guest professionals.

Increase the diversity of advertising professionals with advanced degrees.

Count number of minority students enrolled and who successfully completed the program.

6 students matriculated for our sixth MA class. The class included 1 domestic student, 1 Asian male, and 4 Asian females.

Increased recruiting efforts. Continued adding students to 4-1 specializations in advertising sales management and in international advertising.

Prepare students to function in a diverse global workplace and society.

Monitor course syllabi and performance on theses for content and student's understanding of international and diversity issues.

Course content and students' understanding showed improvement. Identified need to continue current efforts.

Continued to offer graduate international and cross-cultural advertising course and encourage students to participate in our study abroad program.

Level

FUNCTIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESEnhance the breadth and depth of the students' knowledge of mass communication and related professions.

Satisfactory completion of MMC 6400 (mass communication theory) or required course in specialty area such as advertising public relations theory.

14 of 15 students earned a “B” or better in MMC 6400 in Fall 2008 and students also performed well in equivalent theory courses in specialty areas.

Continued development of specialty courses to provide more in-depth knowledge for students in specializations. Addition of new seminars to enhance individual tracks such health comm; digital and others.

Improve the analytical and communication skills of students to bring knowledge to the profession and pursue successful careers in academia and research.

Satisfactory completion of MMC 6421 (mass communication research course) or equivalent methods course in specialty areas such as advertising or public relations research.

18 of 19 students earned a “B” or better in MMC 6421 during Spring 09. Students also performed well in specialized research methods courses. Exit survey of grads to track student knowledge gain of the principles, ethics, practice and application of their profession

Expanded methodological course offerings to include content analysis, experimental, survey, qualitative courses. Continue a regular rotation of methods courses. Exit survey data revealed students believed strongly that they had gained knowledge in the key areas


Appendix III 4.1College of Journalism: Master of Mass Communication


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Supplement students' theoretical perspectives with practical skills to ensure pursuit of successful professional careers.

Percentage of students who have satisfactorily completed a professional internship, a thesis, a comprehensive examination, and a project in lieu of thesis.

During 2008--09 academic year, students successfully completed 38 theses, 13 projects in lieu of thesis and 3 comprehensive examinations.

Increased focus on relationship between theory and practice in specialization portion of the comprehensive exam. Added new practical skills courses such as online media.

Increase the diversity of mass communication professionals with advanced degrees.

Count number of minority students successfully completing program.

During 2008-09 academic year, 4 African-American and 12 Hispanic students successfully completed the master’s program. In 2008-09 12 African-American and 15 Hispanic students were enrolled in the master's programs in the College. Included measure of student preparedness to operate in a diverse society on exit survey.

Increased recruiting efforts. Worked with the university to provide recruiting material packets to distribute to underrepresented students. Significant increases in diverse enrollment.

Enhance cross-disciplinary experiences

Review curriculum and student research interests to determine which units need to be incorporated

Based on faculty expertise and stated student interest, Women's Studies and science/health communication are areas of great interest to students

Working to bring in IFAS water conservation, public health students into our science health classes. Working to enroll more women's studies students

Increase emphasis on internationalization of master’s program.

Review curriculum, determine courses with international content. Count number of international students and students who complete theses and dissertations on international topics. Assess international exchange programs.

Program enrolls approximately 43 international master's students. Built course content in international topics, including graduate course in International Advertising, offered additional work in International Public Relations. In 2008-09 academic year, approximately 6 of 38 theses dealt with international topics.

Continue integration of international content in coursework. Continue tracking international numbers, theses and projects, publications and conference papers to assess annual changes. Encourage master's students to attend study abroad programs offered in the college. More students theses have dealt with these topics

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EDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESProvide basic instruction in microbiology for students in other departments and advanced instruction for students in Microbiology and Cell Science.

Evaluate student performance in individual courses by testing their knowledge of the course material and their ability to solve problems.

The curriculum includes all of the subject areas identified as essential for undergraduate students majoring in microbiology by the American Society for Microbiology.

The curriculum is modified to reflect changes in molecular biology, biotechnology, emerging new diseases, and host-parasite interactions and host defense mechanisms.

Provide students with the opportunity to learn experimental microbiology. Students are expected to perform experiments using sound techniques, report the results, evaluate the results and draw conclusions.

All majors are required to take one introductory and one advanced laboratory. Laboratories include exercises in identifying and characterizing bacteria, methods for controlling bacteria, and the use of molecular techniques for studying microbes.

Student performance in laboratory courses is evaluated by observation of the student's techniques, the results of experiments, and the interpretion of results.

The training they acquire in experimental laboratory courses permits our students to acquire positions in medical technology laboratories, biotechnology companies, and university research laboratories.

Provide students with the opportunity to conduct research and to develop research skills.

Special courses on current research techniques and opportunities for undergraduate research are available. Students learn to apply modern procedures and evaluate their use.

The performance of students taking research techniques laboratories or who are engaged in undergraduate research is evaluated by observation. Students are also required to submit wtitten reports of their results.

The research training that students receive as undergraduates is a major factor in their success in gaining entrance to graduate schools.

Provide an effective academic advising system for new students, transfer students and students in the program. Student's progress is monitored to ensure that they are making required progress toward graduation.

We have an academic advising system that tracks students who are making progress towards graduation and those who need more direction. With guidance from an advisor, printed material and information from our web site, students plan their curriculum. Different courses are available for students who want to continue in graduate or profesional school or want to be employed after graduation.

Students have a clear understanding of the requirements for graduation. Students are assisted in developing plans that permit them to graduate in the minimum amount of time. The number of students who develop problems has been reduced.

