Most faculty members do not find the current mode of instructor evaluation useful, according to a report by the Academic Affairs Committee of the Faculty Senate.

IDEA forms could be on track to be replaced by more tailored instructor evaluations if a motion related to the report carries in Faculty Senate. The forms are used to evaluate faculty.

The study found that in 2012, 41.3 percent of faculty respondents said the IDEA results were not useful in helping them think of ways to improve teaching. In 2011, 33.9 percent said the same.

Furthermore, 55.1 percent of 2012 respondents said the form is conceptually flawed.

When posed the same question in 2011, 50 percent of evaluators, which includes deans and program directors, said the form is somewhat useful. In 2012, 35.3 percent said it was somewhat useful.

Shannon Leib, a professor who serves on the committee, said the goal is not to decrease standardization but to bring faculty into the discussion.

“It’s instead of saying, ‘Here is the form; use it,’” he said. “That may be done, but it has to be done with the consultation of faculty.”

The motion, which was introduced in the Senate’s Tuesday meeting, states, “Student evaluations should be the business of the colleges, who may tailor questionnaires to the specific issues of their programs. The forms should come from the bottom up to get faculty to buy into the process and its results.”

Issues surrounding whether or not the IDEA form is an accurate gauge of teaching effectiveness mentioned in the report include the argument that the form does not fit all classes or course objectives, and that students’ written comments are more valued than numerical evaluations, but there are too many questions and not sufficient time or room for the student comments on the forms.

Few faculty members also indicated that they had any meaningful discussion as to how to improve their teaching effectiveness based on the form’s results.

It also found that faculty do not accept the concept that teacher effectiveness can be gauged by student response to the evaluations.

There was disagreement among senators about how best to discuss new ways of evaluation—whether by college or program.

Leib said the motion was not meant to dictate process.

“We’re trying to put in two sentences an entire report,” Leib said.

A vote on the motion will be taken at the Senate’s final meeting of the semester on May 1.

Despite Vote, Search Could Be Closed
Committee chair Joe Kirsch said that after an informal vote, about two-thirds of the provost search committee members were in favor of a closed provost search.
Faculty Senate voted 13-12-3 in late March to endorse an open search.

Vivian Deno, an associate professor, said that the committee’s decision flies in the face of both transparency and the vote of the Senate.

“Whatever vote we take can be put aside by an outside party and nullify the vote?” Deno asked.

Kirsch responded by saying that he did not know whether the committee was required to follow the vote.

“Two-thirds of the committee believe that your vote here is not binding,” Kirsch said.

A final decision by the search committee has not been made.

Photo by Rachel Anderson

Butler University’s National Student Advertising Competition team is heading to the national competition for the third year in a row.

Their “Make Your Move” campaign, designed by members of ADrenaline for Nissan, was named the top entry among 20 teams from Indiana, Illinois and Michigan on April 14.

Senior Caroline Johnson, who served as the account executive and part of the pitch team, said that while the process was hectic, the end result was ideal.

“It was a stressful semester, and we worked up to the wire,” she said. “When we were in that element, it kind of all came together.”

Sponsored by the American Advertising Federation, NSAC allows students to compete against other schools in the region to design an advertising campaign. The group then presents the comprehensive campaign to the client.

The team finished fourth in last year’s national competition.

Johnson said that while they may refine some of their presentation for the national competition, they’ll keep their enthusiasm and differed voices in the presentation.

“We just had a lot of fun with it,” she said. “The personalities really set us apart.”

Junior Haley Deiser, who was a part of the research and creative teams, said that while other schools dwarfed Butler’s 14-person team, members’ passion shone through.

“We had a lot of ownership of this campaign, and we made it our own,” she said. “Other schools worried too much what other people would do.”

While the class meets once a week, Deiser said the group met about every other day leading up to competition.

“I was up most nights until 2 because it was ours and we were passionate,” she said.

Last Wednesday the team previewed their campaign, which featured a new slogan and multi-platform tie to music for Nissan that was meant to attract multicultural millennials to the brand.

They listened to questions and feedback from the audience in order to fine-tune their presentation and show off a semester’s worth of work.

Butler’s group used to meet for an entire year until the class was shortened to one semester last spring.

The group also has new advisers in assistant professor Mark Rademacher and instructor Armando Pellerano, who took over advising duties after instructor Donna Gray left Butler last spring.

