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Chapter II: Faculty Employment

2.000 ACADEMIC FREEDOM

Freedom to search for truth and to teach without fear of arbitrary interference is central to a community of learning and to the common good of the larger society. Guilford College is fully committed to the preservation of this freedom.

Guilford College affirms that the academic freedom of its professors is respected and protected regardless of tenure. Newly appointed members of the faculty without tenure enjoy the same privileges and responsibilities of academic freedom as tenured professors.

Guilford College affirms a set of values which seek to guarantee and protect the dignity of each individual. Unjustified profanity or racial, ethnic, sexual and other slurs violate those values and strain the limits of academic freedom. (See Statement of Nondiscriminatory Policy, Appendix D and Policy on Harassment and Intimidation 2.800.)

Academic freedom involves responsibilities as well as privileges. (For other faculty responsibilities, see Chapter III.) Teachers are entitled to freedom in the classroom in discussing course subject materials, but should be careful not to introduce controversial matter which is irrelevant to the subject taught. Although they may speak and write freely as private citizens without institutional censorship or discipline, professors should make every effort to indicate in such cases that they are not speaking for the institution.

Freedom of research and publication of results are assured; however, the College's provision of the time and facilities necessary for research presupposes that care will be taken to perform thoroughly and carefully other assigned duties. Research for pecuniary return (beyond the scope of normal scholarly books, articles, papers, presentations and the like, which may involve royalty or honorarium payments) should be based upon prior understanding with the department chairperson, the Academic Dean, and the President.

2.100 FACULTY ALLOCATION AND RANKS

2.110 Allocation of Faculty Positions

[Updated by the Teachers, Officers and Curriculum Committees of the Guilford College Board of Trustees, January 28, 2000]

The Clerk's Committee has the primary responsibility for recommending to the President the allocation of faculty positions by department, although the final decision is made by the Board of Trustees on recommendation of the President. The Academic Dean, department chairpersons, or interdisciplinary program coordinators (e.g., African American Studies, Communications, Computing and Information Technology, Environmental Studies, Intercultural Studies, Medieval Studies, Peace and Conflict Studies, Women's Studies, etc.), who are seeking to have vacant positions continued, added or transferred from one department/program to another, shall make proposals to the Clerk's Committee and the Academic Dean, who sits with the Clerk's Committee. Prior to submission to the Clerk's Committee, these proposals should be reviewed and endorsed by the Division Chair. During the spring semester the Clerk's Committee examines all position requests to determine whether they should be added, deleted, remain in the same academic department, or be allocated to another department, or not be filled. The position requests should carefully address how the proposed position will meet the "position of the College" guidelines. The Clerk's Committee will request from the interdisciplinary program coordinators and the Interdisciplinary Studies Division Chair assessments of their program needs and requests for participation in specific faculty searches. The Committee uses the following criteria in making its recommendations to the President: (1) long-range planning; (2) institutional curricular goals; (3) course loads and faculty student loads in programs of the college, major, service to other majors and to interdisciplinary programs and general education requirements; (4) institutional and departmental educational goals and thus the types of courses needed for programs of the college, major, service to other majors and interdisciplinary programs and general education requirements; (5) minimum size for departmental effectiveness; and (6) advising load. Specific guidelines and deadlines are available from the Clerk of the Faculty. When recommendations under consideration would have significant new curricular or financial implications, the Clerk's Committee shall consult with the Strategic and Long-Range Planning Committee and/or Curriculum Committee. Final decisions are communicated to departments and program directors no later than the end of the academic year and reported in the Beacon.

[The inserted paragraph approved by the Teachers, Officers and Curriculum Committees of the Guilford College Board of Trustees, January 28, 2000]

Often, allocated faculty positions will reside within one department or interdisciplinary program to provide the faculty member with a clear administrative home and to ensure our faculty has strong disciplinary background and skills. Less frequently, the Clerk's Committee will approve positions that hold joint appointments in two related departments or programs. Given the need to support our interdisciplinary programs in a more deliberate manner, the Clerk's Committee will recommend to each approved position an interdisciplinary area that should participate in the new position. A representative of this chosen interdisciplinary program will serve on the search committee (See Section 2.210 New Faculty Appointments: Search Process) The Clerk's Committee encourages the requesting department to meet with related departments and interdisciplinary programs to discuss possible joint appointments before submitting a position request. While the Clerk's Committee will generally attempt to honor these joint requests, its decisions must reflect broad institutional goals and highest program needs.

2.120 Allocation of Joint Faculty/Administrative Positions

Requests for the allocation or reallocation of appointments involving substantial responsibility in the instructional program of the College in addition to administrative responsibility are considered as follows:

  • Requests for positions should include a detailed position description, a rationale for the position, an analysis of the anticipated workload, and designation of the reporting structure and budgetary implications.
  • Requests are presented simultaneously to the President, the Academic Dean, and the Clerk of the Faculty (or in the case of the President, the Board of Trustees).
  • The President, Academic Dean and Clerk screen requests to be sure that the allocation discussions are handled appropriately and represent positions which are not otherwise clearly within the designated procedures for either faculty position allocations or administrative position allocations described in this Handbook.
  • Requests are examined by Clerk's Committee.
  • Requests for joint faculty/administrative appointments are submitted on or before March 15 for appointments to begin June 1 of the following year. It is recognized that, in some cases, requests may have to be considered during the fall as well.
  • In cases involving joint faculty/administrative appointments, the College's guidelines for carefully controlling growth within the faculty and administration will be maintained unless there are unusually convincing reasons why a special exception should be granted. Granting an exception would involve the concurrence of both the Clerk's Committee and the President.
  • Full-time faculty (tenured or tenure-track) who hold the positions of Clerk of the Faculty, Associate Dean for Academic Advising and Retention, Director of the Writing Program, Director of the Honors Program, Director of Intercultural Studies, Director of Institutional Research, Director of Study Abroad Programs, as well as faculty who are assigned part-time to The Learning Commons, accrue leave time at a full-time rate, are eligible for faculty travel funds, and may apply for faculty development grants and research funds.

Normally, only tenured faculty assume these positions, but if the faculty member is untenured and in a tenure-track position, credit toward tenure is accrued at the full-time rate.

2.130 Faculty Ranks

Full-time tenured or tenure-track teaching faculty members are assigned the faculty ranks of Instructor, Assistant, Associate, or Full Professor. The modifier, "Visiting," is used to denote a full-time faculty member who is teaching on a temporary basis.

Part-time faculty members are assigned the rank of Lecturer, either "temporary" or "continuing." Normally, part-time faculty will have a graduate degree in the appropriate field. See "Part-time Faculty Status" (2.221).

Adjunct faculty status is a courtesy appointment in a department for administrators or persons within the wider community, normally without tenure, which recognizes the person's ability to contribute to the College's academic program. The appointment will be made upon recommendation of the department, the FAC, and the Academic Dean with the written consent of the President.