The number of students who remain in our program and who have a low probability of graduating has been reduced by our advising program that identifies students with problems. These students are called in for advisment. Students who continue to fail to make progress are referred to the College Dean's office for a change of major.

FUNCTIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGES

Appendix III 4.1College of Agriculture and Life Sciences Undergraduate and Graduate Programs


Microbiology and Cell Science

Wildlife Ecology and Conservation - Undergraduate Program


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Undergraduate program enhances the breadth and depth of knowledge of students in the Wildlife Ecology and Conservation major.

All majors are required to complete core courses and are evaluated by undergraduate faculty.

Satisfactory completion of core courses ensure students obtain requisite knowledge and technical skills prior to graduation.

New courses have been developed to meet evolving challenges in the field of wildlife ecology and conservation. Department is exploring short courses with outside stakeholders, such as FWC.

Undergraduate program develops the diverse, interdisciplinary skill sets needed by its students.

Undergraduate Program Committee periodically evaluates departmental curriculum. Periodic evaluation is also performed by external reviews.

Curriculum has evolved to provide increased training in problem-solving, critical thinking, communication and conflict resolution, human dimensions, technical skills, field methods and geographical information systems.

Multidisciplinary learning experiences and applications of skill sets are integrated into applicable courses.

Undergraduate program introduces students to the global dimensions of wildlife ecology and conservation.

Assessment is reflected by changes in the number of undergraduates participating in study abroad, international research, and international short courses.

Department routinely communicates international study and research opportunities to its students.

Undergraduate participation in international study and research abroad has increased notably.Department has designed and implemented new UF in Namibia/UF in New Zealand programs.

Undergraduate program promotes student participation in professional and research actvities.

Surveys of students and professionals are used to assess new needs and opportunities in the conservation professions.

Undergraduate participation in internships, research, and professional memberships has increased significantly.

Department provides setting to promote productive interaction among students, faculty and professionals.

Undergraduate program introduces non-majors to conservation issues and complexities surrounding use of natural resources.

Assesment is reflected by the demand for and enrollment in non-major courses taught by WEC faculty.

Department offers courses on wildlife issues and global biodiversity to an increasing number of non-majors every semester. Added honors section of WIS 2552.

Department has expanded web-based sections to complement large lecture courses for non-majors.

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Wildlife and Ecology Conservation - Graduate Program

Appendix III 4.1College of Agriculture and Life Sciences Undergraduate and Graduate Programs


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Provide quality education, commensurate with highest academic standards, while providing foundation for comprehending and addressing wildlife/environmental issues in an evolving society and world.

The graduate program and objectives are reviewed at faculty retreats. Programmatic directions, curriculum, and standards for admission are routinely reviewed by the graduate program committee. Comments and critiques from the wildlife graduate student association are solicited as well as student participation in revisions of departmental graduate handbook. Additionally, exit interviews are conducted by department chair. Additional anonymous evaluation forms and opportunities are provided and encouraged for feedback to the program.The department chair is in the process of instituting an outside stake holder steering committee with a charge for serving as another source of assessment.

Department has utilized both formal and informal opportunities to encourage collegial dialogue and interaction among students and faculty. Department chair regularly meets with Wildlife Graduate Student Association. Students are represented on graduate program committee. The department chair has recently instituted an informal discussion group, "Graduate Students Discussion and Forum", that he hosts periodically to encourage exchange between the students as a group and the faculty to advance the intellectual spirit of the department, promote professional development, and encourage collegiality.

Department has implemented "Area of Emphasis" course requirement to ensure balance of ecological, quantative, analytical and human dimensions in student's curriculum. Foundational core course requirement implemented. Short focus courses implemented.

Enhance the disciplinary breadth and depth of students.

Department initially conducted a retreat to assess graduate program needs and has subsequently focused new faculty appointments consistent with perceived needs. In the past year the department has participated in a retreat that identified 5 disciplinary foci in the department and formally begun a planning effort to enhance the department's capability for achieving academic excellence in these areas.

Department has targeted and added new faculty with expertise in population ecology, landscape ecology, conservation genetics (shared position with Fisheries and Aquatic Sciences), wildlife/agricultural interactions, as well as a herpetologist (at Plant City campus) and wildlife ecologist (at Quincy campus) to enhance programmatic diversity. .

Graduate curriculum has been augmented by addition of several population ecology and landscape ecology courses, as well as wildlife /agriculture interactions course, and conservation genetics both at core and "special topics" levels.

Develop and maintain an academic environment which is conducive to the recruitment of excellent graduate students.

Faculty participate in retreats and periodic departmental reviews Graduate Student Association has been invited to both participate and critique curriculum as well as program in general.

Department has embraced and faculty are actively involved in several new multi-disciplinary programs across campus. Admission requirements have been raised. Several state line teaching assistantships have been allotted to attract and recruit excellent students. The department intends to implement a formal competition among nominated students for these TA positions.

Faculty are supervising a number of SNRE students and are involved in teaching core currriculum courses to SNRE students. Cummulative GPA and GRE scores have increased. Several students are now supported on Alumni, McKnight, Spice, and Fulbright Fellowships.

Target recruitment of minority graduate students with goal of increasing pool of qualified persons from under-represented constituencies available to natural resources academia/agencies.

Faculty participate in retreats and periodic departmental reviews. Diversity Enhancement Committee reports periodically to faculty.

Inclusion and espousal of diversity enhancement goals by faculty.

Qualified potential graduate students with minority status are being identified, and appropriate faculty matches are being made when possible. Department has secured the equivalent of an Alumni Fellowship to support a minority doctoral student for the next 4 years. CALS Matching Assistantship used to support minority student.