Johnson said it was a “huge challenge with it being crammed into one semester,” especially since most schools work on their campaigns for an entire year.

“I would tell administrators to reconsider having it a whole year, even though we’ve proven we can do it in a semester,” she said.

Deiser said it would be helpful to focus on time-consuming research during the first semester and on execution in the  second semester.

“It overwhelmed us at the beginning and made us have to backtrack,” she said.

Deiser said she would be interested in participating next year and that it’s a hands-on experience that  gives insight into the workings of public relations and advertising.

“It solidified that I should be in the major,” she said.

The College of Business was recently ranked No. 2 in undergraduate internships by Bloomberg Businessweek, and the College of Pharmacy and Health Sciences is trying to make it easier for its undergraduates to gain experiential learning.

Programs differ around the university, but seek the end goal of helping students become more qualified and competitive for jobs when they graduate.

COB students are required to complete two internships before they graduate. Mary Ellen Wolfsie, director of COB’s career development program, said that this requirement helps add to the college’s Businessweek ranking.

Wolfsie said the rankings are valuable in attracting both prospective students and internship sites.

“It at least makes them aware of us, and the employers are more likely to give us a call,” she said.

The COB has a four-year career development program that forces students to look at internships very early. Students are assigned a career mentor their freshman year and an internship coordinator usually during their junior year. The career development office staff also helps with outreach and connecting students to internship opportunities.

Senior marketing major Anna Carie has interned for Finish Line in Indianapolis, Johnson and Johnson in New Jersey and Mindshare Media Agency in London. She said the structure of COB helped her to find internships and decide what she wanted to do.

“Internships are amazing because they are a glimpse into a company,” she said. “You can find the pieces you love and get to the next level.”

Carie will be working for Johnson and Johnson on the East Coast after graduation, and Wolfsie said Carie’s experience is not uncommon. Wolfsie said many companies use internships as a recruiting strategy, and about 45 percent of students end  up working where they intern.  The career development program and the four-year focus on professional work exist to help students    determine where they should intern and eventually work, Wolfsie said.

“It really should be a strategic stepping stone toward what you would ultimately like to do,” she said. “Before, students were frantically taking what came along because they hadn’t been proactive. I don’t think that’s the case anymore.”

Pharmacy students are also required to participate in experiential learning, and the college is trying  this year to make the experience as smooth as possible.

Students are required to complete 300 hours of time in different pharmacy settings, usually after their third and fourth years of school. Trish Devine, the co-director for experiential education in COPHS, said that students used to have to find placements on their own, but this year the college is placing them.

Devine said this makes it much easier for both students— who usually want to fulfill the requirements while home for the summer—and preceptors, the pharmacists overseeing the students.

“Area preceptors were getting bombarded with phone calls, and students were having a difficult time finding them,” she said.

Students don’t interview for placements or fill out applications, and Devine said college staff will make calls for students to try to make connections.

“They were frustrated trying to find a site,” she said. “Even though you give directions on how to make a contact, most of them struggled with that aspect.”

Once placed, students learn something from every experience—whether they liked it or not—and it can lead to other professional opportunities or jobs, Devine said.

“If it wasn’t something I was passionate about or didn’t see a benefit for, I definitely would not be in this role,” she said.

The college has also been piloting software to place sixth-year students in their 10-month-long rotations.

Devine said these rotations are critical to both gaining the knowledge needed to be a pharmacist and starting a new career.

“We tell them to treat every rotation like a job interview,” she said.

In the College of Liberal Arts and Sciences and the Jordan College of Fine Arts, requirements and procedures differ. One program that requires an internship and offers resources to its students in a structured way is the engineering dual degree program.

Jessica McCormick, who is the academic program coordinator for the program, said that the internship requirement for engineering students sets it apart from other engineering programs.

Each student is required to complete an internship while other universities’ programs may encourage but not require them. There are about 150 students in the program, and about 25 to 30 interned last summer.

At the end of their sophomore year, students have a one-hour career development class about how to look for internships, develop résumés and utilize to career fairs. They work with alumni in industry. Students have access to Internship and Career Services here and through IUPUI’s engineering office and  Purdue’s West Lafayette campus.

“The resources are good before they go out, because they know how to present themselves, and we can help them put their best foot forward and help them make the best impression they can,” she said.

