Appendices

Appendix A

ORGANIZATIONAL CHART (1.200) 

The current chart can be found at http://www.guilford.edu/pdf/admin/orgChart.pdf

Appendix B

FUNCTIONS OF THE CULTURAL PLURALISM COMMITTEE (1.413)

Broadly, the Cultural Pluralism Committee continues and supports the College's discussion of cultural pluralism. It educates about the need for respecting cultural pluralism. It does so in ways that remind us of the need for a dynamic and pluralistic community, recognize the complexity and tension inherent in such a community, and work for its continuing creative development in a manner consistent with the mission of the College. It assists in the College's understanding of cultural pluralism; it informs itself and the larger community about issues, dilemmas, and approaches outside of Guilford, as well as within; it brings to College attention the needs of constituent groups and to constituent groups the needs of the College; it serves as a resource about local, as well as larger, issues for the appropriate committees, organizations, and individuals, including those involved in recruiting; it serves as a place of connection for ideas and issues in one area of the College with other areas where those ideas and issues have impact; it reports from time to time on the nature of cultural pluralism at Guilford. It may use variously speakers, consultants, workshops, public forums, its own research, participation in regional and national meetings, interviews, focus groups, and publicly available reports (or reports made publicly available in the case of its own special reports) generated by College officials. It operates with a public agenda and minutes.

The committee does not hear, or participate, in grievances; control any curricular decisions; veto hiring or recruiting decisions or participate in other personnel decisions; make recommendations that directly single out particular individuals or particular departments; lobby against individuals or groups; establish quotas; have access to the files of individuals; regulate in any way; or preempt the authority of individuals and other committees.

Appendix C

COMPLIANCE WITH OSHA, EPA & OTHER SAFETY LAWS (1.429)

The College will comply with all applicable laws and regulations related to occupational health and safety, nondiscrimination and on the basis of disabilities and environmental protection. the College also strongly maintains that the best source of protection for the health and safety of the campus is the individual employee or student. For this reason, the College requires its employees and students to follow strictly all safety and health policies and procedures.

The College will strive to protect the health, safety and security of all employees, students and guests to the campus. The College will advise employees or students immediately when occupational health risks are identified. The College will develop, implement and enforce protective measures without delay when risks are discovered. This may include providing medical attention when necessary.

The College will establish and maintain the best practical safety programs under the authority of the Director of Security and Safety. Training programs will be provided on an as-needed basis. Spot checks of facilities will occur on a regular and frequent basis.

Each employee or student is directly responsible for the proper care of College property, equipment and vehicles placed under his or her care. Such property must be used in a safe and proper manner.

The College will provide for proper care and maintenance of the College's property. It is each employee's responsibility to report any faulty equipment to the supervisor. Students are responsible for reporting faulty equipment to either a faculty member or a College employee who serves in a supervisory role. The supervisor or faculty member will investigate and take appropriate steps to return the equipment to safe working order.

Appendix D

NONDISCRIMINATORY POLICY STATEMENT (2.000)

It is the policy of Guilford College to hire qualified people to perform all of the various and important work that we do. An integral part of this policy is to assure that hiring, transfers, promotions, demotions, layoffs, terminations, working conditions, benefits, compensation, and training are all conducted without regard to race, creed, color, religion, national or ethnic origin, gender, sexual orientation, age, or physical or mental disability. The objective of the College is to provide equal employment opportunities for individuals who are qualified for that employment.

In its active commitment to building a diverse community, Guilford College rejects discrimination on the basis of race, creed, color, religion, national or ethnic origin, gender, sexual orientation, age, or physical or mental disability in employment of faculty and staff, admission of students or access to programs or activities for its student population. The College also seeks to avoid discrimination in the administration of educational programs, admission policies, financial aid, housing, or any other college program or activity.

Guilford College remains a college committed to recruitment of faculty, staff and students who are of the Quaker faith.

Guilford College is committed to providing a work and campus environment free from all forms of discriminatory intimidation or harassment. Sexual harassment is expressly prohibited. Any substantiated incidents of sexual harassment by faculty, managers, supervisors, co-workers, vendors, or students will result in immediate disciplinary action, up to and including dismissal for faculty, staff or students. Vendor relationships may be terminated if problems arise in this area of college business.

It is the responsibility of every employee and student to bring to the attention of the appropriate senior administrator instances of discrimination, including sexual, racial or ethnic harassment. All complaints will result in prompt and thorough investigation and appropriate disciplinary action if warranted. Complaints will be kept as confidential as possible. The College will not tolerate retaliation against employees or students who report incidents of discrimination or sexual harassment, or those who participate in college investigations of alleged discrimination or harassment.

If an employee has a problem related to perceived discrimination or harassment, she or he should report the matter to her or his supervisor or the appropriate person under the College's grievance procedure. If she or he is not satisfied with the response to the complaint, the employee should report the problem to a higher level of management.