2.200 FACULTY SEARCH AND HIRING

2.210 SEARCH PROCEDURES FOR RECRUITING FACULTY GUILFORD COLLEGE

[Updated by Clerk’s Committee, December 12, 2001]

I. Preface:

A. The College is committed to the recruitment and retention of a diverse faculty as an important way to add value to the educational experiences we seek to offer our students. As a community of scholars, therefore, we are committed to the "Educational Principles and Realities Underlying the Need for a Diverse Faculty at Guilford College," which is incorporated herein by reference.

B. As discussed in the aforementioned "Educational Principles," the College has adopted the following statement:

Statement on Diversity:

At Guilford College, we believe strongly that having a faculty representative of people of diverse backgrounds, experiences and perspectives is central to our heritage and to the mandate we have to prepare our students for the society in which they will live and the vocations they will pursue. The faculty is convinced that having a diverse faculty reflects the College's stated values of guaranteeing and protecting the dignity of each individual, while pursuing the common goals of our larger society. Therefore, the faculty views its commitment to providing an education animated by these values as an important expression of its right to academic freedom.

We define diversity broadly to include group differences (based on age, race, gender, sexual orientation, disabilities, ethnicity, religion and national origin) as well as individual differences, including career and life experiences, socio-economic background, geographic roots, and other variables.

Our heritage and our history call us to focus on improving the diversity among our faculty. Consequently we will aggressively recruit, and seek to hire and retain faculty role models representative of the diversity that we and other educators believe is necessary to provide an educational experience for Guilford College students that is in keeping with our Quaker traditions and relevant to the 21st Century. At the same time, our legacy also compels us to continue to seek to hire Quaker faculty as a way of maintaining the College's heritage and core educational values.

C. Because of its role in faculty recruitment, the faculty can be the single most important component in helping the College pursue the faculty diversity necessary to provide an excellent education for our students. The Clerk's Committee has therefore approved the following search procedures as a necessary part of the College's diversity recruitment efforts. They apply to all tenure track searches. In cases where a position changes from temporary to tenure track, the College shall carry out a national search that follows these guidelines.

II. Monitoring the Search Process:

A. The Academic Dean is responsible for monitoring the faculty search process to ensure that searches are conducted in compliance with these procedures. Search Committees are required to report formally to the Academic Dean at three steps in the search process as outlined herein.

B. Advertising and Contacting Potential Candidates.

The Search Committee shall submit to the Dean's Office a list of sites/publications where the ad will be posted before the ad is placed.

C. Interim Report to the Academic Dean's Office.

1. The Search Committee shall submit to the Dean's Office a short list (6-10 files) of candidates whom they consider to be the top applicants for the position before inviting anyone for interviews.

2. Each Search Committee shall submit with the short list of candidates a full report on search steps 1-6 below, along with dates showing when the department accomplished each of the required tasks for the search.

3. If the list of the three candidates whom the Search Committee proposes to invite for campus interviews does not include a candidate who would promote the College's goal of hiring diverse role models for our students, the committee must request permission of the Academic Dean to invite any candidates to campus. In making their request, the Committee shall describe in detail their search process and the steps taken to include candidates representing diversity in their selection pool.

D. Conclusion of the Search.

Following the conclusion of a search, each Search Committee shall submit a report of the search process, including a list of those candidates invited to campus and the hiring decision.

III. Search Committee and Administrative Support:

A. The Search Committee will consist of members of the relevant academic department and a representative from the IDS major/program(s) which is/are included in the ad. The IDS representative is a regular member of the committee and is expected to read files and participate in interviews that are conducted at conferences.

B. The Dean's Office will identify a secretary who is (or becomes) familiar with all aspects of the search process who will be available to assist with each search.

IV. Language Used in Publicizing the Position:

Each ad as part of a search shall contain the following language:

Guilford College seeks applications from people representative of diversity based on age, race, gender, sexual orientation, disabilities, ethnicity, religion, national origin, career and life experiences, socio-economic background, geographic roots, as well as members of the Religious Society of Friends. EOE/AA

V. Details of the Search:

A. Introduction: The search committee must know in detail the nature of Guilford's curricular commitment to multicultural and diversity issues, so that it can be absolutely frank and accurate about Guilford's situation -- both points that may appeal and points that may not. It must have similar knowledge about the commitment of Student Life and Admissions to students of diverse backgrounds and the issues that are unique to them. The committee must also be knowledgeable about what life in Greensboro might be like for a faculty member who will contribute to Guilford's diversity, and to his or her family.

The search committee should be adept in recognizing details in a cover letter, resume or recommendation letter that indicate great ability. It should also be able to imagine why a person of great ability might have followed an unusual route toward and through graduate school and through the early stages of a post-doctoral career.

B. Each academic department conducting a search must follow steps 1-6 below. The department chair (or faculty member in charge of the search) shall record the date(s) these items are accomplished in the blank in front of each task. The additional steps listed in C. are encouraged, if possible and relevant to a particular search.

1. _____place ads (to the extent affordable) in journals oriented toward the diversity Guilford seeks. (See section VIII);

2. _____use directory of associations (See appendix) to obtain names of all associations connected to field of search, and request that these associations post the announcement in appropriate places, including WEB sites, if available;

3. _____identify schools granting a large percentage of their degrees to students representing diversity and request that they post the announcement on their web sites and in other relevant media (See section VIII);

4. _____seek listings of scholarship and award recipients who would contribute to Guilford's diversity and send letters to potential candidates encouraging them to apply for a position at Guilford (See section VIII);

5. _____post job-opening ads on Guilford's web site;

6. _____review all directories of candidates who would contribute to Guilford's diversity (See section VIII); and send letters to potential candidates encouraging them to apply for a position at Guilford.

C. The following are additional ways in which a diverse pool of candidates may be identified. Departments are encouraged, but not required, to implement whichever actions are feasible.

* attending sessions on diversity issues at national higher education association meetings;

* getting into the habit of attending diversity caucus sessions at field specific professional association meetings;

* working with our own existing contacts to discover strong potential candidates; developing new contacts;

* being on the lookout at professional meetings for strong graduate students, even those just advancing to candidacy, and faculty at other institutions for whom Guilford might be appealing, for future reference; doing the same in perusing professional journals;

* visiting graduate schools and department placement officers at graduate programs that appeal to candidates who would contribute to Guilford's diversity (See appendix);

* being attentive to prospects in the consortia in graduate programs that strive to attract and graduate candidates who would contribute to Guilford's diversity (See appendix);

* seeking nominations from colleagues in the field, and contacting nominated candidates:

* contacting Guilford College alumni representative of the diversity we seek;

* connecting with Board of Trustees to advise them of openings;

* seeking helpful information for different departments from various Higher Education associations (See appendix);

* contacting graduate schools in the British West Indies;

* locating and contacting graduate schools in London, Paris and other foreign cities that are sites of candidates who would contribute to Guilford's diversity;

* seeking Fulbright scholars;

* contacting major university student associations of groups which would contribute to Guilford's diversity;

* determining e-mail addresses of web sites for students who would contribute to Guilford's diversity (See appendix);

* contacting sororities and fraternities whose membership would contribute to Guilford's diversity;

* searching through the file in the Dean's Office of possible candidates who have been identified as representative of diversity.