Gary Beaulieu, director of ICS, said that whether or not a student’s college has a program like those in COPHS or COB or in a supportive program in other colleges, the ICS office can help them. He said  that while his office works on a “broader basis,” he doesn’t see much difference between working through a collegewide program or working with ICS.

“I think they’re equally as important and equally as good,”  he said.

“Students, regardless of where they are and what major they are in, need to take advantage of all the opportunities presented to them that can help them get to where they want to go.”

ICS helps students prepare their résumés, research areas, network with employers who may have opportunities and practice interview skills. About 1,000 students a year utilize its services.

Beaulieu said the office staff also reach out to alumni and companies in order to create opportunities for all students in what he said is a competitive internship market.

“We’re here to help no matter what direction you want to go in,” he said. “And we have services for every student on campus.”

Butler University is $400,000 short of funding next year’s core curriculum, the 30-hour set of required classes for all Butler students.

Administrators said they are trying to find creative solutions to fix the problem—such as rewarding students credit for high AP test scores—but the funding shortage could signal future tweaks to the current core, which was instituted fall of 2010.

“It is an open question about whether we can afford the core as it’s currently constituted,” said College of Liberal Arts and Sciences Dean Jay Howard. “You could make an argument that we can’t afford this one. All of that hasn’t been fully fleshed out.”

Associate Provost Laura Behling, who also serves as the senior core administrator, said it is always a challenge to allocate money.

“Sometimes we have resources in the places we need to have them, and sometimes we don’t,” she said.

Howard said part of the challenge with directing the core is that the authority over the curriculum should come from the bottom up, but administrators control the purse strings.

“Faculty need to control and own the curriculum,” Howard said. “I’m a little cautious as an administrator to start telling the faculty what to do, but there are resource constraints on what can be done.”

Behling said the university is still offering “a robust selection of courses in all of the areas” and is able to staff the number of seats needed, but that it has made them reevaluate staffing.

“I think we’re able to do some interesting things given the way we’re able to staff,” Behling said. “On that level, students are seeing positives in the way we’re able to staff the core curriculum.”

Interim Provost Kathryn Morris said the core looks “pretty good” for the fall, although the university is in the process of hiring four more instructors and adjuncts as needed.

Biology professor Tom Dolan, who serves on the university’s core curriculum committee, said the core requires additional resources even though the university tries to staff it internally.

Staffing decisions are made by individual departments and colleges, but the committee can ask them to “step up and embrace the core,” Dolan said.

“We are in our resource constricted environment, but I think we deliver a fine and unique core,” Dolan said. “We can be vigilant and cover what we offer.”

One change that was approved in Faculty Senate on March 27 was to allow AP credits from high school to fulfill relevant core requirements for incoming freshmen. This would start next spring.

The AP credit policy also would be applied retroactively to all current students.

Sophomore Tako Iwai said that since he achieved at least a four on two AP tests in high school, the new policy would help him and other incoming freshmen.

“It would give me more time to take on a minor now,” Iwai said.

Freshman Carly Messinger said it would have been helpful to know this in high school because she took four AP classes but decided not to take the tests because Butler didn’t recognize them.

“Knowing that now, I would’ve taken the tests,” Messinger said.

Howard said that tweaks like this could begin to solve the core deficit.

“If you accept AP courses as equivalent then you reduce demand,” he said. “With a number of tweaks, we may be able to solve this problem. There’s no single magic bullet that solves everything.”

Dolan said that while accepting AP credit will reduce staff and student numbers in certain areas of the core, that was not its initial intention.

“It’s an evolutionary move that looks at what students are bringing into the core while taking into account that it existed in the old core,” Dolan said.

Also, since Indiana’s public universities must accept AP credit, Butler would be following the state norm.

Morris said that this motion is part of a “fine-tuning process” that attempts to make the core as effective as possible.

It’s not realistic to go back to the old core, Howard said, but he put the authority on the faculty.

“I think it would be a mistake for administrators to top-down say, ‘here’s what’s going to happen,’” Howard said.

Behling said the curriculum should be part of an ongoing conversation, and that it is an important concern.

“Our commitment,” she said, “Is that students get the courses they need over the years they are here in order to graduate.”

It has become more difficult to place Butler’s approximately 100 student teachers in the midst of education reform and the state’s new teacher evaluation standards, said Sue Stahl, director of student personnel services in the College of Education.