In cases involving faculty or administrative staff members, any complaints regarding violations of this policy should be brought to the appropriate senior administrator: President, Academic Dean, Vice President for Finance and Administration, Dean for Campus Life, or Vice President for Advancement.

Nonexempt staff members who wish to make such a complaint may do so through the Director of Human Resources.

Complaints by students are to be reported to the Dean for Campus Life (who may, if the case involves a faculty member, refer it to the Academic Dean). Students making such complaints may select an advocate from fellow students, faculty or staff if the presence of an advocate would be supportive to the student in the process.

All complaints will result in prompt and thorough investigation and appropriate disciplinary action if warranted. Complaints will be kept as confidential as possible. The College will not tolerate retaliation against employees or students who report incidents of discrimination or sexual harassment, or those who participate in college investigations of alleged discrimination or harassment.

Please see the policy statement on Harassment and Intimidation, Section 2.800, for further information pertaining to sexual and other forms of harassment or intimidation.

Appendix E

APA ETHICAL STANDARDS (4.420)

6.06 Planning Research

6.07 Responsibility

6.08 Compliance With Law and Standards

Psychologists plan and conduct research in a manner consistent with federal and state law and regulations, as well as professional standards governing the conduct of research, and particularly those standards governing research with human participants and animal subjects.

6.09 Institutional Approval

Psychologists obtain from host institutions or organizations appropriate approval prior to conducting research, and they provide accurate information about their research proposals. They conduct the research in accordance with the approved research protocol.

(American Psychological Association Ethical Principles 2nd code of conduct. 1992) p.42.

Appendix F

Guilford College Weather Emergency Policy

The following summarizes Guilford College's action plan in the event of a weather emergency:

Definition

A "weather emergency" occurs when Guilford College declares that local weather conditions prevent employees and students from traveling to or traversing the campus in order to work or attend classes. These conditions include heavy snow and ice that make roadways and walkways impassable as well as dangerous wind, rain and other conditions related to tornadoes, hurricanes and other extreme weather events. These conditions do not include occasional snow and ice.

The procedures for conditions resulting in the loss of heat or power on campus are described at the end of this policy.

Decision

In the event of a weather emergency, the Vice President and Academic Dean will consult with the director of facilities and campus services and decide before 6 a.m. whether to delay opening or close the college and whether to delay or cancel daytime classes. A delay/closing/cancellation announcement will ordinarily be made by 6 a.m. However, developing weather conditions may require that the decision and announcement be made later than 6 a.m.  If the college is closed, only essential personnel in open departments (detailed below) need report to work.

If inclement weather exists in late morning or early afternoon, the vice president and academic dean will consult with the dean for continuing education and the director of facilities and campus services before deciding whether to cancel evening classes and/or close the college. A closing/cancellation announcement for evening classes will ordinarily be made by 3 p.m.

In the event of extreme situations, the president will convene an emergency team. This is addressed at the end of this document.

Notification/Coordination

Once a decision to delay opening or close the college and delay or cancel classes has been made:

The vice president and academic dean will notify the director of college relations who will:

The vice president and academic dean will notify the director of public safety who will:

The director of facilities and campus services will:

A phone list has been provided to all employees involved in the notification and communication process.

Campus Areas and Departments

The following pertains to various campus areas and departments once a decision to close the college and cancel classes has been made:

Academic Affairs

Classes will not meet and faculty need not report. All academic support offices (The Learning Commons, International Center, Multicultural Affairs, Career & Community Learning, Registrar, Correspondence Center) will close. Hege Library may open on a full or limited basis as conditions permit.

Excerpted from the faculty handbook:

3.152 Bad Weather Procedures (abbreviated)

"Classes can be canceled for the entire institution only by the President or the Academic Dean. ...Only very rarely will daytime classes be canceled because of bad weather.

"Individual instructors can cancel their classes if they reasonably believe they are unable to come to campus safely. In such cases, the Correspondence Center (ext. 2274) shall be notified … and individual faculty should put a message on their voice mail. It will normally be necessary to make arrangements to make up work missed on such occasions later in the term.

"If commuting students reasonably believe that safety considerations prevent attendance at classes which are not canceled during bad weather, they should refrain from undue risk and will receive an 'excused absence.' Whenever possible, students should leave a message on voice mail for the relevant faculty person.

"These procedures regarding bad weather days should be announced to the students at the beginning of the semester by the faculty member."

Campus Life

The live-on residential staff will be present on campus in the residence halls. The dean for campus life will communicate with the director of facilities and campus services and director of public safety to ensure safe conditions for students in the residence halls and on campus. The coordinator of student involvement and leadership will coordinate on-campus programming and events with and for students. Dining services will operate on its weekend schedule. (In the case of a delay in opening, dining services will operate on its regular schedule.)

