Chair’s Report for March 8, 2005


Senate update

1.      Important links to agendas, minutes, Chair's Reports and other sites of interest are available
on the Senate web site: Senate Chair’s Report will be available on this site by noon on the day of the Senate meeting.

2.      During debates, Senators may speak only twice to any motion or amendment. Each speaking term is limited to 10 minutes. The Chair will add names of those wishing to speak to a speaker's list upon recognition.


Senate Actions signed off by the Chancellor

1.      Initial Contract Period

2.      Faculty Transfer

3.      Communication Disorders Majors Name Change


Open Forum Items from Senate Executive Committee Meeting minutes

1.      Heard information germane to committee and senate conversations about senate membership. If look at percentage of academic staff that are instructional, UW-Eau Claire has largest (61%) in system. Therefore, also smallest percentage of administrative and professional academic staff (APAS). Other side is still decreased faculty positions – no reward for being leanest in system. Seventy-two instructional academic staff without faculty status are ones represented by just two senators. Not so interested in numbers or proportional breakdown – question is role in mission of university. According to state statute, faculty have certain role, as do academic staff and students.

2.      Handouts presented during Open Forum would be more meaningful if had them to read and digest in advance; could lead to more meaningful discussions.


Faculty Reps Meeting via teleconference March 4. Next meeting in Madison, April 1, 2005

1.      Supporting the Budget: (with Don Mash, Doug Bradley, and Freda Harris). Important to talk about trying to maintain the governor's budget. Budget priorities: PAY PLAN - Gov understands we are losing competitive position evidenced by his support of domestic partner benefits and $$ for keeping our star faculty. System recommending to Regents that the star fund be distributed to each of the campuses proportionally for use in the difficult areas of retention. Also need to focus on the pay plan. System working to get the state to do its fair share of funding of whatever the pay plan will be. FINANCIAL AID – more than what Regents requested. POSITIONS – identified more than 125 instructional positions but reduced administrative positions by at least 200. SAVINGS – working with DOA. Question if System can actually reach the noted goal for savings. Need safety net in case some savings do not materialize from procurement, administrative, and asset fund savings. Suggest that one looks at procurement savings and assets management savings for 05-06 as actual cuts to the institution because one has no idea if the savings goal will be met. 10% cuts for administrative reduction due by April 1. Also each campus is required to come up with its portion of $25 Million cuts from assets management and procurement reductions. Suggest each campus Chief Business Officer explain this. Suggest faculty talk about what will be the affect of the administrative cuts on faculty and students. What can you do? Let your voices be heard at the Joint Finance Hearings. Need powerful testimony that is personal. Contact local legislatures via phone, letters, and email. Tone is important – try to be positive. Legislature to begin voting on budget around April 12th. for 2005-2007 budget talking points.

2.      Update on systemwide administrative efficiencies: (with Ron Singer). In a recent joint meeting of Provosts and CBOs, a process was developed for finding areas for cost reductions. Draft of principles developed for systemwide look for cost reductions. Brainstormed areas that adhered to those principles. Operational efficiencies (outsourcing), system consolidation, regional consolidation, staffing & hiring practices, technology efficiencies, regulatory efficiencies, and academic programming. Planned next steps: (1) share results of meeting with others; (2) refine and finalize process for exploring reduction ideas; (3) share processes with Chancellors in April; (4) examine the ideas and come up with recommendations; (5) present recommendations in fall for reducing cost of operations. Campuses should ask for updates on the process from Provost and CBO.

3.      New policy on Gender Identity and Expression: (with Christine Flynn Saulnier). Policy passed at last Board meeting. List of suggestions distributed previously by email. Briefly reviewed the list.

4.      Student teaching Evaluations: (with Pat Brady). Summary – teacher evaluations, while private, still are subject to Public Records Law. Because students are not our peers then there is not a sufficient relationship between faculty & students and therefore the evaluation is not similar to a peer evaluation. Thus student evaluations cannot be withheld. Will continue the conversation at a future meeting.

5.      Assembly Bill AR8: (Ward Churchill speech). Academic Free Speech issue. Need to pay close attention to any action the legislature might contemplate concerning faculty hiring and freedom of speech as a result of this controversy.


Board of Regents Meeting – next meeting in Madison, Thursday, March 10 & 11, 2005


Legislative Update - March 4 portions from:

1.      Sen. Scott Fitzgerald and Rep. Dean Kaufert, Co-Chairs of the Joint Finance Committee, announced plans to hold five hearings across the state on Gov. Jim Doyle’s budget bill.  Closest hearing is: Monday, March 14, 3-8 p.m.: UW Stout.