The new evaluation guidelines will become effective next school year. Those who receive low ratings can be dismissed at the end of the school year. If a teacher is rated as ineffective twice over two years, he or she can also be dismissed.

Allison Wright, a senior elementary education major, has been student teaching all school year, first in Washington Township and then in Carmel Clay schools.

She said faculty at both schools have discussed the new evaluation system.

“Schools can be nervous about having student teachers and whether or not that will affect their test scores or evaluations,” she said.

Those ratings are based mostly on observations and also in part on the students’ test scores.

The state’s model is called RISE, but other districts have been implementing their own systems to meet the evaluation standard.

Other reform measures that are beginning to take effect are creation of vouchers, an increase in  the number of charter schools and the state’s ability to take over failing schools.

Wright said that she will definitely take into consideration how a district evaluates teachers when she is applying for jobs but that it is not a major concern in her mind.

“You just take it as it is and do what is best for the kids,” Wright said. “If you’re helping them, everything will be fine.”

Stahl said last year was “tough” for placements, so members of the COE went out ahead of time this year to talk to districts about what taking on a Butler student means and what they could gain.

This was done in order to overcome an initial reaction from administrators and teachers who are already juggling mandates from the state.

“With some of them, it’s almost like they put their hands up and say, ‘Oh no, I can’t take one more thing,’” she said.

Stahl said that reaction usually changes once they reconsider how much classroom experience Butler student teachers have and once the college’s model of student teaching is explained to them.

The COE has started to implement co-teaching, which allows a cooperating teacher to stay in the room for the duration of the student’s placement. It allows them to split the class into groups or have two teachers teaching at the same time.

“Once the schools have got a grasp and understand our co-teaching approach, it’s a much more fluid process for those of us here at Butler,” she said.

Lindley Mundell, a senior elementary education major, student taught in Avon in the fall and is now in Wayne Township schools.

Mundell said she had more control over the classroom during her first placement but that she finds the co-teaching model to be good for both the student teacher and the cooperating teacher.

“It is so great, so worth it, and we learn so much from one another,” she said. “It’s really neat because we can steal ideas from each other, and it makes all of us better.”

Mundell said the reforms are coming at a good time for students graduating in May, even if they might be challenging.

“We’re learning it right alongside those experienced teachers,” she said. “We’re not going to know anything else, whereas it’s a major change for them.”

She said she will take into account the attitude of the school district toward the reforms to see if it aligns with her goals for her students.

It will create an interesting balancing act, Mundell said.

“You have to go in with a different mindset and show that you can abide by the reforms and also be an advocate for the children,” she said.

No matter the district or the age of the students, Stahl said reforms have impacted student teaching and education as a whole.

“(Reform) has affected all of education, because it’s an era of high-stakes accountability,” Stahl said. “Schools are under tremendous pressure money-wise and results-wise to show that children are progressing.”

Students again will shell out more for their Butler University college experience next year.

The Board of Trustees voted to increase tuition 3.75 percent, room fees by 3.4 percent and board by 6.1 percent next year.

While it is lower than last year’s tuition increase of 4.6 percent, it is more than 2010’s 3.5 percent increase.

Tuition was $31,110 in 2011 and will total $32,280 in 2012.

Butler University President Jim Danko said it was his hope going into the Board of Trustees meeting to have the lowest percentage tuition increase in history and keep the hike less than 3 percent.

With the realities of the university budget, though, he said a that raise of 3 percent would have the university operating in the red.

“While this does not provide Butler with any additional discretionary resources to address a whole range of strategic opportunities—and in fact we have had to tighten our belts—I believe we’ve worked hard to keep our tuition increase quite reasonable,” Danko said in an email to The Collegian, “especially when you consider the fact that we continue to provide serious financial aid bringing the net tuition paid well below the posted price.”

Danko said that there are currently not other ways to cover those costs.

“A driving factor in our deliberations was the reality that until Butler University dramatically increases its endowment, we will remain highly tuition-dependent,” Danko said in an email to the Butler community.

Alex Bristol, a sophomore business major, said the raise may have been necessary, but it may be a burden to students.

“I understand it’s a hard time economically, and I’m sure how even Butler would be suffering in its own way, but it puts a lot more strain on students,” he said.