Financial Administration

Public Safety will remain open. The Business Office, Office of Student Financial Services, and Human Resources will close. The bookstore will close. The P.E. Center will close.

Essential Personnel

Essential personnel include those responsible for aspects of the residential program that must continue to operate while students are in residence. Certain administrative functions may also be designated as essential. When the college is closed for weather emergencies, senior staff have designated specific essential personnel who must report for work. Offices include, but are not limited to, maintenance, housekeeping, and Information Technology and Services (IT&S). All other employees shall be granted leave with pay for hours which they would normally work during a weather emergency. All hourly-paid employees properly authorized to work shall receive additional pay for hours worked during the official closing. When the institution remains open during inclement weather, employees unable to report to work may either: (1) use earned vacation time or emergency leave; (2) make up the time on other days within the same week; or (3) take leave without pay.

Guidelines for Staff

Excerpted from the staff handbook (with modifications):

3.610 Inclement Weather, Natural Disasters and Any Unusual Work Interference (abbreviated)

"Departments, academic or administrative, may not declare themselves closed on days when school is open unless there is an unusual work interference. The decision to close a department or building will be made by the department manager after consultation with the vice president and academic dean.

"In cases where an employee is unable to come to work or needs to leave early, the employee may do so by using emergency or vacation leave time. It is important that the employee communicate with the manager regarding these emergency circumstances if she or he will be unable to work the standard work day.

"Certain departments must remain open, regardless of the work interference....It is the manager's responsibility to plan and implement a program to assure that necessary coverage is always in place."

When the college is closed for a weather emergency, all essential personnel in open departments must report for work as scheduled. Other employees scheduled to work need not report for work but will receive their regular pay. If an employee is on vacation or emergency leave during a weather emergency, any time off is still considered vacation or emergency leave.

Employees required to work overtime during a weather emergency will receive overtime pay according to normal practices.

If Guilford does not declare a weather emergency, an employee, after checking with his or her supervisor, may choose not to travel or decide to leave work early because of concerns about the weather. In such cases, he or she may (1) use earned vacation time or emergency leave; (2) make up the time on other days within the same week; or (3) take leave without pay.

The following table summarizes employee responsibilities in case of severe weather:

Supervisors may require temporary employees to report for work during weather emergencies if their jobs are considered essential. However, these employees are only paid for hours worked. Paid time off for staff not required to work during a weather emergency is counted as time worked in calculating overtime.

On-Campus Events

A department or group that is sponsoring an event on campus is responsible for determining if an event will take place during a weather emergency, in consultation with the director of conference and events and the coordinator of student involvement and leadership. For instance, student-driven events may proceed even if lectures or performances with off-campus participants or attendees are cancelled. The coordinator of student involvement and leadership, in coordination with the live-on residential staff, will make every effort to see that on-campus programming proceeds as planned. Sponsors of evening events will consult with the director of conferences and events and/or coordinator of student involvement and leadership by 3 p.m., and the appropriate person will contact the director of college relations for announcement of cancellations.

Emergency Team/Extreme Situations

In the event of extreme situations resulting in the loss of heat or power on campus, the president will convene and chair an emergency team. The vice president and academic dean will convene and chair in the absence of the president. The core team will include the president, vice president and academic dean, vice president for finance and administration, director of facilities and campus services, vice president for enrollment and campus life, dean for campus life, director of public safety and director of the office of communications and marketing. At the request of the president, the director of IT&S, general manager of dining services, coordinator of student involvement and leadership and safety manager may also be involved. Ordinarily, the team will meet in the commons on second floor of Founders Hall.

From decisions made by the emergency team, the following notification and communication process will be followed:

Appendix G

Public Safety Services

We provide the following services to the members of the Guilford College Community:

Emergency Operations Plan

Guilford College, like any other college and university, is vulnerable to a wide range of natural, technological and human-related hazards. Our Emergency Operations Plan (EOP) is an all-hazard plan that guides the college in preparing for, responding to and recovering from disasters. The EOP operates off the four phases of emergency management—mitigation, preparedness, response and recovery.

Emergency support functions are assigned to various departments on campus that bare the accountability of implementation before, during and after a disaster.  Disasters could include, among many other incidents, an approaching tornado or a shooting on campus. 

Key features of the EOP include notification to the campus with real time information as possible and the establishment of college incident command to work with local emergency personnel under the unified incident command system and the required National Incident Management System.

For more information about the EOP, contact Ron Marshburn, safety manager, by e-mailing rmarshbu@guilford.edu.

Appendix H

Educational Policy Committee Practices and Procedures

[Added January 2006 by the Clerk and Educational Policy Committee]

Course approval

Which courses must be approved by Educational Policy Committee?

Any course, new or existing, that is to satisfy the requirements for one or more general education categories of the curriculum must be approved by Educational Policy Committee.

Any course that is to have a permanent course number in the college catalog must be approved by Educational Policy Committee.