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EDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESTo prepare students with the technical expertise and the intellectual, communicative and interpersonal skills necessary for the development of successful professional careers in animal science or related fields.

A student's intellectual skills are assessed primarily via the traditional classroom but also through qualifying exams and final defense of theses and dissertations. The latter also serve, along with seminars, presentations at scientific meetings, etc. as vehicles to assess communication skills. Technical expertise is largely assessed within the various laboratory facilities.

Students must demonstrate sufficient knowledge to receive passing grades and must graduate with at least a 3.0 on 4.0 scale. The ability to comprehend, integrate and retain information is assessed by the successful completion of qualifying exams and defense of thesis or dissertation.

Student evaluations, peer assessment and exit interviews are used to provide feedback to faculty for program improvement.

To encourage and develop student creativity, initiative, motivation and responsibility.

Some graduate courses require students to develop grant proposals or to develop grant proposals as a part of their qualifying exam. This stimulates creativity and provides motivation and responsibility to adhere to deadlines, format, etc. Grant proposals are peer reviewed by faculty to assess their worth. Faculty also require the development of grant and research proposals to serve as the student's thesis or dissertation research. These latter proposals are reviewed and approved by the supervisory committee.

Several of our graduate students have written and submitted successful grant proposals to various granting agencies. Within courses requiring a grant proposal, a portion of the student's grade is determined by the assessment of the grant proposal.

Feedback from faculty and granting agencies are used to enhance written skills as well as creativity. Adherence to deadlines and consequences associated with not meeting deadlines provide incentives, serve to motivate and hold people responsible.

To encourage and support excellence in teaching and research endeavors of graduate students.

Provision is given to students to participate in teaching courses, attending and presenting results at professional meetings and various seminars, interaction with funding agencies, and interaction in interdisciplinary research as well as all of our students are required to present at least one departmental seminar.

Students receive feedback from evaluations of their teaching efforts and their presentations at professional meetings. The departmental seminars are reviewed by faculty and fellow graduate students so that excellent feedback is received. Recognition is also granted to them for funded research projects and work with interdisciplinary research such as that in IRBG proram.

Teaching evaluations are used to assess the students knowledge and presentation skills and thus serve to uncover weaknesses that need further development. Feedback from superiors and peers further enhance development of communication skills, interpersonal skills and knowledge.

To provide consumers and producers with new knowledge upon which future decisions concerning animal science will be based.

Information is assessed by the supervisory committee and the publishing of that information in peer reviewed journals, grant reports, extension reports, etc. In addition, exit seminars and defense of the research contained in theses and dissertations are required.

Students have successfully completed graduate degrees, published their research results, provided well-received reports to various readers and delivered effective oral presentations.

Students have successfully competed for professional careers in the public and private sectors where they continue to provide information to producers and consumers. Feed-back from employers is used to enhance graduate education.

Animal Molecular and Cellular Biology - Graduate Program

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Appendix III 4.1 College of Fine Arts

Music Education Program Continuous Improvement Program

INTRODUCTION: Following the 2003 State Program Review Site Visit, each program area reviewed any

weaknesses cited in the Visiting Committee Report as well as the report of the Program

Approval Board (PAB), as a continuous improvement process. The unit, under the

direction of the Dean of the College of Education and appropriate faculty and

administrators in the College of Education and in affiliate programs, began the process of

determining the most effective way to capture and display the accomplishments of the

candidates within each program.

Beginning in 2007, in preparation for the submission of new Florida Uniform Core

Curriculum Matrices and supporting documents to the Florida Department of Education,

each program area faculty group reviewed the Florida Uniform Core Curriculum

requirements and determined, through collaborative efforts, where high stakes evaluation

of each Core Curriculum element would occur. In September 2009, the Unit received

notification from the Department of Education that all state-approved programs received

continued approval through 2010 based on the review of matrices and supporting

documentation.

Standard 1. Core Curriculum Content The curriculum content delivered in each approved program includes the Uniform Core

Curriculum and all other state-mandated requirements.

1. Current mandated state requirements and curricular content are consistently

implemented and published in required documents.

Mastery (Benchmark Points) Defined

Program faculty, in consultation with stakeholders, and after review of the required core

curriculum identified at least three benchmark points for candidate demonstration of the

Florida Educator Accomplished Practices and the Competencies and Skills for

Certification (appropriate edition) –

(1) prior to student teaching (i.e., internship) within coursework and/or field

experiences,

(2) during student teaching (i.e., internship) , and finally

(3) by reporting passing scores on the Florida Teacher Certification Subject

Area Examination (SAE) and Professional Education Examination (PED).

Demonstration at all three points is necessary for full demonstration of the Florida

Educator Accomplished Practices (FEAPs) at graduation/program completion.

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The Music Education program developed a Florida Core Curriculum Matrix (FCCM)

identifying the locations (“X”) of content coverage of the FCCM elements within

coursework, within field experiences, within internship, and on the FTCE. Because of

the complexity of the FCCM and the necessity for clarity, our program also developed a

FEAP Assessment Summary and a Reading Competencies Matrix based on the Just

Read! template provided by the Florida Department of Education. These additional

documents provide clear evidence of program expectations for meeting the requirements

of SBE Rule 6A-5.066.

An overall Assessment Benchmark document (University of Florida Approved Program

Assessment Benchmarks)identifying the two assessment points for each program can be

found in the DOE Standard 1 Evidence (see Standard 1.1).

Florida Educator Accomplished Practices and Professional Education Competencies

The Unit has identified a unifying set of thirty-four (34) indicators across all 12 FEAPs.