VI. Campus Visit

During their campus visit, candidates for faculty positions should meet with the following people:

  • President
  • Academic Dean
  • Members of the department to which the candidate will be appointed
  • Representatives from IDS major(s) which is (are) involved in the job description
  • Representatives of additional departments, if applicable (e.g., in case of a joint search)
  • Especially, where appropriate, African-American, Latino, Asian, and other faculty groups (e.g., Quakers, gay and lesbian faculty) with shared backgrounds and interests
  • Students who are majoring in the discipline and the IDS program
  • Director of Faculty Development
  • Director of Human Resources
  • A representative of the Clerk's Committee

All candidates shall be required to teach a class or give a scholarly presentation that is directed at an undergraduate audience.

VII. Assessment

Each year the Academic Dean and Clerk's Committee will assess the effectiveness of the Search Procedures and report on the progress made during the year on improving the diversity of the faculty.

VIII. Resources

The office of the Academic Dean will compile and regularly update the resources referred to throughout this document. A small sample of these resources follows.

www.preparing-faculty.org/PFFweb.jobs.htm

American Association of Colleges and Universities (AACU)
1818 R Street, NW
Washington, DC 20009
FAX -- 202-387-1745
(will post position announcements)

The Black Collegian

Black Equal Employment
(database with job listings)

Committee on Institutional Cooperation

Directory of Minority PhD & MFA & MLS Candidates and Recipients
(copy available in Academic Dean's Office)

Hirediversity.com

Historically Black Colleges and Universities (HBCU)

ImDiversity.com
909 Poydras Street
New Orleans, LA 70012
504-523-0154
(allows institutions to post jobs and search resumes)

Minority On-Line Information Services (MOLIS)
(will do faculty profile searches)

National Association of Graduate-Professional Students (NAGPS).

HERI

Minority job banks -- The Chronicle for Higher Education

Modern Language Association

American Psychological Association

College Language Association

Quaker Life
101 Quaker Hill Drive
Richmond, IN 47374-1980
Advertising Manager: Annie Glen, annie@fum.org or (765) 962-7573

Friends Journal
Advertising Manager, Friends Journal
1216 Arch Street, 2A
Philadelphia, PA 19107-2835
(215) 563-8629

The Friends Association for Higher Education (FAHE)
1501 Cherry St.
Philadelphia, PA 19102.

[1] These "Search Procedures for Recruiting Faculty, Guilford College" are not a guarantee or contract of employment, nor do they operate to impose any hiring quotas on faculty hiring decisions.

2.220 Part-Time Faculty Hiring Procedure

Part-time employment is contingent upon departmental enrollment being sufficiently large to justify additional staff. The Academic Dean determines needs and allocation of funds available to employ part-time personnel. In the selection of part-time faculty, the Academic Dean consults with the department chairperson concerning the job qualifications required. The chairperson reviews available candidates with department faculty members and makes a recommendation to the Academic Dean. The Academic Dean, as appropriate, may conduct an interview. Search processes and selection criteria are different for part-time and full-time positions; and regular, long-term service as a part-time employee does not qualify an individual for special consideration for full-time appointment.

Up-to-date vita, certification of credentials by the Director of Human Resources, and letters of recommendation, where appropriate, for all part-time faculty members are required and are kept in the Office of Human Resources.

The title assigned to part-time faculty is lecturer. Part-time faculty are employed on a semester or (rarely) yearly basis and are compensated in accordance with qualifications, number of courses taught, and enrollment in individual courses. Compensation is adjusted for teaching a four-credit course enrolling fewer than ten students. Forty students is the maximum for one course, unless otherwise jointly approved by the teacher and the Academic Dean.

Compensation for part-time faculty will be reviewed annually by the Academic Dean in consultation with the department chairperson.

Department chairpersons will acquaint part-time faculty with the College in an appropriate orientation session. The department chairperson, working with the Academic Dean and the Business Office, will see to the physical arrangements (office, telephone, etc.) for part-time instructors.

For adjunct faculty, see "Faculty" (2.130)

2.221 Part-time Faculty Status

The College has adopted a two-tiered structure for part-time faculty members. The first group, "temporary" part-time faculty members, are individuals recently hired or filling slots which are designated temporary. A second group, "continuing" part-time faculty members, are individuals who have taught at the College for a substantial length of time and for whom future assignments appear likely. "Continuing" part-time faculty are eligible for faculty travel funds and may apply for faculty research and faculty development funds. Both "temporary" and "continuing" part-time faculty normally have a graduate degree in the appropriate field, with any exceptions approved by the Academic Dean. "Continuing" part-time faculty receive greater compensation than "temporary" part-time faculty in the same field.

Each "temporary" part-time faculty member shall be reviewed by the department chairperson at the end of each of the first two semesters in which he or she teaches at the College and every two years thereafter. The chairperson will review the student evaluations and discuss them with the instructor. A brief summary of the conversation will be included in the departmental files and a copy sent to the Academic Dean.

An individual may be nominated for "continuing" part-time status by his or her department after teaching at least one course per year during three consecutive academic years. Nominations go to the FAC and the Academic Dean. Departments should be prepared to document a solid continuing need for the part-time position to be filled for several years in the future. The FAC and Dean will review the applications on the basis of two criteria: first, the strength of the statement for continued need for the part-time position; second, the teaching record, at Guilford, of the individual proposed to determine the desirability of long-term instructional assignment. "Continuing" part- time faculty are expected to participate in institutional and departmental responsibilities in consultation with department chair. These activities may include advising, supervising independent studies, serving on one committee or attending departmental meetings.

"Continuing" part-time faculty shall be reviewed by the FAC three years after gaining the status of "continuing" and every five years thereafter. The employment of "continuing" part-time faculty may be terminated under any of the following conditions: after a negative review by the FAC; if a drop in student enrollment below the required number or a change in the departmental curriculum necessitates the elimination of courses taught by "continuing" part-time faculty (See 3.110); other reasons for termination as given in 2.700. Following a negative review a "continuing" part-time faculty member will teach no longer than the semester following the semester in which the review occurred.