Any course that has been taught twice as a special topics course (250, 350, or 450) must be approved by Educational Policy Committee before it can be listed on the course schedule again, even if it is not being required to satisfy any general education requirements or if a permanent course number is not being requested. Approval permits the course to be taught twice more as a special topics course before being reviewed again.

Who may submit a course for approval?

Permanent course numbers or special topics courses: Proposals may only be submitted by the chair of an academic department or the coordinator of an interdisciplinary major in which the course is to be taught. By proposing a course for a permanent course number, the department is stipulating that the course can be offered on a regular basis, typically at least every other year, given approved tenure-track and continuing part-time staffing in the department or program.

For a permanent course number, Educational Policy Committee recommends that the department chair or program coordinator consult with the Registrar to determine an available course number to recommend to the committee. The committee is not required to accept this recommendation.

General education requirements: Proposals for courses to satisfy general education requirements may only be submitted by the chair of the department and/or the coordinator of the program in which the course is to be taught.

Courses that are to be cross-listed in two programs may be submitted by the chair or coordinator of either program. Both chairs and coordinators must endorse the proposal (see below).

Department chairs and/or program coordinators should review the courses that their department and/or program expects to offer in the two year course schedule and work with the faculty to make sure that proposals are submitted for those courses that will require Educational Policy Committee approval.

When do course proposals need to be submitted?

For courses to be offered in a Summer or Fall semester: February 10 of the preceding Spring semester

For courses to be offered in a Spring semester: September 20 of the preceding Fall semester

For courses to be offered in a Summer or Fall semester: February 20 of the preceding Spring semester

For courses to be offered in a Spring semester: October 1 of the preceding Fall semester

If these dates fall on a weekend, they will be adjusted to the following Monday.

Where should the course proposals be sent?

Proposals should be sent electronically whenever possible. The department chair or program coordinator submits the course proposal package, including the course proposal form and all supporting documentation, to the chair of the Educational Policy Committee. Submission of the proposal in this way verifies the endorsement of the proposal by the department chair or program coordinator (see below). Note that the course proposal form can be filled out electronically by opening it in Word, and providing information in the gray boxes. Alternatively, you may print out the cover sheet and send it and the other required documentation to the chair of the Educational Policy Committee by campus mail.

NOTE: If a hard copy of the course proposal packet is being submitted, and the course is being proposed for more than one general education category, please submit one copy of the proposal packet for each category (e.g., if a course is being proposed to satisfy both a foundations requirement and Social Justice/Environmental Responsibility, two full copies of the package should be submitted). Note that proposal packages that are submitted electronically only need to have a single copy submitted.

What needs to be submitted?

The course approval packet should include the following:

A course proposal form (copy available in the Faculty Discussions conference on Lotus Notes and over the web at http://phoenix.guilford.edu/FacultyD.nsf).

A syllabus that conforms to the Faculty Handbook guidelines. According to section 3.140, a syllabus "shall include a description of the course, an explanation of course objectives and general procedures, required and suggested readings, examination and paper requirements, all major assignments, the course attendance policy, and the instructor's grading policy." Courses that have been taught at Guilford must have a syllabus included with the proposal. Proposed courses that have not yet been taught at Guilford may substitute a detailed course description for the syllabus. That description must provide sufficient detail describing the course and its objectives, and the expected readings, examinations, papers and major assignments. If the course is approved, the instructor must forward a copy of the syllabus to the chair of Educational Policy Committee at the beginning of the semester that the course is first taught.

If the course is being proposed for a permanent number, the course description that would go in the catalog if the course is approved.

A rationale that explains how the course addresses the five Academic Principles. Note that a course is not required to address every principle.

A rationale that explains in detail how the course meets the criteria for any general education requirement for which it is being proposed.

Endorsements by the chairs or coordinators of any program that the course is to be listed under. The submission of the course approval packet implies the endorsement of the chair or coordinator who submitted it. Other endorsements may be emailed to the chair of Educational Policy Committee.

Note: Faculty wishing to propose a course to satisfy the IDS 400 requirement should obtain an information packet from the Interdisciplinary Studies Division Chair. That packet includes additional questions that the proposal must address.

Where are the requirements specified?

Copies of the criteria for each of the general education requirements are available in the Faculty Discussion Conference on Lotus Notes. Look for the category "Educational Policy Committee Information". That category also contains a copy of the cover sheet for course proposals. The Faculty Discussions conference can also be accessed over the Web at http://phoenix.guilford.edu/FacultyD.nsf. Faculty may also contact the chair of Educational Policy Committee for copies of the criteria.

What happens after the proposal is submitted?