Addressing the 6.1 percent increase in board fees, Vice President for Student Affairs Levester Johnson said that students are actually going to be seeing more of those funds come back to them because of
an increase in flex dollars in the new meal plan and the addition of guest passes.

“The numbers actually come out a lot better,” Johnson said.

Danko said in the email to the Butler community that to mitigate these raises, the 2012–2013 budget will include nearly $50 million in student scholarships and grants,
which he said is $11 million more than when the economic downturn began four years ago.

For the next two weeks, Susan Zurbuchen will be busier than usual.

On top of her regular class load and the responsibilities that come with her role as chair of Butler University’s Arts Administration program, she is taxed with finding enough time to schedule half-hour appointments with each of her 35 advisees.

The two-person Arts Administration department shares the burden to accommodate students with faculty members across the university who all face growing program sizes, a competitive faculty line addition process, a tight budget and demands for faculty to contribute to Butler’s core curriculum.

The result of these challenges is a delicate balancing act for university administrators, deans, program chairs and faculty to maintain department sizes that comfortably serve both the students and faculty.

“It is indeed a balancing act,” Zurbuchen said. “For us, the most important thing is to serve the students.”

A university-wide glimpse at the ratio of a program’s size to its number of full-time faculty reveals the Arts Administration program is among the most strapped, along with Communication Sciences & Disorders, Psychology, Journalism, Marketing, Biology and others.

But determining Butler’s overall faculty stress-load is much more complicated than just simple division, said College of Liberal Arts and Sciences Dean Jay Howard.

“If we want to be true to Butler’s identity and mission, then you’ve got to think more broadly about head count,” Howard said. “It’s about their contribution to curriculum as a whole, and it’s a value judgment.”

Tiny programs that appear to be breezing by with a high number of full-time faculty for how many students major in that area, such as Religion or Media, Rhetoric and Culture, aren’t sitting idly by though.

Professors in these areas contribute to the core curriculum.

Howard said that the religion professors also are among the most internationally recognized at the university, which contributes greatly to Butler’s reputation and level of prestige.

LAS has a unique staffing challenge because of how many of its programs are imperative to having a unique and diverse core curriculum, Howard said.

Foreign languages and the natural sciences, both in LAS, are areas that have a low number of full-time faculty for the amount of students who need to take their classes in order to complete Butler’s core.

Most Butler students need to take one natural world class and at least six hours in upper-level foreign language courses, which can sometimes strain faculty in these programs.

To prepare for next fall, the university is in the process of hiring four more instructors and adjuncts to help carry the load, said interim Provost Kate Morris.

Individual departments are in charge of determining what they will contribute to the core, even though there are overarching university initiatives in place, she said.

A goal in the core is that 80 percent of it be delivered by tenure-line faculty members, Morris said. That goal has not been reached.

Morris said the percentage of courses taught by tenure-track faculty varies across divisions of the core and that she did not have specific numbers.

Howard said he thinks this goal is a “tall order” and that it would be more realistic to stress having 80 percent of the core delivered by full-time faculty instead.

The goals create a tension between two things that the university values, he said.

“Tenure-line faculty are typically the best experts and the ones teaching the upper-level courses,” Howard said. “If you’re taking them out of those areas and plugging them into the core, who are we going to have teach those courses?”

Carmen Salsbury, chair of the biology department, said things have improved, but, historically, her department has not been able to keep up while balancing core and major class offerings.

“We’ve been able to keep the problem at bay a little,” Salsbury said. “Unfortunately, you’re sometimes faced with the dilemma of what to do. Do you move faculty from a core section into a major section and hope that someone picks up the slack in the core? You don’t want to have to do that.”

Since it is strapped for time, Salsbury said her department is not able to offer as many upper-level electives as students might want to see.

Biology professors also are not able to keep up with the demand to serve students who are interested in completing independent studies or research projects.

Salsbury said she has been lucky to have three instructor lines in her department’s budget for the past 10 years, but as the program grows, she said she thinks another full-time faculty member will be useful.

“Something is going to give soon,” Salsbury said. “We’re right on the brink.”

The process of adding a full-time faculty member to a department’s budget is competitive, Howard said, since there are limited resources.

“The reality is resources are finite,” Howard said. “You’ve got to make hard choices.”

Faculty requests are made in early spring, discussed by the deans, and approved or denied by the provost.