The Music Education program has developed a set of matrices with an accompanying

FEAP Assessment Summary that includes the FEAP, the indicator number and

description, the course in which the indicator is taught and assessed, the title of the

assessment, a description of the assessment activity, and the instrument used for

assessment. Professional Education Competencies that are not associated with a FEAP

are identified on the overall FCCM, as Professional Education Competencies PEC 13,

Knowledge of the history of education and its philosophical and sociological foundations (Foundations of Education) in MUE 2040: Introduction to Music Education and as PEC

14, Knowledge of specific approaches, methods, and strategies appropriate for students with limited English proficiency (ESOL) in TSL 4324: ESOL Strategies for Content Area

Teachers. Each FEAP is assessed at least twice during the candidate’s program of study – within

coursework, field experiences, and/or internship. In addition, the FEAPs are assessed as

part of the candidate’s passing score on the Professional Education Examination of the

FTCE, a requirement for completion of the program.

Competencies and Skills for Teacher Certification, 14th

Edition

The Music Education program has designed its overall Florida Core Curriculum Matrix

(FCCM) to (1) identify the location of content based subject area competency and skill

coverage within the approved program, and to (2) identify the Subject Area Examination

in the certification specialization as the second demonstration point for program

completion. In the Music Education program, subject area competencies are also

assessed through FEAP #8 – Knowledge of Subject Matter, as indicated on the FCCM.

Each candidate, therefore, completes at least three assessments of Competencies and

Skills for Certification – within FEAP # 8 tasks, within academic coursework based on

GPA, and on the Subject Area Examination of the FTCE.

The Music Education program also assesses FEAP #8 through required illustrations in

candidates’ Music Education portfolios.

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25 ESOL Performance Standards and 11 ESOL Competencies and Skills

Candidates in affiliate programs are required to complete a 3-credit ESOL survey course.

For the Agricultural Education program, the overall FCCM includes coverage of the 25

ESOL Performance Standards and 11 Competencies and Skills, based on the

requirements of Rule 6A-5.066 for that program through a three-credit survey course,

TSL 4324. This course is supervised by and/or taught by ESOL faculty and focuses on

future teachers in scope and design.

TSL 4324 ESOL Strategies for Content Teachers is an undergraduate course which is

offered twice a year and particularly targets students in affiliate programs (music, art,

agricultural education, physical education). This course provides a basic survey of the

foundations of language and culture, teaches strategies for setting language objectives,

for adapting curriculum and materials, for teaching language and literacy through the

content areas, and for using appropriate assessments.

Due to the fact that many ESOL courses are offered in the Summer after the school year

has ended, K-12 field experience opportunities are limited. In TSL 4324/TSL 5324 ESOL Strategies courses, candidates are required to meet weekly with a second language

learner to collect information about their experiences learning another language and

entering a new culture. This can be an adult or a child. Last summer (Summer 2009),

most candidates were able to observe and interview an ELL in the school where they

completed their internship. Some candidates participated in a summer school program

that was offered.

Instruction Related to Sunshine State Standards (Knowledge and Understanding)

The Music Education program includes attention to the inclusion of Sunshine State

Standards in field experiences, specifically through lesson planning activities and lesson

delivery.

For example, in MUE3311, Music in Elementary Schools, students teach children at the

P.K. Yonge Developmental Research School at least 5 times. They are required to

develop lesson plans for these teaching experiences. Students follow a template for the

lesson plan, and are assessed using a specially designed rubric that correlates directly

with the lesson plan format. The Lesson Plan templates, the rubric for assessing the plans,

and two lesson plan examples with their completed rubrics are provided as evidence. The

following examples are posted in the Electronic Exhibit Room: K-2 lesson Plan

Template, 3-5 Lesson Plan Template, Lesson Plan Rubric, Sample Plan 1, Sample Lesson

Plan 1 Rubric 1, Lesson Plan 2, Sample Lesson Plan 2 Completed Rubric.

The Lesson Plan template requires that students identify the specific music GLEs they are

addressing in the plan. Students also develop one assessment related to the chosen GLE,

as well as a critical thinking exercise that focuses on one specific part of the lesson.

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Students are also required to identify the specific FEAPs and behavioral indicators they

are addressing in their lesson plan.

Reading Requirements

The Music Education program adheres to the required reading elements. The overall

FCCM for Music Education program includes all relevant competencies and indicators.

An additional Reading Matrix for our program has been developed to show in detail

Reading Competencies 1 and 2 and their indicators as assessed in RED 3312 and required

by Just Read! Florida. An activity for each indicator in the competency that demonstrates

the progression from theory to application is included in the Just Read! Template.

Syllabi for all courses can be found in the Music Education program documentation in

the electronic exhibit room.

Other Elements in the Core Curriculum

The overall FCCM includes all the additional elements within the Uniform Core

Curriculum for the Music Education program. When appropriate, and for most of the

elements, instruction, tasks/activities within courses and field experiences identified in

the FEAP assessments are used to cover the additional elements of the Core Curriculum.

Four elements in particular did not overlap with other elements of the FCCM. These

elements are assessed independently in coursework as follows

Math Computational Skills element in course MGF 1106

Sunshine State Standards element in course MUE 3311

School Improvement and Accountability element in course MUE 3311

School Safety element in course MUE 4940

Other elements are covered within coursework and identified clearly in the FCCM. Professional Education Competencies PEC 13, Knowledge of the history of education and its philosophical and sociological foundations (Foundations of Education – offered in

MUE 3311) and, PEC 14, Knowledge of specific approaches, methods, and strategies appropriate for students with limited English proficiency (ESOL) is covered in TSL 4324.