If the course is being proposed to satisfy a general education requirement, the Educational Policy Committee sends the package to the faculty member who oversees the general education requirement. After the faculty member communicates her or his recommendation, the committee considers the proposal. The committee communicates the decision of the committee to the faculty member who submitted the proposal and to the department chair or program coordinator, along with any comments from those who reviewed the proposal. If the proposal is not approved, the chair of Educational Policy Committee should be consulted before a revised proposal is submitted. The committee's goal is to provide a decision on all proposals within three weeks after submission, but the time to consider a proposal will depend on how many proposals are submitted.

Review and consideration of proposals by the Educational Policy Committee may take place virtually, with email communication between members, when it is not otherwise possible to arrange for a meeting.

Who are the faculty who perform the initial review of proposals for the general education requirements?

FYE: Coordinator of the First Year Experience

Many Voices: College Reading and Writing (English 102): Director of the Writing Program

Historical Perspectives: Appointed by the Academic Dean

Foreign Languages: Chair of the Foreign Languages Department

Quantitative Literacy: Chair of the Mathematics Department and Coordinator of Quantitative Literacy (Note: Only GST 110: Quantitative Literacy and specified MATH courses may be used to satisfy this requirement.)

Explorations: Breadth (Arts, Business & Policy Studies, Humanities, Natural Sciences & Mathematics, Social Science): Educational Policy Committee will appoint a committee member from each division to perform this role. Each division may set its own procedures for how the review is to take place, with the designated committee member overseeing the process.

Explorations: Critical Perspectives (Intercultural, Social Justice and Environmental Responsibility, Diversity in the U.S. ): Appointed by the Academic Dean

Capstone (IDS 400): Interdisciplinary Studies Division Chair

What are the consequences of not submitting proposals on time?

All proposals submitted after the stated deadlines will not be considered until the following semester.

Is there any such thing as an "emergency" course approval?

Educational Policy Committee recognizes that necessary last-minute changes to the course schedule may arise and that those changes may require very rapid consideration of a course proposal submitted after deadline. As soon as the need becomes evident, the chair of Educational Policy Committee should be notified, even before developing the proposal. The chair and the Academic Dean will consult to verify that the course approval must be considered rapidly. If so, the chair will request the full course proposal and, if possible, bring it to the appropriate subcommittee for consideration. If the situation occurs when the committee is not meeting, such as during winter break or over the summer, the chair will convene an ad hoc subcommittee, either virtually or in person, to review the proposal. All other requirements apply to such proposals.

What is the process for appealing course approval decisions?

A statement asking that the committee's decision be reconsidered and responding to the reasons for denying the course approval may be submitted to the chair of the Educational Policy Committee. The committee will review the statement and affirm their decision, reverse their decision, or ask for further information. The committee's decision on an appeal is final.

Appeals may only be requested in the academic year in which the course approval was originally considered. After that time, the course approval packet must be resubmitted with a statement addressing how the new proposal addresses the committee's reasons for denying the original course proposal.

What is the process by which a student may petition to have a course they have taken at Guilford or elsewhere satisfy a general education requirement?

Educational Policy Committee does not review or consider student petitions. All petitions are to be submitted to the Registrar's Office. The Associate Academic Dean makes the final decision concerning such petitions subject to the following guidelines.

Students who have taken courses prior to those courses being approved to satisfy general education requirements may petition to have the course satisfy the same general education requirements. The petition must include a documented statement by the faculty member who taught the course that the course at that time was the same as the course that was approved by Educational Policy Committee.

If a student transfers a course into Guilford that is assigned the same course number as a Guilford course that satisfies one or more general education requirements, then the student is considered to have satisfied those general education requirements, subject to the rules about double-counting courses for general education requirements.

If a Guilford course has never been approved to satisfy a specified general education requirement, either before or after the student received credit for the course, then the student may not petition to have the course satisfy that requirement.

Students may petition transferred courses that do not fall into any of the above categories to satisfy a general education requirement. The petition must demonstrate that the transferred course satisfies the approved criteria for the general education requirement. The coordinator of the requirement will be responsible for evaluating the petition and making a recommendation.

How are proposals for FYE courses handled?

FYE course proposals are somewhat different because they typically have a deadline in the summer before the course is taught. All information for the FYE course should be sent to the coordinator of FYE by the specified deadline. The proposal is not required to have the endorsement of the department chair; the FYE coordinator will fill that role. FYE courses that have been taught in the previous two years and are unchanged from the previous time they were taught do not require the approval of Educational Policy Committee. The FYE coordinator will do any necessary review of such courses.

FYE courses that are being taught for the first time or that have not been taught in more than two years will be reviewed by both the FYE coordinator and the chair of Educational Policy Committee who will require and/or recommend changes. The faculty member teaching the course must respond to these comments in order to provide an acceptable proposal before the first FYE class session.

Course changes

How can a course number be changed?

Proposals for changing the permanent number of a course should be sent to the chair of Educational Policy Committee. The proposal should contain the most current syllabus for the course and a justification for the change in course number. Proposals should be submitted by the appropriate department chair or program coordinator.