2.230 Coaches

Unless otherwise specified at the time of initial letters of appointment, neither faculty rank nor tenure is granted to coaches of various sports at Guilford College. However, some coaches may have academic, classroom responsibilities. Under such circumstances, coaches who teach academic (as opposed to "activity" classes) may be appointed with faculty rank. In such cases, they should be granted the academic rank commensurate with their background and responsibilities. Coaches granted this status shall be reviewed and promoted upon the recommendation of the appropriate departmental chairperson and the Director of Athletics, with the approval of the Academic Dean and the FAC, and with the consent of the President and the Board of Trustees. They are also entitled to all the rights attached to their faculty rank. However, coaching positions are not tenure track.

Coaches currently holding rank and tenure through previous appointment and advancement at Guilford College are afforded all the rights and privileges accompanying their status.

2.240 Provision of Reasonable Accommodation for Qualified Individuals with Disabilities

The Americans With Disabilities Act of 1990 and the Rehabilitation Act of 1973 provide for assimilating people with disabilities into the mainstream of society. With respect to employment, the objective is to remove barriers that have caused individuals with disabilities to be underemployed or unemployed.

Guilford College will take positive steps to employ and advance in employment qualified individuals with disabilities. In its active commitment to building a diverse community, it is the intent of the College as described in the Non- Discriminatory Policy Statement to prevent discrimination affecting any applicant or employee based on race, creed, color, religion, national or ethnic origin, gender, sexual orientation, age or disability.

It is the policy of Guilford College not to discriminate against qualified individuals with disabilities and to provide reasonable accommodations as required by law to otherwise qualified applicants or employees with disabilities in all employment policies, including job application procedures, hiring, advancement, job assignments, leaves of absence, transfers, layoffs, demotions, discipline, discharge, compensation, fringe benefits and job training. Employment opportunities will not be denied to an otherwise qualified applicant or employee because of the need to make a reasonable accommodation to the physical or mental impairment(s) of such individual, and qualified applicants with disabilities are encouraged to seek employment with the College.

Although this policy and procedure is largely described in terms of accommodations that may allow an applicant or employee with a disability to perform the essential functions of the position desired or held, it is also applicable to the accommodations involving the job application process and to the accommodations that would enable an employee with a disability to enjoy equal benefits and privileges of employment.

Refer to the Office of Human Resources for specific procedures related to this policy.

2.250 THE FACULTY LETTERS OF AGREEMENT

2.251 The Faculty Letters of Agreement

Employment for full-time faculty at the College is based upon a letter of agreement between faculty members and the institution. Every effort is made to issue letters of agreement for the academic year in early March. (The effective date of return of letters of agreement is one month after they are issued.) However, faculty members in their first year in a tenure track position must be notified by March 1st, and faculty members in their second year of a tenure track position must be notified by December 15 (six months' notice) of the College's intent not to renew their employment; faculty who have been at Guilford for more than two years are entitled to a full year's notice.

The period of service under the faculty letter of agreement is for the academic year, August 15th through May 15th, exclusive of College holidays (Fall Break, Thanksgiving holiday, Winter Break, Martin Luther King Day and Spring Break). In addition to classroom and other College duties (two standing committee assignments, departmental work, advising, and the like), faculty members must be available for first-year student orientation and opening faculty meeting, FYE planning and advising sessions both before and after the classroom year, graduation, and similar important institutional events. From May 15th to August 15th individuals are free to carry out personal and professional activities which do not conflict with obligations as noted above.

Letters of agreement are issued on an annual basis for those faculty members not on tenure track. Annual letters, which record base salary, are also issued to tenure-track faculty members; however, their chief purpose is to indicate changes in rank and salary. Salary raises normally involve across-the-board cost of living increases. When possible, a fund is allocated for equity raises. Merit raises are given regularly to faculty who are promoted to associate or full professor. Other merit raises, recommended by the Academic Dean in consultation with departmental chairpersons, are given only if the faculty salary pool is sufficient to do so. Salary averages of base pay for the various professorial ranks at Guilford College are published annually, both nationally in Academe: Bulletin of the AAUP and Chronicle of Higher Education, and locally in the Dean's and President's annual reports. Annual full-time salaries for continuing faculty are paid in twelve monthly increments for nine months of service after the first year of service, for which the salary is paid in ten monthly increments.

Any questions about letters of agreement should be discussed with the Academic Dean, who will consult as necessary with the President.

2.252 Renewal of Letters of Agreement--Second- and Fourth-Year Reviews

Normally, a newly appointed tenure-track faculty member may expect to receive a second annual letter of agreement. Exceptions can be made that necessitate a review in the first year; in such a case, a decision not to continue employment is communicated to the faculty member before March 1st of the current year.

Appointments that are clearly temporary in nature are so identified at the time of appointment.

During the fall semester of the second year, there is a formal evaluation and review of the tenure-track faculty member's performance by the FAC. The purpose of this review is to reach a decision on whether to extend a third annual letter of agreement. This process is known as the Second-Year Review. A decision not to extend a third letter of agreement is communicated before December 15 of the second year.

In some cases, a positive Second-Year Review may carry the stipulation that a subsequent evaluation and review will be held within the next twelve months. Any such review will follow the same procedures as the others. Any negative review after the Second-Year Review will be communicated on or before May 15, so as to provide a full twelve months' notice of termination.

During the fall semester of the fourth year, another review of tenure-track faculty performance will be conducted by the FAC. The purpose of the Fourth Year Review will also be to determine retention or non-retention, and to communicate areas in which improvement is needed in the faculty member's performance if tenure is ultimately to be granted. Here, too, the FAC, Dean, or President may mandate an additional review the following year.

In summary, except in the case of temporary appointments, any decision not to renew the appointment of a non-tenured full-time faculty member requires a full review, which requires written recommendations to the President from the FAC and the Academic Dean. Such reviews are normal prior to the sixth year tenure review: one in the second and one in the fourth year of service. See "The Tenure Review Process" (2.420).

2.253 Non-renewal of Non-Tenured Faculty

Until tenure is granted, the College may choose not to renew a faculty member's appointment with due notice.

In general, a newly-appointed faculty member can expect at least two letters of agreement. If the faculty member is not to be renewed within the first two years of employment, the College will notify him or her on or before March 1 of intent not to renew during the first year and on or before December 15 during the second year. Non- tenured members who have been teaching full-time at Guilford College more than two years (except in those cases where dismissal for cause is the reason for termination) must receive one year's notice. Non-tenured faculty members may appeal non-renewal decisions through the "Appeals Process" (2.610).