Description of Published Documents for Program Requirements

The University of Florida catalogs for both undergraduate and graduate programs are

available electronically on the registrar’s website. In addition, the Music Education

program area website, and programs of study and program planning guides provide

descriptions of degree requirements.

2. Field/clinical experience sites represent diverse cultures and varying exceptionalities and performance levels, in a variety of settings, including high-needs schools.

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Field Experience Placements

Elementary field experiences take place concurrently with MUE 3311 (Elementary Music

Methods) at PK Yonge Developmental Research School (PKY). Candidates teach 2nd

and

4th

graders a minimum of 5 times, working in teams of 3. Candidates are evaluated by the

professor, graduate assistants, the PKY Elementary Music Specialist, and each other.

Candidates in this course complete evaluation forms for each student, providing positive

and constructive feedback on their peers.

A copy of the practicum observation document is also available. There are no sample

completed forms because these are distributed to the candidates immediately following

the observations for their review and reflection.

Secondary field experiences take place concurrently with MUE 3330 (Secondary Music

Methods). Candidates are assigned to schools and teachers to teach twice per week for

approximately a six week period. During that time, they are observed and evaluated by

the course professor, teaching assistant, and the cooperating teacher.

Our placements are in schools where our candidates will receive experience working with

diverse cultures and students with varying exceptionalities. Local schools such as

Eastside HS, Duval Elementary, Lincoln MS, and Howard Bishop MS all serve large

minority populations. All of the schools we use for placement serve students with

disabilities, and one of our placement schools is Sidney Lanier, which serves students

with profound disabilities exclusively.

Description of Final Internship

The final internship in the Music Education program is 15 weeks long and occurs in the

final semester of the students program, normally in the spring but may be in the fall. The

Coordinator of Student Teaching in the Office of Student Services, Becca Kidwell,

provides support to the program by managing the placement process, coordinating the

application process, contacting schools and school district contacts, communicating with

the program coordinator as well as individual faculty, and notifying the program area and

the candidate of the final placement. The Coordinator of Student Teaching also processes

all paperwork and maintains the student teaching database records.

The internship is considered a capstone experience in the music education program. Due

to many school districts with limited numbers of qualified music teachers, this is a

tedious process. Student teachers are placed with quality music teachers in Alachua

County and, occasionally, out of county to best match candidate needs. The Coordinator

of Music Education consults with county arts supervisors and music teachers throughout

the state to identify quality mentor teachers. In addition, all cooperating teachers must

have Clinical Education Training, required by the State of Florida Department of

Education for state-approved programs. Clinical Education Training alone does not

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qualify cooperating teachers as a quality mentor. Cooperating teachers are expected to

evaluate interns on a daily basis and serve as mentors for them. The expectations of the

music education faculty for the Cooperating Teacher are also outlined in the music

education Student Teaching Handbook (found at http://www.arts.ufl.edu/music-

education). The internship program requires two placements of a half-semester each to

justify the K-12 Music certificate that is the credential for music teachers in the state of

Florida and most other states. The Cooperating Teacher from each placement also

completes a music education interim and final evaluation (these documents are found at

http://www.arts.ufl.edu/music-education) and submits these to the program faculty.

The ETS Pathwise Observation system is used for student teaching observations.

Observation ratings are transferred to an overall evaluation instrument at the conclusion

of the internship experience. University supervisors rate students in the EAS on the

Student Teaching Evaluation form. Cooperating teachers provide a copy of their

evaluation to the Office of Student Services where a staff member enters their ratings in

the electronic assessment system database.

3. Program faculty meet state-mandated requirements for supervision of field/clinical experiences.

4. School district personnel meet state-mandated requirements for supervision of

field/clinical experiences.

Supervising Faculty

UF faculty that supervise candidates in field settings must hold one of three state

requirements for Clinical Supervision - specialized training in clinical supervision; a

valid professional teaching certificate; or, at least 3 years of successful teaching

experience in prekindergarten through grade 12. The faculty in the Music Education

program comply with the requirement and documentation is maintained at the department

level.

The Program Faculty all have extensive experience teaching music in public schools.

Area Head Dr. Russell L. Robinson has 6 years of public school teaching experience in

the Cassville Public Schools (Missouri), conducts in-service workshops for teachers and

regularly conducts elementary, middle school, high school honors and all-state choruses.

Dr. Charles R. Hoffer has taught music 1 year in Holt, MI; 3 years in Grand Ledge, MI; 3

years at Campus School of SUNY-Buffalo; and 7 years in Clayton Schools, St. Louis

County, MO. Dr. Timothy S. Brophy has over 20 years experience teaching grades K-8 in

Ohio, Kentucky, Virginia, and Tennessee, and his primary work has been in elementary

general music.

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District Personnel

The College of Education’s Student Teaching Coordinator, located in the Student

Services Office coordinates placements for all student teachers in the Unit. Candidates

are placed in multiple school districts throughout northeast Florida and the rest of the

state. Maintaining records of district personnel qualifications is beyond the scope of the

Unit’s capabilities. However, each placement request requires the Principal of the school

to attest to the educator’s qualification for supervision prior to the placement.

In rare instances a field placement or internship may begin prior to the completion of

Clinical Educator Training (CET).

Credentials of ESOL Faculty (Infused and Stand-alone models)

This program requires an ESOL stand-alone survey course, TSL 4324. Faculty who teach

the course have the appropriate qualifications for this role. Faculty vitae are available for

each ESOL faculty member.

Standard 2. Candidate Performance Each candidate in the approved program will demonstrate all competencies identified in Statute and Rule.