“No one gets everything they think they need,” Howard said. “It’s about trying to keep the big picture of the university in mind. You have to be sensitive to the needs of other colleges.”

If the university is not able to fund another full-time faculty member in a department, the department could hire an adjunct professor to help out.

In a program like arts administration, Zurbuchen said she is very grateful to hire talented adjuncts to help lighten her course load as well as help diversify her students’ learning.

“It’s important that our students get multiple perspectives,” Zurbuchen said.

For biology, managing faculty is a little harder. Salsbury said she usually does not use adjuncts because they are difficult to find.

“It can be a great educational, experience because adjuncts bring something different to the table,” Salsbury said, “but they have to have the proper background and expertise. It’s hard to find a random biologist out there that’s not already engaged.”

Faculty Senate members voted by a narrow margin to endorse an open search for the next provost.

No discussion proceeded the 13-12-3 vote, but it has been a topic of conversation in the Senate since the search to permanently fill the spot began.

Arguments for an open search included transparency and the ability for faculty to meet with candidates prior to their hiring. Proponents of a closed search said that it allows candidates to look at a position without having to reveal their search to their current institution.

President Jim Danko has said that he would like the committee to decide whether or not to hold an open search. He said there is also discussion of whether an outside firm will be brought in to help identify candidates.

The committee’s stance has not been released.

Interim Provost Kathryn Morris also announced a change to the background check policy for new hires at the meeting.

The background checks will now take place before an offer is extended instead of before a candidate can come to campus. The change was prompted by search committees’ concerns about the time the background checks take and the threat of losing candidates in the meantime.

“We can still do the background checks,” Morris told the Senate, “but we don’t have to delay the search.”

Butler University President Jim Danko addressed finances and a tuition increase in his report about last week’s Board of Trustees retreat to Faculty Senate on Tuesday morning.

Danko said that while tuition increases are unpopular, they are necessary to the current budget.

“If we had a zero percent tuition increase, we’d be in the red about $2 million or $3 million,” Danko said.

Some student expectations and costs, such as advertising and promotions, have grown over the last few decades, and Danko said being tuition-dependent “in the 90 percent” portion of revenues is unhelpful.

He said other universities run with about half of their revenues from tuition.

“We’re just kind of skimming along,” he said. “It’s not like we have extra dollars to take on the issues we confront whether it’s facilities, increased salaries or a number of things that are hanging over us.

“You’re not sitting on sources of funds to cover in the event that you bet wrong [on admissions numbers].”

Danko said deciding on a size and vision for the university will help guide a financial plan in the future.

Understanding where the trustees stand is one of the first steps in formulating this, he said.

The group of deans, vice presidents and trustees met with strategy and leadership speaker Vijay Govindarajan, who Danko said focuses on looking to the future and selectively forgetting the past in a way that is productive.

From this and other discussions, Danko said the administration will develop summary statements for the entire university about tuition and other matters.

“We have a lot of notes and had very healthy discussions about where we need to move,” Danko said.

Danko said there will most likely be an announcement about the specific tuition increases in the next week.

He said the board’s decision concerning pay increases for faculty will not occur until its next meeting.

With the freedom of spring break  also comes safety concerns.

Ben Hunter, chief of staff and executive director of pulic safety, said he encourages people to travel in groups and make sure that someone knows where they’re traveling.

He said to also check travel advisories, since destinations such as Mexico and other Latin American countries are currently under State Department advisories.

Hunter said students should be prepared for any trip, whether it’s across the border or across the state.

“Don’t just pack the car and head out,” he said.

Other tips from the State Department:
—Don’t carry large amounts of cash.
—Drink responsibly. Alcohol is involved in the majority of arrests, accidents, violent crimes, rapes and deaths suffered by students on spring break.
—Be aware of and follow state and national laws at your destination.
—Take warning flags on the beach seriously and do not swim in pools or at beaches without lifeguards or other supervision.
—When swimming, do not dive into unknown bodies of water, because hidden rocks or shallow depths can cause serious injury or death. Swim only in marked areas and around other people.
—Be aware of surroundings and keep valuables in sight.
­—­­Read rental contracts carefully.

While Hunter said the police usually do not see an increased threat on campus once everyone heads out, BUPD will do house checks if students are away.

Visit BUPD’s website for more information.