2.254 SALARY AND WAGE ADMINISTRATION POLICY

[Revised by the President June 1, 2006]

1. Philosophy and Objectives

The primary purpose of salary administration at Guilford College is to attract and retain well-qualified individuals who can best contribute to the College's mission. Decision-makers in the salary administration process will strive to make salary decisions fairly and communicate them effectively. To provide the College with the ability to use its limited resources most effectively, salary administration aims to:

  • be responsive to market influences with consideration for internal equity (see Definitions portion of this policy);
  • recognize different performance levels among employees;
  • acknowledge the basic financial needs of all employees; and
  • take into consideration the costs of turnover and the adverse effects of inadequate salaries on the need for supervision, employee morale and institutional image.

1. Methods and Guidelines

Salary adjustments are divided into two main categories:

  • annual budgeted salary adjustments
  • other salary adjustments

Annual budgeted salary adjustments are based on one or more of the types described in the Definitions portion of this policy. The campus decision and notification process is as follows:

  • Average annual salary increases are projected in the strategic plan and appropriated as part of the annual budget recommended by the President and approved by the Board of Trustees.
  • The President, with the advice of the Vice Presidents, determines priority needs of the institution that require use of salary dollars (cost-of-living, merit, equity) based on information from sources such as deans, directors, department chairs, and the Human Resources Office.
  • The President establishes guidelines, using institutionally recognized market and internal equity data and input from the campus community. For administrative and support staff, the human resources department proposes equity adjustments based on CUPA, Employment Security Commission of NC, and other internal and external data. The President communicates the guidelines to be used in making adjustment decisions, indicating the proportion of salary dollars allocated to each type (see Definitions). These types and proportions are determined according to institutional needs and initiatives whenever campus-wide adjustments are possible.
  • Once the types and proportions have been determined, the President and Vice Presidents allocate remaining salary adjustment pools to their respective administrative units.
  • The President prepares a memorandum to announce the changes to employee salaries and wages as well as employee contributions for medical and dental benefits for the next calendar year.
  • Managers, using the guidelines established by the President, allocate the salary pools within their units.
  • Within the units, each supervisor develops individual salary adjustment recommendations using performance documentation and/or other data appropriate to that year's guidelines (institutionally recognized equity or market studies, for example).
  • Unit administrators review and discuss recommendations and documentation for the recommendations (performance documentation, institutionally recognized market or internal equity data) with the supervisor, adjust the recommendations and/or forward the recommendations to the appropriate vice president.
  • Prior to recommending the final salary adjustments to the President, each Vice President will consult with the Director of Human Resources to review implications of the recommended adjustments for the campus as a whole. The role of the Director is to advise the Vice Presidents on whether there is appropriate documentation for the adjustment, the potential impact on internal equity, or whether the proposed adjustment complies with policy.
  • Once the President approves the adjustments, he sends individual letters to all employees to confirm the new salary and wage amounts.

Other salary adjustments could include post-probationary adjustments for staff, promotions (faculty and non-faculty), market, internal equity and responsibility adjustments including interim appointments and significant administrative assignments (see Guidelines for Other Salary Adjustments portion of this policy.).

2. Distribution and Communication of the Policy

To facilitate the understanding of salary and wage administration at Guilford College, this policy will be included in the Staff Handbook, the Faculty Handbook and any employee handbooks prepared by units within the College.

Definitions

At Guilford College, annual salary adjustments are based on one or more of the following:

Cost of living adjustment is an across-the-board amount related to--but not necessarily the same as--the changes in the cost of living (determined by the Consumer Price Index which reflects the changes in the cost of various consumer items during the previous 12 month period). Cost of living adjustments become part of an individual's salary base.

Internal equity is a comparison of salaries for similar positions at Guilford College based on appropriate and relevant data including these factors: previous related experience outside the College, a sustained change in responsibility that is more or less than what is considered normal for that type of position, education, or responsibility level within a group of similar positions at Guilford College. Internal equity adjustments become part of an individual's base salary.

NOTE: length of service is relevant for internal equity ONLY in the context of performance; that is, consideration of performance should override length of service in salary decisions.

Market or external equity is the comparison of Guilford College salaries with those of other similar employers and is based on bona fide and relevant data. Market or external equity adjustments become part of an individual's base salary.


Performance adjustment is one based on level of performance identified through documentation, including an established review process. Performance adjustments may be made in one of two ways:

  • As a one-time payment when performance has been exceptionally meritorious in the preceding year. This type of adjustment does not become part of the salary base and is made as a single payment.
  • sAs a permanent adjustment based on sustained meritorious performance. This type of adjustment becomes a part of the salary base.

3. Guidelines for Other Salary Adjustments

Individual salary adjustments may be made throughout the year for the following reasons:

Post-probationary adjustments for staff. Upon successful completion of the initial six-month probation period, an employee may be eligible for a salary adjustment up to 5%. The amount of the adjustment may vary, depending on such factors as performance, internal equity, initial salary and budget. A performance review form must be completed and submitted with a Personnel Action form requesting approval of the probationary adjustment.


Equity adjustments. On a case-by-case basis, significant internal inequities may arise outside the annual salary review process described above. In these unusual situations, a request for an adjustment may be initiated. Factors generally considered are directly related experience, job performance and level of responsibility. The decision to request an equity adjustment should include consultation with the Office of Human Resources and appropriate documentation should accompany the request. Equity adjustments for staff are normally limited to ten percent.

Market adjustments. A market adjustment is intended to mitigate a documented external inequity using Guilford College recognized market data. Market adjustments are normally limited to ten percent. Market adjustment proposals must consider institutional internal equity.


Responsibility adjustments including interim and administrative appointments.

Adjustments for substantial, documented reassignments or changes in the duties/responsibilities within the same position may be initiated after consultation with the appropriate vice president or president. Documentation should accompany the request. For staff employees, rationale will include changes in the level of responsibility as documented by a Position Description.


Adjustments for interim appointments and administrative assignments are limited to the period for which these assignments are made and do not become part of the salary base. For staff interim appointments, increases should not be given for interim periods of less than thirty days and staff employees may not retain the higher compensation level for more than thirty days after the interim period ceases to exist.

Bonus. A one-time payment for special projects, or assignments completed in a superior manner. This type of payment does not become part of the salary base.

The attainment of a degree or license does not automatically result in a salary adjustment. In some cases, an adjustment for market and/or internal equity may be appropriate. Such adjustments should be recommended based on the same type of documentation required for other market or internal equity adjustments.

2.300 THE REVIEW PROCESS

The review process outlined in this section applies to Second-Year, Fourth-Year, Tenure, and Promotion reviews and other faculty reviews undertaken by the FAC.

2.310 Information-Gathering Responsibilities

The Academic Dean is responsible for maintaining current personnel files on all faculty members and for distributing and keeping any specific instrument of evaluation adopted by faculty action (e.g., student evaluations of classes). Each file shall include an official transcript and an up-to-date vita of the faculty member. All results of standardized student ratings for all courses taught since the last formal review or for the last two years at the College shall be made available by the Dean to the FAC. In reviews of tenured faculty, standardized student ratings for all courses taught for the prior four teaching semesters shall be made available for evaluation. In addition, faculty who wish to do so may submit supplementary student evaluations which particularly address their specific subject matter or teaching style. Although it is proper to include a brief statement summarizing the conclusions and recommendations made at the prior reviews, as well as a statement indicating the final action taken in that review, the supporting documents and specifics of those prior deliberations are not a proper part of the current review.