Information Management Decision-Making System

The Unit tracks candidate performance through the Educator Assessment System (EAS).

The EAS was initially designed in 2004 to be a dynamic, transparent, web-based system

to assess candidate competency in the Florida Educator Accomplished Practices. The

system was expanded in 2008 to incorporate the other elements of the State’s Uniform

Core Curriculum relevant to educator preparation, including the Reading Competencies

and ESOL Performance Standards. The unit utilizes the FCCM as a “road map” for each

state-approved program to identify the specific courses in which each standard is assessed

through the EAS. Indicators for a particular standards set are assessed in designated

courses through key tasks with rating guides for three levels of achievement (met, met

with weakness, not met).

In addition to key tasks identified in coursework, electronic internship evaluation forms

are included in the web-based EAS system for all teacher preparation programs.

University-based and field-based supervisors of teacher education interns complete

evaluation forms at the midpoint and culmination of the internship period. These

evaluations are based on multiple sources of evidence gathered throughout the semester

by each supervisor. The remaining elements of the Uniform Core Curriculum (e.g., pass

rates on tests of the Florida Teacher Certification Examination) are tracked through the

Office of Student Services.

In fall 2002 the music education area initiated an online music education portfolio project

in which all music education students are required to provide evidence of their progress

toward meeting the pre-service level Florida Educator Accomplished Practices. Through

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a series of sequenced web page illustrations that are grounded in their coursework and

field experiences, students provide evidence from their class and fieldwork assignments

that demonstrate the FEAPs. Students begin their portfolios in their 3rd

year and work

over the remainder of their uncomfortable program to complete the requirement.

From 2002-2008 there were 3 illustrations required for each of the 12 FEAPs, for a total

of 36. In fall 2008 the portfolio project was revised and updated to reflect the revised

State Rule regarding educator preparation. Candidates now complete a total of 30

illustrations. Candidates who started their portfolios prior to 2008 have been

grandfathered in to the revised project, so they will complete somewhere between 30-36

illustrations.

The portfolio website is at http://portfolios.music.ufl.edu. The site is currently still under

revision as we accommodate the new illustration requirements. However, the Model

Student Portfolios are current.

1. Each program consistently applies state-mandated admission requirements.

Admission Requirements

The Music Education program consistently applies state-mandated admission

requirements. Admission requirements are outlined on the College of Education Student

Services website, program websites, in the university’s undergraduate catalog, and in

other program materials. Admission to the Music Education program is managed by

Mutlu Citim-Kepic, who provides individualized advising services to each student

seeking to enter the program. Admission requirements for all programs are listed in the

Admissions Criteria table and specific information regarding admission, enrollment and

completion is located in Applied, Admitted, Enrolled table in the Electronic Exhibit

Room. In addition all candidates must successfully pass an audition (live or taped) which

is reviewed by the faculty.

Candidate Progression (Enrollment)

The department and program faculty track student progression through the curriculum to

ascertain whether students are maintaining the required GPA and mandated course

requirements of the program. In addition, Director of Music Admissions and

Undergraduate Advisor Mutlu Citim-Kepic tracks candidates who may be experiencing

difficulties meeting program requirements. Mrs. Citim-Kepic receives a report at the end

of each semester indicating all candidates who have received grades below a C. These

candidates are contacted and put on academic probation through the School of Music.

Candidate Completion (Graduate Decisions and Transcript Endorsement)

At the conclusion of the bachelor’s degree program, candidates’ programs of study are

audited through an electronic auditing process in the department where the program is

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housed. Mutlu Citim-Kepic is in charge of auditing the students’ records. Mutlu Citim-

Kepic is in charge of auditing the students’ records. All degree candidates are reviewed

and approved by faculty vote at the end of each semester. The Office of Student Services

(OSS) in the College of Education also performs an audit of EAS requirements, course

and GPA requirements, and successful completion of the FTCE examinations and is

responsible for notifying the Registrar’s Office to place the transcript endorsement at

program completion.

Candidates Entering Under 10% Waiver (if applicable)

Year Admitted Admitted with

Waiver 2003-2004 14 5

2004-2005 15 9

2005-2006 13 5

2006-2007 11 8

2007-2008 16 14

2008-2009 13 12

2. Candidate evidence of attainment of Uniform Core Curricular content is assessed and data are collected from coursework, field/clinical experiences and on the Florida Teacher Certification Examinations.

Assessments or Data Sources used

Candidates are assessed throughout the Music Education program in multiple settings

including courses, field experiences and FTCE examinations. Data for FCCM content is

collected in the Educator Assessment System (EAS) as faculty enter the ratings for each

task assigned to the program courses and field experiences. In addition, the internship

experience for each candidate is evaluated by the University Supervisor and the

Cooperating Teacher; results of these assessments can be found in the Student Teaching

Evaluation reports for 2003-2008. Individual and group data can be accessed by the

program coordinator, the department chair, and the Assessment and Accreditation

Director at any time in the program. In addition, students may access their EAS data

through a student portal that allows them to see their ratings in courses they have

completed as well as which courses and indicators they must still complete.

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Pass Rates on FTCE

Candidates in the Music Education program have maintained a 100% pass rate on all

portions of the FTCE since 2005, as evidenced in the FTCE pass rate table.

3. Candidates demonstrate impact on P-12 student learning based on student achievement data within field/clinical experiences.

Impact of P-12 Student Learning During Field/Clinical Experiences While in Program

During the program, candidates assess their impact on P-12 student learning through an

assignment in MUE 4940. During the internship, teacher candidates listen to musical

performances, assess them, and provide instruction to improve these performances. After

the teacher candidates present and teach a song or instrumental piece to the class they are

assigned, the students perform the musical work and the teacher candidates evaluate and

assess the performance using a candidate-designed, grade appropriate rubric.

