Caren Frost, associate vice president for Research Integrity & Compliance, and Zach Mitchell, research integrity officer presented the following:

The Research Misconduct Policy is missing important time limits and exceptions for establishing the scope of research misconduct. Federal regulation 42 C.F.R. § 93.105(a-b) provides a “six-year limitation” for investigating allegations of research misconduct, as well as exceptions to the limitation (i.e., “subsequent use exception”). To fully address the scope of research misconduct, the limitation and appropriate exceptions have been added.

Non-significant administrative changes include:

• Bringing the timeline for research misconduct activities in line with Federal regulations by changing “business” to “calendar” days.
• Improving the description of the Inquiry stage to distinguish the inquiry report from the time for respondent response.
• Ensuring that faculty respondents are given all 10 days to appeal formal sanctions.
• Bringing policy in line with practice by including the OGC as a recipient of the Inquiry and Investigation notifications.

Scott Schaefer from the David Eccles School of Business Department of Finance proposed the new division will reorganize faculty who teach in the existing Quantitative Analysis of Markets and Organizations undergraduate program into a free-standing academic unit within the David Eccles School of Business. These faculty members are currently housed within the Department of Finance. This proposal makes no changes to programs.

Chase Hagood, senior associate vice president for Academic Affairs and dean of undergraduate studies, and Karen Paisley, assistant vice president for Academic Affairs and senior associate dean of undergraduate studies presented the following:

To create an effective and efficient General Education (GE) and Baccalaureate Degree (BD) curriculum that serves all students, the Undergraduate Council voted to approve a proposal from the General Education Curriculum Committee to revise the structure of GE and BD requirements at the U.

The proposal seeks to do the following:

1. Create clear and efficient curricular pathways for all students
2. Ensure EDI content is available early and at all levels of the curriculum
3. Serve transfer students toward timely completion
4. Support development of discipline-specific inquiry skills
5. Guarantee experiential learning opportunities are available to all students, regardless of means or major
6. Align precisely with Utah Code R470
7. Facilitate holistic assessment, supporting quality improvement and meeting accreditation requirements

These recommendations, and continued work with colleges and departments, will position the university's curriculum to better serve all undergraduate students.

Claire Son, Ph.D., associate professor in the Department of Educational Psychology, presented the following:

Reading & Literacy, Department of Educational Psychology, College of Education, would like to propose its emphasis name change.

The proposed names are:

• Master of Education: Literacy Education
• Ph.D.: Literacy, Language, and Learning

The Reading & Literacy master’s program trains research-based theories and practices for literacy
practitioners/professional educators. The Reading & Literacy doctoral program trains advanced students for basic and applied research in literacy and language development, teaching and learning.

The proposed emphasis name change can (1) more accurately reflect the status of the field of literacy (“literacy” as broadly defined, instead of reading) and (2) represent the differentiated focus of master’s and doctoral emphasis, with the former targeting research-based training of literacy practitioners/professionals (thus, literacy “education”) and the latter targeting research development in literacy, encompassing its literacy competency and medium, language process, and learning outcome (thus, “literacy, language and learning”) and (3) be aligned well with similar programs from our peer Pac-12 institutes and other top universities.