The Dean is also responsible for notifying in writing all faculty members scheduled to be reviewed. Such notification shall take place on or before October 1 and will provide at least a thirty-day notice before which materials must be submitted for review. An invitation is issued through the Beacon to all members of the community to write letters concerning the person to be reviewed.

The chairperson of the FAC will work with the Academic Dean to assure timely collection of all additional special material relevant to any individual review. Confidential materials collected for reviews can be seen only by the FAC, Academic Dean, President, Appeals Board (if convened), and the Board of Trustees. The Office of the Academic Dean will collect the following:

1. A written self-evaluation by the faculty member under review. This self- evaluation shall include the faculty member's response to issues raised in student evaluations (e.g., special information about course format, population, goals). The self- evaluation will also speak to those strengths, weaknesses, accomplishments, and goals which the faculty member particularly desires the FAC to note and to respond to any suggestions made in previous reviews. Supporting materials may also include course syllabi of special interest, announcements of exhibitions or lectures, and samples of work published or in progress, and similar items may also be included.

2. Confidential evaluations, including a positive or negative recommendation in writing, from all full-time tenure-track departmental faculty. First-year faculty shall be given the option of abstaining from expressing an opinion, if they prefer. An analysis of the faculty member's qualifications and work shall accompany each evaluation, whatever its substance.

3. Confidential statements concerning the quality of the faculty member's work from one to three extra-departmental colleagues, nominated by the candidate.

4. Confidential letters from twenty-five students chosen at random from the class lists over the past two years. Both majors and non-majors will be represented.

5. Confidential letters from up to ten of the faculty member's student advisees chosen at random, if possible, from the advisee lists of the same period and, where appropriate, divided between new student and major advisees. A single letter may appropriately cover this and the above category in cases where a student fits into both categories.

6. Confidential letters from three students who have studied with the faculty member during this period, to be named by the faculty member.

7. Other appropriate materials, such as letters invited through the Beacon or additional items requested by the Faculty Affairs Committee or the Academic Dean.

Note: The failure of any individual or group to provide any or all of the above material in no way invalidates the deliberative conclusions of the FAC.

2.320 Deliberative Process

Each member of the FAC shall review all the materials enumerated above, prior to Committee discussion. The Academic Dean shall provide any relevant administrative information in such a manner as to protect the confidentiality of those concerned. All discussions of the Committee are confidential. After the FAC has reviewed the written material and initiated its discussion, the chairperson may invite the faculty member under review to meet with the Committee for open discussion of the Committee's and the faculty member's perceptions. If the faculty member desires, a faculty colleague may be invited to appear as an advocate before the Committee. Should the faculty member under review choose not to appear before the Committee, the deliberative process shall continue according to routine. If the FAC believes it necessary, other individuals may be invited to discuss the candidate's performance.

[The inserted paragraph approved by the Teachers, Officers and Curriculum Committees of the Guilford College Board of Trustees, January 28, 2000]

The members of the Committee shall work toward a sense of the meeting to be communicated to the President. This report to the President will be a copy of the letter sent to the faculty member under review. If there is not a clear sense of the meeting, then two or more recommendations reflecting the different positions will be written, recorded, and transmitted to the President.

Academic Dean shall present in writing a summary of the committee's recommendation(s) to the faculty member, the department chairperson, and the President. The President will communicate his or her decision regarding this review to the FAC through the Academic Dean. The President of the College makes the final decisions about positive and negative second and fourth year reviews, and about negative tenure and promotion reviews, reporting these decisions to the Board of Trustees. The President's positive decisions about tenure and promotion are presented as recommendations to the Board of Trustees who make the final decision. The President provides reasons in writing for positive and negative final decisions through the Academic Dean to faculty members under review.

A faculty member who is denied reappointment, promotion or tenure, or who receives a negative review, may invoke the College's "Appeals Process" set forth in section 2.610.

2.321 Tenure Deliberations

Tenure is granted by action of the Board of Trustees, subsequent to the completion of the College's formal review process. In all cases where the FAC, the Academic Dean, and the President have recommended in favor of granting tenure, the President will ask the Board to approve tenure. When differences of opinion exist, the President will meet with the FAC and the Academic Dean to try to resolve them. If unresolved differences remain and the President's recommendation is affirmative, the President, the Academic Dean, and a representative from the FAC should convey to the Board of Trustees the nature of the unresolved differences, along with the President's recommendation to grant tenure. In cases where the President recommends against granting tenure, the Board will be informed of the issues and judgments formed throughout the review process and of the negative recommendation, but Board action will not be requested.

Immediately following the decision of the Board of Trustees, the President shall inform the faculty member in writing of the decision to grant or withhold tenure. A faculty member who is denied reappointment with tenure may invoke the College's "Appeals Process" set forth in section 2.610.

See also "Tenure" (2.400).

2.330 Suggested Order for Reviews

Note: The following procedures may vary from year to year, at the discretion of the FAC.

2.331 A letter from the Academic Dean is sent on or before October 1 to faculty members scheduled for review giving at least a thirty-day notice before materials must be submitted for review, discussing procedures, and suggesting an appointment to discuss review. This letter should also include a solicitation of an up-to-date vita, a self-evaluation, names of 3 students, 3 advisees, up to 3 extra-departmental colleagues and others for the Dean's office to contact seeking recommendations. The letter should specify a date by which this material is due.

2.332 The Dean announces names of faculty to be reviewed at an early faculty meeting and in the Beacon.

2.333 The faculty member meets with the Academic Dean, who calls attention to the review process and schedule adopted by the faculty and set forth in the Faculty Handbook.

2.334 The Academic Dean makes written requests for designated materials from: department chairpersons and departmental colleagues; students and advisees previously identified by the FAC; students, advisees, extra-departmental colleagues, and others identified by the faculty member. A deadline should be communicated for submitting these materials.

2.335 The FAC review deliberations are undertaken with priority given to those requiring earliest notification. Normally, reviews occur in the following order: study leaves, second-year, tenure, fourth-year, special, and promotion.

2.336 At the close of its deliberations, the FAC communicates its recommendation and rationale to the President. After examination of the supporting materials, the President may meet with the FAC to discuss the recommendations.

2.337 The President makes tenure and promotion recommendations to the Board of Trustees and forwards to the Board the letter the FAC has written to each faculty member under review. This letter serves as the FAC report on the review.