This will be tracked in the Educator Assessment System beginning in spring 2010

through course MUE 4940.

4. The program documents the assistance and the results of the assistance provided to program completers who do not meet employer satisfaction in their first two years of teaching.

Remediation for Beginning Teachers When Employer is Not Satisfied (if applicable)

University of Florida Music Education graduates are highly qualified and highly in

demand based on our track record of graduates. In the 25 years that existing faculty have

been at UF, there has never been an inquiry from a dissatisfied employer. If this ever

occurred, our plan of action would be the following: assess the problem, discuss with the

graduate and the administrator, and offer to do in-service with the teacher, including

modeling in their classroom resulting in an improved situation.

Standard 3. Continuous Improvement The approved program implements processes to ensure continuous program improvement.

1. The program remains responsive to the needs of the state and districts served.

District and State Needs

The University of Florida Music Education faculty places students in field experiences

and internships in a wide variety of areas both in terms of student populations and

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demographics in the state. Schools benefit from our pre-service teachers in their schools

and communities. Area Head Dr. Russell L. Robinson and the other faculty are in contact

with district music supervisors and they share their specific needs with us. We provide

them with the names of recent graduates to help find candidates to fill their positions. All

of our graduates (100%) who wish to teach are in teaching positions. In addition, music

education faculty are called upon to do in-service workshops for teachers throughout the

state of Florida as well as speaking at conferences for diverse audiences and offering

practical workshops for teachers.

An ongoing project of the Florida Music Educators Association, in partnership with UF

music education faculty member Dr. Timothy Brophy, has also provided new evidence of

professional development needs in music education programs across Florida.

Specifically, the pilot and field tests of the Florida Music Assessment, chaired by Dr.

Brophy, have shown that there are needs for teachers to obtain professional development

in delivering composition and improvisation instruction in elementary schools, and music

theory and history instruction in secondary school ensembles. As a faculty we are

working to help address these needs through conference sessions and, when invited,

district workshops.

2. Employers of program completers indicate satisfaction with the level of preparedness for the first year of teaching, including the rehire rates of program completers and the length of stay in the classroom.

Employer Satisfaction Survey

The Employer Satisfaction Surveys are sent out each year to employers of the Music

Education program completers based on data provided by the Florida Department of

Education. The purpose of this survey is to elicit feedback from graduates’ employers

regarding their perceptions of the graduate’s educator preparation. Each year, this

feedback is summarized by the Office of Student Services and is distributed to the Music

Education program coordinator and faculty for their consideration in making

programmatic improvement. Copies of the survey, as well as numerical and open-ended

question responses can be found in the Electronic Exhibit Room for the period 2003-

2008.

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Rehire Rates

Program Completers Obtaining Full-time Teaching Employment in Florida public schools within First Year of Graduation

# of 2003-2004 Program

Completers

# of 2003-2004 Program Completers Hired in 2004-2005

per DOE Report

% of 2003-2004 Program Completers Hired in 2004-2005

11 5 45%


Completers


per DOE Report


8 4 50%


Completers


per DOE Report


10 3 30%


Completers


per DOE Report


13 6 46%

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Length of Stay in Classroom (Retention)

Average Length of Stay of Program Completers in their Full-Time Teaching Positions


Completers

# Employed in 2001-2002 only

# Employed for only Two Years (2001 and

one other year)

# Employed for Three Years

(2001-02, 2002-03, 2003-04)

Average Length of

Stay

N/A N/A N/A N/A N/A


Completers

# Employed in 2002-2003 Only


one other year)


(2002-2003, 2003-2004, 2004-2005)

Average Length of

Stay

N/A N/A N/A N/A N/A


Completers

# Employed in 2003-2004 Only


one other year)


(2003-2004, 2004-2005, 2005-2006)

Average Length of

Stay

N/A N/A N/A N/A N/A


Completers

# Employed In 2004-2005 Only


one Other year)


(2004-05, 2005-06, 2006-07

Average Length of

Stay

11 0 0 5 3


Completers

# Employed In 2005-2006 Only


one Other year)


(2005-06, 2006-07, 2007-08

Average Length of

Stay

8 0 0 4 3

3. Program completers indicate satisfaction with the level of preparedness for the first year of teaching.

Completer Satisfaction Survey

The Graduate Satisfaction Surveys are sent out each year to graduates of the Music

Education program. The purpose of this survey is to elicit feedback from graduates one

year out in the field regarding their perceptions of their educator preparation. Each year,

this feedback is summarized by the Office of Student Services and is distributed to Music

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Education program coordinator and faculty for their consideration in making

programmatic improvement. Copies of the survey, as well as numerical and open-ended

question responses can be found in the Electronic Exhibit Room for the period 2003-

2008.

4. Candidates demonstrate impact on P-12 student learning based on student achievement data during the first year of teaching.

Impact of P-12 Student Learning During First Year of Teaching

Because FCAT data is not available for music teachers, we gather data from the College

of Education’s graduate and employer satisfaction surveys. The survey summary results

show that our graduates and their employers are rating the majority of the criteria at an

average of 4.0 and higher on a 1-5 scale where 5 is the top rating. The only ratings below

4 (3.67, 3.75) are from graduates, not employers, and are in the areas of technology and

ESOL. Music Education faculty do not teach the ESOL course, and we recognize that

technology is an area of need for our program.

Regarding impact on student learning, at this time our plan is to participate in the College

of Education plan to collect data on the revised Graduate and Employer Satisfaction

surveys beginning in 2010.