Department chairs and program coordinators should review the course numbering guidelines at the beginning of Chapter 4 of the Guilford College Catalog when considering any changes. They should also be prepared to demonstrate that the proposed numbering is consistent with commonly accepted course numbering practices for their discipline.

How can a course description in the catalog be changed?

Proposals for changing the catalog description of a course should be sent to the chair of Educational Policy Committee. The proposal should contain the proposed revision, the most current syllabus for the course and a justification for the change in the catalog description. Proposals should be submitted by the appropriate department chair or program coordinator.

How can the prerequisites for a course be changed?

Proposals for changing the prerequisites of a course should be sent to the chair of Educational Policy Committee. The proposal should contain the proposed revision, the most current syllabus for the course and a justification for the change in the prerequisites. Proposals should be submitted by the appropriate department chair or program coordinator.

Department chairs and program coordinators should be particularly cognizant of change in prerequisites that effectively change the requirements for majors in their program or in other programs. Adding a prerequisite to a course that is required for a major increases the number of courses that a student in that major must take. Educational Policy Committee will scrutinize such issues carefully and will be likely to ask that such changes are consistent with commonly accepted practices both for the course and for the programs that would be affected.

How can a course be deleted from the catalog?

Department chairs and program coordinators may propose that a course be deleted permanently from the course catalog. A proposal justifying the course deletion should be sent to the chair of Educational Policy Committee. The proposal should describe the reasons for removing the course. If the course is one that can be used to satisfy the requirements of another program, an endorsement from the coordinator of that program should accompany the proposal. If the course is a required course for any program, a proposal to modify the corresponding program (see below) should be submitted simultaneously.

How can a course be specified to no longer satisfy a general education requirement?

Proposals to remove a general education attribute from a course may be generated within Educational Policy Committee or may be submitted by a faculty member teaching the course, the department chair or program coordinator in which the course is taught, or by the coordinator of the general education requirement listed earlier in this document. For the Explorations: Breadth requirement, the appropriate division chair may also submit such a proposal. No matter who submits such a proposal, the others listed here will be asked to comment on the proposal to Educational Policy Committee.

Numerous reasons may exist to justify removing a general education attribute from a course. Such reasons might include the course content having changed so that it no longer properly addresses the appropriate criteria, the department wishing to modify the course so that it can achieve different departmental goals, the department wishing to lessen demand for the course and have a more focused audience, the coordinator of the requirement having reason to believe that the course was approved incorrectly, or the committee review of assessment material showing the course to be unsatisfactory in addressing the criteria. Those proposing that the attribute be removed must provide a documented justification for the proposal. The proposal will be communicated to all interested parties who will be given a deadline by which to comment. The committee will consider the original proposal and all comments. The decision of the committee will be communicated to all interested parties.

If the committee decides to remove a general education attribute, the decision will take effect in the first semester for which pre-registration has not occurred. For example, a decision made in October 2006 would take effect when the affected course is offered in Spring 2007. But a decision made in December 2006 could not take effect until the course is offered in Summer 2007 or after. In the latter case, it would be incumbent upon the department chair and faculty teaching the course to ensure that the course continues to satisfy the specified general education requirements until the removal takes effect.

Can a course syllabus be changed after the course has been approved for a permanent course number or to satisfy a general education requirement?

Nothing in these procedures and practices is meant to indicate that syllabi are immutable, that all faculty teaching a single course must use the same syllabus, or that faculty may not adopt a different pedagogy. However, no matter who is teaching a course, and no matter what syllabus they choose to use, the course must be recognizable as the course that was originally approved by Educational Policy Committee. For courses that satisfy general education requirements, the course syllabus or content cannot be changed in any way that would mean the course no longer satisfies the criteria for the general education requirements it was approved to satisfy.

Educational Policy Committee places the responsibility for ensuring this consistency with department chairs and program coordinators. They should communicate to their faculty any requirements that must be met for courses in their area and review syllabi as they deem appropriate. Any questions about whether a particular course is being taught in a way that corresponds to what it was approved for should be raised with the chair of Educational Policy Committee.

Proposals for new majors or concentrations

How can a new major or concentration be proposed?

Under development.

Modifying an existing major or concentration

How may the course requirements for an existing major or concentration be changed?

The coordinator of an academic program may submit a proposal to modify the course requirements for the program to the chair of Educational Policy Committee. Depending on the complexity of the changes, different information may be required by Educational Policy Committee.

If the proposal is to add a course to the list of courses that satisfies a particular requirement in the major, all that is required is the request from the program coordinator and an endorsement from the chair of the department in which the course is offered. No further justification must be submitted with the proposal, although Educational Policy Committee reserves the right to request such justification as part of their consideration of the proposal.

All other proposals to change course requirements for a program will likely involve adding or deleting categories of requirements. Such substantial changes will require more detailed justification by the program. In such cases, Educational Policy Committee recommends that the original proposal for the major be updated and revised to reflect and justify the proposed changes.