2.338 The FAC will conclude tenure deliberations and those relating to non-tenure, fourth-year reviews, prior to the delivery of faculty letters of agreement for the next academic year. The FAC will comply with the 1970 "Interpretive Comments" of the AAUP's 1940 "Statement of Principles" regarding notification of non-renewal deadlines: no later than March 1st of the first academic year of service; no later than December 15th of the second academic year of service; at least twelve months before the expiration of appointment after two or more years in the institution.

Faculty should be aware that the Committee intends to hold closely to this schedule and that its deliberations will not be held up in response to delays in receiving materials.

2.340 Review Criteria

The most important criterion in any faculty review is teaching excellence. Other criteria considered, but not prioritized, are effective advising, growth as a scholar, and service to the College community.

2.341 Teaching Excellence

For Guilford College, continuing excellence in the quality of teaching is the first and foremost consideration in all faculty personnel decisions.

A diversity of teaching styles throughout the faculty is essential to such excellence, and the College believes that the ability to involve students effectively in the learning process can be demonstrated in many ways. However demonstrated, it is excellence, rather than the potential or the hope for excellence, that is sought. The College believes that established patterns of strength or weakness are more relevant to these decisions than are momentary successes or failures in the classroom.

Excellence in teaching manifests itself in the ability to engage students in learning and thinking, to nurture imagination and creativity, to communicate the methods of one's academic discipline, to participate in interdisciplinary thinking, and to model the teacher as a learner. Excellent teaching demands the exercise of critical judgment as well as the mastery of material by students. The extent to which any teacher enables students to move towards a lifetime of self-education is perhaps the least tangible, but the most significant, dimension of this quality of accomplishment.

Evidence of teaching excellence normally comes from:

1. Student evaluations (standardized and/or individual forms);

2. Accomplishments of Guilford students; and graduates;

3. Internal awards or external recognition;

4. Evaluations from individual colleagues, department members, team-teaching associates, program directors or others.

2.342 Growth as a Scholar

The College believes that there is an inherent connection between teaching excellence and the faculty member's continuing growth as a scholar. Maintaining a specialized professional interest helps to sustain vitality in teaching. "Publication" of the results of continuing scholarly activity is essential and is broadly construed. Making one's efforts public among professional peers brings with it mutual benefits from the exchange of insights and critiques. Some qualitative growth, whether in depth or in breadth, should be evident in such activities over time. Both the College community and the wider network of professional colleagues elsewhere serve appropriately in the nurturing of such growth and can speak to its presence.

In general, it is appropriate for the College to consider the overall quality of an individual's contribution to the intellectual life of the community when making personnel decisions.

Evidence of scholarly growth or creativity in a field shall include (but not be limited to):

1. Publication of articles or books;

2. Favorable reviews of one's published work;

3. Participation in professional organizations;

4. Public presentations inside and outside the College;

5. Public exhibits of creativity, such as art shows, concerts and dramatic performances;

6. Other evidence provided by the faculty member and deemed appropriate by the FAC.

2.343 Effective Academic Advising

Individualized guidance for students is an integral component of a faculty member's responsibilities. Each student merits careful direction to the educational resources of the College as well as thoughtful assessment and development of his/her interests and abilities.

Evidence of strong faculty advising shall include (but not be limited to):

1. Respect for and rapport with students;

2. Consistent and regular availability to students through regular office hours and special appointments (see also 3.160);

3. Current knowledge about College academic policies and programs (e.g., internships, study-abroad, etc.)

4. Timely provision of information about courses, schedules, core requirements, major and minor (or concentration) requirements:

5. Timely provision of information about career development and post-graduate education as developed by the academic department;

6. Accurate record keeping;

7. Referral of students to available resources on campus including those with knowledge about off-campus resources. Evidence of effective advising shall come from evaluations by:

a. Major advisees;

b. Non-major advisees;

c. Students from advisers' classes;

d. Department colleagues.

2.344 Service to the College Community

Service includes departmental, committee and other activities sponsored by the College. Each faculty member is expected to serve responsibly in these areas. Such service, however, does not substitute for performance with respect to the first three criteria (stated above in 2.441, 2.442, and 2.443), nor can it consistently be set aside in favor of those activities.

Other forms of service outside the College can present themselves on occasion. These contributions also will be evaluated as appropriate in the overall context. In particular, activities beyond the immediate community which also significantly assist the work of the College may occasionally be considered in personnel decisions.

Some examples of evidence of College community service are listed below:

1. Help develop interdisciplinary programs and courses;

2. Participate in colloquia and similar programs;

3. Join in faculty development projects;

4. Stimulate students intellectually in various settings outside the classroom;

5. Participate in the governance of the College;

6. Take responsibility for College organizations;

7. Initiate helpful contacts with alumni;

8. Serve the broader constituencies of the College, such as community organizations.


2.400 TENURE

2.410 Tenure Program

It is recognized that a tenure program is a vital aid in attracting and retaining instructional personnel of the high quality which Guilford College seeks. The purpose of tenure is to provide the teaching faculty with a reasonable degree of economic security while protecting the academic freedom of its members.

2.420 The Tenure Review Process

The normal probationary period for a non-tenured member of the faculty hired into a fulltime tenure-track position is six years. The tenure review, which involves members of the department, the Academic Dean, and the Faculty Affairs Committee (FAC) is generally conducted only once for each faculty member, during the fall semester of the sixth year of teaching at the College.

Prior to the Faculty Affairs Committee's beginning the tenure review process, it is required that the faculty member has completed the appropriate terminal degree. Written evidence from the degree granting institution must be received by the Academic Dean before the opening faculty meeting in the fall of the year the person is scheduled to come up for tenure.

Any reduction of the probationary period is agreed upon at the time of initial appointment and is stated as a part of the first letter of agreement to a tenure-track appointment. Occasionally, new faculty may be granted one or two years of credit toward tenure for prior teaching. In rare cases, three years of credit may be given. To earn credit, the faculty member must normally have completed an appropriate terminal degree, have taught on a full-time basis at a four-year college or university within the past two or three years immediately prior to the date of consideration, and show evidence of excellence in teaching. Candidates will recognize that credit will accelerate the review process. At the time of extending the initial appointment, the Academic Dean, in consultation with the department, recommends to the President that teaching credit be given. The decision as to whether to grant such credit is made by the President.

Under extraordinary circumstances, after a successful four-year review, the tenure review may be conducted at an earlier date upon the written request of the faculty member who will bring the request to the FAC and the Academic Dean, who will consult with the President and/or other appropriate persons before taking action. If the Academic Dean's recommendation is to proceed with the review, the Committee will follow the normal procedure for a tenure review and complete its deliberations as quickly as possible. Its written recommendation will be forwarded to the President who will respond to the recommendation. The final decision to grant tenure rests with the Board of Trustees.