4. Continuous improvement across and within programs is the result of routine analysis of data collected on Standards 2 and 3; admission, enrollment, and completion status of each candidate; and results of recent faculty experiences.

Annual Review Process

Beginning with the 2008-09 academic year, the Director of Assessment and Accreditation

provided the Music Education program with data from the previous year in a single

“package” designed to give both summary as well as specific feedback to the program

area based on specific elements. Included in the data package were applied, admitted,

enrolled, and graduation data; EAS candidate ratings data; internship evaluation results;

candidate disposition reports; exit survey feedback; FTCE pass rates; and graduate and

employer satisfaction survey results. Program area faculty were asked to review the

information provided and to answer a set of questions for continuous improvement. The

Music Education program faculty determined that the data provided gave them insight

into various elements of their program; either affirming decisions that had been made

previously or providing data to inform changes they wanted to make in their program.

Program Changes reports from previous years, as reported in the annual IPEP process,

are also part of the annual review process and are provided in the Electronic Exhibit

Room. The CIP annual review process will be consistently applied each year.

Institutional Program Evaluation Plan (IPEP)

The College’s IPEP report is managed by the Director of Assessment and Accreditation

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based on data within the EAS, data from the Office of Student Services (OSS), and data

from the program area. The program area reviews the EAS and OSS data and provides a

summary to the Director of Assessment and Accreditation.

The UF Music Education faculty assesses and makes recommendations for improvement

of the program based on several factors (student evaluations, faculty reviews) and the

data that are provided by the Director of Assessment and Accreditation offer additional

information to improve our program. With a nationally recognized program,

improvement based on data is essential.

Candidate Progression (admission to completion)

Candidates are reviewed upon admission. They must meet the academic requirements of

the university and School of Music prior to entering their first professional music

education course, MUE 2040, Introduction to Music Education. Throughout their

professional sequence, students are assessed in their courses through standard tests and

pre-service teaching experiences. The music education faculty meets regularly once a

month, and student progress is discussed at these meetings when necessary. The

longitudinal student assessment for our program is the Music Education Portfolio.

Program completion/graduation data for the Music Education program is available in the

Electronic Exhibit Room which reports the number of candidates who have completed

the program since 2003. In addition, the Applied, Admitted, and Enrolled data tables

provide attrition data for candidates. Candidates are monitored from admission to

completion through multiple analyses –annual review of EAS data by program faculty,

review of practicum evaluations, review of internship evaluations, and final EAS review

prior to program completion.

Data Analysis on Candidate Performance

Music Education faculty review program data on a continuous basis to improve our

program. Our primary sources of data are exit surveys, records of teaching observations,

EAS ratings, and student evaluations. Our program is set up so that all candidates must

meet or exceed our expectations regarding their demonstration of the FEAP indicators or

they do not pass our professional courses. Our data Internship/Clinical Supervision

Reports reveal that our students tend to be highly rated by their cooperating teachers. Exit

Survey Reports provide valuable comments and constructive criticisms.

We require all 3 sections of the FTCE be passed in order to student teach in music

education, so our 100% success rate is not surprising. The graduates’ ratings on our

Employer and Graduate Satisfaction Survey Reports and the Exit Surveys reveal

concerns with the ESOL training.

Impact on P-12 Student Learning

Items will be included in the Employer and Graduate Satisfaction Surveys requesting

information regarding candidates’ impact on P-12 student learning during their first year

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of teaching. A Unit work group will revise this instrument in spring 2010. This data, as

well as measures of impact on P-12 learning tracked through the Educator Assessment

System, will be considered for future program changes and improvements.

Annual Review – Remediation of Weaknesses found in beginning teachers

Not applicable.

Employer and Completer Satisfaction Surveys

Our Employer Satisfaction surveys are very positive and we use this data to confirm that

our program is successful. Our graduate surveys consistently bring up technology as an

area of weakness in our program, and our Music Technology course is occasionally

reviewed and updated. At this time we do not have a course specifically for music

education technology, and there is not any room in the program for this. Another area

where students indicate a need in their open-ended comments is in skills courses. We

work with our colleagues to strengthen the piano and other skills courses as these are

taught by members of the applied faculty in the School of Music.

Stakeholder Involvement

Stakeholders are identified through cooperating teachers in observations, field

experiences and final internship. Through the UF chapter of the Collegiate Music

Educators National Conference, teachers, administrators and recent graduates are invited

to speak as well as serve as guest lecturers for our professional courses. Our local

Cooperating Teachers are consulted once yearly at a luncheon and their input and

suggestions are considered in our program improvement plan.

Recency of Experience

As evidenced by the faculty vitae, the three music education faculty members are

internationally prominent scholars and practitioners in the field. The faculty makes

numerous conference presentations across the United States and abroad and their

extensive publications are at the leading edge of music education scholarship and

materials. The faculty is very active with teachers and student in P-12 music education

settings, working as clinicians for schools and school districts, all-state and honor

ensemble directors and adjudicators, and as invited presenters across the world. Because

of our contact with students and teachers worldwide, we bring a global perspective to our

program. For example, in Dr. Brophy’s travels to international conferences, he has

collected a corpus of authentic children’s songs and dances. These materials are used to

enhance the MUE 3311 – Music in the Elementary Schools course that he teaches. Dr.

Robinson reaches and teaches thousands of students yearly in the many ensembles he

conducts in the US and abroad. These experiences impact our program and keep it

current and responsive to the needs of our candidates.

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Part I - III, Sect. 3 - University of Florida

Documents

Transcript of Part I - III, Sect. 3 - University of Florida