2.      On March 2, UW System President Reilly briefed members of the Assembly Colleges & Universities and Senate Higher Education and Tourism committees on his efficiency and effectiveness initiatives, proposals for consolidating some of the Madison-based administrative functions of UW-Extension and the UW Colleges, and credit transfer between UW System and WTCS. He was joined by WTCS President Dan Clancy, UW-Fox Valley Dean Jim Perry, and Ted Sauve, vice chair of the Marinette County Board. Rep. Rob Kreibich also presented his ideas on merging the two-year and four-year campuses. To read President Reilly's testimony, please go to:

3.      Sen. Alberta Darling has introduced SB 96, a bill to allow baccalaureate or graduate degree granting institutions within the UW System to operate or contract for the operation of a charter school with the approval of the Board of Regents.  For more information, please see:

4.      Sen. Judith Robson has introduced SB 98, a bill that requires, with certain exceptions, all contractual services purchased by state executive branch agencies to be performed within the United States.  For more information, please see:


How Can Campuses Be More Trans-Inclusive?


Language and Processes

  • Have protocols that address the needs of students, including your student employees, who transition or who otherwise change their gender expression.
  • If your office has its own non-discrimination policy or diversity statement, be sure that it includes “gender identity/expression.”
  • Make sure that the language of your website and printed material refers to “people of all genders,” rather than just “men and women.”
  • If you need to know the gender of students, revise forms to enable transgender students to self-identify, if they choose.  Rather than “sex: male or female,” you can use “gender: male, female, or self-identify _________” or “gender: _____________.”
  • If you include a more inclusive gender category, have a way to process the data, rather than treating students as male or female, no matter their responses.
  • If you take demographic information from students by phone, be sure to ask and not presume their gender.

Physical Access

  • Restrooms

·        Assess existing buildings to determine which ones have existing “gender neutral” or single stall restroom facilities and re-label them as “gender neutral.”

·        Create gender-neutral restrooms (single-stall, lockable unisex bathrooms) when all buildings, including residence halls, are renovated.

·        Make gender-neutral restrooms a part of all new buildings.

·        Contact the Pride Center, UW-La Crosse for more information on this – they have been working on developing gender-neutral restrooms for several years.

  • Recreational and Athletic Facilities

·        Create private changing facilities and single-person showers (where showers are available) when recreation centers are renovated or constructed.

·        Create single-person showers when residence halls are renovated or constructed.

Organizational Inclusion

  • Gender-segregated organizations and programs, including some student groups, fraternities and sororities, should have policies and practices that enable transgender students to join, where not limited by national organizational policies.

Health Issues

  • Provide trans-issues training to all student health/counseling services personnel and develop routine referral policies.
  • Create resource documents for student health/counseling services which identify medical and counseling resources in your community, in near-by communities or state-wide, which have the expertise and experience to provide hormone therapy and experience in counseling trans people


  • Require all your office staff to participate in training on transgender issues.  If the LGBT student group on your campus cannot provide training resource information, contact the LGBT resource centers at UW-Milwaukee, UW-Madison or UW-La Crosse for referral to resources nearest you.  Such resources may include: LGBT student groups, local LGBT Community Centers, or local transgender associations.
  • Know community resources that could assist transgender students.
  • Sponsor transgender speakers, performers, and other programs.


  • Access policies developed by the following groups on participation by trans athletes:  the US and International Olympic Committees; the Ladies Pro Golf Association.  Use those policies to begin developing policies for intramural, club and scholarship athletic programs.
  • Determine locker room and participation policies for Physical Education classes.


  • Include a brief discussion of housing issues for trans students in your Housing Department’s “viewbook”, alongside other “diversity” discussions.  Some sample wording might include:

Based on my Gender Identity is University Housing for me?

Choosing a place to live is a very important decision, and we know that if your gender identity is not readily reflected when giving a preference for where you would like to live, it is difficult to know what living options are available to you.  University Housing staff are committed to working with you directly to make a housing choice that works best for you. Contact the Director of Diversity Programs (or other identified key Housing staff) to begin to work with University Housing directly by May 1.  (If you have an LGBT Center, consider including this contact info as well.)

  • Determine Housing policies in advance:  How are you going to house a pre-operative trans student, when one arrives on campus?  Some pre-operative trans students are on hormones and will begin manifesting as the target gender; all trans students planning on having Sexual Reassignment Surgery (SRS) are required to live full-time as the target gender for a period of time prior to SRS.  Those students need to be housed on either mixed-gender or sex-appropriate floors.
  • Recruit student allies in the residence halls who would be willing to live with a trans person.
  • Begin the discussion of developing a “gender free” or GLBT floor as a housing option.  A number of colleges and universities have already done so successfully.  Contact the LGBT resource centers at UW-Milwaukee UW-Madison or UW-La Crosse for referral to some of those institutions.


Developed by Brett Beemyn, Coordinator, Gay, Lesbian, Bisexual, and Transgender Student Services, the Multicultural Center, Ohio State University and Eric W. Trekell, Director the LGBT Campus Center, University of Wisconsin – Madison with assistance from Katie Van Roosenbeek, Student Services Coordinator, The Pride Center, University of Wisconsin – La Crosse and Yves LaPierre, Director of the LGBT Resource Center, University of Wisconsin – Milwaukee