In rare situations, senior faculty and administrators may be hired with tenure. Such a decision shall be approved by the academic department, the FAC, Academic Dean and President before proceeding to the Board of Trustees for a final decision.

All recommendations to the President concerning tenure must be in writing, and any recommendation not to extend tenure must be supported in detail by written statements. If the recommendation is not to grant tenure, the Academic Dean communicates the decision to the faculty member in writing, giving a full statement as to why tenure was not recommended and also communicates the decision to the department chairperson. In any case, the faculty member will be informed of the decision by the FAC and the Dean no later than May 15th or the time at which a letter of agreement for the seventh year would be issued.

The ultimate decision to grant tenure is made by the Board of Trustees on the positive recommendation of the President. If the decision of the President is not to recommend tenure, the Board will deliberate on further actions, if any. The President's report to the Board will explain the reasoning for the positive or negative recommendation, and it will include, as appendices, the reports submitted to the President by the FAC and the Academic Dean, the report written by the appeals committee, if there was one, and the letter from the President to the person under consideration.

2.430 Tenure Qualifications

The practice of renewing annual letters of agreement for non-tenured faculty members should not be construed as a commitment by the College to grant tenure subsequently. Renewal of letters of agreement and the extension of tenure are different decisions and must be considered separately. Unless otherwise explicitly stated, only full-time annual teaching letters of agreement are considered as a part of the period of employment that must pass before tenure can be granted. This specifically excludes part-time, summer school, one-semester or other limited teaching agreements, as well as summer school contracts, and leaves of absence, unless specific agreements have been reached and recorded in writing. When an untenured faculty member is appointed to a full-time administrative position, the administrative work is not counted as a teaching letter of agreement. Moreover, unless the terms of an administrative appointment accepted by the untenured faculty member contain a written statement to the contrary, it is understood that by accepting the administrative appointment the faculty member has relinquished all claim to a continuing faculty position, although applications from such persons for future academic openings are welcome. Full-time faculty whose teaching load is reduced by some administrative responsibility still accrue years toward tenure. Research grants or fellowships that take the faculty member away from the institution normally do not count toward tenure. Any exceptions will be determined by the Academic Dean. Faculty who receive grants to work on campus with students during the academic year normally must teach 2/3 time in order to accrue time toward tenure.

2.440 Tenured Faculty with Administrative Status

If a tenured member of the faculty accepts an administrative appointment, the tenured status does not apply to the administrative position, but will be in force at any future date that administrative duties are relinquished and teaching duties are resumed. Tenure is not affected by a leave of absence when such leave is officially approved by the President; however, tenure is relinquished by the faculty member upon resignation from the College.

2.450 Periodic Review of Tenured Faculty

[Section replaced in April 2005, approved by the corporate faculty]

In a process separate from faculty reviews for contract renewal, tenure, and promotion that are conducted by the Faculty Affairs Committee (FAC), the Academic Dean, in conjunction with the Director of Faculty Development, will conduct periodic, five-year reviews of all tenured faculty in order to (1) support the efforts of tenured faculty members to renew, deepen, and strengthen their pedagogical skills; (2) to encourage continuous professional and personal growth and service to the community; and (3) to facilitate the use of Faculty Development resources by tenured faculty members.

Post-tenure, five-year reviews will address the same four areas as FAC reviews: teaching, advising, community service, and scholarly growth, but the outcome of these five-year reviews will have no impact on the tenured status of faculty members. Grounds for dismissal of tenured faculty remain unchanged, and Guilford College continues to adhere to the American Association of University Professors (AAUP) Statement of Principles.

The first five-year review will be conducted five years after the tenure review or five years after a promotion review. Subsequent reviews will be conducted on a five-year cycle, and the last review within five years of retirement. The Academic Dean may grant requests to alter the review schedule to accommodate study leaves, imminent promotion reviews, or other contingencies. No more than two post-tenure reviews will be conducted per semester.

A Faculty Development Associate for Tenured Faculty will be appointed by the Director of Faculty Development and approved by the Clerk's Committee and the Academic Dean to coordinate the review procedure. This Associate will serve for at least two, and no more than three, consecutive academic years, at the end of which she or he will be compensated with a course release within two years of his or her last year of service. Associates may only be reappointed after a three-year lay-off.

The Academic Dean and Director of Faculty Development will establish a rotating schedule for the reviews. Within the first two months of the semester when the review will be conducted, the Associate will initiate the procedure by contacting the faculty member and the department chairperson. The Associate will explain the procedure to all faculty members involved and keep the process on schedule, assuring that each review is completed within one semester.

Two tenured faculty members and the Faculty Associate will constitute the three-member panel that will conduct the review. The faculty member under review will choose one member of the panel, either from members of the faculty member's department, or if there are no other tenured members of the department, from among the faculty at large. If the faculty member under review chooses to do so, he or she may invite a tenured faculty member in her or his field from a department with a comparable discipline at another institution to participate in the review if the invited reviewer does not require financial compensation. The Academic Dean will choose the second panel member.

The three members of the review panel and the faculty member under review will establish a schedule for completing the review. The Associate will serve as clerk of the review panel and will collect and distribute copies of the review material to the panel. All material will be considered confidential, and except for the final report, will be destroyed when the review is completed.

The review will consist of the following components:

1. A self-evaluation that addresses the faculty member's achievements and challenges in the four components of faculty responsibility: teaching, advising, community service, and scholarly growth. The self-evaluation should include copies of syllabi, abstracts, or examples of research or creative works. The faculty member will forward these to the Associate.

2. On at least two different occasions, two members of the panel will visit at least one class taught by the faculty member under review, according to a schedule established between the faculty member and the panel. Following these visits, panel members will summarize their observations about the teaching effectiveness of the faculty member and submit them to the Associate.

3. Panel members and the Associate will also have access to advising evaluations and course evaluations for all courses taught by the faculty member during the five years under review.

4. Using class lists secured by the Academic Dean's office, the Associate will request letters from at least 25 students, chosen at random, who have taken classes from the faculty member under review within the previous two years. In addition, the faculty member under review will provide the names of three students of her or his choice from whom the Associate will also request letters.

After the Associate has gathered all the review material and the panel has reviewed the material, the Associate will submit a final, written report , including suggestions for Faculty Development, to the individual under review and to the Academic Dean. After a conference with the Academic Dean, the faculty member will discuss the review with the Faculty Associate and the Director of Faculty Development to determine if and how he or she should use Faculty Development Resources to address any issues raised in the review. The Academic Dean's copy of the review will be kept in the faculty member's confidential files in the Dean's Office, along with any written response deemed appropriate by the faculty member who has been reviewed.

2.500 PROMOTION

Nominations for promotions in academic rank normally originate with the department chairpersons, or in the case of a chairperson with the Academic Dean, except th