Changed requirements take effect depending on whether they are more restrictive or less restrictive than the current requirements. If the new requirements are less restrictive, all students may take advantage of them upon Educational Policy Committee approval. If the new requirements are more restrictive, currently enrolled students may continue to follow the old requirements. Students who enter Guilford in the semester following the approval of the new requirements will be required to follow those requirements.

How may the catalog description for an existing major or concentration be changed?

Changes in the catalog description for an existing academic program that do not include any changes in the course requirements or course descriptions may be communicated directly to the catalog editor. The catalog editor will consult with the chair of Educational Policy Committee if there are any changes that may require committee approval.

Modifying criteria for general education requirements

Who has the authority to propose changes in the criteria for general education requirements?

Any faculty member may bring a proposal to change the criteria for a general education requirement to Educational Policy Committee. Proposals may also be generated from within Educational Policy Committee. The committee strongly recommends that both the coordinator of the general education requirement and those faculty teaching courses that satisfy the requirement be consulted before a proposal is developed.

What information must be provided in such proposals?

Those proposing changes in the general education requirements should first be aware of the SACS requirements for a general education program. No changes will be made that result in the college being out of compliance with the SACS requirements.

Proposals must include the following:

A statement of the change being requested. The statement should include new versions of the criteria for any general education requirements that would be changed, as well as a revision of any statement in the catalog concerning the general education requirements that would need to be modified.

A justification for the change including evidence that the current general education requirements do not serve the stated purpose. Analysis of data from previous assessment of the requirement is particularly valuable in this regard.

Revisions, as necessary, of the college's rationale for its general education program that incorporate the proposed changes.

A plan for assessing the revised general education requirements stating the internal and/or external assessment tools that will be used and listing those who will be responsible for performing the assessment and evaluating the results.

A statement demonstrating that the proposed changes will not take the college out of compliance with SACS requirements concerning general education requirements.

Faculty making proposals may include other information that they feel would be helpful to the committee in its considerations.

How is a proposal to change the criteria for a general education requirement considered?

The faculty must approve any change in the criteria for a general education requirement because that effectively changes the graduation requirements. Educational Policy Committee will consider such proposals and recommend approving or denying the change. If Educational Policy Committee recommends approval, the recommendation will be forwarded to Clerk's Committee requesting that the proposal be put on the faculty meeting schedule.

If Educational Policy Committee recommends that the proposal be denied, then the faculty proposing the changes may choose to forward their proposal to Clerk's Committee. Educational Policy Committee will then forward their reasons for recommending denial. Clerk's Committee will decide whether the proposal should be brought to faculty meeting.

Miscellaneous

How are approved changes reflected in the Guilford College Catalog?

When Educational Policy Committee approves proposals that require changes in the catalog, the committee communicates the approval to the catalog editor along with any necessary supporting information. The committee requests that the catalog editor and those making the proposal consult to make the approved changes. In most cases, the online catalog will be updated soon after approval; the changes will be reflected in the print catalog at its next biennial update.

Appendix I

Workload Analysis

[added April 2001 by the corporate faculty, revised by the division chairs April 24, 2005)

Preface

The faculty workload analysis, instituted by the Academic Dean and Division Directors in the spring of 2001, has been reviewed annually. As a result, it has been revised and changes have been made reflecting input from faculty members from every division. This document represents those revisions.

Purpose

The primary purpose of the workload analysis is to provide accurate and consistent information that will help the Academic Dean, Division Chairs,[1] and Department Chairs analyze the volume of work done by individual faculty in the four major areas of faculty responsibility described in the Faculty Handbook: teaching, advising, community service and scholarly or professional growth. Although the quality of work is important, this analysis focuses on quantity. It will contribute to better utilizing faculty talent and time, to achieving and sustaining equity in workload distribution, and will help determine the amount of merit pay raises in faculty salaries. The use of this information should thereby improve faculty morale and help determine the frequency and kind of courses offered by the College

Assumptions

Several assumptions directed the development of the workload analysis. It must:

Weighting System

Workload is calculated once a year following the completion of the spring semester. Points are distributed among the four major components of faculty work: teaching, advising, community service, and scholarly or professional growth. One hundred points are used to quantify workload, and each faculty member can earn a score ranging from 0-100 (called "with limits"). A second score represents the full extent to which faculty members have exceeded workload expectations in each category. This is the total, "without limits." In addition, the total faculty, division and departmental means and standard deviations are calculated for each component (teaching, advising, etc.) and for the total workload. The weighting system is described below.

55 points

A. Teaching: class size. The major focus of Guilford faculty should be teaching and the allocation of the workload points reflects this emphasis. A maximum of 45 points is assigned based on average class size, with the expectation that faculty will teach an average of 15-25 students in each class. An additional 10 points are assigned for contributions to the curriculum, described below.

The Registrar's Office will be responsible for continuing to produce the teacher workload report sometime in the month following the last day to drop with a 100% refund. A record of each faculty member's teaching load will be maintained by the Dean's office. The data will then be analyzed as follows:

A normal teaching load is three, four-credit courses. Multiply three times four to get twelve, which is the teaching credit responsibility for most faculty members each semester. Science labs will be counted as 2 credit hours. Internships and independent studies will count as the number of credits for which the student is registered.

Compensated overload teaching will not be included in the faculty teaching workload.

The total student credit hours shown in the teaching load report generated by the Registrar's Office will then be divided by the number of teaching credits for which each faculty member is responsible. For example, suppose a faculty member teaches three, four-credit courses with 15, 18, and 25 students enrolled in the three courses, and has a TA enrolled for four credits and one student doing an internship for four credits. The total number of students for this faculty member is 60. This number (60) is multiplied by four (credits for each student) to equal 240, which is the total student credit hours for the faculty member. The faculty member's teaching credit responsibility is 12 (three, four-credit courses) so you divide the total student credit hours (240) by the teaching credit responsibility (12) to get 20. According to the handbook expectations for teaching loads, this method should produce a figure between 15 and 25 for each faculty member. This approach should produce similar results for those teaching non-4 credit courses as well as those with reduced loads.

Points then will be awarded to each faculty member based on their calculated average. Those with averages of 25 or more will receive 45 points Each number in the average is worth 1.8 points. In the example above, the faculty member with an average of 20 would earn 36 points.

These figures will also be used to track teaching over time and to create a teaching load assessment for past years.

B. Teaching: Contributions to general curriculum -- This sub-category, worth a maximum of 10 points, augments the teaching workload, with points awarded for the following: (1) the number of preparations, over four, taught each year; (2) the number of new or second time courses taught;[2] (3) the number of courses that (a) satisfy requirements for interdisciplinary majors or concentrations, (b) that satisfy requirements for single discipline majors offered by departments other than the faculty member's own department, or (c) that meet general education requirements, excluding area of study courses that also count toward a major offered by the faculty member's own department; and (4) curriculum development.

15 points

Advising -- Faculty will be awarded up to 15 points based on the number of advisees recorded in the Registrar's Office.

The Registrar's Office will be responsible for maintaining information on number of advisees per faculty member. At the beginning of the spring semester, a report will be prepared showing the number of each faculty member's advisees.

Points for advising will be assigned based on the median number of advisees for all faculty and will range from 0 to 15 points. For example, if 10 is the median number of advisees for all faculty, those faculty with 10 advisees would receive 7.5 points. Each additional advisee would increase the point value up to a maximum of 15 points.

15 points

Community Service -- This component includes

Efforts in each of these areas will be assigned points up to a maximum of 15.

At the end of the spring semester, a form will be distributed to faculty that requests information about committee assignments, chairing departments or programs, other administrative tasks, grant writing or administration, co-curricular and student activities. Faculty will be asked to identify which, if any, of the activities noted are compensated. Faculty will return the form to the Dean's Office. These data will then be used to award points.

Only work that falls under the guidelines listed will accumulate workload points. It is understood that many faculty have taken on additional tasks for which they are compensated (teaching overloads, division directors, directors of programs, etc.). This work is considered an addition to the required faculty workload and not included in workload points. It is important that the college maintain records of such "extra" work, as it may help us to better understand the amount of work required to run the college and better distribute the workload among faculty.

The Academic Dean will be responsible for assigning points for work in all areas of community service based on the information reported by each faculty member at the end of the academic year. These point values and the rationale for their allocation will be communicated to faculty at the end of each year. A maximum of 15 points will be awarded for all aspects of community service.

15 points

Growth as a Scholar -- Up to 15 points will be assigned for participation in publishing, exhibitions, presentations, attending conferences, and research grants.

At the end of the academic year, the Academic Dean's Office will collect information about faculty participation in publishing, exhibitions, presentations, attending conferences, and research grants. Professional growth activities are expected to differ among different disciplines, but all that are appropriate for a discipline will be "counted."

The Academic Dean will be responsible for assigning points for professional growth based on the point values decided upon by the various divisions. These point values and the rationale for their allocation will be communicated to faculty at the beginning of the next academic year.

[1] The change in terminology from Division Directors to Division Chairs represents the transition in academic administration that will be in effect in the 05-06 academic year.

[2] In this context, "new" is defined as either new to the college curriculum or newly taught by someone who has previously taught other courses at Guilford. It does not apply to courses that newly hired faculty members are teaching for the first time, but are part of the college curriculum and are courses for which they have been newly hired to teach. New faculty may receive monetary compensation through the Campbell Fund as well workload points for developing courses new to the college.

Appendix J

Media Policy and Practices

[Revised 7/19/07 by the President]

The news media provide an important communicati